Cambridge IGCSE™ Mathematics Core

Answers to Student’s Book

All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

1 Number and language

Exercise 1.1
1 a The prime numbers less than 100 are: 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61,
67, 71, 73, 79, 83, 89, 97
b These are all prime numbers.
12 5
2 a 8 b c
7 3
2 4 1
d e f
3 15 6

Exercise 1.2
The square numbers between 1 and 100 are: 1, 4, 9, 16, 25, 36, 49, 64, 81, 100

Exercise 1.3
a 92 b 122 c 82 d 73
e 43 f 3 2 × 23 g 5 3 × 22 h 42 × 32 × 22

Exercise 1.4
a 1, 2, 3, 6 b 1, 3, 9
c 1, 7 d 1, 3, 5, 15
e 1, 2, 3, 4, 6, 8, 12, 24 f 1, 2, 3, 4, 6, 9, 12, 18, 36
g 1, 5, 7, 35 h 1, 5, 25
i 1, 2, 3, 6, 7, 14, 21, 42 j 1, 2, 4, 5, 10, 20, 25, 50, 100

Exercise 1.5
a 3, 5 b 2, 3 c 2, 3 d 2 e 2, 5
f 13 g 3, 11 h 5, 7 i 2, 5, 7 j 2, 7

Exercise 1.6
a 22 × 3 b 25 c 22 × 32 d 23 × 5 e 22 × 11
f 23 × 7 g 32 × 5 h 3 × 13 i 3 × 7 × 11 j 32 × 7

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Exercise 1.7
a 4 b 5 c 6 d 3 e 9
f 22 g 8 h 13 i 17 j 12

Exercise 1.8
1 a 15 b 12 c 14 d 28 e 8
f 30 g 12 h 12 i 60 j 60
2 a 42 b 60 c 70 d 90 e 120
f 105 g 20 h 231 i 240 j 200

Exercise 1.9
1 a Rational b Rational c Irrational
d Rational e Rational f Rational
g Irrational h Rational i Rational
2 a Irrational b Irrational c Irrational
d Rational e Rational f Rational
3 a Rational b Irrational c Rational

Exercise 1.10
a 9 b 25 c 64 d 100 e 121
f 144 g 49 h 169 i 225 j 400

Exercise 1.11
1 a 4.41 units2 b 9.61 units2 c 1.44 units2
d 4.84 units2 e 6.25 units2 f 1.96 units2
2 a 5.76 units2 b 10.89 units2 c 7.84 units2
d 38.44 units2 e 21.16 units2 f 53.29 units2
g 0.09 units2 h 0.64 units2 i 0.01 units2
j 0.81units2
3 Students check their answers using the x2 key on a calculator

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Exercise 1.12
1
x 0 1 2 3 4 5 6 7 8
y 0 1 4 9 16 25 36 49 64

The following are the exact answers:

a 6.25 b 12.25 c 20.25 d 30.25 e 51.84
f 40.96 g 0.64 h 0.04 i 28.09 j 39.69
2 Students check their answers using the x2 key on a calculator

Exercise 1.13
1 a 5 b 3 c 7 d 10 e 11
f 13 g 0.1 h 0.2 i 0.3 j 0.5
2 Students check their answers using the key on a calculator
1 1 1 1 1
3 a b c d e
3 4 5 7 10
2 3 7 5 5
f g h i j
3 10 9 3 2

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Exercise 1.14
1
x 0 1 4 9 16 25 36 49 64 81 100
y 0 1 2 3 4 5 6 7 8 9 10

The following answers are correct to 1 d.p.:

a 8.4 b 6.3 c 7.1 d 9.5
e 5.9 f 6.7 g 7.4 h 7.7
i 1.4 j 1.7 k 4.5 l 5.5
m 3.5 n 8.7 o 10.7
2 Students check their answers using the key on a calculator

Exercise 1.15
a 27 cubic units b 125 cubic units c 1000 cubic units
d 64 cubic units e 729 cubic units f 1 000 000 cubic units

Exercise 1.16
1
Number 1 2 3 4 5 6 7 8 9 10
Cube 1 8 27 64 125 216 343 512 729 1000
2 a 1331 b 0.125 c 3.375 d 15.625 e 8000
f 27 000 g 35 h 125 i 370 j 1000

Exercise 1.17
a 2 b 5 c 3 d 0.1
e 0.3 f 6 g 10 h 100

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i –2 j –3 k –10 l –1

Exercise 1.18
a 1296 b 259 c 6561 d 100
e 7 f 2 g 27 h 36
i 64 j 64 k 5 l 9

Exercise 1.19
1 a 4 °C b –4 °C c 6 °C d –7 °C e –18 °C
f 0 °C g –9 °C h 2 °C i –6 °C j –13 °C
2 a 2 °C b 10 °C c –3 °C d –8 °C e 5 °C
3 146°C
4 44 BCE
5 62 years
6 2206 years
7 a –$35 b –$318 c –$88 d –$160 e $90
8 a +75 b –80 c +30 d –30 e –65 f +35
9 a 570 m b 1080 m
10 44 °C
11 12 °C
12 4 °C
13 1700 m
14 165 m
15 695 m

Student assessment 1
1 a 2, 7 b 2, 19
2 a 30 b 28
3 a Perimeter = √6 + √6 + √6 + √6 = 4√6. This is irrational
b Area = √6 × √6 = 6. This is rational
4 a 81 b 225 c 0.04 d 0.49
5 6.25 units2
6 a 12.25 b 16.81 c 0.0225

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7
x 0 1 4 9 16 25 36 49
y 0 1 2 3 4 5 6 7

a 2.6 (1 d.p.) b 5.5 (1 d.p.) c 6.7 (1 d.p.)

8 a 15 b 0.1 c 0.9
3 7 11
d or 0.6 e f
5 3 7
8
9 a 64 b 0.001 c
27
4
10 a 3 b 100 c
5
1 1
11 a b 3125 c
9 9
1 7
12 a b 3 c
6 2
13 a 100 b 50 c 300

Student assessment 2
1 a 4800 years
b 2040 years
c 1708 years
d 2200 years
e 3648 years
f 4400 years
2 a Cerine b East c Akai d Cerine e Bridge
f Lola g East h James i West j Eyrie
3 a –4 b –5 c –3 d +9 e –5
f +4 g –5 h +1 i –2 j –5
4 64

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Answers to Student’s Book

All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

2 Accuracy
Exercise 2.1
1 a 69 000 b 74 000 c 89 000
d 4000 e 100 000 f 1 000 000
2 a 78 500 b 6900 c 14 100
d 8100 e 1000 f 3000
3 a 490 b 690 c 8850
d 80 e 0 f 1000

Exercise 2.2
1 a 5.6 b 0.7 c 11.9
d 157.4 e 4.0 f 15.0
g 3.0 h 1.0 i 12.0
2 a 6.47 b 9.59 c 16.48
d 0.09 e 0.01 f 9.30
g 100.00 h 0.00 i 3.00

Exercise 2.3
1 a 50 000 b 48 600 c 7000
d 7500 e 500 f 2.57
g 1000 h 2000 i 15.0
2 a 0.09 b 0.6 c 0.94
d 1 e 0.95 f 0.003
g 0.0031 h 0.0097 i 0.01

Exercise 2.4
Answers to Q1–3 may vary slightly from those given below:
1 a 1200 b 3000 c 3600
d 150 000 e 0.8 f 100
2 a 200 b 200 c 30
d 550 e 500 f 3000
3 a 130 b 80 c 9

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d 4 e 160 f 250
1
g h 800 i 4
5
4 c, e and f are incorrect.
c 689 x 413 can be approximated to 700 x 400 = 280000, so 28457 is definitely wrong
e 77.9 x 22.6 can be approximated to 80 x 20 = 1600. This can still be considered inconclusive proof.
so choose two bigger numbers than the ones different i.e 80 x 25 = 2000. As 2000 < 2512.54, the
calculation is definitely incorrect.
8.42 ×46 9×50
f can be approximated to = 2250 (note dividing by 0.2 is the same as multiplying by 5)
0.2 0.2
therefore the calculation is definitely wrong.
Answers to Q5 and 6 may vary slightly from those given below:
5 a 120 m2 b 44 m2 c 400 cm2
6 a 200 cm3 b 4000 cm3 c 1600 cm3
7 a 419.6 b 5.0 c 166.3
d 23.8 e 57.8 f 4427.1
g 1.9 h 4.1 i 0.6

Exercise 2.5
1 a i Lower bound = 7.5; Upper bound = 8.5
ii 7.5 ⩽ x < 8.5
b i Lower bound = 70.5; Upper bound = 71.5
ii 70.5 ⩽ x < 71.5
c i Lower bound = 145.5; Upper bound = 146.5
ii 145.5 ⩽ x < 146.5
d i Lower bound = 199.5; Upper bound = 200.5
ii 199.5 ⩽ x < 200.5
e i Lower bound = 0.5; Upper bound = 1.5
ii 0.5 ⩽ x < 1.5
2 a i Lower bound = 2.45; Upper bound = 2.55
ii 2.45 ⩽ x < 2.55
b i Lower bound = 14.05; Upper bound = 14.15
ii 14.05 ⩽ x < 14.15
c i Lower bound = 1.95; Upper bound = 2.05
ii 1.95 ⩽ x < 2.05
d i Lower bound = 19.95; Upper bound = 20.05
ii 19.95 ⩽ x < 20.05
e i Lower bound = 0.45; Upper bound = 0.55

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ii 0.45 ⩽ x < 0.55

3 a i Lower bound = 5.35; Upper bound = 5.45
ii 5.35 ⩽ x < 5.45
b i Lower bound = 0.745; Upper bound = 0.755
ii 0.745 ⩽ x < 0.755
c i Lower bound = 545; Upper bound = 555
ii 545 ⩽ x < 555
d i Lower bound = 5950; Upper bound = 6050
ii 5950 ⩽ x < 6050
e i Lower bound = 0.0115; Upper bound = 0.0125
ii 0.0115 ⩽ x < 0.0125
f i Lower bound = 11 500; Upper bound = 12 500
ii 11 500 ⩽ x < 12 500

4 a b 7.75 ⩽ M < 7.85

5 a b 12.05 ⩽ T < 12.15

6 a 735 m , 745 m
3 3
b 735 ⩽ x < 745
7 a 565 m, 575 m b 335 ⩽ W < 345

Student assessment 1
1 a 2800
b 7290
c 41 000
d 1000
2 a 3.8
b 6.8
c .
d 1.10
e 10.0
f 0.008
3 a 4
b 6.8
c 0.8
d 10
e 80
f 0.005
4 92.3 cm3 to 3 s.f.

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5 a 25 b 4 c 4
6 36000 yards (note other approximations are possible)

Student assessment 2
1 a

2 a 205 ⩽ x < 215 b 63.5 ⩽ x < 64.5 c 295 ⩽ x < 305

3 349.5 ⩽ L < 350.5
199.5 ⩽ W < 201.5
4

5 0.0035 ⩽ x < 0.0045

6 a 4.825 ⩽ x < 4.835 b 5.045 ⩽ x < 5.055 c 9.95 ⩽ x < 10.05
7 165 cm2 (note other approximations are possible)
8 a 20 (note other approximations are possible)
b 1 (note other approximations are possible)
c 3 (note other approximations are possible)

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All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

3 Calculations and order

Exercise 3.1
1 a a is less than 7 b b is greater than 4
c c is not equal to 8 d d is equal to or less than 3
e e is equal to or greater than 9 f f is equal to or less than 11
2 a a<4 b b>7 c c⩽9 d d⩾5 e e≠3
f f⩽6 g g⩾9 h h⩾6 i i≠7 j j ⩽ 20
3 a n is greater than 5, but less than 10
b n is equal to or greater than 6, but equal to or less than 15
c n is equal to or greater than 3, but less than 9
d n is greater than 8, but equal to or less than 12
(Other wording possible)
4 a 7 < p < 10 b 3 < q < 12 c 5⩽r<9 d 8 < s ⩽ 15

Exercise 3.2
1 a < b = c >
d < e = f >

2 a

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3 a x>0 b x⩽3 c 0⩽x⩽4 d –4 < x ⩽ –1

4 a x ⩽ 20 000 b 135 ⩽ x ⩽ 180 c 5x + 3 < 20
d x ⩽ 25 e 350 ⩽ x ⩽ 400 f 11 ⩽ x ⩽ 28

Exercise 3.3
1 4.5, 4.05, 0.45, 0.405, 0.045
2 0.06, 0.6, 0.606, 0.66, 6.0, 6.6, 6.606
3 9.06, 0.96, 0.906, 0.690, 0.609, 0.096
1 3 1 2 1 3
4 , , , , ,
4 10 3 5 2 4
4 1 6 7 1 2
5 , , , , ,
5 2 13 18 3 19
1 5 4 3 2 3
6 , , , , ,
2 9 7 5 3 4

Exercise 3.4
2
1 15 000 cm km 0.5 km 750 m 5000 m
5
2 60 cm 0.75 m 800 mm 180 cm 2m
3
3 4 kg 3500 g 1 kg kg 700 g
4
4 150 cm3 430 ml 800 cm3 1 litre 120 cl

Exercise 3.5
1 a 25 b 22.68 c 17.82
d 121.24 e 134.33 f 156.1
2 a 12.3 b 11.9 c –1.24 d –0.01
e –30.3 f –8.4 g –13 h 0
3 a 80.04 b 118.26 c 91.02 d 3
e –42.6 f –3.1 g 4.84 h 4.44 (3 s.f.)

Exercise 3.6
1 a 26 b 10 c 42 d 16 e 8 f –6
2 a 20 b 34 c 32 d 31 e –36 f 23
3 a 27 b 64 c –36 d 3 e 144 f 1.6

Exercise 3.7
1 a 6 × (2 + 1) = 18 b 1 + 3 × 5 = 16
c (8 + 6) ÷ 2 = 7 d (9 + 2) × 4 = 44

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e 9 ÷ 3 × 4 + 1 = 13 f (3 + 2) × (4 – 1) = 15
2 a 12 ÷ 4 – 2 + 6 = 7 b 12 ÷ (4 – 2) + 6 = 12
c 12 ÷ 4 – (2 + 6) = –5 d 12 ÷ (4 – 2 + 6) = 1.5
e 4 + 5 × 6 – 1 = 33 f 4 + 5 × (6 – 1) = 29
g (4 + 5) × 6 – 1 = 53 h (4 + 5) × (6 – 1) = 45

Exercise 3.8
1 a 2 b 3 c 7 d 4 e 23 f 0
2 a 1 b 5 c 2 d 50 e 7 f –1.5

Exercise 3.9
1 a 𝑇𝑇 = 3(48 − 16)
b 𝑇𝑇 = 96 ℃
2 a 𝐷𝐷 = −400 × 2 + 620
b 𝐷𝐷 = −180 m, i.e. 180 m below the surface
52 +11
3 a 𝑁𝑁 =
2
b 𝑁𝑁 = 18

Student assessment 1
1 a p is not equal to 2
b q is greater than zero
c r is equal to or less than 3
d s is equal to 2
e t is equal to or greater than 1
f u is less than –5
2 a a<2 b b⩽4 c c=8 d d⩽0

3 a

4 a

b
5 1800 g 1.09 kg 1 kg 900 g 9g

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6 Possible answers: 5012, 5016, 5012, 5021, 5026, 5061, 5062

7 a 15.12 b −3.6 c −2.1
d 9.4 e −14.76 f 7.2
8 a 20 b 15 c 11
d 13 e 1 f 4

Student assessment 2
1 a 4 × 2 = 23 b 62 < 26
c 850 ml > 0.5 litres d Days in May > 30 days

2 a

d
3 a x ⩾ –1 b x<2 c –2 ⩽ x < 2 d –1 ⩽ x ⩽ 1

4 a

d
3  15  2  28  1  35  4  40  9  63 
5 = = = = =
14  70  5  70  2  70  7  70  10  70 
6 a (7 − 5) × 3 =6 b 16 + 4 × (2 + 4) = 40
c (4 + 5) × (6 − 1) = 45 d (1 + 5) × 6 − 6 =30
7 a 5.5 b 9
8 5.60

