5 2 Pecos ¥ Edad ra abs core Karen Morrison and Nick Hamshaw Cambridge IGCSE® Mathematics Core and Extended CoursebookKaren Morrison and Nick Hamshaw Cambridge IGCSE® Mathematics Core and Extended Coursebook 3 CAMBRIDGE UNIVERSITY PRESSCAMBRIDGE UNIVERSITY PRESS University Printing House, Cambridge CB2 88S, United Kingdom ‘One Liberty Plaza, 20th Floor, New York, NY 10006, USA. 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314-321, 3rd Floor Plot 3, Splendor Forum, jasola District Centre, New Delhi ~ 110028, India 79 Anson Rone, 06-0406, Singapore 079906 Cambridge University Press is part of the University of Cambridge It furthers the University’ mission by disseminating knowledge in the pursuit of ‘education, lerming and research atthe highest international levels of excellence, woe cambridgeong Information on this ttle education cambridge org/9781 108437189 (© Cambridge University ress 2018 ‘This publication is in copyright. 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First published 2012 Revised Edition Fist Published 2015, 20 19 18 17 16 15 1413.12 1110987654321 Printed in Dubai by Oriental Press ‘A catalogue record or this publication i avallable from the British Library ISBN 978-1-108.43718-9 Paperback Cambridge University Press has no responsiblity for the persistence or accuracy Of URLS for estenal or thie: party internet websites eeferred to i this publiation, and doesnot guarantee that any content on such websites is, or will remain, accurate or appropriate Information regarding prices travel timetables and other ‘tual information given inthis work s correct atthe time of fist printing but Cambridge University Press doesnot guarantee the accuracy of such formation thereafter 11 logal to reproduce any pat of tis workin material frm (including photocopying and electronic storage) except under the following circumstances: (i) where you are abiding bya lcence granted to your schoo! or institution by the Copyright Licensing Agency (i) where no such Hence exists, of where you wish to exceed the terms ofalicenee, and you have gained the written permission of Cambridge University Press (i) where you are allowed to reproduce without permission unde the provisions ‘of Chapter 3 ofthe Copyright, Designs and Patents Act 1988, which coves for ‘example, the reprodction of short passage within certain types of edacatonal anthology and reproduction forthe purposes of setting examination questions. GCSE" isa registered trademark, Past exam paper questions throughout are reproduced by permission of, Cambridge Assessment international Education, Cambridge Assessment International Education bears no responsibilty forthe example answers to questions taken from its past question papers which ae contained in this publication. All examstyle questions and sample answers in thistle were written bythe authors. In examinations, the way marks are awarded maybe differentContents Introduction Acknowledgements vi Unit 1 Chapter 1: Reviewing number concepts 1 chapter3; Lines, angles and shapes 4s 11 iferent types of numbers 2-31" tines and angles ri 12. Multiples and factors 332 tangles 5s 1.3. Prime numbers 6 3.3 Quadrilaterals 59 14 Powers and oot 10° 3.4 Polygons a 115. Working with directed numbers 1335 ches i 16 Order of operations 1536. constuction ‘ 1:2 Rounding wumbers 1 Chapter 4: Collecting, organising and Chapter 2: Making sense of algebra 23 splaying data n 2.1. Using letters to represent 4.1. Collecting and classifying data ™! unknown valves 2442. Organising data 76 22. Substitution 26 43. Using chrts to display data 8 23 Simpityng expressions » 24 Working with Brackets 3 2S. indies 35 Unit 2 Chapter 5: Factions and standard form 101 chapter 7: Perimeter, area and volume 1 5.4 Equivalent actions 103711 Perimeter and aea in two dimensions 135 32. Operations on fractions 04 7.2. Three-dimensional objets 148 5.3. Percentages 109 7.3. Surface areas and volumes of solids 150 Sa Standard frm i S'S Your calculator and standard form 118 chapter 8: Introduction to probability 160 36. Estimation 119 BL Gast probablity xe , 8.2. Theoret probability 182 chapter 6: Equations and rearanging formulae 123 6.1" Further expansions of brackets aq 83 eprobobltythatan event doesnot 62. Solving inear equations 1 gj OL apie ig 6.3 Factorising algebraic expressions 128 6/5 combining independent and mutual 6:4 Rearrangement of formula 2p 85 Combining inden Mg chapter 9: Sequences and sets 9.1 Sequences 9.2. Rational and irrational numbers 93 sets Chapter 10: straight lines and quadratic equations 10.1. Straight lines 10.2 Quadratic (and other) expressions Chapter 11: Pythagoras’ theorem and similar shapes 11.1. Pythagoras’ theorem 11.2 Understanding similar triangles 226 27 2 Examination practice: structured questions for Units 1-3, 11.3 Understanding similar shapes 11.4 Understanding congruence Chapter 12: Averages and measures of spread 253 24 Different types of average 12.2 Making comparisons using averages 123 24 25 126 and ranges 257 Calculating averages and ranges for frequency data 258 Calculating averages and ranges for grouped continuous data Percentiles and quartiles Box-and-whisker plots 262 265 269 27 aad ZzeT acai Triad a cn unit 4 Chapter 13: Understanding measuement 281 chapter 15: Scale drawings, bearings and {BA Understanding units 283 Wigonametvy as 132 Time 285 15.1 Seale drawings 336 133. Upper and lower bounds 289152 _Bearings 39 1B Conversion graphs 294 153 Understanding the tangent, cosine 135 More money 297 and sine ratios 340 184. Solving problems using Chapter 14: Further solving of equations and gore sei Moroney 355 14.1 simtancous near equations 303 155 Sines, cosines and tangents of angles 142 Linear inequalities 310 mare ten 9: en eae peas 314136 Thesis cane es 364 144 Linear programming pip 157, Meaofa tangle m ah Simei 319 4158 Tigonometry in three dimensions 35 146. Quadatic formula 222 chapter 16: Scatter diagrams 147 Factoring quadiatcs where the cetfient and catelation 383 of Isnt 324 161 Introduction to bivariate data 34 148. Algebraic fractions 326 Unit 5 Chapter 17: Managing money 394 Chapter 19: Symmetry 459 174 Eaning money 395. 19.1 Symmety in wo dimensions ae 172. Bocowing and investing money 401192 symmetry in three dimensions ea 173 Buying and selling 409° 193 Symmetry properties of cces “er iasaihes Cane dais 194 Angle relationships in cicles a 18.1 Drawing quadratic graphs (the parabola) 416 chapter 20; Histograms and frequency distribution 182 orawingrecproal graphs (the hyperbola) 24 dlagrams a3 18.3. Using graphs to solve quadratic equations 428 20.1 Histograms 485 184 Using graphs o solve simultaneous linear 202 Cumulative fequency a2 and nowiear equations a 185 ther nomtinear graphs a1 18.6 Finding the gradient of a curve 4a 18.7 erved functions a3 Unit 6 chapter 2: Ratio rate and proportion 506 chapter 23: Vectors and transformations 56 21 Working with aio 507 23.1 Simple plane transformations 337 212. Ratio and scale 512232 Vedors 570 213 Rates 515 233 Further tansormations 582 21.4 Kinematic graphs Sve Chapter 24: Probability using tree diagrams 21.5 Proportion 525 and Venn diagrams 598 21.6 Direct and inverse proportion in 24.1 Using tree diagrams to show outcomes 397 algebraic terms 528 4.2 calculating probability from tree di 598 21,7 Increasing and decreasing amounts 24.3 Calculating probability from Venn diagrams 600 bya given ratio 532 24.4 Conditional probability 604 Chapter 22: More equations, formulae and functions 536 221 ‘Setting up equations to solve problems 537 222. Using and transforming formulae 50 223. unetlons and function notation S46 . {xamination practice stutured questions for Units 46 on Answers “7 Glossary ose Index 6aIntroduction ‘This popular and successful coursebook has been completely revised and updated to cover the latest Cambridge IGCSE Mathematics (0580/0980) syllabus. Core and Extended material is combined in one book, offering a one-stop-shop for all students and teachers. The material required for the Extended course is clearly marked using colour panels; Extended students are given access to the parts of the Core syllabus they need without having to use an additional book. Core students can see the Extended topics, should they find them of interest The book has been written so that you can work through it from start to finish (although your teacher may decide to work differently). All chapters build on the knowledge and skills you will cc have learned in previous years and some later chapters build on knowledge developed earlier in the book. The recap, fast forward and rewind features will help you link the content of the chapters to what you have already learnt and highlight where you will use the knowledge again later in the course, You learned how to plotlines from equations in chapter 10. NTT 7 sugeested progression through the coursebook is for Units 1-3 tobe covered inthe st Youwil lem mote about canceling Yea" of Both courses, and Units 4-6 10 be covered in the sesond year of both courses. On and equivalent fracions in this basis, there is an additional Exam practice with structured questions both at the end pes of Unit 3 and the end of Unit 6. These sections offer a sample of longer answer ‘structured examination questions that require you to use a combination of knowledge and methods from across all relevant chapters. As with the questions at the end of the chapter, these area mixture of Exam-style’ and ‘Past paper’ questions. The answers to these questions are provided in the ‘Teacher's resource only, so that teachers can set these as classroom tests or homework Key features Fach chapter opens with alist of learning objectives and an introduction which gives an overview of how the mathematics is used in real life. A