MATHS QUEST

JACARANDA

STAGE 5 | NSW AUSTRALIAN CURRICULUM | SECOND EDITION 10

 MATHS QUEST
JACARANDA

STAGE 5 | NSW AUSTRALIAN CURRICULUM | SECOND EDITION 10

LYN ELMS | DOUGLAS SCOTT

CONTRIBUTING AUTHORS
Kylie Boucher | Roger Blackman | Debbie Kempff | Ruth Bakogianis
Irene Kiroff | Robert Cahn | Coral Connor | Tobias Cooper | Jeffrey Scoble
First published 2018 by
John Wiley & Sons Australia, Ltd
42 McDougall Street, Milton, Qld 4064

Typeset in 11/14 pt Times LT Std

© John Wiley & Sons Australia, Ltd 2018

The moral rights of the authors have been asserted.

National Library of Australia

Cataloguing-in-publication data

Creator: Elms, Lyn (Maths writer) author.

Title: Jacaranda maths quest 10 stage 5: NSW Australian
curriculum/Lyn Elms, Douglas Scott.
Edition: Second Edition
ISBN: 978 0 7303 4717 0 (paperback)
Notes: Includes index.
Target Audience: For secondary school age.
Subjects: Mathematics — Study and teaching (Secondary)
— New South Wales.
Mathematics — Problems, exercises, etc.
Mathematics — Textbooks.
Other Creators/
Contributors: Scott, Douglas K. (Douglas Kerr) author.

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10 9 8 7 6 5 4 3 2 1
CONTENTS
Overview���������������������������������������������������������������������������������������������������������������������������������������������������������������������������� x
Acknowledgments������������������������������������������������������������������������������������������������������������������������������������������������������������xii

1 Financial mathematics [5.1 and 5.2] 1

Overview........................................................................................................................... 1
1.1
[Stage
ACMNA211 1.2 5.1] Simple interest............................................................................................... 2
[Stage
ACMNA211 1.3 5.1] Buying on terms............................................................................................. 6
ACMNA229 1.4 [Stage 5.2] Compound interest...................................................................................... 11
ACMNA229 1.5 [Stage 5.2] Depreciation................................................................................................. 18
Review��������������������������������������������������������������������������������������������������������������������������� 22
1.6
Answers�������������������������������������������������������������������������������������������������������������������������������� 26

2 Indices [5.1, 5.2 and 5.3] 29

Overview������������������������������������������������������������������������������������������������������������������������ 29
2.1
ACMNA212 2.2 [Stage 5.1] Review of index laws����������������������������������������������������������������������������������� 30
ACMNA231 2.3 [Stage 5.2] Negative indices������������������������������������������������������������������������������������������ 35
ACMNA264 2.4 [Stage 5.3] Fractional indices���������������������������������������������������������������������������������������� 39
ACMNA264 2.5 [Stage 5.3] Combining index laws��������������������������������������������������������������������������������� 44
Review��������������������������������������������������������������������������������������������������������������������������� 49
2.6
Answers�������������������������������������������������������������������������������������������������������������������������������� 54

3 Right-angled triangles (trigonometry)

[5.2 and 5.3] 59
Overview������������������������������������������������������������������������������������������������������������������������ 59
3.1
[Stage
ACMMG222 3.2 4] Pythagoras’ theorem�������������������������������������������������������������������������������������� 60
[Stage
ACMMG276 3.3 5.3] Pythagoras’ theorem in three dimensions�������������������������������������������������� 67
[Stage
ACMMG223 3.4 5.2] Trigonometric ratios������������������������������������������������������������������������������������ 72
[Stage
ACMMG224 3.5 5.2] Using trigonometry to calculate side lengths���������������������������������������������� 77
[Stage
ACMMG224 3.6 5.2] Using trigonometry to calculate angle size������������������������������������������������� 81
[Stage
ACMMG245 3.7 5.2] Angles of elevation and depression������������������������������������������������������������ 86
[Stage
ACMMG245 3.8 5.2] Bearings������������������������������������������������������������������������������������������������������ 91
[Stages
ACMMG245 3.9 5.2 and 5.3] Applications���������������������������������������������������������������������������������� 97
3.10 Review������������������������������������������������������������������������������������������������������������������������� 102
Answers������������������������������������������������������������������������������������������������������������������������������ 108

4 Probability [5.1 and 5.2] 113

Overview���������������������������������������������������������������������������������������������������������������������� 113
4.1
[Stage
ACMSP226 4.2 5.1] Calculating relative frequencies���������������������������������������������������������������� 114
[Stage
ACMSP245 | ACMSP246 4.3 5.2] Two- and three-step chance experiments������������������������������������������������ 127

CONTENTS  v
 [Stage
ACMSP246 4.4 5.2] Independent and dependent events��������������������������������������������������������� 133
[Stage
ACMSP247 4.5 5.2] Conditional probability������������������������������������������������������������������������������ 139
Review������������������������������������������������������������������������������������������������������������������������� 143
4.6
Answers������������������������������������������������������������������������������������������������������������������������������ 148

5 Single variable data analysis

[5.1, 5.2 and 5.3] 159
Overview���������������������������������������������������������������������������������������������������������������������� 159
5.1
[Stage
ACMSP283 5.2 5.1] Comparing data displays using mean, median and range����������������������� 160
[Stage
ACMSP248 5.3 5.2] Quartiles and interquartile range��������������������������������������������������������������� 169
[Stage
ACMSP249 | ACMSP250 5.4 5.2] Constructing, interpreting and comparing boxplots��������������������������������� 173
[Stage
ACMSP278 5.5 5.3] The standard deviation������������������������������������������������������������������������������ 183
[Stage
ACMSP278 5.6 5.3] Comparing data sets��������������������������������������������������������������������������������� 192
Review������������������������������������������������������������������������������������������������������������������������� 197
5.7
Answers������������������������������������������������������������������������������������������������������������������������������ 203

6 Statistics in the media [5.1, 5.2 and 5.3] 211

Overview���������������������������������������������������������������������������������������������������������������������� 211
6.1
[Stage
ACMSP253 6.2 5.1] How is data collected?������������������������������������������������������������������������������ 212
[Stages
ACMSP253 6.3 5.1 and 5.2] Evaluating statistical reports������������������������������������������������������ 222
[Stages
ACMSP253 6.4 5.2 and 5.3] Statistical investigations������������������������������������������������������������� 236
[Stages
ACMSP227 6.5 5.2 and 5.3] Estimating population means and medians������������������������������� 244
Review������������������������������������������������������������������������������������������������������������������������� 249
6.6
Answers������������������������������������������������������������������������������������������������������������������������������ 256

7 Algebraic fractions and equations

[5.2 and 5.3] 263
Overview���������������������������������������������������������������������������������������������������������������������� 263
7.1
[Stage
ACMNA234 7.2 5.2] Substitution����������������������������������������������������������������������������������������������� 264
[Stages
ACMNA232 7.3 5.2 and 5.3] Adding and subtracting algebraic fractions������������������������������� 269
[Stages
ACMNA232 7.4 5.2 and 5.3] Multiplying and dividing algebraic fractions������������������������������� 273
[Stage
ACMNA215 | ACMNA240 7.5 5.2] Solving simple equations�������������������������������������������������������������������������� 276
[Stage
NSW 7.6 5.3] Solving complex linear equations������������������������������������������������������������� 282
[Stage
NSW | ACMNA235 7.7 5.3] Rearranging literal equations�������������������������������������������������������������������� 286
Review������������������������������������������������������������������������������������������������������������������������� 290
7.8
Answers������������������������������������������������������������������������������������������������������������������������������ 294

8 Linear relationships [5.2 and 5.3] 299

Overview���������������������������������������������������������������������������������������������������������������������� 299
8.1
[Stages
ACMNA214 8.2 5.2 and 5.3] The distance between two points���������������������������������������������� 300
[Stages
ACMNA215 8.3 5.2 and 5.3] Sketching linear graphs�������������������������������������������������������������� 304
[Stages
ACMNA294 8.4 5.2 and 5.3] Standard forms of the equation of a straight line����������������������� 310
[Stages
ACMNA294 8.5 5.2 and 5.3] The midpoint of a line segment�������������������������������������������������� 316

vi  CONTENTS
 [Stages
ACMNA238 8.6 5.2 and 5.3] Parallel and perpendicular lines������������������������������������������������� 319
Review������������������������������������������������������������������������������������������������������������������������� 329
8.7
Answers������������������������������������������������������������������������������������������������������������������������������ 334

9 Simultaneous linear equations

and inequalities [5.2 and 5.3] 345
Overview���������������������������������������������������������������������������������������������������������������������� 345
9.1
[Stage
ACMNA237 9.2 5.2] Graphical solution of simultaneous linear equations�������������������������������� 346
[Stage
ACMNA237 9.3 5.2] Solving simultaneous linear equations using substitution������������������������ 353
[Stage
ACMNA237 9.4 5.2] Solving simultaneous linear equations using elimination�������������������������� 356
[Stage
ACMNA237 9.5 5.2] Applications of simultaneous linear equations������������������������������������������ 361
[Stage
NSW 9.6 5.3] Solving simultaneous linear and non-linear equations����������������������������� 365
[Stage
ACMNA236 9.7 5.2] Solving linear inequalities�������������������������������������������������������������������������� 372
Review������������������������������������������������������������������������������������������������������������������������� 377
9.8
Answers������������������������������������������������������������������������������������������������������������������������������ 382

10 Surface area and volume [5.1, 5.2 and 5.3] 389

10.1 Overview���������������������������������������������������������������������������������������������������������������������� 389
ACMMG216 10.2 [Stage 5.1] Area����������������������������������������������������������������������������������������������������������� 390
ACMMG242 | ACMMG271 10.3 [Stages 5.2 and 5.3] Total surface area����������������������������������������������������������������������� 399
ACMMG242 | ACMMG271 10.4 [Stages 5.2 and 5.3] Volume���������������������������������������������������������������������������������������� 407
10.5 Review������������������������������������������������������������������������������������������������������������������������� 421
Answers�������������������������������������������������������������������������������������������������������������������������������� 427

11 Quadratic expressions [5.2 and 5.3] 431

11.1 Overview���������������������������������������������������������������������������������������������������������������������� 431
ACMNA213 | ACMNA233 11.2 [Stages 5.2 and 5.3] Expanding algebraic expressions���������������������������������������������� 432
ACMNA233 | ACMNA269 11.3 [Stages 5.2 and 5.3] Factorising expressions with three terms���������������������������������� 438
ACMNA269 11.4 [Stage 5.3] Factorising expressions with two or four terms���������������������������������������� 443
ACMNA269 11.5 [Stage 5.3] Factorising by completing the square������������������������������������������������������� 448
ACMNA269 11.6 [Stage 5.3] Mixed factorisation������������������������������������������������������������������������������������ 452
11.7 Review������������������������������������������������������������������������������������������������������������������������� 454
Answers�������������������������������������������������������������������������������������������������������������������������������� 458

12 Quadratic equations [5.3] 465

12.1 Overview���������������������������������������������������������������������������������������������������������������������� 465
ACMNA269 12.2 [Stage 5.3] Solving quadratic equations algebraically������������������������������������������������ 466
ACMNA269 12.3 [Stage 5.3] The quadratic formula������������������������������������������������������������������������������� 473
ACMNA269 12.4 [Stage 5.3] Solving quadratic equations graphically��������������������������������������������������� 477
ACMNA269 12.5 [Stage 5.3] The discriminant���������������������������������������������������������������������������������������� 481
12.6 Review������������������������������������������������������������������������������������������������������������������������� 486
Answers�������������������������������������������������������������������������������������������������������������������������������� 491

CONTENTS  vii
13 Non-linear relationships [5.3] 497
13.1 Overview���������������������������������������������������������������������������������������������������������������������� 497
ACMNA267 13.2 [Stage 5.3] Plotting parabolas������������������������������������������������������������������������������������� 498
ACMNA267 13.3 [Stage 5.3] Sketching parabolas��������������������������������������������������������������������������������� 504
ACMNA267 13.4 [Stage 5.3] Sketching parabolas of the form y = a(x – h)2 + k������������������������������������� 510
ACMNA267 13.5 [Stage 5.3] Sketching parabolas of the form y = ax2 + bx + c������������������������������������ 517
ACMNA267 13.6 [Stage 5.3] Exponential functions and graphs������������������������������������������������������������ 521
ACMNA267 13.7 [Stage 5.3] The hyperbola������������������������������������������������������������������������������������������� 527
ACMNA267 13.8 [Stage 5.3] The circle��������������������������������������������������������������������������������������������������� 530
13.9 Review������������������������������������������������������������������������������������������������������������������������� 534
Answers�������������������������������������������������������������������������������������������������������������������������������� 540

14 Properties of geometrical figures

[5.2 and 5.3] 563
14.1 Overview���������������������������������������������������������������������������������������������������������������������� 563
ACMMG243 | ACMMG244 14.2 [Stages 5.2 and 5.3] Angles, triangles and congruence���������������������������������������������� 564
ACMMG220 | ACMMG244 14.3 [Stages 5.2 and 5.3] Similar triangles�������������������������������������������������������������������������� 574
ACMMG243 | ACMMG244 14.4 [Stages 5.2 and 5.3] Quadrilaterals����������������������������������������������������������������������������� 581
ACMMG244 14.5 [Stages 5.2 and 5.3] Polygons������������������������������������������������������������������������������������� 592
14.6 Review������������������������������������������������������������������������������������������������������������������������� 597
Answers��������������������������������������������������������������������������������������������������������������������������������603

15 Bivariate data analysis [5.2 and 5.3] 607

15.1 Overview���������������������������������������������������������������������������������������������������������������������� 607
ACMSP251 15.2 [Stage 5.2] Bivariate data�������������������������������������������������������������������������������������������� 608
ACMSP279 15.3 [Stage 5.3] Lines of best fit������������������������������������������������������������������������������������������ 616
ACMSP252 | ACMSP279 15.4 [Stages 5.2 and 5.3] Time as the independent variable���������������������������������������������� 627
15.5 Review������������������������������������������������������������������������������������������������������������������������� 636
Answers�������������������������������������������������������������������������������������������������������������������������������� 641

16 Surds, indices and logarithms [5.3] 651

16.1 Overview���������������������������������������������������������������������������������������������������������������������� 651
ACMNA264 16.2 [Stage 5.3] Rational and irrational numbers���������������������������������������������������������������� 652
ACMNA264 16.3 [Stage 5.3] Surds��������������������������������������������������������������������������������������������������������� 657
ACMNA264 16.4 [Stage 5.3] Operations with surds������������������������������������������������������������������������������� 661
ACMNA264 16.5 [Stage 5.3] Fractional indices�������������������������������������������������������������������������������������� 671
ACMNA264 16.6 [Stage 5.3] Negative indices���������������������������������������������������������������������������������������� 676
ACMNA265 16.7 [Stage 5.3] Logarithms������������������������������������������������������������������������������������������������ 678
ACMNA265 16.8 [Stage 5.3] Logarithm laws������������������������������������������������������������������������������������������ 682
ACMNA270 16.9 [Stage 5.3] Solving equations�������������������������������������������������������������������������������������� 687
16.10 Review������������������������������������������������������������������������������������������������������������������������� 693
Answers�������������������������������������������������������������������������������������������������������������������������������� 697

viii  CONTENTS
17 Polynomials [5.3] 705
17.1 Overview���������������������������������������������������������������������������������������������������������������������� 705
ACMNA266 17.2 [Stage 5.3] Polynomials����������������������������������������������������������������������������������������������� 706
ACMNA266 17.3 [Stage 5.3] Adding, subtracting and multiplying polynomials������������������������������������� 709
ACMNA266 17.4 [Stage 5.3] Long division of polynomials��������������������������������������������������������������������� 711
ACMNA266 17.5 [Stage 5.3] Polynomial values������������������������������������������������������������������������������������� 716
ACMNA266 17.6 [Stage 5.3] The remainder and factor theorems���������������������������������������������������������� 718
ACMNA266 17.7 [Stage 5.3] Factorising polynomials���������������������������������������������������������������������������� 722
ACMNA266 17.8 [Stage 5.3] Solving polynomial equations������������������������������������������������������������������� 726
17.9 Review������������������������������������������������������������������������������������������������������������������������� 728
Answers�������������������������������������������������������������������������������������������������������������������������������� 732

18 Functions and relations [5.3] 737

18.1 Overview���������������������������������������������������������������������������������������������������������������������� 737
NSW 18.2 [Stage 5.3] Functions and relations����������������������������������������������������������������������������� 738
ACMNA267 18.3 [Stage 5.3] Exponential functions�������������������������������������������������������������������������������� 748
ACMNA268 18.4 [Stage 5.3] Cubic functions����������������������������������������������������������������������������������������� 756
ACMNA268 18.5 [Stage 5.3] Quartic functions��������������������������������������������������������������������������������������� 762
NSW 18.6 [Stage 5.3] Transformations����������������������������������������������������������������������������������������� 766
18.7 Review������������������������������������������������������������������������������������������������������������������������� 774
Answers�������������������������������������������������������������������������������������������������������������������������������� 778

19 Circle geometry [5.3] 787

19.1 Overview���������������������������������������������������������������������������������������������������������������������� 787
ACMMG272 19.2 [Stage 5.3] Angles in a circle��������������������������������������������������������������������������������������� 788
ACMMG272 19.3 [Stage 5.3] Intersecting chords, secants and tangents����������������������������������������������� 795
ACMMG272 19.4 [Stage 5.3] Cyclic quadrilaterals���������������������������������������������������������������������������������� 803
NSW 19.5 [Stage 5.3] Tangents, secants and chords������������������������������������������������������������������ 807
19.6 Review������������������������������������������������������������������������������������������������������������������������� 814
Answers�������������������������������������������������������������������������������������������������������������������������������� 819

20 Trigonometry [5.3] 823

20.1 Overview���������������������������������������������������������������������������������������������������������������������� 823
ACMMG273 20.2 [Stage 5.3] The sine rule���������������������������������������������������������������������������������������������� 824
ACMMG273 20.3 [Stage 5.3] The cosine rule������������������������������������������������������������������������������������������ 832
ACMMG273 20.4 [Stage 5.3] Area of triangles���������������������������������������������������������������������������������������� 836
ACMMG274 20.5 [Stage 5.3] The unit circle�������������������������������������������������������������������������������������������� 841
ACMMG274 20.6 [Stage 5.3] Trigonometric functions����������������������������������������������������������������������������� 848
ACMMG275 20.7 [Stage 5.3] Solving trigonometric equations��������������������������������������������������������������� 853
20.8 Review������������������������������������������������������������������������������������������������������������������������� 856
Answers�������������������������������������������������������������������������������������������������������������������������������� 861

Glossary������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 871
Index������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ 893

CONTENTS  ix
 OVERVIEW
Maths Quest 10 Stage 5 for the NSW Australian curriculum has been completely revised to help teachers
and students discover the NSW Mathematics syllabus. All content has been carefully mapped to Stages 5.1,
5.2 and 5.3 of the syllabus to ensure comprehensive coverage. Individual sub-topics are labelled by stage
level to assist teachers with lesson planning and their navigation through the NSW Mathematics syllabus.
Maths Quest is designed to cater for all abilities: no student is left behind and none is held back.
Written with the specific purpose of helping students deeply understand mathematical concepts, the  content
is organised around a number of features, in both print and online through Jacaranda’s learnON platform, to
allow for seamless sequencing through material to scaffold every student’s learning.

Each topic is Visit your learnON

mapped to title to watch
individual stages
TOPIC 11 RESOURCES — ONLINE ONLY

eLesson: The story of mathematics — Adelard of Bath (eles-1846)

videos which
of the NSW Quadratic expressions [Stages 5.2 and 5.3] Note: Your teacher may now set you a pre-test to determine how familiar you are with the content in this
topic. tell The story of
Mathematics 11.1 Overview 11.2 Expanding algebraic mathematics.
Syllabus. Numerous videos and interactivities are embedded just
where you need them, at the point of learning, in your
expressions [Stages 5.2 and 5.3]
learnON title at www.jacplus.com.au. They will help you 11.2.1 Binomial expansion
to learn the concepts covered in this topic. • Consider the rectangle of length a + b and width c + d shown below. Its area is equal to (a + b) (c + d).

11.1.1 Why learn this?

How is your algebraic tool kit? Is there some room to
c
a
ac
b
bc
Individual
Topic expand your skills? As expressions become more com-
plex, more power will be needed to manipulate them and
d ad bd sub-topics are
introductions put to carry out basic skills such as adding, multiplying and
factorising. Dealing with quadratic expressions is the The diagram shows that (a + b)(c + d) = ac + ad + bc + bd. mapped to the
the topic into a
first step to higher-level skills. factorised form expanded form
• Expansion of the binomial expression (x + 3)(x + 2) can be shown by this area model.
NSW Mathematics
real-world context. DISCUSSION
x 3
Syllabus to
What are the advantages and disadvantages of having more than one language in which we can communicate?
Do you think the human race will move towards one common language? x x × x = x2
3×x
= 3x assist in lesson
2 2 × x = 2x
3×2
planning and class
Start each topic development.
LEARNING SEQUENCE =6
11.1 Overview
11.2 [Stages 5.2 and 5.3] Expanding algebraic expressions • Expressed mathematically this is:
with an engaging 11.3 [Stages 5.2 and 5.3] Factorising expressions with three terms
11.4 [Stage 5.3] Factorising expressions with two or four terms
(x + 3)(x + 2) = x2 + 2x + 3x + 6
= x2 + 5x + 6

Discussion point.
11.5 [Stage 5.3] Factorising by completing the square
11.6 [Stage 5.3] Mixed factorisation expanded form factorised form
11.7 Review
• There are several methods that can be used to expand binomial factors.
LEARNING OUTCOMES
A student:
DISCUSSION
Expand the
conversation
• selects appropriate notations and conventions to communicate mathematical ideas and solutions MA5.2-1WM
• constructs arguments to prove and justify results MA5.2 3WM Can you think of mathematical situations where you would want an expression to be in factorised or expanded
• expands and factorises quadratic expressions MA5.2-6NA
form?
• uses and interprets formal definitions and generalisations when explaining solutions and/or conjectures MA5.3-1WM

The learning • selects and applies appropriate algebraic techniques to operate with algebraic expressions MA5.3-5NA

CONTENT DESCRIPTIONS
11.2.2 The FOIL method
with embedded
sequence is mapped Students:
Apply the distributive law to the expansion of algebraic expressions, including binomials, and collect like terms where appropriate
(ACMNA213)
• The word FOIL provides us with an acronym for the expansion of a binomial product.
First: multiply the first terms in each bracket F
Discussion points.
to stages of the
Expand binomial products and factorise monic quadratic expressions using a variety of strategies (ACMNA233)
Factorise monic and non-monic quadratic expressions (ACMNA269) (x + a)(x − b)
Source: NSW Syllabus for the Australian curriculum Outer: multiply the two outer terms O

NSW Mathematics
(x + a)(x − b)

An extensive
TOPIC 11 Quadratic expressions 431 432 Maths Quest 10 Stage 5 NSW Australian curriculum

Syllabus.
c11QuadraticExpressions.indd Page 431 20/09/17 3:19 PM c11QuadraticExpressions.indd Page 432 20/09/17 3:21 PM glossary of
mathematical
NSW Mathematics terms in print and
Syllabus references WORKED EXAMPLE 20
8.7 Review as a hover-over
are linked to contents Sketch the graph of the circle x2 + 2x + y2 − 6y + 6 = 0. Investigation | Rich task feature in
THINK WRITE/DRAW What common computer symbol is this?

of the topic. 1 Express the equation in general form by

completing the square on the x terms and
(x − h) 2 + ( y − k) 2 = r2
+ 2x + y2 − 6y + 6 = 0
x2
your learnON title
again on the y terms. (x2 + 2x + 1) − 1 + (y2 − 6y + 9) − 9 + 6 = 0
(x + 1) 2 + (y − 3) 2 − 4 = 0
(x + 1) 2 + (y − 3) 2 = 4
2 State the coordinates of the centre.
3 State the length of the radius.
Centre (–1, 3)
r2 = 4
Engaging
Fully Worked r=2
Radius = 2 units Investigations at
examples 4 Sketch the graph. y
5
On computer hardware, and on many different software applications, a broad range of symbols is
used. These symbols help us to identify where things need to be plugged into, what buttons we need the end of each
throughout the text 3
to push, or what option needs to be selected. The main focus of this task involves constructing a
common symbol found on RESOURCES
the computer. — ONLINE ONLY
The instructions are given below.
topic to deepen
The construction part —ofChecking
this task requires you (doc-15918)
to graph nine lines to reveal a common
demonstrate key
Digital doc: Investigation for data entry errors
1

conceptual
0 x computer symbol.
Digital doc: CodeDraw
puzzle the
— Inscale
whichofcountry
your graph
was theto accommodate
first x- and
practical ice-making y-values
machine and in the following
–3 –1 1
ranges: −10 ≤refrigerator
x ≤ 16 and −10 ≤
produced y ≤ 16.
in 1856? (doc-15919)

concepts. Line 1doc:

• Digital hasSummary
the equation
Line 2 is perpendicular
• Interactivity:
Topic y = x − 1. Graph this line in the range −7 ≤ x ≤ −2.
7 (doc-22905)
to line
Word search Topic 1 and has a y-intercept of −5. Determine the equation of this line,
7 (int-2829)
understanding
RESOURCES — ONLINE ONLY and then draw the line in the range −5 ≤ x ≤ −1.
Interactivity: Crossword Topic 7 (int-2830)
Line 3 is parallel
• Interactivity: Sudoku to line7 1,
Topic , with a y-intercept of 3. Determine the equation of the line, and then
(int-3589)
Interactivity: Graphs of circles (int-6156)
Interactivity: Compare and contrast types of graphs (int-3920)

Exercise 7.8 Review questions

Your FREE Exercise 13.8 The circle To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Each topic
online learnON Individual pathways Understanding and fluency
1
concludes with
Given E = mv2 where m = 0.2 and v = 0.5, the value of E is:
resources contain
1.
comprehensive
MC
U PRACTISE U CONSOLIDATE U MASTER 2

Questions: Questions: Questions: a. 0.000 625 b. 0.1 C. 0.005 d. 0.025 e. 0.0025

The expression −6d + 3r − 4d − r simplifies to:
hundreds of videos,
2.
Review questions,
1a–c, 2a–c, 3a–c, 4, 5, 7 1c–e, 2c–e, 3c–e, 4–7, 10, 12 1d–f, 2d–f, 3d–f, 4–11, 13 MC

a. 2d + 2r b. −10d + 2r C. −10d − 4r d. 2d + 4r e. −8dr

3. MC The expression 5(2f + 3) + 6(4f − 7) simplifies to:

interactivities To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly. 4.
a. 34f + 2 b. 34f − 4 C. 34f − 27
MC The expression 7(b − 1) − (8 − b) simplifies to:
d. 34f + 14 e. 116f − 14
in both print and
and traditional Understanding and fluency
1. WE18 Sketch the graphs of the following circles, stating the centre and radius of each. 5.
a. 8b − 9 b. 8b − 15
MC If 14p − 23 = 6p − 7, then p equals:
C. 6b − 9 d. 6b − 15 e. 8b + 1
online.
a. −3 b. −1 C. 1 d. 2 e. 4
WorkSHEETs a. x2 + y2 = 49
d. x2 + y2 = 81
b. x2 + y2 = 42
e. 2x2 + 2y2 = 50
c. x2 + y2 = 36
f. 9x2 + 9y2 = 100 6. Simplify the following by collecting like terms.
a. 3c − 5 + 4c − 8 b. −3k + 12m − 4k − 9m
2. WE19 Sketch the graphs of the following circles, clearly showing the centre and the radius.
and SkillSHEETs a. (x − 1) 2 + (y − 2) 2 = 52
d. (x − 4) 2 + (y + 5) 2 = 64
b. (x + 2)2 + (y + 3)2 = 62
e. x2 + (y + 3) 2 = 4
c. (x + 3) 2 + (y − 1) 2 = 49
f. (x − 5) 2 + y2 = 100
c. −d + 3c − 8c − 4d
7. If A = 1
bh,
d. 6y2 + 2y + y2 − 7y
determine the value of A if b = 10 and h = 7.
to support and Fully worked
2
8. For each of the following, complete the relationship to illustrate the stated law.
a. (a + 3b) + 6c = ____________ Associative Law

enhance learning. 532 Maths Quest 10 Stage 5 NSW Australian curriculum

b. 12a − 3b ≠ ____________ Commutative Law
c. 7p × _____ = ___________ Inverse Law solutions are
d. (x × 5y) × 7z = _____________ Associative Law
e. 12p + 0 = _______________ Identity Law
f. (3p ÷ 5q) ÷ 7r = ______________ Associative Law
available online,
c13Non-linearRelationships.indd Page 532 05/08/17 8:54 AM g. 9d + 11e = ____________ Commutative Law
h. 4a ÷ b ≠ ____________ Commutative Law
and answers are
Fully worked solutions to
9. Find the value of the following expressions given the natural number values x = 12, y = 8 and z = 4.
Comment on whether the Closure Law holds for each of the expressions when the values are provided at the end
Carefully graded questions cater for all every question are provided
substituted.
a. x × y b. z ÷ x c. y − x of each print topic.
10. Simplify the following.
abilities. Question types are classified online, and answers are a.
5y y
3
−
2
b.
x+4 x+2
5
+
2
c.
5
−
3x 5x
1
d.
x − 1 2x − 5
x+3
+
x+2

according to the Working Mathematically provided at the end of each

strand of the NSW Mathematics Syllabus. print topic. TOPIC 7 Algebraic fractions and equations 291

c07AlgebraicFractionsAndEquations.indd Page 291 20/09/17 3:14 PM

x OVERVIEW
LearnON is Jacaranda’s immersive and flexible digital learning platform that transforms trusted
Jacaranda content to make learning more visible, personalised and social. Hundreds of engaging
videos and interactivities are embedded just where you need them — at the point of learning.
At Jacaranda, our ‘learning made visible’ framework ensures immediate feedback for students
and teachers, with customisation and collaboration to drive engagement with learning.

Maths Quest contains a free activation code for learnON (please see instructions on the inside
front cover), so students and teachers can take advantage of the benefits of both print and digital,
and see how learnON enhances their digital learning and teaching journey.

includes:
• Students and teachers connected in a class group
• Hundreds of videos and interactivities to bring concepts to life
• Fully worked solutions to every question
• Immediate feedback for
students
• Immediate insight into
student progress and
performance for teachers
• Dashboards to track progress
• Collaboration in real time
through class discussions
• Comprehensive summaries
for each topic
• Code puzzles and dynamic
interactivities to help students
engage with and work through
challenging concepts
• Formative and summative
assessments
• And much more …

OVERVIEW xi
ACKNOWLEDGEMENTS
The authors and publisher would like to thank the following copyright holders, organisations and ­individuals
for their assistance and for permission to reproduce copyright material in this book.

Images
• Alamy Australia Pty Ltd: 263/Jim Francis/Alamy Stock Photo • © Corbis Corporation: 485 • Digital Stock: 848 • © ­Digital
Vision: 412 • Getty Images: 465/robertharding/Alamy Stock Photo • ©Photodisc, Inc.: 65 (lower), 66 (upper), 89, 137 (upper),
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tralia: 234 • Shutterstock (all images used under license from Shutterstock.com): 1/style_TTT, 3/Petar ­Milevski, 4/kavione,
6/Rashevskyi Viacheslav, 7/Rashevskyi Viacheslav, 8/Omegafoto, 9 (upper)/Scanrail1, 9 (lower)/Kuznetsov Alexey, 10
(upper)/Kit8.net, 10 (middle)/Maridav, 10 (middle)/Gena73, 10 (lower)/AlexRoz, 11/gst, 16/Inked Pixels, 17/karamysh, 18/
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Sandra van der Steen, 117/CHEN WS, 125/jabiru, 126/Viaceslav, 127/Degtiarova Viktoriia, 132/Lucky Business, 136/l i g
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Skocko, 211/Artram, 212/Maxx-Studio, 213 (upper)/Fotyma, 213 (lower)/mama_mia, 213 (middle)/alexmillos, 214 (upper)/
Meder Lorant, 214 (middle)/Tatyana Vyc, 218/ESB Professional, 219/OZ Photo, 222/CandyBox images, 231/doomu, 232/
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liu, 244/Bildagentur Zoonar GmbH, 268 (upper)/Rashevskyi Viacheslav, 268 (middle)/Iscatel, 268 (lower)/Teguh Mujiono,
272/Megapixel, 276/Matthew Cole, 281/LAcoKozyna, 285/Robyn Mackenzie, 286/Liv friis-larsen, 289/­pelfophoto, 290
(upper)/davidundderriese, 290 (lower)/Photobank gallery, 299/arbit, 315/BlueSkyImage, 329/bannosuke, 345/TnT Designs,
352/Crok Photography, 355/Lee Torrens, 360 (upper)/trekandshoot, 360 (lower)/Margaret M Stewart, 362/Oleksiy Mark,
363 (middle left)/angelo gilardelli, 363 (lower)/Edward Westmacott, 363 (middle right)/Hydromet, 364/CLS Design, 365/
Christos Georghiou, 376 (lower)/Tepikina Nastya, 376 (upper)/Darren Brode, 377 (upper)/Morphart Creation, 377 (left)/
stockshoppe, 377 (right)/Maksim Toome, 389/Denis Kovin, 415/Popartic, 416 (upper)/photoiconix, 416 (lower)/koya979,
417 (upper)/Fotos593, 417 (middle)/Goldenarts, 418/MSPhotographic, 419 (middle)/Poznyakov, 419 (lower)/Dmitry
Morgan, 420/Designsstock, 421 (upper)/Poprotskiy Alexey, 421 (middle)/m.bonotto, 422/science photo, 431/Ivan Pavlov,
438/Ivonne Wierink, 442/design.at.krooogle, 447 (lower)/dotshock, 447 (middle)/krechet, 454 (lower)/Maxi_m, 454 (upper)/
Irina Voloshina, 469/Neale Cousland, 472 (lower)/Ruth Peterkin, 478/CHEN WS, 480/Diego Barbieri, 486/Micha Klootwijk,
487/nito, 497/Christos Georghiou, 498 (middle left)/gui jun peng, 498 (middle right)/Amy Johansson, 498 (lower)/Paul D
Smith, 499 (upper)/albund, 499 (middle)/Petinov Sergey Mihilovich, 510 (upper)/XiXinXing, 510 (lower)/Orla, 516/marco
mayer, 521/Peter Barrett, 526/royaltystockphoto.com, 533 (lower)/Mariya Dimova, 534/alean, 534 (upper)/Creative Mood,
563/Neale Cousland, 574/Dan Breckwoldt, 581/Vjom, 588/bhathaway, 591/Photo Melon, 592/Frontpage, 595 (upper)/
Andrei Nekrassov, 595 (lower)/Darios, 597 (upper)/Dicraftsman, 597 (lower)/DesignWolf, 598/JSlavy, 607/Rob Hyrons,
612 (upper)/Sebastian Kaulitzki, 612 (lower)/Champiofoto, 613/Matryoha, 614/Andrey_Kuzmin, 615/simez78, 623/Max
Earey, 624 (lower)/Natalia Kirichenko, 625/asife, 626 (upper)/Denis Tabler, 626 (middle)/Denis Kuvaev, 627/Ain Mikail,
633/ibreakstock, 634/amasterphotographe, 635/Vectomart, 636 (upper)/Aleksandr Bryliaev, 636 (lower)/ShvetsovaDesign,
637 (upper left)/Lorelyn Medina, 637 (upper right)/Pushkin, 651/Kudryashka, 652 (middle left)/© Johan Larson, used under
licence from Shutterstock, 652 (middle right)/© R. Gino Santa Maria, used under license from Shutterstock, 670/Jirsak, 675/
Kathie Nichols, 686/gpointstudio, 687/Filip Fuxa, 691/Paulo M. F. Pires, 692/NZGMW, 693/TnT Designs, 705/Sashkin,
708/BrunoRosa, 716/Andresr, 721/TypoArt BS, 725/Syda Productions, 726/Sashkin, 729/Keo, 737/Steven Fayers, 748/
Sebastian Kaulitzki, 752/science photo, 753/KKulikov, 754/BARRI, 755 (upper)/Soloviova Liudmyla, 755 (lower)/harper
kt, 756/a40757, 774 (upper)/DrHitch, 774 (lower)/Dario Sabljak, 787/KRIS Beauty, 813/Ron Dale, 823/Fer Gregory, 830
(left)/Maridav, 830 (right)/Alvov, 831 (upper)/Inu, 831 (lower)/Jose Angel Astor Rocha, 835 (upper)/Phovoir, 835 (middle)/
mooinblack, 857/Nomad_Soul • © Viewfinder Australia Photo Library: 48 (upper) • © 2017 The World Bank Group, All
Rights Reserved: 635 • WorldSat Royalty Free: 814/Copyright © Earth Vistas/WorldSat ­International Inc.

xii  ACKNOWLEDGEMENTS
Text
• Australian Bureau of Statistics/© Commonwealth of Australia: 622 • Campbells Soup: 215 (Campbells soups data)
Copyright Agency Limited: 228/© Copyright Agency Limited, The Great Aussie Dads survey, The Sunday Mail,
• ­
05/09/2010, David Briggs, Galaxy principal; 229–30, 238–9, 239–41, 241–2 • Rosella: 221 (Rosella soup data) • NSW
Mathematics K–10 Syllabus © Copyright Board of Studies, Teaching and Educational Standards New South Wales for and
on behalf of the Crown in right of the State of New South Wales, 2017: 1, 29, 59–60, 113–14, 159–60, 211–12, 263–4, 299,
345–6, 389–90, 431, 465, 497, 563–4, 607–8, 651–2, 705–6, 737–8, 787–8, 823–4 • Woolworths Limited: 234 (data for
upper left and upper right graphs)

Every effort has been made to trace the ownership of copyright material. Information that will enable the
publisher to rectify any error or omission in subsequent editions will be welcome. In such cases, please
contact the Permissions Section of John Wiley & Sons Australia, Ltd.

ACKNOWLEDGEMENTS  xiii
xiv ACKNOWLEDGEMENTS
TOPIC 1
Financial ­mathematics [Stages 5.1 and 5.2]

1.1 Overview
Numerous videos and interactivities are embedded just
where you need them, at the point of ­learning, in your
­learnON title at www.­jacplus.com.au. They will help you to
learn the concepts covered in this topic.

1.1.1 Why learn this?

Everyone requires food, housing, clothing and transport,
and a fulfilling social life. Money allows us to purchase the
things we need and desire. The ability to manage money
is key to a financially secure future and a ­ reasonable
­retirement with some fun along the way. Each individual is
responsible for managing his or her own finances; t­ herefore,
it is imperative that everyone is financially literate.

DISCUSSION
Recent studies have shown that beyond a certain point, having more money does not lead to increased
­happiness. What do you think? Does money = happiness?

LEARNING SEQUENCE
1.1 Overview
1.2 [Stage 5.1] Simple interest
1.3 [Stage 5.1] Buying on terms
1.4 [Stage 5.2] Compound interest
1.5 [Stage 5.2] Depreciation
1.6 Review

LEARNING OUTCOMES
A student:
• uses appropriate terminology, diagrams and symbols in mathematical contexts MA5.1-1WM
• selects and uses appropriate strategies to solve problems MA5.1-2WM
• provides reasoning to support conclusions that are appropriate to the context MA5.1-3WM
• solves financial problems involving spending and investing money MA5.1-4NA
• selects appropriate notations and conventions to communicate mathematical ideas and solutions MA5.2-1WM
• interprets mathematical or real-life situations, systematically applying appropriate strategies to solve problems MA5.2-2WM
• solves financial problems involving compound interest MA5.2-4NA

CONTENT DESCRIPTIONS
Students:
Solve problems involving simple interest (ACMNA211)
Connect the compound interest formula to repeated applications of simple interest using appropriate digital technologies (ACMNA229)
Source: NSW Syllabus for the Australian curriculum

TOPIC 1 Financial mathematics  1

 RESOURCES — ONLINE ONLY

eLesson: The story of mathematics — Money, money, money! (eles-1855)

Note: Your teacher may now set you a pre-test to determine how familiar you are with the content in
this topic.

1.2 Simple interest [Stage 5.1]

1.2.1 The simple interest formula
•• The simple interest formula can be used to calculate the interest charged on borrowed money. The
formula is:
P×r×T
I=
100
where I is the simple interest
P is the principal or amount borrowed or invested
r is the rate of interest per time period
T is the time for which the money is invested or borrowed.
If T is in years, then r is the rate of interest per annum (% p.a.).

WORKED EXAMPLE 1

Find the simple interest on $4000 invested at 4.75% p.a. for 4 years.

THINK WRITE
P×r×T
1 Write the formula and the known I= , where
100
values of the variables.
P = $4000, r = 4.75%, T = 4
4000 × 4.75 × 4
2 Substitute known values to find I. I=
100
= 760
3 Write the answer. The simple interest is $760.

1.2.2 Purchasing goods and simple interest

•• There are many different payment options when purchasing major goods, such as flat screen t­ elevisions
and computers. Payment options include:
– cash
– credit cards
– lay-by
– deferred payment
– buying on terms
– loans.
•• The cost of purchasing an item can vary depending on the method of payment used.
•• Some methods of payment involve borrowing money and, as such, mean that interest is charged on the
money borrowed.

2  Maths Quest 10 Stage 5 NSW Australian curriculum

 •• What are the ways of purchasing the item shown in the advertisement below?

120 cm HD TV
5-year warranty
• High definition
• HDMI ports
• 16 : 9 aspect ratio
• 1080i

$800

1.2.3 Payment options

Cash
•• With cash, the marked price is paid on the day of purchase with nothing more to pay.
•• A cash-paying customer can often negotiate with the retailer to obtain a lower price for the item.
Lay-by
•• With lay-by, the item is held by the retailer while the customer makes regular payments towards
­paying off the marked price.
•• In some cases a small administration fee may be charged.
Credit cards
•• With a credit card, the retailer is paid by the credit card provider, generally a financial lender.
•• The customer takes immediate possession of the goods.
•• The financial lender collates all purchases over a monthly period and bills the customer ­accordingly.
The entire balance shown on the bill can often be paid with no extra charge, but if the balance is not
paid in full, interest is charged on the outstanding amount, generally at a very high rate.

WORKED EXAMPLE 2

The ticketed price of a mobile phone is $600. Andrew decides to purchase the phone using his credit
card. At the end of 1 month the credit card company charges interest at a rate of 15% p.a. Calculate
the amount of interest that Andrew must pay on his credit card after 1 month.
THINK WRITE

P×r×T
1 Write the formula and the known values of the I=
1 100
­variables. Remember that 1 month = 12
year. P = $600, r = 15%, T = 1
12

600 × 15 × 1
2 Substitute known values to find I. I=
100 × 12
= 7.50
3 Write the answer. The interest Andrew pays is $7.50.

TOPIC 1 Financial mathematics  3

 RESOURCES — ONLINE ONLY

Interactivity: Simple interest (int-6074)

Digital doc: SkillSHEET Converting a percentage to a decimal (doc-5345)
Digital doc: SkillSHEET Finding simple interest (doc-5346)

Exercise 1.2 Simple interest

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–3, 5, 7, 10 1–4, 6, 8, 10, 11 1–3, 5, 7, 9–13

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE1 Find the simple interest payable on a loan of $8000 at 6% p.a. for 5 years.
2. Find the simple interest on each of the following loans.
a. $5000 at 9% p.a. for 4 years
b. $4000 at 7.5% p.a. for 3 years
c. $12 000 at 6.4% p.a. for 2 12 years
d. $6000 at 8% p.a. for 1 12 years
3. Find the simple interest on each of the following investments.
a. $50 000 at 6% p.a. for 6 months
b. $12 500 at 12% p.a. for 1 month
c. $7500 at 15% p.a. for 3 months
d. $4000 at 18% p.a. for 18 months
4. Calculate the monthly interest charged on each of the following outstanding credit card balances.
a. $1500 at 15% p.a.
b. $4000 at 16.5% p.a.
c. $2750 at 18% p.a.
d. $8594 at 17.5% p.a.
e. $5690 at 21% p.a.
5. WE2 The ticketed price of a mobile phone is $800. Elena decides to purchase the phone using her
credit card. After 1 month the credit card company charges interest at a rate of 15% p.a. Calculate the
amount of interest that Elena must
pay on her credit card after 1 month.
6. Arup decides to purchase a new
sound system using her credit card.
The ticketed price of the sound
­system is $900. When Arup’s credit
card statement arrives, it shows that
she will pay no interest if she pays
the full amount by the due date.
a. If Arup pays $200 by the due date,
what is the balance owing?

4  Maths Quest 10 Stage 5 NSW Australian curriculum

 b. If the interest rate on the credit card is 18% p.a., how much interest will Arup be charged in the
month?
c. What will be the balance that Arup owes at the end of the month?
d. At this time Arup pays another $500 off her credit card. How much interest is Arup then charged for
the next month?
e. Arup then pays off the entire remaining balance of her card. What was the true cost of the sound
system including all the interest payments?
7. Carly has an outstanding balance of $3000 on her credit card for June and is charged interest at a rate
of 21% p.a.
a. Calculate the amount of interest that Carly is charged for June.
b. Carly makes the minimum repayment of $150 and makes no other purchases using the credit card in
the next month. Calculate the amount of interest that Carly will be charged for July.
c. If Carly had made a repayment of $1000 at the end of June instead of $150, calculate the amount of
interest that Carly would then have been charged for July.
d. How much would Carly save in July had she made the higher repayment at the end of June?
8. Shane buys a new home theatre system using his credit card. The ticketed price of the bundle is $7500.
The interest rate that Shane is charged on his credit card is 18% p.a. Shane pays off the credit card at a
rate of $1000 each month.
a. Complete the table below.

Month Balance owing Interest Payment Closing balance

January $7500.00 $112.50 $1000.00 $6612.50
February $6612.50 $99.19 $1000.00  
March     $1000.00  
April     $1000.00  
May     $1000.00  
June     $1000.00  
July     $1000.00  
August     $1015.86 $0

b. What is the total amount of interest that Shane pays?

c. What is the total cost of purchasing the home theatre system using his credit card?

Communicating, reasoning and problem solving

9. Design a table that compares the features of each method of payment: cash, lay-by and credit card.
10. Choose the most appropriate method of payment for each of the described scenarios below. Explain
your choice.
Scenario 1: Andy has no savings and will not be paid for another two weeks. Andy would like to
purchase an HD television and watch tomorrow’s football final.
Scenario 2: In September Lena spots on special a home theatre system which she would like to
purchase for her family for Christmas.
11. Merchant banks offer simple interest on all investments. Merchant bank A had an investor invest
$10  000 for 5 years. Merchant bank B had a different investor invest $15  000 for 3 years. Investor B
obtained $2500 more in interest than investor A because the rate of interest per annum she received
was 6% greater than the interest obtained by investor A. Find the simple interest and rate of interest
for each investor.

TOPIC 1 Financial mathematics  5

12. Compare the following two investments where simple interest is paid.
  Rate Principal Time Interest
Investment A rA $8000 4 years SIA
Investment B rB $7000 5 years SIB

It is known that rA : rB = 2 : 3 and that investment B earned $2000 more interest than investment A.
Find the values of rA, rB, SIA and SIB. Give your answers correct to 2 decimal places. (Use unrounded
calculations to determine subsequent values.)
13. What can you do to remember the simple interest formula?

1.3 Buying on terms [Stage 5.1]

1.3.1 Buying on terms
• When a customer buys an item on terms:
– the customer pays a deposit
– the customer pays off the balance over an agreed period of time with set payments
– the set payments may be calculated as a stated arbitrary amount or interest rate
– the total monies paid will exceed the initial cash price.

WORKED EXAMPLE 3

The cash price of a computer is $2400. It can also be purchased on the following terms:
25% deposit and payments of $16.73 per week for 3 years. Calculate the total cost of the
computer purchased on terms as described.
THINK WRITE
1 Calculate the deposit. Deposit = 25% of $2400
= 0.25 × $2400
= $600

2 Calculate the total of the weekly repayments. Total repayment = $16.73 × 52 × 3

= $2609.88

3 Add these two amounts together to find the total cost. Total cost = $600 + $2609.88
= $3209.88

WORKED EXAMPLE 4

A diamond engagement ring has a purchase price of $2500.

Michael buys the ring on the following terms: 10% deposit
with the balance plus simple interest paid monthly at 12% p.a.
over 3 years.
a Calculate the amount of the deposit.
b What is the balance owing after the initial deposit?
c Calculate the interest payable.
d What is the total amount to be repaid?
e Find the amount of each monthly repayment.

6 Maths Quest 10 Stage 5 NSW Australian curriculum

 THINK WRITE
a Calculate the deposit by finding 10% of $2500. a Deposit = 10% of $2500
= 0.1 × $2500
= $250
b Find the balance owing by subtracting the deposit b Balance = $2500 − $250
from the purchase price. = $2250
P×r×T
c Find the simple interest on $2250 at 12% p.a. c I = ,
100
for 3 years.
where P = $2250, r = 12%, T = 3
I = 2250 × 0.12 × 3
= $810

d Find the total repayment by adding the balance d Total repayment = $2250 + $810
owing with the interest payable. = $3060
e Find the monthly repayment by dividing the total e Monthly repayment = $3060 ÷ 36
repayment by the number of months over which the = $85
ring is to be repaid.

ACTIVITY: BUY TODAY, NO MORE TO PAY UNTIL …

Many large department stores offer
white goods and furniture on plans
described in terms such as ‘Take the
product home today and don’t pay
anything for one to two years.’ For
many people this is a very tempting
Take home
offer, as it means they can have the a Smart TV
goods they need and defer payment today.
until they have the money. Nothing to
Working in small groups, use the pay for
internet to investigate one of these 2 years
plans and find out what happens if the
customer is unable to pay at the end
of the interest-free period. Prepare a
report to present to the class.

1.3.2 Loans
•• Money can be borrowed from a bank or other financial institution.
•• Interest is charged on the amount of money borrowed.
•• Both the money borrowed and the interest charged must be paid back.
•• The interest rate on a loan is generally lower than the interest rate offered on a credit card or when
buying on terms.
•• The calculation of loan payments is done in the same way as for buying on terms; that is, calculate the
interest and add it to the principal before dividing into equal monthly repayments.

DISCUSSION
If someone defaults on their car loan repayments and the car is repossessed, does this mean that their loan is
cancelled? If it is not cancelled, what happens next?

TOPIC 1 Financial mathematics  7

 RESOURCES — ONLINE ONLY

Digital doc: SkillSHEET Finding a percentage of a quantity (money) (doc-5347)

Digital doc: WorkSHEET Buying on terms (doc-14607)

Exercise 1.3 Buying on terms

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–4, 8, 10, 13–15 1–4, 6, 8, 10, 12–15 1–5, 8–18

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Calculate the total cost of a $3000 purchase given the terms described below.
a. i. 12% deposit and monthly payments of $60 over 5 years
ii. 20% deposit and weekly payments of $20 over 3 years
iii. 15% deposit and annual payments of $700 over 5 years
b. Which of these options is the best deal for a purchaser?
2. Calculate the amount of each repayment for a $5000 purchase given the terms described below.
a. 10% deposit with the balance plus simple interest paid monthly at 15% p.a. over 5 years
b. 10% deposit with the balance plus simple interest paid fortnightly at 12% over 5 years
c. 20% deposit with the balance plus simple interest paid monthly at 10% over 3 years
3. Calculate the total repayment and the amount of each monthly repayment for each of the following
loans.
a. $10  000 at 9% p.a. repaid over 4 years
b. $25  000 at 12% p.a. repaid over 5 years
c. $4500 at 7.5% p.a. repaid over
18 months
d. $50  000 at 6% p.a. repaid over
10 years
e. $200  000 at 7.2% p.a. repaid
over 20 years
4. WE3 The cash price of a bedroom
suite is $4200. The bedroom suite
can be purchased on the following
terms: 20% deposit and weekly
repayments of $43.94 for 2 years.
­Calculate the total cost of the
bedroom suite if you buy it
on terms.

8  Maths Quest 10 Stage 5 NSW Australian curriculum

 5. Guy purchases a computer that has a cash price of $3750
on the following terms: $500 deposit with the balance plus
interest paid over 2 years at $167.92 per month. What is the
total amount that Guy pays for the computer?
6. Dmitry wants to buy a used car with a cash price of
$12  600. The dealer offers terms of 10% deposit and
monthly repayments of $812.70 for 2 years.
a. Calculate the amount of the deposit.
b. Calculate the total amount to be paid in monthly
­repayments.
c. What is the total amount Dmitry pays for the car if he
buys it on terms?
d. How much more than the cash price of the car does Dmitry pay? (This is the interest charged
by the dealer.)
7. Alja wants to purchase an entertainment system that has a cash price of $5800. She purchases the
entertainment system on terms of no deposit and monthly repayments of $233.61 for 3 years.
a. Calculate the total amount that Alja pays for the entertainment system.
b. Calculate the amount that Alja pays in interest.
c. Calculate the amount of interest that Alja pays each year.
d. Calculate this amount as a percentage of the cash price of the entertainment system.
8. WE4 A used car has a purchase price of $9500. Dayna buys the car on the following terms:
25% deposit with balance plus interest paid at 12% p.a. over 3 years.
a. Calculate the amount of the deposit.
b. What is the balance owing?
c. Calculate the interest payable.
d. What is the total amount to be repaid?
e. Find the amount of each monthly repayment.
9. A department store offers the following terms: one-third deposit with the balance plus interest paid in
equal, monthly instalments over 18 months. The interest rate charged is 9% p.a. Ming buys a lounge
suite with a ticketed price of $6000.
a. Calculate the amount of the deposit.
b. What is the balance owing?
c. Calculate the interest payable.
d. What is the total amount to be repaid?
e. Find the amount of each monthly repayment.
10. Calculate the monthly payment on each of the following items bought on terms.
(Hint: Use the steps shown in question 8.)
a. Dining suite: cash price $2700, deposit 10%, interest rate 12% p.a., term 1 year

TOPIC 1 Financial mathematics  9

 b. Video camera: cash price $990, deposit 20%, interest rate 15% p.a., term 6 months

c. Car: cash price $16  500, deposit 25%, interest rate 15% p.a., term 5 years

d. Mountain bike: cash price $3200, one-third deposit, interest rate 9% p.a., term 2 12 years

e. Watch: cash price $675, no deposit, interest rate 18% p.a., term 9 months

10  Maths Quest 10 Stage 5 NSW Australian curriculum

11. Samir wants to purchase his first car. He has saved $1000 as a deposit but the cost of the car is $5000.
Samir takes out a loan from the bank to cover the balance of the car plus $600 worth of on-road costs.
a. How much will Samir need to borrow from the bank?
b. Samir takes the loan out over 4 years at 9% p.a. interest. How much interest will Samir need to pay?
c. What will be the amount of each monthly payment that Samir makes?
d. What is the total cost of the car after paying off the loan, including the on-road costs? Give your
answer to the nearest $.
12. MC Kelly wants to borrow $12  000 for some home improvements. Which of the following loans will
lead to Kelly making the lowest total repayment?
a. Interest rate 6% p.a. over 4 years b. Interest rate 7% p.a. over 3 years
c. Interest rate 5.5% p.a. over 3 years d. Interest rate 6.5% p.a. over 5 years
e. Interest rate 7.5% p.a. over 3 years
Communicating, reasoning and problem solving
13. MC Without completing any calculations, explain which of the following loans will be the best value
for the borrower.
a. Interest rate 8.2% p.a. over 5 years b. Interest rate 8.2% over 4 years
c. Interest rate 8% over 6 years d. Interest rate 8% over 5 years
e. Interest rate 8% over 4 years
14. Explain how, when purchasing an item, making a deposit using existing savings and taking out a loan
for the balance can be an advantage.
15. Gavin borrows $18  000 over 5 years from the bank. The loan is charged at 8.4% p.a. flat-rate interest.
The loan is to be repaid in equal monthly instalments. Calculate the amount of each monthly
­repayment.
16. Andrew purchased a new car valued at $32  000. He paid a 10% deposit and was told he could have
4 years to pay off the balance of the car price plus interest. An alternative scheme was also offered to
him. It involved paying off the balance of the car price plus interest in 8 years. If he chose the latter
scheme, he would end up paying $19  584 more. The interest rate for the 8-year scheme was 1% more
than for the 4-year scheme.
a. How much deposit did he pay?
b. What was the balance to be paid on the car?
c. Find the interest rate for each of the two schemes.
d. Find the total amount paid for the car for each of the
schemes.
e. What were the monthly repayments for each of the
schemes?
17. When buying on terms, what arrangements are the most
beneficial to the buyer?
18. Ingrid offered to pay her brother $2 for doing her share
of the housework each day, but fined him $5 if he forgot to
do it. After 4 weeks, Ingrid discovered that she did not owe
her brother any money. For how many days did Ingrid’s
brother do her share of the housework?

1.4 Compound interest [Stage 5.2]

1.4.1 Compound interest
•• Interest on the principal in a savings account or a short-term or long-term deposit is generally c­ alculated
using compound interest rather than simple interest.

TOPIC 1 Financial mathematics  11

 •• When interest is added to the principal at regular intervals, increasing the balance of the account, and
each successive interest payment is calculated on the new balance, it is called compound interest.
•• Compound interest can be calculated by calculating simple interest one period at a time.
•• The amount to which the initial investment grows is called the compounded value or future value.

WORKED EXAMPLE 5

Kyna invests $8000 at 8% p.a. for 3 years with interest paid at the end of each year. Find the
compounded value of the investment by calculating the simple interest on each year separately.
THINK WRITE
1 Write the initial (first year) principal. Initial principal = $8000
2 Calculate the interest for the first year. Interest for year 1 = 8% of $8000
= $640
3 Calculate the principal for the second Principal for year 2 = $8000 + $640
year by adding the first year’s interest = $8640
to the initial principal.
4 Calculate the interest for the Interest for year 2 = 8% of $8640
second year. = $691.20
5 Calculate the principal for the third Principal for year 3 = $8640 + $691.20
year by adding the second year’s = $9331.20
­interest to the second year’s principal.
6 Calculate the interest for the third year. Interest for year 3 = 8% of $9331.20
= $746.50
7 Calculate the future value of the Compounded value after 3 years = $9331.20 + $746.50
­investment by adding the third year’s = $10 077.70
interest to the third year’s principal.

•• To calculate the actual amount of interest received, we subtract the initial principal from the future
value.
•• In the example above, compound interest = $10 077.70 − $8000
= $2077.70
•• We can compare this with the simple interest earned at the same rate.
P×r×T
I=
100
800 × 8 × 3
=
100
= $1920
•• The table below shows a comparison between the total interest earned on an investment of $8000
earning 8% p.a. at both simple interest (I) and compound interest (CI) over an eight-year period.

YEAR 1 2 3 4 5 6 7 8

Total (I) $640.00 $1280.00 $1920.00 $2560.00 $3200.00 $3840.00 $4480.00 $5120.00
Total (CI) $640.00 $1331.20 $2077.70 $2883.91 $3754.62 $4694.99 $5710.59 $6807.44

12  Maths Quest 10 Stage 5 NSW Australian curriculum

1.4.2 Using the compound interest formula
•• We can develop a formula for the future value of an investment rather than do each example by
repeated use of simple interest. Consider Worked example 5. Let the compounded value after
year n be An.
After 1 year, A1 = 8000 × 1.08 (increasing $8000 by 8%)
After 2 years, A2 = A1 × 1.08
= 8000 × 1.08 × 1.08 (substituting the value of A1)
= 8000 × 1.082
After 3 years, A3 = A2 × 1.08
= 8000 × 1.082 × 1.08 (substituting the value of A2)
= 8000 × 1.083
•• The pattern then continues such that the value of the investment after n years equals
$8000 × 1.08n.
•• This can be generalised for any investment:
A = P(1 + R)n
where A is the amount (or future value) of the investment
P is the principal (or present value)
R is the interest rate per compounding period expressed as a decimal
n is the number of compounding periods.
•• To calculate the amount of compound interest (CI) we then use the formula
CI = A − P
1.4.3 Using technology
•• Digital technologies such as spreadsheets can be used to draw graphs in order to compare interest
accrued through simple interest and compound interest.
Comparison of $8000 invested at 8% p.a. simple and compound
interest
16 000.00

14 000.00

12 000.00

10 000.00 Amount after simple

Amount ($)

interest ($)
8000.00
Amount after compound
6000.00 interest ($)

4000.00

2000.00

0.00
0 1 2 3 4 5 6 7 8
Year

WORKED EXAMPLE 6

William has $14 000 to invest. He invests the money at 9% p.a. for 5 years with interest
­compounded annually.
a Use the formula A = P(1 + R) n to calculate the amount to which this investment will grow.
b Calculate the compound interest earned on the investment.

TOPIC 1 Financial mathematics  13

 THINK WRITE
a 1 Write the compound interest formula. a A = P(1 + R)n
2 Write the values of P, R and n. P = $14 000, R = 0.09, n = 5
3 Substitute the values into the formula. A = 14 000 × 1.095
4 Calculate the amount. = 21 540.74
The investment will grow to $21  540.74.
b Calculate the compound interest earned. b CI = A − P
= 21 540.74 − 14 000
= 7540.74
The compound interest earned is $7540.74.

1.4.4 Comparison of fixed principal at various interest rates over

a period of time
•• It is often helpful to compare the future value ($A) of the principal at different compounding
­interest rates over a fixed period of time.
•• Spreadsheets are very useful tools for making comparisons. The graph below, generated from a
spreadsheet, shows the comparisons for $14  000 invested for 5 years at 7%, 8%, 9% and 10%
compounding annually.
•• There is a significant difference in the future value depending on which interest rate is applied.

$14 000 invested at 7%, 8%, 9% and 10% p.a. over five years
23 000
22 000
21 000
20 000 Amount after CI @ 7% p.a. ($)
Amount ($)

19 000 Amount after CI @ 8% p.a. ($)

18 000 Amount after CI @ 9% p.a. ($)
17 000 Amount after CI @ 10% p.a. ($)
16 000
15 000
14 000
0 1 2 3 4 5
Year

ACTIVITY: COMPARING INTEREST RATES

Use a spreadsheet to graph and compare the value of an investment of $20 000 at interest rates of 5%, 6%, 7%
and 8% for 8 years, compounding monthly.

1.4.5 Compounding period

•• In Worked example 6, interest is paid annually.
•• Interest can be paid more regularly — it may be paid six-monthly (twice a year), quarterly (4 times a
year), monthly or even daily. This is called the compounding period.
•• The time and interest rate on an investment must reflect the compounding period. For example, an
investment over 5 years at 6% p.a. compounding quarterly will have:
n = 20 (5 × 4) and R = 0.015 (6% ÷ 4)

14  Maths Quest 10 Stage 5 NSW Australian curriculum

 To find n:
n = number of years × compounding periods per year
To find R:
R = interest rate per annum ÷ compounding periods per year

WORKED EXAMPLE 7

Calculate the future value of an investment of $4000 at 6% p.a. for 2 years with interest
­compounded quarterly.
THINK WRITE
1 Write the compound interest formula. A = P(1 + R)n
2 Write the values of P, R and n. P = $4000, R = 0.015, n = 8
3 Substitute the values into the formula. A = 4000 × 1.0158
4 Calculate the future value. = $4505.97
The future value of the investment is $4505.97.

1.4.6 Guess and refine

•• Sometimes it is useful to know approximately how long it will take to reach a particular future value
once an investment has been made. Mathematical formulas can be applied to determine when a
­particular future value will be reached. In this section, a ‘guess and refine’ method will be shown.
•• For example, to determine the number of years required for an investment of $1800 at 9% c­ ompounded
quarterly to reach a future value of $2500, the following method can be used.
Let n = the number of compounding periods (quarters) and A = the future value in $.
Therefore, it will take approximately 15 quarters, or 3 years and 9 months, to reach the desired amount.

( 4 ) Comment
R n
A=P 1+
n
1 $1840.50 It is useful to know how the principal is growing after 1 quarter, but the
amount is quite far from $2500.
3 $1924.25 The amount is closer to $2500 but still a long way off, so jump to a
higher value for n.
10 $2248.57 The amount is much closer to $2500.
12 $2350.89 The amount is much closer to $2500.
14 $2457.87 The amount is just below $2500.
15 $2513.17 The amount is just over $2500.

