Ls Maths 9 2ed TR Learner Book Answers

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CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE
Learner’s Book
answers
Unit 1 Getting started
1 a 144 b 9 8 a The square root of any integer between
c 125 d 4 16 and 25 is a possible answer.
b The square root of any integer between
2 a 512 b 128 144 and 169 is a possible answer.
3 a 157 b 153 9 a 14
4 a 4 and 3000 and 225 b 6
b All of them. 10 a i 1 ii 2 iii 3
5 10 6
b ( 5 + 1) × ( 5 − 1) = 4, and so on
Exercise 1.1 c ( N + 1) × ( N − 1) = N − 1
d Learner’s own answer.
1 a integer 3 b irrational
11 a No. It is not a repeating pattern.
c irrational d integer 7
b Learner’s own answer.
e irrational
5 Reflection:
2 a 1, 7 , −38 and − 2.25 are rational.
12
a i true ii true iii false
b 200 is the only irrational number. b No. It might be a repeating pattern or it
3 a integer b surd c surd might not.
d integer e integer f surd
Exercise 1.2
4 a irrational because 2 is irrational
1 a 3 × 105 b 3.2 × 105
b rational because it is equal to 4 = 2
c 3.28 × 105 d 3.2871 × 105
c irrational because 3 4 is irrational
2 a 6.3 × 107 b 4.88 × 108
d rational because it is equal to 3 8 = 2
c 3.04 × 106 d 5.2 × 1011
5 a Learner’s own answer. For example:
2 and − 2 . 3 a 5400 b 1 410 000
b Learner’s own answer. For example: c 23 370 000 000 d 87 250 000
2 and 2 − 2 4 Mercury 5.79 × 107 km; Mars 2.279 × 108;
6 a i 4 ii 6 Uranus 2.87 × 109
iii 10 iv 6 5 a Russia b Indonesia

b They are all positive integers. c The largest country is approximately 9
times larger than the smallest country.
c Learner’s own answer.
d Learner’s own answer. 6 a 7 × 10−6 b 8.12 × 10−4
c 6.691 × 10−5 d 2.05 × 10−7
7 a 7² = 49 and 8² = 64
b 4³ = 64 and 5³ = 125
1 Cambridge Lower Secondary Mathematics 9 – Byrd, Byrd & Pearce © Cambridge University Press 2021
Downloaded by eighteen ti an (gothiclathi18@gmail.com)
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7 a 0.0015 b 0.000 012 34 1 1

7 a 36 b c 1 d
36 216
c 0.000 000 079 d 0.000 900 3
1 1 1
8 a b c 1 d
8 a 30 b 9.11 × 10−25 kg 81 225 400
9 a z b y 9 a i 2 ii 41 iii 9
1
4 9
10 a 65 is not between 1 and 10. b i x=5 ii x = 10

b 6.5 × 105 10 a i 35
ii 39
c 4.83 × 107 iii 310 iv 36
11 a 1.5 × 10−2 b i 3 ii 3−1 iii 32
b 2.73 × 10−3 iv 3−2 v 3−3
c 5 × 10−8 c Learner’s own answers.
d Learner’s own answers.
12 a 6.1 × 106
b 6.17 × 105 11 a 56 b 52 c 5−2 d 5−6
c 1.75 × 105 12 a 6−1 b 73
13 a 7.6 × 10−6 c 11−10 d 4−4
b 8.02 × 10−5 13 a x=4 b x=6
c 1.6 × 10 −7 c x = −2 d x=5
14 a i 7 × 106 ii 3.4 × 107 14 a i 22 ii 43
iii 4.1 × 10−4 iv 1.37 × 10−3 iii 51 or 5 iv 23
b To multiply a number in standard form by b Learner’s own answers.
10, you add 1 to the index. c Learner’s own answers.
c To multiply a number in standard form
15 a 6−3 b 9−1
by 1000, you add 3 to the index. To divide
a number in standard form by 1000, you c 15−4 d 10−5
subtract 3 from the index.
16 a 25 b 87
Reflection: You can compare them easily. You c 5−6 d 122
can write the number without using a lot of zeros.
You can enter them in a calculator. 17 a 26 b 2−6 c 36
d 3−6 e 93 f 9−3
Exercise 1.3
1 a 1
b
1
c
1 Check your progress
4 8 81
1 1 1 1 a rational b irrational
d e f
216 10 000 32 c rational d irrational
2 −3 −4 −2
3 , 2 and 4 are equal, 5 , 6 −1 0
e rational
3 a 2−1 b 2−2 c 26 2 a rational because it is equal to 25 = 5
d 2 −6
e 2 0
f 2 −3
b irrational because it is 3 + 7 and 7 is
4 a 102 b 103 c 100 a surd
d 10−1 e 10−3 f 10−6 3 n=3
5 a 64−1 b 8−2 4 a 8.6 × 1010 b 6.45 × 10−6

c 4−3 d 2−6 5 C, D, A, B
6 a −4
3 or 9 or 81−2 −1 1 1 1
6 a b c
49 81 128
b The three ways in part a.
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7 a 53 b 50 c 5−2 4 a Learner’s own answers.

8 a 65 b 12−5 For example: Part a is incorrect as −32
should be written as (−3)2, which is 9 and
c 4−6 d 152 not −9; part b is incorrect as (−2)3 is −8
and not 8.
x
1 +7
3 5 a x = 1 and y = 14, x = 2 and y = 11, x = 3 and
512 y=6
2 a 32 × 34 = 36 b = 53
59 b Learner’s own answer. For example:
c (7 ) = 710
2 5
x = −4 and y = −1, x = −5 and y = −10,
x = −6 and y = −21
3 a x2 + 2x b 12y2 − 21yw
c Learner’s own answer. For example:
4 a 4(x + 3) b 2x(2x + 7) x = −1 and y = 14, x = −2 and y = 11,
x = −3 and y = 6 or x = 4 and y = −1,
17
5 a or 1 5 b 6
or 11 x = 5 and y = −10, x = 6 and y = −21
12 12 5 5
6 a 4( m + 2 p ) = 4( 2 + 2 × −4 )
F
6 a F = 25 b a= = 4( 2 − 8)
m
c a=6 = 4 × −6
= −24
Exercise 2.1 b p3 − 3mp = ( −4 )3 − 3 × 2 × −4
1 a x − 2y = 3 − 2 × 5 = −64 + 24
= 3 − 10 = −40
= −7  p
5 5
 −4 
 m  + ( p ) =   + ( −4 )
3 3
c
2
b x3 + xy = 33 + 3 × 5
= 27 + 15 = ( −2 )5 − 64
= 42 = −32 − 64
= −96
10 x 10 × 3
= (5 ) −
2
c y2 − 7 a 21 b 36 c 16
y 5
30 d 64 e 68 f −18
= 25 −
5 g 14 h −25 i −7
= 25 − 6 j 82
= 19
Activity 2.1
2 a 9 b 4 c 9
Learner’s own answer.
d 8 e 8 f 30
g 5 h 47 i −30 8 Learner’s own counter-examples.
j −4 a For example: When x = 2,
3x2 = 3 × 22 = 3 × 4 = 12, and
3 a Learner’s own answers. For example: (3x)2 = (3 × 2)2 = 62 = 36, and 12 ≠ 36
i a = 3, b = 10, c = 12, d = 2 b For example: When y = 2, (−y)4 = (−2)4 = 16
ii a = −3, b = −10, c = −12, d = −2 and −y4 = −24 = −16, and 16 ≠ −16
iii a = 3, b = 4, c = −36, d = 3 c For example: When x = 3 and y = 4,
2(x + y) = 2(3 + 4) = 2 × 7 = 14 and
b Learner’s own answers.
2x + y = 2 × 3 + 4 = 10, and 14 ≠ 10
c Learner’s own answers.
9 a 26
b 49
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2
10 5a 2 − 9( b − a ) + 5
+ 7ab = 5 × ( −2 )2 − 9( −1 − −2 ) + c Length of rectangle = x + 5 = 3 + 5 = 8
b
Width of rectangle = 2x = 2 × 3 = 6
2
5
+ 7 × −2 × −1 Perimeter = 2 × length + 2 × width =
( −1)
2 × 8 + 2 × 6 = 28
2
= 5 × 4 − 9 ×1+ + 14 Area = length × width = 8 × 6 = 48
−1
= 20 − 9 − 2 + 14 d Perimeter = 6x + 10 = 6 × 3 + 10 = 28
= 23 Area = 2x2 + 10x = 2 × 32 + 10 × 3 =
18 + 30 = 48
−5a 9 −5 × −2
− 6a3 − ( ab )4 + 2 3
= − 6( −2 )3 − e Learner’s own answer.
b b −a −1
9 5 a i P = 2x + 10
( −2 × −1)4 + 2 3
( −1) − ( −2 ) ii A = 3x + 6
10 9 iii When x = 4, P = 18 and A = 18
= − 6 × −8 − ( 2 )4 +
−1 1+ 8
b i P = 2y − 4
9
= −10 + 48 − 16 + ii A = 4y − 24
9
= 22 + 1 iii When y = 10, P = 16 and A = 16
= 23 c i P = 4n + 8
ii A = n2 + 4n
Reflection: Learner’s own answers.
iii When n = 6, P = 32 and A = 60
Exercise 2.2 d i P = 2p2 + 8p
ii A = 4p3
1 a n+5 b 5n − 5
iii When p = 2, P = 24 and A = 32
n
c +5 d 5(n + 5)
5 6 a i 2 red + 2 yellow = 4 green;
n −5
both = 8x + 4
e f 5−n
5 ii 3 red + 3 yellow = 6 green;
2 a 7x b 20 − x both = 12x + 6
x iii 4 red + 4 yellow = 8 green;

c 2x + 9 d −4 both = 16x + 8
6
100 b n red + n yellow = 2n green (or similar
e x2 f explanation given in words)
x
g 5(x − 7) h x c i 6 red + 2 yellow = 12 blue;
3 both = 12x + 12
i x3 j x
ii 9 red + 3 yellow = 18 blue;
k (3x)2 + 7 or 9x2 + 7
both = 18x + 18
l (2x)3 − 100 or 8x3 − 100
iii 12 red + 4 yellow = 24 blue;
3 a i 2x + 2y ii xy both = 24x + 24
b i 6x + 2y ii 3xy d 3n red + n yellow = 6n blue (or similar
explanation given in words)
c i 6x + 4y ii 6xy
e Learner’s own answer.
d i 4x ii x2
e i 8x ii 4x2 7 a (3w)2 = 36, 2v(3v − 2w) = 30, 5w(w + v) = 50
f i 2x2 + 4x ii 2x3 b 116
c (3w)2 + 2v(3v – 2w) + 5w(w + v) =
4 a Perimeter = 2(x + 5) + 2(2x) =
9w2 + 6v2 − 4vw + 5w2 + 5vw =
2x + 10 + 4x = 6x + 10
14w2 + vw + 6v2
d 116
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8 a 3a2 − 7b = 61, 8b – 3a = 31, a2 + 6b = 37, 2 a m14 b n12 c p7

4(a + 3b) = 4 d q5 e r3 f t5
b 133 g x21 h y10 i z12
c 2 2
3a − 7b + 8b − 3a + a + 6b + 4(a + 3b) = j 5t7 k 5g2 l −h9
4a2 + 7b − 3a + 4a + 12b = 4a2 + a + 19b
d 133 3 a Sofia is correct. x2 ÷ x2 = x2−2 = x0 = 1
e 11 b Learner’s own answer.
f Not valid because although the perimeter c x2 ÷ x2 = 1

is positive, three of the side lengths are d All the answers are 1. Learner’s own
negative, which is not possible. explanations. For example:
9 a 2(3x2 + 4) + 2(5 − x2) or When simplified, all the expressions have
3x2 + 4 + 3x2 + 4 + 5 − x2 + 5 − x2 an index of 0, and anything to the power
of 0 = 1.
b 2(3x2 + 4) + 2(5 − x2) =
6x2 + 8 + 10 − 2x2 = 4x2 + 18 = 2(2x2 + 9) or Any expression divided by itself, always
gives an answer of 1.
or 3x2 + 4 + 3x2 + 4 + 5 − x2 + 5 − x2 =
4x2 + 18 = 2(2x2 + 9) 4 a 6x5 b 12y9 c 30z7
c Arun is correct. Learner’s own d 4m7 e 4n13 f 8p3
explanation.
5 a Learner’s own answer.
For example: The variable x only appears
in the expression for the perimeter when
it is squared. When you square 2 and −2 c Learner’s own answer.
you get the same answer. Sasha’s method would be easiest to use to
or: 2(2(−2)2 + 9) = 2(2 × 4 + 9) = simplify these expressions:
2(8 + 9) = 34 2
4x5 ÷ 6x3 = 3 4 x3 = 2x ,
5 2
6x 3
and 2(2(2)2 + 9) = 2(2 × 4 + 9) =
2(8 + 9) = 34 3
12 y7 3y
12y7 ÷ 8y6 = 2
= and
8 y6 2
10 a Side length = 25 = 5 cm,
Perimeter = 4 × 5 = 20 cm 6 z9 z5
6z9 ÷ 36z4 = 6 = .
b Side length = 49 = 7 cm, 36 z 4 6
Perimeter = 4 × 7 = 28 cm 6 a 3q4 b 3r4 c 3t6
c Perimeter = 4 × x or 4 x d 2u5 e 2v4 f 5w
11 a Volume = x 3
7 a D 1 x3 b A 2 y6
2 5
b Side length = 3 y 5
c C k d B 31
3 3
Exercise 2.3 8 a Arun is correct. Learner’s own
1 a x ×x = x
4 5 4+5
b y ×y = y
2 4 2+ 4 explanation. For example:
=x 9
= y6 (3x2)3 = 33 × (x2)3 = 27 × x6 = 27x6
or (3x2)3 = 3x2 × 3x2 × 3x2 =
c u8 ÷ u 6 = u8− 6 d w 5 ÷ w = w 5 −1 3 × 3 × 3 × x2 × x2 × x2 = 27 × x6 = 27x6
= u2 = w4 or (3x2)3 means everything inside the
bracket must be cubed. That means the 3
e (g ) 3 2
= g 3× 2 f (h )
5 12
= h5 ×12 must be cubed as well as the x2.
= g6 = h60 b i 16x10 ii 125y12
g 5m3 + 3m3 = 8m3 h 8n2 − n2 = 7n2 iii 16z28
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Activity 2.3 4 a y2 + 6y + 8 b z2 + 14z + 48

a Learner’s own spider diagram. c m2 + m − 12 d a2 − 7a − 18
b There are many possible expressions. e p2 − 11p + 30 f n2 − 30n + 200

For example: 5 a The plus at the end would change
2
3x × 12x 10 to a minus and the 9 changes to a 1.
x2 + 1x − 20
4x8 × 9x4
b The plus at the end would change to
36x14 ÷ x2 a minus and the 9 changes to a −1.
72x20 ÷ 2x8 x2 − 1x − 20
c The plus in the middle would change to a
(6x6)2
minus. x2 − 9x + 20
36(x3)4
d i (x + A)(x + B) = x2 + Cx + D
c Learner’s own answers. ii (x + A)(x − B) = x2 + Cx − D
1 iii (x − A)(x + B) = x2 − Cx − D
9 a q−3 = b r−2 = 12
q3 r
iv (x − A)(x − B) = x2 − Cx + D
c −5
t = 15 d v−1
=1 6 a C w2 + 12w + 27 b A x2 + 2x − 35
t v
10 a A and iii, B and iv, C and i, D and vii, c B y2 − 2y − 48 d A z2 − 9z + 20

E and vi, F and v. 7 a (x + 2)2 = (x + 2)(x + 2)
b Learner’s own answer. Any expression = x2 + 2x + 2x + 4
1
that simplifies to give . = x2 + 4x + 4
6 y7
5 y2 b (x − 3)2 = (x − 3)(x − 3)
For example:
30 y9
= x2 − 3x − 3x + 9
= x2 − 6x + 9
Exercise 2.4 8 a i y2 + 10y + 25
ii z2 + 2z + 1
1 a (x + 4)(x + 1) 2
= x + 1x + 4x + 4
iii m2 + 16m + 64
2
= x + 5x + 4
iv a2 − 4a + 4
b (x − 3)(x + 6) = x2 + 6x − 3x − 18 v p2 − 8p + 16
= x2 + 3x − 18 vi n2 − 18n + 81
b (x + a)2 = x2 + 2ax + a2
c (x + 2)(x − 8) = x2 − 8x + 2x − 16
9 a (x + 3)(x − 3) = x2 + 3x − 3x − 9 = x2 − 9
= x 2 − 6x − 16
b i x2 − 4
d (x − 4)(x − 1) = x2 − x − 4x + 4 ii x2 − 25
= x2 − 5x + 4 iii x2 – 49
2 a x2 + 10x + 21 b x2 + 11x + 10 c There is no term in x, and the number
term is a square number.
c x2 + 2x − 15 d x2 + 4x − 32
d x2 − 100
e x2 − 9x + 14 f x2 − 14x + 24
e x2 − a2
3 a Learner’s own answers and explanations.
b Learner’s own answers and explanations. Activity 2.4
c Learner’s own answer. a ① 33 × 29 = 957, ② 28 × 34 = 952,
③ 957 − 952 = 5
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b ① 16 × 12 = 192, ② 11 × 17 = 187, 1 2
+
3
= + =
2 5
5 a
③ 192 − 187 = 5 2 6 6 6 6
c The answer is always 5. 1+ 2 3 1

b = =1
2 2 2
d n n+1 5 1
c ≠1
6 2
n+5 n+6
d She cannot cancel the 3 with the 6,
because the expression is 3x + y, all
e ① (n + 5)(n + 1) = n2 + 6n + 5,
divided by 6, not just 3x divided by 6.
② n(n + 6) = n2 + 6n, x y 3x y 3x + y
+ = + =
2
③ n + 6n + 5 − (n + 6n) = 2 2 6 6 6 6
n2 + 6n + 5 − n2 − 6n = 5 e Learner’s own answer.
The answer is always 5. f i correct
Learner’s own answer. ii incorrect. Learners should show that
4x − y
Exercise 2.5 the correct answer is
10
iii correct
2x 4x
1 a b iv incorrect. Learners should show that
5 7
9x − 8
8 the correct answer is
c d x 20
x
a+b 5a + 9b
2x 4 6 a i ii
e f 5 12
5 x
2a + 9 ab + 12
iii iv
2 y 3y 4 y 3y 7y 15 4b
2 a + = + =
5 10 10 10 10 3ab + 40 8ab + 27
v vi
10b 18b
2 1 10 1 9
b − = − =
5 y 25 y 25 y 25 y 25 y b Learner’s own checks.
3y 3y
c
4
d
8
Activity 2.5
11 3y
Learner’s own answers.
e 9y
f
14 6×3+ 2 18 + 2 20
7 a = = = 10
2 2 2
a a 5a 2 a b b 3b 4b
3 a + = + b + = + b 3 × 3 + 1 = 9 + 1 = 10
2 5 10 10 4 3 12 12
5a + 2 a 3b + 4b
= = c 10 = 10
10 12
7a 7b d Learner’s own explanation. For example:
= =
10 12 He factorises the bracket to give
2 × bracket, which is then divided by 2.
5 2 25 14 5d 3d 25d 18d
c + = + d − = − The × 2 and ÷ 2 cancel each other out,
7c 5c 35c 35c 6 5 30 30
25 + 14 25d − 18d leaving just the bracket.
= =
35c 30 e When x = 3, 6 × 3 + 1 = 18 + 1 = 19, 19 ≠ 10,
39 7d
= = so the answer is wrong.
35c 30
Learner’s own explanation. For example:
7e 2e 21e 16e 9 3 18 15
e − = − f − = − The expression shows that 6x + 2 must all
8 3 24 24 10 f 4f 20 f 20 f be divided by 2.
21e − 16e 18 − 15
= =
24 20 f Arun has only divided the 2 in the
=
5e 3 numerator by 2, and not the 6x by 2 as well.
24 =
20 f f Learner’s own answer.
4 a A, D, F b B, C, E
8 a 2x + 1 b x+2
x
c G; the answer is c 2x − 3 d 2x − 5
3
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6 x − 4 20 x + 25 2(3x − 2 ) 5( 4 x + 5 ) 4 a Ben’s age is x + 2, Alice’s age is x − 6