reeap section suramarises the key skills and prior knowledge that you will build on in the chapter. There is also alist of key mathematical words. ‘These words are indicated in a bold colour where they are used and explained. If you need adaitional explanation, please reer to the glossary located after Unit 6, which defines key terms. The chapters are divided into sections, each covering a particular topic. The concepts in each topic are introduced and explained and worked examples are given to present different methods of working in a practical and easy-to-follow way the exercises for each topic ofer progressive questions that allow the student to practise methods that have just ben introduced, These range from simple recall and drill activities to applications and problem-solving tasks. There is a summary foreach chapter which list the knowledge and skills you should have once youve completed the work. You can use these asa checklist when you revise to make sure you've covered everything you need to know. [Atthe end of each chapter there are ‘Exam-style’ questions and ‘Past paper’ questions. The “Exam-stylé questions have been written by the authors inthe style of examination questions and expose you to the kinds of short answer and more structured questions that you may face in examinations The ‘Past paper’ questions are real questions taken from past exam papers. ‘The answers to all exercises and exam practice questions can be found in the answers sections at the end of the book. You can use these to assess your progress as you go along, and do more or less practice as required. Ion BsRemember ‘coefficient is the ‘number in te term Watch out for negative numbers in front of brackets because they always require extra care lea labelled sketch Margin features Helpful guides in the margin ofthe book include: (Clues these are general comments to remind you of important or key information that is useful to tackle an exercise, or simply useful to know. They often provide extra information or support in potentially tricky topics. Tip: these cover common pitfalls based on the authors’ experiences oftheir students, and give you things to be wary of or to remember. Problem-solving hints: as you work through the course, you will develop your own ‘toolbox’ of problem-solving skills and strategies. These hint boxes will remind you of the problem-solving framework and suggest ways of tackling different types of problems Links to other subjects: mathematics is not learned in isolation and you will use and apply what you learn in mathematics in many of your other school subjects as well. These boxes indicate ‘where a particular concept may be of use in another subject, Some further supporting resources are available for download from the Cambridge University, Press website. These include: ‘¢ A Calculator support’ document, which covers the main uses of calculators that students seem to struggle with, and includes some worksheets to provide practice in using your calculator in these situations. ‘¢ A Problem-solving ‘toolbox’ with planning sheets to help you develop a range of strategies for tackling structured questions and become better at solving different types of problems. ‘¢. Printable revision worksheets for Core and Extended course: - Core revision worksheets (and answers) provide extra exercises for each chapter of the book. These worksheets contain only content from the Core syllabus ~ Extended revision worksheets (and answers) provide extra exercises for each chapter of the book, These worksheets repeat the Core worksheets, but also contain more challenging questions, as well as questions to cover content unique to the Extended syllabus. Additional resources IGCSE Mathematics Online is a supplementary online course with lesson notes, interactive worked examples (walkthroughs) and further practice questions. Practice Books one for Core and one for Extended. These follow the chapters and topics of the coursebook and offer additional targeted exercises for those who want more practice. They offer a summary of key concepts as well as ‘Clues’ and ‘Tips’ to help with tricky topics. A Revision Guide provides a resource for students to prepare and practise skills ‘examination, with clear explanations of mathematical skills. ‘There is also an online Teacher’ resource to offer teaching support and adviceAcknowledgements ‘The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. While every effort has been made, it has not always been possible to identify the sources ofall the material used, orto trace all copyright holders. If any omissions are brought to our notice, we wil be happy to include the appropriate acknowledgements on reprinting. ast paper exam questions throughout are reproduced by permission of Cambridge Assessment International Education Thanks to the following for permission to reproduce images: Cover image: eugenesergecv/Getty images: Internal images in order of appearance: Sander de Wilde; Littlebloke/iStock/ Getty Images; Axel Helzmann/EyeEm/Getty Images; KTSDESIGN/ 1c¢ Photo Library/Getty Images: Laborer/iStock/Getty Images; akiyoko/Shutterstock Insagostudio/ Getty Images; DEA PICTURE LIBRARY/De Agostini/Getty Images; Fine Art ‘Iimages/ Heritage Images/ Getty Images; Stefan Cioata/Moment/Getty Images; Travelerl116/ ‘tock! Getty Images; Nick Brundle Photography/Moment/Getty Images; De Agostini Picture Library/Getty Images: Iropa/iStock/ Getty Images; Juan Camilo Bernal/Getty Images; Natalia Ganelin/Moment Open/Getty Images; Photos.com/ Getty Images: Dorling Kindersley/Getty Images; Siocktrek Images/Getty Images; Panoramic Images/Getty Images; Lisa Romerein’ ‘The Image Bank/Getty Images; Paul Tillinghast/Moment/Getty Images; DEA/M. FANTIN/De Agostini/Getty Images; Scott Winer/Oxford Scientific/Getty Images; Urbanbuzz/iStoch/Getty Images; StephanieFrey/iStock/Getty Images; Vitaly Edush/iStock/ Getty Images; John Harper! Photolibrary/Getty Images; David Caudery/Digital Camera magazine via Getty Images; Karen Morrison; PHILIPPE WOJAZER/AFP/Getty Images; Mircea_pavel/iStock/ Getty Images ErikdeGraatfiStock/ Getty Images; joeygil/iStock/Geity ImagesNatural number Integer Prime number symbol Multiple Factor Composite numbers Prime factor square Square root cube Directed numbers BooMAs In this chapter you will learn how to: Identify and classify different types of numbers find common factors and common multiples of umbers vwite numbers as products of thei prime factors calculate squares, square foots, cubes and cube roots of numbers otk with intege sealife situations jevise the basic rues for operating with numbers perform basic calculations using mental methods and with a calculator. Reviewing number concepts This state is epics of 22000-year-old bone found in the Congo. The real bone is nly 10cm long and it Is carved with groups of notches th tis one of the earliest examples ofa number system using tli present numbers. One column lists the prime numbers from 10 0 20, (Our modern number system is called the Hindu-Arabic system because it was developed by Hindus and spread by Arab traders who brought it with them when they moved to different places ‘an powers of ten, Any number at all, including decimals and fractions, can be written using place value and the digits from 0 109, Unit: Humber ie world, The Hindu-Arabic system is decimal, This means it uses place value based> You willeam about te dilerence nawbecs chee Fin the produt So the pda of 3a je 3x4=12, Exercise 1.1 nm You will ean much more about in chapter 9. For now, ust think fa set as a ist of rumbers or other items that are often placed inside ry brackets. Remember that a'sum'is the result of en aiton The ter s often used for ony celeulaton in ety mathematics but its meaning is very speatc at his level BEY ore SE Prime number | A whole number greater than 1 which has only | 2,3,5,7, 11, Odd number | A whole number that cannot be divided exactly | 1, 3,5, You should already be familiar with most of the concepts in this chapter. This chapter will help you to revise the concepts and check that you remember them. Different types of numbers Make sure you know the correct mathematical words for the types of number Natural number | Any whole number from 1 to infinity, sometimes | 1,2,3,4,5, called ‘counting numbers. is not included. | bya Bren number | A whole number that can be divided exactly by 2. | 2.4.6.8 Integer “Any ofthe negative and postive whole numbers, | .=3,-2,-1.0,1.2, | inching eo, 3 two factors: the number itself and 1. Fraction A number representing parts ofa whole number, | 4,2, Square number | ‘The product obtained when an integer is, 1.4.9 16, multiplied by itself, can be written as a common (vulgar) fraction in | °”*” the form of for as a decimal using the decimal point 05,02, 0.08, 17 Here is a set of numbers: {~4, -1, 0,1, 0.75, 3.4, 6,11, 16, 19, 25} List the numbers from this set that are: a naturalnumbers -b_ even: numbers © odd numbers integers fe nogativeintegers fractions square numbers prime numbers i neither square nor prime List a the next four odd numbers after 107 bb four consecutive even numbers between 2008 and 2030 € allodd numbers between 993 and 1007 4. the first five square numbers four decimal fractions that are smaller than 0.5 £ four vulgar fractions that are greater than # but smaller than 2 ‘State whether the following will be odd or even: the sum of two odd numbers the sum of two even numbers the sum of an odd and an even number the square of an odd number the square of an even number an odd number multiplied by an even number.1 Reviewing number concepts Being able to communicate information. "sa key kl for problem solving, Think about vat you are being asked to is greater than ‘is geste than or equal to therefore the square root of Remember thatthe ‘ference! between two numbers is the result (of a subtraction. The order ofthe subtacion maters. 