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Cambridge checkpoint mathematics practice book 8 answers pdf

9.3 Constructing and solving equations9.3 Constructing and solving equationsWhen you are given a problem to solve, you may need to construct, or write, an equation to help yousolve the problem.Worked example 9.3 5y – 4 cm 3(x + 3) cm 3y + 8 cm 24 cmThe diagram shows a rectangle.Work out the values of x and y.3(x + 3) = 24 The two lengths
must be equal, so construct an equation by writing one length equal to the other.3x + 9 = 24 The first step is to multiply out the brackets.3x + 9 − 9 = 24 − 9 Use inverse operations to solve the equation. Start by subtracting 9 from both sides.3x = 15 Simplify both sides of the equation.x =135 ,x=5 Divide 15 by 3 to work out the value of x.5y − 4 =
3y + 8 The two widths must be equal, so write one width equal to the other.5y − 4 − 3y = 3y + 8 − 3y Rewrite the equation by subtracting 3y from both sides.2y − 4 = 8 Simplify.2y − 4 + 4 = 8 + 4 Use inverse operations to solve the equation. Start by adding 4 to both sides.2y = 12 Simplify both sides of the equation.y = 12 , Divide 12 by 2 to work
out the value of y. 2y=6✦ Exercise 9.31 Work out the value of x and y in each of these diagrams. All measurements are in centimetres. a 5x – 3 b 3x + 1 c 5x – 3 2(y + 3) 20 4y + 5 2y + 15 3y + 16 8y – 4 37 e 2(x + 5) 3x + 11 d 25 3x f 6(x + 1) 16 18 5 + 4x 8(y – 1) 5y + 1 16 2(y + 3) 20 72 9 Simplifying expressions and solving equations 999.3
Constructing and solving equations2 Work out the value of x in each of these isosceles triangles. All measurements are in centimetres.a b 3(x + 5) c 5x – 13 6x – 3 9 x + 35 273 Work out the value of y in each of these shapes. All measurements are in centimetres.a b 8y – 5 c 4(y – 3) 2(y + 6) 4(y – 3) 2y + 2 3(y + 5)4 Work in a group of three or four. For
each part of this question: i write down an equation to represent the problem ii compare the equation you have written with the equations written by the other members of your group and decide who has written the correct equation in the easiest way iii solve the equation that you chose in part ii. a Xavier thinks of a number. He multiplies it by 3 then
adds 8. The answer is 23. What number did he think of? b Anders thinks of a number. He divides it by 4 then subtracts 8. The answer is 5. What number did he think of? c Sasha thinks of a number. She multiplies it by 5 then subtracts 4. The answer is the same as 2 times the number plus 20. What number did Sasha think of? d Alicia thinks of a
number. She multiplies it by 3 then adds 7. The answer is the same as 4 times the number. What number did Alicia think of? e Jake thinks of a number. He adds 5 then multiplies the result by 2. The answer is the same as 5 times the number take away 14. What number did Jake think of? f Harsha thinks of a number. She subtracts 2 then multiplies the
result by 3. The answer is the same as subtracting 6 from the number then multiplying by 7. What number did Harsha think of?Summary You should be able to: You should now know that: ★ Simplify, or transform, linear expressions with integer coefficients. ★ When you simplify or transform an expression you must make sure you don’t change the
value or the ★ Collect like terms. meaning of the expression. ★ Multiply a single term over brackets. ★ You can simplify expressions by collecting like terms. ★ Construct and solve linear equations with integer coefficients (unknown on either or both sides, ★ When you multiply out, or expand, brackets, you with or without brackets). multiply each
term inside the brackets by the term outside the brackets. ★ When you are given a problem to solve, you may need to construct or write an equation to help you solve the problem.100 9 Simplifying expressions and solving equationsEnd-of-unit reviewEnd-of-unit review1 Use the guidelines at the start of this unit to rewrite these expressions. a 6 × p b
7 + n c cb9 d −6u + 1 e 9 + 5 × x f b × 3 + a62 Simplify these expressions. c 3x2 + 7y + 9 − x2 + 5y a 3a + 7b + 5a − 2b b 8 + 6v − 2v − 123 In an algebraic pyramid the expression in each block is found by adding the expressions in the two blocks below it. Copy and complete this pyramid. 15ab + 8bc 5ab + bc 2ab + 4bc4 Expand these
expressions. c 4(3a + 2) d 5(4 − 7b) e 3(2c + 6d) f 8(4xy − 3z) a 3(x + 4) b 8(y − 1) i e(8 − d) j k(2h + 8k) k 2y(3y + 9) l 3m(2m + n − 5) g x(2y + 1) h n(4n + 6)5 Expand and simplify each expression. c 2(4a + 7b) − 3(2a − 3b) a 3(x + 4) + 5(x + 6) b 6(3w + 1) − 4(w + 5) f w(10w + 4x) − 3w(3w − 4x) d x(x + 8) + x(x + 4) e u(3u + 4) − u(u + 2)6 Work
out the value of x and y in each of these diagrams. All measurements are in centimetres.a 2x + 3 b 5(x + 2) c 4x + 24y – 6 22 3(y – 4) 36 2y + 9 4y – 5 8(x – 3) 19 40 3x + 77 Work out the value of x in each of these shapes. All measurements are in centimetres.a b 4x – 10 c 3x – 4 2x + 8 2(2x + 4) 2(x + 4)8 For each part of this question: i write down an
equation to represent the problem ii solve the equation. a Razi thinks of a number. He multiplies it by 5 then adds 9. The answer is 44. What number did Razi think of? b Dakarai thinks of a number. He divides it by 3 then subtracts 7. The answer is 4. What number did Dakarai think of? c Mia thinks of a number. She multiplies it by 5 then subtracts 10.
The answer is the same as 2 times the number plus 11. What number did Mia think of? d Tanesha thinks of a number. She adds 2 then multiplies the result by 3. The answer is the same as adding 5 to the number then multiplying by 2. What number did Tanesha think of? 9 Simplifying expressions and solving equations 10110 Processing and
presenting dataThe internet is full of facts and figures. Data is everywhere. People Key wordsin almost every profession gather data all the time, so that they canuse it to obtain information. Make sure you learn and understand these key words:How do they obtain information from data? statisticsMany of them calculate statistics from the data. A
statistic is any modenumber that is obtained from a set of data. median meanYou should already be familiar with some simple statistics. average ranger There are three types of average: the mode, the median and the frequency mean. Each of these uses one number to represent a set of data. class modal classr You should also know about the range. It
describes how spread out the data is.This set of data is the ages of a group of 20 people. 12 11 15 12 13 11 13 14 12 14 11 14 11 14 12 14 14 11 14 14You could show the ages more neatly in a frequency table. Age 11 12 13 14 15 Frequency 5 4 2 8 1In this example, the mode is 14 years, the median is 13, the mean is 12.8 and the range is 4 years.The
average age is about 13 or 14 years, depending on which average you use.Why are there three different averages?Different averages have different uses.The mean is often used when you talk about average prices, costs, production, masses or heights.The median is often used when you talk about income, wealth or qualities such as intelligence.The
mode is often used when you look at clothing sizes, weather forecasting and some applicationsin biology and business.In this unit, you will learn more about discrete and continuous data, and find out how to calculatestatistical information from both types.102 10 Processing and presenting data10.1 Calculating statistics from discrete data10.1
Calculating statistics from discrete dataIn statistics, the mode, the median and the mean are averages. An average is a single value that summarises the whole set ofThe range is a measure of how spread out the numbers are. It is not numbers.an average.Use what you know to check the results for this set of 10 masses.12 kg 14 kg 14 kg 14 kg 14 kg
Mode = most common value15 kg 17 kg 17 kg 20 kg 22 kg Median = middle value, when the values are put in orderMode = 14 kg Median = 14.5 kg Mean = sum of all values ÷ total number of valuesMean = 15.9 kg Range = 10 kg Range = largest value − smallest valueWhen you have a large set of numbers they will be given in a frequency table.
You need to be able towork out averages and range from a frequency table.Worked example 10.1The table shows the number of children in Number of children 1 2 3 4 5 672 families. Frequency 8 26 20 9 4 5Find: a the mode b the median c the mean d the range.a The mode is 2 children. 2 has the largest frequency (26).b The median is 3 children.c
The mean is 2.9 children. (72 + 1) ÷ 2 = 36.5 so the middle number is halfway between 36th and 37th.d The range is 5 children. There are 8 1s, 26 2s, 8 + 26 = 34 1s and 2s. The 36th and 37th are both 3. It is useful to put the calculations in a table. There are 206 children in 72 families. 206 ÷ 72 = 2.861… 6−1=5 Children, n Frequency, f n×f 188 2
26 52 3 20 60 4 9 36 5 4 20 6 5 30 Total 72 206✦ Exercise 10.11 The box shows the midday Celsius temperatures, over a two-week period, 7445888 6 6 4 4 4 −2 0in a particular town. Find:a the median temperature b the modal temperaturec the mean temperature d the range.2 The median of the five numbers in the box is 10. The range is 12. 10 5 15
5 xa What is the value of x? b What is the mean? 10 Processing and presenting data 10310.1 Calculating statistics from discrete data3 Hassan recorded the number of people in 60 passing cars.Here are his results. Find:a the missing frequency People 12 3456 28 3711b the modal number of people in a car Frequency 456 7 8 9 10 11 12c the median d
the mean. 245 4681124 Oditi throws two dice and adds the scores.She does this 36 times. Here are the results.Find: b the median Score 2 3a the modec the mean d the range. Frequency 3 05 A quiz has 10 questions. 120 students take the quiz. The table shows their scores.Questions answered correctly 4 5 6 7 8 9 10 Frequency 3 5 12 13 17 30
40How many students scored: b more than the mode c more than the mean?a more than the median6 This table shows the results of 60 throws of a biased dice. Read what Ahmad, Harsha and Alicia say. Score 1 2 3 4 5 6Frequency 11 9 10 8 19 3The average is 3.4. The average is 3.5. The average is 5.Explain how Ahmad, Harsha and Alicia could all
be correct.7 The table shows the ages of 50 members of a club. Age 11 12 13 14 15 16 Frequency 10 21 8 5 3 3a Find: i the mean age ii the median ageiii the modal age iv the age rangeb Read what Dakarai says. In one year’s time the mean, the median, the mode and Is he correct? the range for these 50 people will all increase by 1.8 This table shows
the number of goals scored by a football club in each match in one season.a Find: i the number of games played Goals 0 1 2 3 4 5 6 7 8 Frequency 6 11 5 11 4 0 2 0 1ii the mode iii the medianiv the mean number of goals.b Maha asked: ‘What is the average number of goals?’ Which would be the best average to use to answer this question? Give a
reason for your answer. 9 Twenty people each choose a number, from a choice of Number 1 2 3 4 5 1, 2, 3, 4 or 5. Frequency The mode is larger than the median. The median is larger than the mean. Copy the table. Fill in a set of possible frequencies.104 10 Processing and presenting data10.2 Calculating statistics from grouped or continuous
data10.2 Calculating statistics from grouped or continuous dataSets of data with lots of values may be written Mass (kg) 16–20 21–25 26–30 31–35 36–40 41–45in grouped frequency tables.This example Frequency 12 14 20 30 17 7shows the masses of 100 girls,to the nearest kilogram.The masses are divided into six classes. This shows the overall
shape of the distribution.You do not know the separate mass of each girl, so you cannot find the Mass is a continuous variable.mode, the median, the mean or the range. You can estimate the median, For example, the class 21–25 kgthe mean and the range. The next worked example shows how to do this. includes girls with mass from 20.5 kg to 25.5
kg.You cannot find the mode, but you can find the modal class. This isthe class with the largest frequency.Worked example 10.2 c Estimate the mean. d Estimate the range.Look at the table of girls’ masses, above.a Find the modal class. b Estimate the median height.a The modal class is 31–35 kg. This class has the largest frequency (30).b An estimate
of the median is 31 kg. There are 100 girls. The median mass is between the 50th and the 51st, arranged in order. 12 + 14 + 20 = 46 girls have mass up 30.5 kg. 46 + 30 = 76 girls have a mass up to 35.5 kg. A reasonable estimate of the median is in the class 31–35 kg.c An estimate of the mean is 30.4 kg. Find the midpoint (the halfway point) of each
class and multiply by the frequency. Mass Midpoint, m Frequency, f m×f An estimate of the 216 322 mean is 3035 ÷ 100 16–20 18 12 560 990 = 30.4 kg to 1 d.p. 21–25 23 14 646d The range is between 20 and 30 kg. 26–30 28 20 301 3035 For grouped data we can only find the largest andsmallest possible value of the range: 31–35 33 30largest
range = 45.5 – 15.5 = 30 (largest value from 36–40 38 17class 41–45 – smallest value from class 16–20) 41–45 43 7smallest range = 40.5 – 20.5 = 20 (smallest value fromclass 41–45 – largest value from class 16–20) Total 100✦ Exercise 10.2 Mark 11–20 21–30 31–40 41–501 These are the marks for 40 students in an examination. Frequency 8 16 9 7 a
What is the modal class? b Explain why the midpoint of the first class is 15.5. c Estimate the mean mark.2 These are the times for 50 runners to complete Time (minutes) 20– 25– 30– 35– 40– 45–a race. Frequency 5 8 22 12 3 0a Write down the modal class.b Explain why the midpoint of the first class is 22.5. 20– means ‘20 minutes orc Estimate the
median time. more but less than 25’.d Estimate the mean time. 10 Processing and presenting data 10510.2 Calculating statistics from grouped or continuous data3 This table shows the heights of 60 young children.Height (cm) 80–84 85–89 90–94 95–99 100–104 105–109Frequency 10 20 15 10 3 2 a Estimate the median height. b What is the largest
possible value of the range? c Estimate the mean height.4 This table shows the lengths of 50 text messages sent from a mobile phone.Number of characters 1–10 11–20 21–30 31–40 41–50 51–60Frequency 10 8 12 16 3 1a Write down the modal class.b Explain why the median must be more than 20.c Explain why the range must be more than 40.d
Estimate the mean length of a text message.5 A survey of the time people spent travelling Journey time Frequency to work one morning gave these results. Up to 30 minutes 15 a How many people were involved in the 30 minutes or more but less than one hour 30 survey? 10 b Write down the modal class. One hour of more but less than 1 1 hours c
Estimate the median journey time. 2 2 d Estimate the mean journey time. 1 1 hours or more but less than two hours 26 A group of people took part in a test to see how Frequency How long can you hold your breath? long they could hold their breath. The results are shown in this frequency diagram. 40 a Write down the modal class. 35 b How many
people were involved? 30 c Estmate the median time. 25 d Estimate the mean. 20 e Maha asked: ‘What is the average time?’ 15 What is the best answer to use? 10 Give a reason for your answer. 5 10 people held their breath 0 40 50 60 70 80 90 for 40–50 seconds. Time (seconds)106 10 Processing and presenting data10.3 Using statistics to compare
two distributions10.3 Using statistics to compare two distributionsSuppose you have two sets of test marks, or the heights of two The average that is most appropriate willgroups of people. How can you compare the two sets? depend on the actual data.One way is to find one or more of the averages, and the range.The range will show which of the two
sets of data is more spread out.Worked example 10.3These frequency tables show the masses of a group of girls and a group of boys.Girls’ masses (kg) 16–20 21–25 26–30 31–35 36–40 41–45Frequency 12 14 20 30 17 7Boys’ masses (kg) 16–20 21–25 26–30 31–35 36–40 41–45 46–50Frequency 5 18 15 18 29 11 14Calculate suitable statistics to
complare the two distributions.The median for the girls is 31 kg. This was calculated in Worked example 10.2.The median for the boys is 35 kg. There are 110 boys. The median is between the 55th and 56th values. The table shows that 56 boys have aThe mean for the girls is 30.4 kg. mass of 35.5 kg or less.The mean for the boys is 34.2 kg. This was
calculated in Worked example 10.2. Using the midpoints of the classes givesThe median and the mean both show that on 3765 ÷ 110 = 34.2.average the mass of a girl is about 4 kg lessthan the mass of a boy. This was calculated in Worked Example 10.2.The range for the girls is between 20 and 30 kg. This is larger because of the 46–50 kg group.The
range for the boys is between 25 and 35 kg.The range of the boys’ masses is estimated to beabout 5 kg more than the girls’ masses.✦ Exercise 10.3 Number of questions Paper 1 Paper 2 Marks available 20 151 These are students’ marks in two test papers. Median 100 100 Mean 46 41 a Which paper was more difficult? Range 49.5 42.8 Lowest mark
38 27 b Which paper had a greater variation in marks? 20 26 Give reasons for your answers.2 The users of two websites were asked to grade them for ease-of-use. They used a scale of 1 to 5. 1 was poor and 5 was excellent. The results are shown in this table.Grade 1234 5 10 Website A 4 10 16 20 20Frequency Website B 20 35 15 10Use averages to
decide which website is better. 10 Processing and presenting data 10710.3 Using statistics to compare two distributions3 This table shows the goals scored by Juventus and AC Milan in each match in the Italian Premier League in the 2010–11 season.Goals scored 01234567Number of Juventus 5 8 14 6 3 1 0 1 matches AC Milan 9 9 9 6 3 0 2
0Compare the average number of goals per match scored by each team.4 These are the heights of two groups of children, measured to the nearest centimetre. Height (cm) 120–124 125–129 130–134 135–139 140–144 145–149 Boys 4 10 10 6 4 2 Girls 4 13 20 22 13 8 What is the difference between the average heights of the boys and the girls? Give a
reason for your answer.5 This table shows the rainfall in a town in May and November, over a period of 25 years.Rainfall (cm) 0– 5– 10– 15– 20– 25–Number of May 7 11 4 2 1 0years November 0 3 4 7 7 4Compare the rainfall in May and November. Find any statistics that will be useful.6 A group of people went on a special diet for three months. The
table shows their masses before and after the diet.Mass (nearest kg) 80–84 85–89 90–94 95–99 100–104 105–109 110–114Number of Before diet 0 0 5 6 8 12 14people After diet 4 5 7 15 8 4 2a How many people went on the diet?b Did everyone lose mass? Give a reason for your answer.c How did the range of masses change?d What was the average
reduction in mass? Give a reason for your answer.Summary You should be able to: You should now know that: ★ Calculate statistics for sets of discrete and continuous data. ★ The mean, median and mode are averages and the range is a measure of spread. ★ Recognise when to use the range, mean, median, mode and, for grouped data, the modal
class. ★ The mean, median and range can be found from a simple frequency table where the data is not ★ Compare two distributions, using the range and grouped. one or more of the mode, median and mean. ★ The modal class in a grouped frequency table ★ Record and compare reasoning, solutions and is the class with the largest frequency.
conclusions. ★ The mean cannot be found exactly from a grouped frequency table but it can be estimated by using the midpoint of each class. ★ You can use averages or ranges to compare two distributions.108 10 Processing and presenting dataEnd-of-unit reviewEnd-of-unit review1 The table shows the lengths of the passwords used by 30 people on
a website. Length (characters) 8 9 10 11 12 13 Number of people 11 10 4 0 3 2 Find: a the modal password length b the median password length c the mean d the range.2 In some countries trousers are sold by waist size, in centimetres. The table shows the sizes of 40 pairs of trousers sold in a shop on one day. Waist size (cm) 80 85 90 95 100 105
110 Number sold 2 3 8 8 14 1 4 a Find: i the median size ii the mode iii the mean iv the range. b Which average would be most useful for the shop manager? Why?3 The table shows the numbers of words in 50 sentences in a magazine.Number of words 1–5 6–10 11–15 16–20 21–25 26–30 31–35Frequency 2 5 10 10 14 6 3a Write down the modal
class.b Find the mean number of words in a sentence.c What can you say about the median?4 The table shows the results of a survey of the waiting time for 80 people at an airport passport control.Waiting time (minutes) 10– 20– 30– 40– 50–60Frequency 8 30 25 10 7a Find the modal class. b Estimate the median waiting time.c Estimate the mean. d
Estimate the range.5 Students were asked to name the capital cities of 12 countries. The table shows their results.Correct answers 6 7 8 9 10 11 12Number of Boys 1 0 5 8 6 13 2 students Girls 0 4 0 10 12 5 1a How many boys and girls took part?b Use averages to decide whether boys or girls did better.6 This table shows the number of words in 40
sentences in a newspaper.Number of words 1–5 6–10 11–15 16–20 21–25Frequency 2 7 16 10 5Compare the sentence lengths in the newspaper with the magazine in question 3.Find any useful statistics you need. 10 Processing and presenting data 10911 PercentagesPercentages are used, instead of actual numbers, in articles in Key
wordsnewspapers and magazines, on television or on the internet. Make sure you learn andPercentages are easier to interpret than the actual numbers if understand these key words:you want to: percentager describe one number as a fraction of another increaser describe an increase or a decrease decreaser compare two different fractions or two
different increases reduction or decreases.In this unit you will learn how to calculate percentages in realisticsituations and begin to appreciate how useful they are.110 11 Percentages11.1 Calculating percentages11.1 Calculating percentagesPercentage means ‘out of 100’, so a percentage is just a fraction with 50% = 1 25% = 1 75% = 3100 as the
denominator. 2 4 4You need to be able to write percentages as fractions. There are some 10 % = 1 20% = 1simple percentages, with the equivalent fractions, in the box. 10 5Can you work out a percentage of an amount? 33 1 % = 1 66 2 % = 2 3 3 3 3If the percentage is a simple fraction you should be able to work it outmentally. For other
percentages you could use a calculator.Worked example 11.1a Lynn has 600 dollars ($600) and decided to give 40% to charity. How much was that?b Chris earns $723 and had to pay 27% in tax. How much was that?a 40% = 2 20% = 1 so 40% is 2 because 40 is double 20. 5 5 5 25of $600 = $240 1 of 600 = 600 ÷ 5 = 120, so 2 of 600 is 120 × 2 =
240. 5 5b 27% = 0.27 27% of 723 = 0.27 × 723 27% is not a simple fraction so write it as a decimal. = $195.21 Use a calculator to multiply the decimal by the amount.✦ Exercise 11.1 5% 30% 37 1 % 45% 50% 60% 21 Here are some decimals and some fractions. 13 3 1 39 Match each percentage to the corresponding fraction. 25 8 20 10 202 Write
each percentage as a decimal. a 15% b 5% c 90% d 6.5% e 150%3 Calculate these amounts. Do not use a calculator. Start by changing the percentages tofractions and simplifying them as much as possible.a 25% of 60 kg b 75% of 1000 litres c 40% of $300 d 70% of 120 g4 Find the following amounts. Do not use a calculator.a 10% of 45 cm b 60% of
60 people c 33 1 % of 2400 d 12 1 % of 40 3 25 Use a calculator to find these amounts. d 6% of 9.200a 27% of $43 b 57% of 280 c 93% of 37006 a Which of these would be easy to find without using a calculator?A 66 2 % of 90 B 82% of 200 C 60% of 55 D 3% of 2100 E 23% of 50 3b Find the values of each percentage in part a.7 Find: b 17% of 30 c
107% of 30 d 117% of 30. a 7% of 30 11 Percentages 11111.1 Calculating percentages8 Use the facts in the boxes to find: 37% of X is 44.03 24% of X is 28.56 a 74% of X b 48% of X c 61% of X d 18.5% of X e 13% of X.9 When 420 students took an examination, 80% passed.a How many passed? b What percentage failed? c How many failed?10 In an
election, 4600 people voted. They had the choice of three parties. The Red Party: 37% results are shown in the box. Blue Party: 28% a How many votes did each of those parties get? Yellow Party: 20% b What percentage of the voters did not vote for those three parties?11 There are 40 000 people at a soccer match. 83% support the home team. a How
many people support the home team? b How many do not support the home team? c What percentage do not support the home team?12 a What amounts of copper and tin are there in 30 grams of bronze? The metal bronze is made from b What amounts of copper and tin are there in one kilogram of 95% copper and 5% tin. bronze? Stainless steel is
made from 18%13 a What percentage of stainless steel is iron? chromium, 8% nickel and the rest b What amounts of chromium and nickel are there in a is iron. stainless steel knife blade with a mass of 140 g? c The Parliament House of Australia, in Canberra, has a 1 tonne = 1000 kilograms stainless steel flagpole with a mass of about 200 tonnes.
