ST(P) MATHEMATICS 2A

ST(P) MATHEMATICS series:

ST(P) 1A
ST(P) 1B
ST(P) 1A Teacher's Notes and Answers
ST(P) 1 B Teacher's Notes and Answers

ST(P) 2A
ST(P) 28
ST(P) 2A Teacher's Notes and Answers
ST(P) 28 Teacher's Notes and Answers

ST(P) 3A
ST(P) 38
ST(P) 3A Teacher's Notes and Answers
ST(P) 38 Teacher's Notes and Answers

ST(P) 4A
ST(P) 48
ST(P) 4A Teacher's Notes and Answers
ST(P) 48 Teacher's Notes and Answers

ST(P) SA (with answers)

ST(P) 58 (with answers)

ST(P) 5C
ST(P) 5C Copy Masters
ST(P) 5C Teacher's Notes and Answers

ST(P) Resource Book

ST(P)
MATHEMATICS

L. Bostock, B.Se.

S. Chandler, B.Sc.

A. Shepherd, B.Sc.

E. Smith, M.Sc.

Stanley Thornes (Publishers) Ltd

:'C' L. Bostock, S. Chandler, A. Shepherd, E. Smith 1984, 1991

All rights reserved. No part of this publication may be reproduced or transmitted

in any form or by any means, electronic or mechanical, including photocopy,
recording, or any information storage and retrieval system, without permission in
writing from the publisher or under licence from the Copyright Licensing Agency
Limited. Further details of such licenses (for reprographic reproduction) may be
obtained from the Copyright Licensing Agency Limited, of Saffron House,
6-10 Kirby Street, London EC1N 8TS.

First published in 1984 by:

Stanley Thornes (Publishers) Ltd
Second edition published in 1990

Reprinted in 2003 by:

Nelson Thomes Ltd
Delta Place
27 Bath Road
CHELTENHAM GL53 7TH
United Kingdom

10 11 12 / 30 29

A catalogue record of this book is available from the British Library.

ISBN 978-0-7487-0542-9

Typeset by Cotswold Typesetting Ltd, Gloucester

Printed by Multivista Global Ltd
 CONTENTS

Introduction viii

Chapter 1 Working with Number. 1

Positive indices. Multiplying numbers written in index form. Dividing
numbers written in index form. Negative indices. Zero index. Standard
form. Rounding off to the nearest 10, 100,... Decimal places.
Significant figures. Estimating answers to calculations. Using a
calculator. Mixed Exercises.

Chapter 2 Probability 19
Outcomes. Probability. Certainty and impossibility. Probability that an
event does not happen. Possibility spaces. Finding probability by
experiment.

Chapter 3 Construction. 34
Revision of angle and triangle facts. Construction of an angle of 60°.
The construction to bisect an angle. Construction of angles of 30°, 90°,
0
45 Properties of the diagonals of a rhombus. The construction to
•

bisect a line. Dropping a perpendicular from a point to a line. Making

solids.

Chapter 4 Introducing Percentages 49

Expressing percentages as fractions. Expressing fractions as percentages.
One quantity as a percentage of another. Finding a percentage of a
quantity. Mixed Exercises.

Chapter 5 Scale Drawing 59

Drawing a given shape to scale. Angles of elevation. Angles of
depression. Three figure bearings. Using bearings to find distances.
Mixed Exercises.

Chapter 6 Equations and Formulae 73

Solving equations. Brackets. Multiplication and division of fractions.
Fractional equations. Multiplication of directed numbers. Constructing
formulae. Substitution of numerical values into a formula. Changing the
subject of a formula (one operation). Trial and improvement methods.
Mixed Exercises.

Chapter 7 Coordinates and the Straight Lin. 99

The equation of a straight line passing through the origin. Plotting the
graph of a given equation. The gradient of a straight line. Lines that do
not pass through the origin. The equation y = mx + c. Parallel lines.
Lines parallel to the axes. Mixed Exercises.
v
Chapter 8 Reflections and Translations 120
Line symmetry. Reflections. Invariant points. Finding the mirror line.
Construction of the mirror line. Translations. Using vectors to describe
translations.

Chapter 9 Rotations 139

Rotational symmetry. Order of rotational symmetry. Rotations. Finding
the centre of rotation by construction. Finding the angle of rotation.

Chapter 10 Area 157

Area' of a rectangle. Area of a parallelogram. Area of a triangle. Area of
compound shapes. Mixed Exercises.

Chapter 11 Circles: Circumferences and Area 173

Diameter, radius and circumference. Introducing 1t •. Calculating the
circumference. Area of a circle. Mixed Exercises.

Chapter 12 Ratio 189

Simplifying ratios. Finding missing quantities. Division in a given ratio.
The map ratio of a map. Proportion. Mixed Exercises.

Chapter 13 Enlargements 203

Finding the centre of enlargement. Scale factors. Finding an image
under enlargement. Fractional scale factors. Negative scale factors.

Chapter 14 Similar Figures 216

Similar triangles. Corresponding vertices. Finding a missmg length
(using proportion or scale factors), Corresponding sides. Two pairs of
corresponding sides and the included angle. Mixed Exercise.

Chapter 15 Percentage Increase and Decreas. 238

Percentage increase. Percentage decrease. Mixed Exercises.

Chapter 16 Trigonometry: Tangent of an Angle 244

Investigating relationships between angles and sides in a right-angled
triangle. Tangent of an angle. Names of the sides of a right-angled
triangle. Finding a side of a right-angled triangle. Finding an angle
given its tangent. Calculating an angle in a right-angled triangle.

Chapter 17 Flow Diagrams 264

Linear flow charts. Function machines. Loops.

Chapter 18 Volumes: Constant Cross-section 273

Volume of a cuboid. Volumes of solids with constant cross-section
(prisms). Volume of a cylinder. Compound shapes.
vi
Chapter 19 Sine and Cosine of an Angle 281
Sine of an angle. Using the sine ratio to find a side or an angle. Cosine
of an angle. Using the cosine ratio to find a side or an angle. Using all
three ratios. Mixed Exercises.

Chapter 20 Squares and Square Roots 299

Finding squares (exact values). Rough estimates. Finding squares using
a calculator. Finding square roots (exact values). Rough estimates of
square roots of numbers greater than one. Using a calculator to find
square roots. Rough estimates of square roots of numbers less than one.

Chapter 21 Pythagoras' Theorem 307

Investigation. Pythagoras' theorem. Finding the hypotenuse. The 3, 4, 5
triangle. Finding one of the shorter sides. Pythagoras' theorem using
areas. Finding lengths in an isosceles triangle. Finding the distance of a
chord from the centre of a circle. Using trigonometry and Pythagoras'
theorem.

Chapter 22 Practical Applications of Graphs 324

Drawing and getting information from straight line graphs. Getting
information from graphs involving curves.

Chapter 23 Averages 333

Arithmetic average or mean. Mode. Median. Range.

Chapter 24 Travel Graphs 344

Finding distance from a graph. Drawing travel graphs. Calculating the
time taken. Average speed. Information from travel graphs. Mixed
Exercises.

Chapter 25 Bills and Wages 380

Shopping bills. Wages. Telephone bills. Electricity bills.

Chapter 26 Statistics 393

Frequency tables and bar charts. Grouping data. Continuous data.
Scatter graphs and correlation. Collecting information. Questionnaires.

vii
INTRODUCTION

To the pupil:
This book continues the attempt to satisfy your mathematical needs as
you work through the National Curriculum in the secondary school.
We are conscious of the need for success together with the enjoyment
everyone finds in getting things right. With this in mind we have
provided plenty of straightforward questions and have divided the
exercises into three types of question:

The first type, identified by plain numbers, e.g. 12., helps you to see
if you understand the work. These questions are considered
necessary for every chapter you attempt.

The second type, identified by a single underline, e.g. 12., are extra,
but not harder, questions for quicker workers, for extra practice or
for later revision.

The third type, identified by a double underline, e.g. 12., are for
those of you who manage Type 1 questions fairly easily and
therefore need to attempt questions that are a little harder.

Most chapters end with "mixed exercises". These will help you revise
what you have done, either when you have finished the chapter or at a
later date.

At this stage you will find that you use your calculator more
frequently. However, it is still wise to use it mainly to check answers.
Whether you use a calculator or not, always estimate your answer and
always ask yourself the question, "Is my answer a sensible one?"

To the teacher:
A number of topics have been introduced as a result of the National
Curriculum. Originally featured in the Supplementary Booklet, they
have now been incorporated into this new edition. One chapter,
Simple Interest, has been removed.

Together with Book lA, this book completes coverage of Level 5,

most of Level 6 and about half of Level 7. The remaining attainment
targets in Levels 6 and 7 will be covered in Book 3A.

Some of the work in this book goes beyond Level 7. This offers
flexibility for those teachers who prefer to do the work at this stage in
preparation for the tests at Key Stages 3 and 4. Some teachers may
decide that some topics, particularly the introduction to trigonometry,
can be omitted as the trigonometry is fully covered in Book 3A.
viii
 WORKING WITH NUMBERS

POSITIVE INDICES

We have seen that 32 means 3 x 3

and that 2 x 2 x 2 can be written as 23.
The small number at the top is called the index or power. (The plural
of index is indices.)
It follows that 2 can be written as 21 although we would not
normally do so.

EXERCISE ,.

2s = 2x2x2x2x2

= 32

Find:

1. 32 4. 53 7. 27 10. 104

2. 41 5. 103 8. 101 11. 106

3. 102 6. 34 9. 43 12. 33

Find the value of 3.6 x 102

3.6 X 102 = 3.6 x 100

=360

Find the value of:

13. 7.2 x 103 18. 5.37 x lOs

14. 8.93 x 10 2
19. 4.63 x 101
15. 6.5 x 104 20. 5.032 X 102

16. 3.82 x 103 21. 7.09 x 102

17. 2.75 x 101 22. 6.978 x 101
2 ST(P) Mathematics 2A

MULTIPLYING NUMBERS WRITTEN IN INDEX FORM

We can write 22 x 23 as a single number in index form because

3
22 x 2 = (2 x 2) x (2 x 2 x 2)

= 2x2x2x2x2

= 25
22 X 23 = 22 + 3 = 25

But we cannot do the same with 22 x 53 because the numbers

multiplied together are not all 2s (nor are they all 5s).

We can multiply together different powers of the same number by

adding the indices but we cannot multiply together powers of different
numbers in this way.

