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Checkpoint Maths 1 Answers

SECTION ONE Exercise 1.5
Pupils’ answers may differ slightly from those listed
Chapter 1 – Number below.
1 (a) 800 (b) 1800 (c) 8000
Exercise 1.1 (d) 3600 (e) 3500
1 (a) 30 (b) 300 (c) 3 (d) 0.03
2 (a) 100 (b) 200 (c) 3
2 (a) 0.8 (b) 0.08 (c) 0.008 (d) 80 000 (d) 0.2 (e) 2
3 (a) 500 (b) 500 (c) 0.5 (d) 0.05
3 (a), (c) and (d)
4 (a) 10 000 (b) 0.01 (c) 1 (d) 0.001

Exercise 1.2
Chapter 2 – Algebra
Number lines leading to the following answers. Exercise 2.1
1 (a) (i) 38 000 (b) (ii) 38 300 (c) (iii) 38 270 1 a
2 2 b
5 3 c
7 4 d
1
(b) (i) 22 000 (b) (ii) 21 800 (c) (iii) 21 790 5 e
8 6 f
3 7 g
8 8 h
2
(c) (i) 15 000 (b) (ii) 15 500 (c) (iii) 15 480 9 i
2 10 j
5 11 k
5 12 l
1
(d) (i) 58 000 (b) (ii) 58 400 (c) (iii) 58 440
13 m
2 14 n
2 15 e
11 16 p
9
2 (a) Nearest 100 000 17 q
2 18 r
17 19 s
3 20 t
19
(b) Nearest 10 000
21 u
4 22 v
4 23 w
7 24 x
12
(c) Nearest 1000
25 y
10 26 z
7 27 a
2 28 b
3
3 (a) 5000 (b) 9000 (c) 68 000 (d) 73 000
29 c
6 30 d
12
4 (a) 500 (b) 1700 (c) 100 (d) 12 800
5 (a) 60 (b) 850 (c) 5840 (d) 10 Exercise 2.2
1 a
5 2 b
11 3 c
9 4 d
17
Exercise 1.3
5 e
4 6 f
18 7 g
10 8 h
3
1 (a) 6000 (b) 800 (c) 90 (d) 5000
9 i
11 10 j
11
(e) 4 (f) 7 (g) 0.8 (h) 0.08
2 (a) 6800 (b) 6900 (c) 4.6 (d) 7.4 Exercise 2.3
(e) 53 (f) 46 (g) 0.87 (h) 0.88
1 a
12 2 b
10 3 c
4 4 d
24
3 (a) 87 600 (b) 477 (c) 0.876
5 e
45 6 f
12 7 g
27 8 h
12
(d) 82.4 (e) 82.5
9 i
20 10 j
24
Exercise 1.4
Exercise 2.4
1 (a) 6.4 (b) 4.1 (c) 0.9
(d) 8.7 (e) 1.1 (f) 0.1 1 a
3 2 b
10 3 c
7 4 d
12

2 (a) 4.38 (b) 5.72 (c) 5.80 5 e
7 6 f
11 7 g
6 8 h
15

(d) 1.48 (e) 3.90 (f) 6.27 9 i
3 10 j
3 11 k
7 12 l
15

3 (a) 0.001 (b) 0.008 (c) 0.005 13 m
12 14 n
4 15 p
5 16 q
20

(d) 3.654 (e) 3.457 17 r
3 18 s
11 19 t
3 20 r
4
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2 Section 1 – Using and applying mathematics/ICT

Chapter 3 – Shape, space and Exercise 4.2

measures 1 Number of litres of milk consumed
60
Exercise 3.1 50

Number of houses
1 (a) 10 cm (b) 7 cm (c) 2 cm (d) 3.5 cm 40
(e) 9.5 cm (f) 1.5 cm (g) 4.5 cm (h) 0.5 cm 30
(i) 6.7 cm (j) 2.8 cm 20
2 Pupils’ drawings of lines. 10
0
Exercise 3.2 1 2 3 4 5 6
Litres of milk
Pupils’ measurements may differ by 2°.
2 Number of litres of milk consumed
1 (a) 45° (b) 22° (c) 95° no reply
(d) 138° (e) 115° (f) 135° 13% easy
24%
2 (a) a
90° b
140° c
130°
(b) d
34° e
58° f
122° g
146° hard
(c) h
62° i
298° 21%
(d) j
33° k
71° l
256°
ok
(e) m
32° n
135° o
58° p
328° 42%
(f) q
107° r
328° s
326° t
39° 3 Spain results
3 Pupils’ drawings of angles. lose
17%
Exercise 3.3
Pupils’ constructions of triangles. draw
22%
win
Exercise 3.4 61%
Pupils’ constructions of triangles and measurements
of angles. Turkey results
lose 6%
Exercise 3.5
Pupils’ constructions of circles and circle patterns.
draw
Exercise 3.6 36%
win
Pupils’ own constructions involving regular hexagons. 58%

Exercise 3.7 4 Pupils’ own survey and graphs.

Pupils’ constructions of shapes. 5 Pupils’ own survey and graphs.

Chapter 4 – Handling data Chapter 5 – Using and applying

Exercise 4.1
mathematics/ICT
1 (a) Embarrassing (b) Biased (c) Unclear Investigation
(d) Give several answers to choose from 1 Pupils find that the total of the three angles of
(e) Irrelevant (f) Biased (g) Embarrassing each of their triangles is approximately 180°.
Results are unlikely to be exactly 180° due to
2 Pupils’ own questions for health survey. errors in measuring.
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Section 2 – Number 3