RESOURCES — ONLINE ONLY

Interactivity: Compound interest (int-2791)

Interactivity: Compounding periods (int-6186)
Digital doc: WorkSHEET Compound interest (doc-14608)
Digital doc: SpreadSHEET Simple and compound interest (doc-10907)

TOPIC 1 Financial mathematics  15

Exercise 1.4 Compound interest
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–3, 5, 6, 11, 13, 15, 18 1–7, 9, 10, 12–16, 18 1–8, 11, 12, 14–21

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Use the formula A = P(1 + R) n to calculate the amount to which each of the following investments
will grow with interest compounded annually.
a. $3000 at 4% p.a. for 2 years
b. $9000 at 5% p.a. for 4 years
c. $16  000 at 9% p.a. for 5 years
d. $12  500 at 5.5% p.a. for 3 years
e. $9750 at 7.25% p.a. for 6 years
f. $100  000 at 3.75% p.a. for 7 years
2. Calculate the compounded value of each of the following investments.
a. $870 for 2 years at 3.50% p.a. with interest compounded six-monthly
b. $9500 for 212 years at 4.6% p.a. with interest compounded quarterly
c. $148  000 for 312 years at 9.2% p.a. with interest compounded six-monthly
d. $16  000 for 6 years at 8% p.a. with interest compounded monthly
e. $130  000 for 25 years at 12.95% p.a. with interest compounded quarterly
3. WE5 Danielle invests $6000 at 10% p.a. for 4 years with
interest paid at the end of each year. Find the compounded
value of the investment by calculating the simple interest on
each year separately.
4. Ben is to invest $13  000 for 3 years at 8% p.a. with interest
paid annually. Find the amount of interest earned by
calculating the simple interest for each year separately.
5. WE6 Simon has $2000 to invest. He invests the money at
6% p.a. for 6 years with interest compounded annually.
a. Use the formula A = P(1 + R) n to calculate the amount to
which this investment will grow.
b. Calculate the compound interest earned on the
­investment.
6. WE7 Calculate the future value of an investment of $14  000 at 7% p.a. for 3 years with interest
­compounded quarterly.
7. A passbook savings account pays interest of 0.3% p.a. Jill has $600 in such an account. Calculate the
amount in Jill’s account after 3 years, if interest is ­compounded quarterly.
8. Damien is to invest $35  000 at 7.2% p.a. for 6 years with interest compounded six-monthly. Calculate
the compound interest earned on the investment. If the account compounded annually, how much less
interest would Damien’s investment have earned?

16  Maths Quest 10 Stage 5 NSW Australian curriculum

 9. Sam invests $40  000 in a one-year fixed deposit at an interest rate of 7% p.a. with interest
­compounding monthly.
a. Convert the interest rate of 7% p.a. to a rate per month.
b. Calculate the value of the investment upon maturity.
10. MC A sum of $7000 is invested for 3 years at the rate of 5.75% p.a., compounded quarterly. The
interest paid on this investment, to the nearest dollar, is:
a. $1208 b. $1308 c. $8208 d. $8308 e. $8508
11. MC After selling their house and paying off their mortgage,
Mr and Mrs Fong have $73  600. They plan to invest it at
7% p.a. with interest compounded annually. The value of
their investment will first exceed $110  000 after:
a. 5 years b. 6 years c. 8 years
d. 10 years e. 15 years
12. MC Maureen wishes to invest $15  000 for a period of
7 years. The following investment alternatives are
­suggested to her. The best investment would be:
a. simple interest at 8% p.a.
b. compound interest at 6.7% p.a. with interest compounded annually
c. compound interest at 6.6% p.a. with interest compounded six-monthly
d. compound interest at 6.5% p.a. with interest compounded quarterly
e. compound interest at 6.4% p.a. with interest compounded monthly
13. MC An amount is to be invested for 5 years and compounded semi-annually at 7% p.a. Which of the
following investments will have a future value closest to $10  000?
a. $700 b. $6500 c. $7400 d. $9000 e. $9900
14. Jake invests $120  000 at 9% p.a. for a 1-year term. For such large investments interest is compounded
daily.
a. Calculate the daily percentage interest rate, correct to 4 decimal places. Use 1 year = 365 days.
b. Hence, calculate the compounded value of Jake’s investment on maturity.
c. Calculate the amount of interest paid on this investment.
d. Calculate the extra amount of interest earned compared with the case where the interest is calculated
only at the end of the year.
Communicating, reasoning and problem solving
15. Daniel has $15  500 to invest. An investment over a 2-year term will pay interest of 7% p.a.
a. Calculate the compounded value of Daniel’s investment if the compounding period is:
i. 1 year ii. 6 months iii. 3 months iv. 1 month.
b. Explain why it is advantageous to have interest compounded on a more frequent basis.
16. Jasmine invests $6000 for 4 years at 8% p.a. simple interest. David also invests $6000 for 4 years,
but his interest rate is 7.6% p.a. with interest compounded quarterly.
a. Calculate the value of Jasmine’s investment on maturity.
b. Show that the compounded value of David’s investment is greater than Jasmine’s investment.
c. Explain why David’s investment is worth more than Jasmine’s investment despite receiving a
lower rate of interest.
17. Quan has $20  000 to invest over the next 3 years. He has the choice of investing his money at
6.25% p.a. simple interest or 6% p.a. compound interest.
a. Calculate the amount of interest that Quan will earn if he selects the simple interest option.
b. Calculate the amount of interest that Quan will earn if the interest is compounded:
i. annually ii. six-monthly iii. quarterly.

TOPIC 1 Financial mathematics  17

 c. Clearly Quan’s decision will depend on the compounding period. Under what conditions should
Quan accept the lower interest rate on the compound interest investment?
d. Consider an investment of $10 000 at 8% p.a. simple interest over 5 years. Use a trial-and-error
method to find an equivalent rate of compound interest over the same period.
e. Will this equivalent rate be the same if we change:
i. the amount of the investment ii. the period of the investment?
18. A building society advertises investment accounts at the following rates.
a. 3.875% p.a. compounding daily
b. 3.895% p.a. compounding monthly
c. 3.9% p.a. compounding quarterly
Peter thinks the first account is the best one because the interest is calculated more frequently. Paul
thinks the last account is the best one because it has the highest interest rate. Explain whether either is
correct.
19. Two banks offer the following investment packages.
Bankwest: 7.5% p. a. compounded annually, fixed for 7 years
Bankeast: 5.8% p. a. compounded annually, fixed for 9 years
a. Which bank’s package will yield the greater interest?
b. If a customer invests $20 000 with Bankwest, how much
would she have to invest with Bankeast to produce the
same amount as Bankwest at the end of the investment
period?
20. How is compound interest calculated differently to simple
interest?
21. How long will it take for a sum of money to double if it is
invested at a rate of 15% p.a. compounded monthly?

1.5 Depreciation [Stage 5.2]

• Depreciation is the reduction in the value of an item as it ages over a period of time. For example, a
car that is purchased new for $45 000 will be worth less than that amount 1 year later and less again
each year.
• Depreciation is usually calculated as a percentage of the yearly value of the item.
• To calculate the depreciated value of an item, use the formula
A = P(1 − R) n
where A is the depreciated value of the item
P is the initial value of the item
R is the percentage that the item depreciates each year expressed as a decimal
n is the number of years that the item has been depreciating for.
• This formula is almost the same as the compound interest formula except that it subtracts a percentage
of the value each year instead of adding.
• In many cases, depreciation can be a tax deduction.
• When the value of an item falls below a certain value, it is said to be written off. That is to say, for tax
purposes, the item is considered to be worthless.
• Trial-and-error methods can be used to calculate the length of time that the item will take to reduce to
this value.

18 Maths Quest 10 Stage 5 NSW Australian curriculum

WORKED EXAMPLE 8

A farmer purchases a tractor for $115  000. The value of

the tractor depreciates by 12% p.a. Find the value of the­
­tractor after 5 years.

THINK WRITE
1 Write the depreciation formula. A = P(1 − R)n
2 Write the values of P, R and n. P = $115 000, R = 0.12, n = 5
3 Substitute the values into the formula. A = 115 000 × (0.88)5
4 Calculate the value of the tractor. = 60 689.17
The value of the tractor after 5 years is $60 689.17.

WORKED EXAMPLE 9

A truck driver buys a new prime mover for $500  000. The prime mover depreciates at the rate
of 15% p.a. and is written off when its value falls below $1  00  000. How long will it take for the
prime mover to be written off?

THINK WRITE
1 Make an estimate of, say, n = 5. Use the Consider n = 5.
depreciation formula to find the value of the A = P(1 − R)n
prime mover after 5 years. = 500 000 × (0.85)5
= $221 852.66

2 Because the value will still be greater than Consider n = 10.

$100  000, try a larger estimate, say, n = 10. A = P(1 − R)n
= 500 000 × (0.85)10
= $98 437.20

3 As the value is below $100  000, check n = 9. Consider n = 9.

A = P(1 − R)n
= 500 000 × (0.85)9
= $115 808.47
4 Because n = 10 is the first time that the The prime mover will be written off in 10 years.
value falls below $100  000, conclude that
it takes 10 years to be written off.

RESOURCES — ONLINE ONLY

Interactivity: Different rates of depreciation (int-1155)

Interactivity: Depreciation (int-6187)
eLesson: What is depreciation? (eles-0182)

TOPIC 1 Financial mathematics  19

Exercise 1.5 Depreciation
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1, 2, 7, 9, 12, 14, 16 1–3, 5, 7, 9, 11, 12, 14, 16 1–8, 11, 12, 14–18

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Calculate the depreciated value of an item for the initial values, depreciation rates and times given
below.
a. Initial value of $30  000 depreciating at 16% p.a. over 4 years
b. Initial value of $5  000 depreciating at 10.5% p.a. over 3 years
c. Initial value of $12  500 depreciating at 12% p.a. over 5 years
2. WE8 A laundromat installs washing machines and clothes dryers to the value of $54  000. If the value
of the equipment depreciates at a rate of 20% p.a., find the value of the equipment after 5 years.
3. A drycleaner purchases a new machine for $38 400. The machine depreciates at 16% p.a.
a. Calculate the value of the machine after 4 years.
b. Find the amount by which the machine has depreciated over this period of time.
4. A tradesman values his new tools at $10 200. For tax purposes, their value depreciates at a rate
of 15% p.a.
a. Calculate the value of the tools after 6 years.
b. Find the amount by which the value of the tools has depreciated over these 6 years.
c. Calculate the percentage of the initial value that the tools are worth after 6 years.
5. A taxi is purchased for $52 500 with its value depreciating at 18% p.a.
a. Find the value of the taxi after 10 years.
b. Calculate the accumulated depreciation over this period.
6. A printer depreciates the value of its printing presses by
25% p.a. Printing presses are purchased new for
$2.4 ­million. What is the value of the printing presses after:
a. 1 year b. 5 years c. 10 years?
7. MC A new computer workstation costs $5490. With its
value depreciating at 26% p.a., the workstation’s value at
the end of the third year will be close to:
a. $1684 b. $2225 c. $2811 d. $3082 e. $3213
8. MC The value of a new photocopier is $8894. Its value depreciates by 26% in the first year, 21% in
the second year and 16% p.a. in the remaining 7 years. The value of the photocopier after this time, to
the nearest dollar, is:
a. $1534 b. $1851 c. $2624 d. $3000 e. $3504
9. MC A company was purchased 8 years ago for $2.6 million. With a depreciation rate of 12% p.a., the
total amount by which the company has depreciated is closest to:
a. $0.6 million b. $1.0 million c. $1.7 million
d. $2.0 million e. $2.3 million

20  Maths Quest 10 Stage 5 NSW Australian curriculum

10. MC Equipment is purchased by a company and is depreciated at the rate of 14% p.a. The number of
years that it will take for the equipment to reduce to half of its initial value is:
a. 4 years b. 5 years c. 6 years
d. 7 years e. 8 years
11. MC An asset that was bought for $12 300 has a value of $6920 after
5 years. The depreciation rate is close to:
a. 10.87% b. 16.76% c. 18.67%
d. 21.33% e. 27.34%
12. WE9 A farmer buys a light aeroplane for crop dusting. The
aeroplane costs $900  000. The aeroplane depreciates at the
rate of 18% p.a. and is written off when its value falls
below $150  000. How long will it take for the aeroplane to
be written off? Give your answer in whole years.
13. A commercial airline buys a jumbo jet for $750 million.
The value of this aircraft depreciates at a rate of
12.5% p.a.
a. Find the value of the plane after 5 years, correct to the
nearest million dollars.
b. How many years will it take for the value of the jumbo
jet to fall below $100 million?
Communicating, reasoning and problem solving
14. A machine purchased for $48  000 will have a value of
$3000 in 9 years.
a. Use a trial-and-error method to find the rate at which the
machine is depreciating per annum.
n
b. Consider the equation x = an, a = √x. Verify your
answer to part a using this relationship.
15. Camera equipment purchased for $150  000 will have a
value of $9000 in 5 years.
a. Find the rate of annual depreciation using trial and error
n
first and then algebraically with the relationship ‘if x = an, then a = √x ’.
b. Compare and contrast each method.
16. The value of a new tractor is $175  000. The value of the tractor depreciates by 22.5% p.a.
a. Find the value of the tractor after 8 years.
b. What percentage of its initial value is the tractor
worth after 8 years?
17. Anthony has a home theatre valued at $P.
The value of the home theatre depreciates by r%
annually over a period of 5 years. At the end of
the 5 years, the value of the home theatre has been
P
reduced by $ . Find the value of r correct to
12
3 decimal places.
18. How and why is the formula for depreciation different
to compound interest?

TOPIC 1 Financial mathematics  21

1.6 Review [Stage 5.2]

Investigation | Rich task

Consumer price index
The Consumer Price Index (CPI) measures price m ­ ovements
in Australia. Let’s investigate this further to gain an
­understanding of how this index is calculated.
A collection of goods and services is selected as repre-
sentative of a high proportion of household expenditure.
The prices of these goods are recorded each quarter. The
collection on which the CPI is based is divided into
eight groups, which are further divided into subgroups. The
groups are food, clothing, tobacco/alcohol, housing, health/
personal care, household equipment, transportation, and
recreation/education. Weights are attached to each of these
subgroups to reflect the importance of each in relation to
the total household expenditure. The table shows the
weights of the eight groups.
The weights indicate that a typical Australian household spends 19% of its income on food
­purchases, 7% on clothing and so on. The CPI is regarded as an indication of the cost of living as it
records changes in the level of retail prices from one period to another.

CPI group Weight (% of total)

Food 19
Clothing 7
Tobacco/alcohol 8.2
Housing 14.1
Health/personal care 5.6
Household equipment 18.3
Transportation 17
Recreation/education 10.8

Consider a simplified example showing how this CPI is calculated and how we are able to
compare prices between one period and another. Take three items with prices as follows: a pair
of jeans costing $75, a hamburger costing $3.90 and a CD costing $25. Let us say that during
the next period of time, the jeans sell for $76, the hamburger for $4.20 and the CD for $29.
This can be summarised in the following table.

Period 1 Period 2
Item Weight (W) Price (P) W×P Price (P) W×P
Jeans 7 $75 525
Hamburger 19 $3.90 74.1
CD 10.8 $25 270
Total 869.1

22  Maths Quest 10 Stage 5 NSW Australian curriculum

 In order to calculate the CPI for Period 2, we regard the first period as the base and allocate
it an index number of 100 (it is classed as 100%). We compare the second period with the first
by expressing it as a percentage of the first period.

weighted expenditure for Period 2

CPI = × 100%
weighted expenditure for Period 1
1. Complete the table to determine the total weighted price for Period 2.
2. a.  Calculate the CPI for the above example, correct to 1 decimal place.
b.  This figure is over 100%. The amount over 100% is known as the inflation factor. What is the
inflation factor in this case?
3. Now apply this procedure to a more varied basket of goods. Complete the following table, then
calculate the CPI and inflation factor for the second period.

Period 1 Period 2
Item Weight (W) Price (P) W×P Price (P) W×P
Bus fare $4.80 $4.95
Rent $220 $240
Movie ticket $10.50 $10.80
Air conditioner $1200 $1240
Haircut $18.50 $21.40
Bread $2.95 $3.20
Shirt $32.40 $35
Bottle of scotch $19.95 $21
Total

RESOURCES — ONLINE ONLY

Digital doc: Investigation — Consumer price index (doc-15944)

Digital doc: Code puzzle — The longest and shortest gestation periods in mammals (doc-15945)
Digital doc: Summary Topic 1 (doc-22899)
Interactivity: Word search Topic 1 (int-2868)
Interactivity: Crossword Topic 1 (int-2869)
Interactivity: Sudoku Topic 1 (int-3602)

Exercise 1.6 Review questions

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Calculate the simple interest that is earned on $5000 at 5% p.a. for 4 years.
2. MC Jim invests a sum of money at 9% p.a. Which one of the following statements is true?
a. Simple interest will earn Jim more money than if compound interest is paid annually.
b. Jim will earn more money if interest is compounded annually rather than monthly.
c. Jim will earn more money if interest is compounded quarterly rather than six-monthly.
d. Jim will earn more money if interest is compounded annually rather than six-monthly.
e. It does not matter whether simple interest or compound interest is used to calculate the growth of
Jim’s investment.

TOPIC 1 Financial mathematics  23

 3. Benito has a credit card with an outstanding balance of $3600. The interest rate charged on the loan
is 18% p.a. Calculate the amount of interest that Benito will be charged on the credit card for the
next month.
4. An LCD television has a cash price of $5750. It can be purchased on terms of 20% deposit plus
weekly repayments of $42.75 for 3 years. Calculate the total cost of the television if it is purchased
on terms.
5. Erin purchases a new entertainment unit that has a cash price of $6400. Erin buys the unit on the
following terms: 10% deposit with the balance plus interest to be repaid in equal monthly repayments
over 4 years. The simple interest rate charged is 12% p.a.
a. Calculate the amount of the deposit.
b. Calculate the balance owing after the deposit has been paid.
c. Calculate the interest that will be charged.
d. What is the total amount that Erin has to repay?
e. Calculate the amount of each monthly repayment.
6. A new car has a marked price of $40  000. The car can be purchased on terms of 10% deposit and
monthly repayments of $1050 for 5 years.
a. Find the total cost of the car if it is purchased on terms.
b. Calculate the amount of interest paid.
c. Calculate the amount of interest paid per year.
d. Calculate the interest rate charged.
7. Ryan invests $12 500 for 3 years at 8% p.a. with interest paid annually. By calculating the amount of
simple interest earned each year separately, determine the amount to which the investment will grow.
8. Calculate the compound interest earned on $45  000 at 12% p.a. over 4 years if interest is compounded:
a. annually b. six-monthly c. quarterly d. monthly.
9. A new computer server costs $7290. With 22% p.a. reducing-value depreciation, the server’s value at
the end of the third year will be close to:
a. $1486 b. $2257 c. $2721 d. $3023 e. $3460
10. An asset that was bought for $34 100 has a value of $13 430 after 5 years. The depreciation rate is
close to:
a. 11% b. 17% c. 18% d. 21% e. 22%
11. The value of a new car depreciates by 15% p.a. Find the value of the car after 5 years if it was
­purchased for $55  000.
Communicating, reasoning and problem solving
12. Virgin Blue buys a new plane so that extra flights can be arranged between Sydney, Australia and
Wellington, New Zealand. The plane costs $1  200  000. It depreciates at a rate of 16.5% p.a. and is
written off when its value falls below $150  000. How long can Virgin Blue use this plane before it is
written off?
13. Thomas went to an electronics store to buy a flat screen HD TV together with some accessories. The
store offered him two different loans to buy the television and equipment.
Loan 1: $7000 for 3 years at 10.5% p.a. compounding yearly
Loan 2: $7000 for 5 years at 8% p.a. compounding yearly
The following agreement was struck with the store.
• Thomas will not be penalised for paying off the loans early.
• Thomas does not have to pay the principal and interest until the end of the loan period.
a. Explain which loan Thomas should choose if he decides to pay off the loan at the end of the first,
second or third year.
b. Explain which loan Thomas should choose for these two options.
Paying off loan 1 at term
Paying off loan 2 at the end of four years

24  Maths Quest 10 Stage 5 NSW Australian curriculum

 c. Thomas considers the option to pay off the loans at the end of their terms. Explain how you can
determine the better option without further calculations.
d. Why would Thomas decide to choose loan 2 instead of loan 1 (paying over its full term), even if it
cost him more money?
14. Jan bought a computer for her business at a cost of $2500. Her accountant told her that she was
entitled to depreciate the cost of the computer over 5 years at 40% per year.
a. How much was the computer worth at the end of the first year?
b. By how much could Jan reduce her taxable income at the end of the first year? (The amount by
which Jan can reduce her taxable income is equal to how much value the asset lost from one year to
the next.)
c. Explain whether the amount she can deduct from her taxable income will increase or decrease at the
end of the second year.

TOPIC 1 Financial mathematics  25

Answers
Topic 1 Financial mathematics
Exercise 1.2 Simple interest
1. $2400
2. a. $1800 b.
$900 c.
$1920 d.
$720
3. a. $1500 b.
$125 c.
$281.25 d.
$1080
4. a. $18.75 b.
$55.00 c.
$41.25 d.
$125.33 e.
$99.58
5. $10
6. a. $700 b.
$10.50 c.
$710.50 d.
$3.16 e.
$913.66
7. a. $52.50 b.
$50.79 c.
$35.92 d.
$14.87
8. a. Month Balance owing Interest Payment Closing balance
January $7500.00 $112.50 $1000.00 $6612.50
February $6612.50 $99.19 $1000.00 $5711.69
March $5711.69 $85.68 $1000.00 $4797.37
April $4797.37 $71.96 $1000.00 $3869.33
May $3869.33 $58.04 $1000.00 $2927.37
June $2927.37 $43.91 $1000.00 $1971.28
July $1971.28 $29.57 $1000.00 $1000.85
August $1000.85 $15.01 $1015.86 $0
b.
$515.86
c.
$8015.86
9. Possible extra Possible price
Payment option Immediate payment Immediate possession
cost negotiation
Cash ✓ ✓ ✓
Lay-by Possible deposit ✓
Credit card ✓ ✓
Payment option Payment Possession Extra cost Price
Cash Immediate Immediate Nil Negotiable
Lay-by Intervals Delayed Limited –
Credit card Delayed Immediate Possible –
10. S1: Credit card — payment is delayed, but possession is immediate

S2: Lay-by, or cash if she has savings, would like to negotiate a lower price and has somewhere to store it.
11. rA = 4%, rB = 10%, SIA = $2000 and SIB = $4500
12. rA = 9.76%, rB = 14.63%, SIA = $3121.95 and SIB = $5121.95
13. Answers will vary.

Exercise 1.3 Buying on terms

1. a. i.  $3960    ii. $3720   iii. $3950
b.
The best deal is the one with the lowest cost — 20% deposit and weekly payments of $20 over 3 years.
2. a. $131.25 b.
$55.38 c.
$144.44
3. a. $13  600, $283.33 b.
$40  000, $666.67 c.
$5006.25, $278.13
d.
$80  000, $666.67 e.
$488  000, $2033.33
4. $5409.76 5. $4530.08
6. a. $1260 b.
$19 504.80 c.
$20 764.80 d.
$8164.80
7. a. $8409.96 b.
$2609.96 c.
$869.99 d.
15%
8. a. $2375 b.
$7125 c.
$2565 d.
$9690 e.
$269.17
9. a. $2000 b.
$4000 c.
$540 d.
$4540 e.
$252.22
10. a. $226.80 b.
$141.90 c.
$360.94 d.
$87.11 e.
$85.13
11. a. $4600 b.
$1656 c.
$130.33 d.
$7256
12. C

26  Maths Quest 10 Stage 5 NSW Australian curriculum

 13. E. This option has the lowest interest rate and time frame when compared to all others.
14. The larger the deposit, the smaller the loan and hence the interest charged. Loans generally offer a lower rate than buying on terms.
15. $426
16. a. $3200 b.
$28 800 r4 = 15%, r8 = 16%
c.
d.
4 years: $49 280, 8 years: $68 864 e.
4 years: $960, 8 years: $684
17. The most advantageous terms are those which minimise the total monies paid. This can include accepting a larger deposit to
reduce the interest paid.
18. 20 days

Exercise 1.4 Compound interest

1. a. $3244.80 b.
$10 939.56 c.
$24 617.98
d.
$14 678.02 e.
$14 838.45 f.
$129 394.77
2. a. $932.52 b.
$10 650.81 c.
$202 760.57 d.
$25 816.04 e.
$3 145 511.41
3. $8784.60 4. 
$3376.26
5. a. $2837.04 b.
$837.04
6. $17 240.15 7.  $605.42 8.  $18 503.86; $386.47
9. a. 0.5833% b.
$42 891.60
10. B 11. B 12. C 13. C
14. a. 0.0247% b.
≈ $131 319.80 c.
≈ $11 319.80 d.
≈ $519.80
15. a. i. $17 745.95 ii.
$17 786.61 iii.
$17 807.67 iv.
$17 821.99
b.
The interest added to the principal also earns interest.
16. a. $7920 David’s investment = $8108.46
b.
c.
Because David’s interest is compounded, the interest is added to the principal each quarter and earns interest itself.
17.a. $3750 interest
b. i. $3820.32 interest ii.
$3881.05 iii.
$3912.36
c.
Compounding quarterly gives the best return.
If we assume that interest is compounded annually, an equivalent return of R = 7% would be achieved.
d.
e. i. Yes ii.
No
18. Neither is correct. The best option is to choose 3.895% p.a. compounding monthly.
19. a. Bankeast b.
$19 976.45
20. Compound interest is added to the total at the end of each compounding period. Simple interest is a fixed amount.
21. 4 years, 8 months

Exercise 1.5 Depreciation

1. a. $14 936.14 b.
$3584.59 c.
$6596.65
2. $17 694.72
3. a. $19 118.26 b.
$19 281.74
4. a. $3846.93 b.
$6353.07 c.
38%
5. a. $7216.02 b.
$45 283.98
6. a. $1.8 million b.
$569 531.25 c.
$135 152.44
7. B 8. A 9. C 10. B 11. A
12. 10 years
13. a. $385 million b.
16 years
14. a. 27%
b. A = P(1 − R) n
3000 = 48 000(1 − R) 9
0.0625 = (1 − R) 9
9
√0.0625 = 1 − R
R = 1 − √9 0.0625
R = 0.265132
r = 26.5…%
r = 27%

TOPIC 1 Financial mathematics  27

 15. a. Approx. 43%
b.
Trial and error: can be time consuming, answer is often an estimate; algebraic solution: correct answer calculated
­immediately from equation
16. a. $22 774.65 b.
13%
17. 1.725%
18. The depreciation formula is different from the compound interest formula in that it has a subtraction sign instead of an
addition sign. This is because the value is decreasing, not increasing.

Investigation | Rich task

1.
Period 1 Period 2
Item Weight (W) Price (P) W×P Price (P) W×P
Jeans 7 $75 525 $76 532
Hamburger 19 $3.90 74.1 $4.20 79.8
CD 10.8 $25 270 $29 313.2
Total 36.8 $103.90 869.1 $109.20 925
2. a. 106.4% b.
6.4%
3. 104%; 4%
Period 1 Period 2
Item Weight (W) Price (P) W×P Price (P) W×P
Bus fare 17 $4.80 81.6 $4.95 84.15
Rent 14.1 $220 3102 $240 3384
Movie ticket 10.8 $10.50 113.4 $10.80 116.64
Air ­conditioner 18.3 $1200 21 960 $1240 22 692
Haircut 5.6 $18.50 103.6 $21.40 119.84
Bread 19 $2.95 56.05 $3.20 60.8
Shirt 7 $32.40 226.8 $35 245
Bottle of Scotch 8.2 $19.95 163.59 $21 172.2
Total 100 $1509.10 25 807.04 $1576.35 26 874.63

Exercise 1.6 Review questions

1. $1000
2. C
3. $54
4. $7819
5. a. $640 b.
$5760 c.
$2764.80 d.
$8524.80 e.
$177.60
6. a. $67  000 b.
$27  000 c.
$5400 d.
13.5% p.a.
7. $15 746.40
8. a. $25 808.37 b.
$26 723.16 c.
$27 211.79 d.
$27 550.17
9. E 10. B 11. $24 403.79 12. 12 years
13. a. S
 ince the interest rate is lower for loan 2 than for loan 1, Thomas should choose loan 2 if he decides to pay the loan off at
the end of the first, second or third year.
b.
Loan 1 at term (3 years) amounts to $9444.63. Loan 2 at the end of 4 years amounts to $9523.42. Thomas should
choose loan 1.
c.
Thomas should choose loan 1. At the end of its term (3 years), it amounts to less than loan 2 at 4 years, 1 year before its
term is finished.
d.
Thomas may not have the money to pay off loan 1 in 3 years. He may need the extra 2 years to accumulate his funds.
14. a. $1500 b.
$1000
c.
Since the depreciation of 40% is on a lower value each year, the amount Jan can deduct from her taxable income decreases
every year.

28  Maths Quest 10 Stage 5 NSW Australian curriculum

TOPIC 2
Indices [Stages 5.1, 5.2 and 5.3]

2.1 Overview
Numerous videos and interactivities are embedded just
where you need them, at the point of learning, in your
­learnON title at www.jacplus.com.au. They will help you to
learn the concepts covered in this topic.

2.1.1 Why learn this?

Don’t you wish that your money could grow as quickly
as a culture of bacteria? Perhaps it can — both financial
­investments and a culture of bacteria can grow exponentially,
that is, according to the laws of ­indices. Indices are useful
when a number is continually multiplied by itself, becoming
very large or ­perhaps very small.

LEARNING SEQUENCE
2.1 Overview
2.2 [Stage 5.1] Review of index laws
2.3 [Stage 5.2] Negative indices
2.4 [Stage 5.3] Fractional indices
2.5 [Stage 5.3] Combining index laws
2.6 Review

LEARNING OUTCOMES
A student:
• uses appropriate terminology, diagrams and symbols in mathematical contexts MA5.1-1WM
• provides reasoning to support conclusions that are appropriate to the context MA5.1-3WM
• operates with algebraic expressions involving positive-integer and zero indices MA5.1-5NA
• selects appropriate notations and conventions to communicate mathematical ideas and solutions MA5.2-1WM
• constructs arguments to prove and justify results MA5.2-3WM
• applies index laws to operate with algebraic expressions involving integer indices MA5.2-7NA
• uses and interprets formal definitions and generalisations when explaining solutions and/or conjectures MA5.3-1WM
• generalises mathematical ideas and techniques to analyse and solve problems efficiently MA5.3-2WM
• uses deductive reasoning in presenting arguments and formal proofs MA5.3-3WM
• performs operations with indices MA5.3-6NA

CONTENT DESCRIPTIONS
Students:
Extend and apply the index laws to variables, using positive-integer indices and the zero index (ACMNA212)
Simplify algebraic products and quotients using index laws (ACMNA231)
Apply index laws to numerical expressions with integer indices (ACMNA209)
Apply index laws to algebraic expressions involving integer indices (NSW)
Perform operations with fractional indices (ACMNA264)
Source: NSW Syllabus for the Australian curriculum

TOPIC 2 Indices  29
 RESOURCES — ONLINE ONLY

eLesson: The story of mathematics — Leibniz (eles-1840)

Note: Your teacher may now set you a pre-test to determine how familiar you are with the content in
this topic.

2.2 Review of index laws [Stage 5.1]

•• When a number or pronumeral is repeatedly multiplied by itself, it can be written in a shorter form
called index form.
•• A number written in index form has two parts, the base and the index, and is written as:

Base ax Index
(power or
exponent)

•• Another name for an index is an exponent or a power.

•• Performing operations on numbers or pronumerals written in index form requires the application of
the index laws.
•• First Index Law: When terms with the same base are multiplied, the indices are added.
am × an = am+n
•• Second Index Law: When terms with the same base are divided, the indices are subtracted.
am ÷ an = am−n

WORKED EXAMPLE 1

Simplify each of the following.

2x5y4
a m4n3p × m2n5p3 b 2a2b3 × 3ab4 c
10x2y3

THINK WRITE
a 1 Write the expression. a m4n3p × m2n5p3
2 Multiply the terms with the same base by adding the indices. = m4+2n3 + 5p1 + 3
Note: p = p1. = m6n8p4
b 1 Write the expression. b 2a2b3 × 3ab4
2 Simplify by multiplying the coefficients, then multiply the = 2 × 3 × a2+1 × b3+4
terms with the same base by adding the indices. = 6a3b7
c 1 Write the expression. c 2x5y4
10x2y3

2 Simplify by dividing both of the coefficients by the same 1x5−2y4−3

=
­factor, then divide terms with the same base by subtracting the 5
indices. x3y
=
5

30  Maths Quest 10 Stage 5 NSW Australian curriculum

•• Third Index Law: Any term (excluding 0) with an index of 0 is equal to 1.
a0 = 1, a ≠ 0

WORKED EXAMPLE 2

Simplify each of the following.

a (2b3) 0 b −4(a2b5) 0
THINK WRITE
a 1 Write the expression. a (2b3) 0
2 Apply the Third Index Law, which states that any term =1
(excluding 0) with an index of 0 is equal to 1.
b 1 Write the expression. b −4(a2b5) 0
2 The entire term inside the brackets has an index of 0, so the = −4 × 1
bracket is equal to 1.
3 Simplify. = −4

•• Fourth Index Law: When a power (am) is raised to a power, the indices are multiplied.
(am) n = amn
•• Fifth Index Law: When the base is a product, raise every part of the product to the index outside the
brackets.
(ab) m = ambm
•• Sixth Index Law: When the base is a fraction, multiply the indices of both the numerator and
­denominator by the index outside the brackets.

(b)
a m am
=
bm
WORKED EXAMPLE 3

Simplify each of the following.

c ( )
2x3 4
a (2n4) 3 b (3a2b7) 3 d (−4) 3
y4
THINK WRITE

a 1 Write the term. a (2n4) 3

2 Apply the Fourth Index Law and simplify. = 21 × 3 × n4 × 3
= 23n12
= 8n12
b 1 Write the expression. b (3a2b7) 3
2 Apply the Fifth Index Law and simplify. = 31 × 3 × a2 × 3 × b7 × 3
= 33a6b21
= 27a6b21

( y4 )
c 1 Write the expression. c 2x3 4

21×4 × x3×4
2 Apply the Sixth Index Law and simplify. =
y4×4
12
16x
=
y16

TOPIC 2 Indices  31
 d 1 Write the expression. d (−4) 3
2 Expand the expression. = −4 × −4 × −4
3 Simplify, taking careful note of the negative sign. = −64

RESOURCES — ONLINE ONLY

Interactivity: First Index Law (int-3709)

Interactivity: Second Index Law (int-3711)
Interactivity: Third Index Law (int-3713)
Interactivity: Fourth Index Law (int-3715)
Interactivity: Fourth Index Law — multiplication (int-3716)
Interactivity: Fifth and Sixth Index Laws — multiplication (int-6063)
eLesson: Index laws (eles-1903)
Digital doc: SkillSHEET Index form (doc-5168)
Digital doc: SkillSHEET Using a calculator to evaluate numbers given in index form (doc-5169)

Exercise 2.2 Review of index laws

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–f, 2a–f, 3a–f, 4a–f, 6, 7a–f, 9, 10 1d–i, 2d–i, 3a–f, 4e–l, 6, 7a–f, 1d–l, 2d–l, 3, 4d–o, 5, 6, 7d–i, 8–18
9–11, 15

To answer questions online and to receive immediate feedback and fully worked solutions for every question,
go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE1a, b Simplify each of the following.
a. a3 × a4 b. a2 × a3 × a c. b × b5 × b2
d. ab × a b
2 3 5
e. m2n6 × m3n7 f. a2b5c × a3b2c2
g. mnp × m5n3p4 h. 2a × 3ab i. 4a2b3 × 5a2b × 12b5
j. 3m3 × 2mn2 × 6m4n5 k. 4x2 × 12xy3 × 6x3y3 l. 2x3y2 × 4x × 12x4y4
2. WE1c Simplify each of the following.
a. a4 ÷ a3 b. a7 ÷ a2 c. b6 ÷ b3
4a7 21b6 48m8
d. e. f.
3a3 7b2 12m3
m7n3 2x4y3
g. h. i. 6x7y ÷ 8x4
m4n2 4x4y
20m5n3p4 14x3y4z2
j. 7ab5c4 ÷ ab2c4 k. l.
16m3n3p2 28x2y2z2

32  Maths Quest 10 Stage 5 NSW Australian curriculum

 3. WE2 Simplify each of the following.
a. a0 b. (2b)0 c. (3m2)0 d. 3x0 e. 4b0
g. 4a0 − ( )
a 0
f. −3 × (2n)0 h. 5y0 − 12 i. 5x0 − (5xy2)0
4
4. WE3 Simplify each of the following.
c. (
3)
d. (
3 )
m2 4 2n4 2
a. (a2)3 b. (2a5)4 e. (a2b)3

h. (
4 )
i. ( ) j. (
n2 )
3m2n 3 a2 2 5m3 4
f. (3a3b2)2 g. (2m3n5)4
b3
k. (
2y5 ) ( 5b3 )
7x 3 3a 4
l. m. (−3)5 n. (−7)2 o. (−2)5

5. MC a. 2m10n5 is the simplified form of:

e. (
n3 )
6m10n4 2m5 2
a. m5n3 × 2m4n2 b. c. (2m5n2)2 d. 2n(m5)2 × n4
3n
b. The value of 4 − (5a)0 is:
a. −1 b. 9 c. 1 d. 3 e. 5
6. MC a. 4a b × b × 5a b simplifies to:
3 4 2 3

a. 9a5b8 b. 20a5b7 c. 20a5b8 d. 9a5b7 e. 21a5b8

15x9 × 3x6
b. simplifies to:
9x10 × x4
a. 5x9 b. 9x c. 5x29 d. 9x9 e. 5x
3p7 × 8q9
c. simplifies to:
12p3 × 4q5
a. 2q4 p4q4 q4 p4q4 q4
b. c. d. e.
2 2 24 24
5
7a b 3 3
7b a 2
d. ÷ simplifies to:
5a6b2 5b5a4
49a3b 25a3b 25ab3
a. b. c. a3b d. ab3 e.
25 49 49
7. Evaluate each of the following.
35 × 46
a. 23 × 22 × 2 b. 2 × 32 × 22 c. (52)2 d. e. (23 × 5)2
34 × 44
3
44 × 56
f. (35) g. h. (33 × 24)0 i. 4(52 × 35)0
43 × 55
8. Simplify each of the following.
a. (xy)3z b. ab × (pq)0 c. ma × nb × (mn)0
d. ( )
a2 x n3m2
e. p q f. (am + n) p
b3 nm
Communicating, reasoning and problem solving
9. Explain why a3 × a2 = a5 and not a6.
10. Is 2x ever the same as x2? Explain your reasoning using examples.
11. Explain the difference between 3x0 and (3x)0.
12. a. In the following table, enter the values of 3a2 and 5a when a = 0, 1, 2 and 3.
a 0 1 2 3
3a2
5a
3a2 + 5a
3a2 × 5a

TOPIC 2 Indices  33
 b. Enter the values of 3a2 + 5a and 3a2 × 5a in the table.
c. What do you think will happen as a becomes very large?
13. Find algebraically the exact value of x if 4x+4 = 2x . Justify
2

your answer.
14. Binary numbers (base 2 numbers) are used in ­computer
operations. As the name implies, binary uses only two
types of numbers, 0 and 1, to express all numbers.
A binary number such as 101 (read ‘one, zero, one’) means
(1 × 22) + (0 × 21) + (1 × 20) = 4 + 0 + 1 = 5 in base 10,
the base we are most familiar with.
The number 1010 (read ‘one, zero, one, zero’) means
(1 × 23) + (0 × 22) + (1 × 21) + (0 × 20) = 8 + 0 + 2
+ 0 = 10.
If we read the binary number from right to left, the index
of 2 increases by one each time, beginning with a power of zero.
Using this information, write out the numbers 1 to 10 in binary (base 2) form.
15. Solve the following for x.
7x × 71+2x
a. = 16 807 b. 22x − 5(2x) = −4
(7x) 2
16. For the following:
a. calculate the correct answer
b. identify the error in the solution.

( a2b2 ) ( a2b3 ) ( b2 ) ( b3 )
a2b3c 3 a3b2c2 2 b3c 3 ab2c2 2
× = ×

(1) ( b )
bc 3 ac2 2
= ×

( b )
abc3 6
=

( 1 )
ac3 6
=

= a6c18
17. Why are these laws called index laws?
18. It was estimated that there were 4 × 1010 locusts in the largest swarm ever seen. If each locust can
consume 2 grams of grain in a day, how long would it take the swarm to consume 1 tonne of grain?

34  Maths Quest 10 Stage 5 NSW Australian curriculum

2.3 Negative indices [Stage 5.2]
a3
•• Consider the expression . This expression can be simplified in two different ways.
a5
3
1. Written in expanded form: a = a×a×a
a 5 a×a×a×a×a
1
=
a×a
1
=
a2
a3
2. Using the Second Index Law: = a3−5
a 5
= a−2
1
So, a−2 = .
a2
0
1 a
•• In general, n = n (1 = a0)
a a
= a0−n (using the Second Index Law)
= a−n
1
•• Seventh Index Law: a−n = n
a
•• The convention is that an algebraic term should be written using positive indices and with
­pronumerals given in alphabetical order.

DISCUSSION
Why do we write algebraic terms in alphabetical order?

WORKED EXAMPLE 4

Express each of the following with positive indices.

4
a x−3 b 2m−4n2 c
a−3
THINK WRITE
a 1 Write the expression. a x−3
1
2 Apply the Seventh Index Law. =
x3
b 1 Write the expression. b 2m−4n2
2n2
2 Apply the Seventh Index Law to write the expression with =
positive indices. m4
4
c 1 Write the expression and rewrite the fraction using a division sign. c
−3
= 4 ÷ a−3
a

TOPIC 2 Indices  35
 1
2 Apply the Seventh Index Law to write the expression with =4÷
­positive indices. a3

a3
3 To divide by the fraction, change the fraction division into =4×
1
­multiplication.
= 4a3

1
•• Part c from Worked example 4 demonstrates the converse of the Seventh Index Law, = an.
a−n

WORKED EXAMPLE 5

Simplify each of the following, expressing the answers with positive indices.

( n−2 )
2 x4y2 2m3 −2
a a2b−3 × a−5b b c
3xy5
THINK WRITE

a 1 Write the expression. a a2b−3 × a−5b

2 Apply the First Index Law. Multiply terms with the same base by = a2 + −5b−3 + 1
adding the indices. = a−3b−2
1
3 Express the answer with positive indices. =
a b2
3

4 2
b 1 Write the expression. b 2x y
3xy5
2x4−1y2−5
2 Apply the Second Index Law. Divide terms with the same base by =
3
subtracting the indices.
2x y−3
3
=
3
3 Express the answer with positive indices. 2x3
=
3y3

( n−2 )
c 1 Write the expression. c 2m3 −2

2 Apply the Sixth Index Law. Multiply the indices of both the 2−2m−6
=
numerator and denominator by the index outside the brackets. n4
1
3 Express all terms with positive indices. =
2 m6n4
2

1
4 Simplify the expression. =
4m6n4

•• Numbers in index form can easily be evaluated if they are expressed with positive indices first.
Consider the following example.

36  Maths Quest 10 Stage 5 NSW Australian curriculum

 WORKED EXAMPLE 6

Evaluate 6 × 3−3 without using a calculator

THINK WRITE

1 Write the multiplication. 6 × 3−3

2 Apply the Seventh Index Law to write 3−3 with a positive index. 1
=6×
33
6
3 Multiply the numerator of the fraction by the whole number. =
33
6
4 Evaluate the denominator. =
27
2
5 Cancel by dividing both the numerator and denominator by the highest =
­common factor (3). 9

RESOURCES — ONLINE ONLY

Interactivity: Colour code breaker (int-2777)

Interactivity: Negative indices (int-6064)
eLesson: Negative indices (eles-1910)

Exercise 2.3 Negative indices

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–i, 2a–i, 3a–f, 4, 5a–e, 6a–b, 1a–i, 2a–i, 3c–h, 4, 5a–g, 6, 7, 1, 2c–o, 3c–l, 4, 5d–j, 6, 7, 8c–f,
8a–c, 9, 11a, 12 8b–e, 9, 11a–b, 12, 13, 15, 18 9–20

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE4 Express each of the following with positive indices.
a. x−5 b. y−4 c. 2a−9 d. 45a−3
1
e. 3x2y−3 f. 2−2m−3n−4 g. 6a3b−1c−5 h.
a−6
2 6a 7a−4 2m3n−5
i. j. k. l.
3a−4 3b−2 2b−3 3a−2b4
2. WE5 Simplify each of the following, expressing the answers with positive indices.
a. a3b−2 × a−5b−1 b. 2x−2y × 3x−4y−2 c. 3m2n−5 × m−2n−3 d. 4a3b2 ÷ a5b7
6m4n 4x2y9
e. 2xy6 ÷ 3x2y5 f. 5x−2y3 ÷ 6xy2 g. h.
2n3m6 x7y−3

TOPIC 2 Indices  37
 2m2n−4
i. (2a3m4)−5
j. 4(p7q−4)−2
k. 3(a−2b−3)4
l.
6m5n−1

(3q3) (2b−3) (3b−2)

2p2 −3 a−4 2 6a2 −3
m. n. o.

3. WE6 Evaluate each of the following without using a calculator.

a. 2−3 b. 6−2 c. 3−4 d. 3−2 × 23
6 4 × 3−3
e. 4−3 × 22 f. 5 × 6−2 g. h.
2−3 2−3
160 × 24 53 × 250 34 × 42
i. 13 × 5−2 × 34 j. k. l.
82 × 2−4 252 × 5−4 123 × 150
4. Write each of these numbers as a power of 2.
a. 8 b. 18 c. 32 1
d. 64
5. Complete each statement by writing the correct index.
1
a. 125 = 5 ⋯ b. 16 = 4⋯ c. 17 = 7 … d. 216 = 6 ⋯
1
e. 0.01 = 10 ⋯ f. 1 = 8 ⋯ g. 64 = 4 ⋯ h. 64 = 4…
1 1
i. 64 = 2… j. 64 = 8…
6. Evaluate the following expressions.

(3 )
b. (54 ) c. (3 12 ) d. (15 )
−1 −1 −1 −1
2
a.

7. Write the following expressions with positive indices.

(b) ( b3 ) (b−3) (n−2)

a −1 a2 −1 a−2 −1 m3 −1
a. b. c. d.

8. Evaluate each of the following using a calculator.

d. (12 )
−8
a. 3−6 b. 12−4 c. 7−5
e. (34 )
−7
f. (0.04)−5

9. MC a. x−5 is the same as:

1 1
a. −x5 b. −5x c. 5x d. e.
1 x5 x−5
b. is the same as:
a−4
1
a. 4a b. −4a c. a4 d. e. −a4
a4
c. 18 is the same as:
1
a. 23 b. 2−3 c. 32 d. 3−2 e.
2−3
3m4
10. MC a. Which of the following, when simplified, gives ?
4n2
3m−4n−2 3n−2
a. b. 3 × 2−2 × m4 × n−2 c.
4 2−2m−4
22n−2
d. e. 3m4 × 22n−2
−1
3 m −4

b. When simplified, 3a−2b−7 ÷ 34a−4b6 is equal to:

4 9b 9a2 4a2 4a2
a. b. c. d. e.
a6b13 4a6 4b b13 b
6 −4 −3
c. When (2x y ) is simplified, it is equal to:
2x18 x18 y12 8y12 x18
a. b. c. d. e.
y12 8y12 8x18 x18 6y12

38  Maths Quest 10 Stage 5 NSW Australian curriculum

 (b )
2ax 3 8b9
d. If y
is equal to , then x and y (in that order) are:
a6
a. –3 and –6 b. –6 and –3 c. –3 and 2 d. –3 and –2 e. –2 and –3
11. Simplify the following, expressing your answers with positive indices.
m−3n−2 (m3n−2)−7 5(a3b−3)2 (5a−2b)−1
a. b. c. ÷
m−5n6 (m−5n3)4 (ab−4)−1 (a−4b)3
12. Simplify the following, expanding any expressions in brackets.
a. (r3 + s3) (r3 − s3) b. (m5 + n5)2

(px−1)
(xa+1)b × xa+b px+1 −4 p8(x+1) p2
c. d. × ×
xa(b+1) × x2b (p2x)4 (p12x)0

(22r × 16)
2r × 8r
13. Write in the form 2ar+b.

14. Write 2−m × 3−m × 62m × 32m × 22m as a power of 6.

15. Solve for x if 4x − 4x−1 = 48.
Communicating, reasoning and problem solving
16. Explain why each of these statements is false. Illustrate each answer by substituting a value for the
pronumeral.
1
a. 5x0 = 1 b. 9x5 ÷ 3x5 = 3x c. a5 ÷ a7 = a2 d. 2c−4 =
17. Solve for x and y if 5x−y = 625 and 32x × 3y = 243. 2c4
35x
Hence, evaluate .
7 × 5−3y
−2y

18. Solve for n. Verify your answers.

(3n)n × (3n)−1
a. (2n)n × (2n)3 × 4 = 1 b. =1
81
19. Are there any index laws from Section 2.2 that do not apply to negative indices?
20. Are x −2 and −2x equivalent expressions? Why or why not?

2.4 Fractional indices [Stage 5.3]

•• Terms with fractional indices can be written as surds, using the following laws:
1
n n
1.   a = √a
m
n n
2. a = √am
n
= (√a) m
•• To understand how these laws are formed, consider the following numerical examples.
1 1
We know 42 × 42 = 41

and that √4 × √4 = √16

=4
1
It follows, then, that 4 = √4.
2

1 1 1
Similarly, we know that 83 × 83 × 83 = 81
and that √3 8 × √3 8 × √3 8 = √3 512
=8
1
It follows, then, that 83 = √3 8.

TOPIC 2 Indices  39
 1
n n
This observation can be generalised to a = √a.
m 1 m 1
n n n n×m
Now consider: a = am ×   or  a = a
1 1
n n
= (am) = (a ) m
n n
= √am = (√a) m
m
n n n
•• Eighth Index Law: a = √am = (√a) m

WORKED EXAMPLE 7

Evaluate each of the following without using a calculator.

1 3
a 92 b 162
THINK WRITE
1
a 1 Rewrite the number using the Eighth Index Law. a 92 = √9
2 Evaluate the result. =3
m 3
n n
b 1 Rewrite the number using a = (√a) m. b 162 = (√16) 3
= 43
2 Simplify and evaluate the result. = 64

WORKED EXAMPLE 8

Simplify each of the following. 1

( y4 )
2 2
1 2 1 3
x
a m × m
5 5
b (a2b3) 6 c
3

THINK WRITE
1 2
a 1 Write the expression. a m5 × m5
3
2 Apply the First Index Law to multiply terms with the same base = m5
by adding the indices.
1
b 1 Write the expression. b (a2b3) 6
2 Use the Fourth Index Law to multiply each index inside the 2 3

brackets by the index outside the brackets. = a6b6

1 1
3 Simplify. = a3b2
c 1 Write the expression. c 1

(y4 )
2 2
3
x
3

1
2 Use the Sixth Index Law to multiply the index in both x3
the numerator and denominator by the index outside =
3
the brackets. y8

40  Maths Quest 10 Stage 5 NSW Australian curriculum

 DISCUSSION
Why is finding the square root of an expression the same as raising the expression to the power of a half?

RESOURCES — ONLINE ONLY

Interactivity: Fractional indices (int-6107)

eLesson: Fractional indices (eles-1950)
Digital doc: SkillSHEET Addition of fractions (doc-5176)
Digital doc: SkillSHEET Subtraction of fractions (doc-5177)
Digital doc: SkillSHEET Multiplication of fractions (doc-5178)
Digital doc: SkillSHEET Writing roots as fractional indices (doc-5179)
Digital doc: WorkSHEET Fractional indices (doc-5180)

Exercise 2.4 Fractional indices

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–5, 6a, d, g, 7a, d, 8a, d, g, 9a, 1–5, 6a, b, e, h, i, 7a, b, c, f, 8a, 1–5, 6c, f, i, 7c, f, 8c, f, i, 9b, c, e,
d, 10a, d, g, 11a, d, g, 12, 13, b, d, e, g, h, 9a, b, d, e, 10b, e, h, f, 10c, f, i, 11c, f, i, 12–20
14a, d, g, 15, 16 11b, e, h, 12, 13, 14b, e, h, 15,
16, 17

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.

Understanding and fluency

1. WE7 Evaluate each of the following without using a calculator.
1 1 1 1 1 1
a. 162 b. 252 c. 812 d. 83 e. 643 f. 814
2. Write the following in surd form.
1 1 2 5 3
a. 152 b. m4 c. 75 d. 72 e. w8 f. w1.25
1
g. 533 h. a0.3
3. Write the following in index form.
a. √t b. √4 57 c. √6 611 d. √7 x6 e. √6 x7 f. √5 w10
x
g. √5 w10 h. √11n
4. Without using a calculator, find the exact value of each of the following.
2 4 3 4 3 2
a. 83 b. 83 c. 325 d. 325 e. 252 f. 273
−2 3 6 1 1 1
3 4 2 12 2 3
g. 27 h. 81 i. 10 j. 36 k. 7 l. 12

TOPIC 2 Indices  41
 5. Using a calculator, evaluate each of the following. Give answers correct to 2 decimal places.
1 1 1 1 3 4
a. 33 b. 52 c. 75 d. 89 e. 128 f. (0.6)5
3 3 2

(3) (4) (5)

2 2 3 4 4 3
g. h. i.

6. WE8a Simplify each of the following.

3 1 1 3 1 1 3 2 1 1 3 2
a. 45 × 45 b. 28 × 28 c. a2 × a3 d. x4 × x5 e. 5m3 × 2m5 f. 12b7 × 4b7
2 3 3 1
g. −4y2 × y9 h. 25a8 × 0.05a4 i. 5x3 × x2
7. Simplify each of the following.
2 3 1 3 3 2 1 1 1 3 4
a. a3b4 × a3b4 b. x5y9 × x5y3 c. 2ab3 × 3a5b5
3 1 2 1 1 1 1 1 2 3 1 3 3
d. 6m7 × 13m4n5 e. x3y2z3 × x6y3z2 f. 2a5b8c4 × 4b4c4
8. Simplify each of the following. 4
1 1 2 1 3 6 3 3 1
m5
a. 3 ÷ 3
2 3
b. 5 ÷ 5
3 4
c. 122 ÷ 12 2
d. a ÷ a
7 7
e. x ÷ x
2 4
f.
5
3 3
2x 4
7n2 25b 5 m9
g. h. 4
i.
3 1
3
4x 5 21n 20b4
9. Simplify each of the following.
4 3 5 2 2 2 3 4 3
a. x3y2 ÷ x3y5 b. a9b3 ÷ a5b5 c. m8n7 ÷ 3n8
3 3 7 1
4 2 1
5a4b5 p8 q4
d. 10x y ÷ 5x y5 3 4
e. f.
1 1 2 1
5 4
20a b 7p3q6
10. Simplify each of the following.
3 3 2 1 1 1 4 3 1 1
a. (24) 5 b. (53) 4 c. (75) 6 d. (a3) 10 e. (m9) 8 f. (2b2) 3
3 14 m n a b
n p c
g. 4(p7) 15 h. (x ) i. (3mb)
11. WE8b, c Simplify each of the following.
3 2

(b)
1 1 1 3 3 7 1 3 3 1 1 2 2 1
2 3 2 4 a4 3
a. (a b ) b. (a4b) c. (x5y8) 2 3 5 4 3
d. (3a b c ) 2 3 5 2
e. 5(x y z ) f.
1

(n ) ( c49 )
2 1

(2y4 )
4 3 2
5 2
m 5 b 4x7
g. 7
h. i. 3
8

2
12. MC a. y5 is equal to:
1 1 1
2 5
a. (y2) 5 b. y × c. (y5) 2 d. 2√y e. (y5) 2
5
2
b. k3 is not equal to:
1 1 1
3 3
a. (k3) 2 b. √k2 c. (k2) 3 d. (√k) 2 e. (k2) 3

42  Maths Quest 10 Stage 5 NSW Australian curriculum

 1
c. 5
is equal to:
√g2
2 −2 5 −5 1
5 5 2 2
a. g b. g c. g d. g e. 2g5
3 m 1
n
13. MC a. If (a4) is equal to a4, then m and n could not be:
a. 1 and 3 b. 2 and 6 c. 3 and 8 d. 4 and 9 e. both C and D
p

(bp )
m m
n
a
b. When simplified, n is equal to:

m p mp m2
p n n np
a a a ap a
a. n b. n c. n d. m e. nm
m m m b 2
b b b bp
14. Simplify each of the following.
a. √a8 b. √3 b9 c. √4 m16 d. √16x4 e. √3 8y9
f. √4 16x8y12 g. √3 27m9n15 h. √5 32p5q10 i. √3 216a6b18
15. The relationship between the length of a pendulum (L) in a grandfather
clock and the time it takes to complete one swing (T) in seconds is given
by the following rule. Note that g is the acceleration due to gravity and
should be taken as 9.8. 1

( g)
L 2
T = 2π
a. Calculate the time it takes a 1-m-long pendulum to complete one swing.
b. Calculate the time it takes the pendulum to complete 10 swings.
c. How many swings will be completed after 10 seconds?
Communicating, reasoning and problem solving
16. Using the index laws, show that √5 32a5b10 = 2ab2.
17. To rationalise a fraction means to remove all non-rational numbers from the
a2
denominator of the fraction. Rationalise by multiplying the numerator and
3 + √b3
denominator by 3 − √b3, and then evaluate if b = a2 and a = 2. Show all of your
working.
2 1 1 2 2
m5 − 2m5n5 + n5 − p5
18. Simplify .
1 1 1
m −n −p
5 5 5

19. A scientist has discovered a piece of paper with a complex formula written on it. She thinks that
someone has tried to disguise a simpler formula. The formula is:

( ab2 ) (a2√b)
√4 a13a2√b3 √a3b 2 b2 3
× b3 × ×
√a1b
a. Simplify the formula using index laws so that it can be worked with.
b. From your simplified formula, can a take a negative value? Explain.
c. What is the smallest value for a for which the expression will give a rational answer? Consider only
integers.
20. Why is it easier to perform operations with fractional indices than with expressions using surds?

TOPIC 2 Indices  43
2.5 Combining index laws [Stage 5.3]
•• When several steps are needed to simplify an expression, expand brackets first.
•• When fractions are involved, it is usually easier to carry out all multiplications first, leaving one
­division as the final process.
•• Final answers are conventionally written using positive indices.

DISCUSSION
Do you still need to follow the correct order of operations when simplifying expressions with indices? Use some
examples to explain your response.

WORKED EXAMPLE 9

Simplify each of the following.

(2a)4b4 3n−2 × 9n+1
a b
6a3b2 81n−1

THINK WRITE
a 1 Write the expression. a (2a) 4b4
6a3b2
  2 Apply the Fourth Index Law to remove the bracket.   16a4b4
  =
6a3b2
  3 Apply the Second Index Law for each number and pronumeral to   8a4 − 3b4 − 2
  =
simplify. 3
  4 Write the answer.   8ab2
  =
3
b 1 Write the expression. b 3n − 2 × 9n + 1
81n − 1
  2 Rewrite each term in the expression so that it has a base of 3.   3n − 2 × (32) n + 1
  =
(34) n − 1
  3 Apply the Fourth Index Law to expand the brackets.   3n − 2 × 32n + 2
  =
34n − 4
  4 Apply the First and Second Index Laws to simplify and write your   33n
=
answer. 34n − 4
 
1
=
3n − 4

WORKED EXAMPLE 10

Simplify each of the following.

a (2a3b) 4 × 4a2b3 7xy3 2m5n × 3m7n4
b c
(3x3y2) 2 7m3n3 × mn2

44  Maths Quest 10 Stage 5 NSW Australian curriculum

THINK WRITE
a 1 Write the expression. a (2a3b) 4 × 4a2b3
  2 Apply the Fourth Index Law. Multiply each index inside the     = 24a12b4 × 4a2b3
brackets by the index outside the brackets.
  3 Evaluate the number.     = 16a12b4 × 4a2b3
  4 Multiply coefficients and multiply pronumerals. Apply the First   = 16 × 4 × a12+2b4+3
 
Index Law to multiply terms with the same base by adding the = 64a14b7
indices.
b 1 Write the expression. b 7xy3
(3x3y2) 2

  2 Apply the Fourth Index Law in the denominator. Multiply each   7xy3
index inside the brackets by the index outside the brackets.   =
9x6y4
  3 Apply the Second Index Law. Divide terms with the same base by   7x−5y−1
subtracting the indices.   =
9
−m 1
  4 Use a = m to express the answer with positive indices.   7
a   =
9x5y
c 1 Write the expression. c 2m5n × 3m7n4
7m3n3 × mn2

  2 Simplify each numerator and denominator by multiplying   6m12n5

  =
coefficients and then terms with the same base. 7m4n5
  3 Apply the Second Index Law. Divide terms with the same base by   6m8n0
  =
subtracting the indices. 7
  4 Simplify the numerator using a0 = 1.   6m8 × 1
=
  7
6m8
=
7

WORKED EXAMPLE 11

Simplify each of the following.

(5a2b3) 2 a2b5 8m3n−4 4m−2n−4
a × b ÷
a10 (a3b) 7 (6mn2) 3 6m−5n

THINK WRITE

a 1 Write the expression. a (5a2b3) 2 a2b5

×
a10 (a3b) 7
  2 Remove the brackets in the numerator of the first   25a4b6 a2b5
  = ×
fraction and in the denominator of the second fraction. a10 a21b7
  3 Multiply the numerators and then multiply the denomi-   25a6b11
     =
nators of the fractions. (Simplify across.) a31b7

TOPIC 2 Indices  45
   4 Divide terms with the same base by subtracting the     = 25a−25b4
indices. (Simplify down.)
25b4
  5 Express the answer with positive indices.     =
a25
b 1 Write the expression. b 8m3n−4 4m−2n−4
÷
(6mn2) 3 6m−5n

  2 Remove the brackets.   8m3n−4 4m−2n−4

  = ÷
216m3n6 6m−5n

  3 Change the division to multiplication.   8m3n−4 6m−5n

  = ×
216m3n6 4m−2n−4

  4 Multiply the numerators and then multiply the denomi-   48m−2n−3

  =
nators. (Simplify across.) 864mn2
  5 Cancel common factors and divide pronumerals with the   m−3n−5
  =
same base. (Simplify down.) 18
  6 Simplify and express the answer with positive indices.   1
  =
18m3n5

•• Note that the whole numbers in part b of Worked example 11 could be cancelled in step 3.

RESOURCES — ONLINE ONLY

Interactivity: Combining index laws (int-6108)

Digital doc: WorkSHEET Combining index laws (doc-5181)

Exercise 2.5 Combining index laws

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–d, 2a–d, 3a–d, 4a–d, 5a–d, 6, 1c–h, 2c–f, 3c–g, 4b–f, 5c–f, 6–10, 1f–j, 2e–i, 3f–i, 4d–f, 5e–h, 6–10,
7, 9, 10, 11a, d, 12 11b–e, 12 11c–f, 12–17

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE10a Simplify each of the following.
a. (3a2b2) 3 × 2a4b3 b. (4ab5) 2 × 3a3b6 c. 2m3n−5 × (m2n−3) −6
d. (2pq ) × (5p q )
3 2 2 4 3 e. (2a7b2) 2 × (3a3b3) 2 f. 5(b2c−2) 3 × 3(bc5) −4
1 1 3 4 1 3 1 1 2 1 3 1 3 1
−4 − −3
g. 6x2y3 × (4x4y5) 2 h. (16m3n4) 4 × (m2n4) 3 i. 2(p3q3) × 3(p4q 4)
1 2 1 1 3 2
−3
j. (8p5q3) × (64p3q4) 3

46  Maths Quest 10 Stage 5 NSW Australian curriculum

2. WE10b Simplify each of the following.

( 2x7y4 )
5a2b3 4x5y6 (3m2n3) 3 4x3y10 6
3a3b−5
a. b. c. d. e.
(2a3b) 3 (2xy3) 4 (2m5n5) 7 (2a7b4) −3
1 1 1 1

( 2g4h ) (5b−3c−4)
3g2h5 3 (5p6q3) 2 3b2c3 −4 (x3y4z2) 2
f. g. h. i.
1 1 2 2 1 1 3
2 4 3 − −2
25(p q ) (x3y 4z3)
3. WE10c Simplify each of the following.
2a2b × 3a3b4 4m6n3 × 12mn5 10m6n5 × 2m2n3
a. b. c.
4a3b5 6m7n6 12m4n × 5m2n3
6x3y2 × 4x6y (6x3y2) 4 5x2y3 × 2xy5
d. e. f.
9xy5 × 2x3y6 9x5y2 × 4xy7 10x3y4 × x4y2
3 1 4 3
a3b2 × 2(ab5) 3 (p6q2) −3 × 3pq 6x2y2 × x5y5
g. h. i.
6(a2b3) 3 × a4b 2p−4q−2 × (5pq4) −2 1 1 1 1
2(x2y) 5 × 3x2y5
4. WE11a Simplify each of the following.
a3b2 2a6b (2a6) 2 4ab6 (m4n3) 2 (m3n3) 3
a. × b. × c. ×
5a4b7 a9b3 10a7b3 6a3 (m6n) 4 (2mn) 2

( 3mn5 ) (3x3y5) (2y10)

2m3n2 3 6m2n4 2xy2 4 x3y9 2 4x−5y−3 3x5y6
d. × e. × f. ×
4m3n10 (x2y2) −2 2−2x−7y
1 1 1 1 2 1 1

( 3p5 )
5p6q−5 5p6q4 −2
2a b2 3 (4a b) 4 2 3x3y5 4x2
g. × h. × i. ×
3q−4 1 1
3 2
1
4
1 1
3 4
3
6a b ba 9x y x4y
5. WE11b Simplify each of the following.