EXERCISE 1b
Write a3 x a4 as a single expression in index form.

Write as a single expression in index form:

1. 35 X 32 6. 54 X 54
2. 75 X 73 7. 124 X 125
3. 92 X 98 8. p6 Xp8

4. 24 X 27 9. 47 x49
5. b3 X b2 10. ,5 X,3

DIVIDING NUMBERS WRITTEN IN INDEX FORM

If we' want to write 25 +- 22 as a single number in index form then

, ,
~x~x2x2x2 3
= ~x'i. =2
I I

i.e.

We can divide different powers of the same number by subtracting the

indices.
 Working with Numbers 3
EXERCISE 1c
Write a' + a3 as a single expression in index form.

a' +a3 = a7-3

Write as a single expression in index form:

1. 44+42 8. 158+ 154
2. 79+73 7. 612 +67
3. 56+55 8. b' +bs
4.
5.
lOB
q9+qS
+ 103

10.
-
9. 915+914
p4+p3

11. 64 X 67 16. 22 x 24 X 23

12. 39+36
-
17. 42 x43+44

13. 2B+2' 18. a2 x a2 +a3

14. a9 x a3
-
19. 36+ 32 x 34
15. C6+C3 20. b2 X b3 X b4
-
NEGATIVE INDICES

Consider 23 -;- 25
Subtracting the indices gives 23+25 = 23-5 = 2-2
3 5 23 2x2x2
But, .as a fraction, 2 -:- 2 = 2s = 2x2x 2x 2x2 = 22

Therefore

1
In the same way, 5-3 means 53

513 is called the reciprocal of 53, so also 5 - 3 is the reciprocal of 53

In general, a-b is the reciprocal of ab (i.e. a-b = :,,)

4 ST(P) Mathematics 2A

EXERCISE 1d
Find the value of 5 - 2

1
25

Find the value of:

1. 2-2 6. 4 -2 11. 4-3 16. 5-3
2. r3 7. r4 12. 6-2 17. 10-2
3. 2-4 8. 5-1 13. 15 -I 18. 2-3

4. r 1
9. 3 -2 14. 6-1 19. to-I

5. 7-1 10. 4-1 15. r 2

20. 8-2

Find the value of 1.7 x 10 - 2

1
1.7 X 10-2 = 1.7 x""J02

1.7
= 100 = 0.017

Find the value of:

21. 3.4 x 10-3 26. 4.67 x 10-5

22. 2.6x 10-1 27. 3.063 x 10-1

23. 6.2 x 10-2 28. 2.805 x 10-2

24. 8.21 x 10-3 29. 51.73 x 10-4

25. 5.38 x 10-4 30. 30.04 x 10-1

Write 2 + 23 as a single number in index form.

2-:-23 = 21 +23
= 2-2
 Working with Numbers 5
Write as a single number in index form:
31. 52 + 54 38. 103 + 106
32. 3+34 37. bs+b9
33. 64+67 38. 48+43
34. 2s+23 39. cs+c4
35. as+a1 40. 2°+2b
===
THE MEANING OF a0

Consider 23 + 23
Subtracting indices gives
I I I

'i_x'i.x~ =
Simplifying ~: gives 1
f'x}xt,
So 2° means I
In the same way a3+a3 = ao (subtracting indices)
3 3
axaxa
But a +a = = 1 (simplifying the fraction)
axaxa

MIXED QUESTIONS ON INDICES

EXERCISE 1e Find the value of:

1. 22 4. r1 7. 3"' 10. 6-2

2. 5-2 5. 70 8. 20 11. 10-3

3. 43 8. 53 9. 41 12. (tf'
13. 2.41 x 103 18. l.074 x 10-1
14. 7.032 x 10-1 19. 7.834 x 102
15. 4.971 x 102 20. 3.05 '>( 103
18. 7.805 x 10-3 21. 5.99 x 10°
17. 5.92 x 104 22. 3.8601 x 10-4
6 ST(P) Mathematics 2A

Write as a single number in index form:

23. 23 x 24 28. 54 x 5-2

24. 46-;- 43 29. 3s-=-3s
25. 3-2 x 34 30. b3-;- b3
26. a4 x a3 31. 4-2 x 46

27. a 7-=- a3 32. 53-;- 59

33. 22 x 24 x 23 38. a3 x a2 x as
=- ===
34. a2 x a4 x a6
===
35.
-=
3s x 32-=- 33 --
39.
40.
32-;- 36 x 32
b3 X b-3

36. 73 x 73-;- 76
=-i:
-
41. 5-2x5-3

-
37.
42 x 46
~
-
42.
a3 xa4
--;;,--

STANDARD FORM

The nearest star to us (Alpha Centauri) is about 25 million million miles

away. Written in figures this very large number is 25 000000000000.
The diameter of an atom is roughly 2 ten-thousand-millionths of a metre,
or 0.000 000 000 2 m and this is very small.

These numbers are cumbersome to write down and, until we have

counted the zeros, we cannot tell their size. We need a way of writing
such numbers in a shorter form from which it is easier to judge their
size: the form that we use is called standard f~rm (sometimes called
scientific notation).
Written in standard form the first number is 2.5 x 1013
and the second number is 2 x 10-10

So 1.3 x 102, 2.86 x 104 and 3.72 x 10-2 are in standard form,

but 13 x 103 and 0.36 x 10-2 are not in standard form because the
first number is not between l and I 0.
 Working with Numbers 7
EXERCISE 1f
Write 2.04 x 10-3 as an ordinary number.

-3 1
2.04 x 10 = 2.04 x lQ3

= 0.00204

Each of the following numbers is written in standard form. Write

them as ordinary numbers.
1. 3.78 X 103 6. 3.67 X 10-6

2. 1.26 X 10-3 7. 3.04 X 104

3. 5.3 X 106 8. 8.503 X 10-4

4. 7.4x 1014 9. 4.25 X 1012
5. 1.3 X 10-4 10. 6.43 X 10-8

CHANGING NUMBERS INTO STANDARD FORM

To change 6800 into standard form, the decimal point has to be

placed between the 6 and the 8 to give a number between 1 and 10.
Counting then tells us that to change 6.8 to 6800, we need to move the
decimal point three places to the right (i.e. to multiply by 10")
i.e. 6800 = 6.8 x 1000 = 6.8 X 103

To change 0.01934 into standard form, the point has to go between

the 1 and the 9 to give a number between I and 10.
This time counting tells us that .. to change 1.934 to 0.019 34, we need to
move the point two places to the left (i.e. to divide by 1<Y)
so 0.01934 = 1.934+ 100 = 1.934 x 10-2

EXERCISE 18 Change the following numbers into standard form:

1. 2500 6. 39070 11. 26030
2. 630 7. 4500000 12. 547000
3. 15300 8. 530000000 13. 30600
4. 260000 9. 40000 14. 4060000
5. 9900 10. 80000 000 000 15. 704
8 ST(P) Mathematics 2A

0.006043 = 6.043 x 10-3

Write the following numbers in standard form:

16. 0.026 21. 0.79 26. 0.907

17. 0.0048 22. 0.0069 27. 0.0805

-
18. 0.053 23. 0.0000075 28. 0.08808
19. 0.000018 24. 0.0000000004 29. 0.0007044
20. 0.52 25. 0.684 30. 0.000000000073

31. 79.3 36. 60.5 41. 5 300000000000

32. 0.00527 37. 0.003005 42. 0.0000000502

33. 80600 38. 0.60005 43. 0.00700809
34. 0.9906 39. 7080000 44. 708000
35. 0.0705 40. 560800 46. 40.5

46. 88.92 61. 84 58. 5090

47. 0.0000506 52. 351 57. 268000

48. 0.000000057 53. 0.09 58. 30.7

49. 503000000 54. 0.00705 59. 0.00505

SO. 99000000 5&. 36 60. 0.0000088

APPROXIMATIONS: WHOLE NUMBERS

We saw in Book 1 that it is sometimes necessary to approximate given

numbers by rounding them off to the nearest 10, 100,... For
example, if you measured your height in millimetres as 1678 mm, it
would be reasonable to say that you were 1680 mm tall to the nearest
IOmm.
The rule is that if you are rounding off to the nearest 10 you look at
the units. If there are 5 or more units you add one on to the tens. If
there are less than 5 units you leave the tens alone.
 Working with Numbers 9
Similar rules apply to rounding off to the nearest 100 (look at the
tens); to the nearest 1000 (look at the hundreds); and so on.

EXERCISE 1h
Round off 1853 to a) the nearest ten
b) the nearest hundred
c) the nearest thousand

a) 185! 3 = 1850 to the nearest 10

b) 18i53 = 1900 to the nearest 100

c) I! 853 = 2000 to the nearest 1000

Round off each of the following numbers to a) the nearest ten

b) the nearest hundred c) the nearest thousand:
1. 1547 5. 68414 9. 53804
2. 8739 6. 5729 10. 6007

3. 2750 7. 4066 11. 4981

4. 36835 8. 7507 12. 8699

A building firm stated that, to the nearest 100, it built

2600 homes last year. What is the greatest number of
homes that it could have built and what is the least
number of homes that it could have built?

The smallest number that can be rounded up to 2600 is

2550.
The biggest number that can be rounded down to 2600 is
2649.
firm built at most 2649 homes and at least 2550

13. A bag of marbles is said to contain 50 marbles to the nearest

=== 10. What is the greatest number of marbles that could be in the
bag and what is the least number of marbles that could be in
the bag?

14. To the nearest thousand, the attendance at a particular First

=== Division football match was 45000. What is the largest number
that could have been there and what is the smallest number that
could have attended?
10 ST(P) Mathematics 2A

15. 1500 people came to the school fete. If this number is correct to
the nearest hundred, give the maximum and the minimum
number of people that could have come.

16. The annual accounts of Scrub pic (soap manufacturers) gave the
=== company's profit as £3000000 to the nearest million. What is
the least amount of profit that the company could have made?

17. The chairman of A. Brick (Builders) pic said that they employ
=== 2000 people. If this number is correct to the nearest 100, what is
the least number of employees that the company can have?

APPROXIMATIONS: DECIMALS

If you measure your height in centimetres as 167.8 em, it would be

reasonable to say that, to the nearest centimetre, you are 168 cm tall.
We write 167.8 = 168 correct to the nearest unit.
If you measure your height in metres as 1.678 m, it would be
reasonable to say that, to the nearest 1 bo
m, you are 1.68 m tall.
Hundredths are represented in the second decimal place so we say
that 1.678 = 1.68 correct to 2 decimal places.