1.2 Applying your skills 4 There are many other types of numbers. Find out what these numbers are and give an example of each a Perfect numbers. bb Palindromsic numbers. € Narcissistic numbers. (In other words, numbers that love themselves!) Using symbols to link numbers Mathematicians use numbers and symbols to write mathematical information in the shortest, learese way pore You have used the operation symbols +, | and + since you started school. Now you will also use the symbols given in the margin below to write mathematical statements. 1 Rewrite each of these statements using mathematical symbols. 19 is less than 45 12 plus 18 is equal to 30 0.5 isequal to 0.8 is not equal 10 80 —34 is less than 2 times -16 therefore the number x equals the square root of 72 a number (x) is less than or equal to negative 45 is approximately equal to 3.14 5.1 is greater than 5.01 the sum of 3 and 4 is not equal to the product of 3 and 4 the difference between 12 and —12 is greater than 12 the sum of -12 and ~24 s less than 0 'm the product of 12 and a number (x) is approximately —40 2. Say whether these mathematical statements are true or false a 0599>60 b 5x 1999 = 10000 © 81=85 4 62443-43462 © 20x92 2x8 f 60=6 g -12>-4 h 199.<20 4 1000>199%5 j vie k 3525222350 1 20+4=5+20 m 20-444-20 n 20x4%4x20 3 Work witha partner. a Look at the symbols used on the keys of your calculator. Say what each one means in words. b List any symbols that you do not know: Try to find out what each one means. Multiples and factors You can think of the multiples of a number as the ‘times table’ for that number. For example, the multiples of 3 are 3x 1 =3,3x2=6,3 x 3=9 and so on, Multiples : ‘A multiple of number is found when you multiply that number by a positive integer. The first multiple of any number is the number itself (the number multiplied by 1. Unit: munber BeCambridge IGCSE Mathematics (ono ‘a What ae the first three multiples of 122 | 1s 300 multiple of 127 a 12,2436 To find these multiply 12 by 1, 2 and then 3 I 12x2=24 12x3=36 | Yes, 300 is a multiple of 12 To find out, divide 300 by 12. fit goes exactly, then 300 is a multiple of 12. | 300» 12-25 | Exercise 1.3 1 List the firs ive multiples of a2 b3 5 as 29 f 10 g 2 h 100 2. Usea calculator to find and list the first ten multiples of: a 29 bas © 75 a e299 =f 350g 1012 h 9123, 3 List: athe multiples of 4 between 29 and 53 b> the multiples of 50 less than 400 € the multiples of 100 between 4000 and 5000. 4 Here are five numbers: 576, 396, 354, 792, 1164, Which of these are multiples of 12? 5 Which of the following numbers are not multiples of 272 a 34 b 78 B16 4837 e 1116 The lowest common multiple (LCM) ‘The lowest common multiple of two or more numbers is the smallest number that is a multiple of all the given numbers Worked example 2 - Find the lowest common multiple of 4 and 7. M,=4,8, 12, 16, 20, 24, 28, 32 List several multiples of 4. (Note: M, means multiples of 4.) 7,14, 21, 28, 35, 42 List several multiples of 7. LCM = 28 Find the lowest number that appears in both sets. This is the LCM. Exercise 1.4 1 Find the LCM oft GUEIN>t 2ands b Sand10¢ Gandd ater in this chapter you will see 4 3and9 e 35and55 —f GandIl how prime factors can be used to g 24and8 hh 45and6 i 6,8and9 fi k 45and8 1 3,4andi8 CMs. B j L3and7eae F means the factors of 12. “ols the factors in numerical order ‘20 down the left side and then up ‘the night side ofthe factor pais Remember not to repeat factors. Exercise 1.5 Laterin ths chapter you wi eam mre out ys ae how o use these to dei whether enrotote number ate of ooh > 2. Isit possible to find the highest common multiple of two or more numbers? Give a reason for your answer. Factors A factor is a number that divides exactly into another number with no remainder. For example, 2s a factor of 16 because it goes into 16 exactly 8 times. | isa factor of every number. The largest factor of any number is the number itself Coo) : Find the factors of: © 10 Find pairs of numbers that multiply to give 12 1x12 2x6 3x4 White the factors in numerical order. |b F,=1,5,25 1x25 | 5x5) Do not repeat the 5. 1,2,5, 10, 11, 22, 55, 110 1x10 2x55 5x22 10x11 e F, 1 List all the factors of a4 bs c8 au e 18 f 2 ge 35 bh 40 i387 j 90 k 1001 32m 160 n 153 © 360 2. Which number in each set is not a factor of the given number? au {1,2,4,7, 14} bs 11,3,5, 15,45} eu {13,7 14,21} a 33 {1,3, 11,22, 33} e 2 13.6,7,8 1d} 3. State true or false in each case. a 3isa factor of 313 b 9isa factor of 99 € 3isa factor of 300 d_ 2isa factor of 300 e 2isa factor of 122488, f 12isa factor of 60 8 210isa factor of 210 h Bisa factor of 420 4 What is the smallest factor and the largest factor of any number?eT cela Ed The highest common factor (HCF) The highest common factor of two or more numbers is the highest number that isa factor of all the given numbers, Clee) = Find the HCF of 8 and 24, Fy=L248 Fi,= 12,3, 4,6,8, 12,24 Her=6 Exercise 1.6 np You will lam how to find HCFs by using prime factors later in the chopter. B List the factors of each number. Underline factors that appear in both sets. Pick out the highest underlined factor (HF), 1. Find the HCF of each pair of numbers. a 3and6 b 2%4andi6 — ¢ 1Sand40 42 and 70 © 32and36 © f 26and36 = g 2and4d = and 4, 2. Find the HCF of each group of numbers a 3,9and15-b 36,63and8i_ 3 and 121 3. Notincluding the factor provided, find two numbers less than 20 that have: a anHCFof2 anHCFof6 4) What is the HCF of two different prime numbers? Giv Applying your skills 5. Simeon has two lengths of rope. One piece is 72 metres long and the other is 90 metres long. He wants to cut both lengths of rope into the longest pieces of equal length possible, How long should the pieces be? 6 Ms Sanchez has 40 canvases and 100 tubes of paint to give to the students in her art group. What isthe largest number of students she can have if she gives each student an equal number of canvasses and an equal number of tubes of paint? 7 Indira has 300 blue beads, 750 red beads and 900 silver beads, She threads these beads to make wire bracelets. Fach bracelet must have the same number and colour of beads. What is the maximum number of bracelets she can make with these beads? Prime numbers Prime numbers have exactly two factors: one and the number itself ‘Composite numbers have more than two factors The number I has only one factor so itis not prime and itis not composite Finding prime numbers (Over 2000 yeurs ago « Grek mathematician celled Eratothenes made a simple tool for sorting out prime numbers. hs ols called the’Sleve of Erutoathene?and the gure on page 7 shows how it works for prime numbers up to 100, Unit: NumberPree ‘You should try to memorise ‘which numbers between 1 and 100 are prime, Exercise 1.7 Ep AA good knowledge of primes can help when factarising quadraties in chopter 10. (Gross out 1, itis not prime. ®@ LET OLA cic 2, on css out oer @ ‘multiples of 2. Cirle 3, then cross out other multiples of 3 Cit nec eal umber © Repeat al te ibe Semester ceeecer 5 | 97 te cited mers ete z L901 D primes (Other mathematicians over the years have developed ways of finding larger and larger prime ‘numbers. Until 1935, the largest known prime number had less than 1000 digit. Since the 1970s and the invention of more and more powerful computers, more and mote prime numbers have been found. The graph below shows the number of digits in the largest known primes since 1996. eles eee [Number of digits in largest known prime number against year found ° | | aocmseo . . oe : © 0 u ton son mH he ane aoe ma aol) V6 Yar Source: hitpsi/fewnemersenne.oe/primes! Today anyone can join the Great Internet Mersenne Prime Search. ‘This project links thousands ‘of home computers to search continuously for larger and larger prime numbers while the computer processors have spare capacity 1 Which is the only even prime number? 2. How many odd prime numbers are there less than 50? * 3 a List the composite numbers greater than four, but less than 30, b_ Try to write each composite number on your list as the sum of two prime numbers. Rreumples 1danise3+5 unit: umber Eeeeee eae a used 4 Twin primes are pairs of prime numbers that differ by two, List the twin prime pairs up to 100 5. Is 149. prime number? Explain how you decided, 6 Super-prime numbers are prime numbers that stay prime each time you remove a digit (starting with the units). So, 59 is a super-prime because when you remove 9 you are left with 5, hich is also prime. 239 is also a super-prime because when you remove 9 you are left with 23 ‘which is prime, and when you remove 3 you are left with 2 which is prime. Tip Whilst super prime numbers ae interesting, they ae not on the Find two three-digit super-prime numbers less than 400 syllabus. Can you find a four-digit super prime number less than 30002 € Sondra telephone number isthe prime number 987-6413. Isher phone number a super-prime? Prime factors Prime factors are the factors of a number that are also prime numbers. Remember a product is the answer ‘2.2 multiplication. So ff you wite a Every composite whole number can be broken down and written asthe product ofits prime factors. ‘number asthe producto ts prime You can do this using tree diagrams or using division. Both methods are shown in worked example 5. factors you ae writing it using ‘multiplication signs ike this: 12=2x2x3, Tur ey Write the following numbers as the product of prime factors. a 6 b 48 Using a factor tree = as SO are es /\ SN asain pa & ‘ 12 famberese Ifa factor is a composite ‘number, split it into two factors, 7 ens S ® Keep spiting unl you end fei atl enone a vp wih wo primes fa isratapne umber do bs ite the primes in Saeinenans eae @ © aweending onder vith x 3 See B6=2%2e3x3 AB=2K2x2x2x nas Using division 2\36 ala Divide by the smallest aii 2h printer at al go i) ane into the number exact. 