Mathematics “ se Core and Extended Third Edition Ric Pimentel Terry Wall HODDER EDUCATIONENDORSED BY R iT: Cambridge IGCSE Mathematics Third Edition Ric Pimentel Terry Wall oy BORER AN HACHETTE UK COMPANY®1GCSE is the registered trademark of Cambridge International Examinations. ‘The Publishers would like to thank the following for permission to reproduce copyright material: Photo credits 3 © Inter-University Centre for Astronomy and Astrophysics, Pune, India; p.103 © dbimages/Alamy; p-213 © Erica Guilane-Nachez — Fotolia; p.275 © The Art Archive/Alamy; p.31S © Georgios Kollidas inger Collection, NYC/TopFoto; p81 © Stefano Bianchetti/Corbis; pad © Bernard 63 — Fotolia; p.465 © Jason Butcher/cultura/Corbis. Every effort has been made to trace all copyright holders, but if any have been inadvertently overlooked the Publishers will be pleased to make the necessary arrangements at the first opportunity. 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Visit our website at www.hoddereducation.com © Ric Pimentel and Terry Wall 1997, 2006, 2010, 2013 First edition published 1997 Sccond edition published 2006 Sccond edition updated with CD published 2010 ‘This third edition published 2013 by Hodder Education, an Hachette UK Company, 338 Euston Road London NWI 3BH Impression number $4321 ‘Year 2017 2016 2015 2014 2013 Allrights reserved. Apart from any use permitted under UK copyright lave, no part of this publication ‘may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or held within any information storage and retricval system, without permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited, Further details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Limited, Saffron House, 6-10 Kirby Street, London ECIN TS. Cover photo © senoldo — Fotolia Ilustrations by Pantek Media ‘Typeset in 10/12pt Times Ten by Pantek Media Printed in Dubai A catalogue record for this title is available from the British Library ISBN 978 1 444191707@ Introduction @ Topic 1 Number Chapter 1 Number and language Chapter 2 Accuracy Chapter 3 Calculations and order Chapter 4 Iniegers, fractions, decimals and percentages, Chapter 5 Further percentages Chapter 6 Retio and proportion Chapter 7 Indices and standerd form Chapter 8 Money and finance Chapter 9 Time Chapter 10 Set notetion and Venn dicgrams Topic 1 Mathemetical investigations and ICT @ Topic 2 Algebra and graphs Chapter 11 Algebraic representation and manipulation Chapter 12 Algebraic indices Chapter 13 Equations and inequalities Chapter 14 Linear programming Chapter 15 Sequences Chapter 16 Variation Chapter 17 Graphs in practical situations Chapter 18 Graphs of functions Chapter 19 Functions Topic 2 Mathematical investigations and ICT @ Topic 3 Geometry Chapier 20 Geometrical vocabulary Chapter 2) Geometrical constructions and scale drawings Chapter 22 Similority Chapter 23. Symmetry Chapter 24 Angle properties Chapter 25 Loci Topic 3 Mathematical investigations and ICT @ Topic 4. Mensuration Chapter 26 Measures Chapter 27 Perimeter, area end volume Topic 4 Mathematical investigations and ICT 12 24 30 43 52 62 75 a5 a7 98 102 104 123 127 149) 155 167 174 189 203 209 212 214 221 231 240 245 265 an 274 276 281 aiContents @ Topic 5 Coordinate geometry Chapter 28 Streight-line graphs Topic 5 Mathematical investigations and ICT @ Topic 6 Trigonometry Chapter 29 Bearings Chapter 30 Trigonometry Chapter 31. Further trigonometry Topic 6 Mathematical investigations and ICT @ Topic 7 Matrices and transformations Chapter 32 Vectors Chapter 33 Mctrices Chapter 34 Transformations Topic 7 Methematical investigations and ICT @ Topic 8 Probability Chapter 35 Probability Chapter 36 Further probability Topic 8 Mathematical investigations and ICT @ Topic 9 Statistics Chapter 37 Mean, median, modle and range Chapter 38 Collecting and displaying data Chapter 39 Cumulative frequency Topic 9 Mothematical investigations and ICT @ Index 314 316 341 344 346 349 366 378 380 382 394 408 436 440 4d? 452 460 464 466 472 491 499 502To the Student ‘This textbook has been written by two experienced mathematics teachers. The book is written to cover every section of the Cambridge IGCSE® Mathematics (0580) syllabus (Core and Extended), The syllabus headings (Number, Algebra and graphs, Geometry, Measuration, Coordinate geometry, Trigonometry, Matrices and transformations, Probability, Statistics) are ‘mirrored in the textbook. Each major topic is divided into a number of chapters, and each chapter has its own discrete exercises and student assessments, The Core sections are identified with a green band and the Extended with a red band. Students using this book may follow either a Core or Extended curriculum. The syllabus specifically refers to “Applying mathematical techniques to solve problems’ and this is fully integrated into the exercises and assessments. This book also includes a number of such problems so that students develop their skills in this area throughout the course. Ideas for ICT activities are also included, although this is not part of the examination. The CD included with this book contains Personal Tutor audio-visual worked examples covering the main concepts. The study of mathematics crosses all lands and cultures. A mathematician in Africa may be working with another in Japan to extend work done by a Brazilian in the USA; art, music, language and literature belong to the culture of the country of origin. Opera is European. Noh plays are Japanese. tis not likely that people from different cultures could work together on a piece of Indian art for example, But all people in all cultures have tried to understand their world, and mathematics has been common way of furthering that understanding, even in cultures which have left no written records, Fach Topic in this textbook has an introduction which tries to show how, over a period of thousands of years, mathematical ideas have been passed from one culture to another. ‘The Ishango Bone from Stone-Age Africa has marks suggesting it was a tally stick. It was the start of arithmetic. 4500 years ago in ancient Mesopotamia, clay tablets show multiplication and division problems. An early abacus may have been used at this time. 3600 years ago what is now called The Rhind Papyrus was found in Egypt. It shows simple algebra and fractions. The Moscow Papyrus shows how to find the volume of a pyramid. The Egyptians advanced our knowledge of geometry. ‘The Babylonians worked with arithmetic. 3000 years ago in India the great wise men advanced mathematics and their knowledge travelled to Egypt and later to Greece, then to the rest of Europe when great Arab mathematicians took their knowledge with them to Spain. Europeans and later Americans mace mathematical discoveries from the fifteenth century. It is likely that, with the re-emergence of China and India as major world powers, these countries will again provide great mathematicians and the cycle will be completed. So when you are studying from this textbook remember that you are following in the footsteps of earlier mathematicians who were excited by the discoveries they had made. These discoveries changed our world. ‘You may find some of the questions in this book difficult. It is easy when this happens to ask the teacher for help. Remember though that mathematics is intended to stretch the mind. If you are trying to get physically fit, you do not stop as soon as things get hard, It is the same with mental fitness. Think logically, try harder. You can solve that difficult problem and get the feeling of satisfaction that comes with learning something new. Ric Pimentel Terry WallE17 Understand the meaning ond rules of indices. C) Syllabus Use the standard form A x 10” where nis a E11 positive or negotive integer, and 1 , <,>, < Calculete percentage increase or decrease. 1 Carry out calculations involving reverse percentages.E113 E116 Use a calculator efficiently. Use given data to solve problems on personel Apply appropricte checks of accuracy. end household finance involving earnings, simple inferest ond compound interest. minis Extract date from fables ond charts Caleulote times in terms of the 24-hour and | 12-hour clock Bald Read clocks, dials and timetables. Use exponential growth and decay in relation to ulation end finance. E115 ee Calculate using money and convert from one: currency to another. Chapter 1 Number end longuage Furthef percentages (E1.12) (€1.1, £1.3, £1.4) Chapter 6 Ratio and proportion (E1.11) Chapter 2 Accuracy (E1.9, £1.10) Chapter 7. Indices-and standard form (E1.7) Ae Chapter3 Calculations and order Chapter8 — Moneyand finance —D| (E1.6, £1.13) (E1.15, £1.16, £1.17) Chapter 4 Integers, rections, decimals and Chapter — Time(El.14) percentages E15, E1.8) Chapter 10) S41 notation and Venn diagrams 1.2) © Hindu mathematicians In 13008c€ a Hindu teacher named Laghada used geomeiry and trigonometry for his astronomicel calculations. At around thistime, other Indian mathematicians solved quadratic and simultaneous equations. ‘Much later, in about 20500, another Indian teacher, Aryabhata, worked ‘on approximations for x (pi) and on the trigonometry of the sphere. He realised that not only did the planets go round the Sun but that their paths were elliptic Brahmagupte, a Hindu, was the first to treat zero @s o number in its own right. This helped to develop the decimal system of numbers. ‘One of the greatest mathematicians ofall time was Bhaseara who, twelfth century, worked in olgebro and trigonometry, He discovered that: sinlA + B) = sinAcosB + cosAsinB His work was taken to Arabia end later to Europe.Qa) Number and language @ Vocabulary for sets of numbers A square can be classified in many different ways. It is a quadrilateral but it is also a polygon and a two-dimensional shape. Just as shapes can be classified in many different ways so can numbers. Below is a description of some of the more common types of numbers. © Natural numbers A child learns to count ‘one, two, three, four, ‘These are sometimes called the counting numbers or whole numbers. The child will say ‘Iam three’, or “I live at number 73°. If we include the number 0, then we have the set of numbers called the natural numbers ‘The set of natural numbers N = (0, 1,2. 3,4, @ Integers Ona cold day, the temperature may be 4°C at 10 p.m. If the temperature drops by a further 6°C, then the temperature is, “below zero’; itis -2°C. Ifyou are overdrawn at the bank by $200, this might be shown as ~$200, The set of integers Z = {...,-3, -2,-1,0,1,2,3, Zis therefore an extension of N. Every natural number is an integer. @ Rational numbers A child may say “Iam three’; she may also say “I am three and, ahalf’, or even ‘three and a quarter’, 35 and 34 are rational numbers. All rational numbers can be written as a fraction whose denominator is not zero. All terminating and recurring decimals are rational numbers as they can also be written as fractions, ¢.2. A 1 3 1 83 5 o2=4 03=% 7=2 153-18 02-3 The set of rational numbers Q is an extension of the set of integers. @ Real numbers Numbers which cannot be expressed as a fraction are not rational numbers: they are irra bers, ‘Using Pythagoras’ rule in the diagram to the left, the length 8 of the hypotenuse AC is found as:Number and language Exercise |.1 AG@= E+ =2 AC= 2 “(2 = 1.41421356..... The digits in this number do not recur or repeat in a pattern. This is a property of all irrational numbers. Another example of an irrational number you will come across is x (pi). It is the ratio of the circumference of a circle to the length of its diameter. Although it is often rounded to 3.142, the digits continue indefinitely never repeating themselves in any particular pattern. ‘The set of rational and irrational numbers together form the set of real numbers R. @ Prime numbers A prime number is one whose only factors are 1 and itself (Note that 1 is not a prime number.) 1. Ina 10by 10 square, write the numbers 1 to 100. Cross out number 1 Croxs out all the even numbers after 2 (these have 2 asa factor). Cross out every third number after 3 (these have factor). Continue with 5, 7, 11 and 13, then list all the prime numbers less than 100. © Square numbers ‘The number I can be written as 1X 1 or 12 The number 4 can be written as 2 x 2 or 2 can be written as 3 X 3 or ¥. 16 can be written as 4x 4 or 4”, When an integer (whole number) is multiplied by itself, the result is a square number. In the examples above, 1,4, 9 and 16 are all square numbers. @ Cube numbers ‘The number 1 can be written as 1X 1X Lor 18 ‘The number 8 can be written as 2 X 2X Zor 28, 27 can be written as 3 X 3X 30r* 64 can be written as4 x 4X 4 ord? ‘When an integer is multiplied by itself and then by itself again, the result is a cube number. In the examples above 1, 8, 27 and 64 are all cube numbers. @ Factors The factors of 12 are all the numbers which will divide exactly into 12.i.c. 1,2, 3,4, 6 and 12.Number Exercise 1.2 1. List all the factors of the following numbers: a) 6 b) 9 7 @) 15 e) 4 ) 36 =e) 35h) 25) 2) 100 @ Prime factors The factors of 12 are 1, 2,3.4,6 and 12. Of these, 2 and 3 are prime numbers, so 2 and 3 are the prime factors of 12. Exercise 1.3. 1. List the prime factors of the following numbers: a) 15 by 8c) 24d) 16) 13 9) 33h) 35) 70) 56 An easy way to find prime factors is to divide by the prime numbers in order, smallest first. Worked examples) Find the prime factors of 18 and express it as a product of prime numbers: 8 9 3 1 18=2x3x30r2x# b) Find the prime factors of 24 and express it as a product of prime numbers: 2 =2X2X2X30r2B XI ©) Find the prime factors of 75 and express it as a product of prime numbers: 25 X 5X Sor3x 5?Number and language Exercise 1.4 Exercise 1.5 1. Find the prime factors of the following numbers and express them as a product of prime numbers: a) 12 b) 32) 36d) 40 e) 44 f) 56 gs) 45 h) 39 i) 21 i) 68 © Highest common factor The prime factors of 12 are 2x 2 3. ‘The prime factors of 18 are 2 x 3 X 3. So the highest common factor (HCF) can be seen by inspection to be 2 X 3, ie. 6. © Multiples Multiples of 5 are 5, 10, 15,20, ete The lowest common multiple (LCM) of 2 and 3 is 6, since 6 is the smallest number divisible by 2 and 3. ‘The LCM of 3 and Sis 15 The LCM of 6 and 10is 30. 1. Find the HCF of the following numbers: a) 8,12 b) 10,25 ©) 12,1824 d) 15,21,27 e) 36,63,108 —f) 22, 110 ®) 32,5672 hh) 39,52 i) 34,51, 68 i) 60, 144 2. Find the LCM of the following: a) 614 6) 415) 2,7, e) 68.20 f) 3.5.7 ) 45,10 h) 3,7. i) 610,16 j) 25,40,100 @ Rational and irrational numbers A rational number is any number which can be expressed as fraction, Examples of some rational numbers and how they can be expressed as a traction are shown below: 0. i. (ged, ga7l 439288 pged 4 o03=3 7=7 153-48 02-3 An irrational number cannot be expressed as a fraction. Examples of irrational numbers include: 42, V3, 6-43, In summary: Rational numbers © whole numbers, © fractions, recurring decimals, © terminating decimals. include:Number Irrational numbers include: @ the square root of any number other than square numbers, © a decimal which neither repeats nor terminates (e.g. 1). Exercise 1.6 1. For cach of the numbers shown below state whether it is 4em rational or irrational: a) 13 b) 06 3) V3 a) -23 ©) V25 9 Ve 3) V7 h) 0.625 i) oil For each of the numbers shown below state whether rational or irrational: a) V2xV3 by) V2403 og) (2x VEF ve ay M8 2 3. Incach of the following decide whether the quantity required is rational or irrational. Give reasons for your answer. E . aA © 9 440-4 Thelength of the diagonal The circumference ‘Thesidelengthot ‘The area of thecircle cof the clrele the square @ Square roots ‘The square on the left contains 16 squares. It has sides of length units, So the square root of 16 is 4. This can be written as “/16 = 4, Note that 4 X 4 is 16 s0 4 is the square root of 16. However, ~4 X —4 is also 16 so —4 is also the square root of 16. By convention, 4/16 means ‘the positive square root of 16° so 4/16 = 4 but the square root of 16 is 44 i.e. +4.0r —4. Note that ~16 has no square root since any integer squared is positiveNumber and language Exercise 1.7 Exercise 1.8 1. Find the following: a) 25 b) Vo °) 49 a) V100 ©) Vi2t =) Vi69 sg) YOOL bh) JOH i) Yoo9 j) Vo.25 2. Use the 4 key on your calculator to check your answers to question 1 3. Calculate the following: oy ove 9 VR 8 Ve ot 9G oe ve 2 i) Ver @ Using a graph 1. Copy and complete the table below for the equation y = af. 9 | 16 [ 25 [36 [ 49 | 64 [ 21 | 100 ¥ --L- Plot the araph of y = 4/x. Use your graph to find the approximate values of the following: a) 60 a) V35 by VES) 55 e) V2 2. Check your answers to question 1 above by using the 4] key on acalculator. @ Cube roots The cube below has sides of 2 units and occupies 8 cubic units of space. (That is,2 2X 2.) So the cube root of 8 is 2. This can be written as 4/8 A] is read as ‘the cube root of ‘Vea is 4, since 4 x 4X 4 = 6 Note that WGA is not —4 since 4X -4X 4 = -64 but 4/6 is —4Number Exercise 1.9 Worked example Exercise 1.10 1. Find the following cube roots: aie») Vis 9 47) ooo c) Joo27 9) (216g) i000) “fi 000000 i V8) V2) Y= 1000) @ Directed numbers The diagram above shows the scale of a thermometer. The temperature at 0400 was —3°C. By 0900 the temperature had risen by 8°C, What was the temperature at 0900? 3)" + 6 = 67 1. The highest temperature ever recorded was in Libya. It was 58°C. The lowest temperature ever recorded was —88°C in Antarctica. What is the temperature difference? 2. My bank account shows a credit balance of $105, Describe my balance as « positive or negative number after each of these transactions is made in sequence: a) rent $140 b) car insurance $283 ©) Lweek’s salary $230 d)_ food bill $72 e) credit transfer $250 3. The roof of an apartment block is 130m above ground level. The car park beneath the apartment is 35m below ground level. How high is the roof above the floor of the car park? 4. A submarine is at a depth of 165m. If the ocean floor is 860m from the surface, how far is the submarine from the ocean floor?Number and language Student assessment I 1. State whether the following numbers are rational or irrational: a) 15 b) V7 <) 07 d) 073 e) Vi2t Nox 2. Show, by expressing them as fractions or whole numbers, that the following numbers are rational: a) 0.625 b) 7 ©) 044 3. Find the value of: ae b) 1s 9 2d (ore 4. Caleulate: a) (3.5 b) (41y ©) (0.15? 5. Without using a calculator, find: a) “225 b) 001 ©) Yost 0) VE ©) 58 9 2B 6. Without using a calculator, find: a) # b) (ory 9 7. Without using a calculator, find: a Va b) Vioo00 =) YE 8 My bank statement for seven days in October is shown below: Date | Payments ($) | Receipts ($) | Balance ($) o1vio 200 ET 284 @ Copy and complete the statement by entering the amounts (a) 0).(2) Accuracy Exercise 2.1 Worked examples @ Approximation In many instances exact numbers are not necessary or even desirable, In those circumstances approximations are given. ‘The approximations can take several forms. The common types ‘of approximation are dealt with below. @ Rounding 1f 28 617 people attend a gymnastics competition, this figure can be reported to various levels of accuracy, To the nearest 10 000 this figure would be rounded up to 30 000. To the nearest 1000 the figure would be rounded up to 29 000. ‘To the nearest 100 the figure would be rounded down to 28 600. In this type of situation it is unlikely that the exact number would be reported. 1. Round the following numbers to the nearest 1000: a) 68 786 b) 74.245 ©) 89.000 a) 4020 e) 99500 f) 999 999 2. Round the following numbers to the nearest 100: a) 78540 b) 6858 ©) 14.099 dd) 8084 e) 950 1) 2984 3. Round the following numbers to the nearest 10: a) 485 b) 692 ©) 8847 dd) 83 e) 4 1) 997 Decimal places A number can also be approximated to a given number of decimal places (d.p.). This refers to the number of digits written after a decimal point. a) Write 7.864 to 1 dp. The answer needs to be written with one digit after the decimal point. However, to do this, the second digit after the decimal point also needs to be cons or more then the first digit is rounded up.‘Accuracy Exercise 2.2 Worked examples Exercise 2.3 b) Write 5.574 to2 dp. The answer here is to be given with two digits after the decimal point. In this case the third digit after the decimal point needs to be considered. As the third digit after the decimal point is less than 5, the second digit is not rounded up. ie. 5.574 is written as 5.57 to 2 dp. 1. Give the following to 1 dp. a) 5.58 b) 0.73 ©) 186 a) 157.39 ) 4.04 #) 15.045 8) 2.95 h) 0.98 i) 12.049 2. Give the following to 2 dp. a) 6.473 b) 9.587 ©) 16.476 d) 0.088 ©) 0014 f) 93048, 2) 99.996 h) 0.0048, i) 3.0037 Significant figures Numbers can also be approximated to a given number of ant figures (s.f.). In the number 43.25 the 4 is the most significant figure as it has a value of 40. In contrast, the 5 is the least significant as it only has a value of S hundredths. a) Write 43.25 to 3s.f. Only the three most significant digits are written, however the fourth digit needs to be considered to see whether the third digit is to be rounded up or not. ie. 43.25 is written as 43.3 to 3 sf. b) Write 0.0043 to 1 s.f. In this example only two digits have any significance, the 4 and the 3. The 4 is the most significant and therefore is the only one of the two to be written in the answer. ie. 0.0043 is written as 0.004 to 1 s.f. 1. Write the following to the number of significant figures written in brackets: a) 48599 (1s) b) 48599(3s) ©) 6841 (Is.6) d) 7538(2sf£) ©) 4837(1sf) f) 25728(3sf) #) 990(Isf) fh) 2045 (2sf) i) 1495248) 2. Write the following to the number of significant figures written in brackets: a) 0.085 62 (1s) b) 0.5932 (Is) ©) 0.942 (2s) dd) 0.954 (15.6) e) 0.954(2s.£) — £) 0.003 05 (1 s. 2) 0.003 05 (2s.f.) h) 0.009 73 (2s.) i) 0.00973 (1s.Number Worked example Worked examples Exercise 2.4 @ Appropriate accuracy In many instances calculations carried out using a calculator produce answers which are not whole numbers. A calculator will give the answer to as many decimal places as will fit on its screen. In most cases this degree of accuracy is neither desirable nor necessary. Unless specifically asked for, answers should not be given to more than two decimal places. Indeed, one decimal place is usually suificient. In the examination, you will usually be asked to give your answers exactly or correct to three significant figures as appropriate; answers in degrees to be given to one decimal place. Calculate 4.64 + 2.3 giving your answer to an appropriate degree of accuracy. The calculator will give the answer to 4.64 + 2.3 as 2.0173913, However the answer given to 1 dip. is sufficient. Therefore 4.64 + 23 = 2.01 dp). @ Estimating answers to calculations Even though many calculations ean be done quickly and effectively on a calculator, often an estimate for an answer can be ‘useful check. This is done by rounding each of the numbers in such a way that the calculation becomes relatively straightforward. a) Estimate the answer to 57 X 246, Here are two possibilities: i) 60 x 200 = 12.000, ii) 50 X 250 = 12 500. b) Estimate the answer to 6386 + 27. 6000 + 30 = 200. 1. Calculate the following, giving your answer to an appropriate degree of accuracy: a) 23.456 X 17.89 b) 04% 12.62) 18% 924 d) 7624432 ©) 7 f) 16.42? ») 23%337 i) 9248 4 2 Without using a calculator, estimate the answers to the following: a) @x19 b) 270x12 ce) 55 x 60 d) 4950X 28 ec) OS KO9S ff) 0.184 x 475, 3. Without using a calculator, estimate the answers to the following: a) 3946418 —b) 8287442 ©) 906 +27 d) 5820413 ¢) 48 +012 f) 610 +0.222 Accuracy 4. Without using.a calculator, estimate the answers to the following: a) 78.45 + 51.02 b) 1683 ~87.09 c) 293x314 sy 4.3.x 752 (ay a 42s 9) SEE) GF ‘Using estimation, identify which of the following are definitely incorrect. Explain your reasoning clearly. a) 95% 212 = 20140 b) 44x 17 =748 c) 689 x 413=28457 —d)142 656 €) 71.9 X 22.6 = 2512.54 842 x 46 0 02 6. Bstimate the shaded areas of the following shapes. Do not work, eat fs exact answer. a) <——17.2m > <9. ote “ <31m °c) << 8.8em —_> 16.3cm 17.832 = 19366 7. Estimate the volume of each of the solids below. Do not work out an exact answer. a) <—10.5em—_> °) b)Number Worked example © Upper and lower bounds ‘Numbers can be written to different degrees of accuracy. For example 4.5, 4.50 and 4.500, although appearing to represent the same number, do not. This is because they are written to different degrees of accuracy. 4.5 is rounded to one decimal place and therefore any number from 4.45 up to but not including 4.55 would be rounded to 4.5. On a number line this would be represented as: a 44 445 35 455 46 As an inequality where x represents the number it would be expressed as 445 implies that the number is not included in the solution whilst @————P implies that the number is included in the solution. 4.50 on the other hand is written to bvo decimal places and therefore only numbers from 4.495 up to but not including 4.505 would be rounded to 4.50. This therefore represents a much smalfer range of numbers than that being rounded (0 4.5. Similarly the range of numbers being rounded to 4.500 would be even smaller. A girl's height is given as 162 cm to the nearest centimetre. 4) Work out the lower and upper bounds within which her height can lic. 161.5 em 162.5 em Lower boun Upper bound fi) Represent this range of numbers on a number line ng 161 1615 162 1625) 183 IV the girl’s height inequality. 16LS given that cach of the numbers is accurate to 1 d.p. 33.5 lies in the range 33.45 isgreater than > is greater than or equal to <_ is less than = is less than or equal to x= 3 implies that x is greater than or equal to 3, i.e. ean be 3, 4,4.2,5, 5.6, ete. 3 x can be rewritten as x <5, ie. can be 4, 3.2, 3,2.8, —7 = xcan be rewritten as x = —7, ie.x can be —7, -6, ele, These inequalities can also be represented on a number line: x<5 xo-7 Note that O——> implies that the number is not included in the solution whilst @———P implies that the number is included in the solution, Worked examples a) The maximum number of players from one football team allowed on the pitch at any one time is eleven. Represent this information: i) as an inequality, ii) onanumber line. i) Let the number of players be represented by the letter n,n must be less than or equal to 11. Therefore n < 11. i) <+_“_ 10 11 b) The maximum number of players from one football team allowed on the pitch at any one time is eleven. The minimum allowed is seven players. Represent this information:Calculations and order Exercise 3.1 1. 4 i) as an inequality, ii) oma number line. i) Let the number of players be represented by the letter nn must be greater than or equal to 7, but less than or ‘equal to 11. Therefore 7 , < into the space to make the statement correct: a) 7X2...847 b) ...9x4 ©) 5X10...77 d) 80cm ¢) 1000litres...1m> —f) 48 Represent each of the following inequal line, where x is a real numbei a) x<2 b) x53 o)xs—4 d) x=-2 e) 2 y 2 Dz @ Decimals H T vu. t Si es 3 2 7 0 ° 3 8 3.27 is 3 units, 2 tenths and 7 hundredths ie 327=34+34+5 0.038 is 3 hundredths and 8 thousandths ie. 0038= by + by Note that 2 tenths and 7 hundredths is equivalent to 27 hundredths a 10 vet 47 ie ti and that 3 hundredths and 8 thousandths is equivalent to 38 thousandths 28 ee dpe ie gota Exercise 4.3 1, Write the following fractions as decimals: a) 4p ») 6% OM) Bibs ©) Sm 6) Ue 8) tomb) Sat ) i) FearNumber Worked example Exercise 4.4 2. Evaluate the following without using a calculator: a) 2.7 +035 + 16.09 b) 1.44 + 0.072 + 82.3 ©) 238-172 d) 16.9 ~5.74 e) 1213-8549 1) 603 +05 —1.21 2) 72.5 ~ 9.08 + 3.72 h) 100 ~ 32.74 - 61.2 i) 16.0 ~9.24 ~ 5.36 j) 11-092 - 0.005 @ Percentages A fraction whose denominator is 100 can be expressed as a percentage. ican be written as 29% ify can be written as 45% By using equivalent fractions to change the denomil other fractions can be written as percentages Change 3 to a percentage. 32340 373% mp can be written as 60% 1. Express each of the following as a fraction with denominator 100, then write them as percentages » b u 3 a) ») °) > Oa yz ng o 4 n) 3 2. Copy and complete the table of equivalents below. Fraction Decimal Percentage 02 30% t 05 60% 7 7 09 4 75%Integers, fractions, decimals and percentages Worked example Worked example Worked example @ The four rules Addition, subtraction, multiplication and division are mathematical operations. Long multiplication When carrying out long multiplication, it is important to remember place value 184x397 -1:8 4 x_37 1288 (184x7) 5520 (184x 30) 6808 (184x357) Short division 453 + 6 6 Lis usual, however, to give the final answer in decimal form rather than with a remainder, The division should therefore be continued: 453 + 6 Long division Calculate 7184 + 23 to one decimal place (1 d.p.). ‘Therefore 7184 + 23 = 312.3 to 1 dp. Mixed operations When a calculation involves a mixture of operations, the order of the operations is important. Multiplications and divisions are done first, whilst additions and subtractions are done afterwards. To override this, brackets need to be used.Number Worked examples Exercise 4.5 a) 3472-4 G+7)x2-4 3+14-4 1x2-4 13 20-4 16 Qo 34+7x (2-4) (+7) x@-4) 3+7x (-2) 10 x (-2) = 3-14 -20 =11 1. Eyaluate the answer to each of the following: a) 34+59X2-4 b) 12+8+644 2 Copy these equations and put brackets in the correct places to make them correct: a) 6X44643=20 — b) 9-3X7+2=54 3. Without using a calculator, work out the solutions to the following multiplications: a) 785 X 38 b) 164 x 253 4. Work out the remainders in the following divisions: a) 7247 b) 430+ 9 5. a) A length of rail track is 9m long, How many complete Iengths will be needed to lay 1 km of track? b) How many 35 cent stamps can be bought for 10 dollars? 6. Work out the following long divisions to 1 dp. a) 7892 +7 b) 7892 + 15 @ Calculations with fractions Equivalent fractions % 2 oe £ # It should be apparent that Zand dare equivalent fractions. Similarly, 3, 2,3 and rare equivalent, as are 4 and 2, Equivalent fractions are mathematically the same as each other. In the diagrams above 3 is mathematically the same a However 4 is a simplified fonn of 4. When carrying out calculations involving fractions it is ust to give your answer in its simplest form, Another way of saying ‘simplest form is ‘lowest terms’.Integers, fractions, decimals and percentages Worked examples Exercise 4.6 Worked examples Worked examples Exercise 4.7 a) Write in its simplest form, Divide both the numerator and the denominator by their highest common factor. The highest common factor of both 4 and 22 is 2. Dividing both 4 and 22 by 2 gives 7. Therefore 7; is 4 written in its simplest form. b) Write % in Divide both the numerator and the denominator by their highest common factor ‘The highest common factor of both 12 and 40 is 4. Dividing both 12 and 40 by 4 gives 3. Therefore 3 is {2 written in its lowest terms. s lowest terms, 1. Express the following fractions in their lowest terms, eb HT a) i a Oe 0% °) Do Addition and subtraction of fractions For fractions to be either added or subtracted, the denominators need to be the same. When dealing with calculations involving mixed numbers, itis sometimes easier to change them to improper fractions firs. a S$-2F by 1$+3} B-2 yee ee St or Evaluate each of the following and write the answer as, 2 ati 44 Hiss i243 DatatyNumber 2 b) +545 d) e+ Sate 4 4 on 9% 4 b) f+ a) 3+ 9 4- 5. a) 24434 by 41h ) 5-3 ) 5-2 6) 5-4 9 31-35 6 a bene b) afeattig 1 19392 ® & eg IE 8g o4 eee Multiplication and division of fractions Worked examples a) 5X4 ss los ‘The reciprocal of a number is obtained when 1 is divided by 2 that number. The reciprocal of 5 is 4, the reeiprocal of 5 is 5, ete. Dividing fractions is the same as multiplying by the reciprocal. Worked examples 2) ») : ot sie l= x Bl oleIntegers, fractions, decimals and percentages Exercise 4.8 1. Write the reciprocal of each of the following: as 2 05 a iy °) 34 6 ‘Evaluate the following: a) 3xF b) EX Gn 9) Xi ad) For§ e) fort 1) Jor} 3. Evaluate the following: 3 5 a3 be $ 4) 13+} 5+ +1} 4. Evaluate the following: a) 3x b) 3x3 9) a ) G+Oxa ©) 30ff £) 435 5. Evaluate the following: a GX) + GOR) ——b) x3) CF +H) ) Gor +Gots) A) px 25 @ Changing a fraction to a decimal To change a fraction to a decimal, divide the numerator by the denominator. Worked examples a) Change to a decimal. 0.625 8 [5.070 %0 b) Change 2 to a decimal. This can be represented as 2 + 2, 0.6 5 13.0 Therefore 23 26 Exercise 4.9 1. Change the following fractions to decimals: at b) § ox os os 0% a hy 5 aqNumber Worked examples Exercise 4.10 2. Change the following mixed numbers to decimals: a) 2 b) 3 9) 4 4) 6% °) 9 6 2) Sie hy 4B a5 @ Changing a decimal to a fraction Changing a decimal to a fraction is done by knowing the ‘value? of each of the digits in any decimal. a) Change 0.45 from a decimal to a fraction, units. tenths hundredths o . 4 5 0.45 is therefore equivalent to 4 tenths and S hundredths, which in turn is the same as 45 hundredths. Therefore 0.45 = 3 = cy b) Change 2.325 trom a decimal to a fraction. units. tenths hundredths thousandths 2 3 2 5 Therefore 2.325 = ig = 25 on = 249 1. Change the following decimals to fractions: a) 05 b) 07 ©) 06 ) 0.75 e) 0.825 £) 0.05 2) 0.050 hy 0.402 i) 0.0002 2. Change the following decimals to mixed numbers: a) 24 b) 65 ©) 82 d) 3.75 e) 10.55 f) 9.204 a) 15.455 hh) 30.001 i) 1.0205 @ Recurring decimals In Chapter 1 the definition of a rational number was given as any number that can be written as a fraction. These include integers, terminating decimals and recurring decimals. The examples given were: 153 4 03=% 153 = 18 ‘The first four examples are the more straightforward to. understand regarding how the number can be expressed as a fraction. The fifth example shows a recurring decimal also written asa fraction, Any recurring decimal can be written as a fraction as any recurring decimal is also a rational number. and i 2 T=} 02 =3Integers, fractions, decimals and percentages @ Changing a recurring decimal to a fraction A recurring decimal is one in which the numbers after the decimal point repeat themselves infinitely. Which numbers are repeated is indicated by a dot above them, 0.2 implies 0.222 222 222 222 222. 0.45 implies 0.454 545 454 545 0.6024 implies 0.602 460 246 024. Note, the last example is usually written as 0.6024 where a dot only appears above the first and last numbers to be repeated. Entering 4 into a calculator will produce 0.444 444.444... Therefore 04 = §. The example below will prove this. Worked examples a) Convert 0.410 a fraction. Letx=04 ie.x = 0.444 444 4d 444... 1Oe = 4.4 i.e. 10x = 4.444 dad 444 444 Subtracting x from 10x gives: Ox = 4.444 444 444 444., = x = 044d 44d da dad... w= 4 Rearranging givesx = 4 Butx = 0.4 Therefore 0.4 b) Convert 0.68 to a fraction. ise. x = 0.686 868 686 868 686... i.e. 100 = 68,686 868 686 868 686. Subtracting x from 100x gives 100% 68.686 868 686 868 686... - x 0.686 868 686 868 686. 99x 68 sal Rearranging gives x = §} Butx = 048 Therefore 0.68 = &Number Exercise ©) Convert 0.03 to a fraction. i ie.x = 0.031 313 131 313 131... fe. 100r = 3.131 313 131 313 131... Subtracting x from 100x gives: 3.131 313 131 313 131... 0.031 313 131 313 131... 31 ing both sides of the equa decimal to give: 990x = 31 n by 10eliminates the som wet Rearranging gives x = 3, Butx = 0.031 si- 2! Therefore 0.031 = oy ‘The method is therefore to let the recurring decimal equal x and then to multiply this by a multiple of 10 so that when one is subtracted from the other either an integer (whole number) or terminating decimal (a decimal that has an end point) is left, @) Convert 2.0406 to a fraction. Let x= 2.040 | ie. x = 2.040 640 640 640. 1000x = 2040.640 xe. 1000x = 2040.640 640 640 640.. Subtracting x from 1000x gives: 1000x = 040,640 640 640 640. .. - 2.040 640 640 640. ‘000x 2038.6 Multiplying both sides of the equ: decimal to give: n by 10 eliminates the 9000x = 20 386 Rearranging gives x = 3356 = 2,05 which simplifies further Rearranging gh 0 = 25500 I ms Butx = 2.0408 Therefore 2.0406 = 225 1. Convert each of the following recurring decimals to fractions in their simplest form: a) 03 b) 07 <) 042 d) 0.65Integers, fractions, decimals and percentages 2. Convert each of the following recurring decimals to fractions in their simplest form: a) 0.05 b) 0.063 ©) 1.02 d) 4.0038 3. Without using a calculator work out the sum 0.15 + 0.04 by converting cach decimal to a fraction first. Give your er asa fraction in its simplest form. ans 4. Without using a calculator evaluate 0.27 — 0.106 by converting each decimal to a fraction first. Give your answer as a fraction in its simplest form. Student assessment | 1, Evaluate the following: a) 4060 6) Sof5S gy Zot a) Sor120 2. Write the following as percentages: ) i b) o4 0% 2) 4 ) 2% 8) a byt i) 031 j) 0.07 k) 34 2 3. Evaluate the following: a) S+8X3-6 b) 15+45+3-12 4. Work out 851 x 27. . Work out 6843 + 19 giving your answer to 1 dp. 6. Evaluate the following: 3 448 a HOE b) $45 7. Change the following fractions to decimals: 2 3 2 a) 3 ») at oF d 8. Change the following decimals to fractions. Give each fraction in its simplest form. a) 42 b) 0.06 ) 185 a) 2.005 9, Convert the following decimals to fractions, giving your answer in its simplest form: a) 03 b) 0.080 3 121 Work out 0.625 + 0.0% by first converting cach decimal to a fraction, Give your answer in its simplest form.Number Student assessment 2 1. Evaluate the following: a) }of63 b) fof72 cc) ZofSS — d) of 169 2. Write the following as percentages: as >) i Or Oe ) ) 3mm 2) ow ) Ss i) 077 j) 0.03 k) 2.9 y4 3 a) 6X4-3%8 b) 15+342%7 4. Work out 368 x 49, 5. Work out 7835 + 23 giving your answer to 1 dp, 6, Evaluate the following: a) B-§ b) xs 7. Change the following fractions to decimals: ad b) o§ ) 3 8. Change the following decimals to fractions. Give each fraction in its simplest form a) 65 b) 0.04 ©) 3.65 4) 3.008 9. Convert the following decimals to fractions, giving your answer in its simplest form: a) 007 b) 0.0009 ©) 3.030 10. Work out 1.025 — 0.805 by first converting each decimal to a fraction. Give your answer in its simplest form.(s) Further percentages ‘You should already be familiar with the percentage equivalents of simple fractions and decimals as outlined in the table below. Fraction Decimal Percentage 7 OS 50% 1 025 25% 075 75% 0.125) 125% 0375 375% 0.625 625% 0875) 87.5% ol 10% 02 20% 03 30% 04 40% 06 60% o7 70% 08 80% 08 90% @ Simple percentages Worked examples a) Of 100 sheep in a field, 88 are ewes. i) What percentage of the sheep are ewes? 88 out of 100 are ewes = 88% ii) What percentage are not ewes? 12 out of 100 =12% b) Convert the following percentages into fractions and decimals: i) 27% ii) 5% a ae = 0.05 09 = 977 Too ~ 29 =Number Exercise 5.1 Worked examples Exercise 5.2 ° z by 2 Convert 3 toa percentage: ‘This example is more complicated as 16 is not a faetor of 100. Convert toa decimal first. 3+ 16 = 0.1875 Convert the decimal to a percentage by multiplying by 100. 01875 x 100 = 18.75 Therefore 3 = 18.75%. ‘There are 200 birds ina flock. 120 of them are female. What percentage of the flock are: a) female? b) male? Write these fractions as percentages: a) » 3 oa Oe Convert the following percentages to decimals: a) 39% b) 47% c) 83% d) 7% ©) 2% f) 20% Convert the following decimals to percentages: a) 031 b) 0.67 c) 0,09 d) 0.05 e) 02 f) 0.75 Calculating a percentage of a quantity Find 25% of 300 m. 25% can be written as 0.25. 0.25 & 300 m = 75 m. Find 35% of 280m, 35% can be written as 0.35. 0.35 X 280 m = 98m. Write the percentage equivalent of the following fractions: a) } by 3 Oo: d) ec) 45 f) 33 Write the decimal equivalent of the following: a)Z b) 80% os d) 7% e) If Ht Evaluate the following: a) 25% of 80 b) 80% of 125 ec) 62.5% of 80 d) 30% of 120 e) 90% of 5 f) 25% of 30Further percentages Worked example Exercise 5.3 4. Evaluate the following: a) 17% of 50 b) 50% of 17 ©) 65% of 80 4d) 80% of 65 e) 7% 0f250 — f) 250% of 7 5. Inaclass of 30 students, 20% have black hair, 10% have blonde hair and 70% have brown hair. Calculate the number of students with a) black hair, b) blonde hair. ©) brown hair, 6. A survey conducted among 120 school children looked at which type of meat they preferred. 55% said they preferred lamb, 20% said they preferred chicken, 15% preferred duck and 10% turkey. Calculate the number of children in each category, 7. A survey was carried out in a school to see what nationality ity students were. OF the 220 students in the school, 65% were Australian, 20% were Pakistani, 5% were Greek and 10% belonged to other nationalities. Calculate the number of students of each nationality. 8. A shopkeeper keeps a record of the number of items he sells in one day. OF the 150 items he sold, 46% were newspapers. 24% were pens, 12% were books whilst the remaining 8% were other items. Calculate the number of each item he sold. @ Expressing one quantity as a percentage of another To express one quantity as a percentage of another. first write the first quantity as. fraction of the second and then multiply by 100, In an examination a girl obtains 69 marks out of 75. Express this result as a percentage. 69 -3 Sx 100% = 92% 1. Express the first quantily as a percentage of the second. a) 24outofS0 —b) 46 out of 125 ©) Toutof20 dd) 4S out of 90 ©) Joutof20 —f)_ Gout of 40 g) 13outof39 hh) 20 out of 35 2 A hockey team plays 42 matches. It wins 21, draws 14 and loses the rest. Express each of these results as a percentage of the total number of games played.Number 3. Four candidates stood in an election: A received 24 500 voles B received 18 200 votes C received 16 300 votes D received 12.000 voles Express each of these as a percentage of the total votes cast. 4. A car manufacturer produces 155 000 cars a year. The ears are available for sale in six different colours. The numbers sold of each colour were: Red 55 000 Blue 48 000 White 27 500 Silver 10 200 Green 9300 Black 5000 Express each of these as a percentage of the total number of cars produced. Give your answers to 1 d.p. @ Percentage increases and decreases Worked examples a) A shop assistant has a salary of $16 000 per month. If his salary increases by 8% , calculate: his new monthly salary, Increase = 8% of $16 000 0.08 x $16 000 = $1280 old salary + increase $16 000 + $1280 per month = $17 280 per month b) A garage increases the price of a truck by 12%. If the original price was $14 500, calculate its new price. The original price represents 100%, therefore the increased price can be represented as 112%. New price = 112% of $14 500 = 1.12 x $14 500 = $16 240 ii) New salary ©) A shop is having a sale. It sells a set of tools costing $130 at a 15% discount. Calculate the sale price of the tools The old price represents 100%, therefore the new price can be represented as (100 ~ 15)% = 85%. 85% of $130 = 0.85 X $130 = $110.50Further percentages Exercise 5.4 1. 2 3 4. 5 6 1 8 9 Increase the following by the given percentage: a) 150 by 25% —b) 230by 40% —c) 7000 by 2% d) 7by 250% ——e) 8Oby 12.5% —f) 75 by 62% Decrease the following by the given percentage: a) 120 by 25% ——_b) 40 by 5% ©) 90 by 90% €) 1000 by 10% —e) 80 by 37.5% — f) 75 by 42% In the following questions the first number is increased to become the second number. Calculate the percentage increase in each case. a) 50> 60 b) 75> 135 <) 40-84 d) 30-9315 2) 183333 f) 4513 In the following questions the first number is decreased to become the second number. Calculate the percentage decrease in each case. a) 50325 b) 80456 ©) 150+ 142.5 a) 330 e) 5503352 f) 20319 A farmer increases the yield on his farm by 15%. If his previous yield was 6500 tonnes, what is his present yield? ‘The cost of a computer in a computer store is reduced by 12.5% ina sale. If the computer was priced at $7800, what is its price in the sale? A winter coat is priced at $100.In the sale its price is reduced by 25%. a) Calculate the sale price of the coat. b) After the sale its price is increased by 25% again. Calculate the coat’s price after the sale. A farmer takes 250 chickens to be sold at a market, In the first hour he sells 8% of his chickens. In the second hour he sells 10% of those that were left. a) How many chickens has he sold in total? 1b) What percentage of the original number did he manage to sell in the two hours? The number of fish on a fish farm increases by approximately 10% each month. If there were originally 350 fish, calculate to the nearest 100 how many fish there would be after 12 months.Number Worked examples Exercise 5.5 @ Reverse percentages a) Ina test Ahmed answered 92% of the questions correctly. If he answered 23 questions correctly, how many had he got wrong? 92% of the marks is equivalent to 23 questions. 1% of the marks therefore is equivalent to 3 questions, So 100% is equivalent to 33 X 100 = 25 questions. Abmed got 2 questions wrong. b) A boat is sold for $15 360. This represents a profit of 28% to the seller. What did the boat originally cost the seller ‘The selling price is 128% of the original cost to the seller 128% of the original cost is $15 360. 19% of the original cost is 315360 128 100% of the original cost is 1, Calculate the value of X in each of the following: a) 40% of Xis240—b) 24% of Xis 84 c) 85% of X is 765 d) 4% of X is 10 €) 15% of X is 18.75 £) 7% of Xis 0.105 2. Calculate the value of ¥ in each of the following: a) 125% of Yis70_—_b) 140% of Vis 91 c) 210% of ¥ is 189 d) 340% of Y is 68 e) 150% of Yis0.375 f) 144% of Yis ~54.72 3. Ina geography text book, 35% of the pages are coloured. If there are 98 coloured pages, how many pages are there in the whole book? 4. A town has 3500 families who own a car. If this represents 28% of the families in the town, how many families are there in total? Ina test Isabel scored 88%. IF she got three questions incorrect, how many did she get correct? 6 Water expands when it freezes. Ice is less dense than water so it floats. If the increase in volume is 4%, what volume of water will make an iceberg of 12 700 000 m’? Give your answer to three significant figures,Further percentages Student assessment I 1. Find 40% of 1600 m. 2. A shop increases the price of a television set by 8%. Ifthe present price is $320 what is the new price? 3. Acar loses 55% of its value after four years. If it cost $22,500 when new, what is its value afler the four years? 4. Express the first quantity as a percentage of the second. a) 40cm, 2m b) 25 mins, 1 hour c) 4502,2kg d) 3m,35m e) 70kg, 1 tonne f) 75el,251 se is bought for $75 000 and then resold for $87 000. e the percentage profit 6 A pair of shoes is priced at $45. During a sale the price is reduced by 20%. a) Calculate the sale price of the shoes. b) What is the percentage increase in the price if after the sale it is once again restored to $45? Student assessment 2 1, Find 30% of 2500.m. 2. Inasale a shop reduces its prices by 12.5%. What is the sale price of a desk previously costing $600? saved its 3. In the last six years the value of a house has in by 35%. If it cost $72 000 six years ago. what is value now? 4, Express the first quantity as a percentage of the second. a) 35 mins, 2 hours b) 650g.3 ke °c) Sm4m d) 15s,3 mins ¢) 600 kg, 3 tonnes f) 35cl,3.51 5. Shares in a company are bought for $600. After a year the same shares are sold for $550, Calculate the percentage depreciation 6. Inasale the price of a jacket originally costing $1700 is reduced by $400. Any item not sold by the last day of the sale is reduced by a further 50%. If the jacket is sold on the last day of the sale: a) calculate the price itis finally sold for, b) calculate the overall percentage reduction in price.Number Student assessment 3 1. Calculate the original price for each of the following: Selling price $3780 $56.56 1% 2. Calculate the original price for each of the following: Selling price $27 500 3. Ina test Ben gained 90% by answering 135 questions correctly. How many questions did he answer incorrectly? 4. A one-year-old car is worth $11 250. IF its value has depreciated by 25% in that first year, calculate its price when new. 5. This year a farmer's crop yielded 50 000 tonnes. If this represents a 25% increase on last year. what was the yield last year?Further percentages Student assessment 4 1. Calculate the original price for each of the following: Selling price 2. Calculate the original price for each of the following: Selling price $392.70 $3937.50 3. In an examination Sarah obtained 87.5% by gaining 105 marks. How many marks did she lose? 4. Al the end of a year a factory has produced 38 500 television sets. If this represents a 10% increase in productivity on last year, calculate the number of sets that were made last year 5. A computer manufacturer is expected to have produced 24.000 units by the end of this year. If this represents a 4% decrease on last year’s output, calculate the number of units produced last year. 6 Acompany increased its productivity by 10% each year for the last two years. If it produced 56 265 units this year, how many units did it produce two years ago?