Course Book

Maths for WA 3
THE COMPLETE MATHS PACKAGE
Maths for WA second edition
The Maths for WA series is a comprehensive Maths for WA 3 Coursebook and CD

package written for the Curriculum Framework
for Western Australia. Coursebook features include:
• Theory and exercise sections containing concise
Maths for WA 3 Companion Website explanations, clear examples and exercises
www.pearsoned.com.au/schools that cover a range of levels
• Explorations or independent student tasks
The Companion Website contains a wealth of support • Puzzle pages
material for students and teachers. It has been written • Applications and activities that explore
to enhance Coursebook content and includes: mathematics in a creative and practical way
• Review questions, such as auto-correcting multiple- • Enrichment and extension sections
choice, pattern match and fill-in-the-gap questions • Revision pages.
• Technology activities
• A list of Web Destinations Every Coursebook comes with a free Student Fiona Louis, Paula McMahon, Anne Wilson
• Drag and Drop interactives CD containing:
• Interactive animations for selected chapters • Electronic copy of the Coursebook with printable
Fiona Louis, Paula McMahon, Anne Wilson

• A Teacher’s Resource Centre containing support pages and copy and paste function
material for teachers. • Companion Website on CD—no Internet
Maths for WA 3 Teacher’s Resource
The Teacher’s Resource contains a printout and CD.
It includes:
• Fully Worked Solutions to all exercises in
•
access required
Live link to the Companion Website.
Maths for WA 3 Homework Book

The Homework Book provides a complete homework
Maths for WA 3 second edition
the Coursebook program directly linked to the Coursebook.
• Homework Book Answers
• Revision Sheets
• Chapter Tests (with rubrics)
• Worksheet Answers.
978 0 7339 8362 7 978 0 7339 8363 4 978 0 7339 8364 1

PEARSON EDUCATION
6@/; &$%$ &% #!
& $%$ &% #!

www.pearsoned.com.au
Fiona Louis, Paula McMahon, Anne Wilson
Maths for WA 3 second edition
Contributing Authors: Ian Bull, Bob Howes, Caroline Hutchins, Karen Kimber,
Kimm Noonan, David Barton (Homework Book), Greg Hardham (Companion Website),
Elizabeth Waud (Teacher’s Resource), Ron Barassi (Animations)
Sydney, Melbourne, Brisbane, Perth and

associated companies around the world
Pearson Education Australia
A division of Pearson Australia Group Pty Ltd
Level 9, 5 Queens Road
Melbourne 3004 Australia
www.pearsoned.com.au/schools
Offices in Sydney, Brisbane and Perth, and associated companies throughout the world.
Copyright © Pearson Education Australia 2007

First published 2007
Reproduction and Communication for educational purposes

The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10 per cent
of the pages of this work, whichever is the greater, to be reproduced and/or communicated
by any educational institution for its educational purposes provided that the educational
institution (or the body that administers it) has given remuneration notice(s) to Copyright
Agency Limited (CAL) under the Act. For details of the CAL licence for educational
institutions contact Copyright Agency Limited (www.copyright.com.au).
Reproduction and Communication for other purposes

Except as permitted under the Act (for example a fair dealing for the purposes of study,
research, criticism or review) no part of this book may be reproduced, stored in a retrieval
system, communicated or transmitted in any form or by any means without prior written
permission. All inquiries should be made to the publisher at the address above.
Edited by Marta Veroni

Designed by Kim Ferguson
Typeset by Nikki M Group
Technical illustrations by Margaret Hastie and Wendy Gorton
Cartoons by Connah Brecon
Cover images by Getty Images
Prepress work by The Type Factory
Produced by Pearson Education Australia
Printed in Hong Kong
National Library of Australia

Cataloguing-in-Publication data
Louis, Fiona.
Maths for WA 3.
2nd ed.
For secondary school students.
ISBN 978 0 7339 8364 1 (pbk).
1. Mathematics – Textbooks. Mathematics – Problems, exercises, etc.

I. Wilson, Anne, 1958– . II. McMahon, Paula. III. Title.
510
Every effort has been made to trace and acknowledge copyright. However, should any
infringement have occurred, the publishers tender their apologies and invite copyright
holders to contact them.
Contents
The Maths for WA 3 Second 3C Pythagoras in three dimensions 87

Edition package vi 3D Perimeter 89
Acknowledgements 1 3E Area 91
3F Area of a sector 93
Chapter 1 Number 2 3G Exploring the surface area of
1A Fractions, ratios and simplifying 4 a cylinder 95
1B Using ratios to find quantities 6 3H Surface area of a cylinder 96
1C Changing quantities in a given ratio 8 3I Total surface area of a solid 97
1D Rates of change 10 3J Exploring the volume of a pyramid 100
1E Rates and units 12 3K Volume 102
1F Density 14 3L Extension: Volume 105
1G Using rates: Speed, distance, time 16 3M Capacity and concentration 107
1H Rates and graphs 19 Puzzles 108
1I Exploring distance–time graphs 21 Applications and Activities 110
1J Exploring speed–time graphs 23 Enrichment and Extension 112
1K Displacement, velocity and speed 26 Revision Questions 114
1L Operations using integers 28
1M Prime factors 30 Chapter 4 Space 116
1N Reciprocals 32 4A Angles review 118
1O Significant figures and scientific 4B Polygon facts 122
notation 33 4C Drawing in three dimensions 124
1P Rounding 36 4D Transformations 126
1Q Terminating and recurring decimals 37 4E Congruent shapes 134
1R Real numbers on the number line 38 4F Exploring similar triangles 137
Puzzles 40 4G Similar triangles 138
Applications and Activities 42 4H Applying similar triangles 144
Enrichment and Extension 44 4I Drawing networks 146
Revision Questions 46 4J Shortest path 148
4K Minimum spanning tree 151
Chapter 2 Business Maths 48 4L Maximum flow 153
2A Reviewing percentages 50 4M Using project networks 156
2B Profit and loss 54 4N Drawing project networks 158
2C Commission 56 Puzzles 160
2D Simple interest 58 Applications and Activities 162
2E Exploring compound interest 59 Enrichment and Extension 164
2F Compound interest 61 Revision Questions 166
2G Reducible interest 64
2H Using other people’s money 65 Chapter 5 Trigonometry 168
2I Exploring reducing balance loans 67 5A Right-angled triangles 170
2J Investing money 70 5B Using the tangent ratio 171
2K Wages and tax scales 71 5C Exploring the sine ratio 173
2L Best buy 73 5D Finding the length of the
Puzzles 74 opposite side 174
Applications and Activities 76 5E Exploring the cosine ratio 176
Enrichment and Extension 78 5F Finding the length of the
Revision Questions 80 adjacent side 177
5G Trigonometry rules 179
Chapter 3 Measurement 82 5H Finding the third side 182
3A Pythagoras’ theorem 84 5I Trigonometry revision 184
3B Exploring Pythagoras in 5J Finding angles in right-angled
three dimensions 86 triangles 186
Contents
5K More trigonometry revision 188 7L Using a graphics calculator 280

5L Angles of elevation and depression 189 7M Applying simultaneous equations 281
5M Extension: Trigonometry in 7N Exploring parallel and
three dimensions 192 perpendicular lines 284
Puzzles 196 7O Midpoints and distances
Applications and Activities 198 between points 286
Enrichment and Extension 200 Puzzles 288
Revision Questions 202 Applications and Activities 290
Enrichment and Extension 292
Chapter 6 Algebra Techniques 204 Revision Questions 294
6A Expanding a simple bracket 206
6B Expanding double brackets 208 Chapter 8 Quadratic Functions 296
6C Factorisation 210 8A What is a quadratic function? 298
6D Difference of perfect squares 212 8B Plotting points 302
6E Simple quadratic trinomials 214 8C Key features of quadratic functions 304
6F Other quadratic trinomials 216 8D Exploring parabolas on a
6G Algebraic fractions 218 graphics calculator 308
6H Basic linear equations 221 8E Using the null factor law 310
6I Equations involving brackets 223 8F Solving further quadratic equations 313
6J Further equations 225 8G Exploring parabolas of the form
6K Inequalities 228 y = ax2 315
6L Index numbers 230 8H Exploring parabolas of the form
6M Exploring the index laws y = ax2 + k 317
using numerals 232 8I Exploring parabolas of the form
6N Simplifying algebraic expressions 236 y = a(x − h)2 319
6O Index laws 237 8J Exploring turning point form:
6P Negative indices 240 y = a(x − h)2 + k 321
6Q Fractional indices 242 8K Parabolas of the form
6R Transposing formulas 243 y = ax2 + bx + c 324
Puzzles 246 8L Exploring equations and graphs 326
Applications and Activities 248 8M Combining quadratic features 329
Enrichment and Extension 250 8N The quadratic formula 330
Revision Questions 252 8O Solving quadratics and the
quadratic formula 332
Chapter 7 Linear Functions 254 8P Completing the square 334
7A Recognising linear patterns 256 8Q Worded problems using quadratics 335
7B Graphing linear relations 258 8R Solving using a graphics calculator 338
7C Sketching lines using the Puzzles 340
x- and y-intercepts 260 Applications and Activities 342
7D Gradients of straight lines 262 Enrichment and Extension 344
7E Horizontal and vertical lines 265 Revision Questions 346
7F Using the gradient and the
y-intercept 267 Chapter 9 Probability 348
7G Finding the equation of a line 269 9A Sets 350
7H Simultaneous equations 9B Chance 352
and graphs 272 9C Theoretical probability 354
7I Simultaneous equations: Graphing 276 9D Venn diagrams 357
7J Simultaneous equations: 9E Venn diagrams and probability 359
Substitution 277 9F Probability and Venn diagrams 361
7K Simultaneous equations: 9G Probability rules 363
Elimination 278
9H Two-way tables 365 Puzzles 470
9I Tree diagrams 367 Applications and Activities 472
9J Sampling without replacement 369 Enrichment and Extension 474
9K Experimental probability 371 Revision Questions 476
9L Using experience to find probabilities 373
9M Conditional probability 375 Chapter 12 Trigonometric and
9N Odds 378 Cubic Functions 478
9O Exploring simulations 380 12A Exploring trigonometric graphs 480
Puzzles 382 12B Exploring y = a sin x,
Applications and Activities 384 y = a cos x, y = a tan x 482
Enrichment and Extension 386 12C Exploring y = sin nx,
Revision Questions 388 y = cos nx, y = tan nx 483
12D Exploring y = sin x + c,
Chapter 10 Statistics 390 y = cos x + c, y = tan x + c 484
10A Histograms 392 12E Trigonometric functions 485
10B Which graph? 395 12F Exploring difference tables 490
10C The mean 399 12G Key features of cubic functions 492
10D Mean and standard deviation 403 12H Exploring cubics of the form
10E Averages and other statistics 408 y = ax3 495
10F Stem-and-leaf displays 410 12I Exploring cubics of the form
10G Back-to-back stemplots 412 y = x3 + k 496
10H Box-and-whisker plots 414 12J Exploring cubics in the form
10I Boxplots with outliers 417 y = (x − p)3 497
10J Bivariate data 419 12K Exploring cubics of factorised form 498
10K Best fit using a graphics calculator 423 12L Exploring cubics of the form
10L Sampling 426 y = (x − a)2(x − b) 499
10M Estimating populations 428 12M Summary of cubic transformations 500
10N Surveys 430 Puzzles 502
Puzzles 432 Applications and Activities 504
Applications and Activities 434 Enrichment and Extension 506
Enrichment and Extension 436 Revision Questions 508
Revision Questions 438
Chapter 13 Circle Geometry 510
Chapter 11 Variation, Exponential 13A Circle definitions 512
and Reciprocal Functions 440 13B Revising circumference and
11A Variation: Describing change 442 arc length 513
11B Direct variation (y = kx) 445 13C Lines of longitude: Great circles 515
11C Partial variation (y = mx + c) 447 13D Lines of latitude: Small circles 516
11D Inverse variation and reciprocal 13E Exploring angles in a circle 517
k
functions (y = ) 449 13F Angles in a circle 519
x
11E Exploring reciprocal functions 451 13G Exploring chords and tangents 522
11F Direct and inverse variation 13H Exploring circle properties 523
using powers 454 13I Tangent to a circle 524
11G Joint variation 456 13J Using all circle properties 526
11H Exploring reciprocal relationships 458 13K Exploring geometric constructions 528
11I Transforming reciprocal functions 459 Puzzles 530
11J Exploring exponential functions 461 Applications and Activities 532
11K Exploring exponential relationships 462 Enrichment and Extension 534
11L Graphing exponential functions 464 Revision Questions 536
11M Applications of exponential
Answers 538
functions 467
f o r W A3
h e M a ths a c kage
T Editio n p
Second CHAPTER
3
Measurement in history
In early times, people were concerned with measuring straight
distances. As architecture became more complex it became
necessary to develop ways of measuring curves.
n8
Early attempts at estimating the circumference of a circle involved
representing the circle with a polygon of n sides. As n increased,
the approximation became more accurate. As n approached
Measurement infinity, the perimeter of the polygon approached the circumference of

This theory, called the limit theory, underpins the study of calculus
the circle.
today.
Measurement today
Calculus is used today to measure areas under curves and
volumes of solids with curved surfaces. The method uses
the limit theory, whereby the area is divided into n rectangles.
As n approaches infinity, the rectangles increase in number
and decrease in size until the sum of the area of the
rectangles approaches the area of the curved shape.
Calculus is used to determine the area of curved surfaces

such as the sails of the Sydney Opera House.
The Maths for WA series is a comprehensive

This chapter covers the following skills:
• Calculating perimeter and area including
sectors
• Calculating the total surface area
of solids
• Calculating the volume of solids and
package written for the Curriculum Framework

capacity
• Using Pythagoras’ theorem in two and
three dimensions
for Western Australia. It includes material

that covers the outcomes in the Number,
Measurement, Space, Chance and Data, Algebra
and Working Mathematically strands.
Maths for WA 3 Coursebook

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382
• Explorations or independent student tasks that are APPLICATIONS

AND ACTIVITIE
S
spread throughout chapters, providing students with

Renting a house
or flat
Houses and flats
to rent are advertised
newspaper. The by real-estate
cost of renting agents and in
depends largely the property section
Pemberton, on the suburb of the
house to let,
quiet farm- and the size of
plus bond.
$135 p.w.
Como, 2 BR
street. $165 p.w.
in quiet
Exmouth, 1
the house or flat.
brm cottage
opportunities to discover mathematical concepts

with or w/out Kalamunda
furn., $100 F/furn hse,
p.w. plus bond. 3 BR, ensuite, Vic Park Fully
TV, PC. renov.
$280 p.w. Quiet period home,
area. new kitchen,
new bathroom,
3 bedrms,
a Find the cost of pol. floors, BIRs,
cl. Train.
renting each of $250 p.w.
i 6 months these properties
for the following
ii 12 months periods:
When you rent iii 5 years
a property, the
the form of a month’s landowner usually
requires you to
and processes, and to develop understandings

rent in advance. pay a bond, which
is often in
bHow much money
month’s rent is do you need to
required in advance? have as a bond
for each of the
houses above,
c How much if one
interest would
a year at the following you have earned on
simple interest this bond if
i 5% rates per annum? you had invested the money
for
ii 8%
Your rent will
for themselves
probably rise iii 11%
as high as 18%. in line with inflation.
In Australia, inflation
has varied from
d If the rent 0% to
rises 3% each
and complete year, find the
the table below. cost of rent for
each property
over the next 5
Property years,
1st year
Calculation
Pemberton 2nd year
• Puzzle pages for extra skill practice.

$7020 3rd year 4th year
7020 s 1·03 5th year
Como $7230·60
Exmouth
Kalamunda
Vic Park
Icons indicate an appropriate time

Obviously, finding
associated with a house and paying
moving house. the bond and rent
are only part of
the expenses
e Draw up a table
as shown and
involved with fill in all the expenses
moving out of that you think
home and into are likely to be
a rental property.
One-off expenses
to complete a puzzle
Bond On-going expenses
Rent
• Applications and activities that explore mathematics

in a creative and practical way, providing for a range
of student abilities and experiences
ging, non-standard
• Enrichment and extension sections containing challen
problems to extend more able studen ts in a variety of contexts
lidation of new skills.
• Revision pages providing reinforcement and conso
e sets in the chapte r.
Questions relate directly to the exercis
vi Maths for WA 3 2nd edition

Every Coursebook comes with a free
Student CD containing:
• Electronic copy of the Coursebook
with printable pages
• Companion Website on CD—no
Internet access required
• Live link to the Companion Website.
Maths for WA 3 CH
1
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Class:
1A
Homework Book
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Chapter
1 Num
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r 3 Me
Chapte Mark
Class:
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Name:
No
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Maths for WA 3
the unknow
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Teacher’s Resource
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Find the two decimal plac
1 to
correct
a
The Teacher’s Resource contains

2
pole of
m has a
stabilisi
height 12 its top and anot
w
A power hed 3.5 m belo its base. If both ,
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her
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a printout and CD of:
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the
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are anch
find the
decimal
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length of
places.
each cabl
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cent • Fully Worked Solutions to all
gled trian 5 mm.
A right-an of 12 mm and use.
3
side leng
Another
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use of the
th of its
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exercises in the Coursebook
hypoten of the seco other adja
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If the hyp the leng
b Find correct to the near
side
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Find the est millimetre:
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• Word worksheets, including
4
to the near
Revision Sheets and Chapter

Tests. Icons in the Coursebook
CD
indicate an appropriate time to
urce on
her’s Reso
© Pear
son Educ
ation Austr
. This page
alia 2007 be photocopie
may
d for
s for WA
3 2nd editio
from Math classroom use.
n Teac
set a worksheet.
vii
Maths for WA 3
Companion Website
www.pearsoned.com.au/school
s
The Companion Website contain
s a wealth
of support material for students
and
teachers. It has been written to enh
ance
Coursebook content and includes
:
• Review questions, such as auto
-
correcting multiple-choice, patt
ern
match and fill-in-the-gap questio
ns
• Technology activities
• Drag and Drop interactives
• Interactive animations for sele
cted chapters
• A list of Web Destinations that
relate directly to chapter content
• Correlation Grid and Teaching
Plan (Teacher’s Resource Centre)
• Word worksheets, including
Revision Sheets and
Chapter Tests (Teacher’s Resourc
e Centre)
• Homework Book Answers (Tea
cher’s Resource Centre).
Icons in the Coursebook indicate
an
appropriate time to explore som
e of
the Companion Website’s key feat
ures.
viii Maths for WA 3 2nd edition

Acknowledgements
Fiona would like to give her sincerest thanks to Christian and Rohan Louis, Joy and Roger Burrows, and Judy
and Garry Louis for their continued love, support and encouragement. Their advice and guidance have been
invaluable. Thanks also to Cassandra Hammarstrom, Lyn Scarr and Sara Wood who continue to give me
inspiration and friendship, as well as René Reddingius (Leonora DHS) for originally believing in me and my ability
to write. Thanks also for the support of the Charlie’s Angels and to my friends and family.
Paula would like to thank her husband, Neil, and her children, Peter and Kylee, for their love and support. Her
colleague Glenys Stade has been an invaluable souce of knowledge, guidance and encouragement, and to the
many students of Hampton SHS who have trialled many of the activities a huge thank you. A final thank you
must go to Ann Rodley for her many hours of proofreading.
Anne would like to thank Meredith Wilson for her patience and Robbie Wilson for keeping his sense
of humour. Also thank you to every person who has used these books and given constructive feedback.
Lastly, we would like to thank each other. We have found a new source of support and a willingness to
share advice.
We would like to thank the following for permission to reproduce photographs, texts and illustrations.
The following abbreviations are used in this list: t = top, b = bottom, c = centre, l = left, r = right.
Australian Picture Library: p. 440. Lenscape Photography/Mike Leonard: p. 82.

Australian Scenics: p. 296, 452b. NASA: p. 43
Coo-ee Picture Library: p. 48. Pearson Education Australia, Maths Dimensions 10,
Corbis Australia Pty Ltd: p. 11. Ian Bull et al: pp. 227, 409.
David Hunter: p. 429b. Pearson Education Australia: Michelle Jellett: p. 281.
Fiona Louis: pp. 35, 451, 452t, 453b, 453t, 489. Photolibrary Pty Ltd: pp. 35, 204, 254, 259, 428t, 472,
478, 488.
Gary Flake: p. 116.
Royal Australian Mint: p. 370.
Getty Images: pp. 168, 348, 353, 390, 421, Cover.
Ian Bull: pp. 13, 261, 264, 279, 333.
Jupiterimages Corporation © 2007: pp. 23, 36, 42, 51,
53 (cordless phone), 53 (electronic organiser), 66, 72,
73, 227, 271, 283, 284 (train tracks), 291, 351, 394,
425, 429, 430 (car).
Every effort has been made to trace and acknowledge copyright. However, should any infringement have occurred,
the publishers tender their apologies and invite copyright owners to contact them.
1
CHAPTER
1
Number
Numbers in history
The irrational number e is a very important number. It is known as Euler’s number and
1 1 1 1 1
can be found by calculating the series e = 1+ + + + + …
1! 2 ! 3 ! 4 ! 5 !
The number was first used by Leibniz in 1690. Leibniz used the letter b to represent
it. In 1727 Euler used the letter e. There are numerous theories as to why the letter e
was used, but it may be because it is the first letter of the word ‘exponential’.
Numbers today
Pi (π) is also an irrational number. Calculating the decimal places for π is often used to
test the speed of computers. The world record for finding the most digits of π was set
in October 1995 by Yasumasa Kavade. It took 116 hours to calculate 6 442 450 000
digits on a computer at the University of Tokyo.

• Simplifying ratios and using ratios to
find quantities
• Increasing and decreasing in a
given ratio
• Calculating rates of change
• Calculating density
• Calculating speed, distance and
time taken
• Exploring distance–time and
speed–time graphs
• Using the four operations on rational
numbers
• Rounding, scientific notation and
significant figures
• Recognising the subsets of the real
number system
1A Fractions, ratios and simplifying
A ratio is a comparison of two or more quantities in which we look at how the quantities are
related to each other. Ratios are usually written in the form a : b but can also be written as ba .
All the parts of the ratio need to be expressed in the same unit so that they can be compared.
A ratio expressed as 1 : 1 indicates that the quantities being compared
are of equal size. Here the ratio of red to blue areas is 1 : 1.
A ratio expressed as 2 : 1 indicates that one part is twice the size of

the other. Here the ratio of red to blue areas is 2 : 1.
Example Solution
1 A bathroom is tiled with 45 red tiles and 45 : 315
315 blue tiles. Express this as a ratio v45 1:7 v45
using the smallest numbers possible
(simplest terms).
2 a Express the ratio 15 : 95 as a fraction, 15 : 95 Calculator steps:
then use a calculator to simplify it. 15 3 3
= 15 a cb 95 =
95 19 19
3
b Write the simplified fraction as a ratio. is the same as 3 : 19
19
3 The weight of caramel in a 1-kilogram 1 kg = 1000 g Always convert to
box of chocolate-covered caramels is 650 13 same units first
=
650 grams. Express this as a ratio in 1000 20 (usually smaller units).
simplest terms.
ratio is 13 : 20
4 Simplify the following ratios:
1 2 1 2 5 8
a : : = :
4 5 4 5 20 20
= 5:8
1 7 1 9 First write any mixed
b 2 : = 2
4 8 4 4 fraction as an improper
9 7 18 7 fraction.
so : = :
4 8 8 8
= 18 : 7
c 0·6 : 1·5 0·6 : 1·5 (× 10) These involve ‘tenths’,
= 6 : 15 so to convert to units
= 2:5 multiply by 10.
d 0·47 : 0·8 0·47 : 0·8 (× 100) This involves

= 47 : 80 ‘hundredths’, so to
convert to units
multiply by 100.
4 Maths for WA 3 2nd edition

1A
Exercise 1A
1 Express as a ratio the number of squares of each colour to the total number of squares in
the following:
a b
2 Simplify these ratios:

a 20 : 25 b 15 : 65 c 24 : 42 d 12 : 15 e 81 : 27
f 120 : 15 g 24 : 18 h 123 : 12 i 75 : 15 j 72 : 18
3 Express the following as their simplest ratios. Remember to convert the units first:
a 120 cm : 1 m b 28 mm : 10 cm c 132 m : 11 cm
d 380 m : 2·5 km e 4 kg : 250 g f 720 g : 1·2 kg
g 8·6 t : 3450 kg h 0·05 t : 2000 g i 5 min : 120 s
j 480 s : 2 min k 3 h : 20 min l 5 days : 60 h
4 Simplify the following:

2 3 1 3 7 17 17 4
a : b : c : d :
5 4 7 10 12 24 20 5
3 1 3 2 7 4 6 21
e : f : g : h :
4 3 5 3 10 5 13 26
3 4 1 2 1 9 4 1
l 1 : j 1 : k 2 : l 2 :
4 5 2 3 2 10 5 5
1 2 3 1 4 1 7 1
m 1 :2 n 2 :3 o 1 :1 p 2 :2
4 3 5 2 7 3 9 3
a 2·9 : 3·5 b 1·27 : 3·52 c 0·45 : 1·94 d 6·3 : 2·7
e 2·62 : 3·1 f 1·05 : 4·1 g 1·045 : 1·24 h 0·752 : 2·56
6 Calculate the area of each square then express the ratio of the areas in simplest form:
a yellow to i blue ii red iii green
b blue to i red ii green
c red to green
1·5 cm 2·5 cm 3·5 cm 4·5 cm
Chapter 1 Number 5
1B Using ratios to find quantities
If we know the ratio between two or more quantities and the size of one quantity, we can find
the size of the other quantities.
Example Solution
1 Find the missing number in this statement: 2:
s5 s5
2: = 10 : 50 10 : 50
10
2 Find the value of x to make the ratios the

same, using algebra.
a x : 4·5 = 2 : 3 x 2
Cross multiply.
4·5 3
3 × x = 2 × 4·5
3x = 9
x=3
b 3 : x = 24 : 16 3 24
Cross multiply.
x 16
24 × x = 3 × 16
24x = 48
x=2
3 Lollies are to be shared between Carol,
Sue and Jenny in the ratio of 3 : 2 : 1
according to their ages. If Sue is 12 years
old and receives 98 lollies, find:
a the ages of the other sisters C : S : J
3 : 2 : 1
s6 s6
18 : 12 : 6
Carol is 18 and Jenny is 6 years of age.
b the number of lollies that each of the C : S : J
other sisters receive 3 : 2 : 1
s49 s49
147 : 98 : 49
Carol receives 147 lollies and Jenny 49 lollies.
Exercise 1B
1 Find the missing numbers in these ratios:
a 5 : = 15 : 24 b 3: = 12 : 16 c : 7 = 15 : 14
d 5:7 = : 28 e : 12 = 48 : 96 f 2·6 : = 2·34 : 2·88
g 1·4 : = 0·84 : 1·92 h 4: = 44 : 66 i 5·6 : 3·8 = : 15·2
2 Find the value of x to make the ratios the same, using algebra:
a x : 24 = 6 : 36 b x : 9 = 3 : 27 c x : 2·5 = 12 : 15
d 6 : x = 18 : 21 e 3 : x = 12 : 20 f 9 : x = 0·84 : 1·92
g 7 : 8 = x : 24 h 2 : 11 = x : 99 i 7·5 : 8·5 = x : 1·7
j 18 : 5 = 6 : x k 22 : 7 = 4 : x l 2·1 : 1 = 3 : x
1B
3 The ratio of dogs to cats in a city pound is 2 : 3. If there are 36 cats find:
a the number of dogs
b the total number of animals in the pound
4 A cordial drink is made up by mixing syrup to water in the ratio 2 : 5. If 450 mL of water
is used find:
a the volume of syrup used b the total volume of the drink
5 The ratio of sand to cement when making mortar is 5 : 1. What mass of sand should be
mixed with 1·5 kg of cement?
6 The winnings in the lottery are to be shared in the ratio in which Agatha, Bree and
Christie contribute to the ticket. Agatha puts in $3·80, Bree puts in $4·80 and Christie
puts in the rest to buy the $12 ticket. How much will each receive if they win $10 680?
7 The profit a company makes is distributed in the ratio of the number of hours that each
partner works in a week. For a particular week Duy works for 65 hours, Effie for 55 hours
and Gary for 45 hours. If the company makes a $4059 profit that week, how much should
each partner receive?
8 A property is to be divided between three children in the ratio 1 : 2 : 3. If the area of the
property is 73·8 hectares find the area that each will receive.
9 Young Will is trying to pour water into a bottle. For every 30 mL he pours, he spills 10 mL.
a Find the amount of water he will spill while filling a 600 mL container.
b Find the total amount of water he needs to pour to fill an 800 mL container.
10 For every $8 I earn I have to pay $2·50 in taxes. If I earn $13 216 in a part-time job find:
a the amount of tax I need to pay b the amount I can keep
11 The ratio of staff to students on an outdoor activities program is 2 : 7. Find the maximum
number of students who can be taken if 10 teachers go.
12 A two-stroke fuel is made by mixing petrol with oil in the ratio 10 : 1. If 5·5 litres of
mixture is made, find the quantity of petrol and oil used.
13 The money from petrol sales is shared between the government, refiners/wholesalers, oil
producers and service station owners in the ratio 9 : 4 : 2 : 1. How much does each receive
in a year if:
a the government receives $113 067 from the
operation of a Morley service station?
b a total of $15 497 184 of petrol is sold in Ascot?
14 In the search for a super pizza topping, 9 g of olives,

11 g of tomato sauce and 15 g of cheese are used to
make a small trial pizza. How many grams of each
ingredient needs to be added to the recipe so that the
ratio of olives to tomato sauce to cheese is 3 : 4 : 5?
Chapter 1 Number 7
1C Changing quantities in a given ratio
When a quantity is multiplied by a number that is greater than one, the quantity will be increased.
When a quantity is multiplied by a number that is less than one, the quantity will be reduced.
Example Solution
3 3:2
1 Increase 40 metres in the ratio 3 : 2. 40 × = 60 or s20 s20
2 x : 40
x = 3 × 20
x = 60 m
3 3:4
2 Decrease $50 in the ratio 3 : 4. 50 × or s12·5 s12·5
4 x : 50
= $37·50 x = 3 × 12·5
x = $37·50
3 If the volume of a 700 mL can of drink New fraction of drink compared to old can
is decreased by one-fifth, find the new 1 4
volume of the drink. = 1− =
5 5
4
New volume of drink = × 700 = 560 mL
5
3 11
4 Wally’s wage of $240 per week is New fraction of wage = 1 + =
increased by three-eighths. What is his 8 8
new wage? 11
New wage = × 240 = $330
8
Exercise 1C
1 Increase the following in the ratio 5 : 2:
a 60 metres b 80 centimetres c 45 grams
d 12 kilograms e $456 f 48 minutes
g 24 hours h 1000 millimetres i 98 tonnes
j $25·20 k 78 seconds l 234 metres
m 905 tonnes n 67 kilometres o 46 grams
2 Decrease the following in the ratio 1 : 3:

a 120 metres b 981 millimetres c $23·10
d 471 kilograms e 48 hours f 63 tonnes
g $78·30 h 1005 grams i 2556 minutes
j 37·74 centimetres k $1758 l 75 hours
m 42 kilometres n 291 tonnes o 288 metres
3 What fraction remains when quantities are reduced by the following amounts?
a one-fifth b two-thirds c five-eighths
d four-sevenths e three-quarters f two-elevenths

1C
4 What fraction of the original quantity is there when each is increased by the following
amounts?
a one-seventh b one-eighth c two-thirds
d five-ninths e two-fifths f three-quarters
5 The following blocks of cheese are decreased by two-thirds. Find their new mass:
a 120 g b 567 g c 981 g d 1002 g e 465 g
6 In order to attract more members, the committee of a tennis club reduces subscriptions by
one-seventh. Find the new subscriptions payable by the following club members.
Old subscription New subscription
President $161
Senior $182
Committee member $168
Junior $91
7 A local real-estate agent claims that the property prices in Hillarys have increased by
one-sixth. Use this estimate to calculate the value of the following properties.
Old value New value
Two-storey villa unit $534 000

Flat $141 000
Apartment $468 000
Californian bungalow $594 000
Victorian single front $337 500
Shop front $133 500
8 A soft-drink manufacturer decides to decrease the size of its products by one-tenth. Find
the new volumes of the drinks if the old volumes were:
a 1200 mL b 1500 mL c 2600 mL d 5 litres e 20 litres
9 The lengths of rides at the fabulous Adventure World are to be increased by two-sevenths.
Find the new lengths of the following rides.
Old length New length
Bully Dipper 413 m

Spin ’n’ Scream 441 m
Water Spout of Terror 378 m
Cannon Shot 448 m
Chapter 1 Number 9
1D Rates of change
A rate is a measure of the way in which one quantity changes with respect to another. Rates
are stated using units in fraction form. For example, speed is the rate of change of distance
with respect to time and is measured in km/h or m/s. Other familiar rates might be the price
of potatoes in $ per kilogram, or the rate in °C per minute at which a pizza oven heats up.
Example Solution
1 Express the following as rates:
42 cm
a William grew 42 cm in 2 years = 21 cm/year
2 years
$52·65
b 45 litres of petrol cost $52·65 = $1·17/L
45 L
714
c 17 buses carried 714 people = 42 people per bus
17
2 A piece of metal is heated up at a constant
rate of 8°C per minute. If it starts at 16°C,
how long will it take for the metal to reach:
a 24°C? 8
24 − 16 = 8°C increase: t = = 1 minute
8
b 20°C? 4 1
20 − 16 = 4°C increase: t = = minute
8 2
c 38°C? 38 − 16 = 22°C increase
22 3
t= = 2 minutes
8 4
3 If 9 kilograms of gas costs $11·25, find
the cost of:
11·25
a 5 kg 5× = $6·25
9
11·25
b 12·2 kg 12·2 × = $15·25
9
Exercise 1D
1 What units would you use to measure the following rates?
a the cost of a mobile-phone call (____/minute)
b Don Bradman’s batting scores (____/innings)
c the price of milk sold from a supermarket ( $/___)
d the scale used on a map
e Bill’s pay when working at McDonalds
f Luc Longley’s basketball figures
2 Give an example for each of the following rates:
a points per game b wickets per over
c kilograms per square metre d dollars per kilogram
e cents per litre f litres per hour
g kilograms per cubic centimetre h kilobytes per minute
1D
3 Express each of the following situations using a rate in simplest form:
a The rateable value of an 1800-m2 block was $140 400 ($____ /m2).
b Thuy was able to type 288 words in 6 minutes ( ____ words/min).
c Four dozen rolls cost $4·80 ($____ /roll).
d Fremantle football team had 336 kicks in general play to score 12 goals
( ____ kicks/goal).
e A crowd of 2540 people paid a total of $65 024 to see a concert ($____ /ticket).
f A swimming pool with a capacity of 20 000 litres was filled in 25 hours ( ____ L/h).
g The cost of 2·4 cubic metres of mulch is $46·80 ($____ /cubic metre).
h The temperature rose from 6°C to 18°C between 6 am and noon ( ____ °C/h).
i A bus used 120 litres of diesel fuel to travel 1020 km ( ____ km/L).
j An oil spill spread 600 m2 in 12 minutes ( ____ m2/min).
k 12 480 cows graze on a 4160-acre dairy farm ( ____ cows/acre).
l It takes 90 minutes to mow a lawn of area 2700 m2 ( ____ m2/min).
4 To win, Australia needs to make 280 runs in 50 overs during an international one-day
cricket match.
a Express this as a simple rate.
b At this rate, how many runs should they have made after the following number of
overs to keep on target?
i 6 ii 15 iii 17 iv 24 v 32 vi 46
5 If the cost of Formula One racing fuel is $5·25 per litre, what value of fuel is carried by
tankers with the following capacities?
a 8000 litres b 34 000 litres c 98 000 litres
6 My pancake recipe indicates that 200 mL of water is to be added to 250 g of self-raising

flour and two eggs.
Express in simplest form the rate at which water is added to flour and find the volume of
water needed if the following amounts of flour are used:
a 1200 g b 2200 g c 3·75 kg d 12 kg e 22·5 kg
7 A sports car travels 138 km and uses 15 litres

of petrol. Express this as a simple rate and find
the amount of petrol used on these journeys:
a Perth to Kalgoorlie: 612 km
b Perth to Busselton: 223 km
c Norseman to Eucla: 1491 km
d Perth to Karratha: 1784 km
e Kalgoorlie to Northam: 576 km
f Perth to Carnarvon: 904 km
8 Water is delivered from a high-pressure hose at a rate such that 360 litres of water is delivered
in 4 minutes. Express this as a simple rate and use it to find the quantity of water delivered in:
a 1·2 minutes b 2·9 minutes
c 18 minutes d 12 minutes 15 seconds
Chapter 1 Number 11
1E Rates and units
Rates can be expressed in different units. In order to be able to convert rates, individual unit
conversions need to be known. For example, 1 L = 1000 mL, 1 km = 1000 m, 1 h = 3600 s
and so on.
Example Solution
1 The top speed of a new
racing car is 360 km/h.
Express the speed in:
a m/h 360 km/h × 1000 (convert km to m, × 1000)
= 360 000 m/h
b m/min 360 km/h × 1000 ÷ 60 (convert km to m, × 1000,
= 6000 m/min and h to min, ÷ 60)
c m/s 360 km/h × 1000 ÷ 60 ÷ 60 (convert km to m, × 1000,
= 100 m/s and h to s ÷ 60 and ÷ 60)
2 A tap delivers water at the 40 mL/min = 40 ÷ 1000 × 60 (convert mL to L, ÷ 1000,
rate of 40 mL/min. Express = 2·4 L/h and min to h, × 60)
this in the units of L/h.
Exercise 1E
1 Convert the following speeds to metres per second:
a 48 km/h b 72 km/h c 1800 km/h d 32 km/h e 24 km/h
f 2 km/h g 18 km/h h 0·2 km/h i 120 km/h j 12 km/h
2 Convert the following speeds to km/h:
a 60 m/s b 36 m/s c 90 m/s d 20 m/s e 108 m/s
f 18 m/s g 14·4 m/s h 288 m/s i 5 m/s j 7·2 m/s
3 Convert the following units to those indicated:
a 3600 L/min = _______ L/h b $8/min = $_______ /h
c 1200 g/min = _______ kg/min d 9 m/s = _______ m/min
4 Fill in the spaces:
a 2400 mL/min = ________ mL/h b 3600 g/min = ________ kg/min
c 2000 kg/min = ________ t/min d 2400 cm/s = ________ cm/min
e 420 L/min = ________ L/h f 8·4 L/h = _______ L/day
g $1200 /day = $_________ /min h 280 mm/min = __________ cm/h
i 450 kg/h = __________ g/min j 380 g/s = __________ kg/h
5 Watering systems use water at different flow rates. Express the following rates in mL/min:
a slow feed: 6 L/h b normal use: 36 L/h c express use: 3000 L/h
6 The cheetah is the fastest land mammal in the world. Express its top speed of
150 kilometres per hour in the following units:
a km/min b km/s c m/h d m/min e m/s
7 The fastest wind speed ever recorded is 530 km/h, which was reached when tornadoes hit
Oklahoma in the US. Express this speed in the following units:
a km/min b km/s c m/h d m/min e m/s

1E
8 The cockroach can reach speeds of 30 cm/s and the centipede can sprint at a maximum
speed of 50 cm/s. Express each of these speeds in the following units:
a m/min b m/s c m/h d cm/min e km/h
9 Tectonic plates carry the continents. When the plates move into each other earthquakes
and volcanic action can result. The fastest tectonic movement on Earth has been recorded
at 24 cm/year. Express this in the units of:
a cm/month b m/year c mm/day
d m/month e mm/month f cm/day
10 When exercising, these people have the following pulse rates:

i Bill: 120 beats/min ii Flaka: 150 beats/min iii Guido: 180 beats/min
Express each person’s pulse rate in:
a beats/hour b beats/second c beats/day
11 A pumpkin was weighed at regular intervals and it was found to grow at the constant rate
of 190 g/day over a 4-week period.
a If its weight at the start of the trial was 1·2 kg, find its weight at the end of each week
of the trial.
b Express the rate of the increase of its weight in:
i g/h ii g/min iii g/s
12 A petrol bowser is able to deliver petrol at the rate of 20 L/min. Express this rate in:
a L/h b mL/min c mL/h
How long will it take to fill cars with petrol tanks of the following capacities? Express
your answer in:
i hours ii minutes
d 60 litres e 45 litres f 25 litres g 120 litres
13 a A pie-eating competition is hosted by a football team as a fundraiser. If the average

rate at which pies are eaten is 120 pies/min, express the rate in:
i pies/s ii pies/h iii pies/day
b At this rate, how long will it take participants to eat:

i 540 pies? ii 1020 pies? iii 1470 pies?
iv 2220 pies? v 2370 pies?
14 Paint is sold in a number of different-sized cans.

a If a 20-litre can of paint costs $120, express this
as the ratio dollars : volume.
b Use the ratio to find the cost of the following can
sizes:
i 10 litres ii 50 litres iii 250 mL
iv 500 mL v 2500 mL
c Find the volume of paint that is sold for:
i $48 ii $108 iii $114
iv $15 v $51
Chapter 1 Number 13
1F Density
Some substances are heavier than others per unit volume. One cubic centimetre of water has
a mass of 1 gram at 4°C, while 1 cubic centimetre of lead has a mass of 11·23 grams. The
density (d) of a material is the ratio of its mass (m) to a standard volume (V). Density is
usually stated in grams per cubic centimetre (g/cm3) or kilograms per cubic metre (kg/m3).
The density of a gas or a liquid changes with temperature, so the temperature needs to be
quoted for these substances.
m m dV m is mass
d is density
V is volume
m
d— d V m
V—
V d
Example Solution
1 Find the densities in grams per cubic
centimetre of the following:
m 85·2
a a sample of zinc of mass 85·2 grams d= =
and volume 12 cubic centimetres V 12
= 7·1 g/cm 3
m 117
b 117 grams of steel that occupies d= =
15 cubic centimetres V 15
= 7·8 g/cm 3
2 A block of brass has a volume of 14 cm3. m = dV
Find its mass if the density of brass is m = 14 × 8·6
8·6 g/cm3. m = 120·4 g
Exercise 1F
1 Find the densities of the following, in grams per cubic centimetre:
a 167 cm3 of water of mass 167 g b 230 cm3 of copper of mass 2047 g
c 150 cm3 of granite of mass 405 g d 23 cm3 of glass of mass 57·5 g
2 Find the mass of the following samples of granite if the density of granite is 2·7 g/cm3:
a 12 cm3 b 18 cm3 c 29 cm3 d 190 cm3 e 2000 cm3
3 Find the mass of the following samples of iron if the density of iron is 7·9 g/cm3:

1F
4 The density of water at 4°C is 1 g/cm3. Find the mass of water in these tanks if they are
filled to the top (note V = l × w × h):
a b c
20 cm
50 cm 20 cm 100 cm
40 cm
30 cm 40 cm
40 cm 80 cm
5 Find the density in the units of g/cm3 of each material if:

a 200 cm3 of polystyrene has a mass of 3·2 g
b 750 cm3 of wood has a mass of 825 g
c 600 cm3 of lead has a mass of 6·84 kg
d 400 cm3 of aluminium has a mass of 1·08 kg
6 The density of iron is 7·9 g/cm3. Find the mass of this block of iron:
20 cm
10 cm
100 cm
7 The density of plastic A is 1·5 g/cm3 and the density of plastic B is 0·9 g/cm3. Find the
mass of the following blocks for each type of plastic and state the difference in mass
between them:
a b c
10 cm
5 cm
30 cm
60 cm
90 cm
10 cm 20 cm
20 cm 40 cm
8 The densities, expressed in the units of kilograms per cubic metre (kg/m3) and grams per
cubic centimetre (g/cm3), of some materials are listed in the following table. Complete
the table:
Material Density (kg/m3) Density (g/cm3)
Polystyrene (plastic) 16
Polypropylene (plastic) 0·9
Nylon (plastic) 1·14
White gum (wood) 1100
Lead (metal) 11·4
Chapter 1 Number 15
1G Using rates: Speed, distance, time
When driving across outback Australia, where towns are far apart, it is important to estimate
the time that journeys will take. The time can be estimated by knowing the car’s speed and the
distance to be travelled. Speed (s) is the rate at which distance (d) changes with respect to
time (t). It is measured in units of distance divided by time and is usually given as metres per
second (m/s) or kilometres per hour (km/h).
The formulas involving speed, distance and time are shown in these diagrams.
d d st d is distance
s is speed
t is volume
d
s— s t d
t—
t s
Example Solution
d
1 Find the average speed of a motorcycle s=
that travels 630 km in 9 hours. t
630
=
9
= 70 km/h
2 How far does a car travelling at an t = 3 h 20 min
average speed of 72 km/h travel in 20 1
3 hours 20 minutes? =3 h, that is 3 h
60 3
d = s×t
1
= 72 × 3
3
= 240 km
d
3 How long does it take for a plane t=
to travel 650 km if it is travelling at s
650
120 km per hour? =
120
5
=5 h, that is 5 h 25 min
12
4 An elephant’s speed is recorded
as 40 km/h.
40 × 1000 1
a Express this speed in m/s. = 11 m/s
1 × 60 × 60 9
b At this rate how far will it run in d = s×t
10 seconds? 1
= 11 × 10
9
1
= 111 m
9

1G
Exercise 1G
1 Select the units of speed from km/h, m/s, cm/s or mm/s that would best be used to state
the speed of each of the following:
a an ant crawling along a bench b a stone being thrown off a building
c a slug moving across a lawn d a rocket taking off
e a ball being rolled along a floor f the pendulum of a clock swinging
2 Give two examples of moving things whose speed is best measured using each of the
following units:
a km/h b m/s c cm/s d mm/s
3 Calculate the speed in kilometres per hour (km/h)

for the following:
a an aeroplane that travels 7752 km in 17 h
b a bus that travels 340 km in 4 h
c a helicopter that travels 1800 km in
4 h 30 min
d a jogger who runs 16 km in 2 12 h
e a racing car that travels 913·5 km in 4·5 h
f an elephant that travels 16·25 km in 3 14 h
4 Calculate the distance travelled in kilometres

for the following:
a a racing car that travels at an average speed of 145 km/h for 4 hours
b a car that travels at an average speed of 97 km/h for 6 hours
c a double-decker bus that travels at an average speed of 57 km/h for 3 12 hours
d a ship that travels at an average speed of 62 km/h for 6·5 hours
e a shark that swims at an average speed of 47·3 km/h for 3 hours 36 minutes
f a bird that flies at an average speed of 27·2 km/h for 45 minutes
5 How long does it take for the following:

a a plane to travel 2275 km if it is travelling at 650 km/h
b a vintage aircraft to travel 270 km if it is travelling at 60 km/h
c a model racing car to travel 81·6 km if it is travelling at 20·4 km/h
d a helicopter to travel 16·8 km if it is travelling at 60 km/h
e an Olympic runner to run 42·12 km if he is running at 16·2 km/h
6 Calculate the speed in metres per second (m/s) for the following:
a an arrow that travels 240 metres in 2 seconds
b a stone that falls 120 centimetres in 1·5 seconds
c a jogger who runs 2 km in 20 minutes
d a bird that flies 30 metres in a minute
e an insect that crawls 6780 mm in 5 minutes
Chapter 1 Number 17
1G
7 In the ocean the bottlenosed
dolphin swims at 64 km/h, the
killer whale at 48 km/h, the mako
shark at 32 km/h and the penguin
at 24 km/h. The fastest marine
animal is the bluefin tuna, which
swims at 88 km/h.
a Find the distances each of
these animals would swim in:
i 10 minutes
ii 25 minutes
iii three-quarters of an hour
iv one and a half hours
b Express the speeds of these animals in units of metres per second, and find the
distance to the nearest metre that each can travel in:
i 5 seconds ii half a minute iii 2 minutes iv three and a half minutes
8 The fastest speeds of the following insects are recorded in kilometres per hour:
bumble bee: 11 hoverfly: 14 hawkmoth: 50 dragonfly: 75
a Express the speed of each of the insects in metres per second.
b The insects take part in a 100-metre race. Find the time to the nearest second that
each insect will take to complete the race.
9 The top speed of a duck is 85 km/h, that of a teal is 120 km/h and that of a crow is
40 km/h. Find the time taken for each bird to fly 100 metres:
a as a fraction of an hour b to the nearest tenth of a second
10 Some world records for the men’s 100-metre sprint and the year they were achieved are
listed below. Convert each record to an average running speed in:
i metres per second ii kilometres per hour
a 1912 Donald Lippincott 10·6 seconds
b 1960 Armin Hary 10·0 seconds
c 1968 Jim Hines 9·9 seconds
d 1991 Carl Lewis 9·86 seconds
e 1999 Maurice Grenne 9·79 seconds
f 2006 Asafa Powell 9·77 seconds
11 Ian Thorpe has personal bests for the following freestyle events: 100 m in 48·56 seconds,
200 m in 1 minute 44·06 seconds, 400 m in 3 minutes 40·08 seconds and 800 m in
7 minutes 39·44 seconds.
a Round each time to the nearest second.
b Use the rounded times to calculate his average swimming speed for each event in
metres per second.
c Convert the answers in part b to kilometres per hour.

Rates and graphs 1H
The way in which quantities change (i.e. either increase or decrease) and the rate at which
they change can be measured from a graph. These rates are represented as the gradients of the
line segments under investigation.
Example Solution
The volume of a small water tank
was monitored over a 10-hour period
starting at noon. The results are shown 1000
on the graph. 900
800
Volume (litres)
700
600
500
400
300
200
100
0
1 2 3 4 5 6 7 8 9 10
Time (hours)
1 a Between what times did the volume Volume increased between 2 pm and 4 pm
in the tank increase? and between 9 pm and 10 pm.
b Use the graph to estimate the rate of 2 pm to 4 pm:
increase of volume during this time Volume increased 250 litres in 2 hours
in litres per hour. 250
Rate = = 125 L/h
2
250 litres in 2 hours
v2 125 litres in 1 hour v2
9 pm to 10 pm:
Volume increased 750 litres in 1 hour
Rate = 750 L/h
2 a Between what times did the volume Volume decreased between noon and 1 pm
in the tank decrease? and between 7 pm and 9 pm.
b Use the graph to estimate the rate of Noon to 1 pm:
decrease of volume during this time Volume decreased 250 litres in 1 hour
in litres per hour. Rate = 250 L/h
7 pm to 9 pm:
Volume decreased 1000 litres in 2 hours
1000
Rate = = 500 L/h
2
1000 litres in 2 hours
w2 500 litres in 1 hour w2
Chapter 1 Number 19
1H
Exercise 1H
1 Temperature was recorded on a 2-hourly basis and the temperature–time graph was drawn.
a Complete the following table:
Time Temperature
4:00 am
10
8
Temperature (oC)
6
4
2
0
2
4
4 am 6 8 10 noon 2 4 6 8 pm
Time
b What was the average temperature change in degrees/hour between each of

the readings?
2 William is training for the Around the Bridges bike ride and keeps a record of
his training. His record for one Saturday afternoon is shown in the table below.
a Copy the grid and draw a graph of William’s progress. Label each section from A to G.
Section Distance Times

travelled
(km) 80
A 18 noon–1:00 pm 70
B 0 1:00–1:30 pm 60
Distance (km)
C 25 1:30–2:15 pm 50
D 0 2:15–2:45 pm 40
30
E 22 2:45–3:45 pm
20
F 0 3:45–4:15 pm
10
G 15 4:15–5:00 pm
noon 1 pm 2 pm 3 pm 4 pm 5 pm
b Use the table to state at what time the training ride:

i started _________ ii finished _________
For how many minutes did William:
iii rest? _________ iv cycle? _________
c William cycled for four sections of the trip. Find the average speed at which he
travelled for each of these sections.

EXPLORING distance–time graphs 1I
Graphs are a visual way of displaying information. The most important thing about graphs is
to understand what information each of the line segments shows.
Learning task 1I
1 This distance–time graph shows Kim’s 50
bicycle journey one afternoon.
The journey happened in five stages, 40
which are labelled A, B, C, D and E
on the graph.
Distance (km)
E
Use the graph to state at what time 30
the journey: D
a started _______ 20
b finished _______ C
For how many minutes did Kim:
10 B
c rest? _________
A
d cycle? _________
noon 1 2 3 4 5 pm
Time
2 For Kim’s journey, complete the information shown in this table. The speed is found by
dividing the distance travelled by the time taken:
Section Distance Times Time taken Speed (km/h)
(km) (hours)
A 7 12:10–12:30 pm 1
3
7÷ 1
3
= 21
The speed can also be determined by finding the gradient (slope) of the line in each section.
Distance
rise
7 Gradient =
run
7
A 7 km = 1
3
= 21 km/h
Time
12:10 12:30 pm
1–
3 hour
Chapter 1 Number 21
1I
3 Kim’s friend Kylie is training for the City to Surf, and she keeps an accurate log of her
training one afternoon.
a Use the information in the table below to draw a graph of her training.
b Calculate the speed at which she travels during each of the seven stages.
Section Distance Times Time taken Speed

(km) (hours) (km/h)
A 20 noon–1:15 pm 1 14 20 ÷ 1 14 = 16
B 0 1:15–2:00 pm
C 10 2:00–2:45 pm
D 15 2:45–3:15 pm
E 0 3:15–4:00 pm
F 10 4:00–4:15 pm
G 5 4:15–5:00 pm
4 Doug is also training for a cycling event. He keeps a record of his training in a journal.
I started at 9:15 am on Saturday morning after catching the train to Joondalup and
cycled for 15 kilometres, which took half an hour. I rested for 15 minutes. I got
back on the bike at 10 o’clock and travelled 33 kilometres. I stopped for 25 minutes
at 10:50 and ate an energy bar and had a drink. After travelling for a further
12 kilometres, I reached Lancelin at 11:45. I then cycled 60 kilometres back to
Joondalup without stopping. The final stage took 2 12 hours.
a Transfer the information from the journal into the table below.
(km) (hours) (km/h)
A
B
C
D
E
F
b Draw the graph of his journey.
Distance (km)
Time
EXPLORING speed–time graphs 1J
As stated previously, a graph is a visual way of displaying information. The most important
thing about graphs is to understand what information each of the line segments show.
The previous exercise provided an opportunity to explore some distance–time graphs. We are
now going to explore how a distance–time graph can be used to represent the change in speed
with regard to time.
Learning task 1J
This distance–time graph shows Charlotte’s
bicycle journey one afternoon. 18 F
16
The journey happened in six stages, 14 E
which are labelled A, B, C, D, E and F D
Distance (km)
12
on the graph. From the graph you can 10 C
determine the speed at which Charlotte 8 B
was riding the bike and the length of time 6
A
for which she maintained this speed. 4
2
noon 1 2 3 4 5 pm
Time
1 Use the information shown in the graph above to complete the table. Note that speed is
found by dividing the distance travelled by the time taken.
(km) (hours) (km/h)
A 7 12:00–1:00 pm 1 7÷1=7
B 0 1:00–1:30 pm 1
2
0÷ 1
2
=0
C 1:30–2:00 pm
D
E
F
Chapter 1 Number 23
1J
The speed can also be determined by finding the gradient (slope) of the lines in each section.
Distance (km)
rise
8 Gradient =
run
7
A 7 km =
1
= 7 km/h
Time
Midday 1:00 pm
1 hour
This information can now be represented as a speed–time graph, as shown below.
10
C
9
8
7
Speed (km/h)
A
6
5
E
4
3
F
2
1
B D
1 2 3 4 5 6
Time (hours)
2 Use the speed–time graph shown above to answer the following questions.
a Why are sections A, C, E and F above the time axis?
b Why are sections B and D on the time axis?
Velocity can be described as speed in a particular direction. An object travelling in the

opposite direction will have a negative velocity.
3 a Draw a velocity–time graph to represent the following distance–time graph.
50
40
Distance (km)
D
30
20 C
E
B
10
A
1 2 3 4 5 6
Time (hours)
b Why are there sections below the time axis in your velocity–time graph?

1J
4 a Calculate the gradient of each line segment A to G on the distance–time graph below.
50
40
Distance (km)
30
20
F G
C
10 D
B
A E
1 2 3 4 5 6
Time (hours)
b Explain the meaning of a zero, positive and negative gradient.

c Draw a velocity–time graph to represent the distance–time graph.
d What was the total distance covered in the journey?
e What was the total time taken to complete the journey?
f What was the average speed of the journey correct to 1 decimal place?
Challenge
5 a Calculate the distance covered in each line segment of the velocity–time graph below.
E
20
A
Velocity (km/h)
10
D
C F
1 2 3 4 5 6 Time (hours)
–10
B
G
–20
b Which line segments represent a journey:

i away from the starting point? ii towards the starting point?
c Draw a distance–time graph to represent the velocity–time graph.
d What was the total distance covered in the journey?
e What was the total time taken to complete the journey?
f What was the average speed of the journey correct to 1 decimal place?
Chapter 1 Number 25
1K Displacement, velocity and speed
Displacement is the change in the position of an object. Displacement involves direction as
well as distance.
Velocity is the rate of change of the position of an object with respect to time. Velocity
involves direction as well as speed. Here we will assume that velocity to the right is positive.
Constant velocity means that there are equal changes in displacement for each time interval.
a Constant rightward velocity:
Displacement
Velocity
Time Time
b Constant leftward velocity:
Displacement
Velocity
Time
Time
Acceleration occurs whenever velocity is not constant. Acceleration means that there are
differing changes in displacement for each time interval.
a Rightward velocity and rightward

acceleration: velocity is positive and
increasing and acceleration is positive
Displacement
Acceleration
Velocity
Time Time Time
b Rightward velocity and leftward

acceleration: velocity is positive and
decreasing and acceleration is negative
Displacement
Acceleration
Velocity
Time
Time Time

1K
c Leftward velocity and rightward
acceleration: velocity is negative and
acceleration is positive
Displacement
Acceleration
Velocity
Time
Time
Time
d Leftward velocity and leftward

acceleration: velocity is negative and
acceleration is negative
Displacement
Time
Acceleration
Velocity
Time
Time
Exercise 1K
Each of the following graphs shows the velocity of a motorbike (v km/h) with respect to time
(hours). Match the graphs with the description below:
a The motorbike is not moving.
b The speed of the motor bike is increasing at a constant rate (acceleration).
c The motorbike is travelling at a constant speed.
d The motorbike is getting faster and faster.
e The motorbike is slowing down at a constant rate.
f The motorbike is travelling fast. It slows down very quickly at first and then more and
more slowly as it approaches a stop.
g The motorbike is travelling fast and slowly starts to slow down. It slows down more and
more quickly (pressing hard on the brakes) until it stops.
h The motorbike is accelerating fast at first, but gaining speed more slowly as it approaches
cruising speed.
A B C D
Velocity
Velocity
Velocity
Velocity
Time Time Time Time
E F G H
Velocity
Velocity
Velocity
Velocity
Time Time Time Time
Chapter 1 Number 27
1L Operations using integers
The integers are the positive and negative whole numbers and zero.
We use the letter J to represent this set of numbers: J = {… −4, −3, −2, −1, 0, 1, 2, 3 …}
Adding and subtracting integers

When adding a positive number you move When subtracting a positive number you
to the right along the number line. move to the left along the number line.
e.g. −3 + 4 = 1 e.g. 2 − 3 = −1
4 –3
–4 –3 –2 –1 0 1 2 3 4 5 –4 –3 –2 –1 0 1 2 3 4 5
When adding a negative number you move When subtracting a negative number you
to the left along the number line. move to the right along the number line.
e.g. 2 + −5 = −3 e.g. 1 − (−3) = 4
This is the same as subtracting a positive This is the same as adding a positive
number: 2 − 5 = −3 number: 1 + 3 = 4
(–5) or – 5 (–3) or 3
–4 –3 –2 –1 0 1 2 3 4 5 –4 –3 –2 –1 0 1 2 3 4 5
Multiplying and dividing integers

When multiplying or dividing integers remember that:
positive × or ÷ positive = positive negative × or ÷ positive = negative
e.g. 6 × 2 = 12 and 12 ÷ 2 = 6 e.g. −5 × 4 = −20 and −20 ÷ 4 = −5
positive × or ÷ negative = negative negative × or ÷ negative = positive
e.g. 2 × −3 = −6 and 6 ÷ −3 = −2 e.g. −3 × −4 = 12 and −12 ÷ −4 = 3
Order of operations
BIMDAS: Brackets Indices Multiplication Division (left to right) Addition Subtraction
(left to right)
Example Solution
Evaluate:
a 6÷3+5×4 6÷3+5×4
=2+5×4
= 2 + 20
= 22
b 70 ÷ 10 × 4 70 ÷ 10 × 4
=7×4
= 28

1L
Example Solution
c −2(5 − 4) −2(5 − 4) or −2 × (5 − 4)
= −2 × 1 = −10 + 8
= −2 = −2
d 23 + (−16 ÷ −4) 23 + (−16 ÷ −4)
= 23 + 4
=8+4
= 12
For Year 10 Maths you will need to be able to add, subtract, multiply and divide with integers
quickly without using a calculator.
Exercise 1L
1 Without using a calculator, evaluate the following:
a 6−3 b −6 + 4 c 8+4 d −6 + 3 − 4
e 8−4+2 f 9 − 11 + 5 g −1 + 6 − 3 h −5 − 2 + 6
i −7 + 11 − 14 j −4 − 3 − 5 k −5 − 2 + 7 l 3−8+4
m −6 × 3 n −7 × −4 o −40 ÷ 5 p −5 × 4 ÷ 2
q −6 × −3 ÷ 2 r −18 ÷ 9 × 3 s 63 ÷ −9 × 2 t −5 × −9 ÷ 3
u 6 × −7 ÷ −2 v 8×0÷6 w 3 × −4 ÷ 2 x −3 × −4 × −2
2 Evaluate the following:
a −3(6 − 2) b 4(8 + 11) c 5(−4 + 3)
d −5(0 + 7) e 3(−5 + 6) f −4(9 − 14)
3 Use BIMDAS to evaluate the following:
a 3 × −5 + 7 b 6+7−2×4+1 c 5 + 3 × −6 ÷ 2
d 4 × −3 + 6 e 8 × −3 − 0 ÷ 2 + 5 f 3 × −4 + 2 − 5
g 3 × (6 − 4) + 7 h 3 − 2(9 ÷ 3) + 1 i 5 − 4 × (7 − 3)
j 4 × 6 ÷ 3 + 6(7 + 1) k (99 − 1) × (99 + 1) l 5(6 + 3) ÷ 3(6 + 3)
4 Evaluate the following without using a calculator:
a −(4 + 2)2 b −42 + 22 c (4 − 2)2
2 2
d (−4) + 2 e (−4 + 2)2 f (−4)2 + (−2)2
5 Evaluate each of the following without using a calculator. (Be careful with the signs):
a 12 ÷ 4 × 3 = b 7×9÷3= c 16 ÷ 4 × 3 =
d 27 ÷ 9 × 5 = e 10 + 9 − 3 = f 15 − 12 + 4 =
g 17 + 3 − 15 = h 13 + 4 − 3 + 5 = i 5×8÷4+2=
j 36 ÷ 12 × 5 − 7 = k 6×7÷3÷2= l 10 − 5 × 2 =
m 27 − 8 ÷ 4 = n 15 ÷ 3 + 7 × 2 = o 21 ÷ 7 − 3 =
p −8 + 8 × (−3) = q −16 ÷ 2 × −4 = r 20 × 3 + (−8) =
s 27 ÷ −3 × −3 = t −6 + 4 × 2 = u 2 + 33 ÷ (−3) =
v 36 + 4 × (−2) = w −6 − 4 + 12 = x 4 + (−24) ÷ 3 =
y 2 − 23 × 3 = z (−3 − (−9)) ÷ 4 × (−2) =
6 Explain why the answers to the following calculations are NOT the same:
a 6 × 3 + 4 = 22 and 6 × (3 + 4) = 42 b 10 ÷ 5 − 3 = −1 and 10 ÷ (5 − 3) = 5
c 3 × 7 − 4 = 17 and 3 × (7 − 4) = 9 d 2 + 5 × 3 − 4 = 13 and (2 + 5) × 3 − 4 = 17
Chapter 1 Number 29
1M Prime factors
The natural numbers are the counting numbers or positive whole numbers.
We use the letter N to represent this set of numbers.
N = {1, 2, 3 …}
A prime number is a natural number that has only two factors: one and itself.
The first 10 prime numbers are 2, 3, 5, 7, 11, 13, 17, 19, 23 and 29.
Note that 1 is not prime number: it has only one factor—itself.
When attempting to find the highest common factor (HCF) of two numbers, it is often
useful to write these numbers as products of their prime factors.
Example Solution
1 Write the numbers 144 and 96 as products 144 = 2 × 72
of their prime factors and hence find their = 2 × 2 × 36
highest common factor or the largest = 2 × 2 × 2 × 18
number that divides into them both. =2×2×2×2×9
=2×2×2×2×3×3
= 24 × 32
96 = 2 × 48
= 2 × 2 × 24
= 2 × 2 × 2 × 12
=2×2×2×2×6
=2×2×2×2×2×3
= 25 × 3
144 = 2 × 2 × 2 × 2 × 3 × 3
96 = 2 × 2 × 2 × 2 × 2 × 3
HCF = 2 × 2 × 2 × 2 × 3
= 48
We can also use the prime factors to find the lowest common multiple (LCM) of two numbers.
The lowest common multiple is the smallest number into which both numbers will divide.
Example Solution
2 Find the lowest common multiple of 144 144 = 24 × 32 96 = 25 × 3
and 96. HCF = 24 × 32
= 48
144 × 96
LCM =
48
= 288
288 = 2 × 144
= 2 × (2 × 2 × 2 × 2 × 3 × 3)
288 = 96 × 3
= (2 × 2 × 2 × 2 × 2 × 3) × 3

1M
Exercise 1M
1 List the prime factors of the following numbers:
a 144 b 60 c 100 d 252
e 324 f 36 g 250 h 400
i 125 j 75 k 306 l 824
m 674 n 720 o 750 p 1890
2 Use the answers above to find the HCF of the following numbers:
a 144 and 60 b 252 and 324 c 144 and 720
d 674 and 306 e 250 and 400 f 750 and 125
g 60, 75 and 250 h 144, 252 and 306 i 60, 400 and 720
3 Find the LCM of the following numbers:

a 18 and 32 b 24 and 18 c 36 and 60
d 36 and 24 e 42 and 15 f 144 and 100
g 108 and 60 h 45 and 72 i 40 and 45
4 In the darts game called 501, each player takes turns at throwing three darts at a board.
The black centre is called the bullseye and is worth 50, and the circle around it is worth
25. The inner circle triples the score and the outer circle doubles the score. The maximum
score a player can get on one round is 180, with three triple 20s.
a Find the number of different ways in which a player with one dart could get:
i 12 ii 30 iii 36 iv 18 v 15
b To win a game a player must end with a bullseye, a double or a triple score.
Find the number of ways in which a player with two darts could finish with:
i 120 ii 100 iii 96
c What is the minimum number of darts required for a player to finish a game with a
total score of 501?
Chapter 1 Number 31
1N Reciprocals
A rational number is any number that can be written as a ratio or as a fraction of two integers;
that is, it is a number that can be written in the form ba , where a and b are integers. For
example, 23 and 49 are rational numbers.
The reciprocal of a number is its inverse (i.e. write the number as a

fraction then flip the fraction to find the reciprocal). The reciprocal a b
× =1
of a rational number is also a rational number, and when a number b a
is multiplied by its reciprocal the result is always 1.
Example Solution
1 Find the reciprocal of:
2 2 b
a × =1
5 5 a
b 5
=
a 2
2 2 5
b 1 1 =
3 3 3
5 b
× =1
3 a
b 3
=
a 5
1
2 What is the reciprocal of 0·25? 0·25 =
4
1 b
× =1
4 a
b 4
=
a 1
Exercise 1N
1 Find the reciprocal of each of the following rational numbers:
3 7 2 1 2 1
a b c d e 1 f 2
8 9 11 7 3 5
3 2 3 1 2 5
g 1 h 1 i − j − k − l −
4 13 8 2 3 7
2 Determine the reciprocal of each of the following decimals:
a 0·41 b 0·93 c 0·5 d 0·3
e 0·84 f 0·75 g 1·25 h 2·5
3 Find a rational number that could be multiplied by the following to give a result of 1:
4 4 1 1
a b c d 1
7 15 3 8
4 Find a rational number that could be multiplied by the following to give a result of −1:
2 1 4 4
a − b − c −1 d
7 6 5 9

Significant figures and scientific notation 1O
Significant figures
Significant figures are the digits relevant to the value of the number. The rules for significant
figures are as follows:
• All non-zero digits are significant.
• Zeros within a number are significant,
e.g. 7·08 and 302 both have 3 significant figures.
• Zeros to the right of a whole number are not significant,
e.g. 29 000 correct to the nearest thousand has 2 significant figures.
• Zeros to the right of a decimal number are significant,
e.g. 17·10 has 4 significant figures.
• Zeros to the left of a decimal number are not significant,
e.g. 0·000 42 has 2 significant figures.
Example Solution
1 State the number of significant figures:
a 2·34 2·34 has 3 significant figures
b 416·05 416·05 has 5 significant figures
Zeros between numbers are significant.
c 0·0031 0·0031 has 2 significant figures
Zeros before are not significant.
d 17·2800 17·2800 has 6 significant figures
Zeros after the decimal point are significant.
e 6·0 6·0 has 2 significant figures
2 Multiply 24·3 by 1·2 then express the 24·3 × 1·2
answer correct to the lower number of
significant figures.
3 significant figures 2 significant figures
The answer needs to be expressed to
2 significant figures.
24·3 × 1·2
= 29·16
= 29 when expressed to 2 significant figures
Scientific notation
Scientists use scientific notation or standard form to write very large and very small numbers.
A number in scientific notation is written in 2 parts:
• a decimal number between 1 and 10
• the power of 10 by which it is multiplied
Calculators can be used for scientific notation. The relevant keys to use are
1 p
EXP , x2 , x y , x q , x^ etc., depending on the type of calculator.
e.g. 7·2 EXP 3 = 7·2 × 103 = 7200
Chapter 1 Number 33
1O
Example Solution
3 Convert the following numbers to
scientific notation:
a 27 000 2·7000· = 2·7 × 104
b 136 000 1·36000· = 1·36 × 105
c 0·07 0·07· = 7 × 10–2
d 0·000 52 0·0005·2 = 5·2 × 10–4

4 Write the following as numbers:
a 7·2 × 103 7·200· × 103 = 7200
We can check these using our graphics
calculator. The button that multiplies
by 10 to a power is EXP .
e.g. 7·2 × 103 is 7·2 EXP 3 = 7200
b 1·4 × 10–4 ·0001·4 × 10–4 = 0·000 14
Exercise 1O
1 State the number of significant figures in the following:
a 4·31 b 22·09 c 1·0051 d 4·03
e 0·0005 f 0·048 g 0·0309 h 0·0600
i 0·7072 j 0·8999 k 0·0054 l 0·0290
m 3·0021 n 5·004 o 0·000 097 p 0·9050
2 Perform the following calculations and express your answer correct to the lower number
of significant figures:
a 2·156 × 3·297 b 5·43 × 12·06
c 16·4324 ÷ 0·4 d 19·347 55 ÷ 0·5
3 Write the following basic numerals in scientific notation:

a 60 000 b 120 800 c 550 d 75 000 000
e 490 000 f 750 g 50 h 3·5
4 Write the following numbers in standard form as basic numerals:

a 2·5 × 103 b 8·05 × 106 c 7·621 × 105 d 8·205 × 106
e 4·9 × 108 f 9·5 × 102 g 6·0 × 101 h 9·5 × 100
5 Write the following basic numerals in scientific notation:

a 0·006 b 0·001 08 c 0·75 d 0·000 625
e 0·5 f 0·000 000 6 g 0·000 002 5 h 0·000 061

1O
6 Write the following numbers in standard form as basic numerals:
a 5·3 × 10–3 b 7·0 × 10–5 c 7·5 × 10–1 d 2·5 × 10–3
e 1·05 × 10–2 f 6·75 × 10–1 g 9·99 × 10–5 h 7·3 × 10–3
7 Use a scientific calculator to complete the following:

a (2·5 × 107) × (6·25 × 104) = 2·5 EXP 7 × __ EXP __ = __ × 10__
b (3·75 × 103) × (1·5 × 10–5) c (3·625 × 10–2) × (2·25 × 103)
d (9·25 × 10–2) × (8·75 × 10–2) e (8·75 × 108) ÷ (2·5 × 105)
8 The speed of light is 299 792 500 metres per

second and the distance of the Earth from the
Sun is 150 million kilometres.
a How many seconds does it take light from
the Sun to reach the Earth?
b How many minutes is this?
9 It takes Lee 48·5 minutes to drive to Melbourne airport and 4 hours and 16 minutes
to fly to Perth. Express the time taken to get from Lee’s house to Perth (in seconds) in
scientific notation.
10 The DNA of a virus has a diameter of 10−7 units. Write this number as a decimal.
Chapter 1 Number 35
1P Rounding
Rounding
An excessive number of decimal places may be generated when taking measurements and
performing calculations. Numbers in the answer can be rounded to limit the number of
decimal places. When rounding decimals to a specific number of decimal places, the next
digit after the required decimal place is considered. If this digit is 5 or more, then the
preceding digit is increased by 1; if it is 4 or less the preceding digit is not changed.
Example Solution
Round the following to 2 decimal places:
a 3·452 10 3·45|2 10 = 3·45
b 2·0695 2·06|95 = 2·07
c 16·1953 16·19|53 = 16·20
Exercise 1P
1 Round the following decimals to the number of decimal places indicated in the brackets:
a 14·3145 (1 dp) b 46·049 75 (2 dp) c 746·4950 (1 dp)
d 1002·8956 (2 dp) e 16·3159 (2 dp) f 140·5490 (1 dp)
g 1743·094 (1 dp) h 42·7579 (2 dp) i 70·070 (1 dp)
j 77·033 (1 dp) k 1·0006 (2 dp) l 1·9959 (1 dp)
2 Perform the following calculations then round your answer to:
i 1 decimal place ii 2 decimal places
a 14·31 + 0·4639 b 265·14 + 1·536
c 1004·873 − 26·497 d 1·473 − 0·857
We understand the rules for rounding and can apply them within our Mathematics class
without giving consideration to the context. But sometimes context must be considered.
For example, it is impossible to purchase a piece of wood that is 37·87 m long; we would
need to buy either 37·9 m or 38 m.
3 a What length of wood you would need
to purchase to ensure that the jobs
requiring the stated lengths could
be completed successfully?
i 10·87 m ii 23·45 m
iii 7·06 m iv 15·34 m
b State why it is necessary to always
round up in these cases.
4 a The Mathematics Bank of WA pays interest on all customers’ savings accounts, but
they ensure that the rounding is always in their favour. In other words they always
round down to the nearest cent. Round the following interest payments (remember
that we are considering money that is credited to an account):
i $2·7367 ii $0·546 iii $1·475 68
iv $0·023 67 v $10·965 42 vi $3·999 994
b Why is it possible for the actual interest earned to have so many decimal places?

Terminating and recurring decimals 1Q
The set of rational numbers includes finite decimals and recurring decimals.
A finite decimal (or terminating decimal) is a decimal number that stops after a few decimal
places. For example 3·45 is a finite decimal.
A recurring decimal is a decimal number that repeats with a regular pattern.
2·666 66… is a recurring decimal and this can be written as 2·6̇.
5·181 818… is a recurring decimal and this can be written as 5·1̇8̇ or 5·18.
Example Solution
1 Identify whether the following decimals
are finite or recurring:
a 0·782 782 782… recurring 0·782
b 0·26 finite
c 9·1444… recurring 9·14̇
2 Rewrite each of the following in simplest
decimal form:
a 2·333 333… 2·3̇
b 9·1414… 9·14
c 26·472 347 23… 26·4723
Exercise 1Q
1 Identify each of the following decimals as finite, recurring or neither:
a 0·525 252… b 3·124 c 8·323 232 32…
d 36·725 e 5·304 040 4… f 3·145 732…
g 42·242 424 2… h 0·1010… i 0·07
2 Rewrite each of the following in simplest decimal form:

a 0·7777… b 0·121 212… c 0·588 888…
d 3·616 161… e 3·377 77… f 2·454 545…
g 1·124 124… h 6·315 315… i 1·581 818 1…
3 Copy and complete the table below for the first nine unit fractions 1 to 1 :
2 10
Decimal equivalent Finite, recurring Simplest

(maximum or neither decimal form
6 decimal places)
1
2 0·5 finite 0·5
1
3 0·333 333… recurring 0·3̇
1
4 0·25 finite 0·25
Chapter 1 Number 37
1R Real numbers on the number line
A set is a collection of things called elements. We can list all the elements of the set or use a
description. We usually write a set in curly brackets and use a capital letter to denote the set.
For example, if F is the set of factors of 30, F = {1, 2, 3, 5, 6, 10, 15, 30}.
When we are working with real numbers it is sometimes impossible to list all the members
of a set, so we use inequalities or interval notation. Numbers within a set are usually written in
numerical order.
Example Solution
1 Let G be the set of real numbers greater G = {x: x > 8}
than 8, so G = {x: x > 8}. Show this set
on a number line. x
6 7 8 9 10
Note: An open circle means that the number

is not included.
2 Let H be the set of real numbers less than H = {x: x ≤ 2}
or equal to 2, so H = {x: x ≤ 2}. Show this
set on a number line. x
1 0 1 2 3
Note: A closed circle means that the number

is included.
3 K is the set displayed on the number line. K = {x: 5 < x ≤ 10}
This is the set of numbers greater than 5
x
2 3 4 5 6 7 8 9 10 but less than or equal to 10.
Describe the set using inequalities and
interval notation.
4 L is the set displayed on the number line. L = {x: x < 3} or {x: x > 10}
This is the set of numbers less than 3 and
x
2 3 4 5 6 7 8 9 10 greater than 10.
Describe the set using inequalities and
interval notation.
Exercise 1R
1 List the elements in the following sets:
a H = {the factors of 48}
b K = {the integers greater than −4 and less than 7}
c L = {the integers greater than −3 and less than 5}
d P = {the negative integers greater than −10}
2 Display the following on a number line:

a {x: x ≥ 7} b {x: x < 4} c {x: x ≤ −3}
d {x: x > −1} e {x: −2 < x ≤ 0} f {x: −4 ≤ x < 3}
g {x: x ≤ 1} or {x: x > 6} h {x: x ≤ −2} or {x: x ≥ 3} i {x: x < 2} or {x: x > 2}

1R
3 Display the following on a number line:
a {x: −4 < x ≤ 2} b {x: x < 6}
c {x: x ≥ −1} d {x: 5 < x < 8}
e {x: −5 ≤ x ≤ 5} f {x: −3 ≤ x < 6}
g {x: −4 < x < −3} h {x: 2·5 ≤ x ≤ 7·5}
i {x: x ≤ 2} or {x: x ≥ 5} j {x: x < −3} or {x: x > 7}
k {x: x < −1} or {x: x > 1} l {x: x < 0} or {x: x > 0}
4 Describe the following using set notation:

a
x
5 6 7 8 9 10 11 12
b
x
–7 –6 –5 –4 –3 –2 –1 0
c
x
12 13 14 15 16 17 18
d
x
2 3 4 5 6 7 8 9
e
x
2 3 4 5 6 8 10 12 14
f
x
2 1 0 1 2 3 4 5 6
g
x
2 1 0 1 2 3
h
x
5 4 3 2 1 0 1
i
x
3 4 5 6
j
x
6 5 4 3 2 1 0 1 2
k
x
6 5 4 3 2 1 0 1 2
l
x
4 3 2 1 1 2 3 4
m
x
4 3 2 1 1 2 3 4
Chapter 1 Number 39
PUZZLES
1 Find the value of the unknown in the following ratios then match the letter to the correct
number to solve the puzzle.
R | E | A | D| I| N| G
A:4 = 6:8 B : 2 = 16 : 8 D : 3 = 18 : 9 E : 5 = 4 : 20
2 : G = 10 : 25 7 : H = 21 : 27 15 : I = 45 : 90 20 : L = 40 : 50
1 : 3 = N : 30 2 : 3 = R : 36 2 : 3 = S : 18 1 : 2 = T : 30
4 : 7 = 16 : W
24 1 3 6 30 10 5
4 1 15 28 1 1 10 15 9 1
25 30 10 1 12
2 Increase the numbers below in the ratio 2 : 3 then match the letter to the correct number to
solve the puzzle.
0
B 4 D 10 E 8
PhD G 6 H 20 L 12
BSc O 14 R 18 S 3
MA T 5 W 15 Z 9
7·5 30 27 12 12 15 12 9 27 12 12 4·5
6 12 18 21 22·5 13·5 12 27 21

Number
3 Calculate the speed in kilometres per hour for each distance and time. Match the letter to
the correct answer to solve the puzzle.
E 100 km 2h F 75 km 45 min Your i

L 50 km 15 min N 500 m 3 min Your i
O 100 km 4h R 70 m 2 min
Your i
S 2585 km 55 h U 500 m 10 min
Your i
Y 10 m 1s
only
100 25 3 2·1 36 25 3 2·1
50 36 50 47 25 10 200 36
4 Calculate the density in grams per cubic centimetre for each mass and volume given
below. Match the letter to the correct answer to solve the puzzle.
E C N A L G
A 6g 2 cm3 B 20 g 4 cm3 C 44·5 g 5 cm3

D 12·6 g 2·1 cm3 E 5 kg 250 cm3 G 10·4 kg 1000 cm3
K 13·75 g 2·5 cm3 L 2·7 g 0·03 cm3 N 6·5 g 0·5 cm3
R 7·8 g 1·2 cm3 S 1·25 g 2·5 cm3 W 22·1 g 17 cm3
10·4 90 3 13 8·9 20
5 3 8·9 5·5 1·3 3 6·5 6 0·5
Chapter 1 Number 41
APPLICATIONS AND ACTIVITIES
Heart rates and health

Heart rate is the number of times our hearts beat per minute. Resting heart rate averages
between 60 and 80 beats per minute. In some unfit adults the resting rate can exceed
100 beats per minute. In highly trained athletes resting rates in the range of 28 to 40 beats per
minute have been reported.
Your resting heart rate (HR) typically decreases with age and environmental factors such
as temperature and altitude. A mathematical formula to predict your maximum heart rate
is as follows:
Female: Max HR = 226 − your age Male: Max HR = 220 − your age
These formulas are more accurate for adults and there is an error of least ±10–15 beats
per minute.
1 Use the formula to calculate the maximum resting heart rate of a:

a 46-year-old woman b 68-year-old man
c 57-year-old woman d 35-year-old man
2 Use the maximum resting heart rate of a 40-year-old woman to calculate how many times
her heart would beat (ignoring leap years):
a in a year b in 20 years c in a lifetime of 70 years
3 Use the maximum resting heart rate of a 50-year-old man to calculate how many times his
heart would beat:
a in a year b in 20 years c in a lifetime of 70 years
4 Research books in your library or search the Internet to find how much blood is pumped,
on average, for each heartbeat. Calculate the volume of blood in litres that your heart
pumps in:
a a day b 20 years c in a lifetime of 70 years
5 Research the heart rates of athletes.

Does a high or low heart rate improve
physical performance?
Studies have shown that early signs of

disease can be found in adolescents who
smoke. Smoking hurts a young person’s
physical fitness in terms of both
performance and endurance.
The resting heart rates of young adult
smokers are two to three beats per minute
faster than those of non-smokers.
6 Research the connection between heart

rates and the health risks of smoking.

Number
Scale model of the planets

The following table gives the approximate diameters of the planets and their distances to
the Sun.
Planet Diameter Distance to the Sun

(km) (km)
Mercury 4 878 57 910 000

Venus 12 103 108 200 000
Earth 12 756 149 600 000
Mars 6 786 227 940 000
Jupiter 138 346 778 330 000
Saturn 114 632 1 426 980 000
Uranus 50 532 2 870 990 000
Neptune 49 064 4 497 070 000
Using the Earth as a starting point, calculate the relative sizes of the other planets. Construct
a set of models using balloons, papier-mâché or a range of balls (basketballs, tennis balls,
table tennis balls) that could represent the relative sizes of the planets.
Choose a suitable scale and arrange your planet models along the classroom wall, using the
distances from the Sun given in the table above.
Paper sizes
White paper is generally sized according to the international A system. This system is based
on a standard size called A0—a rectangular sheet of paper 1189 mm by 841 mm.
To make the next sheet in the series, the sheet of A0 paper is folded in half so that it measures
594 mm by 841 mm. The process is continued in this way from A0, A1, A2, A3, A4, A5 to A6.
Find the dimensions of paper sizes A2, A3, A4, A5 and A6 and determine the ratios of length
to width.
Find the area of an A0 sheet of paper and explain why this is chosen as being the first sheet in
the series. Find the area of the different sizes of paper and compare their ratios.
A1
A0 841 mm
A3
A2
A5
A4
A6
1189 mm
Chapter 1 Number 43
ENRICHMENT AND EXTENSION
It has been shown that the rate at which a quantity changes can be found by drawing a right-
angled triangle between the points being compared and dividing the height of the triangle
(rise) by the base (run).
In practical situations graphs have curved sections and triangles are drawn only to give us an
average figure for the rates being found.
1 The temperature
was recorded every 50
quarter hour for
45
6 hours starting at
noon on a summer’s 40
day. The results are
Temperature (oC)
35
shown on this graph.
30
From the graph, read
off the temperatures 25
to the nearest degree 20
at 15-minute intervals
between noon and 15
6 pm and record 10
the values in the
5
table below.
noon 1 pm 2 pm 3 pm 4 pm 5 pm 6 pm
Time
Time Temperature (°C) Time Temperature (°C)
noon 38 3:15
12:15 pm 3:30 26
12:30 41 3:45
12:45 4:00 30
1:00 44 4:15
1:15 4:30
1:30 4:45
1:45 5:00 33
2:00 44 5:15
2:15 5:30
2:30 5:45
2:45 6:00 31
3:00 29

Number
The average rate of change of temperature looks at the final and initial values only and not
at the values in between. It gives an overall indication of the way quantities have changed.
2 Using the appropriate values, find the average temperature change for the half-hour
intervals shown in the table:
Time interval Rate of change
noon–12:30 pm 41 − 38 = 3°C in half an hour

3
∴ rate of temperature change = 1
= 3 × 2 = 6°C/h
2
Temperature increases at 6°C/h.
1:00–1:30 pm
2:00–2:30 pm
3:00–3:30 pm
4:00–4:30 pm
5:00–5:30 pm
The instantaneous rate of change of temperature is a measure of the gradient of the

tangent line at that point. A tangent is a line that touches the curve at that point.
Example
Estimate the rate of
temperature change at Slope of this tangent line:
rise 4–
run 1 4oC/h
–—
1:00 pm by drawing a
tangent line to the curve 50
at this time. The gradient 45
of the tangent is the
instantaneous rate of 40
temperature change. 35
Temperature (oC)
30
25
20
15
10
5
noon 1 pm 2 pm 3 pm 4 pm 5 pm 6 pm
Time
3 From the graph in the example, estimate the rate of change of temperature at the
following times:
12:30 pm, 1:30 pm, 2:00 pm, 2:30 pm, 3:00 pm, 3:30 pm, 4:00 pm, 4:30 pm, 5:00 pm
and 5:30 pm
Chapter 1 Number 45
REVISION QUESTIONS
Exercise 1A
1 Simplify these ratios:
a 28 : 32 b 35 : 65 c 24 : 36 d 18 : 15
2 Express the following as the simplest ratios:
a 5 cm : 1·2 m b 360 s : 4 min c 3 kg : 200 g d 21 days : 2 weeks
3 Express the following ratios as whole numbers and simplify if possible:
3 4 3 1
a : b 1 :2 c 0·5 : 0·25 d 1·08 : 0·2
4 7 5 2
Exercise 1B
4 Find the value of x to make the ratios the same, using algebra:
a x : 24 = 6 : 36 b 18 : x = 3 : 27 c 30 : 25 = x : 15 d 36 : 54 = 8 : x
5 The ratio of shirts to pairs of jeans in a clothes shop is 7 : 3. If there are 133 shirts, find:
a the number of pairs of jeans
b the total number of shirts and pairs of jeans in the shop
6 A cordial drink is made by mixing syrup with water in the ratio 3 : 25. If 268·8 litres of
cordial is made, find the amount of syrup and water used.
Exercise 1C
7 Increase the following in the ratio 5 : 4:
a 30 m b 120 cm c 46 g d 18 kg e $130
8 Decrease the following in the ratio 1 : 5:
a 120 g b 895 mL c $45·10 d 768·5 kg e 45 h
Exercise 1D
9 Express each of the following situations using a rate in simplest form:
a 25 litres of petrol was used in travelling 280 km.
b The car travelled 52 kilometres in three-quarters of an hour.
c The oven heated up from 10°C to 260°C in 5 minutes.
Exercise 1E
10 Convert the following speeds to metres per second:
a 36 km/h b 42 km/h c 180 km/h d 62 km/h e 86 km/h
11 Convert the following units to the units indicated:
a 4200 L/min = _________ L/h b $12/min = $_________ /h
c 45°C/min = _________°C/s d 52 kg/m = _________ g/cm
Exercise 1F
12 Find the densities of the following in grams per cubic centimetre:
a 150 cm3 of granite of mass 405 g b 230 cm3 of copper of mass 2·047 kg

Number
13 Find the mass of the following samples of nylon if the density of nylon is 1·14 g/cm3:
Exercise 1G
14 Find the following average speeds expressed in the units of km/h and m/s:
a 107 km in half an hour b 200 m in 20 seconds
15 How far does a car travel in 2 hours 15 minutes at an average speed of 70 km/h?
16 How long does it take for a hiker to walk 12 km if he is walking at 2·5 km/h?
Exercise 1L
17 Calculate the following:
a 3 × −6 + 4 ÷ 2 b 3(7 − 4) + 6 c 15 ÷ 5 + 0 × 7 d (−3) + 20 ÷ 5 × 2
Exercise 1M
18 Find the prime factors of:
a 84 b 168 c 216
19 Use the answers from Question 18 to find i the HCF and ii LCM of:
a 84 and 216 b 168 and 216 c 84 and 168 d 84, 168 and 216
Exercise 1N
20 State the reciprocals of the following numbers:
2 4
a b 1 c 0·35 d 0·5
9 7
Exercise 1O
21 Convert to scientific notation:
a 16 000 b 270 000 c 0·0075 d 0·000 361
22 Write as basic numbers:
a 2·65 × 103 b 1·402 × 102 c 1·6 × 10–3 d 9·43 × 10–7
Exercise 1P
23 Round the following decimals to the number of decimal places indicated in the brackets:
a 3·7654 (2 dp) b 10·475 (1 dp) c 0·598 (2 dp)
Exercise 1Q
24 Write each of the following in simplest decimal form:
a 2·147 47… b 0·3636… c 2·666… d 10·278 787…
Exercise 1R
25 Show each of the following on a number line:
a {x: x ≥ –1} b {x: x < 2} c {x: 2 < x ≤ 5} d {x: x ≤ −3} or {x: x > 5}
Chapter 1 Number 47
CHAPTER
2
Business
Maths
Number in history
French Polynesia, a Territory of France since 1946, relies on France for about 30%
of its GDP (Gross Domestic Product), which covers expenditure on education and
research, defence, public service salaries, and pensions. In the past, fishing and
diving for black pearls have been the main sources of income. Economic growth is
solid, and GDP growth was estimated at 5 per cent in 2000. Tourist traffic has risen
steadily since 1997, with visitor numbers now exceeding 250 000, an increase of
30 per cent on the number of the previous year. Inflation remains low at about
1·6 per cent.
Number today
House prices fluctuate in the short term due to factors such as interest rates and
inflation, demand for rental properties, government subsidies, population growth
and stockmarket prices. A current growth area is high-density inner-city housing for
singles rather than the traditional family house in the suburbs. Should we expect
these trends to continue? Will interest rates remain low? Will property continue to
rise in value? Will Australians of the future continue to want to own their own homes?

• Calculating with percentages
• Calculating profit, loss and commission
• Calculating simple interest, compound
interest and reducible interest
• Investing and borrowing money
• Calculating wages, tax and best buy
• Calculating the costs of buying a car,
renting or buying a house
2A Reviewing percentages
Business Mathematics involves the use of percentages. Percentages are the primary language
of business calculations. Basic knowledge of the use of percentages is essential.
• To express a fraction or decimal as a percentage, express it as a fraction of 100, or simply
multiply by 100.
• To express a percentage as a fraction or decimal, express it as a fraction of 100, or simply
divide by 100.
• To find a percentage of a quantity, represent the percentage as a fraction and multiply by
the quantity.
Example Solution
1 Express the following as a percentage:
3 3 3 100
a = ×
4 4 4 1
= 75%
25 100
b 0·25 0·25 = ×
100 1
= 25%
44
2 Write 44% as a fraction. 44% =
100
11
=
25
36
3 Write 36% as a decimal. 36% =
100
= 0·36
30 40
4 Find 30% of $40. 30% of $40 = ×
100 1
= $12
A quantity can also be expressed as a percentage of another quantity.
Example Solution
60 100
5 Find 60 as a percentage of 80. × = 75%
80 1
Percentage increase, mark-up, appreciation

The percentage by which a quantity has increased must have its value compared with the
original value.
increase 100
Percentage increase = × %
original value 1

2A
Example Solution
6 The price of butter increases from $2·05 Increase = $2·40 – $2·05 = $0·35
to $2·40. Find the percentage increase. 0·35 100
Percentage increase = ×
2·05 1
= 17·1%
Percentage decrease
The percentage by which a quantity has decreased must have its value compared with the
original value.
decrease 100
Percentage decrease = × %
original value 1
Example Solution
7 The price of a jumper is decreased from Decrease = $50 − $44 = $6
$50 to $44. Find the percentage decrease. 6 100
Percentage decrease = × %
50 1
= 12%
Discount
When an article is reduced by an amount such as 30% it means that the price of the article is
now 70% of the original price. This approach can be used as a short cut.
Example Solution
8 A skateboard is marked at $60. If the The new price will be (100% − 20%) = 80%
store has a ‘20% off ’ sale, find the new of the old price.
price of the skateboard.
80% of $60 = 0·8 × 60
= $48
Chapter 2 Business Maths 51

2A
Exercise 2A
1 Copy and complete the following table:
1 5
Fraction 4 6
Decimal 0·98 0·457
Percentage 17% 2 12 %
2 Find the following quantities:

3
a 40% of $200 b 6% of $240 c 4
%of $5000
d 22 12 % of $52 000 e 13·5% of $19 900 f 2·4% of $458 000
3 Calculate the first quantity as a percentage of the second:

a $40, $200 b $5, $60 c $8, $88
d $80, $1600 e $35, $105 f $26·75, $32·10
4 Ria earns $450 each week and pays $350 in living expenses and the remainder in rent.
What percentage of her wages does Ria spend on rent?
5 A local screw manufacturer allows for a 4% error in the filling of its packs, which hold
the following number of screws.
What is the maximum and the minimum number of screws that have been allowed for
in each pack?
a 300 b 250 c 200 d 150
6 Find the percentage increase when 40 increases to:

a 50 b 60 c 45 d 42
7 Find the percentage decrease when 100 decreases to:

a 80 b 75 c 30 d 42
8 Copy and complete the table to show the percentage increase or decrease for each of the
following price changes:
Item Original price New price $ increase % increase
or decrease or decrease
a Necklace $98 $121

b CD $24.95 $29.95
c Oranges per kg $2.95 $3.95
d A set of weights $545 $575
e Calculator $170 $160
f Loaf of bread $2.85 $2.40
g Computer game $89.95 $75.95
h Earrings $48.50 $26.25

2A
9 Calculate the sale price for the following discounts:
a b c
Pizza $5·45 Salad roll $3·95 Watermelon $2·10

25% off 24% off 5% off
d e f
Coffee plunger $30·95 Half a dozen eggs $2·95 Box of chocolates $8·60
10% off 8% off 20% off
10 Calculate the percentage discount given in each situation:

a b c
Mobile phone Denim shirt Daily organiser

Originally $154 Originally $39·95 Originally $169·95
Now $144 Now $24·95 Now $149·95
d e f
Electric guitar Rollerblades Wetsuit

Originally $780 Originally $24·95 Originally $198
Now $624 Now $19·95 Now $178

2B Profit and loss
At regular intervals, all businesses compare their income, or the money that has come into
the business, with the expenditure, or money that has been paid out by the business. If the
income is greater than the expenditure then a profit is made. If the income is less than the
expenditure then a loss is made. A company needs to make a profit in order to stay in business.
When INCOME is greater than EXPENDITURE this results in a PROFIT.

When INCOME is less than EXPENDITURE this results in a LOSS.
Example Solution
1 Is a company with an income of $46 298 $46 298 is less than $47 896,
and expenditure of $47 896 making a income is less than expenditure
profit or loss? ∴ company makes a loss
The percentage profit or loss can be calculated by dividing the profit or loss by the original cost.
prof it made
Percentage profit = × 100
original cost/income
loss made
Percentage loss = × 100
original cost/income
Example Solution
2 Calculate the percentage loss for a Loss = $43 216 − $35 487
company that has income of $35 487 = $7729
and expenditure of $43 216. 7729 100
Percentage loss = ×
35 487 1
= 21·78%
Exercise 2B
1 Calculate the profit on each of the following tubs of seafood:
a b c
Salmon costing $214 Mussels costing $9 Prawns retailing for $79

and sold for $289 and sold for $13·29 were purchased for $42
d e f
Snapper costing $6·50 Crabs sold for $16 after Marron costing $185·75
and sold for $13·50 being purchased for $9 and sold for $213·90

2B
2 Calculate the loss on each of the following items:
a Jeans that cost $75 are sold for $50.
b A paperback costing $27 is sold for $22·95.
c A greengrocer purchases apples for $2 per kilogram and sells them for $1·50 per kilogram.
d A jumper cost $48 and is now for sale at $42.
e A deli buys pies for $1·05 and sells them after 2 pm for 55c each.
f A jigsaw puzzle cost $28 and is sold for $22·60.
3 The owner of a nursery buys 60 rose bushes for $239·40 and sells them for $6·99 each.
a Find the profit made on each rose bush.
b How much profit is made if all the rose bushes are sold at the full price of $6·99?
4 The owner of a hardware store makes $25 profit on each toolbox sold. If a toolbox sells
for $189, find the price paid by the store owner for each toolbox.
5 Andre bought a car for $18 999 and sold it for $14 759. Did Andre make a profit or a loss?
How much was the profit or the loss?
6 Find the percentage profit or loss in the following situations:

a buy $450, sell $600 b buy $200, sell $220
c buy $950, sell $660 d buy $150, sell $140
7 A car was bought for $3500 and sold for $7400. Was a profit or loss made? How much
was the profit or the loss? Calculate the percentage profit or loss.
8 A contractor has the following income and expenses for December and January.
December January
Income Expenditure Income Expenditure
Rodd $1864·50 Truck $239·80 Rodd $2590·50 Telephone $159·00

service
Fitzgerald $102·85 Telephone $119·45 Thompson $495·00 Petrol $672·47
Sox $304·92 Petrol $572·61 Slattery $33·00 Materials $2266·45
Rudd $178·20 Materials $321·90 Sox $297·00 Tools $449·60
Raymond $199·98 Tools $74·95 Rudd $80·00 Office $27·02
Barnes $336·49 Office $75·95 Insurance $137·00
Insurance $137·00
a Calculate the income for December.

b Calculate the expenditure for December.
c Did the contractor make a profit or loss for December?
d Did the contractor make a profit or loss for January?
e Calculate the percentage profit or loss for each month.

2C Commission
Commission is a form of payment for work. It is based upon a percentage of the value of
items or goods sold, often with a set retainer to ensure a minimum wage. It is an incentive for
the person to sell more.
Example Solution
1 A car salesperson receives Wage = 5·5% of $64 800
5·5% commission on all car sales. 5·5
If cars to the value of $64 800 are = × 64 800
100
sold this month, what will be the = $3564
salesperson’s wage?
2 Carl receives a base wage or retainer of Wage = 4·5% of $64800 + $300
$300 plus 4·5% on all sales. If he sells 4·5
$64 800 worth of goods this month, what = × 64800 + 300
100
will his wage be? = $22916 + $300
= $3216
Exercise 2C
1 Calculate the commission that is paid in each of these situations:
a 5% on $27 000 b 2% on $850 000 c 6% on $17 300
1
d 12% on $9400 e 12 4 % on $1100 f 12% on $1000
g 18% on $190 h 7·8% on $2900 i 5·6% on $15 600
2 Celia sells children’s toys to earn extra money. She earns 6·2% commission on her sales.
How much does she earn each month if she sells toys to the following values?
a $800 b $1250 c $3807 d $5630
3 A real-estate agent is paid a base wage of $150 per week and receives 3·1% commission
on all his sales. Calculate his weekly wage if he sells property to the following value:
a $189 000 b $797 500 c $450 789 d $653 900
4 A publishing company pays a writer a royalty of 10% of sales. If the book is priced at
$35, calculate the income paid to the writer each month if the following number of copies
are sold:
a 75 b 175 c 492 d 939
5 Brodie sells insurance on commission at a rate of 9 14 %.

a Last week Brodie made sales to the value of $1860. How much was she paid?
b Brodie is hoping to make sales to the value of $2500 this week. How much will her
wage be?
c Brodie is aiming to earn at least $1350 each week. What value of insurance must she
sell to reach her target?

2C
6 Mia is employed by a real-estate agency and has the option of two payment methods.
She can be paid a fixed salary of $650 per week, or a base wage of $150 per week plus
1
5
% commission on all sales, and an extra 1% commission on amounts over $1 000 000.
If Mia’s projected sales over the next 8 weeks are as follows, which payment method
should she choose?
Week 1 $250 000 Week 2 $120 000 Week 3 $400 000
Week 4 $870 000 Week 5 $40 000 Week 6 $135 700
Week 7 $1·2 million Week 8 $768 900
7 Juan is a travelling salesman who is currently being paid $250 a week plus 2·5% commission
on sales. Another company has offered Juan 4·2% commission on all sales but no base
wage or retainer. Use a spreadsheet to help Juan decide whether to keep his current job
or take up the new offer.
Set up a spreadsheet like the one below. The required formulas shown should be entered
into the first cell and the table then filled down to a sale value of $25 000.
A B C
1 Value of sales Current job New job offer
2 0 =250+2.5/100*A2 =4.2/100*A2
3 =A2+1000 =250+2.5/100*A3 =4.2/100*A3
4 =A3+1000 =250+2.5/100*A4 =4.2/100*A4
5 =A4+1000 =250+2.5/100*A5 =4.2/100*A5
6 =A5+1000 =250+2.5/100*A6 =4.2/100*A6
7 =A6+1000 =250+2.5/100*A7 =4.2/100*A7
8
The first few values should look like those in the table below.
A B C
1 Value of sales Current job New job offer
2 0 250 0
3 1000 275 42
4 2000 300 84
5 3000 325 126
6 4000 350 168
7 5000 375 210
8
a For what value of sales is Juan’s current job better?

b At what value of sales does Juan’s new job offer become better?
c Plot the sets of data on the same graph. What does the graph tell you? What is the
value of sales when Juan would earn more in the new job?
d What happens if the $250 retainer drops to $150 per week?
e Which is better, a wage of $200 per week and 3·5% commission on sales or a wage of
$100 per week and a commission of 4%? Justify your answer by stating the values
when each option is better.

2D Simple interest
When you borrow money, you have to pay for the privilege of being able to use money that
belongs to another person, a bank or other lending institution—you pay interest. One method
of calculating how much you have to pay for the privilege is called simple interest. It is
called simple interest as the amount of interest paid remains the same each year.
Simple interest = principal × rate × time

SI = PRT
P = principal, which is the amount of money borrowed or deposited

R = rate of interest, which is a percentage per annum or year
T = time (in years) the money is borrowed for
Example Solution
1 Calculate the simple interest charged on SI = PRT P = $25 000
a loan of $25 000 at 9% per annum for 9 9
5 years, if the principal is paid back at = 25000 × ×5 R = 9% = p.a.
100 100
the end of the 5 years and the interest is = $11250
paid annually. T = 5 years
2 Calculate:
a the simple interest charged on a SI = PRT P = $2500
loan of $2500 at 9% per annum 9 9
for 6 months = 2500 × × 0·5 R = 9% = p.a.
100 100
= $112·50
6
T= = 0·5 years
12
b the total amount owing The total amount owing

= principal + interest
= 2500 + 112·50
= $2612·50
Exercise 2D
1 Find the simple interest on a principal of $8000 at 4% per annum for 5 years.
2 Calculate the simple interest on a principal of $18 000 at 6% per annum for 3 years.
3 Calculate the simple interest on a principal of $45 000 at 6 12 % per annum for 7 years.
4 How much simple interest would you pay on a principal of $2000 at 8% per annum
borrowed for 6 months?
5 Calculate the simple interest on a principal of $1200 at 5% per annum for 18 months.
6 Calculate the simple interest on a principal of $5000 at 12% per annum for 4 months.
7 a Calculate the simple interest on a loan of $25 000 at 8·5% per annum for 2 12 years.
b How much is owed in total after 2 12 years if nothing is repaid?

EXPLORING compound interest 2E
There are three different ways of calculating interest: simple interest, compound interest and
reducible interest. The previous exercise dealt with simple interest. This activity will explore
compound interest.
Remember that simple interest is calculated using the following formula:
Simple interest = principal × rate × time
In compound interest the interest is added (compounded) to the principal each year and so
this interest earns interest each year.
Learning task 2E
1 Mrs Briggs invests $2000 at 9% per annum compound interest with the interest
compounded annually for a period of 5 years. Copy and complete the table below to
determine the total value of the investment.
Year Principal Interest earned Principal + interest earned New
at start principal
of year (at end
of year)
9
1st year $2000 2000 × × 1 = $180 $2000 + $180 $2180
100
9
2nd year $2180 2180 × × 1 = $196·20 $2180 + $196·20 $2376·20
100
9
3rd year $2376·20 ____ × × 1 = $_____ $2376·20 + ____
100
4th year
5th year $3077·26
Note: An interest rate of 9% per annum can be written as 1·09. This is because we have
the principal (× 1) plus the 9% (0·09) interest. Therefore, the value of Mrs Briggs’
investment at the end of the:
1st year is $2000 × 1·09 = $2180
2nd year is $2180 × 1·09 = $2376·20
3rd year is $2376·20 × 1·09 = $2590·06
4th year is $2290·06 × 1·09 = $2823·17
5th year is $2823·17 × 1·09 = $3077·26
This method is not exact, as we have to round at the end of each year and this contributes
to a follow-on effect of rounding.
We can also write this as:
1st year: $2000 × 1·09 = $2180
2nd year: $2000 × 1·092 = $2376·20
3rd year: $2000 × 1·093 = $2590·06
4th year: $2000 × 1·094 = $2823·16
5th year: $2000 × 1·095 = $3077·25
nth year: $2000 × 1·09n
This method is more exact as we do not round until the answer is found.

2E
2 Mrs Briggs decides to invest her $2000 at 9% per annum compound interest with the
interest compounded every 6 months for a period of 5 years. Copy the table below and
extend it to 60 months (5 years). Complete the table to determine:
a the value of the investment
b the amount of extra interest earned as a result of interest compounded every 6 months
As the interest is compounded every 6 months, the 9% per annum becomes 4·5% each
compounding period, in this case 4·5% every 6 months.
Year Principal Simple interest earned Principal + interest earned New
principal
4·5
6 months $2000 2000 × × 1 = $90 $2000 + $90 $2090
100
12 months 4·5
$2090 2090 × × 1 = $94·05 $2090 + $94·05 $2184·05
(1st year) 100
4·5
18 months $2184·05 ____ × × 1 = $_____ $2184·05 + _____
100
24 months
(2nd year)
It is possible to shorten the working out by using indices.

1st period end of 6 months Investment = 2000 × 1·0451 = $2090
2nd period end of 1 year Investment = 2000 × 1·0452 = $2184·05
3rd period end of 1 2 years Investment = 2000 × 1·0453 = $2282·33
1
:̇
10th period end of 5 years Investment = 2000 × 1·04510 = $3105·94
To overcome the tedious step-by-step approach, the compound interest or accumulated
amount formula can be used:
nt
⎛ R ⎞
A = P ⎜1 +
⎝ 100n ⎟⎠
where A = accumulated amount (i.e. principal plus interest)
P = principal
R = rate of interest
n = number of interest periods per year
t = number of years.
If the interest is paid at set periods during the year, then the rate of interest will need to be
divided by the number of times payments are made during the year. Quarterly payments mean
that the rate is divided by 4.
3 State the value for n if interest is compounded:

a every quarter b every month c fortnightly
d weekly e daily

Compound interest 2F
With simple interest the amount of interest paid over the period of the loan is constant.
With compound interest the interest is added to the principal, therefore the amount owed
increases. As a result of the increasing principal the amount of interest owed increases,
unless the principal is reduced. With compound interest the interest is usually calculated
more than once per year.
Compound interest also applies to investments and the interest is added to the investment amount.
Example Solution
PRT
1 Calculate the accumulated amount after a 1st year: SI =
period of 2 years on a principal of $2000 100
2000 × 7·5 × 1
if the rate of interest is 7·5% per annum, =
paid yearly. 100
= $150
Principal for the 2nd year is
2000 + 150 = $2150
PRT
2nd year: SI =
100
2150 × 7·5 × 1
=
100
= $161·25
The accumulated amount is
$2000 + $150 + $161·25 = $2311·25
The compound interest or accumulated amount formula can be used instead of calculating the
simple interest for each year.
Compound interest
nt
⎛ R ⎞
A = P ⎜1 +
⎝ 100n ⎟⎠
where A = accumulated amount (i.e. principal plus interest)
P = principal
R = rate of interest
n = number of interest periods per year
t = number of years.
Using the accumulated interest formula, Example 1 now becomes:

nt
⎛ R ⎞
A = P ⎜1 + P = $2000
⎝ 100n ⎟⎠ R = 7·5% p.a.
1× 2
⎛ 7·5 ⎞ n = 1 per year
= 2000 ⎜ 1 +
⎝ 100 × 1⎟⎠ t = 2 years
= $2311·25

2F
Example Solution
2 Clarice invests $2500 for 5 years at
9% per annum compound interest. Find
the value of the investment if the interest
is calculated and paid:
nt
⎛ R ⎞
a annually A = P ⎜1 + P = $2500
⎝ 100n ⎟⎠ R = 9% p.a.
1× 5
⎛ 9 ⎞ n = 1 per year
= 2500 ⎜ 1 +
⎝ 100 × 1⎟⎠ t = 5 years
= $3846·56
nt
⎛ R ⎞
b 6-monthly A = P ⎜1 +
⎝ 100n ⎟⎠
2×5
⎛ 9 ⎞
= 2500 ⎜ 1 + n=2
⎝ 100 × 2 ⎟⎠
= $3882·42
nt
⎛ R ⎞
c quarterly A = P ⎜1 +
⎝ 100n ⎟⎠
4×5
⎛ 9 ⎞
= 2500 ⎜ 1 + n=4
⎝ 100 × 4 ⎟⎠
= $3901·27
Exercise 2F
1 Calculate the following:
⎛ 8 ⎞ ⎛ 10 ⎞ ⎛ 5·5 ⎞ ⎛ 7·5 ⎞
a ⎜⎝ 1 + 100 ⎟⎠ b ⎜⎝ 1 + 100 ⎟⎠ c ⎜⎝ 1 + 100 ⎟⎠ d ⎜1 +
⎝ 100 ⎟⎠
⎛ 9·3 ⎞ ⎛ 0·5 ⎞ ⎛ 2 ⎞ ⎛ 3·45 ⎞

e ⎜⎝ 1 + 100 ⎟⎠ f ⎜⎝ 1 + 100 ⎟⎠ g ⎜⎝ 1 + 100 × 2 ⎟⎠ h ⎜1 +
⎝ 100 × 24 ⎟⎠
2 From the formulas in Question 1 determine:

ii the number of times per year the interest is compounded
ii the interest rate per annum
3 Evaluate correct to 2 decimal places:

12
⎛ 3 ⎞
a (1·06)4 b (1·025)7 c ⎜⎝ 1 + 100 ⎟⎠
5 2 3
⎛ 2·5 ⎞ ⎛ 6·2 ⎞ ⎛ 0·25 ⎞
d ⎜⎝ 1 + 100 ⎟⎠ e ⎜⎝ 1 + 100 ⎟⎠ f ⎜⎝ 1 + 100 ⎟⎠

2F
10 25 4
⎛ 2·1 ⎞ ⎛ 10·25 ⎞ ⎛ 12·5 ⎞
g ⎜⎝ 1 + 100 × 4 ⎟⎠ h ⎜⎝ 1 + 100 × 12 ⎟⎠ i ⎜⎝ 1 + 100 × 3⎟⎠
4 From the formulas in Question 3 determine:

i the number of times per year the interest is compounded
ii the interest rate per annum
5 Calculate the accumulated interest for the following principals invested for the given
periods at these advertised rates:
i ii
9 % 7·2 %
per annum
per annum
compounded compounded
yearly 6 monthly
a $15 000 for 15 years b $8000 for 6 years c $5000 for 10 years
6 Calculate the accumulated interest for the following principals invested for the given
periods at these advertised rates:
i ii
6·4 %
12 %
per annum per annum
compounded compounded
quarterly monthly
a $12 000 for 3 years b $9000 for 4 years c $20 000 for 2 years
7 Find the value of the investment, and hence the compound interest, when $1000 is
invested for 7 years at 6% interest compounded annually.
8 Find the accumulated amount and hence the compound interest when $3500 is invested
at 15% per annum (paid annually) for 5 years.
9 What is the new principal if $3000 is borrowed at 8% compound interest for 4 years,
if the interest is compounded:
a annually? b 6-monthly? c quarterly? d monthly?
10 Yannick wishes to invest $5700 for 6 years. He is offered the following options:
• Option 1: simple interest at 16% p.a.
• Option 2: compound interest at 14% p.a. compounded annually
• Option 3: compound interest at 12% p.a. compounded quarterly
a Calculate the interest that Yannick will receive at the end of 6 years in each case.
b Which investment option is best?
2G Reducible interest
When repayments are made on a debt, the interest can be of the reducible type. The interest
rate stays the same but the amount of interest paid will be reduced because repayments are
being made. A housing loan (mortgage) is an example of a reducible interest loan.
Example
1 A loan of $15 000 is needed for a new car. The interest rate is 12% per annum and added
yearly. Repayments of $3000 are made each year. How much is owing after 2 years?
2 Interest of 10% per annum added half-yearly is charged on a loan of $20 000.
Repayments of $2500 are made each 6 months. How much is owing after 2 years?
(Remember to halve the rate because interest is added half-yearly.)
Solution
1 A good method is to display the information in a table.
Time Principal Interest Principal + Subtract Amount

interest repayments owing
1st year $15 000 $1800 $16 800 $3000 $13 800
2nd year $13 800 $1656 $15 456 $3000 $12 456
The amount owing after 2 years is $12 456.
2 Time Principal Interest Principal Subtract Amount

repayments owing
6 months $20 000 $1000 $21 000 $2500 $18 500

1 year $18 500 $925 $19 425 $2500 $16 925
18 months $16 925 $846·25 $17 771·25 $2500 $15 271·25
2 years $15 271·25 $763·57 $16 034·82 $2500 $13 534·82
The amount owing after 2 years is $13 534·82.
Exercise 2G
1 $500 is repaid per year on a $3000 loan at 15% per annum, reducible annually.
a How much interest is paid in the first year?
b How much is owing after 1 year?
c How much interest is paid in the second year?
d How much is owing after 2 years?
2 Calculate the amount owing after 3 years on the following amounts if interest is reducible
twice yearly and repayments of $1000 are made every 6 months:
a $5000 at 5% per annum
b $65 000 at 12·5% per annum
c $17 000 at 3·5% per annum

Using other people’s money 2H
At some stage in their life most people need to borrow money to purchase a house, car or
other items. Many institutes will lend money, including banks, building societies and retail
lenders such as second-hand stores. Credit cards are the most common form of credit for
many Australians. All credit cards have a credit limit.
No matter who you borrow money from, you will need to pay interest. It is important to
compare all the available options before making a commitment to borrow money. For
example, the interest rate on credit cards is usually higher than that for personal loans.
Before starting this exercise, you should review the examples and solutions in exercises 2F
and 2G.
Example Solution
nt
⎛ R ⎞
1 Ava uses her store credit card to purchase A = P ⎜1 +
a dress for the Year 10 river cruise. The ⎝ 100n ⎟⎠
90 × 1
dress cost $187·00 and the interest rate ⎛ 16·9 ⎞
= 187 ⎜ 1 +
on the store card is 16·9% per annum ⎝ 100 × 365 ⎟⎠
compounded daily. If Ava does not pay = $194·96
for this dress for 90 days how much will
the dress actually cost?
Hire purchase is an alternative method of buying goods now and paying for them over a
period of time. Buyers should check a variety of sources before making a decision about
which finance option to accept. Hire purchases require a deposit and this is to be paid
immediately. The balance is the amount outstanding after the deposit has been paid, and the
instalments are the amount that must be paid off the balance over a given period of time.
Balance = marked price − deposit
Amount owing = balance + interest
Instalments = amount owing ÷ payment periods
Example Solution
2 Determine the balance, the amount owing Balance = $2500 − $400
and the monthly instalments on a purchase = $2100
of $2500 if a deposit of $400 is paid and 365 × 1
⎛ 9·8 ⎞
interest of 9.8% per annum is Amount owing = 2100 ⎜ 1 +
compounded daily for 12 months. ⎝ 100 × 365 ⎟⎠
= $2316·19
Instalments = $2316·19 ÷ 12
= 193·015 833
Instalments are $193·02 per month.

2H
Exercise 2H
1 Calculate the actual cost of the following items using the interest
rates and time periods given in brackets:
a a portable music recording device costing $199
(15·8% p.a. compounded daily for 60 days)
b a surfboard costing $387
(17·2% p.a. compounded daily for 75 days)
c a television costing $1245
(12·6% p.a. compounded daily for 20 fortnights)
d a mobile phone costing $819
(10·7% p.a. compounded daily for one year)
2 Determine how much Timothy could save if he paid his credit card
balance off in 30 days instead of 45 days, given that he owes $950
and the interest rate is 13·4% per annum compounded daily.
3 Neil makes a $1000 purchase using his credit card. The interest rate
on his credit card is 12·9% per annum compounded daily.
a Determine the amount Neil owes after 30 days.
b Neil pays $400 off his debit on the 31st day. How much does
he owe now?
c Determine the amount Neil owes after another 30 days.
d Neil continues to pay $400 per month off his debit. How many
months will it take for his balance to be $0?
e What is the total amount Neil has to pay on his $1000 purchase?
4 For each of the following calculate:

i the balance
ii the amount owing
iii the interest charges
iv the monthly repayments
Purchase Deposit Interest rate Time

price
a $1200 $200 15·4% p.a. compounded daily 18 months

b $2700 $500 21% p.a. compounded daily 2 years
c $5000 $650 11·75% p.a. compounded daily 2 years
d $7500 $1000 9·62% p.a. compounded daily 3 years
Note: Assume there are no leap years.

EXPLORING reducing balance loans 2I
The graphics calculator has a range of financial arithmetic formulas built into it. The function
TVM Solver on the Casio 9860G can be used to find a range of variables when an amount is
paid off a loan with a constant interest rate.
Go to the finance menu. Select TVM and Select F2: Compound Interest and a
press EXE ; a range of choices will appear. range of variables will appear.
N = the number of repayments

I% = interest rate per year
PV = present value
PMT = payment per period
FV = future value
P/Y = number of payments per year
C/Y = number of compounding periods per year
Example
1 Shena borrows $15 000 at an interest rate of 6% p.a. compounding annually. If $2000 is
paid off the loan at the end of each year, find the amount that she still owes after 4 years.
Solution
The variables are:
N = 4 (the number of repayments is 4, 1 per year for 4 years)
I% = 6 (the interest rate is 6% per year)
PV = −15 000 (the amount owed is $15 000; it is entered as a negative value)
PMT = 2000 (the lump sum paid off at the end of each year is $2000)
FV = 0 (this is the future value of the loan that is to be found)
P/Y = 1 (1 payment is made per year)
C/Y = 1 (the loan compounds annually)
Enter the value of each variable Press F5, Future Value, to give the
Make sure you press EXE to enter the value. amount that is still owed after the 4 years.
The result indicates that the amount owed after 4 years, with interest paid annually, has
been reduced to $10 187·92.

2I
To investigate the effect of interest compounding on a 6-monthly basis, still with a lump sum of
$2000 at the end of each year, change the value for C/Y to 2 (interest compounding 6-monthly).
The result indicates that the amount left after 4 years, with interest calculated twice a year,
has been increased to $10 240·63.
Example
2 a $15 000 is borrowed at an interest rate of 6% compounding annually. If $2000 is paid off
the loan at the end of each year, find the time in years that it will take to pay off the loan.
b Investigate the time that it would take to pay off the above loan completely if
payments are made quarterly (that is, 4 times a year).
Solution
2 a Step 1: Place the information into the calculator leaving N = 0, as this is the variable
that is to be found.
Step 2: Choose to find N by selecting N on the menu (press F1).
Step 3: The result shows that it will take 10·3 years to repay the loan completely.
b Step 1: Change P/Y = 4

Step 2: Choose to find N by selecting N on the menu (press F1).
The result shows that it will now take about 8 years to repay the loan completely.

2I
Learning task 2I
1 I pay a lump sum of $5000 annually on a loan of $40 000 for which interest is charged at
7·5% p.a. compounded annually. Find the amount still owing after:
a 1 year b 2 years c 3 years
d 4 years e 5 years f 6 years
2 Mervyn is planning to borrow $50 000 for which interest is compounded annually. He is
able to make annual repayments of $6000. Find the amount that is still owed after 7 years
for the following annual interest rates:
a 4·5% b 5·2% c 5·6%
d 6·35% e 6·75% f 7·2%
3 A local Friendly Society charges interest of 8·9% compounding annually on a number of

loans. Find the annual repayments that need to be made to repay loans of the following
amounts over a 10-year period:
a $24 000 b $78 000 c $120 000
d $145 000 e $206 000 f $320 000
4 How much money can I borrow for 15 years, if the interest rate is 8% compounded
annually and I am able to make the following repayments per year?
a $12 000 b $15 000 c $18 000 d $26 500 e $43 000
5 A loan of $120 000 is taken out over a 20-year period and interest is charged at
7·5% per annum.
a Find the amount of each annual repayment if the loan is compounded:
i annually ii 6-monthly iii quarterly iv monthly v fortnightly
b Find the total amount of interest that will be paid under each repayment time frame.
c Find the difference in total interest for options ii, iii, iv and v compared with paying
interest once a year (option i).
6 William invested $6000 in a government-guaranteed fund at a rate of 4·8% per annum for
2 years. Dividends were paid twice yearly with a set fee of $18 per year.
a Find the amount of interest that he would expect to receive over the period of the loan.
b State the value of the investment at the end of the 2 years.
c How much would his investment be worth if he invests the $6000 at the rate of
7% per annum for 2 years, with an account fee of $4 per quarter?
7 $40 000 is invested in the Building Society at the rate of 6·75% per annum for a fixed
12-month period. A $50 fee is payable at the end of each year.
a Find the amount of interest that can be expected from this investment.
b What will be the amount that can be expected after tax is paid on the interest at the
rate of 30%?
8 Jenny decides to invest an inheritance of $35 000 in a bank account on which interest is
paid at the rate of 5·4% per annum. Find the amount that she can expect at the end of
4 years, ignoring bank charges, if the investment compounds:
a annually b 6-monthly c monthly

2J Investing money
There are a number of investment methods to choose from in order to increase savings.
Investments that are considered to have a high risk offer better returns, while those that are
considered safer, such as investments in large banks or government institutions, usually pay a
lower interest rate.
Example Solution
1 Kimm invests $15 000 with a solicitor
fund for 2 years. Interest is paid twice
yearly by cheque and the rate of interest
is 7·4% p.a. An administration fee of
$3·50 is charged per 6 months.
a Find the total amount of interest that SI = P × R × T
Kimm will receive. 7·4
= $15000 × ×2
100
= $2220
$2220 − 4 × $3·50 = $2206
$2206
b State the expected amount for = $551·50
each cheque. 4
2 Sam purchases 2000 shares for $8·76, Difference in share price:

and 2 years later sells them for $14·18. $14·18 − $8·76 = $5·42
He pays a flat brokerage fee of $50 to Profit: 2000 × $5·42 = $10 840
buy them and $50 to sell them, as well Costs of buying: $50
as stamp duty at the rate of $3 per $1000 Costs of selling: $50
on the sale. Find the total return that he
Stamp duty:
can expect. 3
$14·18 × 2000 × = $85·08
1000
Total return:
$10 840 − $50 − $50 − $85·08 = $10 654·92
Exercise 2J
1 Florry invests $4000 in Northern Territory bonds, which offer fixed interest of 8·25% over
2 years. How much will the investment be worth after 2 years, ignoring ongoing costs?
2 Raylene invests $6500 in Community Bank for 6 months at the annual rate of 8%. Find
the value of her investment after 6 months, allowing for a $10 bank fee.
3 Kenny places $10 000 for 9 months in a term deposit paying 8·5% per annum. He then
invests the entire amount in debentures that pay 8·9% per annum, for the remainder of
the year. Find the value of his investment at the end of the year if there is a set fee of
$12·50 each time there is a change in the loan.
4 Interest at a rate of 6·4% per annum is paid quarterly on a Power Saver account. Find the
amount of interest that will be paid each quarter for the following investments:
a $8000 b $14 500 c $14 650 d $2298 e $89 670

Wages and tax scales 2K
Everybody who earns an income over $6000 pays tax. The amount of tax a person must pay
depends on the amount they earn. Tax is deducted by the government according to the
following tax rates for 2006–2007.
Tax rates 2006-07

Taxable income Tax on this income
$0 – $6000 Nil
$6001 to $25 000 15c for each $1 over $6000
$25 001 to $75 000 $2850 plus 30c for each $1 over $25 000
$75 001 to $150 000 $17 850 plus 40c for each $1 over $75 000
Over $150 000 $47 850 plus 45c for each $1 over $150 000
The above rates do not include the Medicare levy of 1·5%.
Example Solution
1 A bricklayer earns $703 per week. $703 × 52 = $36 556
Determine his yearly salary and how
The bricklayer is in the $25 001 to $75 000
much tax he should pay on this amount.
bracket so he pays $2850 on the first $25 000
and 30 cents for each $1 over $25 000.
$36 556 − $25 000 = $11 556
Tax on $11 556 = 0·30 × $11 556
= $3466·80
Total tax = $2850 + $3466·80
= $6316·80
Most occupations have work-related expenses. These may include union fees, specialised
equipment and the cost of uniforms. These work-related expenses are deducted from a
person’s income before tax is calculated.
Example Solution
2 The bricklayer in Example 1 has work- $703 × 52 = $36 556
related expenses of $1560. How much Deduct the work-related expenses:
will his tax be? $36 556 − $1560 = $34 996
The bricklayer is in the $25 001 to $75 000
bracket so he pays $2850 on the first $25 000
and 30 cents for each $1 over $25 000.
$34 996 − $25 000 = $9996
Tax on $9996 = 0·30 × $9996
= $2998·80
Total tax = $2850 + $2998·80
= $5848·80

2K
Exercise 2K
1 The following salaries relate to the starting salaries that people would earn if they had
the necessary qualifications. Salaries are for full-time employment and before tax.
(Assume there are 52 weeks in a year.) For each salary:
i determine the amount that would be earned per week
ii determine the amount that would be earned per annum
iii calculate the amount of tax to be paid
a Builder’s or plumber’s assistants perform routine tasks on building and construction
sites or assist plumbers in the installation and maintenance of piping systems, fixtures
and water regulators: Earnings per year of $40 500.
b Accountants plan and provide accounting systems and services for the financial
dealings of enterprises and individuals, and advice on record-keeping and
compliance: Earnings per month of $4725.
c Boilermakers and welders cut, shape, join and repair metal parts of iron and steelwork
structures, pressure pipes, ships, boilers or other vessels: Earnings per fortnight of $1566.
d Hairdressers cut, style, chemically reform and colour hair, and treat hair and scalp
conditions: Earnings per year of $27 000.
e Chefs plan and organise the preparation and cooking of food in dining or catering
establishments: Earnings per day of $99·90. (Assume it is not a leap year and a 5-day
working week.)
2 Determine the total amount of tax that needs to be paid by:

a a policeman earning $1860 per fortnight, with work-related expenses of $2479
b a teacher earning $1009·22 per week, with work-related expenses of $3964
c an apprentice draftsperson earning $25 900 per year, with work-related expenses
of $1580
d a human resources manager earning $20 500 per month, with work-related expenses
of $47 600

Best buy 2L
When comparing two items that are exact in every way, except size, we need to convert to a
comparable size in order to determine which is the best buy (i.e. the best value for money).
Example Solution
Convert the following to the price per item,
then determine which is the best buy:
a Soft drink 18-pack $13·85 18 cans for $13·85
w18 w18
1 can for $0·77
b Soft drink 30-pack $20·12 30 cans for $20·12
w30 w30
1 can for $0·67
c Soft drink 6-pack $5·51 6 cans for $5·51
w6 w6
1 can for $0·92
The 30-pack is the best buy.
Exercise 2L
1 Convert the following to the price per item, then determine which is the best buy:
a Pizza slices: 6-pack $6·13 or 4-pack $5·32
b Neapolitan ice-cream: 5-litre tub $8·46 or 4-litre tub $7·06
c Orange soft drink: 1·25-litre bottle $1·25 or 2-litre bottle $2·65
d Full-cream milk: 1-litre bottle $1·42, 2-litre bottle $2·63 or 3-litre bottle $3·64
2 Convert the following to the price per 1 g and then per 100 g to determine which is the
best buy:
a Lollies: 375 g packet $5·25 or 200 g packet $2·54
b Coffee powder: 100 g can $3·70, 375 g can $11·12 or 500 g can $13·77
c Assorted cream biscuits: 1·5 kg packet $13·24 or 500 g packet $4·34
d Chicken and corn soup: 500 g packet $2·75, 290 g packet $1·46 or 650 g packet $3·38
e Cereal: 310 g packet $2·67, 525 g packet $3·66 or 825 g packet $5·68
f Cheese: 1 kg packet $9·31, 250 g packet $2·95 or 500 g packet $5·80
3 Determine the best buy for each of the following items, showing all working out:
a Cans of cola b Chocolate bars
12 pack $7·59 45 g $1·50
18 pack $12·49 60 g $1·50
30 pack $18·59 220 g $4·34
6 pack $6·87 360 g $6·67
c Toilet paper d Tomato sauce
6 pack $5·39 300 mL $1·42
4 pack $3·49 1L $3·61
8 pack $6·98 500 mL $2·20
495 mL $1·91

PUZZLES
1 Each letter below represents a number between 0 and 9. Match the corresponding letter to
the correct answer to solve the riddle:
Why was the Egyptian girl confused?

A H8H RS YW
DA − 8HM × RU × WY
+ DEA HH SRU 6YW6
DAA
9 1 2 3 5 3 3 7
8 5 6 5 0 4 0 0 7
2 Increase the following amounts by the percentages shown, then match the corresponding
letter to the correct answer to solve the riddle:
What did one eye say to the other?

A $400, 10% B $400, 20% D $400, 30%
E $200, 1% G $200, 15% H $200, 25%
I $300, 10% L $300, 5% M $300, 15%
N $500, 3% O $500, 13% S $125, 20%
T $84, 100% U $14, 150% W $20, 125%
Y $20, 200%
480 202 168 45 202 202 515 60 565 35
440 515 520 345 202
150 565 345 202 168 250 330 515 230
150 345 202 315 315 150

Business Maths
3 Find the missing details from the table, then match the corresponding letter to the correct
answer to solve the riddle:
What goes over the tongue and through the eye?
Cost to buy Selling price Profit $ Profit %

$1000 $1500 500 A
$524 $655 131 C
$820 $1105 E H
$84 L 63 75
O $505 S 1
50 5 35 500 285 147 50 25 285

nt
⎛ R ⎞
4 Use the formula A = P ⎜ 1 + to find the amount to which the principal will grow
⎝ 100n ⎟⎠
if the following interest rates are paid yearly, correct to the nearest dollar. Match the
corresponding letter to the correct value below to solve the riddle:
What is the best key?
Principal P Interest rate R Period of loan Amount A

$1000 5% p.a. 1 year A
$2000 12% p.a. 18 months C
$5000 7·5% p.a. 2 years K
$1500 10% p.a. 2·5 years L
$3000 6% p.a. 5 years U
$1500 8% p.a. 15 months Y
$1050 $1904 $4015 $2371 $5778 $1651

Renting a house or flat

Houses and flats to rent are advertised by real-estate agents and in the property section of the
newspaper. The cost of renting depends largely on the suburb and the size of the house or flat.
Pemberton, quiet farm- Como, 2 BR in quiet Exmouth, 1 brm cottage Kalamunda F/furn hse, Vic Park Fully renov.
house to let, $135 p.w. street. $165 p.w. with or w/out furn., $100 3 BR, ensuite, TV, PC. period home, new kitchen,
plus bond. p.w. plus bond. $280 p.w. Quiet area. new bathroom, 3 bedrms,
pol. floors, BIRs, cl. Train.
$250 p.w.
a Find the cost of renting each of these properties for the following periods:
i 6 months ii 12 months iii 5 years
When you rent a property, the landowner usually requires you to pay a bond, which is often in
the form of a month’s rent in advance.
b How much money do you need to have as a bond for each of the houses above, if one
month’s rent is required in advance?
c How much interest would you have earned on this bond if you had invested the money for
a year at the following simple interest rates per annum?
i 5% ii 8% iii 11%
Your rent will probably rise in line with inflation. In Australia, inflation has varied from 0% to
as high as 18%.
d If the rent rises 3% each year, find the cost of rent for each property over the next 5 years,
and complete the table below.
Property 1st year Calculation 2nd year 3rd year 4th year 5th year
Pemberton $7020 = 7020 × 1·03 $7230·60

Como
Exmouth
Kalamunda
Vic Park
Obviously, finding a house and paying the bond and rent are only part of the expenses
associated with moving house.
e Draw up a table as shown and fill in all the expenses that you think are likely to be
involved with moving out of home and into a rental property.
One-off expenses On-going expenses
Bond Rent

Business Maths
Buying a car
The advertised cost of the new car is not usually the full amount you need to pay. Most
purchases need to have ‘on-road costs’ added. These costs include pre-delivery charges,
registration, and government statutory charges that include stamp duty and transfer fees.
a Calculate the total cost of these cars.

i • Power steering
ii
• 5 speed manual
• AM/FM radio cassette
• Cloth trim
From *
All this from only $18,990
$14,990 * *Plus $1495 dealer delivery
and on-road costs
*Plus $1495 dealer delivery and on-road costs
b Calculate the deposit for each of the cars above if a 20% deposit is paid.
How much does this car cost if you pay cash, stamp CE LANCER COUPE
duty of 2·25% and a transfer fee of $45? • Automatic
ONLY
Cost = $13 990 + stamp duty of 2·25% • Bright red
+ transfer fees of $45 $13,990 •

•
Air cond
P/steering
= $13 990 + $314·78 + $45 •
•
Only 36 000 km
3 Yr/175 000 km
= $14 349·78 warranty
How much does it cost if you use dealer finance?

Total payments = 60 × 304·78 = $18 286·80
How much extra do you pay for dealer finance? No deposit
Pay only $304·78 per month
Extra = 18 286·80 − 14 349·78 60 months
= $3940·02
c Calculate the extra amount paid for dealer finance on each of the cars pictured below.
i TR MAGNA SEDAN ii TR MAGNA SEDAN
• Best one available
ONLY •
•
Low km
Auto
ONLY • Auto
$8,990 •
•
Air cond
P/steering
$11,990 •
•
Air cond
P/steering
• 2·6 L EFi motor • Low km
• Long rego • Long rego
• 3 Yr/175 000 km • 3 Yr/175 000 km
warranty warranty
• Priced to sell
No deposit No deposit
Pay only $198·67 per month Pay only $262·34 per month
60 months 60 months

When comparing loans, you need to compare the total cost of the loan or calculate the
equivalent interest rate to see which loan option is cheaper. Flat-rate interest loans calculate
the interest on the original amount, even though principal may be paid back during the period
of the loan. This is the type of interest charged on most personal loans.
interest 100
Equivalent flat interest rate = × ÷ term of the loan
principal 1
2 × equivalent f lat interest rate × no. of repayment periods
Equivalent simple interest rate =
no. of repayment periods + 1
Calculate the equivalent flat interest rate on $7500 borrowed at 8% flat interest per year for
3 years. You also have to pay 2·5% stamp duty on the amount borrowed and an administration
charge of $3 per month.
8
Interest = × 7500 × 3 = $1800
100
Stamp duty = 7500 × 0·025 = $187·50
Administration charge = 3 × 36 = $108
Total cost = $2095·50
2095·50 100
Equivalent flat interest rate = × ÷ 3 = 9·31%
7500 1
2 × 9·31 × 36
Equivalent simple interest rate = = 18·12% per annum
37
1 Calculate the equivalent flat interest rate and the equivalent simple interest rate for the
following loans:
a You borrow $10 000 at 14% for 4 years with an establishment fee of $240 and a
monthly service fee of $5.
b Alvin borrows $3000 to purchase a motorbike. The loan is for 12 months and carries
a flat interest rate of 8·5%. There are bank loan establishment fees of $30.
c Suzette borrows $20 000 at a flat interest rate of 12·25%. The bank charges $250 loan
establishment fees and $4·50 monthly fees for the period of the 5-year loan.
A discounted interest rate requires you to pay the interest ‘up-front’ at the start of the loan.
This often means that you need to borrow the principal and the interest at the start of the loan.
100 × sum required

Amount borrowed =
100 − discount interest rate × length of loan in years
2 Calculate the equivalent flat and simple interest rates for these loans:
a Alvin borrows the $3000 from another bank with a discounted interest rate of 7·5%
and no establishment fee.
b Eunice borrows $8000 with a discounted interest rate of 9·2% and establishment fee
of $90.
c Samos has found a discounted rate of 6·75%, with a stamp duty charge of 3%. He
decides to borrow $14 800.