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All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

4 Integers, fractions, decimals and percentages

Exercise 4.1
5 5
1 a and (note other fractions are possible)
6 7
8 9
b and (note other improper fractions are possible)
7 7

2 Proper fraction Improper fraction Mixed number

a 2
3

b 15
22

c 4
3

d 5
2

e 1
1
2

f 3
2
4

g 7
4

h 7
11

i 1
7
4

j 5
6

k 6
5

l 1
1
5

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m 1
10

n 7
2
8

o 5
3

Exercise 4.2
1 a 8 b 24 c 4 d 20 e 9
f 63 g 5 h 25 i 2 j 6
2 a 9 b 16 c 20 d 40 e 18
f 72 g 30 h 48 i 210 j 52

Exercise 4.3
14 18 47 17
a b c d
3 5 8 6
17 68 58 23
e f g h
2 7 9 5
59 55 43 146
i j k l
11 7 10 13

Exercise 4.4
1 3 5 5 4
a 7 b 6 c 6 d 6 e 5
4 5 6 8 9
5 3 3 1 1
f 1 g 9 h 3 i 9 j 6
12 7 10 2 12

Exercise 4.5

1 𝟏𝟏 𝟏𝟏 𝟏𝟏
H T U .
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏

a 6 . 0 2 3

b 5 . 9 4

c 1 8 . 3

d 0 . 0 7 1

e 2 . 0 0 1

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f 3 . 5 6

2 a 4.5 b 6.3 c 17.8 d 3.07 e 9.27

f 11.36 g 4.006 h 5.027 i 4.356 j 9.204
3 a 19.14 b 83.812 c 6.6 d 11.16 e 35.81
f 5.32 g 67.14 h 6.06 i 1.4 j 0.175

Exercise 4.6
a 39% b 42% c 63% d 5%

Exercise 4.7
29 58 17 68
1 a = = 58% b = = 68%
50 100 25 100
11 55 3 30
c = = 55% d = = 30%
20 100 10 100
23 92 19 38
e = = 92% f = = 38%
25 100 50 100
3 75 2 40
g = = 75% h = = 40%
4 100 5 100

2
Fraction Decimal Percentage

1
0.1 10%
10

𝟏𝟏
0.2 20%
𝟓𝟓

𝟑𝟑
0.3 30%
𝟏𝟏𝟏𝟏

4 𝟐𝟐
10
=
𝟓𝟓
0.4 40%

𝟏𝟏
0.5 50%
𝟐𝟐

𝟑𝟑
0.6 60%
𝟓𝟓

𝟕𝟕
0.7 70%
𝟏𝟏𝟏𝟏

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4
0.8 80%
5

𝟗𝟗
0.9 90%
𝟏𝟏𝟏𝟏

1
0.25 25%
4

𝟑𝟑
0.75 75%
𝟒𝟒
3 2
3 0.614, 61%, 0.4, , , 4%
8 9

Exercise 4.8
1 a 9 b 22 c 30 d 2 e 7 f 3
2 a 6 × (4 + 6) ÷ 3 = 20 b 6 × (4 + 6 ÷ 3) = 36 c 8 + 2 × (4 – 2) = 12
d (8 + 2) × (4 – 2) = 20 e (9 – 3) × 7 + 2 = 44 f (9 – 3) × (7 + 2) = 54
3 a 1512 b 33 984 c 29 830 d 41 492 e 20 736 f 40 800
4 a 5 b 3 c 2 d 7 e 1 f 7
5 a 7, 9 b 100 c 11, 16 d 7 e 112 f 28
6 a 1127.4 b 7603.8 c 1181.5 d 1141 e 526.1 f 3328.2

Exercise 4.9
2 4 8 20 16 3 6 9 15 27
1 a = = = = b = = = =
5 10 20 50 40 8 16 24 40 72
4 8 12 32 36 5 15 20 50 55
c 7
=
14
=
21
=
56
=
63
d
9
=
27
=
36
=
90
=
99
1 1 2 4 3 9
2 a b c d e f
2 3 3 9 4 10
1 3 2 1 7
3 a 4 b 4 c 2 d 6 e 4 f 3
4 5 3 3 12
13 29 27 100 34 97
4 a b c d e f
2 4 8 9 5 11

Exercise 4.10
2 10 11 2 1 11
1 a 1 b c d 1 e 1 f 1
5 11 12 45 65 12
1 5 1 47 29 51
2 a 1 b 1 c 1 d e 1 f
8 7 12 60 40 52
1 1 5 1 9 1
3 a b c d e f 1
7 10 9 12 40 20
17 45 17 44 9 1
4 a 60
b
88
c
20
d
195
e
20
f
18

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1 3 1 7 1 25
5 a 6 b 5 c 3 d 6 e 1 f
4 10 10 24 8 36
1 9 3 7 39 1
6 a 5 b 7 c – d e −2 f 14
8 40 8 20 140

Exercise 4.11
4 9 1 4 8
1 a b c d 9 e f
3 5 7 11 37
12 5 2 8 1
2 a 8 b c d e f
7 3 3 27 6
1 3 4 2 1 7
3 a b c d e f
6 5 21 3 4 20
5 1 1 1 1 2
4 a b 2 c 1 d 4 e f
6 2 7 16 5 3
3 7 9 21 3 25
5 a b c d e f 1
5 12 70 25 8 56
3 107 8 1
6 a b 3 c d 12
5 120 15 4
13 1 1
7 a b −2 c − 24 d 7
28

Exercise 4.12
1 a 0.75 b 0.8 c 0.45 d 0.34
e 0.333… f 0.375 g 0.4375 h 0.222…
2 a 2.75 b 3.6 c 4.35 d 6.22
e 5.666… f 6.875 g 5.5625 h 4.25

Exercise 4.13
1 7 3
1 a b c
2 10 5
3 33 1
d e f
4 40 20
1 201 1
g h i
20 500 5000
2 1 1
2 a 2 b 6 c 8
5 2 5
3 11 51
d 34 e 10
20
f 9
250
91 1 41
g 15 h 30 i 1
200 1000 2000

Student assessment 1
27 3
1 The improper fraction is c ; the mixed number is b 5
8 4
2 a 21 b 27 c 22 d 39
13 31 45
3 a b c
5 9 8

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3 2 1
4 a 6 b 5 c 6
5 9 11
2 4 8 12 18 20
5 = = = = =
3 6 12 18 27 30
6 a 0.35 b 0.275 c 6.75 d 0.035
7 a 60% b 49% c 25% d 90%
e 150% f 327% g 5% h 35%
i 77% j 3% k 290% l 400%
8 75 litres

Student assessment 2
1 a 0 b 19
2 6 and 12
3 294 days
4 18 032
5 340.7
24 8 4 20 60
6 = = = =
36 12 6 30 90
7
7 a 1 b 2
10
8 a 0.875 b 1.4
1 1 13 1
9 a 6 b c 3 d 3
2 25 20 125
9 5
10 a b c 10
5 17

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All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

5 Further percentages
Exercise 5.1
1 White = 47% Blue = 23% Red = 30%
2 70%
3 a 60% b 40%
73 28 10 25
4 a b c d
100 100 100 100
5 a 27% b 30% c 14% d 25%
6 a 0.39 b 0.47 c 0.83
d 0.07 e 0.02 f 0.2
7 a 31% b 67% c 9%
d 5% e 20% f 75%

Exercise 5.2
1 a 25% b 66.7% (3 s.f.) c 62.5%
d 180% e 490% f 387.5%
2 a 0.75 b 0.8 c 0.2
d 0.07 e 1.875 f 0.167 (3 s.f.)
3 a 20 b 100 c 50
d 36 e 4.5 f 7.5
4 a 8.5 b 8.5 c 52
d 52 e 17.5 f 17.5
5 a 6 b 3 c 21
6 Apple: 66; Mango 24: Pineapple: 18; Grapes: 12
7 Australian: 143 Pakistani: 44 Greek: 11 Other nationalities: 22
8 Newspapers; 69 Pens; 36 Books; 18 Other: 27

Exercise 5.3
1 a 48% b 36.8% c 35% d 50%
1
e 45% f 40% g 33 % h 57.1% (3 s.f.)
3
1 2
2 Win 50% Draw 33 % Lose 16 %
3 3
3 A = 34.5% (1 d.p.) B = 25.6% (1 d.p.) C = 23.0% (1 d.p.) D = 16.9% (1 d.p.)

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4 Red 35.5% Blue 31.0% White 17.7% Silver 6.6% Green 6.0% Black 3.2%

Exercise 5.4
1 a 187.5 b 322 c 7140
d 245 e 90 f 121.5
2 a 90 b 38 c 9
d 900 e 50 f 43.5
3 a 20% b 80% c 110%
d 5% e 85% f 225%
4 a 50% b 30% c 5%
d 100% e 36% f 5%
5 7475 tonnes
6 $6825
7 a $75 b $93.75
8 a 43 b 17.2%
9 1100

Student assessment 1
1 Fraction Decimal Percentage
3
0.75 75%
4
𝟒𝟒
0.8 80%
𝟓𝟓
5
0.625 62.5%
8
𝟑𝟑
1.5 150%
𝟐𝟐
2 640 m
3 $345.60
4 $10 125
5 a 20% b 41.7% to 1 d.p. c 22.5%
d 85.7% to 1 d.p. e 7% f 30%
6 16%
7 a $36 b 25%
8 2011

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Student assessment 2
1 Fraction Decimal Percentage
𝟏𝟏
0.25 25%
𝟒𝟒
3
0.6 60%
5
𝟓𝟓 1
0.625 62 %
𝟖𝟖 2

1
2 2.25 225%
4

2 750 m
3 $2100
4 $97 200
5 a 29.2% to 1 d.p. b 21.7% to 1 d.p. c 125%
d 8.3% to 1 d.p. e 20% f 10%
6 8.3% to 1 d.p.
7 a $325 b 61.8% to 1 d.p.
8 8 days

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All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

6 Ratio and proportion

Exercise 6.1
1 48
2 16 h 40 min
3 11 units
4 a 7500 bricks b 53 h
5 a 6250 litres b 128 km
6 1111 km (to nearest km)
7 a 450 b 75 c 120

Exercise 6.2
1 a 128 b 375 hours
2 a 120 b 1440 c 34 560
3 a 4 b 30 hours
4 a 22.5 b 36 hours
5 25 hours
6 20 km
7 a 270 b 10 h 40 min

Exercise 6.3
1 a 450 kg b 1250 kg
2 a 3 : 10 : 1 : 2
b Butter 600 g; Flour 2 kg; Sugar 200 g; Currants 400 g
b 120 cakes
3 a 16.8 litres b red 1.2 litres; white 14.3 litres
4 a 125 b red 216; yellow 135 c 20
5 a 42 litres
b orange juice 495 litres; mango juice 110 litres

Exercise 6.4
1 60 : 90
2 16 : 24 : 32

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3 3.25 kg : 1.75 kg
4 18 min : 27 min
5 10 min : 50 min
6 7:1
7 orange 556 ml (3 s.f.); water 444 ml (3 s.f.)
8 a 11 : 9 b 440 boys; 360 girls
3
9
5
10 32 cm
11 4 km and 3 km
12 40°, 80°, 120°, 120°
13 45°, 75°, 60°
14 24-year-old $400 000; 28-year-old $466 667; 32-year-old $533 333
15 Alex £2000; Maria £3500; Ahmet £2500

Exercise 6.5
1 4

2 Speed (km/h) 60 40 30 120 90 50 10

Time (h) 2 3 4 1 1
𝟏𝟏
2
𝟐𝟐
12
𝟑𝟑 𝟓𝟓

3 a i 12 h ii 4h iii 48 h
b i 16 ii 3 iii 48
4 a 30 rows b 42 chairs
5 6 h 40 min
6 4
7 18 h

Exercise 6.6
1 11 600 kg
2 a 7269 seconds b 5.80 m/s c faster than 5.86 m/s (to 2 d.p.)
3 a Brass b 7.87 cm
4 a 7698 people/km2 (to nearest person)
b China has a very large area, some of it with very sparse populations, e.g. the Gobi desert
c Answers will vary
5 a 0.48 km2
1
b 88 sheep/km2
3

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c 86 sheep (note the answer is not given as 86.4)

6 40 cm

Student assessment 1
1 a 3 : 7.
7
b
10
c 0.45 m or 45 cm
2 a 375 g b 625 g
3 a 450 m b 8 km
4 a 1 : 25 b 1.75 m
5 2 parts = 300 kg
5 parts = 750 kg
13 parts = 1950 kg
6 60°, 90°, 90° and 120°
7 150°
8 a 13.5 hours b 12 pumps
9

10 a 15 km b 6 km/h
11 a 4 minutes 48 seconds b 1.6 litres per minute
12 119 people
13 a 24.1 km (3 s.f.)
b The small car is more efficient as the fuel consumption of the larger car is 20.7 km/l (3 s.f.)

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All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

7 Indices and standard form

Exercise 7.1
1 a 33 b 25 c 42
d 64 e 86 f 51
2 a 23 × 32 b 45 × 52 c 32 × 43 × 52
d 2 × 74 e 62 f 33 × 42 × 65
3 a 4×4 b 5×5×5×5×5×5×5
c 3×3×3×3×3 d 4×4×4×6×6×6
e 7×7×2×2×2×2×2×2×2 f 3×3×4×4×4×2×2×2×2
4 a 32 b 81 c 64 d 216
e 1 000 000 f 256 g 72 h 125 000

Exercise 7.2
1 a 36 b 87 c 59 d 410
e 24 f 3 5 × 66 g 48 × 59 × 62 h 24 × 510 × 68
2 a 44 b 53 c 2 d 63
e 63 f 8 g 43 h 37
3 a 54 b 412 c 1010 d 315
e 68 f 86
4 a 23 b 3 c 53 d 45
43
E 28 or 44 f 6 4 × 85 g h 4 × 67
54

Exercise 7.3
a 8 b 25 c 1 d 1 e 1 f 0.25

Exercise 7.4
1 1 3 1 1
1 a b c d e 1 f
4 9 50 200 1000
1 1
2 a 1 b 2 c 4 d e f 10
2 6
3 a 12 b 32 c 225 d 80 e 7 f 64

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Exercise 7.5
1 a 4 b 4 c 6 d 6 e 8 f 7
2 a 6.5 × 104 b 4.1 × 104 c 7.23 × 105 d 1.8 × 107
e 9.5 × 105 f 7.6 × 108 g 7.2 × 105 h 2.5 × 105
3 b, d, f, g, i and j
4 a 3800 b 4 250 000 c 90 030 000 d 101 000
5 a 8 × 10 5
b 3 × 10 7
c 1.5 × 10 7
d 1.98 × 108
e 2 × 109 f 2.85 × 108 g 1.5 × 107 h 4.1 × 108
i 2.4 × 107 j 4.9 × 107
6 d and e
7 a 6 × 105 b 4.8 × 107 c 7.84 × 1011
d 5.34 × 105 e 7 × 106 f 8.5 × 106
8 a 6.8 × 106 b 7.2 × 108 c 8 × 105
d 7.5 × 107 e 4 × 109 f 5 × 107
9 a 6 × 105 b 2.4 × 107 c 1.4 × 108
d 3 × 109 e 1.2 × 1013 f 1.8 × 107
10 1.44 × 1011 m or 1.44 × 108 km

Exercise 7.6
1 a 8 × 108 b 7.5 × 108 c 9 × 1013 d 8.4 × 1011
e 1.4 × 1012 f 1.26 × 1010 g 4 × 108 h 1.6 × 1017
2 a 4 × 103 b 4 × 106 c 1.9 × 101
d 5 × 107 e 4 × 100 (= 4) f 2 × 108
3 a 2 × 104 b 2.5 × 108 c 5 × 103
d 7.2 × 104 e 5 × 104 f 5 × 103
4 a 8.8 × 108 b 2.04 × 1011 c 3.32 × 1011
d 4.2 × 1022 e 5.1 × 1022 f 2.5 × 1025
5 a 2 × 102 b 3 × 105 c 4 × 106
d 2 × 104 e 2.5 × 106 f 4 × 104

Exercise 7.7
a 4.26 × 105 b 6.59 × 108 c 6.388 × 107 d 3.157 × 109
e 4.5 × 108 f 6.01 × 107 g 8.15 × 1010 h 3.56 × 107

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Exercise 7.8
1 a 10–3 b 10–3 c 10–4 d 10–6
e 10–7 f 10–9 g 10–6 h 10–10
2 a 6 × 10–4 b 5.3 × 10–5 c 8.64 × 10–4
d 8.8 × 10–8 e 7 × 10–7 f 4.145 × 10–4
3 a 0.008 b 0.000 42 c 0.0903 d 0.000 0101
4 a 6.8 × 10 –4
b 7.5 × 10 –7
c 4.2 × 10–10
d 8 × 10–9 e 5.7 × 10–11 f 4 × 10–11
5 a –4 b –3 c –8 d –5 e –7 f 3
6 6.8 × 10 , 6.2 × 10 ,
5 3
8.414 × 10 , 6.741 × 10 , 3.2 × 10 ,
2 –4 –4
5.8 × 10 , 5.57 × 10–9
–7

Student assessment 1
1 a 23 × 52 b 22 × 35
2 a 4× 4× 4 b 6×6×6×6
3 a 800 b 27
4 a 37
b 6 × 39
5
c 27 d 6 e 32 × 42 f 1
5 a 4 b 9 c 5 d 1

Student assessment 2
1 a 22 × 35 b 214
1
2 a 65 = 6 × 6 × 6 × 6 × 6 b 2−5 =
2×2×2×2×2
3 a 27 000 b 125
4 a 27
b 7 ×37 12
c 26 d 33 e 4–1 f 22
5 a 5 b 16 c 49 d 48

Student assessment 3
1 a 6 × 106 b 4.5 × 10−3 c 3.8 × 109
d 3.61 × 10−7 e 4.6 × 108 f 3 × 100
2 a 8 122 000 b 0.000 305
3 4.05 × 108 , 3.6 × 102 , 9 × 101 , 1.5 × 10−2 , 7.2 × 10−3 , 2.1× 10−3
4 a 1.5 × 107 4.3 × 105 4.35 × 10−4 4.8 × 100 8.5 × 10−3
b 0.000 435, 0.0085, 4.8, 430 000, 15 million
5 a n=3 b n=9 c n = –3
d n=6 e n = –1 f n=8
8
6 a 1.2 × 10 b 1.48 × 1011 c 6.73 × 107 d 3.88 × 106

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7 43.2 minutes to 3 s.f.