(6) Ratio and proportion Worked example Exercise 6.1 © Direct proportion Workers in a pottery factory are paid according to how many plates they produce. The wage paid to them is said to be in direet proportion to the number of plates made. As the number of plates made increases so does their wage. Other workers are paid for the number of hours worked. For them the wage paid is in direct proportion to the number of hours worked. There are two main methods for solving problems involving direct proportion: the ratio method and the unitary method. A bottling machine fills 500 bottles in 15 minutes. How many bottles will it fill in 14 hours? Note: The time units must be the same, so for either method the 15 hours must be changed to 90 minutes. The ratio method Letx be the number of bottles filled. Then: 3000 bottles are filled in 1} hours. The unitary method In 15 minutes 500 bottles are filled. Therefore in 1 minute bottles are filled. So in 90 minutes 90 x 52 bottles are filled. In 15 hours, 3000 bottles are filled. Use either the ratio method or the unitary method to solve the problems below. 1. A machine prints four books in 10 minutes. How many will it print in 2 hours? 2. A farmer plants five apple trees in 25 minutes. Ithe continues to work at a constant rate, how long will it take him to plant 200 trees? 3. A television set uses 3 units of electricity in 2 hours. How many units will it use in 7 hours? Give your answer to the nearest unit,Ratio and proportion Worked ecample 4. A bricklayer lays 1500 bricks in an 8-hour day. Assuming he continues to work at the same rate, calculate: a) how many bricks he would expect to lay in a five-day week, b) how long to the nearest hour it would take him to lay 10.000 bricks. 5. A machine used to paint white lines on a road uses 250 litres of paint for each 8 km of road marked. Calculate: a) how many litres of paint would be needed for 200 km of road, b) what length of road could be marked with 4000 litres of paint, 6 Anaireraft is cruising at 720 km/h and covers 1000 km, ‘How far would it travel in the same period of time if the speed increased to 800 km/h? 7. A production line travelling at 2 m/s labels 150 tins. In the same period of time how many will it label at: a) 6 mis b) Imis ©) 1L.6mi 8. Acar travels at an average speed of 80 kmv/h for 6 hours. a) How far will it travel in the 6 hours? ’b) What average speed will it need to travel at in order to cover the same distance in 5 hours? If the information is given in the form of a ratio, the method of solution is the same. Tin and copper are mixed in the ratio 8 :3. How much tin is needed to mix with 36 g of copper? The ratio method Let x grams be the mass of tin needed. x8 3673 ‘Therefore x = 556 =9%6 So % g of tin is needed. The unitary method 3 gol copper mixes with 8 oF tin 1 gof copper mixes with $ g of tin, S036 g of copper mixes with 36 X Sy of tin. Therefore 36 g of copper mixes with 96 g of tin.Number Exercise 6.2 Worked examples 1 2 e a) Sand and gravel are mixed in the ratio 5 :3 to form ballast. 8) How much gravel is mixed with 750 kg, of sand? b) How much sand is mixed with 750kg of gravel? A recipe uses 150g butter, 500g flour. 50g sugar and 100g currants to make 18 small cakes. a) How much of each ingredient will be needed to make 72 eakes? b) How many whole cakes could be made with I kg of butter? A paint mix uses red and white paint in a ratio of 1:12 a) How much white paint will be needed to mix with 1.4 litres of red paint? b) Ia total of 15.5 litres of paint is mixed, calculate the amount of white paint and the amount of red paint used. Give your answers to the nearest 0.1 Titre. A tulip farmer sells sacks of mixed bulbs to local people. ‘The bulbs develop into two different colours of tulips, red and yellow. The colours are packaged in a ratio of 8:5 respectively, a) Ifa sack contains 200 red bulbs, ealculate the number of yellow bulbs. b) Ifa sack contains 351 bulbs in total, how many of each colour would you expect to find? ©) One sack is packaged with a bulb mixture in the ratio 7:5 by mistake. If the sack contains 624 bulbs, how many more yellow bulbs would you expect to have compared with a normal sack of 624 bulbs? A pure fruit juice is made by mixing the juices of oranges and mangoes in the ratio of a) If 189 litres of orange juice are used, calculate the number of litres of mango juice needed. b) If605 litres of the juice are made, calculate the number of litres of orange juice and mango juice used Divide a quantity in a given ratio Divide 20m in the ratio 3: 2. 3: gives 5 parts. 320m 2m 20m divided in the ratio :2is 12m: 8m,Ratio and proportion Exercise 6.3 The unitary method 3:2 gives 5 parts. 5 parts is equivalent to 20m 1 part is equivalent to 2 m, ‘Therefore 3 parts is 3 X 2 m; that is 12 m. ‘Therefore 2 parts is 2 x % m; that is 8 m. b) A factory produces cars in red, blue, white and green in the ratio 7 :5: 3: 1. Out of a production of 48 000 cars how many are white? 7 +5 43+ Lgivesa total of 16 parts. Therefore the total number of white cars = x 48 000 = 9000. 1. Divide 150 in the ratio 2 : 3. 2. Divide 72 in the ratio 2:3: 4. 3. Divide 5 kg in the ratio 13: 7. 4. Divide 45 minutes in the ratio 2 : 3. 5. Divide 1 hour in the ratio 1 6. Jf a can of drink is water, the rest is syrup. What is the ratio of water to syrup? 7. 3 of a litre carton of orange is pure orange juice, the rest is water. How many millilitres of each are in the carton? 8, 55% of students in a school are boys. a) What is the ratio of boys to girls? b) How many boys and how many girls are there if the school has 800 students? 9. A piece of wood is cut in the ratio 2: 3. What fraction of the fength is the longer piece? 10. If the piece of wood in question 9 is 80 cm long, how long. is the shorter piece? 11. gas pipe is 7 km long. A valve is positioned in such a ‘way that it divides the length of the pipe in the ratio 4:3. Calculate the distance of the valve from each end of the pipe. 12. The size of the angles of a quadrilateral are in the ratio 1:2:3:3, Calculate the size of each angle. 13. The angles of a triangle are in the ratio 3 the size of each angle. 24. CalculateNumber Worked examples Exercise 6.4 14. A millionaire leaves 1.4 million dollars in his will to be shared between his three children in the ratio of their ages. If they are 24, 28 and 32 years old, calculate to the nearest dollar the amount they will each receive. 15. A small company makes a profit of $8000. This is divided between the directors in the ratio of their initial investments. If Alex put $20,000 into the firm, Maria $35 000 and Ahmet $25 000, calculate the amount of the profit they will each receive. @ Inverse proportion Sometimes an increase in one quantity causes a decrease in another quantity. For example, if fruit is to be picked by hand, the more people there are picking the fruit, the less time it will take. a) If8 people can pick the apples from the trees in 6 days, how Jong will it take 12 people? 8 people take 6 days. 1 person will take 6 X 8 days. Therefore 12 people will take ©*® days, e 4 days, 1b) A cyclist averages a speed of 27 km/h for 4 hours. At what average speed would she need to cycle to cover the same distance in 3 hours? Completing it in 1 hour would require cycling at 27 x 4 km/h. Completing it in 3 hours requires eycling at 2x4 ‘km/h; that is 36 km/h. 1. A teacher shares sweets among & students so that they get 6 each, How many sweets would they each have got had there been 12 students? 2. The table below represents the relationship between the speed and the time taken for a train to travel between two stations. ‘Speed (km/h) | 60 120] 90 | 50 | 10 Time (h) 2{3]4 Copy and complete the table.Ratio and proportion Worked examples Exercise 6.5 3. 4 5. 1 ) b) 1 2 3. Six people can dig a trench in § hours. a) How long would it take: i) 4people ii) 12people —_ iii) 1 person? b) How many people would it take to dig the trench in: i) 3 hours 16 hours iii) 1 hour? Chairs in a hall are arranged in 35 rows of 18. a) How many rows would there be with 21 chairs to a row? b) How many chairs would there be in each row if there were 15 rows? A train travelling at 100 ksh takes 4 hours for a journey. How long would it take a train travelling at 60 knvh? A worker in a sugar factory packs 24 cardboard boxes with 15 bags of sugar in cach. If he had boxes which held 18 bags of sugar each, how many fewer boxes would be needed? A swimming pool is filled in 30 hours by two identical pumps. How much quicker would it be filled if five similar pumps were used instead? Increase and decrease by a given ratio A photograph is 12 cm wide and 8 cm tall. Itis enlarged in the ratio 3:2. What are the dimensions of the enlarged photograph? 3:2 isan enlargement of 3. Therefore the enlarged 12cm x $ that is 18 cm. ‘The enlarged height is 8 cm X 3; that is 12 cm, A photographic transparency 5 cm wide and 3 cm tall is projected onto a sereen. I the image is 1.5 m wide: i) calculate the ratio of the enlargement, ii) calculate the height of the image. i) Sem width is enlarged to become 150 em. So | cm width becomes 42: cm; that is 30 cm. Therefore the enlargement ratio is 30: 1. ) The height of the image = 3 em X 30 = 90em, Increase 100 by the following ratios: a) 8:5 b) 5:2 °) 7:4 d) 11:10 2) 9:4 f) 32:25 Increase 70 by the following ratios: a) 4:3 b) 5:3 °) 8:7 a) 9:4 e) 1:5 f) 17:14 Decrease 60 by the following ratios: a) 2:3 b) 5:6 o) 7:12 4) 3:5 e) 1:4 f) 13:15Number Exercise 6.6 1 2 3 Decrease 30 by the following ratios: a) 3:4 b) 2:9 ) 7:12 d) 3:16 e) 5:8 f) 9:20 Increase 40 by a ratio of 54. Decrease 40 by a ratio of 4:5. Increase 150 by a ratio of 7:5. Decrease 210 by a ratio of 3:7. A photograph measuring 8 cm by 6 em is enlarged by a ratio of 11: 4. What are the dimensions of the new print? A photocopier enlarges in the ratio7 :4, What would be the new size of a diagram measuring 16 cm by 12 em? A drawing measuring 10 cm by 16 cm needs to be enlarged. The dimensions of the enlargement need to be 25 cm by 40 em. Calculate the enlargement needed and express it as aratio, A banner needs to be enlarged from its original format. ‘The dimensions of the original are 4 em tall by 25 em wide. The enlarged banner needs to be at least 8 m wide but no more than 1.4 m tall, Calculate the minimum and maximum ratios of enlargement possible. A rectangle measuring 7 cm by 4 em is enlarged by a of 221, a) What is the area of: i) the original rectangle? the enlarged rectangle? b) By what ratio has the area been enlarged? A square of side length 3 cm is enlarged by a ratio of 3 a) What is the area of: i) the original square ii) the enlarged square? b) By what ratio has the area been enlarged? A cuboid measuring 3 cm by 5 em by 2 em is enlarged by a ratio of 2: 1. a) What is the volume of: i) the original cuboid? ii) the enlarged cuboid? b) By what ratio has the volume been increased? A cube of side 4 cm is enlarged by a ratio of 3 : 1 What is the volume of: the original cube? the enlarged cube? b) By what ratio has the volume been increased?Ratio and proportion 9, The triangle is to be reduced by a ratio of 1:2. dom o Bom a) Calculate the area of the original triangle. b) Calculate the area of the reduced triangle. ©) Calculate the ratio by which the area of the triangle has been reduced. 10, From questions $9 can you conclude what happens to vo- and three-dimensional figures when they are either enlarged or reduced? Student assessment | 1. A boat travels at an average speed of 15 km/h for 1 hour. a) Calculate the distance it travels in one hour. b) What average speed will the boat need to travel at in order to cover the same distance in 25 hours’ 2, A ruler 30 cm long is broken into two parts in the ratio 8:7, How long are the two parts? A recipe needs 400 g of flour to make 8 cakes. How much flour would be needed in order to make 24 cakes? 4, To make 6 jam tarts, 120 g of jam is needed. How much jamis needed to make 10 tarts? 5. The scale of a map is 1 : 25 000. a) Two villages are 8 cm apart on the map. How far apart are they in real life? Give your answer in kilometres. b) The distance from a village to the edge of a lake is 12 km in real life. How far apart would they be on the map? Give your answer in centimetres. 6. A motorbike uses petrol and oil mixed in the ratio 13 : 2. 2) How much of each is there in 30 litres of mixture? b) How much petrol would be mixed with 500 ml of oil? |. a) A model car is a 75 scale model. Express this as a ratio. b) If the length of the real car is 5.5 m, what is the length of the model car? An aunt gives a brother and sister $2000 to be divided in the ratio of their ages. If the gir] is 13 years old and the boy 12 years old, how much will each get’? 9, The angles of a triangle are in the ratio 2:5 : 8. Find the size of each of the angles.Number 10. A photocopying machine is capable of making 50 copies ‘each minute, a) If four identical copiers are used simultaneously how Jong would it take to make a total of 50 copies? 'b) How many copiers would be needed to make 6000 copies in 15 minutes? 1. It takes 16 hours for three bricklayers to build a wall Calculate how long it would take for eight bricklayers to build a similar wall. A photocopier enlarges by a ratio of 7: 4. A picture measures 6 cm by 4 cm. How many consecutive enlargements can be made so that the largest possible picture will fit on a sheet measuring 30 cm by 20 cm? Student assessment 2 1. A cyclist travels at an average speed of 20 km/h for 1.5 hours a) Calculate the distance she travels in 1.5 hours. b) What average speed will the cyclist need to travel in order to cover the same distance in | hour? 2. A piece of wood is cut in the ratio 3 :7. a) What fraction of the whole is the longer piece’? 'b) If the wood is 1.5 m long, how long is the shorter piece? 3. A recipe for two people requires + kg of rice to 150 g of meat. a) How much meat would be needed for five people? b) How much rice would there be in 1 kg of the final dish? 4, The scale ofa map is 1: 10 000, a) Two rivers are 4.5 cm apart on the map, how far apart are they in real life? Give your answer in metres. b) Two towns are 8 km apart in real life, How far apart are they on the map? Give your answer in centimetres. 5. a) A model train is a scale model. Express this as a ratio b) Ifthe length of the model engine is 7 cm, what is the true length of the engine? 6. Divide 3 tonnes in the ratio 2 : 5 13, 7. The ratio of the angles of a quadrilateral is2:3:3:4, Calculate the size of each of the angles. 8. The ratio of the interior angles of a pentagon is a2 5. Calculate the size of the largest angle.Ratio and proportion NB: All diagrams are not drawn to scale. 10. uu. 2. ‘A large swimming pool takes 36 hours to fill using three identical pumps. a) How long would it take to fill using eight identical pumps? b)_ Ifthe pool needs to be filled in 9 hours, how many pumps will be needed? ‘The first triangle is an enlargement of the second. Calculate the size of the missing sides and angles. Sem A tap issuing water at a rate of 1.2 litres per minute fills a container in 4 minutes. a) How long would it take to fill the same container if the rate was decreased to | litre per minute? Give your answer in minutes and seconds. b) Ifthe container is to be filled in 3 minutes, calculate the rate at which the water should flow. A map measuring 60 em by 25 em is reduced twice in the ratio’3 : 5, Calculate the final dimensions of the map.(7) Indices and standard form Worked examples Worked examples Exercise 7.1 The index refers to the power to which a number is raised. In the example 5* the number 5 is raised to the power 3. The 3 is, known as the index. Indices is the plural of index. a) S=5x5XS b) #=7x7x7x7 125 2401 0 3=3 @ Laws of indices When working with numbers involving indices there are three basic laws which can be applied. These are: Q) axa san Q) aa or ey ©@ Positive indices a) Simplify 4 x 4. bh). Simplity 2° + 2° eg a4ed eee > =4 ©) Evaluate # x 34 @) Evaluate (4). 3 x3ta3e4 (a= 400) zy = 2187 “e 4096 1. Using indices, simplify the following expressions: a) 3x3x3 b) 2x2%2x2x2 e) 4x4 d) 6xX6X6X6 ) 8X 8X8X8X8XS ns 2. Simplify the following using indices: a) 2X2X2%3x3 b) 4x4x4x4x4xS XS c) 3K3X4K4K4K5X5S d) 2X7X7X7X7 ce) 1X1x6x6 f) 3X3K3X4K4X6X6X6X6X6Indices and standard form Exercise 7.2 1. Write out the following in full: sg ax 6 2x 4x2 Without a calculator work out the value of the following: bh = 3 e 4 10 x 5° Bx BX axa OX PX HX 6 2K STKE KEKE vast Cre & ») 2S a) # b) co) 3 d) e) Px? fy a) 2 b) c) 8 d) ec) 108 1 2) 2x h) ‘Simplify the following using indices: a) 2x34 b) ce) BX5tXS? d) e) BxD f) a) #XEXSxS'XE h) Simplify the following: a) 84a by co) +2 dd) o& 9 8) i Simplify the following: a) sp 6) ©) coy ® 9 } Simplify the following: a) 2x2 a xs? 9 ® atx 25x 4? ) 9 ) Exes" ») xa CY xO x4 6 x4?Number @ The zero index The zero index indicates that a number is raised to the power 0. A number raised to the power 0 is equal to 1. This can be explained by applying the laws of indices. aaa However, therefore therefore a? = © Negative indices A negative index indicates that a number is being raised to a negative power: eg. 47. proved as follows. 1. =a" =a =1 Another law of indices states that a-*" = This can be a) °) °) a) °) e) 100 x 107 a) °) °) on exe 2x5? ay at 6x 107 9x3? 64x24 36 x 6 by ¢) i) 6) <) i) b) 3) oi b) ad f) - (from the second law of indices) Without using a calculator, evaluate the following: Pre Ox 69 PoP 32 5x10" 10 16x27 4x2 100 x 107t 4 r 5, ra & =Indices and standard form Worked examples Exercise 7.4 © Exponential equations Equations that involve indices as unknowns are known as exponential equations. a) Find the value of x if 2* = 32. 32 can be expressed as a power of 2, 32 = 28, ‘Therefore 2* = 2° e=S b) Find the value of mt if 3-9 = 1. 81 can be expressed as a power of 3, 81 = 3 Therefore 3~ Find the value of z in each of the following: a) 9 by 39 c) # = 64 d) 108*9=1 e) F=96-9 0 s= 125° 3. Find the value ofn in each of the following: a) (Gras b) dy=st 2) Gr =32 @d Gyaaey ©) Gar=2 0 Geyn4 4. Find the value of x in each of the following: a) or a. b) 27=128 3 pe a" f send + @ Standard form Standard form is also known as standard index form or sometimes as scientific notation. It involves writing large numbers or very small numbers in terms of powers of 10.Number Worked examples @ Positive indices and large numbers 100 = 110° 1000 = 1 10° 10.000 = 1 X 10% 3000 = 3 x 10° For a number to be in standard form it must take the form AX 10" where the index n is a positive or negative integer and. ‘A must lie in the range 1 < A < 10. e.g. 3100 can be written in many different way 31 X 10° 31x 10? 0.31 x 10* ete. However, only 3.1 X 10" satisfies the above conditions and therefore is the only one which is written in standard form, a) Write 72 000 in standard form. 7.2 10" b) Write 4 X 10" as an ordinary number. 4x 10'=4 x 10000 = 40000 ©) Multiply the following and write your answer in standard form: 600 x 4000 400.000, AX 10° 4) Multiply the following and write your answer in standard, form: (24 x 10°) x (5 x 107) 2x 10" 2X10 when writter standard form ©) Divide the following and write your answer in standard form: (64 X 10°) = (1.6 X 10%) =4x 108 1) Add the following and write your answer in standard form: (G8 x 10%) + (8.7 x 104 Changing the indices to the same value gives the sum: (380 x 104) + (8.7 x 10) 388.7 x 10* 3.887 X 10° when written in standard formIndices and standard form Exercise 7.5 2 1 3. 4. 5 e Subtract the following and write your answer in standard form: (65 X10") ~ (9.2 x 105) Changing the indices to the same value gives (650 x 10°) ~ (92 x 10%) = 640.8 x 10° 6.408 X 10? when written in jandard form Which of the following are not in standard form? a) 62 10° b) 7.834 x 10! ©) 80x 10° ) 0.46 x 107 e) 82.3 x 108 1) 6.75 x10! Write the following numbers in standard form: a) 600 000 b) 48.000 000 ) 784.000 000 000 a) 534.000 ©) 7million f) 85 million Write the following in standard form: a) 68x 10° b) 720 x 10° ©) 8x10 dd) 0.75 x 108 ©) 04 x 10” f) 50x 108 Write the following as ordinary numbers: a) 38X10 b) 4.25 x 10 ©) 9.003 x 107 d) 101 x 108 Multiply the following and write your answers in standard form: a) 200 x 3000 'b) 6000 x 4000 ) 500 X 6 million €) 3million x 4 million — f) 4500 x 4000 Light from the Sun takes approximately 8 minutes to reach Earth. If light travels at a speed of 3 10* ms, calculate to three significant figures (s.f.) the distance from the Sun to the Earth. Find the value of the following and write your answers in standard form: a) (44x 10°) X (2X10) b) (68x 107) x (3 X 10+) ©) 4X10) X (83X10) d) (5X 107) X (84x 10") ©) (&SX 10%) x (6X 10") f) (3.0 102) Find the value of the following and write your answers in standard form: a) (3.8 X 108) + (1.9 x 105) b) (6.75 x 10”) + (2.25 x 104) ©) (9.6 X 10%) + (2.4 103) d) (1.8 x 102) + (9.0 x 107) ©) (23 X 10") + (92 x 109) £) (2.4 x 108) + (6.0 X 10%)Number Worked examples Exercise 7.6 9, Find the value of the following and write your answers in standard form: a) (3.8 X 105) + (4.6 x 10°) b) (7.9 10") + (5.8 X 10%) €) (6.3 x 10") + (8.8 X 10) d) (3.15 x 10) + (7.0 x 10) ©) (5.3 X 10) — (8.0. 10") £) (6.5 X 10") — (4.9 x 10) g) (8.93 X 10) ~ (7.8 x 10") bh) (4.07 10”) ~ (5. x 105) @ Negative indices and small numbers A negative index is used when writing a number between 0 and ‘Lin standard form. eg 100 = 1x10? 100 = 1x10 1 1x 10° o1 =1x107 oo. = 1x 107 0.001 = 1% 107 0.0001 = 1 x 10 Note that A must still ie within the range | 2 Vo é 2 a) sixst b) atx at ©) 8x27 d) 3x3 e) 27x16 f) &xstIndices and standard form x 24 4 x 4t 3. * » » & ) “F 0 @yix3t g st47 # an Student assessment | 1. Using indices, simplify the following: a) 2X2X2x5%5 b) 2x2x3xK3x3X3%3 2 Write the following out in full ae b) 6 3. Work out the value of the following without using a calculator: a) 2x1 by ix a 4. Simplify the following using indices: a) 3x3? b) 6x 6 34 3° a @ oy a xa? 4? x 2° oa ) =F 5. Without using a calculator, evaluate the following: a) 2x2? b) 3 sf xa? = di OF ) 6. Find the value of.x in each of the following: a) 26-9 = 32 ») poi c) SH = 195 ad) st=F Student assessment 2 1. Using indices, simplify the following: a) 3X2X2X3X27 b) 2X2K4xd 4X2 32 2. Write the following out in full: a) & b) 25 3. Work out the value of the following without using a calculator: a) Fx 10 b) 1txsNumber 4. Simplify the following using indices: a) 24x? b) FX PX 34x 3F os a Oy 2 27 hxa? ot 9) o> § Without using a calculator, evaluate the following: : a _ “ a) x5 » F a sxe ot a o) 30 =81 dy 8 Student assessment 3 1. Write the following numbers in standard form: a) 8million b) 0.00072 ©) 75.000 000 000 ) 0.0004 €) 4.5 billion £) 0.000.000 64 2 Write the following as ordinary numbers: a) 2.07 x 10 b) 1.45 x 1077 ©) 5.23 x 107 3. Write the following numbers in order of magnitude, starting with the smallest 62% WW? 55X10? 421% 10? 49x 10° 3.6% 10-5 TAL x 10% 4. Write the following numbers: a) in standard form, b) in order of magnitude, starting with the largest 6 million 820000 0.0044 0.8 52.000 5. Deduce the value of 7 in each of the following: a) 620 = 6.2 x 10" b) 555.000 000 = 5.55 x 10" 5x 10" d) 5007 =2.5 x 10" 1.22510" ff) 0.08 = 6.4 x 10" 6. Write the answers to the following calculations in standard form: a) 4000 x 30.000 b) (28 x 10) x (20 * 10°) ©) (32x 10") + (1.6 X 104) d) (24 X 108) + (9.6 x 10°)Indices and standard form 7. The speed of light is 3 x 10* m/s, Venus is 108 million km from the Sun. Calculate the number of minutes it takes for sunlight to reach Venus. & stem is 500 light years away from Earth. The speed X 10° km/s, Calculate the distance the star system is from Earth, Give your answer in kilometres and written in standard form, Student assessment 4 1. Write the following numbers in standard form: a) 6 million b) 0.0045 ©) 3800000000 4) 0,000 000 361 ©) 460 mitfion n3 2. Write the following as ordinary numbers: a) 8112 x 10° b) 44x 10° ©) 3.05 x10 Write the following numbers in order of magnitude, starting with the largest 3.6X 1? 21x 109 9X 10! 405 x 10 1.5 x 1077 72 x 107° 4. Write the following numbers: a) in standard form, b) in order of magnitude, starting with the smallest. jon 430000 0.000435 4.8 0.0085 15 mi 5. Deduce the value of » in each of the following: a) 4750 = 4.75 X10" b) 6.440 000 000 = 6.44 x 10" 4.0 x 10° d) 1000 = 1x 10" 29 x 10" £) 800° = 5.12 x 10" Write the answers to the following calculations in standard form: a) 50000 x 2400 b) (3.7 X 10%) x (4.0 x 108, ©) (88x 10?) + (9.3 X 105) d) (4.7 x 10°) — (82 x 105) 7. The speed of light is 3 X 108 nvs. Jupiter is 778 million km from the Sun. Calculate the number of minutes it takes for sunlight to reach Jupiter. 8. A star is 300 light years away from Earth, The speed of light is 3 x 10° km/s. Calculate the distance from the star to Earth. Give your flometres and written in standard form.Number Student assessment 5 1 Evaluate the following without the use of a calculator: a) 81 b) 27 °) # d) 625% ce) 3438 f) 164 ») 25% Evaluate the following without the use of a calculator: 16° oF ot » = . & d) stxst e e) atx 2 1) Zixs? ro 2) Gx? h) Draw a pair of axes with x from —4 to 4 and y from 0 to 10. a) Plota graph of y = b) Use your graph to estimate when 3 Student assessment 6 1 Evaluate the following without the use of a caleulat a) 64! by 278 cy oF a) si2t ce) VT f) V6 ast b = oat » # a d) 2x s tye ad 2x33 ©) 4x4 5 oe ry x o¢ bse st oo » hes! (a) Draw a pair of axes with x from —4 to 4 and y from 0 to 18. a) Plot a graph of y = 44. b) Use your graph to estimate when +(8) Money and finance Worked examples Exercise 8.1 @ Currency conversions In 2012, 1 euro could be exchanged for 1.25 Australian doltars (AS). a) How many Australian dotlars can be bought for €400? €1 buys A$L.25. €400 buys 1.25 X 400 = ASS0O. 'b) How much does it cost to buy AS940? A$1.25 costs €1 A$940 costs 12940 = e752. ‘The table shows the exchange rate for €1 into various currencies. Australia [1.25 Australian dollars (A$) India 70 rupees Zimbabwe _ | 470 Zimbabwe dollars (ZIMS) South Africa | 11 rand Turkey 23 Turkish lira (L) Japan 103 yen Kuwait 04 dinar USA 13 US dollars (US$) Convert the following: a) 25 into Australian dollars bh) €50 into rupees ©) €20into Zimbabwe dottars d) €300 into rand ce) €130 into Turkish lira f) €40 into yen 8) €400 into dinar h) €150 into US dollars 2. How many euro does it cost to buy the following: a) S500 b) 200 rupees ©) ZIM$L000 d) 500 rand e) 750 Turkish lira 1200 yen ®) 50 dinar h) UsstsoNumber Exercise 8.2 @ Earnings Net pay is what is left after deductions such as tax, insurance and pension contributions are taken from gross earnings. ‘That is, Net pay = Gross pay — Deductions A bomus is an extra payment sometimes added oan employee's basic pay In many companies there is a fixed number of hours that an employee is expected to work. Any work done in excess of this basic week is paid at a higher rate, referred to as overtime. Overtime may be 1.5 times basic pay, called time and a half, or twice basic pay, called double time. Piece work is another method of payment. Employees are paid for the number of articles made, not for the time taken. 1. Mr Ahmet’s gross pay is $188.25. Deductions amount to $33.43. What is his net pay? 2. Miss Said’s basic pay is $128. She earns $36 for overtime and. receives a bonus of $18, What is her gross pay? 3. Mrs Hatar’s gross pay is $203. She pays $54 in tax and $18 towards her pension, What is her net pay? 4. Mr Wong works 35 hours for an hourly rate of $8.30. What is basic pay 5. a) Miss Martinez works 38 hours for an hourly rate of $4.15. In addition she works 6 hours of overtime at time and a half, What is her total gross pay? b) Deductions amount to 32% of her total gross pay. What isher net pay? 6. Pepe is paid $5.50 for each basket of grapes he picks. One week he picks 25 baskets. How much is he paid? 7. Maria is paid € for every 12 plates that she makes. This is her record for one week. Mon 240 Tues 360 Wed 288 Thurs: 192 Fri 180 How much is she paid?Money and finance Worked example Worked example Exercise 8.3 & Neo works at home making clothes. The patterns and materials are provided by the company. The table shows the rates she is paid and the number of items she makes in one week: Item Rate Number made Jacket ‘25 rand 3 ‘Trousers I rand 12 Shirt 13 rand 7 Dress 12 rand oO a) What are her gross earnings? b) Deductions amount to 15% of gross earnings. What is her net pay @ Profit and loss Foodstuifs and manufactured goods are produced at a cost known as the cost price, and sold at the selling price. If the selling price is greater than the cost price. a profit is made. A market trader buys oranges in boxes of 12 dozen for $14.40 per box. He buys three boxes and sells all the oranges for 12¢ each. What is his profit or loss? Cost price: 3 x $14.40 = $43.20 Selling price: 3 x 144 X 12c = $51.84 In this case he makes a profit of $51.84 ~ $43.20 His profit is $8.64. A second way of solving this problem would be: $14.40 for a box of 144 oranges is 10c each So cost price of cach orange is 10c. and selling price of each, orange is 12c. The profit is 2c per orange. So3 boxes would give a profit of 3 X 144 X 2c. That is, $8.64. Sometimes, particularly during sales or promotions, the selling price is reduced, this is known as a discount. In asale a skirt usually costing $35 is sold at a 15% discount. What is the diseount? 15% of $35 = 0.15 X $35 = $5.25 ‘The discount is $5.25, L.A market trader buys peaches in boxes of 120. He buys 4 boxes at a cost price of $13.20 per box. He sells 425 peaches at 12c each — the rest are ruined. How much profit or loss does he make?Number Worked example Exercise 8.4 2. A shopkeeper buys 72 bars of chocolate for $5.76. What is, his profit if he sells them for 12c each’ 3. A holiday company charters an aircraft to fly to Malta at a cost of $22 000. It then sells 150 seats at $185 each and a futher 35 seals at a 20% discount, Calculate the profit made per seat if the plane has 200 seats. 4. A car is priced at $7200. The car dealer allows a customer to pay a one-third deposit and 12 payments of $420 per month. How much extra does it cost the customer? S. At an auction a company sells 150 television sets for an average of $65 each. The production cost was $10 000. How much loss did the company make? @ Percentage profit and loss ‘Most profits or losses are expressed as a percentage. Profit or loss, divided by cost price. multiplied by 100 % profit or loss. A woman buys a car for $7500 and sells it two years later for $4500. Caleulate her loss over two years cost price, a percentage of the ;7500 selling price = $4500 loss = $3000 100 = 40 When something becomes worth less over a period of time, itis said to depreciate, 1. Find the depreciation of the following cars as a percentage of the cost price. (CP. = cost price, S.P. = selling price) a) VW CP. $4500 SP. $4005 b) Rover CP. $9200 S.P. $6900 2. A company manufactures electrical items for the kitchen Find the percentage profit on each of the following: a) Fridge CP. $50 SP. $65 b) Freezer CP. $30 SP.$96 3. A developer builds a number of different types of house. Which type gives the developer the largest percentage profit? Type A S.P.$52000 Type B S.P. $7500 ‘Type C CP. $8100 SP. $108000Money and finance 4. Students in a school organise a disco. The disco company charges $350 hire charge. The students sell 280 tickets at $2.25. What is the percentage profit? @ Interest Interest can be defined as money added by a bank to sums deposited by customers. The money deposited is called the principal. The percentage interest is the given rate and the money is left for a fixed period of time. A formula can be obtained for simple interest: Pir 00 r = rate percent Worked examples) Find the simple interest ea 6 years at 8% pa. 50 deposited for — Pwr T= T09 2506 x8 sr = BOS ST = 120 So the interest paid is $120. 1b) How long will it take for a sum of $250 invested at 8% to carn interest of $80? ~ Pir T= T05 250 ¢x8 80 = 80 = 207 4 It will take 4 years. ©) What rate per year must be paid for a principal of $750 to earn interest of $180 in 4 years? 180 = 180 6=r ‘The rate must be 6% per yearNumber 4) Find the principal which will earn interest of $120 in 6 years at 4% _ Pr T= 00 _Px6xd ano _p 120 = S09 12.000 = 24P 500 = P So the principal is $500. Exercise 8.5 All rates of interest given here are annual rates. 1. Find the simple interest paid in the following cases: a) Pr 13300 rate 6% time 4 years b) Principal $750 rate 8% time 7 years Calculate how long it will take for the following amounts of interest to be earned al the given rate, a) P= $500 r= 6% s b) P= $400 r= 9% ST $150 $252 3. Calculate the rate of interest per year which will earn the given amount of interest: a) Principal $400 time 4 years interest $112 b) Principal $800 time 7years__interest $224 Calculate the principal which will earn the interest below in the given number of years at the given rate: $36 time =3years rate = 6% $340 time =Syears rate = 8% paid on a deposit of $2000 which years? 4. 6. How long will it take a principal of $350 to carn $56 interest at 8% per year? 7. A principal of $480 earns $108 interest in S years. What rate of interest was being, paid? 8. A principal of $750 becomes a total of $1320 in 8 years. What rate of interest was being paid? $1500 is invested for 6 years at 3.5% per year. What is the interest earned? 10. $500 is invested for 11 years and becomes $830 in total. ‘What rate of interest was being paid?Money and finance Worked example © Compound interest Compound interest means interest is paid not only on the principal amount, but also on the interest itself: itis compounded (or added to). This sounds complicated but the example below will make it clear c.g, A builder is going to build six houses on a plot of land in Spain, He borrows €500000 at 10% interest and will pay off the loan in full after three years, Al the end of the first year he will owe: €500000 + 10% of €500000 i.e, €500000 X 1.10 = €550000 Al the end of the second year he will owe: €550000 + 10% of €550000 i.e, €550000 X 1.10 = €605000 Al the end of the third year he will owe: 605000 + 10% of €605 000 i.e, €605 000 X 1.10 = €665 500 The compound interest he has to pay is €665500 — €500.000 ive. €165500 The time taken for a debt to grow at compound interest can be calculated as shown in the example below: How long will it take for a debt to double at a compound interest rate of 27% p.a.? An interest rate of 27% implies a multiplier of 1.27. Debt P| tare [2p = ieiP| 127 = 205° NANA NY x127 X127 x17 Time (years) | 0 i 2 3 The debt will have more than doubled alter 3 years. ‘Using the example above of the builder’s loan, if P represents the principal he borrows, then afler 1 year his debt (D) will be given by the formula: D = {1+ 7hg) whee isthe rte interest iy gt Amer 25eae B= Pl +f +36) ater3 eas D = Pfs +7) glug r After n years: D = P(I + 30Number Worked examples Exercise 8.6 This formula for the debt includes the original loan. By subtracting P, the compound interest is calculated: ry Pit ia) Compound interest is an example of a geometric sequence and therefore of exponential growth ‘The interest is usually calculated annually, but there can be other time periods. Compound interest can be charged yearly. half-yearly, quarterly, monthly or daily. (In theory any time period can be chosen.) P a) Find the compound interest paid on a loan of $600 for 3 years at an annual percentage rate (APR) of 5%. When the rate is 5%, 1+ 5. = 1.08. 00 D = 600 x 1.05% = 694.58 (to2 d.p.) ‘The total payment is $694.58 so the $694.58 — $600 = $94.58. b) Find the compound interest when $3000 is invested for 18 months at an APR of 8.5%. The interest is calculated every six months, terest due is Note: The interest for each time period of 6 months is 85o, = 4.259%. There will therefore be 3 time periods of 6 months each 425 100 D = 3000 X 1,0425° = 3398,986 ‘The fin 3399, so the interest is $3399 — $3000 = $399, ‘When the rate is 4.25%, 1 + 1.0125, I sum is 1._A shipping company borrows $70 million at 5% pa. compound interest Lo build a new cruise ship. If it repay the debt after 3 years, how much interest will the company pay’? 2. A woman borrows $100000 for home improvements, The compound interest rate is 15% p.a. and she repays it in full after 3 years. How much interest will she pay? 3. A man owes $5000 on his credit cards. The APR is 20% If he doesn’t repay any of the debt, how much will he owe after 4 years? 4. A school increases its intake by 10% each year. IFit starts with 1000 students, how many will it have at the beginning ‘of the fourth year of expansion?Money and finance S. Smillion tonnes of fish were caught in the North Sea in 2008. If the catch is reduced by 20% each year for 4 years, what weight is caught at the end of this time? 6. How many years will i(take fora debt to double at 42% pa. compound interest? 7. How many years will it take fora debt to double at 15% pa compound interest? 8 A car loses value at a rate of 27% each year. How long will it take for its value to halve? Student assessment | 1. A visitor from Hong Kong receives 12 Pakistan rupees for cach Hong Kong dollar. a) How many Pakistan rupees would he get for HK$240? 'b)_ How many Hong Kong dollars does it cost for 1 thousand rupees? 2. Below isa currency conversion table showing the amount of foreign currency received for I euro. New Zealand | 1.6 dollars (NZ$) Brazil 2.6 reals a) How many euro does it cost for NZ$1000? b) How many euro does it cost for 500 Brazilian reals? 3. A girl works ina shop on Saturdays for 8.5 hours. She $3.60 per hour. What is her gross pay for 4 weeks’ work? paid 4. A potter makes cups and saucers in a factory. He is pai $1.44 per batch of cups and $1.20 per batch of saucers. What is his gross pay if he makes 9 batches of cups and 11 batches of saucers in one day? 5. Calculate the missing numbers from the simple interest table below:Number 6. A family house was bought for $48 000 twelve years ago. It is now valued at $120 000. What is the average annual increase in the value of the house? 7. Anelectrician bought five broken washing machines for $550. He repaired them and sold them for $143 each. What was his percentage profit? Student assessment 2 1. Find the simple interest paid on the following principal sums P, deposited ina savings account for f yearsat a fixed rate of interest of r%: a) P=$550 t= 5 years 3% b) P= $8000 =l0years r= 6% c) P=$12500 1=7years 2.5% 2. A sum of $25000 is deposited in a bank. After 8 years, the simple interest gained was $7000. Calculate the annual rate of inierest on the aecount assuming it remained constant cover the 8 years, 3. A bank lends a business $250000. The annual rate of interest is 8.4%. When paying back the loan, the business pays an amount of $105000 in simple interest. Calculate the number of years the business took out the loan for. 4, Find the compound interest paid on the following principal sums P, deposited in a savings account for n years at a fixed rate of interest of r%: a) P= $400 b) P= $5000 ©) P= $1800 5. Acar is bought for $12500. Its value depreciates by 15% per year. a) Calculate its value after: i) Lycar ii) 2 years b) After how many years will the car be worth less than 1000?(9) Time Worked example Exercise 9.1 Times may be given in terms of the 12-hour clock. We tend to say, ‘I get up at seven o'clock in the morning, play football at half past two in the afternoon, and go to bed before eleven o'clock’. ‘These times can be written as 7 am,,2.30 p.m. and 11 p.m. In order to save confusion, most timetables are written using, the 24-hour clock. 7 a.m. is written as 0700 2.30 pam. is written as 1430 11.00 p.m. is written as 2300 A train covers the 480 km journey from Paris to Lyon at an average speed of 100 knvh. Ifthe train leaves Paris at 0835, when does it arrive in Lyon? distance Time taken = “SHES speed Paris to Lyon hours, that is, 4.8 hours. 48 hours is 4 hours and (0.8 X 60 minutes), that is, 4 hours and 48 minutes. Departure 0835; arrival 0835 + 0448 Arrival time is 1323. 1. A journey to work takes a woman three quarters of an hour. If she catches the bus at 0755, when does she arrive? 2. The same woman catches a bus home each evening. The journey takes 55 minutes. If she catches the bus at 1750, ‘when does she arrive? A boy eyeles to school each day. His journey takes 70 minutes. When will he arrive if he leaves home at 0715? 4. Find the time in hours and minutes for the following, journeys of the given distance at the average speed stated: a) 230 kmat 100 km/h b) 70 km at 50 km/h Grand Prix racing cars cover a 120 km race at the following, average speeds. How long do the first five cars take to complete the race? Answer in minutes and seconds, First 240 km/h Second 220 km/h Third 210 kmv/h Fourth 205 km/h Fifth 200 km/hNumber 6. A train covers the 1500 km distance from Amsterdam to Barcelona at an average speed of 90 km/h. If the train leaves Amsterdam at 9.30 a.m, on Tuesday, when does it arrive in Barcelona? 7. A plane takes off at 1625 for the 3200km journey from Moscow to Athens. If the plane flies at an average speed of 600 km/h, when will it land in Athens? 8. A plane leaves London for Boston, a distance of 5200km, at 0945. The plane travels at an average speed of 800km/h. If Boston time is five hours behind British time, what is the time in Boston when the aircraft lands? Student assessment | 1. A journey to school takes a girl 25 minutes. What time does she arrive if she leaves home at 0838? 2. A car travels 295km at SOkm/h, How long does the journey take? Give your answer in hours and minutes, 3. A bus leaves Deltaville at 1132, It travels at an average speed of 42knv/h. If it arrives in Bastwich at 1242, what is the distance between the two towns? 4. A plane leaves Betatown at 1758 and arrives at Fleckley ‘at 0503 the following morning, How long does the journey take? Give your answer in hours and minutes, Student assessment 2 1. A joumey to school takes a boy 22 minutes. What is the latest time he can leave home if he must be at school at 0840? 2. A plane travels 270km at 120km/h. How long does the journey take? Give your answer in hours and minutes, 3. A train leaves Alphaville at 1327, It travels at an average speed of S6knvh. I it arrives in Bastwich at 1612, what is the distance between the two towns? 4. Acar leaves Gramton at 1639. It travels a distance of 315km and arrives at Halfield at 2009, a) How long does the journey take? b) What is the car’s average speed?Set notation and Venn diagrams @ Sets A set is a well defined group of objects or symbols. The objects or symbols are called the elements of the set. If an clement e belongs to a set 8, this is represented ase & S. Ife does not belong to set 5 this is represented as ¢ € 5. Worked examples a) A particular set consi s of the following clement: {South Attica, Namibia, Egypt, Angola, ...) i) Describe the set ‘The clements of the set are countries of Africa. ii) Add another two elements to the set. eg. Zimbabwe, Ghana iii) Is the set finite or infinite? Finite. There is a finite number of countries in Africa. b) Consider the set A= i) Describe the set xis a natural number} The elements of the set are the natural numbers. ii) Write down two elements of the set. eg. 3and 15 der the set B (x.y):y = 2x = 4) i) Describe the set The elements of the set are the coordi found on the straight line with equ: tales of points ny = 2x ~ 4, Write down two elements of the set. e.g. (0, ~4) and (10, 16) ) Consider the set C = fx: 2] 6 [19] It is important to find a relationship that works for all values, for example subtracting 1 from the number of points gives the number of lines in the first example only, so is not useful However, halving the number of points and multiplying this by 1 less than the number of points works each time, . Number of lines = (half the number of points) x (one less than the number of points), 6, Express the rule algebraically The rule expressed in words above can be written more elegantly using algebra. Let the number of lines be and the number of points be p. f= 5p-1)Number Note: Any letters can be used to represent the number of lines and the number of points, not just / and p. 7. Test the rule: The rule was derived from the original results. tested by generating a further result. Itcan be If the number of points p = 6, then the number of lines Zs: 1=5x 66-1) 3x5 15 From the diagram to the lefi, the number of lines can also be counted as 15. ve been answered: nes in a mystic rose with 8 Check that the original questions Using the formula, the number of 20 points is: t=1x 2020-1) =10x19 = 190 The number of lines in a mystic rose with 100 points is: = 4x 100(100 ~ 1) 50 x99 = 4950 @ Primes and squares 13,41 and 73 are prime numbers. ‘Two different square numbers can be added together to make these prime numbers, e.g. 3 + & = 73. 1. Find the bo square numbers that can be added to make 13 and 41 List the prime numbers less than 100. Which of the prime numbers less than 100 can be shown to be the sum of two different square numbers? Is there a rule to the numbers in question 3? ‘Your rule is a predictive rule not a formula. Discuss the difference eP ae @ Football leagues There are 18 teams in a football league 1. Ifeach team plays the other teams twice, once at home and ‘once away, then how many matches are played in a season? 2. If there are r teams in a league, how many matches are played in a season?Topic 1 Mathematical investigations and ICT © ICT activity | In this activity you will be using a spreadsheet to track the price of a company’s shares over a period of time 1. a) Using the internet or a newspaper as a resource, find the hares, a value ofa particular company’s : oe b) Over a period of a month (or week), record the value of 2) ay Peet a Peete oe the company's shares. This should be carried out on a a} = daily basis ar 2. When you have collected all the results, enter them into a a spreadshect similar to the one shown on the left 3 | 3. Incolumn C enter formulze that will calculate the value of 3 1 the shares as a percentage of their value on day 1. Ba 4. When the spreadshect is complete, produce a graph showing how the percentage value of the share price changed over time. Write a short report explaining the performance of the company’s shares during that time. ©@ ICT activity 2 The following activity refers to the graphing package Autograph; however, a similar package may be used. The velocity ofa student at different parts of a 100m sprint will be analysed A racecourse is set out as shown belo 20m, 20m pee Ao A 8B cD F star Frish 1. Astudent must stand at each of points AF. The student at A runs the 100m and is timed as he/she runs past each ‘of the points B—F by the students at these poinis who each have a stopwatch. 2. In Autograph, plot a distance—time graph of the results by entering the data as pairs of coordinates, i. (time, distance), 3. Ensure that all the points are selected and draw a curve of best fit through them. 4. Select the curve and plot a coordinate of your choice on it. This point can now be moved along the curve using the cursor keys on the keyboard, 5. Drawa tangent to the curve through the point. 6 What does the gradient of the tangent represent? 7. At what point of the race was the student running fa How did you reach this answer? 8 Collect similar data for other students. Compare their graphs and running speeds. 