Business Maths
Home loans
A spreadsheet or table of calculations is the best way to analyse the interest paid and the
balance remaining on a housing loan.
Example
Peter and Trudy borrow $140 000 to buy a house. The terms are 9·25% p.a. calculated
monthly on the first of the month for 25 years. Repayments of $1200 per month are required
on the 15th day of the month. Using a spreadsheet, show their progress in the first 6 months.
A spreadsheet can easily be extended to show the entire 25 years = 25 × 12 = 300 months.
It shows that it takes Peter and Trudy 24 years and 11 months to pay off the loan.
Month Opening Interest Repayment Amount Closing

balance off loan balance
1 $140 000 $1079·17 $1200 $120·83 $139 879·17
2 $139 879·17 $1078·24 $1200 $121·76 $139 757·40
3 $139 757·40 $1077·30 $1200 $122·70 $139 634·70
4 $139 634·70 $1076·35 $1200 $123·65 $139 511·05
5 $139 511·05 $1075·40 $1200 $124·60 $139 386·45
6 $139 386·45 $1074·44 $1200 $125·56 $139 260·88
Set up a spreadsheet with the following formulas as shown and extend the table to show the
300 months.
Month Opening Interest Repayment Amount Closing

balance off loan balance
1 $140 000 =B2*0·0925/12 1200 =D2-C2 =B2-E2
=A2+1 =F2 =B3*0·0925/12 1200 =D3-C3 =B3-E3
Alter the spreadsheet to answer the following questions, and calculate the extra money paid in
interest by Trudy and Peter in each case.
3 a What happens if Trudy and Peter pay $600 every 2 weeks?

b At the start of the 11th year, Trudy and Peter decide to use Trudy’s long-service
payment of $10 000 as an extra payment. What is the effect? By how much is their
loan shortened?
c If Trudy and Peter had paid an extra $1000 off at the start of years 1 to 10, what effect
would this have had?

REVISION QUESTIONS
Exercise 2A
1 Complete these tables:
a Fraction Decimal Percentage b Fraction Decimal Percentage

1
2
56%
0·75 60%
0·125 0·16̇
3
8
33 13 %
2 1
5 7
2 Find:
1
a 36% of $650 b 5% of $30 c 2
% of $1000 d 19% of $38 800
3 Calculate the first number as a percentage of the second number:

a $5 of $40 b $60 of $180 c $130 of $650 d $1·20 of $60
4 Find the percentage increase when 16 increases to:

a 20 b 32 c 28·8 d 25
5 Find the percentage decrease when 36 decreases to:

a 9 b 4 c 30 d 19
Exercise 2B
6 a Calculate the loss and percentage loss incurred when a $180 skateboard is sold for $40.
b Calculate the profit and percentage profit incurred when a dress is purchased for $45
and sold for $99·95.
c Maxine bought a flat for $75 000 and sold it for $88 000. Did Maxine make a profit or
a loss? How much was it?
Exercise 2C
7 a Mike sells real estate. He is paid 6% commission on a $256 000 sale. How much does
Mike receive from this sale?
b Peter also sells real estate, but is paid a retainer wage of $400 and 4% commission on
sales. If Peter made a sale of $256 000, how much would he be paid for the week?

Business Maths
Exercise 2D
8 a Calculate the simple interest on a principal of $12 000 at 5% p.a. for 4 years.
b Calculate the simple interest on a principal of $7500 at 4 12 % p.a. for 3 years.
c Calculate the simple interest on a principal of $3250 at 8% p.a. for 6 months.
Exercise 2F
9 Compare the balance when $8500 is invested at 6% p.a. compound interest for 4 years if
the interest is compounded:
a annually b 6-monthly c quarterly d monthly
Exercise 2G
10 Calculate the amount owing on the following amounts after 2 years, given that interest is
reducible every 6 months and repayments are made half yearly:
a $10 000 at 5·7% p.a., repayments of $2000
b $75 000 at 6 14 % p.a., repayments of $8000
Exercise 2J
11 Magnus invests $35 000 in a government-guaranteed fund at the rate of 5·2% per annum
for 3 years. Dividends are paid twice yearly, with a set fee of $24 per year.
a Find the amount of interest that Magnus would expect to receive over the period of
the investment.
b State the value of the investment at the end of the 3 years.
Exercise 2K
12 Use the tax rates table on page 71 to answer this question.
How much tax would be paid on the following amounts:
a $10 360 b $47 892 c $77 900 d $1 000 000
Exercise 2L
13 Convert the following to price per unit then determine which is the best buy:
a Washing powder b Chicken nuggets
1 kg $3·79 6-pack $2·80
1·5 kg $5·85 9-pack $4·14
2 kg $7·40 15-pack $6·83

CHAPTER
3
Measurement
In early times, people were concerned with measuring straight
distances. As architecture became more complex it became
necessary to develop ways of measuring curves. n8
Early attempts at estimating the circumference of a circle involved
representing the circle with a polygon of n sides. As n increased,
the approximation became more accurate. As n approached
infinity, the perimeter of the polygon approached the circumference of the circle.
This theory, called the limit theory, underpins the study of calculus today.
Measurement today
Calculus is used today to measure areas under curves and
volumes of solids with curved surfaces. The method uses
the limit theory, whereby the area is divided into n rectangles.
As n approaches infinity, the rectangles increase in number
and decrease in size until the sum of the area of the
rectangles approaches the area of the curved shape.
Calculus is used to determine the area of curved surfaces

such as the sails of the Sydney Opera House.

• Calculating perimeter and area including
sectors
• Calculating the total surface area
of solids
• Calculating the volume of solids and
capacity
• Using Pythagoras’ theorem in two and
three dimensions
3A Pythagoras’ theorem
Pythagoras’ theorem applies to right-angled triangles and states that ‘the square on the hypotenuse
equals the sum of the squares on the other two sides’. When calculating the lengths of sides
do not round the answer until the end, so as not to increase the degree of error in the solution.
h h2 = a2 + b2
a
Example Solution
1 Find the length of the hypotenuse correct h2 = a 2 + b 2
to 2 decimal places: = 62 + 22
= 40
h = 40
h
6 cm = 6·32 cm
The length of the hypotenuse is 6·32 cm.
2 cm
2 Find the length of the unknown side a 2 = h2 − b 2

correct to 2 decimal places: = ( 20·5)2 − (16·5)2
16·2 cm = 157·81
a = 157.81
= 12·556 cm
a 20·5 cm
The side is 12·56 cm long.
Exercise 3A
1 Find the length of the unknown side in each triangle, expressing your answer to 2 decimal
places. All measurements are in centimetres:
a b b c
5·27 c
5·72 4·1
a
52·35
2·6
3·05
d 16·3 e f f
e 82·7
108·34
20·7 2·3
d

3A
g h 4 i
g i
0·43 8
h
7·5
1·2 2 101
j k k l
1
10 2 12 14
j l
9·3 k
7 l
810
2 A cable that stabilises a power pole is attached 15 metres up the pole and to the ground
6 metres from the base of the pole. Draw a diagram to represent this situation (including
all measurements) and then determine the length of the cable.
3 A 6·5-metre-long ladder is placed with its base 1·3 metres from a wall. Draw a diagram to
represent this situation, showing all measurements.
a How high up the wall will the ladder reach?
b If the foot of the ladder is moved 0·2 metres closer to the wall, how high up the wall
does the ladder reach now?
c How much higher has the ladder moved up the wall?
4 A farmer wishes to put four rails on both sides of his new cattle ramp.
a Find the length of one rail.
b Find the total length of the four rails for one side of the ramp.
c Determine the total length of the rails for both sides of the ramp.
1·5 m
0·3 m
4m
5 The school council needs to have ramps built over the steps at each of the building exits,
to accommodate a student in a wheelchair. Draw a diagram and then calculate:
a the length of the ramp in each case
i The junior school building is 35 cm off the ground and has steps that reach out 50 cm.
ii The art and woodwork building is 80 cm off the ground and the last step is 1 m
from the doorway.
b the distance of the start of the ramp from the building
i The western entrance is 1·8 metres high and the ramp would need to be 6·95 m long.
ii The eastern entrance is 1·15 metres high and the ramp would need to be 5·5 m long.
Chapter 3 Measurement 85
3B EXPLORING Pythagoras in three dimensions
Once upon a time an Indian brave was welcomed into the village by the Chief. He was there
to choose his new wife. The Chief showed the brave his daughters and explained that the tall,
skinny squaw was sitting on a deer hide, the medium squaw was on a bear hide and the short,
really large squaw was on a hippopotamus hide. The brave was told that he could choose
either both of the first two squaws together or just the third large squaw. The brave asked the
Chief why this was so and the Chief replied:
‘The squaw on the hippopotamus is equal to the sum of the squaws on the other two hides’.
This is similar to Pythagoras’ theorem.
The square on the hypotenuse is equal to the sum of the squares on the other two sides.
h2 = a2 + b2
Learning task 3B
This task involves determining the length of the longest diagonal in the classroom. That is,
from the top corner to the diagonally opposite bottom corner.
1 Draw a diagram to illustrate the room and mark in the diagonal you will be measuring.
2 Use a tape measure to obtain the necessary measurements. If you need to determine the
height of the room you may need to use a suitable estimation strategy.
3 Show all working to support your answer for the length of the longest diagonal.
4 Share your answer with a friend and discuss any differences in the methods used for
obtaining an answer.

Pythagoras in three dimensions 3C
When working with solids in three dimensions, cross-sections need to be taken to find the
required lengths. These cross-sections often reveal right-angled triangles. It is most important
to draw accurate and neat diagrams that show all known lengths relevant to the situation.
Example Solution
1 Find the length of the longest straw that Use the length of the straw as the hypotenuse
can be placed into a cylinder with height of the triangle and draw the right-angled triangle.
24 cm and diameter 7 cm. Apply Pythagoras’ theorem to find the length
of the straw:
h2 = a 2 + b 2
24 cm
l 2 = 24 2 + 72
= 625
l
24 cm l = 625
= 25
7 cm
7 cm
The length of the longest straw is 25 cm.

2 Find the length of the longest pencil Base
that would fit inside this pencil case.
x 10 cm
l 40 cm 10 cm
40 cm
x 2 = 102 + 102
x
= 200
10 cm
10 cm x = 200
10 cm This is called the ‘exact’ form. We use it

10 cm
instead of rounding the answer to minimise
the error of the calculation.
l 2 = 402 + ( 200 )2
= 1600 + 200
= 1800
l
40 cm
l = 1800
= 42·4
200
The length of the longest pencil is
approximately 42·4 cm.
3C
Exercise 3C
1 Calculate the length of the longest rods that will fit in these cylinders, giving the answer
in exact form and correct to 2 decimal places:
a b c
8 cm
18 cm
15 cm
6 cm
24 cm
8 cm
d e f
30 cm 27 cm
24 cm
16 cm 36 cm
10 cm
2 Calculate the length of the longest rod that will fit inside these boxes, expressing the
answer in exact form and correct to 2 decimal places:
a b
30 cm 25 cm
10 cm 4 cm
20 cm
15 cm
c d
10 cm
6 cm
12 cm 18 mm
8 mm
12 mm

Perimeter 3D
The perimeter of a shape is the distance around the outside or boundary of the shape. When
finding the perimeter of a shape, ensure that all the lengths are given in the same unit before
adding the lengths together.
The perimeter of a circle is called the circumference and can be found using the formula
C = 2πr.
Exercise 3D
1 Find the perimeter of each of the following shapes, expressed to 1 decimal place where
necessary:
a b c 8·3 cm
3·4 cm
3·1 cm
4 cm
d e 14 mm f 45 cm
2·3 cm
29 mm
g 5 cm h 8·3 cm
i
2·75 cm
23 cm
10·4 cm
j k l 8 mm
22 mm
14 mm 4·5 mm 4 mm
15 m 17 mm 10 mm
m
m n 3 cm o
2 cm 8 mm
5·5 cm
8·3 cm
5 cm
4·2 cm
6·4 cm
3D
2 Find the perimeter of each of the following composite shapes, expressed to 2 decimal places:
a b c
2·3 mm
5·5 m
5 mm
20 m 6·3 cm 6·8 cm
3 This diagram represents a garden to be edged. The gardener

needs to find the perimeter of this garden to know the
length of edging needed. He does not want to have to
measure too many sides.
Can you provide some instructions on how to minimise Garden
the number of sides he needs to measure?
4 a Find the side length of a square with a perimeter of 9·6 cm.

b Find the radius of a circle with a circumference of 9·43 cm.
c A parallelogram has a perimeter of 20 cm. Find the length of the other side if one side
is 2·4 cm.
d Bluey has enough fencing material to build 12·6 km of fence around a rectangular
paddock. Find the dimensions of the paddock if:
i the length is three times the width
ii the length is twice the width and Bluey makes use of the river as a natural
boundary for one of the lengths
5 Find the perimeter of each of these shapes, using Pythagoras’ theorem to find the lengths
of the unknown sides. Express your answer to 2 decimal places. (Remember: h2 = a2 + b2,
where h is the length of the hypotenuse and a and b are the lengths of the shorter sides of
the triangle.)
a b c
5·2 m 2 cm 6 cm
3·1 m
5 cm 4 cm
7 cm

Area 3E
Area is the amount of space inside a closed shape. It is measured in square units, such as
mm2, cm2, m2 and km2, as the shapes have two dimensions (for example length and width).
Below is a brief summary of the area formulas.
Square Triangle
l A = l2 A = 12 bh
h
h
l Rectangle
w b
A=l×w b
Parallelogram Circle
h
and rhombus r A = πr2
A = bh
b
a Trapezium
A = 12 ( a + b ) h
h
Exercise 3E
1 Find the area of each of the following shapes, expressed to 2 decimal places where
necessary:
a b 187 mm c
4·2 mm 55 mm 19 mm
d 3·2 cm e 4·1 cm f
19·2 cm
8·5 cm 9·4 cm 6·3 cm 8·7 cm 12 cm
12·4 cm 15 cm
10·9 cm
g h i
6·25 cm 87 mm
270o
19·4 cm 23·2 cm
3E
j 59 mm k l
15·2 cm
13·1 cm
96 mm
12·75 cm
2 Calculate the area of each of the following shapes correct to 2 decimal places where
necessary:
a b
10 cm 8 cm 13 mm
6·9 mm
12 cm 11·8 mm
c d 4 cm
6·82 cm
9·7 cm
2·6 cm
11·7 cm
2 cm
8·6 cm 13 cm
3 a Find the radius of a circle with an area of 16·62 cm2.

b List all possible whole number lengths and widths of a rectangle of area 24 cm2.
c How many solutions would be possible if the lengths and widths were not restricted to
whole numbers?
4 Find the shaded area, expressed to 2 decimal places where necessary:

a b
2 cm
17·2 cm
c
14 cm 22 cm
45 cm

Area of a sector 3F
A sector is part of a circle bounded by two radii and part of the circumference. To find the
area of a sector we need to know the radius of the circle and the angle of the sector.
Area of a circle: A = πr 2
size of angle
Area of sector: A = × πr 2
degrees in full circle
θ
A= × πr 2
360
Example Solution
1 Determine the areas of the following
sectors:
a θ
A= × πr 2
360
180
= × π(10)2
10 cm 360
= 157·08 cm 2
b θ
A= × πr 2
360
135o 135
= × π(10)2
10 cm 360
= 117·81 cm 2
2 Find the radius of the sector to the nearest θ
A= × πr 2
whole number, if the area of the sector is 360
186·53 cm2. 95
186·53 = × πr 2
360
186·53 × 360
A = 186·53 cm2 = r2
95o 95π
186·53 × 360
r=
95π
r = 15 cm
3 Find the size of the angle correct to θ
2 decimal places, if the area of the A= × πr 2
360
following sector is 31·42 m2. θ
31·42 = × π × 12 2
A = 31·42 m2 360
31·42 × 360
=θ
Q 144 π
12 m θ = 25·00°
3F
Exercise 3F
1 Find the area of each of the following sectors correct to 2 decimal places:
a b 34 m c
45o
2 km
70o 135o
15 cm
d e f
210o
185o
9 mm 110o
291 m
72 km
2 Determine the radius of each sector, expressing your answer to the nearest whole number:
a Area = 1919·67 cm2 Angle = 76°
2
b Area = 71·49 cm Angle = 128°
2
c Area = 2·06 m Angle = 59°
2
d Area = 477·21 mm Angle = 279°
e Area = 97·04 km2 Angle = 27·8°
3 Find the size of the angle in each of the following sectors, expressing your answer correct
to the nearest whole number:
a Area = 18·85 cm2 Radius = 6 cm
2
b Area = 951·42 cm Radius = 35 cm
2
c Area = 1·71 m Radius = 1·2 m
d Area = 438 104·91 mm2 Radius = 375 mm
e Area = 0·01 km2 Radius = 0·8 km
4 For each of the following sectors below find, correct to 2 decimal places:
i the perimeter ii the area
a b c
120 cm
6·5 cm
4 cm
285o 240o
130o

EXPLORING the surface area of a cylinder 3G
Learning task 3G
1 Have you ever taken the label off a can of
baked beans? What shape was the label? a
2 Measure the lengths in the diagram on

the right. c
a ____________________ b
b ____________________
c ____________________
d ____________________ d
What do you notice about the lengths of a and d?
_____________________________________
_____________________________________
3 Use the above lengths to calculate the following:

Circumference of the top circle = ___________________
Area of top circle = ___________________
Area of bottom circle = ___________________
Area of rectangle = ___________________
Total surface area = ___________________
General form
Using only h and r: r
• state the area of the top circle
• state the area of the bottom circle
• state the length of the rectangle
• give the area of the rectangle. h h
Total surface area = area of top circle + area of bottom circle + area of rectangle
= _____________ + _____________ + _____________
= _____________ + _____________
3H Surface area of a cylinder
The total surface area (TSA) of a cylinder can be calculated using the formula below:
TSA = 2πr2 + 2πrh

= 2πr(r + h) r
h h
Exercise 3H
1 Calculate the surface area of the following cylinders, correct to 2 decimal places:
a 5 cm b 7 cm
12 cm
27 cm
c 62 mm d 14·7 m
10·4 mm
2·4 m
2 Calculate the surface area of a cyclinder that has a radius of 4·9 cm and a height of 12·5 cm.
3 If the diameter of a cylindrical can is 10·2 cm and its height is 35 cm, what area of steel is
required to construct the can?
4 Canned spaghetti comes in three sizes as shown below.

i Calculate the size of each label.
ii Find the area of steel used in the construction of each can.
a 32 mm b 39 mm c
43 mm
70 mm
110 mm
125 g 145 mm
440 g
980 g

Total surface area of a solid 3I
The total surface area of a three-dimensional shape is found by adding together the area of
each external surface of the shape. These surfaces can be flat or curved.
A regular prism is a solid that has two faces that are the same size and shape and are parallel.
These faces must be polygons. The other faces are rectangular.
A pyramid is a shape that has a polygon for the base, and cross sections of the same shape as
the base. The size of the cross section decreases as you move from the base to the vertex. The
other faces are triangular.
Shape Net Total surface area formula
Rectangular prism TSA = 2lw + 2wh + 2lh

h = 2(lw + wh + lh)
h w
w
l
l
Cube TSA = 6 × area of a square

l = 6l2
l
l
Triangular prism TSA = 2 × area of triangles

+ ac + bc + ch
b
= ah + ac + bc + ch
c
h a = a(h + c) + c(b + h)
c
b h
a b
Rectangular pyramid TSA = area of base

+ area of triangles
= lw + 2 ( 12 wh1 + 12 lh2 )
h2 h1 w
h1 = lw + wh1 + lh2
l
w h2
l
Cylinder TSA = 2 × area of circle

r
+ 2πrh
= 2πr2 + 2πrh
h = 2πr(r + h)
h
r
3I
Shape Net Total surface area formula
Cone TSA = area of circle

+ area of sector
s
= πr2 + πrs
r = πr(r + s)
r s
Sphere TSA = 4πr2
Hemisphere Hemisphere
TSA = 12 TSA sphere
+ area circle
= 2πr2 + πr2
r = 3πr2
Exercise 3I
1 Draw a sketch of each of the following solids and then:
i shade the base
ii calculate the total surface area, correct to 2 decimal places where necessary
a b c
2 cm
3 cm
4 cm
4 cm 3·2 cm
d e
0·9 cm
3·5 cm
1·8 cm 5·7 cm
2·1 cm
f 5·4 cm g h 2 cm
4 cm
2 cm 10 cm
5 cm
6·5 cm
3 cm
Area of end 3·44 cm2

3I
2 Draw a sketch of each of the following solids and then:
i shade the base
ii calculate the total surface area, correct to 2 decimal places
a b c
8 cm
5 cm 15 cm
2 cm 5 cm 8 cm
5 cm
d e f
10 cm 12·5 cm
15·75 cm
3·8 cm
10 cm 8·3 cm
3 Calculate the total surface area of these solids, correct to 2 decimal places:
a b c d
8m
14 cm 9·8 mm
10·5 cm
4 Find the total surface area of an open box of length 34 cm, width 23·5 cm and height
15 cm. First draw a diagram showing all measurements.
5 Most cans of food now have a protective coating on the top, bottom and curved sides
of the inside of the can. Find the surface area of the plastic coating in a can of tomatoes
that has a height of 11 cm and a diameter of 10 cm. First draw a diagram showing
all measurements.
6 Find the surface area of a 150-litre gas tank,

assuming that the tank is made up of a
cylinder of length 86 cm, with a hemisphere C 160 cm
of circumference 160 cm at either end.
86 cm
7 Find the total surface area of this piece of gym equipment.
10 cm
8 Find the surface area of this water feature. 110 cm
60 cm
15 cm
3J EXPLORING the volume of a pyramid
A ‘pyramid of cubes’ can be built to investigate the relationship between the volumes of
cubes and pyramids that have the same base area and height.
Learning task 3J
• Build the following ‘pyramid of cubes’.
• Find the volume of a cubic solid of side length 2 units.

• Find the volume of the ‘pyramid of cubes’ with a square base length and height of 2 units.
• Copy and complete the table below.
Length of side Volume of Volume of Volume of

cubic solid ‘pyramid of cubes’ ‘pyramid of cubes’
divided by volume
of cubic solid
1
2
3
.
.
n
As you have seen, finding the pattern in the last column of your table is difficult unless you
continue the table. You can create a spreadsheet to do the work for you.
Creating a spreadsheet activity:

• In a new spreadsheet create columns A, B, C and D. Each column needs to be 100 pixels
wide. Centre all headings. You will be shown how to wrap text in a column.
• To wrap text, highlight the cells. Choose Format from the toolbar, select Cells, then click
on the Alignment tab and check the ‘wrap text’ box.
• Enter the values for the first three rows into your spreadsheet. Do not enter the numbers
for the last column, because we will use a formula to calculate these values.

3J
• Enter the formulas for A B C D
columns A, B, C and D. Length of Volume of Volume of Volume of
side cube ‘pyramid’ ‘pyramid’
• Extend the table down to a divided by
couple of hundred rows and 1 volume of cube
see what happens to the ratio, 2 1 1 1 1
when volume of ‘pyramid’ is 3 2 8 5 =C3/B3
divided by volume of cube. 4 3 27 14
5 =A4+1 =A5^3 =C4+A5^2
• Now graph the volume of a 6
Sheet 1 Sheet 2 Sheet 3
pyramid against the length of
its side.
Instructions for drawing a line graph using Excel

Step 1: Highlight the ‘Volume of cube’ column (B) in the table.
Step 2: Click on the Chart Wizard short cut button.
Step 3: Click Line graph and then choose the chart sub-type in the top left-hand corner.
Step 4: Click Next twice.
Step 5: Put in a title and labels for both the horizontal (side length) and vertical (volume) axes.
Step 6: Click Next.
Step 7: Click Finish.
Step 8: Move the graph so it is placed next to the table, adjust the size if necessary.
• Copy this graph into a Word document.
• Now graph the ratio against the height. Copy this graph into the same Word document.
Answer the following questions, in full sentences.
1 Comment on the graph that displays the volume of the pyramid against the height.
2 Comment on the graph that displays the height against the ratio.
3 Look at your spreadsheet and discuss what happens to the ratio in the last column as the
solid becomes larger.
4 Will the ratio ever be 0? Why, or why not?
5 Use your experience gained from the ‘pyramid of cubes’ activity and the data obtained in the
spreadsheet to generalise the outcome for any pyramid (that is, write a rule for all pyramids).
1
From this exercise we have found that the volume of a pyramid is 3
the volume of a prism
with the same dimensions.
Volume of pyramid = 13 × area of base × perpendicular height

3K Volume
The volume of a solid is the amount of space inside the solid. The units used for solids in this
exercise are mm3, cm3 and m3, because volume has three dimensions (length, width and height).
Shape Volume formula
Rectangular V = area of base × height

prism h V=l×w×h
w
l
Cylinder V = area of base × height
V = πr2h
h
Any prism V = area of base × h

or regular
h
solid with a
polygon base
Cone 1
V = × area of base × perpendicular height
3
h 1
V = πrr 2 h
3
r
Any pyramid 1
V = × area of base × perpendicular height
3
h 1
V = × area of base × h
3
Sphere 4 3
V = πr
3
r
Hemisphere 2 3
V = πr
3
r

3K
Example Solution
1 Find the volume of the following solid: V = area base × height
= 60 × 35 × 30
= 63 000 cm3
30 cm
35 cm
60 cm
2 Find the volume of the following 1
V = area base × height
pyramid: 3
1
= × 20 × 22 × 40
3
40 m
1
= 5866 m 3
3
22 m
20 m
Exercise 3K
1 Calculate the volume of each of these solids correct to 2 decimal places where necessary:
a b c 0·3 cm
2·6 cm
5 cm
2·5 cm 3·3 cm
d e f
25 cm
21·7 cm 3 cm
12 cm
12 cm
4 cm
g h
12 cm
22 cm
i 25 cm
5 cm
9·7 cm
Area of base 21·5 cm2

3K
2 Calculate the volumes of the following solids:
a 10 cm b c
2 cm 9·5 cm
15·3 cm
d e f
2·1 cm
4·3 cm 16 cm
6·5 cm 42·8 cm
42 cm
g h i
5 cm
10·7 cm
8·5 cm 30 cm
15·9 cm
15 cm
10·7 cm
j k 8 cm l
8·2 cm
3·5 cm 14 cm
13·3 cm
11 cm
2·4 cm
2·1 cm
5·1 cm
9·2 cm

Extension: Volume 3L
Example Solution
1 Given that the volume of a cube is V = area base × height
59·319 m3, find the length of the side. l × l = Area of base
l = Height
l × l × l = 59·319
l = 3 59·319
l = 3·9 m
l
V 10·7 cm
2 Find the volume of the following object: V = area base × height

Area of base = 6 × 5 + 8 × 4
= 30 + 32
= 62 cm2
Height = 3 cm
6 cm 8 cm V = 62 × 3
= 186 cm3
m
3 cm 10 c
Exercise 3L
1 Calculate the volume of concrete required to make these steps:
.
87 cm
8·75 cm
2 Calculate the volume of the following solids:

a 25 m b 1·5 m
1·5 m
10 m 2·5 m 0·6 m
1m
0·75 m 1m
10 m 1·5 m 1m

3L
3 Find the volume of these frustums or truncated shapes:
a 2 cm b
2 cm
15 cm 10 cm
7·5 cm
5 cm
Height of pyramid = 12·35 cm

Height of cone = 25 cm
4 Find the unknown length in each of the following:

a Volume = 108 cm3 b Volume = 144 m3
m
6 cm y
9 cm
4m
4m
5 Find the height of a rectangular prism that has a volume

of 624 cm3, given that the width of the base is 4 cm and h
the length is 12 cm.
4 cm
12 cm
6 Find the radius, correct to 2 decimal places, of a cylinder r

that has a volume of 213·63 cm3 and a height of 17 cm.
17 cm
7 Find the radius of a sphere with volume 3053·63 cm3.

r
8 Find the length of a triangular-based prism with a base

of height 3 cm and length 4 cm if the volume is 60 cm3.
3 cm
l
4 cm
9 Find the diameter of the base of a cone of volume

1256·67 cm3 and height 16 cm. 16 cm

Capacity and concentration 3M
Capacity is a measure of how much a container can hold, particularly of liquids. To calculate
capacity, use the same rules as for calculating volume.
1 mL = 1 cm3 1000 mL = 1 L = 1000 cm3 1000 L = 1 kL 1 000 000 L = 1 ML
A solution is formed when a substance is dissolved in a liquid. The strength or concentration
of the solution depends on how much substance is dissolved in the liquid. The more substance
dissolved in the liquid, then the stronger the concentration of the solution. Concentration is
often measured in grams per litre (g/L).
Example Solution
Find the concentration of a salt solution 250 millilitres = 0·25 litres
(called brine) when 50 grams of salt is grams
dissolved in 250 millilitres of water. Concentration =
litre
50
=
0·25
= 200 g/L
Exercise 3M
1 Convert the following units:
a 4·3 mL = _________ cm3 b 43 mL = _________ cm3
c 3800 mL = _________ L d 6430 L = _________ kL
e 8·3 ML = _________ L f 0·084 kL = _________ cm3
g 4·7 cm3 = _________mL h 7600 cm3 = _________ L
2 Find the concentration of the following solutions:
a 35 grams of salt is dissolved in 100 mL of water
b 160 grams of salt is dissolved in 500 mL of water
c 200 mL of brine solution contains 100 grams of salt
d 50 mL of brine contains 10 grams of salt
e 1 kg of sugar is dissolved in 5 litres of water
f 250 grams of sugar is dissolved in 260 mL of water
3 a A litre of brine has a concentration of 3 g/L. How many grams of salt were added to
the water?
b A 100-litre container of brine has a concentration of 0·25 g/L. How many grams of
salt were added to the water?
c A vessel contains 100 litres of water and 60 grams of salt. What is the concentration
of the solution? If 50 litres of water is added, what is the new concentration?
4 Calculate the capacity of these fish tanks correct to the nearest litre:
a b 15 cm c 4m
45 cm
2·65 m
20 cm
30 cm

PUZZLES
1 Calculate the perimeter (P) and area (A) of each shape and round to 1 decimal place where
appropriate. Match the corresponding letter to the correct answer to solve the riddle:
Which is the most dangerous room in the house?
A P C P H P M P
B A E A L A N A
5 cm
5 cm 6 cm 8 mm
4 cm
10 cm 10 mm
8 cm
6 cm
O P S P U P Y P
R A T A V A A A
12 mm
5 cm
8·8 mm 3 cm
6·2 mm
5 mm
13 mm
4 cm
12·5 mm
6·3 mm
E P E P O P E P
R A S A S A H A
3 cm 2·8 mm
2 cm
5 cm
7·4 mm
24 cm 36 cm2 24 cm 6 cm2 27 cm 77·5 mm2 42·6 mm 42·6 mm 40 mm
36 cm2 40 cm2 26 cm 39·7 mm2 30 mm 12 cm 40 cm2
6 cm2 27 cm 40 cm2 77·5 mm2 40 cm2 24 cm 28·3 cm2 20·4 cm
40 mm 24 cm 80 mm2 25·2 mm 26 cm 30 cm2 13·4 cm 9·8 cm2 18·8 cm
9·4 cm2 20·7 mm2 39·7 mm2 30 mm2 12·9 cm 9·4 cm2

Measurement
2 Calculate the surface area (SA) and volume (V) of each solid. Round the answer to the
nearest whole number where appropriate. Match the corresponding letter to the correct
answer to solve the riddle:
Why did the student jump on the envelope?
A SA E SA L SA N SA
D V H V M V O V
2 cm
6 cm 5 cm
4 cm 4 cm
6 cm 2 cm
3 cm
3 cm
4 cm
P SA S SA U SA W SA
R V T V V V Y V
12 cm 10·3 mm
6 cm
5 cm 4·8 mm
13 cm 8 cm
4 cm
2·5 cm
E SA O SA N SA H SA
T V R V S V M V
2·2 mm 5 mm
3·8 mm 3·6 mm 10 cm
4·6 mm
16 cm3 12 cm3 455 m2 48 cm3 96 mm3 746 cm3 88 cm2
226 cm3 12 cm3 207 cm2 226 cm3 96 cm2 54 cm3 180 cm2
90 cm2 88 cm2 226 cm3 226 cm3 88 cm2 120 cm3 207 cm2 80 mm2 55 mm3
’
3 3 2 3 2 2 2
66 mm 48 cm 99 mm 16 cm 38 cm 80 mm 59 mm 66 mm3
33 mm3 99 mm2 36 cm2 64 cm3 66 mm3 314 cm2 99 mm2 524 cm3

Pulleys
a Find the shortest length of chain that will fit around A
these two pulleys. 12 cm
G B
232o E F
20 cm 4 cm
C
b Find the length of the shortest band that is required to go around:

i 3 balls of radius 8 cm ii 6 balls of radius 4 cm
8 cm
4 cm
Ellipse
The circumference of an ellipse is given by the formula:
b
a2 + b2
C = 2π a
2
Find the circumferences of the following ellipses:

a b c
3 cm 2·1 mm
25 cm
4 cm 6·3 mm
22 cm
d Simplify the formula if a = b. What shape is this?
Volume of solids
Find the volume of this clamp: 6 cm 9 cm
40o
5 cm

Measurement
Bush fires
When fighting bush fires, the Elvis sky crane carries a large volume of water and has the
ability to refill in a very short time. The sky crane has a snorkel-like suction line that draws
200 litres per second into the tank.
a If it takes Elvis just 45 seconds to fill, how many litres does it hold?
b How many 375 mL cans of soft drink is this equivalent to?
c If the tank empties in 40 seconds, at what rate does the water flow out?
d Elvis has a fuel capacity of 4900 litres and a fuel consumption rate of 2080 litres per
hour. For how long can Elvis fly?
e If the sky crane has a maximum speed of 180 km/h, find how long it will take to fly from
Perth to:
i Mandurah (70 km) ii Northam (93 km)
iii Lancelin (125 km) iv Bunbury (171 km)
Tennis balls
Tennis balls are currently packaged in a 26 cm
plastic container as shown.
3·35 cm 7·5 cm
a Find the volume of four tennis balls.
b Find the volume of the container. 29·75 cm
c Calculate the amount of space wasted.
d Is there a more efficient means of

packaging tennis balls than a cylinder?
Draw a container to fit four tennis balls and
calculate the wasted space for your container.
A tethered lamb
A lamb is tethered in the paddock shown. 10 m A
Shade the area that the lamb can cover and 2m
calculate the area if the rope is tied at:
5m 1m
a point A and is 4 metres in length B

3m
8m
b point B and is 6 metres in length
6m

1 Find the area of each of the following triangles:
a b c
7·5 cm 10·3 cm
5·83 cm 8 cm
13·2 cm 4·33 cm 7·6 cm
5 cm 5 cm
The area of any triangle can be found using Heron’s formula:
a b A = s( s − a )( s − b )( s − c )
a+b+c
where s =
c 2
2 Find the area of the triangles above using this formula and compare your results.
3 Use Heron’s formula to find the area of triangle BDE if: A E

a AB = 4 cm, BD = 10 cm, CD = 7 cm
b AB = 3·3 cm, BD = 7·2 cm, CD = 5·4 cm
c AB = 2 cm, BC = CD = 4·25 cm
d AB = BC = CD = 1·75 cm B
4 a The perimeter of a rectangle is 30 cm. Investigate C D

the shape of all rectangles whose sides are made
up of a whole number of centimetres. Find the dimensions of the rectangle with the
largest area.
b Repeat this investigation for a rectangle with a perimeter of:
i 28 cm ii 50 cm iii 120 cm
5 Develop a formula for the total surface area of a rectangular pyramid, given the
pronumerals in the diagram.
a Use a triangle to find an expression for a in terms
of h and w.
b Use another triangle to find an expression for b in
h b
terms of h and l.
a
c Write an expression for the surface area of the base
of the pyramid. w
d Write an expression for the surface area of the front

l
and back triangular faces.
e Write an expression for the surface area of the two side faces.
f Combine these expressions to find an equation for the
total surface area of a rectangular pyramid.

Measurement
6 Find the area of a circle by using integral calculus approximation.
The equation for a circle centred at the origin of the Cartesian plane is x2 + y2 = r2. If the
radius is 4 units, the equation becomes x2 + y2 = 42. To find the area of a circle of radius
4 cm you will investigate the area of 14 of a circle.
y Upper rectangles y Lower rectangles
4 4
3 3
2 2
1 1
1 2 3 4 x 1 2 3 4 x
a By referring to the upper rectangles diagram, determine:
i the y values (height of the upper rectangles) for x = 0, 1, 2, 3
ii the area of each upper rectangle
iii the total upper area for the circle.
b By referring to the lower rectangles diagram, determine:
i the y values (height of the lower rectangles) for x = 1, 2, 3, 4
ii the area of each lower rectangle
iii the total lower area for the circle.
c Complete the following:
Area of lower rectangles < area of circle < area of upper rectangles
___________________ < area of circle < ___________________
d What is the average of the area of the upper and lower rectangles?
e Calculate the actual area of a circle of radius 4 units.
f Repeat the process for rectangles of width 0·5 cm.
You should notice that:
‘as the size of the rectangles decreases, the sum of the areas of the upper and the
lower rectangles will converge on the actual area of the circle.’
7 Find a general equation for the perimeter of a rhombus b
in terms of a and b, where a and b are the lengths of
the diagonals:
8 A ball of radius 3 cm is rolled around the outside of the solids shown below:
a 25 cm b
15 cm 20 cm
Find the distance travelled by the centre of the ball after it has travelled once around
the shape.
REVISION QUESTIONS
Exercise 3A
1 Find the value of the pronumerals in the triangles below correct to 2 decimal places:
a b c x d
12·5 cm 16 cm
a 8·7 cm d
8·2 cm
b 14·2 cm 10 cm
5·9 cm
2 Will a 6-metre extension ladder reach the

guttering of the house as shown?
Exercise 3C 5·8 m
3 Calculate the length of the longest rod that will fit
inside these containers, expressing your answer correct
to 2 decimal places: 2·8 m
a b
15 cm
270 mm
9 cm
12 cm
90 mm
Exercise 3D
4 Calculate the perimeter of each of the following:
a a square of side length 4·3 cm
b a circle of radius 9·7 cm
c an isosceles triangle with side lengths of 6·2 cm, 4·1 cm and 6·2 cm
d e f
2 cm
270o 7·2 mm
3 cm
5 mm
6 cm
5·4 mm
Exercise 3E
3 mm
5 Find the area of each of the shapes below:
a b 8·7 mm
2·6 m
3·7 mm 2·5 mm
12·9 mm
Measurement
Exercise 3F
6 Find the areas of the following sectors:
a b c
2·1 m 7o
80o m
10·4 0·9 k
cm 285o
7 Find the radius, correct to the nearest whole number, of a 27° sector that has an area
of 147·5 cm2.
8 Determine the angle size, to the nearest whole number, of a sector with radius 15·2 cm
and area of 24·51 cm2.
Exercise 3I
9 Draw diagrams and find the total surface area of each of these solids correct to
1 decimal place:
a a cylinder of height 4 m and diameter 2·1 m
b a sphere of radius 16·5 cm
c an open box of length 10 cm, width 8·2 cm and height 4·7 cm
d a cylinder of radius 8·5 cm and length 17 cm
Exercises 3K and 3L
10 Find the volumes of the following solids correct to 1 decimal place:
a a square-based pyramid of length 12 cm and perpendicular height 25·3 cm
b a cone of radius 1·7 m and height of 4 m
11 Find the volume of concrete needed to make each shape:

a b 0·15 m
1m 2m
1·2 m
0·8 m 0·6 m
1·2 m 1·05 m
2m
2·8 m
Exercise 3M
12 Convert the following:
a 2 cm3 = __________ mL b 1000 L = __________ cm3
c 450 mL = __________ L d 0·046 kL = __________ cm3
13 If 4 g of salt is added to 600 mL of water, what is the concentration of the brine?

CHAPTER
4
Space
Space in history
Artists use both two- and three-dimensional geometry to produce patterns involving
tessellations and Escher-style designs. Tessellating tiles have been used to pave
floors and were a feature of homes in the Victorian era. Escher used transformations
in his artwork, which featured tessellating geometric shapes. Where else have you
seen examples of translation, reflection, rotation and dilation when walking around
your neighbourhood?
Space today
Geometry involves the study of shapes and the angles created by points, lines and
planes. In graphic design, three-dimensional geometry is used when replicating fractals.
Fractals are formed by a process called iteration. A simple geometric shape is made
more complicated by repeating an addition or alteration to the shape an infinite
number of times. Computer programs are used to generate fractal patterns.

• Applying transformations of points and
figures—translation, reflection, rotation,
dilation and distortion
• Identifying congruent figures
• Identifying similar figures
• Applying the properties of congruent
figures and similar triangles
4A Angles review
Naming angles
An angle is formed at the point, or vertex, where two lines, C
or rays, meet. When naming angles we make sure that the Line or ray
letter at the vertex is placed in the middle and we use the
symbol ∠ instead of the word ‘angle’. The angle COD Vertex Angle
shown could be named ∠COD, ∠DOC or ∠O. O
D
Types of angles
Angles may be classified according to their size.
Type of angle Angle size Diagram
Acute angle An angle between 0° and 90°
Right angle 90° or one quarter turn (indicated

by the little square)
Obtuse angle An angle between 90° and 180°
Straight angle 180° or one half turn or two

quarter turns
Reflex angle An angle between 180° and 360°

or
Revolution or 360° or one complete turn

full circle
Congruent angles
Angles that are equal are said to be congruent.
Complementary and supplementary angles

Two angles are complementary if their angle sum is 90°:
∠a + ∠b = 90° ao
bo
Two angles are supplementary if their angle sum is 180°:

∠c + ∠d = 180° do
co
Angles in a straight line

Angles which form a straight line add up to 180°: bo
ao co
∠a + ∠b + ∠c = 180°

4A
Angles in a circle
Several smaller angles can be added to give 360°, or a full circle:
∠a + ∠b + ∠c + ∠d = 360° ao
bo
Therefore they add to form a revolution. do
co
Angles and parallel lines
Parallel lines never meet. The distance between them is always the
same. Parallel lines are marked by identical arrowheads.
A straight line that cuts one or more parallel lines is called a transversal. The angles created
when a transversal intersects a pair of parallel lines are shown below.
Type of angle Diagram Description
Corresponding Corresponding angles are equal

(F) ∴ ∠a = ∠b = ∠c
a° b° Remember the F-shape.
c°
Alternate Alternate angles are equal

(Z) ∴ ∠a = ∠f
a° Remember the Z-shape.
f°
Co-interior Co-interior angles are supplementary,

(C) i.e. add up to 180°
a° ∴ ∠a + ∠c = 180°
c° Remember the C-shape.
Vertically opposite angles

When two lines intersect they form two pairs of vertically ao
opposite angles. Vertically opposite angles are equal: do bo
co
∠a = ∠c (vertically opposite)
∠b = ∠d (vertically opposite)
Adjacent angles
bo
Adjacent angles share the same vertex: ao
∠a and ∠b are adjacent co
∠b and ∠c are adjacent
∠a and ∠c are adjacent
Chapter 4 Space 119

4A
Exercise 4A
1 Name each of the following angles:
a G b F c R
C
G J
S F
Y
d e A f N
Y F
M
D B
E
R
g P h E i A
B
Y
R
B C
N
2 Classify each of the following angles according to their size:
a 113° b 21° c 37° d 45°
e 256° f 336° g 115° h 227°
i 332° j 41° k 112·5° l 126°
m 153° n 92° o 73·4° p 42·2°
q 172·5 r 279° s 119·1° t 229·7°
u 339° v 69° w 147° x 163°
3 Write down the complement and the supplement of each of the following angles:
a 12° b 22° c 37° d 45°
e 56° f 63° g 62·5° h 66°
i 71° j 87° k 82° l 80°
m 13·3° n 14·2° o 15·7° p 16·2°
q 17·2° r 17·9° s n° t (n + 13)°
u (53 + n)° v (40 – n)° w (90 – n)° x (90 + n)°
4 Find the value of the pronumerals in each of the following:

a b c
37o
134o
fo do 47o
84o
4do 32o
137o
bo
d e f
67o 67o
97o yo
4go 112o 2ho
2k o 32o
52o

4A
5 Are the following pairs of angles corresponding, alternate or co-interior?
a b c
d e f
6 Find the value of the pronumerals in each of the following:

a b c bo
po 38o
yo fo
41o
wo xo
yo
34o
ro ho
jo 112o
zo
to
ko
7 Find the value of the unknown angles:

a F G b c
H
E 60° 70°
D 98°
50°
J ao K
71°
ho go io
do
39°
fo
B C co
bo eo
A M L
P N
d e po f
ko jo
57°
no
235° so
ro qo
mo lo 57°
8 For the angles in Question 7a, find a pair of angles that are:
a complementary b corresponding c supplementary
d congruent e co-interior f adjacent
g vertically opposite h alternate
Chapter 4 Space 121

4B Polygon facts
Polygons are enclosed figures with three or more straight sides. In a regular polygon all the
sides are equal in length and all the angles are equal in size.
Triangle facts
Angle sum in a triangle a°
The sum of the interior angles in any triangle is 180°:
b° c°
a° + b° + c° = 180°
Exterior angle properties of a triangle

a°
Angle c is known as an exterior angle in the triangle shown.
The size of the exterior angle (∠c) is equal to the sum of the two b° c°
opposite interior angles, ∠a and ∠b:
a° + b° = c°
Quadrilateral facts
Angle sum in a quadrilateral d°
c°
This shape is a quadrilateral.
The sum of the interior angles in any quadrilateral is 360°: a°
a° + b° + c° + d° = 360° b°
Angle sum in any polygon

In an n-sided polygon there are n − 2 triangles.
So the interior angle sum in any polygon is (n − 2) × 180°
where n is equal to the number of sides in the polygon.
In the pentagon shown:
the angle sum = (5 − 2) triangles × 180°
= 3 × 180°
= 540°
The sum of the exterior angles in any polygon is 360°.
Exercise 4B
1 Find the value of the pronumerals in each of the following triangles:
a b c
20°
d°
85°
49°
a° b° 78°
c°

4B
d e f
27°
f ° 68° e° h°
32°
42° 67°
j°
64°
g h i
66° k°
2m° 68°
p°
79°
n°
m° a° b° c°
22°
2 Find the value of the pronumeral in each of the following. Give your answers correct to
2 decimal places:
a b c
110° b° 5c°
100° 92° 108° 99° 102° 18°
a° 85° 5c°
d e f
119° 3e° 6f °
95° 2e° 3f ° 2f °
88°
d°
110°
119° 96°
3 What is the angle sum of polygons with the following number of sides?
a six b seven c ten
d twenty e nineteen f three
4 Find the size of each of the interior angles in a regular:

a 3-sided shape b 4-sided shape c 5-sided shape
d 6-sided shape e 8-sided shape f 10-sided shape
5 A regular polygon has an interior angle of 120°.

a Name the polygon.
b Find the size of its exterior angle. 120n
exterior
angle
Chapter 4 Space 123

4C Drawing in three dimensions
Three-dimensional (3D) shapes can be represented as isometric, oblique and orthogonal drawings.
Isometric shapes are drawn Oblique shapes are drawn Orthogonal shapes are drawn
on isometric paper with an on square grid paper with on grid paper and show a ‘plan’
edge facing forward. the front face forward. of the top, front and side views.
Top view Side view Front view
This shape made from five cubes is shown in isometric, oblique and orthogonal views. Notice
that some of the lines are dotted. You may be able to visualise the shapes and then draw them
without making them from cubes.
Exercise 4C
1 a Label each of these drawings as isometric, orthogonal or oblique:
i ii iii iv
Top Front Side
b Write a definition for isometric, oblique and orthogonal views.
2 Copy these oblique diagrams onto square grid paper, and then draw them as isometric
drawings on isometric paper:
a b c d e
3 These shapes can be rotated to give a different isometric view. Draw each shape and then
rotate it 90° clockwise and redraw it so that you have four different drawings of each
shape. The first one has been started for you:
a b c
4 Draw the following shapes as orthogonal views:

a b c d

4C
5 How many cubes does it take to make each of these 3D shapes? How many cubes are
required if the shape is doubled in size in each direction?
a b c d
6 Draw each of these shapes in orthogonal view on square grid paper:

a b c d
7 Draw each of these shapes as an oblique drawing:

a b c d
8 Copy the shapes onto grid paper in oblique or isometric view. Rotate each shape
90° clockwise and redraw it. You may wish to build the shapes first:
a b c
Top Front Side
d e
Top Front Side
Top Front Right side Left side
9 a Use eight 1-centimetre blocks to build a shape.

b On square grid paper, draw the top, side and front views of your shape.
Chapter 4 Space 125

4D Transformations
When an original pattern or ‘object’ like the ΔABC seen below is changed in some way, we
say that it has been transformed. The new shape, ΔA′B′C′, is known as the image.
A Aa
Image
Object C
Ba Ca
B
Two objects are isometric if, after transformation, the original object is exactly the same size
and shape as its image. The most common isometric transformations are translation,
reflection and rotation.
If the object that has been transformed is not exactly the same size and/or shape as its image,
the transformation is said to be non-isometric. The most common non-isometric transformation
is a dilation, or more specifically an enlargement (in which an object is made bigger) or a
reduction (in which an object is made smaller).
Translation
The movement of an object up or down, right or left without flipping it, turning it or changing
its size is known as a translation. Translations are sometimes known as ‘slides’ because the
object moves across a plane in any direction, parallel to its original position. To describe a
translation we must specify the distance and the direction in which the object is moved.
Example Solution
1 Translate ABCD 8 units right and 12 units ABCD has moved 8R 12D to A′B′C′D′.
down (8R 12D).
A B A B
D C D C
Aa Ba
Da Ca
Reflection
A reflection is the mirror image of an object. That is, the left appears to be the right and vice
versa. Reflections are also known as ‘flips’. To describe a reflection we must specify the line
of reflection or mirror line in which the object has been reflected. Each point on the object
is the same distance from the mirror line as its point on the image. The object and its image
are congruent; that is, they have exactly the same shape and size.

4D
Line symmetry
A shape that maps exactly onto itself under reflection is said to
have line symmetry.
This shape has five lines of symmetry.
Example Solution
2 Reflect the quadrilateral ABCD about the Each point on the object is the same distance
line GH. from the mirror line as the equivalent point
on the image.
G G
B B Ba
A A Aa
C C Ca
D D Da
H H
Rotation
A rotation is a transformation that ‘turns’ an object about a fixed point, or centre of rotation.
To describe a rotation we must specify the centre of rotation, the angle through which
the object is to be turned, and the direction of the turn. The diagram below shows the
pentagon ABCDE rotated 180° clockwise about point A, and the pentagon GHIJK which has
been rotated 90° clockwise about point M.
C D I J
B H K
E
centre of Ha
rotation A 180o G
Ia
Ea Ba
M Ga
Ja
Da Ca Ka
centre of
rotation
Chapter 4 Space 127

4D
Dilation
An object can be dilated, or stretched, either
horizontally or vertically. When we dilate Ba
the object in only one direction, or when the
horizontal and vertical factors are different, Aa
both the size and shape of the object change.
In these cases the transformation (dilation) is 24 mm B
non-isometric. To describe any dilation we must A
specify the fixed point of the enlargement or 8 mm
36 mm Ca
reduction and the scale factor. O 12 mm C
The triangle has been enlarged by a scale factor
of 3 about the point O.
Distortion
An object is distorted if after transformation the image is not the same shape as the object.
This happens when the scale factor of dilation is not the same in all directions. The diagram
shows dilation by a scale factor of 3 in a horizontal direction and by a scale factor of 0·5 in a
vertical direction.
Exercise 4D
1 What translation has occurred to the orange shape to obtain the green image for each
figure shown?
a b c d
2 After each of the following translations, state the final position of the image relative to the
original object:
a 7R 6D 1L 4D b 3L 8U 2R 4U
c 9R 1D 3L 5U 2L 9D d 8R 3U 2L 5U 6L 5U
e 1R 12U 2L 4D 2R 1U 6L 2D 5R 3U f 3L 12D 13R 5D 6L 2U 7R 2U 8R 6D

4D
3 From the diagram below, state the translations required to move from:
a A to B b C to A c B to E d G to B
e E to F f D to B g F to A h C to G
A
E
C
G
B
D F
4 Copy the grid below and reflect each shape about the x-axis:
F T x
H L
5 Copy each shape and draw in its reflection lines, which are also known as the lines
of symmetry:
a
⇔ b
Ω c d
Ψ
6 Draw in planes of symmetry for these 3D shapes. The first has been done for you:
a b c d
7 Draw in planes of reflection to produce the image from the object:

a b c
t
jec
Ob
Im
ag
e age
Im
Ob ject
je c a ge Ob
t Im
Chapter 4 Space 129

4D
8 Show the image of the following shapes rotated about point E:
i rotated 90° clockwise ii rotated 90° anticlockwise
a A B b N
R E
Y E
9 Rotate each of the following as indicated about the given line of rotation, then redraw:
a b
a half turn clockwise about the given line 90° anticlockwise about the given line
c d
line of rotation
270° clockwise about the given line a quarter turn clockwise about the
given line
10 We can create some interesting shapes by using rotations. Rotate each of the following
shapes 180° anticlockwise about point G and show both the object and its image to see
the pattern created:
a b c G
G G
11 Sometimes we rotate an object a number of times to form a pattern. Rotate each of the
following shapes twice 90° clockwise about point G and then draw the pattern created by
the three objects and their images:
a b c
G
G G

4D
12 Transform each object as specified, to find its image:
a translate 3R 2D and then b translate 1L 3U and then
rotate 90° clockwise about B rotate 180° anticlockwise about A
A
C A
B
D B
c reflect about the line shown, d rotate 180° anticlockwise about C,

then translate 3R 2D reflect about the line shown, then
translate 3L 4U
A B
A
B
E
D C
D
C
13 Dilate each of the shapes by the scale factor given, using point O as the centre of dilation:
1
a Scale factor 2 b Scale factor 2
1
c Scale factor 3
d Scale factor 3
Chapter 4 Space 131

4D
14 Reduce each shape by the scale factor given, using point O as the centre of reduction:
1 1
a Scale factor 2
b Scale factor 3
O O
1 1
c Scale factor 2
d Scale factor 2
O
15 a Measure to find the horizontal and vertical scale factors for this distortion:
object
image
b Copy and distort the shape using scale factor 2 in the vertical direction and scale
factor 3 in the horizontal direction:

4D
c Use a copy of the grid provided to distort the shape:
16 a Find the area of the following shape. 3·2 cm

b Enlarge it by a scale factor of 3 and find the area of the image.
c How much bigger, in area, is the image than the object? 6 cm
d By what factor has the area of the object changed?
9·1 cm
17 If an object has an area of 3·1 cm2 and is enlarged by a factor of 2, what is the area of the
image in cm2?
18 If an object has an area of 16·5 cm2 and is reduced by a factor of 1

2
, what is the area of
2
the image in cm ?
19 If an object has an area of 2·4 cm2 and is enlarged by a factor of 3, what is the area of the
image in cm2?
20 a Find the volume of the following shape. 2 cm

b Enlarge it by a scale factor of 3 and find the volume of
the image.
c How much bigger, in volume, is the image than the object? 8 cm
d By what factor has the volume of the object changed?
Area 15 cm2
21 If an object has a volume of 14·1 cm3 and is enlarged by a factor of 2, what is the volume
of the image in cm3?
22 If an object has a volume of 24·2 cm3 and is reduced with a factor of 1

k
, what is the
3
volume of the image in cm ?
23 If an object has a volume of 4·85 cm3 and is enlarged by a factor of k, what is the volume
of the image in cm3?
Chapter 4 Space 133

4E Congruent shapes
Congruent shapes have the same shape and size; that is, they are identical in every respect.
The symbol used for congruence is ≅.
A G For example, these two triangles are
identical in shape and size. We say ΔAZF
‘is congruent to’ ΔGMT and we write
ΔAZF ≅ ΔGMT.
Z M Congruent shapes are labelled in the
same order.
F T
Example Solution
1 Which of the following shapes are Shape A ≅ shape C (same shape and size).
congruent?
A B C
2 Are these shapes congruent? The pentagon ABCDE is congruent to

A N O the pentagon LMNOP because they are
identical in shape and size. We say ABCDE
E B is congruent to LMNOP and we write
ABCDE ≅ LMNOP.
M P
D C L
The following conditions can be used to determine whether two triangles are congruent.
Conditions Diagram Description
Side – Side – Side All corresponding sides are

(SSS) equal in length.
Side – Angle – Side Two corresponding sides and

(SAS) the angle between them (the
included angle) are equal.
Angle – Side – Angle Two corresponding angles and

(ASA) the side between them are equal.
Right angle – In right-angled triangles, the

Hypotenuse – Side hypotenuse and a pair of
(RHS) corresponding sides are equal.
If two triangles fulfil SSS, SAS, ASA or RHS, then the two triangles are congruent.
4E
Example Solution
3 Prove that ΔGYF ≅ ΔPNK. GY = PN (sides are equal)
G
∠YGF = ∠NPK = 67° (angles are equal)
GF = KP (sides are equal)
67o 13 cm
5 cm ∴ ΔGYF ≅ ΔPNK (SAS)
F We could also have used SSS or RHS in
Y 12 cm
12 cm N this example.
K
13 cm 67o 5 cm
4 Prove the triangles are congruent, then AT = JH (sides are equal)

find the value of the pronumerals in this AM = GJ (sides are equal)
pair of triangles: TM = GH (sides are equal)
G
∴ ΔATM ≅ ΔJHG (SSS)
A
ko Hence f = 95°, and
k = 180° − (22° + 95°)
fo 22o = 63°
22o J
H
95o
T M
Exercise 4E
1 Select a pair of congruent shapes from each of the following sets:
a i ii iii iv
b i ii iii iv
c i ii iii iv
d i ii iii iv
Chapter 4 Space 135

4E
2 Find which of the following triangles are congruent, stating the conditions for congruence:
A A B D 8m C H
F 8m
47o
104o G 29o
6m 4m 6m
6m 4m
29o E
C B I
8m
D J 8m E O F P
M Q
24o K 104o
4m
5m
5m 6m
L 8m 8m
24o
29o
N
R
3 Prove the triangles are congruent, then find the value of the pronumeral(s) in each pair
of triangles:
a B E b A 5m B E
30o 94o 6m r°
d°
6 cm 6 cm 3m D 30o t
4 cm a 6m
56o 5m
42o 42o F
A C D F C
c A H d W e A B
r° 45o
g° f°
h° t° 4·2 m g° v
j E 6m
m°
s°
e° a° 48o d°
K J E G K D C
4 For each pair of triangles, prove that:

a ΔABD ≅ ΔCBD b ΔBEC ≅ ΔDEC c ΔGHJ ≅ ΔIHJ
A B C A J I
E
B D
D
C
G H
d ΔJLM ≅ ΔJLK e ΔGXT ≅ ΔZXY f ΔGFJ ≅ ΔJLG

J T G J G
Z Y
K L M
L F

EXPLORING similar triangles 4F
Learning task 4F
1 a Measure the following angles and lengths and record them in this table:
Angle Size (°) Line Length E
(cm)
BCD AC
ACE BC D
CDB AE
CEA BD
A B C
CD
CE
b Here the two triangles have been drawn separately. Mark the angles and lengths onto
the triangles.
E D
B C
A C
c Calculate the following ratios to 2 decimal places:

AC AE CD
i ii iii
BC BD CE
d Explain why the two triangles are similar.
2 a Measure the following angles and lengths and record them in this table:
Angle Size (°) Line Length
B C
(cm)
BCE CE
E
CBE BE
BEC BC
ADE AE
DAE DE
A D
AED AD
b Calculate the following ratios to 2 decimal places:

BC AE BE
i ii iii
AD CE DE
c Explain why the two triangles are similar.
Chapter 4 Space 137
4G Similar triangles
A reduction or an enlargement of an object J
can create an image that is similar to the
object. The following triangles are similar. 35o
9
Their angles are the same size but one
triangle is a reduction of the other; it is
the same shape but smaller.
K 84o
The corresponding angles in similar B
figures are equal in size. In these triangles: 3
35o
∠JCK = ∠BAL (i.e. 61°) L
12 84o
∠CKJ = ∠ALB (i.e. 84°)
∠KJC = ∠LBA (i.e. 35°) 4
7 1
2 – 61o
The corresponding sides in similar 3
triangles are in the same ratio. In these A
JK KC JC 61o
triangles: = =
BL LA BA
We use the sign ∼ to denote similarity, C
so ΔJKC ∼ ΔBLA.
The scale factor can be found for any two similar figures. The size of the scale factor
determines whether the figure has been reduced or enlarged. We can use any two
corresponding sides to determine the scale factor.
length of the image
Scale factor =
length of the object
BL
=
JK
3
=
9
1
=
3
So ΔBLA is a reduction of ΔJKC. Each side in ΔBLA is 1
3
the size of the corresponding side
in ΔJKC.
Triangles are similar if the corresponding angles are the same and
the corresponding sides are in the same ratio.
The table sets out the conditions that can be used to determine whether two triangles are similar.
Side – Side – Side The lengths of all corresponding sides

(SSS) are in the same ratio.
15 18
10 12
8 12
Angle – Angle – The sizes of all corresponding angles
Angle (AAA) 70° are equal.
50°
50° 60°

4G
Side – Angle – Side The lengths of two corresponding sides

18
(SAS) are in the same ratio and the angles
6
40° 40° between them are equal.
4 12
Right-angle – In right-angled triangles, the lengths
Hypotenuse – Side 9 of the hypotenuses and a pair of
(RHS) 3 corresponding sides are in the
same ratio.
6 2
Example Solution
1 Which of the following triangles are If the triangles are similar then there will
similar? Show your working. be a common ratio between the pairs of
1 mm S corresponding sides.
M I
37n For ΔMHI and ΔGSO
4 mm N
8 mm MH 4 1
G 37n = =
4 mm O OS 8 2
H MI 1
and =
GO 4
16 mm
∴ ΔMHI and ΔGSO are not similar.
For triangles ΔMHI and ΔTNU
37n MH 4 1
T 4 mm U = =
TN 16 4
MI 1
and =
TU 4
∴ ΔMHI ∼ ΔTNU
2 Find the value of the pronumerals in this Triangles are similar.
pair of similar triangles: ∴ ∠MJB = ∠AGH = 26°
M A s = 180° − 122° − 26°
so 2m = 32°
14 m 26o MB 14
H
2·4 m G Scale factor = = =7
AH 2
122o
B ΔMBJ is 7 times larger than ΔAHG
t ∴ t = scale factor × GH
J
= 7 × 2·4
t = 16·8 m
3 Prove that ΔETY ∼ ΔEFH: ∠TEY = ∠FEH (same angle)
F H ∠ETY = ∠EFH (corresponding)
∠EYT = ∠EHF (corresponding)
T Y ∴ ΔETY ∼ ΔEFH (AAA)
Chapter 4 Space 139

4G
Example Solution
4 Find the value of x if the following
triangles are similar:
a x 6
=
x 15 12
6
x= × 15
15 cm 12
6 cm x = 7·5 cm
12 cm
b 3 cm x x 7·5
=
3 5
5 cm 7·5
7·5 cm x= ×3
5
x = 4·5 cm
5 Turn ΔDEF around to face the same way B E

as ΔABC, match the corresponding sides y
16 m
and find the lengths marked x and y: A
D
B F
y 15 m
12 m
A
24 m
x
15 m
12 m C
x
24 m
C
F
D
x 24 y 15
16 m = =
E 12 15 16 24
24 × 12 15 × 16
x= y=
15 24
x = 19·2 m y = 10 m

4G
Exercise 4G
1 Which of the following triangles are similar? Give a reason for your answer:
a A B 3 cm C
6 cm
4 cm 8 cm
8 cm
3 cm
b A B C
10 cm 20 cm 5 cm
12 cm 4 cm
6 cm
c A B C 15 cm
8 cm
64 cm
30 cm 32 cm
3 cm
2 Choose the pairs of similar triangles, giving reasons for your answer:
a A B C
A B C
40° 30° 30° 20°
40° 30°
b A B C
6 cm 4 cm 3 cm 2 cm
4 cm 3 cm A
B C
4 cm
8 cm
5 cm
c A B C D
35° 25°
A B
55° C D
65°
d A B C 3.25 m
D
5m 7.5 m
3m A 6m 1.25 m C 13 m
5m D
B
3m
4m
4.5 m 12 m
Chapter 4 Space 141

4G
3 Which of the following triangles are similar? State the conditions for similarity.
a A A B 3 cm C H
D E
6 cm
G
18 cm 8 cm 16 cm I
C 6 cm B F
b A A B D C G
E
30 cm B 15 cm 10 cm I 10 cm
20 cm 2 cm
F
C H
c A A B B D C 30 cm
G H
15 cm
45 cm 22·5 cm
60 cm
F E
10 cm I
C
4 Prove that:
a ΔSXY ~ ΔSZY b ΔWND ~ ΔFQD
S 4
W N
2
D
X Z
Y 3
Q F
6
c ΔEFH ~ ΔGFH d ΔGNK ~ ΔDNF

F G
E G
H D
45n 45n
F K
e ΔYKE ~ ΔGKL N
Y f ΔWQD ~ ΔJPD
Q 5 cm W
D 3 cm
8·4 cm
G
9 cm
2·1 cm
E K J P
L 15 cm
1·7 cm
6·8 cm

4G
5 Find the value of the pronumerals in the following pairs of similar triangles:
a x b 14 m
5 cm
y
10 cm
15 m
12 cm
y x 16 m
18 cm
25 m
c d
x
x
y 1·5 m
25 mm 1·2 m
30 mm y
25 mm
2·4 m
1·8 m
35 mm
6 Find the value of the pronumerals in the following (all lengths are stated in centimetres):
a 2 b B c 45
A B A A B
y 1 x y D 25 E
C 4
C
4 35 x y 35
x 5 2
4 D
D E C
6
d A 5
e A
D
7·8
10 y 5·6
x
E x
E B C
B C z
4 12 y
2·6
D
Chapter 4 Space 143

4H Applying similar triangles
Similar triangles can be applied to real practical situations and used to find unknown side
lengths of triangles. Similarity is best used to measure the heights of objects that cannot be
measured directly. Other methods, such as right-angled trigonometry, can also be used to
solve these problems.
Example Solution
x 4·8
A hiker is 1·8 m tall and casts a shadow =
2·7 m long. At the same time of day, a light 1·8 2·7
4·8 × 1·8
pole casts a shadow 4·8 m long. x=
Find the height of the pole. 2·7
x = 3·2
The height of the pole is 3·2 m.
1·8 m
2·7 m
4·8 m
Exercise 4H
1 A flagpole 1·8 m tall casts a shadow 2·5 m in length.
Find the height of a nearby tower that casts a shadow
25 m long at the same time.
1·8 m
2·5 m
2 Jane, whose height is 1·5 m, casts a shadow 3·5 m long

at a certain time of the day. If Eli is 1·8 m tall, how 1·8 m
long would his shadow be if he stood in the same 1·5 m
spot at the same time of the day? x 3·5 m

4H
3 A ladder rests against a fence. Daniel, who is 1·3 m tall,
stands 1 m from the foot of the ladder. If the ladder reaches
2·8 m up the fence, how far is the foot of the ladder from
the fence?
2·8 m
1·3 m
1m
4 A pole that is 0·8 m long stands in the shadow

of a tree, so that the ends of their shadows coincide.
a If the pole’s shadow is 2·5 m long and the
tree’s shadow is 10·4 m long, find the height
of the tree.
h
b If at a later time the tree casts a shadow
12·2 m long, find the length of the shadow 0·8 m
cast by the pole.
2·5 m
10·4 m
5 A slide of a blue arrow 2·6 m high is placed

in front of a lens and casts a red image behind
the lens as shown here. Find the height of the 1 ·4 m
red arrow. h
2·6 m
3·8 m
6 A tree that is 3·5 metres from one side of a

river bank is sighted from the other side. Using
the lengths shown on this diagram, find the
3·5 m
width of the river.
2·4 m
5·6 m
7 Using the diagram shown here, find the

radius of the larger circle (r).
5 cm
r
4 cm
3 cm
Chapter 4 Space 145

4I Drawing networks
A network is a collection of objects that are connected in a specific way.
A network can be represented in a diagram by using vertices, paths and regions. Vertices (V)
(the object) are also called nodes and are represented by the dots in a network. Paths (the
connections) are also known as edges (E). Paths are the lines that join vertices. Regions (R)
are the areas formed by the paths in a network. When counting the regions in a network,
remember to include the exterior as a region.
If a network can be distorted so that its arrangement of vertices and paths matches that of
another network, we say the networks are topologically equivalent.
Vertices can be labelled as odd or even, depending on the number of paths that intersect at
them. The order (or degree) of a vertex is the total number of paths connected to the vertex.
A network is known as traversable if each path can be traced over without lifting the pencil
or retracing a path. A network is traversable if it has zero or two odd vertices.
Euler’s rule states that V + R = E + 2 for the vertices, regions and paths of a network.
(Remember to count the exterior region.)
Example Solution
1 For this network,
a determine the number of:
i paths (edges) 7 edges E=7
ii vertices 4 vertices V=4
iii regions 5 regions R=5
b verify Euler’s rule Euler’s rule V + R = E + 2
4+5=7+2
Euler’s rule is correct for this network.
2 Draw three networks that are not

topologically equivalent but which
each have three vertices and six paths.
List the order of the vertices in each
network.
Is each network traversable?
Order: 3, 6, 3 4, 5, 3 4, 6, 2
Traversable: Yes Yes Yes

4I
Exercise 4I
1 For each of these networks, determine the number of vertices, paths and regions, and then
verify Euler’s rule:
a b
2 a Draw three different networks that each have four vertices and eight paths.
b Count the number of regions for each network.
c Use the order of the vertices to decide if any of your networks are topologically
equivalent. If so, draw a new network that is not equivalent to the others.
3 Choose sets of equivalent networks from the following and briefly explain why they
are equivalent:
A B C
D E F G
4 Draw a network to represent Bunbury, Donnybrook and Busselton, three towns in the
south-west of Western Australia. Bunbury is about 60 km from Busselton and about
40 km from Donnybrook. Busselton to Donnybrook is about 40 km or 60 km, depending
which road you take.
5 The times taken (in minutes) for four friends to travel to visit each other are given in the
table. Draw a network to represent this information.
Fiona Anne Paula
Bob 50 55 45
Paula 12 25 –
Anne 30 – 25
Chapter 4 Space 147

4J Shortest path
A network can be drawn to represent an actual situation such as a system of roads between
towns and then used to calculate, for example, the shortest distance between any two towns
(vertices). One approach is to list all possible paths.
Example Solution
1 Find the shortest path from start to finish. It is easy to see that the shortest path is
What is the shortest distance? 7 + 1 + 3 = 11 units.
Start 7
1 5
9
3 Finish
2 Find the shortest path and distance from MRT = 25 + 14 = 39

M to T. MPT = 23 + 20 = 43
MQT = 19 + 22 = 41
25
MQT = 18 + 22 = 40
Start 23 P 17 R MQPT = 18 + 17 + 20 = 55
M MQPT = 19 + 17 + 20 = 56
20 14
18 17 MPQT = 23 + 17 + 22 = 62
MPRT = 23 + 17 + 14 = 54
19
T Finish
MQPRT = 19 + 17 + 17 + 14 = 67
Q
22 MQPRT = 18 + 17 + 17 + 14 = 66
MRT is the shortest path with 39 as the
shortest distance.
A more structured method can be used to find the shortest path for complex networks.
Example
3 Determine the shortest path and distance from A to G for the network below:
28
C
12 15
B G
22 5
17
25 F
20 14
8
A
6 E
10
D 21

4J
Solution
Step 1: Label A with ‘Start’ and G with ‘Finish’.
Step 2. Place a dash through the circle at the start.
Step 3. Start from A and determine the shortest distance to B. This is 17. Place the 17 in
the circle at B and draw an arrow from B towards A.
Step 4. Find the shortest distance from A to D. This is 6, so place 6 in the circle at D and
draw an arrow to A.
Step 5. Continue the process by finding the shortest path in a progressive manner, until you
arrive at G. It is important that you check each path to a node to ensure you are
always using the shortest distance.
Step 6. Record the distance in the circle at G as the shortest distance.
Step 7. Follow the arrows that go backwards from G to A. This is the shortest path.
28
C
12 15 Finish
B 17 26 29
G
22 5
17
25 24 F
20 14
Start – 8
A 16
6 10 E
6
D 21
The shortest path is ADEFG.

The shortest distance is 29 units.
Exercise 4J
1 On an island surrounded by particularly dangerous waters there are six lighthouses. The
lighthouses are to be linked with cable to provide high-speed communication for critical
times. A map of the area showing possible paths for the cable is shown with distances
(in metres) marked.
a Show how to join the six lighthouses using
the shortest distance of cable.
C 670
Due to the harsh conditions, D
810
950
communication through the 1
0
84
cable loses clarity at 2800 metres. B 2100

A central hub is needed so that no
E
97
40
0
lighthouse is more than 2800 metres 23

70
from the hub.

b In which lighthouse should the A F
hub be located?
Chapter 4 Space 149

4J
2 For the network below, list all paths 3 Find the shortest path from Start to Finish
from B to F then find the if you must pass through M and N:
shortest path from B to F:
B 4 1 3
32 Finish
C
27
3 2 3 1
14 25
30 E 3 3 4
G M N
D
29
4 3 5 3
55
Start 2 7 6
F
3 1 4
2 2
4 i Find the shortest distance from S to F.

ii Find the shortest distance from S to F through M. Distances are shown in km.
a 4 b M 4
3 8
F 5 1 1 2
S 1
3 2
2 S 4 4
7 5 F
3 4
M 3 4
3
2
5 a Draw a network to represent the following information about these places in the
south-west of Western Australia.
Albany
392 Augusta
424 Bunbury
372 91 52 Busselton
871 862 Esperance
101 794 Mandurah
292 189 570 Ravensthorpe
b MyFast Courier Company of Bunbury wants to deliver brochures to the tourist

information centre in each of these towns. Use your network to find the shortest path
that starts at Bunbury, visits each of the towns and ends in Bunbury.
c What is the total distance travelled on your shortest path?
d What is the average speed of the MyFast courier if he delivers the brochures and
returns to Bunbury in 24 hours? Give your answer correct to the nearest whole number.

Minimum spanning tree 4K
A series of paths drawn through a network to join all vertices is called a minimum spanning
tree. The tree is made of connected branches and contains no circuits. In a spanning tree all
of the vertices must be connected, but not all the paths will be used.
A minimum spanning tree will always have V – 1 paths, where V is the number of vertices.
Spanning trees are important in real-life problems. For example, they are used to find a
network of cables for telephone or data.
Example Solution
Find the minimum spanning tree for this Connect the closest two vertices, e.g. R to T.
network and calculate the length of cable
25
required to connect all vertices.
16 P 17 R
25
M 14
P 20
Start 16 17 R 19 17
M 14
20 18 T
19 17 22
Q
Finish
18 T
22 Then choose the next shortest path from
Q
either R or T, e.g. P to R.
25
16 P 17 R
M 14
20
19 17
18 T
22
Q
Continue in this way and connect P to M, and

then P to Q until all vertices are connected.
25
16 P 17 R
M 14
20
19 17
18 T
22
Q
As this network has 5 vertices, 4 paths are

required for the minimum spanning tree.
The total length of the four paths is
16 + 17 + 17 + 14 = 64 units.
Chapter 4 Space 151

4K
Exercise 4K
1 Find the minimum spanning tree for each network and calculate the total distance for the tree:
a 7 b 78 c 100
1 5 64 67 68 12 30
9 55
61
77 65 29
3
59
60 70
2 Rob is an electrician who has been employed to install a network of electrical cable in the
roof cavity of a house. He has a house plan that shows power points as dots. Measure the
distances between the power points, and draw a minimum spanning tree to help him to
decide where to install the cable to minimise the length of cable required. Use the scale
given to determine the length of the cable. Assume the cable runs in a straight line
between the powerpoints.
Each square represents a 1 metre square.
3 A network of heavy duty cables

is being installed in the centre
of Perth to service the 19 sets Mur
Mo
St G ray
eorg St
et
unt
es
of traffic lights in the area in
S tre
Terr
Stre
ace
the map. Traffic lights are Hay
et
et
Mounts Bay Stre

et
S tre
Roa
shown with a red dot. The d
plan is drawn to scale. Draw The

m
Esp
the minimum spanning tree
lia
lana
de
Wil
for the network. If 1 cm on

rack
the map represents 50 metres,

c
B ar
r’s T
calculate the total distance for

er ne
ive
e Dr
Gov
the tree. Assume the cable rsid

ive
R
runs in a straight line between
the traffic lights.
Maximum flow 4L
When we consider the flow of traffic along a set of roads or of water through pipes, the total
amount that can pass through the network in a given time is called the maximum flow. The
direction of flow is indicated by the arrows. In maximum flow problems the start and finish
are also referred to as the source and sink respectively.
Example Solution
Calculate the maximum flow for the Look for the most that can flow through
network. each path from A to D. Subtract flow used
Start
as you go.
7 B
A A to B to D can carry 5. Note: There are still
1
2 units remaining that can pass from A to B.
3 5
You cannot exceed the smallest number in
C D
9 Finish a path.
Start 7 2 B
A
1 50
3
C D
9
Finish
A to B to C to D can carry 1.
Start 7 2 1 B
A
10 50
3
C D
98 Finish
A to C to D can carry 3.
Start 7 2 1 B
A
10
30 50
C D
9 8 5 Finish
ABD = 5
ABCD = 1
ACD = 3
9 units
Total flow through the network is 9 units.
The maximum volume of liquid that can Start Finish

pass through these pipes is 3 units. Nodes 3 5
are represented by a circle, and pipes or paths
and their capacities are shown as directed
lines. Although the larger pipe has a potential
capacity of 5 units, it is restricted to 3 units
by the smaller pipe.
Chapter 4 Space 153

4L
The flow from start to finish for this network Start Finish
of pipes is 9 units. 3 5
9 6
The flow from Start to Finish for this network Start Finish
of pipes is 11 units. Reduce the numbers as 3 5
you use the capacity. If the direction of the flow 9 4 6
in the vertical pipe is reversed, what happens to
the maximum flow?
Exercise 4L
1 Find the maximum flow for each of these networks:
a b 78 c
Start
7
100
7 64 67
5
68 12 30
55
Start Start Finish
12 8 61
77
Finish
10 65 29
8 70
59
60
3
Finish
2 Calculate the maximum flow for each of these networks:

a 4 b 4
Start
4 2 3
5 2
6 3 Start Finish
3
5 2
Finish 3 3
6 7
10
3 This network of roads shows the C

potential flow of cars per minute. 50
Source A 20
a Determine the maximum flow 25
from A to H on this network. F
b If one of these roads is to be 40 15
D 20
upgraded, which road would 20 G
you recommend? 30
c By how much would the flow B 40 E 50 H
increase with your upgrade?

4L
4 The local council is concerned about the number of accidents at a particular intersection.
The traffic officer considers the number of cars travelling through the intersection per minute
at peak hour.
Peabody Circle
N
18
30 38
Arthur Lane
a From the diagram above, how many cars turn left per minute out of Peabody Circle
into Arthur Lane?
b How many cars must turn right per minute from Peabody Circle into Arthur Lane?
Peabody Circle
N
18
12
30 38
40
Arthur Lane
c From this diagram, how many cars travel west on Arthur Lane into the intersection
per minute?
d Considering traffic in all directions, how many cars per minute travel west from
the intersection?
5 Yvette, a civil engineer, is designing the layout of a network of pipes for a waste water
removal system. She wants to work out maximum flow for the network.
a Calculate the maximum flow for the network with outlets as shown.
i 25 ii 25
23 P 17 R 23 P 17 R
Source Source
M Sink M
14
14
20
20
17
17
19
19
18
22 22
18
Sink
T T
Q Q
iii 25
23 P 17 R
Source
M
14
20
17
19
22
18
T
Q
Sink
b The outlet can be at Q, R or T. Which outlet should she recommend to allow for
maximum flow?
Chapter 4 Space 155
4M Using project networks
Project networks can be used to plan the steps of a complex task and make sure it is finished
on time.
Networks can be used to represent information simply by including only important information.
For example, we can draw a network to represent distances on a map, or to represent the times
and order of events for completing a complex task. The critical path through a network gives
the shortest distance between two places. The amount by which the start of an activity can be
delayed without affecting the project completion time is called its slack time.
Example
C, 6 H, 7
A, 7
D, 7 E, 4 F, 5 I, 8
B, 5 G, 7
Consider the project network shown. The path labelled ‘A, 7’ is task A, which takes 7 hours
to complete.
a Complete the table to show the time taken to complete each task, and the immediate
predecessors of each task.
Task A B C D E F G H I
Time to complete the task (hours) 4
Immediate predecessors C, D
b Find the minimum time taken to complete all tasks.

c State the critical path for the network.
d For how long can task H be delayed without increasing the minimum completion time?
e For how long can task C be delayed without increasing the minimum completion time?
Solution
a Task A B C D E F G H I
Time to complete the task (hours) 7 5 6 7 4 5 7 7 8
Immediate predecessors – – A B C, D E E F G
b Starting at the left, place a zero in the start circle, then determine the longest time it
takes to do the tasks. The longest time to get to each node goes into the circle. It is called
the minimum completion time because it is the shortest time possible to complete the
whole project if there are no delays (e.g. rain, telephone calls, blackouts, etc.). We take
the longest time to each node because all tasks need to be finished, so some people will
be waiting around while others are still doing a task.
C, 6 H, 7
A, 7
0 7 5 13 17 22 24 32
D, 7 E, 4 F, 5 I, 8
B, 5 G, 7
Now start at the right and scan backwards to show the latest time that task can finish.
The minimum completion time is 32 hours.

4M
Solution
c The critical path is A–C–E–G–I as this is the path that gives the minimum completion
time.
d Task H has slack time of 3 hours (32 − 22 − 7 = 3) so it can be delayed for 3 hours. As H
is not on the critical path, it can use another 3 hours to make it up to 32 hours (which is
the minimum completion time).
e Task C has no slack time and cannot be delayed at all.
Exercise 4M
1 The project network shows the times taken to complete the tasks in hours.
S, 6 N, 7 T, 7
M, 5 B, 15 K, 2
Q, 4 R, 5 L, 11
a Complete the table for the network.
Task M S N T Q B R L K
Time to complete 5
Predecessors –
b State the critical path and find the minimum completion time.
2 For each network the times taken to complete the task are shown in hours.
i State the critical path.
ii Calculate the minimum completion time.
iii List any tasks that can be delayed and for how long they can be delayed.
a
D, 6
B, 3
A, 2 F, 4
C, 3 E, 2
G, 4 I, 3
H, 5
b S, 9 W, 15
M, 11 N, 10 Q, 13 V, 11 X, 12
R, 7
U, 13
O, 10 P, 12
T, 18
Chapter 4 Space 157

4N Drawing project networks
In order to draw a project network, we must decide which tasks must be finished before
another task can start. A predecessor is a prior task.
Example
Draw a project network for the following event.
Task A B C D E F G
Time taken to complete 12 14 23 5 28 20 11
Immediate predecessors – A, D B – – B E, F
Solution
Draw a circle and start all tasks that have no predecessors. Label the paths as you go.
A, 12
D, 5
E, 28
A and D must be finished before B starts, so bring A and D together into a circle and start B.
A, 12
D, 5 B, 14
E, 28
C and F follow B, so end B with a circle and start C and F.

A, 12 C, 23
D, 5 B, 14 F, 20
E, 28
G follows E and F, so end E and F at a circle and start G.

A, 12 C, 23
D, 5 B, 14 F, 20 G, 11
E, 28
All tasks are now started, so any tasks that are still unfinished will end at the same place
as G.
A, 12 C, 23
D, 5 B, 14 F, 20 G, 11
E, 28

4N
Exercise 4N
1 The information for each of the following project networks is given in the table.
i Draw the network.
ii Find the critical path and the minimum completion time.
iii Find how long the start of task E can be delayed without affecting the completion time.
a Task Time Predecessors b Task Time Predecessors c Task Time Predecessors

(hours) (hours) (hours)
B 10 – E 15 – A 2 –
C 7 B F 12 E B 3 –
D 8 B G 40 E C 7 A, B
E 6 C H 23 E D 6 C
F 2 D I 10 F E 2 C
G 7 E, F J 16 G, H F 4 D
H 3 G K 11 IJ G 5 F
H 2 E, G
I 1 G
J 7 H, I
2 The information for each of the following project networks is given in the table.
i Draw the network.
ii Find the critical path and the minimum completion time.
iii Find how long the start of task M can be delayed without affecting the completion time.
a Task Time Predecessors b Task Time Predecessors

(hours) (hours)
J 10 – G 15 –
K 7 – H 12 G
L 8 J, K I 40 H
M 6 L J 23 H
N 2 M K 60 G
P 7 M L 16 H
Q 3 M M 11 L
Chapter 4 Space 159

PUZZLES
1 Find the pairs of similar triangles in each set below. Match the corresponding letters to
the numbers 1 to 4 to find a message.
1 2 3 6 4 4
45n 3
4 3
75n 5
50n
80n
A B J K
9
6 4·5 50n 65n 55n
12
9 6 75n
O P X 12 Y
15
55n 9
80n 5 13
80n 50n 12
1 2 3 4
2 AB and CD are corresponding sides in pairs of similar triangles. Their lengths in units
CD
are given below. Calculate the ratio , the scale factor for each pair. Match the
AB
corresponding letter to the correct scale factor below to solve the puzzle:
What fish is famous?

CD
AB CD Scale factor
AB
2 4 A
6 18 F
4 H 1·5
I 8 0·5
5 25 R
80 S 0·1
T 42 6
2 8 7 2 5 3 16 8 6

Space
3 Find the unknown side lengths, in units, in the following pairs of similar triangles. Match
the corresponding letter to the correct answer below to solve the riddle:
Where do fish keep their money?
4 3
8 A 15
12
5
B
36 24
E 2 10 4 10
K N
39
4
I
35 R
S 6
9 6
20
25 8
30
V
8 26 28 8 12 5 28
25 6 26 15 4
4 Find the unknown side lengths, in units, in each pair of similar triangles. Match the
corresponding letter to the correct answer below to solve the riddle:
What do monsters eat?

44 58
75 F
4 24
D
A C 60 55
5 16
6 66
22
20 4 25
5 3·3
P 3 5
21 30 N
I 6 2·5 2
22 5 1·6
2·2
H 8·8 S
28·8 4·4 1·2 52·5 4·8 12·5 46·4
32 52·5 4·4 2·4 1·2
Chapter 4 Space 161

The Sierpinski triangle

Fractals are formed by the process of iteration.
A simple geometric shape is made more complicated by repeating an addition or alteration to
the shape an infinite number of times. In this case an equilateral triangle is divided to form
four new internal equilateral triangles.
• Draw an equilateral triangle of side length 8 cm.
• Connect the midpoints of each side of the triangle to form four smaller
equilateral triangles inside the original triangle.
• Connect the midpoints of the sides of three of the smaller internal

triangles and join to form new triangles. Shade as shown.
• Each of the smaller triangles should be an equilateral triangle with side
lengths of 2 cm.
• Now draw an equilateral triangle with sides of 8 triangle units each. Follow the same
procedure as before, making sure to follow the shading pattern. You will have one large,
three medium and nine small triangles shaded.
• Use poster paper and start with
an equilateral triangle of side
length 32 cm. Repeat the steps
above to produce a fractal as
shown here. You will end up
with smaller triangles of side
length 2 cm.
What fraction of the triangle shown is shaded?

What fraction of the triangle shown is not shaded?
Can you develop a formula to calculate the fraction of the area that is not shaded for any step,
when producing these triangle patterns?

Space
The Koch snowflake

In this case, equilateral triangles are repeatedly drawn on the sides of an existing equilateral
triangle.
• With a pencil, draw an equilateral triangle of side length
9 cm, or 27 cm if you have poster paper.
• Divide each side of the triangle into three equal lengths of

3 cm and mark these points.
• Draw three new equilateral triangles of 3 cm on each side,
between the points marked.
• Erase the internal lines as shown.
• Divide each side of the triangles into three equal lengths

of 1 cm and mark these points.
• Draw three new equilateral triangles of 1 cm on each side,
between the points marked.
• Erase the internal lines as shown.
• Repeat the steps until you have created a snowflake fractal
as shown.
How many iterations does it take to produce such a pattern?
Why is it called a ‘snowflake’ pattern?
Today, computer programs are used to generate fractal patterns.
Search the Internet for examples of other fractal patterns.
How are real snowflakes formed and why do some intricate
patterns form from ice?
Search your library or the Internet to investigate how
snowflakes occur in nature.
Chapter 4 Space 163

1 Use similar triangles to find the lengths, correct to 2 decimal places, of the lines
marked with pronumerals, and show that Pythagoras’ theorem works in each case.
All measurements are in centimetres:
a 16 b c
33 69·6
42 y x 4·55
12·81
y
x 6·9
8·99 8·4 3
1·82 y
x
4
2 Find the values of x and y:

a b
y 0·5y
12 cm 7·5 cm
6 cm x
2
2 2x 4 4
5x
3
c d
13 m m
12 m
12 m
p
11 cm n
y
x 42 m
5 cm 5 cm 3 cm
3 Two balls just fit inside a cone. If the radii of

the balls are 30 cm and 15 cm, find the height
m
of the cone.
30 c
m
15 c

Space
4 During a recent PE lesson students were set the following challenge. The students stood at
point A. They had to run to the goal line GL, and then up to point B.
Where along the goal line should a student run if they want to get from A to B via the
goal line by the shortest path possible?
50 m
A 50 m
25 m
Goal line
G L
5 Draw the cross-sectional view of each figure when it is sliced as shown below:
a b c
d e f
g h i
Chapter 4 Space 165

REVISION QUESTIONS
Exercise 4B
1 Find the size of the marked angle in each diagram:
a b c
85° 85°
53°
85°
b° c°
147° a°
Exercise 4C
2 Design a shape made from four cubes then draw your shape in isometric, oblique and
orthogonal view.
Exercise 4D
3 State the translations required to move from:
a A to B b C to A c B to E d G to B
e E to F f D to B g F to A h C to G
A
E
C
G
B
D
F
4 Copy the grid below and reflect:

a D and M about the x-axis b E and J about the y-axis
y
D E x
J M
Ω ♣ Ξ ω
5 Copy each shape and draw in the lines of symmetry (mirror lines):
a b c d

Space
6 Show the image of the following shapes rotated about point E:
a 90° clockwise b 90° anticlockwise
N
A B
R E
Y E
Exercise 4E
7 Prove the following pairs of triangles are congruent, stating the conditions for congruence:
a b
6 70° 6 70°
3
17 17
39° 39°
Exercise 4G
8 For each pair of triangles below, state the conditions for similarity:
a B b V
T
2 5·5 17
C D
M 39° 39°
Q
N P
A E
ΔAEB ~ ΔCDB Δ _____ ~ Δ _____?
Exercise 4H
9 The scoreboard at the local football ground
needs a support to keep it in place. The
support is positioned 20 m from the base of
the scoreboard. There is a 10-m-long prop
for this support 12 m from the scoreboard.
How far up the scoreboard does the 10 m
support reach?
12 m
20 m
Chapter 4 Space 167

CHAPTER
5
Trigonometry
The Babylonians were the first to establish that the path travelled by the Sun across
the sky varied throughout the year—in summer the Sun rises higher in the sky than
during winter. They produced lists of rising and falling number sequences that could
be used to predict the crescent moon up to 3 years in advance. Ptolemy (c. 85–165 AD)
started making observations in 127 AD. He began with a description of trigonometry
and chords, and then progressed to describe the movement of the planets in relation
to the Sun. Having the Sun at the centre of motion required the construction of
complex ‘retrograde’ loops of the planets, which explained the strange observations.
Measurement today
Because the Earth rotates, the position of the Sun in the sky relative to us changes.
The motion of the Sun is periodic—it repeats in rhythmic motion—rising at dawn,
going higher in the sky during the middle of the day and going lower in the sky until
it drops below the level of the horizon as it sets.
One example of an event which is usually thought sure to happen is ‘the Sun will
set tonight and rise in the morning’. This is not the case at the North and South
Poles, however. There, in the summer, the Sun does not go beneath the horizon and
so it has permanent daylight.

• Using the functions of sine, cosine or
tangent to find unknown lengths and
angles in right-angled triangles in
two dimensions and three dimensions
• Applying trigonometric ratios to
questions that involve angles of
elevation and depression
• Applying trigonometric ratios to
situations involving bearings
• Extending understanding of
trigonometry and the area of right
triangles by investigating and using
the formulas for area of non-right
triangles and the sine and cosine
rule (non-right triangles)
5A Right-angled triangles
The three sides of a right-angled triangle are named
‘opposite’, ‘adjacent’ and ‘hypotenuse’. The
hypotenuse is the longest side of a right-angled Hypotenuse Opposite side
triangle because it is opposite the right angle—the to the angle Q
largest angle in the triangle. The other sides are
opposite to and adjacent to the given angle. Q
SOH CAH TOA is a collection of letters that can be Adjacent side
used to determine whether an unknown length can to the angle Q
be found using the sine, cosine or tangent functions.
SOH CAH TOA

O A O
S= C= T=
H H A
Opposite Adjacent Opposite
Sine θ = Cosine θ = Tangent θ =
Hypotenuse Hypotenuse Adjacent
Example Solution
Label the sides in this triangle, using the
letters H (hypotenuse), O (opposite) and xO
A (adjacent) and write the three A
y
trigonometric equations:
Hz Q
x
y O A O
sin θ = cos θ = tan θ =
H H A
z Q x y x
= = =
z z y
Exercise 5A
Label the sides using the letters H (hypotenuse), A (adjacent) and O (opposite) for each of the
following triangles and write the three trigonometric equations:
a b c d a
e x
Q y
c a b y Q
b c
Q Q
x d
e e f a g a h
d
Q Q Q x
d b
y e
x c c
Q

Using the tangent ratio 5B
Trigonometry can be used to find the length of the sides and the size of the angles inside
right-angled triangles.
The letters SOH CAH TOA (pronounced soh car towa) help us to get the order of the equation
correct. The side opposite a given angle and the side adjacent to it use the trigonometric
relation called tangent. It is abbreviated to tan θ, where θ is the angle in the triangle.
SOH CAH TOA
Opposite Opposite
Tangent θ =
Adjacent side
Q
Adjacent side
Tangent uses the opposite and adjacent sides.
The accuracy of the answer depends on the situation. In general, sides are found correct to
2 decimal places and angles are found correct to the nearest degree.
Example Solution
O
1 Find the opposite side: tan θ =
A
x
tan 40° = Ox
12
x
∴ x = 12 tan 40° 40°
12 cm
40n x = 10·07 cm A
12 cm
2 Find the adjacent side: O

tan θ =
A
55° 24 55°
tan 55° =
x x xA
24
∴x =
tan 55°
24 cm 24 cm
x = 16·80 cm O
3 Find the angle θ: O
tan θ =
15 cm A
A
Q 14
tan θ = 15 cm
14 cm 15 θ
⎛ 14 ⎞ 14 cm
∴ θ = tan −1 ⎜ ⎟ O
⎝ 15 ⎠
SHIFT TAN ( 14 ÷ 15 ) =
θ = 43° correct to the nearest degree
Chapter 5 Trigonometry 171

5B
Excersice 5B
1 Find the length of the sides marked x in these triangles correct to 2 decimal places:
a x b c x
x
32n 43 cm
22 cm 40n
24n 47 cm
d e x f
42n
29n 36n
x 12 m x
76 cm
87 mm
2 Find the length of the sides marked x in these triangles correct to 2 decimal places:
a b x c
48n
x 39n
67 m x
52n
30 cm
26 mm
d x e f x
43n
x 42 m
57 cm
32n
31n
94 m
3 Find the angle θ correct to the nearest degree:

a b 70 m c
75 cm
100 m
89 mm θ θ
138 cm
θ
70 mm
d 96 m e f 176·7 cm
θ θ θ
56·5 cm
60 m
102 cm
87 cm

EXPLORING the sine ratio 5C
This task examines the relationship between the opposite side and K
the hypotenuse in right-angled triangles. The triangles below
are all similar as all corresponding angles are equal, but I
their side lengths are different.
G
Learning task 5C
E
1 For each triangle shown below, measure
the lengths of the opposite side and the C
hypotenuse to the nearest half a millimetre:
C 30n
Triangle 1 A B D F H J
I
30n
A B
Triangle 4
E
Triangle 2
30n
30n A K
A D H
G Triangle 5
Triangle 3
30n 30n
A F A J
2 Copy and complete the table below, using a calculator to find the ratio of the opposite side
and the hypotenuse correct to 1 decimal place:
Triangle Length of Length of hypotenuse Ratio
opposite side (mm) (mm)
( OH )
1
2
3
4
5
3 What conclusion can you reach about the ratio of the opposite side to the hypotenuse in
each of the triangles?
4 This ratio is called sine.
sin 30° = __________

5D Finding the length of the opposite side
Trigonometry can be used to find the lengths of the sides of right-angled triangles by using
algebra to solve the appropriate equation. The letters SOH CAH TOA (pronounced soh car
towa) help us to get the order of the equation correct. Sine, another of the three trigonometric
relations, uses the opposite side to a given angle and the hypotenuse. It is abbreviated to sin θ,
where θ is the angle in the triangle.
SOH CAH TOA
Opposite
Sine θ = Hypotenuse
Hypotenuse Opposite
side
Q
Sine uses the opposite side and the hypotenuse.
Example Solution
Find the length of the side marked x in the
following triangles expressed correct to
2 decimal places:
a O
sin θ =
H
18 cm x H
x sin 42° = O 18 cm
18 x
42n ∴ x = 18 sin 42°
x = 12·04 cm 42°
b O
20n sin θ =
x H
x
15 cm sin 20° = 20°
15 O
∴ x = 15 sin 20° x H
15 cm
x = 5·13 cm
c O
sin θ =
55n H 55°
3.6 cm 3.6 cm
x H
sin 55° =
3·6
∴ x = 3·6 sin 55°
x x = 2·95 cm x
O
Exercise 5D
1 Find the length of the side marked with a pronumeral, expressing the answer correct to
2 decimal places:
a b y c
24n
38 cm
x 120 mm
94 cm
51n
26n
z
5D
d 34n e 29o f
37n
a x 7 cm
16 cm 56 m
y
g x h i 38o
x
18 m 68 m
a
63 km
29n
44n
2 Find the length of the unknown side, expressing the answer to 2 decimal places:
a b y c
4.8 cm
x 22n
10.4 cm 13.9 mm
49n
24n
a
d 32n
e y f
y 23n 4.6 mm
2.6 cm
1.7 cm
33n x
g 37n h 55n
i
a x x 6.2 m
6.4 m
4.2 mm
38o
3 A ladder 3·6 metres long is leaning against a brick wall. The ladder
makes a 47° angle with the ground. Calculate how high up the wall
the ladder reaches, correct to 2 decimal places. 3·6 m
47°
4 At McMahon Castle the drawbridge is stuck in a partly open
position. The drawbridge is 10.2 metres long and the angle the
drawbridge makes with the ground is 26°. How high above the
ground is the top of the drawbridge?
10·2 m
26°

5E EXPLORING the cosine ratio
This section examines the ratio of the adjacent side to the hypotenuse K
in similar right-angled triangles. The triangles below are similar as
corresponding angles are equal, but their side lengths are different. I
Learning task 5E G
1 For each triangle shown below, measure the
E
length of the adjacent side and the hypotenuse
to the nearest half a millimetre: C
C
30n
30n A B D F H J
A B I
30n 30n
A D A H K
30n 30n
A F A J
2 Copy and complete the table below, using a calculator to find the ratio of the adjacent side
to the hypotenuse correct to 1 decimal place:
Triangle Length of Length of Ratio
adjacent side (mm) hypotenuse (mm)
( HA )
1
2
3
4
5
3 What conclusion can be reached about the ratio of the adjacent side to the hypotenuse in
each of the triangles?
4 This ratio is called cosine.
cos 30° = __________

Finding the length of the adjacent side 5F
Trigonometry can be used to find the length of the sides of right-angled triangles using algebra.
The letters SOH CAH TOA (pronounced soh car towa) help us to get the order of the
equation correct. The trigonometric relation called cosine uses the adjacent side to a given
angle and the hypotenuse. It is abbreviated to cos θ, where θ is the angle in the triangle.
SOH CAH TOA
Adjacent
Cosine θ = Hypotenuse
Hypotenuse
Q
Cosine uses the adjacent side and the hypotenuse.
Adjacent
Example Solution
Find the length of the side marked x, correct
to 2 decimal places:
a A
cos θ = H
H
15 cm 15 cm
x
cos 38° =
15
38n ∴ x = 15 cos 38° 38°
x
x x = 11·82 cm A
b A
x cos θ =
22n H A
x x
cos 22° = 22°
34 m 38
∴ x = 34 cos 22°
34 m
x = 31·52 cm H
c A
cos θ =
60n H
60°
7·6 cm x 7·6 cm
x cos 60° = H
7·6 xA
∴ x = 7·6 cos 60°
x = 3·80 cm
Exercise 5F
1 Find the length of the side marked with the pronumeral, expressing the answer correct to
2 decimal places:
a b c z
38n
x 20n
46n 64 cm
168 mm
y 129 cm

5F
d e x f
28 cm 21n
x 96 cm
27n 48 cm 33n
a
g h i
31n 9m x
16 m y 102 m 34n
44n
a
2 Find the length of the side marked with the pronumeral, expressing the answer correct to
2 decimal places:
a b c
25o x 4.8 m
37o 5.9 cm
9.8 m y
48n
a
d y e f b
27n 25n
6.7 m
8.6 mm 9.2 m
31n
x
g h i
41o 50n
z 7.9 km y 24.8 mm 26.5 mm x
33o
3 A wire of length 40 metres anchors the 4 Jarrod is flying his kite in the park.
top of a pole to the ground. If the angle The kite is on the end of a string that
between the wire and the pole is 27°, is 70 metres long and at an angle of
find the height of the pole to the 40° to the vertical. How high is the kite
nearest metre. above the ground, to the nearest metre?
27n 40n
m
40 m h
70

Trigonometry rules 5G
Trigonometry can be used to find the length of the sides of right-angled triangles.
equations correct.
opposite adjacent opposite

sin θ = cos θ = tan θ =
hypotenuse hypotenuse adjacent
The opposite side to a The adjacent side to a The opposite side to a

given angle (θ) and the given angle (θ) and the given angle (θ) and the
hypotenuse use the hypotenuse use the adjacent side use the
rule called sine (sin θ). rule called cosine (cos θ). rule called tangent (tan θ).
SOH CAH TOA
O A O
S= C= T=
H H A
Opposite Hypotenuse Hypotenuse Opposite

side side
Q Q Q
Adjacent side Adjacent side
Example Solution
Find the length of the side marked x in the
following triangles:
a As O and H are given, use the sin ratio.
14 cm O
x sin θ = H
H Ox 14 cm
24·6n x
sin 24·6° =
14 24·6°
x = 14 × sin 24·6°
x = 5·83 cm
b As A and H are given, use the cos ratio.
26 m A
cos θ = H
H 26 m
28·76n x
x cos 28·76° = 28·76°
26
A x
x = 26 × cos 28·76°
x = 22·79 cm
c As O and A are given, use the tan ratio.
O
x tan θ =
A x
33·83n x O
45 m
tan 33·83° = 33·83°
45
∴ x = 45 × tan 33·83° A 45 m
x = 30·16 m

5G
Example Solution
x A
d x x
cos 31·7° = 31·7°
31·7n 22
x = 22 × cos 31·7° 22 m
22 m x = 18·72 m H
e x
tan 42·77° =
38 x
x ∴ x = 38 × tan 42·77° O
x = 35·15 m 42·77°
42·77o
A 38 cm
38 cm
Exercise 5G
1 Determine which ratio (sin, cos, tan) you would use and then solve for the unknown,
expressing the answers correct to 2 decimal places:
a x b 33·48o c d
x 48 mm
23·78n 39 m 36 cm
67 m 28·53n x
37·25n
x
e f g h x
32·75o
x 39·28o 19·56n
34 m 62 mm
54 cm x 63 m
25·67n
x
i x j k x l
x
25·7n 89 m x
45 m
93 cm 48·88n
46·85o
21·6n 52 km
2 Use trigonometry to find the length of the unknown sides correct to 2 decimal places:
a x b c d y
52·95n 38·4n
x
y 21 cm 18·42o x
x 82 mm
y
45 km
32·9n
y
235 m

5G
e 87·5 cm f g h 150 cm
57°
40° 12° c
a d
856 mm 37·2° x 7°
z b
y x y 2·3 m
15·8° y
w x
3 A bracing strap 30 metres long is used to

stabilise 15 vertical poles. The poles are
placed at equal distances apart.
57·14n
a i Find the height of the poles above m
30
the ground.
ii What is the total horizontal distance
covered by the poles?
iii What is the distance between the
poles if each pole has a diameter
of 14 cm?
b Find the height above the ground where the brace will make contact with the left-
hand side of each pole, assuming that it meets the first pole at ground level and is
attached to the top of the last pole on the right-hand side.
4 A carpenter is to build a roof pitched at 22°, as

m
shown in the diagram. The length of each angled 5·4
beam is 5·4 metres. 22o
a Find the distance d between the walls.
b What is the height of the roof section above 3·6 m
i the level of the brick piers?
ii ground level? d 1·2 m
5 This is a plan of a new bridge over B

A
the Bull River.
40 m
m g
a Find the unknown lengths c 42
58
35 m
expressed to the nearest tenth b 38n 40n h
m
of a metre. e d f
49·25n 62n
b Find the height above the water
a i
level of towers A and B. 15 m

5H Finding the third side
When the unknown side is the hypotenuse, solving the equations for sine and cosine becomes
a little more difficult. Good equation-solving skills are needed, as the unknown appears in the
denominator of the equation. The same initial equations obtained from SOH CAH TOA apply.
Example Solution
Find the length of the hypotenuse:
a As O and H are given, use the sin ratio.
O
S=
6m x H
6
sin 37·3° =
x
37·3n ∴ x sin 37·3° = 6
6
∴x =
sin 37·3°
x = 9·90 m
b As A and H are given, use the cos ratio.
A
C=
x H
89
cos 29·78° =
x
29·78o ∴ x cos 29·78° = 89
89 cm 89
∴x =
cos 29·78°
x = 102·54 cm
Exercise 5H
1 Find the length of the sides labelled x, expressed to 2 decimal places:
a b 10 m c d
40°
87 cm x
x 20 m 64 cm x
x
23° 30°
60°
e f 27 km g 983 m h
47·94°
x
45 cm x 22·15°
x x 46·72° 46 cm
37·23°

5H
2 Find the lengths of the sides marked x, expressing your answers to 2 decimal places:
a b c d
73 cm x 70 cm 35·22o x 35·8o x
x 35·23o 73 m
63·93o
162 km
e 36·47o f g 62·38o h
25 cm x 710 cm x 37·7o
x 47·67o x 372 m
162 m
3 A railway line rises through 600 metres.

If it makes an angle of 6·2° with the KBAY.
KBAY.STS.B.
STS.B.
600 m
horizontal, find the length of the track 6·2n
to the nearest centimetre.
4 Two weights are suspended from A B

a rope attached to a beam at
points A and B. Find the total
length of the rope. 2·60 m
4·18 m
36·3n 3·25 m
52·6n
12n
5 Christmas lights are attached to a

cable strung through three trees. 70n
42n
Find the length of the cable to
the nearest centimetre.
38·8n 53·3n
650 cm 830 cm 600 cm 320 cm
6 An exercise circuit ABCDEA is 14 m

A
shown. Find the total length of the 9n
a
course, to the nearest centimetre. 6m
15n B E D
x
z
v
C
42n 46n
5m 4m

5I Trigonometry revision
Trigonometry can be used to find the length of the sides in any right-angled triangle. The
choice of trigonometry ratio depends on the information given.
equation correct.
Review the examples and solutions provided in exercises 5B, 5D and 5F before starting this exercise.
Example Solution
Determine the lengths of all the unknown O
sin θ =
sides, giving the answers correct to H
2 decimal places: 12
sin 50° = H
x
O 12 m x
x = 12 × sin 50°
36° x = 9·19 m 50°
z x O
12 m tan θ =
A
12
50° tan 50° =
y O 12 m
w y
y = 12 × tan 50°
50°
y = 14·30 m A y
A
cos θ =
H
12
cos 36° =
z H z 36° A
z = 12 × cos 36° 12 m
z = 9·71 m
O
tan θ =
A
w
tan 36° = 36° A
12 12 m
w = 12 × tan 36°
w = 8·72 m Ow
There are a number of methods that can be used to calculate the values of the unknown,
including using Pythagoras’ theorem.
Exercise 5I
1 Determine the lengths of all sides of the following triangles correct to 2 decimal places:
a b c 20°
x 58 m
30° x y
y 87 cm x
57°
y 20·7 m

5I
d 136 mm e y f x
40° 62·7° 32·2°
x 17·3 m
y y
250 mm x
g h x i
72·3° 2·9 km
x 10·4° y x
3·9 m 1·9 m
47°
y y
2 Find the lengths of all sides in the following triangles, giving the answer correct to
1 decimal place:
a b
45°
w 12°
16 cm
x
z
36 m y
42° z
y
45°
w x
c 5m w d
70° z
w
y x
x z 3m
30°
12 m y
35°
e f w z
z
57°
10 m y
y 17 m
x 13 m
60°
x
7m w

5J Finding angles in right-angled triangles
Trigonometry can also be used to find angles in right-angled triangles when the side lengths
are known.
Example Solution
Find the angles in the following triangles
correct to 1 decimal place:
a As A and H are given, use the cos ratio.
A
C=
16 m H H
7·5 16 m
cos θ =
16
Q ⎛ 7·5 ⎞
7·5 m θ = cos−1 ⎜ ⎟ Q
⎝ 16 ⎠ 7·5 m
∴ θ = 62·1° A
b As O and H are given, use the sin ratio.

O
52·8 cm S=
34 cm H
34 52·8 cm
34 cm
sin θ = O
H
52·8
Q ⎛ 34 ⎞
θ = sin −1 ⎜
⎝ 52·8 ⎟⎠
Q
∴ θ = 40·1°
c 35 cm As O and A are given, use the tan ratio.
Q O 35 cm A
T= Q
A
24 cm 24
tan θ = 24 cm
35 O
⎛ 24 ⎞
θ = tan −1 ⎜ ⎟
⎝ 35 ⎠
∴ θ = 34·4°
Exercise 5J
1 Find the unknown angles expressed correct to 1 decimal place:
a b Q c 30 cm d
48 cm 12 m 38 cm 22 cm
34 cm 34 m
48 cm
Q
Q θ
e f 16 cm g h
Q
60 cm 10 cm 135 cm
42 cm
Q
35 cm
Q Q
22 cm
76 cm
5J
i j 42 cm k l 9 cm
θ
16 cm
27 cm 13 cm
θ θ 17 cm
24 cm
θ
10 cm
2 Find the unknown angles in the following triangles, expressed to the nearest tenth of
a degree:
a b 37 m c 46 m d
Q Q
94 m 82 m 52 m 44 cm
46 m
Q Q
53 cm
e f 13 cm g 21 m h 4m
θ
θ
46 m
37 m
θ 12 m
26 cm θ
54 m
i j k 7m l
θ θ θ
15 m 21 cm
16 m 10 m
30 m
θ 16 cm
16 m
3 Two stunt kites are flown as shown. Find the

angles α and θ that the strings make with
the ground, correct to 1 decimal place.
35 m
27 m
A Q
18 m 21 m
4 A ladder is leant against a wall.
a Find the angles, correct to 1 decimal place, A
that it makes with: 5·2 m
i the ground (θ) ii the wall (α)
b Find how far the ladder reaches up the wall,
Q
giving the answer to the nearest tenth of a metre. 3·6 m
5 Find the angle the Sun’s rays make with the ground
when a child 1·6 m tall casts a shadow 4·8 m long.
1·6 m
4·8 m

5K More trigonometry revision
Trigonometry can be used to find the length of the sides in any right-angled triangle. The
choice of trigonometry ratio depends on the information given.
equation correct.
Review the examples and solutions provided in exercises 5B, 5D, 5F and 5J before starting
this exercise.
To ‘solve’ a triangle means to find the lengths of all sides and the sizes of all angles.
Exercise 5K
1 Solve the following triangles, expressing all answers correct to 1 decimal place:
a A b A c C x A
x 63°
y 23 m B
y 54 m
15 m 27 m
C
42°
B x C
B
d y C e C f C
y
A 28° 20 m
B 27° x
36 m 48 m A
x 13 m
A
B x
2 A bushwalker sights the top of

a mountain. Find the angle θ
to the top of the mountain, and 780 m
the height of the mountain
correct to 1 decimal place.
Q
652 m
3 a Find the angles made by the timbers of this roof frame, expressed to the nearest tenth
of a degree:
i ∠BAF E
ii ∠ABF D
iii ∠FEB
F 5·8 m 9·8 m
iv ∠EBF
4·8 m
v ∠BED 6·4 m
3·2 m
vi ∠DBE
A C
vii ∠DBC B
viii ∠DCB
b Find the lengths of the following timbers, correct to 1 decimal place:
i AB ii BC iii DE iv EF
Angles of elevation and depression 5L
When objects are sighted from above or below, the angles are defined as angles of elevation
or angles of depression.
If the observer has to look up to the object If the observer has to look down to the
then the angle measured from the horizontal object then the angle measured from
is called the angle of elevation. The angle the horizontal is called the angle of
of elevation of the star is 10°. depression. The angle of depression
of the fire from the building is 30°.
Angle of elevation
10o 30o
Angle of depression
Example Solution
1 The angle of elevation of a hot air balloon Draw a triangle and mark the information on it.
is 35·4° from a point that is a horizontal
distance of 260 metres from directly
below the balloon. Find, correct to the
nearest metre:
d
h
35·4o
260 m
a the height of the balloon above The height of the balloon is h.

the ground O
tan θ =
A
h
tan 35·4° =
h
260
h = 260 tan 35·4°
h = 185 m
35·4o
260 m
b the straight line distance between the The straight line distance is d.
observer and the balloon A
cos θ =
H
260
cos 35·4° =
d d
260
d=
cos 35·4°
35·4o d = 319 m
260 m

5L
Example Solution
2 The angle of depression of a truck from Draw the 38·4n
the cabin of a crane 100 metres away is triangle and
38·4°. Find the height of the cabin of the mark the 51·6n
crane above the ground. information h
on it.
O
tan θ =
38·4n A
100 m
100
tan 51·6 =
h
100
h=
tan 51·6°
h = 79·26 m
The cabin of the crane is 79·26 metres above
100 m
the ground.
3 A girl flies a kite attached to a string Draw the triangle and mark the information
72·5 metres long and held aloft at 54 m on it.
above her hand. Find the angle of elevation
of the string from the horizontal. Give
your answer correct to the nearest degree.
m
·5 54 m
72
O
sin θ =
H
54
sin θ =
72·5
⎛ 54 ⎞
θ = sin −1 ⎜ = 48°
⎝ 72.5 ⎟⎠
Exercise 5L
1 A sailor on a boat 380 metres from the base
of a cliff sights the top of a lighthouse on the
cliff. The angle of elevation from the surface
d
of the ocean to the top of the lighthouse is h
found to be 28·6°.
a Find the height of the top of the 28·6o
lighthouse above the ocean (h). 380 m
b Find the straight line distance from the

boat to the top of the lighthouse (d).

5L
2 The angle of depression from Effie standing Effie
on the summit of a mountain to Aristos, who 27·6n
is standing lower down, is 27·6°. If the
height of the summit is 370 m, find the 370 m
horizontal distance from Aristos to Effie.
Aristos
3 A kite is flown on a string that is 154 metres long. Find the angle
of elevation that the string makes when the height of the kite
above the ground is:
a 25 m b 35 m c 64 m
d 92 m e 120 m f 154 m
4 A hot air balloon is flying at a height of 120 m.

It passes over point A on the ground at noon.
If it drifts with a speed of 7 m/min, find the
angle of elevation (θ) from point A at the
following times: 120 m
a 12:20 pm b 12:45 pm
c 12:55 pm d 1:15 pm A Q
e 1:32 pm f 2 pm
5 Lucinda sights the top of a tall tree

32·8 metres high. If she is standing
12 metres from the base of the tree
and her eye is 1·4 metres above the
ground, what is the angle of elevation
of the top of the tree from her eye (θ)?
32·8 m
Q
1·4 m
12 m
6 William has climbed the fig tree. When he is perched

at the top he is 25·8 m above the ground. His dog
Jo-Jo runs away from the base of the tree in a straight Q
line at 18 m/s.
Find the angle of depression (θ) from William to
Jo-Jo after: 25·8 m
a 2s b 5s c 9s
d 10 s e 12 s f 15 s

5M Extension: Trigonometry in three dimensions
Lengths and angles between lines and planes (flat surfaces) can be found in three dimensions.
Diagrams need to be drawn carefully so that the appropriate angle in the right-angled triangle
can be seen.
Y Y
B C B C
X Q
X
A D A D
When finding the angle between two planes, the planes need to be drawn carefully. Planes that
intersect meet at a common line (CD in the diagram below). Lines are drawn along both
planes from a common point X on the line CD and perpendicular to line CD.
F F
E E
B C B C
X Q X
A D A D
Example Solution
1 A rectangular-based wedge is shown Draw the right-angled triangle on the
below. Find the angle between the base solid (ΔADF).
and the line:
F E
F E
8 cm
8 cm
D C
D C
10 cm
10 cm
A 12 cm B
A 12 cm B
a AF F
8 cm
Q
A D
10 cm
O
tan θ =
A
8
tan θ =
10
⎛ 8⎞
θ = tan −1 ⎜ ⎟
⎝ 10 ⎠
∴ θ = 38·7°

5M
Example Solution
b AE Draw the right-angled triangle on the
diagram (ΔACE).
F E
8 cm
D C
10 cm
A 12 cm B
Find the length of the diagonal across the
base of the wedge (AC).
D C
AC = 12 2 + 102
= 244 cm 10 cm
A 12 cm B
O E
tan θ =
A 8 cm
8 Q
tan θ = A C
244 244 cm
⎛ 8 ⎞
∴ θ = tan −1 ⎜
⎝ 244 ⎟⎠
∴ θ = 27·12°
2 This is a square-based pyramid. Find the Draw the right-angled triangle on the
angle between the face BCV and the base pyramid and identify the required angle.
of the pyramid.
V
V
16 cm
16 cm C
D Q
C 10 cm
D
10 cm A B
10 cm
A 10 cm B
O
tan θ =
A
16
tan θ = 16 cm
5
⎛ 16 ⎞ Q
∴ θ = tan −1 ⎜ ⎟ 5 cm
⎝ 5⎠
∴ θ = 72·65°

5M
Exercise 5M
1 This rectangular-based wedge is to be used as part of a E
skateboarding park.
a Find the angle that the line AE makes with the base
correct to 1 decimal place. D F
A
b Find the length AC.
2m
c Find the angle between AF and the base. 4m
B 3m C
2 The cube ABCDEFGH with edge length 10 cm is shown. H G

a Find the length of the following lines expressed correct
to 2 decimal places: F
E
i AH ii AC iii AG
b Find these angles correct to 1 decimal place: D C
i ∠HAD ii ∠GAC
A B
3 The rectangular prism shown here is H G

20 cm long, 16 cm wide and 12 cm tall.
F
a Find the length of the following lines E 12 cm
expressed correct to 2 decimal places:
i BG ii BD iii BH D C
b Find the angle, correct to the nearest 16 cm
degree, that the following lines make A 20 cm B
with the base:
i BG ii BH
4 The main pyramid at Giza in Egypt has a square base

of size 230·4 m. Its original height is thought to have
146·3 m
been 146·3 m expressed to 1 decimal place.
a Find the angle that each face made with the base. 230·4 m
b Find the angle that each edge made with the base. 230·4 m
5 The top of a hill is sighted from points A and B as shown. H

a Find the height of the hill, h, to the nearest centimetre.
b Determine ∠OBH, the angle of elevation of the top h
of the hill from B, to the nearest degree.
B E
37oO
43o
A 300 m

5M
6 A ski resort is represented by the right A
rectangular-based wedge ABCDEF shown.
The plane BCFE is horizontal. The wedge is
1 km tall (length AC) and 1·2 km wide (across
the base BC). Two straight line ski runs are D
pegged out on the slope: the shorter from C
B
A to B, and the other from A to E.
a Find the length of the short ski run (AB) 1 km
to the nearest metre.
b Find the angle that the ski run AB makes with
the horizontal, correct to the nearest degree. E F
1·2 km
c The depth of the wedge (length CF) is 3 km.
Find the angle that ski run AE makes with the horizontal.
7 This triangular-based pyramid has three faces that V

are all right-angled triangles. The angle VBC is
23·75° and angle BAC is 30·33°. The height (VC)
of the pyramid is 30 cm.
a Find the length of the lines:
C B
i BC ii AC iii AB
b Find the angle that the line VA makes with the
line AC. A
8 The right rectangular-based pyramid shown here is a V

major feature at a fun park.
a i Find the length of the line AC—the diagonal of the base—
correct to 2 decimal places. 20 m
ii Use this answer to find the angle that the edge CV makes
with the base, correct to 1 decimal place.
D C
iii Find the height of the pyramid to the nearest centimetre.
b Find the angle that the following faces make with the base:
12 m
i VAB ii VBC
A 8m B
9 Find the angle that a pencil 20 cm long makes with the base of these containers:
a b
9 cm
8 cm

PUZZLES
1 Find the length of the sides marked x in each of the triangles, correct to 1 decimal place.
(All measurements are in centimetres.) Match the letter next to the triangle with the
correct answer below to solve the riddle :
Why did the barn dance?

A B C x D x E
x
25·74n
34·3n
38
x 47
x
89
42·63o 9·5
41·6n
43·9n 63·3
H x I x L N P
x
36·7n 28·88n 81
x
74 x 94
8·9 45·72n
54·43n
34·4n 89
R S T U Y
83·5 28
24·77o 36·67n
53·55n
x 29·3
x x x
x
52·43n
23·6 94
15·75n
25·7 56·2 42·3 73·5 49·1 140·5 56·2 5·0 154·2
59·3 56·2 73·5 51·1 6·6 154·2 59·3 56·2
56·2 124·5 73·5 140·5 154·2 5·0 42·3
25·7 73·5 82·3 6·6 58·0 124·5 73·5 103·2

Trigonometry
2 Solve the problems below correct to 1 decimal place. In each case match the letter
corresponding to each question with the correct answer to solve the riddle:
What dance do hippies hate? D

Ropes AD and CD are attached to the top of a tree.
Use the information on the diagram to find: m
·2
38
2 1 ·8
A the height of the tree (BD) in metres
m
C the angle BCD in degrees 32·2n
A B C
A street light has a strut of length 4·2 metres that is x
angled at 28·3° to the vertical.
Find the distance from the top of the pole:
m
D to the lamp (x) in metres y
4·2
E to the strut (y) in metres
28·3o 10o
N If the beam cast by the light is spread at an angle h
of 10° with a diameter of 1·6 metres on the
ground, find the height of the light above the
ground (h), in metres.
1·6 m
Playground slides are sold in two parts (slide
and ladder) according to the following specifications:
Slide length Angle Ladder slide

(m) between length ladder
slide and (m)
ground (θ) Q A
2·4 26° 1·8
Q Find the height of the slide in metres.

U Find the angle α that the ladder makes with the ground, in degrees.
A prototype of a Martian explorer robot drives at 18 cm/s up a ramp that is inclined

at 16·5° to the horizontal. Find the height of the robot above the horizontal, in centimetres,
after it has travelled for:
R 1 second
S 41 minute
20·4 76·7 1·1 37·7· 20·4 5·1 3·7
2·0 20·4 9·1 69·4 3·7

Trigonometry and bearings

Bearings are angle measures that are used for navigation purposes to track the direction of objects.
There are two types of bearings: compass or conventional bearings and true bearings.
Conventional bearings True bearings
North originally was magnetic north and the True bearings are always measured
other directions are drawn relative to it. clockwise from north.
Two directions and an angle are used to N
335o D 050o
specify a bearing. The first direction is
the direction you need to face, and the A
50o
angle is the amount you need to turn in
the second direction. 335o
Face north W E
Face north
turn 25o west turn 50o east 160o
C 250o
North 250o
N25oW D N50oE
A B 160o
25o S
50o
West East
70o
C Face south
S70oW turn 20o east
20o
Face south South B S20oE
turn 70o west
Example Solution
Members of a scout group set out on the N Distance south:
bearing S32·6°E. They travel 5 km on A
this bearing. E
cos θ =
W H
a Show this on a diagram. x
cos 32·6° =
b Find the distance they have travelled: x 5 km 5
i south
32·6n x = 5 cos 32·6°
ii east x = 4·21 km
y They have travelled
4·21 km south.
S Distance east:
O
sin θ =
H
y
sin 32·6° =
5
y = 5 sin 32·6°
y = 2·69 km
They have travelled 2·69 km east.

Trigonometry
1 Write the compass and true bearings shown in the following diagrams:
a N b N c N
A B C
36n 36n 50·3n C
D
71·25n
B 62·75n
32·6n
42·22n 38·6n
D 66·20n
46·2n
42·3n A
C A B
D
21·07n
2 Draw diagrams showing the following bearings:

a i S65°E b i N50°W c i 241° d i 198·3°
ii N46·3°W ii S54·8°E ii 056° ii 314·2°
3 An aeroplane flies on the bearing 4 A rocket travels 890 metres on the

170° for 18·5 km. Use the diagram bearing S56·3°E. Use the diagram
to find the distance it has travelled: to find the distance it has travelled:
a south b east a south b east
N N
170o
89
0m
18·5 km
56·3o
5 Draw diagrams for the following questions, clearly showing all workings.
a A hungry dingo travels 7 km from its lair on the bearing 147·9°. Find the distance
from its lair that it has travelled:
i south ii east
b Lucinda walks on the bearing S24·6°W for 980 metres. Find the distance from the
start that she has walked:
i west ii south
c A boat travels 5·6 km on the bearing 059°, then it travels 3·6 km east.
i Find the distance of the boat from its starting point.
ii What is the bearing of its finishing point from its starting point?
d A bird flies on the bearing 228° for 6200 metres and then flies 2970 metres due east.
Find the distance from its starting point that the bird has travelled:
i south ii west
e A yacht in a race travels 2·6 km on a bearing of 050°. It passes the first buoy and sails
650 m on a bearing of 124° until it passes the last buoy and completes the race by
travelling 4·8 km due south. Find the distance from the start that the yacht has travelled:
i south ii east

Using the area rule

How can we find the area, length of a side or the size of an angle in a non right-angled triangle?
The following formula will be of assistance.
B
c a
h
A C
b
base × perpendicular height

In ΔABC: Area =
2
bh
=
2
h
From ΔABC sin C =
a
∴ h = a sin C
ab sin C
Area of triangle =
2
Note the angle C must be between the sides a and b.
a Find the area of the following triangles:

i ii 6 cm
8 cm 110n
50n 7 cm
9 cm
b Find the area of ΔABC given that ∠A = 46°, c = 13 cm and b = 17 cm.
c Find the area of ΔDEF given that ∠D = 116°, ∠E = 26°, d = 23 cm and e = 11 cm.
d Find the area of the following triangles:

i ii
40o 70o
15 cm 3·5 m 1·2 m
22 cm
95o
20o

Trigonometry
Sine and cosine rules

The sine rule or cosine rule may be used to determine the length of an unknown side or the
size of an angle in a non right-angled triangle.
B
a b c
c a Sine rule: = =
sin A sin B sin C
Cosine rule: a2 = b2 + c2 − 2bc cos A
A b C
a Investigate the proof for each of these rules. Prepare a mathematical explanation for the
sine and cosine rules.
b Use the sine rule to determine the unknown in each of the following triangles:
i ii k
110n 8 cm 34n
5 cm
35n
y 98n
iii iv
75o
9 cm 14 cm
12 cm
75o x
18 cm
x
c Use the cosine rule to determine the unknown length in each of the following triangles:
i ii
8m 120n
cm 12
15 m
a
50n a
24 cm
iii a iv
20
cm
a
8 cm
m
9c
58n 42n
25 cm
d Find the length of a given that ∠A = 46°, c = 13 cm and b = 17 cm.
e Find the length of e given that ∠D = 116°, ∠E = 26°, d = 13 cm.

REVISION QUESTIONS
Exercise 5B
1 Find the length of the side labelled x, expressing your answer correct to 1 decimal place:
a b c 57·1 cm d x
x 95·6 m x 116·6 mm
23°
36°
47°
63° x
29 cm
2 Find θ, expressing your answer correct to the nearest whole degree:
a b c
θ
85 mm 99 cm 12 m
θ θ
46 mm 58 cm 5m
Exercise 5G
3 Find the length of the side labelled x, expressing answers correct to 2 decimal places:
a x b c 22·62o d x
42·2o
38·8o
82 cm 54 m
87 m x
15 km
23·78o
4 Find the total length of the heavy black line in

this abstract painting, which is composed of
right-angled triangles against a green oval shape. 48
Give your answer correct to 2 decimal places. cm
32 cm 38·15o
38·80o
46
cm
50·75o
62 cm

Trigonometry
Exercise 5H
5 Find the length of the sides labelled x, expressing your answer correct to 2 decimal places:
a 38·78o b c 23·8 cm
36·9o 29·3o
54·3 m x
x
x
9·85 km
Exercise 5J
6 Find the unknown angles correct to 1 decimal place:
a Q b 39·9 cm c
Q
18·9 m 26·2 cm
29·6 m 62 cm Q
35·9 cm
Exercise 5K
7 Solve the following triangles, correct to 2 decimal places:
a x b c` d
Q Q Q
52 cm x 45o 5·8 m
y x 60 cm
10·8 m x
60o Q
y
45o
y 60o
y
Exercise 5L
8 A sailor on a yacht at sea sights a lighthouse
on the top of a cliff. The yacht is 180 metres
from the base of the cliff. The angle of
elevation from the yacht to the bottom of the
lighthouse is 38·6° and the angle of elevation
of the top of the lighthouse is 40·3°.
a Mark this information on the diagram.
b Find the height of the lighthouse, in
metres, correct to 1 decimal place.
Exercise 5M T
9 PQRST is a square-based pyramid with a base of length
20 metres and height of 25 metres.
a Find the length of the line XY.
b Find the angle that the face PQT makes with the base, R
S
expressing it to 1 decimal place. X
c Find the length of a sloping edge (QT) of the pyramid,
accurate to the nearest centimetre. P Y Q
d Find the angle that this sloping edge makes with the
base, expressing it to 1 decimal place.
CHAPTER
6
Algebra
Techniques
Algebra in history
Leonhard Euler (1707–1783) was a Swiss mathematician who published more
than 800 books and papers in the areas of Mathematics, Physics and Astronomy.
Considered by some as the greatest mathematician of the eighteenth century, Euler
had a prodigious memory that enabled him to perform complex calculations in his
head. This talent enabled him to continue publishing well into his later years when he
was blind. One of his important discoveries is Euler’s number symbolised by e, which
is an irrational number, like π, and has the decimal approximation e = 2·718 28… This
number forms the base of the natural logarithms used in calculus.
Algebra today
Photographers can control the appearance and quality of photographs by varying the
aperture of the lens. The aperture controls the amount of light allowed onto the film
(or the light sensor of a digital camera) and has a scale called the F-stop. A high
F-stop gives a small aperture and increases the depth of field. Ideally, portrait
photographs should have a small depth of field so that the background ‘blurs’ and
does not distract from the main subject. Landscapes should have a lower F-stop to
1 1 1
give a greater depth of field. The rule = + shows the relationship between f, the
f u v
focal length of the lens in the camera, u, the distance of the object in front of the lens
and v, the distance of the image behind the lens.

• Expanding a simple bracket by applying
the distributive law
• Expanding double brackets
• Factorising by finding common factors
and grouping
• Factorising using a difference of perfect
squares (DOPS)
• Factorising quadratic trinomials
• Managing algebraic fractions
• Solving and manipulating equations
• Solving inequations
• Representing and solving numbers in
index form
• Simplifying expressions by using the
index laws
• Simplifying algebraic expressions
• Substituting into and transposing formulas
6A Expanding a simple bracket
When expanding a simple bracket, the term outside the bracket ‘distributes’ onto the terms
inside and multiplies each. This is known as the distributive law.
a(b + c) = ab + ac and a(b − c) = ab − ac
The term a can also come after the bracket, in which case we would have:
(b + c)a = ab + ac and (b − c)a = ab − ac
We usually write the pronumerals in alphabetical order.
When dealing with positive and negative numbers, treat the sign immediately in front of a
term as belonging to the term. The usual rules relating to the product of positive and negative
numbers apply:
−a(b + c) = −ab − ac and −a(b − c) = −ab + ac
If the term −a was after the bracket, we would have:
(b + c) × −a = –ab − ac and (b − c) × −a = −ab + ac
Example Solution
Expand the following expressions, then
simplify fully:
a 2x(x + 6) 2x(x + 6)
= 2x2 + 12x
b −4x(3x − 7) −4x(3x − 7)
= −4x × 3x − 4x × −7
= −12x2 + 28x
c −2xy(3x + 4y) −2xy(3x + 4y)

= −2xy × 3x − 2xy × 4y
= −6x2y − 8xy2
d 3x2(2x − 3y + 4) 3x2(2x − 3y + 4)
= 3x2 × 2x + 3x2 × −3y + 3x2 × 4
= 6x3 − 9x2y + 12x2
e 3x(5x − 4) − 4(2x − 3) 3x(5x − 4) − 4(2x − 3)

= 3x × 5x + 3x × −4 − 4 × 2x − 4 × −3
= 15x2 − 12x − 8x + 12
= 15x2 − 20x + 12
Exercise 6A
1 Complete the following calculations to verify the distributive law:
a i 5 × (3 + 7) ii 5 × 3 + 5 × 7
= 5 × ___ = ___ + ___
= ___ = ___

6A
b i 8 × (10 − 4) ii 8 × 10 + 8 × −4
= 8 × ___ = ___ − ___
= ___ = ___
c i −3 × (5 + 2) ii –3 × 5 − 3 × 2
= −3 × ___ = ___ − ___
= ___ = ___
d i −7 × (10 − 8) ii −7 × 10 − 7 × −8
= −7 × ___ = ___ + ___
= ___ = ___
e i −9 × (1 − 6) ii −9 × 1 − 9 × −6
= −9 × ___ = ___ + ___
= ___ = ___
2 Expand (remove brackets from) each of the following:

a 3x(x + 2) b 5x(3x + 7) c 6x(2x + 3)
d 2x(x − 3) e 3x(2x − 8) f 4x(5x − 9)
g −4x(x + 3) h −x(3x + 1) i −2x(1 + 6x)
j −3x(x − 1) k −2x(4x − 1) l −x(9x − 2)
m (a + 4) × −8a n (c + 5) × −9c o (b + 9) × −5b
p (6 − p) × −5p q (12 − q) × −3q r (5 − n) × −10n
3 Expand the following:

a 3xy(2x + 5y) b pq(2p + 3q) c 4mn(n + 2m)
d 6ab(2a − b) e 3st(t − 3s) f cd(3d − 7c)
g −4xz(3x + 5z) h −pq(3q − 2p) i −7mn(2n − 9m)
j (t + 3s) × st k (2x − 3y) × 4xy l (4p − 5q) × –3pq
4 Expand brackets and simplify:

a x2(5x − 2y + 6) b pq(2p − 4q − 1) c y2(4x − 7y − 9)
d 4x2(y + 2x − 5) e xy2(x − y − 2xy) f 3mn2(2m − 3n −1)
g −x2(9x − 6y + 3) h −2x2(3x − 2y + 4) i −5pq(2qp − p − q)
j (x + 2y − 1) × y2 k (4m − 3n − 2mn) × −m2n l (a − 3b − 2ab2) × −3a2b
5 Expand all brackets and simplify:

a x(3x + 4) + 2(5x + 1) b 2y(4y + 3) + 5(y + 1)
c 3p(4p − 1) + 6(2p − 3) d 4q(q − 10) + 1(2q − 9)
e 2z(3z + 9) − 5(4z + 6) f s(2s + 5) − 12(3s + 2)
g 3a(2a + 3) − 6(2a − 1) h 5b(2b − 7) − 2(3b − 8)
i 2x(5 − 2x) − 3(2x − 1) j −3m(1 − 3m) − 4(5 − 2m)
6 Expand all brackets and simplify:

a 3 + 2(5x + 1) b 5 − 3(4y + 3) c 3p + p(2p − 3)
d 4q − 2q(q − 1) e 2z − 5z(z + 3) f 2s − 2s(3s − 2)
2
g 3a − a(2a − 1) h 5b2 − 2b(3b − 4) i −2x + x(2x − 1)
Chapter 6 Algebra Techniques 207

6B Expanding double brackets
An expression involving a double bracket such as (a + b)(c + d) will expand out as:
a b
c area of rectangle area of columns rectangle totals
(a + b)(c + d) = a(c + d) + b(c + d) = ac + ad + bc + bd
d
Expanding double brackets involves taking each term from one group and multiplying it by
all of the terms in the other group. Like terms should then be simplified, if possible. A method
that can be used for consistency is ‘FOIL’: First, Outside, Inside and Last.
‘FOIL’ helps us to remember the order in which we multiply terms. Remember to multiply the
signs correctly. O
F
(a + b)(c + d) = (a + b)(c + d) = ac + ad + bc + bd
I
L
+ × + = +, −×−=+ If the signs are the same the result is positive.