3[3 3h Continue dividing, using T ke the smallest prime number Be=2x2x3x3 | 3f3 that will go into your new answer each time. | 98 =2%2%2x2%3 Stop when you reach 1 ‘Choose the methad that works Write the prime factors in best for you and sick to it. Alnays show your method when using prime factors. eal Unit 1: Number ascending order with x signs.Exercise 1.8 \when you write your number a5, a product of primes, group al ‘occurrences ofthe same prime number together. You can also use prime factors to find the square and cube roots ‘of numbers if you don't have a calculator You wil deal with tis in more detail later in this chapter. Exercise 1.9 You wont be told to use the HF (or LOM to solve a problem, you will need to recognise that word problems involving LCM usualy indude repeating events, You may be asked haw many items you need to ‘have enough or when something wil happen again atthe same time, Ta eed 1 Express the following numbers as the product of prime factors. bow © 100 25 © 360 g 60 has i j 9240 a 30 £ 504 Using prime factors to find the HCF and LCM When you are working with larger numbers you can determine the HCF or LCM by expressing, each number as a product of its prime factors. Coed Find the HCF of 168 and 180. | 168=2%2%2%3x7 180=2x2x3K3x5 2x2x3=12 HOF = 12 First express each number as a product of prime factors. Use tree diagrams or division to do this. Underline the factors common to both numbers. Multiply these out to find the HCF. Cees Find the LCM of 72 and 120. T2=2x2*2x3x3 120=2x2%2x3x5 2x2x2x3x3x5= 360 Lem = 360 First express each number as a product of prime factors. Use tree diagrams or division to do this. Underline the largest set of multiples of each factor. ist these and multiply them out to find the LCM. 1. Find the HCF of these numbers by means of prime factors. a 48and108—b 120and216 ¢ 72and90 = d- S2and 78 e lodand125 f 154and88 — g S46and624 hh 95and 120 2. Use prime factorisation to determine the LCM of a S4and60 b S4and72 € ‘60and72 © d._ 48and 60 e 120and180 f 95and150 g S4and90 hh 90and 120 3 Determine both the HCF and LCM of the following numbers. a 72and108 —b 25and200 © ¢ 9Sand120 © d. Stand 60. Applying your skills 4. A radio station runs a phone-in competition fr listeners. Every 30th caller gets a free airtime voucher and every 120th caller gets free mobile phone. How many listeners must phone in before one receives both an airtime voucher and a free phone? 5 Lee runs round a track in 12 minutes. ames runs round the same track in 18 minutes. If they start inthe same place, atthe same time, how many minutes will pass before they both cross the start line together again? Divisibility tests to find factors easily ‘Sometimes you want to know if a smaller number will divide into a larger one with no remainder. In other words, isthe larger number divisible by the smaller one? Uni: Number Eeeee eae Thee simple dvi tests are wel or working this out: - A number is exactly dvisbeby. Tip . " Divisibility tests are not ai part ofthe syllabus. They 3 area ui fk 4 ifthe lst two digitscan be divided by 4 ib on or 5 itendsvih Does factorsand prime numbers. | 6 igi divisible by both 2 and 3 8 ifthelast thee digs are divisible by 8 6. ithe sum ofthe digs sa mnipe of 9 fan be divided by 5) 10 ifthemumber ends ino if't ends with 0, 2, 4,6 or 8 (in other words is even) if the sum ofits digits is a multiple of 3 (can be divided by 3) There is no simpletest fr divsibilty by 7, although multiples of7 do have some interesting properties that you can investigate on the internet Exercise 1.10 | 23 65 10 10470-50021 1. Look at the box of numbers above. Which of these numbers are divisible by 8? divisible by 3? a divisible by 5 2 Say whether the following are true or false. 625 is divisible by $ b ssisdi 640 is divisible by 6 4. 346;s divisible by 4 476 is divisible by 8 £ 2340 is divisible by 9 2890 is divisible by 6 hi 4562 is divisible by 3 40090 is divisible by 5 j 123456 is divisible by 9 sible by 3 3 Can $34007 be divided equally among: a two people? b three people? © nine people? 4 A stadium has 202008 seats. C a five blocks? b sixblocks? nine blocks? these be divided equ nto: 5 a Ifa number is divisible by 12, what other numbers must it be divisible by? b_ Ifa number is divisible by 36, what other numbers must it be divisible by? © How could you test if number is divisible by 12, 15 or 247 66 Jacqueline and Sophia stand facing one another. At exactly the same moment both girls @ stat to tur steadily on the spot. Ietakes Jacqueline 3 seconds to complete one ull turn, whilst Sophia takes 4 seconds to make on fll torn, How many times will Jacqueline have turned when the girls are next facing each other? 1.4 Powers and roots Square numbers and square roots In section 1.1 you learned thatthe A number is squared when itis multiplied by itself. For example, the square ofS The product obtained when an integer symbol fr squared is, So, 5x5 can also be written as 5 s multiplied by tse a square The square root of a number is the number that was multiplied by itself to get the square number. number. The symbol for square root is y~. You know that 25= 5, so 25 =5, Cube numbers and cube roots A number is cubed when itis multiplied by itself and then multiplied by itself again, For example, the cube of 2 is 2 x2 x2=8, The symbol for cubed is, $0 2.x 2x 2 can also be written as 2 10 | Uni: numberFractional powers and roots ate used in many different financial calculations involving investments, insurance policies and ‘economic decisions, 2) Square The symbol for cube root is 4”. You know that 8 y jumbers can be arranged to form a squate shape. Ths is Finding powers and roots Not all calculators have exactly the Pee ee Ca ‘The cube root ofa numbers the number that was multiplied by itself to get the cube number 90 YB = 2, ') Cube numbers can be arranged to form a slid cube shape. This is. You can use your calculator to square or cube numbers quickly using the # J and | keys Reet tee los or the _*° J key. Use the _J J or _& J keys to find the roots. you don't have a calculator, you 2 J all mean the s diferent calculators, re thing on. can use the product of prime factors method to find square and cube roots of numbers. Both ‘methods are shown in the worked examples below. ene Use your calculator to find: aw bs ¢ J 4 6 a Enter 1 Js Jie ji=) ’ Enter_5 |_# J _= J.fyou do not have a | button then enter © 3 | x2] 3 J = |; forthis key you have to enter the power € Enter JL 3 J_2)_4ji=J d enter Le} Jit Ji2 jis] (aoe If you do not have a calculator, you can write the integer as a product of primes and group the prime factors into pairs or threes. Look again at parts (c) and (d) of worked example 8: « vig ds O5I2 © 324 =2%2,3%3 343 2 ES 2x3x3=18 524 = 18 d 512 =2X 22,222, 2x2%2 2 3 3 2x2x2=8 12-8 Group the factors into pairs, and write down the square root of each pait. ‘Multiply the roots together to give you the square root of 324. Group the factors into threes, and write the cube root of each threesome. ‘Multiply together to get the cube root of 512. Unit: Humberfe caesar Make sure that you know which key is used for each function on your calculator and that you know how to use t. On some calculators thse keys might be Second functions, SnD You will work with higher powers a gain when you deal with indices in chapter 2, standard form inchapler 5 and rates of grows decay in chapters 17 and 18. Exercise 1.11 Lear the squares of all integers between 1 and 20 indlusive. You wil need to recognise these quick, Spotting 2 pattem of square numbers can help you solve problems indifferent contents, a Unit: umber other powers and roots You've seen that square numbers are all raised to the power of 2 (5 squared =5 x 5=5°) and that ‘cube numbers are all raised to the power of 3 (5 cube 5°), You can raise a number to any power. For example, 5 x 5 x 5x 5~*. This is read as 5 to the power of 4, The same principle applies to finding roots of numbers. You can use your calculator to perform operations using any roots or squaces. ‘The { ¥* J key calculates any power. So, o find 7, you would enter 7 y# | and get a result of 16 807. ‘The LT key calculates any roet. So, to find 4V81, you would enter 4 “81 and get a result of 3, 1 Calculate: az b7 e1 diz ¢ ae fie g 32h os 2 Calculate ap ba c# ae eo f 10 ~— g 100° hs i 30 j 200 3. Finda value of x to make each of these statements true, b xxxx ¢ exx=121 e xxx=324 f xxx=400 ho xxx=225 1 xxxx k viex 1 V=81 a We=l 0 a 4 Usea calculator to find the following roots. a Vea evi avi © vi00 f s si h Va00 i Vine ij k 1a mi n ei ° P 4 eR PD 8 M78 t 5. Use the product of prime factors given below to find the square root of each number. Show your working. a 324=2%2%3K3K3X3 b 225=3x3x5x5 © 784=2%2x2x2x7x7 @ 2025=3%3%3x3x5%5 € 19600=2x2x2x2x5x5X7X7 fF 250000=2x2%2x2xSXSXSXSXSXS. 6 Use the product of prime factors to find the cube root of each number. Show your working. 