9. Carefully analyse one of the graphs and write a brief report to the runner in which you should identify, giving reasons, the parts of the race he/she needs to improve on. ©Algebra () Syllabus Use letters to express generalised numbers and ‘express basic crithmetic processes elgebrcically ‘Substitute numbers for words and letters in more complicated formulae. Consiruct and transform more complicated formulae and equations. E2.2 ‘Manipulete directed numbers. Use brackets end extract common factors. Expond products of algebraic expressions. Faciorise where possible expressions of the form: ax + bx + kay + kby oe by? a+ Qab +b? ae tbxtc £23 ‘Manipulote algebraic fractions. Faciorise and simplify rotional expressions. E24 Use and interpret positive, negative end zero indices, Use and interpret frectional indices. © Use the rules of indi £25 Solve simple linear equations in one unknown Solve simultaneous linear equations in two unknowns Solve quadratic equations by factorisation, ‘completing the square or by use of the formula. Solve simple linear inequalities. E26 Represent inequalities graphically and use this representation in the solution of simple linear programming problems E27 Continye a given number sequence. Recognise potterns in sequences and roletionships between different sequences. Find the nth term of sequences. E2.8 Express direct ond inverse variation in algebraic. ‘terms and use this form of expression to find unknown quantities. E2.9 4 Interpret and use graphs in practical situations) including travel grophs and conversion graphs, draw graphs from given daa Apply the ideo of rate of change to easy kinematics involving disiance-time ond speed—time graphs, acceleration ond deceleration. Calculate distance travelled as area under o linear speed—time graph. £2.10 Construct tables of valves ond draw graphs for functions of the form ax" where a iso rational constant and n = —2, -1,0, 1, 2, .and simple sums of not more than three of these and for functions of the form a where a is « positive integer. Draw and interpret graphs representing ‘exponential growth and decay problems. Solve associated equotions approximately by ‘graphical methods.E211 Estimate gradients of curves by drawing angents.. £2.12 Use function notation, e.g. fx) = 3x = 5, Hex F2 8x — 5 to describe simple functions. Find inverse functions f-"\x) Form composite functions os defined by gflx) (©) Contents Chapter 11 Algebraic representation and manipulation (E2.1, £2.2, £2.3) Chapter 12 Algebraic indices (E2.4) Chapter 13 Equations and inequolities (E2.1, E2.5) Chapter 14 Linear programming (E2.6) Chapter 15 Sequences (E2.7) Chapter 16 Variation (E2.8) Chapter 17 Graphs in practice! situations (E2.9) Chapter 18 Graphs of functions (E2.10, £2.11) Chapter 19 Functions (£2.12) (©) The Persians ‘Abu Je'far Muhammed Ibn Musa cl-Khwaizm is colled the ‘father cof algebra’. He wos bom in Baghdad in 40790. He wrote the book Hisab al-jabr w’al-mugabala in 40830 when Baghdad had the greatest university in the world and the greatest mathematicians studied there. He gave us the word ‘clgebra’ and worked on ‘quadratic equations. He also introduced the decimal system from India. ‘Muhammed al-Karaji was born in North Africa in what is now ‘Morocco. He lived in the eleventh century and worked on the theory of indices. He also worked on an algebraic method of ealeulating square and cube roots. He may also have travelled to the University in Granada {then part of the Moorish Empire) where works of his can be found in the University library, Al-Khwarizmi (790-850) The poet Omar Khayyam is known for his long poem The Rubaiyat. He was clso a fine mathematician working on the binomial theorem. He introduced the symbol ‘shay’, which became our ‘x’.Algebraic representation and manipulation @ Expanding a bracket When removing brackets, every term inside the bracket must be multiplied by whatever is outside the bracket. Worked examples a) 3x +4) by Sx(2y +3) = ar+12 10xy + 15x ©) 2a(3a+ 2b ~ 30) @ ~4p 2p - 4g +r?) = 6a + dab ~ ac = -8p? + dpg ~ pr? 2 1) o ery-t) on S(xra ad) = 2x! Gay + 2x =2-8-2 a 2 ise 11.1 Expand the following: 1. a) 4@-3) b) S@p-4) ©) ~6(7x — 4y) d) 32a ~ 3b ~ 4e) ©) -7(2m ~ 3n) £) —2(8e — 3y) 2 a) ax(e—3y) b) aa +b+0) ©) 4mm —n) d) ~Sa(3a~ 46) e) ~dx(—x + y) £) —8p(-3p + 4) 3. a) (2x? -3y") b) -(-a +6) c) —(-7p + 24) d) 3(6x — 8y + 42) e) {4x —2y) £) $x(Ox — 15y) 4. a) 3r(47 — 58 +20, b) Path +e) c) 3a°(2a — 3b) d) pa(p + a ~ pa) €) n(n —n + nm) 1) aa + ab) 11.2 Expand and simplify the following: 1. a) 30-220 +4) b) &r—4(e +5) ©) 3(p-4)—4 d) 7(3m = 2n) + 8n e) 6x — 3(2x — 1) 1) Sp —3p(p + 2) 2 a) Im(m +4) + me +2 by 3x4) +214 -x) ce) 69 +3)—-4(p—1) — d) S@m—8) — 4(m — 7) ©) 3a(a + 2)-2(@- 1) £) Ta(b - 2) ~ ca - 3) 3% a) $(6x + 4) + $(3x + 6) b) 4(2x + 6y) + P(6x — dy) e) y(6x — 12y) + 5(3N — 2y) d) L(1sx + 10y) + 2(5e — Sy) ©) 3(6x — 9y) + L(9x + by) £) FU4x ~ 21y) ~ 3(4x ~ by)uv Algebraic representation end manipulation Worked examples Worked examples © Expanding a pair of brackets ‘When multiplying together expressions in brackets, itis necessary to multiply all the terms in one bracket by all the terms in the other bracket. Expand the following: a) (w+ 3)(x +5) b) (w +2) +1) . 8 x oa x xe ox x xe aS | x | 45 | ax | 2 a2 + Sx + By + 15, w+ Rr +15 Expand the following and simplify your answer: 1. a) (+2) +3) b) @ +3044) ec) (vt 5)x +2) d) + 6) +1) ©) 2) +3) f) @+8)r—3) 2 a) (Aye +6) b) @— 1) +4) ©) (@+5)(x-7) d) &+3)r-5) ) @+1)@-3) f) @— THe +9) 3. a) (w-2)(a-3) b) @~ 5) ~2) ©) (4) -8) d) @ +343) e) (¥-3)(x-3) f) @- 7-5) 4. a) (w+ 3)a-3) b) (+ 7x -7) ce) (x—8)(x +8) d) @&+y)—y) ©) (a+ 8)(a- 6) f) @-@get+a) © Simple factorising ‘When factorising, the largest possible factor is removed from each of the terms and placed outside the brackets. Factorise the following expressions: a) lor +15 by &p ~ 6g + 10r = 5(2x +3) = 2(4p — 3q + Sr) O29 - op +12 @) 20° + 3ab ~ Sac = 2(-q - 3p + 6) = a(2a + 3b — Se) ©) bax — 12ay ~ 180 1) 3b + 9ba~ 6bd = ba(x - 2y ~ 3a) = 36(1 + 3a - 2d)Algebra and graphs Exercise 11.4 Factorise the following: L a) ¢ °) a °) °) a) °) °) a) ) °) a) °) °) a 9 ax-6 6y-3 3p 34 Bab + dac — Sad @—ab abe + abd + fab S3pqr ~ 9pqs Sey — dry? 12p ~ 36 18+ 12y LLx + Lixy Spq~ gr + 15qs mt + mn par + qrs 3p} — 4p m3 — nein + mnt S6x7y — 28xy? @ Substitution Worked examples Evaluate the expressions below if a= 3,6 = 4,¢ = 2a+3b-e 641245 23 2a + 2b - 3¢ —6+8+15 a) e) 7 Sa(2b — 3e) 9(8 + 15) 9x23 207 b) 1812p d) da +66 f) Sm + 12n + 16r ‘b) 8pq + 6pr — dps d) 4x7 — bay f) 3m? + 9m b) Sm? ~ 10m d) 2a°b? = 3 f) 4x 54 b) 14a — 216 dd) 4s 16t + 20r 1) dry +89? b) 3p? 6pq d) ab + ab + ab? 1) Tbe + bee b) dr? — 6? + B's d) Ten + 36rn? — 80Pr? by) 3a—4b + 2c =9-16-10 =-17 ad @+e4e 9416 +25 50. 1) =2e(-a +25) 10(—3 + 8) 10 x5 =50 wa ma Exercise 11.5 Evaluate the following expressions if p = 4,g = —2.r = 3 and =-5 a) °) °) a) 9 eS) 2+ Aq 3q — 4s Br — 3p +5q 2p -3q- ar +s P+ paq-rts) b) Sr—3s a) 6p —8q +45 1) -p-qtr+s b) 3s—4ptr+g d) Pas? 1) rp — 34)uv Algebraic representation end manipulation Worked examples Exercise 11.6 3. a) 2s(3p —24) b) pg +rs ©) 2pr-3rq d gr e) sip? f) rig 4. a) ~2pqr b) 2g +r) c) -2rq+r d) (p+ qyr-s) ec) @tsyr-a) f) (@+a\p—s) 5. a) (2p +3a)(p - 4) b) @tna-n) 2) gar d) pi? e) (Ptrn(p-r) (stp @ Transformation of formulae In the formula a = 2b + ¢, ‘a’ is the subject. In order to make either b orc the subject, the formula has to be rearranged. Rearrange the following formulae to make the bold letter the subject: a) a=2bt+e a-2b=c ©) ab=ed ab ad In the following questions, make the letter in bold the subject of the formula: 1. a) mt+ne=r b) mtn=p — c) m+n=3p d) 3x=2p+q ec) ab=ed f) ab=cd 2. a) 3ay=4m b) 7pq =5r c) 3r= d) 3v+7=y ec) Sy-9=37 ft) Sy—9= 4x 3. a) 6b=2a-S bb) 6b=2a—-S cc) 3x —Ty = 4z d) 3e—Ty=4z ce) 3v—7y=4z f) Ipr—q=8 4 by Sam ©) n= ©) pgtry=2t f) pqtr=2% 5. a) 3u—n=n(p +4) b) 3m—n=rt(p +4) c) 3m-n=n(p +4) d) 3m—n=rp +q) ¢) 3nt—n = rip +4) i) 3m—n=np +4) 6 b) Bade ° ee e ftb=d 0) f+b=dAlgebra and graphs Worked example Exercise 11.7 Worked examples © Further expansion ‘You will have seen earlier in this chapter how to expand a pair ‘of brackets of the form (x — 3)(x + 4). A similar method can be used fo expand a pair of brackets of the form (2x ~ 3)(3x ~ 6). Expand (2x — 3)(3x — 6). ox 8 ax | 6x? | -ox -6 | -12x | 18 = 6x? — Ox — 12x + 18 = 6x? = 21x + 18 1. a) (+2)Qy +3) b) G+ 7Gy +4) ce) (2y +1) +8) d) y+ 1)y +2) e) (Gy +4)(2y +5) f) (6y + 3)Gy +1) 2 a) (2p—3)(p +8) b) (4p — S)(p +7) ©) Gp-4)Qp +3) d) 4p -5)Gp +7) ©) (6p + 2\(3p - 1) f) Tp —3)(4p +8) 3 a) (2x— 12-1) b) Gr +1P ©) (r-27 d) Gr-4? e) (x +6) f) (Qe +3)(2x -3) 4 a) 34+2x)(3-2x) b) (4x —3)(4e +3) ©) G+ 4x)G ~ 4x) d) 7-57 +59) ©) (3+ 2y)(dy — 6) f) (7 Sy © Further factorisation Factorisation by grouping Factorise the following expressions’ a) 6x+3+2y+y 3Qx +1) + Qe +1) B+ y)2Qx +1) Note that (2v + 1) was a common factor of both terms. D) ax tay — bx — by a(x +y) — bee +y) (a— bya + y) Wo 3x+2xy—3y = x(x —3) + yx 3) = @+ yr —3)uv Algebraic representation end manipulation Exercise 11.8 Worked examples Exercise 11.9 Factorise the following by grouping: La) artbxt+ayt+by — b) a+ bx—ay—by ©) Sm Sn mx tnx d) amt mx tan + mx ©) 3m+mx—3n—nx f) 6x +xy+6z4zy 2 a) pr—ps+qr—qs b) pq —4p +3q-12 ©) pqt+3q-4p—12 dd) rst rt + 2s +27 e) rs—stt-2F =f) ab—4eb + ac ~ 42 a) aytdyt+etdr by) x —ay— 2 +2y ce) ab+3a—7b-21 d) ab—b-a+1 ©) pq 4p—4q+16 1) mn—Sm—5n +25 4. a) mn=2m—3n+6 —-b) mn —2nr 3m + 6F ©) pr-4p—4qr+ 16g d) ab-a-~bete e) P—2ne Day +4yz 1) 2a? + ab + + ab Difference of two squares Onexpanding (+ y)(r-y) x —xy tay—y =y-y ‘The reverse is that x* — y* factorises to (x + )(¥ — y). 2 and y? are both square and therefore x? ~ y*is known as the difference of two squares. a p-g b) 4a? — 967 =@+@P-4) = (2a? ~ bP = (2a +3b)(2a — 3b) ©) (am)? 25k d) 4x? ~ (oy)? = (nny? ~ (5k = Gx? OF = (mn + 5k)(mn ~ 5k) = (2x + 9y)(2x — 9y) Factorise the following: La a8 b) m=? oe) 2-25 4) m—49 e) &-¥ i) 100-y* 2 a) 44-y? b) g- 169 1 d)i-e e) 4-y¥" £) 25p" — 64g? 3. a) 9x? —4y? b) 6p? — 364?) 64 - d) x? — 100y ©) (re -4p*— £) (ab) - (ed? 4.2) nf? —9? by be — 1g) (24)? Gy)! d) pig ©) 4m‘ —36y' —f) 16x* — B1y* ®Algebra and graphs @ Evaluation Once factorised, numerical expressions can be evaluated. Worked examples Evaluate the following expressions: a) wp b) 629-395 = (134+7)03-7) = (625 + 3.75)(6.25 ~ 3.75) 20x6 10x25 120 25 Exercise 11.10 By factorising, evaluate the following: 1. a) 8-2 b) 16¢—4 ©) 4-1 d) 17-3 e) 88-127 1) 9 -# 2 a) 48-25 b) 9 = 1 c) 2-29 ) 6 — 34% e) 999 f) 25-8 a) 8. 1.6 b) 9.37-OF c) 42.8 — 7.27 d) (YP?) GPP OP? f) 5.25 - 4.7" 4 a) 8.62?— 1.38 b) 0.97 — 0.17 ig) 33h d) 4 e) 2-1 f) 2-25 © Factorising quadratic expressions x + Sy + 6 is known as a quadratic expression as the highest power of any of its terms is squared ~ in this case x*. Itcan be factorised by writing it as a product of two brackets. Worked examples a) Factorise x* + Sx + 6. x x x” As there is only one term in x, this can be entered, as can the constant +6. The only two values which multiply to give 5 2 are.x and x. These too can be entered. 5 We now need to find two values which multiply to give +6 and which add to give # an ‘The only two values which satisfy both these conditions are 4+3.and +2. . se Therefore x? + Sx + 6 = (x + 3)(x +2) +2 | a | 46Algebraic representation end manipulation b) Factorise x? + 2x ~ 24 x x 46 x] oe x | oF | 46x 24 -4| n4x | -26 Therefore x? + 2x — 24 = (x + 6)(x — 4) ©) Factorise 2x7 + 11x + 12. 2x x48 x] 2 x| ae | 8x 12 +4] a | 12 ‘Therefore 2¢ + 11x + 12 = 2x +3)(x +4) d) Factorise 3x? + 7x ~ 6. 2x 2x x) oe x oe oe 6 +8) ox | 6 Therefore 3x? + 7x ~ 6 = (3x ~ 2)(x +3) Exercise 11.11 Factorise the following quadratic expressions: Loa) att 7e+12 b) P+8r+12 C+ 13e +12 @)-%e+12 ce) PB 412 f) PI t12 RB alve+Gr+5S db) PHGr+B co) P+ Ot9 ) 2410425) + 22e4 121 f) a 13r +42 3. a) x2 + Ld +24 b) + AL + 24 c) a? Or +24 d) 2415 +36) P+ 20436 f) x—12r +36 a) x2+2e-15 b) P-2r-15 co) a@+x-12 @)-x-12 e) P+4r—12 f) P- 15 +36 a)x2-2e-8 — b) P—¥- 20) +30 @)-x-42 ce) P— 2-63 f) P+ 3-54 6. a) 2241 -b) A+ THE cc) Wa 6 @)28-Tr+6 c) A2+8r+4 f) BH Led 2) av + 12+ 9h) 8-61 i) G21Algebra and graphs @ Transformation of complex formulae Worked examples Make the letters in bold the subject of each formule: a) C=2nr b) Aaa" d Bole ‘Square both sides a__b Gero ® ax = b(bx +1) ax=hx+b ax Bx x(a—B") se Exercise 11.12 In the formulae below, make x the subject: La) P=2mx b) T=3x7 c) me= ye e) ne +=uv Algebraic representation end manipulation Exercise 11.13 Exercise 11.14 3. a) vr=— P a reanf op In the following questions, make the letter in bold the subject of the formula: Lo a)veutat — b) Paw +205 ©) Pau + as d) s=u+tar? ec) s=urtjar? f) s=ur+ Sar? 2 Pr 1. The volume of a cylinder is given by the formula V = meh, where his the height of the eylinder and r is the radius, a) Find the volume of a cylindrical post of length 7.5 m and a diameter of 30 cm. b) Make r the subject of the formula. ©) A cylinder of height 75 cm has a volume of 6000 em’, find its radius correct to3 s.f. ‘The formula C = 3(F ~ 32) can be used to convert ‘temperatures in degrees Fahrenheit (°F) into degrees Celsius (°C). a) What temperature in °C is equivalent to 150 °F? 'b) What temperature in °C is equivalent to 12 °F? ¢) Make F the subject of the formula. d) Use your rearranged formula to find what temperature in °F is equivalent to 160°C. 3. The height of Mount Kilamanjaro is given as 5900 m. ‘The formula for the time taken, T hours, to climb to a height H metres is: H T=mtk where k is a constant a) Calculate the time taken, to the nearest hour, to climb to the top of the mountain if & = 9.8. b) Make # the subject of the formula, ©) How far up the mountain, to the nearest 100 m, could you expect to be after 14 hours?Algebra and graphs Worked examples Exercise [1.15 4, The formula for the volume V of a sphere is given as. Va ger a) Find Vifr =m. b) Make r the subject of the formula. c) Find the radius of a sphere of volume 2500 mé. The cost Sx of printing n newspapers is given by the formula x= 150 + 0.05n. a) Calculate the cost of printing 5000 newspapers. b) Make the subject of the formula. ©) How many newspapers can be printed for $25? © Algebraic fractions ‘Simplifying algebraic fractions ‘The rules for fractions involving algebraic terms are the same as those for numeric fractions. However the actual calculations are often easier when using algebra. a ab » ¢ a ay bb c* We 2 Ho AKKK AK EK AR EREuv Algebraic representation end manipulation Worked examples Worked examples Worked examples Exercise 11.16 5 b) 0 ithe 6 b> Addition and subtraction of fractions In arithmetic it is easy to add or subtract fractions with the same denominator. It is the same process when dealing with algebraic fractions. 4.3 a”) ti ai i If the denominators are different, the fractions need to be changed to form fractions with the same denominator, b) °) Similarly, with subtraction, the denominators need to be the same.Algebra and graphs Worked examples Exercise [1.17 Often one denominator is not a multiple of the other. In these cases the lowest common multiple of both denominators has to be found. : 944 ) % 2 a) 35 °) £ oF 08 a ag Se ¢ HE oFe oRuv Algebraic representation and manipulation 4 a) p-2 b) e-5 o) x2 1. © Simplifying complex algebraic fractions With more complex algebraic fractions, the method of getting a common denominator is still required. 2 a wel r+ 242) 3@+1) @+D@+2)' @+De+2) 2(v+2)4+3(0e+1) @+D@+2) 2x4+443x43 (e+1)@+2) 5x47 +D@+2) Worked examples) 3 pts p-5 ___Sip-5)_ 3 43) ~ (@+3)@-5) @+3)@-5) _ S@p-5)~3(p +3) ~~ (p+3)(p-5) Sp-25-3p-9 (P+3)P-5) ___2p-34 © (p+3)(p-5) b)Algebra and graphs Exercise 11.18 “x43 eo x +2x-15 __ 3) ~ G=3ie+5) x xt Simplify the following algebraic fractions: 1. a) °) °) v °) ¢) ~ °) ©) °) 1 2 42 1 wtT ep p-3" p-2 a yt4 yt x(x—4) (A) +2) (m+2)(m-2) (m—2)(m—3) mQm-+3 (m+4)Qm+3) 2-5 @+3)a-5) _vety Q-DO-3) x(x+2) +44 wax xa1 way wx-12 243K va9 b) a 9 i-m43 by 20-3 (y+3)-3) a) Pts) (p-S)P+5) f) m+1)(m—-1 ) n+ 2\@n—1) ea3e (+43) @) =D) ) FP 42e-3 p 224 5x44 b) x20uv Algebraic representation end manipulation Student assessment I 1. Expand the following and simplify where possible: a) SQa — 6b + 3c) b) Sx(Sx — 9) ©) ~SyGry + y?) d) ae Gry + 3y? = 2) ©) 5p~3(2p - 4) f) 4in(2m — 3) + 23m? — m) 2) Y(6r —9) + Rx + 24) h) Hom -8) + F(0nr -2) 2, Factorise the following: a) 12a — 46 b) x8 dy ©) 8p — 4p%q d) 2dxy ~ 16x'y + Bry? 3. Ix =2.y = —3.andz = 4, evaluate the following: a) 2x + 3y—4z b) 10x + 2y* - 3z oy 2-y d) & + yy 2) e) 2-x%* f) (¢+x\z—x) 4. Rearrange the following formulae to make the beld letter the subject: 3 y a) x=3p+q — b) 3m—Sn=8r 0) 2m=4 - wos Sty d) x(w+y)=2y e) Rpt 1) Samia Student assessment 2 1. Expand the following and simplify where possible: a) 3(2x — 3y + Sz) b) 4p2m — 7) ©) —4m(2mn — n?) dd) 4p*(Spq — 24? — 2p) ©) 4r—2Gx +1) 1) 4x(3x ~ 2) + 2(50° ~ 3x) 2) 21Sx— 10) ~ (9x - 12) b) Ble -6) + 40x +8) 2 Factorise the following: a) lop ~ 8q b) p’~ 6a ©) Sp'q — 10pq? d) 9pq — 6p" + 124° 3. Ifa =4,6 = 3andc = ~2, evaluate the following: a) 3a—2b +3¢ b) Sa 36% ©) @+R+e d) (a+ d)(a-b) ©) @-8 NB-c 4. Rearrange the following formulae to make the beld letter the subject: a) p=4mtn b) 4x — 3y = 5z = = uae d) mx +) = 30 e) 2¢_mn Ptd om- ) t f r menAlgebra and graphs Student assessment 3 1. Factorise the following fully: a) mx — Sm —Snx +25nb) 4x? Sly? c) 88° 122 d) xt-y* 2. Expand the following and simplify where possible: a) (x +3)(e +5) b) (© 7-7) ©) (x +5) a) @= 7) +2) c) (2x -1)Qv +8) f) (7-SyP 3. Factorise the following: a) x2 — 18x +32 b) x? -2x-24 ce) Or +18, d) P-2x4+1 e) 20+ 5-3 1) t= 120 +4 4, Make the fetter in bold the subject of the formula: a) =a + 2as b) t+ Rap ae d) e) 3x—2y=5x—7 pf S* Simplify the following algebraic fractions: ab, be a) Ox b) 12rn? °) aE d) ) 6. Simplity the following algebraic fractions: a) +46 ») Oe or ySr_3r 2x_3y o axe Oa cr —(e=2)_3r42 ert G2) _ Sebo 7. Simplify the following: 3,2 (+3)-3) 9) ad mt3 be O-3F °) v4+4x-21uv Algebraic representation end manipulation Student assessment 4 1. Factorise the following fully: a) pqg-3qtpr—3P—b) 1-1 c) 875? — 1257 d) 17-29 2. Expand the following and simplify where possible: a) (©—4)(r +2) b) @—8) ©) (ty? a) (© e+ 11) e) (x = 2) ~ 3) f) (5~ 3x) Factorise the following: a) x? 4x77 b) 2-66 +9 c) x2 14d, d) 3x? + 3x — 18 €) 22 +5x— 12 f) 4x? — 200 + 25 Make the letter in bold the subject of the formula: a) mf? b) m=se ) A=a/p+a d) ay 1 5. = ®) S777 f) r(s—)=2t+r 5. Simplify the following algebraic fractions: 2 mn. PQ as by x Be 2 a ee Teq Th, ae 9 eas 6. Simplify the following algebraic fractions: ey Sam 2, 3p nt » 316 4x Tx 3m, 4n_ lin 9 ay Ty © Bp ¢) 24 _¢_ 0) 3(y42)-2E3 7. Simplify the following:Algebra and graphs Student assessment 5 1. The volume V of a cylinder is given by the formula V = nrh, where h is the height of the cylinder and ris the radiw a) Find the volume of a cylindrical post 6.5 m long and with a diameter of 20 em. b) Make r the subject of the formula, ©) A cylinder of height 60 cm has a volume of 5500 en find its radius correct to 3 s.f 2. The formula for the surface area of a closed cylinder is A= 2nr(r + h), where ris the radius of the cylinder and h is its height. a) Find the surface area of a cylinder of radius 12 cm and height 20 cm, giving your answer to 3 sf. b) Rearrange the formula to make / the subject. c) What is the height of a cylinder of surface area 500 cm? and radius 5 em? Give your answer to 3 s. 3. The formula for finding the length d of the body diagonal of a cuboid whose dimensions are x, y and z is: yeey tz a) Find d when x = 'b) How long is the body diagonal of a block of concrete in the shape of a rectangular prism of dimensions 2m, 3m and 75 em? ©) Rearrange the formula to make x the subject. d) Find x when d = 0.86, y = 0.25 and z = 0.41. 4, A pendulum of length {metres takes T seconds to complete one full oscillation. The formula for Tis: T anf g where g mis? is the acceleration due to gravity. a) Find Tit/=5 andg = 10. b) Rearrange the formula to make / the subject of the formula. ¢) How long is a pendulum which takes 3 seconds for one oscillation, if g = 10?(12) Algebraic indices In Chapter 7 you saw how numbers can be expressed using \dices. For example, 5 X 5 X 5 = 12S, therefore 125 = 5°. The 3 is called the index. Indices is the plural of index. Three laws of indices were introduced: () ax @ =an ) oon @ yan an @ Positive indices ey Worked examples a) Simplily dX at. b) Simplity P7 4 Poe éx d= op =d oe - =p =P Exercise 12.1 1. Simplify the following: a) xe b) mts mt ©) (DS + F a bab! 12x'y" ) aa f) ax?ye au'v® ax‘y'z? 2) a ») re 2. Simplify the following: a) da x 3a b) 20% x 4a? ) ery d) minty ©) pF x QPP 1) Gnin) x mn? yp Coeeny by (aby (aoy @ The zero index ‘As shown in Chapter 7, the zero index indicates that a number or algebraic term is raised to the power of zero. A term raised to the power of zero is always equal to 1. This is shown below. ©Algebra and graphs therefore “= a" -@ However, = 21 « therefore @® = 1 © Negative indices A negative index indicates that a number or an algebraic term is being raised to a negative power e.g. a~. ‘As shown in Chapter 7, one law of indices states that, This is proved as follows. therefore a-™ Exercise 12.2 1. Simplify the following: a) exc b) g2xgisg? 2) WG a) (me Fony 2. Simplify the following: cal a) » OF 9) rr? @ Fractional indices Tt was shown in Chapter 7 that 16*= 16 and that 27 = 927. This can be applied to algebraic indices too. In general: Wa a" =Va" or (8la)” ‘The last rule can be proved as shown below: @’ Using the laws of indices: 1 4a can be written as (a)" which in turn can be written as a". Similarly: a” can be written as (a"\" which in turn can be written as Ja)".12 Algebraic indices Worked examples a) Express (a)*in the form a”, Exercise 12.3 by ° L @a)=a* Therefore (¥a)* = (ab) = Express 6? in the form @/b)". BF can be expressed as (6°)? b= ‘Therefore 6 = (64? = lb)? tx ph Simpity Using the laws of indices, the numerator p! x p? can bbe simplified to p= pi. i ‘Therefore “ can now be written as p* x Using the lavss of indices again, this ean be simplified asp?) = pt Sicph og ‘Therefore P Other possible simplifications are ({p)? or 1 ap) Rewrite the following in the form a": a) Way) ay og) A) ay’ Rewrite the following in the form @/b)": a) oF b) BF ) oF a) oF Simplify the following algebraic expressions, giving your answer in the form a”: a) atxat b) axat d) va ‘Simplify the following algebraic expressions, giving your answer in the form (Vb)": a tix vox Qo?Algebra and graphs 5. Simplify the following: Ba. a) 3x34 5x Student assessment | 1. Simplify the following using indices: a) aXaxaXbXxb b) dxdxexexexexe Write the following out in full: a) ne? b) 3. Simplify the following using indices: b) xP XG XG Student assessment 2 1. Rewrite the following in the form a”: a) Way ») Wa 2. Rewrite the following in the form (/o"): a) oF b) oF 3. Simplify the following algebraic expressions, giving your answer in the form a” a) adxat 4. Simplify the following algebraic expressions, giving your answer in the form @le)" + vex t a) wa(13) Equations and inequalities Worked examples Exercise 13.1 ‘An equation is formed when the value of an unknown quantity needed. @ Simple linear equations Solve the following linear equa a) 1. a) °) ©) 2 a) ©) e) 3. a) °) °) 5. a)Algebra and graphs NB: All diagrams dare not to scale. Worked examples by “ p 30-2 avg b) (x +1) = 3" 5) c) S(x—4)=3(x+2) dd) ab it y) T+2x_ 9x-1 x2 ar) 7 5 6 © Constructing equations In many cases, when dealing with the practical applications of mathematics, equations need to be constructed first before they can be solved. Often the information is either given within the context of a problem or in a diagram, a) Find the size of each of the angles in the triangle (left) by constructing an equation and solving it to find the value of x. The sum of the angles of a triangle is 180°. ( +30) + ( — 30) +90 = 180 2x +90 = 180 2x =90 x=45 The three angles are therefore: 90°, x + 30 = 75°, x — 30 = 15°. Check: 90° + 75° + 15° = 180°. b) Find the size of each of the angles in the quadrilateral (left) by constructing an equation and solving it to find the value ofx, The sum of the angles of a quadrilateral is 360° 4x + 30 + 3x + 10 + 3x + 2x + 20 = 360 ‘The angles are: 4x +30 ) +30 3x +10 +10 3x 2x +20 ) +20 ‘Total13 Equations and inequalities x_n er ©) Construct an equation and solve it to find the value of x in the diagram (left). Area of rectangle = base X height In questions 1-3: i) construct an equation in terms of x, solve the equation, ) calculate the size of each of the angles, iv) check your answers.Algebra and graphs 3 a) 4. By constructing an equation and solving it, find the value of x in each of these isesceles triangles:13 Equations and inequalities 6 Calculate the value of x: a) xt b) 7 9 45 x+9 | aaarz wea | Avoa=45 °) t) 2x x05 Area=5.1 jo2 7 © Simultaneous equations When the yalues of two unknowns are needed. two equations: need to be formed and solved. The process of solving two ‘equations and finding a common solution is known as solving equations simultaneously ‘The two most common ways of solving simultaneous equations algebraically are by elimination and by substitution By elimination The aim of this method is to eliminate one of the unknowns by either adding or subtracting the two equations. Worked examples Solve the following simultancous equations by finding the values of x and y which satisfy both equations. a) x+y =9 aw Se-y=7 @ By adding equations (1) + (2) we eliminate the variable y: x= 16 x=2 To find the value of y we substitute.x = 2 into either equation (1) or (2). Substituting x = 2 into equation (1): Buty =9 oty=9 yrs To check that the solution is correct, the values of x and y are substituted into equation (2). If itis correct then the left- hand side of the equation will equal the right-hand side. Sx-yAlgebra and graphs b) 4x+y=23 (1) xtys8 Q) By subtracting the equations, ie. (1) ~ (2). we eliminate the variable y: 3x = 15 z=5 By substituting x = 5 into equation (2), y can be calculated: xty s+y ys3 Check by substituting both values into equation (1): ax+y =23 2+3=23 23 =23 By substitution ‘The same equations can also be solved by the method known as substitution. Worked ecamples a) 3x +y =9 oO Sx-y a7 @ Equation (2) can be rearranged to give: y = Sx ~ 7 This can now be substituted into equation (1): 3x + (Sx -7) 3x + Sx —7 To find the value of y, x = 2 is substituted into either equation (1) or (2) as before giving y = 3. b) 4x ty =23 oO xty=8 (2) Equation (2) can be rearranged to give This can be substituted into equation (1) d+ (B= 4x + 8 yan be found as before, giving a result of y13 Equations and inequalities Exercise 13.3 Solve the following simultaneous equations either by elimination or by substitution: 1 byxtysll atyss x-y-1=0 eo) aety=17 ar-y=13 2 a) ax+2y b) Gx + 5y = 62 4x =2y +8 4x 5y=8 d) 9+3y=24 ce) Tx-y=-3 x-3y act y= ld 3. a) e+ b) Sx +3y=29 xty x+3y= 13 a) x+y e) Ix + 5y=28 ae 4x + 5y = 36 4. ax —2y=8 5. 6 z b) av=19+2y ~3x + Sy d) ax 5y=29 aty=i3 f) -2v bay =6 Qv=a3-yAlgebra and graphs Worked examples © Further simultaneous equations If neither x nor y can be eliminated by simply adding or subtracting the two equations then it is necessary to multiply ‘one or both of the equations. The equations are multiplied by a number in order to make the coefficients of x (or y) numerically equal. a) 3x + 2y=22 a) xty=9 @) To eliminate y, equation (2) is multiplied by 2: Bx + 2y = 22 a 2e + 2y = 18 @) By subtracting (3) from (1). the variable y is eliminated: x=4 Substituting x = 4 into equation (2), we have: xty 4ty y Check by substituting both values into equation (1): art 2y= 22 LHS = 12 + 10 = 22 = RHSY b) Sx ~3y ( Baty = 18 @) To eliminate the variable y, equation (1) is multiplied by 4, and equation (2) is multiplied by 3. 20x - 12y = 4 @) ‘Ox + 12y = 54 (4) By adding equations (3) and (4) the variable y is eliminated: 29x = 58 x ‘Substituting x = 2 into equation (2) gives: 3x + dy = 18 6+ 4y =18 ay =12 y=3 Cheek by substituting both values into equation (1): Sx-3y=1 LHS =10-9=1 = RHS¥13 Equations and inequalities Exercise 13.4 Solve the following: Exercise 13.5 1. 4 1 EY 4 a) 2ety=7 db) Set4y=21 Ql aty 3x +2y = 12 xt+2y=9 d) 2x-ay i) 3+ 2y a) xt+y=s5 °) 3x—2y +5= d) x-6 e) 2v-Sy=-11f) 3x 3y a) 3y=9+2" bp 3x + 2y ax + ay = 18 a) 2x Sy ) 3x -2y a) ax+2y b) ° 3x + 6y a) ~2y =0.5—2e e) 6x+3y The sum of two numbers is 17 and their difference is 3. Find the two numbers by forming two equations and solving them simultaneously. The difference between two numbers is 7. If their sum is 25, find the two numbers by forming two equations sind solving them simultaneously: Find the values of x and y. <—_ty d, | | — 3— Find the values of x and y: << 8x-2y > A, 1 |Algebra and graphs Worked examples & Arrectangular garden has a square flower bed of side length A ‘x m in one of ils comers. ‘The remainder of the garden fm consists of lawn and has dimensions as shown (left). If the y total area of the lawn is SO m=: ya) Forman equation in terms of x ts ») solve the equation ¢) calculate the length and width of the whole garden.13 Equations and inequalities © The quadratic formula In general a quadratic equation takes the form ax? + bx +c = 0 where a, b and e are integers. Quadratic equations can be solved by the use of the quadratic formuta which states that: —b£Vb*-4a0c 2a Worked examples a) Solve the quadratic equation x? + Tx +3 = 0. ande=3. -T£VP -4x1x3 2x1 4V49-12 2 237 2 = nT+6083 4, -7= 6.083 2 2 x= 0.459 (38.0) or x= 6.54 (35.0) Therefore x b) Solve the quadratic equation x7 — 4x —2 = 0. = 1,6 = -4andc=-2, Substituting these valu into the quadratic formula gives: 444899 4.899 at o rely 445350) or x= 04493 8.5) ThereforeAlgebra and graphs Exercise 13.10 © Completing the square Quadratics can also be solved by expressing them in terms ‘of a perfect square. We look once again at the quadratic w-4x-2=0. The perfect square (x — 2)? can be expanded to give x? = dy +4, Notice that the x? and.x terms are the same as those in the original quadratic. Therefore (x — 2)? — 6 = x? — dx — 2 and can be used to solve the quadr: (27 (e297 6 Pe] =+V6 * 22Ve x=445 Gs.f) or 0.449 (3 s.f) Solve the following quadratic equations using either the ‘quadratic formula or by completing the square. Give your answers to 2 dip. La) -x-13 b) P+4r-11=0 ©) 8 45x-7=0 d) P+ 6r+6=0 e) 8 45x-13=0 f) or +19=0 2 a) M4 Ie+ 9=0 b) x-35=0 °) d) -5x-7=0 e) 4 f) w-8=0 a) b) xf-4r—11=0 ©) d) B+2r-7=0 e) f) -art3 4 a) b) 4¢+ 2x °) d) -2?- 51-2 °) f) -ie-x+15=013 Equations and inequalities Worked examples @ Linear inequalities The statement Gis less than 8 can be written as: 6<8 This inequality can be manipulated in the following ways: adding 210 each si 8<10 this inequality i still rue subtracting 2 from cach side 466 thie inequalit i till true multiplying both sides by 2: <6 this inequality is till me dividing both sides by 2: 3<4 thisinequality i still rue multiplying both sides by 2: —12.<-16 this inequality is aot true dividing both sides by —2: -3<-4 thisinequality is not true As can be seen, when both sides of an inequality are either multiplied or divided by a negative number, the inequality is no longer true. For it to be true the inequality sign needs to be changed around. ie -12>-16 and -3>-4 When solving linear inequalities, the procedure is very similar {o that of solving linear equations. Remember: implies that the number is not included in the solution. [tis associated with > and <. —>_ implies that the number is included in the solution. Itis associated with > and <. Solve the following inequalities and represent the solution on a number line: a) 15 +3x<6 ar<-9 x<-3 “5 4 aa 2 b) sIk+3 14< 7a 25x thatis x>2Algebra and graphs Exercise 13.11 Worked example Exercise | 09-4317 4c 38 x52 Note the inequalit direction. ign has changed ag Solve the following inequalities and illustrate your solution on a number line: La) x43<7 b) Stx>6 c) 44+2e<10 @) 8extt e) S>34x f) 7<342e 2 a) x-3<4 b) x-6>-8 ©) 8+3x>-1 d) S=x-7 e) 12>-¥-12 f) 452+10 x x & a) Ft b) 4S °) <5 d) %>-18 e) -dxyF1<3 f) 1=-3x+7 Find the range of values for which 7 < 3x +1 < 13 and illustrate the solutions on a number line. This is in fact two inequalities which can therefore be solved separately. T<3et1 and ax t1 6<3r (-)> dr <2 (23) 2exthatisx>2 (43) x <4 1 3 8 4 Find the range of values for which the following inequalities are satisfied. Illustrate each solution on a number line: 1. a) 4<20<8 b) 3<3r<15 °c) 7<2x<10 @) 1W3p+10 2, Solve each of the following inequalities: a) T<3y+1<13 b) 3<3p<15 ©) 9<30m— 2) <15 4) W< 8-428 © Graphing an inequality ‘The solution to an inequality can als: rated on a graph, a) Ona pair of axes, shade the region which satisfies the inequality x > 3, To do this the line x = 3 is drawn. ‘The region to the right of x = 3 represents the inequality 2 ® 3and therefore is shaded as shown below. VkAlgebra and graphs 7F b) Ona pair of axes, shade the region which satisfies the inequality y <5. ‘The line y = 5 is drawn first (in this case it is drawn as a broken line). =e ‘The region below the line y = 5 represents the inequality y < 5 and therefore is shaded as shown (left). Note that a broken (dashed 2 line shows = or >. 1e shows < or > whilst a solid =Y vp ©) Ona pair of axes, shade the region which satisfies the inequality y 2 b) <3 o)ys4 d)x>-1 e)y>2et1 — f) ysx-3 2 By drawing appropriate axes, leave unshaded the region which satisfies each of the following inequalities: a) y>-x b)ys2-x ec) xsy-3 d)aty=4 e) w-ye3 f) rx<44 Linear programming © Graphing more than one inequality Several inequalities can be graphed on the same set of axes. If the regions which satisfy each inequality are feft unshaded then solution can be found which satisfies all the inequalities, ic. the region left unshaded by all the inequalities. Worked example On the same pair of axes leave unshaded the regions which satisfy the following inequalities simultaneously: x<2 yo-l yS3) ysxt2 Hence find the region which satisfies all four inequalities. If the four inequalities are graphed on separate axes the solutions are as shown below: xe2 yoot ys3 i 7 a2 ae | yext2 Combining all four on cone pair of axes gives this diagram. The unshaded region therefore gives a solution which satisfies all four inequalities. 44 879]Algebra and graphs Exercise 14.3 Worked example On the same pair of axes plot the following inequalities and leave unshaded the region which satisfies all of them simultaneously. L yer you res Rxty<6 yew ye 3 y>ar y 0. This can be written as y ex" ‘The graphs of each of the three equations are shown below 4 v4 yer y= be) i % sv a9 er } The graphs above, with (x. y) plotted, are not linear. However if the graph of y = 2xis plotied as (x, y), then the graph is linear and passes through the origin demonstrating that ye 3? as shown in the graph below. «Ti qt2]f3 4s ei 4 = 16 | 25 y|2]2|e{2{| 90 Yh 50 40 30 20 10 e 70 20)SCOO16 Variation Worked examples Similarly, the graph of y = 4 is curved when plotted as (x, y). but is linear and passes through the origin if itis plotted as (°,y) as shown: i 7 ADD vs The graph of y = Vx is also linear if plotted as (Vx, y). @ Inverse variation Ify is inversely proportional tox, then y Land y = £. Tia graph of y against + is plotted. this t00 will be a straight line passing through the origin. a) yoo. ly = 7 when x = 2, find y when x = 5 kx kX2 so k=35 When x = 5, y=35x5=175 b) yo Ltty = 5 when =3,findy when x = 30.Algebra and graphs Exercise 16.1 Exercise 16.2 1 a 5 y is directly proportional tox. IEy = 6when.x = 2, find: fa) the constant of proportionality b) the value of y when x ¢) the value of y when x d) the value of x when y = 9 ©) the value of x when y = 30. yis directly proportional tox. If y = 18 when x = 6, find: a) the constant of proportionality b) the value of y when x = 4 ©) the value of y when x ) the value of x when y ©) the value of x when y 28. yis inversely proportional tox’, Ify = 3 when x = 1) the constant of proportionality b) the value of y when x ©) the value of y when x d) the value of x when y = 24. . find: ys inversely proportional to.x?, Ify = 1 when x = 05, find: a) the constant of proportionality b) the value of y when. x = 0.1 ©) the value of y when x = 0.25 d) the value of x when y = 64. Write each of the following in the form: i) yex ii) y = ke a) yis directly proportional tox b) yis inversely proportional to.x° ©) tis directly proportional to P 4d) sis inversely proportional tot e) Ais directly proportional to? 8) Tis inversely proportional to the square root of g Ify ocx and y = 6 when x = 2, find y when x = 3.5. Hy Land y = 4when.x = 25 find: a) y when.x = 20 b) xwhen) Ifp « r*and p = 2. whenr = 2, find p when 7 = 8, Im 4, and m = 1 when 7 = 2, find: r 4 125, a) mwhenr b) rwhenm My ocx?and y = 12 when x = 2, find y when.x = 5,16 Variation Exercise 16.3 1. Ifa stone is dropped off the edge of a cliff, the height (i metres) of the cliffis proportional to the square of the time (¢ seconds) taken for the stone to reach the ground. Astone takes 5 seconds to reach the ground when dropped off a cliff 125m high a) Write down a relationship between h and, using kas the constant of variation b) Calculate the constant of variation. c) Find the height of a cliff if a stone takes 3 seconds to reach the ground. d) Find the time taken for a stone to fall from a cliff 180m high. The velocity (v metres per second) of a body is known to be proportional to the square root of its kinetic energy (e joules). When the velocity of a body is 120mis, its kinetic energy is 16001. a) Write down a refationship between v constant of variation. ‘b) Calculate the value of k. ©) Ifv=21, calculate the kinetic energy of the body in joules. nde, using k as the The length (/ cm) of an edge of a cube is proportional to the cube root of its mass (m grams). It is known thal if (= then m = 125, Let & be the constant of variation. a) Write down the relationship between L,2 and k b) Calculate the value of k. c) Calculate the value of when m = 8. ‘The power (P) generated in an electrical circuit is proportional to the square of the current (I amps). When the power is 108 watts, the current is amps a) Write down a relationship between P, Zand the constant of variation, k. b) Calculate the value of when P = 75 wattsAlgebra and graphs Student assessment | Ly =a. Wheny = 12,4 =8. a) Calculate the value of k. b) Calculate y whenx ©) Calculate y when.x ) Calculate x when y a) Caleul b) Calculate y when x ©) Calculate x when y d) Caleulatex when y = 2 p= kg. Whenp =9,q=3 a) Calculate the value of k. b) Calculate p when ©) Calculate p when q «) Calculate q when p k 4 m=. when m= vn a) Calculate the value of k b) Calculate m when = 16. ©) Calculate 2 when 2 = 100. ) Calculate m when m = 5. a) Calculate the value of k. b) Calculate y when x = 05. €) Calculate both values ofx when y 4d) Calculate both values of x when y16 Variation Student assessment 2 L 2 y is inversely proportional to x. a) Copy and complete the table below x«[ i f2]4]e[e[2 4 y b) What is the value of x when y = 20? Copy and complete the tables below: a) pox 2 10 y 10 wt by yet The pressure (P) of a given mass of proportional to its volume (V) at a constant temperature IfP = 4 when / = 6, calculate: a) Pwhen¥ b) Vwhen P The gravitational force (F) between two masses is inversely proportional to the square of the distance (d) between thom. If F = 4 when d= 5, calculate: a) Fwhend =8 b) dwhen F=25.(7) Graphs in practical situations Worked example © Conversion graphs A straight-line graph can be used to convert one set of units to another. Examples include converting from one currency to another, converting distance in miles to kilometres and converting temperature from degrees Celsius to degrees Fahrenheit. The graph below converts South African rand into euros based on an exchange rate of €1 = 8.80 rand. Rand i --e- 80 i) Using the graph estimate the number of rand equivalent to €5. A line is drawn up from €5 until it reaches the plotted line, then across to the vertical axi From the graph it can be seen that €5 ~ 44 rand. («is the symbol for is approximately equal to’) ‘Using the graph, what would be the cost in euros of a drink costing 25 rand? A line is drawn across from 25 rand until it reaches the plotted line, then dawn to the horizontal axis From the graph it can be seen that the cost of the drink ~ €2.80. iii) If a meal costs 200 rand, use the graph to estimate its cost in euros. The graph does not go up to 200 rand, therefore a factor of 200 needs to be used e.g. 50 rand From the graph 50 rand = €5.70, therefore it can be deduced that 200 rand ~ €22.80 (ie. 4 €5.70).7 Graphs in prectical situations Exercise 17.1 1. Given that 80 km = 50 miles, draw a conversion graph up to 100 km. Uising your graph estimate: a) how many miles is 50 km, b) how many kilometres is 80 miles, ©) the speed in miles per hour (mph) equivalent to 100 km/h, d) the speed in km/h eq: alent to 40 mph. 2 You can roughly convert temperature in degrees Celsius to degrees Fahrenheit by doubling the degrees Celsius and adding 30. Draw a conversion graph up to 50°C. Use your graph to estimate the following: a) the temperature in°F equivalent to 25°C, b) the temperature in°C equivalent to 100°F, ¢) the temperature in°F equivalent to 0°C, d) the temperature in*C equivalent to 200°F. 3. Given that 0°C = 32°F and 50°C = 122°F, on the same graph as in question 2, draw a true conversion graph. i) Use the true graph to calculate the conversions in question 2. ii) Where would you say the rough conversion is most useful? 4, Long-distance calls from New York to Harare are priced at 85 cents/min off peak and §1.20/min at peak times a) Draw, on the same axes, conversion graphs for the two different rates b) From your graph estimate the cost of an § minute call made oif peak ©) Estimate the cost of the same call made at peak rate. 4) A call is to be made from a telephone box. If the caller has only $4 to spend, estimate how much more time he can talk for if he rings at off peak instead of at peak times. 5. A maths exam is marked out of 120, Draw a conversion graph to change the following marks to percentages a) 80 b) 110 ©) 54 d 72 © Speed, distance and time ‘You may already be aware of the following formula: distance = speed X time Rearranging the formula gives: dista speed = sistance time ‘Where the speed is not constant: total distance average speed = =Algebra and graphs Distance (m) Distance (m) Exercise 17.2 Time (s) Worked example 128456728 Time (@) Exercise 17.3 1. Find the average speed of an object moving: a) 30min 5s b) 48 min 12s ©) 78km in 2h d) 50kmin 25 h ¢) 400 km in 2h 30 min f) 110kmin2h 12min 2. How far will an object travel during: a) 10sat40 m/s b) 7s.at26ms ¢) 3 hours at 70 km/h d) 4115 min at 60 km/h €) 10min at 60 km/h 1) Uh 6 min at 20 mis? 3. How long will it take to travel: a) S0mat 10m b) 1 km at 20 ms c) 2 kmat 30 knvh d) km at 70 m/s ¢) 200cm at 0.4 m/s f) km at 15 km/h? © Travel graphs ‘The graph of an object travel line as shown (left). wat a constant speed is a straight Gradiemt = ‘The units of the gradient are m/s, hence the gradient of a distance-time graph represents the speed at which the object is travelling. The graph (left) represents an object travelling at constant speed. From the graph calculate how long it took to cover a distance of 30m. The time taken to travel 30 m is 3 seconds. Calculate the gradient of the graph. 40 Taking two points on the Line, gradient ==> = 10, Calculate the speed at which the object was travelling. Gradient of a distance-time graph Therefore the speed is 10 mis. speed. 1. Draw a distance-time graph for the first 10 seconds of an object travelling at 6 mis. 2. Draw a distance-time graph for the first 10 seconds of an object travelling at 5 mis. Use your graph to estimate: a) the time taken to travel 25 m, b) how far the object travels in 3.5 seconds.7 Graphs in prectical situations Distance (m) o> S885 E888 12945678 ‘Time (8) ° A Bo ey x 6 55 24 Ba Be o1 O12a45678 Time (s) Worked example E100 PB E 20 3 60 2 40 ary: 8 20 go 2 6700 oa00 0900 1000 7180 Time 3. Two objects A and B set off from the same point and move in the same straight line. B sets off first, whilst A sets off 2 seconds later. Using the distance-time graph (left) estimate: a) the speed of each of the objects, b) how far apart the objects would be 20 seconds after the start. 4. Three objects A, Band C move in the same st away from a point X. Both A and C change their speed during the journey, whilst B travels at the same constant speed throughout. From the distance-time graph (left) estimate: a) the speed of object B, b) the two speeds of object A, ©) the average speed of object C, 4) how far object Cis from X 3 seconds from the start, ©) how far apart objects A and C are 4 seconds from the start. The graphs of two or more journeys can be shown on the same axes, The shape of the graph gives a clear picture of the movement of each of the objects. ‘The journeys of two cars, X and Y, travelling between A and B are represented on the distance-time graph (left). Car X and Car Y both reach point B 100 km from A at 1100. i) Calculate the speed of Car X between 0700 and 0800. distance ime 0 kav = 60 km/h speed = ii) Calculate the speed of Car Y between 0900 and 1100. speed = "9° km/h = 50 kmh Explain what is happening to Car X between 0800 and 0900. No distance has been travelled, therefore Car X is stationary.Algebra and graphs Distanoe (km) Exercise 17.4 1. 4 SoS Helena “ * 10 o 1100 1120 1140 1200 Time ol 0900 09801000 1030 1160 Time ‘Two friends Paul and Helena arrange to meet for lunch at noon, They live 50 km apart and the restaurant is 30 km from Paul's home. The travel graph (left) illustrates their journeys, 8) What is Paul's average speed between 1100 and 11.40? b) What is Helena’s average speed between 1100 and 12002 €) What does the line XY represent? Acar travels at a speed of 60 km/h for 1 hour. It then stops for 30 minutes and then continues at a constant speed of 80 km/h for a further 1.5 hours. Draw a distance-time graph for this journey. A girl cycles for 1.5 hours at 10 knw/h, She then stops for an hour and then travels for a further 15 km in 1 hour. Draw a distance-time graph of the gir!’s journey. ‘Two friends leave their houses at 1600. The houses are 4 km apart and the friends travel towards each other on the same road. Fyodor walks at 7 kitvh and Yin walks at 5 knv/h, a) On the same axes, draw a distance-time graph of their journeys. b) From your graph estimate the time at which they meet. c) Estimate the distance from Fyodor’s house to the point where they meet A train leaves a station P at 1800 and travels to station Q.150 km away. It travels at a steady speed of 75 km/h. AL 1810 another train leaves Q for P at a steady speed of 100 km/h a) On the same axes draw a distanc both journeys, b) From the graph estimate the time at which both trains pass each other. ¢) At what distance from station Q do both trains pass each other? d) Which train arrives at its destination first? ime graph to show A train sets off from town P at 0915 and heads towards town Q 250 km away. Its journey is split into the three stages a, b and c. At0900 a second train leaves town Q heading for town P. Its journey is split into the two stages d and e. Using the graph (eft) calculate the following: a) the speed of the first train during stages a, b and c, b) the speed of the second train during stages d and e.7 Graphs in prectical situations 8 8 Distance (m) 70 20 a0 40 50 Time (s) Worked example @ Speed-time graphs, acceleration and deceleration So far the graphs that have been dealt with have been similar to the one shown (left) i.e. distance-time graphs. Ifthe graph were ofa girl walking it would indicate that initially she was walking at a constant speed of 1.5 m/s for 10 seconds, then she stopped for 20 seconds and finally she walked at a constant speed of 0.5 mvs for 20 seconds. For a distance-time graph the following is true: © a straight line represents constant speed, a horizontal line indicates no movement, © the gradient of a line gives the speed. This section also deals with the interpretation of travel graphs, but where the vertical axis represents the object's speed. The graph shows the speed of a car over a period of, 16 seconds. Speed (rvs) OD 46 8101S 14181820 Time (s) i) Explain the shape of the graph. For the first 8 seconds the speed of the car is increasing uniformly with time. This means it is accelerating at a constant rate. Between 8 and 14 seconds the car is travelling ata constant speed of 16 m/s. Between 14 and 16 seconds the speed of the car decreases uniformly. This means that it is decelerating at a constant rate. ii) Calculate the rate of acceleration during the first 8 seconds. From a speed~time graph, the acceleration is found by calculating the gradient of the line. Therefore " 6 > sccetraton = 1S = 2 mt iii) Calculate the rate of deceleration between 14 and 16 seconds; 16 deceleration = — = 8 m/s? ®Algebra and graphs Speed (mis) Exercise 17.5 Using the graphs below, calculate the acceleration/deceleration in each case ‘Speed (ris) 2 4 6 8101214161820 Time (6) ‘Speed (nis) Oe 4 6 8 101214161820 Timo (6) 1. 8 2. ‘Speed (m/s) 2 4 6 8101214161820 Time (s) BSéssa ‘Speed (rns) 05 1 Time (rin) @e0 E50 40 8 20 & 20 10 o os 1 Time (min) Sketch a graph to show an aeroplane accelerating. from rest, at a constant rate of S m/s* for 10 seconds. A train travelling at 30 mis starts to decelerate at a constant rate of 3 m/s", Sketch a speed-time graph showing the train’s motion until it stops. Exercise 17.6 1. The graph (left) shows the speed-time graph of a boy 024 6 8101219161820 Tame (s) running for 20 seconds. Calculate: a) the acceleration during the first four seconds, ) the acceleration during the second period of four seconds, ©) the deceleration during the final twelve seconds.7 Graphs in prectical situations ‘Speed (rvs) ‘Speed (mvs) Op 4 6 B0121g16 1820 Timo (min) 2. The speed-time graph (left) represents a cheetah chasing a gazelle. a) Does the top graph represent the cheetah or the gazelle? b) Calculate the cheetah’s acceleration in the initial stages of the chase, ©) Calculate the gazelle’s acceleration in the initial stages of the chase, 24 6 8101214151820 qd) Calculate the cheetah’s deceleration at the end. Time (s) ‘The speed—time graph (left) represents a from one station to another: a) Calculate the acceleration during stage a. b) Cafculate the deceleration during stage e. ©) Calculate the deceleration during stage f. 4) Deseribe the train’s motion during stage b. €) Describe the train’s motion 10 minutes from the start. ain travelling @ Area under a speed-time graph The area under a speed-time graph gives the distance travelled. Worked example The table below shows the speed of a train over a 30 second period. [time To Ts To [is [20 [25 J 30 | [speed es) | 20 | 20 | [20 | i) Plot a speed-time graph for the first 30 seconds. ‘Speed (mis) 2 4 6 8 10 12 14 16 18 20 22 24 26 28 20 Time is) Calculate the train’s acceleration after the first 10 seconds. 101 Acceleration = 35 = mist Calculate the distance travelled during the 30 seconds. This is calculated by working out the area under the graph, The graph can be split into two regions as shown overleaf.Algebra and graphs 35 25 15 10 A | 5 | ‘Speed (mis) & 2 4 6 B 10 12 14 16 18 20 22 24 26 28 30 Time (8) Distance represented by region A = (20 X 30) m 600m x 20X10) m Distance represented by region B Total distanee Exercise 17.7. 