− × + = −, +×−=− If the signs are different the result is negative.
Example Solution
1 Expand the following First (2c − 7)(5c + 3) (2c − 7)(5c + 3)
then simplify fully: Outside (2c − 7)(5c + 3) = 2c × 5c + 2c × 3 − 7 × 5c − 7 × 3
(2c − 7)(5c + 3) Inside (2c − 7)(5c + 3) = 10c2 + 6c − 35c − 21
Last (2c − 7)(5c + 3) = 10c2 − 29c − 21
2 Expand the brackets:
O
F
a (3x − 2)2 (3x − 2)2 = (3x − 2)(3x − 2)
I L
F O I L
= 3x × 3x + 3x × (−2) − 2 × 3x − 2 × (−2)
= 9x2 − 6x − 6x + 4
= 9x2 − 12x + 4
O F O I L
F
b (6x − 7)(6x + 7) (6x − 7)(6x + 7) = 6x × 6x + 6x × 7 − 7 × 6x − 7 × 7
I L
= 36x2 + 42x − 42x − 49
= 36x2 − 49
This is a ‘difference of two squares’.
O O I
F F L
c 3(x + 6)(2x − 5) 3(x + 6)(2x − 5) = 3[x × 2x + x × (−5) + 6 × 2x + 6 × (−5)]
I L
= 3(2x2 + 7x − 30)
= 6x2 + 21x − 90
O F O
F I L
d (x + 3)(2x − 1)(3x + 2) (x + 3)(2x − 1)(3x + 2) = (x + 3)(2x × 3x + 2x × 2 − 1 × 3x − 1 × 2)
I L
= (x + 3)(6x2 + 4x − 3x − 2)
= (x + 3)(6x2 + x − 2)
= 6x3 + x2 − 2x + 18x2 + 3x − 6
= 6x3 + 19x2 + x − 6

6B
Exercise 6B
1 Expand the following expressions:
a (x + 4)(x + 2) b (y + 1)(y + 3) c (z + 5)(z + 7)
d (p + 6)(p − 2) e (q + 3)(q − 1) f (x + 8)(x − 7)
g (x + 2)(x − 9) h (m + 1)(m − 2) i (n + 5)(n − 6)
j (x − 2)(x + 1) k (t − 4)(t + 3) l (w − 7)(w + 2)
m (z − 1)(z − 4) n (v − 3)(v − 6) o (x − 6)(x − 5)

a (3x + 1)(2x + 5) b (2x + 3)(3x + 2) c (4y + 1)(3y + 7)
d (2r + 3)(3r − 2) e (4s + 5)(2s − 1) f (4x + 2)(5x − 1)
g (2q + 3)(q − 6) h (3c + 7)(4c − 9) i (2h + 1)(3h − 2)
j (2x − 1)(3x + 5) k (3z − 4)(2z + 1) l (6a − 1)(2a + 3)
m (3x − 1)(5x − 2) n (2m − 3)(4m − 5) o (x − 1)(6x − 1)

a (x + 1)2 b (y + 2)2 c (z + 5)2 d (x − 1)2
e (a − 3)2 f (q − 4)2 g (2x + 3)2 h (3r + 4)2
2
i (5x + 1) j (4q − 1)2 k (2x − 3)2 l (6x − 2)2
m (1 − x)2 n (3 − y)2 o (4 − x)2 p (1 − 4a)2
4 Expand:
a (x − 1)(x + 1) b (x − 4)(x + 4) c (x − 10)(x + 10)
d (2x − 1)(2x + 1) e (3x − 2)(3x + 2) f (5x − 4)(5x + 4)
g (1 − y)(1 + y) h (1 − 2y)(1 + 2y) i (3 − 5y)(3 + 5y)
5 Expand:
a 2(x + 1)(x + 3) b 3(y + 1)(2y + 5) c −4(2x + 1)(3x + 2)
d 4(t + 5)(t − 1) e 2(2x + 3)(2x − 3) f 5(4q + 3)(2q − 2)
g 4(m − 2)(m + 1) h 3(2x − 1)(4x + 3) i −2(6n − 1)(2n + 3)
j 2(z − 4)(z − 3) k 3(2x − 3)(3x − 2) l −3(p − 3)(3p − 1)
6 a Write an expression for the area of the outside x 6

rectangle involving the product of a pair of
brackets, then expand the brackets and simplify.
b Write down the areas of each of the four component x
rectangles. Compare your answer with that of part a.
7 Perform the following three-bracket expansions:

a (x + 1)(x + 3)(x + 2) b (x + 3)(x + 5)(x + 2) c (x + 1)(x + 4)(x + 5)
d (x − 2)(x + 3)(x + 4) e (x + 3)(x − 1)(x − 6) f (x − 2)(x − 1)(x − 3)
g (2x + 1)(x + 3)(3x + 2) h (x + 3)(5x + 1)(2x + 1) i (4x + 3)(3x + 1)(x + 1)
j (x + 3)(x − 2)(2x + 1) k (x − 2)(4x − 3)(2x − 1) l (2x − 3)(3x − 1)(x − 1)

6C Factorisation
Factorisation is the process of inserting brackets into an expression so that the expression
ends up as a product of brackets and other terms. The highest common factor (HCF) goes in
front of the bracket, with terms placed inside the brackets so that the original expression is
recovered if the brackets are expanded.
Example Solution
1 Find the highest common factor of the The HCF of 12 and 16 is 4—the largest
terms 12x2y and 16xy2. number which divides into both 12 and 16.
The HCF of x2y (namely x × x × y) and
xy2 (namely x × y × y) is x × y, i.e. xy.
So 4xy is the HCF of the terms 12x2y
and 16xy2.
i.e. 12x2y = 4xy × 3x
16xy2 = 4xy × 4y
2 Factorise the following:
a 15x + 20 15x + 20
= 5(3x + 4)
Check by expanding brackets 5(3x + 4)
= 5 × 3x + 5 × 4
= 15x + 20
b 12x − 18xy 12x − 18y
= 6x(2 − 3y)
c 8x2y + 14xy2 − 12xy 8x2y + 14xy2 − 12xy
= 2xy(4x + 7y − 6)
d −6x2 − 8x −6x2 − 8x
= −2x(3x + 4)
We usually take a negative sign outside the
bracket to make the highest power inside the
brackets positive.
e −4x3 + 6x2 −4x3 + 6x2
= −2x2(2x − 3)
f 3a(b + 7) − 5(b + 7) 3a(b + 7) − 5(b + 7)
= (b + 7)(3a − 5)
g 2x2(y − 5) − x(y − 5) 2x2(y − 5) − x(y − 5)
= x(y − 5)(2x − 1)
3 Factorise by grouping:
a 6x2 − 3xy − 2x + y 6x2 − 3xy − 2x + y
= 3x(2x − y) − 1(2x − y)
= (2x − y)(3x − 1)
b 12x2 − 5y + 6xy − 10x 12x2 − 5y + 6xy − 10x
= 12x2 + 6xy − 10x − 5y
= 6x(2x + y) − 5(2x + y)
= (2x + y)(6x − 5)

6C
Exercise 6C
1 Find the highest common factor of the following groups of terms:
a 8, 12 b 10, 25 c 20, 50 d 28, 42
e 10x, 4 f 14y, 18 g 9a, 24 h 14x, 42
i 6xy, 10y j 15pq, 35p k 16mn, 64n l 18ab, 45a
2 2 2
m 35x y, 10xy n 18ab , 54b o x2yz3, 6xz2 p 34c4d, 17c3d2
2 Factorise each of the following by taking out the highest common factor:
a 8x + 8 b 12y − 24 c 7a − 28 d 26 − 13m
e 11a − 121b f 36a − 24b g 7x + 28y h 16x − 24y
i 14x − 21y j 18x + 32y k 15a − 25b l 24m + 72n
2 2 2 2 2 3 2
m 65xy + 15x n 81a b − 36ab o 3de + 10cd e p 28g4h5 − 23g2h4
a 3xy + 6y b 4ab + 16a c 9ab −12b
d 10mn − 15n e 6x + 8xy f 12m − 48mn
g 12xyz − 10xy h 8mnp + 6mp i 15rst − 40tr
j 16pq + 28pqr k 12xyv + 16xzv − 20zyv l 8abc + 16bcd − 20deb
a x2 + x b x2 + 10x c x2 − x d x2 − 5x
2 2 2
e 2x + 8x f 6x − 15x g 10x + 18x h 16x2 − 24x
i 8x − 6x2 j 20y + 25y2 k 24q − 36q2 l 22p − 55p2
2 2 2
m −6x − x n −6y − 12y o −4a − 8a p −m − m2
5 Factorise each of the following by taking out the largest negative common factor:
a −4y + 10y2 b −10x + 15x2 c −14a + 21a2
2 2 2
d −p + p e −a b − ab + ab f −2x2y + 4xy − 8xy2
6 Factorise the following:

a 3x(x + 4) − 5(x + 4) b 8y(y − 5) + 7(y − 5) c 5z(z + 1) + 6(z + 1)
d 2a(a − 3) − (a − 3) e 7m(m − 2) − (m − 2) f 4(n − 2) + n(n − 2)
g (m + 2) − m(m + 2) h (x − 5) + x(x − 5) i 3x2(y + 1) + 2x(y + 1)
j 7x2(y − 8) − 14x(y − 8) k x2(z − 1) + x(z − 1) l 6x2(m + 1) − 3x(m + 1)
7 Factorise the following by grouping in pairs:

a xy + 5y + 3x + 15 b 12x2 + 3xy + 8x + 2y
c 2x2 + 6xy + 2x + 6y d 6x2 − 9x + 8xy − 12y
e 8z2 − 2xz − 20z + 5x f 3m2n − 15m − mn + 5
g 12x2 − 10x − 18xy + 15y h 15pq − 3p2 − 10q + 2p
8 Factorise the following by first regrouping:

a pq + 6q + 2q2 + 3p b 12m2 − 5n + 6mn − 10m
c 3xy − 2z + xz − 6y d 3rs − 3t2 − 9ts + tr
e 18x2 − 30x + 9xy − 15y f 2xy + 15y − 3y2 − 10x
g xy − 4z2 + 2yz − 2xz h pq + 2pr − rq − 2r2
i 6xy − 8 + 12y − 4x j qp − 10m − 2qm + 5p

6D Difference of perfect squares
The expression (a − b)(a + b) can be expanded as a(a + b) − b(a + b) = a2 + ab − ba − b2 = a2 − b2.
The result is known as a ‘difference of perfect squares’ (DOPS).
In reverse, a2 − b2 factorises as (a + b)(a − b), which is an important pattern to learn.
Difference of perfect squares

a2 − b2 = (a + b)(a − b)
Example Solution
Factorise:
a x2 − 16 x2 − 16
= x2 − (4)2
= (x + 4)(x − 4)
b x2 − y2 x2 − y2
= (x + y)(x − y)
c 9x2 − y2 9x2 − y2
= (3x)2 − y2
= (3x + y)(3x − y)
d 9z2 − 100 9z2 − 100
= (3z)2 − 102
= (3z + 10)(3z − 10)
e 1 − 25z2 1 − 25z2
= 12 − (5z)2
= (1 + 5z)(1 − 5z)
f 64x2 − 49y2 64x2 − 49y2
= (8x)2 − (7y)2
= (8x + 7y)(8x − 7y)
g 8a2 − 18b2 8a2 − 18b2
= 2(4a2 − 9b2)
= 2(2a + 3b)(2a − 3b)
h (x − 4)2 − 81 (x − 4)2 − 81
= (x − 4)2 − 92
= (x − 4 + 9)(x − 4 − 9)
= (x + 5)(x − 13)
i (x − 2)2 − 36 (x − 2)2 − 36
= (x − 2)2 − (6)2
= (x − 2 + 6)(x − 2 − 6)
= (x + 4)(x − 8)
j 16m2 − n2 16m2 − n2
= (4m)2 − (n)2
= (4m + n)(4m − n)

6D
Exercise 6D
1 Factorise the following expressions:
a a2 − 49 b b2 − 100 c c2 − 144
2
d d − 25 e e2 − 4 f f 2 − 64
g g2 − 196 h h2 − 324 i a2 − 400
j b2 − 361 k c2 − 121 l d2 − 256

a 81z2 − 4 b 9a2 − 16 c 144b2 − 169
d 25z2 − 1 e 36m2 − 289 f 4q2 − 169
g 9p2 − 49 h 49q2 − 100 i 16t2 − 225
j 81z2 − 25 k 361m2 − 64 l 100z2 − 9

a m2 − n2 b x2 − 25y2 c q2 − 16p2
d 144s2 − t2 e 49r2 − t2 f 4q2 − 9x2
g 100m2 − 16n2 h 36p2 − 81q2 i 4x2 − 9y2
j 16q2 − 25p2 k 36m2 − 49p2 l 100r2 − 81s2
m 121a2 − 169b2 n 64m2 − 144n2 o 400u2 − 196v2
4 Factorise the following using DOPS, by first taking out a common factor:
a 12m2 − 27n2 b 32q2 − 50p2 c 98z2 − 2
d 72q2 − 98t2 e 75x2 − 3y2 f 2s2 − 288t2
g 243r2 − 300s2 h 288m2 − 162n2 i 450a2 − 32b2
j x3 − xy2 k 48q3 − 75p2q l 50x2y − 98y3

a (x + 6)2 − 16 b (x + 1)2 − 36 c (x + 7)2 − 25
d (x − 2)2 − 100 e (x − 1)2 − 9 f (x − 5)2 − 121
g (x + 7)2 − 49 h (x − 6)2 − 36 i (x − 1)2 − 1
j (2x + 3)2 − x2 k (5x − 1)2 − 4x2 l (9x − 8)2 − 64x2

a x2 − y2 b p2 − 16q2 c 81m2 − n2
d 256s2 − 16t2 e 16s2 − 81t2 f 625a2 − 16b2
g x 2y 2 − z 2 h a2b2 − 16c2 i 81m2n2 − q2
j 256x2 − y2z2 k 625p2 − q2r2 l 64x2y2 − 81t2z2

6E Simple quadratic trinomials
The expression x2 + bx + c is a simple quadratic trinomial. When factorised it takes the form
(x + m)(x + n).
Expanding (x + m)(x + n) gives x(x + n) + m(x + n) = x2 + nx + mx + mn = x2 + (n + m)x + mn.
This means that when factorising the quadratic x2 + bx + c we need to find two numbers m
and n that multiply to give c and add to give b.
Example Solution
Factorise:
a x2 + 5x + 6 Numbers that multiply to give 6 x +3 +3x
and add to 5 are +3 and +2. x +2 +2x
x2 + 5x + 6 +5x
= (x + 3)(x + 2)
b x2 − 7x + 12 Numbers that multiply to give 12 x −3 −3x
and add to −7 are −3 and −4. x −4 −4x
x2 − 7x + 12 −7x
= (x − 3)(x − 4)
c x2 + 4x − 12 Numbers that multiply to give −12 and add to +4 are +6 and −2.
x2 + 4x − 12
= (x + 6)(x − 2)
d x2 − 4x − 12 Numbers that multiply to give −12 and add to −4 are −6 and +2.
x2 − 4x − 12
= (x − 6)(x + 2)
e x2 + 10x + 25 Numbers that multiply to give 25 and add to +10 are +5 and +5.
(a perfect square) x2 + 10x + 25
= (x + 5)(x + 5)
= (x + 5)2
f −2x2 + 6x + 56 First take out a common factor:
−2x2 + 6x + 56
= −2(x2 − 3x − 28)
= −2(x − 7)(x + 4)
Exercise 6E
1 Factorise the following quadratics:
a x2 + 6x + 8 b x2 + 8x + 15 c x2 + 7x + 12
d x2 + 9x + 20 e x2 + 10x + 24 f x2 + 11x + 24
2
g x + 13x + 30 h x2 + 12x + 27 i x2 + 15x + 56
2
j x + 9x + 18 k x2 + 10x + 21 l x2 + 11x + 28
2 Copy and complete the following statement: ‘Where the coefficient of x is positive and
the end number is positive, both the numbers we supply will be _____________’.

6E
a x2 − 12x + 32 b x2 − 15x + 50 c x2 − 5x + 6
2
d x − 16x + 60 e x2 − 14x + 48 f x2 − 13x + 40
2
g x − 13x + 36 h x2 − 17x + 72 i x2 − 14x + 40
2
j x − 16x + 63 k x2 − 10x + 16 l x2 − 20x + 96
4 Copy and complete the following statement: ‘Where the coefficient of x is negative and
the end number is positive, then both the numbers we supply will be _____________’.

a x2 + 2x − 15 b x2 + 5x − 14 c x2 + 3x − 10
2
d x + 3x − 28 e x2 + x − 56 f x2 − x − 30
g x2 + x − 12 h x2 − x − 20 i x2 − 6x − 7
j x2 − 4x − 5 k x2 + 9x − 10 l x2 + 14x − 15
6 Copy and complete the following statement: ‘Where the end number is negative and the
coefficient of x is either positive or negative, then one of the numbers we supply will be
_____________ and the other will be _____________’.

a x2 + 6x + 9 b x2 + 4x + 4 c x2 + 2x + 1
d x2 + 8x + 16 e x2 + 14x + 49 f x2 + 18x + 81
g x2 + 16x + 64 h x2 + 24x + 144 i x2 − 10x + 25
j x2 − 12x + 36 k x2 − 20x + 100 l x2 − 26x + 169

a x2 + 7x + 10 b x2 − 14x + 45 c x2 − 3x − 10
d x2 + 3x − 4 e x2 − 15x + 54 f x2 − 2x − 24
g x2 + 11x + 30 h x2 + 8x + 12 i x2 + 2x − 48
j x2 − 17x + 66 k x2 − 19x + 84 l x2 − x − 12
m x2 + 13x + 42 n x2 − x − 72 o x2 + 7x + 6
p x2 − 8x + 7 q x2 − 3x + 2 r x2 + 10x + 9
2
s x − 22x + 121 t x2 − 40x + 400 u x2 − 30x + 225

a 5x2 + 45x + 90 b 2x2 − 14x + 20 c 5x2 + 5x − 10
d 3x2 − 21x + 36 e 2x2 + 14x − 36 f 4x2 + 16x − 20
2
g 4x − 16x − 20 h 2x2 − 22x + 36 i 3x2 + 6x + 3
j 3x2 + 9x − 30 k 4x2 − 16x − 20 l 2x2 + 8x + 8
m −2x2 + 14x − 24 n −2x2 + 18x − 28 o −3x2 + 15x − 108
p −5x2 + 25x + 120 q −4x2 + 8x − 4 r −6x2 − 24x − 18
s −2x2 − 18x + 72 t −7x2 − 49x − 42 u −3x2 + 18x − 27
v −2x2 − 8x + 10 w −5x2 + 5x − 60 x −4x2 + 40x − 100

6F Other quadratic trinomials
Where a common factor cannot be taken out to form a simple trinomial, then ax2 + bx + c
when factorised takes the form (px + m)(qx + n). To factorise this form, we will extend the
method for simple trinomials.
Example Solution Alternative method

Factorise:
a 12x2 + 20x + 3 Display factors of 12x2 First multiply 12 by 3 to get
and 3, in a ‘flag’ diagram 36 (product number).
2x +3 +18x Next find two numbers
6x +1 +2x that multiply to 36 and
add to 20.
+20x
These are +18 and +2.
The total of diagonal
products gives the Next write
middle term: 20x (12 x + 18)(12 x + 2 )
12x2 + 20x + 3 12
= (2x + 3)(6x + 1) Now take the HCF out of
each bracket (to get 12),
and simplify.
6( 2 x + 3) × 2(6 x + 1)
12
Answer: (2x + 3)(6x + 1)
b 4x2 − 7x − 15 Setting up the correct 4 × −15 = −60
factors of 4x2 and −15 (product number)
4x +5 + 5x Numbers which multiply
x −3 −12x to −60 and add to −7 are
−12 and +5
−7x
2
4x − 7x − 15 So 4 x 2 − 7 x − 15
= (4x + 5)(x − 3) ( 4 x − 12 )( 4 x + 5)
=
4
4( x − 3)(44 x + 5)
=
4
Now take out the HCF
and simplify.
Answer: (x − 3)(4x + 5)
Remember that if the product number is positive and the coefficient of x is negative, then both
numbers you supply will be negative.
If the product number is negative and the coefficient of x is either negative or positive, then one
number you supply will be negative and the other positive. You need to decide which is which.

6F
Exercise 6F
a 2x2 + 3x + 1 b 3x2 + 10x + 3 c 8x2 + 14x + 3
d 6x2 + 19x + 10 e 12x2 + 20x + 3 f 5x2 + 22x + 8
2
g 2x + 11x + 9 h 8x2 + 30x + 7 i 9x2 + 15x + 4
j 10x2 + 11x + 3 k 4x2 + 16x + 15 l 6x2 + 19x + 8
2
m 20x + 32x + 3 n 25x2 + 15x + 2 o 12x2 + 7x + 1
p 6x2 + 11x + 3 q 8x2 + 14x + 5 r 6x2 + 13x + 5
a 3x2 − 8x + 4 b 6x2 − 13x + 6 c 2x2 − 7x + 6
2
d 2x − 9x + 4 e 3x2 − 11x + 6 f 8x2 − 10x + 3
g 4x2 − 7x + 3 h 4x2 − 8x + 3 i 2x2 − 5x + 2
j 10x2 − 11x + 3 k 5x2 − 17x + 6 l 3x2 − 16x + 20
2
m 3x − 4x + 1 n 5x2 − 7x + 2 o 4x2 − 12x + 5
p 5x2 − 11x + 2 q 2x2 − 17x + 35 r 4x2 − 16x + 7
a 3x2 + 11x − 4 b 2x2 + 7x − 4 c 10x2 + 11x − 8
2
d 8x + 6x − 9 e 2x2 + 5x − 3 f 2x2 + x − 6
g 5x2 + 2x − 7 h 3x2 + 7x − 6 i 3x2 + x − 30
2
j 7x + 2x − 5 k 8x2 + x − 9 l 12x2 + 5x − 2
m 2x2 − 7x − 4 n 8x2 − 34x − 9 o 3x2 − x − 4
2
p 2x − x − 3 q 10x2 − 11x − 8 r 8x2 − 14x − 9
s 3x2 − 17x − 6 t 3x2 − 43x − 30 u 7x2 − 2x − 5
4 Factorise the following quadratics, writing your answers as simply as possible. See if you
can detect a pattern early in the set to help you with the other expressions. Each quadratic
is a ‘perfect square’:
a 4x2 + 4x + 1 b 4x2 + 12x + 9 c 9x2 + 12x + 4
d 16x2 + 24x + 9 e 25x2 + 20x + 4 f 9x2 + 6x + 1
2 2
g 4x − 20x + 25 h 25x − 10x + 1 i 36x2 − 60x + 25
j 9x2 − 42x + 49 k 4x2 − 36x + 81 l 121x2 − 44x + 4
5 a How can you tell whether a quadratic is a perfect square?
b How do you then factorise it quickly?
6 Factorise the following quadratics by first taking out a common factor:
a 18x2 + 33x − 30 = 3(6x2 + 11x − 10) = 3(________)(________)
b −6x2 − 28x + 48 = –2(3x2 + 14x − 24) = −2(________)(________)
c 54x2 − 72x − 30 = ___(________) = (________)(________)
2
d −16x + 60x − 36 = ___(________) = ___(________)(________)
7 Factorise the following quadratics by first taking out a common factor:

a 90x2 − 90x − 100 b 12x2 − 36x + 27 c 20x2 − 25x + 5
d 12x2 − 60x + 75 e 18x2 − 48x + 32 f 50x2 − 40x + 8
2 2
g −20x + 52x − 24 h −15x − 9x + 6 i −16x2 + 24x − 8
j −8x2 + 40x − 50 k −75x2 + 30x − 3 l −36x2 + 240x − 400

6G Algebraic fractions
Example Solution
x +1 x − 2
a + Using a common denominator in each case:
3 2
x +1 x − 2
+
3 2
2( x + 1) + 3( x − 2 )
=
6
2 x + 2 + 3x − 6
=
6
5x − 4
=
6
2 3 2 3
b + +
x x +1 x x +1
2( x + 1) + 3 x
=
x( x + 1)
2 x + 2 + 3x
=
x( x + 1)
5x + 2
=
x( x + 1)
x 2 x 2
c − −
x −1 x − 2 x −1 x − 2
x( x − 2 ) − 2( x − 1)
=
( x − 1)( x − 2 )
x2 − 2 x − 2 x + 2
=
( x − 1)( x − 2 )
x2 − 4 x + 2
=
( x − 1)( x − 2 )
2 Factorise first and then simplify
by cancelling:
8 x + 12 8 x + 12
a
16 16
1
4 ( 2 x + 3)
= 4
16
2x + 3
=
4
x 2 − 25 x 2 − 25
b
x+5 x+5
( x − 5)( x + 5 )1
=
( x + 5 )1
= x−5

6G
Example Solution
c x2 − 5x + 6 x2 − 5x + 6
x2 − 4 x + 3 x2 − 4 x + 3
( x − 2 )( x − 3 )
=
( x − 3 )( x − 1)
x−2
=
x −1
x 2 − 8 x + 15 x2 − 6 x + 9 x 2 − 8 x + 15 x2 − 6 x + 9
d ÷ ÷
x 2 − 3 x − 10 x2 + 5x + 6 x 2 − 3 x − 10 x 2 + 5 x + 6
x 2 − 8 x + 15 x 2 + 5 x + 6
= ×
x 2 − 3 x − 10 x 2 − 6 x + 9
1
( x − 3 )( x − 5 )1 1 ( x + 2 )( x + 3)
= ×
1 ( x + 2 )( x − 5 )1 1 ( x − 3 )( x − 3)
x+3
=
x−3
Exercise 6G
x x x x +1 2x −1 x − 2
a + b + c +
3 2 4 5 2 5
3x − 1 x − 2 x − 1 3x − 2 2 x − 5 3x − 7
d + e + f +
6 3 2 4 6 4
x −1 x + 2 x+5 x+2 2 x + 3 3x + 2
g − h − i −
3 4 7 2 2 3
x+6 x−2 x − 4 2x −1 3x − 1 x − 4
j − k − l −
4 7 4 2 6 8

1 2 3 5 2 1
a + b + c +
x x +1 x+2 x x x −1
4 3 2 1 5 3
d − e − f −
x x +1 x +1 x x x −1
1 2 1 3 1 2
g + h − i −
2x x +1 4x x +1 2x −1 x

1 1 2 3 1 1
a + b + c +
x +1 x + 2 x −1 x + 2 x−3 x−2
1 2 2 3 1 1
d − e − f −
x + 2 x +1 x+4 x−2 x +1 x −1

6G
4 Simplify the following algebraic fractions by first factorising:
10 x + 15 16 x + 20 9 x − 15
a b c
5 12 18
21 15 30
d e f
7 y − 14 10 z − 5 6 x − 12
4 x + 16 10 x + 2 3x + 2
g h i
x+4 5x + 1 18 x + 12
2x − 8 3 x + 15 7 x − 21
j k l
3 x − 12 4 x + 20 5 x − 15

x 2 − 49 x 2 − 36 49 x 2 − 100 x+2
a b c d
x−7 x+6 7 x + 10 x2 − 4
x+4 5x − 3 4 x2 + 5x 9 x2 − 7 x
e f g h
x 2 − 16 25 x 2 − 9 16 x 2 − 25 81x 2 − 49

x−3 x+4 2 x − 10
a 2
b 2
c 2
x − 4x + 3 x + 2x − 8 x − 2 x − 15
2 2
x − 6x + 5 x − 6x + 9 x 2 + 5 x − 14
d e f
x−5 x−3 2x − 4
x2 + 5x + 6 x 2 − 7 x + 10 x 2 − x − 20
g h i
x2 + 4 x + 3 x 2 − 3 x − 10 x 2 + 8 x + 16
x 2 − 3 x − 18 x 2 − 25 5 x 2 − 20
j k l
x 2 − 36 x 2 − 11x + 30 x 2 + 3 x − 10
7 Simplify the following products by first factorising:

x 2 + 7 x + 10 x2 + 6 x + 9 x 2 − 3 x − 10 x2 + 2 x − 3
a × b ×
x 2 + 8 x + 15 x2 + 5x + 6 x2 + x − 2 x 2 − 7 x + 10
x2 − 4 x2 − 1 x 2 − 2 x − 15 x 2 − 16
c × d ×
x 2 + 3x + 2 x2 − 2 x + 1 x 2 − 25 x 2 + 7 x + 12
8 Simplify the following divisions by first factorising:

x 2 − 16 x 2 + 8 x + 16 x2 + 6 x + 5 x 2 + 2 x − 15
a ÷ b ÷
x 2 + 4 x − 21 x 2 + x − 12 x2 + 7 x + 6 x2 + 5x − 6

Basic linear equations 6H
Inverse operations are used to solve linear equations.
Example Solution
1 Solve 5x + 8 = 23. 5 x + 8 = 23
5 x = 23 − 8
5 x = 15
15
x=
5
x=3
6z 6z
2 Solve = −12. = −12
−5 −5
6 z = −12 × −5
6 z = 60
60
z=
6
z = 10
3 A certain number y is multiplied by 3y − 5
three and five is subtracted. The result is The equation is = −7
2
divided by two and an answer of negative 3y − 5
seven is obtained. = −7
2
3 y − 5 = −7 × 2
3 y − 5 = −14
3 y = −14 + 5
3 y = −9
9
y=−
3
y = −3
7x
4 I think of a number x, multiply it by The equation is − 8 = 13 or,
seven, divide the result by two and 2
7
finally subtract eight to get an answer alternatively, x − 8 = 13.
of thirteen. 2
Note that three steps have been used to set
up the equation.
7x
− 8 = 13
2
7x
= 13 + 8
2
7x
= 21
2
7 x = 21 × 2
7 x = 42
42
x=
7
x=6

6H
Exercise 6H
1 Solve these equations by following the setting out given in the worked examples:
a 2x + 7 = 17 b 3y − 14 = 7 c 6m − 3 = −39
d 8 + 5n = −2 e 20 + 3z = −4 f −4a − 19 = 13
g −6b + 21 = 3 h 40 − 5c = 55 i 13 − 2m = 25
j 10 − 7a = 24 k −15 − 4r = 1 l −2r + 4 = 7
m −6s + 5 = −22 n −5t − 5 = 12 o −6z + 5 = 17
2 Solve these two-step equations by following the setting out given in the worked examples:
3x 4x −3 z 2
a = 15 b = −12 c =6 d a=8
−4 5 2 −5
−7 5 −2 m 3p
e b = 14 f c = −25 g =7 h =5
3 2 5 −4
p y z 1
a +5=1 b +7= 4 c − 6 = −4 d m+7 = 2
4 8 3 6
1 1 t 1 1 1 1 3
e n − 5 = −2 f q − 9 = −7 g + =− h r− =
2 10 4 2 4 2 2 4
4 Solve the following equations:

x+3 x+7 x−6 a−3
a =5 b =3 c = −3 d = −2
4 2 5 8
2x +1 4y + 5 1 7z − 2 2 − 3y
e =3 f =4 g =5 h = −2
7 2 2 −6 5
2x 3a 5n 7n
a +5=1 b +9=6 c + 11 = 6 d + 5 = −9
3 4 3 2
2p 3q 3 2
e + 9 = −7 f + 1 = −8 g m − 3 = −12 h z − 3 = −13
5 7 7 9
6 Write an equation for each of the following statements, then solve it:
a I think of a number x, multiply it by four, then subtract nine to get a result of seven.
b Four times a certain number x divided by five gives a result of negative six.
c A certain number y, divided by six, plus five, gives a result of two.
d Five is added to a certain number x and the result is divided by nine to give an answer
of negative three.
e The result of twice a certain number p, minus five, is divided by three and the result
is seven.
f Four times a certain number y, divided by three, subtract five, gives a result of
negative thirteen.
g Two-fifths of a certain number z, minus three, gives a result of thirteen.
h Ten minus three-quarters of a certain number n gives a result of negative two.

Equations involving brackets 6I
Brackets are usually removed as a first step when solving equations; however, sometimes it is
better to leave them in place until later, for example if the factor (the number in front of the
bracket) divides exactly into the other side of the equation.
Example Solution
1 Solve these equations:
a 4(x − 3) = −16 4( x − 3) = −16
−16
x−3=
4
x − 3 = −4
x = −4 + 3
x = −1
b −4(x − 5) = 26 It is best to remove the bracket as −4 does
not divide exactly into 26.
−4( x − 5) = 26
−4 x + 20 = 26
−4 x = 26 − 20
−4 x = 6
6
x=
−4
3
x = − = −1·5
2
2( x − 4 )
2 Write an equation for x and solve it: +4=8
5
Four is subtracted from a certain number 2( x − 4 )
x and the result is multiplied by two. This =8−4
5
answer is divided by five and then four is 2( x − 4 )
added to get a final answer of eight. =4
5
2( x − 4 ) = 4 × 5
2( x − 4 ) = 20
2 x − 8 = 20 or x − 4 = 10
2 x = 20 + 8 x = 10 + 4
2 x = 28 x = 14
28
x=
2
x = 14
Exercise 6I
1 Solve the following equations by first dividing out by the number multiplying the bracket:
a 2(x + 3) = 10 b 3(x + 2) = 15 c 4(m + 1) = 12
d 5(x − 8) = 20 e 2(y − 6) = 16 f 6(n − 5) = 60
g −2(q − 3) = 8 h −6(t − 5) = 30 i −5(h + 2) = 25
j −9(x − 8) = −36 k −4(y + 4) = −8 l −8(p − 7) = −16

6I
2 Solve the following equations by first expanding the brackets:
a 2(x + 4) = −12 b −3(x + 6) = 12 c −5(x + 6) = 20
d 6(z − 9) = 24 e 9(q − 8) = −27 f −7(t − 3) = 14
g 5(y − 3) = −16 h −7(z − 2) = 20 i 4(p − 3) = −9
j 2(s − 3) = −9 k 8(t − 9) = −40 l −9(r − 2) = 30
3 Solve the following equations by using whichever approach you prefer:
a 3(2x + 5) = 33 b 6(3y − 17) = 24 c 4(3z − 11) = 8
d 2(4m + 7) = −8 e −5(2n + 11) = 10 f 7(4q + 14) = −14
g 4(5 + 2q) = −42 h −5(9 + 3p) = 23 i 8(2 + 3q) = 50
j 3(8 − 4y) = 10 k 2(8 − 3y) = 7 l −5(1 − 4z) = 18
m 4(9 − 3r) = 16 n 12(2 − 3s) = −36 o 7(3 − 4t) = 43
2( x − 3) 4( x − 5) 9( x − 4 )
a +5= 9 b − 3 = 13 c − 6 = 12
7 5 5
2( x − 4 ) 11( x − 5) 5( x − 4 )
d + 5 = 11 e − 15 = 7 f + 2 = 17
7 3 3
5 Write an equation for each of the following statements and then solve it:
a Eight is subtracted from a certain number x and the result is multiplied by six to give
an answer of negative eighteen.
b Seven is added to a certain number y and the result is multiplied by four to give an
answer of negative sixteen.
c A certain number y is subtracted from six and the result is multiplied by negative five
to give an answer of twenty.
d A certain number x is multiplied by two, and five is added to the result. This answer is
then multiplied by negative three to give a final answer of thirty.
e A certain number z is multiplied by five and the result is subtracted from four. This
answer is then multiplied by nine to give a final answer of negative seventy-two.
f Six is subtracted from a certain number y and the result is multiplied by four. This
answer is divided by five and then three is added to give a final answer of nine.
g Four is added to a certain number z and the result is multiplied by three. This answer
is divided by eight, and then six is subtracted to give a final answer of four.
6 The normal price per person P dollars of a sailing lesson is discounted by $5 for groups of
eight or more. If the cost for eight students is $240, write an equation involving P and solve it.
7 At the movies drinks cost 30 cents more than the popcorn. A student bought five drinks
and two popcorns to share with his friends and paid a total of $18·30. Write an equation
and solve it to find how much each item cost.
8 The total of horses and hens on a farm is 25, and together they have 70 legs. Write an
equation and solve it to find how many there are of each animal.
9 Raffle tickets at the school fete cost $1 each, or they can be bought for three for $2.
If $200 was collected from 240 tickets sold, how many tickets were sold at each price?
10 A student who rode the Great West Australian Bike Ride covered the 52·5 km distance of
the first day in 3 hours. He estimates that he covered part of the distance at 15 km/h and
the rest at 20 km/h. Write an equation and solve it to find how many kilometres he
covered at each speed. (Hint: distance = speed × time)
Further equations 6J
For equations that have pronumerals on both sides, we generally expand brackets where
applicable and then collect the unknown pronumerals on one side of the equation.
Example Solution
1 Solve:
a 6(2x − 5) = 2(x + 7) 6(2x − 5) = 2(x + 7) (expand the brackets)
12x − 30 = 2x + 14
12 x − 2 x = 14 + 30 (collect like terms)
10 x = 44
44
x=
10
x = 4·4
5 x 3x First clear the fractions by multiplying through by 6:
b − =2
3 2 5x 3x
×6− ×6 = 2×6
3 2
10 x − 9 x = 12
x = 12
4 x − 2 3 x − 29 Clear the fractions by or Solve by cross
c =
3 5 multiplying through by 15: multiplying:
4x − 2 5 3 x − 29 3 4x − 2 3 x − 29
× 15 = × 15 =
31 51 3 5
( 4 x − 2 ) × 5 = ( 3 x − 29) × 3
20 x − 10 = 9 x − 87
20 x − 9 x = −87 + 10
11x = −77
−77
x=
11
x = −7
2 x + 9 3 x + 30 Clear the fractions by multiplying through by 24:
d − =1
3 8 ( 2 x + 9) 8 ( 3 x + 30) 3
1
× 24 − 1
× 24 = 1 × 24
3 8
( 2 x + 9) × 8 − ( 3 x + 30) × 3 = 24
16 x + 72 − 9 x − 90 = 24
7 x − 18 = 24
7 x = 42
42
x=
7
x=6

6J
Example Solution
2 Dinner was ordered for 10 people Let x represent the original cost per person.
at a set charge per person. Total cost for 10 people is 10x.
However, two could not attend Total cost for 8 people is 8(x + 3).
and so the others shared the cost Equating: 10x = 8(x + 3)
equally. Each paid three dollars
Solving: 10x = 8(x + 3)
extra. Write an equation and
10x = 8x + 24
solve it to find the original cost
10x − 8x = 24
per person.
2x = 24
x = 12
Original cost per head was $12.
Exercise 6J
1 Expand brackets and combine like terms to solve the following equations:
a 5(x − 3) − x = 1 b 3(x − 1) + 4x = 11
c 3(x − 4) + 2(x + 1) = 15 d 2(x + 1) + 4(x − 2) = 12
e 2(x − 2) − 5(x − 1) = 10 f 5(x − 1) − (x − 2) = 13

a 4x = 2x + 8 b 10y = 2y − 16 c 3z = −2z + 15
d 5m + 6 = 2m e 7n − 8 = 3n f 3q + 30 = −7q
g 6x − 8 = 5x + 7 h 9y + 4 = 6y − 8 i 3z + 4 = 32 − 4z
3 Solve the following equations by first expanding brackets:

a 4(2x + 5) = 7x + 18 b 11y − 4 = 3(3y − 4)
c 5(3z − 11) = 14z − 48 d 2(3x − 2) = 5(x + 4)
e 4(3z − 2) = 11(z − 4) f 3(x − 7) = 2(x + 2)
g 4(x + 1) = 3(x + 4) h 3(q − 2) = −4(6 − q)
i −4(3x − 2) = 5(6 − 2x) j 5(2x − 1) = −4(3 − 2x)
k −3(2 − q) = 5(q + 2) l 3(4z − 1) = −2(2 − 5z)

x x x x z z
a + =5 b + =9 c − =7
2 3 7 2 2 3
x x x x x x
d − =4 e − = 12 f − =3
5 3 2 5 2 4
3x x 3x 2 x 5 x 3x
g + = 34 h + = 46 i + = 22
2 5 4 5 8 4
3x 5 x 3x 2 x 3x 2 x
j − = 14 k − =5 l − = 22
2 8 4 3 2 5

x − 2 x +1 x−5 x+3 x−5 x−3
a = b = c =
3 2 4 3 5 4
6J
2 x − 5 3x + 4 3 x − 5 10 x − 1 4 x + 7 3x − 1
d = e = f =
1 2 1 3 3 2
2 x − 1 3x + 1 3x + 5 3x − 2 4x − 1 7x − 3
g = h = i =
4 5 3 5 2 3
2x + 3 x + 2 3x + 1 x − 2 2 x − 1 3x + 2
a + =4 b + = −8 c + = −8
3 5 4 3 3 2
x + 3 4x + 3 2 x − 3 3x + 1 3x + 1 5 x − 3
d − = −6 e − = −11 f − =2
4 2 5 2 2 3
x − 2 5x − 1 2x − 3 2x −1 7 x + 2 5x − 4
g − = −2 h − = −4 i − = 10
2 4 3 5 3 9
7 For each of the following, write an equation which models the problem and define the
pronumeral used. Solve the equation and state clearly the solution(s) at the end.
a A father is now twice as old as his daughter. Ten years ago he was three times as old
as she was. How old are they both now?
b The formula converting temperature measured in degrees Fahrenheit (F) to
5( F − 32 )
temperature in degrees Celsius (C) is given by C = . At what temperature
9
are the values of F and C the same?
c At the school fete, my friend spent $10 more than me, which was actually three times
the amount of money I spent. How much did we each spend?
d At the Royal Perth show Kimm bought three health-food show bags and had $5 left.
Her friend Ian bought two confectionery show bags, which were $3 dearer, and had
$4 left. If they both took the same amount of money to the show, how much did
each take, and how much was each type of show bag?
e On the Great Perth Bike Ride, Peter leaves at a speed of 16 km/h and one and a half
hours later Bob starts out at a speed of 20 km/h. How long does it take Bob to travel
half the distance travelled by Peter? What distance will each have travelled in this time?
f The sum of three consecutive whole numbers is equal to four
more than the middle number doubled. Find the three numbers.
g Three litres of wine were drained from a vat which was
80% full. If the vat was then only 75% full, how many litres
can the vat actually hold?
h An orchardist plants 386 apple trees, some in rows of 15, the
rest in rows of 17. If there are 24 rows in all, how many trees
are planted in rows of 17?
i If $60 is to be shared two ways so that one-fifth of one share is equal to one-seventh
of the other share, find the amount of each share.
j Twenty students decided to share the cost of a catered breakfast on the last day of
school. However, four could not make it on the day and the others had to contribute
an extra $2 each to cover costs. How much did each student pay?
k On a school camp, 31 students had to pass an endurance test by balancing on a wire
in the shape of a quadrilateral. There were three more students on each of the second
and fourth sides than on the first, and the third side held twice as many students as the
first side. Find the number of students on each of the four sides.

6K Inequalities
An inequality occurs where the equals sign ‘=’ in an equation is replaced by one of the
following four inequality signs:
< means ‘is less than’ > means ‘is greater than’
≤ means ‘is less than or equal to’ ≥ mean ‘is greater than or equal to’
Example Solution
1 Write as an inequality the age x of The value of x has to be 20 or more but less
someone in their ‘twenties’. Show than 30. Reading from the centre to the left
the inequality on a number line. and then to the right, we have 20 ≤ x < 30.
x
10 20 30 40
Note: A filled (closed) circle includes the

end number; an empty open circle does not
include the end number.
−2 z + 4
2 Solve > −6 and show the We apply the algebraic steps used previously.
5
solution on a number line. −2 z + 4
Start with > −6
5
2z + 4
× 5 > −6 × 5
5
−2 z + 4 > −30
−2 z > −34
z < 17
Note: When multiplying or dividing a
pronumeral by a negative, the inequality
changes direction.
z
15 16 17 18
Therefore, z = the numbers less than 17.
When we solve an inequation, multiplying or dividing both

sides by a negative number reverses the inequality sign.
For example −9 < −6
÷ −3 ÷ −3
+3 > +2
Exercise 6K
1 Use the symbols <, > or = to complete the following statements:
a 13 + 12 ___ 4 × 6 b 3 × 5 ___ 32 ÷ 2
c −4 − 9 ___ 6 × −2 d −16 − 4 ___ 63 ÷ −3
e −4 × −0·25 ___ (−20 ÷ −10) × 0·5 f −3 ___ −4
g 8 × −12 ___ 104 ÷ −2 h 24 − 20 ___ (−2)2

6K
2 Write the inequalities that each of the following number lines represent:
a b
a b
–3 0 3 6 9 –10 –8 –6 –4 –2 0 2 4
c d
c d
–4 –2 0 2 4 6 –10 –9 –8 –7 –6 –5 –4 –3
e f
e f
–6 –4 –2 0 2 4 6 90 91 92 93 94 95 96 97 98 99 100
g h
g h
–20 –15 –10 –5 1 1·5 2 2·5 3
3 Write each of the following statements as an inequation and show the solution on a
number line. Use a number line that displays both negative and positive numbers
and be careful to use the appropriate open or closed circle at each endpoint:
a x is less than five b y is more than negative four
c z is negative two or less d m is negative seven or more
e x is between negative four and three f the age x of someone who is a teenager
4 Solve the following inequations by using the setting out of earlier sections:
a x+4<3 b y − 8 < −10 c z + 12 ≥ 10 d 4x ≥ −20
e 9y > −36 f 5z < −25 g −5x ≥ 20 h −3y > −24
x x x
i −6z < −42 j ≥ −2 k < −3 l < −5
3 2 −5
x x x 2x
m ≥4 n ≤2 o ≤ −6 p ≤ −4
−4 6 7 3
6x 3x 3 7
q > −18 r < −6 s x≥3 t x ≤ −14
7 5 4 −5
5 Solve the following inequations:

a −2(x + 4) < 12 b −3(x − 6) > −15 c −5(x + 8) ≥ 25
d −6(z − 9) ≤ −18 e −9(q + 8) < 36 f −7(t − 3) ≥ −21

3x + 8 2x + 8 3x − 9
a >7 b ≤ −5 c ≥3
5 4 10
−2 x − 5 4x − 3 −5 x − 10
d ≤7 e >3 f ≤ 10
5 −5 2
7 Solve the following inequations, which involve brackets:

a 5(x + 5) > 2(x − 1) b 3(x + 8) > 2(x − 3) c 7(x + 2) ≤ 3(x − 6)
d 2(x − 5) ≥ 3(x + 1) e 5(z − 3) < 7(z + 1) f −2(y − 3) > 3(4 − y)

3( x − 4 ) 5( 9 − x ) 7( x − 4 )
a −2≥4 b + 3 < 13 c −6 ≤1
2 3 6
2( x − 3) 3( 2 x − 5) 5( 3 x + 10)
d + 7 > 11 e − 7 ≥ −4 f − 9 ≤1
3 13 2

6L Index numbers
43 = 4 × 4 × 4 (factor form) = 64, which is called the basic numeral.
43 is an example of an index number, where 4 is called the base and 3 can be called the
index, power or exponent.
Example Solution
1 Write each number in factor form and
then evaluate to a basic numeral:
a 25 25 = 2 × 2 × 2 × 2 × 2
= 32
b (−3)4 (−3)4 = −3 × −3 × −3 × −3
= 81
c −102 −102 = −(10 × 10)
= −100
(6 ) (6 ) = ( )
3 3 3
1 1 13
d 2 2 2
= ( )×( )×( )
13 13 13
2 2 2
= 2197
8
= 274 5
8
__
2 Determine the power in order to obtain 20 736 = 12
the number in index form: 121 = 12, 122 = 144, 123 = 1728, 124 = 20 736
20 736 = 12__ Therefore, the power is 4 and so 20 736 = 124.
3 Solve the index equation for x by 4x = 1024
inspection or by trial and error: 41 = 4, 42 = 16, 43 = 64, 44 = 256, 45 = 1024
4x = 1024 Therefore x = 5.
4 Solve the following equations for the
base number x by inspection or by trial
and error:
a x2 = 196 x2 = 196
x = ± 196 = 14 or −14
(There are two possible solutions for an even
number as + × + = + and − × − = +.)
b x3 = 1331 x3 = 1331
x = 3 1331 = 11
(There is only one solution for an odd power.)
c x6 = 64 x6 = 64
x = ± 6 64 = 2 or −2
(There are two possible solutions for an even
number as + × + = + and − × − = +.)

6L
Exercise 6L
1 Write down the index terms represented by the following statements, then evaluate them
to a basic numeral:
a base 3, power 4 b base 5, index 3 c base 1, exponent 6
d base −8, exponent 2 e base −2, power 5 f base zero, index 7
2 Write in index form:
a 14 × 14 × 14 b 7×7×7×7 c 8×8×8×8×8×8
d 51 e 1×1×1×1×1×1×1 f 0×0×0×0×0
g 18 × 18 h 92 × 92 × 92 i 4×4×4×4×4×4×4×4
3 Write in factor form, then evaluate:
a 112 b 63 c 16 d 04
e (−1)5 f (−3)4 g (−4)3 h (−8)1
1
i −4 j −52 k −103 l −92
6
m −(−2) n −(−3)5 o −(−1)1 p −(−10)4
4 Write in factor form, then evaluate:
() () (1 ) ( 2 15 )
4 3 2 2
3 2 1
a 5
b 3
c 2
d
(− ) (− ) ( −2 ) ( −1 23 )
3 2 3 2
1 2 1
e 4
f 5
g 4
h
5 Evaluate the following:
(1 )
4
a (−12)2 b −63 c 73 d 2
5
( −2 ) (− )
5 2
e 1
3
f −(9)4 g 84 h 11
12
()
3
i 6
7
j (−5)3 k −502 l (−2)9
6 Complete the following to obtain each number in index form:

a 49 = 7 __ b 25 = 5 __ c 10 = 10 __ d 81 = 9 __
__ __
e 81 = 3 f 8=2 g 1000 = 10 __ h 512 = 8 __
i 10 000 = 10 __ j 256 = 2 __ k 64 = 4 __ l 64 = 2 __
__ __
m 100 = 10 n 64 = 8 o 27 = 3 __ p 2401 = 7 __
7 The following are called index equations. Solve them for x by inspection or by trial and error:
a 9x = 81 b 5x = 125 c 5x = 625 d 2x = 16
e 3x = 27 f 6x = 216 g 4x = 1024 h 10x = 100 000
x x x
i 3 = 243 j 2 = 1024 k 8 = 4096 l 7x = 343
m 6x = 1296 n 11x = 14 641 o 5x = 15 625 p 3x = 177 147
8 Solve the following equations for the base number x by inspection or by trial and error:
a x2 = 144 b x3 = 64 c x5 = 3125 d x2 = 16
7 4 2
e x = 128 f x = 16 g x = 25 h x3 = 1000
i x4 = 81 j x6 = 729 k x3 = 125 l x2 = 81
3 3 2
m x = 216 n x = 27 o x = 169 p x5 = 7776

6M EXPLORING the index laws using numerals
1st index law: Multiplication 2nd index law: Division
1 Simplify the following: 2 Simplify the following:
a 54 × 53 a 98 ÷ 95
=5×5×5×5×5×5×5 9×9×9× 9 × 9 × 9 × 9 × 9
= 57 =
9×9×9×9×9
(Count up the number of 5s 3
=9
multiplied together.) (Count up the number of
b 62 × 63 9s remaining.)
= 6 × ___ × 6 × ___ × ___ b 116 ÷ 114
= 6 ___ 11 × × × × ×
=
(Count up the number of 6s 11 × × ×
multiplied together.) __
= 11
c 76 × 74 = 7 ___ (Count up the number of
We retain the base 7 and ______ 11s remaining.)
the powers. c 85 ÷ 84 = 8 ___
d 2m × 2n = 2 ___ + ___ We retain the base 8 and ______
e am × an = a ___ + ___ the powers.
d 2m ÷ 2n = 2 ___ − ___
e am ÷ an = a ___ − ___
3rd index law: 4th index law: Power of zero

Power to a further power
3 Simplify the following: 3
a =1
a (45)3 3
= 45 × 45 × 45
43
= 45 + 5 + 5 b 43 ÷ 43 =
= 415 (using the 1st index law) 43
4×4×4
b (136)4 = =1
4×4×4
= 136 × ___ × ___ × ___
= 13 ___ (using the 1st index law) or 43 ÷ 43 = 4 ___ − ___
c (298)2 = 29 (using the 2nd index law)
We retain the base 29 and ______ = 40 = 1
the powers. c 132 ÷ 132
d (2m)6 = 2 ___ × ___ = 13 ___ − ___
= 2 ___ (using the 2nd index law)
e (am)n = a ___ × ___
0
= 13 = ___
= a ___ d b2 ÷ b2 = b ___ − ___
= b ___ = ___
e am ÷ am = a ___ − ___
= a ___ = ___

6M
5th index law: 6th index law:
Removing brackets (products) Removing brackets (quotient)
a (3 × 4)5
( 43 ) = ( 43 ) × ( 43 ) × ( 43 ) × ( 43 ) × ( 43 ) × ( 43 )
6
a
= (3 × 4) × (3 × 4) × (3 × 4)
× (3 × 4) × (3 × 4) = 3× 3× 3× 3× 3× 3
= 3×3×3×3×3×4×4×4×4×4 4×4×4×4×4×4
6
= 35 × 45 (using the 1st index law) = 36 (using the 1st inndex law)
4
b (7 × 10)4
( ) = ( ) × ___ × ___
3
= (7 × 10) × ___ × ___ × ___ b 4 4
9 9
= 7 × ___ × ___ × ___ 4 × ___ × 4
× 10 × ___ × ___ × ___ = 9 × ___ × ___
= 7___ × 10___ 4 ___
=
(using the 1st index law) 9 ____
c (2 × 5) = 2 ___ × 5___
( 1419 ) ( ba )
8 8 3
___
a ___
c = 14 ___ d =
d (15 × 2)p = 15 ___ × 2___ 19 b ___
e (a × b)p = a ___ × b___

( ba )
q
a ___
e =
b ___
7th index law: Negative indices 8th index law: Fractional indices
1 1
a 6 −2 = 2 a 36 2 = 36
6
=6
34 On the calculator:
b 34 ÷ 39 =
39 √ 36 or 36 y x (1 ÷ 2) =
3×3×3×3
=
3 × 3 × 3 × 3 × 3× 3× 3× 3× 3 −
1
1 1 1
1 b 49 2 = = =
= 5 1
49 7
3 49 2
72 1
c 72 ÷ 78 = c 83 = 3 8
78
2 −8 =2
=7 (using 2nd index laaw)
On the calculator: 3 x√ 8 =
−6 1
=7 = This is because 2 × 2 × 2 = 8.
76
3
−3
⎛ 2⎞ 2 −3
5 3
(using 5th d 32 5 = 8
d ⎜⎝ 5 ⎟⎠ = −3
=
5 2 3 index law) On the calculator:
32 y x ( 3 ÷ 5 ) =
1 1
e = 53 f 2− p = or, by writing 32 in simplest
5−3 2 ___ index form:
1 3 3 3
g −p
= 2 ___ 5 5
5×
2 32 5 = (2 ) =2 5 = 23 = 8

6M
Learning task 6M
1 First simplify the following by using the index laws, then write the answer as a
basic numeral:
a 33 × 32 = 3 ___ = __ b 42 × 41 c 22 × 23
d 52 × 5 e 102 × 104 f (−3)2 × (−3)1
g (−4)2 × (−4) h (−2) × (−2)2 i 21 × 22 × 2
j (−5)2 × (−5)1 × (−5) k (−10)2 × (−10) × (−10)3 l (−7) × (−7)2 × (−7)0
2 Simplify the following by using the index laws and write the answer as a basic numeral:
a 54 ÷ 53 = 5 ___ = __ b 47 ÷ 45 c 124 ÷ 123
d 72 ÷ 7 e (−10)5 ÷ (−10)3 f (−2)2 ÷ −2
5 2 7 4
g (−6) ÷ (−6) h (−2) ÷ (−2) i (−3)6 ÷ (−3)6
3 Simplify the following, writing the answer in index form:
a (102)7 b (36)4 c (86)2 d (68)10
1 7 5 9
e (9 ) f (2 ) g (52)4 h (39)2
i (24)8 j (26)5 k (48)1 l (38)5
a 30 b 70 c 18 6570 d −20
0 5 0
e −34 f (2 ) g (50)4 h −(39)0
a (2 × 7)8 b (1 × 7)5 c (8 × 9)3 d (7 × 3)5
e (9 × 6)9 f (10 × 3)6 g (7 × 2)5 h (5 × 11)8
1 6
i (8 × 14) j (3 × 2) k (11 × 12)3 l (7 × 6)10
3 6 9 9
⎛ 6⎞ ⎛ 5⎞ ⎛ 9⎞ ⎛ 2⎞
a ⎜⎝ 5 ⎟⎠ b ⎜⎝ 3 ⎟⎠ c ⎜⎝ 7 ⎟⎠ d ⎜ ⎟
⎝ 3⎠
6 8 16 8
⎛ 3⎞ ⎛ 5⎞ ⎛ 8⎞ ⎛ 3⎞
e ⎜⎝ 8 ⎟⎠ f ⎜⎝ 7 ⎟⎠ g ⎜⎝ 3⎟⎠ h ⎜ ⎟
⎝ 5⎠
7 7 5 2
⎛ 8⎞ ⎛ 5⎞ ⎛ 8⎞ ⎛ 3⎞
i ⎜⎝ 5 ⎟⎠ j ⎜⎝ 4 ⎟⎠ k ⎜⎝ 22 ⎟⎠ l ⎜⎝ 14 ⎟⎠
7 Simplify the following by writing as basic numerals:

a 6–1 b 3–1 c 7–2 d 5–3
e 6–3 f 1–1 g (40)–1 h (–1)–1
1 1 1 1
i −1
j −1
k −3
l
6 4 2 10 −3
3 5 6 2
m n o p
2 −3 4 −2 5−2 10 −4
−1 −1 −2 −3
⎛ 3⎞ ⎛ 7⎞ ⎛ 1⎞ ⎛ 10 ⎞
a ⎜⎝ 5 ⎟⎠ b ⎜⎝ 5 ⎟⎠ c ⎜⎝ 7 ⎟⎠ d ⎜ ⎟
⎝ 1⎠

6M
9 Simplify the following by writing as basic numerals:
1 1 1 1 1
a 92 b 812 c 64 3 d 125 3 e 814
1 1 1 1 1
− −
f 256 4 g 32 5 h 100 000 5 i 49 2 j 36 2
1 1 1 1 1
− − − − −
k 27 3 l 8 3 m 16 4 n 625 4 o 243 5
10 Simplify the following, writing as fractions where appropriate:

3 2 3 3 5
a 81 2 b 125 3 c 16 4 d 32 5 e 100 2
3 4 5 5 3
− −
f 625 4 g 243 5 h 128 7 i 4 2 j 100 2
4 5 3 4 3
− − − − −
k 27 3 l 8 3 m 81 4 n 32 5 o 256 8
11 Simplify the following fully:

2
⎛ 4⎞ 65
a ⎜⎝ 7 ⎟⎠ b 72 × 76 × 73 c d 160
6
312
e (2 × 3)4 f 8–2 g 2400 h
37
3 1
⎛ 1⎞
i 49 × 47 × 45 j ⎜⎝ 8 ⎟⎠ k 2435 l (5 × 2)4
2
⎛ 7⎞ 2 23
m ⎜ ⎟ n o (32 × 50)4 p 5–3
⎝ 9⎠ 2 16
−5 1
⎛ 2⎞ 6 −
q ⎜⎝ 3 ⎟⎠ r −1
s 16 2 t 114 × 116 × 11
7
2 −4 1
⎛ 3⎞
u 5 × 53 × 5–6 × 54 v 343 3 w ⎜⎝ 5 ⎟⎠ x 1728 3
12 Simplify the following, writing the answers with positive indices:

1
9 −1
( )
3
a 32 × 34 × 3–1 b 1 43 c d (1000 000) 6
4 −1
2
2 4 × 35 413 ⎛ 34 × 72 × 74 ⎞ 3 × 2 −5
e f g ⎜ ⎟ h
2 × 33 415 ⎝ 3 × 32 × 75 × 3 ⎠ 2 −2
45 × 37 × 4 −2
( ) 94
4
i − 2 13 j 64 × 6–3 × 6–2 k l
4 × 3−1 96
2 2 0 3
⎛ 57 × 5−3 ⎞ ⎛ 4 −2 ⎞
m ⎜ ⎟ n (1024 ) 5 o ⎜ −3 ⎟ p (78125) 7
⎝ 55 ⎠ ⎝4 ⎠

6N Simplifying algebraic expressions
Expressions can be simpified by using international conventions, such as pronumerals in
alphabetical order, as well as by using index laws.
Example Solution
Write in index form, simplifying
where possible:
a x×x×x×x×x×x×x x × x × x × x × x × x × x = x7
as x is multiplied seven times.
b x×y×x×y×y×x×x×x x×y×x×y×y×x×x×x
=x×x×x×x×x×y×y×y
= x5 × y3
= x 5y 3
c 5ab × 2ba × 5c × 4bc 5ab × 2ba × 5c × 4bc
=5×2×5×4×a×a×b×b×b×c×c
= 200a2b3c2
z 3x z 2 x z z 3x z 2 x z
d × × × × × × × ×
5q q y q 7 y 5q q y q 7 y
3× 2 × x × x × z × z × z
=
5×7× q× q× q× y × y
6 x2 z3
=
35q3 y 2
Exercise 6N
1 Write the following expressions in index form:
a x×x×x×x b y×y×y×y×y
c a×a×a×a×a×a d x×x×x×y×y
e a×a×b×b×b f z×z×y×y×x×x
g y×x×x×y×x×x h b×a×a×b×b×a
i a×b×c×b×c×a j f×g×h×h×f×f
2 Write in index form, simplifying where possible:
a 5ab × 4ba × 2c × bc b 5xy × 3yz × 6yz × xy
c pq × 4qr × 3pr × 5qp d −3yx × 2zx × 5zy
e ab × −3bc × −2ac f −2st × 3tr × −4srt × 2rs
g −4mn × 2pn × −3pm h 2cd × −3bc × −bc
i −pq × 6pr × 3rq × 5rpq j 2 × 2xy × −3x × 5y
3 Write in index form, simplifying where possible:
y y z a b a b m n n m
a × × b × × × c × × ×
x x x d d c d p p q p
3 1 2s s p 2r 4 p r x 2 z 4 x 3z
d × × × e × × × f × × ×
t t t 5 q 5s q 3s y 7y t 5t
− a 2 c −7c 3ac − xy 2 yx −7 y 3 xy 2 efg eg −3 f
g × × × h × × × i × ×
b d 5b −11d qp q 5 pq 11qp fg 6 ef eg

Index laws 6O
MATHS FOCUS
SUMMARY OF INDEX LAWS
FIRST INDEX LAW: bx × by = bx + y
SECOND INDEX LAW: bx ÷ by = bx − y
The base terms b must be the same in order to add or subtract indices in the
above rules.
THIRD INDEX LAW: ( x p )q = x p × q
FOURTH INDEX LAW: b0 = 1
FIFTH INDEX LAW: ( xy ) p = x p y p
p
⎛ x⎞ xp
SIXTH INDEX LAW: ⎜⎝ y ⎟⎠ = p
y
Ordinary numbers or values multiply or divide and cancel in the usual way when
performing calculations.
Example Solution
4 3 6
1 Simplify 4xy × 5x y by using the 4xy4 × 5x3y6
index laws. = 4 × 5 × x1 × x3 × y4 × y6
= 20 × x4 × y10
= 20x4y10
−4 x 4 y 7 −4 × x 4 × y 7
2 Simplify by using the
18 x 3 y 5 18 × x 3 × y 5
index laws. −2 x 4 y 7
= × ×
9 x 3 y5
2
= − xy 2
9
3 Simplify the following expression: 2 3
⎛ 2 x2 ⎞ ⎛ 3 y2 ⎞
⎜ 3 ⎟ ×⎜
2 3
⎛ 2 x2 ⎞ ⎛ 3y ⎞ ⎟
⎜ 3 ⎟ × ⎜ 2x ⎟ ⎝ y ⎠ ⎝ 2x ⎠
⎝ y ⎠ ⎝ ⎠ 22 x 4 33 y 6
= ×
y6 23 x 3
2 2 × 33 x4 y6
= × ×
23 x3 y6
33 xy 0
=
2
33 x
=
2

6O
Exercise 6O
1 Simplify the following to an answer in index form:
a x4 × x6 b y3 × y2 c m4 × m5 d x1 × x6
e a × a3 f b × b9 g z2 × z9 h b8 × b
i x2 × x3 × x1 j n × n5 × n4 k n × n1 × n2 l p5 × p2 × p

a x10 ÷ x8 b y9 ÷ y5 c z5 ÷ z3 d b7 ÷ b6
e x5 ÷ x4 f p2 ÷ p g q4 ÷ q1 h m7 ÷ m
3 Simplify the following by first expanding brackets:

a (b4)2 b (x2)3 c (z2)4 d (t1)5
e ((n3)2)2 f ((x2)3)2 g ((y4)3)2 h ((z5)2)2
i (x3)2 × x5 j (y2)4 × (y3)3 k (z3)5 ÷ z10 l (m2)4 ÷ (m3)2

a x0 b m0 c x0y 0 d 100a0
e y4 ÷ y4 f z10 ÷ z10 g (m5 × m4) ÷ m9 h (b3)0
( x 2 )3 × x 4 ( x 2 )4 × ( x 4 )3 ( y 3 )2 × ( y 3 )3 ( z 2 )7 × ( z 4 )0
i j k l
x10 x 20 y 7 × y8 z 6 × ( z 2 )4
5 Simplify the following by first expanding brackets:

a (a × b)4 b (xy)5 c (xyz)6 d (mnpq)r
e (x2 × y)3 f (x3y)5 g (ab2)3 h (m3n2)3
4
3 2 4 3 2 3 4 ( r 3 s 4 )2 ⎛ a7b5 ⎞
i (p q r ) j (x y) × x y k l ⎜ 3 10 ⎟
r 6 s6 ⎝a b ⎠

4 7 3
⎛ m⎞ ⎛ x⎞ ⎛ pq ⎞
a ⎜⎝ n ⎟⎠ b ⎜⎝ z ⎟⎠ c ⎜⎝ r ⎟⎠
3
⎛ s⎞
5
⎛ x2 ⎞ ⎛ s⎞
6
d ⎜⎝ rt ⎟⎠ e ⎜ y⎟ f ⎜⎝ 3 ⎟⎠
⎝ ⎠ r
2 2 3
⎛ m4 ⎞ ⎛ xy 2 ⎞ ⎛ x2 ⎞ x
g ⎜ 5⎟ h ⎜ 5 1⎟ i ⎜ y⎟ × 2
⎝n ⎠ ⎝z t ⎠ ⎝ ⎠ y
2 3 2 4
⎛ r2 ⎞ ⎛ r3 ⎞ ⎛ x2 y3 ⎞ ⎛ z2 ⎞ ⎛ xy ⎞
3
16
j ⎜ 3⎟ ×⎜ 2⎟ k ⎜ 3 ⎟ × ⎜ xy ⎟ l ⎜⎝ 2 ⎟⎠ × 0
⎝s ⎠ ⎝s ⎠ ⎝ z ⎠ ⎝ ⎠ x y

6O
a 4x2y3 × 5x3y2 b 3x1y3 × 7x2y4 c 7x2y2 × 5x2y2
d −3a3b3 × 6a2b2 e −5m1n2 × 2m3n5 f pq3 × −10p2q4
g 2xy3 × 3x2y4 × 11x4y h −4x2y3 × 3x3y2 × −2x2y3 i x2y3 × −2xy × −5x1y3

12 x 5 y 6 24 x 7 y 5 10 x 6 y10 −15 x8 y 6
a b c d
4 x 3 y5 6 x5 y 3 −5 x 3 y 7 5x4 y2
8r 3 s 3 3m3n4 −4 p5q4 18a 3b 4
e f g h
24 rs 2 12 mn2 36 p 3q2 −24 a 2 b 3
−25s 5t 3 −28 x 6 y 3 −15 z 5 x 4 −40 x 4 y
i j k l
−20 s 2 t 2 42 x 4 y 6 z2 x3 25 x 2 y
9 Simplify the following expressions by first expanding brackets where appropriate:

a (4m4n2p3)3 b (−3a3b0c2)4 c (−4xy3z5)3 d (−10m0n1p)4
e (−8x2y3)0 f (−10m3n2)5 g 10 × (−3x2y)2 h (−p8q3r4)0
i 8b0 − 10y0 j (4a7)0 − 5p0 k (6x)0 + 6x0 l (9y)0 × 90y

a (x2y4)3 × (x3y2)2 b (ab3)3 × (a3b)5 c (xy2)4 × (x3y0)2
d (4x2y4)2 × (2x3y2)3 e (3mn2)3 × (2m2n1)2 f (10rs3)5 × (r3s2)2
g 16(p2)3 ÷ 8p5 h −50(q2)3 ÷ (5q3)2 i (3s2)4 ÷ (3s3)2
2 2 4 3 4 3
(x y ) ( 9m n ) (16 p 2 n4 )3
j k l
( x1 y )5 ( 3m2 n2 )2 ( 3 p 3 n6 ) 2

15 x 2 6 y 4 18 y 5 10 x 3
a × b ×
3y 5x 5x2 6 y2
4 y4 x 6 x3 y −18b7 a5 2 a 9b 5
c × 2 2 d ×
3y 2x y 3a 4 b 2 −4b 3a6
21x 5 7 y 10 y 4 5 y2
e ÷ f ÷
3y 18 x 3x 2 18 x 4
−32 x 3 y 4 4 y2 x −25m3n4 15m2 n
g ÷ h ÷
7 x2 21x 4 y 4 m 2 n2 −16 n4 m
4
8 y5 9 x3 12 y 2 ⎛ 2 x2 ⎞ ( 4 x 3 )2
i × ÷ j ⎜ y ⎟ ÷
3x 2 5 y2 45 x ⎝ ⎠ ( 3 y 2 )2
( 2 x 2 z 2 )3 ( 4 z 2 y 2 x )3 ( 9r 2 s 2 ) 3 ( −3rs 2 t )4
k ÷ l ÷
( 3 y )4 ( 9 y 6 )2 ( −5s 2 t )2 (10 s 4 )2

6P Negative indices
Negative indices are expressions with a negative power.
Example Solution
5
1 Simplify x ÷ x . 8
x5 ÷ x8 = x5 − 8 (using the second index law)
= x–3
or
x 5 ÷ x8
x×x×x×x×x
=
x × x × x × x × x ×x×x×x
1 1
= = (when worked in factor form)
x × x × x x3
1
So x −3 =
x3
1
In general b−p =
bp
−( −p) 1 bp
If p is replaced by –p, the above statement becomes b = , which becomes = bp
b−p 1
1 1
b−p = p
and −p
=bp
b b
Example Solution
2 Simplify the following, giving solutions
with positive indices:
xy −2 xy −2 xz 3
a =
z −3 z −3 y2
−2 3 −2 3
⎛ 4 x2 ⎞ ⎛ 3 y −2 ⎞ ⎛ 4 x2 ⎞ ⎛ 3 y −2 ⎞
b ⎜ −3 ⎟ ×⎜ ⎟ ⎜ −3 ⎟ ×⎜ ⎟
⎝y ⎠ ⎝ 4x ⎠ ⎝y ⎠ ⎝ 4x ⎠
4 −2 x −4 33 y −6
= ×
y6
43 x 3
−2
4 3 x −4 y −6 3
= 3 × × 3 × 6
4 1 x y
3
3
= 5 7 12
4 x y

6P
Exercise 6P
1 Simplify each of the following, writing answers with positive powers:
−1 −1 −1
⎛ 1⎞ ⎛ 1⎞ ⎛ 1⎞
a 2–1 b ⎜⎝ 2 ⎟⎠ c ⎜⎝ 2 2 ⎟⎠ d 2×⎜ ⎟
⎝ 2⎠
−1 −1
⎛ 3⎞ ⎛ 1⎞
e 3x–1 f (3x)–1 g ⎜⎝ x ⎟⎠ h ⎜⎝ 3 x ⎟⎠
−1
⎛ 1⎞ ⎛ 1⎞
−1
⎛ 1⎞
−1
⎛ 1⎞
−1
i 4+⎜ ⎟ 1− ⎜ ⎟ 3× ⎜ ⎟ 3÷ ⎜ ⎟
⎝ 2⎠ j
⎝ 3⎠
k
⎝ 4⎠
l
⎝ 4⎠
−1 −1 −1 −1
⎛ 1⎞ ⎛ 1⎞ ⎛ 1⎞ ⎛ 1⎞
m 3 + x–1 n ⎜⎝ y ⎟⎠ −1 o ⎜⎝ y ⎟⎠ +⎜ ⎟ p ⎜ ⎟ + xy
⎝ x⎠ ⎝ xy ⎠
2 Simplify the following, writing answers with positive powers:

a 3–1 × p–1 b 7–1 × p–1 c 4–2 × z–3 d 10–2 × t–4
–1 –2 3
e m q f s r g u6v–5 h b4c–3
i t–1v–1 j x–1y–3 k m–3n–2 l p–4q–5
x y xz ts −1
m n o p
4 −1 x −1 p −2 2 −2
z 2 x −1 c −3 p −3q t −2 u −5
q r s t
y −3 ab −2 r 2 s −4 v −3w −2

−1 −2 −3 −1
⎛ x⎞ ⎛ xy ⎞ ⎛ a ⎞ ⎛ m2 n ⎞
a ⎜⎝ y ⎟⎠ b ⎜⎝ z ⎟⎠ c ⎜⎝ 2 ⎟⎠ d ⎜ 2⎟
bc ⎝ pq ⎠
−1 −2 −2
⎛ y ⎞
3
⎛ x −2 ⎞ ⎛ 2 p −1 ⎞ ⎛ q2 ⎞
e ⎜⎝ −2 ⎟⎠ × ⎜ −1 ⎟ f ⎜ 2 ⎟ × ⎜ −1 ⎟
x ⎝y ⎠ ⎝ q ⎠ ⎝4p ⎠
−2 2 −2 2
⎛ 5m −3 ⎞ ⎛ 10n −1 ⎞ ⎛ r −1 ⎞ ⎛ s −3 ⎞
g ⎜ −1 ⎟ ×⎜ ⎟ h ⎜ 2⎟ ×⎜ ⎟
⎝ n ⎠ ⎝ m ⎠ ⎝ 4s ⎠ ⎝ 2r ⎠
−1 −2 −1 2
⎛ x −1 y 4 ⎞ ⎛ x 3 y −2 ⎞ ⎛ 2 a −1b 3 ⎞ ⎛ a 2 b −3 ⎞
i ⎜ 2 3 ⎟ × ⎜ −1 −5 ⎟ j ⎜ −2 −1 ⎟ × ⎜ 2 −2 ⎟
⎝ z t ⎠ ⎝z t ⎠ ⎝c d ⎠ ⎝c d ⎠
⎛ −2 3 ⎞ ⎛ −2 ⎞ 2 −2 2
r r ⎛ u 2 v −1 ⎞ ⎛ u −1v 3 ⎞
k ⎜ ⎟ ÷⎜ ⎟ l ⎜ −1 2 ⎟ ÷ ⎜ 2 −1 ⎟
⎜⎝ 3s ⎟⎠ ⎝ 9 s 2 ⎠
2
⎝w x ⎠ ⎝w x ⎠
−2 −1 −1 −2
⎛ a 3b −2 ⎞ ⎛ a −1b 3 ⎞ ⎛ m −3n2 ⎞ ⎛ m −3n −1 ⎞
m ⎜ −1 2 ⎟ ÷ ⎜ 3 −1 ⎟ n ⎜ −2 0 ⎟ ÷ ⎜ 2 −2 ⎟
⎝c d ⎠ ⎝c d ⎠ ⎝p q ⎠ ⎝ p q ⎠

6Q Fractional indices
Fractional indices are expressions that involve a power that is a fraction.
Example Solution
Simplify the following:
2 2
−5 5 −1 2
a ( 243 x ) ÷x ⎛ 35 ⎞ 5 1
( 243 x −5 ) 5 ÷ x −1 = ⎜ 5 ⎟ × −1
⎝x ⎠ x
9 9
= 2 ×x=
x x
1 3 1 1 3 1 1 3
− − − − −
⎛ 36 z −2 ⎞ 2 x4 z 2 ⎛ 36 z −2 ⎞ 2 x4 z 2 36 2 z1 x4t
b ⎜ ⎟ × ⎜ ⎟ × = ×
⎝ 25t 4 x ⎠ t −1 ⎝ 25t 4 x ⎠ t −1 −
1
−
1 1
25 2 t −2 x 2 z2
5 1
5t 3 x 4 z 2
=
6
Exercise 6Q
1 Simplify the following expressions, writing answers with positive indices:
1 3 2 5
a (4 x ) 2 b (16 x 2 ) 2 c ( 27 y 6 ) 3 d (16 z 8 ) 4
1 2 3 3
− − − −
e (9 x ) 2 f ( 27 x −3 ) 3 g (81z −8 ) 4 h ( 32 −1 p10 ) 5
5 3 2 3
− − − −
4 4 −1 4 4 −5 5 −1 5 5
i (16 x ) j (81 m ) k ( 32 y ) l ( 234 p )
2 Simplify the following, writing answers using positive powers:

1 3 2 3
⎛ 49t −2 ⎞ 2 ⎛ 4 s −4 ⎞ 2 ⎛ x −5 ⎞ 5 ⎛ 81x −8 ⎞ 4
a ⎜ 25 ⎟ b ⎜ 9 ⎟ c ⎜ ⎟ d ⎜ ⎟
⎝ ⎠ ⎝ ⎠ ⎝ 32 y10 ⎠ ⎝ y4 ⎠
1 2 1 1
− −
⎛ 16 z −2 ⎞ 2 ⎛ 27u −9 ⎞ 3 ⎛ 27u −3 ⎞ 3 ⎛ 243m −10 ⎞ 5
e ⎜ 25 ⎟ f ⎜ 1000 ⎟ g ⎜ ⎟ h ⎜ ⎟
⎝ ⎠ ⎝ ⎠ ⎝ 8v 6 ⎠ ⎝ n −5 ⎠

1 3 3 1 1 3 2 1 4 3 5 1
− − − −
4x 4 z 2 9x 4 z 2 25m 3 n 4 8m 3 n 4 6 p5q 2 12 p 6 q 2
a × b × c ×
3z 2 x −1 4 m −1 −
3
−
1 1
5n 2 3q 2 8 p2
1
−
3
−
1
−
1 5
−
1 3
−
1
−
1 ⎛ 2 −2 ⎞ 2
8u 4 v 2 9u 2 v 2 ⎛ 49 z −4 ⎞ 2 7x 4 z 2 rt 2 ⎜ 9t 3 r 5 ⎟
d × e ⎜ ⎟ ÷ f ÷⎜ −1 ⎟
1 1
⎝ 16 y 4 x ⎠ y −1 1
⎜ s ⎟
3v 2 u 16 u 2 s4 ⎝ ⎠
Transposing formulas 6R
A formula is a relation obtained by equating two expressions. Pronumerals (letters) in a
formula usually represent variables in a real situation.
An important algebra technique is to be able to rearrange a formula (transpose it) to make
another variable the subject.
Example Solution
1 The distance d (km) covered by a car
travelling at v (km/h) for t hours is given
by the formula d = vt.
a Find d if v = 80 and t = 2·5. d = vt = 80 × 2·5
d = 200 km
b Transpose the formula to make Solving for t , d = vt
t the subject. d vt
= (dividing both sides by v )
v v
d
t=
v
360
c Hence find t if d = 360 and v = 80. t= = 4·5 hours
80
2 The formula v = u + at is used to find the
velocity v (m/s) of a body accelerating at
a (m/s2), which starts off at velocity
u (m/s) and travels for t seconds.
a Find v if u = 6, a = 4 and t = 8. v = u + at = 6 + 4 × 8
v = 38 m/s
b Transpose the formula to make Solving for t , v − u = at
t the subject. at v − u
= (dividing both sides by a )
a a
v−u
t=
a
15 − 12
c Hence find t when v = 15, u = 12 t=
and a = 4. 4
t = 0·75 seconds
3 The formula v2 − u2 = 2as is used to find
the velocity v (m/s) of a body accelerating
at a (m/s2) that has an initial velocity of
u (m/s), and travels s metres.
a Transpose the formula to make v v2 = u2 + 2as (adding u2 to both sides)
the subject.
v = ± u 2 + 2 as (square root of both sides)
b Hence find v when u = 5, a = 1·5 and v = ± 52 + 2 × 1·5 × 10

s = 10. v = ± 55
v = ±7·42 m/s

6R
Example Solution
c Transpose the formula to make − u 2 = − v 2 + 2 as (subtracting v 2 from both sidess)
u the subject.
u 2 = v 2 − 2 as (multiplying by − 1)
2
u = ± v − 2 as
v 2 − u2
d Transpose the formula to make a= (dividing by 2s)
a the subject. 2s
1 1 1
4 Consider the formula = + .
R R1 R2
1 1 1 1 3
a Find R when R1 = 20 and R2 = 10. = + , =
R 20 10 R 20
20 2
R= =6
3 3
1 1 1 1 R −R
b Transpose to make R2 the subject. = − , = 1
R2 R R1 R2 RR1
RR1
R2 =
R1 − R
20 × 30
c Hence find R2 when R = 20 and R2 = = 60
R1 = 30. 30 − 20
Exercise 6R
1 The formula V = IR is used to work out voltage in an electric circuit.
a Find V when I = 2·5 and R = 6.
b Transpose the formula to make I the subject.
c Hence find I when V = 40 and R = 8.
2 The formula C = 2πr is used to work out the circumference of a circle. C
a Find C when r = 20.
b Transpose the formula to make r the subject. r
c Hence find r when C = 25π.
3 The formula A = 2πrh is used to work out the surface area of r

the curved wall of a cylinder.
a Find A when r = 5 and h = 8. h
b Transpose the formula to make r the subject.
c Hence find r when A = 50π and h = 10.
4 The formula SI = PRT is used to find the simple interest on investment accounts.
a Find SI when P = 1000, R = 0·055, T = 3·25.
b Transpose to make R the subject.
c Hence find R when SI = 150, P = 2500 and T = 3.

6R
5 Using the formula v = u + at:
a Find v when u = –4, a = 3 and t = 6·5.
b Transpose to make a the subject.
c Hence find a when v = 10, u = 15, t = 2.
1 2
6 The formula V = πr h is used to find the volume of a cone. r
3
a Find V when r = 5 and h = 6.
b Transpose to make h the subject. h
c Hence find h when V = 6π, and r = 3.
d Transpose the formula to make r the subject.
(u + v )
7 The formula s = t is used to find the distance
2
travelled by an accelerating car.
a Find s when u = 10, v = 15 and t = 3.
b Transpose to make v the subject.
c Hence find v when s = 400, t = 20 and u = 30.
d Transpose the formula to make t the subject.
8 The formula v2 = u2 + 2as is used to find the velocity of an

accelerating body.
a Find two values of v when u = 30, a = 8 and s = 100.
b Transpose the formula to make u the subject.
c Hence find two values of u when v = 13, a = 3 and
s = 24.
d Transpose the formula to make s the subject when u = 0.
1 2
9 The formula s = ut + at is used to work out the distance covered by an accelerating body.
2
a Find s when u = 5, t = 3 and a = 9·8.
b Transpose the formula to make t the subject when u = 0.
c Hence find t when u = 0, s = 200 and a = 4.
10 The distance d (km) to the visible horizon when I stand on a tower h (metres) above sea
h
level is given by d = 8 .
5
a Find d when I stand on an 80-metre-high tower.
b Transpose the formula to make h the subject.
c Hence find how high above sea level I need to stand to see to 24 km.
1 1 1
11 The formula = + relates the values of resistances in an electric circuit.
R R1 R2
a Rearrange the formula to make R the subject.
b Hence find R when R1 = 50, R2 = 75.
c Rearrange the formula to make R1 the subject.

PUZZLES
1 Write linear equations to represent the following information, then solve the equations to
find the unknown numbers. Match the corresponding letter to the solution below to solve
the riddle:
What do you call a young goat that fell into a blender?

D Three consecutive whole numbers add to 42. Find the numbers.
E Three consecutive even numbers add to 48. Find the numbers.
I A triathlon race of total distance 6·1 km has a cycling leg 50 times the length of
the swimming leg, and a running leg one-fifth the length of the cycling leg. Find
the length of each leg of the race.
K A teacher is currently twice as old as the youngest student in the class. In 5 years
time the total of their ages will be 55 years. Find how old each is at present.
M In the science laboratory, a beaker contains 1000 mL of solution. From it four
identical flasks are filled to the same level, leaving 100 mL of solution in the
beaker. How much solution was poured into each flask, in mL?
P If a pencil and a pencil case cost five dollars, and the pencil case costs four
dollars more than the pencil, find the cost of each item, in dollars.
U Prize money of $84 on the spinning wheel at the school fete is to be shared so
that second prize gets five dollars less than first prize, and third prize gets eight
dollars less than second prize. Find how much each prize winner gets.
X A student spent half of his money on a pair of surfing shorts and half of the rest
on a T-shirt. If he had $15 left, how much did he have to start with, in dollars?
225 0·1, 1, 5 60 14, 16, 18 13, 14, 15 34, 29, 21 0·5, 4·5 15, 30 0·1, 1, 5 13, 14, 15
2 Solve the following inequations. Match the corresponding letter to the correct solution
below to solve the riddle:
What bird succeeds?

A 3x − 7 ≥ 20 B 19 + 2x < 11 D 6x − 7 ≤ −25
x
E 2x + 17 < 11 H 5x − 8 < 2 I +8≥ 2
7
x x
K 10x + 9 ≥ −21 N − 3 < −2 O − 1≥ 3
−2 4
1 x−9 −7 x
R x+6< 3 T ≥ −10 W − 2 ≤ −9
5 3 6
x≥9 x < –4 x ≥ –42 x < –15 x ≤ –3 x≥6 x ≥ –42 x ≥ –21 x<2
x > –2 x ≥ 16 x < –4 x < –3 x≥9 x ≥ –3

Algebra Techniques
3 Simplify the following expressions, then match the corresponding letter to the correct
solution below to find the answer to the question:
Who played the guitar solo on Michael Jackson’s single ‘Beat It’ from the
‘Thriller’ album?
15 x 2 6y 3 y2 10 x 3
A × D ×
3 xy 10 xy 5x2 6 y2
xy 4 6 x3 y −18 yx 5 −2 x 9 y 5
E × 2 3 H ×
3 y 2x y 3x4 y2 4 y 2 x6
21x 2 7 y y4 y2
I ÷ L ÷
3y x 3x2 12 x 4
− x3 y2 4 y2 x −25 x 3 y 4 100 x 2 y
N ÷ V ÷
8 x2 16 xy 4 x2 y3 −16 yx
x3 3 − xy
x2y x x x2y y
y2 y 2
3 − xy
3x4y2 4x2y2 x2y
y 2
4 Simplify the following expressions and express with a positive power. Match the
corresponding letter to the correct solution below to find the answer to the question:
What was the name of the first song ever played on MTV when first launched in the
US in 1981?
A 4x–1 D (4x)–1 E 4 × x–3 H 4–3 × x–4
I m–1q K m–2q3 L m6q–5 O m4q–3
R t–1v–1 S t–1v–3 T t3v–2 V t–4v5
v5 q 1 4 m4 q3 q m6 m6 4 1
4 3 2 5
t m 4x x 3
q m m q q5 x3 4x
t3 1 4 1 4 1 q m4
2
v 64 x 4
x 3 tv x 4x m q3
1 t3 4 1
tv 3
v2 x tv

Vegetable garden
A path of width x (metres) is be built as a border around a rectangular vegetable garden with
dimensions 10 metres by 8 metres.
a Draw a careful diagram of the garden and the surrounding path.
b Write down the length and width of the enlarged rectangle which includes the path, in
terms of x.
c Write down an expression for the perimeter of the enlarged rectangle in terms of x.
Simplify this expression by removing brackets and collecting like terms.
d Find an expression for the area of the enlarged rectangle in factorised form.
e Expand the brackets in the answer above to obtain a quadratic trinomial.
f Now write down an expression that represents the area of the path around the garden.
g Hence, find the area of the path when the width x = 0·5 metres.
h Find the perimeter of the rectangle when x = 0·5 metres.
Farmyard enclosure
A farmer wishes to fence off a rectangular enclosure using part of the side of his barn, which
is 16 metres long. The side of the barn has a doorway 2 metres wide to allow access to the
enclosure. The farmer wishes to use 20 metres of fencing, but is unsure of how long and wide
he should make the enclosure in order to enclose the largest area.
a If the farmer uses the entire length of the barn l
as one side of the rectangular enclosure, how wide
would the enclosure be? What area is enclosed? x
b If the width of the enclosure is just the width of

2m
the doorway, how long would the enclosure be?
doorway
What area is enclosed in this case?
c Let x be the width of the rectangular enclosure as barn
shown. Show that the length l = 20 − 2x.
d Show that the area A enclosed (in m2) is given by 16 m
A = 20x − 2x2.
e Using this formula, find the areas for various widths x, listing your results in table form.
x 2 3 4 5 6 7 8 9
A
f On a suitably scaled set of axes of your own, plot A against x, joining the points with a
smooth curve. Plot x horizontally and A vertically. Don’t forget to label and scale your axes.
g What is the maximum area that can be enclosed?
h What are the dimensions of the enclosure that provide this maximum area?

Algebra Techniques
Distance to the horizon

The distance d km to the horizon you can see when you stand h metres above sea level is
h
given by the formula d = 8 .
5
a Complete the table, finding d in each instance.
h 0 10 20 30 40 50 60 70 80 90 100
d
b On a suitably scaled set of axes of your own, plot d against h, joining the points with a
smooth curve. Plot h horizontally and d vertically.
c From your graph, read off, as accurately as you can, the height at which you would be
standing if you could see 24 km to the horizon.
d Transpose the formula to make h the subject.
e Using your result in part d, find the exact value of h when d = 24. How close was your
reading in part c?
f Note that when h = 80, d is an exact (whole number) answer. What is the next height that
provides an exact answer for d?
g List all the heights from zero to 600 that give exact results for d.
h Can you devise a method for obtaining all the possible exact answers for d?
Investigating Pythagoras
A ruler of length 100 cm rests against a vertical wall, with
its foot x cm out from the wall and the top reaching y cm
up the wall. The formula relating x to y is x2 + y2 = 1002.
a Draw a careful diagram showing the situation with

lengths x and y clearly marked.
100 cm
y
b Rearrange the formula to make y the subject.
c Complete the following table, which gives y for

various values of x. x
x 0 10 20 30 40 50 60 70 80 90 100
y
d On a suitably scaled set of axes of your own, plot y against x, joining the points with a
smooth curve. Plot x horizontally and y vertically. Don’t forget to label and scale your axes.
e What shape graph do you get in part d?
f Rearrange the formula to make x the subject.
Quadratic expressions can be factorised by grouping terms.
Example Solution
1 Factorise:
a x2 − 6x + 9 − 16y2 x2 − 6x + 9 − 16y2
= (x2 − 6x + 9) – (16y2)
= (x − 3)(x − 3) − (4y)2
= (x − 3)2 − (4y)2
= (x − 3 − 4y)(x − 3 + 4y)
b 9z2 − x2 + 4x − 4 9z2 − x2 + 4x − 4
= (9z2) − (x2 − 4x + 4)
= (3z)2 − (x − 2)2
= [3z − (x − 2)][3z + (x − 2)]
= (3z − x + 2)(3z + x − 2)
c x2 + y2 − 25 − 2xy x2 + y2 − 25 − 2xy
= x2 − 2xy + y2 − 25
= (x2 − 2xy + y2) − (25)
= (x − y)(x − y) − 52
= (x − y)2 − 52
= (x − y − 5)(x − y + 5)

a x2 − 4x + 4 − y2 b y2 + 2y + 1 − 4x2
c y2 − 10y + 25 − 9x2 d x2 + 4xy + 4y2 − z2
e x2 − 6xy + 9y2 − 4z2 f x2 − 2xy + y2 − 9z2
g 9z2 + 6z + 1 − x2 h 4x2 + 4x + 1 − 16y2
i 25x2 − 20x + 4 − 16y2 j 16x2 − 8xz + z2 − 9y2
k 9x2 − 12xz + 4z2 − 49y2 l 100y2 − 140yz + 49z2 − 64x2
m 16z2 − x2 − 4x − 4 n 25z2 − x2 − 6x − 9
o z2 − x2 + 10x − 25 p 4z2 − x2 − 2xy − y2
q 9a2 − b2 + 8bc − 16c2 r 64z2 − x2 + 12xy − 36y2
s 81z2 − 4x2 − 12xy − 9y2 t 49z2 − 25x2 + 20xy − 4y2

a x2 + 16 − 4y2 + 8x b y2 + 49 − 9x2 + 14y
c x2 + 100 − 36y2 − 20x d x2 + 4y2 − 25 − 4xy
e x2 + 9y2 − 81 − 6xy f x2 + 25y2 − 144 + 10xy
g x2 + 100y2 − 16z2 − 20xy h x2 + 16y2 − 49z2 − 8xy
i x2 + 144y2 − 64z2 − 24xy j 4x2 − 4z2 + 12xy + 9y2
k 16x2 − 9z2 − 40xy + 25y2 l 9x2 − 16z2 − 48xy + 64y2

Algebra Techniques
Quadratic expressions can be factorised using the completing the square method.
Example Solution
2 2
Factorise 2x + 3x − 4. 2 x 2 + 3x − 4
⎛ 3 ⎞ (take out a common
= 2 ⎜ x 2 + x − 2⎟ factor of 2)
⎝ 2 ⎠
⎛ 3 ⎛ 3⎞
2
⎛ 3⎞
2 ⎞ (add and subtract the
= 2 ⎜ x 2 + x + ⎜ ⎟ − ⎜ ⎟ − 2 ⎟ square of half the coefficient
⎜⎝ 2 ⎝ 4⎠ ⎝ 4⎠ ⎟⎠
of the middle term)
⎛⎛ 3⎞
2
⎛ 3⎞
2 ⎞
= 2 ⎜ ⎜ x 2 + ⎟ − ⎜ ⎟ − 2⎟ (factorise the perfect
⎜⎝ ⎝ 2 ⎠ ⎝ 4⎠ ⎟⎠ square)
⎛⎛ 3⎞
2
9 32 ⎞
= 2⎜⎜ x + ⎟ − + ⎟ (simplify the expression)
⎜⎝ ⎝ 2⎠ 16 16 ⎟⎠
⎛⎛ 3⎞
2
41⎞
= 2⎜⎜ x + ⎟ − ⎟
⎜⎝ ⎝ 2⎠ 16 ⎟⎠
⎛ 3 41 ⎞ ⎛ 3 41 ⎞ (factorise using difference
= 2⎜ x + − ⎟ ⎜ x+ +
⎝ 4 4 ⎠⎝ 4 4 ⎟⎠ of perfect squares)
3 Factorise the following by completing the square:

a 2x2 + 5x − 4 b 2x2 − 5x − 2 c 2x2 − 3x − 4 d 2x2 + 3x − 1
2 2
e 3x + 4x − 4 f 4x + 2x − 1 g −2x2 − 3x + 6 h −3x2 + 2x + 3
2 2
i −4x + 2x + 1 j −2x − 5x + 3 k −4x2 + 3x + 2 l −3x2 − 5x + 2
4 The formula s = ut + 12 at 2 is used to calculate the distance s (metres) travelled by a body

accelerating at a (m/s2) after t seconds, where its initial velocity was u (m/s).
a Find s when u = 6, a = 2 and t = 4.
b With u = 6 and a = 2, transpose the formula to make t the subject by completing the square.
c Hence, find the (positive) value of t for which s = 16.
5 a Write a formula for the area A of the rectangle shown, in x+4
terms of x with expanded brackets.
b Make x the subject of this formula by completing the square. x+2
c Given that A = 24, find the value of x.
6 a Write a formula in terms of x with expanded brackets
for the area A of the rectangle shown. x+6
b Make x the subject of this formula by completing x−2
the square.
c Given that A = 9, find the value of x.
7 I think of a number x, square it and then subtract three times the number I first thought of.
Let the answer be A.
a Write down a quadratic relation between x and A.
b Find A when x = 8.
c If the answer is 10, find two possible numbers I could have been thinking of.

REVISION QUESTIONS
Exercise 6A
a −2x(x + 1) b −3x(4x − 7) c (7 − p) × −2p
d (4 − 3n) × –5n e 2x2(3x − 4y + 1) f pq(3p − 8q − 5)
g 2z(4z + 3) − 5(3z + 2) h 3s(2s + 1) − 9(3s + 7) i 5b(2b − 1) − 2(3b − 5)
Exercise 6B
a (z + 5)(z + 4) b (v + 3)(v − 6) c (x − 6)(x − 5)
d (2x + 1)(3x + 5) e (3z − 4)(2z + 5) f 5(4q − 3)(2q − 2)
g (x + 3)2 h (3r + 4)2 i (5x − 2)2
Exercise 6C
3 Factorise the following by taking out the highest common factor:
a 8xyz + 10xy b 4mnp − 6mp c 15rst + 20tr2
d 20pq2 − 28pqr e a2b + ab + ab2 f 4x2y2 − 12xy − 8xy2
2 2 2 2 2
g −3x y + 6xy − 12x y h x (z − 2) + x(z − 2) i 6x2(m − 1) − 2x(m − 1)
Exercise 6D
4 Factorise the following by using a difference of perfect squares:
a 64r2 − 1 b 9 − 4x2 c 121m2 − 100n2
2
d (x − 2) − 100 e (x + 1)2 − 9 f (5 − x)2 − 121
2 2 2 2
g (2x − 3) − x h (7 − 8x) − 64x i (3 − x)2 − x2
Exercise 6E
5 Factorise the following quadratic trinomials:
a x2 + 11x + 28 b x2 + 15x + 50 c x2 + 6x + 5
2
d x + 3x − 4 e x2 − 5x − 24 f x2 − 13x − 48
g x2 − x − 2 h x2 + 12x + 36 i x2 − 18x + 81
Exercise 6F
6 Factorise the following trinomials by first taking out a common factor:
a 20x2 − 52x + 24 b 15x2 + 9x − 6 c 16x2 − 24x + 8
d −12x2 + 60x − 75 e −18x2 + 33x + 30 f −16x2 + 60x − 36
Exercise 6G
x x x + 3 4x − 2 1 7
a + b + c −
4 7 5 9 2x + 3 x
8 Simplify the following by first factorising:

12 x − 18 12 11x − 55
a b c
6 6x + 9 2 x − 10

Algebra Techniques
Exercises 6H–6J
a 2(m + 7) = −6 b 5(2n + 9) = 10 c −7(4q + 14) = 14
2( x − 4 ) 11( x − 5) 5( x − 4 )
d +3=9 e −9=2 f + 3 = 18
7 3 3
g 5( x + 1) = 4 x + 3 h −3( q − 3) = 4(5 − q) i 4( 3 x − 2 ) = −5(6 − 2 x )
3x 2 x 3x − 2 5 x − 1 3x + 1 x − 2
j − =2 k = l − = −2
4 3 2 3 4 3
Exercise 6K
10 Solve the following inequalities:
−7b
a 3 x − 5 ≥ −14 b −2( x + 4 ) < 8 c − 1 ≤ −15
6
Exercise 6L
11 Simplify the following, expressing answers using positive indices where appropriate:
2 −2 1 3
⎛ 3⎞ ⎛ 2⎞
a −(−2)3 b ⎜⎝ −1 4 ⎟⎠ c (40)–1 d ⎜⎝ 3 ⎟⎠ e 16 4 f 100 2
Exercise 6N
− a 2 c −5c 3ac
a −y × x × x × y × −x × x b −pq × 4pr × 3rq × −5rpq c × × ×
b d −7b −11d
Exercises 6O and 6P
a (x3)2 × 3x5 b (2y2)4 × (y3)3 c (2z3)5 ÷ 8z10
−32 x 3 y 4 21 y −25m3n4 30m2 n
d (3m2)4 ÷ (9m3)2 e × f ÷
7 x2 8 xy 2 4 m 2 n2 −8n4 m
14 Simplify the following, expressing answers using positive indices:
3 2 −2 −2 −2 2
⎛ r −2 ⎞ ⎛ 9s 2 ⎞ ⎛ 4 p −1 ⎞ ⎛ q2 ⎞ ⎛ 4 u 2 v −1 ⎞ ⎛ u −1v 3 ⎞
a ⎜ 2 ⎟ × ⎜ −2 ⎟ b ⎜ 2 ⎟ × ⎜ −1 ⎟ c ⎜ −1 2 ⎟ ÷ ⎜ 2 −1 ⎟
⎝ 3s ⎠ ⎝r ⎠ ⎝ q ⎠ ⎝2p ⎠ ⎝w x ⎠ ⎝ 2w x ⎠
Exercise 6Q
15 Simplify the following, expressing answers with positive indices:
5 3 2
− −
a 27 3 b (81x 4 ) 4 c ( 32 −1 y −5 ) 5
Exercise 6R
16 Consider the formula v = u + at.
a Find v when u = −3, a = 2 and t = 8·5. b Find t when v = 10, u = 15 and a = −4.

CHAPTER
7
Linear
Functions
Algebra in history
Jean Robert Argand (1768–1822) is credited with y
extending the use of the Cartesian plane to an 4 (3, 4)
3 or 3 4i
Argand diagram on which complex numbers can be (–4, 3)
or –4 3i 2
plotted. Engineers use complex numbers on Argand
2 1
diagrams in electrical circuits. By defining i = −1,
the position of the complex number z = 3 + 4i is –4 –3 –2 –1 1 2 3 4x
–1
shown as a point whose coordinates are (3, 4).
Algebra today
Systems of equations provide a convenient way to make comparisons between
options. You may be comparing cost structures or supply and demand relationships
in running a business. For example, a family may be considering the options of
renting or buying a holiday house at the beach. Buying a house involves a large
initial investment with small ongoing costs such as rates and maintenance. Renting
a house involves no initial investment, but has significant ongoing costs.
Using a graph of systems of linear equations to display this information makes

comparisons and analysis easier than words alone. The point of intersection of the
lines can be found to show which option is the most cost efficient over time.

• Recognising linear functions
• Graphing linear relations and functions
• Determining gradients, intercepts
and equations
• Exploring parallel, perpendicular,
horizontal and vertical lines
• Solving simultaneous equations
• Determining midpoints and distances
between points
• Drawing and finding the equations of
linear inequalties
7A Recognising linear patterns
A linear function is one that has a constant difference pattern and forms a line when graphed.
The following pattern can be described, written as a table of values, written as a linear
equation and drawn as a linear graph.
Linear pattern
1 2 3 4
Pattern in words
This patterns starts with one dot and two more dots are added each time.
Tables of values
Pattern number 1 2 3 4
Number of dots 1 3 5 7
+2 +2 +2
General linear equation

y = mx + c
y = 2x − 1 is the equation of the line to fit this pattern.
Linear graph
Number of dots
8
7
6
5
4
3
2
1
1 2 3 4
–1 Pattern number
–2
Exercise 7A
1 For the following patterns, place the pattern numbers and the number of dots into a table
of values, showing clearly the difference patterns:
a b
1 2 3 4
1 2 3 4

7A
c d
1 2 3 4
1 2 3
e f
1 2 3 4
1 2 3 4
g h
1 2 3 4
1 2 3 4
i j
1 2 3 4
1 2 3 4
k l
1 2 3 4 1 2 3 4
2 For each of the patterns in Question 1, determine if it is linear or non-linear.
3 For each of the linear pattens in Question 1, write the rule in words.
4 From the table of values for each of the patterns in Question 1, plot the points on a set of
axes. Label each graph as linear or non-linear.
5 State which of the functions below are linear and which are non-linear:
a y = 3x2 − 3 b y = 2x3 + 4 c y=x−4
d y = x2 + x e y = x2 + 2 f y = 15 × 5 x
g y = 2x − 5 h y = 2x i y = x3 − 3
j y = 8x + 8 k y = x2 − 7 l y=2
Chapter 7 Linear Functions 257

7B Graphing linear relations
A linear relation is a set of points that when plotted forms a straight line.
A good starting point for graphing a linear relation is to use a table of values.
Example Solution
Plot the graph of y = −3x + 6 We work out the coordinates of a selection
y
of points:
12 x −2 0 2 3
10 y 12 6 0 −3
8 The y values have been worked out by

substituting the x values into the rule
6 y = −3x + 6. For example, when x = −2
4 y = (−3) × (−2) + 6
2
=6+6
= 12
–2 –1 1 2 3 4 x Plot the points and notice that they lie
–2 on a straight line. The coordinates of the
y-intercept are (0, 6). The coordinates of
–4 the x-intercept are (2, 0).
Note that the coefficient of x is −3, so the
line is in a negative direction.
Exercise 7B
1 Complete the following tables using the given rules, then plot the points on separate sets
of Cartesian axes. Join the plots with a straight line, extending the line in each direction.
Show the coordinates of the x- and y-intercepts in each case:
a y = 2x b y = 2x − 2
x −1 0 1 2 x −1 0 1 2
y y
c y = 3x d y = 3x − 6
x −2 −1 0 1 x −1 0 1 2
y y
e y = −x f y = −x + 2
x −2 0 1 2 x −1 0 1 2
y y
g y = −3x h y = −3x + 3
x −1 0 1 2 x −1 0 1 2
y y

7B
2 Work out the y values in each ordered pair, then graph the straight lines that represent the
following rules. Show the coordinates of the x- and y-intercepts in each case:
a y=x+4 (−4, ___), (0, ___), (2, ___)
b y=x−3 (−2, ___), (0, ___), (3, ___)
c y = −x + 3 (−2, ___), (0, ___), (3, ___)
d y = −x − 1 (−1, ___), (0, ___), (3, ___)
e y = 4x (−2, ___), (0, ___), (2, ___)
f y = −0·5x (−2, ___), (0, ___), (2, ___)
g How does the coefficient of x (the number in front of x) influence the graph of the line?
h How does the constant (the number on the end) influence the line?
3 The cost C (dollars) of hiring a stretch limousine to take students to the Year 10 formal is
made up of a fixed booking fee of $50, plus an additional charge of $3 for each kilometre
(x) travelled to pick up students.
a Complete the following table, which gives the cost for various distances travelled.
x 10 20 30
C
b On a set of axes of your own, plot the points whose coordinates are given by the
values in the table above. Do not forget to scale and label your axes correctly.
c Join the plots with a straight line, extending it back to the vertical axis and continuing
it on beyond x = 30.
d Write down the C-intercept and identify its meaning in this problem.
e Verify the rule C = 3x + 50, which relates C to x.
f Use the rule in part e to find the cost if the limousine travels 45 km.
g How many kilometres were travelled if the total cost was $215?
4 The temperature T°C outside a ski lodge was 2°C at 6 pm and fell by 0·5°C each hour t.
a Complete the following table to find the temperature for times up to 11 pm.
t 0 1 2 3 4 5
T
b Plot the points whose coordinates are given by the values in the table above on a set
of axes of your own. Remember to scale and label your axes correctly.
c Join the plotted points with a straight line. Do not extend the line this time.
d Verify the rule T = 2 − 0·5t, which relates T to t.
e Use the rule in part d to find T at 9:30 pm.
f Use this model to find when the temperature falls to −5·25°C.

7C Sketching lines using the x- and y-intercepts
The two most useful points to plot when graphing a straight line are the x- and y-intercepts.
The method does not work for lines that pass through the origin, or for lines that are parallel
to the coordinate axes.
Example Solution
1 Sketch the line y = 2x − 3 by using To find the y-intercept, substitute x = 0 into
the intercepts. the equation.
y = 2 × 0 − 3 = −3 (0, −3)
To find the x-intercept, substitute y = 0.
0 = 2x − 3
3 = 2x
3
x = or 1·5 (1·5, 0)
2
Plot the two y
intercepts, and
join them with
a straight line.
x
(1·5, 0)
(0, –3)
2 Sketch the line 3x − 4y − 12 = 0 by using To find the y-intercept, substitute x = 0.

the intercepts. 3 × 0 − 4y − 12 = 0
−4y − 12 = 0
−4y = 12
y = −3 (0, −3)
To find the x-intercept, substitute y = 0.
3x − 4 × 0 − 12 = 0
3x − 12 = 0
3x = 12
x=4 (4, 0)
Plot the two y
intercepts, and
join them with
a straight line.
x
(4, 0)
(0, –3)

7C
Exercise 7C
1 On a set of axes of your own, sketch the following straight lines by using the intercept method:
a y=x+2 b y=x+3 c y=x−1 d y=x−3
e y = 2x + 4 f y = 3x − 1·5 g y= 2 x+2
1
h y = 2x − 4
2 On a separate set of axes, sketch the following straight lines by using the intercept method:
a y = −x + 3 b y = −2x + 1 c y = −3x + 6 d y = −4x + 4
e y = −5x + 10 f y = −6x + 3 g y = − 2 x −1
1
h y = − 14 x + 1
3 On a new set of axes, sketch the following straight lines by using the intercept method:
a 4y + 3x = 12 b 3y − 2x = 6 c 3x − 2y = −6
d 4y − 3x = −12 e x + 2y + 4 = 0 f 2y − x − 4 = 0
g 2x + y + 6 = 0 h 2x − y + 6 = 0 i 2x − y + 3 = 0
j x + 2y − 3 = 0 k 3x + 5y − 15 = 0 l 2x − 5y + 10 = 0
4 The value $V of a canoe t years after I bought it is given by the equation V = 850 − 50t.
a Find the coordinates of the V- and the t-intercepts of this linear relation.
b Using the V- and t-intercepts, graph the linear relation V = 850 − 50t.
Label your axes and use appropriate scales.
c What was the value of the canoe when it was new?
d What is its value 10 years later?
e How much value does it lose each year?
f How long will it take for its value to drop to $575?
5 The temperature T°C on a frosty morning t hours after 6 am is given by the equation
T = 1·5t − 3.
a Find the T- and the t-intercepts of this linear relation, and use them to sketch the
graph of T against t. Label your axes and show appropriate scales.
b What is the temperature at 6 am?
c Find the temperature at 11 am.
d According to this model, when will the temperature reach 6°C?
e How much does the temperature rise each hour?

7D Gradients of straight lines
Example Solution
1 Determine the gradients of the following
lines:
rise difference in y values
a the gradient of the line passing Gradient = =
through the points (1, 2) and (3, 10) run difference in x values
10 − 2 8
y = =
3−1 2
10 =4
8 Note that the gradient is positive, and this is
2 reinforced by the line showing an uphill
2 slope to the right.
1 3 x
rise 5 − 9 −4
b the gradient of the line passing Gradient = = =
through the points (2, 9) and (4, 5) run 4 − 2 2
= −2
y
Note that there is a fall or negative rise.
The gradient is negative, and this is
2 reinforced by the line showing a downhill
9
–4
slope to the right.
2 4 x
Where two points on a line have coordinates (x1, y1) and (x2, y2), the vertical
rise is the difference between the y values and the horizontal run is the
difference between the x values. The gradient can be worked out using:
y2 − y1
gradient =
x2 − x1
Example Solution
y2 − y1
2 Find the gradient of the line joining the Gradient = (x1, y1) = (−3, 9)
points (−3, 9) and (−1, 1). x2 − x1
1− 9
= (x2, y2) = (−1, 1)
−1 − −3
−8
=
2
= −4

7D
Exercise 7D
1 Find the gradients of the following lines:
a y b y c y
6 2
1
0 2 x
01 2 x 0 2 x
2 Find the gradients of the following lines:

a y b y c y
7 11 5
4
4
5
–1 0 2 x –2 0 1 x –1 0 1 x
3 Choose two points on each of the graphs, then determine the gradient of each line:
a y b y
7 7
6 6
5 5
4 4
3 3
2 2
1 1
–5 –4 –3 –2 –1 1 2 3 4 5 x –5 –4 –3 –2 –1 1 2 3 4 5 x
–1 –1
–2 –2
–3 –3
–4 –4
–5 –5
–6 –6
–7 –7
c y d y
7 7
6 6
5 5
4 4
3 3
2 2
1 1
–5 –4 –3 –2 –1 1 2 3 4 5 x –5 –4 –3 –2 –1 1 2 3 4 5 x
–1 –1
–2 –2
–3 –3
–4 –4
–5 –5
–6 –6
–7 –7

7D
4 Use the formula for gradient to find the gradient of the line joining each pair of points:
a (2, 4), (3, 6) b (3, 3), (6, 12) c (−1, −2), (1, 6)
d (−1, 4), (2, 1) e (−2, −2), (2, −6) f (−1, 3), (3, −5)
g (−4, 0), (0, 4) h (0, 6), (2, 0) i (0, −6), (3, 0)
j (−4, 4), (2, 4) k (4, 5), (4, 7) l (−1, −5), (3, −5)
5 On part of an Outdoor Education trek, y

students hike from point A to B, and
then from point B to point C. 4 B(0, 3·5)
3
Expressing your answers as simple
A(–3, 2) 2
fractions, find:
a the gradient of AB 1 C(5, 1·5)
b the gradient of BC
–3 –2 –1 0 1 2 3 4 5 x
c the average gradient when hiking –1
from A to C
–2
–3
6 A BMX track has a rise of 3·2 metres for a run of

4·8 metres.
a What is the gradient of the incline expressed as a 3·2
simple fraction?
b What horizontal distance would a BMX rider 4·8
have travelled after rising a vertical distance of
2·8 metres?
7 A set of stairs has a run of 40 cm and a rise of 15 cm.

a Determine the gradient of the incline.
b What vertical distance would a person have climbed after walking for a horizontal
distance of 2 m?

Horizontal and vertical lines 7E
Example Solution
1 Graph the following lines:
a x = −3 A vertical line passing through y
−3 on the x-axis has the equation 7
x = −3. All points on this line 6
have an x-coordinate of −3 and 5
a variable y-coordinate. 4
3
2
1
–4 –3 –2 –1 1 2x
–1
–2
b y=6 A horizontal line passing through y

6 on the y-axis has the equation 7
y = 6. All points on this line have 6
a y-coordinate of 6 and a variable 5
x-coordinate. 4
3
2
1
–4 –3 –2 –1 1 2x
–1
–2
2 A line is parallel to the

x-axis and passes through
the point (1, 4).
a Sketch the line. Any line parallel to the x-axis y
will have the equation y = c. 7
The value of c is the y value 6
in the coordinate point (x, y). 5
4
For this line c = 1.
3
2
1
–4 –3 –2 –1 1 2x
–1
–2
b Determine the equation Equation of the line is y = 1.

of the line.

7E
Exercise 7E
1 Write down the equation of each of the following lines:
a y b y c y
5 x –7 x –0·5 x
2 Write down the equation of each of the following lines:

a y b y c y
8 x
x –3 –8·5
d y e y f y
10
x
17 x
–1·9
x
3 On a set of axes of your own, sketch the graphs of the straight lines with equations:
a x = 10 b x = 43 c x = − 14 d x=0
e y=3 f y = −2·5 g y= 1
4
h y=0
4 Sketch each of the following lines:

a parallel to the x-axis and passes through the point (2, 1)
b parallel to the x-axis and passes through the point (−6, −1)
c parallel to the x-axis and passes through the point (3, −2)
d parallel to the y-axis and passes through the point (2, −1)
e parallel to the y-axis and passes through the point (−1, 4)
f parallel to the y-axis and passes through the point (−0·5, 1)
5 State the equation of each of the lines in Question 4.

Using the gradient and the y-intercept 7F
Example Solution
1 State the gradient and
y-intercept of the following
lines, then sketch the line:
a y = 3x The line y = 3x has a gradient y
of 3 and a y-intercept of zero.
3
To sketch the line, start at the
y-intercept (zero on the y-axis),
run forward (positively) 1 unit, 3
then rise 3 units, and draw a
line through the two points 1
(0, 0) and (1, 3). 0 1 x
b y = −2x + 4 The line y = −2x + 4 has y

a gradient of −2 and a 1
4
y-intercept of 4.
2
To sketch the line, start at the
y-intercept (4 on the y-axis), 2
run forward (positively)
1 unit, then drop 2 units, and
draw a line through the two 0 1 x
points (0, 4) and (1, 2).
2 A line has the equation
2y − x + 4 = 0.
a Rearrange this equation, 2y − x + 4 = 0
then determine the 2 y = x − 4 transposing
gradient and the x 4
coordinates of the y= − divide by 2
2 2
y-intercept. 1
y = x−2
2
1
Gradient is , the y-intercept is the point (0, −2).
2
1
b Sketch the line. Gradient is . We can think of this in 2 ways:
2
1
across 1 and up across 2 and up 1
2
y y
0 1 2 x 0 1 2 x
–1 1 –1
2 1
1 1
–2 1
2 –2
2
Both methods give the same solution.

7F
Exercise 7F
1 On a set of axes of your own, sketch the following straight lines by using the gradient and the
y-intercept. For equations involving fractions, use a run (forward) that is the denominator.
a y=x b y = 2x c y = 3x d y = 4x
1 3 4 5
e y= x f y= x g y= x h y= x
2 4 3 4
2 Sketch the following straight lines by using the gradient and y-intercept method:
1
a y = −x b y = −2x c y = −3x d y=− x
4
1 3 3 5
e y=− x f y=− x g y=− x h y=− x
2 4 2 3
3 a On a new set of axes, sketch the following straight lines by using the gradient and
y-intercept method:
i y = 2x ii y = 2x + 1 iii y = 2x − 2 iv y = 2x − 3
b What happens to the basic graph of y = 2x when a number is added or subtracted?
c What is the gradient and the y-intercept for each of the above graphs?
4 Read off the gradient and the y-intercept, and hence write down the equations to the
following lines:
a y b y c y d y
2 2
0 4x 2 x
1 1
–0·5
–1 0 1 2 x
0 1 2 x
–3
5 Determine the gradient and the coordinates of the y-intercept for each of the following lines:
a y = 3x − 2 b y = 6x + 7 c y=x−3
d y=x e y = −x f y = −4x
g y = 4 − 6x h y = 2 + 2x i y = −x + 8
2 1
j y = 10 − x k y = − x +1 l y= − x+3
3 2
1 3x x
m y = 1− x n y= +8 o y= +2
4 2 4
x 5x 2x
p y = −1 q y= −2 r y= 6−
2 3 5
6 Rearrange the following equations to make y the subject, and state the gradient and the
y-intercept in each case. Use this information to sketch each graph:
a y + 2x − 4 = 0 b y − 2x + 5 = 0 c 2y + 4x − 7 = 0
d 4x + 2y + 5 = 0 e 4x − 2y = 9 f 9x − 3y + 2 = 0
g 2y − x = 4 h 4y − 2x = 7 i 3y + x − 12 = 0

Finding the equation of a line 7G
When asked to find the equation to a given line, first find the gradient m and the y-intercept c,
and then write the equation in the form y = mx + c.
Alternatively, use the relation y − y1 = m(x − x1), where (x1, y1) is any known point on the line
and m is the gradient. This comes from our formula for finding the gradient of a line:
y2 − y1
m=
x2 − x1
Example Solution
1 Write down the equation of the line that From the diagram or by using the coordinates:
passes through the points (0, −3) and (2, 3). 3 − −3 6
m (gradient) = = =3
y 2−0 2
3
The y-intercept (0, −3).
Method 1: y = mx + c
6 From above, m = 3 and c = −3, so the
–0·5 2 x equation of the line is y = 3x − 3.
Method 2: y – y1 = m(x − x1)
Using the point (0, −3):
–3
2
y − −3 = 3(x − 0)
y + 3 = 3x
So y = 3x − 3.
Note: The point (2, 3) would also result in
the equation y = 3x − 3.
2 Find the equation to the line that passes From the diagram or by using the coordinates:
through the points (−1, −1) and (1, −3). −3 − −1 −2
m= = = −1
y 1 − −1 2
3
Method 1: y = mx + c
2 From above, m = −1.
1 The equation of the line so far is y = −x + c.
–2 –1 1 2 x Using the point (−1, −1):
–1 −1 = −1 × −1 + c
2 –2 −1 = 1 + c
So c = −2.
2 –3 The equation to the line is y = −x − 2.
Method 2: y − y1 = m(x − x1)
Using m = −1 and the point (−1, −1)
y − −1 = −(x − −1)
y + 1 = −x − 1
y = −x − 1 − 1
The equation to the line is y = −x − 2.
Note: The coordinates of either point can
be substituted and will result in the same
equation.

7G
Exercise 7G
1 Write down the equations of the following lines:
a b c
i y ii y
i ii y
3 i ii
3 8
3 x –3 3 x
–3
–2 2 x
–3
d y e y f y
i ii ii
2
ii i i
–1 1 x
2 –2 x
1
–3
–2 –1 1 2 x
–4
2 Find the equation of each of the lines with the following properties:
a a gradient of two and passes through the point (2, 5)
b a gradient of one and passes through the point (1, 4)
c a gradient of four and passes through the point (3, 0)
d a gradient of negative one and passes through the point (2, 3)
e a gradient of negative three and passes through the point (−2, 10)
f a gradient of negative five and passes through the point (−4, −1)
3 Find the equation of the line that passes through:

a (−1, 4) and (0, 5) b (−2, −2) and (0, 2) c (2, 5) and (0, 3)
d (4, 5) and (0, 3) e (1, 3) and (0, 4) f (2, 2) and (0, 6)
g (1, −3) and (0, −2) h (3, −8) and (0, −2) i (2, 1) and (0, −2)
4 Find the equation of the line that passes through the following pairs of points:
a (1, 9) and (3, 13) b (3, 10) and (5, 12) c (4, 5) and (6, 11)
d (−1, 2) and (0, 3) e (1, 1) and (4, 13) f (1, 6) and (6, 1)
g (−2, 3) and (−1, 4) h (−2, 9) and (2, 1) i (2, −7) and (4, −15)

7G
5 There are two different temperature scales commonly used. These are the Celsius scale
(used in Australia and most countries) and the Fahrenheit scale (still found in many
cookbooks, particularly those written in the US). The boiling point of water is 100°C
or 212°F, and its freezing point is 0°C or 32°F.
a Draw up a set of axes with Celsius temperature (C) plotted horizontally and Fahrenheit
temperture (F) plotted vertically. Choose an appropriate scale for each axis.
b Plot the boiling and freezing points on the set of axes.
c Determine the equation of the line through these two points in the form F = mC + c.
d Determine the temperature (°F) for a cake that is to be baked at 180°C.
6 A water tank is being filled at a constant rate so that after 2 hours it contains 5000 litres
and 3 hours later it contains 9500 litres.
Let V litres be the volume of water in the tank after t hours:
a Draw up a set of axes with V plotted vertically, and t plotted horizontally, with each
axis scaled appropriately.
b Plot the points (2, 5000) and (5, 9500).
c Find the equation of the line through these two points in the form V = mt + c.
d At what rate in litres/hour is the tank being filled?
e How much water was in the tank initially?
f If the tank holds 14 000 litres, how long will it take to fill?
7 A hot air balloon begins to descend so that its altitude is 600 metres after 30 seconds
and after another 60 seconds its altitude is 480 metres.
Let h be the altitude in metres t seconds after it commences its descent.
a Draw up a set of axes with h plotted vertically and t plotted horizontally, with each
axis scaled appropriately.
b Plot the points (30, 600) and (60, 480).
c Find the equation of the line through these two points in the form h = mt + c.
d At what rate in metres per second (m/s) is the balloon descending?
e What was the height of the balloon just before it started its descent?
f At this rate, how long does it take the balloon to return to the ground?

7H Simultaneous equations and graphs
The word ‘simultaneous’ means ‘at the same time’. So the solution to a pair of simultaneous
equations is the point where the two equations are true at the same time. This means the
solution of two linear equations can be found graphically by finding the point of intersection.
Example Solution
1 Determine the point of intersection for
the following pairs of simultaneous
equations.
a y The point of intersection is at (7, 3).
8
6
4
2
–8 –6 –4 –2 2 4 6 8 x
–2
–4
–6
–8
b y The point of intersection is at (−2, 0·5).

8
6
4
2
–8 –6 –4 –2 2 4 6 8 x
–2
–4
–6
–8
2 a Rearrange each of the following to the

form ax + by = c:
i y = −x + 8 y = −x + 8
x+y=8
ii 2y + 2 = x 2y + 2 = x
−x + 2y = −2 or x – 2y = 2
Remember:
The x-intercept is where the line crosses the x-axis. This occurs where y = 0.
The y-intercept is where the line crosses the y-axis. This occurs where x = 0.

7H
Example Solution
b Determine the x- and i x+y=8
y-intercepts for these x-intercept (when y = 0) y-intercept (when x = 0)
equations. x+0=8 0+y=8
x=8 y=8
∴ x-intercept is (8, 0) ∴ y-intercept is (0, 8)
ii x − 2y = 2
x-intercept (when y = 0) y-intercept (when x = 0)
x−0=2 0 − 2y = 2
x=2 y = −22
∴ x-intercept is (2, 0) y = −1
∴ y-intercept is (0, −1)
c Graph the equations on y
10
a set of axes by using
the intercepts and then 8 x y 8
determine the point 6
of intersection. 4
2
–8 –6 –4 –2 2 4 6 8 x
–2
–4
x 2y 2
–6
–8
–10
Point of intersection: (6, 2)
Exercise 7H
1 Determine the point of intersection for the following pairs of simultaneous equations:
y
a 20 b y
12
18 11
10
16 9
14 8
7
12 6
5
10
4
8 3
2
6 1
4 –5 –4 –3 –2 –1 1 2 x
–1
2 –2
–3
2 4 6 8 10 12 x –4

7H
c y d y
2 8
–5 –4 –3 –2 –1 1 2x 6
–2
4
–4
–6 2
–8
1 2 3 4 5 6x
–10
–2
–12
–14 –4
–16
e y f y
8 10
7 9
6
5 8
4 7
3 6
2
1 5
4
–5 –4 –3 –2 –1 –1 1x 3
–2
–3 2
–4 1
–5
–6 2 4 6 8 10 12 x
–7
–8
g y h y
60
1 2 3 4 5 6 x
50 –1
40 –2
30 –3
–4
20
–5
10
–6
10 20 30 40 50 60 x –7
–8

7H
i y j y
x
–45 –43 –41 –39 –37 –35 –33 60
–10 50
40
–20
30
–30
20
–40 10
–50 5 10 15 20 25 30 x
k y l
y
4 4
3
2 3
1
2
–2 –1 1 2x
–1 1
–2
–3 x
–2 –1·5 –1 –0·5 0·5
–4
–1
2 Re-arrange each of the following to the form ax + by = c:

a y=x−3 b y=4−x c x−y−5=0
x=5−y y=x−6 2x = y + 8
d 3x = y + 6 e 2y = 6 − x f 2x = −y + 8
x = 2y + 2 x = 4y 3y = −x + 9
g x = 2y + 2 h y = 2x − 2 i 2y = x + 3
y=5−x y=4−x 2x = 3 + y
3 Determine the x- and y-intercepts for each of the equations in Question 2:

a (0, ___), (___, 0) b (0, ___), (___, 0) c (0, ___), (___, 0)
(0, ___), (___, 0) (0, ___), (___, 0) (0, ___), (___, 0)
d (0, ___), (___, 0) e (0, ___), (___, 0) f (0, ___), (___, 0)
(0, ___), (___, 0) (0, ___), (___, 0) (0, ___), (___, 0)
g (0, ___), (___, 0) h (0, ___), (___, 0) i (0, ___), (___, 0)
(0, ___), (___, 0) (0, ___), (___, 0) (0, ___), (___, 0)
4 Graph each pair of equations in Question 2 on a separate set of axes by using the intercepts
in Question 3.
5 Determine the points of intersection from the graphs in Question 4.

7I Simultaneous equations: Graphing
A pair of simultaneous linear equations will graph as two straight lines. The solution to the
equations is given by the coordinates of the point of intersection of the lines.
Example
At the cinema three popcorns and two drinks cost $12, while one popcorn and one drink
cost $5. Use a graphical method to find the cost of each.
Solution
Let P be the price of a popcorn, and D be the P
price of a drink. PD5
Then 3P + 2D = 12 (1)
and P+D=5 (2)
5
In (1) letting P = 0, ⇒ D = 6 3P 2D 12 4
letting D = 0, ⇒ P = 4 3
(3, 2)
In (2) letting P = 0, ⇒ D = 5 2
letting D = 0, ⇒ P = 5 1
Graph each equation. 1 2 3 4 5 6 7 8 D
The point of intersection is P = 2, D = 3

so a popcorn costs $2 and a drink costs $3.
Checking: 3 × 2 + 2 × 3 = 12
and 2+3=5
Exercise 7I
1 Solve the pairs of simultaneous equations by graphing each pair of equations accurately
on a separate set of axes:
a y=x−3 b x+y=4 c x−y=5
x+y=5 y=x−6 2x − y = 8
d 3x − y = 6 e 2y = 6 − x f 2x + y = 8
x − 2y = 2 x − 4y = 0 x + 3y = 9
g x − 2y = 2 h y = 2x − 2 i 2y − x = 3
x+y=5 y=4−x 2x = 3 + y
2 Attempt to solve the pair of equations 2y = 4 − x and 2x + 4y = 1 by graphing each on the
same set of axes.
a What is the gradient of each line?
b Do the lines that represent these equations ever intersect?
c Does the pair of simultaneous equations have a solution?
3 Investigate graphically whether the pair of simultaneous equations 6x − 3y = 9 and
2x − y = 3 has a solution.
4 At the football grand final a supporter bought four pies and two cans of drink for $20.
Another supporter bought a pie and a can of drink for $6.
a Letting P be the cost of a pie and D be the cost of a drink, the simultaneous equations
that model the situation are 4P + 2D = 20 and P + D = 6. Graph both equations on the
one set of axes.
b Hence find the cost of a pie and a drink at the grand final.

Simultaneous equations: Substitution 7J
Substitution is an algebraic method for solving simultaneous equations. This method is
appropriate where it is easy to eliminate one variable by substitution.
Example Solution
1 Solve by substitution: The second equation can be substituted into
x − 3y = 16 (1) equation (1) to give:
y=x−4 (2) x − 3(x − 4) = 16
x − 3x + 12 = 16
−2x + 12 = 16
−2x = 4
x = −2
Substituting back into equation (2):
y = −2 − 4
y = −6
Solution is x = −2, y = −6, or (−2, −6)
2 Solve by substitution: Rearrange equation (2):
2x + 3y = 19 (1) x = 2y − 8
2y − x = 8 (2) Substituting into equation (1):
2(2y − 8) + 3y = 19
Solving: 4y + 3y − 16 = 19
7y − 16 = 19
7y = 35
y=5
Substituting back into x = 2y − 8
x=2×5−8
x=2
Solution is x = 2, y = 5, or (2, 5)
Exercise 7J
1 Solve the following simultaneous equations by substitution then check your solutions on a
graphics calculator:
a x+y=4 b x+y=9 c x+y=7
y=x+2 x=y+3 y = 2x + 1
d 2x + y = 16 e 3x − y = 17 f x − 3y = 7
y=x+1 y=x−9 y=x−1
g 3x + 2y = 25 h x − 4y = −2 i −3x + y = 15
x = 2y − 5 y = 2x − 3 x = 2 − 2y
2 Solve the following simultaneous equations by substitution then check your solutions on a
graphics calculator:
a 3x + 2y = 14 b 2y − 4x = −6 c y + 2x = 8
y − 5x = −6 y − 6x = −11 3x − 5y = 12
d 5x + 4y = −7 e 2x − 3y = 13 f 7x − 2y = 16
x + 3y = −8 3x + y = 3 5x + y = 9

7K Simultaneous equations: Elimination
The graphical solution of simultaneous equations has limited accuracy, therefore algebraic
methods are often preferred. Elimination is one of two algebraic methods for solving
simultaneous equations.
Example Solution
Solve the following simultaneous equations
by elimination:
a 3x + 4y = 18 One of the variables (y) can be easily
x − 4y = −10 eliminated if we add the equations:
3x + 4y = 18
+ x − 4y = −10
4x = 8
⇒x=2
Substituting back (into either equation):
3 × 2 + 4y = 18
6 + 4y = 18
4y = 12
y=3
Solution is x = 2, y = 3 or (2, 3)
b 2x + 5y = 3 We rescale one of the equations to eliminate x.
x − 3y = 7 Multiply the second equation through by −2:
2x + 5y = 3
+ −2x + 6y = −14
11y = −11
y = −1
Substituting back (into either equation):
x − 3 × −1 = 7
x+3=7
x=4
Solution is x = 4, y = −1 or (4, –1)
c 5x + 3y = 15 Rescale both equations to eliminate y.
4x + 2y = 11 Multiply the first by 2, and the second by −3:
10x + 6y = 30
+ −12x − 6y = −33
−2x = −3
−3
x= = 1·5
−2
Substituting back into the second equation:
4 × 1·5 + 2 y = 11
6 + 2 y = 11
2y = 5
5
y = = 2·5
2
Solution is x = 1·5, y = 2·5 or (1·5, 2·5)

7K
Exercise 7K
1 Solve the following simultaneous equations by elimination then use a graphics calculator
to check your solutions:
a x + y = 22 b x + y = 13 c x−y=7
x−y=2 −x + y = 5 x + y = 25
d 2x + y = 14 e 3x − y = 17 f −x + 3y = 7
x−y=1 x + y = 11 x−y=1
g 3x + 2y = 27 h x − 4y = 4 i −3x + y = 10
x − 2y = −7 2x + 4y = 44 3x + 2y = 2
j 2x + 3y = 6 k 5x − 3y = 9 l 4x − 7y = −10
5x − 3y = −27 −5x + 7y = −1 5x + 7y = 19
2 Solve the following simultaneous equations:

a 2x + 3y = 14 b 2x − 4y = −6 c x − 2y = 8
−x + 5y = 6 x − 6y = −11 3x + 5y = 13
d 4x + 5y = −7 e 2x + 3y = 5 f 7x + 2y = −12
−3x − y = 8 3x + y = −3 5x + y = −9
g 2x + 5y = −18 h y + 2x = 10 i 3x + 4y = 5
x + 3y = −10 y − 4x = −2 5x + 4y = 3
j 4x + y = 2 k 5x − 2y = 17 l 3x − 4y = 7
3x + y = 1 4x − 2y = 14 4x − 4y = 12
3 Solve the following simultaneous equations:

a 2x + 3y = 19 b 5x + 4y = 14 c 4x + 5y = 22
3x − 2y = −4 3x − 5y = 1 5x − 4y = 7
d 2x + 5y = 16 e 4x + 7y = 2 f 8x + 5y = 27
5x + 3y = 21 5x + 3y = −9 7x + 3y = 25
g 7x + 2y = 1 h 3x + 4y = 32 i 2x + 3y = 16
4x + 3y = 8 4x + 3y = 38 3x + 2y = 19
4 At a rural show, three pony rides and two

camel rides cost $8·50, whereas two pony
rides and three camel rides cost $9. Letting
P be the cost of a pony ride and C the cost
of a camel ride, the simultaneous equations
are 3P + 2C = 8·5 and 2P + 3C = 9.
Determine the cost of each ride.
5 At the Royal Perth Show, three games

of Crazy Clowns and two lucky dips cost
$15·25, and one game of Crazy Clowns and
one lucky dip cost $6·25. Let C be the cost
of a game of Crazy Clowns and L the cost
of a lucky dip. The simultaneous equations
are 3C + 2L = 15·25 and C + D = 6·25.
Determine the cost of each game.

7L Using a graphics calculator
Simultaneous equations can also be solved by using a graphics calcualtor.
Solve the simultaneous equations 3x + 2y = 5 and 4x − y = 3 by using a graphics calculator.
Using Equation mode

On the main menu select The equation screen looks Press 2 (we have 2 unknowns
EQUA (Equation mode). like this. Press SIML x and y; F1 ).
(Simultaneous) ( F1 ).
Enter the equations: Press SOLV (Solve) to get

3x + 2y = 5 and 4x − y = 3 the solution ( F1 ).
x = 1 and y = 1 or (1, 1)
Using Graph mode

To sketch the graphs, select Enter the two equations in
GRAPH from the main menu. the form y = mx + c:
y1 = −1·5x + 2·5 and
y2 = 4x − 3.
Set the view window as shown To find the intersection select

by pressing SHIFT F3 . Press SHIFT G-Solv F5 then
DRAW ( F6 ). ISCT ( F5 ).
The intersection of the two
lines is (1, 1).