7292 3x3x3x3%3%3 1000 = 2222 5%5 x5 x3x3 b 3x13 13. a 2X2X2K2K2K2RIKIXIXIXIXIXIXIX2Brackets act as grouping symbols. ‘Work out any calculations inside brackets before doing the ‘leuations outside the brackets. Root signs work n the same way sa bracket. f you have /25+5, you must add 25 and 9 before finding the oot. (Once a direction is chosen to be postive, the opposite direction is taken to be negative. So: * if up is postive, down is negative ‘if right is positive, lefts negative ‘© if north is postive, south is negative « if above Os postive, below Os negatve. Exercise 1.12 7 Calculate: 2 WB) b Way © Way 4 e 946 £ \oFI6 g V+V oh V36+OE i \i00-36 j MWD BANE VBE xr Be v3 m Voxd a 9x4 °—- r= 8 Find the length ofthe edge of a cube with a volume of 4 100m? 19683em> se «GRVIMm? —d_ 64000" 9 Ifthe symbol * mes number, calculate: ‘add the square of the first number to the cube of the second a2e3) b372 ce Ime date £472 gto hott i St j 10 Evaluate a x2 b 3xser © 3481256 a 2x76 © Vo25 x2* £ 9+(32) 11 Which is greater and by how much? a 8 xstor2x3 — b V625x3* ory 9 xa Working with directed numbers A negative sign fs used to indicate that values are less than zero. For example, on a thermometer, om bank statement or in an elevator. When you use numbers to represent real-life situations like temperatures, altitude, depth below sea level, profit or loss and directions (on a grid), you sometimes need to use the negative sign to indicate the direction of the number. For example, a temperature of three degrees below zero can be shown as-3°C. Numbers lke these, which have direction, are called directed numbers. So if 1 point 25m above sea level is at +25m, then a point 251m below sea level is at ~251m. 1 Express each of these situations using a directed number. a a profit of $100 b_ 25km below sea level € a drop of 10 marks again of 2kg © alossof LSkg £ 8000:m above sea level g atemperature of 10°C below zero ha fall of 4m i adebt of $2000 J anincrease of $250 k atime two hours behind GMT 1 aheight of 400m 1m abank balance of $450.00 Unit 1: Number feeg ea ea red I> will use similar number lines when solving linear inequalities in Comparing and ordering directed numbers In mathematics, directed numbers are also known as int integers on a number line like this: -s. You can represent the set of itis important that you understand hhow to work wth directed numbers ‘ety in your IKCSE course. Many The further to the right number son the number line, the greater its value. Exercise 1.13 1 Copy the numbers and fil in < or > to makea true statement. a 20s ’ aD « Os a e 704 ¢ [4 e204 bh p20 i i k 20-4 1-203 m offs a © 120-89 topics depend upon ther! The diference between the highest and lowest temperature is alo called the range of temperatures. Uni: Number 2. Arrange each set of numbers in ascending order. ~4,-10,9,-8 50, -83,~90, 0 Applying your skills 3 Study the temperature graph carefull. ‘Temperature chang during two weeks of January 10. é Temperature °C) Sunday MoT WoT OF Sunday “4 21 28 Day of the week What was the temperature on Sunday 14 January? By how much did the temperature drop from Sunday 14 to Monday 15? What was the lowest temperature recorded? What is the difference between the highest and lowest temperatures? (On Monday 29 January the temperature changed by ~12 degrees. What was the temperature on that day? 4 Matt has a bank balance of $45.50. He depos his new balance? 5.00 and then withdraws $32.00. What is 5 Mr Singh's bank account is $420 overdrawn, a Express this asa directed number, b_ How much money will he need to deposit to get his account to have a balance of $500? © He deposits $200. What will his new balance be? 6 A diver 27m below the surface of the water rises 16m. At what depth is she the 7 Onacold day in New York, the temperature at 6a.m, was ~5°C. By noon, the temperature had risen to 8°C. By 7p.m. the temperature had dropped by 11°C from its value at noon. What was the temperature at 7 p.m.?Sa eso 8 Local time in Abu Dhabi is four hours ahead of Greenwich Mean Time, Local time in Rio de Janeito is three hours behind Greenwich Mean Time. a Ifitis 4pm. at Greenwich, what time is itin Abu Dhabi? b_Ifitis 3am. in Greenwich, what time is it in Rio de Ja © Ifitis 3pm, in Rio de Janeiro, what time is it in Abu Dhabi? 4 Ifitis 8am. in Abu Dhabi, what time ist in Rio de Janeiro? Order of operations At this level of mathematics you are expected to do more complicated calculations involving more than one operation (+, ~, x and +). When you are carrying out more complicated calculations you have to follow a sequence of rules so that there is no confusion about what ‘operations you should do fist. The rules governing the order of operations are ‘© complete operations in grouping symbols first ‘© dodivision and multiplication next, working from left to right # doaddition and subtractions last, working from eft to right Many people use the eters BODMAS to remember te order af operations The ters stand for Brackets Or (Sometimes; ‘ for ‘indices is used instead of ‘0’ for ‘of”) Divide Multiply Add Subtract BODMAS indicates that indices (powers) are considered after brackets but before all other ‘operations. Grouping symbols The most common grouping symbols in mathematics are brackets. Here are some examples of the different kinds of brackets used in mathematics: (449) x (10+2) [2444+9) 43) ~ 12] {2-[42-7)-4G +8)]-2*8} When you have more than one set of brackets in a calculation, you work out the innermost set firs, Other symbols used to group operations are: 5-12 3-8 ‘© root signs, such as square roots and cube roots, eg. J9#16 © fraction bars, eg © powers, eg. 5 or 4 Cee — Simplify: a 7xG+4) b (10-4) x(@+9) "e 45~[20x (4-3) a 7x7=49 b 6x13=78 © 45-20% 1] =45~20 =25 osee ea cea ued Exercise 1.14 A bracket type is always twinned with another bracket ofthe same type/shape. This helps rmathematicans to understand the order of calelations even more easly > Vou wl pp te order of operation debskeceiiren va pregess haugh the couse: Exercise 1.15 eee Calculate: 38 ee < iene | | 2 2 @x8) b amor “set a8 a 4 J 1. Calculate. Show the steps in your working, a (44+7)x3 b Q0-4)+4 © 50+ (2045) d 6x(2+9) © (447)x4 £ (100-40)x3 —g 16255) ho 19-(12+ i 40+(12-4) j 100+ (4 +16) k 121+(@3+3) 115 (1515) 2 Calculate: a (4+8)x (16-7) b (12-4) x(6+3) © (9+4)-(4+6) (33+ 17)+(10-5) © (4x2) +(6x3) f (9x7)+(27-20) g (105-85)+(16+4) (12 +13) +5) i (566) (443) 3. Simplify. Remember to-work from the innermost grouping symbols to the outermost. a 4+[12-(8-5)] b 6+[2-(2x0)] © 8+ [60-2+8)] 4 200-[(4+12)-(6+2)] © 200 x (100- [4x (2+8)]} £ (6+(5xQ+30)}}x10 g (G0+12)-(7+9)] x10 h 6x{(20+4)-(6-3) +2] 1 1000 ~ [6% (4+20) ~4%(3 +0) 4 Calculate: a 6472 b 29-23 © 8x42 d 20-442 at=10. ¢ 2 14 Bx 8 h JOS i WH 5 Insert brackets into the following calculations to make them true. a 3x44 b 25-15%9=90 © 40-10%3=90 @ 14-9x2 e 1243+ f g 1041046 ho 348x15-9 i j 10-4x5 k 65343x5=5 1 m 144x20+5 n 8+5-3x2=20 ° p 3x4-246= q 40e4s1en r Working in the correct order Now that you know what to do with grouping symbols, you are going to apply the rules for order of operations to perform calculations with numbers. 1 Simplify. Show the steps in your working. a 5x 1043 b d (2+10)x3 e 2347x2 5% (10+3) © 2410%3 f 6x2+G+3) EM Unit 1: NumberMe mca h (17+1) +942 1 BS 2x5 a1 j 17 +axe20 k 48-@+3)x2 1 12x4—4x8 m 154304346 n 20-6+3+3 © 10-4x242 2. Simpify a 1842-3 b 14-@1+3) © M+8x(6-5) 4 4246-3-4 © 5+36+6-8 £ (8+3)xG0+3)+11 3 State whether the following are true or false. a (144) x2045=14(4%20)+5 6 X(4+2)x3>(6x4) +23, © 84+(5-3)x2<8+5-(x2) 4d 100+ 10 10> (100+ 10)= 10 4 Place the given numbers inthe correct spaces to make a correct number sentence a 0,2,5,10 O-0-O0-0 b 9,11,13,18 o-o-0 © 1381416 o+O-D-0-0 d 4,5,6,9,12 G+D-O-D0-O inthis secon you wl use your lulator to perform operetons Using your calculator in the corect order, However, you Willneedtoremember heaicer _A.calculator with algebraic logic will apply the rules for order of operations automaticaly. So, if Sf operations nes and apply them _-Yowenter 2+ 3 > 4, your calculator will do the multiplication frst and give you an answer of 14 throughout the book as you do (Check that your calculator does this! mote complicated examples using your cleats. ‘When the calculation contains brackets you must enter these to make sure your calculator does the grouped sections frst. cgenetaiheccaiey raking several calculations wth Ce Oe i and without brackets. For exemple: 3x2+6and3x(2+6).00 you | US€ 8 Caloulator to fin Understand why these are diferent? =e b Geexa = ETE ee Yorclisermevenyracoe | © 21 |énterCSJL+IL2ILxJLo) type of bracket _(_Jand _) J, Ba enter COIL ILD Irae) «9 Enter Ci 3 JLx Jie ji-Ji4 jie) COBIDIGILIDIDIE) Exercise 1.16 1 Usea calculator to find the correct answer. eek a W-4x5 b t6+7-4 ‘Seme clelators have ta ~ © 344x5-10 @ 1843x5342 buttons: — Jand “GJ the © 5-3x8-6+2 f 7434441 first means sobtact andi used to $4)x204 h 36+6x(3- Sibmeconenumbertom none, F(T) OS! ; ela eae ea i (8+8)-6x2 J 100-30% (4-3) amie lant ke 24+ (745)x6 1 ((60~40) ~ (53 ~43)] x2 make sue that your cael m [(12+6) +9] x4 [100+ (4+16)] x3 5 Change 25 toa decimal using your calculator. Express the answer cortect to 3 decimal places b. 2decimal places © Idecimal place d 3significant figures e 2significantfigures I significant figure Unit: ber Eeeee ace a Summary Do you know the following? ¢- Numbers can be classified as natural numbers, integers, prime numbers and square numbers. 