1, The table below gives the speed of a boat over a 10 second ——— period. Time (=) o[2,[4[«eé]a|[o Speed(mis) | 5 | ¢ | 7] @ [ 9 [ 10 a) Plot a speed-time graph for the 10 second period. b) Calculate the acceleration of the boat. c) Calculate the total distance travelled during the 10 seconds. 2 A cyclist travelling at 6 mis applies the brakes and decelerates at a constant rate of 2 mist. a) Copy and complete the table below. b) Plot a speed-time graph for the 3 seconds shown in the table above. ©) Calculate the distance travelled during the 3 seconds of 79) deceleration. 20 £50] 3. Acar accelerates as shown in the graph (left). Bs a) Calculate the rate of acceleration in the first 40 seconds. & 20) b) Calculate the distance travelled over the 60 seconds 0 shown, O70 20-30 40 50 60 ~ c) After what time had the motorist travelled half the Time (s) distance?v7 Graphs in prectical situations 4. The graph (left) represents the cheetah and gazelle chase 85 from question 2 in Exercise 17.6 = 30 a) Calculate the distance run by the cheetah during the E25 chase 20 b) Cafculate the distance run by the gazelle during the iy chase. ? 10 . 5 ‘The graph (right) = oes Bes aie iatetaz represents the train g2 Time (3) journey from = question 3 in BMT Exercise 17.6. a ‘a 5 1 Calculate, in km, the distance travelled during the 20 minutes shown. Oo 4 6 8 101214161820 Time (rnin) An aircraft accelerates uniformly from rest at a rate of 10 mis? for 12 seconds hefore i takes off. Calculate the distance it travels along the runway. The speed-time graph below depicts the motion of two motorbikes A and B over a 15 second period. 7 8 60 a ° rE 40 30 20 10 ‘Speed (kmin) oOo 12a45 67 8 9 10111219 1415 Tine (s) At the start of the graph motorbike A overtakes a stationary motorbike B, Assume they then travel in the same direction. a) Calculate motorbike A's acceleration over the 15 seconds in m/s*. b) Calculate motorbike B’s acceleration over the first 9 seconds in m/s’. ©) Calculate the distance travelled by A during the 15 seconds (give your answer to the nearest metre). 4) Calculate the distance travelled by B during the 15 seconds (give your answer to the nearest metre). ©) How far apart were the two motorbikes at the end of the 15 second period?Algebra and graphs Student assessment | 1. Leuro had an exchange rate of 8 Chinese yuan and 200 Pakistani rupees. a) Draw a conversion graph for yuan to rupees up to 80 yuan, b) Estimate from your graph how many rupees you would get for 50 yuan, ¢) Estimate from your araph how many yuan you would get for 1600 rupees. 2. A South African taxi driver has a fixed charge of 20 rand and then charges 6 rand per km. a) Draw a conversion graph to enable you to estimate the cost of the following taxi rides: b) Ifa trip cost 80 rand, estimate from your graph the distance travelled. 3. Anelectricity account can work in two ways: @ account A which involves. fixed charge of $5 and then arate of 7c per unit, account B which involves no fixed charge but a rate of 9.Se per unit a) On the same axes draw a graph up to 400 units for each type of account, converting units used to cost. 'b) Use your graph to advise a customer on which account to use 4. A car travels at 60 km/h for 1 hour. The driver then takes a 30 minute break, After her break, she continues at 80 km/h for 90 minutes. a) Draw a distance—time graph for her journey b) Calculate the total distance travelled. ‘Two trains depart at the same time from cities Mand N, which are 200 km apart. One train travels from M to N, the other from N to M. The train departing trom M travels a distance of 60 km in the first hour, 120 km in the next LS hours and then the rest of the journey at 40 km/h, The train departing from N travels the whole distance at a speed of 100 km/h. Assuming all speeds are constant: a) draw a travel graph to show both journeys, b) estimate how far from city M the trains are when they pass each other, ) estimate how long after the start of the journey itis when the trains pass each other.7 Graphs in prectical situations Student assessment 2 1, Absolute zero (0K) is equivalent to -273°C and 0 °Cis equivalent to 273 K. Draw a conversion graph which will convert K into °C. Use your graph to estimate: a) the temperature in K equivalent to ~40°C, b) the temperature in °C equivalent to 100K. 2. A Canadian plumber has a call-out charge of 70 Canadian dollars and then charges a rate of $50 per hour. a) Draw a conversion graph and estimate the cost of the following: i) ajob lasting 4 hours, ii) a job lasting 63 hours. b) Ifa job cost $245, estimate from your graph how long it took to complete. 3. A boy lives 3.5 km from his school. He walks home at a constant speed of 9 kmih for the first 10 minutes. He then stops and talks to his friends for 5 minutes. He finally runs the rest of his journey home at a constant speed of 12 km/h. 2) Illustrate this information on a distanee-time graph. b) Use your graph to estimate the total time it took the boy to get home that day. 4. Below are four distance them are not possible. a) Which two graphs are impossible? b) Explain why the two you have chosen are not possible. i> le 1 graphs A, B, Cand D, Two of Distance Distance Tine — ® Distance DistancaAlgebra and graphs Student assessment 3 1. The graph below is a speed-time graph for a car accelerating from rest. ‘Speed (mis) oS aBRSR ue 4 6 8 WN 12 44 Time(s) a) Calculate the car’s acceleration in m/s* b) Calculate, in metres, the distance the car travels in 15 seconds, c) How long did it take the car to travel half the distance? 2. The speed-time graph below represents a 100 m sprinter during a race. Speed (m/s) 2 0 2 14 Time (5) ) Calculate the sprinter’s acceleration during the first two seconds of the race. b) Calculate the sprinter’s deceleration at the end of the race. c) Calculate the distance the sprinter ran in the first 10 seconds. d) Calculate the sprinter’s time for the 100 m race. Give your answer to 3 s.f7 Graphs in prectical situations 3. A motorcyclist accelerates uniformly from rest to 50 km/h in 8 seconds. He then accelerates to 110 km/h in a further 6 seconds. a) Drawa speed-time graph for the first 14 seconds. b) Use your graph to find the total distance the motorcyclist travels. Give your answer in metres. 4. The graph shows the speed of a car over a period of 50 seconds, Speed (mis) as asReg 0 101820253085 404550 Tame (s) a) Calculate the car's acceleration in the first 15 seconds. b) Calculate the distance travelled whilst the car moved at constant speed, ¢) Calculate the total distance travelled. Student assessment 4 1. The graph below is a speed-time graph for a car decelerating to rest 5. 30 25 20 5 10 Speed (ms) Time (6) a) Calculate the car’s deceleration in m/s b) Calculate, in metres, the distance the car travels in 12 seconds. ©) How long did it take the car to travel half the distance? ©Algebra and graphs 2. The graph below shows the speeds of two cars A and B over a 15 second period. \ \ \ ‘Speed (krvh) 8 \ T2S4 HST BO W111219 1415 Time (s) a) Cafculate the acceleration of ear A in mis*, b) Calculate the distance travelled in metres during the 15 seconds by car A. ©) Calculate the distance travelled in metres during the 15 seconds by car B. 3. A motor cycle accelerates uniformly from rest to 30 km/h in 3 seconds. It then accelerates to 150 km/h in a further 6 seconds. a) Draw a speed-time graph for the first 9 seconds b) Use your graph to find the total distance the motor cycle travels. Give your answer in metres. 4, Two cars X and ¥ are travelling in the same direction. The speed-time graph (below) shows their speeds over 12 seconds. y Speed (ni) = oS aE RBS H 12545678 9101112 Time (s) a) Calculate the deceleration of Y during the 12 seconds. b) Calculate the distance travelled by Y in the 12 seconds. ©) Calculate the total distance travelled by X in the 12 seconds.(18) Graphs of functions ‘You should be familiar with the work covered in Chapter 28 on straight-line graphs before embarking on this chapter. © Quadratic functions The general expression for a quadratic function takes the form ae + bx +e where a,b and ¢ are constants. Some examples of quadratic functions are given below. H28+3e-12 yee —Set6 yaar t2r—3 Ifa graph of a quadratic function is plotted, the smooth curve produced is called a parabola, ¢.x.Algebra and graphs Worked examples a) Plot a graph of the function y Sx +6for0 a(Ls) 9(-6)19 Functions Exercise 19.4 Worked examples Sx? +15 4. h() =—— = calculate: a) 1) By BY) (V3) HOS) 1 e) (0) f) h(-3) a) az) h) b(-25) If f(x) = ~6x(x — 4), calculate a) 10) b) £2) ©) 4) d) (05) e) HD) ow) M25) hy) V2) a) (1) b) a(4) ©) #8), d) (0) ©) a(-2) — £) e(-10) 8) a5) h) a(-8) calculate: 1. If f(x) = 2x + 1, write the following in their simplest form: a) f(r +1) b) f(x —3) ©) fx) « «(5) 9 (E+1) 9 t-x 2. Ifg(x) = 3x? — 4, write the following in their simplest form: 8) 92x) ») (3) ©) VR) @ gs c) we—1) we +2) 3. If f(x) = 4x2 + 3x — 2, write the following in their simplest form: a) f(x) +4 b) 12x) +2) fx +2) -20 @) f@-1)+1 e) (5) f) sv +2) @ Inverse functions The inverse of a function is its reverse, ic. it ‘undoes’ the function's effects. The inverse of the funetion {(x) is written £1(x). To find the inverse of a function: © rewrite the function replacing f(x) with y © interchange x and y © rearrange the equation to make y the subject. a) Find the inverse of each of the following functions: i) f(y x+2 ii) gr) = 2-3 +2 yam +2Algebra and graphs by 11@2) = 25 catoutate: i) £72) ii) £'(-3) First calculate the inverse function fx): 3 yaar43 Sof (x) = 3x +3 ) Pe i) PCS Exercise 19.5 Find the inverse of each of the following functions: La) i) =x 43 b) f(x) = +6 ©) Wx) =2-5 d) g(x) =x e) h(x) = 2 1) pie =F 2 a) f(x) =4y b) fx) = 2x +5 ©) f(x) =v -6 a) (xy = 24 ©) ee) = 1) gy = 47 % a) (x)= 43 b) ge) ¢) h(x) = 4(3x — 6) d) pay = ©) a(x) = -2(-38 +2) ) fx) = Hae —5) 1. If f(x) =~ 4, evaluate: a) £7(2) b) £0) ) £(-5) 2 I f(x) = 2x + Levaluate a) £(5) b) £0) ce) f(-11) 3. If g(x) = 6(x ~ 1), evaluate: a) g (12) b) 83) ) @6) 4 a(x) = 7 evatuate a) 24) b) (0) °) &(-6) 5. Ifh(x) = 4x - 2, evaluate: a) (-}) b) A-'(0) ©) h-*(-2) a) £16) b) £\(-2) ) £7)19 Functions Worked examples el gF © Composite functions a) Iff(x) =x + 2and g(x) =x + 3, find a(x). fa(x) by If i(x) = 2x — 1 and g(x) fa(x) = f( — 2) — 2, find f(x). ©) If f(x) = 2x +3 and g(x) = 2x, evaluate f9(3). fg(x) = f(2x) =2(28) +3 ie +3 x343 5 f93) 1. Write a formula for fg(x) in each of the following: a) f(x)=2-3 g(x) =4+5 b) f(x) g(x) =x -1 ©) ft) a(x) = 2e ) f)=F ae) =2e Write a formula for pq(x) in each of the following xt4 2x aw-1 x2 Write a formula for jk(x) in each of the following: a) iG) == b) ix) = 3x +2 ©) ie = 5 @) i) =r — 3) k(x) K(x) = 4x we = 253 k(x) = pet &e+2 wee, Evaluate {(2) in each of the following: a) f()= 4-4 b) f(x) = 2x ©) f(x) =v d) fe) = w(x) = $3 a(x) =x + 6 a(x) = 6r +1 a(x) = -2eAlgebra and graphs §, Evaluate gh(—4) in each of the following: a) ax)=3v4+2 h@)= b) a) = 13x -1) he) ©) a(x) = 4(-x +2) hee ® = ne Student assessment | 1, For the function f(x) = 5x ~ 1, evaluate: a) 1@) b) £0) ©) A(-3) 2. For the function g:x 2 evaluate: a) 84) b) g(0) ©) a(-3) 3. For the funetion f(x) = evaluate: Ga BGA) a) (0) w) 3) 9) (-6 4. Find the inverse of each of the following functions: a) f(x) 5. Ifh(x) = }(—x + 3), evaluate: a) b(—3) b) biG) 6 If f(x) = 4x + 2and g(x) = —x + 3, find fe(x). Student assessment 2 1. For the function f(x) = 3x + 1, evaluate: 4) b) (1) ©) £0) -x-2 2 For the funetion g:x + -valuate: a) a(4) b) a(S) ) a(l) 3. For the function f(x) =? ~ 3x, evaluate: a) {() b) 16) ©) {(-3) 4 Find the inverse of the following functions: a) f(y) = 3x +9 b) g(x) fe) 5 Ith(x) = —5(—2+ + 4), evaluate a) h(-10) b) h(a) 6. If f(x) = By + 2 and g(x) = 4x ~ 1, find faa).Mathematical investigations and ICT @ House of cards ‘The drawing shows a house of cards 3 layers high. 15 cards are needed to construct it. 1. How many cards are needed to construct a house 10 layers high? The world record is for a house 75 ayers high, How many cards are needed to construct this house of cards? Show that the general formula for a house n layers high requiring c eards is: 2 dn(an +1) @ Chequered boards A chessboard is an 8 X 8 square grid consisting of alternating black and white squares as shown: There are 64 unit squares of which 32 are black and 32 are white. ®@Algebra and graphs Consider boards of different sizes. The examples below show rectangular boards, each consisting of alternating, black and white unit squares. Total number of unit squares is 30 Number of black squares is 15 Number of white sq ‘Total number of unit squares is 21 Number of black squares is 10 Number of white squares is 11 1. Investigate the number of black and white unit squares on different rectangular boards. Note: For consistency you may find it helpful to always keep the bottom right-hand square the same colour. 2. What are the numbers of bla board m Xn units? \d white squares on a @ Modelling: Stretching a spring A spring is attached to a clamp stand as shown below. A a Different weights are attached to the end of the spring. The mass (1) in grams is noted as is the amount by which the spring stretches (x) in centimetres as shown on the right.Topic 2 Mathematical investigations and ICT ‘The data collected is shown in the table below: [Ezesrmeaecm| 2. [3 [5 [tas] 4] ino]2)7fasofzaa]3 ia] 1. Plot agraph of mass against extension. 2. Describe the approximate relationship between the mass and the extension, 3. Draw a line of best fit through the data. 4, Calculate the equation of the line of best fit 5. Use your equation to predict what the length of the spring would be for amass of 2752. 6. Explain why itis unlikely that the equation would be useful to find the extension if a mass of Skg was added to the spring. © ICT activity | ich question, use a graphing package to plot the inequalities on the same pair of axes. Leave unshaded the region which satisfies all of them simultaneously. Lys y>o x<3 tS 3 ys yox>2 3B ders y-W-6<0 2y—¥>3 © ICT activity 2 You have seen that itis possible to solve some exponential equations by applying the laws of indices. ‘Use a graphics calculator and appropriate graphs to solve the following exponential equations: 1. #=40 7 2 3 4Recognise symmetry properties ofthe prism Syl lab us {including cylinder) cnd the pyramid (including cone). Use the following symmetry properties of circles: + equal chords are equidistant from the centre * the perpendicular bisector of a chord posses fi through the centre g + tangents from an external point ere equal in O length. [ Use and interpret the geometrical terms: point, line, parallel, bearing, right angle, acute, obtuse cond reflecengles, perpendiculer, similarity and congruence Use and interpret vocabulary of riengles, quadtrlaterals, circles, polygons and simple solid figures including nets. Caleulete unknown angles using the following geometrical properties: + cngles at a point *+ engles at « point on a straight line end injerseciing straight lines + angles formed within parallel lines + cngle properties of triangles and quadrileterols + cngle properties of regular polygons + ongle ina semi-circle + angle between tangent and radius of e circle | > *+ cngle properties of irregular polygons a + cngle at the centre of a circle is twice the tangle at the circumference ih ot 4 * cngles in the seme segment are equal k ‘Measure lines and angles. Consiruci a triangle given the three sides using ruler and pair of compasses only. Construct other simple geometrical figures from given dota using ruler and protractor as necessary. ‘Construct angle bisectors and perpendicular bisectors using straight edge and pair of compasses only. : 8 Reod and meke seale drawings. + angles in opposite segments are | No r UW supplementory; cyclic quadriloterals. ANY | 8 Calculate lengths of similar figures. ff) Use the relotionships between creas of similar triangles, with corresponding results for similor figures and extension to volumes and surface U creas of similer solids Use the following loci and the method of % intersecting loci for sets of points in two dimensions which are: + ota given distance from a given point es + Gta given distance from a given straight line S + equidistant from two given points *+ equidistant from two given intersecting straight lines. (including order of rotational symmetry) in two | Recognise rotational and line symmetry dimensions.m7 SX Contents Geometrical vocabulary (E3.1) Geometrical constructions and scole drawings (E3.2 and E3.3) Similarity (E3.4) Symmetry (E3.5) Angle properties (E3.6) Loci (€3.7) Ze The Greeks Many of the great Greek mathematicians came from the Greek Islands, from cities such as Ephesus or Miletus (which are in present day Turkey) or from Alexandria in Egypt. This section briefly mentions some of the Greek mathematicians of ‘The Golden Age’. You may wish to find out more about them. Thales of Alexandria invented the 365 day calendar and predicted the dates of eclipses of the Sun and the moon. Pythagoras of Samos founded ¢ schoo! of mathematicians ‘and worked with geometry. His successor os leader was Theano, the first women to hold @ major rele in mathemeties Eudoxus of Asia Minor (Turkey) worked with irrational numbers like pi and discovered the formula for the volume of Euclid of Alexandria formed what would now be called a university department. His book became the set text in schools cand universities for 2000 years. Apollonius of Perga (Turkey] worked on, ond gave names to, the parabola, the hyperbola end the ellipse Archimedes is accepted today as the greatest Atchimedes (287—2 128) mathemetician of all time. However he was so far chead of his time thet his influence on his contemporaries was limited by their lack of understanding, a(20) Geometrical vocabulary @ Angles and lines Different types of angle have different names: acute angles fie between 0° and 90° right angles are exactly 90° obtuse angles lie between 90° and 180° reflex angles lie between 180° and 360" To find the shortest distance between two points, you measure the length of the straight line which joins them. ‘Two lines which meet at right angles are perpendi cach other. So in the diagram below CD is perpendicular to AB, and AB is perpendicular to CD. rio A = B If the lines AD and BD are drawn to form a triangle, the line CD can be called the height or altitude of the triangle ABD. Parallel ines are straight lines which can be continued to infinity in either direction without meeting. Railway lines are an example of parallel lines. Parallel fines are marked with arrows as shown:Geometrical vocabulary © Triangles Triangles can be described in terms of their sides or their angles, or both. An acute-angled triangle has all its angles less than 90°. d A A A right-angled triangle has an angle of 90°, An obtuse-angled triangle has one angle greater than 90°. An isosceles triangle has two sides of equal length, and the angles opposite the equal sides are equal A An equilateral triangle has three sides of equal length and three equal angles. A scalene triangle has three sides of different lengths and all three angles are different. © Congruent triangles Congruent triangles are identical. They have corresponding sides of the same length, and corresponding angles which are equal. ‘Triangles are congruent if any of the following can be proved: ‘Three corresponding sides are equal (S $ S$); ‘Two corresponding sides and the included angle are equal (SAS): ‘Two angles and the corresponding side are equal (A $ A); Each triangle has a right angle, and the hypotenuse and a corresponding side are equal in length.Geometry NB: All diagrams are not drawn to scale. Tf the angles of two triangles are the same. then their corresponding sides will also be in proportion to each other. When this is the case, the triangles are said to be simil In the diagram below, triangle ABC is similar to triangle XYZ. Similar shapes are covered in more detail in Chapter 22. . Exercise 20.] 1. Inthe diagrams below, identify pairs of congruent triangles. ad) ———— Give reasons for your answers. 1) ©) 100m ig a Sy 8) SS, hy em +) ss SY © CirclesGeometrical vocabulary © Quadrilaterals A quadrilateral is a plane shape consisting of four angles and four sides. There are several types of quadrilateral. The main ones, and their properties, are described below. ‘Two pairs of parallel sides. All sides are equal All angles are equal Diagonals intersect at right angles, ‘Two pairs of parallel sides. Opposite sides are equal Alll angles are equal. ‘Two pairs of parallel sides. Alll sides are equal Opposite angles are equal. Diagonals intersect at right angles. ‘Two pairs of parallel sides. Opposite sides are equal. Opposite angles are equal. One pair of parallel sides. An isosceles trapezium has one pair of parallel sides and ‘Trapezium the other pair of sides are equal in length. ‘Two pairs of equal sides. One pair of equal angles. Diagonals intersect at right angles,Geometry Exercise 20.2 1. Copy and complete the following table. The first line has been started for you. Rectangle Square Parallelogram| Kite Rhombus Equilateral triangle Opposite sides equal in] Yes length Allsides equal in length Yes All angles right angles Both pairs. of opposite sides parallel Diagonals equal in length Diagonals intersect at right angles All angles equal © Polygons Any closed figure made up of straight lines is called a polygon. If the sides are the same length and the interior angles are equal. the figure is called a regular polygon. ‘The names of the common polygons are: 3sides triangle Asides quadrilateral Ssides pentagon 6sides hexagon 7sides —heptagon 8sides octagon 1Osides — decagon I2sides — dodecagon20 Geometrical vocabulary Exercise 20.3 ‘Two polygons are said to be similar if a) their angles are the same ) corresponding sides are in proportion. @ Nets The diagram below is the net of a cube. It shows the faces of the cube opened out into a two-dimensional plan. The net of a three-cimensional shape can be folded up to make that shape. Draw the following on squared paper: Two other possible nets of a cube ‘The net of a cuboid (rectangular prism) ‘The net of a triangular prism The net of a cylinder The net of a square-based pyramid ae eee ‘The net of a tetrahedronGeometry Student assessment | 1. Are the angles below acute, obtuse, reflex or right angles? << a Draw and label two pairs of intersecting parallel lines. 3. Identify the types of triangles below in two ways (for seal obtuse-angled scafene triangle): a bh 4. Draw a circle of radius 3 cm. Mark on it: a) adiameter —_b) achord ©) asector. 5. Draw a rhombus and write down three of its properties. 6. On squared paper, draw the net of a trianglular prism,Geometrical constructions and scale drawings @ Constructing triangles Triangles can be drawn accurately by using a ruler and a pair of compasses. This is called constructing a triangle Worked example The sketch shows the triangle ABC. A 8 Construct the triangle ABC given that: AB = Sem, BC = 6 cm and AC = 7.em @ Draw the line AB using a ruler: TT B © Open up a pair of compasses to 6 em, Place the compass point on B and draw an are: aw x Bom B Note that every point on the are is 6 em away from B.Geometry Exercise 21.1 Worked example ‘© Open up the pair of compasses to 7 em. Place the compass point on A and draw another are, with centre A and radius Tem, ensuring that it intersects with the first arc. Every point on the second arc is 7 cm from A. Where the two ares intersect is point C, as its both 6 em from B and 7 em from A. © Join Cto Aand CtoB: & Som B ‘Using only a ruler and a pair of compasses, construct the following triangles: 1. AABC where AB = 10cm, AC = 7cm and BC = 9cm 2. ALMN where LM = 4cm,LN = 8 cmand MN = Sem 3. APOR, an equilateral triangle of side length 7.cm 4, a) AABC where AB = 8 an, AC = 4 cm and BC =3cm b) Is this triangle possible? Explain your answer. © Constructing simple geometric figures Using a ruler and a protractor only, construct the parallelogram ABCD in which AB = 6cm, AD = 3cm and angle DAB = 40°. © Draw a fine Gem long and label it AB. © Place the protractor on A and mark an angle of 40°.21 Geometrical constructions and scale drawings © Draw a line from A through the marked point. A 8 ‘@ Place the protractor on B and mark an angle of 40° reading from the inner scale, Draw a fine from B through the marked point, A © Measure 3cm from A and mark the point D. © Measure 3em from B and mark the point C. @ Join Dtoc. ‘Gem B Exercise 21.2 1. Using only a ruler and a protractor, construct the triangle — PQR in which PQ = 4em, angle RPQ = 115° and angle ROP = 30°, 2. Using only a ruler and a protractor. construct the trapezium ABCD in which AB = Sem, AD = 4em, angle DAB = 60° and angle ABC = 90°, © Bisecting lines and angles The word bisect means ‘to divide in half’. Therefore, to bisect aan angle means to divide an angle in half, Similarly, to bisect a fine means to divide a fine in half. A perpendicular bisector toa line is another line which divides it in half and meets the original line at right angles. To bisect either a line or an angle volves the use of a pair of compasses.Geometry Worked examples a) A line AB is drawn below. Construct the perpendicular bisector to AB. A B © Opena pair of compasses to more than half the distance AB. © Place the compass point on A and draw arcs above and below AB. © With the same radius, place the compass point on B and draw ares above and below AB. Note that the two pairs of ares should intersect (see diagram below). ‘© Draw a line through the two points where the ares intersect: “The fine drawn is known as the perpendicular bisector of AB. as it divides AB in half and also meets it at right angles,21 Geometrical constructions and scale drawings b) Using a pair of compasses, bisect the angle ABC below: A B © Open a pair of compasses and place the point on B. Draw ‘two ares such that they intersect the arms of the angle: A a © Place the compasses in turn on the points of intersection, and draw another pair of arcs of the same radius. Ensure: that they intersect. © Draw a line through B and the point of intersection of ‘the two ares. This line biseets angle ABC. aGeometry Exercise 21.3 1. Draw a triangle similar to the one shown below: x Y Construct the perpendicular bisector of each of the sides of your triangle. ‘Use a pair of compasses to draw a circle using the point where the three perpendicular bisectors cross as the centre and passing through the points X, ¥ and Z. This is called the cireumeirele of the triangle. 2. Drawa triangle similar to the one shown below: Pp ai, R By construction, draw a circle to pass through points P,Q and R,21 Geometrical constructions and scale drawings Worked examples © Scale drawings Scale drawings arc used when an accurate diagram, drawn in proportion, is needed. Common uses of seale drawings iclude maps and plans. The use of scale drawings involves understanding how to scale measurements. a) A map is drawn toa scale of 1 : 10 000. If two objects are Jem apart on the map, how far apart are they in real life? Give your answer in metres. Asscale of 1 : 10000 means that 1 cm on the map represents 10 000 cm in real life Therefore the distance b) A model boat is built to a scale of 1: 50. Ifthe length of the real boat is 12 m, calculate the length of the model boat incm. Ascale of 1: 50 means that 50 em on the real boat is 1.em on the model boat. 12m = 1200em Therefore the length of the model boat = 1200 + 50cm. =24em ©) i) Construct, to a scale of 1: 1, triangle ABC such that AB = 6am, AC = Scm and BC = 4cm. ————— ii) Measure the perpendicular length of C from AB. Perpendicular length is 3.3 em. iii) Calculate the area of the triangle. base length x perpendicular height 2 em = 9.9 em? Area 6x33 Area zGeometry Exercise 21.4 1. Inthe following questions, both the scale to which a map is drawn and the distance between two objects on the map are given, Find the real distance between the two objects, giving your answer in metres. a) 110000 3.om b) 1:10000 2.5m ¢) 1:20000 15cm —d) 1:8000 S2cm 2. In the following questions, both the scale to which a map is drawn and the true distance between two objects are given. Find the distance between the two objects on the map, giving your answer in em, a) 1:15000 15km bd) ce) 1:10000 600m, d) 1:25 000 17km 3. A rectangular pool measures 20 m by 36 m as shown below: ———— Ty D © a) Construct a scale drawing of the pool, using 1 em for every 4m. b) A boy swims across the pool in such a way that his path is the perpendicular bisector of BD. Show. by construction, the path that he takes. ¢) Work out the distance the boy swam. 4, A triangular enclosure is shown in the diagram below: a) Using a scale of 1 em for each metre, construct a scale drawing of the enclosure. 'b) Calculate the true area of the enclosure.Geometrical constructions and scale drawings 8. Three radar stations A,B and C pick up a distress signal from a boat at sea. Cis 24km due East of A. AB = 12 km and BC = 18 km. ‘The signal indicates that the boat is equidistant from all tree radar stations, a) By construction and using a scale of 1 em for every 3 km, locate the position of the boat. b) What is the boat’s true distance from each radar station? 6. A plan view of a field is shown below: we———30m——— a) Using a scale of 1 em for every 5m, construct a scale drawing of the field. ‘b) A farmer divides the field by running a fence from X in such a way that it bisects angle WXY. By construction, show the position of the fence on your diagram. ©) Work out the length of fencing used. Student assessment | 1. Construct AABC such that AB = 8 em, AC = 6 cm and BC = 12cm.Geometry 2. Three players, P,Q and R, are approaching a football, ‘Their positions relative to each other are shown below: Pe R ° oe The ball is equidistant from all three players. Copy the diagram and show, by construction, the position of the ball. 3. A plan of a living room is shown below: +s m——s Oo am 12m Z Ae la a) Using a pair of compasses, construct a scale drawing of the room using 1 em for every metre. b) Using a set square if necessary, calculate the total area of the actual living room. Student assessment 2 1. a) Draw an angle of 320°. b) Using a pair of compasses, bisect the angle. 2. In the following questions, both the scale to which a map is drawn and the true distance between two objects are given. Find the distance between the two objects on the map, aiving your answer in cm. a) 1:20000 44km b) 1:50000 12.2km 3. a) Construct a regular hexagon with sides of length 3 cm. b) Calculate its area, showing your method clearly.NB: All diagrams are not drawn to scale. ‘Two polygons are said to be similar if a) they are equi-angutar and b) corresponding sides are in proportion. For triangles, being equi-angular implies that corresponding sides are in proportion. The converse is also true. © 1087p In the diagrams (left) AABC and APOR are similar. 1 Ae (ae? For similar figures the ratios of the lengths of the sides are B 2 c the same and represent the seale facto z = ¢ = £ =k (where kis the scale factor of enlargement) 3 ‘The heighis of similar triangles are proportional also: i Lem 4 {\ [BX The ratio of the areas of similar triangles (the area factor) is a P R equal to the square of the scale factor Area of APOR _ 3H XP _ ‘Area of AABC ~ Ih xa BG =kxXk=k Exercise 22.1 1. a) Explain why the two triangles (left) are similar. 1b) Calculate the scale factor which reduces the larger 2 Bem cf triangle to the smaller one. i. vom ©) Calculate the value of x and the value of y. i0em em Which of the triangles below are similar? ss aNGeometry 3. The triangles below are similar. z y toon a) Calculate the length XY. b) Calculate the fength YZ. 4. Inthe triangle (right) calculate the lengths of sides p,q andr. In the trapezium (right) calculate the lengths of the sides e and f. 6 The triangles POR and LMN are similar. LO | (2 ‘Som (os ye 8cm (os. Calculate: a) the area of APQR b) the scale factor of enlargement ) the area of ALMN.22 Similarity 7. The triangles ABC and XYZ below are similar. z Y Gem B ‘Bem c a) Using Pythagoras’ theorem calculate the length of AC. x 'b) Calculate the scale factor of enlargement. ¢) Calculate the area of AXYZ. b ie 8. The triangle ADE shown (leit) has an area of 12cm*, a) Calculate the area of AABC. b) Calculate the length BC. B 9. The parallelograms below are similar. iy i / Gen xem Calculate the length of the side marked x. 10. The diagram below shows two rhombuses. i / Ly Bem Bom Explain, giving reasons, whether the two rhombuses are definitely similar.Geometry i Exercise 22.2 1. The diagram (right) aE shows a trapezium [ within a trapezium, Explain, giving reasons, sem whether the two trapezia 20 are definitely similar. Oem In the hexagons below, hexagon B is an enlargement of hexagon A by a scale factor of 2.5 If the area of A is 8cm’, calculate the area of B. Pand Qare two regular pentagons. Q is an enlargement of P by a scale factor of 3. If the area of pentagon Q is 90m’, calculate the area of P. The diagram below shows four triangles A, B, C and D. Each is an enlargement of the previous one by a scale factor | aki a) If the area of C is 202.5em’, calculate the area of i)triangleD ii) triangle B iii) triangle A. b) Ifthe triangles were to continue in this sequence, which letter triangle would be the first to have an area greater than 15000em?? A square is enlarged by increasing the length of its sides by 10%, If the length of its sides was originally 6cm, calculate the area of the enlarged square. A square of side length 4cm is enlarged by increasing the lengths of its sides by 25% and then increasing them by a further 50%. Calculate the area of the final square. An equilateral triangle has an area of 25em*. IF the lengths of its sides are reduced by 15%, calculate the area of the reduced triangle.22 Similarity Exercise 22.3 oom 100m ol @ Area and volume of similar shapes Earlier in the chapter we found the following relationship between the seale factor and the area factor of enlargement: Area factor = (scale factor)? A similar relationship can be stated for volumes of similar shapes: ive. Volume factor = (scale factor)* 1. The diagram (left) shows a scale model of a garage. Its width Sem, its length 10cm and the height of its walls 6em. a) IE the width of the real garage is 4m, calculate: i) the length of the real garage ii) the real height of the garage wall. b) I the apex of the roof of the real garage is 2m above the top of the walls, use Pythagoras” theorem to find the real slant length [. ©) What is the area of the roof seetion A on the model”? 2. A cuboid has dimensions as shown in the diagram (left): If the cuboid is enlarged by a scale factor of 25, calculate: a) the total surface area of the original cuboid 'b) the total surface area of the enlarged cuboid ¢) the volume of the original cuboid ) the volume of the enlarged cuboid. 3. Acube has side length 3em. a) Calculate its total surface area. b) If the cube is enlarged and has a total surface area of 486cm?, calculate the scale factor of enlargement. ©) Calculate the volume of the enlarged cube. 4. Two cubes P and Q are of different sizes. If is the ratio of their corresponding sides, express in terms of n: a) the ratio of their surface areas b) the ratio of their volumes. ‘The cuboids A and B shown below are similar. A TT ® etme 2248 =. Teem Calculate the volume of cuboid B.Geometry 6. Two similar troughs X and Y are shown below. 250m toon If the capacity of X is 10 litres, calculate the capacity of Y. Exercise 22.4 1. The twocylinders L and M shown below are similar. (eo M L If the height of cylinder M is 10cm, calculate the height of cylinder L. 2. A square-based pyramid (below) is cut into two shapes by a cut running parallel to the base and made half-way up. a) Calculate the ratio of the volume of the smaller pyramid to that of the original one. b) Calculate the ratio of the volume of the small pyramid to that of the truncated base. O 3. The two cones A and B (left) are similar, Cone Bis an enlargement of A by a scale factor of 4. If the volume of cone B is 1024cm’, calculate the volume of cone A.Similarity T Bom U Bem V Bom S 4. a) Stating your reasons clearly. decide whether the two cylinders shown (left) are similar or not. 'b) What is the ratio of the curved surface area of the shaded cylinder to that of the unshaded cylinder? 5. The diagram (left) shows a triangle. a) Calculate the area of ARSV. b) Calculate the area of AQSU. c) Calculate the area of APST. 6. The area of an island on a map is 30cm*. The scale used on the map is 1:100000, a) Calculate the area in square kilometres of the real and. b) An airport on the island is on a rectangular piece of land measuring 3km by 2km. Calculate the area of the airport on the map in em, 7. The two packs of cheese X and Y (left) are similar. ‘The total surface area of pack Y is four times that of pack X, Calculate: a) the dimensions of pack Y b) the mass of pack X if pack Y has a mass of 800g, Student assessment | 1. Which of the triangles below are similar?Geometry 6en Gem 180m 400m 2. Triangles P and Q (below) are similar. Express the ratio of their areas in the form, area of P : area of Q. 3. Using the triangle (left), a) explain whether AABC and APBQ are similar, b) calculate the length QB, c) calculate the length BC, d) calculate the length AP. 4, The vertical height of the large square-based solid pyramid (below) is 30 m. Its mass is 16000 tonnes. If the mass of the smatler (shaded) pyramid is 2000 tonnes, calculate its vertical height. <-> $. The cuboid (left) undergoes a reduction by a scale factor of 0.6. a) Drawa sketch of the reduced cuboid labelling its dimensions clearly. b) What is the volume of the new cuboid? c) What is the total surface area of the new cuboid? 6. Cuboids Vand W (below) are similar, ‘Ifthe volume of cuboid V is 1600 cm’, calculate: a) the volume of cuboid W, b) the total surface area of cuboid V, ©) the total surface area of cuboid W. 7. Anisland has an area of 50 km?, What would be its area on a map of scale 1 : 20.000? Oem ‘20emSimilarity (0 e ~—s (- (} ; — 7 420m 00m Q 8 A.box in the shape of a cube has a surface area of 2400 cm*. What would be the volume of a similar box enlarged by a scale factor of LS? Student assessment 2 1. The two triangles (below) are similar a) Using Pythagoras’ theorem, calculate the value of p. b) Calculate the values of x and y. 2. Cones Mand N (left) are similar a) Express the ratio of their surface areas in the form, area of M : area of N. b) Express the ratio of their volumes in the form, volume of M: volume of N. 3. Calculate the values of x, y and z in the triangle below. <——xom yom > 4. The tins A and B (left) are similar. The capaci three times that of tin A. IF the label on tin A. 75 cm’, calculate the area of the label on tin B. jas an area of A cube of side 4 em is entarged by a scale factor of 2.5. a) Calculate the volume of the enlarged cube b) Calculate the surface area of the enlarged cube. 6 The two troughs X and ¥ (left) are similar. The scale factor of enlargement from ¥ to X is 4. If the capacity of trough X. is 1200 cm*, calculate the capacity of trough Y. 7. The rectangular floor plan of a house measures 8 cm by 6m. If the scale of the plan is 1 : 50, calculate: a) the dimensions of the actual floor, b) the area of the actual floor in mm? 8 The volume of the cylinder (left) is 400 em’. Calculate the volume of a similar cylinder formed by enlarging the one shown by a scale factor 2.(23) Symmetry © Symmetry and three-dimensional shapes NB: All diagrams are A line of symmetry divides a two-dimensional (flat) shape into not drawn to scale. two congruent (identical) shapes. eg. ‘ ‘line of symmetry 2 fines of symmetry Alinas of symmetry A plane of symmetry divides a three-dimensional (solid) shape into two congruent solid shapes, eg. A cuboid has at least three planes of symmetry, two of which are shown above. ‘A shape has reflec planes of symmetry. A two-dimensional shape has rotational symmetry if, when rotated about a central point, it fits its outline. The number of times it fits its outline during a complete revolution is called the /e symmetry if it has one or more lines or order of rotational symmetry. Be. + rotational symmetty rotational symmetry ‘of oidar 2 ‘oordor 4 ‘A three-dimensional shape has rotational symmetry if, when rotated about a central axis, it looks the same at certain intervals. eg. ‘This cuboid has rotational symmetry of order 2 about the axis ® shown,Exercise 23.1 1. Draw each of the solid shapes below twice, th ~~ i) oneach drawing of the shape, draw a different plane of symmetry, ii) state how many planes of symmetry the shape has in total, a) » 9 @ | Lt queno-based pyramid ‘cuboid ism " A C ot oyinder : 2. For each of the solid shapes shown below determine the order of rotational symmetry about the axis shown. a) b) do Bh sutra angular cuboid prism ‘square-based pyramid som e) cylinderGeometry Exercise 23.2 © Circle properties Equal chords and perpendicular .ctors Ifchords AB and XY are of equal length, then, since OA, OB, OX and OY are radii, the triangles OAB and OXY are congruent isosceles triangles. It follows that: 1 the section af a line of symmetry OM through AOAB is the same length as the section of a ine of symmetry ON through AOXY, OM and ON are perpendicular bisectors of AB and XY respectively. In the diagram (left) O is the centre of the circle, PQ and RS are chords of equal length and M and N are their respective midpoints. a) What kind of triangle is APOO? b) Describe the fine ON in relation to RS. ©) If ZPOO is 80°. calculate OOP. d) Calculate ZORS. €) IfPQis 6 cmcalculate the length OM. f) Calculate the diameter of the circle In the diagram (left) O is the centre of the circle. AB and CD are equal chords and the points R and S are their midpoints respectively. State whether the statements below are true or false, giv- ing reasons for your answers. a) 2COD =2x ZAOR b) OR=0s ©) If ZROB is 60° then AAOB is equilateral d) OR and OS are perpendicular bisectors of AB and CD respectively. ‘Using the diagram (left) state whether the following statements are true or false, giving reasons for your answer. a) I AVOW and ATOU are isosceles triangles, then T, U, V and W would all lie on the circumference of a circle with its centre at O. b) IfAVOW and ATOU are congruent isosceles triangles, then T, U, V and W would all lic on the circumference ofa circle with its centre at O.23 Symmetry rn Tangents from an external point Bp Triangles OAC and OBC are congruent since ZOAC and Ka ¢ ZOBC are right angles, OA = OB because they are both radii, a and OC is common to both triangles. Henee AC = BC. ib In general, therefore, tangents being drawn to the same circle 8 from an external point are equal in length. Exercise 23.3 1. Copy each of the diagrams below and calculate the size of ——————~ the angle marked.x° in each case, Assume that the lines drawn from points on the circumference are tangents. b) 2. Copy each of the diagrams below and calculate the length of the side marked y em in each case, Assume that the lines drawn from points on the circumference are tangents. b) °) Student assessment | 1. Draw a shape with exactly’ a) one line of symmetry, b) two lines of symmetry, ©) three lines of symmetry. 2. Draw and name a shape with: a) two planes of symmetry, b) four planes of symmetry.Geometry La 3. In the diagram (left) O is the centre of the circle and the lengths AB and XY are equal. Prove that AAOB and, AXOY are congruent. 4. In the diagram (below) that PQ and QR are both tangents to the circle. Calculate the size of the angle marked x”. §. Calculate the diameter of the circle (right) given that LM and MN are both tangents to the circle, O is its centre and OM = 18mm. Student assessment 2 1. Draw a two-dimensional shape with exactly: a) rotational symmetry of order 2, ) rotational symmetry of order 4, ©) rotational symmetry of order 6. 2. Draw and name a three-dimensional shape with the following orders of rotational symmetry. Mark the position of the axis of symmetry clearly a) Order 2 b) Order 3 ©) Orders 3. In the diagram (left), OM and ON are perpendicular bisectors of AB and XY respectively. OM = ON. Prove that AB and XY are chords of equal length. 4. Inthe diagram (right), XY and YZ are both tangents \ to the circle with centre O. | _ ~~ a) Calculate ZOZX. \| paws b) Calculate the length XZ. ye In the diagram (left), LN and MN are both tangents to the circle centre O. If ZLNO is 35°, calculate the circumference of the circle.(2a) Angle properties NB: All diagrams are © Angles at a point and on a line not drawn to scale. One complete revolution is equivalent to a rotation of 360° about a point, Similarly, half a complete revolution is equivalent toa rotation of 180° about a point. These facts can be seen clearly by looking at either a circular angle measurer or a semi- circular protractor. Worked examples a) Calculate the size of the angle x in the diagram below S ‘The sum of all the angles around a point is 360°. Therefore: 60 360 — 120 ~ 170 70 120+ 170 +x x x Therefore angle x is 70°. Note that the size of the angle x is ealeulated and not measured. b) Calculate the size of angle ain the diagram below: MBPS The sum of all the angles at a point on a straight line is 180°. ‘Therefore: 40 + 88 +a +25 = 180 a= 180 — 40 — 88 — 25 a=2 Therefore angle ais 27°.Geometry © Angles formed within parallel lines ‘When two straight lines cross, itis found that the angles ‘opposite each other are the same size. They are known as vertically opposite angles. By using the fact that angles at a point on a straight line add up to 180°, it can be shown why vertically opposite angles must always be equal in size. a+b = 180 ctb 80°