How much chromium and nickel does it contain?14 The population of Europe is 850 million. This table gives the percentage of the population of Europe living in some of its countries. Country Germany France Spain SwedenPercentage of European population 9.6% 7.8% 5.5% 1.1%Estimate the population of each country. Give your answers to the
nearest million.15 There were 5623 people at a music concert. At the concert Work out the numbers of men, women, boys and girls at the concert. Girls 13% Boys Men 21% 42% Women 24%16 The population of a town is 32 600. About 27% are over 60 years old. About 19% are 16 or under. How many are between 16 and 60?17 Which of these
amounts are different from 32% of 48 12% of 128 3% of 512 the others? Give a reason for your answer. 96% of 16 18% of 84 9% of 168 120% of 12.8 24% of 64 1.5% of 1024112 11 Percentages11.2 Percentage increases and decreases 11.2 Percentage increases and decreasesPercentages are often used to describe increases or decreases. A decrease
is often called aExamples: The population of the town decreased by 13%. reduction. I received a 7% pay rise. The price was reduced by 30%. Production rose by 150%.You can find the result of an increase or decrease in two steps.c First, calculate the increase or decrease.d Then add it to or subtract it from the original amount.Worked example
11.2Yi-ling bought a car for $15 800. After a year it was worth 20% less. How much was it worthafter a year?20% = 1 You could also say 20% = 0.2 and multiply by that decimal. 5 This is the reduction in value.1 of 15 800 = 15 800 ÷ 5 = 3160515 800 − 3160 = 12 640 Subtract 20% from the original cost.The car is worth $12 640.✦ Exercise 11.2 b
Increase $60 by 15%. c Decrease $60 by 15%.1 a Find 15% of $60.2 a Find 70% of 3200 people. b Increase 3200 by 70%. c Decrease 3200 by 70%.3 a Find 2% of 19.00. b Increase 19.00 by 2%. c Decrease 19.00 by 2%.4 Read what Tanesha says. How much will she have if she increases her savings by:a 10% b 50% c 70%d 100% e 120%? I have saved
$240.5 The population of a town is 45 000. Item Price in $ US The population is expected to rise by 15% in the next ten years. Table 280 Estimate the population in ten years’ time. Armchair 520 Bed 1906 A metal bar is 1.800 metres long. Mattress 430 It is heated and the length increases by 0.5%. How long is the bar now? 11 Percentages7 A shop
lists its prices in a table. a In a sale, all the prices are reduced by 30%. Calculate the sale prices. b How much would you save if you bought all four items in the sale? 11311.2 Percentage increases and decreases8 Electricity costs are rising by 8%. Customer Cost before rise Estimated cost The table shows the costs for one year for four ($) after rise
customers. Copy the table and fill in the last A column to show their estimated costs for one B 415 year after the price rise. Give the prices to the C 629 nearest dollar. D 390 8129 A garage is reducing the prices of new cars. Calculate the new prices.Model Old price ($) Decrease (%) New price ($) Ace 15 800 2 Beta 17 425 3Carro 21 280Delta 24 172
1.5 1.810 A shop is selling a phone for $80. The shop increases the price by 10%. a Find the new price. After two weeks, the shop decreases the new price by 10%. Read what Shen and Zalika say. The price will go back The price now will be down to $80. less than $80.b Explain why Shen is wrong and Zalika is correct.c Find the price of the phone
after the decrease.11 The same shop is selling a television for $400. a The shop increases the price by 20%. Find the new price. b Find 20% of the new price. c The shop increases the price by a further 20%. Find the new price.114 11 Percentages11.3 Finding percentages11.3 Finding percentagesThere are times when you need to write one number as
a To write a fraction as a decimal,percentage of another. divide the numerator by theHere are some examples: denominator.r writing a price increase as a percentager finding the percentage of people who are unemployed 7 = 7 ÷ 8 = 0.875r estimating the percentage change in a population. 8To write one number as a percentage of another, write
the To write a decimal as a percentage,numbers in the form of a fraction and then change the multiply by 100.fraction to a percentage. 0.875 = 87.5%If the numbers are simple, you can do this mentally. For more complicated numbers, use a calculator.Worked example 11.3a There are 40 people on a bus and 28 are women. What percentage are
women?b One Monday, the bus carried 364 passengers and 157 were women. What percentage were women?c On Tuesday there were 427 passengers. What is the percentage increase in the number of passengers?a The fraction who are women is 28 = 7 . It is easy to cancel the numbers to give a simple fraction. 7 40 10 7 10 1 10 = 70% are women.
10 = 10% so = 7 × 10 = 70%.b The fraction who were women is 157 . This fraction does not cancel to a simple fraction. 364 Divide to find the equivalent decimal, 157 ÷ 364 = 0.431… 157 = 0.431… 364 Multiply the decimal by 100 to get the percentage. Round 0.431… = 43.1% the answer if necessary.c The increase is 427 − 364 = 63. The
percentage increase is 63 × 100 Divide by the initial number of passengers, 364, not by 427. 364 = 17.3%✦ Exercise 11.31 a Anders’ test marks are Science: 7 out of 10 History: 17 out of 20 Geography: 27 out of 40 shown in the box. Maths: 67 out of 80 Art: 17 out of 30 Change each of them to English: 37 out of 50 a percentage. b Which subject gave
him the best mark?2 There are 753 students in a college. 419 are female. a What percentage of the students are female? b What percentage of the students are male?3 Sasha is reading a novel with 427 pages. She has read 276 pages. a What percentage has she read? b What percentage has she still got to read?4 There are 24 men and 36 women in a
choir. a What percentage of the choir are men? b What percentage are women? c 10 more men and 10 more women join the choir. What are the percentages of men and women now? 11 Percentages 11511.3 Finding percentages5 In a children’s club there are 23 girls and 14 of them wear glasses. There are 42 boys and 12 of them wear glasses. a
What percentage of the girls wear glasses? b What percentage of the boys wear glasses? c What percentage of all the children wear glasses?6 The cost of an aeroplane flight increases from $250 to $295.a What is the increase? b What is the percentage increase?7 Concert tickets cost $30, $40 or $50. If you buy a ticket online you pay an extra $3 as a
booking fee. What percentage of each ticket price is the booking fee?8 This table shows the populations, in millions, of five Country Population (millions) countries in 1990 and in 2010. a Calculate the percentage increase in population for China 1990 2010 each country over the 20-year period. India In the same period the world population increased
from Indonesia 1145 1341 5.3 billion to 6.9 billion. Japan b What was the percentage increase in the world Nigeria 874 1225 population from 1990 to 2010? United States c In 2010, what percentage of the world’s population 184 240 lived in China? 122 127 98 158 253 310One billion = 1000 million9 The table shows the masses of four people who
were on Person Mass in Mass in a diet from March to July. March (kg) July (kg) a Calculate the percentage change in mass for each person. A b Who was the most successful dieter? Give a reason B 95.2 88.7 for your answer. C 89.4 79.0 D 84.5 87.3 102.5 87.410 This table shows a boy’s mass at different ages. Age 1 month 1 year 2 years 4 years Work
out the percentage increase in mass: a from 1 year to 2 years Mass (kg) 4.5 9.6 12.2 16.3 b from 2 years to 4 years c from 1 month to 1 year.116 11 Percentages11.4 Using percentages11.4 Using percentagesThe price of a scarf increases from $20 to $25. Both prices increase by $5. The price of the scarf increases by 25%.The price of a coat increases
from $100 to $105. The price of the coat increases by 5%.Both prices have increased by the same amount but they havenot increased by the same percentage.Percentages are a better way than amounts to compare changes of this sort.Worked example 11.4There are 247 people at a concert. 103 of them are children.There are 305 children and 527
adults at a football match.Which had a larger proportion of children?The fraction of children at the concert is 103 . This is the number of children over the total audience.The percentage of children is 41.7%. 247 This is 103 ÷ 247 × 100.The fraction of children at the match is 305 . The denominator is 305 + 527, the total number of people. 832 This is
305 ÷ 832 × 100. Compare the proportions with percentages.The percentage of children is 36.7%.There is a larger proportion of childrenat the concert.✦ Exercise 11.4 13 27 69 17 38 931 a Change these fractions to percentages. b Write the fractions in order from smallest to largest.2 This table shows the ages of students in three colleges. School
New College City College State College Under 13 141 183 254 291 208 372Age 13 or morea Find the percentage of students who are under 13 in each college.b Which college has the greatest proportion of students aged 13 or more?3 The table shows some price changes in Item Computer Printer Game console Software a sale. All prices are in
dollars. 109 a Find the percentage reduction Normal price 549 189 135 85 for each item. b Which item has the best reduction? Sale price 449 119 654 A survey records how many trains arrive at a Day Friday Saturday Sunday station on time or late on three separate days. On time 67 53 35 a Find the percentage of trains that are late 10 12 9 on each
day. Late b Which day had the best record? 11 Percentages 11711.4 Using percentages5 In a music examination candidates can get a distinction, a pass or a fail.Here are the results.a Compare the proportion of boys and girls who gained Distinction Pass Fail a distinction. Boys 28 214 35 91 37b Compare the proportion of boys and girls who failed.c
Did boys or girls do better in the examination? Girls 23Give a reason for your answer.6 Users gave feedback on three music tracks they had been listening too. They rated themas poor, average, good or excellent. Here are the results.a What percentage of the feedback Poor Average Good Excellent Total for each track was average? 149 Track A 30 24
64 31 83b Which track had the highest 66 proportion of average ratings? Track B 9 24 27 23c Which track had the highest Track C 6 18 22 20proportion of ratings that were either good or excellent?d Which track got the best feedback? Give a reason for your answer.7 The table shows the masses, to the nearestkilogram, of two groups of adults who
were Underweight Normal Overweight Totalrecorded as underweight, normal or Women 245 562 314 1121overweight.Use percentages to compare the weight Men 85 266 285 636distributions of men and women. Commenton the proportions that are underweight and the proportions that are overweight.Summary You should be able to: You should
now know that: ★ Calculate percentages and solve problems involving them. ★ A percentage is a fraction out of a hundred. ★ Calculate percentage increases and decreases and ★ You can find a percentage of a quantity by writing solve problems involving them. the percentage as a fraction or a decimal and converting. ★ Express one given number as
a fraction or percentage of another. ★ You can find simple percentages mentally. For more complicated questions, you can use written ★ Use equivalent fractions, decimals and working or a calculator. percentages to compare different quantities. ★ You can find a new amount after a percentage ★ Calculate accurately, choosing operations and
increase (or decrease) by first calculating the mental or written methods appropriate to the increase (or decrease) and then adding it to (or numbers and context. subtracting it from) the original amount. ★ Solve word problems involving percentages. ★ Percentages are a good way to compare parts of, or changes to, two different quantities. ★ When
solving a word problem using percentages, it is important to choose the calculations carefully to avoid errors.118 11 PercentagesEnd-of-unit reviewEnd-of-unit review1 Write these percentages as fractions in their simplest terms.a 90% b 40% c 5% d 2.5%2 Calculate these amounts. 2 3a 60% of 120 metres b 43% of 15 metres c 66 % of 27 kg d 9.5% of
58003 There were 7200 cars involved in a survey. 17% were driven by women.a What percentage were driven by men? b How many were driven by men?4 One year, out of 365 days, 29% were sunny and 42% were cloudy. a How many days were sunny? b How many days were cloudy?5 On Friday 460 people visited a museum. a There were 20% more
people on Saturday. How many visited on Saturday? b On Sunday there were 15% fewer than on Friday. How many visited on Sunday?6 812 people made a contribution to a charity. Read what Ahmad says. If we get 20% more contributions we will have more than 1000.Is he correct? Give a reason for your answer.7 17% tax is added to the cost of
meals sold in a restaurant.Here are some prices before tax. Work out the price when tax is added.a $7.55 b $19.10 c $45.998 In a sale, a shop reduces prices by 65%. What will be the reduced prices of items that cost:a $50 b $85 c $229?9 On Thursday morning, a shop had 468 customers. 314 were women and 75 were children. a What percentage
were women? b What percentage were not children.10 The number of students in a school fell from 629 last year to 574 this year. What is the percentage reduction?11 This table shows the value of a painting Year 1992 2002 2012 at different times.Find the percentage increase or decrease Value ($) 750 1250 1150in value:a from 1992 to 2002 b from
2002 to 2012 c from 1992 to 2012.12 This table shows the numbers of people Town Under 25 years old 25 or more who live in two towns. It is separated into X 4825 7362 age groups. Y Which town has a greater proportion of people 10 209 23 627under 25 years old? Give percentages to justify your answer. 11 Percentages 11912 ConstructionsYou
will have already used some of the mathematical instruments Key wordsthat you need to draw lines, angles and 2D shapes. Make sure you learn andRuler Protractor understand these key words: 50130 61020 71010 80 90 100 71010 6102050130 circumference 100 80 radius, radii diameter 15300 14040 14040 15300 16200 arc sector 16200 chord
segment 10 170 line segment 170 10 midpoint perpendicular bisector 0 180 angle bisector 180 0 SSS (side, side, side) RHS (right angle, hypotenuse, cm 1 2 3 4 5 side)You also need to be able to use a pair Pair of compassesof compasses to draw circles andarcs. They are usually made of metalor plastic. They have two arms – oneholds a pencil and the
other has asharp point on the end. This is tohold the compass in place when youturn it to draw a circle.Before you start drawing circles, you need to know the names of thedifferent parts of a circle.The circumference of a circle is a line made up of points that arealways the same distance from the centre. It is the perimeter of a circle.The radius of a
circle is a line segment that joins the centre circumference arcof a circle to any point on the circumference.The diameter of a circle is a line segment that passes sectorthrough the centre and joins two points on thecircumference. The diameter is twice the length of the diameterradius.An arc is part of the circumference of a circle.A sector of a circle is
the area enclosed between two radii centre(plural of radius) and an arc. chordA chord is a line segment that joins two points on thecircumference of a circle. radiusA segment is the area enclosed between a chord and an arc. segmentIn this unit you will learn how to draw accurate circles and arcs. You will also learn how to use a pair ofcompasses to
make other constructions such as perpendicular bisectors and angle bisectors. At the endof the unit you will use compasses again, to draw triangles when you are given only certain pieces ofinformation.120 12 Constructions12.1 Drawing circles and arcs12.1 Drawing circles and arcsYou must always use a pair of compasses to draw a circle or an arc
accurately.Follow the steps in Worked example 12.1 to draw a circle and an arc. Worked example 12.1 a Draw a circle with radius 4 cm. b Draw an arc with radius 5 cm and a centre angle of 45°.a Draw a small dot to represent the centre of the circle. The radius on the Open the compasses to a radius of 4 cm. compasses is the Put the compass point
on the centre of the distance between the circle. tip of the metal point Draw the circle carefully. As you draw, make and the tip of the pencil, sure you keep the compass point on the measured along a ruler.4 cm centre of the circle, and don’t change the 4 cm radius.b Draw a small dot to represent the centre of the circle. 5 cm Draw two dotted lines,
from the small dot, at an angle of 45°. 45° Use a protractor to measure the angle. Make each dotted line 5 cm long. 5 cm The dotted lines must meet at the centre of the arc. 5 cm Open the compasses to a radius of 5 cm. Always use a sharp, hard Put the compass point on the dot. pencil so that the lines This is the centre of the arc. you draw are clear.