8 2.84 × 1015 km to 3 s.f.

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All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

8 Money and finance

Exercise 8.1
Answers taken from graphs may vary slightly.
1 a A$30 b A$45 c A$7.50
d A$37.50 e A$52.50 f A$22.50
2 Answers are rounded to the nearest tenth
a €13.30 b €20 c €26.70
d €23.30 e €16.70 f €32
3 Student’s own graph
a 750 rupees b 3000 rupees c 3750 rupees
d 6750 rupees e 1875 rupees f 75 000 rupees
4 Answers are rounded to the nearest tenth
a €1.90 b €10.30 c €8.40
d €6.50 e €74.70 f €36.40
5 Student’s own graph
a ZIM$8256 b ZIM$20 640 c ZIM$30 960
d ZIM$12 384 e ZIM$10 320
6 Student’s own graph
a €15 b €28 c €75.50 d €7
7 Student’s own graph
L1200 = €300, L400 = €100, L880 = €220
8 Student’s own graph
a i 33 913 yen ii 84 783 yen iii 113 043 yen
b i US$44.23 ii US$75.19 iii US$0.88
9 Student’s own graph
a 1500 rand b 6000 rand c 1770 rand d 12 750 rand

Exercise 8.2
1 a $138.50 b $164.14 c $154.82 d $165.06
2 a $229 b $25 c $123 d $55 e $182
3 a $131 b $306 c $72 d $15
4 a $126 b $214.72 c $190.76 d $290.50 e $348

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5
Basic hours Rate per Basic pay ($) Overtime Overtime Total gross
worked hour ($) hours pay ($) pay ($)
worked
a 40 3.60 144.00 8 43.20 187.20
b 35 5.80 203.00 4 34.80 237.80
c 38 4.15 157.70 6 37.35 195.05
d 42 6.10 256.20 5 45.75 301.95
e 44 5.25 231.00 4 31.50 262.50
f 37 4.87 180.19 3 21.92 202.11
g 36 6.68 240.48 6 60.12 300.60
h 45 7.10 319.50 7 74.55 394.05
6 a $127.30 b $161.70 c $132.63 d $205.33
e $178.50 f $137.43 g $204.41 h $267.95

Exercise 8.3

1 Mon Tue Wed Thur Fri Total Gross pay

Joe 4 5 7 6 6 28 154

Kirra 3 4 4 5 5 21 115.50

Delores 5 6 6 5 6 28 154

Zaffar 3 4 6 6 6 25 137.50

2 Mon Tue Wed Thur Fri Total Gross pay

Maria 240 360 288 192 180 1260 525

Chul 168 192 312 180 168 1020 425

Yao 288 156 192 204 180 1020 425

Bianca 228 144 108 180 120 780 325

Erik 192 204 156 228 144 924 385

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3 a and b

Gross pay ($) Net pay ($)

Neo 308 261.80

Jing 395 335.75

Luis 338 287.30

Mpho 431 366.35

Saki 453 385.05

4 a

Distance walked (km) Amount per km ($) Total raised ($)

10 0.80 8

14 0.65 9.10

18 0.38 6.84

10.15 0.72 7.31

12 0.66 7.92

13 1.20 15.60

15 1 15

18 0.88 15.84

18 0.58 10.44

17 0.95 16.15

b $112.20
c Total of 10 parts, therefore 1 part = $11.22
Charity 1 receives $22.44
Charity 2 receives $33.66
Charity 3 receives $56.10

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Exercise 8.4
a $72 b $420 c $102 d $252 e $3250 f $369.60

Exercise 8.5
a 5 years b 0.41 years c 5 years d 8 years e 6 years f 7 years

Exercise 8.6
a r=7 b r=4 c r = 3.5 d r = 7.5 e r=8 f r = 11

Exercise 8.7
1 a $400 b $200 c $850
d $1200 e $4000 f $1200
2 4%
3 2 years
4 4.5%
5 9.5%
6 $315
7 6%

Exercise 8.8
1 $11 033 750
2 $52 087.50
3 $10 368
4 1331 students
5 3 276 800 tonnes

Exercise 8.9
1 2 years
2 5 years
3 3 years
4 4 years
5 5 years

Exercise 8.10
1 $1.80 loss

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2 $2.88 profit
3 $70.38 profit per seat
4 $240 extra
5 $250 loss
6 a $4.50 profit b $16 profit c $80 profit
d $13 profit e $2.88 profit f $23 loss

Exercise 8.11
1 a 11% b 25% c 50% d 20% e 30% f 66.7% (3 s.f.)
2 a 25% b 30% c 20% d 50% e 30.8% (3 s.f.) f 30%
3 Type A = 30% Type B = 15.4% (3 s.f.) Type C = 33.3% (3 s.f.)
Type D = 30.9% (3 s.f.) Type E = 48.5% (3 s.f.)
Type E makes the largest percentage profit.
4 80%
5 Mirror = 30% Wayfarer = 40% Laser = 45% Fireball = 37.6%

Student assessment 1
Answers taken from graphs may vary slightly.
1 Student’s own graph
a A$62.50 b A$100 c A$87.50
2 a €43.20 b €64.80 c €256
3 Student’s own graph
a 23.08 dinars b 276.92 dinars c 34.62 dinars
4 Student’s own graph
a 225.50 nairas b 1353.33 nairas c 902.22 nairas
5 Student’s own graph
a 19.21 ringgits b 96.06 ringgits c 144.09 ringgits

Student assessment 2
1 $225
2 $64.90
3 a $54 b 4 years c 6.5% d $840
4 12.5%
5 11.1%

Student assessment 3

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1 $122.40
2 $26.16
3 a $72 b 8% c 4 years d 7.5% e $1250
4 $6000
5 30%
6 a $4680
b $18 265.43

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All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

9 Time
Exercise 9.1
1 a 9.20 a.m., 09 20 b 11.55 a.m., 11 55
2 a 4.25 p.m., 16 25 b 7.50 p.m., 19 50
3 a 14 30 b 21 00 c 08 45 d 06 00 e 12 00
f 22 55 g 07 30 h 19 30 i 01 00 j 00 00
4 a 07 15 b 20 00 c 09 10
d 08 45 e 14 45 f 19 40
5 a 7.20 a.m. b 9.00 a.m. c 2.30 p.m. d 6.25 p.m.
e 11.40 p.m. f 1.15 a.m. g 12.05 a.m. h 11.35 a.m.
i 5.50 p.m. j 11.59 p.m. k 4.10 a.m. l 5.45 a.m.
6 a 08 05 b 08 40 c 09 05 d 09 30
7 a 18 20 b 18 45 c 19 00 d 19 15
8 a 08 25 b 09 35 c 09 50 d 10 05
9 Depart 06 15 06 30 09 25 10 20 13 18 14 48 18 54 19 25
Arrive 07 55 08 10 11 05 12 00 14 58 16 28 20 34 21 05

10 Depart 06 00 06 45 08 55 09 09 13 48 14 17 21 25 22 05
Arrive 08 05 08 50 11 00 11 14 15 53 16 22 23 30 00 10

11 Cambridge 04 00 08 35 12 50 19 45 21 10

Stansted 05 15 09 50 14 05 21 00 22 25

Gatwick 06 50 11 25 15 40 22 35 00 00

Heathrow 07 35 12 10 16 25 23 20 00 45

Heathrow 06 25 09 40 14 35 18 10 22 15

Gatwick 08 12 11 27 16 22 19 57 00 02

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Stansted 10 03 13 18 18 13 21 48 01 53

Cambridge 11 00 14 15 19 10 22 45 02 50

12 London Jo’burg London Jo’burg

Sunday 06 15 17 35 14 20 01 40

Monday 07 25 18 45 18 05 05 25

Tuesday 07 20 18 40 15 13 02 33

Wednesday 07 52 19 12 20 10 07 30

Thursday 06 10 17 30 16 27 03 47

Friday 06 05 17 25 20 55 08 15

Saturday 09 55 21 15 18 50 06 10

13 London Kuala Lumpur London Kuala Lumpur London Kuala Lumpur

Sunday 08 28 22 13 14 00 03 45 18 30 08 15
Monday 08 15 22 00 13 30 03 15 20 05 09 50
Tuesday 09 15 23 00 15 25 05 10 17 55 07 40
Wednesday 07 50 21 35 14 15 04 00 18 37 08 22
Thursday 07 00 20 45 13 45 03 30 18 40 08 25
Friday 10 25 00 10 15 00 04 45 17 53 07 38
Saturday 10 12 23 57 14 20 04 05 19 08 08 53

Exercise 9.2
1 a 0° 15′ 0′′ (15 mins)
b 3° 45′ 54′′ (3 hrs 45 mins and 54 secs)
c 0° 13′ 12′′ (13 mins and 12 secs)
2 Arrival at stop 1 06 45
Arrival at stop 2 08 03
Arrival at stop 3 09 42
Arrival at stop 4 12 36 and 36 seconds
3 a 4 hours b 8 hours 30 minutes c 3 hours 22.5 minutes
d 1 hour 40 minutes e 2 hours 20 minutes f 6 hours 13.3 minutes

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g 2 hours 18 minutes h 1 hour 24 minutes i 6 hours

j 7 hours 30 minutes
4 1st: 30 min 2nd: 32 min 44 s
3rd: 34 min 17 s 4th: 35 min 7s
5th: 36 min
5 00 30 the next morning
6 21 45
7 11 15

Student assessment 1
1 a 2.45 p.m. b 14 45
2 a 04 35 b 18 30 c 07 45 d 19 30
3 a 8.45 a.m. b 6.35 p.m. c 9.12 p.m. d 12.15 a.m.
4 a 08 09 b 08 39 c 09 02

5 Alphaville 07 50 11 01 15 53

Betatown 08 27 11 38 16 30

Gammatown 08 45 11 56 16 48

Deltatown 09 27 12 38 17 30

6 a 5 hours b 3 hours 45 minutes

c 1 hour 20 minutes d 1 hour 40 minutes
e 2 hours 20 minutes f 3 hours 45 minutes

Student assessment 2
1 a 12.40 a.m. b 00 40
2 a 05 20 b 20 15 c 08 50 d 23 30
3 a 7.15 a.m b 4.43 p.m c 7.30 p.m d 12.35 a.m
4 a 08 10 b 08 39 c 09 00

5 Apple 10 14 15 42 19 33

Peach 11 52 17 20 21 11

Pear 13 56 19 24 23 15

Plum 15 49 21 17 01 08

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6 a 5 hours
b 4 hours 15 minutes
c 2 hours 40 minutes
d 3 hours 45 minutes
e 3 hours 45 minutes
7 Tuesday at 05 30 (Singapore local time)

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All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

10 Set notation and Venn diagrams

Exercise 10.1
1 a i Continents of the world
ii Student’s own answers
b i Even numbers
ii Student’s own answers
c i Days of the week
ii Student’s own answers
d i Months with 31 days
ii Student’s own answers
e i Triangle numbers
ii Student’s own answers
f i Boys’ names beginning with the letter ‘M’
ii Student’s own answers
g i Prime numbers greater than 7
ii Student’s own answers
h i Vowels
ii o, u
i i Planets of the solar system
ii Student’s own answers
2 a 7 c 7 d 7
f Unquantifiably finite, though theoretically infinite
h 5 i 8 (excluding Pluto)

Exercise 10.2
1 a True b True c False
d False e False f True
2 a A ∩ B = {4, 6} b A ∩ B = {4, 9} c A ∩ B = {yellow, green}
3 a A ⋃ B = {2, 3, 4, 6, 8, 9, 10, 13, 18}
b A ⋃ B = {1, 4, 5, 6, 7, 8, 9, 16}
c A ⋃ B = {red, orange, blue, indigo, violet, yellow, green, purple, pink}
4 a ℰ = {1, 2, 3, 4, 5, 6, 7, 8}

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b A ∩ B = {2, 3}
c A ⋃ B = {1, 2, 3, 4, 5, 7, 8}
d A’ = { 1, 4, 6, 8}
e B’ = { 2, 6, 7}

Exercise 10.3
1 a

b i A ∩ B = {Egypt}
ii A ⋃ B = {Libya, Morocco, Chad, Egypt, Iran, Iraq, Turkey}
2 a

b i P ∩ Q = {11, 13, 17}

ii P ⋃ Q = {2, 3, 5, 7, 11, 13, 15, 17, 19}
3

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Exercise 10.4
1 a 5 b 14 c 13
2 45
3 a 10 b 50

Student assessment 1
1 a The set is {even numbers from 2 to 8}
b The set is {even numbers}
c The set is {square numbers}
d The set is {oceans}
2 a 7
b 2
c 6
d 366
3 a b

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4 a b J ∩ K = {Ankara, Cairo}

5 a b X = multiples of 10

6 a b 15

7 A’ = {m, t, h}

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Mathematical investigations and ICT 1

Primes and squares
1 22 + 32 = 13; 42 + 52 = 41
2 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97
3 5, 13, 17, 29, 37, 41, 53, 61, 73, 89, 97
4 If a number generated by the rule 4n + 1 is a prime, then it can be expressed as the sum of two square
numbers. (This was proved by Fermat in the 17th century.) Alternatively, add 1 to the prime number and
divide the result by 2. If the answer is even, then the prime number cannot be expressed as the sum of
two squares.
5 The rule works for the numbers shown, but this does not prove that it always works.