3a6b7 (2a6b4) ( b6 ) (2b5)

5a2b3 a9b4 7a2b4 3ab 3 4a9 3 3a7 4
a. ÷ b. ÷ c. ÷
6a7b5 3ab6

( 2xy5 ) 2m−6n−5 ( m−1n )

5x2y6 (4x6y) 3 x5y−3 −4 4x6y−10 3m3n4 2m4n6 −2
d. ÷ e. ÷ f. ÷
(2x4y5) 2 10xy3 (3x−2y2) −3
1 1 1 1

( )
1 3 2 1 3
6m3n4 4b3c3 − −2
g. 4m n ÷ 2 4
h. ÷ (2b3c 5)
3 1 1
8m4n2 6c5b
6. Evaluate each of the following.
(26 × 39)0
a. (52 × 2)0 × (5−3 × 20)5 ÷ (56 × 2−1)−3 b. (23 × 33)−2 ÷
26 × (3−2)−3
7. Evaluate the following for x = 8. (Hint: Simplify first.)
(2x)−3 × ( ) ÷
x 2 2x
2 (23) 4
a2y × 9by × (5ab)y
8. a. Simplify the following fraction. 
(ay) 3 × 5(3by) 2
b. Find the value of y if the fraction is equal to 125.
3
9. MC Which of the following is not the same as (4xy)2?
1
3 3 1 1
(2x3y3) 2
a. 8x y 2 2
b. (√4xy) 3 c. √64x3y3 d. e. 4xy2 × (2xy2) 2
(√32) −1

TOPIC 2 Indices  47
 x2y xy
10. MC The expression ÷ is equal to:
(2xy2) 3 16x0
2 2x2 2 1
a. b. c. 2x2y6 d. e.
x y6
2 b6 xy6 128xy5
11. Simplify the following.
1 1

(n−3)
1 2 453
3
a. √m2n ÷ √mn3 b. (g−2h) 3 × c.
3 3
94 × 152

(3−3b−3) ( a4b−2 )
3 1 3 3 1
−4 −4 a3b−2 −2 3−3a−2b 2
d. 22 × 4 × 16 e. ÷ f. (√5 d 2) 2 × (√3 d 5) 5

Communicating, reasoning and problem solving

12. In a controlled breeding program at Melbourne Zoo, the
population (P) of koalas at t years is modelled by
P = P0 × 10kt. Given P0 = 20 and k = 0.3:
a. calculate the number of koalas after 2 years
b. determine when the population will be equal to 1000.
13. The decay of uranium is modelled by D = D0 × 2−kt. If it
takes 6 years for the mass of uranium to halve, find the
percentage remaining after:
a. 2 years b. 5 years c. 10 years.
Give your answers to the nearest whole number.
72x + 1 − 72x − 1 − 48
14. Simplify .
36 × 72x − 252
z4 + z−4 − 3
15. Simplify .
1
−2
z +z −5
2 2

16. Do index laws need to be performed in a certain order?

17. Find an expression for x in terms of y, given that
(√ay) x = ax × ay.

48  Maths Quest 10 Stage 5 NSW Australian curriculum

2.6 Review
Investigation | Rich task
Digital world: ‘A bit of this and a byte of that’
‘The digital world of today is run by ones and
zeros.’ What does this mean?
Data is represented on a modern digital com-
puter using a base two (binary) system, that is,
using the two digits 1 and 0, thought of as ‘on’
and ‘off’. The smallest unit of data that is trans-
ferred on a computer is a bit (an abbreviation of
binary digit). Computer and storage mecha-
nisms need to hold much larger values than a
bit. Units such as bytes, kilobytes (KB), mega-
bytes (MB), gigabytes (GB), and terabytes (TB)
are based on the conversion of 8 bits to 1 byte.
Your text messages, graphics, music and photos
are files stored in sequences of bytes, each byte
being 8 bits (8b = 1B).
You may have heard the terms ‘meg’ and ‘gig’. In computer terminology, these refer to gigabytes
and megabytes. In the digital world, the prefixes kilo-, mega- and giga- express powers of two, where
kilo- means 210, mega- means (210) 2 and so on. Thus the number of bytes in a computer’s memory
builds in powers of 2, for example 1 kilobyte = 1024 bytes (210 bytes). (This differs from the decimal
system, in which the prefixes kilo-, mega- and giga- express powers of ten, with kilo- meaning 103,
mega- meaning (103) 2 and so on.)
A byte (8 bits) is used to represent a single character. For example the letter ‘A’ is represented in
binary as 01000001. A book of a thousand pages in print can be stored in millions of bits, but more
commonly it would be described as being stored in megabytes with one byte per character.
1. Complete the table below to show the difference in value between the binary and decimal
systems.
Power of 2 and Power of 10 and
Unit Symbol value in bytes value in bytes
Byte B 20 = 1 100 = 1
Kilobyte KB 210 = 1024 103 = 1000
Megabyte   220 =  
Gigabyte      
Terabyte      

2. The two numbering systems have led to some confusion, with some manufacturers of digital
products thinking of a kilobyte as 1000 bytes rather than 1024 bytes. Similar confusion arises
with megabytes, gigabytes, terabytes and so on. This means you might not be getting exactly the
amount of storage that you think.
If you bought a device quoted as having 16 GB memory, what would be the difference in
memory storage if the device had been manufactured using the decimal value of GB as opposed
to the binary system?

TOPIC 2 Indices  49
 Many devices allow you to check the availability of
General Usage
storage. On one such device, the iPhone, available
storage is found by going to ‘General’ under the heading Storage
‘Settings’. 3.9 GB Available 9.5 GB Used
3. How much storage is left in MB on the following iPhone?
4. If each photo uses 3.2 MB of memory, how many photos Photos & Camera 1.6 GB
can be added?
Have you ever wondered about the capacity of our brain Radio 1.6 GB
to store information and the speed at which information is
transmitted inside it? Maps 1.2 GB
5. Discuss how the storage and speed of our brains compares
to our current ability to send and store information in the My Movie 461 MB
digital world. The capacity of the human brain is 10–100
terabytes. On average, 20 million billion bits of informa-
tion are transmitted within the brain per second.
6. Investigate which country has the fastest internet speed and compare this to Australia.

RESOURCES — ONLINE ONLY

Digital doc: Investigation — Digital world: ‘A bit of this and a byte of that’ (doc-15916)
Digital doc: Code puzzle — What historical event took place in France in 1783? (doc-15917)
Digital doc: Summary Topic 2 (doc-22900)
Interactivity: Word search Topic 2 (int-2826)
Interactivity: Crossword Topic 2 (int-2827)
Interactivity: Sudoku Topic 2 (int-3588)

50 Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 2.6 Review questions
To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at http://www.jacplus.com.au. Note: Question numbers may vary
slightly.
Understanding and fluency
1. MC 3d10e4 is the simplified form of:

( e2 )
6d10e5 d5 2
a. d 6e2 × 3d4e3 b. c. (3d5e2) 2 d. 3e (d5) 2 × e3 e. 3
2e2
2. MC 8m3n × n4 × 2m2n3 simplifies to:
a. 10m5n8 b. 16m5n7 c. 16m5n8 d. 10m5n7 e. 17m5n8
3. MC 8x3 ÷ 4x−3 is equal to:
2
a. 2 b. 2x0 c. 2x6 d. 2x−1 e.
x9
12x8 × 2x7
4. MC simplifies to:
6x9 × x5
a. 4x5 b. 8x c. 4x d. 8x5 e. 4x29
(a b3) 5
2
5. MC The expression is equal to:
(2a2b) 2
a6b13 a3b6 a6b13 a3b6
a. b. 2a6b13 c. d. e.
4 2 2 4
(p2q) 4 (p5q2) 2
6. MC ÷ can be simplified to:
(2p5q2) 3 2pq5
1 22 1 1
a. b. c. d. e. 22p16q
4p16q p16q 4p8 2p16q
−3 3
7. MC 16 4
÷ 92 can be simplified to:
1 8 3 1
a. 2 b. c. d. 3 e.
216 27 8 2
2
(2l9m−1) −3
8. MC can be simplified to:
8(16 lm−2)
2
1

7
8m 2m7 4m7 16m7 m7
a. b. c. d. e.
11 7 8 5 7
l3 l3 l3 l3 2l3

√32i
5 10 5
9. MC 7 j11 k2 can be simplified to:

2 1 2 10 5 2 1 2
2 1 2 50 25
32i7j11k5 7 11 5 32i 7 j11k2 2i7j11k5
a. b. 2i j k c. d. 2i 7 j11k10 e.
5 5 5
10. Simplify each of the following.

( 6 ) (21q3)
3 26a4b6c5 20m5n2 3 14p7 4
a. 5x3 × 3x5y4 × x2y6 b. c. d.
5 12a3b3c3
11. Evaluate each of the following.

(3)
2a 0 (4b)0
a. 5a0 − + 12 b. −(3b)0 −
2

TOPIC 2 Indices  51
12. Simplify each of the following and express your answer with positive indices.
a. 2a−5b2 × 4a−6b−4 b. 4x−5y−3 ÷ 20x12y−5 c. (2m−3n2)−4
13. Evaluate each of the following without using a calculator.
a. (12 ) b. 2 × (3)−3 × (92 )
−3 2
5
c. 4−3 × −5
8−2
14. Simplify each of the following.
3 1 1 1

( b3 )
4 1 1 3 3 2
43x4y9 4a3 2
a. 2a b × 3a b × 5a b
5 2 2 4 4 5
b. c.
4 1
16x5y 3
15. Evaluate each of the following without using a calculator. Show all working.
3 1
2 2 1
164 × 814
a. b. (1253 − 273) 2
1
6 × 16
2
16. Simplify the following.
a. √3 a9 + √4 16a8b2-3(√5 a) 15 b. √5 32x5y10 + √3 64x3y6
17. Simplify the following.
1

(3x−6y3)
(5a−2b)−3 × 4a6b−2 2x4y−5 4xy−2 1 −1

( 5m2n ) ( 5−3 )
−3
2m3n4 4m3n−2
a. b. × c. 3
÷ 2
2a2b3 × 5−2a−3b−6 3y6x−2 1 2

18. Simplify each of the following and then evaluate.

1 1
1 3 −1 (32 × 63) 6
a. (3 × 56)2 × 3 × 5−2 + (36 ×
2
5 2) 0 b. (6 × 3−2) −1 ÷
−62 × (3−3) 0

Communicating, reasoning and problem solving

6a3m × 2b2m × (3ab)−m
19. If m = 2, determine the value of .
1
(4b)m × (9a4m) 2
20. Answer the following and explain your reasoning.
3
a. What is the tens digit of 33 ?
b. What is the ones digit of 6309?
c. What is the ones digit of 81007?
21. For the work shown below:
a. calculate the correct answer
b. identify where the student has made mistakes.

( 5a2b ) ( c )
3a3b5c3 2 2ab 3a6b10c6 2ab
÷ = ÷
10a4b2 c
6b10c6
3a c
= ×
10a b4 2 2ab
3a6b10c7
=
20a5b3
3ab7c7
=
20
22. A friend is trying to calculate the volume of water in a reservoir amid fears there may be a severe
water shortage. She comes up with the following expression:
r4u2 ru × d2
W= × ,
3
dr3u4
r2d2√u

52  Maths Quest 10 Stage 5 NSW Australian curriculum

 where r is the amount of rain, d is how dry the area is, u is the usage of water by the townsfolk, and
W is the volume of water in kL.
a. Help her simplify the expression by simplifying each pronumeral one at a time.
b. Does the final expression contain any potential surds?
c. Express the fraction with a rational denominator.
d. List the requirements for the possible values of r, u and d to give a rational answer.
e. Calculate the volume of water in the reservoir when r = 4, d = 60 and u = 9. Write your answer in:
i. kL ii. L iii. mL.
f. Does a high value for d mean the area is dry? Explain using working.
p2
23. The speed of a toy plane can be modelled by the equation S = , where
2 + √w3
w = wind resistance and
p = battery power (from 0 (empty) to 10 (full)).
a. Rationalise the denominator of the expression.
b. Using your knowledge of perfect squares, estimate the speed of a toy plane with its battery half full
and a wind resistance of 2. Check your answer with a calculator.
c. How does the speed of the toy plane change with increasing wind resistance? Explain, providing
­supportive calculations.

TOPIC 2 Indices  53
Answers
Topic 2 Indices
Exercise 2.2 Review of index laws
1. a. a7 b. a6 c. b8 d. a4b7 e. m5n13 f. a5b7c3
g. m6n4p5 h. 6a2b i. 10a4b9 j. 36m8n7 k. 12x6y6 l. 4x8y6
2. a. a b. a5 c. b3 d. 43a4 e. 3b4 f. 4m5
g. m3n h. 12y2 i. 34x3y j. 7b3 k. 54m2p2 l. 12xy2
3. a. 1 b. 1 c. 1 d. 3 e. 4
f. −3 g. 3 h. −7 i. 4
1 8
4. a. a6 b. 16a20 c. 81 m d. 49n8 e. a6b3
a4 625m12
f. 9a6b4 g. 16m12n20 h. 27
64
m6n3 i. j.
b6 n8
343x3 81a4
k. l. m. −243 n. 49 o. −32
8y15 625b12
5. a. D b. D
6. a. C b. E c. B d. D
7. a. 64 b. 72 c. 625 d. 48 e. 1600
27
f. 125 g. 20 h. 1 i. 4
a2x
8. a. x3yz b. ab c. manb d. e. n3−pm2−q f. amp + np
b3x
9. a3 = a × a × a
a2 = a × a
a × a2 = a × a × a × a × a
3

= a5, not a6
Explanations will vary.
10. They are equal when x = 2. Explanations will vary.
11. 3x0 = 3 and (3x)0 = 1. Explanations will vary.
12. a, b
a 0 1 2 3
3a2 0 3 12 27
5a 0 5 10 15
3a2 + 5a 0 8 22 42
3a2 × 5a 0 15 120 405
c. 3a2 × 5a will become much larger than 3a2 + 5a.
13. x = −2 or 4
14. 1 ≡ 1 2 ≡ 10 3 ≡ 11 4 ≡ 100 5 ≡ 101
6 ≡ 110 7 ≡ 111 8 ≡ 1000 9 ≡ 1001 10 ≡ 1010
15. a. x = 4 b. x = 0, 2
16. a. a2bc7
b. The student made a mistake when multiplying the two brackets in line 3. Individual brackets should be expanded first.
17. Discuss with your teacher
18. 1.08 seconds

Exercise 2.3 Negative indices

1 1 2 4
1. a. b. c. d.
x5 y4 a9 5a3
3x2 1 6a3 6
e. f. g. h. a
y3 4m3n4 bc5
2a4 7b3 2m3a2
i. 3 j. 2ab2 k. 4 l.
2a 3b4n5

54  Maths Quest 10 Stage 5 NSW Australian curriculum

 1 6 3 4 2y
2. a. b. c. d. e.
a2b3 x6y n8 a2b5 3x
5y 3 4y12 1 1
f. g. h. i. j.
6x3 m2n2 x5 3m3n3 32a15m20
4q8 3 27q9 b6 1
k. l. m. n. o.
p14 a8b12 8p6 4a8 8a6b6
3. a. 18 1
b. 36 1
c. 81 d. 89 1
e. 16 5
f. 36

g. 48 h. 32
27
i. 27
25
2
= 1 25 j. 4 k. 125 l. 34
4. a. 23 b. 2−3 c. 25 d. 2−6
5. a. 3 b. −2 c. −1 d. 3 e. −2
f. 0 g. 3 h. −3 i. −6 j. −2
6. a. 32 b. 45 c. 27 d. 5
b b3 a2 1
7. a. b. c. d.
a a2 b3 m3n2
1
8. a. 729 b. 20 1736 c. 0.000 059 499 or 16 1807
d. 256 e. 162187
384
f. 9 765 625
9. a. D b. C c. B
10. a. B b. D c. C d. E
m2 n2 25
11. a. b. c.
n8 m a7b6
12. a. r6 − s6 b. m10 + 2m5n5 + n10
c. 1 d. p2
13. 22r − 4 14. 63m 15. x = 3
16. Answers will vary; check with your teacher.
17. x = 3, y = −1; 7
18. a. n = −1, −2 b. n = −1, 4
19. Discuss with your teacher
1 1
20. They are not equivalent expressions. For example, if x = 3, then x −2 = 3 −2 = = , but −2x = −2 × 2 = −6.
32 9

Exercise 2.4 Fractional indices

1. a. 4 b. 5 c. 9 d. 2 e. 4 f. 3
4 5 2
2. a. √15 b. √m c. √7 d. √75
10
e. √8 w3 f. √4 w5 g. √3 510 h. √a3
1 7 11 6
3. a. t27 b. 5 4
c. 6 16 d. x7 n
6 2 x
e. x f. w2 g. w h. 11
4. a. 4 b. 16 c. 8 d. 16 e. 125 f. 9
1
g. h. 27 i. 1000 j. 216 k. √7 l. √3 12
9
5. a. 1.44 b. 2.24 c. 1.48 d. 1.26 e. 2.54 f. 0.66
g. 0.54 h. 0.81 i. 0.86
4 1 5 23 8 5
6. a. 4 5
b. 2 2
c. a6 d. x20 e. 10m15 f. 2b7
20 9 7
g. −4y 9 h. 0.02a8 i. 5x2
3 4 5 8 17 19 2 19 5 5 2 9
7. a. ab2 b. x5y9 c. 6a5b15 d. 2m28n5 e. x 6 y6z6 f. 8a5b8c
1 5 1 3 5 11
8. a. 36 b. 512 c. 122 d. a7 e. x4 f. m45
3 2 7
g. 12x20 h. 13n3 i. 54b20
5 7 7 4 3 11 2 3 11 7 5 1
9. a. x3y5 b. a45b15 c. 13m8n56 d. 2x15y4 e. 14a20b20 f. 17p24q12

TOPIC 2 Indices  55
 9 1 6 3 1 1 1
10. a. 220 b. 56 c. 75 d. a10 e. m6 f. 23b6
2 m b a
p c c
g. 4p5 h. x i. 3 m
1
1 1 3 6 7 1 1 1 1 1 1 1
4 6 a2
11. a. a b b. a3b4 c. x y 5 4 3 9 5 4
d. 3 a b c 4 3 5
e. 5x y z f.
2
8 3 1 7
5 10 2 2 b3
m b 2x
g. h. i.
7 2 3
4 9
n c y8
12. a. E b. C c. B
13. a. E b. B
14. a. a4 b. b3 c. m4 d. 4x2 e. 2y3 f. 2x2y3
g. 3m3n5 h. 2pq2 i. 6a2b6
15. a. 2.007 s b. 20.07 s c. 4.98 swings
1 1 1 1
a2 (3 − √b3) 4
16. (25a5b10)5 = 2ab2 17. ; 18. m5 − n5 + p5
13 9 − b3 11
−1
19. a. a 4
× b2
b. No, because you can’t take the fourth root of a negative number.
c. a = 1
20. Discuss with your teacher

Exercise 2.5 Combining index laws

2n13 15b2
1. a. 54a10b9 48a5b16
b. c. 500p8q18
d. 36a20b10
e. f.
m9 c26
7 11 15 15 7 5
6
12x8y15
g. 8m 4 n 4
h. i. 8p45q18
j.
7
12
p
5 x 27 64y36 27h12
2. a. b. c. d. 24a24b7
e. f.
8a7 4y6 128m29n26 x24 8g6
35 5 1 3
625
p 3 q 12
g. h. x3y8z2
i.
81b20c28
3a2 m2n4 4x5 36x6
3. a. b. 8n2 c. d. e.
2 3 3y8 y
17 7
y2 b 7 75q5
f. g. h. i. x10y10
x4 3a4 2p11
2 4a3b3 n9 4m5 4
4. a. b. c. d. e.
5a b 4 7 15 4m9 9n15 81x2y14
1 1
11 6 3p4 2b12 4x12
f.
48x y g. h. i.
5q9 17 21
3a24 3y20
5 56a11b6 1024b2 25 4y36
5. a. b. c. d. e.
2a13 81 81a 128x23y4 27x16
11 11
16m12n 4b 2
f. 19 19 6m n g. h.
3 1 7
32c30
6. a. 125
8
b.
1
7. 1
8. a. 5y-1 y=4
b.
9. E
10. A
1 −7 m 3 −7 −7 14
or √ 7 b.
a6
6
g−6h3n2 2−2 or 14 a6b−8 or
15
11. a. m n 6 6
3 3×5
c. 6
d. e. d15 or √d14
f.
n b8

56  Maths Quest 10 Stage 5 NSW Australian curriculum

 12. a. 80 koalas b.
During the 6th year
13. a. 79% b.
56% c.
31%
4
14.
21
15. z2 + z−2 + √5
16. Discuss with your teacher.
2y
17. x =
y−2

Investigation | Rich task

1.
Unit Symbol Power of 2 and value in bytes Power of 10 and value in bytes
Byte B 20 =1 100 = 1
Kilobyte KB 2 = 1024
10
103 = 1000
Megabyte MB 220 = 1 048 576 106 = 1 000 000
Gigabyte GB 230 = 1 073 741 824 109 = 1 000 000 000
Terabyte TB 240 = 1 099 511 627 776 1012 = 1 000 000 000 000

2. Approximately 1.1 GB
3. 3993.6 MB
4. 1248 photos
5. Discuss with your teacher.
6. Discuss with your teacher. The discussion will depend on the latest information from the internet.

Exercise 2.6 Review questions

1. D 2. C 3. C 4. C 5. A
6. A 7. B 8. C 9. B
13ab3c2 1000 m15n6 16p28
10. a. 9x10y10 b. c. d.
6 27 81q12
3
11. a. 16 b. −
2
8 y2 m12
12. a. b. c.
a11b2 5x17 16n8
3
13. a. 8 b. c. 0
2
1
41 33
20 20 4 2a6
14. a. 30a b b. c.
1 2 3
20 9
x y b2
15. a. 1 b. 4
1
16. a. −2a + 2a b
3 2 2 b. 6xy2
4
2a13 9y4
17. a. b. c. 23m
5b2 32x15
1
18. a. 46 b. −18
1
19. 36
20. a. 8 b. 6 c. 2
9ab7c7
21. a.
50
b. The student has made two mistakes when squaring the left-hand bracket in line 1 : 32 = 9, 52 = 25.
√r √ru3
22. a. b. Yes, √r, √u3 c.
d√u3 du3
d. r should be a perfect square, u should be a perfect cube and d should be a rational number.

TOPIC 2 Indices  57
 e. i.  0.001 234 6 kL ii. 1.2346 L iii. 1234.6 mL
f. A high value for d causes the expression to be smaller, as d only appears on the denominator of the fraction. This means
that when d is high there is less water in the reservoir and the area is dry.
p2(2 − √w3)
23. a.
4 − w3
b. Answers will vary; approximately 5.
c. Speed decreases as wind resistance increases.

58  Maths Quest 10 Stage 5 NSW Australian curriculum

TOPIC 3
Right-angled ­triangles
(­trigonometry) [Stages 5.2 and 5.3]

3.1 Overview
Numerous videos and interactivities are embedded
just where you need them, at the point of learning, in
your learnON title at www.jacplus.com.au. They will
help you to learn the concepts covered in this topic.

3.1.1 Why learn this?

Nearly 2000 years ago, Ptolemy of Alexandria pub-
lished the first book of trigonometric tables, which
he used to chart the heavens and plot the courses of
the Moon, stars and planets. He also created geo-
graphical charts and provided instructions on how
to create maps. Trigonometry is the branch of math-
ematics that makes the whole universe more easily
understood.

DISCUSSION
Hypatia was a famous Greek philosopher and mathematician who was brutally murdered c. 415. Name
another influential female mathematician and explain why she made a significant contribution to the study of
­mathematics.

LEARNING SEQUENCE
3.1 Overview
3.2 [Stage 4] Pythagoras’ theorem
3.3 [Stage 5.3] Pythagoras’ theorem in three dimensions
3.4 [Stage 5.2] Trigonometric ratios
3.5 [Stage 5.2] Using trigonometry to calculate side lengths
3.6 [Stage 5.2] Using trigonometry to calculate angle size
3.7 [Stage 5.2] Angles of elevation and depression
3.8 [Stage 5.2] Bearings
3.9 [Stages 5.2 and 5.3] Applications
3.10 Review

LEARNING OUTCOMES
A student:
• selects appropriate notations and conventions to communicate mathematical ideas and solutions MA5.2-1WM
• interprets mathematical or real-life situations, systematically applying appropriate strategies to solve problems MA5.2-2WM
• applies trigonometry to solve problems, including problems involving bearings MA5.2-13MG
• uses and interprets formal definitions and generalisations when explaining solutions and/or conjectures MA5.3-1WM

TOPIC 3 Right-angled ­triangles (trigonometry)  59

 • generalises mathematical ideas and techniques to analyse and solve problems efficiently MA5.3-2WM
• uses deductive reasoning in presenting arguments and formal proofs MA5.3-3WM
• applies Pythagoras’ theorem to solve problems, including problems involving three dimensions MA5.3-15MG

CONTENT DESCRIPTIONS
Students:
Use similarity to investigate the constancy of the sine, cosine and tangent ratios for a given angle in right-angled triangles
(ACMMG223)
Apply trigonometry to solve right-angled triangle problems (ACMMG224)
Solve right-angled triangle problems, including those involving direction and angles of elevation and depression (ACMMG245)
Apply Pythagoras’ theorem and trigonometry to solve three-dimensional problems in right-angled triangles (ACMMG276)
Source: NSW Syllabus for the Australian curriculum

RESOURCES — ONLINE ONLY

eLesson: The story of mathematics — Hypatia (eles-1844)

Note: Your teacher may now set you a pre-test to determine how familiar you are with the content in this
topic.

3.2 Pythagoras’ t­heorem  [Stage 4]

3.2.1 Similar right-angled t­riangles
•• In the two similar right-angled triangles shown below, the angles are the same and the corresponding
sides are in the same ratio.
D

A 6 cm 10 cm

3 cm 5 cm

× ×
B 4 cm C E 8 cm F

•• The corresponding sides are in the same ratio.

AB AC BC
= =
DE DF EF
•• To write this using the side lengths of the triangles gives:
AB 3 1
= =
DE 6 2
AC 5 1
= =
DF 10 2
BC 4 1
= =
EF 8 2
•• This means that for right-angled triangles, when the angles are fixed, the ratios of the sides in the
triangle are constant.

60  Maths Quest 10 Stage 5 NSW Australian curriculum

 •• We can examine this idea further by completing the following activity.
Using a protractor and ruler, draw an angle of 70°, measuring horizontal distances of 3 cm, 7 cm and
10 cm as demonstrated in the diagram below.

c
b

a
70°

3 cm
7 cm
10 cm

Note: Diagram not drawn to scale.

Measure the perpendicular heights a, band c.
a ≈ 8.24 cm  b ≈ 19.23 cm  c ≈ 27.47 cm
•• To test if the theory for right-angled triangles is correct (that is, when the angles are fixed, the ratios of
the sides in the triangle are constant), calculate the ratios of the side lengths.
a 8.24 b 19.23 c 27.47
≈ ≈ 2.75    ≈ ≈ 2.75    ≈ ≈ 2.75
3 3 7 7 10 10
The ratios are the same because the triangles are similar.
•• This important concept forms the basis of trigonometry.

3.2.2 Review of Pythagoras’ theorem

•• The hypotenuse is the longest side of a right-angled triangle and is always the side
c
that is opposite the right angle. a
•• Pythagoras’ theorem states that in any right-angled triangle, the square of the hypot-
enuse is equal to the sum of the squares of the other two sides. The rule is written b
as c = a + b , where a and b are the two shorter sides and c is the hypotenuse.
2 2 2

•• Pythagoras’ theorem gives us a way of finding the length of the third side in a triangle, if we know the
lengths of the two other sides.

DISCUSSION
Pythagoras’ theorem was known about before the age of Pythagoras. Find out which other civilisations knew
about the theory, and construct a timeline for its history.

3.2.3 Finding the hypotenuse

•• To calculate the length of the hypotenuse when given the length of the two shorter sides, substitute the
known values into the formula for Pythagoras’ theorem, c2 = a2 + b2.

WORKED EXAMPLE 1

For the triangle shown, calculate the length of the hypotenuse, x,

correct to 1 decimal place. x
5

TOPIC 3 Right-angled ­triangles (trigonometry)  61

 THINK WRITE
1 Copy the diagram and label the sides a, b and c.
Remember to label the hypotenuse as c.
a=5 c=x

b=8

2 Write Pythagoras’ theorem. c = a + b2

2 2

3 Substitute the values of a, b and c into this rule and x2 = 52 + 82

simplify. = 25 + 64
= 89
4 Take the square root of both sides. Round the positive x = ± √89
answer correct to 1 decimal place, since x > 0. x = 9.4, since x > 0 (correct to 1 d.p.)

3.2.4 Finding a shorter side

•• Sometimes a question will give you the length of the hypotenuse and ask you to find one of the shorter
sides. In such examples, we need to rearrange Pythagoras’ formula. Given that c2 = a2 + b2, we can
rewrite this as:
  a2 = c2 − b2
or  b2 = c2 − a2.

WORKED EXAMPLE 2

Calculate the length, correct to 1 decimal place, of the unmarked side of the triangle shown.

14 cm
8 cm

THINK WRITE/DRAW
1 Copy the diagram and label the sides a, b and c.
a
­Remember to label the hypotenuse as c; it does not
­matter which side is a and which side is b. c = 14

b=8

2 Write Pythagoras’ theorem. c2 = a2 + b2

3 Substitute the values of a, b and c into this rule and 142 = a2 + 82
solve for a. 196 = a2 + 64
a2 = 196 − 64
= 132
4 Find a by taking the square root of both sides and a = ± √32
round to 1 decimal place (a > 0). a = 11.5 cm, since a > 0 (correct to 1 d.p.)

•• Pythagoras’ theorem can be used to solve many practical problems.

•• First model the problem by drawing a diagram, then use Pythagoras’ theorem to solve the right-angled
triangle. Use the result to give a worded answer.

62  Maths Quest 10 Stage 5 NSW Australian curriculum

WORKED EXAMPLE 3

A ladder that is 5.5 m long leans up against a vertical wall. The foot of the ladder is 1.5 m
from the wall. How far up the wall does the ladder reach? Give your answer correct to
1 ­decimal place.
THINK WRITE/DRAW
1 Draw a diagram and label the sides a, b and c.
Remember to label the hypotenuse as c. c = 5.5 m

b = 1.5 m

2 Write Pythagoras’ theorem. c2 = a2 + b2

3 Substitute the values of a, b and c into this rule and 5.52 = a2 + 1.52
simplify. 30.25 = a2 + 2.25
a2 = 30.25 − 2.25
= 28
4 Find a by taking the square root of 28. Round to a = ±√28
1 decimal place, a > 0. = 5.3, since a > 0 (correct to 1 d.p.)
5 Answer the question in a sentence using words. The ladder reaches 5.3 m up the wall.

WORKED EXAMPLE 4

Determine the unknown side lengths of the triangle shown, correct to 2 decimal places.

3x

78 m

2x

THINK WRITE/DRAW
1 Copy the diagram and label the sides a, b and c.
b = 3x

c = 78 m

a = 2x

2 Write Pythagoras’ theorem. c2 = a2 + b2

3 Substitute the values of a, b and c into this rule and 782 = (3x) 2 + (2x) 2
­simplify. 6084 = 9x2 + 4x2
6084 = 13x2
4 Rearrange the equation so that the pronumeral is on 13x2 = 6084
the left-hand side of the equation.

TOPIC 3 Right-angled ­triangles (trigonometry)  63

 5 Divide both sides of the equation by 13. 13x2 6084
=
13 13
x2 = 468
6 Find x by taking the square root of both sides. Round x = ± √468
the answer correct to 2 decimal places. ≈ 21.6333
7 Substitute the value of x into 2x and 3x to find the 2x = 43.27 m (correct to 2 d.p.)
length of the unknown sides. 3x = 64.90 m (correct to 2 d.p.)
      

RESOURCES — ONLINE ONLY

Interactivity: Right-angled triangles (int-3843)

Interactivity: Finding the hypotenuse (int-3844)
Interactivity: Finding the shorter side (int-3845)
Digital doc: SkillSHEET Rounding to a given number of decimal places (doc-5224)

Exercise 3.2 Pythagoras’ theorem

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–4, 6, 12–15, 17, 20 1–3, 5–8, 12, 15–18, 20, 22 1, 2, 5, 7, 9–11, 19–24

To answer questions online and to receive immediate feedback and fully worked solutions for every ­question,
go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
Give your answers to the following questions correct to 2 decimal places unless directed otherwise.
1. WE1 For each of the following triangles, calculate the length of the hypotenuse.
a. 4.7 b. 19.3 c.

804
6.3 27.1
562

d. e. 0.9 f. 152

7.4
87
10.3
2.7

64  Maths Quest 10 Stage 5 NSW Australian curriculum

 2. WE2 For each of the following triangles, find the value of the pronumeral.
a. s b. c.
1.98 u
8.4
30.1
47.2 2.56 17.52
t

d. 0.28 e. 2870 f.
v
468
1920 x
0.67 w

114

3. WE3 The diagonal of the rectangular sign shown at right is 34 cm. If

the height of this sign is 25 cm, find the width.
4. A right-angled triangle has a base of 4 cm and a height of 12 cm.
­Calculate the length of the ­hypotenuse.
5. Calculate the lengths of the diagonals of squares that have side
lengths of:
a. 10 cm b. 17 cm c. 3.2 cm.
6. The diagonal of a rectangle is 90 cm. One side has a length of 50 cm.
Determine:
a. the length of the other side
b. the perimeter of the rectangle
c. the area of the rectangle.
7. WE4 Find the value of the pronumeral for each of the following.
a. b. c. 2x
3x 3x
25
4x
18 6x
30
x

8. An isosceles triangle has a base of 25 cm and a height of 8 cm. Calculate the length of the two
unknown equal sides.
9. An equilateral triangle has sides of length 18 cm. Find the height of the triangle.
10. A right-angled triangle has a height of 17.2 cm, and a base that is half the height. Calculate the length
of the hypotenuse.
11. The road sign shown at right is based on an equilateral triangle.
Find the height of the sign and, hence, find its area.
12. A flagpole, 12 m high, is supported by three wires attached from the
top of the pole to the ground. Each wire is pegged into the ground
5 m from the pole. How much wire is needed to support the pole? 84 cm
Give your answer to the nearest whole number.

TOPIC 3 Right-angled ­triangles (trigonometry)  65

13. Sarah goes canoeing on a large lake. She paddles 2.1 km to the north, then 3.8 km
3.8 km to the west. Use the triangle shown to find out how far she must then
paddle to get back to her starting point in the shortest possible way.
2.1 km
14. A baseball diamond is a square of side length 27 m. When a runner on first base
tries to reach second base, the catcher has to throw the ball from home base
Starting point
to second base. How far is that throw? Give your answer correct to 1 decimal
place.

Second base

27 m
First
base

Home base
Catcher

15. A rectangle measures 56 mm by 2.9 cm. Calculate the length of its diagonal in millimetres.
16. A rectangular envelope has a length of 24 cm and a diagonal measuring 40 cm. Calculate to the
­nearest whole number:
a. the width of the envelope
b. the area of the envelope.
17. A swimming pool is 50 m by 25 m. Peter is bored by his usual training routine and decides to swim
the diagonal of the pool. How many diagonals must he swim to complete his normal distance of
1500 m?
18. A hiker walks 2.9 km north, then 3.7 km east. How far in metres is she from her starting point?

19. A square has a diagonal of 14 cm. What is the length of each side?

66  Maths Quest 10 Stage 5 NSW Australian curriculum

Communicating, reasoning and problem solving
Give your answers to the following questions to 2 decimal places unless directed otherwise.
20. The triangles below are right-angled triangles. Two possible measurements have been suggested
for the hypotenuse in each case. For each triangle, complete calculations to determine which of the
lengths is correct for the hypotenuse in each case. Show your working.
a. b. c.
60 or 65 273
33 185 or 195

175 305 or 308

56 136
60
21. Four possible side length measurements are 105, 208, 230 and 233. Three of them together produce a
right-angled triangle.
a. Which of the measurements could not be the hypotenuse of the triangle? Explain.
b. Complete as few calculations as possible to calculate which combination of side lengths will produce
a right-angled triangle.
M 28 cm N
22. The area of the rectangle MNPQ is 588 cm2. Angles MRQ y cm
and NSP are right angles. Answer the following correct to 1 R
decimal place.
a. Find the integer value of x. x cm
b. Find the length of MP.
c. Find the value of y and hence determine the length of RS. S
23. Triangle ABC is an equilateral triangle of side length x cm. y cm
Angles ADB and DBE are right angles. Find the value of x. Q P
B 16 cm E

x cm 20 cm

A D C
24. The square root of a number usually gives us both a positive and negative answer. Why do we take
only the positive answer when using Pythagoras’ theorem?

3.3 Pythagoras’ theorem in three

dimensions [Stage 5.3]
•• Many real-life situations involve 3-dimensional (3-D) objects: objects with length, width and height.
Some common 3-D objects used in this section include cuboids, pyramids and right-angled wedges.

Cuboid Pyramid Right-angled wedge

•• In diagrams of 3-D objects, right angles may not look like right angles, so it is important to redraw
sections of the diagram in two dimensions, where the right angles can be seen accurately.

TOPIC 3 Right-angled ­triangles (trigonometry)  67

 WORKED EXAMPLE 5

Determine the length AG in this rectangular prism (cuboid), correct to two decimal places.
A B

5 cm
C
D
F
E
9 cm

H 10 cm G

THINK WRITE/DRAW
1 Draw the diagram in three dimensions. A B
Draw the lines AG and EG. ∠AEG is a right angle.
5 cm
C
D
F
E
9 cm

H 10 cm G

2 Draw ΔAEG, showing the right angle. Only 1 side is A

known, so EG must be found.
5

E G

3 Draw EFGH in two dimensions and label the diagonal  E F

EG as x.
x
9 9

H G
10
4 Use Pythagoras’ theorem to calculate x. (c2 = a2 + b2) x2 = 92 + 102
= 81 + 100
= 181
x = √181
5 Place this information on triangle AEG. Label the A
side AG as y. y
5

E G
√181

6 Use Pythagoras’ theorem to find y. (c2 = a2 + b2) y2 = 52 + (√181)2

= 25 + 181
= 206
y= √206
= 14.35 (correct to 2 d.p.)
7 Answer the question in a sentence. The length of AG is 14.35 cm.

68  Maths Quest 10 Stage 5 NSW Australian curriculum

WORKED EXAMPLE 6

A piece of cheese in the shape of a right-angled wedge sits on a table. It has a rectangular base
measuring 14 cm by 8 cm, and is 4 cm high at the thickest point. An ant crawls diagonally across
the sloping face. How far, to the nearest millimetre, does the ant walk?

THINK WRITE/DRAW
1 Draw a diagram in three dimensions and label the B C
vertices. Mark BD, the path taken by the ant, with a E 4 cm
F
dotted line. ∠BED is a right angle. A 14 cm D
8 cm

2 Draw ΔBED, showing the right angle. Only one side is B

known, so ED must be found.
4

D
E

3 Draw EFDA in two dimensions and label the diagonal  E F

ED. Label the side ED as x in both diagrams.
8 x 8

A 14 D

4 Use Pythagoras’ theorem to calculate x. c2 = a2 + b2

x2 = 82 + 142
= 64 + 196
= 260
x = √260
5 Place this information on triangle BED. Label the side  B
BD as y.
y
4

D
E √260

6 Solve this triangle for y. y2 = 42+(√260)2

= 16+260
= 276
y= √276
≈ 16.51 cm
≈ 166.1 mm
7 Answer the question in a sentence. The ant walks 166 mm, correct to the
nearest millimetre.

RESOURCES — ONLINE ONLY

Interactivity: Right angles in 3-dimensional objects (int-6132)

eLesson: Pythagoras’ theorem in three dimensions (eles-1913)
Digital doc: SkillSHEET Drawing 3-D shapes (doc-5229)
Digital doc: WorkSHEET Pythagoras’ theorem (doc-5230)

TOPIC 3 Right-angled ­triangles (trigonometry)  69

Exercise 3.3 Pythagoras’ theorem in three dimensions
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–b, 2, 6, 7, 8a, 10 1, 3, 4, 6, 7, 8, 10, 11, 13, 14 1, 3–5, 8–17

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
Give your answers to the following questions correct to 2 decimal places unless directed otherwise.
1. WE5 Calculate the length of AG in each of the following figures.
a. A B b. A B c. A B

D C
C 8 C
D D 10.4
12
E E
F F
8 E F 9.2
5
H 8 G H H 11.5 G
5 G

2. Calculate the length of CE in the wedge below and, hence, obtain AC.
A B
E 4
F
D C 7
10
3. If DC = 3.2 m, AC = 5.8 m and CF = 4.5 m in the figure below, calculate the lengths of AD and BF.
A B

F
D C

4. Calculate the length of BD and, hence, the height of the pyramid ABCDV.
V
6
A B
6
D
6 C

5. The pyramid ABCDE has a square base. The pyramid is 20 cm high. Each sloping edge measures
30 cm. Calculate the length of the sides of the base.
E
EM = 20 cm

A
B
M
D C

70  Maths Quest 10 Stage 5 NSW Australian curriculum

 6. The sloping side of a cone is 16 cm and the height is 12 cm. What is the length of the radius of
the base?

12 cm 16 cm

7. WE6 A piece of cheese in the shape of a right-angled wedge sits B C

on a table. It has a base measuring 20 mm by 10 mm, and is 4 mm
4 mm high at the thickest point, as shown in the figure. A fly E
F
crawls diagonally across the sloping face. How far, to the nearest 10 mm
A 20 mm D
millimetre, does the fly walk? x
8. A 7-m-high flagpole is in the corner of a rectangular park that
measures 200 m by 120 m.
a. Calculate: 7m
200 m A
i. the length of the diagonal of the park
ii. the distance from A to the top of the pole 120 m
iii. the distance from B to the top of the pole. B

b. A bird flies from the top of the pole to the centre of the park. How far does it fly?
9. A candlestick is in the shape of two cones, joined at the vertices as shown. The smaller
cone has a diameter and sloping side of 7 cm, and the larger one has a diameter and
sloping side of 10 cm. How tall is the candlestick?
10. The total height of the shape shown is 15 cm. Calculate the length of the sloping side of
the pyramid.

15 cm

5 cm

11 cm
11 cm

11. A sandcastle is in the shape of a truncated cone as shown. Calculate the length of the diameter of
the base.
20 cm

30 cm 32 cm

12. A tent is in the shape of a triangular prism, with a height of 140 cm as shown in the diagram.
The width across the base of the door is 1 m, and the tent is 2.5 m long. Calculate the length of each
sloping side, in metres. Then calculate the area of fabric used in the construction of the sloping
rectangles which form the sides.
140 cm

2.5 m
1m

TOPIC 3 Right-angled ­triangles (trigonometry)  71

Communicating, reasoning and problem solving
13. Stephano is renovating his apartment, which he accesses
through two corridors. The corridors of the apartment
building are 2 m wide with 2-m-high ceilings, and the s cm
146.71 m
first corridor is at right angles to the second. Show that
he can carry lengths of timber up to 6 m long to his
apartment.
14. The Great Pyramid in Egypt is a square-based pyramid.
The square base has a side length of 230.35 metres and
the perpendicular height is 146.71 metres, as shown at
right. Find the slant height, s cm, of the Great Pyramid. 230.35 m
Give your answer correct to 1 decimal place.
15. In the figure shown, angles ABD, CBD and ABC are right angles. Find the value of h, correct to
3 decimal places.
D

35 h
37
B

A
36
C
16. The roof of a squash centre is constructed to allow for maximum use of sunlight. Find the value of h,
giving your answer correct to 1 decimal place.

57.08 m
y x
h
35 m
x 20 m
17. The diagonal of a rectangle of dimensions x by y is √x2
+ y2. What would be the rule to find the
length of a diagonal across a cuboid of dimensions x by y by z? Use your rule to check your answers
to question 1.

3.4 Trigonometric ratios [Stage 5.2]

3.4.1 Naming the sides in a right-angled triangle
•• In a right-angled triangle, the longest side is called the hypotenuse. Hypotenuse
Opposite
•• If one of the two acute angles is named (say θ ), then the other two sides
can also be given names, as shown in the diagram.
𝜃
3.4.2 Three basic definitions Adjacent

•• Using the diagram at right, the following three trigonometric ratios can be defined:

length of opposite side

–– the sine ratio, sine θ =
length of hypotenuse

72  Maths Quest 10 Stage 5 NSW Australian curriculum

 length of adjacent side
–– the cosine ratio, cosine θ =
length of hypotenuse
length of opposite side
–– the tangent ratio, tangent θ = .
length of adjacent side
•• The names of the three ratios are usually shortened to sin θ , cos θ and tan θ .
•• The three ratios are often remembered using the mnemonic SOHCAHTOA, where SOH means
Sin θ = Opposite over Hypotenuse and so on.

DISCUSSION
Do you know of any other mnemonics that you can use to help you remember important information?

3.4.3 Finding values using a calculator

•• The sine, cosine and tangent of an angle have numerical values that can be found using a calculator.
•• Traditionally angles are measured in degrees, minutes and seconds, where 60 seconds = 1 minute and
60 minutes = 1 degree.
•• For example, 50°33′48′′ means 50 degrees, 33 minutes and 48 seconds.
•• In this course, angles will be measured in degrees or in degrees and minutes.

WORKED EXAMPLE 7

Calculate the value of each of the following, correct to 4 decimal places, using a calculator.
(Remember to first work to 5 decimal places before rounding.)
a cos 65°57′
b tan 56°45′
THINK WRITE
a Write your answer to the required number of decimal a cos 65°57′ = 0.40753…
places. = 0.4075 (correct to 4 d.p.)
b Write your answer to the correct number of decimal b tan 56°45′ = 1.52525…
places. = 1.5253 (correct to 4 d.p.)

WORKED EXAMPLE 8

Calculate the size of angle θ, correct to the nearest degree, given sin θ = 0.7854.
THINK WRITE
1 Write the given equation. sin θ = 0.7854
2 To find the size of the angle, we need to undo sine with θ = sin−1 0.7854
its inverse, sin−1. (Ensure your calculator is in degrees = 51.8…°
mode.)
3 Write your answer to the nearest degree. θ = 52° (correct to the nearest degree)

WORKED EXAMPLE 9

Calculate the value of θ:

a correct to the nearest minute, given that cos θ = 0.2547
b correct to the nearest minute, given that tan θ = 2.364.

TOPIC 3 Right-angled ­triangles (trigonometry)  73

 THINK WRITE
a 1 Write the equation. a cos θ = 0.2547
  2 Using the inverse cos function on your calculator, write   cos−1 0.2547 = 75.2442…°
your answer in degrees. There are 60 seconds in 1 minute. = 75°15′(correct to
Multiply 0.2442 by 60. Round to the nearest minute.        the nearest minute)

b 1 Write the equation. b tan θ = 2.364

  2 Using the inverse tan function on your calculator, write tan−1 2.364 = 67.0711…°
= 67°4′ (correct to the
your answer in degrees. There are 60 seconds in 1 minute.
          nearest minute)
Multiply 0.0711 by 60. Round to the nearest minute.

WORKED EXAMPLE 10

For the triangle shown, write the rules for the sine, cosine and tangent ratios of the given angle.

c
a

𝜃
b

THINK WRITE/DRAW
1 Label the diagram using the symbols
O, A, H with respect to the given
angle (angle θ ). c=H
a=O

𝜃
b=A

2 From the diagram, identify the values O = a, A = b, H = c

of O (opposite side), A (adjacent side)
and H (the hypotenuse).
O A O
3 Write the rule for each of the sine, sin θ = , cos θ = , tan θ =
H H A
cosine and tangent ratios.
a b a
4 Substitute the values of A, O sin θ = , cos θ = , tan θ =
c c b
and H into each rule.

WORKED EXAMPLE 11

For each of the following triangles, write the equation that relates the two marked sides and the
marked angle.
a b
22
12
8 x
40°
b

74  Maths Quest 10 Stage 5 NSW Australian curriculum

 THINK WRITE/DRAW
a 1 Label the given sides of the triangle. a
12 = H
8=O

    O
2 Write the ratio that contains O and H. sin θ =
H
  3 Identify the values of the pronumerals.   O = 8, H = 12
8 2
  4 Substitute the values of the pronumerals into the ratio.   sin b = =
12 3
(Since the given angle is denoted with the letter b,
replace  θ with b.)

b 1 Label the given sides of the triangle. b 22 = A

x=O
40°

O
  2 Write the ratio that contains O and A.   tan θ =
A
  3 Identify the values of the pronumerals.   O = x, A = 22, θ = 40°
  4 Substitute the values of the pronumerals into the ratio.   x
tan 40° =
22

RESOURCES — ONLINE ONLY

Interactivity: Trigonometric ratios (int-2577)

Digital doc: SkillSHEET Labelling the sides of a right-angled triangle (doc-5226)
Digital doc: SkillSHEET Selecting an appropriate trigonometric ratio based on the given information (doc-5231)

Exercise 3.4 Trigonometric ratios

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1, 3, 6a–f, 7, 8 2–4, 6a–f, 7–9, 11 2, 3, 4, 5, 6c–l, 7–12

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Calculate each of the following, correct to 4 decimal places.
a. sin 30° b. cos 45° c. tan 25° d. sin 57° e. tan 83° f. cos 44°
2. WE7 Calculate each of the following, correct to 4 decimal places.
a. sin 40°30′ b. cos 53°57′ c. tan 27°34′ d. tan 123°40′
e. sin 92°32′ f. sin 42°8′ g. cos 35°43′ h. tan 27°43′

TOPIC 3 Right-angled ­triangles (trigonometry)  75

 i. cos 143°25′ j. sin 23°58′ k. cos 8°54′ l. sin 286°
m. tan 420° n. cos 845° o. sin 367°35′
3. WE8 Find the size of angle θ , correct to the nearest degree, for each of the following.
a. sin θ = 0.763 b. cos θ = 0.912 c. tan θ = 1.351
d. cos θ = 0.321 e. tan θ = 12.86 f. cos θ = 0.756
4. WE9a Find the size of the angle θ , correct to the nearest minute.
a. sin θ = 0.814 b. sin θ = 0.110 c. tan θ = 0.015
d. cos θ = 0.296 e. tan θ = 0.993 f. sin θ = 0.450
5. Find the value of each expression, correct to 3 decimal places.
a. 3.8 cos 42° b. 118 sin 37° c. 2.5 tan 83°
2 220 2 cos 23°
d. e. f.
sin 45° cos 14° 5 sin 18°
12.8 18.7 55.7
g. h. i.
tan 60°32′ sin 35°26′ cos 89°21′
3.8 tan 1°52′ 2.5 sin 27°8′ 3.2 cos 34°52′
j. k. l.
4.5 sin 25°45′ 10.4 cos 83°2′ 0.8 sin 12°48′
6. WE10 For each labelled angle in the following triangles, write an expression for:
i. sine ii. cosine iii. tangent.
a. d b. c.
θ i h β
k
α j
e g
f
l

d. o e. f.
γ a b
n
β u
m v
c

γ
t
7. WE11 Write the equation that relates the two marked sides and the marked angle in each of the
following triangles.
a. b. 22 c. 9
θ
θ
18 7
15 30

d. 3.6 e. f. 18.6
p 13
t

θ
25° 23.5
α

76  Maths Quest 10 Stage 5 NSW Australian curriculum

Communicating, reasoning and problem solving
8. Consider the right-angled triangle shown.
α
a. Label each of the sides using the letters O, A and H with respect to the 37° angle.
b. Determine the value of each trigonometric ratio. (Where applicable,
answers should be given correct to 2 decimal places.)
i. sin 37° ii. cos 37° iii. tan 37°
c. What is the value of the unknown angle, α?
d. Determine the value of each of these trigonometric ratios, correct to 2 37°
decimal places.
i. sin α ii. cos α iii. tan α
(Hint: First relabel the sides of the triangle with respect to angle α.)
e. What do you notice about the relationship between sin 37° and cos α?
f. What do you notice about the relationship between sin α and cos 37°?
g. Make a general statement about the two angles.
sin θ
9. Using algebra and a triangle labelled with a, h and o, show that tan θ = .
cos θ B
(Hint: Write all the sides in terms of the hypotenuse.)
10. ABC is a scalene triangle with side lengths a, b and c as shown. c a
Angles BDA and BDC are right angles. h
2
a. Express h in terms of a and x. b–x x
b. Express h2 in terms of b, c and x. A D C
c. Equate the two equations for h2 to show that c2 = a2 + b2 − 2bx. b
d. Use your knowledge of trigonometry to produce the equation
c2 = a2 + b2 − 2ab cos C, which is known as the cosine rule for D
non-right-angled triangles. θ
11. Find the length of the side DC in terms of x, y and θ .
12. How do we determine which of sin, cos or tan to use in a trigonometry
A
question?

B y C

3.5  Using trigonometry to calculate

side lengths [Stage 5.2]
•• In a right-angled triangle, if one side length and one acute angle are known, the lengths of the other
sides can be found by applying trigonometric ratios.

WORKED EXAMPLE 12

Find the value of each pronumeral in the triangles shown, giving answers correct to 3 decimal
places.
a b

6 cm 32°
a
0.346 cm f
35°

TOPIC 3 Right-angled ­triangles (trigonometry)  77

 THINK WRITE/DRAW
a 1 Label the marked sides of the triangle. a
H
O
6 cm
a

35°
O
2 Identify the appropriate trigonometric ratio to use. sin θ =
H
a
3 Substitute O = a, H = 6 and θ = 35°. sin 35° =
6
4 Make a the subject of the equation. 6 sin 35° = a
a = 6 sin 35°
a = 3.441 cm (correct
to 3 d.p.)
5 Calculate and round the answer, correct to 3 decimal places.
b 1 Label the marked sides of the triangle. b

H 32° A
0.346 cm f

A
2 Identify the appropriate trigonometric ratio to use. cos θ =
H
f
3 Substitute A = f , H = 0.346 and θ = 32°. cos 32° =
0.346
4 Make f the subject of the equation. 0.346 cos 32° = f
f = 0.346 cos 32°
5 Calculate and round the answer, correct to 3 decimal places. = 0.293 cm (correct
to 3 d.p.)

WORKED EXAMPLE 13

Find the value of the pronumeral in the triangle 120 m

shown. Give the answer correct to 2 decimal places. 5°
P

THINK WRITE/DRAW

1 Label the marked sides of the triangle. H O

120 m
5°
A P
O
2 Identify the appropriate trigonometric ratio to use. tan θ =
A
120
3 Substitute O = 120, A = P and θ = 35°. tan 5° =
P
4 Make P the subject of the equation. P × tan 5° = 120
i Multiply both sides of the equation by P. 120
P =
ii Divide both sides of the equation by tan 5°. tan 5°
5 Calculate and round the answer, correct to 2 decimal places. P = 1361.61 m (correct
to 2 d.p.)

78  Maths Quest 10 Stage 5 NSW Australian curriculum

 RESOURCES — ONLINE ONLY

Interactivity: Using trigonometry (int-1146)

Interactivity: Using trigonometry to calculate side lengths (int-6133)

Exercise 3.5 Using trigonometry to calculate side lengths

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–5, 8 1–6, 8, 9 1–11

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE12 Find the length of the unknown side in each of the following triangles, correct to 3 decimal
places.
a. b. c.

8
x
10 cm a
25° 31°
a 14
60°

2. WE13 Find the length of the unknown side in each of the following triangles, correct to 2 decimal places.
a. b. 4.6 m
71° 13°
m
n

2.3 m
c.
94 mm

68°
t
3. Find the length of the unknown side in each of the following, correct to 2 decimal places.
a. b. 8 P c. 14 m
°52
'45
''

11.7 m
43.95 m
t
2'
°1
18
40°26'
x

TOPIC 3 Right-angled triangles (trigonometry)  79

 d. e. f. 6°25'

x
x 80.9 cm
x

75.23 km

21°25'34"
2'
°4 11.2 mm
34

4. Find the value of the pronumeral in each of the following, correct to 2 decimal places.
a. x
b. 23.7 m c.

34
36°42' z

°1
2
12.3 m

'
y
43.9 cm
46°

d. e. f.
q 0.732 km
p p
15.3 m a
73°5'
63°11'
13°12' 47.385 km
b

5. Given that the angle θ is 42° and the length of the hypotenuse is 8.95 m in a right-angled triangle,
find the length of:
a. the opposite side to θ
b. the adjacent side to θ .
Give each answer correct to 1 decimal point.
6. A ladder rests against a wall. If the angle between the ladder and the ground is 65° and the foot of the
ladder is 1.5 m from the wall, how high up the wall does the ladder reach? Give your answer correct
to 2 decimal places.
Communicating, reasoning and problem solving Side view of the desktop
7. Tran is going to construct an enclosed rectangular desktop that is x
8 cm
at an incline of 15°. The diagonal length of the desktop is 50 cm. 15°
At the high end, the desktop, including top, bottom and sides, will y
be raised by 8 cm. The desktop will be made of wood. The Top view of the desktop
­diagrams at right represent this information. z
a. Determine the values (in centimetres) of x, y and z of the desktop.
Write your answers correct to 2 decimal places. 50 cm
b. Using your answer from part a, determine the area of wood,
in cm2, Tran needs to construct his desktop, including top, bottom
and sides. Write your answer correct to 2 decimal places.
8. a. I n a right-angled triangle, under what circumstances will the opposite side and the adjacent side
have the same length?
b. In a right-angled triangle, for what values of θ (the reference angle) will the adjacent side be longer
than the opposite side?

80  Maths Quest 10 Stage 5 NSW Australian curriculum

 9. A surveyor needs to determine the height of
a building. She measures the angle of
elevation of the top of the building from
two points, 64 m apart. The surveyor’s eye
level is 195 cm above the ground.

47°48 36°2
ʹ 4ʹ
x 64 m 195 cm

a. Find the expressions for the height of the

building, h, in terms of x using the two angles.
b. Solve for x by equating the two expressions obtained in part a. Give your answer to 2 decimal places.
c. Find the height of the building correct to 2 decimal places.
10. If angles QNM, QNP and MNP are right angles, find the length of NQ.
Q

N
x y
30° 45°
M 120 P
11. How does solving a trigonometric equation differ when we are finding the length of the hypotenuse
side compared to when finding the length of a shorter side?

3.6 Using trigonometry to calculate

angle size [Stage 5.2]
•• Just as inverse operations are used to solve equations, inverse trigonometric ratios are used to solve
trigonometric equations for the value of the angle.
–– Inverse sine (sin−1) is the inverse of sine.
–– Inverse cosine (cos−1) is the inverse of cosine.
–– Inverse tangent (tan−1) is the inverse of tangent.
For example, since sin (30°) = 0.5, then sin−1 (0.5) = 30°; this is read as ‘inverse sine of 0.5 is 30
degrees’.
If sin θ = a, then sin–1 a = θ .
If cos θ = a, then cos–1 a = θ .
If tan θ = a, then tan–1 a = θ .
•• A calculator can be used to calculate the values of inverse trigonometric ratios.
•• The size of any angle in a right-angled triangle can be found if:
–– the lengths of any two sides are known
–– an appropriate trigonometric ratio is identified from the given lengths
–– a calculator is used to evaluate the inverse trigonometric ratio.

TOPIC 3 Right-angled triangles (trigonometry)  81

 WORKED EXAMPLE 14

For each of the following, find the size of the angle, θ , correct to the nearest degree.
a b

5m

5 cm 𝜃
3.5 cm
11 m

THINK WRITE/DRAW

a 1 Label the given sides of the triangle. a

H O
5 cm
3.5 cm

𝜃
O
2 Identify the appropriate trigonometric ratio to use. We sin θ =
H
are given O and H.
3 Substitute O = 3.5 and H = 5 and evaluate the expression. 3.5
sin θ =
5
= 0.7
4 Make θ the subject of the equation using inverse sine. θ = sin−1 0.7
= 44.427 004°
5 Evaluate θ and round the answer, correct to the nearest θ = 44° (correct to the ­nearest
degree. degree)
b 1 Label the given sides of the triangle. b
O
5m

𝜃
11 m A
O
2 Identify the appropriate trigonometric ratio to use. tan θ =
A
Given O and A.
5
3 Substitute O = 5 and A = 11. tan θ =
11

(11)
5
4 Make θ the subject of the equation using inverse θ = tan−1
­tangent.
= 24.443 954 78°
5 Evaluate θ and round the answer, correct to the nearest θ = 24° (correct to the nearest
degree. degree)

82  Maths Quest 10 Stage 5 NSW Australian curriculum

WORKED EXAMPLE 15

Find the size of the angle θ , correct to the nearest minute. 3.1 m A
θ
O

7.2 m

THINK WRITE/DRAW
a 1 Label the given sides of the triangle. a 3.1 m A
θ
O

7.2 m

O
2 Identify the appropriate trigonometric ratio to use. tan θ =
A
7.2
3 Substitute O = 7.2 and A = 3.1. tan θ =
3.1

(3.1)
7.2
4 Make θ the subject of the equation using inverse tangent. θ = tan−1

5 Evaluate θ and write the calculator display. θ = 66.705 436 75°

6 Use the calculator to convert the answer to degrees, minutes and θ = 66.705 436 75°
seconds or multiply 0.705 436 75 by 60. = 66°42 19.5472″
′
or
θ = 66.705 436 75°
= 66°42.3262′
7 Round the answer to the nearest minute. θ = 66°42′ (correct to
the nearest minute)

ACTIVITY: IMPORTANT TRIANGLES

There are two important triangles that are commonly used in trigonometry. Complete the following steps to
create these triangles.
Triangle 1
1. Sketch an equilateral triangle with side length 2 units.
2. Calculate the sizes of the internal angles.
3. Bisect the triangle to form two right-angled triangles.
4. Redraw one of the triangles formed.
5. Calculate the side lengths of this right-angled triangle as exact
values.
6. Fully label your diagram, showing all side lengths and angles.
Triangle 2
1. Draw a right-angled isosceles triangle.
2. Calculate the sizes of the internal angles.
3. Let the sides of equal length be 1 unit long.
4. Calculate the length of the third side.
5. Fully label your diagram, showing all side lengths and angles.

TOPIC 3 Right-angled triangles (trigonometry) 83

 RESOURCES — ONLINE ONLY

Interactivity: Finding the angle when two sides are known (int-6046)
Digital doc: WorkSHEET Using trigonometry (doc-5233)

Exercise 3.6 Using trigonometry to calculate angle size

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–3, 6, 8 1–6, 8, 10 1–11

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE14 Find the size of the angle, θ , in each of the following. Give your answer correct to the nearest
degree.
a. b. c.

5.2 4.7 8
4.8

θ θ θ
3.2 3
2. WE15 Find the size of the angle marked with the pronumeral in each of the following. Give your
answer correct to the nearest minute.
a. b. β 7.2 m c.
12

17
4m θ
10
θ
12
3. Find the size of the angle marked with the pronumeral in each of the following, giving your answer
correct to the nearest degree.
a. b. c. 106.4

13.5 a 89.4
92.7
15.3
c b
77.3
d. e. f.
d 12.36
43.7

18.7 13.85 7.3 cm 12.2 cm
e

18.56
9.8 cm α

84  Maths Quest 10 Stage 5 NSW Australian curriculum

 4. Find the size of each of the angles in the following, giving your answers correct to the nearest minute.
a. b. c. x
d
a 5.7
0.798 2.3
56.3
y
0.342 e

b
27.2
5. Consider the triangle shown. A
r
h l
125°
D
20 cm B 30 cm C

a. Calculate the length of the sides r, l and h. Write your answers correct to 2 decimal places.
b. Calculate the area of ABC, correct to the nearest square centimetre.
c. Calculate ∠BCA.
6. In the sport of air racing, small planes have to travel between two large towers or pylons. The gap
between a pair of pylons is smaller than the wing-span of the plane, so the plane has to go
through on an angle with one wing ‘above’ the other. The wing-span of a competition airplane is
8 metres.

a. Determine the angle, correct to 1 decimal place, that the plane has to tilt if the gap between pylons is:
i. 7 metres
ii. 6 metres
iii. 5 metres.
b. Because the plane has rolled away from the horizontal as it travels between the pylons, it loses speed.
If the plane’s speed is below 96 km/h it will stall and possibly crash. For each degree of ‘tilt’ the
speed of the plane is reduced by 0.98 km/h. What is the minimum speed at which the plane must go
between each of the gaps in part a? Write your answer correct to 2 decimal places.
Communicating, reasoning and problem solving
7. a. Use the triangles formed in the activity ‘Important triangles’ in Section 3.6.1 to calculate exact
values for sin 30°, cos 30° and tan 30°. Justify your answers.
sin 30°
b. Use the exact values for sin 30°, cos 30° and tan 30° to show that tan 30° = .
cos 30°
o a sin θ
c. Use the formulas sin θ = and cos θ = to prove that tan θ = .
h h cos θ
TOPIC 3 Right-angled triangles (trigonometry)  85
 8. During a Science excursion, your class visited an underground cave to observe rock formations. You
were required to walk along a series of paths and steps as shown in the diagram below.
Start

1.6 km
1.4 km
Site 1
2.1 km
Site 2
2 km

3.8 km

Site 3
1 km

a. Calculate the angle of the incline (slope) you have to travel down between each site. Give your
answers to the nearest whole number.
b. Determine which path would have been the most challenging; that is, which path had the steepest slope.
9. Find the angle θ in degrees and minutes.
6
θ

100°
2

10. How is finding the angle of a right-angled triangle different to

finding a side length?
11. At midday, the hour hand and the minute hand on a ­standard
clock are both pointing at the twelve. Calculate the angles the
minute hand and the hour hand have moved 24.5 minutes later.
Express both answers in degrees and minutes.