9 + = + =
2 5 2 5
b T = 3x − 4 c T = 53
3x − 2 + 4x + 5 = 7x + 3
T +4
d x= e x = 22
10 a 2(x + 3) = 2 × x + 2 × 3 = 2x + 6 3
b Learner’s own choice and explanation. 5 a v = 87 b v = 125

c i 2(x + 3) or 2x + 6 c u = 27 d u = 46
ii 2(x + 2) or 2x + 4 e t = 10 f a=2
iii 4(x − 3) or 4x – 12 6 a 20% b 60%
iv 3(1 − 3x) or 3 − 9x c 125%
Reflection: Learner’s own answers. 7 a 65 kg b 49.1 kg (1 d.p.)
c 95.9 kg (1 d.p.) d 57.3 kg (1 d.p.)
Exercise 2.6
y−z
1 a S = 60M b S = 900 8 a i B x=
2
S 2( y + 3h )
c M= d M = 22.5 ii C x=
60 5
2 a i F = 60 ii F = −78 iii A x = 7k(y − 6)

F iv C x = 3ny + m
b m = , m = 12
a w−y
v A x=
F 7
c a= , a = −1.75
m b Learner’s own answer.
3 a m−9
9 a t= b t = 5(k + m)
7
3D Shape Number Number Number 9q + w
of faces of of c t = pv − h d t=
5
vertices edges
10 a A = a2 + bc
Cube 6 8 12
b A = 49.5
Cuboid 6 8 12
c A = a2 + bc, A − bc = a2, a = A − bc
Triangular
5 6 9 d a=8
prism
A
Triangular- 11 a 78.5 cm b r=
π
based 4 4 6
c 6.25 cm
pyramid
Square-based 12 a l = 3V b 2 cm
5 5 8
pyramid 13 Sasha is correct as 30 °C = 86 °F and
86 °F > 82 °F (or 82 °F = 27.8 °C and
b E = F + V − 2, or any equivalent version
27.8 °C < 30 °C).
c V=E−F+2
14 a She is not underweight as her BMI is
i V=6 ii V=7
20.05, which is greater than 18.5.
d c i is a pentagonal-based pyramid and
b 3.7 kg
c ii is a hexagonal-based pyramid
e F = E − V + 2, F = 0, it is not possible Check your progress
to have a shape with five edges and
seven vertices. 1 a 39 b 161
f Learner’s own answer. c 12
2 perimeter = 16x + 8,
area = 5x(3x + 4) = 15x2 + 20x
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3 a x5 b q6 c h10 c 320 ÷ 101 = 320 ÷ 10 = 32

d 15m9 e 2u2 f 3p2 d 320 ÷ 100 = 320 ÷ 1 = 320
4 a x2 + 7x + 10 b x2 + x − 12 6 a 2.7 b 0.45
c 2
x − 3x − 54 d 2
x – 14x + 40 c 0.36 d 0.017
e 2
x − 64 f 2
x − 12x + 36 e 0.08 f 0.0248
2x 2y g 9 h 0.0025
5 a b
3 15
12 x − y
c d 3x − 5 b i 6.8 ÷ 10−3 = 6800
20
x−y 2
6 a x = 31 b z= , z=6 ii 0.07 ÷ 10−4 = 700
5
c y = ± x − 5z , y = ±6 c Learner’s own answer.
d Learner’s own answer. For example: An
Unit 3 Getting started alternative method is to realise that ÷ by
10−x and × by 10x are the same. So, in this
1 a 8 b 32.5 c 6 d 0.85 case 2.6 ÷ 10−2 = 2.6 × 102
e 90 f 625 g 700 h 32 e Learner’s own answer.
2 B 8 a 3.2 ÷ 103 = 3.2 ÷ 1000 = 0.0032
3 a 15.4 b 640 b 3.2 ÷ 102 = 3.2 ÷ 100 = 0.032

c 3.2 ÷ 101 = 3.2 ÷ 10 = 0.32
4 a $345 b $240
d 3.2 ÷ 100 = 3.2 ÷ 1 = 3.2
5 2
63.6 cm (3 s.f.)
e 3.2 ÷ 10−1 = 3.2 × 10 = 32
Exercise 3.1 f 3.2 ÷ 10−2 = 3.2 × 100 = 320

g 3.2 ÷ 10−3 = 3.2 × 1000 = 3200
1 a, D and ii; b, A and v; c, E and iv; d, C and i;
e, B and iii h 3.2 ÷ 10−4 = 3.2 × 10 000 = 32 000
2 a 3.2 × 103 = 3.2 × 1000 = 3200 9 a Yes. Learner’s own explanation.
b 3.2 × 102 = 3.2 × 100 = 320 b i greater ii the same
c 3.2 × 101 = 3.2 × 10 = 32 iii smaller
d 3.2 × 100 = 3.2 × 1 = 3.2 10 a 2.5 b 47 600

e 3.2 × 10−1 = 3.2 ÷ 10 = 0.32 c 70 d 8.5
f 3.2 × 10−2 = 3.2 ÷ 100 = 0.032 11 Do not tell anyone the secret!
g 3.2 × 10−3 = 3.2 ÷ 1000 = 0.0032 12 a i 400 ii 40
h 3.2 × 10−4 = 3.2 ÷ 10 000 = 0.000 32 iii 4 iv 0.4
3 a Yes. Learner’s own explanation. v 0.04 vi 0.004
b i smaller ii the same b Smaller
iii greater c Smaller
4 a 1300 b 7800 c 240 d i 0.12 ii 1.2
d 85 500 e 65 f 8000 iii 12 iv 120
g 17 h 0.8 i 0.085 v 1200 vi 12 000
j 0.45 k 0.032 l 1.25 e Larger
5 a 320 ÷ 103 = 320 ÷ 1000 = 0.32 f Larger
b 320 ÷ 102 = 320 ÷ 100 = 3.2 g Learner’s own answer.
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13 a c i 60 ii 30 iii 20
iv 15 v 12 vi 10
0.8 × 101 8 ÷ 100 d i Smaller ii Larger
e Learner’s own answer.
80 × 10–1 =8 0.08 ÷ 10–2
8 a False b True
c False d True
0.008 × 103 800 ÷ 102
9 He has made a mistake. The denominator is
0.12, not 1.2; he wrote the answer with only
b
one decimal place. Answer = 50.
32 ÷ 102 0.32 × 100 10 a 200 b 120
c 300 d 40
3.2 ÷ 101 = 0.32 320 ÷ 103 11 a A and iv, B and v, C and vi, D and vii,
E and iii, F and i
32 × 10–2 3.2 × 10–1 b Learner’s own answer. Any question that
gives an answer of 0.024. For example:
0.03 × 400 × 0.002
Activity 3.1
12 Learner’s own answers and discussions.
For example: 28 × 0.057 = 1.596,
Exercise 3.2 2.8 × 0.57 = 1.596, 28 × 5.7 = 159.6,
2.8 × 5.7 = 15.96
1 a 1.6 b −5.6 c −5.4
15.96 ÷ 0.57 = 28, 159.6 ÷ 0.57 = 280,
d 6 e 0.3 f −0.66 15.96 ÷ 28 = 0.57, 15.96 ÷ 280 = 0.057
g 3.6 h −0.44
13 a 123 × 57 = 7011
2 a 0.08 × 0.2 8 × 2 = 16 b i 701.1 ii 701.1 iii 70.11
8 × 0.2 = 1.6 0.08 × 0.2 = 0.016 iv 7.011 v 7.011 vi 0.070 11
b 0.4 × 0.007 4 × 7 = 28
4 × 0.007 = 0.028 0.4 × 0.007 = 0.0028
3 C, D, I, K (0.015); A, F, H, J (0.15); c i Estimate: 4 × 30 = 120
B, G, L (1.5); E (15) Accurate: 119.625
4 a 20 b −50 ii Estimate: 10 ÷ 0.2 = 50
c −30 d 600 Accurate: 62
60 × 4
e 40 f −400 iii Estimate: = 24 000
0.01
g 200 h −300 Accurate: 19 200
5 a 0.81 × 100 = 81 =9
0.09 × 100 9
15 a 0.2 ÷ 0.4 = 0.5 m
6.4 × 1000 6400 b 0.45 m

b 0.004 × 1000
= 4
= 1600
6 a D b B c C d D
Exercise 3.3
7 a i 0.8 ii 2.4 iii 4
1 a 200 × 1.1 = $220 220 × 1.15 = $253
iv 5.6 v 7.2 vi 8.8
b 200 × 0.9 = $180 180 × 0.85 = $153
b i Larger ii Smaller
c 200 × 1.2 = $240 240 × 0.95 = $228
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2 a Learner’s choice of who they think is c The population after 10 years.

correct, with reason. d Five years. 10 000 × 0.94 = 6561,
b Sofia is correct. 10 000 × 0.95 = 5904.9
Learner’s explanation. For example: 10% e 10 000 × 0.9n
of $800 is $80, so the value goes up to $880.
10% of $880 is $88, so the value goes down
Activity 3.3
to $792. The 10% decrease is greater than Learner’s own answers.
the 10% increase. It is not the same value.
c The coin is now worth less than $800. Exercise 3.4
Learner’s explanation. For example: The 1 a i 25, 26, 27, 28, 29, 30, 31, 32, 33, 34
10% decrease will be $80, but the 10% ii 25
increase will be less than $80 as it is 10%
of a smaller amount than $800. iii 34
$800 − $80 = $720, $720 + $72 = $792. b i 85, 86, 87, 88, 89, 90, 91, 92, 93, 94
d Learner’s own answer. ii 85
iii 94
3 a i 57.6 ii 57.6
c i 265, 266, 267, 268, 269, 270, 271, 272,
b =
273, 274
c i = ii =
ii 265
4 a–e Learner’s own answers. iii 274
5 a i 195 ii 64.4 d i 845, 846, 847, 848, 849, 850, 851, 852,
b i 630 ii 108.864 853, 854
ii 845
6 a 1.1235 b $67.41
iii 854
7 a i 72 ii 52.8
2 a 11.5, 11.6, 11.7, 11.8, 11.9, 12.0, 12.1,
b i 285 ii 48.412
12.2, 12.3, 12.4
8 a 0.7216 b $4618.24 b 11.5
9 a A and iii, B and iv, C and i, E and ii, c 12.4
F and v
3 a i 54.5, 54.6, 54.7, 54.8, 54.9, 55.0, 55.1,
b D and 0.81 55.2, 55.3, 55.4
10 a Zara is correct. 1.04 × 1.04 ii 54.5
is the same as (1.04)2, so iii 55.4
5000 × 1.04 × 1.04 = 5000 × (1.04)2
b 42 × 1.3 = 54.6 = $55
b 5000 × (1.04)3
4 a–c Learner’s own answers.
c 5000 × (1.04)4
d 8. The power on the 1.04 is the number of 5 a–c Learner’s own answers and discussions.
years. 6 a 3.5 ⩽ x < 4.5
e i 5000 × (1.04)12 b 11.5 ⩽ x < 12.5
ii 5000 × (1.04)20 c 355.5 ⩽ x < 356.5
iii 5000 × (1.04)n d 669.5 ⩽ x < 670.5
f 15 years
7 a 15 ⩽ x < 25 b 335 ⩽ x < 345
11 a i 10 000 × 0.9 c 4745 ⩽ x < 4755 d 6295 ⩽ x < 6305
ii 10 000 × 0.92
8 a 250 ⩽ x < 350 b 1850 ⩽ x < 1950
iii 10 000 × 0.93
c 4650 ⩽ x < 4750 d 7950 ⩽ x < 8050
b The population after 5 years.
lOMoARcPSD|20960769
9 Learner’s own answers and discussions. Exercise 4.1

a i 0.5 ii 5 iii 50
1 a 8 x = −30 + 14 b 15 − 10 x = 9
b The lower and upper bounds of a
8 x = −16 −10 x = 9 − 15
rounded number will always be +/− half
of the degree of accuracy. −16 −10 x = −6
x=
8 −6 3
10 a i 1555 cm ii 1565 cm x = −2 x= =
−10 5
b 1555 cm ⩽ x < 1565 cm
2y
c = 11 + 5 d 6 y + 3 y = 22 − 7
11 a i 171.5 cm ii 172.5 cm 3
9 y = 15
b 171.5 cm ⩽ x < 172.5 cm 2y
= 16 15
12 A, i and e; B, i and f; C, ii and b; D, iii and a;
3 y=
2 y = 16 × 3 9
E, ii and c; F, iii and d 5
2 y = 48 y=
3
Check your progress y=
48
= 24 2
2 y =1
1 a 74 500 b 12 3
c 0.046 d 59 2 a x = −11 b x = −3
e 0.0728 f 5 c y=4 d y=8
g 37 h 18 e a = −6 f a = −1
2 a −1.6 b 3.6 g x=2 h z=4
c −0.0028 d 600 3 a, b x = 15
e 300 f 9 c Learner’s own answers.
g 7.5 h 0.11 4 Learner’s own answers and explanations. For
3 $265.20 example:
a Substitute x = 26 back into the original
4 a i 20 000 × 1.08 equation and check that left hand
ii 20 000 × (1.08)2 side = right hand side.
iii 20 000 × (1.08)3 b When he expanded the bracket on the left-
b The value of the painting after 5 years. hand side he didn’t multiply the 8 by 2.
c The value of the painting after 20 years. When he brought the −3x to the left-hand
side he forgot to make it +3x.
d 6 years. 20 000 × (1.08)5 = 29 386.561 54,
20 000 × (1.08)6 = 31 737.486 46 When he brought +8 to the right-hand
side he forgot to make it −8.
e 20 000 × (1.08)n
c 2 x + 16 = 18 − 3 x
5 a i 7150 m2 ii 7250 m2 5 x + 16 = 18
b 7150 m2 ⩽ x < 7250 m2 5x = 2
2
Unit 4 Getting started x= = 0.4
5
1 a x=5 b x=9 Check: When x = 0.4,
c y = 25 d y = 25 2(0.4 + 8) = 2 × 8.4 = 16.8 and
3(6 − 0.4) = 3 × 5.6 = 16.8
2 a 5 b 7 c 5, 6, 7
3 a 2x > 10 b 4x < 36
5 a, b x = 13
c y + 5 ⩾ 13 d y − 5 ⩽ −11
c Learner’s own answers.
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6 a
42
=7 b
12
= 15 Activity 4.1
c d
42 = 7c
i, ii and iii Learner’s answers and discussions.
12 = 15d
42 a 10x − 8 = 5x + 12, x = 4
=c 12
=d
7
15 b 12(x − 5) = 4(x + 1), x = 8
c=6
d=
12
=
4 c 5x − 4 = 2x + 20, x = 8
15 5 75
d 5= , x=8
x+7
21
c =7 126
e+2 e 9 = , x=7
2x
21 = 7(e + 2)
270
21 14 a 54 =
= e+2 x−4
7 b x=9
3= e+2
c 54 °, 54 °, 72 °
3− 2 = e
e =1 15 a Learner’s own problem. For example:
3 i A quadrilateral has sides of length
7 a a = 27 b b=7 c c=3 d d = 11 x cm, 2(x + 1) cm, 3(x + 2) cm, and
4(x + 3) cm. The perimeter is 80 cm.
8 a, b, c and e Learner’s own answers and
Work out the value of x.
explanations.
1 3 1 ii The two shorter sides of a rectangle
d i x =14 ii x =6 iii x=− have side lengths of 6(3a − 4) and
4 5 5
3(4a − 3). Work out the value of a.
9 a i A + 10 ii A−6
iii There are x sweets in bag A. There are
b A + 10 = 2(A − 6) five fewer sweets in bag B than bag A.
c A = 22 The sweets in bag B are shared between
180 people. Each person gets 15 sweets.
10 a 2(x + 3) + 7x − 5 + 5(7 − x) = 48 OR How many sweets are in bag A?
4x + 36 = 48
b i x=6
b x=3
ii a = 2.5
c 12 cm, 16 cm, 20 cm
iii x = 17
11 a 9a = 4a + 20
b a=4 Exercise 4.2
c Triangle sides 12 cm, rectangle sides 7 cm 1 1 Work out x. 5 x − 3 = 2 x + 15
and 11 cm
5 x − 2 x = 15 + 3
12 a B and D 3 x = 18
1
b A x= ; B x = 15; C x = 8640; 18
15 x= =6
3
1
D x = 15; E x= 2 Work out y. y = 5x − 3
15
There are 15 sectors in the pie chart. = 5×6−3
13 a 85
=5 b
152
=8 = 30 − 3
y y+2
= 27
85 85
c = 5 → y = = 17 and 3 Check values are correct. y = 2x + 15
y 5
152 152 = 2 × 6 + 15
= 8→ = y + 2 → 19 = y + 2 → y = 17
y+2 8 = 12 + 15
d Learner’s own answer. = 27
4 Write the answers: x = 6 and y = 27
2 x = 5, y = 9
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3 x = 4, y = 13 11 a
4 x = 7, y = −5 1 Add the two 2 Substitute x = 18
equations. into first equation
5 a y = 3x + 1 x 0 3 6 2x + y = 50 2 × 18 + y = 50
y 1 10 19 + x− y= 4 y = 50 − 36
y=x+9 x 0 3 6 3x + 0y = 54 = 14
y 9 12 15 54 3 Check in second
3x = 54, x = = 18
3 equation
b y 18 − 14 = 4
20
y = 3x + 1 4 x = 18 and y = 14
18
16 b
y=x+9
14
1 Subtract the two 2 Substitute y = 9
12 equations. into first equation
10 x + 4y = 41 x + 4 × 9 = 41
8
− x + 2y = 23 x = 41 − 36
6
0x + 2y = 18 =5
4
18 3 Check in second
2 2y = 18, y = =9
2 equation
0 x
0 1 2 3 4 5 6 5 + 2 × 9 = 23
c (4, 13) 4 x = 5 and y = 9
d The coordinates give the solution of the c
equations; x = 4 and y = 13
e Learner’s own answer. For example: The 1 Subtract the two 2 Substitute y = 4
solution of simultaneous equations is the equations. into first equation
point of intersection of the straight-line 3x + 2y = 38 3x + 2 × 4 = 38
graphs. − 3x − 3x = 38 − 8
y = 26
6 a i x = 2, y = 6 0x + 3y = 12 30
3x = 30, x = = 10
ii x = 2, y = 6 3
b x = 2, y = 6 12 3 Check in second
3y = 12, y = =4
3 equation
c Learner’s own answers and explanations.
3 × 10 − 4 = 26
7 a i x = 2, y = 7
4 x = 10 and y = 4
ii x = 6, y = 2
b Learner’s own answers. 12 a Learner’s own answer.
8 a i x = 9, y = 4 b i x = 2, y = 3 i You can add or subtract. If you add,
you eliminate the ys, if you subtract
ii x = 10, y = 8 ii x = 4, y = 8 you eliminate the xs.
9 a x = 5, y = 2 b x = 16, y = 3 ii Subtract to eliminate the xs.
c x = 7, y = 4 d x = 3, y = 6 iii Add to eliminate the ys.
10 Sofia is correct, x = −3 and y = 6. Zara got the iv Subtract to eliminate the ys.
signs round the wrong way. b Learner’s own answer.
lOMoARcPSD|20960769
c Learner’s own answer. For example: 5 a

Subtract to eliminate one of the letters 0 1 2 3 4
when the coefficients of that letter are the
same number and both positive or both b
negative. Add to eliminate one of the –1 0 1 2 3 4 5
letters when the coefficients of that letter c
are the same number and one positive and
one negative. –5 –4 –3 –2 –1 0
d i x = 9, y = 6 ii x = −3, y = 2 d
iii x = 8, y = 3 iv x = 9, y = 5 –4 –3 –2 –1 0
6 a x<3
Activity 4.2
b, c Learner’s own answers.
All answers should be x = 6, y = 18
7 a He has multiplied out the bracket
13 a x = 9, y = 4 b x = 5, y = −2
incorrectly.
c x = 2, y = 4 d x = 7, y = 1
3(x + 2) ⩽ 2x − 5
14 a x = 2, y = 2 3x + 6 ⩽ 2x − 5
b 3 × 2 + 2 = 6 + 2 = 8 and 3x − 2x ⩽ −5 − 6
4 × 2 + 2 × 2 = 8 + 4 = 12
x ⩽ −11
b i x = −12
Exercise 4.3 3(−12 + 2) ⩽ 2 × −12 − 5