2 Pupils find that the total of the four angles of each 5 Pupils’ angles
of their quadrilaterals is approximately 360°.
6 Pupils’ constructions and measurements.
Results are unlikely to be exactly 360° due to
errors in measuring. 7 Colour of car sold by a dealer
3 Pupils find that the total of the five angles of each black others
of their pentagons is approximately 540°. Results 6% 3%
are unlikely to be exactly 540° due to errors in red
measuring. silver 33%
19%
4 Each time the total of the angles increases by
180°.
green 3%
blue
ICT activity 11%
white
Pupils carry out their own survey and display 25%
results with an appropriate graph using a
spreadsheet package. Pupils also make valid
conclusions from their results and graphs.
SECTION TWO
Review 1A
1 (a) 8.6 (b) 0.8 (c) 4.6
Chapter 6 – Number
2 (a) 8 (b) 0.8 (c) 5 Exercise 6.1
3 Approximately 3000 1 (a) 630 (b) 46 (c) 8.4
(d) 0.65 (e) 10.7
4 (a) a
4 (b) b
9 (c) c
4
(d) d
20 (e) e
14 2 (a) 4500 (b) 720 (c) 96
(d) 4.85 (e) 603.3
5 Pupils’ angles
6 Pupils’ constructions and measurements of angles.
3 (a) 460 000 (b) 6800 (c) 380 000
(d) 84 (e) 70 000
7 Survey on number of bedrooms
5 4 (a) 68 (b) 7.2 (c) 0.89
1
10% 15% (d) 0.064 (e) 0.0054
5 (a) 35 (b) 6.55 (c) 0.0562
4 (d) 0.008 (e) 0.000 34
25% 2
20% 6 (a) 0.000 64 (b) 0.046 (c) 9.5
(d) 0.000 008 45 (e) 0.004
7 (a) 57 (b) 49 (c) 31
3
30%
(d) 84 (e) 11
8 (a) 56 (b) 54 (c) 8 (d) 9 (e) 8
(f) 6 (g) 9 (h) 8 (i) 7 (j) 36
Review 1B
1 (a) 0.08 (b) 7.59 (c) 4.96
Exercise 6.2
2 (a) 0.86 (b) 7.5 (c) 29 000
1 (a) 3 (b) 0 (c) 3
3 Approximately 20 2 (a) 2 (b) 1 (c) 8
4 (a) a
18 (b) b
6 (c) c
18 3 (a) 6 (b) 5 (c) 8
(d) d
9 (e) e
2 4 (a) 1 (b) 2 (c) 6
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4 Section 2 – Number

Exercise 6.3 Exercise 6.5

1 (a) 1 (b) 3 (c) 2 1 (a) 3 (b) 3 (c) 3
(d) 3 (e) 6 (f) 3 (d) 3 (e) 4 (f) 5
2 (a) 1 (b) 1 (c) 3 2 (a) 5 (b) 7 (c) 4
(d) 5 (e) 1 (f) 1 (d) 4 (e) 7 (f) 4
3 (a) 6 (b) 8 (c) 14 3
x 5 4 3 2 1 0 1 2 3 4 5
(d) 7 (e) 6 (f) 12
y 3 4 5 6 7 8 9 10 11 12 13
4 (a) 4 (b) 1 (c) 3
(d) 1 (e) 0 (f) 2 4
p 5 4 3 2 1 0 1 2 3 4 5
5 (a) 1 (b) 3 (c) 4
q 8 7 6 5 4 3 2 1 0 1 2
(d) 1 (e) 4 (f) 2
6 (a) 10 °C (b) 4 °C (c) 10 °C 5
x 4 3 2 1 1 2 3 4
(d) 5 °C (e) 18 °C (f) 12 °C
(g) 4 °C (h) 9 °C (i) 20 °C y 6 8 12 24 2412 8 6
(j) 21 °C
7 (a) €260 (b) €290
Exercise 6.6
(c) €1030 (d) €190
1 A grid with the following left uncrossed:
(e) €470
2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53,
8 (a) 8 (b) 9 (c) 21 59, 61, 67, 71, 73, 79, 83, 89, 97.
(d) 1 (e) 15 2 Pupils’ solutions from the internet or an
9 1450 m encyclopaedia.

10 64 m 3 (a) 1 2 3 6
(b) 1 3 9
(c) 1 7
Exercise 6.4 (d) 1 3 5 15
1 (a) 48 (b) 30 (c) 28 (e) 1 2 3 4 6 8 12 24
2 (a) 20 (b) 63 (c) 49 (f) 1 2 3 4 6 9 12 18 36
3 (g) 1 5 7 35

3 2 1 0 1 2 3

3 9 6 3 0 3 6 9 (h) 1 5 25

2 6 4 2 0 2 4 6 (i) 1 2 3 6 7 14 21 42
(j) 1 2 4 5 10 20 25 50 100
1 3 2 1 0 1 2 3
4 (a) 3  2 2
(b) 2 5
(c) 3  2
2 2
(d) 5  23
0 0 0 0 0 0 0 0
(e) 11  22 (f) 7  23 (g) 24 (h) 13  3
1 3 2 1 0 1 2 3 (i) 11  7  3 (j) 7  32
2 6 4 2 0 2 4 6
3 9 6 3 0 3 6 9 Exercise 6.7
4 (a) 8 (b) 3 (c) 12 1 (a) 4 (b) 5 (c) 6 (d) 3 (e) 9
(d) 10 (e) 5 (e) 9 2 (a) 42 (b) 60 (c) 70 (d) 90 (e) 231
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Section 2 – Algebra 5

Exercise 6.8 2 (a)

1 (a) 9 (b) 25 (c) 64 (d) 100

(e) 121 (f) 144 (g) 225 (h) 400
2 Pupils’ diagrams leading to the following
answers.
(a) 4.41 cm2 (b) 9.61 cm2 (c) 1.44 cm2
(d) 27.04 cm2 (e) 39.69 cm2 (f) 0.49 cm2
(b)
3 (a) 5.76 cm2 (b) 38.44 cm2 (c) 21.16 cm2 Number of white tiles 1 2 3 4 5
(d) 56.25 cm2 (e) 174.24 cm2 (f) 566.44 cm2 Number of grey tiles 5 6 7 8 9
4 Pupils check answers to 2 and 3 with a
calculator. (c) The number of grey tiles is 4 more than the
number of white tiles.
(d) 104 grey tiles
Exercise 6.9
1 (a) 5 (b) 3 (c) 11 3 (a)
(d) 13 (e) 0.1 (f) 0.3
2 Pupils check answers to 1 with a calculator.
1 1 2
3 (a)  (b)  (c) 
3 7 7
3 5 7
(d)  (e)  (f) 
10 6 9