EXERCISE 1i
2 decimal places
I decimal place
the nearest unit

a) 8.75: 3 = 8.75 correct to 2 d.p.

8.7:53 = 8.8 correct to 1d.p.
8:.753 = 9 correct to the nearest uni t

Give each of the following numbers correct to a) 2 decimal places

b) 1 decimal place c) the nearest unit:
1. 2.758 8. 3.896
2. 7.371 7. 8.936
3. 16.987 8. 73.649

4. 23.758 9. 6.896

5. 9.858 10. 55.575

 Working with Numbers 11

Give the following numbers correct to the number of decimal places

given in brackets:
11. 5.07 (1) 16. 0.9752 (3)
12. 0.0087 (3) 17. 5.5508 (3)
13. 7.897 (2) 18. 285.59 (1)

14. 34.82 (I) 19. 6.749 (1)

15. 0.007831 (4) 20. 9.999 (2)

SIGNIFICANT FIGURES

In the previous two sections we used a height of 1678 mm as an

example. This height was measured in three different units and then
rounded off:

in the first case to 1680 mm correct to the nearest 10 mm,

in the second case to 168 cm correct to the nearest centimetre,
in the third case to 1.68 m correct to 2 d.p.

We could also give this measurement in kilometres, to the same degree

of accuracy, as 0.001 68 km correct to 5 d.p.
Notice that the three figures I, 6 and 8 occur in all four numbers and
that it is the 8 that has been corrected in each case.
The figures 1, 6 and 8 are called the significant figures and in all four
cases the numbers are given correct to 3 significant figures.

Using significant figures rather than place values (i.e. tens, units,
first d.p., second d.p., ... ) has advantages. For example, if you are
asked to measure your height and give the answer correct to
3 significant figures, then you can choose any convenient unit. You do
not need to be told which unit to use and which place value in that
unit to correct your answer to.

Writing a number in standard form gives an easy way of finding the

first significant figure: it is the number to the left of the decimal point.

For example 170.6 = 1.706 X 102

So 1 is the first significant figure in 170.6.

The second significant figure is the next figure to the right
(7 in this case).
The third significant figure is the next figure to the right again
(0 in this case), and so on.
12 ST(P) Mathematics 2A

EXERCISE 1j
Write down a) the first significant figure
b) the third significant figure in 0.001 503

0.001503 = 1.503 x 10-3

a) the first s.f. is I
b) the third s.f. is 0

In each of the- following numbers write down the significant figure

specified in the bracket:
1. 36.2 (1st) 6. 5.083 (3rd)
2. 378.5 (3rd) 7. 34.807 (4th)

3. 0.0867 (2nd) 8. 0.07603 (3rd)

4. 3.786 (3rd) 9. 54.06 (3rd)

5. 47632 (2nd) 10. 5.7087 (4th)

EXERCISE 1k
Give 32 685 correct to 1 s.f.

(First write 32685 in standard form.)

32685 = 3.:2685 x 104

(As before, to correct to I s.f. we look at the second s.f.:

if it is 5 or more we add one to the first s.f.; if it is less
than 5 we leave the first s.f. alone.)
So 3:2685 = 30000 to 1 s.f.

Give the following numbers correct to 1 s.f.:

1. 59727 5. 80755 9. 667505
2. 4164 6. 476 10. 908
3. 4396185 7. 51488 11. 26
4. 586359 8. 4099 12. 980

Give the following numbers correct to 2 s.f.:

13. 4673 15. 59700 17. 6992

-
14. 57341 16. 892759 18. 9973
 Working with Numbers 13

19. 72 601 21. 50047 23. 476

20. 444 22. 53908 24. 597

Give 0.021 94 correct to 3 s.f.

0.02194 = 2.1914x 10-2

(The fourth s.f. is 4 so we leave the third s.f. alone.)
So 0.0219:4 = 0.0219 to 3 s.f.

Give the following numbers correct to 3 s.f.:

25. 0.008463 30. 0.0078547
26. 0.825716 31. 7.5078
27. 5.8374 32. 369.649
28. 78.49 33. 0.989624
29. 46.8451 34. 53.978

Give each of the following numbers correct to the number of

significant figures indicated in the bracket.

35. 46.931 06 (2) 40. 4537 (I)

36. 0.00684503 (4) 41. 37.85672 (3)

37. 576335 (1) 42. 6973 (2)

38. 497 (2) 43. 0.070865 (3)

39. 7.82438 (3) 44. 0.06734 (1)

Find 50 -;-8 correct to 2 s.f.

(To give an answer correct to 2 s.f. we first work to 3 s.f.)

6.2:5
8) 50.00

So 50+ 8 = 6.3 to 2 s.f.

14 STep) Mathematics 2A

Give, correct to 2 s.f.

45. 20+6 so. 143+5

46. 10+6 61. 73+3

47. 25+2 62. 0.7+3
48. 53+4 63. 0.23+9
49. 125+9 54. 0.0013+3

ROUGH ESTIMATES

If you were asked to find 1.397 x 62.57 you could do it by long

multiplication or you could use a calculator. Whichever method you
choose, it is essential first to make a rough estimate of the answer.
You will then know whether the actual answer you get is reasonable
or not.

One way of estimating the answer to a calculation is to write each

number correct to 1 significant figure.
So 1.!397x6!2.57 ~ 1 x60 = 60

EXERCISE 11
Correct each number to 1 s.f. and hence give a rough
answer to
a) 9.524xO.0837 b) 54.72+0.761

a) 9!.524xO.08i37 ~ 10 x O.OS = O.S

b) 5:4.72 50 500
0.7:61 ~ 0.8 = 8

= 60 (giving 500+ 8 to 1 s.f.)

Correct each number to 1 s.f. and hence give a rough answer to each
of the following calculations:
1. 4.78x23.7 8. 82.8+ 146
2. 56.3 x 0.573 7. 0.632 x 0.845

3. 0.0674+ 5.24 8. 0.0062 x 574

4. 354.6 x 0.0475 9. 7.835+6.493

6. 576 x 256 10. 4736 x 729

 Working with Numbers 15

11. 34.7x21 16. 0.0326~ 12.4

12. 8.63 x 0.523 17. 0.00724 x 0.783
13. 34.9~15.8 18. 3581~45
14. 0.47~0.714 19. 1097x94
15. 985~57.2 20. 45.07 x 0.0327

Correct each number to I s.f. and hence calculate

0.048 x 3.275
.--------- to 1 s.f.
0.367
0.04:8
I x 3.:275
I......... 0.05x3 __ 0.15 1.5
0.3! 67 -- 0.4 - 0.4 - 4
= 0.4 (to 1 s.f.)

21. 3.87 x 5.24 89.03 x 0.07937

26.
=== 2.13 ==== 5.92

22. 0.636 x 2.63 27. 975 x 0.636

- 5.47 === 40.78

23. 21.78 x 4.278 28. 8.735

- 7.96 === 5.72 x 5.94

24. 6.38 x 0.185 29. 0.527

- 0.628 6.41 x 0.738

25. 43.8 x 3.62 30. 57.8

=== 4.72 0.057 x 6.93

CALCULATIONS: MULTIPLICATION AND DIVISION

display

~-. - _.
- --- - -
--:---

CIION

When you key in a number on

0B~B8 your calculator it appears on the
088[3~ display. Check that the number on
00000 display is the number that you
intended to enter.
fEJ[TI000
@9[!]00G
fI)[2]OBG
16 ST(P) Mathematics 2A

EXERCISE 1m First make a rough estimate of the answer. Then use your calculator
to give the answer correct to 3 s.f.
1. 2.16 x 3.28 6. 6.053 x 1.274
2. 2.63 x 2.87 7. 2.304 x 3.251
3. 1.48 x 4.74 8. 8.426 x 1.086
4. 4.035 x 2.116 9. 5.839 + 3.618

5. 3.142 x 2.925 10. 6.834~4.382

11. 9.571+ 2.518 16. 23.4 x 56.7

12. 5.393 + 3.593 17. 384 x 21.8
-
13. 7.384~2.51 18. 45.8 x 143.7

14. 4.931 +3.204 19. 537.8+ 34.6

15. 8.362 -:-5.823 20. 45.35 + 6.82

21. 63.8 x 2.701 26. 5703 -;- 154.8

22. 40.3+ 2.74 27. 39.03 x 49.94

23. 400+ 35.7 28. 2000+ 52.66

24. (34.2)2 29. (36.8)2

25. 5007 x 2.51 30. 29006+2.015

31. 0.366 x 7.37 36. 0.0826 x 0.582

32. 0.0526 x 0.372 37. 24.78 x 0.0724
33. 6.924 x 0.00793 38. 0.008 35 x 0.617

34. 0.638 x 825 39. 0.5824 x 6.813

- (0.74)2
35. 52 x 0.0895 40.

41. 0.583 -:-4.82 41. 89.5+0.724

42. 0.628+7.61 47. 38.07 -:-0.682

43. 0.493 + 1.253 48. 5.71 +0.0623

44. 0.518+5.047 49. 7.045 + 0.0378

45. 82.7 + 593 50. 6.888 -:-0.0072

 Working with Numbers 17

51. 45.37 -:-0.925 56. 0.528 -7 0.0537

52. 8.41 -:-0.000 748 57. 0.571 -:-0.824

53. 6.934+0.0829 58. 0.0455 + 0.0613
54. 0.824 + 0.362 59. 0.006..;-0.04703
55. 0.572 -:-0.851 80. 0.824 -:-0.00008

61. 5000 -:-0.789 88. 0.0467 -:-0.000 074

=== (0.078)2
=-
(0.000 31)2
62. 69.
=== ===
70. 54.9 x 36.6
63. 0.0608 x 573
== =- 0.406
84. (78.5)3 71. 68.41 + 392.9
=== 3.782 x 0.467
===
65. 72. 0.0482..;-0.00289
=== 4.89 ===
66. 4.88 x 0.004 17 73. (0.0527)3
=== ===
74. 0.857 x 8.109
67. 0.9467 -:-7683
=== === 0.5188

MIXED EXERCISES

EXERCISE 1n 1. Find the value of 4 - 2 .