−30 ⩽ −29
1 a x⩽2 b x > −2
True
c x ⩾ 10 d x < −20
ii x = −11
e −2 ⩽ x < 2 f −10 < x ⩽ 15
3(−11 + 2) ⩽ 2 × −11 − 5
2 a
−27 ⩽ −27
0 1 2 3 4
True
b
iii x = −10
–5 –4 –3 –2 –1 0
3(−10 + 2) ⩽ 2 × −10 − 5
c
−24 ⩽ −25
–2 –1 0 1
False
d
For x ⩽ −11 the substitutions give values
–20 –15 –10 –5 0 that are true and when x > −11 it gives a
e false value.
8 a 4 ( 2 y + 3) − 5 y < 18 − y
–1 0 1 2 3 4 5 6 7 8 9
8 y + 12 − 5 y < 18 − y
f 8 y − 5 y + y < 18 − 12
4y < 6
–4 –3 –2 –1 0 1 2 3 4 5 6 y < 1.5
3 a 7 b −4 b i y=1
c −2, −1, 0 or 1 4(2 × 1 + 3) − 5 × 1 < 18 − 1
4 a x>2 b x⩽4 15 < 17
c x < −3 d x ⩾ −3 True
lOMoARcPSD|20960769
ii y = 1.5 c When x = 5, 3 × 5 − 7 < 4 × 5 − 11 8<9

4(2 × 1.5 + 3) − 5 × 1.5 < 18 − 1.5 True
16.5 < 16.5 When x = 4, 3 × 4 − 7 < 4 × 4 − 11 5<5

False
False
14 a 2<x⩽5
iii y=2
4(2 × 2 + 3) − 5 × 2 < 18 − 2
0 1 2 3 4 5 6
18 < 16
False b 5 ⩽ y ⩽ 20
9 a a < 3.5 b b ⩾ 11
0 5 10 15 20 25 30
c c⩽6 d d > −27
c 3<n<9
Learner’s checks for each solution.
10 a 5n + 5 ⩽ 30 b n⩽5 2 3 4 5 6 7 8 9 10 11
c 5, 12 and 13 d −3 < m < 6
11 a Learner’s own answer. For example: To
make the x positive, Sergey adds x to both –4 –3 –2 –1 0 1 2 3 4 5 6 7 8
sides and subtracts six from both sides.
He then rewrites the final inequality with Check your progress
the x on the left and so he has to change
the < to >. To make the x positive, Natalia 1 a x = −4 b a = −2.5 c x = 2.4
divides both sides by −1, but this has the d y=9 e m = 16 f n = 10
effect of changing the < to >.
Learner’s own checks for each solution.
2 x = 5, y = 19
c Learner’s own answer. For example:
2(x − 8) ⩾ 4x − 26 3 x = 19, y = 7
2x − 16 ⩾ 4x − 26 4 a a<2 b b⩾5
2x − 4x ⩾ −26 + 16 c c > −1 d d ⩾ −5
− 2x ⩾ −10 Learner’s own checks for each solution.
10 ⩾ 2x 5 a −1 < x ⩽ 2
5⩾x
x⩽5 –2 –1 0 1 2 3 4
12 a x > −4 or −4 < x b −4 < n < 1
b x ⩾ 5 or 5 ⩽ x
c x > 6 or 6 < x –5 –4 –3 –2 –1 0 1 2
d x ⩽ −13 or −13 ⩾ x
e x < 4 or 4 > x
f x ⩾ −2 or −2 ⩽ x 1 140 °
13 a 3x − 7 < 4x − 11 b For example: 2 62 °

3 x − 7 < 4 x − 11 3 a a and d OR b and e OR c and f
−7 + 11 < 4 x − 3 x
b c and d
4< x
c a and c OR d and f
x>4
lOMoARcPSD|20960769
4 The angle next to a = c (alternate angles); 8 a Six triangles; 6 × 180 ° = 1080 °

the third angle at the same point is b b Eight triangles; 8 × 180 ° = 1440 °
(corresponding angles); the 3 angles on a line
have a sum of 180 °. 9 a
5 a Learner’s own diagram. Polygon Number Sum of
b Each angle should be 37.5 °. of sides interior angles
c Learner’s own check. triangle 3 180 °
quadrilateral 4 360 °
Exercise 5.1 pentagon 5 540 °
1 60 °, 25 °, 95 ° hexagon 6 720 °
octagon 8 1080 °
2 a x = 36, y = 50 b 122 °
decagon 10 1440 °
c A + B + C + D = 116 ° + 72 °
+ 122 ° + 50 ° = 360 °
b The sum of the angles = (n − 2) × 180 °
3 a = 40 °, b = 30 °, c = 70 °, d = 120 ° c 7 × 180 ° = 1260 °; correct because there are
4 75 seven triangles.
5 a Trapezium. One pair of parallel sides. 10 a 100 ° b 135 °
b A = 60 °, B = 120 °, C = 135 °, D = 45 ° 11 144 °
6 C = 40 °, B = D = 100 °, A = 120 ° 12 a, b There are two ways:
7 a 54 ° (angle of isosceles triangle AOB)

b 36 ° (angle BOC is 108 ° and triangle OBC
is isosceles)
c 90 ° = 54 ° + 36 °
8 x = 65 ° (angles on a straight line);
y = 45 ° = 115 ° (corresponding angles) − 70 ° The second way could be drawn in a
(alternate angles) reflected form.
9 105 ° c There is no other way. Either the two
squares are adjacent or they have one
Reflection: Learner’s own answer triangle between them on one side and
two triangles between them on the
10 a 45 ° + 51 ° = 96 °
other side. This way will look different
b A + B + C + D = 96 ° + 65 ° + 127 ° + 72 ° = 360 ° if it is reflected, but it is still the same
arrangement.
Exercise 5.2
13 a Learner’s own diagram of a regular
1 110 ° arrangement of triangles.
2 40 ° b Learner’s own diagram of a regular

arrangement of hexagons.
3 136 °
c Because 108 ° is not a factor of 360 °.
4 a 103 ° b 128 ° d Learner’s tessellations based on the two
5 a 88 ° b 128 ° drawings in Question 12.
e Learner’s own diagram: two octagons
6 a, b Learner’s own diagram of a hexagon split (135 ° angle) and one square (90 °) at every
into four triangles. point.
c 4 × 180 ° = 720 ° d 120 ° f Learner’s own answer.
7 a 109 ° b 100
lOMoARcPSD|20960769
Reflection: In this case, subtract the 360 ° at the Reflection: Yes they do. Check with some values
centre. 5 × 180 − 360 = 540 gives the same answer. for n. It is easier to see if you write (n − 2) × 180 ÷ n
as (180n − 360) ÷ n
Exercise 5.3
Exercise 5.4
1 a–c Learner’s own diagram and explanation.
The explanation is the same as for a pentagon. The answers to all the questions in this exercise are
Walking round the hexagon you turn through diagrams. Each question asks the learner to check
each angle in turn and the total is 360 °. their accuracy either by measuring themselves or
by asking a partner to measure.
2 a = 99 °; b = 112 °; c = 125 °
Question 12 asks learners to think about
3 a Yes, vertically opposite angles. whether there are different ways to complete the
construction. They should be able to decide which
b Yes. They are not all on the same side, but
method is easier or more likely to give an accurate
the vertically opposite angles will be the
drawing.
same as you walk round the quadrilateral.
4 a 120 ° b 90 ° c 72 ° Exercise 5.5
5 a 360 ° b 360 ÷ 8 = 45 ° 1 a 10 cm b 13 cm c 17 cm
6 a 2 a 4.3 cm b 12.1 cm c 14.2 cm
Regular polygon Sides Exterior 3 a 12 cm b 4.8 m c 75 mm
angle
4 a 6.6 cm b 5.0 cm c 13.5 m
Equilateral triangle 3 120 °
Square 4 90 ° 5 a 2 b 3 c 4 =2
Regular pentagon 5 72 ° d Learner’s own diagram. A continuation of
Regular hexagon 6 60 ° the spiral pattern.
Regular octagon 8 45 ° e The 3rd hypotenuse is 2, the 8th hypotenuse

is 3 and the 15th hypotenuse is 4.
Regular decagon 10 36 °
6 a 392 + 70 2 = 80 cm to the nearest cm.
b The exterior angle = 360 ÷ n degrees
c i 30 ° ii 18 ° b 1052 + 582 = 120 cm to the nearest cm.
7 a 9 b 140 ° 7 3.50 2 − 0.912 = 3.38 m to the nearest cm.
8 a i 150 ° ii 160 ° iii 170 ° 8 a Learner’s drawing.

b i 12 ii 18 iii 36 b 5.12 + 6.82 = 8.52, so it is a right-angled
triangle.
9 15 sides
c 5.12 + 6.82 = 72.25 = 8.52. The triangle
10 a 8 b 12 c 20 d 24 satisfies Pythagoras’ theorem, and so is
right-angled.
11 a 360 − 2 × 135 = 90
b Learner’s own diagram. 9 Either 152 + 20 2 = 25 cm or
20 2 − 152 = 13.2 cm to 1 d.p.
12 (360 − 60) ÷ 2 = 150 ° is the interior angle. The
exterior angle is 180 − 150 = 30 °. The number 10 a 90 + 40 = 130 m
of sides is 360 ÷ 30 = 12.
b 130 − (90 2 + 40 2 ) = 31.5 m to 1 d.p.
13 Interior angle 168 ° means exterior angle 12 °
and 360 ÷ 12 = 30 so it has 30 sides. Interior 11 a Square perimeter = 4 × 25 = 100 mm,
angle 170 ° means exterior angle 10 ° and rectangle perimeter = (2 × 20) + (2 × 30) =
360 ÷ 10 = 36 so it has 36 sides. But interior 40 + 60 = 100 mm
angle 169 ° means exterior angle 11 ° and 11 is b Diagonal of square = 35.4 mm; diagonal
not a factor of 360 so that is not possible. of rectangle = 36.1 mm
lOMoARcPSD|20960769
c Learner’s diagram and value. 3 A number is assigned to each person. 50

d The values so far support Sofia’s numbers between 1 and 632 are generated.
conjecture and any further values should Any number that is a repeat is ignored.
too. The square has the minimum diagonal
for a given perimeter. All the examples Exercise 6.1
here are for a perimeter of 100 mm, but it These are suggested answers but there are many
is true for any given perimeter. other possibilities. It is not possible to give a
12 There are two possible answers. Either the two complete list of answers.
shorter sides are 1 and 4 OR the hypotenuse is 1 Learner’s own answers.
9 and one of the other sides is 8.
a For example: Can boys estimate more
13 a 7.52 + 5.52 = 86.5 and so length of accurately than girls? Can learners
diagonal = 86.5 . estimate acute angles more accurately
b x2 + 5.52 = x2 + 30.25 and so length of than obtuse angles? Can learners
accurately estimate how long one
diagonal = x 2 + 30.25 .
minute is?
c d = x 2 + y2 b For example: Girls can estimate the length
of a short line more accurately than boys.
14 a i 7 +7 =
2 2
98
Older learners can estimate an obtuse
ii 98 = 49 × 2 = 72 × 2 = 7 2 angle more accurately than younger
learners. Learners tend to underestimate
b x2 + x2 = 2x 2 = x 2 one minute of time.
c Learner’s own answers. This will depend
Check your progress on the predictions. For example: Methods
1 a = 65. The reason could use corresponding could take names from a hat or use
angles and the exterior angle of a triangle. random numbers. The method could
take learners from different groups in the
2 116 ° (x = 106) school.
3 10 sides d Learner’s own answer and explanation.
4 a Learner’s own diagram. e Learner’s own answer.
b Each side should be 8.5 cm. f Learner’s own generalisation, depending

on their data.
5 35 m or 35.3 m or 35.36 m are possible answers.
2 Learner’s own answers.
6 x = 10 and y = 24 a For example: Are lessons too long? Are
there too many lessons in a day? Should
Unit 6 Getting started school start earlier in the day?
In many questions these are suggested answers and b For example: Learners want longer
there are many other possibilities. It is not possible lessons. Learners want fewer lessons in a
to give a complete list of answers. day. Learners would prefer to start school
one hour later.
c Learner’s own answers. This will depend
a For example: length or width.
on the predictions. For example: The
b For example: number of doors or method could take learners from different
passenger seats. groups in the school.
c For example: colour or manufacturer. d Learner’s own answer and explanation.
2 Learner’s own answer. For example: Using e Learner’s own answer.
random numbers of position on the register. f Learner’s own generalisation, depending
It could include a specific number from each on their data.
year group.
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3 Learner’s own answers. 7 a i If you ask people to agree with you,

a, b For example: Questions and predictions they might do so just to avoid conflict.
could be about lengths of words, lengths of ii What do you think is the cause of
sentences, lengths of articles or vocabulary global warming?
used. b i People are likely to say ‘yes’.
c, d, e Learner’s own answers. This will ii What is a fair price for entry to this
depend on the predictions. exhibition?
f Learner’s own generalisation, depending c i People will not want to admit they are
on their data. overweight.
Reflection: Learner’s own suggestions about ii The question is too personal. A better
making predictions and choosing a sample to question would be, for example, ‘Do
test them. you weigh less than …’ and give a
particular value.
Exercise 6.2 d i People might not know what ‘enough
1 17 girls and 13 boys exercise’ is. They might say they do
enough exercise when they do not.
2 a To encourage people to buy Supremo ii How many times a week do you
Shampoo. take exercise, such as walking for 30
b For example: Sample choice, asking a minutes, cycling or going to a gym?
question suggesting a particular answer,
people giving an answer they think the 8 People are more likely to reply if they have a
questioner wants. complaint.
3 a For example: It is cheap. It is quick. It 9 A good survey would choose men and women
gives a large sample. of different ages in the correct proportions
questioned at different times of the day. These
b For example: Many people do not use are the numbers required:
social media. Many people will not
reply. People who reply might only do so Men Women
because they have a strong opinion. Under 30 15 15
4 a 8 b 26 30 or more 45 45
c Learner’s own explanation. For example: Ask the first question about age. When the
The vertical axis starts at 30 and not required number has been reached, do not ask
at zero. any more people in that particular category.
d Learner’s own diagram. The vertical axis
10 a No. Learner’s own explanation. For
should start at 0, and they should use a
example: The sample is too small to make
uniform scale.
a valid conclusion.
5 a 30% b Learner’s own explanation. For example:
b The people who reply might all have a The scale does not start at zero, which
similar opinion and not be representative. makes the proportional differences
between men and women look greater
6 a The questioner is suggesting the answer than they really are.
they want, i.e. ‘yes’.
c Learner’s own diagram. The vertical axis
b For example: Do not let the person know should start at 0, and they should use a
which drink is the new recipe. Ask ‘Which uniform scale.
drink do you prefer?’. Arrange for half
the people to have the original drink first
and for half of the people to have the
original drink second.
lOMoARcPSD|20960769
Check your progress 2 a diameter = 16 cm r = d ÷2

= 16 ÷ 2
1 a Which cake do you think tastes best?
Which cake looks most attractive? = 8 cm
Do you dislike any of the cakes? A = πr2
b People will prefer type A. Type A looks = 3.142 × 82
most attractive. Most people dislike Type A. = 3.142 × 64
2 Learner’s own answer. For example: Including = 201.09 cm 2 (2 d.p.)
random numbers or using registers and a
b diameter = 9 cm r = d ÷2
particular number from each year.
= 9÷2
3 a It will be biased towards people travelling = 4.5 cm
to work.
A = πr2
b Choose people on trains on different days
and at different times of day. = 3.142 × 4.52
= 3.142 × 20.25
Unit 7 Getting started = 63.63 cm 2 (2 d.p.)
1 a 37.70 cm b 21.99 m c diameter = 2.6 m r = d ÷2
= 2.6 ÷ 2
2 4.8 cm or 48 mm
= 1.3 m
3 a 34 cm2 b 44 m2 A =πr 2
4 Group 1: A, D, G, H; Group 2: B, F; = 3.142 × 1.32
Group 3: C, E = 3.142 × 1.69
5 a 320 000 b 560 000 000 = 5.31 m 2 (2 d.p.)
c 6.82 d 4.5
3 a 153.938 cm2
Exercise 7.1 b i 153.86 cm2 ii 153.958 cm2
1 a radius = 2 cm A = πr2 iii 154 cm2
= 3.14 × 22 c i 0.05% ii 0.01%
= 3.14 × 4 iii 0.04%
= 12.6 cm (1 d.p.)
2
d π = 3.142
b radius = 9 cm A = πr 2
e Learner’s own answers and explanations.
= 3.14 × 9 2 For example: It is best to use the π button
for the most accurate answer, but if
= 3.14 × 81 you have to use an approximation, then
= 254.3 cm 2 (1 d.p.) π = 3.142 is the best to choose as it gives
an approximate answer closest to the
c radius = 4.2 m A = πr2
accurate answer.
= 3.14 × 4.22
4 a 113 cm2 b 56.7 m2
= 3.14 × 17.64
c 415 cm2 d 18.1 m2
= 55.4 m 2 (1 d.p.)
For example: Ellie has made the mistake
of multiplying the radius by pi and then
squaring, rather than squaring the radius
and then multiplying by pi.
Hans has made the mistake of multiplying
the radius by 2, rather than squaring the
radius.
lOMoARcPSD|20960769
b 3.14 × 1.7 2 = 3.14 × 2.89 15 a Learner’s own answers and explanations.

= 9.0746 b i 25π mm ii 144π mm2
Area = 9.07 m 2 (3 s.f.) iii 45π cm iv 400π cm2
1 1 1
6 Learner’s own answers. c i A = πr 2 = × π × 122 = × π × 144
2 2 2
= 72π m 2
2
A = π 
d πd 2
or A =
 2  4
1 1
7 a i A = 98.5 cm2 ii P = π d + d = × π × 24 + 24 = 12π + 24 m
2 2
ii C = 35.2 cm Reflection: Learner’s own answers.
b i A = 804.2 mm 2
ii C = 100.5 mm Exercise 7.2