Exercise 6.10
1 (a) 64 (b) 216 (c) 1000 (d) 729 (b)
Number of white tiles 1 2 3 4 5
2 (a) 1331 (b) 8000 (c) 15.625 (d) 238.328
Number of grey tiles 4 6 8 10 12

(c) The number of grey tiles is double the number

of white tiles, plus 2.
Chapter 7 – Algebra (d) 202 grey tiles

Exercise 7.1
4 (a)
1 (a)

(b)
(b) Number of white tiles 1 2 3 4 5
Number of white tiles 1 2 3 4 5
Number of grey tiles 2 4 6 8 10 Number of grey tiles 0 2 4 6 8

(c) The number of grey tiles is double the number (c) The number of grey tiles is double the number
of white tiles. of white tiles, minus 2.
(d) 200 grey tiles (d) 198 grey tiles
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6 Section 2 – Algebra

5 (a) 4 (a) 0.2 (b) 0.7

5 (a) Denominator increases by 1 each time
(b) 111
6 (a) Numerator and denominator increase by 1
each time
(b) 1101
7 (a) Difference increases by 2 each time
(b) 100
8 (a) Difference increases by 2 each time
(b) 103
9 (a) The difference of the difference increases by
6 each time
(b) 1000
(b) 10 (a) 5 (b) 9 765 625
Number of white tiles 1 2 3 4 5
Number of grey tiles 1 4 9 16 25
Exercise 7.4
(c) The number of grey tiles is the number of 1 (a) 13, 15 (b) 2n  1
white tiles squared. 2 (a) 14, 16 (b) 2n  2
(d) 10 000 grey tiles
3 (a) 19, 22 (b) 3n  1
4 (a) 20, 23 (b) 3n  2
Exercise 7.2
5 (a) 25, 29 (b) 4n  1
1 (a) 2 (b) 12, 14
6 (a) 27, 31 (b) 4n  3
2 (a) 2 (b) 11, 13
7 (a) 31, 36 (b) 5n  1
3 (a) 3 (b) 19, 22
8 (a) 34, 39 (b) 5n  4
4 (a) 4 (b) 22, 26
9 (a) 43, 50 (b) 7n  1
5 (a) 7 (b) 36, 43
10 (a) 59, 69 (b) 10n  1
6 (a) 7 (b) 42, 49
11 (a) 29, 34 (b) 5n  1
7 (a) 9 (b) 54, 63
12 (a) 36, 43 (b) 7n  6
8 (a) 0.5 (b) 3, 3.5
13 (a) 20, 24 (b) 4n  4
9 (a) 0.25 (b) 1.5, 1.75
14 (a) 11.5, 13.5 (b) 2n  0.5
10 (a) 2 (b) 1, 3
15 (a) 5, 6 (b) n  1
11 (a) 4 (b) 12, 8
12 (a) 12 (b) 96, 84 Exercise 7.5
1 (a) 37, 50 (b) n2  1
Exercise 7.3 2 (a) 43, 56 (b) n2  7
1 (a) 2 (b) 1536 3 (a) 35, 48 (b) n2  1
2 (a) Difference doubles each time 4 (a) 125, 216 (b) n3
(b) 1023 5 (a) 126, 217 (b) n3  1
1
3 (a) 2 (b) 
16 6 (a) 122, 213 (b) n3  3
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Section 2 – Shape, space and measures 7

Chapter 8 – Shape, space and 3 Isosceles triangle

measures y
6
Exercise 8.1 5
1 4
D
y 3
8 2
7 1
6
D
5 6 5 4 3 2 1 0 1 2 3 4 5 6x
C 1
4
B 2
3
A 3
2
1 4
5
8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8x F E
1 6
2
G
3 4 Parallelogram
4
y
5 J
6
H
6
F 5
7 G
E 4
8
3
2
2 Rectangle 1

y 6 5 4 3 2 1 0 1 2 3 4 5 6x
6 1
5 2
I
4 3
3 4
H
D A 5
2
1 6

6 5 4 3 2 1 0 1 2 3 4 5 6x
1 Exercise 8.2
2 1 (a) S
(6, 2)
3 (b) Diagonals cross at (0, 1)
4 (c) 72 units2
C B
5
2 (a) Parallelogram
6
(b) 72 units2
(c) It has the same area as the rectangle PQRS, i.e.
the slope of the parallelogram does not affect
its area.
3 (a) J
(0, 10) (b) 0
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8 Section 2 – Handling data

Exercise 8.3
1 (a) Pupils’ constructions of a regular hexagon.
(b) B
(7, 4), C
(7, 4), D
(8, 0), E
(7, 4), F
(7, 4)
2 (a) Pupils’ drawings of an octagon.
(b) Answers will vary depending on length of sides QR, ST, UV and WP.
(c) Answers will vary.

Exercise 8.4
1 B
1.5, C
2.4, D
4.8
2 F
0.9, G
1.5, H
1.75
3 I
4.4, J
5.2, K
5.9, L
6.3, M
6.8
4 Q
2.4, R
4.6, S
5.8, T
6.4, U
7.8, V
8.8, W
9.8

Exercise 8.5
1 A
(1, 1.5), B
(1.2, 1.5), C
(0.9, 1.6), (D
1.8, 0.7)
2 E
(1, 1.8), F
(3, 2.4), G
(3.6, 2.6), H
(1.6, 3.6)
3 J
(1, 0.5), K
(0.75, 0.25), L
(0.85, 0.25), M
(0.55, 0.25)
4 P
(37.5, 25), Q
(25, 37.5), R
(37.5, 12.5), S
(42.5, 45)
5 Pupils’ graphs 6 Pupils’ plots

Chapter 9 – Handling data

Exercise 9.1
1–5 Pupils’ histograms (these will depend on class intervals chosen).
6 (a) (b)
Percentage Frequency Percentage scores in test