Applying simultaneous equations 7M
Exercise 7L
Check the answers for Questions 1 and 2 of Exercise 7K by using:
i Equation mode ii Graph mode
We can use simultaneous equations to solve problems in which there are two unknowns.
To do this we need two pieces of information that can be written as equations. It is important
to define the unknowns. Often we use other more appropriate letters instead of x and y in
these problems.
Example Solution
1 The cost of 2 cans of cola and 3 packets Let c be the cost of a can of cola and p be
of chips is $7·80, while 5 cans of cola and the cost of a packet of chips.
1 packet of chips cost $10·40. Find the The cost of 2 cans of cola and 3 packets of
price of a can of cola and a packet of chips. chips is $7·80 and can be written as:
2c + 3p = 7·8
The cost of 5 cans of cola and 1 packet of
chips is $10·40 and can be written as:
5c + p = 10·4
You may find it easier to write the
information in a table:
Cost of cola Cost of chips Total cost
2c 3p 7·8
5c 1p 10·4
2c + 3p = 7·8 (1)
5c + p = 10·4 (2)
We can eliminate p by multiplying equation (2)
by 3 and subtracting it from equation (1).
2c + 3p = 7·8
− 15c + 3p = 31·2
−13c = −23·4
c = 1·8
Substitute the value of c:
5(1·8) + p = 10·4
9 + p = 10·4
p = 10·4 − 9
p = 1·4
Hence a can of cola costs $1·80 and a packet
of chips costs $1·40.

7M
Example Solution
2 A couple prices wedding invitations. We can write this information as two
• Company A charges $175 and simultaneous equations.
$3 per invitation. Company A: C = 175 + 3n
• Company B charges $250 and Company B: C = 250 + 2n
$2 per invitation. where n is the number of invitations and
Find the number of invitations for C is the cost.
which both companies would charge Subtract the equations to eliminate C:
the same price. C = 175 + 3n
− C = 250 + 2n
0 = −75 + n
n = 75
The cost would be the same for 75 invitations.
Company A is cheaper for fewer than
75 invitations.
3 The denominator of a fraction is 1 more n = numerator
than the numerator. The sum of the d = denominator
numerator and denominator is 5. Find d=n+1
the fraction. d+n=5
Substituting:
d+n=5
(n + 1) + n = 5
2n + 1 = 5
2n = 4
n=2
d=n+1
d=3
Fraction is 23 .
Exercise 7M
1 It costs $110 for 2 DVDs and 4 CDs and $120 for 3 DVDs and 3 CDs.
a Let d be the cost of a DVD and c be the cost of a CD and write two simultaneous
equations from this information.
b Hence, find the cost of a CD and the cost of a DVD.
2 It costs $150 for 2 adults’ tickets and 5 children’s tickets for a show, while 1 adult’s and
1 child’s ticket cost $48.
a If a is the cost of an adults’ ticket and c is the cost of a child’s ticket, write two
simultaneous equations from this information.
b Hence, find the cost of an adults’ ticket and the cost a child’s ticket.
3 Two shirts and 1 pair of pants cost $90, while 3 shirts and 2 pairs of pants cost $155.
Find the cost of a shirt and the cost of a pair of pants.

7M
4 It costs $10·60 for 6 donuts and 4 éclairs, and $9·80 for 8 donuts and 2 éclairs. Find the
cost of a donut and the cost of an éclair.
5 A minibus can carry 12 passengers and a car can carry 4 passengers. There are
44 passengers and they need 7 vehicles for an excursion.
a If m is the number of minibuses and c is the number of cars, write two simultaneous
equations from this information.
b Hence, find the number of minibuses and the number of cars if there are to be no
empty seats.
6 Another excursion had 76 passengers and needed 13 vehicles. Find the number of
minibuses and the number of cars if there are no empty seats.
7 Company C has two options for the cost of wedding invitations: $100 and $6 per
invitation, or $200 and $4 per invitation. Find the number of invitations for which both
these options cost the same.
8 A walker set off from home at a speed of 4 km/h. If the walker kept walking, when she
had gone 5 km she rang her sister to come and join her. The sister rode a bicycle at
6 km/h. If the walker kept walking, when and where did the cyclist catch up with her?
9 These are the costs of two different

mobile-phone contracts:
Company A: $30 and $0·15 per minute
for phone calls
Company B: $10 and $0·55 per minute
for phone calls
When is company A cheaper than company B?
10 The costs of two other mobile-phone contracts are:

Company X: No fixed charge and $0·30 per local call
Company Y: $90 and $0·15 per local call
When is company X cheaper than company Y?
11 The costs of car rentals from two firms were:

Bombs R Us: $50 and $1·50 per kilometre
RentAfleet: $100 and $0·50 per kilometre
When is Bombs R Us cheaper than RentAfleet?
12 The denominator of a fraction is 5 more than the numerator. The sum of the numerator
and the denominator is 13. Determine the fraction.
13 The sum of the ages of Rohan and his brother Blair is 32 months. One month ago Rohan
was four times his brother’s age. How old (in months) are the two boys now?
14 The sum of the ages of Tim and Sam is 56. In 5 years’ time Sam will be twice Tim’s age.
How old are Tim and Sam now?

7N EXPLORING parallel and perpendicular lines
Parallel lines: Two lines are parallel y
if they have the same gradient.
For example, the tracks of a train are
parallel, as the wheels are always the x
same distance apart.
Perpendicular lines: Two lines are y

perpendicular if they are at right
angles to each other.
For example, most window frames x
are perpendicular, as the sides are
at a 90° angle to the top and bottom.
Learning task 7N
1 Inspect the graph and determine y
the following: y = –3x – 1 y = 3x – 1
10
a Which pairs of equations produce 8
parallel lines? State the equations. 6
b Which pairs of equations produce 4
perpendicular lines? State the equations. 3y = x + 6
2
2 State the gradient and the coordinates of the –10 –8 –6 –4 –2 2 4 6 8 10 x

y-intercept for each of the following: –2
a y = 2x + 3 –4
–6
b y = –2x + 7
y = 3x + 4 –8
c y = 12 x + 1
–10
d y = 2x − 4
3 Draw a set of axes, label it carefully and choose an appropriate scale. Now use the
answers for Question 2 to draw the four lines.
4 Are any pairs of lines parallel or perpendicular? State the relevant equations.
5 By comparing equations, how can you determine if lines will be parallel?
6 Graph each set of coordinates onto the same set of axes and join to form a line. Label
carefully and choose an appropriate scale.
a x 0 1 2 3 b x 0 1 2 3 c x 0 1 2 3
y 1 −1 −3 −5 y 0·5 1·0 1·5 2·0 y 1 3 5 7

7N
7 Use the table of values from Question 6 to state the equation of each line. Are any pairs of
lines parallel or perpendicular? State the relevant equations.
8 Complete the following tables:
a y = 4x + 2 x 0 1 2 3 b y = 13 x − 5 x 0 1 2 3
y y
c y = − 14 x + 1 x 0 1 2 3 d y = −3x − 2 x 0 1 2 3
y y
9 Graph the four lines from Question 8 onto one set of axes. Label carefully and choose an
appropriate scale. Are any pairs of these lines parallel or perpendicular?
10 From the following sets of equations, which pairs of lines would you expect to be
perpendicular? (Hint: There are three pairs.)
A: y = 2x + 6 B: y = 23 x + 3 C: y = − 12 x + 1
D: y = 2 x + 5
1 E: y = −2x + 4 F: y = − 23 x + 2
11 By comparing equations, how can you determine if the lines will be perpendicular?
12 Find the gradient of a line parallel to each of the lines below:

a y = 3x + 8 b y = 2x − 7 c y = 13 x + 8
d y= 1x+2
2
e y = −4x + 3 f y = − 12 x − 5
g y= 3
8
x−2 h y = − 87 x − 11 i y = − 89 x + 12
13 Find the gradient of a line perpendicular to each of the lines below:

a y = 3x + 8 b y = 2x – 7 c y = 13 x + 8
d y= 1x+2
2
e y = −4x + 3 f y = − 12 x − 5
g y= 3
8
x−2 h y = − 87 x − 11 i y = − 89 x + 12
14 Determine the equation of the line that is parallel to the given line and passes through the
given point:
a y = 2x + 7; A(2, 9) b y = 3x − 1; B(2, 12) c y = 6x + 2; C(9, 8)
d y = 4x − 8; D(3, 5) e y = −5x + 2; E(1, 4) f y = −9x − 2; F(7, 10)
g y = 14 x + 10; G(8, 5) h y = − 3 x + 20; H(−12, 2) i
1
y = x − 11; I(10, 14)
15 Determine the equation of the line that is perpendicular to the given line and passes
through the given point:
a y = 2x + 7; A(1, 9) b y = 3x − 1; B(2, 12) c y = 6x + 2; C(9, 8)
d y = 4x − 8; D(3, 5) e y = −5x + 2; E(1, 4) f y = −9x − 2; F(7, 10)
g y = 14 x + 10; G(8, 5) h y = − 13 x + 20; H(−12, 2) i y = x − 11; I(10, 14)
16 Name two things in real life that produce parallel lines.
17 Name two things in real life that produce perpendicular lines.

7O Midpoints and distances between points
The midpoint of a line is the point half way between two points. As it is the mean distance
in both the horizontal and vertical directions, we find the midpoint by determining the mean
of each part.
Find the midpoint between the two points A(x1, y1) and B(x2, y2).
⎛ x + x y + y2 ⎞
The midpoint is ⎜ 1 2 , 1 .
⎝ 2 2 ⎟⎠
Example Solution
1 Find the midpoint of the line between the Midpoint:
points (−4, 5) and (12, 2). x1 + x2
x -coordinate =
y 2
8 −4 + 12
Coordinates of =
7 2
the midpoint are
6 8
(4, 3·5) =
5 2
(–4, 5)
4 =4
3
y1 + y2
2
(12, 2)
y -coordinate =
1 2
5+ 2
–12 –8 –4 4 8 12 x
=
–1 2
7
–2 =
–3 2
= 3·5
–4
Therefore the midpoint is at (4, 3·5).
The distance between two points can be determined by using Pythagoras’ theorem, as it
involves finding vertical and horizontal distances (i.e. we can make a right-angled triangle).
y Remember from Pythagoras’
B
y2 (x2, y2) theorem that
hypotenuse
side a h2 = a2 + b2
d (y2 – y1)
We now go through the same
side b process to determine the
A (x2 – x1) distance between two points.
y1
(x1, y1)
distance (d) d 2 = ( y2 − y1 )2 + ( x2 − x1 )2
(y2 – y1)
x1 x2 x ∴ d = ( y2 − y1 )2 + ( x2 − x1 )2
(x2 – x1)

7O
Example Solution
2 Determine the distance (d) between the d = ( y2 − y1 )2 + ( x2 − x1 )2

points A(1, −2) and B(3·5, 4).
y = ( 4 − 2 )2 + ( 3·5 − 1)2
4 B(3·5, 4)
= 6 2 + 2·52
}
3 = 42·25
2 = 6·5
d Therefore, the distance between points
1 6
A and B is 6·5 units.
1 2 3 4 x
–1
A(1, –2)
–2
}
2·5
Exercise 7O
1 Find the midpoints between each of the following pairs of points:
a (7, 1) and (11, 4) b (8, −4) and (−16, 6) c (3, 2) and (12, 42)
d (−5, −8) and (67, 13) e (2, 1) and (26, 19) f (−7, 9) and (11, 89)
g (6, −3) and (16, 21) h (−2, 5) and (−3·5, 3) i (−1, −2) and (−49, 13)
j (7, −6) and (10·5, −18) k (3, 9) and (−4, −15) l (−6, −7) and (−26, −27·5)
2 Find the distance between the following pairs of points correct to 2 decimal places:
a (7, 1) and (11, 4) b (8, −4) and (−16, 6) c (3, 2) and (12, 42)
d (−5, −8) and (67, 13) e (2, 1) and (26, 19) f (−7, 9) and (11, 89)
g (6, −3) and (16, 21) h (−2, 5) and (−3·5, 3) i (−1, −2) and (−49, 13)
j (7, −6) and (10·5, −18) k (3, 9) and (−4, −15) l (−6, −7) and (−26, −27·5)
3 Points A and B have coordinates (10, 9) and (−8, 5) respectively.

a Find the midpoint between A and B.
b Find the length of the line segment AB correct to 2 decimal places.
4 An orienteering team has a map with destinations marked on it. They are competing
against other teams. The three destinations have coordinates P(8, −7), Q(−12, 15) and
R(−3, 1).
a Draw a sketch of the map, including all destinations. Label the map carefully.
b Find the distance from P to Q correct to 2 decimal places.
c There is a checkpoint half way between Q and R. What are the coordinates of the
checkpoint?
d One of the team members sprains an ankle three-quarters of the way from R to P at
point T. They radio for help.
i What are the coordinates of point T required by the first-aid crew?
ii How far will the rest of the group need to walk from T to get to P?

PUZZLES
1 Graph the following lines on the grid below:
y=1 y=5 y = 2x + 1 y = −2x + 15
y
0 x
1 2 3 4 5 6 7 8
Name the shape made by the borders of the four lines:
2 Graph the following lines on the grid below:

y=x y
y = −x
y = 31 x + 4 6
5
y = − 31 x + 4
4
Shade in the shape made by the 3
borders of the four lines.
2
Draw the reflection of the shape 1
in the line y = x and shade.
Draw the reflection of the shape 6 5 4 3 2 1 0 1 2 3 4 5 6 x
1
in the line y = −x and shade.
2
Draw the reflection of the shape
3
about the x-axis.
4
Name the shape that is created.
5
6

Linear Functions
3 Write two simultaneous equations to represent the following information, then solve the
equations to find the unknown numbers. Match the corresponding letters to the solutions
What do you do if a mouse squeaks in the middle of the night?

I For the rollercoaster ride at the fun park, four children’s tickets with three adults’
tickets cost $19, whereas one child’s ticket with two adults’ tickets cost $8·50.
Find the cost of an adult’s and a child’s ticket, in dollars.
L To ride the Dodgem cars at the same fun park, three adults and four children pay
a total of $9·25, whereas four adults and one child pay a total of $8. Find the cost
of an adult’s and a child’s ticket for the Dodgem cars, in dollars.
O During the first quarter of a football match, the school team had 12 shots at goal
which resulted in a score of 52 points. If a goal counts as 6 points and a behind
as 1 point, find the number of goals and behinds that were kicked.
T A mathematics test of 50 marks is made up of 13 short-answer or analysis
questions. If each short-answer question is worth two marks and each analysis
question is worth five marks, find the number of each type of question in the test.
(8, 4) (2·5, 3) (1, 1·75) (2·5, 3) (5, 8)
4 On the set of axes shown, sketch the lines given by x = 3 and x = 5.

Next sketch the lines given by y = x and y = −x on the same set of axes.
Show all the points of intersection of the lines and the intercepts.
Shade in the trapezium bordered by these four lines.
Write down the coordinates of the vertices (corners) of the trapezium.
Reflect the trapezium about the line y = x, and write down the coordinates of the vertices
of the image.
Reflect the two trapeziums in the line y = −x.
Draw a picture inside the frame.
y
6
5
4
3
2
1
–6 –5 –4 –3 –2 –1 1 2 3 4 5 6 x
–1
–2
–3
–4
–5
–6

Break-even analysis
The cost of the band for the Year 10 formal is $600 and the cost of the venue, including
catering, is $45 per head.
a Complete the following table, which details the total cost (C) for the formal for various
numbers of students (n) attending.
n 0 20 40 60 80 100 120 140 160 180

C 600 5100
b Using 1 cm to represent 10 students on the horizontal scale, and 1 cm to represent $500

on the vertical scale, plot the points on graph paper and join with a straight line.
c Complete the following rule which relates C to n: C = ___ × n + ___
d Use your formula in part c to work out the cost if 135 students attend.
e Work out how many students would be attending if the total cost were $4605.
It is proposed to charge students $50 per head to attend the formal.
f Complete the following table, which gives the revenue (R) collected from n students attending.
n 0 20 40 60 80 100 120 140 160 180

R 0 5000
g Plot these points on the same set of axes as in part b, and join them with a straight line.
h Write down the coordinates of the ‘break-even point’—the point where the ‘revenue’ line
intersects the ‘cost’ line. How many students need to attend the formal in order to avoid
making a loss? What is the cost and revenue for this number of students?
i Complete the following rule relating R to n: R = ___ × n
The profit that the organising committee can expect to make is given by:
Profit = Revenue − Costs
j Complete the following table, which gives the profit (P) made for various numbers of
students attending (n).
n 0 20 40 60 80 100 120 140 160 180

P −600 −100
k On a second set of axes and using a suitable scale, plot the points in the profit table. Join
the points through with a straight line. Don’t forget to label and scale your axes.
l Write down the values of the vertical and horizontal intercepts. Can you interpret the
meaning of these values?

Linear Functions
m Complete the following rule relating P to n: P = ___ × n − ___
n Find the profit if 200 students attend the formal.
Internet costs
Cooldudes, an Internet service provider, offers connection time at 75 cents per hour with a
one-off set-up fee of $20.
a Complete the following table, which gives the cost (C) for various numbers of hours (t)
spent online.
t 0 5 10 15 20 25 30 35 40 45
C 20 35
b Plot the values in the above table on a set of axes of your own, using an appropriate scale,
with t values plotted horizontally and C values plotted vertically.
c Write down the rule that relates C to t.
Another Internet service provider, Hotshots.com, offers connection time at 46 cents per hour
with a connection fee of $30.
d Complete the following table, which gives the cost (C) for various numbers of hours (t)
spent online with Hotshots.com.
t 0 5 10 15 20 25 30 35 40 45
C 30 39·20
e Plot the values in this table on the same set of axes. Join these points with a straight line.
f Write down the rule that relates C to t.
g From your graph, estimate as accurately as you can when it becomes more economical to
use Hotshots.com. What approximate cost is associated with this time?
h Solve the equations given in parts c and f simultaneously to find the time in part g correct
to 2 decimal places. What cost is associated with this usage time?

Regions in the Cartesian plane

1 a Draw up a set of axes and, using any method you wish, draw the line y = 2x + 1
in pencil.
b Plot the points (1, 3), (2, 5), (3, 7) to check that these points lie on the line.
For these and all other points on the line y = 2x + 1.
c Now plot the points (1, 4), (2, 5·5), (3, 9). Are these points above or below the line?
Note that the y value of each coordinate pair is greater than twice the x value plus
one. Using a different coloured pencil, shade in the region above the line and draw a
dotted line. For all points in this region y > 2x + 1.
d Now rule over the line y = 2x + 1 to draw a solid line, with the colour used to shade
the region above the line. The region of points both on and above the line is described
by the relation y ≥ 2x + 1.
e Plot the points (1, 2), (2, 1), (3, 6·5). Are these points above or below the line? The
y values of these points are less than twice the x value plus one. Shade in the region
given by y < 2x + 1 in a different colour.
2 a On a set of axes draw the line with equation y = −2x + 4.

b Shade the region where y ≤ −2x + 4 using a solid line.
c Shade the region where y > −2x + 4 using a dotted line.
3 a On another set of axes draw the line with equation x = 2.

b Shade the region where points have x-coordinates greater than two.
c Shade the region where x < 2.
4 a On a new set of axes draw the line y = 0·5x + 3.

b Shade the region y > 0·5x + 3.
c Shade the region y < 0·5x + 3.
5 Write down inequations that describe the following regions:

a y b y c y
2
2
1
–2 0 x
–2 0 x 0 2 x
d e y f y
y
0 2x 0 5 x
1
–1 0 x –2

Linear Functions
g y h y i y
0 x 0 x
2 –1
0 x
6 On a set of Cartesian axes of your own, shade the common overlapping region of the
following relations:
a y ≤ −x + 2 b y≤x−2 c y ≥ −2
Identify and classify the shape you have shaded.
Write down on your diagram the coordinates of the corner points.
7 At a local beach, a vendor sells single-cone ice-creams for $2 and double-cone ones for
$3 each. If he sells x single-cone ice-creams and y double-cone ones over the course of
a day, the revenue obtained is given by R = 2x + 3y. The vendor stocks a maximum of
60 single cones and a maximum of 50 double cones each day. If he expects to sell a total
of 80 ice-creams, what combination of ice-cream types will maximise revenue? Follow
the steps below to solve the problem.
a Draw up a set of Cartesian axes and shade the region which is common to:
i 0 ≤ x ≤ 60 ii 0 ≤ y ≤ 50 iii x + y ≤ 80
b Label the coordinates of the corner points of this shaded feasible region.
c Substitute the coordinates of the corner points into the revenue function R.
d Which corner point yields the maximum revenue?
e What combination of ice-cream types maximises revenue?

x −1 x + 2 x−3 x+5 x−6 x−7
a ≤ b > c ≤
3 2 4 3 5 4
2 x − 8 3x + 3 3 x − 1 10 x − 5 4 x + 7 3x − 4
d > e < f ≤
1 2 1 3 3 2
2 x + 1 3x − 1 3x − 5 3x + 2 4x − 3 7x − 1
g ≤ h < i >
4 5 3 5 2 3

2x +1 x − 4 2 x − 3 3x + 1 4x + 3 2x +1
a + > −7 b + <5 c + > −4
5 3 7 4 3 5
2 x − 5 3x − 2 4 x − 3 5x − 3 5x + 8 3 − 2 x
d − ≤ −1 e − >3 f − ≥ −2
3 5 7 2 7 9

REVISION QUESTIONS
Exercise 7B
1 Complete the following tables and graph the linear relations in each case:
a y = −3x b y = 2x − 1
x −1 0 1 2 x −1 0 0·5 2
y y
Exercise 7C
2 Sketch the graphs of the following linear relations by using the x- and y-intercepts:
a y = 2x + 4 b x + 2y − 4 = 0 c 3x + 4y − 12 = 0
Exercise 7D
3 Find the gradient of the line joining each pair of points:
a (2, 5), (3, 7) b (3, 5), (6, 14) c (−1, −3), (3, 5)
Exercise 7E
4 On a set of axes, sketch the graphs of the straight lines with equations:
a x=9 b x= 3
2
c y = −2 d y = 7·5
Exercise 7F
5 Sketch the following straight lines by using the gradient and y-intercept method:
a y = 2x + 1 b y + 2x = −1 c 2y = x − 2
6 Rearrange the following equations to the form y = mx + c and then state the gradient and
the coordinates of the y-intercept of the lines they represent:
a 4x + 3y + 12 = 0 b 5x + 2y − 10 = 0 c 6x − 3y + 2 = 0
Exercise 7G
7 Find the equations of the following lines:
a y b y
4 6
–2 x 2 x

Linear Functions
Exercise 7H
8 Determine the point of intersection for the following pairs of simultaneous equations:
a y b y
8 4
4 –15 –12 –9 –6 –3 3x
x –4
2 4 6 8 10
–8
–4
–12
–8
–16
–20
Exercises 7I–7L
9 Solve the following pairs of simultaneous equations:
a x + y = 12 b x − 4y = 4 c 3x + 5y = −9
x−y=2 3x + 4y = 44 7x + 4y = 2
Exercise 7M
10 Quotes for catering for a party are:
Balloons: $780 plus $10·50 per person
Parties 4 Hire: $1000 plus $5 per person
When is Balloons cheaper then Parties 4 Hire?
11 The numerator of a fraction is 3 more than the denominator. The sum of the numerator
and the denominator is 11. Determine the fraction.
Learning task 7N
12 Determine the equation of a line parallel to the given line and containing the given point:
a y = 7x – 5 (3, 9) b y = 2x + 10 (–1, –7) c y = 4 – 9x (5, –8)
13 Determine the equation of a line perpendicular to the given line and containing the given
point:
a y= 1
2
x + 3 (6, −9) b y = −3x + 11 (4, 8) c y= 2
5
x + 7 (10, 1)
Exercise 7O
14 Find the midpoint of the line that joins the following pairs of points:
a (8, 7) and (12, 27) b (18, −50) and (−12, 22) c (−9, 60) and (9, −20)
15 Find the distance between each of the following pairs of points, rounded to 2 decimal
places:
a (8, 7) and (12, 27) b (18, −50) and (−12, 22) c (−9, 60) and (9, −20)

CHAPTER
8
Quadratic
Functions
Algebra in history
Emilie du Chatelet was born in Paris in 1706, and grew up in a society where women
were discouraged from academic studies. Emilie spoke many languages but her true
love was mathematics, and she studied with Voltaire. Emilie died at the age of 43.
Among her greatest achievements were her Institutions du physique and the
translation of Newton’s Principia, which was published after her death, with a
‘Preface historique’ by Voltaire.
Algebra today
Suppose restrictions on the dimensions of new huts on the Busselton jetty are such
that the maximum area of floor space allowed for each is 6 square metres. If the
length of the new hut is to be 1 m more than its width, then a quadratic equation
could be solved to find the dimensions of the hut.
If x represents the width of the hut, then x + 1 is its length and the area equation is:
x(x + 1) = 6
x2 + x − 6 = 0
(x + 3)(x − 2) = 0
x = −3 or 2
The required dimensions of the beach hut would be 2 m × 3 m.
Quadratic equations can be used to model many similar real-life examples.

• Recognising quadratic functions from
rules, tables and graphs
• Plotting points to draw graphs of
quadratic functions
• Identifying the key features of the graph
of a quadratic function
• Exploring and sketching graphs of
quadratic functions of the form
y = ax2, y = ax2 + c, y = (x − b)2 and
y = (x − b)2 + c by using transformations
• Sketching quadratic functions of the
form y = ax2 + bx + c
• Solving quadratic equations and
investigating applications of quadratic
equations
• Solving quadratic inequations
graphically
8A What is a quadratic function?
A quadratic function is one that has a constant second difference pattern and forms a parabola
when graphed.
The following pattern can be written as a table of values and as a quadratic equation, and
drawn as a parabola.
Quadratic pattern
1 2 3 4
Table of values General quadratic equation

y = ax2 + bx + c General quadratic equation
2
Number of dots 4 7 12 19 y = 1x + 0x + 3 Quadratic equation
y = x2 + 3
+3 +5 +7
+2 +2
Quadratic graph (parabola)

If we join the points with a smooth curve
and continue the pattern backwards, it
would produce the following parabola.
y
20 20
18 18
16 16
Number of dots
14 14
12 12
10 10
8 8
6 6
4 4
2 2
1 2 3 4 –4 –3 –2 –1 1 2 3 4 x
Pattern number
Expressions
An expression is a collection of terms.
x
Examples of linear expressions: 2m + 1, 25 − 127j, + 15
3
x2
Examples of quadratic expressions: 6x2 + 12x − 3, 2n2, 21 − 9p2, (2 − w)(w + 7), + 17
2
Equations
All equations must include an equal (=) sign. Quadratic equations are equations in which
the highest power of the pronumeral is two. When graphed they produce parabolas.

8A
The general form of a quadratic equation

Highest power of x is 2
ax2 + bx + c = 0 where a, b and c represent constants

and a ≠ 0.
Coefficient of x2 Constant term
ax2 + bx + c y = ax2 + bx + c ax2 + bx + c = 0

Quadratic expression Quadratic function Quadratic equation
Example Solution
1 Identify each of the following as a quadratic
expression, function or equation:
a y2 + 15 y2 + 15 is a quadratic expression because it
is a collection of terms with no = sign.
b y = 5x2 + 3x − 2 y = 5x2 + 3x − 2 is a quadratic function.
c 2 + 7q2 = 3q 2 + 7q2 = 3q is a quadratic equation because
it has a q2 as its highest term and can be
arranged as 7q2 − 3q + 2 = 0.
2 Show that (5 − x)(x + 1) = 0 a Using the FOIL method, expand to form a
quadratic equation. quadratic equation where the highest power
of x is x2.
Outside
First
+ 1) = 0
(5 – x)(xInside
Last
i.e. (5 − x)(x + 1) = 0
5x + 5 − x2 − x = 0
−x2 + 4x + 5 = 0
This is shown as a quadratic equation in the
form ax2 + bx + c = 0.
Exercise 8A
1 From the following tables of values, determine whether the functions are linear, quadratic
or neither. Show the difference patterns clearly.
a x 0 1 2 3 4 5 b x 0 1 2 3 4 5
y 5 12 19 26 33 40 y −3 4 13 24 37 52
c x 0 1 2 3 4 5 d x 0 1 2 3 4 5
y 1 4 16 64 256 1024 y −3 −6 −5 0 9 22
Chapter 8 Quadratic Functions 299

8A
e x 0 1 2 3 4 5 f x 0 1 2 3 4 5
y 6 19 62 141 262 431 y 8 4 0 −4 −8 −12
g x 0 1 2 3 4 5 h x 0 1 2 3 4 5
y −12 0 32 90 180 308 y 12 14 22 36 56 82
i x 0 1 2 3 4 5 j x 0 1 2 3 4 5
y 2 10 50 250 1250 6250 y −9 −8 −7 −6 −5 −4
2 Determine whether the following functions are linear, quadratic or neither:

a y = x3 + 7x2 + 4x − 12 b y = 4x c y=x−9
3 2 2
d y = x + 12x + 6 e y = x + 6x − 3 f y = 2x2 − 5x − 3
x
g y = −4x + 8 h y=2×5 i y = 3x2 − x + 12
3 Determine whether the following functions are linear, quadratic or neither:

a y b y
c y d y
x x
e y f y
x
x
g y h y

8A
4 Which of the following are quadratic equations?
a 15m + 3 = 2 b 27 − m2 = 0 c 18 − m = –1
5
d 22r2 − 2r + 1 = 9 e 5r2 − 5r + 6 = 1 f = 15
x2
2
g − 41 = 7 x h t2 + 3t − 9 = 0 i 7t − 5 = 10
x
j 9 = y2 k −y + 14 = 3 l 2y2 − y = 15
6 2
m w2 + 6 = 22 + 6w n + 3x = 7 o −1 = 7
x2 x
p 3q2 + 3q − 90 = 0 q 5q − 10q2 = 0 r 1 + q2 = q3
5 State whether the following are quadratic expressions, functions or equations or none
of these:
a y = 2x2 + 5 b x2 + y2 = 49 c x − x2 + 5
d f(f − 2) = 10 e t2 − t = 4t + 7 f h2 − 3 = 2h
2 2 2
g y =x h r − 2r i (x − 4)(x + 5) = 2
2 2
j b + 9b = 0 k y − x − 5x + 6 = 0 l x2 − 5x + 36 = 0
6 Write an algebraic expression for the area of each of the following:

a b
m 2
k
m1
k3
c d
n6 h
h3
n 8
7 Show which of the following are quadratic equations:

a 5(m − 13) = 0 b (m − 17)(m + 8) = 0 c (m − 2)(m2 + 11) = 0
d 2(t + 3) = 0 e (t − 7)(t + 3) = 0 f (t − 12)(t2 + 1) = 0
g 12(k2 + 3) = 0 h −7(k + 8) = 0 i (k + 5)(k + 9) = 0
2
j 15(q − 1) = 0 k −5(q + 6) = 0 l (q + 2)(q + 4) = 0
m 5 + 2(y − 2) = 0 n (6 − y)(y + 3) = 0 o 6(y2 − 18) = 0
8 Rearrange the following into the general form of a quadratic equation:

a x2 = −7 + 3x b x2 = 7 − 6x c x2 + 3x = −9
2 2
d y = −17 + y e 2y = 7y − 2 f y2 + 1 = 6y − 2
g d2 − 3d = −7d h d2 − 10d = 7 − d2 i d2 = −19
2 2
j j + 8j = −16 k j − j = 700 l j2 + 144 = j
m 2x2 + 5x = −9 + x2 n x2 + 2x2 = 7 − 3x o x = 7x2 − 1

8B Plotting points
We can draw a parabola, the graph of a quadratic function, given its equation, and then use this
graph to identify the axis intercepts. One way of doing this is to first prepare a table of values.
Example
Draw the graph of y = x2 + 4x − 5, for −6 ≤ x ≤ 2, that is, the values of x between −6 and +2,
and identify its axis intercepts.
Solution
Step 1: Draw up a table of values.
x x2 + 4x − 5 (x, y)
−6 2
(−6) + 4(−6) − 5 = 7 (−6, 7) y y x2 4x 5
−5 (−5)2 + 4(−5) − 5 = 0 (−5, 0) (–6, 7)

8
(2, 7)
2 6
−4 (−4) + 4(−4) − 5 = 5 (−4, −5) 4
2
−3 (−3) + 4(−3) − 5 = −8 (−3, −8) (–5, 0) 2 (1, 0)
2
−2 (−2) + 4(−2) − 5 = −9 (−2, −9) –6 –5 –4 –3 –2 –1 1 2 3 x
−1 (−1)2 + 4(−1) − 5 = −8 (−1, −8) (–4, –5)

–4
(0, –5)
2 –6
0 (0) + 4(0) − 5 = 0 (0, −5) (–3, –8) (–1, –8)
2
1 (1) + 4(1) − 5 = 0 (1, 0) (–2, –9)
2 (2)2 + 4(2) − 5 = 7 (2, 7)
Step 2: Draw up a set of axes on graph paper and plot the coordinates from
the table.
Step 3: Draw a smooth curve through all the points to establish the shape of the
parabola y = x2 + 4x − 5. Observe that parabolas are symmetrical shapes.
Step 4: For the graph of y = x2 + 4x − 5 shown here, the axis intercepts can then be
found graphically.
• The y-intercept is found by reading the y y x2 4x 5

y-coordinate from the graph when x = 0. 8
The y-intercept is (0, −5).
6
• The x-intercepts are found by reading the 4
x-coordinates from the graph when y = 0. 2
(–5, 0) (1, 0)
The x-intercepts are (−5, 0) and (1, 0).
–6 –4 –2 2 x
–4 (0, –5)
–6
–8

8B
Domain and range of y = x2

The domain (x values) of the parabola is The range (y values) of the parabola is the
all the real numbers (R). values from 0 to + ∞, shown as {y: y ≥ 0}.
y y
10 10
8 8
6 6
4 4
2 2
–4 –2 2 4 x –4 –2 2 4 x
–2 –2
Domain Range
Exercise 8B
1 i Complete a table of values for each of the following functions over the given domain.
ii List the coordinates of each point.
iii Hence, plot the graph of each function and state the coordinates of the
y-intercept and the x-intercept(s).
a y = x2 − 2, –3 ≤ x ≤ 3 b y = 2x2, –3 ≤ x ≤ 3
c y = x2 + 2x, –4 ≤ x ≤ 2 d y = –x2 + 3x + 10, –2 ≤ x ≤ 6
2 Complete a table of values for each function, then plot the graph and hence, or
otherwise, state:
i the y-intercept ii the x-intercept(s)
2
a y = 3x , for −3 ≤ x ≤ 3 b y = − 12 x 2 , for −3 ≤ x ≤ 3
2
c y = x + 3x, for −5 ≤ x ≤ 2 d y = x2 − 4x, for −1 ≤ x ≤ 5
e y = x2 − 7x + 6, for −1 ≤ x ≤ 7 f y = −x2 + 2x + 8, for −3 ≤ x ≤ 6
2
g y = 2x + 9x − 35, for −8 ≤ x ≤ 3 h y = −2x2 − 7x − 3, for −5 ≤ x ≤ 1
3 State the domain and range for each parabola:
y
16
12
8
A C
4 B
–8 –6 –4 –2 2 4 6 8 10 x
–4
D
–8
–12
–16
–20
–24
–28

8C Key features of quadratic functions
A parabola is the graph of a quadratic function y = ax2 + bx + c. For any given parabola we
are interested in several key features:
1 The y-intercept is the point at which the parabola crosses the vertical or y-axis. It can be
identified as the coordinate where x = 0.
2 The x-intercept(s) is the point, or points, at which the parabola crosses the horizontal or
x-axis. It can be identified as the coordinate(s) where y = 0.
All parabolas have a y-intercept but not all parabolas have an x-intercept.
y
2
y 10(x 2) 5 y 10x2 y 10(x 2)2 5
10
No x-intercepts
–3 –2 –1 1 2 3 x
One x-intercept
Two x-intercepts
–10
3 The axis of symmetry is a vertical line that divides a parabola into two halves. It can be
−b
identified by its equation x = .
2a
4 The turning point is the point on the graph where the parabola changes direction. It may
be a maximum or a minimum, as shown below. The coordinates of the turning point can
be established by completing the square of the equation y = ax2 + bx + c to obtain an
equation in the form y = a(x − h)2 + k, where the turning point is (h, k). Alternatively,
the x-coordinate of the turning point can be found by finding the point half way between
the two x-intercepts, and then substituting this into the quadratic function to find the
y-coordinate.
maximum minimum
y y
y= –2x2 +8 y = x2 – 7
10 (0, 8)
10
–4 –3 –2 –1 1 2 3 4 x
–4 –3 –2 –1 1 2 3 4 x
–10 (0, –7)

–10

8C
Features of a parabola
1 Its equation is a quadratic and contains an x2 term.
2 It is a smooth curve.
3 It is symmetrical about a line called the axis of symmetry.
4 There is always a turning point at which the graph changes direction. The turning
point may be a minimum (least value of the graph) or it may be a maximum
(greatest value of the graph) and it occurs on the axis of symmetry.
Example Solution
2
For the function y = x − 6x + 8, establish: y x2 6x 8
y
10
8 (0, 8)
x3
6
4
2
–2 –1 1 2 3 4 5 6 x
–2 (2, 0) (4, 0)
a the y-intercept a The y-intercept, the point where the

graph cuts the vertical axis, is (0, 8).
b the x-intercept(s) b The x-intercepts, the points where the
graph cuts the horizontal axis, are
(2, 0) and (4, 0).
c the axis of symmetry c The axis of symmetry is found half way
between the x-intercepts, and is the line
x = 3.
d the turning point d The turning point, the point where the
graph turns, is (3, −1). It is a minimum.

8C
Exercise 8C
1 From the following graphs:
i state the y-intercept
ii state the x-intercept(s)
iii find the coordinates of the turning point, identifying whether it is a maximum or minimum
a y b y
10 10
8 8
6 6
4 4
2 2
–4 –3 –2 –1 1 2 3 4x –3 –2 –1 1 2 3 4 5 6 x
–2 –2
–4 –4
–6 –6
–8 –8
–10 –10
c y d y
10 20
18
8 16
14
6 12
10
4 8
6
2 4
2
–6 –5 –4 –3 –2 –1 1 2 3 x
–2 –8 –6 –4 –2 –2 2 4 x
–4
–4 –6
e y f y
10 10
8
8
6
4 6
2
4
–4 –2 2 4 6 8 x 2
–2
–4
–3 –2 –1 1 2 3 x
–6
–8 –2
–10 –4

8C
2 From the following graphs, or otherwise, find:
i the y-intercept
ii the x-intercept(s)
iii the equation of the line of symmetry
iv the coordinates of the turning point, identifying whether it is a maximum or minimum
a y = x2 − 16 b y = x2 − 8x
y y
10
10
5
–10 –8 –6 –4 –2 2 4 6 x –2 2 4 6 8 x
–5
–10
–10
–20 –15
c y = x2 − 6x + 8 d y = −x2 − 6x
y y
8 10
6
4
–8 –6 –4 –2 2 4 x
2
–1 –1 1 2 3 4 5 6x
–10
e y = x2 − 4 f y = x2 + 10x + 24
y y
12
10
10
5 8
6
–6 –4 –2 2 4 6 x
4
–5
2
–10
–7 –6 –5 –4 –3 –2 –1 –1 x
g y = −x2 + 9 h y = −x2 + 6x
y y
10
10
5
–4 –2 2 4 6 8 x
–6 –4 –2 2 4 6 x
–5
–10
–10

8D EXPLORING parabolas on a graphics calculator
We will use the graphics calculator to sketch a parabola and to identify the key features:
the x- and y-intercepts, the coordinates of the turning point and the axis of symmetry.
Example
Use your graphics calculator to sketch the graph of y = 3x2 + 4x − 2 and then identify:
a the y-intercept
b the x-intercept(s)
c the coordinates of the turning point, identifying whether each is a maximum or minimum
d the equation of the axis of symmetry
Solution
a Select GRAPH from the main menu. In Graph mode input the function
y = 3x2 + 4x − 2
Adjust the view window ( SHIFT F3 ) Press DRAW ( F6 ).

as shown below. EXIT .
The y-intercept can be found by SHIFT G-Solv ( F5 ) Y-ICPT ( F4 ).

This is the point (0, −2).
b The x-intercepts can be found by Press the right cursor key or arrow to get
SHIFTG-Solv ( F5 ) ROOT ( F1 ). the right x-intercept at (0·39, 0), correct
The left x-intercept appears first at to 2 decimal places.
(−1·72, 0), correct to 2 decimal places.

8D
Solution
c Find the turning point.
Alter the dimensions of your view Press DRAW ( F6 ). From the graph we
window as shown below by pressing can see that the turning point is a minimum.
SHIFT F3 . EXIT . The turning point can be found more
accurately if the scale is altered by
zooming in on the curve.
Turning points can be found using The coordinates of the turning point are
SHIFT G-Solv ( F5 ) Min ( F3 ). (−0·67, −3·33).
The turning point must be clearly on the screen to determine the coordinates.
d Find the axis of symmetry.
The coordinates of the turning point are (−0·67, −3·33).
Therefore the equation of the axis of symmetry is x = −0·67, correct to 2 decimal places.
Learning task 8D
1 On your graphics calculator, sketch the graphs of the following quadratic functions
and identify:
i the y-intercept
iii the coordinates of the turning point, identifying whether each is a maximum or minimum
iv the equation of the axis of symmetry
a y = x2 + 3x − 7 b y = 2x2 + 5x − 7 c y = −x2 + x + 8
d y = −2x2 − x + 5 e y = −x2 − 7x + 10 f y = 0·5x2 − 3x + 5
g y = 7 − 3·5x2 h y = 0·2x2 + 3x i y = 10x2 − 2
2 Solve (determine the x-intercepts) the following quadratic equations correct to 1 decimal
place by using a graphics calculator. Remember to alter the view window so that the
turning point can be seen clearly.
a x2 + 8x + 10 = 0 b x2 − 3x − 12 = 0 c x2 − 13x + 18 = 0
d x2 − 16x = −2 e x2 − 9x = −7 f x2 − 4x = 13

8E Using the null factor law
To solve a quadratic equation means to find all the values of x where the parabola, or graph of
a quadratic relation, cuts the horizontal or x-axis where y = 0.
y y y
x x x
two solutions one solution no solution
In Exercise 8I you learnt how to sketch a parabola and find the x-intercepts by solving a
quadratic equation. Algebraic techniques can be used to solve a quadratic equation.
The most common algebraic techniques are:
• factorising
• using the quadratic formula
• guess and check
• completing the square.
Solving a quadratic equation by factorising, requires putting the terms into brackets and then
using a mathematical law known as the null factor law.
The null factor law states that if two numbers are multiplied and the answer is
zero, then one or both of the numbers must be zero.
That is, if a × b = 0, then either a = 0, or b = 0,
or
a = 0 and b = 0.
To solve a quadratic equation using the null factor law follow these steps:
Step 1: Move every term to the left-hand side of the equation.
Step 2: Take out a common factor where possible.
Step 3: Factorise the remaining quadratic expression.
Step 4: Use the null factor law to solve the quadratic equation.
Example Solution
1 Solve:
a x2 = 64 x2 = 64
2
x − 64 = 0 move terms to LHS
(x + 8)(x − 8) = 0
either x + 8 = 0 or x−8=0
x = ±8
b x(x − 16) = 0 x(x − 16) = 0
either x = 0 or x − 16 = 0
x = 16
∴x=0 or x = 16

8E
Example Solution
2
c x − 7x = 0 x2 − 7x = 0
x(x − 7) = 0 take out common factor
either x = 0 or x−7=0
x=7
∴x=0 or x=7
2 Solve:
a x2 + 3x − 40 = 0 x2 + 3x − 40 = 0
(x − 5)(x + 8) = 0 factorise
either x − 5 = 0 or x+8=0
∴x=5 or x = −8
b x2 + 4 = 5x x2 + 4 = 5x
x2 − 5x + 4 = 0 move all terms to LHS
(x − 1)(x − 4) = 0 factorise
either x − 1 = 0 or x−4=0
∴x=1 or x=4
Often expressions can be factorised more easily by first taking out a factor common to each term.
Example Solution
3 Solve:
a 2(x − 3)2 = 32 2(x − 3)2 = 32 divide by 2
(x − 3)2 = 16 of both sides
x − 3 = ± 16
x = ± 16 + 3
x = 4+3 or x = −4 + 3
∴x = 7 or x = −1
b 3x2 + 18x + 27 = 0 3x2 + 18x + 27 = 0 take out common factor
3(x2 + 6x + 9) = 0 divide by 3
(x + 3)(x + 3) = 0
x+3=0
∴ x = −3
Exercise 8E
1 Solve:
a x(x − 3) = 0 b x(x − 2) = 0 c x(x −1) = 0
d x(x − 4) = 0 e x(x + 6) = 0 f x(x + 7) = 0
g 3x(x + 8) = 0 h 4x(x + 10) = 0 i 2x(x + 1) = 0
j 5x(x + 7) = 0 k 2x(3x + 2) = 0 l 6x(7x + 1) = 0
m 11x(16x − 12) = 0 n 21x(18x − 54) = 0 o 10x(13x − 169) = 0

8E
2 Solve:
a (x + 3)(x + 1) = 0 b (x + 2)(x + 3) = 0 c (x + 5)(x + 12) = 0
d (x − 6)(x − 5) = 0 e (x − 7)(x − 4) = 0 f (x − 8)(x − 6) = 0
g (3x + 1)(x + 7) = 0 h (5x + 2)(x + 12) = 0 i (6x + 5)(x + 3) = 0
j (1 + 7x)(x + 8) = 0 k ( 1 + 2x)(2x + 9) = 0 l (5 + 4x)(8x + 3) = 0
m (9 − 11x)(3x − 13) = 0 n (3 − 12x)(17x − 1) = 0 o (5 − 25x)(7x − 49) = 0
3 Solve:
a x2 = 64 b x2 = 36 c x2 = 49 d x2 = 169
e x2 = 144 f x2 = 121 g 2x2 = 98 h 3x2 = 75
i 4x2 = 144 j 3x2 = 675 k 5x2 = 180 l 7x2 = 567
4 Solve:
a (x − 12)2 = 0 b (x − 23)2 = 0 c (x − 35)2 = 0
d 2(x + 15)2 = 0 e 5(x + 12)2 = 0 f 12(x + 17)2 = 0
g 14x(x − 52) = 0 h 21x(x − 46) = 0 i 27x(x − 23) = 0
j 5(x − 48)2 = 245 k 6(x − 23)2 = 96 l 3(x − 32)2 = 192
m 5(x + 112)2 = 500 n 12(x + 131)2 = 432 o 15(x + 155)2 = 960
5 Solve:
a x2 + 9x + 20 = 0 b x2 + 10x + 25 = 0 c x2 + 12x + 35 = 0
d b2 + 13b + 42 = 0 e b2 + 11b + 30 = 0 f b2 + 8b + 16 = 0
g m2 + m − 30 = 0 h m2 + 3m − 28 = 0 i n2 + n − 56 = 0
j p2 + p − 72 = 0 k p2 + 5p − 14 = 0 l p2 + 9p − 10 = 0
m y2 − 9y + 8 = 0 n y2 − 14y + 33 = 0 o r2 − 7r + 6 = 0
p d2 − 16d + 39 = 0 q d2 − 8d + 12 = 0 r d2 + 3d − 10 = 0
s x2 − 8x − 20 = 0 t x2 − 2x − 80 = 0 u t2 − 7t − 44 = 0
v t2 − 2t −120 = 0 w t2 − 8t − 48 = 0 x t2 − t − 56 = 0
6 Solve:
a 2x2 + 10x + 12 = 0 b 3x2 + 6x + 3 = 0 c 4x2 + 28x + 48 = 0
d 2x2 + 16x + 14 = 0 e 3x2 + 21x + 36 = 0 f 3x2 + 54x + 243 = 0
g 5m2 + 5m − 10 = 0 h 3m2 + 3m − 18 = 0 i 2m2 − 22m + 60 = 0
j 10p2 + 20p − 30 = 0 k 7p2 + 7p − 84 = 0 l 8p2 + 32p − 96 = 0
m 4a2 − 24a + 32 = 0 n 4a2 + 40a + 36 = 0 o 5a2 − 35a + 60 = 0
p 4h2 − 16h + 16 = 0 q 7h2 − 77h + 126 = 0 r 2h2 − 30h + 72 = 0
s 2f 2 − 10f − 12 = 0 t 4f 2 − 12f − 40 = 0 u 3f 2 − 15f − 108 = 0
v 4x2 − 4x − 48 = 0 w 6x2 − 6x − 180 = 0 x 5x2 − 15x − 350 = 0
7 Solve:
a x2 + 13x = 0 b 2x2 = 50x c x2 − 64 = 0
d 4x2 = 100 e x2 + 7x + 10 = 0 f x2 + 7x = –12
g 2x2 − 6x = 8 h 50x2 = 80x i 81x2 − 1 = 0
j x2 − 5x − 24 = 0 k 75x2 − 3 = 0 l x2 − 2x − 8 = 0
m 7(x + 1)2 = 63 n (4x + 1)2 = 49 o (2x − 1)2 − 6 = 30
p x2 − 3x = 18 q 4m2 + 4m = 288 r 3d2 − 15d = 42

8F Solving further quadratic equations
We can write quadratic equations in a number of different ways. They are not always presented
in a form that is convenient for factorising. Sometimes they require some manipulation.
Example Solution
Solve:
a 2x2 − 9x − 5 = 0 2x2 − 9x − 5 = 0
(2x + 1)(x − 5) = 0
either 2 x + 1 = 0 or x−5=0
1
∴x = − or x=5
2
b −6 = x2 − 5x −6 = x2 − 5x
x2 − 5x + 6 = 0
(x − 2)(x − 3) = 0
∴x=2 or x=3
( x − 3)2 ( x − 3)2
c =2 =2
2 2
(x − 3)2 = 4
x − 3 = ±2
x=2+3 or x = −2 + 3
∴x=5 or x=1
d 3x(x − 5) + 2 = –10 3x(x − 5) + 2 = −10
3x2 − 15x + 12 = 0
3(x2 − 5x + 4) = 0
3(x − 4)(x − 1) = 0
∴x=4 or x=1
12 12
e x − 11 = x − 11 =
x x
x(x – 11) = 12
x2 − 11x − 12 = 0
(x − 12)(x + 1) = 0
either x − 12 = 0 or x+1=0
∴ x = 12 or x = −1
( x + 5)2 ( x + 5)2
f =3 =3
12 12
(x + 5)2 = 36
x2 + 10x + 25 = 36
x2 + 10x − 11 = 0
(x + 11)(x − 1) = 0
either x + 11 = 0 or x−1=0
∴ x = −11 or x=1

8F
Exercise 8F
1 Solve:
a 2x2 + 7x + 3 = 0 b 2x2 + 17x + 35 = 0 c 2x2 + 9x + 4 = 0
d 2x2 − 3x − 2 = 0 e 2x2 − x − 15 = 0 f 2x2 + 5x − 7 = 0
g 3x2 − 7x + 2 = 0 h 3x2 − 11x + 6 = 0 i 3x2 − 26x + 35 = 0
j 3x2 − 25x − 18 = 0 k 3x2 − 17x − 28 = 0 l 3x2 − 13x − 10 = 0
m 4x2 − 7x − 2 = 0 n 4x2 − 29x − 63 = 0 o 4x2 − 37x − 132 = 0
2 Solve:
a −6 = x2 + 5x b −35 = x2 + 12x c −20 = x2 + 9x
d 10 = x2 + 9x e 35 = x2 + 2x f 36 = x2 + 9x
g −12 = x2 − 13x h −33 = x2 − 14x i −35 = x2 − 12x
j −3 = 2x2 + 7x k 7 = 3x2 − 4x l −6 = 4x2 + 11x
m 21 = 2x2 − 11x n 3 = 3x2 − 8x o 10 = 4x2 − 18x
3 Solve the following:
( x − 3)2 ( x − 5)2 ( x − 9) 2
a = 0·5 b = 18 c = 12
2 2 3
( x + 3)2 ( x + 11)2 ( x + 7) 2
d = 0·2 e = 45 f = 12
5 5 12
4 Solve the following:
2( x − 3)2 3( x − 2 )2 3·2( x − 3)2
a = 14 b = 27 c = 6·4
7 9 8
4( x + 3)2 7( x + 3)2 1 49( x + 9)2
d = 28·8 e =7 f = 112
5 63 9 7
5 Solve:
12 36 45
a x −1 = b x−5= c x−4=
x x x
72 63 84
d x+6 = e x+2= f x+5=
x x x
−42 −24 −56
g x + 17 = h x + 10 = i x + 15 =
x x x
12 30 16
j x+8 = − k x + 11 = − l x+6 =
x x x
18 39 132
m x−3= n x − 10 = o x −1 =
x x x
6 Solve:
a 2x(x + 2) + 3 = 1 b 2x(x + 7) + 2 = −18 c 2x(x + 15) + 20 = −80
d 3x(x + 7) + 27 = −3 e 3x(x + 2) − 2 = 22 f 3x(x + 5) + 8 = −10
g 4x(x + 3) − 2 = 38 h 4x(x + 1) − 3 = 5 i 4x(x + 5) − 12 = 12
j 2x(x − 1) − 5 = 7 k 2x(x − 4) − 38 = 4 l 2x(x − 5) + 3 = 15
m 3x(x − 2) + 10 = 55 n 3x(x − 5) + 21 = 63 o 3x(x − 4) + 7 = 103

8G EXPLORING parabolas of the form y = ax2
Learning task 8G
2
1 a Sketch the parabolas y = x2, y = 12 x , y = 3x2 and y = −2x2 on the same set of axes,
over the domain −3 ≤ x ≤ 3, by first completing the following table of values.
Carefully label each parabola and mark on each the point (1, y).
x −3 −2 −1 0 1 2 3
y = x2
y= 1
2
x2
y = 3x2
y = −2x2
b From the graphs you have drawn, state:

i the y-intercept
ii the x-intercept(s), if they exist
iii the turning point and whether it is a maximum or a minimum
c How does the coefficient of x2 alter the shape of the parabola? What is the effect on
the parabola if the coefficient is negative?
2 a On your graphics calculator set the window to the following scale:

x min = −3, x max = 3, scale = 1,
y min = –20, y max = 20, scale = 2
Plot the following graphs on the same set of axes:
y = x2 , y = 3x2, y = 6x2, y = 8x2, y = 0·1x2
y = −x2, y = −3x2, y = −5x2, y = –10x2, y = −0·5x2
b Make an accurate sketch of these parabolas in your workbook, labelling each one
carefully.
c Write a sentence that describes the transformations you see.
3 The turning point for the parabola y = x2 is (0, 0). For the parabola y = 8x2, state the
coordinates of the turning point and whether it is a maximum or a minimum.
4 State whether the following parabolas have turning points that are a maximum or a minimum:
a y = 25x2 b y = −3x2 + 14 c y = x2 + 2x + 1
d y = 17 x 2 e y = 3 − 2x2 f y = 2 + 0·7x2
5 Write down a set of quadratic rules that could be used to produce the following screens.
Use your graphics calculator to check your answers.
a b

8G
6 Write down a set of quadratic rules that could be used to produce the following screens.
a b
7 Write an equation for a parabola that has a minimum turning point and is narrower than
y = 5x2.
8 The parabolas with the following equations have been plotted below. Label each parabola
with its correct equation.
A y = 2x2 B y = 13 x 2 C y = 5x2
D y = −0·2x2 E y= 1
20
x2 F y = −0·05x2
y a b c
5
d
–8 –6 –4 –2 2 4 6 8 x
–5 e
9 From your investigations of parabolas in this exercise, copy and complete the following
summary:
Summary
For parabolas of the form y = ax2:
• The value of the coefficient of x2 affects the ___________ of the graph.
• If 0 < a < 1, the parabola is ___________ than y = x2.
• If a > 1, the parabola is ___________ than y = x2.
• If a is positive, the parabola has a ___________ turning point.
• If a is negative, the parabola has a ___________ turning point.
• When a is negative the parabola is reflected in the _____-axis.

8H EXPLORING parabolas of the form y = ax2 + k
Learning task 8H
1 a Sketch the parabolas y = x2, y = x2 + 3, y = x2 − 5, y = x2 + 10 and y = x2 − 8 on the
same set of axes over the domain −3 ≤ x ≤ 3, by first completing the following table of
values. Carefully label each parabola.
x −3 −2 −1 0 1 2 3
y = x2
y = x2 + 3
y = x2 − 5
y = x2 + 10
y = x2 − 8
b From the graphs you have drawn in part a, state:

i the y-intercept
c Look at your sketches from part a and write a sentence that describes the
transformations you see.
2 a On your graphics calculator set the view window to the standard dimensions:
x min = −10, x max = 10, scale = 1, y min = −10, y max = 10, scale = 1.
Plot the graphs of y = x2, y = x2 + 1, y = x2 + 3 and y = x2 + 5 on the same set of axes.
b Make an accurate sketch of these parabolas on the one set of axes in your workbook,
labelling each one carefully.
c For each parabola state the coordinates of the turning point and whether it is a
maximum or a minimum.
d Look at your sketches from part b and write a sentence that describes what you see.
3 a On your graphics calculator and using the standard view window, sketch the graphs
of y = x2, y = x2 − 1, y = x2 − 4 and y = x2 − 6 on the same set of axes.
c For each parabola state the coordinates of the turning point and whether it is a
4 State the turning point for each parabola:

a y = x2 + 4 b y = −4x2 − 1 c y = x2 − 3·5
d y = −3x2 + 8 e y = x2 + 9·1 f y = 12 x 2 − 10
g y = 3x2 + 1 h y = −3x2 − 2 i y = −2x2 − 7
5 Do the parabolas y = x2 + 8 and y = −x2 + 8 have the same turning point? What are the
coordinates of the turning point?

8H
6 Write a set of quadratic rules that could be used to produce the following screens. Use
your graphics calculator to check your answers.
a b
c From your investigations of parabolas in parts a and b, what observations can you
make about the effect that k has in the equation y = ax2 + k?
7 Write an equation for a parabola that has a minimum turning point and is translated
5 units up, parallel with the y-axis, from the parabola with equation y = 3x2.
8 Write an equation for a parabola that has a maximum turning point and is translated
3 units up, parallel with the y-axis, from the parabola with equation y = −4x2.
with its correct equation:
A y = x2 + 2 B y = x2 − 4 C y = 5 + x2
D y = −x2 + 1 E y = 6 − x2 F y = −(2 − x2)
y a b cd
–4 –2 2 4 x
–5
f e
summary:
Summary
For parabolas of the form y = ax2 + k:
• The value of k determines the ________________ on the ____-axis.
• The basic graph of y = ax2 is moved _____ or _____ by _____ units.

8I EXPLORING parabolas of the form y = a(x − h)2
Learning task 8I
1 a Sketch the parabolas y = x2, y = (x − 2)2 and y = (x + 2)2 on the same set of axes over
the domain −3 ≤ x ≤ 3, by first completing the following table of values. Carefully
label each parabola and mark on it the point (1, y).
x −3 −2 −1 0 1 2 3
y = x2
y = (x − 2)2
y = (x + 2)2

i the y-intercept
c Look at your sketches for part a and write a sentence that describes the
2 a On your graphics calculator and using the standard view window, sketch the graphs of
y = x2, y = (x − 1)2, y = (x − 4)2 and y = (x − 6)2 on the same set of axes.
c For each parabola write down the coordinates of the turning point and whether it is a
y = x2, y = (x + 1)2, y = (x + 5)2 and y = (x + 7)2 on the same set of axes.
c For each parabola write down the coordinates of the turning point and whether it is a
d Look at your sketches from part d and write a sentence that describes what you see.
4 The turning point for the parabola y = x2 is (0, 0). What is the turning point for the
parabola with equation y = 12 ( x − 5)2 ?
5 Write down the rule for a parabola that has the same turning point as:
a y = (x + 9)2 b y = (x − 5)2 c y = −(x + 1)2
d y = −(x − 4)2 e y = −2(x + 5)2 f y = −7(x − 2)2
6 State the turning point for each of the following parabolas and whether it is a maximum
or a minimum:
a y = (x + 4)2 b y = −(x − 4)2 c y = −(x + 1)2
d y = 23 ( x − 5)2 e y = −0·3(x + 2)2 f y = −(x − 3·5)2
g y = −(x − 7·1)2 h y = 14 ( 2 x − 9)2 i y = −(5x + 4)2

8I
7 Write a set of quadratic rules that could be used to produce the following screens, then
use your graphics calculator to check your answers:
a b
8 Write an equation for a parabola that has a minimum turning point and is translated
5 units right, parallel with the x-axis, from the parabola with equation y = 3x2.
9 Write an equation for a parabola that has a maximum turning point and is translated
3 units left, parallel with the x-axis, from the parabola with equation y = −4x2.
with its correct equation:
A y = (x + 2)2 B y = (x − 4)2 C y = (5 + x)2
D y = −(x − 1)2 E y = (6 − x)2 F y = −(–x + 3)2
a b y c d
–8 –6 –4 –2 2 4 6 8 x
–5
e f
summary:
Summary
For parabolas of the form y = a(x − h)2:
• The value of h determines the ________________ on the ____-axis.
• The basic graph of y = ax2 is moved _____ or _____ by ____ units.

8J EXPLORING turning point form: y = a(x − h)2 + k
Parabolas undergo many different transformations. In the following exercises you will
investigate how parabolas are dilated and move parallel to both the x- and y-axes. Quadratic
equations in the form y = a(x − h)2 + k are said to be in turning point form, a suitable form
for sketching their graphs. We can obtain a quadratic equation in this form by first completing
the square as shown in section 8P.
Learning task 8J
1 a Complete the following table of values, then sketch the parabolas on the same set of
axes over the domain −3 ≤ x ≤ 3. Carefully label each parabola and mark on it the
point (1, y), that is, where x = 1.
x −3 −2 −1 0 1 2 3
2
y=x
y = (x − 1)2
y = (x + 1)2
y = − 12 ( x − 1)2
y = − 12 ( x − 1)2 − 2
y = − 12 ( x − 1)2 − 4

i the y-intercept
y = x2, y = (x + 2)2, y = 3(x + 2)2, y = 3(x + 2)2 + 1 and y = 3(x + 2)2 − 4 on the same
set of axes.
c For each parabola, state the coordinates of the turning point and whether the turning
point is a maximum or a minimum.
y = x2, y = (x − 3)2, y = 2(x − 3)2, y = 2(x − 3)2 + 4 and y = 2(x − 3)2 − 5 on the one set
of axes.
c For each parabola, state the coordinates of the turning point and whether the turning
point is a maximum or a minimum.

8J
4 From your investigation of parabolas of the form y = a(x − h)2 + k write a summary of
your observations, identifying the effects of a, h and k. State the coordinates of the
turning point in terms of a, h and k.
5 A parabola has an equation of the form y = (x − h)2 + k. Write its equation, if the turning
point of the graph is:
a (2, 3) b (1, 4) c (3, 7) d (−1, 4)
e (−2, 7) f (−5, 6) g (4, −9) h (1, −6)
i (9, −2) j (−5, −4) k (−2, −6) l (−1, −8)
6 A parabola has an equation of the form y = 3(x − h)2 + k. Write its equation, if the turning
point of the graph is:
a (6, 3) b (1, 1) c (2, 5) d (−6, 1)
e (−3, 2) f (−9, 4) g (9, −2) h (7, −4)
i (8, −5) j (−4, −7) k (−8, −1) l (−8, −4)
7 Starting with the parabola with equation y = x2, list the transformations required to obtain
a parabola with equation:
a y = (x + 1)2 + 7 b y = (x + 2)2 − 3
c y = (x − 6)2 + 4 d y = (x − 3)2 − 8
e y = 5(x − 1)2 + 6 f y = 14 ( x + 6 )2 + 2
g y = −(x + 5)2 + 12 h y = −(x + 7)2 − 1
i y = −2(x − 1)2 + 9 j y = −4(x − 8)2 − 5
with its correct equation.
A y = (x + 1)2 + 2 B y = (x − 2)2 + 3 C y = (x + 4)2 − 2
D y = (x − 3)2 − 5 E y = −(7 − x)2 − 3 F y = −(x + 5)2 − 7
a b y c d
10
–8 –6 –4 –2 2 4 6 8 x
–10
e f

8J
9 Copy and complete the table:
Equation Shape Maximum or Coordinates of Equation of

or minimum turning point axis of
symmetry
y = 5x2 minimum (0, 0) x=0
y = − 15 ( x − 3)2 maximum (3, 0) x=3

a y = −3x2
b y = (x + 5)2
c y = 2(x − 6)2
d y = −x2 + 9
e y = 3 − 12 x 2
f y = (x − 6)2 + 2
g y = −(x + 3)2 − 4
h y = 13 ( x − 1)2
i y = 2 − 14 ( x + 7)2
10 For the following graphs, state:

i the y-intercept
iii the equation of the axis of symmetry
iv coordinates of the turning point, identifying whether it is a maximum or a minimum
a y = 2(x2 − 9) b y = −3(x2 − 12)
y y
15 35
10 30
25
5
20
–3 –2 –1 1 2 3 x 15
–5 10
–10 5
–15 –6 –4 –2 2 4 6x
–5
–20
–10
summary:
Summary
For parabolas of the form y = a(x − h)2 + k:
• The value of (h, k) determines the ________________ of the ______________.
• The coordinates of the turning points are ______________________________.

8K Parabolas of the form y = ax2 + bx + c
Parabolas can be sketched using the intercepts and turning point.
Example Solution
2
1 Sketch the parabola y = x − x − 6,
without first making a table of values.
a Find the y-intercept. The y-intercept occurs when x = 0:
y = 02 − 0 − 6
= −6
This is the point (0, −6).
b Find the x-intercept(s). The x-intercepts occur when y = 0
0 = x2 − x − 6
0 = (x + 2)(x − 3)
x+2=0 or x−3=0
x = −2 or x=3
These are the points (−2, 0) and (3, 0).
c Find the line of symmetry. The line of symmetry always occurs half
way between the x-intercepts:
−2 + 3
x=
2
1
=
2
Line of symmetry is x = 12 .
d Find the turning point. The x value of the turning point is x = 12 ,

so substitute this into the equation to find
the y value:
2
⎛ 1⎞ 1
y = ⎜ ⎟ − −6
⎝ 2⎠ 2
1
= −6
4
The turning point is the point ( 12 , − 6 14 ).
e Hence sketch the graph. y
y x2 x 6
1
x 2
10
(–2, 0)
–4 –2 2 (3, 0) 4 6x
(0, –6) ( 12 , –6 14 )
–10

8K
Example Solution
2 A parabola has an equation of the form y = ax2 + bx + c
2
y = ax + bx + c. What is its equation if Substitute each of the known points:
the x-intercepts are 2 and 3, and the
(0, −4) −4 = 0 + 0 + c
y-intercept is −4?
c = −4
(2, 0) 0 = 4a + 2b − 4
−4 = 4a + 2b (1)
(3, 0) 0 = 9a + 3b − 4
−4 = 9a + 3b (2)
Solving (1) and (2) simultaneously:
2 10
a = − and b =
3 3
Therefore the equation of the parabola is
2 10
y = − x2 + x − 4
3 3
Exercise 8K
1 For the following parabolas, sketch the graph by finding:
iii the axis of symmetry iv the turning point
a y = (x + 2)(x + 4), for −6 ≤ x ≤ 1 b y = (x + 1)(x + 5), for −6 ≤ x ≤ 1
c y = (x − 3)(x + 5), for −6 ≤ x ≤ 4 d y = (x − 1)(x + 3), for −4 ≤ x ≤ 3
e y = x(x − 2) f y = x(x − 4) g y = x(x − 6)
h y = 3x(x + 12) i y = 7x(x + 18) j y = 4x(x + 20)
k y = −3x(x − 12) l y = −2x(x − 16) m y = −6x(x − 14)
n y = −4x(x + 3) o y = −3x(x + 5) p y = −7x(x + 7)
2 2
q y = x + 6x + 5 r y = x − 5x + 4 s y = x2 − x − 6
2 2
t y = x + 6x + 8 u y = x + 6x − 7 v y = x2 − 3x − 28
w y = 4x2 + 28x + 48 x y = 3x2 − 9x − 210 y y = 2x2 − 6x − 20
2 A parabola has an equation of the form y = x2 + bx + c. Find its equation if the
x-intercepts are:
a 1 and 2 b 2 and 5 c 3 and 5 d −2 and 7
e −3 and 9 f −8 and 6 g 8 and −5 h 4 and −7
i 7 and −1 j −1 and −9 k −5 and −6 l −8 and −3
3 A parabola has an equation of the form y = ax2 + bx + c. What is its equation if the
x-intercepts are 1 and 6 and the y-intercept is −8? Sketch this parabola.
x-intercepts are −2 and 5 and the y-intercept is −9? Sketch this parabola.

8L EXPLORING equations and graphs
Learning task 8L
1 Solve each equation for y = 0. What relationship do you notice between the solution and
the x-intercepts of each parabola?
a y = x(x + 7) b y = x(x − 3) c y = x(x + 1)
y y y
–7 x
3 x –1 x
d y = x(x − 5) e y = x(x − 10) f y = x(x + 4)

y y y
5 x
10 x –4 x
2 Draw a sketch of the following parabolas on the one set of axes. Make sure you include
the x-intercepts:
a y = x(x − 6) b y = x(x + 2) c y = x(x + 12)
d y = x(x − 1) e y = x(x − 9) f y = x(x + 11)
3 Write the rule of the following parabolas in the form y = x(x + a):
a y b y c y
–13 x –50 x 27 x
d y e y f y
–0·5 x 3 x 107 x

8L
a y = (x + 3)(x – 4) b y = (x + 6)(x + 2) c y = (x − 1)(x – 12)
y y y
1 12 x
–3 4 x –6 –2 x
d y = (x + 13)(x + 5) e y = (x + 8)(x – 7) f y = (x + 1)(x – 12)

y y y
–8 7 x
–1 12 x
–13 –5 x
5 Draw a sketch of the following on the one set of axes. Make sure you include the x-intercepts:
a y = (x + 10)(x − 4) b y = (x − 3)(x + 5) c y = (x + 2)(x + 5)
d y = (x − 7)(x − 10) e y = (x + 1)(x − 9) f y = (x − 1)(x + 9)
6 Write the rule for the following parabolas in the form y = (x + a)(x + b):
a y b y c y
–3 10 x
–12 –3 x
7 10 x
d y e y f y
–1 8 x
5 9 x –9 –6 x

8L
a y = (x + 4)2 b y = (x − 5)2 c y = (x − 3)2
y y y
–4 x 5 x 3 x
d y = (x + 9)2 e y = (x + 2)2 f y = (x − 20)2

y y y
–9 x –2 x 20 x
8 Draw a sketch of the following equations on one set of axes. Make sure you include the
x-intercepts:
a y = (x − 7)2 b y = (x + 7)2 c y = (x + 12)2
d y = (x − 11)2 e y = (x + 3)2 f y = (x − 21)2
9 Write the rule for the following parabolas in the form y = (x + a)2.
a y b y c y
–4 x 78 x 120 x
d y e y f y
–41 x –55 x 209 x

Combining quadratic features 8M
Throughout this chapter, we have learnt about many features of quadratic graphs and functions:
• Factorising a quadratic function (to solve to find the x-intercepts)
• Finding y-intercepts from equations and graphs
• Finding x-intercepts from equations and graphs
• Finding the line of symmetry from equations and graphs
• Finding the turning points from equations and graphs
• Determining whether a quadratic function has a maximum or minimum turning point from
equations and graphs
Exercise 8M
Copy the table into your workbook, allowing space for factorising. Complete the table for
each of the functions and then match the equation with its graph below. The first one has been
done for you.
Equation y-intercept x-intercept(s) Line of Turning Graph
(factorise) symmetry point
a y = x2 − 4x + 3 (0, 3) (1, 0) (3, 0) x=2 (2, −1) D

y = (x − 3)(x − 1)
b y = x2 − 4
c y = (x − 4)(x + 2)
d (0, 4) (2, 0) x=2
2
e y=1−x
f y = (2 − x)(1 + x)
g y = x2 + 6x + 9
h (0, −10) (2, 0) (5, 0)
2
i y = x − 2x + 5 (1, 4)
A E B 12 D
10
C
8
6 F
4
2
–8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8 x
–2
–4
–6
–8
–10
–12
G H I

8N The quadratic formula
Quadratic formula
For any quadratic equation of the form ax2 + bx + c = 0, where a, b and c are any real
numbers, the values of x, if they exist, can be found by using the quadratic formula:
−b ± b2 − 4 ac
x=
2a
Example Solution
2
1 Solve x + 9x + 8 = 0 by using the x2 + 9x + 8 = 0, a = 1, b = 9 and c = 8
quadratic formula.
−b ± b 2 − 4 ac
x=
2a
−9 ± 92 − 4 × 1 × 8
=
2 ×1
−9 ± 81 − 32
=
2
−9 ± 499
=
2
−9 + 7 −9 − 7
= or
2 2
x = −1, − 8
2 Solve 2x2 + 3x − 7 = 0 by using the 2x2 + 3x − 7 = 0, a = 2, b = 3 and c = −7
general quadratic formula. Give your
answers in exact form and correct to −b ± b 2 − 4 ac
x=
2 decimal places. 2a
−3 ± 32 − ( 4 × 2 × −7
=
2×2
−3 ± 9 + 56
=
4
−3 ± 56 −3 − 65
= or exact form
4 4
≈ 1·27 and − 2·77 correct to 2 dp
We can also solve quadratic equations using a graphics calculator.

Example
3 Solve 2x2 + 3x – 7 = 0.
Solution
Select Equation mode and
then Polynomial ( F2 ).

8N
Solution
Enter Degree 2 (quadratics have the Input these values, ensuring you press EXE
highest power 2). after each to enter the values, then press
In the form aX2 + bX + c = 0,
SOLV ( F1 ). Solutions are x = 1·27 or
the equation is 2x2 + 3x − 7 = 0
−2·77 (to 2 dp).
so a = 2, b = 3 and c = −7.
An advantage of solving quadratic equations using this method is that it is quick and easy.
The disadvantage is the solutions have to be rounded and so cannot be written in exact form.
Exercise 8N
1 Write down the values for a, b and c in each of the following quadratic equations:
a x2 + 5x − 12 = 0 b x2 + 4x − 6 = 0 c −x2 + 3x − 10 = 0
d x2 + 15x − 12 = 0 e x2 + 5x − 1 = 0 f −x2 + 3x − 8 = 0
g x2 − 5x − 2 = 0 h x2 − 10x − 15 = 0 i −x2 − 2x − 21 = 0
j x2 + 8x + 2 = 0 k x2 + 2x + 16 = 0 l −x2 + 3x + 12 = 0
2 Use the quadratic formula to solve the following quadratic equations in exact form:
a x2 + 5x − 2 = 0 b x2 − 4x − 6 = 0 c x2 − 3x − 10 = 0
2 2
d x + 4x + 4 = 0 e x + 7x − 2 = 0 f x2 − 5x − 2 = 0
g 3x2 + 5x − 7 = 0 h 3x2 + 14x + 8 = 0 i 2x2 + 3x − 5 = 0
j −2x2 + 2x + 12 = 0 k −3x2 − 6x + 24 = 0 l −10x2 + 9x − 2 = 0
3 Use the quadratic formula to solve the following quadratic equations. Give your answers
correct to 2 decimal places and then check your solutions using a graphics calculator:
a 2x2 + 15x + 12 = 0 b 4x2 + 5x − 1 = 0 c 2x2 + 3x + 1 = 0
d 3x2 − 12x + 2 = 0 e 3x2 − 10x + 5 = 0 f 3x2 + 2x − 21 = 0
g −x2 + x + 1 = 0 h −x2 − 5x − 6 = 0 i −x2 + 4x − 4 = 0
2 2
j −3x − x + 10 = 0 k −3x + 4x + 2 = 0 l −2x2 + 4x + 48 = 0
4 School children are throwing tennis balls from one end of the court to the other. The
height h (in metres) of the ball above the ground t seconds after it has been thrown is
described by the formula h = −2t2 + 12t.
a Determine how long it takes for the ball to hit the ground. (Hint: This is when h = 0.)
b Use the quadratic formula to find the time(s) when the ball is at a height of 18 m.
5 The height h (in metres) of a golf ball above the ground t seconds after it has been hit is
described by the formula h = −t(t − 8):
a Determine how long it takes for the ball to hit the ground. (Hint: This is when h = 0.)
b Find the time at which the ball first reaches a height of 13 m, correct to 1 decimal place.

8O Solving quadratics and the quadratic formula
The quadratic equation of the form y = ax2 + bx + c can be used to derive many of the key
features of a parabola.
• We know that the y-intercept is found by substituting x = 0 into the quadratic equation and
the coordinates of the y-intercept are (0, c).
• We also know that the x-intercepts are found by substituting y = 0 into the quadratic
equation y = ax2 + bx + c. We can solve ax2 + bx + c = 0 by first completing the square,
−b ± b 2 − 4 ac
then simplify to show that the solutions are x = .
2a
• The axis of symmetry is a vertical line that divides a parabola into equal halves. The quadratic
−b
equation can be manipulated to determine the equation of the axis of symmetry as x = .
2a
• The square of the quadratic equation y = ax2 + bx + c can be completed by first
rearranging it into the turning point form y = a(x − h)2 + k. This is the parabola y = ax2
that has been translated h units right and k units up. The turning point (0, 0) has been
−b 4 ac − b 2
translated to become the point (h, k) where h = and k = .
2a 4a
Example Solution
x+4 3 x+4 3
Solve − = 0, − =0
4 x −1 4 x −1
expressing the answers as exact ( x + 4 ) ( x − 1) 4( 3)
values and then rounded to − = 0 commmon denominator
4( x − 1) 4( x − 1)
2 decimal places.
x 2 + 3 x − 16
=0
4x − 4
x 2 + 3 x − 16 = 0 multiply both sides by 4 x − 4
−3 ± 9 + 64 use quadratic formula with
x=
2 a = 1, b = 3, c = −16
x = −5·77 and 2·77
Exercise 8O
1 Solve for x:
x +1 3 x−4 1 x−4 1
a − =0 b + =0 c − =0
2 x 3 x 5 x
x −1 x −1 x−2 x−2 x+2 x+2
d − =0 e + =0 f − =0
2 x x 4 x 5
2 Solve for x correct to 2 decimal places where necessary:
x +1 2 13 x −1 1 11 x+3 6
a + = b + = c − =0
2 x+3 4 3 x−2 5 5 x+4
x +1 x +1 x−2 x−3 3 x+2 x−4
d + =0 e + = f − =3
2 x −1 x+3 4 2 2 x−2
x+3 x 1 5 x +1 3 x x−3 2−x
g + + = h + + = 4·6 i − + 2 = 3·75
4 2 x 2 2 x 5 5 x
8O
3 Solve for x, expressing answers as exact values and then rounded to 2 decimal places:
x−3 1 4 3 x−3 1
a = b = c =
x+2 5 x −1 x + 2 x + 10 x
x −1 x +1 x−2 x+2 x +1 x + 4
d = e = f =
2 x x 4 3 x
2x +1 2 x −1 1 3x − 3 2
g = h = i =
4 x+3 5 3x − 2 5 3x + 3
3 4 x−3 2−x 3 6
j 1+ = 2 k = +2 l +5=
x −1 x + x − 2 5 x 2x +1 6x + 3
5 4 −2 5 1 2
m − = n = +
2
x − 3x − 4 x − 4 3 x + 3 2
x − 7 x + 12 x − 3 x − 4
4 Many graphic artists require a rule to generate an equation that represents an object on
their screen. We can use quadratic regression to fit a parabola to a number of real-life
situations using a graphics calculator. This is done by entering the x values into List 1 of
STAT mode and the y values into List 2. Press GRAPH ( F1 ) Set ( F6 ) and ensure that it
shows Scatter, List 1, List 2, 1. Exit. Press Graph 1 ( F1 ). Press Calc ( F1 ) then x2 ( F4 ).
The equation of the parabola will be determined in the form y = ax2 + bx + c from the
values given by a, b and c.
i Identify at least three coordinates on the curves below using a Cartesian plane and an
appropriate scale.
ii Use quadratic regression to obtain an equation for each curve.
a b
c d

8P Completing the square
Parabolas in the form y = a(x − h)2 + k are known as being in turning point form.
We obtain a quadratic equation in this form by completing the square of y = x2 + bx + c.
• Halve the value of b.
( )
2
• Write as a perfect square in the form y = x + b2 . ( ) ()
2 2
y = x + b2 − b2 + c
• Subtract the square of b2 then add the value of c.
Example Solution
2
Consider the parabola y = x + 8x + 2.
a Complete the square and state the y = x2 + 8 x + 2
coordinates of the turning point. 2 2
⎛ 8⎞ ⎛ 8⎞
= ⎜x+ ⎟ −⎜ ⎟ +2 b=8
⎝ 2⎠ ⎝ 2⎠
y = ( x + 4 )2 − 14
The turning point is (−4, −14).
b Find the coordinates of the x- and The y-intercept occurs when x = 0
y-intercepts as exact values and and y = 2, which is the point (0, 2).
rounded to 2 decimal places. The x-intercepts occur when y = 0:
y x2 8x 2
y 0 = x2 + 8x + 2
From the quadratic formula
x 4
10 −8 ± 64 − 8
x= a = 1, b = 8, c = 2
(–4 – 14, 0) (0, 2) 2
–8 –6 –4 –2 0 10 x = −4 ± 14
(–4 14, 0) The x-intercepts are the points
–10
( −4 + 14 , 0) and ( −4 − 14 , 0) as exact
(–4, –14) values or (−0·26, 0) and (−7·74, 0)
rounded to 2 decimal places.
c Compare your answer from part a The graph of y = x2 has been translated
2
with the graph of y = x . Describe the • 4 units left h=4
transformations using terms such as up, • 14 units down. k = −14
down, right and left.
Exercise 8P
Consider the parabolas with the following rules:
i Complete the square. ii Find the coordinates of the turning point.
iii Compare your answer from part i with the graph of y = x2 and describe the
transformations by using terms such as up, down, right and left.
iv Hence, sketch the parabola.
a y = x2 + 4x + 7 b y = x2 + 6x + 5 c y = x2 + 8x + 6
2 2
d y = x + 4x + 4 e y = x + 8x + 3 f y = x2 − 2x + 5
2 2
g y = x + 2x − 7 h y = x − 4x − 2 i y = x2 − 10x − 6
j y = 3x2 − 6x − 45 k y = 6x2 − 42x + 60 l y = 2x2 − 10x + 8
2 2
m y = 10x − 20x − 150 n y = 2x − 14x − 36 o y = 3x2 + 9x − 54
2 2
p y = 4x + 44x − 48 q y = −x − 7x − 6 r y = −2x2 + 8x + 64
2 2
s y = –3x − 24x − 36 t y = –25x + 75x − 50 u y = –8x2 + 56x − 80
Worded problems using quadratics 8Q
We can solve worded problems involving quadratic equations by the following steps:
1 Define the unknown quantity as x or as another suitable pronumeral.

2 Write down what is given. Draw a diagram where possible. Write an equation
from this information.
3 Solve your equation.
4 Check the validity of your solution. Does it seem reasonable? Can you check
it using another method?
5 Write down your answer in words.
Example Solution
1 The product of two consecutive Let the first number be n and Step 1
numbers is 210. Find the numbers. the second number be n + 1.
n(n + 1) = 210 Step 2
n2 + n = 210
n2 + n − 210 = 0
(n − 14)(n + 15) = 0 Step 3
n − 14 = 0 or n + 15 = 0
n = 14 n = −15
Check the solutions: Step 4
14 × 15 = 210 −15 × −14 = 210
If n = 14, the two numbers are Step 5
14 and 15.
If n = −15, the two numbers are −15 and −14.
2 A farmer wants to enclose a existing chicken coop
rectangular area adjacent to an
existing chicken coop to provide x x
a free-range grazing area for the 15 – 2x
hens. The farmer has 15 metres
of fencing material and wants to Let width be x metres, then length = 15 − 2x.
maximise the area for grazing. Area = x(15 − 2x)
What should the dimensions be 25 = x(15 − 2x)
to enclose an area of 25 m2? −2x2 + 15x − 25 = 0
Use the quadratic formula:
−15 ± 225 − 200
x=
−4
−15 ± 25
=
−4
−15 + 5 −15 − 5
x= = 2·5 or x = =5
−4 −4
x = 2·5 m or 5 m.
Check: 2·5 + 10 + 2·5 = 15 m and 5 + 5 + 5 = 15 m
Area = 2·5(15 − 5) = 25 m2 and 5(15 − 10) = 25 m2
The dimensions are 2·5 m × 10 m or 5 m × 5 m.
8Q
Exercise 8Q
1 The product of two consecutive even numbers is 624. Find the numbers.
2 The product of two consecutive negative numbers is 156. Find the numbers.
3 The product of two consecutive numbers is 650. Find the two numbers.
4 When a number is subtracted from its square, the result is 72. Find the number.
5 When a number is subtracted from its square, the result is 132. Find the number.
6 A rectangle is drawn so that its width is 2 cm less than x

its length. The area of the rectangle is 24 cm2. Find the
dimensions the rectangle.
A 24 cm2 x 2
7 A triangular road sign is constructed so that its base

length and height (in cm) are equal. If the area of the
road sign is 1250 cm2, find the height of the road sign. x A 1250 cm2
8 A rectangular slot has an area of 125 cm2. Its height is five times its width. Find the
perimeter of the slot.
9 A window has an area of 16 m2. Its width is 6 metres less than its height. Find the
perimeter of the rectangle.
10 Find the value of x in the following:

a b 100 2x
15 cm
x
x A 1050 m2
x3
11 The square of Jamie’s age now is equal to his age in 6 years’ time. How old is Jamie now?
12 The square of Pat’s age now is equal to her age in 30 years’ time. How old is Pat now?
13 When Chloe’s height is squared and then doubled, the result is 3 more than her height in
metres now. How tall is Chloe now?
14 Peter wants to make a rectangular vegetable fence

garden in his backyard, using a fence as one x
side. He has 16 metres of wire-mesh fencing.
16 2x
What are the dimensions of the garden with the
largest possible area that can be formed using
this length of wire mesh?

8Q
15 A ball is thrown upwards and reaches a height of h metres h
after t seconds as given by h = 16t − 4t2.
a Find the time(s) when the ball is on the ground.
b Find the time taken for the ball to first reach a
height of 15 metres.
t
16 A parachutist jumps out of a light aeroplane at a height h

of 1800 metres above the ground. The height h metres 1800 m
above the ground t seconds after leaving the plane is
given by the formula h = 1800 − 4t2.
a What is the parachutist’s height above the
ground after:
i 3 seconds?
ii 11 seconds? t
iii 15 seconds?
b Find the time taken for the parachutist to reach
the ground.
17 The path of a waterfall from the top of a cliff is given h

by the formula h = 150 − 4t2, where h is the height, in 150 m
metres, of the water t seconds after leaving the top.
a What is the height of the water above the ground after:
i 3 seconds?
ii 5 seconds?
iii 5·9 seconds?
t
b Find the time(s) when the water is at a height of 86 m.
c What is the distance from the bottom of the cliff to
where the water reaches the ground?
18 The height of a model aeroplane above the ground, h

(h metres), t seconds after the motor is started is VH-SZG
given by the rule h = −4t2 + 28t − 40.

a Solve the equation for h = 0 to determine the time(s) when
the aeroplane is on the ground.
b Find the time(s) when the aeroplane is at a height of
8 metres above the ground.
t
19 The volume of the larger box is twice 20 The volume of the larger box is three
the volume of the smaller box. Find times the volume of the smaller box.
the dimensions of each box. Find the dimensions of each box.
w
w1 w w2
w2 w2
w w
w w w w

8R Solving using a graphics calculator
When solving worded problems:
• Define the unknown quality as x or as another suitable pronumeral.
• Write down what is given. Sketch or draw a diagram where possible. Write an equation
from this information.
• Solve your equation.
• Check the validity of your solution. Does it seem reasonable? Use another method to
verify your solution.
• Write down your answer in words.
Example
The perimeter of a rectangle is 40 cm.
a If the width of the rectangle is x cm, express the length in terms of x.
b Write down an expression for the area of the rectangle in terms of x.
c Use your graphics calculator to:
i sketch a graph of the expression for the area of the rectangle
ii find the dimensions of the rectangle if its area is 75 cm2.
Solution
a Let width be x cm, then length = 20 − x.
b Area = length × width
A = x(20 − x)
c i In Graph mode, input the function y = x(20 – x).
Adjust the view window ( SHIFT F3 ) Press DRAW ( F6 ).
to be as shown:
ii Method 1 Solving graphically
Press SHIFT G-Solv ( F5 ), X-CAL

( F2 ; to calculate an x value if we know a y value).
Y = 75
The cursor will reach the left value first, x = 5.
(You will notice the cross-hair moving along the parabola.)
To obtain the second solution, press the right cursor key or arrow, x = 15.
So x = 5 or x = 15.

8R
Solution
Method 2 Solving algebraically
In Equation mode press Polynomial ( F2 ).
Enter degree 2 ( F1 ; quadratics have the highest power 2).
In the form aX2 + bX + c = 0,
the equation is −x2 + 20x – 75
so a = −1, b = 20 and c = −75.
Input these values by pressing.
−1 EXE 20 EXE −75 EXE Press SOLV ( F1 ).
Solutions are x = 5 or 15.
Exercise 8R
1 A rectangular playground is to be made using 36 metres of fencing wire.
a If the width of the playground is w metres, find an expression of length l in terms of w.
b Hence show that the area is given by the expression A = 18w − w2.
c Different rectangles for the playground are possible with this length of fencing wire.
If the area is 77 m2, use the above formula to find the length and width.
d Draw a graph of the parabola with equation A = 18w − w2 and label the coordinates of
the turning point.
e What length, width and shape of rectangle are needed to achieve maximum area?
2 A ball is thrown from the top of a cliff and its height (h metres) above the ground (after
t seconds) is given by the formula h = 20t − 5t2 + 25.
a Solve the formula to find:
i the h-intercept ii the t-intercepts
b State the coordinates of the turning point.
c Plot the path of the ball on a set of axes and show the coordinates of all key points.
d Describe the path of the ball.
3 The cost of producing large tins, C dollars, depends on the number of tins produced per
minute, n, according to the quadratic model C = 4 + (n − 5)2.
a Carefully sketch the number of tins against cost on a set of axes. Clearly label the
coordinates of the turning point.
b How many tins should be produced per minute so the cost is a minimum?
c What is the minimum cost for each tin?
d If a tin sells for $7·90, find the greatest profit when 7000 tins are sold.

PUZZLES
1 For each parabola below state the coordinates of the turning point. Match the
corresponding letter to the correct point to solve the riddle:
What tune do you sing in the car?

A y = x2 C y = (x − 3)2
N y = x2 + 2 O y = (x + 2)2
R y = −2(x − 3) + 5 T y = −3(x + 2) − 5
(0, 0) (3, 0) (0, 0) (3, 5) (−2, −5) (−2, 0) (−2, 0) (0, 2)
2 Match the letters on the parabolas to the correct equations to solve the riddle:
When is a violin like a car?
y
N P D H
0
–8 –6 –4 –2 0 2 4 6 8 x
W T U
E
–5
y = −(x + 6)2 y = (x − 3)2 y = −x2 − 3 y = (x + 3)2
2
x2
y = − x3 y = −(x − 6)2 y = (x + 3)2 y = −x2 − 3 y = x2 + 3 y = −(x − 6)2 y= 3

Quadratic Functions
3 Complete the table to show the x- and y-intercepts for each parabola. Match the letters to
the correct points below to solve the riddle:
What do you call when flames shoot from your car’s motor?
Graph x-intercept y-intercept

y = (x − 2)2 (2, 0) A
2
y = x + 6x + 9 E (0, 9)
y = −(x + 4)2 (−4, 0) F
2
y = x − 2x + 1 G (0, 1)
y = − 13 ( x + 6 )2 (−6, 0) I
y = −3x2 − 6x − 3 N R
(0, 4) (0, −16) (0, −12) (0, −3) (−3, 0) (−3, 0) (−1, 0) (1, 0) (0, −12) (−1, 0) (−3, 0)
4 Solve the quadratic equations below. Match the corresponding letter to the correct
solution to solve the riddle:
What do you call an over-heated car?

A x2 + x − 6 = 0 D x2 − 3x + 2 = 0
H −x2 + 4 = 0 O 1 − x2 = 0
R x2 − 3x − 4 = 0 T x2 + 7x + 12 = 0
x = −3, 2 x = −2, 2 x = −1, 1 x = −4, −3
x = −1, 4 x = −1, 1 x = 1, 2

Quadratic inequations and the box problem

Consider the net of a rectangular box. x x
x x
a If the height of the box is x, find an
expression for: 10 cm
i length l in terms of x x x
ii width w in terms of x x x
18 cm
b Write an equation in terms of x to
calculate the area, A, of the base of the box.
c Copy and complete the following table of values for your equation for part b:
x 0 1 2 3 4 5
Area (A)
d i List all the possible values for x. ii What is the smallest value for x?
iii What is the largest value for x? iv Can x be negative?
v What happens when x is 5 cm?
e Sketch a graph of x against the area, A, A

of the base of the box.
f From your sketch for part e, or otherwise, for what

Area (cm2)
values of x is the area of the base of the box, A,

greater than 58 cm2?
g Write an equation, in terms of x, to calculate the

volume, V, of the box.
h Copy and complete the following table of values using Height (cm) x
your equation from part g:
x 0 1 2 3 4 5
Volume (V )
i By plotting the points from your table of values, or V

otherwise, sketch a graph of height, x, against the
volume of the box, V.
Volume (cm3)
j From the graph determine the dimensions of the box

with greatest volume.
Height (cm) x

Quadratic Functions
Fireworks
During a fireworks display, green rockets are fired into the air from the ground. The rockets
follow a curved path given by h = 50t − t2, where h is the height of the rocket, in metres,
t seconds after being fired.
a For the graph of the path of the green rocket, find:
i the h-intercept ii the t-intercepts iii the turning point
b Sketch the graph of the path of the green rocket. h
c The organisers of the display want the green rockets
to explode after they have reached a height of
Height (m)
120 metres. Find out how long they will be in the
air before they explode.
d At the last minute the organisers decide to use red
rockets as well. They decide to launch them from a
tower 72 metres tall. The path of the red rockets is
given by the expression h = –3(t + 2)(t − 12), where
Time (seconds) t
h is the height of the rockets, in metres, t seconds after
being fired.
i Sketch the curve of the red rockets on the graph, clearly labelling the coordinates of
the axis intercepts and the turning point.
ii If the red rockets are to be set to explode at their highest point, for how long will they
be in the air before exploding?
Simultaneous equations (linear and quadratic)

a i Plot the graphs of y = x2 + 3x − 4 and y = 3x + 5 on the same set of axes.
ii Mark the point of intersection of the two graphs.
iii Use algebraic methods to solve for x if x2 + 3x − 4 = 3x + 5. Comment on the results.
b i Plot the graphs of y = x2 + 3x − 4 and y = 3x + 12 on the same set of axes.
ii Mark the point of intersection of the two graphs.
iii Use algebraic methods to solve for x if x2 + 3x − 4 = 3x + 12. Comment on the results.
c For the following equations find the points of intersection either graphically or algebraically:
i y = 2x + 10 and y = –2x2 + 12x + 2 ii y = x + 1 and y = x2 − 1
iii y − 2x − 1 = 0 and y = x2 + 7x + 5 iv 2x + y = 3 and y = x2 + 3x + 7
d A rocket is fired from the side of an arch of a bridge y road
that is 4 m below a road. The equation of the rocket’s
path is y = x + 14, and the equation of the arch is
y = –2x2 + 12x + 2, where y is the height and x is
the horizontal distance, as shown on this diagram. arch
i Find the points on each side of the arch where
the rocket will pass, stating each answer as a
coordinate pair. x
ii Find the coordinates of the point where the
rocket reaches the height of the road.

A quadratic inequation contains an inequality. There is often a set of values for a solution to a
quadratic inequation. To solve a quadratic inequation we use the following steps:
y
1 Factorise the quadratic expression.
2 Draw the graph by using the
x-intercepts only. y0 y0
3 From the graph read off the
x values that satisfy
the inequation. y0 y0
x
y0 y0
Example Solution
Plot the graph of the equation y = x2 − 6x + 5
y = x2 − 6x + 5 and find the following y = (x − 1)(x − 5)
values of x. Verify your answers from 0 = (x − 1)( x − 5)
the graph. x = 1 and 5
y y x2 6x 5
10
x2 6x 5 0
x2 6x 5 0
1 2 3 4 5 6 7 x
x2 6x 5 0
a x2 − 6x + 5 = 0 x2 − 6x + 5 = 0, or y = 0, is where the
parabola cuts the x-axis.
∴ x2 − 6x + 5 = 0 when x = 1 or 5
b x2 − 6x + 5 < 0 x2 − 6x + 5 < 0, or y < 0, is where the
parabola is below the x-axis.
∴ x2 − 6x + 5 < 0 when 1 < x < 5
c x2 − 6x + 5 > 0 x2 − 6x + 5 > 0, or y > 0, is where the
parabola is above the x-axis.
∴ x2 − 6x + 5 > 0 when x < 1 or x > 5
d x2 − 6x + 5 ≥ 0 x2 − 6x + 5 ≥ 0, is where the parabola is on
or above the x-axis.
∴ x2 − 6x + 5 ≥ 0 when x ≤ 1 or x ≥ 5

Quadratic Functions
1 Read off the solutions to each quadratic inequation from the graph:
a x2 − 3x −18 < 0 b x2 + 7x − 18 ≥ 0
y y
10
–10 –8 –6 –4 –2 2 x
–6 –4 –2 2 4 6 x
–10
–10
–20
–20
y x2 3x 18
–30
y x2 7x 18
c −x2 − x − 56 > 0 d x2 − 5x − 24 > 0

y y
–6 –4 –2 2 4 x
–20 –8 –6 –4 –2 2 4 6 8 x
–40 –10
y –x2 x 56
–60 –20
y x2 5x 24
–80 –30
–100
2 Find:
a x2 − x − 2 < 0 b x2 − 6x + 8 < 0 c x2 + 7x + 10 < 0
d −x2 + 4x − 5 ≤ 0 e x2 − 11x + 30 ≤ 0 f x2 − 13x − 48 ≤ 0
g −x2 + 5x − 4 > 0 h −x2 + x + 12 > 0 i x2 + 10x + 16 > 0
j x2 − 4x + 5 ≥ 0 k x2 − 4x + 4 ≥ 0 l −x2 − 6x − 10 ≥ 0
m x2 − 6x ≤ –9 n −x2 + 4x ≥ 4 o −x2 + 6x ≥ 9
p x2 + 3x < 10 q x2 − 3x > 0 r x2 > 8x
3 Find the numbers for which the sum of the number and its square is less than 20.
4 Find the numbers for which the sum of the number and its square is greater than 90.
5 A large rectangular window is to be made so that its width is 1 m less than its height.
Find the dimensions for which the window has an area of no more than 6 m2.
6 A large rectangular window is to be made so that its width is 2 m less than its height.
Find the dimensions for which the window has an area of no more than 15 m2.
7 Find the dimensions of a window whose height is 50 cm more than its width and whose
area is not greater than 2400 cm2.

REVISION QUESTIONS
Exercise 8B
1 Complete a table of values for each of the following equations, then plot the graph and
state the x- and y-intercepts:
a y = x2 + 6x + 8 for 0 ≤ x ≤ 5 b y = x2 + 5x − 6 for −7 ≤ x ≤ 3
c y = x2 + 6x − 9 for 0 ≤ x ≤ 5
Exercise 8C
2 Consider the following graphs.
i State the y-intercept. ii State the x-intercept(s).
iii Determine the coordinates of the turning point, identifying whether it is a maximum
or a minimum.
a y b y
10 2
18
16
–3 –2 –1 1 2 3x
14
12 –2
10
8 –4
6
4 –6
2
–8
–1 1 2 3 4 5 6 7 8 x
–2
–4 –10
Exercise 8E
3 Solve:
a x(x − 8) = 0 b x(x − 9) = 0 c 2x(x + 1) = 0
d 5x(x + 4) = 0 e 6x(2x + 6) = 0 f 5x(24x − 3) = 0
4 Solve:
a (x + 6)(x + 2) = 0 b (x − 2)(x + 7) = 0 c (2x + 5)(x − 1) = 0
d (7 − 14x)(x − 2) = 0 e (5x + 35)(x − 4) = 0 f (x − 8)(1 − 6x) = 0
5 Solve:
a x2 = 81 b x2 = 125 c x2 = 225
d 3x2 = 192 e 5x2 = 180 f 16x2 = 144
6 Solve:
a (x − 2)2 = 0 b (x − 12)2 = 0 c (x − 5)2 = 0
d 12(x + 13)2 = 0 e 2(x − 14)2 = 0 f 12x(x − 7)2 = 0
7 Solve:
a x2 + 11x + 30 = 0 b m2 + m − 42 = 0 c x2 − 10x − 75 = 0
d b2 − b − 12 = 0 e b2 + b − 56 = 0 f b2 + 14b + 49 = 0
g 2x2 + 7x + 3 = 0 h 2x2 − 3x − 5 = 0 i 3x2 + 4x − 4 = 0
j 4x2 − 9x + 2 = 0 k 2x2 + x − 21 = 0 l 5x2 − 33x − 14 = 0
m x2 + 23x = 0 n 2x2 = 150x o x2 − 81 = 0

Quadratic Functions
Exercise 8F
8 Solve:
a 3x2 + 14x + 8 = 0 b 10x2 − 9x + 2 = 0 c 2x2 − 16x + 30 = 0
d −5x2 + 16x + 16 = 0 e 2x2 + 3x − 35 = 0 f −4x2 + 8x + 96 = 0
9 Solve:
a −6 = x2 + 5x b x2 = –13x − 42 c −x2 = 20 − 9x
d 10 = x2 − 3x e −2x2 = 14x − 24 f 8 = x2 − 2x
10 Solve:
a (x + 3)2 − 49 = 0 b (x − 3)2 − 25 = 0 c 5x2 + 4x − 128 = 24x + 32
d x(x + 7) = −12 e (3x − 2)2 = 16 f 3(x2 − 10) = x(x − 4)
Learning tasks 8G–8K

11 Copy and complete the table:
Equation Shape Maximum or Coordinates Equation of
∪ or ∩ minimum of turning line of
point symmetry
a y = −7x2
b y = (x + 9)2
c y = −x2 + 11
d y = 5 − 12 x 2
e y = (x − 2)2 + 5
f y = −(x + 4)2 − 3
g y = 1 − 12 ( x + 4 )2
Exercise 8N
12 Use the quadratic formula to solve the following quadratic equations. Give your answer(s)
in exact form and correct to 2 decimal places:
a x2 + 5x + 1 = 0 b x2 + 7x − 2 = 0 c 3x2 + 25x + 7 = 0
Exercises 8Q and 8R
13 A grassed rectangular playing field is such that it is 7 metres longer than it is wide. If the
area of the field is 170 m2, find the dimensions of the playing field.
14 a If the perimeter of a rectangle is 80 metres and its length is x metres, find an
expression for width in terms of x.
b Show that the area of the rectangle is given by the equation A = 40x − x2.
c Draw a sketch of the parabola with the rule A = 40x − x2.
d What values of x are meaningful in this problem?
e Find the area of the rectangle when x = 25 metres.
f Find the value of x when A = 300 m2. What are the dimensions of the rectangle?
g Find the dimensions of the rectangle with the greatest possible area.

CHAPTER
9
Probability
Chance and data in history
Karl Friedrich Gauss (1777–1855) was a German mathematician who is, among many
other things, famous for his work on the normal distribution curve. The curve was
actually developed by Abraham De Moivre (1667–1754), a French mathematician, but
Gauss’ contributions were so important to the theory of probability distributions that
the curve is sometimes referred to as the Gaussian curve. However, Gauss was
relatively unknown until 1801 when, having just finished writing his work on the theory
of numbers, he decided to assist the Italian monk Giuseppe Piazzi to find the asteroid
Ceres. Piazzi had been tracking the path of the asteroid but had lost it while ill.
Gauss was able to calculate its exact position and the asteroid was rediscovered.
This brought Gauss immediate recognition in Europe.
Chance and data today

Scientists estimate that the probability of a big asteroid hitting the Earth has decreased
from 1 in 1500 to 1 in 5000. They are not able to calculate the probability exactly but
have to estimate this probability based on the number of asteroids in the solar system
and previous asteroid activity. In most real-life situations it is impossible to calculate
the possibility of an event, as there are not equally likely outcomes. The probability of
a real-life event is estimated from collected data.

• Designing, trialling and refining long-
term probability experiments
• Using random number generators for
probability simulations
• Estimating probabilities and proportions
from published data
• Identifying dependent and independent
events
• Calculating and interpreting conditional
probability
• Investigating simulations
• Using Venn diagrams, tree diagrams
and two-way tables
9A Sets
A set is a collection of things called elements. We can list all the elements of the set or use a
description. We usually write a set in curly brackets and use a capital letter to denote the set.
We use the symbol ∈ to mean ‘is an element of’ and the symbol ∉ to mean ‘is not an element of’.
Example Solution
1 a Write the letters of the alphabet as a A = {a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p,
set that is listed. q, r, s, t, u, v, w, x, y, z}
b Write the letters of the alphabet as a A = {letters of the alphabet}
set that is described.
c Write the vowels as a set that is listed. V = {a, e, i, o, u}
d Write the vowels as a set that is V = {vowels}
described.
e Use set notation to show that the letter a∈V
a is a vowel. We say that the letter a is an element of the
set of vowels.
f Use set notation to show that the letter b ∉V
b is not a vowel. We say that the letter b is not an element in
the set of vowels.
The set that includes all the possible outcomes is called the universal set. We use the symbol
U to represent the universal set. In the example above A denotes the universal set.
The complement of a set is all the elements that are in the universal set but not in the given
set. We use the prime symbol (′) after the set name for the complement. In the example above
V ′ the complement of V, the set of vowels, and is the set of all the letters of the alphabet that
are not vowels.
A set with no elements is called an empty set or a null set and we use the symbols ∅ or { }.
The symbol n is used to stand for ‘the number of elements in’. We can also use the notation |set|.
Example Solution
2 List the set of letters that are not vowels. U = {a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p,
q, r, s, t, u, v, w, x, y, z}
V = {a, e, i, o, u}
V′ = {b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t,
v, w, x, y, z}
3 List the set of numbers in the alphabet, N. N = ∅ or N = { }
4 State the number of elements in the set V = {a, e, i, o, u}
of vowels. n(V ) = 5 or |v | = 5

9A
Exercise 9A
1 State whether the following are true or false:
a Banana ∈ {fruits}
b Spider ∈ {insects}
c 4 ∈ {even numbers}
d Soccer ∈ {Olympic sports}
e 5 ∉ {prime numbers}
f Peru ∉ {European countries}
2 Let M = {months}
T = {months with exactly 30 days}
R = {months with the letter r in their name}
a i List M, the universal set. ii Find n(M).
b i List the elements of T. ii Find n(T).
c i List all the elements of R. ii Find n(R).
d i List the elements of T′. ii Find n(T′).
e i List all the elements of R′. ii Find n(R′).
3 Let N = {natural or counting numbers from 1 to 20 inclusive}

O = {odd numbers from 1 to 20}
E = {even numbers from 1 to 20}
P = {prime numbers from 1 to 20}
a List the elements in N, O, E and P.
b List the elements that are in:
i both P and E ii both P and O iii P′ iv O′
c Find:
i n(P and E) ii n(P and O) iii n(P′) iv n(O′)
d What word could be used to describe the set of elements that are in both O and E?
e What is the set of all elements in O and E?
4 Let U = {integers from 1 to 36 inclusive}

A = {factors of 36}: A = {1, 2, 3, 4, 6, 9, 12, 18, 36}
B = {multiples of 4 less than 36}
C = {composite numbers up to and including 36}
For each of the following:
i List the elements.
ii Determine the number of elements.
a B
b C
c A and B
d A, B and C
e B and C but not in A
Chapter 9 Probability 351

9B Chance
From previous work you will already know about some chance events. Probability is the
chance or likelihood that an event will occur.
The probability of obtaining an element in set A at random is written as P(A).
Flipping a coin, rolling a die and drawing a card from a standard pack of cards are probably
already familiar to you. The set of possible results is called a sample space and each
different result is called a sample point.
The flip of one coin can result in either a head or a tail.
These are equally likely to happen, that is:
P(heads) = P(tails)
We can roll a number from 1 to 6 with an ordinary die.

Each result has the same chance of happening.
In a standard pack of cards there are four suits,

clubs, diamonds, hearts and spades. Drawing a club,
diamond, heart or spade are equally likely events.
A standard pack of cards contains 52 cards. There are four of each value of card, so there are
four aces, four kings, four queens and so on. The chance of choosing a 4 is the same as the
chance of choosing a queen or any other value.
Example Solution
1 A fair die is rolled once. Draw the sample Sample space = {1, 2, 3, 4, 5, 6}
space, and then determine the probability
of rolling:
1
a a6 P(6) =
6
b an even number P(even number) = P(2, 4 or 6)
3 1
= =
6 2

9B
Example Solution
c a number less than 5 P(number less than 5) = P(1, 2, 3 or 4)
4 2
= =
6 3
2 A card is chosen at random from a ♣ A, 2, 3, 4, 5, 6, 7, 8, 9, 10, J, Q, K
standard pack of cards. List the possible ♦ A, 2, 3, 4, 5, 6, 7, 8, 9, 10, J, Q, K
outcomes (the sample space) and ♥ A, 2, 3, 4, 5, 6, 7, 8, 9, 10, J, Q, K
determine the probability of choosing: ♠ A, 2, 3, 4, 5, 6, 7, 8, 9, 10, J, Q, K
13 1
a a heart P(heart) = =
52 4
4 1
b a5 P(5) = =
52 13
1
c the 5 of hearts P(5 of hearts) =
52
Exercise 9B
1 A fair die is rolled once and the result recorded. Draw the sample space then determine
the probability of rolling:
a a4 b a number greater than 3 c a number less than 6
2 A bag contains 20 balls. Six are green, 9 are blue and the rest are
white. If one ball is chosen from the bag, determine the probability
that it is:
a green b white c green or white d blue
3 A card is chosen from a pack of 52 cards. Find the probability that the chosen card is:
a a spade b a heart or diamond
c the four of clubs d a black four
e a queen f a jack, queen, king or ace
4 The local pet shop specialises in tropical fish. It has 36 blue fish, 30 angel fish, 4 red fish
and 30 orange and yellow striped fish in a tank. As they all live in the same tank, the fish
handler catches them completely randomly with his net.
a What is the probability of randomly catching:
i a blue fish? ii a fish that is not blue?
iii a red or blue fish? iv a fish that is blue or striped?
b The store owner sells 20 striped fish. Now what is the percentage probability of
randomly catching:
i a fish that is not striped? ii an angel fish? iii a blue or red fish?

9C Theoretical probability
Set notation can be used to find the probability of an outcome. We find probabilities by
considering all the equally likely possibilities. To work out the probability of an event we
then need to consider what fraction of possibilities gives a favourable result.
number of favourable outcomes
Probability of an event occurring =
number of possible ouutcomes
The symbol n is used to stand for the number of elements, so n(A) is the number of elements
in set A and the probability of an event A can be calculated by:
n( A)
P( A) =
n(U )
The probability of an event occurring is a number between 0 and 1. In many situations there
are two possible events: male or female, win or lose, heads or tails. We call these events
complementary events. We use the prime symbol (′) after the set name (the complement
of A is A′), or use Ā. In a trial either the event or its complement must occur:
P(A′) = 1 − P(A)
Example Solution
A 10-sided die is rolled once.
a List the sample space. Sample space = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
b Determine the probability of rolling:
1
i the number 5 P(rolling a 5) =
10
4 2
ii a number less than 5 P(number < 5) = P(1, 2, 3 or 4) = =
10 5
iii a number which is at least 2 P(number at least 2)
9
= P(2, 3, 4, 5, 6, 7, 8, 9, 10) =
10
0
iv the number 12 P(12 ) = =0
10
5
v an odd number P(odd) = P(1, 3, 5, 7, 9) =
10
vi a number greater than zero P(number > zero)
10
= P(1, 2, 3, 4, 5, 6, 7, 8, 9, 10) = =1
10
vii not the number 5 P(not the number 5) or P(5′)
= P(1, 2, 3, 4, 6, 7, 8, 9, 10) = 1 − P(5)
9 1
= = 1−
10 10
9
=
10

9C
Exercise 9C
1 Amy and Steven are in a class of 8 boys and 12 girls. Find the probability that a randomly
selected class representative is:
a Amy b not Steven c a girl
d a boy e Amy or Steven f neither Amy nor Steven
2 A children’s toy has 10 different shapes.
What is the probability that a randomly selected shape:

a has 4 sides? b has parallel sides? c has more than 5 sides?
d has a curved edge? e has a right angle? f is a regular polygon?
3 U = {letters of the alphabet}
E = {different letters in the word ELEPHANT}
H = {different letters in the word HIPPOPOTAMUS}
a Find P(E). b Find P(H ′).
4 U = {numbers from 1 to 30} P = {prime numbers}
E = {even numbers} O = {odd numbers}
a List the elements of U, P, E and O.
b Hence, find the probability that a randomly selected number is:
i even ii not prime
iii even and prime iv P(odd and prime)
v an even number that isn’t prime
5 A school of 800 students can be broken down
Male Female Total
into the groups shown in the table. Complete
the table and then determine the probability Year 10 120 80
that a randomly selected student is: Year 9 120 130
a a Year 10 student
b not a Year 8 student Year 8 180 170
c a male student Total 800
d a female student in Year 9
e a male student who is not in Year 10
6 A bag contains 24 lollies. If there are 10 red, 6 black and 8 yellow lollies, what is the
probability that a randomly selected lolly is:
a black? b yellow? c not red?
d red or yellow? e red, yellow or black? f neither red nor black?
9C
7 In a class of 24 Year 10 students there are 10 students with at least one parent who was
born overseas and 7 students who are fluent in a second language.
Let the universal set U be the class of Year 10 students.
B = {students with at least one parent who was born overseas}
L = {students who are fluent in a second language}
Find the probability that a student in the class:
a speaks a second language b doesn’t have a parent born overseas
8 Assuming that a person is no more likely to be born on one day than any other and
ignoring leap years, what is the probability that a randomly selected person is born:
a on a Monday? b in the month of September?
c on the 27th of a month? d on 27 September?
e in a month with 30 days? f before 1 April?
9 A survey of 24 families was undertaken to Number of children in a family

determine the number of children in each 10
family. The results are shown in the graph. 8
What is the probability that a family has:
Frequency
6
a no children?
b more than three children? 4
c an even number of children? 2
d fewer than two children? 0
0 1 2 3 4 5
Number of children
10 A card is dealt from a pack of 52 cards. Find the probability that the card is:
a an ace b red
c an even-numbered card d a spade
e the ace of spades f a red even-numbered card
g a black card that is not even-numbered h a spade that is not the ace of spades
11 The results of throwing two dice are displayed in the lattice diagram. Use the lattice
diagram to answer these questions:
a How many different possible outcomes First die
are there? 1 2 3 4 5 6
b What is the probability of getting a
1
5 on the first die?
c What is the probability of getting an 2
even number on the second die?
Second 3
d What is the probability of getting
die
the same number on both dice? 4
e What is the probability that the 5
number on each die is different?
f What is the probability of getting 6
a 5 on both dice?
g What is the probability of getting a 5 on either die?
h What is the probability that the number on the second die is greater than the number
on the first die?

Venn diagrams 9D
Venn diagrams can be used to display sets. U
b q r w
The universal set, U, is a box and all other v V
sets are circles. Elements that are members j a c
of the set go in the circle, and those that are l e n
u t
not members of the set go outside the circle. h i d
p o
z
The Venn diagram shown represents: m x
y k s g
f
U = {letters in the alphabet}
V = {vowels}
When two sets have elements in common or overlap, we say that they intersect. The symbol
used to represent an intersection is ∩.
The combination of two sets is called the union and is denoted by the symbol ∪.
Example Solution
1 Let V = {vowels} = {a, e, i, o, u} and k
P = {the letters in the word PROBABILITY} c v
V P
s
= {p, r, o, b, a, l, i, t, y}. e b l d w
a
a Represent the set of letters in V and P j i p r
m
in a Venn diagram. u o
t y
z x
n q
h g f
b List the set P ∩ V. P ∩ V = {a, i, o}

c List the set P ∪ V. P ∪ V = {a, b, e, i, l, o, p, r, t, u, y}
You do not always need to list the elements. In some cases, only the number of elements (n) in
each set is required. This Venn diagram shows the number of outcomes (events) for each set.
total number of elements
n(U)
A B
6 3
number of n(A) n(B) number of

elements elements
in set A in set B
n(A B) n(A B)a
number of elements number of elements
in A and B not in A or B
Example Solution
2 State the number of elements in the sets:
i A 15 n(A ) = 5
ii B V P n(B ) = 9
iii B ∪ A 2 3 6 n(B ∪ A ) = 11
5 9
iv B ∩ A n(B ∩ A ) = 3
4
v (B ∪ A )′ n(B ∪ A )′ = 4

9D
Exercise 9D
1 Copy the Venn diagram shown and shade the following:
A B
a A b B c A∩B
d A∪B e A′ f B′
2 a Copy the Venn diagram and place the numbers in

C D
the sets below into the correct sets U, C and D on
the diagram:
U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
C = {1, 2, 3, 4}
D = {2, 4, 6, 8}
b List the sets:
i C∩D ii C ∪ D iii C′ iv D′
c Find:
i n(C ∩ D) ii n(C ∪ D) iii n(C′) iv n(D′)
3 a Copy the Venn diagram and place the elements below

E F
into the correct sets:
U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
E = {1, 3, 5, 7, 9}
F = {5, 6, 7, 8}
b List the sets:
i E∩F ii E ∪ F iii E′ iv F′
c Find:
i n(E ∩ F) ii n(E ∪ F) iii n(E′) iv n(F′)
4 The Venn diagram shows the sports preferences for a class of Year 10 students.
a How many students are in the class?
S T S = soccer
b How many students played:
players
i soccer? 8 4 5 T = tennis
ii only tennis? players
iii soccer and tennis? 3
iv neither soccer nor tennis?
5 Sally trains every day. She swims on Monday, Wednesday and Friday, and cycles on
Tuesday, Friday, Saturday and Sunday.
a Represent this information in a Venn diagram.
b Use your Venn diagram to find the day(s) on which Sally:
i swims and cycles ii just swims
iii just cycles iv neither swims nor cycles
6 Sam is a runner and trains every day. He jogs each day during the week and works out in
the gym on Tuesdays, Thursdays and on the weekend.
a Represent this information as a Venn diagram.
b Use your Venn diagram to find the day(s) on which Sam:
i jogs and works out in the gym ii jogs only
iii works out in the gym only iv has no exercise
Venn diagrams and probability 9E
Venn diagrams can be used to find probabilities. U
b q r w
This Venn diagram represents: v V
j c
U = {letters in the alphabet} l
a
n
u e
V = {vowels} t
d
h i
n(V) = 5, n(U) = 26 p o
z
m x
The probability of selecting a vowel at random y k s f g
5
from the letters of the alphabet is 25 .
n(V ) 5
p(V ) = =
n(U ) 26
Example Solution
In a class of 24 students there are 10 students
with at least one parent who was born overseas,
24 students in the class
7 students who are fluent in a second language (6 4 3 11)
and 4 who speak a second language and have
at least one parent who was born overseas. 4 speak
a second 24
Let B = {a parent born overseas} and language and B L
L = {fluent in a second language}. have parent
born overseas 6 4 3
a Display this information as a
Venn diagram. 10 have a 10 7
parent born 11
overseas
7 are fluent 11 students do not have
in second at least one parent who
language was born overseas and
are not fluent in a
second language
b Find the probability that a student selected at random:

4 24
i has one parent born overseas and is P( B ∩ L ) = B L
fluent in a second language 24 6 4 3

1
= 10 7
11
6
6+4+3 24
ii has one parent born overseas or is P( B ∪ L ) = B L
fluent in a second language 24 6 4 3

13
= 10 7
11
24
iii is not fluent in a second language P( L ′ ) = 1 − P( L ) 24
B L
7
= 1− 6 4 3
24 10 7
11
17
=
24
3 24
iv does not have a parent born overseas P( B′ ∩ L ) = B L
but is fluent in a second language 24 6 4 3

1
= 10 7
11
8

9E
Exercise 9E
1 Eighty students were surveyed to see how many D V
had a DVD player (D) or a VCR (V) in their homes. 34 26 18
The results are displayed in this Venn diagram.
Copy and complete the Venn diagram, then determine the 2
probability that a student:
a has only a VCR b has both a DVD and a VCR
c doesn’t have a DVD player d has either a DVD player or a VCR or both
2 Ninety musicians auditioned for a band that needed
a keyboard player and a drummer. The Venn diagram K D
shows the instruments they played. 42 18 24
Complete the Venn diagram and then determine the
probability that a musician: 6
a played drums b played keyboard
c played neither drums nor keyboard d played both drums and keyboard
e didn’t play drums f played drums but not keyboard
3 Copy the Venn diagram and shade:
a A b B A B
c A′ d B′
e A∩B f A∪B
g A ∩ B′ h A′ ∩ B
4 From this Venn diagram, calculate the following: 60

a P(X ∩ Y) b P(X ∪ Y) X Y
c P(X ∩ Y′) d P(X′ ∩ Y) 32 8 15
e P(X′ ∩ Y′) f P(X′ ∪ Y′) 40 23
5
5 A class of 30 Maths students had a difficult exercise 20 Help from Help from
to finish for homework. Some students needed help friend parent
to finish the exercise. The information about the
students who finished the exercise is represented 12 3 4
in the Venn diagram. 15 7
How many students:
1
a finished the exercise?
b needed help to finish?
c didn’t finish the exercise? d had help from more than one source?
e had help from exactly one source? f finished the exercise on their own?
6 The Venn diagram shows the languages (French, German or
E
English) spoken by Europeans staying at a backpackers’ hostel. 12 F
Complete the Venn diagram then determine the probability that 3
8 1 7
a European backpacker: 2
a speaks French only b doesn’t speak German 5
G
c speaks three languages d speaks only two languages
e speaks English but not French

Probability and Venn diagrams 9F
SUMMARY OF PROBABILITY
• Probability of event A occurring = P(A).

number of elements in set A n(A)
• P(A) = =
number of elementts in the universal set n(U )
• 0 ≤ P(A) ≤ 1
• Probability of event A not occurring = P(A' ).
• P(A' ) = 1 − P(A)
n(A)
= 1−
n(U )
We can use Venn diagrams to assist us with some more difficult probability problems.
Example Solution
Let V = {vowels} and
26 V P
P = {letters in PROBABILITY}.
2 3 6
5 9
15
number in the overlap

a Find P(V ∩ P ), the probability that P(V ∩ P ) =
a letter is a vowel and in the word total in the Venn diagram
PROBABILITY. 3
P(V ∩ P ) =
26
total number in the circles
b Find P(V ∪ P ), the probability that P(V ∪ P ) =
a letter is a vowel or in the word total in the Venn diagram
11
PROBABILITY. P(V ∪ P ) =
26
Exercise 9F
1 If a letter is chosen at random from the alphabet, find:
a P(letter is in the word HELICOPTER) b P(letter is a consonant)
c P(letter is not a consonant) d P(letter in the word NEEDED)
2 If a die is thrown, find:
a P(score is even) b P(score is a prime number)
c P(score is even and prime) d P(score is not prime)
3 The Venn diagram shows the languages F C F = French
studied by a class of Year 10 students. C = Chinese
a How many students are in the class? 8 6 7
b How many study French? 2
c How many study only Chinese?
d What is the probability that a student studies Chinese?
e What is the probability that a student doesn’t study French?
f What is the probability that a student studies neither French nor Chinese?

9F
4 Let U = {months}
R = {months with the letter r in their name}
Y = {months with the letter y in their name}
a Display this in a Venn diagram.
b Use your Venn diagram to find:
i P(R ∩ Y) ii P(R ∪ Y)
5 Let U = {natural or counting numbers from 1 to 50}

T = {multiples of 3}
F = {multiples of 4}
a Represent this information as a Venn diagram.
b If a number is chosen at random, find:
i P(T) ii P(F) iii P(T′)
iv P(F′) v P(T ∩ F) vi P(T ∪ F)
6 The Venn diagram shows the results of a

S S = sport
survey of how Year 10 students spent
5 M = movies
their weekend. F = visited family
a How many students were surveyed? 2 2
1
b How many did all three activities? 4 2 2
c How many only went to the movies? M F
d What is the probability that a student
played sport?
e How many students visited family and played sport but didn’t go to the movies?
f What is the probability that a student didn’t play sport?
7 Let U = {numbers from 1 to 30}

F = {factors of 40}
T = {factors of 24}
S = {factors of 60}
If a number is chosen at random, find:
a P(F) b P(T) c P(S) d P(F′) e P(T′)
f P(S′) g P(F ∩ T) h P(F ∩ S) i P(F ∩ T ∩ S)
8 A survey of 40 households found that 25 read the West Australian, 18 read the Sunday
Times and 5 read both newspapers.
a Represent this as a Venn diagram.
b How many households read neither paper?
c What is the probability that a household reads both newspapers?
d What is the probability that a household reads either the West Australian or the
Sunday Times or both newspapers?
e What is the probability that a household doesn’t read the Sunday Times?
f What is the probability that a household reads the West Australian but not the
Sunday Times?
g What is the probability that a household reads only one newspaper?

Probability rules 9G
The combination of two sets is called the union. This is the probability of one event or
another event occurring:
P(A ∪ B) = P(A) + P(B) − P(A ∩ B)
This allows for the fact that when we add P(A) and P(B), we include the intersection twice.
U
A B
The two sets A and B overlap, so some elements occur in both set A and Set B.
Mutually exclusive
Two events are mutually exclusive if they have no elements in common. When we use a Venn
diagram to represent mutually exclusive events there will be no overlapping of the sets.
U
A B
If the two events A and B are mutually exclusive then:

P(A ∩ B) = 0 and P(A ∪ B) = P(A) + P(B)
Example Solution
5 10
Given the following probabilities and the P( B ) = =
information in the Venn diagram show that 12 24
7
P(B ∪ L) = P(B) + P(L) − P(B ∩ L): P( L ) =
24
7 1 4
• P( L ) = P( B ∩ L ) = =
24 24 6 24
5 P( B ) + P( L ) − P ( B ∩ L )
• P( B ) =
B L
12 6 4 3
10 7 4
1 10 7 = + −
• P( B ∩ L ) = 11 24 24 24
6 13
13 =
• P(B ∪ L ) = 24
24 13
P( B ∪ L ) =
24
P( B ∪ L ) = P( B ) + P( L ) − P( B ∩ L )

9G
Exercise 9G
1 For each pair of sets below, write down the overlap and state whether the sets are mutually
exclusive.
a A = {2, 4, 6, 8} and B = {12, 14, 16, 18}
b A = {letters in PROBABILITY} and B = {letters in STATISTICS}
c A = {apple, pear} and B = {cheese}
d A = {even numbers} and B = {prime numbers}
2 Substitute into P(A ∪ B) = P(A) + P(B) − P(A ∩ B) to answer the following:

a If P(A) = 0·4, P(B) = 0·3 and P(A ∩ B) = 0·2, find P(A ∪ B).
b If P(A) = 0·5, P(B) = 0·3 and P(A ∪ B) = 0·7, find P(A ∩ B).
c If P(A ∪ B) = 0·9, P(A) = 0·8 and P(A ∩ B) = 0·4, find P(B).
3 There are 160 students in Year 10. Twenty want to study Introductory Calculus,
18 want to study Chemistry and of these students 12 want to study both.
b What is the probability that a student wants to study Introductory Calculus?
c What is the probability that a student wants to study Chemistry?
d What is the probability that a student wants to study both Introductory Calculus
and Chemistry?
e What is the probability that a student wants to study either Introductory Calculus
or Chemistry or both?
f How many students want to study neither Introductory Calculus nor Chemistry?
4 A survey of the playlunches of 20 pre-primary students found that 10 had yoghurt,

14 had cheese and 2 had neither yoghurt nor cheese.
b What is the probability that a student had:
i yoghurt? ii cheese?
iii neither cheese nor yoghurt? iv either cheese or yoghurt or both?
v both cheese and yoghurt?
5 Of the 80 musicians who auditioned for a band,

all played at least one of drums, keyboard or guitar
and none played all three. There were 50 who played
keyboard, 42 played drums, 10 played guitar,
18 played both drums and keyboard, and 4 played
drums and guitar.
a Display these data as a Venn diagram.
b Show that playing the guitar and keyboard is
mutually exclusive.

Two-way tables 9H
Two-way tables are an alternative to Venn diagrams. A two-way table contains the following
information:
P(A ∪ B) = P(A) + P(B) − P(A ∩ B)
A Not A Total A A′
Number in Number in Total number

B B n(A ∩ B) n(A′ ∩ B) n(B)
A and B B but not in A in B
Number in A Number not in Total number
Not B B′ n(A ∩ B′) n(A′ ∩ B′) n(B′)
but not in B A or in B not in B
Total number Total number Total number
Total n(A) n(A′) n(U)
in A not in A in whole set
Example Solution
In a class of 24 students there are 10 students Let B = {at least one parent born overseas}
with at least one parent who was born overseas, L = {fluent in second language}
7 students who are fluent in a second
language and 4 who speak a second language L L′
and have at least one parent born overseas. B 4 6 10
The Venn diagram displays the information.
B′ 3 11 14
24
B L 7 17 24
6 4 3
10 7
11
Display this information in a two-way table.
Exercise 9H
1 Copy and complete these two-way tables.
a Doesn’t b Doesn’t
Likes Reads
like Total read Total
dogs books
dogs books
Likes Plays a
birds
17 15 sport
120 92
Doesn’t Doesn’t
like 12 3 play a 57 101
birds sport
Total Total

9H
2 Copy and complete the two-way tables:
a A A′ b A A′
B 5 B 60
B′ 23 B′ 48
12 50 36 120
3 A conference offers the option of apples and/or bananas as the fruit with lunch. Of the
200 people at the conference, 120 took apples, 100 took bananas and 40 took both, as
displayed in the two-way table.
Apple No apple Total
Banana 40 100
No banana
Total 120 200
How many took:

a an apple but not a banana?
b a banana but not an apple?
c neither an apple nor a banana?
4 Staff at fast-food drive-through stores are often trained to use suggestive selling. They
may enquire if you want to buy fries or a drink, just in case you have forgotten. This
usually works as 15 of the time the customer buys both, 10 1 of the time a customer buys
2
fries but not a drink, while 5 of the time they buy
a drink but not the fries.
Represent this information in a two-way table, then
determine the probability that a person buys:
a fries b a drink c neither fries nor a drink
5 A class of 25 Maths students had a difficult exercise to
finish for homework. Of the 20 students who finished,
some needed to get help:
• 9 students got help from a parent.
• 7 students got help from a friend.
• 3 students got help from both a parent and a friend.
a Represent the information in a two-way table.
b How many students:
i needed help to finish? ii didn’t finish the exercise?
iii had help from more than one source? iv had help from exactly one source?
v finished the exercise on their own?
6 A shop sells fish and chips. Customers can order fish or chips or both. On a particular a
day there are 100 customers:
• 70 order chips • 30 order fish and chips • 22 people order no fish or chips
a Represent the information as a two-way table.
b Find the number of customers who order:
i fish only ii chips only iii fish iv no fish

Tree diagrams 9I
Tree diagrams are a useful way of showing all the possible outcomes in multiple events.
Weighted tree diagrams are tree diagrams with the probabilities written on the branches.
We need to use weighted tree diagrams when events are not equally likely.
Example Solution
1 What is the probability that with two There are nine outcomes.
spins of the spinner you will get:
a two reds? The probability of two reds is 19 .
b one red? The probability of one red is 49 .
c no reds? The probabilty of no reds is 49 .
1st spin 2nd spin

RR
RY
B Y
RB
R YR
YY
YB
BR
BY
BB
Two events are independent if the result of one event has no effect on the probability of the
other event. The probability of getting a red when you spin the spinner is 13 . The second time
you spin, the probability of getting a red is still 13 . Getting a red on the first spin and getting a
red on the second spin are independent events.
When two events are independent of each other:

P(A and B) = P(A ∩ B) = P(A) × P(B)
We could also use the multiplication rule for independent events and a weighted tree diagram
to do this.
RR
R 13
1 1 1 1
× = Probability of two reds =
2 3 3 9 9
1 Ra 3
R3 1 2 2⎫
× =
RRa
3 3 9 ⎪ Probability of one redd = 4
RaR ⎬
R 13 2 1 2⎪ 9
× =
2
Ra 3 3 3 9⎭
2 2 2 4 4
Ra 3 × = Probability of no reds =
3 3 9 9
RaRa
1 4 4 9
Note that the sum of the probabilites of all possible outcomes is 1: + + = =1
9 9 9 9

9I
Exercise 9I R
R Y
1 a List all the possible outcomes when the spinner is B
R
spun three times. The tree diagram is drawn for you. R Y Y
B
R
B Y
B
B Y R
R Y
R B
R
Y Y Y
B
R
b Determine the probability that you B Y
B
will get:
R
i three reds R Y
B
ii two reds R
iii at least one red B Y Y
B
R
B Y
B
7
2 Polly believes the probability that she beats her friend Sue in a tennis game is 12 .
Draw a tree diagram to find the probability that she will:
a win three consecutive games b lose three consecutive games
c win at least one game of the three consecutive games
3 A four-sided die numbered 1 to 4 is rolled twice. Draw a

tree diagram to determine the probability of rolling:
a two threes
b a four and a three in any order
c two numbers the same
4 Oliver has a bag of 3 marbles: a red one, a green one and a black one. He asks each of
his three friends in turn to take out a marble without looking, remember its colour and
replace the marble.
Draw a tree diagram listing all possible outcomes, then find the probability that:
a all three take out the red marble
b all three take out the same colour marble
c they take out a red, a green and a black marble in that order
d they each take out a different coloured marble
5 Richard wears a shirt and tie for work each day. He has six shirts: one pink, two blue
and three white. He has three ties: two striped and one with a picture. When he is running
late he grabs a shirt and a tie without looking. Draw a tree diagram to represent this
information and then find the probability that he randomly selects:
a a white shirt with the picture tie b a pink shirt with a striped tie
c a blue shirt and a striped tie d a pink shirt with the picture tie

Sampling without replacement 9J
If we deal from a pack of cards, the probability that a person gets a specific card depends on
what has been dealt already. This is an example of sampling without replacement. When
there is no replacement, all future relevant events depend on the preceding outcomes.
Example Solution
Find the probability of getting two aces
when you are dealt two cards:
a with replacement The probability of getting an ace
4 1
= =
52 13
The probability of getting two aces
1 1
= ×
13 13
1
=
169
b without replacement The probability of getting the first ace
4 1
= =
52 13
If we get an ace with the first card, then there
are only 3 aces in the remaining 51 cards.
The probability of getting the second ace
3 1
= =
51 17
The probability of getting two aces
1 1
= ×
13 17
1
=
221

9J
Exercise 9J
1 Two people are dealt a card from the same pack without replacement.
a What is the probability that the first person gets an ace?
b If the first person gets an ace, what is the probability that the second person:
i also gets an ace? ii doesn’t get an ace?
c If the first person doesn’t get an ace, what is the probability that the second person:
i gets an ace? ii also doesn’t get an ace?
d What is the probability that they both get an ace?
e What is the probability that neither of them gets an ace?
f What is the probability that only one of them gets an ace?
2 Ian has six coins in his pocket: three $1 coins, a 50c coin and two 20c coins. He reaches
into his pocket and pulls out two coins for the parking meter. Find the probability that the
coins are:
a both $1 coins
b a 50c coin and a 20c coin
c two coins of different denomination
3 Oliver has a bag of marbles that contain 30 marbles: 12 are red, 10 are green and 8 are
black. He asks each of his three friends to take out a marble without replacing it. Find the
probability that:
a all three friends take out a red marble
b all three friends take out the same colour marble
c they take out a red, a green and a black marble in that order
4 The teacher of the class with 8 boys and 12 girls decides that the two class representatives
can be either boys or girls. Find the probability that the randomly selected class
representatives are:
a both boys b both girls c a boy and a girl
5 A bag contains 24 lollies: 10 are red, 6 are black and 8 are yellow. Find the probability
that if two lollies are taken out without replacement:
a they are both black b neither of them is red
c the first is red and the second is black d one is red and one is yellow
6 If three lollies are taken from the bag in Question 5 without replacement, find the
probability that:
a they are all black
b none of them is red
c the first is red, the second is black and the third is yellow
d the first two are yellow and the third is black
e two of them are red and one is black

Experimental probability 9K
We cannot tell how a drawing pin or rectangular
prism matchbox will land by looking at it.
What are the chances that the drawing pin
will land on its head?
On which face might the matchbox land?
When a coin is flipped, we know that there is an
even chance that it will land on tails. In other words
you would expect that the coin would land on tails 50% of the time.
You may not see this after only a few throws or ‘trials’, but after a large number of trials the
‘proportion’ of tails should be 50%.
Example Solution
The number of times a coin landed on heads Long run proportion for getting
is shown in the table below. Calculate the heads when you toss a coin
Percentage of heads
percentage of heads for each trial. 80
Number Number Percentage 60

of trials of heads 40
10 7 70% 20
20 9 45% 0
0 100 200 300 400 500
30 18 60% Number of trials
40 22 55% To calculate the percentage use the formula:
50 24 48% number of tails
Percentage = × 100
100 52 52% number of trials
7
200 101 50·5% Percentage =
10
400 200 50% = 70%
You would expect to see the graph ‘settle’ at about 50%. This is known as long term
proportion and is understood to be a good approximation for the ‘probability’. The
long run proportion for the number of heads is 50% or 0·5. The probability of getting a tail
when the coin is thrown is 50% or 0·5.
We can use a similar technique to estimate the probability of an event for which the outcomes
are not equally likely, such as when throwing the drawing pin or the matchbox.
Exercise 9K
1 A coin lands on heads 57 times in 120 trials. In what proportion of trials did the coin land
on heads? Give your answer as a fraction, a decimal and then as a percentage.
2 A die shows a six 13 times in 80 trials. Estimate the probability that a die lands on a six.
Give your answer as a fraction, a decimal and then as a percentage.