In the diagram above, a = b (corresponding angles). But b (vertically opposite). Tt can therefore be deduced that a ‘Angles a and c are alternate angles. These can be found by looking for a *Z’ formation in a diagram.24 Angle properties Exercise 24.1 In cach of the following questions, some of the angles are given. ~~~ Deduce, giving your reasons, the size of the other labelled angles.Geometry A 4 ©@ Angles ina triangle The sum of the angles in a triangle is 180°. Worked example Calculate the size of the angle x in the triangle below: Therefore angle x is 79° Exercise 24.2 1. For each of the triangles below, use the information given —— to calculate the size of angle x. a) b) °) << Zl (") &| pP24 Angle properties Li 2. Imcach of the diagrams below, calculate the size of the labelled angles. © Angles in a quadrilateral In the quadrilaterals below, a straight line is drawn from one of the corners (vertices) to the opposite corner. The result is to split the quadrilaterals into two triangles. y SiGeometry The sum of the angles of a triangle is 180°, Therefore, as a quadrilateral can be drawn as two triangles, the sum of the four angles of any quadrilateral must be 360°. Worked example Calculate the size of angle p in the quadrilateral below: 90 +80 + 60 + p = 360 p= 360 — 90 — 80 ~ 60 Therefore angle p is 130°. In cach of the diagrams below, calculate the size of the labelled au 6 a24 Angle properties A A 8 A B a E i D ic D F IZ & PA Ey AeA, fa LI] (oa [eX ©@ Polygons A regular polygon is distinctive in that all its sides are of equal length and all its angles are of equal size. Below are some examples of regular polygons. © The sum of the interior angles of a polygon In the polygons below a straight line is drawn from each vertex tovertex A. As can be seen, the number of triangles is always two less than the number of sides the polygon has, ic. if there are m sides, there will be ( — 2) triangles. Since the angles of a triangle add up to 180°, the sum of the interior angles of a polygon is therefore 180(% — 2) degrees.Geometry Worked example Find the sum of the interior angles of a regular pentagon and hence the size of each interior angle. For a pentagon, n = 5. Therefore the sum of the interior angles = 180(5 ~ 2)° = 180 3° ‘540° For a regular pentagon the interior angles are of equal size. Therefore each angle = =" = 108" © The sum of the exterior angles of a polygon The angles marked a, b,c. d,e and fin the diagram below represent the exterior angles of a regular hexagon. For any convex polygon the sum of the exterior angles is 360° If the polygon is regular and has n sides, then cach exterior age & Worked examples a) Find the size of an exterior angle of a regular nonagon, 360° sr 1b) Calculate the number of sides a regular polygon has if each exterior angle is 15°. 360 15 =u ‘The polygon has 24 sides.24 Angle properties Exercise 24.4 1, Find the sum of the interior angles of the following polygons: a) ahexagon ——b) anonagon —_¢) a heptagon 2. Find the value of each interior angle of the following, regular polygons: a) anoctagon —_b) asquare ©) adecagon d) adodecagon Find the size of each exterior angle of the following regular polygons a) apentagon hb) adodecagon ¢) a heptagon 4, The exterior angles of regular polygons are given below. In each case calculate the number of sides the polygon has. a) 20° b) 36° ©) 10° d) 45° e) 18° > 5. The interior angles of regular polygons are given below. In each case calculate the number of sides the polygon has. a) 108" b) 150° o) 162” a) 156° e) Im? f) 179° 6. Calculate the number of sides a regular polygon has if an interior angle is five times the size of an exterior angle. @ The angle in a semi-circle In the diagram below, if AB represents the diameter of the circle, then the angle at Cis 90°. cGeometry Exercise 24.5 In each of the following diagrams, O marks the centre of the ~~ cirele. Calculate the value of x in each case. 3 J © The angle between a tangent and a radius of a circle ‘The angle between a tangent at a point and the radius to the same point on the circle is a right angle. In the diagram below, triangles OAC and OBC are congruent as ZOAC and ZOBC are right angles, OA = OB ‘because they are both radii and OC is common to both triangles. A4 Angle properties Exercise 24.6 In cach of the following diagrams, O marks the centre of the ~~ cirele. Calculate the value of x in each case. 2 3 v > 6 \2cmGeometry Exercise 24.7 ©@ Angle properties of irregular polygons “As explained carlicr in this chapter, the sum of the interior angles of a polygon is given by 180(n ~ 2)°, where n represents the number of sides of the polygon, The sum of the exterior angles of any polygon is 360”, Both of these rules also apply to irregular polygons, ic. those where the lengths of the sides and the sizes of the interior angles are not all equal. 1. For the pentagon (right): PIR a) calculate the value of x, 7 b) calculate the size of each of the angles. AS (x 2. Find the size of each angle in the octagon (below). 3. Calculate the value of x for the pentagon shown. 4, Calculate the size of each of the angles a,b,c, dandein the hexagon (right),24 Angle properties © Angle at the centre of a circle The angle subtended at the centre of a circle by an arc is twice the size of the angle on the circumference subtended by the same are. Both diagrams below illustrate this theorem. Exercise 24.8 In each of the following diagrams, O marks the centre of the circle. Calculate the size of the marked angles: © Angles in the same segment Angles in the same segment ofa circle are equal. This can be explained simply by using the theorem that the angle subtended at the centre is twice the angle on the cireumference. Looking at the diagram (left), if the angle at the centre is 2x°, then each of the angles at the circumference must be equal tox”.Geometry Exercise 24.9 Calculate the marked angles in the following diagrams: © Angles in opposite segments Points P, Q, R and S all lie on the circumference of the circle (below). They are called coneyclic points. Joining the points P, Q, Rand § produces a eyelie quadrilateral. The opposite angles are supplementary, ic. they add up to 180°. Since p® + r° = 180° (supplementary angles) and P+ = 180" (angles on a straight ine) it follows that p? = ©. Therefore the exterior angle of a cyclic quadrilateral is equal to the interior opposite angle. F a24 Angle properties Exercise 24.10 Calculate the size of the marked angles in each of the following: Student assessment | 1. For the diagrams below, calculate the size of the labelled angles. a) b) SY oS PB PiGeometry 2. For the diagrams below, calculate the size of the labelled. angles. 3. Find the size of each interior angle of a twenty-sided regular polygon, 4, What is the sum of the interior angles of a nonagon? 5, What is the sum of the exterior angles of a polygon? 6 What is the size of each exterior angle of a regular pentagon? 7. If ABis the diameter of the circle (left) and AC = Sem and BC = 12cm, calculate: a) the size of angle ACB, b) the length of the radius of the circle. In questions 811, O marks the centre of the circle. Calculate the size of the angle marked x in each case. 10. uu.24 Angle properties Student assessment 2 1. For the diagrams below, calculate the size of the labelled angles. a) b) 2. For the diagrams below, calculate the size of the labelled angles. , b) J a) WZ 7 3. Find the value of each interior angle of a regular polygon with 24 sides. 4, What is the sum of the interior angles of a regular dodecagon? What is the size of an exterior angle of a regular dodecagon?Geometry A 6 AB and BC are both tangents to the circle centre O (left). 126m IfOA =5 cmand AB = 12 cm calculate: a) the size of angle OAB, b) the length OB. 7. TOA isa radius of the circle (below) and PB the tangent to c the circle at A. calculate angle ABO. B B 6 In question 8-11, O marks the centre of the circle. Calculate the size of the angle marked x in each case, u Student assessment 3 1. In the following diagrams, O marks the centre of the circle. Identify which angles are: i) supplementary angles, ii) right angles, iii) equal. a) Ab) A ) x 5 A ~ 8 } ¢ a oD 6 “Y * V24 Angle properties 2. If ZPOQ = 84° and O marks the centre of the circle in the diagram (left), calculate the following: a) ZPRO b) ZOOR 3. Calculate DAB and 4. IfDCisa diameter, and ZABC in the diagram O marks the centre of the below. circle, calculate angles BDC and DAB. Lx Calculate as many angles as possible in the diagram below. O marks the centre of the circle. 6. Calculate the values of 7. Calculate the values of cdande. Sfogsh andi.Geometry Student assessment 4 1. In the following diagrams, O is the centre of the cirele, Identify which angles are: i) supplementary angles, ii) right angles, iii) equal. al b) ° a) ) A a R EX , x 8 8 D} D y © T 2 IWZAOCIs72",caleulate 3. If ZAOB = 130°, 4. Show that ABCD is a ZABC. calculateZ ABC, ZOAB cyclic quadrilateral. and ZCAO. c 5. Calculate fand g 6 Ify = 22.5° calculate the value of x.(2s) Loci NB: All diagrams are not drawn to scale. A locus (plural loci) refers to all the points which fit a particular description. These points can belong to either a region or a line, ‘or both. The principal types of loci are explained below. © The locus of the points which are at a given distance from a given point In the diagram (left) it can be scen that the locus of all the points equidistant from a point A is the circumference of a circle centre A. This is due to the fact that all points on the circumference of a circle are equidistant from the centre, © The locus of the points which are at a given distance from a given straight line In the diagram (left) it can be seen that the focus of the points ‘equidistant from a straight line AB runs parallel to that straight line. IL is important to note that the distance of the locus from the straight line is measured at right angles to the line. This diagram, however, excludes the ends of the fine. If these two points are taken into consideration then the locus takes the form shown in the next diagram (left). © The locus of the points which are equidistant from two given points The locus of the points equidistant from points X and Y lies on the perpendicular bisector of the line XY. © The locus of the points which are equidistant from two given intersecting straight “The locus in this case lies on the bisectors of both pairs of ‘opposite angles as shown left. The application of the above cases will enable you to tackle problems involving loci at this levelGeometry Worked example Exercise 25.1 The diagram shows a trapezoidal garden. Three of its sides are enclosed by a fence, and the fourth is adjacent to a house. <—am—> << 16m > i) Grass is to be planted in the garden. However, it must be al least 2 maway from the house and at least 1 m away from the fence. Shade the region in which the grass can be planted. The shaded region is therefore the locus of all the points which are both at least 2m away from the house and at east | m away from the surrounding fence. Note that the boundary of the region also forms part of the locus of the points. ‘Using the same garden as before, grass must now be planted according to the following conditions: it must be more than 2 m away from the house and more than | m away from the fence. Shade the region in which the grass can be planted. The shape of the region is the same as in the first case; however, in this instance the boundary is not included in the locus of the points as the grass cannot be exactly 2m away from the house or exactly 1 m away from the fence. Note: IF the boundary is included in the locus points, represented by a solid line. If itis not included then it is represented by a dashed (broken) line. is Questions 1~4 are about a rectangular garden measuring 8 m by 6m. For each question draw a scale diagram of the garden and identify the locus of the points which fit the criteria. 1. Draw the locus of all the points at least 1 m from the edge of the garden 2. Draw the locus of all the points at least 2 m from each, corner of the garden. 3. Draw the locus of all the points more than 3 m from the centre of the garden. 4, Draw the locus of all the points equi longer sides of the garden.25 Loci 6 1 9. Le . 10. Exercise 25.2 1. Pp ayshe ® Belinda A port has two radar stations at P and Q which are 20 km apart. The radar al P is set to a range of 20 km, whilst the radar at Q is set to a range of 15 km. a) Drawa scale diagram to show the above information. 'b) Shade the region in which a ship must be sailing if itis only picked up by radar P. Label this region ‘a’ ©) Shade the region in which a ship must be sailing if itis only picked up by radar Q. Label this region “b’. ) Identify the region in which a ship must be sailing if it is picked up by both radars. Label this region ‘c’ X and Y are two ship-to-shore radio receivers (left). They are 25 km apart. ‘A ship sends out a distress signal. The signal is picked up by both X and Y. The radio receiver at X indicates that the ship is within a 30 km radius of X, whilst the radio receiver at Y indicates that the ship is within 20 km of Y. Draw a scale diagram and identify the region in which the ship must fie a) Mark three points L, Mand N not in a straight line. By construction find the point which is equidistant from L, MandN. b) What would happen if L, Mand N were on the same straight line? Drawa fine AB 8 em long. What is the locus of a po such that the angle ACB is always a right angle? 1c Draw acircle by drawing round a circular object (do not use a pair of compasses). By construction determine the position of the centre of the circle. ‘Three lionesses L,, L, and L, have surrounded a gazelle. The three lionesses are equiclistant from the gazelle. Draw a diagram with the lionesses in similar positions to those shown (left) and by construction determine the position (g) of the gazelle. ‘Three girls are playing hide and seek. Ayshe and Belinda are at the positions shown (left) and are trying to find Cristina. Cristina is on the opposite side of a wall PQ to her two friends. Assuming Ayshe and Belinda cannot see over the wall identify, by copying the diagram, the locus of points where Cristina could be if: a) Cristina can only be seen by Ayshe, b) Cristina can only be seen by Belinda, ©) Cristina can not be seen by either of her two friends, 4) Cristina can be seen by both of her friendsGeometry Exercise 25.3 1. 5 A security guard S is inside a building in the position shown. The building is inside a rectangular compound. Ifthe building has three windows as shown, identify the locus of points in the compound which can be seen by the security guard. foompound 2 building = & | ‘The circular cage shown (left) houses a snake. Inside the cage are three obstacles. ‘A rodent is placed inside the cage at R. From where it is Iying, the snake can sce the rodent. ‘Trace the diagram and identily the regions in which the snake could be lying. ‘A coin is rolled in a straight line on a flat surface as shown, below. Draw the locus of the centre of the coin O as the coin rolls along the surface. The diameter of the disc (left) is the same as the width and height of each of the steps shown, Copy the diagram and draw the locus of the centre of the disc as it rotls down the steps. A stone is thrown vertically upwards. Draw the locus of its trajectory from the moment it leaves the person’s hand to the moment it is caught again, A stone is thrown at an angle of elevation of 45°. Sketch the locus of its trajectory. X and Y are two fixed posts in the ground. The ends of a rope are tied to X and Y. A goat is attached to the rope by ring on its collar which enables it to move freely along the rope’s length. Copy the diagram (left) and sketch the locus of points in which the goat is able to graze.25 building A 80 Km Student assessment I 1. Pedro and Sara are on opposite sides of a building as shown (left). Their friend Raul is standing in a place such that he cannot be seen by either Pedro or Sara, Copy the above diagram and identify the locus of points at which Raul could be standing, 2. Arectangular garden measures 10 m by 6 m. A tree stands in the centre of the garden. Grass is to be planted according to the following conditions: © it must be at Jeast 1 m from the edge of the garden, © it must be more than 2 m away from the centre of the tree. a) Make ascale drawing of the garden. b) Draw the locus of points in which the grass can be planted. A rectangular rose bed in a park measures 8 m by 5 mas shown (left). ‘The park keeper puts a low fence around the rose bed. The fence is at a constant distance of 2m from the rose bed. a) Make a scale drawing of the rose bed. b) Draw the position of the fence. 4. Aand B (left) are two radio beacons 80 km apart, either side of a shipping channel. A ship sails in such a way that it is always equidistant from A and B. Showing your method of construction clearly, draw the path of the ship. A ladder 10 m long is propped up against a wall as shown (left). A point P on the ladder is 2 m from the top. Make a scale drawing to show the locus of point P if the ladder were to slide down the wall. Note: several positions of the ladder will need to be shown, 6. The equilateral triangle PQR is rolled along the line shown At first, corner O acts as the pivot point until P reaches the line, then P acts as the pivot point until R reaches the line, and so on. P a a Showing your method clearly, draw the locus of point P as the triangle makes one full rotation, assuming there is no slippingGeometry “kK Student assessment 2 1. Jose, Katrina and Luis are standing at different points around a building as shown (left). Trace the diagram and show whether any of the three friends can see each other or not. 2 A rectangular courtyard measures 20 m by 12 m. A hors tethered in the centre with a rope 7 mong. Another horse is tethered, by a rope 5 m long. to a rail which runs along the whole of the left-hand (shorter) side of the courtyard. This rope is able to run freely along the length of the rail. Draw a scale diagram of the courtyard and draw the locus of points which can be reached by both horses. 3. The view in the diagram (eft) is of two walls which form part of an obstacle course. A girl decides to ride her bicycle in between the two walls in such a way that she is always equidistant from them. Copy the diagram and, showing your construction clearly, draw the locus of her path. 4, A ball is rolling along the line shown in the diagram (below). Copy the diagram and draw the locus of the centre, O, of the ball as it rolls. 5. A square ABCD is ‘rolled’ along the flat surface shown below. Initially corner C acts as a pivot point until B touches the surface, then B acts as a pivot point until A touches the surface, and so on. A 8 dc Assuming there is no slipping, draw the locus of point A as the square makes one complete rotation. Show your method clearly.Mathematical investigations and ICT @ Fountain borders The Alhambra Palace in Granada. Spain has many fountains which pour water into pools. Many of the pools are surrounded by beautiful ceramic tiles. This investigation looks at the number of square tiles needed to surround a particular shape of pool. <1 units ————>| The diagram above shows a rectangular pool 11 X 6 units, in which a square of dimension 2 % 2 units is taken from each corner. ‘The total number of unit square tiles needed to surround the pool is 38. The shape of the pools can be generalised as shown below: nunits 1. Investigate the number of unit square tiles needed for different sized pools. Record your results in an ordered table 2. From your results write an algebraic rule in terms of m, nand x (if necessary) for the number of tiles T needed to surround a pool, 3. Justify, in words and using diagrams, why your rule works.Geometry © Tiled walls Many cultures have used tiles to decorate buildings. Putting tiles on a wall takes skill. These days, to make sure that each tile ” are used between the ‘You can sce from the diagrams that there are + shaped spacers (used where four tiles meet) and T shaped spacers (used at the edges of a pattern). 1. Draw other sized squares and rectangles, and investigate the relationship between the dimensions of the shape (length and width) and the number of + shaped and T shaped spacers 2. Record your results in an ordered table. Write an algebraic rule for the number of + shaped spacers cima rectangle / tiles long by w tiles wide. 4. Write an algebraic rule for the number of T shaped spacers fina rectangle / tiles long by w tiles wide. ©@ ICT activity | In this activity you will be using a dynamic geometry package such as Cabri or Geogebra to demonstrate that for the triangle (below): . AB _AC_ BC > ED EC DC AE 1. a) Using the geometry package construct the triangle ABC. b) Construct the line segment ED such that it is parallel to AB. (You will need to construct a line parallel to AB first and then attach the line segment ED to it.) ©) Using a ‘measurement’ tool, measure each of the lengths AB, AC.BC, ED, EC and DC. 3 ; : AB AC ) Using a “calculator tool, calculate the ratios Ep. Be> BC DC 2. Comment on your answers to question 1(d).Topic 3 Mathematical investigations and ICT 3. a) Grab vertex B and move it to a new position. What happens to the ratios you calculated in question 1(d)? b) Grab the vertices A and C in turn and move them to new positions, What happens to the ratios? Explain why this happens. 4. Grab point D and move it to a new position along the side BC. Explain, giving reasons, what happens to the ratios. ©@ ICT activity 2 Using a geometry package, such as Cabri or Geogebra, demonstrate the following angle properties of a circle: 1. The angle subtended at the centre of a circle by an are is twice the size of the angle on the circumference subtended by the same are. ‘The diagram below demonstrates the construction that needs to be formed: 2. The angles in the same segment of a circle are equal. 3. The exterior angle of a cyelic quadrilateral is equal to the interior opposite angle.__) Syllabus E44 54.4 Use current units of mass, length, area, volume § Carry out calculations involving the volume of a j ‘and copacity in practical situations and express | cuboid, prism and cylinder and the surface area quantities in terms of larger or smeller units. of e cuboid and a eylinder. Carty out ealeulations invalving the surface area 4.2 ‘and volume of a sphere, pyramid and cone. Carry out celeulations involving the perimeter ‘and area of a rectangle, triangle, parallelogram 4-5 ‘end trapezium and compound shapes derived —_§§ Carry out calculations involving the areas and from these. volumes of compound shapes. £4.3 Carry out celeulations involving the incumference and area of a circle. Solve problems involving the arc length and sector area os fractions of the circumference and ‘tea ofc circle. _ ) Contents Chapier 26 Measures (E4.1) Chapler27 Perimeter, area ond volume (E4.2, E4.3, £4.4, E45)(26) Measures Exercise 26.1 @ Metric units The metric system uses a variety of units for length, mass and capacity. ‘¢ The common units of length are: kilometre (km), metre (m), centimetre (cm) and millimetre (mm). ¢ The common units of mass are: tonne (t), kilogram (kg). gram (g) and milligram (mg). ¢ The common units of capacity are: litre (L or 1) and miflilitre (m1), Note: ‘centi’ comes from the Latin centim meaning hundred (a centimetre is one hundredth of a metre); ‘milli’ comes from the Latin mille meaning thousand (amillimetre is one thousandth of a metre): “kilo” comes from the Greek khilloi meaning thousand (a kilometre is one thousand metres). It may be useful to have some practical experience of estimating lengths, volumes and capacities before starting the following exercises. Copy and complete the sentences below: 1, a) There are... centimetres in one metre. b) There are... millimetres in one metre. c) One metre is one ... of a kilometre. d) One milligram is one... of gram. e) One thousandth of a litre is one 2. Which of the units below would be used to measure the following? mm, cm, m, km, mg, g, kg, t, ml, litres a) your height b) the length of your finger ©) the mass of a shoe ) the amount of liquid in a cup €) the height of a van £) the mass of a ship 2) the capacity of a swimming pool h) the length of a highway i) the mass of an elephant j) the capacity of the petrol tank ofa car26 Measures Worked examples Exercise 26.2 © Converting from one unit to another Length ikm = 1000m ‘Therefore 1m = m 1 7000 im = 1000mm 1 Therefore Imm = Tym 1m = 100em 1 Therefore 1 em = qq m Lem = 10mm 1 Therefore I mm = 750m a) Change 5.8 km into m, Since 1 km = 1000 m, 5.8 km is 5.8 x 000m 5.8 km = S800m, 1b) Change 4700 mm tom. Since 1 m is 1000 mm, £700 mm is. 4700 + 1000 m. 4700 mm. 7m. ©) Convert 2.3 km into em. 2.3 km is 2.3 x 1000 m = 2300 m 2300 m is 2300 X 100 em 2.3 km = 230 00cm. 1. Putin the missing unit to make the following statements correct: a) 300... = 30cm b) 6000 mm = 6... ©) 3.2m = 3200 d) 42... = 4200 mm e) 25 km = 2500. 2 Convert the following to millimetres: a) 85m b) 230m ©) 083 m ¢) 0.05 m 2) 0.004m 3. Convert the following to metres: a) 560.cm b) 6.4 km ©) 96cm 4) 0.004 km e) 12mm Convert the following to kilometres: a) 150m 'b) 250.000 m c) 00m a) 70m e) 8mMensuration Worked examples Exercise 26.3 Exercise 26.4 Mass tonne is 1000 ka Therefore 1 kg = vas tonne 1 kilogram is 1000 g = Therefore Le = 755 ke 1 gis 100mg ‘Therefore 1 mg = ahs 2 a) Convert 8300 ke to tonnes, Since 1000 kg, = 1 tonne, 8300 kg is 8300 + 1000 tonnes 8300 ke = 8.3 tonnes b) Convert 2.5 g to mg. Since | gis 1000 mg, 2.5 gis 2.5 x 1000 mg 25 g = 2500me 1. Convert the following: a) 38gtomg b) 28500 kg to tonnes ©) 4.28 tonnes to kg, d) 320mgto g €) 0.5 tonnes to ke Capacity 1 litre is 1000 millilitres = jit Therefore 1 ml = Fp litte 1. Calculate the following and give the totals in mk: a) 3 litres + 1500 ml 'b) 0.88 litre + 650 ml ©) 0.75 litre + 6300 mld) 450 ml +0.55 litre 2. Calculate the following and give the total in litres: a) 0.75 litre +450ml——-b) 850ml + 490 ml ©) 0 litre + 0.8 litre d) 80ml + 620ml + 0.7 litre ©@ Area and volume conversions Converting between units for area and volume is not as straightlorward as converting between units for length. ‘The diagram below shows a square of side length 1 m. Am 4m26 Measures Area of the square = 1m? However, if the lengths of the sides are written in em, each of the sides are 100 em. 100m 100m ‘Area of the square = 100 X 100 = 10000 cm? ‘Therefore an area of I m? = 10.000 cm?, Similarly a square of side length 1 cm is the same as a square of side length 10 mm, Therefore an area of 1 cm? is equivalent (oan area of 100 mm’, The diagram below shows a cube of side length 1m. im tm 1m ‘Volume of the cube = 1m? ‘Once again, if the lengths of the sides are written in em, each of the sides are 10cm. 100en 000m 1000 Volume of the cube = 100 X 100 10 = 1.000 000 em? Therefore a volume of 1 m? = 1000 000 em’. Similarly a cube of side length 1 em is the same as a cube of side length 10mm. Therefore a volume of 1 em is equivalent to a volume of 1000 mm’. Exercise 26.5 1. Convert the following areas: a) 10m? to cm? b) 2m?to mm? ¢) Skim? tom? d) 3.2. km? tom? ) 83am’ tomm 2. Convert the following areas: a) 500m? tom? b) 15.000 mm? to cm* ¢) 1000 m* to km? d) 40000 mmr to m? e) 2.500.000 em? to kn? @Mensuration 3. Convert the following volumes: a) 25m? tocm? b) 34cm? to mm? ©) 2km' tom’ d) 02m tocm’ ©) 0.03 ny to mn? 4. Convert the following volumes: a) 150.000 cm’ to m* b) 24000 mny to cm? ©) 850.000 m' to km? 4d) 300 mm* to em* e) 15cm’ tom Student assessment | to the units indicated: 1, Convert the following lengths a) 2.6cmto mm b) 0.88 m tocm ©) 6800 m to km d) 0.875 km tom 2. Convert the following masses into the units indicated a) 42gtomg b) 3940 gto ke ©) 4ikgtog d) 0.72 tonnes to kg 3. Convert the following liquid measures into the units indicated: a) 1800 ml to litres b) 3.2 litres to ml ©) 0.083 litre to ml d) 250 000 ml to litres 4. Convert the following areas: a) 56cm? tomm? b) 2.05 m? to em? 5. Convert the following volumes: a) 8670 cm’ tom? b) 444 000cm* to m* Student assessment 2 1. Convert the following lengths into the units indicated: a) 3100 mm to em b) 6.4km tom ©) 04cm to mm d) 460 mm tocm 2. Convert the following masses into the units indicated: a) 3.6mgtog b) 550 mgto g ©) 6500 # to ky d) 1510 ks to tonnes 3. Convert the following measures of capacity to the units indicated: a) 3400 ml to litres b) 6.7 litres to ml ©) 0.73 litre to ml d) 300 000 ml to litres. 4. Convert the following areas: a) 0.03 m? tommy b) 0.005 km? tom? 5. Convert the following volumes: a) 100.400 em to m* bb) 5005 m" to km*(a7) Perimeter, area and volume NB: All diagrams are © The perimeter and area of a rectangle not drawn to scale. ‘The perimeter of a shape is the distance around the outside of the shape. Perimeter can be measured in mm, cm, m, km, ete. 1 1 The perimeter of the rectangle above of length /and breadth 6 is therefore: Perimeter =1+ b+ 1+ This can be rearranged to give: Perimeter = 21 + 26 This in turn can be factorised to give: Perimeter = 2(/ + 5) ‘The area of a shape is the amount of surface that it covers. Area is measured in mm’, cm*, m?, km?, ete The area A of the rectangle above is given by the formula: A=lb Worked example Calculate the breadth of a rectangle of area 200 cm? and length 250m. A=bb 200 = 256 b=8 So the breadth is 8 cm. © The area of a triangle Rectangle ABCD has a triangle CDE drawn inside it. A E BMensuration Exercise 27.1 a) | som | oO —— om d) kt em —— Point E is said to be a vertex of the triangle. BF is the height or altitude of the triangle. Dis the length of the rectangle, but is called the base of the triangle. It can be seen from the diagram that triangle DEF is half the area of the rectangle AEFD. ‘Also triangle CFE is half the area of rectangle EBCF. It follows that triangle CDE is half the area of rectangle ABCD. vertex bight (h) <—_— base (o) ———>1 Area of a triangle A = 36h, where b is the base and his the height. Note: it does not matter which side is called the base, but the height must be measured at right angles from the base to the opposite vertex. 1. Calculate the areas of the triangles below:27 Perimeter, area and volume 2. Calculate the areas of the shapes below: 2m 2am ii Lt» 7500 $30 em -25mm-=| © The area of a parallelogram and a trapezium A parallelogram can be rearranged to forma rectangle as shown below: |A_/—| ‘Therefore: area of parallelogram = base length perpendicular height. —oMensuration ‘A trapezium can be visualised as being split into two triangles as shown on the left: — Area of triangle A= 3X aX h Area of triangle B= 1% bX h Area of the trapezium = area of triangle A + area of triangle B $$$ Sah + 3bh h(a + b) see Worked examples) Calculate the area of the parallelogram (leit): Area = base length * perpendicular height x6 = 48 cm? b) Catculate the shaded area in the shape (left): Area of rectangle = 12x 8 = 96 cm? Area of trapezium = 4 x 5(3 +5) 25x8 = 20cm? Shaded area 96 — 20 Exercise 27.2 _ Find the area of each of the following shapes: <65om— “< 55em>27 Perimeter, area and volume Exercise 27.3 1. Calculate a. t _, 2. Ifthe areas of this trapezium and parallelogram are equal, calculate x, <— bom — > 3. The end view of a house is as shown in the diagram (below), If the door has a width and height of 0.75 m and 2m respectively. Calculate the area of brickwork. <— Ran —5mn—> 4. A garden in the shape of a trapezium is split into three parts: flower beds in the shape of a triangle and a parallelogram; and a section of grass in the shape of a trapezium, as shown below. The area of the grass is two and a half times the total area of flower beds. Calculate: a) the area of each flower bed, b) the area of grass, ©) the value of x. i <1om—> ~ 1. Calculate the circumference of each circle, giving your answer to 3 s.f. Calculate the area of each of the circles in question 1. Give your answers to 3 s.f. Calculate the radius of a circle when the circumference is: a) 15cm b) xem ©) 4m d) 8mm 4. Calculate the diameter of a circle when the area is: a) 16cm? b) Orem? c) 82m? d) 14.6 mm 1. The wheel of a car has an outer radius of 25 em. Calculate: a) how far the car has travelled after one complete turn of the wheel, b) how many times the wheel turns for a journey of 1 km. 2. Ifthe wheel ofa bicycle has a diameter of 60 cm, calculate how far a eyelist will have travelled afier the wheel has rotated 100 times. 3. A circular ring has a cross-section as shown (left). If the outer radius is 22 mm and the inner radius 20 mm, cafcutate the cross-sectional area of the ring. 4. Four circles are drawn in a line and enclosed by a rectangle as shown, If the radius of each circle is 3 em, calculate: a) the area of the rectangle, b) the area of each circle, ©) the unshaded area within the rectangle. 5. A garden is made up of a rectangular patch of grass and ‘two semi-circular vegetable patches. If the dimensions of the rectangular patch are 16 m (length) and 8 m (width) respectively, calculate: a) the perimeter of the garden, b) the total area of the garden.Mensuration ©@ The surface area of a cuboid and a cylinder To calculate the surface area of a euboid start by looking at its individual faces. These are either squares or rectangles. The surface area of a cuboid is the sum of the areas of ils faces. Area of top = wl Area of bottom = wi Area of front = th Area of back = th Area ofone side =wh Area of other side = wh ‘Total surface area = 2wl + 2th + 2wh 2(wl+ th + wh) For the surface area of a eylinder itis best to visualise the net of the solid: it is made up of one rectangular piece and two circular pieces. <2 ———» (2 st —s Area of circular pieces = 2 x nr? Area of rectangular piece = 2ar X h Total surface area = 2nr? + 2nrh 2nr(r + h) Worked examples a) Calculate the surface area of the cuboid shown (left). Total area of top and botiom = 2X7 X 10 = 140. em? Total area of front and back = 2X 5 x 10 = 100cm* ‘Total area of both sides 2x5X7 = cm? Total surface area = 310 cm? b) Ifthe height of a cylinder is 7 em and the radius of its circular top is 3 cm, calculate its surface area. 2nr(r + hi) 2nX3X (347) ‘Total surface area The total surface area is 188 cm”,27 Perimeter, area and volume Exercise 27.6 1. 4. Exercise 27.7 1. 2 fen ion oh ea, 3 | 4 Calculate the surface area of each of the following cuboids: a) [= 120m, Wem, k= Sem b) =4em, 6m, som ©) 1=42cm, 71cm, 39am d) f=52om, w=2lom, A=08cm Calculate the height of each of the following cuboid a) /=Sem, surface area = 104 cm? surface area = 112. cm? surface area = 118 cm? d) 1=42cm, w= 10cm, surface area = 226 cm* Calculate the surface area of each of the following, cylinders a) r=2cm,A Tom 35cm, 0.8 cm, k = 43cm Calculate the height of cach of the following cylinders. Give your answers to Fd.p. a) r=20cm, surface area = 40 cm? b) r=35cm, surface area = 88 cm? ) r=5Scm, surface area = 250 cm? d) r=3.0cm, surface area = 189 cm? ‘Two cubes (eft) are placed next to each other. The length ‘of each of the edges of the larger cube is 4 em. If the ratio of their surface areas is 1 : 4, calculate: a) the surface area of the small cube, b) the length of an edge of the small cube. A cube and a cylinder have the same surface area. If the cube has an edge length of 6 cm and the cylinder a radius of 2 em calculate: a) the surface area of the cube, b) the height of the cylinder. ‘Two cylinders (left) have the same surface area. ‘The shorter of the two has a radius of 3. cm and a height of 2.cm, and the taller eylinder has a radius of 1 em, Calculate: a) the surface area of one of the cylinders, b) the height of the taller cylinder. ‘Two cuboids have the same surface at ‘The dimensions of one of them are: length = 3 cm, width = 4 cm and height = 2 cm. Calculate the height of the other cuboid if its length is ‘Lem and its width is 4 em.Mensuration Worked examples Exercise 27.8 © The volume of a prism A prism is any three-dimensional object which has a constant cross-sectional area. Below are a few examples of some of the more common types of prism. as 0 Rectangular prism Circular prism “angular prism (euboia) (cylinder) ‘When each of the shapes is cut parallel to the shaded face, the cross-section is constant and the shape is therefore classified as prism. ‘Volume of a prism = area of cross-section X length a) Calculate the volume of the cylinder in the diagram (left): ‘Volume = cross-sectional area X length nx4#x10 503 cm? (3 s.f.) Volum: b) Calculate the volume of the “L’ shaped prism shown in the diagram (below left): The cross-sectional area can be split into two rectangles: Area of rectangle A = 5X 2 = 10cm* x1 cm? Total cross-sectional area = (10 cm? + 5 cm?) = 15 em* Volume of prism = 15 X 5 =75cm* Area of rectangle B 1. Calculate the volume of each of the following cuboids, where w, land h represent the width, length and height respectively. 4em h=3cm 2em 0.007 m 2 Calculate the volume of each of the following cylinders, where r represents the radius of the circular face and h the 3em, height of the cylinder. h=9em 72m 10cm d) r=03cm, A=17mm27 Perimeter, area and volume 4 Calculate the volume of each of the following triangular prisms, where 6 represents the base length of the triangular face, h its perpendicular height and / the length of the prism. a) b b) b Calculate the volume of each of the following prisms. All dimensions are given in centimetres. Exercise 27.9 1. ‘The diagram shows a plan view of a cylinder inside a box the shape of a cube. If the radius of the cylinder is 8 em, caleulate: a) the height of the cube, b) the volume of the cube, ©) the volume of the cylinder, 4d) the percentage volume of the cube not occupied by the cylinder, A chocolate bar is made in the shape of a triangular prism. The triangular face of the prism is equilateral and has an edge length of 4 em and a perpendicular height of 3.5 em. The manufacturer also sells these in special packs of six bars arranged as a hexagonal prism. IF the prisms are 20 em long, calculate: a) the cross-sectional area of the pack, ‘b) the volume of the pack.Mensuration A cuboid and a cylinder have the same volume. The radius and height of the cylinder are 2.5 em and 8 em respectively. Ifthe length and width of the cuboid are each 5 cm, calculate its height to 1 dip. A section of steel pipe is shown in the diagram. The inner radius is 35 em and the outer radius 36 em. Calculate the volume of steel used in making the pipe if it has a length of 130m. © Arc length An are is part ofthe circumference of a circle between two ae rad Its length is proportional to the sizeof the angle @ between [sy the two radii. The length of the are as a fraction of the circumference of the whole circle is therefore equal to the fraction that dis of 360°. -# Are length = 365 X 2ar Worked examples a) Find the length of the minor are in the circle (right). Give your answer to 3 s.f. ea) _ 80 Arclength = 555 X2X wx 6 = 8.38 em b) In the circle (left), the length of the minor are is 12.4 em and the radius is 7 em. 240m \) i) Calculate the angle ¢. 4 Arclength = 369 2ar 12a = ofp x2 «ExT 360 124x360 _ 2xmx7 —% = 101° dp) ii) Calculate the length of the major are. C=2nr 2x7 =44.0.cm (38.6) Major arc = circumference ~ minor arc (44.0 — 12.4) = 31.6 cm27 Perimeter, area and volume Exercise 27.10 1, Foreach of the following, give the length of the are to a) b) oO 15cm Ben Exercise 27.11 2 3. 35s. Os the centre of the circle. ‘) “ 270° Som A sector is the region of a cirele enclosed by two radii and an are, Calculate the angle ¢ for each of the following, sectors. The radius rand arc length @ are given in each case. a)r=i4em, a= b) r=4om, a o)r=7Scem, a d)r=68em, a Calculate the radius r for each of the following sectors, The angle & and arc length a are given in each case. 6em. 4m. Sem Calculate the perimeter of each of these shapes. a) b) 4. Ron 6 <— ston A shape (left) is made from two sectors arranged in such ‘away that they share the same centre. The radius of the smaller sector is 7 cm and the radius of the larger sector is 10cm. If the angle at the centre of the smaller sector is 30° and the arc length of the larger sector is 12 cm, calculate: a) the arc length of the smaller sector, b) the total perimeter of the two sectors, cc) the angle at the centre of the larger sector.Mensuration Worked examples 3. For the diagram (right), calculate: a) the radius of the 200m smaller sector, b) the perimeter of the shape, ©) the angle @. @ The area of a sector A sector is the region of a circle enclosed by two radii and an arc. Its area is proportional to the size of the angle # between the two radii. The area of the sector as a fraction of the area of the whole circle is therefore equal to the fraction that ¢ is of 360°. o Area of sector = 355 X mr a) Calculate the area of the sector (left), giving your answer to3si. = #5. 2 3q XP X12 = 56.5 em? b) Calculate the radius of the sector (left), giving your answer to3s o Area = 365 XRF 30 30 XEXP 38 The radius is 13.8 em. Exercise 27.12 1. Calculate the area of each of the following sectors, using the values of the angles and radius r in each case. a) = 60°, r=8om b) p= 120, r= l4em oo r= 180m dg r=4oma7 Perimeter, area and volume 2 Exercise 27.13 1. Calculate the radius for each of the following sectors, using the values of the angle # and the area A in each case. 120 cm? Calculate the value of the angle 6. to the nearest degree, for each of the following sectors, using the values of A and r in each case. a)r=I2em, A= 600m" b) r=26cm, = A= 0.02 m? ©) r=032m, A= 180 cm? @)r=38mm, A= 16cm? A rotating sprinkler is placed in one corner of a garden (below). If it has a reach of 8 m and rotates through an angle of 30°, calculate the area of garden not being watered. 12m lam S| ‘Two sectors AOB and COD share the same centre . The. area of AOB is three times the area of COD. Calculate: a) the area of sector AOB, b) the area of sector COD, ©) the radius r cm of sector COD. A circular cake is cut. One of the slices is shown, Calculate: a) the length acm of the are, b) the total surface area of all the sides of the slice, ©) the volume of the slice. The diagram shows a plan view of four tiles in the shape of sectors placed in the bottom of a box. Cis the midpoint of the arc AB and intersects the chord AB at point D. If the Iength OB is 10 cm, calculate: a) the length OD, b) the length CD, ©) the area of the sector AOB, 4d) the fength and width of the box, ¢) the area of the base of the box not covered by the tiles.Mensuration Worked examples Exercise 27.14 5 a) b) i, 2 The tiles in question 4 are repackaged and are now placed in a box, the base of which is a parallelogram. Given that C and F are the midpoints of ares AB and OG respectively, calculate: a) the angle OCF, b) the length CE, ) the length of the sides of the box, ) the area of the base of the box not covered by the tiles. The volume of a sphere Volume of sphere = Calculate the volume of the sphere (left), giving your answer to3 sf Volume of sphere = 4x7* dxnx3? 13.1 ‘The volume is 113 em? Given that the volume of a sphere is 150 cm’, calculate its radius to 3 s.f Vader wv “an 3x150 3 r ax 1 -Vi5B = 330 The radius is 3.30cm. Calculate the volume of each of the following spheres. The radius r is given in each case. a) r=6cm b) r=9.5cm ©) r=82em d) r=0.7 em Calculate the radius of each of the following spheres. Give your answers in centimetres and to 1 d.p. The volume Vis, ziven in each case. a) V=130em>—-b) V=720cm* ©) V=02m> dd) V= 1000 mm?27 Perimeter, area and volume Exercise 27.15 <-550m— H-Sem-m <> Exercise 27.16 1. Given that sphere B has twice the volume of sphere A, calculate the radius of sphere B. Give your answer to 1 d.p. © @ 2 Calculate the volume of material used to make the hemispherical bowl on the left, if the inner radius of the bow! is 5 em and its outer radius 5.5 em. 3. The volume of the material used to make the sphere and hemispherical bow! (right) rome are the same. Given that “Om the radius of the sphere is 7.om and the inner radius of the bowl is 10 cm, calculate, to 1 dp., the outer radius r em of the bowl 4. A ball is placed inside a box into which it will fit tightly. If the radius of the ball is 10 em, calculate: a) the volume of the ball, b) the volume of the box ¢) the percentage volume of the box not occupied by the ball. A steel ball is melted down to make eight smaller identical balls. If the radius of the original steel ball was 20 em, calculate to the nearest millimetre the radius of each of the smaller balls. 6. Asteel ball of volume 600 cm? is melted down and made. into three smaller balls A. B and C. If the volumes of A, B and C are in the ratio 7: 5: 3. calculate to 1 d.p. the radius of each of A, Band C. 7. The cylinder and sphere shown (left) have the same radius and the same height. Calculate the ratio of their volumes, giving your answer in the form, volume of cylinder ; volume of sphere. © The surface area of a sphere Surface area of sphere = 4x7? 1. Calculate the surface area of each of the following spheres when: a)r em b) r=45em 4 ec) r=1225em dr cmMensuration << 20 em ——>1 10 om| 1 I 2. Calculate the radius of each of the following spheres. given the surface area in each case. a) A=S0cm’ by) A c) A= 120mm? d) A 3. Sphere A has a radius of 8 cm and sphere B has a radius of 16cm, Calculate the ratio of their surface areas in the form Ten, S A B 4. A hemisphere of diameter 10 cm is attached to a eylinder of equal diameter as shown. Ifthe total length of the shape is 20 cm, calculate: a) the surface area of the hemisphere, b) the length of the cylinder, cc) the surface area of the whole shape. S.A sphere and a cylinder both have the same surface area and the same height of 16 em. Calculate: a) the surface area of the sphere, ') the radius of the cylinder. © The volume of a pyramid ‘A pyramid is a three-dimensional shape in which each of its faces must be plane. A pyramid has a polygon for its base and the other faces are triangles with a common vertex, known as the apex. Iis individual name is taken from the shape of the ase, Square-based pyramid Hexagonal-based pyramid ‘Volume of any pyramid = 4X area of base X perpendicular heighta7 Perimeter, area and volume Worked examples a) A rectangular-based pyramid has a perpendicular height of Sem and base dimensions as shown. Calculate the volume of the pyramid, Volum: 4X base area X height 4X3XTMS =35 ‘The volume is 35 em? b) The pyramid shown has a volume of 60 cm?. Calculate its perpendicular height f em. Volume = + x base area height Height = 22 volume sient “base area 3x60 Tyee ZR8XS h=9 The height is 9 cm. Exercise 27.17 Find the volume of each of the following pyramids: ‘ 8qm Base area = 50 om? 3 4 Zom - Exercise 27.18 1. Calculate the perpendicular height << ham for the pyramid (right), given that it has a volume of 168 cm’, 2 Caleulate the length of the edge i marked x om, given that the em volume of the pyramid (left) is ee : /y idem? =Mensuration 3. The top of a square-based pyramid (left) is cut off. The can cut is made parallel to the base. If the base of the smaller Bem pyramid has a side length of 3 cm and the vertical height of <> the truncated pyramid is 6 cm, calculate: a) the height of the original pyramid, b) the volume of the original pyramid, ¢) the volume of the truncated pyramid. Ne | 4, The top ofa triangularcbased 6 ém pyramid (tetrahedron) is cut off. | ‘The cut is made parallel to the base. If the vertical height of the top is 6 cm, calculate: Ben a) the height of the truncated piece, Lin, b) the volume of the small pyramid, ©) the volume of the original pyramid Bem ©@ The surface area of a pyramid The surface area of a pyramid is found simply by adding together the areas of all of its faces. Exercise 27.19 1. Calculate the surface area ~~ of a regular tetrahedron with edge length 2 cm. i: 2am J20m 2 The rectangular-based pyramid shown (left) has a sloping, edge length of 12 cm. Calculate its surface area. ‘om Bom 3. Two square-based pyramids sem are glued together as shown DS (right). Given that all the . triangular faces are identical, \7 calculate the surface area of the whole shape. ~~27 Perimeter, area and volume gem 4, Calculate the surface area of the truncated square-based san tem pyramid shown (left). Assume that all the sloping faces are identical. 5. The two pyramids shown below have the same surface area. 18m Calculate: a) the surface area of the regular tetrahedron, ») the area of one of the triangular faces on the square- based pyramid, ©) the value ofx. © The volume of a cone A cone is a pyramid with a cireular base. The formula for its volume is therefore the same asf) for any other pyramid, Volume = } X base area height terh Worked examples a) Calculate the volume of the cone (left) Volume = 407k FXEX#XS = 1340. dp) The volume is 134 em! (3.Mensuration ii) iti) 420m hom 9.3m Calculate the base circumference of the cone. ‘The base circumference of the cone is equal to the are length of the sector. Sector are length = & 2er 280 = Foy X24 X 12 = 586 Git) So the base circumference is 58.6 em. Calculate the base radius of the cone. ‘The base of a cone is circular, therefore: C=2ar C 2n 58.6 2m Gs.) So the radius is 9.33 em. Calculate the vertical height of the cone. ‘The vertical height of the cone can be calculated using Pythagoras’ theorem on the right-angled triangle enclosed by the base radius, vertical height and the sloping face, as shown below. ‘Note that the length of the sloping face is equal to the radius of the sector. He + 9.338 2 — 9.33? 6.9 h=754 (3s) So the height is 7.54 em, Calculate the volume of the cone. 4X ah £m X 9.33 X 7.54 688 (3 s.f.) Volume So the volume is 688 c1 It is important to note that, although answers were given to 3s. im each ease, where the answer was needed in a subsequent calculation the exact value was used and not the rounded one. By doing this we avoid introducing rounding errors into the calculations27 Perimeter, area and volume Exercise 27.20 1. Exercise 27.21 1. Calculate the volume of each of the following cones. Use the values for the base radius r and the vertical height h given in each case. a) r=3cm, b) r=6em, ©) r=8mm, cm, h=44mm dr Calculate the base radius of each of the following cones. ‘Use the values for the volume V and the vertical height given in each ease. 600.cm*, 25cm, h 1400 mm’, 004m’, bh “The base circumference C and the length of the sloping face Tis given for each of the following cones. Calculate i) the base radius. ii) the vertical height, iii) the volume in each case. Give all answers to 3 sf. Sdem, f= 150m 100 cm, t= 18cm 04m, (=75mm d) C=240mm, f= 6m The two cones A and B shown below have the same volume. ‘Using the dimensions shown and given that the base circumference of cone B is 60 cm, calculate the height A cm. oy A ‘The sector shown is assembled to form a cone. Calculate: a) the base circumference of the cone, ») the base radius of the cone, c) the vertical height of the cone, 4d) the volume of the cone.Mensuration ir 7 Pon 3 Acone is placed inside a cuboid as shown (left). If the base diameter of the cone is 12 cm and the height of the cuboid is 16cm, calculate: a) the volume of the cuboid, ) the volume of the cone, ©) the volume of the cuboid not occupied by the cone. 4. Two similar sectors are assembled into cones (below). Calculate a) the volume of the smaller cone, b) the volume of the larger cone, ©) the ratio of their volumes. Sem Exercise 27.22 1. Anice cream consists of a ‘36 om——>4 186ml ‘atom 260° ne » a hemisphere and a cone (right). / Calculate its total volume. CC 100m eae 25am 2 Accone is placed on top ofa x cylinder. Using the dimensions i given (right), calculate the total 10m ‘volume of the shape. T —8m— 3. Two identical truncated cones are placed end to end as shown, ‘Calculate the total yolume of the shape.27 Perimeter, area and volume 25 om—>1 4. Two cones A and B are placed either end of a cylindrical x = tube as shown. =F Qe Given that the volumes of A and B are in the ratio 2: 1, calculate: a) the volume of cone A, b) the height of cone B, ©) the volume of the cylinder. © The surface area of a cone ‘The surface area of a cone comprises the area of the circular base and the area of the curved face. The area of the curved face is equal to the area of the sector from which it is formed, Worked example Calculate the total surface area of the cone shown (leit). Surface ar 25m cm? seen ‘The curved surface area can best be visualised if drawn as a sector as shown in the diagram below left: ‘The radius of the sector is equivalent to the stant height of the cone. The curved perimeter of the sector is equivalent to the base circumference of the cone. @ _ 100 ‘360 ~ 24n Therefore = 150° 120m _ 150 2 . Area of sector = 35 Xm X 12° = 60 emi tonom Total surface area = 60m + 25x 85n = 267 (3s) The total surface area is 267 em". Exercise 27.23 1. Calculate the surface area of each of the following cones: a) b) 206m 60m 150m <6ommMensuration 2. Two cones with the same base radius are stuck together as shown. Calculate the surface area of the shape. A sem Y 150m ‘80cm Student assessment | 1. Calculate the area of the shape below. = | abn e——15em——>} v 2. Calculate the circumference and area of each of the following circles. Give your answers to 3 sf , : 3. A semi-circular shape is cut out of the side of a rectangle as shown. Calculate the shaded area to 3 st. 40m <6 om ——>} 4, For the diagram (right), si caleulate the area of: { a) the semicircle, 4om ) the trapezium, ¢) the whole shape. sem sem27 Perimeter, area and volume A oylindrical tube has an inner diameter of 6 em, an outer diameter of 7 cm and a length of 15 em. Calculate the following to 3s. a) the surface area of the shaded end, b) the inside surface area of the tube, ©) the total surface area of the tube. Caleulate the volume of each of the following cylinders: a) 3mm b) <—25om—> t . a ' Student assessment 2 1. Calculate the area of this shape: stomp “som 2. Calculate the circumference and area of each of the following circles. Give your answers 10 3 sf, , ¢ os 3. A rectangle of length 32.cm and width 20 cm has a semi- circle cut out of two of its sides as shown (below). Caleulate the shaded area to 3 s.f. <—— en —_>Mensuration 4. Calculate the area of: he a) the semi-circle, b) the parallelogram, | cc) the whole shape. § r sem t —teon—— 5. A prism in the shape of a hollowed-out cuboid has dimensions as shown. Ifthe end is square, calculate the volume of the prism. Student assessment 3 1. Calculate the arc length of each of the following sectors. The angle and radius r are given in each case. a) @=45° b) = 150° r=1Scm =135em 2. Calculate the angle ¢ in each of the following sectors. The radius r and are length a are given in each case. a)r=20mm ——b) r=9em a= 95mm a=9mm 3 Calculate the area of the sector shown below: 480m27 Perimeter, area and volume 120m 4. A sphere has a radius of 6.5 em. Calculate to 3s. a) its total surface area, b) its volume. 