0–9 0 14
12
10–19 0
10
Frequency

20–29 0
8
30–39 2 6

40–49 6 4
2
50–59 13
0
60–69 12 0–9 10–19 20–29 30–39 40–49 50–59 60–69 70–79 80–89 90–99
% score
70–79 7
80–89 4
90–99 0

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Section 2 – Using and applying mathematics/ICT 9

7 (a) (b)
Oranges on tree
Number of oranges Frequency
9
0–19 6
8
20–39 8 7
40–59 8 6

Frequency
5
60–79 2
4
80–99 5
3
100–119 4 2
120–139 7 1
0
0–19 20–39 40–59 60–79 80–99 100–119 120–139
Number of oranges
8 (a) (b)

Number of Frequency Number of computers repaired

computers repaired 9
8
0–9 2
7
10–19 8
6
Frequency

20–29 3 5
30–39 6 4
3
40–49 7
2
50–59 3
1
60–69 2 0
0–9 10–19 20–29 30–39 40–49 50–59 60–69
Number of computers

Chapter 10 – Using and applying mathematics/ICT

Investigation Size of square Number
1 In a 2  2 board there are a total
of 5 squares. These can be broken 11 4
down like this. 22 1
Total 5

Size of square Number

2 In a 3  3 board there are a total
of 14 squares. These can be broken 11 9
down like this. 22 4
33 1
Total 14

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10 Section 2 – Reviews

3 In 4  4 and 5  5 boards the results are as follows. Review 2A

Results for 4  4 Size of square Number 1 Pupils’ definitions of the square root of a
number.
11 16
2 (a) 68.9 (b) 15.8
22 9
3 11, 13, 17, 19
33 4
4 5  32  2
44 1
5 36
Total 30
6 12
Results for 5  5 Size of square Number 7 (a) 23, 27 (b) 27, 18
11 25 8 3n  1

22 16 9 A
(3, 4), B
(2, 4), C
(4, 1), D
(4, 2)

33 9 10 (a)
Number of people Frequency

44 4 0–19 0
55 1 20–39 11
Total 55 40–59 16
For an 8  8 board the total number of squares is 60–79 7
given by:
80–99 2
82  72  62  52  42  32  22  12
204
4 Total number of squares for an n  n board is (b) Attendance at youth club
given by:
20
n2  (n  1)2  (n  2)2  …  12
15
Frequency

5 Total number of squares in an n  m rectangle,

where m  n is given by: 10

mn  (m  1)(n  1)  (m  2)(n  2) 5
…mn1 0
0–19 20–39 40–59 60–79 80–99
Number of people
ICT activity
The spreadsheet below summarises the results for
2  2  2, 3  3  3, 4  4  4, 5  5  5, 10  10  10 Review 2B
and N  N  N sized cubes.
1 64
2 (a) 0.9 (b) 0.3
3 97
4 2357
5 13
6 264
7 (a) 36, 49 (b) 88, 77
8 5n  2
9 P
(0.4, 1), Q
(0.5, 1), R
(0.3, 1),
S
(0.8, 1.5)
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Section 3 – Number 11

10 (a)
Number of people Frequency Exercise 11.2
1 1 3
1 (a)  (b)  (c) 
151–200 1 5 9 16
6 2 5
(d)  (e)  (f) 
7 5 8
201–250 2 5 15 5 20
2 (a)  and  (b)  and  (c) all
7 21 8 32
251–300 11 3 9 15
,  and 
6 3 15
,  and 
(d) 10 30 50 (e) 32 1 6 80 (f) none
301–350 2 3 Pupils’ diagrams.
351–400 9
401–450 5 Exercise 11.3
(b) 1 (a) True (b) True (c) True
Attendance at production (d) True (e) True (f) False

12 2 (a) 36, 59, 23 (b) 10

,
84
2 3
, 
6 7
1 10 6 27 37 14
(c) , ,  (d) , , 
10 3 2 6 13 30 40 15
Frequency

8 3 Player B
6 4 9
 is a higher proportion
25
4
5 Grape, pineapple, orange, mango, passion fruit
2
0
151–200 201–250 251–300 301–350 351–400 401–450 Exercise 11.4
Number of people 5 5 5 10 22
1 (a)  (b)  (c)  (d)  (e) 
9 11 7 13 23
5 3 3 7 2
2 (a)  (b)  (c)  (d)  (e) 
9 7 11 23 5
5 2 2 1
3 (a)  (b)  (c)  (d) 
7 3 3 2
17 47 5
4 (a)  (b)  (c) 
SECTION THREE (d)
30
3

26 (e)
60
11

48 (f) 0
14

18
Chapter 11 – Number 5 (a) 
35
9
6 (a) 
56
Exercise 11.1 1 5 3 1
7 (a)  (b)  (c)  (d) 
16 18 14 60
1 (a) 15 (b) 30 (c) 45
8 (a) 123 (b) 512 (c) 11728 (d) 3

8
2 (a) 9 (b) 27 (c) 63
3 (a) 12 (b) 60 (c) 108
Exercise 11.5
4 (a) 13 (b) 91 (c) 143 6 1
1 (a)  (b) 
24 4
5 (a) €1.55 (b) €3.21
2 7 hours and 12 minutes
(c) €56.84 (d) €1236.15
5

3 20 minutes
6 (a) 609 (b) 12
10
4 
8 27
7 (a)  (or equivalent)
20

(b) 0.75 litres 5 3 hours, 11 minutes and 15 seconds

(c) 2.25 litres 6 (a) 8 (b) 25 (c) 18
8 (a) €48 (d) 48 (e) 44 (f) 8
35 7 9 7 4
(b)  (or ) 7 (a)  (b)  (c) 
24 0 48 20 30 5
7 7 19
(c) €7 (d) 
12 (e) 
8 (f) 
20

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12 Section 3 – Number

Exercise 11.6
1
Numerator

1 2 3 4 5 6 7 8 9 10 11 12

1 1 2 3 4 5 6 7 8 9 10 11 12
2 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6
3 0.3333 0.6667 1 1.3333 1.6667 2 2.3333 2.6667 3 3.3333 3.6667 4
4 0.25 0.5 0.75 1 1.25 1.5 1.75 2 2.25 2.5 2.75 3
5 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 1.8 2 2.2 2.4
Size of cube