9K
3 A pin lands on its head 85 times in 120 trials. Find the proportion of times the pin lands
on its head. Give your answer as a fraction, a decimal and then as a percentage.
4 A matchbox lands on an end 22 times and on a side 48 times in 200 trials. Estimate the
probability that the box lands on:
a an end b a side c its front or back
5 The results of an experiment to find the long run proportion for a pin landing on its head
are given in the table below.
a Copy and complete the table Number Number of times pin Proportion
by finding the proportion of trials lands on its end
correct to 3 decimal places.
100 72
b Draw a graph of proportion
against number of trials. 200 125
c Estimate the probability that 300 202
a pin lands on its end.
400 255
500 328
600 400
700 452
800 526
6 The results of an experiment to find the long run proportions for a matchbox landing on
its end are given in the table below.
a Copy and complete the table Number Number of times box Proportion
by finding the proportion of trials lands on its end
correct to 3 decimal places.
100 7
b Draw a graph of proportion
against number of trials. 200 16
c Estimate the probability that 300 20
a matchbox lands on its end.
400 30
500 36
600 40
700 46
800 56

Using experience to find probabilities 9L
Estimating probabilities based on experience is known as subjective probability. When
estimating probabilities it is useful to consider previous similar situations. For example, when
estimating the probability that a student will win a race, we would look at the results and
conditions of previous races. Similarly, if we know how a group of students handled tests in
the past, we may be able to gauge how the group will go in future tests.
Example Solution
Twenty students were given a spelling test Of the 20 students there were 12 who
and asked to repeat the test 2 weeks later. improved their mark:
Twelve of the students improved their score; 12
the rest got the same mark as in their first P(improvement) =
20
test or made more mistakes than in the 3
earlier test. Based on these results, what is =
5
the probability that a person will not improve
their score on a second spelling test? 3
P(no improvement) = 1 −
5
2
=
5
We would therefore estimate that the
probability of not improving in a second
spelling test would be 25 .
Exercise 9L
1 Pauline and Sue enjoy playing tennis against each other. The winners of the last
12 games are given:
Sue, Pauline, Pauline, Sue, Sue, Sue, Pauline, Pauline, Sue, Pauline, Pauline, Pauline
a How may games did Pauline win?
b Estimate the probability that Pauline wins the next game.
2 On his way to work Sam has to go through six sets of traffic lights. In the last few weeks
he has been stopped by the following numbers of traffic lights:
0, 1, 5, 3, 6, 3, 4, 3, 2, 3, 2, 4, 3, 2, 6, 1, 0, 5, 2, 2, 3, 5, 4, 3, 0, 4, 3, 5, 2, 3, 3, 0
a What is the probability that he will be stopped by all six sets of lights?
b What is the probability that he will be stopped by no set of lights?
c He will be late for work if he is stopped by three or more sets of lights. What is the
probability that he will be late for work?
3 The winners of the soccer competition for the last 30 years were:
Kalamunda High School: 4
Mazenod College: 5
Guildford Grammar: 12
Mirrabooka Senior High: 9
a Using only these statistics, which school is
i the most likely to win? ii the least likely to win?

9L
b Estimate the probability that Mirrabooka Senior High wins the next competition.
c How reliable is the answer to part b? Why?
4 There were 424 200 short-term visitors to Australia in November 2002. The five most
frequent visitor nationalities were New Zealanders (67 872), Japanese (63 631), British
(55 145), Americans (38 179) and Singaporeans (25 448).
a What is the probability that a person arriving in Australia on a short-term visit:
i was from Britain? ii was from Britain or the USA?
iii was not from Japan? iv was not from Japan or New Zealand?
b In 2002 the population of Singapore was approximately 4·5 million. What is the
probability that a randomly selected Singaporean visited Australia that month?
5 In 1998 there were approximately 3·9 million children aged between 0 and 14.
• 185 800 had some form of schooling restriction
• 97 300 of students with schooling restrictions had learning problems
• 24 000 female students had learning problems and schooling restriction
• 77 400 with schooling restriction attended a special class
• 89 000 with schooling restriction received special tuition
• 156 00 students had schooling restrictions and ADD/ADHD
Use the data above to estimate the probability that a child:
a had some form of schooling restriction
b with schooling restrictions had learning problems
c with schooling restrictions and learning problems is female
d with schooling restrictions attended a special class or tuition
e with schooling restrictions attended neither a special class nor tuition
f with schooling restrictions had ADD/ADHD
6 The table below shows the marriage statistics for 2001 (Australian Bureau of Statistics).
Use this information to estimate Status at the time Number of
the probability that at the time of of the wedding marriages
the wedding:
First marriage for both partners 68 987
a neither partner had been
married before First marriage for one partner 18 889
b the groom was widowed Remarriage for both partners 15 254
c the bride was divorced Bride never married 79 014
d only one of the partners had
Groom never married 77 849
never been married before
e the bride had never been Bride widowed 2 336
married before Groom widowed 2 084
f it is not the first marriage Bride divorced 21 780
for the groom
Groom divorced 23 197
Total number of marriages 103 130

Conditional probability 9M
The probability that an event occurs given that another event has occurred is called
conditional probability.
The probability that event B occurs, given that event A has already occurred, is denoted by P(B|A):
P( A ∩ B )
P(B|A) =
P( A)
Example Solution
1 The Venn diagram shows the number
of students in a class who have a parent
born overseas (B) and who speak a
second language (L).
24
B L
6 4 3
10 7
11
Find the probability that a student:
7
a speaks a second language P( L ) =
24
10 5
b has a parent born overseas P( B) = =
24 12
4 1
c speaks a second language and has a P( B ∩ L ) = =
parent born overseas 24 6
d has a parent born overseas, given that P( B ∩ L )

P( B L ) =
they speak a second language P( L )
where P(B ∩ L) = P(parent born overseas
and speak a second language) and
P(L) = P(speak a second language).
The probability that a student who speaks a
second language has a parent born overseas is
1
4
P( B L ) = 6
7
=
7
24
P( B ∩ L ′ )
e does not speak a second language, P( L ′ B ) =
given they have a parent born overseas P( B )
The probability that a student who has a
parent born overseas does not speak a
second language is
6
3
P( L′ B) = 24
10
=
5
24

9M
If we are given the conditional probabilities, we can rearrange the conditional formula to find
the probability that both events occur:
P(B ∩ A) = P(B|A) × P(A)
A tree diagram or a two-way table may be useful for this type of problem.
Example
2 Experience has shown that the probability of rain in the winter months in Esperance is 0·6.
Amy’s netball team seems to be more likely to win on a wet day, with a probability of 0·8,
than on a dry day when the probability is 0·5.
What is the probability that Amy’s team wins?
Solution
Let P(R) be the probability that it rains and P(W) be the probability that the team wins.
P(R) = 0·6 and hence P(R′) = 0·4
We are also given the conditional probabilities: P(W|R) = 0·8 and P(W|R′) = 0·5
We can show this on a tree diagram:
W P(R ∩ W) = 0·6 × 0·8 = 0·48 win
0·8 P(R ∩ W′) = 0·6 × 0·2 = 0·12
R P(R′ ∩ W) = 0·4 × 0·5 = 0·2 win
0·6 P(R′ ∩ W′) = 0·4 × 0·5 = 0·2
0·2
Wa So P(W) = 0·48 + 0·2 = 0·68
W
0·5
0·4
Ra
0·5
Wa
We can also use a two-way table to display

the information:
P(R) = 0·6
P(W ∩ R) = P(W|R) × P(R) = 0·8 × 0·6 = 0·48
P(W ∩ R′) = P(W|R′) × P(R′) = 0·5 × 0·4 = 0·2
P(W) = 0·48 + 0·2 = 0·68
R R′ Total
W 0·48 0·2 0·68 P(W ) = 0·68

W′ 0·12 0·2 0·32
Total 0·6 0·4 1·00
The probability that Amy’s team wins is 0·68.

9M
Exercise 9M
1 The Venn diagram shows the morning activities of 40
50 kindergarten students who had the option of P B
painting (P) and/or playing with blocks (B). 18 12 14
Use the Venn diagram to find the probability that a student:
a painted, given that they played with blocks 6
b painted, given that they didn’t play with blocks
c played with blocks, given that they painted
d didn’t play with blocks, given that they didn’t paint
2 A group of people were surveyed about the television shows they watched. The results were
recorded in this Venn diagram. Use the Venn diagram to find the following probabilities:
a P(Big Brother|Temptation) 76 Big
b P(Temptation|Big Brother) Brother Temptation
c P(not Big Brother|Temptation)
24 6 31
d P(not Temptation|Big Brother)
e P(not Big Brother|not Temptation) 30 37
15
f P(not Temptation|not Big Brother)
3 a Use the two-way table of football supporters to find:
Not i P(Eagles|Dockers)
Dockers Total
Dockers ii P(Dockers|Eagles)
Eagles 24 36 60 iii P(not Eagles|Dockers)
iv P(not Dockers|Eagles)
Not
Eagles
15 25 40 v P(not Eagles|not Dockers)
vi P(not Dockers|not Eagles)
Total 39 61 100
b Show that supporting the Dockers and supporting the Eagles are not independent events.
4 P(A ∩ B) = 0·2, P(A) = 0·4, and P(A ∪ B) = 0·7. B B′ Total

a Display the information in a two-way table. A
b Using the two-way table find:
A′
i P(B) ii P(B|A) iii P(A|B)
iv P(A′|B′) v P(B|A′) Total 1
c Show that A and B are independent events.
5 Polly believes that her hockey team plays better on a sunny day. She estimates that
80 40
the probability that they win a hockey game on a sunny day is 100 and 100 on a
70
non-sunny or cloudy day. The probability of a sunny day in the hockey season is 100 .
a Display the information in a two-way table.
b Find the probability that:
i it is not a sunny day
ii they lose a game given that it is a sunny day
iii they lose a game given that it is a cloudy day
iv it is a sunny day and they win a game
v it is a cloudy day and they win a game
vi they win a game
9N Odds
When we use probability in gambling, especially in horse racing, we often express the
likelihood of an event as odds. Odds are usually written in the form of the ratio ways to
lose : ways to win in its simplest form. We say that these are the odds against an event
happening. Assume odds are against unless otherwise stated.
If the probability of an event occuring is 0·5, we say there is a fifty-fifty chance of an event
occurring, or that the odds are ‘evens’ or ‘even money’. The odds are 1 : 1.
If an event is more likely to happen than not, then we write the odds as the ratio ways to
win : ways to lose and describe them as ‘odds on’.
Example Solution
1 What are the odds of getting a queen There are 52 cards in the pack.
when you randomly select a card from There are 4 queens and 48 other cards.
a 52-card pack?
The odds of getting a queen are 48 : 4
or 12 : 1 against.
ways to win
We can convert from odds to a probability: P( win) =
ways to win + ways to lose
Example Solution
1
2 If the odds against an event occurring are Probability =
8 : 1, what is the probability of the event 1+ 8
1
occurring? =
9
We can also convert from a probability to

• odds against: Odds = P(loss) : P(win)
• odds on: Odds = P(win) : P(loss)
Example Solution
5 1
3 If the probability of a win is 65 , what are Odds = ÷
the odds? 6 6
= 5 : 1 on
Chance Odds Probability horse wins
Unlikely to win 1 1
Odds against 5:1 =
(most common) 1+ 5 6
1 1
Even chance Even money 1:1 =
1+1 2
2 2
Likely to win Odds on 2:1 =
2 +1 3

9N
Bookmakers at racecourses commonly use odds.
These are estimates of probability based on the past
experiences of the horse under similar conditions.
If a punter bets on a horse that wins, the payout is
calculated by multiplying the bet by the odds and
adding the original bet to it: bet × odds + bet.
The term ‘unit payout’ is also used.
$payout
Unit payout =
$original bet
Example Solution
4 Jim bets $5 on a horse when the odds The odds of 7 : 2 are equivalent to 3·5 : 1.
are 7 : 2.
a If the horse wins, how much should he Payout equals = 5 × 3·5 + 5
expect as a payout? = 17·5 + 5
= 22·50
Payout is $22·50.
22·50
b What is the unit payout? Unit payout = = 4·5
5
Unit payout is $4·50.
Exercise 9N
1 Convert these probabilities to odds:
1 1 2 3
a b c d
2 5 13 4
5 3 4 7
e f g h
8 10 15 12
2 Convert these odds against to probabilities:

a 3:1 b 7:1 c 6:2 d 11 : 4
e 33 : 1 f 9:4 g 15 : 7 h 13 : 8
3 Caroline bet $20 ‘on the nose’ on a horse that had odds of 3 : 1. What should she expect to
get back if the horse wins its race? (Note: ‘On the nose’ means to win.)
4 Calculate how much Caroline would expect to win on a $20 bet if the odds against were:
a 10 : 1 b 5:1 c 7:4 d 3:2
5 Find the unit payout for Caroline on a $20 bet if the odds against were:
a 7:1 b 9:1 c 11 : 2 d 7:4
6 In a ‘daily double’ a punter must pick the winners of two specified races in a day. The
winnings of the first race are then placed on the second race. Mick chooses a horse with
odds of 12 : 1 in the first race and one with odds of 7 : 2 in the second race. He bets $5.
What would he expect to get back if both horses win?
9O EXPLORING simulations
Earlier in the chapter we saw that if we want to estimate the probability of an event we could
do an experiment and find the long run proportion. We can also do experiments to help
predict the likelihood of some complex real-life situations. We call this simulation. The
simulation technique is useful for situations where it may not be possible to collect statistical
data or to calculate the theoretical probability. We can also use simulation to look at situations
where the probabilities are known. Simulating is pretending and can be carried out using dice,
coins, cards and other probability tools. In industry, computer simulations are usually carried
out using random number generators.
Learning task 9O
1 Yuri wants to collect all six different cards that can be found in cereal packets during a
promotion. His father suggests that he will need to buy 15 packets of cereal before he
gets all six cards. Here is a simulation to test his father’s theory.
a i Using a die
Use the different scores on a die to represent the six different cards.
Throw the die and record the score.
ii Using random numbers
Use your calculator or computer package to generate random numbers from
1 to 6 to represent the six different cards.
Example
Step 1: The calculator gives numbers from 0·0000 to 0·9999. 0·7123

Step 2: Multiply the number by the 6. 4·2738
Step 3: Add 1 to the number. 5·2738
Step 4: Ignore the decimal places. 5
b Record the numbers.
c Repeat these steps until you have seen all six numbers.
d Count the number of trials before you see all the numbers.
e Repeat this 50 times.
f Using this information estimate:
i the minimum number of cereal packets Yuri would need to buy
ii the maximum number of cereal packets Yuri would need to buy
iii the mean number of cereal packets Yuri would need to buy
g What is the probability that Yuri would need to buy fewer than 15 cereal packets?

9O
2 Michael and Leonie plan to have five children. Assuming that there is an even chance of
having a girl each time, use the two simulations below to find the probability of having at
least two girls.
a Using coins
i Throw five coins and record the number of heads. (A ‘head’ represents a girl.)
ii Repeat this 50 times.
iii Using this information, estimate the probability that they will have at least two girls.
b Using random numbers
i Use your calculator or computer to generate five random numbers that are either
1 or 2.
ii Record the number of times you get a 2. (A ‘2’ represents a girl.)
iii Repeat this 50 times.
iv Using this information, estimate the probability that they will have at least two girls.
3 Sue has to go through four sets of traffic lights on her way to work each morning. She
estimates that there is a probability of 85 that she will get stopped by each of the sets of
traffic lights. If she gets stopped by three sets of lights she will be late for work. Here is
a simulation that could be used to find the probability that she is late for work.
a Using a spinner
i Make a spinner with eight equal sections: five are red and
three are green.
ii Spin the spinner four times and record the number of reds.
(A ‘red’ represents Sue being stopped at the traffic lights.)
b Using random numbers
i Use your calculator or computer to generate four random
numbers from 1 to 8.
ii Record a cross if you get the numbers 1, 2, 3, 4 or 5.
(A ‘cross’ represents a red traffic light.)
iii Record a tick if you get the numbers 6, 7 or 8.
(A ‘tick’ represents a green traffic light.)
iv Count the number of crosses each time.
c Repeat this 50 times.
d From this information estimate the probability that Sue will be late
for work.
4 Sue’s daughter, Amy, says that it is well known that if you get stopped by one traffic light
the probability that you get stopped by the next traffic light increases to 43 . To take this
into account we need to modify the simulation.
a Spin a spinner with eight equal sections numbered 1 to 8, or use your calculator or
computer to generate random numbers from 1 to 8.
b Use a cross to represent a red light (i.e. being stopped) and a tick to represent a green
light (i.e. not being stopped). Record a cross if you get the numbers 1, 2, 3, 4 or 5 and
a tick if you get the numbers 6, 7 or 8. If you get a cross then next time record a cross
if you get the numbers 1, 2, 3, 4, 5 or 6 and a tick if you get 7 or 8. Do four trials and
record the result.
c Repeat this 50 times and use the information to estimate the probability that Sue will
be late for work.

PUZZLES
1 Two six-sided dice are rolled. The grid shows the sample space. Match the corresponding
letter to the correct probability shown below to solve the riddle:
Where do you find giant snails?

A P(two 1s) First die
E P(two even) 1 2 3 4 5 6
F P(two numbers the same) 1
G P(two number that add to three) 2

I P(two numbers that multiply to 6)
3
N P(two numbers less than 10) Second
die
O P(two numbers greater than 10) 4
R P(first greater than second) 5

S P(difference between numbers
6
same as first number)
T P(difference between numbers is 2)
’
1 1 1 2 1
0 1 18 9 36 1 9 12
1 1 1 1 1 1
6 9 1 18 4 12 12
2 There are 4 female and 2 male puppies in a litter. F

Two puppies are chosen at random without replacement. F
F
Complete the tree diagram to show the possible outcomes. F F
M
Find the probabilities of the following events to solve F M
the riddle:
F
What do you get when you cross a dog with
a tractor? F
A P(2 males) M
D P(2 females)
M
E P(1 male first then a female)
L P(first is a female)
N P(male and female in any order)
O P(first is a male)
R P(second is a male, given that first was male)
V P(second is a female, given that first was male)
-
1 2 1 8 2 1 1 4 4 1
15 3 15 15 5 5 3 5 15 5

Probability
3 Find the probabilities below and match the corresponding letter to the correct answer to
solve the riddle:
What do you call a dog with no legs?

A P(A ∩ B) C P(A ∪ B) 50
E P(A′) G P(B′) A B
H P(B ∩ A′) I P(A′ ∩ B′) 15 6 12
M P(A ∩ B)′ N P(A ∩ B′) 21 18

17
O P(A′ ∪ B) T P(A ∪ B′)
!
3 7 19 6 17 3 16 17 19
10 10 25 25 50 10 25 50 25
’
33 3 3 19 33 7 22 29
50 25 10 25 50 10 25 50
4 Complete the two-way table below and use it to find the following probabilities. Match
the corresponding letter to the correct value to solve the riddle:
Which dog always knows the time?

A P(A) C P(B) A A′ Total
D P(not A) G P(A and B)
B 5 9
H P(B and not A) O P(A and not B)
B′ 3
T P(not B) W P(not A and not B)
Total 20
7 2 7 11 9 1 13 3 1
20 5 20 20 20 4 20 20 5

Mendel’s genetics
Bronwyn repeated some of Mendel’s genetics experiments to see what happened.
First experiment
Bronwyn was interested to see what happened when she crossed two different types of pea
plants: a tall and a dwarf. She started off with ‘pure-line’ plants. Pure-line tall (TT) plants
have only ever produced tall plants and pure-line dwarf plants (tt) have only ever produced
dwarf plants. When she crossed pure-line tall plants with pure-line dwarf plants all the
resultant plants were tall. These she called hybrid plants (Tt).
Second experiment
In this experiment Bronwyn crossed two hybrid plants and she obtained 653 tall plants and
209 dwarf plants.
Third experiment
In this experiment Bronwyn crossed one hybrid plant with a pure-line dwarf plant and grew
374 tall plants and 382 dwarf plants.
Fourth experiment
This time Bronwyn crossed a hybrid plant with a pure-line tall plant. All the resultant plants
were tall.
Using Bronwyn’s results, determine the probability of getting:
a a dwarf plant when two hybrids are crossed
b a tall plant when two hybrids are crossed
c a tall plant when a hybrid plant is crossed with a pure-line dwarf plant
d a tall plant when a hybrid plant is crossed with a pure-line tall plant
e a dwarf plant when a hybrid plant is crossed with a pure-line tall plant
Matchbox
Make a box using this net.
a Estimate the probability that the box will land on the

front or back, its end or its side.
b Throw the matchbox and record the results.
c Repeat this for 10, 20, 50 and 100 trials.
d Combine your results with those of other students.
e Display the results in a column graph and comment

on your findings.
f Are they equally likely outcomes? Explain.

Probability
Pascal’s Triangle
When we toss a coin there are only two outcomes, {Heads (H), Tails (T)}, and each outcome
is equally likely.
When we toss two coins we have four outcomes, {HH, HT, TH, TT}, but HT and TH are
essentially the same as there is one head and one tail, just a different arrangement.
• There is one arrangement for two heads: HH
• There are two arrangements for one head and one tail: HT and TH
• There is one arrangement for two tails: TT
a Copy and complete the following list of the possible outcomes when three coins are tossed:
{HHH, HHT, HTH, HTT … TTT}
How many different arrangements are possible with:
i three heads? ii two heads and one tail?
iii one head, and two tails? iv three tails?
b Repeat this for four coins.
c Repeat this for five coins.
d We can display these results in a triangle.

1
1 coin 1 1
2 coins 1 2 1
3 coins 1 – 3 1
4 coins 1 – – – 1
5 coins 1 – 10 – – 1
Copy and complete the triangle using the answers from the earlier questions.
e Can you see a pattern for getting from one row to the next? Continue the triangle for
six coins.
f Check your answers by listing all the different ways to get four heads and two tails and
find the corresponding result in the triangle.
g Continue the triangle up to 10 coins.
h Find how many different arrangements are possible for:

i two tails when you throw seven coins ii three heads when you throw eight coins
iii five tails when you throw nine coins iv six heads when you throw 10 coins
i We can also calculate the number of arrangements by using this formula:

(number of coins)! ! means ‘factorial’ and 3! = 3 × 2 × 1.
(number of heads)! × (number of tails)! Find the factorial (!) key on your calculator.
Use this formula to check the answers above.

Exploratory example
Two schools, College and Grammar, have competed in
a rowing regatta every year for 60 years. The winning
results are given below:
G, G, C, C, G, C, G, C, C, G, G, G, C, C, C,
G, G, C, G, G, G, G, C, G, C, C, G, G, C, C,
G, G, G, C, C, G, C, C, G, G, G, G, C, C, C,
C, G, G, G, C, G, G, C, G, G, G, C, C, G, G
Simulations based on the assumption that the
races are independent do not yield the results that
correspond closely with known data. An alternative
is to presume that the result in a given year is not
independent of the result of the previous year and
work with conditional probabilities.
1 How many races did Grammar win?
2 How many races did College win?
3 Estimate the probability that Grammar will win the next race.
4 a How many times did Grammar win when College had won the previous year?
b How many times did Grammar win when Grammar had won the previous year?
c How many times did College win when College had won the previous year?
d How many times did College win when Grammar had won the previous year?
e Complete the frequency table below.
Grammar had won the College had won the
previous year previous year
Grammar wins in a given year 19

College wins in a given year
5 Redraw this as a percentage frequency table:

Grammar had won the College had won the
previous year previous year
Grammar wins in a given year 0·576

College wins in a given year
Total 1·000
19
where = 0·576 correct to 3 decimal places.
33

Probability
Example Solution
2 Thirty-four Year 10 students were 34 Computer Mobile
surveyed about whether they had a phone
computer in the home and if their family
had a mobile phone. The results were 9
15 8
summarised in the Venn diagram shown. 24 17
2
Determine the probability that the family
of a student chosen at random:
a had a mobile phone P(mobile) = 17
34
b did not have a computer or a P(no mobile or computer) = 2

34
mobile phone
c had a mobile phone and a computer P(mobile and computer) = 9
34
d had a computer, given they had a P(computer|mobile) = 9

17
mobile phone
e did not have a mobile phone, given P(no mobile|computer) = 15
24
they had a computer
f had a mobile phone, given they had P(mobile|computer) = 9
24
a computer
g had a computer, given they did not P(computer|no mobile) = 15
17
have a mobile phone
6 A group of 20 Maths students have a difficult exercise to finish for homework.

• The probability that a student finishes the exercise on their own = 25 .
• The probability that a student gets help from family to finish the exercise = 15 .
• The probability that a student gets help from friends to finish the exercise = 103
.
• The probability that the student doesn’t attempt to finish the exercise = 10 .
1
Assuming that the events are mutually exclusive, what is the probability that a student:
a finishes the work with help?
b finishes the exercise?
c gets no help to finish the exercise?
d finishes the exercise but gets no help from family?
7 In a survey, new parents were asked whether they used cloth nappies, disposable nappies
or a combination of both for their babies.
• The probability that they use cloth nappies is 0·4.
• The probability that they use cloth nappies and not disposable nappies is 0·3.
• The probability that they use disposable nappies and not cloth nappies is 0·6.
What is the probability that they use:
a a combination of nappies? b disposable nappies? c neither?
8 A local fishmonger offers to fry or grill fresh fish for customers, except on Saturdays.
Grilling fish and frying fish are mutually exclusive events. The probability that a person
has their fish fried is 0·6; the probability that a person has their fish grilled is 0·3. What
is the probability that they do neither and just take the fresh fish home to cook?
REVISION QUESTIONS
Exercise 9A
1 The universal set is the counting numbers up to and including 15.
Set E = {2, 3, 5, 7, 11, 13} = prime numbers
Set F = {1, 3, 5, 7, 9, 11, 13, 15} = odd numbers
a List the elements that appear in both set E and set F.
b Which numbers in the universal set are neither odd nor prime?
Exercise 9B
2 A bag contains 30 marbles of which 16 are blue, 9 are red and the rest are white.
Determine the probability that a marble drawn at random is:
a red b blue c red or blue d not white
Exercise 9C
3 U = {numbers from 1 to 24}
F = {multiples of 4}
T = {multiples of 3}
a List the elements of U, F and T.
b Hence, find the probability that a randomly selected number is:
i a multiple of 3
ii not a multiple of 4
iii a multiple of 3 and a multiple of 4
iv neither a multiple of 3 nor a multiple of 4
v a multiple of 3 but not a multiple of 4
Exercise 9D
4 Use the information in the Venn diagram to determine:
a P(C and D) b P(C or D) C D
c P(C and not D) d P(D and not C)
15 20 25
e P(not C and not D) f P(D or not C)
5
Exercise 9F
5 U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15}
E = {2, 3, 5, 7, 11, 13}
F = {1, 3, 5, 7, 9, 11, 13, 15}
Choose a number at random from the universal set and determine:
a P(E) b P(F′) c P(E ∩ F)
Exercises 9G and 9H
6 a Copy and complete the two-way table:

Probability
A A′ Total b Find:
i P(A)
B 45 75
ii P(not B)
B′ 10 iii P(A and not B)
Total 100 iv P(A or B)
c Are A and B mutually exclusive events? Explain your answer.
Exercise 9I
7 A spinner with three equally likely sections coloured green, red and white is spun twice.
Draw a tree diagram to determine the following probabilities:
a red is followed by green b red and green appear in any order
c neither red nor green are spun d both spins are white
Exercise 9J
8 A bag contains 30 marbles of which 16 are blue, 9 are red and the rest are white. Two
marbles are drawn without replacement. Determine:
a P(two reds) b P(blue and then white)
c P(red and blue in any order) d P(no white marbles)
Exercise 9K
9 A biased die lands on a six 20 times when it is thrown 100 times.
In what proportion of trials did the die land on a six?
Give your answer as a fraction, a decimal and then as a percentage.
Exercise 9L
10 The number of red M&Ms in 20 packets is given below:
5, 8, 11, 9, 6, 6, 3, 8, 7, 9, 12, 4, 5, 8, 5, 6, 7, 5, 9, 8
What is the probability that a packet contains
a 6 red M&Ms? b more than 10 red M&Ms? c fewer than 8 red M&Ms?
11 The winners of the chess competition for the last 50 competitions are given in the table:
Scott Brad Tegan Laura
4 15 22 9
a Using only these statistics, who is:
i the most likely to win? ii the least likely to win?
b Estimate the probability that Brad wins the next competition.
Exercise 9M
12 Using the Venn diagram in Question 4, find:
a P(C) b P(D) c P(C ∩ D) d P(C|D) e P(D|C)
Exercise 9N
13 Convert these odds to probabilities:
a 4:1 b 4 : 25 c 4 : 16
CHAPTER
10
Statistics
Statistics in history
Australia cricket statistics have been collected since 1877. Probably the most famous
cricket statistic was the batting average of Don Bradman. He was undoubtedly the
world’s best batsman, with an average of 99·94 over 52 Test matches. To get an
average of 100, he needed to score 4 runs in his final innings against England in
1948, but Eric Hollies bowled him out for a ‘duck’ (no runs).
The first women’s cricket match was recorded in 1745 in England. One player, Christine
Willes, is reported to have invented overarm bowling to avoid tangles with her skirt.
Statistics today
Technology enables modern cricketers and supporters to get up-to-the-minute
analysis of the statistics of a cricket game. This is extremely useful in one-day
limited-overs games where we are able to get graphical comparisons of when and
how runs or wickets are scored, run rates, runs needed per over to win a game,
bowling speeds and direction of strikes etc.

• Drawing histograms on a graphics
calculator
• Calculating the mean and the standard
deviation
• Interpreting boxplots with outliers
• Displaying bivariate data
• Analysing bivariate data
• Applying correlation and regression
• Working with surveys
• Estimating populations
10A Histograms
Numerical data involve counting or measurement. There are two different types of
numerical data: discrete and continuous.
• Discrete numerical data have distinct values and can be counted.
• Continuous numerical data can have values within a range and cannot be counted, for
example numbers on a scale where every number has meaning. If collecting data involves
measuring, then the data are probably continuous numerical data.
When we analyse continuous or discrete numerical data where there is a large variation in the
numbers, we need to group the data into classes. These classes should be the same size. When
data are grouped into intervals or classes, we lose the exact values, but the data displayed are
more easily interpreted.
A histogram is a special kind of bar graph. Histograms are used to display continuous
numerical data.
When drawing histograms, you should remember these characteristics:
• All the bars are the same width.
• There should be no gaps between the bars.
• The horizontal axis should be numbered evenly.
• The vertical axis is labelled as frequency, relative frequency or percentage frequency.
The highest bar in the histogram shows the modal class interval.
Example Solution
The heights, in centimetres, of a group of These are continuous data and can be
25 Year 10 students are listed: grouped into class intervals.
144, 153, 167, 178, 171, 140 ≤ x < 150 is a class interval for all scores
149, 153, 162, 167, 166, greater than 140 and not more than 150.
156, 154, 161, 156, 166,
162, 160, 164, 148, 157, Heights x Frequency
170, 165, 163, 174, 168 140 ≤ x < 150 3
Collect this information in a frequency table
and find the modal class. 150 ≤ x < 160 6
160 ≤ x < 170 12
170 ≤ x < 180 4
Total 25
There are 12 people with heights between

160 and 170 cm. We call this ‘the modal
class’ because it has the highest frequency.
When comparing samples of different sizes we use relative frequency or percentage frequency.
frequency
Relative frequency =
total frequenccy
frequency
Percentage frequency = × 100
total frequuency

10A
The table below adds the relative frequency and the percentage frequency to the frequency
table in the example.
Heights Frequency Relative frequency Percentage frequency

x f rf rf × 100
140 ≤ x < 150 3 0·12 12

150 ≤ x < 160 6 0·24 24
160 ≤ x < 170 12 0·48 48
170 ≤ x < 180 4 0·16 16
Total 25 1·00 100
From the table we can see that 48% of the students were between 160 and 170 cm tall.
The percentage frequency histogram for the heights is shown here:
Percentage frequency histogram of the
heights of a Year 10 class
50
Percentage frequency
40
30
20
10
0
140 150 160 170 180
Heights in cm
Exercise 10A
1 The time, in seconds, that 50 people waited in a queue at a fast-food store was recorded.
The results are:
125, 146, 98, 104, 122, 86, 94, 111, 96, 102, 89, 94, 105, 128, 143, 85,
125, 144, 131, 98, 86, 92, 81, 87, 96, 132, 117, 104, 93, 94, 116, 132, 86,
81, 88, 72, 112, 98, 86, 84, 106, 114, 88, 93, 97, 101, 126, 114, 123, 136
a Display this information in a frequency table with the classes 80–89, 90–99 etc.
b The company claims it serves its customers within 2 minutes. How many customers
waited for more than 2 minutes?
2 The times, in minutes, taken for 50 students to travel to school are listed:
85, 45, 20, 7, 36, 28, 45, 69, 72, 56, 32, 15, 38, 62, 44, 36, 29,
46, 21, 45, 52, 34, 27, 24, 16, 18, 24, 23, 17, 12, 5, 43, 28, 36,
15, 12, 26, 28, 17, 13, 14, 9, 24, 28, 27, 29, 56, 38, 29, 34
a Group these data in the classes as 0 ≤ x < 20, 20 ≤ x < 40, etc.
b Find the relative frequency for each group.
c Draw a relative frequency histogram.
d How many students take more than 20 minutes to travel to school?
Chapter 10 Statistics 393
10A
3 The graph shows the number of Number of bottles of wine sold each day
bottles of wine sold in a restaurant
20
each day.
18
a On how many days did they 16
sell more than 45 bottles 14
Frequency
of wine? 12
b What is the modal class for 10
8
this data? 6
c Estimate the average number 4
of bottles sold each day. 2
0
10 15 20 25 30 35 40 45 50 55
Number of bottles of wine
4 The time, in minutes, that 120 students spend No. of minutes Frequency
connected to the Internet over the course of a on the Internet x f
week is displayed in the table.
0 ≤ x < 100 5
a Display this information as a frequency
histogram. 100 ≤ x < 200 17
b Find the relative frequency for each group. 200 ≤ x < 300 63
c Draw a relative frequency histogram.
300 ≤ x < 400 27
d What proportion of students spend more
than 5 hours per week on the Internet? 400 ≤ x < 500 8
5 The heights, (h) in metres, of the pine trees in a reserve were recorded as:
10·6, 7·5, 8·3, 8·5, 10·1, 7·3, 10·6, 10·2, 8·3, 9·4, 9·6, 7·6, 9·4, 8·1, 6·9,
8·4, 9·3, 9·2, 8·5, 9·5, 8·4, 7·5, 6·1, 7·9, 8·6, 9·4, 8·3, 8·9, 8·8, 7·6
a Group the data in the classes
6·0 ≤ h < 7·0, 7·0 ≤ h < 8·0 etc.
and display the information as
a frequency table.
b Find the percentage frequency for
each group.
c Display the data as a percentage
frequency histogram.
d What percentage of trees were more
than 10 m tall?
e What percentage of trees were between 8 m and 10 m tall?
6 In a government review of gambling, a survey was done to find how much people lost in a
single night playing the ‘pokies’. The results of the 50 people surveyed were:
$72, $23, $78, $12, $26, $36, $27, $89, $95, $82, $35, $21, $27, $43, $53, $18, $15,
$21, $27, $38, $62, $23, $24, $32, $37, $32, $26, $39, $45, $23, $47, $35, $28, $22,
$56, $40, $47, $35, $40, $32, $56, $37, $36, $52, $23, $36, $27, $28, $42, $35
a Choose an appropriate method of grouping the data and display this information in a
percentage frequency table.
b Display this information as a percentage histogram.
c What percentage of people lost more than $70?
d Complete this sentence: 20% of people lost more than $___ on the ‘pokies.’
Which graph? 10B
The type of data is important when deciding the best graph to draw.
• A histogram is best for data that have to be measured.
• A pie graph is used when we know parts of a total.
• A column or bar graph is used for data that fit into separate categories and can be counted.
• A line graph is often used when data change over time.
Example Solution
1 Families in a community are surveyed 25 What families do on weekends
to find out what activities they usually
do together on the weekend. Families 20
surveyed went to the park, the cinema,

15
Number
go-karting and visiting friends.
The information is tabled below. 10
Park 20 5
Cinema 12 0
Park Cinema Go-karts Visit None
Go-karts 3 friends
Activity
Visit friends 24
None of these 11
Display the data as a column graph.

2 People from another community are also 25
What families do on weekends
surveyed to find the family activities Group A
they like. 20 Group B
The activities of both communities are

15
Number
listed below.
10
Item Group A Group B
Park 20 12 5
Cinema 12 11 0
Park Cinema Go-karts Visit Have a None
Go-karts 3 1 friends party
Activity
Visit friends 24 12
Have a party 0 23
None of these 11 11
Display this data as a double column graph.

10B
Example Solution
3 Data about a family’s spending is
displayed as a pie chart and as a divided
bar graph.
Savings
Rent
Car expenses
Entertainment
Clothing
Food and
groceries
Food and Car

expenses Rent
groceries
Entertainment Savings
Clothing
a From the pie chart, on what item is the The largest sector is rent, so more money is
most money spent? spent on rent than on any other item.
b Is the pie chart easy to read for this It is easy to see the approximate proportion
information? spent on each item, but not the exact amount.
c From the divided bar graph, on what The smallest sector is clothing or
item is the least money spent? entertainment.
d Is the divided bar graph easy to read It is easy to see the smallest sectors. The
for this information? exact amount is unclear. It is also unclear if
the two sectors are exactly the same size.
Units per year
4 Year Number 25
2001 12
20
2002 13
Number of units
15
2003 18
10
2004 16
2005 21 5
2006 24
2001 2002 2003 2004 2005 2006 2007
2007 19 Year
a Display the data in this table as a

line graph.
b Describe any trend in the data. The number of units increases over the years.

10B
Exercise 10B
1 Each graph has been drawn using the same data: 43, 12, 5, 20, 17 and 3.
A B
C D
Choose the most appropriate graph for each situation below. Explain the reason for
each choice.
a How I spent my $100
b Sales during a week
c Number of words on a page in a children’s book
d The population, in thousands, of six towns
e Types of cars in a car park
f Number of hours that torch batteries lasted
g Number of millions of bacteria in food samples
h The results of a maths test
i The number of different magazines sold one day in a newsagency
j Points scored in six games
2 The table, the pie chart and the bar graph all show a company’s spending on advertising
over a year.
Type of
TV Radio Magazine Billboards Brochures
advertising
$’000 50 20 15 10 5
Brochures
Billboards
Billboard
TV Radio Magazine
Magazines TV
Brochures
Radio 0 20 40 60 80 100
a Which is easier to read, the pie chart or the divided bar graph? Explain your choice.
b Data is often ‘lost’ when a graph is used. What has been lost in these graphs?

10B
3 The graph shows enrolments in some subjects for 50 Year 11 boys and 50 Year 11 girls.
50
Boys
Girls
40
30
20
10
0
English Chemistry Metalwork Geography Food
Subject
a Write three observations from the graph about boys’ and girls’ subject choices.
b What subject has the largest enrolment?
c What subject attracted the fewest enrolments from girls?
d Why are the totals for each subject not the same?
4 A line graph of power usage is shown below.

Power usage
30
25
20
Units per day
15
10
0
Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec
Month
a Explain what the graph shows, in terms of power usage.

b i When is the power usage at a minimum?
ii What is the minimum power usage?
c i When is the power usage at a maximum?
ii What is the maximum usage?

The mean 10C
A commonly used average is called the mean. The mean is
found by adding up all the values ( Σx ) and then dividing the total
Σx
by the number of values (n). Mean = x =
n
We use the notation x to represent the mean.
Example Solution
Σx
1 The heights (in centimetres) of 25 Year 10 x=
students are given: n
144, 153, 167, 178, 171, Σx is the total
149, 153, 162, 167, 166, n is the number of values
156, 154, 161, 156, 166, 4034
162, 160, 164, 148, 157, x=
25
170, 165, 163, 174, 168 x = 161·36
Find the mean height for the group.
The mean height is approximately 161 cm.
When we have information in a frequency table, we can use multiplication instead of adding
up all the values individually.
Example Solution
2 The number of children per family in To find the total number of children we
a group of families is displayed in a multiply the number of children by the
frequency table. number of families.
No. of Frequency No. of Frequency
children children
x f xf
1 4
1 4 4
2 10
2 10 20
3 6
3 6 18
4 3
4 3 12
5 2
5 2 10
Total 25
Σ = 25 Σ = 64
From the table we know there are
4 families with only one child, Σxf
x=
10 families with 2 children, 6 families Σf
with 3 children and so on. Σxf
x=
Find the mean number of children n
per family in the group. 64
x=
25
x = 2·56

10C
If we are only given grouped data in a frequency table, we can estimate the mean by using the
median class value or middle value of the group.
Example Solution
3 Find an estimate for the mean using this The median for the first class is half way
frequency table: between 140 and 149·999… or 150.
140 + 150
Heights Frequency Median value =
2
140 ≤ x < 150 3 = 145
150 ≤ x < 160 6 We don’t know the exact heights of the three
160 ≤ x < 170 12 people whose heights were between 140 and
150 so we assign each of them the median
170 ≤ x < 180 4 of 145 cm.
Total 25
Median of Frequency Median ×
the heights frequency
m f mf
145 3 435
155 6 930
165 12 1980
175 4 700
Total 25 4045
Σmf
x=
Σf
Σmf
x=
n
4045
x=
25
x = 161·8
In Example 1, the actual mean height of
161·36 was calculated, so we can compare
the answers. There is only a 0·44 difference
between this approximate value and the
exact answer.

10C
A graphics calculator can be used to graph the data in a frequency table and to calculate
summary statistics.
Example
Finding the mean from data in a list
4 The heights, in centimetres, for the group of Year 10 students were:
144, 153, 167, 178, 171, 149, 153, 162, 167, 166, 156, 154, 161,
156, 166, 162, 160, 164, 148, 157, 170, 165, 163, 174, 168
In STAT mode enter the data into List 1. Select Calc (F2) 1-Var (F1) to display the
summary statistics.
x is the mean and x = 161·36.

Graphing data in a frequency table
5 We can graph data in a histogram from a frequency table:
Press SHIFT F3 (View window) Set StatGraph1 to a histogram ( F6 )
and set the view window as shown. using the data in List 1.
Exit. Exit. Graph 1.

Set the intervals to start at 145 and Press DRAW ( F6 ) to display
group in intervals of 10. the histrogram.

10C
Exercise 10C
1 The times taken, in minutes, for 50 students to travel to school are given:
85, 45, 20, 7, 36, 28, 45, 69, 72, 56, 45, 32, 15, 38, 62, 44, 36,
29, 46, 21, 52, 34, 27, 24, 16, 18, 24, 23, 17, 12, 5, 43, 28, 36,
15, 12, 26, 28, 17, 13, 14, 9, 24, 28, 27, 29, 56, 38, 29, 34
What was the mean time taken for the students to travel to school?
2 Some of the students in Question 1 travel by bus, others by car.
Bus 85, 45, 20, 28, 69, 72, 56, 45, 32, 38, 62, 44, 36,
29, 46, 21, 52, 34, 27, 18, 24, 23, 38, 29, 34
Car 7, 36, 45, 15, 24, 16, 17, 12, 5, 43, 28, 36, 15, 12,
26, 28, 17, 13, 14, 9, 24, 28, 27, 29, 56
a What was the mean time taken for the students to travel to school by bus?
b What was the mean time taken for the students to travel to school by car?
3 A survey was carried out to find how much people lost in a single night playing the
‘pokies’. The results of the 50 people surveyed were are listed:
$72, $23, $78, $12, $26, $36, $27, $89, $95, $82, $35, $21, $27, $43, $53, $18, $15,
$21, $27, $38, $62, $23, $24, $32, $37, $32, $26, $39, $45, $23, $47, $35, $28, $22,
$56, $40, $47, $35, $40, $32, $56, $37, $36, $52, $23, $36, $27, $28, $42, $35
What was the mean amount lost in a night?
4 The results of the survey in Question 3 are divided into male and female responses.
Males $32, $26, $39, $45, $23, $47, $35, $28, $22, $56, $40, $47, $35,
$40, $32, $56, $37, $36, $52, $23, $36, $27, $28, $42, $35
Females $72, $23, $78, $12, $26, $36, $27, $89, $95, $82, $35, $21, $27,
$43, $53, $18, $15, $21, $27, $38, $62, $23, $24, $32, $37
a What was the mean amount lost by males in a night?

b What was the mean amount lost by females in a night?
5 The time taken to assemble and weld part of the frame Time x (min) Frequency
of a new car is given in this frequency table.
a Calculate an estimate for the mean time from the
6≤x<7 2
data in the frequency table. 7≤x<8 6
b Calculate the mean time from the raw data: 8≤x<9 11
10·6, 7·5, 8·3, 8·5, 10·1, 7·3, 10·6, 10·2, 8·3, 9·4,
9 ≤ x < 10 7
9·6, 7·6, 9·4, 8·1, 6·9, 8·4, 9·3, 9·2, 8·5, 9·5,
8·4, 7·5, 6·1, 7·9, 8·6, 9·4, 8·3, 8·9, 8·8, 7·6 10 ≤ x < 11 4
c What was the difference between the estimate of
the mean and the actual mean?

Mean and standard deviation 10D
Standard deviation
Note: We use the Statistics function of our calculator to find the standard deviation.
This exercise is an illustration to show that the sample deviation is a measure of spread.
We know from the previous section that a commonly used measure of the centre is called the
mean and that we use the notation x to represent the mean:
Σx
x=
n
When we use the mean as a measure of the centre, we use the standard deviation as a
measure of how spread out the values are from the mean.
We use the notation Sx to represent the sample standard deviation.
The formula for calculating the sample standard deviation is:
Σ( x − x )
Sx =
n
where x is each of the values, x is the mean, n is the number of values and Σ (Greek letter
sigma) is the sum of the values.
The calculation of the standard deviation involves division and taking the square root of a
number, so we usually get an irrational number that we should quote correct to at least two
decimal places.
A sample in which all the values are close to the mean will have a small standard deviation.
Similarly, a sample in which all the values are not close to the mean (i.e the data are spread
out) will have a large standard deviation.
Example
1 Tim and Adele are very competitive Maths students. Tim’s results for the last five tests
were 68, 69, 70, 71 and 72 and Adele’s results were 60, 65, 70, 75 and 80.
Adele thinks her results are better because although their means are the same she
has a higher result. Their teacher thinks that Tim’s results are better because they are
more consistent.
Find the standard deviation for each student’s results and comment.
Solution
Step 1: Find the mean result for Tim. Step 1: Find the mean result for Adele.
Σx Σx
x= x=
n n
350 350
= =
5 5
= 70 = 70

10D
Solution
Step 2: Subtract the mean from each value and square the difference.
x x−x ( x − x )2 x (x − x) ( x − x )2
68 68 − 70 = −2 (−2)2 = 4 60 60 − 70 = −10 (−10)2 = 100

69 −1 1 65 −5 25
70 0 0 70 0 0
71 1 1 75 5 25
72 2 4 80 10 100
Total 0 10 Total 0 250
Step 3: Substitute into the formula.

Σ( x − x )2 Σ( x − x )2
Sx = Sx =
n n
10 250
= ≈ 1·41 = ≈ 7·07
5 5
All Tim’s results were within 2 marks of the mean and so the results have a standard
deviation of less than 2.
All Adele’s results were within 10 marks of the mean and so they have a higher deviation
that is less than 10.
The standard deviation for Adele’s results is 5 times the standard deviation for Tim’s results.
This is because Adele’s results were 5 times as far from the mean as Tim’s results.
We can use a graphics calculator to find the mean and the standard deviation as well as other
useful summary statistics. Most calculators use the notation x to represent the mean and Sx or
xσn to represent the standard deviation.
Example Solution
2 The results of a Year 10 test were: In Stat mode, enter the data in List 1 then
32, 35, 36, 37, 38, 38, 42, 45, 47, 49, select CALC ( F2 ) Set ( F6 ):
54, 58, 62, 63, 66, 70, 74, 78, 81, 92 1 var XList: List 1
a Use a graphics calculator to find 1 var Freq: 1
the following summary statistics 1 var ( F1 )
for the data:
i mean x (to 2 dp) x = 54·85

ii standard deviation xσn (to 3 dp) Sx = 17·269

10D
Example Solution
The score of 92 was recorded incorrectly
and should have been 72.
b How does this affect the mean and x = 53·85
sample standard deviation? Sx = 15·586
The mean is reduced by 1 and the sample
standard deviation is reduced by 1·683.
Exercise 10D
1 Find the mean and the standard deviation for the number of kilometres travelled by the
sales representatives of a company:
647, 592, 804, 208, 945, 836, 721, 633, 892, 405, 963, 674, 828, 725, 1080, 965,
593, 772, 389, 742, 456, 874, 751, 798, 591, 658, 741, 684, 713, 967, 1034, 897
2 a Find the mean and the standard deviation for the blood pressure levels of 30
Year 10 students:
110, 125, 120, 117, 116, 115, 123, 116, 125, 101, 114, 133, 132, 112, 114,
123, 124, 127, 109, 107, 113, 123, 119, 125, 118, 121, 120, 118, 111, 115
b Comment on the results.
3 a Find the mean and the standard deviation for these rental prices ($/week):
110, 155, 160, 165, 170, 290, 220, 180, 125, 150, 150, 175, 320, 200,
175, 170, 150, 185, 195, 220, 150, 140, 170, 180, 200, 150, 150, 200
b What do these statistics tell us about the data?
4 The weekly wages for the 30 non-managerial staff at a fast-food restaurant are given below:
$324, $253, $289, $245, $362, $415, $389, $278, $295, $363,
$374, $425, $411, $306, $408, $382, $322, $365, $382, $355,
$422, $426, $370, $286, $293, $346, $378, $298, $271, $305
a Find the mean and the standard deviation.
The data did not include the weekly wage of the 10 casual staff, who earned $140, $345,
$409, $563, $178, $213, $245, $412, $363, $218.
b Re-calculate the mean and standard deviation to include the casual staff.
c How are the mean and the standard deviation affected by including the casual staff in
the calculation?
The data also did not include the weekly wage of the 7 managers, who earned $942, $815,
$739, $981, $1032, $896, $975.
d Recalculate the mean and standard deviation to include the managers.
e How are the mean and the standard deviation affected by also including the managers?

10D
5 a Find the mean and the standard deviation for the book prices on the school’s Year 9
and Year 10 booklists:
Year 9 Year 10
45·10, 44·50, 38·50, 17·50, 39·50, 16·50, 43·20, 39·60, 32·20, 25·70,
35·20, 20·40, 16·50, 15·60, 13·80, 29·30, 39·50, 36·80, 11·00, 29·40,
26·20, 24·80, 33·10, 22·00, 43·20 24·80, 22·80, 15·60, 25·80, 20·20,
33·10, 11·90, 19·30, 22·10, 22·80,
42·30, 46·00, 43·20, 44·50, 44·10,
41·40, 18·40, 59·80, 30·30, 34·00
b What do these statistics tell you about the difference in the price of Year 9 and
Year 10 books?
6 The number of minutes that 50 households

Class x Frequency
with Internet access spend online each
month is given below: 0 ≤ x < 500
3210, 220, 740, 1060, 1140, 2570, 590, 500 ≤ x < 1000
2480, 2180, 2370, 4820, 4170, 3890,
3380, 3530, 3710, 3180, 2510, 2330, 1000 ≤ x < 1500
2640, 2380, 2320, 1730, 1540, 2240, 1500 ≤ x < 2000
1370, 1530, 1140, 2390, 1630, 2260,
2000 ≤ x < 2500
1730, 1390, 1680, 2260, 2890, 2640,
2710, 2730, 2910, 3810, 3620, 3280, 2500 ≤ x < 3000
2480, 2570, 3290, 3020, 4470, 3070, 3210
3000 ≤ x < 3500
a Display the data as a histogram on
your calculator starting with 0 and 3500 ≤ x < 4000
using intervals of 500. 4000 ≤ x < 4500
b Use the calculator graph to complete 4500 ≤ x < 5000
the frequency table shown.
c Estimate the mean and the standard
deviation for the data.
d Find the mean and the standard deviation
for the data.
e Calculate:
i x − Sx
ii x + S x
f i How many of the households
had less than x − S x minutes of
Internet usage?
ii How many of the households had
greater than x + S x minutes of
Internet usage?
g What percentage of the households
were within one standard deviation
of the mean?

10D
7 Data is collected for the amount (× $1000) earned per year for staff of two small
companies.
Company A ($’000) 12 15 20 21 21 25 27 30 45
Company B ($’000) 16 18 22 23 24 25 26 30 32
Company A Company B
10 20 30 40 50 $ 000 10 20 30 40 50 $ 000
a Calculate the mean and standard deviation for each data set.
b Explain what the data show.
c For which company would you rather be:
i the manager? ii the lowest paid worker?
Company B undergoes a restructure and its salary data changes.
New Company B ($’000) 16 19 24 25 25 29 31 34 49
d Calculate the mean and standard deviation for the new data set.
e Now, for which company would you rather be:
i the manager? ii the lowest paid worker?
f Complete each sentence using one of these terms: the same, larger or smaller.
i Company A and the old Company B have ___________ mean.
ii Company A has a ___________ standard deviation than old Company B.
iii Company A has a ___________ mean than new Company B.
iv Company A and new Company B have ___________ standard deviation.
8 The price of unleaded fuel at two service stations was recorded on many occasions.
Service station A 1·14 1·37 1·42 1·20 1·19 1·29 1·34 1·34 1·29 1·27
Service station B 1·17 1·24 1·19 1·10 1·27 1·09 1·24 1·19 1·04 1·32
Service station A Service station B
1·0 1·1 1·2 1·3 1·4 1·5 1·0 1·1 1·2 1·3 1·4 1·5
Price ($) Price ($)
a Calculate the mean and standard deviation for each service station.
b What do you notice when you compare the graphs?
c Refer to the graph and comment on the difference between the means and standard
deviations from part a.
9 Tom and Mel played golf together nine times. Each time they played the same number
of shots on the first hole. The results for the first hole for each game are shown. (Hint: In
golf the samller the number of shots per hole the better.)
a Calculate the mean and standard deviation
Tom
for Tom and Mel. 3 4 5 6 7 8 9
b Which player is more consistent?
Mel
c Would you choose mean or standard deviation 3 4 5 6 7 8 9
to show consistency of scores? Explain. Number of shots
d Discuss with your partner who is the better player.
10E Averages and other statistics
An average is a centre of a set of data. There is more than one measure that can be used as
an average. The mean, the median and the mode are commonly used as averages of data.
From previous work you will know that the median is the middle number when the scores are
ordered, and the mode is the score that has the highest frequency. There may be more than one
mode if there is more than one score with the same frequency.
Quartiles can be used to analyse the spread of the data. The upper quartile (Q3) is the median
of the top half of the scores and, similarly, the lower quartile (Q1) is the median of the lower
half of the scores.
An outlier is any score that is unusually high or low compared to the rest of the data in the
set. An outlier typically occurs when a score is greater than 1·5 times the standard deviation
above the upper quartile or below the lower quartile. The range of data in the set is calculated
as the difference between the maximum and minimum scores.
Example Solution
The lengths at birth (in centimetres) of 10 babies were:
44, 53, 49, 51, 50, 32, 50, 48, 52, 51
total of scores Σx
a Find the mean length. Mean = =
number of scores n
4880
=
10
= 48 cm
b Order the scores and find the median 32, 44, 48, 49, 50, 50, 51, 51, 52, 53
length.
Median
There is an even number of scores, so the
median is the length half way between the
two middle scores.
Median = 50 cm
c Find any mode in the data. There are two modes (i.e. the data is bimodal)
as the scores 50 and 51 both have a frequency
of 2.
d Use a graphics calculator to find the Standard deviation = 5·83
standard deviation.
e Calculate the upper (Q3) and lower 32, 44, 48, 49, 50 | 50, 51, 51, 52, 53
quartiles (Q1) and the interquartile
range (IQR). Median
Q1 = 48, Q3 = 51
IQR = Q3 − Q1
= 51 − 48 = 3
f Identify any outliers in the data. The score 32 is unusually low compared to
the rest of the data.
Is 32 ≤ Q1 − 1·5 × SD?
Q1 − 1·5 × SD = 48 − 1·5 × 5·83 = 39·25
Therefore 32 is an outlier.

10E
Example Solution
g Calculate the range for this data. Range = 53 − 32
= 21 cm
h Identify the best average for this data. The mean is too low as it is affected by the
outlier and there are two modes, so in this
case the median is the best average.
Exercise 10E
1 The number of kilometres travelled each week by the sales representative of a book
company are recorded below:
647, 592, 804, 208, 945, 836, 721, 633, 892, 405, 963, 674, 828, 725, 1080, 965,
593, 772, 389, 742, 456, 874, 751, 798, 591, 658, 741, 684, 713, 967, 1034, 897
a The book company wants to budget a weekly amount to cover the travel. Choosing
from mean, median, mode, range and standard deviation, which is the best measure
to help predict future spending?
b The company wants to keep the average the same but reduce the spread of the travel
data for the future. What would this mean in terms of weekly distances?
2 Henry is training for cycling event. He recorded his kilojoule (kJ) intake for a period of
30 days prior to the competition in the table.
a Display the data as a column graph.
Day Kilojoules Day Kilojoules
b Calculate the mean kilojoule intake and
add a horizontal line to your column graph 1 10 840 16 10 490
to show the mean. 2 11 340 17 10 970
c Is the median easy to work out from your 3 10 750 18 9 650
column graph? From what type of graph
would the median be easier to read? 4 9 730 19 10 440
Explain the benefits of the type of graph 5 10 320 20 10 700
you chose.
6 9 990 21 11 560
d How can the range be found from the
column graph? Is this accurate? 7 9 470 22 10 740
e Would it be better to calculate the range 8 10 670 23 9 640
from the raw data in the table? Why?
9 9 500 24 10 540
f The coach believes that Henry should eat
at least 11 000 kJ when he is in training. 10 8 780 25 10 750
For what fraction of the time is Henry 11 11 850 26 11 550
eating enough?
12 10 750 27 10 630
g How many more kilojoules should he have
eaten in the 30 days to increase the mean 13 9 810 28 11 320
intake to 11 000 kJ?
14 9 980 29 9 540
h What advice would the coach give Henry?
15 11 100 30 10 320

10F Stem-and-leaf displays
Stem-and-leaf displays are also known as stemplots. They are a clever way of displaying
numerical data. A stemplot must always include a key to show what each stem and leaf
represents. In an ordered stem-and-leaf display we write the leaves in numerical order. This
can be very useful when finding the median.
For two-digit numbers we divide the numbers so that the tens are the stem and the units are
the leaves. For example, 49 is split as 4|9.
For three-digit numbers either the tens or the hundreds can be the stem, so 149, for example,
could be split as 14|9 or 1|49.
Example Solution
The number of dogs registered as pets in 20 To display these numbers as an ordered
northern shires were recorded as 576, 435, stem-and-leaf display, we could divide the
695, 673, 490, 533, 674, 587, 512, 454, 537, numbers so that the hundreds are the stem.
554, 423, 656, 612, 507, 382, 754, 626, 572. Number of dogs
a Display as an ordered stem-and-leaf 3 | 82
display. 4 | 23 35 54 90
5 | 07 12 33 37 54 72 76 87
6 | 12 26 56 73 74 95
7 | 54 4|23 represents 423
b What is the median number of dogs in The median is the middle value of the data
the shires? set when the values are ordered. There are
20 numbers in this data set, so the median
is the average of the 10th and 11th values
(554 and 572).
554 + 572
median =
2
= 563
The median number of dogs is 563.
Exercise 10F
1 The maximum daily temperatures (°C) for a month were recorded by a group of students
and displayed in this stemplot.
24 | 7
25 | 6 4 4
26 | 7 5 8 6 3 4 5 4
27 | 6 8 8 6 3 5 6 0 4
28 | 1 9 8 2 3 4 5
29 | 3 8 7 24|7 represents 24·7°C
a Display this information as an ordered stem-and-leaf display.
b Find the median and the range for these temperatures.
c How many days had maximum temperatures above 27°C?

10F
2 The minimum daily temperatures (ºC) were recorded by a group of students and displayed
in this stemplot.
5 | 2 6 8 8
6 | 1 3
7 | 0 4 4 7
8 | 8
9 | 5 9
10 | 2 2 6 5|2 represents 5·2ºC
a For how many days was the temperatures recorded?
b Find the median and the range for these temperatures
c On how many days was the temperature below 7ºC?
d On how many days was the temperature above the median?
3 The Fremantle Dockers scored the following points in matches in one season.
113, 95, 104, 107, 96, 119, 125, 58, 52, 86, 100, 73, 84, 58, 88, 94, 59, 110, 101, 87
a Display these scores as an ordered stem-and-leaf display.
b What was the median and the range for these scores?
c How many scores are above 100?
d How many scores are below 80?
4 Sales of lip gloss increased after a reality TV show screened. A wholesaler of a brand of
lip gloss sold the folowing number of cartons of lip gloss each day after the TV show started:
5, 12, 2, 35, 40, 68, 50, 31, 46, 24, 30, 18, 47, 0, 0, 2, 12, 8, 5, 0
0, 0, 0, 2, 2, 5, 5, 8, 12, 12, 18, 24, 30, 31, 35, 40, 46, 47, 50, 68
a Present this data as a stem-and-leaf display.
b The sales manager states that the median
sale was 24 cartons. Is this accurate?
c He also predicts that sales will continue at
an average rate of 24 cartons per day.
Explain whether he is justified in making
this claim.
5 The netball coach is trying to choose between two shooters for the finals competition.
The number of goals each scored in the 12-week season is recorded below:
Shooter A: 36, 2, 34, 2, 16, 4, 42, 28, 6, 4, 38, 20
Shooter B: 23, 24, 16, 18, 12, 16, 24, 26, 14, 10, 28, 18
a Display each set of data as a stemplot.
b Find the median and the range for these scores.
c Discuss with your partner which shooter the coach should choose. Explain your
answer using the results.

10G Back-to-back stemplots
One way of comparing two sets of data is to display them in an ordered back-to-back
stemplot. The first set of data is recorded going out from the centre of the stemplot to the right
and the other set is recorded going out from the centre of the stemplot to the left.
Example
The test results for classes 10G and 10H are shown below. Display the results as an ordered
back-to-back stemplot.
• 10G’s results were: • 10H’s results were:
56, 42, 76, 71, 47, 53, 52, 49, 60, 59, 60, 66, 67, 76, 74, 61, 60, 68,
61, 54, 52, 57, 63, 65, 46, 57, 55, 71, 76, 72, 58, 57, 66, 65, 72, 67,
48, 43, 52, 64, 78, 50, 64 62, 58, 56, 71, 64, 69, 70
10G Stem 10H
9 8 7 6 3 2 4
7 7 6 5 4 3 2 2 2 0 5 6 7 8 8 9
5 4 4 3 1 0 6 0 0 1 2 4 5 6 6 7 7 8 9
8 6 1 7 0 1 1 2 2 4 6 6
8
9
From the stemplots we can see that:

• the classes are the same size (25 students each)
• the highest (78) and lowest (42) results were for class 10G and it has a greater range
(78 − 42 = 36)
• 10H’s results were generally higher than 10G’s results
• there was less variation in 10H’s results (10H had a lower standard deviation, which means
the scores are more consistent).
Exercise 10G
1 The ordered back-to-back stemplot below shows the data collected from class A and class B:
A Stem B
9 9 8 7 6 3 2 4 1 2
7 5 3 2 0 5 5 6 7 8
3 1 0 6 0 0 2 2 8
2 1 7 0 1 1 2 2 4 6 6
5 0 8 3 6 6 7 7
7 9 0 4
a Write a list of the data for the two classes.

b Comment on the differences between the two classes.
c Find the minimum value, Q1, the median, Q3 and the maximum value for each class
and compare them.

10G
2 The back-to-back stemplot below shows the data collected from classes C and D.
C Stem D
2 2 1 4 1 2 6 7 8
4 4 2 2 0 5 0 0 2 2
9 9 8 8 3 1 0 6 6
5 4 2 1 7 5
1 8 3 6 6 7
5 9 0 2 2 3 8 8 9
a Write a list of the data for the two classes.

b Comment on the differences and describe the shape of the two data sets.
c Find the minimum value, the lower quartile, the median, the upper quartile and the
maximum value for each class and compare them.
3 The number of bottles of wine sold in a restaurant each day was divided into white wine
and red wine sales.
• Number of bottles of white wine sold:
9, 16, 15, 20, 32, 20, 23, 8, 9, 35, 19, 20, 24, 19, 15, 18, 12, 18,
15, 12, 14, 15, 14,20, 24, 16, 12, 28, 26, 16, 12, 14, 25, 28, 28,
20, 18, 18, 15, 8, 13, 18, 14, 21, 27, 23, 28, 11, 14, 22
• Number of bottles of red wine sold:
9, 9, 8, 12, 14, 8, 10, 6, 6, 18, 8, 11, 11, 10, 8, 6, 3, 10, 8, 2, 9, 10, 8, 12, 14, 8,
6, 14, 18, 8, 4, 5, 13, 17, 18, 12, 16, 10, 9, 4, 3, 5, 8, 10, 11, 18, 18, 2, 12, 10
a Display this information as an ordered back-to-back stemplot.
b Use the graph to compare the two data sets.
4 The table shows the number of minutes it takes country and city students to travel to school.
Country students 85, 45, 20, 28, 69, 72, 56, 45, 32, 38, 62, 44, 36,
29, 46, 21, 52, 34, 27, 18, 24, 23, 38, 29, 34
City students 7, 36, 45, 15, 24, 16, 17, 12, 5, 43, 28, 36, 15, 12,
26, 28, 17, 13, 14, 9, 24, 28, 27, 29, 56, 29, 34

5 The results below show the amounts lost at the ‘pokies’ one night.
Males $32, $26, $39, $45, $23, $47, $35, $28, $22, $56, $40, $47, $35,
$40, $32, $56, $37, $36, $52, $23, $36, $27, $28, $42, $35
Females $72, $23, $78, $12, $26, $36, $27, $89, $95, $82, $35, $21, $27,
$43, $53, $18, $15, $21, $27, $38, $62, $23, $24, $32, $37


10H Box-and-whisker plots
Box-and-whisker plots or boxplots are an excellent way of displaying the medians and the
quartiles. They display the following five values, which are known as the five-number summary:
• minimum score (min) min Q1 Median Q3 max
• lower quartile (Q1)
(median of lower half of scores)
• median
Scores
• upper quartile (Q3)
(median of top half of scores)
• maximum score (max)
Boxplots divide the data into four quarters and so give us a picture of spread.
25% 25% 25% 25%
Scores
We can also use a graphics calculator to find the five-number summary and/or to draw boxplots.
In Stat mode input the
data into List 1.
From Graph Type select
MedBox ( F6 F2 ).
Example
The list below gives the average number of hours worked by the male employees of a company:
22, 33, 37, 38, 39, 39, 39, 40, 41, 41, 42, 42, 43, 44
Find the five-number summary for the data and the display the data as a boxplot.
Solution
The list is already ordered so we can read off the median and quartiles.
22 33 37 38 39 39 39 40 41 41 42 42 43 44
min Q1 median Q3 max

22 38 39·5 42 44
median
min Q1 Q3 max
20 25 30 35 40 45
Number of hours worked

10H
Exercise 10H
1 Display the following information as a boxplot:
a min = 12 b min = 5 c min = 12
Q1 = 23 Q1 = 18 Q1 = 26
median = 26·5 median = 28 median = 35
Q3 = 34 Q3 = 43 Q3 = 45
max = 53 max = 85 max = 95
2 Elaine is an asthmatic. In an attempt to improve the treatment of her asthma, her doctor asked
her to record her ‘expiratory peak flow rate’ each day for three weeks. The results were:
245, 250, 340, 320, 280, 310, 275, 290, 315, 375, 400,
320, 285, 230, 240, 265, 280, 280, 325, 360, 380
a Rewrite the flow rates in order.
b Find the five-number summary for the flow rates.
c Display this information as a boxplot.
3 Airlines have a luggage weight restriction of 20 kg on international flights. One airline

wanted to reduce this restriction to 18 kg and did an analysis of the weight of the luggage
of 200 passengers before making a final decision. The results of the analysis are displayed
as the boxplot below.
15 16 17 18 19 20 21 22
Weight of luggage (kg)
a What was the median weight of luggage?

b What was the range for the weights?
c Copy and complete the following:
i 50% of the weights are above __________.
ii The middle 50% of the weights are between __________ and __________.
iii 25% of the weights are below __________.
iv 75% of the weights are below __________.
v 75% of the weights are above __________.
d Do you think the airline should reduce the weight restriction?
Give a reason for your answer.
4 a Find the median and the range of the weekly wage for the 30 non-managerial staff at
a fast-food restaurant given below:
$324, $253, $289, $245, $362, $415, $389, $278, $295, $363,
$374, $425, $411, $306, $408, $382, $322, $365, $382, $355,
$422, $426, $370, $286, $293, $346, $378, $298, $271, $305
b Display the data as a boxplot.
5 The numbers of people attending a local swimming pool over a four-week period were:
230, 465, 315, 389, 482, 578, 310, 243, 472, 358, 402, 497, 601, 326,
242, 493, 341, 412, 493, 588, 322, 266, 496, 375, 411, 506, 612, 334
Display the data as a boxplot.

10H
6 A chemicals company was testing three different mixes of fertiliser on a specific plant.
The maximum heights, in metres, of 100 plants for a control sample and each of the three
fertiliser mixes are displayed in the boxplots below.
Fertiliser C
Fertiliser B
Fertiliser A
Control
0·5 1·0 1·5 2·0

Height of plants (m)
a What is the median height for the control sample and for the fertilised plants?
b Which of the fertiliser mixes produced:
i the shortest plant? ii the tallest plant?
c Which of the fertiliser mixes has the lowest median?
d Which of the fertiliser mixes has the highest median?
e What is the range for the heights of the control and the fertilised plants?
f Which of the fertilisers is most effective? Explain your answer.
g A plant company is only interested in the tallest 75% of the plants. Which fertiliser
should they use and why?
h Another plant company is only interested in the tallest 25% of the plants. Which
fertiliser should they use and why?
7 Display the Year 9 and Year 10 book prices as parallel boxplots. Comment on what the
boxplots show.
Year 9 Year 10
45·10, 44·50, 38·50, 17·50, 39·50, 16·50, 43·20, 39·60, 32·20, 25·70,
35·20, 20·40, 16·50, 15·60, 13·80, 29·30, 39·50, 36·80, 11·00, 29·40,
26·20, 24·80, 33·10, 22·00, 43·20 24·80, 22·80, 15·60, 25·80, 20·20,
33·10, 11·90, 19·30, 22·10, 22·80,
42·30, 46·00, 43·20, 44·50, 44·10,
41·40, 18·40, 59·80, 30·30, 34·00
8 a Display the Semester 2 exam scores as parallel boxplots. Comment on what the
boxplots show.
Class A Class B Class C
50, 49, 49, 48, 48, 46, 46, 47, 47, 46, 45, 45, 43, 42, 50, 47, 47, 46, 45, 45, 44,
45, 44, 44, 42, 40, 40, 39, 40, 40, 39, 38, 37, 36, 36, 44, 43, 43, 42, 42, 41, 40,
38, 38, 37, 37, 37, 36, 36, 33, 33, 29, 28, 25 40, 40, 39, 38, 38, 37, 37,
32, 31, 30, 29 36, 32, 31, 31, 29
b Which class do you feel has the best results? Explain your answer.

Boxplots with outliers 10I
Unusually high or low results are called outliers and in a boxplot they are represented by a
star, a circle or a cross.
An outlier is defined as data that is lower than

Q1 − 1·5 × IQR, or greater than Q3 + 1·5 × IQR,
where IQR is the interquartile range and IQR = Q3 − Q1.
Example Solution
Check for outliers in the number of hours IQR = 42 − 38
worked by male employees: =4
22, 33, 37, 38, 39, 39, 39, 1·5 × IQR = 1·5 × 4
40, 41, 41, 42, 42, 43, 44 =6
Q1 − 1·5 × IQR = 38 − 6
= 32
Anything below 32 is considered an outlier.
The lower whisker stops at the next value
within the range and the outlier 22 is
represented by a star.
Q3 + 1·5 × IQR = 42 + 6
= 48
Anything above 48 (42 + 6) is also
considered to be an outlier, but there
are no values above 48.
20 25 30 35 40 45
Number of hours worked
When there is an outlier in a sample, it may be an error or just an unusual value. It is

important to go back and look again at the data. In this case, the man who works 22 hours
has not worked hours that are consistent with those of his fellow employees. That may be
because he works part time or has been ill or on holidays.

10I
Exercise 10I
1 Draw a boxplot for the number of kilometres travelled by the sales representatives.
Clearly show any outliers that may be present.
647, 592, 804, 208, 945, 836, 721, 633, 892, 405, 963, 674, 828, 725, 1080, 965,
593, 772, 389, 742, 456, 874, 751, 798, 591, 658, 741, 684, 713, 967, 1034, 897
2 Draw a boxplot for the rental prices given below, clearly showing any outliers if applicable:
110, 155, 160, 165, 170, 290, 220, 180, 125, 150, 150, 175, 320, 200,
175, 170, 150, 185, 195, 220, 150, 140, 170, 180, 200, 150, 150, 200
3 The number of baskets of strawberries picked in a day by exchange students working on a

fruit farm is given below:
36, 56, 42, 49, 47, 52, 21, 39, 38, 43, 48, 43, 44, 57, 52, 59, 38, 42, 46, 51,
50, 59, 56, 47, 38, 66, 46, 44, 42, 54, 50, 45, 47, 40, 46, 43, 52, 54, 52, 55
a Draw a boxplot for the number of baskets, clearly showing any outliers if applicable.
b Give possible reasons why these outliers might be excluded.
4 Two competitive Upwords players have kept a record of the scores for all of their games.
Caroline Peter
289, 267, 321, 345, 278, 242, 315, 328, 222, 327, 383, 265, 266, 298, 353, 321,
219, 278, 341, 443, 302, 294, 182, 326, 199, 306, 317, 325, 257, 285, 294, 273,
256, 283, 341, 295, 287, 318, 255, 294 289, 335, 427, 421, 262, 288, 363, 377
a Find the five-number summary of the scores for each player.

b Check each set of scores for possible outliers.
c Display the scores as parallel boxplots.
d Who is the better player if we choose to ignore the outliers as unusual scores?

Bivariate data 10J
When two linked sets of information are analysed together, the data is said to be bivariate.
We can use a scattergraph to display the data and to see the direction and strength of any
possible linear relationship between the sets of data.
The correlation coefficient (r) is a measure of the strength of the relationship between the
variables in a scattergraph. The value of r will always be from 1 to −1. You can estimate r
from your scattergraph using this guide.
Perfect positive y Perfect negative y
linear correlation linear correlation
r=1 r = −1
x x
Strong positive y Strong negative y
r ≈ 0·8 r ≈ −0·8
x x
Moderate positive y Moderate negative y

r ≈ 0·5 r ≈ −0·5
x x
Weak positive y Weak negative y
r ≈ 0·3 r ≈ −0·3
x x
No linear y Perfect non-linear y
correlation relationship
r≈0
x x
It is important that we do not assume that strong correlation means that one thing causes the
other. You cannot tell if there is a causal relationship from the correlation coefficient.
We can draw in a line of best fit in several ways.
• The easiest method is to draw an oval shape around the data points and then rule a line
from one end of the oval to the other. This may not be very accurate.
• Find the mean of the x scores and the mean of the y scores. Plot this point on your
scattergraph and then draw the line through the mean position in the direction of the
data points.
• The most accurate method is to enter the data points into your graphics calculator and to
use it to calculate the least squares line of regression.

10J
Example Solution
A teacher wanted to check the theory that The mean shoe size is x = 4·7.
students with big feet are smarter than The mean reading age is y = 10·4 years.
their peers.
Scatterplot of reading age
The table below shows the shoe size against shoe size
and reading age (in years) of primary 16
school students. 14
Students Shoe size Reading age 12
Reading age (years)

A 2 8 10
8
B 4 7
6
C 5 9
4
D 7 13
2
E 3 9
0
0 2 4 6 8 10
F 4 8 Shoe size
G 7 12
Shoe sizes and reading ages have a strong
H 5 11 positive linear relationship.
I 6 12 As the size of a person’s shoe increases, their
reading age also increases, i.e. students with
J 5 12 bigger feet tend to have higher reading ages.
K 8 14 The correlation coefficient would be
L 2 7 approximately 0·8.
Obviously bigger feet do not cause students
M 3 8
to have a higher reading age. They are
N 6 15 probably both related to the real age of the
primary school students. We can still use this
O 4 9
information to predict a student’s reading
P 4 12 age, given their shoe size.
a Display the data as a scatterplot in which
each point represents a specific student.
b Calculate the means of the shoe sizes and
reading ages and use this point to draw
the line of best fit.
c Estimate the correlation coefficient for
the data, and comment.
d State and explain the relationship
between shoe size and reading age.

10J
Exercise 10J
1 Describe the direction and strength of the correlation for the following bivariate data:
a the shoe sizes and reading ages of children
b the heights and ages of adults
c the time taken to travel 100 km and the speed of a car
d the height above sea level and the time taken to boil a kettle
e the daily temperature and humidity of a town in The Kimberley
f the value of a car and the number of kilometres it has travelled
g the price of a pizza and the number of pizzas sold
h a person’s height and annual income
2 The ‘for’ and ‘against’ goals in the Australian Soccer A league for 2005 are listed in the
table below.
Team Goals ‘for’ in Goals ‘for’ in Goals Goals
home games away games ‘against’ in ‘against’ in
home games away games
Adelaide United FC 16 17 11 14
Central Coast Mariners FC 18 17 12 18
Melbourne Victory FC 15 11 15 9
New Zealand Knights FC 11 4 22 25
Newcastle Jets FC 14 14 11 18
Perth Glory FC 13 21 13 16
Queensland Roar FC 11 16 9 13
Sydney FC 14 21 19 9
a Calculate total goals for and against each of the teams.
b Display the data as a scatterplot and describe the graph in terms of direction and strength.
c Is this what you expected? Explain your answer.
d Estimate the correlation coefficient for these Australian Soccer data.
e If the point (15, 47) was considered an outlier, how would the correlation
coefficient change?

10J
3 Pam goes food shopping for her family every week. She has the idea that in weeks when
there are more advertised specials at her local supermarket she spends more on food
rather than less. She kept the following data to test her theory.
No. of specials (x) 17 18 21 22 29 29 30 31 32 34 35
$ spent (y) 94 87 65 68 73 98 62 85 78 54 92
a Display the data as a scattergraph.
b Describe the relationship between the number of specials and the amount spent.
c Find x, the mean of the number of specials, and y, the mean of the amount spent
each week.
Plot the point ( x , y ) on your scattergraph and draw in your line of best fit.
d Pam’s theory was that she spent more during weeks when there were more advertised
specials. Explain whether her theory is correct.
e Use your line of best fit to predict how much she would expect to spend if there were
25 advertised specials.
4 The Science coordinator believed that it was possible to predict the Chemistry exam scores
from Chemistry test scores. The theory was tested by using the results of the previous year.
a Display the data as a scatterplot and comment on what it shows.
b Estimate the correlation coefficient. Does this confirm your answer to part a?
c Complete this sentence based on the data:
If chemistry test scores are high, then …
Student A B C D E F G H I J K L M N
Test 32 43 47 31 29 38 35 36 40 45 36 33 34 28
Exam 27 44 41 25 21 33 25 32 37 40 30 31 29 22
5 Jed’s height and head circumference were

Height (cm) Head circumference
recorded for the first 2 years of his life. (cm)
a Display the data as a scatterplot and
53 37
describe the graph in terms of direction
and strength. 53·5 38
b Estimate the correlation coefficient for 55·5 39·5
Jed’s height and head circumference.
57 40
c Do the data show that as Jed’s height
increased, his head circumference 61 42·5
increased at a steady rate? Explain. 63 43
d Can you assume that Jed’s head will keep
66·5 45
growing until he is his full adult height?
Explain your answer. 70·5 46·5
74 47·5
86 50·5

Best fit using a graphics calculator 10K
To calculate r (the correlation coefficient) and the equation of the line of best fit using a
graphic calculator, follow these steps.
Step 1. Enter the shoe size and reading age data from page 420
into the statistics menu of your calculator, with one set
of data in List 1 and the second set of data in List 2. It
is important to keep the data in the order in which they
are given.
Step 2. Calculate the summary statistics for the data: CALC ( F2 ),
SET ( F6 ) then 2VAR Xlist: List 1, 2VAR Ylist: List
2, Frequency: 1.
Step 3. Set parameters for the scattergraph: GRPH ( F1 )
SET ( F6 ), Graph Type Scatter, Xlist: List 1, Ylist:
List 2, Frequency: 1, EXIT GRPH ( F1 ).
Step 4. Display the Step 5. Display linear Step 6. Draw in the line of
scattergraph: regression summary regression. Press DRAW
GRPH1 statistics. Press X ( F1 ) ( F6 ) to display the
for linear regression. regression line y = ax + b.
These steps will calculate and display the line y = 1·18x + 4·85 for the shoe sizes and reading
ages. This line can be used to predict one variable given the value of the other.
Prediction within the range of the scores is known as interpolation and, for moderate to
strong values of r, is relatively reliable.
Prediction outside the range of the scores is known as extrapolation and, even for moderate
to strong values of r, is relatively unreliable. Extrapolation becomes more unreliable the
further outside the range of scores.
Example Solution
Given the shoe size and reading age data of Substitute the value of x or y into the equation
primary school children (page 420), predict: y = 1·18x + 4·85 to calculate the required value.
a the reading age of a child with a shoe size Reading age = 10·7 years
of 5
b the shoe size of a child with a reading age Shoe size = 3·54 ~ 4
of 9
You can use your graphics calculator to make predictions only after you have drawn the
scattergraph and line of best fit in STAT mode.
To predict the reading age of a child with a shoe size of 5, select RUN mode and enter
5 OPTN STAT ( F5 ) ŷ ( F2 ). ŷ = 10·74 is displayed.
To predict the shoe size of a child with a reading age of 9 years, select RUN mode and enter
9 OPTN STAT ( F5 ) x̂ ( F1 ). x̂ = 3·52 is displayed, which should be rounded to shoe size 4.

10K
Exercise 10K
1 Find the equation of the line going through the (x, y) points:
a (2, 45) and (17, 128) b (10, 240) and (25, 130)
c (12, 70) and (40, 160) d (8, 75) and (24, 150)
2 a Find the line of best fit for predicting the Chemistry exam score from the test score.
b Use your line of best fit to find the expected exam result of a student with a test score
of 30.
Student A B C D E F G H I J K L M N
Chemistry
32 43 47 31 29 38 35 36 40 45 36 33 34 28
test result
Chemistry
27 44 41 25 21 33 25 32 37 40 30 31 29 22
exam result
3 a Find the line of best fit for

Height (cm) Head circumference
predicting Jed’s head (cm)
circumference from his height.
53 37
b Use the line of best fit to find
Jed’s head circumference when 53·5 38
he is 120 cm tall.
55·5 39·5
c Comment on the accuracy of
this prediction. 57 40
61 42·5
63 43
66·5 45
70·5 46·5
74 47·5
86 50·5
4 a Use the data about Pam’s shopping in the table below to draw a scattergraph on a
graphics calculator.
No of specials (x) 17 18 21 22 29 29 30 31 32 34 35
$ spent (y) 94 87 65 68 73 98 62 85 78 54 92
b Use a graphics calculator to find the regression line of best fit.

c What does the correlation coefficient, r, tell you about the relationship between the
number of specials and the amount of money spent?
d Use the line of best fit to predict how much Pam would spend if there were 25 specials.
e Will Pam actually spend this amount? Explain your answer.

10K
5 The ‘before’ and ‘after’ weights of 20 dieters are given in the table.
Before 78 83 93 78 74 92 81 93 88 81 69 72 74 78 82 80 86 89 77 71
After 65 72 81 73 68 78 73 79 84 76 64 74 68 70 73 71 82 82 71 70
a Determine the correlation coefficient and the line of best fit for predicting the
after-diet weights.
b What do the correlation coefficient and the line of best fit tell us about the effects
of the diets?
6 The table below shows the age and price of cars listed for sale in a newspaper.
Age Price ($1000) Age Price ($1000)
4 20 10 8
4 17 12 6
11 17 8 6
4 15 7 6
6 14 15 5
3 11 13 5
6 11 13 4
7 10 16 4
8 10 15 3
7 8 12 3
9 12 12 6
8 9 10 10
a Display the data as a scatterplot on

your calculator and describe what the
scatterplot shows.
b Find the correlation coefficient for the age
and price of the used cars.
c Find the line of best fit for predicting the
price of a car from its age.
d Use this line to estimate the cost of:
i a car that is 5 years old
ii a new car
iii a car that is 17 years old
iv a car that is 20 years old
e Comment on the reliability of the answers
in part d.

10L Sampling
When we are doing a statistical survey, it is often impossible to survey everybody involved.
It is usually better to survey a sample or smaller group of people. A good sample size is n,
where N is the number in the population and n = N . Two ways of choosing a fair sample are
random sampling and stratified sampling.
Example
A school principal wants to survey the students, with a view to changing the school uniform.
There are 800 students in the school and the principal would like to get the views of a
sample of 40 students from various Year levels as well as an appropriate mix of male and
female students. There are two ways in which he could choose a sample: random sampling
and stratified sampling.
Random sampling
Calculators have a random number function. These produce numbers from 0·0000 to
0·9999, which we can then use to get whole numbers from 1 up to a required number. The
principal could use the random number function to choose his sample by using these steps.
Example
Step 1 Number the students from 1 to 800.

Step 2 Use the calculator to get a random number 0·7123
(0·0000 to 0·9999).
Step 3 Multiply the number by the number in the population, 569·84
in this case 800.
Step 4 Add 1 to the number. 570·84
Step 5 Ignore the decimal places. 570
Student 570 is chosen.
The principal would repeat this process until he had 40 different numbers.
Stratified sampling
To use this method of sampling the principal needs to know how the school is divided into
Year levels and gender. The data for his school is shown in the table below. The principal
needs to find a sample that reflects the percentage of each type of student in the school.
Year level Sex Number Percentage Number in Example
the sample
M 120 15 6 For senior school males:

Senior
F 80 10 4 120
Percentage = × 100
M 120 12·5 5 800
Middle = 15%
F 130 17·5 7
In the sample of 40:
M 180 20 8 15
Junior 15% of 40 = × 40
F 170 25 10 100
=6
Total 800 100 40

10L
Exercise 10L
1 In an attempt to predict the results of an election, a newspaper editor decided to survey a
sample of the electorate. The following methods of finding a survey sample were suggested:
a approaching people coming out of a supermarket between 2 pm and 4 pm
b asking for responses in a mail-out dropped in all the mailboxes in the area
c a survey of all the people in the phone book with a surname beginning with B
d surveying people on their way to a football match
e surveying parents dropping off their children at a childcare centre
f conducting a survey of the houses in one street
g conducting a radio survey in which listeners are invited to phone in their preferences
Explain why each of these samples may not give results that reflect the whole of the electorate.
2 The council of a country shire wants to make changes to its school and wants the opinions
of the families with children. They are interested to know the opinions of both town and
rural families and of families of different sizes. The table shows the different types of
families with children in the shire.
a The council would like to survey a
Number of Town or rural Number of
sample of 80 families. Explain how preschoolers families
these families could be selected using
stratified sampling. There are 1300 1 T 120
families with children in the shire. R 40
b Number the families from 1 to 1300,
2 T 160
starting with the one-child families in
town and ending with the rural four- R 200
child families. Use random numbers 3 T 280
to select 80 families. Compare your
answer with the answer to part a. R 270
4 T 150
R 80
Total 1300
3 A golf club has 1550 members divided in the following way:

Juniors Adults Seniors
Male 80 420 350

Female 30 270 400
The committee would like to survey 200 of its members about changes to the membership
rules. Explain how they could select members by using:
a random sampling b stratified sampling

10M Estimating populations
Sometimes it is not possible to count an entire population and in these cases we may need to
estimate it.
For example, it is not possible to count all of the fish in a lake. We can estimate the population of
fish by catching a sample, tagging them and returning them to the lake. Another sample is caught
later and the total population is estimated from the proportion of tagged fish in the sample.
Example Solution
A scientist wishes to find the number of Four of 20 are tagged.
western swamp tortoises in Herdsman 4 15
Lake. On Wednesday she catches and tags Using direct proportion =
20 x
15 tortoises. These are returned to the lake.
On Friday she catches 20 tortoises, including So 4 x = 20 × 15 cross-multiply
four that are tagged. How many tortoises 4 x = 300
does she estimate are in Herdsman Lake? 300
x=
4
x = 75
The scientist estimates there are 75 western
swamp tortoises in Herdsman Lake.
Exercise 10M
1 At Spot’s Chook Farm, the shed is full of chickens. Mr Spot wants to have an idea of the
total number of chickens he has in the shed, but when he tries to count them the chickens
move and he loses count. He marks 40 chickens with a non-toxic coloured spray and returns
them to the shed. Later he separates a group of 40 chickens and counts 14 coloured ones.
a Write a proportion equation for the data.
b How many chickens does he have?
2 A crocodile sanctuary wants to know how many

baby crocodiles hatched in the nursery tank. The
keeper’s estimate is between 2000 and 2200.
She catches, tags and returns 80 baby
crocodiles. Later she counts three tagged
crocodiles in a sample of 100.
a Write a proportion equation for the data.
b Decide if her estimate is accurate.
3 Polar bears or Ursus maritimus live in a large

area around the North Pole. It is thought that there are between 21 000 and 28 000 polar
bears. In an attempt to estimate the polar bear population over this very large area, a small
area was surveyed and 40 bears were sprayed with a special dye that fades over time. The
following year 72 bears were spotted from the air and two were still wearing dye.

10M
a Use these numbers to estimate the polar bear population in the second year.
b Does the estimate fall between 21 000 and 28 000? Explain your answer.
4 The blue whale, Balaenoptera

musculus, is the largest
animal ever to inhabit the
Earth and is found
throughout the world’s
oceans. The population of
blue whales is estimated to
be between 1300 and 2000
and is dangerously low.
They generally spend
winters in temperate and
subtropical zones and
migrate to the polar regions
in spring and summer.
Blue whales once were
considered too difficult to
hunt because of their speed
and tremendous size, but by
the 1960s they were nearly
extinct. They now face
threats from entanglement
in fishing nets, pollution and illegal whaling.
In order to better estimate the population of these whales, scientists went to the same
waters three years in a row. They marked seven whales the first year. When they returned
the second year they saw 34 whales of which only one was tagged. On their return in the
third year, they saw 19 whales of which two were marked.
Use these figures to place an upper and a lower estimate on the number of whales in
these waters.
5 Habitat destruction, pollution and fungal

attack have seriously endangered the
corroboree frog, a tiny black and yellow
frog. Workers at the Tidbinbilla Nature
Reserve near Canberra have come to the
rescue by rearing frogs in captivity.
Rangers placed 3000 adult frogs back
into their natural habitat after marking
them. They returned each year and
counted frogs they caught in special
traps. After 2 years they counted
96 frogs of which 37 were marked.
Estimate the total population in the area.

10N Surveys
Surveys are used to obtain information about people’s characteristics and preferences. The
information can be used for marketing or planning. An example of a big survey is the census
conducted by Australian Bureau of Statistics every five years. Information from the census of
the population is used, for example, by governments to plan housing and infrastructure needs.
• A good survey is free from bias.
• A relatively large group must be surveyed.
• The people surveyed must be chosen at random from the target group, so that everyone
has an equal chance of being chosen.
Answers to a survey question are often a result of the way the question is written or how it is
asked. It is important to anticipate the types of responses that may come from a question. You
may wish to limit the responses to a number of categories.
Example Solution
As part of a survey 100 people were asked Do you have to be left- or right-handed?
‘Are you left-handed?’ Of these 24 said ‘yes’. Some people are ambidexterous and
In the same survey these same 100 people therefore are not left-handed nor right-handed.
were asked ‘Are you right-handed?’ 28 said
‘no’. If everyone was truthful, explain how Left-handed Right-handed Neither
this could have happened. 24 72 4
A good survey avoids questions that are leading, ambiguous, presumptuous, potentially
embarrassing or which rely heavily on opinion or memory that could be faulty. Survey
questions should be considered in order to identify faults, or bias may occur.
Exercise 10N
1 Determine which of the following survey questions would give unbiased responses.
For those with potential bias, state the reasons. Your class may discuss the answers.
a How many cars do you own? asked at an Eagles football game.
b Do you like Barbie accessories? asked at a playgroup.
c Do you have blue eyes? asked at a shopping centre.
d Do you use hair colour? asked at the beach on a hot day.
e Which sports should the school offer? asked at the local shopping centre.
f Are the Wallabies going to win the next World Cup Rugby? asked anywhere in Australia.
g Do you have pets? asked at a vet’s waiting room.
h Do you listen to a commercial radio station? asked at a street party in Fremantle.
i What is your age?
j Would you vote Greens at the next election?
Give your opinion of whether each of the questions above is a good survey question. If
you decide it is not, rewrite it so that you consider it to be a good question.

10N
2 Design a survey question to find out what people have for breakfast. Limit your choice of
answers to five.
3 A marketing analyst wants to survey people in a particular suburb to decide whether an

ice-skating rink would be profitable.
a With a partner design a short survey the analyst could use. Limit your survey to
10 questions with five responses for each. Watch for potential bias in your questions.
b How would your survey be conducted to get good results?
c How would you change the way the survey was conducted if it was a bottle shop that
was under consideration?
4 Write three survey questions that rely on personal opinion. Who would be likely to want
to use the responses to your survey questions?
5 Decide which of the 10 questions in Question 1 are based on opinion, memory or data.
6 a You have responsibility for surveying home owners to see if there is any interest in
a money-saving voucher book that costs $150. The vouchers are for half-price home
improvements and would only appeal to the home owner. Which of the following
methods would be most suitable for obtaining reliable information to answer the
question? Explain any good or bad features of each method.
Method Good features Bad features
i Obtaining telephone
numbers for every house
in Perth and phoning
every fiftieth one
ii Obtaining lists of
owner-occupied properties
in Perth and visiting
every fiftieth one
iii Obtaining lists of
owner-occupied properties
in Perth and visiting
every one
iv Sending a questionnaire
to every home in Perth
v Sending a questionnaire
to your friends
vi Asking the people in
your street
vii Asking people at a big
shopping centre
b Suggest a good method of surveying to find the information you need.

PUZZLES
1 Calculate the values indicated in the puzzle and match the corresponding letter to the
correct answer to solve the riddle:
What did the explorer say when he first saw the Pacific Ocean?
E x G Σx Score Frequency
I Sx L Upper quartile (Q3)
1 9
M IQR N Range
2 10
O Highest score S Lowest score
T Number of scores (n) 3 7
4 5
5 4
6 5
4 6 5 120 40 1·67 2 3
5 6 1 3 3
2 Calculate the values shown below for the data in the box and round to the nearest whole
number. Match the corresponding letter to the correct value to solve the riddle:
Where did Captain Cook land when he discovered Australia?
0 16 14 12 4 6 10 10
E Σx F x H Highest score
I x + 2S x N n O Lowest score
S Sx T Median
0 8 16 19 5 9 72 72 10

Statistics
3 During the Roman Empire, plumberi (plumbers) built sophisticated sewerage systems
made of lead. Some historians think that lead poisoning may have contributed to the
downfall of the Roman Empire. Use the boxplots to find the five-number summaries,
then match the corresponding letter to the correct number below to find the answer to
the question:
What are the names of two famous Roman Emperors?

min A
Q1 C
median E
10 11 12 13 14 15 16 17 18 19 20 21 22 Q3 G
max I
min L
Q1 N
median O
5 6 7 8 9 10 11 12 13 14 15 16 17 18 Q3 R
max U
,
14 10 6 20 19 16 6 10 8 17 15 13
4 Use the data sets for 1 and 2 to complete the back-to-back stemplot. Match the letter to
the missing numbers below to find the answer to the question:
A scientist who studies plagues and epidemics is an ______________________.
27 14 36 28 29 15 G 42 56
1
10 15 8 33 52 65 5 47 47
L 51 60 18 26 53 61 8 66
2
9 58 69 25 57 64 12 28 59
2 Stem 1
9 8 0 5 8
M 2 1 0 4 E 5 8
8 6 5 1 2 7 8 9
3 3 S
D 2 7 7
O 8 7 I 1 5 T 6
9 6 4 P 0 6 5
5 1 3 4 5 8 3 9 21 9 18 3 6 2

Misuse of statistics
When we display statistics we need to be careful that we do not mislead the person who reads
the information. When most people read a report with statistical data, they usually just glance
at the graphs and may not read all the details. Here are some examples of common mistakes.
Examples
3D pie graphs
When we look at a pie graph we register the Salaries
area covered by the sector of the pie graph. Building
In a 3D pie graph the sectors in the front Maintenance
seem bigger. Materials
This graph exaggerates the salaries.
Different class sizes in histograms
60
When you do not have equal class sizes
it is not appropriate to use frequency. 50
If we look at a histogram we register 40
Frequency
the area a bar covers rather than its

30
height. If we have a class that is
twice as wide as the others we must 20
compensate by making the bar half 10
as high.
0
0 30 45 55 65 75 85 100
Exam marks
Inappropriate breaking of the vertical axis
When we break the vertical Price of shares
axis in a histogram or line 29.5
graph we may emphasise
29
possible increases or
Price ($)
decreases. Alternatively, 28.5

we may not adequately 28
display an increase or
decrease because we 27.5
haven’t broken the axis. 27
1 2 3 4 5 6 7 8 9 10
This graph emphasises the Number of days
$1·40 or 5% increase in the
share price.

Statistics
Graphs are used to give a picture of a set of data so it is easy to interpret. But graphs can also
be misleading. Find the misleading feature of each of these graphs.
House prices rise steadily over 40 years
Was there only 200

a $9000 rise in
median house price Median house price ($’000)
in 18 years between 150
1972 and 1990?
100
50
0
1960 1965 1970 1971 1972 1990 1991 1992 1993 1995 1996 1997 1998
Year
Miracle boy still growing
Did Bill grow to seven times his 167

original height in a year? 166
165
Height (cm)
164
163
162
161
Jan Feb Mar Apr Jun Jul Aug Sep Oct Nov
Month
Perth sales skyrocket
Office Melbourne Adelaide Sydney Perth Brisbane
Sales for the year 10 8 12 9 10
Did the Perth office have the best sales?

10
5
Melbourne
Adelaide
Sydney
Perth
Brisbane
Search the Internet, magazines and

newspapers for other examples of the
misuse of statistical graphs.

Bell-shaped curves
When we analyse large samples such as:
• intelligence quotients (IQ) for school students
• heights of Year 10 students
• weights of newborn babies
• the number of roses on a bush
• exam marks x
we often get a frequency distribution
that has a bell shape.
This type of distribution is known as a normal distribution. The curve is symmetrical and
the mean, median and mode are all the same.
When working with normal distributions we have the 68–95–99·7 rule.
• Approximately 68% of a sample will fall
within 1 standard deviation of the mean.
68%
16% 16%
Sx x Sx
• Approximately 95% of a sample will fall
within 2 standard deviations of the mean.
95%
2·5% 2·5%
2Sx x 2Sx
• Approximately 99·7% of a sample will fall

within 3 standard deviations of the mean.
99·7%
0·15% 0·15%
16%
3Sx x 3Sx

Statistics
1 Intelligence quotients (IQ) are believed to have a normal distribution with a mean of 100
and a standard deviation of 15.
a 68% of people have an IQ between ________ and ________.
b ________ people have an IQ greater than 115.
c ________ people have an IQ less than 70.
d 84% of people have an IQ greater than ________.
e 97·5% of people have an IQ less than ________.
f ________ of people are out of the range of 70–130.
2 Research into the number of roses on rose bushes gave these results:
3, 2, 22, 21, 4, 8, 5, 6, 6, 10, 8, 7, 7, 16, 17, 17, 17, 16, 18, 18, 19, 20,
12, 12, 12, 12, 12, 12, 13, 9, 12,12, 11, 11, 13, 13, 13, 13, 13, 14, 14,
14,14, 14, 11, 11, 11, 11, 11, 10, 10, 10, 10, 8, 9, 9, 9, 15, 15, 15
a Display the data as a column graph and show that it is approximately
normally distributed.
b Find the mean and the standard deviation for the number of roses.
c Find ⎡⎣ x − S x , x + S x ⎤⎦ .
d What percentage of the sample lies within this range?
e Find ⎡⎣ x − 2 S x , x + 2 S x ⎤⎦ .
f What percentage of the sample lies within this range?
g Find ⎡⎣ x − 3S x , x + 3S x ⎤⎦ .
h What percentage of the sample lies within this range?
i Your answers will not be exactly 68%, 95% and 99·7%.
Explain why your answers differ slightly.
3 a Select a sample of students in your Year level.

b Decide whether to use a random or stratified sample and explain your reasoning.
c Describe the heights of students in your sample in centimetres correct to
1 decimal place.
d Display the data as a histogram and comment on whether the data are approximately
normally distributed.
e Test whether the 68–95–99·7 rule applies to the data.

REVISION QUESTIONS
Exercise 10A
1 A librarian noted the number of pages in a sample of 35 novels in the library:
541, 253, 280, 331, 301, 307, 417, 283, 640, 266, 336, 297, 382, 286, 413, 301, 268, 630,
272, 507, 666, 98, 174, 306, 318, 676, 189, 583, 842, 347, 445, 385, 341, 290, 322
Display the data as a column graph and comment on what it shows.
Exercise 10B
2 Choose the best type of graph from the list for each type of data:
bar graph, divided bar graph, pie chart, line graph, histogram, column graph,
double column graph
a Sales in each month of a calendar year b Measured weights of students
c Results in a Chemistry test d Rainfall during the year in Perth
Exercises 10C and 10D

3 Find the mean and the standard deviation for the number of pages in the novels in the library:
541, 253, 280, 331, 301, 307, 417, 283, 640, 266, 336, 297, 382, 286, 413, 301, 268, 630,
272, 507, 666, 98, 174, 306, 318, 676, 189, 583, 842, 347, 445, 385, 341, 290, 322
Exercise 10E
4 Find the median, the mode, the range and the interquartile range for this data:
24, 31, 29, 28, 17, 34, 31, 30
Exercises 10F and 10G

5 a Display the following data as an ordered back-to-back stemplot:
Group A 112, 125, 105, 108, 114, 119, 123, 115, 116, 112
Group B 103, 107, 104, 112, 112, 113, 114, 121, 118, 105
b Find the median, Q1 and Q3 for each set of data.
Exercise 10H
6 Find the median and IQR for the number of pages in the novels in the library:
541, 253, 280, 331, 301, 307, 417, 283, 640, 266, 336, 297, 382, 286, 413, 301, 268, 630,
272, 507, 666, 98, 174, 306, 318, 676, 189, 583, 842, 347, 445, 385, 341, 290, 322
7 The boxplot displays the number of students

arriving late for school each day.
a What is the median number of
late students? 5 10 15 20 25 30
b How often are more than Number of late students
20 students late?

Statistics
Exercise 10I
8 Draw a boxplot for the number of pages in the novels in the library, checking for outliers:
541, 253, 280, 331, 301, 307, 417, 283, 640, 266, 336, 297, 382, 286, 413, 301, 268, 630,
272, 507, 666, 98, 174, 306, 318, 676, 189, 583, 842, 347, 445, 385, 341, 290, 322
Exercise 10J
9 The distance from school and the time it takes for 20 students to get there is shown below.
a Display the data as a scatterplot.
b Estimate the correlation coefficient for the data.
Distance Time Distance Time Distance Time
(km) (min) (km) (min) (km) (min)
12·3 15 5·9 13 15·6 22

8·6 18 2·4 9 8·2 10
2·1 12 1·9 2 3·4 12
1·7 5 3·8 5 22·6 31
3·4 7 5·2 9 1·4 3
5·3 14 4·8 9 5·0 8
24·7 15 6·5 13
10 Find a line of best fit for the data above.

11 Find the correlation coefficient and least squares regression line for the data above.
Exercise 10L
12 A Year 10 coordinator wants to survey a sample House Sex Number
of students about the choice of band for their
social. She wants the opinions of 20 students Smith M 24
who would be representative of the Year level and F 20
the four pastoral care houses, as well as a balance Cuthbert M 18
of male and female students. The table shows the F 22
breakdown of the students in the Year level.
Explain how she could select a group by using: Macpherson M 28
F 16
a random sampling
b stratified sampling Robin M 21
F 23
Exercise 10M
13 A park ranger catches 7 fish, tags them and returns them to the river. Later that day, he
returns to the river and catches 19 fish in the same spot. Only one of the 19 fish is tagged.
a Estimate the number of fish in that part of the river.
The following day he returns to the same spot and catches 20 fish without tags.
b What can you conclude from this information?

CHAPTER
11
Variation,
Exponential
and Reciprocal
Functions
Algebra in history
Early scientists such as Aristotle and Ptolemy believed that the Earth was the centre
of the universe and that celestial objects moved in perfect circles. Nicolaus Copernicus
suggested that the planets in our solar system orbit the Sun rather than the Earth, but
he too believed the orbits were circles. In 1618, Johannes Kepler studied the movements
of planets with great precision and realised that they moved in ellipses, not circles.
Using variation rules, Kepler developed laws to describe the relationship between a
planet’s orbital period and its distance from the Sun. The laws he developed were all
based on observations of data and had no theoretical basis.
Algebra today
Newton’s Law of Universal Gravitation states that every particle of matter in the
universe attracts every other particle of matter with a force that is proportional to the
product of the masses of the attracting particles and inversely proportional to the
square of their distance apart. If F is the force of attraction between two particles of
mm Gm1m2
mass m1 and m2 at a distance d apart, then F ∝ 1 2 2 or F = , where G is the
universal gravitational constant. d d2
The force of attraction decreases as the distance between the objects increases.

• Recognising relationships that follow
direct, inverse, partial or joint variation
• Solving real-life problems that contain
direct, inverse, partial and joint variation
• Recognising exponential and reciprocal
functions and identifying their key features
• Altering the shape and position of
graphs using translation, dilation
and reflection
• Using technology to develop a broader
understanding of graphs
11A Variation: Describing change
Change surrounds us. The tides peak twice a day and the ocean erodes the coastline, continents
are moving on gigantic tectonic plates and the world’s population increases every day. The
universe is expanding at an accelerating rate.
Mathematics tries to make numerical sense of these changes and to describe them in algebraic
and graphical terms.
Sometimes increasing one quantity results in an increase in another quantity. For example, the
more donuts you buy the greater the cost. In mathematical terms we might say that:
• the cost is proportional to the number of donuts bought, or
• the cost varies directly with the number of donuts bought.
This results in a linear relationship of the type y = mx.
Example Solution
1 Pens cost $1·20 each and are supplied in
boxes of 25.
a Find the cost of the following number
of boxes of pens:
i 2 Number of pens = 2 × 25 = 50 pens
Cost per pen = $1·20
∴ cost = 50 × $1·20 = $60
ii 15 Number of pens = 15 × 25 = 375 pens
Cost per pen = $1·20
∴ cost = 375 × $1·20 = $450
b Describe the connection between the The more pens that are bought the higher the
number of pens purchased and the cost. cost. The cost is proportional to the number
of pens bought.
2 In a restaurant four chairs can be
arranged around a square table.
a State the number of chairs that can be
placed around:
i 1 table 1 table: 4 chairs
ii 2 tables 2 tables: 8 chairs
iii 3 tables 3 tables: 12 chairs
b Describe the relationship between the
number of chairs (y) and the number
of tables (t):
i in words Each table needs four chairs and so the
number of chairs is four times the number
of tables.
ii algebraically y = 4t

11A
Example Solution
c Show the results of your findings 30
on a graph by plotting the number 28
of chairs against the number of tables. 26
24
Comment on the shape of the graph. 22
20
18
Chairs
16
14
12
10
8
6
4
2
1 2 3 4 5 6 7 8 9 10
Tables
The points are arranged in a linear manner.

The points can’t be joined, as fractions of
tables and chairs are not valid in this situation.
3 Find the values of a and b in the table The relationship is y = 3x.
by using direct variation to find the y = 3x
relationship between x and y: ∴a=3×2=6
y = 3x
x 0 1 2 b
12 = 3 × b
y 0 3 a 12 12
∴b= =4
3
Exercise 11A
1 The Indo-Australian continental plate on which Australia is positioned is moving at the
speed of 8·1 cm/year in a northerly direction.
How far will the plate move in:
a 2 years? b 5 years? c 10 years? d a century?
2 Boxes of potato chips contain 125 packets. State the number of packets of chips contained
in the following number of boxes:
a 12 boxes b 15 boxes c 26 boxes d 101 boxes
3 Use direct variation to find the relationship between x and y, and so find the values of a and b:
a x 0 2 3 b b x 3 5 6 b c x 0·8 2·5 3 b
y 0 8 a 20 y 9 15 a 22 y a 8 9·6 35·2
Chapter 11 Variation, Exponential and Reciprocal Functions 443

11A
4 The nutritional value of cooked rice is quoted per 100 g serving.
a Complete the table for the other serves.
100 g 200 g 300 g 400 g 500 g
Energy (kJ) 450

Fat (g) 0·5
Carbohydrate (g) 22·8
b Plot the results on the following sets of axes:
i ii iii
2250 2 120
2000
100
1750
Carbohydrate (g)
Energy (kJ)
1500 80
Fat (g)
1250
1 60
1000
750 40
500
20
250
Serving (g) 500 Serving (g) 500 Serving (g) 500
c Write a rule that connects the amount of energy, E (kJ), fat, F (g), and
carbohydrate, C (g), per serving of cooked rice, R (100 g).
5 In a restaurant, six chairs are arranged around each hexagonal

table. Each chair has four legs and each table has six legs.
a State the total number of legs of tables and chairs for the
following settings in the restaurant:
i 1 table ii 2 tables iii 3 tables
iv 4 tables v 5 tables
b Describe the relationship between the number of legs (l)
and the number of tables (t):
i in words ii using a rule
c Show the results of your findings on a graph.
6 Which of the following graphs shows direct variation between x and y?

A y B y C y
x x x
D y E y F y
x x x

Direct variation (y = kx) 11B
When presented with a set of data or other information, a rule is the best way to describe the
relationship in a form that can be used to find other values.
In this process the symbol ∝ is used to represent ‘varies directly with’ or ‘is proportional to’.
For example, y ∝ x means that y ‘varies directly’ with x. The rule to describe the relationship
is y = kx, where k is the constant of proportionality.
Example Solution
1 Let y ∝ x and x = 4 and y = 24.
a Express this relation as a rule. y∝x
∴ y = kx
b Find the constant of proportionality x = 4, y = 24
and use it to write the relation as ∴ 24 = k × 4
a rule. 24
∴k= =6
4
∴ y = 6x
c Use your rule to complete the table:
x 2 3·4 6·8 9·1 16 x 2 3·4 6·8 9·1 16

y y 12 20·4 40·8 54·6 96
2 It is known that the distance, d, travelled

by a car travelling at constant speed
varies directly with the length of time, t,
that it travels.
A car travels 200 m in 20 seconds.
a Write the algebraic connection d ∝ t (This reads ‘d is proportional to t’.)
between the distance and time that
a car moves at constant speed.
b Express this connection as a rule. d = kt
c Find the constant of proportionality. When d = 200 m, t = 20 s
∴ d = kt
200 = k × 20
200
∴k=
20
= 10 m/s
d Write the rule expressing the distance d = 10t
in terms of time.
e If the car continues at this speed, find
the distance that it will cover in:
i 32 seconds d = 10 × 32 = 320 m
ii 35·8 seconds d = 10 × 35·8 = 358 m

11B
Example Solution
f Transpose the rule to make the length d = 10t
of time, t, that the car travels the d
∴t=
subject of the formula, and find the 10
time to the nearest tenth of a second
that it will take the car to travel:
142
i 142 m t= = 14·2 s
10
345
ii 345 m t= = 34·5 s
10
Exercise 11B
1 If y ∝ x and x = 4 and y = 18:
a Express this relation as a rule.
b Find the constant of proportionality and use it to write the relation as a rule.
c Use the rule to complete the table.
x 3 2·6 3·78 12·6 34

y
2 If t ∝ z and t = 0·2 and z = 1·8:

a Express this relation as a rule.
b Find the constant of proportionality and use it to write the relation as an equation.
c Use the equation to complete the table.
t 198 63 99 14·4 468·9

z
3 Friction is a force that resists movement across a surface. Friction is proportional to

the mass of an object when the object is placed on a surface and pushed from the side.
The constant of proportionality is denoted μ and it is called the coefficient of friction.
Complete the table when various masses are brought into contact.
Surfaces in contact Friction force Mass of object μ (coefficient
(N) (kg) of friction)
Steel on steel 7·8 10

Glass on glass 30 0·94
Teflon on Teflon 12 300
Copper on mild steel 50 0·53

Partial variation ( y = mx + c) 11C
Washing-machine repairers, for example, often insist that a fixed amount be charged for
repairs along with a timed charge per quarter hour. The fixed charge is made for travelling
costs, while the timed cost adjusts for the difficulty of the job. As the total cost is composed
of a fixed part and a variable part dependent on time, this is called partial variation.
The rule that describes partial variation is y = mx + c, which, when plotted, is a straight line
that does not pass through the origin.
Example Solution
1 In a restaurant, four chairs can be
arranged around a single square
table. When bigger parties are booked
extra tables and chairs are added as
shown here:
a State the number of chairs used for the

following number of tables:
i 1 4 chairs
ii 2 6 chairs
iii 3 8 chairs
b Describe the relationship between the
number of chairs (y) and the number
of tables (t):
i in words The first table uses 4 chairs and each extra
table needs 2 chairs.
ii as a rule y = 2t + 2
2 A washing-machine repair company
makes a total charge ($C) split into a
fixed amount of $50 and $5 for each
quarter hour (t) on the job.
Complete the table of values that shows
the charge made for various jobs taking
different lengths of time.
Time t 0 1 2 3 4 5 6 Time t 0 1 2 3 4 5 6
(quarter hours) (quarter hours)
Charge $C Charge $C 50 55 60 65 70 75 80

11C
Exercise 11C
1 In a restaurant five chairs can be arranged
around a single pentagonal table. When
larger parties are booked extra tables
and chairs are added as shown here.
a Complete the table of values that shows
the number of chairs c needed for the
number of tables t in the restaurant:
Tables t 1 2 3 4 5 6
Chairs c
b Plot the points on a set of axes.

c Write the rule that relates the
number of chairs required to the
number of tables.
d Use this rule to find the number of chairs needed when the following number of tables
are joined:
i 9 ii 11 iii 13 iv 17 v 21
2 The profit ($P) made on selling a number (n) of calculators is given by the equation
P = 4·5n − 18.
a Complete the table below.
b Plot the points on a set of axes and describe the relationship between profit and
calculator sales.
Number n 1 2 3 4 5 6 7 8
Profit P ($)
3 A water tank is filled with 1400 litres of water. The tank is bumped and the tap starts to
leak so that the volume of water left in the tank V (litres) after time t (min) is as recorded
in this table:
Time t (min) 0 5 10 15 20 25 30 35
Volume remaining V (litres) 1400 1380 1360 1340 1320 1300 1280 1260
a Plot a graph of time against the volume remaining in the tank on a set of axes.
b Use the graph to estimate the volume of water remaining in the tank after:
i 18 min ii 22 min iii 37 min
c Find a rule that connects the volume of water remaining in the tank V (litres) and the
time t (min) after the tap starts to leak.
d If the tank keeps leaking at this rate, find how long it would take for the tank to
empty completely.

Inverse variation and reciprocal functions ( y = kx ) 11D
When two quantities are connected in an inverse relationship, as one quantity is increased the
other is decreased. This is the opposite to direct variation, where increasing one variable
results in an increase in the other.
Here are some examples of inverse variation:
• As the distance between two planets increases, the gravitational force between them decreases.
• For a rectangle of fixed area, the length increases as the width decreases.
• For a journey of a fixed distance, the faster you travel, the sooner you arrive.
In a reciprocal relationship, the product (×) of the coordinate pairs produces a constant result.
The pattern below illustrates this relationship:
x 1 2 3 4 5 6
× × × × × ×
y 12 6 4 3 2·4 2
Multiply x by y to give 12 = = = = = =
12 12 12 12 12 12
The general rule for reciprocal functions:

k
x × y = k or y =
x
In the above example, the rule can be found by: x×y=k

Input any point, e.g. (2, 6): 2×6=k
k = 12
12
∴ x × y = 12 or y =
x
y
12
10
8
6
When reciprocal functions are graphed, the curve is called 4
a hyperbola. The graph of this function over the domain 2
−12 ≤ x ≤ 12 is shown: –12–10 –8 –6 –4 –2–2 2 4 6 8 10 12 x

–4
–6
–8
–10
–12
We can see from the graph that both the x- and y-axes are asymptotes (i.e. the function is
approaching these axes but will never touch them because you cannot divide by zero).
As x → ∞, y → 0 and As x → −∞, y → 0
The domain (x values) of this function is all the real numbers except zero, R\{0}.
The range (y values) of the function is also the real numbers except zero, R\{0}.

11D
Exercise 11D
1 Complete the table of values then determine the rule for each of the reciprocal relationships:
a x 1 2 3 4 5 b x 1 2 3 4 5
y 4 2 y 10 6 23
c x 1 2 3 4 5 d x 1 2 3 4 5
y 10 2·5 y 36 12
e x 1 2 3 4 5 f x 1 2 3 4 5
y 8 4 y 8 4·8
2 Draw graphs of each of the above functions. Choose the scale carefully.
3 Construct a table of values and determine the rules from the graphs below:
y
10
6
E
4 C D
2 B
A
–10 –8 –6 –4 –2 2 4 6 8 10 x
–2
–4
–6
–8
–10
4 Determine the domain, range and asymptotes for each of the functions in Question 3.
k
5 Write the following rules in the form y = :
x
a xy = 100 b xy = 48 c xy = 65 d xy = 76
6 Write the following rules in the form xy = k:

50 120 199 2·5
a y= b y= c y= d y=
x x x x

EXPLORING reciprocal functions 11E
Example Solution
The Rottnest Island Authority held a
competition for students to promote the
local quokka and raise awareness of its
coexistence with humans. Students were
required to design a logo that would fit
within a rectangular area of 80 cm2.
a If l is the length and w is the width of the The two dimensions when multiplied
k together give an area of 80 cm2.
logo, write a rule in the form y = to
x So l × w = 80.
describe this situation.
80
This can also be written as l = .
w
b The length and width are inversely Inversely proportional means that as the
proportional. What does ‘inversely length increases, the width decreases, if the
proportional’ mean in this situation? area is to remain the same.
c Draw a graph that shows the logo’s l (cm)
possible dimensions. 80
60
40
20
20 40 60 80
w (cm)
d If the width is 5 cm, how long would the Need to determine length (y) if width is
logo be? 5 cm (x = 5).
80
y=
x
80
y=
5
y = 16
∴ Logo would be 16 cm long.
e If the logo is 12 cm long, how wide Need to determine the width (x) if length is
would it be? 12 cm (y = 12).
xy = 80
80
x=
12
2
x=6
3
∴ Therefore the width is 6·67 cm.

11E
Learning task 11E

1 At the shops I have $40 to spend on meat and I know that the amount of meat I can buy
(y kg) is inversely proportional to the price of the meat ($x per kg).
a What does ‘inversely proportional’ mean in this situation?
b Draw a graph that shows the possible values for x and y.
k
c Write the relationship as an equation of the form y = .
x
d What quantity of sausages could be purchased if sausages cost $8 per kg?
e What is the price per kg of mince if 5·5 kg was purchased?
2 Christian was telling a friend about the size of a block of

land he recently purchased in the Perth hills. The area of the
block is 650 square metres.
a If l is the length and w is the width, write a rule in the
k
form l = to describe this situation.
w
b Draw a graph that shows the possible dimensions of the block.
c If the width is 25 metres, how long is the property?
d If the property is 20 metres long, how wide is it?
3 The distance from Perth to Busselton is 228 km. The time taken (t hours) to complete this
trip depends upon the average speed (x km/h) of the car.
a Explain why this situation is inversely proportional.
b Draw a graph to show the possible values of x and t.
k
c Write the relationship as an equation of the form t = .
x
d How long would it take if the average speed of the car was:
i 90 km/h? ii 100 km/h? iii 85 km/h?
e What was the average speed if the time taken to complete the trip was:
i 2 hours? ii 2 12 hours? iii 2 hours 42 min?

11E
4 Bob the bricklayer and Louis his labourer take 12 days
to complete the brickwork for a house. When Garry
helps out it takes only 8 days.
a Explain why this situation is inversely proportional.
b Draw a graph that shows the possible values for
n (number of people) and d (number of days).
c Write the relationship as an equation of the form
k
d= .
n
d How many days would it take if there were four people?
e How many people would be needed if the brickwork was to be built in 24 days?
5 When workers of the Mirra Image magazine are paid $15 per hour for a total of 60 hours,
the job is completed within budget. This situation is found to be inversely proportional.
a What does ‘inversely proportional’ mean in this situation?
b Draw a graph that shows the possible values for x (pay in $ per hour) and y (number
of hours), so the job is still within budget.
k
x
d If the pay per hour increases to $18·75 due to overtime and conditions, how long
would the job have to take in order for the cost to remain the same and the job to be
completed on budget?
e Why are the values of x and y positive?
6 A lifeboat containing 5 survivors carries supplies of water and food for 24 days.
a Why is this situation inversely proportional?
b Draw a graph that shows the possible values for x (number of survivors) and
y (number of days).
k
x
d If they picked up another 10 survivors from a nearby rock, for how long would the
food and water last?
e They were picked up by a rescue boat after 12 days. For how many more days could
they have survived if there had been 8 people on the boat?

11F Direct and inverse variation using powers
Some relationships involve direct or inverse variation using fractional or whole multiple
powers according to the situation. Algebra can be used to express the proportionality
relationship that leads to the finding of the constant, and thus to the rule between the
variables. The rule can then be used to find unknown quantities.
Example Solution
1 Find the rule for the following:
a y is proportional to the square of x. y ∝ x2 ∴ y = kx2
When y = 4, x = 2. When x = 2, y = 4:
4 = k × 22
∴k=1
The rule is y = x2.
1 k
b y varies inversely as the square of x. y∝ 2
∴y=
When y = 2, x = 4. x x2
When x = 4, y = 2:
k
2=
42
∴ k = 32
32
The rule is y = .
x2
2 The acceleration of an object a (m/s2) is
proportional to the square of its speed
s (m/s) over a set distance when starting
from rest. When an object is accelerated
at 3 m/s2 over a fixed distance it achieves
a speed of 27 m/s.
a Express this as a rule. a ∝ s2 ∴ a = ks2
When a = 3, s = 27:
3 = k × 272
3 1
∴k= 2 =
27 243
s2
The rule is a = .
243
s2
b Find the acceleration for the object a=
to reach a speed of 18 m/s over the 243
set distance. 182
a=
243
1
= 1 m/s2
3

11F
Exercise 11F
1 Find the rule for each of the following and use it to find the indicated values.
a y is proportional to the square of x and when y = 2, x = 5. Find the value of y for
x values of:
i 3 ii 4 iii 6 iv 8
v 9 vi 12 vii 15 viii 20
b y varies as the cube of x and when x = 2, y = 16. Find the value of y for x values of:
i 1 ii 1·2 iii 1·8 iv 2·4
v 2·5 vi 4 vii 10 viii 12
c y varies as the inverse square root of x and when x = 9, y = 4. Find the value of y for
x values of:
i 1·44 ii 6·25 iii 6·76 iv 31·36 v 60·84 vi 67·24
2 y varies inversely as x. If y = 20 when x = 4, find:
a y when x is
i 1 ii 9 iii 16 iv 25 v 36 vi 49
b x when y is
i 2 ii 3 iii 4 iv 5 v 6 vi 8
c the effect on y when x is:
i multiplied by 4 ii divided by 9
3 The capacity C (litres) of a tank in the shape of a cube is directly proportional to the cube
of its edge length l (m).
Edge length (metres) 1 1·2 1·4 1·6 1·8
Capacity (litres) 1000 1728 2744 4096 5832
a Write:
i the proportionality statement
ii the rule expressing C in terms of l using k as the constant of proportionality
b Use this rule to find the capacity of cubes with edge lengths of:
i 2·5 m ii 3·4 m iii 4·8 m iv 5·4 m v 6·15 m
4 Which of the following graphs could show variation between x and y that is:
a direct variation? b inverse variation? c partial variation?
A y B y C y
x x x
y y y
D E F
x x x
11G Joint variation
When describing the connection between quantities, often more than two variables are
required. Joint variation occurs when one quantity varies with the product or quotient of a
number of other variables. The same process applies as for direct variation.
Example Solution
1 Write the rule that applies for the following:
a z varies jointly as x and y z ∝ xy ∴ z = kxy
b z varies jointly as x and the square of y z ∝ xy2 ∴ z = kxy2
c z varies directly as x and inversely as y x kx
z∝ ∴z=
y y
d z varies with x and inversely as the x kx
z∝ ∴z=
square of y y 2
y2
e z varies inversely as x and inversely 1 k
z∝ ∴z=
as y xy xy
2 z varies jointly as x and y. When z = 60,
x = 3 and y = 4:
a Find the rule that connects z to z ∝ xy ∴ z = kxy
x and y. When x = 3, y = 4, z = 60
∴ 60 = k × 3 × 4
∴ 60 = 12k ∴ k = 5
The rule can be expressed as z = 5xy
b Find the value of z when x = 2 and When x = 2, y = 8, z = 5 × 2 × 8
y = 8. ∴ z = 80
z
c Re-express the rule to make x the z = 5xy ∴ x =
subject and use it to find the value 5y
of x when z = 20 and y = 2. 20
When y = 2, z = 20 ∴ x =
5× 2
20
∴x= =2
10
Exercise 11G
1 z varies jointly as x and y, and z = 140 when x = 7 and y = 2.
a Find the rule that expresses z in terms of x and y.
b Find the value of z when x = 1 and y = 0·5.
c Re-express the rule to make x the subject and use it to find the value of x when
z = 80 and y = 4.
2 z varies jointly as x and the square of y, and z = 32 when x = 5 and y = 4.
c Re-express the rule to make x the subject and use it to find the value of x when
z = 36 and y = 3.

11G
3 z varies directly as x and inversely with y, and z = 21 when x = 15 and y = 75.
b Find the value of z when x = 14 and y = 30.
c Transpose the rule to make x the subject and use it to find the value of x when
z = 10 and y = 12.
4 z varies as x and inversely as the square of y, and z = 25 when x = 20 and y = 2.

b Find the value of z when x = 135 and y = 3.
z = 45 and y = 4.
5 z varies inversely as x and inversely as y, and z = 20 when x = 12 and y = 15 .

b Find the value of z when x = 25 and y = 14 .
z = 53 and y = 13 .
6 The kinetic energy E (joules) of a moving body varies as the mass m (kg) and the square
of the velocity v (m/s). A mass of 5 kg with a velocity of 20 m/s has a kinetic energy of
1000 joules. Find the kinetic energy of a mass of 2 kg that is travelling at 12 m/s.
7 The volume V (cm3) of a cylinder varies directly as the height h (cm) and the square of
the radius r (cm) of the base. A cylinder with volume 942·5 cm3 has a height of 12 cm
and a base radius of 5 cm.
a Find the rule that connects the volume of this cylinder to its height and base radius.
b Use the rule to find the volume of a cylinder with a height of 15 cm and base radius
of 3 cm.
8 In 1839 Joule announced that the heat energy released (H joules) when an electrical
current is passed through a wire varies directly as the resistance of the wire (R ohms),
the square of the current (I amps) and the length of time (t s) that the current is passed.
It is recorded that 3·6 × 106 joules of energy is released when a current of 5 amps is
passed for 1 hour through the wire of a radiator with resistance of 40 ohms.
a Find the rule that expresses the amount of energy (H) in terms of the current passed
(I), the resistance (R) and the length of time (t).
b Find the amount of energy that is released when a current of 4 amps is passed for
1 hour through a wire with a resistance of 60 ohms.
9 The volume of a gas (V litres) varies directly as the temperature (T °C) and inversely as
the pressure (P cm of Hg). A volume of 10 litres of a gas has a pressure of 75 cm of Hg
when the temperature is 35°C.
a Find the rule that connects the volume of a gas (V) to its pressure (P) and temperature (T).
b Use this rule to find:
i the volume of the gas when the pressure is 60 cm of Hg at a temperature of 66°C
ii the temperature at which 12 litres of this gas is held with a pressure of 120 cm of Hg
iii the pressure of 15 litres of this gas at 50°C

11H EXPLORING reciprocal relationships
Learning task 11H

1 Graph the reciprocal functions xy = 1, xy = 4 and xy = 6 and on the same set of axes over
the domain −3 ≥ x ≥ 3 by first completing the following table of values. Label each
function carefully.
x −3 −2 −1 0 1 2 3
xy = 1
xy = 4
xy = 6
2 a What do you notice about the graphs in Question 1? Discuss your observations in
terms of gradient.
b Describe the effect of k in xy = k.
3 Graph the reciprocal functions xy = 8, xy = −8, xy = 2 and xy = −2 on the same set of axes over
the domain −4 ≥ x ≥ 4 by first completing a table of values. Label each function carefully.
terms of gradient.
b Describe the effect of positive and negative values of k in xy = k.
2 2 2 2
5 Graph the reciprocal functions y = + 1, y = − 3, y = + 6, and y = − 5 on the same
x x x x
set of axes over the domain −4 ≥ x ≥ 4 by first completing a table of values. Label each
function carefully.
terms of gradient, y-intercept and asymptotes. (An asymptote is a straight line that is
approached, but never reached, by a branch of the curve as it stretches to infinity.)
k
b Describe the effect of c on y = + c.
x
1 1 1 1
7 Graph the reciprocal functions y = , y= ,y= and y = on the same
x−3 x+2 x +1 x −1
set of axes over the domain −4 ≥ x ≥ 4 by first completing a table of values. Label each
function carefully. Round to 2 decimal places when necessary.
terms of gradient, y-intercept and asymptotes.
1
b Describe the effect of h on y = .
x−h

Transforming reciprocal functions 11I
Graphs of reciprocal functions or hyperbolas can be transformed by translation, reflection
and dilation.
Example Solution
Sketch the hyperbola with equation
1 1
y = , that is f (x) = , and perform
x x y
10
the following transformations, explaining 8
each one. Sketch the new graph and state 6
its equation. y – 1x 4 y 1x
2
a Reflect about the x-axis, g(x). The y values change –4 –2 2 4 x
their sign. –2
–4
g(x) = −f (x) –6
1 –8
∴ g(x) = − –10
x
b Translate 2 units right, h(x). Each x value is shifted y
10
2 units to the right, so 8
the asymptotes are 6 y x –1 2
y = 0 and x = 2. 4 y 1
x
2
h(x) = f (x − 2)
–4 –2 –2 2 4 x
1
∴ h(x) = –4
x−2 –6
–8
–10
y
c Translate 5 units up, k(x). Each value of the 10
y-coordinate has 8 y 1x 5
5 added to it. 6
4
k(x) = f (x) + 5 2 y 1x
1
∴ k(x) = + 5 –4 –2 –2 2 4 x
x –4
–6
–8
–10
d Dilate by a factor of 10 Each y value is made y

10
parallel to the x-axis, m(x). 10 times larger. 8 y 10x
m(x) = 10 × f (x) 6
4
1 y 1x
∴ m(x) = 10 × 2
x –2 2 4 x
–4 –2
10
= –4
x –6
–8
–10

11I
Exercise 11I
1 State the equations of the asymptotes of the following hyperbolas by observation:
2 1 1
a y= b y= c y= +4
x x+3 x
y y y
10 10 10
8 8 8
6 6 6
4 4 4
2 2 2
–6 –4 –2 2 4 6x –6 –4 –2 2 4 6x –6 –4 –2 2 4 6x
–2 –2 –2
–4 –4 –4
–6 –6 –6
–8 –8 –8
–10 –10 –10
2 From the graphs below state:

i the coordinates of the intercepts ii the equations of the asymptotes
4 2 5
a y= +2 b y = 1− c y= −2
x+3 x+3 x+2
y y y
10 10 10
8 8 8
6 6 6
4 4 4
2 2 2
–6 –4 –2 2 4 6x –6 –4 –2 2 4 6x –4 –2 2 4x
–2 –2 –2
–4 –4 –4
–6 –6 –6
–8 –8 –8
–10 –10 –10
1
3 Translate the function y = the indicated number of units right or left and state each new
x
equation, its domain and range, and the equation of the asymptotes:
a 2 units right b 1 unit left c 5 units right
1
4 The graph shown is y = . y
x 10
a Dilate it by the indicated factors parallel to the x-axis, 8
6
sketch the result and state the new equation: 4
i 2 ii 3 iii 4 2
b Reflect the graphs in part a in the x-axis, then sketch –6 –4 –2 2 4 6x
–2
the result and state the new equation. –4
–6
–8
–10

EXPLORING exponential functions 11J
Learning task 11J

1 Graph the following exponential functions on the same set of axes over the domain
0 ≥ x ≥ 3, by first completing the table of values. Label each function carefully.
x 0 1 2 3
x
y=1×2
y = 3 × 2x
y = −2 × 2x
y= 1
2
× 2x
2 a How do the above functions compare with the initial exponential function? Discuss
your observations in terms of gradient and y-intercept.
b Describe the effect of k in y = kax.
3 Graph the exponential functions y = 2x, y = −2x, y = 3x and y = −3x on the same set of axes
over the domain 0 ≥ x ≥ 3 by first completing a table of values. Label each function carefully.
terms of gradient and y-intercept.
b Describe the effect of a in y = ax.
x x
⎛ 1⎞ ⎛ 1⎞
5 Graph the exponential functions y = 2x, y = ⎜ ⎟ , y = 4x and y = ⎜ ⎟ on the same set
⎝ 2⎠ ⎝ 4⎠
of axes over the domain −3 ≥ x ≥ 3 by first completing a table of values. Label each
function carefully.
terms of reflections.
b Describe the effect of a in y = ax, for 0 < a < 1.
7 Graph the exponential functions y = 2x, y = 2x + 3, y = 2x + 5 and y = 2x − 4 on the same

set of axes over the domain 0 ≥ x ≥ 3 by first completing a table of values. Label each
function carefully.
terms of gradient and y-intercept.
b Describe the effect of c in y = kax + c, in terms of the asymptote.