2. Simplify b2 -:- b5.

32 X 33
3. Find the value of -3-5 -.

4. Write 36400 in standard form.

5. Write 0.00507 in standard form.

6. Give 57934 correct to 1 sJ.

7. Give 0.061 374 correct to 3 s.f.

8. Find 0.582 x 6.382, giving your answer correct to 3 s.f.

9. Find 45.823 -:- 15.89, giving your answer correct to 3 sJ.

18 ST(P) Mathematics 2A

EXERCISE 1P 1. Find the value of 63.

. 24 X 22. . .
2. Wnte ~ as a single number Inindex form.

3. Find the value of 56 -;- 57.

4. Simplify a2 x a4 x a .
5. Write 650000000 in standard form.
6. Give 45 823 correct to 2 s.f.
7. The organisers of a pop concert hope that, to the nearest
thousand, 22000 people will buy tickets. What is the minimum
number of tickets that they hope to sell?

8. Find the value of 12.07 -:-0.00897 giving your answer correct to

3 s.f.
9. Find the value of (0.836)2 giving your answer correct to 3 s.f.

EXERCISE 1q 1. Find the value of 5-2 x53.

4

2. Simplify ~.
a xa
3. Find the value of Y x 34 -;- 36.
4. Write 0.005708 in standard form.
5. Give 9764 correct to I s.f.
6. Give 0.050806 correct to 3 s.f.

7. Correct to 1 significant figure, there are 70 matches in a box.

What is the difference between the maximum and the minimum
number of matches that could be in the box?
8. Find 0.0468 -;-0.004 73 giving your answer correct to 3 s.f.
56.82 x 0.714
9. Find 8.625 giving your answer correct to 3 s.f.
 PROBABILITY

OUTCOMES OF EXPERIMENTS

If you throw an ordinary dice there are six possible scores that you
can get. These are I" 2" 3" 4" 5" or 6.
The act of throwing the dice is called an experiment.
The score that you get is called an outcome or' an erent.
The set {I 2" 3" 4" 5, 6} is called the set of all possihle outcomes.
'I

EXERCISE 2a How many possible outcomes are there for the following experiments?
Write down the set of all possible outcomes in each case.
1. Tossing a lOp coin. (Assume that it lands flat.)
2. Taking one disc from a bag containing I red" blue and
I yellow disc.

3. Choosing one number from the first ten positive integers. (An
integer is a whole number.)
4. Taking one crayon from a box containing I red, I yellow,
I blue, I brown, I black and I green crayon.

5. Taking one item from a bag containing I packet of chewing

gum, I packet of boiled sweets and I bar of chocolate.
S. Ta king one coin from a bag containing one I p coin, one lOp
coin, one 20 p coin and one 50 p coin.
7. Choosing one card from part of a pack of ordinary playing
cards containing just the suit of clubs.

8. Choosing one letter from the vowels of the alphabet.

9. Choosing one number from the first 5 prime numbers.

10. Choosing an even number from the first 20 positive whole

numbers.

19
20 ST(P) Mathematics 2A

PROBABILITY

If you throw an ordinary dice, what are the chances of getting a four?
If you throw it fairly, it is reasonable to assume that you are as likely
to throw anyone score as any other, i.e. all outcomes are equally
likely. As throwing a four is only 1 of the 6 equally likely outcomes
you have a 1 in 6 chance of throwing a four.
"Odds' is another word in everyday language that is used to describe
chances.
In mathematical language we use the word "probability" to describe
chances. We say that the probability of throwing a four is !.
This can be written more briefly as

We will now define exactly

P(throwing a four) = *
what we mean by "the probability that
something happens".
If A stands for a particular event, the probability of A happening is
written P(A) where
the number of ways in which A can occur
P(A) = .
the total number of equally likely outcomes
We can use this definition to work out, for example, the probability
that if one card is drawn at random from a full pack of ordinary
playing cards, it is the ace of spades.
(The phrase Hat random" means that anyone card is as likely to be
picked as any other.)
There are 52 cards in a full pack, so there are 52 equally likely
outcomes.
There is only one ace of spades, so there is only one way of drawing
that card,
i.e. P(ace of spades) = 512

EXERCISE 2b In the following questions, assume that all possible outcomes are
equally likely.
1. One letter is chosen at random from the letters in the word
SALE. What is the probability that it is A?
2. What is the probability that a red pencil is chosen from a box
containing 10 different coloured pencils?

3. What is the probability of choosing a prime number from the

numbers 6, 7, 8, 9, 10?
 Probability 21

4. What is the probability of picking the most expensive car from a

range of six new cars in a showroom?
5. What is the probability of choosing an integer that is exactly
divisible by 5 from the set {6, 7, 8, 9, 10, II, 12}?
6. In a raffle 200 tickets are sold. If you have bought one ticket.
what is the probability that you will win first prize?

7. One card is chosen at random from a pack of 52 ordinary

playing cards. What is the probability that it is the ace of hearts?
8. What is the probability of choosing the colour blue from the
- colours of the rainbow?
!: A whole number is chosen from the first 15 positive whole
numbers.
What is the probability that it is exactly divisible both by 3 and
by 4?

EXPERIMENTS WHERE AN EVENT CAN HAPPEN MORE THAN ONCE

If a card is picked at random from an ordinary pack of 52 playing

cards, what is the probability that it is a five?
There are 4 fives in the pack, the five of spades, the five of hearts, the
five of diamonds and the five of clubs.
That is, there are 4 ways in which a five can be picked.
Altogether there are 52 cards that are equally likely to be picked,

therefore P(picking a five) = 542 = h-

Now consider a bag containing 3 white discs and 2 black discs.

If one disc is taken from the bag it can be black or white. But these
are not equally likely events: there are three ways of choosing a white
disc and two ways of choosing a black disc, so

P(choosing a white disc) = t

and P(choosing a black disc) = ~
22 ST(P) Mathematics 2A

EXERCISE 2c
A letter is chosen at random from the letters of the word
DIFFICULT. How many ways are there of choosing the
letter I? What is the probability that the letter I will be
chosen?

There are 2 ways of choosing the letter I and there are

9 letters in DIFFICULT.

P( choosing I) = ~

1. How many ways are there of choosing an even number from the
first 10 positive whole numbers?
2. A prime number is picked at random from the set
{4, 5, 6, 7, 8,9, 10, II}. How many ways are there of doing this?
3. A card is taken at random from an ordinary pack of 52 playing
cards. How many ways are there of taking a black card?

4. An ordinary six-sided dice is thrown. How many ways are there

of getting a score that is greater than 4?
5. A lucky dip contains 50 boxes, only 10 of which contain a prize,
the rest being empty. How many ways are there of choosing a
box that contains a prize?
6. A number is chosen at random from the first 10 positive integers.
What is the probability that it is
a) an even number c) a prime number
b) an odd number d) exactly divisible by 3?
7. One card is drawn at random from an ordinary pack of 52
playing cards. What is the probability that it is
a) an ace c) a heart
b) a red card d) a picture card (include the aces)?
 Probability 23
8. One letter is chosen at random from the word DIFFICULT.
What is the probability that it is
a) the letter F
b) the letter D
c) a vowel
d) one of the first five letters of the alphabet?

9. An ordinary six-sided dice is thrown. What is the probability

- that the score is
a) greater than 3 b) at least 5 c) less than 3?

10. A book of 150 pages has a picture on each of 20 pages. If one

page is chosen at random, what is the probability that it has a
picture on it?

11. One counter is picked at random from a bag containing 15 red

=== counters, 5 white counters and 5 yellow counters. What is the
probability that the counter removed is
a) red b) yellow c) not red?

12. If you bought 10 raffle tickets and a total of 400 were sold,
=== what is the probability that you win first prize?

13. A roulette wheel is spun. What is the probability that when it

=== stops it will be pointing to
a) an even number
b) an odd number
c) a number less than 10 excluding zero?
(The numbers on a roulette wheel go from 0 to 35, and zero is
neither an even number nor an odd number.)

-
14.

15.
One letter is chosen at random from the letters of the alphabet.
What is the probability that it is a consonant?

A number is chosen at random from the set of two-digit

=== numbers (i.e. the numbers from 10 to 99). What is the
probability that it is exactly divisible both by 3 and by 4?

16. A bag of sweets contains 4 caramels, 3 fruit centres and 5 mints.

- If one sweet is taken out, what is the probability that it is
a) a mint b) a caramel c) not a fruit centre?
24 ST(P) Mathematics 2A

CERTAINTY AND IMPOSSIBILITY

Consider a bag that contains 5 red discs only. If one disc is removed
it is absolutely certain that it will be red. It is impossible to take a
blue disc from that bag.

P(disc is red) = i= 1
P(disc is blue) = ~ = 0
In all cases

Most events fall somewhere between the two, so

EXERCISE 2d Discuss the probability that the following events will happen. Try to
class them as certain, impossible or somewhere in between.

1. You will swim the Atlantic Ocean.

2. Y ou will weigh 80 kg.

3. You will be late home from school at least once this term.

4. You will grow to a height of 2 m.

5. The sun will not rise tomorrow.

6. You will run a mile in 31 minutes.

7. You will have a drink sometime today.

8. Newtown Football Club will win next year's F.A. Cup.

9. A card chosen from an ordinary pack of playing cards is either

. red or black.

10. A coin that is tossed lands on its edge.

11. Give some examples of events that are likely or unlikely to

happen. For example: you will own a car; your home will burn
down.
 Probability 25

PROBABILITY THAT AN EVENT DOES NOT HAPPEN

If one card is drawn at random from an ordinary pack of playing

cards, the probability that it is a club is given by

Pea club) = ~~ = ~
Now there are 39 cards that are not clubs so the probability that the
card is not a club is given by

P(not a club) = ~i !.
=

i.e. P(not a club) + P(a club) = i+ ~ = 1

Hence P(not a club) = 1 - P(a club)

This relationship is true in any situation because

The number of
,
ways)
hiIC h an event, A , =
(Th
e tota
1
ibl nurn r
be
0
f)
-
(The number of ways)
in whiIC h A can
( In W
can not happen P?SSI e outcomes
10 W
happen

i.e. P(A does not happen) = I- P(A does happen)

BA does not happen" is shortened to A, where A is read as "not A".

Therefore

EXERCISE 2.
A letter is chosen at random from the letters of the word
PROBABILITY. What is the probability that it is not B?