3.7 Angles of elevation and depression [Stage 5.2]

•• Consider the points A and B, where B is at a higher elevation compared to A.
B

θ = angle of elevation of B
from A

A θ
Horizontal

•• If a horizontal line is drawn from A as shown, forming the angle θ , then θ is called the angle of
­elevation of B from A.

86  Maths Quest 10 Stage 5 NSW Australian curriculum

•• If a horizontal line is drawn from B, forming the angle α, then α is called the angle of depression
of A from B.
Horizontal
B
α

α = angle of depression
of A from B
A

•• Because the horizontal lines are parallel, θ and α are the same size (alternate angles).
α B

θ=α

θ
A

WORKED EXAMPLE 16

From a point P, on the ground, the angle of elevation of the top of a tree is 50°. If P is 8 metres
from the tree, find the height of the tree correct to 2 decimal places.
THINK WRITE/DRAW
1 Let the height of the tree be h. Sketch a diagram and show
the relevant information.
h
O

50°
8m A
O
2 Identify the appropriate trigonometric ratio. tan θ =
A
h
3 Substitute O = h, A = 8 and θ = 50°. tan 50° =
8
4 Rearrange to make h the subject. h = 8 tan 50°
5 Calculate and round the answer to 2 decimal places. = 9.53 (correct to 2 d.p.)
6 Give a worded answer. The height of the tree is 9.53 m.

RESOURCES — ONLINE ONLY

Interactivity: Finding the angle of elevation and angle of depression (int-6047)

eLesson: Height of a satellite (eles-0173)
Digital doc: SkillSHEET Drawing a diagram from given directions (doc-5228)
Digital doc: WorkSHEET Elevation and depression (doc-5234)

TOPIC 3 Right-angled ­triangles (trigonometry)  87

Exercise 3.7 Angles of elevation and depression
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–5, 8, 10 1–6, 9, 10, 14, 15 1–7, 9, 11–17

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
Give your answers to the following questions correct to 2 decimal places unless directed otherwise.
1. WE16 From a point P on the ground, the angle of elevation from an observer to the top of a tree is
54°22′. If the tree is known to be 12.19 m high, how far is P from the tree (measured horizontally)?
2. From the top of a cliff 112 m high, the angle of depression to a boat is 9°15′. How far is the boat from
the foot of the cliff? Give your answer correct to 1 decimal place.
3. A person on a ship observes a lighthouse on a cliff that is 830 metres away from the ship. The angle
of elevation of the top of the lighthouse is 12°.
a. How far above sea level is the top of the lighthouse?
b. If the height of the lighthouse is 24 m, how high is the cliff?
4. At a certain time of the day a post that is 4 m tall casts a shadow of 1.8 m. What is the angle of
elevation of the sun at that time? Give your answer correct to the nearest minute.
5. An observer who is standing 47 m from a building measures the angle of elevation of the top of the
building as 17°. If the ­observer’s eye is 167 cm from the ground, what is the height of the building?
6. A surveyor needs to determine the height of a building. She measures the angle of elevation of the top
of the building from two points, 38 m apart. The surveyor’s eye level is 180 cm above the ground.

47°12 35°5
' 0'
x 38 m 180 cm

a. Find two expressions for the height of the building, h, in terms of x using the two angles.
b. Solve for x by equating the two expressions obtained in part a.
c. Find the height of the building.
7. The height of another building needs to be determined but cannot be found directly. The surveyor
decides to measure the angle of elevation of the top of the building from two different sites that are
75 m apart. The surveyor’s eye level is 189 cm above the ground.

43°35 32°1
' 8'
x 75 m 189 cm

a. Using the two angles, find two expressions for the height of the building above the surveyor’s eye
level, h, in terms of x.

88  Maths Quest 10 Stage 5 NSW Australian curriculum

 b. Solve for x.
c. Find the height of the building.
8. A lookout tower has been erected on top of a cliff. At a
distance of 5.8 km from the foot of the cliff, the angle of
elevation to the base of the tower is 15.7° and to the
­observation deck at the top of the tower is 16° respectively, as
shown in the diagram. How high from the top of the cliff is
the ­observation deck? Give your answer correct to the nearest
metre.

16°
15.7°
5.8 km

9. Elena and Sonja were on a camping trip in the Grampians,

where they spent their first day hiking. They first walked
1.3 km Angle of depression
1.5 km along a path inclined at an angle of 10° to the
20°
­horizontal. Then they had to follow another path, which was at 1.5 km
150 m
an angle of 20° to the horizontal. They walked along this path 10°
1.4 km
for 1.3 km, which brought them to the edge of the cliff. Here
Elena spotted a large gum tree 1.4 km away. If the gum tree is 150 m high, what is the angle of
depression from the top of the cliff to the top of the gum tree? Give your answer in degrees, correct to
1 decimal place.
10. From a point on top of a cliff, two boats are observed. If the angles of depression are 58° and 32° and
the top of the cliff is 46 m above sea level, how far apart are the boats?
32°
58°

46 m

40°
11. The competitors of a cross-country run are nearing the finish line. 62°
From a lookout 100 m above the track, the angles of depression to the
two leaders, Nathan and Rachel, are 40° and 62° respectively. How far 100 m
apart are the two competitors? Give your answer correct to the nearest
metre.

12. A 2.05 m tall man, standing in front of a street light 3.08 m high,
casts a 1.5-m shadow. 2.05 m
3.08 m
a. What is the angle of elevation from the ground to the source
of light? Give your answer correct to the nearest degree. 1.5 m

b. How far is the man from the bottom of the light pole?

TOPIC 3 Right-angled ­triangles (trigonometry)  89

Communicating, reasoning and problem solving
13. Joseph is asked to obtain an estimate of the height of his house
using any mathematical technique. He decides to use an x
­inclinometer and basic trigonometry. Using the inclinometer, θ
Joseph determines the angle of elevation, θ , from his eye level
to the top of his house to be 42°. The point from which Joseph h d
measures the angle of elevation is 15 m away from his house
and the distance from Joseph’s eyes to the ground is 1.76 m.
a. Fill in the given information on the diagram provided (substitute values for the pronumerals).
b. Determine the height of Joseph’s house.
14. The angle of elevation of a vertically rising hot air balloon changes
from 27° at 7.00 am to 61° at 7.03 am, according to an observer who
is 300 m away from the take-off point.
a. Assuming a constant speed, calculate the speed (in m/s and km/h)
at which the balloon is rising, correct to 2 decimal places.
b. The balloon then falls 120 metres. What is the angle of elevation
now? Write your answer correct to 1 decimal place.
15. The angle of depression from the top of one building to the foot of
another building across the same street and 45 metres horizontally
away is 65°. The angle of depression to the roof of the same
­building is 30°. Calculate the height of the shorter building.

30°

65°

45 m

16. P and Q are two points on a horizontal line that are 120 metres apart. The angles of elevation from
P and Q to the top of a mountain are 36° and 42° respectively. Find the height of the mountain correct
to 1 decimal place.

36° 42°
P 120 m Q

17. What is the difference between an angle of elevation and an angle of depression?

90  Maths Quest 10 Stage 5 NSW Australian curriculum

3.8 Bearings [Stage 5.2]
3.8.1 Bearings
•• A bearing gives the direction of travel from one point or object to another.
•• The bearing of B from A tells how to get to B from A. A compass rose would be drawn at A.
N B

W E
A

•• To illustrate the bearing of A from B, a compass rose would be drawn at B.

N

W E
B

S
A

•• There are two ways in which bearings are commonly written. They are compass bearings and true
bearings.

3.8.2 Compass bearings

•• A compass bearing (for example N40°E or S72°W) has three parts.
–– The first part is either N or S (for north or south).
–– The second part is an acute angle.
–– The third part is either E or W (for east or west).
•• For example, the compass bearing S20°E means start by facing south and then turn 20° towards the
east. This is the direction of travel.
N40°W means start by facing north and then turn 40° towards the west.
N N40°W N

40°

W E W E

20°

S20°E
S    S

3.8.3 True bearings

•• True bearings are measured from north in a clockwise direction and are expressed in 3 digits.
•• The diagrams below show the bearings of 025° true and 250° true respectively. (These true bearings
are more commonly written as 025° T and 250° T.)

TOPIC 3 Right-angled ­triangles (trigonometry)  91

 N 025°T N

25°

W E W 250°
E

250°T

S    S

WORKED EXAMPLE 17

A boat travels a distance of 5 km from P to Q in a direction of 035° T.

a How far east of P is Q? Give your answer correct to 2 decimal places.
b How far north of P is Q? Give your answer correct to 2 decimal places.
c What is the true bearing of P from Q?
THINK WRITE/DRAW
a 1 Draw a diagram showing the distance and bearing of Q a Q
from P. Complete a right-angled triangle travelling x km θ
due east from P and then y km due north to Q. N
5 km A
y
35°

P x
O
O
2 To determine how far Q is east of P, we need to find the sin θ =
H
value of x. We are given the length of the hypotenuse (H)
and need to find the length of the opposite side (O).
Write the sine ratio.
x
3 Substitute O = x, H = 5 and θ = 35°. sin 35° =
5
4 Make x the subject of the equation. x = 5 sin 35°
5 Evaluate and round the answer, correct to 2 decimal = 2.87 (correct to 2 d.p.)
places.
6 Write the answer in words. Point Q is 2.87 km east of P.
A
b 1 To determine how far Q is north of P, we need to find the b cos θ =
H
value of y. This can be done in several ways, for example
using the cosine ratio, the tangent ratio or Pythagoras’
theorem. Write the cosine ratio.
y
2 Substitute A = y, H = 5 and θ = 35°. cos 35° =
5
3 Make y the subject of the equation. y = 5 cos 35°
4 Evaluate and round the answer, correct to 2 decimal = 4.10 (correct to 2 d.p.)
places.
5 Write the answer in words. Point B is 4.10 km north of A.

92  Maths Quest 10 Stage 5 NSW Australian curriculum

c 1 To find the bearing of P from Q, draw a compass rose c N
at Q. The true bearing is given by θ .
Q θ

35°

P x

2 The value of θ is the sum of 180° (from north to south) True bearing = 180° + α
and 35°. Write the value of θ . α = 35°:
True bearing = 180° + 35°
= 215°
3 Write the answer in words. The bearing of P from Q is
215°T.

•• Sometimes a journey includes a change in directions. In such cases, each section of the journey should
be dealt with separately.

WORKED EXAMPLE 18

A boy walks 2 km on a true bearing of 090° and then 3 km on a true bearing of 130°.
a How far east of the starting point is the boy at the completion of his walk? (Answer
correct to 1 decimal place.)
b How far south of the starting point is the boy at the completion of his walk? (Answer
correct to 1 decimal place.)
c To return directly to his starting point, how far must the boy walk and on what bearing?
THINK WRITE/DRAW
a 1 Draw a diagram of the boy’s journey. a N N
The first leg of the journey is due east. Label the
2 130°
easterly component x and the southerly component y. E
O P
50°
y 3

x Q

O
2 Write the ratio to find x. sin θ =
H
x
3 Substitute O = x, H = 3 and θ = 50°. sin 50° =
3
4 Make x the subject of the equation. x = 3 sin 50°
5 Evaluate and round the result correct to 1 ­decimal place. = 2.3 km (correct to 1 d.p.)
6 Add to this the 2 km east that was walked in the first Total distance east = 2 + 2.3
leg of the journey and give a worded answer. = 4.3 km
The boy is 4.3 km east of the
­starting point.

TOPIC 3 Right-angled ­triangles (trigonometry)  93

 b 1 To find y (see the diagram in part a) we can use b Distance south = y km
­Pythagoras’ theorem, as we know the lengths of two a2 = c2 − b2
of the three sides in the right-angled triangle. Round y2 = 32 − 2.32
the answer correct to 1 decimal place. = 9 − 5.29
Note: Alternatively, the cosine ratio could have = 3.71
been used. y = √3.71
= 1.9 km (correct to 1 d.p.)
2 Write the answer in words. The boy is 1.9 km south of the
starting point.
c 1 Draw a diagram of the journey and write in the results c O 4.3
found in parts a and b. Draw a compass rose at Q.
1.9
N
z
α
Q
β

2 Find z using Pythagoras’ theorem. z2 = 1.92 + 4.32

= 22.1
z = √22.1
= 4.7 km (correct to 1 d.p.)
4.3
3 Find α using trigonometry. tan α =
1.9
α = tan−1 ( )
4.3
4 Make α the subject of the equation using the inverse
1.9
tangent function.
5 Evaluate and round to the nearest minute. = 66.161259 82°
= 66°9′40.535″
= 66°10′
6 The angle β gives the bearing. β = 360° − 66°10′
= 293°50′
7 Write the answer in words. The boy travels 4.7 km, correct to
1 decimal place, on a ­bearing of
293°50′ T.

RESOURCES — ONLINE ONLY

Interactivity: Bearings (int-6481)

eLesson: Bearings (eles-1935)

94  Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 3.8 Bearings
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1, 2, 3a–d, 4a–b, 5–7, 11 1, 2, 3, 4a–c, 5–8, 11, 13 1–6, 8–16

To answer questions online and to receive immediate feedback and fully worked solutions for every
­
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
Where appropriate, give answers to the following questions correct to 2 decimal places unless directed
otherwise.
1. Change each of the following compass bearings to true bearings.
a. N20°E b. N20°W c. S35°W d. S28°E e. N34°E f. S42°W
2. Change each of the following true bearings to compass bearings.
a. 049°T b. 132°T c. 267°T d. 330°T e. 086°T f. 234°T
3. Describe the following paths using true bearings.
a. N b. N c. N
3k

35°
m

W E W E
22°
35°
2.5
km m
8k

S S
d. N e. N f. N
N N
30
12 0m
35° 2.5 km km
65° 40° 50°
50° m
0m

4 km 7k
50

4. Show each of the following journeys as a diagram.

a. A ship travels 040°T for 40 km and then 100°T for 30 km.
b. A plane flies for 230 km in a direction 135°T and a further 140 km in a direction 240°T.
c. A bushwalker travels in a direction 260°T for 0.8 km, then changes direction to 120°T for 1.3 km,
and finally travels in a direction of 32° for 2.1 km.
d. A boat travels N40°W for 8 km, then changes direction to
S30°W for 5 km and then S50°E for 7 km.
e. A plane travels N20°E for 320 km, N70°E for 180 km and
S30°E for 220 km.
5. WE17   a.  A yacht travels 20 km from A to B on a bearing of
042°T.
i. How far east of A is B?
ii. How far north of A is B?
iii. What is the bearing of A from B?

TOPIC 3 Right-angled ­triangles (trigonometry)  95

 b. The yacht then sails 80 km from B to C on a bearing of 130°T.
i. Show the journey using a diagram. ii. How far south of B is C?
iii. How far east of B is C? iv. What is the bearing of B from C?
6. If a farmhouse is situated 220 m N35°E from a shed, what is the true bearing of the shed from the
house?
7. A pair of hikers travel 0.7 km on a true bearing of 240° and then 1.3 km on a true bearing of 300°.
How far west have they travelled from their starting point? Give your answer correct to 3 decimal
places.
8. WE18 A boat travels 6 km on a true bearing of 120° and then 4 km on a true bearing of 080°.
a. How far east is the boat from the starting point on the completion of its journey? Give your answer
correct to 3 decimal places.
b. How far south is the boat from the starting point on the completion of its journey? Give your answer
correct to 3 decimal places.
c. What is the bearing of the boat from the starting point on the completion of its journey?
9. A plane flies on a true bearing of 320° for 450 km. It then flies on a true bearing of 350° for 130 km
and finally on a true bearing of 050° for 330 km. How far north of its starting point is the plane?
Communicating, reasoning and problem solving
10. A bushwalker leaves her tent and walks due east for 4.12 km, then walks a further 3.31 km on a
bearing of N20°E. If she wishes to return directly to her tent, how far must she walk and what bearing
should she take? (Answer to the nearest degree.)
11. A car travels due south for 3 km and then due east for 8 km. What is the bearing of the car from its
starting point? (Answer to the nearest degree.)
12. If the bearing of A from O is θ°T, then what is the bearing of O from A:
a. if 0° < θ ° < 180° b. if 180° < θ ° < 360°?
13. A boat sails on a compass direction of E12°S for 10 km, then changes A
12°
direction to S27°E for another 20 km. The crew then decide to sail back 10 km B
to the boat’s starting point.
a. How far, correct to 2 decimal places, is the boat from its starting point?
27°
b. On what bearing should the boat travel to return to its starting point? 20 km
Write the angle correct to the nearest degree.
14. Samantha and Tim set off early from the car park of a national park to
hike for the day. Initially they walk N60°E for 12 km to see a spectacular
C
waterfall. They then change direction and walk in a south-easterly
direction for 6 km, then stop for lunch. Give all answers correct to 2 decimal places.
a. Draw a diagram of the hiking path they completed.
b. How far north of the car park are they at the lunch stop?
c. How far east of the car park are they at the lunch stop?
d. What is the bearing of the lunch stop from the car park?
Samantha and Tim then walk directly back to the car
park.
e. Calculate the distance they have covered after lunch.
15. What is the difference between true bearings and
compass directions?
16. Starting from their base in the national park, a group of
bushwalkers travel 1.5 km at a true bearing of 030°,
then 3.5 km at a true bearing of 160°, and then 6.25 km
at a true bearing of 300°. How far, and at what true
bearing, should the group walk to return to its base?

96  Maths Quest 10 Stage 5 NSW Australian curriculum

3.9 Applications [Stages 5.2 and 5.3]
•• When applying trigonometry to practical situations, it is essential to draw good mathematical d­ iagrams
using points, lines and angles.
•• Several diagrams may be required to show all the necessary right-angled triangles.

WORKED EXAMPLE 19

A ladder of length 3 m makes an angle of 32° with the wall. Give all answers correct to 2 decimal
places.
a How far is the foot of the ladder from the wall?
b How far up the wall does the ladder reach?
c What angle does the ladder make with the ground?
THINK WRITE/DRAW

Sketch a diagram and label the sides of the right-angled

triangle with respect to the given angle.
A
3m 32°
H y

α x
O
O
a 1 We need to find the distance of the foot of the ladder a sin θ =
H
from the wall (O) and are given the length of the ladder
(H). Write the sine ratio.
x
2 Substitute O = x, H = 3 and θ = 32°. sin 32° =
3
3 Make x the subject of the equation. x = 3 sin 32°
4 Evaluate and round the answer to 2 decimal places. = 1.59 m (correct to 2 d.p.)
5 Write the answer in words. The foot of the ladder is 1.59 m
from the wall.
A
b 1 We need to find the height the ladder reaches up the wall b cos θ =
H
(A) and are given the hypotenuse (H). Write the cosine
ratio.
y
2 Substitute A = y, H = 3 and θ = 32°. cos 32° =
3
3 Make y the subject of the equation. y = 3 cos 32°
4 Evaluate and round the answer to 2 decimal places. y = 2.54 m (correct to 2 d.p.)
5 Write the answer in words. The ladder reaches 2.54 m up the
wall.
c 1 To find the angle that the ladder makes with the ground, c α + 90° + 32° = 180°
we could use any of the trigonometric ratios, as the α + 122° = 180°
lengths of all three sides are known. However, it is α = 180°− 22°
quicker to use the angle sum of a triangle. α = 58°

2 Write the answer in words. The ladder makes a 58° angle with

the ground.

TOPIC 3 Right-angled ­triangles (trigonometry)  97

 RESOURCES — ONLINE ONLY

Interactivity: Drafting problems (int-2781)

Exercise 3.9 Applications

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–4, 8, 10, 15 1–5, 8, 11, 13, 14, 16 1, 3, 4, 6, 7, 9, 12–18

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
Where appropriate, give answers to the following questions correct to 2 decimal places unless directed
otherwise.
1. A carpenter wants to make a roof pitched at 29°30′, as shown in the diagram. How long should he cut
the beam PR?
R

29°30'
P Q
10.6 m
2. The mast of a boat is 7.7 m high. A guy wire from the top of the mast is fixed to the deck 4 m from
the base of the mast. Determine the angle the wire makes with the horizontal. Give your answer
correct to the nearest minute.
3. A steel roof truss is to be made to the following design.

20°

10 m

a. How high is the truss?

b. What is the total length of steel required to make the truss?
4. WE19 A ladder that is 2.7 m long is leaning against a wall at an angle of 20° as shown.
T

20°
2.7 m

W B

If the base of the ladder is moved 50 cm further away from the wall, what angle will the ladder make
with the wall? Give your answer correct to the nearest minute.

98  Maths Quest 10 Stage 5 NSW Australian curriculum

 5. A wooden framework is built as shown.
C

5m

38°
A B

Bella plans to reinforce the framework by adding a strut from C to the midpoint of AB. What will be
the length of the strut?
6. Atlanta is standing due south of a 20 -m flagpole at a point where the angle of elevation of the top of the
pole is 35°. Ginger is standing due east of the flagpole at a point where the angle of elevation of the top of
the pole is 27°. How far is Ginger from Atlanta? Give your answer correct to the nearest metre.
7. From a point at ground level, Henry measures the angle of elevation of the top of a tall building to be
41°. After walking directly towards the building, he finds the angle of elevation to be 75°. If the
building is 220 m tall, how far did Henry walk between measurements? Give your answer correct to
the nearest metre.
8. Sailing towards a mountain peak of height 893 m, Imogen measured the angle of elevation to be 14°.
A short time later the angle of elevation was 27°. How far had Imogen sailed in that time?
9. A desk top of length 1.2 m and width 0.5 m rises to 10 cm.
E F
10 cm
0.5 m C D

A 1.2 m B
Calculate, correct to the nearest minute:
a. ∠DBF b. ∠CBE.
10. A cuboid has a square end.
H G

X
D C
E F
O
45 cm
A 25 cm B

a. If the length of the cuboid is 45 cm and its height and width are 25 cm each, calculate:
i. the length of BD ii. the length of BG iii. the length of BE
iv. the length of BH v. ∠FBG vi. ∠EBH.
b. If the midpoint of FG is X and the centre of the rectangle ABFE is O, calculate:
i. the length of OF ii. the length of FX
iii. ∠FOX iv. the length of OX.
11. In a right square-based pyramid, the length of the side of the base is 12 cm and the height is 26 cm.
26 cm

12 cm

TOPIC 3 Right-angled ­triangles (trigonometry)  99

 Determine:
a. the angle the triangular face makes with the base
b. the angle the sloping edge makes with the base
c. the length of the sloping edge.
12. In a right square-based pyramid, the length of the side of the square base is 5.7 cm.

68°

5.7 cm

If the angle between the triangular face and the base is 68°, determine:
a. the height of the pyramid
b. the angle the sloping edge makes with the base
c. the length of the sloping edge.
13. In a right square-based pyramid, the height is 47 cm. If the angle between a triangular face and the
base is 73°, calculate:
a. the length of the side of the square base
b. the length of the diagonal of the base
c. the angle the sloping edge makes with the base.
Communicating, reasoning and problem solving
14. Aldo the carpenter is lost in a rainforest. He comes across a large river and he knows that he cannot
swim across it. Aldo intends to build a bridge across the river. He draws some plans to calculate the
distance across the river as shown in the diagram below.

72°
River Tree
4.5 cm

88°

a. Aldo used a scale of 1 cm to represent 20 m. Find the real-life distance represented by 4.5 cm in
Aldo’s plans.
b. Use the diagram below to write an equation for h in terms of d and the two angles.

h
θ1 θ2
d–x x
d

c. Use your equation from part b to find the distance across the river, correct to the nearest metre.
15. A block of cheese is in the shape of a rectangular prism as shown. The cheese is to be sliced with a
wide blade that can slice it in one go. Calculate the angle (to the vertical) that the blade must be
inclined if:

100  Maths Quest 10 Stage 5 NSW Australian curriculum

 a. the block is to be sliced diagonally into two identical triangular wedges

4.8 cm
7.4 cm
10 cm

b. the blade is to be placed in the middle of the block and sliced through to the bottom corner, as
shown.

4.8 cm
7.4 cm
10 cm

16. A sphere of radius length 2.5 cm rests in a hollow inverted cone as shown. The height of the cone is
12.5 cm and its vertical angle is equal to 36°. Answer the following correct to 2 decimal places.

2.5 cm
h

a. Find the distance, d, from the tip of the cone to the point of contact with the sphere.
b. Find the distance, h, from the open end of the cone to the bottom of the ball.
17. The ninth hole on a municipal golf course is 630 m from the tee. A golfer drives a ball from the tee a
distance of 315 m at a 10° angle off the direct line as shown.

Hole

630 m
10°

315 m

Tee

Find how far the ball is from the hole and state the angle of the direct line that the ball must be hit
along to go directly to the hole. Give your answers correct to 1 decimal place.
18. What are some real-life applications of trigonometry?

TOPIC 3 Right-angled ­triangles (trigonometry)  101

3.10 Review
Investigation | Rich task
How steep is the land?
When we buys a block of land on which to build a house, the slope of the land is often not very
obvious. The slab of a house built on the ground must be level, so it is frequently necessary to remove
or build up soil to obtain a flat area. The gradient of the land can be determined from a contour map
of the area.

Consider the building block shown in the diagram. The contour lines join points that have the same
height above sea level. Their measurements are in metres. The plan clearly shows that the land rises
from A to B. The task is to determine the angle of this slope.

172
B
173

172.5
171.5

171

Contour
lines
Rectangular
block of land 170.5

170

Scale 1 : 500

1. A cross-section shows a profile of the surface of the ground. Let us look at the cross-section of
the ground between A and B. The technique used is as follows.
• Place the edge of a piece of paper on the line joining A and B.
• Mark the edge of the paper at the points where the contour lines intersect the paper.
• Transfer this paper edge to the horizontal scale of the profile and mark these points.
• Choose a vertical scale within the range of the heights of the contour lines.
• Plot the height at each point where a contour line crosses the paper.
• Join the points with a smooth curve.

102 Maths Quest 10 Stage 5 NSW Australian curriculum

The cross-section has been started for you. Complete the profile of the line AB.
You can now see a visual picture of the profile of the soil between A and B.
Cross-section of AB
173 173

172.5 172.5

Height (metres)
Height (metres)
172 172

171.5 171.5

171 171

170.5 170.5

170 170
B A
Profile of line BA (metres)
2. We now need to determine the horizontal distance between A and B.
a. Measure the map distance between A and B using a ruler. What is the map length?
b. Using the scale of 1 : 500, calculate the actual horizontal distance AB (in metres).
3. The vertical difference in height between A and B is indicated by the contour lines. What is this
vertical distance?
4. Complete the measurements on this diagram.
B
Vertical
distance
= ........ m a
A
Horizontal distance = ........ m

5. The angle a represents the angle of the average slope of the land from A to B. Use the tangent
ratio to calculate this angle (to the nearest minute).
6. In general terms, an angle less than 5° can be considered a gradual to moderate rise. An angle
between 5° and 15° is regarded as moderate to steep, and more than 15° is a steep rise. How
would you describe this block of land?
7. Imagine that you are going on a bush walk this weekend with a group of friends. A contour map
of the area is shown. Starting at X, the plan is to walk directly to the hut.
Draw a cross-section profile of the walk and calculate the average slope of the land. How would
you describe the walk?
30
0

Hut
0
25

200

150
X
Scale 1 : 20 000

TOPIC 3 Right-angled ­triangles (trigonometry)  103

 RESOURCES — ONLINE ONLY

Digital doc: Investigation — How steep is the land? (doc-15924)

Digital doc: Code puzzle — What will Sir have to follow the chicken? (doc-15925)
Digital doc: Summary Topic 3 (doc-22901)
Interactivity: Word search Topic 3 (int-2838)
Interactivity: Crossword Topic 3 (int-2839)
Interactivity: Sudoku Topic 3 (int-3592)

Exercise 3.10 Review questions

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. MC The most accurate measure for the length of the third side in the triangle below is:

5.6 m
2840 mm

a. 4.83 m b. 23.3 cm c. 3.94 m d. 2330 mm e. 4826 mm

2. MC What is the value of x in this figure?

x
5

2 7

a. 5.4 b. 7.5 c. 10.1 d. 10.3 e. 4

3. MC What is the closest length of AG of the cube below?

A B

C 10
D

E
F
10
H 10 G

a. 10 b. 30 c. 20 d. 14 e. 17

4. MC If sin 38° = 0.6157, which of the following will also give this result?
a. sin 218° b. sin 322° c. sin 578° d. sin 682° e. sin 142°

5. MC The angle 118°52′ is also equal to:

52°
a. 118.5234° b. 118 c. 118.876° d. 118.867° e. 118.786°
34

104  Maths Quest 10 Stage 5 NSW Australian curriculum

 6. MC Which trigonometric ratio for the triangle shown below is incorrect?

a b
α θ
c

b a a b a
a. sin α = b. sin α = c. cos α = d. tan α = e. tan θ =
c c c a b
7. MC Which of the following statements is correct?
a. sin 55° = cos 55°
b. sin 45° = cos 35°
c. cos 15° = sin 85°
d. sin 30° = sin 60°
e. sin 42° = cos 48°

8. MC Which of the following can be used to find the value of x in the diagram below?

28.7

35°
x
28.7 28.7
a. 28.7 sin 35° b. 28.7 cos 35° c. 28.7 tan 35° d. e.
sin 35° cos 35°
9. MC Which of the following expressions can be used to find the value of a in the triangle shown?

75
35

35 75 35 75
a. 35 sin 75° b. sin−1 c. sin−1 d. cos−1 e. cos−1
75 35 75 35
10. MC If a school is 320 m S42°W from the police station, what is the true bearing of the police station
from the school?
a. 042°T b. 048°T c. 222°T d. 228°T e. 312°T

11. Calculate x for the following triangles, correct to 2 decimal places.

a. b. 117 mm

x
82 mm x
123.1 cm

48.7 cm

12. Calculate the value of the pronumeral, correct to 2 decimal places.

13.4 cm

x x

TOPIC 3 Right-angled ­triangles (trigonometry)  105

13. Calculate the height of this pyramid, correct to 2 decimal places.

10 mm

8 mm
8 mm

14. A person standing 23 m away from a tree observes the top of the tree at an angle of elevation of 35°.
If the person’s eye level is 1.5 m from the ground, what is the height of the tree? Give your answer
correct to 1 decimal place.
15. A man with an eye level height of 1.8 m stands at the window of a tall building. He observes his
young daughter in the playground below. If the angle of depression from the man to the girl is 47° and
the floor on which the man stands is 27 m above the ground, how far from the bottom of the building
is the child? Give your answer correct to 2 decimal places.
16. A plane flies 780 km in a direction of 185°T. How far west has it travelled from the starting point?
Give your answer correct to 2 decimal places.
17. A hiker travels 3.2 km on a bearing of 250°T and then 1.8 km on a bearing of 320°T. How far west
has she travelled from the starting point? Give your answer correct to 2 decimal places.
18. If a 4-m ladder is placed against a wall and the foot of the ladder is 2.6 m from the wall, what angle
(in degrees and minutes) does the ladder make with the wall?
Communicating, reasoning and problem solving
19. The height of a right square-based pyramid is 13 cm. If the angle the face makes with the base
is 67°, find:
a. the length of the edge of the square base, correct to 2 decimal places
b. the length of the diagonal of the base, correct to 2 decimal places
c. the angle the slanted edge makes with the base in degrees and minutes.
20. A car is travelling northwards on an elevated expressway 6 m above ground at a speed of 72 km/h. At
noon another car passes under the expressway at ground level, travelling west, at a speed of 90 km/h.
a. How far apart, in metres, are the two cars 40 seconds after noon?
b. At this time the first car stops, while the second car keeps going. At what time will they be 3.5 km
apart? Write your answer correct to the nearest tenth of a second.
21. Two towers face each other separated by a distance, d, of 20 metres. As seen from the top of the first
tower, the angle of depression of the second tower’s base is 59° and that of the top is 31°. What is the
height, in metres correct to 2 decimal places, of each of the towers?
22. A piece of flat pastry is cut in the shape of a right-angled triangle. The longest side is 6b cm and the
shortest is 2b cm
a. Find the length of the third side. Give your answer in exact form.
b. Find the sizes of the angles in the triangle. Give your answers in degrees.
c. Prove that the area of the triangle is equal to 4√2b2 cm2.
23. A yacht is anchored off an island. It is 2.3 km from the yacht club and 4.6 km from a weather station.
The three points form a right-angled triangle at the yacht club.

Weather station
Yacht club

2.3 km
4.6 km

Yacht

106  Maths Quest 10 Stage 5 NSW Australian curriculum

 a. Calculate the angle at the yacht between the yacht club and the weather station.
b. Calculate the distance between the yacht club and the weather station, correct to 2 decimal places.
The next day the yacht travels directly towards the yacht club but is prevented from reaching the club
because of dense fog. The weather station notifies the yacht that it is now 4.2 km from the station.
c. Calculate the new angle at the yacht between the yacht club and the weather station.
d. Determine how far the yacht is now from the yacht club, correct to 2 decimal places.
24. From a point A, due south of a flagpole on level ground, the angle of elevation to the top of the
flagpole is 45°. The flagpole is 80 m tall. The top of the same flagpole is observed with an angle of
elevation of 30° from a point B due east of the flagpole. What is the distance from A to B?

TOPIC 3 Right-angled ­triangles (trigonometry)  107

Answers
Topic 3 Right-angled triangles (trigonometry)
Exercise 3.2 Pythagoras’ theorem
1. a. 7.86 b.
33.27 c.
980.95 d.
12.68 e.
2.85 f.
175.14
2. a. 36.36 b.
1.62 c.
15.37 d.
0.61 e.
2133.19 f.
453.90
3. 23.04 cm
4. 12.65 cm
5. a. 14.14 cm b.
24.04 cm c.
4.53 cm
6. a. 74.83 cm b.
249.67 cm 3741.66 cm2
c.
7. a. 6.06 b.
4.24 c.
4.74
8. 14.84 cm
9. 15.59 cm
10. 19.23 cm
11. 72.75 cm; 3055.34 cm2
12. 39 m
13. 4.34 km
14. 38.2 m
15. 63.06 mm
16. a. 32 cm 768 cm2
b.
17. 26.83 diagonals, so would need to complete 27
18. 4701.06 m
19. 9.90 cm
20. a. 65 b.
185 c.
305
21. a. Neither 105 nor 208 can be the hypotenuse of the triangle, because they are the two smallest values. The other two values
could be the hypotenuse if they enable the creation of a right-angled triangle.
b.
105, 208, 233
22. a. 21 cm
b.
35 cm
y = 12.6 cm and RS = 9.8 cm
c.
23. 13.86 cm
24. Only positive numbers are used in Pythagoras’ theorem as it uses length measurements, which are always positive.

Exercise 3.3 Pythagoras’ theorem in three dimensions

1. a. 13.86 b. 13.93 c. 18.03
2. 12.21, 12.85
3. 4.84 m, 1.77 m
4. 8.49, 4.24
5. 31.62 cm
6. 10.58 cm
7. 23 mm
8. a. i. 233.24 m
ii.
200.12 m
iii.
120.20 m
b. 116.83 m
9. 14.72 cm
10. 12.67 cm
11. 42.27 cm
12. 1.49 m, 7.43 m2

108  Maths Quest 10 Stage 5 NSW Australian curriculum

13. Students’ own working
14. 186.5 m
15. 25.475
16. 28.6 m
17. √x2 + y2 + z2

Exercise 3.4 Trigonometric ratios

 1. a. 0.5000 b.
0.7071 c.
0.4663 d.
0.8387 e.
8.1443 f.
0.7193
 2. a. 0.6494 b.
0.5885 c.
0.5220 −1.5013
d. e.
0.9990 f.
0.6709
g.
0.8120 h.
0.5253 −0.8031
i. j.
0.4063 k.
0.9880 −0.9613
l.
m.
1.7321 −0.5736
n. o.
0.1320
 3. a. 50° b.
24° c.
53° d.
71° e.
86° f.
41°
 4. a. 54°29′ b.
6°19′ c.
0°52′ d.
72°47′ e.
44°48′ f.
26°45′
 5. a. 2.824 b.
71.014 c.
20.361 d.
2.828 e.
226.735 f.
1.192
g.
7.232 h.
32.255 i.
4909.913 j.
0.063 k.
0.904 l.
14.814
e d e
 6. a. i.  sin( θ ) = cos( θ ) =
ii. tan( θ ) =
iii.
f f d
i h i
b. i.  sin(α) = cos(α) =
ii. tan(α) =
iii.
g g h
l j l
i.  sin( β) =
c. cos(β) =
ii. tan(β) =
iii.
k k j
n o n
i.  sin(γ) =
d. cos(γ) =
ii. tan(γ) =
iii.
m m o
b a b
i.  sin(β) =
e. cos(β) =
ii. tan(β) =
iii.
c c a
v t v
i.  sin(γ) =
f. cos(γ) =
ii. tan(γ) =
iii.
u u t

15 22 7 3.6 13 18.6
  7. a.  sin( θ ) = cos( θ ) =
b. tan( θ ) =
c. tan( θ ) =
d. sin(25°) =
e. sin(α) =
f.
18 30 9 p t 23.5
 8. a.
H α
O
37°
A
i.  sin(37°) = 0.60
b.
ii.  cos(37°) = 0.80
iii.  tan(37°) = 0.75
α = 53°
c.
i.  sin(53°) = 0.80
d.
ii.  cos(53°) = 0.60
iii.  tan(53°) = 1.33
e.
They are equal.
f.
They are equal.
g.
The sin of an angle is equal to the cos of its complement angle.

opp adj sin( θ ) opp

 9. sin( θ ) = , cos( θ ) = ⇒ = = tan( θ )
hyp hyp cos( θ ) adj
10. a. h2 = a2 − x2
h2 = c2 − b2 + 2bx − x2
b.
c, d Check with your teacher.
y
11. DC = x +
tan( θ )
12. Use the mnemonic SOHCAHTOA.

TOPIC 3 Right-angled ­triangles (trigonometry)  109

Exercise 3.5 Using trigonometry to calculate side lengths
1. a. 8.660 b.
7.250 c.
8.412
2. a. 0.79 b.
4.72 c.
101.38
3. a. 33.45 m b.
74.89 m c.
44.82 m d.
7.76 mm e.
80.82 km f.
9.04 cm
4. a. x = 31.58 cm y = 17.67 m
b. z = 14.87 m
c.
p = 67.00 m
d. p = 21.38 km, q = 42.29 km
e. a = 0.70 km, b = 0.21 km
f.
5. a. 6.0 m b. 6.7 m
6. 3.22 m
7. a. x = 30.91 cm, y = 29.86 cm, z = 39.30 cm b. 2941.54 cm2
8. a. In an isosceles right-angled triangle b. θ < 45°
9. a. h = tan (47°48′)x m b. 129.07 m c. 142.34 m
h = tan (36°24′) (x + 64) m
10. 60
11. Tangent is not used to calculate the length of the hypotenuse.

Exercise 3.6 Using trigonometry to calculate angle size

1. a. 67° b. 47° c. 69°
2. a. 54°47′ b. 33°45′ c. 33°33′
3. a. 41° b. 30° c. 49° d. 65° e. 48° f. 37°
4. a. a = 25°47′, b = 64°13′ b. d = 25°23′, e = 64°37′ c. x = 66°12′, y = 23°48′
5. a. r = 57.58, l = 34.87, h = 28.56 b. 428 cm2 c. 29.7°
6. a. i. 29.0° ii. 41.4° iii. 51.3°
b.
i. 124.42 km/h ii. 136.57 km/h iii. 146.27 km/h
1 √3 √3 b, c Answers will vary.
7. a sin 30° = , cos 30° = , tan 30° =
2 2 3
8. a. Between start and site 1: 61° b.   Between site 2 and site 3: 75° slope
Between site 1 and site 2: 18°
Between site 2 and site 3: 75°
9. 58°3′
10. Inverse trigonometric ratios are used
11. 147°0′; 12°15′

Exercise 3.7 Angles of elevation and depression

1. 8.74 m
2. 687.7 m
3. a. 176.42 m b. 152.42 m
4. 65°46′
5. 16.04 m
6. a. h = x tan(47°12) m; h = (x + 38) tan(35°50) m b.
x = 76.69 m c.
84.62 m
7. a. h = x tan(43°35 ) ′m; h = (x + 75) tan(32°18 ) ′m b.
148.37 m c.
143.10 m
8. 0.033 km or 33 m 9. 21.6° 10. 44.87 m 11. 66 m
12. a. 54° b. 0.75 m
13. a. b. 15.27 m
x
42°
1.76 m 15 m

14. a. 2.16 m/s, 7.7 km/h b. 54.5°

15. 70.52 m
16. 451.5 m
17. The angle of elevation is the angle upwards from horizontal and the angle of depression is the angle downwards from
horizontal.

110  Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 3.8 Bearings
1. a. 020°T b. 340°T c. 215°T d. 152°T e. 034°T f. 222°T
2. a. Ν49°Ε b. S48°Ε c. S87°W d. N30°W e. N86°Ε f. S54°W
3. a. 3 km 325°Τ b. 2.5 km 112°Τ c. 8 km 235°Τ
d. 4 km 090°Τ, then 2.5 km 035°Τ e. 12 km 115°Τ, then 7 km 050°Τ f. 300 m 310°Τ, then 500 m 220°Τ
4. a. N b. N c. N
N
135° 260°
N 100° 120°
N 0.8 km

23
30 km N

km
0
km
32°

2.1
1.3
km

40° km
40

m
0k 240°
14

d. N
e. N
70°180 km
8k

N
m
5k

22
m

30°

0k
40° N 30°

m
20°

km
S
7k
50° m
320
S

 5. a. i. 13.38 km ii. 14.86 km iii. 222°T

b.
i. N ii. 51.42 km iii. 61.28 km iv. 310°T
130°
N B

42° 80
km

km
20

C
 6. 215°T
 7. 1.732 km
 8. a. 9.135 km b. 2.305 km c. 104°10′T
 9. 684.86 km
10. 6.10 km and 239°T
11. 111°T
12. a. (180 + θ )°T b. ( θ − 180)°T
13. a. 27.42 km b. N43°W or 317°T
14. a. b. 1.76 km North c.
14.63 km East d. D = 14.74 km
N83.15°E e.
45°
a b

N D Lunch stop
Car park 60° a–b
c d
θ
15. True bearings use three digits up to 360° and start an angle from north (0°). Compass directions include N or S, an acute
angle and then E or W.
16. 3.65 km on a bearing of 108°T

Exercise 3.9 Applications

1. 6.09 m 2. 62°33′
3. a. 1.82 m b. 27.78 m
4. 31°49′ 5. 5.94 m 6. 49 m 7. 194 m 8. 1.8 km
9. a. 11°32′ b. 4°25′
10. a. i. 35.36 cm ii. 51.48 cm iii. 51.48 cm iv. 57.23 cm v. 29°3′ vi. 25°54′
b.
i. 25.74 cm ii. 12.5 cm iii. 25°54′ iv. 28.61 cm
11. a. 77° b. 71°56′ c. 27.35 cm
12. a. 7.05 cm b. 60°15′ c. 8.12 cm
13. a. 28.74 cm b. 40.64 cm c. 66°37′

TOPIC 3 Right-angled ­triangles (trigonometry)  111

 d tanθ 1
14. a. 90 m b. h = × tanθ 2 c. 250 m
tanθ 1 + tanθ 2
15. a. 122.97° b. 142.37°
16. a. 7.69 cm b. 6.91 cm
17. The golfer must hit the ball 324.4 m at an angle of 9.7° off the direct line.
18. Discuss with your teacher.
Investigation | Rich task
Answers may vary, depending on physical measurements.
1. Cross-section of AB

173 173

172.5 172.5

172 172
Height (metres)

Height (metres)

171.5 171.5

171 171

170.5 170.5

170 170
B A
Profile of line BA (metres)
2. a. 8 cm b. 40 m
3. 3 m
4. B
Vertical
distance
=3m a
A
Horizontal distance = 40 m
5. a = 4°17′ 6. Gradual to moderate
7. Cross-section X to hut

300 300
Height (metres)

Height (metres)

250 250

200 200

150 150
X Hut
Profile of X to hut

The average slope is 12°5′ — moderate to steep.
Exercise 3.10 Review questions
1. E 2. D 3. E 4. E 5. D
6. B 7. E 8. B 9. B 10. A
11. a. x = 113.06 cm b. x = 83.46 mm
12. 9.48 cm 13. 8.25 mm 14. 17.6 m 15. 26.86 m 16. 67.98 km 17. 4.16 km 18. 40°32′
19. a. 11.04 cm b. 15.61 cm c. 59°1′
20. a. 1280.64 m b. 12:02:16.3 pm
21. 33.29 m, 21.27 m
Area = 12 × base × height
22. a. 4√2b      b.  19.5°, 70.5°, 90°    c.
= 12 × 2b × 4√2b
= 4√2b2 cm2.
23. a. 60° b. 3.98 km c. 71.5° d. 1.33 km
24. 160 m

112  Maths Quest 10 Stage 5 NSW Australian curriculum

TOPIC 4
Probability [Stages 5.1 and 5.2]

4.1 Overview
Numerous videos and interactivities are embed-
ded just where you need them, at the point of
learning, in your learnON title at www.jacplus.
com.au. They will help you to learn the concepts
covered in this topic.

4.1.1 Why learn this?

Probability is the mathematics of chance. Our entire lives are affected by events that are based on chance.
Learning about probability will help you understand how chance is involved in everyday events and in
many decisions that you will make in your life.

DISCUSSION
The chance of winning Tattslotto is 1 in 8.5 million, the chance of being killed by a shark is 1 in 300 million,
the chance of being killed by a dog is 1 in 20 million, and the chance of guessing the number rolled by a die is
1 in 6. How do you think these probabilities were estimated? Is it possible to estimate a probability for any
event, regardless of how unlikely it is to happen?

LEARNING SEQUENCE
4.1 Overview
4.2 [Stage 5.1] Calculating relative frequencies
4.3 [Stage 5.2] Two- and three-step chance experiments
4.4 [Stage 5.2] Independent and dependent events
4.5 [Stage 5.2] Conditional probability
4.6 Review

LEARNING OUTCOMES
A student:
• uses appropriate terminology, diagrams and symbols in mathematical contexts MA5.1-1WM
• selects and uses appropriate strategies to solve problems MA5.1-2WM
• provides reasoning to support conclusions that are appropriate to the context MA5.1-3WM
• selects appropriate notations and conventions to communicate mathematical ideas and solutions MA5.2-1WM
• interprets mathematical or real-life situations, systematically applying appropriate strategies to solve problems MA5.2-2WM
• constructs arguments to prove and justify results MA5.2-3WM
• calculates relative frequencies to estimate probabilities of simple and compound events MA5.1-13SP
• describes and calculates probabilities in multi-step chance experiments MA5.2-17SP

CONTENT DESCRIPTIONS
Students:
Calculate relative frequencies from given or collected data to estimate probabilities of events involving ‘and’ or ‘or’ (ACMSP226)
List all outcomes for two-step chance experiments, with and without replacement, using tree diagrams or arrays; assign probabilities
to outcomes and determine probabilities for events (ACMSP225)
Describe the results of two- and three-step chance experiments, with and without replacement, assign p ­ robabilities to outcomes, and
determine probabilities of events; investigate the concept of independence (ACMSP246)

TOPIC 4 Probability  113

 Use the language of ‘if ... then’, ‘given’, ‘of’, ‘knowing that’ to investigate conditional statements and to identify common mistakes in
interpreting such language (ACMSP247)
Source: NSW Syllabus for the Australian curriculum

RESOURCES — ONLINE ONLY

eLesson: The story of mathematics — The mathematics of chance (eles-1851)

Note: Your teacher may now set you a pre-test to determine how familiar you are with the content in
this topic.

4.2 Calculating relative frequencies [Stage 5.1]

4.2.1 The language of probability
•• Probability measures the chance of an event taking place and ranges from zero (0) for an impossible
event to one (1) for a certain event.
Chances decrease

Highly Unlikely Even Likely Highly

unlikely chance likely
Impossible Very Less than Better than Very Certain
unlikely even chance even chance likely

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

0% 50% 100%

Chances increase

•• The experimental probability of an event is based on the outcomes of experiments, simulations or

surveys.
•• A trial is a single experiment; for example, a single flip of a coin.
number of successful trials
Experimental probability =
total number of trials

•• The relative frequency of an event is the same as the experimental probability of that event.
•• The list of all possible outcomes of an experiment is known as the event space or sample space.
For example, when flipping a coin there are two possible outcomes: Heads or Tails. The event space
can be written, using set notation, as { H, T } .

WORKED EXAMPLE 1

The spinner shown here is made up of 4 equal-sized segments. It is known that

the probability that the spinner will land on any one of the four segments from II I
one spin is 14. To test if the spinner shown here is fair, a student spun the spinner
20 times and each time recorded the segment in which the spinner stopped. III IV
The spinner landed as follows.

114  Maths Quest 10 Stage 5 NSW Australian curriculum

 Segment I II III IV
Tally 5 4 8 3

a List the event space.

b Given the experimental results, determine the relative frequency for each segment.
c Compare the results from the experiment with the known probabilities and suggest how
the experiment could be changed to ensure that the results give a better estimate of the true
probability.
THINK WRITE
a The event space lists all possible a Event space = { I, II, III, IV }
outcomes from one spin of the spinner.
There are four possible outcomes.
number of successful trials
b 1 For segment I there were 5 successful b Relative frequencyI =
total number of trials
trials out of the 20. Substitute these 5
values into the relative frequency =
20
formula. = 0.25
  2 Repeat for segments:   Relative frequency = 4
II
20
•• II (4 successes) = 0.2
•• III (8 successes) 8
•• IV (3 successes). Relative frequencyIII =
20
= 0.4
3
Relative frequencyIV =
20
= 0.15
c Compare the relative frequency values with c The relative frequency of segment I was the only
the known value of 14 (0.25). Answer the segment that mirrored the known value. To ensure
question. that relative frequency gives a better estimate of the
true probability, the spinner should be spun many
more times.

4.2.2 Two-way tables

•• The sample space can be displayed using a two-way table.
•• A two-way table represents two of the outcomes of events in a two-dimensional table. A two-way
table for the experiment of tossing a coin and rolling a die simultaneously is shown below.

Die outcomes
1 2 3 4 5 6
Coin
H H, 1 H, 2 H, 3 H, 4 H, 5 H, 6
outcomes
T T, 1 T, 2 T, 3 T, 4 T, 5 T, 6

WORKED EXAMPLE 2

Two dice are rolled, and the values on the two uppermost faces are multiplied together.
Draw a diagram to illustrate the sample space.

TOPIC 4 Probability  115

 THINK DRAW
The sample space for rolling 1 die is FIRST DIE
{ 1, 2, 3, 4, 5, 6 } . When two dice are rolled × 1 2 3 4 5 6
and the two uppermost faces are multiplied,
1 1 2 3 4 5 6

SECOND DIE
the sample space is made up of 36 products.
This is best represented with the use of a 2 2 4 6 8 10 12
two-way table. 3 3 6 9 12 15 18
•• Draw a 7 × 7 grid. 4 4 8 12 16 20 24
•• In the first row and column list the outcomes 5 5 10 15 20 25 30
of each die. 6 6 12 18 24 30 36
•• At the intersection of a column and row write
the product of the relevant die outcomes,
as shown in green.

4.2.3 Theoretical probability

•• Theoretical probability is the probability of an event occurring, based on the number of possible
favourable outcomes, n(A), and the total number of possible outcomes, n(ξ).
•• When all outcomes are equally likely, the theoretical probability of an event can be calculated using
the formula:
number of favourable outcomes n(E)
P(event) = or P(event) =
total number of possible outcomes n(ξ)
where n(E) is the number of favourable events and n(ξ) is the total number of possible outcomes.

DISCUSSION
Explain the difference between experimental probability and theoretical probability.

WORKED EXAMPLE 3

A fair die is rolled and the value of the uppermost side is recorded. Calculate the theoretical
­probability that a 4 is uppermost.
THINK WRITE
1 Write the number of favourable outcomes n(E) = 1
and the total number of possible outcomes. n(ξ) = 6
The number of fours on a fair die is 1.
There are 6 possible outcomes.
n(E)
2 Substitute the values found in part 1 to P(a four) =
n(ξ)
­calculate the probability of the event that a 1
four is uppermost when a die is rolled. =
6
3 Write the answer. The probability that a 4 is uppermost when
a fair die is rolled is 16.

4.2.4 Complementary events

•• The complement of the set A is the set of all elements that belong to the universal set (ξ) but that do
not belong to A. For example, the complement of {blue socks in a drawer} is {all socks in the drawer
that are not blue}.

116  Maths Quest 10 Stage 5 NSW Australian curriculum

 •• The complement of A is written as A′ and is read as ‘A dashed’ or ξ
‘A prime’. A
•• On a Venn diagram, complementary events appear as separate regions
A′
that together occupy the whole universal set.
Since n(A) + n(A′) = n(ξ),
P(A) + P(A′) = 1

WORKED EXAMPLE 4

A player is chosen from a cricket team. Are the events

‘selecting a batsman’ and ‘selecting a bowler’
complementary events if a player can have more than
one role? Give a reason for your answer.

THINK WRITE
Explain the composition of a cricket team. No, the events ‘selecting a batsman’ and
Players who can bat and bowl are not necessarily ‘selecting a bowler’ are not complementary
the only players in a cricket team. There is a events. These events may have common
wicket-keeper as well. Some players (all elements; that is, the all rounders in the team
rounders) can bat and bowl. who can bat and bowl. The cricket team also
includes a wicket-keeper.

4.2.5 Mutually exclusive events (A or B)

•• Two events are mutually exclusive if one event happening excludes the ξ
other from happening. These events may not encompass all possible A B
events. For example, when selecting a card from a deck of cards, selecting
a black card excludes the possibility that the card is a Heart.
•• For events that are mutually exclusive: P(A ∩ B) = 0.
•• On a Venn diagram, mutually exclusive events appear as disjointed sets
within the universal set.
A and B are mutually exclusive events.
P(A ∪ B) = P(A) + P(B)

4.2.6 Probability of intersecting events (A or B or both)

•• When two events have outcomes in common, P(A ∪ B) ≠ P(A) + P(B), ξA B
since this would count the outcomes they have in common twice.
P(A ∪ B) = P(A) + P(B) − P(A ∩ B)
•• This is known as the Addition Law of probability.

WORKED EXAMPLE 5

A card is drawn from a pack of 52 playing cards. What is the probability that the card is a heart
or a club?

TOPIC 4 Probability  117

 THINK WRITE
1 Determine whether the given events are The two events are mutually exclusive as they
mutually exclusive. have no common elements.
13 13
2 Determine the probability of drawing a heart P(heart) = 52
P(club) = 52
and of drawing a club. 1 1
= 4
= 4

3 Write the Addition Law for two mutually P(A or B) = P(A) + P(B)
exclusive events. where A = drawing a heart
and B = drawing a club
4 Substitute the known values into the rule. P(heart or club) = P(heart) + P(club)
1 1
= 4
+ 4
2
= 4
1
5 Evaluate and simplify. = 2

6 Write your answer. The probability of drawing a heart or a club is 12.

n(heart or club)
Note: Alternatively, we can use the formula for P(heart or club) =
n(ξ)
theoretical probability. = 26
52
1
= 2

WORKED EXAMPLE 6

A die is rolled. Determine:

a P(an odd number)
b P(a number less than 4)
c P(an odd number or a number less than 4).
THINK WRITE
3
a 1 Determine the probability of obtaining a P(odd) = 6
an odd number; that is, { 1, 3, 5 } . 1
= 2

  2 Write your answer.   The probability of obtaining an odd number

is  12.
3
b 1 Determine the probability of obtaining b P(less than 4) = 6
a number less than 4; that is, { 1, 2, 3 } . 1
= 2

  2 Write your answer.   The probability of obtaining a number less

than 4 is 12.
c 1 Determine whether the given events c The two events are not mutually exclusive
are mutually exclusive. as they have common elements; that is,
1 and 3.
  2 Write the Addition Law for two   P(A or B) = P(A) + P(B) − P(A and B)
non-mutually exclusive events. where A = selecting an odd number and
B = selecting a number less than 4.

118  Maths Quest 10 Stage 5 NSW Australian curriculum

  3 Substitute the known values into the rule.   P[odd number ∪ (number < 4) ]
6 ( 3)
2
Note: P(A and B) = =1 since the events = P(odd number) + P[(number < 4)]
have two elements in common. − P[odd number ∩ (number < 4)]
= 12 + 12 − 1
3
2
  4 Evaluate and simplify.   = 3

  5 Write your answer.   The probability of obtaining an odd number

or a number less than 4 is 23.

WORKED EXAMPLE 7

Given P(A) = 0.6, P(B) = 0.4 and P(A ∪ B) = 0.9:

a use the Addition Law of probability to calculate the value of P(A ∩ B)
b draw a Venn diagram to represent the universal set
c calculate P(A ∩ B′).
THINK WRITE

a 1 Write the Addition Law of probability and a P(A ∪ B) = P(A) + P(B) − P(A ∩ B)
substitute given values. 0.9 = 0.6 + 0.4 − P(A ∩ B)
  2 Collect like terms and rearrange to make   0.9 = 0.6 + 0.4 − P(A ∩ B)
0.9 = 1.0 − P(A ∩ B)
P(A ∩ B) the subject. Solve the equation.
P(A ∩ B) = 1.0 − 0.9
= 0.1
b 1 Draw intersecting sets A and B within b ξ
A B
the universal set and write P(A ∩ B) = 0.1
inside the overlapping section, as shown 0.1
in blue.

  2 •• As P(A) = 0.6, 0.1 of this belongs in the   ξA B

overlap, the remainder of set A is
0.5 (0.6 − 0.1). 0.5 0.1 0.3
•• Since P(B) = 0.4, 0.1 of this belongs
in the overlap, the remainder of set B
is 0.3 (0.4 − 0.1).
  3 The total probability for events A and B is 1.   ξ A B
That means P(A ∪ B)′ = 0.1. Write
0.1 outside sets A and B to form the 0.5 0.1 0.3
­remainder of the universal set.
0.1

c P(A ∩ B′). is the overlapping region of c ξA B

P(A) and P(B′). Shade the region and write
down the corresponding probability value 0.5 0.1 0.3
for this area.
0.1
P(A ∩ B′) = 0.5

TOPIC 4 Probability  119

 WORKED EXAMPLE 8

a Draw a Venn diagram representing the relationship between the following sets. Show the
position of all the elements in the Venn diagram.
ξ = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20}
A = {3, 6, 9, 12, 15, 18}
B = {2, 4, 6, 8, 10, 12, 14, 16, 18, 20}
b Determine:
i P(A) ii P(B) iii P(A ∩ B) iv P(A ∪ B) v P(A′ ∩ B′)
THINK WRITE/DRAW

a 1 Draw a rectangle with two partly intersecting a n(ξ) = 20

circles labelled A and B. A B
  2 Analyse sets A and B and place any common  
6 2 4
elements in the central overlap. 3 9
8 10
12
15
  3 Place the remaining elements of set A in   18 14 16
circle A. 20
11 13
  4 Place the remaining elements of set B in   1 5 7 17 19
circle B.
  5 Place the remaining elements of the universal  
set ξ in the rectangle.
b i 1 Write the number of elements that belong to set b i n(A) = 6, n(ξ) = 20
A and the total number of elements.
n(A)
    2 Write the rule for probability.     P(A) =
n(ξ)
6
    3 Substitute the known values into the rule.     P(A) = 20

    4 Evaluate and simplify.     = 3

10
  ii 1 Write the number of elements that belong to set   ii n(B) = 10, n(ξ) = 20
B and the total number of elements.
  n(B)
    2 Repeat steps 2 to 4 of part b i.   P(B) =
n(ξ)
10
P(B) = 20
1
= 2
  iii 1 Write the number of elements that belong to set   iii n(A ∩ B) = 3, n(ξ) = 20
(A ∩ B) and the total number of elements.
n(A ∩ B)
    2 Repeat steps 2 to 4 of part b i.     P(A ∩ B) =
n(ξ)
3
P(A ∩ B) = 20
  iv 1 Write the number of elements that belong to set   iv n(A ∪ B) = 13, n(ξ) = 20
A ∪ B and the total number of elements.

120  Maths Quest 10 Stage 5 NSW Australian curriculum

      n(A ∪ B)
  2 Repeat steps 2 to 4 of part b i. P(A ∪ B) =
n(ξ)
13
P(A ∪ B) = 20
  v 1 Write the number of elements that belong to set   v n(A′ ∩ B′) = 7, n(ξ) = 20
A′ ∩ B′ and the total number of elements.
n(A′ ∩ B′)
    2 Repeat steps 2 to 4 of part b i.     P(A′ ∩ B′) =
n(ξ)
7
P(A′ ∩ B′) = 20

WORKED EXAMPLE 9

In a class of 35 students, 6 students like all three subjects: PE, Science and Music. Eight of the
students like PE and Science, 10 students like PE and Music, and 12 students like Science and
Music. Also, 22 students like PE, 18 students like Science and 17 like Music. Two students don’t
like any of the subjects.
a Display this information on a Venn diagram.
b Determine the probability of selecting a student who:
i likes PE only
ii does not like Music.
c Find P[(Science ∪ Music) ∩ PE′]
THINK WRITE/DRAW

a 1   Draw a rectangle with three partly a n(ξ) = 35

intersecting circles, labelled PE, PE Science
Science and Music.

Music

  2   Extract the information relating to   n(ξ) = 35

students liking all three subjects. PE Science
Note: The central overlap is the key
to solving these problems. Six
students like all three subjects, so 6
place the number 6 into the section
corresponding to the intersection of
the three circles.
Music

TOPIC 4 Probability  121

   3   Extract the relevant information from   n(ξ) = 35
the second sentence and place it into PE Science
the appropriate position.
Note: Eight students like PE and 2
Science; however, 6 of these students 6
have already been accounted for in 4 6
step 2. Therefore, 2 will fill the
intersection of only PE and Science.
Music
Similarly, 4 of the 10 who like PE
and Music will fill the intersection of
only PE and Music, and 6 of the 12
students will fill the intersection of
only Science and Music.
  4   Extract the relevant information from   n(ξ) = 35
the third sentence and place it into the PE Science
appropriate position.
Note: Twenty-two students like PE 10 2 4
and 12 have already been accounted 6
for in the set. Therefore, 10 students 4 6
are needed to fill the circle
1
­corresponding to PE only. Similarly,
Music
4 students are needed to fill the circle
corresponding to Science only to
make a total of 18 for Science. One
student is needed to fill the circle
corresponding to Music only to make
a total of 17 for Music.
  5   Extract the relevant information from   n(ξ) = 35
the final sentence and place it into the PE Science
appropriate position.
Note: Two students do not like any of 10 2 4
the subjects, so they are placed in the 6
rectangle outside the three circles. 4 6

  6   Check that the total number in all   1

positions is equal to the number in the Music 2
universal set.
10 + 2 + 4 + 4 + 6 + 6
+ 1 + 2 = 35

b i 1   Write the number of students who b i n(students who like PE only) = 10

like PE only and the total number n(ξ) = 35
of students in the class.
n(likes PE only)
    2   Write the rule for probability.     P(likes PE only) =
n(ξ)
10
    3   Substitute the known values into     P(likes PE only) = 35
the rule.
    4   Evaluate and simplify.     = 2
7

122  Maths Quest 10 Stage 5 NSW Australian curriculum

    5   Write your answer.     The probability of selecting a student who likes
PE only is 27.
  ii 1   Write the number of students who   ii n(students who do not like PE only) = 18
do not like Music and the n(ξ) = 35
total number of students in the
class.
Note: Add all the values that do
not appear in the Music circle as
well as the two that sit in the
rectangle outside the circles.
n(does not like Music)
    2   Write the rule for probability.     P(does not like Music) =
n(ξ)
    3   Substitute the known values into     P(does not like Music) = 18
35
the rule.
    4   Write your answer.     The probability of selecting a student who does
not like Music is 18
35
.
c   1   Write the number of students who c   n[(Science ∪ Music) ∩ PE′] = 11
like Science and Music but not PE. n(ξ) = 35
Note: Add the values that appear in
the Science and Music circles but do
not overlap with the PE circle.
    2   Repeat steps 2 to 4 of part b ii.     P[(Science ∪ Music) ∩ PE′]
n[Science ∪ Music) ∩ PE′]
=
n(ξ)
P[(Science ∪ Music) ∩ PE′] = 1135
The probability of selecting a student who does
not like Music is 11
35
.

