MEI

Mathematics in Education and Industry

MEI Structured Mathematics

Module Summary Sheets
C1, Introduction to Advanced
Mathematics
(Version Breference to new book)
Topic 1: Mathematical Processes and Language
Topic 2: Algebra
1.
2.
3.
4.

Basics
Quadratics Functions
Inequalities
Indices

Topic 3: Coordinate Geometry

1. Lines
2. Curves
Topic 4: Polynomials
1. Manipulating Polynomials
2. Binomial Expansions
Topic 5: Curve Sketching
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Summary C1 Topic 1:

References:
Chapter 6
Pages 149-151

Exercise 6B
Q. 5, 7

References:
Chapter 6
Pages 154-157

Mathematical processes and

language

A B means statement A leads to statement B

A B means statement A follows from statement B
A B means statement A is equivalent to statement B

E.g. Statement A:
The three angles of a triangle are
equal
Statement B:
The three sides of a triangle are
equal

AB
AB

Which of the following are correct?

A B, A B, A B.

Symbols
In making logical deductions we use the symbols

means A is sufficient for B

means A is necessary for B

Theorems are general statements. If they are true then they

will be true in all circumstances. To prove a theorem therefore requires a proof that covers all possibilities. Showing
the assertion to be true for a specific case is not good
enough.
E.g. to prove that the sum of integers

Exercise 6D
Q. 1, 5

1 + 2 + 3 + .... + n =

1
n ( n + 1)
2

Substitute n = 2, then 1 + 2 =

1
1
n ( n + 1) = 2 3
2
2

This does not constitute a proof.

E.g. Sum of angles of triangle = 180o
Suppose you draw a triangle and measure the angles and
they come to 180o. This fails to constitute a proof on two
counts:
1. You cannot measure accurately so you can only assert
that the sum is approximately 180o.
2. It is only for one triangle anyway and not all triangles.
Disproving a theorem
An assertion can be disproved by a single example.
E.g. Is n2 + n + 41 prime?
For n = 0, 1, 2, 3 etc, it is prime, but n = 41 gives a number
which is not prime. This single counter-example shows
that the theorem is not true.
References:
Chapter 6
Pages 152-153

Exercise 6C
Q. 1, 5

The converse of a theorem

This is a theorem stated the other way round.
If the theorem can be represented by A B then the
converse is represented by A B .
E.g. Pythagoras Theorem.
If a triangle is right-angled then a2 + b2 = c2 .
The converse is:
If a2 + b2 = c2 then the triangle is right-angled.
The converse of a theorem is often, but not always true.
0

E.g. If a quadrilateral has four angles = 90 then opposite

sides will be equal.
The converse is not true.
i.e. If a quadrilateral has opposite sides equal then it is not
true that the angles are all equal to 900. (e.g. a rhombus.)

C1; Introduction to Advanced Mathematics

Competence statements p1, p2, p3
MEI

A leads to B because if the angles are equal

then the triangle is equilateral and so all
three sides are equal.
But also if the sides are equal then the triangle is equilateral and so the angles are
equal.
So A B is correct.
E.g. Statement A: x2 = x
Statement B: x = 1
Which of the following are correct?
A B, A B, A B.
A does not lead to B as this is an incomplete statement.
However, if x = 1, then x2 = x.
So A B is correct.
Note that if B had been x = 0 or 1 then
A B would have been correct.

Mathematical Modelling
A situation in real life can sometimes be
expressed exactly mathematically (e.g. the
cost of a kilogram of apples is 47p).
Sometimes it cannot be done exactly, or it is
not convenient to do so.
E.g. fitting a function to a curve from
observed data.
E.g. making assumptions in order to be able
to express it mathematically in a form
which can be used.
In either situation we say that we are
making a mathematical model.
Questions in the examinations (at all levels
and in all strands) will refer to a
mathematical model as a mathematical
description of a real-life situation.

Version B: page 2

Summary C1 Topic 2:

Algebra1; Basics
The Language of Algebra

Word
Function

Example
f(x) = x2 2x + 1

Variable

x, y,

Constant

1, c

A fixed number.