Football leagues
1 (17 + 16 + 15 + … + 1) × 2 = 306
2 n = t(t – 1)

ICT activity 1
1

3 The number of squares is the pattern number squared

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The formula in cell B7 is =A7^2 or =A7*A7

5 a i

ii

iii The number of squares is the pattern number squared + the pattern number.
iv

The formula in cell B7 is =A7^2+A7

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b i

ii

iii The number of squares is the pattern number squared and then multiplied by two.
iv

The formula in cell B7 is =2*A7^2

ICT activity 2
3 The example below shows a possible screen depicting an exchange rate between euros and dollars
of $1 = €1.29

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All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

11 Algebraic representation and manipulation

Exercise 11.1
1 a 2a + 6 b 4b + 28 c 10c + 40
d 21d + 63 e 72e – 63 f 24f – 18
2 a 3a2 + 6ab b 8ab + 12b2 c 2ac + 2bc + 2c2
d 6bd + 9cd + 12d 2 e 3ce – 3de – e2 f 3df – ef – 2f 2
3 a 4a2 + 6b2 b 12a2 + 16b2 c –6c – 9d
d –2c – 3d e –4c2 + 8d 2 – 12e2 f –10e + 15f2
4 a 2a2 + 2ab b 3ab – 3b2 c 4b2c – 4c3
d 3a2d 2 – 6b2d 2 + 3c2d 2 e –12de2 + 3e3 f –4df + 6e2f + 4f 2

Exercise 11.2
1 a 4x – 12 b 10p – 20 c –42x + 24y
d 6a – 9b – 12c e –14m + 21n f –16x + 6y
2 a 3x – 9xy
2
b a + ab + ac
2
c 8m2 – 4mn
d –15a2 + 20ab e 4x2 – 4xy f 24p2 – 8pq
3 a –2x2 + 3y2 b a–b c 7p – 2q
3
d 3x – 4y + 2z e 3x – y f 2x2 – 3xy
2
4 a 12r3 – 15rs + 6rt b a3 + a2b + a2c c 6a3 – 9a2b
d p2q + pq2 – p2q2 e m3 – m2n + m3n f a6 + a5b

Exercise 11.3
1 a 8a + 4 b 7b – 8 c 5c – 6
d d–8 e –2e – 1 f 3f + 7
2 a 2a + 3b + 8 b 4a – 6b + 2 c 5c – 7
d d+2 e –3e + 7 f –2f – 2
3 a 2a + 6a + 2b – 2b
2 2
b 3a – 2b – 12a + 6b
2 2

c 2a2 – 2b2 + 2ac + 2bc d a2d2 – c2d2

e ac + bc f 2ad + ae + 2ce

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Exercise 11.4
1 a –a – 8 b 4x – 20 c 3p – 16
d 21m – 6n e 3 f –p – 3p2
2 a 8m2 + 28m + 2 b x–4 c 2p + 22
d m – 12 e a + 6a + 2
2
f 7ab – 16ac + 3c
3 9 5
3 a 4x + 4 b 5𝑥𝑥 − 𝑦𝑦 c 𝑥𝑥 − 𝑦𝑦
2 4 2
9 1
d 𝑥𝑥 + 𝑦𝑦 e 7x – 4y f 0
2 2

Exercise 11.5
1 a x2 + 5x + 6 b x2 + 7x + 12 c x2 + 7x + 10
d x2 + 7x + 6 e x2 + x – 6 f x2 + 5x – 24
2 a x2 + 2x – 24 b x2 – 3x – 28 c x2 – 2x – 35
d x2 – 2x – 15 e x2 – 2x – 3 f x2 + 2x – 63
3 a x2 – 5x + 6 b x2 – 7x + 10 c x2 – 12x + 32
d x2 + 6x + 9 e x2 – 6x + 9 f x2 – 12x + 35
4 a x2 – 9 b x2 – 49 c x2 – 64
d x2 – y 2 e a2 – b2 f p2 – q2
5 a 2x2 + 7x + 3 b 6x2 + 11x - 10 c −3x2 − 2x + 8
d 25y2 – 70y + 49 e –4x2 + 9 f –16x2 + 9

Exercise 11.6
1 a 2(2x – 3) b 6(3 – 2p) c 3(2y – 1)
d 2(2a + 3b) e 3(p – q) f 4(2m + 3n + 4r)
2 a a(3b + 4c – 5d) b 2p(4q + 3r – 2s) c a(a – b)
d 2x(2x – 3y) e ab(c + d + f) f 3m(m + 3)
3 a 3pq(r – 3s) b 5m(m – 2n) c 4xy(2x – y)
d b2(2a2 – 3c2) e 12(p – 3) f 6(7x – 9)
4 a 6(3 + 2y) b 7(2a – 3b) c 11x(1 + y)
d 4(s – 4t + 5r) e 5q(p – 2r + 3s) f 4y(x + 2y)
5 a m(m + n) b 3p(p – 2q) c qr(p + s)
d ab(1 + a + b) e p3(3 – 4p) f b2c(7b + c)
6 a m(m2 – mn + n2) b 2r2(2r – 3 + 4s)
c 7xy(8x – 4y) d 18mn(4m + 2n – mn)
7 a a(3a – 2b + 4c) b b(2a – 3b + 4c)
c 2c(a2 – 2b2 + 3bc) d 13cd(3d + 4c)

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8 a 4ac(3 – 2c + a) b 17ab(2a – 3b)

c 11c (3a + 11c – b )
2 2
d 19c2d 2(2c – 3d + 5)
5 23
9 a (3a – 5b + 2d) b (2a – b)
c c2
1 1 1 1  1 4  23
c (1− ) = d 3− +  =
2a 2 4a 5d  2 3  30d
15  3 2 
10 a − 3 b −1
a  a  b  b 

1  3 1 3 
c  2−  d  − 4
3a  a 5d  d 

Exercise 11.7
1 a 12 b –1 c –6 d 5
2 a –15 b 10 c 78 d 24
3 a 13 b 34 c –19 d 57
4 a –4 b 4 c –27 d –27
5 a –125 b –125 c 100 d –100

Exercise 11.8
1 a 0 b 30 c 14
d 20 e –13 f –4
2 a –3 b –30 c 20
d –16 e –40 f 42
3 a –160 b –23 c 42
d –17 e –189 f 113
4 a 48 b –8 c 15
d 16 e –5 f 9
5 a 12 b –5 c –5
d 7 e 7 f 36

Exercise 11.9
1 a b=c–a b b = d – 2c c c = 4a – 2b d b = 2a – 3d
𝑐𝑐 𝑏𝑏𝑏𝑏 𝑐𝑐+3 𝑏𝑏−4
2 a 𝑏𝑏 =
𝑎𝑎
b 𝑐𝑐 =
𝑎𝑎
c 𝑎𝑎 =
𝑏𝑏
d 𝑐𝑐 =
𝑎𝑎
3 a n=r–m b m=p–n c n = 3p – 2m
𝑐𝑐𝑐𝑐 𝑎𝑎𝑎𝑎
d q = 3x – 2p e 𝑎𝑎 = f 𝑑𝑑 =
𝑏𝑏 𝑐𝑐

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4𝑚𝑚 7𝑝𝑝𝑝𝑝 𝑐𝑐
4 a 𝑥𝑥 = b 𝑟𝑟 = c 𝑥𝑥 =
3𝑦𝑦 5 3
𝑦𝑦−7 3𝑟𝑟+9 5𝑦𝑦−9
d 𝑥𝑥 = e 𝑦𝑦 = f 𝑥𝑥 =
3 5 3
2𝑎𝑎−5 6𝑏𝑏+5 3𝑥𝑥−7𝑦𝑦
5 a 𝑏𝑏 = b 𝑎𝑎 = c 𝑧𝑧 =
6 2 4
4𝑧𝑧+7𝑦𝑦 3𝑥𝑥−4𝑧𝑧 8+𝑞𝑞
d 𝑥𝑥 = e 𝑦𝑦 = f 𝑝𝑝 =
3 7 2𝑟𝑟
4 𝑛𝑛
6 a p = 4r b 𝑝𝑝 = c 𝑝𝑝 =
3𝑟𝑟 10
2𝑡𝑡 2𝑡𝑡
d n = 10p e 𝑝𝑝 = f 𝑞𝑞 = − 𝑟𝑟
𝑞𝑞+𝑟𝑟 𝑝𝑝
3𝑚𝑚−𝑛𝑛 3𝑚𝑚−𝑛𝑛 𝑟𝑟𝑟𝑟(𝑝𝑝+𝑞𝑞)+𝑛𝑛
7 a 𝑟𝑟 =
𝑡𝑡(𝑝𝑝+𝑞𝑞)
b 𝑡𝑡 =
𝑟𝑟(𝑝𝑝+𝑞𝑞)
c 𝑚𝑚 =
3

3m − n 3𝑚𝑚−𝑛𝑛
d n = 3m – rt(p + q) e=p −q f 𝑞𝑞 = − 𝑝𝑝
rt 𝑟𝑟𝑟𝑟

𝑎𝑎𝑎𝑎 𝑐𝑐𝑐𝑐𝑐𝑐 𝑎𝑎𝑎𝑎

8 a 𝑑𝑑 = b 𝑎𝑎 = c 𝑐𝑐 =
𝑐𝑐𝑐𝑐 𝑏𝑏 𝑑𝑑𝑑𝑑
𝑎𝑎 𝑎𝑎
d a = cd – b e 𝑏𝑏 = 𝑑𝑑 − f 𝑐𝑐 =
𝑐𝑐 𝑑𝑑−𝑏𝑏

Student assessment 1
1 a 4𝑎𝑎 + 8
b 10𝑏𝑏 − 15
c 2𝑐𝑐 2 + 4𝑐𝑐𝑐𝑐
d 6𝑐𝑐𝑐𝑐 − 12𝑑𝑑2
e −15𝑒𝑒 + 5𝑓𝑓
f 𝑓𝑓 − 2𝑔𝑔
2 a 7𝑎𝑎 + 10
b 5𝑏𝑏 − 9
c −2𝑐𝑐 − 4
d 𝑑𝑑 − 2
e 𝑒𝑒 2 − 3𝑒𝑒 + 6
f 𝑑𝑑𝑑𝑑 − 2𝑒𝑒𝑒𝑒 − 𝑓𝑓 2 − 𝑒𝑒 2
g 𝑥𝑥 2 + 𝑥𝑥 − 56
h 3𝑥𝑥 2 + 7𝑥𝑥 + 2
i −4𝑥𝑥 2 + 11𝑥𝑥 − 6
3 a 7(𝑎𝑎 + 2)
b 13𝑏𝑏(2𝑏𝑏 + 3)
c 3 f ( c − 2d + 3 g )
d 5𝑑𝑑2 (1 − 2𝑑𝑑)
4 a –6 b 1 c 20 d 49

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5 a 𝑎𝑎 = 𝑐𝑐 + 𝑏𝑏
b 𝑏𝑏 = 2𝑐𝑐 + 3𝑑𝑑
𝑎𝑎𝑎𝑎
c 𝑐𝑐 =
𝑏𝑏
3𝑐𝑐+𝑒𝑒
d 𝑑𝑑 =
5
4𝑎𝑎
e 𝑒𝑒 =
𝑓𝑓+𝑔𝑔
4𝑎𝑎−𝑒𝑒𝑒𝑒
f 𝑓𝑓 =
𝑒𝑒

Student assessment 2
1 a 6𝑥𝑥 − 9𝑦𝑦 + 15𝑧𝑧
b 8𝑚𝑚𝑚𝑚 − 28𝑝𝑝
c −8𝑚𝑚2 𝑛𝑛 + 4𝑚𝑚𝑛𝑛2
d 20𝑝𝑝3 𝑞𝑞 − 8𝑝𝑝2 𝑞𝑞2 − 8𝑝𝑝3
e −2𝑥𝑥 − 2
f 22𝑥𝑥 2 − 14𝑥𝑥
g 2
5 2
h 𝑥𝑥 − 𝑥𝑥
2
i 100 − 𝑥𝑥 2
j 𝑐𝑐 2 − 𝑑𝑑2
k 9𝑥𝑥 2 − 30𝑥𝑥 + 25
1 1  1
i ( −2 x + 1)  x+
=
 
2  −2 x  x + 2  + 1 x + 2 
2  2  2 
7
−𝑥𝑥 2 − 𝑥𝑥 + 2
2
2 a 8(2𝑝𝑝 − 𝑞𝑞) b 𝑝𝑝(𝑝𝑝 − 6𝑞𝑞)
c 5𝑝𝑝𝑝𝑝(𝑝𝑝 − 2𝑞𝑞) d 3𝑝𝑝𝑝𝑝(3 − 2𝑝𝑝 + 4𝑞𝑞)
3 a 0 b −7 c 29
d 7 e 7 f 35
4 a 𝑛𝑛 = 𝑝𝑝 − 4𝑚𝑚
4𝑥𝑥−5𝑧𝑧
b 𝑦𝑦 =
3
10𝑝𝑝𝑝𝑝
c 𝑦𝑦 =
3
3𝑤𝑤
d 𝑦𝑦 = − 𝑥𝑥
𝑚𝑚
𝑝𝑝𝑝𝑝𝑝𝑝
e 𝑟𝑟 =
4𝑚𝑚𝑚𝑚
f 𝑞𝑞 = 𝑟𝑟(𝑚𝑚 − 𝑛𝑛) − 𝑝𝑝

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All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

12 Algebraic indices
Exercise 12.1
1 a c8 b m2 c b9 d m3n6
uv3 x2 y3 z 2
e 2a4b f 3x3y2 g h
2 3
2 a 12a5 b 8a5b3 c 8p6 d 16m4n6
e 200p13 f 32m5n11 g 24xy3 h a(d + e)b(d + e)

Exercise 12.2
1 1
a c3 b g c q–2 or d m–1 or
q2 m

Exercise 12.3
r −6 p6
a a2 b or c t16 d m9
p −6 r6

Exercise 12.4
1 a x=2 b x=4 c x=3
d x=3 e x=4 f x=0
3
2 a x=4 b x=1 c x=
2
d x = −1 e x=2 f x=0

Student assessment 1
1 a 𝑎𝑎3 × 𝑏𝑏 2 b 𝒅𝒅𝟐𝟐 × 𝒆𝒆𝟓𝟓
2 a 𝑚𝑚 × 𝑚𝑚 × 𝑚𝑚 b 𝒓𝒓 × 𝒓𝒓 × 𝒓𝒓 × 𝒓𝒓
3 a a7
b p×q 5 9
c b3 d e6
𝟏𝟏
4 a r4 b b−2 or c n3
𝒃𝒃𝟐𝟐
𝟏𝟏
5 a p−9 or b h7
𝒑𝒑𝟗𝟗
5
6 a x= b x=0
2

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All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

13 Equations
Exercise 13.1
1 a a=4 b b=2 c c=8
d d=8 e e = 10 f f=6
2 a a=7 b b = –9 c c=5 d d = –8
3 a a = 11 b b = –12 c c = 13 d d=3
4 a a=5 b b=5 c c=3 d d = –1
5 a a = 12 b b=8 c c = 10
d d = 15 e e = 12 f f = –16
6 a a=9 b b = 20 c c = 18
d d = –35 e e=6 f f = –4
10 5
7 a a = 4.5 b b =3 c c=
2
1
d d = 11 e e = –16 f f = 14
5
8 a a=5 b b=1 c c = 17
d d = 11 e e=8 f f=8
9 a a=2 b b=7 c c=7
d d = –0.5 e e = –2 f f = 0.5
10 a a = 13 b b = –23 c c = 27
d d = –1 e e=7 f f = –1

Exercise 13.2
1 a x = –4 b y=5 c y = –5
d p = –4 e y=8 f x = –5.5
1
2 a x=4 b x=5 c x=6
3
d y = –8 e y=4 f m = 10
3 a m=1 b p=3 c k = –1
d x = –21 e x=2 f y=3
4 a x=6 b y = 14 c x=4
d m = 12 e x = 35 f p = 20
5 a x = 15 b x = –5 c x = 7.5
d x=8 e x = 2.5 f x = 10
6 a x=5 b x = 14 c x = 22