RESOURCES — ONLINE ONLY

Interactivity: Experimental probability (int-3825)

Interactivity: Two-way table (int-6082)
Interactivity: Theoretical probability (int-6081)
Interactivity: Venn diagrams (int-3828)
Interactivity: Addition Law of probability (int-6168)
Interactivity: Random number generator (int-0089)
eLesson: Venn diagrams (eles-1934)
Digital doc: SkillSHEET Set notation (doc-5286)
Digital doc: SkillSHEET Simplifying fractions (doc-5287)
Digital doc: SkillSHEET Determining complementary events (doc-5288)
Digital doc: SkillSHEET Addition and subtraction of fractions (doc-5289)
Digital doc: SkillSHEET Working with Venn diagrams (doc-5291)
Digital doc: SkillSHEET Distinguishing between complementary and mutually exclusive events (doc-5294)
Digital doc: WorkSHEET Introducing probability (doc-14590)

TOPIC 4 Probability  123

Exercise 4.2 Calculating relative frequencies
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–8, 10, 12, 14, 16, 18, 20 1, 3–6, 8, 9, 11, 13, 15, 17, 1, 2, 4, 5, 7, 9–13, 15, 17, 19–22
19, 21

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Explain the difference between experimental and theoretical probability.
2. WE1 The spinner shown was spun 50 times and the outcome each time was
recorded in the table below. II
III I
Segment I II III IV V VI VI
IV
Tally 10 6 8 7 12 7 V
a. List the event space.
b. Given the experimental results, determine the relative frequency for each segment.
c. The theoretical probability of the spinner landing on any particular segment with one spin is 16. How
could the experiment be changed to give a better estimate of the true probabilities?
3. A laptop company conducted a survey to determine the most appealing colours for laptop computers
among students 15 to 18 years old. The results were as follows.
Colour Black Black Sizzling Silver Power Pink Blazing Blue Gooey Green Glamour Gold
Number 102 80 52 140 56 70
a.  How many students were surveyed?
b. What is the relative frequency of students who found silver the most appealing laptop colour?
c. What is the relative frequency of students who found black and green to be their most appealing colours?
d. Which colour was found to be most appealing?
4. WE2 Two dice are rolled and the values on the two uppermost faces are added together.
a. Construct a table to illustrate the sample space.
b. What is the most likely outcome?
c. What is the least likely outcome?
5. WE7 Given P(A) = 0.5, P(B) = 0.4 and P(A ∪ B) = 0.8:
a. use the Addition Law of probability to calculate the value of P(A ∩ B)
b. draw a Venn diagram to represent the universal set
c. calculate P(A ∩ B′).
6. Let P(A) = 0.25, P(B) = 0.65 and P(A ∩ B) = 0.05.
a. Calculate:
i. P(A ∪ B) ii. P(A ∩ B)′.
b. MC Which Venn diagram best illustrates P(A ∩ B)′?
a. ξ b. c. ξ
A B ξA B A B

124  Maths Quest 10 Stage 5 NSW Australian curriculum

 D. ξA E. ξ
B A B

7. WE3 A die is rolled. What is the probability that the outcome is an even number or a 5?
8. WE6 A card is drawn from a well-shuffled pack of 52 playing cards. Calculate:

a. P(a king is drawn) b. P(a heart is drawn)

c. P(a king or a heart is drawn).
9. WE4 For each of the following pairs of events:

i. state, giving justification, if the pair are complementary events

ii. alter the statements, where applicable, so that the events
become complementary events.
a. Having Weet Bix or having Strawberry Pops for breakfast
b. Walking to a friend’s place or driving there
c. Watching TV or reading as a leisure activity
d. Rolling a number less than 5 or rolling a number greater than 5
with a ten-sided die with faces numbered 1 to 10
e. Passing a maths test or failing a maths test
10. a. WE8 Draw a Venn diagram representing the relationship between the following sets. Show the
position of all the elements in the Venn diagram.
ξ = { 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20 }
A = { 1, 3, 5, 7, 9, 11, 13, 15, 17, 19 }
B = { 1, 4, 9, 16 }
b. Calculate:
i. P(A) ii. P(B) iii. P(A ∩ B) iv. P(A ∪ B) v. P(A′ ∩ B′) .
11. You and a friend are playing a dice game. You have an eight-sided die (with faces numbered 1 to 8 inclusive)
and your friend has a six-sided die (with faces numbered 1 to 6 inclusive). You each roll your own die.
a. The person who rolls the number 4 wins. Is this game fair?
b. The person who rolls an odd number wins. Is this game fair?
12. A six-sided die has three faces numbered 5; the other faces are numbered 6. Are the events ‘rolling
a 5’ and ‘rolling a 6’ equally likely?
13. Ninety students were asked which lunchtime sports on offer, of basketball, netball and soccer, they had
participated in on at least one occasion in the last week. The results are shown in the following table.
Basketball Basketball Netball
Sport Basketball Netball Soccer and netball and soccer and soccer All three
Number of
35 25 39 5 18 8 3
students
a. Copy and complete the Venn diagram shown to illustrate the sample space.
ξ B N

15
3
5

TOPIC 4 Probability 125

 b. How many students did not play basketball, netball or
soccer at lunchtime?
c. How many students played basketball and/or netball but
not soccer?
d. How many students are represented by the region
(­basketball ∩ not netball ∩ soccer)?
e. Calculate the relative frequency of the region described in
part d above.
f. Estimate the probability that a student will play 3 of the
sports offered.
14. WE5 A card is drawn from a shuffled pack of 52 cards. Find
the probability that the card drawn is:
a. an ace b. a club c. a red card
d. not a jack e. a green card f. not a red card.
15. A bag contains 4 blue marbles, 7 red marbles and 9 yellow marbles. All marbles are of the same size.
A marble is selected at random. What is the probability that the marble is:
a. blue b. red c. not yellow d. black?
16. WE9 Thirty students were asked which lunchtime sports they n(ξ) = 30
enjoyed — volleyball, soccer or tennis. Five students chose all Volleyball Soccer
three sports. Six students chose volleyball and soccer, 7 students
chose volleyball and tennis, and 9 chose soccer and tennis.
Fifteen students chose volleyball, 14 students chose soccer and
18 students chose tennis.
a. Copy the Venn diagram shown and enter the given information.
b. If a student is selected at random, determine the probability of
ξ Tennis
selecting a student who:
i. chose volleyball ii. chose all three sports
iii. chose both volleyball and soccer but not tennis iv. did not choose tennis
v. chose soccer.
c. Determine:
i. P[(soccer ∪ tennis) ∩ volleyball′] ii. P[(volleyball ∪ tennis) ∩ soccer′].
Communicating, reasoning and problem solving
17. A six-sided die has three faces numbered 1 and the other three faces numbered 2. Are the events
‘rolling a 1’ and ‘rolling a 2’ equally likely?
18. With the use of diagrams, show that P(A′ ∩ B′) = P(A ∪ B)′.
19. The Venn diagram shows the results of a survey completed by Fried ξ
a Chinese restaurateur to find out the food preferences of his rice
5
regular customers. 7 12
a. Determine the number of customers: 3
i. surveyed 10 5
Chicken
ii. showing a preference for fried rice only wings
8
iii. showing a preference for fried rice
Dim sims
iv. showing a preference for chicken wings and dim sims.
b. A customer from this group won the draw for a lucky door prize. Determine the probability that this
customer:
i. likes fried rice
ii. likes all three — fried rice, chicken wings and dim sims
iii. prefers chicken wings only.

126  Maths Quest 10 Stage 5 NSW Australian curriculum

 c. A similar survey was conducted a month later with another group of 50 customers. This survey
yielded the following results: 2 customers liked all three foods; 6 preferred fried rice and chicken
wings only; 7 preferred chicken wings and dim sims only; 8 preferred fried rice and dim sims only;
22 preferred fried rice; 23 preferred chicken wings; and 24 preferred dim sims.
i. Display this information on a Venn diagram.
ii. What is the probability of selecting a customer who prefers all three foods if a random selection
is made?
20. A pair of dice is rolled and the sum of the numbers shown is noted.
a. Show the sample space in a two-way table.
b. In how many different ways can the sum of 7 be obtained?
c. Are all outcomes equally likely?
d. Complete the given table.
Sum 2 3 4 5 6 7 8 9 11 12
Frequency                    
e. What are the relative frequencies of the following sums?
i. 2 ii. 7 iii. 11
f. What is the probability of obtaining the following sums?
i. 2 ii. 7 iii. 11
g. If a pair of dice is rolled 300 times, how many
times do you expect to obtain the sum of 7?
21. What basic formula must be remembered in order
to calculate simple probabilities?
22. A drawer contains purple socks and red socks.
The chance of obtaining a red sock is 2 in 9.
There are 10 red socks in the drawer. What is the
smallest number of socks that need to be added to
the drawer so that the probability of drawing a red
sock increases to 3 in 7?

4.3 Two- and three-step chance ­

experiments [Stage 5.2]
4.3.1 Two-step chance experiments
•• In two-step chance experiments the result is obtained after performing two trials. Two-step chance
experiments are often represented using tree diagrams.
•• Tree diagrams are used to list all possible outcomes of two or more events that are not necessarily
equally likely.
•• The probability of obtaining the result for a particular event is listed on the branches.
•• The probability for each outcome in the sample space is the product of the probabilities associated
with the respective branches. For example, the tree diagram shown here represents the sample space
for flipping a coin, then choosing a marble from a bag containing three red marbles and one black
marble.

TOPIC 4 Probability  127

 Coin Marble Outcomes Probability
toss pick

3– R HR P(HR) = 1–2 × 3–4 = 3–8

4

H
1–
2 1–
4
B HB P(HB) = 1–2 × 1–4 = 1–8

3– R TR P(TR) = 1–2 × 3–4 = 3–8

1– 4
2

1–
4
B TB P(TB) = 1–2 × 1–4 = 1–8

4 possible
outcomes

•• When added together, all the probabilities for the outcomes should sum to 1. They are complementary
events. For example,
3
P(HR) + P(HB) + P(TR) + P(TB) = 8
+ 18 + 38 + 1
8
=1
•• Other probabilities can also be calculated from the tree diagram. For example, the probability of
­getting an outcome that contains a red marble can be calculated by summing the probabilities of each
of the possible outcomes that include a red marble. Outcomes that contain a red marble are HR and
TR. Therefore:

P(red marble) = P(HR) + P(TR)

= 38 + 38
6
= 8
3
= 4

WORKED EXAMPLE 10

A three-sided die is rolled and a name is picked out of a hat that contains 3 girls’ names and
7 boys’ names.
a Use a tree diagram to display the sample space.
b Calculate the probability of:
i rolling a 3, then choosing a boy’s name
ii choosing a boy’s name after rolling an odd number.

128  Maths Quest 10 Stage 5 NSW Australian curriculum

 THINK WRITE

a 1 Draw 3 branches from the starting point to a   Die Name Outcomes

show the 3 possible ­outcomes of rolling a 3
G 1G
three-sided die (shown in blue), and then 10

draw 2 branches off each of these to show the 1

1–
2 possible outcomes of choosing a name out 3 7
10 B 1B
of a hat (shown in red).
3
  2 Write probabilities on the branches to show     10 G 2G
the individual probabilities of rolling a 1, 2 or 1–
3 2
3 on a three-sided die. As these are equally 7
B 2B
10
likely outcomes, P(1) = P(2) = P(3) = 13.
  3 Write probabilities on the branches to show     1–
3
10 G 2G
3
the individual probabilities of choosing a 3
name. Since there are 3 girls’ names and 7
3 B 2B
7 boys’ names in the hat, P(G) = 10 and 10
7
P(B) = 10 .
b i 1 Follow the pathway of rolling a 3 b i P(3B) = P(3) × P(B)
[ P(3) = 13 ] and choosing a boy’s = 13 × 10
7
7
name [ P(B) = 10 ], and multiply the 7
=
probabilities. 30

    2 Write the answer.     The probability of rolling a 3, then choosing

7
a boy’s name is 10 .
  ii 1 To roll an odd number (1 or 3) then choose   ii P(odd B) = P(1B) + P(3B)
a boy’s name: = P(1) × P(B) + P(3) × P(B)
•• roll a 1, then choose a boy’s name or = 13 × 10
7
+ 13 × 10
7

•• roll a 3, then choose a boy’s name. = 7

+ 7
Find the probability of each of these and 30 30
14
add them together to find the total = 30
7
­probability. = 15
    2 Write the answer.     The probability of choosing a boy’s name
7
after rolling an odd number is 15 .

4.3.2 Three-step chance experiments

•• Outcomes are often made up of combinations of events. For example, when a coin is flipped three
times, three of the possible outcomes are HHT, HTH and THH. These outcomes all contain 2 Heads
and 1 Tail.
•• The probability of an outcome with a particular order is written such that the order required is shown.
For example, HHT is the probability of H on the first die, H on the second die and T on the third die.
•• The probability of an outcome with a particular combination of events in which the order is not
­important is written describing the particular combination required. For example, P(2 Heads and
1 Tail).

TOPIC 4 Probability  129

 WORKED EXAMPLE 11

A coin is biased so that the chance of it falling as a Head when flipped is 0.75.
a Draw a tree diagram to represent the coin being flipped three times.
b Calculate the following probabilities:
i P(HTT) ii P(1H and 2T) iii P(at least 2 Tails).
THINK WRITE
a 1 Tossing a coin has two outcomes. Draw 2 a   1st 2nd 3rd Outcomes
branches from the starting point to show toss toss toss
0.75 H HHH
the first toss, 2 branches off each of these
to show the second toss and then 2 0.75 H
branches off each of these to show the 0.25 T HHT
H
0.75 H HTH
third toss. 0.75
0.25 T
  2 Write probabilities on the branches to     T HTT
0.25
show the individual probabilities of tossing
0.75 H THH
a Head (0.75) and a Tail. Because tossing
a Head and tossing a Tail are mutually 0.75 H
0.25 T THT
exclusive, P(T) = 1 − P(H) = 0.25. T
0.25
0.75 H TTH
0.25 T
0.25 T TTT

b i •• P(HTT) implies the order: H (0.75), b i P(HTT) = P(H) × P(T) × P(T)

T (0.25), T (0.25). = (0.75) × (0.25) 2
•• Multiply the probabilities. = 0.047

  ii •• P(1H and 2T) implies: P(HTT),   ii P(1H and 2T)

P(THT), P(TTH). = P(HTT) + P(THT) + P(TTH)
•• Add these probabilities. = 3(0.75 × 0.252)
= 0.141
  iii •• P(at least 2 Tails) implies: P(HTT),   iii P(at least 2T)
P(THT), P(TTH) and P(TTT). = P(HTT) + P(THT) + P(TTH) + P(TTT)
•• Add these probabilities. = 3(0.75 × 0.252) + 0.253
= 0.156

RESOURCES — ONLINE ONLY

Interactivity: Tree diagrams (int-6171)

eLesson: Tree diagrams (eles-1894)
eLesson: Games at Wimbledon (eles-1032)
Digital doc: SkillSHEET Multiplying fractions for calculating probabilities (doc-5290)
Digital doc: WorkSHEET Tree diagrams (doc-14591)

Exercise 4.3 Two- and three-step chance experiments

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–7, 9, 11 1, 3–6, 8, 9, 11 1–13

130  Maths Quest 10 Stage 5 NSW Australian curriculum

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Explain how a tree diagram can be used to calculate probabilities of events that are not equally likely.
2. Use this tree diagram to answer the following questions.
1 Fish
10

1–
Blue 5 Donkey

7
1– 10 Elephant
4 1 Fish
10

1–
3 Red 5 Donkey
20
7
10 Elephant
1 Fish
10
1
10 1–
Green 5 Donkey

7
1– 10 Elephant
2
1 Fish
10

1–
Indigo 5 Donkey

7
10 Elephant

a. How many different outcomes are there?

b. Are all outcomes equally likely? Explain.
c. Is getting a red fish more, less or equally likely than getting a green elephant?
d. What is the most likely outcome?
e. Calculate the following probabilities.
i. P(blue elephant) ii. P(indigo elephant) iii. P(donkey)
3. a. Copy the tree diagram shown and complete the labelling for tossing a biased coin three times when
the chance of tossing one Head in one toss is 0.7.
1st 2nd 3rd Outcome P(outcome)
toss toss toss
H
H
T
H
H
T
T
H
H
T
T
H
T
T

b. What is the probability of tossing three Heads?

c. What is the probability of getting at least one Tail?
d. What is the probability of getting exactly two Tails?
TOPIC 4 Probability  131
 4. The following questions relate to rolling a fair die.
a. What is the probability of each of the following outcomes from one roll of a die?
i. P(rolling number< 4)
ii. P(rolling a 4) 1st roll 2nd roll
iii. P(rolling a number other than a 6) 6
b. The tree diagram shown has been condensed to depict rolling a die twice, <4
noting the number relative to 4 on the first roll and 6 on the second. 6′
Complete a labelled tree diagram, showing probabilities on the branches
6
and all outcomes, similar to that shown. 4
c. What is the probability of rolling the following with 2 rolls of the die? 6′
i. P(a 4 then a 6)
ii. P(a number less than 4 then a 6) 6

iii. P(a 4 then 6′) >4

iv. P(a number > 4 and then a number < 6) 6′

5. WE10 The spinner shown is divided into 3 equal-sized wedges labelled 1, 2

and 3. It is spun three times, and it is noted whether the spinner lands on a prime number,
P = { 2, 3 } = ‘prime‘, or not a prime number, P′ = { 1 } = ‘not prime‘.
3 1
a. Construct a labelled tree diagram for 3 spins of the spinner, showing probabilities
on the branches and all possible outcomes.
b. Find the following probabilities. 2
i. P(3 prime numbers)
ii. P(PPP’ in this order)
iii. P(PPP’ in any order)
6. WE11 A coin is biased so that the chance of it falling as a Tail when tossed is 0.2.
a. Draw a tree diagram to represent the coin being tossed three times.
b. What is the probability of getting the same outcome on each toss?
7. A die is tossed twice and each time it is recorded whether or not the number is a multiple of 3.
If M = the event of getting a multiple of 3 on any one toss and M ′ = the event of not getting a
­multiple of 3 on any one toss:
a. draw a tree diagram to represent the 2 tosses
b. what is the probability of getting two multiples of 3?
8. The biased spinner illustrated is spun three times.
a. Draw a completely labelled tree diagram for 3 spins of the spinner, showing 1 2
­probabilities on the branches and all possible outcomes and associated probabilities.
b. What is the probability of getting exactly 2 ones? 3 1
c. What is the probability of getting at most 2 ones?
Communicating, reasoning and problem solving
9. A restaurant offers its customers a three-course
dinner, where they choose between two entrées,
three main meals and two desserts. The managers
find that 30% choose soup and 70% choose
prawn cocktail for the entrée; 20% choose
vegetarian, 50% chicken, and the rest have
beef for their main meal; and 75% have sticky
date pudding while the rest have apple crumble
for dessert.
a. Draw a fully labelled tree diagram showing all
possible choices.

132  Maths Quest 10 Stage 5 NSW Australian curriculum

 b. What is the probability that a customer will choose the soup, chicken and sticky date pudding?
c. If there are 210 people booked for the following week at the restaurant, how many would you expect
to have the meal combination referred to in part b?
10. A bag contains 7 red and 3 white balls. A ball is taken at random, its colour noted and it is then placed
back in the bag before a second ball is chosen at random and its colour noted.
a. i. Show the possible outcomes with a fully labelled tree diagram.
ii. As the first ball was chosen, how many balls were in the bag?
iii. As the second ball was chosen, how many balls were in the bag?
iv. Does the probability of choosing a red or white ball change from the first selection to the second?
Explain.
v. Calculate the probability of choosing a red ball twice.
b. Suppose that after the first ball had been chosen it was not placed back in the bag.
i. As the second ball is chosen, how many balls are in the bag?
ii. Does the probability of choosing a red or white ball change from the first selection to the second?
Explain.
iii. Construct a fully labelled tree diagram to show all possible outcomes.
iv. Calculate the probability of choosing two red balls.
11. An eight-sided die is rolled three times to see whether 5 occurs.
a. Draw a tree diagram to show the sample space.
b. Calculate:
i. P(three 5s) ii. P(no 5s)
iii. P(two 5s) iv. P(at least two 5s).
12. A tetrahedral die (four faces labelled 1, 2, 3 and 4) is rolled and a coin is tossed simultaneously.
a. Show all the outcomes on a two-way table.
b. Draw a tree diagram and list all outcomes and their respective probabilities.
c. Calculate the probability of getting a Head on the coin and an even number on the die.
13. What strategies would you use to remember how to construct tree diagrams?

4.4 Independent and dependent events [Stage 5.2]

4.4.1 Independent events
•• If a coin is tossed the outcome is a Head or a Tail. The outcome of the first toss does not affect the
outcome of the next toss of the coin. The second toss will still yield a Head or a Tail irrespective of
the outcome of the first toss. Similarly, the outcome on the roll of a die will not affect the outcome of
the next roll.
•• If successive events have no effect on each other, they are called independent events.
•• If events A and B are independent, then the Multiplication Law of probability states that:
P(A and B) = P(A) × P(B) or P(A ∩ B) = P(A) × P(B).
•• The reverse is also true. If:
P(A and B) = P(A) × P(B) or P(A ∩ B) = P(A) × P(B)
is true, then event A and event B are ­independent events.

WORKED EXAMPLE 12

Adam is one of the 10 young golfers to represent his state. Paz is one of the 12 netball players to
represent her state. All the players in their respective teams have an equal chance of being
­nominated as captains.

TOPIC 4 Probability  133

 a Are the events ‘Adam is nominated as captain’ and ‘Paz is nominated as captain’
independent?
b Determine:
i P(Adam is nominated as captain)
ii P(Paz is nominated as captain).
c What is the probability that both Adam and Paz are nominated as captains of their respective
teams?
THINK WRITE
a Determine whether the given events are a Adam’s nomination has nothing to do with Paz’s
independent and write your answer. n­ omination and vice versa. Therefore, the events are
independent.
b i 1 Determine the probability of b i P(Adam is nominated) = P(A)
Adam being nominated as n(Adam is nominated)
=
captain. He is one of 10 players. n(ξ)
1
P(Adam is nominated) = 10

    2 Write your answer.     The probability that Adam is nominated as

1
­captain is  10 .
  ii 1 Determine the probability of Paz   ii P(Paz is nominated) = P(A)
being nominated as captain. She n(Paz is nominated)
=
is one of 12 players. n(ξ)
1
P(Paz is nominated) = 12
    2 Write your answer.     1
The probability that Paz is nominated as captain is 12 .
c   1 Write the Multiplication Law of c P(A and P)
probability for independent = P(A ∩ P)
events. = P(A) × P(P)
P(Adam and Paz are nominated)
= P(Adam is nominated) × P(Paz is nominated)
    2 Substitute the known values into   1 1
= ×
the rule. 10 12

    3 Evaluate.   1
=
120
    4 Write your answer.   The probability that both Adam and Paz are nominated
1
as captains is 120 .

4.4.2 Dependent events

•• Sometimes one event affects the outcome of another. For example, if a card is drawn from a pack of
playing cards, the probability that its suit is hearts, P(hearts), is 13
52
(or 14). If this card is a heart and is
not replaced, then this will affect the probability of subsequent draws. The probability that the second
card drawn is a heart will be 12
51
, and the probability that the second card is not a heart will be 39 51
.
•• When one event affects the occurrence of another, the events are called dependent events.
•• If two events are dependent, then the probability of occurrence of one event affects that of the
­subsequent event.

134  Maths Quest 10 Stage 5 NSW Australian curriculum

WORKED EXAMPLE 13

A bag contains 5 blue, 6 green and 4 yellow marbles. The marbles are identical in all respects
except in their colours. Two marbles are picked in succession without replacement. Determine
the probability of picking 2 blue marbles.
THINK WRITE
n(B)
1 Determine the probability of picking the first P(picking a blue marble) =
n(ξ)
blue marble.
5
P(picking a blue marble) = 15
1
= 3
n(B)
2 Determine the probability of picking the second P(picking second blue marble) =
n(ξ)
blue marble.
4
Note: The two events are dependent since P(picking second blue marble) = 14
­marbles are not being replaced. Since we have 2
= 7
picked a blue marble this leaves 4 blue marbles
remaining out of a total of 14 marbles.
3 Calculate the probability of obtaining 2 blue P(2 blue marbles) = P(1st blue) × P(2nd blue)
marbles. = 13 × 27
2
= 21

4 Write your answer. The probability of obtaining 2 blue

2
marbles is 21 .
Note: Alternatively, a tree diagram could be used to —4
14
Blue
solve this question.
5 Blue
The probability of selecting 2 blue marbles —
15
10
—
­successively can be read directly from the first 14 Not blue
branch of the tree diagram. —5
14
Blue
10
—
15 Not blue
—9
14 Not blue
5 4
P(2 blue marbles) = 15
× 14
1
= 3
× 27
2
= 21

DISCUSSION
Explain the difference between dependent and independent events using examples.

RESOURCES — ONLINE ONLY

Interactivity: Multiplication Law of probability (int-6172)

Interactivity: Dependent events (int-6173)
Interactivity: Independent and dependent events (int-2787)
Interactivity: Random numbers (int-0085)

TOPIC 4 Probability  135

Exercise 4.4 Independent and dependent events
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–7, 9, 11, 13, 16 1, 3–6, 8, 9, 11, 12, 14, 16 1–18

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. If A and B are independent events and P(A) = 0.7 and P(B) = 0.4, calculate:
a. P(A and B)
b. P(A′ and B′) where A′ is the complement of A
c. P(A′ and B′) where B′ is the complement of B
d. P(A′ and B′).
2. WE12 A die is rolled and a coin is tossed.
a. Are the outcomes independent?
b. Determine:
i. P(Head) on the coin ii. P(6) on the die.
c. Determine P(6 on the die and Head on the coin).
3. A tetrahedral (4-faced) die and a 10-sided die are rolled simultaneously. What is the probability of
getting a 3 on the tetrahedral die and an 8 on the 10-sided die?
4. A blue die and a green die are rolled. What is the probability of getting a 5 on the blue die and not a 5
on the green die?
5. Dean is an archer. The experimental probability that Dean will hit the target is 45.

a. What is the probability that Dean will hit the target on two successive attempts?
b. What is the probability that Dean will hit the target on three successive attempts?
c. What is the probability that Dean will not hit the target on two successive attempts?
d. What is the probability that Dean will hit the target on the first attempt but miss on the second
attempt?
6. MC A bag contains 20 apples, of which 5 are bruised. Peter picks an apple and realises that it is
bruised. He puts the apple back in the bag and picks another one.

136  Maths Quest 10 Stage 5 NSW Australian curriculum

 a. The probability that Peter picks 2 bruised apples is:
1 1 1
A. B. C.
4 2 16
3 15
D. E.
4 16
b. The probability that Peter picks a bruised apple first but a good one on
his second attempt is:
1 1 3
A. B. C.
4 2 4
3 1
D. E.
16 16
7. The probability that John will be late for a meeting is 17 and the
3
probability that Phil will be late for a meeting is 11 . What is the probability that:
a. John and Phil are both late b. neither of them is late
c. John is late but Phil is not late d. Phil is late but John is not late?
8. On the roulette wheel at the casino there are 37 numbers, 0 to 36 inclusive. Bidesi puts his chip on
number 8 in game 20 and on number 13 in game 21.
a. What is the probability that he will win in game 20?
b. What is the probability that he will win in both games?
c. What is the probability that he wins at least one of the games?

9. Based on her progress through the year, Karen was given a probability of 0.8 of passing the Physics
exam. If the probability of passing both Maths and Physics is 0.72, what is her probability of passing
the Maths exam?
10. Suresh found that, on average, he is delayed 2 times out of 7 at Melbourne airport. Rakesh made similar
observations at Brisbane airport, but found he was delayed 1 out of every 4 times. Find the probability
that both Suresh and Rakesh will be delayed if they are flying out of their respective airports.

TOPIC 4 Probability 137

11. Bronwyn has 3 pairs of Reebok and 2 pairs of Adidas running shoes. She has 2 pairs of Reebok, 3
pairs of Rio and a pair of Red Robin socks. Preparing for an early morning run, she grabs at random
for a pair of socks and a pair of shoes. What is the probability that she chooses:
a. Reebok shoes and Reebok socks
b. Rio socks and Adidas shoes
c. Reebok shoes and Red Robin socks
d. Adidas shoes and socks that are not Red Robin?
12. WE13 Two cards are drawn successively and without replacement from a pack of playing cards.
­Determine the probability of drawing:
a. 2 hearts
b. 2 kings
c. 2 red cards.
13. In a class of 30 students there are 17 girls. Two students are picked randomly to represent the class in
the Student Representative Council. Determine the probability that:
a. both students are boys
b. both students are girls
c. one of the students is a boy.

Communicating, reasoning and problem solving

14. Greg has tossed a tail on each of 9 successive coin tosses. He believes that his chances of tossing a
Head on his next toss must be very high. Is Greg correct? Justify your answer.
15. The multiplication law of probability relates to independent events. Tree diagrams can illustrate the
sample space of successive dependent events and the probability of any one combination of events can
be calculated by multiplying the stated probabilities along the branches. Is this a contradiction to the
multiplication law of probability? Explain.
16. A game at a carnival requires blindfolded contestants to throw balls at numbered ducks sitting on 3
shelves. The game ends when 3 ducks have been knocked off the shelves. Assume that the probability
of hitting each duck is equal and that a duck is hit with each throw.

1 2 3 1 3

1 1 2 1 3

2 2 1 1 2

a. Are the events described in the game dependent or independent?

b. What are the initial probabilities of hitting each number?
c. Draw a labelled tree diagram to show the possible outcomes for a contestant.
d. Calculate the probabilities of hitting the following:
i. P(1, 1, 1)
ii. P(2, 2, 2)
iii. P(3, 3, 3)
iv. P(at least one 3).
17. Question 16 describes a game at a carnival. A contestant pays $3 to play and must make 3 direct hits
to be eligible for a prize. The numbers on the ducks hit are then summed and the contestant wins a
prize according to the following table.

138  Maths Quest 10 Stage 5 NSW Australian curriculum

 Winners’ table
Total score Prize
9 Major prize ($30 value)
7–8 Minor prize ($10 value)
5–6 $2 prize
3–4 No prize
a. Calculate the probability of winning each prize listed.
b. Suppose 1000 games are played on an average show day. What profit could be expected to be made
by the sideshow owner on any average show day?
18. How are dependent events, independent events and the multiplication law of probability reflected on a
tree diagram?

4.5 Conditional probability [Stage 5.2]

4.5.1 Conditional probability
•• Conditional probability is when the probability of an event is conditional (depends) on another event
occurring first.
•• Conditional probability can be expressed using a variety of language. Some examples of conditional
probability statements follow. The key words to look for in a conditional probability statement have
been highlighted in each instance.
–– If a student receives a B+ or better in their first Maths test, then the chance of them receiving a B+
or better in their second Maths test is 75%.
–– Given that a red marble was picked out of the bag with the first pick, the probability of a blue mar-
ble being picked out with the second pick is 0.35.
–– Knowing that the favourite food of a student is hot chips, the probability of their favourite condi-
ment being tomato sauce is 68%.
•• The effect of conditional probability is to reduce the event space and thus increase the probability of
the desired outcome.

WORKED EXAMPLE 14

A group of students was asked if they liked, spaghetti (S) or ξ S L

­lasagne (L). The results are illustrated in the Venn diagram. Use the
Venn diagram to calculate the following probabilities relating to a 11 9 15
student’s food preferences.
a What is the probability that a randomly selected student likes 5
spaghetti?
b What is the probability that a randomly selected student likes lasagne given that they
also like spaghetti?
THINK WRITE/DRAW
a 1 From 40 students surveyed, shown in blue, a ξ S L
20 liked ‘spaghetti’ or ‘spaghetti and
lasagne’ as shown in red. 11 9 15

TOPIC 4 Probability  139

 2 The probability that a randomly selected number of favourable outcomes
P(event) =
student likes spaghetti is found by total number of possible outcomes
substituting these values into the probability 20
P(spaghetti) =
formula. 40
=1
2
b 1 The condition imposed ‘given they also like b ξ
S L
spaghetti’ alters the sample space to the 20
students who like spaghetti or spaghetti and 11 9 15
lasagne described in part a, as shaded in
blue. Of these 20 students, 9 stated they
5
liked lasagne and spaghetti, as shown in red.
2 The probability that a randomly selected number of favourable outcomes
P(event) =
student likes lasagne, given that they like total number of possible outcomes
spaghetti, is found by substituting these P(student likes lasagne given that they like
values into the probability formula. 9
spaghetti) =
20

ACTIVITY: MONSTER VENN DIAGRAM

Equipment: chalk, string or rope
1. Using chalk, string or rope, create a large Venn diagram of two overlapping sets representing students with
brown hair and students with blue eyes. Create the diagram on the floor of your classroom or on the ground
outside.
2. Each member of the class should stand on the Venn diagram in the appropriate set.
3. As a class:
a. impose each of the conditions stated in the following table by having students sit down if they do not
meet the condition imposed
b. calculate the probabilities stated.
Condition Probability
A A student has brown hair P(blue eyes/brown hair)
B A student has blue eyes P(brown hair/blue eyes)
C A student does not have brown hair P(does not have blue eyes/does not have brown hair)
4. As a class, discuss how the number of people changes if you put a condition on the probability.

4.5.2 Extension: The conditional probability formula

•• For two events, A and B, the conditional probability of event B, given that event A occurs, is denoted
by P(B | A) and can be calculated using the formula:
P(A ∩ B)
P(B | A) = , P(A) ≠ 0
P(A)

WORKED EXAMPLE 15

A die is rolled on a fair six-sided die and the number noted.

a Calculate the probability that the number is a multiple of 3
b Calculate the probability that the number is a multiple of 3, given that the number is
less than 5.

140  Maths Quest 10 Stage 5 NSW Australian curriculum

 THINK WRITE
number of favourable outcomes
a 1 State the probability formula. a P(event) =
total number of possible outcomes

2
2 3 and 6 are the only multiples of 3. P(number is a multiple of three) =
6
So there are 2 favourable outcomes and 6 1
=
possible outcomes. 3

P(A ∩ B)
b 1 State the formula for conditional b P(B | A) = , P(A) ≠ 0
probability. P(A)
Event B is the number is a multiple of 3 1 4
P(A ∩ B) = , P(A) =
Event A is the number is less than 5. 6 6
1
2 Substitute the values given in the P(B | A) = 6
4
question into this formula and simplify.
6
1
= 4

DISCUSSION
In Worked example 15, what is the effect of the given condition in part b on the probability of rolling a
multiple of 3?

RESOURCES — ONLINE ONLY

Interactivity: Conditional probability (int-6085)

eLesson: Conditional probability (eles-1928)

Exercise 4.5 Conditional probability

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–7, 9, 11 1, 3–6, 8, 9, 11, 12 1–13

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.

TOPIC 4 Probability  141

Understanding and fluency
1. WE15 A group of students was asked to nominate their
favourite form of dance, hip hop (H) or jazz (J). The results
are illustrated in the Venn diagram. Use the Venn diagram
given to calculate the following probabilities relating to a
student’s favourite form of dance.
ξH J

35 12 29

14

a. What is the probability that a randomly selected student

prefers jazz?
b. What is the probability that a randomly selected student
prefers hip hop, given that they prefer jazz?
2. WE15 A group of students was asked which seats they found
most comfortable, the seats in the computer lab or the science
lab. The results are illustrated in the Venn diagram. Use the
Venn diagram given to calculate the following probabilities
relating to the most comfortable seats. ξ C S
a. What is the probability that a randomly selected student prefers the
science lab? 15 8 5
b. What is the probability that a randomly selected student prefers the
science lab, given that they might prefer the computer lab or the 2
science lab?
3. A medical degree requires applicants to participate in two tests, an
aptitude test and an emotional maturity test. This year 52% passed the aptitude test and 30% passed
both tests. Calculate the probability that a student who passed the aptitude test also passed the
emotional maturity test.
4. At a school classified as a ‘Music school for excellence’, the
probability that a student elects to study Music and Physics
is 0.2. The probability that a student takes Music is 0.92.
What is the probability that a student takes Physics, given
that the student is taking Music?
5. The probability that a student is well and misses a work shift
the night before an exam is 0.045, and the probability that a
student misses a work shift is 0.05. What is the probability
that a student is well, given they miss a work shift the night
before an exam?
6. Two marbles are chosen, without replacement, from a jar containing only red and green marbles. The
probability of selecting a green marble and then a red marble is 0.67. The probability of selecting a
green marble on the first draw is 0.8. What is the probability of selecting a red marble on the second
draw, given the first marble drawn was green?
7. MC A group of 80 schoolgirls consists of 54 dancers and 35 singers. Each ­member of the group is
either a dancer or a singer, or both. The probability that a randomly selected student is a singer given
that she is a dancer is:
a. 0.17 b. 0.44 c. 0.68 d. 0.11 e. 0.78

142  Maths Quest 10 Stage 5 NSW Australian curriculum

Communicating, reasoning and problem solving
8. Explain how imposing a condition alters probability calculations.
9. At your neighbouring school, 65% of the students are male and 35% are female. Of the male students,
10% report that dancing is their favourite activity; of the female students, 25% report that dancing is
their favourite activity. Find the probability that:
a. a student selected at random prefers dancing and is female
b. a student selected at random prefers dancing and is male.
10. Using the information presented in question 9, construct a tree diagram. From your diagram, calculate:
a. the probability that a student is male and does not prefer dancing
b. the overall percentage of students who prefer dancing.
11. Two marbles are chosen, without replacement, from a jar containing only red and green marbles. The
probability of selecting a green marble and then a red marble is 0.72. The probability of selecting a
green marble on the first draw is 0.85. What is the probability of selecting a red marble on the second
draw if the first marble drawn was green?
12. When walking home from school during the summer months, Harold buys either
an ice-cream or a drink from the corner shop. If Harold bought an ice-cream the
previous day, there is a 30% chance that he will buy a drink the next day. If he
bought a drink the previous day, there is a 40% chance that he will buy an
ice-cream the next day. On Monday, Harold bought an ice-cream. Determine the
probability that he buys an ice-cream on Wednesday.
13. Four letters, A, B, C and D, are arranged in a row. What is the probability that A
and B will always be together?

4.6 Review
Investigation | Rich task
Tricky dice
Dice games have been played throughout the world for many years. Profes-
sional gamblers resort to all types of devious measures in order to win.
Often the other players are unaware of the tricks employed.
Imagine you are playing a game that involves rolling two dice. Instead of
having each die marked with the numbers 1 to 6, let the first die have only
the numbers 1, 2 and 3 (two of each) and the second die the numbers 4, 5
and 6 (two of each). If you were an observer to this game, you would see
the numbers 1 to 6 occurring and probably not realise that the dice were
not the regular type.

TOPIC 4 Probability 143

 1. Complete the grid to show the sample space on rolling these two dice.
2. How many different outcomes are there? Compare this with the number of different outcomes
using two regular dice.
Die 1
1 2 3 1 2 3
4
5
Die 2

6
4
5
6
3. What is the chance of rolling a double using these dice?
4. The numbers on the two dice are added after rolling. Complete the table to show the totals possible.
Die 1
1 2 3 1 2 3
4
5
Die 2

6
4
5
6
5. How many different totals are possible? What are they?
6. Which total do you have the greatest chance of rolling? Which total do you have the least chance
of rolling?
7. If you played a game in which you had to bet on rolling a total of less than 7, equal to 7 or
greater than 7, which option would you be best to take? Explain why.
8. If you had to bet on an even-number outcome or an odd-number outcome, which would be the
better option? Explain your answer.
9. The rules are changed to subtracting the numbers on the two dice instead of adding them.
Complete the following table to show the outcomes possible.
Die 1
1 2 3 1 2 3
4
5
Die 2

6
4
5
6
10. How many different outcomes are possible in this case? What are they?
11. What is the most frequently occurring outcome? How many times does
it occur?
12. Devise a game of your own using these dice. On a separate sheet of
paper, write out rules for your game and provide a solution, indicating
the best options for winning.

144 Maths Quest 10 Stage 5 NSW Australian curriculum

 RESOURCES — ONLINE ONLY

Digital doc: Investigation — Tricky dice (doc-15936)

Digital doc: Code puzzle — The study of… (doc-15937)
Digital doc: Summary Topic 4 (doc-22902)
Interactivity: Word search Topic 4 (int-2856)
Interactivity: Crossword Topic 4 (int-2857)
Interactivity: Sudoku Topic 4 (int-3598)

Exercise 4.6 Review questions

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. MC Which of the following is always true for an event, M, and its complementary event, M′?
a. P(M) + P(M′) = 1 b. P(M) − P(M′) = 1
c. P(M) + P(M′) = 0 d. P(M) − P(M′) = 0
e. P(M) × P(M′) = 1
2. MC A number is chosen from the set { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 } . Which of the following pairs of
events is mutually exclusive?
a. { 2, 4, 6 } and { 1, 2, 3 } b. { 1, 2, 3, 5 } and { 4, 6, 7, 8 }
c. { 0, 1, 2, 3 } and { 3, 4, 5, 6 } d. { multiples of 2 } and { factors of 8 }
{ } {
e. even numbers and multiples of 3 }
3. MC Which of the following states the Multiplication Law of probability correctly?
a. P(A ∩ B) = P(A) + P(B) b. P(A ∩ B) = P(A) × P(B)
c. P(A ∪ B) = P(A) × P(B) d. P(A ∪ B) = P(A) + P(B)
e. P(A) = P(A ∪ B) + P(B)
The following information relates to questions 4–6.
ξ = { 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 } , A = { 2, 3, 4 } and B = { 3, 4, 5, 8 }
4. MC A ∩ B equals:
a. { 2, 3, 3, 4, 4, 5, 8 } b. { 3, 4 }
c. { 2, 3, 4 } d. { 2, 3, 4, 5, 8 }
{
e. 2, 5, 8 }
5. MC A ∩ B′ equals:
a. { 3, 4 }
b. { 2 }
c. { 2, 3, 4, 5, 8 }
d. { 2, 3, 4 }
e. { 1, 2, 6, 7, 9, 10 }
6. Shade the region stated for each of the following Venn diagrams.
a. A′ ∪ B b. A′ ∩ B′ c. A′ ∩ B′ ∩ C
A B ξ A B ξ A ξ
B

TOPIC 4 Probability  145

Communicating, reasoning and problem solving
7. MC From past experience, it is concluded that there is a 99% probability that July will be a wet month
in Launceston (it has an average rainfall of approximately 80 mm). The probability that July will not
be a wet month next year in Launceston is:
1
a. 99% b. 0.99 c. d. 1 e. 0
100
8. MC A card is drawn from a well-shuffled deck of 52 cards. What is the theoretical probability of not
selecting a red card?
3 1 1 1
a. b. c. d. e. 0
4 4 13 2
9. MC Which of the following events is not equally likely?
a. Obtaining a 5 or obtaining a 1 when a die is rolled
b. Obtaining a club or obtaining a diamond when a card is drawn from a pack of cards
c. Obtaining 2 Heads or obtaining 2 Tails when a coin is tossed twice
d. Obtaining 2 Heads or obtaining 1 Head when a coin is tossed twice
e. Obtaining a 3 or obtaining a 6 when a die is rolled
10. MC The Australian cricket team has won 12 of the last 15 Test matches. What is the experimental
probability of Australia not winning its next Test match?
4 1 1 3
a. b. c. d. e. 1
5 5 4 4
11. A card is drawn from a well-shuffled pack of 52 cards. What is the theoretical probability of drawing:
a. an ace b. a spade c. a queen or a king d. not a heart?
12. A die is rolled five times.
a. What is the probability of rolling five 6s?
b. What is the probability of not rolling five 6s?
13. Alan and Mary own 3 of the 8 dogs in a race. What is the probability that:
a. one of Alan’s or Mary’s dogs will win
b. none of Alan’s or Mary’s dogs will win?
14. A die is rolled. Event A is obtaining an even number. Event B is obtaining a 3.
a. Are events A and B mutually exclusive?
b. Calculate P(A) and P(B).
c. CalculateP(A ∪ B).
15. A card is drawn from a shuffled pack of 52 playing cards. Event A is drawing a club and event B is
drawing an ace.
a. Are events A and B mutually exclusive?
b. Calculate P(A), P(B) and P(A ∩ B)
c. Calculate P(A ∪ B).
16. A tetrahedral die is numbered 0, 1, 2 and 3. Two of these dice are rolled and the sum of the numbers
(the number on the face that the die sits on) is taken.
a. Show the possible outcomes in a two-way table.
b. Are all the outcomes equally likely?
c. Which total has the least chance of being rolled?
d. Which total has the best chance of being rolled?
e. Which sums have the same chance of being rolled?
17. A bag contains 20 pears, of which 5 are bad. Cathy picks 2 pears (without replacement) from the bag.
What is the probability that:
a. both pears are bad?
b. both pears are good?
c. one of the two pears is good?

146  Maths Quest 10 Stage 5 NSW Australian curriculum

18. Determine the probability of drawing 2 aces from a pack of cards if:
a. the first card is replaced before the second one is drawn
b. the first card drawn is not replaced.
19. On grandparents day at a school, a group of grandparents was asked ξ
where they most like to take their grandchildren — the beach (B) or B S
shopping (S). The results are illustrated in the Venn diagram. Use the 5 8 2
Venn diagram given to calculate the following probabilities relating to the
place grandparents most like to take their grandchildren.
10
a. What is the probability that a randomly selected grandparent preferred to
take their grandchildren to the beach or shopping?
b. What is the probability that a randomly selected grandparent preferred to take their grandchildren to
the beach, given that they preferred to take their grandchildren shopping?
20. When all of Saphron’s team players turn up for their twice weekly netball training the chance that they
then win their Saturday game is 0.65. If not all players are at the training session then the chance of
winning their Saturday game is 0.40. Over a four week period, Saphron’s players all turn up for
training three times.
a. Using a tree diagram, with T to represent all players training and W to represent a win, represent the
winning chance of Saphron’s netball team.
b. Using the tree diagram you constructed in part a, determine the probability of Saphron’s team
winning their Saturday game. Write your answer correct to 4 decimal places.
c. Determine the exact probability that Saphron’s team did not train given that they won their
Saturday game.
21. Andrew does not know the answer to two questions on a multiple choice exam. The first question has
four choices and the second question he does not know has five choices.
a. What is the probability that he will get both questions wrong?
b. If he is certain that one of the choices cannot be the answer in the first question, how will this change
the probability that he will get both questions wrong?
22. Mariah the Mathematics teacher wanted to give her students a chance to win a reward at the end of the
term. She placed 20 cards into a box, and wrote the word ON on 16 cards, and OFF on 4 cards. After
a student chooses a card, that card is replaced into the box for the next student to draw. If a student
chooses an OFF card, then they do not have to attend school on a specified day. If they choose an ON
card, then they do not receive a day off.
a. Mick, a student, chose a random card from the box. What is the probability he received a day off?
b. Juanita, a student, chose a random card from the box after Mick. What is the probability that she did
not receive a day off?
c. What is the probability that Mick and Juanita both received a day off?
23. In the game of draw poker, a player is dealt 5 cards from a deck of 52. To obtain a flush, all 5 cards
must be of the same suit.
a. Determine the probability of getting a diamond flush.
b. Determine the probability of getting any flush.
24. a. A Year 10 boy is talking with a Year 10 girl and asks her if she has any brothers or sisters. She
says, ‘Yes, I have one’. What is the probability that she has a sister?
b. A Year 10 boy is talking with a Year 10 girl and asks her if she has any brothers or sisters. She says,
‘Yes, I have an older one’. What is the probability that she has a sister?

TOPIC 4 Probability  147

Answers
Topic 4 Probability
Exercise 4.2 Calculating relative frequencies
1. Experimental probability is based on the outcomes of experiments, simulations or surveys. Theoretical probability is based on
the number of possible favourable outcomes and the total possible outcomes.
2. a. {I, II, III, IV, V, VI}
Frequency for I = 0.2
b.
Frequency for II = 0.12

Frequency for III = 0.16

Frequency for IV = 0.14

Frequency for V = 0.24

Frequency for VI = 0.14

c.
The spinner should be spun a larger number of times.
3. a. 500 students
Frequency for silver = 0.16
b.
Frequency for black and green = 0.316
c.
d.
Blazing Blue
4. a.
+ 1 2 3 4 5 6
1 2 3 4 5 6 7
2 3 4 5 6 7 8
3 4 5 6 7 8 9
4 5 6 7 8 9 10
5 6 7 8 9 10 11
6 7 8 9 10 11 12
b.
The sum of 7
c.
The sum of 2 or 12
5. a. P(A ∩ B) = 0.1
b. ξ
A B

0.4 0.1 0.3

0.2
P(A ∩ B′) = 0.4
c.
6. a. i.  P(A ∪ B) = 0.85 ii. P(A ∩ B) ′ = 0.95
b.
C
7. 23
1 1 4
8. a. 13 b.
4
c.
13
9. Answers may vary; check with your teacher.
a. i. No. There are many others foods one could have.
ii. Having Weet Bix and not having Weet Bix
b.
i. No. There are other means of transport; for example, catching a bus.
ii. Walking to a friend’s place and not walking to a friend's place
c.
i. No. There are other possible leisure activities.
ii. Watching TV and not watching TV
d.
i. No. The number 5 can be rolled too.
ii. Rolling a number less than 5 and rolling a number 5 or greater
e.
Yes. There are only two possible outcomes; passing or failing.

148  Maths Quest 10 Stage 5 NSW Australian curriculum

 10. a.
A B ξ
3 5
11 1 20
7 13 4
15 9 16
17 14
19
2 6 8 12
10 18
10
b.
i. 20
= 12 4
ii.
20
= 15 2
iii.
20
1
= 10 12
iv.
20
= 35 8
v.
20
= 25

11. a. No. For a 6-sided die, P(4) = 16; for an 8-sided die, P(4) = 18.
Yes; P(odd) = 12.
b.
12. Yes; P(5) = 12, P(6) = 12.
13. a. ξ
B N

2
15 15
3
15 5

16
S 19

b.
19 students c.
32 students d.
15 students
3
Frequency = 0.1667
e. Probability =
f. 90
1 1 1 12 1
14. a. 13 b.
4
c.
2
d.
13
e.
0 f.
2

15. a. 15 7
b.
20
11
c.
20
d.
0
16. a. ξ = 30
Volleyball Soccer

7 1 4
5
2 4

7
Tennis
1 1 1 2 7
b.
i. 2
ii.
6
iii.
30
iv.
5
v.
15
1 8
c.
i. 2
ii.
15
17. Yes. Both have a probability of 12.
18.
A B A B

Overlaying Aʹ and Bʹ shows The union of A and B is shown

Aʹ ∩ Bʹ as the area surrounding in dark blue, leaving the surrounding
A and B, shaded light blue. area as (A ∪ B)ʹ, shaded light blue.
19. a. i. 50 ii.
7 iii.
25 iv.
8
1 3 6
b.
i. 2
ii.
50
iii.
25
1
c.
i. n(ξ) = 50      ii. 25
Fried Chicken
rice wings
10 4 12
2
6 5

11
Dim sims

TOPIC 4 Probability  149

 20. a. Die 2 outcomes

1 2 3 4 5 6

1 (1, 1) (1, 2) (1, 3) (1, 4) (1, 5) (1, 6)

2 (2, 1) (2, 2) (2, 3) (2, 4) (2, 5) (2, 6)

Die 1 outcomes

3 (3, 1) (3, 2) (3, 3) (3, 4) (3, 5) (3, 6)

4 (4, 1) (4, 2) (4, 3) (4, 4) (4, 5) (4, 6)

5 (5, 1) (5, 2) (5, 3) (5, 4) (5, 5) (5, 6)

6 (6, 1) (6, 2) (6, 3) (6, 4) (6, 5) (6, 6)

b.
6
c.
No. The frequency of the numbers is different.
d.
Sum 2 3 4 5 6 7 8 9 10 11 12
Frequency 1 2 3 4 5 6 5 4 3 2 1
1 1 1
e.
i. 36 ii.
6
iii.
18
1 1 1
f.
i. 36 ii.
6
iii.
18
g.
50
number of favourable outcomes n(E)
21. P(event) = or P(event) =
total number of possible outcomes n(ξ)
22. 11 red and 4 purple, i.e. 15 socks more

Exercise 4.3 Two and three-step chance experiments

1. If the probabilities of 2 events are different, the first column of branches indicates the probabilities for the first event and the
second column of branches indicates the probabilities for the second event. The product of each branch gives the probability.
All probabilities add to 1.
2. a. 12 different outcomes
b.
No. Each branch is a product of different probabilities.
c.
Less likely
d.
Indigo elephant
7 7
i. P(blue elephant) = 40
e. P(indigo elephant) = 20
ii. P(donkey) = 15
iii.
3.
a. 1st 2nd 3rd Outcome P(outcome)
toss toss toss
0.7 H HHH 0.343
0.7 H
0.3 T HHT 0.147
H 0.7 H HTH 0.147
0.7 0.3 T
0.3 T HTT 0.063
0.7 H THH 0.147
0.7 H
0.3 T THT 0.063
0.3
T
0.7 H TTH 0.063
0.3 T
0.3 T TTT 0.027
P(HHH) = 0.343
b.
P(at least 1 Tail) = 0.657
c.
P(exactly 2 Tail) = 0.189
d.

150  Maths Quest 10 Stage 5 NSW Australian curriculum

 4. a. i. 12
ii. 16
iii. 56
b. 1
1
6 6 12
<4
1 5
2 5 6′ 12
6
1 1
1
6 6 36
6
4
5 5
6 6′ 36
1
1 1
3
6 6
18
>4
5
5 6′ 18
6
1
c. i. 36
1
ii. 12
5
iii. 36
5
 iv. 18
5. a. 1
P′ P′P′P′ 1
3 27
1 P′ 2
3 P P′P′P
2 27
P′ 1 3 2
1 3 P′ P′PP′
3 27
2 P
3 4
2 P P′PP 27
1 3 2
3 P′ PP′P′ 27
1 P′ 4
2 3
3 2 P PP′P 27
P 1 3 4
3 P′ PPP′ 27
2 P
3 8
2 P PPP 27
3
8
b. i. 27
4
ii. 27
iii. 12
27
6. a. 0.8 T′ T′T′T′ 0.512
0.8 T′
0.2 T T′T′T 0.128
T′ 0.8 T′ T′TT′ 0.128
0.8 0.2 T
0.2 T T′TT 0.032
0.8 T′ TT′T′ 0.128
0.8 T′
0.2 0.2 T TT′T 0.032
T
0.8 T′ TTT′ 0.032
0.2 T
0.2 T TTT 0.008
b.
0.520
7. a. 2
4
3 M′ M′M′ 9
2 M′
3 1 2
3 2 M M′M 9
2
3 M′ MM′ 9
1
3 M
1 1
3 M MM 9
1
b.
9

TOPIC 4 Probability  151

 8. a. 1
2 1
1
1 4 2
1 1 3
2 4
1
1 2 1
4 1
1 2 4
2
1 3
4
1 1
4 2 1
1 2
3 4
1 3
4
1 1
2 2 1
1
1 4 2
1 1 3
2 4
1
1 1 2 1
4 4 1
2 2 4
2
1 3
4
1 1
4 2 1
1 2
3 4
1 1 3
4 4
1
2 1
1
1 4 2
1 1 3
2 4
1
1 2 1
4 1
3 2 4
2
1 3
4
1 1
4 2 1
1 2
3 4
1 3
4
3
b.
8
7
c.
8
9. a.
0.75 Pudding
Vegetarian
0.25 Apple
0.2
0.75 Pudding
0.5
Soup Chicken
0.25 Apple

0.3 0.75 Pudding

0.3
Beef
0.25 Apple

0.75 Pudding
Vegetarian
0.7 Apple
0.2 0.25
0.75 Pudding
0.5
Prawn Chicken
0.25 Apple

0.3 0.75 Pudding

Beef
0.25 Apple

b.
0.1125
c.
24 people
10. a. i. 0.7 Red
Red
0.7 0.3 White

0.7 Red
0.3
White
0.3 White

152  Maths Quest 10 Stage 5 NSW Australian curriculum

 ii.
10 balls
iii.
10 balls
iv.
No; the events are independent.
P(RR) = 0.49
v.
b. i. 9 balls
ii. Yes. One ball has been removed from the bag.
iii. 0.67 Red
Red
0.7 0.33 White

0.78 Red
0.3
White
0.22 White
7
P(RR) = 15
iv. or 0.469 using the rounded values from iii
11. a. 1 2 1–
3 Outcomes Probability
1
8 f fff —–
512
1– f 7– fʹ fffʹ 7
—–
8 512
8 1–
7
1– f 8 f ffʹf —–
512
8 7– fʹ 49
8 7– fʹ ffʹfʹ —–
512
8 1–
1–
8 f fʹff —–7
512
7– 8 f fʹ fʹffʹ 49
—–
8 fʹ 7–
1– 512
8
49
7– 8 f fʹfʹf —–
512
8 fʹ 343
7– fʹ fʹfʹfʹ —–
512
8
1 343 21 11
b.
i. 512
ii.
512
iii.
512
iv.
256

12. a. Die outcomes b. Outcomes Probability

1– 1– 1–
1–
1 H1 2 × 4 = 8
1–
1 2 3 4 4 4 2 H2 1–
× 1–
= 1–
2 4 8
1–
H 1–
× 1–
= 1–
outcomes

4
(H, 1) (H, 2) (H, 3) (H, 4) 3 H3
H 1–
2 4 8
Coin

1–
2 4 4 H4
1–
2 × 1–
4 = 1–
8
T (T, 1) (T, 2) (T, 3) (T, 4)
1 T1
1–
2 × 1–
4 = 1–
8
1– 1–
1– 4
2 4 2 T2
1–
2 × 1–
4 = 1–
8
1–
T 4
3 T3 1–
2 × 1–
4 = 1–
8
1–
4 4 T4 1–
2 × 1–
4 = 1–
8
—
1
1
c.
4
13. Discuss with teacher
Exercise 4.4 Independent and dependent events
1. a. 0.28 b.
0.12 c.
0.42 d.
0.18
2. a. Yes
1 1
b.
i. 2
ii.
6
1
c. 12
1
3. 40
5
4. 36
5. a. 16
25
64
b.
125
1
c.
25
4
d.
25
6. a. C b.
D
3 48 8 18
7. a. 77 b.
77
c.
77
d.
77
1 1 73
8. a. 37 b.
1369
c.
1369
9. 0.9
1
10. 14

TOPIC 4 Probability  153

 11. a. 15 1
b.
5
1
c.
10
1
d.
3
1 1 25
12. a. 17 b.
221
c.
102
26 136 221
13. a. 145 b.
435
c.
435
14. No. Coin tosses are independent events. No one toss affects the outcome of the next. The probability of a Head or Tail on a
fair coin is always 0.5. Greg has a 50% chance of tossing a Head on the next coin toss as was the chance in each of the
previous 9 tosses.
15. No. As events are illustrated on a tree diagram, the individual probability of each outcome is recorded. The probability of a
dependent event is calculated (altered according to the previous event) and can be considered as if it was an independent
event. As such, the multiplication law of probability can be applied along the branches to calculate the probability of
successive events.
16. a. Dependent
7
P(1) = 15
b.
5
P(2) = 15
3
P(3) = 15
c. 5
13
1
5
1 13
2
6
14
3 3
13
6
5
13 1
14
4
1 2 13
2
3 3
13
6
3 13
14
1
5
3 13 2
2 3
13

7
15 6
13 1
4
1 2
13
7
14 3 3
13
7
5 4 1
13
15 14
3
2 2 13
2
3
3
13
7
3
14
13 1
4
3 13 2
2 3
3
13
15

6
13 1
5
1 13 2
7
14 2 3
13
5 7
13
1
14
4
3 2 2
13
2 3
13
7
2
14
13 1
5
3 13 2
1 3
13

154  Maths Quest 10 Stage 5 NSW Australian curriculum

 1 2 1
i. P(1, 1, 1) = 13
d. P(2, 2, 2) = 91
ii. P(3, 3, 3) = 455
iii. iv.  P(at least one 3) = 47
91
1
17. a. P(9) = 455
66
P(7−8) = 455
P(5−6) = 248
455
4
P(3−4) = 13
b.
$393.40
18. Discuss with your teacher.

Exercise 4.5 Conditional probability

1. a. P(J) = 41
90
b. P(H | J) = 12
41

2. a. P(S) = 13
30
b. P(S | (CS) = 13
28
3. 0.58 or 15
26
5
4. 0.22 or 23
5. 0.9
6. 0.8375
7. A
8. It reduces the event space and increases the probability of a desired outcome
9. a. 0.0875
b. 0.065
10. a. 0.585
b. 0.1525 or 15.25%.
11. 0.847
12. 0.61
13. Probability = 12

Investigation | Rich task

1. Die 1

1 2 3 1 2 3

4 (1, 4) (2, 4) (3, 4) (1, 4) (2, 4) (3, 4)

5 (1, 5) (2, 5) (3, 5) (1, 5) (2, 5) (3, 5)

6 (1, 6) (2, 6) (3, 6) (1, 6) (2, 6) (3, 6)

Die 2

4 (1, 4) (2, 4) (3, 4) (1, 4) (2, 4) (3, 4)

5 (1, 5) (2, 5) (3, 5) (1, 5) (2, 5) (3, 5)

6 (1, 6) (2, 6) (3, 6) (1, 6) (2, 6) (3, 6)

2. 9
3. 0
4. Die 1

1 2 3 1 2 3

4 5 6 7 5 6 7

5 6 7 8 6 7 8

6 7 8 9 7 8 9
Die 2

4 5 6 7 5 6 7

5 6 7 8 6 7 8

6 7 8 9 7 8 9

TOPIC 4 Probability  155

 5. 5; 5, 6, 7, 8, 9
6. 7; 5, 9
7. Equal to 7; probability is the highest.
8. Odd-number outcome; probability is higher.
Die

1 2 3 4 5 6 7 8

Head (H, 1) (H, 2) (H, 3) (H, 4) (H, 5) (H, 6) (H, 7) (H, 8)

Coin

Tail (T, 1) (T, 2) (T, 3) (T, 4) (T, 5) (T, 6) (T, 7) (T, 8)

9. Die 1

1 2 3 1 2 3

4 3 2 1 3 2 1

5 4 3 2 4 3 2

6 5 4 3 5 4 3
Die 2

4 3 2 1 3 2 1

5 4 3 2 4 3 2

6 5 4 3 5 4 3

10. 5; 1, 2, 3, 4, 5,
11. 3; 12
12. Answers will vary.
Exercise 4.6 Review questions
1. A
2. B
3. B
4. B
5. B
6. a. B ξ
b. c.
A A B ξ A ξ
B

C
7. C
8. D
9. D
10. B
1
11. a. 13 b. 14 2
c. 13 d. 34
1
12. a. 7776 b. 7775
7776

13. a. 38 b. 58
14. a. Yes
b. P(A) = 12 and P(B) = 16
c. 23
15. a. No
b. P(A) = 14, P(B) = 13
1 1
, P(A ∩ B) = 52
4
c. 13

156  Maths Quest 10 Stage 5 NSW Australian curriculum

 16. a. Die 2 outcomes
0 1 2 3

0 (0, 0) (0, 1) (0, 2) (0, 3)

Die 1 outcomes
1 (1, 0) (1, 1) (1, 2) (1, 3)

2 (2, 0) (2, 1) (2, 2) (2, 3)

3 (3, 0) (3, 1) (3, 2) (3, 3)

b. No
c. 0 and 6
d. 3
e. 0 and 6, 1 and 5, 2 and 4
1
17. a. 19 b. 21
38
c. 15
38
1 1
18. a. 169 b. 221
19. a. 15
25
= 35 8
b. 10 = 45
20. a. 0.65 W

0.75 T Wʹ
0.35

0.40
0.25 W
Tʹ

0.60 Wʹ
b. 0.5875
8
c. 47
21. a. 35 8
b. 15
22. a. 15 b. 45 1
c. 25
23. a. 0.000 495 b. 0.001 981
2 4. a. 13 b. 12

TOPIC 4 Probability  157

TOPIC 5
Single variable
data analysis [Stages 5.1, 5.2 and 5.3]

5.1 Overview
Numerous videos and interactivities are embedded
just where you need them, at the point of learning, in
your learnON title at www.jacplus.com.au. They will
help you to learn the concepts covered in this topic.