6 0.1667 0.3333 0.5 0.6667 0.8333 1 1.1667 1.3333 1.5 1.6667 1.8333 2
7 0.1429 0.2857 0.4286 0.5714 0.7143 0.8571 1 1.1429 1.2857 1.4286 1.5714 1.7143
8 0.125 0.25 0.375 0.5 0.625 0.75 0.875 1 1.125 1.25 1.375 1.5
9 0.1111 0.2222 0.3333 0.4444 0.5556 0.6667 0.7778 0.8889 1 1.1111 1.2222 1.3333
10 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 1.1 1.2
11 0.0909 0.1818 0.2727 0.3636 0.4545 0.5455 0.6364 0.7273 0.8182 0.9091 1 1.0909
12 0.0833 0.1667 0.25 0.3333 0.4167 0.5 0.5833 0.6667 0.75 0.8333 0.9167 1

2 Numerator is bigger than denominator. 3 Numerator
denominator.

1 1 2
4 Pupils’ own answers, for example,   
2 5 5. 5 Yes, followed by pupils’ explanation.
6 Pupils’ descriptions.

Exercise 11.7
. . . ..
1 (a) 0.05 (b) 0.2 (c) 0.25 (d) 0.214 285 7 (e) 0.0416 (f) 0.17
3 3 5 37 17
2 (a)  (b)  (c)  (d)  (e) 
10 25 8 10 0 80
2 37 75 1 353
3 (a)  (b)  (c)  (d)  (e) 
3 99 99 90 999

4 (a) 0.55, 0.7 (b) 0.100, 0.27 (c) 0.625, 0.73, 0.8
(d) 0.3003, 0.303, 0.33 (e) 0.01, 0.10, 0.101 (f) 0.32, 0.403, 0.43

Exercise 11.8
1 (a) €5.35 (b) €4.65 2 (a) €71.80 (b) €14.80 3 (a) 0.69 m (b) 69 cm
4 (a) €110.81 (b) €68.81 overdrawn 5 €818 422.22 6 €35.70

Exercise 11.9
1 white
47% blue
23% red
30% 2 70% 3 (a) 60% (b) 40%
73 28 10 25
4 (a)  (b)  (c)  (d) 
10 0 1 00 1 00 10 0

5 (a) 27% (b) 30% (c) 14% (d) 25%

6 (a) 0.39 (b) 0.47 (c) 0.83 (d) 0.07 (e) 0.02 (f) 0.2
7 (a) 31% (b) 67% (c) 9% (d) 5% (e) 20% (f) 75%
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Section 3 – Algebra 13

Chapter 12 – Algebra 3 y
6
Exercise 12.1 4
1 (a) y
6
2
(b) y
2
(c) x
6 8 6 4 2 0 2 4 6 8 10 x
(d) x
1 2
(e) y
x 4
(f) y
3x 6
(g) y
x
8
(h) y
x  3
4 y
2 Horizontal 6
3 Vertical 4
4 Sloping 2
5 Sloping
8 6 4 2 0 2 4 6 8 10 x
6 Vertical 2
7 Horizontal 4
8 Sloping 6

8
Exercise 12.2 5 y
1 y 6
6
4
4
2
2
8 6 4 2 0 2 4 6 8 10 x
8 6 4 2 0 2 4 6 8 10 x 2
2
4
4
6
6
8
8
6 y
2 y 14
6 12
4 10
2 8

x 6
8 6 4 2 0 2 4 6 8 10
2 4
4 2
6
8 6 4 2 0 2 4 6 8 10 x
8

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14 Section 3 – Shape, space and measures

Chapter 13 – Shape, space and 5

measures
Exercise 13.1
1

4 8

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Section 3 – Shape, space and measures 15

Exercise 13.2 5
1

6
2

3
Exercise 13.3
1 Order 4 2 Order 6 3 Order 13
4 Order 3 5 Order 2 6 Infinite order

Exercise 13.4
1
Order of rotational symmetry Angle between images

2 180°
3 120°
4 90°
5 72°
4
6 60°
8 45°
9 40°
10 36°
12 30°
20 18°
2 Pupils’ own designs.
3 Pupils’ pictures depicting rotational symmetry.
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16 Section 3 – Handling data

2
Exercise 13.5 6 (a) 
26 or 113 (b) 5

26 (c) 21

26
3
(d)  (e) Pupils’ answers
26
1
1
7 (a) 
5
10 3
8 (a) (i)  or equivalent (ii) 
20 20
(a) (b) (i) 5

19 (ii) 2

19

9 (a) TCA
(b) TAC
CAT
CTA
ATC
(c) ACT
1 2
(d) (b) 
6 (c) 
6 or equivalent
3 1

(d) or equivalent (e) 
6 6

2 (a) 4 units to the right and 1 unit upward.

(b) 9 units to the right.
(c) 2 units to the left and 2 units upward. Exercise 14.2
(d) 3 units downward.
1 (a)
(e) 7 units to the left and 3 units downward. Dice 1
3 (a) Corresponding vertices on object and image 1 2 3 4
are not joined.
(b) One possible arrow is shown here. 1 1, 1 2, 1 3, 1 4, 1
2 1, 2 2, 2 3, 2 4, 2
Dice 2

3 1, 3 2, 3 3, 3 4, 3
4 1, 4 2, 4 3, 4 4, 4
4
(b)  or equivalent
16
6
(c)  or equivalent
16
8
(d)  or equivalent
16

2 (a)
Dice 1

Chapter 14 – Handling data 1 2 3 4

Exercise 14.1 1 1, 1 2, 1 3, 1 4, 1
1 1 1
1 (a) (i) 
6 (ii) 
6 (iii) 
3 2 1, 2 2, 2 3, 2 4, 2
(b) (i) 10 (ii) No, as it is down to chance. 3 1, 3 2, 3 3, 3 4, 3
Dice 2