Expression
no = sign)

x2 2x + 1

An expression involves variables and constants (there is

Equation

x2 2x + 1 = 0

An equation can be solved for specific values of x.

Term

2x

2x is a term of the expression x2 2x + 1

Coefficient

2 is the coefficient of the x term in the expression x2 2x + 1

Index

x2

2 is the highest power (index) of x in the expression x2 2x + 1

References:
Chapter 1
Pages 2-5

Description
Input a value, x, output a unique value f(x) or y. A graph could be drawn.
e.g. when x = 3, y or f(x) = 4.
A value which can vary (take different values).

Simplifying Algebraic Expressions

Exercise 1A
Q. 1(i),(v), 2(i),
3(i), 4(v), 5(v),
6(v), 7(v)

E.g. Simplify 2 x + y x 2 y
= 2x x + y 2 y
= x y

Algebraic expressions can be simplified as follows:

Adding like terms:

E.g. Simplify 2(2x + 3 y) 3(4 x y)

E.g. 2x +3y x + 2y = x +5y

Cancelling common factors in a fraction:

E.g.

References:
Chapter 1
Pages 2-33

= 4 x + 6 y 12 x + 3 y
= 8x + 9 y
3( 4x + 7 y ) 2 ( 6x + 3 y )
5xy
12x + 21y 12 x 6 y 15 y 3
=
=
=
5xy
5xy x

E.g. Simplify

6 xy 3 x
=
2 y2
y

Multiplying out brackets:

E.g. 3(2 x + 5) = 6 x + 15

By factorising:
E.g. 3 x 2 6 xy = 3 x ( x 2 y )

References:
Chapter 1
Pages 7-9

Exercise 1B
Q. 1(iii), (x), 3, 5
References:
Chapter 1
Pages 11-12
Exercise 1C
Q. 3, 6, 12

Linear Equations
Linear equations involve only a single power of x.
A general order of approach:

Clear fractions.

Multiply out brackets.

Gather terms & simplify.

Divide.
Transposing formulae
(Changing the subject of formulae)
Follows the same rules as solving linear equations.

Clear fractions.

Multiply out brackets.

Gather terms & simplify.

Factorise if necessary.

Divide.

C1; Introduction to Advanced Mathematics

Version B: page 3
Competence statements a1, a2, a3, a4
MEI

E.g. Factorise 81x 2 y 2 z 36 xyz 2

H.C.F. of the two terms is 9 xyz
9 xyz ( 9 xy 4 z )

x
3
[3] : 6 ( x + 3) = 3 x

E.g. Solve 2 ( x + 3) = 1

6 x + 18 3 + x = 0
7 x = 15

[ 7 ] :

x=

15
7

E.g. Transpose for x (make x the subject) in

x +1
the formula y =
3x 2
x +1
y=
y(3x 2) = x +1
3x 2
3xy 2y = x +1 3xy x =1+ 2y
1+ 2y
x(3y 1) =1+ 2y x =
3y 1

Summary C1 Topic 2:
References:
Chapter 1
Pages 13-18

Algebra2; Quadratic Functions

Quadratic functions

E.g. f ( x) = 3x2 2x +1

E.g. f ( x) = x2 + 2x +1

are of the form f(x) = ax2 + bx + c

Their graphs are parabolas.
If a > 0 then f(x) has a minimum point.
If a < 0 then f(x) has a maximum point.

References:
Chapter 1
Pages 14-18

Exercise 1D
Q. 1(v), 2(ii), 3(i)
5(ii)

References:
Chapter 1
Pages18-24

Quadratic factorisation

(x a)(x b) = x (a + b)x + ab.

Therefore, to factorise a quadratic function you need to
find the two numbers a and b such that their sum is the
coefficient of x and their product is the constant term.
E.g. x2 8x + 15 has the two numbers 3 and 5
x2 8x + 15 =(x 3)(x 5)
2

Quadratic equations
are of the form

ax + bx + c = 0

The solution of the equation is the set of all the roots.