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d x=5 e x=8 f x=2

7 a y = 10 b x = 17 c x = 13
d y = –5 e x=4 f x = 6.5

Exercise 13.3
1 a i (3𝑥𝑥 + 60)° ii 3x + 60 = 180 iii x = 40 iv 40°, 60°, 80°
b i 3𝑥𝑥° ii 3x = 180 iii x = 60 iv 20°, 80°, 80°
c i 18𝑥𝑥° ii 18x = 180 iii x = 10 iv 20°, 50°, 110°
d i 6𝑥𝑥° ii 6x = 30 iii x = 30 iv 30°, 60°, 90°
e i (7𝑥𝑥 − 30)° ii 7x – 30 = 180 iii x = 30 iv 10°, 40°, 130°
f i (9𝑥𝑥 − 45)° ii 9x – 45 = 180 iii x = 25 iv 25°, 55°, 100°
2 a i 12𝑥𝑥° ii 12x = 360 iii x = 30 iv 90°, 120°, 150°
b i (11𝑥𝑥 + 30)° ii 11x + 30 = 360 iii x = 30 iv 90°, 135°, 135°
c i (12𝑥𝑥 + 60)° ii 12x + 60 = 360 iii x = 25 iv 35°, 80°, 90°, 155°
d i (10𝑥𝑥 + 30)° ii 10x + 30 = 360 iii x = 33 iv 33°, 94°, 114°, 119°
3 a i (11𝑥𝑥 − 80)° ii 11x – 80 = 360 iii x = 40 iv 40°, 80°, 80°, 160°
b i (10𝑥𝑥 + 60)° ii 10x + 60 = 360 iii x = 30 iv 45°, 90°, 95°, 130°
c i (16𝑥𝑥 + 8)° ii 16x + 8 = 360 iii x = 22 iv 44°, 96°, 100°, 120°
d i (9𝑥𝑥 + 45)° ii 9x + 45 = 360 iii x = 35 iv 35°, 55°, 120°, 150°
e i (12𝑥𝑥 + 36)° ii 12x + 36 = 360 iii x = 27 iv 50°, 50°, 130°, 130°
f i (14𝑥𝑥 − 6)° ii 14x − 6 = 540 iii x = 39 iv 77°, 86°, 105°, 119°, 153°
4 a 20 b 25 c 14 d 25 e 31 f 40
5 a 50 b 13 c 40 d 40
6 a 5 b 2 c 7 d 1.1 e 25 f 15

Exercise 13.4
1 a n=3 b n=7
2 a n = 10 b n=4
3 a n=8 b n = 14
4 a n=2 b n=3

Exercise 13.5
1 a x=4 y=2 b x=6 y=5 c x=6 y = –1
d x=5 y=2 e x=5 y=2 f x=4 y=9
2 a x=3 y=2 b x=7 y=4 c x=1 y=1
d x=1 y=5 e x=1 y = 10 f x=8 y=2

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3 a x=5 y=4 b x=4 y=3 c x = 10 y = 5

d x=6 y=4 e x=4 y=4 f x = 10 y = –2
4 a x=5 y=4 b x=4 y=2 c x=5 y=3
d x=5 y = –2 e x=1 y=5 f x = –3 y = –3
2
5 a x = –5 y = –2 b x = –3 y = –4 c x=4 y=3
3
d x=2 y=7 e x=1 y=1 f x=2 y=9
6 a x=2 y=3 b x=5 y = 10 c x=4 y=6
d x=4 y=4 e x=5 y=1 f x = –3 y = –3
2
7 a x=1 y = –1 b x = 11 y = 8 c x=4 y=0
3
d x=3 y=4 e x=2 y=8 f x=1 y=1

Exercise 13.6
1 a a=2 b=1 b b=4 c=3 c c=5 d=2
d d=7 e=2 e e=3 f=4 f f=2 g=1
2 a a=2 b=3 b b=5 c=1 c c=1 d=2
d d=3 e=3 e e=4 f=5 f f=2 g=1
3 a a = –1 b = 1 b b = –1 c = 2 c c=3 d = –1
d d = –2 e = 2 e e = –3 f = 2 f f = –1 g = –1
4 a x=2 y=3 b x=1 y=4 c x=5 y=2
d x=3 y=3 e x=4 y=2 f x=6 y=1
5 a x=1 y=4 b x=5 y=2 c x=3 y=3
d x=6 y=1 e x=2 y=3 f x=2 y=3
6 a x=0 y=3 b x=5 y=2 c x=1 y=7
d x=6 y=4 e x=2 y=5 f x=3 y=0
1 1
7 a x=1 y= b x = 2.5 y = 4 c x = y=4
2 5
3 1 1 1
d x= y= e x=5 𝑦𝑦 = f x = y=1
4 2 3 2

Exercise 13.7
1 10 and 7
2 16 and 9
3 x=1 y=4
4 x=5 y=2
5 60 and 20 years old
6 60 and 6 years old

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Student assessment 1
1 a a=6 b b = −7 c c = −3 d d=4
1
2 a a = −10 b b=4 c 𝑐𝑐 = − d d=4
2
3 a a = 10 b b = 21 c c=6 d d = 18
4 a a=8 b b = 15 c c = 24 d d=9
5 a a = −10 b b=7 c c = 23 d d = 11
6 a a = 2 and b = 1
b b = 4 and c = 3
c c = −1 and d = 1
d d = −5 and e = 4
7 A ruler costs $0.80 and a pen costs $2.30.

Student assessment 2
1 a x=9 b x = 11 c x = −4 d x=6
2 a m = 1.5 b m=7 c m=4 d p=3
3 a x = −10 b x = 12 c x = 10 d x = 11 14
4 a x = 16 b x = −8 23 c x=2 d x = 3.5
5 a x = 5 and y = 2
b x = 3 13 and y = 4 13
c x = 5 and y = 4
d x = 5 and y = 1
6 9.75 and 3.25

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All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

14 Sequences
Exercise 14.1
a i +3 from term to term
ii 30
b i +10 from term to term
ii 98
c i +22 from term to term
ii 209
d i –0.2 from term to term
ii –1.1
e i +1 to the denominator each time
1
ii
11
f i Denominator and numerator increase by 1 each time
10
ii
11
g i Sequence of square numbers
ii 100
h i Difference between successive terms increases by 2 each time
ii 103
i i Sequence of cube numbers
ii 1000
j i Sequence of powers of 5
ii 510 or 9 765 625

Exercise 14.2
a 53, 71 b 67, 131 c 39, 63 d 173, 275
e 170, 357 f 127, 221 g 27, 29

Exercise 14.3
1 a i 20, 23 ii 3n + 2
b i 25, 29 ii 4n + 1
c i 29, 34 ii 5n – 1

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d i 18, 20 ii 2n + 6
e i −6, −13 ii ii) −7𝑛𝑛 + 36 or 36 − 7𝑛𝑛
f i 24, 28 ii 4n – 4
g i 46, 55 ii 9n – 8
h i 65, 75 ii 10n + 5
i i 64, 75 ii 11n – 2
1
j i 13.5, 15.5 ii 2n –
2
3
k i 5.25, 6.25 ii n–
4
l i 0, −1 ii −𝑛𝑛 + 6 or 6 − 𝑛𝑛
3 a It belongs to the sequence 2𝑛𝑛 + 8 as 2 × 7 + 8 = 22
b It belongs to neither as it must be even to be in the sequence generated by 2𝑛𝑛 + 8. 5𝑛𝑛 − 37 = 51
when solved gives 𝑛𝑛 = 17.6 but n must be an integer.
c 38 belongs to both sequences when 𝑛𝑛 = 15

Exercise 14.4
1 i 50, 72 ii 2n2
2 i 30, 42 ii n(n + 1)
3 i 123, 214 ii n3 – 2
4 i 29, 40 ii n2 + 4
1 1 3
5 i 62 , 108 ii 𝑛𝑛
2 2
6 2n2 – 1
7 n2 + n – 1
8 2n3 − 4

Student assessment 1
1 a i 45, 54
ii Each term is 9 more than the term before
b i 30, 24
ii Each term is 6 less than the term before
c i 2.25, 1.125
ii Each term is half the term before
d i –12, –18
ii Each term is 6 less than the term before
e i 27, 8
ii The sequence is cube numbers in descending order

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f i 81, 243
ii Each term is 3 times the term before
2 a i 30, 36
ii Each term is 6 more than the term before
b i 12, 9
ii Each term is 3 less than the term before
c i –5, –10
ii Each term is 5 less than the term before
d i 64, 81
ii The sequence is square numbers in ascending order
e i 1000, 10 000
ii The sequence is powers of 10 in ascending order
𝟏𝟏 𝟏𝟏
f i ,
𝟏𝟏𝟏𝟏 𝟑𝟑𝟑𝟑
ii Each term is half the term before
3 a 4n + 2 b 6n + 7 c 6n – 3
d n +3 2
e 10n – 10 f n3 – 1
4 a 2n + 1 b 6n + 1 c 10n − 2
d 8n – 7 e 8n – 12 f n2 + 1
5 a 1, 4, 9, 16, 25
b 1, 8, 27, 64, 125
c 1, 3, 6, 10, 15
6 a i 28, 39
ii nth term is n2 + 3
b i 250, 432
ii The nth term is 2n3
1 1
c i 7 , 10
2 2
1
ii The nth term is 𝑛𝑛(𝑛𝑛 + 1)
4
d i 28, 40
ii The nth term is n(n + 1) − 2

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All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

15 Graphs in practical situations

Exercise 15.1
1

a 50 km ≈ 31 miles
b 40 miles ≈ 64 km, therefore 80 miles = 128 km
c 100 km/h ≈ 62 mph
d 40 mph ≈ 64 km/h
2

a 25 °C ≈ 80 °F
b 100 °F ≈ 35 °C
c 0 °C ≈ 30 °F

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a 25 °C ≈ 77 °F 100 °F ≈ 38 °C 0 °C ≈ 32 °F
b The rough conversion is most useful at lower temperatures (i.e. between 0 and 20 °C).
4 a

b 8 min ≈ $6.80
c 8 min ≈ $9.60
d Extra time ≈ 1 min 20 s

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a 80 = 67% b 110 = 92% c 54 = 45% d 72 = 60%

Exercise 15.2
1 a 6 m/s b 4 m/s c 39 km/h
d 20 km/h e 160 km/h f 50 km/h
2 a 400 m b 182 m c 210 km
d 255 km e 10 km f 79.2 km
3 a 5s b 50 s c 4 min
d 71.4 s (1 d.p.) e 5s f 4 min

Exercise 15.3
1

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a 25 m = 5 s
b 3.5 s = 17 m
3 a Speed A = 40 m/s
1
Speed B = 13 m/s
3
1
b Distance apart = 453 m
3
2 2 1 1
4 a m/s b 6 m/s, m/s c 1 m/s d m e 7 m
3 3 2 3

Exercise 15.4
1 a 45 km/h
b 20 km/h
c Paul has arrived at the restaurant and is waiting for Helena.
2

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4 a

b After 20 min
1
c Distance = 2 km
3
5 a

b Time ≈ 18 57
c Distance from Q ≈ 79 km
d The 18 10 train from station Q arrives first.
1
6 a a: 133 km/h
3
b: 0 km/h
c: 200 km/h
b d: 100 km/h
e: 200 km/h

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Student assessment 1
1

a –40 °C ≈ 233 K
b 100 K ≈ –173 °C
2 a
Time (hours) 0 1 2 3 4 5 6 7
Cost (€) 70 120 170 220 270 320 370 420

1
i 4 hours costs €295
2
3
ii 6 hours costs about €408
4
1
b €245 is the price for a 3 hour job.
2

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3 a

b The total time to get home is 25 minutes

4 a i B and C are impossible.
ii B is impossible because it illustrates going back in time.
C is impossible because it illustrates infinite speed (in the vertical section).
b A horizontal line means that there is no motion at that time.
5 a 1 hour, 2 mins and 30 secs.
b 2.7 m/s

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All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

16 Graphs of functions
Exercise 16.1
1 a b

c d

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e f ..

g h

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2 a b c

d e

Exercise 16.2
1 a (3, 2) b (5, 2) c (2, 1)
d (2, 1) e (–4, 1) f (4, –2)
2 a (3, –2) b (–1, –1) c (–2, 3)
d (–3, –3) e Infinite solutions f No solution

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Exercise 16.3

a x –4 –3 –2 –1 0 1 2 3

y 10 4 0 –2 –2 0 4 10

b x –3 –2 –1 0 1 2 3 4 5

y –12 –5 0 3 4 3 0 –5 –12

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c x –1 0 1 2 3 4 5

y 9 4 1 0 1 4 9

d x –4 –3 –2 –1 0 1 2

y –9 –4 –1 0 –1 –4 –9

e x –4 –3 –2 –1 0 1 2 3 4 5 6

y 9 0 –7 –12 –15 –16 –15 –12 –7 0 9

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Exercise 16.4
a x = –2 and x = 3
b x = –1 and x = 1
c x=3
d x = –4 and x = 3
e x=2

Exercise 16.5
a x = –1.6 and x = 2.6 (both to 1 d.p.)
b No solution
c x = 2 and x = 4
d x = –3.5 and x = 2.5 (both to 1 d.p.)
e x = 0.3 and x = 3.7 (both to 1 d.p.)

Exercise 16.6
1 2

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Exercise 16.7
a b

c d

e f

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Exercise 16.8
1 a b

c d

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2 a x² – 9
b

3 a –x² + 6x – 8
b

4 a –3x² – 9x – 6
b

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Student assessment 1
1

2 a b

c d

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3 a b

x = 2 and y = 2 x = 1 and y = –1

c d

x = –2 and y = 4 x = –2 and y = 0

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4 a x –7 –6 –5 –4 –3 –2 –1 0 1 2

y 8 3 0 –1 0 3 8 15 24 35

5 a x –4 –3 –2 –1 0 1 2 3 4

y 13 6 1 –2 –3 –2 1 6 13

b x –4 –3 –2 –1 0 1 2 3 4

y –13 –6 –1 2 3 2 –1 –6 –13

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c x –3 –2 –1 0 1 2 3

y –4 –1 0 –1 –4 –9 –16

d x –5 –4 –3 –2 –1 0 1 2 3

y 8 1 –4 –7 –8 –7 –4 1 8

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6 a x –7 –6 –5 –4 –3 –2

y 6 2 0 0 2 6

b x2 =−9 x − 14
Rearranging: x 2 + 9 x + 14 =
0
Add 6 to both sides: x 2 + 9 x + 20 =
6
Read off from the graph where y = 6
So x = –7 or x = –2

7 x –4 –3 –2 –1 –0.5 0 1 2 3 4

y –0.25 –0.333 –0.5 –1 –2 2 1 0 0.333 0.25

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8 When x = 0, y = –5, so (0, –5) is on the line.

1
When y = 0, 0 = 𝑥𝑥 − 5. So (15, 0) is on the line.
3

Student assessment 2 page 152

1

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2 a b

c d

3 a b

x = 3 and y = 3 x = 2 and y = 3

c d

x = –1 and y = –1

x = –3 and y = –1

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4 a x –7 –6 –5 –4 –3 –2 –1 0 1 2

y –12 –6 –2 0 0 –2 –6 –12 –20 –30

5 a x –4 –3 –2 –1 0 1 2 3 4

y 11 4 –1 –4 –5 –4 –1 4 11

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b x –4 –3 –2 –1 0 1 2 3 4

y –15 –8 –3 0 1 0 –3 –8 –15

c x –3 –2 –1 0 1 2 3 4 5 6

y 8 0 –6 –10 –12 –12 –10 –6 0 8

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d x –5 –4 –3 –2 –1 0 1

y –9 –4 –1 0 –1 –4 –9

6 a x –6 –5 –4 –3 –2 –1 0 1 2 3 4

y –15 –5 3 9 13 15 15 13 9 5 –5

b i = x2 + x
10
Rearranging: − x 2 − x + 10 =0
Add 5 to both sides: − x 2 − x + 15 =5
Read off from the graph where y = 5
So x = –3.7 or x = 2.7
ii x 2 =− x + 5
Rearranging: − x2 − x + 5 =0
Add 10 to both sides: − x 2 − x + 15 =
10
Read off from the graph where y = 10
So x = –2.8 or x = 1.8 (both to 1 d.p.)