Draw the arc carefully from the end of one dotted line to the end of the other.✦ Exercise 12.11 Draw circles with: b radius 3.5 cm c radius 45 mm a radius 6 cm e diameter 5 cm f diameter 60 mm. d diameter 8 cm2 The diagram shows a horizontal line AB 8 cm long.The points C, D and E lie on the line. They are 1 cm, 2 cm and 4 cm from A.a Make an
accurate copy of the diagram. AC D E Bb Draw the following circles onto the diagram: 8 cm 1 cm i radius 4 cm, centre at E 2 cm ii radius 2 cm, centre at D 4 cm iii radius 1 cm, centre at C.c What can you say about point A on the line segment?3 Draw arcs with: b radius 5 cm and angle 85° c radius 35 mm and angle 120°. 121 a radius 4 cm and angle
50° 12 Constructions12.2 Drawing a perpendicular bisector12.2 Drawing a perpendicular bisectorAB is a line segment. A B midpoint of ABThe midpoint of the line segment is the point that is Bexactly halfway between A and B. A perpendicular bisector of ABThe perpendicular bisector of the line segment AB is A Bthe line that passes through the
midpoint of AB atright angles to AB. Step 2 Keep the radius of‘Perpendicular’ means ‘at right angles to’. ‘Bisect’ the compasses themeans ‘cut in half ’. same. Place the compass point onWorked example 12.2 shows how to draw the midpoint other end of theand perpendicular bisector of a line segment, line (P) and draw ausing only a straight-edge and
compasses. large arc. QWorked example 12.2PQ is a line segment. P QDraw onto PQ:a the midpoint b the perpendicular bisector. Step 1 Open the compasses to a radius that is more than half the length of the line PQ. Place the compass point on one endP Q of the line (Q) and P draw a large arc.midpoint Step 3 P Step 4P Place your straight- Hold the
straight- edge along the line edge still and draw joining the points a straight line to where the two arcs join the points Q cross. Draw a dot Q where the two on the line to show arcs cross. This is the midpoint. the perpendicular bisector of PQ. perpendicular bisector122 12 Constructions12.2 Drawing a perpendicular bisector✦ Exercise 12.21 Follow
these instructions to draw the perpendicular bisector of a line segment AB. a Draw a line segment 8 cm long. Label one end A and the other end B. Make sure you allow 6 cm of space above and below the line for drawing the arcs. b Open your compasses to a radius that is more than half the length of AB. c Put the compass point on the end of the line
that is marked A. Draw a large arc. d Put the compass point on the end of the line that is marked B. Draw a large arc that crosses the other arc in two places. e Join the points where the two arcs cross. Make sure you draw a straight line.2 Follow these instructions to draw the midpoint on a line segment CD. a Draw a line segment 5 cm long. Label one
end C and the other end D. Make sure you allow 4 cm of space above and below the line, for drawing the arcs. b Open your compasses to a radius that is more than half the length of CD. c Put the compass point on the end of the line marked C. Draw a large arc. d Put the compass point on the end of the line marked D. Draw a large arc that crosses the
other arc in two places. e Place your straight-edge along the line joining the points where the two arcs cross. f Mark a dot where the straight-edge crosses CD. g Check this is the midpoint. Use a ruler to measure the distance from C to the midpoint, and the distance from D to the midpoint. They should both be 2.5 cm.3 Work with a partner. You will
each need a clean sheet of plain paper. You should both draw the a Draw a line segment EF. The line segment can be any length line on your own paper. between 4 cm and 14 cm long.Make sure you allow plenty of space above and below the line fordrawing arcs.b Exchange papers with your partner.c Using only compasses and a straight-edge, draw
the perpendicular bisector of EF on the paperyou have been given.d Exchange with your partner again, so you now have your own paper back.e Now use a ruler to check that your partner has draw the perpendicular bisector exactly throughthe midpoint of EF.f Use a protractor to check that your partner has drawn the perpendicular bisector at
exactly 90°to EF.4 A builder buys a rectangular plot of land. A 100 m B The sketch shows the dimensions of the plot of land ABCD. Ca Using a ruler and protractor, draw an accurate copy of the plot of land. Use a scale of ‘1 cm represents 10 m’. 80 mb Using compasses and a straight-edge, on your diagram, find:i the midpoint of AB ii the midpoint of
BC.c The builder is going to put a fence from the midpoint D of AB to the midpoint of BC.Draw this fence on your diagram. 12 Constructions 12312.3 Drawing an angle bisector12.3 Drawing an angle bisector A angle bisectorLook at the angle ABC.There is a line that divides the angle exactly in half. BThis is the bisector of angle ABC. these two angles
are the same size CYou can draw an angle bisector using only a straight-edge and compasses. Worked example 12.3 showsthe steps you must follow to do this accurately.Worked example 12.3 PDraw the angle bisector of angle PQR. Q R P Step 1 Step 2 Move the compass point to Open the compasses to a where the arc crosses QP. Draw an arc in the
middle of the radius that is about half the angle. P length of the line QP. Place the compass point on Q, theQ R vertex of the angle. Draw an arc that crosses QP and QR. Q R Step 3 P Step 4 Move the compass point to Use the straight-edge to draw a P where the arc crosses QR. Q R straight line, joining the point Draw another arc in the where the two
arcs cross to middle of the angle. the point Q. This is the angleQR bisector.✦ Exercise 12.3 C1 Follow these instructions to draw the angle bisector of angle ABC.a Draw a line 8 cm long and label it AB. 8 cm Use a protractor to measure an angle of 50° from B. Draw another line 8 cm long to complete the angle. 50° Label the end of the line C.b Open
your compasses to a radius of about 4 cm. A 8 cm Bc Put the compass point on the vertex of angle B and draw an arc that crosses BA and BC.d Put the compass point on the point where the arc crosses BA and draw an arc in the middle of the angle. Do the same from the point where the arc crosses BC.e Join the point where the two arcs cross, in the
middle of the angle, to point B. Use a straight-edge to draw the straight line. Cf Your diagram should look like this. Use a protractor to check that the angle bisector is accurate. 8 cm Measure the two smaller angles. 25° They should both measure 25°. 25° A 8 cm B124 12 Constructions12.3 Drawing an angle bisector2 Follow these instructions to
draw the angle bisector of angle DEF. Fa Draw a line 6 cm long and label it DE. 6 cm 120°Use a protractor to measure an angle of 120° at E. 6 cm EDraw another line 6 cm long to complete the angle. FLabel the end of the line F. 6 cm 60°b Open your compasses to a radius of about 4 cm. 60° 6 cm Ec Put the compass point on the vertex of the angle
at E. DDraw an arc that crosses ED and EF.d Put the compass point on the point where the arc crosses EDand draw an arc in the middle of the angle. Do the same fromthe point where the arc crosses EF.e Join the point where the two arcs cross, in the middle of the angle,to point E. Use a straight-edge to draw the straight line.f Your diagram should
look like this.Use a protractor to check that the angle bisector is accurate. DMeasure the two smaller angles. They should both measure 60°.3 Work with a partner. You will each need a clean sheet of plain paper. a Draw two angles UVW and XYZ. Angle UVW can be any size between 20° and 90°. Angle XYZ can be any size between 90° and 160° Make
sure the sides of the angles (UV, VW, XY and YZ) are between about 5 cm and 10 cm long. b Exchange papers with your partner. c Using only compasses and a straight-edge, draw the angle bisectors of UVW and XYZ onto the paper you now have. d Exchange with your partner again, so you now have your own paper back. e Use a protractor to check
that your partner has drawn the angle bisectors to cut your angles exactly in half.4 Shot put is a sports competition where a person throws a heavy metal ball as far as possible.The diagram shows a shot put circle on a school athletics field. 1.5The shot must land anywhere outside the circle but between the sidesof the landing area (this is shaded
yellow in the diagram). 35° top half 1.5 m bottom halfThe angle between the sides of the landing area is 35°.Angharad is practising throwing the shot. She wants to count how many times the shot lands in thetop half of the landing area and how often it lands in the bottom half .a Draw an accurate scale drawing of the shot put circle and landing
area.Use only compasses and a straight-edge.b Draw on your diagram the angle bisector, shown by the red dotted line.c Use a protractor to check that you have drawn the angle bisector accurately.5 At a beach resort, the lifeguards rope a section of sea that is safe to use. sea The angle between the ropes of the safe area is 70°. 70° The lifeguards fix
a rope along the angle bisector. Swimmers can use the area to the left of the rope. beach 50 m People in boats can use the area to the right of the rope. a Draw an accurate scale drawing of the diagram. b Draw onto the diagram the angle bisector. c Use a protractor to check that you have drawn the angle bisector accurately. 12 Constructions
12512.4 Constructing triangles12.4 Constructing trianglesYou already know how to construct some triangles using only a ruler and compasses.You have used SAS (Side, Angle, Side) and ASA (Angle, Side, Angle).There are two more types of triangle construction that you still need to learn.When you know the lengths of all three sides, you can use SSS
or Side, Side, Side.When you know the lengths of the hypotenuse and one other side, you can You can use just a ruleruse RHS or Right angle, Hypotenuse, Side. and compasses to draw these triangles.Worked example 12.4 shows you how to draw these triangles.Worked example 12.4Make accurate drawings of these triangles.a b 9 cm One is SSS and
the other is 5 cm 4 cm RHS. 8 cm 6 cma Step 1 Step 2 Draw the base line Open the compasses 8 cm long. to a radius of 5 cm. Put the point on the left Step 3 5 cm end of the base line, and Change the compasses 8 cm draw an arc above to a radius of 4 cm. Put the base line. the point on the right end of the base line, Step 4 and draw an arc above 4 cm
Where the two arcs the base line, to cross the first arc. cross is the top of the triangle. Join this pointb Step 1 to each end of the Draw a line 12 cm long. base line. Make sure Draw the perpendicular your lines are straight. bisector of the line. Make this vertical line Step 2 longer than usual. Check that the distance from the point of the right angle to
the end of the base line is 6 cm exactly 6 cm.126 12 Constructions12.4 Constructing triangles Step 3 9 cm Step 4 Open the compasses to a 6 cm Where the arc crosses radius of 9 cm. Put the vertical line is the the point on the right- top of the triangle. hand end of the base Join this point with line. Draw an arc that a straight line to the6 cm meets the
vertical line. right-hand end of the base line.✦ Exercise 12.41 a Draw an accurate copy of triangle ABC. Ab Measure and write down the size of angle: 65 mm 75 mmi ABC ii BAC iii ACB. B 95 mm Cc Add together the three answers you gave in part b.d Explain how you can use your answer to part c to check that you havemeasured the angles in the
triangle accurately.2 a Draw an accurate copy of triangle DEF. Db Measure and write down the length of the side DF.c Measure and write down the size of angle: 86 mmi DEF ii EDFd What type of triangle is DEF? Explain your answer. E 61 mm F3 Sasha and Dakarai both sketch a triangle XYZ. Read what Sasha says.Sasha’s sketch If we draw these
triangles accurately, I think that angle XZY in my triangle will be smaller than angle XZY in your triangle. Dakarai’s sketch Is Sasha correct? Show how you worked out your answer.SummaryYou should now know that: You should be able to:★ The midpoint of a line segment AB is the point ★ Use a ruler and compasses to construct circles that is
exactly halfway between A and B. and arcs.★ The perpendicular bisector of a line segment AB is ★ Use a straight-edge and compasses to construct the line that passes through the midpoint of AB at the midpoint and perpendicular bisector of a line right angles to AB. segment and the bisector of an angle.★ The angle bisector of angle ABC is the line
that ★ Use a ruler and compasses to construct a triangle, cuts the angle exactly in half. given three sides (SSS) and given a right angle, hypotenuse and one side (RHS). 12 Constructions 127End-of-unit reviewEnd-of-unit review1 a Draw a circle with radius 4 cm. b Draw an arc with radius 6 cm and angle 30°.2 a Draw a line segment AB that is 7 cm
long. b Using only your compasses and a straight-edge, draw the perpendicular bisector of AB.3 a Draw an angle XYZ that measures 65°. b Using only compasses and a straight-edge, draw the bisector of angle XYZ.4 Mrs Jones wants to put new flooring in her kitchen. A 7m BHer kitchen is in the shape of a rectangle. 3.5 m Ctahrips ehtaolfn Ttihleiss
onThe sketch on the right shows the dimensions of her kitchen floor, ABCD. halfa Draw an accurate copy of her kitchen floor.Use a scale where 1 cm represents 1 m. D Cb Using compasses and a straight-edge, draw on your diagram: Not to scalei the midpoint of AB ii the midpoint of CD.c Mrs Jones is going to have carpet on half of the floor and tiles
on the other half.Draw the halfway line on your diagram.5 Valdis makes jewellery. The diagram shows one of her latest pendant designs. 1.5 cm The pendant is made from an isosceles triangle and a circle. The top of the triangle is joined to the centre of the circle. 30° The circle has a radius of 1.5 cm. 5 cm The angle at the top of the triangle is 30°.
The triangle has a side length of 5 cm. Valdis wants to paint the left side of the triangle a different colour from the right side. left right a Draw an accurate drawing of the pendant. side side b Draw on your diagram the angle bisector, shown by the red dotted line. Use only compasses and a straight-edge. c Use a protractor to check that you have
drawn the angle bisector accurately.6 Draw an accurate copy of each triangle. a b 78 mm 4 cm 6.5 cm 8 cm 54 mm7 Hassan and Harsha both sketch a right-angled triangle.Hassan’s sketch Harsha’s sketch If we draw these triangles accurately, I think I remember that congruent means that our triangles will be congruent. exactly the same shape and
size. Is Hassan correct? Show how you worked out your answer.128 12 Constructions13 GraphsIn the 17th century the Frenchman René Descartes showed how to Key wordsplot points on a grid and use this to draw lines and curves. Make sure you learn andIn his honour we still call this method ‘Cartesian coordinates’. understand these key
words:You have used positive and negative numbers as coordinates to equationshow points on a Cartesian grid. You know that equations involving line segmentx and y can correspond to lines and curves on such a coordinate midpointgrid.(–2, 3) y y=x 3 Speed (km/h) (4, 2) 2 1–3 –2 –1 01 2 3 4x y = –2 –1 –2 –3 (1, –3)Graphs also have many practical
applications in real life. A graphcan be easier to read and understand than a table or chart.This table shows the speed of a car at five-second intervals. The graph shows the same information.Which is easier to understand?Time (seconds) 0 5 10 15 20 25 30Speed (km/h) 50 60 70 70 70 50 30In this unit you will concentrate on straight-line graphs.
80Two examples, y = −2 and y = x, are shown inthe diagram at the top of the page. 60 40 20 0 0 5 10 15 20 25 30 Time (seconds) 13 Graphs 12913.1 Drawing graphs of equations13.1 Drawing graphs of equationsLines parallel to the x-axis have equations of the form y = a number. x = –6 y x = 12Lines parallel to the y-axis have equations of the form
x = a number. 12 y=6This makes them easy to recognise and draw. 8 4 In these examples, the number may be –12 –8 –4–40 4 8 12 16 x referred to as a constant. –8 y = –8For more complicated equations it is helpful to start with a table –12of values. The table will give the coordinates of points on the line.Then you can plot the points and join them to
draw the graph. The equation of the x-axis is y = 0. The equation of the y-axis is x = 0.Worked example 13.1a Complete the table of values for y = 2x − 4.x −2 −1 0 1 2 3 4y −8 04b Draw a graph of y = 2x − 4.a x −2 −1 0 1 2 3 4 If x = 3, y = 2 × 3 − 4 = 2y −8 −6 −4 −2 0 2 4 If x = 1, y = 2 × 1 − 4 = −2 If x = 0, y = 2 × 0 − 4 = −4 If x = −1, y = 2 ×
−1 − 4 = −6by Plot the points and use a ruler to draw a line through them all. It should be a straight line. Extend the line to the end of the grid. 4 3 2 1–2 –1–10 1 2 3 4x –2 –3 –4 –5 –6 –7 –8All the graphs in this unit are straight lines. If the points you plot are not in a straight line,this shows you have made a mistake. Try to decide which point is
incorrect and correct it.130 13 Graphs13.1 Drawing graphs of equations✦ Exercise 13.1 y 7Use a copy of the grid to the right to draw each graph in questions 1 to 4. 6 51 a Copy and complete this table for y = x − 2. 4 3x −4 −3 −2 −1 0 1 2 3 4 2 1y −6 −3 −1 1 b Draw a graph of y = x − 2.2 a Copy and complete this table for y = 2x.x −3 −2 −1 0 1 2
3 –4 –3 –2 –1–10 1 2 3 4x –2y −4 2 –3 –4 b Draw a graph of y = 2x. –53 a Copy and complete this table for y = 0.5x + 2. –6x −4 −2 0 1 2 3 4y1 3 3.5 b Draw a graph of y = 0.5x + 2.4 a Copy and complete this table for y = −2x + 1.x −3 −2 −1 0 1 2y51 b Draw a graph of y = −2x + 1.5 a Copy and complete this table for y = 2x − 3.x −2 −1 0 1 2 3 4 5y
−7 17 b Draw a graph of y = 2x − 3. Include all the points in the table.6 a Copy and complete this table for y = −0.5x + 2.x −2 −1 0 1 2 3 4 5y 3 1.5 0 b Draw a graph of y = −0.5x − 2. Include all the points in the table.7 a Copy and complete this table for y = 3 − x.x −2 −1 0 1 2 3 4 5 6y3 −3 b Draw a graph of y = 3 − x. Include all the points in the
table.8 a Draw up a table of values for y = 3x + 2. Values of x should be from −3 to 3. b Draw a graph of y = 3x + 2. 13 Graphs 13113.2 Equations of the form y = mx + c13.2 Equations of the form y = mx + cy = 2x + 3 y = −5x − 4 y = 20x − 30 y = −0.5x + 10All these equations are in the form y = mx + c where m and c are numbers.The values of m
in these examples are 2, −5, 20 and −0.5.The values of c are 3, −4, −30 and 10.A graph of an equation like this will always be a straight line.Worked example 13.2a Complete the table of values for y = 5x + 10.x −3 −2 −1 0 1 2 3y0 15 25b Draw a graph of the straight line y = 5x + 10.c Show that (−20, −90) is on the line but (20, 90) is not.a x −3 −2
−1 0 1 2 3 If x = 2, y = 5 × 2 + 10 = 20 y −5 0 5 10 15 20 25 If x = 0, y = 5 × 0 + 10 = 10 If x = −1, y = 5 × −1 + 10 = −5 + 10 = 5 If x = −3, y = 5 × −3 + 10 = −15 + 10 = −5by 25 20 The scales on the two axes are not the same. 15 They have been chosen so that all the points can be plotted. 10 5 Plot the points and draw a line through them all
with a ruler.–3 –2 –1–50 1 2 3 x It should be a straight line. –10c If x = −20, y = 5 × −20 + 10 = −90 This shows (20, 110) is on the line. so (−20, −90) is on the line. If x = 20, y = 5 × 20 + 10 = 110 so (20, 90) is not on the line.132 13 Graphs13.2 Equations of the form y = mx + c✦ Exercise 13.2 y 40For questions 1 to 4, draw the graph on a copy of
this grid. 30 201 a Copy and complete this table for y = 10x. 10x −4 −3 −2 −1 0 1 2 34 –4 –3 –2 –1 0 1 2 3 4x 40 –10y −40 −10 10 –20b Draw a graph of y = 10x. –30 –402 a Copy and complete this table for y = 5x − 20.x −4 −2 0 2 4y −40 −20 b Draw a graph of y = 5x − 20. c Show that (20, 80) is on the line y = 5x − 20.3 a Copy and complete this
table for y = 15x − 5.x −2 −1 0 1 2 3y −20 10b Draw a graph of y = 15x − 5.c Is (5, 80) on the line y = 15x − 5? Give a reason for your answer.4 a Copy and complete this table for y = 20 − 10x. x −2 −1 0 1 2 34 b Draw a graph of y = 20 − 10x. y 30 10 −20 c (7, c) is on the line y = 20 − 10x. Find the value of c.d (−4, d) is on the line y = 20 − 10x.
Find the value of d.5 a Copy and complete this table x −20 −15 −10 −5 0 5 10 15 20 for y = 0.2x + 3. y −1 7 b Draw a graph of y = 0.2x + 3. Choosesuitable scales for the axes.c (3, a) is on the line y = 0.2x + 3. Find the value of a.6 a Copy and complete this table for y = 40x + 20.x −3 −2 −1 0 1 2 3y −20 60 140b Draw a graph of y = 40x + 20.