Graphically this is where the curve y = ax2 + bx + c
cuts the x-axis. A quadratic equation can have 0, 1 or 2
roots.
Quadratic equations may be solved by factorising and
putting each factor equal to zero, or by using the formula:
b b 2 4ac
x=
2a
If the discriminant, b2 4ac is negative then there is
no square root and so there are no roots.
If b2 4ac = 0 then the two roots are coincident.

References:
Chapter 1
Page 24

Exercise 1D
Q. 8 (iii), (iv)

1 + 12 = 13 and 1 12 = 12
x 2 + 13 x + 12 = ( x + 1)( x + 12 )
E.g. Factorise x 2 x 6
3 + 2 = 1 and 3 2 = 6
x 2 x 6 = ( x 3)( x + 2 )

The values of x that satisfy this equation are called the

roots.
Exercise 1D
Q. 6(ii), 7(ii),
8(ii), 11

E.g. Factorise x 2 + 13 x + 12

E.g. Solve the equation 3 x 2 + 5 x 2 = 0

3x2 + 5x 2 = 0

( 3 x 1)( x + 2 ) = 0
1
3
( x + 2 ) = 0 x = 2

( 3 x 1) = 0

x=

E.g. Solve the equation 2 x 3 =

4
x

2 x2 3x 4 = 0
(equation does not factorise)
x=

3 9 4 2 ( 4 )

4
1
x = ( 3 6 .403 ) x = 2 .35 or 0 .85
4

Completing the square is the process of putting

E.g. Complete the square for x2 6 x 5.

a quadratic expression in the form

a(x p)2 + q.
Hence we can say that the function will have a
minimum (or maximum) point at ( p, q).
An alternative method is to that shown is to compare
coefficients.

Hence state the coordinates of the minimum

point and the equation of the axis of symmetry.
x2 6x 5 ( x 3) 9 5 ( x 3) 14
2

Has min. point at (3, 14), Axis of symmetry at x = 3

( x p)2 + q x 2 2 px + p 2 + q
Therefore : x 2 6 x 5 ( x 3)2 9 5 ( x 3)2 14

C1; Introduction to Advanced Mathematics

Version B: page 4
Competence statements a5, a6, a7
MEI

(3,14)
x=3

Summary C1 Topic 2:

References:
Chapter 1
Pages 28-30

Algebra3; Simultaneous
Equations and Inequalities

Linear simultaneous equations

Equations in two (or more) variables that are true
simultaneously are known as simultaneous equations.

E.g. Find the point of intersection of the lines

2x 3y = 7 and 3x + 4y = 2.

Two linear equations in two variables may be solved

by:
Exercise 1E
Q. 1(ii), 3

References:
Chapter 1
Page 30
Exercise 1E
Q. 5(ii), 6

Substitution
(one variable is made the subject of one
Equation and substituted in the other)

Exercise 4A
Q. 1(i), (ii)

(i)
(ii)

8 x 12 y = 28 (iii)
9 x + 12 y = 6 (iv)

(i)x4
(ii)x3

(iii) + (iv)

17 x = 34 x = 2

Sub in (ii) : 6 + 4 y = 2 y = 1

Elimination
(both equations are manipulated so that a
coefficient of one variable is the same. That
variable is then eliminated.)

E.g. Find the point of intersection of the lines

x y = 2 and 4x + 5y = 17

Graphical solution see page 7

9 x 10 = 17 9 x = 27 x = 3 y = 1

Simultaneous equations when one is nonlinear

Make one variable the subject of the linear equation
and substitute in the other equation. In this unit the
result will be a quadratic equation.

x y = 2 y = x2
Sub. into 4 x + 5 y = 17 4 x + 5(x 2) = 17

E.g. Solve simultaneously the following

equations
y = 2 x 1 and y = x 2 3 x + 3
Substitute for y : 2 x 1 = x 2 3 x + 3
x2 5x + 4 = 0
( x 1)( x 4 ) = 0

Inequalities
References:
Chapter 4
Pages 123-124

2x 3y = 7
3x + 4 y = 2

can be solved using the same rules as for equations

except:
When multiplying by a negative number the
direction of the inequality sign reverses.
Care needs to be taken to maintain the inequality
sign.
You should be familiar with inequality diagrams.

x = 1, 4 (1,1), (4, 7)

E.g. S olve the inequality 26 5 x < 11

26 5 x < 11
26 11 < 5 x
15 < 5 x
3< x

or
or

5 x < 11 26
5 x < 15

or

x>3

Quadratic inequalities
References:
Chapter 4
Pages 124-125

You are advised always to sketch a graph.