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7 x –4 –3 –2 –1 –0.5 0.5 1 2 3 4

y –0.5 –0.666 –1 –2 –4 4 2 1 0.666 0.5

8 When x = 0, y = 10, so (0, 10) is on the line.

5
When y = 0, 0 = – 𝑥𝑥 + 10. So (4, 0) is on the line.
2

9 When y = 0, either 2x – 2 = 0 or x – 7 = 0.
If 2x – 2 = 0 then x = 1, so (1, 0) is on the curve.
If x – 7 = 0 then x = 7, so (7, 0) is on the curve.
When x = 0, y = –2(0)2 + 16(0) – 14 = –14.

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Mathematical investigations and ICT 2

House of cards
1 155
2 8475
3 The formula can be proved using the method of differences explained in Chapter 13 as follows:

Height of house 1 2 3 4 5

Number of cards 2 7 15 26 40

1st difference 5 8 11 14

2nd difference 3 3 3

Comparing with the algebraic table below:

Position 1 2 3 4 5

16a + 4b + c

25a + 5b + c
4a + 2b + c

9a + 3b + c
a+b+c

Term
3a + b

5a + b

7a + b

9a + b
1st difference

2nd difference 2a 2a 2a

It can be deduced that:

3
2a = 3 therefore a =
2
1
3a + b = 5 therefore b =
2
a+b+c=2 therefore c = 0
3 2 1
This produces the rule c= n + n
2 2
1
which factorises to c= n(3n + 1)
2

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Chequered boards
1 Student’s own diagrams and results, presented in a logical table.
mn
2 Where either m or n is even, the number of black and white squares is given by .
2
Where both m and n are odd, the numbers of black and white squares differ by one. The number of black
mn –1 mn + 1
squares is and the number of white squares is , assuming that the bottom right-hand corner
2 2
is white.

Modelling: Stretching a spring

1

2 Linear
3

4 y ≈ 0.06x
5 16.5 cm
6 The spring is likely to snap (or exceed its elastic limit).

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ICT activity 1
1 a (2, 2)
b (1, 2)
1
c (1 , 3)
2
d (2, 4)
e (4, 1)
2 Student’s solutions to the simultaneous equations, giving the same answers as in Q.1 above.

ICT activity 2
a x = –2 and x = 1
b x = 1 and x = 6
c x = –4 and x = 3
d x = –3 and x = 0.5
e x=1
f x = –2

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All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

17 Coordinates and straight line graphs

Exercise 17.1
1 2

Rectangle

3 4

Isosceles triangle Parallelogram

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Exercise 17.2

1 a (1, 1)
b 72 units2
2 a Parallelogram
b 72 units2
c The base length and perpendicular height of MNRS are the same as the base length and
perpendicular height of PQRS, so their areas are the same.
3 2

Exercise 17.3
1 a

b C(7, –4), D(0, –8), E(–7, –4), F(–7, 4)

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2 a

b S(–7, 3), T(–6, 6), U(2, 6), V(3, 3), W(3, –5)
c (–2, –1)

Exercise 17.4
1 B at 1.5, C at 2.4, D at 4.8
2 I at 4.4, J at 5.2, K at 5.9, L at 6.3, M at 6.8
3 F at 1.8, G at 3, H at 3.5
4 Q at 2.4, R at 4.6, S at 5.8, T at 6.4, U at 7.8, V at 8.8

Exercise 17.5
A(1, 1.5); B(1.2, –1.5); C(–0.9, –1.6); D(–1.8, 0.7); E(1, 1.8); F(3, –2.4); G(–3.6, –1.6); H(–1.6, 3.6)

Exercise 17.6
3 1
1 a 1 b c –2 d − e 0 f undefined
2 4
2 A horizontal line has a zero gradient.
3 A vertical line has an undefined gradient as you cannot divide by 0.
4 Gradient of A = 2
Gradient of B = 0
Gradient of C = –3
1
Gradient of D = –
2
1
Gradient of E =
2
Gradient of F is undefined.

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Exercise 17.7
a y=7 b y=2 c x=7 d x=3
1
e y=x f y= x g y = –x h y = –2x
2

Exercise 17.8
1 a y=x+1 b y=x+3 c y=x–2
1 1
d y = 2x + 2 e y= x+5 f y= x–1
2 2
2 a y = –x + 4 b y = –x – 2 c y = –2x – 2
1 3
d y = –2x + 3 e y=– x+2
2
f y = –4x + 1
3 a For graphs in question 1:
1 1
1 b 1 c 1 d 2 e f
2 2
For graphs in question 2:
1 3
–1 b –1 c –2 d – e – f –4
2 2
b The gradient is equal to the coefficient of x.
c The constant being added/subtracted indicates where the line intersects the y-axis.
4 a Student’s own diagram.
b Only the intercept c is different.
5 The lines are parallel.

Exercise 17.9
1 a m = 2, c = 1 b m = 3, c = 5 c m = 1, c = –2
1 2
d m= , c=4 e m = –3, c = 6 f m=– , c=1
2 3
g m = –1, c = 0 h m = –1, c = –2 i m = –2, c = 2

Exercise 17.10
1 Any line with a gradient of 1
2 a, b and d are parallel to y = –x + 6.

Exercise 17.11
1 y = 4x
7
2 a y = –3x + 4 b y = –3x – 2 c y = –3x –
2
1 1 1
3 a y =2x +3 b y = x
2
–
4

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Student assessment 1
1 P(37.5, 25) Q(25, −37.5) R(−37.5, −7.5) S(−42.5, 45)
2 a Student’s own points; gradient = 2
b Student’s own points; gradient = –1
3 a .y = 2x – 3
3 5
b 𝑦𝑦 = 𝑥𝑥 +
2 2
1
4 a 𝑚𝑚 = and 𝑐𝑐 = 0
2
b 𝑚𝑚 = 4 and 𝑐𝑐 = 6
3 5
c 𝑚𝑚 = − and 𝑐𝑐 =
2 2
5 𝑦𝑦 = 5𝑥𝑥

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Mathematical investigations and ICT 3

Plane trails
1 Student’s own investigation
2 Student’s ordered table similar to the one shown.
Number of planes (p) Maximum number of
crossing points (n)
1 0
2 1
3 3
4 6
5 10
… …
3 The sequence of the number of crossing points is the sequence of triangular numbers.
1
𝑛𝑛 = 𝑝𝑝(𝑝𝑝 − 1)
2

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All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

18 Geometrical vocabulary
Exercise 18.1
1

2 a acute b right angle c obtuse d reflex

e acute f obtuse g reflex h right angle
3 a complementary b supplementary
c complementary d neither
e complementary f supplementary
g neither h neither
i complementary j supplementary

Exercise 18.2
a a = BAC
b b = ABC
c c = ECD d = CDE e = CED
d f = IFG g = FGH h = GHI i = FIH

Exercise 18.3
a RQ and PU, ST and PU
b QT and AB, AT and BP, BT and AR

Exercise 18.4
1 Student’s own diagrams

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Exercise 18.5
1 a The interior angles are the same, i.e. 60°, 30° and 90°.
5
b
8
c x = 6.25, y = 3.75
2 A, C and F are similar. B and D are similar.
3 a 6 cm
b 9 cm
4 p: 4.8 cm; q: 4.5 cm; r: 7.5 cm
2
5 e: 10 cm, f : 2 cm
3

Exercise 18.6
1 P and Q
2 10°
3 (2, 5)
4 (10, 5), (9, 5), (10, –3) or (9, –3)

Student assessment 1
1 a acute b obtuse c reflex d right angle
2 a, b, c

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3 Congruent shapes are exactly the same shape and size.

4 The missing vertex could be at (3, 4), (3, 1), (9, 4) or (9, 1).

Student assessment 2
1 Student’s own diagram
2 The triangles are congruent and right-angled
3 a CMNA or ABML
b CLM, NMB or ANL.
4 a True
b True
c False
d False

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All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

19 Geometrical constructions and scale drawings

Exercise 19.1
1 a 60 mm b 20 mm c 83 mm
d 91 mm e 58 mm f 98 mm
2 Student’s own lines

Exercise 19.2
1 a 47° b 24° c 100°
d 150° e 110° f 158°
2 a a = 90° b = 166° c = 104°
b d = 24° e = 55° f = 125° g = 156°
c h = 44° i = 316°
d j = 35° k = 85° l = 240°
e m = 30° n = 140° o = 60° p = 330°
f q = 112° r = 339° s = 336° t = 44°
3 Student’s own angles

Exercise 19.3
a Student’s own construction
b Student’s own construction
c Student’s own construction
d i Student’s own construction attempt
ii It is not possible as AC + BC < AB

Exercise 19.4
1 a 300 m b 250 m c 300 m d 416 m
2 a 10 cm b 8 cm c 6 cm d 6.8 cm
3 a Student’s own construction
b 41.2 m
4 a Student’s own construction
b 24 cm2

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Exercise 19.5
1 a i 2 cm ii 4cm iii 2 cm
b i B
ii The two flaps at the top will overlap when folded.
c Student’s different net of the cuboid.
2

3 a Square-based pyramid
b Student’s construction
4 Several different nets are possible. One possibility is given below. Students should leave construction
lines.

Student assessment 1
1 a The line is 7.2 cm
b Student’s own drawing; 4.7 cm long
2 a 145°

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b 360° − 300° = 60°, student’s own drawing

3

4 a

b Area is approximately 53 m2
5 47°, 130°, 60°, 25°, 278°
6

7 a 22 cm
b 24.4 cm
8 Student’s own diagram

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All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

20 Symmetry
Exercise 20.1
1 a b c

d e f

g h i

j It is not possible to show all the lines of symmetry as there is an infinite number.
2 a b c

d e f g

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h It is not possible to show all the lines of symmetry as there is an infinite number.
3 a b

c d

e f

4 a b

c d

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Exercise 20.2
1 a b c

d e f

g h i

2 a b

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c d

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Student assessment 1
1 Other answers possible.
a b c

2 Other answers possible.

a A rectangle b An equilateral triangle

3 a b

c d

4 a The shape has rotational symmetry of order 2.

b The shape has rotational symmetry of order 4.
c The shape has rotational symmetry of order 4.
d The shape has no rotational symmetry.

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All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

21 Angle properties
Exercise 21.1
1 a 75° b 96° c 96° d 146°
2 a 111° b 37° c 22° d 62°
3 a 40° b 45° c 42° d 30°

Exercise 21.2
1 Student’s own diagram and measurements; finding a° = b° and c° = d°
2 Student’s own diagram and measurements; finding p° = q° and r° = s°
3 Student’s own diagram and measurements; finding w° = x° and y° = z°
4 Student’s own observations. For example, angles opposite each other are the same size.

Exercise 21.3
1 Student’s own diagram and measurements; finding p° = r° and q° = s°
2 Student’s own diagram and measurements; finding l° = n° and m° = o°
3 Student’s own diagram and measurements; finding w° = y° and x° = z°
4 Student’s own observations. For example, pairs of equal angles are formed.

Exercise 21.4
Other reasons are possible.
a p° = 54°; angles on a straight line sum to 180°
q° = 63°; angles on a straight line sum to 180°
r° = 54°; vertically opposite angles are equal
b a° = 55°; angles on a straight line sum to 180°
b° = 80°; angles on a straight line sum to 180°
c° = 100°; angles on a straight line sum to 180°
c v° = 120°; angles on a straight line sum to 180°
w° = 60°; vertically opposite angles are equal
x° = 120°; corresponding angles are equal
y° = 60°; corresponding angles are equal
z° = 60°; alternate angles are equal
d a° = 50°; corresponding angles are equal

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b° = 130°; angles on a straight line sum to 180°

c° = 45°; corresponding angles are equal
d° = 135°; angles on a straight line sum to 180°
e p° = 45°; alternate angles are equal
q° = 135°; angles on a straight line sum to 180°
r° = 45°; corresponding angles are equal
s° = 45°; alternate angles are equal
t° = 135°; alternate angles are equal
f d° = 70°; alternate angles are equal
e° = 30°; alternate angles are equal
g a° = 37°; angles rounda point sum to 360°
h a° = 36°; co-interior angles sum to 180°

Exercise 21.5
1 a Obtuse-angled isosceles triangle
b Right-angled isosceles triangle
c Obtuse-angled scalene triangle
d Acute-angled scalene triangle
e Right-angled scalene triangle
f Equilateral, therefore acute-angled, triangle
2 Student’s own diagrams

Exercise 21.6
1 a Student’s own diagrams and measurements
b The angles have a sum of 180°
2 a Student’s arrangement of angles a, b and c
b The nagles lie along a straight line

Exercise 21.7
1 a 70° b 55° c 60° d 73° e 45° f 110°
2 a a° = 30° b° = 45°
b x° = 50° y° = 80° z° = 70°
c p° = 130° q° = 15° r° = 60°
d d° = 35° e° = 55° f° = 55°
e a° = 27.5° b° = 27.5° c° = 55° d° = 27.5° e° = 97.5°
f p° = 45° q° = 45° r° = 67.5° s° = 112.5°

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Exercise 21.8
1 a Parallelogram b Isosceles trapezium c Trapezium
d Quadrilateral e Kite f Rhombus
2

Rectangle Square Parallelogram Kite Rhombus Equilateral

triangle

Opposite sides equal in

Yes Yes Yes No Yes −
length

All sides equal in

No Yes No No Yes Yes
length

All angles right angles Yes Yes No No No No

Both pairs of opposite

Yes Yes Yes No Yes −
sides parallel

Diagonals equal in
Yes Yes No No No −
length

Diagonals intersect at
No Yes No Yes Yes −
right angles

All angles equal Yes Yes No No No Yes

Exercise 21.9
a a° = 115°
b x° = 40° y° = 140° z° = 140°
c m° = 75° n° = 75°
d s° = 65° t °= 115° u° = 115°
e h° = 120° i° = 60° j° = 120° k° = 60°
f a° = 80° b° = 20° c° = 20° d° = 20° e° = 140°
g p° = 40° q° = 130° r° = 50°
h p° = 75° q° = 30° r° = 50° s° = 80°
t° = 70° u° = 70° v° = 40°

Exercise 21.10
1 a 720° b 1260° c 900°
2 a 135° b 90° c 144° d 150°
3 a 72° b 30° c 51.4° (1 d.p.)

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4 a 18 b 10 c 36
d 8 e 20 f 120
5 a 5 b 12 c 20
d 15 e 40 f 360
6 12
7

Number Name Sum of Size of an Sum of Size of an

of sides exterior angles exterior angle interior angles interior angle

3 Equilateral triangle 360° 120° 180° 60°

4 Square 360° 90° 360° 90°

5 Pentagon 360° 72° 540° 108°

6 Hexagon 360° 60° 720° 120°

7 Heptagon 360° 51.4° 900° 128.6°

8 Octagon 360° 45° 1080° 135°

9 Nonagon 360° 40° 1260° 140°

10 Decagon 360° 36° 1440° 144°

12 Dodecagon 360° 30° 1800° 150°

6 The number of exterior angles must be an integer value, therefore the size of the exterior angles must be
a factor of 360°. Kwasi is definitely wrong as 50 is not a factor of 360.

Exercise 21.11
a 60° b 135° c 20° d 32° e 110° f 22.5°

Exercise 21.12
1 a 60° b 40° c 24°

Student assessment 1
1 a a° = 80° b° = 100°
b x° = 65° y° = 65° z° = 20°
c a° = 45°

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d p° = 73°
2 a p° = 135° q° = 135° r° = 45°
b a° = 120° b° = 60° c° = 60° d° = 60°
3 a m° = 50° n° = 90° p° = 40° q° = 140°
b w° = 55° x° = 70° y° = 55° z° = 55°
c a° = 70° b° = 110° c° = 110° d° = 70° e° = 30°
d a° = 30° b° = 120° c° = 80° d° = 80° e° = 80°

Student assessment 2
1

The number of triangles is 2 less than the number of sides.

An octagon has 8 sides, so there are 8 – 2 = 6 triangles.
Since the angles in a triangle add up to 180°, the sum of the interior angles in an octagon is
(8 – 2) × 180° or 180 × (8 – 2)° as required.
2 162°
3 1260°
4 360°
5 72°
6 a Angle ACB = 90° b Radius = 6.5 cm
7 x° = 58°
8 x° = 30°
9 x° = 25°
10 x° = 152°

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Mathematical investigations and ICT 4

Fountain borders
1 Student’s results
2 T = 2(m + n + 2)
3 There are many ways to prove the algebraic rule, for example:
The original pool considered:

has the same number of tiles as a rectangular pool of dimensions 11 × 6 units:

In the diagram below it can be seen that the number of tiles along the length and width of the pool is
twice the length and width. This leaves the four tiles needed for the corners.