5.1.1 Why learn this?

According to the novelist Mark Twain, ‘There are
three kinds of lies: lies, damned lies and statistics.’
There is so much information in our lives, increas-
ingly so with the World Wide Web, smart phones and social media tracking our every move and accumulat-
ing vast amounts of data about us. The data are used to gather information about our likes and dislikes, our
buying habits, our voting preferences and so on. Statistics can easily be used to manipulate people unless
they have an understanding of the basic concepts involved.

DISCUSSION
In the modern world, athletes undergo many hours of specialised training, but they also spend many hours
analysing their personal data. In what other ways has data changed the sports world, and in what ways do you
think it may change the sports world in the future?

LEARNING SEQUENCE
5.1 Overview
5.2 [Stage 5.1] Comparing data displays using mean, median and range
5.3 [Stage 5.2] Quartiles and interquartile range
5.4 [Stage 5.2] Constructing, interpreting and comparing boxplots
5.5 [Stage 5.3] The standard deviation
5.6 [Stage 5.3] Comparing data sets
5.7 Review

LEARNING OUTCOMES
A student:
• uses appropriate terminology, diagrams and symbols in mathematical contexts MA5.1-1WM
• selects and uses appropriate strategies to solve problems MA5.1-2WM
• provides reasoning to support conclusions that are appropriate to the context MA5.1-3WM
• uses statistical displays to compare sets of data MA5.1-12SP
• selects appropriate notations and conventions to communicate mathematical ideas and solutions MA5.2-1WM
• constructs arguments to prove and justify results MA5.2-3WM
• uses quartiles and boxplots to compare sets of data MA5.2-15SP
• uses and interprets formal definitions and generalisations when explaining solutions and/or conjectures MA5.3-1WM

TOPIC 5 Single variable data analysis 159

 • generalises mathematical ideas and techniques to analyse and solve problems efficiently MA5.3 2WM
• uses deductive reasoning in presenting arguments and formal proofs MA5.3 3WM
• uses standard deviation to analyse data MA5.3 18SP

CONTENT DESCRIPTIONS
Students:
Compare data displays using mean, median and range to describe and interpret numerical data sets in terms of location (centre) and
spread (ACMSP283)
Determine quartiles and interquartile range (ACMSP248)
Construct and interpret boxplots and use them to compare data sets (ACMSP249)
Compare shapes of boxplots to corresponding histograms and dot plots (ACMSP250)
Calculate and interpret the mean and standard deviation of data and use these to compare data sets (ACMSP278)
Source: NSW Syllabus for the Australian curriculum

RESOURCES — ONLINE ONLY

eLesson: The story of mathematics — Koby’s bid to make the Olympic athletics team (eles-1852)

Note: Your teacher may now set you a pre-test to determine how familiar you are with the content in this
topic.

5.2 Comparing data displays using mean,

median and range [Stage 5.1]
5.2.1 Mean, median and range
•• The mean and the median are measures of central tendency. They measure the middle (or centre) of
the data.
–– The mean is the average of all observations in a set of data.
–– The median is the middle observation in an ordered set of data.
•• The range is the difference between the highest and lowest values in a set of data and hence gives a
measure of the spread of the data.
•• The mean, median and range can be used to compare and analyse sets of single variable data. Single
variable data are data with one variable, for example the heights of Year 10 students.

5.2.2 Calculating the mean, median and range

Mean
•• To obtain the mean of a set of ungrouped data, all numbers (scores) in the set are added together and
then the total is divided by the number of scores in that set.
sum of all scores
Mean =
number of scores
Σx
•• Symbolically this is written x = .
n

160  Maths Quest 10 Stage 5 NSW Australian curriculum

Median
•• The median is the middle value of any set of data arranged in numerical order. In the set of n numbers,
n+1
the median is located at the th score. The median is:
2
–– the middle score for an odd number of scores arranged in numerical order
–– the average of the two middle scores for an even number of scores arranged in numerical order.
Range
•• Range = highest value − lowest value
R = xH − xL

WORKED EXAMPLE 1

For the data 6, 2, 4, 3, 4, 5, 4, 5, find the:

a mean b median c range
THINK WRITE
a 1 Calculate the sum of the scores, that is, Σx. a Σx = 6 + 2 + 4 + 3 + 4 + 5 + 4 + 5
= 33
2 Count the number of scores, that is, n. n=8
Σx
3 Write the rule for the mean. x=
n
33
4 Substitute the known values into the rule. =
8
5 Evaluate. = 4.125
6 Answer the question. The mean is 4.125.
b 1 Write the median scores in ascending numeri- b 23444556
cal order.
2 Locate the position of the median using the n+1
n+1 Median = th score
rule , where n = 8. This places the 2
2 8+1
median as the 4.5th score, that is, between the = th score
2
4th and 5th score. = 4.5th score
23444556
3 Obtain the average of the two middle scores. 4+4
Median =
2
8
=
2
=4
4 Answer the question. The median is 4.
c 1 Determine the highest and lowest values Lowest value = 2
Highest value = 6
2 Write the rule for the range. R = xH − xL
=6−2
=4
3 Answer the question. The range is 4.

TOPIC 5 Single variable data analysis  161

5.2.3 Calculating the mean, median and range from a frequency
­distribution table
•• If data are presented in a frequency distribution table, the formula used to calculate the mean is
Σ(f × x)
x= .
n
•• Here, each value (score) in the table is multiplied by its corresponding frequency, then all the f × x
products are added together and the total sum is divided by the number of observations in the set.
•• To find the median, find the position of each score from the cumulative frequency column.
•• The range is the highest value minus the lowest value.

WORKED EXAMPLE 2

For the table shown, find:

a the mean b the median c the range.
Score (x) Frequency ( f )
4 1
5 2
6 5
7 4
8 3
Total 15

THINK WRITE
1 Rule up a table with four columns
Cumulative
titled Score (x), Frequency ( f ),
Score Frequency Frequency × frequency
Frequency × score ( f × x) and
(x) ( f ) score ( f × x) (cf  )
Cumulative frequency (cf ).
4 1 4 1
2 Enter the data and complete both
the f × x and cumulative ­frequency 5 2 10 1+2=3
columns. 6 5 30 3+5 =8
7 4 28 8 + 4 = 12
8 3 24 12 + 3 = 15
n = 15 Σ(f × x) = 96
Σ(f × x)
a 1 Write the rule for the mean. a x=
n
2 Substitute the known values into the 96
x=
rule and evaluate. 15
= 6.4
3 Answer the question. The mean of the data set is 6.4.
15 + 1
b 1 Locate the position of the median b The median is the th or 8th score.
n+1 2
using the rule , where n = 15.
2
This places the median as the
8th score.

162  Maths Quest 10 Stage 5 NSW Australian curriculum

 2 Use the cumulative frequency The median of the data set is 6.
column to find the 8th score and
answer the question.
c 1 The range is the difference between c R=8−4
the highest value and the lowest =4
value.
2 Answer the question. The range of the data set is 4.

5.2.4 Data display: Back-to-back stem-and-leaf plots and

­parallel dot plots
•• Back-to-back stem-and-leaf plots and parallel dot plots are graphs that allow us to compare two
sets of data on the same graph. (For a review of dot plots, see section 5.4.5.)
•• A back-to-back stem-and-leaf plot has a central stem with leaves on either side. The stem-and-leaf
plot shown gives the age of members of two teams competing in a bowling tournament.
Club A Stem Club B
1 4
5 5789
6 02357
6543 7 012
8654321 8 8
9 0
•• From a study of the stem-and-leaf plot, it can be seen that Club A has one relatively young member,
age 41, but all other members are in their 70s and 80s. Most of the members of Club B are in their 50s
and 60s, so it appears that overall Club B has a younger membership.
•• Parallel dot plots are drawn one above the other, using the same scale. The set of parallel dot plots
shown provides a means of comparing the results of two teams in a basketball tournament.
Mr Smith’s team

56 58 60 62 64 66 68 70 72 74

Mrs White’s team

56 58 60 62 64 66 68 70 72 74

•• Each team has played 25 games (counting up the dots for each team). From a study of the dots plots,
it appears that Mr Smith’s team outperformed Mrs White’s team, as there are more high scores for
Mr Smith’s team.
•• Calculating the mean, median and range for distributions provides us with statistical measures of
­comparison. These measures are more precise and more useful than the information we can obtain by
visually comparing shapes of distributions.

TOPIC 5 Single variable data analysis  163

Comparing data displays using mean, median and range
•• When the mean and median are the same value, the data are symmetrical around this value. In this
case, either the mean or the median can be used to represent the centre of the data. The median is the
middle value; hence, there are the same numbers of values above and below it.
•• Very large or very small values make smaller differences to the median than the mean.
•• The range is an indication of the spread of the data.
•• Comparisons can be made between two like sets of data by referring to the mean, median and range.

WORKED EXAMPLE 3

The ages of male and female groups using a ten-pin bowling centre are displayed in the
­back-to-back stem-and-leaf plot shown.
For each group:
a determine the mean
b determine the median
c determine the range
d use the mean, median and range to compare the two sets of data.
Key: 1 | 5 = 15
Leaf: female Stem Leaf: male
987766 1 5566677789
9 8 5 3 3 3 2 11 0 2 1122233578
8864221 3 00145
553 4 368
2 5 047
0 6 5

THINK WRITE
a 1 Count the number of males and females and Number of females = 28
total the ages of males and females. Number of males = 32
Total of female ages = 824
Total of male ages = 923
2 Determine the mean for each of the two groups Σx
xF =
Σx n
by applying the formula x = .
n 824
=
28
= 29.43
Σx
xM =
n
923
=
32
= 28.84
3 Write the answer. The mean of the female group is 29.43.
The mean of the male group is 28.84.

164  Maths Quest 10 Stage 5 NSW Australian curriculum

 b 1 The median is the middle value of the ordered 25 + 28
MedianF =
data set. 2
For the female group there are 28 values, so the = 26.5
median falls between the 14th and 15th values. 23 + 23
MedianM =
For the male group there are 32 people so the 2
median falls between the 16th and 17th values. = 23

2 Write the answer. The median of the female group is 26.5.

The median of the male group is 23.
c 1 The range is the difference between the highest RangeF = 60 − 16
and lowest value. = 44
RangeM = 65 − 15
= 50
2 Write the answer. The range of the female group is 44.
The range of the male group is 50.
d 1 Compare the two data sets. There is a more diverse age range of
males playing than females as the range in age
for males is 50 whereas for females it is 44.
The mean age of the females and males are
29.43 and 28.83 respectively, which are very
similar, but when comparing the median age,
the female median age is 2.5 years older. This
reinforces what the stem-and-leaf plot shows:
that tenpin bowling is more popular for
females in their 20s and 30s and males in their
teens and 20s.

RESOURCES — ONLINE ONLY

Interactivity: Mean (int-3818)

Interactivity: Median (int-3819)
eLesson: Mean and median (eles-1905)
Digital doc: SkillSHEET Finding the mean of a small data set (doc-5299)
Digital doc: SkillSHEET Finding the median of a small data set (doc-5300)

Exercise 5.2 Comparing data displays using mean,

median and range
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–10, 12 1–10, 12, 14 1–16

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.

TOPIC 5 Single variable data analysis  165

Understanding and fluency
1. WE1 For each of the following sets of data, find the:
i. mean ii. median iii. range.
a. 3, 5, 6, 8, 8, 9, 10
b. 4, 6, 7, 4, 8, 9, 7, 10
c. 17, 15, 48, 23, 41, 56, 61, 52
d. 4.5, 4.7, 4.8, 4.8, 4.9, 5.0, 5.3
e. 712, 1014, 12, 1214, 13, 1312, 1312, 14
2. The following back-to-back stem-and-leaf plot displays the heights of a group of students in a class.
Key:13 | 7 = 137 cm
Leaf: boys Stem Leaf: girls
9 8 13 7 8
9 8 8 7 6 14 3 5 6
9 8 8 15 1 2 3 7
7 6 6 5 16 3 5 6
8 7 6 17 1
a. The total number of students in the class is:
a. 13 b. 17 c. 30
d. 36 e. 40
b. The range in heights of boys and girls respectively is:
a. 34 and 40 b. 41 and 35 c. 35 and 41
d. 40 and 34 e. 138 and 178
c. The mean height of boys and girls (correct to the nearest whole number) respectively is:
a. 150 and 145 b. 134 and 148 c. 148 and 134
d. 153 and 158 e. 158 and 153
d. The median height of boys and girls respectively is:
a. 158 and 152 b. 152 and 158 c. 149 and 134
d. 134 and 149 e. 150 and 145
3. The following back-to-back stem-and-leaf plot shows the test
results of 25 Year 10 students in Mathematics and Science. Find
the mean, median and range for each of the two subjects.
Key:  3 | 2 = 32
Leaf: Science Stem Leaf: Mathematics
873 3 29
96221 4 068
876110 5 135
97432 6 2679
8510 7 3678
73 8 044689
9 258
4. WE2 For the data shown in each of the following frequency
distribution tables, find the:
i. mean
ii. median
iii. range.

166  Maths Quest 10 Stage 5 NSW Australian curriculum

 a. Score (x) Frequency ( f ) b. Score (x) Frequency ( f )
4 3 12 4
5 6 13 5
6 9 14 10
7 4 15 12
8 2 16 9
Total 24 Total 40

5. The following data show the number of bedrooms in each of the 10 houses in a particular neighbour-
hood: 2, 1, 3, 4, 2, 3, 2, 2, 3, 3.

a. Calculate the mean and median number of bedrooms.

b. A local motel contains 20 rooms. Add this observation to the set of data and recalculate the values of
the mean and median.
c. Compare the answers obtained in parts a and b and complete the following statement: When the set
of data contains an unusually large value(s), called an outlier, the ________ (mean/median) is the
better measure of central tendency, as it is less affected by this
extreme value.
6. A random sample was taken, composed of 30 people shopping
at a Coles supermarket on a Tuesday night. The amount of
money (to the nearest dollar) spent by each person was recorded
as follows:
6, 32, 66, 17, 45, 1, 19, 52, 36, 23, 28, 20, 7, 47, 39
6, 68, 28, 54, 9, 10, 58, 40, 12, 25, 49, 74, 63, 41, 13
Find the mean and median amount of money spent at the check-
out by the people in this sample.
7. a. A
 dd one more number to the set of data 3, 4, 4, 6 so that the
mean of a new set is equal to its median.
b. Design a set of five numbers so that mean = median = 5.
c. In the set of numbers 2, 5, 8, 10, 15, change one number
so that the median remains unchanged while the mean
increases by 1.

TOPIC 5 Single variable data analysis  167

Communicating, reasoning and problem solving
8. The batting scores for two cricket players over 6 innings are as follows:
Player A: 31, 34, 42, 28, 30, 41
Player B: 0, 0, 1, 0, 250, 0
a. Find the mean score for each player.
b. Which player appears to be better, based upon mean result?
c. Find the median score for each player.
d. Which player appears to be better when the decision is based on the median result?
e. Which player do you think would be the most useful to have in a cricket team and why? How can the
mean result sometimes lead to a misleading conclusion?
9. The number of goals scored in football matches by Micky and Yani were recorded as follows.
Micky 0 3 3 0 1 2 0 0 0 1
Yani 1 2 0 1 0 1 2 2 1 1
a. Calculate the mean for each player.
b. Calculate the median for each player.
c. Who is the more consistent performer? Explain.
10. Percentages in a mathematics exam for two classes were as follows.
10A 32 65 60 54 85 73 67 65 49 96 57 68
10B 46 74 62 78 55 73 60 75 73 77 68 81
a. Display the data on a back-to-back stem-and-leaf plot.
b. Comment on the distribution.
c. Calculate the mean percentage for each class.
d. Calculate the median percentage for each class.
e. Compare class performance.
11. MC In a set of data there is one score that is extremely small when compared to all the others. This
outlying value is most likely to:
a. have greatest effect upon the mean of the data.
b. have greatest effect upon the median of the data.
c. have greatest effect upon the mode of the data.
d. have very little effect on any of the statistics as we are told that the number is extremely small.
e. have equal effect on the mean, median and mode of the data.
12. The following frequency table gives the number of employees in
different salary brackets for a small manufacturing plant.
Position Salary ($) Number of employees
Machine operator 18 000 50
Machine mechanic 20 000 15
Floor steward 24 000 10
Manager 62 000  4
Chief executive officer 80 000  1
a. Workers are arguing for a pay rise but the management of the
factory claims that workers are well paid because the mean
salary of the factory is $22 100. Are they being honest?
b. Suppose that you were representing the factory workers and had
to write a short submission in support of the pay rise. How could
you explain the management’s claim? Quote some other statistics
in favour of your case.

168  Maths Quest 10 Stage 5 NSW Australian curriculum

13. Design a set of five numbers with:
a. mean = median
b. mean > median
c. mean < median
14. The numbers 15, a, 17, b, 22, c, 10 and d have a mean of 14. Find the mean of a, b, c and d.
15. The numbers m, n, p, q, r and s have a mean of a, and x, y and z have a mean of b. Find the mean of
all nine numbers.
16. Under what circumstances might the median be a more reliable measure of centre than the mean?

5.3 Quartiles and interquartile range  [Stage 5.2]

5.3.1 Measures of spread
•• Measures of spread describe how far data values are spread from the centre or from each other.
•• A music store proprietor has stores in Newcastle and Wollongong. The number of CDs sold each day
over one week is recorded below.
Newcastle:  45, 60, 50, 55, 48, 40, 52
Wollongong: 20, 85, 50, 15, 30, 60, 90
•• In each of these data sets consider the measures of central tendency.
Newcastle:   Mean = 50    Wollongong:  Mean = 50
      Median = 50            Median = 50
•• With these measures being the same for both data sets we could come to the conclusion that both data
sets are very similar. However, if we look at the data sets, they are very different. We can see that the
data for Newcastle are very clustered around the mean, whereas the Wollongong data are spread out
more.
•• The data from Newcastle are between 45 and 60, whereas the Wollongong data are between 15 and 90.
•• Range and interquartile range (IQR) are both measures of spread.

5.3.2 Review of the range

•• The most basic measure of spread is the range. It is defined as the difference between the highest and
the lowest values in the set of data.
Range = highest score − lowest score
⇒ Range = Xmax − Xmin

TOPIC 5 Single variable data analysis  169

 WORKED EXAMPLE 4

Find the range of the given data set: 2.1, 3.5, 3.9, 4.0, 4.7, 4.8, 5.2.
THINK WRITE
1 Identify the lowest score (Xmin) of the data set. Lowest score = 2.1
2 Identify the highest score (Xmax) of the data set. Highest score = 5.2
3 Write the rule for the range. Range = Xmax − Xmin
4 Substitute the known values into the rule. = 5.2 − 2.1
5 Evaluate. = 3.1

5.3.3 Interquartile range

•• The interquartile range (IQR) is the range of the
middle 50% of all the scores in an ordered set. 25% 25% 25% 25%

•• When calculating the interquartile range, the data Minimum Q1 Q2 Q3 Maximum

are first organised into quartiles, each containing Lower Median Upper
25% of the data. The word ‘quartile’ comes from quartile quartile
the word ‘quarter’.
•• Interquartile range = upper quartile − lower quartile
•• This can be written as:
IQR = Qupper − Qlower
or
IQR = Q3 − Q1
•• The IQR is not affected by extremely large or extremely small data values (outliers), so in some
­circumstances the IQR is a better indicator of the spread of data than the range.

WORKED EXAMPLE 5

Calculate the interquartile range (IQR) of the following set of data: 3, 2, 8, 6, 1, 5, 3, 7, 6.

THINK WRITE
1 Arrange the scores in order. 123356678
2 Locate the median and use it to divide the data into two halves. 1 2 3 3  5  6 6 7 8
Note: The median is the 5th score in this data set and should not
be included in the lower or upper ends of the data.
3 Find Q1, the median of the lower half of the data. 2+3
Q1 =
2
5
=
2
= 2.5
4 Find Q3, the median of the upper half of the data. 6+7
Q3 =
2
13
=
2
= 6.5
5 Calculate the interquartile range. IQR = Q3 − Q1
= 6.5 − 2.5
=4

170  Maths Quest 10 Stage 5 NSW Australian curriculum

 DISCUSSION
Both the range and the interquartile range can be used to represent a set of data. In your own words, explain
the difference between the two measures and what they indicate about a set of data.

RESOURCES — ONLINE ONLY

Interactivity: Range (int-3822)

Interactivity: The interquartile range (int-4813)

Exercise 5.3 Quartiles and interquartile range

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–7, 10 1–8, 10 1–10

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE4 Find the range for each of the following sets of data.
a. 4, 3, 9, 12, 8, 17, 2, 16
b. 49.5, 13.7, 12.3, 36.5, 89.4, 27.8, 53.4, 66.8
c. 712, 1234, 514, 823, 916, 334
2. WE5 Calculate the interquartile range (IQR) for each of the following sets of data.
a. 3, 5, 8, 9, 12, 14
b. 7, 10, 11, 14, 17, 23
c. 66, 68, 68, 70, 71, 74, 79, 80
d. 19, 25, 72, 44, 68, 24, 51, 59, 36
3. The following stem-and-leaf plot shows the mass of newborn babies (rounded to the nearest 100 g).
Find:
Key:  1* | 9 = 1.9 kg
Stem Leaf
1* 9
2 24
2* 6 7 8 9
3 001234
3* 5 5 6 7 8 8 8 9
4 01344
4* 5 6 6 8 9
5 0122
a. the range of the data
b. the IQR of the data.

TOPIC 5 Single variable data analysis  171

 4. MC Calculate the interquartile range of the following data.
17, 18, 18, 19, 20, 21, 21, 23, 25
a. 8 b. 18 c. 4 d. 20 e. 16
5. For each of the following sets of data, state:
i. the range ii. the IQR.
a. 6, 9, 12, 13, 20, 22, 26, 29
b. 7, 15, 2, 26, 47, 19, 9, 33, 38
c. 120, 99, 101, 136, 119, 87, 123, 115, 107, 100
Communicating, reasoning and problem solving
6. As newly appointed coach of Terrorolo’s Meteors netball team, Kate decided to record each player’s
statistics for the previous season. The number of goals scored by the leading goal shooter was:
1, 3, 8, 18, 19, 23, 25, 25, 25, 26, 27, 28, 28, 28, 28, 29, 29, 30, 30, 33, 35, 36, 37, 40.
a. Find the mean of the data.
b. Find the median of the data.
c. Find the range of the data.
d. Find the interquartile range of the data.
e. There are three scores that are much lower than most. Explain the effect these scores have on the
summary statistics.
7. The following back-to-back stem-and-leaf plot shows the ages of 30 pairs of men and women when
entering their first marriage.
Key:  1 | 6 = 16 years old
Leaf: Men Stem Leaf: Women
998 1 67789
99887644320 2 001234567789
9888655432 3 01223479
6300 4 1248
60 5 2
a. Find the mean, median, range and interquartile range of each set.
b. Write a short paragraph comparing the two distributions.
8. Find the mean, median, mode, range and IQR of the following data collected when the temperature of
the soil around 25 germinating seedlings was recorded.
28.9, 27.4, 23.6, 25.6, 21.1, 22.9, 29.6, 25.7, 27.4, 23.6, 22.4, 24.6, 21.8, 26.4, 24.9, 25.0, 23.5, 26.1, 23.6,
25.3, 29.5, 23.5, 22.0, 27.9, 23.6

172  Maths Quest 10 Stage 5 NSW Australian curriculum

 9. Four positive numbers a, b, c and d have a mean of 12, a median 9 and a range of 14. Find the values
of a, b, c and d.
10. Explain when the range or the interquartile range would be a better measure of spread when
­comparing sets of data.

5.4 Constructing, interpreting and

­comparing  ­boxplots  [Stage 5.2]
5.4.1 The five-number summary
•• A five-number summary is a list consisting of the lowest score, lower quartile, median, upper quartile
and greatest score of a set of data.

Xmin Q1 Median (Q2) Q3 Xmax

WORKED EXAMPLE 6

From the following five-number summary, find:

a the interquartile range
b the range.
Xmin Q1 Median (Q2) Q3 Xmax
29 37 39 44 48

THINK WRITE
Q3 = 44, X max = 48
a The interquartile range is the difference between the a IQR = Q3 − Q1
upper and lower quartiles. = 44 − 37
=7
b The range is the difference between the greatest b Range = X max − X min
score and the lowest score. = 48 − 29
= 19

5.4.2 Boxplots
•• A boxplot (or box-and-whisker plot) is a graph of the five-number summary.
•• Boxplots consist of a central divided box with attached whiskers.
•• The box spans the interquartile range.
•• The median is marked by a vertical line drawn inside the box.
•• The whiskers indicate the range of scores.

The lowest The lower The The upper The greatest

score quartile median quartile score
Xmin Q1 Med. Q3 Xmax
(Lower extreme) (Upper extreme)

TOPIC 5 Single variable data analysis  173

 •• Box-and-whisker plots are always drawn to scale.
4 15 21 23 28

•• They are presented either with the five-number summary figures attached as labels (as in the diagram
above) or with a scale presented alongside the box-and-whisker plot (as in the diagram below). They
can also be drawn vertically.
0 5 10 15 20 25 30 Scale

5.4.3 Identification of extreme values

•• If an extreme value or outlier occurs in a set of data, it can be denoted by a small cross on the box-
and-whisker plot. The whisker is then shortened to the next largest (or smallest) figure.
•• The box-and-whisker plot below shows that the lowest score was 5. This was an extreme value as the
rest of the scores were located within the range 15 to 42.
0 5 10 15 20 25 30 35 40 45 Scale

5.4.4 Describing distributions

Symmetry and skewness
•• A symmetrical plot has data that are evenly spaced around a central point. Examples of a stem-and-
leaf plot and a symmetrical boxplot are shown below.
Stem Leaf
26* 6
27 013
x
27* 5689 20 22 24 26 28 30

28 011124
28* 5788
29 222
29* 5
•• A negatively skewed plot has larger amounts of data at the higher end. This is illustrated by the stem-
and-leaf plot below where the leaves increase in length as the data increase in value. It is illustrated on
the boxplot when the median is to the right within the box.
Stem Leaf
5 1
6 29
7 1122 0 2 4 6 8 10
x
8 144566
9 534456777
•• A positively skewed plot has larger amounts of data at the lower end. This is illustrated on the stem-
and-leaf plot below where the leaves increase in length as the data decrease in value. It is illustrated on
the boxplot when the median is to the left within the box.

174  Maths Quest 10 Stage 5 NSW Australian curriculum

 Stem Leaf
5 134456777
6 244566
x
7 11 2 2 0 2 4 6 8 10
8 16
9 5

WORKED EXAMPLE 7

The stem-and-leaf plot gives the speed of 25 cars caught by a roadside speed camera.
Key:  8 | 2 = 82 km/h, 8* | 6 = 86 km/h
Stem Leaf
8  2 2 4 4 4 4
8* 5 5 6 6 7 9 9 9
9   0 1 1 2 4
9* 5 6 9
10 0 2
10*
11  4

a Prepare a five-number summary of the data.

b Draw a box-and-whisker plot of the data. (Identify any extreme values.)
c Describe the distribution of the data.
THINK WRITE
25 + 1
1 First identify the positions of the median The median is the th score — that is, the
2
and upper and lower quartiles. There are 13th score.
n+1 25 + 1
25 data values. The median is the th Q1 is the th score in the lower half — that is,
2 2
score. The lower quartile is the median of the 6.5th score. That is, halfway between the 6th and
the lower half of the data. The upper 7th scores.
quartile is the median of the upper half of Q3 is halfway between the 6th and 7th scores in the
the data (each half contains 12 scores). upper half of the data.
2 Mark the positions of the median and Key:  8 | 2 = 82 km/h
upper and lower quartiles on the stem- 8* | 6 = 86 km/h
and-leaf plot. Stem Leaf Q1
8 2 2 4 4 4 4 l Median
8* 556679 9 9
9 01124l
9* 569
10 02 Q3
10*
11 4

TOPIC 5 Single variable data analysis  175

 a Write the five-number summary: a Five-number summary:
The lowest score is 82.
Xmin Q1 Median Q3 Xmax
The lower quartile is between 84 and 85;
that is, 84.5. 82 84.5 89 94.5 114
The median is 89.
The upper quartile is between 94 and 95;
that is, 94.5.
The greatest score is 114.
b Draw a labelled axis using an appropriate b Speed (km/h)
scale. Plot the points from the five-number 80 90 100 110
summary.

c Describe the distribution. c The data are skewed (positively).

5.4.5 Shapes of graphs

Boxplots and dot plots
•• Boxplots are a concise summary of data. A boxplot can be directly related to a dot plot.
•• Dot plots display each data value represented by a dot placed on a number line.
•• The following data are the amount of money (in $) that a group of 27 five-year-olds had with them on
a day visiting the zoo with their parents.
0 1.65 0 2.60 3 8.45 4 0.55 4.10 3.35 3.25
2 2.85 2.90 1.70 3.65 1 0 0 2.25 2.05 3
3.80 2.65 4.75 3.90 2.95
•• The dot plot below and its comparative boxplot show the distribution of these data.

0 2 4 6 8 10
Amount of money ($)

•• Both graphs indicate that the data are positively skewed. The dot plot clearly shows the presence of
the outlier. This is less obvious with the boxplot. However, the boxplot provides an excellent summary
of the centre and spread of the distribution.
Boxplots and histograms
•• Histograms are graphs that display continuous numerical variables and do not retain all original data.
•• The following data are the number of minutes, rounded to the nearest minute, that forty Year 10
­students take to travel to their school on a particular day.
15 22 14 12 21 34 19 11 13 0 16
4 23 8 12 18 24 17 14 3 10 12
9 15 20 5 19 13 17 11 16 19 24
12 7 14 17 10 14 23

176  Maths Quest 10 Stage 5 NSW Australian curriculum

 •• The data are displayed in the histogram and boxplot shown.
16
14

Frequency
12
10
8
6
4
2
0
0 5 10 15 20 25 30 35

0 5 10 15 20 25 30 35
Number of minutes

•• Both graphs indicate that the data are slightly positively skewed. The histogram clearly shows the
­frequencies of each class interval. Neither graph displays the original values. The histogram does not
give precise information about the centre, but the distribution of the data is visible. However, the
­boxplot provides an excellent summary of the centre and spread of the distribution.

5.4.6 Parallel boxplots

•• A major reason for developing statistical skills is to be able to make comparisons between sets of data.
•• Consider the following scenario.
–– Each member of a class was given a jelly snake to stretch. They each measured the initial length of
their snake to the nearest centimetre and then slowly stretched the snake to make it as long as pos-
sible. They then measured the maximum length of the snake by recording how far it had stretched
at the time it broke. The results were recorded in the following table.

Initial length Stretched length Initial length Stretched length

(cm) (cm) (cm) (cm)
13 29 14 27
14 28 13 27
17 36 15 36
10 24 16 36
14 35 15 36
16 36 16 34
15 37 17 35
16 37 12 27
(continued)

TOPIC 5 Single variable data analysis  177

 Initial length Stretched length Initial length Stretched length
(cm) (cm) (cm) (cm)
14 30  9 17
16 33 16 41
17 36 17 38
16 38 16 36
17 38 17 41
14 31 16 33
17 40 11 21

–– The data were then displayed on parallel boxplots, with the axis displaying in millimetres.
–– By drawing the two boxplots on a single axis, it is easy to compare them.

Stretched

Initial

100 200 300 400 500

Length of snake in mm

•• The change in the length of the snake when stretched is evidenced by the increased median and spread
shown on the boxplots. The median snake length before being stretched was 150 mm, but the median
snake length after being stretched was 350 mm. The range increased after stretching, as did the IQR.

DISCUSSION
Explain the usefulness of having parallel boxplots to easily compare two sets of data. What information can and
can’t easily be obtained just from looking at the boxplots compared to studying the data in a histogram?

RESOURCES — ONLINE ONLY

Interactivity: Boxplots (int-6245)

Interactivity: Skewness (int-3823)
Interactivity: Parallel boxplots (int-6248)

Exercise 5.4 Constructing, interpreting and

comparing boxplots
Individual pathways

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Questions: Questions: Questions:
1–7, 10, 13, 16, 19 1–8, 10–12, 14, 16, 19 1–21

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­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.

178  Maths Quest 10 Stage 5 NSW Australian curriculum

Understanding and fluency
1. WE6 From the following five-number summary, find:
Xmin Q1 Median Q3 Xmax
6 11 13 16 32
a. the interquartile range
b. the range.
2. From the following five-number summary, find:
Xmin Q1 Median Q3 Xmax
101 119 122 125 128
a. the interquartile range
b. the range.
3. From the following five-number summary, find:
Xmin Q1 Median Q3 Xmax
39.2 46.5 49.0 52.3 57.8
a. the interquartile range
b. the range.
4. The following box-and-whisker plot shows the distribution of final points scored by a football team
over a season’s roster.
50 70 90 110 130 150 Points

a. What was the team’s greatest points score?

b. What was the team’s least points score?
c. What was the team’s median points score?
d. What was the range of points scored?
e. What was the interquartile range of points scored?
5. The following box-and-whisker plot shows the distribution of data formed by counting the number of
gummy bears in each of a large sample of packs.
Number of
30 35 40 45 50 55 60 gummy bears

a. What was the largest number of gummy bears in any pack?

b. What was the smallest number of gummy bears in any pack?
c. What was the median number of gummy bears in any pack?
d. What was the range of numbers of gummy bears per pack?
e. What was the interquartile range of gummy bears per pack?

TOPIC 5 Single variable data analysis  179

Questions 6–8 refer to the following box-and-whisker plot.
5 10 15 20 25 30 Score

6. MC The median of the data is:

a. 5 b. 20 c. 23 d. 25 e. 31
7. MC The interquartile range of the data is:
a. 5 b. 23 c. 26 d. 20 to 25 e. 12 to 31
8. MC Which of the following is not true of the data represented by the box-and-whisker plot?
a. One-quarter of the scores are between 5 and 20.
b. Half of the scores are between 20 and 25.
c. The lowest quarter of the data is spread over a wide range.
d. Most of the data are contained between the scores of 5 and 20.
e. The third quartile is 25.
9. The number of sales made each day by a salesperson is recorded over a 2-week
period:
25, 31, 28, 43, 37, 43, 22, 45, 48, 33
a. Prepare a five-number summary of the data. (There is no need to draw a
­stem-and-leaf plot of the data. Just arrange them in order of size.)
b. Draw a box-and-whisker plot of the data.
10. The data in the table show monthly rainfall in millimetres.
J F M A M J J A S O N D
10 12 21 23 39 22 15 11 22 37 45 30
a. Prepare a five-number summary of the data. Key:  1 | 8 = 18 years
b. Draw a box-and-whisker plot of the data.
11. WE7 The stem-and-leaf plot shown details the age of 25 offenders Stem Leaf
who were caught during random breath testing. 1 88999
a. Prepare a five-number summary of the data. 2 000113469
b. Draw a box-and-whisker plot of the data. 3 0127
c. Describe the distribution of the data. 4 25
5 368
6 6
7 4
12. The following stem-and-leaf plot details the price at which
30 blocks of land in a particular suburb sold for.
Key: 12 | 4 = $124 000
Stem Leaf
12 479
13 00255
14 002355799
15 0023778
16 02258
17 5
a. Prepare a five-number summary of the data.
b. Draw a box-and-whisker plot of the data.

180  Maths Quest 10 Stage 5 NSW Australian curriculum

13. Prepare comparative boxplots for the following dot plots (using the same axis) and describe what each
plot reveals about the data.
a. Number of sick days taken by workers last year at factory A

0 1 2 3 4 5 6 7

b. Number of sick days taken by workers last year at factory B

0 2 4 6 8 10 12 14

14. An investigation into the transport needs of an outer suburb community

recorded the number of passengers boarding a bus during each of its
­journeys, as follows.
12, 43, 76, 24, 46, 24, 21, 46, 54, 109, 87, 23, 78, 37, 22, 139, 65, 78, 89, 52,
23, 30, 54, 56, 32, 66, 49
Display the data by constructing a histogram using class intervals of 20 and
a comparative boxplot on the same axis.
15. At a weight-loss clinic, the following weights (in kilograms) were recorded
before and after treatment.
Before 75 80 75 140 77 89 97 123 128 95 152 92
After 69 66 72 118 74 83 89 117 105 81 134 85

Before 85 90 95 132 87 109 87 129 135 85 137 102

After 79 84 90 124 83 102 84 115 125 81 123 94
a. Prepare a five-number summary for weight before and after treatment.
b. Draw parallel boxplots for weight before and after treatment.
c. Comment on the comparison of weights before and after treatment.
Communicating, reasoning and problem solving
16. The following data detail the number of hamburgers sold by a fast
food outlet every day over a 4-week period.
M T W T F S S
125 144 132 148 187 172 181
134 157 152 126 155 183 188
131 121 165 129 143 182 181
152 163 150 148 152 179 181
a. Prepare a stem-and-leaf plot of the data. (Use a class size of 10.)
b. Draw a box-and-whisker plot of the data.
c. What do these graphs tell you about hamburger sales?
17. The following data show the ages of 30 mothers upon the birth of their first baby.
22 21 18 33 17 23 22 24 24 20
25 29 32 18 19 22 23 24 28 20
31 22 19 17 23 48 25 18 23 20
a. Prepare a stem-and-leaf plot of the data. (Use a class size of 5.)
b. Draw a box-and-whisker plot of the data. Indicate any extreme values appropriately.
c. Describe the distribution in words. What does the distribution say about the age that mothers have
their first baby?

TOPIC 5 Single variable data analysis  181

18. MC Match the box-and-whisker plot with its most likely histogram.

a. f b. f c. f

Size Size Size

d. f e. f

Size Size

19. Consider the box-and-whisker plot below which shows the number of weekly sales of houses by
two real estate agencies.
HJ Looker

Hane & Roarne

0 1 2 3 4 5 6 7 8 9 10 Number of
weekly sales

a. What is the median number of weekly sales for each real estate agency?
b. Which agency had the greater range of sales?
c. Which agency had the greater interquartile range of sales?
d. Which agency performed better? Explain your answer.
20. Fifteen French restaurants were visited by three newspaper restaurant reviewers. The average price of
a meal for a single person was investigated. The following box-and-whisker plot shows the results.

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140

Price in $

a. What was the price of the cheapest meal?

b. What was the price of the most expensive meal?
c. What is the median cost of a meal?
d. What is the interquartile range for the price of a meal?
e. What percentage of the prices were below the median?
21. What advantages and disadvantages do box-and-whisker plots have as a visual form of
­representing data?

182  Maths Quest 10 Stage 5 NSW Australian curriculum

5.5 The standard deviation  [Stage 5.3]
5.5.1 Defining the standard deviation
•• The standard deviation for a set of data is a measure of how far the data values are spread out (how
far they deviate) from the mean.
•• Deviation is the difference between each data value and the mean. The standard deviation is calcu-
lated from the square of the deviations.
•• Standard deviation is denoted by the Greek letter sigma, σ, and can be calculated by using the formula

σ=√
Σ(x − x) 2
n
where x is the mean of the data values and n is the number of data values.
•• A low standard deviation indicates that the data values tend to be close to the mean.
•• A high standard deviation indicates that the data values tend to be spread out over a large range, away
from the mean.
•• Standard deviation can be calculated using a scientific calculator, or it can be calculated from a fre-
quency table by following the steps below.
Step 1 Calculate the mean.
Step 2 Calculate the deviations.
Step 3 Square each deviation.
Step 4 Sum the squares.
Step 5 Divide the sum of the squares by the number of data values.
Step 6 Take the square root of the result.

WORKED EXAMPLE 8

The number of lollies in each of 8 packets is 11, 12, 13, 14, 16, 17, 18, 19. Calculate the mean and
standard deviation correct to 2 decimal places.
THINK WRITE
1 Calculate the mean. 11 + 12 + 13 + 14 + 16 + 17 + 18 + 19
x=
8
120
=
8
= 15
2 To calculate the deviations (x − x), set up No. of lollies (x) (x − x)
a frequency table as shown and complete.
11 11 − 15 = −4
12 −3
13 −2
14 −1
16 1
17 2
18 3
19 4
Total

TOPIC 5 Single variable data analysis  183

 3 Add another column to the table to
No. of lollies (x) (x − x) (x − x) 2
calculate the square of the deviations,
11 11–15 = −4 16
(x − x ) 2.
Then sum the results: Σ(x − x ) 2. 12 −3 9
13 −2 4
14 −1 1
16 1 1
17 2 4
18 3 9
19 4 16
Total Σ(x − x) 2 = 60

4 To calculate the standard deviation, divide

σ=√
Σ(x − x) 2
the sum of the squares by the number of n
data values, then take the square root of
=√
60
the result.
8
≈ 2.74 (correct to 2 decimal places)
5 Check the result using a calculator. The calculator returns an answer of σn = 2.738 61.
Answer confirmed.
6 Interpret the result. The average (mean) number of lollies in each pack
is 15 with a standard deviation of 2.74, which means
that the number of lollies in each pack differs from
the mean by an average of 2.74.

•• When calculating the standard deviation from a frequency table, the frequencies must be taken into
account. Therefore, the following formula is used.
Σ f(x − x) 2
σ=√
n

WORKED EXAMPLE 9

Lucy’s scores in her last 12 games of golf were 87, 88, 88, 89, 90, 90, 90, 92, 93, 93, 95 and 97.
Calculate the mean score and the standard deviation correct to 2 decimal places.
THINK WRITE
1 To calculate the Golf score (x) Frequency ( f ) fx
mean, first set up a
87 1 87
frequency table.
88 2 176
89 1 89
90 3 270
92 1 92
93 2 186
95 1 95
97 1 97
Total Σf = 12 Σfx = 1092

184  Maths Quest 10 Stage 5 NSW Australian curriculum

2 Calculate the mean. Σfx
x=
Σf
1092
=
12
= 91
3 To calculate the Golf score Frequency
deviations (x − x), (x) (f) fx (x − x)
add another column
to the frequency 87 1 87 87 − 91 = −4
table and complete. 88 2 176 −3
89 1 89 −2
90 3 270 −1
92 1 92 1
93 2 186 2
95 1 95 4
97 1 97 6
Total Σf = 12 Σfx = 1092

4 Add another column Golf score Frequency

to the table and (x) (f) fx (x − x) f (x − x) 2
multiply the square
of the deviations, 87 1 87 87 − 91 = −4 1 × (−4) 2 = 16
(x − x) 2, by the 88 2 176 −3 18
frequency f(x − x) 2. 89 1 89 −2 4
Then sum the
90 3 270 −1 3
results: Σf(x − x) 2.
92 1 92 1 1
93 2 186 2 8
95 1 95 4 16
97 1 97 6 36
Total Σf = 12 Σfx = 1092 Σf(x − x) 2 = 102

5 Calculate the Σ f(x − x) 2

standard deviation σ=√
n
using the formula.
=√
120
12
≈ 2.92
(correct to 2 decimal places)
6 Check the result The calculator returns an answer of σn = 2.915 48.
using a calculator. The answer is confirmed.
7 Interpret the result. The average (mean) score for Lucy is 91 with a standard deviation of 2.92,
which means that her score differs from the mean by an average of 2.92.

TOPIC 5 Single variable data analysis  185

5.5.2 Why the deviations are squared
•• For large data sets that are symmetrically distributed, the sum of the deviations is usually zero, that is,
Σ(x − x ) = 0. When the mean is greater than the data value (x > x), the deviation is negative. When
the mean is smaller than the data value (x < x), the deviation is positive. The negative and positive
deviations cancel each other out; therefore, calculating the sum and average of the deviations is not
useful. This explains why the standard deviation is calculated using the squares of the deviations,
(x − x ) 2, for all data values.

5.5.3 Standard deviations of populations and samples

•• So far we have calculated the standard deviation for a population of data, that is, for complete sets of
data. There is another formula for calculating standard deviation for samples of data, that is, data that
have been randomly selected from a larger population.
•• For example, a sample of 100 Year 10 students from New South Wales is taken to determine the
amount of time they spend on their mobile phones. In this case, the standard deviation formula,
denoted by s, that would apply is
Σ f(x − x ) 2
s=√
n−1
•• The calculator usually displays both values for the standard deviation, so it is important to understand
the difference between them. However, in this course we will use the formula for populations, σ.

5.5.4 Effects on the standard deviation

•• The standard deviation is affected by extreme values.

WORKED EXAMPLE 10

On a particular day Lucy played golf brilliantly and

scored 60. The scores in her previous 12 games of golf
were 87, 88, 88, 89, 90, 90, 90, 92, 93, 93, 95 and 97 (see
Worked example 9). Comment on the effect this latest
score has on the standard deviation.

THINK WRITE
1 Use a calculator to calculate the x = 88.6154 σ = 8.7225
mean and the standard deviation. ≈ 88.62 ≈ 8.72
2 Interpret the result and compare In the first 12 games Lucy’s mean score was 91 with a
it to the results found in Worked ­standard deviation of 2.92. This implied that Lucy’s scores on
example 9. average were 2.92 either side of her average of 91.
Lucy’s latest performance resulted in a mean score of 88.62
with a standard deviation of 8.72. This indicates a slightly
lower mean score, but the much higher standard deviation
indicates that the data are now much more spread out and that
the extremely good score of 60 is an anomaly.

186  Maths Quest 10 Stage 5 NSW Australian curriculum

5.5.5 Properties of the standard deviation
•• If a constant c is added to all data values in a set, the deviations (x − x ) will remain unchanged and
consequently the standard deviation remains unchanged.
•• If all data values in a set are multiplied by a constant k, the deviations (x − x ) will be multiplied by k,
that is k(x − x). Consequently, the standard deviation is increased by a factor of k.
•• Standard deviation can be used to measure consistency.
•• When the standard deviation is low, we are able to say that the scores in the data set are more c­ onsistent
with each other.

WORKED EXAMPLE 11

For the data 5, 9, 6, 11, 10, 7:

a calculate the standard deviation
b calculate the standard deviation if 4 is added to each data value. Comment on the effect.
c calculate the standard deviation if all data values are multiplied by 2. Comment on the effect.
THINK WRITE
5 + 9 + 6 + 11 + 10 + 7
a 1 Calculate the mean. a x=
6
=8
2 Set up a frequency table and enter
x x−x (x − x) 2
the squares of the deviations.
 5 5 − 8 = −3 9
 6 −2 4
 7 −1 1
 9 1 1
10 2 4
11 3 9
Total Σ(x − x) 2 = 28
3 To calculate the standard deviation,
σ=√
Σ(x − x) 2
apply the formula for standard n
deviation.
=√
28
6
≈ 2.16
(correct to 2 decimal places)
b 1 Add 4 to each data value in the set. b 9, 13, 10, 15, 14, 11
2 Calculate the mean. 9 + 13 + 10 + 15 + 14 + 11
x=
6
= 12
3 Set up a frequency table and enter
x x−x (x − x) 2
the squares of the deviations.
 9 9 − 12 = −3 9
10 −2 4
11 −1 1
13 1 1
14 2 4
15 3 9
Total Σ(x − x) 2 = 28

TOPIC 5 Single variable data analysis  187

 4 To calculate the standard deviation,
σ=√
Σ(x − x) 2
apply the formula for standard n
deviation.
=√
28
6
≈ 2.16
(correct to 2 decimal places)
5 Comment on the effect of adding of Adding 4 to each data value increased the mean but
4 to each data value. had no effect on the standard deviation, which
remained at 2.16.
c 1 Multiply each data value in the c 10, 18, 12, 22, 20, 14
set by 2.
2 Calculate the mean. 10 + 18 + 12 + 22 + 20 + 14
x=
6
= 16
3 Set up a frequency table and enter
x x−x (x − x) 2
the squares of the deviations.
10 10 − 16 = −6 36
12 −4 16
14 −2 4
18 2 4
20 4 16
22 6 36
Total Σ(x − x) 2 = 112

4 To calculate the standard deviation,

σ=√
Σ(x − x) 2
apply the formula for standard n
deviation.
=√
112
6
≈ 4.32
(correct to 2 decimal places)

5 Comment on the effect of Multiplying each data value by 2 doubled the mean
multiplying each data value by 2. and doubled the standard deviation, which changed
from 2.16 to 4.32.

ACTIVITY: DATA COLLECTION

Working in a small group, collect a set of data of interest
about your year level.
For example, the amount of homework completed per
week per student or the amount of time spent interacting
with social media per week per student. Use a spreadsheet
to calculate the standard deviation for this data. A set of
at least 30 pieces of data should be collected.

188 Maths Quest 10 Stage 5 NSW Australian curriculum

 RESOURCES — ONLINE ONLY

Interactivity: The standard deviation for a sample (int-4814)

Digital doc: WorkSHEET Univariate data I (doc-14595)

Exercise 5.5 The standard deviation

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–7, 9, 10, 13 1–11, 13 1–15

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE8 Calculate the standard deviation of each of the following data sets, correct to 2 decimal places.
a. 3, 5, 8, 2, 7, 1, 6, 5
b. 11, 8, 7, 12, 10, 11, 14
c. 25, 15, 78, 35, 56, 41, 17, 24
d. 5.2, 4.7, 5.1, 12.6, 4.8
2. WE9 Calculate the standard deviation of each of the following data sets, correct to 2 decimal places.
a. b.
Score (x) Frequency ( f ) Score (x) Frequency ( f )
1 1 16 15
2 5 17 24
3 9 18 26
4 7 19 28
5 3 20 27
c. d.
Score (x) Frequency ( f ) Score (x) Frequency ( f )
8 15 65 15
10 19 66 15
12 18 67 16
14  7 68 17
16  6 69 16
18  2 70 15
71 15
72 12

TOPIC 5 Single variable data analysis  189

 3. Complete the following frequency distribution table and use the table to calculate the standard
­deviation of the data set, correct to 2 decimal places.

Class Class centre (x) Frequency ( f )

  1–10  6
11–20 15
21–30 25
31–40  8
41–50  6

4. First-quarter profit increases for 8 leading companies are given below as percentages.
2.3  0.8  1.6  2.1  1.7  1.3  1.4  1.9
Calculate the standard deviation for this set of data and express your answer correct to 2 decimal
places.
5. The heights in metres of a group of army recruits are given below.
1.8  1.95  1.87  1.77  1.75  1.79  1.81  1.83  1.76  1.80  1.92  1.87  1.85  1.83
Calculate the standard deviation for this set of data and express your answer correct to 2 decimal
places.
6. Times (to the nearest tenth of a second) for the heats in the open 100 m Key:  11 | 0 = 11.0 s
sprint at the school sports are shown in the stem-and-leaf plot. Calculate Stem Leaf
the standard deviation for this set of data and express your answer correct 11 0
to 2 decimal places. 11 2 3
11 4 4 5
11 6 6
11 8 8 9
12 0 1
12 2 2 3
12 4 4
12 6
12 9

7. The number of outgoing phone calls from an office each day over a 4-week period is shown on the
following stem plot. Calculate the standard deviation for this set of data and express your answer
correct to 2 decimal places.
Key:  1 | 3 = 13 calls
Stem Leaf
0 89
1 3479
2 01377
3 34
4 15678
5 38

190  Maths Quest 10 Stage 5 NSW Australian curriculum

 8. MC A new legal aid service has been operational for only 5 weeks. The Key:  1 | 6 = 16 people
number of people who have made use of the service each day during this Stem Leaf
period is set out below.
0 24
The standard deviation (to 2 decimal places) of these data is:
0 779
a. 6.00 b. 6.34 c. 6.47
d. 15.44 e. 16.00 1 014444
1 5667889
2 122333
2 7
9. WE10 The speeds, in km/h, of the first 25 cars caught by a roadside speed camera on a particular
day were:
82, 82, 84, 84, 84, 84, 85, 85, 85, 86, 86, 87, 89, 89, 89, 90, 91, 91, 92, 94, 95, 96, 99, 100, 102
The next car that passed the speed camera was travelling at 140 km/h. Comment on the effect of the
speed of this last car on the standard deviation for the data.

Communicating, reasoning and problem solving

10. WE11 For the data 1, 4, 5, 9, 11:
a. calculate the standard deviation
b. calculate the standard deviation if 7 is added to each data value. Comment on the effect.
c. calculate the standard deviation if all data values are multiplied by 3. Comment on the effect.
11. Show using an example the effect, if any, on the standard deviation of adding a data value to a set of
data that is equivalent to the mean.
12. If the mean for a set of data is 45 and the standard deviation is 6, how many standard deviations above
the mean is a data value of 57?
13. Five numbers, a, b, c, d and e, have a mean of 12 and a standard deviation of 4.
a. If each number is increased by 3, find the new mean and standard deviation in terms of the original
mean and standard deviation.
b. If each number is multiplied by 3, find the new mean and standard deviation in terms of the original
mean and standard deviation.
14. Twenty-five students sat a test. The results for 24 of the students are given Stem Leaf
in the following stem-and-leaf plot. 0 89
a. If the average mark for the test was 27.84, determine the mark obtained
1 123789
by the 25 student.
2 23568
b. How many students scored higher than the median score?
c. Find the standard deviation of the marks, giving your answer correct to 3 012468
2 decimal places. 4 02568
15. What does the standard deviation tell us about a set of data?

TOPIC 5 Single variable data analysis  191

5.6 Comparing data sets  [Stage 5.3]
•• Besides locating the centre of the data, using the mean or median, any analysis of data must measure
the extent of the spread of the data (range, interquartile range and standard deviation). Two data sets
may have centres that are very similar but be quite differently distributed.
•• Decisions need to be made about which measure of centre and which measure of spread to use when
analysing and comparing data.
•• The mean is calculated using every data value in the set. The median is the middle score of an ordered
set of data, so it does not include every individual data value in its calculation. The mode is the most
frequently occurring data value, so it also does not include every individual data value in its ­calculation.
•• The range is calculated by finding the difference between the maximum and minimum data values, so
it includes outliers. It provides only a rough idea about the spread of the data and is inadequate in
providing sufficient detail for analysis. It is useful, however, when we are interested in extreme values
such as high and low tides or maximum and minimum temperatures.
  The interquartile range is the difference between the upper and lower quartiles, so it does not include
every data value in its calculation, but it will overcome the problem of outliers skewing data.
  The standard deviation is calculated using every data value in the set.

DISCUSSION
Can you think of some examples of data sets for which the mean and median wouldn’t be very useful measures
of centre?

WORKED EXAMPLE 12

For the two sets of data 6, 7, 8, 9, 10 and 12, 4, 10, 11, 3:

a calculate the mean
b calculate the standard deviation
c comment on the similarities and differences.
THINK WRITE
a 1 Calculate the mean of a 6 + 7 + 8 + 9 + 10
x1 =
the first set of data. 5
=8
2 Calculate the mean of 12 + 4 + 10 + 11 + 3
x2 =
the second set of data. 5
=8
b 1 Calculate the standard b
√
(6 − 8) 2 + (7 − 8) 2 + (8 − 8) 2 + (9 − 8) 2 + (10 − 8) 2
deviation of the first σ 1 =
5
set of data. ≈ 1.41
2 Calculate the standard
σ2 = √
(12 − 8) 2 + (4 − 8) 2 + (10 − 8) 2 + (11 − 8) 2 + (3 − 8) 2
deviation of the 5
second set of data. ≈ 3.74
c Comment on the c For both sets of data the mean was the same, 8. However, the standard
findings. deviation for the second set (3.74) was much higher than the standard
deviation of the first set (1.41), implying that the second set is more
widely distributed than the first. This is ­confirmed by the range, which
is 10 − 6 = 4 for the first set and 12 − 3 = 9 for the second.

192  Maths Quest 10 Stage 5 NSW Australian curriculum

 •• When multiple data displays are used to display similar sets of data, comparisons and conclusions can
then be drawn about the data.
•• We can use back-to-back stem-and-leaf plots and multiple or parallel boxplots to help compare
­statistics such as the median, range and interquartile range.

WORKED EXAMPLE 13

Below are the scores achieved by two students in eight Mathematics tests throughout the year.
John:    45, 62, 64, 55, 58, 51, 59, 62
Penny:  84, 37, 45, 80, 74, 44, 46, 50
a Determine the most appropriate measure of centre and measure of spread to compare the
performance of the students.
b Which student had the better overall performance on the eight tests?
c Which student was more consistent over the eight tests?
THINK WRITE
a In order to include all data values in the a John: x = 57, σ = 6
calculation of measures of centre and Penny: x = 57.5, σ = 17.4
spread, calculate the mean and standard
deviation.
b Compare the mean for each student. The b Penny performed slightly better on average as her
student with the higher mean performed mean mark was higher than John’s.
better overall.
c Compare the standard deviation for each c John was the more consistent student because his
student. The student with the lower standard deviation was much lower than Penny’s.
standard deviation performed more This means that his test results were closes to his
consistently. mean score than Penny’s were to hers.

RESOURCES — ONLINE ONLY

Interactivity: Back-to-back stem plots (int-6252)

Digital doc: WorkSHEET Univariate data II (doc-14596)

Exercise 5.6 Comparing data sets

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–7, 9, 10, 12, 14 1–12, 15 1–16

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE12 For the two sets of data 65, 67, 61, 63, 62, 60 and 56, 70, 65, 72, 60, 55:
a. calculate the mean
b. calculate the standard deviation
c. comment on the similarities and differences.

TOPIC 5 Single variable data analysis  193

 2. A bank surveys the average morning and afternoon waiting times for customers. The figures were
taken each Monday to Friday in the morning and afternoon for one month. The stem-and-leaf plot
below shows the results.
Key:  1 | 2 = 1.2 minutes
Leaf: Morning Stem Leaf: Afternoon
7 0 788
8 6 3 1 1 1 1124456667
9 6 6 6 5 5 4 3 3 1 2 2558
9 5 2 3 16
5 4
5 7
a. Find the median morning waiting time and the median afternoon waiting time.
b. Calculate the range for morning waiting times and the range for afternoon waiting times.
c. What conclusions can be made from the display about the average waiting time at the bank in the
morning compared with the afternoon?
3. In a class of 30 students there are 15 boys and 15 girls. Their heights are measured in metres and are
listed below.
Boys:  1.65, 1.71, 1.59, 1.74, 1.66, 1.69, 1.72, 1.66, 1.65, 1.64, 1.68, 1.74, 1.57, 1.59, 1.60
Girls:  1.66, 1.69, 1.58, 1.55, 1.51, 1.56, 1.64, 1.69, 1.70, 1.57, 1.52, 1.58, 1.64, 1.68, 1.67
Display this information in a back-to-back stem-and-leaf plot.
4. The following stem-and-leaf plot is used to display the number of vehicles sold by the Ford and
Holden dealerships in a Sydney suburb each week for a three-month period.
Key:  1|5 = 15 vehicles
Leaf: Ford Stem Leaf: Holden
74 0 39
952210 1 111668
8544 2 2279
0 3 5
a. State the median of both distributions.
b. Calculate the range of both distributions.
c. Calculate the interquartile range of both distributions.
d. Show both distributions on parallel boxplots.
e. Compare their sales figures over the 3 month period.
5. The box-and-whisker plot drawn below displays s­ tatistical Sydney Swans
data for two AFL teams over a season.
Brisbane Lions
a. Which team had the higher median score?
b. What was the range of scores for each team?
50 60 70 80 90 100110120 130140150 Points
c. For each team calculate the interquartile range.
6. Tanya measures the heights (in m) of a group of Year
10 boys and girls and produces the following
five-point summaries for each data set.
Boys:  1.45, 1.56, 1.62, 1.70, 1.81
Girls:  1.50, 1.55, 1.62, 1.66, 1.73
a. Draw a box-and-whisker plot for both sets of data
and display them on the same scale.
b. What is the median of each distribution?
c. What is the range of each distribution?

194  Maths Quest 10 Stage 5 NSW Australian curriculum

 d. What is the interquartile range for each distribution?
e. Comment on the spread of the heights among the boys and the girls.
7. The box-and-whisker plots show the average daily sales of cold drinks at the school canteen in
­summer and winter.
Summer

Winter

0 5 10 15 20 25 30 35 40 Daily sales
of cold
drinks

a. Calculate the range of sales in both summer and winter.

b. Calculate the interquartile range of the sales in both summer and winter.
c. Comment on the relationship between the two data sets, both in terms of measures of centre and
measures of spread.
8. MC Andrea surveys the age of people at two movies being shown at a local cinema. The box-and-
whisker plot shows the results.
Movie A

Movie B
Age
0 10 20 30 40 50 60 70 80

Which of the following conclusions could be drawn based on the above information?
a. Movie A attracts an older audience than Movie B.
b. Movie B attracts an older audience than Movie A.
c. Movie A appeals to a wider age group than Movie B.
d. Movie B appeals to a wider age group than Movie A.
e. Both movies attract a similar age group
9. MC The figures below show the age of the first 10 men and women to finish a marathon.
Men: 28, 34, 25, 36, 25, 35, 22, 23, 40, 24
Women: 19, 27, 20, 26, 30, 18, 28, 25, 28, 22
Which of the following statements is correct?
Note: There may be more than one correct answer.
a. The mean age of the men is greater than the mean age of the women.
b. The range is greater among the men than among the women.
c. The interquartile range is greater among the men than among the women.
d. The standard deviation is greater among the men than among the women.
e. None of the above
Communicating, reasoning and problem solving
10. WE13 Cory recorded his marks for each test that he did in English and Science throughout the year.
English: 55, 64, 59, 56, 62, 54, 65, 50
Science: 35, 75, 81, 32, 37, 62, 77, 75
a. In which subject did Cory achieve the better average mark?
b. In which subject was Cory more consistent? Explain your answer.
11. The police set up two radar speed checks on a back street of Sydney and on a main road. In both
places the speed limit is 60 km/h. The results of the first 10 cars that have their speed checked are
given below.
Back street: 60, 62, 58, 55, 59, 56, 65, 70, 61, 64
Main road: 55, 58, 59, 50, 40, 90, 54, 62, 60, 60

TOPIC 5 Single variable data analysis  195

 a. Calculate the mean and standard deviation of the readings taken at each point.
b. On which road are drivers generally driving faster?
c. On which road is the spread of the reading taken greater? Justify your answer.
12. Nathan and Timana are wingers in their local rugby league team. The number of tries they have scored
in each season are listed below.
Nathan: 25, 23, 13, 36, 1, 8, 0, 9, 16, 20
Timana: 5, 10, 12, 14, 18, 11, 8, 14, 12, 19
a. Calculate the mean number of tries scored by each player.
b. What is the range of tries scored by each player?
c. What is the interquartile range of tries scored by each player?
d. Which player would you consider to be the more consistent player? Justify your answer.
13. In boxes of Smarties it is advertised that there are 50 Smarties in each box. Two machines are used to
distribute the Smarties into the boxes. The results from a sample taken from each machine are shown
in the stem-and-leaf plot below.
Key:  5 | 1 = 51  5* | 6 = 56
Leaf: Machine A Stem Leaf: Machine B
4 4
99877665 4* 5 7 8 9 9 9 9 9 9 9 9
4 3 2 2 2 1 11 0 0 0 0 0 0 5 0000011111223
55 5* 9

a. Display the data from both machines on parallel boxplots.

b. Calculate the mean and standard deviation of the number of Smarties distributed from both
machines.
c. Which machine is the more dependable? Justify your answer.
14. A new drug for the relief of cold symptoms
has been developed. To test the drug, 40
people were exposed to a cold virus. Twenty
patients were then given a dose of the drug
while another 20 patients were given a
placebo. (In medical tests a control group is
often given a placebo drug. The subjects in
this group believe that they have been given
the real drug but in fact their dose contains no
drug at all.) All participants were then asked
to indicate the time when they first felt relief
of symptoms. The number of hours from the
time the dose was administered to the time
when the patients first felt relief of symptoms
are detailed below.

Group A (drug)
25 29 32 45 18 21 37 42 62 13
42 38 44 42 35 47 62 17 34 32
Group B (placebo)
25 17 35 42 35 28 20 32 38 35
34 32 25 18 22 28 21 24 32 36

196  Maths Quest 10 Stage 5 NSW Australian curriculum

 a. Detail the data on a back-to-back stem-and-leaf plot.
b. Display the data for both groups on a parallel boxplot.
c. Make comparisons of the data. Use statistics in your answer.
d. Does the drug work? Justify your answer.
e. What other considerations should be taken into account when trying to draw
conclusions from an experiment of this type?
15. Which data display is best for comparing data sets?
16. A sample of 50 students was surveyed on whether they owned an iPod or a mobile
phone. The results showed that 38 per cent of the students owned both. Sixty
per cent of the students owned a mobile phone, and there were four students who
had an iPod only. What percentage of students did not own a mobile phone or an
iPod?