11K EXPLORING exponential relationships
Exponential relationships are distinguished by a constant first ratio (multiply or divide)
pattern. The pattern below illustrates this relationship:
Pattern 1 Pattern 2 Pattern 3 Pattern 4 Pattern 5
Pattern number (x) 1 2 3 4 5

Number of dots (y) 1 2 4 8 16
The ratio is constant An easy way to find
the ratio is to divide
(doubling each time) ×2 ×2 ×2 ×2 any term by the
previous term,
e.g. 8 ÷ 4 or 16 ÷ 8.
Any two consecutive
terms will give the
ratio of 2.
The general rule for exponential functions:

y = kax
y-intercept
(value when x = 0) constant ratio
In the above example, the rule can be found by:

y = kax
a=2 (the constant ratio is doubling)
y = k × 2x
Input any point, e.g. (3, 4): 4 = k × 23
4=k×8
4
=k
8
1
∴k=
2
1
So the equation is: y = × 2x
2
Some exponential rules can be written in a different way by using index laws.
1 1
This is because the can be written in terms of 2, i.e. = 2−1.
2 2
1
y= × 2x
2
y = 2 −1 × 2 x
y = 2 −1+ x
∴ y = 2 x −1

11K
Learning task 11K

1 Complete the table of values then determine the rule for each exponential relationship:
a x 0 1 2 3 4 5 b x 0 1 2 3 4 5
y 18 36 72 y 12 48
c x 0 1 2 3 4 5 d x 0 1 2 3 4 5
y 18 54 y 34·3 240·1 1680·7
e x 0 1 2 3 4 5 f x 0 1 2 3 4 5
y 10 5 2·5 y 100 500 12 500
g x 0 1 2 3 4 5 h x 0 1 2 3 4 5
y 10 1000 10 000 y 0·2 24·2 2928·2
2 Draw graphs for each of the above functions. Choose the scale carefully.
3 For the graphs below, construct a table of values then determine their rules:
y a bc d
48
44 e
40
36
32
28
24
20
16
12
8
4 f
1 2 3 x
4 Determine the domain and range for the functions in Question 3.
5 Write the following rules in the form y = ax + b.

a y = 4 × 2x b y = 81 × 3x c y = 125 × 5x
1
d y = × 2x e y = 49 × 7x f y = 0·2 × 5x
8

11L Graphing exponential functions
Graphs of the type y = kax, where k and a are positive numbers greater than one, have the
basic shape shown below.
The table of values and graph is shown for the function y = 2x.
x −3 −2 −1 0
y=2 x
2−3 = 1
8
= 0·125 2−2 = 1
4
= 0·25 2−1 = 1
2
= 0·5 0
2 =1
(x, y) (−3, 0·125) (−2, 0·25) (−1, 0·5) (0, 1)
x 1 2 3 4
x 1 2 3 4
y=2 2 =2 2 =4 2 =8 2 = 16
(x, y) (1, 2) (2, 4) (3, 8) (4, 16)
y
16 y 2x
14
12
10
8
6
4
2
–4 –3 –2 –1 1 2 3 4 x
–2
–4
Characteristics of the graph
x values Shape of the graph
{0} y = 1, as any base number raised to the power of zero is one.

{x: x > 0} As x increases in a positive direction, x > 0, the graph increases very quickly.
{x: x < 0} As x increases in a negative direction, x < 0, the graph approaches the x-axis
asymptotically. The graph approaches 0; it will continue to get closer to the x-
axis but never touch it.
The domain of this function is all the real numbers. Domain: R

The range is the positive values of y. Range: {y: y > 0}

11L
Transforming exponential graphs

Example Solution
Sketch the exponential graph with equation
y = 10x, that is f (x) = 10x, and perform the
following transformations. Sketch the new
curve and state its equation.
a Reflect about the x-axis, g(x). The y values y
change their sign. 20
y 10x
g(x) = −f (x)
10
∴ g(x) = −10x
–2 –1 1 2 x
–10 y –10x
–20
b Reflect about the y-axis, h(x). The x values y

y 10–x y 10x
change their sign. 20
h(x) = f (−x)
∴ h(x) = 10−x 10
–2 –1 1 2 x
–10
c Translate 5 units up, k(x). Each value of y y 10x 5

the y-coordinates 20
has 5 added to it. y 10x
k(x) = f (x) + 5 10
∴ k(x) = 10x + 5
–2 –1 1 2 x
–10
d Dilate by factor of 10 parallel to the Each y value is y

y-axis, m(x). made 10 times 10
bigger. y 10x
m(x) = 10 × f (x) x1
5
m(x) = 10 × 10x y 10
∴ m(x) = 10x + 1
–3 –2 –1 1 2 3 x
–5

11L
Exercise 11L
1 Sketch the exponential graph with equation y = 4x and perform the following transformations.
Sketch the new curve after each transformation:
a reflect about the y-axis b translate 2 units up, parallel to the y-axis
c reflect about the x-axis d dilate by a factor of 3 parallel to the y-axis
e translate 5 units left
2 State the new equation after each of the transformations in Question 1.
3 Sketch the exponential graph with equation y = 2x and perform the following transformations.
Sketch the new curve after each transformation:
a reflect about the x-axis
b reflect about the y-axis
c translate 4 units up, parallel to the y-axis
d dilate by a factor of 12 parallel to the y-axis
e translate 3 units right
4 State the new equation after each of the transformations in Question 3.
5 List the transformations performed on the exponential function y = 3x, to obtain an

exponential function with equation:
x
x ⎛ 1⎞
a y=3 −4 b y=⎜ ⎟ c y = 3x + 2 d y = −3x
⎝ 3⎠
6 State the domain, range and asymptotes for each of the following exponential functions:
y
24
b
20
a
16
12 c
8
4
–4 –3 –2 –1 1 2 3 4 x
–4
–8
–12
–16 d
–20
–24
7 Match each graph in Question 6 to its correct equation below:

x
⎛ 1⎞
A y = 2x – 6 B y=⎜ ⎟ C y = −2x D y = 2x + 6
⎝ 2⎠
8 For the functions in Question 6, determine the value as:

i x approaches ∞ (i.e. as x → ∞, y → ?) ii x approaches −∞ (i.e. as x → −∞, y → ?)

Applications of exponential functions 11M
An exponential function is one in which the power of a mathematical relation varies. Most
take the form y = kax and model situations of growth and decay.
Example Solution
1 The number of bacteria N in a culture at
time t minutes is given by N = 100 × 2t.
a Find:
i the initial number (t = 0) in N = 100 × 20
the culture = 100 × 1 = 100
ii the number when t = 1, 2, 3, 4 100 × 21 = 200
100 × 22 = 400
100 × 23 = 800
100 × 24 = 1600
b Sketch the graph of N versus t, for N
t from 0 to 4. 2000 N = 100 r 2t
1800
1600
1400
1200
1000
950
800
600
400
200
1 2 3 3·3 4 t (min)
c From the graph, how long does the t = 3·3 min (approx.)
culture take to grow to 950?
d Can you improve the accuracy of your In Equation mode Solver ( F3 ) input
answer to part c?
100 × 2 ^ x = 950. Solv ( F6 ) x = 3·25.
It takes 3·25 min for the culture to grow
to 950.
2 A radioactive substance has a half-life of y units
1 day. (The half-life is the time it takes 2400
for the radiation to reduce the subtance 2000
by a factor of 12 .) If 2400 units of 1600
the substance are initially present,
1200
the situation is represented by the rule
t 800
⎛ 1⎞
y = 2400 ⎜ ⎟ , where y = number of 400
⎝ 2⎠
units present after t days. 2 4 6 8 t days
a Sketch the function.

11M
Example Solution
b This type of graph is called ‘exponential For y = kax, if 0 < a < 1, then the graph will
decay’. What part of the equation decrease over time. In this case a = 12 , so
makes the graph decrease over time? the amount of radioactive substance halves
every day.
c From the graph, determine how many Estimate from the graph the value of y when
units of the substance there will be t = 3. It can be seen that y = 300 units. This
after 3 days. can be obtained accurately from the equation
y = 2400(0·5)t.
i.e. when t = 3 y = 2400(0·5)3
y = 300 units
d From the graph, determine how long Estimate from the graph the value of t when
it will take the substance to decay to y = 1800 units. It can be seen that it is
1800 units. approximately 0·5 day or 12 hours.
e Use trial and error or the Solve In Equation mode on the graphics calculator,
function on your calculator to press Solver ( F3 ).
determine the solution to part d Input the equation, i.e. 1800 = 2400(0·5)^x.
to the nearest minute.
SOLV ( F6 ) to find x = 0·42.
0·42 × 24 hours = 10·08 hours

It takes approximately 10 hours for the
substance to decay to 1800 units.
Exercise 11M
1 The value A ($) of an investment growing at 6·25% per annum compound interest after
t years is given by the relation A = 1500 × 1·0625t.
a Find:
i the initial value of the investment ii the value after t = 2, 4, 6 … 16 years
b Draw an accurate graph of A versus t over the first 16 years.
c From your graph, find the time taken for the amount invested to double in value.
d Find a more accurate answer to part c.
2 An investment of $2000 is put into an account paying 8·5% compounded annually.
a Complete the following relation that gives the value A of the principal after t years:
A = _______ × 1·_______ (Use the format in Question 1.)
b Find the value of the investment after t = 2, 4, 6 … 12 years.
c Draw an accurate graph of A versus t over the first 12 years.
d From the graph, estimate how long it takes the $2000 to grow to $5000.
e Obtain a more accurate answer to part d.

11M
3 A $40 000 new car depreciates by 15% each year, so that after t years its value V ($) is
given by V = 40 000 × 0·85t.
a Find the value of the car after 1, 2, 3, 4 … 10 years.
b Sketch an accurate graph of V versus t over the first 10 years.
c From your graph estimate how long it takes for the car’s value to drop by half.
d Obtain a more accurate answer to part c by using any method you wish.
4 The amount A owing after n years on a reducing-balance loan of $50 000 at 8% p.a., with
a yearly repayment of $4800 ($400 per month), is given by A = 60 000 − 10 000 × 1·08n.
a Substitute n = 0 to check that initially A = 50 000.
b Find the amount A owing after 4, 8, 12, 16, 20, 24 years.
c Graph A against n and use it to estimate how long it takes to reduce A to $20 000.
d Estimate from the graph how long it takes to pay out the loan.
e Find as accurately as you can how long it takes to pay out the loan.
5 A radioactive isotope decays at a rate that is proportional to the mass of isotope present at
any time. The mass (M grams) present at time t years for a certain isotope is given by
M = 150e−0·005t where e is Euler’s number (e ≈ 2·718 28).
a Find the initial mass present. (Hint: On the calculator, input 150 × ex 0 EXE )
b Find the mass of isotope present after 25, 50, 75, 100, 125, 150 years.
c Sketch the graph of M (g) against t (years) for t from 0 to 150.
d From the graph, estimate the time taken for the initial mass of isotope to decay to half.
e Find a more accurate value for the half-life determined in part d.
6 The spread of a virus is such that the rate of new infections is proportional to the number
of people infected at any given moment. The number of infected people (N) is given by
N = 20e0·15t, where t is the number of days that have passed and e is Euler’s number
(e ≈ 2·718 28).
a Find the initial number of people infected.
b Find the number of people infected after 2, 4, 6 … 20 days.
c Sketch the graph of N versus t over the first 20 days.
d Estimate from the graph how long it takes for 100 people to be infected.
e Obtain a more accurate value for the answer to part d.
7 The temperature (T °C), after t minutes, of milk in a baby’s bottle that has been immersed
in cold water to cool, is given by T = 20 + 80e−0·5t, where e is Euler’s number (e ≈ 2·718 28).
a Find the temperature of the milk at the time it was put into the water.
b Find T when t = 2, 4, 6, 8, 10, 12, 14, 16 minutes.
c Sketch the graph of T versus t for t from 0 to 16.
d Estimate from the graph how long the milk takes to cool to 25°C.
e Find a more accurate value for the answer obtained in part d.
f What does the temperature of the milk level out at?
g Does T ever get to 20°C?

PUZZLES
1 The amount of fuel (F litres) that a plane consumes on a journey varies directly as the
distance travelled (d km) when flying at constant speed, where F = 8d.
Find the answers to the questions below, then match the corresponding letter to the
What do you call the place where everyone drives pink cars?
Find the amount of fuel used when travelling on a journey of length:
A 5 km C 6 km I 4 km
K 2 km N 10 km O 1 km
P 500 m R 100 m T 800 m
40 L 4L 32 L 80 L 16 L
48 L 40 L 0·8 L 80 L 40 L 6·4 L 32 L 8L 80 L
2 The amount of fuel that a car consumes on a journey (F litres) varies directly as the
distance travelled (d km) when driving at constant speed, where F = 12d.
Find the answers to the questions below, then match the corresponding letter to the
Which driver can’t drive?

Find the distance travelled when the following amounts of petrol are used:
A 24 L C 36 L D 12 L
E 144 L I 120 L R 60 L
S 6L V 9L W 3L
2 km 0·5 km 3 km 5 km 12 km 0·25 km 1 km 5 km 10 km 0·75 km 12 km 5 km

Variation, Exponential and Reciprocal Functions
3 The relationship between x and y is described by partial variation.
Find the rules relating y and x in each case below. Match the corresponding letter to the
correct rule to solve the riddle:
Which animal is the worst driver?
A x 4 9 D x 2 3 G x 4 8
y 28 48 y 9 11 y 13 25
H x 2 4 O x 1 5 R x 3 6
y 16 26 y 13 37 y 26 50
y = 4x + 12 y = 8x + 2 y = 6x + 7 y = 4x + 12 y = 2x + 5
y = 5x + 6 y = 6x + 7 y = 3x + 1
4 y is proportional to the inverse of x. When y = 12, x = 4. Find the rule that relates x and
y and use it to solve for y when x has the following values. Match the letter to the correct
answer below to solve the riddle:
Which part of the car causes the most accidents?

B 24 D 48 E 12
H 2 I 3 L 8
N 0·5 T 0·8 U 0·2
W 0·6
60 24 4 96 240 60
2 4 24 16 96 1 60 24 4
80 24 4 4 6

Kepler’s Law
In 1618, Johannes Kepler discovered a relationship between the mean distance from the
Sun (r) and the time taken (in Earth years) for each planet to complete one complete
revolution—its period of motion (T). This is known as Kepler’s Third Law.
a Complete the following ratios for the planets listed and determine which ratio is
approximately constant:
Planet Mean distance Time of revolution Ratio Ratio Ratio Ratio Ratio
from the Sun around the Sun 2 3
r (millions of km) T (Earth years) r r r r r3
T T T T2 T2
Mercury 60 0·241
Venus 111·7 0·616
Earth 155 1·0
Mars 236·7 1·88
Jupiter 805 11·86
b Find the mean of the most constant ratio and write the rule that expresses r in terms of T.
c Use the rule to find the mean distance from the Sun (r) of the other planets, if the time of
revolution in Earth years around the Sun for each is:
i Saturn: 29·4 ii Uranus: 84·0 iii Neptune: 164·8

Lunar attraction
Sir Isaac Newton (1642–1727) stated that: ‘Every particle of matter in the universe attracts
every other particle of matter with a force proportional to the product of the masses of the
attracting particles and inversely proportional to the square of their distance apart.’
Thus if F is the force of attraction between two particles of masses m1 and m2 at a distance d
mm Gm1m2
apart, then F ∝ 1 2 2 or F = , where G is the gravitational constant.
d d2
a Use the following measures to find the value of the constant G when the Earth and the
Moon are considered:
Mass of the Earth: 5·96 × 1024 kg
Mass of the Moon: 7·349 × 1022 kg
Distance between the Earth and the Moon: 3·84 × 103 km
Force between the bodies: 7·12 × 1023 N
The scientist Henry Cavendish verified this result in 1798 by suspending a system of lead
spheres in a controlled environment and taking measurements.
b Find the force, in newtons (N), that the centre of the Earth exerts on a person of mass
100 kg on the surface of the Earth if the radius of the Earth is 6·37 × 106 m.
Hooke’s Law
In 1676 Robert Hooke stated that for many materials the stress
intensity is proportional to the strain. In terms of springs or elastic
materials, this means that the amount of extension in a spring or
elastic material is proportional to the force acting upon it. Obtain
a number of springs or elastic bands of different sizes as well as a
number of masses of the same weight.
a Hang one mass from the spring and measure its extension. Extension (x)
Attach another weight and measure the total extension.
Continue this process.
b Complete the results in this table:
Number of masses 0 1 2 3 4
Extension (mm)
c Graph the results of the number of masses against extension of the material.
d Use the graph to indicate the type of variation that is operating here, and write the rule
that connects the number of masses to the extension of the material.
e When lots of weights are added the shape of the graph may change and the rule might not
be appropriate. Can you give reasons for this?
f Repeat this investigation using a variety of springs and other elastic materials and
describe your findings.

1 Runners in a 100 m race are handicapped as follows:
• Thanh: 0 m Distance (m)
• Wilbur: +20 m
120
• Mohammed: −15 m 110
100
• Nirmantha: −5 m 90
The average speed of each 80
70
runner is given below: 60
50
• Thanh: 2·5 m/s 40
• Wilbur: 1·25 m/s 30
20
• Mohammed: 3·4 m/s 10
• Nirmantha: 3·2 m/s –10 2 4 6 8 10
–20 Time (s)
a Write the equation that relates the
distance d (m) and time (s) for
each runner.
b Plot the graph of the distance of each runner from the start line against time
on this set of axes.
Example Solution
y varies directly as x so that y = 6x.
Find the effect on y when:
a x is doubled Let y1 be the original value of y and y2 be
the final value of y.
y1 = 6x
y2 = 6(2x)
y2 = 2 × 6x
y2 = 2 × y1
y is doubled
b x is increased by 10 y1 = 6x
y2 = 6(x + 10)
y2 = 6x + 60
y2 = y1 + 60
y is increased by 60
2 Find the change in z for each of the following when x is:

i doubled ii halved iii increased by 20% iv decreased by 10%
a z is proportional to x
b z is inversely proportional to x
c z varies directly as the cube of x
d z varies inversely as the square root of x
3 Towards the end of the eighteenth century Coulomb stated that the force F (newtons)
between two point charges Q1 and Q2 (coulombs) is proportional to the product of the
charges and inversely proportional to the square of the distance d (m) between them.
The repulsive force measured between two like charges, Q1 = 7 × 10−9 coulomb and
Q2 = 1·1 × 10−3 coulomb, is 6·93 × 10−5 N when they are placed 0·1 metre apart.
a Find the force between them when they are moved apart a distance of:
i 0·2 m ii 0·3 m iii 0·5 m iv 1·2 m
b The charges are changed so that Q1 = 9 × 10 coulomb and Q2 = 2·4 × 10−5 coulomb.
−6
If the charges are placed 0·1 metre apart, find the repulsive force in newtons
between them.
4 For each of the following relationships, find the effect on y when:

i x is doubled ii x is halved iii x is increased by 10 iv x is decreased by 5
1
a y = 10x b y= x c y = x2
2
5 The fuel cost per hour (C $/h) of operating a fishing boat is partly fixed and partly varies
as the cube of its speed (s knots). The cost is $35 per hour while travelling at 10 knots,
and $105 per hour while travelling at 20 knots.
a Find the rule that expresses the cost in terms of its speed.
b Compare the increase of the running cost of the boat when its speed is:
i doubled ii tripled iii quadrupled
6 The deflection of a beam (D cm) is proportional to the force (F N) applied vertically to it,
the cube of the distance between the supports (l m), and inversely to the product of the
breadth (b m) and the cube of the depth (d m).
a Express this as a rule of proportionality b
that connects each of the measures.
d
b A beam with a breadth of 0·05 metre
(5 cm) and depth of 0·1 metre
(10 cm) spans a length of 10 metres l
between supports. When a force of
Force (F)
1000 N is applied to the middle of
the beam a deflection of 7·2 cm is
measured. Find the constant of
proportionality and write the formula
that connects the amount of Deflection
deflection of the beam to the other (D)
measures described.
c Find the amount by which the beam described above will be deviated when its span is
increased to 15 metres, with the following forces applied to its middle:
i 1200 N ii 1500 N iii 2000 N
7 y varies directly as the square of x, and x varies inversely as the cube of z.

a How does y vary with z?
b How does z vary with y?
c If y is increased by 10% what will be the change in z?
x
8 The sum of x and y is directly proportional to z. The ratio of y
is inversely proportional
to z. When x = 1, y = 3 and z = 1. Express y in terms of x.

REVISION QUESTIONS
Exercises 11A–11C
1 Radish seedlings are 10 cm tall when they are sold. They grow quickly and their height
h (cm) after a number of days d is given by the rule h = 0·25d + 10.
a Complete the table:
Time d (days) 0 4 8 12 16 20 24 28
Height h (cm)
b Plot the results on a set of axes.
c Use the rule to find the height of the seedlings after:
i 3 days ii 5 days iii 6 days iv 9 days v 10 days
d Find the number of days that it would take for the seedling to grow to heights of:
i 15 cm ii 18 cm iii 22 cm
Exercise 11D
2 Complete the table of values then determine the rule for each of the reciprocal
relationships below in the form xy = k:
a x 1 2 3 4 5 b x 1 2 3 4 5
y 9 3 y 0·1 0·05
3 Draw graphs of each of the functions in Question 2. Choose the scale carefully.
4 Determine the domain, range and asymptotes for the functions in Question 2.
Exercise 11F
5 y varies inversely as x. If y = 2 when x = 1·5:
a Write the proportionality statement that connects x with y.
b Express this statement as a rule.
c Use the information to find the value of k, the constant of proportionality, and
re-express the rule.
d Using this rule find the value of y when x = 2·4, 4·5, 7·8, 9, 20·4, 32, 64, 128.
e Re-express the rule to make x the subject and use this expression to find the value
of x when y = 0·04, 0·16, 0·36, 1·44, 1·69, 6·25, 38·44, 156·25, 240·25.
f Find the effect on y when
i x is tripled ii x is quadrupled iii x is divided by 5
6 The distance that an object falls (d m) varies directly with the square of the length of time
that it falls (t s) when dropped from rest. In 1590 Galileo is said to have dropped several
different masses from the top of the Leaning Tower of Pisa and noted that they all landed at
the same time. The masses took 3·35 s to strike the ground after falling through 55 metres.
a Find the rule that connects the time taken to travel a distance when a mass is dropped
from rest.
b Use this rule to find the distance that a mass falls if it is in the air for:
i 2s ii 5 s iii 8·2 s iv 9·6 s v 10·8 s
c Find the length of time that a mass is falling if it travels:
i 78·4 m ii 176·4 m iii 99·225 m iv 396·9 m v 729·316 m

Exercise 11G
7 z varies jointly as x and y, and z = 600 when x = 2 and y = 6:
z = 1000 and y = 20.
Exercise 11I
8 From the graphs below state:
i the coordinates of the intercepts
ii the equations of the asymptotes
iii the domain and range
1 1 1
a y= b y= +5 c y=− +2
x+5 x−2 x+4
y y y
5 10 10
5 5
–6 –4 –2 2 x
–2 2 4 x –8 –6 –4 –2 2 4 6 x
–5 –5
–5
–10 –10
Learning task 11K

9 a Complete the table of values then determine the rule for each of the exponential
relationships below:
i x 0 1 2 3 4 5 ii x 0 1 2 3 4 5
y 40·5 121·5 364·5 y 32·8 131·2 524·8
b Draw graphs for the functions. Choose the scale carefully.
c Determine the domain, range and asymptotes for the functions.
Exercise 11L y
x 10
10 The graph of y = e is shown on this set of axes.
Sketch the resultant graph and state its equation 5
after y = ex has been:
a translated 4 units up b translated 5 units down –4 –2 2 4x
c reflected about the y-axis d reflected about the x-axis –5
e dilated 2 units from the x-axis
–10
Exercise 11M
11 When inflation runs at 3% p.a., the value of $1000 (in today’s values) after n years is
given by V = 1000 × 0·97n.
a Determine the value of $1000 in 5 years’ time.
b By finding various values of V, sketch the graph of V against n.
c Determine how long it takes for $1000 to halve in value.
CHAPTER
12
Trigonometric
and Cubic
Functions
Algebra in history
In 1905 Einstein developed his theory of relativity. He introduced the famous equation
that connects the quantities of mass and energy and involves the constant c,
the speed of light: E = mc2. This relationship indicates that mass and energy are
interchangeable. The Big Bang theory of the beginning of the universe supports the
idea that energy can become matter and that the mass (m0) of an object increases
as it gains energy.
m0
Sketching the graph of m = , where v is its velocity for a body accelerating close
2
1 − v2
c
to the speed of light (c), shows that the mass of the body increases to approach infinity.
Algebra today
Scientists today are still working to explain the origins of our universe. The most
significant evidence was found in 1965 by a team of scientists using a radiometer
in a telescope to track communications by early satellites. The device was plagued
by background noise in every direction it was pointed, thought to be due to pigeon
droppings. Eventually the scientists realised they were picking up the relics of the
13·7-million-year-old expansion phase of the Big Bang. Experiments to show that
galaxies and stars can form in the Big Bang model continue today.

• Recognising cubic and trigonometric
graphs and identifying their key features
• Applying trigonometric functions
and linear, quadratic and cubic
difference tables
• Altering the shape and position of
graphs (transformation) by translation,
dilation and reflection
• Using technology to develop a broader
understanding of graphs
12A EXPLORING trigonometric graphs
Graphs of the trigonometric functions are periodic. This means that the graphs repeat in
cycles. The relationship between the unit circle and the sine curve demonstrates the cyclic
nature of trigonometric graphs.
Learning task 12A

The sine curve
The sine of an angle is read off on the y-axis of the unit circle. As the angle increases from
0° to 90° the sine values increase. As the angle increases from 90° to 180° the sine value
decreases back to zero. This result is repeated as the angle goes from 180° to 360°, giving
negative values. This is shown on the graph below.
y
y
1·0
0·8
0·6
0·4
0·2
x x
–0·2 45 90 135 180 225 270 315 360
–0·4
–0·6
–0·8
–1·0
These values can be recorded in tabular form.

1 Complete this table of values and identify the lengths on the graph above:
x 0 30 45 60 90 120 135 150 180 210 225 240 270 300 315 330 360
sin x 0 0·5 0·7 0·86 1 0·86 0·7 0·5 0 −0·7 −1 −0·7 0
Exploring the cosine and tangent graphs

These diagrams show y = cos x and y = tan x for x from 0° to 360°:
y y = cos x y y = tan x
1
1
x x
90o 180o 270o 360o 90o 180o 270o 360o
–1
–1
2 a Complete this table of values for the equation y = cos x:

x 0 30 45 60 90 120 135 150 180 210 225 240 270 300 315 330 360
cos x

12A
b Use the values from the table in part a to sketch the curve, showing each of the points.
y y = cos x
1
x
90 180 270 360
–1
3 Redraw the graphs so that the x-axis extends from 0° to 720°:

a y = cos x b y = tan x
Two features of a sine curve are shown below: amplitude = 1 unit, period = 360°.
y
1
Amplitude
x
90 180 270 360 450 540 630 720 810 900 990 1080
–1
Period
The amplitude is the maximum deviation from the mid position and is always positive.
The period is the horizontal distance of one full cycle.
Graphing trigonometric functions on the Casio graphics calculator

We can use the graphics calculator to view the shape of trigonometric functions, and to solve
or determine features of graphs.
In Graph mode input the function Make sure your calculator is working in
y = sin x. degrees. Do this from the Shift Menu and
scroll down to Angle.
.
EXIT EXIT.
View window ( SHIFT F3 ) Press DRAW ( F6 )
Chapter 12 Trigonometric and Cubic Functions 481

12B EXPLORING y = a sin x, y = a cos x, y = a tan x
Learning task 12B

1 Use your graphics calculator to complete the following table.
Function Period Amplitude Range
y = sin x
y = 2 sin x
y = 3 sin x
y= 1
2
sin x
y = −sin x
y = a sin x
2 Graph each of the functions in Question 1, except y = a sin x, on your graphics calculator,
then sketch them onto the set of axes below. Label each function carefully.
y
4
90° 180° 270° 360° x
–2
–4
3 Repeat the tasks above for y = cos x, y = 2 cos x, y = 3 cos x, y = 1

2
cos x, y = −cos x.
4 Repeat the tasks above for y = tan x, y = 2 tan x, y = 3 tan x, y = 12 tan x, y = −tan x.
Instead of finding the range, include the first asymptote in the table.
5 What does the a do to the graph?

y = a sin x y = a cos x y = a tan x
a>1
0>a>1
a<0

EXPLORING y = sin nx, y = cos nx, y = tan nx 12C
Learning task 12C

y = sin x
y = sin 2x
y = sin 12 x
y = sin 3x
y = sin 1 x
3
y = sin 4x
y = sin nx
2 Graph each of the functions in Question 1, except y = sin nx, on your graphics calculator,
y
1
90° 180° 270° 360° x
–1
3 Repeat the tasks above for y = cos x, y = cos 2x, y = cos 12 x, y = cos 3x, y = cos 13 x,
y = cos 4x.
4 Repeat the tasks above for y = tan x, y = tan 2x, y = tan 12 x, y = tan 3x, y = tan 13 x,
y = tan 4x.
5 What does the n do to the graph?

y = sin nx y = cos nx y = tan nx
n>1
0>n>1

12D EXPLORING y = sin x + c, y = cos x + c, y = tan x + c
Learning task 12D

y = sin x
y = sin x + 1
y = sin x − 4
y = −sin x + 3
y = sin x + c
2 Graph each of the functions in Question 1 on your graphics calculator except y = sin x + c,
y
4
90° 180° 270° 360° x
–2
–4
3 Repeat the tasks above for y = cos x, y = cos x + 1, y = cos x − 4, y = −cos x + 3.
4 Repeat the tasks above for y = tan x, y = tan x + 1, y = tan x − 4, y = tan x + 3.

5 What does the c do to the graph?

y = sin x + c y = cos x + c y = tan x + c
c>0
c<0

Trigonometric functions 12E
A summary of the features of trigonometric graphs is shown in the table below.
General equation Amplitude Period Vertical shift
360
1 y = a sin nx + c a
n If c > 0 the graph
360 translates up c units.
2 y = a cos nx + c a
n If c < 0 the graph
180 translates down c units.
3 y = a tan nx + c undefined
n
Exercise 12E
1 Determine the amplitude and period of each of the sine graphs below.
a y by cy
5 5 5
4 4 4
3 3 3
2 2 2
1 1 1
45 90° 135 180° 225 270° 315 360° x 45 90° 135 180° 225 270° 315 360°x 45 90° 135 180° 225 270° 315 360°x
–1 –1 –1
–2 –2 –2
–3 –3 –3
–4 –4 –4
–5 –5 –5
d y e y f y
5 5 5
4 4 4
3 3 3
2 2 2
1 1 1
45 90° 135 180° 225 270° 315 360°x 45 90° 135 180° 225 270° 315 360°x 45 90° 135 180° 225 270° 315 360°x
–1 –1 –1
–2 –2 –2
–3 –3 –3
–4 –4 –4
–5 –5 –5
g y hy i y
5 8 3
2
4 1
3 6
2 90 180 270 360 450 540 630 720 x
–1
1 4 –2
–3
45 90° 135 180° 225 270° 315 360°x 2 –4
–1
–2 –5
–6
–3 90 180 270 360 450 540 630 720 x –7
–4 –8
–5 –2 –9
–10
2 Write the equation of each of the sine graphs in Question 1 in the form y = a sin nx + c.

12E
3 Determine the amplitude and period of each of the cosine graphs below:
ay by cy
5 5 5
4 4 4
3 3 3
2 2 2
1 1 1
45 90 135 180 225 270 315 360 x –1
45 90 135 180 225 270 315 360 x 180 360 540 720 900 1080 x
–1 –1
–2 –2 –2
–3 –3 –3
–4 –4 –4
–5 –5 –5
dy ey fy
3 5 5
2 4 4
1 3 3
45 90 135 180 225 270 315 360 x 2 2
–1 1
–2 1
–3 180 360 540 720 x 45 90 135 180 225 270 315 360 x
–4 –1 –1
–5 –2 –2
–6 –3 –3
–7 –4 –4
–8 –5 –5
4 Write the equation of each of the cosine graphs above in the form y = a cos nx + c.
5 Determine the period and asymptotes of each of the tangent graphs below:
ay by cy
5 5 5
4 4 4
3 3 3
2 2 2
1 1 1
45 90 135 180 225 270 315 360 x –1
180 360 x 180 360 x
–1 –1
–2 –2 –2
–3 –3 –3
–4 –4 –4
–5 –5 –5
dy ey f y
10 15 8
13 6
8
11 4
6 9 2
7
4 5 –2
180 360 540 720 x
2 3 –4
1 –6
90 180 270 360 x –1 180 360 540 720 x –8
–2 –3 –10
–5
6 Write the equation of each of the tangent graphs in Question 5 in the form y = a tan nx + c.
(Hint: a is equal to 1.)

12E
7 State the amplitude and period of each of the following sine functions:
a y = 4 sin x b y = 3 sin 2x c y = −5 sin 1 x
3
d y = 7 sin 4x + 3 e y = − sin 12 x + 3 f y = 2 sin x − 6
8 Complete the table of values for each of the sine functions below then draw separate
graphs of each. Be careful when choosing the scale. You may need additional values
before plotting the graphs.
Function −360° −270° −180° −90° 0° 90° 180° 270° 360°
a y = 4 sin x
b y = 3 sin 12 x
c y = −5 sin 1 x
3
d y = 7 sin x + 3
e y = 2 sin x − 3
f y = −0·5 sin 4x
9 State the amplitude and period of each of the following cosine functions:
a y = 8 cos 2x b y = − cos 12 x c y = 2 cos 3x + 4
d y = 0·5 cos 4x − 3 e y = − cos 12 x + 1 f y = −6 cos x − 2
10 Complete the table of values for each of the cosine functions below then draw separate
graphs of each. Be careful when choosing the scale.
Function −360° −270° −180° −90° 0° 90° 180° 270° 360°
a y = 8 cos 2x
b y = − cos 12 x
c y = 2 cos 3x + 4
d y = 0·5 cos 4x − 3
e y = − cos 12 x + 1
f y = −6 cos x − 2
11 State the period of each of the following tangent functions:

a y = tan x − 1 b y = 2 tan x + 3 c y = tan 12 x
d y = 0·5 tan 14 x − 2 e y = 6 tan 2x + 3 f y = −4 tan x − 1

12E
12 Complete the table of values for each of the tangent functions below then draw separate
graphs of each. Be careful when choosing the scale.
Function −360° −270° −180° −90° 0° 90° 180° 270° 360°
a y = tan x – 1
b y = 2 tan x + 3
c y = tan 12 x
d y = 0·5 tan 14 x − 2
e y = 6 tan 2x + 3
f y = −4 tan x − 1
13 The graph shows how the depth of the water in a harbour varies during certain hours on a
particular Monday from 9 am.
a When is:
12
Depth of water (m)

i high tide? ii low tide? 10
b Between what times is the water: 8
6
i rising? ii falling?
4
c What is the average depth of the water? 2
d By how much does the depth vary from 3 6 9 12 15 18 21 24
the average? Hours past 9 am
e Determine an equation to model this situation.

12E
14 When a weight on a spring is pulled down 12 cm then released, the weight will oscillate
12 cm up and down about the equilibrium position. (Assume no slowing due to friction.)
If the weight hangs freely, it stays at the equilibrium position.
Distance (cm)
12
Equilibrium Time (seconds)

1 2 3 4 5x
position
–12
a Determine the amplitude and period of the function.

b Find the equation of the motion of the weight.
c Determine:
i the position of the spring after 1 second
ii the distance travelled after 1 second
iii when the weight will be at its equilibrium position in the first 7 seconds
d If the weight was pulled down 14 cm instead of 12 cm but had the same period,
determine the new equation of the motion of the spring.
15 The clock shown here has a 250-mm-long hour hand and a 300-mm-long minute hand.
a Draw a graph to represent the height of the tip of the hour hand above the centre point
of the clock over 24 hours.
b Determine the amplitude and period of the motion of the tip of the hour hand.
c Determine the equation of the motion of the tip of the hour hand.
d Find the equation of the motion of the tip of the minute hand.

12F EXPLORING difference tables
A cubic function is one where the highest power is of degree 3. It is of the form
y = ax3 + bx2 + cx + d.
We remember from previous chapters that functions can be recognised from a table of values.
• Linear function: The first difference pattern is constant, e.g. y = 6x − 3.
x 0 1 2 3 4
y = 6x − 3 6(0) − 3 6(1) − 3 6(2) − 3 6(3) − 3 6(4) − 3
= −3 =3 =9 = 15 = 21
y (c) −3 3 9 15 21
(m) +6 +6 +6 +6
The first differences are constant so the relationship is y = mx + c.

m = gradient = first difference ∴ m = 6
c = y-intercept = y value when x = 0, ∴ c = −3. Rule is y = 6x − 3.
• Quadratic function: The second difference pattern is constant, e.g. y = 2x2 − 5x + 12.
x 0 1 2 3 4
2 2 2 2 2 2
y = 2x − 5x + 12 2(0) − 5(0) + 12 2(1) − 5(1) + 12 2(2) − 5(2) + 12 2(3) − 5(3) + 12 2(4) − 5(4) + 12
= 12 =9 = 10 = 15 = 24
y (c) 12 9 10 15 24
(a + b) −3 +1 +5 +9
(2a) +4 +4 +4
The second differences are constant so the relationship is y = ax2 + bx + c.

In this case 2a = 4, ∴ a = 2, a + b = −3, ∴ b = −5, c = 12. Rule is y = 2x2 – 5x + 12.
• Cubic function: The third difference pattern is constant, e.g. y = x3 + 2x2 − 7x − 1.
x 0 1 2 3 4
3 2 3 2 3 2 3 2 3 2 3 2
y = x + 2x − 7x − 1 0 + 2(0) − 7(0) − 1 1 + 2(1) − 7(1) − 1 2 + 2(2) − 7(2) − 1 3 + 2(3) − 7(3) − 1 4 + 2(4) − 7(4) − 1
= −1 = −5 =1 = 23 = 67
y (d) −1 −5 1 23 67
(a + b + c) −4 +6 + 22 + 44
(6a + 2b) + 10 + 16 + 22
(6a) +6 +6
The third differences are constant so the relationship is y = ax3 + bx2 + cx + d.

In this case a = 1, b = 2, c = −7, d = −1. Rule is y = x3 + 2x2 − 7x − 1.

12F
We can determine the equation of a cubic by many methods including using a graphics calculator.
Example
Find the equation of the following cubic function from the table of values.
x 0 1 2 3 4
y –1 –5 1 23 67
Solution
In Statistics mode (STAT) In Section 10K, we drew a regression line
input the x values in List 1, on the graphics calculator to determine the
(pressing EXE after each value). line of best fit. We can go through a similar
Input the y values in List 2. method here to draw a cubic curve through
Press GRPH ( F1 -Graph). the data. This is called a ‘cubic regression’.
Set the graph as below: It will give us the equation of the curve that
best fits the data.
Press X^3 ( F4 -Cubic regression button)
We observe the following:
Select GPH1 ( F1 -Graph 1) to display the

graph. We can now see part of the cubic
function.
From inspection of the difference pattern we Therefore, the equation of this cubic is
know it is cubic. y = x3 + 2x2 − 7x − 1.
Learning task 12F

1 Inspect the difference patterns and determine whether the following are linear, quadratic
or cubic functions:
a x 0 1 2 3 4 b x 0 1 2 3 4
y −17 −6 5 16 27 y 2 6 34 92 186
c x 0 1 2 3 4 d x 0 1 2 3 4
y −4 0 6 14 24 y 13 12 13 22 45
e x 0 1 2 3 4 f x 0 1 2 3 4
y 4 3 4 7 12 y 6 2 −2 −6 −10
2 Determine the equations for each of the functions in Question 1.

12G Key features of cubic functions
A cubic is the graph of a cubic function y = ax3 + bx2 + cx + d. For any given cubic, we are
interested in the following key features:
1 The y-intercept is the point at which the cubic crosses the vertical or y-axis. It can be
identified as the coordinate where x = 0.
2 The x-intercept is the point at which the cubic crosses the horizontal or x-axis. It can be
identified as the coordinate(s) where y = 0.
All cubics have both a y-intercept and at least one x-intercept.

y y = x3 + 4
20
16
12
y = (x + 5)2(x + 7) 8 y = –(x – 3)(x – 6)(x – 7)
4
–10 –8 –6 –4 –2 2 4 6 8 10 x
–4
–8
–12
–16
–20
two x-intercepts three x-intercepts
one x-intercept
3 The turning point is the point on the graph at which the cubic changes direction. It may
be a maximum or a minimum .
4 The concavity is related to the turning point y

and can be concave up or down.
concave
• A cubic is concave down around a maximum up
concave
turning point. concave
up
• A cubic is concave up around a minimum down
turning point.
concave
down
5 The point of inflection is the part on the y

graph at which the concavity of a graph changes.
The gradient is the same sign on both sides
point of inflection
of the point of inflection. The x value of the
concave
point of inflection occurs half way between up
the x values of the turning points. x
concave
down

12G
Example
For the function y = x3 − 2x2 − 5x + 6:
a determine the y-intercept
b determine the x-intercept(s)
c indicate the turning points on a graph, state whether they are a maximum or minimum, and
show the point of inflection
Solution
By inspection By graphics calculator
For the graph of y = x3 − 2x2 − 5x + 6 In Graph mode
shown below: input the function:
a the y-intercept is the point where the X^3-2X^2-5X+6 EXE
graph cuts the vertical axis, and this is
at (0, 6) Adjust the view
b the x-intercepts are the points where window ( SHIFT F3 )
the graph cuts the horizontal axis, and and press STD for
these occur at (−2, 0), (1, 0) and (3, 0) a standard view. EXIT .
c the turning points are where the graph Press Draw ( F6 ).
changes direction. This cubic has two a y-intercept can
turning points. be found:
SHIFT G-Solv ( F5 )
y
max turning
10 Y-ICPT ( F4 )
point 8
6 This is at the point (0, 6).
4 b x-intercepts:
2
SHIFT G-Solv ( F5 ) ROOT ( F1 )
–4 –3 –2 –1 –2 1 2 3 4 x
–4
The left x-intercept appears automatically
–6 and is (−2, 0). In order to get the other
–8 two intercepts, you need to press the right
–10 min turning
point of inflection point cursor key. You will notice that the cross-
hairs will move along the curve to find
the intercepts. They occur at (1, 0) and
(3, 0). Therefore, the three x-intercepts
occur at (−2, 0), (1, 0) and (3, 0).
c Turning points can be determined
accurately (although the degree of
accuracy is dependent upon the scale
and view window chosen).
SHIFT G-Solv ( F5 )
MAX ( F2 ) to find the maximum

turning point at (−0·79, 8·21) to 2
decimal places.
MIN ( F3 ) to find the minimum turning
point at (2·12, −4·06) to 2 decimal places.

12G
Exercise 12G
1 For the following functions:
i determine the y-intercept ii determine the x-intercepts
iii indicate on the graph the turning points and state whether they are a maximum
or minimum
iv indicate on the graph the point of inflection
a y b y
8
6 10
4 8
2 6
4
–5 –4 –3 –2 –1–2 1 2 3 4 5x 2
–4 –5 –4 –3 –2 –1–2 1 2 3 4 5x
–6
–8 –4
–10 –6
–12 –8
–14 –10
c y d y
28 8
24 4
20
18 –3 –2 –1–4 1 2 3 4 5 6 x
12 –8
8
4 –12
–16
–5 –4 –3 –2 –1–4 1 2 3 4 5x –20
–8 –24
e y f y
10 8
8 6
6 4
4 2
2 –3 –2 –1–2 1 2 3 4 5 6x
–5 –4 –3 –2 –1 –2 1 2 x –4
–6
–4 –8
–6 –10
–8
–10

i determine the y-intercept ii determine the x-intercepts
iii determine (to 2 decimal places) the turning points and state whether they are a
maximum or minimum
iv sketch the function, over a suitable domain
v indicate on the graph the point of inflection
Note: You will need to adjust the view window so the features are visible on the calculator
screen or else they cannot be determined (message of ‘Not found’ will appear).
a y = x3 − 3x2 − x + 3 b y = x3 + 2x2 − 8x
3 2
c y = −2x + 3x + 23x − 12 d y = x3 + 9x2 + 24x + 20
e y = −2x3 − 3x2 + 12x − 7 f y = 4x3 + 25x2

EXPLORING cubics of the form y = ax3 12H
Learning task 12H

1 a Complete the following table of values, then sketch the cubics y = x3, y = 12 x 3 ,
y = 3x3 and y = −2x3 on the same set of axes, over the domain −3 ≤ x ≤ 3. Label
each cubic carefully.
x −3 −2 −1 0 1 2 3
3
y=x
y = 12 x 3
y = 3x3
y = −2x3
b Graph the functions on a graphics calculator and then determine (to 2 decimal places
where necessary):
c Explain your findings:
i How does the coefficient of x3 alter the shape of the parabola?
ii What do you notice about the turning points?
iii If the coefficient of x3 is negative, what is the effect on the cubic?
2 Write down a set of cubic functions that could be used to produce the following graphs.
a y A B C b y
AB CD
x x
3 Write a cubic function, given the information below:

a The cubic has a positive gradient, an x-intercept and y-intercept at (0, 0) and is
narrower than y = 6x3. Sketch this cubic.
b The cubic has a negative gradient, an x-intercept and y-intercept at (0, 0) and is wider
than y = −2x3. Sketch this cubic.
4 The cubics with the following equations y

AB CD
have been plotted on the same set of axes.
Identify the cubic for each equation:
a y = 2x3
b y = −2x3 x
c y = 5x3
d y = −5x3

12I EXPLORING cubics of the form y = x3 + k
Learning task 12I

1 a Sketch the cubics y = x3, y = x3 + 2, y = x3 − 3 and y = x3 − 7 on the same set of axes
over the domain −3 ≤ x ≤ 3, by first completing the following table of values. Label
each cubic carefully.
x –3 –2 –1 0 1 2 3
y = x3
y = x3 + 2
y = x3 – 3
y = x3 – 7
b Graph the functions on a graphics calculator and then determine, to 2 decimal places
where necessary:
a A BC b B D
y A y C
D E
E
x x
3 Write a cubic function given the information below:

a The cubic has the same shape as the cubic with equation y = 4x3 and is translated up
7 units, parallel with the y-axis. Sketch this cubic.
b The cubic has the same shape as the cubic with equation y = −10x3 and is translated
15 units down, parallel with the y-axis. Sketch this cubic.
4 The cubics with the following equations have y

B AC
been plotted on the same set of axes. Identify the 20 D
cubic for each equation: 16
a y = x3 + 4 12
8
b y = x3 − 6 4
c y = −x3 + 12 –3 –2 –1 –4 1 2 3 x
–8
d y = −(3 − x3) –12
–16
–20

EXPLORING cubics of the form y = (x − p)3 12J
Learning task 12J

1 a Sketch the cubics y = x3, y = (x − 1)3, y = (x + 2)3 and y = (x − 3)3 on the same set of
axes over the domain −5 ≤ x ≤ 5 by first completing the following table of values.
Label each cubic carefully.
x –5 –4 –3 –2 –1 0 1 2 3 4 5
y = x3
y = (x − 1)3
y = (x + 2)3
y = (x − 3)3
where necessary):
a y b y
A CD
B E B C
A
D
x x

a The cubic has the same shape as the cubic with equation y = x3 and is translated
4 units right, parallel with the x-axis. Sketch this cubic.
b The cubic has the same shape as the cubic with equation y = x3 and is translated
2 units left, parallel with the x-axis. Sketch this cubic.
4 The cubics with the following equations have ADy B C

been plotted on the same set of axes. Identify the 20
cubic for each equation: 16
a y = (x + 4)3 12
8
b y = (x − 2)3 4
c y = −(x − 1)3 –6 –4 –2 –4 2 4 6 x
d y = (x + 1)3 –8
–12
–16
–20

12K EXPLORING cubics in factorised form
Learning task 12K

1 a Sketch the cubics y = (x − 1)(x + 2)(x − 3), y = (x + 1)(x − 4)(x − 5) and
y = (x − 2)(x + 3)(x + 5) on the same set of axes, over the domain −5 ≤ x ≤ 5,
by first completing the following table of values. Label each cubic carefully.
x −5 −4 −3 −2 −1 0 1 2 3 4 5
y = (x − 1)(x + 2)(x − 3)
y = (x + 1)(x − 4)(x − 5)
y = (x − 2)(x + 3)(x + 5)
where necessary):
i the y-intercept
iii the turning points and whether they are a minimum or a maximum
a y b y
A B C A B C D
x x

a A cubic has a positive gradient and is of the form y = (x − a)(x − b)(x − c). It has roots
at (2, 0), (−4, 0) and (8, 0). Sketch this cubic, then determine the rule.
b A cubic has a negative gradient and is of the form y = −(x − a)(x − b)(x − c). It has
roots at (−3, 0), (10, 0) and (−5, 0). Sketch this cubic, then determine the rule.
4 The cubics with the following equations have y

been plotted on the same set of axes. Identify D 20
the cubic for each equation: 16 B
12
a y = (x − 6)(x − 4)(x − 1) 8 C
b y = (x + 6)(x + 3)(x − 1) 4
c y = −(x + 2)(x − 5)(x − 3) –6 –4 –2 –4 2 4 6 x

–8
d y = (x + 5)(x + 1)(x − 1) –12
A –16
–20
–26
–28

EXPLORING cubics of the form y = (x − a)2(x − b) 12L
Learning task 12L

1 a Sketch the cubics y = (x − 1)2(x + 2), y = (x + 1)2(x − 4) and y = (x − 2)2(x + 3) on the
same set of axes over the domain −5 ≤ x ≤ 5 by first completing the following table of
values. Label each cubic carefully.
x −5 −4 −3 −2 −1 0 1 2 3 4 5
y = (x − 1)2(x + 2)
y = (x + 1)2(x − 4)
y = (x − 2)2(x + 3)
where necessary):
i the y-intercept
iii the turning points on the axes and whether they are a minimum or a maximum
a y b y
A B C D
A B C
x
x

a A cubic has a positive gradient and is of the form y = (x − a)2(x − b). It has
x-intercepts at (3, 0) and (−6, 0) and a turning point at (−6, 0). Sketch this cubic,
then determine the rule.
b A cubic has a negative gradient and is of the form y = (x − a)2(x − b). It has
x-intercepts at (0, 0) and (2, 0) and a turning point at (0, 0). Sketch this cubic,
then determine the rule.
A y
D 28 B C
4 The cubics with the following equations have 26
been plotted on the same set of axes. Identify 20
16
the cubic for each equation: 12
8
a y = (x − 6)2(x − 4) 4
b y = (x + 6)2(x + 3) –10 –8 –6 –4 –2 –4 2 4 6 8 10 x
–8
c y = −(x + 2)2(x − 3) –12
–16
d y = x(x + 5)2 –20
–26
–28

12M Summary of cubic transformations
• y = ax3 y y = 4x3
The value of a affects the gradient of the cubic. The y = –2x 3 20 y = 0·5x3
greater the value of a, the steeper the gradient. If a is 16
negative, the cubic is inverted (i.e. reflection about 12
8
the x-axis).
4
–5 –4 –3 –2 –1 1 2 3 4 5 x
–4
–8
–12
y y = x3 + 1 –16
20 –20
16
12
8 • y = x3 + k
y = x3 + 6 4 y= x3 –4 This gives the vertical translation of the cubic. The
–5 –4 –3 –2 –1 1 2 3 4 5 x k makes the cubic move up and down k units, parallel
–4
to the y-axis. The value of k is the y-intercept.
–8
–12
–16
–20
y y = (x – 1)3
20
16
12
• y = (x − h)3 8
This gives the horizontal translation. The h makes the y = (x + 3)3 4
cubic move right or left h units, parallel to the x-axis. –5 –4 –3 –2 –1 1 2 3 4 5 6 7 x
–4
The opposite value of h is the x-intercept.
–8
–12 y = (x – 4)3
–16
–20
y = (x + 2)(x – 3)(x – 6)
y
40
y = (x + 7)(x + 10)(x + 4)
30
• y = (x – a)(x – b)(x – c)
20
This form can be used to determine the
10 roots (x-intercepts) of the cubic. The
x-intercepts are at (a, 0), (b, 0) and (c, 0).
–10 –8 –6 –4 –2 2 4 6 8 10 x
–10
–20
y y = x(x + 3)2
y = (x + 1)(x – 2)(x – 5) 20
16
y = x2(x – 2)
y = (x + 1) (x + 5) 12
2
• y = (x − a)2(x − b) 8
This form can be used to determine the roots. 4
The x-intercepts are at (a, 0) and (b, 0). It also –6 –4 –2 2 4 6 x
–4
gives information about a turning point. There –8
is a turning point at the root (a, 0). –12
–16
–20

12M
Exercise 12M
1 State the equations of the following cubics:
a y b y c y
10 28 10
8 20 8
6 12 6
4 4 4
2 2
–6 –4 –2 –4 2 4 6 x
–6 –4 –2 –2 2 4 6 x –12
–6 –4 –2 –2 2 4 6 x
–4 –20 –4
–6 –28 –6
–8 –36 –8
–10 –10
d y e y f y
10 20 20
8 16 16
6 12 12
4 8
8 4
2 4
–6 –4 –2 –4 2 4 6 x
–6 –4 –2 –2 2 4 6 x –6 –4 –2 –4 2 4 6 x –8
–4 –8 –12
–6 –12 –16
–20
–8 –16 –24
–10 –20 –28
g y h y i y
10 20
16
8 16
6 12 12
4 8 8
2 4
4
–6 –4 –2 –2 2 4 6 x –6 –4 –2 –4 2 4 6 x
–4 –8 –3 –2 –1 1 2 3 x
–6 –12 –4
–8 –16 –8
–10 –20
–12
–16
2 For the graphs in parts a, e, h and i of Question 1, state the transformation from the graph
of y = x3.
3 Sketch the following cubics to show the x- and y-intercepts. Choose appropriate scales for
each graph:
a y = (x − 2)(x − 3)(x + 4) b y = 12 x 3
c y = x2(x − 5) d y = x(x − 1)(x − 4)
3
e y = −x + 3 f y = (x + 2)3
g y = −(x + 3)(x − 1)(x − 2) h y = (x + 3)2(x − 1)
i y = −x2(x − 2) j y = −(x + 5)3
4 For each equation in Question 3, state the x-intercepts. Indicate whether an intercept is
also a turning point (a maximum or a minimum), or a point of inflection.

PUZZLES
1 Graphics calculator cards

a Match the graphs to the table of values and the window for each.
A B C D
E F G H
I J K L
b Make your own set of cards and play a sorting game with some of the other people in
your class.
2 Function facts cards

Use the clues to complete the missing spaces:
a I am a cubic with x-intercepts at −2, 0 and 5 with a coefficient of x3 of 1.
My equation is ______________ and my y-intercept is ______.
b My graph is a positive parabola with x-intercepts at 6 and 0. The coefficient of x2 is 1.
My equation is ______________ and my y-intercept is ______.
c My graph is a straight line whose gradient is twice the value of my y-intercept. When
I am translated 4 units parallel to the y-axis I include the origin. My two possible
equations are _________________________ and _________________________.
d I am an exponential graph whose y-intercept is 2. If my base number is 10, and the
equation is y = 10x + c, then c = ________.
e I am a graph with two asymptotes. One asymptote is the x-axis and the other is the
line x = 4. I include the points (2, −1) and (6, 1). My equation is ________________.
f I am a set of perfect square quadratics and when my graphs are plotted my x-intercept
for each is a.
State the set of possible equations: ___________________________
State the y-intercepts for each graph for which the coefficient of x2 is 1: ___________

Trigonometric and Cubic Functions
3 Finding equations of functions

Technology can be used to determine various equations that
connect the x and y values when they are given in coordinate form.
Select STAT from the MENU.
Type the x values into L1 and the y values into L2:
(1, 2·1), (2, 3·8), (3, 6·2), (4, 7·5), (5, 10·3), (6, 12·5), (7, 14·1)
GRAPH F1 , SET F6 , Graph GRAPH F1 , then open View Window
Type to Scat F1 with XList as SHIFT F3 to adjust view settings.
List1 and YList as List2, EXIT.
Straight line equation

Press CALC F1 then X F2 .
The screen shows that the equation
of the line of best fit is y = 2·05x − 0·14
Quadratic equations
Using the same points in a scattergraph, then
GRAPH1 F1 , CALC F1 , X^2 F4 .
The screen shows that the best quadratic is
y = 0·018x2 + 1·91x + 0·071
Use these skills to find the equations of
the following.
Linear
a b c d
Quadratic
e f g h

Gradients of tangents
A tangent is a line that touches a curve at one point. y
The gradient of the tangent changes along the curve. 10
The tangent drawn at the turning point is a horizontal 8
line, and so the gradient of the tangent at this point 6
is zero. 4
For the curve shown here: 2
• For x > 0, the gradients of the tangents are positive. –4 –2 2 4 6x

–2
• For x = 0, the gradient of the tangent = zero. –4
• For x < 0 the gradients of the tangents are negative.
The slope of a tangent to a curve can be estimated by drawing in the tangent, measuring its
rise and run, and then calculating the gradient of the line.
The green tangent is drawn to the parabola below at the point (4, 16).
A right-angled triangle has been drawn in and the rise is 8 units for a run of 1 unit.
rise 8
Gradient = = = +8
run 1
1 Use the graph to estimate the slope of the tangents at the points indicated:
y = x2 y
x Slope of
the tangent 28
24
4 +8
20 8 units
2 16
1 unit
0 12
8
−2
4
−4
–5 –4 –3 –2 –1 1 2 3 4 5 x
–4
2 Find the rule that connects the gradient of a tangent to the x value of its coordinate.
y
x Slope of y = – 12x2 2
the tangent
–5 –4 –3 –2 –1 1 2 3 4 5x
4 –2
–4
2
–6
0 –8
−2 –10
–12
−4
–14
–16

4 Find the linear rule that connects the gradient of a tangent to the x value of its coordinate.
5 Compare the slopes of the tangents drawn along the two curves on the previous page.
The green tangent is drawn to the following cubic at the point (3, 0).
A right-angled triangle has been drawn in and the rise is 10 units for a run of 1 unit:
rise 10
Gradient = = = +10
run 1
x Slope of y = (x 1)(x + 2)(x 3)

y
the tangent 15
2
10
1
0 5 10
units
−1
–2 –1 1 2 3 1 4 x
−2
unit
–5
–10
7 Estimate the x value of the coordinates of the points where the slope of the tangent is
zero. These are called the turning points.
8 Using the curve shown, estimate the slope of the tangents at the points indicated:
1
x Slope of y = 1(x
3 1)3 4
y
the tangent
15
3
10
2
1 5
0
−1 –3 –2 –1 1 2 3 4 x
−2 –5
–10
9 Estimate the x value of the coordinate of the point where the slope of the tangent is a
minimum, 0 in this case. This point is called the point of inflection.
10 What do your results indicate about the symmetry of cubic curves?

The absolute value of a number |x| is the distance from the y
origin to x on a number line. Graphs of y = |x| only have positive 3
values for y. 2
1
x −3 −2 −1 0 1 2 3
–3 –2 –1 1 2 3 x
y = |x| 3 2 1 0 1 2 3 –1
–2
–3
1 The graph of y = (x − 1)(x + 3) is shown on each set of axes. Use it to sketch the indicated
curve and state its domain and range:
a y = |(x − 1)(x + 3)| b y = −|(x − 1)(x + 3)|
y y
10 10
8 8
6 6
4 4
2 2
–4 –2 –2 2 4 x –4 –2 –2 2 4 x
–4 –4
–6 –6
–8 –8
–10 –10
2 The following hybrid function is plotted on a set of axes. This function is called
discontinuous as it does not connect together and there are gaps in it.
i Write the equation for each section of the function and state the domain and range of
each part.
ii Translate the lines marked A, B, C and D to make the functions continuous, and state
their new equations.
a y b y
10 10
8 8
6 6
4 C 4
2 D 2
B
–10 –8 –6 –4 –2 2 4 6 8 10 x –10 –8 –6 –4 –2 2 4 6 8 10 x
–2 –2
A –4 –4
–6 –6
–8 –8
–10 –10

3 Find the general equation for the following:
a I am a parabola whose x-intercepts are 2 and 8.
b I am a straight line whose y-intercept is 10.
c I am a straight line whose x-intercept is −2.
d I am a negative parabola whose x-intercepts are the same as those of y = x2 − x − 12.
e I am the line which when reflected about the y-axis has the equation y = ax + b.
4 A hybrid function is composed of three y

parts, two of which are shown on the 20
axes below. 18
a Find the equation of each of the linear 16
sections shown and state its domain
14
and range.
12
b Find the equation of a linear section
which will make the hybrid function 10
continuous, and state its domain 8
and range. 6
c Find an equation of:
4
i a positive parabola, and
2
ii a negative parabola
that will make the hybrid function –10 –8 –6 –4 –2 2 4 6 8 10 x
–2
continuous. State the domain
and range for each. –4
–6
–8
–10
5 Graphs of functions are shown on the axes below. Reflect each about the following lines
and find the equation for the reflected functions:
i y=4 ii y = 2 iii y = −5 iv y = x
a y=x+5 b y = −x + 3
y y
10 10
8 8
y=x+5
6 6
4 y = –x + 3
4
2 2
–6 –4 –2 2 4 6 x –6 –4 –2 2 4 6 x
–2 –2
–4 –4
–6 –6
–8 –8
–10 –10

REVISION QUESTIONS
Learning tasks 12A–12D

1 Determine the amplitude or asymptotes and period of each of the following:
a y b y c y
5 5 7
4 4 6
3 5
3 4
2 2 3
1 1 2
1
45 90 135 180 225 270 315 360 x 45 90 135 180 225 270 315 360
–1 –1 x –360 –270–180 –90 –1 90 180 270 360 x
–2 –2 –2
–3 –3 –3
–4 –4
–4 –5
–5 –5 –6
–7
d y e y f y
5 12
4 12
3 8
8
2 4
1 4
90 180 270 360 x 120 240 360 x
–1 –720 –540–360–180 180 360 540 720 x
–2 –4
–4
–3 –8
–4 –8
–5 –12
–12
2 Determine the equations of each of the graphs in Question 1.
Exercise 12E
3 State the amplitude or asymptotes and period of each of the following functions:
a y = 12 cos 4x b y = 7 sin 2x c y = −2 tan x
d y = 4 tan 3x e y = −8 sin 4 x
1 f y = 25 cos 1 x
3
Learning task 12F

4 Determine from inspecting the difference patterns whether the following are linear,
quadratic or cubic functions:
a x 0 1 2 3 4 b x 0 1 2 3 4
y −30 −36 −40 −42 −42 y −24 −30 −24 0 48
c x 0 1 2 3 4 d x 0 1 2 3 4
y −7 5 17 29 41 y 10 7 8 25 70
e x 0 1 2 3 4 f x 0 1 2 3 4
y 5 −4 −13 −22 −31 y 3 −1 3 15 35
5 Determine the equations for each of the functions in Question 4.
Exercise 12G
i determine the y-intercept ii determine the x-intercept(s)

iii determine the turning points correct to 1 decimal place and state whether they are a
maximum or minimum
iv on the graph indicate the point of inflection
a y b y
10 8
5 4
–3 –2 –1 1 2 3 x
–5 –4 –3 –2 –1 1 2 3 x –4
–5 –8
–10 –12
–15 –16
–20
–20 –24
–25 –28
–30
Learning tasks 12I and 12J

7 State the equations of the following cubics:
a y b y c y
10 28 10
24
8 20 8
6 16 6
12
4 8 4
4
2 2
–6 –4 –2 –4 2 4 6 x
–8 –6 –4 –2 2 4 6
–6 –4 –2 2 4 6 x –12 x
–2 –16
–2
–4 –20 –4
–24
–6 –28 –6
–32
–8 –36 –8
–40 –10
–10
Learning tasks 12K and 12L

8 Draw a sketch of the following cubics to show the x- and y-intercepts. Choose appropriate
scales for each graph:
a y = x2(x + 3) b y = x3 + 5
c y = (x − 3)(x − 2)(x + 1) d y = −x(x + 3)(x + 6)
Exercise 12M
9 The following graph shows the function y
y = (x − 2)(x + 1)(x − 4). Perform the 16
12
transformations indicated. Sketch each
8
new cubic on a set of axes and state
4
its equation:
–3 –2 –1 1 2 3 4 5 x
a translate 3 units right
–4
b reflect about the x-axis –8
c translate 4 units left –12
d reflect about the y-axis

CHAPTER
13
Circle
Geometry
Space in history
A sundial measures the time of day by using a shadow cast on a surface marked
to show hours and minutes. In ancient Egypt, pyramids and obelisks were used
as sundials. A correction must be made for the difference in longitude between the
position of the sundial and the standard time meridian. Daylight saving must also
be taken into account. The largest sundial in the world was built in Jaipur, India, in
1724 and covers 0·4 hectares of land.
Space today
World globes portray an accurate representation of the world, but we cannot see the
whole Earth at the one time. Maps on flat paper provide a convenient solution and
allow us to calculate distances between places, but they tend to distort the round
Earth in some way. In 1987, the National Geographic Society embarked on a mission
to develop a map projection that stretched the round Earth onto flat paper without
skewing distances or directions. The projection chosen was by the eminent
cartographer Arthur H. Robinson, who kept the sizes of the countries in relative
proportion but maintained a suggestion of the roundness of the Earth. Today, satellite
photos of the Earth are taken from space and computers can use these to generate a
flat image of the Earth based on the Robinson model.

• Applying circle definitions and
properties
• Calculating the circumference and arc
lengths of circles and sectors
• Calculating distances on Earth using
latitude and longitude
• Exploring circle geometry (angles in a
circle, chords, tangents, circle properties)
• Performing geometric constructions
• Exploring polar coordinates
• Determining and using equations
of circles
13A Circle definitions
A circle is formed by connecting a set of points that are the same distance from a given point
called the centre.
There are many terms associated with a circle that will be used throughout this chapter.
• The radius of a circle is the distance from the centre of the circle to ference
cum
the circumference. cir
• The diameter is a line that joins two points on a circle and passes
dia ord
radius
through the centre of the circle.
me
ch
ter
• A chord is a line that joins two points on a circle. The diameter is a
chord that has the special property of passing through the centre of
the circle.
• The circumference is the distance around the boundary of the circle.
It is the perimeter of the circle.
• An arc is a part of the circumference.
seg
sector
me
• A segment is the area of the circle between an arc and a chord. arc
nt
• A sector is the area of a circle between two radii and an arc.
The arc, segment and sector can be further classified as either major or minor.
major
arc major
major sector segment
seg
minment
minor
sector minor
or
arc
Exercise 13A
Label the features of each of these circles:
a A circular tablecloth b When the minute hand c A cushion is made by
is made using several of a clock moves from sewing together pieces
pieces of fabric. 12 o’clock to 10 past 12, of material to form the
it sweeps out the following pattern.
following path.
12
11 1
10 2
9 3
8 4
7 5
6
d The clock shows e A steering wheel of a f This wheel has many

4 o’clock. car has several features. spokes.
12
9 3

Revising circumference and arc length 13B
The perimeter of a circle is called the circumference and a part of the perimeter of a circle
is called the arc. To measure the circumference or an arc length, you would need to measure
the distance with a piece of string. This is not very accurate, so it is better to use a formula
that requires you to know either the diameter or the radius of the circle. The radius and
diameter are much easier than the circumference to measure accurately.
Perimeter or circumference of a circle:

radius (r) C = πD or C = 2πr
Using the π button on your scientific calculator:
diameter (D) π is approximately 3·141 592 654 …
angle in degrees
Arc length = × 2πr
arc length 360°
Example Solution
1 Find the circumference of each circle,
expressing your answer to 2 decimal
places:
a C = πD
C=π×8
C = 25·13 m
8m
b C = 2πr
3m C=2×π×r
C=2×π×3
C = 18·85 m
2 Find the length of the arc: angle in degrees

Arc length = × 2 πr
360°
150
= × 2 × π × 10
360°
150o = 26·18 mm
10 mm

13B
Exercise 13B
1 Find the circumference of each circle correct to 1 decimal place:
a b c
108 m
40 m 16 cm
d e f
4.2 mm
.5m
26 100 .3
km
2 Find the circumference of each circle correct to 1 decimal place:

a b c
16 m
42 cm
2m
d e f
0.7 cm
2 .8 m
m . mm
14 6
3 Find the arc lengths in the following diagrams correct to 1 decimal place:
a b c
10 cm 28 mm
110n
200o
4 cm
d e f
190o .
5m 50o 2 8 cm 350o
1.5 m

Lines of longitude: Great circles 13C
The position of places on the Earth’s surface can be described
by their latitude and longitude.
Longitude is measured in degrees east and west of the meridian
of longitude that passes through Greenwich. This meridian is equator
known as the 0° meridian or prime meridian.
Latitude is measured in degrees north and south of the 0°
parallel of latitude, which is known as the equator.
The Earth can be considered as a sphere with a radius of 6400 kilometres. If the sphere is cut
through the equator or any line of longitude then a great circle is formed (see diagram).
Example Solution
Find the distance between these two places Angle ∠COM = 38 − 16 = 22°
on a meridian of longitude: θ
Arc length = × 2 πr
360
where θ is the angle and r is the radius.
O 640 22
0k
m
Arc length = × 2 π × 6400
Q 360
64
Cooktown (16nS, 145nE)

= 2457·42
00
km
Melbourne (38nS, 145nE) The distance between Melbourne and

Cooktown is 2458 kilometres.
Exercise 13C
1 Find the distance, to the nearest kilometre, between these points D
on the same meridian of longitude:
A
A 45°N B 32°N C 65°S
B
D 72°N E 0° F 18°S
a A and E b E and C E
c A and D d C and F F
C
e F and D f A and C
2 Find the distance, to the nearest kilometre, between the following points on the equator:
a 20°E and 0° b 0° and 87°W c 25°E and 50°E
d 43°W and 67°W e 33°W and 42°E f 13°E and 74°W
3 Find the distance between New Orleans (30°N, 90°W) and Memphis (35°N, 90°W) in the
United States.
4 Find the distance between Quito (0°N, 78°W) in Ecuador and Kampala (0°N, 32°E) in Uganda.
5 Kalgoorlie in Western Australia is situated at 30°S, 121°E, while Shanghai in China is at
31°N, 121°E. Find the shortest distance between these two places.
6 Cape Town in South Africa has a reference of 33°S, 18°E. Stockholm in Sweden is
situated in the northern hemisphere at 59°N, 18°E. What is the shortest distance between
the two towns?

13D Lines of latitude: Small circles
The Earth can be considered as a sphere with a radius of
6400 kilometres. If the sphere is cut through any line of latitude
other than the equator then a small circle is formed (see diagram).
To calculate distances along the parallels of latitude, the radius of
the small circle needs to be calculated first.
Parallels of latitude
Example Solution
Find the distance between Istanbul (41°N, r is the radius of the circle at latitude 41°N.
29°E) and Chicago (41°N, 87°W). r
cos 41° =
6400
r I (41nN, 29nE) r = 6400 cos 41°
C 41n r = 4830
(41nN, 87nW) km Radius of circle is 4830 km at longitude 41°N.
00
64
41n l = arc length between 29°E and 87°W
116
l= × 2 × π × 4830
360
l = 9779
The distance between Istanbul and Chicago
is 9779 km.
Exercise 13D
1 Find the radius of the small circle if the angle of the parallel of latitude is given below:
a 60°N b 35°N c 12°N d 50°S e 88°S f 24°S
2 Find the distance, to the nearest kilometre, between the following points on the small
circles. You will need to use your answers to Question 1 or to calculate the radius of the
small circle first:
a 60°N, 28°E and 60°N, 15°E b 35°N, 58°W and 35°N, 65°W
c 12°N, 42°W and 12°N, 33°W d 50°S, 18°W and 50°S, 28°W
e 88°S, 80°E and 88°S, 50°E f 24°S, 16°W and 24°S, 14°E
3 Townsville in Queensland and Beira in Mozambique
are both situated on the 19°S small circle. First, find the
radius of this small circle, then calculate the shortest
distance between Townsville, 146°E, and Beira, 34°E.
4 Paris in France and Volgograd in Russia are both located
on the 48°N small circle. Find the radius of this small 19n
Townsville
circle and so calculate the shortest distance between Beira
Paris, 2°E, and Volgograd, 44°E.
5 Vancouver in Canada is situated at 49°N, 126°W, while Karaganda in Kazakhstan is at
49°N, 73°E. Find the shortest path between the two cities.

EXPLORING angles in a circle 13E
Learning task 13E

1 a Draw a circle with a radius of 5 cm.
b Mark the centre as O and mark three points A, B, C as shown in the diagram below.
Connect the points to form lines AC , AO, OB and BC .
Mark two more points D and E on the circumference of the circle.
c Connect AE, EB, AD and DB.
d Measure ∠AEB and ∠ADB.
e Angle ∠AOB measures ______________ degrees.
Angle ∠ACB measures ______________ degrees.
What do you conclude? What do you notice about ∠ACB, ∠AEB and ∠ADB?
f What do you notice about these two angles?
∠AOB is subtended by or standing on the arc AB at the centre of the circle.
∠ACB is subtended by or standing on the arc AB at the circumference of the circle.
C
A
B
2 a Copy the diagram and table below into your workbook.

Y
Angle Angle size
Z
∠AXB
X
∠AYB
∠AZB
A
B
b Measure the angles ∠AXB, ∠AYB and ∠AZB, and record their values in the table.
c Create two more angles that start at A and finish at B. (Note the angles must not touch
the red arc AB.)
d Measure and record these two new angles in the table.
e What do you notice about all these angles standing on the arc AB?

13E
3 Below is a circle with the diameter shown. Six points are marked on the circumference to
form triangles.
a Copy the table below, measure the angles listed and record the angle size in the table.
B
C Angle Angle size
A
∠XAY
D ∠XBY
∠AZB
X Y
∠XCY
∠XDY
E
∠XEY
F ∠XFY
b What is the size of an angle at the circumference of a circle subtended by the

diameter? _______________________
4 a Draw a circle of radius 5 cm.

b Mark four points on the circumference.
c Connect each adjacent set of points to form a quadrilateral like that shown in
the diagram below.
d Label the points A, B, C and D.
e Copy the table.
f Measure the angles listed and record the angle size in the table.
Angle Angle size A
∠DAB
∠DCB
∠ABC
∠ADC D
g Add ∠DAB and ∠DCB.

B
What do you notice?
h Add ∠ABC and ∠ADC.
What do you notice?
C

Angles in a circle 13F
• The angle at the centre of a circle is • The angles on the circumference of a
twice the size of an angle at the circle are equal if the angles stand on
circumference if both angles stand on the same arc.
the same arc.
ao
2ao
• A triangle that is formed inside a circle • A quadrilateral formed inside a circle

and has the diameter as one side has a is called a cyclic quadrilateral. A cyclic
right angle at the circumference. quadrilateral has opposite angles that
are supplementary.
e.g. a + c = 180° and b + d = 180°
an
diameter dn
bn
cn
Example Solution
Find the value of the pronumerals:
a m = 50°
mn An angle at the centre of a circle is twice
the size of the angle at the circumference,
100n standing on the same arc.
b n = 50°
50n Angles on the circumference of a circle and
standing on the same arc are equal.
nn

13F
Example Solution
c a = 90°
an
The angle that forms at the circumference from the
65n bn diameter of a circle is 90°.
∴ b = 180° − 90° − 65° angle sum of a triangle
= 25°
d x = 180° − 105°
100n = 75° Opposite angles in a cyclic
105n
xn quadrilateral add to 180°.
y = 180° − 100°
yn
= 80° Opposite angles in a cyclic
quadrilateral add to 180°.
Exercise 13F
1 State the pair of angles standing on the same arc:
a b c
ln
qn
bn
pn mn
an kn nn
cn
jn
d e f
xn zn vn
vn
en fn un xn
gn
tn sn wn yn
2 Find the value of the pronumerals:

a b c
mn 60n
nn 86n
84n
pn
d e f
140n
20n 21n
nn
dn
mn
xn

13F
a b c
45n 50n
fn
39n mn
pn nn
42n
d e f
kn 55n
38o 52n xn
wn
xo
zo 42o
yo 60n hn

a b c
an
26n xn
57n yn
d e f an
xn
gn
yn

a b c
an mn
dn
130n
110n
97n
bn cn
140n
d en e f bn
83n 110n 105n an
32n 21n
fn pn mn
74n

13G EXPLORING chords and tangents
Learning task 13G

1 a Draw a circle with a radius of 5 cm and mark the centre O.
b Draw in a chord AB (a line that joins two points on a circle).
c Find the midpoint of the chord (carefully measure with your ruler). Label it M, as
shown on the diagram below.
A
M
B
O
d Join the midpoint of the chord to O.

e Measure the angle AMO and angle BMO.
2 What comment(s) can you make about the angle made where the line drawn from the
centre of a circle meets the midpoint of the chord?
3 a Draw a circle with a radius of 5 cm and mark the centre O.

b Draw a tangent (a line touching the circle at just one point) AB.
c Join the point where the tangent touches the circle (T) with the centre of the circle
(O), as shown on the diagram below.
A
O
B
d Measure the angle made where the line drawn from the centre of the circle meets the
point where the tangent touches the circle (∠OTB).
4 What comment(s) can you make about the angle made where the line drawn from the
centre of the circle meets the point where the tangent touches the circle?

EXPLORING circle properties 13H
Learning task 13H

a Draw a circle with a radius of 3 cm.
b Mark the centre as O.
c Draw two radii and label the points where they intersect the circumference of the circle as
A and B.
d Construct two tangents at points A and B, and extend the tangents until they meet at a
point that can be labelled as C.
A
O
D C
e Join the points O and C.
f Measure and record the size of angles ∠OAC and ∠OBC. ∠OAC ∠OBC
What do you notice about these two angles?
g Measure and record the length of the lines AC and BC.

AC BC
What do you notice about the length of AC and BC ?
h Join the points A and B. Label the point where AB cuts OC as D.
i Measure and record the lengths of the lines AD and BD.

AD BD
What do you notice about the lengths of AD and BD ?
j Measure and record the size of angles ∠ODB, ∠ODA, ∠CDA and ∠CDB.
∠ODB ∠ODA ∠CDA ∠CDB
k What do you conclude about these tangents?

13I Tangent to a circle
A tangent to a circle is perpendicular to the radius. This means that the tangent and the radius
form a right angle.
Two tangents to a circle from a common external point are equal in length.
Example Solution
Find the value of the pronumerals: As x° is between a radius and a tangent,
x = 90°
So y = 180° − 65° − 90°
= 25°
h By Pythagoras’ theorem
65o yo
h2 = a 2 + b 2
4 cm = 4 2 + 102
10 cm
xo
= 116
h = 116
= 10·77 cm
Exercise 13I
1 Find the value of the pronumeral in each diagram if AB is a tangent and O is the centre of
the circle (all lengths are in cm):
a A b A c
O d B
18n m° nn 28n
B O O B
8 12
A
d A e f
5 b O
B 14
O 10
B 35n xn O y c
5
m w
b xo
A 12 B
A

13I
2 Find the value of the pronumerals in each diagram if AC and BC are tangents and O is
the centre of the circle:
a A b A
bn pn 8 cm
6 cm
O cn an O n
C C
dn 18n
q m
B B
c A d A
xn en
C 40n yn O O fn 25n C
zn gn
B B
e A f A
mo
no
po 4 cm zo yo
O 25o C O 21o C
xo
k
B B
3 Find the radius of the largest spherical ball of ice-cream that

can fit inside an ice-cream cone so that the sides of the cone
are tangents to the ball. The diagram shows a cross- section of
the cone and the ice-cream. O
r
D B
A
12·8 cm
13·1 cm
4 A seesaw is made using a piece of wood fastened at its midpoint to a concrete pipe as
shown. Find the length of the piece of wood if the concrete pipe has a diameter of 70 cm
and the angle the wood makes with the ground is 15°.
70 cm
15n

13J Using all circle properties
So far each circle property has been considered in isolation; in reality this is rarely the case.
The following exercise gives you an opportunity to apply all the circle properties covered.
Example Solution
Find the sizes of these angles: x = 360° − 90° − 90° − 24°
= 156° angle sum of quadrilateral
w = 156° ÷ 2
= 78° centre angle is twice
zn circumference angle
yn xn 24n y = 360° − 156°
wn = 204° sum of one revolution
z = 102° centre angle is twice
circumference angle
Exercise 13J
1 Find the values of the pronumerals in each of the following. Support each answer with
a reason:
a b c
x°
n° c° a° 43o
m° 160n b° a° b°
40n
d e f
d° e° y°
30n c° g°
x° z° 28n
c° b° a° f° 16n
68n a° a° c°
b°
b°
d°
g h i
105n a° 62n y cm
b° a° 5 cm
w°
40n
z° x cm
c° b° c°

13J
2 Find the sizes of the angles.
a b c
t°
37o
65o 68o
a°
n°
d e f
74o
b° 55o p°
n° 105o
g h i
x° d°
c°
34o s°
t°
b°
29o c°
125o
j k l
95o
g° 72o
10o
m°
27o
f° e°
m n o
26°
y° v°
w° 39°
m°
24o

13K EXPLORING geometric constructions
Learning task 13K

1 Bisecting an angle
Draw an angle. Use a compass to make an arc. Without A
changing the compass width, make two further intersecting
arcs from points A and B. Connect O through the intersection
of the arcs to bisect the angle. O
B
2 Bisecting a perpendicular line
Draw a line AB 5 cm long. Open your compass wider than 2·5 cm. Draw arcs from points
A and B so that the arcs intersect above and below the line. Connect the two points of
intersection to bisect the line perpendicularly.
3 Dropping a perpendicular line onto a line from a point off the line
Draw a line and place a point off the line. Open the compass wide enough to cut the line at
two places, A and B, when placed on the point. Now use points A and B to make two more
intersecting arcs. Connect the point with the arc intersection to form the perpendicular line.
4 Drawing a perpendicular to a line from a point on the line

Draw an arc through the line from the point on the line so that the arc cuts then line at A
and B. Use points A and B to make two intersecting arcs. Connect the arc intersection to
the point on the line to form the perpendicular line.
5 Circumcentre
• Draw ΔABC on 1 cm graph paper. You need to use a compass and ruler and have a
sharp pencil.
• Begin in the bottom left-hand corner and locate points A, B and C so that:
A is 4 cm to the right and 5 cm up
B is 16 cm to the right and 5 cm up
C is 6 cm to the right and 14 cm up.
• Draw AB, BC , and AC to form triangle ABC.
• Draw the perpendicular bisector of AB.
• Draw the perpendicular bisector of AC.
• These bisectors meet at O.
• O is the same distance from A, B and C. Measure OA, OB and OC to check
your accuracy.
• With centre O and radius OA draw a circle. The circle should touch each of the
vertices of ΔABC.
This circle is called the circumcircle of the triangle and O is its circumcentre.
6 Incentre
• Draw ΔABC as above.
• Draw the bisector of angle A.
• Draw the bisector of angle B.
• These angle bisectors meet at I.
• From I draw the perpendicular line to AB meeting it at D.

13K
• With centre I and radius ID draw a circle. The circle should just touch the three sides
of the triangle.
This circle is called the incircle or inscribed circle.
Centre I is the incentre of triangle ABC.
• Draw IC . IC should bisect angle C. Check your accuracy with your protractor.
• Place the circumcircle (step 5) over this circle. Are the circumcentre O and the
incentre I in the same position?
7 Centroid
• Find X, the midpoint of AB, and Y, the midpoint of AC.
• Draw the line segment joining C to X.
• Draw the line segment joining B to Y.
• The line segments CX and BY meet at G.
• Does the extension of AG bisect BC ?
G is called the centroid or the centre of gravity of the triangle ABC.
8 Orthocentre
• Draw the perpendicular from C to side AB. The perpendicular meets AB at F.
• Draw the perpendicular from A to side BC. The perpendicular meets BC at D.
These perpendicular line segments are called altitudes of the triangle.
• The altitudes CF and AD meet at point H.

• Draw a line segment from B passing through H to meet AC at E.
• BE should be the third altitude of ΔABC. Check that BE is at right angles to AC.
The point H is called the orthocentre of triangle ABC.
• Draw the line segments joining D to E, E to F and F to D.
The triangle DEF is called the orthocentric or pedal triangle.
9 Nine-point centre
• Find X, Y and Z, the midpoints of AB, AC and BC respectively.
• Draw the line segments joining X to Y, Y to Z and Z to X.
The triangle XYZ is called the midpoint or medial triangle.
• Find the circumcentre of ΔXYZ. Follow the method stated in step 5.

• Label this circumcentre point N.
N is called the nine-point centre of triangle ABC.

PUZZLES
1 Find the unknown angles in the diagrams below. Match the corresponding letter to the
Why did the jelly bean go to school?
A D 146n
B E I
160n M
92n
O
R 48n
60n
N T
44n S
W
68° 96° 48° 46° 316° 96° 200° 80°
96° 100° 268° 200° 46°
120° 292° 46° 60° 96° 68° 200°
What do you call a sleeping child?
D 26n I E
68n
K
100n 65n
R
125n N P 75n
95n
90° 85° 180° 64° 55° 90° 80° 80° 22° 115°

Circle Geometry
Why did the comedian tell jokes to eggs?
D
A 46o 66o K
H
C
E
38o
P U
O
42o
M N R
60o
106o
T
W
294° 52° 254° 44° 120° 276° 52° 308°
276° 90° 314° 42° 44° 314° 24°
276° 294° 52° 240° 74° 48°
4 Find the distance between these points on the same meridian of longitude, using 6400 km
as the radius of the Earth. Match the corresponding letter to the correct answer (in km)
What do police officers have in their sandwiches?

A 45°N and 66°N C 25°N and 87°N
F 12°S and 58°S I 16°S and 23°S
J 28°S and 12°N M 17°S and 48°N
R 0° and 15°N T 88°S and 12°N
11 170 1676 2346 5138 5138 782 6925 4468 2346 7261

Polar coordinates
Points within a plane can be referenced in a number of ways such as the grid system used
on maps, the Cartesian plane, compass and true bearings, and as polar coordinates. Polar
coordinates use a length and an angle to locate the points. Square brackets are used to give
the two references [r, θ] where r is the radius and θ is the angle measured in an anticlockwise
direction from the positive x-axis direction.
Example Solution
1 What does the polar coordinate [3, 20°] means a radius of 3 units and an
[3, 20°] indicate? angle of 20° anticlockwise from the positive
x-axis direction, which is called the z-axis in
polar coordinates.
100o 90o 80o
120o 60o
140o 40o
160o 20o
180o 1 2 3 Z 0o
O
200o 340o
220o 320o
240o 300o
260o 270o 280o
a Give the polar coordinates for the points A to H: 100o 90o 80o
120o 60o
140o 40o
C
160o A 20o
H
B
180o G 1 2 3 4 5 6 7 0o
E
b Plot the points I to P on a polar grid:
200o 340o
I is [5, 0°] J is [4, 40°] D
F
K is [6, 90°] L is [3, 120°] 220o 320o
300o
M is [4, 350°] N is [1, 250°] 240o
260o 280o
O is [3, 200°] P is [2, 160°]
Trigonometry can be used to convert between Cartesian coordinates and polar coordinates.
x = r cos θ and y = r sin θ
(x, y)
r 2 = x2 + y2
r = x2 + y2 r
y
y
tan θ = Q
x x
⎛ y⎞
so θ = tan −1 ⎜ ⎟
⎝ x⎠

Circle Geometry
Example Solution
2 Convert (1, 2) to polar coordinates: r 2 = 12 + 2 2

r= 5
(1, 2) ⎛ 2⎞
θ = tan −1 ⎜ ⎟
⎝ 1⎠
θ = 63°
r
2 (1, 2 ) = [ 5, 63°]
Q
1
3 Convert the polar coordinates x = 2 cos120°

[2, 120°] to Cartesian coordinates. x = −1
y = 2 sin 120°
3
y = 2×
2
y= 3
So the Cartesian coordinates are ( −1, 3 ).
c Convert these Cartesian points to polar coordinates:

i (2, 2) ii (1, 0) iii (0, 2) iv (−3, 3) v (−2, −2) vi (−4, 0)
vii (0, 5) viii (5, 6) ix (−8, −3) x (−2, 3) xi (4, −1) xii (2, −1)
d Convert these polar coordinates to Cartesian coordinates:
i [3, 180°] ii [4, 120°] iii [1, 60°] iv [5, 45°]
v [2, 90°] vi [2, 300°] vii [3, 240°] viii [1, 80°]
ix [4, 100°] x ⎡ 1 , 200° ⎤ xi ⎡ 3 , 280° ⎤ xii ⎡ 5 , 400° ⎤

⎣2 ⎦ ⎣2 ⎦ ⎣2 ⎦
Polar equations such as r = 2 + 2 sin θ can be graphed on polar paper by taking different
values of θ and calculating the value of r for each angle. These coordinates can then be
plotted on polar paper to produce a graph of a cardioid, which is a heart shape.
θ −90° −60° −30° 0° 30° 60° 90° 120° 150° 180° 210° 240°
r 0 0·27 1 2 3 3·73 4 3·73 3 2 1 0·27
Polar equations can also be drawn using a graphics calculator
by changing the mode to polar and modifying the WINDOW
to give the following graph of r = 2 + 2 sin θ.
e Draw graphs of the following polar equations:

i r = 1 + cos θ cardioid
ii r = 1 − sin θ cardioid
iii r = 1 + 2 cos θ limacon
iv r = θ spiral of Archimedes
v r2 = 4 cos 2θ lemniscate
Circles
A circle is the locus of a point that moves at a fixed distance from another point.
The distance formula between two points A and B is given by
the formula:
B(x2, y2)
d AB = ( x2 − x1 )2 + ( y2 − y1 )2
A(x1, y1)
If the point A is at the origin of the Cartesian plane then:

d AB = ( x − 0)2 + ( y − 0)2 = radius B(x, y)
2 2 2 r
x +y =r
A(0, 0)
This is the equation for a circle centred at the origin.
Example Solution
1 State the equation of this circle: Centre at (0, 0)
3 Radius of 3 units
Equation: x2 + y2 = 32 or x2 + y2 = 9
–3 3
–3
1 State the equations of the following circles:

a 2 b 5 c 1 d 8
–2 2 –5 5 –1 1 –8 8
–2 –5 –1 –8
2 Draw graphs of the following circle equations:

a x2 + y2 = 42 b x2 + y2 = 102 c x2 + y2 = 49 d x2 + y2 = 36
If the circle is moved h units to the right and k units up, then this
situation arises: B(x, y)
2 2
d AB = ( x − h) + ( y − k ) = radius
A(h, k)
(x − h)2 + (y − k)2 = r2
This the equation for a circle of radius r units and centre at (h, k).

Circle Geometry
Example Solution
2 State the equation of the following circle: Centre at (2, −1)
y Radius = 4
3 Equation: (x − 2)2 + (y + 1)2 = 42
1
–2 –1 2 4 6 x
(2, –1)
–3
–5
3 State the equations of the following circles:

a y b y c y d y
1 10 8
2 6
(1, 1) 5
–2 –1 1 2 3 4 x (–2, 4)
1 –1 4
(1, –2) –15 –10 –5 5 10 x 2
–2 –5
1 2 x –3 (–2, –3)
–10 –6 –4 –2 2 4 x
–4 –2
–5 –15
4 Draw the circles with the following equations:

a (x − 1)2 + (y + 2)2 = 42 b (x − 2)2 + (y − 3)2 = 12
2 2 2
c (x + 1) + (y − 1) = 2 d (x − 2)2 + (y + 3)2 = 32
Conics
A conic or conic section is the curve generated by cutting through a right circular
cone. When a cone is cut as shown, a curve called a parabola is formed.
A parabola is the path of a point or locus of y

points that are equidistant to a fixed point and
to the perpendicular distance from a fixed line. 2 x
P D
The fixed line is called a directrix and the fixed
point is called the focus.
x = –2
F(2, 0)
–2 2 x
5 a Copy the coordinate plane with the fixed line x = −2 and a fixed point (2, 0) as marked.
b Find the locus of points that are equidistant from the fixed line and fixed point.
Two points have already been done for you.

REVISION QUESTIONS
Exercise 13A
1 Label the following features of this circle:
radius, chord, circumference, minor and
major segments.
2 Draw a circle and label the minor sector, the major arc, the diameter and the centre.
Exercises 13B
3 Calculate the arc length of each of the following correct to 2 decimal places:
a b c
40o 12 cm
210o
175 mm 330o
6m
Exercises 13C and 13D

4 a Find the distance between points 32°N and 18°N on the 30°W meridian of longitude.
b Find the distance between points 30°W and 62°E situated on the equator.
c Find the distance between these points on the small circle: 22°N, 14°E and 22°N, 64°E.
Learning task 13E

5 Give the values of the pronumerals:
a b c d
40o dn
30n
bo
an
cn
85n
Exercise 13F
6 Find the values of the pronumerals:
a an b c d
xn kn
80n
32n
yn ln
bn 60n mn
82n

Circle Geometry
Exercise 13I
7 Find the values of the pronumerals:
a b
mn an
5 12
fn 23n
e
c d
bn
Exercise 13J
a b
an
bn 16n 35n
an bn
cn
9 Use all the circle properties to solve these unknowns:

a b
pn
nn
an mn
40n
bn
108n
Learning task 13K

10 a Draw a 4 cm line and use your compass to
bisect the line perpendicularly.
b Copy this angle and use your compass to
bisect the angle.

ANSWERS
These are selected answers only. A set of Fully Worked 8 12·3 ha, 24·6 ha and 36·9 ha
Solutions can be found in the Teacher’s Resource. 9 a 300 mL b 1200 mL
10 a $4130 in tax b $9086
Chapter 1 11 35
Exercise 1A 12 5 litres of petrol and 0·5 litre of oil
1 a Black 15 : 30 = 1 : 2 13 a Government = $113 067

Red 5 : 30 = 1 : 6 Refiners/wholesalers = $50 252
Blue 4 : 30 = 2 : 15 Oil producers = $25 126
Green 2 : 30 = 1 : 15 Service station = $12 563
Yellow 4 : 30 = 2 : 15 b Government = $8 717 166
b Black 26 : 60 = 13 : 30 Refiners/wholesalers = $3 874 296
Red 11 : 60 Oil producers = $1 937 148
Blue 12 : 60 = 1 : 5 Service stations = $968 574
Yellow 11 : 60 14 1 g of tomato sauce
2 a 4 : 5 b 3 : 13 c 4:7 d 4:5 e 3:1
Exercise 1C
f 8:1 g 4:3 h 41 : 4 i 5:1 j 4:1
1 a 150 m b 200 cm c 112·5 g
3 a 6:5 b 7 : 25 c 1200 : 1
d 30 kg e $1140 f 120 min
d 19 : 125 e 16 : 1 f 3:5
g 60 h h 2500 mm i 245 t
g 172 : 69 h 25 : 1 i 5:2
j $63 k 195 s l 585 m
j 4:1 k 9:1 l 2:1
m 2262·5 t n 167·5 km o 115 g
4 a 8 : 15 b 10 : 21 c 14 : 17
2 a 40 m b 327 mm c $7·70
d 17 : 16 e 9:4 f 9 : 10
d 157 kg e 16 h f 21 t
g 7:8 h 4:7 i 35 : 16
g $26·10 h 335 g i 852 min
j 9:4 k 25 : 9 l 14 : 1
j 12·58 cm k $586 l 25 h
m 15 : 32 n 26 : 35 o 33 : 28
m 14 km n 97 t o 96 m
p 25 : 21
3 a Four-fifths b One-third
5 a 29 : 35 b 127 : 352 c 45 : 194
c Three-eighths d Three-sevenths
d 7:3 e 131 : 155 f 21 : 82
e One-quarter f Nine-elevenths
g 209 : 248 h 47 : 160
4 a Eight-sevenths b Nine-eighths
6 Yellow = 2·25 cm2
c Five-thirds d Fourteen-ninths
Blue = 6·25 cm2
Red = 12·25 cm2 e Seven-fifths f Seven-quarters
Green = 20·25 cm2 5 a 40 g b 189 g c 327 g
a i 9 : 25 ii 9 : 49 iii 1 : 9 d 334 g e 155 g
b i 25 : 49 ii 25 : 81 6 Old New
c 49 : 81 subscription subscription
President $161 $138
Exercise 1B
Senior $182 $156
1 a 8 b 4 c 7·5 d 20 e 6
Committee member $168 $144
f 3·2 g 3·2 h 6 i 22·4
Junior $91 $78
2 a x=4 b x=1 c x=2
d x=7 e x=5 f x = 20·57 7 Old value New value
g x = 21 h x = 18 i x = 1·5 Two-storey villa unit $534 000 $623 000
2 3 Flat $141 000 $164 500
j x=1 k x=1 l x = 1·43
3 11 Apartment $468 000 $546 000
3 a 24 b 60 Californian bungalow $594 000 $693 000
4 a 180 mL b 630 mL Victorian single front $337 500 $393 750
5 7·5 kg Shop front $133 500 $155 750
6 Agatha = $3382 7 Duy = $1599
Bree = $4272 Effie = $1353 8 a 1080 mL b 1350 mL c 2340 mL
Christie = $3026 Gary = $1107 d 4·5 L e 18 L

9 Old length New length i 18 km/h j 25·92 km/h
Bully Dipper 413 m 531 m 3 a 216 000 L/h b $480/h
Spin ’n’ Scream 441 m 567 m c 1·2 kg/min d 540 m/min
Water Spout of Terror 378 m 486 m 4 a 144 000 mL/h b 3·6 kg/min
Cannon Shot 448 m 576 m c 2 t/min d 144 000 cm/min
e 25 200 L/h f 201·6 L/day
Exercise 1D g $0·83/min h 1680 cm/h
1 a cents/minute b runs/innings c $/litre i 7500 g/min j 1368 kg/h
d km/cm e $/h f points/game 5 a 100 mL/min b 600 mL/min
2 Some examples are: c 50 000 mL/min
a scoring figures for a player in the Australian 6 a 2·5 km/min b 0·04 km/s
basketball team c 150 000 m/h d 2500 m/min
b performance of Australian bowlers in a day– e 41·7 m/s
night game
7 a 8·83 km/min b 0·15 km/s
c the weight of grass seed to be sown for a new lawn
c 530 000 m/h d 8833 m/min
d cost of cashew nuts
e 147·2 m/s
e cost of petrol
8 a 18 m/min and 30 m/min
f volume of paint used by painters
b 0·3 m/s and 0·5 m/s
g mass of lead per volume (i.e. density of lead)
c 1080 m/h and 1800 m/h
h speed of Internet connection
d 1800 cm/min and 3000 cm/min
3 a $78/m2 b 48 words/min
e 1·08 km/h and 1·8 km/h
c $0·10/roll d 28 kicks/goal
9 a 2 cm/month b 0·24 m/year
e $25·60/ticket f 800 L/h
c 0·66 mm/day d 0·02 m/month
g $19·50/cubic metre h 2°C/h
e 20 mm/month f 0·066 cm/day
i 8·5 km/L j 50 m2/min
k 3 cows/acre l 30 m2/min
10 Bill Flaka Guido
4 a 5·6 runs/over a Beats/min 120 150 180

b i 34 ii 84 iii 95 b Beats/h 7200 9000 10 800
iv 134 v 179 vi 258 c Beats/s 2 2·5 3
5 a $42 000 b $178 500 c $514 500 d Beats/day 172 800 216 000 259 200
6 4 mL water/5 g flour
11 a Week 1: 2·53 kg, week 2: 3·86 kg,
a 960 mL b 1760 mL c 3L week 3: 5·19 kg, week 4: 6·52 kg
d 9·6 L e 18 L b i 7·92 g/h ii 0·13 g/min iii 0·0022 g/s
7 9·2 km/litre 12 a 1200 L/h b 20 000 mL/min
a 66·52 L b 24·24 L c 162·07 L c 1 200 000 mL/h
d 193·91 L e 62·61 L f 98·26 L d i 0·05 h ii 3 min
8 90 L/min e i 0·038 h ii 2·25 min
a 108 L b 261 L c 1620 L d 1102·5 L f i 0·021 h ii 1·25 min
Exercise 1E g i 0·1 h ii 6 min
1 a 13·33 m/s b 20 m/s 13 a i 2 pies/s ii 7200 pies/h
c 500 m/s d 8·89 m/s iii 172 800 pies/day
e 6·67 m/s f 0·56 m/s b i 4·5 min ii 8·5 min iii 12·25 min
g 5 m/s h 0·06 m/s iv 18·5 min v 19·75 min
i 33·33 m/s j 3·33 m/s 14 a $120 : 20 L = $6 : 1 L
2 a 216 km/h b 129·6 km/h b i $60 ii $300 iii $1·50
c 324 km/h d 72 km/h iv $3 v $15
e 388·8 km/h f 64·8 km/h c i 8L ii 18 L iii 19 L
g 51·84 km/h h 1036·8 km/h iv 2·5 L v 8·5 L
Answers 539
Exercise 1F b i ii iii iv
1 a 1 g/cm3 b 8·9 g/cm3 Dolphin 17·8 m/s 89 m 533 m 2133 m 3733 m
3
c 2·7 g/cm d 2·5 g/cm3 Whale 13·3 m/s 67 m 399 m 1600 m 2800 m
2 a 32·4 g b 48·6 g c 78·3 g Shark 8·9 m/s 44 m 267 m 1067 m 1867 m
d 513 g e 5400 g Penguin 6·7 m/s 33 m 200 m 800 m 1400 m
3 a 110·6 g b 774·2 g c 308·1 g Tuna 24·4 m/s 122 m 733 m 2933 m 5133 m
d 948 g e 23 700 g
4 a 60 000 g b 16 000 g c 320 000 g 8 Bee Hoverfly Hawkmoth Dragonfly
5 a 0·016 g/cm3 b 1·1 g/cm3 a 3·06 m/s 3·89 m/s 13·89 m/s 20·83 m/s
c 11·4 g/cm3 d 2·7 g/cm3 b 33 s 26 s 7s 5s
6 158 kg
9 Duck Teal Crow
7 a 18 kg, 10·8 kg, difference = 7·2 kg
b 2·25 kg, 1·35 kg, difference = 0·9 kg a 1 h 1 h 1 h
850 1200 400
c 108 kg, 64·8 kg, difference = 43·2 kg b 4·2 s 3·0 s 9·0 s
8 Material Density Density
(kg/m3) (g/cm3)
10 a i 9·4 m/s ii 33·94 km/h
Polystyrene (plastic) 16 0·016 b i 10 m/s ii 36·10 km/h
Polypropylene (plastic) 900 0·9 c i 10·1 m/s ii 36·46 km/h
Nylon (plastic) 1140 1·14 d i 10·14 m/s ii 36·61 km/h
White gum (wood) 1100 1·1 e i 10·21 m/s ii 36·86 km/h
Lead (metal) 11 400 11·4 f i 10·24 m/s ii 36·97 km/h
11 a 49 s, 104 s, 220 s, 459 s
Exercise 1G b 2·04 m/s, 1·92 m/s, 1·82 m/s, 1·74 m/s
1 a cm/s b m/s c m/h c 7·3 km/h, 6·9 km/h, 6·6 km/h, 6·2 km/h
d m/s or km/h e m/s f cm/s
Exercise 1H
2 Examples might be
1 a Time Temperature (°C)
a a racing car, bird in flight
4:00 am −4
b arrow, missile in flight
6:00 am −2
c wave breaking on a beach, ball rolling down a hill
8:00 am −2
d ant moving across a table, bread rising in an oven
10:00 am 0
3 a 456 km/h b 85 km/h
noon 4
c 400 km/h d 6·4 km/h
2:00 pm 6
e 203 km/h f 5 km/h
4:00 pm 4
4 a 580 km b 582 km c 199·5 m/s
6:00 pm 4
d 403 km e 170·28 km f 20·4 km
8:00 pm −4
5 a 3·5 h b 4·5 h c 4h
d 0·28 h e 2·6 h b Times Average temp. change
2 per hour
6 a 120 m/s b 0·8 m/s c 1 m/s
3 4:00–6:00 am +1°C
d 0·5 m/s e 0·0226 m/s
6:00–8: 00 am 0°C
7 a i ii iii iv
8:00–10:00 am +1°C
Dolphin 10·67 km 26·68 km 48 km 96 km
10:00–noon +2°C
Whale 8 km 20 km 36 km 72 km
noon–2:00 pm +1°C
Shark 5·3 km 13·25 km 24 km 48 km 2:00–4:00 pm −1°C
Penguin 4 km 10 km 18 km 36 km 4:00–6:00 pm 0°C
Tuna 14·7 km 36·67 km 66 km 132 km 6:00–8:00 pm −4°C

2 a b
Time taken
Distance
Section
(hours)
(km/h)
Speed
Times
(km)
80
G
70 F
60
Distance (km)
E
50
A 20 noon–1:15 pm 1 14 20 ÷ 1 14 = 16
D
40 B 0 1:15–2:00 pm 3 0
4
C
30 3
C 10 2:00–2:45 pm 13·33
B 4
20
A D 15 2:45–3:15 pm 1 30
10 2
E 0 3:15–4:00 pm 3 0
noon 1 pm 2 pm 3 pm 4 pm 5 pm 4
Time 1
F 10 4:00–4:15 pm 40
4
b i noon ii 5:00 pm
G 5 4:15–5:00 pm 3 6·67
iii 90 min iv 210 min 4
c Section A: 18 km/h, Section C: 33·3 km/h 4 a
Time taken
Distance
Section E: 22 km/h, Section G: 20 km/h
Section
(hours)
(km/h)
Speed
Times
(km)
Learning task 1I
1 a 12:10 pm b 5:00 pm 1
A 15 9:15–9:45 2
30
c 120 min d 170 min
B 0 9:45–10:00 1 0
2 4
Time taken
Distance
Section
(hours)
5
(km/h)
Speed
C 33 10:00–10:50 39·6
Times
(km)
6
D 0 10:50–11:15 5 0
12
E 12 11:15–11:45 1 24
A 7 12:10–12:30 1
3
7 ÷ 13 = 21 2
B 0 12:30−1:30 1 0
F 60 11:45–2:15 2 12 28·8
C 16 1:30−2:15 3 21·33
4 b
120
D 0 2:15−3:15 1 0 110
100
E 23 3:15−5:00 1 43 13·14
90 F
Distance (km)
80
3 a 70
60 G
60
D E
F 50
50 40
C
E 30
20 B
40 A
Distance (km)
D 10
9 am 10 am 11 am 12 1 pm 2 pm
30 noon
C Time
B
20 Learning task 1J
1
Time taken
A
Distance
Section
(hours)
(km/h)
Speed
Times
10
(km)
noon 1 pm 2 pm 3 pm 4 pm 5 pm
Time A 7 12:00–1:00 pm 1 7÷1=1
B 0 1:00–1:30 1
2
0÷ 1
2
=0
C 5 1:30–2:00 1
2
5÷ 1
2
= 10
D 0 2:00–3:00 1 0÷1=0
E 4 3:00–4:00 1 4÷1=4
F 2 4:00–5:00 1 2÷1=2
Answers 541
2 a Sections A, C, E and F are above the time axis c
because Charlotte was riding her bike and 40
Distance (km)
travelling at speeds greater than zero.
30
b Sections B and D are on the time axis because F
Charlotte was not moving so her speed was zero. 20
E G
3 a 10 A B
20 CD
15
A C Time (hours)
Velocity (km/h)
10
5 d 65 km e 6 hours f 10·8 km/h
B D
Time (hours)
–5 Exercise 1K
–10 a B b C c A d E
–15
–20
E e D f H g G h F
Exercise 1L
b The last section is below the time axis because the
1 a 3 b −2 c 12 d −7
gradient of the line on the distance–time graph is
negative. e 6 f 3 g 2 h −1
4 a A: 0, B: 10 ÷ 0·5 = 20, C: 0, D: −5 ÷ 0·5 = −10, i −10 j −12 k 0 l −1
E: 0, F: 25 ÷ 2 = 12·5, G: −30 ÷ 1·5 = −20. m −18 n 28 o −8 p −10
b A zero gradient means distance is not changing q 9 r −6 s −14 t 15
and the object is stationary. u 21 v 0 w −6 x −24
A positive gradient means the object is moving 2 a −12 b 76 c −5 d −35
away from the origin.
e 3 f 20
A negative gradient means the object is moving
towards the origin. 3 a −8 b 6 c −4 d −6
c e −19 f −15 g 13 h −2
5
i −11 j 56 k 9800 l
B 3
20
4 a −36 b −12 c 4 d 20
15
F e 4 f 20
10 5 a 9 b 21 c 12 d 15
Velocity (km/h)
5 e 16 f 7 g 5 h 19
A C E i 12 j 8 k 7 l 0
Time (hours) m 25 n 19 o 0 p −32
–5 q 32 r 52 s 27 t 2
–10 D u −9 v 28 w 2 x −4
y −67 z −3
–15
6 In each question the order of operations has been
G changed, so the answers are not the same. The correct
–20
order of operations is Multiplication and Division
d 70 km e 6 hours f 11·7 km/h first, then Addition and Subtraction.
5 a A: 10 km, B: 10 km, C: 0 km, D: 5 km, E: 20 km,
F: 0 km, G: 20 km
Exercise 1M
1 a 24 × 32 b 22 × 3 × 5
b i A, D, E ii B, G
c 22 × 52 d 22 × 32 × 7
2 4
e 2 ×3 f 22 × 32
3
g 2×5 h 24 × 52

i 53 j 3 × 52 g 2·5 × 10−6 h 6·1 × 10−5
2 3
k 2 × 3 × 17 l 2 × 103 6 a 0·0053 b 0·000 07 c 0·75
m 2 × 337 n 24 × 32 × 5 d 0·0025 e 0·0105 f 0·675
o 2 × 3 × 53 p 2 × 33 × 5 × 7 g 0·000 099 9 h 0·0073
2 a 12 b 36 c 144 d 2 e 50 7 a 1·5625 × 1012 b 5·625 × 10−2
f 125 g 5 h 18 i 20 c 8·156 25 × 101 d 8·093 75 × 10−3
3 a 288 b 72 c 180 d 72 e 210 e 3·5 × 103
f 3600 g 540 h 360 i 360 8 a 500·35 s b 8·34 min
4 a i double 6, triple 4, 12; 3 ways 9 1·827 × 104 s 10 0·000 000 1
ii double 15, triple 10; 2 ways
Exercise 1P
iii double 18, triple 12; 2 ways
1 a 14·3 b 46·05 c 746·5
iv double 9, triple 6, 18; 3 ways
d 1002·89 e 16·32 f 140·5
v triple 5, 15; 2 ways
g 1743·1 h 42·76 i 70·1
b i triple 20 twice; 1 way
j 77·0 k 1·00 l 2
ii triple 20 and double 20 or two bullseyes; 2 ways
2 a i 14·8 ii 14·77
iii triple 20, double 18 or two triple 16 or
triple 18, triple 14 or triple 17, triple 15 or
b i 266·7 ii 266·68
triple 19, triple 13; 5 ways c i 978·4 ii 978·38
c 9 darts: 8 triple 20 and a triple 7 add to 511 d i 0·6 ii 0·62
3 a i 11 m ii 23·5 m
Exercise 1N iii 7·1 m iv 15·5 m
8 9 11 7
1 a b c d b It is necessary to round up or you would not have
3 7 2 1
enough wood.
3 5 4 13
e f g h 4 a i $2·73 ii $0·54 iii $1·47
5 11 7 15
iv $0·02 v $10·96 vi $3·99
8 2 3 7
i − j − k − l − b Interest is calculated as a percentage.
3 1 2 5
2 a
100
b
100
c
2
d
10 Exercise 1Q
41 93 1 3 1 a recurring b finite c recurring
25 4 4 2 d finite e recurring f neither
e f g h
21 3 5 5 g recurring h recurring i finite
7 15 3 8 2 a 0·7̇ b 0·12 c 0·58̇
3 a b c d
4 4 1 9
d 3·61 e 0·37̇ f 2·45
7 6 5 9
4 a b c d − g 1124
· h 6·315 i 1·581
2 1 9 4
3 Decimal Finite, Simplest
Exercise 1O equivalent recurring or decimal
neither form
1 a 3 b 4 c 5 d 3
1 0·5 finite 0·5
e 1 f 2 g 3 h 3 2
1
i 4 j 4 k 2 l 3 3
0·333 333… recurring 0·3̇
m 5 n 4 o 2 p 4 1 0·25 finite 0·25
4
2 a 7·108 b 65·5 c 40 d 40 1 0·2 finite 0·2
3 a 6 × 104 b 1·208 × 105 c 5·5 × 102 5
1 0·166 66… recurring 0·16̇
d 7·5 × 107 e 4·9 × 105 f 7·5 × 102 6
1 0
g 5·0 × 10 h 3·5 × 10 1
7
0·142 857… recurring 0·142857
4 a 2500 b 8 050 000 c 762 100 1 0·125 finite 0·125
8
d 8 205 000 e 490 000 000 f 950 1 0·111 111… recurring 0·1̇
g 60 h 9·5 9
1
5 a 6·0 × 10−3 b 1·08 × 10−3 c 7·5 × 10−1 10
0·1 finite 0·1
−4 −1
d 6·25 × 10 e 5·0 × 10 f 6·0 × 10−7
Answers 543
Exercise 1R c {x: x ≤ 18}
1 a H = {1, 2, 3, 4, 6, 8, 12, 16, 24, 48} d {x: 4 ≤ x ≤ 8}
b K = {−3, −2, −1, 0, 1, 2, 3, 4, 5, 6} e {x: 3 < x ≤ 12}
c L = {−2, −1, 0, 1, 2, 3, 4} f {x: −1 < x < 5}
d P = {−9, −8, −7, −6, −5, −4, −3, −2, −1} g {x: x < 2}
h {x: x > −4}
2 a i {x: x < 4} or {x: x > 5}
0 1 2 3 4 5 6 7 8 x
j {x: x < −5} or {x: x > 1}
b
k {x: −6 ≤ x ≤ −4} or {x: x > −2}
0 1 2 3 4 5 6 7 8 x
l {x: x ≤ −2} or {x: 0 < x < 3}
c
–5 –4 –3 –2 –1 0 1 2 3 x m {x: −4 < x < 2} or {x: −1 ≤ x < 1} or {x: x ≥ 2}
d Puzzles
–4 –3 –2 –1 0 1 2 3 4 x
1 Reading between the lines
e 2 Three degrees below zero
–4 –3 –2 –1 0 1 2 3 4x
3 Four your eyes only
f
4 Glance backwards
–4 –3 –2 –1 0 1 2 3 4x
g Applications and Activities
–1 0 1 2 3 4 5 6 x
Heart rates and health
h 1 a 180 bpm b 152 bpm
–3 –2 –1 0 1 2 3 4 x
c 169 bpm d 185 bpm
i 2 a 186 × 60 × 24 × 365 = 97 761 600 beats
–3 –2 –1 0 1 2 3 4 x
b 1 955 232 000 beats
3 a
–4 –3 –2 –1 0 1 2 3 x c 6 843 312 000 beats
3 a 170 × 60 × 24 × 365 = 89 352 600
b
–1 0 1 2 3 4 5 6 x b 1 788 264 000 beats
c c 6 258 924 000 beats

–1 0 1 2 3 4 5 6 x 4–6 Student research.
d Scale model of the planets
0 1 2 3 4 5 6 7 8 x Mercury has 0·38 times the diameter of Earth.
e Venus has 0·95 times the diameter of Earth.
–6 –4 –2 0 2 4 6 8 x Mars has 0·53 times the diameter of Earth.
Jupiter has 10·85 times the diameter of Earth.
f Saturn has 8·99 times the diameter of Earth.
–6 –4 –2 0 2 4 6 8 x
Uranus has 3·96 times the diameter of Earth.
g Neptune has 3·85 times the diameter of Earth.
–4 –3 –2 –1 0 1 2 3 x
Paper sizes
h A0: 1189 mm by 841 mm
1 2 3 4 5 6 7 8 x
A1: 594 mm by 841 mm
i A2: 594 mm by 420 mm
1 2 3 4 5 6 7 8 x A3: 297 mm by 420 mm
A4: 297 mm by 210 mm
j
x A5: 149 mm by 210 mm
–4 –2 0 2 4 6 8 10
A6: 149 mm by 105 mm
k A0 ratio of length to width = 41 : 29
–3 –2 –1 0 1 2 3 4 x
A1 ratio of length to width = 841 : 594
l A2 ratio of length to width = 99 : 70
–3 –2 –1 0 1 2 3 4 x A3 ratio of length to width = 99 : 140
4 a {x: x ≥ 6}
b {x: x < −2} A6 ratio of length to width = 149 : 105

Area of A0 = 999 949 mm2 5 a 57 pairs of jeans b 190
Area of A1 = 499 554 mm2 6 28·8 L of syrup and 240 L of water
Area of A2 = 249 480 mm2
Area of A3 = 124 740 mm2 7 a 37·5 m b 150 cm c 57·5 g
Area of A4 = 62 370 mm2 d 22·5 kg e $162·50
Area of A5 = 22 050 mm2 8 a 24 g b 179 mL c $9·02
Area of A6 = 15 645 mm2
d 153·7 kg e 9h
Enrichment and Extension 9 a 11·2 km/L b 69 km/h
1
c 50°C/min
3
1 Time Temperature Time Temperature
(°C) (°C) 10 a 10 m/s b 11·67 m/s c 50 m/s
noon 38 3:15 26 d 17·22 m/s e 23·89 m/s
12:15 40 3:30 26 11 a 252 000 L/h b $720/h
12:30 41 3:45 27 c 0·75°C/s d 520 g/cm
12:45 43 4:00 30 12 a 2·7 g/cm3 b 8·9 g/cm3
1:00 44 4:15 31 13 a 13·68 g b 41·04 g c 59·28 g
1:15 45 4:30 32 d 205·2 g e 5700 g
1:30 45 4:45 33 14 a 214 km/h and 59·4 m/s
1:45 45 5:00 33 b 36 km/h and 10 m/s
2:00 44 5:15 33 15 157·5 km
2:15 41 5:30 33 16 4·8 h
2:30 37 5:45 32 17 a 3 × −6 + 4 ÷ 2 = −16 b 3(7 − 4) + 6 = 15
2:45 33 6:00 31 c 15 ÷ 5 + 0 × 7 = 3 d (−3) + 20 ÷ 5 × 2 = 5
3:00 29 18 a 84 = 22 × 3 × 7 b 168 = 23 × 3 × 7
3 3
c 216 = 2 × 3
2 Time interval Rate of change
19 a i 12 ii 1512
noon–12:30 pm increases at 6°C/h
b i 24 ii 1512
1:00–1:30 pm increases at 2°C/h
c i 84 ii 168
2:00–2:30 pm decreases at 14°C/h
d i 12 ii 1512
3:00–3:30 pm decreases at 6°C/h
9 7 20 2
4:00–4:30 pm increases at 4°C/h 20 a b c d
2 11 7 1
5:00–5:30 pm 0°C (temperature does not change)
21 a 1·6 × 104 b 2·7 × 105
3 12:30 pm +4°C/h c 7·5 × 10−3 d 3·61 × 10−4
1:30 pm +0·5°C/h 22 a 2650 b 140·2
2:00 pm −14°C/h
2:30 pm −36°C/h
c 0·0016 d 0·000 000 943
3:00 pm −35°C/h 23 a 3·77 b 10·5 c 0·60
3:30 pm 0°C/h 24 a 2·147 b 0·36
4:00 pm +20°C/h
c 2·6̇ d 10 ⋅ 278
4:30 pm +10°C/h
5:00 pm +4°C/h 25 a
–4 –3 –2 –1 0 1 2 3 x
5:30 pm −5°C/h
Revision Questions b
–3 –2 –1 0 1 2 3 4 x
1 a 7:8 b 7 : 13 c 2:3 d 6:5
2 a 1 : 24 b 3:2 c 15 : 1 d 3:2 c
–2 –1 0 1 2 3 4 5 x
3 a 21 : 16 b 16 : 25 c 2:1 d 27 : 5
4 a x=4 b x = 162 d
–3 –2 –1 0 1 2 3 4 5 6 x
c x = 18 d x = 12
Answers 545
Chapter 2 9 Item Original
cost
Discount Sale
price
Exercise 2A a Pizza $5·45 25% $4·10
1 Fraction Decimal Percentage b Salad roll $3·95 24% $3·00
1
0·25 25% c Watermelon $2·10 5% $2·00
4
d Coffee plunger $30·95 10% $27·90
49
50
0·98 98%
e Eggs $2·95 8% $2·70
17
100
0·17 17% f Chocolates $8·60 20% $6·90
5
0·83̇ 83̇% 10
% Discount
Sale price
6
Discount
Original
Item
cost
1 2 12 %
40
0·025
457
1000
0·457 45·7%
a Mobile $154 $144 $10 6·5%
phone
2 a $80 b $14·40 c $37·50
b Denim $39·95 $24·95 $15 37·5%
d $11 700 e $2686·50 f $10 992
shirt
3 a 20% b 8·33% c 9·09%
c Daily $169·95 $149·95 $20 11·8%
d 5% e 33·33% f 83·33% organiser
4 22·2% d Electric $780 $624 $156 20%
5 a The maximum is 312 and the minimum is 288. guitar
b The maximum is 260 and the minimum is 240. e Roller- $24·95 $19·95 $5 20%
blades
c The maximum is 208 and the minimum is 192.
d The maximum is 156 and the minimum is 144. f Wetsuit $198 $178 $20 10·1%
6 a 25% b 50% c 12·5% d 5%

7 a 20% b 25% c 70% d 58% Exercise 2B
1 a $75 b $4·29 c $37
8
or decrease
or decrease
% increase
d $7 e $7 f $28·15
$ increase
Original
price
price
Item
New
2 a $25 b $4·05 c $0·50 per kg

d $6 e $0·50 f $5·40
3 a $3·00 b $180
a Necklace $98 $121 $23 23·47%
4 $164 5 $4240 loss
b CD $24·95 $29·95 $5 20·04%
6 a 33·3% b 10% c 30·5% d 6·67%
c Oranges $2·95 $3·95 $1 33·90%
7 Profit $3900, 111·4%
per kg
8 a $2986·94 b $1541·66
d A set of $545 $575 $30 5·50%
weights c Profit d Loss
e Calculator $170 $160 –$10 –5·88% e December $48·4% January 6·2%
f Loaf of $2·85 $2·40 –$0·45 –15·79% Exercise 2C

bread
1 a $1350 b $17 000 c $1038
g Computer $89·95 $79·95 –$14 –15·56%
game
d $1128 e $134·75 f $120
g $34·20 h $226·20 i $873·60
h Earrings $48·50 $26·25 –$22 –45·88%
2 a $49·60 b $75·50
c $236·03 d $349·06

3 a $6009 b $24 872·50 4 a i 1 ii 6% b i 1 ii 2·5%
c $14 124·46 d $20 420·90 c i 1 ii 3% d i 1 ii 2·5%
4 a $262·50 b $612·50 e i 1 ii 6·2% f i 1 ii 0·25%
c $1722 d $3286·50 g i 4 ii 2·1% h i 12 ii 10·25%
5 a $172·05 b $231·25 c $14 594·60 i i 3 ii 12·5%
6 Mia’s wage on the fixed salary would be 5 a i $39 637·24 ii $28 339·50
650 × 8 = $5200. b i $5416·80 ii $4229·45
Mia’s income on base wage plus commission: c i $6836·82 ii $5142·97
= 8 × 150 + 2000 + 7569·20 = $10 769·20
6 a i $2517·96 ii I = $5169·23
Mia should choose the payment method in which she
receives a base wage plus commission.
b i I = $2602·24 ii I = $5510·03
7 a $0 to $14 000 b $15 000 or more c i I = $2708·04 ii I = $5394·69
c 7 $1503·63, $503·63 8 $7039·75, $3539·75

1200
1000
new job offer 9 a $4081·47 b $4105·71
800 c $4118·36 d $4127·00
current job
10 a Option 1: $5472 b Option 2 is the best.
Wage
600
400 Option 2: $6811·34
Option 3: $5886·93
200
0 Exercise 2G
0
$1 0
$1 0
$2 0
$2 0
0
00
00
00
00
00
00
00
00
1 a $450 b $2950
$3
$6
$9
4
$1
Sale value
c $442·50 d $2892·50
The graph suggests that the new job will pay 2 a Loan of $5000 is repaid after 3 years.
more after sales of about $14 800. b $63 389·28 is owed after 3 years.
d Juan’s new job will then pay more if he sells c $12 596·25 is owed after 3 years.
$9000 or more.
e $200 and 3·5% commission is a better wage with Exercise 2H
sales up to $20 000 and $100 and 4% commission 1 a $204·24 b $400·92
is better with sales more than $20 000. With sales
c $1371·32 d $911·48
of $20 000 the wages for the two options are equal.
2 $5·30
Exercise 2D 3 a $1010·66 b $610·66 c $617·17
1 $1600 2 $3240 3 $20 475 d 3 months e $1019·48
4 $80 5 $90 6 $200
4 a b c d
7 a $5312·50 b $30 312·50
i $1000 $2200 $4350 $6500
Learning task 2E ii $1166·47 $2714·01 $4892·32 $7156·33
3 a n=4 b n = 12 c n = 26 ii $166·47 $514·01 $542·32 $656·33
d n = 52 e n = 365 iv $64·80 $113·08 $203·85 $198·79
Exercise 2F
1 a 1·08 b 1·1 c 1·055 Learning task 2I
d 1·075 e 1·093 f 1·005 1 I% = 7·5
PV = –40 000
g 1·01 h 1·001 437 5 PMT = 5000
2 a i 1 ii 8% b i 1 ii 10% FV = 0
c i 1 ii 5·5% d i 1 ii 7·5% P/Y = 1
C/Y = 1
e i 1 ii 9·3% f i 1 ii 0·5%
PMT: END
g i 2 ii 2% h i 24 ii 3·45%
a $38 000 b $35 850 c $33 538·75
3 a 1·26 b 1·19 c 1·43
d $31 054·16 e $28 383·22 f $25 511·96
d 1·13 e 1·13 f 1·01
g 1·05 h 1·24 i 1·18
Answers 547
2 N=7 d i $519·23 ii $27 000 iii $3450
PV = –50 000 e i $499·50 ii $25 974 iii $3142·20
PMT = 6000
FV = 0
2 a $9114·30 b $9904·63
P/Y = 1 c $3648 d $69 630
C/Y = 1
PMT: END Exercise 2L
a $19 928·18 b $22 148·16 c $23 465·23 1 a 6-pack for $6·13 @ $1·02/slice
d $26 032·87 e $27 456·03 f $29 103·00 b 5-litre for $8·46 @ $1·69/litre
3 N = 10 c 1·25-litre for $1·25 @ $1/litre
I% = 8·9 d 3-litre bottle for $3·64 @ $1·21/litre
PMT = 0 2 a 200 g for $2·54 @ 1·27c/g
FV = 0
P/Y = 1
b 500 g for $13·77 @ 2·75c/g
C/Y = 1 c 500 g for $4·34 @ 0·87c/g
PMT: END d 290 g for $1·46 @ 0·5c/g
a $3723·24 b $12 100·53 c $18 616·19 e 825 g for $5·68 @ 0·69c/g
d $22 494·56 e $31 957·79 f $49 643·17 f 1 kg for $9·31 @ $9·31/kg
4 N = 15 3 a 30-pack for $18·59 @ 62c/can
I% = 8
b 360 g for $6·67 @ $18·53/kg
PV = 0
FV = 0 c 4-pack and 8-pack @ $0·87/roll
P/Y = 1 d 1-litre for $3·61 @ $3·61/litre
C/Y = 1
PMT: END Puzzles
a $102 713·74 b $128 392·18 c $154 070·62 1 Her daddy was a mummy
d $226 826·19 e $368 057·58 2 Between you and me something smells
5 a N = 20 3 A shoe lace
I% = 7·5 4 A lucky
PV = –120 000
FV = 0 Applications and Activities
P/Y = 1
PMT: END
Renting a house or flat
i $11 771·06 ii $11 897·23 iii $11 962·93 a i 6 months = 26 weeks
Pemberton: 26 × 135 = $3510
iv $12 007·74 v $12 019·94 Como: 26 × 165 = $4290
b i $115 421·20 ii $117 944·60 Exmouth: 26 × 100 = $2600
iii $119 258·60 iv $120 154·80 Kalamunda: 26 × 280 = $7280
Vic Park: 26 × 250 = $6500
v $120 398·80
ii 12 months = 2 × 6 months
c $2523·40 $3837·40 $4733·60 $4977·60
Pemberton: 2 × 3510 = $7020
6 a $597·07 b $6561·07 c $6861·29 Como: 2 × 4290 = $8580
7 a $2700 b $41 855 Exmouth: 2 × 2600 = $5200
8 a $43 194·70 b $43 314·33 c $43 417·54 Kalamunda: 2 × 7280 = $14 560
Vic Park: 2 × 6500 = $13 000
Exercise 2J iii Pemberton: 5 × 7020 = $35 100
1 $4660 2 $6750 3 $10 848·90 Como: 5 × 8580 = $42 900
Exmouth: 5 × 5200 = $26 000
4 a $128 b $232 c $234·40
Kalamunda: 5 × 14 560 = $72 800
d $36·77 e $1434·72 Vic Park: 5 × 13 000 = $65 000
Exercise 2K b Assume 1 month = 4 weeks
Pemberton: 4 × 135 = $540
1 a i $778·85 ii $40 500 iii $7500
Como: 4 × 165 = $660
b i $1090·38 ii $56 700 iii $12 360 Exmouth: 4 × 100 = $400
c i $783 ii $40 716 iii $7564·80 Kalamunda: 4 × 280 = $1120
Vic Park: 4 × 250 = $1000

c i Pemberton: $27 ii Pemberton: $43·20 3 a If Trudy and Peter pay $600 every 2 weeks,
Como: $33 Como: $52·80 most months they’ll pay $1200 but about every
Exmouth: $20 Exmouth: $32 6 months they’ll pay $1800 in a month.
Kalamunda: $56 Kalamunda: $89·60 If we simplify the problem and assume they pay
Vic Park: $50 Vic Park: $80 $1800 every June and December, and their first
iii Pemberton: $59·40 payment is in January, they will have paid off their
Como: $72·60 house after 19 years and 12 weeks, with a saving
Exmouth: $44 of $59 257·90 interest.
Kalamunda: $123·20 b They will pay off their loan 2 years and 5 months
Vic Park: $110 earlier after 22 years and 6 months, with a saving
d Property 1st year Calculation 2nd year of $25 110·30 interest.
Pemberton $7 020 7020 × 1·03 $7 230·60 c They will pay off their loan 3 years and 10 months
earlier after 21 years and 1 month, with a saving
Como $8 580 8580 × 1·03 $8 837·40
of $46 219·70 interest.
Exmouth $5 200 5200 × 1·03 $5 356·00
Kalamunda $14 560 14 560 × 1·03 $14 996·80 Revision Questions
Vic Park $13 000 13 000 × 1·03 $13 390·00 1 a Fraction Decimal Percentage
Property 3rd year 4th year 5th year 1
0·5 50%
Pemberton $7 447·52 $7 670·94 $7 901·07 2
Como $9 102·52 $9 375·60 $9 656·87 3
0·75 75%
Exmouth $5 516·68 $5 682·18 $5 852·65 4
1
Kalamunda $15 446·70 $15 910·11 $16 387·41 0·125 12·5%
8
Vic Park $13 791·70 $14 205·45 $14 631·61
3
0·375 37·5%
e One-off expenses On-going expenses 8
Bond Rent 2
0·4 40%
5
Furniture removal truck Water
Furniture and whitegoods Electricity b Fraction Decimal Percentage
Telephone 14
0·56 56%
25
Buying a car 3
0·6 60%
a i $16 485 ii $20 485 5
b i $3297 ii $4097 1
0·16̇ 16·6̇%
c i Cash = $9237·28 6
Dealer finance = $11 920·20 1
0·3̇ 33·3̇%
It costs $2682·92 extra for dealer finance. 3
ii Cash = $12 304·78 1
Dealer finance = $15 740·40 7 0·142 857 14·285 714%
It costs $3435·62 extra for dealer finance.
2 a $234 b $1·50 c $5 d $7372
Enrichment and Extension 1
3 a 12·5% b 33 % c 20% d 2%
1 a Equivalent flat interest rate = 15·2% 3
Equivalent simple interest rate = 29·78% per annum 4 a 25% b 100%
b Equivalent flat interest rate = 9·5% c 80% d 56·25%
Equivalent simple interest rate = 17·54% per annum
8
c Equivalent flat interest rate = 12·77% 5 a 75% b 88 %
9
Equivalent simple interest rate = 25·12% per annum
2 2
2 a Flat interest rate = 8·11% p.a. c 16 % d 47 %
Equivalent simple interest rate = 14·97% 3 9
b Flat interest rate = 11·37% p.a. 7 1

6 a Loss 77 % b Profit 122 %
Equivalent simple interest rate = 20·99% 9 9
c Flat interest rate = 10·46% p.a. c Profit $13 000
Equivalent simple interest rate = 19·30% 7 a $15 360 b $10 640
Answers 549
8 a $2400 b $1012·50 c $130 i 5944·68 mm2 j 2832 mm2
2
9 a $10 731·05 b $10 767·55 k 199·12 cm l 127·68 cm2
2
c $10 786·38 d $10 799·16 2 a 72 cm b 177·21 mm2
10 a $2841·12 b $51 292·19 c 147·68 cm2 d 109 cm2
11 a $5827·45 b $40 755·45 3 a 2·30 cm
12 a $1554 b $9717·60 b 1 × 24 cm, 2 × 12 cm, 3 × 8 cm, 4 × 6 cm
c $19 010 d $430 350 c Infinite
13 a 2 kg for $7·40 @ $3·70/kg 4 a 63·49 cm2 b 20·60 cm2 c 586·19 cm2
b 15-pack for $6·83 @ 45·5c/nugget
Exercise 3F
1 a 137·44 cm2 b 453·96 m2
Chapter 3 c 4·71 km2 d 148·44 mm2
2
Exercise 3A e 136 711·50 m f 11 309·73 km2
1 a 4·30 cm b 52·04 cm c 4·85 cm 2 a 54 cm b 8 cm c 2m
d 26·35 cm e 3·25 cm f 69·99 cm d 14 mm e 20 km
g 1·27 cm h 6·34 cm i 7·72 cm 3 a 60° b 89° c 136° d 357° e 2°
j 5·88 cm k 6·58 cm l 8·66 cm 4 a i P = 13·24 cm ii A = 10·47 cm2
2 16·16 m b i P = 39·09 cm ii A= 84·80 cm2
3 a 6·37 m b 6·41 m c 4 cm c i P = 491·33 cm ii A = 15 079·64 cm2
4 a 4·18 m b 16·72 m c 33·44 m Learning task 3G
5 a i 61·03 cm ii 128·06 cm 2 a = 0·6 cm b = 2 cm c = 3·8 cm d = 0·6 cm
b i 6·71 m ii 5·38 m Lengths a and d are the same length
Exercise 3C 3 Circumference of top circle = 2πr = 3.8 cm
1 a 289 = 17 cm b 100 = 10 cm Area of top circle = π × 0·62 = 1·13 cm2
c 900 = 30 cm d 1156 = 34 cm Area of bottom circle = π × 0·62 = 1·13 cm2
e 2025 = 45 cm f 676 = 26 cm Area of rectangle = 2 × 3·8 = 7·6 cm2
2 a 1400 = 37·42 cm b 866 = 29·43 cm TSA = 1·13 × 2 + 7·6 = 8·73 cm2
c 280 = 16·73 cm d 532 = 23·07 mm General form:
Area of the top circle = πr2
Exercise 3D Area of the bottom circle = πr2
1 a 12 cm b 13·6 cm c 22·8 cm
Length of the rectangle = 2πr
d 13·8 cm e 86 mm f 180 cm
Area of the rectangle = 2πrh
g 15·5 cm h 27 cm i 72·3 cm
Total surface area = πr2 + πr2 + 2πrh
j 38·6 mm k 53 mm l 26·5 mm = 2πr2 + 2πrh
m 14·1 cm n 33·9 cm o 50·3 mm
2 a 74·56 m b 17·23 mm c 37·27 cm
Exercise 3H
1 a 534·07 cm2 b 1495·40 cm2
3 The sum of the lengths of the edges on the ‘staggered’
sides will be equal to the length of the corresponding c 4730·99 mm2 d 119·88 m2
opposite side of the garden. 2 535·70 cm2 3 1284·97 cm2
4 a 2·4 cm b 1·50 cm c 7·6 cm 4 a i 14 074·34 mm2 ii 20 508·32 mm2
d i w = 1·575 km and l = 4·725 km b i 26 954·87 mm2 ii 36 511·59 mm2
ii w = 3·15 km and l = 6·30 km c i 39 175·66 mm2 ii 50 793·27 mm2
5 a 12·47 m b 16·43 cm c 28·89 cm
Exercise 3I
Exercise 3E 1 a ii 96 cm2 b ii 52 cm2
2 2 2
1 a 17·64 mm b 10 285 mm c ii 61·44 cm d ii 14·58 cm2
2 2 2
c 1134·11 mm d 66·3 cm e ii 329·49 cm f ii 59·6 cm2
2 2 2
e 47·25 cm f 90 cm g ii 245·04 cm h ii 71·88 cm2
2 2
g 60·63 cm h 1268·20 cm 2 a ii 43·98 cm2 b ii 105 cm2

c ii 578·05 cm2 d ii 323·61 cm2 Exercise 3L
e ii 233·39 cm2 f ii 287·53 cm2 1 4995·70 cm3
3 a 2463·01 cm2 b 201·06 m2 2 a 362·5 m3 b 2·5375 m3
c 1039·08 cm2 d 226·29 mm2 3 a 612·61 cm3 b 228·43 cm3
4 2524 cm2 5 502·65 cm2 4 a 2 cm b 27 m
6 21 908·73 cm2 7 19 794·69 cm2 5 13 cm 6 2 cm 7 9 cm
8 1664·16 cm2 8 10 cm 9 17·3 cm
Learning task 3J Exercise 3M
Length Volume of Volume of Volume of 1 a 4·3 cm3 b 43 cm3
of side cubic solid ‘pyramid ‘pyramid c 3·8 L d 6·43 kL
of cubes’ of cubes’
divided by e 8 300 000 L f 84 000 cm3
volume of g 4·7 mL h 7·6 L
cubic solid
2 a 350 g/L b 320 g/L c 500 g/L
1 1 1 1
d 200 g/L e 200 g/L f 961·54 g/L
2 8 5 0·625
3 a 3g b 25 g c 0·40 g/L
3 27 14 0·52
4 a 27 L b 7L c 33 301 L
4 64 30 0·47
5 125 55 0·44 Puzzles
6 216 91 0·42 1 A bathroom because there are many close shaves
7 343 140 0·41 2 You have to stamp letters or they won’t send them
8 512 204 0·40
Applications and Activities
9 729 285 0·39
10 1000 385 0·385
Pulleys
11 1331 506 0·38
a 94·19 cm
12 1728 650 0·376 b i 98·27 cm ii 73·13 cm
1 3 1 2 1 1 3 1 2 1 Ellipse
n n3 n + n + n n + n + n
3 2 6 3 3 6 a 22·21 cm b 147·96 cm
n3 c 29·50 mm d C = 2πa This is a circle.
The volume of ‘pyramid of cubes’ divided by volume of Volume of solids
1 3 1 2 1
n + n + n 628·32 cm3
3 2 6
cubic solid is = 1 + 1 + 61n
n3 3 2n Bush fires
As n gets larger the value of 1
3
+ 1
2n
+ 61n approaches 13 . a 9000 L b 24 000
Volume of pyramid = 1
3
× volume of prism with same c 225 L/s d 2 hours 21 minutes
base and height.
e i 23·3 min ii 31 min
Exercise 3K iii 41·7 min iv 57 min
1 a 15·63 cm3 b 28·31 cm3 Tennis balls
3
c 1·41 cm d 42 802·37 cm3 a 629·92 cm3 b 1259·09 cm3 c 629·17 cm3
3 3
e 72 cm f 3769·91 cm A tethered lamb
g 183·33 cm3 h 7853·98 cm3 a E 4m A
i 69·52 cm3 2m
D C
2 a 628·32 cm3 b 660·96 cm3 1m
1·76 m
c 27·55 cm3 d 58·70 cm3 G F
3 3
e 41 051·58 cm f 7389·03 cm B
g 1225·04 cm3 h 241·02 cm3

3
i 18 849·56 cm j 42·83 cm3
3
k 465·5 cm l 33·46 cm3
A = 10·58 m2
Answers 551
b I J K ii x = 0, A = 4 × 1 = 4
x = 1, A = 3·9 × 1 = 3·9
6m
5m x = 2, A = 3·5 × 1 = 3·5
x = 3, A = 2·6 × 1 = 2·6
112·89°
H 3m B
iii A = 4 + 3·9 + 3·5 + 2·6 = 14
6m
b i x = 1, y = 3·9
x = 2, y = 3·5
M L x = 3, y = 2·6
A = 67·04 m 2 x = 4, y = 0
ii x = 1, A = 3·9 × 1 = 3·9
Enrichment and Extension x = 2, A = 3·5 × 1 = 3·5
1 a 38·48 cm2 b 10·83 cm2 c 19 cm2
2 2
x = 3, A = 2·6 × 1 = 2·6
2 a 38·51 cm b 10·83 cm c 19 cm2
2
x = 4, A = 0 × 1 = 0
3 a 32·0 cm b 17·5 cm2
iii A = 3·9 + 3·5 + 2·6 + 0 = 10
c 10·90 cm2 d 2·66 cm2
c Area of lower rectangles < area of circle
4 a If the perimeter of a rectangle is 30 cm, < area of upper rectangles
l + w = 15 cm
10·0 + 14
As l increases from 0 to 7 the area increases. d Average = = 12
2
When the dimensions are 7 × 8 the area
e Actual area = 12·57
is maximum.
f Upper area = 13·4
As l continues to increase to 15 the area
decreases again. Lower area = 11·4
b i When the dimensions are 7 × 7 the area 11·4 + 13·4
Average = = 12·4
is maximum. 2
ii When the dimensions are 12 × 13 the area
is maximum. 7 P = 2 a2 + b2
iii When the dimensions are 30 × 30 the area 8 a 98·85 cm b 78·85 cm
is maximum.
Revision Questions
The area is a maximum when the rectangle is a
1 a 10·10 cm b 8·98 cm
square or as close to a square as possible.
c 10·04 cm d 15·20 cm
2 2
⎛ w⎞ ⎛l⎞ 2 6·44 m No a 6-metre ladder will not reach.
5 a a = ⎜ ⎟ + h2 b b = ⎜ ⎟ + h2
⎝ 2⎠ ⎝ 2⎠ 3 a 284·60 mm b 21·21 cm
c Surface area of the base = lw 4 a 17·2 cm b 60·95 cm c 16·5 cm
d Surface area of the front and back triangles d 33·6 mm e 34 cm f 31·2 mm
1 ⎛ w⎞
2
2 ⎛ w⎞
2
2
5 a 21·2 m2 b 27 mm2
=2× ×l× ⎜⎝ 2 ⎟⎠ + h = l ⎜⎝ 2 ⎟⎠ + h
2 6 a 75·5 cm2 b 11·0 m2 c 0·05 km 2
e Surface area of the two side triangles 7 25 cm 8 12°
2 2 9 a 33·3 m2 b 3421·2 cm2
1 ⎛ l⎞ 2 ⎛ l⎞ 2
=2× ×w× ⎜⎝ 2 ⎟⎠ + h = w ⎜⎝ 2 ⎟⎠ + h c 253·1 cm2 d 1361·9 cm2
2
3
f Total surface area of a rectangular pyramid 10 a 1214·4 cm b 12·1 m3
3
2 2 11 a 0·72 m b 1·47 m3
⎛ w⎞ ⎛ l⎞
= lw + l ⎜ ⎟ + h2 + w ⎜ ⎟ + h2 12 a 2 mL b 1 000 000 cm3
⎝ 2⎠ ⎝ 2⎠
c 0·45 L d 46 000 cm3
6 a i x = 0, y = 4
13 6·67 g/L
x = 1, y = 3·9
x = 2, y = 3·5
Chapter 4
x = 3, y = 2·6
Exercise 4A
1 a ∠GSF or ∠FSG or ∠S
b ∠FGJ or ∠JGF c ∠RYC or ∠CYR

d ∠FYD or ∠DYF e ∠ABE or ∠EBA e h = 86° f j = 84°
f ∠NMR or ∠RMN g ∠PYN or ∠NYP g m = 38°, k = 114° h n = 79°, p = 101°, c = 124°
h ∠BER or ∠REB i ∠ABC or ∠CBA i a = b = 56°
2 a obtuse b acute c acute 2 a a = 58° b b = 68° c c = 24°
d acute e reflex f reflex d d = 34° e e = 31° f f = 24°
g obtuse h reflex i reflex 3 a 720° b 900° c 1440°
j acute k obtuse l obtuse d 3240° e 3060° f 180°
m obtuse n obtuse o acute 4 a 60° b 90° c 108°
p acute q obtuse r reflex d 120° e 135° f 144°
s obtuse t reflex u reflex 5 a hexagon b 60°
v acute w obtuse x obtuse
Exercise 4C
3 a 78°, 168° b 68°, 158°
1 a i oblique ii orthogonal
c 53°, 143° d 45°, 135°
iii oblique iv isometric
e 34°, 124° f 27°, 117°
b Isometric shapes have an edge facing forward.
g 27·5°, 117·5° h 24°, 114° Oblique shapes have a square face forward.
i 19°, 109° j 3°, 93° Orthogonal shapes show a top, front and side view.
k 8°, 98° l 10°, 100° 2 a b c
m 76·7°, 166·7° n 75·8°, 165·8°
o 74·3°, 164·3° p 73·8°, 163·8°
q 72·8°, 162·8° r 72·1°, 162·1°
s (90 − n)°, (180 − n)° t (77 − n)°, (167 − n)° d e
u (37 − n)°, (127 − n)° v (50 + n)°, (140 + n)°
w n°, (n + 90)° x −n°, (90 − n)°
4 a d = 21° b f = 46°
c d = 107° d g = 9·5° 3 a
e y = 83°, k = 74° f h = 34°, b = 46°
5 a corresponding b co-interior
c alternate d corresponding b
e corresponding f alternate
6 a y = 34°, r = 34°, t = 34°
b w = 38°, h = 38°, f = 41°, p = 101°, j = 142°, y = 41°
c z = 112°, k = 112°, x = 112°, b = 68° c
7 a a = 98°, b = 48°, c = 82°
b d = 39°, e = 71°, f = 71°
c g = 70°, h = 120°, i = 110°
4 a Top Side Front b Top Side Front
d j = 57°, k = 123°, l = 57°, m = 123°
e n = 125°, p = 55°
f q = 90°, r = 33°, s = 57°
8 One example is given:
a No complementary angles c Top Side Front d Top Side Front
b ∠GDJ and ∠GCM c ∠GDJ and ∠JDC
d ∠GDK and ∠GCL e ∠GDJ and ∠HJD
f ∠DJM and ∠DJH g ∠DJM and ∠HJK
5 a 6, 48 b 7, 56 c 7, 56 d 6, 48
h ∠JDM and ∠CMD
6 a Top Side Front
Exercise 4B
1 a a = 60° b b = 75°
c c = 53°, d = 131° d e = 112°, f = 70°
Answers 553
b Top Side Front 5 a b
c Top Side Front

7
c d
d
Top Side Front
9
6 a b
7 a b
c d c d
8 a b
7 a
c d
Im
ag
e
e f Ob
jec
t
b t
je c
9 Check with your partners or show your teacher. Ob
Exercise 4D
1 a Translation 4 units right and 1 unit up.
b Translation 4 units right and 3 units down. age
Im
c Translation 3 units right and 4 units down.
d Translation 2 units right and 3 units up. c
2 a 6R 10D b 1L 12U c 4R 5D
d 13U e 10U f 19R 19D
age
3 a 4 right, 8 down b 9 left, 3 up Im
c 14 right, 7 up d 25 left , 3 down je c

t
Ob
e 5 right, 9 down f 11 left, 1 up
8 a i Ra Aa ii A B
g 23 left, 10 up h 20 right, 2 down
4
L A
Ba
E
FH T
B R
y
R E Ba
Aa Ra
FH T x b i Ya Na ii N
L N
Y E
Y E
Na Ya

9 a 180° b Ca
Ba Da
Aa
A
b 90°
D B
c
A B
c
rotation
axis of
D C
Ca Ba
270°
d
90°
Da Aa
A
B
10 a b c E
G Ca
G Da
G D
C
Ea Ba
Aa
11 a G
b
13 a O b
G
O
c
c
12 a A
Ca
O
C
B Aa d
Ba O
14 a b
O
Answers 555
c O d d EW = KW, GE = GK, ∠WGE = ∠WGK = 90°
O ∴ ΔWGE ≅ ΔWGK (RHS)
∠WKG = a = 48°
t = 180 − 48 − 90 = 42°
∠KWG = h = 42°
15 a Vertical × 2, horizontal × 1 e AE = EB = v = 4·2 m

BC = AD = j = 6 m
b As AB = BC = CD = DA and ∠BCD = 90°,
ABCD is a square
vertical × 2 ∴ ∠DAB = 90° and ∠ABD = ∠CDB = d = 45°
As ΔEAB is isosceles ∠EAB = ∠EBA = 45°
∴ f = 90 − 45 = 45°
g = 180 − 45 − 45 = 90°
horizontal × 3 g = m = 90° (opposite angles)
c Show your teacher. 4 a BA = BC, BD is shared, DA = DC

∴ ΔABD ≅ ΔCBD (SSS)
16 a 36·9 cm2 b 332·1 cm2
b ∠BEC = 180 − ∠BEA = 180 − 90 = 90°
c 9 times d 32 ∠CED = 180 − ∠DEA = 180 − 90 = 90°
2
17 12·4 cm 18 4·125 cm2 19 21·6 cm2 ∠BEC = ∠CED, BE = ED, EC is shared
20 a 120 cm 2
b 3240 cm3 ∴ ΔBEC ≅ ΔDEC (SAS)
c The volume of the image is 3240 ÷ 120 = 27 c JI = JG, JH is shared, IH = GH
times bigger than the volume of the object. ∴ ΔGHJ ≅ ΔIHJ (SSS)
d The volume of the object has increased by a d JK = JM, JL is shared, ∠KJL = ∠MJL
scale factor of 33. ∴ ΔJLM ≅ ΔJLK (SAS)
24·2 e GX = ZX, XT = XY, GT = ZY
21 112·8 cm3 22 cm3 23 4·85k3 cm3 ∴ ΔGXT ≅ ΔZXY (SSS)
k3
f GF = JL, JG is shared, ∠FJG = ∠LGJ
Exercise 4E ∴ ΔGFJ ≅ ΔJLG (SAS)
1 a Shape (i) ≅ Shape (iii)
Exercise 4G
b Shape (ii) ≅ Shape (iv)
1 a A and C (SAS) b A and B (SSS)
c Shape (i) ≅ Shape (iv)
c A and C (RHS)
d Shape (iii) ≅ Shape (iv)
2 a A and C (AAA) b A and C (SSS)
2 B and C
DE = GI, DF = GH, EF = IH c A and B, and C and D (AAA)
∴ ΔDEF ≅ ΔGIH (SSS) d C and D (SSS)
D and E 3 a ΔA and ΔB are not similar.
LK = MN, JK = ON, ∠LKJ = ∠MNO ΔC ∼ ΔB (SAS)
∴ ΔJKL ≅ ΔMNO (SAS) b ΔA and ΔB are similar.
A and F ΔC and ΔB are not similar.
AC = PR, BC = QR, ∠ACB = ∠PRQ ΔC and ΔA are not similar.
∴ ΔABC ≅ ΔPQR (SAS) c ΔA and ΔB are not similar.
3 a d = 180 − (42 + 90) = 48° ΔC ∼ ΔA (SAS)
∴ ∠ABC = ∠DEF = d = 48° 4 a SY is shared
BC = DE, ∠ABC = ∠DEF, ∠BCA = ∠EDF XY = YZ (given)
∴ ΔABC ≅ ΔFED (ASA) ∠SYX = 90° = ∠SYZ
Hence AB = FE = a = 4 cm ∴ ΔSXY ∼ ΔSZY (SAS)
b AB = DF, AC = DE, ∠BAC = ∠FDE b ∠WND = ∠DQF (alternate angles)
∴ ΔABC ≅ ΔDFE (SAS) ∠DWN = ∠DFQ (alternate angles)
Hence BC = FE = t = 3 m ∠QDF = ∠WDN (vertically opposite)
∠ACB = ∠DEF = r = 56° ∴ ΔWND ∼ ΔFQD (AAA)
c AH = JH, AK = JK, KH is shared c ∠HEF = ∠HGF (given)
∴ ΔAHK ≅ ΔJHK (SSS) ∠HFE = 90° = ∠HFG
ΔAHK is isosceles so ∴ ΔEFH ∼ ΔGFH (AAA)
∠AHK = ∠AKH = (180 − 90) ÷ 2 = 45°
d ∠GKN = ∠DFN (given)
∠AHK = ∠AKH = ∠JHK = ∠JKH
∠GNK = ∠DNF (given)
=r=s=g=e
∴ ΔGNK ∼ ΔDNF (AAA)
= 45°

e ∠GKL = ∠YKE (shared) c i 4, 4, 4, 4 ii 4, 4, 4, 4 iii 4, 4, 5, 3
∠YEK = ∠GLK (given) i and ii are topologically equivalent
KL : KE = 1 : 4
GL : YE = 1 : 4
iii is not equivalent
∴ ΔYKE ∼ ΔGKL (SAS or AAA) 3 A and E are equivalent networks.
Order of vertices is 3, 3, 3, 3.
f ∠QDW = ∠JDP (vertically opposite)
∠QWD = ∠PJD (alternate) B, C and G are equivalent networks.
QW : JP = 1 : 3 Order of vertices is 4, 2, 4, 2.
WD : JD = 1 : 3 D and F are equivalent networks.
∴ ΔWQD ∼ ΔJPD (SAS or AAA) Order of vertices is 4, 3, 3, 2.
2 4
5 a x= 6 cm, y = 9 cm Bunbury
3
1 60 km 40 km
b x = 23 m, y = 9·6 cm
3 40 km
6 3 Busselton Donnybrook
c x = 17 mm, y = 21 mm
7 7 60 km
d x = 0·9 m, y = 3 m 5 Fiona
50
1
6 a x = 3 cm, y = 1 cm 12
Paula
30
3 Bob 45 Anne
25
b x = 2·5 cm, y = 3·2 cm
55
4 4
c x = 19 cm, y = 19 cm
9 9 Exercise 4J
d x = 7·5 cm, y = 15 cm 1 a 1950 C 670
e y = 1·87 cm, x = 1·81 cm, z = 3·62 cm B
700 D
970 810
Exercise 4H A
F E
1 18 m 2 4·2 m 3 2·15 m
4 a 3·33 m b 2·93 m Total length of cable is
5 0·96 m 6 4·67 m 7 6·75 cm 700 + 970 + 1950 + 810 + 670 = 5100 m
b The hub should be placed at lighthouse B.
Exercise 4I 2 BCGF = 32 + 25 + 55 = 112
1 a V = 5, R = 5, E = 8 BCEF = 32 + 14 + 29 = 75 shortest path; BCEF
V+R=E+2 BDEF = 27 + 30 + 29 = 86
5+5=8+2
10 = 10
3
7 4 1 8 3
Euler’s rule is verified.
3 2 3 1
b V = 4, R = 5, E = 7 2 3 4
V+R=E+2 4 M N
4+5=7+2 4 3 5 3
9=9 7 6
2 14
Euler’s rule is verified.
3 1 4
c V = 3, R = 6, E = 7 2 2
V+R=E+2 5 7 9
3+6=7+2 Shortest path through M and N is 13 units.
9=9 4 a i 11 km ii 12 km
Euler’s rule is verified. b i 7 km ii 9 km
2 Three examples are shown: 5 a 794
a Mandurah
570
101
Bunbury
52 424 Ravensthorpe
Busselton 372 292 189
91
Augusta 392 Esperance
871
Albany
862
b i R=6 ii R = 6 iii R = 6
Shortest distance is 5100 m
Answers 557
b Shortest path is marked on the network on b S, 9 30 W, 15
previous page.
c 1876 km 0
M, 11
11
N, 10
21
Q, 13
34
V, 11
45
X, 12
57
d 78 km/h R, 7
Q, 10 P, 12 U, 13
Exercise 4K 10
18
1 a 11 units b 238 units c 110 units T, 18
2 Compare with your partner. i Critical path is MNQVX.