Method I: There are 11 letters and 2 of them are Bs

P(letter is B) = 121

Hence P(letter is not B) = 1- 121

= 1~
Method 2: There are 11 letters and 9 of them are not Bs
P(letter. is not B) = l~
26 ST(P) Metbemetrcs 2A

1. A number is chosen at random from the first 20 whole numbers.

What is the probability that it is not a prime number?
2. A card is drawn at random from an ordinary pack of playing
cards. What is the probability that it is not a two?
3. One letter is chosen at random from the letters of the alphabet.
What is the probability that it is not a vowel?
4. A box of 60 coloured crayons contains a mixture of colours, 10
of which are red. If one crayon is removed at random, what is
the probability that it is not red?
5. A number is chosen at random from the first 10 whole numbers.
What is the probability that it is not exactly divisible by 3?
6. One letter is chosen at random from the letters of the word
ALPHABET. What is the probability that it is not a vowel?
7. In a raffle, 500 tickets are sold. If you buy 20 tickets, what is
the probability that you will not win first prize?
8. If you throw an ordinary six-sided dice, what is the probability
that you will not get a score of 5 or more?
9. There are 200 packets hidden in a lucky dip. Five packets
contain £1 and the rest contain 1p. What is the probability that
you will not draw out a packet containing £ 1?

10. When an ordinary pack of playing cards is cut, what is the

=== probability that the card showing is not a picture card?
(The picture cards are the jacks, queens and kings.)

-11. A letter is chosen

SUCCESSION.
a) N b) S
at random from the letters of the word
What is the probability that the letter is
c) a vowel d) not S?
12. A card is drawn at random from an ordinary pack of playing
=== cards. What is the probability that it is a) an ace b) a spade
c) not a club d) not a seven or an eight?
13. A bag contains a set of snooker balls (i.e. 15 red and 1 each of
=== the following colours: white, yellow, green, brown, blue, pink
and black). What is the probability that one ball removed at
random is
a) red b) not red c) black d) not red or white?
14. There are 60 cars in the station car park. Of the cars, 22 are
-= British made, 24 are Japanese made and the rest are European
but not British. What is the probability that the first car to leave
is a) Japanese b) not British
c) European but not British d) American?
 Probability 27
POSSIBILITY SPACE FOR TWO EVENTS

Suppose a 2 p coin and a lOp coin are tossed together. One possibility
is that the 2 p coin will land head up and that the lOp coin will also
land head up.
If we use H for a head on the 2 p coin and H for a head on the 10p coin,
we can write this possibility more briefly as the ordered pair (H, H).
To list all the possibilities, an organized approach is necessary,
otherwise we may miss some. We use a table called a possibility space.
The possibilities for the lOp coin are written across the top and the
possibilities for the 2 p coin are written down the side:
lOp coin
H T
H
2p coin
T

When both coins are tossed we can see all the combinations of heads
and tails that are possible and then fill in the table.
lOp coin
H T

H (H,H) (H, n
2p coin
T (T,H) (T, n

EXERCISE 2f 1. Two bags each contain 3 white counters and 2 black counters.
One counter is removed at random from each bag. Copy and
complete the following possibility space for the possible
combinations of two counters. ·
1st bag
0 0 0 e
0 (0,0) (0,0) (0,0) (e,O)

0
2nd bag
°
e
e (O,e)
28 ST(P) Mathematics 2A

2. An ordinary six-sided dice is tossed and a lOp coin is tossed.

Copy and complete the following possibility space.
Dice

2 3 4 5 6

H (H,2)
lOp coin
T (T,4)

3. One bag contains 2 red counters, yellow counter and 1 blue

counter. Another bag contains 2 yellow counters, I red counter
and 1 blue counter. One counter is taken at random from each
bag. Copy and complete the following possibility space.
1st bag
R R y B

R (R,R)

Y (B,Y)
2nd bag
y

B (R B)

4. A top like the one in the diagram is

spun twice. Copy and complete the
possibility space.
1st spin
2 3

2nd spin 2

-
5. A boy
choice
square
space
goes into a shop to buy a pencil and a rubber.
of a red, a green or a yellow pencil and a
or a triangular shaped rubber. Make your own
for the possible combinations of one pencil
He has a
round, a
possibility
and one
rubber that he could buy.
 Probability 29

USING A POSSIBILITY SPACE

When there are several entries in a possibility space it can take a long
time to fill in the ordered pairs. To save time we use a cross in place
of each ordered pair. We can see which ordered pair a particular cross
represents by looking at the edges of the table.

EXERCISE 29
Two ordinary six-sided dice are tossed. Draw up a
possibility space showing all the possible combinations in
which the dice may land.
Use the possibility space to find the probability that a total
score of at least lOis obtained.

1st dice
2 3 4 5 6

x x x x x x

2 x x x x x x

3 x x x x x x

2nd dice 4 x x x x x ®

5 x x x x ® ®

6 x x x ® ® ®

(There are 36 entries in the table and 6 of these give a

score of 10 or more.)

P(score of at least 10) = 366 = i

1. Use the possibility space in the example above to find the

probability of getting a score of
a) 4 or less b) 9 c) a double.

2. Use the possibility space for question 1 of Exercise 2f to find the

probability that the two counters removed
a) are both black b) contain at least one black.
30 ST(P) Mathematics 2A

3. Use the possibility space for question 2 of Exercise 2f to find the

probability that the coin lands head up and the dice gives a
score that is less than 3.
4. Use the possibility space for question 3 of Exercise 2f to find the
probability that the two counters removed are
a) both blue
b) both red
c) one blue and one red
d) such that at least one is red.
5. A 5 p coin and alp coin are tossed together. Make your own
- possibility space for the combinations in which they can land.
Find the probability of getting two heads.
6. A six-sided dice has two of its faces blank and the other faces
are numbered 1, 3, 4 and 6. This dice is tossed with an ordinary
six-sided dice (faces numbered 1, 2, 3, 4, 5, 6). Make a
possibility space for the ways in which the two dice can land
and use it to find the probability of getting a total score of
a) 6 b) 10 c) 1 d) at least 6.
7. One bag of coins contains three lOp coins and two 50 p coins.
Another bag contains one lOp coin and one 50 p coin. One coin
is removed at random from each bag. Make a possibility space
and use it to find the probability that a 50 p coin is taken from
each bag.
8. One bookshelf contains two storybooks and three textbooks.
- The next shelf holds three storybooks and one text book. Draw
a possibility space showing the various ways in which you could
pick up a pair of books, one from each shelf. Use this to find
the probability that
a) both books are storybooks
b) both are textbooks.
9. The four aces and the four kings are removed from an ordinary
== pack of playing cards. One card is taken from the set of four
aces and one card is taken from the set of four kings. Make a
possibility space for the possible combinations of two cards and
use it to find the probability that the two cards .
a) are both black
b) are both spades
c) include at least one black card
d) are both of the same suit.
 Probability 31
FINDING PROBABILITY BY EXPERIMENT

We have assumed that if you toss a coin it is equally likely to land

head up or tail up so that P(a head) = t.
Coins like this are called
"fair" or "unbiased".

Most coins are likely to be unbiased but it is not necessarily true of

all coins. A particular coin may be slightly bent or even deliberately
biased so that there is not an equal chance of getting a head or a tail.
The only way to find out if a particular coin is unbiased is to toss it
several times and count the number of times that it lands head up.
Then for that coin
P(a head) ~ number of heads
total number of tosses
The approximation gets nearer to the truth as the number of tosses
gets larger.

EXERCISE 2h Work with a partner or collect information from the whole class.
, • Toss a 2 p coin 100 times and count the number of times it
lands head up and the number of times it lands tail up.
Use tally marks, in groups of five, to count as you toss.
Find, approximately, the probability of getting a head with this
coin.
2. Repeat question I with a lOp coin.
3. Repeat question 1 with the 2 p coin that you used first but this
time stick a small piece of plasticine on one side.

4. Choose two 2 p coins and toss them both once. What do you
think is the probability of getting two heads? Now toss the two
coins 100 times and count the number of times that both coins
land head up together. Use tally marks to count as you go: you
will need to keep two tallies, one to count the total number of
tosses and one to count the number of times you get two heads.
Use your results to find approximately the probability of getting
two heads.

5. Take an ordinary pack of playing cards and keep them well

shuffled. If the pack is cut, what do you think is the probability
of getting a red card? Cut the pack 100 times and keep count,
using tally marks as before, of the number of times that you get
a red card. Now find an approximate value for the probability
of getting a red card.
32 ST(P) Mathematics 2A

6. Using the pack of cards again, what do you think is the

probability of getting a spade? Now find this probability by
experiment.

7. Use an ordinary six-sided dice. Toss it 25 times and keep count

of the number of times that you get a six. Use your results to
find an approximate value for the probability of getting a six.
Now toss the dice another 25 times and add the results to the
last set. Use these to find again the probability of getting a six.
Now do another 25 tosses and add the results to the last two
sets to find another value for the probability. Carryon doing
this in groups of 25 tosses until you have done 200 tosses
altogether.
You know that the probability of getting a six is !.
Now look at
the sequence of results obtained from your experiment. What do
you notice? (It is easier to compare your results if you use your
calculator to change the fractions into decimals correct to 2 d.p.

8. Remove all the diamonds from an ordinary pack of playing

- cards. Shuffle the remaining cards well and then cut the pack.
What do you think is the probability of getting a black card?
Shuffle and cut the pack 100 times and use the results to find
approximately the probability of cutting a black card.

9. Take two ordinary six-sided dice and toss them both. What do
you think is the probability of getting two 6s? Find this
probability by experiment: you will need to do about 200 tosses
to get a reasonable answer.

10. A dice is to be thrown 60 times and the numbers that appear are
to be recorded. Roughly how many times do you expect each of
the numbers 1 to 6 to appear?

11. Now throw a dice 60 times and record the numbers. Make a
frequency table and draw a bar chart.
Has it come out as you expected?

12. Combine your information with that of several other people, so

that you have the results of, say, 180 or 240 throws. Draw a bar
chart. Comment on its shape.

13. Throw the dice 10 times and record the numbers. Would it make
sense to draw a bar chart using this information?

14. Throw the dice again 10 times. Has the same set of numbers
been thrown as in question 13?
 Probability 33
1I. Imagine that the dice is thrown 10 more times. Can you rely on
getting the same numbers again as in questions 13 or 14? What
extreme case might you get?

16. A coin is to be tossed 100 times and the number of heads and
tails is to be recorded. Roughly how many heads would you
expect to get?

17. Imagine that you are now tossing the coin 1000 times. What is
likely to happen? What, though very unlikely, might happen?