5. A pyramid with a base the shape of a regular hexagon i shown (left). Ifthe length of each of its sloping edges is 24cm, calculate: 2) its total surface ar b) its volume. Student assessment 4 1. Calculate the arc length of the following sectors. The angle ¢ and radius r are given in cach case. a) @ = 255 b) 6 = 240" 40cm r=163mm 2 Calculate the angle @ in each of the following sectors. The radius r and arc length a are given in each case. a) r=40cm b) r= 20cm a= 10m a= 10mm 3. Calculate the area of the sector shown below: Ws 4. A hemisphere has a radius of 8 cm, Calculate to 1 dp: a) its total surface area, b) its volume. 5. A.cone has ils Lop cul as shown (left), Calculate: a) the height of the large cone. 'b) the volume of the small cone, ©) the volume of the truncated cone. Student assessment 5 1, The prism (left) has a cross-sectional area in the shape of a sector. Calculate: a) the radius r em, b) the cross-sectional area of the prism, ¢) the total surface area of the prism. 4) the volume of the prism.Mensuration 2. The cone and sphere shown (below) have the same volume. i com Ifthe radius of the sphere and the height of the cone are both 6 em, calculate: a) the volume of the sphere, ) the base radius of the cone, ©) the stant height xem, ) the surface area of the cone. 3. The top of a cone is cut off and a cylindrical hole is drilled out of the remaining truncated cone as shown (left). Calculate: a) the height of the original cone, b) the volume of the original cone, c) the volume of the solid truncated cone, 4d) the volume of the cylindrical hole, €) the volume of the remaining truncated cone. Student assessment 6 1. A metal object (left) is made from a hemisphere and a cone, both of base radius 12 em. The height of the abject, when upright is 36 em. Calculate: a) the volume of the hemisphere. b) the volume of the cone, ) the curved surface arca of the hemisphere, d) the (otal surface area of the object. 2. A regular tetrahedron (right) has edges of length 5 em. Calculate: a) the surface area of the tetrahedron, ) the surface area of a tetrahedron with edge lengths of 10 em. 3. A regular tetrahedron and a sphere have the same surface area. If the radius of the sphere is 10 cm, calculate: a) the area of one face of the tetrahedron, b) the length of each edge of the tetrahedron, (Hint: Use the trigonometric formula for the area of a triangle.)Mathematical investigations and ICT © Metal trays A rectangular sheet of metal measures 30cm by 40cm. 30cm| 49cm The sheet has squares of equal size cut from each corner. It is, then folded to form a metal tray as shown. 1. a) Calculate the length, width and height of the tray ifa square of side length em is cut from each corner of the sheet of metal. 'b) Calculate the volume of this tray. 2. a) Calculate the length, width and height of the tray ifa square of side length 2cm is cut from each corner of the sheet of metal. b) Calculate the volume of this tray. 3. Using. spreadsheet if necessary, investigate the relationship between the volume of the tray and the size of the square cut from each corner. Enter your results in an ordered table 4. Calculate, to 1 dip., the side length of the square that produces the tray with the greatest volume. 5. State the greatest volume to the nearest whole number.‘Mensuration @ Tennis balls Tennis balls are spherical and have a radius of 3.3cm. A manufacturer wishes to make a cuboidal container with lid that holds 12 tennis balls. The container is to be made of cardboard. The manufacturer wishes to use as little cardboard as possible. 1. Sketch some of the different containers that the manufacturer might consider. 2. For each container, calculate the total area of cardboard used and therefore decide on the most economical design. The manufacturer now considers the possibility of using other flat-faced containers. 3. Sketch some of the different containers that the manufacturer might consider. 4, Investigate the different amounts of cardboard used for cach design. 5. Which type of container would you recommend to the manufacturer? @ ICT activity In this topic you will have seen that itis possible to construct a cone from a sector. The dimensions of the cone are dependent on the dimensions of the sector. In this activity you will be using a spreadsheet to investigate the maximum possible volume of a cone constructed from a sector of fixed radius. Circles of radius 10.cm are cut from paper and used to construct cones. Different sized sectors are cut from the circles and then arranged to form a cone, e.g. O64 a bTopic 4 Mathematical investigations and ICT 1. Usinga spreadsheet similar to the one below, calculate the maximum possible volume, for a cone constructed from one of these circles: ae oe Fogo | Sera ie ire ie et eg Vouro 22 ieanen| amen | oan. [Gemwe oreo ps0 Sea “Sea | sia awe | nae eT ae ete | tar ar a : sete a4 i t f 7| 30 | I U T BS) Serentetectanlartrcairinectelinn 2. Plot a graph to show how the volume changes as @ increases Comment on your graph.CCC CM-L g ( ) Syllabus E5.1 5.4 Demonstrate familiarity with Cartesion Interpret and obtain the equation of a sreight- co-ordinates in two dimensions. 1@ graph in the formy = mx + c. E5.2 £5.5 © Find the gradient of a straight line Determine the equation of a straight line parallel Calculate the gredient ofc straight line from the J t0.a given line. co-ordinates of two points on it 55.6 5.3 Find the gradient of parallel and perpendicular Galevlate the length and the co-ordinates ofthe lines. midpoint of a straight line from the co-ordinates ofits end points (-) Contents Chapier2@ Straight-line graphs (E5.1, E5.2, E5.3, 5.4, E5.5, E5.6)© The French Inthe middle of the seventeenth century there were three great French mathematicians, René Descartes, Bleise Pascal and Pierre de Fermat. René Descartes was a philosopher and « mathematician, His book The Meditations asks ‘How and what do l know?! His work in mathematics made o link between algebra and ‘geometry. He thought thot all nature could be explained in terms of mathematics. Although he was net considered as talented a mathematician as Paseel and Fermat, he hes had ‘greater influence on modern thought. The (x, y) coordinates we use ore called Cartesian coordinates after Descartes. Blaise Pascal (1623-1662) was a genius who studied geometry as o child, When he was 16 he stated and proyed Pascal's Theorem, which relates any six points on any conic section, The Theorem is sometimes called the ‘Cats Cradle’. He founded! probability theory and made contributions tothe René Descartes (1596-1650) invention of calculus. He is best known for Pascal's Triangle. Pierre de Fermat (1601-1665) wos a brilliant mathematician and, along with Descartes, one: cof the most influential. Fermat invented number theory and worked én calculls. Heldiscovered probabiliy theory with his friend Pascal. It can be argued that Fermat was at least Newon’s equal as a mathematician. Fermat's most famous discovery in number theory includes ‘Fermat's Last Theorem’ This theorem is derived from Pylhagoros' theorem which states that for right-angled triangle, x2 = y# + 24 where x is the length of the hypotenuse. Fermot said that if the index (power) was greater than iwo end x,y,z care all whole numbers, then the equation was never rue. (This theorem was only proved in 1995 by the English mathematician Andrew Wiles.)Straight-line graphs © The gradient of a straight line Lines are made of an infinite number of points. This chapter looks at those whose points form a straight line. ‘The graph below shows three straight Lines th torr The lines have some properties in common (i. they are straight), but also have differences. One of their differences is that they have different slopes. The slope of a line is called its gradient. ‘The gradient of a straight line is constant, ie. it does not change. The gradient of a straight line can be calculated by considering the coordinates of any two points on the line On the line below two points A and B haye been chosen. a sY fe.28 Worked example Straight-line graphs The coordinates of the points are A(2,3) and B(—1, ~3). The gradient is calculated using, the following formula: vertical distance between two points Cradient =——— rrr horizontal distance between two points Graphically this can be represented as follows: Ya Hertzont ti ‘Therefore gradient = 7} In general therefore, if the two points chosen have coordinates (x.,y,) and (3) the gradient is calculated as: a2oK Gradient = yoy Calculate the gradient of the line shown below. wh 4 oY = pacenetareast grat 7Coordinate geometry Choose two points on the line, e.g. (—4, 3) and (8, —3) ” # sa 2 ~ 10% <4 Let point 1 be (=4,3) and point 2 be (8, -3). Note, the gradient is not affected by which point is chosen as point 1 and which is chosen as point 2. In the example above if, point 1 was (8, —3) and point 2 (—4, 3), the gradient would be calculated as: Gradient = 2% 3-63) sn 8 To check whether or not the sign of the gradient is correct, the following guideline is useful. Zo» Aline sloping this way will Aline sloping this way wil have apositivegradient have anegative gradient A large value for the gradient implies that the line steep. The line on the right below will have a greater value for the gradient than the line on the left ast is steeper. a /28 Straight-line graphs Exercise 28.1 1, For each of the following lines, select two points on the line and then calculate its gradient a) ») ”% ee eee 53 42 Px o) Th d) a 4 al ~ es » 34 a} ox 66 4B 4 Te 4 °) y 0 Yh 4 a4 2 re ta e4 2 x 2. From your answers to question 1, what conclusion ean you make about the gradient of any horizontal line?Coordinate geometry Worked examples 3. From your answers to question 1, what conclusion can you make about the gradient of any vertical line? 4, The graph below shows six straight lines labelled A~F. y Six gradients are given below. Deduce which line has which gradient. Gradient Gradient is infinite Gradient Gradient = —3 Gradient = 0 Gradient = ~: @ The equation of a straight line The coordinates of every point on a straight line all have a. common relationship. This relationship when expressed algebraically as an equation in terms of x and/or y is known as the equation of the straight line. 8) By looking at the coordinates of some of the points on the line below, establish the equation of the straight line awe eas 1234567 8% ‘Some of the points on the line have been identified and their coordinates entered in a table above. By looking at the table it can be seen that the only rule all the points have in common is that y = 4. Hence the equation of the straight line is y = 4.28 Straight-line graphs b) By looking at the coordinates of some of the points on the line (left), establish the equation of the straight line. elefafrelx a Once again, by looking at the table it can be seen that 128456 7 8x therelationship between the x- and y-coordinates is that cach y coordinate is twice the corresponding x-coordinate. Hence the equation of the straight line is y = 2x. Exercise 28.2 1. Ineach of the following identity the coordinates of some of ~~ the points on the line and use these to find the equation of the straight line a) b) °) see eaoares awe aaones cane soorves o7 8x a) °) a) o tN ete edes ae 12384567 8% 1234567 ay 1234567 8%Coordinate geometry 8) bh) Ya Ya * > =4-3-2-701 29 45% ~4-3-2-10125 45% Exercise 28.3 1. In cach of the following identify the coordinates of some of ~~ the points on the fine and use these to find the equation of the straight line, a) 9 b) 7 °) yi —h—B 2A lo % i —4-b -2 41 0 % d) y; °) ve % vk Loa [0 a =p 2 1 lo i >28 Straight-line graphs 2. Incach of the following identify the coordinates of some of the points on the line and use these to find the equation of the straight fine. a) b) °) vf vp Vi d) e) D wh i vk z 6 6 4 La 4 al 2 = 1 [0 =t-8-2 1p HW dasth a 3. a) For each of the graphs in questions 1 and 2 calcutate the gradient of the straight line. b) What do you notice about the gradient of each line and its equation? ©) What do you notice about the equation of the straight line and where the line intersects the y-axis? 4. Copy the diagrams in question 1. Draw bo fines on each diagram parallel to the given line. 1) Write the equation of these new lines in the form yemx tc. b) What do you notice about the equations of these new parallel fines?Coordinate geometry Gradient ‘mt 7% Worked examples e lines in the tercept cand 5. In question 2 you have an equation for the form y = max + ¢. Change the value of the then draw the new line. ‘What do you notice about this new line and the first line? © The general equation of a straight line In general the equation of any straight line can be written in the form: » where ‘nr’ represents the gradient of the straight line and ‘c’ the intercept with the y-axis, This is shown in the diagram (left) By looking at the equation of a straight line written in the form y = mx + ¢, itis therefore possible to deduce the line’s gradient and intercept with the y-axis without having to draw it mx +e a) Calculate the gradient and y-intercept of the following, straight lines: i) gradient y-intercept ii) y=—2v+6 gradient = ~ y-intercept b) Calculate the gradient and y-intercept of the following straight lines: i) dys4r+2 This needs to be rearranged into gradient-intercept form (ie. y = mx + c). yet gradient = 2 vy-intercept ii) y-2v=~4 Rearranging into gradient yam-4 gradient = 2 y-intercept tercept form, we have: iii) —4y tor=4 Rearranging into gradient ntercept form, we have: 1 yepr-i gradient y-iniereept iv) vss -x42 Rearranging into gradient-intercept form, we have: yt3=-4r+8 yaa +5 gradient = ~4 y-intercept28 Straight-line graphs Exercise 28.4 For the following linear equations, calculate both the gradi and y-intercept in each case. 1 b) yeax+5 cl) y=x-2 e) y=-3xt6 fh yp=—Bet1 h) y=-x-2 i) y=-(2r-2) 2 b) y+ 5xr-2=0 d) yt 2e+ 1) 30+ h) & -6+y=0 i) -@r+1)+y=0 3. a) 2y= 4-6 ©) 3y-&=0 2) 6y-6 = 12v i) 2y-(4v-1)=0 h) dy - 8 +2 = 4 b) x-y+6=0 ad) 12-39 9 6. 1Coordinate geometry © Parallel lines and their equations Lines that are parallel, by their very definition must have the same gradient. Similarly, lines with the same gradient must be parallel. So a straight line with equation y = —3x+ 4 must bbe parallel to a line with equation y = —3x —2as both have a gradient of —3. Worked examples a) A straight line has equation 4x ~ 2y + 1 = 0. ox-4 Another straight line has equation Explain, giving reasons, whether the two lines are parallel to each other or not. Rearranging the equations into gradient-intercept form gives: 2x-4 4r-2y+1= 1 ” y ay =4y $1 yon-4 yaweg With both equations written in gradient-intercept form itis possible to see that both lines have a gradient of 2 and are therefore parallel. b) A straight line A has equation y = ~3x + 6. A second line Bis parallel to line A and passes through the point with coordinates (—4, 10). Calculate the equation of line B. As fine B isa straight line it must take the form y = max + ¢, Ast is parallel to line A. its gradient must be ~3. Because line B passes through the point (—4, 10) these values can be substituted into the general equation of the straight line to give: 10 3x (-4) $e Rearranging to find c gives: ¢= ~2 The equation of line B is therefore y = —3x — 2.28 Straight-line graphs Exercise 28.5 Worked examples 1. A straight line has equation 3y ~ ax = 4. Write down the ‘equation of another straight line parallel to it 2. A straight line has equation y = —x + 6, Which of the following lines is/are parallel to it? a) 29 +2) co) o-xt12 d) ytx 3. Find the equation of the line parallel to y = 4x ~ 1 that passes through (0,0). “5 b) -3r-ay+7=0 1 4, Find the equations of fines parallel to y = through each of the following points: a) (0.4) b) (-2.4) ) (-R4) §. Find the equations of lines parallel tox ~ 2y = 6 that pass through each of the following points: a) (-4.1) b) G0) 3x + 1 that pass © Drawing straight-line graphs To draw a straight-line graph only two points need to be known. Once these have been plotted the line can be drawn between them and extended if necessary at both ends. a) Plot the line y = x + 3. To identity two points simply choose two values of x. Substitute these into the equation and calculate their corresponding y values, Whenx=0, y=3 Whenx=4, y ‘Therefore two of the points on the line are (0,3) and (4,7). “The straight line y =x + 3 is plotted below. > 123456 78%Coordinate geometry b) Plot the line y = Exercise 28.6 1. Whenx Whenx The coordinates of two points on the line are (2,0) and (-1,6). 2x44 Note that, in questions of this sort, its often easier to rearrange the equation into gradient-intercept form first. Plot the following straight lines. a)y=+3 b)y=x-4 ce) pax -2 d) y= -2e e)ys-x-1 f) = 2) —y=3x-3 hh) 2y=4r-2— i) ya = 3 Plot the following straight lines: a) -2e+y=4 b) ~4e+2y 12 ©) 3y=6r-3 dd) Qe=at1 ©) 3y-@r= f) 2yt+x=8 g)aty+2=0 h) 3r+2y-4=0 i) 4=4y—2 Plot the following straight lines: 1 b) ad j= h) i) ety) t4=Straight-line graphs © Graphical solution of simultaneous equations ‘When solving two equations simultaneously the aim is to find a solution which works for both equations. In Chapter 13 it was shown how to arrive at the solution algebraically. It is, however, possible to arrive at the same solution graphically. Worked example i) By plotting both of the following equations on the same axes, find a common solution. xty=4 ay 1h 4 8 2 1 o BAe ‘When both lines are plotted. the point at which they cross gives the common solution as itis the only point which lies on both fines. ‘Therefore the common solution is the point (3, 1) ii) Check the result obtained above by solving the equations algebraically. xty aw aryad @) ‘Adding equations (1) + (2) > 2x =6 3 Substituting x = 3 into equation (1) we have: Btys4 ’ ‘Therefore the common solution occurs at (3, 1)Coordinate geometry Exercise 28.7 Worked example Solve the simultaneous equations below: i) by graphical means, ii) by algebraic means. 1a) xt by xty any 2 b) d) xty+6=0 f) y-3r=1 y= 3x3 @ Calculating the length of a line segment A line segment is formed when two points are joined by a straight line. To calculate the distance between two points, and therefore the length of the line segment, their coordinates need to be given. Once these are known, Pythagoras’ theorem can be used fo calculate the distance. The coordinates of two points are (1, 3) and (5, 6). Draw a pair of axes, plot the given points and calculate te distance between them. ‘h Ltt aig [14 > 12a4567 8% By dropping a vertical line from the point (5, 6) and drawing a horizontal line from (1, 3), a right-angled triangle is formed. The length of the hypotenuse of the triangle is the length we wish to find. ‘Using Pythagoras’ theorem, we have: Pew a=25=5 The length of the line segment is 5 units.28 Straight-line graphs Worked example Worked examples Exercise 28.8 To find the distance between two points directly from their coordinates, use the following formula: d= VGi—m) + 1-32)? Without plotting the points, calculate the distance between the points (1,3) and (5, 6). d= 0-F 46-9 = VP FOP = “25 =5 ‘The distance between the ovo points is 5 units © The midpoint of a line segment To find the midpoint of a line segment, use the coordinates of its end points. To find the x-coordinate of the midpoint, find the mean of the x-coordinates of the end points, Similarly, to find the y-coordinate of the midpoint, find the mean of the y-coordinates of the end points. a) Find the coordinates of the midpoint of the line segment AB where A is (1,3) and Bis (5, 6). The x-coordinate of the midpoint will be +5. ide =3 ‘The y-coordinate of the midpoint will be 3+& aie So the coordinates of the midp are (3,4.5) b) Find the coordinates of the midpoint of a line segment PO where P is (2, -5) and Q is (4,7) ‘The x-coordinate of the midpoint will be ‘The y-coordinate of the midpoint will be So the coordinates of the midpoint are (1,1). 1. i) Plot each of the following pairs of points. i) Calculate the distance between each pair of points. ii) Find the coordinates of the midpoint of the line segment joining the two points. a) (5,6) (1,2) ce) (1,4) (5,8) e) (2,1) (4,7) 3) (-1.5) 5) (4,5) 3) (4,5)Coordinate geometry Worked example 2. Without plotting the points: i) calculate the distance between each of the following pairs of points ii) find the coordinates of the midpoint of the line segment joining the (vo points. a) (1,4) (4,1) b) (3.6) (7,2) ©) (2,6) (6-2) d) (1,2) @, -2) ©) (0,3) (-3,6) ) 335)C 2) (-2,6) (2,0) h) (2-3) (8,1) i) (6,1) 6,4) i) (2,2) 4, -4) k) (-5,-3) 6, -3) D) 6,6) (5,-2) @ The equation of a line through two points The equation of a straight line can be deduced once the coordinates of two points on the line are known. Calculate the equation of the straight line passing through the points (~3, 3) and (5,5). The equation of any stra form y ight line can be written in the general mx + c, Here we havi gradient gradient ‘The equation of the line now takes the form y = 4x +e. Since the line passes through the two given points, their coordinates must satisfy the equation. So to calculate the value of '¢ the x and y coordinates of one of the points are substituted into the equation. Substituting (5, 5) into the equation gives: xS+e +e ‘The equation of the straight-line pa (5,5) is:28 Straight-line graphs Exercise 28.9 Find the equation of the straight-line which passes through each ~~ of the following pairs of points: 1. a) (1,1) 4.7) b) (1.4) (3.10) ©) (1,5) @.7) a) (0-4) G.-1) ©) (1,6) 2,10) f) (0.4)(1,3) 2) (3,~4) (10, ~18) h) (0.1). ~-4) i) (0,0) (10,5) 2 a) (-5,3) 2.4) b) 2) (4,4) ©) (-7,-3)(-1,6) @) (25) (1.-4) ©) ( ) (5,0) 1) (6.4) 7) (6.2) h) (1, -3) (-2,6) 8) ( i) 6-4) (6.6) @ Perpendicular lines ‘The two lines shown below are perpendicular to each other, fs t Line A has a gradient of 2. Line B has a gradient of —4. Th ‘The diagram below also shows two lines perpendicular to each other. % sYCoordinate geometry Line Chas a gradient of 3. Line D has a gradient of —3 Notice that in both cases, the product of the two gradients is equal to ~1, In the first example 2 x ( z In the second example 3 x (—3) = ~1. ‘This is in fact the case for the gradients of any two perpendicular lines. If two lines L, and Z, are perpendicular to each other, the product of their gradients m, and mi is ~1. m,n = 1 ‘Therefore the gradient of one fine the other line. s the negative reciprocal of ievm,=-1 m, Worked examples a) i) Calculate the gradient of the line joining the two points (3,6) and (1, ~6). _ 6-6) _ 12 Gradient = SOP B—6 ii) Calculate the gradient of a line perpendicular to the one in part i) above. lient of the perpendicular line is —, i) The perpendicular fine also passes through the point (1,6). Calculate the equation of the perpendicular line. The equation of the perpendicular line will take the form y = mx +e. As its gradient is ~} and it passes though the point (-1, 6), this can be substituted into the equation to. sive: 6=-2x(-I) +6 5 Therefore ¢ ‘The equation of the perpendicular line is )Straight-line graphs b) i) Show that the point (—4, ~1) lies on the line ymin giorno Ir the point (~4 ,~1) lies on the fine, its values ofx and y will satisfy the equation, Substituting the values of x and y into the equation gives: $x (—4) -2 -1 -1 Therefore the point lies on the line. ii) Deduce the gradient of a line perpendicular to the one given in part i) above. therefore m= — m, ‘Therefore the gradient of the perpendicular line is 4 iii) The perpendicular line also passes through the point (-4,=1). Calculate its equation. ‘The equation of the perpendicular fine takes the general form y = mx + ¢. Substituting in the values of x, y and m gives: m= -1=4x(-4) te Therefore ¢ = 15. The equation of the perpendicular line is y = 4x + 15. Exercise 28.10 1. Calculate: ~~ i) the gradient of the fine joining the following pairs of points ii) the gradient of a line perpendicular to this tine the equation of the perpendicufar fine if it passes through the second point each time. a) (1,4) (4,1) b) (3,6) (7.2) c) (2,6) (6,-2) d) (1,2) (9,2) 5) (-5, 6) (2,0) h) (2,-3) (8,1) i) (6,1) (6,4) i) (2,2)4,-4) (6-3)Coordinate geometry 2 The diagram below show a square ABCD. The coordinates of A and B are given y (10,5) Calculate’ a) the gradient of the line AB b) the equation of the line passing through A and B ©) the gradient of the line AD ) the equation of the line passing through A and D ¢) the equation of the line passing through B and C f) the coordinates of C 2) the coordinates of D hh) the equation of the line passing through C and D i) the length of the sides of the square to 1 d.p. i) the coordinates of the midpoint of the line segment AC. ‘The diagram below shows a right-angled isosceles triangle ABC, where AB = AC. The coordinates of A and B are given. Calculate: a) the equation of the line passing through the points A and B bb) the equation of the Tine passing through A and C ©) the length of the line seament BC to I d.p. 4) the coordinates of the midpoints of all three sides of the triangle.28 Straight-line graphs Student assessment | 1. For each of the following lines, select two points on the line and then calculate its gradient. a) yh b) yh 9 + 5-4-3 -2-10 ¥ =A 2. Find the equation of the straight line for each of the following: a) yA b) yh Tt -5-4-3/2 10) x pao] + ea 4k 4 3. Calculate the gradient and y-intercept for each of the following linear equations: a) y=—3u+4 b) fy-x2 ©) 2 +4y-6=0 4. Write down the equation of the line parallel to the line y = — 4x + 4 which passes through the point (6,2).Coordinate geometry 5, Plot the following graphs on the same pair of axes, labelling each clea a)x=-2 b) y=3 ©) y= d) y=-F 6, Solve the following pairs of simultaneous equations sraphically a) x+y=4 b) xt y=2 7-y=0 xo ©) yt4u+4=0 4) x- x+y? 3x + 2y +6=0 The coordinates of the end points of two line segments are aiven below. For each line segment calculate: i) the length ii) the midpoint a) (-6,-1) (6,4) b) (1.2) (7,10) 8. Find the equation of the straight line which passes through each of the following pairs of points: a) (1,1) (4,8) b) (0,7) (3,1) 9. A line L, passes through the points (~2, 5) and (5,3). a) Write down the equation of the line Z,. Another line Z; is perpendicular to L, and also passes through the point (~2, 5). b) Write down the equation of the line Z,. 10. The diagram below show a rhombus ABCD. The coordinates of A, B and D are given. y, DCO, 6) Ata, 8) 8, 3) 0 * a) Calculate: i) the coordinate of the point C ii) the equation of the line passing through A and C iii) the equation of the line passing through B and D. b) Are the diagonals of the rhombus perpendicular to each other? Justify your answer.28 Straight-line graphs Student assessment 2 1. For each of the following lines, select two points on the line and then calculate its gradient. yy > >| x YE 4 + aI 3 | 2. Find the equation of the straight line for each of the following: ’) YK 3. Calculate the gradient and y-intercept for each of the following linear equations: a) yoy b) -arty=6 ©) 2y-(S-3x)=0 4, Write down the equation of the line parallel to the line y = Sx + Gwhich passes through the origin.Coordinate geometry 9 10. . Plot the following graphs on the same pair of axes, labelling each clea a) x=3 °) y= Be d) y=544 Solve the following pairs of simultancous equations b) x +2y . The coordinates of the end points of two line segments are given below. For each line segment calculate: i) the length ii) the midpoint. a) (2,6) (-2,3) b) (10, ~10) (0, 14) Find the equation of the straight line which passes through each of the following pairs of point a) (-2, -9) (5,5) b) (1, -1) (-1.7) a) Write down the equation of the fine £, that passes, through the points (3, 7) and (—4, 9). b) Write down the equation of the line Z> that is parallel to Zyand passes through the point (~6, ~1). The diagram below show an isosceles triangle ABC, where AB = BC. The coordinates of A and Care given. y B 0 3 a) The midpoint of AC is the point M. Calculate the coordinates of M. b) Calculate the equation of the line passing through B and M. ©) Ifthe y-coordinate of point B is 105, show that the x-coordinate is 7. d) Calculate the length of the line segment BM.Mathematical investigations and ICT @ Plane trails In an aircraft show, planes are made to fly with a coloured smoke trail. Depending on the formation of the planes, the trails can intersect in different ways. In the diagram below the three smoke trails do not cross, as they are parallel In the following diagram there are two crossing points. By flying differently. the three planes can produce trails that cross at three points. 1. Investigate the connection between the maximum number ‘of crossing, points and the number of planes. 2. Record the results of your investigation in an ordered table. 3. Write an algebraic rule linking the number of planes (p) and the maximum number of crossing points (7).Coordinate geometry After L round, chests 1,3,5,7,9 and 11 have been discounted. @ Hidden treasure A television show sets up a puzzle for its contestants to try and solve. Some buried treasure is hidden on a “treasure island ‘The treasure is hidden in one of the 12 treasure chests shown (left), Each contestant stands by one of the treasure chests. The treasure is hidden according to the following rule: Itis not hidden in chest 1 Chest 2 is left empty for the time being, Itis not hidden in chest 3. Chest 4 is left empty for the time being, Itis not hidden in chest 5. The pattern of crossing out the first chest and then alternate chests is continued until only one chest is left. This will involve going round the circle several times continuing the pattern. The treasure is hidden in the last chest left. The diagrams below show how the last chest is chosen: Alter the second round, chests After the third round, chests 4 2, 6 and 10 have also been and 12 have also been discounted. discounted. This leaves only chest 8. ‘The treasure is therefore hidden in chest 8, Unfortunately for participants, the number of contestants changes each time. 1. Investigate which treasure chest you would choose if there are: a) 4 contestants b) 5 contestants c) Scontestants ) 9contestants e) 15 contestants,Topic 5 Mathematical investigations and ICT Investigate the winning treasure chest for other numbers of contestants and enter your results in an ordered table. State any patterns you notice in your table of results. Use your patterns to predict the winning chest for 31, 32, and 33 contestants ‘Write a rule linking the winning chest x and the number of contestants 7. yee oN @ ICT activity A graphics calculator is able to graph inequalities and shade the appropriate region. The examples below show some screenshots taken from a graphics calculator. Investigate how a graphics calculator can graph linear inequalities.() Syllabus 6.1 F6.3 © Interpret ond use three-figure bearings. Solve problems using 1 any triangle ond the f =}absinC. mule area of triangle E6.2 Apply Pythagoras’ theorem ond the sine, cosine id tangent ratios for acute o a E64 calculation of a side or of cn angle of « right- Solve simple trigonometrical problems in three angled triangle. dimensions including angle between a line end Solve trigonometrical problems in two oplane, dimensions involving angles of elevation and depression. Exiend sine and cosine values fo angles between 90° end 180: () Contents Chapier29 —_Becrings (E6.1) Chapter 30 Trigonometry (E6.2) Chapier31 Further trigonometry (E6.3, E6.4)(©) The Swiss @ Leonhard Euler Evler, like Newton, was the greatest mathematician of his generation. He studied all creas of mathematics and continued fo work hard offer he had gone blind. ‘As a young men, Euler discovered and proved: ie tata This brought him to the attention of other mathematicians: Euler made discoveries in many areas of mathemetics, ‘especially calculus and trigonometry. He also developed the ideas of Newton and Leibniz. Euler worked on graph theory and functions and was the first fo prove several theorems in geometry. He studied relationships between a triangle’s height, midpoint, and Grcumseribing and inscribing circles, and an expression for the area of a tetrahedron (c tricngular pyramid) in terms of ts sides. He also worked on number theory and found the largest prime number knawn at the time. ‘Some of the most important constant symbols in mathematics, 1, @ andi (the squarelfbot of ~1), vere introduced by Euler. Leonhard Euler'(i 707=1783) @ The Bernoulli family The Bernoullis were a family of Swiss merchants who were friends 6f Euler. The two brothers, Johann ‘and Jacob, were very gifted mathematicians end scientists, es were their children end grandchildren They made discoveries in calculus, trigonometry and probability theory in mathematics: In Science, they worked on astronomy, magnetism, mechanics, thermodynamics and more. Unfortunately many members of the Bernoulli family were not pleasant people. The older members of the family were jealous of each other's successes and often siole the work of their sons end grandsons and pretended that it was their own,(2) Bearings NB: All diagrams are not © Bearings drawn to scale. § NW, s In the days when sailing ships travelled the oceans of the world, compass bearings like the ones in the diagram above were used. ‘As the need for more accurate direction arose, extra points were added to N, S, E, W, NE, SE, SW and NW. Midway between North and North East was North North East, and midway between North East and Bast was East North East, and so on. This gave sixteen points of the compass. This was later extended even further, eventually to sixty four points. ‘As the speed of travel increased, a new system was required. ‘The new system was the three figure bearing system. North was given the bearing zero. 360° in a clockwise direction was one full rotation. @ Back bearings ‘The bearing of B from A is 135° and the distance from A to B is 8 cm, as shown (left). The bearing of A from Bis called the ack bearing. Since the two North lines are parallel: p= 135° (alternate angles), so the back bearing is (180 + 135)". That is, 315°. (There are a number of methods of solving this type of problem.)29 Bearings Worked example The bearing of B from A is 245°. ‘What is the bearing of A from B? 245° B Since the two North lines are parallel b = 65° (alternate angles), so the bearing is (245 ~ 180)". That is, 065°. p< Exercise 29.1 1. Draw a diagram to show the following compass bearings ~~ and journey. Use a scale of 1 em: 1 km, North can be taken tobe a line vertically up the page. Start at point A. Travel a distance of 7 km on a bearing of 135° to point B. From B, travel 12 km on a bearing of 250° to point C. Measure the distance and bearing of A from C. 2. Given the following bearings of point B from point A. draw diagrams and use them to calculate the bearings of A from B. a) bearing 163° b) bearing 214° 3. Given the following bearings of point D from point C, draw diagrams and use them to calculate the bearings of C from D. a) bearing 300° b) bearing 282°Trigonometry Student assessment | 1 2 A.climber gets to the top of Mont Blanc. He can see in the distance a number of ski resorts. He uses his map to find the bearing and distance of the resorts, and records them as; shown below: Val d'Istre 30 km bearing 082° Les Ares 40.km bearing 135° LaPlagne45km bearing 205° Méribel 35 km bearing 320° Choose an appropriate scale and draw a diagram to show the position of each resort. What are the distance and bearing of the following? a) Val d'Isére from La Plagne b) Méribel from Les Ares A coastal radar station picks up a distress call from a ship. ILis 50 km away on a bearing of 345°. The radar station contacts a lifeboat at sea which is 20 km away on a bearing 0f 220" Make a seale drawing and use it to find the distance and bearing of the ship irom the lifeboat. An aircraft is seen on radar at Milan airport. The aircraft is 210 km away from the airport on a bearing of 065°. The aircraft is diverted to Rome airport, which is 130 km away from Milan on a bearing of 215°, Use an appropriate scale and make a scale drawing to find the distance and bearing ‘of Rome airport from the aircraft.(30) Trigonometry NB: All diagrams are not drawn to scale, In this chapter, unless instructed otherwise. give your answers exactly or correct to three significant figures as appropriate. Answers in degrees should be given to one decimal place. There are three basic trigonometric ratios: sine, cosine and tangent Each of these relates an angle of a right-angled triangle to a ratio of the lengths of two of its sides. ‘The sides of the triangle have names, two of which are dependent on their position in relation to a specific angle. The longest side (always opposite the right angle) is called the hypotenuse. The side opposite the angle is called the opposite side and the side next to the angle is called the adjacent side. Note that, when the chosen angle is at A, the sides labelled ‘opposite and adjacent change (left) A @ Tangent 5 length of opposite side & no — Tength of adjacent side a etlect TG a) Calculate the size of angle BAC in each of the triangles on the left. opposite _ 4 ‘adjacent soe) = = 69.4 (3 sf) = 38.7380) x nD ZBAC = 387° (1d.p.) ZBAC = 694° (dp) i) tany’ b) Calculate the length of the q__Sem__p opposite side QR (right). tan az = 2 pom 6X tan 42" =p p=5A0 Bs.) OR = 5.40 cm (3 sh)©) Calculate the length of the adjacent side XY. 6 tan 35° = z 2X tan 35° = 6 tan 35° 2=857 3s.) XY = 8.57 om (3s) Exercise 30.] Calculate the length of the side marked x om in each of the diagrams in questions 1 and 2. ye b) A ; “h. aa 5 Som OA so xem e) A 2 b) - by | i oon » he em een xem c L M 650m °c) P_12zm_@ v Beem30 Trigonometry 3. Calculate the size of the marked angle x° in each of the following diagrams. a) a tom ep %) py wsm © 9 c 60m gem ‘20m ' F a tem A d) P °) 5 © i. par 750m tom b fr a 4am B 62om A Maem ON L 2) \ tvpotenuse 2 @ Sine 3 length of opposite side bo length of hypotenuse M N Worked examples a) Calculate the size of angle BAC. & Bin, SEONG _ hypotenuse 12 320m ( 7 ) x= sin? | — 12 atm x= 35.7 (Ldp.) ZBAC = 35.7" (1p. P tom © b) Calculate the length of the hypotenuse PR. q i sin 18° = — 2 q sin 18° = 11 a «| sin 18° R 9 = 356 Bs) PR = 35.6cm (3 s.£.)Trigonometry Exercise 30.2 1. Calculate the length of the marked side in each of the ~~ following diagrams. ayok M b) @ 16cm Pp 2) A com 8 ni 80m Jom gem AR N d) °) kom, y 2em z Lo te4em 2 Calculate the size of the angle marked x in each of the following diagrams. a) BL sem A b) oD E °) Ee Ni fom teen 680m F © Co aon F doo Ne) P f) A_03m_B 740m si @3on em M ° é 7 NX © x e hypotenuse length of adjacent side oz = ee length of hypotenuse Y adjacent 2Trigonometry 30 Worked examples a) Calculate the length XY. ‘ cos 62° = —iiacemt_ > hypotenuse — 20 a 20 ein: z= 20 X cos 62° 2 = 9.39(3s£) XY = 939 em (3s) = >») Calculate the size of angle ABC. 33 cose = = 12 nal ( 53 ) + a8 2 x= 638 (dp) ZABC = 63.8 (1 dp.) 8 Exercise 30.3 1. Calculate the marked side or angle in each of the following diagrams. a) ) °) 146om yem 18em oi = o é F ° f) 8) a) Hx 02m Y A fem 6m 13.70m z ? Jem Bam 8 © Pythagoras’ theorem 4 Pythagoras’ theorem states the relationship between the lengths c of the three sides of a right-angled triangle. Pythagoras’ theorem states that: @=h +e ° eeTrigonometry Worked examples a) Calculate the length of the side BC. 7 ‘Using Pythagoras: aR +e P=P+eE am @ = 64 +36 = 100 em BC =10m b) Calculate the length of the side AC. q ‘Using Pythagoras: @=P+e \ @-e=F tam 5m B= 144=25= 119 b=Vii9 b = 109(s.£) , AC =10.9m3 .) Exercise 30.4 In each of the diagrams in questions 1 and 2, use Pythagoras’ theorem to calculate the length of the marked side. La) ») omm 2 com 4) gem ‘i 7mm — 90m a 150m 4em ‘isem om dom 2a) ’) °) om Som _ Tem 180m ‘bem Sen 12cm Tem d ‘Sam d) e) ie 3om Bom SZ em Bem well BS , tom ‘jem30 Trigonometry A B . . ° c W A oo 20m 3. 4 6 1 Villages A, B and C (left) lic on the edge of the Namib desert. Village A is 30 km due North of village C. Village B is 65 km due East of A. Calculate the shortest distance between villages C and B, giving your answer to the nearest 0.1 km, ‘Town X is 54 km due West of town Y. The shortest distance between town Y and town Z is 86 km. If town Z. is due South of X calculate the distance between X and Z, giving your answer to the nearest kilometre. Village B is on a bearing of 135° and at a from village A, as shown (left), Village Cis on a bearing of 225° and a distance of 62 km from village A. a) Show that triangle ABC is right-angle b) Calculate the distance from B to C, giving your answer to the nearest 0.1 km. ‘Two boats set off from X at the same time (below). Boat A sets off on a bearing of 325° and with a velocity of 14 knv/h, Boat B sets off on a bearing of 235° with a velocity of 18 km/h, Calculate the distance between the boats after they have been travelling for 2.5 hours. Give your answer to the nearest metre. . 5 A boat sets off on a trip from S, It heads towards B. a point 6 km away and due North. At B it changes direction and heads towards point C, also 6 km away and due East of B. At Cit changes direction once again and heads on a bearing of 135° towards D whieh is 13 km from C. a) Calculate the distance between $ and C to the nearest 0. km b) Calculate the distance the boat will have to tr to return to S from D. ‘Two trees are standing on flat ground, The height of the smaller tree is 7 m. The distance between the top of the smaller tree and the base of the taller tree is 15m. The distance between the top of the taller tree and the base of the smaller tree is 20m. a) Calculate the horizontal distance between the two trees. b) Calculate the height of the taller tree. @ el if itisTrigonometry Exercise 30.5 1. By using Pythagoras’ theorem, trigonometry or both, calculate the marked value in each of the following, diagrams. In each case give your answer to 1 dp. °) d) 470m MX t4om___y 49m z 2. A sailing boat sets off from a point X and heads towards Y, a point 17 km North, At point Y it changes direction and heads towards point Z, a point 12 km away on a bearing of 090°. Once at Z the crew want to sail back to X. Calculate: a) the distance ZX, b)_ the bearing of X from Z. N 2) | 3 Anaeroplane sets off from G (left) on a bearing of 024° H towards H, a point 250 km away. At Hit changes course . and heads towards J on a bearing of 055° and a distance of 180 km away. a) How far is H to the North of G? b) How far is H to the East of G? c) How far is J to the North of H? d) How far is J to the East of H? e) What is the shortest distance between G and J? f) Whats the bearing of G from J? 4. Two trees are standing on flat ground. The angle of elevation of their tops from a point X on the ground is 40°. Ifthe horizontal distance between X and the small tree is 8 mand the distance between the tops of the two trees is 20m, calculate: a) the height of the small tree, b) the height of the tall tree, ¢) the horizontal distance between the trees 5. PORS is a quadrilateral. z ‘The sides RS and QR are . the same length. The sides QP and RS are parallel. Calculate: m 4 a) angle SQR, b) angle PSO, c) length PQ, ‘8cn «length PS, e) the area of PORS.30 Trigonometry Worked examples Exercise 30.6 som <—120m ——> © Angles of elevation and depression The angle of elevation is the angle above the horizontal through which a line of view is raised. The angle of dep he angle below the horizontal through w! is lowered. a) The base of a tower is 60 m away from a point X on the ground. Ifthe angle of elevation of the top of the tower from X is 40° calculate the height of the tower. Give your answer to the nearest metre, i tan 40” = — i f= 60 X tan 40” = 503 ‘The height is 50.3 m (3 s.£). An aeroplane receives a signal from a point X on the ground, If the angle of depression of point X from the aeroplane is 30° calculate the height at which the plane is flying, Give your answer to the nearest 0.1 kim, h sin 30° = = 6 h= 6X sin 30° = 3 The height is 3 km. 1. Aand Bare two villages. If the horizontal distance between them is 12 km and the vertical distance between them is 2 km calcula a) the shortest distance between the two villages, b) the angle of elevation of B from A. 2. Xand ¥ are two towns. If the horizontal distance between them is 10 km and the angle of depression of Y from X is 7° calculate: a) the shortest distance between the to towns, b) the vertical height between the two towns. 3. A girl standing on a hill at A, overlooking a lake, can see a small boat at a point B on the lake. IF the girl is at a height of 50 m above B and at a horizontal distance of 120 m avs from B, calculate: a) the angle of depression of the boat from the girl, b) the shortest distance between the girl and the boat.Trigonometry & <—8kin— > <—12kn— Two hot air balloons are 1 km apart in the air. If the angle of elevation of the higher from the lower balloon is 20°, calculate, giving your answers to the nearest metre: a) the vertical height between the two balloons, b) the horizontal distance between the two balloons. A boy X can be seen by two of his friends ¥ and Z, who are swimming in the sea. If the angle of elevation of X from Y is 23° and from Z is 32°, and the height of X above ¥ and Z is 40 m calculate: a) the horizontal distance between X and Z, b)_ the horizontal distance between Y and Z. Note: XYZ is a vertical plane A plane is flying at an altitude of 6 km directly over the line AB. It spots two boats A and B, on the sea. If the angles of depression of A and B from the plane are 60° and 30° respectively, calculate the horizontal distance between A and B, — ki ‘Two planes are flying direcily above each other. A person standing at P can see both of them. The horizontal distance between the two planes and the person is 2 km. If the angles of elevation of the planes from the person are 65° and 75° calculate: a) the altitude at which the higher plane is flying, b) the vertical distance between the two planes. Three villages A, B and C can see cach other across a valley. The horizontal distance between A and B is 8 km, and the horizontal distance between B and C is 12 km. The angle of depression of B from A is 20° and the angle of elevation of C from B is 30°, Calculate, giving all answers to 1 d.p.: a) the vertical height between A and B, b)_ the vertical height between B and C, ©) the angle of elevation of C from A, d)_ the shortest distance between A and C. Note: A, B and C are in the same vertical plane.30 Trigonometry <6. 8km—>—<—10km—> 9. Using binoculars, three people P,Q and R can see each other across a valley, The horizontal distance between P and Q is 6.8 km and the horizontal distance between Q and Ris 10 km. If the shortest distance between P and Qis7 km and the angle of depression of Q from R is 15°, calculate, giving appropriate answers: a) the vertical height between Q and R, b) the vertical height between Pand R, ¢) the angle of elevation of R from P, €)_ the shortest distance between P and R. Note: P, © and R are in the same vertical plane. 