For the inequality, ax2 + bx + c > 0, sketch the
curve y = ax2 + bx + c.

E. g. Solve 3 x 2 2 x + 1 0

Find where the curve crosses the x-axis (say at a and b)

and this gives one of the two results, a < x < b
or x < a and x > b.

There are two ways of finding the solution.

1] : 3 x 2 + 2 x 1 0

(This factorises) (3 x 1)( x + 1) 0

x 1, x

1
(See graph)
3

(i)

Exercise 4A
Q. 2(i), (v)

Sketch the graph accurately enough to determine

where it crosses the x-axis.
(ii) Factorise the quadratic expression. This gives a
product of two factors. For a greater than
inequality both factors must be positive. For a
less than inequality one must be positive and
the other negative.
x = 1

C1; Introduction to Advanced Mathematics

Version B: page 5
Competence statements a2, a3, a4, a8, a9
MEI

x = 1/3

Summary C1 Topic 2:
References:
Chapter 5
Pages 127-129

Algebra4; Indices

Surds and irrational numbers

The square root of a positive integer is either
an integer or an irrational number.

E.g. 4 = 2
E.g.

Exercise 5A
Q. 1(iii),
2(iii), (v),
3 (iii), (iv)

References:
Chapter 5
Page 128

Exercise 5A
Q. 4(i), (iii)

E.g. 2+ 3

Note that this is an exact value, while any decimal

approximation (e.g. 2 + 1.732 = 3.732) is only an
approximation. Any question that requires an exact
answer is almost certainly going to involve surds.
Take care when you see the requirement for an exact
answer in a question.

Rationalising the denominator

When a surd appears in the denominator, the
faction may be "rationalised" by multiplying
top and bottom by the surd so that the denominator
becomes a rational number.
2
=
3

E.g.

(2 + 3 )

has an irrational denominator which can be

"rationalised" by multiplying by (2 3 ).
e.g.

References:
Chapter 5
Pages 130-135

1
(2 + 3 )

1
(2 + 3 )

(2 3 )
(2 3 )

= (2 3 )

Indices

4 16 + 60 4 76 4 2 19
=
=
6
6
6
1
1
= 2 19 and
2 + 19
3
3
x=

1. am an = am+n

In the number am,

a is called the
base and
m is called the
power or index.

3. (am )n = amn
4. m = n in 2 a0 = 1

5. m = 0 in 2 and using 4 1 an = an
1

1
6. n = m = in 1 a = a 2
2
7. more generally:

N.B. Use of calculators here to find a value of

the square root will result in an approximate
answer. Note the requirement for an exact answer. Remember that calculators are not allowed in the examination so you will not be
asked for an approximate answer.

E.g. Simplify

2
3+ 5

2
2
3 5 2(3 5) 1
=

=
= 3 5
95
2
3+ 5 3+ 5 3 5

E.g. Simplify

3+ 5
3 5

3+ 5
3+ 5 3+ 5

=
95
3 5 3+ 5
=

9+6 5 +5 1
= 7+3 5
4
2

E.g. 22 23 = 25

The Laws of indices

2. am an = amn

Exercise 5B
Q.4(iv), 6(i),
7(iv), 8(ii),
9(iii)

E.g. Find the roots of the equation

3x2 + 4x 5 = 0 exactly.

3
2
2 3

=
3
3
3

(2 + 3 )(2 3 ) = 4 3 = 1 (Difference of squares)

1

18 + 8 = 3 2 + 2 2 = 5 2

An irrational number is one that, when written as a

decimal, neither terminates nor recurs, and so cannot be
written as a fraction.
A number which includes such a value is
called a surd.