1 1 1 a Area A = l × w = 5 × 4 = 20
8 a Estimate: A ≈ × 3 × 62 = × 3 × 36 = 54 cm 2 ;
2 2
Area B = l × w = 11 × 2 = 22
1
Accurate: A = × π × 6.22 = 60.38 cm 2 Total area = 20 + 22 = 42 cm2
2
1 1
1 1 b Area A = ×b×h = × 12 × 6 = 36
b Estimate: A ≈ × 3 × 152 = × 3 × 225 = 337.5 m 2 ; 2 2
2 2
1
Area B = l × w = 12 × 3 = 36
Accurate: A = × π × 14.852 = 346.40 m 2
Total area = 36 + 36 = 72 cm2
2
c r = 7.35 cm; c Area A = l × w = 5 × 12 = 60
1 1 1 1
Estimate: A ≈ × 3 × 7 2 = × 3 × 49 = 73.5 cm 2 ; Area B = π r 2 = × π × 62 = 56.55
2 2 2 2
1 Total area = 60 + 56.55 = 116.55 cm2
Accurate: A = × π × 7.352 = 84.86 cm 2
2
d Area rectangle = l × w = 4 × 1.5 = 6
d r = 9.64 m;
1 1
Area circle = πr2 = π × 32 = 28.27
Estimate: A ≈ × 3 × 102 = × 3 × 100 = 150 m 2 ;
2 2 Shaded area = 28.27 − 6 = 22.27 cm2
1 2 a i 3 cm ii 68 cm2
Accurate: A = × π × 9.642 = 145.97 m 2
2
b i 7 cm, 8 cm ii 98 cm2
9 a i A = 245.4 m2 ii P = 64.3 m
c i 7 cm ii 138 cm2
b i A = 831.0 mm2 ii P = 118.3 mm
3 a i 7 × 4 + 0.5 × 7 × 5 = 45.5 cm2
Activity 7.1 ii 48.1 cm2
b i 3 × 3 + 0.5 × 3 × 1.52 = 12.375 m2
10 Marcus is correct. ii 10 m2
2
Area of semicircle = 10.618 cm , Area of c i 0.5 × 4 × 10 + 0.5 × 3 × 52 = 57.5 cm2
quarter-circle = 9.0792 cm2 and 10.618 > 9.0792.
ii 50.5 cm2
11 a Learner’s own answers and explanations. d i 0.5 × 3 × 302 + 0.5 × 3 × 152 = 1687.5 mm2.
b Learner’s own answers and explanations. The following could be accepted as
an alternative:
c i 3.3 cm ii 2.4 m iii 9.0 mm
0.5 × 3 × 302 + 0.5 × 3 × 152 = 1687.5
12 a, b A and v, B and i, C and vi, D and iii, ii 1539.4 mm2
E and iv, F and ii
13 16.44 m
b Learner’s own answers and explanations.
14 84 m2
c Learner’s own discussions.
5 a 34 cm2 b 34.365 cm2 c 187.56 mm2
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6 Sofia is correct, the two shaded areas are You can also say that there are one billion
approximately the same size. nanometres in a metre or 1 nanometre is
one billionth of a metre.
Area of 1st shape = 86.31 cm2, Area of 2nd
shape = 87.96 cm2 2 a A kilolitre is a very large measure of
capacity. It is represented by the letters kL.
Activity 7.2 1 kilolitre = 1000 litres which is the same
Learner’s own answers. as 1 kL = 1 × 103 L.
You can also say that there are one
7 a i 18(π − 2) cm2 ii 50(π − 2) cm2
thousand litres in a kilolitre or 1 litre is
iii 72(π − 2) cm2 iv 4.5(π − 2) cm2 one thousandth of a kilolitre.
b Learner’s own answer. For example: The b A gigametre is a very large measure of
answer is always a number times the length. It is represented by the letters Gm.
bracket π − 2. The number outside the
1 gigametre = 1 000 000 000 metres which is
bracket is always half of the square of the
the same as 1 Gm = 1 × 109 metres.
radius.
1
You can also say that there are one billion
c r 2 ( π − 2) metres in a gigametre or that 1 metre is
2
d Learner’s own discussions. one billionth of a gigametre.
8 Learner’s own answers and explanations. For 3 a 8 micrometres, 8 millimetres, 8 centimetres,

example: The shaded areas are the same as 8 metres, 8 kilometres, 8 gigametres
they are both ‘Area of square of side length b 8 μm, 8 mm, 8 cm, 8 m, 8 km, 8 Gm
10 cm − Area of circle of radius 5 cm’. The
areas of both are 21.46 cm2.
For example:
9 a When radius = 4, Area of Marcus is correct. 1 tonne = 1000 kg.
circle = π × 42 = 16π. Also 1 kg = 1000 g and
When radius = 4, side length of 1 Mg = 1 000 000 g = 1000 kg = 1 t.
square = 4 × 2 = 8 cm. Area of Arun is incorrect. 1 litre = 1000 mL and
square = 8 × 8 = 64. 1 litre = 100 cL, so 1000 mL = 100 cL
Shaded area = 64 − 16π = 16(4 − π) cm2. →10 mL = 1 cL, not 100 mL = 1 cL
b i 25(4 − π) cm2 ii 9(4 − π) cm2 b Learner’s own discussions.
iii 36(4 − π) cm 2
iv 100(4 − π) cm 2 c Learner’s own answers and explanations.
c Learner’s own answers. For example: d Learner’s own discussions.
The answer is always a number times the
5 a 2.5 Mm to m → 1 Mm = 1 000 000 m, so
bracket 4 − π. The number outside the
2.5 Mm = 2.5 × 1 000 000 = 2 500 000 m
bracket is always the radius squared.
b 0.75 GL to L →1 GL = 1 000 000 000 L,
d r2(4 − π)
so 0.75 GL = 0.75 × 1 000 000 000
= 750 000 000 L
Exercise 7.3
c 13.2 hg to g → 1 hg = 100 g, so 13.2 hg
1 a A milligram is a very small measure of = 13.2 × 100 = 1320 g
mass. It is represented by the letters mg.
6 a 364 cL to L → 100 cL = 1 L, so
1 milligram = 0.001 grams which is the 364 cL = 364 ÷ 100 = 3.64 L
same as 1 mg = 1 × 10−3 g.
b 12 000 mg to g → 1000 mg = 1 g, so
You can also say that there are one
12 000 mg = 12 000 ÷ 1000 = 12 g
thousand milligrams in a gram or
1 milligram is one thousandth of a gram. c 620 000 μm to m → 1 000 000 μm = 1 m,
b A nanometre is a very small measure of so 620 000 μm = 620 000 ÷ 1 000 000
length. It is represented by the letters nm. = 0.62 m
1 nanometre = 0.000 000 001 metres which
is the same as 1 nm = 1 × 10−9 m.
lOMoARcPSD|20960769
7 From Earth to: Distance in … Unit 8 Getting started

Mars 78.34 Gm 5
1 a = 0.625 terminating
8
Jupiter 628.7 Gm .
5
Saturn 1.28 Tm b = 0.83 recurring
6
1
Uranus 2.724 Tm 2 a 5 b 61 c 6
5
3 2 12
Neptune 4.35 Tm
3 a 68 b 10
1 7
8 A and v, B and iv, C and i, D and iii, E and ii 4 a b 1
3 15
9 a Learner’s own answers and explanations. 5 a 1 b 7 c 10 1
d
For example: 2 20 2
Sofia is correct. Exercise 8.1

300 000 000 × 60 × 60 × 24 × 365.25 1
= 9.467 28 × 1015, which rounds to 1 a = 0.25 which is a terminating decimal
4
9.47×1015. 2 1
= 2 × = 2 × 0.25 = 0.5 which is a
b 299 792 458 × 60 × 60 × 24 × 365.25 4 4
= 9.460 730 473 × 1015 terminating decimal
c 9 460 000 000 000 000 3 1
= 3 × = 3 × 0.25 = 0.75 which is a
d 6 × 9 460 000 000 000 000 4 4
terminating decimal
= 56 760 000 000 000 000
1
= 5.676 × 1016 b = 0.2 which is a terminating decimal
5
e Learners own discussions. 2 1
= 2 × = 2 × 0.2 = 0.4 which is a
5 5
10 a D, B, C, A terminating decimal
b 2 147 483 648 bytes 4 1
= 4 × = 4 × 0.2 = 0.8 which is a
c 10 880 photos 5 5
terminating decimal
d 1864 films .
1
2 a = 0.1
11 Learner’s own answers and explanations. For 9
example: Magnar is incorrect. The fastest is b Recurring decimal.
model B because 10 ns is quicker than 40 ns
c All recurring decimals.
and 60 ns. . .
2 ii 3 = 0.3
i = 0.2
Reflection: Learner’s own answers. 9 9
4 . 5 .
iii = 0.4 iv = 0.5
9 9
Check your progress 6 . 7 .
v = 0.6 vi = 0.7
9 9
1 a 39.27 cm b 21.36 m 8 .
vii = 0.8
2 a 123 cm2 b 36.3 m2 9
3 1 . 6 2 .
3 a = = 0.3 and = = 0.6
3 49.1 cm2 9 3 9 3
b Learner’s own discussions. Their answers
4 170 cm 2 .
are not different because 9 = 0.9 = 1.
9
5 a 5 nanograms, 5 micrograms, 5 milligrams, 4 a
1
= 0.125
5 grams, 5 kilograms, 5 tonnes 8
b Terminating decimal.
b 5 ng, 5 μg, 5 mg, 5 g, 5 kg, 5 t
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c They are all terminating decimals. 7 a Always true: 7 is odd and a prime number,
2 3 so all fractions with a denominator of
i = 0.25 ii = 0.375 1
8 8 7 cannot be simplified. is a recurring
7
4 5 decimal, so all fractions with a
iii = 0.5 iv = 0.625
8 8 denominator of 7 are recurring.
6 7
v = 0.75 vi = 0.875 b Sometimes true: For example: 1 , the
8 8 6
d Learner’s own answers. The following denominator is a multiple of 2, and the
three fractions can be simplified. fraction is a recurring decimal. However,
2 1 4 1 it is not always true because they can
ci = = 0.25, iii = = 0.5 and
8 4 8 2 also be terminating decimals, e.g. 1 , the
4
6 3 denominator is a multiple of 2, and the
v = = 0.75
8 4 fraction is a terminating decimal.
3 1
5 a No, = = 0.5 which is not a recurring c Sometimes true: For example:
1
, the
6 2 20
decimal. denominator is a multiple of 10, and
the fraction is a terminating decimal.
b Yes.
However, it is not always true because
c Learner’s own explanations. For example: they can also be recurring decimals
6 is even, so it can be halved. 1
e.g. , the denominator is a multiple of
So 3 = 1 . However, 7 is odd and so it 30
10, and the fraction is a recurring decimal.
6 2
cannot be halved, so there is not an d Never true: A fraction with a denominator
equivalent fraction such that ? = 1 . which is a power of 2 is a terminating
7 2
d Learner’s own investigations and answers.
decimal. 1 = 0.5, 1
= 0.25,
1
= 0.125,
For example: If the denominator is 2 22 23
1 1
even, then there will be a fraction such = 0.0625, = 0.03125, etc. Each decimal
? 1 24 25
that = which will not be a recurring can be divided by 2 to get the next
? 2
decimal. If the denominator is odd and decimal in the sequence, so they will all be
the unit fraction is a recurring decimal, terminating.
then it’s possible that all the fractions with
the same denominator will be recurring 8 a Learner’s own answers and explanations.
decimals as well. However, there are For example: Recurring decimals. All
1 the denominators are multiples of 7 and
exceptions such as: is recurring, but
3 1 15 they are all written in their simplest form
= = 0.2 which is terminating. (apart from E).
15 5
6 a Recurring decimals. Learner’s own b Learner’s own answers and explanations.
explanations. For example: The For example: E is not written in its
denominators are multiples of 3. The simplest form, but when it is, it is
numerators are all 1. 1
equivalent to which is recurring. So it
14
b They are still recurring decimals. Learner’s doesn’t change the answer to part a.
own explanations. For example: The
c Learner’s own answers. For example: She
fractions that can be cancelled down still
must add ‘when it is written in its simplest
have a denominator with a multiple of 3,
form’ so her statement now is: Any
and once cancelled are not even.
fraction which has a denominator that is
c Learner’s own explanations. For example: a multiple of 7, when it is written in its
3 1
B is now 3 = 1 , D is now = , E is now simplest form, is a recurring decimal.
6 2 12 4
20 1
3 1
= . These are all terminating decimals. 9 a = recurring
15 5 60 3
d No. Learner’s own discussions. 36 3
b = terminating
60 5
45 3
c = terminating
60 4
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55 11 5 7
d = recurring b 10 − ×
60 12 6 10
5 7 5×7 35 7
e 8 2
1 = 1 recurring
Multiplication: × = = =
6 10 6 × 10 60 12
60 15
12
f
21 7
3 = 3 terminating Rewrite 10: 10 = 9
60 20 12
12 7 5
10 a recurring b terminating Subtraction: 9 − =9
12 12 12
c recurring d terminating 2
5 ÷ + 
3 2
c
4  3 
11 The fractions written in their simplest
2
form are:  2 2 2 2×2 4
Brackets: = × = =
 3  3 3 3×3 9
21 1 28 1 32 4
Abi = Bim = Caz = 3 4 20
168 8 168 6 168 21 Division: 5÷ = 5× =
4 3 3
35 5 40 5 42 1
Dave = Enid = Fin = 20 4 60 4 64 1
168 24 168 21 168 4 Addition: + = + = =7
3 9 9 9 9 9
a, b Learner’s own decisions on how to sort 5 1
the friends into two groups. 2 a 2 b 3
16 4
For example: 3
c 2 d 3
Abi and Fin – the fractions they work are 4
terminating decimals. 3 a Learner’s own answers. For example:
7 + 3 − (6 − 3) = 10 − 3 = 7
Bim, Caz, Dave and Enid – the fractions
1
they work are recurring decimals. b 7
12
OR c Learner’s own answers and explanations.
Abi, Bim and Fin – the fractions they d Learner’s own discussions.
work are unit fractions. 3
4 a i 9 − (2 + 4) = 9 − 6 = 3 ii 3
Caz, Dave and Enid – the fractions they 40
work are not unit fractions. 5
b i 8 + (2 − 1) = 8 + 1 = 9 ii 9
24
OR
4
Abi, Bim, Dave and Fin – the c i 5 + 2 × 16 = 5 + 32 = 37 ii 42
9
denominators of the fractions they work
1 1 1 3 11
are even numbers. d i 16 − × = 16 − = 15 ii 15
2 2 4 4 24
Caz and Enid – the denominators of the 5 a Learner’s own answers.
fractions they work are odd numbers.
b Learner’s own answers. For example: It
etc. might be easier to work with the whole
numbers and fractions separately and not
Activity 8.1 convert into improper fractions.
25 −  5 + 8
7
6 a 1
 or 25 − 5 1 − 8 7
 9 15 9 15
b Learner’s own answer and explanation.
For example: Her estimate is too long as
Exercise 8.2 the length of her third side is more than
1 a 5 +  −
2 3 1 the sum of the other two sides, which is
5 
3 2 not possible in a triangle.
3 1
5 1 6
Brackets: − = = − c 19
5 2
10 10 10 11 . Learner’s own answer and
45
2 1 20 3 23
Addition: 5 + =5 + =5 explanation. For example: Yes, the third
3 10 30 30 30
side is less than the total of the other two
sides.
lOMoARcPSD|20960769
1
7 3 kg 3 3 9 3 27 1
4 2 a × 36 = × 36 = ×9 = = 13
4 5 30 8 28 2 2 2
8 Division: 6 ÷ = 6× =
5 4 4 4 4 13 4 52 1
1 13 65 b × 39 = × 39 = × 13 = = 17
Multiplication: 3 × 5 = ×5 = 9 3 9 3 3 3
4 4 4
30 65 95 3 5 5 4 5 20 2
Addition: + = = 23 c ×8 = × 8 = ×4= =6
4 4 4 4 6 6 3 3 3
3
7 1 3 2 7 7 9 7 63 1
9 a 1 m2 b 8 cm 2 c 1 m d × 45 = × 45 = ×9 = = 31
8 8 11 10 2 10 2 2 2
10 a Learner’s own answer and explanation. 3 a Learner’s own discussions. For example:
For example: They get different answers. She cancelled using a common factor of
Marcus is correct. His method does 4, but she should have cancelled using the
1 1
multiply 1 by 1 . Arun’s method highest common factor of 8.
2 2
multiplies 1 by 1 and 1 by 1 , which does 11 2 11 11 22 1
2 2 b 16 × = 16 × = 2× = =7
not give the same answer. This can be 24 24 3 3 3 3
shown using a multiplication box. c highest common factor
1 d Learner’s own discussions.
× 1 2
1
4 a 84 b 140
1 1 2 1 1
c 2 d 22
2 2
1 1 1
10 5
2 2 4 5 a b
21 16
1 1 1 1 1 1 8 2
1 ×1 = 1+ + + = 2 . Marcus’s c d
2 2 2 2 4 4 39 3
method gets this answer. 6 3
e f
1 35 8
Arun’s method only gets the 1 and the , it 1
4 6 a 1
1
doesn’t get the other two s. 8
b
2 4
1
b Learner’s own discussions. 7 Lewis is correct, he travels 183 km which is
3
more than 180 km.
General rule: change the mixed number
to an improper fraction. Square the 8 Estimate Accurate
numerator, square the denominator. 1 3 1 2
Change the answer back to a mixed a 1 ×3 1 ×4=6 5
2 5 2 5
number.
1 2
3 5 3 b 2 ×3 2×3 = 7
1
8
1
11 a 3 b 29 c 18 4 3 2 4
4 9 5
2
 1 1 1 1  1 1 c 1 ×3
1 1
1× 3 = 3
1 1
3
9
12 a  2  + 2 × 5 or 2 3 ×  2 3 + 5 2  8 6 2 2 16
3 3 2
2 5
b 18
5 2
m d 3 ×1 1
3 ×1 = 3
1
4
1
18 3 22 2 2 2
Exercise 8.3 e 3 ×4
3
4
3
5
4 × 4 = 18
1
2
17
1
4
3 3 3
1 a × 12 = × 12 = 3× 3 = 9 f 4 5 1 4
4 1 4 4 ×2 4 × 2 = 10 10
7 16 2 7
5 5 4
b × 28 = × 28 = 5 × 4 = 20
7 1 7 9 a Learner’s own working. For example:
4 1 1 2 1
c
4
× 45 =
9
× 45 = 4 × 9 = 36 8 × = 4 and 4 < 8, 4 × = 3 and 3<4 ,
5 2 2 3 2
1 5
5 3 1 1 5
× = and <
3 3 9 6 9
d × 72 = × 72 = 3 × 9 = 27 9 10 6
8 18
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b i When you multiply any number by

5 Estimate Accurate
an improper fraction, the answer will
always be greater than the original 1 4 5
a 1 ÷1 2÷2=1
2 5 6
number.
1 2 7
ii When you multiply any number by a b 2 ÷1 2÷2=1 1
4 3 20
mixed number, the answer will always
be greater than the original number. c 4 ÷5
1 1
4÷5=
4 99
8 6 5 124
2 1 32
10 a smaller, 2
1 1 d 2 ÷3 3÷3=1
4 b bigger, 8 3 4 39
3
c bigger, 1 1 e 5 ÷2
1 3
6÷3=2 2
2 2 4
17 1 1
11 a A , B1 , C 9 , D 1, E 1 5 , F 2
4 2 2 4
33 12 3 3 16 9 f 4 ÷2 5÷ 3 =1 1
5 3 3 5
b, c Learner’s own decisions on how to sort
1 10 3
the cards into two groups. g 1 ÷ 1÷1=1 1
4 11 8
For example:
3 1 1 2
h ÷2 1÷ 2 =
A, D and F are proper fractions; B, C and 5 10 2 7
E are improper fractions.
OR 6 a Learner’s own working. For example:
1 1 2 1
B and E have an even number for the 3÷ = 6 and 6 > 3, 1 ÷ = 2 and
2 2 3 4
denominator; A, C, D and F have an odd 1 1 5 1 3 3 5
number for the denominator. 2 > 1 , ÷ = 3 and 3 >
4 2 8 6 4 4 8
OR b i When you divide any number by an
improper fraction, the answer will
A, B, C, D and F have a denominator always be smaller than the original
which is a multiple of 3; E does not have a number.
denominator which is a multiple of 3, etc.
ii When you divide any number by a
Reflection: Learner’s own answers. mixed number, the answer will always
be smaller than the original number.
Exercise 8.4 c Learner’s own discussions.
4 4 7
1 a 16 ÷ = 16 × 1
= 4 × 7 = 28 7 a bigger, 9 1
7 4 3
3 7 5
b smaller, 4
b 21 ÷ = 21 × = 7 × 5 = 35 2
5 31 c smaller, 2
21
2 7 9
c 14 ÷ = 14 × = 7 × 9 = 63 8 Learner’s own answer and explanation. For
9 21
example: His conjecture is not true. If you
4 2 11
d 8÷ = 8× = 2 × 11 = 22 divide a mixed number by a larger mixed
11 41
number the answer will be a proper fraction,
2 A and iii, B and i, C and iv, D and v, E and ii not a mixed number, e.g. 2 1 ÷ 3 1 = 10
8 4
2
8 7 2×7 14 5 2 4 13
3 a ÷ = × = = =1
9 7 9 41 9 ×1 9 9 14 6
9 a b 2
15 7
7 2 7 5 7×5 35 17
b ÷ = × = = =1 c 1
1
1
1
9 5 9 2 9×2 18 18
7
d
9
2 2 11 1
6 3 6 14 2×2 e f 1
c ÷ = × = =4 27 11
7 14 17 3
1
1×1
1 4
5 15 5 24 5 × 24 4 1
d ÷ = × = = =1
6 24 6 15 1 6 × 15 3 3 3
9 20 1 9
4 C , D , B 1 , A1
10 21 9 31
lOMoARcPSD|20960769
10 a Learner’s answer and explanation. Dae’s method – advantage: can work on