1 1 1
2 (a)  (b)  (c) 
6 6 2 4 1, 4 2, 4 3, 4 4, 4
5 6
(d)  (e) 0 (f)  or 1
6 6
1 6
5 1, 5 2, 5 3, 5 4, 5
3 (a) (i)  (ii) 
7 7
1
6 1, 6 2, 6 3, 6 4, 6
(c) 
7  67
1
1 4
It is certain that a baby is born either on a (b) (i) 
24 (ii) 
24 or equivalent
Tuesday, or not on a Tuesday. (iii) 4
 or equivalent (iv) 0
24
1 1 6 18
4 (a)  (b)  (c) 1 (d) 0  
500 10 (v) 24 or equivalent (vi) 24 or equivalent
20 12 6 6
  (vii)  or equivalent (viii)  or equivalent
5 (a) 32 (b) 32 24 24

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Section 3 – Using and applying mathematics/ICT 17

Chapter 15 – Using and applying mathematics/ICT

Investigation
1 1 1 1 1 1
1 1 
2

3

4

5

6

7 2 Pupils describe some of the patterns
1

1

1

1

1

1
 they see in the fraction triangle.
2 6 12 20 30 42
1 1 1 1 1
    
3 12 30 60 105
1 1 1 1
   
4 20 60 140
1 1 1
  
5 30 105
1 1
 
6 42
1

7

ICT activity
An example of a possible spreadsheet is shown below. Pupils should be encouraged to use formulae
wherever possible. The spreadsheet showing which ‘Microsoft Excel’ formulae were used is also shown.

If the cost of labour increases to €10.00/hr, the retailer will have to pay €22.96 for each coat.
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18 Section 3 – Reviews

Review 3A 7

1 (a) 180
(b) 63

31
2 (a) 
35
29
(b) 
72

3 (a) 0.75, 75%

(b) 0.875, 87.5%
. .
(c) 0.5, 55.5%

4 (a) 720
(b) 150

5 (a)

y
10

2
8 45°
8 6 4 2 0 2 4 6 8 10 x
2 9 (a) 11

24

4 (b) 6

24 or equivalent
6
10 250
8

(b)
Review 3B
y
1 (a) 60
10
(b) 36
8

6 2 (a) 11210
23
(b) 
4 72

2 3 (a) 4

5
3
x (b) 
8 6 4 2 0 2 4 6 8 10 4

2 (c) 5

8

4
4 (a) 140
6 y
2x, x  y
9 (b) 210
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Section 4 – Number 19

5 (a) 8 (a) 7 units to the right and 2 units downward.

y (b) 6 units downward.
10 (c) 5 units to the left.

8 9 12

6 10 400

2 SECTION FOUR
10 8 6 4 2 0 2 4 6 8 10 x Chapter 16 – Number
2
Exercise 16.1
4
1 (a) 25% (b) 75% (c) 20% (d) 60% (e) 30%
6 (f) 70% (g) 15% (h) 65% (i) 8% (j) 17.5%
8 2 (a) 0.75 (b) 0.4 (c) 0.75 (d) 0.4 (e) 0.12
10 (f) 0.9 (g) 0.06 (h) 0.175 (i) 1.25 (j) 3.75

(b) Exercise 16.2

y 1 (a) 6 (b) 40 (c) 90
10
2 (a) 10 (b) 30 (c) 70
8
3 (a) 23 (b) 23 (c) 11.5
6
4 (a) 87.5 (b) 8.75 (c) 26.25
4 5 (a) 21.6 (b) 64.8 (c) 108
2 6 (a) 81 (b) 8.1 (c) 0.81

8 6 4 2 0 2 4 6 8 x 7 612 8 84
2 9 3150 10 63
4

6 Exercise 16.3
8 1 (a) 50% (b) 20% (c) 25%
2 (a) 10% (b) 60% (c) 90%
6 x
6, y
12 x  3 3 (a) 10% (b) 30% (c) 70%

7 4 (a) 5% (b) 15% (c) 20%

5 (a) 25% (b) 2.5% (c) 17.5%
6 Win
68% Draw
8% Lose
24%
7 87.5%
8 (a) 45% (b) 30% (c) 25%

Exercise 16.4
1 (a) 120% (b) 150% (c) 103%
2 (a) 88% (b) 70% (c) 93%
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20 Section 4 – Shape, space and measures

Exercise 16.5 Chapter 18 – Shape, space and

1 (a) 200 (b) 280 (c) 195 measures
2 (a) 180 (b) 240 (c) 175
Exercise 18.1
3 9200 tonnes 4 €212.50 5 €2300
1 (a) Yes
6 €4320 7 €7475 8 €6877 (b) Scale factor 2
2 (a) No
Chapter 17 – Algebra 3 (a) Yes
(b) Scale factor 4
Exercise 17.1
4 (a) Yes
1 2x  8 2 2x  2y 3 6m  8
(b) Scale factor 2
4 3y 5 4p  4q
5 (a) No
6 (a) Yes
Exercise 17.2
(b) Scale factor 112
1 4a  12 2 3b  6 3 5c  35 4 4d  12
5 6e  6 6 4f  36 7 11j 8 7h
Exercise 18.2
Exercise 17.3 1
1 (a) (y  2)(y  3) (b) y2  5y  6
2 (a) (m  8)(m  2) (b) m2  10m  16
1 1
3 (a) 
2 x(x  2) (b) 
2 x2  x
4 (a) x(y  2) (b) xy  2x
5 (a) 3(x  5)  x(x  2) (b) x2  5x  15
1 1
6 (a) 
2 (x  1)(x  4) (b) 
2 x2  52 x  2
2
7 (a) (x  y)(x  2) (b) x2  2x  xy  2y
8 (a) x(y  1)  15 (b) xy  x  15
1 1
9 (a) 
2 (m  2)(m  2) (b) 
2 m2  2
1 1
10 (a) 
2 (x  1)(x  1) (b) 
2 x2  12

Exercise 17.4
1 (a) x2  x  6 (b) x2  5x  24
2 (a) x2  2x  3 (b) x2  2x  63 3
3 (a) x  6x  9
2
(b) x  12x  35
2