4 When you multiply an integer by itself you get a square number (x). If you multiply it by itself again you get a cube number (x) The number you multiply to geta square is called the square root and the number you multiply to get a cube is called the cube root. The symbol for square root is ‘The symbol for cube root is ‘© A multiple is obtained by multiplying a number by a natural number. The LCM of two or more numbers i the lowest multiple found in all the sets of multiples. ‘A factor of number divides into it exactly: The HCF of two or more numbers is the highest factor found in all the sets of factors ‘¢ Prime numbers have only two factors, and the number itself. The number 1 is not a prime number. ¢ A prime factor is a number that is both a factor anda prime number ¢ All natural numbers that are not prime can be expressed as.a product of prime factors Integers are also called directed numbers. The sign of an integer (— or +) indicates whether its value is above or below 0. ‘@ Mathematicians apply a standard set of rules to decide the order in which operations must be carried out. Operations in grouping symbols are worked out firs, then division and multiplication, then addition and subtraction, Are you able to. identify natural numbers, integers, square numbers and prime numbers find multiples and factors of numbers and identify the LCM and HCE © write numbers as products oftheir prime factors using division and factor trees ‘© calculate squares, square roots, cubes and cube roots of numbers ‘© work with integers used in real-life situations ‘© apply the baste rules for operating with numbers ‘© perform basic ca with a calculator culations using mental methods and a Unit: numberExamination practice Exam-style questions - 1 Here isa set of numbers: (-4,-1, 0, 3,4, 6,9, 15, 16,19, 20), Which of these numbers are: natural numbers? b square numbers? ¢ negative integers? d prime numbers? multiplesoftwo? factors of 80? 2 a Listallthefactorsof 12. _Listall thefactorsof24. Find the HCF of 12 and 24 3. Find the HCF of 64 and 144. 4 List the first five multiples of a bis ¢3 480 5 Find the LOM of 24 and 36. 6 _Listall the prime numbers from 0 to 40. 7 a Usea factor tree to express 400 as a product of prime factors. Use the division method to express 1080 as a product of prime factors. € Use your answers to find: i the LCM of 400 and 1080 fi. the HCF of 400 and 1080 ai 400 iv whether 1080 isa cube number; how can you tell? 8 Calculate: a 26 bas 9 Whatis the smallest number greater than 100 that is: a divisible by two? divisible by ten? ——_€ divisible by four? 10 Atnoon one day the outside temperature is 4°C. By midnight the temperature is 8 degrees lower ‘What temperature sit at midnight? AL Simplify a 6x2+4x5 b 4x (100-15) € (5+6)x2+(15-3x2)-6 j 12. Add brackets to this statement to make it true. T+ led 1x24 Past paper questions 1) {Cambridge 1GCSE Mathematics 0580 Paper 22 Q1 October/November 2014) 0) ‘Cambridge 1GCSE Mathematics 0580 Paper 22 Q2 OctoberiNovember 2014) Unit 1: Number 213° Write 3.5897 correct to 4 significant figures. ([GambridgeIGCSE Mathematics 0580 Paper 22 Q3 May/june 2016) 8 9 wb nN RB 1 MW 1s From the list of numbers, write down a the square numbers, i} b aprime factor of 99. a [Camividge 1GCSE Mathematics 0580 Paper 22 Q5 May/}une 2016] 5 a Write 90asa product of prime factors. 2 'b Find the lowest common multiple of 9 and 105. Rh [Cambridge GCSE Mathematics 0580 Paper 22 Q15 October/November 2014)Algebra Variable Equation Substitution Expression Term Power Index Coefficient Exponent Base Reciprocal In this chapter you will learn how to: use letters to represent numbers write expressions to fepresent mathematical information substitute letters with rhumbers to find the value of an expression add and subtract like terms to simplify expressions multiply and divide to simplify expressions expand expressions by removing grouping symbols Use index notation in bra learn and apply the laws of indices to simplify ‘expressions ‘work with fractional indices. Making sense of algebra ‘Once you know the basic ules, algebra is very easy and very useful ‘You can think of algebra as the language of mathematics. Algebra uses leters and other symbols to write mathematical information in shorter ways. ‘When you learn a language, you have to learn the rules and structures o age. The languag language of algebra and mathematics students all over the world will un of algebra also has rules and structures, Once you know these, you can ‘speak’ the stand you At school, and in the real world, you will use algebra in many ways. For example, you wil it to make sense of formulae and spreads with money, building, science, agriculture, engineering, construction, economics and more. isand you may use algebr fa to solve problems to dofe a eta Neon represent diferent numbers posere brak ea Algebra appearsacross, all scencesubjects, in particular Most situations ipphyses require motion or other physical changes to bbedesctibed asan algebraic formula. AnexampleisF=ma, which describes the connection between the force, massand ‘acceleration ofan object. Uni: Algebra You should already be familiar with the following algebra work: Basic conventions in algebra We use letters in place of unknown values in algebra. An expression can contain numbers, variables and operation symbols, including brackets. Expressions don't have equals signs These are all algebraic expressions: seep 2 asae-a Substitution of values for letters Ifyou are given the value of the letters, you can substitute these and work out the value of the expression. Given that x=2and y x+ ybecomes 2+5 “becomes ay becomes 2x5 Axbecomes 4x 2 and 3y becomes 3x5 Index notation and the laws of indices for multiplication and division 2x 2X2 x 2= 29 is the base and 4 is the index. ax ax a= a! ais the base and 3 is the index. Using letters to represent unknown values In primary school you used empty shapes to represent unknown numbers. For example, 2 + and += 10. [f2-+M1=8, the lf can only represent 6, But if|+ = 10, then theland the # can represent many different values In algebra, you use letters to represent unknown numbers. So you could write the number sentences above as: 2+ x= 8 and a +b= 10. Number sentences like these are called equations. You can solve an equation by finding the values that make the equation true. ‘When you worked with area of rectangles and triangles in the past, you used algebra to make a ‘general rule, or formula, for working out the area, A: & ‘Area of a rectangle = length * breadth, so. Area of triangle = ! base x height, so A= bh or A= Notice that when two letters are multiplied together, we write them next to each other eg, [by rather than [ b, ‘To usea formula you have to replace some or all of the letters with numbers. This is called substitution, Writing algebraic expressions An algebraic expression isa group of letter and numbers linked by operation signs. Each part of the expression is called a term. Suppose the average height (in centimetres) of students in your class is an unknown number, h A student who is 10cm taller than the average would have a height of A+ 10. A student who is 3em shorter than the average would have a height of h — 3. + 10 and hh 3 are algebraic expressions. Because the unknown value is represented by #, we say these are expressions in terms of hMathematicians write the product ‘of a number and a variable wth the number fist to oid confusion with powers. For example,» 5 vwitten as 5x rather than x, which may be contused with x Pee oc (ene Use algebre to write an expression in terms of fh for: ‘a height 12cm shorter than average «a height 2x taller than average ‘a height twice the average height ‘a height half the average height. hh 12_ Shorter than means less than, so you subtract. b h+2x Taller than means more than, so you add. 2x is unknown, but it can stil be used in the expression © 2%h Twice means two times, so you multiply by two. hs2 Half means divided by two. Applying the rules Algebraic expressions should be written in the shortest, simplest possible way. © 2x his written as 2h and xx yis written as xy ‘© frmeans 1 x h, but you do not write the 1 h x hee Ziswriten as and + ys writen as ‘@- when you have the préduct of a number and a variable, the number is written frst, so 2h and not h2. Also, variables are normally written in alphabetical order, so xy and 2ab rather than yrand 2ba ‘© fx his written as H (Ht squared) and kt hx h is written as h(h cubed). The and the are examples of a power or index. ‘The power only applies to the number or variable directly before it, so Sa? means 5% ax a ‘When a power is outside a bracket it applies to everything inside the bracket. So, (xp)? means xy x xy x xy Ware ees Write expressions in terms of x to represent: | a a number times four the sum of the number and five | sixtimes the number minus two half the number. a xtimes 4 Let x represent ‘the number. =4xx Replace four times’ with 4 x. = 4x Leave out the x sign, write the number before the variable. b Sumofxandfive Let x represent ‘the number. x45 Sum of means +, replace five with 5 | © Sixtimes x minus two Let x represent the number. | =6xx-2 Times means x and minus means ~ , insert numerals. | Leave out the > sign, d Let x represent ‘the number’ Half means s+ or = 2. Write the division as a fraction, ont eeeera) Sa Exercise 2.1 Sf eeno as Remember BODMAS in Chapter 1 Workout the bitin brackets first. [reno ae Remember from Chapter 1 that a um is the result of an addition, ‘No remember thatthe ‘difference between two numbers is the resuit ubtraction. The order of the subtraction matters. Serer ‘earand shot Ths isa on ey se many types of problems, 2.2 ‘When you substitute values you need to wre in the operation signs. Sh means 5 xh, soifh= 1, orh = 6, you cannot writ ths in rumbers as 51 oF 56, or Unit 1: Algebra 1. Rewrite each expression in its simplest form. a 6xxxy b 7xaxb co xxyxz d 2xyxy © ax4xb f xxyxi g Sxbxa ho yxexz i 6ex jo 4xs2y Kk (et3)e4 1omxmxm=mxm m Axx+5xy nm ax7-2xb 0 2xxx(x-4) po3x(xtI)22xx gq 2x(eH4)e3 ok (Xx) Qxx+4xa) 2. Let the unknown number be m. Write expressions for: thesum of the unknown number and 13, b_ anumber that will exceed the unknown number bj ¢ the difference between 25 and the unknown number a the unknown number cubed a third of the unknown number plus three £ four times the unknown number less twice the number. 