Choose suitable scales for the axes.c Show that Anders is not correct. (10, 420) and (−10, −420) are both on the line y = 40x + 20.7 The line y = 0.5x + 8 passes through (−10, a) and (−20, b). Find the values of a and b.8 a Where does the line y = 5x − 10 cross the y-axis? b Where does the line y = 5x − 10 cross the x-axis? 13 Graphs 13313.3 The
midpoint of a line segment13.3 The midpoint of a line segmentThe diagram shows two line segments, AB and CD. y A (1, 4) 4C (–1, 3) 3 B (5, 2) 2 1–3 –2 –1–10 1 2 3 4 5x –2 D (3, –3) –3The midpoint of AB is half way between A and B. You can see from the diagram that themidpoint of AB is (3, 3).The midpoint of CD is (1, 0).You can find the midpoint of
a line segment by finding the means of the x-coordinates and they-coordinates of the end points.This gives the midpoint of AB as 1 + 5 , 4 + 2 = (3, 3). The mean of a and b is a +b . 2 )2 2The midpoint of CD is –1 + 3 , 3 + –3 = (1, 0). )2 2Worked example 13.3a The diagram shows points P(10, 4) and Q(−4, −6). y 6 P (10, 4) 4 2 –8 –6 –4 –2–20 2 4 6 8
10 x –4 –6 Q (–4, –6)Find the coordinates of the midpoint of PQ.a 10 + –4 = 6 =3 This is the x-coordinate of the midpoint. 2 2 4 + –6 = –2 = –1 This is the y-coordinate of the midpoint. 2 2 The midpoint of PQ is (3, −1).134 13 Graphs13.3 The midpoint of a line segment✦ Exercise 13.31 A is the point (2, 4) and B is the point (6, 0). y A a Mark A and B on
a coordinate grid and draw the line segment AB. 4 B b Find the coordinates of the midpoint of AB. 3 1 2 3 4 5x2 Find the coordinates of the midpoint of each C side of this pentagon. 2 E 1 D –5 –4 –3 –2 –1–10 –2 –33 A is the point (8, 0), B is the point (0, 6) and C is the point (10, 12).Find the midpoint of: Draw a diagram if you want to.a AB b AC c BC.4
Find the midpoint of the line segment between:a (1, −1) and (7, 5) b (−4, −3) and (2, 5) c (10, −2) and (−2, 10).5 Find the midpoint of the line segment between:a (5, −2) and (2, −6) b (−4, 5) and (3, 0) c (−7, 5) and (−10, 10).6 Find the midpoint of the line segment between:a (20, 10) and (50, 30) b (20, 30) and (−40, −10) c (−17, 14) and (19, −20).7
Find the coordinates of the midpoint of each side of this triangle. y 40 30 20 D E 10–4 –3 –2 ––1100 1 2 3 4x –20 F –30 –408 A square has vertices at A(2, 3), B(3, −1), C(−1, −2) and D(−2, 2). 135 a Draw the square. b The diagonals are AC and BD. Show that the diagonals have the same midpoint.9 A parallelogram has vertices at P(2, 5), Q(−2, 3), R(2,
−1) and S(6, 1). The diagonals are PR and QS. Show that the diagonals have the same midpoint.10 A quadrilateral has vertices at (−2, 1), (0, 4), (5, 2) and (1, −1). Do the diagonals have the same midpoint? Justify your answer.11 The midpoint of a line segment is (4, 1). One end of the line segment is (2, 5). Find the coordinates of the other end of the
line segment. 13 Graphs13.4 Graphs in real-life contexts13.4 Graphs in real-life contextsGraphs give information in a visual form. Therefore, they Real-life graphs usually only have positiveare often used in real-life contexts because they can be axes. They may not start at zero.easier to interpret than a table or chart.The numbers on the axes can
represent almost anything. You will usually see a different variable oneach axis. Often, one of the axes will show time.Read any labels on the axes and look at the scale carefully to see what the intervals on each axisstand for.Worked example 13.4 Cost ($) 16 Taxi A 14This graph shows fares charged by two different taxis. 12 Taxi Ba How much does
each taxi charge for a journey of 7 km? 10b How much does taxi A charge for each kilometre? 8c Taxi B has a fixed charge and then charges a certain 6 4 amount for each kilometre. 2 i How much is the fixed charge? ii How much is each kilometre? 0d What distance will cost the same amount in either taxi? 0 1 2 3 4 5 6 7 8 9 10 Distance (km)a A
charges $14, B charges $11. Find the cost coordinate when the distance coordinate is 7.b $2 1 km costs $2, 2 km costs $4, and so on.c i $4 If the distance is 0, the charge is $4. 1 km costs $5, 2 km costs $6, 3 km costs $7. One extra dollar for each extra ii $1 kilometre. This is the point where the two lines cross.d 4 km✦ Exercise 13.4 Distance (km) 35
Zalika 30 Tanesha1 Zalika and Tanesha are cycling on the same route. 25 The graph shows their journeys. 20 a Zalika started at 09 00. What time did Tanesha start? 15 b How far did Zalika travel in the first hour? 10 c How long was Tanesha cycling before she caught 5 up with Zalika? 0 0900 0930 1000 1030 Time (24-hour clock)136 13 Graphs13.4
Graphs in real-life contexts2 Lucas is driving from Ayton to Bibury. Distance from Bibury 300 Lucas Simone is driving from Bibury to Ayton. Ayton (km) Simone a How long did Lucas take to get to Midley? 200 b How long did Lucas stop at Midley? Midley c How long did Simone take to get from Bibury to Ayton? 100 d How far were the cars from
Bibury when they passed one another? Ayton 0 012345 Time (hours)3 Razi and Jake are running laps of a running track. 8 a How do you know from the graph that Jake is running faster than Razi? 7 b How long had Razi been running before Jake started? c Where were the runners 9 minutes after Razi 6 started running? Laps run 5 4 Razi Jake 3 2 1 0
0 1 2 3 4 5 6 7 8 9 10 Time (minutes)4 a A van travels at a constant speed of 15 m/s for 60 seconds. Show this on a graph. Put time on the horizontal axis and speed on the vertical axis. b The speed of a car increases steadily from 0 m/s to 30 m/s over 20 seconds. It travels at 30 m/s for 30 seconds. Then the speed steadily decreases from 30 m/s to 0
m/s in 10 seconds. Show the speed of the car on the same graph. c For how many seconds is the car travelling faster than the van?5 At 13 00 Shen leaves home on a cycle ride. By 15 00 he has travelled 35 km. He stops for 112 hours and then cycles back. He arrives back home at 18 00. a Show this journey on a graph. Put time on the horizontal axis
and distance from home on the vertical axis. b At 15 00 Shen’s sister leaves home and cycles after him at the same speed. Show this on the graph. c How far from home will they meet?6 Xavier is doing some athletics training. He runs for 5 minutes, covering one kilometre, and then he rests for five minutes. He continues in this way until he has run 4
kilometres. a Show this on a graph with time on the horizontal axis and distance on the vertical axis. b Ten minutes after Xavier has started, Alicia runs after him. She runs at the same speed but without stopping, for 4 kilometres. Show this on the graph. c Explain how the graph shows that they are running together for part of the time. d Who finishes
running first? 13 Graphs 13713.4 Graphs in real-life contexts7 A straight track is 400 metres long.Two cars drive from one end to the other, in oppositedirections. Each goes at a constant speed.One car takes 30 seconds to get from one end to 400 mthe other. The other takes 50 seconds. They both reachthe end at the same time.Draw a graph and use
it to find how far the cars are from each end of the trackwhen they pass one another.Summary You should be able to: You should now know that: ★ Construct tables of values. ★ You can find the coordinates for any point on a ★ Use all four quadrants to plot the graphs of coordinate grid. straight lines, where y is given explicitly in terms of x. ★ To
draw a graph it is helpful to construct a table of values. ★ Recognise that equations of the form y = mx + c correspond to straight-line graphs. ★ An equation of the form y = mx + c will always give a straight-line graph. ★ Find the midpoint of the line segment AB, given the coordinates of points A and B. ★ You can find the midpoint of a line segment
by finding the means of the x-coordinates and the ★ Draw and interpret graphs in real-life contexts y-coordinates. involving more than one component. ★ Graphs can be used to illustrate practical ★ Draw accurate mathematical graphs. situations. Travel graphs are one example.138 13 GraphsEnd-of-unit reviewEnd-of-unit review y 41 Write down the
equations of the lines on this grid. 2 A B –5 0 5x C D –2 E –42 a Complete this table of values for y = 2x + 2. x −3 −2 −1 0 1 2 3 b Use the values in the table to draw a graph of y = 2x +2. y −2 43 a Complete this table of values for y = 4 − x. x −2 −1 0 1 2 3 4 5 6 b Use the values in the table to draw a graph of y = 4 − x. y6 −2 c Show that (−24, 28) is
on the line.4 a Complete this table of values for y = 10x + 20. x −3 −2 −1 0 123b Use the values in the table to draw a graph 40 of y = 10x + 20. y 0c Is (15, 180) on the line? Give a reason for your answer.d (−6, a) is on the line. Find the value of a.5 Find the midpoints of the line segments joining:a (12, 0) and (0, −4) b (−3, 6) and (1, −2) c (16, −17)
and (24, 15)6 The graph shows the amount of petrol left in the tanks of two Petrol in tank (litres) 50 cars, a Nisota and a Toysan, as they make a journey. a Which car has a more economical fuel consumption? 40 b How far had they travelled when they both had the same amount of fuel left? 30 c If they continue to use petrol at the same rate, what will
be the total distance travelled by the Toysan when it runs out of petrol? 20 Nisota d How much further than the Toysan will the Nisota travel? 10 Toysan 0 0 100 200 300 Distance (km)7 A car leaves Newton at 13 00 to travel to Danville. Danville 150 The graph shows the first part of the journey. a How long did the car take to travel 50 km? Distance
from 100 b The driver stopped for 90 minutes and then went Newton (km) on to Danville, arriving at 17 00. Copy the graph 50 and show the rest of the journey. c A second car leaves Danville at 15 00 and drives Newton 0 straight to Newton, arriving at 18 00. Show this on 1300 1400 1500 1600 1700 1800 the graph. d How far from Newton did the
cars pass one 24-hour clock time another? 13 Graphs 13914 Ratio and proportionRatios are used to compare two or more numbers or quantities. Key wordsEvery day, ratios are used in all sorts of ways for working out all Make sure you learn andsorts of things. understand these key words:For example, a builder uses ratios to work out the amounts of
ratioingredients he needs to mix together, to make concrete or mortar. simplifyThe ratio and ingredients vary, depending on what the builder direct proportionwill do with the concrete or mortar. unitary methodTo make the mortar for laying brickwork or block pavements, abuilder would use cement and sand in the ratio 1 : 4. This means thatevery 1
kg of cement must be mixed with 4 kg of sand.Builders often use a shovel or bucket to measure their ingredients.For this mortar, they would need one shovel (or bucket) of cementfor every four shovels (or buckets) of sand.To make a medium-strength concrete for a floor, a builder woulduse three components, cement, sand and gravel, mixed in the
ratio1 : 2 : 4. This means that every 1 kg of cement must be mixed with2 kg of sand and 4 kg of gravel.It is important that a builder uses the correct ratio of ingredientsfor the job, otherwise walls may fall down or floors may crack.In many countries there are workplace rules and regulationsthat use ratios. A good example of this is in childcare
centres.The table below shows an example of the legal child : staffratios in Australia. Age of children Child : staff ratio up to 24 months 4:124 months up to 3 years 5:1 3 years up to 5 years 11 : 1The table shows that for children up to the age of 24 months, theremust be one member of staff for every four children. The ratiochanges as the children get
older. By the time the children are agedbetween 3 and 5 years, then there there must be one member of stafffor every 11 children.In this unit you will learn how to simplify a ratio and how to share an amount in a given ratio. You willalso learn how to solve problems involving ratio and proportion.140 14 Ratio and proportion14.1 Simplifying ratios14.1
Simplifying ratiosA ratio is a way of comparing two or more quantities. Pastry recipeIn this pastry recipe, the ratio of flour to butter is 500 : 250. 500 g flourYou can simplify this ratio by dividing the numbers by the highest 250 g buttercommon factor. In this case the highest common factor is 250. 500 : 250 ÷ 250 water to mixDivide both numbers by
250 to simplify the ratio to 2 : 1. ÷ 250 2:1If you cannot work out the highest common factor of the numbers in a ratio, you can simplify the ratioin stages. Divide the numbers in the ratio by common factors until you cannot divide any more.In the example above you could start by:r dividing by 10 500 : 250 ÷ 10 When you simplify a ratio your then by 5
÷ 10 ÷5 must make sure that all the ÷5 quantities are in the same units. 50 : 25r then by 5 again ÷5 10 : 5r giving you the same answer of 2 : 1. ÷ 5 2:1Worked example 14.1Simplify these ratios.a 12 : 20 b 12 : 30 : 24 c 2 m : 50 cma 12 : 20 The highest common factor of 12 and 20 is 4, ÷4 ÷4 so divide both numbers by 4. 3:5 The highest common
factor of 12, 30 and 24 is 6, so divide all three numbers by 6.b 12 : 30 : 24 ÷6 ÷6 ÷6 First, change 2 metres into 200 centimetres. Once the units are the same you don’t need to write them down. 2:5:4 The highest common factor of 200 and 50 is 50, so divide both numbers by 50.c 2 m : 50 cm 200 : 50÷ 50 ÷ 50 4:1✦ Exercise 14.11 Simplify these
ratios.a 2 : 10 b 3 : 18 c 5 : 25 d 30 : 5 e 36 : 12 f 180 : 20 i 10 : 35 j 75 : 10 k 72 : 20 l 140 : 112g 4:6 h 9 : 152 Simplify these ratios. c 20 : 15 : 25 a 5 : 10 : 15 b 8 : 10 : 12 f 72 : 16 : 32 d 18 : 15 : 3 e 27 : 9 : 453 Simplify these ratios. b 36 seconds : 1 minute c 800 ml : 2.4 l a 500 m : 1 km e 3 cm : 6 mm f 2 days : 18 hours d 1.6 kg : 800 g h 8 months : 1
year i 4 days : 1 week g 2 hours : 48 minutes 14 Ratio and proportion 14114.1 Simplifying ratios4 Simplify these ratios. b 75 cm : 1 m : 1.5 m c 300 ml : 2.1 l : 900 ml a 600 m : 1 km : 20 m e $1.08 : 90 cents : $9 f 4 cm : 8 mm : 0.2 m d 3.2 kg : 1600 g : 0.8 kg Orange preserve5 Sasha uses this recipe for orange preserve. 750 g oranges 1.5 kg sugar
The ratio of oranges to sugar is 2 : 1. juice of one lemonIs Sasha correct? Explain your answer.6 This is part of Jake’s homework. QuestionUse Jake’s method to simplify these ratios. Simplify these ratios.a 0.5 : 2 b 1.5 : 3 a 1.5 : 2 b 0.8 : 3.6c 1.2 : 2.4 d 0.7 : 2.1 Answere 3.6 : 0.6 f 7.5 : 1.5 a× 10 1.5 : 2 × 10 b× 10 0.8 : 3.6 × 10 ÷5 15 : 20 ÷5 ÷ 8 : 36
÷4g 2.4 : 4 h 1.8 : 6.3 4 2 : 9 3:4i 2.1 : 0.7 : 1.4 j 0.03 : 0.15For questions 7 and 8, work in a groupof three or four.i Work out the answer to each question by yourself.ii Compare your answers with the answers given by the other members of your group.iii Decide which member of the group has given the best answers.7 Razi and Tanesha are mixing
paint. They mix 250 ml of white paint with 750 ml of red paint and 1.2 litres of yellow paint. The ratio of white to red to The ratio of white to red to yellow paint is 1 : 3 : 5. yellow paint is 25 : 75 : 12. Is either of them correct? Explain your answer. Monday 1 hour 40 mins Wednesday 50 mins8 Oditi goes for a run three times a week. Friday 2½ hours
Her notebook shows the time she took for each run one week. Monday : Wednesday : Friday a Oditi thinks that the ratio of her times for Monday to Wednesday to Friday is 1 hour 40 mins : 50 mins : 2½ hours 1 : 2 : 3. Without doing any calculations, explain how you know that Oditi is wrong. 1.4 : 0.5 : 2.5 b Oditi’s mum uses this method to work out
the ratio of Oditi’s times. × 10 14 : 5 : 25 Explain the mistakes that Oditi’s mum has made. ÷ 5 14 : 1 : 5 c Work out the correct ratio of Oditi’s times.142 14 Ratio and proportion14.2 Sharing in a ratio14.2 Sharing in a ratioSometimes you need to share an amount in a given ratio.For example, Alan, Bob and Chris buy a painting for $600.Alan pays
$200, Bob pays $300 and Chris pays $100.You can write the amounts they pay as a ratio like this: Alan : Bob : ChrisSimplify the ratio by dividing by 100 to give: 200 : 300 : 100 2:3:1You can see that Alan paid twice as much as Chris, and Bob paid three times as much as Chris.When they sell the painting, they need to share the money fairly between
them.They can do this by using the same ratio of 2 : 3 : 1.Follow these steps to share an amount in a given ratio.c Add all the numbers in the ratio to find the total number of parts.d Divide the amount to be shared by the total number of parts to find the value of one part.e Use multiplication to work out the value of each share.f Check that the total of
their shares is the same as the amount they shared.Worked example 14.2Share $840 between Alan, Bob and Chris in the ratio 2 : 3 : 1.2+3+1=6 c Add the numbers in the ratio to find the total number of parts.840 ÷ 6 = 140 d Divide the amount to be shared by the total number of parts to find1 part = $140Alan gets 2 × 140 = $280 the value of one
part.Bob gets 3 × 140 = $420 e Work out the value of each share using multiplication.Chris gets 1 × 140 = $140280 + 420 + 140 = $840 9 Make sure you write the name of the person with each amount. f Check that the total of the shares is the same as the amount to be shared.✦ Exercise 14.21 Share these amounts between Andi, Beth and Charlie
in the given ratios.a $90 in the ratio 1 : 2 : 3 b $225 in the ratio 2 : 3 : 4c $432 in the ratio 3 : 5 : 1 d $396 in the ratio 4 : 2 : 52 Dave, Ella and Franz share their electricity bills in the ratio 3 : 4 : 5.How much does each of them pay when their electricity bill is:a $168 b $192 c $234?3 A choir is made up of men, women and children in the ratio 5 : 7 :
3.Altogether there are 285 members of the choir.a How many members of the choir are:i men ii women iii children?b How many more women than men are there in the choir?c How many more men than children are there in the choir? 14 Ratio and proportion 14314.2 Sharing in a ratio4 A box of chocolates contains milk, white and dark chocolates in
the ratio 4 : 2 : 3.The box contains 72 chocolates altogether.a How many chocolates in the box are:i milk ii white iii dark?b The ratio of the number of milk, white and dark chocolates is changed to 3 : 1 : 4.There are still 72 chocolates in the box.How many chocolates in this box are:i milk ii white iii dark?5 Aden, Eli, Lily and Ziva run their own
business. Project earnings: $450 They share the money they earn from a project in the ratio of the number of hours they put Time spent working on project: into the project. On the right is the time-sheet for one of Aden: 6 hours Eli: 4 hours their projects. How much does each of them earn from Lily: 3 hours Ziva: 5 hours this project?6 A grandmother
leaves $2550 in her will to be shared among her grandchildren in the ratio of their ages. The grandchildren are 6, 12, 15 and 18 years old. How much does each of them receive?7 Every year, on his birthday, David shares $300 among his children in the ratio of their ages. This year the children are aged 4, 9 and 11. How much less will the oldest child
receive in two years’ time, than in this year?8 Van, Willem and Zeeman buy a flat for $180 000. Van pays $60 000, Willem pays $90 000 and Zeeman pays the rest. Five years later they sell the flat for $228 000. They share the money in the same ratio that they bought the flat. How much profit does Zeeman make on the sale of the flat?9 Here is a pack
of ratio cards. $50 $84 Share $120 ... $75Share $150 ... ... in the ratio 2 : 3 : 1 ... in the ratio 2 : 6 : 1$25 $14 ... in the ratio 3 : 1 : 4 $45 Share $132 ... $60$55 $11 $28 ... in the ratio 1 : 5 : 6 $15 $66 Share $126 ...Sort the cards into their correct groups.Each group must have one pink, one yellow and three blue cards.144 14 Ratio and proportion14.3
Solving problems14.3 Solving problemsIf two values are in direct proportion, when one increases or decreases then so does the other,in the same ratio.For example, tickets for a concert cost $25 each. Concert ticketsTwo tickets cost twice as much: 2 × 25 = $50 $25 eachThree tickets cost three times as much: 3 × 25 = $75Ten tickets cost ten times
as much: 10 × 25 = $250, etc. Starts 7 30 pmAs the number of tickets increases, so does the total cost, in the same ratio.You can use the unitary method to solve ratio and proportion problems. The unitary method only workswhen the values are in direct proportion. When you use the unitary method you need to find the valueof one part (unit)
first.Worked example 14.3a Eight folders cost $16. Work out the cost of 5 folders mentally.b A fruit drink contains orange juice and mango juice in the ratio 2 : 3. There are 500 ml of orange juice in the drink. i How much mango juice is there in the drink? ii How much drink is there altogether?a 1 folder costs 16 ÷ 8 = $2 In your head, use division to
work out the cost of 1 folder 5 folders costs 5 × 2 = $10 (1 unit) first. In your head, use multiplication to work out the cost of 5b i 1 part is worth 500 ÷ 2 = 250 ml folders. mango juice: 3 × 250 = 750 ml 2 parts of the drink are orange juice, so use division to work ii total: 500 + 750 = 1250 ml out the number of millilitres in 1 part (1 unit) first. = 1.25
litres 3 parts of the drink is mango juice, so use multiplication to work out the number of millilitres in 3 parts. Add together the number of millilitres of orange and mango juice. Change your answer into litres.✦ Exercise 14.31 Four pens cost $2. Mentally, work out the cost of:a 1 pen b 3 pens c 10 pens.2 The cost of two cups of coffee is $3. Mentally,
work out the cost of:a 1 cup of coffee b 5 cups of coffee c 7 cups of coffee.3 A cleaner is paid $72 for 8 hours’ work. Mentally, work out how much the cleaner is paid for working 3 hours.4 Look at the ingredients for honey biscuits. Honey biscuits (makes 25) Mentally, work out how much of each ingredient is needed to make: 50 g butter 75 g plain
flour a 100 honey biscuits b 40 honey biscuits. 75 g icing sugar 100 ml honey 14 Ratio and proportion 14514.3 Solving problems5 A fruit dessert contains raspberries and strawberries in the ratio 1 : 2. There are 400 g of strawberries in the dessert. a How many grams of raspberries are there in the dessert? b How much fruit is there altogether in the
dessert?6 Xavier and Alicia share some money in the ratio 3 : 5. Xavier gets $75. a How much does Alicia get? b How much money do they share?7 Kaya and Akiko share their electricity bills in the ratio 4 : 3. In January Akiko pays $18. a How much does Kaya pay? b What is their total bill?8 Three children share some sweets in the ratio of their ages.
The children are 4, 7 and 9 years old. The oldest child gets 54 sweets. a How many sweets do the other children get? b How many sweets do they share?9 When Alicia makes oat biscuits she uses syrup, butter and oats in the ratio 1 : 2 : 4. I have plenty of syrup, but only 250 g of butter and 440 g of oats in my kitchen cupboard. Alicia makes as many
oat biscuits as she can with these ingredients. How much of each ingredient does she use?10 Xavier makes some green paint. He mixes yellow, blue and white paint in the ratio 4 : 5 : 1. He uses 750 ml of blue paint. How much green paint does he make?Summary You should be able to: You should now know that: ★ Simplify ratios, including those
expressed in different units. ★ You can simplify a ratio by dividing the numbers in the ratio by the highest common factor. ★ Divide a quantity into more than two parts in a given ratio. ★ When you simplify a ratio you must make sure that all the quantities are in the same units. ★ Use the unitary method to solve simple problems involving ratio and
direct proportion. ★ When you share an amount in a given ratio you must divide the amount by the total number of ★ Mentally solve simple word problems, including parts to find the value of one part. Then multiply direct proportion problems. the value of one part by each number in the ratio. ★ Two values are in direct proportion when they increase
or decrease in the same ratio.146 14 Ratio and proportionEnd-of-unit reviewEnd-of-unit review1 Simplify these ratios.a 3 : 12 b 8 : 10 c 35 : 7 d 45 : 40 e 2 : 10 : 16 h 1.2 : 1.8 i 2.8 : 0.8f 8 : 24 : 12 g 0.4 : 52 Simplify these ratios.a 250 m : 2 km b 9 months : 2 years c 600 ml : 3.3 l3 Share $360 between Hassan, Mia and Xavier in the ratio 2 : 3 : 5.4 A tin
of biscuits contains shortbread, fruit and chocolate biscuits in the ratio 3 : 1 : 4.The tin contains 56 biscuits altogether.How many biscuits in the box are:a shortbread b fruit c chocolate?5 A grandfather gives $2640 to be shared to his grandchildren in the ratio of their ages. The grandchildren are 8, 10, 13 and 17 years old. How much more does the
oldest receive than the youngest?6 Elise, Raine and Avery buy a boat for $33 000. Elise pays $12 000, Raine pays $6000 and Avery pays the rest. Six years later they sell the boat for $25 300. They share the money in the same ratio that they bought the boat. How much money does Avery lose on the sale of the boat?7 Five notebooks cost $15.
Mentally, work out the cost of: a 1 notebook b 4 notebooks c 20 notebooks.8 A waitress is paid $54 for 6 hours’ work. Mentally, work out how much the waitress is paid for 5 hours’ work.9 A fruit conserve contains blackcurrants and redcurrants in the ratio 5 : 2. There are 300 g of redcurrants in the conserve. a How many grams of blackcurrants are
there in the conserve? b How much fruit is there altogether in the conserve?10 Four children share some strawberries in the ratio of their ages. The children are 6, 8, 10 and 14 years old. The youngest child gets 18 strawberries. a How many strawberries do the other children get? b How many strawberries do they share?11 When Anders makes
scones he uses sugar, butter and flour in the ratio 1 : 2 : 8. I have 100 g of sugar, 300 g of butter and 400 g of flour in the kitchen cupboard.Anders makes as many scones as he can with these ingredients.How much of each ingredient does he use? 14 Ratio and proportion 14715 ProbabilityDo you know the game ‘rock, paper, scissors’? It is a very old
game Key wordsand is known by other names as well. Make sure you learn andTwo people simultaneously show either a fist (rock), the first two understand these key words:fingers pointing forwards (scissors) or an open hand (paper). at randomScissors beats paper, paper beats rock and rock beats scissors. This mutually exclusiveis because scissors
cut paper, paper wraps rock and rock blunts experimental probabilityscissors. theoretical probabilityIf both players choose the same thing it is a draw (neither wins) andthey play again.This may seem a trivial game but in 2005 the Maspro Denkoh scissorselectronics corporation used it to decide whether to give beats paperthe contract to auction its
$20 million collection ofpaintings to Sotheby’s or to Christie’s auction houses.Christie’s won with paper, after taking the advice of Flora paperand Alice, the 11-year-old daughters of one of the directors beats rockof the company. Their argument was that for beginners,rock seems strongest, so they tend to start with that.Playing against a beginner,
you should start with paper.This is a good example of when probabilities may not be rockequally likely although they appear to be at first. It also beats scissorsshows the (financial!) value of a sound logical argument.Auction houses typically take 10% of any money paid inan auction.This game illustrates two methods of finding probabilities.One
method is to say that each different play – rock, scissors, paper – is equally likely. Because there are 1three outcomes (results), each one has a probability of 3 .However, this only works if each play is equally likely and the player chooses at random. Flora and Alice 1realised that, for less experienced players, the probability of starting with rock is more
than 3 .To find out what this probability actually is, you could do an experiment. You could teach the game tolots of new players and then make a note of their moves. Then you could look at the fraction of timesthey started with rock and that would give a value for the probability.The first method, equally likely outcomes, gives a theoretical probability.