For example: π ≈ 3, and one step at a time and could easily do this
diameter = circumference ÷ π. 15 cm is method mentally, disadvantage: method is
slightly more than the circumference, longer (which learners might not like).
15 ÷ 3 = 5, so the diameter will be just b Learner’s own answers and explanations.
under 5 cm.
c Learner’s own answers and explanations.
1 22 99 7 9 1
b 14 ÷ = × = =4
7 7 7 22 2 2 i For example: Dae’s method because
2 1 1
11 a 1 b 1 c 1 when 14 is multiplied by 2.5 it gives a
3 2 3
whole number.
1
12 92 km/h ii For example: Akeno’s method
2
 2
2
5 1 because 15 cannot be divided by 2
13   + 1 ÷ 5 is greater exactly, so it is easier to use improper
3 6 2
2
fractions and to work out the answer
 1 4
 2 −  ÷
34
=
3
=
27
and  2  + 1 5 ÷ 5 1 = 7
=
28 as a mixed number.
2 5 15 4 36  3 6 2 9 36
6 a
Exercise 8.5 0.28 × 52 ⇒ 0.28 =
28
, 52 = 25 ⇒
28 1
× 25 = 7
100 4 100
1 a 3
1
2 7 2 30 7 30
1  1
2
1
2 b 0.7 × 4 ⇒ 0.7 = ,4 = ⇒ × =3
 + 5.5 − 1 ⇒  + 5  = ( 6) = 36 ⇒ 36 − 1 = 35
2 7 10 7 7 10 71
1
2 2 2 c
1.3 × ( 4 − 4) ⇒ 1.3 =
13 13 6
4 − 4 = 60 ⇒ × 60 = 78
3 3
b ,
10 10
1
3 3
 1   1 1
 3 − 0.2 + 23 ⇒  3 −  = (3) = 27
3
7 a 1 9 c 41
5 5 5 b
10
⇒ 27 + 23 = 50 8 2 m2
c 9 a Learner’s own answers and explanations.
 3   3 7 For example: Write the decimal as a
6 −  3 + 0.7 ⇒  3 +  = 4 ⇒ 62 = 36
2
 10   10 10  fraction, square the fraction then multiply
⇒ 36 − 4 = 32 by the mixed number which has been
written as an improper fraction.
2 a 48 b 49 c 12 b Learner’s own answers and explanations.
2 4
3 a For example: Fraction, because 3 and 9 are
3 5 15 15 10
both recurring decimals so it is easier to
1.5 × 2.5 × 40 ⇒ × = ⇒ × 40 = 15 × 10 = 150 write them as fractions.
2 2 4 1 4

b
1 4
1.25 × 3 × 56 ⇒ ×
1 5 7
=
35
⇒
35 7
× 56 = 35 × 7 = 245 d 0.82 × 7 = 4 ; example strategy:
2 4 2 8 2 5
18
2
1  4 15
c 0.8 2
×7 =   ×
2 5 2
3 11 11 9 99 1 8 3
2.75 × 18 ⇒ 2 × 18 = × 18 ⇒ × 18 = = 49 =
16
×
15
4 4 2 4 2 2 5 25 21
8×3
4 a 126 b 108 c 105 =
5 ×1
24
5 a Learner’s own answers. For example: =
5
Akeno’s method – advantage: shorter, 4
= 4
disadvantage: involves changing decimals 5
to improper fractions and cancelling before
multiplying (which learners might not like). 10 2 1 m
3
lOMoARcPSD|20960769
11 a Learner’s own answers and explanations. 2 a 5, 7, 9, …

For example: Write the decimal as a b add 2
fraction, square root the fraction then
c Pattern 4
complete the calculation using fractions.
b Learner’s own answers and explanations.
For example: Fraction, because the
square roots are easier to work out if the
decimals are changed to fractions. d
Position number 1 2 3 4
term 5 7 9 11
7 2
d 4.25 × 1 =5 ; example strategy: 2 × position number 2 4 6 8
9 3
7 1 16
2 × position number + 3 5 7 9 11
4.25 × 1 = 4 ×
9 4 9
1 Position-to-term rule is:
17 4
= × term = 2 × position number + 3
1 4 3
1 1
=
17 3 a 12 , 13, 13 , …, 17
3 2 2
2
b 0.5, 4.5, 8.5, …, 36.5
= 5
3 4 a 3n + 5 b 24 − 5n
12 a K=2 5 a i
x 6 11 18 25
2×2 4 2 8 1 8
b v= = = = , but v =1 ≠ 8
1 1
1 1 1 9 3 9 y 6 12 15
2 2 2 2 2
4 4 4
c v=
2K ii 1 1
m x −2 1 8 11
2 2
2K 2 × 18 36 6 1
d v= = = = = 1 and 1 1
m 25 25 5 5 y −15 2 35 52
2 2 2
1 1  6 25 36
K= mv 2 = × 25 ×   = × = 18
2 2  5 2 25 x
b i y= +3 ii y = 5(x − 1)
2
Activity 8.5
Learner’s own answers. Exercise 9.1
Reflection: Learner’s own answers. 1 a linear b linear
c non-linear d non-linear
Check your progress
e linear f non-linear
1 a recurring b terminating g linear h non-linear
c recurring d terminating i linear
1 7 29
2 a 5 b 2 c 4 Learner’s own explanations. For example:
4 12 30
1 4
The linear sequences go up/down by the same
3 a 12 b amount each time. The non-linear sequences
2 15
3 do not go up/down by the same amount
4 a 48 b
4 each time.
5 a 80 b 50 c 1
3 2 a 3.5, 4.2, 4.9, … b 2, 5, 11, …
1 2
Unit 9 Getting started c 4 , 3 , 3, ... d 40, 18, 7, …
3 3
2 1
1 a i add ii
3
5 , 6 e 1.25, 3.25, 7.25, … f 1, 2 , 7, …
5 2
5
b i subtract 0.3 ii 7.3, 7
lOMoARcPSD|20960769
3 A and iii, B and i, C and iv, D and ii 9 Zara is correct. Learner’s own explanation.
4 a 4, 5, 14, … b 2, 7, 52, … For example: The first term is 3 and when you
c 5, 9, 49, … d 0, 9, 144, … cube 3 you get 27. Then:
5 a 3, 3, 3, … All the terms of the sequence  If you subtract 24, you get a second term
are the same. which is also 3, so all the terms of the sequence
are 3 and so you don’t get a negative number.
b Learner’s own two sequences.
 If you subtract a number less than 24, the
For example: First term is 5, term-to-term
second term is greater than 3, so all further
rule is square and subtract 20.
terms get bigger so you don’t get a negative
first term is 16, term-to-term rule is number – e.g. if you subtract 23, the sequence
subtract 12 and square. will be 3, 4, 41, 68 898, …
c Learner’s own answers.  If you subtract a number greater than
For example: It is not possible if the 24, the second term is smaller than 3, so all
numbers are positive integers because if further terms get smaller so you do get a
you square then add or add then square, negative number – e.g if you subtract 25, the
you will have sequences where the terms sequence will be 3, 2, −17, −4938, …
are getting bigger every time.
10 a 4, 8, 216, … b −6, −8, −64, …
However, if you use fractions, it is possible
c 2, 4, 244, …
1
– e.g. first term is , term-to-term rule is
2 11 Tania’s method is incorrect. Learner’s own
1 1
‘square and add ’, or first term is 9 , explanation. For example: She needs to reverse
4
2 the term-to-term rule to find the previous
term-to-term rule is ‘add and square’.
9 terms in the sequence, not just halve the 6th
It is also possible if you add negative term to get the 3rd term.
numbers – e.g. first term is 2, term-to-term
rule is ‘square and add −2’, or first term is Correct answer is: 5th term = 486 ÷ 3 = 162,
9, term-to-term rule is ‘add −6 and square’. 4th term = 162 ÷ 3 = 54, 3rd term = 54 ÷ 3 = 18.
d Learner’s own discussions. 12 4th term = (11.5 − 6) × 2 = 11,
2 4 6 1 3 5 3rd term = (11 − 6) × 2 = 10,
6 a 2, 3 , 4 , 5 , 7 , 8 , 9 2nd term = (10 − 6) × 2 = 8
7 7 7 7 7 7
3 1 1 3 1
b 90, 84 , 79 , 74 , 69, 63 , 58 13 3
4 2 4 4 2
c −4, −3.7, −3.4, −3.1, −2.8, −2.5, −2.2 Reflection: Learner’s own answers.
d 31, 24.8, 18.6, 12.4, 6.2, 0, −6.2
Exercise 9.2
7 a C
1 a 1st term = 4 × 1 − 5 = −1
b The fifth term, which is 126 382 570
2nd term = 4 × 2 − 5 = 3
(fourth term = 11 242 which is less than
one million) 3rd term = 4 × 3 − 5 = 7
4th term = 4 × 4 − 5 = 11
8 a 3, 4, 6, 9, …
b 1st term = 12 + 1 = 2
b 6, 8, 12, 18, … 2nd term = 22 + 1 = 5
c 20, 19, 16, 11, … 3rd term = 32 + 1 = 10
d 100, 90, 75, 55, … 4th term = 42 + 1 = 17
1 2
c 1st term = 2nd term = 3
Activity 9.1 3
3 4 1
Learner’s own questions and discussions. 3rd term = 3 = 1 4th term = 3 = 1 3
d 1st term = 13 = 1 2nd term = 23 = 8
3rd term = 33 = 27 4th term = 43 = 64
lOMoARcPSD|20960769
2 a 7, 11, 15, …, 43 b −3, −1, 1, …, 15 8 a i

n n
iii
n
ii
7 8 6
1 1 1 2 3
c 3 , 4, 4 , …, 8 d , , , …, 2 b Learner’s own discussions.
2 2 5 5 5
14 7 9 3
9 a A 12 = 4 , B = ,C =
e 0, 3, 8, …, 99 15 5 18 9 12 4
4
3 A and iv, B and iii, C and i, D and ii b C 3, B 7, A
4 9 5
4 a Learner’s own answer and reason. 10 a, b, c Learner’s own answers.
b Card A has the greater value. d i Yes, when n = 13, 132 − 76 = 93, so 93 is
A: 8th term = 82 − 14 = 50, the 13th term.
4
B: 20th term = × 20 + 33 = 49 ii No, 3 4896 = 16.98 …, so not a whole
5
number.
OR
5 a 7, 8, 11, 16, 23, 32, …
No, when n = 16, 163 = 4096, when
b 7, 8, 11, 16, 23, 32, … n = 17, 173 = 4913 and 4896 lies
between 4096 and 4913, so cannot be
+1 +3 +5 +7 +9
in the sequence.
+2 +2 +2 +2 11 Marcus is correct. Learner’s own explanations.
c The second differences are all the For example:
same (+2). 1
when n = 1, 4 − × 1 = 4 ,
1
2 2
d i 5, 7, 11, 17, 25, 35, …
1 1 1
when n = 2, 4 − × 2 = 3 ,
+2 +4 +6 +8 + 10 2 2 2
1 1
+2 +2 +2 +2 when n = 3, 4 − × 3 = 3, etc.
2 2
ii 2, 7, 13, 20, 28, 37, … 1 1
12 a 9 − n b 20.2 − 0.2n
2 4
+5 +6 +7 +8 +9 1 d −3.5 − 1.5n
c −1 − n
2
+1 +1 +1 +1
iii 3, 5, 11, 21, 35, 53, … Exercise 9.3
+2 +6 + 10 + 14 + 18 1 a i x 0 1 2 3
+4 +4 +4 +4 y 0 1 4 9
In each sequence the second ii x 0 1 2
differences are all the same.
y 0 1 8
e i quadratic ii linear
b i 0 1 2 3 4 5 6 7 8 9 10
iii neither iv linear
x
v neither vi quadratic
f Learner’s own discussions. y
6 a n +32
b 2
n + 10 0 1 2 3 4 5 6 7 8 9 10
c n2 − 1 d n2 − 9 ii 0 1 2 3 4 5 6 7 8 9 10
x
7 Learner’s own explanation. For example: When
you square a number you get a positive answer
and then once you add 5 you know that all y
the terms in the sequence will be positive. 0 1 2 3 4 5 6 7 8 9 10
You cannot have a first term of −1 as this is a
negative number not a positive number, so it c i y = x2 ii y = x3
cannot be in the sequence.
lOMoARcPSD|20960769
2 a i x 2 5 9 11 b 1 1 1
x 4 3 2
1
y 7 28 84 124
1 4
ii y 1 4
x 1 3 5 10 4 9
y −2 24 122 997
6 a i x −4 −3 3 4
b i 2
y=x +3 ii 3
y=x −3
y 16 9 9 16
3 a i 1 1
x −3 ii Learner’s own answer. For example:
3 2
x = −4 and 4 have the same y-value.
2 1 x = −3 and 3 have the same y-value.
y 18 9 2
iii Learner’s own discussions. For
ii 1 1
example: Yes, when you square +x
x −5 4 2 and −x, you get x2.
1 b i
y 100 4
1
x 1 or −1 2 or −2 4 or −4 10 or −10
iii x −4 0 3
y 5 20 80 500
y −8 8 125
b Learner’s own discussions. ii Learner’s own answer. For example:
c i y = 2x2 There are two possibilities for x for
each y-value.
ii y = (2x)2
iii Learner’s own discussions. For
iii y = (x + 2)3 example: You could say that either all
d Learner’s discussions. the x-values are positive or that all the
x-values are negative.
4 a i x −8 −4 15
7 a i x 2 4 5 12
y 9 1 400
y 8 32 50 288
ii 1 1
x −2 3 2 ii x 7 10 11 13
1 3 y 16 49 64 100
y 12 3 4
b i y = 2x2 ii y = (x − 3)2
iii 1 1
x −2 4 2 Activity 9.3
1 33 5 Learner’s own answers.
y −7 2 64 8
8 a i y = x2 ii x=± y
b i y = (x + 5)2
iii Learner’s own check.
ii y = 3x2
1 b i y = x3 ii x= 3 y
iii y=x +3
2 iii Learner’s own check.

2
y = 
5 a x
c i  2 
ii x = ±2 y
x 2 ×4 y
d i y = x2 + 3 ii x = ± y −3
lOMoARcPSD|20960769
e i y = (x − 4)2 ii x=± y+4 4 The number 178 is not a term in this sequence,
because when you solve the equation
iii Learner’s own check. n2 + 32 = 178 to find the value of n you do not
3 y
f i y = (2x)3 ii x= get a whole number.
2
iii Learner’s own check. n 2 + 32 = 178
9 A and iii, B and i, C and v, D and vi, n 2 = 178 − 32
E and iv, F and ii n 2 = 146
10 They are both correct. Learner’s own n = 146 = 12.08 ...
explanations. For example: The x-values match
the y-values for both function equations and 5 a i
y = (2x)2 = 2x × 2x = 4x2. x −2 4 5 9
11 1 1
x 2 ×8 y y 2 8 12 40
2 2
ii
1
1 1 x −15 − 8 1 4
x 3 or –3 2
4 2
1
1 y 49 4
81 144
y 2
2 72
x2
2
b i y= ii y = (x + 8)2
y = 8x 2
12 Arun is incorrect. Learner’s own explanations. Unit 10 Getting started

For example:
1 a $155 b c = 20d + 35
He is correct for the function y = 2x4 because
any positive or negative number to the power 2 a x −2 −1 0 1 2 3
of four gives a positive answer. This is then y −5 −3 −1 1 3 5
multiplied by two to still give a positive
answer. b Learner’s own graph; A straight line
1 through (0, −1), (0.5, 0) and (3, 5).
He is incorrect for the function y = x 3
because when a negative number 2 c 2

is cubed, the answer will be negative. When d −1
this is multiplied by 1 , the answer will still be
2 3 a 40 °C
negative.
b 20 °C
c At the start
Check your progress
Exercise 10.1
1 a 3, 4, 11, 116, …
1 a $31
b −3, 1, 9, 121, …
b The number of days multiplied by 3 plus
c 5, 6, 9, 14, …
10 for the fixed charge.
d 40, 38, 34, 28, …
1 3 2 a 3 days b t = 10n +15
2 a , 1, , ..., 5 b 8, 11, 16, …, 107
2 2
n
3 a 27 kg b b = 2g − 3
3 a n2 b n2 − 2 c
9 4 a s + f = 50
b s + f = 52
c s + f = 60
lOMoARcPSD|20960769
5 a 6 × 5 + 6 × 10 = 90 6 a x 0 2 6 10 16
b 5f + 10t = 90 y 8 7 5 3 0
c 8
b i (16, 0) ii (0, 8)
6 a 12 × 6 + 12 × 4 = 72 + 48 = 120
7 a x 0 1 2 4 6
b 6l + 4s = 120
y 9 7.5 6 3 0
c s = 2l
7 a The total value is 80 cents. b i (6, 0) ii (0, 9)
b 4 c Learner’s own graph. A straight line

through (6, 0) and (0, 9).
8 a 3x + 2y = 50 8 a x 15 10 5 0
b If 3x = 21 then 2y = 19 and that is
impossible if y is a whole number. y 0 1 2 3
9 a–d Learner’s own answers. b Learner’s own graph. A straight line

through (15, 0) and (0, 3).
10 a 32 b 3r + 4q = 100
9 a x 0 2 4 6 8 10
c 10 d 32
e No. Each pair would have a total of 7 y 10 8 6 4 2 0
edges and 7 is not a factor of 100. b Learner’s own graph. A straight line
f q = 3r − 5 through 10 on each axis.
Reflection: Two possible ways are x = 20 − 2y c Learner’s own graph. A straight line
and 2y = 20 − x. through 7 on each axis.
d x −1 0 1 2 3 4 5
Exercise 10.2
y 5 4 3 2 1 0 −1
1 a x −1 0 1 2 3
e Learner’s own graph. A straight line
y 5 15 25 35 45 through 4 on each axis.
b When x = 5, then y = 10 × 5 + 15 = 65 f A straight line through c on each axis.
2 a g Learner’s own graph. A line parallel to the
x −10 0 10 20 30 others through the origin.
y −30 −10 10 30 50
10 a Learner’s own graph. A straight line
b At (0, −10) through 12 on each axis.
c When x = 23, then y = 2 × 23 − 10 = 36, so b x 0 1 2 3 4 5 6
(23, 36) is on the graph.
y 12 10 8 6 4 2 0
3 a x 0 1 3 5 6
c Learner’s own graph. A straight line
y 20 16 8 0 −4 through 12 on the y-axis and 6 on the
b At (0, 20) and (5, 0) x-axis.
4 a d Learner’s own graph. A straight line

x 0 10 20 30 40 through 12 on the y-axis and 4 on the
y 12 8 4 0 −4 x-axis.
e Learner’s own graph. A straight line
b 2 × 15 + 5 × 6 = 60
through 12 on the y-axis and 3 on the
5 a x −2 0 2 4 6 x-axis.
y 10 6 10 22 42 f A straight line through 12 on the y-axis
12
and on the x-axis.
b When x = 5, then y = 52 + 6 = 31 k
lOMoARcPSD|20960769
11 a Learner’s own graph. A straight line 5 a

x 0 2 4 6 8 10
through (14, 0) and (0, 7).
y 5 4 3 2 1 0
1
b A straight line through (n, 0) and (0, n).
2 b Learner’s own graph. A straight line
12 a through (10, 0) and (0, 5).
x −3 −2 −1 0 1 2 3
y 9 4 1 0 1 4 9 1
c y = 5− x
2
1
b Learner’s own graph. A parabola with the d gradient − and y-intercept 5
2
base at the origin.
e Learner’s own check.
c x −3 −2 −1 0 1 2 3 6 a y = 15 − 3x
y 11 6 3 2 3 6 11
b gradient −3 and y-intercept 15
d Learner’s own graph. A parabola with the c 0 5 2 4
x
base at (0, 2).
y 15 0 9 3
e x −3 −2 −1 0 1 2 3
d Learner’s own graph. A straight line
y 5 0 −3 −4 −3 0 5
through (0, 15) and (5, 0).
f Learner’s own graph. A parabola with the e Learner’s own check.
base at (0, −4).
3
g A curve with the y-axis as a line of 7 a y = 6− x
4
symmetry and the lowest point at (0, c). 3
(Learners are not expected to know the b gradient − and y-intercept 6
4
word parabola.) c
x 0 8 4
13 A and iii, B and iv, C and i, D and ii y 6 0 3
14 a Learner’s own (correct) values in the last
column.
x −5 −4 −3 −2 −1 0 1 2 3 4 5
d Learner’s own graph. A straight line
y 16 7 0 −5 −8 −9 −8 −5 0 7 16 through (0, 6) and (8, 0).
b Learner’s own graph. A parabola with the e Learner’s own check.
bottom at (0, −9).
8 a i y = 18 − 2x
c i (−10, 91) ii (8, 55)
1
iii (20, 391) ii y = 9− x
2
iv (−3, 0) or (3, 0) iii y = 9 − 2x
v (6, 27) or (−6, 27) 1
iv y = 3− x
2
Exercise 10.3 b Line Gradient y-intercept
1 a gradient 4 and y-intercept −6 2x + y = 18 −2 18
b gradient 6 and y-intercept 4 1
x + 2y = 18 − 9
2
c gradient −6 and y-intercept 4
4x + 2y = 18 −2 9
2 a gradient 0.5 and y-intercept 3
1
b gradient −1 and y-intercept 8 3x + 6y = 18 − 3
2
1
c gradient and y-intercept 0 18
4 c The gradient is − a and the y-intercept is .
1 b b
3 a 3 b 1 c
3
1
4 a − b −1 c −4
2
lOMoARcPSD|20960769
9 a y = 4x + 8 7 a Learner’s own graph. A straight line from