4 (a) a  b
2 2
(b) p2  q2
5 (a) 6y2  23y  20 (b) 18y2  15y  3
6 (a) 18p2  2 (b) 28p2  44p  24
7 (a) 4x2  24x  36 (b) 4x2  9
8 (a) 8y2  18 (b) 25y2  70y  49
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Section 4 – Shape, space and measures 21

4 Exercise 18.3
1 2 O

4
5

6
O

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22 Section 4 – Shape, space and measures

Exercise 18.4
1 (a) Scale factor 3 4 (a) Scale factor 212

(b) (b)

2 (a) Scale factor 2 5 (a) Scale factor 6

(b) (b)

3 (a) Scale factor 3 6 (a) Scale factor 112

(b) (b)

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Section 4 – Using and applying mathematics/ICT 23

Chapter 19 – Handling data Chapter 20 – Using and applying

Q p. 124 mathematics/ICT
(a) The coach is more likely to choose the second Investigation
runner for an individual event as he/she is
Pupils carry out their own research into sales
capable of doing very well.
promotions and identify which are better value.
(b) For a team event the coach is more likely to
choose the first runner as he/she is more
consistent and therefore less likely to let the ICT activity
team down. Below is an example of a possible spreadsheet to
answer questions 1–3.

Q p. 124
If inconsistent sportswomen and
sportsmen are chosen this is usually
because these athletes perform
better on ‘big’ occasions.

Exercise 19.1
1 Mean
3.3 Median
4
Mode
4 Range
4
2 Mean
6.4 Median
5.6
Mode
5.6 Range
5.9
3 Mean
2.9 Median
3
Mode
4 Range
6
4 Mean
36.5 Median
23
Mode
23 Range
95
5 Mean
1.8 Median
2
Mode
1, 2 Range
5
6 A: Mean
34 Median
34.5
Mode
32, 35 Range
4
B: Mean
34.5 Median
34
Mode
38 Range
8
Pupils’ explanation
7 88.4 kg
8 94 points
9 Pupils’ answer
10 Pupils’ answer

Exercise 19.2
1 Pupils’ analysis
Total attendance
366 420 Mean attendance
11 820
2 (a) No, as the mean is €30 000
(b) Yes, as both the mode and median are €20 000 4 The mean attendances were highest on Saturdays
and Sundays as these are at the weekends.
3 Pupils’ report 5 Pupils’ reasons.
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24 Section 4 – Reviews

Review 4A Review 4B
1 (a) 25% 1 (a) 33.3%
(b) 70% (b) 45%
(c) 60% (c) 40%
2 (a) 210 2 (a) 122.5 (b) 30
(b) 280 3 (a) 350 (b) 172.5
3 (a) 195 4 €6000
(b) 4200 5 (a) Expression
4 3600 tonnes (b) Equation
5 (a) Expression (c) Equation
(b) Expression (d) Expression
(c) Equation 6 (a) 6a2  5a  6
(d) Equation (b) 2b2  9b  5

6 (a) a2  2a  8 7
(b) b2  10b  21
7

8 Scale factor of enlargement 2 8 Scale factor of enlargement 3

9 Mean = 6.5 9 Mean = 4123

Median
6 Median
41
Mode
6 and 7 Mode
39
10 Mode  pupils’ explanation 10 78.3 kg
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Section 5 – Algebra 25

SECTION FIVE Exercise 21.5

1 9 units
Chapter 21 – Number 2 24 000
Exercise 21.1 3 6000
1 2 4 16 3
1 
4

8

16

64

12 4 81 tonnes
2 4 8 20 16
2 
5

10

20

50

40 5 (a) 20 hours 50 minutes (b) 384 m
3 6 9 15 27
3 
8

16

24

40

72
Exercise 21.6
Exercise 21.2 1 15
1 4:5
8 : 10
40 : 50
12 : 15 2 60 kg
2 7 : 2
14 : 4
35 : 10
49 : 14 3 22 litres
3 8 : 5
80 : 50
32 : 20
4 : 2.5 4 36

Exercise 21.3 Exercise 21.7

1 1 : 24 1 150, 100
2 1 : 14 2 48, 96
3 1 : 1.75 3 4 kg, 6 kg
4 1 : 4.8 4 25 minutes, 35 minutes
5 1 : 2.5 5 1 m, 2 m, 5m
6 516 6 10 km, 15 km, 20 km
7 120 g 7 40 minutes, 1 hour, 2 hours 20 minutes
8 48 8 600 g, 900 g, 500 g
9 540 9 300 ml, 1200 ml, 1500 ml
10 352 10 0.4 cm, 0.6 cm or 4 mm, 6 mm

Exercise 21.4
1 4m
Chapter 22 – Algebra
2 80 m Exercise 22.1
3 67.5 m 1 (a) 12 (b) 1 (c) 6 (d) 5
4 4.25 m 2 (a) 15 (b) 10 (c) 78 (d) 24
5 2.08 m 3 (a) 13 (b) 34 (c) 19 (d) 57
6 20 km 4 (a) 16 (b) 0 (c) 14
7 13.75 km (d) 28 (e) 7 (f) 2

8 8 km 5 (a) 5 (b) 4 (c) 20

(d) 16 (e) 16 (f) 6
9 12 cm
6 (a) 80 (b) 23 (c) 6
10 16 cm
(d) 1 (e) 61 (f) 49
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26 Section 5 – Handling data

Exercise 22.2 Exercise 23.2

1 (a) P
22 cm, A
28 cm 2 1 (a) 90 cm2 (b) 104 cm2 (c) 300 cm2
(b) P
40 cm, A
96 cm2 2 (a) 66 cm2 (b) 48 cm2
(c) P
13 cm, A
9 cm 2