18. If the coin is tossed only 10 times, what might happen?

19. If the coin is tossed. again 10 times, will the same number of
heads appear as before?
 CONSTRUCTIONS

ANGLES AND TRIANGLES

Reminder:
Vertically opposite angles are equal.

Angles at a point add up to 360°.

d+e+/+g = 360 0

Angles on a straight line add up to 180°.

l+m = 180 0

The sum of the three angles in any triangle

is 180°.

x+y+z = 180 0

The sum of the four angles in any

quadrilateral is 360°.

h+J+k+1 = 360 0

34
 Constructions 35
An equilateral triangle has all three sides
the same length and each of the three
angles is 60°.

An isosceles triangle has two equal sides

and the two angles at the base of the equal
sides are equal.

When a transversal cuts a pair of parallel lines:

the corresponding angles are equal

the alternate angles are equal

the interior angles are supplementary

(add up to 180°)
36 ST(P) Mathematics 2A

EXERCISE Ie Find the sizes of the marked angles. If two angles are marked with
the same letter they are the same size.

1. 6.

7.
2.

8.
3.

9.

4.

10.
===

6.
 Constructions 37
In Book 1 you learnt how to construct triangles. Before you start a
construction, remember to make a rough sketch and to put all the
information that you are given on to that sketch. Then decide which
method to use.

Construct
11. ~ABC in which AB = Scm, BC = 7cm and AC = 6cm
12. 6PQR in which P = 60°, Q = 40° and PQ = 8cm
13. ~LMN in which M = 45°, LM = 7cm and MN = 8cm
14. 6XYZ in which X = 100°, Y = 20° and XY = 5cm
15. ~RST in which RS = 10cm, ST = 6cm and RT = 7cm

CONSTRUCTING ANGLES WITHOUT USING A PROTRACTOR

Some angles can be made without using a protractor:
one such angle is 60°.
Every equilateral triangle, whatever its size, has three angles of 60°.
To make an angle of 60° we construct an equilateral triangle but do
not draw the third side.

TO CONSTRUCT AN ANGLE OF &00

Start by drawing a straight
line and marking a point, A,
near one end.
Next open your compasses to
a radius of 4cm or more (this
will be the length of the sides
of your equilateral triangle).
With the point of your
compasses on A, draw an arc
to cut the line at B, continuing
the arc above the line.
Move the point to B and draw
an arc above the line to cut A B
the first arc ate.
Draw a line through A and C.
Then A is 60°.

6ABC is the equilateral triangle so be careful not to alter the radius

on your compasses during this construction.
38 ST(P) Mathematics 2A

BISECTING ANGLES

Bisect means "cut exactly in half".

The construction for bisecting
an angle makes use of the fact
that, in an isosceles triangle
the line of symmetry cuts A in
half.

To bisect A, open your

compasses to a radius of about
6cm.
With the point on A, draw an
arc to cut both arms of A at
Band C. (If we joined BC,
~ABC would be isosceles.)

With the point on B, draw an

arc between the arms of A.

Move the point to C (being

careful not to change the
radius) and draw an arc to cut
the other arc at D.
Join AD.

The line AD then bisects A.

EXERCISE 3b 1. Construct an angle of 60°.

2. Draw an angle of about 50 0
• Bisect this angle. Measure both
halves of your angle.

3. Construct an angle of 60°. Now bisect this angle. What size

should each new angle be? Measure both of them.
4. Use what you learned from the last question to construct an
angle of 30°.

5. Draw a straight line and mark a point A near the middle.

0p A
You now have an angle of 180° at A.
 Constructions 39
6. Draw an angle of 180° and then bisect it. What is the size of
each new angle? Measure each of them.

7. Use what you learned from the last question to construct an

angle of 90°.

8. Construct .an angle of 45°. (Begin by constructing an angle of

90° and then bisect it.)

9. Construct an angle of 15°. (Start by constructing an angle of 60°

- and bisect as often as necessary.)

--
10. Construct an angle of 22.5°. (Start with 90 and bisect as often
as necessary.)
0

You constructed these angles in the last exercise. Here is a summary

of these constructions.

<;
/
/
/
/
/

angle of 60° angle of 30°

I
--t--
I
I
I
I
angle of 90° angle of 45°
40 ST(P) Mathematics 2A

EXERCISE 3c Construct the following figures using only a ruler and a pair of compasses:

1. 8.

6crn
6cm

7.

Scm

7cm
Bern

8. U
3.
4cm

n Bern
r

7cm
9.

4.

10.

I.
 Constructions 41

For questions II to 15, draw a rough sketch before starting the

construction.
11. Draw a line, AB, 12cm long. Construct an angle of 60° at A.
=-= Construct an angle of 30e, at B. Label with C the point where
the arms of A and B cross. What size should e
be? Measure e
as a check on your construction.
12. Construct a triangle, ABC, in which AB is 10 em long, A is 90°
=== and AC is 10cm long. What size should and e B
be? Measure
e and B as a check.

13. Construct a square, ABCD, with a side of 6cm.

====
14. Construct a quadrilateral, ABCD, in which AB is 12 em, A IS
60°, AD is 6cm, 13 is 60° and BC is 6cm. What can you say
about the lines AB and DC?

15. Construct an angle of 120°. Label it BAC (so that A is the

=== vertex and Band C are at the ends of the arms). At C,
construct an angle of 60° so that e and A are on the same side
of AC. You have constructed a pair of parallel lines; mark them
and devise your own check.

THE RHOMBUS

EXERCISE 3d 1. Draw a line 12 em long across your page. Label the ends .A
and C. Open your compasses to a radius of 9 em. With the point
on A, draw an arc above AC and another arc below AC.
Keeping the same radius, move the point of your compasses to
C. Draw arcs above and below AC to cut the first pair of arcs.
Where the arcs intersect (i.e. cross) label the points Band D.
Join A to B, B to C, C to D and D to A.
ABCD is called a rhombus.

Questions 2 to 9 refer to the figure that you have constructed in

question 1.

2. Without measuring them, what can you say about the lengths of
AB, BC, CD and DA?
3. ABCD has two lines of symmetry. Name them.

4. If ABCD is folded along DO, where is A in relation to C?

5. If ABCD is folded along AC, where is D in relation to B?

6. Where AC and BD cut, label· the point E. With ABCD

unfolded, where is E in relation to A and C?
42 ST(P) Mathematics 2A

7. Where is E in relation to Band D?

8. If ABeD is folded first along BD and then folded again along
AE, what is the size of the angle at E?
9. With ABeD unfolded, what are the sizes of the four angles
at E?

PROPERTIES OF THE DIAGONALS OF A RHOMBUS

From the last exercise you should be

convinced that

These properties form the basis of the next

two constructions.

CONSTRUCTION TO BISECT A LINE

To bisect a line we have to find the midpoint of that line. To do this

we construct a rhombus with the given line as one diagonal, but we
do not join the sides of the rhombus. p

To bisect XV, open your

compasses to a radius that is
about !of the length of XY.
With the point on X, draw
arcs above and below XV.

Move the point to Y (being

x y

careful not to change the

radius) and draw arcs to cut
the first pair at P and Q.
Join PQ.

The point where PQ cuts XY

is the midpoint of XV. Q

(XPYQ is a rhombus since the same radius is used to draw all the
arcs, i.e. XP = YP = YQ = XQ. PQ and XY are the diagonals of
the rhombus so PQ bisects XY.)

Note. When you are going to bisect a line, draw it so that there is
plenty of space for the arcs above and below the line.
 Constructions 43
DROPPING A PERPENDICULAR FROM A POINT TO A LINE

If you are told to drop a perpendicular from a point, C, to a line,

AD, this means that you have to draw a line through C which is at
right angles to the line AB.

To drop a perpendicular from C

to AB, open your compasses to a
t
radius that is about 1 times the
distance of C from AB.

With the point on C, draw arcs

to cut the line AB at P and Q.
A~p~----~------~Q----B
Move the point to P and draw
an arc on the other side of AB.
Move the point to Q and draw D
an arc to cut the last arc at D.

Join CD.

CD is then perpendicular to AB.

Remember to keep the radius unchanged throughout this

construction: you then have a rhombus, PCQD, of which CD and PQ
are the diagonals.

EXERCISE 3a Remember to make a rough sketch before you start each construction.

1. Construct a triangle ABC, in which AD = 6cm, BC = 8cm

and CA = lOem. Using a ruler and compasses only, drop a
perpendicular from D to AC.
2. Construct a triangle ABC, in which AB = 8cm, AC = lOcm
and CB = 9 cm. Drop a perpendicular from C to AB.
3. Construct a triangle XYZ, in which XY = 12em, XZ = 5cm
and YZ = 9 em. Drop a perpendicular from Z to XY.
44 ST(P) Mathematics 2A

4. Construct the isosceles triangle LMN in which LM = 6 em,

LN = MN = 8 ern. Construct the perpendicular bisector of the
side LM. Explain why this line is a line of symmetry of 6LMN.

5. Construct the isosceles triangle PQR, in which PQ = 5 em,

PR = RQ = 7 ern. Construct the perpendicular bisector of the
side PRo This line is not a line of symmetry of ~PQR; why
not?

6. The figure on the right is a circle

whose centre is C, with a line, AB,
drawn across the circle.
(AB is called a chord.)
This figure has one line of symmetry
which is not shown. Make a rough
sketch of the figure and mark the line
of symmetry. Explain what the line
of symmetry is in relation to AB.

7. Draw a circle of radius 6cm and mark the centre, C; Draw a

chord, AB, about 9 em long. (Your drawing will look like the
one in question 6.) Construct the line of symmetry.

8. Construct a triangle ABC, in which AB = 8cm, BC = lOcm

- and AC = 9 cm. Construct the perpendicular bisector of AB.
Construct the perpendicular bisector of Be. Where these two
perpendicular bisectors intersect (i.e. cross), mark G. With the
point of your compasses on G and with a radius equal to the
length of GA, draw a circle.
This circle should pass through Band C, and it is called the
circumcircle of ~ABC.

Repeat question 8 with a triangle of your own.