Hence T = 2m + 2n + 4 which factorises to T = 2(m + n + 2).

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Tiled walls
1 Student’s diagrams
2 Student’s ordered table of results
3 c = (l – 1)(w – 1)
4 t = 2(l – 1) + 2(w – 1)

ICT activity page 224

1

360
2 Size of an exterior angle =
𝑛𝑛
360
Size of an interior angle = 180 −
𝑛𝑛

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All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

22 Measures
Exercise 22.1
1
1 a 100 b 1000 c d 1000
1000
1
e 1000 f g tonne h 1 milligram
1000
i 1 litre j millilitre
2 a m, cm b cm, mm c g d ml
e cm, m f tonnes g litres h km
i tonnes j litres
3 Student’s own lines
4 Students draw, estimate and measure the length of their lines A, B, C and D
5 a m b km c m d kg e l
f m g tonnes h m i g j l

Exercise 22.2
1 a mm b mm c km d m e mm
f m g mm h m i km j m
2 a 20 b 85 c 230 d 1200 e 830
f 50 g 625 h 87 i 4
3 a 3000 b 4.7 c 5.6 d 6400 e 800
f 0.96 g 0.625 h 87 i 4
4 a 5 b 6.3 c 1.15 d 2.535 e 250
f 0.5 g 0.07 h 0.008 i 1000 j 700 000

Exercise 22.3
1 a 3800 b 28.5 c 4280 d 0.32 e 500
2 1.35 kg
3 a 3530 kg b 3.77 g c 9.3 kg d 5.15 kg e 14 kg

Exercise 22.4
1 a 8.4 b 0.65 c 87.5 d 0.05 e 2.5
2 a 3200 b 750 c 87

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d 8000 e 8 f 300
3 a 4500 ml b 1530 ml c 7050 ml d 1000 ml
4 a 1.2 litres b 1.34 litres c 1.4 litres d 1.4 litres
5 a 1200 cm3 b 500 litres c 4250 cm3 d 0.22 m3
6 360 litres

Exercise 22.5
1 a 100 000 cm2
b 2 000 000 mm2
c 5 000 000 m2
d 3 200 000 m2
e 830 mm2
2 a 0.05 m2
b 150 cm2
c 0.001 km2
d 0.04 m2
e 0.000 25 km2
3 a 2 500 000 cm3
b 3400 mm3
c 2 000 000 000 m3
d 200 000 cm3
e 30 000 000 mm3
4 a 0.15 m3
b 24 cm3
c 0.000 85 km3
d 0.3 cm3
e 0.000 015 m3
5 a 1200 cm3
b 500 litres
c 4250 cm3
d 0.22 m3
6 360 litres

Student assessment 1
1 a 26 mm b 625 mm c 88 cm d 7 mm
e 4.8 m f 7810 m g 6.8 km h 875 m

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i 2000 mm j 85 mm
2 a 4200 mg b 0.75 g c 3.94 kg d 4100 g
e 720 kg f 4.1 tonnes g 6.28 kg h 830 000 g
i 47 000 tonnes j 1 kg = 1 million mg
3 8330 kg
4 a 1.8 litres b 3200 ml c 83 ml d 250 litres
5 a 5600 mm 2
b 20 500 cm 2

6 a 0.008 67 m3 b 0.444 m3

Student assessment 2
1 a 47 mm b 3 mm c 310 cm d 6400 m
e 49 km f 4000 mm g 4 mm h 34 mm
i 46 cm j 50 km
2 a 0.0036 g b 0.55 g c 6.5 kg d 6700 g
e 370 kg f 1.51 tonnes g 380 tonnes h 77 g
i 6 kg j 2 million mg
3 430 kg
4 a 3.4 litres b 6700 ml c 730 ml d 300 litres
5 a 30 000 mm2 b 5000 m2
6 a 0.1004 m3 b 0.000 005 005 km3

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All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

23 Perimeter, area and volume

Exercise 23.1
a A = 24 cm2 P = 20 cm
b A = 45 cm 2
P = 28 cm
c A = 27 cm2 P = 21 cm
d A = 38 m2 P = 27.6 m
e A = 21 m 2
P = 18.4 m
f A = 22.5 cm2 P = 19.5 cm
g A = 15.04 cm2 P = 15.8 cm
h A = 1.0285 m2 P = 37.51 m
i A = 1.02 m2 P = 4.1 m
j A = 2.475 m 2
P = 8.1 m

Exercise 23.2
1 a A = 61.2 b b = 10 c l = 16 d b = 10
e l = 12 f b = 15 g l = 25
2 a Area = 60 m2 Perimeter = 31 m
b Area = 875 mm 2
Perimeter = 120 mm
c Area = 20.5 m2 Perimeter = 21.4 m
d Area = 11 050 m 2
Perimeter = 430 m
e Area = 2025 cm2 Perimeter = 180 cm
f Area = 875 cm2 Perimeter = 120 cm
g Area = 2.8 km 2
Perimeter = 8.6 km
h Area = 0.03 km2 Perimeter = 2.45 km
i Area = 2925 m 2
Perimeter = 220 m
j Area = 15 625 mm2 Perimeter = 500 mm

Exercise 23.3
a 6 cm2 b 32.5 cm2 c 60 cm2
d 20 cm2 e 132 mm2

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Exercise 23.4
a 90 cm2 b 104 cm2 c 64 cm2
d 1168 mm2 e 300 cm2 f 937.5 mm2

Exercise 23.5
a 58.5 cm2 b 84 cm2 c 157.5 cm2

Exercise 23.6
1 4
2 3
3 23.5 m2
4 a 16 m2, 24 m2 b 100 m2 c 15

Exercise 23.7
1 a 25.13 cm b 21.99 cm c 28.90 cm d 1.57 m
2 a 50.27 cm 2
b 38.48 cm 2
c 66.48 cm 2
d 0.20 m2
3 a 2.39 cm (3 s.f.) b 0.5 cm (exact) c 0.637 m (3 s.f.) d 1.27 mm (3 s.f.)
4 a 4.51 cm (3 s.f.) b 6 cm (exact) c 3.23 m (3 s.f.) d 4.31 mm (3 s.f.)

Exercise 23.8
1 a 1.57 m (3 s.f.) b 637 times (3 s.f.)
2 188.5 m (1 d.p.)
3 84π mm2
4 (144 – 36π) cm2
5 a (32 + 8π) m b D128 + 16π) m2

Exercise 23.9
1 a 460 cm2 b 208 cm2 c 147.78 cm2 d 33.52 cm2
2 a 2 cm b 4 cm c 6 cm d 5 cm
3 a 100.5 cm (1 d.p.)
2
b 276.5 cm (1 d.p.)
2

c 279.3 cm2 (1 d.p.) d 25.6 cm2 (1 d.p.)

4 a 1.2 cm b 0.5 cm c 1.7 cm d 7.0 cm

Exercise 23.10
1 a 24 cm2 b 2 cm

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2 4.4 cm
3 a 216 cm2 b 15.2 cm (1 d.p.)
4 a 30π cm2 b 14 cm

Exercise 23.11
1 a 24 cm3 b 18 cm3 c 27.6 cm3 d 8.82 cm3
2 a 452 cm3 (3 s.f.) b 277 cm3 (3 s.f.)
c 196 cm3 (3 s.f.)
d 0.481 cm3 (3 s.f.)
3 a Volume = 48 cm3 Total surface area = 108 cm2
b Volume = 102.5 cm3 Total surface area = 165.22 cm2
4. a 264 cm2
b 216 cm3
5 a 70 cm3 b 96 cm3 c 380 cm3 d 137.5 cm3

Exercise 23.12
1 21.5% (1 d.p.)
2 a 42 cm2 b 840 cm3
3 6.3 cm
4 0.923π m3 or 923 000π cm3

Exercise 23.13
1 a 6.28 cm b 2.09 cm c 12.6 cm d 23.6 cm
2 a 36° b 90° c 60° d 40°
3 a 10.2 cm (3 s.f.) b 38.2 cm (3 s.f.)
c 18.6 cm (3 s.f.) d 13.5 cm (3 s.f.)

Exercise 23.14
 34 
1 a  34 + π  cm b (48 + 18π) cm
 9 
2 a 12 cm b 54 cm c 47.7° (1 d.p.)

Exercise 23.15
1 a 33.5 cm2 (3 s.f.) b 205 cm2 (3 s.f.)
c 5.65 cm2 (3 s.f.) d 123 cm2 (3 s.f.)

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2 a 18.5 cm (3 s.f.) b 20.0 cm (3 s.f.)

c 2.52 cm (3 s.f.) d 50.5 cm (3 s.f.)
3 a 20° b 36° c 45° d 24°

Exercise 23.16
16
1 �96 − 𝜋𝜋� m2
3
2 a 118 cm2 (3 s.f.) b 39.3 cm2 (3 s.f.) c 8.66 cm (3 s.f.)
3 a 4.19 cm (3 s.f.) b 114 cm2 (3 s.f.) c 62.8 cm3 (3 s.f.)

Exercise 23.17
1 a 905 cm3 (3 s.f.) b 3590 cm3 (3 s.f.)
c 2310 cm3 (3 s.f.) d 1.44 cm3 (3 s.f.)
2 a 3.14 cm b 5.56 cm c 36.3 cm d 0.620 cm

Exercise 23.18
1 6.30 cm
331
2 π cm3
12
3 11.9 cm
4 48% (to nearest whole number)

Exercise 23.19
1 a 452 cm2 (3 s.f.) b 254 cm2 (3 s.f.)
c 1890 cm2 (3 s.f.) d 1.40 cm2 (3 s.f.)
2 a 1.99 cm (3 s.f.) b 1.15 cm (3 s.f.)
c 3.09 mm (3 s.f.) d 0.5 cm
3 1:4
4 707 cm2 (3 s.f.)

Exercise 23.20
a 40 cm3 b 133 cm3 (3 s.f.) c 64 cm3 d 70 cm3

Exercise 23.21
1 6.93 cm2 (3 s.f.)
2 189 cm2 (3 s.f.)

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3 73.3 cm2 (3 s.f.)

Exercise 23.22
1 a 56.5 cm3 (3 s.f.) b 264 cm3 (3 s.f.) c 1.34 cm3 (3 s.f.) d 166 cm3 (3 s.f.)
2 a 6.91 cm (3 s.f.) b 10.9 cm (3 s.f.) c 0.818 cm (3 s.f.) d 51.3 cm (3 s.f.)
3 a i 7.96 cm ii 12.7 cm iii 843 cm3
b i 15.9 cm ii 8.41 cm iii 2230 cm3
c i 6.37 cm ii 3.97 cm iii 168 cm3
d i 3.82 cm ii 4.63 cm iii 70.7 cm3

Exercise 23.23
1 3.88 cm (3 s.f.)
2 1700 cm3 (3 s.f.)
625
3 π cm3
24
4 771 cm3 (3 s.f.)
5 a 6 cm b 25.1 cm3 (3 s.f.) c 63
6 a 654 cm3 b 12.5 cm c 2950 cm3

Exercise 23.24
1 a 132 π cm2 b 525π cm2
2 352π cm2

Student assessment 1
1 1.25 km2
2 a 1200 b 67 boxes needed, therefore cost = $2010
3

Area = 6 m2
Perimeter = 12 m
4 600 cm2
5 3600 cm2

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Student assessment 2
1 a Circumference = 34.6 cm Area = 95.0 cm2
b Circumference = 50.3 mm Area = 201.1 mm2
2 9.86 cm2
3 a 39.3 cm2 to 1 d.p. b 34 cm2 c 101.3 cm2 to 1 d.p.
4 a 10.2 cm2 b 283 cm2 c 633cm2
5 a 339 mm3 to 3 s.f b 9.82 cm3 to 3 s.f
6 a 96 cm2
b 42 cm3

Student assessment 3
1 95.5 cm2 (3 s.f.)
2 a 603.2 cm2 b 1072.3 cm3
ℎ ℎ+15
3 a =  3ℎ = ℎ + 15  2ℎ = 15 therefore ℎ = 7.5
4 12
b 3270 cm3 to 3 s.f
4 a 38.2 cm to 3 s.f. b 382 cm2 to 3 s.f
c 1150 cm2 to 3 s.f. d 3060 cm3 to 3 s.f.
5 a 3620 cm3 to 3 s.f b 3620 cm3 to 3 s.f
c 905 cm2 to 3 s.f d 1920 cm2 to 3 s.f.

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Mathematical investigations and ICT 5

Metal trays
1 a length = 38 cm width = 28 cm height = 1 cm
b 1064 cm3
2 a length = 36 cm width = 26 cm height = 2 cm
b 1872 cm3
3 Student’s investigation and ordered table of results similar to the one shown.

Square length (cm) Tray dimensions (cm) Volume (cm3)

Length Width Height

1 38 28 1 1064

2 36 26 2 1872

3 34 24 3 2448

4 32 22 4 2816

5 30 20 5 3000

6 28 18 6 3024

7 26 16 7 2912

8 24 14 8 2688

9 22 12 9 2376

10 20 10 10 2000

11 18 8 11 1584

12 16 6 12 1152

13 14 4 13 728

14 12 2 14 336

15 10 0 15 0

4 x = 5.7 cm
5 Maximum volume = 3032 cm3

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24 Bearings
Exercise 24.1
1 Student’s own diagram
2 Student’s own diagrams leading to:
a 11.0 km, 035° b 13.2 km, 300° c 11.7 km, 061°

Exercise 24.2
1 Student’s own diagrams leading to:
a 310° b 325° c 040° d 020°
e 332° f 054° g 343° h 034°
2 Student’s own diagrams leading to:
a 120° b 140° c 110° d 102°

Student assessment 1
1 a 14.3 km on a bearing of 035°
b 16.6 km on a bearing of 291°

2 The ship is due North of the lifeboat and is 64 km away.

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3 a 66 km, 047°
b 75 km, 313°

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4 Airport Y is 329 km from the aircraft on a bearing of 234°.

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All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

25 Right-angled triangles
Exercise 25.1
1 a 1.8 cm b 4.0 cm c 19.2 cm
d 4.9 cm e 37.3 cm f 13.9 cm
2 a 14.3 cm b 9.0 cm c 9.3 cm
d 4.1 cm e 13.9 cm f 6.2 cm
3 a 49.4° b 51.1° c 51.3°
d 63.4° e 50.4° f 71.6°

Exercise 25.2
1 a 2.4 cm b 18.5 cm c 6.2 cm
d 2.4 cm e 43.8 cm f 31.8 cm
2 a 38.7° b 48.6° c 38.1°
d 49.8° e 32.6° f 14.5°

Exercise 25.3
a 36.0 cm b 15.1 cm c 48.2° d 81.1°
e 6.7 cm f 16.8 cm g 70.5° h 2.1 cm

Exercise 25.4
1 a 5 cm b 11.4 cm (1 d.p.)
c 12 cm d 13.2 cm (1 d.p.)
2 a 11.0 cm (1 d.p.) b 14.8 cm (1 d.p.) c 7.9 cm (1 d.p.)
d 7.3 cm (1 d.p.) e 3 cm f 13.9 cm (1 d.p.)
3 71.6 km
4 67 km
5 a 225° – 135° = 90° b 73.8 km
6 57 km
7 a 8.5 km b 15.5 km (1 d.p.)
8 15.0 m (1 d.p.)

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Exercise 25.5
1 a 43.6° (1 d.p.) b 19.5 cm (1 d.p.)
c 16.7 cm (1 d.p.) d 42.5° (1 d.p.)
2 a i 252 + 602 = 652 , therefore a right-angled triangle
ii 67.4° (1 d.p)
b i 212 + 282 ≠ 342 , therefore not a right-angled triangle
3 a 20.8 km (1 d.p.) b 215.2° (1 d.p.)
4 a 228.4 km (1 d.p.) b 101.7 km (1 d.p.) c 103.2 km (1 d.p.)
d 147.4 km (1 d.p.) e 414.8 km (1 d.p.) f 216.9° (1 d.p.)
5 15.3 m (1 d.p.)
6 a 48.2° (1 d.p.) b 41.8° (1 d.p.) c 8.0 cm (1 d.p.)
d 8.9 cm (1 d.p.) e 76.0 cm2 (1 d.p.)