3 Compare with your partner. ii Minimum completion time is 57 hours.
Exercise 4L iii W or S 10
R 16
1 a 16 units b 196 units c 141 units O or P 12
2 a 11 units b 12 units U or T 14
3 a 80 cars
Exercise 4N
b CF, by 5 cars per minute. FG and GH, by 10 cars
per minute. 1 a i D, 8 18 F, 2
c It would increase flow by 15 cars per minute. B, 10 C, 7 E, 6 G, 7 H, 3
0 10 17 23 30 33
4 a 8 b 10 c 40 d 38
5 a i 56 units ii 44 units iii 54 units ii Critical path is BCEGH.
Minimum completion time is 33.
b Outlet Q gives the maximum flow.
iii E cannot be delayed.
Exercise 4M b i E, 15 F, 12 I, 10 K, 11 82
0 15 27 71
1 a Task M S N T Q B R L K
G, 40 J, 16
Time to 5 6 7 7 4 15 5 11 2 55
complete H, 23
Predecessors – M S N M M Q R B, ii Critical path is EGJK.
T, Minimum completion time is 82.
L iii E cannot be delayed.
b c i 0 A, 2 3 C, 7 10 D, 6 16 F, 4 20
G, 5 25
H, 2 27
J, 7 34
11
N, 7 18
S, 6 T, 7 B, 3 E, 2 I, 1
M, 5 B, 15 K, 2
5 25 27 ii Critical path is BCDFGHJ.
Minimum completion time is 34.
Q, 4 L, 11
9
R, 5
14 iii E can be delayed for 13 units.
2 a i O, 3
Critical path is MSNTK or MQRLK. J, 10 L, 8 M, 6 N, 2
Minimum completion time is 27 hours. 0 10 18 24 31
K, 7 P, 7
2 a
5
D, 6 ii Critical path is JLMP. Minimum completion
B, 3
time is 31 hours.
A, 2 C, 3 E, 2 F, 4
0 2 5 11 12 iii M cannot be delayed.
G, 4 I, 3 b i L, 16
43
M, 11
4 9 G, 15 H, 12
H, 5 0 15 27 I, 40 67
J, 23
i Critical path is GHI.
K, 60
ii Minimum completion time is 12 hours.
iii F, 7, D, 7, E, 11, C, 11, A, 7, B, 7 ii Critical path is GHI. Minimum completion
time is 67 hours.
iii M can be delayed by 13 hours.

Puzzles Chapter 5
1 Okay 2 A starfish
3 In river banks 4 Fish and chips
Exercise 5A
a a = H, c = O, x = A b b = H, y = O, d = A
Applications and Activities c y
sin θ = sin θ =
The Sierpinski triangle a b
81
256
of the large triangle is shaded and 1 − 256
81
= 175
256
of cos θ =
x
cos θ =
d
the large triangle is not shaded. a b
()
n
3
Area which is shaded = 4 , where n is the number c y
tan θ = tan θ =
of iterations. x d
c b = H, x = O, e = A d c = H, y = O, a = A
Enrichment and Extension
x y
1 a x = 3·2, y = 44·95 sin θ = sin θ =
b c
b x = 14·55, y = 61·27
e a
c x = 5·46, y = 1·52 cos θ = cos θ =
b c
2 a x = −1, y = 12·6 cm
x y
b x = 6, y = 25 cm tan θ = tan θ =
e a
c x = 4·125 cm, y = 8·5 cm e x = H, d = O, e = A f c = H, y = O, a = A
d m = 5 m, n = 17·5 m, p = 12·5 m d y
sin θ = sin θ =
3 120 cm x c
Revision Questions e a
cos θ = cos θ =
x c
1 a 43° b 138° c 72°
d y
3 a 4R 8D b 9L 3U c 14R 7U tan θ = tan θ =
e a
d 25L 4D e 4R 9D f 10L 1U
g a = H, b = O, e = A h c = H, d = O, x = A
4
g 22L 10U
DE E
h 20R 1D
y
M sin θ =
cos θ =
b
a
e
sin θ =
cos θ =
d
c
x
a c
D J J x tan θ =
b
e
tan θ =
d
x
M Exercise 5B
1 a 9·80 cm b 29·37 cm
5 a b c d c 36·08 cm d 137·11 cm
f 8 W e
2 a
13·33 m
38·40 cm
f
b
119·75 mm
60·33 m
c 32·11 mm d 35·62 cm
e 56·48 m f 45·04 m
6 a b
Ra Aa
N 3 a 52° b 35° c 29°
Ya
d 32° e 57° f 30°
A B
R
Bq E
Ba Na Learning task 5C
E
Nq Y 2 Triangle Length of Length of Ratio
opposite side hypotenuse O
Aq Rq (mm) (mm) H
Yq
1 8·5 17 0·50
7 a RHS b ASA
2 16·5 33 0·50
8 a AAA b ΔVNM ∼ ΔTPQ (AAA)
3 24·5 49 0·50
9 25 m
4 32·5 65 0·50
5 40·5 81 0·50
Answers 559
3 The ratio of the opposite side to the hypotenuse is the h c = 31·19 cm a = 146·72 cm
same for these triangles and equal to 0·5. d = 57·27 cm b = 48·03 cm
4 sin 30° = 0·5 3 a i 16·28 m ii 25·20 m iii 1·65 m
Exercise 5D b 1st pole: h = 0 2nd pole: h = 1·16 m
1 a 16·66 cm b 73·05 cm c 48·81 mm 3rd pole: h = 2·31 m 4th pole: h = 3·47 m
d 8·95 cm e 27·15 m f 4·21 cm 5th pole: h = 4·62 m 6th pole: h = 5·78 m
g 30·54 km h 12·50 m i 41·86 m 7th pole: h = 6·94 m 8th pole: h = 8·09 m
2 a 1·95 cm b 7·85 cm c 5·21 mm 9th pole: h = 9·25 m 10th pole: h = 10·41 m
d 1·38 cm e 0·93 cm f 1·80 mm 11th pole: h = 11·56 m 12th pole: h = 12·72 m
g 3·85 m h 3·44 mm i 3·82 m 13th pole: h = 13·87 m 14th pole: h = 15·03 m
3 2·63 m 4 4·47 m 15th pole: h = 16·19 m
4 a 7·61 m
Learning task 5E b i 2·02 m ii 5·62 m
2 Triangle Length of Length of Ratio : 5 a a = 22·8 m b = 26·5 m c = 24·6 m
adjacent side hypotenuse adjacent side
(mm) (mm)
d = 31·5 m e = 1·9 m f = 32·2 m
hypotenuse
1 15·0 17·0 0·88 g = 27·0 m h = 51·2 m i = 27·2 m
2 28·5 32·5 0·88 b Height of tower A above the water level = 41·5 m
3 43·0 49·0 0·88 Height of tower B above the water level = 66·2 m
4 57·0 66·0 0·86 Exercise 5H

5 71·0 82·0 0·87 1 a 23·09 m b 13·05 m c 69·53 cm
3 The ratio of the adjacent side to the hypotenuse is d 174·00 cm e 74·37 cm f 40·30 km
approximately the same for these triangles and the g 925·79 m h 49·67 cm
average is equal to 0·87, correct to 2 decimal places. 2 a 81·27 cm b 89·37 m c 85·68 cm
4 cos 30° = 0·87 d 276·94 km e 42·06 cm f 219·13 m
Exercise 5F g 801·32 cm h 470·16 m
1 a 44·46 cm b 157·87 mm c 101·65 cm

3 5555·59 m 4 12·98 m
d 24·95 cm e 44·81 cm f 80·51 cm
5 3149 cm 6 53·84 m
g 11·51 m h 7·71 m i 84·56 m Exercise 5I
2 a 8·88 m b 3·83 m c 3·95 cm 1 a x = 29 m, y = 50·23 m
d 7·66 mm e 5·74 m f 8·34 m b x = 103·74 cm, y = 56·50 cm
g 5·96 km h 20·80 mm i 17·03 mm c x = 56·87 m, y = 60·52 m
3 36 m 4 54 m d x = 162·08 mm, y = 177·54 mm
e x = 222·15 mm, y = 114·66 mm
Exercise 5G
f x = 27·47 m, y = 32·47 m
1 a 27·02 m b 21·51 m c 22·93 mm
g x = 3·97 m, y = 0·72 m
d 21·79 cm e 30·64 m f 47·99 mm
h x = 0·58 m, y = 1·81 m
g 50·88 cm h 52·99 m i 17·82 m
i x = 2·12 km, y = 1·98 km
j 44·76 cm k 94·94 m l 59·57 km
2 a w = 15·1 cm b w = 36 m
2 a x = 24·44 km y = 37·78 km
x = 10·7 cm x = 7·7 m
b x = 177·41 m y = 294·45 m y = 11·9 cm y = 36·8 m
c y = 6·99 cm x = 22·13 cm z = 10·7 cm z = 50·9 m
d x = 50·93 mm y = 64·26 mm c w = 10·2 m d w = 9·9 m
e x = 309·22 cm y = 321·36 cm x = 15·5 m x = 6·0 m
y = 14·6 m y = 5·2 m
f y = 517·54 mm x = 681·83 mm
z = 17·8 m z = 13·8 m
g x = 1·93 m z = 3·00 m
e w = 19·2 m f w=6m
w = 0·28 m y = 2·32 m x = 4·5 m x=7m
y = 12·9 m y = 6·5 m
z = 18·3 m z = 11·3 m

Exercise 5J 3 a i 20 cm ii 25·61 cm iii 28·28 cm
1 a 45·1° b 20·7° c 38·7° d 35·4° b i 37° ii 25°
e 68·5° f 62·8° g 76·2° h 55·7° 4 a 51·8° b 41·9°
i 33·7° j 57·3° k 52·4° l 62·1° 5 a 154·18 m b 35°
2 a 60·7° b 53·5° c 48·5° d 50·3° 6 a 1·562 km b 40° c 17°
e 40·4° f 63·4° g 55·4° h 19·5° 7 a i 68·18 cm ii 116·52 cm iii 134·98 cm
i 45° j 48·2° k 76·5° l 49·6° b 14·4°
3 α = 56·3°, θ = 53·1° 8 a i 14·42 m ii 68·9° iii 18·65 m
4 a i 46·2° ii α = 43·8° b i 72·17° ii 77·90°
b 3·8 m 9 a 66·4° b 25·8°
5 18·4° Puzzles
Exercise 5K 1 Because it heard the elastic band play
1 a ∠BAC = 48°, x = 16·7 m, y = 22·4 m 2 A square dance
b ∠ABC = 40·4°, ∠BAC = 49·6° Applications and Activities

c C 27·5 m A d 40·8 m C 1 a A: N36°W 324°T
63° A 28°
62° B: N71·25°E 071·25°T
19·1 m 36 m C: S42·3°E 137·7°T
54 m
60·6 m B D: S66·2°W 246·2°T
27°
b A: S46·2°E 133·8°T
B: N36°W 324°T
B
C: N50·3°E 050·3°T
e C f C D: S21·07°W 201·07°T
11·6 m
65·4°
20 m B 27° 5·9 m c A: S51·4°E 128·6°T
48 m 63°
A 13 m B: S47·78°W 227·78°T
A
24·6° C: N27·25°E 027·25°T
43·6 m
D: N57·4°W 302·6°T
B 2 a N
ii
2 θ = 33·3°, h = 428·3 m
46·3n
3 a i 26·6° ii 63·4° iii 33·5° iv 56·5°
v 55·9° vi 34·1° vii 63·9° viii 26·1°
b i 7·2 m ii 10·9 m iii 3·3 m iv 4·8 m 65n
i
Exercise 5L
1 a 207·18 m b 432·81 m
b N
2 707·74 m i
3 a 9·34° b 13·14° c 24·56°
50n
d 36·68° e 51·19° f 90°
4 a 40·6° b 20·9° c 17·3°
54·8n
d 12·9° e 10·6° f 8·1°
ii
5 69·1°
6 a 35·6° b 16·0° c 9·0°
c N
d 8·2° e 6·8° f 5·5°
ii
Exercise 5M 56o
1 a 33·7° b 5m c 21·8°
241o
2 a i 14·14 cm ii 14·14 cm iii 17·32 cm
i
b i 45° ii 35·3°
Answers 561
d N
Chapter 6
ii
Exercise 6A
1 a i 5 × (3 + 7) ii 5 × 3 + 5 × 7
314.2o 198·3o = 5 × 10 = 15 + 35
= 50 = 50
i b i 8 × (10 − 4) ii 8 × 10 + 8 × −4
=8×6 = 80 − 32
3 a 18·2 km south b 3·2 km east = 48 = 48
4 a 493·8 m south b 740·4 m east c i −3 × (5 + 2) ii −3 × 5 − 3 × 2
5 a i 5·93 km south ii 3·72 km east = −3 × 7 = −15 − 6
= −21 = −21
b i 407·96 m west ii 891·05 m south
d i −7 × (10 − 8) ii −7 × 10 − 7 × −8
c i 8·88 km ii N71·1°E = −7 × 2 = −70 + 56
d i 4148·6 m south ii 1637·5 m west = −14 = −14
e i 3·49 km south ii 2·53 km east e i −9 × (1 − 6) ii −9 × 1 − 9 × −6
= −9 × −5 −9 + 54
Enrichment and Extension = 45 = 45
Using the area rule 2 a 3x2 + 6x b 15x2 + 35x c 12x2 + 18x
2 2
a i 27·58 cm 2
ii 19·73 cm 2
d 2x − 6x e 6x − 24x f 20x2 − 36x
2 2
b 79·49 cm2 c 77·88 cm2 g −4x − 12x h −3x − x i −2x − 12x2
d i 155·05 cm2 ii 1·90 m2 j −3x2 + 3x k −8x2 + 2x l −9x2 + 2x
2 2
Sine and cosine rules m −8a − 32a n −9c − 45c o −5b2 − 45b
2 2
b i 13·1 cm ii 8·9 cm iii 46·4° iv 48·7° p −30p + 5p q −36q + 3q r −50n + 10n2
2 2
c i 18·39 cm ii 17·44 m 3 a 6x y + 15xy b 2p q + 3pq2
2
2 2
iii 8·29 cm iv 16·79 cm c 4mn + 8m n d 12a2b − 6ab2
d 12·29 cm e 6·34 cm e 3st2 − 9s2t f 3cd2 − 7c2d
2 2
g −12x z − 20xz h −3pq2 + 2p2q
Revision Questions i −14mn + 63m n 2 2
j st2 + 3s2t
1 a 56·9 cm b 89·2 m 2 2
k 8x y − 12xy l −12p2q + 15pq2
c 78·6 cm d 49·5 mm 3 2 2
4 a 5x − 2x y + 6x b 2p2q − 4pq2 − pq
2 a 62° b 60° c 23°
c 4xy2 − 7y3 − 9y2 d 4x2y + 8x3 − 20x2
3 a 33·06 cm b 33·84 m 2 2 3 2 3
e x y − xy − 2x y f 6m2n2 − 9mn3 − 3mn2
c 80·31 m d 11·11 km 3 2 2
g −9x + 6x y − 3x h −6x3 + 4x2y − 8x2
4 266·11 cm 2 2 2 2
i −10p q + 5p q + 5pq j xy2 + 2y3 − y2
5 a 86·70 m b 13·12 km c 27·29 cm
k −4m3n + 3m2n2 + 2m3n2 l −3a3b + 9a2b2 + 6a3b3
6 a 39·7° b 50·0° c 36·1° 2
5 a 3x + 14x + 2 b 8y2 + 11y + 5
7 a x = 9·35 m, y = 5·4 m, θ = 30° 2
c 12p + 9p − 18 d 4q2 − 38q − 9
b x = 36·77 cm, y = 36·77 cm, θ = 45° 2
e 6z − 2z − 30 f 2s2 − 31s − 24
c x = 51·96 cm, y = 30 cm, θ = 30° 2
g 6a − 3a + 6 h 10b2 − 41b + 16
d x = 4·10 m, y = 4·10 m, θ = 45°
i −4x2 + 4x + 3 j 9m2 + 5m − 20
8 a
6 a 10x + 5 b −12y − 4
c 2p2 d −2q2 + 6q
h b 2
40·3° e −5z − 13z f −6s2 + 6s
2
g a +a h −b2 + 8b
38·6° 180 m
i 2x2 − 3x
b 9·0 m
9 a 10 m b 68·2° c 28·7 m d 60·5° Exercise 6B
1 a x2 + 6x + 8 b y2 + 4y + 3
c z2 + 12z + 35 d p + 4p − 12

e q2 + 2q − 3 f x2 + x − 56 g 7(x + 4y) h 8(2x − 3y)
2
g x − 7x − 18 h m2 − m − 2 i 7(2x − 3y) j 2(9x + 16y)
i n2 − n − 30 j x2 − x − 2 k 5(3a − 5b) l 24(m + 3n)
2 2 2
k t − t − 12 l w − 5w − 14 m 5x(13y + 3) n 9ab2(9a − 4)
2 2 2 2
m z − 5z + 4 n v − 9v + 18 o de (3 + 10cd ) p g2h4(28g2h − 23)
2
o x − 11x + 30 3 a 3y(x + 2) b 4a(b + 4)
2 a 6x2 + 17x + 5 b 6x2 + 13x + 6 c 3b(3a − 4) d 5n(2m − 3)
c 12y2 + 31y + 7 d 6r2 + 5r − 6 e 2x(3 + 4y) f 12m(1 − 4n)
2 2
e 8s + 6s − 5 f 20x + 6x − 2 g 2xy(6z − 5) h 2mp(4n + 3)
g 2q2 − 9q − 18 h 12c2 + c − 63 i 5rt(3s − 8) j 4pq(4 + 7r)
i 6h2 − h − 2 j 6x2 + 7x − 5 k 4v(3xy + 4xz − 5zy) l 4b(2ac + 4cd − 5de)
2
k 6z − 5z − 4 l 12a2 + 16a − 3 4 a x(x + 1) b x(x + 10) c x(x − 1)
m 15x2 − 11x + 2 n 8m2 − 22m + 15 d x(x − 5) e 2x(x + 4) f 3x(2x − 5)
o 6x2 − 7x + 1 g 2x(5x + 9) h 8x(2x − 3) i 2x(4 − 3x)
3 a x2 + 2x + 1 b y2 + 4y + 4 j 5y(4 + 5y) k 212q(2 − 3q) l 11p(2 − 5p)
c z2 + 10z + 25 d x2 − 2x + 1 m −x(x + 6) n −6y(2y + 1) o −4a(2a + 1)
e a2 − 6a + 9 f q2 − 8x + 16 p −m(m + 1)
g 4x2 + 12x + 9 h 9r2 + 24r + 16 5 a −2y(2 − 5y) b −5x(2 − 3x)
2
i 25x + 10x + 1 j 16q2 − 8q + 1 c −7a(2 − 3a) d −p(1 − p)
k 4x2 − 12x + 9 l 36x2 − 24x + 4 e −ab(a + 1 − b) f −2xy(x − 2 + 4y)
m x2 − 2x + 1 n y2 − 6y + 9 6 a (x + 4)(3x − 5) b (y − 5)(8y − 7)
2
o x − 8x + 16 p 16a2 − 8a + 1 c (z + 1)(5z + 6) d (a − 3)(2a − 1)
2 2 2
4 a x −1 b x − 16 c x − 100 e (m − 2)(7m − 1) f (n − 2)(4 + n)
d 4x2 − 1 e 9x2 − 4 f 25x2 − 16 g (m + 2)(1 − m) h (x − 5)(1 + x)
2
g 1−y h 1 − 4y2 i 9 − 25y2 i x(y + 1)(3x + 2) j 7x(y − 8)(x − 2)
2
5 a 2x + 8x + 6 b 6y2 + 21y + 15 k x(z − 1)(x + 1) l 3x(m + 1)(2x − 1)
c −24x2 − 28x − 8 d 4t2 + 16t − 20 7 a (x + 5)(y + 3) b (4x + y)(3x + 2)
2 2
e 8x − 18 f 40q − 10q − 30 c 2(x + 3y)(x + 1) d (2x − 3)(3x + 4y)
g 4m2 − 4m − 8 h 24x2 + 6x − 9 e (4z − x)(2z − 5) f (mn − 5)(3m − 1)
i −24n2 − 32n + 6 j 2z2 − 14z + 24 g (6x − 5)(2x − 3y) h (5q − p)(3p − 2)
k 18x2 − 39x + 18 l −9p2 + 30p − 9 8 a (2q + p)(q + 3) b (2m + n)(6m − 5)
6 a A = x2 + 11x + 30 c (3y + z)(x − 2) d (r − 3t)(3s + t)
2
b Total area = x + 11x + 30 e (2x + y)(9x − 15) f (2x − 3y)(y − 5)
7 a x3 + 6x2 + 11x + 6 b x3 + 10x2 + 31x + 30 g (x + 2z)(y − 2z) h (p − r)(q + 2r)
c x3 + 10x2 + 29x + 20 d x3 + 5x2 − 2x − 24 i (x + 2)(6y − 4) j (p − 2m)(q + 5)
e x3 − 4x2 − 15x + 18 f x3 − 6x2 + 11x − 6
Exercise 6D
g 6x3 + 25x2 + 23x + 6 h 10x3 + 37x2 + 22x + 3
1 a (a + 7)(a − 7) b (b + 10)(b − 10)
i 12x3 + 25x2 + 16x + 3 j 2x3 + 3x2 − 11x − 6
c (c + 12)(c − 12) d (b + 5)(b − 5)
k 8x3 − 26x2 + 23x − 6 l 6x3 − 17x2 + 14x − 3
e (e + 2)(e − 2) f (f + 8)(f − 8)
Exercise 6C g (g + 14)(g − 14) h (h + 18)(h − 18)
1 a 4 b 5 c 10 d 14 i (a + 20)(a − 20) j (b + 19)(b − 19)
e 2 f 2 g 3 h 14 k (c + 11)(c − 11) l (d + 16)(d − 16)
i 2y j 5p k 16n l 9a 2 a (9z + 2)(9z − 2) b (3a + 4)(3a − 4)
m 5xy n 18b2 o xz2 p 17c3d c (12b + 13)(12b − 13) d (5z + 1)(5z − 1)
2 a 8(x + 1) b 12(y − 2) e (6m + 17)(6m − 17) f (2q + 13)(2q − 13)
c 7(a − 4) d 13(2 − m) g (3p + 7)(3p − 7) h (7q + 10)(7q − 10)
e 11(a − 11b) f 12(3a − 2b) i (4t + 15)(4t − 15) j (9z + 5)(9z − 5)
Answers 563
k (19m + 8)(19m − 8) l (10z + 3)(10z − 3) k (x + 10)(x − 1) l (x + 15)(x − 1)
3 a (m + n)(m − n) b (x + 5y)(x − 5y) 6 Positive, negative
c (q + 4p)(q − 4p) d (12s + t)(12s − t) 7 a (x + 3)2 b (x + 2)2 c (x + 1)2
2
e (7r + t)(7r − t) f (2q + 3x)(2q − 3x) d (x + 4) e (x + 7)2 f (x + 9)2
g 4(5m + 2n)(5m − 2n) h 9(2p + 3q)(2p − 3q) g (x + 8)2 h (x + 12) 2
i (x − 5)2
i (2x + 3y)(2x − 3y) j (4q + 5p)(4q − 5p) j (x − 6)2 k (x − 10) 2
l (x − 13)2
k (6m + 7p)(6m − 7p) l (10r + 9s)(10r − 9s) 8 a (x + 5)(x + 2) b (x − 9)(x − 5)
m (11a + 13b)(11a − 13b) n 16(2m + 3n)(2m − 3n) c (x − 5)(x + 2) d (x + 4)(x − 1)
o 4(10u + 7v)(10u − 7v) e (x − 9)(x − 6) f (x − 6)(x + 4)
4 a 3(2m + 3n)(2m − 3n) b 2(4q + 5p)(4q − 5p) g (x + 6)(x + 5) h (x + 6)(x + 2)
c 2(7z + 1)(7z − 1) d 2(6q + 7t)(6q − 7t) i (x + 8)(x − 6) j (x − 11)(x − 6)
e 3(5x + y)(5x − y) f 2(s + 12t)(s − 12t) k (x − 12)(x − 7) l (x − 4)(x + 3)
g 3(9r + 10s)(9r − 10s) h 18(4m + 3n)(4m − 3n) m (x + 7)(x + 6) n (x − 9)(x + 8)
i 2(15a + 4b)(15a − 4b) j x(x + y)(x − y) o (x + 6)(x + 1) p (x − 7)(x − 1)
k 3q(4q + 5p)(4q − 5p) l 2y(5x + 7y)(5x − 7y) q (x − 2)(x − 1) r (x + 9)(x + 1)
5 a (x + 10)(x + 2) b (x + 7)(x − 5) s (x − 11)2 t (x − 20)2
c (x + 12)(x + 2) d (x + 8)(x − 12) u (x − 15)2
e (x + 2)(x − 4) f (x + 6)(x − 16) 9 a 5(x + 6)(x + 3) b 2(x − 5)(x − 2)
g x(x + 14) h x(x − 12) c 5(x + 2)(x − 1) d 3(x − 3)(x − 4)
i x(x − 2) j 3(x + 1)(x + 3) e 2(x + 9)(x − 2) f 4(x + 5)(x − 1)
k (7x − 1)(3x − 1) l (17x − 8)(x − 8) g 4(x − 5)(x + 1) h 2(x − 9)(x − 2)
6 a (x + y)(x − y) b (p + 4q)(p − 4q) i 3(x + 1)2 j 3(x + 5)(x − 2)
c (9m + n)(9m − n) d 16(4s + t)(4s − t) k 4(x − 5)(x + 1) l 2(x + 2)2
e (4s + 9t)(4s − 9t) f (25a + 4b)(25a − 4b) m −2(x − 4)(x − 3) n −2(x − 7)(x − 2)
g (xy + z)(xy − z) h (ab + 4c)(ab − 4c) o −3(x − 9)(x + 4) p −5(x − 8)(x + 3)
i (9mn + q)(9mn − q) j (16x + yz)(16x − yz) q −4(x − 1)2 r −6(x + 3)(x + 1)
k (25p + qr)(25p − qr) l (8xy + 9tz)(8xy − 9tz) s −2(x + 12)(x − 3) t −7(x + 6)(x + 1)
u −3(x − 3)2 v −2(x − 1)(x + 5)
Exercise 6E
w −5(x + 3)(x − 4) x −4(x − 5)2
1 a (x + 2)(x + 4) b (x + 3)(x + 5)
c (x + 3)(x + 4) d (x + 4)(x + 5) Exercise 6F
e (x + 4)(x + 6) f (x + 3)(x + 8) 1 a (2x + 1)(x + 1) b (3x + 1)(x + 3)
g (x + 10)(x + 3) h (x + 3)(x + 9) c (4x + 1)(2x + 3) d (2x + 5)(3x + 2)
i (x + 7)(x + 8) j (x + 3)(x + 6) e (2x + 3)(6x + 1) f (5x + 2)(x + 4)
k (x + 7)(x + 3) l (x + 7)(x + 4) g (2x + 9)(x + 1) h (4x + 1)(2x + 7)
2 Positive i (3x + 1)(3x + 4) j (2x + 1)(5x + 3)
3 a (x − 8)(x − 4) b (x − 10)(x − 5) k (2x + 3)(2x + 5) l (3x + 8)(2x + 1)
c (x − 3)(x − 2) d (x − 10)(x − 6) m (2x + 3)(10x + 1) n (5x + 2)(5x + 1)
e (x − 8)(x − 6) f (x − 8)(x − 5) o (3x + 1)(4x + 1) p (3x + 1)(2x + 3)
g (x − 9)(x − 4) h (x − 9)(x − 8) q (2x + 1)(4x + 5) r (3x + 5)(2x + 1)
i (x − 10)(x − 4) j (x − 9)(x − 7) 2 a (3x − 2)(x − 2) b (3x − 2)(2x − 3)
k (x − 8)(x − 2) l (x − 12)(x − 8) c (2x − 3)(x − 2) d (2x − 1)(x − 4)
4 Negative e (3x − 2)(x − 3) f (2x − 1)(4x − 3)
5 a (x + 5)(x − 3) b (x + 7)(x − 2) g (4x − 3)(x − 1) h (2x − 1)(2x − 3)
c (x + 5)(x − 2) d (x + 7)(x − 4) i (2x − 1)(x − 2) j (5x − 3)(2x − 1)
e (x + 8)(x − 7) f (x − 6)(x + 5) k (5x − 2)(x − 3) l (3x − 10)(x − 2)
g (x + 4)(x − 3) h (x − 5)(x + 4) m (3x − 1)(x − 1) n (5x − 2)(x − 1)
i (x − 7)(x + 1) j (x − 5)(x + 1) o (2x − 1)(2x − 5) p (5x − 1)(x − 2)

q (2x − 7)(x − 5) r (2x − 1)(2x − 7) 4x + 5 3x − 5
4 a 2x + 3 b c
3 a (3x − 1)(x + 4) b (2x − 1)(x + 4) 3 6
c (2x − 1)(5x + 8) d (2x + 3)(4x − 3) 3 3 5
d e f
e (2x − 1)(x + 3) f (2x − 3)(x + 2) y−2 2z −1 x−2
g (5x + 7)(x − 1) h (3x − 2)(x + 3) g 4 h 2 i
1
i (3x + 10)(x − 3) j (7x − 5)(x + 1) 6
k (x − 1)(8x + 9) l (3x + 2)(4x − 1) 2 3 7
j k l
3 4 5
m (2x + 1)(x − 4) n (2x − 9)(4x + 1)
o (3x − 4)(x + 1) p (2x − 3)(x + 1)
5 a x+7 b x−6 c 7x − 10
1 1 1
q (2x + 1)(5x − 8) r (2x + 1)(4x − 9) d e f
x−2 x−4 5x + 3
s (3x + 1)(x − 6) t (3x + 2)(x − 15)
x x
u (7x + 5)(x − 1) g h
4x − 5 9x + 7
4 a (2x + 1)2 b (2x + 3)2 c (3x + 2)2
1 1 2
d (4x + 3) 2
e (5x + 2) 2
f (3x + 1)2 6 a b c
x −1 x−2 x+3
g (2x − 5)2 h (5x − 1)2 i (6x − 5)2
x+7
j (3x − 7) 2
k (2x − 9) 2
l (11x − 2)2 d x−1 e x−3 f
2
5 a Quadratic will take the form a2 + 2ab + b2 if it is a x+2 x−2 x−5
perfect square. g h i
x +1 x+2 x+4
b Factorises to (a + b)2 x+3 x+5 5( x + 2 )
6 a 3(2x + 5)(3x − 2) b −2(3x − 4)(x + 6) j k l
x+6 x−6 x+5
c 6(3x − 5)(3x + 1) d −4(x − 3)(4x − 3) x+3 x−2 x−4
7 a 1 b c d
7 a 10(3x − 5)(3x + 2) b 3(2x − 3)2 x−2 x −1 x+5
c 5(4x − 1)(x − 1) d 3(2x − 5)2 x−4 x −1
8 a b
e 2(3x − 4) 2
f 2(5x − 2)2 x+7 x−3
g −4(5x − 3)(x − 2) h −3(5x − 2)(x + 1)
Exercise 6H
i −8(2x − 1)(x − 1) j −2(2x − 5)2
1 a x=5 b y=7 c m = −6
k −3(5x − 1)2 l −4(3x − 10)2
d n = −2 e z = −8 f a = −8
Exercise 6G g b=3 h c = −3 i m = −6
5x 9x + 4 12 x − 9 3
1 a b c j a = −2 k r = −4 l r= −
6 20 10 2
5x − 5 5x − 4 13 x − 31 27 17
d e f m s= n t= − o z = −2
6 4 12 6 5
x − 10 −5 x − 4 5 2 a x = −20 b x = −15 c z = −4
g h i
12 14 6 d a = −20 e b = −6 f c = −10
3 x + 50 −3 x − 2 9x + 8 35 20
j k l g m= − h p= −
28 4 24 2 3
3x + 1 8 x + 10 3x − 2 3 a p = −16 b y = −24 c z=6
2 a b c
x ( x + 1) x( x + 2) x ( x − 1) d m = −30 e n=6 f q = 20
x+4 x −1 2x − 5 1
d e f g t = −3 h r= 2
x ( x + 1) x ( x + 1) x ( x − 1) 2
5x + 1 1 − 11x 2 − 3x 4 a x = 17 b x = −1 c x = −9
g h i
2 x ( x + 1) 4 x ( x + 1) x ( 2 x − 1) d a = −13 e x = 10 f y=1
2x + 3 5x + 1 g z=−4 h y=4
3 a b
( x + 1)( x + 2 ) ( x − 1)( x + 2 )
5 a x = −6 b a = −4 c n = −3
2x − 5 −x − 3
c d d n = −4 e p = −40 f q = −21
( x − 2 )( x − 3) ( x + 2 )( x + 1)
g m = −21 h z = −45
− x − 16 −2
e f 1
( x + 4 )( x − 2 ) ( x + 1)( x − 1) 6 a x=4 b x = −7 c y = −18
2
Answers 565
d x = −32 e p = 13 f y = −6 7 1
j x= − k q = −8 l z= −
g z = 40 h n = 16 2 2
4 a x=6 b x = 14 c z = 42
Exercise 6I
d x = −30 e x = 40 f x = 12
1 a x=2 b x=3 c m=2
g x = 20 h x = 40 i x = 16
d x = 12 e y = 14 f n = 15
j x = 16 k x = 60 l x = 20
g q = −1 h t=0 i h = −7
5 a x = −7 b x = −27 c x = −5
j x = 12 k y = −2 l p=9
d x = 14 e x = −14 f x = 17
2 a x = −10 b x = −10 c x = −10
9 31 3
d z = 13 e q=5 f t=1 g x= − h x= − i x=
2 6 2
1 6 3
g y= − h z= − i p= 6 a x=3 b x = −7 c x = −4
5 7 4
d x=3 e x=9 f x = −3
3 12
j s= − k t=4 l r= − 5
2 9 g x= h x = −12 i x=5
3
13
3 a x=3 b y=7 c z= 7 a Father is 40 and daughter is 20 now.
3
b The value of F and C are the same at −40°.
11 13
d m= − e n= − f q = −4 c I spent $5, my friend spent $15.
4 2
31 68 34 d Health-food showbags are $5.
g q= − h p= − i q= Confectionery showbags are $8.
4 15 24
Each took $20 to spend.
7 3 23
j y= k y= l z= e After 2·5 hours Bob has travelled 20 km and Peter
6 2 20
has travelled 40 km.
5 5 11
m r= n s= o t= − f Numbers are 3, 4, 5.
3 3 14
g The vat holds 60 litres.
4 a x = 17 b x = 25 c x = 14
h 165 trees are planted in rows of 15.
d x = 25 e x = 11 f x = 13 221 trees are planted in rows of 17.
5 a x=5 b y = −11 c y = 10 i The two shared amounts are $25 and $35.
15 12 54 j The cost is $160.
d x= − e z= f y=
2 5 4 The 16 students paid $10 each.
68 k They were 5, 8, 10, 8 students on the four sides.
g z=
3
6 $35 Exercise 6K
7 The cost of drinks is $2·70. 1 a > b < c < d >
∴ The cost of popcorn is $2·40. e = f > g < h =
8 The number of horses is 10. 2 a a ≥ −2 b b<1
∴ the number of hens is 15. c −2 ≤ c ≤ 4 d −9 < d ≤ −5
9 The number of tickets sold in singles is 120. e −4 < e < 5 f 92 ≤ f ≤ 98
∴ the number of tickets sold in triples is 120.
g g < −8 h 1·25 ≤ h < 2·75
10 The distance travelled at 15 km/h was 22·5 km.
3 a x<5
∴ the distance travelled at 20 km/h was 30 km.
x
Exercise 6J –1 0 1 2 3 4 5 6
1 a x=4 b x=2 c x=5 b y > −4
d x=3 e x = −3 f x=4
–4 –3 –2 –1 0 1 2 y
2 a x=4 b y = −2 c z=3
d m = −2 e n=2 f q = −3 c z ≤ −2
g x = 15 h y = −4 i z=4
–4 –3 –2 –1 0 1 z
3 a x = −2 b y = −4 c z=7
d x = 24 e z = −36 f x = 25 d m ≥ −7
g x=8 h q = 18 i x = −11
–7 –6 –5 –4 –3 –2 –1 0 1m

e −4 < x < 3 2
⎛ 1⎞ 3 3 9 1
c ⎜1 ⎟ = × = = 2
–4 –3 –2 –1 0 1 2 3 x ⎝ 2⎠ 2 2 4 4
2
f 13 ≤ x < 20 ⎛ 1⎞ 11 11 121 21
d ⎜2 ⎟ = × = =4
⎝ 5⎠ 5 5 25 25
12 13 14 15 16 17 18 19 20 x 3
⎛ 1⎞ 1 1 1 1
4 a x < −1 b y < −2 c z ≥ −2
e ⎜− ⎟ = − × − × − = −
⎝ 4⎠ 4 4 4 64
d x ≥ −5 e y > −4 f z < −5 2
⎛ 2⎞ 2 2 4
g x ≤ −4 h y<8 i z>7 f ⎜⎝ − 5 ⎟⎠ = − 5 × − 5 = 25
j x ≥ −6 k x < −6 l x > 25
3
m x ≤ −16 n x ≤ 12 o x ≤ −42 ⎛ 1⎞ 9 9 9 729 25
g ⎜ −2 ⎟ = − × − × − = − = −11
p x ≤ −6 q x > −21 r x < −10 ⎝ 4⎠ 4 4 4 64 64
s x≥4 t x ≥ 10 ⎛ 2⎞
2
5 5 25 7
h ⎜ −1 ⎟ = − × − = =2
5 a x > −10 b x < 11 c x ≤ −13 ⎝ 3⎠ 3 3 9 9
d z ≥ 12 e q > −12 f t≤6
5 a (−12)2 = 144 b −63 = −216
6 a x>9 b x ≤ −14 c x ≥ 13 4
⎛ 2⎞ 526
d x ≥ −20 e x < −3 f x ≥ −6 c 73 = 343 d ⎜1 ⎟ = 3
⎝ 5⎠ 625
7 a x > −9 b x > −30 c x ≤ −8
5
d x ≤ −13 e z > −11 f y>6 ⎛ 1⎞ 40
e ⎜ −2 ⎟ = −69 f −(9)4 = −6561
8 a x≥8 b x>3 c x ≤ 10 ⎝ 3⎠ 243
d x>9 e x≥9 f x ≤ −2 ⎛ 11 ⎞
2
121
g 84 = 4096 h ⎜− ⎟ =
⎝ 12 ⎠ 144
Exercise 6L
3
1 a 34 = 81 b 53 = 125 c 16 = 1 ⎛ 6⎞ 216
2 5 7
i ⎜⎝ 7 ⎟⎠ = 343 j (−5)3 = −125
d (−8) = 64 e (−2) = −32 f 0 =0
2 a 143 b 74 c 86 k −502 = −2500 l (−2)9 = −512
1 7
d 51 e 1 f 05 6 a 49 = 7 2
b 25 = 52
g 182 h 923 i 48 c 10 = 10 1
d 81= 92
2
3 a 11 = 11 × 11 = 121 e 81 = 3 4
f 8 = 23
3
b 6 = 6 × 6 × 6 = 216 g 1000 = 10 3
h 512 = 83
6
c 1 =1×1×1×1×1×1=1 i 10 000 = 104 j 256 = 28
d 04 = 0 × 0 × 0 × 0 = 0 k 64 = 4 3
l 64 = 26
e (−1)5 = −1 × −1 × −1 × −1 × −1 = −1 m 100 = 10 2
n 64 = 82
4
f (−3) = −3 × −3 × −3 × −3 = 81 o 27 = 3 3
p 2401 = 74
3
g (−4) = −4 × −4 × −4 = −64 7 a 2
9 = 81, x = 2 b 53 = 125, x = 3
1
h (−8) = −8 c 54 = 625, x = 4 d 24= 16, x = 4
i −41 = −4 e 3
3 = 27, x = 3 f 63 = 216, x = 3
j −52 = −25 g 5
4 = 1024, x = 5 h 105 = 100 000, x = 5
3
k −10 = −1000 i 5
3 = 243, x = 5 j 210 = 1024, x = 10
2
l −9 = −81 k 4
8 = 4096, x = 4 l 73 = 343, x = 3
6
m −(−2) = −64 m 64 = 1296, x = 4 n 114 = 14 641, x = 4
n −(−3)5 = 243 o 6
5 = 15 625, x = 6 p 311 = 177 147, x = 11
o −(−1)1 = 1 8 a 2
12 = 144, x = 12 b 43 = 64, x = 4
4
p −(−10) = 10 000 c 5
5 = 3125, x = 5 d 42 = 16, x = 4
4
⎛ 3⎞ 3 3 3 3 81 e 27 = 128, x = 2 f 24 = 16, x = 2
4 a ⎜ ⎟ = × × × =
⎝ 5⎠ 5 5 5 5 625 g 2
5 = 25, x = 5 h 103 = 1000, x = 10
4
3 i 3 = 81, x = 3 j 36 = 729, x = 3
⎛ 2⎞ 2 2 2 8
b ⎜ ⎟ = × × = k 3
5 = 125, x = 5 l 92 = 81, x = 9
⎝ 3⎠ 3 3 3 27
Answers 567
m 63 = 216, x = 6 n 33 = 27, x = 3
42
o 132 = 169, x = 13 p 65 = 7776, x = 6 11 a b 711 c 64 d 1
72
Learning task 6M e 64 f
1
g 1 h 35
1 a 5
3 = 243 b 3
4 = 64 82
1
c 25 = 32 d 53 = 125 i 421 j k 3 l 54 × 24
6 3 83
e 10 = 1 000 000 f (−3) = −27
72 1
g (−4)3 = −64 h (−2)3 = −8 m n 27 o 38 p
92 53
i 24 = 16 j (−5)4 = 625
35 1
k 6
(−10) = 1 000 000 l (−7)3 = −343 q r 42 s t 1111
25 4
2 a 51 = 5 b 42 = 16 c 121 = 12 54
d 1
7 =7 e (−10)2 = 100 f (−2)1 = −2 u 52 v 49 w x 12
34
g (−6)3 = −216 h (−2)3 = −8 i (−3)0 = 1 73 4
12 a 35 b c d 10
3 a 1014 b 324 c 812 d 680 43 9
7 45
e 9 f 2 g 58 h 318 1 3
32 30 e 23 × 32 f g 72 h
i 2 j 2 k 48 l 340 42 23
4 a 1 b 1 c 1 d −1 74 1 1
i − j k 42 × 38 l
e −1 f 1 g 1 h −1 34 6 92
5 a 28 × 78 b 15 × 75 c 83 × 93 m
1
n 42 o 1 p 53
d 75 × 35 e 99 × 69 f 106 × 36 52
5 5
g 7 ×2 h 58 × 118 i 81 × 141 Exercise 6N
j 36 × 26 k 113 × 123 l 710 × 610 1 a x4 b y5 c a6 d x 3y 2
3 6 9 9 2 3 2 2 2 4 2
6 5 9 2 e ab f xyz g xy h a 3b 3
6 a b c d
53 36 79 39 i 2 2 2
abc 3 2
j f gh
2 3 2
36 58 816 38 2 a 40a b c b 90x2y4z2 c 60p3q3r2
e f g h 2 2 2 2 2 2
8 6
7 8
3 16
58 d −30x y z e 6a b c f 48s3t3r3
2 2 2 3 2
87 57 85 32 g 24m n p h 6c b d i −90p3q3r3
i j k l
5 7
4 7
22 5
14 2 j −60x2y2
1 1 1 1 y2 z a2b2 m 2 n2
7 a b c d 3 a 3
b 3
c
6 3 49 125 x cd p 3q
1 1 6s2 8 p2 r 2 24 z 2 x 2
e f 1 g h −1 d e f
216 40 5t 3
15q s2 2
35t 2 y 2
i 6 j 4 k 8 l 1000 2 3 3 4
42 a c 42 x y
m 24 n 80 o 150 p 20 000 g − h i −1
55b 2 d 2 55 p 3q4
5 5 1
8 a b c 49 d
3 7 1000 Exercise 6O
9 a 3 b 9 c 4 d 5 1 a x10 b y5 c m9 d x7
e 3 f 4 g 2 h 10 e a4 f b10 g z11 h b9
6 10 4
1 1 1 1 i x j n k n l p8
i j k l 2 4 2
7 6 3 2 2 a x b y c z d b
1 1 1 e x f p g q3 h m6
m n o
2 5 3 3 a b8 b x6 c z8 d t5
10 a 729 b 25 c 8 d 8 e n12 f x12 g y24 h z20
e 100 000 f 125 g 81 h 32 i x 11
j y 17
k z 5
l m2
1 1 1 1 4 a 1 b 1 c 1 d 100
i j k l
32 1000 81 32
e 1 f 1 g 1 h 1
1 1 1 i 1 j 1 k 1 l 1
m n o
27 16 8

5 a a 4b 4 b x 5y 5 c x 6y 6z 6 1
m 3+ n y−1 o x+y p 2xy
d mrnrprqr e x 6y 3 f x15y5 x
g a 3b 6 h m 9n 6 i p9q6r12 1 1 1
2 a b c
10 4 2 a16 3p 7p 16 z 3
j x y k s l
b 20 1 q r3
d 4
e f
m 4
x 7
p q 3 3
100t m s2
6 a 4
b 7
c 3
n z r 6 4
u b 1
g h i
s 5
x 6
s 6
v5 c3 tv
d e f
r 5t 5 y3 r18 1 1 1
j k l
m8 x2 y4 x7 xy 3 m 3n 2 p 4 q5
g h i
n10 z10t 2 y5 m 4x n xy o p2xz
13 3 2
r 4t y z b2
j 12
k y 2z 2 l 2x3y2 p q r
s s x ac 3
5 5 3 7 4 4
7 a 20x y b 21x y c 35x y qs 4 v 3w 2
5 5 4 7 3 7 s t
d −18a b e −10m n f −10p q p r 3 2
t 2 u5
7 8 7 8 4 7
g 66x y h 24x y i 10x y y x2 b 3c 6
2 a b c
8 a 3x2y b 4x2y2 c −2x3y3 x x y 2 2
a3
2 2 2
r s m n pq 2
d −3x4y4 e f d e x 8y 2 f 4
3 4
m2 n
2 2 3
p q 3ab 5s t 4m4 4 1
g h − i g h i
9 4 4
n4 s2 x 5t 7
2 x2 y2 5z3x 8 x2 a5d 3 3 w2 x2
j − k − l − j k l
3 2 5 9 6 2 2
2b c r s u2 v 4
9 a 64m12n6p9 b 81a12c8 c −64x3y9z15
d 5b 7 q4
d 10 000n4p4 e 1 f −100 000m15n10 m 7 5
n 3 4 6
a c m n p
g 90x4y2 h 1 i −2
j −4 k 7 l y Exercise 6Q
1
12 16 18 14 10 8
10 a x y b a b c x y 1 a 2x2 b 64x3 c 9y4
d 128x13y14 e 108m7n8 f 100 000r11s19
1 x2
g 2p h −2 i 9s2 d 32z10 e 1
f
9
4096 3x 2
j x 3y 3 k 81m5n8 l
9 z6 8 1
g h i
11 a 6xy 3
b 6xy 3
c 4x y 2 2 27 p6 32 x 5
18 x 6 27 y2 27
d 3a4b7 e f 12x2y2 j 3
k l
y 2
m 4 p3
5
20n 7 8 1
g −24x4y3 h i 18x2y 2 a b c
3 5t 27 s 6 4 y4 x2
x3 y2 36 r 2 s 2 27 5z 100u6
j 9x2 k l 6
d 6 3
e f
8 t x y 4 9
3 3n
Exercise 6P g h
2v 2 u m2
1 2
1 a b 2 c d 4 3
2 5
2 2 2 3p2
3 1 x 3 a 6x b 10m n c 3
e f g h 3x
x 3x 3 q2
3 3 5 4 1
i 6 j −2 k 12 l 3v 2 4z 2 y 3r 5 s 4
4 d e f
5 1 1
2u 4 49 x 4 t6
Answers 569
Exercise 6R Farmyard enclosure
V a l = 16 m b w=2m
1 a 15 b I= c 5 w=2m l = 16 m
R
A = 32 m2 A = 32 m2
C
2 a 125·7 b r= c 12·5 c ∴ l = 20 − 2x d A = (20 − 2x)(x)
2π
A = 20x − 2x2
A
3 a 251·3 b r= c 2·5 e x 2 3 4 5 6 7 8 9
2πh
SI A 32 42 48 50 48 42 32 18
4 a $178·75 b R= c $0·02
PT
f A
v−u A 20x 2x2
5 a 15·5 b a= c −2·5 50
t 45
3V 40
6 a 157·08 b h= 35
πr 2 30
3V 25
c 2 d r= 20
πh
15
2s 10
7 a 37·5 b v= −u
t 5
2s 1 2 3 4 5 6 7 8 9 10 x
c 10 d t=
u+v
g Maximum area enclosed when x = 5, A = 50 m2.
8 a 2500 b u = ± v 2 − 2 as h Width = 5 m, length = 10 m
v 2 − u2 Distance to the horizon
c ±5 d s=
2a
a h d
2s
9 a 59·1 b t= ± c ±10 0 0
a
10 11·3
2
⎛ d⎞ 20 16
10 a 32 km b h = 5⎜ ⎟ c 45 m
⎝ 8⎠ 30 19·6
R1 R2 R2 R 40 22·6
11 a R = b 30 c R1 =
R2 + R1 R2 − R 50 25·3
60 27·7
Puzzles 70 29·9
1 Mixed up kid 80 32
2 A bird with no beak 90 33·9
3 Eddie van Halen 100 35·8
4 Video killed the radio star
b d
40
Vegetable garden d8 h5
a x 30
10 m
24
20
8m
10
b l = 2x + 10 c P = 8x + 36 10 20 30 40 50 60 70 80 90 100 h
w = 2x + 8 45
d A = lw = (2x + 10)(2x + 8) h ⎛ d⎞
2
c h = 45 m d d=8 , h = 5⎜ ⎟
e A = 4x2 + 36x + 80 f A = 4x2 + 36x 5 ⎝ 8⎠
2
g A = 19 m h P = 40 m e h = 45 m

f The next value for h which gives a whole number h (2x + 1 + 4y)(2x + 1 − 4y)
answer for d is h = 125 m. i (5x − 2 + 4y)(5x − 2 − 4y)
g h = 0, 5, 20, 45, 80, 125, 180, 245, 320, 405, 500 j (4x − z + 3y)(4x − z − 3y)
(i.e. squares multiplied by 5)
k (3x − 2z − 7y)(3x − 2z + 7y)
h d is an exact answer when h is 5 times a perfect square.
l (10y − 7z + 8x)(10y − 7z − 8x)
Investigating Pythagoras m (4z + x + 2)(4z − x − 2)
b x2 + y2 = 1002 n (5z + x + 3)(5z − x − 3)
y2 = 1002 − x2
o (z + x − 5)(z − x + 5)
y = 1002 − x 2
p (2z + x + y)(2z − x − y)
c x y q (3a + b − 4c)(3a − b + 4c)
0 100 r (8z + x − 6y)(8z − x + 6y)
10 99·5 s (9z + 2x + 3y)(9z − 2x − 3y)
20 98 t (7z + 5x − 2y)(7z − 5x + 2y)
30 95·4 2 a (x + 4 + 2y)(x + 4 − 2y)
40 91·7 b (y + 7 + 3x)(y + 7 − 3x)
50 86·6
c (x − 10 + 6y)(x − 10 − 6y)
60 80
d (x − 2y + 5)(x − 2y − 5)
70 71·4
e (x − 3y + 9)(x − 3y − 9)
80 60
f (x + 5y + 12)(x + 5y − 12)
90 43·6
g (x − 10y + 4z)(x − 10y − 4z)
100 0
h (x − 4y + 7z)(x − 4y − 7z)
d y
i (x − 12y + 8z)(x − 12y − 8z)
100 j (2x + 3y + 2z)(2x + 3y − 2z)
90 k (4x − 5y + 3z)(4x − 5y − 3z)
80 l (3x − 8y + 4z)(3x − 8y − 4z)
70 ⎛ 5 57 ⎞ ⎛ 5 57 ⎞
3 a 2⎜ x + − x+ +
⎝ 4 4 ⎟⎠ ⎜⎝ 4 4 ⎟⎠
60
50 ⎛ 5 41 ⎞ ⎛ 5 41 ⎞
b 2⎜ x − − x− +
40 ⎝ 4 4 ⎟⎠ ⎜⎝ 4 4 ⎟⎠
30 ⎛ 3 41 ⎞ ⎛ 3 41 ⎞
c 2⎜ x − − ⎟ ⎜ x− +
20 ⎝ 4 4 ⎠⎝ 4 4 ⎟⎠
10 ⎛ 3 17 ⎞ ⎛ 3 17 ⎞
d 2⎜ x + − x+ +
0 ⎝ 4 4 ⎟⎠ ⎜⎝ 4 4 ⎟⎠
10 20 30 40 50 60 70 80 90 100 x
e A quarter of a circle ⎛ 3⎞
e 3 ⎜ x − ⎟ ( x + 2)
⎝ 2⎠
f x2 + y2 = 1002
x2 = 1002 − y2 ⎛ 1 5⎞ ⎛ 1 5⎞
f 4⎜ x + − x+ +
x = 100 − y 2 2
⎝ 4 4 ⎟⎠ ⎜⎝ 4 4 ⎟⎠
Enrichment and Extension ⎛ 3 57 ⎞ ⎛ 3 57 ⎞

g −2 ⎜ x + − x+ +
1 a (x − 2 + y)(x − 2 − y) ⎝ 4 4 ⎟⎠ ⎜⎝ 4 4 ⎟⎠
b (y + 1 + 2x)(y + 1 − 2x) ⎛ 1 10 ⎞ ⎛ 1 10 ⎞
h −3 ⎜ x − − x− +
c (y − 5 + 3x)(y − 5 − 3x) ⎝ 3 3 ⎟⎠ ⎜⎝ 3 3 ⎟⎠
d (x + 2y + z)(x + 2y − z)
⎛ 1 17 ⎞ ⎛ 1 17 ⎞
e (x − 3y + 2z)(x − 3y − 2z) i −4 ⎜ x − + ⎟⎜x− 4 − 8 ⎟
⎝ 4 8 ⎠⎝ ⎠
f (x − y + 3z)(x − y − 3z)
g (3z + 1 + x)(3z + 1 − x) ⎛ 1⎞
j −2 ⎜ x − ⎟ ( x + 3)
⎝ 2⎠
Answers 571
⎛ 3 41 ⎞ ⎛ 3 41 ⎞ 8 a 2x − 3 b
4
c
11
k −4 ⎜ x − − x− +
⎝ 8 8 ⎟⎠ ⎜⎝ 8 8 ⎟⎠ 2x + 3 2
7
⎛ 1⎞ 9 a m = −10 b n= − c q = −4
l −3 ⎜ x − ⎟ ( x + 2 ) 2
⎝ 3⎠
d x = 25 e x=8 f x = 13
4 a 40 m b t = s+9 − 3 c 2s g x = −2 h q = 11 i x = −11
2
5 a A = x + 6x + 8 b x = −3 + A + 1 j x = 24 k x = −4 l x = −7
c 2 units 10 a x ≥ −3 b x > −8 c b ≥ 12
6 a A = x2 + 4x − 12 b x = −2 + A + 16 49
11 a 8 b c 1
c 3 units 16
7 a A = x2 − 3x b A = 40 units2 c x = 5, −2 1
d 2 e 2 f 1000
4
Revision Questions
30a 2 c 3
1 a −2x2 − 2x b −12x2 + 21x 12 a x4y2 b 60p3q3r3 c
77b 2 d 2
c −14p + 2p2 d −20n + 15n2
e 6x3 − 8x2y + 2x2 f 3p2q − 8pq2 − 5pq 13 a 3x11 b 16y17 c 4z5
g 8z2 − 9z − 10 h 6s2 − 24s − 63 5n5
2
d m2 e −12y3 f
i 10b − 11b + 10 3
2 a z2 + 9z + 20 b v2 − 3v − 18 3 1 w2 x2
c 2
x − 11x + 30 d 2
6x + 13x + 5 14 a b c
r 2 s2 4 4u2 v 4
e 6z2 + 7z − 20 f 40q2 − 70q + 30
1
g x2 + 6x + 9 h 9r2 + 24r + 16 15 a b 27x3 c 4y2
243
i 25x2 − 20x + 4 16 a 14 b 1·25
3 a 2xy(4z + 5) b 2mp(2n − 3)
c 5rt(3s + 4r) d 4pq(5q − 7r)
Chapter 7
e ab(a + 1 + b) f 4xy(xy − 3 − 2y)
g −3xy(x − 2y + 4xy) h x(z − 2)(x + 1) Exercise 7A
i 2x(m − 1)(3x − 1) 1 a Pattern number 1 2 3 4
4 a (8r + 1)(8r − 1) b (3 + 2x)(3 − 2x) Number of dots 3 5 7 9
c (11m + 10n)(11m − 10n) d (x + 8)(x − 12)
Difference 2 2 2
e (x + 4)(x − 2) f (x − 16)(x + 6)
b Pattern number 1 2 3 4
g 3(x − 1)(x − 3) h 7(7 − 16x)
i 3(3 − 2x)
5 a x2 + 11x + 28 b x2 + 15x + 50 Difference 2 2 2
= (x + 7)(x + 4) = (x + 10)(x + 5) c Pattern number 1 2 3 4
c x2 + 6x + 5 d x2 + 3x − 4 Number of dots 4 7 10 13
= (x + 5)(x + 1) = (x − 1)(x + 4)
e x2 − 5x − 24 f x2 − 13x − 48 Difference 3 3 3
= (x + 3)(x − 8) = (x − 16)(x + 3) d Pattern number 1 2 3
g x2 − x − 2 h x2 + 12x + 36 Number of dots 1 8 27
= (x − 2)(x + 1) = (x + 6)2
2 Difference 7 19
i x − 18x + 81
= (x − 9)2 e Pattern number 1 2 3 4
6 a 4(5x − 3)(x − 2) b 3(5x − 2)(x + 1) Number of dots 1 2 4 8
c 8(2x − 1)(x − 1) d −3(2x − 5)2
Difference 1 2 4
e −3(3x + 2)(2x − 5) f −4(4x − 3)(x − 3)
f Pattern number 1 2 3 4
11x 29 x + 17 −13 x − 21
7 a b c Number of dots 1 5 9 13
28 45 2 x 2 + 3x
Difference 4 4 4

g Pattern number 1 2 3 4 d
non-linear
Number of dots
Number of dots 1 3 9 27 30
Difference 2 6 18 20
10
h Pattern number 1 2 3 4
1 2 3
Number of dots 2 7 14 23 Pattern number
Difference 5 7 9 e
Number of dots
8 non-linear
i Pattern number 1 2 3 4 6
4
2
Difference 4 6 8
1 2 3 4
Pattern number
j Pattern number 1 2 3 4
Number of dots 2 5 8 11 f
linear
Number of dots
Difference 3 3 3 12
8
k Pattern number 1 2 3 4 4
1 2 3 4
Pattern number
Difference 3 5 7
g
l Pattern number 1 2 3 4 non-linear
Number of dots
30
20
Difference 2 3 4 10
2 a linear b linear c linear
d non-linear e non-linear f linear 1 2 3 4
Pattern number
g non-linear h non-linear i non-linear
h non-linear
j linear k non-linear l non-linear 24
3 a Start with 3 dots and add 2 more dots each time. 22
20
c Start with 4 dots and add 3 more dots each time. 18
16
f Start with 1 dot and add 4 more dots each time. 14
Number of dots
12
j Start with 2 dots and add 3 more dots each time. 10
8
4 a linear
6
Number of dots
4
9 2
7 1 2 3 4
5 Pattern number
3
1
i non-linear
1 2 3 4
Pattern number 20
16
b
Number of dots
linear 12
Number of dots
8 8
6
4 4
2
1 2 3 4
1 2 3 4 Pattern number
Pattern number
j linear
c
linear
Number of dots
Number of dots
14 12
12 10
10 8
8
6 6
4 4
2 2
1 2 3 4
Pattern number
Answers 573
k non-linear e y = −x y
16
x −2 0 1 2
Number of dots
(–2, 2)
12
y 2 0 −1 −2
8 (0, 0)
x
4 (1, –1)
1 2 3 4 (2, –2)
Pattern number
l non-linear f y = −x + 2 y
10
−1 0 (–1, 3)
Number of dots
8
x 1 2 (0, 2)
6 y 3 2 1 0 (1, 1)
4
2
(2, 0) x
1 2 3 4
Pattern number
g y = −3x y
5 a non-linear b non-linear c linear x −1 0 1 2 (–1, 3)
d non-linear e non-linear f non-linear y 3 0 −3 −6

g linear h non-linear i non-linear (0, 0)
x
j linear k non-linear l linear
Exercise 7B (1, –3)

1 a y = 2x y
(2, 4)
x −1 0 1 2
y −2 0 2 4 (2, –6)
(1, 2)
h y = −3x + 3 y
(–1, 6)
(0, 0) x x −1 0 1 2
y 6 3 0 −3
(–1, –2)
(0, 3)
b y = 2x − 2 y
(2, 2)
x −1 0 1 2
y −4 −2 0 2 (1, 0)
(1, 0) x x
(0, –2)
(2, –3)
(–1, –4)
2 a y=x+4 b y=x−3
c y = 3x y (−4, 0), (0, 4), (2, 6) (−2, −5), (0, −3), (3, 0)
(4, 12)
x −2 −1 0 4 y y
y −6 −3 0 12 (0, 4)
(3, 0) x
(–4, 0) x
(0, –3)
(0, 0) x
(–1, –3)
c y = −x + 3 d y = −x − 1
(−2, 5), (0, 3), (3, 0) (−1, 0), (0, −1), (3, −4)
(–2, –6) y y
(0, 3)
d y = 3x − 6 y
(2, 0)
x −1 0 1 2
x (–1, 0) x
y −9 −6 −3 0 (3, 0) x
(1, –3) (0, –1)
(0, –6)
(–1, –9)

e y = 4x f y = −0·5x c y=x−1 d y=x−3
(−2, −8), (0, 0), (2, 8) (−2, 1), (0, 0), (2, −1) y y
y y (3, 0)
8 x
1 (1, 0) x
(0, 0) (0, –1) (0, –3)
–2 2 x –2 (0, 0) 2 x
–1
–8
e y = 2x + 4 f y = 3x − 1·5
y y
(0, 4)
g It affects the gradient (steepness) of the line.
h It translates (shifts) the line vertically. x
(0·5, 0)
(i.e. up and down) (–2, 0)
x
3 a x 10 20 30 (0, –1·5)
C 80 110 140
1
b, c g y= x+2 h y = 2x − 4
2
140 (30, 140)
y y
120
(20, 110) (0, 2) (2, 0)
100
x
Cost ($)
80
(10, 80)
60 (–4, 0) x
(0, 50)
40 (0, –4)
20
0
10 20 30 40 2 a y = −x + 3 b y = −2x + 1
Distance (km) y y
d C-intercept = 50. This means that if the limousine

(0, 3)
is hired but not driven any distance then the (0, 1)
customer must pay $50.
(0·5, 0)
f $185 (3, 0) x x
g 55 km
c y = −3x + 6 d y = −4x + 4
4 a t 0 1 2 3 4 5
y y
T 2 1·5 1 0·5 0 −0·5 (0, 6)
(0, 4)
b, c T (oC)
(0, 2) (1, 0)
(2, 0) x
x
(1, 1·5)
(2, 1) e y = −5x + 10 f y = −6x + 3

(3, 0·5) y y
(4, 0) (0, 10)

(0, 3)
1 2 3 4 5 t (hours after 6 pm)
(5, –0·5)
(0·5, 0)
e 0·25°C (2, 0) x x
f 8:30 am the next day

1 1
Exercise 7C g y = − x −1 h y = − x +1
2 4
1 a y=x+2 b y=x+3 y y
y y
(0, 3) (0, 1)
2
(0, 2) (–2, 0) x (4, 0) x
(–2, 0) (–3, 0) (0, –1)
–2 x x
Answers 575
3 a 4y + 3x = 12 b 3y − 2x = 6 5 a T (oC)
y y 6
(0, 3) (0, 2) 5
4
3
(4, 0) x (–3, 0) x
2
1
(2, 0)
0
c 3x − 2y = −6 d 4y − 3x = −12 –1
1 2 3 4 5 6 7 8 9 10 t (hours)
y y –2
(0, 3) –3 (0, –3)

(4, 0)
x b −3°C c 4·5°C d 12 noon e 1·5°C
(–2, 0) x
(0, –3) Exercise 7D
1
1 a 3 b 1 c
e x + 2y + 4 = 0 f 2y − x − 4 = 0 2
y y 1
2 a −1 b 2 c −
(0, 2) 2
1
(–4, 0) x 3 a 1 b 4 c −2 d −
(–4, 0) x 2
(0, –2) 4 a 2 b 3 c 4 d −1
e −1 f −2 g 1 h −3
g 2x + y + 6 = 0 h 2x − y + 6 = 0 i 2 j 0 k undefined l 0
y y
1 2 1
(0, 6) 5 a b − c −
(–3, 0) x 2 5 16
2
(–3, 0) 6 a b 4·2 m
x 3
(0, –6)
3
7 a b 75 m
i 2x − y + 3 = 0 j x + 2y − 3 = 0 8
y y
(0, 3)
Exercise 7E
1 a x=5 b x = −7 c x = −0·5
(– 32, 0) (0, 3
2
) (3, 0)
2 a y=8 b y = −3 c y = −8·5
x x d y = 10 e x = 17 f y = −1·9
3
k 3x + 5y − 15 = 0 l 2x − 5y + 10 = 0 3 a x = 10 b x=
4
y y y y
x 10
x 34
(0, 3) (0, 2)
(5, 0) x
(10, 0) x (34, 0)
x (–5, 0) x
4 a (17, 0), (0, 850)

b $V 1
(0, 850) c x= − d x=0
800 4
700 y y
600
x –14
x 0
500
400
(– 14, 0) x (0, 0) x
300
200
100
0
t (years) 17
c $850 d $350 e $50 f 5·5 years

e y=3 f y = −2·5 1 3
y
e y= x f y= x
y 2 4
(0, 3) y 3 y y
y 34 x
y 12 x
x x (2, 1) (4, 3)
(0, 0) (0, 0)
(0, –2·5) y –2·5 x x
1
g y= h y=0
4
y 4 5
y
g y= x h y= x
y 14
3 4
(0,14)
y y 43x y y 54 x
(0, 0) y0
(3, 4) (4, 5)
x x
(0, 0) (0, 0)
x x
4 a y b y
1 (2, 1)
–6 –4 –2
1 2 x x
2 a y = −x b y = −2x
(–6, –1) –1 y y
y –x y –2x
(–1, 1) (–1, 2)
c y d y
(0, 0) x (0, 0) x
1 2 3 x
–1
1 2 x
–1 (2, –1)
–2 (3, –2)
1
c y = −3x d y= − x
e y f y 4
(–1, 4) 4
(–0·5, 1) 1 y –3x y y
3
(–1, 3)
2 1 x
(–1, 14)
1
(0, 0) x (0, 0) x
–1 x y –14 x
5 a y=1 b y = −1 c y = −2
1 3
d x=2 e x = −1 f x = −0·5 e y= − x f y= − x
2 4
y
Exercise 7F (–1, 34)
y
1 a y=x b y = 2x (–1, 12)
y y
y 2x
y x (0, 0) x (0, 0) x
(1, 1) (1, 2)
y –12 x
y – 34 x
(0, 0) x (0, 0) x
3 5
g y= − x h y= − x
2 3
y y
1 (–1, 32)
c y = 3x d y= x (–1, 53)
4
y y 3x y
(0, 0) x (0, 0) x
(1, 3)
y 14 x y – 32 x y – 53 x
(4, 1)
(0, 0)
(0, 0) x x
Answers 577
3 a y c 2y + 4x − 7 = 0 y
y 2x 1 y 2x
7
y = − 2x 7
5 2 2
4 ∴ m = −2
3 7 x
⎛ 7⎞ 4
2 y-intercept = ⎜ 0, ⎟
1 ⎝ 2⎠
–5 –4 –3 –2 –1 1 2 3 4 5x
–1
–2 d 4x + 2y + 5 = 0 y
–3 5
–4 y = − − 2x
2
–5
∴ m = −2
–1·25 x
y 2x 2 ⎛ 5⎞
y 2x 3 y-intercept = ⎜ 0, − ⎟
⎝ 2⎠ –2·5
b It is translated up or down parallel to the y-axis.
c i gradient = 2 y-intercept: (0, 0) e 4x − 2y = 9 y
ii gradient = 2 y-intercept: (0, 1) y = 2x −
9
iii gradient = 2 y-intercept: (0, −2) 2
∴m=2
iv gradient = 2 y-intercept: (0, −3) 2·25 x
⎛ 9⎞
3 y-intercept = ⎜ 0, − ⎟ –4·5
4 a y = 2x b y= − x ⎝ 2⎠
4
1
c y= x −1 d y = −x + 2 f 9x − 3y + 2 = 0 y
4
2 2
5 a m = 3, (0, −2) b m = 6, (0, 7) y = 3x + 3
3
c m = 1, (0, −3) d m = 1, (0, 0) ∴m=3
x
e m = −1, (0, 0) f m = −4, (0, 0) ⎛ 2⎞ – 29
y-intercept = ⎜ 0, ⎟
g m = −6, (0, 4) h m = 2, (0, 2) ⎝ 3⎠
i m = −1, (0, 8) j m = −1, (0, 10)
2 1 g 2y − x = 4 y
k m = − , (0, 1) l m = − , (0, 3) 1
3 2 y = x+2 2
2
1 3
m m = − , (0, 1) n m = , (0, 8) ∴m=
1
x
4 2 2
–4
1 1 y-intercept = (0, 2)
o m = , (0, 2) p m = , (0, −1)
4 2
5 2 h 4y − 2x = 7 y
q m = , (0, −2) r m = − , (0, 6) 1 7
3 5 y= x+ 7
4
2 4
6 a y + 2x − 4 = 0 y
1
y = 4 − 2x 4 ∴m= – 72 x
∴ m = −2 2
y-intercept = (0, 4) ⎛ 7⎞
y-intercept = ⎜ 0, ⎟
2 x ⎝ 4⎠
i 3y + x − 12 = 0 y
1
b y − 2x + 5 = 0 y = 4− x
y 3 4
y = 2x − 5 1 x
∴m=2 ∴m= − 12
3
y-intercept = (0, −5)
2·5 x y-intercept = (0, 4)
–5
Exercise 7G
1 a i y = −x + 3 ii y=x+3
b i y = 3x + 3 ii y = 3x −3
c i y = −4x + 8 ii y = 4x + 8
d i y = −x + 2 ii y = −x + 1

e i y = −3x − 3 ii x = 1 Exercise 7H
f i y=2 ii y = −2x − 4 1 a (6, 8) b (−4, 5)
2 a y = 2x + 1 b y=x+3 c (−3, −6) d (5·5, −2·5)
c y = 4x − 12 d y = −x + 5 e (−1·5, 3) f (8, 9·25)
e y = −3x + 4 f y = −5x − 21 g (50, 40) h (4·5, −4·5)
3 a y=x+5 b y = 2x + 2 i (−42, −30) j (25, 55)
1 k (0·25, −0·75) l (−1, 2·25)
c y=x+3 d y= x+3
2
2 a −x + y = −3 b x+y=4
e y = −x + 4 f y = −2x + 6 x+y=5 y−x=6
g y = −x − 2 h y = −2x − 2 c x−y=5 d 3x − y = 6
3 2x − y = 8 x − 2y = 2
i y = x−2
2 e x + 2y = 6 f 2x + y = 8
4 a y = 2x + 7 b y=x+7 x − 4y = 0 x + 3y = 9
c y = 3x − 7 d y=x+3 g x − 2y = 2 h −2x + y = −2
x+y=5 or 2x − y = 2
e y = 4x − 3 f y=7−x
i −x + 2y = 3 x+y=4
g y=x+5 h y = −2x + 5
2x − y = 3
i y = −4x + 1
3 a (0, −3), (3, 0) b (0, 4), (4, 0)
5 a, b F (0, 5), (5, 0) (0, −6), (6, 0)
240° Boiling point
220° (100°C, 212°F) c (0, −5), (5, 0) d (0, −6), (2, 0)
200° (0, −8), (4, 0) (0, −1), (2, 0)
180°
160° e (0, 3), (6, 0) f (0, 8), (4, 0)
140° (0, 0), (0, 0) (0, 3), (9, 0)
120°
100° g (0, −1), (2, 0) h (0, −2), (1, 0)
80° (0, 5), (5, 0) (0, 4), (4, 0)
60°
40° Freezing point i (0, 1 12 ), (−3, 0)
20° (0°C, 32°F) (0, −3), (1 12 , 0)
0 10 20 30 40 50 60 70 80 90 100 C 4 a y b y
y=x 3
c F = 1·8C + 32 d 356° 5
4
(4, 1) y=x 6
6 a, b V (L)
10000 (5, 9500)
9000 3 5 x 4 6 x
8000
7000 –3 xy=5 (5, –1)
6000 xy=4
5000 –6
(2, 5000)
4000
3000 c y d y 3x y 6
2000 2x y 8
1000
x 2y = 2
0 1 2 3 4 5
t (hours) x y=5
4
c V = 1500t + 2000 d 1500 L/h 5 x –1 (2, 0) x
(3, –2)
e 2000 L f 8h –5
7 a, b h (m) –8 –6
900
800
700
(30, 600)
e f
600 2y 6 x y y
500 (90, 480)
8
400 x 3y = 9
300 3
200 (4, 1) (3, 2)
3
100
0 6 x 4 9 x
0 30 60 90 120 t (s) x 4y = 0
c h = −2t + 660 d 2 m/s

2x y 8
e 660 m f 5 minutes 30 seconds
Answers 579
g y h y i y
xy5 y 4 x
5 (3, 3)
4 (2, 2)
(4, 1)
1·5
2 5 x 1 4 x 3 1·5 4 x
x 2y = 2 –1 –2 2y x 3
3
y = 2x 2 2x = 3 y
i y 2 y
2y 4 x
(3, 3) 2
1·5
1
4
–3 1·5 4 x 1 4 x
2y x 3 2
–3
2x = 3 y 2x 4y = 1
5 a (4, 1) b (5, −1) c (3, −2)

1
d (2, 0) e (4, 1) f (3, 2) a − b No
2
g (4, 1) h (2, 2) i (3, 3) c No. The two lines have the same gradient and so
are parallel.
Exercise 7I
3 6x − 3y = 9 2x − y = 3
1 a y b y
−3y = 9 − 6x −y = 3 − 2x
y=x 3 y = 2x − 3 y = 2x − 3
(4, 1) 4
y=x 6 ∴ the graphs are the same, so there is an infinite set
of solutions.
3 5 x 4 6 x
4 a P
3 xy=5 (5, –1)
6
–6 xy=4
5 (2, 4)
4P 2D = 20
c y d y 3x y 6
2x y 8
6 10 D
x 2y = 2
x y=5 PD=6
4
5 x 1 (2, 0) x
(3, 2) b A drink costs $2 and a pie costs $4.
5
8 6
Exercise 7J
1 a x = 1, y = 3 b x = 6, y = 3
e 2y 6 x y f y c x = 2, y = 5 d x = 5, y = 6
8 e x = 4, y = −5 f x = −2, y = −3
x 3y = 9
3 g x = 5, y = 5 h x = 2, y = 1
(4, 1) (3, 2)
3
i x = −4, y = 3
0 6 x 4 9 x
x 4y = 0 2 a x = 2, y = 4 b x = 2, y = 1
c x = 4, y = 0 d x = 1, y = −3
2x y 8 e x = 2, y = −3 f x = 2, y = −1
g
xy5
y h y Exercise 7K
y 4 x
5 1 a x = 12, y = 10 b x = 4, y = 9
4 (2, 2)
(4, 1) c x = 16, y = 9 d x = 5, y = 4
x e x = 7, y = 4 f x = 5, y = 4
2 5 1 4 x
x 2y = 2 1 2 g x = 5, y = 6 h x = 16, y = 3
i x = −2, y = 4 j x = −3, y = 4
y = 2x 2

k x = 3, y = 2 l x = 1, y = 2 4 Parallel lines: y = 2x + 3 and y = 2x − 4
2 a x = 4, y = 2 b x = 1, y = 2 1
Perpendicular lines: y = x + 1 and y = −2x + 7
c x = 6, y = −1 d x = −3, y = 1 2
e x = −2, y = 3 f x = −2, y = 1 5 Lines are parallel when they have the same gradient,
g x = −4, y = −2 h x = 2, y = 6 i.e. m values are the same in y = mx + c.
i x = −1, y = 2 j x = 1, y = −2 6 y
c
8
k x = 3, y = −1 l x = 5, y = 2 6
3 a x = 2, y = 5 b x = 2, y = 1 4 b
c x = 3, y = 2 d x = 3, y = 2 2
e x = −3, y = 2 f x = 4, y = −1 –4 –3 –2 –1 1 2 3 4 x
–2
g x = −1, y = 4 h x = 8, y = 2 –4
i x = 5, y = 2 –6
–8
a
4 A pony ride costs $1·50 and a camel ride costs $2.
5 The cost of a game of Crazy Clowns is $2·75 and the 7 Equations of lines are:
cost of a lucky dip is $3·50. 1 1
a y = −2x + 1 b y= x+ c y = 2x + 1
Exercise 7M 2 2
1 a 2d + 4c = 110 b d = $25, c = $15 There are no parallel lines but the lines
3d + 3c = 120 1 1
y = −2x + 1 and y = x + are perpendicular.
2 2
2 a 2a + 5c = 150 b a = $30, c = $18
a + c = 48 8 a y = 4x + 2
3 s = $25, p = $40 4 d = $0·90, e = $1·30 x 0 1 2 3
5 a m+c=7 y 2 6 10 14
12m + 4c = 44
b 2 minibuses and 5 cars are needed. 1
b y= x−5
3
6 3 minibuses and 10 cars are needed.
7 The two options cost the same for 50 invitations. x 0 1 2 3
8 When the cyclist caught up after 2 12 h, they were y −5 −4 23 −4 13 −4

15 km from home.
9 The costs for the two companies are equal at 1
c y = − x +1
50 minutes. Company A is cheaper for more 4
than 50 minutes of calls. x 0 1 2 3
10 Company X is cheaper for fewer than 600 calls. y 1 3 1 1
4 2 4
11 Bombs R Us is cheaper for less than 50 km.
4
12 Fraction is 9
d y = −3x − 2
13 Rohan is 25 months old and Blair is 7 months old. x 0 1 2 3
14 Tim is 17 years old and Sam is 39 years old. y −2 −5 −8 −11
Learning task 7N 9 y
1 a Parallel lines: y = 3x + 4 and y = 3x − 1 4 y = 4x + 2
3
b Perpendicular lines: y = −3x − 1 and 3y = x + 6 2
2 a m = 2, (0, 3) b m = −2, (0, 7) y = – 14 x – 5 1
1 –4 –3 –2 –1 1 2 3 4 x
c m = , (0, 1) d m = 2, (0, −4) –1
2 –2 y= 1x
–5
3
3 y –3
10 y = 2x + 3 –4
8 –5
y = 2x – 4 y = –3x – 2
6
4
y = 12x + 1 There are two sets of perpendicular lines:
2
1
–4 –3 –2 –1 1 2 3 4 x y = 4x + 2 is perpendicular to y = − x + 1 and
–2 4
–4 y = –2x + 7 1
–6 y = x − 5 is perpendicular to y = −3x − 2.
3
–8
Answers 581
10 Perpendicular lines: 1 1 1 2
15 a y = − x + 9 b y = − x + 12
1 2 2 3 3
A and C i.e. y = 2x + 6 and y = − x + 1
2 1 1 1 3
2 3 c y = − x+9 d y = − x+5
B and F i.e. y = x + 3 and y = − x + 2 6 2 4 4
3 2
1 4 1 2
1 e y= x+3 f y= x+9
D and E i.e. y = x + 5 and y = −2x + 4 5 5 9 9
2
g y = −4x + 37 h y = 3x + 38
11 Two lines are perpendicular if the products of their
gradients is −1. i y = −x + 24
a a 16 Discuss these with your teacher.
e.g. If y = x + c then m = . The perpendicular
b b 17 Discuss these with your teacher.
b
line will have a gradient m⊥ = − . Exercise 7O
a
12 a y = 3x + 8, m|| = 3 1 a (9, 2·5) b (−4, 1) c (7·5, 22)
b y = 2x − 7, m|| = 2 d (31, 2·5) e (14, 10) f (2, 49)
1 1 g (11, 9) h (−2·75, 4) i (−25, 5·5)

c y= x + 8, m|| =
j (8·75, −12) k (−0·5, −3) l (−16, −17·25)
3 3
1 1 2 a 5 units b 26 units c 41 units
d y = x + 2, m|| =
2 2 d 75 units e 30 units f 82 units
e y = −4x + 3, m|| = −4 g 26 units h 2·5 units i 50·29 units
1 1 j 12·50 units k 25 units l 28·64 units
f y = − x − 5, m|| = −
2 2 3 a (1, 7) b 18·44 units
3 3 4 a
g y= x − 2, m|| = y
8 8
(–12, 15) Q 16
7 7
h y = − x − 11, m|| = − 12
8 8 8
8 8 4
i y = − x + 12, m|| = − (–3, 1) R
x
9 9 –12 –8 –4 4 8 12 16
–4
1
13 a y = 3x + 8, m⊥ = − –8 P (8, –7)
3 –12
1 –16
b y = 2x − 7, m⊥ = −
2
b 29·73 units c (−7·5, 8)
1
c y= x + 8, m⊥ = −3 d i (5·25, −5) ii 3·4 units
3
d y=
1
x + 2, m⊥ = −2 Puzzles
2 1 Trapezium 2 Octagon 3 Oil it
1
e y = −4x + 3, m⊥ =
4 Applications and Activities
1
f y = − x − 5, m⊥ = 2 Break-even analysis
2
a n C
3 8
g y= x − 2, m⊥ = − 0 600
8 3
7 8 20 1500
h y = − x − 11, m⊥ = 40 2400
8 7
8 9 60 3300
i y = − x + 12, m⊥ =
9 8 80 4200
14 a y = 2x + 5 b y = 3x + 6 100 5100
c y = 6x − 46 d y = 4x − 7 120 6000
e y = −5x + 9 f y = −9x + 73 140 6900
1 1 160 7800
g y= x+3 h y = − x−2
4 3 180 8700
i y=x+4

b, g C, R ($) l Vertical intercept: (0, −600); if the band is hired
9000
and no one comes the organisers make a loss of $600.
8000
R Horizontal intercept: (120, 0); if 120 people show
7000 C
up to the formal the organisers will break even and
6000
record neither a profit nor a loss.
5000
m P = 5n − 600
4000
3000
n $400
2000 Internet costs
1000
a t C
20 40 60 80 100 120 140 160
n (students) 0 20
5 23·75
c C = 45n + 600 d $6675 e 89
10 27·5
f n R 15 31·25
0 0 20 35
20 1000 25 38·75
40 2000 30 42·50
60 3000 35 46·25
80 4000 40 50
100 5000 45 53·75
120 6000
140 7000 b, e C ($)
60
160 8000
55 b
180 9000 50 e
45
h (120, 6000) 40
120 students are needed to break even. 35
30
The cost and revenue for this number of students
25
is $6000.
20
i R = 50n 15
10
j n P 5
0 −600 5 10 15 20 25 30 35 40 45 50
20 −500 t (hour)
40 −400 c C = 0·75h + 20
60 −300
d t C
80 −200
0 30
100 −100
5 32·30
120 0
10 34·60
140 100
15 36·90
160 200
20 39·20
180 300
25 41·50
k P ($) 30 43·80
300
35 46·10
200
100
40 48·40
0 45 50·70
20 40 60 80 100 120 140 160 180
–100 n (students)
f C = 0·46t + 30
–200
–300
g $45·87
–400 h The time where both Cooldudes and Hotshots.com
–500 are equivalent in price is at 34·48 hours of use.
–600 The cost at this time is $45·86.
–700
Answers 583
Enrichment and Extension 6 y
1 a, b, d y yx 2
(3, 9)
8 (3, 7)
6 (2, 5·5)
(3, 6·5)
(1, 4) (2, 0)
4 (2, 5)
(1, 3)
2 (1, 2) x
–0·5 (2, 1)
–3 –2 –1 1 2 3 x (0, –2) y 2
–2 (4, –2)
–4
y –x 2
–6
Isosceles triangle
c The points are above the line. 7 a, b y
80
d See graph above.
x 60
e These points are below the line.
y
80
2 a, b, c y 50 (30, 50) y 50
4
y –2x 4
(above the line)
y b –2x 4 (60, 20)
(below the line)
y0
2 x 0 60 x
y –2x 4
c (0, 50); R = 2 × 0 + 3 × 50 = 150
(30, 50); R = 2 × 30 + 3 × 50 = 210
(60, 20); R = 2 × 60 + 3 × 20 = 180
3 a, b, c y (0, 0); R = 0 × 2 + 3 × 0 = 0
x2
(0, 60); R = 2 × 60 + 3 × 0 = 120

d Corner point (30, 50) yields maximum revenue.
points A combination of 30 single cones and 50 double
have
x2
cones maximises revenue of $210.
x2
8 a x ≥ −8 b x < −29 c x ≥ 11
2 x d x >19 e x>2 f x ≥ 26
1 1 1
g x≥ 4 h x< 5 i x < −3
2 6 2
9 a x > −8 b x<5 c x > −3
4 a, b, c y d x≤4 e x < −1 f x ≥ −3
3
Revision Questions
x
y 0·5x 3 y
0·5 1 a y = −3x y
(–1, 3)
3 x −1 0 1 2
y 0·5x 3 y 3 0 −3 −6
–6 x (0, 0) x
y = –3x
b y = 2x − 1 y y = 2x 1
5 a y ≤ −x b y > −x c y ≥ 0·5x x −1 0 0·5 2

d y>x+1 e y≥x−2 f x>5 y −3 −1 0 3
g x≤0 h y≥2 i y < −1 0·5 x
–1

2 a y = 2x + 4 b x + 2y − 4 = 0 8 a (7·5, −4·5) b (−12, −13)
y
x 2y 4 = 0
y 9 a x = 7, y = 5 b x = 12, y = 2
y = 2x 4
4
c x = 2, y = −3
2 10 Balloons is cheaper for fewer than 40 people.
4 x
7
–2 x 11
4
12 a y = 7x − 12 b y = 2x − 5
c 3x + 4y − 12 = 0 c y = −9x + 37
y 1 2
3x 4y 12 = 0 13 a y = −2x + 3 b y= x+6
3 3
5
3 c y = − x + 26
2
x
4 14 a (10, 17) b (3, −14) c (0, 20)
15 a 20·40 units b 78 units c 81·39 units
3 a 2 b 3 c 2
4 a y b y
Chapter 8
x=9
x = 32
Exercise 8A
1 a x 0 1 2 3 4 5
x x
y 5 12 19 26 33 40
First difference 7 7 7 7 7
The first difference is constant so the pattern

c y d y y = 7·5 is linear.
b x 0 1 2 3 4 5
y −3 4 13 24 37 52
x x
y = –2 First difference 7 9 11 13 15
Second difference 2 2 2 2
5 a y = 2x + 1 b y + 2x = −1 The second difference is constant so the pattern

y y is quadratic.
1 c x 0 1 2 3 4 5
y 1 4 16 64 256 1024
–0·5 x –0·5 x
First difference 3 13 48
–1
192 768
Second difference
10 35 144 576
The pattern is neither linear nor quadratic
c 2y = x − 2
y d x 0 1 2 3 4 5
y −3 −6 −5 0 9 22
First difference −3 1 5 9 13
2 x
–1 Second difference
4 4 4 4
The second difference is constant so the pattern
is quadratic.
4
6 a m= − , y-intercept = (0, −4) e x 0 1 2 3 4 5
3
y 6 19 62 141 262 431
5
b m = − , y-intercept = (0, 5) First difference
2 13 43 79 121 169
⎛ 2⎞ Second difference
30 36 42 48
c m = 2, y-intercept = ⎜ 0, ⎟
⎝ 3⎠
The pattern is neither linear nor quadratic.
7 a y = 2x + 4 b y = −3x + 6
Answers 585
f x 0 1 2 3 4 5 e quadratic equation
y 8 4 0 −4 −8 −12 f quadratic equation
First difference g none (square on both x and y terms)

−4 −4 −4 −4 −4
h quadratic expression
The first difference is constant so the pattern
i quadratic equation
is linear.
j quadratic equation
g x 0 1 2 3 4 5
k quadratic function
y −12 0 32 90 180 308 l quadratic equation
First difference 12 32 58 90 128 1
k ( k + 3) = k 2 + k
1 3
Second difference 6 a A=
20 26 32 38 2 2 2
The pattern is neither linear nor quadratic. b A = (m + 1)(m − 2) = m2 − m − 2

c A = (n + 6)(n + 8) = n2 + 14n + 48
h x 0 1 2 3 4 5
d A = 3h2 + 3h
y 12 14 22 36 56 82
7 a not quadratic equation
First difference 2 8 14 20 26 b m2 − 9m − 136 = 0 quadratic equation
Second difference
6 6 6 6 c not quadratic equation
The second difference is constant so the pattern d not quadratic equation
is quadratic.
e t2 − 4t − 21 = 0 quadratic equation
i x 0 1 2 3 4 5 f not quadratic equation
y 2 10 50 250 1250 6250 g 12k2 + 36 = 0 quadratic equation
First difference 8 40 200 1000 5000 h not quadratic equation
Second difference i k2 + 14k + 45 = 0 quadratic equation
32 160 800 4000 2
The pattern is neither linear nor quadratic. j 15q − 15 = 0 quadratic equation
j x 0 1 2 3 4 5 k not quadratic equation
y −9 −8 −7 −6 −5 −4 l q2 + 6q + 8 = 0 quadratic equation
First difference m not quadratic equation

1 1 1 1 1
n −y2 + 3y + 18 = 0 quadratic equation
The first difference is constant so the pattern o 6y2 − 108 = 0 quadratic equation
is linear.
8 a x2 − 3x + 7 = 0 b x2 + 6x − 7 = 0
2 a neither b neither c linear
c x2 + 3x + 9 = 0 d y2 − y + 17 = 0
d neither e quadratic f quadratic 2
e 7y − 2y − 2 = 0 f y2 − 6y + 3 = 0
g linear h neither i quadratic 2
g d + 4d = 0 h 2d2 − 10d − 7 = 0
3 a linear b neither c quadratic 2
i d + 19 = 0 j j2 + 8j + 16 = 0
d neither e linear f neither 2
k j − j − 700 = 0 l j2 − j + 144 = 0
g quadratic h quadratic
m x2 + 5x + 9 = 0 n 3x2 + 3x − 7 = 0
4 a linear not quadratic b quadratic 2
o 7x − x − 1 = 0
c linear not quadratic d quadratic
e quadratic f quadratic Exercise 8B
g quadratic h quadratic 1 a i y = x2 − 2
i linear not quadratic j quadratic x x2 − 2 y
k linear not quadratic l quadratic −3 (−3)2 − 2 7
m quadratic n not quadratic −2 (−2)2 − 2 2
o linear not quadratic p quadratic −1 (−1)2 − 2 −1
q quadratic r not quadratic 0 (0)2 − 2 −2
5 a quadratic function 1 2
(1) − 2 −1
b not quadratic as square on both x and y terms 2 (2)2 − 2 2
c quadratic expression 3 (3)2 − 2 7
d quadratic equation

ii Coordinates are (−3, 7), (−2, 2), (−1, −1), iii y-intercept = (0, 0)
(0, −2), (1, −1), (2, 2), (3, 7) x-intercept = (0, 0), (−2, 0)
iii y-intercept = (0, 2) y
x-intercept = (1·41, 0), (−1·41, 0) 22
18
y
8 14
6 10 y = x2 + 2x
4
2 6
2
–2 –2 2 x
y = x2 2 –4 –3 –2 –1 –2 1 2x
–4
–6
–8 d i y = −x2 + 3x + 10
x −x2 + 3x + 10 y
b i y = 2x2
−2 −(−2)2 + 3(−2) + 10 0
x 2x2 y −0 −(0)2 + 3(0) + 10 10
−3 2(−3)2 18 2 −(2)2 + 3(2) + 10 12
−2 2(−2)2 8 4 −(4)2 + 3(4) + 10 6
−1 2(−1)2 2 6 −(6)2 + 3(6) + 10 −8
0 2(0)2 0
1 2(1)2 2 ii Coordinates are (−2, 0), (0, 10), (2, 12), (4, 6),
2 (6, −8)
2 2(2) 8
iii y-intercept = (0, 10)
3 2(3)2 18
x-intercepts = (−2, 0), (5, 0)
ii Coordinates are (−3, 18), (−2, 8), (−1, 2), y
(0, 0), (1, 2), (2, 8), (3, 18)
12
iii y-intercept = (0, 0)
4
x-intercept = (0, 0) –6 –4 –2 2 4 6 x
–4
y y = 2x2 –12 y = –x2 + 3x 10
8
–20
6
4
2
2 a x 3x2 y
–2 –1 1 2 x
–2
−3 3(−3)2 27
–4
–6 −2 3(−2)2 12
–8 2
−1 3(−1) 3
c 2
i y = x + 2x 0 3(0)2 0
1 3(1)2 3
x x2 + 2x y
2 3(2)2 12
−4 (−4)2 + 2(−4) 8
3 3(3)2 27
−3 (−3)2 + 2(−3) 3
−2 (−2)2 + 2(−2) 0 y
−1 (−1)2 + 2(−1) −1 27
y = 3x2
24
0 (0)2 + 2(0) 0 21
1 (1)2 + 2(1) 3 18
15
2 (2)2 + 2(2) 8 12
9
ii Coordinates are (−4, 8), (−3, 3), (−2, 0), 6
(−1, −1), (0, 0), (1, 3), (2, 8) 3
–3 –2 –1 1 2 3 x
–3
i y-intercept = (0, 0)
ii x-intercept = (0, 0)
Answers 587
b 1 d x x2 − 4x y
x − x2 y
2 −1 (−1)2 − 4(−1) 5
1 (0)2 − 4(0)
−3 − ( −3)2 −4·5 0 0
2
1 (1)2 − 4(1) −3
1
−2 − ( −2 )2 −2 2 (2)2 − 4(2) −4
2 2
1 3 (3) − 4(3) −3
−1 − ( −1)2 −0·5 4 (4)2 − 4(4) 0
2
1 5 (5)2 − 4(5) 5
0 − (0)2 0
2
y
1
1 − (1)2 −0·5 6
2 5 y = x2 4x
1 4
2 − ( 2 )2 −2
2 3
1 2
3 − ( 3)2 −4·5 1
2
y 1 1 2 3 4 5x
–1
2 –2
1 –3
–4
–3 –2 –1 1 2 3 x
–1 i y-intercept = (0, 0)
–2
ii x-intercept = (0, 0) and (4, 0)
–3 y = – 12x2
–4 e x x2 − 7x + 6 y
2
–5 −1 (−1) − 7(−1) + 6 14
0 (0)2 − 7(0) + 6 6
i y-intercept = (0, 0) 1 (1)2 − 7(1) + 6 0
ii x-intercept = (0, 0) 2 (2)2 − 7(2) + 6 −4
c x x2 + 3x y 3 (3)2 − 7(3) + 6 −6
−5 2
(−5) + 3(−5) 10 5 (5)2 − 7(5) + 6 −4
2
−4 2
(−4) + 3(−4) 4 7 (7) − 7(7) + 6 6
−3 (−3)2 + 3(−3) 0
y
−2 (−2)2 + 3(−2) −2 14
2
−1 (−1) + 3(−1) −2 12
2 10
0 (0) + 3(0) 0 8
1 (1)2 + 3(1) 4 6 y = x2 7x 6
4
2 (2)2 + 3(2) 10
2
y –1 1 2 3 4 5 6 7 x
y = x2 3x 10
–2
9 –4
8 –6
7 –8
6
5
4 i y-intercept = (0, 6)
3
2 ii x-intercept = (1, 0) and (6, 0)
1
–5 –4 –3 –2 –1 1 2 x
–1
–2
ii x-intercept = (0, 0) and (−3, 0)

f x −x2 + 2x + 8 y h x −2x2 − 7x − 3 y
2
−3 −(−3) + 2(−3) + 8 −7 −5 −2(−5)2 − 7(−5) − 3 −18
−2 (−2)2 + 2(−2) + 8 0 −4 −2(−4)2 − 7(−4) − 3 −7
2
−1 (−1) + 2(−1) + 8 5 −3 −2(−3)2 − 7(−3) − 3 0
0 (0)2 + 2(0) + 8 8 −2 −2(−2)2 − 7(−2) − 3 3
2 2
1 −(1) + 2(1) + 8 9 −1 −2(−1) − 7(−1) − 3 2
2 (2)2 + 2(2) + 8 8 0 −2(0)2 − 7(0) − 3 −3
3 −(3)2 + 2(3) + 8 5 1 −2(1)2 − 7(1) − 3 −12
4 (4)2 + 2(4) + 8 0
y
5 −(5)2 + 2(5) + 8 −7
2 3
6 (6) + 2(6) + 8 −16 1
–5 –4 –3 –2 –1 1 x
–2
y –4
10 y = –x2 2x 8 –6
8 –8
y = 2x2 7x 3 –10
6
–12
4
–14
2 –16
x –18
–3 –2 –1 1 2 3 4 5 6
–2
–4 i y-intercept = (0, −3)
–6
–8 ii x-intercept = (−3, 0) and (−0·5, 0)
–10 3 A Domain R, Range y ≥ 1
–12
–14 B Domain R, Range y ≥ −3
–16 C Domain R, Range y ≥ 3
i y-intercept = (0, 8) D Domain R, Range y ≤ −5
ii x-intercept = (−2, 0) and (4, 0) Exercise 8C
g x 2x2 + 9x − 35 y 1 a i y-intercept = (0, −4)
−8 2(−8)2 + 9(−8) − 35 21 ii x-intercepts = (−2, 0), (2, 0)
−6 2(−6)2 + 9(−6) − 35 −17 iii (0, −4), minimum
2
−4 2(−4) + 9(−4) − 35 −39 b i y-intercept = (0, −5)
−2 2(−2)2 + 9(−2) − 35 −45 ii x-intercepts = (−1, 0), (5, 0)
0 2(0)2 + 9(0) − 35 −35 iii (2, −9), minimum
1 2(1)2 + 9(1) − 35 −24 c i y-intercept = (0, 3)
3 2(3)2 + 9(3) − 35 10 ii x-intercepts = (−3, 0), (−1, 0)
iii (−2, −1), minimum
y
d i y-intercept = (0, 12)
y = 2x2 9x 35 20 ii x-intercepts = (−6, 0), (2, 0)
10 iii (−2, 16), maximum
e i y-intercept = (0, 8)
–8 –7 –6 –5 –4 –3 –2 –1 1 2 3x
–10 ii x-intercepts = (−2, 0), (4, 0)
–20
iii (1, 9), maximum
f i y-intercept = (0, 1)
–30
ii There are no x-intercepts.
–40
iii (0, 1), minimum
i y-intercept = (0, −35) 2 a i y-intercept = (0, −16)
ii x-intercept = (−7, 0) and (2·5, 0) ii x-intercepts = (−4, 0) and (4, 0)
iii Line of symmetry: x = 0
iv When x = 0, y = −16, so the turning point is
(0, −16) and a minimum.
Answers 589
b i y-intercept = (0, 0) d i y-intercept = (0, 5)
ii x-intercepts = (0, 0) and (8, 0) ii x-intecepts = (−1·85, 0), (1·35, 0)
iii Line of symmetry: x = 4 iii Turning point = (−0·25, 5·13), maximum
iv When x = 4, y = −16, so the turning point is iv Line of symmetry: x = −0·25
(4, −16) and a minimum. e i y-intercept = (0, 10)
c i y-intercept = (0, 8) ii x-intercepts = (−8·22, 0), (1·22, 0)
ii x-intercepts = (2, 0) and (4, 0) iii Turning point = (−3·5, 22·25), maximum
iii Line of symmetry: x = 3 iv Line of symmetry: x = −3·5
iv When x = 3, y = −1, so the turning point is f i y-intercept = (0, 5)
ii x-intercepts: There are no x-intercepts as
d i y-intercept = (0, 0) parabola does not intercepting x-axis.
ii x-intercepts = (−6, 0) and (0, 0) iii Turning point = (3, 0·5)
iii Line of symmetry: x = −3 iv Line of symmetry: x = 3
iv When x = −3, y = 9, so the turning point is g i y-intercept = (0, 7)
(−3, 9) and a maximum.
ii x-intercepts = (1·41, 0), (−1·41, 0)
e i y-intercept = (0, −4)
iii Turning point = (0, 7)
ii x-intercepts = (−2, 0) and (2, 0)
iv Line of symmetry: x = 0
h i y-intercept = (0, 0)
iv When x = 0, y = −4, so the turning point is
ii x-intercepts = (0, 0), (15, 0)
f i y-intercept = (0, 24)
iii Turning point = (−7·5, −11·25)
ii x-intercepts = (−4, 0) and (−6, 0)
iv Line of symmetry: x = −7·5
iii Line of symmetry: x = −5
i i y-intercept = (0, −2)
iv When x = −5, y = −1, so the turning point is
ii x-intercepts = (0·45, 0), (−0·45, 0)
(−5, −1) and a minimum. iii Turning point = (0, −2)
g i y-intercept = (0, 9) iv Line of symmetry: x = 0
ii x-intercepts = (−3, 0) and (3, 0) 2 a x = −1·6, −6·4 b x = 5·3, −2·3
iii Line of symmetry: x = 0 c x = 11·4, 1·6 d x = 15·9, 0·1
iv When x = 0, y = 9, so the turning point is e x = 8·1, 0·9 f x = 6·1, −2·1
(0, 9) and a maximum.
h i y-intercept = (0, 0)
Exercise 8E
1 a x = 0, x = 3 b x = 0, x = 2
ii x-intercepts = (0, 0) and (6, 0)
c x = 0, x = 1 d x = 0, x = 4
e x = 0, x = −6 f x = 0, x = −7
iv When x = 3, y = 9, so the turning point is (3, 9)
and a maximum. g x = 0, x = −8 h x = 0, x = −10
i x = 0, x = −1 j x = 0, x = −7
Learning task 8D 2 1
1 a i y-intercept = (0, −7) k x = 0, x = − l x = 0, x = −
3 7
ii x-intercepts = (−4·54, 0), (1·54, 0) 3
m x = 0, x = n x = 0, x = 3
iii Turning point = (−1·5, −9·25), minimum 4
iv Line of symmetry: x = −1·5 o x = 0, x = 13
b i y-intercept = (0, −7) 2 a x = −3, x = −1 b x = −2, x = −3
ii x-intercepts = (1, 0), (−3·5, 0) c x = −5, x = −12 d x = 6, x = 5
iii Turning point = (−1·25, −10·13), minimum e x = 7, x = 4 f x = 8, x = 6
iv Line of symmetry: x = −1·25 1 2
g x = − , x = −7 h x = − , x = −12
c i y-intercept = (0, 8) 3 5
ii x-intercepts = (−2·37, 0), (3·37, 0) 5 1
i x = − , x = −3 j x = − , x = −8
iii Turning point = (0·5, 8·25), minimum 6 7
iv Line of symmetry: x = 0·5 1
k x= − ,x= − ,
9
l
5
x= − , x= −
3
2 2 4 8

9 13 1 1 5 7
m x= , x= n x= , x= e x= − ,3 f x= − ,1
11 3 4 17 2 2
1 1 2
o x= , x=7 g x= ,2 h x= ,3
5 3 3
3 a x = ±8 b x = ±6 c x = ±7 5 2
i x= ,7 j x= − ,9
d x = ±13 e x = ±12 f x = ±11 3 3
g x = ±7 h x = ±5 i x = ±6 k x= − ,7
4
l
2
x= − ,5
j x = ±15 k x = ±6 l x = ±9 3 3
4 a x = 12 b x = 23 1 7
m x = 2, − n x = 9, −
4 4
c x = 35 d x = −15
11
e x = −12 f x = −17 o x = 12, −
4
g x = 0, 52 h x = 0, 46
2 a x = −2, −3 b x = −5, −7
i x = 0, 23 j x = 55, 41
c x = −4, −5 d x = 1, −10
k x = 27, 19 l x = 40, 24
e x = 5, −7 f x = 3, −12
m x = −102, −122 n x = −125, −137
g x = 1, 12 h x = 3, 11
o x = −147, −163
1
5 a x = −5, −4 b x = −5 c x = −7, −5 i x = 5, 7 j x = −3, −
2
d b = −7, −6 e b = −6, −5 f b = −4
7 3
g m = −6, 5 h m = −7, 4 i n = −8, 7 k x = , −1 l x = −2, −
3 4
j p = −9, 8 k p = −7, 2 l p = −10, 1
3 1
m y = 8, 1 n y = 11, 3 o r = 6, 1 m x = 7, − n x = 3, −
2 3
p d = 13, 3 q d = 6, 2 r d = −5, 2 1
o x = 5, −
s x = 10, −2 t x = 10, −8 u t = 11, −4 2
v t = 12, −10 w t = 12, −4 x t = 8, −7 3 a x = 4, 2 b x = 11, −1
6 a x = −3, −2 b x = −1 c x = −3, −4 c x = 15, 3 d x = −2, −4
d x = −7, −1 e x = −4, −3 f x = −9 e x = 4, −26 f x = 5, −19
g m = −2, 1 h m = −3, 2 i m = 6, 5 4 a x = 10, −4 b x = 11, −7
j p = −3, 1 k p = −4, 3 l p = −6, 2 c x = 7, −1 d x = 3, −9
m a = 4, 2 n a = −9, −1 o a = 3, 4 e x = 5, −11 f x = −5, −13
p h=2 q h = 9, 2 r h = 12, 3 5 a x = −3, 4 b x = −4, 9
s f = 6, −1 t f = 5, −2 u f = 9, −4 c x = −5, 9 d x = 6, −12
v x = 4, −3 w x = −5, 6 x x = 10, −7 e x = 7, −9 f x = 7, −12
7 a x = 0, −13 b x = 0, 25 c x = −8, 8 g x = −3, −14 h x = −4, −6
d x = ±5 e x = −5, −2 f x = −4, −3 i x = −7, −8 j x = −2, −6
8 1 1 k x = −5, −6 l x = −8, 2
g x = 4, −1 h x = 0, i x = ,−
5 9 9 m x = −3, 6 n x = −3, 13
1 1 o x = 12, −11
j x = 8, −3 k x = ,− l x = 4, −2
5 5 6 a x = −1 b x = −2, −5
3 7 5 c x = −10, −5 d x = −5, −2
m x = 2, −4 n x= , −2 o x = ,−
2 2 2
e x = 2, −4 f x = −2, −3
p x = 6, −3 q m = −9, 8 r d = 7, −2 g x = 2, −5 h x = 1, −2
i x = 1, −6 j x = −2, 3
Exercise 8F k x = 7, −3 l x = −1, 6
1 7 m x = −3, 5 n x = −2, 7
1 a x = − ,−3 b x = − ,−5
2 2 o x = −4, 8
1 1
c x = − ,−4 d x= − ,2
2 2
Answers 591
Learning task 8G If a is negative, the parabola has a maximum
turning point.
1 a x −3 −2 −1 0 1 2 3 When a is negative, the parabola is reflected in the
y = x2 9 4 1 0 1 4 9 x-axis.
y= 1 x2 4·5 2 0·5 0 0·5 2 4·5
2 Learning task 8H
2
y = 3x 27 12 3 0 3 12 27
1 a x −3 −2 −1 0 1 2 3
y = −2x2 −18 −8 −2 0 −2 −8 −18
y = x2 9 4 1 0 1 4 9
y y = x2
y = x2 + 3 12 7 4 3 4 7 12
y = 3x2
8 y = x2 − 5 4 −1 −4 −5 −4 −1 4
6 (1, 1) y = x2 + 10 19 14 11 10 11 14 19
4 (1, 3)
2 y = 12x2 y = x2 − 8 1 −4 −7 −8 −7 −4 1
–2 –1 1 2 x y y = x2 10
–2 (1, 0·5)
(1, 2)
–4
y = x2 3
–6 y = 2x2
10 y = x2
–8
y = x2 5
b All graphs have the same properties, except 3
y = −2x2 which has a maximum turning point. –2 –1 1 2 x
i y-intercept = (0, 0) –5 y = x2 8
ii x-intercept = (0, 0) –8
iii Turning point = (0, 0), minimum;

(0, 0) and a maximum for y = −2x2 b y = x2
c Increasing the coefficient of x2 narrows the i y-intercept = (0, 0)
parabola, making the gradient steeper. Decreasing ii x-intercept = (0, 0)
it widens the parabola. iii Turning point = (0, 0), minimum
A negative coefficient of x2 reflects the graph of y = x2 + 3
y = x2 in the x-axis. i y-intercept = (0, 3)
2 c When a is negative the graph is reflected in the ii There are no x-intercepts.
x-axis.
iii Turning point = (0, 3), minimum
Increasing a narrows the parabola, making the
y = x2 − 5
gradient steeper. Decreasing a widens the parabola.
i y-intercept = (0, −5)
3 (0, 0) and minimum
ii x-intercepts = (−2·24, 0) and (2·24, 0)
4 a Minimum b Maximum c Minimum
iii Turning point = (0, −5), minimum
d Minimum e Maximum f Minimum
y = x2 + 10
2
5 a y = 2x , b y = 3x , 2
y = 0·5x2, 1 ii There are no x-intercepts.
y = x2
y = 0·25x2, 9
y = 0·125x2
y = x2 − 8
6 a y = 4x2, b y = 4x2, i y-intercept = (0, −8)
y = −4x2, y = −0·4x2
ii x-intercepts = (−2·83, 0) and (2·83, 0)
y = 0·75x2,
y = −0·75x2 iii Turning point = (0, −8), minimum
7 y = ax2 where a > 5 c For y = x2 + k, the value of k shifts the graph up
and down.
8 a C b A c B d E e F f D
2 c y = x2
9 For parabolas of the form y = ax2: Turning point = (0, 0), minimum
The value of the coefficient of x2 affects the width/ y = x2 + 1
steepness/slope/gradient of the graph. Turning point = (0, 1), minimum
If 0 < a < 1, the parabola is wider than y = x2. y = x2 + 3
If a > 1, the parabola is narrower than y = x2. Turning point = (0, 3), minimum
If a is positive, the parabola has a minimum y = x2 + 5
turning point. Turning point = (0, 5), minimum

d When k > 0, the graph moves up the y-axis. y = (x + 2)2
3 c y = x2 i y-intercept = (0, 4)
Turning point = (0, 0), minimum ii x-intercept = (−2, 0)
y = x2 − 1 iii Turning point = (−2, 0), minimum
Turning point = (0, −1), minimum
c The number in the bracket, h, shifts the graph of
y = x2 − 4 y = x2 left when h is negative and right when h
Turning point = (0, −4), minimum is positive.
y = x2 − 6 2 c y = x2
Turning point = (0, −6), minimum Turning point = (0, 0), minimum
d When k < 0, the graph moves down the y-axis. y = (x − 1)2
4 a (0, 4) b (0, −1) c (0, −3·5) Turning point = (1, 0), minimum
d (0, 8) e (0, 9·1) f (0, −10) y = (x − 4)2
g (0, 1) h (0, −2) i (0, −7) Turning point = (4, 0), minimum
5 Yes, the turning point is (0, 8). y = (x − 6)2

Turning point = (6, 0), minimum
6 a y = x2 + 5 b y = x2 + 3
y = x2 + 3 y = x2 d When h > 0, the graph moves to the right.
y = x2 y = −x2 3 c y = x2
y = x2 − 2 y = −x2 − 3 Turning point = (0, 0), minimum
y = x2 − 6 y = (x + 1)2
c k moves the parabola up or down. Turning point = (−1, 0), minimum
7 y = 3x2 + 5 y = (x + 5)2
8 y = −4x2 + 3 Turning point = (−5, 0), minimum
9 a C b A c F d B e E f D y = (x + 7)2
Turning point = (−7, 0), minimum
10 For parabolas of the form y = ax2 + k:
d When h < 0, the graph moves to the left.
The value of k determines the translation on
the y-axis. 4 Turning point is at (5, 0).
The basic graph of y = ax2 is moved up or down 5 Solutions to all parts of this question include any
by k units. value for a, and k = 0.
a y = a(x + 9)2 b y = a(x − 5)2
Learning task 8I c y = −a(x + 1) 2
d y = −a(x − 4)2
1 a x −3 −2 −1 0 1 2 3 e y = −a(x + 5)2 f y = −a(x − 2)2
y = x2 9 4 1 0 1 4 9 6 a Turning point = (−4, 0), minimum
y = (x − 2) 2
25 16 9 4 1 0 1 b Turning point = (4, 0), maximum
y = (x + 2)2 1 0 1 4 9 16 25 c Turning point = (−1, 0), maximum
y = (x 2)2 y d Turning point = (5, 0), minimum
16 y = (x 2)2 e Turning point = (−2, 0), maximum
14
12
f Turning point = (3·5, 0), maximum
10 g Turning point (7·1, 0), maximum
8 y = x2
⎛9 ⎞
6 h Turning point ⎜ , 0⎟ , minimum
4 ⎝2 ⎠
2 ⎛ 4 ⎞
i Turning point ⎜ − , 0⎟ , maximum
–2 –1 1 2 x ⎝ 5 ⎠
b y = x2 7 a y = x2 b y = (x + 4)2
2
y = (x + 4) y = (x − 4)2
i y-intercept = (0, 0) y = (x − 4)2 y = −(x + 4)2
ii x-intercept = (0, 0) y = −(x − 4)2
iii Turning point = (0, 0), minimum 8 y = 3(x − 5)2
2
y = (x − 2) 9 y = −4(x + 3)2
i y-intercept = (0, 4) 10 a C b A c B d E e D f F
Answers 593
11 For parabolas of the form y = a(x − h)2: y = − 12 ( x − 1)2 − 4
The value of h determines the translation on i y-intercept = (0, −4·5)
the x-axis.
ii There are no x-intercepts.
The basic graph of y = ax2 is moved left or right
by h units. iii Turning point = (1, −4), maximum
c When parabolas are in the form y = a(x − h)2 + k:
Learning task 8J • a widens or narrows the graph
• k shifts the graph up or down
1 a x −3 −2 −1 0 1 2 3 • h shifts the graph left or right
y=x 2
9 4 1 0 1 4 9 2 c y = x2
Turning point = (0, 0), minimum
y = (x − 1)2 16 9 4 1 0 1 4 y = (x + 2)2
y = (x + 1)2 4 1 0 1 4 9 16 Turning point = (−2, 0), minimum
y = 3(x + 2)2
y= − 12 ( x − 1)2 −8 −4·5 −2 −0·5 0 −0·5 −2 Turning point = (−2, 0), minimum
y = − 12 ( x − 1)2 − 2 −10 −6·5 −4 −2·5 −2 −2·5 −4 y = 3(x + 2)2 + 1
Turning point = (−2, 1), minimum
y = − 12 ( x − 1)2 − 4 −12 −8·5 −6 −4·5 −4 −4·5 −6
y = 3(x + 2)2 − 4
y
Turning point = (−2, −4), minimum
y = (x 1)2 y = x2
8 y = (x 1)2 3 c y = x2
6 Turning point = (0, 0), minimum
4 y = (x − 3)2
2 Turning point = (3, 0), minimum
–3 –2 –1 1 2 3 x y = 2(x − 3)2
–2
y = – 12(x 1)2 Turning point = (3, 0), minimum
–4
–6 y = 2(x − 3)2 + 4
–8 y=– 1
2
(x 1)2 4 Turning point = (3, 4), minimum
–10
y = 2(x − 3)2 − 5
y = – 12(x 1)2 2 Turning point = (3, −5), minimum
b y = x2 4 a widens or narrows the graph.
h shifts the graph left or right.
k shifts the graph up or down.
The graph of y = a(x − h)2 + k has a turning point
iii Turning point = (0, 0), minimum at (h, k).
y = (x − 1)2 5 a y = (x − 2)2 + 3 b y = (x − 1)2 + 4
i y-intercept = (0, 1) c 2
y = (x − 3) + 7 d y = (x + 1)2 + 4
ii x-intercept = (1, 0) e 2
y = (x + 2) + 7 f y = (x + 5)2 + 6
iii Turning point = (1, 0), minimum g y = (x − 4)2 − 9 h y = (x − 1)2 − 6
y = (x + 1)2 i 2
y = (x − 9) − 2 j y = (x + 5)2 − 4
i y-intercept = (0, 1) k 2
y = (x + 2) − 6 l y = (x + 1)2 − 8
ii x-intercept = (−1, 0) 6 a y = 3(x − 6) + 32
b y = 3(x −1)2 + 1
2
iii Turning point = (−1, 0), minimum c y = 3(x − 2) + 5 d y = 3(x + 6)2 + 1
2
y= − 12 ( x − 1)2 e y = 3(x + 3) + 2 f y = 3(x + 9)2 + 4
2
i y-intercept = (0, −0·5) g y = 3(x − 9) − 2 h y = 3(x − 7)2 − 4
2
ii x-intercept = (1, 0) i y = 3(x − 8) − 5 j y = 3(x + 4)2 − 7
iii Turning point = (1, 0), maximum k y = 3(x + 8)2 − 1 l y = 3(x + 8)2 − 4
y= − 12 ( x − 1)2 −2 7 a Shift parabola left 1 unit and up 7 units.
i y-intercept = (0, −2·5) b Shift parabola left 2 units and down 3 units.
ii There are no x-intercepts. c Shift parabola right 6 units and up 4 units.
iii Turning point = (1, −2), maximum d Shift parabola right 3 units and down 8 units.
e Dilate parabola by a factor of 5.
Shift parabola right 1 unit and up 6 units.

f Dilate parabola by a factor of 14 . y
Shift parabola left 6 units and up 2 units. y = (x 2)(x 4)
g Reflect parabola in the x-axis. 8

Shift parabola left 5 units and up 12 units.
h Reflect parabola in the x-axis.
Shift parabola left 7 units and down 1 unit.
i Reflect parabola in the x-axis.
Dilate parabola by a factor of 2. –6 –4 –2 –1 x
Shift parabola right 1 unit and up 9 units.

j Reflect parabola in the x-axis.
Dilate parabola by a factor of 4.
Shift parabola right 8 units and down 5 units. b i y-intercept = (0, 5)
8 a C b A c B d D e F f E ii x-intercept = (−5, 0), (−1, 0)
iii Axis of symmetry: x = −3
9
Equation of axis
Coordinates of
iv Turning point = (−3, −4)