The second method, doing anexperiment, gives an experimental probability. You will look at both of these in this unit.148 15 Probability Page 2 End-of-unit reviewEnd-of-unit review1 Which metric units would you use to measure the following?a the length of a car park b the length of an eyelashc the mass of a motorbike d the mass of a bananae the
capacity of a egg cup f the capacity of a refrigerator2 Which metric units would you use to measure the following?a the area of a tennis court b the area of a fingernailc the volume of a bucket d the volume of a lake3 Sharon estimates that the height of her kitchen is 2 m. Is this a sensible estimate? Give a reason for your answer.4 Anna is 1.6 m tall.
She stands next to a lamppost. 1She estimates that the lamppost is 2 2 times as tall as she is.Work out an estimate of the height of the lamppost.5 Eight adults and six children travel in a cable car. Estimate the total mass of the people in the cable car.6 The diagram shows a man standing next to a tree. Estimate the height of the tree. Show how you
worked out your answer.The diagram is drawn to scale.7 Write down true (T) or false (F) for each of these statements. a 22 miles is further than 22 km. b 50 km is exactly the same distance as 50 miles. c 200 km is not as far as 200 miles.8 Convert these distances into miles.a 112 km b 208 km9 Convert these distances into kilometres.a 45 miles b 205
miles10 Which is further, 472 km or 300 miles? Show your working.11 Caroline is a nurse. She keeps a record of the Monday 64 km Tuesday 88 km total number of kilometres she travels to visit Wednesday 52 km Thursday 72 km her patients each day.The distances she travels during one week are Friday 100 kmshown in the box.a How many miles
has Caroline travelled in this week?b Caroline is paid 40 cents for each mile she travels.This is to pay for the fuel she uses.Work out the amount Caroline is paid this week for the Remember that there are 100 cents in $1.fuel she uses. Give your answer in dollars. 4 Length, mass and capacity 495 AnglesDo you remember that the angles of a triangle
add up to 180°? Key wordsHow did you find out that this is true?Did you draw a triangle, tear off the corners and put them together Make sure you learn andto make a straight line? understand these key words: C parallel transversal C corresponding angles alternate angles prove proof external angleAB BADid you use a protractor to measure the
three angles of a triangle, then add them togetherto get a total close to 180°?These methods show that the result is reasonable. They do not prove it is true for any triangle.A proof is a logical argument in which each step is explained or justified by a reason.Over 2000 years ago the Greek mathematician Euclid wrote a book called The Elements.He
tried to use logical arguments to prove many facts in geometry and arithmetic.His book was the most successful textbook ever written. It is still in print today. Euclid started with definitions of basic things such as a point and a straight line. He also had a set of statements which he thought everyone could agree with. These were called axioms. An
example of one of his axioms is: r Things that are equal to the same thing are equal to one another. From this simple starting point he proved many complicated results. In this unit you will learn to understand several proofs. You will also solve geometrical problems and explain your reasons.50 5 Angles5.1 Parallel lines 5.1 Parallel linesHere are two
parallel lines. The arrows show they are parallel. Parallel lines: think of straight train lines or tram lines.If two lines are parallel the perpendicular distance between them is the same wherever you measure it.Here is another pair of parallel lines. a° b° d° c°A third straight line crosses them. This is called a transversal. Anglesare formed where the
transversal crosses the parallel lines. e° f° h° g°The angles marked a and e are called corresponding angles. Theangles marked d and h are also corresponding angles. So are b and f,and c and g.Corresponding angles are equal.The angles marked d and f are called alternate angles. These are important properties of parallel lines.Angles c and e are
also alternate angles.Alternate angles are equal.To help you remember:For corresponding angles, think of the letter F.For alternate angles, think of the letter Z. Alternate angles are always between the parallel lines.Worked example 5.1The diagram shows two parallel lines and two transversals. a° b°Fill in the missing letters. c° d°a c and are
corresponding angles b c and are alternate anglesc d and are corresponding angles d d and are alternate angles e° f ° g° h° i° j° k° l°a i Look for an angle in the same position on the other parallel line.b f Look for the angles of a Z.c l Using the other transversal to part a.d g This time the Z is back to front. 5 Angles 515.1 Parallel lines p° q° t° u° s° r°
w° v° ✦ Exercise 5.1 62° a° b° 1 Look at the diagram. d° c° a Write down four pairs of corresponding angles. b Write down two pairs of alternate angles. 105° 75° p° q° 2 In the diagram, the size of one angle is 62°. Copy and complete these two sentences. r° s° a Because corresponding angles are equal, angle .…. = 62°. t° u° b Because alternate
angles are equal, angle .…. = 62°. Diagram not drawn accurately 3 In the diagram, the sizes of two angles are marked. X a What other angles are 105°? PB b What other angles are 75°? A 4 Angle APY is marked on the diagram. D Copy and complete these sentences. CQ a APY and CQY are … angles. b APY and XQD are … angles. Y c APX and … are
corresponding angles. d CQX and … are alternate angles. AC 5 The capital letter F has corresponding angles and X 50° S 40° T the letter Z has alternate angles. 130° 140° Y a What other capital letters have corresponding angles? b What other capital letters have alternate angles? D B 6 Look at the diagram. Diagram not drawn accurately Explain
why AB and CD cannot be parallel lines.52 5 Angles7 Look at the diagram. 5.1 Parallel lines a Write down a set of three corresponding angles that includes the angle marked f. a° b° b Write down a pair of alternate angles that includes the angle marked c. d° c° c Write down another pair of alternate angles that includes the angle e° f ° marked c. h° g°
i° j° l° k°8 In this diagram there are two pairs of parallel lines. i° j° k° l° a Write down two pairs of corresponding angles that include m° n° o° p° the angle marked i. q° r° b Write down two pairs of alternate angles that include the u° v° s° t° angle marked o. w° x°9 Look at the diagram.Say whether the angles marked with these letters are f ° h° e°
g°corresponding angles, alternate angles or neither of these. b° d° a° c°a a and d b b and f c c and g d d and ee a and h 5 Angles 535.2 Explaining angle properties A5.2 Explaining angle propertiesThe angles of a triangle add up to 180°. How do you know that is true?You can measure the angles of a triangle and add them up. But that willonly show it
is true for one triangle. How can you show it is truefor all triangles?You can prove it by using the properties of parallel lines that you learned inthe previous topic.Proof 1To prove that the angles of triangle ABC add up to 180°. B C XA Y Extend BC to X and draw CY parallel to BA. a° Then a = d (alternate angles) and b = e (corresponding angles) c + d
+ e = 180° (angles on a straight line) b° c° d°e° ⇒ c + a + b = 180°. ⇒ means ‘therefore’B C X This is the required result.This is a proof that the angles of any triangle add up to 180°. It gives a reason Afor each line. You do not need to be able to write proofs in this way, but youshould understand them.The example also proves another important
fact.Angle ACX is called the external angle of the triangle at C.The proof showed that d + e = a + b.This means that the external angle at C is equal to the sum of the interiorangles at A and B. This result is true for any triangle. B CThe exterior angle of a triangle is equal to the sum of the two interior opposite angles.54 5 AnglesProof 2 5.2 Explaining
angle propertiesProve that the angles of this quadrilateral add up to 360°. C B ADDraw the diagonal BD. B w° Ca + x + y = 180° (angle sum of a triangle) x° c°w + z + c = 180° (angle sum of a triangle)a + x + y + w + z + c = 360° A a° y° z°a + (x + w) + (y + z) + c = 360°a and (x + w) and (y + z) and c are the angles Dof the quadrilateral. This
proves the result.This proof uses the result of the previous proof. You do not need to be able to write proofs.You do need to be able to give reasons for geometrical results.✦ Exercise 5.21 In the triangles, calculate the values of a, b and c. 80° 20° b° 134°45° 20° c° a° 86° Diagrams not drawn accurately 35° T2 An exterior angle of a triangle is 108°.
108° One of the interior angles of the triangle is 35°. S a Work out the sizes of the other two interior angles of the triangle. b Work out the sizes of the other two exterior angles of the triangle. R3 PQR is a triangle and PRS is a straight line. RT is parallel to QT. a Angle P and angle SRT are equal What property of angles is Mia using? P Q b XA Y Angle
Q and angle QRT are equal BC What property of angles is Mia using? 5 Angles4 In the diagram, XY is parallel to BC. a Explain why angles XAB and ABC are equal. b Explain why angles YAC and ACB are equal. c Explain why the angles of triangle ABC add up to 180°. Use the results of parts a and b to help you. 555.2 Explaining angle properties E F
H5 The diagram shows a quadrilateral with a reflex angle. Show that the four angles add up to 360°. Divide it into two triangles G6 In the diagram, PBC is a straight line. AQ is parallel to PC. A Q a Explain why y = c. y° b Explain why x = a + y. c Use your answers to parts a and b to show that, in triangle a° ABC, the exterior angle at B is equal to the
sum of the two interior opposite angles. P x° b° c° B C7 In the diagram, PRT is a straight line. P Q a d° a° b° x is the exterior angle of a triangle so a + e° c° S f ° x° R b=x y° Which triangle is Jake using? b Write down a similar equation for the angle marked y. T c Use your answers to parts a and b to show that the angles of quadrilateral PQRS add up
to 360°. C8 In the diagram, DX is parallel to BC. B D X ZD is parallel to AB. A Z Y BDY is a straight line. a Explain why angles BAD and ADZ are equal. Use the angle at D. b Explain why angles ABD and ZDY are equal. c Use the diagram to show that the angles of quadrilateral ABCD add up to 360°. Do not use the fact that the angle sum of a triangle is
180°.56 5 Angles5.3 Solving angle problems5.3 Solving angle problemsYou already know how to calculate angles, but in solving problems you need to give reasons foryour answers.Here are some of the facts you could use.r The sum of the angles on a straight line is 180°.r The sum of the angles round a point is 360°.r Vertically opposite angles are
equal.r Corresponding angles are equal.r Alternate angles are equal.r The angle sum of a triangle is 180°.r The exterior angle of a triangle is the sum of the two opposite interior angles.r The angle sum of a quadrilateral is 360°. Worked example 5Show that the opposite angles of a parallelogram are equal. Give a reason for any statement you
make.Draw a parallelogram with one side extended. Opposite sides are parallel. d° c° b° x°a and x are equal because they Using the sides with y° a°are corresponding angles. two arrows.c and x are equal because they are Using the sides withalternate angles. one arrow.This means a and c must be equal. This is the first pair.In the same way, b and d
are equal. This is the second pair.The first step in the worked example was to draw a diagram and label the angles. You often need to dothis when you are explaining a geometrical result.Always give a reason for any statement you make.✦ Exercise 5.31 Maha has made some mistakes in her homework. Explain why her angles cannot all be correct.In
the diagram, KL and MNare straight line segments.N L M 30° 150° 20° 160°K 5 Angles 575.3 Solving angle problems2 In the diagram, KL and MN are parallel. L Find the sizes of the angles marked a, b, c and d. Give a reason in each case. c° 136° K N a° d° b° M3 In the diagram, the sides of the triangle have been extended, as shown. f° a Explain
why d = a + c. a° b Write similar expressions for e and f. c Show that the sum of the exterior angles of this triangle is 360°. c° e° b° d°4 In the diagram, ABC is an isosceles triangle. B A AB = AC. AB is parallel to DE. 68° D Angle ABC = 68°. E Work out the size of angle EDC. Give a reason for your answer. C5 This pentagon is divided into a triangle
and a quadrilateral. Show that the angle sum of the pentagon is 540°. Copy the diagram. Label the angles.6 In the diagram, AB is parallel to DE. B Show that the angles of triangles ABC and DEC are the same size. E AD C 7 In the diagram, ABCD is a parallelogram. A Show that p + q = r. p° B58 5 Angles r° D q° C5.3 Solving angle problems8 In the
diagram, two of the sides of the quadrilateral have been extended. w° a Show that w + y = a + b + c + d. c° d°In this diagram, all of the sides of the quadrilateral have been extended. a° b° y°b Show that w + x + y + z = 360°. w° Use the result of part a. x° z° y°9 Look at the diagram of the irregular five-pointed star. a° a Explain why x = b + d. e° x°
y° b Explain why y = c + e. c Show that the sum of the angles in the points of the star, b° a + b + c + d + e, is 180°. d° c°Summary You should be able to: You should now know that: ★ Identify alternate and corresponding angles. ★ You can identify the special properties of parallel ★ Understand a proof that the angle sum of a lines and transversals,
including corresponding triangle is 180°. angles and alternate angles. ★ Understand a proof that the angle sum of a ★ Corresponding angles are equal. quadrilateral is 360°. ★ Alternate angles are equal. ★ Every vertex of a triangle has an exterior angle. ★ Understand a proof that the exterior angle of a ★ A proof using a logical argument is different
from triangle is equal to the sum of the two interior opposite angles. a demonstration. ★ You can prove the angle sum of a triangle is 180° ★ Solve geometrical problems using properties of angles, of parallel and intersecting lines, and of and the angle sum of a quadrilateral is 360°. triangles and special quadrilaterals, explaining ★ You can explain
your reasoning when you solve a reasoning with diagrams and text. geometric problem. ★ Recognise and use spatial relationships in two dimensions. ★ Use logical arguments to interpret the mathematics in a context or to establish the truth of a statement. 5 Angles 59End-of-unit review h° a° g° b°End-of-unit review f ° c°1 Look at the diagram and
complete these sentences. e° d° a Two vertically opposite angles are c and . . . . b Two corresponding angles are h and . . . . b° 45° c Two alternate angles are g and . . . . d Two angles that add up to 180° are c and . . . . c° d° a°2 Find the values of a, b, c and d. a° c° d° f° Give reasons for your answers. b° e° g°3 Read what Jake says. What are the two
angles he is thinking of? The total of two of these angles is the same as d.4 Find the values of a and b. Give reasons for your answers. 27° b° 82° a° 41° b° Diagram not drawn accurately5 Find the sizes of the angles marked a and b. Give reasons for your answers. 125° a° 35° Diagram not drawn accurately6 Give reasons for each of these statements.
g° f ° e° c° b° a°a a=e b b=dc g=c d f=d d°60 5 Angles6 Planning and collecting dataIn the United States of America elections are held every two years to Key wordschoose members for the House of Representatives. This is one of thegroups of people who run the country. Make sure you learn and understand these key words:Each American state
chooses representatives. The number they canchoose depends on the how many people live in that state. The more method of collectionpeople who live in a state, the more representatives they can choose. surveyIt is therefore very important that accurate records are kept of the questionnairenumber of people living in each state. interview
experimentIn order to keep accurate records, a census is held every 10 years. A observationscensus is a way of collecting data. It is a questionnaire that must be populationfilled in by every household in the USA. sample degree of accuracyThe most recent census was in 2010. The questionnaire had only discrete data10 questions, which people were
able to answer in about 10 minutes. continuous dataThe results of the 2010 census showed that there were 308 745 538 frequency tablespeople living in the USA. There are 435 representatives in the House equal class intervalsof Representatives. This means that there is one representative for two-way tableroughly every 710 000 people in the
USA.The map shows how WA NH (4)many representatives (12)there are in each state ND (3) VT (3) MEof the USA. You can MT (3) (4)see that even thoughCalifornia is not the OR (7) MN NY MA (11)largest state, it has (29) RI (4)the largest number ID (4) (10) WIof representatives. SD (3) (10) MI CT (7)This is because it has NJ (14)the largest number
of WY (3) (16) DE (3)people living there, out MD (10)of all the other states NV (6) UT CO (9) NE (5) IA (6) IL IN OH PA (20) DC (3)in the USA. (6) KS (6) (20) (11) (18) (W5)VVA CA MO (55) (10) KY (8) (13) AZ OK (7) AR TN (11) NC (15) (11) NM (5) SC (6) MS AL GA (9) TX LA (6) (9) (16) HI (3) (38) (8) AK (4) FL (29)In this unit you will learn more
about collecting data, and also about the different types of data. 6 Planning and collecting data 616.1 Collecting data6.1 Collecting dataWhen you need to answer a question in statistics, you start by collecting data.First, you need to decide how to collect the data. You need to decide upon a method of collection.If you need to ask people questions, you
can carry out a survey. You can do this by:r giving people a questionnaire to fill inr asking them the questions yourself and carrying out an interview.If you need to record the results of an event happening, you can do this by:r carrying out an experimentr recording observations that you make.Worked example 6.1aHow would you collect data to
answer these questions?a What is the favourite food and drink of the students in your class?b How many cars pass your school in one hour?c How many times will a dice show a 6 when it is rolled 100 times?a Carry out a survey. You could either give the students in your class a questionnaire to fill in,b Record observations. or you could interview each
of them and ask them the questions.c Carry out an experiment. You could sit outside the school gates and record the number of cars that pass the school in an hour. You could roll a dice 100 times and record how many times it shows a 6.When you collect data, the group that you collect the data about is called the population.However, if the
population is large, you may not always be able to collect data from everyone in thepopulation. Instead you can ask a small group of the population. This small group is called a sample.As a general rule, a useful sample could consist of about 10% of the population.Worked example 6.1ba There are 452 people living in a town. Zalika wants to know the
ages of the people living in the town. She decides to ask a sample of the population. How many people should there be in her sample?b There are 30 students in Tanesha’s class. She wants to know their favourite colour. Should she ask the whole class or ask a sample of the class?a 10% of 452 = 452 ÷ 10 There are 452 people living in the town, so the
population size is 452. = 45.2 10% of 452 = 45.2, so 45 or 46 would be a suitable sample size. Sample size = 45 people There are 30 students in the class so the population is 30. 10% of 30 = 3.b Whole class If she took a sample she would only ask 3 students. This is too small. It would be better for her to ask the whole class. When you collect data that
involves measurements, you must make sure the data is given to a suitable degree of accuracy. For example, if you were recording the heights of the students in your class, you would probably write the measurents to the nearest centimetre. You certainly wouldn’t give the measurements to the nearest metre, otherwise they would probably all be the
same!62 6 Planning and collecting data6.1 Collecting data✦ Exercise 6.11 Which of the three methods of collection would you use to collect this data?Experiment Observation Surveya the number of times a drawing pin lands ‘point down’ when it is dropped 200 timesb the number of people that go into your local grocery shop each hourc the number
of brothers and sisters that students in your class haved the type and number of pets owned by people living in your street or villagee the number of times the king of hearts is drawn from a pack of playing cards in 100 drawsf the number of people that use your local swimming pool in the morningg the number of times people in your family travelled
by train in the last month2 Mia runs a rollerskating club. She wants to ask the members of the club if they would like to have training on a Wednesday evening. There are 38 members in the club. Should Mia ask all the members of the club, or should she ask a sample of the members? Explain your answer.3 A football team has 860 members in their
fan club. The secretary of the club wants to know if the fans would like some half-time entertainment during home matches. a Give two reasons why the secretary should ask a sample of the members. b How many members of the fan club should there be in the sample?4 The population of a village is 340. The local nurse wants to know how often the
people in the village visit the doctor. She decides to ask a sample of the population. How many people should there be in her sample?5 There are 948 students in a school. The headteacher wants to know if the students would prefer to have their lunch break at 12.30 pm or 1.30 pm. She decides to ask a sample of the school population. How many
students should there be in her sample? Give a reason for your answer.6 Which of A, B or C would be the most suitable degree of accuracy for measuring:a the heights of the students in a classA nearest millimetre B nearest centimetre C nearest metreb the weights of the students in a classA nearest 10 kilograms B nearest kilogram C nearest 0.1 of a
kilogramc the time it takes students to run 400 mA nearest minute B nearest second C nearest 0.01 of a second 6 Planning and collecting data 636.1 Collecting data7 Ahmad wanted to know how often people in his village go swimming. He decided to carry out a survey. This is what he wrote.The population of my village is 238.I interviewed a sample
of 15 people and recorded their answers on this datacollection sheet.Question How often do you go swimming?Answer Tally Frequency Never ||| 3 Sometimes || 2 Often |||| || 7 Very often ||| 3Conclusion My results show me that the people in my village go swimming a lot. a In groups of two or three, discuss and write down the answers to these
questions. i What do you think of Ahmad’s decision to ask a sample of 15 people? ii What do you think of Ahmad’s data collection sheet? iii What do you think of Ahmad’s conclusion? b Still in your groups, complete this task. i Design a better data collection sheet for Ahmad’s question. ii Use your data collection sheet to collect data from the students in
your class. iii Write a conclusion based on the data you have collected. c Compare your data collection sheet and your conclusion with those of other groups.8 Oditi wanted to know how many pets the people in her village own. She decided to carry out a survey. This is what she wrote.The population of my village is 576, so I interviewed a sample of 60
people.I recorded their answers on the data collection sheet below.Question How many pets do you own?Answer Number of pets 1– 3 3– 4 4– 6 7– 10 Number of people 3 7 9 18 2 3 6 10 1 4 8 11 13 3 9 11 12Conclusion My results show me that the people in my village h ave lots of pets. a In groups of two or three, discuss and write down the answers
to these questions. i What do you think of Oditi’s decision to ask a sample of 60 people? ii What do you think of Oditi’s data collection sheet? iii What do you think of Oditi’s conclusion? b Still in your groups, complete this task. i Design a better data collection sheet for Oditi’s question. ii Use your data collection sheet to collect data from the students
in your class. iii Write a conclusion based on the data you have collected. c Compare your data collection sheet and your conclusion with those of other groups.64 6 Planning and collecting data6.2 Types of data6.2 Types of dataThere are two types of data that involve numbers, discrete Numbers of goals scored and numbers ofdata and continuous
data. people are examples of discrete data.Discrete data is data that can only have exact values. Thevalues are usually whole numbers, but can include fractions.Continuous data is data that can take any value in a range. Heights of trees and masses of babiesAll data that is measured is continuous data. If you round the are examples of continuous
data.measurements to the nearest whole number, the data is stillcontinuous.Worked example 6.2Write down whether the data is discrete or continuous.a the number of cars in a car park.b the height of trees in a forest.c the time it takes to run 100 m.a Discrete The number of cars must be a whole number, so it is discrete data.b Continuous Height is
measured, so it is continuous data.c Continuous Time is measured, so it is continuous data.✦ Exercise 6.21 Write down whether each type of data is discrete or continuous.a the number of fence posts in a garden b the length, in metres, of each car in a car parkc the weights of pineapples in a box d the number of pineapples in a boxe the number of
chairs in a classroom f the heights of the students in a classroomg the number of mobile phones sold one day h the time it takes to complete a crossword puzzlei the waist sizes of trousers sold in a shop j the number of pairs of trousers sold in a shop2 Dakarai is explaining how he carried out a survey. I have asked 10 people the size of the shoes they
wear. My results are 6, 6 21, 8, 9, 9 1 , 10 1 , 10, 7 21, 8, 6 21. This is 2 2 continuous data as the values aren’t whole numbers. Is he correct? Explain your answer.3 Harsha is explaining how she carried out a survey. I have asked 10 people their ages. My results are 23, 25, 22, 18, 36, 42, 12, 15, 17, 20. This is discrete data as the values are whole
numbers.Is she correct? Explain your answer. 6 Planning and collecting data 656.3 Using frequency tables6.3 Using frequency tablesYou can use frequency tables with equal class intervals to gather continuous data.A frequency table has three columns. The first column lists the When you use a frequency table withclass intervals, the second is for
recording the tally marks and tallies, make sure the tally column isthe third is for the frequency. wide enough for lots of results.To describe the class intervals, you can use these symbols: < which means ‘less than’and р which means ‘less than or equal to’.Examples: The class 63 kg < m р 65 kg means any mass (w) from 63 kg, but not including 63 kg,
up to and including a mass of 65 kg. The class 63 kg р m < 65 kg means any mass (w) from 63 kg, including 63 kg, up to but not including a mass of 65 kg.Worked example 6.3aHere are the masses (w kilograms) of 20 teachers, measured to the nearest kilogram. Put these massesinto a grouped frequency table. 74 83 79 88 62 76 90 88 91 70 72 77 85
71 95 81 91 66 80 74Use the class intervals 60 < m р 70, 70 < m 80, 80 < m 90 and 90 < m 100. Mass, m (kg) Tally Frequency 62, 70 and 66 go in this group. 60 < m р 70 /// 3 74, 79, 76, 72, 77, 71, 80 and 74 go in this group. 70 < m р 80 ///// /// 8 83, 88, 90, 88, 85 and 81 go in this group. 80 < m р 90 ///// / 6 91, 95 and 91 go in this group. 90 <
m р 100 /// 3 Total 20 Add the frequencies to check the total is 20.You can use a two-way table to record two or more sets of discrete data. In a two-way table you recorddifferent information in the rows and columns in a way that makes it easy to read the information.Worked example 6.3b Win Draw Lose TotalThe two-way table shows the results of
the games played by Home games 7 3 2 12a hockey team in one season.a How many home games did the hockey team lose? Away games 3 4 5 12b How many away games did the hockey team win?c How many games did the hockey team draw altogether? Total 10 7 7 24d What is the total number of games that the hockey team played in this season?