b straight line, gradient 4, y-intercept 8, the origin through (25, 40).
passes through (0, 8) and (−2, 0) b 24 dollars c 1.6
1 1 d 1.6 dollars e y = 1.6x
10 a i 3 ii iii y= x+3
2 2 f 152 dollars g 62.5 kg
1 1
b i 3 ii − iii y = − x+3 8 a Learner’s own graph. A straight line from
2 2
(0, 20) going through (30, 32).
Exercise 10.4 b 24 °C
1 a 250 m b 16 s c 0.4
c 12.5 m/s d d =12.5t d y = 0.4t + 20
e 625 m e 44 °C
2 a 400 b 20 f 200 seconds
c i 8 g Learner’s own answers.
ii There are 8 HK dollars to 1 US 9 a Learner’s own graph. A straight line from

dollar. (0, 100) going through (8, 72).
d y = 8x b 79 litres
e 920 HK dollars c 3.5 litres/hour
3 a 28 dollars b 15 d y = 100 − 3.5h
c 1.4 dollars d y = 1.4x 10 a 4800 b 33 000

e 64.12 dollars f 36.5 litres 11 a The y-intercept is 24.
32 − 24
4 a 1m Gradient = = 0.8, so the equation of
10 − 0
b the line is p = 0.8t + 24.
Weeks 0 1 2 3 4 5
36 − 24
Height (m) 1 1.2 1.4 1.6 1.8 2 b 36 = 0.8t + 24 so t = = 15; it takes 15
0.8
years.
c 0.2 m
12 a 8 m/s
d y = 0.2t + 1
b Marcus. Arun’s speed is 5 m/s.
e 3.2 m
13 The rate for A is 2 cm/minute and the rate for
5 a 1500 m b 750 m
B is 5 cm/minute.
c 50 m/minute d y = 1500 − 50x 120
14 a = 12 m/s
e 350 m f 30 minutes 10
280 − 120
6 a Learner’s own graph. A straight line from b = 16 m/s
10
(0, 0) through (50, 45).
400 − 280
b c = 24 m/s
Dollars 50 20 30 15 5
15 a Decreasing at a rate of 2 litres/hour.
Euros 45 18 27 13.5
b y = 18 − 2t
c i 0.9
c 9 hours
ii 1 dollar buys 0.9 euros
d y = 0.9x
e 252
f 170
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Check your progress 3 a $125 b $200
1 a 5x + 10y = 100 4 a $18 b $42
b 10y = 100 − 5x, then divide both sides 5 a Sand: 2 parts = 15 kg,
by 10. 1 part = 15 ÷ 2 = 7.5 kg
c −
1 Cement: 1 part = 7.5 kg
2
Gravel: 4 parts = 4 × 7.5 = 30 kg
2 a x 0 1 2 3 4 5 b Total = 15 + 7.5 + 30 = 52.5 kg
y 15 12 9 6 3 0 6 a 24 and 42 b 120
b Learner’s own graph. A straight line
7 a Learner’s own answers.
through (0, 15) and (5, 0).
c −3
3 a Learner’s own graph. The usual parabola
shape with the bottom at (0, 5). 8 a 750 mL b 1.5 L
b 5 and −5 9 1. Difference in number of parts = 4 − 1 = 3
4 a 4.5 m b 0.3 m/year 2. 3 parts = 39 g
c y = 0.3x + 3 d 5.7 m 3. 1 part = 39 ÷ 3 = 13 g
4. 4 parts = 13 × 4 = 52 g
Unit 11 Getting started 5. Total mass = 13 + 52 = 65 g
1 a 20 : 1 b 1:4 c 1:5 10 a $70

b Moira gets $21 and Non gets $49.
2 a 90 b 108 c 72
4 11 a There are two possible solutions. The
3 a b 32
7 numbers are either 6 and 9 or 4 and 6.
3 5
4 a Sky blue: , Ocean blue: b i Learner’s own answers.
4 7
b Sky blue is lighter. Learner’s own method. ii There are two possible solutions.
For example: Either the first number is 6 or the
Sky blue 1 : 3 = 2 : 6 = 2 parts blue and 6 second number is 6.
parts white iii 6 : 9 → dividing both numbers by
Ocean blue 2 : 5 = 2 parts blue and 5 parts 3 gives 2 : 3
white 4 : 6 → dividing both numbers by
There is more white in sky blue, so this 2 gives 2 : 3
shade is lighter. c Learner’s own discussions.
5 $6.80 12 0.18 or 1.28; Check: 0.48 : 0.18 = 8 : 3 or
1.28 : 0.48 = 8 : 3
Exercise 11.1
13 440 g of oats, 220 g of butter and 110 g of
1 a Cherries: 2 parts = 80 g, syrup. Learner’s own method. For example:
1 part = 80 ÷ 2 = 40 g Butter: 250 ÷ 2 = 125 g per part, Oats:
Sultanas: 5 parts = 5 × 40 = 200 g 440 ÷ 4 = 110 g per part.
b Total = 80 + 200 = 280 g Use 110 g per part as smallest amount.
2 a Strawberries: 2 parts = 400 g, Syrup: 1 × 110 g = 110 g, Butter:
1 part = 400 ÷ 2 = 200 g 2 × 110 g = 220 g, Oats: 4 × 110 g = 440 g
Raspberries: 1 part = 200 g 14 12 g
b Total = 400 + 200 = 600 g 15 3 : 4 : 5
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16 Learner’s own working. For example: 7

When working out the number of members of Number
staff the number must be rounded up to make 4 12 2 1 6 10 5
of people
sure there are enough members of staff. Cost per
300 100 600 1200 200 120 240
person (€)
Child : Number Number of
Age of
staff of members of 8 a–d Learner’s own answers and discussions.
children
ratios children staff
9 2 hours 24 minutes
up to 18
3:1 10 10 ÷ 3 = 3.3… = 4
months 10 a Learner’s own answers. Marcus is correct
18 months because the length of the ride is 4 minutes
up to 3 4:1 18 18 ÷ 4 = 4.5 = 5 and it doesn’t matter how many people
years are on the roller coaster.
3 years up b Learner’s own discussions.

8:1 15 15 ÷ 8 = 1.875 = 2
to 5 years
Activity 11.2
5 years up
14 : 1 24 24 ÷ 14 = 1.7…= 2 Learner’s own questions and answers.
to 7 years
11 a Yes. Learner’s own explanations. For
Total number of members of staff example: The height of bounce is 0.8 × the
needed = 4 + 5 + 2 + 2 = 13 height it is dropped from.
Reflection: Learner’s own answers. b 96 cm
c i
Exercise 11.2
Height of bounce (cm)
Height of ball before and after bounce

250
1 a direct proportion
200
b neither 150
c inverse proportion 100
d direct proportion 50
0
e neither 0 50 100 150 200 250 300
f inverse proportion Height when dropped (cm)
g neither ii They are in a straight line.
2 a $7 b $17.50 iii Yes
c $1.75 d $8.75 iv 225 cm
3 a 50 g b 150 g c 1.875 L 12 a Direct proportion. Learner’s own
explanation. For example: The
4 a 4 horses = 2 days mass : length increase ratio is the same as
÷4 ×4
1 horse = 8 days 5 g : 3 mm for all pairs of values
b 4 horses = 2 days
×2 ÷2
8 horses = 1 day
5 a normal speed = 36 seconds
÷2 1 ×2
speed = 72 seconds
2
b normal speed = 36 seconds
×3 ÷3
3 × speed = 12 seconds
6 a 20 minutes b 30 km/h
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b 5 a 0.084 b 0.916
Length of increase of string when different 6 a 0.85 b 0.7 c 0.05
masses are added
Length of increase (mm)
30 7 a 0.4 b 0.52
25 c 0.6 d 0.48
1 2 1
20 8 a b =
8 8 4
2 1 5
15 c = d
8 4 8
3
10 e
8
20 25 30 35 40 45 50
Mass (g) 9 a 0.45 b 0.7
4 2 1
c Use your graph to work out 10 P(A) = ; P(B) = ; P(C) =
7 7 7
i 27 mm 11 a 0.2 b 0.95 c 0.4
1 12 a 0.1 b 0.09 c 0.19 d 0.81
ii 33 g −34 g (accurate answer is 33 g)
3 1
d True. Learner’s own explanation. For 13 a
12
example: Because one set of values is a b Learner’s own answers. For example: The
multiple of the other, so the gradient of smallest possible numbers are black 3,
the line is constant. white 8, yellow 1. Or learners could have
any multiples of these.
Check your progress
1 a 750 g b 1050 g or 1.05 kg Exercise 12.2
1
2 a 24, 30 and 42 b 114 1 P(S) is always whether the first spin is a head
2
or a tail.
3 Sugar = 50 g, Butter = 100 g, Flour = 400 g
2 If A happens, the number is 2, 3 or 4 and
4 a $6 b $18 c $4.50 1
then P(1 or 2) = 3 ; if A does not happen, the
1
5 a 12 days b 3 days c 6 people number is 1, 5 or 6 and then P(1 or 2) = 3 ; as
these are the same, the events are independent.
Unit 12 Getting started 3 No. If the first two spins are tails then the
1
1 0.85 probability that all three are = P(Y) = 2 . If
2 a the first two spins are not both tails then Y is
H1 H2 H3 H4 H5 H6
impossible and P(Y) = 0.
T1 T2 T3 T4 T5 T6
4 They are independent. The coin is fair and so
1 3 1 1
b i ii = the probability is always . The coin has no
12 12 4 2
13 memory of the previous throws!
3 a = 0.26 b
1
or 0.2
50 5
4 5 Fog will decrease the probability that the flight
4 a 3 5 3
5
b c d will leave on time because the flight could be
25 8 32
cancelled.
Exercise 12.1 6 a If R happens, the number is 1, 2, 3, 4, 5
3 1
1 25% or 6 and P(even) = = . If R does not
6 2
2 a
1 3 1 4 2 happen, the number is 1, 2, 3 or 4 and
6 b = c = 2 1
6 2 6 3 P(even) = = . The probabilities are the
4 2 3 3 4 2
3 a = b c
7
d same and so the events are independent.
10 5 10 10 10
4 a 0.3 b 0.45 c 0.7 d 0.25
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1
b If B happens, the number is 1, 2, 3 or 4 and P(2) = 4 . If B does not happen, the number is 1, 2, 3, 4,
1
5 or 6 and P(2) = 6 . The probabilities are not the same, so the events are not independent.
7 a They are independent. If the first ball is replaced then the situation is exactly the same both times.
b They are not independent. If the first ball is black, the probability that the second ball is black is
smaller than if the first ball is white.
8 a Learner’s own explanation. For example: Arun and Sofia are not friends and do not travel together
and there are no external factors such as weather or traffic.
b Learner’s own explanation. For example: Arun and Sofia are brother and sister and travel to
school together.
9 If X happens then one of the cards must be A, C or D. Of these, 2 out of 3 are in the word CODE, so
2
the probability of Y is . If X does not happen the card must be B or E. Then 1 out of 2 is in the word
3 1
CODE, so the probability is . These probabilities are different, so the events are not independent.
2
Exercise 12.3
1 1 1
1 a b c
4 4 4
1 1 1
2 a b c
36 12 12
1 1 25
3 a b c
6 9 36
4 a 0.09 b 0.49 c 0.21 d 0.21
5 a 0.48 b 0.32 c 0.12 d 0.08
6 a i 0.015 ii 0.085 iii 0.135 iv 0.765
b Learner’s own explanation. For example: They are mutually exclusive and one of them must
happen.
7 a First Second Outcome
1 1 1 1
5 5, 5 9
× 9
= 81
9
5
1
9 8 1 8 8
not 5 5, not 5 9
× 9
= 81
9
1 8 1 8
8
5 not 5, 5 9
× 9
= 81
9
9
not 5
8 8 8 64
9 not 5 not 5, not 5 9
× 9
= 81
1 64 8 8
b i ii iii iv
81 81 81 81
c Not getting a 5 either time.
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red red, red 0.3 × 0.6 = 0.18

0.6
red
0.3
0.4 not red red, not red 0.3 × 0.4 = 0.12
red not red, red 0.7 × 0.6 = 0.42

0.7 0.6
not red
0.4 not red not red, not red 0.7 × 0.4 = 0.28
b i 0.18 ii 0.28 iii 0.12 iv 0.42
c Learner’s own explanation. For example: They are mutually exclusive and one of them must
happen.
9 a Blackbird Robin Outcome
0.8 Yes Yes, Yes 0.9 × 0.8 = 0.72
Yes
0.9 0.2 No Yes, No 0.9 × 0.2 = 0.18
Yes No, Yes 0.1 × 0.8 = 0.08

0.1 0.8
No
0.2 No No, No 0.1 × 0.2 = 0.02
b i 0.72 ii 0.02
c 0.98
1 2 1 2 1
4 Blue Blue, Blue 3
× 4
= 12
= 6
Blue
2
3 3 2 3 6 1
4 Yellow Blue, Yellow 3
× 4
= 12
= 2
1 1 1 1
1 4 Blue Yellow, Blue 3
× 4
= 12
3
Yellow
3 1 3 3 1
4 Yellow Yellow, Yellow 3
× 4
= 12
= 4
1 1 1 3 5
b i ii iii iv v
6 4 2 4 6
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11 a Learner’s own diagram. For example: The best way to do this is with a tree diagram.
First Second Outcome
Yes Yes, Yes 0.4 × 0.9 = 0.36

0.9
Yes
0.4
0.1
No Yes, No 0.4 × 0.1 = 0.04
Yes No, Yes 0.6 × 0.9 = 0.54

0.9
0.6
No
0.1 No No, No 0.6 × 0.1 = 0.06

b Miss the first time, and get a basket the second time.
c 0.94
Exercise 12.4
3 7 1
1 a or 0.12 b or 0.28 c or 0.2
25 25 5
2 a Red 0.39; white 0.27; blue 0.34
b The probability of each colour is 0.333. Blue is closest to this, white is furthest from this.
3 a Rolls 10 20 30 40 50 60 70 80 90 100
Total frequency 2 4 5 8 9 10 11 16 17 18
Relative frequency 0.2 0.2 0.167 0.2 0.18 0.167 0.157 0.2 0.189 0.18
b Learner’s own graph. Check that the relative frequency values from the table in part b have been
plotted correctly.
c Line through 0.167 on vertical axis.
4 a Flips 20 40 60 80 100
Frequency of heads 8 19 30 38 44
Relative frequency 0.4 0.475 0.5 0.475 0.44
b Learner’s own graph. Check that the relative frequency values from the table in part a have been
plotted correctly.
c The probability is 0.5. The relative frequency values are close to this. The values are below or equal
to this.
5 a Learner’s own table. Check that they have calculated the relative frequencies correctly.
b Learner’s own graph. Check that the relative frequency values from the table in part a have been
plotted correctly.
c Learner’s own estimate. The probability is 0.583 and the estimate could be close to this.
d Learner’s own discussions.
6 a
Draws 20 40 60 80 100 120 140 160 180 200
Frequency 10 14 27 36 42 50 55 62 70 79
Relative frequency 0.5 0.35 0.45 0.45 0.42 0.417 0.393 0.388 0.389 0.395
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b Learner’s own graph. Check that the 2 a If X happens then the number is 2, 4 or 6
relative frequency values from the table in 1
and P(Y) = . If X does not happen then
part a have been plotted correctly. 3 1
the number is 1, 3 or 5 and again P(Y) = .
3
c Learner’s own estimate. For example: 8
b If X happens the numbers are 2, 4 or 6
black and 12 white. 1
then P(Z) = . If X does not happen
3
7 a the numbers are 1, 3 or 5 then
2
Digits 20 40 60 80 100 P(Z) = . Different probabilities so they
3
are not independent.
Frequency
2 5 7 7 8
of 0 3 a 0.36 b 0.16
Relative 4 a 0.2 b 0.22
0.1 0.125 0.117 0.088 0.08
frequency
c The probability is 0.2. The relative
b Learner’s own graph. Check that the frequencies are the same or similar.
relative frequency values from the table in
part a have been plotted correctly. Unit 13 Getting started
c N
1 a b
N
Digits 20 40 60 80 100
Frequency
2 6 8 9 15
of 0 B
Relative
0.1 0.15 0.133 0.113 0.15 60° A155°
frequency
d Learner’s own graph. Check that the A

part c have been plotted correctly.
B
e
Digits 100 200 300 400 500 c N d N

Frequency B
11 27 40 52 60
of 0
Relative
0.11 0.135 0.133 0.13 0.12 A
frequency A 220°
305°
f Learner’s own graph. Check that the
part e have been plotted correctly.
g The probability is 0.1. The probabilities B
vary around this value. Sofia has the
closest final value. You might expect her 2 a 16 km b 30 cm
final value to be close because she has the 3 a (8, 8) b (5, 8)
largest sample size.
 −5  5
4 a  −6 b  6
8 Learner’s own answers and experiments.
Check your progress

1 Learner’s own answers. There are many
possible answers. For example:
a Roll a 2 and roll an odd number.
b Roll a 2 and roll an even number.
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5 a y 2 a N
6
5
4 y=4
3
2
140°
1
230°
0 1 2 3 4 5 6 7 8 9 10 x 5 cm
7 cm
b y
6
5 J
4 R
3
b Learner’s own measurement. Answer in
2
range 85 m–88 m.
1
3 Yes they could meet. Learner’s own answers
0 1 2 3 4 5 6 7 8 9 10 x and discussions. Learner’s own explanation.
x=6 For example: In a sketch of the situation,
the two lines cross, showing the point where
6 Rotation, 90 ° clockwise, centre (−1, 0). the yacht and the speedboat could meet. You
don’t know if the yacht and the speedboat will
7 meet because you don’t know their speeds, but
if they do meet it will be at this point.
4 N
A 152°
Exercise 13.1
1 Distance on scale drawing = 800 ÷ 100 = 8 cm
N 8 cm
Ship
8 cm
42°
50°
B
5 a Teshi’s sketch is incorrect. He has drawn

Yue south of Jun instead of Jun south
of Yue.
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b N b Learner’s own measurement. Answer in

range 12 km–13 km (Accurate answer is
12.4 km to 3 s.f.)
Yue 137° c Learner’s own measurement. Answer in

range 140 °–145 ° (Accurate answer is 143 °
to 3 s.f.)
4.1 cm = 8.2 km
Activity 13.1
Learner’s own question and discussions.
(8 km)
4 cm 8 a, b i, c i, d i
N
70° (6 km)
Jun 3 cm Farm N
Q
house
6 a N
café
N
P
120° 5 cm
(100 km)
30°
Shop
4 cm
b ii Learner’s own measurements. In the
(80 km)
range 14 km–14.5 km and 275 °–280 °.
b Learner’s own measurement. Answer in c ii Learner’s own measurements. In the
range 125 km–130 km (Accurate answer is range 6.5 km–7 km, 140 °–145 °.
128 km to 3 s.f.)
d ii Learner’s own measurements. In the
c Learner’s own measurement. Answer in ranges: Distance from P = 11.5 km–
range 246 °–252 ° (Accurate answer is 249 ° 12 km, Distance from Q = 1.2 km–
to 3 s.f.) 1.6 km.
9 a
7 a N
Ship
N N
8 cm (16 km)
275°
N
P 7.5 cm (75 km) L
6 cm
(12 km) b Learner’s own measurements. In the range
45° 46 km–47 km.
c Learner’s own measurements. In the range
53 km–54 km.
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10 a i 120 ° ± 2 ° ii 247 ° ± 2 ° 7 R (12, 15)

iii 351 ° ± 2 ° 8 a Learner’s own explanation. For example:
b 20 km c $1120 The point (1, 2) is not on the line. It is two
units to the left of where the line starts at
Reflection: Learner’s own answers. point A.
b Learner’s own explanation. For example:
Exercise 13.2 She needs to add (1, 2) on to the
1 Learner’s own diagram. Check that all of the coordinates of A (3, 2).
points are plotted and labelled correctly. c The coordinates of C are (3 + 1, 2 + 2)
a A (0, 2) and B (3, 2) = (4, 4). Learner’s own check.
b (1, 2) d i 1:5 ii 1:4
c (2, 2) e Learner’s own discussions.
2
d C (4, 0) and D (4, 8) 9 Difference in x-coordinates = 9 − 3 = 6, × 6 = 4
3
e (4, 2) 2
Difference in y-coordinates = 13 − 4 = 9, × 9 = 6
f (4, 6) 3
H = F(3, 4) + (4, 6) = (3 + 4, 4 + 6) = (7, 10)
2 A and v, B and iii, C and vi, D and ii,
E and iv, F and i 10 a L (10, 11)
3 a–d Learner’s own answers. b Learner’s own check using a diagram.
e Learner’s own answer. For example: 11 a, b Learner’s own diagram. Check that the
Chesa’s method will work as she takes points and diagonals are drawn accurately.
into account the position of S. When S  1 1
moves she will add her distances on to the c E 3 ,3 
 2 2
coordinates of S. Tefo’s method will not
 2 + 5 5 + 2
=  ,
7 7
=  3 , 3
work as he is just finding the fraction of 1 1
d ,
 2 2 
  2 2  2 
2
the coordinates of T. When S moves this
will give the incorrect answer. e Difference in x-coordinates of
5 1
AC = 5 − 1 = 4 ×4=2
f Learner’s own discussions. 8 2
Difference in y-coordinates of
4 a B (4, 3) b A (12, 9) 5 1
AC = 5 − 1 = 4 ×4=2
c C (2, 3) d B (8, 12) 8 2
 1 1  1 1
5 a B (4, 6) E = A (1, 1) +  2 , 2  = 1 + 2 , 1 + 2 
 2 2  2 2
b C (6, 9)  1 1
= 3 , 3 
c J (2 × 10, 3 × 10) = (20, 30)  2 2
12 J (13, 13). Learner’s own working. For
d P (2 × 16, 3 × 16) = (32, 48)
example:
e (2 × 20, 3 × 20) = (40, 60)
Difference in x-coordinates is 17 − 5 = 12
f Coordinates of the point labelled with the
Difference in y-coordinates is 19 − 1 = 18
nth letter are (2n, 3n).
There are six points after F, so the
6 a Yes. Learner’s own explanation. For x-coordinates increase by 12 ÷ 6 = 2 for each
example: E is at (4 × 3, 4 × 7) = (12, 28). point, and the y-coordinates increase by
b No. Learner’s own explanation. For 18 ÷ 6 = 3 for each point.
1
example: OD lies of the distance OE Points: F G H I J K L
3 4
and so DE lies of the distance OE. This
4 x-coordinates 5 7 9 11 13 15 17
1 3
means the ratio OD : DE is : = 1 : 3 and y-coordinates 1 4 7 10 13 16 19
4 4
not 1 : 4.
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Exercise 13.3 5 a Reflection in the y-axis.