Shape ∩ or ∪
turning point
Maximum or
of symmetry y
minimum
Equation
8
6
y = (x 1)(x 5)
4
a y = −3x2 ∩ maximum (0, 0) x=0 2
2 –5 –4 –3 –2 –1
b y = (x + 5) ∪ minimum (−5, 0) x = −5 –2
x
–4
c y = 2(x − 6)2 ∪ minimum (6, 0) x=6 –6
2 –8
d y = −x + 9 ∩ maximum (0, 9) x=0
2
c i y-intercept = (0, −15)
e y = 3− x 1 ∩ maximum (0, 3) x=0
2 ii x-intercept = (−5, 0), (3, 0)
f y = (x − 6)2 + 2 ∪ minimum (6, 2) x=6 iii Axis of symmetry: x = −1
g y = −(x + 3)2 − 4 ∩ maximum (−3, −4) x = −3 iv Turning point = (−1, −16)
y
h y = 13 ( x − 1)2 ∪ minimum (1, 0) x=1
y = (x 3)(x 5)
i y = 2 − 14 ( x + 7)2 ∩ maximum (−7, 2) x = −7 5
10 a i y-intercept (0, −18) –5 –4 –3 –2 –1 1 2 3 4 x
ii x-intercepts (−3, 0), (3, 0) –5
iii x=0 –10
iv (0, −18), minimum –15

–16
b i y-intercept (0, 36)
ii x-intercepts are approximately (3·5, 0), (−3·5, 0) d i y-intercept = (0, −3)
iii x=0 ii x-intercept = (−3, 0), (1, 0)
iv (0, 36), maximum iii Axis of symmetry: x = −1
11 For parabolas of the form y = a(x − h)2 + k: iv Turning point = (−1, −4)
• The value of (h, k) determines the position of the y
turning point. 14
12
• The coordinates of the turning point are (h, k). 10
8
Exercise 8K y = (x 1)(x 3) 6
4
1 a i y-intercept = (0, 8) 2
–3 –2 –1 1 2 x
ii x-intercept = (−4, 0), (−2, 0) –2
–4
iii Axis of symmetry: x = −3 –6
–8
iv Turning point = (−3, 1)
Answers 595
e i y-intercept = (0, 0) i i y-intercept = (0, 0)
ii x-intercept = (0, 0), (2, 0) ii x-intercept = (−18, 0) and (0, 0)
iii Axis of symmetry: x = 1 iii Axis of symmetry: x = −9
iv Turning point = (1, −1) iv Turning point = (−9, −567)
y y
8 y = 7x(x 18)
y = x(x 2)
6
–18 –15 –10 –5 x
4 –50
–100
2
–150
–8 –6 –4 –2 2 4 6 8 x –200
–2 –250
–4 –300
–350
f i y-intercept = (0, 0) –400
–450
ii x-intercept = (0, 0), (4, 0) –500
–550
iii Axis of symmetry: x = 2
iv Turning point = (2, −4) j i y-intercept = (0, 0)
y ii x-intercept = (−20, 0), (0, 0)
6
y = x(x 4) iii Axis of symmetry: x = −10
4 iv Turning point = (−10, −400)
2 y
y = 4x(x 20)
–6 –4 –2 2 4 6 x
–2
–20 –15 –10 –5 x
–4 –50
–100
–6
–150
–200
g i y-intercept = (0, 0)
–250
ii x-intercept = (0, 0), (6, 0) –300
iii Axis of symmetry: x = 3 –350
–400
iv Turning point = (3, −9)
y
y = x(x 6) k i y-intercept = (0, 0)
6
4
ii x-intercept = (0, 0), (12, 0)
2 iii Axis of symmetry: x = 6
–6 –4 –2 2 4 6 x iv Turning point = (6, 108)
–2
–4 y
–6 110 y = 3x(x 12)
–8 100
90
–10
80
70
h i y-intercept = (0, 0) 60
ii x-intercept = (−12, 0), (0, 0) 50
40
iii Axis of symmetry: x = −6 30
20
iv Turning point = (−6, −108) 10
y –2 2 4 6 8 10 12 14 x
y = 3x(x 12)
l i y-intercept = (0, 0)
–14 –12 –10 –8 –6 –4 –2 2 4 6 8 x ii x-intercept = (0, 0), (16, 0)
–20
iii Axis of symmetry: x = 8
–40
iv Turning point = (8, 128)
–60
–80
–100

y p i y-intercept = 0
130 y = 2x(x 16) ii x-intercept = (0, 0) and (−7, 0)
120
110 iii Axis of symmetry: x = −3·5
100
90 iv Turning point = (−3·5, 85·75)
80
70 y
60
50 80
40 70
30 60
20 50
10
40
–2 2 4 6 8 10 12 14 16 18 x 30
20
10
m i y-intercept = (0, 0) –8 –6 –4 –2 2 x
–10
ii x-intercept = (0, 0), (14, 0) –20
iii Axis of symmetry: x = 7 y = 7x(x 7)
iv Turning point = (7, 294)

y
q y = x2 + 6x + 5 = (x + 5)(x + 1)
300 y = 6x(x 14)
i y-intercept = 5
250 ii x-intercept = (−1, 0) and (−5, 0)
200
iv Turning point = (−3, −4)
150
y
100
y = x2 + 6x 5
50 8
6
–2 2 4 6 8 10 12 14 16 18 x 4
2
n i y-intercept = 0 –8 –6 –4 –2 2 4 6 x
–2
ii x-intercept = (0, 0) and (−3, 0) –4
iii Axis of symmetry: x = −1·5 –6
–8
iv Turning point = (−1·5, 9)
y
y = 4x(x 3) r y = x2 − 5x + 4 = (x − 4)(x − 1)
8 i y-intercept = 4
6
ii x-intercept = (4, 0) and (1, 0)
4
2 iii Axis of symmetry: x = 2·5
–4 2 x iv Turning point = (2·5, −2·25)
–2
y
–4
–6 y= x2 5x 4
8
–8
6
4
o i y-intercept = 0 2
ii x-intercept = (0, 0) and (−5, 0) –6 –4 –2 2 4 6 x

–2
iii Axis of symmetry: x = −2·5 –4
iv Turning point = (−2·5, 18·75) s y = x2 − x − 6 = (x − 3)(x + 2)

y i y-intercept = (0, −6)
18
16 ii x-intercept = (−2, 0), (3, 0)
14
12
10
iii Axis of symmetry: x = 0·5
8
6 iv Turning point = (0·5, −6·25)
4
2
–4 –2 –2 2 x
–4
–6
y = 3x(x 5) –8
Answers 597
y y y = x2 3x 28
8 5
6
4 –8 –6 –4 –2 2 4 6 8 x
2 –5
–6 –4 –2 2 4 6 x –10
–2
–15
–4
y = x2 x 6
–6 –20
–8 –25
2 –30
t y = x + 6x + 8 = (x + 4)(x + 2)
i y-intercept = 8 w y = 4x2 + 28x + 48 = 4(x + 3)(x + 4)
ii x-intercept = (−4, 0) and (−2, 0) i y-intercept = 48
iii Axis of symmetry: x = −3 ii x-intercept = (−3, 0) and (−4, 0)
iv Turning point = (−3, −1) iii Axis of symmetry: x = −3·5
y iv Turning point = (−3·5, −1)
y = x2 6x 8
y = 4x2 28x 48 y
8
6
8
4
2 6
–6 –4 –2 2 4 6 x
–2 4
–4
2
u y = x2 + 6x − 7 = (x − 1)(x + 7) –6 –4 –2 x
i y-intercept = −7 –2
ii x-intercept = (1, 0) and (−7, 0) –4
iv Turning point = (−3, −16) x y = 3x2 − 9x − 210 = 3(x − 10)(x + 7)
y i y-intercept = −210
y = x2 6x 7
8 ii x-intercept = (−7, 0) and (10, 0)
6
4 iii Axis of symmetry: x = 1·5
2
iv Turning point = (1·5, −216·75)
–8 –6 –4 –2 2 4 6 x
–2 y
–4 y = 3x2 9x 210
–6 20
–8
–10 –6 –4 –2 2 4 6 8 10 x
–20
–12 –40
–14 –60
–16 –80
–18 –100
–120
v y = x2 − 3x − 28 = (x − 7)(x + 4) –140
i y-intercept = (0, −28) –160
–180
ii x-intercept = (−4, 0), (7, 0) –200
–220
iii Axis of symmetry: x = 1·5 –240
iv Turning point = (1·5, −30·25) y y = 2x2 − 6x − 20 = 2(x + 2)(x − 5)
ii x-intercept = (−2, 0), (5, 0)
iii Axis of symmetry: x = 1·5
iv Turning point = (1·5, −24·5)

y 5 2 5
5 y= x − x − 10
6 6
5
y
8
–6 –4 –2 2 4 6 8 10 x
6
–5
4
–10 2
–4 –2 2 4 x
–15
–2
–4
–20
–6
y = 2x2 6x 20
–25 –8
2 –10
2 a y = (x − 1)(x − 2) = x − 3x + 2
–12
b y = (x − 2)(x − 5) = x2 − 7x + 10
2
c y = (x − 3)(x − 5) = x − 8x + 15
25 2 19
d y = (x + 2)(x − 7) = x2 − 5x − 14 6 y= x − 2 x − 25
2 28 28
e y = (x + 3)(x − 9) = x − 6x − 27
y
f y = (x + 8)(x − 6) = x2 + 2x − 48
g y = (x − 8)(x + 5) = x2 − 3x − 40
5
h y = (x − 4)(x + 7) = x2 + 3x − 28
i y = (x − 7)(x + 1) = x2 − 6x − 7 –4 –2 2 4 6 8 x
j y = (x + 1)(x + 9) = x2 + 10x + 9 –5
k y = (x + 5)(x + 6) = x2 + 11x + 30 –10

l y = (x + 8)(x + 3) = x2 + 11x + 24 –15
4 28
3 y = − x2 + x −8 –20
3 3
y –25
8
6
Learning task 8L
4
1 a x = 0, −7 b x = 0, 3 c x = 0, −1
2
d x = 0, 5 e x = 0, 10 f x = 0, −4
–4 –2 2 4 6 8 x
–2 The x-intercepts are the points where y = 0.
–4 2 a y
–6 y = x(x – 6)
–8
0 6 x
9 2 27
4 y= x − x−9
10 10
y
8
b y
y = x(x + 2 )
6
4
2
–2 0 x
–4 –2 2 4 6 8 x
–2
–4
–6 c y
–8
–10 y = x(x + 12)
–12
–14
–12 0 x
Answers 599
d y d y
y = x(x – 1)
70 y = (x – 7)(x – 10)
0 1 x
0 7 10 x
e y
y = x(x – 9 ) e y
y = (x + 1)(x – 9)
0 9 x
–1 9 x
–9
f y
f y
y = x(x + 11)
y = (x – 1)(x + 9)
–11 0 x
–9 1 x
–9
3 a y = x(x + 13) b y = x(x + 50)

c y = x(x − 27) d y = x(x + 0·5) 6 a y = (x + 3)(x − 10) b y = (x + 12)(x + 3)
e y = x(x − 3) f y = x(x − 107) c y = (x − 7)(x − 10) d y = (x + 1)(x − 8)
4 a x = −3, 4 b x = −6, −2 c x = 1, 12 e y = (x − 5)(x − 9) f y = (x + 9)(x + 6)
d x = −13, −5 e x = −8, 7 f x = −1, 12 7 a x = −4 b x=5 c x=3
The x-intercepts are the points where y = 0. d x = −9 e x = −2 f x = 20
5 a y
The x-intercept is the point where y = 0.
8 a y b y
y = (x + 10)(x – 4) y = (x – 7)2 y = (x + 7)2
49
49
–10 0 4 x
7 x –7 x
–40
c y d y
y = (x + 12)2
b y y = (x – 11)2
y = (x – 3)(x + 5) 144
121
–5 0 3 x –12 x 11 x
–15
e y f y y = (x – 21)2
c y y = (x + 3)2
y = (x + 2)(x + 5) 441
9
10
–3 x 21 x
–5 –2 0 x
9 a y = (x + 4)2 b y = (x − 78)2
c y = (x − 120)2 d y = (x + 41)2
e y = (x + 55)2 f y = (x − 209)2

Exercise 8M
Equation y-intercept x-intercept(s) Line of Turning Graph
(factorise) symmetry point
a y = x2 − 4x + 3 (0, 3) (1, 0), (3, 0) x=2 (2, −1) D
y = (x − 3)(x − 1)
b y = x2 − 4 (0, 4) (−2, 0), (2, 0) x=0 (0, −4) E
y = (x − 2)(x + 2)
c y = (x − 4)(x + 2) (0, −8) (−2, 0), (4, 0) x=1 (1, −9) F
d y = (x − 2)2 (0, 4) (2, 0) x=2 (2, 0) C
e y = 1 − x2 (0, 1) (−1, 0), (1, 0) x=0 (0, 1) G
y = (1 − x)(1 + x)
f y = (2 − x) (1 + x) (0, 2) (−1, 0), (2, 0) x= 1
2 ( 12 , 2 14 ) H
2
g y = x + 6x + 9 (0, 9) (−3, 0) x = −3 (−3, 0) A
y = (x + 3)2
h y = −x2 + 7x − 10 (0, −10) (2, 0), (5, 0) x = 3 12 ( 3 12 , 2 14 ) I
y = −(x − 2)(x − 5)
i y = x2 − 2x + 5 (0, 5) None x=1 (1, 4) B
Exercise 8N Exercise 8O
1 a a = 1, b = 5, c = −12 b a = 1, b = 4, c = −6 1 a x = 2, −3 b x = 1, 3 c x = −1, 5
c a = −1, b = 3, c = −10 d a = 1, b = 15, c = −12 d x = 1, 2 e x = 2, −4 f x = 5, −2
e a = 1, b = 5, c = −1 f a = −1, b = 3, c = −8 1 13
2 a x = −2 , 5 b x= , 7 c x = 2, −9
g a = 1, b = −5, c = −2 h a = 1, b = −10, c = −15 2 5
i a = −1, b = −2, c = −21 j a = 1, b = 8, c = 2 d x = −1 e x = 7, −5 f x=4
k a = 1, b = 2, c = 16 l a = −1, b = 3, c = 12
4 6 5
2 a x=
1
2
( 1
) (
−5 + 33 , −5 − 33
2
) g x= ,1
3
h x = 5,
7
i x = 8, −
4
3 a x = 4·25 b x = −11
b x = 2 + 10 , 2 − 10
c x = 5·74, −1·74 d x = 3·56, −0·56
c x = 5, −2 d x = −2
e x = −2, 4 f x = 4·6, −2·6
7 57 7 57 g x = 0·61, −4·11 h x = 2·14, −0·47
e x= − + , − −
2 2 2 2
i x = ±1·45 j x = 0, −4
5 33 5 33 k x = 9·10, −1·10 l x = −0·60
f x= + , −
2 2 2 2
m x = −0·50 n x=5
5 109 5 109
g x= − + , − − Exercise 8P
6 6 6 6
2
a i y = (x + 2)2 + 3 ii (−2, 3)
h x = − , −4 iii Graph has been translated 2 units to the left and
3
3 units up.
i x = −2·5, 1 j x = −2, 3
iv y
2 1
k x = −4, 2 l x= ,
5 2
7
3 a x = −0·91, −6·59 b x = 0·17, −1·43
c x = −0·5, −1 d x = 3·83, 0·17 3
e x = 2·72, 0·61 f x = 2·33, −3 –2 x

g x = −0·62, 1·62 h x = −3, −2
i x=2 j x = −2, 1·67 b i y = (x + 3)2 − 4 ii (−3, −4)
k x = 1·72, −0·39 l x = −4, 6 iii Graph has been translated 3 units to the left and
4 a 6 seconds b 3 seconds 4 units down.
5 a 8 seconds b 2·3 seconds
Answers 601
iv y iv y
5
–1 x
–3 x
–7
–4 –8
c i y = (x + 4)2 − 10 ii (−4, −10) h i y = (x − 2)2 − 6 ii (2, −6)

iii Graph has been translated 4 units to the left and iii Graph has been translated 2 units to the right and
10 units down. 6 units down.
iv y iv y
2 x
–4 x –2
–6
–10
d i y = (x + 2)2 ii (−2, 0) i i y = (x − 5)2 − 31 ii (5, −31)

iii Graph has been translated 2 units to the left. iii Graph has been translated 5 units to the right and
31 units down.
iv y
iv y
4
5 x
–6
–2 x
e i y = (x + 4)2 − 13 ii (−4, −13) –31

iii Graph has been translated 4 units to the left and
13 units down. j i y = 3(x − 1)2 − 48 ii (1, −48)
iv y iii Graph has been dilated by a factor of 3 and
translated 1 unit to the right and 48 units down.
iv y
3
–4 x
1 x
–13
–45
f i y = (x − 1)2 + 4 ii (1, 4) –48
iii Graph has been translated 1 unit to the right and
2
4 units up. ⎛ 7⎞ 1 ⎛7 1⎞
k i y = 6 ⎜ x − ⎟ − 13 ii ⎜ , − 13 ⎟
iv y ⎝ 2⎠ 2 ⎝2 2⎠
iii Graph has been dilated by a factor of 6 and
5 7
4 translated 2
units to the right and 13 12 units down.
iv y
1 x
60
g i y = (x + 1)2 − 8 ii (−1, −8)

iii Graph has been translated 1 unit to the left and 312 x
8 units down. –1312
2
⎛ 5⎞ 1 ⎛5 1⎞
l i y = 2⎜ x − ⎟ − 4 ii ⎜ , − 4 ⎟
⎝ 2⎠ 2 ⎝2 2⎠

iii Graph has been dilated by a factor a 2 and iv y
5 9
translated 2
units to the right and 2
units down.
iv y
– 11 x
2 –48
8 –169
212
x 2
–412 ⎛ 7⎞ 25 ⎛ 7 25 ⎞
q i y = −⎜ x + ⎟ + ii ⎜ − , ⎟
⎝ 2⎠ 4 ⎝ 2 4⎠
m i y = 10(x − 1)2 − 160 ii (1, −160) iii Graph has been reflected about the x-axis and
7 25
iii Graph has been dilated by a factor of 10 and translated 2
units to the left and 4
units up.
translated 1 unit to the right and 160 units down. iv y
iv y 614
1 x –312 x
–6
–150
–160
r i y = −2(x − 2)2 + 72 ii (2, 72)
2
⎛ 7⎞ 121 ⎛7 121⎞ iii Graph has been dilated by a factor of 2, reflected
n i y = 2⎜ x − ⎟ − ii ⎜ , −
⎝ 2⎠ 2 ⎝2 2 ⎟⎠ about the x-axis and translated 2 units to the right
and 72 units up.
iii Graph has been dilated by a factor of 2 and iv y
7 121
translated 2
units to the right and 2
units down.
72
iv 64
y
2 x
312 x
–36
–6012 s i y = −3(x + 4)2 + 12 ii (−4, 12)
iii Graph has been dilated by a factor of 3, reflected
2 about the the x-axis and translated 4 units to the
⎛ 3⎞ 243 ⎛ 3 243⎞
o i y = 3⎜ x + ⎟ − ii ⎜ − , − left and 12 units up.
⎝ 2⎠ 4 ⎝ 2 4 ⎟⎠
iv y
iii Graph has been dilated by a factor of 3 and 12

3 243
translated 2
units to the left and 4
units down. x
–4
iv y –36
2
–112 x ⎛ 3⎞ 25 ⎛ 3 25 ⎞
t i y = −25 ⎜ x − ⎟ − ii ⎜ , ⎟
⎝ 2⎠ 4 ⎝2 4 ⎠
–54
–6034 iii Graph has been dilated by a factor of 25, reflected
3
about the x-axis and translated 2
units to the right
and 25
4
units up.
2
⎛ 11⎞ ⎛ 11 ⎞ iv
p i y = 4 ⎜ x + ⎟ − 169 ii ⎜ − , − 169⎟ y
⎝ 2⎠ ⎝ 2 ⎠
614
iii Graph has been dilated by a factor of 4 and x
11 112
translated 2
units to the left and 169 units down.
–50
Answers 603
⎛ 7⎞
2
⎛7 ⎞ Exercise 8R
u i y = −8 ⎜ x − ⎟ + 18 ii ⎜ , 18⎟ 1 a l = 18 − w
⎝ 2⎠ ⎝2 ⎠
b A = 18w − w2
iii Graph has been dilated by a factor of 8, reflected
about the x-axis and translated 7
units to the right c So the dimensions 11 m × 7 m result in an area
2
and 18 units up. of 77 m2.
iv y
d A
(m2) (9, 81)
18 80
77
70 A 18w w2
312 x
60
50
–80
40
30
20
Exercise 8Q 10
1 (−26 and −24) or (24 and 26) 2 4 6 8 10 12 14 16 18 w (m)

7 11
2 −13 and −12
3 (25 and 26) or (−26 and −25)
e Therefore maximum area when l and w are both
9 m and the area is 81 m2.
4 x = 9 or −8
The playground is a square.
5 x = −11 or 12
2 a i (0, 25) ii (5, 0) and (−1, 0)
6 Length = 6 cm, width = 4 cm
b (2, 45)
7 Height and base of triangle are 50 cm.
c h (2, 45)
8 Perimeter of door is 60 cm. 45
h 5t2 20t 25
9 Perimeter of rectangle is 20 m. 40
35
10 a 9 cm 30
b Two possible rectangles are: 25 (0, 25)
15 m × 70 m A = 1050 m2 20
35 m × 30 m A = 1050 m2 15
10
11 Jamie is 3 years old.
5
12 Pat is 6 years old. (5, 0)
1 2 3 4 5 t
13 Chloe’s height is 1·5 m.
14 Dimensions of garden with maximum area are d The ball is thrown from an initial height of 25 m
4 m by 8 m. Maximum area = 32 m2. and reaches a maximum height of 45 m after
travelling a horizontal distance of 2 m. It reaches
15 a The ball is on the ground at 0 and 4 seconds. the ground 5 m from the base of the cliff.
b The ball is 15 m high at 1 12 and 2 12 seconds. 3 a C
16 a i 1764 m ii 1316 m iii 900 m ($)
b The parachutist reaches the ground after 30

C 4 (n 5)2
approximately 21 seconds. 25
17 a i 114 m ii 50 m iii 10·76 m 20
b The height of the stream of water is 86 m after
15
4 seconds.
10
c The water lands 6·12 m from the bottom of
the cliff. 5
(5, 4)
18 a The aeroplane is on the ground at 2 seconds and
1 2 3 4 5 6 7 8 9 10 n
5 seconds.
b The aeroplane is at a height of 8 m at 3 and b 5 tins c 80 cents d $49 700
4 seconds.
19 Dimensions of the small box are
Puzzles
3·56 × 3·56 × 3·56 units. 1 A cartoon 2 When tuned up
Dimensions of the large box are 3·56, 4·56, 5·56 units. 3 A fire engine 4 A hot rod
20 Dimensions are 2·73, 4·73, 4·73 units.

Applications and Activities Fireworks
Quadratic inequations and the box a i h-intercept (t = 0) = (0, 0)
problem ii t-intercepts (h = 0)
0 = t(50 − t)
a i l = 18 − 2x
t = 0 and 50
ii w = 10 − 2x intercepts = (0, 0) and (50, 0)
b A=l×w iii Axis of symmetry: x = 25
A = (18 − 2x)(10 − 2x) Turning point = (25, 625)
c x 0 1 2 3 4 5 b h
(25, 625) h 50t t2
Area (A) 180 128 84 48 20 0
d i x is correct for all values where 0 < x < 5.

ii Smallest value of x tends towards 0 cm.
iii Largest value of x tends towards 5 cm.
iv No, x cannot be negative.
v When x = 5, W = 0 and there is no area.
10 20 30 40 50 t
e Area
170 c 120 = 50t − t2
160 t2 − 50t + 120 = 0
150
140 t = 2·53
130
120 A (18 x)(10 x) The green rocket will be in the air for 2·53 seconds
110
100 before it explodes.
90
80 d i h (5, 147)
70
60 h –3(t + 2)(t 12)
50
40
30
20
10
2 4 x
f (18 − 2x)(10 − 2x) > 58

4x2 − 56x + 122 > 0
From the graphics calculator, area is greater than 58 2 4 6 8 10 12 14 t
for values of x where 0 < x < 2·7.
ii Turning point at (5, 147)
g V=l×w×h
V = x(18 − 2x)(10 − 2x) Therefore the red rockets will explode at a height
of 147 metres, 5 seconds after launch.
h x 0 1 2 3 4 5
Simultaneous equations
Volume (V ) 0 128 168 144 80 0
(linear and quadratic)
i V a i, ii y x2 + 3x y
170 18 y 3x 5
160 V x(18 2x)(10 – 2x) 16
150 14 (3, 14)
140 12
130 10
120 8
110 6
100 4
90 2
80
70 –8 –6 –4 –2 –2 2 4 6 8 x
60 (–3, –4) –4
50
40 –6
30 –8
20
10
iii x2 + 3x − 4 = 3x + 5
1 2 3 4 5 x
x2 − 9 = 0
j Turning point = (2, 168) (x + 3)(x − 3) = 0
Dimensions for greatest volume are x = 3 and −3
2·06 × 5·88 × 13·88, the maximum Therefore the two graphs intersect when x = 3
volume is 168·13 m3. and x = −3.
Answers 605
b i, ii y x2 + 3x y 4 a x = −6, x = −2 b x = 2, x = −7
y 3x 12
5 1
25
(4, 24) c x= − , x=1 d x= , x=2
20
2 2
1
15 e x = −7, x = 4 f x = 8, x =
6
10
5
5 a x = ±9 b x = ±11·18 c x = ±15
(–4, 0)
d x = ±8 e x = ±6 f x = ±3
–8 –6 –4 –2 2 4 6 8 x
–5 6 a x=2 b x = 12 c x=5
d x = −13 e x = 14 f x = 0, x = 7
7 a x = −5, x = −6 b m = 6, m = −7
iii x = 4 and −4
c x = −5, x = 15 d b = 4, −3
c i (1, 12) and (4, 18) ii (2, 3) and (−1, 0)
e b = 7, −8 f b = −7
iii (−1, −1) and (−4, −7) iv (−1, 5) and (−4, 11)
1 5
d i (1·5, 15·5) and (4, 18) ii (10, 24) g x = −3, x = − h x = , x = −1
2 2
Enrichment and Extension i x = −2, x =
2
j x = 2, x =
1
1 a −3 < x < 6 b x ≥ 2 and x ≤ −9 3 4
c No solutions d x < −3 and x > 8 7 2

k x = 3, x = − l x = 7, x = −
2 5
2 a −1 < x < 2 b 2<x<4
m x = 0, x = −23 n x = 0, x = 75
c −5 < x < −2 d All values of x
o x = 9, x = −9
e 5≤x≤6 f −3 ≤ x ≤ 16
2 1 2
g 1<x<4 h −3 < x < 4 8 a x = −4, x = − b x= , x=
3 2 5
I x > −2 and x < −8 j All values of x
4
k All values of x l No solution c x = 3, x = 5 d x = 4, x = −
5
m x≤3 n x=2
7
o x≤3 p −5 < x < 2 e x = −5, x = f x = −4, x = 6
2
q x < 0 and x > 3 r x < 0 and x > 8 9 a x = −2, x = −3 b x = −6, x = −7
3 −5 < x < 4 4 x < −10 and x > 9 c x = 4, x = 5 d x = −2, x = 5
5 1 m < height ≤ 3 m, 0 m < width ≤ 2 m e x = 3, x = 4 f x = −2, x = 4
6 2 m < height ≤ 5 m, 0 m < width ≤ 3 m 10 a x = 4, x = −10 b x = 8, x = −2
7 0 m < x ≤ 30 m c x = −4, x = 8 d x = −3, x = −4
Revision Questions e x = 2, x = −
2
f x = 3, x = −5
1 a x-intercepts: (−2, 0), (−4, 0) 3
y-intercepts: (0, 8) 11
Equation of axis
Coordinates of
b x-intercepts: (−6, 0), (1, 0)

Shape ∪ or ∩
turning point
Maximum or
of symmetry
y-intercepts: (0, −6)

minimum
Equation
c x-intercept: (3, 0)
y-intercepts: (0, 9)
2 a i y-intercept: (0, 15)
a y = −7x2 ∩ Maximum (0, 0) x=0
ii x-intercepts: (3, 0), (5, 0)
2
iii Turning point: (4, −1), minimum b y = (x + 9) ∪ Minimum (−9, 0) x = −9
b i y-intercept: (0, −3) c 2
y = −x + 11 ∩ Maximum (0, 11) x=0
ii x-intercept(s): none 2
d y = 5 − 12 x ∩ Maximum (0, 5) x=0
iii Turning point: (0, −3), maximum
3 a x = 0, x = 8 b x = 0, x = 9 e y = (x − 2)2 + 5 ∪ Minimum (2, 5) x=2
c x = 0, x = −1 d x = 0, x = −4 f y = −(x + 4)2 − 3 ∩ Maximum (−4, −3) x = −4
1
e x = 0, x = −3 f x = 0, x = g y = 1− 1
( x + 4) 2
∩ Maximum (−4, 1) x = −4
8 2

12 a x = −4·79, −0·21 b x = −7·27, 0·27 c i n(P and E) = 1
c x = −0·29, −8·04 ii n(P and O) = 7
13 10 m × 17 m. iii n(P′) = 12
14 a w = 40 − x b A = 40x − x2 iv n(O′) = 10
c A d There are no elements in both O and E, so this set
(m2) can be described as the null set, Ø.
400 A 40x x2
350 e Elements in O and E = N = universal set
300 4 a i B = {4, 8, 12, 16, 20, 24, 28, 32}
250
ii n(B) = 7
200
b i C = {4, 6, 8, 9, 10, 12, 14, 15, 16, 18, 20, 21,
150
22, 24, 25, 26, 27, 28, 30, 32, 33, 34, 35, 36}
100
50
ii n(C) = 24
c i A and B = {4, 12}
5 20 15 20 25 30 35 x (m)
ii n(A and B) = 2
d Meaningful values include positive values for x d i A and B and C = {4, 12}
less than 40.
ii n(A and B and C) = 2
e 375 m2
e i B and C and A′ = {8, 16, 20, 24, 28}
f The dimension of the rectangle are 10 m × 30 m
2 ii n(B and C and A′) = 5
when the area is 300 m .
g The dimensions for the greatest area are Exercise 9B
20 m × 20 m for an area of 400 m2.
1 1 5
1 a b c
6 2 6
Chapter 9 2 a
3
b
1
c
11
d
9
10 4 20 20
Exercise 9A
1 1 1 1
1 a True b False c True 3 a b c d
4 2 52 26
d True e False f True
1 4
2 a i M = (January, February, March, April, May, e f
13 13
June, July, August, September, October,
November, December) 9 14 2 33
4 a i ii iii iv
25 25 5 50
ii n(M) = 12
7 3 1
b i T = (April, June, September, November) b i ii iii
8 8 2
ii n(T) = 4
c i R = (January, February, March, April, Exercise 9C
September, October, November, December) 1 19 3
1 a b c
ii n(R) = 8 20 20 5
d i T ′ = (January, February, March, May, July, 2 1 9
August, October, December) d e f
5 10 10
ii n(T ′) = 8 1 2 3
2 a b c
e i R′ = (May, June, July, August) 5 5 10
ii n(R′) = 4 3 1 2
d e f
3 a N = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 10 5 5
16, 17, 18, 19, 20} 7 17
O = {1, 3, 5, 7, 9, 11, 13, 15, 17, 19} 3 a b
26 26
E = {2, 4, 6, 8, 10, 12, 14, 16, 18, 20}
P = {2, 3, 5, 7, 11, 13, 17, 19} 4 a U = {1, 2, 3, 4, 5, 6 ,7, 8 … 29, 30}
b i P and E = {2} P = {2, 3, 5, 7, 11, 13, 17, 19, 23, 29}
ii P and O = {3, 5, 7, 11, 13, 17, 19} E = {2, 4, 6, 8 … 26, 28, 30}
iii P′ = {1, 4, 6, 8, 9, 10, 12, 14, 15, 16, 18, 20} O = {1, 3, 5, 7, 9 … 27, 29}
iv O′ = {2, 4, 6, 8, 10, 12, 14, 16, 18, 20} 1 2 1 3 7

b i ii iii iv v
2 3 30 10 15
Answers 607
1 9 21 13 3 4 a There are 20 students in the class.
5 a b c d e
4 16 40 80 8 b i 12 ii 5 iii 4 iv 3
1 1 7 3 1 5 a
6 a b c d e 1 f Swims Cycles
4 3 12 4 3
Tuesday
7 7 Monday
7 a b Friday Saturday
24 12
Wednesday Sunday
1 6 12
8 a b c
7 73 365
Thursday
1 24 18
d e f b i On Friday Sally swims and cycles.
365 73 73
1 1 5 3 ii On Monday and Wednesday Sally just swims.
9 a b c d
8 8 12 8 iii On Tuesday, Saturday and Sunday Sally just
1 1 5 1 cycles.
10 a b c d iv On Thursday Sally doesn’t swim or cycle.
13 2 13 4
1 5 4 4 6 a
e f g h
52 26 13 13 Gym Jog
Monday
1 1 1 Saturday
11 a 36 b c d Tuesday
Wednesday
6 2 6
Sunday Thursday
5 1 11 5 Friday
e f g h
6 36 36 12
Exercise 9D b i On Tuesday and Thursday Sam jogs and works

1 aA bB c A B out in the gym.
A B A B A B ii On Monday, Wednesday and Friday Sam
jogs only.
iii On Saturday and Sunday Sam works out in the
gym only.
d A B e Aa f Ba
A B A B A B iv There is no day Sam doesn’t exercise.
Exercise 9E
9 13 1 39
1 a b c d
2 a 40 40 4 40
5 7
C D 7 2 1 1
2 a b c d
1 2 6 15 3 15 5
4 8 4
3 8 e f
15 15
9 10
3 aA bB c Aa
bi {2, 4} ii {1, 2, 3, 4, 6, 8} A B A B A B
iii {5, 6, 7, 8, 9, 10} iv {1, 3, 5, 7, 9, 10}
c i 2 ii 6 iii 6 iv 6
3 a d Ba e A B f A B
2 4
E F A B A B A B
1 5 6
3 7
9 8
10 g A Ba h AaB
b i {5, 7} ii {1, 3, 5, 6, 7, 8, 9} A B A B
iii {2, 4, 6, 8, 10} iv {1, 2, 3, 4, 9, 10}

c i 2 ii 7 iii 5 iv 6

2 11 8 1 19
4 a b c b 2 c d
15 12 15 8 20
1 1 13 3 13 33
d e f e f g
4 12 15 8 40 40
5 a 20 b 19 c 10 d 3 e 16 f 1
Exercise 9G
7 11 1 13 10
6 a b c d e 1 a A∩B={} Sets are mutually exclusive.
38 19 38 38 19
b A ∩ B = {A, I, T} Sets are not mutually exclusive.
Exercise 9F c A∩B={} Sets are mutually exclusive.
1 a
9
b
21
c
5
d
3 d A ∩ B = {2} Sets are not mutually exclusive.
26 26 26 26 2 a P(A ∪ B) = 0·5 b P(A ∩ B) = 0·1
1 1 1 1 c P(B) = 0·5
2 a b c d
2 2 6 2
3 a 160
3 a 23 b 14 c 7 IC Ch
13 9 2
d e f
23 23 23 8 12 6
4 a August June 20 18
R Y 134
March
April May 1 9 3 13
September January b c d e f 134
October February 8 80 40 80
July
November 4 a 20
December Y C
1 5 4 6 8
b i ii
6 6
5 a 10 14
1 2 5 7 10 11 13 14
T F 2
17 19 4
22 23 3 9 8
12 1 7 1
16
25 6 30
24 20
b i ii iii
26 27 2 10 10
39 28
29 15 33 36 32
31 9 3
34
18 42
48 40
44
iv v
21 45 50 10 10
35
37 38 41 43 46 47 49 5 a >80
K D G
8 6 7
b i ii iii
25 25 25 32 18 20 4 6
19 2 12 50 10
iv v vi 42
25 25 25
6 a 18 b 1 c 4
b P(G ∩ K ) = 0 so playing guitar and keyboard are
5 4
d e 9 f mutually exclusive.
9 9
7 a
7
b
7
c
11 Exercise 9H
30 30 30
1 a Likes Doesn’t
23 23 19 Total
d e f dogs like dogs
30 50 30
Likes
2 1 1 17 15 32
g h i birds
15 5 10
Doesn’t
8 a 12 3 15
2 like birds
W S
Total 29 18 47
13 5 20
Answers 609
b Reads Doesn’t b i 8 order fish only. ii 40 order chips only.
Total
books read books iii 38 order fish. iv 62 order no fish.
Plays a
sport
120 92 212 Exercise 9I
1 a RRR, RRY, RRB, RYR, RYY, RYB, RBR, RBY,
Doesn’t RBB, YRR, YRY, YRB, YYR, YYY, YYB, YBR,
57 101 158
play a sport YBY, YBB, BRR, BRY, BRB, BYR, BYY, BYB,
BBR, BBY, BBB
Total 177 193 370
1 6 19
b i ii iii
27 27 27
2 a A A′ Total
343 125 1603
B 5 15 20 2 a b c
1728 1728 1728
B′ 7 23 30 1 1 1
12 38 50
3 a b c
16 8 4
1 1 1 2
b A A′ Total 4 a b c d
27 9 27 9
B 24 36 60
1 1 2 1
B′ 12 48 60 5 a b c d
6 9 9 18
36 84 120
Exercise 9J
3 Apple No apple Total 1
1 a
Banana 40 60 100 13
No banana 80 20 100 1 16
b i ii
Total 120 80 200 17 17
4 47
a 80 took an apple but not a banana c i ii
51 51
b 60 took a banana but not a apple 1 188 32
c 20 took neither an apple nor a banana d e f
221 221 221
4 F F′ 1 2 11
2 a b c
D 0·2 0·4 0·6 5 15 15
D′ 0·1 0·3 0·4 11 99 8
3 a b c
203 1015 203
0·3 0·7 1·0
14 33 48
4 a b c
a P(a person would buy fries) = 0·3 95 95 95
b P(a person would buy a drink) = 0·6 5 91 5 20
5 a b c d
c P(they buy neither) = 0·3 92 276 46 69
5 91 10
5 a P P′ 6 a b c
506 506 253
F 3 4 7
7 135
F′ 6 7 13 d e
253 1012
9 11 20
Exercise 9K
b i 13 students needed help to finish.
Proportion Fraction Decimal Percentage
ii 5 students didn’t finish.
iii 3 students had help from more than one source.
1 57 times out 57 0·475 47·5%
of 120 120
iv 10 had help from one source.
2 13 times out 13 0·1625 16·25%
v 7 finished on their own. of 80 trials 80
6 a F F′ 3 85 times out 85 0·708 70·8%
C 30 40 70 of 120 120
C′ 8 22 30
4 a 0·11 b 0·24 c 0·65
38 62 100

5 a Number Number of Proportion 3
of trials times pin lands
b
10
on its head
c The estimate is only reliable if the conditions stay
100 72 0·720 the same. If one team practises more than the
200 125 0·625 others and improves, or if the players change, then
300 202 0·673 the probability of winning will change.
400 255 0·638 4 a i 0·13 ii 0·22 iii 0·85 iv 0·69
500 328 0·656 b 0·0057
600 400 0·667 5 a 0·048 b 0·524 c 0·247
700 452 0·646 d 0·896 e 0·104 f 0.840
800 526 0·658 6 a 0·67 b 0·02 c 0·21
d 0·18 e 0·77 f 0·25
b y Long run proportion
0·75 Exercise 9M
0·70 6 3 2 3
1 a b c d
Proportion
0·65 13 4 5 10
0·60 6 1 31
2 a b c
0·55
37 5 37
0·50 4 15 15
100 200 300 400 500 600 700 800 x d e f
Number of trials 5 39 46
8 2 5
c From the graph, an estimate of the probability that 3 a i ii iii
13 5 13
a pin lands on its head is 0·65 or 65% of the trials.
3 25 5
6 a Number Number of Proportion iv v vi
5 61 8
of trials times box lands
on its end b P(E ∩ D) = 0·24
100 7 0·070 P(E) × P(D) = 0·39 × 0·6 = 0·234
P(E ∩ D) ≠ P(E) × P(D)
200 16 0·080 So E and D are not independent events.
300 20 0·067 4 a P(A ∩ B) = P(A) + P(B) − P(A ∪ B)
400 30 0·075 0·2 = 0·4 + P(B) − 0·7
500 36 0·072 P(B) = 0·2 + 0·7 − 0·4
P(B) = 0·5
600 40 0·067
700 46 0·066 A A′
800 56 0·070 B 0·2 0·3 0·5
b Proportion of times matchbox
B′ 0·2 0·3 0·5
y lands on its end 0·4 0·6 1·0
0·09
0·08
0·07 b i 0·5 ii 0·5 iii 0·4
Proportion
0·06
0·05 iv 0·6 v 0·5
0·04
0·03 c P(A ∩ B) = 0·2
0·02 P(A) × P(B) = 0·4 × 0·5 = 0·2
0·01
0·00 P(A ∩ B) = P(A) × P(B )
100 200 300 400 500 600 700 800 x
Number of trials So A and B are independent events.
c 0·07 or 7% 5 a W W′
S 0·56 0·14 0·7
Exercise 9L
S′ 0·12 0·18 0·3
7
1 a Pauline won 7 out of the 12 games. b 0·68 0·32 1·0
12
1 1 5 b i 0·3 ii 0·2 iii 0·6
2 a b c
16 8 8
iv 0·56 v 0·12 vi 0·68
3 a i Guildford Grammar
ii Kalamunda High School
Answers 611
Exercise 9N b Grammar won 19 times when Grammar had won
the previous year.
1 a 1:1 b 4:1 c 11 : 2 d 3:1
c College won 12 times when College had won the
e 5:3 f 7:3 g 11 : 4 h 7:5
previous year.
1 1 1 4
2 a b c d d College won 14 times when Grammar had won in
4 8 4 15 the previous year.
1 4 7 8
e f g h e Grammar had College
34 13 22 21 won the had won the
3 $80 previous year previous year
4 a $220 b $120 c $55 d $50 Grammar wins 19 14
5 a $8 b $10 c $6·50 d $2·75 in a given year
6 $292·50 College wins 14 12
in a given year
Puzzles
5 Grammar won College won
1 On giant’s fingers 2 A land-rover in the in the
3 Nothing! It can’t come 4 A watchdog previous year previous year
Grammar wins 0·576 0·538
Applications and Activities in a given year
Mendel’s genetics College wins 0·424 0·462
1
a P(a dwarf plant when two hybrids are crossed) = in a given year
4
Total 1·000 1·000
3
b P(a tall plant when two hybrids are crossed) =
4 1 9 1 7
6 a b c d
c P(a tall plant when a hybrid plant is crossed with a 2 10 2 10
1 7 a 0·1 b 0·7 c 0
pure-line dwarf plant) =
2 8 0·1
d P(a tall plant when a hybrid plant is crossed with a
pure-line tall plant) = 1 Revision Questions
e P(a dwarf plant when a hybrid plant is crossed with a 1 a E and F = {3, 5, 7, 11, 13}
pure-line tall plant) = 0 b {4, 6, 8, 10, 12, 14}
Pascal’s Triangle 3 8 5 5
2 a b c d
a i There is 1 arrangement of three heads. 10 15 6 6
ii There are 3 arrangements of two heads and one tail. 3 a U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14,
iii There are 3 arrangements of one head and two tails. 15, 16, 17, 18, 19, 20, 21, 22, 23, 24}
iv There is 1 arrangement of three tails. F = {4, 8, 12, 16, 20, 24}
b Pattern of numbers: 1 4 6 4 1 T = {3, 6, 9, 12, 15, 18, 21, 24}
c Pattern of numbers: 1 5 10 10 5 1 1 3 1
b i ii iii
3 4 12
d−g Pascal’s Triangle 1 1 coin
1 2 1 2 coins 1 1
1 3 3 1 3 coins
iv v
2 4
1 4 6 4 1 4 coins
1 5 10 10 5 1 5 coins 4 12 3
4 a b c
1 6 15 20 15 6 1 6 coins 13 13 13
1 7 35 21 21
7 1 35 7 coins
1 8 28
70 56 28 8 561 8 coins 5 1 10
d e f
1 9 36 84 126 126 84 36 9 1 9 coins 13 13 13
1 10 45 120 210 252 210 120 45 10 1 10 coins
2 7 1
h i 21 ii 56 iii 126 iv 210 5 a b c
5 15 3
i i 21 ii 56 iii 126 iv 210
6 a A A′
Enrichment and Extension B 45 30 75
17 B′ 15 10 25
1 34 2 26 3 or 57%
30 60 40 100
4 a Grammar won 14 times when College had won the
previous year.

b i 0·60 ii 0·25 iii 0·15 iv 0·9 c
0·6
c P(A ∩ B) = 0·45
0·5
Elements occur in both sets A and B so they are
Relative frequency
0·4
not mutually exclusive.
1 2 1 1 0·3
7 a b c d
9 9 9 9 0·2
12 8 48 20 0·1
8 a b c d
145 87 145 29
0
0 20 40 60 80 100
9 Proportion Fraction Decimal Percentage Time (minutes)
20 times out 1 0·2 20%
d 37
of 100 5
3 a 6 days b 20−25 bottles c 25 bottles
3 1 11 4 a Time on the Internet
10 a b c 70
20 10 20
60
11 a i Tegan ii Scott 50
Frequency
3 40
b 30
10
20
7 9 4 4 4
12 a b c d e 10
13 13 13 9 7 0
0 100 200 300 400 500
1 25 4 Time (minutes)
13 a b c
5 29 5
b No of minutes Frequency Relative
on the Internet x frequency
Chapter 10 0 ≤ x < 100 5 0·04
100 ≤ x < 200 17 0·14
Exercise 10A 200 ≤ x < 300 63 0·53
1 a Wait Tally Frequency 300 ≤ x < 400 27 0·22
80−89 |||| |||| ||| 13 400 ≤ x < 500 8 0·07
90−99 |||| |||| || 12 Total 120 1·00
100−109 |||| | 6
110−119 |||| | 6 c Time on the Internet
0·6
120−129 |||| | 6
0·5
Relative frequency
130−139 |||| 4
0·4
140−149 ||| 3
0·3
b 13 customers wait 2 minutes or more. 0·2
2 a Travel time x Frequency 0·1
0 ≤ x < 20 13 0
0 100 200 300 400 500
20 ≤ x < 40 24 Time (minutes)
40 ≤ x < 60 9
7
60 ≤ x < 80 3 d = 0·31
24
80 ≤ x < 100 1
Total 50 5 a Height h Frequency
6·0 ≤ h < 7·0 2
b Travel time x Frequency Rel. frequency
7·0 ≤ h < 8·0 6
0 ≤ x < 20 13 0·26 8·0 ≤ h < 9·0 11
20 ≤ x < 40 24 0·48 9·0 ≤ h < 10·0 7
40 ≤ x < 60 9 0·18 10·0 ≤ h < 11·0 4
60 ≤ x < 80 3 0·06
80 ≤ x < 100 1 0·02
Total 50 1·00
Answers 613
b Height h Frequency Percentage iii More boys than girls chose Metalwork.
frequency b English has the largest enrolment.
6·0 ≤ h < 7·0 2 7 c Metalwork attracted the fewest enrolments from girls.
7·0 ≤ h < 8·0 6 20
d The totals are not the same as students chose
8·0 ≤ h < 9·0 11 37 other subjects.
9·0 ≤ h < 10·0 7 23 4 a The graph shows power usage is highest in the
10·0 ≤ h < 11·0 4 13 summer months (November–March) and lowest
Total 30 100 in August.
b i August. ii 13 units/day
c Percentage frequency of tree heights
40 c i January ii 30 units/day
35
30 Exercise 10C
25
20
1 31·78 min
15 2 a 40·28 min b 23·28 min 3 $38·70
10
5 4 a $36·76 b $40·64
0
6 7 8 9 10 11
5 a 8·67 min b 8·63 min c 0·04 min
Height (m)
Exercise 10D
d 13% e 60%
1 x = 736·81
6 a Pokies losses Frequency Percentage Sx = 192·63
frequency 2 a x = 118·2
10 ≤ x < 20 3 6 Sx = 7·07
20 ≤ x < 30 16 32 b The results show a mean of about 118 and the
30 ≤ x < 40 14 28 results are fairly consistent as there is little spread.
40 ≤ x < 50 7 14 3 a x = 178·75
50 ≤ x < 60 4 8 Sx = 43·44
60 ≤ x < 70 1 2 b The statistics show that the average rental is about
70 ≤ x < 80 2 4 $180 per week, and the spread is about $40 per week.
80 ≤ x < 90 2 4 4 a x = $344·60
90 ≤ x < 100 1 2 Sx = 53·85
Total 50 100 b x = $335·60
Sx = 79·59
b Pokies losses c The mean is about $10 lower and the standard
35
deviation is considerably higher.
30
d x = $421·36
25
Sx = 220·85
20
e The mean and standard deviation are both
15
significantly higher.
10
5 a Year 9 Year 10
5
x = 29·06 x = 30·85
0
10 20 30 40 50 60 70 80 90 100 Sx = 10·97 Sx = 11·65
Pokies losses ($) b The average price of textbooks is higher for
Year 10, and the standard deviation of prices is
c 10% d $50
also greater for Year 10.
Exercise 10B 6 a 12
Time spent on Internet
1 a B b C c D d A e A
10
Frequency (households)
f D g D h D i B j A
8
2 a It is easier to compare the relative size of
6
advertising types in the pie chart.
4
b The exact value of the money spent on advertising
is lost in the graphs. 2
3 a i Equal numbers of girls and boys chose English.

0 1000 2000 3000 4000 5000
ii More girls than boys chose Geography. Time (minutes)

b Class x Frequency Exercise 10E
0 ≤ x < 500 1 1 a Mean x = 736·8
500 ≤ x < 1000 2 Median = 741·5
Range = 872
1000 ≤ x < 1500 5
Standard deviation = 192·6
1500 ≤ x < 2000 6 The mean and standard deviation give the best
2000 ≤ x < 2500 11 measure for predicting future spending—the
2500 ≤ x < 3000 9 centre and spread of data.
3000 ≤ x < 3500 8 b The sales representatives would travel similar
distances, so extreme distances, low and high,
3500 ≤ x < 4000 5 would be avoided.
4000 ≤ x < 4500 2 2 a Intake
4500 ≤ x < 5000 1 (kJ)
12 000
d x = 2500·2
Sx = 991·1 11 000
Mean
e i x − Sx = 2500·2 − 991·1 = 1509·1 10 457
10 000
ii x + Sx = 2500·3 + 991·1 = 3491·4
f i 8 households had Internet usage less 9 000
than x − Sx.
ii 8 households had Internet usage greater 8 000
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
than x + Sx. Day
g 34 or 68% of households had Internet usage
∑ x 313 720
time within one standard deviation of the mean. b x= = = 10457·3
n 30
7 a Company A: x = 24, S x = 9·1
c A cumulative frequency curve shows the median.
Company B: x = 24, S x = 4·8
d The range is the highest column − lowest column.
b Both companies have the same mean salaries, but
Company A salaries show more spread. e Using the actual data from the table is more
accurate.
c i Manager of Company A: It pays the
highest salary.
6
f 30 = 15 of the time Henry eats at least 11 000 kJ.
ii Lowest paid worker of Company B: Salaries g ∑x = 30 × 11 000 = 330 000
are closer to mean. 313 720 − 330 000 = 16 280
d x = 28, S x = 9·1 Henry should have eaten another 16 280 kJ over
the 30 days.
e i, ii Company B: Mean salaries are higher
f i Company A and old Company B have the h Henry needs to eat an extra 543 kJ per day.
same mean.
Exercise 10F
ii Company A has a larger standard deviation
than old Company B. 1 a 24 7
iii Company A has smaller mean than new 25 4 4 6
Company B. 26 3 4 4 5 5 6 7 8
iv Company A and new Company B have the 27 0 3 4 5 6 6 6 8 8
same standard deviation. 28 1 2 3 4 5 8 9
8 a Service station A: x = 1·285, S x = 0·94 29 3 7 8
Service station B: x = 1185
· , S x = 0·083
b Median = 275
b Service station A has higher prices than service Range = 298 − 247 = 51
station B but the spread is the same.
c 18 days had temperatures above 27°C.
c Service station A has a higher mean but the same
standard deviation as service station B.
2 a Temperature recorded for 16 days.
9 a Tom: x = 5, S x = 0·94 Mel: x = 5, S x = 2·05 b Median: 7·4°C
Range: 10·6 − 5·2 = 5·4°C
b Tom is more consistent.
c 6 days were below 7°C.
c The standard deviation is a measure of spread,
so a small standard deviation indicates greater d 7 days were above the median.
consistency.
d Tom is more consistent, but Mel has better shots.
Answers 615
3 a 5 2 8 8 9 Exercise 10G
6 1 a Class A: 42, 43, 46, 47, 48, 49, 49, 50, 52, 53, 55,
7 3 57, 60, 61, 63, 71, 72, 80, 85, 97
8 4 6 7 8 Class B: 41, 42, 55, 56, 57, 58, 60, 60, 62, 62, 68,
70, 71, 71, 72, 72, 74, 76, 76, 83, 86, 86, 87, 87,
9 4 5 6
90, 94
10 0 1 4 7
b Class A has more low scores between 40 and 70,
11 0 3 9 whereas Class B has scores closely centred
12 5 around 70.
c Class A: Class B:
b Median: 94·5 Min = 42 Min = 41
Range: 125 − 52 = 73 Q1 = 48·5 Q1 = 60
c 7 scores are above 100. Median = 54 Median = 71
d 5 scores are below 80. Q3 = 67 Q3 = 83
Max = 97 Max = 94
4 a 0 0 0 0 0 0 0 2 2 2 2 5 5 5 5 8 8 2 C Stem D
1 2 2 2 2 8 8 221 4 12678
2 4 4
44220 5 0022
3 0 0 1 1 5 5
9988310 6 6
4 0 0 6 6 7 7
5421 7 5
5 0 0
1 8 3667
6 8 8
5 9 0223889
b The median is 15 not 24.
a Class C: 41, 42, 42, 50, 52, 52, 54, 54, 60, 61, 63,
870
c Mean = = 21·75. The mean is 21·75 not 24. 68, 68, 69, 69, 71, 72, 74, 75, 81, 95
40
Class D: 41, 42, 46, 47, 48, 50, 50, 52, 52, 66, 75,
The claim is not justified.
83, 86, 86, 87, 90, 92, 92, 93, 98, 98, 99
5 a Stem Shooter A Stem Shooter B b Class C scores are roughly symmetrical and
0 22446 0 centred around 60, whereas Class D has two
peaks at the extremities.
1 6 1 0246688
c Class C: Class D:
2 08 2 34468
Min = 41 Min = 41
3 468 3 Q1 = 52 Q1 = 50
4 2 4 Median = 63 Median = 79
Q3 = 71·5 Q3 = 92
b Shooter A: Median = 18, Range = 42 − 2 = 40 Max = 95 Max = 99
Shooter B: Median = 18, Range = 28 − 10 = 18
c Both shooters have the same median, but B is
more consistent.
3 a White Stem Red

9988 0 2233445566668888888889999
99888886665555544444322221 1 0000000111222234446788888
888876544332100000 2
52 3
b The stemplot indicates higher white wine sales

with more variation.

4 a Country Stem City c 290
270 332.5
0 579 230 400
8 1 223455677
99874310 2 446788899
200 300 400
886442 3 466
6554 4 35 3 a 18·6 kg b 6·4 kg
62 5 6 c i 18·6 kg ii 17·3 kg and 19·6 kg
62 6 iii 17·3 kg iv 19·6 kg
2 7 v 17·3 kg
5 8 d Probably not, as more than 75% of weights are
below the restriction.
b The stemplot indicates that country students tend
to take longer to get to school and there is a greater 4 a Median = $358·50
variation in their travel times. Range = 426 − 245 = $181
5 a Males Stem Females b 358·5
295 382
1 258 245 426
8876332 2 113346777
976655522 3 25678
775200 4 3 200 250 300 350 400 450
662 5 3 5 324 406·5 494·5

230 612
6 2
7 28
200 250 300 350 400 450 500 550 600
8 29
9 5 6 a Control: 1·1 m, A: 0·9 m, B: 1·15 m, C: 1·2 m
b The graph indicates that females have a greater b i, ii Fertiliser B

variation in the amounts of money lost at the c Fertiliser A
pokies. The amounts lost by males are closely d Fertiliser C
centred around $20 to $40. There are more
e Control: 0·9 m, A: 0·6 m, B: 1·8 m, C: 1·3 m
extreme amounts lost by the females.
f Fertiliser C is the most effective. It has the
Exercise 10H highest median and less spread than fertiliser B.
1 a It also has a Q1 score close to that of the control.
26.5
12 23 34 53 g Probably fertiliser A; it has a good Q1 compared
to the others but also the highest median and a
good end range.
10 20 30 40 50 h Fertiliser B would be the best choice; it has the
highest Q3 score as well as the tallest plant.
b 5 18 28 43 85
7 Year 9
Year 10
0 20 40 60 80
c 12 26 35 45 95 0 10 20 30 40 50 60
Q1, median, Q3 for Year 10 book prices were higher

than Year 9 and showed a larger spread.
0 20 40 60 80 100 8 a
Class A
2 a 230, 240, 245, 250, 265, 275, 280, 280, 280, 285,
290, 310, 315, 320, 320, 325, 340, 360, 375, 380, 400 Class B
b The five-number summary for the flow rates: Class C

Min = 230
Q1 = 270 20 30 40 50
Median = 290
Q3 = 332·5
Max = 400
Answers 617
b Classes A and C performed the best as they had b 52
a higher median and were more consistent than 48
Class B. Class C had a slightly higher median 44
than Class A. 40
36
Exercise 10I
‘Against’ Goals
32
1 28
24
20
200 400 600 800 1000 1200
16
2 12
8
4
100 200 300 400
4 8 12 16 20 24 28 32 36 40
3 a ‘For’ Goals
The data appears to have moderate negative

0 10 20 30 40 50 60 70 correlation.
b Underweight baskets may be rejected or returned c You would expect a strong negative correlation.
to be filled completely. d The correlation coefficient is approximately −0·5.
4 b Caroline’s score of 443 is also an outlier. e Without the point (15, 47), the correlation
Peter has no outliers. coefficient would be approximately 0·5, which
c indicates positive correlation.
Caroline
3 a y
100
Peter
90
180 200 300 400 460
d Peter is the better player as he gained the highest 80

scores, but Caroline was more consistent.
¯ ¯y)
(x,
Exercise 10J 70
1 a Possible positive correlation

b Probably no correlation—adults do not grow all 60
that much more

c Strong negative correlation 50
d Strong negative correlation 5 10 15 20 25 30 35 x
e Possible positive correlation b There is weak negative correlation between the

f Moderate−strong negative correlation number of specials and the amount spent.
g Moderate−strong negative correlation c x = 27·1, y = 77·8
h Probably no correlation d Pam’s theory is incorrect. There is a weak negative
correlation.
2 a ‘For’ ‘Against’
goals goals e She would spend about $78 if there were 25 specials.
Adelaide United FC 33 25 4 a
Central Coast Mariners FC 35 30 40
Melbourne Victory FC 26 24
30
Exam score
New Zealand Knights FC 15 47

Newcastle Jets FC 28 29 20
Perth Glory FC 34 29
10
Queensland Roar FC 27 22
Sydney FC 35 28
10 20 30 40 50
Test score

b The correlation coefficient is approximately 0·9, 6 a Prices for used cars
which is strong positive correlation 25
c If Chemistry test scores are high, then Chemistry

exam scores will be high. 20
5 a Jed (first 2 years)
Prices ($1000)
60 15
50
10
Head circumference
40
5
30
0
0 5 10 15 20
20
Age (years)
10 b r = −0·728
c Price = 1000 × (−0·916 × age) + 17·56)
0
0 20 40 60 80 100 d i $12 980 ii $17 560
Height
iii $1988 iv −$760
The scatterplot shows strong positive correlation e Correlation is only moderate, and as can be seen
between the two measurements. in part (iv) there are limitations on the use of a
b r ∼ 1.0 regression line because the age of the car is not
the only factor that determines the price.
c The data indicates the rate of growth of head
circumference is slowing.
Exercise 10L
d The circumference of a head will not continue 1 For all, the samples are not random so may not be a
increasing at a steady rate. The growth will slow
true reflection of the population.
until maximum head size is reached before
adulthood. 2 No. of Town or No. of % in No. in
preschoolers rural families population sample
Exercise 10K 1 T 120 9·23 7
8 14 1 1
1 a y = 5 x + 33 b y = −7 x + 313 R 40 3·08 3
15 15 3 3
2 T 160 12·31 10
3 3 11 1
c y = 3 x + 31 d y = 4 x + 37 R 200 15·38 12
14 7 16 2
3 T 280 21·54 17
2 a y = 1·16x − 10·7 b 24·1
3 a Head circumference = 0·4(Height) + 17 R 270 20·77 17
b Head circumference = 0·4 × 120 + 17 = 65 cm 4 T 150 11·54 9
c Statistically the prediction is very good, as the R 80 6·15 5

r-correlation is 0·98. However, realistically, Jed’s Total 1300 100 80
head will stop growing long before his height does.
4 b y = −0·38x + 88 a The percentage of each group in the population
needs to be determined, and then the attributes
c r = −0·17 indicates a very weak negative correlation
of sample can be determined by a ratio.
d $78·50
3 Juniors % Adults % Seniors %
e No, this is a prediction based on past experience
and correlation is very weak. Male 80 5·2 420 27·1 350 22·6
5 a r = 0·821 Female 30 1·9 270 17·4 400 25·8
After weight = 0·645 × (Before weight) + 21·45
a The sample could be selected by assigning
b The results indicate that if the dieter has a higher numbers 1−1550 to the members and using a
‘before’ weight, they will have a lower ‘after’ random number generator to select 200 members.
weight, i.e. they have a greater drop in weight.
b The percentages of members have been added
to the table above, and these would be used to
determine the make-up of the sample via
stratified sampling.
Answers 619
Male Juniors = 10 Perth sales skyrocket
Female Juniors = 4
The width of the columns is not consistent, so Perth
Male Adults = 54
appears more prominent.
Female Adults = 35
Male Seniors = 45 Enrichment and Extension
Female Seniors = 52
Total = 200
1 a 85 and 115 b 16% c 2·5%
d 85 e 130 f 5%
Exercise 10M 2 a
x 40
1 a = b 114 9
Number of roses per bush
40 14
8
y 100
2 a = b 2667 Her estimate is too small. 7
80 3
6
z 72
Frequency
3 a = , z = 1440 5
40 2 4
b The estimate is well below 21 000−28 000. It is 3
possible the dye faded or washed off during the year 2
or that the original estimate was too high. 1
4 Population estimates are between 67 and 238. 0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
5 Population estimate is 7784. Number of roses
b x = 11·95
Exercise 10N Sx = 4·19
1 Unbiased a, c, d, e, h, j. c x − S x = 7·76, x + S x = 16·14
b Playgroup members are more likely to like Barbie d 43 of the 60 values lie in this range = 72%
than the normal population.
e x − 2 S x = 3·57, x + 2 S x = 20·33
f Australians may be more likely to support Wallabies.
f 56 of the 60 values lie in this range = 93%
g Most people at a vet would have pets.
g x − 3S x = −0·62, x + 3S x = 24·52
i Many people don’t tell a stranger their real age.
h All the values lie within this range = 100%
2 Discuss the good survey questions with your teacher.
i The sample is not perfectly normally distributed
3 Discuss with your teacher.
and is not continous.
4 Discuss with your teacher.
5 a data b opinion c data Revision Questions
d data e opinion f opinion 1
g data h data i data 12
j opinion 10
6 Discuss with your teacher. 8
Frequency
Puzzles 6
1 Long time no see 2 On his feet 4
3 Caligula, Nero 4 Epidemiologist 2
Applications and Activities 0 100 200 300 400 500 600 700 800 900
Words on a page
House prices rise steadily over 40 years
The column graph shows that the majority of novels
The intervals between the columns are not consistent. have between 200 and 400 pages.
The columns represent 5-year intervals on the left, then
1-year intervals on the right, with a gap of 18 years
2 a Column graph b Histogram
between 1972 and 1990. If an even time scale was used, c Column graph d Line graph
house prices would show a steep increase. 3 x = 379·8
Miracle boy still growing Sx = 159·94
The height axis is broken, so the difference in heights 4 Median = 29·5

is exaggerated. Mode = 31
Range = 17
IQR = 5

5 a A B Chapter 11
8 5 10 3 4 5 7
9 6 5 4 2 2 11 2 2 3 4 8
Exercise 11A
5 3 12 1 1 a 16·2 cm b 40·5 cm c 81 cm d 810 cm
2 a 1500 b 1875 c 3250 d 12 625
b A: median = 114·5, Q1 = 112, Q3 = 119 3 a y = 4x, a = 12, b = 5
B: median = 112, Q1 = 105, Q3 = 114
1
6 Median = 322 b y = 3x, a = 18, b = 7
3
IQR = 445 − 283 = 162
c y = 3·2x, a = 2·56, b = 11
7 a Median is approximately 16 students.
b Q3 = 20, therefore there are more than 4 a 100 g 200 g 300 g 400 g 500 g
20 students late 25% of the time. Energy (kJ) 450 900 1350 1800 2250
8 Fat (g) 0·5 1 1·5 2 2·5
Carbo- 22·8 45·6 68·4 91·2 114
0 500 1000 hydrate (g)
9 a Travel times vs distance
35 c E = 450R, F = 0·5R, C = 22·8R
30 5 a i 30 ii 60 iii 90 iv 120 v 150
25
Time taken
b i The number of legs is 30 times the number

20
of tables.
15
10 ii l = 30t
5 6 Graph C
0
5 10 15 20 25 30
Distance from school Exercise 11B
b The data displays a moderately-strong 1 a y = kx b y = 4·5x
relationship. c x 3 2·6 3·78 12·6 34
10 Time = Distance + 5 y 13·5 11·7 17·01 56·7 153
11 r = 0·780
Time = 0·791(distance) + 5·87 1
2 a t = kz b t= z
12 a There are 172 students in Year 10, so each 9
would be assigned a number from 1 to 172.
c t 198 63 99 14·4 468·9
20 random numbers would be generated via
a random number system and selected as z 22 7 11 1·6 52·1
the sample.
3 Surfaces in contact Force (N) Mass (kg) μ
b The percentages of each gender and house
have been added to the table below to show Steel on steel 7·8 10 0·78
the number of students who should be selected Glass on glass 30 31·9 0·94
from each area. Teflon on Teflon 12 300 0·04
House Sex Number % Total Number Copper on mild steel 26·5 50 0·53
in sample
Smith M 24 13·95% 3
Exercise 11C
F 20 11·63% 2
1 a Tables (t) 1 2 3 4 5 6
Cuthbert M 18 10·47% 2
Chairs (c) 5 8 11 14 17 20
F 22 12·79% 3
Macpherson M 28 16·28% 3 c C = 3t + 2
F 16 9·30% 2 d i 29 ii 35 iii 41 iv 53 v 65
Robin M 21 12·21% 2
2 a n 1 2 3 4 5 6 7 8
F 23 13·37% 3
P −13·5 −9 −4·5 0 4·5 9 13·5 18
x 19
13 a = , x = 133 b The data displays partial variation.
7 1
b More samples are needed.
Answers 621
3 b i 1328 L ii 1312 L iii 1252 L 3 x 1 2 3 4 5 6 7 8 9 Rule
c V = 1400 − 4t d 350 minutes
A 1 0·5 0·33 0·25 0·2 0·17 0·14 0·13 0·11 y = 1
x
Exercise 11D B 2 1 0·67 0·5 0·4 0·33 0·29 0·25 0·22 y = 2
x
1 a x 1 2 3 4 5 C 6 3 2 1·5 1·2 1 0·86 0·75 0·67 y = 6
x
y 4 2 1 13 1 0·8 D 8 4 2·67 2 1·6 1·33 1·14 1 0·89 y = 8
x
y=
4 E 18 9 6 4·5 3·6 3 2·57 2·25 2 y = 18x
x
4 Equation Rule Domain Range Horizontal Vertical
b x 1 2 3 4 5 asymptote asymptote
y 20 10 6 23 5 4 A y= 1
x
R\{0} R\{0} y=0 x=0
20 B y= 2 R\{0} R\{0} y=0 x=0
y= x
x
C y= 6
x
R\{0} R\{0} y=0 x=0
c x 1 2 3 4 5 D y= 8
R\{0} R\{0} y=0 x=0
x
y 10 5 3 13 2·5 2 E y= 18
R\{0} R\{0} y=0 x=0
x
10
y= 100 48
x 5 a y= b y=
x x
d x 1 2 3 4 5 65 76
c y= d y=
y 36 18 12 9 7·2 x x
6 a xy = 50 b xy = 120 c xy = 199 d xy = 2·5
36
y=
x Learning task 11E
1 a There is an inverse relationship because the higher
e x 1 2 3 4 5
the cost per kg of meat, the less meat could be
y 16 8 5 13 4 3·2 purchased with a constant amount of money.
16 b y
y= 40
x
35
f x 1 2 3 4 5
30
y 24 12 8 6 4·8
25
24
y=
x 20
2 y 15
8
6 10
4
xy = 36 d 5
xy = 24 f
2 xy = 20 b
xy = 16 e 5 10 15 20 25 30 35 40 x
xy = 10 c
–8 –6 –4 –21 2 4 6 8 x xy = 4 a Note: The values of x and y on the axes are
–2 positive because there can’t be a negative
–4 amount of meat or a negative cost per kg.
–6
–8

40 b d
c y= d 5 kg e $7·27 24
x
650
2 a l= 20
w
b l 16
100
90 12
80
70 8
60
4
50
40 1 3 5 7 9 11 n
30
24
20 c d= d 6 days e 1 person
n
10 5 a There is an inverse relationship because as the cost
10 20 30 40 50 60 70 80 90 100 w per hour increases, the less time the workers have
to do the job if the total cost is to remain the same.
c 26 m d 32·5 m
b y
3 a There is an inverse relationship because the 150
greater the speed of the car, the less time it will
take to get there.
b t
100
36
32
28
24 50
20
16
12 50 100 150 x
8
900
4 c y= d 48 hours
x
4 8 12 16 20 24 28 32 36 x e The values of x and y on the axes are positive
because the pay per hour and the number of
228
c t= hours are both positive.
x
6 a There is an inverse relationship because the more
d i 2·53 h ii 2·28 h iii 2·68 h survivors there are the more food/drink they each
e i 114 km/h ii 91·2 km/h iii 84·44 km/h require and so the fewer days the supplies will last.
4 a There is an inverse relationship because the more b y
people there are, the fewer days it will take to do 60
the job.
50
40
30
20
10
10 20 30 40 50 60 x
Answers 623
c y=
120
d 8 days e 3 days
Learning task 11H
x
1 x −3 −2 −1 0 1 2 3
Exercise 11F xy = 1 − 13 − 12 −1 − 1 1 1
2 3
1 a y = 0·08x2
xy = 4 −1 13 −2 −4 − 4 2 1 13
i 0·72 ii 1·28 iii 2·88 iv 5·12
v 6·48 vi 11·52 vii 18 viii 32 xy = 6 −2 −3 −6 − 6 3 2
b y = 2x3
y
i 2 ii 3·456 iii 11·66 iv 27·65 6
5
v 31·25 vi 128 vii 2000 viii 3456 xy = 6
4
12 3
c y= 2
x 1 xy = 4
i 10 ii 4·8 iii 4·62
–3 –2 –1
–1 1 2 3 x
iv 2·14 v 1·54 vi 1·46 xy = 1
–2
40 –3
2 y= –4
x –5
a i 40 ii 13·33 iii 10 –6
iv 8 v 6·67 vi 5·71
2 a The graphs appear to move further away from the
1600
b x= axes and become less steep or less curved.
y2
i 400 ii 177·78 iii 100 b The greater the value of k, the further the hyperbola
is from the axes and the less steep it becomes.
iv 64 v 44·44 vi 25
c i y is divided by 2 ii y is multiplied by 3 3 x −4 −3 −2 −1 0 1 2 3 4
3
3 a i C∝l ii C = kl3 xy = 8 −2 −2 23 −4 −8 − 8 4 2 23 2
3
b C = 1000l xy = −8 2 2 23 4 8 − −8 −4 −2 23 −2
i 15 625 L ii 39 304 L iii 110 592 L
xy = 2 − 12 − 23 −1 −2 − 2 1 2
3
1
2
iv 157 464 L v 232 608·375 L
4 a Graph C b Graph B c Graph A xy = −2 1
2
2
3
1 2 − −1 −2 − 23 − 12
y
Exercise 11G 12
1 a z = 10xy b z=5 c x=2 xy = –8 xy = 8
2 a z = 0·4xy2 b z = 0·192 c x = 10 8
xy = 2
105x 4
3 a z= b z = 49 c x = 1·14
y
5x
–4 –3 –2 –1 1 2 3 4 x
4 a z= 2
b z = 75 c x = 144 –4
y
2 –8 xy = –2
5 a z= b z = 20 c x = 10
xy
–12
6 144 joules
7 a k = 3·14, V = 3·14r2h b 424·12 cm3 4 a The greater the value of k, the further the hyperbola
is from the axes and the less steep it becomes.
8 a H = RtI2 b 3·456 × 106 joules
b Also, if k is negative, the hyperbola is in quadrants
21·43T 2 and 4, which means xy = k (for negative k) is a
9 a V=
P reflection of xy = k (for positive k).
b i 23·57 litres
5 x −4 −3 −2 −1 0 1 2 3 4
ii 67·2°C
iii 71·43 cm of Hg y = +1 2
x
1
2
1
3
0 −1 − 3 2 1 23 1 12
y= 2
x
− 3 −3 12 −3 23 −4 −5 − −1 −2 −2 13 −2 12
y = 2x + 6 5 12 5 13 5 4 − 8 7 6 23 6 12
y= 2
x
− 5 −5 12 −5 23 −6 −7 − −3 −4 −4 13 −4 12

y Exercise 11I
12
1 Horizontal Vertical
8 y = 2x + 6 asymptote asymptote
y=6 a y= 2 y=0 x=0
x
4 y = 2x + 1 b y= 1 y=0 x = −3
x+3
c y = +4
1
x
y=4 x=0
–4 –3 –2 –1 1 2 x
3 4
y = –3 y = 2x – 5 2 i Intercepts ii Asymptotes
–4
y = 2x – 6 Horizontal Vertical
–8
a y= 4 +2
x+3
(−5, 0) (0, 3·33) y=2 x = −3
–12 b y = 1− 2
x+3
(−1, 0) (0, 0·33) y=1 x = −3
6 a All of the gradients for the functions are the c y= 5

x+2
−2 (0·5, 0) (0, 0·5) y = −2 x = −2
same. Each graph is y = 2
x
translated up or down
by c units. 3 Intercepts Asymptotes
b The value of c translated the hyperbola up and 1 D = R\{2} H y=0
down. Asymptotes are now: y = c and x = 0. 2 units right: y =
x−2 R = R\{0} V x=2
7 −4 −3 −2 −1 1 D = R\{−1} H y=0
x 0 1 2 3 4 1 unit left: y =
x +1 R = R\{0} V x = −1
y= 1
x −3
−0·14 −0·17 −0·2 −0·25 −0·33 −0·5 −1 − 1 1 D = R\{5} H y=0
5 units right: y =
y= 1 −0·5 −1 − 1 0·5 0·33 0·25 0·2 0·17 x−5 R = R\{0} V x=5
x+2
y= 1
x +1
−0·33 −0·5 −1 − 1 0·5 0·33 0·25 0·2 4 a y y = 2x i
y= 1 −0·2 −0·25 −0·33 −0·5 −1 − 1 0·5 0·33
x −1 y = 3x ii
4 y = 4x iii
1 1
y= y y=
x+1 x–3 2
12 –4 –2
2 4 x
8 –2
–4
4
–4 –3 –2 –1 1 2 3 4 x
b y = – 2x y
–4
y = – 3x
–8 y = – 4x 4
2
–12 2 4
1 1 –4 –2 x
y= y=
x+2 x–1 –2
8 a All of the gradients for the functions are the same –4
as each is the graph of y = 2x , translated left
or right.
b A positive value of h translated the hyperbola
2 3 4
h units to the right, while a negative value of h i y= − ii y = − iii y = −
translated the hyperbola h units to the left. x x x
Asymptotes are now x = h and y = 0.
Answers 625
Learning task 11J 5 x −3 −2 −1 0 1 2 3
1 x 0 1 2 3 y = 2x 1
8
1
4
1
2
1 2 4 8
( 12 )
x
y=1×2 1 2 4 8 x 1 1 1
y= 8 4 2 1 2 4 8
y = 3 × 2x 3 6 12 24
y = 4x 1 1 1
1 4 16 64
y = −2 × 2x −2 −4 −8 −16 64 16 4
( 14 )
x 1 1 1
y = 12 × 2 x 0·5 1 2 4 y= 64 16 4 1 4 16 64
y y = (14)x
25 y = 3 s 2x y y = 4x
16
20
12
y = (12)x
15
10 y = 1 s 2x y = 2x
8
5 y = 1 s 2x
2
4
1 2 3 x
–5
–3 –2 –1 1 2 3 x
–10
–4
–15
–20 y = –2 s 2x –8
–25 –12
2 The value of k in y = kax affects the graph as it –16

determines the y-intercept; i.e. y = kax will intercept
the y-axis at (0, k). The greater the value of k, the 6 When a is a fraction, the graph is in the second
steeper the graph. quadrant (i.e. negative values of x and positive values
of y). The function y = x4x is a reflection in the y-axis
3 x 0 1 2 3 of the function ()
y = 14 and y = 2 x is a reflection of
()
x
y=2 x
1 2 4 8 y = 12 in the y-axis.
x x
y = −2x −1 −2 −4 −8 ⎛ 1⎞ ⎛ 1⎞
y = ⎜ ⎟ = 2 − x and y = ⎜ ⎟ = 4 − x.
y=3 x
1 3 9 27 ⎝ 2⎠ ⎝ 4⎠
x
y = −3 −1 −3 −9 −27 7 x 0 1 2 3
y = 2x 1 2 4 8
y y = 2x + 3
27
y = 3x 4 5 7 11
24 y = 2x + 5 6 7 9 13
18 x
15 y=2 −4 −3 −2 0 4
12
9 y = 2x
6
y y = 2x + 5 y = 2x + 3
3
8
–3 1 2 3 x
–6 6
–9 y = –2x y = 2x
–12 4
–15
–18
2
–21
–24
y = 2x – 4
–27
y = –3x 1 2 3 x
–2
4 The greater the value of a, the steeper the graph.
If a is positive, the exponential is in the first quadrant –4
(i.e. positive values of x and y). If a is negative, the –6

exponential is in the fourth quadrant (i.e. positive
–8
values of x and negative values of y).
8 The value of c has translated the exponential graph up
and down. There is usually a y-intercept at (0, 1) for
functions y = 1 × ax. The c value has adjusted the
y-intercept to be (0, 1 + c). As all the functions are
of the form y = 2x, they all have the same shape.

Learning task 11K 4 Rule Domain Range
x
a y=3×4 R y≥0
1 a x 0 1 2 3 4 5
b y = 4 × 3x R y≥0
y 9 18 36 72 144 288
c y = 1 × 5x R y≥0
y = 9 × 2x
x
d y=2×3 R y≥0
b x 0 1 2 3 4 5
e y = 5 × 2x R y≥0
y 3 12 48 192 768 3072
f y= 1 ×2 x
R y≥0
y = 3 × 4x 2
c x 0 1 2 3 4 5 5 a 2x + 2 b 3x + 4 c 5x + 3
y 2 6 18 54 162 486 d 2x − 3 e 7x + 2 f 5x − 1
y = 2 × 3x
Exercise 11L
d x 0 1 2 3 4 5
1 a Reflected about the y-axis
y 0·1 0·7 4·9 34·3 240·1 1680·7 y
y = 0·1 × 7x 16
12
e x 0 1 2 3 4 5 8
y 20 10 5 2·5 1·25 0·625 4
y = 20 × 0·5x –3 –2 –1
–4 1 2 3x
–8
f x 0 1 2 3 4 5 –12
y 4 20 100 500 2500 12 500 –16
y = 4 × 5x
b Translated 2 units up, parallel to the y-axis
g x 0 1 2 3 4 5 y
y 1 10 100 1000 10 000 100 000 16
x 12
y = 1 × 10
8
h x 0 1 2 3 4 5 4
y 0·2 2·2 24·2 266·2 2928·2 32 210·2 –3 –2 –1

–4 1 2 3x
x
y = 0·2 × 11 –8
2 –12
y b y = 3 s 4x y = 9 s 2x a –16
50
f y = 4 s 5x
40
c Reflected about the x-axis
y = 2 s 3x c
y
g y = 10x 16
30
12
y = 0·2 s 11x h 8
20
4
y = 0·1 s 7x d
10 –3 –2 –1
–4 1 2 3x
y = 20 s 0·5x e
–8
x –12
1 2 3
–16
3 x 0 1 2 3 Rule
d Dilated by a factor of 3 parallel to the y-axis
a y 3 12 48 192 y = 3 × 4x
y
b y 4 12 36 108 y = 4 × 3x 16
c y 1 5 25 125 y = 1 × 5x 12
8
d y 2 6 18 54 y = 2 × 3x 4
e y 5 10 20 40 y = 5 × 2x –3 –2 –1 1 2 3x
–4
f y 0·5 1 2 4 y= 1 × 2x –8
2
–12
–16
Answers 627
e Translated 5 units left e Translated 3 units right
y y
16 9
12
8 6
4 3
–7 –6 –5 –4 –3 –2 –1 1 2 x
–4 –3 –2 –1 1 2 3 4 5 6x
–8 –3
–12 –6
–16
–9
x
⎛ 1⎞ −x ⎛ 1⎞
x
2 a y = ⎜⎝ 4 ⎟⎠ = 4 b y = 4x + 2 4 a y = −2x b y = ⎜ ⎟ = 2− x
⎝ 2⎠
c y = −4x d y = 3 × 4x 1
x+5
c y = 2x + 4 d y= × 2x
e y=4 2
3 a Reflected about the x-axis e y = 2x − 3
y 5 Original function: y = 3x:
9 a y = 3x − 4 Translated 4 units down
6 x
⎛ 1⎞
3 b y = ⎜⎝ 3⎟⎠ Reflected in the y-axis
–3 –2 –1 1 2 3x c y = 3x + 2 Translated 2 units left

–3
d y = −3x Reflected in the x-axis
–6
6
Asymptotes
–9
horizontal
Domain
Range
b Reflected about the y-axis

y
9
a R y>0 y=0
6
b R y>4 y=4
3
c R y > −6 y = −6
–3 –2 –1 1 2 3x d R y<0 y=0
–3
–6 7 a B b D c A d C
–9 8 a i As x → ∞, y → 0
c Translated 4 units up, parallel to the y-axis ii As x → −∞, y → ∞
y b i As x → ∞, y → ∞
9 ii As x → −∞, y → 6
6 c i As x → ∞, y → ∞
3 ii As x → −∞, y → −6
–3 –2 –1 1 2 3x d i As x → ∞, y → −∞
–3
ii As x → −∞, y → 0
–6
–9 Exercise 11M
1 a i t=0
d Dilated by a factor of 1 parallel to the y-axis A = $1500
2
y ii t = 2
9 A = 1500 × 1·06252 = $1693·36
6 t=4
A = 1500 × 1·06254 = $1911·64
3
t=6
–3 –2 –1 1 2 3x A = 1500 × 1·06256 = $2158·07
–3
t=8
–6
A = 1500 × 1·06258 = $2436·26
–9

t = 10 c, d 4·27 years
A = 1500 × 1·062510 = $2750·30 4 A = 60 000 − 10 000 × 1·08n
t = 12 a n=0 A = 60 000 − 10 000 × 1·080
A = 1500 × 1·062512 = $3104·83 = 60 000 − 10 000
t = 14 = $50 000
A = 1500 × 1·062514 = $3505·07 b n=4 A = $46 395·11
t = 16 n=8 A = $41 490·70
A = 1500 × 1·062516 = $3956·89
n = 12 A = $34 818·30
b A
A =1500 × 1·0625t
$4000 n = 16 A = $25 740·57
n = 20 A = $13 390·43
n = 24 A = −$3411·81
$1500 c A
$60 000
A = 60 000 − 10 000 × 1·08n
0 4 8 12 16 t(years)
$40 000
c 11·2 years
$20 000
d 11·43 years
2 a A = 2000 × 1·085t 0 6 12 18 24 n(years)
b t=0 A = $2000
20 000 = 60 000 − 10 000 × 1·08n
t=2 A = $2354·45 n ≈ 18 years
t=4 A = $2771·72 d, e 23·28 years
t=6 A = $3262·94 5 M = 150e−0·005t
t=8 A = $3841·21 a t=0 M = 150 × e0 = 150 g
t = 10 A = $4521·97 b t = 25 M = 132·37
t = 12 A = $5323·37 t = 50 M = 116·82
c A t = 75 M = 103·09
A = 2000 × 1·085t
$6000
t = 100 M = 90·98
$4 000 t = 125 M = 80·29
$2000 t = 150 M = 70·85
0 6 12 t(years) c M(g)
150
d, e 11·23 years M = 150e−0·005t
100
t
3 V = 40 000 × 0·85
a t=0 A = $40 000 50
t=1 A = $34 000 0 50 100 150 t(years)

t=2 A = $28 900
d, e 138·63 years
t=3 A = $24 565
6 N = 20e0·15t
t=4 A = $20 880
a t=0 N = 20 people
t=5 A = $17 748
b t=2 N = 27 people
t=6 A = $15 086
t=4 N = 36 people
t=7 A = $12 823
t=6 N = 49 people
t=8 A = $10 900
t=8 N = 66 people
t=9 A = $9264·70
t = 10 N = 90 people
t = 10 A = $7875
t = 12 N = 120 people
b V
t = 14 N = 163 people
$40 000
t = 16 N = 220 people
V = 40 000 × 0·85t
t = 18 N = 298 people
$20 000
t = 20 N = 402 people
0 5 10 t(years)
Answers 629
c N c T(°C)
100
400 N = 20e0·15t
T = 20 + 80e−0·5t
300
200 50
100
20
0 10 20 t(days)
0 4 8 12 16
t(minutes)
d, e 10·73 days
7 T = 20 + 80e−0·5t d, e t ≈ 5·55 minutes
a t=0 T = 20 + 80 × e−0·5 × 0 f T levels out at 20°C
T = 100°C g T never gets to 20°C (theoretically), because
b t=2 T = 49·4°C T = 20 is an asymptote.
t=4 T = 30·8°C Puzzles
t=6 T = 24·0°C 1 A pink carnation
t=8 T = 21·5°C 2 A screw driver
t = 10 T = 20·5°C 3 A road hog
t = 12 T = 20·2°C 4 The nut behind the wheel
t = 14 T = 20·1°C
t = 16 T = 20·0°C

Kepler’s Law
a Planet Mean distance Time of Ratio Ratio Ratio Ratio Ratio
from the revolution r r2 r3 r r3
Sun (millions around =k
of km) r the Sun
T T T T2 T2
(Earth years) T
Mercury 60 0·241 248·96 14 938 896 266 1033·0 3 718 944
Venus 111·7 0·616 181·33 20 255 2 262 449 294·4 3 672 807
Earth 155 1·0 155·00 24 025 3 723 875 155 3 723 875
Mars 236·7 1·88 125·90 29 802 7 054 024 66·97 3 752 140
Jupiter 805 11·86 67·88 54 640 43 984 833 5·72 3 708 671
b r3 = 3 3 715 287·4T 2 Enrichment and Extension

c i 1475·35 million km ii 2970·64 million km 1 a d = st + handicap
Thanh: d = 2·5t
iii 4655·53 million km Wilbur: d = 1·25t + 20
Lunar attraction Mohammed: d = 3·4t − 15
Nirmantha: d = 3·2t − 5
a G = 2·397 × 10−17
2 a i z is doubled
Gm1m2 2·397 × 10 −17 × 5·96 × 1024 × 100
b F= 2
= 6 2 ii z is halved
d (6·37 × 10 )
−4 iii z is increased by 20%
= 3·52 × 10 N
iv z is decreased by 10%
Hooke’s Law
b i z is halved
d Direct variation is occurring here.
ii z is doubled
Force = k × extension
1
e The graph may change as the spring reaches its elastic iii z is decreased by a factor of
limit and starts to become permanently deformed. 6
f All springs show direct variation between force and 1
iv z is increased by a factor of
extension with different values of k. 9

c i z is multiplied by 8 d i 20 days ii 32 days iii 48 days
ii z is divided by 8 2 a x 1 2 3 4 5
iii z is increased by 72·8% y 9 4·5 3 2·25 1·8
iv z is decreased by 21·1%
xy = 9
1
d i z is multiplied by b x 1 2 3 4 5
2
y 0·1 0·05 0·03 0·025 0·02
ii z is multiplied by 2
xy = 0·1
5
iii z is multiplied by 3
6
10
iv z is multiplied by
3
9 × 104 Q1Q2
3 a F=
d2
i 1·73 × 10−5 N ii 7·7 × 10−6 N
−6
iii 2·77 × 10 N iv 4·81 × 10−7 N 4
Asymptotes
Asymptotes
horizontal
Function
Domain
vertical
Range
b 1·94 × 10−3 N
4 a i y is doubled
ii y is halved
xy = 9 R\{0} R\{0} y=0 x=0
iii y is increased by 100
xy = 0·1 R\{0} R\{0} y=0 x=0
iv y is decreased by 50
b i y is doubled 1 k 3
5 a y∝ b y= c y=
ii y is halved x x x
iii y is increased by 5
iv y is decreased by 2·5 d x y e y x
c i y is multiplied by 4 2·4 1·25 0·04 75
ii y is divided by 4 4·5 0·67 0·16 18·75
iii y is increased by 20x + 100 7·8 0·38 0·36 8·33
iv y is decreased by 10x − 25 9 0·33 1·44 2·08
s3
20·4 0·15 1·69 1·78
5 a C1 = + 25
100 32 0·09 6·25 0·48
b i s2 = 8C1 − 175 ii s3 = 27C1 − 650 64 0·05
38·44 0·08
iii s4 = 64C1 − 1575 128 0·02
156·25 0·02
3 −10 3 240·25 0·01
Fl 3·6 × 10 Fl
6 a D∝ 3
b D= 3
bd bd f i y is divided by 3 ii y is divided by 4
c i 29·16 cm ii 36·45 cm iii 48·6 cm iii y is multiplied by 5
7 a y varies inversely as z6 6 a d = 4·9t2
b z varies inversely as 6 y b i 19·6 m ii 122·5 m iii 329·5 m
1 iv 451·7 m v 571·6 m
c z is multiplied by 6
·
11 d
c t=
3x 2 4·9
8 y=
4 − 3x i 4s ii 6 s iii 4·5 s
Revision Questions iv 9 s v 12·2 s
7 a z = 50xy b z = 12·5 c x=1
1 a d (days) 0 4 8 12 16 20 24 28
8 a i (0, 0·2) ii x = −5, y = 0
h (cm) 10 11 12 13 14 15 16 17
iii Domain R\{−5}, Range R\{0}
c i 10·75 cm ii 11·25 cm iii 11·50 cm b i (1·8, 0) (0, 4.5) ii x = 2, y = 5
iv 12·25 cm v 12·50 cm iii Domain R\{2}, Range R\{5}
Answers 631
c
i (−3·5, 0) (0, 1.75) ii x = −4, y = 2 e y = 2ex
iii Domain R\{−4}, Range R\{2} 11 a $858·73
9 a i x 0 1 2 3 4 5 b V
y 4·5 13·5 40·5 121·5 364·5 1093·5 $1000
x
y = 4·5 × 3
$500
ii x 0 1 2 3 4 5
y 8·2 32·8 131·2 524·8 2099·2 8396·8
y = 8·2 × 4x 0 23 50 n(years)
c Function y = 4·5 × 3x y = 8·2 × 4x c 23 years

Domain R R
Range y>0 y>0
Asymptotes y=0 y=0
horizontal
10 a y = ex + 4 b y = ex − 5
c y = e−x d y = −ex
Chapter 12
Learning task 12A
1 x 0 30 45 60 90 120 135 150 180 210 225 240 270 300 315 330 360
sin x 0 0·5 0·7 0·86 1 0·86 0·7 0·5 0 −0·5 −0·7 −0·86 −1 −0·86 −0·7 −0·5 0
2 a x 0 30 45 60 90 120 135 150 180 210 225 240 270 300 315 330 360
cos x 1 0·86 0·7 0·5 0 −0·5 −0·7 −0·86 −1 −0·86 −0·7 −0·5 0 0·5 0·7 0·86 1
b y Learning task 12B

y cos x
1 1 Function Period Amplitude Range
y = sin x 360° 1 −1 ≤ y ≤ 1
90o 180o 270o 360o x y = 2 sin x 360° 2 −2 ≤ y ≤ 2
y = 3 sin x 360° 3 −3 ≤ y ≤ 3
–1
y = 12 sin x 360° 1
2 − 12 ≤ y ≤ 1
2
3 a y y = − sin x 360° 1 −1 ≤ y ≤ 1
y = a sin x 360° a −a ≤ y ≤ a
1
2 y
180o 360o 540o 720o x 4
y = 3sinx
–1
y = 2sinx y = 12 sinx
2
y cos x y = sinx
b y
90o 180o 270o 360o x
1 y = –sin x
–2
y tan x
180o 360o 540o 720o x –4
–1

3 Function Period Amplitude Range 4 Function Period Amplitude First asymptote
y = cos x 360° 1 −1≤ y ≤ 1 y = tan x 180° undefined 90°
y = 2 cos x 360° 2 −2 ≤ y ≤ 2 y = 2 tan x 180° undefined 90°
y = 3 cos x 360° 3 −3 ≤ y ≤ 3 y = 3 tan x 180° undefined 90°
y= 1 cos x
2
360° 1
2 − 12 ≤ y ≤ 1 y= 1 tan x
2
180° undefined 90°
2
y = − cos x 360° 1 −1 ≤ y ≤ 1 y = −tan x 180° undefined 90°
y = a cos x 360° −a ≤ y ≤ a y = a tan x 180° undefined 90°

a
y = 2tanx y = tanx
y y = 3tanx
4
y
4
y = 3cosx y = –tanx
2
y = 2cos x
2 y = –cosx y = 12 tanx 180o
180o 90o 270o 360o x
90o 270o 360o x
–2
y = 12 cos x y = cosx
–2
–4
–4
y = –tanx y = tanx
y = 3tanx y = 12 tanx
y = 2tanx
5 y = a sin x y = a cos x y = a tan x

a>1 The greater the value of The greater the value of The greater the value of
a the steeper the graph a the steeper the graph a the steeper the graph.
(i.e. the greater the range). (i.e. the greater the range). Curve is of the shape:
Curve is of the shape: Curve is of the shape:
y y y
90 180 270 360 x 90 180 270 360 x 90 180 270 360 x
0>a>1 This produces a sine curve which This produces a cosine curve This produces a tangent curve
is less steep than y = sin x. The which is less steep than y = cos x. which is less steep than y = tan x.
closer a gets to zero, the closer The closer a gets to zero, the The closer a gets to zero, the
the curve is to the x-axis, closer the curve is to the x-axis, closer the curve is to the x-axis.
i.e. the smaller the range. i.e. the smaller the range. Curve is of the shape:
y y y
90 180 270 360 x 90 180 270 360 x 90 180 270 360 x
a<0 This has the same features as This has the same features as This has the same features as
above, except the sine curve above, except the cosine curve above, except the tangent curve
is reflected about the x-axis. is reflected about the x-axis. is reflected about the x-axis.
Curve is of the shape: Curve is of the shape: Curve is of the shape:
y y y
90 180 270 360 x 90 180 270 360 x 90 180 270 360 x
Answers 633
Learning task 12C 3 Function Period Amplitude Range
1 Function Period Amplitude Range y = cos x 360° 1 −1 ≤ y ≤ 1
y = sin x 360° 1 −1 ≤ y ≤ 1 y = cos 2x 180° 1 −1 ≤ y ≤ 1
y = sin 2x 180° 1 −1 ≤ y ≤ 1 y= cos 12 x 720° 1 −1 ≤ y ≤ 1
y= sin 12 x 720° 1 −1 ≤ y ≤ 1 y = cos 3x 120° 1 −1 ≤ y ≤ 1
y = sin 3x 120° 1 −1 ≤ y ≤ 1 y= cos 13 x 1080° 1 −1 ≤ y ≤ 1
y = sin 13 x 1080° 1 −1 ≤ y ≤ 1 y = cos 4x 90° 1 −1 ≤ y ≤ 1
y = sin 4x 90° 1 −1 ≤ y ≤ 1 360°

y = cos nx 1 −1 ≤ y ≤ 1
n
360°
y = sin nx 1 −1 ≤ y ≤ 1
n y y = cos 4x y = cos 2x y = cos 3x y = cos x
1
2 y = sin 12x
y y = sin 13x
1
y = sin4x
90 180 270 360 x
y = sinx y = cos13x
90 180 270 360 x

y = cos12x
–1
y = sin2x
4 Function Period Amplitude First
–1 y = sin3x asymptote
y = tan x 180° Undefined 90°
y = tan 2x 90° Undefined 45°
y= tan 12 x 360° Undefined 180°
y = tan 3x 60° Undefined 30°
y= tan 13 x 540° Undefined 270°
y = tan 4x 45° Undefined 22·5°
180° 90°
y = tan nx Undefined
n n
y
4
y = tan4x
y = tan2x
y = tan13 x
2 y = tan12x
90 180 x
y = tan3x
y = tanx
–2
–4

5 y = sin nx y = cos nx y = tan nx
n>1 The greater the value of n the The greater the value of n the The greater the value of n the
more cycles there are within more cycles there are within more cycles there are within
360°. Period is 360° ÷ n. 360°. Period is 360° ÷ n. 180°. Period is 180° ÷ n.
Amplitude is not affected. Amplitude is not affected. Curve is of the shape:
y y y
1 1 4
2
x x x
–2
–1 –1 –4
0>n>1 For values n closer to zero, the For values n closer to zero, the For values n closer to zero, the
fewer cycles there are within fewer cycles there are within fewer cycles there are within
360°. Period is 360° ÷ n. 360°. Period is 360° ÷ n. 180°. Period is 180° ÷ n.
Amplitude is not affected. Amplitude is not affected. Curve is of the shape:
y y y
1 1 4
2
x x x
–2
–1 –1 –4
Learning task 12D 3 Function Period Amplitude Range

1 Function Period Amplitude Range y = cos x 360° 1 −1 ≤ y ≤ 1
y = sin x 360° 1 −1 ≤ y ≤ 1 y = cos x + 1 360° 1 0≤y≤2
y = sin x + 1 360° 1 0≤y≤2 y = cos x − 4 360° 1 −5 ≤ y ≤ −3
y = sin x − 4 360° 1 −5 ≤ y ≤ −3 y = −cos x + 3 360° 1 2≤y≤4
y = − sin x + 3 360° 1 2≤y≤4 y = cos x + c 360° 1 −1 + c ≤ y ≤ 1 + c
y = sin x + c 360° 1 −1 + c ≤ y ≤ 1 + c
4 Function Period Amplitude First asymptote
y = tan x 180° Undefined 90°
y = tan x + 1 180° Undefined 90°
y = tan x − 4 180° Undefined 90°
y = −tan x + 3 180° Undefined 90°
y = tan x + c 180° Undefined 90°
5 y = sin x + c y = cos x + c y = tan x + c

c>0 The sine curve moves up The cosine curve moves up The tangent curve moves up
c units from the original position c units from the original position c units from the original position
of y = 0. of y = 0. of y = 0.
∴ The y-intercept is at (0, c). ∴ The y-intercept is at (0, c + 1). ∴ The y-intercept is at (0, c).
c<0 The sine curve moves down The cosine curve moves down The tangent curve moves down
c units from the original position c units from the original position c units from the original position
of y = 0. of y = 0. of y = 0.
∴ The y-intercept is at (0, c). ∴ The y-intercept is at (0, c + 1). ∴ The y-intercept is at (0, c).
Answers 635
Exercise 12E 4 a y = 3 cos x b y = 5 cos x
1 a Amplitude = 4 Period = 360° 1
c y = −2 cos x d y = 4 cos 2x − 3
3
b Amplitude = 3 Period = 360°
c Amplitude = 1 Period = 180° 1 3
e y = −3cos x + 2 f y = −4 cos x + 1
4 2
d Amplitude = 1 Period = 720°
5 a Asymptotes 90°, 270° … Period = 180°
e Amplitude = 1 Period = 120°
b Asymptotes 45°, 135°, 225° … Period = 90°
f Amplitude = 5 Period = 90°
c Asymptotes 45°, 135°, 225° … Period = 90°
g Amplitude = 1 Period = 360°
d Asymptotes 45°, 135°, 225° … Period = 90°
h Amplitude = 2 Period = 720°
e Asymptotes 180°, 360°, 540° … Period = 360°
i Amplitude = 6 Period = 540°
f Asymptotes 135°, 405°, 675° … Period = 270°
2 a y = 4 sin x b y = −3 sin x
6 a y = tan x b y = tan 2x
1
c y = sin 2x d y = sin x c y = −tan 2x d y = tan 2x + 4
2
1 2
e y = sin 3x f y = −5 sin 4x e y = − tan x + 5 f y = − tan x − 4
2 3
1
g y = sin x + 1 h y = −2 sin x + 4 7 a y = 4 sin x Amplitude = 4 Period = 360°
2
2
b y = 3 sin 2x Amplitude = 3 Period = 180°
i y = 6 sin x − 4 1
3 c y = −5 sin x Amplitude = 5 Period = 1080°
3
3 a Amplitude = 3 Period = 360°
b Amplitude = 5 Period = 360° d y = 7 sin 4x + 3 Amplitude = 7 Period = 90°
1
c Amplitude = 2 Period = 1080° e y = − sin x + 3 Amplitude = 1 Period = 720°
2
d Amplitude = 4 Period = 180°
f y = 2 sin x − 6 Amplitude = 2 Period = 360°
f Amplitude = 4 Period = 240°
8 Function −360° −270° −180° −90° 0° 90° 180° 270° 360°

a y = 4 sin x 0 4 0 -4 0 4 0 −4 0
b y = 3 sin 12 x 0 −2·1 −3 −2·1 0 2·1 3 2·1 0
c y = −5 sin 13 x 4·3 5 4·3 2·5 0 −2·5 −4·3 −5 −4·3

d y = 7 sin x + 3 3 10 3 −4 3 10 3 −4 3
e y = 2 sin x − 3 −3 −1 −3 −5 −3 −1 −3 −5 −3
f y = −0·5 sin 4x 0 0 0 0 0 0 0 0 0
a y = 4 sin x 1
y b y = 3sin x
2
5
y
4
5
3
4
2
3
1
2
–360 –270 –180 –90 90 180 270 360 x 1
–1
–2 –360 –270 –180 –90 90 180 270 360 x
–1
–3
–2
–4
–3
–5
–4
–5

1 e y = 2 sin x − 3
c y = −5 sin x
3 y
y
1
5
4
–360 –270 –180 –90 90 180 270 360 x
3
2 –1
1
–2
–360 –270 –180 –90 90 180 270 360 x
–1
–3
–2
–3 –4
–4
–5 –5
f y = −0·5 sin 4x
d y = 7 sin x + 3
y
y
10 1
9
8
7 0·5
6
5
4
3
–360 –270 –180 –90 90 180 270 360 x
2
1
–360 –270 –180 –90 90 180 270 360 x
–1 –0·5
–2
–3
–4
–1
–5
9 a y = 8 cos 2x Amplitude = 8 Period = 180°

b y = − cos 0·5x Amplitude = 1 Period = 720°
c y = 2 cos 3x + 4 Amplitude = 2 Period = 120°
d y = 0·5 cos 4x − 3 Amplitude = 0·5 Period = 90°
1
e y = − cos x + 1 Amplitude = 1 Period = 720°
2
f y = −6 cos x − 2 Amplitude = 6 Period = 360°
10 Function −360° −270° −180° −90° 0° 90° 180° 270° 360°
a y = 8 cos 2x 8 −8 8 −8 8 −8 8 −8 8
b y= − cos 12 x 1 0·7 0 −0·7 −1 −0·7 0 0·7 1

c y = 2 cos 3x + 4 6 4 2 4 6 4 2 4 6
d y = 0·5 cos 4x − 3 −2·5 −2·5 −2·5 −2·5 −2·5 −2·5 −2·5 −2·5 −2·5
e y= − cos 12 x +1 2 1·7 1 0·3 0 0·3 1 1·7 2
f y = − 6 cos x − 2 −8 −2 4 −2 −8 −2 4 −2 −8
Answers 637
a y = 8 cos 2x d y = 0·5 cos 4x − 3
y y
8
6
–360 –270 –180 –90 90 180 270 360 x
4
–360 –270 –180 –90 90 180 270 360 x

–2
–2
–4
–6
–8 –4
1 1
b y = − cos x e y = − cos x + 1
2 2
y y
2 2
1 1
–360 –270 –180 –90 90 180 270 360 x –360 –270 –180 –90 90 180 270 360 x
–1 –1
–2 –2
c y = 2 cos 3x + 4 f y = −6 cos x − 2
y y
8 4
6
–360 –270 –180 –90 90 180 270 360 x
4 –4
2 –8
x –12
–360 –270 –180 –90 90 180 270 360
–2 –16
11 a y = tan x − 1 Period = 180°

b y = 2 tan x + 3 Period = 180°
1
c y = tan Period = 360°
2
1
d y = 0·5 tan x − 2 Period = 720°
4
e y = 6 tan 2x + 3 Period = 90°
f y = −4 tan x − 1 Period = 180°

12 Function −360° −270° −180° −90° 0° 90° 180° 270° 360°
a y = tan x − 1 −1 − −1 − −1 − −1 − −1
b y = 2 tan x + 3 3 − 3 − 3 − 3 − 3
c y = tan 1 0 1 − −1 0 1 − −1 0
2
d y = 0·5tan 1 x − 2 − −3·2 −2·5 −2·2 −2 −1·8 −1·5 −0·8 −
4
e y = 6 tan 2x + 3 3 3 3 3 3 3 3 3 3
f y = −4 tan x − 1 −1 − −1 − −1 − −1 − −1
a y = tan x − 1 1
d y = 0·5 tan x − 2
y 4
y
10
10
8
8
6
6
4
4
2
2
–360 –270 –180 –90 90 180 270 360 x
–2 –360 –270 –180 –90 90 180 270 360 x
–2
–4
–4
–6
–6
–8
–8
–10
–10
b y = 2 tan x + 3
e y = 6 tan 2x + 3
y
y
10
10
8
8
6
6
4
4
2
2
–360 –270 –180 –90 90 180 270 360 x
–2 –360 –270 –180 –90 90 180 270 360 x
–2
–4
–4
–6
–6
–8
–8
–10
–10
1
c y = tan x f y = −4 tan x − 1
2
y y
10 10
8 8
6 6
4 4
2 2
–360 –270 –180 –90 90 180 270 360 x –360 –270 –180 –90 90 180 270 360 x
–2 –2
–4 –4
–6 –6
–8 –8
–10 –10
Answers 639
13 a i High tide = 6 and 18 hours past 9 am i y-intercept = (0, −6)
∴ at 3 pm and 3 am ii x-intercepts = (−2, 0), (−1, 0) and (3, 0)
ii Low tide = 0, 12, 24 hours past 9 am b y
∴ at 9 am and 9 pm
10
b i Water is rising: from 9 am to 3 pm and 8 Max
6 turning
9 pm to 3 am 4
2 point
ii Water is falling: from 3 pm to 9 pm and
3 am to 9 am –5 –4 –3 –2 –1
–2
1 2 3 4 5 x
Min –4
c Average depth of water = 5 m. turning –6 Point of
point –8 inflection
d 5 m in either direction. –10
e y = −5 cos 30x + 5
14 a Amplitude = 12 cm Period = 2 seconds
ii x-intercepts = (0, 0), (2·5, 0) and (−2, 0)
b d = −12 cos 180t
c y Point of inflection
c i After 1 second the spring will be in the 28
highest position. Max 24
turning 20
ii d = −12 cos 180t point 16
= −12 cos (180 × t) (t = 1) 12
8
= 12 cm 4
–5 –4 –3 –2 –1 –4 1 2 3 4 5 x
iii d = 0 Min
–8
t = 0·5 s, 1·5 s, 2·5 s, 3·5 s, 4·5 s, 5·5 s, 6·5 s turning
d d = −14 cos 180t point
15 a Height (mm) i y-intercept = (0, 18)
300 ii x-intercepts = (4, 0), (1·5, 0) and (−3, 0)
250
200
d y Max
150 turning
8
100 4 point
50
–3 –2 –1
–4
1 2 3 4 5 6 x
3 6 9 12 15 18 21 24 No. of –8
–50 Point of
–100 hours –12
inflection
–150 –16 Min
–20 turning
–200
–24
–250 point
–300
b Amplitude of hour hand = 250 mm
Period of hour hand = 12 h ii x-intercepts = (0, 0) and (5·5, 0)
e y
c y = 250 cos 30x d y = 300 cos 360x 10
Max Point of 8
turning inflection 6
Learning task 12F point 4
2
1 a linear b cubic c quadratic –5 –4 –3 –2 –1 1 2 x
–2
d cubic e quadratic f linear –4
Min –6
2 a y = 11x − 17 b y = x3 + 9x2 − 6x + 2 –8
turning
c y = x2 + 3x − 4 d y = x3 − 2x2 + 13 point
–10
e y = x2 − 2x + 4 f y = −4x + 6
Exercise 12G ii x-intercepts = (0, 0) and (−4, 0).
1 a y Point of inflection f y
Max
10 10 Point of Max
turning 8 8 inflection turning
point 6 6
4 4 point
2 2
–5 –4 –3 –2 –1 –2 1 2 3 4 5 x
–4
–2 –1
–2
1 2 3 4 5 x
–6 Min –4
–8 –6 Min
–10 turning –8 turning
–12 point
–14 –10 point

i y-intercept = (0, 4) d y = x3 + 9x2 + 24x + 20
ii x-intercepts = (1, 0) and (4, 0)
y
2 a y = x3 − 3x2 − x + 3 15
y
10
10
8 Point of
6 5
Point of
inflection inflection
4
2
–3 –2 –1
–2
1 2 3 x –10 –5 5 10 x
–4
–6 5
–8
–10
10
ii x-intercepts = (−1, 0), (1, 0) and (3, 0)
ii x-intercepts = (−5, 0) and (−2, 0)
iii Max turning point = (−0·15, 3·08)
iii Max turning point = (−4, 4)
Min turning point = (2·15, −3·08)
Min turning point = (−2, 0)
b y = x3 + 2x2 − 8x
e y = −2x3 − 3x2 + 12x − 7
y
20 y
16 30
25
12 Point of 20
8 inflection 15
4 10
5
–4 –3 –2 –1 1 2 3 4x
–4 –4 –3 –2 –1 1 2 3 4x
–5
–8
–10 Point of
–12 –15
–16
inflection
–20
–20 –25
–30
ii x-intercepts = (−4, 0), (0, 0) and (2, 0) i y-intercept = (0, −7)
iii Max turning point = (−2·43, 16·90) ii x-intercepts = (−3·5, 0) and (1, 0)
Min turning point = (1·10, −5·05) iii Max turning point = (1, 0)
c y = −2x3 + 3x2 + 23x − 12 Min turning point = (−2, −27)
f y = 4x3 + 25x2
y
y
30 150
25
20 120
15 Point of
10 90 Point of
5 inflection inflection
60
–5 –4 –3 –2 –1
–5 1 2 3 4 5 x
–10 30
–15
–20 –10 –8 –6 –4 –2 2 4x
–25
–30 –30

ii x-intercepts = (−3, 0), ( 12 , 0) and (4, 0) ii x-intercepts = (−6·25, 0) and (0, 0)
iii Max turning point = (−4·17, 144·68)
iii Max turning point = (2·52, 33·01)
Min turning point = (0, 0)
Min turning point = (−1·52, −33·01)
Answers 641
Learning task 12H b y = ax3, where a is negative
Wider than y = −2x3
1 a x −3 −2 −1 0 1 2 3
y
y = x3 −27 −8 −1 0 1 8 27
y= 1
2
x 3 −13·5 −4 −0·5 0 0·5 4 13·5
3
y = 3x −81 −24 −3 0 3 24 81 x
y = −2x3 54 16 2 0 −2 −16 −54 y = ax3
y = –2x3 y y = x3 y = –2x3
y = 3x3
30 –2 < a < 0
25
20 4 a y = 2x3 D
1 x3
15 y= 2 b y = −2x3 A
10
c y = 5x3 C
5 3
d y = −5x B
–3 –2 –1 –5
1 2 3x
–10 Learning task 12I
–15 1 a x −3 −2 −1 0 1 2 3
–20 3
y=x −27 −8 −1 0 1 8 27
–25
–30 y = x3 + 2 −25 −6 1 2 3 10 29
y = x3 − 3 −30 −11 −4 −3 −2 5 24
b Function y-intercept x-intercept
3
y = x − 7 −34 −15 −8 −7 −6 1 20
y = x3 (0, 0) (0, 0)
y= 1
2
x3 (0, 0) (0, 0) y
y = x3
3 30
y = 3x (0, 0) (0, 0)
25
3
y = −2x (0, 0) (0, 0) 20
15 y = x3 + 2
3
c i The value of a in y = ax changes the shape 10
of the cubic. The greater the value of a, the 5
steeper the cubic, i.e. the closer the function
–3 –2 –1 1 2 3 x
gets to y-axis. –5
ii There are no turning points. –10
–15
y = x3 – 7
iii y = −ax3 is a reflection about the x-axis of –20
y = ax3.
–25
2 a A: y = 3x 3
b A: y = −x 3 y = x3 – 3 –30
B: y = 2x3 B: y = −2x3
C: y = x3 C: y = 2x3 b Function y-intercept x-intercept
D: y = x3 y = x3 (0, 0) (0, 0)
3 a y = ax3 y=x +2 3
(0, 2) (−1·26, 0)
Narrower than y = 6x3
y = x3 − 3 (0, −3) (1·44, 0)
y
y= 6x3 y = x3 − 7 (0, −7) (1·91, 0)
c The cubic y = x3 is translated k units up or down

x parallel to the y-axis. The y-intercept of y = x3 + k
is (0, k).
2 a A: y = x3 + 4 b A: y = −x3 − 5
y= ax3 B: y = x3 + 2 B: y = −x3 + 3
a>6 C: y = x3 + 1 C: y = x3 + 3
D: y = x3 D: y = x3
E: y = x3 − 4 E: y = x3 − 5

3 a y = 4x3 + 7 b y = −10x3 − 15
y y = 4x3 + 7 y
y = x3
7 y = x3
–1·5 x
– 74
x
–15
y = –10x3 – 15
4 a y = x3 + 4 A
b y = x3 − 6 D
3
c y = −x + 12 B
d y = −(3 − x3) C
Learning task 12J

1 a x −5 −4 −3 −2 −1 0 1 2 3 4 5
y = x3 −125 −64 −27 −8 −1 0 1 8 27 64 125
y = (x − 1)3 −216 −125 −64 −27 −8 −1 0 1 8 27 64
y = (x + 2)3 −27 −8 −1 0 1 8 27 64 125 216 343
y = (x − 3)3 −512 −343 −216 −125 −64 −27 −8 −1 0 1 8
y y = x3 2 a A: y = (x + 4)3 b A: y = −(x + 5)3

B: y = −(x − 4)3 B: y = −(x − 5)3
30
C: y = (x + 1)3 C: y = (x + 5)3
25
D: y = x3 D: y = (x − 5)3
20
y = (x – 3)3 E: y = (x − 2)3
15
10 3 a y = (x − 4)3
y = (x + 2)3 5 y = x3
y
–5 –4 –3 –2 –1 1 2 3 4 5 x y = (x – 4)3
–5
–10
–15 4 x
–20
–25
–30
b y = (x + 2)3
y = (x – 1)3
y
y = x3
8
y = x3 (0, 0) (0, 0)
y = (x − 1)3 (0, −1) (1, 0) –2 x
y = (x + 2)3 (0, 8) (−2, 0)
y = (x − 3) 3
(0, −27) (3, 0) y = (x + 2)3
4 a y = (x + 4)3 D
c For the function y = (x − p)3, p gives the horizontal
translation. The cubic is translated right or left p b y = (x − 2)3 C
units, parallel to the x-axis. The opposite value of c y = −(x − 1)3 A
p is the x-intercept, i.e. the x-intercept is (−p, 0).
d y = (x + 1)3 B
The y-intercept is p3.
Answers 643
Learning task 12K
1 a x −5 −4 −3 −2 −1 0 1 2 3 4 5
y = (x − 1)(x + 2)(x − 3) −144 −70 −24 0 8 6 0 −4 0 18 54
y = (x + 1)(x − 4)(x − 5) −360 −216 −112 −42 0 20 24 18 8 0 0
y = (x − 2)(x + 3)(x + 5) 0 6 0 −12 −24 −30 24 0 48 126 240
y = (x – 1)(x + 2)(x – 3) 2 a A: y = (x + 3)(x + 5)(x + 7)

y
B: y = x(x + 2)(x − 2)
30 C: y = (x − 3)(x − 5)(x − 7)
25
20 b A: y = −(x + 1)(x + 3)(x + 5)
y = (x + 1)(x – 4)(x – 5) 15
B: y = (x − 1)(x − 3)(x − 5)
10 C: y = (x + 1)(x + 3)(x + 5)
5 D: y = −(x − 1)(x − 3)(x − 5)
x 3 a y = (x − 2)(x + 4)(x − 8)
–8 –6 –4 –2 2 4 6 8
–5 y = (x – 2)(x + 4)(x – 8)
y
–10
–15
–20
–25
–30 –4 2 8 x
y = (x – 2)(x + 3)(x + 5)

y = (x − 1)(x + 2)(x − 3) (0, 6) (1, 0), (−2, 0),
(3, 0) b y = −(x + 3)(x − 10)(x + 5)
y = (x + 1)(x − 4)(x − 5) (0, 20) (−1, 0), (4, 0), y
(5, 0) y = –(x + 3)(x – 10)(x + 5)
y = (x − 2)(x + 3)(x + 5) (0, −30) (2, 0), (−3, 0),
(−5, 0)
–5 –3 10 x
c This form can be used to determine the roots
(x-intercepts) of the cubic. The roots are at (a, 0),
(b, 0), (c, 0) for y = (x − a)(x − b)(x − c). The
y-intercept is at (0, −a × −b × −c).
4 a y = (x − 6)(x − 4)(x − 1) C
b y = (x + 6)(x + 3)(x − 1) A
c y = −(x + 2)(x − 5)(x − 3) D
d y = (x + 5)(x + 1)(x − 1) B
Learning task 12L

1 a x −5 −4 −3 −2 −1 0 1 2 3 4 5
y = (x − 1)2(x + 2) −108 −50 −16 0 4 2 0 4 20 54 112
y = (x + 1)2(x − 4) −144 −72 −28 −6 0 −4 −12 −18 −16 0 36
2
y = (x − 2) (x + 3) −98 −36 0 16 18 12 4 0 6 28 72

y y = (x – 1)2(x + 2)
30
25
y = (x – 2)2(x + 3) 20
15
10
5
–8 –6 –4 –2 2 4 6 8x
–5
–10
–15
–20
–25 y = (x + 1)2(x – 4)
–30
b Function i y-intercept ii x-intercepts iii Turning point Nature

on axes
y = (x − 1)2(x + 2) (0, 2) (1, 0), (−2, 0) (1, 0) minimum
y = (x + 1)2(x − 4) (0, −4) (−1, 0), (4, 0) (−1, 0) maximum
y = (x − 2)2(x + 3) (0, 12) (2, 0), (−3, 0) (2, 0) minimum
c For cubics of type y = (x − a)2(x − b), the roots Exercise 12M

occur at (a, 0) and (b, 0). There is also a turning
1 a y = x3 + 5
point at (a, 0). The y-intercept is at (0, a2 × −b).
b y = (x + 4)(x + 2)(x − 4)
2 a A: y = (x + 5)2(x + 2) b A: y = −(x + 3)2(x + 5)
2
B: y = (x + 1) (x − 2) 2
B: y = (x + 3) (x + 5) c y = x(x + 3)(x − 1)
C: y = (x − 3)2(x − 6) C: y = −(x − 5)2(x − 3) d y = x2(x + 4)
D: y = (x − 5)2(x − 3) e y = −(x + 2)3
3 a y = (x + 6)2(x − 3) f y = (x + 1)2(x − 5)
y
g y = −x(x + 3)(x + 1)
h y = x3 − 4
i y = 2x3
–6 3 x
2 a y = x3 has been translated 5 units up.
e y = x3 has been reflected about the x-axis and
translated 2 units left.
h y = x3 has been translated 4 units down.
i y = x3 has been dilated by a factor of 2 parallel to
–108
the y-axis.
3 a y = (x − 2)(x − 3)(x + 4)
y
50
b y = −x2(x − 2) 40
y 30
20
10
2 x
–5 –4 –3 –2 –1 1 2 3 4 5 x
–10
–20
2
4 a y = (x − 6) (x − 4) C
2
b y = (x + 6) (x + 3) D
c y = −(x + 2)2(x − 3) A
d y = x(x + 5)2 B
Answers 645
1 3 f y = (x + 2)3
b y= x y
2
20
y
5 15
4
10
3
2 5
1
–5 –4 –3 –2 –1 1 2 x
–5 –4 –3 –2 –1 1 2 3 4 5 x –5
–1
–10
–2
–3 g y = −(x + 3)(x − 1)(x − 2)
–4 y
20
–5
15
c y = x2(x − 5) 10
5
y
20 –5 –4 –3 –2 –1 1 2 3 4 5 x
15 –5
10 –10
5 –15
–20
–4 –3 –2 –1 1 2 3 4 5 6 x
–5 2
h y = (x + 3) (x − 1)
–10 y
–15 20
–20 15
10
d y = x(x − 1)(x − 4)
5
y
10
–5 –4 –3 –2 –1 1 2 3 4 5 x
–5
8
–10
6
4 –15
2 –20
–4 –3 –2 –1 1 2 3 4 5 6x
–2
–4
i y = −x2(x − 2)
–6
y
5
–8
4
10
3
e y = −x3 + 3 2
y 1
10 –4 –3 –2 –1 1 2 3 4 x
8 –1
6 –2
4 –3
2 –4
–5
–3 –2 –1
–2
1 2 3 x
–4 j y = −(x + 5)3
–6 y
–8 150
–10 125
100
75
50
25
–8 –6 –4 –2
–25
2 x
–50
–75
–100
–125
–150

4 a (3, 0), (2, 0), (−4, 0) 3 x Slope of the
b (0, 0) point of inflection tangent
c (0, 0) maximum, (5, 0) 4 −4

d (4, 0), (1, 0), (0, 0) 2 −2
0 0
e ( 3 3, 0 )
−2 2
f (−2, 0) point of inflection
−4 4
g (2, 0), (1, 0), (−3, 0)
h (1, 0), (−3, 0) maximum 4 The rule that connects the gradient of a tangent to
i (2, 0), (0, 0) minimum the x-value of its coordinate is m = −x.
j (−5, 0) point of inflection 5 The gradients of the tangents have the opposite sign,
and in Question 3 they are half the size of those in
Puzzles Question 1.
1 Graphics calculator cards 6 x Slope of the
a A, G, J; B, H, I; C, E, L; D, F, K tangent
2 Function facts cards 2 −1

1 −6
a My equation is y = x(x + 2)(x − 5) and my
y-intercept is y = 0. 0 −5
b My equation is y = x(x − 6) and my y-intercept −1 2
is y = 0. −2 15
c My two possible equations are
y = −8x − 4 and y = 8x + 4 7 x = −0·8, x = 2·1
d If my base number is 10 and the equation is 8 x Slope of the
y = 10x + c, then c = 1 tangent
2 3 4
e My equation is y = .
x−4 2 1
f Possible equations: 1 0
y = (x − a)2, y = −(x − a)2, y = b(x − a)2, b ∈ R /{0} 0 1
The y-intercepts for each graph where the −1 4
coefficient of x2 is 1 are y = a2 and y = −a2.
−2 9
3 Finding equations of functions −3 16
a y = 3x − 4 b y = −7x + 5
c y = 0·2x + 5·2 d y = −1·2x − 5·4 9 x=1
e y = 3x2 − x + 0·5 f y = −2x2 + 0·8 10 The cubic curves have rotational symmetry about
the point of inflection.
g y = 0·2x + 1·4x − 12 h y = −0·1x2 + 3·7x − 32·8
2
Applications and Activities Enrichment and Extension

1 a y
Gradients of tangents
(–1, 4)
1 x Slope of the
tangent
4 +8
x
2 +4 –3 1
0 0
−2 −4
−4 −8
Domain R, range {y: y ≥ 0}
2 The rule that connects the gradient of a tangent to
the x-value of its coordinate is m = 2x.
Answers 647
b y c i y
(4, 16)
16
(–2, 4)
4
–3 1
x –2 4 x
y x2
Domain {x: –2bxb4}
(–1, –4) Range {y: 0byb16}
ii y (2, 20)
Domain R, range {y: y ≤ 0} 20
(4, 16)
16
2 a i ⎧ −3, x ≤ −4, y = −3
⎪⎪ − x, − 4 < x < 3, −4< y <3
y=⎨
⎪ − x + 5, 3 ≤ x < 8, −3< y ≤ 2 (–2, 4)
4
⎪⎩ 3, x ≥8 y=3
–2 4 x
ii y y –(x 2)2 20
Domain {x: –2bxb4}
Range {y: 4byb20}
3
x
y y –x 6
5 Reflection in
x
–4 3
new B
6 8
i y=4 ii y = 2 iii y = −5 iv y = x
–2 new C
new A
a y = x + 5 y = −x + 3 y = −x − 1 y = −x − 15 y = x − 5
–4 y –2
y –4 b y = −x + 3 y = x + 5 y = x + 1 y = x − 13 y = −x + 3
⎧( x + 6 )2 − 9, x ≤ −5, y ≥ −9
b i ⎪⎪ Revision Questions
y = ⎨2 x + 6, − 5 < x < 1, −4< y <8 1 a Amplitude = 4 Period = 180°
⎪
⎪⎩( x − 3) ,
2
x ≥ 1, y≥0 b Amplitude is undefined, asymptotes 90°, 270° …
ii y Period = 180°
c Amplitude = 3 Period = 720°
4
d Amplitude is undefined, asymptote 180°, 540° …
Period = 360°
–9 –5 3 6 x
y 2x 2
–4 f Amplitude = 5 Period = 1440°
2 a y = 4 sin 2x + 1
(–5, –8)–8 b y = tan x − 2
(–6, –9)
⎛1 ⎞
3 a y = a(x2 − 10x + 16) b y = mx + 10 c y = −3cos ⎜ x⎟ + 4
⎝2 ⎠
c y = a(x + 2) d y = −a(x − 4)(x + 3) ⎛1 ⎞
d y = − tan ⎜ x⎟ + 3
e y = −ax + b ⎝2 ⎠
4 a, b y y –3x 28 e y = 10 cos 3x − 2
(4, 16)
16 Domain {x: x4} ⎛1 ⎞
Range {y: y16} f y = −5 sin ⎜ x⎟ + 6
⎝4 ⎠
(–2, 4)
4
3 a y = 12 cos 4x Amplitude = 12
Period = 90°
–2 4 x
b y = 7 sin 2x Amplitude = 7
b Joining linear section Period = 180°
y 2x 8 y 2x 8
Domain {x: xb–2} Domain {x: 2bxb4} c y = −2 tan x
Range {y: yb4} Range {y: 4byb16} Amplitude is undefined, asymptotes 90°, 270° …
Period = 180°
d y = 4 tan 3x
Amplitude is undefined, asymptotes 30°, 90° …
Period = 60°

c y = (x − 3)(x − 2)(x + 1)
1
e y = −8 sin x Amplitude = 8 y
20
4
Period = 1440°
15
1 10
f y = 25 cos x Amplitude = 25
3
Period = 1080° 5
4 a quadratic b cubic c linear –5 –4 –3 –2 –1 1 2 3 4 5x

–5
d cubic e linear f quadratic –10
5 a y = x2 − 7x − 30 –15
b y = x3 + 3x2 − 10x − 24 –20
c y = 12x − 7 d y = −x(x + 3)(x + 6)

d y = 2x3 − 4x2 − x + 10
y
e y = −9x + 5 30
f y = 4x2 − 8x + 3 20
6 a i y-intercept (0, −20) 10

ii x-intercepts (1, 0), (−4, 0), (−5, 0)
–8 –6 –4 –2 2 4 6 8x
iii turning points maximum (−4·5, 1·4)
–10
minimum (−0·8, −24·2)
–20
b i y-intercept (0, −17·5)
ii x-intercepts (5, 0), (3·5, 0), (−1, 0) –30
iii turning points maximum (4·4, 2·9) 9 a Translate 3 units right

minimum (0·7, −20·5)
y = (x – 2)(x + 1)(x – 4)
7 a y = (x − 2)3 y
40
b y = −x(x + 4)(x − 3·5)
30
c y = x3 − 6
2
8 a y = x (x + 3) 20
y 10
20
15 –8 –6 –4 –2 2 4 6 8x
10 –10
5 –20
–5 –4 –3 –2 –1 1 2 3 4 5x –30
–5
–10 –40
–15 y = (x – 2)(x – 5)(x – 7)
–20
b Reflect in the x-axis
b y = x3 + 5
y = (x – 2)(x + 1)(x – 4)
y y
20 40
15
30
10
5
20
10
–5 –4 –3 –2 –1 1 2 3 4 5x
–5
–10
–8 –6 –4 –2 2 4 6 8x
–10
–15
–20 –20
–30
–40
y = –(x – 2)(x +1)(x – 4)
Answers 649
c Translate 4 units left 2 a 726 km b 641 km c 983 km
y = (x – 2)(x + 1)(x – 4) d 718 km e 117 km f 3061 km
y 3 11 828·9 km 4 3139·2 km 5 11 798·5 km
40
30 Learning task 13E
20 1 d ∠AEB = ∠ADB = ∠ACB = 51°
10
e ∠AOB = 102° and ∠ACB = 51°
1
f ∠ACB = ∠AOB
–8 –6 –4 –2 2 4 6 8x 2
–10
All angles subtended by arc AB = 51°.
–20
2 b Angle Angle size
–30
∠AXB 41°
–40
∠AYB 41°
y = x(x + 2)(x + 5)
∠AZB 41°
d Reflect in the y-axis
e All these angles standing on the arc AB = 41°.
y = (x – 2)(x + 1)(x – 4)
y 3 a Angle Angle size
40
∠XAY 90°
30
∠XBY 90°
20
∠XCY 90°
10 ∠XDY 90°
–8 –6 –4 –2 2 4 6 8x ∠XEY 90°
–10 ∠XFY 90°
–20
b The angle at the circumference of a circle
–30
subtended by the diameter is 90°.
–40
4 Angle Angle size
y = –(x + 2)(x – 1)(x + 4)
1 ∠DAB 80°
2 ∠DCB 100°
Chapter 13 3 ∠ABC 90°
4 ∠ADC 90°
Exercise 13B
1 a 125·7 m b 50·3 cm c 339·3 m ∠DAB + ∠DCB = 180°
These angles are supplementary.
d 13·2 mm e 83·3 m f 315·1 km
∠ABC + ∠ADC = 180°
2 a 12·6 m b 263·9 cm c 100·5 m
These angles are supplementary.
d 17·6 mm e 4·4 cm f 91·7 mm
3 a C = 15·7 cm b C = 14·0 cm c C = 53·8 mm Exercise 13F
d C = 16·6 m e C = 2·4 cm f C = 9·2 m 1 a a and b b k and l c m and n
d f and g e t, u, v and x f v and z
Exercise 13C 2 a m = 42° b n = 120°
1 a 5027 km b 7261 km c 3016 km
c p = 43° d n = 80°, m = 280°
d 5250 km e 10 053 km f 12 287 km
e x = 40° f d = 42°
2 a 2234 km b 9718 km c 2793 km
3 a f = 45° b p = 39°
d 2681 km e 8378 km f 9718 km
c m = 50°, n = 42° d x = 38°, y = 42°, z = 100°
3 558·5 km 4 12 287·1 km
e w = x = 52° f h = 55°, k = 60°
5 6813·8 km 6 10 276·5 km
4 a a = 90° b x = 64° c y = 33°
Exercise 13D d x = y = 90° e g = 90° f a = 90°
1 a 3200 km b 5242·6 km c 6260·1 km 5 a a = 40°, b = 70° b m = 90°
d 4113·8 km e 223·4 km f 5846·7 km c c = 50°, d = 83° d e = 106°, f = 97°

e p = 75°, m = 70° f a = 159°, b = 148° k g = 17° l m = 54° m m = 312°
n y = 109° o v = 51°, w = 19·5°
Learning task 13H
f ∠OAC ∠OBC Puzzles
90° 90° 1 It wanted to be a smartie 2 A kidnapper
3 He wanted to crack them up 4 Traffic jam
The two angles are right angles.
g AC BC
5 cm 5 cm Polar coordinates
a A is [6, 20°] B is [1, 40°]
The length of AC equals the length of BC.
C is [4, 100°] D is [6, 220°]
i AD BD E is [2, 330°] F is [5, 290°]
2·5 cm 2·5 cm G is [4, 180°] H is [2, 130°]
The length of AD equals the length of BD. c i ⎡⎣ 2 2 , 45°⎤⎦ ii [1, 0°]

j ∠ODB ∠ODA ∠CDA ∠CDB iii [2, 90°] iv ⎡⎣ 3 2 , 135°⎤⎦
90° 90° 90° 90°
v ⎡⎣ 2 2 , 225°⎤⎦ vi [4, 180°]
k The two tangents to a circle from a common external
point are equal in length and the diagonals of the vii [5, 90°] viii ⎡⎣ 61, 50·2°⎤⎦
shape formed by these tangents and the circle centre
intersect at right angles and bisect the chord. The ix ⎡⎣ 73, 200·6°⎤⎦ x ⎡⎣ 13, 123·7°⎤⎦
tangent to a circle is perpendicular to the radius.
xi ⎡⎣ 17 , 346·0⎤⎦ xii ⎡⎣ 5, 333·4°⎤⎦
Exercise 13I
1 a m = 72° b n = 62° d i (−3, 0) ii ( −2, 2 3 )
c d = 14·42 cm d b = 8·66 cm ⎛1 3⎞ ⎛ 2 2⎞
iii ⎜ , ⎟ iv ⎜ 5 , 5 ⎟
e x = 55°, m = 8·03 cm, b = 11·47 cm ⎝2 2 ⎠ ⎝ 2 2 ⎠
f c = 13 cm, x = 22·62°, w = 90°, y = 67·38° v (0, 2) vi ( 2, − 3 )
2 a d = 72°, b = 90°, a = 18°, c = 72° ⎛ 3⎞
b p = 90°, n = 10 cm, m = 8 cm vii ⎜ −1·5, − 3 ⎟ viii (0·17, 0·98)
⎝ 2 ⎠
c x = z = 90°, y = 140°
ix (−0·69, 3·94) x (−0·47, 0·17)
d e = g = 90°, f = 155°
xi (0·26, −1·48) xii (1·92, 1·61)
e k = 4 cm, n = 65°, p = 25°
e i
f y = 90°, m = 21°, z = 69°, x = 21°
3 2·85 cm 4 5·32 m
Exercise 13J
1 a m = n = 20°
b a = 320°, b = 40°, c = 20°
c x = 90°, a = 47°, b = 23·5° ii
d a = 136°, c = b = 22°, d = 128°
e a = 74°, e = f = 53°, g = 37°, b = 106°, c = d = 37°
f y = 90°, z = 62°, a = 118°, c = b = 31°, x = 90°
g b = 75°, c = 75°, a = 105°
h a = 28°, b = 124°, c = 62°
i z = 90°, w = 50°, x = 6·53 cm, y = 4·20 cm iii
2 a a = 74° b t = 115° c n = 22°
d b = 74° e n = 125° f p = 15°
g c = 124° h s = 250°
i b = 58°, c = 29°, d = 29° j e = 95°, f = 85°
Answers 651
iv b
v c
Enrichment and Extension d

Circles
1 a x2 + y2 = 4 b x2 + y2 = 25
c x2 + y2 = 1 d x2 + y2 = 64
2 a
Revision Questions
1 circumference
major
segment
b chord
iu s
ra d
minor segment
c 2 major arc
diameter
centre
d
minor sector
3 a C = 21·99 m b C = 67·02 cm
c C = 1007·93 mm
4 a 1563·8 km b 10 276·5 km c 5178·4 km
3 a 2 2
(x − 1) + (y − 1) = 1 2 5 a a = 15° b b = 40°
b 2 2
(x − 1) + (y + 2) = 3 2 c c = 90° d d = 95°
c 2 2
(x + 2) + (y + 3) = 10 2 6 a a = b = 90° b x = 120°, y = 100°
d 2 2
(x + 2) + (y − 4) = 4 2 c m = 164° d k = l = 32°
4 a 7 a m = 90°
b a = b = 90°, f = 67°, e = 13, c = 5, d = 12
8 a a = c = 90°, b = 164° b a = 90°, b° = 55°
9 a a° = 40°, b = 80°
b p = 72°, m = 144°, n = 216°

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Maths for WA 3

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