10. Two people A and B are standing either side of a ‘transmission mast. A is 130 m away from the mast and B is 200 m away. 180 me —200 m > If the angle of elevation of the top of the mast from A is 60°, calculate: a) the height of the mast to the nearest metre, b)_ the angle of elevation of the top of the mast from B. © Angles between 0° and 180° When calculating the size of angles using trigonometry, there are often two solutions. Most calet ors, however, will only give the first solution. To be able to calculate the value of the second possible solution, an understanding of the shape of trigonometrical graphs is needed. @ The sine curve The graph of y = sin x is plotted (left), where x is the size of the angle in degrees. The graph of y = sin x has © aperiod of 360° (ic. it repeats itselt every 360"), © amaximum value of | (at 90°), © a minimum value of ~1 (at 270°Trigonometry Worked example sin 30° = of 0.5? .5. Which other angle between 0° and 180° has a sine From the graph above it can be seen that sin 150° = 0.5. sin a = sin(180° — x) Exercise 30.7 1. Express each of the following in terms of the sine of ——————~ another angle between 0° and 180°: a) sin 60° b) sin 80° ©) sin 115° d) sin 140° e) sin 128° f) sin 167° 2 Express each of the following in terms of the sine of another angle between 0° and 180°: a) sin 35° b) sin So° ©) sin 30° d) sin 48° e) sin 104° f) sin 127° 3. Find the two angles between 0° and 180° which have the following sine. Give each angle to the nearest degree, a) 0. b) 0.99 ©) 0,09 d) 0.95 e) 0.22 f) 047 4, Find the wo angles between 0” and 180° which have the following sine, Give each angle to the nearest degree, a) 0.94 b) 0.16 ce) 0.80 ) 0.56 e) 0.28 1) 033 © The cosine curve The graph of y = cos x is plotted (left), where x is the size of the angle in degrees. As with the sine curve, the graph of y = cos x has © a period of 360°, © maximum value of 1, aminimum value of cos(180 — x)" Note cos x° =30 Trigonometry Worked examples a) cos 60° = 0.5. Which angle between 0° and 180° has a cosine b) Exercise 30.8 1. 2 4. of -0.5? From the graph above it can be seen that cos 120° 80 cos 60° = —cos 120°, The cosine of which angle between 0° and 180° is equal to the negative of cos 50°? cos 130° = ~cos 50° Express cach of the following in terms of the cosine of another angle between 0” and 180°: a) cos 20° b) cos 85° ©) cos 32° 4d) 08 95° e) cos 14° f) cos 106" Express each of the following in terms of the cosine of another angle between 0° and 180°: a) cos 98° b) cos 144° ©) eos 160° ) cos 143° e) cos 171° £) cos 125° Express each of the following in terms of the cosine of another angle between 0° and 180°: a) eos 100° b) cos 90" ©) eos 110° d) cos 45° ) cos 122° f) ~cos 25° ‘The cosine of which acute angle has the same value as: a) cos 125° b) cos 107° ©) ~cos 120° €) —cos 98° e) —cos 92° 1) cos 110°?Trigonometry Student assessment | 1. Calculate the length of the side marked x em in each of the following. ») . ten 82" > 2 Calculate the size of the angle marked 0” in each of the following. b) °) °) 4) 14.8 0m [= ? E. aN eon 3. Calculate the length of the side marked g cm in each of the following. a) b) 40.om gem om Som 12om tom 3 ad 48 om qom 180m30 Trigonometry Student assessment 2 1. Amap shows three towns A, B and C. Town A is due North of C. Town Bis due East of A. The distance AC is 75 km Ae 8 and the bearing of C from B is 245°, Calculate, giving your answers to the nearest 100 m: N a) the distance AB, a0 t b) the distance BC. 2. Two trees stand 16 m apart. Their tops make an angle of 6° at point A on the ground. a) Express 9° in terms of the height of the shorter tree and its distance x metres from point A. b) Express 6° in terms of the height of the taller tree and its distance from A. ©) Forman equation in terms of x. d) Caloulate the value of x, ¢) Calculate the value 6. 75m 3. Two boats X and Y, sailing in a race, are shown in the * diagram (left). Boat X is 145 m due North ofa buoy B. 320m Boat ¥ is due East of buoy B. Boats X and Y are 320m ‘tien apart. Calculate: A a) the distance BY, 8 b) the bearing of ¥ from X, ©) the bearing of X from Y. 4. Two hawks P and Q are flying vertically above one another. Hawk Q is 250 m above hawk P. They both spot a snake at R. sez a ‘Using the information given, calculate: a) the height of P above the ground. ashm —b)_ the distance between P and R, Yc). the distance between Q and R. <— 2.8m >Trigonometry 4 km a a Student assessment 3 1. A boy standing on a cliff top at A can see a boat sailing in the sca at B. The vertical height of the boy above sea level is 164 m, and the horizontal distance between the boat and the boy is 4 km, Calculate: a) the distance AB to the nearest metre, b)_ the angle of depression of the boat from the boy. Draw the graph of y = sin.x° for 0° Student assessment 4 1. Drawa graph of y = cos 6°, for 0° < ° = 180°. Mark on the angles 0°, 90°, 180°, and also the maximum and minimum values of y. 2. The cosine of which other angle between 0 and 180° has the same value as a) cos 128° b) cos 80°?30 Trigonometry 3. The Great Pyramid at Giza is 146 m high. Two people A and B are looking at the top of the pyramid. The angle of elevation of the top of the pyramid from B is 12°. The distance between A and B is 25m. 4 ‘25m If both A and B are 1.8 m tall, calculate: a) the distance on the ground from B to the centre of the base of the pyramid, b) the angle of elevation @ of the top of the pyramid from A, ©) the distance between A and the top of the pyramid. Note: A, B and the top of the pyramid are in the same vertical plane. Two hot air balloons A and B are travelling in the same horizontal direction as shown in the diagram below. A is travelling at 2 nv/s and B at 3 m/s. Their heights above the ground are 1.6 km and 1 km, respectively. ‘At midday, their horizontal distance apart is 4 km and balloon B is directly above a point X on the ground. Calculate: a) the angle of elevation of A from X at midday, b) the angle of depression of mis B from A at midday, ©) their horizontal distance apart at 1230, ) the angle of elevation of B from X at 1230, ' e) the angle of elevation of A i from B at 1230, 1) how much closer A and B x are at 1230 compared with tem midday. 5 a) On one diagram plot the graph of y = sin 6° and the graph of y = cos 6°, for 0° = 6° < 180 b) Use your graph to find the angles for which sin & = cos(31) Further trigonometry ©@ The sine rule With right-angled triangles we can use the basic trigonometric ratios of sine, cosine and tangent. The sine rule is a relationship which can be used with non right-angled triangles. B A a © The sine rule states that: a b sinA sinB~ sin oralternatively sin A a sin 30° a=T7(1dp) BC =7.71 em (35.1) b) Calculate the size of angle C. 8 ‘Using the sine rule: sinA _ sin€ 650m Som A ce C= sin7! (0.94) C= 69.8" (1d.p)31 Further trigonometry Exercise 31.1 1. Calculate the length of the side marked x in each of the following. as 120m 2 Calculate the size of the angle marked 6° in each of the following. Zem 3. AABC has the following dimensions: AC = 10cm, AB = 8 em and ZACB = 20° a) Calculate the two possible values for ZCBA. b) Sketch and label the two possible shapes for AABC. 4. APOR has the following dimensions: PQ = 6em, PR = 4cmand 2PQR = 40". a) Calculate the two possible values for ZORP. b) Sketch and label the two possible shapes for APOR. © The cosine rule The cosine rule is another relationship which can be used with non right-angled triangles a A 7 c The cosine rule states that: @ = 6 +2 —2be cos ATrigonometry Worked examples a) Calculate the length of the side BC. 2 ‘Using the cosine rule: @=R+E—2hecosdA ai P=P4+ P= (2K 9X7 X cos 50) * =B1+ 49 — (126 X cos 50°) = 49.0 Va 00 (3 sf.) BC = 7.00cm (3 s.£) b) Calculate the size of angle A. ‘Using the cosine rule: @ = B+ 2 = 2hecos A. Rearranging the equation gives: Bre-@ cos A= 2be 18 +12 - 208 cos A= = 0,086 150m 2% 15 x12 cos“! (0.086) A= 949" (1 dp.) Exercise 31.2 1, Calculate the length of the side marked x in each of the ~~ following. °) soul 180m31 Further trigonometry 2 a 40m 20m Ww 2m D Ppeen 180m sem Exercise 31.3 1. x 20m w 28m 20m y Tm z Calculate the angle marked 9° in each of the following. b) °) ore, scm 150m e) money = Four players W, X, ¥ and Z are on a rugby pitch. The diagram (left) shows a plan view of their relative positions. Calculate: a) the distance between players X and Z, b) 2ZWX, ©) ZWZX, a) Z£YZx, €) the distance between players W and Y. Three yachts A, B and C are raci India. Their relative positions off Cape Comorin in hown (below). Calculate the distance between B and C to the nearest 10m.Trigonometry }. There are two trees standing on one side of a river bank. On the opposite side, a boy is, standing at X. Using the information given, calculate the distance between the two trees. 4om Som iy ¥ © The area of a triangle Area = tbh 8 Also: sinc == a Rearranging: h=asin€ Therefore area = ab sin C Exercise 31.4 1. Calculate the area of the following triangles. } by 9 YD 60m Q zen [e/ 12mm oom (s~ Ta om {>t mm QQ 2. Calculate the value of x in each of the twine °) a) ») / <= “em ten bem sea Team CN eo acannon area = 50 om?31 Further trigonometry 3. ABCD is a school playing ficld (left). The following lengths are known: OA = 83m, OB = 122m, OC = 106m, OD =78m Calculate the area of the school playing field to the nearest 100 m*, 4. ‘The roof of a garage has a slanting length of 3 m and makes >) anangle of 120° at its vertex (leit). The height of the walls amcfoo of the garage is 4 m and its depth is 9m. a Caleulate a) the cross-sectional area of the root, 4m b) the volume occupied by the whole arage, © Trigonometry in three dimensions Worked example ‘The diagram (below) shows a cube of edge length 3 em. Ma Xen H- Son G H gan G Triangle EHG (above) is right angled. Use Pythagoras’ theorem to calculate the length EG. EG? = EH? + HG? EG? =¥+7=18 EG =ViSem=424em (3s)Trigonometry ii) Calculate the length AG. Triangle AEG (below) is right angled. Use Pythagoras’ theorem to calculate the length AG. A Son aom| — Vigo G Hu Gem 6 AG? = AE? + EG? AG? =F + (VIBE AG?=9 +18 A AG = V27am=5.20em (3sf.) Calculate the angle EGA, To calculate angle EGA we use the triangle EGA: en tan G — vi8om OG G 35.3° (Ld.p.) a) Calculate the length HE. D. b) Calculate the length HB. ©) Calculate the angle BHG. 4, Exercise 31.5 pee | ® a) Calculate the length CA. b) Calculate the length CE. Calculate the angle ACE. 3. In the cuboid (right): a) Calculate the length EG. 49 6 b) Calculate the length AG. ©) Calculate the angle AGE.31 Further trigonometry 4, In the cuboid (left) calculate: a) the angle BCE, b) the angle GFH. A Tem 5. The diagram (right) shows a right pyramid where A is vertically above X. a) i) Calculate the length DB. ii) Calculate the angle DAX. b) i) Calculate the angle CED. ii) Calculate the angle DBA. 0 Som ‘The diagram (left) shows a right pyramid where A is vertically above X. a) i) Calculate the length CE. ii) Calculate the angle CAX. b) i) Calculate the angle BDE. ii) Calculate the angle ADB. In this cone (right) the angle YXZ = 60°. Calculate: a) the length XY, b) the length YZ, ¢) the circumference of the base In this cone (left) the angle XZY = 40°. Calculate: a) the length XZ, b) the length XY. One corner of this cuboid has been sliced off along the plane QTU. WU = 4em. a) Calculate the fength of the three sides of the triangle QTU. b) Cafculate the three angles P,Q and Tin 100m triangle POT. ln ©) Calculate the area of ncn triangle POT. van WwTrigonometry Worked example A B le Bem Sem @ The angle between a To calculate the size of the angle between the fine AB and the shaded plane, drop a perpendicular from B. It meets the shaded plane at C. Then join AC. ‘The angle between the fines AB and AC represents the angle between the line AB and the shaded plane. ‘The line AC is the projection of the line AB on the shaded plane. i) Calculate the length EC. First use Pythagoras’ theorem to calculate the length, EG: A B E Zs] _. sem F H Sem cae EG? = EH? + HG? EG? = 245? EG? = 29 EG = Vi cm ‘Now use Pythagoras’ theorem to calculate CE: 4om Am E Boom EC = BG? +. CG EC =(V207 +4 EC =29+16 EC = V45 cm = 6.71cm (3 sf.)31 Further trigonometry Exercise 31.6 1 2 4. Calculate the angle between the line CE and the plane ADHE. To calculate the angle between the line CE and the plane ADHE use the right-angled triangle CED and calculate the angle CED. Sem 445 om Name the projection of each P Q line onto the given plane (right): = u 2) TR onto RSWV b) TR onto PQUT ©) SU onto PORS d) SU onto TUVW g ©) PV onto QRVU #) PVonto RSWV Name the projection of each line onto the given plane (left): a) KM onto NM b) KM onto JKON ¢) KMonto HIML, d) 10 onto HLOK ©) 10 onto IKON £) TO onto LMNO Name the angle between the given line and plane (left): a) PT and PORS: b) PUand PORS c) SV and PSWT d) RT and TUVW e) SU and QRVU 1) PV and PSWT a) Calculate the length BH ia (right). b) Calculate the angle Sei | JF between the line BH Pin and the plane EFGH.Trigonometry a) Calculate the length AG. b) Calculate the angle between the line AG and the plane EFGH. ©) Calculate the angle between the line AG and the plane ADHE. ‘The diagram (right) shows a right pyramid where A is vertically above X. a) Calculate the length BD. b) Calculate the angle between AB and CBED. The diagram (left) shows a right pyramid where U is vertically above X. a) Calculate the length WY. b) Calculate the length UX. c) Calculate the angle between UX and UZY. ABCD and EFGH are square faces lying parallel to each other. Calculate: a) the length DB, b) the length HF, ¢) the vertical height of the object, d) the angle DH makes with the plane ABCD. ABCD and EFGH are square faces lying parallel to each other. Calculate: a) the length AC, b) the length EG, ©) the vertical height of the object, )_ the angle CG makes with the plane EFGH.a1 Further trigonometry Student assessment I 1 8 A 1 Som c a Som =e 9m D @ 2 tem e S n 3 (right), a) db) ©) dy For the square-based right Calculate the size of the obiuse angle marked 6° in the triangle (right). 480m i, For the cuboid (left), calculate: a) the length EG, b) the length BC. J ©) ZBEC. For the quadrilateral alculate: the length JL, ZKIL, the length JM, the area of KLM. pyramid (left), calculate: a) the length BD, M b) ZABD, ©) the area of AABD, 4) the vertical height of the pyramid, Using the triangular prism (left), a) db) ©) dy Student assessment 2 calculate: the length AD, the length AC, the angle AC makes with the plane CDEF, the angle AC makes with the plane ABFE. For the triangle (left), calculate: a) ») ) the length PS, ZORS, the length SR. a) db) e) dy °) f) ‘The cuboid (right) has one of its comers removed to leave a flat triangle BDC. Calculate: length DC, length BC, length DB. ZCBD, the area of ABDC, the angle AC makes with the plane AEHD.Mathematical investigations and ICT @ Numbered balls The balls below start with the number 25 and then subsequent numbered balls are added according to a rule. The process stops when ball number 1 is added. 1. Express in words the rule for generating the sequence of numbered bs 2. What is the longest sequence of balls starting with a number less than 100? 3. Is there a strategy for generating a long sequence? 4. Use your rule to state the longest sequence of balls starting with a number less than 1000. 5. Extend the investigation by having a different term-to-term_ 1 | | rule. This investigation is ba ! | | The legend is as follows: @ Towers of Hanoi ied on an old Vietnamese legend. At the beginning of time Inside the temple stood three giant rods. On one of these ‘emple was created by the Gods. rods, 64 gold discs, all of different diameters, were stacked in descending order of size, ic the largest at the bottom rising to the smallest at the top. Priests at the temple were responsible for moving the discs onto the remaining, two rods until all 64 discs were stacked in the same order on one of the other rods. When this task was completed, time would cease and the world would come to an end. | l | The discs however could only be moved according to certain rules. These were: © Only one disc could be moved at a time. | | | © A disc could only be placed on top of a larger one. ‘The diagram (left) shows the smallest number of moves required to transfer three discs from the rod on the left to the rod on the right. With three dises, the smallest number of moves is seven. ‘What is the smallest number of moves needed for 2 discs? 1 2. What is the smallest number of moves needed for 4 discs? 3. Investigate the smallest number of moves needed to move different numbers of diTopic 6 Methematical investigations and ICT 4. Display the results of your investigation in an ordered table. §. Describe any patterns you see in your results. 6. Predict, from your results, the smallest number of moves needed to move 10 discs, 7. Determine a formula for the smallest number of moves for n discs. 8 Assume the priests have been transferring the dises at the rate of one per second and assume the Earth is approximately 4.54 billion years old (4.54 x 10? years). According to the legend. is the world coming to an end soon? Justily your answer with relevant calculations © ICT activity In this activity you will need to use a graphics calculator to investigate the relationship between different trigonometric ratios Note that this activity goes beyond the syllabus by considering angles greater than 180°. 1. a) Using the calculator, plot the graph of y = sinx for OP 4) DE = ©) BA Lh i) AE os g) DA > h) CA > i) DB Bada b)b oe ad ee f) -b 8) ~€ h) -d i) -a 3. Draw and label the following vectors on a square grid: oe peseaey 3 6 6) b=(Matrices and transformations A Worked example Exercise 32.2 Vectors can be added together and represented diagrammatically as shown (lel), ‘The translation represented by a followed by b can be written QC) “(3 i) Drawa diagram to represent a — b, where b= (a) + (-b). Calculate the vector represented by a ~ b. 2)_ 2). ’) 5} \-2) ~ \7, In the following questions. a 2) ‘—4) 3 . () b=( ) (3) a-(5) 1. Draw vector diagrams to represent the following: a) ath b) b+a c)atd d)d+a e) b+e fheth 2. What conclusions can you draw from your answers to question 1 above? 3. Draw vector diagrams to represent the followin; a) be b) d-a ©) ~a-e date-b e)d-c-b — f) -et+b+d 4. Represent each of the vectors in question 3 by a single column vector. © Multiplying a vector by a scalar Look at the two vectors in the o-() mn2(.)-()32 Vectors 2 Worked example a= CL 4}: exptess the vectors, e, d and e in terms of a, a c= dala () w-(3) (4) Hy 2 4) 2) > «=() » (=) . ( Represent each of the following as a single column vector: a) 2a b) 3b c) ce — dy a tb ce) b~e f) 3e-a g) 2h—a h) }a—b)i) 2a-3e wf s(t) eC) Express each of the following vectors in terms of a,b and e: oe of) ef) 9)Matrices and transformations Worked examples Exercise 32.4 © The magnitude of a vector ‘The magnitude or size of a vector is represented by its length, i.e. the longer the length, the greater the magnitude. The ; > > magnitude of a vector a or AB is denoted by lal or ABI respectively and is calculated using Pythagoras’ theorem. 3) 2 /-6 * () ae ) c a) Represent both of the above vectors diagramatically. b) i) Calculate lal. lal = VFA) =VB=5 ii) Calculate BCI 4 —> IBC = V=6y +8 CZCCCCENG| = Vi00 = 10 1. Calculate the magnitude of the vectors shown below. Give your answers correct to 1 dp. 2 Calculate the magnitude of the following vectors, giving your answers to 1 dp. = > /2\ = a) AB -() b) BC () 0a 4 \s, ~> _/- = = 4) DE “(3 e) 2AB 1) -B 3 “a) (9) 1 8) Calculate the magnitude of the following, giving your answers to 1 dip. a)atb b) 2a—b o) b= 4) 2e+3b e) 2h—3a f) a+%b—e32 Vectors Exercise 32.5 Worked example © Position vectors ‘Sometimes a vector is fixed in position relative to a specific point. In the diagram (left), the position vector of A relative to onl) 1. Give the position vectors of A, B, C.D, E, F, Gand H relative to O in the diagram (below). © Vector geometry In general vectors are not fixed in position. Ifa vector a h specific magnitude and direction, then any other vector wi same magnitude and direction as a can also be labelled a. a the a= () then all the vectors shown in the diagram (left) can also be labelled direction. This property of vectors can be used to solve problems in vector geometry. as they all have the same magnitude and i) Name a vector equal to AD. es BC = AD ny wae ae f f ii) Write BD in terms of BE. | i BD =2BE ] / Express CD in terms of AB. —> 5 CD =BA =-aBMatrices and transformations Exercise 32.6 1. = = . If AG = aand AE = b, express the following in terms of a and b; > — = a) EL b) HE ©) FC — — = 4) DE e) GH 1 @ = s os 2) AL h) GE i) a > by ' |_| — = A Pp 5 2. IfLP = aandLR=b. express the following in terms of a and b: x a) LM b) PO ) PR : > —> = d) MO e) MP f) NP A 8 3. ABCDEF isa regular hexagon. > > IfGA = aand GB = b, express the following in terms of a and b: ~> => —» a) AD b) FE ©) DE F 7 “ 6 “Ss d) AB e) FC EC SS as as 2) BE h) FD i) AE 4 bb, express the following in terms of a E D 2 = = a) AF b) AM °) FM = > > d) FO e) EL ) KE > = . > 2) ON h) AN i) DN aa32 Vectors Exercise 32.7 1. Tis the midpoint of the line PS and R divides the line & QS in the ratio 1:3, as —> PT =aandPO=b. 7 a) Express each of the following. in terms of a and b: ® = i) PS eS ii) OS oa 8 ili) PR wet b) Show that RT = }(2a ~ 3b). L <> > 5 > 2. PM =3LP and ON=3L0 Pi ie. Prove that’ a) the fine PQ is parallel to the line MN, b) the ine MN is four times the length of the line PO. M N Pat 3 PQRS isa parallelogram. The point T divides the line PQ in the ratio 1:3, and U, V and W are the midpoints of SR, PS y and OR respectively. y Ww 3 ard PT =aand PV =b. é + J a) Express each of the following in terms of a and b: — = i) PO ii) SU aoe = ii) PU iv) VX me! b) Show that XR = }(Sa + 2h). 4. ABCis an isosceles triangle. L is the midpoint of BC. 9 M divides the line LA in the ratio 1 : 5, and N divides N AC in the ratio2 — = ‘ il a) BC = pand BA = q. Express the following in terms of pand 4 <2 a» i) LA ii) AN al > b) Show that MN = 3:(46q— Lip).Matrices and transformations Student assessment | 1. Using the diagram (below), describe the following translations using column vectors. a) AB b) DA oA 3 chee] A Ft oh 2. Describe each of the translations shown (left) using column vectors. 3. Using the vectors in question 2, draw diagrams to represent: a)atb b) e-d c) e-e d) 2e+b 2 Zl 2 4 tatetotoving. a=) v=(2) e=(3) Calculate: a)atb — b)e-b —c) 2a+tb_—d) 3-2 Student assessment 2 1. Using the diagram (below), describe the following translations using column vectors. 3 = 3 a) AB b) DA ©) CA oe 2. Describe each of the translations shown (left) using column vectors. 3. Using the vectors in question 2, draw diagrams to represent: ajate b)e-d ec) -e-e ) d) ~b +2032 Vectors 4. In the following, a-(3) o-() Calculate: a)a-e b) b~ (3 ©) 2atb — d) 3e-2a Student assessment 3 > 1. a) Calculate the magnitude of the vector AB shown in the diagram (left), b) Calculate the magnitude of the following vectors: a=() s=(22) «=(3) 2-6) a-(4) (3) Calculate the magnitude of the following, giving your answers to 3 8. 1 a) 3p~2q b) ta Give the position vectors of A, B,C, D and E relative to O for the diagram below. E > 4. a) Name another vector equal to DF in the diagram (left) b) Express DF in terms of BC. =, > ©) Express CF in terms of DE.Matrices and transformations Student assessment 4 —> 1. a) Calculate the magnitude of the vector FG shown in the diagram (left) N b) Calculate the magnitude of each of the following vectors: 1) 12 =-() (3) 6, ~\=3; m e(3) a(S) eC) F o Calculate the magnitude of each of the following, giving your answers to 1 d.p. a) 4p-r b) ja- <> PR =aandPO =b. a) Express the following in terms of a and b: —_ ae _— i) PS ii) SR iii) TO. = b) Show that ST = 7(8a + 7h). 2. Inthe triangle ABC, the point D divides the line AB in the ratio 1: 3, and E divides the line AC also in the ratio 1 => = IfAD = aand AE = b prove that: > a) BC = 4DE, b) BCED isa trapezium. 3. The parallelogram ABCD shows the points P and Q dividing each of the lines AD and DC in the ratio 1:4, = —> a) IfDA =aand DE = bexpress the following in terms of aand by ~ oe i) AC b) i) Find the ratio in which R di )) Find the ratio in which R => > ) CB iii) DB ides DB. ides PQ.32 Vectors Student assessment 6 1. ABCDEFGH is a regular octagon. > > | | AB = a and AFi = b, Express the following vectors in terms ofaand bi = = 2 a) FE b) ED 9 BG Aa 8 5 H c ol D FE = = In the triangle ABC, AB = aand AD = b. D divides the side AC in the ratio 1 : 4nd E is the midpoint of BC. Express the following in terms of a and b: = —> —> a) ac b) BC ©) DE ABD © 3. In the square PORS, Tis the midpoint of the side PO and = — Uis the midpoint of the side SR. PQ = a and P! b. a) Express the following in terms of a and b: = => i) Pr ii) QS = b) Calculate the ratio PV : PU Pp aT Q YI al(33) Matrices A matrix represents another way of writing information. Here the information is written as a rectangular array. For example, two pupils Lea and Pablo sit a maths exam, a science exam and an English exam. Lea scores 73%, 67% and 81% respectively, whilst Pablo scores 64% , 82% and 48% respectively. This can be written as (2 # # la a2 a) A matrix can take any size. 4 1 3) A=(2 6 4 9 1 OJ A size of a matrix is known as its order and is denoted by the number of rows times the number of columns. Therefore the order of matrix A is 3 x 3, whilst the order of matrix Bis 2. 4. Each of the numbers in the matrix is called an element. A 2 x 4 matrix consists of 8 elements. Matrix A and matrix E above are called square matrices as they have the same number of rows and columns. Matrix C is called a row matrix as it consists of only one row, and matrix D is called a column matrix as it consists of only one column, Therefore, for any matrix of order m x mn: @ mis the number of rows, @ vis the number of columns, © ifm =n, itis.a square matrix, eitm . itis a row mati © ifn = 1, itis a column matrix Exercise 33.1 1. Give the order of the following matrices: a) 903 b) fa avers) Q-t724 0 °) 1 12) dg 214 -3) re)? 6793 12 9 10 as16 1 2-6) 7328 933 Matrices 2 3. 4. Hi °) 4\ F=6 6 8 4 2) Write matrices of the following orders: a) 3x2 b) 2x3 oe) 4x1 a ixd e) 4x4 f) 2x2 A small factory produces televisions and videos. In 2008 it ‘manufactured 6500 televisions and 900 videos. In 2009 it made 7200 televisions and 1100 videos, and in 2010 it made 7300 televisions and 1040 videos. Write this information in a 3.x 2 matrix. A shop selling beds records the number and type of beds it sells over a three-week period. In the first week it sells three cots, four single beds, two double beds and one king-size bed. In the second week it sells only six single beds and two double beds. In the third week it sells one cot, three single beds and two king-size beds, Write this information asa 3. 4 matrix. A shoe shop sells shoes for gitls, boys, ladies and gentlemen. One Saturday it sells cight pairs of girls’ shoes, six pairs of boys’ shoes, nine paits of ladies’ shoes and three pairs of men's shoes. Write this information as a row matrix, Four students sit two tests. Carlos achieved 37% in the first, test and 49% in the second, Cristina achieved 74% in the first test and 58% in the second. Ali got 76% in the first test, and 62% in the second. Helena got 89% in the first test and 56% in the second. Write this information ina 4 X 2 matrix, ‘The pie charts below show the nationalities of students at three different schools A, B and C. BA English L Portuguese other oun avioan — EE rrenen Write this information as a matrix.‘Matrices and transformations 3 3 g 5 ‘The graph below shows the number of units sold by a computer manufacturer for each quarter of the years 2008, 2009 and 2010. Represent this information as a matrix. Istquarter 2nd quarter ard quarter 4th quarter 9, ‘The percentage of pupils achieving each of the pass grades in a maths exam for the years 2008, 2009 and 2010 is shown below. 2008 2009 2010 8 Represent this information as a matrix. 10. Collect some data of your own, either from newspapers, books or from your own surveys, and write it as a matrix.33 Matrices @ Addition and subtraction of matrices Worked examples a) A music store sells music through its website in three formats: records, CDs and mp3s. It also sells the following types of music: classical, rock/pop and hip-hop. It records the number of each type and format sold on two consecutive Saturdays. The results of this are presented in the matrices below: Ist Saturday 2nd Saturday z z Be Ba a 5 o 2 0 2 6 € 2o F Classical ‘28 14 46% Classical ‘24 10 51 Rock/pop (56 91 1 Rock/pop (35. 82 24 Hip-hop \17 5 7 Hip-hop \1is 8 6. i) Calculate the total number of records sold on the Ist Saturday Records = 28 + 56 +17 = 101 ii) Calculate the total sales of hip-hop on the 2nd Saturday. Hip-hop = 15+8+6 29 iii) Calculate the total sales of each type of music and format. Express your answer as a matrix. 28 14 46\ /24 10 S1\ (52 24 97 6 91 1S}+{35 82 24])=[91 173 39 wos 7) \s 8 6/ \2 2B 13 To add matrices together they must be of the same order. Corresponding elements are then added together. b) A shop sells shoes for both adults and children. Matrix A below shows how many of each type it has in stock. Matrix B shows the number of each type it sells in a particular week. A 2 2 S32 Child (6 42 Child (3 a Adult (111 154, Adult \19 28,Matrices and transformations i) Calculate how many shoes the shop has in stock at the start of the week Total stock = 65 +42 + 111 + 154 an ii) Calculate the number of shoes the shop sells over the week to females. Total female sales Calculate the number of each type of shoe still in stock at the end of the week. Give your answer as a matrix. (6 “)-(3 21) _ (3 2) lint 154 (19 28) ~ \92 126, ‘To subtract matrices from each other, they also need to be of the same order. Corresponding elements are then subtracted from each other Exercise 33.2 1. Add the following matrices: °F dC 9) by (0 1 3\,/9 2 2 (v2 15 dG 20 a) of fis 3 + 0 12, 6 dQ (-4 7 8) fA 6 9 0 -5 12}+/2 -8 6 1 3 6 \to7s5 e) (-1 -1 1)+(-2 2 -2) 1) ( 1) 8 -8 9 -s}+[ 6 3 4 ‘) (3 } 2. Subtract the following matrices: a) ( $- 3 2) 7 s}"\6 5 a2 2 a. 7 10 6 5s 7 2) \3 5 0, °) ‘{ went Hh 8 4 5 Bi enn 412 6 4 7 9,33 Matrices 4 (73 -2)-(Go “) hy 6 -8 /9 (-5 ‘)-[< 9 -6/ \ Four matrices are given below: Ej Me 8 4) / 8 -4| \ 2 cy Calculate the following: a) A+B b) B+A AC d)D+A e) B-C f) D-C 2) A-C h)A+D-B_ i) B+D-A ‘Three teams compete in a two-day athletics competition, On day 1, team A won two gold medals, three silver medals and one bronze medal. Team B won three gold. one silver and four bronze medals. Team C won three gold medals, four silver medals and three bronze medals. On day 2, team A.won five gold medals, one silver medal and one bronze medal. Team B won one gold, four silver and three bronze medals and team C won one gold, two silver and three bronze medals, a) Write this information down in two matrices. 'b) What was the total number of races over the two days? ©) Write down a matrix to represent the total number of each medal won by each team for the whole competition. A shop selling clothes keeps a record of its stock. Matrix A below shows the number and type of shirts and dresses it has in stock at the start of the we B shows the number and type of shirts and dresses it has at the end of the week. A B aA a 4 Child (265 33) Child (2 ma) Adult \140 132, Adult \121 68) a) Calculate the total number of dresses at the start of the week. b) Write the matrix which shows the number of each type sold over the week. cc) What is the total number of shirts and dresses sold over the whole week?Matrices and transformations Worked example Exercise 33.3 Worked examples © Multiplying matrices by a scalar quantity ‘Two children A and B record the number of hours of television and DVDs they watch over the period of one week. This, information is represented in the matrix below. AB pvps (i 5) The following week, both children watch twice as many hours of TV and DVDs as the first week. Write a second matrix to show the number of hours of TV and DVDs they watch in the second week. 8 $) 7 (8 12) afi 2 \8 4) In the third week they watch half as many hours of TV and DVDs as they did in the first week. Write another matrix to show the number of hours of TV and DVDs they watched in the third week. tis 6\_ (4 3) 24 2)" \2 1 When multiplying a matrix by a scalar quantity, each element in the matrix is multiplied by that quantity. Evaluate the following: saded m0 3 ot ot 4) oC) 9 asf 2 a) + 2) b) 42 ; °) x4 a) d) a a0) 9 Ha b 3a 7 Ai w) ai a) © Multiplying a matrix by another matrix a) Paula and Gregori have a choice of shopping at one of two supermarkets, X and Y. The first matrix below shows the {ype and quantity of certain foods they both wish to buy and the second matrix shows the cost of the items (in cents) at each of the supermarkets.33 Matrices b) ais gis g3f s 328 58s Oo & x Y Paula ( 4 5) 120 110\ Cereal packets Gregori (1 7. 3) 55 60) Loaves of bread 35 Potatoes (ka) Calculate their shopping bill for these items at each supermarket and decide where they should buy their food. ‘The shopping bill for each can be calculated by multiplying the two matrices together. Paula = (2X 120) + (4 X55) + (5 X35 Paula = (2X 110) + (4X 60) + (5 X 30) Gregori at X = (1% 120) + (7 x 55) + (3 x 35) Gregori at Y= (1X 110) + (7 60) + (3 X 30) 635 610 610 620 ‘This can also be written as a matrix: x oY Paula (es 610) Gregori \610 620) hould therefore shop at ¥ and Gregori at X Multiplying matrices together involves multiplying the elements in the rows of the first matrix by the elements in the columns of the second matrix. ‘6 3 2 4 2 a|x(? 4 ( ‘ G 3) (X2I4+3X1) (6X4+EX3)) fis 33) @xX2I+4X1) 2x4) +(4X3)}=( 8 20) Ox27+ax1) Ox4+ax3) (1 3 Note: Not all matrices can be multiplied together. For mairices to be multiplied together, the number of columns in the first must be equal to the number of rows in the second This can be seen clearly if their orders are considered. ex G26 Gs 7 2 0, Order: 2X3 °° 3X3 =2x3 For multiplication to be possible, the two middle numbers (in bold) must be the same. The result will be a matrix of the order of the outer two numbers (i.2 * 3)Matrices and transformations Exercise 33.4 Exercise 33.5 Multiply the following pairs of matrices (remember row by column): oe s)0 3) > EdGs) Sanh | Oe ( ie 2) % a) 31 G44! " 72 L 32) -1 v-(33) 2) RB yi(46 1 = J 2 -3, 5 z V=@-5 92) 4 3 6S ) v3) 5. 3-3 6! 3-2 5 #8 i 2-21 v (5 43 ’) Wel a 2 0 In general if matrix A is multiplied by matrix B then this is not the same as matrix B multiplied by matrix A. ie, AXB4BXA However there are some excey33 Matrices Exercise 33.6 Worked examples © The identity matrix ‘The matrix (39) isknown asthe i The identity matrix is always represented by I. In the following calculate, where possible, AT and IA. wag) 2ae(3) 3 a-(_3 8) sa-(ig : 24 ae Le ja -3 & A=(S -6) 6 a=(5 4 1 4 7. What conclusions can you make about Allin each case? 8. What conclusi isa 22 matrix? an you make about AT and TA where A @ The zero matrix A matrix in which all the ek matrix. Multiplying a matri (3 de d=G 9 led a zero sa zero matrix. ments are zero by a zero matri @ The determinant of a 2 x 2 matrix (G 3 ing a) Find the determinant IRI of matrix Rif R The product of the elements in the le diagonal = 4 x 5 = 20. The product of the elements in the secondary diagonal = 2x 3 = 6. 20-6 4 3 2 = by s=( {)-eateuate isl ‘The product of the elements in the leading diagonal = 3 x 1 ‘The product of the elements in the secondary diagonal = —4 x 2= 8. isi=3-(-8) =uMatrices and transformations Exercise 33.7 Calculate the determinant of each of the matrices in questions 1~3. “Ep GY 6 “Gs * G3) °C) °G °6 ai eh meee (4 928 4, Write two matrices with a determinant of 5. 5. Write two matrices with a determinant of 0, 6 Write two matrices with a determinant of ~7. 1 a=(¢ 3) B (3 3) c-(33 Fl 3 8 \-4 4, 2-6 Calculate: a) IA+BI b) IA-€1 ©) 1C-BI d) IAC) e) BAL f) RBC a) BA—2BI h) 2CBI i) B+C-Al @ The inverse of a matrix 5 - Consider the two matrices (5 3) and(_5 3) eC i 5 (3 a) a Sno 2 OL The product of these two matrices gives the identity matrix. was(? 3) ten Known as the i and is written as A~*. Finding the inverse of a matrix can be done in two ways: by simultaneous equations. and by use of a formula.Matrices 6 s). Worked example Find the inverse ot(8 3 (32 JC a) ‘Simultaneous equations 6w + 8x1 a 2w +3 =0 Q) Multiplying eq.(2) by 3 and subtracting it from eg.(1) gives 6w + 8y= 1 6 + Ox =x=1 therefore x = —1 Substituting x = ~1 into eq.(1) gives: therefore w = LS QB) @) 1g €q.(4) by 3 and subtracting it from eq.(3) gives: therefore z = 3 Substituting z = 3 into eq.(4) gives: 2y+9=1 2y=-8 therefore y = —4 5 6 8)_(15 -4) Theimerseof(§ SJ) = (45 ~4) Use of a formula ua=(" x Note:wz-ay=IAl so =Matrices and transformations Exercise 33.8 1. Using simultaneous equations find the inverse of each of the following, matrices: G9 *( 9 83 mE (0 3) °(% 4) 2. Using the formula find the inverse of the matrices in question 1, if possible. 3. Explain why (f) in question 1 above has no inverse. 4. Which of the following four matrices have no inverse? _(6 8 a( ) =( 615 c-(§ 3) 5. 3 4) 7 9 —4 8 Calculate the following: a) L b) 7 @) (MN)! ec) (NM) Student assessment | 1. Calculate the following: CS yea” ( -‘}e(-5 -| 9 1, 1 4, (5 aba) ° ( 3)-(2 - 0 7) me 2, ot a) Of33 Matrices 2. Multiply the following matrices: "Sea 47, * a=(5 5) 8=(<$ 4) Calculate: a) Al b)IA+ Bl c)IB- Ald) DBAL *x-( 3) v6 9) Calculate: a)X-! bY!) (KY)! a) (¥-X)t Student assessment 2 L e the following 6),(0 7) ) 77 1 4 6 ot 3) ( 3}(4 3) 4-2) \ a -3 -2)_(3 5) M/s -6 / 2 -7 ded Of 3 (35 4 3) | 6 e) fl 4 -1 f) 3 = (8 a0 3 2. Multiply the following matrices: Yl. Vy 4)» 6 4 2\2 @ -3 5 2 (2389) (2 Calculate: a) Al b)IA~Bi c)IB~ Ald) BABI * x=(5 9) ¥=( 5) aX! by Y¥# (X= Yd) (YX)Transformations Worked examples ‘An object undergoing a transformation changes in either position or shape. In its simplest form this change can occur as a result of either a reflection, rotation, translation or enlargement. If an object undergoes a transformation, then its new position or shape is known as the image © Reflection Ifan object is reflected it undergoes a “Ilip” movement about a dashed (broken) line known as the mirror line, as shown in the diagram. ‘objoot 1 image “ino A point on the object and its equivalent point on the image are equidistant from the mirror line. This distance is measured at right angles to the mirror line. The line joining the point to its image is perpendicular to the mirror line. The position of the mirror line is essential when describing reflection. At times its equation as well as its position will be required, 18) Find the equation of the mirror line in the reflection given in the diagram (left). Here the mirror line is the x-axis, The equation of the mirror line is therefore y = 0. b) A reflection is shown below. i) Draw the position of the mirror line.34 Transformations ii) Give the equation of the mirror line. Equation of mirror line: y =x + 1. Exercise 34.1 Copy cach of the following diagrams, the a). draw the position of the mirror line(s), b) give the equation of the mirror line(s). F 2 aMatrices and transformations Exercise 34.2 In questions 1 and 2, copy each diagram four times and reflect the abject in each of the lines given. 1. a) x=2 2 a) x= dy by oy oy ad) x= 3. Copy the diagram (right), and reflect the triangles in the following lines: © Rotation If an object is rotated it undergoes a “turning” movement about a specific point known as the centre of rotation. When describing a rotation itis necessary to identify not only the position of the centre of rotation, but also the angle and direction of the turn, as shown in the diagram, object rotation is 90" ina Clockwise direction contre of rotation, image34 Transformations Exercise 34.3 In the following, the object and centre of rotation have both ——————_ been given. Copy each diagram and draw the object’s image under the stated rotation about the marked point. 2 3 rotation 180° Folation 20° clockwise rotation 90" clockwise about @, 2) rotation 90° clockwise rotation 90° anti-clockwise howe), ‘about (0,0) Exercise 34.4 In the following, the object (unshaded) and image (shaded) ~~ have been drawn. Copy each diagram. a) Mark the centre of rotation. b) Calculate the angle and direction of rotation. 2 3Matrices and transformations As discussed earlier, to describe a rotation, three pieces of information need to be given. These are the centre of rotation, the angle of rotation and the direction of rotation. Finding the centre and angle of rotation Worked example Consider the triangle ABC and its new position A’B'C’ after A 8 being rotated. i) Find the centre of rotation. The centre of rotation is found in the following way: ¢ Join a point on the object to its corresponding point on the image. e.g. AA. a Find the perpendicular biseetor of this line. aw © Repeat this for another pair of points, e.g. BB’. e Where the two perpendicular bisectors meet gives the centre of rotation O. ii) Find the angle and direction of rotation. Angle of rotation = 90° in a clockwise direction A B a34 Transformations Exercise 34.5 For each of questions 14, draw two identical shapes in ~~~ approximately the same positions as shown. For each pair, assuming the left or upper shape is the initial object, find: a) the centre of rotation, b) the angle and direction of rotation. Check the accuracy of your results using tracing paper. yi 5. Draw a shape of your choice then draw its image after undergoing a rotation of 60” in a clockwise direction. Mark the centre of rotation. Draw a shape of your choice then draw its image after undergoing a rotation of 240°. Mark on the centre of rotation.Matrices and transformations @ Translation Tf.an object is translated, it undergoes a ‘straight sliding” movement. When describing a translation itis necessary to give the translation vector. As no rotation is involved, each point on the object moves in the same way to its corresponding point on the image, e.g. () ‘Vector = Vector = 3) 5 Exercise 34.6 In the following diagrams, object A has been translated to each of images B and C. Give the translation vectors in each case. 1 234 Transformations Exercise 34.7 Copy each of the following diagrams and draw the object. ‘Translate the object by the vector given in each case and draw the image in its position, (Note that a bigger grid than the one shown may be needed.) 2. veaor=(“$) veeww=(_°) @ Enlargement Ifan object is enlarged, the result is an image which is mathematically similar to the object but of a different size. The image can be either larger or smaller than the original object. ‘When describing an enlargement wo pieces of information need to be given, the position of the centre of enlargement and the scale factor of enlargement.Matrices and transformations Worked examples a) In the diagram below, triangle ABC is enlarged to form triangle A'B'C. i) Find the centre of enlargement. ‘The centre of enlargement is found by joining corresponding points on the object and image with a straight line. These lines are then extended until they meet. The point at which they meet is the centre of enlargement O. ii) Calculate the scale factor of enlargement. ‘The scale factor of enlargement can be calculated in one of two ways. From the diagram above it can be seen that the distance OA’ is twice the distance OA. Similarly OC’ and OB' are both twice OC and OB respectively, hence the scale factor of enlargement is 2. Alternatively the scale factor can be found by considering the ratio of the length of a side on the image to the length of the corresponding side on the object. ie. AB _ 12 AB 6? Hence the scale factor of enlargement is 2.Transformations b) In the diagram below, the rectangle ABCD undergoes a transformation to form rectangle A'B'C'D'. i) Find the centre of enlargement. By joining corresponding points on both the object and the image the centre of enlargement is found at O. ii) Calculate the scale factor of enlargement. api ‘The scale factor of enlargement = ——— = = = = AB 6 2 Note: If the scale factor of enlargement is greater than 1, then the image is larger than the object. If the scale factor lies between 0 and 1, then the resulting image is smaller than the object. In these cases, although the image is smaller than the object, the transformation is still known as an enlargement.Matrices and transformations Exercise 34.8 Copy the following diagrams and find: —————— a). the centre of enlargement, b) the scale factor of enlargement. 234 Transformations Exercise 34.9 Copy the following diagrams and enlarge the objects by the ———_— scale factor given and from the centre of enlargement shown Grids larger than those shown may be needed. 1 2. scale factor 2 ‘scale factor 2 ‘scale factor 3 scale factor 5 © Negative englargement The diagram below shows an example of negative enlargement. ‘scale factor of enlargement is —2 ‘With negative enlargement each point and its image are on ‘opposite sides of the centre of enlargement. The scale factor of enlargement is calculated in the same way, remembering, however, to write a ‘—’ sign before the numberMatrices and transformations Exercise 34.10 1. Copy the following diagram and then calculate the scale factor of enlargement and show the position of the centre ‘of enlargement. 2. The scale factor of enlargement and centre of enlargement are both given, Copy and complete the diagram. ‘scale factor of enlargement is ~2.5 3. The are both given, Copy and complete the diagram. factor of enlargement and centre of enlargement ‘scale factor of enlargement is —234 Transformations 4. Copy the following diagram and then calculate the scale factor of enlargement and show the position of the centre of enlargement, An object and part of its image under enfargement are given in the diagram below. Copy the diagram and complete the image. Also find the centre of enlargement and calculate the scale factor of enlargement. 6. In the diagram below, part of an object in the shape of a quadrilateral and its image under enlargement are drawn, Copy and complete the diagram, Also find the centre of largement and calculate the scale factor of enlargement.Matrices and transformations Worked example Exercise 34.11 @ Combinations of transformations An object need not be subjected to just one type of transformation, It can undergo a succession of different transformations, A triangle ABC maps onto A’B'C! after an enlargement of scale factor 3 from the centre of enlargement (0, 7), A'B'C' is then mapped onto A"B"C" by a reflection in the fine x = 1 i) Draw and label the image A'B'C'. i) Draw and label the image A"B'C”. In cach of the following questions, copy the diagram, After each transformation, draw the image on the same grid and label it clearly. 1. The square ABCD is mapped onto 2. The rectangle ABCD is mapped onto A'B'C'D by a reflection in the line y = 3. A\B'C'D' by an enlargement of scale factor A'B'C'D' then maps onto A"B"C"D" a 2 with its centre at (0,5). A'B’C'D' then a result of a 90° rotation in a clockwise maps onto A"B'C"D" as aresult ofa direction about the point (—2.5). reflection in the line y = —x + 7. 4 w34 Transformations @ Transformations and matrices A transformation can be represented by a matrix. Worked example i) Express the vertices of the trapezium PQRS in the form of a matrix. ” BHO Ro e 1 2 Find the coordinates of the vertices of its image if PORS undergoes a transformation by the matrix 8 : P OR Ss (6 ta bb a ag) ii) Plot the object PORS and its image P'OR'S’Matrices and transformations Exercise 34.12 8 a) Draw the image of In questions 1~6, transform the object shown in the diagram below by the matrix given. Draw a diagram for each transformation, and plot both the object and its image on the same grid. 4. Transformati $8. Transformation matrix is -2 o/ 6 ‘Transformation matrixia( 3 2) 7. Describe in geometrical terms each of the transformations in questions 1-6. angle XYZ-under the transformation t ( 73 9) matrix “5! Label it X'Y'Z' y34 Transformations 9. 10. ») i) by 9) 3) °) b) °) °) Calculate the area of triangle XYZ. Calculate the area of triangle X°Y'Z! Calculate the area scale factor. Calculate the determinant of the transformation matrix, Draw the image of rectangle PORS under the 15 0 ) o 15 transformation matrix ( Label it P'O'R'S'. Calculate the area of PORS. Calculate the area of P'O'R'S'. Calculate the area scale factor. Calculate the determinant of the transformation matrix, Draw the image of ABC under the transformation ._ (0 ae natie(2, ~25), Label it A'B'C’, Calculate the area of ABC. Calculate the area of A’B'C’ Calculate the area scale factor. Calculate the determinant of the transformation matrix,Matrices and transformations @ Transformations and inverse matrices If an object is transformed by a matrix A, then the inverse matrix A~ gives the inverse transformation, ic. it maps the 1age back onto the object. 