E.g. 2 2 + 3 2 = 5 2

1
= am

22 23 = 21 =
25 = 32,
3
92

1
2

2-5 =

1
,
32

( )
22

= 26 ; 643 = 4

3
1
= 9 2 = 33 = 27; also 9 2 = 93

( )

1
2

N.B. Mixed Bases, for instance 23 32 , cannot

be evaluated using the laws of indices because
the bases are not the same.
23 32 =8 9 = 72
Note, however, that 23 33 = 63 = 216

C1; Introduction to Advanced Mathematics

Version B: page 6
Competence statements a13, a14, a15, a16
MEI

= 729 2 = 27

Summary C1 Topic 3:
References:
Chapter 2
Pages 34-40

Properties of lines
For the line defined by the points

Gradient =

Exercise 2A
Q. 1(i), (iv), 7

Coordinate Geometry1; lines

( x1 , y1 ) and ( x 2 , y 2 )

y 2 y1
x 2 x1

If a line has gradient m

Parallel lines also have gradient m
Perpendicular lines have gradient Length =

Equations of lines

Exercise 2D
Q. 2, 5

= 16 + 36 = 52

2 + 4 3+ (1)
mid point =
,
= (1,1)
2
2
E.g. Find the equation of a line with gradient 4,
passing through the point (2, 3).
y + 3 = 4 ( x 2 ) 4 x + y = 5
E.g. Find the equation of a line passing through
2 x + 5 y = 1:
2
1
y = x + (putting into gradient - intercept form)
5
5
2
has gradient
5
5
So perpendicular gradient is & required eqn is :
2
5
y 2 = ( x + 1) 5 x 2 y = 9
2

y = mx+c

References:
Chapter 2
Pages 55-56

( 1 3) + ( 4 (2))

gradient m is

intercept on y axis c, is

Exercise 2B
Q. 1(ix), (xv)

length =

( 1,2 ) and perpendicular to the line 2 x + 5 y = 1.

Gradient - intercept form of a straight line, with gradient m,

Exercise 2C
Q.2(v), 3(v),
4(v), 6, 10

1 3 4
2
=
=
4 (2) 6
3

The equation of a line passing through ( x1, y1 ) with

y y1 = m( x x1 )

Exercise 2B
Q.2 (v), (x)

gradient =

( y 2 y1 )2 + ( x 2 x1 )2

x + x 2 y1 + y 2
M id point = 1
,

2
2

References:
Chapter 2
Pages 42-51

E.g. Find the gradient, length & mid point of the line
between the points ( 2,3) & (4, 1).

The form px + qy + r = 0 is usually used to ensure that

fractions are not included.

E.g. Sketch the line 2 x 3 y = 1

p
Rearranging will give gradient = and intercept on the
q

y axis ( x = 0) : 3 y = 1 y =

r
axes ,0 and 0, .
q
p

x axis ( y = 0) : 2 x = 1 x =
y

1
2

1
3

Alternatively:
y=

2
1
x
3
3

cuts y axis at

Sketching straight line graphs

The sketch should show whether the slope is positive
or negative and where the line cuts the axis.
Don't worry about putting scales on the axes

Line cuts the y axis where x = 0.

Line cuts the x axis where y = 0.

x
1

1
3

Intersection of lines
Two non - parallel lines meet at a point.
The coordinates of this point
satisfy both equations
simultaneously.
Solve as simultaneous equations.
They intersect at (2, 1).

C1; Introduction to Advanced Mathematics

Version B: page 7
Competence statements g1, g2, g3, g4, g5, g6, g7, g8
MEI

Gradient (+ve) =

E.g. Find the point of intersection of the lines

4x + 3y = 11,
5x y = 9
Plot the lines.

1
3
2
3

Summary C1 Topic 3:

Coordinate Geometry2; curves

For the general shape of curves, see Topic 5

References:
Chapter 2
Pages 61-66

The Circle
The circle with equation (xa)2 + (yb)2 = r2 has centre (a, b) and radius r.
The circle with equation x2 + y22hx2ky + c = 0
simplifies to
(xh)2 + (yk)2 = h2 + k2c,

Exercise 2E
Q. 1(ii), 2(ii),8

giving the radius, r, as r = h + k c

2

A line, in general, cuts a circle in two points.