a2 This is the number in the ‘Home games’ row and ‘Lose’ column.b3 This is the number in the ‘Away games’ row and ‘Win’ column.c7 This is the number in the ‘Total’ row and ‘Draw’ column.d 24 This is the number in the ‘Total’ row and ‘Total’ column.66 6 Planning and collecting data6.3 Using frequency tables✦ Exercise 6.31 Here are the heights
of 20 adults, measured to the nearest centimetre. 161 193 180 167 151 188 170 171 159 179 Tally Frequency 180 160 Total 182 166 177 185 164 175 155 173 Height, h (cm)a Copy and complete the grouped frequency table. 150 < h р 160b How many of the adults are more than 180 cm tall 160 < h р 170 170 < h р 180 but less than or equal to 190
cm tall? 180 < h р 190c How many of the adults are more than 170 cm tall? 190 < h р 200 Explain how you use the grouped frequency table to work out your answer.d How many of the adults are less than or equal to 180 cm tall? Explain how you use the grouped frequency table to work out your answer.2 All the students in Mrs Turay’s class ran the
200 m race. These are their times, in seconds.30 33 42 36 32 46 45 34 5031 49 26 38 44 39 32 40 3541 38 39 45 40 36 44 37 43 a Copy and complete the grouped frequency table. Time, t (seconds) Tally Frequency b How many students are in Mrs Turay’s class? 25 < t р 30 Total c How many students ran the 200 m in more than 30 < t р 35 35 < t р
40 40 seconds, but less than or equal to 45 seconds? 40 < t р 45 d How many students took more than 35 seconds to 45 < t р 50 run the 200 m race? e How many students took 35 seconds or less to run the 200 m race?3 Here are the heights, in centimetres, of some plants. 10 34 19 10 20 26 17 28 15 41 24 16 18 11 17 25 37 14a Put these heights
into a grouped frequency table. Use the class intervals 10 р h < 18, 18 р h < 26, 26 р h < 34 and 34 р h < 42.b How many plants are in the survey?c How many of the plants are greater than or equal to 18 cm high, but less than 26 cm high?d How many of the plants are less than 34 cm high?e How many of the plants are at least 26 cm high? 6
Planning and collecting data 676.3 Using frequency tables4 The two-way table shows the hair colour and gender of the students in Miss Jebson’s class.Girls Brown hair Black hair Other hair colour TotalBoys 6 5 3 14Total 10 4 2 16 16 9 5 30 a How many of the boys have black hair? b How many of the girls have brown hair? c How many students are
there altogether in Miss Jebson’s class? d How many of the students do not have brown hair?5 The two-way table shows the favourite subjects of the students in Mr Hassan’s class.Girls Maths Science English Other subject Total Use the ‘Total’ column andBoys 8 4 1 1 18 ‘Total’ row to help workTotal 6 out the missing values in the 9 32 table.a Copy
and complete the table.b How many of the boys chose science as their favourite subject?c How many of the students didn’t choose maths, science or English as their favourite subject?6 A school has 42 teachers. All the teachers travel to school by car, bus or bicycle.20 of the teachers are male. Five of the male teachersand three of the female teachers
cycle to school. Car Bus Bicycle Total17 of the teachers travel to school by bus. Male10 of the female teachers travel to school by car. FemaleCopy and complete the two-way table to show the Totalnumbers of teachers that travel to school by car, bus andbicycle.SummaryYou should now know that: You should be able to:★ You can carry out a survey
by either giving people a ★ Identify and collect data to answer a question. questionnaire to fill in, or by carrying out an ★ Select the method of data collection. interview. ★ Decide on the sample size. ★ Decide on the degree of accuracy needed for data★ You can record the results of an event happening by either carrying out an experiment or by that
involves measurements. recording observations that you make. ★ Know the difference between discrete and★ Discrete data can only have exact values. continuous data.★ Continuous data can take any value in a range, ★ Construct and use frequency tables, with given and it is data that is measured. equal class intervals, to gather continuous data.★
You can use the symbols < and р to help describe ★ Construct and use two-way tables to record the class intervals in a frequency table. discrete data.★ In a two-way table you record different information in the rows and columns in a way that makes it easy to read the information.68 6 Planning and collecting dataEnd-of-unit reviewEnd-of-unit
review1 Which of the three methods of collection would you use to collect this data?Experiment Observation Surveya the number of times a coin lands ‘face down’ when it is dropped 150 timesb the number of people that go into your local hospital each hourc the number of pairs of shoes owned by students in your class2 Ros runs a dance class. She
wants to ask her students if they would prefer to start the class at 7 pm or 8 pm. There are 46 students in the class. Should Ros ask all the students in the class, or should she ask a sample of the students? Explain your answer.3 The population of a village is 986. Mason wants to know how often the people in the village use the village hall. He decides
to ask a sample of the population. How many people should be in his sample?4 Which of the following, A, B or C would be the most suitable degree of accuracy for measuring:a the lengths of the longest rivers in the worldA nearest centimetre B nearest metre C nearest kilometreb the time it takes students to run 10 kmA nearest hour B nearest minute
C nearest second5 Write down whether the following data is discrete or continuous.a the number of eggs in a basket b the time it takes to prepare a meal6 Here are the weights of some kittens, measured to the nearest gram.155 171 200 195 230 205 208 180185 198 212 190 205 175 210 224a Copy and complete the grouped frequency table. Weight,
w (g) Tally Frequencyb How many of the kittens weigh more than 170 g but Total 150 < w р 170 less than or equal to 190 g? 170 < w р 190c How many of the kittens weigh more than 190 g? 190 < w р 210d How many of the kittens weigh less than or equal 210 < w р 230 to 210 g?e Altogether, how many kittens were weighed?7 All the students in
Mr Flynn’s class took a maths or a science exam. They all scored grade A, B or C. There are 28 students in the class. 10 of the students took the science exam. Four of the students scored a grade A for maths, five scored a grade A for science. Eight students scored a grade C, three of these were in science.Copy and complete the two-way table to show
the A B C Totalnumbers of grades A, B and C that were given for maths Mathsand science. Science Total 6 Planning and collecting data 697 FractionsFractions are used in everyday life more often than you think. Key wordsOne important use of fractions is in music. Make sure you learn andHere is an example of a few bars of music. understand these
key words: one bar terminating recurring common denominator improper fractionA bar lasts a particular length of time, measured in number of mixed numberbeats. Different types of musical notes last for different numbers ofbeats. This means that the number of notes that can fit into each bardepends on the type of notes.Imagine that a bar is like a
cake. The Note Name Fraction Number ofnumber of slices (notes) that it can be beatscut into depends on how large the slices semibreve whole note (1) 4are (how many beats each note lasts for). minim ( )half note1 2This table to the right shows the names of 2some of the different types of note. It also ( )crotchet 1shows the length of time (number of
beats) quarter note 4 1that each note must last. quaver ( )eighth note 1 1 8 2You can see that two minims (half notes) 1last the same length of time as one ( )semiquaver 1 4semibreve (whole note). sixteenth note 16The diagram on the right shows how 4 beatsmany of each of the different typesof note are needed to last four beats. 1 semibreve 2
minimsTwo or more quavers or semiquavers canbe joined together, as shown here: can be written as 4 crotchets can be written as 8 quavers can be written as 16 semiquaversIn the piece of music on the right, 1+1+1 1 + 1 +1 + 1each bar must contain three beats. =3 =3Try to think of a combination of notesthat would fill the third and fourth bars.In
this chapter you will learn more about fractions. You will learn how to convert between fractions,decimals and percentages. You will also learn how to find fractions of quantities and integers as well ashow to add and subtract mixed numbers.70 7 Fractions7.1 Finding equivalent fractions, decimals and percentages7.1 Finding equivalent fractions,
decimals and percentagesSome common equivalent fractions, decimals and percentages are shown below.decimals 0 0.1 0.2 0.3 0.4 0.6 0.7 0.8 0.9 1 0.25 0.5 0.75 The numerator is the number on top of afractions 0 1 113 2 1 3 7 34 9 1 fraction; the denominator is 10 5 4 10 5 2 5 10 4 5 10 the number at the bottom.percentages 0 10% 20% 30% 40%
60% 70% 80% 90% 100% 25% 50% 75%Worked example 7.1aWrite a 40% as a fraction b 0.75 as a percentage.a 40% = 2 40% is a commonly used percentage. 40% as a fraction is 40 = 2 . 5 100 5b 0.75 = 75% 0.75 is a commonly used decimal. 0.75 as a percentage is 75%.You can convert between fractions, decimals and percentages. Just follow
these steps.Fraction to decimal Example: 3 = 6 5 10c Write the fraction as an equivalent fraction with a denominator of 10 or 100 or 1000 or … 6 = 0.6 10d Write this equivalent fraction as a decimal. Use a decimal place-value table.Decimal to percentage Example: 0.6 × 100 = 60%Multiply the decimal by 100 to turn it into a percentage.Fraction to
percentageFollow the ‘Fraction to decimal’ steps, then the ‘Decimal to Example: 2 = 4 , 4 = 4%percentage’ step. 50 100 100Or if you can, write the fraction with a denominator of 100, Example: 0.22 = 22then the numerator is the same as the percentage. 100Decimal to fraction 22 = 11 100 50c Write the decimal as a fraction. Use a decimal place-
value table.d Cancel this fraction to its lowest terms.Percentage to decimal Example: 5% ÷ 100 = 0.05Divide the percentage by 100 to turn it into a decimal.Percentage to fraction Example: 64% = 64c Write the percentage as a fraction with a denominator of 100. 100d Cancel this fraction to its lowest terms. 64 = 16 100 25 7 Fractions 717.1 Finding
equivalent fractions, decimals and percentagesWorked example 7.1b b 3 as a percentage. 20Write: a 32% as a fractiona 32% = 32 First, write 32% as a fraction with a denominator of 100. 100 Cancel the fraction to its lowest terms. 32 ÷ 4 100 ÷ 4 = 8 25b 3×5 = 15 First, write 3 as an equivalent fraction with a denominator of 100. 20 × 5 100 20 15
= 15% You can either say that 15 is ‘15 out of 100’ so is 15%, or you can change 100 15 100 15%. 100 into the decimal 0.15, then multiply by 100 to get✦ Exercise 7.11 Use the numbers from the box to complete these sentences. You can only use each number once. 0.6 0.4 7 75% 1 80% 1 0.75 1 10 4 5 2 a 0.25 = b 40% = c 4 = d 50% = e 60% = f 0.2
= 5 h= g 0.7 =2 Write each percentage as: i a decimal ii a fraction. c 24% d 8% a 14% b 74%3 Write each decimal as: i a percentage ii a fraction. a 0.34 b 0.06 c 0.68 d 0.814 Write each fraction as: i a decimal ii a percentage. d 19 a 9 b 7 c 1 20 25 20 255 This is part of Harsha’s homework. Use Harsha’s method to write these Question Write these
fractions as fractions as percentages. percentages. a 1 b 7 c 3 a 3 b 7 8 8 40 8 40 d 19 e 4 f 67 40 125 125 Answer a 3 ×125 375 375 g 51 h 3 i 133 8 ×125 = 1000 , 1000 = 0.375 200 200 200 j 471 k 17 l 9 0.375 × 100 = 37.5% 500 500 500 b 7 × 25 = 175 , 175 = 0.175 40 × 25 1000 1000 0.175 × 100 = 17.5%72 7 Fractions7.2 Converting fractions
to decimals7.2 Converting fractions to decimalsYou already know how to convert a fraction to a decimal using equivalent fractions. You can also usedivision to convert a fraction to a decimal.The fraction 6 is ‘six twenty-fifths’, ‘six out of twenty-five’ or ‘six divided by twenty-five’. 25To work out the fraction as a decimal, divide 6 by 25: 6 ÷ 25 = 0.24
Use a calculator to do this.The decimal 0.24 is a terminating decimal because it comes to an end.When you convert the fraction 71 to a decimal you get: 71 ÷ 99 = 0.71717171… 99The number 0.71717171… is a recurring decimal as the digits 7 and A recurring decimal can always1 carry on repeating forever. You can write 0.71717171… with be
written as a fraction.the three dots at the end to show that the number goes on forever. Youcan also write the number as 0.7 1 , with dots above the 7 and the 1,to show that the 7 and 1 carry on repeating forever. Worked example 7.2Use division to convert each fraction to a decimal. In part c give your answer correct to 3 d.p.a 3 b 5 c 3 8 11 7a 3 ÷ 8
= 0.375 This answer is a terminating decimal, so write down all the digits.b 5 ÷ 11 = 0.4 5 This answer is a recurring decimal, so write it as 0.4 5 or 0.4545….c 3 ÷ 7 = 0.428571428… This answer is a recurring decimal as the digits 428571 are repeated, but = 0.429 (3 d.p.) this time you are asked to round the number to three decimal places.✦
Exercise 7.21 Use division to convert each of these fractions to a terminating decimal. a 17 b 11 c 1 d 5 e 29 25 20 8 16 322 Use division to convert each of these fractions to a recurring decimal. a 2 b 1 c 7 d 13 e 41 3 9 11 33 3333 Use division to convert each of these fractions to a decimal, correct to three decimal places. a 5 b 6 c 16 d 18 e 126 13 7
21 35 2894 Sasha is told that 1 = 0.06 and that 1 = 0.04 5 . 15 22 Without using a calculator, she must match each 4 7 0.26 0.31 8 15 22 red fraction card with its correct blue decimal card. Sasha thinks that 4 = 0.26 and that 7 = 0.31 8 . 15 22 Do you think she is correct? Explain your answer. 7 Fractions 737.3 Ordering fractions7.3 Ordering
fractionsTo write fractions in order of size, you need to compare the fractions.One way to do this is to write all the fractions as equivalent fractions with the same denominator.This denominator is called the common denominator.Another way is to use division and write each fraction as a decimal number. You may need to writethese numbers to one,
two, three or more decimal places to put them in order.Worked example 7.3a Use equivalent fractions to write these fractions in order of size, smallest first. 2 , 8 , 3b 7 4 3 15 5 8 8 5 Use division to write these fractions in order of size, largest first. 11 , ,a 2 = 2 ×5 = 10 The smallest number that 3, 5 and 15 all go into is 15, so use 15 as the common 3
3 ×5 15 3 = 3 ×3 = 9 denominator. 8 doesn’t need changing, but 2 and 3 do. 5 5 ×3 15 15 3 5 8 , 9 , 10 The fractions in order of size are 8 , 9 , 10 . 15 15 15 15 15 15 8 , 3 , 2 Write your final answer using the fractions you were given in the question. 15 5 3b 8 ÷ 11 = 0.7272… This is a recurring decimal, so write down the first few decimal places. 7 ÷
8 = 0.875 This is a terminating decimal, so write down all the decimal places. 4 ÷ 5 = 0.8 This is also a terminating decimal, so write down all the decimal places. 0.875, 0.8, 0.7272… 0.875 is the largest, followed by 0.8 then 0.7272… 7 , 4 , 8 Write your final answer using the fractions you were given in the question. 8 5 11✦ Exercise 7.31 Use
equivalent fractions to write these fractions in order of size, smallest first. a 11 , 5 , 3 b 4 , 1 , 9 c 2 , 5 , 11 d 9 , 3 , 4 e 5 , 3 , 5 f 7 , 4 , 1 12 6 4 7 2 14 3 9 18 10 4 5 6 4 8 10 15 62 Use division to write these fractions in order of size, largest first. a 1 , 3 ,141 b 8 , 11 , 4 c 5 , 2 ,1681 d 1221 , 1161 , 3 e 19 , 1270 , 9 f 32 ,1178 ,1121 3 10 15 20 7 18 9 5 25
11 353 Write these fractions in order of size, smallest first. Show your working. 5 , 1 , 4 , 11 12 3 9 274 Jake arranges these fraction cards in order of size, largest first. 54 3 2 1 654 32 Without doing any calculations, explain how you can tell that Jake has arranged the cards in the correct order.74 7 Fractions7.4 Adding and subtracting fractions7.4
Adding and subtracting fractionsYou already know that you can only add or subtract fractions when the denominators are the same.If the denominators are different, you must write the fractions as equivalent fractions with a commondenominator, then add or subtract the numerators.Worked example 7.4aWork out 2 + 1 . 3 62 + 1 = 4 + 1 The
denominators are not the same so change the 2 into 4 . Remember that the3 6 6 6 3 6 LCM of 3 and 6 is 6.4 + 1 = 5 The denominators are now the same so add the numerators.6 6 6In an improper fraction the numerator is bigger than 3 , 14 and 53 are improper fractions.the denominator. 2 3 34A mixed number contains a whole-number part and a 1
1 , 2 3 and 14 11 are mixed numbers.fractional part. 2 4 12When you add mixed numbers, follow these steps.c Add the whole-number parts.d Add the fractional parts and cancel this answer to its simplest form. If this answer is an improper fraction, write it as a mixed number.e Add your answers to steps c and d.When you subtract mixed numbers,
follow these steps.c Change both mixed numbers into improper fractions.d Subtract the improper fractions and cancel this answer to its simplest form.e If the answer is an improper fraction, change it back to a mixed number.Worked example 7.4b a 2 1 + 3 5 b 3 1 − 1 3 4 6 2 5Work these out.a c2+3=5 Add the whole-number parts. Add the fractional
parts using a common denominator of 12. d 41 + 5 = 3 + 10 = 13 Check that this fraction is in its simplest form and write as a mixed number. 6 12 12 12 Add the two parts together to get the final answer. 13 = 1 1 Change both the mixed numbers into improper fractions. 12 12 Subtract the fractions using a common denominator of 10. The answer is
an improper fraction so change it back to a mixed number. e 5 + 1 1 = 6 1 12 12b c 3 1 = 7 and 1 3 = 8 2 2 5 5 d 72 − 8 = 35 − 16 = 19 5 10 10 10 e 1109 = 1 9 10 7 Fractions 757.4 Adding and subtracting fractions✦ Exercise 7.41 Work out these additions and subtractions. Write each answer in its simplest form. a 1 + 3 b 3 + 1 c 2 + 5 d 1 + 2 e 3 +
1 f 2 + 4 2 8 5 10 9 18 3 5 4 6 9 11 g 7 − 1 h 4 − 7 i 11 − 2 j 8 − 1 k 4 − 1 l 7 − 2 8 4 5 15 12 3 9 2 5 3 8 32 Work out these additions and subtractions. Write each answer in its simplest form. Write it as a mixed number when appropriate. a 2 + 7 b 3 + 7 c 5 + 5 d 4 + 5 e 2 + 5 f 8 + 5 3 9 4 12 6 18 5 9 3 7 9 12 g 3 − 1 h 7 − 1 i 10 − 5 j 8 − 2 k 5 − 1 l
9 − 8 2 4 5 10 3 6 3 5 4 6 2 33 Copy and complete these additions. a 4 1 + 2 5 c 4 + 2 = 6 d 1 + 5 = 21 + 21 = 21, 21 =1 21 e 6 +121 = 7 21 3 7 3 7 e 13 + 16 =14 6 b 8145 + 5190 c 8 + 5 = 13 d 4 + 9 = 30 + 30 = 30 , 30 = 6 = 16 15 104 Copy and complete these subtractions. a 4 1 −153 c 17 − 8 d 17 − 8 = 20 − 20 = 20 e 20 = 2 20 4 4 5 4 5 b 9 1
−3152 c 6 − 41 d 6 − 41 = 12 − 41 = 12 e 12 = 4 = 5 4 6 12 12 125 Work out these additions and subtractions. Show all the steps in your working. a 3 1 + 5 b 7 4 + 1115 c 6 5 + 3 25 d 2 3 + 6 e 12 5 + 4 9 f 6 5 + 3 4 4 8 5 9 36 4 7 8 10 6 5 g 2 3 − 7 h 3 1 − 1181 i 4114 −1 5 j 4 2 −11121 k 5 2 −3 1 l 7152 −61181 5 10 6 7 3 3 46 Zalika has two