0 -2 Worked example i) The matrix ( > i) maps APOR onto AP'Q'R’. Draw the image P'O'R’. P QR Po oQR (° 23 1 9)-(=4 -4 2) 2 oh 22 -1)"\-4 20 Calculate the area of AP'Q'R'. Area of APOR = 4.5 units* ‘The determinant of the transformation matrix is 4. As the determinant is numerically equal to the area factor the area factor is also 4. Area of AP'OR' = 4x45 Calculate the matrix which maps AP’Q’R! 18 units? ack onto APOR. This is calculated by finding the inverse of the ‘transformation matrix. ( or 1 2 0 0x 0—2x(-2) =i(2 o)=(os 0°) Exercise 34.13 1. a) Onasrid, draw a quadrilateral of your choice and label its vertices P,Q, R and S. b) Draw its image under the transformation of the matrix (3 ~2) and label the vertices PO'R'S! ¢) What matrix maps P'Q'R'S' onto PQRS?34 Transformations 2 6 a) Onaegrid, draw a triangle of your choice and label its vertices A, B and C. b) Draw its image under the transformation of the matrix -1 oO ‘ 0-1} and label the vertices A'B'C’. What matrix maps AA'B'C' onto AABC? Ona grid, draw a kite of your choice and label its vertices A, B, Cand D. b) Draw its image under the transformation of the matrix 0 15) =15 0°} and label the vertices A'B'C'D! cc) What matrix maps A'B'C'D' onto ABCD? a) Onagrid, draw a square of your choice and label its vertices W, X, Y and Z. b) Draw its image under the transformation of the matrix -05 0 oO OS ©) What matrix maps W'X'Y'Z' onto WXYZ? and label the vertices W'X'Y'Z" soxceles triangle of your choice and label its vertices L, M and N. 25° 0 0 -25 ) and label the vertices L'M'N’. cc) What matrix maps AL'M’N’ onto ALMN? a) Ona grid, draw a square of your choice and label its vertices A, B, C and D. b) Draw its image under the transformation of the matrix -1 v3) and label its vertices A'B'C'D fo) ) What matrix maps A'B'C'D'onto ABCD? @ Combinations of transformations ‘An object can be transformed by a series of tr matrices. These matrices can be replaced by a sformation ingle matrix which maps the original object onto the final image.Matrices and transformations _{-1 0) p_(2 0 Worked example a-( ; S) Be (2 3) i) The triangle ABC is mapped onto A'B'C’ under the transformation of matrix A. Draw and label the position of A’B'C’ AB C A’ OB (% So 2 G)-(% 2) A'B'C’ is mapped onto A"B"C” under the transformation of matrix B, Draw and label the position of A A’ BC A B & (G23 3 4)-(% 3 -) iii) Find the matrix which maps ABC onto A"B'C". ABC undergoes a transformation firstly by matrix A and then by matrix B. The matrix which maps ABC directly onto A'B"C" is given by BA, ie. (6 3 -)-(" 4) onto ABC. iv) Find the matrix which maps A"B This is the inverse of the matrix which maps ABC onto A'B'34 Transformations Exercise 34.14 1. 2 Sle (9 1) Bele Triangle XYZ is mapped onto X'Y'Z' under the transformation of matrix A. Triangle X'Y'Z’ is subsequently mapped onto triangle X"Y"Z" under the transformation of matrix B. a) Copy the mof X'Y'Z'. ram below and plot the p vy Y, s Describe the transformation given by matrix A. Plot the position of X"¥"Z" Describe the transformation given by matrix B. Find the matrix which maps XYZ directly onto syize £) Find the matrix which maps X"¥"Z" directly onto XYZ. (2 0 0-1 ae(5 3) 8-(2 -) Quadrilateral JKLM is mapped onto J'K'L'M’ under the transformation of matrix A. J'K'L'M’ is subsequently mapped onto J"K"L"M" under the transformation of matrix B. Shee a) Copy the diagram below and plot the position of JK'LM'.Matrices and transformations 3 b) Describe the transformation given by matrix A. c) Plot the position of J"K*L"M", d)_ Describe the transformation given by matrix B. ¢) Find the matrix which maps JKLM directly onto J'K'L"M". {) Find the matrix which maps J"K"L"M ‘directly onto JKLM. The vertices of a triangle ABC are given by the coordinates AG, 2), B(0, 4) and C(5, 3). Triangle ABC is mapped onto triangle A'B'C’, the coordinates of its vertices being, 2) a) Find the matrix which maps ABC onto A'B'C’ 3,2) B'(-6,0) and Cc b) Find the matrix which maps A'B'C' onto ABC. ‘The coordinates of the vertices of a square ABCD alter two transformations are as follows: PG.-1) Q(4,-2) RG. 3) S(2,-2) P(-3.1) O'(-4,2) —- R(-3,3)_ $'(-2,2) P'(-1,3) Q"-2,4) R"(-3,3) $"(-2.2) a) Find the matrix which maps PORS onto P'O'R'S’. b)_ Find the matrix which maps P'Q'R'S’ onto P"Q"R'"S" ©) Find the single matrix which maps PORS onto P'O"R'S". With the aid of a diagram if necessary 4d) Describe the transformation which maps PQRS onto POR's'. €) Describe the transformation which maps P'Q'R'S' onto ‘Q'R's". £) Describe the single transformation which maps PORS onto P*Q"R"S” ig34 Transformations Student assessment I 1. Copy the diagram below, which shows an 2, The triangle ABC is mapped onto triangle ‘object and its reflected image. A'B'C’ by a rotation (below). a) Draw on your diagram the position of a)_Find the coordinates of the centre of ‘the mirror line. rotation. b) Find the equation of the mirror fine. b). Give the angle and direction of rotation, w w 3. Write down the column vector of the 4, Enlarge the triangle below by a seale factor translation which maps: 2 and from the centre of enlargement O. a) rectangle A to rectangle B, b) rectangle B to rectangle C.Matrices and transformations Student assessment 2 1. Copy the diagram (lef). a) Draw in the mirror line with equation y = b) Reflect the object in the mirror line, 2 Draw a triangle ABC and a triangle A’B'C' in positions similar to those shown (below). a) Find, by construction, the centre of the rotation which maps AABC onto AA'B'C'. ‘b) Calculate the angle and direction of the rotation. 3. Write down the column vector of the translation which maps: a) triangle A to triangle B, b) triangle B to triangle C. 4. Enlarge the rectangle below by a scale factor 1.5 and from the centre of enlargement O.34 Transformations Student assessment 3 1. An object ABCD and its image A'B'C'D' are shown below. a) Find the position of the centre of enlargement. b) Catculate the scale factor of enfargement. De 2 The square ABCD is mapped onto A’B'C'D’. A'B'C'D is, subsequently mapped onto A"B"C"D". a) Describe in full the transformation which maps ABCD onto A'B'C'D' b) Describe in full the transformation which maps A'B'C'D' onto A"B'C'D* 3. Square ABCD is mapped onto square A'B'C'D'. Square A’B'C'D is subsequently mapped onto square A"B'C'D" a) Describe fully the transformation which maps ABCD onto A'B'C’D' b) Describe fully the transformation which maps A'BICD' onto A"B'C'D"Matrices and transformations 4, The triangle IKL (below) is mapped onto triangle J'K’L' by . o -1 the matrix (_? 1) AKL’ is subsequently mapped onto AI"K"L" by the natie( 2 2) -1 of a) Copy the grid (above), and draw and label the position of RL b) On the same axes, draw and label the position of J" K"L" ©) Calculate the matrix which maps JKL directly onto J" K"L" 5. The quadrilateral PORS is mapped onto P'Q'R'S' by the 1S 2.) P'Q'R'S is mapped onto P"Q"R'S" by the matrix (0 4) : a) Copy the of POR b) On the same axes, plot and label the position of PPQUR's" ©) Find the matrix which would map PQRS directly onto PrO'R'S". 4d) Find the matrix which would map P"Q"R'S" direetly onto PORS. id (above), and plot and label the position34 Transformations Student assessment 4 1. An object WXYZ and its image W'X'Y'Z’ are shown below. a) Find the position of the centre of entargement. 'b) Calculate the scale factor of enlargement. 2 The triangle ABC is mapped onto A'B'C’. A'B'C’ is subsequently mapped onto A"B"C’ a) Describe in full the transformation which maps ABC onto A'BIC. }) Describe in full the transformation which maps A'B'C’ onto A"B'C". 3. The triangle POR undergoes a transformation by the -04 0 mini (“O4 8) a) Draw the image of APOR alter the transformation and label its vertices POR b) Calculate the area seale factor from APOR to AP'QR’. ©) Calculate the determinant of the transformation matrix.Mathematical investigations and ICT © A painted cube A3 x3 X 3cm cube is painted on the outside as shown in the left-hand diagram below: The large cube is then cut up into 27 smaller cubes, each ‘Lem x Lem X lcm as shown on the right. 11 X Lem cubes with 3 painted faces are labelled type A. 1X 1X Lem cubes with 2 painted faces are labelled type B. 1 1X Lem cubes with 1 face painted are labelled type C. 1X 1X Lem cubes with no faces painted are labelled type D. J. a) How many of the 27 cubes are type A? 'b) How many of the 27 cubes are type B? ©) How many of the 27 cubes are type C? «) How many of the 27 cubes are type D? 2 Consider a4 x 4 X dem cube cut into 1 1X Lem cubes. How many of the cubes are type A, B,C and D? 3. How many type A, B, Cand D eubes are there when a 10 X 10 X 10 cm cube is cut into 1 X 1X Lem cubes? 4, Generalise for the number of type A, B, Cand D cubes in ann X 1 Xn cube. §. Generalise for the number of type A, B, Cand D cubes ina cuboid / cm long, w em wide and A em high.Topic 7 Mathematical investigations and ICT © Triangle count The diagram below shows an isosceles triangle with a vertical line drawn from its apex to its base. There is a total of 3 triangles in this diagram. Ifa horizontal line is drawn across the triangle, it will look as shown: “There isa total of 6 triangles, in this diagram, When one more horizontal line is added, the number of triangles increases further: » Calculate the total number of triangles in the diagram above with the two inner horizontal lines. 2. Investigate the relationship between the total number of triangles (t) and the number of inner horizontal lines (/). Enter your results in an ordered table. 3. Write an algebraic rule linking the total number of triangles and the number of inner horizontal lines. The triangle (left) has two lines drawn from the apex to the bas There is a total of six triangles in this diagram.Matrices and transformations Ifa horizontal line is drawn through this triangle, the number of triangles increases as shown: 4. Calculate the total number of triangles in the diagram above with two lines from the vertex and one inner horizontal line. 5. Investigate the relationship between the total number of triangles (f) and the number of inner horizontal lines (#) when two fines are drawn from the apex. Enter your results in an ordered table. 6 Write an algebraic rule linking the total number of triangles and the number of inner horizontal fines. @ ICT activity | Using Autograph or another appropriate software package, prepare a help sheet for your revision that demonstrates the addition, subtraction and multiplication of vectors. An example is shown below: Vk Dw = e Y Vector additior (=)Topic 7 Mathematical investigations and ICT @ ICT activity 2 ‘Using Autograph or other appropriate software, investigate the effect of different transformation matrices on an object. 1. Draw an object such as a rectangle or other basic shape. 2. Apply a2 X 2 matrix to the object in the form G 8) 3. By changing the values of a, b,c, and d to ( i) describe the transformation on the original object. 4, Apply each of the following transformation matrices in turn. Describe in geometrical terms each of the transformations: > (4%) » (4 9) oa oO 9 ( 0 4) Prepare a small display of your findings in questions 3and 4 above.Topic +S Tig () Syllabus E81 8.4 Calculate the probability ofa single event as Understand relative frequency es an estimate of 1 either ¢ fraction, decimel or percentage probobiliy. E8.2 E8.5 Undaistand and Use the probability scale from J Calculote the probobility of simple combined 0101 events, using possibilty diagrams ond tree diagrams where eppropriate. E8.3 Understand thot the probability of an event — the probability of he event not ‘occurring. fs ‘occurring = ()Contents Chapter 35 Probebilty (E8.1, E8.2, E8.3, E8.4) Chapter 36 Further probability (E8.5)(3s) Probability Probability is the study of chance, or the likelihood of an event happening. However, because probability is based on chance, what theory predicts does not necessarily happen in practice. ‘A favourable outcome refers to the event in question actu- ally happening, The total number of possible outcomes refers toall the different types of outcome one ean get in a particular situation, In general: number of favourable outcomes Probal lity of an event = total number of equally likely outcomes Ifthe probability Ifthe probability the event is impossible. « the event is certain to happen. If an event can either happen or not happen then: Probability of the event not occurring ~ the probability of the event occurring, Worked examples a) An ordinary, fair dice is rolled. Calculate the probability of getting a six Number of favourable outcomes Total number of possible outcomes (ie. getting a 1,2, 3, 4.5 or 6) Probability of getting a six = } 1 (ie. getting a6) Probability of not getting a six = 1-4= 3 b) An ordinary, fair dice is rolled. Calculate the probability of getting an even number 3 . getting a2, 4 or 6) Total number of possible outcomes = 6 (ie. getting a 1,2,3, 4,5 or 6) Probability of getting an even number i Number of favourable outeome: ©) Thirty students are asked to choose their favourite subject out of Maths, English and Art, The results are shown in the table below: Maths | English | Art A student is chosen at random,35 Probability Exercise 35.1 i) What is the probability that it is a girl? ‘Total number of girls is 16. Probability of choosing a girl is $= % What is the probability that subject is Art? a boy whose favourite Number of boys whose favourite subject is Artis 6 1 Probability is therefore $ iii) What is the probability of not choosing a girl whose favourite subject is English? ‘There are two ways of approaching this: Method 1: Total number of students who are not girls whos favourite subject is English is 7 +5 +5-+3 +6 = 26 ‘Therefore probability is 3 Method 2: Total number of girls whose favourite subject is English is. Probability of choosing a girl whose favourite subject is English is +. ‘Therefore the probability of not choosing a girl whose favourite subject is English is: 4% 1-39 = 59 = 15 5 The likelihood ofan event such as ‘you will play sport tomorrow’ will vary from person to person, Therefore, the probabi probabil of the event is not constant. However, the of some events, such as the result of throwing dice, spinning a coin or dealing cards, can be found by experiment or calculation. A probability scale goes trom 0 to 1. impossible unlikely evens likly certain 2 ($$ 0 % 1 Copy the probability scale above Mark on the probability scale the probability that a) a day chosen at random is a Saturday. b) coin will show tails when spun, ©). the sun will rise tomorrow, d)awoman will run a marathon in two hours, €) the next car you see will be silver. Express your answers to question 1 as fractions, decimals and percentages.Probability Exercise 35.2 1 2. 3 6. 7. Calculate the theoretical probability, when rolling an ordinary, fair dice, of getting each of the following: a) ascore of 1 b) ascore of 2,3,4, 5 0r 6 ©) an odd number d) ascore less than 6 ©) ascore of 7 f) ascore less than 7 a) Calculate the probability of: i) being born on a Wednesday, ii) not being born on a Wednesday. b) Explain the result of adding the answers to a) i) and i) together. 250 balls are numbered from 1 to 250 and placed in a box. A ball is picked at random. Find the probability of picking a ball with: a) the number L b) an even number ©) athree-digit number — d) a number less than 300 Ina class there are 25 girls and 15 boys. The teacher takes in alf of their books in a random order. Calculate the probability that the teacher will: a) mark a book belonging to a girl first, b) mark a book belonging to a boy Tiles, each lettered with one different letter of the alphabet, are put into a bag. [fone tile is taken out at random, calculate the probability that it is a) an A orP b) a vowel ©) consonant d) anX, Yor Z €) alletter in your first name. A boy was late for schoo! 5 times in the previous 30 school days. IE tomorrow is a school day, calculate the probability that he will arrive late. a) Three red, 10 white, 5 blue and 2 green counters are put into a bag. If one is picked at random, calculate the probability that itis i) agreen counter ii) a blue counter. b) Ifthe first counter taken out is green and it is not put back into the bag, calculate the probability that the second counter picked is: i) agreencounter ii) a red counter ‘A circular spinner has the numbers 0 to 36 equally spaced around its edge. Assuming that it is unbiased, calculate the probability on spinning it of gettin, a) the number 5 b) not ©) an odd number d) zero cc) anumber greater than 15. f) a multiple of 3 2) a multiple of 3 or 5 fh) a prime number.35 Probability 9. The letters R, Cand A can be combined in several different ways a) Write the letters in as many different orders as possible. Ifa computer writes these three letters at random, calculate the probability that: 1b) the letters will be written in alphabetical order, ©) the lelter R is written before both the letters A and C, d) the letter Cis written after the letter A, ) the computer will spell the word CART if the letter T added. 10. A normal pack of playing cards contains 52 cards. These are made up of four suits (hearts, diamonds, clubs and spades). Each suit consists of 13 cards, These are labelled Ace, 2,3,4,5,6,7,8, 9, 10, Jack, Queen and King. The hearts and diamonds are red; the clubs and spades are black, Ifa card is picked at random from a normal pack of cards, calculate the probability of picking: a) aheart b) not a heart c) a4 d) ared King e) alack, Queen or King f) the Ace of spades #) aneven numbered card —-h) a7 ora club Exercise 35.3 1. A student conducts a survey on the types of vehicle that pass his house. The results are shown below. Calculate the probability that it acar iii) not a van.Probability Number of books In a class, data is collected about whether each student is right-handed or left-handed. The results are shown below. Right-handed a) How many students are in the class? b) A student is chosen at random. Calculate the ii) left-handed iii) a right-handed boy iv) nota right-handed boy. A library keeps a record of the books that are borrowed during one day. The results are shown in the chart below. Thier Horror Historical Cookery Biography Other Book type a) How many books were borrowed that day? b) A book is chosen at random from the ones borrowed, Calculate the probability that it is: i) a thriller i) a horror or a romance iii) not a horror or romance iv) nota biography.35 Probobilily © Relative frequency A football referee always used a special coin to toss for ends. He noticed that out of the last twenty matches the coin had come down heads far more often than tails. He wanted to know if the coin was fair, that is, if it was as likely to come down heads as tai He decided to do a simple experiment by spinning the coin lots of times. His results are shown below: Number of trials | Number of heads | Relative frequency 100 40 04 200 90 045 300 142 0.47... 400 210 0.525 500 260 052 600 290 0.48... 700 345, 0.49... 800 404 0.505 900 451 0.50... 1000) 499 0.499 number of successful trials total number of trials ‘The relative frequency In the “long run’, that is after a large number of trials, did the coin appear to be fair? Notice that the greater the number of trials the better the estimated probability or relative frequency is likely to be. The key idea is that increasing the number of trials gives a better estimate of the probability and the claser the result obtained by experiment will be to that obtained by calculation. Worked examples) ‘There isa group of 250 people ina hall, A girl calculates that the probability of randomly picking someone that she knows from the group is 0.032. Calculate the number of people in the group that the girl knows. number of fayourable results (F) number of possible resulis 250 0.032 = F so 8=F The girl knows 8 people in the group. @Probability b) A boy enters 8 dogs into a dog show competition. His father knows how many dogs have been entered into the competition, and tells his son that they have a probability of 0.016 of winning the first prize (assuming all the dogs have an equal chance). How many dogs were entered into the competition? sare = umber of favourable results Probability = mber of possible results (7) 8 oots =& ca 8 016 So 500 dogs were entered into the competition, Exercise 35.4 1. A boy calculates that he has a probability of 0.004 of winning the first prize in a photography competition if the selection is made at random. If 500 photographs are entered into the competition, how many photographs did the boy enter? 2, The probability of getting any particular number on a spinner game is given as 0.04, How many numbers are there ‘on the spinner? 3. A bag contains 7 red counters, 5 blue, 3 green and 1 yellow. Ifone counter is drawn, what is the probability that itis: a) yellow b) red c) blue or green d) red, blue or greene) not blue? 4. A boy collects marbles. He has the following colours in a bag: 28 red, 14 blue, 25 yellow, 17 green and 6 purple. If he draws one marble from the bag, what is the probability that itis a) red b) blue ©) yellow or blue ) purple e) not purple? 5. The probability of a boy drawing a marble of one of the following colours from another bag of marbles is blue 0.25 red02 yellow0.15 green 0.35. wi 0.05 If there are 49 green marbles, how many of each other colour does he have in his bag? 6. There are six red sweets in a bag. If the probability of randomly picking a red sweet is 0.02, calculate the number of sweets in the bag? 7. The probability of getting a bad eve in a batch of 400 is 0.035. How many bad eggs are there likely to be in a batch?35 Probobilily 8. A sports arena has 25000 seats, some of which are VIP seats. For a charity event all the seats are allocated randomly. The probability of getting a VIP seat is 0.008. ‘How many VIP seats are there? 9. The probability of Juan's favourite football team winning 4=0 is 0.05. How many times are they likely to win by this score ina season of 40 matches? Student assessment | 1, What is the probability of throwing the following numbers with a fair dice? a) a2 b) not a2 ©) lessthans dd) a7 2. Ifyou have a normal pack of 52 cards, what is the probability of drawing: a) adiamond —b) a6 c) ablack card ¢) apicture card ©) acard less than 5? 250 coins, one of which is gold, are placed in a bag. What is the probability of getting the gold coin if I take, without looking, the following numbers of coin? a) b) 5 ©) 20 4) 75 e) 250 4. A bag contains 11 blue, 8 red, 6 white, 5 green and 10 yellow counters. If one counter is taken from the bag, what is the probability that it is: a) blue b) green —c) yellow —d) not red? The probability of drawing a red, blue or green marble from a bag containing 320 marbles is: red 0.5 blue03 green 0.2 ‘How many marbles of each colour are there? 6. Ina small town there are a number of sports clubs. The clubs have 750 members in total. The table below shows the types of sports club and the number of members each has. A sports club member is chosen at random from the town, ©Probability Calculate the probability that the member is a) aman b) agirl c) a woman who docs athletics 4d) aboy who plays football €) not a boy who plays football f) nota golf player 2) amale who plays hockey. 7. A dice is thought to be biased. In order to test it, a boy rolls it 12 times and gets the following results: Number I 2 3 4 5 6 [Frequency] 2 [2 [2] 2 [2 [2] A girl decides to test the same dice and rolls it 60 times. The table below shows her results: Number | | ] 273 [4] 5 [6 Frequency] 3 | 3 [ 47 [ 3 [ 2 [| 2 a) Which results are likely to be more reliable? Justify your answer. b) What conclusion can you make about whether the dice is biased? Student assessment 2 1. An octagonal spinner has the numbers | to 8 on it as shown, (below). What is the probability of spinning: a) aT b) not a7 ©) afactorof12— d) a9?35 Probability 3. 4 5 6. A game requires the use of all the playing cards in a normal pack from 6 to King inclusive. a) How many cards are used in the game? b) What is the probability of drawing: i) a6 i) a picture iv) aprime number _v) an 8 or a spade? aclub 180 students in a school are offered a chance to attend a football match for free. If the students are chosen at random, what is the chance of being picked to go if the following numbers of tickets are available? a) b)9 <) 15 4) 40 e) 180 A bag contains 11 white, 9 blue,7 green and 5 red counters. ‘What is the probability that a single counter drawn will be: a) blue b) red or green ©) not white? The probability of drawing a red, blue or green marble from aa bag containing 320 marbles is red04 blue 025 green 0.35 If there are no other colours in the bag, how many marbles of each colour are there? Students in a class conduct a survey to see how many friends they have on Facebook. The results were grouped and are shown in the pie chart below. Number of Facebook friends. [None [+100 [Dy 101-200 [Bi 201-200 [D s0r-aoo [More nan 400 A student is chosen at random. What is the probability that he/she: a) has 101-200 Facebook friends b) uses Facebook c) has more than 200 Facebook friends? a) Iffenter a competition and have a 0.00002 probability of winning, how many people entered the competition? b) What assumption do you have to make in order to answer part a)?(36) Further probability @ Combined events Combined events look at the probability of two or more events. Worked example i) Two coins are tossed. Show in a two-way table all the possible outcomes. vost Hea Ta 1] ‘ 3 Os 1 i ii) Calculate the probability of getting two heads. All four outcomes are equally likely: therefore, the probability of getting HH is 4. Calculate the probability of getting a head and a tail in any order ‘The probability of getting a head and a tail in any order, ic. HT or TH, is 3 = } Exercise 36.] 1. a) Two fair tetrahedral dice are rolled. If each is numbered. SS 1-4, draw a two-way table to show all the possible outcomes. 'b) What is the probability that both dice show the same number? ¢) What is the probability that the number on one dice is double the number on the other? d) What is the probability that the sum of both numbers is prime? 4 ae 2. Two fair dice are rolfed. Copy and complete the diagram 5 38 (left) to show all the possible combinations. «| ae What is the probability of gettin, 8 " a) adouble 3, b) any double, 3g 38 ¢) atotal score of 11, d) a total score of 7, Z a ER €) am even number on both dice, f) an even number on at feast one dice, g) atotal of 6 ora double, h) scores which differ by i) a total which is either a multiple of 2 or 5? ah at 21.314136 Further probobilily Worked example © Tree diagrams ‘When more than two combined events are being considered then two-way tables cannot be used and therefore another method of representing information diagrammatically is needed. Tree diagrams are a good way of doing this. i) Ifa coins tossed three times, show all the possible outcomes ona tree diagram, writing each of the probabilities at the side of the branches. Toss 1 Toss2 Toss Ouloomos hewn pe eo P17 over - } : bon um 4 See Pow aie TH 2 Tt ow ' i —— HoTTH ToT om ii) What is the probal There are eight equally likely outcomes, therefore the probability of getting HHH is 3. What is the probal any order? The successful outcomes are HHT, HTH, THH. ‘Therefore the probability is 2 lity of gelting two heads and one t iv) What is the probability of getting at least one head? This refers to any outcome with either one, two or three heads. i. all of them except TTT. Therefore the probability is J, ¥) What is the probability of getting no heads? The only successful outcome for this event is TIT. Therefore the probability is 5,Probability Exercise 36.2 1. a) A.computer uses the numbers 1.2 or 3 at random to make three-digit numbers. Assuming that a number can be repeated, show on a tree diagram all the possible combinations that the computer can print. b) Calculate the probability of getting: )) the number 131 i) an even number, a multiple of 11, iv) a multiple of 3, ¥) amultiple of 2 o 3. a) A cat has four kittens. Draw a tree diagram to show all the possible combinations of males and females [assume P (male) = P (female)] b) Calculate the probability of getting: i) all female, two females and two males, iii) at least one female, iv) more females than males. a) A netball team plays three matches. In each match the team is equally likely to win, lose or draw. Draw a tree diagram (o show all the possible outcomes over the three matches. b) Calculate the probability that the team: i) wins all three matches, wins more times than loses, ili) loses at least one match, iy) either draws or loses all three matches. ¢) Explain why it is not very realistic to assume that the ‘outcomes are equally likely in this ease A spinner is split into quarters as shown. a) Ifitis spun twice, draw a probability tree showing all the possible outcomes, b) Calculate the probability of getting: i) two dark blues, i) two blues of either shade, iii) a pink and a white in any order.26 Further probobilily In each of the cases considered so far, all of the outcomes have been assumed to be equally likely. However, this need not be the case. Worked example In winter, the probability that it rains on any one day is § i) Using a tree diagram show all the possible combinations for two consecutive days. ii) Write each of the probabilities by the sides of the branches. Dey Day2 Outcomes Probably spe fh Para a= fein e 7 3 Sno rnin Rain, Norain fxd—ih : $7 Rain Norain, Rain Fh Noraln FS No rain No rain, No rain 2x3=a Note how the probability of each outcome is arrived at by multiplying the probabilities of the branches, Caleulate the probabi PRR) = 9X7 = a iv) Calculate the probability that it will rain on the first but not the second day. P(R,NR) ¥) Calculate the probability that it will rain on at least one day. that it will rain on both days. ‘The outcomes which satisfy this event are (R. R) (R, NR) and (NR, R). 5 Therefore the probability is 3 + 2+ B= 4Probability Exercise 36.3 1. 2 A particular board game involves players rolling a dice. However, before a player can start, he or she needs to roll a6, a) Copy and complete the tree diagram below showing all the possible combinations for the first two rolls of the dice. oll 1 Roll2 Outcomes Probability sk Sx Sx ps ee Not sik = > six Spots Not si }) getting a six on the first rofl, i) starting within the first two rolls, ing on the second roll, iv) not starting within the first three rolls, ¥) starting within the first three rolls. ¢) Ifyou add the answers to b) iv) and v) what do you notice? Explain In Italy 3 of the cars are foreign made. By drawing a tree diagram and writing the probabilities next to each of the branches, calculate the following probabilities: a) the next two cars to pass a particular spot are both Italian, b) two of the next three cars are foreign, €) at least one of the next three cars is Ita The probability that a morning bus arrives on time is 65%. a) Draw a tree diagram showing all the possible outcomes for three consecutive mornings, b) Label your tree diagram and use it to calculate the probability that: i) the bus is on time on all three mornings, i) the busis late the first two mornings, the bus is on time two out of the three mornin iv) the bus is on time at least twice. A normal pack of 52 cards is shuffled and three cards are picked at random, Draw a tree diagram to help calculate the probability of picking: a) two clubs first, b) three clubs, ©) noclubs, d) at least one club, A bow! of fruit contains one kiwifruit, one banana, two mangos and two lychees. Two pieces of fruit are chosen at random and eaten. a) Draw a probability tree showing all the possible combinations of the two pieces of fruit.36 Further probobilily b) Use your tree diagram to calculate the probability that: i) both the pieces of fruit eaten are mangos, ii) a kiwifruit anda banana are eaten, iii) at least one lychee is eaten. 6. Light bulbs are packaged in cartons of three. 10% of the bulbs are found to be faulty. Calculate the probability of finding two faulty bulbs in a single carton. 7. A volleyball team has a 0.25 chance of losing a game. Caleulate the probability of the team achieving: a) two consecutive wins, b) three consecutive wins, ©) 10consecutive wins. Student assessment | 1. A bag contains 12 white counters, 7 black counters and L red counter. a) If, when a counter is taken out, it is not replaced, calculate the probability that: i) the first counter is white, ii) the second counter removed is red, given that the first was black. b) If, when a counter is picked, it is then put back in the bag, how many attempts will be needed before it is mathematically certain that a red counter will have been picked out? 2. A coin is tossed and an ordinary, fair dice is rolled. a) Draw a two-way table showing all the possible combinations. b) Calculate the probability of getting: i) ahead and a six, ii) a tail and an odd number, iii) a head and a prime number 3. Twospinners A and B are split into quarters and coloured shown, Both spinners are spun. a) Draw a fully labelled tree diagram showing all the possible combinations on the two spinners. Write beside each branch the probability of each outcome. b) Use your tree diagram to calculate the probability of getting: i) two blues, ii) two pinks, iii) a pink on spinner A and a white on spinner B. ©Probability 4. A coin is tossed three times. a) Drawa tree diagram to show all the possible outcomes. b) Use your tree diagram to calculate the probability of getting i) three tails, ii) two heads, ili) no tails, iv) at least one tail. A goalkeeper expects lo save one penalty out of every three, Calculate the probability that he: a) saves one penalty out of the next three, b) fails to save one or more of the next three penalties, ¢) saves two out of the next three penalties. 6. A board game uses a fair dice in the shape of a tetrahedron. The sides of the dice are numbered 1, 2.3 and 4. Calculate the probability of: a) not throwing a4 in two throws, b) throwing two consecutive 1s, ©) throwing a total of 5 in two throws 7. A normal pack of 52 cards is shuffled and three cards picked at random. Calculate the probability that all three cards are picture cards, Student assessment 2 1. Two normal and fair dice are rolled and their scores added together. a) Using a two-way table, show all the possible scores that can be achieved. b) Using your two-way table, calculate the probability of getting: i) ascore of 12, ii) ascore of 7, ascore less than 4, iv) ascore of 7 ormore, ©) Two dice are rolled 180 times. In theory, how many times would you expect to get a total score of 6? 2. A spinner is numbered as shown. a) If itis spun once, caleulate the probability of getting: ) al, ii) a2. b) If itis spun twice, calculate the probability of getting: ) 2 followed by a4, ii) a2anda4in any order, {least one 1, iv) al least one 2.36 Further probability 2 4 & 6. H 02 7. o a Y/N 07 ” ‘Two spinners are coloured as shown (left). a) They are both spun. Draw and label a tree diagram showing all the possible outcomes. b) Using your tree diagram calculate the probability of getting: i) two blues, ii) two whites, iii) a white anda pink, iv) at least one white, ‘Two spinners are labelled as shown: Calculate the probability of getting: a) AandP. b) Aor Band R, ©) Cbut not 0. A vending machine accepts $1 and §2 coins. The probability of a $2 coin being rejected is 0.2. The probability of a $1 coin being rejected is 0.1. A sandwich costing $3 is bought, Calculate the probability of getting a sandwich first time if; a) one of each coin is used, b) three $1 coins are used. A biased coin is tossed three times. On each occasion the probability of getting a head is 0.6. a) Drawa tree diagram to show all the possible outcomes after three tosses. Label each branch clearly with the probability of each outcome. b) Using your tree diagram calculate the probability of getting: i) three heads, ii) three tails, al least two heads A ball enters a chute at X. a) What are the probabilities of the ball going down each of the chutes labelled (i). (ii) and (ii b) Calculate the probability of the ball landing in: i) tray A, ii) tay C, iii) tray B.Mathematical investigations and ICT @ Probability drop A game involves dropping a red marble down a chute. On hitting a triangle divider, the marble can bounce either left or right, On completing the drop, the marble lands in one of the trays along the bottom. The trays are numbered from left to right. Different sizes of game exist, the four smallest versions are shown below: amet Gamez Game 3 came 4 e e e ° SS a a a UU /aa aA aa 2 AAA UUUU/Aaad v2 8 OTOL | 2345 To land in tray 2 in the second game above, the ball can travel in one of two ways. These are: Left — Right or Right — Left This can be abbreviated to LR or RL. 1. State the different routes the marble can take to fand in each of the trays in the third game. State the different routes the marble can take to land in each of the trays in the fourth game. State, giving reasons, the probability of a marble landing in tray 1 in the fourth game. s, the probability of a marble fandin, cach of the other trays in the fourth game. Investigate the probability of the marble landing in each of the different trays in larger games. Using your findings from your investigation, predict the probability of a marble Landing in tray 7 in the tenth game (11 trays at the bottom). yate the links between this game and the sequence of in Pascal’s triangle, v ee 2 The following ques beyond the scope of the syllabus but is an interesting extension. 8 Investigate the links between this game, Pascal's triangle ‘and the binomial expansion,Topic 8 ‘Mathematical investigations and ICT @ Dice sum ‘Two ordinary dice are rolled and their scores added together. Below is an incomplete table showing the possible outcomes: Dice! iu [naan] Wan Esmee t]2 5 2 siz 7 4G @ 5 o fof é 2 1. Copy and complete the table to show all possible outcomes. 2. How many possible outcomes are there? 3. What is the most likely total when two dice are rolled? 4, What is the probability of getting a total score of 4? 5. What is the probability of getting the most likely total? 6. How many times more lik: with a total score of 2? 1 total score of 5 compared Now consider rolling two four-sided dice, each numbered 1-4. Their scores are also added together. 7. Draw a table to show all the possible outcomes when the two four-sided dice are rolled and their scores added together. 8, How many possible outcomes are there? 9, What is the most likely total? 10. What is the probability of getting the most likely total? 11. Investigate the number of possible outcomes, the most likely total and its probability when two identical dice are rolled together and their scores added, ie. consider 8-sided dice, 10-sided dice, ete. 12. Consider two m-sided dice rolled together and their scores added a) What is the total number of outcomes in terms of m2? 'b) What is the most likely total, in terms of m? ) What, in terms of m, is the probability of the most likely total? @Probability 13. Consider an nt-sided and n-sided dice rolled together, where m > n. a) In terms of m and n, deduce the total number of outcomes. b) In terms of m and/or n, deduce the most likely total(s). ©) In terms of m and/or n, deduce the probability of getting the most likely total. @ ICT activity: Buffon’s needle experiment ‘You will nced to use a spreadsheet for this activity. ‘The French count Le Comte de Buffon devised the following probability experiment, 1. Measure the length of a match (with the head cut off) as accurately as possible. 2. Oma sheet of paper draw a series of straight lines parallel to each other. The distance between each line should be the same as the length of the match, 3. Take ten identical matches and drop them randomly on the paper. Count the number of matches that cross or touch any of the lines, For example in the diagram below, the number of matches crossing or touching lines is 6 4. Repeat the experiment a further nine times, making a note ‘of your results, so that altogether you have dropped 100 matches.Topic 8 Methematical investigations and ICT 5. Set up a spreadshect similar to the one shown below and enter your results in cell B2 1 Number of drops (N) a e T= Ss] cg 100 | 200 | 300 | 400 | 500 | 600 | 700 | 800 | 900 | 1000 7 jae aay 2 Number of matches erossingftouching lines (n) a Probability of crossing a line (p =n) 21 6. Repeat 100 match drops again, making a total of 200 drops, and enter cumulative results in cell C2. 7. By collating the results of your fellow students, enter the cumulative results of dropping a match 300-1000 times in cells D2-K2 respectively 8 Using an appropriate formula, get the spreadsheet to complete the calculations in Rows 3 and 4. 9. Use the spreadsheet to plot a line graph of N against ; 10. What value does appear to get closer to?Q } Statistics () Syllabus £91 £9.5 Collect, classify and tabulate statistical data. Construct and use cumulative frequency Recd, interpret and draw simple inferences from ff dicgroms. tables and statistical diagrams. Estimate and interpret the median, percentiles, wartiles and inter-quartile range. £9.2 A 4 ne Construct and reed bar charts, pie charts, £9.6 pictograms, simple frequency distributions, Understand what is meant by positive, negative histograms with equal and unequal intervals and |) and zero correlation with reference to a scatter scatter diagrams, diagram. £9.3 £9.7 Calculate the mean, median, mode and range @ Drawe straight line of best fit by eye. for individual ond discrete date and distinguish between the purposes for which they are used. E94 ‘Calculate an estimate of the mean for grouped ‘and continuous date. Identify the model class from a grouped frequency distribution, () Contents Chapter 37 Mean, median, mode and range (E9.3, £9.4) Chapter 38 Collecting ond displaying date (E9.1, 9.2, E9.6, £9.7) Chapter 39 Cumuletive frequency (E9.5}Mean, median, mode and range @ Average ‘Average’ isa word which in general use is taken to mean somewhere in the middle. For example, a woman may describe herself as being of average height. A student may think he or she is of average ability in maths. Mathematics is more exact and uses three principal methods to measure average. © The mode is the value occurring the most often. © Them is the middle value when all the dat in order of size. The mean is found by adding together all the values of the data and then dividing that total by the number of data values. is arranged @ Spread Is often useful to know how spread out the data is. Itis possible for two sets of data to have the same mean and median but very different spreads. ‘The simplest measure of spread is the range. The range is simply the difference between the largest and smallest values in the data. Another measure of spread is known as the inter-quartile range. This is covered in more detail in Chapter 39. sted Worked examples a) i) Find the mean, median and mode of the data below. 1,0,2,4,1,2,1,1,2,5,5,0,1,2,3 LHOF2HAF1TFI+IF1F2454+5+0414243 15 Mean =2 Arranging all the data in order and then middle number gives the median: 0,0,1,1,1,1,1, @) 2,2,2,3,4,5,5 ‘The mode is the number which appeared most often. Therefore the mode is 1. ng out the ii) Calculate the range of the data. Largest value = 5 Smallest value = 0 ‘Therefore the range = -0=537 Mean, median, mode and range b) i) The frequency chart (below) shows the score out of 10, achieved by a class in a maths test. Calculate the mean, median and mode for this data. 2345678 910 Test sore ‘Transferring the results to a frequency table gives: Test score of: f2fafa[s]e]7][e]s [10] tom Frequency, tfa[sfofs[sfafe[s]ifa] 2 Frequency xscore | 0 | 2 | 6 | 6 | 12[ 25] 24[ 42] 32] 9 [10] 168 Exercise 37.1 In the total column we can see the number of students taking the test, i.e. 32, and also the total number of marks obtained by all the students, ie. 168. 168 32, Arranging all the scores in order gives: 0.1,1,2,2,2,3,3.4,4,4,5,5,5,5,G.6) 6,6,6.7,7,7, 7,7,7,8,8,8,8,9,10 ‘Therefore the mean score 5.25 Because there is an even number of students there isn’t one middle number. There is a middle pair. The §) median is = 55 2 The mode is 7 as it is the score which occurs most often. ii) Calculate the range of the data. Largest value =10 Smallest value = 0 Therefore the range = 10-0 = 10 In questions 1—5, find the mean, median, mode and range for each set of data, 1. A hockey team plays 15 matches. Below is a list of the numbers of goals scored in these matches. 1,0,2,4,0, 1, 1,1,2,5,3,0,1,2,2 2 The total scores when two dice are thrown 20 times are: 7,4,5,7,3, 2,8,6,8,7,6,5, 11, 9.7,3,8,7,6,5Statistics Exercise 37.2 1 The ages of a group of girls are: 14 years 3 months, 14 years 5 months, 13 years 11 months, 14 years 3 months, 14 years 7 months, 14 years 3 months, 14 years I month The numbers of students present in a class over a three- week period are: 28, 24,25, 28, 23, 28, 27, 26, 27, 25, 28, 28, 28, 26,25 An athlete keeps a record in seconds of her training times for the 100 m race: 14.0, 14.3, 14.1, 14.3, 14.2, 14.0, 13.9, 13.8, 13.9, 13.8, 13.8, 13.7, 13.8, 13.8, 13.8 ‘The mean mass of the 11 players in a football team is 80.3 kg. The mean mass of the team plus a substitute is 81.2 kg, Calculate the mass of the substitute. After eight matches a basketball player had scored a mean of 27 points. Alter three more matches his mean was 29. Calculate the total number of points he scored in the last three games. An ordinary dice was rolled 60 times. The results are shown in the table below, Calculate the mean, median, mode and range of the scores. sore |i [2z2]3]4][s]e Frequency | 12 [11 | @ | 2[ 7 | 10 ‘Two dice were thrown 100 times. Each time their combined score was recorded. Below is a table of the results, Calculate the mean score ‘Score 273]4[sfel7]e]ofoluf2 Frequency | 5] 6[7[9[i4[is[afule]7 [3 Sixty flowering bushes are planted. At their flowering peak, the number of flowers per bush is counted and recorded. The results are shown in the table below, Flowers perbush | 0] 1 [2[3[4][s[s[7]e Frequency, ofofols[4][e [wl a) Calculate the mean, median, mode number of flowers per bush. b)_ Which of the mean, median and mode would be most useful when advertising the bush to potential buyers? and range of the37 Mean, median, mode and range Worked example Exercise 37.3 @ The mean for grouped data The mean for grouped data can only be an estimate as the position of the data within a group is not known, An estimate is, made by calculating the mid-interval value for a group and then assigning all of the data within the group that mid-interval value. The history test scores for a group of 40 students are shown in the grouped frequency table below. ‘Score, S| Frequency interval | Frequency X mid- value interval value 05Ss19 2 95, 19 2055539 4 295, 118 0 = S559 4 495, 693 605579 16 695, 12. 80 = S< 99 4 895, 358 Calculate an estimate for the mean test result. 19 + 118 + 693 + 1112 + 358 Mean = ai ii) Whatis the modal class? This refers to the class with the greatest frequency, if the class width is constant. Therefore the modal class is, 60 [sf] > Pofz7fie] «| a) Plot a seatter diagram of distance travelled against time taken. b) Describe the correlation between the two variables. ©) Explain why some pupils who live further away may get to school more quickly than some of those who live nearer. d) Draw a line of best fit on your seatter d e) A new pupil joins the class. Use your line of best fi to estimate how far away from school she might live if she takes, on average, 19 minutes to get Lo school each, morning A golf club has four classes of member based on age. The membership numbers for each class are shown below. a) Caloulate the frequency density for each class of member. b) Illustrate your data on a histogram.Statistics Student assessment 2 1. The table below shows the population (in millions) of the continents: Display this information on a pie chart, [Fopacontmemy| aro 7 | = | os | = | 2. A department store decides to investigate whether there is, a correlation between the number of pairs of gloves it sells and the outside temperature. Over a one-year period the store records, every two weeks, how many pairs of gloves are sold and the mean daytime temperature during the same period. The results are given in the table below. roremenero DE el ale [ele [re] [Munber ofp ater [or] 2] | [2] 9] || 1] 9] 1] [mean emperor [oo] fo] 0a] [222] [Rumba ofvarsoraore [6] 7] 6] 26] [0] >] 2 [ 7 [3 [2] a) Plot seatter diagram of mean temperature against number of pairs of gloves. b) What type of correlation is there between the two variables? ©) How might this information be useful for the department store in the future? d) The mean daytime temperature during the next two- week period is predicted to be 20°C. Draw a line of best fit on your graph and use it to estimate the number of, pa 3. The grouped frequency table below shows the number of points scored by a school basketball play of gloves the department store can expect to sell Points, o- | S| 10- | 15— | 25— [35-50 Number ofgames | 2 | 3 | @ [9 | 2] 3 Frequency density a) Copy and complete the table by calculating the frequency densities. Give your answers to 1 d.p. b) Draw a histogram to illustrate the data.(as) Cumulative frequency Worked example © Cumulative frequency Calculating the cumulative frequency is done by adding up the frequencies as we go along. A cumulative frequency diagram is particularly useful when trying to calculate the median of a large set of data, grouped or continuous data, or when trying to establish how consistent a set of results are. The duration of two different brands of battery, A and B. is, tested. 50 batteries of each type are randomly selected and (ested in the same way. The duration of each battery is then recorded. The results of the tests are shown in the table below. Duration (h) ‘Cumulative frequency w

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