5.7 Review
Investigation | Rich task
Cricket scores
Data are used to predict, analyse, compare and measure
many aspects of the game of cricket. Attendance is tallied
at every match. Players’ scores are analysed to see if they
should be kept on the team. Comparisons of bowling and
batting averages are used to select winners for awards.
Runs made, wickets taken, no-balls bowled, the number of
ducks scored in a game as well as the number of 4s and 6s
are all counted and analysed after the game. Data of all
sorts are gathered and recorded, and measures of central
tendency and spread are then calculated and interpreted.
Sets of data have been made available for you to ana-
lyse, and decisions based on the resultant measures can be
made.
Batting averages
The following table shows the runs scored by four cricketers who are vying for selection to the
state team.
Player Runs in the last 25 matches Mean Median Range IQR
Allan 13, 18, 23, 21, 9, 12, 31, 21, 20, 18, 14, 16, 28,
17, 10, 14, 9, 23, 12, 24, 0, 18, 14, 14, 20
Shane 2, 0, 112, 11, 0, 0, 8, 0, 10, 0, 56, 4, 8, 164, 6, 12,
2, 0, 5, 0, 0, 0, 8, 18, 0
Glenn 12, 0, 45, 23, 0, 8, 21, 32, 6, 0, 8, 14, 1, 27, 23,
43, 7, 45, 2, 32, 0, 6, 11, 21, 32
Rod 2, 0, 3, 12, 0, 2, 5, 8, 42, 0, 12, 8, 9, 17, 31, 28,
21, 42, 31, 24, 30, 22, 18, 20, 31

TOPIC 5 Single variable data analysis 197

 1. Find the mean, median, range and IQR scored for each cricketer.
2. You need to recommend the selection of two of the four cricketers. For each of the four players,
write two points as to why you would or would not select them. Use statistics in your comments.
Based on your points, recommend two of the cricketers for selection.
Batting averages
The bowling average is the number of runs per wicket taken.
no. of runs scored
Bowling average =
no. of wickets taken
The smaller the average, the better the bowler has performed.
Brad and Dennis were competing for three bowling awards:
•• Best in semifinal
•• Best in final
•• Best overall

The following table gives their scores.

Semifinal Final
Runs scored Wickets taken Runs scored Wickets taken
Brad 12 5 28 6
Dennis 10 4 15 3
3. Calculate the bowling averages for the following and fill in the table below.
a. Semifinal b. Final c. Overall
Semifinal average Final average Overall average
Brad
Dennis
4. Explain how Dennis can have the better overall average when Brad has the better average in both
the semifinal and final.

RESOURCES — ONLINE ONLY

Digital doc: Investigation — Cricket scores (doc-15938)

Digital doc: Code puzzle — Medical discovery of 1928 (doc-15939)
Digital doc: Summary Topic 5 (doc-22903)
Interactivity: Word search Topic 5 (int-2859)
Interactivity: Crossword Topic 5 (int-2860)
Interactivity: Sudoku Topic 5 (int-3599)

198  Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 5.7 Review questions
To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Find the mean and median for each of the following sets of data:
a. 7, 15, 8, 8, 20, 14, 8, 10, 12, 6, 19
b. Key: 1 | 2 = 12 c. Score (x) Frequency ( f )
Stem Leaf 70 2
1 26 71 6
2 178 72 9
3 033468 73 7
4 01159 74 4
5 136
2. For each of the following data sets, find the range.
a. 4, 3, 6, 7, 2, 5, 8, 4, 3
b. x 13 14 15 16 17 18 19
f  3  6  7 12  6  7  8
c. Key: 1 | 8 = 18
Stem Leaf
1 7889
2 12445777899
3 0001347
3. For each of the following data sets, find the interquartile range.
a. 18, 14, 15, 19, 20, 11, 16, 19, 18, 19
b. Key: 9 | 8 = 9.8
Stem Leaf
8 7889
9 02445777899
10 01113
4. The following back-to-back stem-and-leaf plot shows the typing speed in words per minute (wpm) of
30 Year 8 and Year 10 students.
Key: 2 | 6 = 26 wpm
Leaf: Year 8 Stem Leaf: Year 10
99 0
9865420 1 79
988642100 2 23689
9776410 3 02455788
86520 4 1258899
5 03578
6 003
a. Construct a pair of parallel boxplots to represent the two sets of data.
b. Find the mean, median, range, interquartile range and standard deviation of each set.
c. Compare the two distributions, using your answers to parts a and b.

TOPIC 5 Single variable data analysis  199

 5. Consider the boxplot drawn below.

0 5 10 15 20 25 30 35 40 Score

a. Find the median.

b. Find the range.
c. Find the interquartile range.
6. The following data give the amount of cut meat (in kg) obtained from each of 20 lambs.
4.5   6.2   5.8   4.7   4.0   3.9   6.2   6.8   5.5   6.1
5.9   5.8   5.0   4.3   4.0   4.6   4.8   5.3   4.2   4.8
a. Detail the data on a stem-and-leaf plot. (Use a stem size of 0.5 kg.)
b. Prepare a five number summary of the data.
c. Draw a boxplot of the data.
7. Find the standard deviation of each of the following data sets correct to one decimal place.
a. 58, 12, 98, 45, 60, 34, 42, 71, 90, 66
b. x 1 2 3 4 5
f 2 6 12 8 5
c. Key: 1 | 4 = 14
Stem Leaf
0 1344578
1 00012245789
2 022357
8. MC The Millers obtained a number of quotes on the price of having their home painted. The quotes, to
the nearest hundred dollars, were:
4200  5100  4700  4600  4800  5000  4700  4900
The standard deviation for this set of data, to the nearest whole dollar, is:
a. 260 b. 278 c. 324
d. 325 e. 800
9. MC The number of Year 12 students who, during semester 2, spent all their spare periods studying in
the resource centre is shown on the stem-and-leaf plot below.
Key: 2 | 5 = 25 students
Stem Leaf
0 8
1
1 5667
3 02369
4 79
5 6
6 1
The standard deviation for this set of data, to the nearest whole number is:
a. 12 b. 14 c. 17
d. 35 e. 53

200  Maths Quest 10 Stage 5 NSW Australian curriculum

10. Each week, varying amounts of a chemical are added to a filtering system. The amounts required
(in mL) over the past 20 weeks are shown in the stem-and-leaf plot below.
Key: 3 | 8 = 0.38 mL
Stem Leaf
2 1
2 22
2 4445
2 66
2 8899
3 0
3 22
3 45
3 6
3 8
Calculate to 2 decimal places the standard deviation of the amounts used.
Communicating, reasoning and problem solving
11. A sample of 30 people was selected at random from those attending a local swimming pool. Their
ages (in years) were recorded as follows:
19 7 58 41 17 23 62 55 40 37 32 29 21 18 16 10 40 36 33 59 65 68
15 9 20 29 38 24 10 30
Find the mean and the median age of the people in this sample.
12. Consider the data set represented by the frequency histogram below.
10
9
8
7
Frequency

6
5
4
3
2
1
0
1 2 3 4 5
Score

a. Are the data symmetrical?

b. Can the mean and median of the data be seen? If so, what are their values?
13. The table below shows the number of cars that are garaged at each house in a certain street each night.
Number of cars Frequency
1 9
2 6
3 2
4 1
5 1
a. Show these data in a frequency histogram.
b. Are the data positively or negatively skewed? Justify your answer.

TOPIC 5 Single variable data analysis  201

14. Find the mean and median of this data set: 2, 5, 6, 2, 5, 7, 8. Comment on the shape of the distribution.
15. MC A data set has a mean of 75 and a standard deviation of 5. Another score of 50 is added to the
data set. Which of the following will occur?
a. The mean will increase and the standard deviation will increase.
b. The mean will increase and the standard deviation will decrease.
c. The mean will decrease and the standard deviation will increase.
d. The mean will decrease and the standard deviation will decrease.
e. There will be no change in the mean and standard deviation.
Note: There may be more than one correct answer.
16. MC A data set has a mean of 60 and a standard deviation of 10. A score of 100 is added to the data
set. This score becomes the highest score in the data set. Which of the following will increase?
a. Mean b. Standard deviation c. Range
d. Interquartile range e. Median
m
17. There are 3m values in a data set for which x = m and σ = .
2
a. Comment on the changes to the mean and standard deviation if each value of the data set is
­multiplied by m.
b. An additional value is added to the original data set, giving a new mean of m + 2. Find the additional
value.
18. The following data show the number of pets in each of the 12 houses in Coral Avenue, Rosebud.
2, 3, 3, 2, 2, 3, 2, 4, 3, 1, 1, 0
a. Calculate the mean and median number of pets.
b. The empty block of land at the end of the street was bought by a Cattery and now houses 20 cats.
Recalculate the mean and median.
c. Explain why the answers are so different, and which measure of central tendency is best used for
certain data.
19. The heights of Year 10 and Year 12 students (to the nearest centimetre) are being investigated. The
results of some sample data are shown below.
Year 10 160 154 157 170 167 164 172 158 177 180 175 168 159 155 163 163 169 173 172 170
Year 12 160 172 185 163 177 190 183 181 176 188 168 167 166 177 173 172 179 175 174 180
a. Draw a back-to-back stem-and-leaf plot.
b. Draw parallel boxplots.
c. Comment on what the plots tell you about the heights of Year 10 and Year 12 students.
20. Kloe compares her English and Maths marks. The results of eight tests in each subject are shown
below.
English: 76, 64, 90, 67, 83, 60, 85, 37
Maths: 80, 56, 92, 84, 65, 58, 55, 62
a. Calculate Kloe’s mean mark in each subject.
b. Calculate the range of marks in each subject.
c. Calculate the standard deviation of marks in each subject.
d. Based on the above data, in which subject would you say that Kloe has performed more consistently?

202  Maths Quest 10 Stage 5 NSW Australian curriculum

Answers
Topic 5 Single variable data analysis
Exercise 5.2 Comparing data displays using mean, median and range
1. a. i. 7 ii. 8 iii. 7
b. i. 6.875 ii. 7 iii. 6
c. i. 39.125 ii. 44.5 iii. 46
d. i. 4.857 ii. 4.8 iii. 0.8
e. i. 12 ii. 12.625 iii. 6.5
2. a. C b. D c. E d. A
3. Science: mean = 57.6, median = 57, range = 54
Maths: mean = 69.12, median = 73, range = 66
4. a. i. 5.83 ii. 6 iii. 4
b. i. 14.425 ii. 15 iii. 4
5. a. mean = 2.5, median = 2.5 b. mean = 4.09, median = 3 c. Median
6. mean = $32.93, median = $30
7. a. 3
b. 4, 5, 5, 5, 6 (one possible solution)
c. One possible solution is to exchange 15 with 20.
8. a. Player A mean = 34.33, Player B mean = 41.83
b. Player B
c. Player A median = 32.5, Player B median = 0
d. Player A
e. Player A is more consistent. One large score can distort the mean.
9. a. Mean (Micky): 1, mean (Yani): 1.1
b. Median (Micky): 0.5, median (Yani): 1
c. Both the median and the mean for Yani are slightly higher, which would suggest that Yani is the more consistent player.
10. a. Key 3 | 2 = 32
Leaf: 10A Stem Leaf: 10B
2 3
9 4 6
74 5 5
87550 6 028
3 7 334578
5 8 1
6 9
b. The results for 10A are more spread, with a range of 64, whereas the results for 10B are more clustered with a range of 35.
c. Mean (10A) = 64.25, mean (10B) = 68.5
d. Median (10A) = 65, median (10B) = 73
e. While one member of class 10A scored the highest with 96, class 10B has consistently better results overall, with a higher
mean and median.
11. A
12. Check with your teacher.
13. There are many possible answers; examples are shown below.
a. 3, 4, 5, 5, 8 b. 4, 4, 5, 10, 16 c. 2, 3, 6, 6, 12
14. 12
15. 2a 3+ b
16. As the mean is the sum of all values divided by the number of values, it can be skewed by outliers (very low or very high
values). Median is a better measure of centre when outliers are present.

TOPIC 5 Single variable data analysis  203

Exercise 5.3 Quartiles and interquartile range
1. a. 15 b. 77.1 c. 9
2. a. 7 b. 7 c. 8.5 d. 39
3. a. 3.3 kg b. 1.5 kg
4. C
5. a. i. Range = 23 ii. IQR = 13.5
b. i. Range = 45 ii. IQR = 27.5
c. i. Range = 49 ii. IQR = 20
6. a. 25.5 b. 28 c. 39 d. 6
e. The three lower scores affect the mean but not the median or mode.
7. a. Men: mean = 32.3; median = 32.5; range = 38; IQR = 14
Women: mean = 29.13; median = 27.5; range = 36; IQR = 13
b. Typically, women marry younger than men, although the spread of ages is similar.
8. Mean = 25.036, median = 24.9, mode = 23.6, range = 8.5, IQR = 3.4
9. a = 22, b = 9, c = 9 and d = 8
10. The range gives the difference between the highest and lowest values in a data set,. The IQR provides the difference between the
middle 50% of the data. If there are any very large or very small values in the data sets being compared, these will have a big effect
on the range but not on the IQR. In such circumstances, the IQR would be a better measure to compare the spread of the data.
Exercise 5.4 Constructing, interpreting and comparing boxplots
1. a. 5 b. 26
2. a. 6 b. 27
3. a. 5.8 b. 18.6
4. a. 140 b. 56 c. 90 d. 84 e. 26
5. a. 58 b. 31 c. 43 d. 27 e. 7
6. C
7. A
8. D
9. a. (22, 28, 35, 43, 48)
b. 20 30 40 50 Sales

10. a. (10, 13.5, 22, 33.5, 45)

b. 0 10 20 30 40 50 Rainfall (mm)

11. a. (18, 20, 26, 43.5, 74)

b. 10 30 50 70 Age

c. The distribution is positively skewed, with most of the offenders being young drivers.
12. a. 124 000, 135 000, 148 000, 157 000, 175 000
b. 120 140 160 180 ($×1000)

13. a.

0 1 2 3 4 5 6 7
Both graphs indicate that the data is slightly positively skewed. However, the boxplot provides an excellent summary of the
centre and spread of the distribution.

204  Maths Quest 10 Stage 5 NSW Australian curriculum

 b.

0 2 4 6 8 10 12 14

Both graphs indicate that the data is slightly negatively skewed. However, the boxplot provides an excellent summary of the
centre and spread of the distribution.
14.
10
8
Frequency

6
4
2
0
0 20 40 60 80 100 120 140
Number of passengers on bus journeys

0 20 40 60 80 100 120 140

15. a.
Xmin Q1 Median Q3 Xmax
Before 75 86 95 128.5 152
After 66 81 87 116 134

b. After

Before

60 70 80 90 100 110 120 130 140 150 160

c. As a whole, the program was effective. The median weight dropped from 95 kg to 87 kg, a loss of 8 kg. A noticeable shift in
the graph shows that after the program 50% of participants weighed between 66 and 87 kg, compared to 25% of partici-
pants weighing between 75 and 86 kgbefore they started. Before the program the range of weights was 77 kg (from 75 kg
to152 kg); after the program the range had decreased to 68 kg. The IQR also diminished from 42.5 kg to35 kg.
16. a. Key: 12 | 1 = 121
Stem Leaf
12 1 5 6 9
13 1 2 4
14 3 4 8 8
15 0 2 2 2 5 7
16 3 5
17 2 9
18 1 1 1 2 3 7 8

b. 120 140 160 180 Number sold

c. On most days the hamburger sales are less than 160. Over the weekend the sales figures spike beyond this.

TOPIC 5 Single variable data analysis  205

 17. a. Key:  1* ∣ 7 = 17 years
Stem Leaf
1* 7 7 8 8 8 9 9
2 000122223333444
2* 5 5 8 9
3 123
3*
4
4* 8
b. 15 25 35 45 Age
×

c. The distribution is positively skewed, with first-time mothers being under the age of 30. There is one outlier (48) in this
group.
18. C
19. a. HJ Looker: median = 5; Hane and Roarne: median = 6
b. HJ Looker
c. HJ Looker
d. Hane and Roarne had a higher median and a lower spread and so they appear to have performed better.
20. a. $50 b. $135 c. $100 d. $45 e. 50%
21. Discuss with your teacher.

Exercise 5.5 The standard deviation

1. a. 2.29 b. 2.19 c. 20.17 d. 3.07
2. a. 1.03 b. 1.33 c. 2.67 d. 2.22
3. 10.82 4. 0.45% 5. 0.06 m 6. 0.49 s 7. 15.10 calls
8. B
9. The mean of the first 25 cars is 89.24 km/h with a standard deviation of 5.60. The mean of the first 26 cars is 91.19 with a
standard deviation of 11.20, indicating that the extreme speed of 140 km/h is an anomaly.
10. a. σ ≈ 3.58
b. The mean is increased by 7 but the standard deviation remains at σ ≈ 3.58.
c. The mean is tripled and the standard deviation is tripled to σ ≈ 10.74.
11. The standard deviation will decrease because the average distance to the mean has decreased.
12. 57 is two standard deviations above the mean.
13. a. New mean is the old mean increased by 3 but no change to the standard deviation.
b. New mean is 3 times the old mean and new standard deviation is 3 times the old standard deviation.
14. a. 43 b. 12 c. 12.19
15. Standard deviations indicates how far a data set is spread out from the mean.

Exercise 5.6 Comparing data sets

1. a. The mean of the first set is 63. The mean of the second set is 63.
b. The standard deviation of the first set is 2.38. The standard deviation of the second set is 6.53.
c. For both sets of data the mean is the same, 63. However, the standard deviation for the second set (6.53) is much higher
than the standard deviation of the first set (2.38), implying that the second set is more widely distributed than the first.
This is confirmed by the range, which is 67 − 60 = 7 for the first set and 72 − 55 = 17 for the second.
2. a. Morning: median = 2.45; afternoon: median = 1.6
b. Morning: range = 3.8; afternoon: range = 5
c. The waiting time is generally shorter in the afternoon. One outlier in the afternoon data causes the range to be larger.
Otherwise the afternoon data are far less spread out.

206  Maths Quest 10 Stage 5 NSW Australian curriculum

 3. Key:  16 | 1 = 1.61 m
Leaf: Boys Stem Leaf: Girls
997 15 1256788
98665540 16 4467899
4421 17 0
4. a. Ford: median = 15; Holden: median = 16
b. Ford: range = 26; Holden: range = 32
c. Ford: IQR = 14; Holden: IQR = 13.5
d.
Ford

Holden

0 5 10 15 2025303540
e. The sales figures for the two dealerships are very similar, their measures of centre and IQR (size of the box) differ by very
small amounts. Holden has a larger range, due to a particularly good week, in which they sold 35 cars.
5. a. Brisbane Lions
b. Brisbane Lions: range = 63;
Sydney Swans: range = 55
c. Brisbane Lions: IQR = 40;
Sydney Swans: IQR = 35
6. a.
Girls

Boys

1.4 1.5 1.6 1.7 1.8 1.9

Height
b. Boys: median = 1.62; girls: median = 1.62
c. Boys: range = 0.36; girls: range = 0.23
d. Boys: IQR = 0.14; girls: IQR = 0.11
e. Although boys and girls have the same median height, the spread of heights is greater among boys as shown by the greater
range and interquartile range.
7. a. Summer: range = 23; winter: range = 31
b. Summer: IQR = 14; winter: IQR = 11
c. There are generally more cold drinks sold in summer as shown by the higher median. The spread of data is similar as
shown by the IQR, although the range in winter is greater.
8. A
9. A, B, C, D
10. a. Cory achieved a better average mark in Science (59.25) than he did in English (58.125).
b. Cory was more consistent in English (σ = 4.9) than he was in Science (σ = 19.7)
11. a. Back street: x = 61, σ = 4.3; main road: x = 58.8, σ = 12.1
b. The drivers are generally driving faster on the back street.
c. The spread of speeds is greater on the main road as indicated by the higher standard deviation.
12. a. Nathan: mean = 15.1; Timana: mean = 12.3
b. Nathan: range = 36; Timana: range = 14
c. Nathan: IQR = 15; Timana: IQR = 4
d. Timana’s lower range and IQR shows that he is the more consistent player.
13. a. Machine A

Machine B

40 42 44 46 47 48 50 52 54 56 58 60
Number of Smarties in a box

TOPIC 5 Single variable data analysis  207

 b. Machine A: mean = 49.88, standard deviation = 2.87;
Machine B: mean = 50.12, standard deviation = 2.44
c. Machine B is more reliable, as shown by the lower standard deviation and IQR. The range is greater on machine B only
because of a single outlier.
14. a. Key:  2 | 3 = 2.3 hours
Leaf: Stem Leaf:
Group A Group B
873 1 78
951 2 01245588
875422 3 222455568
754222 4 2
5
22 6
b. Five-point summaries:
Group A:  13 27 36 43 62
Group B:  17 23 30 35 42
Group B
Group A
Hours
10 20 30 40 50 60 70
Hours
c. Student comparison:

Statistic Group A Group B

Five-number summary 13 27 36 43 62 17 23 30 35 42
x 35.85 hours 28.95 hours
Range 49 hours 25 hours
IQR 16 hours 12 hours
σ 13 hours 7 hours

d. Student decision, justifying answer

e. Class discussion
15. Discuss with your teacher.
16. 32%

Investigation | Rich task

1. Player Runs in the last 25 matches Mean Median Range IQR
Allan 13, 18, 23, 21, 9, 12, 31, 21, 20, 18, 14, 16, 28, 16.76 17 31 8.5
17, 10, 14, 9, 23, 12, 24, 0, 18, 14, 14, 20
Shane 2, 0, 112, 11, 0, 0, 8, 0, 10, 0, 56, 4, 8, 17.04 4 164 10.5
164, 6, 12, 2, 0, 5, 0, 0, 0, 8, 18, 0
Glenn 12, 0, 45, 23, 0, 8, 21, 32, 6, 0, 8, 14, 1, 27, 23, 16.76 12 45 25.5
43, 7, 45, 2, 32, 0, 6, 11, 21, 32
Rod 2, 0, 3, 12, 0, 2, 5, 8, 42, 0, 12, 8, 9, 17, 16.72 17 42 25
31, 28, 21, 42, 31, 24, 30, 22, 18, 20, 31
2. Selection points:
• Allan has a similar mean and median, which shows he was fairly consistent. The range and IQR values are low, indicating
that his scores remain at the lower end with not much deviation for the middle 5%.
• Shane has the best average but a very low median, indicating his scores are not consistent. The range is extremely high and
the IQR very low in comparison showing he can score very well at times but is not a consistent scorer.

208  Maths Quest 10 Stage 5 NSW Australian curriculum

 • Glenn has a similar mean to Allan and Rod but a lower median, indicating his scores are sometimes high but generally are
lower than the average. The range and IQR show a consistent batting average and spread with only a few higher scores and
some lower ones.
• Rod has a similar mean and median, which shows he was a consistent player. The range and IQR show a consistent batting
average and spread.
Players to be selected:
• Recommend Allan if the team needs someone with very consistent batting scores every game but no outstanding runs.
• Recommend Shane if the team needs someone who might score very high occasionally but in general fails to score many
runs.
• Recommend Glenn if the team needs someone who is fairly consistent but can score quite well at times and the rest of the
time does OK.
• Recommend Rod if the team needs someone who is fairly consistent but can score quite well at times and the rest of the
time has a better median than Glenn.
3. Semifinal average Final average Overall average
Brad 2.4 4.67 3.64
Dennis 2.5 5 3.57
a. Brad was best in the semifinal.
b. Brad was best in the final.
c. Dennis was best overall.
4. In the final, wickets were more costly than in the semifinal. Brad therefore conceded many runs in getting his six wickets.
This affected the overall mean. In reality Brad was the most valuable player overall, but this method of combining the data of
the two matches led to this unexpected result.

Exercise 5.7 Review questions

1. a. Mean = 11.55, median = 10 b. Mean = 36, median = 36 c. Mean = 72.18, median = 72
2. a. 6 b. 6 c. 20
3. a. 4 b. 8.5
4. a.
Year 10

Year 8

0 10 20 30 40 50 60 70
b. Year 8: mean = 26.83, median = 27, range = 39, IQR = 19, σ = 11.45
Year 10: mean = 40.7, median = 39.5, range = 46, IQR = 20, σ = 12.98
c. The typing speed of Year 10 students is about 13 to 14 wpm faster than that of Year 8 students. The spread of data in Year 8
is slightly less than in Year 10
5. a. 20 b. 24 c. 8
6. a. Key: 3* ∣ 9 = 3.9 kg
Stem Leaf
3* 9
4 0023
4* 5 6 7 8 8
5 03
5* 5 8 8 9
6 122
6* 8
b. 3.9, 4.4, 4.9, 5.85, 6.8
c. 3.5 4.5 5.5 6.5 kg

TOPIC 5 Single variable data analysis  209

 7. a. 24.4 b. 1.1 c. 7.3
8. A 9. B 10. 0.05 mL
11. Mean = 32.03, median = 29.5
12. a. Yes b. Yes. Both are 3.
13. a.
9
8
7
Frequency

6
5
4
3
2
1

1 2 3 4 5
Number of cars
b. Positively skewed — a greater number of scores is distributed at the lower end of the distribution.
14. Mean = 5, median = 5. The distribution is positively skewed.
15. C
16. A, B and C
m2
17. a. x = m2, σ = b. 7m + 2
2
1 8. a. Mean = 2.17, median = 2 b. Mean = 3.54, median = 2
c. The median relies on the middle value of the data and won’t change much if an extra value is added. The mean however
has increased because this large value will change the average of the numbers. The mean is used as a measure of central
tendency if there are no outliers or if the data are symmetrical. The median is used as a measure of central tendency if
there are outliers or the data are skewed.
19. a. Leaf: Year 10 Stem Leaf: Year 11
98754 15
9874330 16 03678
7532200 17 223456779
0 18 01358
19 0
b. Year 12

Year 10

150 160 170 180 190 x

c. On average, the Year 11 students are about 6–10 cm taller than the Year 10 students. The heights of the majority of Year 11
students are between 170 cm and 180 cm, whereas the majority of the Year 10 students are between 160 and 172 cm in
height.
20. a. English: mean = 70.25; Maths: mean = 69
b. English: range = 53; Maths: range = 37
c. English: σ = 16.1; Maths: σ = 13.4
d. Kloe has performed more consistently in Maths, as the range and standard deviation are both lower.

210  Maths Quest 10 Stage 5 NSW Australian curriculum

TOPIC 6
Statistics in
the media [Stages 5.1, 5.2 and 5.3]

6.1 Overview
Numerous videos and interactivities are embedded just where
you need them, at the point of learning, in your learnON title at
www.jacplus.com.au. They will help you to learn the concepts
covered in this topic.

6.1.1 Why learn this?

Statistics, when used properly, can be an invaluable aid to good
decision making. However, deliberate distortion of the data or
meaningless pictures can be used to support almost any claim
or point of view. Whenever you read an advertisement, hear a
news report or are given some data by a friend, you need to
have a healthy degree of scepticism about the reliability of the
source and nature of the data presented.

DISCUSSION
Do you think the current standards on advertising are too strict or too lenient? How important is it that
­consumers be given factual information?

LEARNING SEQUENCE
6.1 Overview
6.2 [Stage 5.1] How is data collected?
6.3 [Stages 5.1 and 5.2] Evaluating statistical reports
6.4 [Stages 5.2 and 5.3] Statistical investigations
6.5 [Stages 5.2 and 5.3] Estimating population means and medians
6.6 Review

LEARNING OUTCOMES
A student:
• uses appropriate terminology, diagrams and symbols in mathematical contexts MA5.1–1WM
• selects and uses appropriate strategies to solve problems MA5.1–2WM
• provides reasoning to support conclusions that are appropriate to the context MA5.1–3WM
• evaluates statistical claims made in the media MA5.1–12SP
• selects appropriate notations and conventions to communicate mathematical ideas and solutions MA5.2–1WM
• constructs arguments to prove and justify results MA5.2–3WM
• evaluates sources of data MA5.2-15SP
• uses and interprets formal definitions and generalisations when explaining solutions and/or conjectures MA5.3–1WM
• generalises mathematical ideas and techniques to analyse and solve problems efficiently MA5.3–2WM
• explores how data is used to inform decision-making processes MA5.3–19SP

TOPIC 6 Statistics in the media  211

 CONTENT DESCRIPTIONS
Students:
Evaluate statistical reports in the media and other places by linking claims to displays, statistics and r­ epresentative data (ACMSP253)
Investigate reports of surveys in digital media and elsewhere for information on how data was obtained to estimate population means
and medians (ACMSP227)
Source: NSW Syllabus for the Australian curriculum

RESOURCES — ONLINE ONLY

eLesson: The story of mathematics — Behind the advertising (eles-1854)

Note: Your teacher may now set you a pre-test to determine how familiar you are with the content in
this topic.

6.2 How is data collected? [Stage 5.1]

6.2.1 Primary data
•• Primary data collection involves collecting data from the source.
•• This means that the person who collects the data has ownership of the data, and no one else has access
to the data until it is released or published.
•• A variety of methods for collecting primary data are used. These include observation, digital footprint,
measurement, survey, experiment or simulation.
Observation
•• Observation involves recording the behavioural patterns of
­people, objects and events in a systematic manner.
•• Data can be collected by disguised observation (respondents are
unaware they are being observed) or undisguised observation
(the respondent is aware). The existence of video surveillance
cameras, for example, can mean that people know that there is a
possibility that their movements are being recorded, but they are
not always aware of when the recording takes place.
•• Observations can be in a natural environment (for example,
small  children may be observed at play to assist in under-
standing their cognitive development) or a contrived environment
(for example a food-tasting session for a food company).
•• Mechanical devices (for example video cameras, closed circuit
television or counting devices across a road) can also be used.
Digital footprint
•• Vast amounts of data are collected through our digital footprints. Search engines, emails, social media
websites, online shopping websites, apps on our smart phones and loyalty cards are just examples of a
whole range of means by which data collection agencies are able to learn about individuals. Each click
of a mouse or tap on a tablet adds to the trillions of pieces of data that are being generated around the
world every second, all of which can potentially be mined and analysed.

212  Maths Quest 10 Stage 5 NSW Australian curriculum

 DISCUSSION
After reflecting on your internet use both for study and leisure, list some of the information about you that is now
available online. Give careful consideration to information that may have been selected as the result of your
online activities but does not reflect your intentions.

Measurement
•• Measurement involves using some measuring device to collect data.
•• This generally involves conducting an experiment of some type.
–– The height of everyone in your class can be measured.
–– The mass of all new-born babies can be collected.
–– A pedometer measures the number of steps the wearer takes.
Survey
•• Surveys involve designing a questionnaire to interview people. Often the questionnaire requires many
rewrites to obtain one which is clear and unbiased.
•• The interview can be in person, for example face to face or by telephone. Advantages of these m ­ ethods
are that you are able to gauge the reactions of those you are interviewing and you can explain ­particular
questions if necessary.
•• Email can also be used to survey participants. However, there are advantages and disadvantages to
using this type of survey.
Advantages:
–– Can cover a large number of people or organisations
–– A wide geographic coverage is possible.
–– It avoids embarrassment on the part of the respondent.
–– There is no interviewer bias.
–– The respondent has time to consider responses.
–– It’s relatively cheap.
Disadvantages:
–– The questions have to be relatively simple.
–– The response rate is often quite low (inducements often
given as an incentive to return).
–– The reliability of the answers is questionable.
–– There is no control over who actually completes the
questionnaire.
–– Participants may return incomplete questionnaires.
Experiment
•• Generally, when an experiment is conducted, the data
­collected are quantitative.
•• Particular care should be taken to ensure that the ­experiment
is c­ onducted in a manner that would produce similar results
if repeated.
•• Care must be taken with the recording of results.
•• The results must be in a form that can readily be analysed.
•• All results need to be recorded, including any weird or
unexpected outcomes.

TOPIC 6 Statistics in the media  213

Simulation
•• Experiments such as rolling a die, tossing a coin or drawing a card from a
deck may be conducted to model real-life situations.
•• Simulations occur in areas such as business, engineering, medical and
­scientific research.
•• They are often used to imitate real-life situations that are dangerous,
­impractical or too expensive to explore by other means.
•• Before any primary data are collected, it must be clear what data are to be
­collected.

WORKED EXAMPLE 1

It is widely believed that, across a large

­population, there is equal chance of having a
boy or girl with each birth.
a Design an experiment to simulate
the chance of giving birth to
a boy or a girl.
b Describe how your experiment could be
conducted to determine the number of
children a couple should have, on
average, to ensure they have offspring of
both sexes.
THINK WRITE
a Use a device that a A fair coin will be tossed with a Head representing a boy (B), and a
can simulate two Tail representing a girl (G).
­outcomes which are
equally likely. This
could be a random
number ­generator to
generate two ­integers,
say a 0 (representing
a boy) and 1
­(representing a girl).
A fair coin could be
tossed, such that, a
Head ­represents a
boy, and a Tail
­represents a girl.
b 1 Describe how the b The experiment will be conducted 50 times, and a record kept of each
experiment will be experiment. For each experiment, the coin will be tossed until both sexes
conducted. result. This may mean that there could be for example 7 trials in an
experiment (GGGGGGB) before both sexes are represented.

214  Maths Quest 10 Stage 5 NSW Australian curriculum

 2 Display the table of The table below shows the results of the 50 experiments.
results. No. of No. of
Exp. no. Results trials Exp. no. Results trials
1 BG 2 26 GGGB 4
2 GGB 3 27 GGGGB 5
3 BG 2 28 GGGB 4
4 GGGGB 5 29 BG 2
5 BBBBBBG 7 30 BBBG 4
6 GGGB 4 31 BG 2
7 BBG 3 32 GB 2
8 BBG 3 33 GGGB 4
9 BBBBG 5 34 BG 2
10 GB 2 35 GGGGGGB 7
11 BG 2 36 BBBBBBG 7
12 GGGB 4 37 GB 2
13 BBG 3 38 BG 2
14 BBG 3 39 GGB 3
15 GB 2 40 GGGGB 5
16 BG 2 41 BBG 3
17 GGB 3 42 BBBBBG 6
18 GB 2 43 GGB 3
19 GGB 3 44 GGB 3
20 BBBG 4 45 BBBG 4
21 BG 2 46 BBG 3
22 GB 2 47 GGGGGGB 7
23 GGGGB 5 48 BG 2
24 BG 2 49 BBG 3
25 GGGGB 5 50 GGGGGB 6
Total 175

This table shows that 175 trials were undertaken in 50 experiments where
each experiment resulted in both sexes.
3 Determine the 175
Average number of children = = 3.5
average number of 50
children required to
produce offspring
of both sexes.
4 Write a conclusion. The average number of children a couple should have to reach the goal of
having both sexes is 4.

WORKED EXAMPLE 2

You have been asked to obtain primary data to determine the methods of transport used to travel
to school by the students at your school. The data collected are to provide support for the Student
Council’s proposal for a school bus.
a What data should be collected?
b Outline possible methods which could be used to collect the data.

TOPIC 6 Statistics in the media  215

 c Decide which method you consider to be the best option, and discuss its advantages and
disadvantages.
THINK WRITE
a Outline the various forms of a The modes of transport available to students at the
transport available to the school are:
­students. car, bus, train, bicycle and walking
b Consider all the alternatives for b Several methods could be used to collect the data.
collecting the data. •• Could stand at the school gate one morning and ask
­students as they arrive.
•• An online questionnaire could be designed.
•• Students could be asked to write their mode of ­transport
on a piece of paper and place in a ­collection tin.
c 1 Decide on the best option. c The first option of standing at the school gate is very
time-consuming, and students could arrive at the
back gate.
The third option does not seem reliable, as some students
may not comply, and other students may place multiple
pieces of paper in the collection tin.
The second option seems the best of the three.
2 Discuss advantages and The advantages of an online questionnaire include:
­disadvantages. •• There is a permanent record.
•• It is not time-consuming to distribute or collect and
­collate.
•• Students can complete it at their leisure.
Disadvantages include:
•• Students may not complete it.

•• A decision must be made as to the method of collection.

•• The advantages and disadvantages of the collection method must be acknowledged.
•• The reason for the data collection should be clear from the outset.
Note: This example does not represent the views of all those collecting such data. It merely serves to chal-
lenge students to explore and discuss available options.

DISCUSSION
What are the advantages and disadvantages of the different methods of collecting data?

6.2.2 Secondary data

•• Secondary data are data that have already been collected by someone else.
•• The data can come from a variety of sources:
–– Paper — books, journals, magazines, company reports
–– Electronic — online databases, internet, broadcasts, DVDs
–– Government sources — the Australian Bureau of Statistics (ABS) provides a wealth of statistical data.
–– General business sources — academic institutions, stockbroking firms, sporting clubs
–– Media — newspapers, TV reports.
•• Secondary data sources often provide data that would not be possible for an individual to collect.

216  Maths Quest 10 Stage 5 NSW Australian curriculum

•• The data can be qualitative or quantitative.
•• The accuracy and reliability of the data sometimes needs to be questioned, depending on its source.
•• The age of the data should always be considered.
•• Often the data that surrounds us passes by unnoticed.
•• It is important to learn the skills to be able to critically analyse secondary data.

WORKED EXAMPLE 3

Bigbite advertises the energy and fat

content of some of their rollaways on
their placemats.
a What information can you gain from
these data? Bigbite fresh as rollaways Energy (kJ) Fat (g) Sat. fat (g)
Roasted vegetable 900 3.0 1.0
b Bigbite advertise that they have a HAM 1100 6.0 1.4
range of rollaways with less than TURKEY 1140 4.8 1.7
6 grams of fat. Comment on this claim. BBQ BEEF 1150 5.0 1.5
Bigbite ribbon 1130 4.8 1.3
c This could be the starting point of a
TURKEY AND HAM 1250 4.5 1.5
statistical investigation. How could you BBQ CHICKEN 1460 4.7 1.2
proceed from here? CHICKEN Tandoori 1110 4.0 1.0
d Investigations are not conducted Fresh as Dessert
Fruit Slices 200 <1 <1
simply for the sake of investigating.
Suggest some aims for investigating Bigbite rollaways
Regular rollaways include white and/or wholemeal bread,
further. salads and meat.

Nutritional value is changed by adding cheese or sauces.

THINK WRITE
a Look at the data on the placemat to gain a The placemat reveals the following information:
as much information as possible. • A higher energy content of a rollaway does not
necessarily mean that its fat content is higher.
• As the fat content of a rollaway increases, generally
the saturated fat content also increases.
• The addition of some types of protein (ham, turkey,
beef, chicken) increases the energy content of the
rollaway.
• These data are only for those rollaways on white or
wholemeal bread with salads and meat.
• The addition of condiments (sauces) or cheese will
alter these figures.
• A fruit slice has much less energy and fat than a
rollaway.
b Examine the data to discover if there is b All the rollaways displayed have less than 6 grams of
evidence to support the claim. Make fat, so Bigbite’s claim is true.
further comment. It must be remembered that the addition of cheese and
sauce to these rollaways would increase their fat
content. Also, if the rollaway was on any bread other
than white or wholemeal, the fat content could go
beyond 6 grams.

TOPIC 6 Statistics in the media  217

 c What would be the next step in the c The placemat displays a toll-free phone number for
­investigation? further information.
Their website also contains additional detailed
information.
d What are some interesting facts which d Suggested aims for investigating further could be:
could be revealed through a deeper • How much extra fat is added to a rollaway by the
investigation? addition of cheese and/or sauce?
• What difference does a different type of bread
make to the fat content of the rollaway?
• Which rollaway contains the highest fat content?
• What is the sugar content of the rollaways?

RESOURCES — ONLINE ONLY

Interactivity: Simulation (int-6184)

Exercise 6.2 How is data collected?

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–8, 11, 14 1–9, 11, 14 1, 3, 6, 7, 10–15

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE1 Devise an experiment to simulate each
of the following situations and specify the
device used to represent the outcomes.
a. A true/false test in which answers are
randomly distributed
b. A casino game with outcomes grouped in
colours of either red or black
c. Breakfast cereal boxes containing 4
different types of plastic toys
d. Choosing one person out of a group of six
people as the leader.
e. A choice of three main meals on a restau-
rant’s menu, all of which are equally
popular
f. Five possible holiday destinations offered by a travel agent; such that all destinations are equally
available and equally priced
g. Five types of takeaway fast foods available in one area, where one pizza is twice as popular as each
of the other types of takeaway food (the other 4 are equally popular)

218  Maths Quest 10 Stage 5 NSW Australian curriculum

 2. WE2 You have been asked to obtain primary data from students at your school to determine the extent
of internet access students have at home. The data collected are to provide support for opening the
computer room for student use at night.
a. What data should be collected?
b. Outline possible methods which could be used to collect these data.
c. Decide which method you consider to be the best option, and discuss its advantages and
­disadvantages.
3. WE3 This label shows the nutrition information of Brand X rolled oats.

Nutrition information
Servings per package: 25 Serving size 30 g
Per serving 30 g %Dl* per serving Per 100 g
Energy 486 kJ 6% 1620 kJ
Protein 4.3 g 9% 14.3 g
Fat – Total 2.8 g 4% 9.3 g
–– Saturated 0.5 g 2% 1.7 g
–– Trans Less than 0.1 g - Less than 0.1 g
–– Polyunsaturated 1.0 g - 3.2 g
–– Monounsaturated 1.3 g - 4.4 g
Carbohydrate 16.8 g 5% 56 g
–– Sugars 0.9 g 1% 3.0 g
Dietary fibre 3.1 g 10% 10.4 g
Sodium 0.7 mg 0.1% 2 mg
* % DI = Percentage daily intake

a. What information can you gain from the data?

b. This could be the starting point of a statistical investigation. How could you proceed from here?
c. Suggest some aims for investigating further.
4.  a.  Provide a list of methods you could use to collect primary data.
b. Describe which methods you would use to collect the following primary data.
i. Heights of trees along the footpaths of a tree-lined street
ii. Number of buses that transport students to your school in the morning
iii. Sunrise times during summer
iv. Student opinion regarding length of lessons
For questions 5 and 6, design an experiment to simulate the situation, carry out the experiment and give the
results of the experiment.
5. A mouse in a maze can make left or right turns at
each junction. Assuming each turn is equally
likely, how many junctions on average must the
mouse go through before each type of turn will
have been made?
6. A restaurant menu features 4 desserts which are
assumed to be equally popular. How many
dessert orders must be filled (on average) before
the owner can be sure all types will have been
ordered?

TOPIC 6 Statistics in the media  219

 7. This label shows the nutrition information of Brand Y rolled oats.

Nutrition information
Servings per package: 30
Serving size: 30 g
Avg. quantity per Avg. quantity
serving 30 g per 100 g
Energy 480 kJ (115 Cal) 1600 kJ (383 Cal)

Protein 3.2 g 10.5 g

Fat, total 2.4 g 8.0 g

–– saturated LESS THAN 1 g 1.5 g

Carbohydrate 18.3 g 61.0 g

–– sugars 0.0 g 0.0 g

Dietary Fibre, total 3.3 g 10.0 g

Sodium LESS THAN 5 mg LESS THAN 5 mg

Ingredients

Oats (100%)

Attention

THIS PRODUCT CONTAINS GLUTEN.

Storage

Store in a cool, dry place.

Compare the nutrition information for Brand Y with that on the Brand X label in question 3.
8. Comment on this claim.

We did a survey on 100 people regarding eating chocolate.

60 of these people said they regularly ate chocolate.
We then measured the heights of all 100 people.
**** The result ****
Eating chocolate makes you taller!!

9. Russel operates a computer software sales outlet. He keeps a log of all complaints from customers.
Suggest how he could organise his log.
10. The following claim has been made regarding secondary data.
There’s a lot more secondary data than primary data, it’s a lot cheaper and it’s easier to acquire.
Comment on this statement.
Communicating, reasoning and problem solving
11. The local Bed Barn was having a sale on selected beds by Sealy and Sleepmaker. Four of the beds on
sale were:
•• Sealy Posturepremier on sale for $1499 a saving of $1000
•• Sealy Posturepedic on sale for $2299 a saving of $1600
•• Sleepmaker Casablanca on sale for $1199 a saving of $800
•• Sleepmaker Umbria on sale for $2499 a saving of $1800.
The store claimed that all these beds had been discounted by 40%. Comment on whether this
­statement is true, supporting your comments with sound mathematical reasoning.

220  Maths Quest 10 Stage 5 NSW Australian curriculum

12. The following boxplots display the data for three different age groups in a triathlon for under thirties.

Under 20

20–24

Age
25–29

7000 8000 9000 10 000

Time in seconds

a. What was the slowest time for the 20 – 24 year olds?

b. Estimate the difference in time between the fastest triathlete in:
i. the under 20s and the 20 – 24 group
ii. the under 20s and the 25 – 29 group
iii. the 20 – 24 group and the 25 – 29 group.
c. What conclusion could you draw about the overall performance between the three groups?
13. This comparison of the contents of canned soups is based on a newspaper article.

COMPARISON OF CONTENTS: CANNED SOUPS

Rosella Classic Australian Chicken and Vegetables
Water, Vegetables (35%), Chicken Breast (4%), Thickener, Onion, Chicken Flavour, Salt, Yeast, Milk Powder,
Mineral Salt, Pepper, Basil, Colour

The breakdown: 107 calories; 5.8 gm protein; 19 gm carbs; 3.0 gm sugars; 750 mg sodium.

Campbell’s Roast Chicken & Winter Vegetable

Vegetables (54%), Chicken Stock, Chicken (4%), Potato Starch, Cream, Modified Tapioca Starch, Salt,
Sugar, Vegetable Protein Extract, Garlic, Flavours, Yeast Extract, Flavour Enhancer, Mineral Salts,
Soy ­Protein, Maltodextrin

The breakdown: 134 calories; 5.1 gm protein; 19.2 gm carbs; 4.7 gm sugars; 602 mg sodium.

Campbell’s Country Ladle Butternut Pumpkin

Pumpkin (54%), Vegetable Stock, Potato, Modified Tapioca Starch, Cream, Salt, Sugar, Butter, Flavours,
Vegetable Protein Extract, Spices, Yeast Extract

The breakdown: 99 calories; 3.3 gm protein; 13.0 gm carbs; 8.2 gm sugars; 673 mg sodium.

Campbell’s Café Chicken Mushroom

Chicken Stock, Wholegrain Brown Rice, Great Northern Beans, Wild Rice (4%), Mushrooms (4%), Chicken
(3.5%), Thickeners, Vegetable Oil, Salt, Sugar, Cream, Vegetable Protein Extract, Flavours, Soy Protein,
Milk Solids, Garlic, Herbs, Thyme, Flavour Enhancers, Mineral Salts, Yeast Extract, Food Colour

The breakdown: 134 calories; 7.0 gm protein; 16.8 gm carbs; 2.0 gm sugars; 675 mg sodium.

Create a table summarising the data provided.

a. Using your table, identify the variation in quantities of:
i. calories ii. protein iii. carbs iv. sugar v. sodium.
b. Which soups have the highest levels of:
i. calories ii. protein iii. sodium?
c. What can be noted about Campbell’s Country Ladle Butternut Pumpkin soup?

TOPIC 6 Statistics in the media  221

14. These parallel boxplots show the number of weekly house sales by two real estate agencies over
a 3-month period.
HJ Looker

Hane & Roarne

Number of
0 1 2 3 4 5 6 7 8 9 10 weekly sales

Prepare a report to compare the performance of the two agencies.

15. When using secondary data from other countries, what different unit classifications could
you ­encounter?

6.3 Evaluating statistical reports [Stages 5.1 and 5.2]

6.3.1 Data collection methods
•• Statistical investigations involve collecting data, recording the data, analysing the data and reporting
the results.
•• Collection methods involve gathering primary data, or using secondary data from stored records.
•• Primary data can be collected by observation, digital footprint, measurement, survey, experiment or
simulation as discussed above.
•• Secondary data can be collected electronically or by reading records.
•• It is important to be able to justify the particular method chosen for each of these processes.
•• Sometimes alternative methods are just as appropriate.

WORKED EXAMPLE 4

You have been given an assignment to investigate which

year level uses the school library, after school, the most.
a Explain whether it is more appropriate to use primary
or secondary data in this case. Justify your choice.
b Describe how the data could be collected. Discuss any
problems which might be ­encountered.
c Explain whether an alternative method would be just as
appropriate.
THINK WRITE
a No records have been kept a Since records are not kept on library use, secondary data is not
on library use. an option.
b The data can be collected b A questionnaire could be designed online and sent out to all
via a questionnaire students.
This would be a way of collecting data that could be easily
collated.
The difficulty would be how to ensure enough people responded.

c The data could be collected c Observation could be used to personally interview students as
in person by ­standing at the they left the school. This would take more time, and could not
school gate on a ensure all students were included.
­designated day.

222  Maths Quest 10 Stage 5 NSW Australian curriculum

 WORKED EXAMPLE 5

Which method would be the most appropriate to collect the following data? Suggest an
­alternative method in each case
a The number of cars parked in the staff car park each day
b The mass of books students carry to school each day
c The length a spring stretches when weights are added to it
d The cost of mobile phone plans with various network providers
THINK WRITE
a Observation a The best way would probably be observation of the staff car park to
count the number of cars there.
An alternative method would be to conduct a census of all ­workers to
ask if they parked in the staff car park. This is probably not as accurate
as the direct observation method.
b Measurement b The mass of the books could be measured by weighing each student’s
pack on scales.
A random sample would probably yield a reasonably accurate result.
c Experiment c Conduct an experiment and measure the extension of the spring with
various weights.
There is probably no alternative to this method.
d Internet search d An internet search would enable data to be collected.
Alternatively, a visit to multiple mobile phone outlets would yield
similar results.

6.3.2 Analysing the data

•• Once the data have been collected and collated, a decision must be made with regard to the best
­methods for analysing the data. Possible methods include:
–– a measure of central tendency — mean, median or mode
–– a measure of spread — range, interquartile range or standard deviation
–– an appropriate graph.
Statistical graphs
•• Data can be graphed in a variety of ways, such as line graphs, bar graphs, histograms, stem plots and
box plots. These have all been discussed in detail previously.
•• In media reports it is common to see line and bar graphs.
•• Graphs can summarise a lot of data into one visual representation. It can therefore be tempting to not
study them in great detail. However, graphs can be misleading.
•• It is easy to manipulate a graph to create a biased impression. This is achieved by careful choice of
scale on the horizontal and vertical axes.
–– Shortening the horizontal axis tends to highlight the increasing/decreasing nature of the trend of the
graph. Lengthening the vertical axis tends to have the same effect.
–– Lengthening the horizontal and shortening the vertical axes tends to level out the trends.

TOPIC 6 Statistics in the media  223

 WORKED EXAMPLE 6

This report shows the annual median house prices in a number of suburbs from 2014–15 to
2015–16.
a Draw a bar graph that would give the impression that the percentage annual change was
much the same throughout all of the suburbs.
b Draw a bar graph to give the impression that the percentage annual change in Thomastown
was far greater than that in the other suburbs.

Median price in Median price in Change in median

Suburb or locality 2014–15 2015–16 price (%)
Barang $275 000 $282 000 2.5%
Cunningham $269 000 $289 500 7.6%
Curtis $370 000 $370 000 0.0%
Eliza Bay $297 750 $307 400 3.2%
Gimuy $355 000 $365 000 2.8%
Limestone $310 000 $323 000 4.2%
Moreton $372 000 $399 000 7.3%
Patrickstown $340 000 $360 000 5.9%
Silver Bay $465 000 $505 000 8.6%
Sunrise $445 000 $470 000 5.6%
Stoneville $300 000 $315 250 5.1%
Talwalpin $435 000 $467 500 7.5%
Thomastown $475 000 $530 000 11.6%
Wulguru $359 000 $375 000 4.5%
Yuibera $383 000 $398 000 3.9%

THINK DRAW
a To flatten out trends, lengthen the a Percentage change in house prices, 2014–15 to 2015–16
horizontal axis and shorten the
12
vertical axis.
11
10
House price change (%)

9
8
7
6
5
4
3
2
1
0
Barang
Cunningham
Curtis
Eliza Bay

Limestone
Moreton
Patrickstown
Silver Bay
Sunrise
Stoneville
Talwalpin
Thomastown
Wulguru
Yuibera
Gimuy

Suburb or locality

224  Maths Quest 10 Stage 5 NSW Australian curriculum

b To accentuate trends, shorten the b Percentage change in house prices,
horizontal axis and lengthen the 2014–15 to 2015–16
vertical axis. 12
11.5
11
10.5
10
9.5
9
8.5

House price change (%)

8
7.5
7
6.5
6
5.5
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0 Barang
Cunningham
Curtis
Eliza Bay

Limestone
Moreton
Patrickstown
Silver Bay
Sunrise
Stoneville
Talwalpin
Thomastown
Wulguru
Yuibera
Gimuy

Suburb or locality

WORKED EXAMPLE 7

Consider the data displayed in the table of Worked example 6. Use the data collected for the
median house prices in 2015–16.
a Explain whether these data would be classed as primary or secondary data.
b Why do the data show median house prices rather than the mean house price?
c Calculate a measure of central tendency for the data. Explain the reason for this choice.
d Give a measure of spread of the data, giving a reason for the particular choice.
e Display the data in a graphical form, explaining why this particular form was chosen.
THINK WRITE
a These are data that have been a These are secondary data because they have been collected by
collected by someone else. someone else.
b The median is the middle b The median price is the middle one. It is not affected by
price, the mean is the outliers as the mean is. The modal house price may only occur
­average price, and the mode for two house sales with the same value. On the other hand,
is the most frequently there may not be any mode.
­occurring price. The median price is the most appropriate in this case.

TOPIC 6 Statistics in the media  225

 c Which measure of central c The measures of central tendency are the mean, median and mode.
tendency is the most The mean is affected by high values (e.g. $530 000) and low
­appropriate one? values (e.g. $282 000). These are not typical values, so the
mean would not be appropriate.
There is no modal value, as all the house prices are different.
The median house price is the most suitable measure of cen-
tral tendency to represent the house prices in the suburbs listed.
The median value is $370 000.
d Consider the range and the d The five-number summary values are:
interquartile range as Lowest score = $282 000
­measures of spread. Lowest quartile = $315 250
Median = $370 000
Upper quartile = $467 500
Highest score = $530 000
Range = $530 000 − $282 000
$248 000
Interquartile range = $467 500 − $315 250
$152 250
The interquartile range is a better measure for the range, as the
house prices form a cluster in this region.
e Consider the graphing e Of all the graphing options, the boxplot seems the most
options. appropriate because it shows the spread of the prices, as well
as how they are grouped around the median price.

280000 340000 400000 460000 520000

Median house prices 2015–16 ($)

WORKED EXAMPLE 8

The Australian women’s national basketball team, the Opals, has 12 team members. Their
heights (in metres) have been recorded:
1.85, 1.72, 1.78, 1.93, 1.65, 1.96, 1.85, 1.73, 1.85, 1.88, 2.03, 1.94
Source: http://www.basketball.net.au/ba_player_team/opals/
Provide calculations and explanations as evidence to verify or refute the following statements.
a The mean height of the team is greater than their median height.
b The range of the heights of the 12 players is almost 3 times their interquartile range.
c Given that only 5 players are on the court at any one time, a team of 5 players can be chosen
such that their mean, median and modal heights are all the same.
THINK WRITE
Σx 22.17
a 1 Calculate the mean height a Mean = = = 1.85 m
n 12
of the 12 players.

226  Maths Quest 10 Stage 5 NSW Australian curriculum

 2 Order the heights to deter- The heights of the players, in order, are:
mine the median. 1.65, 1.72, 1.73, 1.78, 1.85, 1.85, 1.88, 1.93, 1.94, 1.96, 2.03
There are 12 scores, so the median is the average of the 6th and
7th scores.
1.85 + 1.85
Median = = 1.85 m
2
3 Comment on the statement. Both the mean and the median are 1.85 m. This means that the
statement is not true.
b 1 Determine the range and the b Range = 2.03 − 1.65 = 0.38 m
interquartile range of the The lower quartile is the average of 3rd and 4th scores.
12 heights. 1.73 + 1.78
Lower quartile = = 1.755 m
2
The upper quartile is average of 3rd and 4th scores from
the end.
1.93 + 1.94
Upper quartile = = 1.935 m
2
Interquartile range = 1.935 − 1.755 = 0.18 m
2 Compare the two values. Range = 0.38 m
Interquartile range = 0.18 m
Range 0.38
= = 2.1
Interquartile range 0.18
3 Comment on the statement. Range = 2.11 × interquartile range
This is only 2.11 times, so the statement is not true.
c 1 Choose 5 players whose c Three players have a height of 1.85 m. If a player shorter and
mean, median and modal one taller are chosen, both the same measurement from 1.85 m,
heights are all equal. Trial this would make the mean, median and mode all the same.
and error is appropriate
here. There may be more Choose players with heights:
than one answer. 1.78, 1.85, 1.85, 1.85, 1.93
9.26
Mean = = 1.852 m
5
Median = 3rd score = 1.85 m
Mode = most frequent score = 1.85 m
If alternatively the players with heights as follow are chosen:
1.73, 1.85, 1.85, 1.85, 1.96
9.24
Mean = = 1.848 m
5
Median = 3rd score = 1.85 m
Mode = most frequent score = 1.85 m
2 Comment on the statement. In both cases, if the players with heights as listed are chosen
and if the mean values are rounded to 2 decimal places, then
we will have mean, median and modal heights of 1.85 m.
It is true that a team of 5 such players can be chosen.

Statistical reports
•• Reported data must not be simply taken at face value. All reports should be examined with a critical eye.

TOPIC 6 Statistics in the media  227

 WORKED EXAMPLE 9

This is an excerpt from an article that appeared in a newspaper on Father’s Day. It was
reported as a national survey based on the findings of a Gallup Poll of data from 1255 fathers
of ­children aged 17 and under.

THE GREAT AUSSIE DADS SURVEY

Thinking about all aspects of your life, We share the cooking and cleaning 42
how happy would you say you are? % My partner does most of it 41
I am very happy 26 I do nothing/my partner does everything 4
I am fairly happy 49 None of the above 1
Totally happy 75 Which of these aspects of your children’s
Some days I’m happy and some days future do you have concerns about?
I’m not 21 Their safety 70
I am fairly unhappy 3 Being exposed to drugs 67
I am very unhappy 1 Their health 54
Totally unhappy 4 Bullying or cyber-bullying 50
How often, if ever, do you regret having Teenage violence 50
children? Their ability to afford a home 50
Every day 1 Alcohol consumption and binge
Most days 2 drinking 47
Some days 18 Achieving academic success 47
Never 79 Feeling pressured into sex 41
Which one of these best describes the Being able to afford the lifestyle they
impact of having children on your expect to have 38
­relationship with your partner? Climate change 23
We’re closer than ever 29 Having them living with you in their
We don’t spend as much time together mid 20s 14
as we should 40 None of the above 3
We’re more like friends now than lovers 21 What is the best thing about being a dad?
We have drifted apart 6 The simple pleasures of family life 61
None of the above 4 Enjoying the successes of your kids 24
Which one of these best describes the The unpredictability it brings 9
­allocation of cooking and cleaning duties The comfort of knowing that you will be
in your household? looked after in later life 3
My partner does nothing/I do everything 1 None of the above 3
I do most of it 11
Key findings
75% of Aussie dads are totally happy
79% have never regretted having children
67% are worried about their children being exposed to drugs
57% would like more intimacy with their partner
“Work–life balance is definitely an issue for dads in 2010.” David Briggs, Galaxy principal
Source: The Sunday Mail, 5 September 2010, pp. 14–15.

228  Maths Quest 10 Stage 5 NSW Australian curriculum

a Comment on the sample chosen.
b Discuss the percentages displayed.
c Comment on the claim that 57% of dads would like more intimacy with their partner.
THINK WRITE
a How is the sample chosen? Is it a The results of a national survey such as this should reveal the
truly representative of the outlook of the whole nation’s dads. There is no indication of
population of ­Australian dads? how the sample was chosen, so without further knowledge
we tend to accept that it is representative of the population.
A sample of 1255 is probably large enough.
b Look at the percentages in each b For the first question regarding happiness, the ­percentages
of the categories. total more than 100%. It seems logical that, in a question
such as this, the respondents would tick only one box, but
obviously this has not been the case.
In the question regarding aspects of concern of ‘your chil-
dren’s future’, these percentages also total more than 100%.
It seems appropriate here that dads would have more than
one concerning area, so it is possible for the percentages to
total more than 100%.
In each of the other three questions, the percentages total
100%, which is appropriate.
c Look at the tables to try to find c Examining the reported percentages in the question regarding
the source of this figure. ‘relationship with your partner’, there is no indication how a
figure of 57% was determined.
Note: Frequently media reports make claims where the reader has no hope of confirming their truth.

WORKED EXAMPLE 10

This article appeared in a newspaper. Read the article, then answer the following questions.

Sydney Metro surveys likened to ‘push polling’

Sydney Metro is being accused of ‘push polling’ the public over the Sydenham to ­Bankstown
section of the $20 billion rail line in telephone surveys critics say omit crucial information
about the impact of the project.
Two companies, The Knowledge Warehouse and Newgate Research, have been ­conducting
the surveys to test public attitudes towards the metro, which will replace the Bankstown heavy
rail line.
Sydney Metro to deliver new stations
New rail stations will be built at Crows Nest, Victoria Cross, Central, Waterloo, Martin Place,
Pitt St and Barangaroo under the Sydney Metro rail project.
The surveys cost $1 22 500 and involved more than 2800 people who live along the
66 ­kilometre Sydney Metro route from Rouse Hill in Sydney’s northwest, through the city to
­Bankstown.

TOPIC 6 Statistics in the media  229

 After establishing a respondent’s attitude, the surveys present a series of statements about the
benefits of the Sydney Metro.
They include that Sydney Metro ‘will help increase rail capacity across Sydney, ­allowing the
number of trains entering the CBD to go from 120 an hour to 200 during peak times’ and
highlight 24 hour security at stations and extra car parking in the north-west.
The survey notes that during construction of the city to Bankstown section ‘stations between
Sydenham and Bankstown will be closed so the line can be converted to Sydney Metro –
­alternative transport arrangements will be in place during this time’.
However, a community group opposing the Sydenham to Bankstown section argues it fails to
mention many negative aspects of the project.
They include a reduction in the number of seats on each train from 896 to 378, the loss of
direct access to St Peters, Erskineville, Town Hall, Circular Quay and other City Circle stations
and demolition of houses.
‘The state government appear to be push-polling the community through this questionnaire,
presenting many statements that are at best half-truths,’ said Peter Olive, spokesman for the
Sydenham to Bankstown Corridor Alliance.
‘Shutting down the existing train service between Sydenham and Bankstown and replacing it
with another train service, in the same corridor, is a waste of taxpayers’ money and just plain
stupid. The state government’s questionnaire is trying to put spin on this dodgy plan.’
‘For commuters between Sydenham and Bankstown the metro will mean fewer seats, loss of
access to City Circle Stations, major disruption during construction and the loss of the existing
quality service.’
A spokesman for Sydney Metro said community feedback ‘is crucial to getting this once-in-
a-century project right and shaping it for the future’.
‘This questionnaire used industry-standard methods and guidelines to ensure the views of the
community were accurately captured to allow planners and designers to take on board the
community’s feedback,’ he said.
‘The questionnaire specifically addressed people’s concerns including inconvenience caused
by construction, quality of public transport, changes to suburbs and the upgrade of two existing
railway lines to metro standards.’
Source: The Sydney Morning Herald, 6 February 2017.

a Comment on the sample used in this survey.

b Comment on the claims of the survey.
c Is the heading of the article appropriate?
THINK WRITE
a Look at sample size and selection a The report claims that the sample size was more than
of sample. 2800 and was selected from people who live along the
66-kilometre Sydney Metro route, from Rouse Hill, in
Sydney’s northwest, through the city to Bankstown.
Two points to keep in mind are whether this sample is
truly representative of the population consisting of all
people who use the train service, not just those who live
along the route, and how many of those sampled gave
recordable and worthwhile responses. We have no way
of knowing.

230  Maths Quest 10 Stage 5 NSW Australian curriculum

 b What are the results of the survey? b The stated purpose of the surveys was to test public
attitudes towards the Metro, which will replace the
Bankstown heavy rail line, but it would appear that the
writer of the article focused on the report’s statements
about the benefits of the project. From this article, we
cannot tell what the actual results of the survey were.
We can only read that ‘After establishing a respondent’s
attitude, the surveys present a series of statements about
the benefits of the Sydney Metro.’
c Examine the heading in the light of c The heading is sensational, designed to catch the attention
the contents of the article. of readers. The article focuses on statements made by the
spokesman for the Sydenham and Bankstown Corridor
Alliance, who alleges that ‘The state government appear
to be push-polling the community through this question-
naire, presenting many statements that are at best half-
truths.’ The article details a number of negative aspects of
the project that the spokesman says are not mentioned in
the report.
d From reading the article, what do d In broad terms, one meaning could be that the companies
you understand by the term ‘push have used the poll to achieve a pre-determined outcome
polling’? that will focus on only the positives of the project.