(d) P
20.5 cm, A
18 cm2 Exercise 23.3

(e) P
81.6 cm, A
32 cm2
1 (a) 28 cm2 (b) 120 cm2
(f) P
3.4 cm, A
0.6 cm2 2
(c) 75 cm (d) 1.275 m2
(g) P
2.9 m, A
0.45 m2
2 (a) 32 cm2 (b) 900 cm2 (c) 5 cm
(h) P
12.6 m, A
2.9 m2
(d) 1 cm (e) 40 cm
2 (a) 32.5 m2 (b) 4675 m2
2
3 (a) 22 cm (b) 625 cm2 or 0.0625 m2
(c) 18 225 mm2 (d) 3600 cm2
(c) 3313 cm (d) 30 cm or 0.3 m
3 (a) 9 cm2 (b) 30 cm2 (c) 18 cm2
(e) 30 cm or 0.3 m
4 (a) 420 volts (b) 3200 volts
(c) 600 volts2 (d) 400 volts2 Exercise 23.4
1 (a) 100 cm2 (b) 108 cm2
Exercise 22.3
2 a
4 cm, b
10 cm, c
1313 cm
1 (a) 15 °C (b) 40 °C (c) 15 °C
3 (a) 200 m2 (b) 120 m2 (c) 60 m2
(d) 100 °C (e) 0 °C (d) 12 m (e) 5 m2 (f) 15 m2
2 527 777 760 °C 3 273.15 °C

Chapter 24 – Handling data

Chapter 23 – Shape, space and Q p. 152
measures The more times an experiment or event is repeated,
the closer the overall result will be to the theoretical
Exercise 23.1 probability.
1 (a) 10 cm2 (b) 18 cm2
(c) 3600 cm or 0.36 m2
2
Q p. 152
(d) 7.04 cm2 or 704 mm2
There is an equal chance of it landing heads or tails.
2 (a) 48 cm2 (b) 38 m2 Just because a coin has already landed tails 5 times
(c) 1504 cm2 or 0.1504 m2 does not mean a head is more likely next time.
(d) 1.02 m2 or 10 200 cm2
(e) 2475 cm2 or 0.2475 m2 or 247 500 mm2 Q p. 152
3 (a) 61.2 cm2 (b) 10 cm 0.426
(c) 16 cm (d) 25 cm
4 (a) 6 cm 2
(b) 20 cm (c) 55 cm2
Q p. 152
The result of the 1000 spins is the most accurate as it
5 (a), (b), (c) Pupils’ triangles and calculations is least likely to be affected by rogue results.
(d) The area is the same in all three parts. Any
variations result from inaccuracies of drawing
and measuring. Exercise 24.1
6 (a) 17.28 cm2 (b) 10 cm 1 Pupils’ results
(c) 2 cm (d) 10 cm 2 Pupils’ results
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Section 5 – Reviews 27

Exercise 24.2
1 Pupils’ results
1
2 (a) 
36
6
(b)  or equivalent
36

3 (a) Pupils’ results

(b) Pupils’ results are likely to show that the
greater the number of results, the closer the
experimental results resemble the theoretical
probability.
4 The larger the sample size, the closer the results
are to the theoretical probability.
The graph is likely to show that, as the number of
times the experiment is carried out increases, the
experimental results get closer to the theoretical
Chapter 25 – Using and applying probability, i.e. 12.
mathematics/ICT
Review 5A
Investigation
1 20 cm
1 98 cm2
2 6 : 12 : 24
2 92 cm2
3 36°, 54°, 90°
3 18 cm2
4 (a) 26 (b) 29
4
Base length and Total area of Area of piece left 5 (a) Perimeter
2  (length + width) or equivalent
height of triangle pieces removed (cm2) (b) 26.4 cm
0 cm 0 100 6 48 cm2 7 60 cm2
1 cm 2 98 8 (a) 7 (b) 16 or equivalent
2 cm 8 92
Review 5B
3 cm 18 82
1 12 m
4 cm 32 68
2 750 kg, 1000 kg, 1250 kg
5 cm 50 50
3 60°, 90°, 120°, 90°
6 cm 68 32 4 (a) 21 (b) 29
7 cm 82 18 5 (a) Area
12  base length height
2
8 cm 92 8 (b) 18.48 cm

9 cm 98 2 6 8 cm 7 6.2 cm

10 cm 100 0 8 (a)
Dice

1 2 3 4 5 6
ICT activity
Pupils record their results in a spreadsheet. A H H1 H2 H3 H4 H5 H6
Coin

spreadsheet is given here showing the types of T T1 T2 T3 T4 T5 T6

formulae that could be used to carry out some of the
1
calculations. (b) 
12

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28 Section 6 – Checkpoint questions

SECTION SIX – 20.1 12 g

20.2 24 g marked on scale
CHECKPOINT QUESTIONS
Number Algebra
1.1 1004 1 4(x  1) cm
1.2 1545
1.3 1055 2 3y
15
1.4 2044
3 x
6
2 0.01, 0.10, 1.01, 1.10, 1.11
4 a
9
3 350, 300 b
6

4 126 miles 5 x
4

5 9 6 a
1
b
1
6.1 Day 2, Day 3, Day 5, Day 1, Day 4 c
3
6.2 9 °C d
7
6.3 1 °C
7.1 13
7.1 152 7.2 7
7.2 3
7.3 13 8 54.2

8.1 14
8.2 10%
8.3 40% Shape, space and measures
9.1 3  4
5  2 1 41 m2, 30 m
9.2 21 15  4
2.1 isosceles
10 33
2.2 acute
11 $12.75 2.3 obtuse
12 12.8 km 2.4 reflex
13 10.69 minutes 2.5 80 degrees

14.1 11 3 A
(3, 3)
14.2 12 B
(1, 3)
14.3 4 4.1 2
14.4 8
4.2 3
14.5 9
14.6 7 5 192 cm2
14.7 10
15 £7.20
16 $1105 Handling data
17 $72 2
1  or 0.4 or 40%
5

18 $20.70 2 1, 2
19 2.6 km
2600 metres 3.1 16 to 20 hours
0.34 m
340 millimetres 3.2 11 to 15 hours
1874 ml
1.874 litres (i) 11 (ii) 13

24
350 g
0.35 kilograms 3.3 60 degrees
Checkpoint Maths 1 © 2004, Hodder & Stoughton Educational 28 of 28