b Reflection in the x-axis.
1 a and iii, b and i, c and ii
c Reflection in the line y = 1.
2 a Learner’s own diagram. The image should
d Reflection in the line x = 1.
have vertices (2, 0), (4, 0), (4, 1) and (3, 1).
 2  5
b Learner’s own diagram. The image should 6 a  −1  b  1
have vertices (3, 0), (4, 0), (4, 1) and (3, 2).
 −6  5
c Congruent. Learner’s own explanation. c  −4 d  −1
For example: In both parts the object and
 −4   1
the image are identical in shape and size. e f
 4   3
3 a Learner’s own diagram. The image should 7 a 90 ° clockwise, centre (3, 3)
have vertices (2, 1), (4, 3) and (1, 3).
b 90 ° anticlockwise, centre (3, 0)
b Learner’s own diagram. The image should
c 180 °, centre (3, 0)
have vertices (−2, 0), (−5, 0) and (−3, 2).
d 90 ° clockwise, centre (−1, 0)
c Learner’s own diagram. The image should
have vertices (−2, 1), (−2, 4) and (0, 3). e 90 ° anticlockwise, centre (−1, −1)
d Learner’s own diagram. The image should 8 a i Rotation 180 °, centre (−2, 1) OR
have vertices (2, −1), (4, −3) and (2, −4). reflection in the line y = 1 OR
 0
4 a i Learner’s own diagram. The image translation  −3 .
 
should have vertices (−1, −3), (1, −3),
 2
(0, −2) and (0, −3). ii Translation  OR rotation 180 °,
 −4
ii Learner’s own diagram. The image centre (2.5, 3)
should have vertices (−3, 5), (−5, 5),
iii Reflection in the line x = 4.5 OR
(−4, 4) and (−4, 5).
rotation 180 °, centre (4.5, 1) OR
b i Learner’s own diagram. The image  2
translation  0 .
should have vertices (3, −3), (5, −2),
(5, −1) and (4, −1). b Learner’s own discussions. For example:
Yes, for all of them there is more than one
ii Learner’s own diagram. The image
transformation. Because each object and
should have vertices (−1, −3), (1, −2),
image are in the same orientation, they
(1, −1) and (0, −1).
can all just be translated from one shape
c i Learner’s own diagram. The image to the other shape. The shapes can all also
should have vertices (−2, 2), (−2, 4), be rotated 180 °. For the two pairs where
(−3, 3), (−4, 3) and (−4, 2). the translation is either horizontal only or
ii Learner’s own diagram. The image vertical only, it is also possible to reflect
should have vertices (−2, −4), (−2, −6), the shapes in a vertical or horizontal
(−4, −6), (−4, −5) and (−3, −5). mirror line.
d i The positions of the shapes are c i For example: Rotation 180 °, centre
 1
different, even though the elements of (3, 5) followed by a translation  −4 .
 
the transformations are the same.
ii For example: Rotation 90 °
ii Yes. Learner’s own explanation. anticlockwise, centre (1, 4) followed
For example: A different order  −2
by a translation   .
often results in a different finishing  −5
position. iii For example: Rotation 90 °
anticlockwise, centre (3, 0) followed
iii Learner’s own discussions.  −4
by a translation  2 .
iv Learner’s own transformations. For
example: Reflection in line y = −2,
then reflection in line x = 3.
v Learner’s own checks.
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d Learner’s own discussions. For example: Exercise 13.4

Yes, for all of them there is more than one
combined transformation. Each object can 1
be rotated about any point to get it in the
same orientation as the image, and then
you can use a translation to move it into the
correct position. In part i, you could also
use a reflection in any vertical or horizontal
line and then you can use a translation to
move it into the correct position.
9 a They are both correct. When you start
with triangle G and follow Sofia’s
instructions, the final image is triangle
H. When you start with triangle G and 2 a
follow Zara’s instructions, the final image
is triangle H.
b For example: Reflection in the line x = 3
 −6
then translation  −2 .
 −8
For example: Translation  −2 then
reflection in the line x = −4.
c There are an infinite number of Scale factor 2
combined transformations. Learner’s
own explanation. For example: G can be b
reflected in any line x = ‘a number’ then
translated to H.
10 a i Learner’s own diagram. Shape B with
vertices (6, 4), (8, 5), (8, 2) and (6, 2).
Shape C with vertices (2, 5), (4, 6),
(4, 8) and (2, 8).
ii Reflection in the line y = 5.
Scale factor 3
b i Learner’s own diagram. Shape D with
c
vertices (5, 8), (8, 8), (8, 10) and
(6, 10). Shape E with vertices (2, 5),
(5, 5), (5, 7) and (3, 7).
ii Rotation 90 ° anticlockwise,
centre (2, 5).
Activity 13.3
Learner’s own answers and discussions.
11 a A to B b A to C
c B to D d C to E
Reflection: Scale factor 4
a It is the same shape and size. 3 a Learner’s own explanation. For example:
b • corresponding lengths are equal She hasn’t enlarged the shape correctly
• corresponding angles are equal from the centre of enlargement. She has
• the object and the image are congruent incorrectly used the centre as one of the
vertices of the triangle.
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b 7 Perimeter = 60 cm, Area = 150 cm2

8 Shape G is an enlargement of shape F, scale
factor 3 and centre of enlargement at (1, 2).
9 a Enlargement scale factor 2, centre (−5, 2).
b Enlargement scale factor 4, centre (−6, −2).
10 Enlargement scale factor 3, centre (4, −5).
11 Learner’s own answers and justification. For
example: Arun is incorrect. When one shape is
an enlargement of another, and the centre of
enlargement is inside the shapes, you can use
ray lines to find the centre of enlargement.
Activity 13.4
Learner’s own enlargements and discussions. 12 Enlargement scale factor 3, centre (6, 5).
4 a Learner’s own diagram. Check that the 13 Enlargement scale factor 2, centre (4, 4).
shape has been enlarged correctly. Vertices
of the image should be at (1, 7), (5, 7), Check your progress
(5, 3) and (1, 3).
1 a N
b Learner’s own diagram. Check that the
of the image should be at (2, 6), (8, 6),
(8, 0) and (2, 0).
c Learner’s own diagram. Check that the 140°
of the image should be at (1, 9), (9, 9), N
(9, 1) and (1, 1).
9 cm
5 a i Perimeters: A = 8 cm, B = 16 cm, 12 cm
(90 km)
C = 24 cm and D = 32 cm (120 km)
50°
ii Areas: A = 4 cm2, B = 16 cm2,
C = 36 cm2 and D = 64 cm2
b Answer in range 148 km–152 km
b
(accurate answer 150 km).
Scale Ratio Ratio c Answer in the range 264 °–270 °
Ratio of (accurate answers 267 ° to 3 s.f.)
Squares factor of of of peri-
areas
enlargement lengths meters
2 a (5, 3) b (6, 10)
2
A:B 2 1:2 1:2 1:4=1:2
3 L (4, 10)
A:C 3 1:3 1:3 1 : 9 = 1 : 32
4 a i Learner’s own diagram. The vertices
A:D 4 1:4 1:4 1 : 16 = 1 : 42 of triangle B should be at (3, 3), (5, 3)
and (4, 4).
c ratio of lengths = ratio of perimeters.
ii Learner’s own diagram. The vertices
d ratio of lengths squared = ratio of areas.
of triangle C should be at (3, 3), (4, 2)
e Yes. Yes. and (4, 4).
f Learner’s own discussions. b i Rotation of 180 °, centre (3, 4).
6 Perimeter of R = 14 cm → Perimeter of ii Rotation 90 ° anticlockwise,
T = 14 × 3 = 42 cm centre (2, 3).
Area of R = 10 cm2 → Area of

T = 10 × 32 = 90 cm2
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5 4 Learner’s own answers. For example:

a Yes. The cross-section is a circle.
b Area of circle × height
c V = πr2h
5 Learner’s own explanation. For example: The
radius and height are in different units. She
needs to change the 5 mm to cm or change the
2 cm to mm before she works out the volume.
Volume = 1570 mm3 (3 s.f.) or 1.57 cm3 (3 s.f.)
6 a 942.5 cm3
6 Scale factor 3, centre of enlargement b 353.4 cm3
at (10, 4). c 17 592.9 mm3
7 Perimeter = 54 cm and area = 180 cm2.
Activity 14.1
Unit 14 Getting started Learner’s own cylinders, answers and discussions.
1 25.13 cm 7
2 a 27 mm2 b 21 cm2 c 78.5 m2 Height Volume

Radius Area of
of of
3 a 120 cm3 b 158 cm2 of circle circle
cylinder cylinder
4 a 480 cm3 a 2.5 m 19.63 m2 4.2 m 82.47 m3
b Learner’s own diagram. Any correct net. b 6 cm 113.10 cm2 4.48 cm 507 cm3
2
c 528 cm2 c 2.52 m 20 m 2.5 m 50 m3
d 4.56 mm 65.25 mm2 16 mm 1044 mm3
5 a 1 b 2 c 6 d 0
8 a 5.5 cm b 4.2 cm c 2.1 cm
Exercise 14.1 9 Learner’s own methods and answers. For
1 a 120 cm3 example:
b 130 cm3 Volume of cylinder: V = πr2h = π × 62 ×18
c 134.4 cm3 = 2035.75 cm3 (2 d.p.)
2 Volume of cube: V = 83 = 512 cm3

Area of Length of Volume
cross-section prism of prism Volume of water: 1.5 litres = 1500 mL = 1500 cm3
a 12 cm2 10 cm 120 cm3
Volume of cube + 1.5 litres = 512 + 1500
b 24 cm2 8.5 cm 204 cm3 = 2012 cm3
c 18.5 m2 6.2 m 114.7 m3
The total volume of the cube and water is less
than the volume of the cylinder, so the water
3 a Learner’s own explanation. For example:
will not come over the top of the cylinder.
Yusaf hasn’t used the correct cross-
2012 cm3 < 2035.75 cm3
section. Instead of using the trapezium
as the cross-section, he has used the side Reflection: Learner’s own explanations.
rectangle (which is not the cross-section
of the prism).
(8 + 14) × 4 = 44 cm2
1
b Area of trapezium =
2
Volume of prism = 44 × 20 = 880 cm3
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Exercise 14.2 e Add 1 to the number in front of the

r, then double it. This gives you the
1 Answer using rounded intermediate values: number in front of the πr2. So, 19 + 1 = 20,
Area of circle = π r 2 20 × 2 = 40, so SA = 40πr2.
= π × 52 f Learner’s own discussions.
= 78.54 cm 2 (2 d.p.) 5 226 cm2 (3 s.f.)
Circumference of circle = π d 6 Learner’s own methods and answers. For
= π × 10 example:
= 31.42 cm (2 d.p.) a i The hypotenuse of the triangular
cross-section.
Area of rectangle = 31.42 × 12
ii Pythagoras’ theorem
= 377.04 cm 2 (2 d.p.)
b Learner’s own discussions.
Total area = 2 × 78.54 + 377.04
c 408 cm2
= 534 cm 2 (3 s.f.)
7 a SA = 660 cm2
Answer using accurate intermediate values:
b SA = 1188 mm2
2
Area of circle = π r c SA = 23.3 m2
=π ×5 2
= 78.5398 ... cm 2 Activity 14.2

Circumference of circle = π d a, b Learner’s own shapes. For example:
A cuboid with length 10 cm, width
= π × 10
10 cm and height 8 cm (V = 800 cm3,
= 31.4159 ... cm SA = 520 cm2); A triangular prism of
Area of rectangle = 31.4159... × 12 length 33 cm with a right-angled
cross-section with base length 6 cm, height
= 376.9911... cm 2
8 cm and hypotenuse 10 cm (V = 792 cm3,
Total area = 2 × 78.5398... + 376.9911... SA = 840 cm2); A cylinder with height
= 534 cm 2 (3 s.f.) 16 cm and cross-section radius 4 cm
(V = 804 cm3, SA = 503 cm2).
2 a SA = 477.5 cm2 c Learner’s own answers and explanations.
b SA = 322.0 cm2 d Learner’s own discussions.
c SA = 4272.6 mm2 8 754 cm2
3 The pyramid has a greater surface area than 9 15 labels is the maximum using Method 1
the cylinder. 132 cm2 > 125.66 cm2. below.
1 
Pyramid: SA = 4 ×  × 6 × 8 + 6 × 6 = 132 cm 2 Method 1:
2 
Cylinder: SA = π × 22 × 2 + π × 4 × 8 = 125.66 cm2 120 ÷ 23.6 = 5 whole lengths
4 Learner’s own methods and answers. 35 ÷ 10 = 3 whole lengths
For example:
Number of labels = 5 × 3 = 15
a SA = πr2 + πr2 + 2πrh
b SA = πr2 + πr2 + 2πrh = 2πr2 + 2πrh = Method 2:
2πr(r + h) 120 ÷ 10 = 12 whole lengths
c SA = 2πr(r + h) = 2πr(r + 2r) = 2πr × 3r =
35 ÷ 23.6 = 1 whole length
6πr2
d i SA = 8πr2 ii SA = 10πr2 Number of labels = 12 × 1 = 12
iii SA = 12πr2
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Exercise 14.3 6 a
1 a, b and c Learner’s own drawings. Check that Number

2D Number
the planes of symmetry are drawn correctly. of planes
regular of lines of 3D prism
Shapes a and b have vertical planes of of
polygon symmetry
symmetry. Shape c has a horizontal plane of symmetry
symmetry. Triangle 3 Triangular 4
2 a, b Learner’s own drawings. Check that the Square 4 Square 5
planes of symmetry are drawn correctly. Shape Pentagon 5 Pentagonal 6
a has one vertical and one horizontal plane of Hexagon 6 Hexagonal 7
symmetry. Shape b has two vertical and one
horizontal plane of symmetry. Octagon 8 Octagonal 9
3 a, b Learner’s own drawings. Check that the b Learner’s own answers and explanations.
plane of symmetry is drawn correctly. The For example:
plane of symmetry should be vertical. Number of planes of symmetry = number
c The plane of symmetry is a vertical plane of lines of symmetry + 1. This happens
of symmetry. because the planes of symmetry can be
drawn, the length of the prism, in the
4 a, b Learner’s own lines of symmetry. Any of same place as the lines of symmetry on the
these: cross-section of the prism. There is then
the extra plane of symmetry that divides
the prism halfway along its length.
c i 11 ii 13
7 a, b Learner’s own diagram. Check that the
plane of symmetry passes through the
circular ends of the cylinder, dividing the
circular cross-section into two identical
semi-circles.
c Learner’s own diagram. Check that the
plane of symmetry passes halfway along
the height, splitting the cylinder into two
c A cube has a total of nine planes of identical cylinders.
symmetry.
d Learner’s own answers and explanations.
d Learner’s own justification. All nine For example:
diagrams shown in the answer to part b.
It has an infinite number of planes of
e Learner’s own discussions. symmetry. A circle has an infinite number
of lines of symmetry, so this is the same
5 a There are two vertical and one horizontal
in 3D for the cylinder. When the cylinder
planes of symmetry.
is placed upright there is always one
b horizontal plane of symmetry, but an
infinite number of vertical ones.
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Check your progress 3 a
1 120 cm3 Mean Median Mode Range

2 14 m2 History 12.9 13 16 7
3 452 cm3 Chemistry 14 16 18 15
4 The square-based pyramid has the greater
b The Chemistry group has better marks on
surface area.
average, because the mean, median and
Pyramid: SA = 340 cm2, mode are all greater than for the History
Cylinder: SA = 320.44 cm2, 340 > 320.44 group.
5 a The shape has two vertical, one horizontal c The History group has more consistent
and two diagonal planes of symmetry. marks because the range is lower.
b Learner’s own diagrams showing the five Exercise 15.1

planes of symmetry correctly as described
in the answer to part a. 1 a Height, h (cm) Frequency Midpoint
140 ⩽ h < 150 7 145
150 ⩽ h < 160 13 155
1 a Age, a (years) Frequency 160 ⩽ h < 170 6 165
10 < a ⩽ 15 3 170 ⩽ h < 180 2 175
15 < a ⩽ 20 6
b Learner’s own diagram. Frequency
20 < a ⩽ 25 7 polygon with points (145, 7), (155, 13),
25 < a ⩽ 30 4 (165, 6) and (175, 2) joined with straight
lines. Make sure that the axes are labelled
b Learner’s own diagram. Frequency correctly and that a sensible scale is used.
diagram showing the data in part a. Make
2 a Mass, m (kg) Frequency Midpoint
sure the axes are labelled correctly and
that a sensible scale is used. Make sure the 40 ⩽ m < 50 4 45
bars are the correct width and height. 50 ⩽ m < 60 12 55
c 11 60 ⩽ m < 70 8 65
2 a Class 9P test results b Learner’s own diagram. Frequency
polygon with points (45, 4), (55, 12) and
0 3 8 9 (65, 8) joined with straight lines. Make
1 2 4 6 7 8 9 sure that the axes are labelled correctly
2 2 3 4 4 6 7 8 and that a sensible scale is used.
3 0 1 6 8 9 9 9 c 24
4 0 0 2
d
3
Key: 0 3 means 03 marks e Arun is incorrect. Learner’s own
explanation. For example: You do not
b 32% know how heavy the heaviest student is.
1 You only know that their mass is in the
c interval 60 kg ⩽ m < 70 kg.
5
d 14
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3 a Learner’s own frequency table. For c Learner’s own diagram. Two frequency
example: polygons drawn on one grid. Oaklands
points (5, 25), (15, 10), (25, 12) and (35, 3)
Age, a (years) Frequency joined with straight lines. Birchfields
10 ⩽ a < 25 6 points (5, 8), (15, 14), (25, 17) and (35, 11)
joined with straight lines. Make sure that
25 ⩽ a < 40 9 the axes are labelled correctly and that a
40 ⩽ a < 55 7 sensible scale is used.
55 ⩽ a < 70 4 d Learner’s own comments. For example:

Over three times as many people waited
70 ⩽ a < 85 2 less than 10 minutes in Oaklands surgery
compared to Birchfields surgery. More
b Learner’s own diagram. Frequency
people waited over 10 minutes in Birchfields
polygon with points (17.5, 6), (32.5, 9),
surgery compared to Oaklands surgery.
(47.5, 7), (62.5, 4) and (77.5, 2) joined
with straight lines. Make sure that the 6 a, b Learner’s own comments. For example:
axes are labelled correctly and that a Using Sofia’s method you don’t need
sensible scale is used. to work out the midpoints. When you
c Learner’s own discussions. have drawn the bars it is easy to join the
midpoint of each bar with straight lines.
4 Learner’s own frequency tables and polygons. Her method will take longer though, as
For example: you have to draw all the bars first. Using
a Zara’s method is quicker as you don’t have
Time, t (minutes) Frequency to draw all the bars, but you do need to
10 ⩽ a < 20 4 work out the midpoints, and if you make
a mistake with one of the midpoints you
20 ⩽ a < 30 8 might not notice when you plot the point.
30 ⩽ a <40 9 c Learner’s own discussions.
40 ⩽ a < 50 3 7 a Learner’s own diagram. Frequency
polygon with points (5, 2), (15, 4), (25, 8)
b Learner’s own diagram. Frequency and (35, 6) joined with straight lines.
polygon with points (15, 4), (25, 8), Make sure that the axes are labelled
(35, 9) and (45, 3) joined with straight correctly and that a sensible scale is used.
lines. Make sure that the axes are labelled
correctly and that a sensible scale is used. b Learner’s own comments. For example:
The plants that were grown in the
5 a 50 at each surgery. greenhouse grew higher than the plants
Oaklands Surgery that were grown outdoors. 14 of the
plants grown in the greenhouse were over
Time, t (minutes) Frequency Midpoint 20 cm tall, whereas only six of the plants
0 ⩽ t < 10 25 5 grown outdoors were over 20 cm tall.
10 ⩽ t < 20 10 15 8 a Learner’s own diagram. Two frequency
20 ⩽ t < 30 12 25 polygons drawn on one grid. Boys’ points
30 ⩽ t < 40 3 35 (2, 5), (6, 10), (10, 15), (14, 7) and (18, 3)
joined with straight lines. Girls’ points
(2, 7), (6, 8), (10, 12), (14, 18) and (18, 5)
Birchfields Surgery joined with straight lines. Make sure that
Time, t (minutes) Frequency Midpoint the axes are labelled correctly and that a
0 ⩽ t < 10 8 5 sensible scale is used.
10 ⩽ t < 20 14 15 b Learner’s own comments. For example:
More girls spend between 0 and 4 and
20 ⩽ t < 30 17 25
between 12 and 20 hours doing homework
30 ⩽ t < 40 11 35 each week. More boys spend between 4
and 12 hours doing homework each week.
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c 40 boys and 50 girls Exercise 15.2

d Learner’s own comments. For example:
No, as there were 10 more girls than boys 1 a Learner’s own scatter graph. Horizontal
surveyed. There should have been the axis showing ‘Hours doing homework’
same number of boys and girls in order to and vertical axis showing ‘Hours watching
make a fair comparison. TV’. Points (14, 7), (11, 12), (19, 4),
(6, 15), (10, 11), (3, 18), (9, 15), (4, 17),
9 a Learner’s own diagram. Frequency (12, 8), (8, 14), (6, 16), (15, 7), (18, 5),
polygon with points (200, 5), (220, 8), (7, 16) and (12, 10) plotted. Make sure
(240, 11), (260, 7), (280, 5) and (300, 4) that the axes are labelled correctly and
joined with straight lines. Make sure that that a sensible scale is used.
the axes are labelled correctly and that a b Negative correlation. The more time the
sensible scale is used. student spends doing homework, the less
b i Length, l (cm) Frequency time they spend watching TV.
c Student’s line of best fit. Strong
190 ⩽ l < 230 13 negative correlation.
230 ⩽ l < 270 18 d Correct answer from learner’s line of
best fit. Answer should be within range
270 ⩽ l < 310 9 16–17.
ii Learner’s own diagram. Frequency 2 a Learner’s own answer and explanation.

polygon with points (210, 13), b Learner’s own scatter graph. Horizontal
(250, 18) and (290, 9) joined with axis labelled ‘Maximum daytime
straight lines. Make sure that the temperature’ and shown from 25 to 35.
axes are labelled correctly and that a Vertical axis labelled ‘Number of cold
sensible scale is used. drinks sold’ and shown from 20 to 40.
c Learner’s own answers and explanations. Points (28, 25), (26, 22), (30, 26), (31, 28),
For example: The first frequency polygon (34, 29), (32, 27), (27, 24), (25, 23), (26, 24),
gives you better information because there (28, 27), (29, 26), (30, 29), (33, 31) and
are more groups so it shows you more (27, 23) plotted.
information on the lengths of the turtles. c Positive correlation. The higher the
The second frequency polygon only has temperature, the more cold drinks were
three groups so less information can be sold.
taken from the graph.
d i 12
e Learner’s own line of best fit.
ii No, Arun cannot fill in the correct
f Learner’s own comments. For example: It is
frequencies in his table. Learner’s own
not possible to predict from a line of best
explanation. For example: From the
fit a value higher or lower than the data
first table Arun knows that there are
given, as there are no data to show that
five turtles between 190 and 210 cm.
the correlation is the same after or before
But this does not tell him how many
these points. With a temp of 44 °C the store
turtles there are between 190 and
might not sell many drinks as people might
200 cm and how many turtles there
not go outside in that temperature.
are between 200 and 210 cm, so it
is impossible for him to complete g Learner’s own discussions.
his table. He would have to find the 3 a Learner’s own answer and explanation.
original data, before it was grouped,
in order to use the groups he wants to.
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b Learner’s own scatter graph. Horizontal b Weak negative correlation.

axis labelled ‘History result’ and shown c Learner’s own line of best fit, and correct
from 0 to 100. Vertical axis labelled ‘Music answer from their line, for number of fish
result’ and shown from 0 to 100. Points when the temperature is 27 °C. Answers
(12, 25), (15, 64), (22, 18), (25, 42), (32, 65), should be within range 74–78.
(36, 23), (45, 48), (52, 24), (58, 60), (68, 45),
(75, 68), (77, 55), (80, 42), (82, 32) and d It is not a good idea to use the line of
(85,76) plotted. best fit to predict the number of fish in
the Red Sea when the temperature of the
c No correlation. Getting a good result in sea is 30 °C, 35 °C or even higher, because
one subject does not mean a student will you do not know what happens beyond
get a good, or bad, result in the other the data you are given. There may be no
subject. fish at 30 °C and the number cannot keep
d Learner’s own answer and explanation. dropping after that.
4 a Strong positive correlation. e Learner’s own answers.
b 6 km in 16 minutes. Learner’s own Reflection: Learner’s own answers.
explanation. For example: It should have
taken less time, so the taxi might have 7 a Learner’s own explanation. For example:
been delayed in traffic. It is a coincidence that the graph shows a
positive correlation. In a school the older
5 a Learner’s own answers. learners might have longer feet, and they
b Learner’s own answers. For example: Try might be better at maths as they have been
to get an equal number of points on either in school longer than the younger students,
side of the line (not always possible). The but they might not. Also, when your feet
line can go through some of the points. stop growing, it doesn’t mean that you are
Make lines long enough to go through all going to stop getting better at maths. Your
the data, don’t make the lines too short. ability in maths does not depend on the
Work out the mean of the data and make length of your foot. Your ability in maths
the line go through this point. depends on how hard you work.
c Learner’s own discussions. b Learner’s own discussions.
d It is not a good idea to use the line of

best fit to make predictions outside the
range of the data, because you do not
know what happens beyond the data you
are given. It could be that after a body
length of 60 cm, a bird’s wingspan hardly
changes in length.
6 a
Number of ﬁsh at different points in the Red Sea
150
140
130
Number of ﬁsh
120
110
100
90
80
70
18 20 22 24 26 28 30
Temperature (ºC)
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Exercise 15.3
1 a Shop A Shop B
8 9 0 8
9 0 7 7 4 6 2 8 1 9 9
1 4 3 9 2 9 5 4 7 7
1 0 3 6 3 2 5 6 0 1 2
Key: 9 0 means 9 years old Key: 3 6 means 36 years old
b Shop A Shop B
9 8 0 8
9 8 7 7 6 4 2 0 1 9 9
9 4 3 1 2 4 5 7 7 9
1 0 3 0 1 2 2 3 4 6 6
Key: 9 0 means 9 years old Key: 3 6 means 36 years old
c Learner’s own checks.

d i Shop A
ii Shop B
e Learner’s own answers. For example: Shop A sells clothes for younger people and shop B sells
clothes for older people.
2 a Beach car park City car park
3 0 4 9
7 6 6 6 5 4 2 5 5 5 7
9 7 7 6 5 4 6 9
2 2 1 0 0 6 8 8 9
Key: For the Beach car park, 5 4 means 45 ice-creams
For the City car park, 3 0 means 30 ice-creams
b i Mode ii Median iii Range

Beach
46 57 17
car park
City car
45 46 39
park
c Learner’s own answers. For example: On average the vendor had better sales at the Beach car park.
Their median was higher. This shows that 50% of their daily sales were 57 ice-creams or more,
compared to only 46 for the City car park. Their mode was also higher. The range was smaller,
showing that their sales were more consistent. However, it was at the City car park where they had
their highest daily sale of 69 ice-creams.
d Learner’s own answers. For example: No. The vendor’s sales were better at the Beach car park as
they had a higher median and mode and sales were more consistent.
e Learner’s own discussions.
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3 a Learner’s own answers. For example:

i Mode ii Median iii Range iv Mean
Website A and Website B both had the
Boys’ same mode and almost the same median.
17.4 s 16.3 s 2.9 s 16.56 s
times The median for Website B was only one
Girls’ more than Website A, so this average is
16.8 s 17.5 s 4s 17.72 s almost the same. The mean was also very
times
similar with only a difference of 2.8 hits
per day. So, on average Website B had
b Learner’s own answers. For example: On
slightly more hits than Website A. Website
average the boys ran faster than the girls,
B’s range is a lot higher than Website A,
as their mean and median were lower.
showing that the number of hits it had per
The girls had the fastest modal time, but
day varied a lot more.
they had a larger range showing that their
times were more varied than the boys. c Learner’s own answers. For example:
Neither website appears to be better.
c Learner’s own answers. For example: No,
Website A was more consistent. Website
as the girls’ mean and median are both
B was only slightly better on average than
slower. This shows that on average the
Website A.
boys are faster.
1 2 d Learner’s own discussions.
4 a A ,B
4 3
b A 25%, B 0% Exercise 15.4
c The variation is the same for A and B.
1 a i 150 cm ⩽ h < 160 cm
They both have a range of 31 g.
. ii 150 cm ⩽ h < 160 cm
d A: mean = 408.83
. g, median = 409 g
B: mean = 395.6 g, median = 395 g b Learner’s own explanation. For example:
You can only give the modal class and
e Learner’s own answers. For example:
class where the median lies, because the
Location A because on average the mass
data is grouped and you don’t know the
of the hedgehogs is greater.
individual values.
5 a c 40 cm
Website A Website B
d
12 8 9
Midpoint Frequency Midpoint × frequency
4 3 0 0 13 4 6 8
145 7 145 × 7 = 1015
8 7 6 5 5 5 2 1 14 5 5 5 6 6 8 155 13 155 × 13 = 2015
165 6 165 × 6 = 990
9 8 5 3 3 2 2 15 4 5 6 7 7 8
175 2 175 × 2 = 350
1 0 16 6 7 8 9 Totals: 28 4370
4370
Key: For Website A, 0 13 means 130 hits Estimate of mean = = 156 cm
For Website B, 12 8 means 128 hits 28
2 a i 50 kg ⩽ m < 60 kg
b Mode Median Range Mean ii 50 kg ⩽ m < 60 kg
.
Website b i 56.6 kg or 57 kg
145 147 31 147.1
A ii 30 kg
Website c Learner’s own explanation. For example:
145 148 41 149.9
B Answers are estimates because the data
is grouped and you do not know the
individual values.
lOMoARcPSD|20960769
3 a Learner’s own answers and explanations. Table B

For example: Using the midpoint would
be best. If you use the smallest value in Score Tally Frequency
each class the estimate of the mean will be 2–5 llll l 6
too low, because not all the values will be 6–9 llll lll 8
the smallest value. If you use the highest
10–13 llll l 6
value the estimate of the mean will be too
high, because not all the values will be the e
highest value.
Class
b Learner’s own discussions. Modal
interval Estimate
class
4 a 40 at The Heath and 50 at Moorlands. where the of mean
interval
median lies
b
Table A 8–10 8–10 7.2
Class
Modal
interval Estimate Table B 6–9 6–9 7.5
Hospital class
where the of mean
interval
median lies
f i Learner’s own answers. For example:
The 10 ⩽ t < 20 10 ⩽ t < 20 17.25 When there are more groups, the
Heath minutes minutes minutes estimate of the mean is closer to the
19.4 accurate mean.
Moorlands 0 ⩽ t < 10 20 ⩽ t < 30
minutes minutes minutes ii Learner’s own answers. For example:
The accurate median lies in both the
c Learner’s own answers. For example: class intervals containing the median.
The modal class interval is lower for
iii Learner’s own answers. For example:
Moorlands than The Heath, but the class
The accurate modal value is 3, but
interval containing the median is lower
this isn’t reflected at all in either of
for The Heath than Moorlands. The mean
the modal class intervals, which are
is just over 2 minutes less waiting time in
totally different.
The Heath than Moorlands.
g Learner’s own discussions.
d Learner’s own answers. For example: The
Heath, because the mean is lower and the
median is lower. Even though the modal
Activity 15.4
group is lower at Moorlands, on average I a 1
think waiting times will be less at b 36
The Heath.
c–i Learner’s own data, tables, answers and
5 a 2 discussions.
b 13 6 a i 750 g ⩽ m < 800 g
c Mean = 7.15, Median = 8, Mode = 3 ii 750 g ⩽ m < 800 g
d b i 798 g ii 400 g
Table A
Score Tally Frequency c Mass, m (g) Frequency
2–4 llll l 6 600 ⩽ m < 700 7
5–7 lll 3 700 ⩽ m < 800 19
8–10 llll lll 8 800 ⩽ m < 900 18
11–13 lll 3 900 ⩽ m < 1000 6
d i 700 g ⩽ m < 800 g

ii 700 g ⩽ m < 800 g
e i 796 g ii 400 g
lOMoARcPSD|20960769
f i Learner’s own answers and work to Shoprite than Kabayan, whereas

explanations. For example: I think the nearly four times as many employees
answers in parts a and b are the more took between 30 and 45 minutes to
accurate answers because the groups travel to Kabayan than Shoprite. Only
are smaller in size so the individual five employees (8%) from Shoprite took
values are more likely to be nearer the longer than 45 minutes to travel to work,
midpoints in the smaller groups than compared with nine employees (15%)
in the bigger groups. The range is the from Kabayan.
same for both sets of answers because
2 a Learner’s own scatter graph. Horizontal
the smallest and greatest possible
axis labelled ‘Age (years)’ and shown
values are the same.
from 0 to 16. Vertical axis labelled
ii Learner’s own answers and ‘Value ($)’ and shown from 0 to 16 000.
explanations. For example: The Points (8, 8500), (10, 6000), (2, 13 500),
answers in parts d and e were quicker (3, 12 500), (15, 3500), (1, 15 000),
to work out because there were fewer (12, 4000), (5, 10 000), (9, 6500) and
groups, so there were fewer calculations (4, 12 000) plotted.
to do for the median and mean.
b Negative correlation.
Check your progress c Learner’s own line of best fit and correct
estimate of the value of a car that is six
1 a 60 years old. Answer should be within range
b 9600–10 400.
Kabayan Supermarket 3 a i–iv
Time, t (minutes) Frequency Midpoint i Mode ii Median iii Range iv Mean

0 ⩽ t < 15 5 7.5 Boys’
67 s 69 s 32 s 69.1 s
times
15 ⩽ t < 30 8 22.5
Girls’
30 ⩽ t < 45 38 37.5 56 s 63 s 32 s 64.5 s
times
45 ⩽ t < 60 9 52.5
b Learner’s own answers. For example: The
Shoprite Supermarket range is the same for the boys and the
Time, t (minutes) Frequency Midpoint girls so they are both as varied as each
other. The median and the mean for the
0 ⩽ t < 15 32 7.5 boys and girls are all over 60 seconds. The
15 ⩽ t < 30 13 22.5 boys’ mean and median are higher than
the girls’. The girls’ mean and median
30 ⩽ t < 45 10 37.5 are closer to 60 seconds. The girls’ mode
45 ⩽ t < 60 5 52.5 is only 4 seconds under 60 seconds,
whereas the boys’ mode is 7 seconds over
c Learner’s own diagram. Two frequency 60 seconds.
polygons drawn on one grid. Kabayan c Learner’s own answers. For example:
Supermarket points (7.5, 5), (22.5, 8), No, the boys’ median is higher, but is
(37.5, 38) and (52.5, 9) joined with further away from 60 seconds, as is their
straight lines. Shoprite Supermarket mean, so the boys are worse at estimating
points (7.5, 32), (22.5, 13), (37.5, 10) and 60 seconds.
(52.5, 5) joined with straight lines. Make
sure that each line is labelled clearly. Make 4 a i 6 ⩽ t < 8 hours
sure that the axes are labelled correctly ii 6 ⩽ t < 8 hours
and that a sensible scale is used. .
b i 7.26 hours or 7 hours 16 minutes or
d Learner’s own answers. For example: 7.3 hours
More than six times as many employees
ii 6 hours
took less than 15 minutes to travel to

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CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

iii 10 iv 6 5 a Russia b Indonesia

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

7 a 0.0015 b 0.000 012 34 1 1

10 a 65 is not between 1 and 10. b i x=5 ii x = 10

d 10−1 e 10−3 f 10−6 3 n=3

5 a 64−1 b 8−2 4 a 8.6 × 1010 b 6.45 × 10−6

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

7 a 53 b 50 c 5−2 4 a Learner’s own answers.

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

x iii 4 red + 4 yellow = 8 green;

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

8 a 3a2 − 7b = 61, 8b – 3a = 31, a2 + 6b = 37, 2 a m14 b n12 c p7

e 11 b Learner’s own answer.

f Not valid because although the perimeter c x2 ÷ x2 = 1

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

Activity 2.3 4 a y2 + 6y + 8 b z2 + 14z + 48

b There are many possible expressions. e p2 − 11p + 30 f n2 − 30n + 200

10 a A and iii, B and iv, C and i, D and vii, c B y2 − 2y − 48 d A z2 − 9z + 20

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

c The answer is always 5. 1+ 2 3 1

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

6 x − 4 20 x + 25 2(3x − 2 ) 5( 4 x + 5 ) 4 a Ben’s age is x + 2, Alice’s age is x − 6

b Learner’s own choice and explanation. 5 a v = 87 b v = 125

2 a i F = 60 ii F = −78 iii A x = 7k(y − 6)

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

3 a x5 b q6 c h10 c 320 ÷ 101 = 320 ÷ 10 = 32

2 B 8 a 3.2 ÷ 103 = 3.2 ÷ 1000 = 0.0032

3 a 15.4 b 640 b 3.2 ÷ 102 = 3.2 ÷ 100 = 0.032

Exercise 3.1 f 3.2 ÷ 10−2 = 3.2 × 100 = 320

2 a 3.2 × 103 = 3.2 × 1000 = 3200 9 a Yes. Learner’s own explanation.

b 3.2 × 102 = 3.2 × 100 = 320 b i greater ii the same

c 3.2 × 101 = 3.2 × 10 = 32 iii smaller

d 3.2 × 100 = 3.2 × 1 = 3.2 10 a 2.5 b 47 600

5 a 320 ÷ 103 = 320 ÷ 1000 = 0.32 f Larger

b 320 ÷ 102 = 320 ÷ 100 = 3.2 g Learner’s own answer.

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

6.4 × 1000 6400 b 0.45 m

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

2 a Learner’s choice of who they think is c The population after 10 years.

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

9 Learner’s own answers and discussions. Exercise 4.1

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

c Learner’s own answer. For example: 5 a

Exercise 4.3 3(−12 + 2) ⩽ 2 × −12 − 5

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

ii y = 1.5 c When x = 5, 3 × 5 − 7 < 4 × 5 − 11 8<9

16.5 < 16.5 When x = 4, 3 × 4 − 7 < 4 × 4 − 11 5<5

13 a 3x − 7 < 4x − 11 b For example: 2 62 °

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

4 The angle next to a = c (alternate angles); 8 a Six triangles; 6 × 180 ° = 1080 °

5 a Trapezium. One pair of parallel sides. 10 a 100 ° b 135 °

b A = 60 °, B = 120 °, C = 135 °, D = 45 ° 11 144 °

6 C = 40 °, B = D = 100 °, A = 120 ° 12 a, b There are two ways:

7 a 54 ° (angle of isosceles triangle AOB)

2 40 ° b Learner’s own diagram of a regular