3. Let the unknown number be x. Write expressions for: a three more than x bb sixless than x © tentimes x d_ thesum of~8 andx € thesum of the unknown number and its square £ anumber which is twice x more than x 8. the fraction obtained when double the unknown number is divided by the sum of the unknown number and four, 4 ACD anda DVD cost x dollars. If the CD casts $10 what does the DVD cost? If the DVD costs three times the CD, what does the CD cost? € Ifthe CD costs S(x~ 15), what does the DVD cost? 5A woman is m years old ‘How old will she be in ten years’ time? b How old was she ten years ago? ¢ Her son is halfher age. How old isthe son? 6 Three people win a prize of Sp. If they share the prize equally, how much will each receive? b_ Ifone of the people wins three times as much money as the other two, how much will each receive? Substitution Expressions have different values depending on what numbers you substitute for the variables. For example, lets say casual waiters get paid $5 per hour. You can write an expression to represent everyone's wages like this: Sh, where h is the number of hours worked If you work I hour, then you get paid 5 x 1= $5. So the expression Sh has a value of $5 in this «ase. Ifyou work 6 hours, you get paid 5 x 6= $30. The expression 5h has a value of $30 in this casePee ac) (Evaluate! means to find the value of + * b 0s € te Youvilleam more aboutagebaic 0d ee f 10-x facions in chapter 14. eee tun a & 1 ae a c & 2-0) 4 z 1 0 oq 1x 4 (as42) r 5 , 2. What is the value of each expression when a=3 and b=5 and c= 2? ‘Always show your substitution soya ionae + ie be odes Rekeeeean «ater ta Beep! gabe tea bab) 1 sets) an examine, that you have put the i @-o+(at0 k (a+5\(b-9) = ote F o Herb) Unit: geeYou may need to discuss port D0 wth your teacrer. € ab, 4b, tba, 6a 2,26, 34y, 345-29 e flay. -ye,2y, 3,38 2 Simplify by adding or subtracting like terms a 2y+6y b 9x-2x © 10r+3x 4 aix+e e 7x-2x f 4y-4y g 9x- 10x ho y-ay Se J Sxy~2xy k 6pq—24p 1 Maye aye m 4x—2e n yay 0 p-2y P Mab 2atr 4 9p Axy F 10xy'— By 3 Simplify a dety 43x b ay-2y sax © 6x 4v4 Se 4 W+4r-6 © dxy—2y+23y f 5x -6x 42x g Setdy—6x h 3yt4e—x i drt oy tae i k Dearth 20 1 ear eae m Sxy—2x-+74y nay 2x24 73y 0 3P-2p 4 p Sey +3x'y—2ay 4 dye Dye F Sxy—24ay 4. Simplify as far as possible a 8y-4-6y-4 bo x-dxt3v—-x te Setys2xt3y 4 pa 2ye3y-7 ee -4e—x 43 fo e43s—74 2x Bo dyz—ytde—ye hk Say 443-6 e428Pa Cre ccy 5) Write an expression for the perimeter (P) of each of the following shapes and then simplify it to give P in the simplest possible terms. tT © te ay ye ar os Multiplying and dividing in expressions Although terms are not separated by x or + they still need to be written in the simplest possible way to make them easier to work with In section 2.1 you learned how to write expressions in simpler terms when multiplying and dividing them, Make sure you understand and remember these important rules: @ 3umeans 3 x cand 3xy means3 xx xy xymeansxxy @ means xx .xand x'y means xxx y (only the xis squared) 2a © © means 20+ 4 4 Dc ee simplify: a axde a 4x3: b arx3y x3xx T2xx 2x. Bo axx3y=dxexx3xy You cn muliply numbers fist ane vatables second because the order of any be reversed without answer, can « ging the Tex aye x3=Txxx4xy X23 =B4xKxy Xz =B4nz =1axxxy =12y fab x 2be = 4xaxbx2% bE Bxaxbxbxe =80b'c © fab x 2be 4 Ixxayzx3 Insert the missing x signs ‘Multiply the numbers firs. Write in simplest form. Insert the missing x signs Multiply the numbers. Write in simplest form. Multiply the numbers, then the variables. White in simplest form. Insert the missing = signs. Multiply the numbers. ‘Write in simplest form, Uni: lgeba EESea ceca US tad > You will learn more about canceling ‘and equivaler apter 5. > BoM Unit nt fractions in Exercise 2.4 1: Algebra Wien Simply: 12x ay, Dy 5 = Toy “ Divide both top and bottom by 3 (making the 1 rumerater and denominator sale so that 3 the fraction is in its simplest form is called ewcalig) > Cancel and then mutipy 1 3 ‘ Caneel Dy, Toy d Ax Daxxaxx Insert signs and muttply 27 3a ‘ Cancel Cancel frst, then multiply. 1 Multiply 2x6x 2xx3y 8yx32 day x 2x 2ax 4ab Babe x 2ab 2. Simplify 3x2ex4 Ay XxEXx xxy x ax Axxxaxy Tay x Dae X Bye Bry x Day? x Bay. 5 Simplify 4 le 40s > 10 lay 2y 9x Vaxy x weteae bersoe 4yx2 © 3mx4 Axx 2y f oxx3y dex ayx2 1 xy x day 9yx3xy 1 ayxdexdy Bab x db © babe 2a 20h xe FID 2x 39 Sx 2ex 3p © dwxdyx2ay 2x2x3xK4 FAK DEXSey 2ax3abx2e i 023 9x2 xxy 1 day dey Ay x28yX7 —@ 9xayEX dy Oex2xy X32 Bey Say . Lay 2x 5x oxy k& & ae oePa eee cacy 24 > inftcenteryon wl eesen Shiple cores el il em trata suntv races tre wong with eget in chapters 6 ond 10, You wil so Team ae more abeut wy ts method wes, Removing brackets is really ust = ao ic same rules you apply in 4 Simplify a 8x42 ’ © 16x’ sayy 4d 2axy + 3xy e f & S8xy+2dy hh 9x4 36xy i; j x ory 1 2003y The I5xy 25x 5 Simplify these as far as p a 3x2 b eg Bae 4 2"3 23 e f g 2x2 bh ye x3 i i k 2x2 1 ; 6 "2x Working with brackets ‘When an expression has brackets, you normally have to remove the brackets before you can simplify the expression. Removing the brackets is called expanding the expression, ‘To remove brackets you multiply each term inside the bracket by the number (and/or variables) ‘outside the bracket. When you do this you need to pay attention to the positive and negative signs in front of the terms: xQta)aaytee X(yrz)=ay— xz Tee Remove the brackets to simplify the following expressions. 2 20x46) -b 4-2) ee Dx+3y) d (2-38) ai For parts (a) to (4) write the expression iii ut, or do the multiplication mentally. * SPraeaeasione follow these steps when multiplying by 44 2 term outside a bracket + Multiply the term on the left-hand | inside of the bracket first - shown by the red arrow labelled i + Then multiply the term on the right- hrand side ~ shown by the blue arrow labelled i ir a + Then add the answers together. 2e( H+ 3y) = Aue Dex 3 7 nee dy (2 3x) = xy 2 — ay x3 Fy 3 | y Unit Aer eeee ea ect a Exercise 2.5 1 Expand: a 26+6) b 3(x+2) © 4Qx+3) d 10(x~6) © 4(x-2) F 3(2x-3) & 5y+4) h o(4+y) i 9y+2) j 7(Qx-2y) k 2Gx-2)) 1 a(x+4)) m 5(2x~2y) A 6(3x~2y) © 3{4y~-23) Pp 4y-4r) 4 9°=y) 7x +x) 2. Remove the brackets to expand these expressions, a 2xlx+y) b 3y(x-y) © 2x(x+2y) @ 4x3x—2y) e afr-y) £ 3y(4x+2) B 2xy(9-4y) h 2e(3-2y) i 3e(4—4x) j 4x(9-2y) k 52-9) 1 3x(4-y) m 2xy(y~2x) fn 4xy(3 20) 0 3xyxy) p xy2x+y) 4g 9x(9=2x) F 4xyG-) 3 Given the formula for area, A = length x breadth, write an expression for A in terms of x for each of the following rectangles. Expand the expression to give A in simplest terms. >b © Exercise 2.6 Expanding and collecting like terms When you remove brackets and expand an expression you may end up with some like terms. ‘When this happens, you collect the like terms together and add or subtract them to write the expression in its simplest terms. Wien Expand and simplify where possible. 2643/44 bb 26+ I-24 —-€_AKK3) +alx-4) B (x+3)+4=6x+18+4 Remove the brackets. 6x +22 ‘Add like terms. b 26x +) 2x+4= 12K 42-2044 Remove the brackets. 1ox+6 ‘Add or subtract ike terms © 2x(x+3)+x(x-4)=2x"+6x+x4—4x Remove the brackets. =3x8 42x ‘Add or subtract lke terms. 1 Expand and simplify a 26+x)+3x b Hy-2)+4y ad 4x42(x~3) € dxld+x)- af Uni: AlbaPa ee oc 25 ‘The plural of inde is ‘indices: Exponent is another word sometimes used to mean ‘nde’ or ‘power. these words can be used interchangeably but ‘index is more ‘commonly used for IGCSE. When you wrte a power out in ful 38a multiplication you are writing it in expanded form. When you evaluate @ number raised toa power, you are carving fut the multiplication to obtain a single value. 243422 +3) bh dx42Q2043) i J 3Qx+2)-3x-4 k 6x+2s+3) 1 7y4y(x—4)—4 m 2x(x+4)—4 n 2yQx—2y+4) © 2y(5~4y)-4y Pp 3x(2x+4)-9 4 3yly+2)-47* £ Yx-1+4x—4 2. Simplify these expressions by removing brackets and collecting like terms. a A(x+40)4208-3) b 2{x-2)42Kx+3) © Mxt2)+40r+5) @ B(x +10)443-2x) eax" +2)424-2") £ ax(x+t)+2x(x+3) g 3x4y—A)+4Gxy+4x) he 2x(Sy—4)+26x-4xy) 1 Ba4-8y)432x9-52) J 6x~4y)+x0- ko 3x(4—x)+2Gx'-2e) 1 atx») +30x-y) m A(x—2)+3x(4—y) n xx+y)+x(—y) © 2x(x+y)+2lx" +3xy) Pp xQx+3)436-2x) gq 4Q8-3)+6-5) 3dxy—2x)+53x—xy) Indices Revisiting index notation ‘You already know how to write powers of two and three using indices: ax2—2 and yxy=y? 2x2x2=2 and yxyxy= When you write a number using indices (powers) you have written it in index notation. Any ‘number can be used as an index including 0, negative integers and fractions. The index tells you how many times the base has been multiplied by itself. So: 3xax3x3=3" 3s the base, 4is the index: axaxaxaxa=a° ais the base, Sis the index een kk ‘Write each expression using index notation. 82x 2x2K2x2K2 DB AKKKKAK © AXHXKXYXYXYXY a 2x2x2x2x2«2= 2 Count how many times 2 is multiplied by itself to give you the index. b xxxxxxxext Count how many times x is multiplied by itself to give you the index. © xxxxxxyxyxyxy=xy* Count how many times x is multiplied by itself to get the index of x; then work out the index of yin the same way. ere nes Use your calculator to evaluate: a2. boty 8 ed a ya3 rier 2 Jot |i 5 |=] Enter 2 Jot} 8 |= | © 10°= 1000000 Enter TJLO Ve ICE | =] d 7%=2401 Enter | 7 Jixt} a |= J aie oooera chapter 1, hi ly temind yourself from a composite Exercise 2.7 Unit 1: Algebra eles red Index notation and products of prime factors Index notation is very usefull when you have to express a number as a product ofits prime factors because it allows you to write the factors in a short form, Werke) Express these numbers as products of their prime factors in index form. | 4 200 b 19685 |The diagrams below are a reminder of the factor tree and division methods for finding the prime factors. » 200 3 | 19683 @ 3|_ 79 & ¥ =a /\ = ® » @ 200=2°x5* b 19683-3° 1 Write each expression using index notation. @ 2x2K2x2x2 b 3x3x3x3 © 7x7 @ xix € 10x10x10x10x10 f Bxaxaxexe B axaxaxa ho xxxxexaxe i yxyxyxyxyxy fj axaxaxbxb k xxxxyxyxyxy 1 pxpxpxqxq IM XXAXKKAXYRYXY M_AXKEXYRYREKY 0 aXbxAXbXAXbXE 2. Evaluate a 10! db? <6 ae € 10° fr g 2" ho i” j Px" k sha Tax m 2x3! om 2xF o 5x3 3. Express the following as products of prime factors, in index notation. a 64 b 23 < 400 d 1600" e116 384 f 20736 = -g 59089 390625 4 Write several square numbers as products of prime factors, using index notation. What is, true about the index needed for each prime?ae) ‘umimiten). So x means.’ and y ‘means y : > ‘The mulipcaon and din tes will be used more when you study Sender tn chapter's The laws of indices ‘The laws of indices are very important in algebra because they give you quick ways of simplifying ‘expressions. You will use these laws over and over again as you learn more and more algebra, so itis important that you understand them and that you can apply them in different situations, Multiplying the some base number with different indices Look at these two multiplications: ¥x3t x xt In the first multiplication, 3 is the ‘base’ number and in the second, x is the ‘base’ number, You already know you can simplify these by expanding them like this BX3X3K3K3KI=I XKAXAAAKARARKR In other words: 3x3" and x xxt =x" ‘This gives you the law of indices for multiplication: { When you multiply index expressions with the same base you can add the indices" x.x" = x" ene Add the indices. Add the indices. =6x'y° Multiply the numbers first, then add the indices of ike variables. © 2x'y «Say! = 2x3 xy Dividing the same base number with different indices Look at these two divisions: 38eF and x You already know you can simplify these by writing them in expanded form and cancelling like this: 3x3x 3. XXL ARK = exexxxx In other words: ats and xt +x" . ‘This gives you the law of indices for division: ions with the same base you can subtract the indices: x" + x° vo accoDe a ec Remember ‘coefficient is the number in the term, Technically there isan awkward ‘exception to this ule when x = 0 is usually defined to be 1! BEY se Lec Simplify: : tox'y? By a Subtract the indices. b 7 Divide (cancel) the coefficients. Subtract the indices. 4 Divide the coefficients Subtract the indices. The power 0 ‘You should remember that any value divided by itself gives 1 So,3+3=1 and x+x=1 and*; If we use the law of indices for division we can see that; Raising 0 power Look at these two examples: x! 2x" 2x? x2 °? = 16x (tf ax’ xx’ =x =at 2x") that (x)? =x" and (22°)! = 16x If we write the examples in expanded form we can This gives us the law of indices for raising a power to another power: ‘When you have to raise a power to another power you Cock ltiply the indices: (x")" = x Sim a (ey b Gry’? © OY HOY 2 yee Multiply the indices. * | = | imePoe) ‘A.common error is to forget to take powers of the numerical terms. For example in part (), the '3’ needs 10 be squared to give’3t Exercise 2.8 When there isa macute of numbers and leers, deal withthe ‘urnbes frst and then apply the lows ofncices tothe letters in alphabetical ordet. & oxryy a3 xxt? xy? = oxy" © yo? Square each of the terms to remove the brackets and multiply the indices. Expand the brackets first by multiplying the indices. Divide by subtracting the indices. 1 Simpify a ¥x3* b xe < 8 xe" e yxy f yxy" g yxy 3x! x2x" jo3yx3y' kk Oxxa? m 5x°x3 nm 8x*xx* 0 4x*x2x 2 Simplify a xtaxt b © yey’ f Ss ne _ Be 1 ox! m 3x ae ox 3 Simplify a ay b iy © (wy f Gry sh Gey ke (ayy 1 (4x) m (3x°)* a xvxx! boxxxt 13x? x2x* pox’xar? 4 Use the appropriate laws of indices to simplify these expressions. 2x? 3x 2x b (xP eax* Negative indices Baxxaey 1x? x4(a"by Sale 4x x2x' +20)" AxxxK! x(x? +7) aay e(eyy At the beginning of this unit you read that negative numbers can also be used as indices. But what does it mean if an index is negative? Unit: AgeTe ‘These are simple examples. Once you have leamed more about corking with directed numbers in ‘algebra in chapter 6, you will apply hat you have learned to simplify more complicated expressions, Pe Exercise 2.9 a] Uni: alge Look at the two methods of working out x' +" below, Using expanded notat Using the law of indices for division: 1 xxx And this gives you a rule for working with negative indices: (when x#0) ‘When an expression contains negative indices you apply the same laws as for other indices to simplify it, Cec kes 1 Find the value of: aa b Ge geet ee eis x75 2 Write these with a positive index. an by a ’ y~ ¥ 3 Simplify. Give your answers with positive indices. ae a bette Gy? 1 Evaluate: ae bs cst d5% e6t £25 2 State whether the following are true or false. L 2 agent i6 i6 3. Write each expression so it has only positive indices, ax byt © (wy) d2x? e 12x f I? g 8x? hae tytPea Ce ac 4 Simplify: Write your answer using only positive indices. a xxx! box ?x3e7 eg ax ei2X mai f wy i b x laws aly, ‘When multiplying terms, add the indices. °-* When dividing, subtract the indices, ‘When finding the power of a power, multiply the indices, ‘Any value to the power 0 is equal to 1 (when x0), Fractional indices ‘The laws of indices also apply when the index is a fraction. Look at these examples carefully to see what fractional indices mean in algebra: exe! =x" Use the law of indices and add the powers. x =x - In order to understand what x! means, ask yourself: what number multiplied by itself will give x? VaxJx=x ‘Use the law of indices and add the powers. =y. ‘What number multiplied by itself and then by itself again will give y? OxPri=y So yb= ww ‘This shows that any root of umber canbe written using factional indices, So, = 0 Worked example 18 1 Rewrite using root signs. ay! bx ex ayay b ade © ate 2 Write in index notation. a 90 bier ete + dH?) @ 90 = 90! b yea=ea! © Yxaxt Fd fx=2)=(x-2)' vse stserr acetates ‘A nom-unit fraction has a numerator (he number gn tp) fais net For example, 2 and 3 ate aonvunit fractions IRis possible that you would want to reverse the order of caleulations here and the result willbe the same. x* = (Wx) = Vx", but the former tends to work best saw in chapter 1 that a ‘vulgar fraction isin the form 2. Dealing with non-unit fractions Sometimes you may have to work with indices that are non-unit fractions, For example x’ or y To find the rule for working with these, you have to think back to the law of indices power to another power. Look at these examples carefully to see how this works: raising a You already know that a unit-fraction gives a root. So we can rewrite these expressions using root signs like this: (x! = @/a¥ and (v4) = (y So,(x!)=(/R) and (y" In general terms: x* = x" Cece Work out the value of: } a2 b 2s” a aay 21'= W272 44.1 50 you square the cube root of 27. oy aS =9 Be oe _ ack | ® 2s" =25! Change the decimal toa vulgar fraction. $31, 50 you need | (J25)' _to cube the square root of 25. 2 =o) =125 Sometimes you are asked to find the value of the power that produces a given result. You have already learned that another word for power is exponent. An equation that requires you to find the exponent is called an exponential equation, (ieee if 2*= 128 find the value of x. ma128 Remember this means 2= {128 2 =128 Find the value of x by trial and improvement. x=7Exercise 2.10 1. Evaluate: asi ba ¢ eee 2 Seal: vite in its simplest form. So i a xxx bx Youwereto simply! you would write: 1 3 d (x-1'=64 ¢ 3 =81 Summary Do you know the following? ‘@ Algebra has special conventions (rules) that allow us to ‘write mathematical information is short ways. Letters in algebra are called variables, the number before a letter is called a coefficient and numbers on their own are called constants A group of numbers and variables is called a term. Terms are separated by + and ~ signs, but not by x or + signs 4 Like terms have exactly the same combination of variables and powers. You can add and subtract like terms. You can multiply and divide like and unlike The order of operations rules for numbers (BODMAS) apply in algebra as wel ‘¢ Removing brackets (multiplying out) is called expanding the expression. Collecting like terms is called simplifying the expression, ‘@ Powers are also called indices. The index tells you how many times a number or variable is multiplied by itself. Indices only apply to the number or variable immediately before them, 4 The laws of indices are a set of rules for simplify ‘expressions with indices. These laws apply to positive, negative, zero and fractional indices. bo 3 =81 Are you able to. add and subtract like tern multiply and Cred use letters to represent numbers write expressions to represent mathematical information substitute letters with numbers to find the value of an expression, to simplify expressions vide to simplify expressions ‘expand expressions by removing brackets and getting rid of other grouping symbols use and make sense of positive, negative and zero indices apply the laws of indices to simplify expressions work with fractional indices solve exponential equations using fractional indices.Examination practice Exam-style questions 1. Write an expression in terms of » for athe sum of a number and 12 b_ twicea number minus four © a number multiplied by x and then squared the square of a number cubed. 2 Simplify: a 9xy43x46ay-2x b bxy-ayt3y 3. Simplify: a a b wy © 3xx2x'y? 4 Gar) © axtyxxy 4 What is the value of x, when: 1 a 2232 gel nity 5 Expand each expression and simplify if possible. a S(x-2)+H{x+2) b Sx(x+7y)-2e02x~y) 6 Find the value of (x+5)—(x~5) when: b x=0 © x55 7 Simplify and write the answers with positive indices only Syed 8x" a xoxe ae « 2x 8 If x#0 and y 40, simplify: a ax!xse! b iy") © ix’) Past paper questions 1 Simplify ( } ry {[Camridge 1GCSE Mathematis 0580 Paper 22.06 May/}ure 2016] 2 a Simplity(s125e%) al d Find the value ofp when =. fa) © Find the value of w when x47 = a [Cambridge ICSE Mathematies 0580 Paper 22 Q17 May? }une 2014) 44 Unit 1: Algebra