10. Construct a square ABeD, such that its sides are 5 em long.
Construct the perpendicular bisector of AB and the perpen-
dicular bisector of BC. Label with E the point where the
perpendicular bisectors cross. With the point of your compasses
on E and the radius equal to the distance from E to A, draw a
circle.
This circle should pass through all four corners of the square. It
is called the circumcircle of ABeD.
 Constructions 45

11. Construct a triangle ABC, in which AB = lOcm, AC = 8cm

=-= and BC = 12 cm. Construct the bisector of A and the bisector
of B. Where these two angle bisectors cross, mark E. Drop the
perpendicular from E to AB. Label G, the point where this
perpendicular meets AB. With the point of your compasses on E
and the radius equal to EG, draw a circle.
This circle should touch all three sides of 6ABC and it is called
the incircle of 6ABC.

12. Repeat question 11 with the equilateral triangle ABC, with sides
=== that are IOcm long.
13. Repeat question II with a triangle of your own.
==
14. Construct a square ABeD, of side 8 ern. Construct the incircle
=== (i.e. the circle that touches all four sides of the square) of
ABCD. First decide how you are going to find the centre of the
circle.

MAKING SOLIDS

To make a solid object from a sheet of flat paper you need to

construct a net: this is the shape that has to be cut out, folded and
stuck together to make the solid. A net should be drawn as accurately
as possible, otherwise you will find that the edges will not fit together
properly.

EXERCISE 3f Each solid in this exercise has flat faces (called plane faces) and is
called a polyhedron.
"Poly' is a prefix used quite often; it means "many".

1. The Tetrahedron
The net consists of four equilateral triangles. Construct the net
accurately making the sides of each triangle 6cm long. Start by
drawing one triangle of side 12 em; mark the midpoints of the sides
and join them up. Draw flaps on the edges shown.
46 ST(P) Mathematics 2A

Cut out the net. Score the solid lines (use a ruler and ballpoint pen
- an empty one is best) and fold the outer triangles up so that their
vertices meet. Use the flaps to stick the edges together.
This solid is called a regular tetrahedron. A regular solid is one in
which all the faces are identical. These make good Christmas tree
decorations if painted or if made out of foil-covered paper.

2. Octahedron

This net consists of equilateral triangles: make the sides' of each

triangle 4 em long, and start by making AB 12em long. Is this
octahedron a regular solid?

3. Square-based Pyramid

This net consists of a square with an isosceles triangle on each side of

the square. Make the sides of the square 6 em and the equal sides of
the triangles lOcm long. Is this a regular solid?
 Constructions 47
4. Prism with Triangular Crosa-section

This net consists of three rectangles, each 8 em long and 4 em wide,

and two equilateral triangles (sides 4 em),

5. Prism with a Hexagonal Cross-section

This net consists of six rectangles, each 8 em long and 4 em wide, and
two hexagons each of side 4 em,
The easiest way to construct a hexagon is
to draw a circle of radius 4 em and mark a
point, A, on the circumference. With the
point of the compasses on A and the
radius kept at 4cm, draw an arc to cut the
circle at B. Move the point to Band
repeat. Continue until you have reached A
again. Join up the marks on the circle.
Cut out the hexagon and use it to draw round when constructing the
net of the prism.
48 ST(P) Mathematics 2A

6. Eight-pointed Star (Stalla Octangula)

This model needs time and patience. If you have both it is worth the
effort!
It consists of a regular octahedron (see question 2) with a regular
tetrahedron (see question I) stuck on each face.
You will need 8 tetrahedra. In all the nets make the triangles have
sides of length 4 cm.
 INTRODUCING PERCENTAGES
EXPRESSING PERCENTAGES AS FRACTIONS

"Per cent" means per hundred, i.e. if 60 per cent of the workers in a
factory are women it means that 60 out of every 100 workers are
women. If there are 700 workers in the factory, 60 x 7 = 420 are
women, while if there are 1200 workers, 60 x 12 = 720 are women.
In mathematics we are always looking for shorter ways of writing
statements and especially for symbols to stand for words. The symbol
that means "per cent" is %, i.e. 60 per cent and 60% have exactly the
same meaning.

60 per cent means 60 per hundred and this can be written as the
fraction fo%- (or t)
i.e. 60 % of a quantity is exactly the same as 16000 (or of that t)
quantity.
If there are 800 cars in a car park and 60 % of them are British,
then -&%- of the cars are British,

i.e. the number of British cars is 160°0x 800 = 480

EXERCISE 4a
Express a) 40% b) 221%
2 0 as fractions in their lowest
terms.
a) 40% - 40 - I
o - 100 - 5

b) 221
2"
%-
0 -
45
2 x 100 = 10

Express as fractions in their lowest terms:

1. 20% 8. 50% 1S. 70% 22. 95%
2. 45% 9. 65% 18. 75% 23. 15%
3.
4. 72%
25% 10.
11.
56%

37%
17.
18.
48%

69%
-
24.
25.
8%
82%
5. 33.l%
3 0 12. 661
3 %0 19. 371
2.0% 26. 871.%
2 0

8. 12.l%
2 0 13. 62!.%
2 0 20. 5!.%
3 0 27. 61
4%0

7. 2.l%
2 0 14. 125% 21. 171.%
2 0 28. 150%

49
50 ST(P) Mathematics 2A

Express a) 54% b) 6t% c) 27t% as decimals.

a) 54 % = 150~ = 0.54

b) 6i% = :'01 = 0.065

c) 27j-% = 3 x8foo = 0.273 to 3s.f.

Express the following percentages as decimals, giving your answers

correct to 3 s.f. where necessary:

29. 47% 34. 58% 39. 92% 44. 8%

30. 12% 35. 30% 40. 65% 45. 3%
31. 51.%
2 0 36. 62!_%
4 0 41. 120% 46. i80%
32. 145% 37. 350% 42. 231 % 47. 51.%
3 0
33. 581.%
3 0 38. 48I3% 0
43. 851
3 %
0
48. 541.%
7 0

EXPRESSING FRACTIONS AS PERCENTAGES

If ! of the pupils in a school have been away for a holiday, it means

that 80 in every 100 have been on holiday,
i.e. ~ is the same as 80 %.
A fraction may be converted into a percentage by multiplying that
fraction by 100%. This does not alter its value, since 100 % is I.

EXERCISE 4b 7
Express 20 as a percentage.
6
7
2 0= it, x lOO%
I
= 35%

Express the following fractions as percentages, giving your answers

correct to I decimal place where necessary:
,. 1
'2 6. 4"t 1'. 3
4" 18. 3
5
7
2. 10 7. 3 12. 9 17. 7
20 20 20

3. 13 8. 4 13. 7 18. 31
20 25 5 B
4. 1
9. 3 14. 5 19. 7
3" 8 8 8
I. 21
10. 23 8
1&. 3 20. 8
40 60 5"
 Introducing Percentages 51

Express a) 0.7 b) 1.24 as percentages.

a) 0.7 = 0.7 x 100% = 70%

b) 1.24 = 1.24 x 100% = 124 %

Express the following decimals as percentages:

21. 0.5 26. 0.9 31. 0.25 36. 0.36
22. 0.22 27. 0.04 32. 0.74 37. 0.16
23. 0.83 28. 0.55 33. 1.25 38. 1.39

24. 1.72 29. 2.64 34. 3.41 39. 6.35

25. 0.625 30. 0.845 3&. 0.075 40. 0.1825

EXERCISE 4c 1. Express as fractions in their lowest terms:

a) 30% b) 85% c) 421-% d) 5!-%
2. Express as decimals:
a) 44% b) 68% c) 170% d) 161.%
2 0
3. Express as percentages:
a) ~ b) II c) 1 d) 1 7
20 8 15
4. Express as percentages:
a) 0.2 b) 0.62 c) 0.845 d) 1.78

Copy and complete tbe following table:

Fraction Percentage Decimal

a4 75% 0.75
4
5. 5

6. 60%
7. 0.7
II
8. 20

9. 44%
10. 0.32
52 ST(P) Mathematics 2A

PROBLEMS

Suppose that in the town of Doxton 55 families in every 100 own a

car. We can deduce from this that 45 in every 100 families do not.
Since every family either owns a car or does not own a car, if we are
given one percentage we can deduce the other.

EXERCISE 4d
If 56 % of homes have a telephone, what percentage do
not?

All homes either have, or do not have, a telephone.

If 56% have a telephone, then (100-56)% do not,
i.e. 44 % do not.

1. If 48 % of the pupils in a school are girls, what percentage are

boys?
2. If 87 % of households have a television set, what
percentage do not?
3. In the fourth year, 64 % of the pupils do not study chemistry.
What percentage study chemistry?
4. In a box of oranges, 8 % are bad. What percentage are good?
5. Twelve per cent of the cars that come to an MOT testing station
fail to pass first time. What percentage pass first time?
6. A hockey team won 62 % of their matches and drew 26 % of
them. What percentage did they lose?
7. A rugby team drew 12 % of their matches and lost 45 % of them.
What percentage did they win?
8. Deductions from a youth's wage were: income tax 18 %, other
deductions 14 %. What percentage did he keep?
9. In an election, 40 % of the electorate voted for Mrs Long, 32 %
- for Mr Singhe and the remainder voted for Miss Berry. What
percentage voted for Miss Berry if there were only three
candidates and 8 % of the electorate failed to vote?
10. In a school, 36 % of the pupils study French and 38 % study
-= German. If 12 % study both languages, what percentage do not
study either?
 Introducing Percentages 53
11. 85 % of the first year pupils in a school study craft and 72 %
=== study photography. If 60% study both subjects, what percentage
stud y neither?

12. A concert is attended by 1200 people. If 42 % are adult females

=== and 37 % are adult males, how many children attended?

13. The attendance at an athletics meeting is 14000. If 68% are men

=- and boys and 22 % are women, how many are girls?

--
14. In a book, 98 % of the pages contain text, diagrams or both. If
88 % of the pages contain text and 32 % contain diagrams, what
percentage contain
a) neither text nor diagrams
b) only diagrams
c) only text
d) both text and diagrams?

EXPRESSING ONE QUANTITY AS A PERCENTAGE OF ANOTHER

If we wish to find 4 as a percentage of 20, we know that 4 is to of 20

and 2~ = 2~ x 100%
i.e. 4 as a percentage of 20 is

2~ x 100% = 20%

To express one quantity as a percentage of another, we divide the first

quantity by the second and multiply this fraction by 100%.

EXERCISE 4e
Express 20 cm as a percentage of 3 m.

(First express 3 m in centimetres to bring both quantities

to the same unit.)