pieces of fabric. One of the pieces is 1 3 m long. The other is 2 3 m long. 4 8 3 3 a What is the difference in the lengths of the two pieces of fabric? 1 4 b Zalika lays out the pieces end to end. What is the total length of fabric?7 Xavier has a length of wood that is 5 1 m long. 51 m 4 153 First of all Xavier cuts a piece of wood m long from the length of
wood. 2190 Then he cuts a piece of wood m long from the piece of wood he has left. 1 3 m 1m m 5 How long is the piece of wood that Xavier has left over?76 7 Fractions7.5 Finding fractions of a quantity7.5 Finding fractions of a quantity You can use the multiplication facts that you know to work out simpleTo work out a fraction of a quantity, divide
the quantity by the fractions of quantities mentally.denominator of the fraction, then multiply your answerby the numerator.Worked example 7.5aWork out 3 of 30 kg. 530 ÷ 5 = 6 First, find 1 of 30 kg by dividing 30 by 5.6 × 3 = 18 kg 5 3 Then multiply your answer of 6 by 3 to find 5 of 30 kg. Remember to include the units (kg) in your answer.When
you find a fraction of a quantity, you do not always get a whole-number answer. You know this isgoing to happen when the denominator doesn’t divide into the quantity exactly.When this happens, the best method is to multiply the quantity by the numerator first. Then divide theanswer by the denominator and write your final answer as a mixed
number.Worked example 7.5bWork out 2 of 20 km. 32 × 20 = 40 3 does not divide exactly into 20, so multiply 20 by 2 instead.40 ÷ 3 = 13 1 km Now divide 40 by 3. This gives 13, with a remainder of 1, so the answer is 13 1 . 3 3 Remember to include the units (km) in your answer.✦ Exercise 7.51 Work these out mentally.a 3 of $12 b 2 of 10 m c 4 of
21 kg d 5 of 40 cm e 6 of 33 ml 4 5 7 8 112 Work out these fractions of quantities. Give each answer as a mixed number.a 3 of 16 kg b 2 of 23 t c 3 of $33 d 4 of 47 mg e 5 of 25 mm 5 3 8 9 63 Wyn has six blue question cards and five yellow answer cards. 14 m 10 m 4 of 30 m 7 of 24 m 9 12 11 2 m 13 1 m 2 5 of 18 m 5 3 3 3 9 6 12 m of 14 ma Match
each blue card with the correct yellow card. 2 of 19 m 3 of 56 mb What is the answer on the missing yellow card? 3 14 7 Fractions 777.6 Multiplying an integer by a fraction7.6 Multiplying an integer by a fraction The word ‘of’ means ‘multiply’, soYou have learned how to find a fraction of a quantity, with 2 of 15 means the same as 2 × 15.whole-
number or mixed-number answers. When you multiply 3 3an integer by a fraction, you use exactly the same methodsas you used previously.Worked example 7.6Work these out. a 2 × 15 b 26 × 3 3 8a 15 ÷ 3 = 5 You can work this out mentally as 3 will divide exactly into 15 to give you 5. 5 × 2 = 10 Now multiply the 5 by 2 to give an answer of 10.b 26
× 3 = 78 8 does not divide exactly into 26, so multiply 26 by 3 instead. 8==994368 6 78 ÷ Now divide 78 by 8. This gives 9 with a remainder of 6, so the answer is 9 8 . 9 6 Cancel 6 to 3 , giving 9 3 as the final answer in its lowest terms. 8 8 4 4Notice that the fraction at the end of the solution to part b Look again at the solutioncan be cancelled. It is
often easier and quicker to cancel, to part b. Here is a quicker waywhen possible, before doing any of the calculations. to work out the answer.Looking again at 26 × 3 , start by dividing 26 and 8 by 2: 13 3 39 8 26 × 8 4 3 4This has simplified the numbers, so now you have to work out 13 × .You cannot cancel any further, so carry on as normal: 13 × 3
= 39, ÷ 4 = 9 3 4✦ Exercise 7.61 Work these out mentally.a 3 × 20 b 4 × 30 c 72 × 3 d 27 × 2 e 81 × 7 f 5 × 60 4 5 8 3 9 122 Work out the following.Give each answer as a mixed number in its lowest terms.a 3 × 33 b 2 × 20 c 41 × 3 8 9 5 In parts d, e and f cancel before you dod 14 × 5 e 21 × 7 f 3 × 50 any calculations. 6 12 203 This is part of
Dakarai’s homework. Question Work out 4 ×78. Has he worked out the answer correctly? 15 Explain your answer. 26 Answer 4 ×78 , 4 × 26 = 104 3 15 104 ÷3 = 34 2 378 7 Fractions7.7 Dividing an integer by a fraction7.7 Dividing an integer by a fraction Remember to cancel, if possible, before you do any calculations.To divide an integer by a
fraction, turn the fraction upsidedown then multiply by the integer. Then use the samemethod that you have used previously.Worked example 7.7Work these out. a 12 ÷ 3 b 25 ÷ 10 8 13a 12 × 8 Turn the fraction upside down and multiply. 3 12 ÷ 3 = 4 Work out 12 ÷ 3 mentally, as 3 will divide exactly into 12 to give 4. 4 × 8 = 32 Now multiply the 4
by 8 to give an answer of 32.b 12 × 13 Turn the fraction upside down and multiply. 5 10 13 You can divide 25 and 10 by 5, so cancel first. The question is now 5 × 13 . 25 × 102 2 5 × 13 = 65 You cannot cancel any further, so multiply the 5 by the 13. 65 ÷ 2 = 32 1 Finally work out 65 ÷ 2 and write the answer as a mixed number. 2✦ Exercise 7.71
Work these out. a 21 ÷ 3 b 15 ÷ 5 c 24 ÷ 6 d 18 ÷ 9 e 30 ÷ 10 f 20 ÷ 4 4 6 7 10 13 112 Work these out. Give each answer as a mixed number in its lowest terms. In all parts, cancel before you do any calculations. a 16 ÷ 6 b 12 ÷ 8 c 22 ÷ 4 d 34 ÷ 4 e 45 ÷ 18 f 21 ÷ 14 7 11 9 5 23 153 Which of these cards gives an answer that is different from the
other two? Show all your working. A B C 45 ÷ 5 51 ÷ 17 10 ÷ 2 8 25 154 This is part of Anders’s homework. Use Anders’s method to work these out. a 4 ÷ 8 b 7 ÷ 14 Question Work out 5 ÷ 10 9 19 17 c 3 ÷ 9 d 8 ÷ 24 10 = 51 17 11 29 17 10 2 Answer 5÷ × 18 36 e 6 ÷ 25 f 9 ÷ 41 17 2 = 1 × 17 ÷ 2 = 8 1 2 7 Fractions 797.8 Multiplying and dividing
fractions7.8 Multiplying and dividing fractionsWhen you need to multiply and divide simple fractions mentally, follow these rules.When you multiply fractions, multiply the numerators together and multiply the denominatorstogether.Example: 1 × 5 = 1×5 = 5 3 7 3×7 21When you divide fractions, start by turning the second fraction upside down, then
multiply thefractions as usual.Example: 2 ÷ 5 = 2 × 11 = 2 ×11 = 22 = 1175 3 11 3 5 3×5 15This is quite a lot of work to do mentally. It is simpler to think of it as multiplying the diagonal pairs ofnumbers together like this.2 ÷ 5 = 2 ×11 = 223 11 3×5 15The answer, 22 , is an improper fraction, so change it to a mixed number. 22 = 1175 15
15Whether you are multiplying or dividing, once you have worked out the answer, cancel it to its simplestform when possible. If the answer is an improper fraction, turn it into a mixed number. Worked example 7.8Work these out. a 5 × 2 b 3 ÷ 5 6 3 4 12a 5 × 2 = 10 Multiply the numerators together and multiply the denominators together. 6 × 3 18
10 and 18 can both be divided by 2, so cancel the answer to its simplest form. Multiply the diagonal pairs of numbers. 10 = 5 The answer is an improper fraction, so changed to a mixed number. 18 9 16 and 20 can both be divided by 4, so cancel the answer to its simplest form.b 3 × 12 = 36 4 ×5 20 36 = 1 16 20 20 4 1 16 = 1 5 20✦ Exercise 7.81
Work these out mentally. a 1 × 1 b 3 × 1 c 2 × 1 d 4 × 2 e 3 × 3 f 7 × 2 4 2 4 4 3 5 5 5 7 4 9 32 Work out mentally. Cancel each answer to its simplest form. a 3 × 2 b 2 × 3 c 4 × 3 d 1 × 8 e 3 × 5 f 6 × 1 4 5 3 4 5 8 6 9 10 6 11 380 7 Fractions7.8 Multiplying and dividing fractions3 Work these out mentally. a 1 ÷ 2 b 1 ÷ 3 c 3 ÷ 4 In parts d, e and f
write your 4 3 2 5 8 7 answer as a mixed number. d 4 ÷ 1 e 3 ÷ 2 f 9 ÷ 1 5 9 5 11 10 34 Work these out mentally. Cancel each answer to its simplest form. a 3 ÷ 1 b 4 ÷ 3 c 5 ÷ 2 d 4 ÷ 1 e 6 ÷ 3 f 7 ÷ 3 4 2 5 10 6 3 9 3 7 7 8 45 Copy this secret code box. E1 1 1 4 1114 3 8 1 1 3 1114 9 5 75 91 4 9 6 7 9 9 22 18 10 18 10 35 7 Work out the answer to
each of the questions in the box on the right. 1 2 1 1 4 3 5 7 Find the answer in the secret code box, then write the letter from the E × U × question box above the answer. L 2 ÷ 3 I 1 ÷ 2 3 4 5 7 For example, the first question is 1 × 23. 4 3 6 4 5 1 2 2 1 1 H 4 × 11 S 9 × 8 4 × 3 = 12 = 6 , so E goes above 6 in the table. 4 8 3 2 F 5 ÷ 9 A 5 ÷ 10 What is
the secret message? 6 2 5 2 7 3 7 3 N × T ÷ M 8 ÷ 4 9 5Summary You should be able to: You should now know that: ★ Find equivalent fractions, decimals and percentages by converting between them. ★ You can use division to convert a fraction to a decimal by dividing the numerator by the ★ Convert a fraction to a decimal using division.
denominator. ★ Know that a recurring decimal is a fraction. ★ To work out a fraction of a quantity, when you expect the answer to be a fraction, multiply the ★ Order fractions by writing with common quantity by the numerator then divide by the denominators or dividing and converting to denominator. decimals. ★ To multiply an integer by a
fraction, use the same ★ Add and subtract fractions and mixed numbers. method as for finding a fraction of a quantity. ★ Calculate fractions of quantities with fraction ★ To divide an integer by a fraction, turn the fraction answers. upside down and multiply. ★ Multiply and divide an integer by a fraction. ★ To multiply one fraction by another, multiply
the numerators together and multiply the ★ Use the laws of arithmetic to simplify calculations denominators together. with integers and fractions (cancel). ★ To divide one fraction by another, turn the second ★ Use known facts to multiply and divide simple fraction upside down and multiply. fractions. 7 Fractions 81End-of-unit reviewEnd-of-unit
review1 The table below lists some common fractions, decimals and percentages. Copy and complete the table. Fraction 3 2 4 5 Decimal 0.8 0.3 Percentage 20% 50%2 Write 32% as: a a decimal b a fraction.3 Write 0.06 as: a a percentage b a fraction.4 Write 4 as: a a decimal b a percentage. 255 Use division to convert each of these fractions to a
decimal. Give your answer to part c correct to three decimal places. a 3 b 4 c 17 8 11 416 Write these fractions in order of size, smallest first. Show your working. 11 5 3 1 20 8 5 27 Work out these additions and subtractions. Write each answer in its simplest form. a 1 + 5 b 9 − 2 c 5 + 2 d 2 − 1 e 2 5 + 3 1 f 4 1 − 2 5 4 8 10 5 7 3 3 4 6 4 2 98 Simon
has two pieces of carpet. 3 1 5 One of the pieces is 3 2 m long. The other is 4 m long. a What is the difference in the lengths of the two pieces of carpet? 3 1 m 3m 2 b Simon lays the two pieces of carpet together, end to end. What is the total length of the carpet?9 Work these out mentally. a 3 of $24 b 3 × 35 c 1 × 1 d 3 × 4 e 1 ÷ 2 f 4 ÷ 3 4 5 3 8 5 7 3
5 7 810 Work these out. Give each answer as a mixed number in its lowest terms. a 2 of 14 kg b 3 × 18 c 7 × 22 d 14 ÷ 4 e 24 ÷ 12 In parts c, d and e 3 5 8 5 19 cancel before you do any calculations.11 Which of these cards gives an answer that is different from the other two? Show all your working. A B C 32 × 3 81 ÷ 9 42 × 3 5 2 782 7 Fractions8
Shapes and geometric reasoningWherever you look, you will see objects of different shapes and Key wordssizes. Many are natural, but many have been designed by someone. Make sure you learn andAn architect is a person who plans and designs buildings. Architects understand these key words:make scale drawings, and often scale models, of the
buildings theyplan.They make sure their designs follow local rules and regulations hypotenuseand they make sure the people who build their buildings follow the congruentplans correctly. corresponding sides corresponding angles line symmetry rotational symmetry diagonal bisect net scale drawing scaleTowns and cities all over the world have
buildings designed tomeet the needs of people who live and work there.The Burj Khalifa in Dubai is the tallest building in the world(as of 2012). It is over 828 metres tall and contains 163 floors.It holds the record for having an elevator with the longest traveldistance in the world. Construction began in September 2004 andthe building was officially
opened in January 2010. The Burj Khalifacost $1.5 billion to construct.In the 1970s Piet Blom designed the Cubic Houses, in Rotterdam, theNetherlands. Each house is a cube, tilted at a 45° angle. Each houseis supposed to represent a tree, with the village forming a ‘forest’.In this unit you will learn how to interpret and make scale drawings.You will
look at the symmetry of 2D shapes as well as otherproperties of quadrilaterals. 8 Shapes and geometric reasoning 838.1 Recognising congruent shapes8.1 Recognising congruent shapes B CThe diagram shows the right-angled triangle, ABC. hypotenuse AThe longest side of the triangle, AB, is called the hypotenuse.The hypotenuse is always the side
opposite the right angle.Worked example 8.1a PIn each triangle, which side is the hypotenuse?ab DE FQ Ra DF The side DF is the longest side and it is the side opposite the right angle at E.b QR The side QR is the longest side and it is the side opposite the right angle at P.On the right are two right-angled triangles, LMN and XYZ. L XCan you see that
the triangles are identical in shape and size?Shapes that are identical in shape and size are congruent.The side LM is equal in length to the side XY. So sides LM and M NY ZXY are corresponding sides.Angle MLN is equal in size to angle YXZ. So ∠MLN and ∠YXZ are corresponding angles.In congruent shapes, corresponding sides are equal and
corresponding angles are equal.In triangles LMN and XYZ, LM = XY, MN = YZ and LN = XZ ∠MLN is a mathematical wayand ∠MLN = ∠YXZ, ∠LNM = ∠XZY and ∠NML = ∠ZYX. of writing ‘angle MLN’.Worked example 8.1ba Which of these shapes are congruent to shape A?A BC D E F GH Lb These two triangles are congruent. J A5.1 cm 8.2 cm
108° 45° C K 27° B 10.9 cmi Write down the lengths of the sides BC and JL.ii What size are ∠BAC and ∠KLJ?a C, E and G Even though E and G are pointing in different directions to A, they are still identical in shape and size, so are congruent to it. B, D, F and H aren’t congruent to Ab i BC = 10.9 cm because B is shorter than A, D is longer than A, F
has a longer arrow head than A, H JL = 5.1 cm is wider than A. BC and LK are corresponding sides so BC = KL. ii ∠BAC = 108° JL and AB are corresponding sides so JL = AB. ∠KLJ = 45° ∠BAC and ∠LJK are corresponding angles so ∠BAC = ∠LJK. ∠KLJ and ∠CBA are corresponding angles so ∠KLJ = ∠CBA.84 8 Shapes and geometric reasoning8.1
Recognising congruent shapes✦ Exercise 8.11 Which side is the hypotenuse in each right-angled triangle?aA b c d D EH I L M BC F J K2 Which of these shapes are congruent to shape A?A BC DE FG3 These two triangles are congruent. UX 6.5 cm 95° 3.1 cmV 7.8 cm W 62° 23° Z Ya Write down the length of the side: i UW ii XZ iii YZ. ii ∠UWV iii
∠YXZb Write down the size of: i ∠UVW B E4 These two shapes are drawn accurately. They are congruent. A F D CH G a Which side corresponds to: i AD ii BC iii EF iv GH? b Which angle corresponds to: i ∠ADC iv ∠EHG? ii ∠BAD iii ∠FEH5 This is part of Razi’s homework.Question Here are two accurately drawn congruent shapes. a Write down one
pair of corresponding angles. b Explain why these angles are corresponding.Answer a ∠LKN and ∠SRQ are corresponding. b They are corresponding because they are both 90°. Has Razi got his homework correct? Explain your answer.6 Read what Harsha says. Is she correct? Explain your answer. In an equilateral triangle all the angles are 60°. This
means that all equilateral triangles must be congruent as all the angles are the same size. 8 Shapes and geometric reasoning 858.2 Identifying symmetry of 2D shapes vertical line of symmetry horizontal line of symmetry8.2 Identifying symmetry of 2D shapesA 2D shape may have line symmetry and itmay have rotational symmetry.This rectangle has
two lines of symmetry. One of thelines of symmetry is horizontal, the other vertical.You can use dashed lines to show lines of symmetry on a shape.If you fold a shape along its lines of symmetry,one half of the shape will fit exactly on top of the other half.This rectangle also has rotational symmetry of order 2.The order of rotational symmetry is the
number of times a shapelooks the same as it is rotated through one full turn.Worked example 8.2 i the number of lines of symmetry ii the order of rotational symmetry.For each of these shapes write down: baa i 2 lines of symmetry This shape has two diagonal lines of symmetry. ii Order 2 rotational symmetry In one full turn the shape will look exactly
the same twice, once after rotating it 180° and again after 360°.b i No lines of symmetry It is not possible to draw any lines of symmetry onto this parallelogram. ii Order 2 rotational symmetry In one full turn the parallelogram will look exactly the same twice, once after rotating it 180° and again after 360°.✦ Exercise 8.21 Copy each of these shapes
and draw on the lines of symmetry.ab cdef ghij kl 2 For each of the shapes in question 1, write down the order of rotational symmetry.86 8 Shapes and geometric reasoning8.2 Identifying symmetry of 2D shapes3 Write down the number of lines of symmetry for each shape.ab cdef gh4 For each of the shapes in question 3, write down the order of
rotational symmetry.5 Copy and complete the table to show the symmetry properties of some quadrilaterals. Square Rectangle Rhombus Parallelogram Kite Trapezium Isosceles trapeziumShapeNumber of lines of symmetryOrder of rotational symmetry6 For each triangle, write down: i the number of lines of symmetry ii the order of rotational
symmetry.a bc dequilateral triangle isosceles triangle scalene triangle right-angled isosceles triangle7 In each diagram the blue lines are lines of symmetry. Copy and complete each diagram.ab c8 Shen has made this pattern from yellow and blue tiles. He also has two spare blue tiles. There are eight different ways I can add the two blue tiles to the
pattern to make a pattern with only one line of symmetry. There are two different ways I can add the two blue tiles to the pattern to make a pattern with two lines of symmetry. There is only one way I can add the two blue tiles to the pattern to make a pattern with four lines of symmetry.Show that Shen’s statements are correct. You can join the tiles
side to side or cornerto corner . 8 Shapes and geometric reasoning 878.3 Classifying quadrilaterals8.3 Classifying quadrilateralsA quadrilateral is a 2D shape with four straight sides. diagonal diagonalA diagonal is a line that joins two opposite corners of a quadrilateral.Every quadrilateral has two diagonals. The diagonals always cut(cross) each
other.In some quadrilaterals the diagonals bisect each other. The word ‘bisect’ means to cut in half.In a rectangle the diagonals bisect each other. In a kite only one diagonal bisects the other.In some quadrilaterals the diagonals cut or bisect each other at 90° (right angles).In a square the diagonals bisect each other In a parallelogram the diagonals
bisect each other,at right angles. but not at right angles.Here is a summary of the properties of the special quadrilaterals that you should know.A square has: A rectangle has:r BMM TJEFT UIF TBNF MFOHUIr QBJST PG QBSBMMFM TJEFT r QBJST PG TJEFT PG FRVBM MFOHUIr BMM BOHMFT žr EJBHPOBMT UIBU CJTFDU FBDI PUIFS BU ž r
QBJST PG QBSBMMFM TJEFTr MJOFT PG TZNNFUSZr PSEFS SPUBUJPOBM TZNNFUSZ r BMM BOHMFT žA rhombus has: r EJBHPOBMT UIBU CJTFDU FBDI PUIFSr BMM TJEFT UIF TBNF MFOHUIr QBJST PG QBSBMMFM TJEFT r MJOFT PG TZNNFUSZr PQQPTJUF BOHMFT FRVBMr EJBHPOBMT UIBU CJTFDU FBDI PUIFS BU ž r PSEFS