Student assessment 1
1 a 20 cm b 32.5 cm c 0.9 cm
d 18 cm e 13.0 cm to 1 d.p.
2 a 37°
b 56°
c 31°
d 34°
3 a 5 cm b 6.6 cm to 1 d.p.
c 9.3 cm to 1 d.p. d q = 28.5 cm to 1 d.p.
4 4.6 m

Student assessment 2
1 a AB = 160.8 km
b BC = 177.5 km
2 l = 32 e x° = 8.9° to 1 d.p.
3 a BY = 285 m to 3 s.f.
b 117° to 3 s.f.
c 297° to 3 s.f.

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Mathematical investigations and ICT 6

Pythagoras and circles
1–3 Student’s own drawings and calculations
4 Yes
5 Yes
6 Student’s own investigation

Towers of Hanoi
1 3
2 15
3 Student’s investigation
4 The results for up to 8 discs are given below:

Number of discs 1 2 3 4 5 6 7 8

Smallest number
1 3 7 15 31 63 127 255
of moves
5 The numbers of moves are 1 less than the powers of 2.
6 1023
7 Number of moves = 2n – 1, where n = number of discs.
8 Time taken to move 64 discs is 264 – 1 seconds
This equates to 5.85 × 1011 years, i.e. 585 billion years.
Therefore, according to the legend, we needn’t be too worried!

ICT activity
1 b 0.940 (3 d.p.)
c

The graph of y = sin x intersects the line y = 0.7 in two places as shown.
d x = 30° and x = 150°

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2 a

b One solution
c x = 45°
3 a

x = 0° and x = 180°
b

x = 38.2° and x = 141.8° (1 d.p.)

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All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

26 Transformations
Exercise 26.1

Exercise 26.2
1 2 3

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Exercise 26.3
1 2

3 4

5 6

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Exercise 26.4
1 a 2 a

b 180° b 90° anti-clockwise

3 a 4 a

b 90° anti-clockwise b 90° anti-clockwise about (0, 0)

5 a 6 a

b 90° anti-clockwise about (3.75, –0.75) b 90° clockwise about (0, –1)

Exercise 26.5

−6  3 0  −6 
1 𝐴𝐴 → 𝐵𝐵 = � � A → C =
  2 A→B=
  A→C=
 
0 6  −7  1
0 6 5  −3 
3 A→B=
  A→C=
  4 A→B=
  A→C=
 
6  −3  0  −6 

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Exercise 26.6
1 2 3

4 5 6

Exercise 26.7
1 2

3 4

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Exercise 26.8
1

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Student assessment 1
1

6 −3
2 a � � b � �
0 −5
3

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Mathematical investigations and ICT 7

A painted cube
1 a 8 b 12 c 6 d 1
2 A: 8, B: 24, C: 24, D: 8
3 A: 8, B: 96, C: 384, D: 512
4 When (n – 2) ≥ 0:
A: 8 B: 12(n – 2) C: 6(n – 2)2 D: (n – 2)3
5 When (l – 2) ≥ 0, (w – 2) ≥ 0 and (h – 2) ≥ 0:
A: 8
B: 4(l – 2) + 4(w – 2) + 4(h – 2)
C: 2(l – 2)(w – 2) + 2(l – 2)(h – 2) + 2(w – 2)(h – 2)
D: (l – 2)(w – 2)(h – 2)

Triangle count
1 9
2 Student’s investigation and ordered table

Number of horizontal lines, h Number of triangles, n

0 3

1 6

2 9

3 12

… …

3 n = 3(h + 1)

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ICT activity
2 a b

c d

3 Student’s own observations

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All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

27 Probability
Exercise 27.1
Student’s own drawing

Exercise 27.2
1 Student’s own drawing
2 Student’s own answers

Exercise 27.3
1 5 1 5
1 a b c d e 0 f 1
6 6 2 6
1 6
2 a i ii b Total = 1
7 7
1 1 151
3 a b c
250 2 250
d 1; it is certain that a person is either born on a Wednesday or they are not born on a Wednesday
5 3
4 a b
8 8
1 5 21 3
5 a b c d e Student’s own answer
13 26 26 26
1
6
6
1 1
7 a i ii
10 4
1 3
b i ii
19 19
1 36 18 1
8 a b c d
37 37 37 37
21 12 17 11
e f g h
37 37 37 37
9 a RCA RAC CRA CAR ARC ACR
1 1 1 1
b c d e
6 3 2 6
1 3 1 1
10 a b c d
4 4 13 26
3 1 5 4
e f g h
13 52 13 13

Exercise 27.4
1 3 6
1 a 140 b i ii iii
5 70 7
9 5 3 5
2 a 32 b i ii iii iv
16 32 8 8

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11 2 5 33
3 a 70 b i ii iii iv
35 7 7 35

Exercise 27.5
1 a

1 1 1 1 5 1
b i ii iii iv v vi
27 3 9 3 9 3

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2 a

1 3 15 5
b i ii iii iv
16 8 16 16
3 a

1 10 19 8
b i ii iii iv
27 27 27 27

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c Equally likely outcomes imply that the result of a game is a matter of chance, but in reality skill and
other factors such as the weather will play a part.
4 a

1 1 9
b i ii iii
16 8 16

Exercise 27.6
1 a

1 11 5 125 91
b i ii iii iv v
6 36 36 216 216
c They total 1; you are certain to either start the game within 3 rolls or to not start the game within 3
rolls.
4 54 98
2 a b c
25 125 125

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3 a

b i 0.275 (3 s.f.) ii 0.123 (3 s.f.) iii 0.444 (3 s.f.) iv 0.718 (3 s.f.)

4 0.027

Exercise 27.7
1 a

13
b
30
5 1 14 2 13
2 a = b = c
35 7 35 5 35
45 5
3 =
108 12

Exercise 27.8
1 Student’s graph. The relative frequency approaches 0.5.
2 Student’s graph
3 Student’s graph
4 Student’s explanation

Exercise 27.9
1 2
2 25
1 7 1 15 11
3 a b c d e
16 16 2 16 16
14 7 13 1 14
4 a b c d e
45 45 30 15 15
5 35 blue, 28 red, 21 yellow, 49 green, 7 white

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6 300
7 14
8 200
9 2

Student assessment 1
1 7 𝟓𝟓
1 a
8
b
8
c
𝟖𝟖
d 0 e 160
2 a 32
1 3 1 1 𝟏𝟏𝟏𝟏
b i ii iii iv v
8 8 4 8 𝟑𝟑𝟑𝟑
1 𝟏𝟏 1 2
3 a b c d e 1
180 𝟐𝟐𝟐𝟐 12 9
4 32
9 𝟑𝟑 𝟐𝟐𝟐𝟐
a b c
32 𝟖𝟖 𝟑𝟑𝟑𝟑
5 a 0.35
b Red 128 marbles; Blue 80 marbles; Green 112 marbles
𝟑𝟑 𝟏𝟏𝟏𝟏 𝟕𝟕
7 a 𝟐𝟐𝟐𝟐
b
𝟐𝟐𝟐𝟐
c
𝟏𝟏𝟏𝟏
7 a 50 000
b The assumption is that each entry has an equal chance of winning.
8 a 240
b 400
9

a 0.5625
b 0.4219 (4 d.p.)
c 0.0563 (4 d.p.)

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Mathematical investigations and ICT 8

Probability drop
1 Tray 1: LLL
Tray 2: LLR LRL RLL
Tray 3: LRR RLR RRL
Tray 4: RRR
2 Tray 1: LLLL
Tray 2: LLLR LLRL LRLL RLLL
Tray 3: LLRR LRLR LRRL RLLR RLRL RRLL
Tray 4: RRRL RRLR RLRR LRRR
Tray 5: RRRR
1
3 because there are 16 possible routes and only one results in the marble landing in
16
tray 1.
4 1
4 Tray 2: =
16 4
6 3
Tray 3: =
16 8
4 1
Tray 4: =
16 4
1
Tray 5:
16
5 Student’s investigation
210 105
6 =
1024 512
.

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Dice sum
1

Dice 1

1 2 3 4 5 6

1 2 3 4 5 6 7

2 3 4 5 6 7 8

3 4 5 6 7 8 9
Dice 2

4 5 6 7 8 9 10

5 6 7 8 9 10 11

6 7 8 9 10 11 12

2 36
3 7
3 1
4 =
36 12
6 1
5 =
36 6
6 You are four times more likely to get a 5 than a 2.
7

Dice 2

1 2 3 4

1 2 3 4 5

2 3 4 5 6
Dice 1

3 4 5 6 7

4 5 6 7 8

8 16
9 5
4 1
10 =
16 4
11 Student’s investigation
𝑚𝑚 1
12 a m2 b m+1 c =
𝑚𝑚2 𝑚𝑚

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13 a m×n
b All totals, x, in the range n + 1 ≤ x ≤ m + 1 are most likely.
𝑛𝑛 1
c =
𝑛𝑛𝑛𝑛 𝑚𝑚

ICT activity
𝑛𝑛
4 Theoretical probability is , where n is the number of times a colour is used.
6
8 The fairness of a spinner will generally depend on how close experimental probability is to the
theoretical probability. (Note: 60 spins is probably not sufficient to reliably determine whether a spinner
is fair or not.)

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All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

28 Mean, median, mode and range

Exercise 28.1
1 a Mean = 9.57 ( 3s.f.) Range = 7 b Mean = 6.375 Range = 6
c Mean = 44.1 (3 s.f.) Range = 19 d Mean = 8 Range = 8
e Mean = 36 Range = 48 f Mean = 20.6 ( 3s.f.) Range = 11.5
2 a Median = 5 Range = 4 b Median = 9 Range = 8
c Median = 9 Range = 2 d Median = 6 Range = 6
e Median = 5 Range = 6 f Median = 9.5 Range = 7
g Median = 5.85 Range = 6.1 h Median = 46 Range = 81
3 a Mode = 8 Range = 5 b Mode = 6 Range = 5
c Mode = 3 Range = 5 d Mode = 4 Range = 2
e Mode = 75 Range = 20 f Mode = 8 Range = 3

Exercise 28.2
1 Mean = 1.67 (3 s.f.) Median = 1 Mode = 1 Range = 5
2 Mean = 6.2 Median = 6.5 Mode = 7 Range = 9
3 Mean = 14 years 3 months
Median = 14 years 3 months
Mode = 14 years 3 months
Range = 8 months
4 Mean = 26.4 Median = 27 Mode = 28 Range = 5
5 Mean = 13.9 s (3 s.f.) Median = 13.9 s Mode = 13.8 s Range = 0.6 s
6 91.1 kg
7 103 points

Exercise 28.3
1 Mean = 7.03
2 Mean = 3.35 Median = 3 Mode = 1 and 4 Range = 5

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Exercise 28.4
1 a It is a mathematically accurate statement as the mode is a type of average and the mode is 2.
b As 5 of the 7 students scored more than 2, the mode isn’t a good choice of average.
The mean = 44÷ 7 = 6.3 (1 d.p.)
The median = 7 as it is the middle score.
Either value is better than the mode. However, the median gave a whole number answer, which in
the context of the question is preferable.
2 Mean = 12.21 s (2 d.p.)
Median = 12.2 s
Mode = 12.2 s and 12.3 s
The mean is 12.21 seconds which is a slower running time than the 12.2 cut-off time. The mode is not a
useful average here as there are two modes and the data set is small. However, the median is 12.2
seconds, which is within the acceptable limits.
3 a Mean = 41.0 (1 d.p.)
Median = 41
Mode = 38 & 44
b Because only one pair of size 41 shoes were sold, the mean is not a good choice of average.
c The modal size as it represents the shoe sizes that have sold the most.

Student assessment 1
1 a Mean = 75.4 Median = 72 Mode = 72 Range = 23
b Mean = 12 Median = 9 Mode = 6 Range = 18
c Mean = 11.5 Median = 10 Mode = 5 Range = 20
2 61 kg
3 Mean = 3.52 Median = 4 Mode = 2
4 a 26
b i 7.96 (3.s.f.) ii 8 iii 8
5 Mean = 86.8 m Median = 90.5 m Mode = 93 m Range = 18 m

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All non-exact answers are rounded to 3 significant figures and non-exact angles are rounded to 1 decimal
place unless otherwise stated.

29 Collecting, displaying and interpreting data

Exercise 29.1
1

Sleep Meals Sport TV School

Ayse 8 h 20 2h 5h 2h 6 h 40

Ahmet 8 h 40 2h 5 h 20 2h 6h

Fraction $ Degrees

1
Clothes 800 120
3
1
Transport 480 72
5
1
Entertainment 600 90
4
13
Saved 520 78
60

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a Student’s own two statements

b 360

5 a

Key: 1 | 1 | 0 represents 11 yrs (club 1) and 10 yrs (club 2)

b i Club 1: range = 63 Club 2: range = 67
ii Club: 1 median = 22 Club 2: median = 57

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c Club 1 is likely to be the computer gaming club as although it has a similar range of ages to club 2,
the median is considerably lower. The back-to-back Stem & Leaf diagram could be reversed, with
Club 2 on the left.
6 a 14
b 3
c The boys tend to be born later in the year than the girls as their bars extend to later months.
d Student’s own comparative bar chart
7 a Fishing boat 2 as it caught 651 kg of fish type A, compared to boat 1’s 304 kg.
304
b Fishing boat 1, percentage of fish type A = = 38%
800
651
Fishing boat 2, percentage of fish type A = = 35%
1860
Therefore boat 1 had a higher percentage of fish type A in its catch.
c

Exercise 29.2
1 Student’s answers may differ from those given below.
a Possible positive correlation (strength depending on topics tested)
b No correlation
c Positive correlation (likely to be quite strong)
d Negative correlation (likely to be strong). Assume that motorcycles are not rare/vintage.
e Factors such as social class, religion and income are likely to affect results.
Therefore little correlation is likely.
f Negative correlation (likely to be strong)
g 0–16 years likely to be a positive correlation
h Strong positive correlation

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2 a

b Graph shows a very weak negative correlation.

3 a

b Positive correlation
c Student’s answer. However, although there is a correlation, it doesn’t imply that one variable affects
the other.
d

4 a Moderate/strong positive correlation

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b Approx. 32 tomatoes
c Approx. 60 cm
d

Extending the height axis to 0 cm and the line of best fit does not make sense in this case, as it
implies that if a plant has a height of less than 53cm, then the plants will produce a negative number
of tomatoes.
5 a Moderate positive correlation
b There is no evidence that the gold medal winners are part of the overweight population. A wealthy
country is more likely to have an overweight population but also spend more on sports development.
This is an example of winning gold medals (the effect) not likely a result of being overweight (the
cause).
c Student analysis

Exercise 29.3
1 Student’s own survey results and pie charts
2 Student’s report

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Student assessment 1
1

2 a

b The scatter graph shows strong positive correlation.

c Some students who live further away might get to school more quickly than some of those that live
closer because they might be driven to school. Journey time depends on both distance and the mode
of transport.
d

e A 19-minute journey time corresponds with a distance of approximately 9.5 km.

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3 a

Key: 6 | 1 represents 6.1 cm

b 5 cm
c Median = 8.1 cm
d Mean = 7.69 to 3 s.f.
e The median measurement was greater than the target, so at least half the students overestimated the
length of the line.
The mean measurement is smaller than the target, which indicates that there is a greater spread in the
measurements of those who underestimated compared to those who overestimated.

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Mathematical investigations and ICT 9

Reading age
1 Possible answers include: length of sentences, number of words with 3 or more syllables, size of type,
etc.
2 Student’s choices
3 Student’s calculations
4 Students should choose articles on a similar topic. Ignore proper nouns. Choose more than one article
from each paper.

ICT activity
1–5Student’s timelines, tables and fully labelled pie charts.
6 Student’s comments on the differences between the time spent on activities on a weekday compared with
a day at the weekend.

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