Substitution for y from the equation of the line into
the equation of the circle will give a quadratic equation in x. The equation may have 0, 1 or 2 roots.
A chord (or diameter) will give two points; a tangent
will have coincident roots . If the line does not cut the
circle then this quadratic equation will have no roots.
References:
Chapter 2
Page 63

References:
Chapter 2
Pages 68-70

Exercise 2F
Q.4, 6

The Circle Theorems

The angle at the centre is twice the angle at the
circumference
Angles in the same segment are equal
The angle subtended by a diameter is a right angle
The angle between a tangent and a chord at a point
is equal to the angle in the alternate segment. (not
included in the specification.)
Intersection of a line and a curve
A line may cut a curve in distinct points, or it may
touch it.
A line that touches a curve is called a Tangent.
It is also possible that the line does not cut the curve.
The process of finding the points is usually as
follows:
Write the equation of the line in the form y = .
Substitute this expression for x into the equation of
the curve.
Solve the resulting equation in x.
Substitute the values of x that satisfy this equation
into the equation for the line to give the y values of
the points of intersection.
If the line does not meet the curve then there will be
no roots to the equation.
If the line touches the curve then there will be two
coincident roots to the equation.

References:
Chapter 2
Pages 71-72

Intersection of curves
The intersection(s) of two curves can be found at this
level only if the above procedure can be adopted - i.e.
if one of the variables can be made the subject of one
equation and then substituted into the other to give an
equation (in either x or y) which can then be solved.
Two curves can intersect in any number of points; the
resulting polynomial equation in x will be of the order
of the number of intersectionsI.e. if two curves cut
in two points (e.g. two circles) then the equation to be
solved will be quadratic.

E.g. Find the equation of the circle with centre (1,2)

and radius 3.
(x1)2 + (y2)2 = 32
gives x2 + y22x4y 5 = 0
E.g. Find the radius and centre of the circle
x2 + y26x + 4y + 9 = 0
The equation simplifies to
(x3)2 + (y + 2)2 = 9 + 49 = 4.
Thus the centre is (3,2) and the radius is 2.
E.g. Find where the line y = x + 5 cuts the curve
y = x2 3x.
Sub. for y:
x + 5 = x23x
Gives x2 4x 5 = 0
(x 5)(x + 1) = 0 x = 5 or 1
Sub. in line: y = 10 or 4
The line cuts the curve at (1, 4) and (5, 10).
E.g. Find where the line y = 4x 6 cuts the curve
y = x2+ 2x 5.

Sub. for y:
4x 6 = x2+ 2x 5
Gives x2 2x + 1 = 0
(x 1)2 = 0
x = 1 twice.
Sub. in line: y = 2.
E.g. Find where the curves 2y = x2 + 2 and x2 + y2 = 13
intersect.
1st equation gives x 2 = 2 y 2
Substitute into 2nd equation: y 2 + 2 y 2 = 13
y 2 + 2 y 15 = 0
( y 3 )( y + 5 ) = 0 y = 3, 5
y = 5 has no solution for x.
y = 3 gives x 2 = 4 x = 2
intersections at ( 2,3) and (2,3)

C1; Introduction to Advanced Mathematics

Version B: page 8
Competence statements g9, g10, g11, g12, g13,
g14
MEI

Summary C1 Topic 4:
References:
Chapter 3
Pages 77-78

Polynomials1;
Manipulating Polynomials

Polynomials are expressions of the form

ax n +bx n 1 + ...px + q
n is a positive integer; a,b,...p,q are real numbers.

References:
Chapter 3
Pages 78-81

Exercise 3A
Q. 3, 7, 16

References:
Chapter 3
Pages 82-86

Adding and subtracting polynomials

Remove brackets, collect like terms

) (

E.g. 2x3 x2 + 4x 2 x3 + 3x2 x + 4

Multiplying polynomials
Careful setting out can facilitate the gathering
together of like terms.