3 m = 3 x 100 cm = 300 em

Then the first quantity as a percentage of the second

quantity is

looo x 100% = 6j%

54 ST(P) Mathematics 2A

Express the first quantity as a percentage of the second:

1. 3, 12 5. 15,20
2. 30cm,50cm 6. 24 em, 40 em
3. 3m,9m 7. 60cm,4m
4. 4in, 12in !: 10ft, 40 ft

9. 5,50 13. 40,20

10. 2cm, 10em 14. 35m,56m
11. 600m, 2 km 15. 50cm,5m
12. 3tyd, 7 yd 18. 8 in, 12in

17. 20m~ 80m2 22. 200 mm", 800 mrrr'

18. 75cm2,200cm2 23. 198mm2,275mm2
19. 25cm2, 125cm2 24. 50m2, 15m2
20. 4litres, 10litres 25. 3.6 t, 5 t
21. 3 pints, 5 pints 28. 33.6g,80g

27. 1200g, 3 kg 32. 900g, 2.5 kg

28. 3.64 kg, 5.6 kg 33. 45 p, £1.35
29. 28cm, 1.2m 34. 98mm,2.45m
30. 74p,£LlI 35. 4mm,3cm
31. 37mm,148cm 36. 84g, 3.36kg

37. 46cm2, 1m2 42. 100cm3, 1litre

-
38. 10cm2, 200mm2 43. 25000cm3, 1m3
-
39. 39 ft2, 60 ft2 44. 6 pints, 3 gallons
2 2
40. 72in ,2ft 4&. £5.40, 81 p
-
41. 0.1 m2, 25000mm2 48. 0.01 rrr', 125000cm3
-
 Introducing Percentages 55
FINDING A PERCENTAGE OF A QUANTITY

EXERCISE 4f
Findthevalueof a) 12% of 450 b) 7i%of3.75m

a) 12% of 450 = /~o x450 = 54

b) 7t% of 3.75m = 7-1-% of 375em

3/foo x 375 em
= 27.5em

Find the value of:

1. 40% of 120 I. 77% of 4kg

2. 12% of 800g 7. 70% of 360

3. 74% of 75em 8. 86% of 1150g
4. 44% of 650km 9. 55% of 8.6m
6. 8% of £2 10. 96 % of 215 em 2

11. 63% of 4m 18. 15% of £10

12. 96% of 15m2 17. 17% of 2km

13. 45% of 740 18. 32 % of 5litres

14. 33% of 600 kg 19. 30% of £250

16. 6% of 24m 20. 66% of 300m

21.
-
22.
-
23.
33-1-% of 270g
51%
37t%
of 56mm
of 48 em
-
29.
30. 82!%
===
31.
33-1-% of42p

12% of £4
of £65

-
24. 221..% 40m2
-=
32.
2 0 of 7!% of 80g
-
2&.
-
28.
===
27.
661
3 % of 480m
0

32~% of 140km

62!%
2

of 8 km
-
===
33.
34.
==
3&.
21..%
3 0 of 90m
16~% of £60

31% of 64 kg
- -==
28.
-=
741..%
2 0 of 200cm2
--
38. 87!% of 16mm
56 ST(P) Mathematics 2A

PROBLEMS

EXERCISE 4g
In the second year, 287 of the 350 pupils study geography.
What percentage study geography?
Percentage studying geography = ~~J x 100%
= 82%

1. There are 60 boys in the third year, 24 of whom study

chemistry. What percentage of third year boys study chemistry?
2. In a history test, Pauline scored 28 out of a possible 40. What
was her percentage mark?
3. Out of 20 cars tested in one day by an MOT testing station,
4 of them failed. What percentage failed?
4. There are 60 photographs in a book, 12 of which are coloured.
What is the percentage of coloured photographs?
5. Forty-two of the 60 choristers in a choir wear spectacles. What
percentage do not?
6. Each week a boy saves £3 of the £12 he earns. What percentage
does he spend?
7. A secretary ta kes 56 letters to the post office for posting. 14 are
first class and the remainder are second class. What percentage
go second class?
8. Judy obtained 80 marks out of a possible 120 in her end of term
maths examination. What was her percentage mark?
9. Jane's gross wage is £120 per week, but her "take home" pay is
only £78. What percentage is this of her gross wage?
10. If 8 % of a crowd of 24500 at a football match were females,
how many females attended?

If 54 % of the 1800 pupils in a school are boys, how many

girls are there in the school?
Number of boys = to o 1800
4 x

=972
Number of girls = 1800-972
= 828
 Introducing Percentages 57
11. In a garage, 16 of the 30 cars which are for sale are second
hand. What percentage of the cars are
a) new b) second hand?

12. There are 80 houses in my street and 65 % of them have a

telephone. How many houses
a) have a telephone b) do not have a telephone?

13. In my class there are 30 pupils and 40% of them have a bicycle.
How many pupils
a) have a bicycle b) do not have a bicycle?

14. Yesterday, of the 240 flights leaving London Airport, 15 % were

bound for North America. How many of these flights
a) flew to North America b) did not fly to North America?

15. In a particular year, 64% of the 16000 Jewish immigrants into

=== Israel came from Eastern Europe. How many of the immigrants
did not come from Eastern Europe?

16. There are 120 shops in the High Street, 35% of which sell food.
=- How many High Street shops do not sell food?
17. Last year the amount I paid for insurance was £520. This year
=== my insurance premium will increase by 12%. Find the increase.
18. A mathematics book has 320 pages, 40% of which are
-== on algebra, 25 % on geometry and the remainder on arithmetic.
How many pages of arithmetic are there?

MIXED EXERCISES

EXERCISE 4h 1. Express as a fraction in its lowest terms

a) 40% b) 54%

2. Express as a percentage

a) ! b) 0.78 c) 0.125

3. Express 2 m as a percentage of 25 m.

4. Express 25 p as a percentage of £2.

5. Find 45 % of 120 m.
58 ST(P) Mathematics 2A

8. If 3 % of telephone calls are connected to the wrong number,

what percentage of calls are connected to the correct number?

EXERCISE 4i 1. Express 36 %
a) as a vulgar fraction in its lowest terms b) as a decimal.

2. Express as a percentage, giving your answer correct to 3 s.f. if

necessary,
a) i c) 2.5

3. Express 250 g as a percentage of 2 kg.

4. Find 85% of 340m2•

&. The cost of insuring a car in central London is about 12 % of its

value. Find the cost of insuring a car valued at £7000.

EXERCISE 4j 1. Find the first quantity as a percentage of the second quantity:

a) 10m,80m b) 75p, £2 c) 150cm,3m

2. Express as a percentage, giving your answer correct to 3 s.f,

where necessary,
a) ~ b) 0.279 c) Ii

3. Express 12!-% as
a) a vulgar fraction in its lowest terms b) a decimal.

4. Find 36% of £2.50.

5. There are 450 children in a primary school, 12 % of whom do
not speak English at home. Find the number of children for
whom English is not their home language.
 SCALE DRAWING
ACCURATE DRAWING WITH SCALED DOWN MEASUREMENTS

If you are asked to draw a car park which is a rectangle measuring

50 m by 25 m, you obviously cannot draw it full size. To fit it on to
your page you will have to scale down the measurements. In this case
you could use 1em to represent 5 m on the car park. This is called the
scale; it is usually written as I cm == 5 m, and must always be stated
on any scale drawing.

EXERCISE.. Start by making a rough drawing of the object you are asked to draw
to scale. Mark all the full size measurements on your sketch. Next
draw another sketch and put the scaled measurements on this one.
Then do the accurate scale drawing.

The end wall of a bungalow is a rectangle with a

triangular top. The rectangle measures 6 m wide by 3 m
high. The base of the triangle is 6 m and the sloping sides
are 4 m long. Using a scale of Iem to Im, make a scale
drawing of this wall. Use your drawing to find, to the
nearest tenth of a metre, the distance from the ground to
the ridge of the roof.
A

I
3", I 3cm

I
I
Scale: I em == I m
I
I
I
I
I
I
I
B

From the drawing, AB measures 5.6 em,

So the height of the wall is 5.6 x 1m = 5.6 m.

59
60 ST(P) Mathematics 2A

In questions 1 to 5, use a scale of 1em to 1rn.

1. 4. .. 12m ..
10m

6m
- 12m ..
2. &.

3.

5m

In questions 6 to 10, choose your own scale.

Choose a scale that gives lines that are long enough to draw easily; in
general, the lines on your drawing should be at least 5 em long. Avoid
scales that give lengths involving awkward fractions of a centimetre,
such as thirds; tcrn cannot be read from your ruler.

7.
8. 10m
- 40 em
.
8m
1m
6m
60 em

8m
1m
10m

A casement window with

equally spaced glazing bars
 Scale Drawing 61

-8.
40cm 45cm
-9. 'lOem

50cm 50cm

30cm

1m
tlOem

10.
- 2m
DD A rectangular door
with four rectangular
panels, each 35 em by
70 em, and 10 em.
from the edges of the

11.
DD door

A field is rectangular in shape. It measures 300 m by 400 m. A

=== land drain goes in a straight line from one corner of the field to
the opposite corner. Using a scale of 1em to 50m, make a scale
drawing of the field and use it to find the length of the land
drain.

12. The end wall of a ridge tent is a

=== triangle. The base is 2 m and the
sloping edges are each 2.5 m. Using
a scale of 1 em to 0.5 m, make a scale
drawing of the triangular end of the
tent and use it to find the height of
the tent.

13. The surface of a swimming pool is a rectangle measuring 25 m

by 10m. Choose your own scale and make a scale drawing of
the pool.
Now compare and discuss your drawing with other pupils.

14. The whole class working together can collect the information for
this question.
Measure your classroom and make a rough sketch of the floor
plan. Mark the position and width of doors and windows.
Choosing a suitable scale, make an accurate scale drawing of the
floor plan of your classroom.
62 ST(P) Mathematics 2A

ANGLES OF ELEVATION

If you are standing on level ground and can see a tall building, you
will have to look up to see the top of that building.
If you start by looking straight ahead and then look up to the top of
the building, the angle through which you raise your eyes is called the
angle of elevation of the top of the building.

There are instruments for measuring angles of elevation. A simple one

can be made from a large card protractor and a piece of string with a
weight on the end.

You can read the size of A.

Then the angle of elevation, B, is given by B = 90°-A.
(Note that this method is not very accurate.)

If your distance from the foot of the building and the angle of
elevation of the top are both known, you can make a scale drawing of
~PQR.
Then this drawing can be used to work out the height of the building.