SPUBUJPOBM TZNNFUSZ r MJOFT PG TZNNFUSZr PSEFS SPUBUJPOBM TZNNFUSZ A parallelogram has:A kite has: r QBJST PG TJEFT PG FRVBM MFOHUIr QBJST PG FRVBM TJEFTr OP QBSBMMFM TJEFT r QBJST PG QBSBMMFM TJEFTr QBJS PG FRVBM BOHMFTr EJBHPOBM UIBU CJTFDUT UIF PUIFS r PQQPTJUF BOHMFT FRVBMr
EJBHPOBMT UIBU DSPTT BU žr MJOF PG TZNNFUSZ r EJBHPOBMT UIBU CJTFDU FBDI PUIFSr PSEFS SPUBUJPOBM TZNNFUSZ r OP MJOFT PG TZNNFUSZ r PSEFS SPUBUJPOBM TZNNFUSZ A trapezium has: An isosceles trapezium has: r TJEFT PG EJĒFSFOU MFOHUIT r TJEFT UIF TBNF MFOHUI r QBJS PG QBSBMMFM TJEFT r QBJS PG
QBSBMMFM TJEFT r BOHMFT PG EJĒFSFOU TJ[FT r QBJST PG FRVBM BOHMFT r OP MJOFT PG TZNNFUSZ r MJOF PG TZNNFUSZ r PSEFS SPUBUJPOBM TZNNFUSZ r PSEFS SPUBUJPOBM TZNNFUSZ 88 8 Shapes and geometric reasoning8.3 Classifying quadrilateralsWorked example 8.3I am a quadrilateral with no lines of symmetry.My
diagonals cross, but not at 90°, and they do not bisect each other.What shape am I?Trapezium No lines of symmetry means the shape could be a parallelogram or a trapezium. The diagonals don’t bisect each other means it is a trapezium.✦ Exercise 8.31 Name each special quadrilateral being described. a All my sides are the same length. My
diagonals bisect each other at 90°. I have 4 lines of symmetry. b I have order 2 rotational symmetry, but no lines of symmetry. c I have two pairs of equal sides, but only one pair of equal angles. d I have diagonals that bisect each other, but not at 90°. e I have one pair of parallel sides. I have order 1 rotational symmetry. I also have one line of
symmetry.2 Check each quadrilateral against this classification flow chart.Write down the letter where each shape comes out.a squareb rhombusc kite Startd parallelograme trapezium Yes Diagonals bisect Nof isosceles trapezium each otherg rectangle Yes Diagonals cross at 90º No Yes Diagonals bisect No each other at 90º M Yes 1 line of symmetry
No PYes Rotational symmetry No Yes 2 lines of symmetry No order 2 NH JK L3 Plot these points on a coordinate grid.A(2, 5), B(4, 5), C(4, 3), D(2, 3), E(1, 3), F(3, 5), G(7, 3), H(3, 1), I(5, 3), J(7, 1)Join up points to make the following shapes.Write down the coordinates of the point where the diagonals cross.a ABCD b EFGH c EIJH 8 Shapes and
geometric reasoning 898.4 Drawing nets of solids8.4 Drawing nets of solidsA net shows the 2D layout of a 3D solid.The net will fold up to make the solid.To work out the net of a 3D object, imagine cutting it along its edges and unfolding it.You need to be able to make a sketch of the net of a 3D solid. You also A sketch is an approximateneed to be able
to make an accurate drawing of the net of a 3D solid. In an drawing – the lengths don’taccurate drawing all the lengths must be exactly the correct measurements. need to be accurate.There are often different ways to draw the net of a 3D solid. For example,here are three of the ways you could draw a net of the cube above.Worked example 8.4 3 cm 3
cm 2 cm 6 cma Draw a sketch of the net of a square-based pyramid.b Draw an accurate drawing of the net of this triangular prism. 4.5 cma A square-based pyramid looks like this.b 2 cm 3 3 cm To draw the net, start by drawing the square base, then draw an 2 1 2 6 cm isosceles triangle on each side of the square base. 3 c Start by drawing the base
of the triangular prism. This is a 3 cm 4.5 cm 3 cm rectangle that must measure exactly 6 cm by 4.5 cm. d Next draw the two sloping sides. These are both rectangles that must measure exactly 6 cm by 3 cm. e Finally draw the two triangular ends of the prism. These are both isosceles triangles. The easiest way to draw these is to measure 2 cm from
the centre of the base rectangle, then join this point to the corners of the base rectangle.✦ Exercise 8.41 Sketch a net of each cuboid. ab90 8 Shapes and geometric reasoning8.4 Drawing nets of solids2 Which of the following could be the net of a cube?AB CD E FG3 Draw a sketch of a net of this tetrahedron (triangular-based pyramid).4 Draw an
accurate net for each of these 3D solids.a cube 3 cm b cuboid 6 cm 3 cm 3 cm 3 cm 4 cmc triangular prism (isosceles triangle) d triangular prism (right-angled triangle) 5 cm 45 mm4 cm 7 cm 27 mm 6 cm 36 mm 65 mm5 Here is the net of a cuboid. A CWhen the net is folded to make the cuboid, B J E Dside B meets with side D. K F I LWhich side
meets with:a side C b side K c side G G H Md side A e side N f side M?6 Dakarai has a cuboid that measures 8 cm by 5 cm, by 4 cm. A N He labels the vertices (corners) A, B, C, D, E, F, G and H, as shown. 8 cm B D C F 5 cm E 4 cm G H BHe draws a line from A to H to C to A. A C D F E G Ha Draw an accurate net of Dakarai’s cuboid.b Measure the
total length of the line that Dakarai draws. Give your answer to the nearest millimetre. 8 Shapes and geometric reasoning 918.5 Making scale drawings8.5 Making scale drawingsA scale drawing is a drawing that represents something in real life. The scale gives the relationshipbetween the lengths on the drawing and the real-life lengths.You can
write a scale in three ways:r using the word ‘represents’, for example, ‘1 cm represents 100 cm’r using the word ‘to’, for example, ‘1 to 100’r using a ratio sign, for example, ‘1 : 100’.When you write a scale using ‘to’ or the ratio sign, the numbers you use must be in the same units. So youmust write the scale ‘1 cm represents 10 m’ as either ‘1 to
1000’ or ‘1 : 1000’. The scale ‘1 to 10’ or ‘1 : 10’means that every centimetre on the drawing represents 10 centimetres in real life. 1 m = 100 cmTo change a length on a drawing to a length in real life, multiply by the scale. 10 m = 1000 cmTo change a length in real life to a length on a drawing, divide by the scale.Worked example 8.5a Tanesha
makes a scale drawing of the front of a building. She uses a scale of ‘1 cm represents 5 m’. i On her drawing, the building is 12 cm long. How long is the building in real life? ii The building in real life is 120 m tall. How tall is the building on the scale drawing?b This is the sketch of a kitchen. Draw a scale drawing of the kitchen. Use a scale of ‘1 cm
represents 50 cm’.a i 12 × 5 = 60 m Multiply the length on the drawing by the scale of 5 to get to the real-life length. Remember to include the units (m) with your answer.ii 120 ÷ 5 = 24 cm Divide the height in real life by the scale of 5 to get the height of the drawing. Remember to include the units (cm) with your answer.b 10 cm Start by working
out all of the lengths on the drawing, by 5 cm dividing the real-life lengths by the scale of 50. 7 cm 500 ÷ 50 = 10 cm 350 ÷ 50 = 7 cm 400 ÷ 50 = 8 cm 250 ÷ 50 = 5 cm Now draw the diagram. Take care to measure all of the 8 cm lengths accurately. ✦ Exercise 8.5 1 Hassan draws a scale drawing of a playing field. He uses a scale of ‘1 cm represents
10 m’. a On his drawing the playing field is 18 cm long. How long is the playing field in real life? b The playing field in real life is 80 m wide. How wide is the playing field on the scale drawing? 2 Maha draws a scale drawing of a room. She uses a scale of ‘1 cm represents 50 cm’. a On her drawing the room is 13 cm long. How long is the room in real
life? Give your answer in metres. b The room in real life is 5 m wide. How wide is the room on the scale drawing? Give your answer in centimetres.92 8 Shapes and geometric reasoning3 This scale drawing of Oditi’s bedroom is drawn A 8.5 Making scale drawings on centimetre squared paper. F The scale is 1 to 25. B a What is the length in real life of
the wall: i AB ii BC iii CD D C iv DE v EF vi AF? E Give your answers to part a in metres. b The wardrobe in Oditi’s room is 50 cm deep. How deep will it be on the scale drawing? c The bed in Oditi’s room is 1.75 m long. How long will it be on the scale drawing? Give your answer in centimetres.4 This is a sketch of a garden. Draw a scale drawing of
the garden. Use a scale of ‘1 cm represents 2 m’.5 This is a sketch of a triangular flowerbed. a Make a scale drawing of the flowerbed. Use a scale of 1 : 20. b What is the real-life length of the hypotenuse of the flowerbed? Give your answer to the nearest centimetre.6 A rectangular tennis court has a length of 24 m and a width of 11 m. What is the
length of a diagonal of the court? Explain how you worked out your answer. Show all your working.Summary You should be able to: You should now know that: ★ Identify the hypotenuse (the longest side) in a right-angled triangle. ★ If two 2D shapes are congruent their corresponding sides are equal and corresponding ★ Identify corresponding sides
and angles in angles are equal. congruent shapes, and know that they are equal. ★ There are two types of symmetry that 2D shapes ★ Identify all the symmetries of 2D shapes. may have: line symmetry and rotational symmetry. ★ Classify quadrilaterals according to their ★ A diagonal is a line that joins two opposite corners properties, including
diagonal properties. of a quadrilateral. When diagonals bisect each other they cut each other in half. ★ Draw simple nets of solids such as cuboids, regular tetrahedrons, square-based pyramids, ★ A net shows the 2D layout of a 3D object. triangular prisms. ★ A scale drawing is a drawing that represents ★ Interpret and make simple scale drawings.
something in real life. 8 Shapes and geometric reasoning 93End-of-unit reviewEnd-of-unit review P1 Which side is the hypotenuse in this right-angled triangle? Q R2 These two triangles are congruent. BE4.2 cm 7.1 cm 80°A 70° 30° C D 7.6 cm Fa Write down the length of: i EF ii BC iii AC.b What is the size of: i ∠ABC ii ∠EDF iii ∠EFD?3 Write down i
the number of lines of symmetry a ii the order of rotational symmetry of each of these shapes. bc d4 Plot these points on a coordinate grid.A(1, 4), B(3, 4), C(3, 2), D(1, 2), E(4, 6), F(7, 4), G(4, 0), H(6, 4)Join points to make these shapes and write down the coordinates of the point where thediagonals cross.a ABCD b AEFG c AEHC5 Sketch the net of
each of these shapes. a square-based pyramid b triangular prism6 Here is the net of a cube.When the net is folded to make the cube, which side meets with: Aa side B b side C c side H B CF DEd side I e side A f side N? GH IJ K M N7 Ahmad makes a scale drawing of a car. He uses a scale of ‘1 cm represents 25 cm’. a On his drawing the car is 18 cm
long. How long is the car, in metres, in real life? b The car in real life is 1.75 m high. How high is the car, in centimetres, on the scale drawing?8 This is a sketch of an office. a Make a scale drawing of the office. Use a scale of 1 to 100. b What is the real-life length of the red line AB? Give your answer in metres.94 8 Shapes and geometric reasoning9
Simplifying expressions and solving equationsYou won’t be surprised to hear that computer programmers, Key wordsscientists, engineers and statisticians all use algebra in their jobs.But you may be surprised at some other jobs that also need algebra. Make sure you learn and understand these key words:Cooks and chefs prepare food for other
people. They work in allsorts of places, from cafés and restaurants to international business simplifyheadquarters. They need to plan menus and adapt recipes for the collect like termsnumber of people they are feeding. They must work out quantities expandof ingredients, their cost and the price their customers will pay for constructthe food. They use
algebra when they deal with ingredients andprices.Senior chefs may have to work out earnings, pension and taxpayments and sickness benefits for their staff. They use algebrawhen they work out how many people they need to employ fordifferent catering events and how long each person will workeach week. They may also work out how much
overtime they canask their workers to do. They may need to plan to employ extrapeople.Farm and ranch managers deal with the day-to-day activities ofthe ranch or farm. They use algebra when they deal with the farmaccounts and write yearly business plans. If they grow crops theyneed to plan how much fertiliser to apply and when to put it onthe
crops. They may use quite complicated algebra, as lots ofdifferent things have to be taken into account such as soil type,crop to be grown, type of fertiliser, cost of fertiliser, etc. If theyhave livestock they may use algebra to work out how much food togive to the animals.Actuaries work for insurance companies. They design insuranceplans that will
help their company make a profit. They study dataand work out probabilities for events such as a person becomingill, injured or disabled. They work out how much the insurancecompany might pay out for this event. Then they calculate howmuch people have to pay for insurance. Actuaries need to bevery good at maths, even though they use
computers. They usealgebra all the time to help calculate probabilities and estimate thecompany’s profits.In this unit you will use algebra in a variety of ways. You will learnhow to simplify expressions and expand brackets, and also how toconstruct and solve equations.9 Simplifying expressions and solving equations 959.1 Collecting like terms9.1
Collecting like termsDo you remember how to construct, or write, linear expressions? 2n + 3 2×n+3 3 + 2n 3+2×nYou can write the same linear expression in different ways. The expressionsin the boxes all mean the same thing, although the first expression is the wayyou would normally write it.You often need to simplify or transform an expression
by writing it in a The expression 5n − 3 isdifferent way. This is usually to make it easier to work with. When you not the same as 3 − 5n, butdo this to an expression, make sure you don’t change the value.There are some rules you can follow when you write an expression in it is the same as −3 + 5n.algebra. These are not strict rules, but are guidelines
to make the workeasier.r Write products without the multiplication sign, so write 2 × n as 2n.r Write the number before the letter, so write 2x not x2.r Generally, write terms with letters before number terms, so write 3y + 4 rather than 4 + 3y.r Generally, write terms in alphabetical order, so write 4a + 5b not 5b + 4a.r When a term has more than
one letter, write them in alphabetical order, so write 6cd rather than 6dc.r Write negative terms after positive terms, so write 5 − 4z not −4z + 5 (unless all the terms are negative, in which case follow the other rules, so write −3x − 8y, not −8y − 3x).Worked example 9.1aUse the guidelines above to rewrite these expressions.a 3+5×n b d×5+2×c c
−8ba + 9a 5n + 3 Don’t write the multiplication sign. Write the term with the letter before the number term.b 2c + 5d Don’t write the multiplication signs. Write the letter terms in alphabetical order.c 9 − 8ab The term with letters is negative, so write the number term before the term with letters. Write the term with the letters in alphabetical
order.You can also simplify expressions by collecting like terms. Like terms 3n2 and 4n2 are like terms.are terms that contain the same letter or letters. You cannot add 2xy and 7yx are like terms.together terms that contain different letters. 2xy and 7yz are not like terms.Worked example 9.1bSimplify these expressions.a 4 + 2x + 3x b 2ab + ab − 5ba
c 2y + 6y2 − 3y2 − 10ya 5x + 4 2x and 3x are like terms, so add them to get 5x. 5x and 4 are not like terms, so youb −2ab cannot simplify any further. Write the 5x before the 4.c 3y2 − 8y 5ba is the same as 5ab, so 2ab, ab and 5ab are all like terms. ab is the same as 1ab, so 2ab + 1ab = 3ab, 3ab − 5ab = −2ab. 2y and 10y are like terms, 2y − 10y =
−8y. 6y2 and 3y2 are like terms, 6y2 − 3y2 = 3y2. Write the positive term first, then the negative term.96 9 Simplifying expressions and solving equations9.1 Collecting like terms✦ Exercise 9.11 Use the guidelines opposite to rewrite these expressions.a 8×n b 4+m c h8 d 5fe e 2b + 5a f −3d + 5 k −4qp + 3 l −3yx − 8bag 4+2×v h 6×k×j i p × 2 +
m6 j −2a + 5c2 Look at this set of cards.2 × n + m2 2 + n2 −2 + 2n 2×n×n n2 × 2 n×2+2 −2 + 2 × n × m 2×n−2×1 2n2 n2 − 22n + 2 2m + 2na Put the cards into groups of expressions that have the same meaning.b i Write down the expression on the card that is left over. ii Simplify the expression on the card that is left over.3 Simplify each
expression. b 8y − 2y + 5y c 7z − z − 9z a 6x + 4x + 3x e 8c − 4d − 3c + d f 2ab + 4ba − 3ba d 2a + 4b + 6a − 3b h 4 + 9v − 6v − 11 i 5t − 3u − 8t + 10u g 3cd + 4de + 7dc − 2ed k 11y2 − 3y − 5y2 l a2 + 2a + 2 − a2 + 5a j 4x 2 + 3x2 + 8x − 2x4 In an algebraic pyramid you find the expression in each block by adding the expressions in the two
blocks below it. Copy and complete this pyramid. 3a + 5b 5a − b + 6b − 2a = 5a − 2a + 6b − b = 3a + 5b3b + 2a 3a + 4b 5a − b 6b − 2a5 Copy and complete this algebraic pyramid. 3cd − 8ef 7cd + ef 4cd − 4ef Question Simplify: 1. 8ab – ab + 2ac cd − 8ef Answer 2. 3x2 + 4xy – 2x2 – yx6 This is part of Zalika’s homework. 1. 8ab – ab + 2ac = 7ab +
2ac = 9a2bc She has made several mistakes. 2. 3x2 + 4xy – 2x2 – yx = x2 + 4xy – yx a Explain what she has done wrong. b Work out the correct answers. 9 Simplifying expressions and solving equations 979.2 Expanding brackets9.2 Expanding brackets Expanding brackets is sometimes called multiplying out brackets.To expand brackets, multiply
each term inside the bracketsby the term outside the brackets.Worked example 9.2a Expand these expressions. i 3(b + 5) ii a(a − 3)b Expand and simplify this expression. 4(2x + 3x2) − x(6 + x)a i 3(b + 5) = 3 × b + 3 × 5 Multiply 3 by b then 3 by 5. = 3b + 15 Simplify 3 × b to 3b and 3 × 5 to 15. Multiply a by a then a by 3. ii a(a − 3) = a × a − a × 3
Simplify a × a to a2 and a × 3 to 3a. = a2 − 3a Start by multiplying out both brackets and simplify each term. So, 4 × 2x = 8x, 4 × 3x2 = 12x2, −x × 6 = −6x, −x × x = −x2.b 4(2x + 3x2) − x(6 + x) Collect like terms, so 8x − 6x = 2x and 12x2 − x2 = 11x2. = 8x + 12x2 − 6x − x2 = 2x + 11x2✦ Exercise 9.2 c 7(z − 2) d 2(w − 4) e 2(5 + a) f 8(9 + g) i
3(2a + 8) j 12(3 + 4b) k 5(2c − 1) l 6(3 − 4e)1 Expand each expression. o 9(6t − 2s) p 3(2ab + 3c) q 7(6xy − 2z) r 5(2x + y + 4) a 4(x + 6) b 3(y + 7) g 5(8 − b) h 6(6 − d) m 2(2p + 3q) n 4(5c + 4d)2 Expand and simplify each expression.a 2(x + 3) + 3(x + 4) b 4(y + 5) + 2(2y + 2) c 8(z + 3) + 5(4 + 3z) f 3(5a + 3b) − 2(3a − 5b)d 5(2w + 3) − 6(w + 2)
e 6(5 + 4v) − 4(3v + 7)3 Expand each expression. c z(2w − 1) d m(m − 4) e n(2n + 5) f n(9 − 8n) a x(3y + 2) b y(y + 8) i e(2e + 7f) j g(3h + 7g) k h(2h − 5k) l d(3c − 5e) g a(1 − 3b) h c(5 − d) o 4b(6b − 2a) p 6h(1 + 3h) q 5k(6m − 8k) r 2f(2f + g − 3) m 2x(x + 3y) n 3y(5y + 6)4 Expand and simplify each expression.a x(x + 2) + x(x + 5) b z(2z + 1) +
z(4z + 5)c u(2u + 5) − u(u + 3) d w(6w + 2x) − 2w(2w − 9x) Remember that −2 × −9 = +185 This is part of Shen’s homework. He has made a mistake in every question.Question Expand and simplify: 1. 8(x + 5) – 3(2x + 7)Answer 2. a(2b + c) + b(3c – 2a) 3. 2y(y + 5x) + x(3x + 4y) 1. 8(x + 5) – 3(2x + 7) = 8x + 40 – 6x + 21 = 2x + 61 2. a(2b + c) +
b(3c – 2a) = 2ab + ac + 3bc – 2ab = ac + 3bc = 3abc2 3. 2y(y + 5x) + x(3x + 4y) = 2y2 + 10xy + 9x2 + 4xy = 9x2 + 2y2 + 14xy a Explain what he has done wrong. b Work out the correct answers.98 9 Simplifying expressions and solving equations
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