= 2x x + 4x 2 x + 3x + x 4 = x3 + 2x2 + 5x 6
3

)(

E.g. Divide x3 + x2 6 x + 4 by x 1
x2 + 2 x 4

E.g. x2 3x + 2 2x2 + x 5
= 2x4 + x3 5x2

( x 1) x + x2 6 x + 4

6x3 3x2 + 15x

+ 4x2 + 2x 10

x3 x 2
2 x2 6 x
2 x2 2 x

Dividing polynomials
Set out as for an arithmetic division.

= 2x4 5x3 4x2 + 17 x 10

Sketching Polynomial Functions

E.g. Sketch the curve y = x(x 1)2 .

The curve is a cubic, so has two turning points.
As x gets large so does y.
When x = 0, y = 0
When y = 0, x = 0 and 1 (twice)

Know the basic shapes.

Find where the curve cuts the y -axis ( x = 0)
Find where the curve cuts the x -axis ( y = 0)

Exercise 3B
Q. 3, 4, 6

E.g. 3x5 + 2x4 2x2 1 is a polynomial of

degree 5.

4x + 4
4 x + 4

(solve the resulting equation by factorising where possible)

Coordinates of turning points can be found by differentiation.
Inequalities
Can be solved by sketching a graph.

References:
Chapter 3
Pages 89-91

The Factor Theorem

x a is a factor of f(x) f(a) = 0
If a polynomial can be factorised then the factors can be
found by trial of various numbers, a.
E.g. Suppose f(x) = (x a) p(x) where p(x) is a
polynomial of order one less than the order of f(x).
Then if x = a the value of f(x) is 0 whatever the value
of p(x).

E.g. Solve, by factorising, x3 + x 2 4 x 4 = 0

f ( x ) = x3 + x 2 4 x 4
f (1) = 6 (So x 1 is not a factor)
f ( 1) = 0 x + 1 is a factor
f ( 2 ) = 0 x 2 is a factor
The third factor is x + 2, by considering the
last term.
So f ( x ) = ( x + 1)( x 2 )( x + 2 )
x = 1, 2, 2

References:
Chapter 3
Pages 92-93

The Remainder Theorem

If f(x) is divided by (x a) then the remainder is f(a).
Note that when the remainder is 0 (x a) is a factor, so this
is an extension of the Factor Theorem.

Exercise 3C
Q. 2, 5

E.g. Find the remainder when x 3 + x 2 4 x 4 is divided

by ( x 1), ( x + 1)
f ( x ) = x3 + x 2 4 x 4
f (1) = 6 The remainder is 6
f ( 1 ) = 0 The remainder is 0 (so

( x + 1) is a factor.

E.g. ax 3 x 2 + 4 is divisible by 2x +1. Find a.

1
1
1
f - = a + 4 = 0
2
8
4

a = 30

C1; Introduction to Advanced Mathematics

Version B: page 9
Competence statements f1, f2, f3, f4, f5, f6
MEI

Summary C1 Topic 4:

References:
Chapter 3
Pages 108-110

Exercise 3F
Q. 1(iii),(v)

References:
Chapter 3
Pages 110-113

Polynomials2;
Binomial Expansion

Binomial expansions
When a linear expression of the form (a + x) is multiplied
by itself a number of times then a polynomial results.
This polynomial can be written down noting the following:
For (a + x) n
Each term is of the same power, starting with an with decreasing powers of a and increasing powers of x.
Each term has associated with it a coefficient.
For (a + x) n each term is positive for positive a.
For (a x) n the terms are alternating in sign for positive a.

For small positive n the coefficients can be found from

Pascals Triangle (See Students Handbook for a larger
version).
1
1
1
1
2
1
1
3
3
1
1
4
6
4
1
The formula for a binomial coefficient
The formula for the coefficient of the r th term
of ( a + x ) is given by
n

Exercise 3F
Q. 2 (iii),(iv)

n n
n!
where n ! = n ( n 1)( n 2).......3.2.1
= Cr =
( n r )! r !
r
n n ( n 1)( n 2).....( n r + 1)
=
[Link]......r
r
7 7.6.5
E.g. =
= 35
3 1.2.3

The expansions are therefore as follows:

n
n
= 1+ x + x 2 + .......x n
1
2
n( n 1) 2 n( n 1)( n 2) 3
= 1 + nx +
x +
x + ...
1.2
1.2.3
n
n
n
( a + b ) = a n + a n-1b + a n -2b 2 + .......b n
1
2

(1+ x )

Relationships between binomial coefficients

References:
Chapter 3
Page 114

C r = nC n r

Cr + nCr +1 =

Cr + nCr +1 =

n +1

Cr +1

n!
(n + 1)!
+
r !(n r )! (r + 1)!(n r 1)!

E.g. Simplify (1 + x)3 + (1 x)3.

Hence find 1.013 + 0.993
(1 + x) 3 + (1 x)3 = 1+ 3x + 3x2 + x3
+1 3x + 3x2 x3
= 2 + 6x2
Put x = 0.01
Gives 1.013 + 0.993 =2 + 6(0.0001)
= 2.0006
E.g. Expand (2 + x)4 .
(2 + x) 4 = 24+ 4.23.x + 6.22.x2 +4.2 x3 +x4
= 16 + 32x + 24x2 +8x2 + x4 .

E.g. next two lines are:

1
1

5
6

10
15

10
20

5
15

1
6

E.g. 7 [Link].3 7.6

7
=
= 21 =
=
5
[Link].5
1.2

2
8 8.7.6
= 56
=
3 1.2.3
10 [Link].6
= 252
=
5 [Link].5

E.g. Find the coefficient of x3 in (1 2 x)5 .

(1 2x)5 = 1 5.2.x + 10.22.x2 10.23 x3 +.
Coefficient is 80.
E.g. Find the term independent of x in the
4

expansion of 2 x .
x

4
33
2 3
2 x = (2 x) 4.(2 x) + 6(2 x) + ...
x
x

x
3
Term independent of x is 6(2 x)2
x
2 2
= 6.2 .3 = 216

E.g. 3C0 =1, 3C1 = 3, 3C2 = 3, 3C3 =1

C0 + 3C1 + 3C2 + 3C3 =1+ 3 + 3 +1 = 8 = 23

Note also that the sum of the lines of Pascals

Triangle are the powers of 2.

Substitute x = 1 into (1 + x) n to give

C1; Introduction to Advanced Mathematics

Version B: page 10
Competence statements f7, f8, f9
MEI

n!
n +1
n!
1
+
(r +1+ n r )

=
r !(n r 1)! n r r + 1 (r + 1)!(n r )!
(n + 1)!
=
= n +1Cr +1
(r + 1)!(n r )!
n

C0 + nC1 + .... + nCn = 2 n

Summary C1 Topic 5:

Curve sketching

Plotting and sketching

A curve can be plotted point by point from its equation. The general shape may be missed, however, if the range of values of x
is not large enough or not small enough.
A curve can be sketched, and so the general shape discovered The general shape of standard curves should be known.

y = kx

y = kx3

y=

References:
Chapter 2
Pages 60-62

References:
Chapter 1
Pages 1-19

References:
Chapter 3
Pages 82-87

y = kx2

Finding the minimum value of a

quadratic by completing the
square.
(See page 4 for this topic).

References:
Chapter 3
Pages 97-99

The quadratic function y = ax2 + bx + c is a

parabola of the following forms

k
x

E.g. Find the minimum value of x2 4x + 9.

(x 2)2 = x2 4x + 4
x2 4x + 9 = x2 4x + 4 + 5 = (x 2)2 +5
So minimum value is 5 when x = 2.

Exercise 3D
Q.1 (v), (vi)
a>0
References:
Chapter 3
Pages 101-105
Exercise 3E
Q. 1(i), (vi)

a<0

Using transformations to sketch the curves

of functions

E.g. f:xx2 g:x(x + 1)2

i.e. g(x) = f(x + 1)

y = f ( x a) is the curve y = f ( x) translated a units

in the +ve x direction.
y = f ( x) + a is the curve y = f ( x) translated a units
in the +ve y direction.
g

y = x2
y = (x 2)2

y = x2
y = x22

C1; Introduction to Advanced Mathematics

Version B: page 11
Competence statements C1, C2, C3, C4
MEI