DISCU S SION
There is much discussion in the media about ‘fake news’. How do we
determine what is ‘fake news’ and what is ‘authentic news’?

RESOURCES — ONLINE ONLY

Interactivity: Compare statistical reports (int-2790)

Exercise 6.3 Evaluating statistical reports

Individual pathways

U PRACTISE U CONSOLIDATE U MASTER

Questions: Questions: Questions:
1–4, 6, 8–10, 12 1–4, 7–10, 12 1–13

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.

TOPIC 6 Statistics in the media 231

Understanding and fluency
1. WE4, 5 You have been given an assignment to investigate which year level has the greatest number of
students who are driven to school each day by car.
a. Explain whether it is more appropriate to use primary or secondary data in this case. Justify your
choice.
b. Describe how the data could be collected. Discuss any problems which might be encountered.
c. Explain whether an alternative method would be just as appropriate.
2. WE6 You run a small company that is listed on the Australian Stock Exchange (ASX). During the past
year you have given substantial rises in salary to all your staff. However, profits have not been
as ­spectacular as in the year before. This table gives the figures for the salary and profits for each
quarter.

1st 2nd 3rd 4th

quarter quarter ­quarter ­quarter
Profits ($‘ 000 000) 6 5.9 6 6.5
Salaries ($‘ 000 000) 4 5 6 7

Draw two graphs, one showing profits, the other showing salaries, which will show you in the best
possible light to your shareholders.
3. WE7 The data below were collected from a real estate agent and show the sale prices of ten blocks of
land in a new estate.
$150 000, $190 000, $175 000, $150 000, $650 000, $150 000, $165 000, $180 000,
$160 000, $180 000

a. Calculate a measure of central tendency for the data. Explain the reason for this choice.
b. Give a measure of spread of the data, giving a reason for the particular choice.
c. Display the data in a graphical form, explaining why this particular form was chosen.
d. The real estate agent advertises the new estate land as:
Own one of these amazing blocks of land for only $150 000 (average)!
Comment on the agent’s claims.
4. WE8 Using the data for the heights of the Opal players in Worked example 8, provide calculations and
explanations as evidence to verify or refute the following statements.
a. The mean height of the team is closer to the lower quartile than it is to the median.
b. Half the players have a height within the interquartile range.
c. Which 5 players could be chosen to have the minimum range in heights?

232  Maths Quest 10 Stage 5 NSW Australian curriculum

5. The table below shows the number of shoes of each size that were sold over a week at a shoe store.

Size Number sold

4 5
5 7
6 19
7 24
8 16
9 8
10 7
a. Calculate the mean shoe size sold.
b. Determine the median shoe size sold.
c. Determine the modal shoe size sold.
d. Explain which measure of central tendency has the most meaning to the store proprietor.
6. The batting scores for two cricket players over six innings were recorded as follows.
Player A: 31, 34, 42, 28, 30, 41
Player B: 0, 0, 1, 0, 250, 0
Player B was hailed as a hero for his score of 250. Comment on the performance of the two players.
7. A small manufacturing plant employs 80 workers. The table below shows the structure of the plant’s
workforce.
Position Salary ($) Number of employees
Machine operator 18 000 50
Machine mechanic 20 000 15
Floor steward 24 000 10
Manager 62 000 4
Chief Executive Officer 80 000 1
a. Workers are arguing for a pay rise, but the management of the factory claims that workers are well
paid because the mean salary of the factory is $22 100. Explain whether this is a sound argument.
b. Suppose that you were representing the factory workers and had to write a short submission in
support of the pay rise. How could you explain the management’s claim? Provide some other statis-
tics to support your case.
8. WE9, 10 Read the information below and look carefully at the graphs, then answer the following

questions.

PROFIT SLIP
On 25 August 2009, Woolworths announced a plan to enter the Australian hardware sector via a joint
venture with US-based hardware chain Lowe’s. The joint venture was to be called Masters Home Improve-
ment. The Masters chain was operated by Woolworths between September 2011 and D ­ ecember 2016.
On 18 January 2016, Woolworths announced that it was exiting the home improvement business. During
2016, Woolworths incurred costs of $2988.2 million (after tax) relating to its decision to close the
­Masters chain.
The Woolworths share price at 2:23 pm on 28 April 2017 was $26.88.

TOPIC 6 Statistics in the media  233

 Net profits and losses for Woolworths, Woolworths annual close price (share price),
2012 to 2016 2012 to 2016

3 $40.00
+9% $35.00
2.5 +24% –12%

Close price ($)

Net profit ($m)

2 $30.00
1.5 $25.00
1 $20.00
0.5 $15.00
–158% $10.00
0
2012 2013 2014 2015 2016 $5.00
–0.5
–1 $0.00
2012 2013 2014 2015 2016
–1.5
Year
Year

The information provided above paints a picture that could indicate a direct relationship between the profit
and share price of Woolworths and the operation of the Woolworths-run home improvement business,
­Masters.
a. Comment on the above statement and detail any other information that is provided by the graphs.
b. Provide your thoughts as to why the Woolworths share price did not rise sharply after Masters was
closed in December 2016.
Communicating, reasoning and problem solving
9. The following graph shows the fluctuation in the Australian dollar in terms of the US dollar during the
period 1 March to 1 May 2016. The lower the Australian dollar, the more expensive it is for Australian
companies to import goods from overseas, and the more they should be able to charge the Australian
public for their goods.
Australian dollar exchange rate with the US dollar,
1 March to 1 May 2017

0.7750
0.7700
0.7650
0.7600
US$

0.7550
0.7500
0.7450
0.7400
0.7350
7

7
01

01

01
-2

-2

-2
ar

pr

ay
-M

-A

M-
01
01

01

Date

The board of Company XYZ wanted to raise the price of the goods they sold in line with their under-
standing of the change in exchange rates as shown in the graph. However, the manager of the com-
pany produced another graph to support his claim that, because there hadn’t been much change in the
Australian dollar over that period, there shouldn’t be any change in the price he charged for his
imported goods to the Australian public. Draw a graph that would support his claim. Explain how you
were able to achieve this effect.

234  Maths Quest 10 Stage 5 NSW Australian curriculum

10. Two brands of light globes were tested by a consumer organisation. They obtained the following
results.
Brand A (Hours lasted) Brand B (Hours lasted)
385 390 425 426 570 500 555 560 630 720
640 645 730 735 760 735 742 770 820 860
a. Complete a back-to-back stem plot for the data.
b. Which brand had the shortest lifetime?
c. Which brand had the longest lifetime?
d. If you wanted to be certain that a globe you bought would last at least 500 hours, which brand would
you buy?
11. Look at the following bar charts and discuss why the one on the left is misleading. What characteris-
tics does the graph on the right possess that make it acceptable?
Massive increase in luxury
car prices this year

82 000 100 000

Average luxury car price

Average luxury car price

90 000
80 000
81 000 70 000
in dollars

in dollars
60 000
50 000
40 000
80 000 30 000
20 000
10 000
0 0
2016 2017    2016 2017

12. a. What is wrong with this pie graph?

2016 presidential run

Candidate A
70%

Candidate B
63%

Candidate C
60%

b. Why is the following information misleading?

Did scientists falsify research to support their own theories on global warming?
59% somewhat likely
35% very likely
26% not very likely

c. Discuss the implications of this falsification by statistics.

13. What is the point of drawing a misleading graph in a report?

TOPIC 6 Statistics in the media  235

6.4 Statistical investigations [Stages 5.2 and 5.3]
6.4.1 Using primary data
•• This section deals with the steps involved in carrying out a
statistical investigation with primary data collection.
•• Assume you have been given the task of describing which
pizza on the market is the best value for money.
•• This is a very broad investigation, and each stage of the inves-
tigation must be carefully planned.
–– Collecting the data
–– Organising the data
–– Performing calculations
–– Analysing the data
–– Reporting the results
Collecting the data
•• At this initial stage, questions should be posed with regard to the data.
•• What data should be collected?
–– Best value for money involves the price and size of the pizza. Data on both of these need to be
collected.
–– Stores have different prices for different sizes.
–– Would size best be measured as area or mass?
–– Not all pizzas are round; some are rectangular.
–– What about the variety of toppings? A standard one should be chosen.
–– Should frozen pizzas be included?
•• How should the data be collected?
–– It is not possible to buy every pizza on the market, so what alternatives are there?
–– A store is probably not willing to allow their pizzas to be weighed, so mass is most likely out of
the question.
–– Will the store allow their pizzas to be measured?
•• What problems are likely to be encountered?
–– How many different companies sell pizza?
Organising the data
•• The data should be organised into some sort of table format.
–– What format is appropriate for this investigation?
–– A table with column headings ‘Price’ and ‘Measurements’ will organise the data.

Price Measurements Area Value for money

•• Take time to design the table so figures required for calculation are readily visible.
–– What calculations are required at this stage?
–– Measurements are required to calculate the area of each pizza.
•• Think forward and add extra columns for future calculations.
–– What further calculations are needed?
–– ‘Area’ and ‘Value for money’ need to be calculated. Provide two extra columns for these.

236  Maths Quest 10 Stage 5 NSW Australian curriculum

Performing calculations
•• What calculations need to be performed?
•• Area and value for money are required in this case. How should these be calculated? Dividing price by
area gives results in $/cm2, whereas dividing area by price gives results in cm2/$.
Analysing the data
•• Are there any anomalies or obvious calculation errors?
•• Do the calculated results make sense?
•• In this case, if value for money is calculated in units of $/cm2, the pizza with the smallest of these
values is the best value for money. Using units of cm2/$, the pizza with the highest of these values
gives the best value for money.
•• Would the inclusion of graphs be appropriate?
Reporting the results
•• The results should be reported in a clear, concise manner.
•• Justify any conclusions.
•• Are there any anomalies or exceptions to mention?

6.4.2 Using secondary data

•• The procedure for undertaking a statistical investigation using secondary data is similar to that for
primary data, the difference being that you sometimes have to search for data in several areas before
you find the appropriate source.
Suppose you were given this assignment.

There have been _________ prime ministers of Australia since 1901 until this day.
There have been _________ elections.
_________ prime ministers have been defeated at a general election.
There have been _________ changes of prime minister without an election.
The average length these prime ministers served in office is _________.
Undertake a statistical investigation to complete the details.

Collecting the data

•• What data should be collected?
•• Where can the data be found? The internet is probably a good starting point, but not all sites are
­reliable.
•• If there are multiple sources for the data, are they all in agreement?
•• How many of these statements require calculations?
Organising the data
•• Design a table to record all the data.
•• Consider how many columns are necessary.
•• Leave columns for calculations.
Performing calculations
•• There is at least one calculation here — to determine the average length of time served in office. Are
there any more?
Analysing the data
•• Do all the calculated values make sense?
•• Would a graph be appropriate?

TOPIC 6 Statistics in the media  237

Reporting the results
•• Complete the details.
•• Acknowledge the source(s) of the secondary data.

6.4.3 Investigating media reports

•• Reports in the media often provide a good starting point for an interesting investigation. Here are a
few suggestions.
Media report 1
Here is an article on the number of female MPs in the Turnbull Government. The author is Peta Credlin, a
columnist for the Daily Telegraph.

Who’s got a woman problem now? It’s you, Malcolm

Peta Credlin
THE next time you see footage of the Prime Minister in parliament, take a closer look.
They won’t ever admit it but every face you see in the camera shot behind him is deliberately
chosen, and they’ve spent hours doing it.
You might think it’s a reward to get one of these prized positions but in fact, it’s an indictment;
you’re either so marginal that it’s odds on you will lose your seat at the next election, or you’re a
woman, and they’re desperately trying to make their ranks look healthy when in fact the numbers are
in dangerous decline.
With polls consistently backing in Labor, it’s well known that the Turnbull Government is in
trouble.
Not only is it likely that the Coalition will suffer a generational wipe-out of female MPs at the next
election but women voters are leaving the Coalition in droves.
For the man who likes to think he’s got the Midas touch when it comes to women, Malcolm
Turnbull’s result in the Australian Electoral Study is the worst of any Liberal leader in 30 years.
According to the AES which analyses voter data via a significant survey taken immediately after
each federal election, Turnbull’s 2016 result saw the lowest number of women vote Liberal-National
since the survey started in 1987.
In fact, at 35 per cent, his result among women is the only time the Coalition has fallen below
40 per cent over the same period with every other Liberal predecessor at least six percentage points
above Turnbull’s result.
Throughout his time in office, John Howard collected between 55 – 48 per cent of the female vote
and even his 1987 election loss, at 43 per cent, was eight points better than Turnbull’s ‘win’ last year.
What about Tony Abbott? In 2013, he secured 45 per cent of the female vote, up from 41 per cent
in 2010 election survey. Indeed, this analysis busts the myth that between the two men, Abbott was
the one with the ‘woman problem’ because the survey shows his result in 2013 bettered Turnbull’s by
eight plus percentage points in every age bracket between 18 – 64 years.
Looking at these AES results, and the Coalition’s ranks, it’s clear the Turnbull Government has got
a problem with women that it must urgently address.
At present, the Government has 76 members in the House of Representatives comprising 63 men,
and only 13 women (see now why the seats behind the PM matter?).
If the polling trend continues, it’s likely it will head into opposition at the next election with the
number of female lower house MPs in single digits.

238  Maths Quest 10 Stage 5 NSW Australian curriculum

 With more women in the population than men, more women coming through our schools and
universities than ever before, this is an unacceptable reality for any political party claiming to
­represent mainstream modern Australia.
The Coalition has a proud record of female achievement but it has fallen dismally behind when it
comes to getting women into parliament.
While significant appointments might be worthy, they don’t seem to have impacted how women
see the Coalition. Indeed, while the Coalition’s had its first female deputy leader for a decade now,
things have actually gone backwards.
There’s been great work done by the Menzies Research Centre on the reasons why but those in
charge of the party organisation have been slow to take them up.
I’m pleased that Abbott’s target of 50 per cent female representation by 2025 has been reaffirmed
by Turnbull but as I bluntly told the former PM at the time, it means nothing unless there’s practical
measures to make it happen, and plenty of transparency too.
I’m still not sure if the Coalition is serious when it comes to boosting the number of women in
parliament. This week’s factional game to undermine and damage Kelly O’Dwyer when there was
never a challenger is a case in point.
Maybe the fact that blokes might actually lose their own seats, and government, as female voters
desert the Coalition will be enough to shock them into action?
Let’s hope so because this isn’t just crisis time for women in the Coalition, it’s a crisis for the
Coalition itself.

Source: The Daily Telegraph

•• Many articles such as the one above are written and published every day in newspapers, and websites.
How could you find evidence of the truth of some of the statements in the article?

Media report 2

How money changes your brain, behaviour and beliefs

I recently went to see Cyndi Lauper and Blondie play at the Bimbadgen Estate in the Hunter Valley.
It was a fabulous afternoon with great music and plenty of good wine shared with friends. But
when Lauper sang ‘Money Changes Everything’ from her 1983 album She’s So Unusual, I started
thinking.
Is it true?
Certainly money – and an older target audience – is likely behind the fact that the expensive seated
area was in front of the stage where the dance floor should be. That made me a little sad.
We often hear stories about families tearing themselves apart over an inheritance, or that stress over
money problems is one of the highest causes of relationship breakdown.
But can having money change your core personality and values?
Cyndi Lauper sang ‘Money Changes Everything’. It turns out she was right.
Social psychologist Paul Piff gave an interesting TEDx Talk in 2013 about how wealth can change
someone’s behaviour and beliefs about themselves.
He cited one study in the United States in which researchers brought rich and poor members of the
community into the lab, and gave each of them the equivalent of $US10. The participants were told
they could keep the $10 for themselves, or share a portion of it with an anonymous stranger.

TOPIC 6 Statistics in the media  239

 Individuals who made $US25,000 a year gave 44 per cent more of their money to the stranger than
individuals making $US150,000 or more a year.
Another study in California suggested that drivers in cheap cars were more likely to stop for
pedestrians than those in expensive cars.
But none of this is set in stone. It’s not that rich people are born with different attitudes, or that they
are immutably set from their upbringing; the evidence suggests they’re reacting to their changed
circumstances and can shift back again.
The most striking study was one at UC Berkeley where more than 100 strangers played rigged
games of Monopoly. One player was given twice as much starting cash and, when they passed Go,
they collected twice the salary. They also got to roll both dice instead of one, so they got to move
around the board more quickly.
As the game went on, the rich players started to assert their dominance: moving their pieces more
loudly, talking about how well they were going, being rude to the other player, and eating more of the
pretzels provided for both players.
At the end the researchers asked the players to talk about their experiences during the game. The
rich players – who’d been given a huge advantage by the flip of a coin – talked about the strategies
they used to buy different properties and how they earned their success in the game.
I’ve written before about how people tend to undervalue the importance of luck in their own
success.
The good news is that people with wealth can remain generous and grateful if they work at it.
In 2010, a series of studies out of UCSF found lower-class participants were better able to read the
facial expressions of people in photos, and of strangers in mock interviews, to discern their emotions.
When upper-class participants were told to imagine themselves in the position of lower-class
people, it boosted their ability to detect other people’s emotions.
This suggests that the effects of wealth on our behaviour are not hardwired, but we can boost our
emotional intelligence through deliberate practice.
Piff talked about another study in his lab in which people watched a brief video, just 46 seconds
long, about childhood poverty. After that the researchers looked at how willing people were to give up
their time to a person in distress.
After watching the video, rich people became just as generous of their own time to help out a
stranger as poor people. Again, this suggests that the differences between rich and poor people can be
altered or influenced by small changes.
Unfortunately, while poor people may find it easier to understand how others are feeling, they may
also find it harder to make good decisions if they’re stressed about money.
A 2013 study published in Science suggested that lack of money or time could have negative
effects on the brain, possibly because poverty imposes a cognitive load that saps attention and reduces
effort.
The researchers looked at shoppers in a New Jersey mall and farmers in Tamil Nadu, India. They
found that considering a projected financial decision, such as how to pay for a car repair, affects
people’s performance on unrelated spatial and reasoning tasks. Both lower-income and higher-income
individuals did fine if the cost was low, but only lower-income people performed poorly if the repairs
were expensive.
Similarly, the sugarcane farmers from Tamil Nadu performed these tasks better after harvest than
before.
It’s unfashionable these days to talk about such things as ‘character’ and ‘virtue’, unless of course
it’s framed as ‘self improvement’ or ‘self help’.

240  Maths Quest 10 Stage 5 NSW Australian curriculum

 If you’re taking the advice in the Money section, hopefully you’re increasing your personal wealth
as a result. There’s nothing wrong with that at all.
But if you don’t want money to warp your sense of self, I believe these studies are a good reminder
to consciously cultivate empathy and respect for others. It turns out being a good person isn’t innate;
it takes practice.
I’ve always disliked the attention-seeking nature of politicians and business leaders volunteering in
soup kitchens or sleeping rough for the Vinnies CEO Sleepout, but maybe I should rethink my natural
opposition.
We’d also do well to think about how this works on a societal level, as the trend to inequality
accelerates.
If Australia is losing its egalitarian nature, is that why politics is becoming so polarised?

Source: The Sydney Morning Herald

•• Do you agree with the contents of the article above? How correct do you believe the author’s conclu-
sions are?
Media report 3

Get rich by focusing on process not outcome

Noel Whittaker
Every year has two days when we are reminded to reflect on what has passed, and what we can
change in the future. They are January 1, the start of a new calendar year, and July 1, the start of a
new financial year. Here we are, just two months from the end of the current financial year.
By now, January is probably a dim memory, and all those New Year’s resolutions you made to lose
weight and get your finances in order may have gone with it. You’re probably berating yourself with
statements like, ‘I’ve got no willpower’ or ‘this happens every year’.
Take heart — the sad truth is that the human body is not wired for long-term planning. Our
­ancestors were hunters and gatherers who lived by the rule of fight or flight. Their dominant thoughts
were purely about survival.
As a result, we instinctively prefer an action with a fast pay-off, over one with a long-term result.
The scientific name for it is hyperbolic discounting – it causes people to make choices that can lead to
short-term pleasure, but long-term disaster.
Credit card usage is an obvious example. Who cares about paying interest at 20 per cent on their
credit card balance, living beyond their means, or getting into financial strife when they can simply
swipe their credit card and get a retail fix on the spot?
Research from Johns Hopkins University reveals that only one in 10 coronary bypass patients make
the necessary changes to their lifestyle to prevent further attacks. The remaining nine in 10 still opt
for the short-term pleasures of unhealthy food and no exercise.
To make it more difficult, long-term progress by its nature is slow and erratic, and is often
­discouraging. Imagine you got excited about investing $500 a month into a managed fund that
matched the All Ordinaries Index. If the market had a great year and produced 12 per cent compound
you would have $6341 at year’s end. The profit would be just $341. However, if the market had a bad
year and went backwards by 5 per cent, your portfolio would be worth $5864. The difference is
minimal.

TOPIC 6 Statistics in the media  241

 This is the point where most people give up, and move onto something else with the lure of a quick
high return. However, if you kept investing that $500 a month for 35 years, and the investment
averaged 9 per cent a year, the portfolio would grow to $1.4 million.
It works the same when you are paying off a mortgage. If you owed $300, 000 on your home at 5.5
per cent with monthly repayments of $1703, over the term of 30 years total interest payable would be
$314,000.
Suppose you learned about the effect of compound interest and decided to slash your home loan to
20 years by raising your payments to $2064 a month, which would save over $119, 000 in interest.
It’s a most exciting prospect, but after five long years at the higher payments, you would still owe
$253,000, and may well be starting to feel the result isn’t worth the effort. But hang in there for
another 20 years and it would be paid off. In contrast, leaving the payments at $1703 you would still
owe $157,000 in 20 years’ time.
This leads us to a fundamental success principle, which is applicable in every aspect of your
life – focus on the process and not the outcome. Because success comes slowly, you will almost
certainly get discouraged and probably give up if you keep thinking about the outcome. It’s like
planting a seedling and then digging it up every year to see if it’s growing. The secret is to get excited
about the process, in the knowledge that the right process, if followed through, will almost always
lead to the outcome you are looking for.

Source: The Sydney Morning Herald

•• The article above has a great deal of sound financial advice. Review the article and provide a summary
of the main points made by the author.

ACTIVITY: FACEBOOK USAGE

Below are a few statistics on Facebook users. This data was reported
in 2017.
• There are more than 1.86 billion active users.
• In Europe over 307 million people are on Facebook
• More than 300 million photos are uploaded to the site each month.
Write a report summarising the usage of Facebook throughout the world.
How will you know that the statistics you are using are correct?

Exercise 6.4 Statistical investigations

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–7, 9 1–9 1–11

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.

242  Maths Quest 10 Stage 5 NSW Australian curriculum

Understanding and fluency
1. a. Write a plan detailing how you would collect primary data to
undertake an investigation to determine which pizza on the market is
the best value for money.
b. Undertake your investigation.
c. Report on the results of your findings.
2. Undertake an investigation on the history of prime ministers in Aus-
tralia. Report your findings.
3. Find evidence of the facts presented by Peta Credlin in her article
entitled ‘Who’s got a woman problem now? It’s you, Malcolm’ (Media
report 2). Provide your thoughts as to the accuracy of her claims.
4. In Media report 2, the author states: ‘Cyndi Lauper sang ‘Money
Changes Everything’. It turns out she was right.’ Comment on this
statement.
5. Comment on the items in the summary you prepared after reading the
article ‘Get rich by focusing on process not outcome’ (Media report 3).
6. Search for a media article you would like to investigate. Provide a full report on your findings.
Communicating, reasoning and problem solving
7. An investigation is to be conducted to find the two most popular television programs in Australia. For
each of the following samples, explain why they would be biased.
a. A sample of 100 students from a city secondary school.
b. A sample of 100 people passing a certain point in a busy city street at lunchtime.
c. How would you go about selecting a sample of people?
8. There has been a rise in supermarket-owned brands in Australia. These are commonly available in
supermarkets such as Woolworths, Coles and Aldi. It has been said that these brands account for
almost one-quarter of all grocery sales. It has also been claimed that the quality of supermarket-owned
brands is comparable with the equivalent market-leading brands, although the supermarket-owned
brands are much cheaper.
Assume you are planning to undertake a study of a particular grocery line (e.g. baked beans or
breakfast cereal). Write a plan of how you would undertake this study.
9. You wish to assess the opinion of a local population on the possible closure of their hospital.
a. What target population would you use?
b. What resources would you use?
c. What are the possible biases in conducting such an experiment?
10. What would you consider to be the most important factor in reporting the results of a statistical
investigation?
11. List five positive even integers that have a mean of 8 and a median of 10. How many possible
solutions are there?

TOPIC 6 Statistics in the media 243

6.5 Estimating population
means and m
­ edians [Stages 5.2 and 5.3]
6.5.1 Populations
•• The term population refers to a complete set of individuals, objects or events belonging to some category.
•• When data are collected from a whole population, the process is known as a census.
–– It is often not possible, nor cost-effective, to conduct a census.
–– For this reason, samples have to be selected carefully from the population. A sample is a subset of
its population.

WORKED EXAMPLE 11

List some of the problems you might encounter in trying to collect

data on the following populations.
a The life of a mobile phone battery
b The number of possums in a local area
c The number of males in Australia
d The average cost of a loaf of white bread
THINK WRITE
For each of these scenarios, consider how the
data might be collected, and the problems in
obtaining these data.
a The life of a mobile phone battery a The life of a mobile phone battery cannot be
measured until it is dead. The battery life also
depends on how the phone is used, and how many
times it has been recharged.
b The number of possums in a local area b It would be almost impossible to find all the
­possums in a local area in order to count them.
The possums also may stray into other areas.
c The number of males in Australia c The number of males in Australia is ­constantly
changing. There are births and deaths every second.
d The average cost of a loaf of white bread d The price of one particular loaf of white bread
varies widely from one location to another.
­Sometimes the bread is on ‘special’ and this would
affect the calculations.

6.5.2 Why the deviations are squared

•• Surveys are conducted using samples. Ideally the sample should reveal generalisations about the
­population.
•• A random sample is generally accepted as being an ideal representation of the population from which
it was drawn. However, it must be remembered that different random samples from the same p­ opulation
can produce different results. This means that we must be cautious about making ­predictions about a
population, as results of surveys conducted using random samples may vary.
•• A sample size must be sufficiently large. As a general rule, the sample size should be about √N, where
N is the size of the population.

244  Maths Quest 10 Stage 5 NSW Australian curriculum

WORKED EXAMPLE 12

A die was rolled 50 times and the following results were obtained.
6 5 3 1 6 2 3 6 2 5 3 4 1 3 2 6 4 5 5 4 3 1 2 1 6 4 5 2
3 6 1 5 3 3 2 4 1 4 2 3 2 6 3 4 6 2 1 2 4 2.
a Determine the mean of the population (to 1 decimal place).
b A suitable sample size for this population would be 7(√50 ≈ 7.1).
i Select a random sample of 7 scores and determine the mean of these scores.
ii Select a second random sample of 7 scores and determine the mean of these.
iii Select a third random sample of 20 scores and determine the mean of these.
c Comment on your answers to parts a and b.
THINK WRITE
a Calculate the mean by first finding the sum a Population mean
of all the scores, then dividing by the   = Σx
number of scores (50). n
169
=
50
= 3.4
b i Use a calculator to randomly generate b i The 7 scores randomly selected are numbers
7 scores from 1 to 50. 17, 50, 11, 40, 48, 12, 19 in the set of 50 scores.
Relate these numbers back to the scores, These correspond to the scores 4, 2, 3, 3, 2, 4, 5.
then calculate the mean. 23
The mean of these scores = = 3.3.
7
ii Repeat bi to obtain a second set of ii Ignore the second and third attempts to select
7 randomly selected scores. 7 random numbers because of repeated numbers.
This second set of random numbers The second set of 7 scores randomly selected is
­produced the number 1 twice. Try again. numbers 16, 49, 2, 42, 31, 11, 50 of the set of 50.
Another attempt produced the number These correspond to the scores 6, 4, 5, 6, 1, 3, 2.
14 twice. Try again. 27
The mean of these scores = = 3.9.
A third attempt produced 7 different 7
numbers. This set of 7 random numbers
will then be used to, again, calculate the
mean of the scores.
iii Repeat for a randomly selected iii The set of 20 randomly selected numbers
20 scores. ­produced a total of 68.
68
Mean of 20 random scores = = 3.4
20
c Comment on the results. c The population mean is 3.4.
The means of the two samples of 7 are 3.3
and 3.9. This shows that, even though the
­samples are randomly selected, their calculated
means may be different.
The mean of the sample of 20 scores is 3.4.
This indicates that by using a bigger sample
the result is more accurate than those obtained
with the smaller samples.

TOPIC 6 Statistics in the media  245

 ACTIVITY: SAMPLING ERRORS, WAY TO BE RANDOM!
Equipment: pen and paper
1. In groups of 3, think of 3 different ways that you could randomly select 10 people from a group of 50 people
(25 males and 25 females ranged in age from 20 to 70) to survey their thoughts on global warming.
2. What factors do you need to consider? What would be considered a random sample? List any possible bias
that could come from this group.
3. Using the information in the table below, trial your 3 methods of random sampling and comment on the
groups you obtain.

Male 45 68 21 36 70 22 23 37 41 55 59 66 29 33 65 51 24 70 48 26 32 21 57 42 61

Female 33 32 57 52 44 68 70 61 23 25 57 36 41 49 26 47 55 68 70 20 34 49 51 67 42

4. As a class, discuss why it is important that randomly chosen data values have to have an equally likely
chance of being selected.

6.5.3 To sample or to conduct a census?

•• The particular circumstances determine whether data are collected from a population, or from a sample
of the population. For example, suppose you collected data on the height of every Year 10 student in
your class. If your class was the only Year 10 class in the school, your class would be the population.
If, however, there were several Year 10 classes in your school, your class would be a sample of the
Year 10 population.
•• Worked example 12 showed that different random samples can produce different results. For this
reason, it is important to acknowledge that there could be some uncertainty when using sample results
to make predictions about the population.

DISCUSSION
Why are samples collected instead of a census, which gives a complete picture of a data set?

WORKED EXAMPLE 13

For each of the following situations, state whether the information was obtained by census or
survey. Justify why that particular method was used.
a A roll call is conducted each morning at school to determine which students are absent.
b TV ratings are collected from a selection of viewers to discover the popular TV shows.
c Every hundredth light bulb off an assembly production line is tested to determine the life of
that type of light bulb.
d A teacher records the examination results of her class.
THINK WRITE

a Every student is a This is a census. If the roll call only applied to a sample of the
recorded as being present students, there would not be an accurate record of attendance at
or absent at the roll call. school. A census is essential in this case.
b Only a selection of the b This is a survey. To collect data from the whole viewer population
TV ­audience ­contributed would be time-consuming and expensive. For this reason, it is
to these data. appropriate to select a sample to conduct the survey.

246  Maths Quest 10 Stage 5 NSW Australian curriculum

 c Only 1 bulb in every 100 c This is a survey. Light bulbs are tested to destruction (burn-out) to
is tested. determine their life. If every bulb was tested in this way, there
would be none left to sell! A survey on a sample is essential.
d Every student’s result is d This is a census. It is essential to record the result of every student.
recorded.

RESOURCES — ONLINE ONLY

Interactivity: Sample sizes (int-6183)

Digital doc: SkillSHEET Determining suitability of questions for a survey (doc-5337)
Digital doc: SkillSHEET Finding proportions (doc-5338)
Digital doc: SkillSHEET Distinguishing between types of data (doc-5339)
Digital doc: SkillSHEET Reading bar graphs (doc-5340)

Exercise 6.5 Estimating population means and medians

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–3, 5, 7, 10 1–4, 6, 8, 11, 14 1–3, 5, 7, 9–15

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE11 List some of the problems you might encounter in trying to collect data from the following
­populations.
a. The life of a laptop computer battery
b. The number of dogs in your neighbourhood
c. The number of fish for sale at the fish markets
d. The average number of pieces of popcorn in a bag of popcorn
2. WE12 A die was rolled 50 times and the following results were obtained.
6 5 3 1 6 2 3 6 2 5 3 4 1 3 2 6 4 5 5 4 3 1 2 1 6 4 5 2 3 6 1 5 3 3 2
4 1 4 2 3 2 6 3 4 6 2 1 2 4 2
The mean of the population is 3.4. Select your own samples for the following questions.
a. Select a random sample of 7 scores and determine the mean of these scores.
b. Select a second random sample of 7 scores and determine the mean of these.
c. Select a third random sample of 20 scores and determine the mean of these.
d. Comment on your answers to parts a, b and c.
3. WE13 In each of the following scenarios, state whether the information was obtained by census or
survey. Justify why that particular method was used.
a. Seating for all passengers is recorded for each aeroplane flight.
b. Movie ratings are collected from a selection of viewers to discover the best movies for the week.
c. Every hundredth soft drink bottle on an assembly production line is measured to determine the
volume of its contents.
d. A car driving instructor records the number of hours each learner driver has spent driving.

TOPIC 6 Statistics in the media  247

 4. For each of the following, state whether a census or a survey has been used.
a. Two hundred people in a shopping centre are asked to nominate the supermarket where they do most
of their grocery shopping.
b. To find the most popular new car on the road, 500 new car buyers are asked what make and model
they purchased.
c. To find the most popular new car on the road, data are obtained from the transport department.
d. Your Year 10 Maths class completed a series of questions on the amount of maths homework for Year
10 students.
5. To conduct a statistical investigation, Gloria needs to obtain information from 630 students.
a. What size sample would be appropriate?
b. Describe a method of generating a set of random numbers for this sample.
6. A local council wants the opinions of its residents regarding its endeavours to establish a new sporting
facility for the community. It has specifically requested all residents over 10 years of age to respond to
a set of on-line questions.
a. Is this a census or a survey?
b. What problems could you encounter ­collecting data this way?
7. A poll was conducted at a school a few days before the election for Head Boy and Head Girl. After
the election, it was discovered that the polls were completely misleading. Explain how this could have
happened.
8. A sampling error is said to occur when results of a sample are different from those of the population
from which the sample was drawn. Discuss some factors which could introduce sampling errors.
Communicating, reasoning and problem solving
9. Since 1961, a census has been conducted in Australia every 5 years. Some people object to the census
on the basis that their privacy is being invaded. Others say that the expense involved could be directed
to a better cause. Others say that a sample could obtain statistics which are just as accurate. What are
your views on this? Justify your statements.
10. Australia has a very small population compared with other countries such as China and India. These
are the world’s most populous nations, so the problems we encounter in conducting a census in
Australia would be insignificant compared with those encountered in those countries. What different
problems would authorities come across when conducting a census there?
11. The game of Lotto involves picking the same 6 numbers in the range 1 to 45 as have been randomly
selected by a machine containing 45 numbered balls. The balls are mixed thoroughly, then 8 balls are
selected representing the 6 main numbers, plus 2 extra numbers, called supplementary numbers.
The following two lists show the number of times each number had been drawn over a period of
time, and the number of weeks since each particular number has been drawn.
NUMBER OF WEEKS SINCE NUMBER OF TIMES EACH NUMBER
EACH NUMBER DRAWN DRAWN SINCE DRAW 413
1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
1 5 2 1 1 7 - 4 246 238 244 227 249 241 253 266
9 10 11 12 13 14 15 16 9 10 11 12 13 14 15 16
3 3 1 5 5 7 - 4 228 213 250 233 224 221 240 223
17 18 19 20 21 22 23 24 17 18 19 20 21 22 23 24
9 - 9 2 2 12 10 8 217 233 240 226 238 240 253 228
25 26 27 28 29 30 31 32 25 26 27 28 29 30 31 32
5 11 17 2 3 3 - 22 252 239 198 229 227 204 230 226
33 34 35 36 37 38 39 40 33 34 35 36 37 38 39 40
4 3 - 1 12 - 6 - 246 233 232 251 222 221 219 259
41 42 43 44 45 41 42 43 44 45
6 1 7 - 31 245 242 237 221 224

If these numbers are randomly chosen, explain the differences shown in the tables.

248  Maths Quest 10 Stage 5 NSW Australian curriculum

12. A sample of 30 people was selected at random from those attending a local swimming pool.
Their ages (in years) were recorded as follows:
19, 7, 58, 41, 17, 23, 62, 55, 40, 37, 32, 29, 21, 18, 16, 10, 40, 36, 33, 59, 65, 68, 15,
9, 20, 29, 38, 24, 10, 30.
a. Find the mean and the median age of the people in this sample.
b. Group the data into class intervals of 10 (0 – 9 etc.) and complete the frequency distribution table.
c. Use the frequency distribution table to calculate an estimate of the mean age.
d. Calculate the cumulative frequency and, hence, plot the ogive.
e. Estimate the median age from the ogive.
f. Compare the mean and median of the original data in part a with the estimates of the mean and the
median obtained for the grouped data in parts c and e.
g. Were the estimates good enough? Explain your answer.
13. The typing speed (words per minute) was recorded for a group of Year 8 and Year 10 students.
The results are displayed in this back-to-back stem plot.
Key: 2 | 6 = 26 wpm
Leaf: Year 8 Stem Leaf: Year 10
99 0
9865420 1 79
988642100 2 23689
9776410 3 02455788
86520 4 1258899
5 03578
6 003
Write a report comparing the typing speeds of the two groups.
14. A well-known saying about statistics is: Statistics means never having to say you’re certain. What
does this saying mean?
15. A fisheries and wildlife officer released 200 tagged trout into a lake. A week later, the officer took a
sample of 50 trout and found that 8 of them were tagged. The officer can use this information to
estimate the population of trout in the lake. How many trout are now in the lake?

6.6 Review
Investigation | Rich task
Populations and samples
In this task we will see how closely a sample resembles the population. (Digital technology should
be used to answer the following questions.)
The following table gives information about literacy rates (as percentages) for the entire popu-
lation in 100 countries and for males and females in each country. This task will only use the first
column of literacy rates for the country. Other conclusions may be drawn from the male and female
literacy rates and possibly compared to the overall literacy rates in this investigation.
1. Find the five-figure summary for the 100 countries’ literacy rates and draw a boxplot.
2. Find the mean and standard deviation.
3. Take a sample of 20 from the set of 100 countries using a random number generator and make a
list of the countries and their literacy rates.
4. Find the five-number summary for your sample.
5. Find the mean and standard deviation for your sample.

TOPIC 6 Statistics in the media  249

 6. Draw a boxplot that compares your sample with the whole population.
7. Describe the sample data obtained in terms of the ­population as a whole. In particular, concen-
trate on the middle 50 per cent of the data.
8. Take another two random samples of 20 countries and draw boxplots of all three on the same
scale. Comment on these three samples.
9. Find the mean and standard deviation for the three samples. How do they compare?
10. From the results you have obtained, how would you describe the reliability of a sample com-
pared with using the whole population?
Country Literacy (%) Male literacy (%) Female literacy (%)
 1 Afghanistan 29 44 14
 2 Argentina 98 99 98
 3 Armenia 98 100 100
 4 Australia 100 100 100
 5 Azerbaijan 98 100 100
 6 Bahrain 77 55 55
 7 Bangladesh 35 47 22
 8 Barbados 99 99 99
 9 Belarus 99 100 100
10 Bolivia 78 85 71
11 Botswana 72 32 16
12 Brazil 81 82 80
13 Bulgaria 98 99 98
14 Burkina Faso 24 34 14
15 Burundi 50 61 40
16 Cambodia 35 48 22
17 Cameroon 54 66 45
18 Canada 97 97 97
19 Cent. Afri. R 27 33 15
20 Chile 93 94 93
21 China 78 87 68
22 Colombia 87 88 86
23 Costa Rica 93 93 93
24 Croatia 98 99 97
25 Cuba 94 95 93
26 Dominican R. 83 85 82
27 Ecuador 88 90 86
28 Egypt 48 63 34
29 El Salvador 73 76 70
30 Estonia 99 100 100
31 Ethiopia 24 32 16
32 Finland 100 100 100
33 France 99 99 98
34 Gabon 61 74 48
35 Gambia 27 39 16
36 Georgia 99 100 100
37 Germany 99 99 98
38 Greece 93 98 89
39 Guatemala 55 63 47
40 Haiti 53 59 47
41 Honduras 73 76 71
42 Hungary 99 99 98
43 Iceland 100 100 100
44 India 52 64 39
45 Indonesia 77 84 68

250  Maths Quest 10 Stage 5 NSW Australian curriculum

 Country Literacy (%) Male literacy (%) Female literacy (%)
 46 Iran 54 64 43
 47 Iraq 60 70 49
 48 Ireland 98 99 97
 49 Israel 92 95 89
 50 Italy 97 98 96
 51 Japan 99 99 99
 52 Jordan 80 89 70
 53 Kenya 69 80 58
 54 Kuwait 73 77 67
 55 Latvia 99 100 100
 56 Lebanon 80 88 73
 57 Liberia 40 50 29
 58 Libya 64 75 50
 59 Lithuania 99 99 98
 60 Malaysia 78 86 70
 61 Mexico 87 90 85
 62 Morocco 50 61 38
 63 N. Korea 99 99 99
 64 Netherlands 100 100 100
 65 New Zealand 99 99 99
 66 Nicaragua 57 57 57
 67 Nigeria 51 62 40
 68 Norway 99 99 99
 69 Oman 71 80 62
 70 Pakistan 35 47 21
 71 Panama 88 88 88
 72 Paraguay 90 92 88
 73 Peru 85 92 79
 74 Philippines 90 90 90
 75 Poland 99 99 98
 76 Portugal 85 89 82
 77 Russia 99 100 100
 78 Rwanda 50 64 37
 79 S. Korea 96 99 99
 80 Saudi Arabia 62 73 48
 81 Senegal 38 52 25
 82 Singapore 88 93 84
 83 Somalia 24 36 14
 84 South Africa 85 86 86
 85 Spain 95 97 93
 86 Sweden 99 99 99
 87 Switzerland 99 99 99
 88 Syria 64 78 51
 89 Thailand 93 96 90
 90 Turkey 81 90 71
 91 U. Arab Em. 68 70 63
 92 UK 99 99 99
 93 USA 97 97 97
 94 Uganda 48 62 35
 95 Ukraine 97 100 100
 96 Uruguay 96 97 96
 97 Uzbekistan 97 100 100
 98 Venezuela 88 90 87
 99 Vietnam 88 93 83
100 Zambia 73 81 65

TOPIC 6 Statistics in the media  251

 RESOURCES — ONLINE ONLY

Digital doc: Investigation — Populations and samples (doc-15942)

Digital doc: Code puzzle — Animals that originated in Australia include… (doc-15943)
Digital doc: Summary Topic 6 (doc-22904)
Interactivity: Word search Topic 6 (int-2865)
Interactivity: Crossword Topic 6 (int-2866)
Interactivity: Sudoku Topic 6 (int-3601)

Exercise 6.6 Review questions

To answer questions online and to receive immediate feedback and fully worked solutions for
every ­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may
vary slightly.
Understanding and fluency
1. List some problems you might encounter in trying to collect data from the following populations.
a. The average number of mL in a can of soft drink
b. The number of fish in a dam
c. The number of workers who catch public transport to work each weekday morning
2. a. Calculate the mean of the integers 1 to 100.
b.  i. Randomly select 10 numbers in the range 1 to 100.
ii. Calculate the mean of these numbers.
c.  i.  Randomly select 20 numbers in the range 1 to 100.
ii. Calculate the mean of these numbers.
d. Comment on the similarities/differences between your means calculated in parts a, b and c.
3. For each of the following investigations, state whether a census or a survey has been used.
a. The average price of petrol in Canberra was estimated by averaging the price at 30 petrol
­stations in the area.
b. The performance of a cricketer is measured by looking at his performance in every match
he has played.
c. Public opinion on an issue is sought by a telephone poll of 2000 homes.
4. Traffic lights (red, amber, green) are set so that each colour shows for a set amount of time.
Describe how you could use a spinner to simulate the situation so that you could determine
(on ­average) how many sets of lights you must encounter in order to get two green lights in
­succession.
5. MC John and Bill play squash each week. In any given game they are evenly matched. A device that
could not be used to represent the outcomes of the situation is:
a. a die b. a coin
c. a circular spinner divided into 2 equal sectors d. a circular spinner divided into 5 equal sectors
e. a circular spinner divided into 4 equal sectors
Number of
6. The table at right shows the number of students in each year level
Year students
from Years 7 to 12.
 7 230
Draw two separate graphs to illustrate the following.
 8 200
a. The principal of the school claims a high retention rate in Years 11 and
 9 189
12 (that is, most of the students from Year 10 continue on to complete
Years 11 and 12). 10 175
b. The parents claim that the retention rate of students in Years 11 and 11 133
12 is low (that is, a large number of students leave at the end of Year 10). 12 124

252  Maths Quest 10 Stage 5 NSW Australian curriculum

 7. Records from a school were examined to determine the number of absent days of both boys and girls
over the two years of Year 9 and Year 10. The result is shown in this stem-and-leaf plot.
Key: 2 | 1 = 21 days
Leaf: Boys Stem Leaf: Girls
0 17
7410 1 24799
9976653110 2 133466
87752 3 4448
2 4 36
5 4
a. Calculate the median number of days absent for both boys and girls.
b. Calculate the range for both boys and girls.
c. Comment on the distribution of days absent for each group.
8. Fifteen boys and fifteen girls were randomly chosen from a group of 900 students. Their heights
(in metres) were measured as shown below.
Boys: 1.65, 1.71, 1.59, 1.74, 1.66, 1.69, 1.72, 1.66, 1.65, 1.64, 1.68, 1.74, 1.57, 1.59, 1.60
Girls: 1.66, 1.69, 1.58, 1.55, 1.51, 1.56, 1.64, 1.69, 1.70, 1.57, 1.52, 1.58, 1.64, 1.68, 1.67
a. Comment on the size of the sample.
b. Display the data as a back-to-back stem plot.
c. Compare the heights of the boys and girls.
9. The stem plot below is used to display the number of vehicles sold by the Ford and
Holden dealerships in a Sydney suburb each week for a three-month period.
Key: 1 | 5 = 15 vehicles
Leaf: Ford Stem Leaf: Holden
74 0 39
952210 1 111668
8544 2 2279
0 3 5
a. State the medians of both distributions.
b. Calculate the ranges of both distributions.
c. Calculate the interquartile ranges of both distributions.
d. Show both distributions on a parallel box plot.
10. The box plots drawn below display statistical data for two Sydney Swans
AFL teams over a season.
a. Which team had the higher median score? Brisbane Lions
b. What was the range of scores for each team? 50 60 70 80 90 100110120130140150 Points
c. For each team calculate the interquartile range.
11. Tanya measures the heights (in m) of a group of Year 10 boys and girls and produces the following
five-point summaries for each data set.
Boys:  1.45, 1.56, 1.62, 1.70, 1.81
Girls:  1.50, 1.55, 1.62, 1.66, 1.73
a. Draw a box plot for both sets of data and display them on the same scale.
b. What is the median of each distribution?
c. What is the range of each distribution?
d. What is the interquartile range for each distribution?
e. Comment on the spread of the heights among the boys and the girls.

TOPIC 6 Statistics in the media  253

12. The box plots below show the average daily sales of Summer
cold drinks at the school canteen in summer and winter.
a. Calculate the range of sales in both summer and Winter
winter. 0 5 10 15 20 25 30 35 40 Daily sales
b. Calculate the interquartile range of the sales in both of cold
drinks
summer and winter.
c. Comment on the relationship between the two data sets, both in terms of measures of location and
measures of spread.
13. MC A movie theatre has taken a survey of the ages of people at a showing of two of their movies.
The results are shown in these box plots.
Which of the following conclusions could be drawn based
Movie A
on the preceding information?
a. Movie A attracts an older audience than Movie B. Movie B
b. Movie B attracts an older audience than Movie A.
0 10 20 30 40 50 60 70 80 Age
c. Movie A appeals to a wider age group than Movie B.
d. Movie B appeals to a wider age group than Movie A.
e. More people went to Movie A.
Communicating, reasoning and problem solving
14. The following data show the ages of a group of 30 males and 30 females as they enter hospital for the
first time.
Leaf: Male Stem Leaf: Female
98 0 5
998886321 1 77899
87764320 2 0012455679
86310 3 013358
752 4 2368
53 5 134
6 2
8 7
a. Construct a pair of parallel boxplots to represent the two sets of data. Show your working for the
median and the 1st and 3rd quartiles.
b. Calculate the mean, range and IQR for both sets of data.
c. Determine any outliers, if they exist.
d. Write a short paragraph comparing the data.
15. The times, in seconds, of the duration of 20 TV advertisements shown in the 6–8 pm time slot are
recorded below.
16 60 35 23 45 15 25 55 33 20 22 30   28 38 40 18 29 19 35 75
a. From the data, determine the:
i. mode ii. median
iii. mean (write your answer correct to 2 decimal places)
iv. range v. lower quartile
vi. upper quartile vii. interquartile range.
b. Using your results from part a, construct a boxplot for the time, in seconds, for the 20 TV
­advertisements in the 6–8 pm time slot.
c. From your boxplot, determine:
i. the percentage of advertisements that are more than 39 seconds in length
ii. the percentage of advertisements that last between 21 and 39 seconds
iii. the percentage of advertisements that are more than 21 seconds in length

254  Maths Quest 10 Stage 5 NSW Australian curriculum

 The types of TV advertisements during the 6–8 pm time slot were categorised as fast food,
­supermarkets, program information, and retail (clothing, sporting goods, furniture). A frequency
table for the frequency of these advertisements being shown during this time slot is shown below.
Type Frequency
Fast food 7
Supermarkets 5
Program information 3
Retail 5
d. What type of data has been collected in the table?
e. What percentage of advertisements are advertisements for fast food outlets?
f. What would be good options for a graphical representation of this type of data?
16. The test scores out of a total score of 50 for two classes, A and B, are shown in the stem plot below.
Leaf: Class A Stem Leaf: Class B
5 0 124
9753 1 145
97754 2 005
886551 3 155
320 4 157789
0 5 00
a. Ms Vinculum teaches both classes. She made the statement that ‘Class A’s performance on the test
showed that the students’ ability was more closely matched than the students’ ability in Class B.’
By finding the median, the first and third quartiles, and the interquartile range for the test scores for
each class, explain if Ms Vinculum’s statement was correct.
b. Would it be correct to say that Class A performed better on the test than Class B? Justify your answer
by comparing the quartiles and median for each class.
17. The speeds, in km/h, of 55 cars travelling along a major road are recorded below.
Speed Frequency Speed Frequency
60 – 64 1 90 – 94 6
65 – 69 1 95 – 99 3
70 – 74 10 100 – 104 2
75 – 79 13 105 – 109 1
80 – 84 9 110 – 114 1
85 – 89 8 Total 55

a. By finding the midpoint for each class interval, determine the mean speed, in km/h, of the cars
­travelling along the road. Write your answer correct to 2 decimal places.
b. The speed limit along the road is 75 km/h. A speed camera is set to photograph the license
plates of cars travelling 7% more than the speed limit. A speeding fine is automatically sent to the own-
ers of the cars photographed. Based on the 55 cars recorded, how many speeding fines were issued?
c. Drivers of cars travelling 5 km/h up to 15 km/h over the speed limit are fined $135. Drivers of cars
travelling more than 15 km/h and up to 25 km/h over the speed limit are fined $165, and drivers of
cars recorded travelling more than 25 km/h and up to 35 km/h are fined $250. Drivers travelling
more than 35 km/h pay a $250 fine in addition to having their driver’s license suspended. Assume
that this data is representative of the speeding habits of drivers along a major road and that there are
30 000 cars travelling along this road on any given month.
i. Determine the amount, in dollars, collected in fines throughout the month. Write your answer
correct to the nearest cent.
ii. How many drivers would expect to have their licenses suspended throughout the month?

TOPIC 6 Statistics in the media  255

Answers
Topic 6 Statistics in the media
Exercise 6.2 How is data collected?
1. These are simply examples of simulations that could be conducted.
a. Flip a coin (Heads represents ‘True’, while Tails represents ‘False’).
b. Flip a coin (Heads represents ‘red’, while Tails represents ‘black’).
c. Spinner with 4 equal sectors (each sector representing a different toy)
d. Roll a die (each face represents a particular person).
e. Spinner with 3 equal sectors (each one representing a particular meal)
f. Spinner with 5 equal sectors (each one representing a particular destination)
g. Spinner with 5 sectors, one which will have an angle size of 120°, while the other 4 each have an angle size of 60°
(each one representing a particular fast food)
2. Answers will vary. Possible answers include:
Which students have internet access at home?
Do the students need access at night?
What hours would be suitable?
How many would make use of this facility?
3. Answers will vary. Check with your teacher.
4. a. Answers will vary. Possible answers include:
Census, survey, questionnaire, interview, observation, experiment, on-line response…
b.  i. Measurement ii. Observation
iii. Newspaper recordings iv. Survey
5–7.  Student’s own responses
8. The claim is false. It is not a logical deduction.
9. Student’s own response
10. Student’s own response
11. Sealy Posturepremier 40% off (2499 × 100%),
1000

Sealy Posturepedic 41% off (1600

3899
× 100%),
Sleepmaker Casablanca 40% off (1999
800
× 100%),
Sleepmaker Umbria 42% off (1800
4299
× 100%).
There is at least 40% off these beds.
12. a.  7750 seconds
b. i. Under 20 − (20 − 24): 1000 seconds difference ii. Under 20 − (25 − 29): 500 seconds difference
iii. (20 − 24) − (25 − 29): 500 seconds
c. The median time for 20–24-year-olds was the same as for 25–29-year-olds, which was about 250 seconds greater than the
median time for te under 20s. The 20–24-year-olds and the under 20s both had a range of 2500 seconds, which was slightly
higher than the range for the older group.
13. Product Calories Protein Carbs Sugars Sodium
Rosella Classic Australian Chicken 107 5.8 19 3.0 750
and ­Vegetables
Campbell’s Roast Chicken & 134 5.1 19.2 4.7 602
Winter Vegetable
Campbell’s Country Ladle   99 3.3 13.0 8.2 673
Butternut Pumpkin
Campbell’s Café Chicken Mushroom 134 7.0 16.8 2.0 675

256  Maths Quest 10 Stage 5 NSW Australian curriculum

 a. The contents vary, but the breakdowns provided highlight the following.
i. Calories vary from 99 to 134. ii. Protein varies from 3.3 g to 7.0 g.
iii. Carbs vary from 13.0 g to 19.2 g. iv. Sugar content varies from 2.0 g to 8.2 g.
v. Sodium content varies from 602 mg to 750 mg.
b.  i. Campbell’s Roast Chicken & Winter Vegetable soup and Campbell’s Café Chicken Mushroom soup have the most calories.
ii. Campbell’s Café Chicken Mushroom soup has the highest amount of protein.
iii. Rosella Classic Australian Chicken and Vegetable soup has the highest level of sodium.
c. Campbell’s Country Ladle Butternut Pumpkin soup has the lowest calories, protein and carbs, but has the highest level of
sugars.
14. Hane and Roarne had a higher median and a lower spread, so they appear to have performed better.
15. Discuss with your teacher.
Exercise 6.3 Evaluating statistical reports
1. a.  Primary. There is probably no secondary data available.
b, c  Answers will vary. Check with your teacher.
2. Company profits
Company profits

6.5
6.4
Profits ($’000 000)

6.3
6.2
6.1
6.0
5.9
0 1 2 3 4
Quarter
Mean salaries
Company salaries
Mean salaries
($’000 000)

15
10
5
0
1 2 3 4
Quarter
3. a. Mean = $215 000, median = $170 000, mode = $150 000. The median best represents these land prices. The mean is
inflated by one large score, and the mode is the lowest price.
b. Range = $500 000, interquartile range = $30 000. The interquartile range is the better measure of spread.
c.

150 000 300 000 450 000 600 000

Price
This dot plot shows how 9 of the scores are grouped close together, while the score of $650 000 is an outlier.
d. The agent is quoting the modal price, which is the lowest price. This is not a true reflection of the average price of these
blocks of land.
4. a.  False. Mean = 1.82 m, lower quartile = 1.765 m, median = 1.83 m
b. True. This is the definition of interquartile range.
c. Players with heights 1.83 m, 1.83 m, 1.88 m, 1.88 m, 1.83 m
5. a. 7.1 b. 7 c. 7
d. The mode has the most meaning as this size sells the most.
6. Player B appears to be the better player if the mean result is used. However, Player A is the more consistent player.
7. a. The statement is true but misleading, as most of the employees earn $18 000.
b. The median and modal salary is $18 000, and only 15 out of 80 (less than 20%) earn more than the mean.

TOPIC 6 Statistics in the media  257

 8. a. On face value the statement is true, as the profit and share price from 2013 have both dropped remarkably. The profit rose
by only 9% in 2014, then dropped by 12% in 2015 and 158% in 2016. At the same time the share price dropped from
$33.85 to $24.10. It was widely known over those years that Masters was continually making a loss. We must be aware,
though, that there will be other factors that would have had an impact during the same period. You may wish to visit the
Woolworths website to look more closely at their 2016 Annual Report.
b. The final closure of Masters occurred in December 2016, so the sale had not been or had only recently been finalised by
April 2017. Investors caused the share price to rise from $24.10 in 2016 to $26.88 as at 28 April 207. It would be
­interesting to observe the price movement over the next twelve months.
9. Shorten the y-axis and expand the x-axis.

Australian dollar exchange rate with the US dollar, 1 March to 1 May 2017
0.7800
0.7700
US$

0.7600
0.7500
0.7400
0.7300
7

17

17
01

0
-2

-2

-2
ar

pr

ay
-M

-A

-M
01
01

01
Date
10. a. Key: 3 | 85 = 385 hours
Leaf: Brand B Stem Leaf: Brand A
3 85 90
4 25 26
60 55 00 5 70
30 6 40 45
70 42 35 20 7 30 35
60 20 8 60
Brand A: mean = 570.6, median = 605
Brand B: mean = 689.2, median = 727.5
a. Brand A had the shortest mean lifetime. b. Brand B had the longest mean lifetime.
c. Brand B
11. The bar chart on the left suggests that prices have tripled in one year; this is because the vertical axis does not start at zero.
The bar chart on the right is truly indicative of situation.
12. a and b Percentages do not add to 100%.
c. Such representation allows multiple choices to have greater percentages than really exist.
13. To support an idea presented by the creator of the graph

Exercise 6.4 Statistical investigations

The questions in this exercise relate to student investigations, so there will be a variety of answers. Example answers are given
below.
1. Answers will vary. Discuss with your teacher.
2. There have been 29 prime ministers of Australia since 1901 until this day.
There have been 45 elections.
11 prime ministers have been defeated at a general election.
There have been 23 changes of prime minister without an election.
3-6. Discuss with your teacher.
7. a. The sample would be biased since respondents would all be from the same area and the same age group, and would not be
representative of the total population.
b. The sample would be biased since it is from only one city, so for example the respondents might not be representative of different
socio-economic groups and ethnic backgrounds. The survey should include people from the country as well as the city.
8. Student’s plan for an investigation — check with your teacher.

258  Maths Quest 10 Stage 5 NSW Australian curriculum

9. Answers will vary but could include:
a. All households in the area serviced by the hospital
b. Contacts obtained from the local electoral rolls
c. Bias could be introduced in the wording of the questions; only people who feel passionately about the issue might respond.
10. Discuss with your teacher.
11. 2, 4, 10, 10, 14; 8 solutions

Exercise 6.5 Estimating population means and medians

1. a. When was it first put into the machine? How old was the battery before being purchased? How frequently has the computer
been used on battery?
b. Can’t always see if a residence has a dog; a census is very time-consuming; perhaps could approach council for dog
registrations.
c. This number is never constant with ongoing purchases, and continuously replenishing stock.
d. Would have to sample in this case as a census would involve opening every packet.
2. Answers will vary with the samples chosen.
3. a. Census. The airline must have a record of every passenger on every flight.
b. Survey. It would be impossible to interview everyone.
c. Survey. A census would involve opening every bottle.
d. Census. The instructor must have an accurate record of each learner driver’s progress.
4. a. Survey b. Survey c. Census d. Survey
5. a. About 25
b. Answers will vary. Possible answers include drawing numbers from a hat or using the random number generator on a
calculator.
6. a. The council is probably hoping it is a census, but it will probably be a survey because not all those over 10 will respond.
b. Residents may not all have internet access. Only those who are highly motivated are likely to respond.
7. The sample could have been biased. The questionnaire may have been unclear.
8. Sample size, randomness of sample
9. Answers will vary. Check with your teacher.
10. Answers will vary. Possible answers include:
The populations of China and India are growing very rapidly.
Many expatriate workers in China have different backgrounds, and forms need to be modified for them (such as people from
Hong Kong working in mainland China). There is a large migrant population in New Delhi, and often migrants don’t have
residency permits (so the truth of their answers is questionable).
Many people live in remote areas that are difficult to access.
Some families in China have more than 1 child and do not disclose this (due to social pressures relating to the Chinese
government’s former one-child policy).
11. There is quite a variation in the frequency of particular numbers drawn. For example, the number 45 has not been drawn for
31 weeks, while most have been drawn within the last 10 weeks. In the long term, one should find the frequency of drawing
each number is roughly the same. It may take a long time for this to happen, as only 8 numbers are drawn each week.
12. a. Mean = 32.03; median = 29
b. Class interval Frequency
0–9 2
10–19 7
20–29 6
30–39 6
40–49 3
50–59 3
60–69 3
Total 30
c. Mean = 31.83

TOPIC 6 Statistics in the media  259

 d.
30

Cumulative frequency
25
20
15
10
5
0
10 20 30 40 50 60 70
Age
e. Median = 30 f. Estimates from parts c and e were fairly accurate.
g. Yes, they were fairly close to the mean and median of the raw data.
13. Year 8: mean = 26.83, median = 27, range = 39, IQR = 19 Year 10: mean = 40.7, median = 39.5, range = 46, IQR = 20
The typing speed of Year 10 students is about 13 to 14 wpm faster than that of Year 8 students. The spread of data in Year 8 is
slightly less than the spread in Year 10.
14. Statistics quantifies uncertainty.
15. 1250 trout

Investigation | Rich task

1. Data for the whole population: minimum = 24, Q1 = 61.5, median = 87, Q3 = 98, maximum = 100

0 20 40 60 80 100
2. Mean = 77.85, standard deviation = 23
 3–10 Answers will vary depending on the sample.

Exercise 6.6 Review questions

1. a. You would need to open every can to determine this.
b. Fish are continuously dying, being born and being caught.
c. Approaching work places and public transport offices
2. a. 50.5 b, c, d  Answers will vary.
3. a. Survey b. Census c. Survey
4. Use a spinner with the green and red sectors being an equal size (say 174°) and the amber section being a smaller size (say
12°). Twirl the spinner until a green-green combination has been obtained. This is defined as one experiment. Count the
number of trials required for this experiment. Repeat this procedure a number of times and determine an average.
5. D
6. a. Check with your teacher.
b. This graph should look relatively flat, with little decline in the Years 11 and 12 region.
c. This graph should show a sharp decline in the Years 11 and 12 region.
7. a. Boys: median = 26; girls: median = 23.5
b. Boys: range = 32; girls: range = 53
c. Both sets have similar medians, but the girls have a greater range of absenteeism than the boys.
8. a. The sample is an appropriate size as √900 = 30.
b. Key: 16 | 1 = 1.61
Leaf: Boys Stem Leaf: Girls
997 15 1256788
98665540 16 4467899
4421 17 0
c. The boys are generally taller than the girls, with the mean of the boys being 1.66 m and that of the girls being 1.62 m.
The five-number summaries are:
Boys:  1.57 m, 1.60 m, 1.66 m, 1.71 m, 1.74 m
Girls:  1.51 m, 1.56 m, 1.64 m, 1.68 m, 1.70 m
9. a. Ford: median = 15; Holden: median = 16
b. Ford: range = 26; Holden: range = 32

260  Maths Quest 10 Stage 5 NSW Australian curriculum

 c. Ford: IQR = 14; Holden: IQR = 13.5
d. Ford
Holden
0 5 10 15 2025303540
10. a. Brisbane Lions
b. Brisbane Lions: range = 65; Sydney Swans: range = 55
c. Brisbane Lions: IQR = 40; Sydney Swans: IQR = 35
11. a. Girls
Boys
1.4 1.5 1.6 1.7 1.8 1.9
Height

b. Boys: median = 1.62 m; girls: median = 1.62 m c. Boys: range = 0.36 m; girls: range = 0.23 m
d. Boys: IQR = 0.14 m; girls: IQR = 0.11 m
e. Although the boys and girls have the same median height, the spread of heights is greater among boys as shown by the
greater range and interquartile range.
12. a. Summer: range = 23; winter: range = 31 b. Summer: IQR = 13; winter: IQR = 12
c. There are generally more cold drinks sold in summer as shown by the higher median. The spread of data is similar as
shown by the IQR although the range in winter is greater.
13. A
14. a. Females

Males

0 10 20 30 40 50 60 70 80
b.
Males Females
Mean 28.2 31.1
Range 70 57
IQR 18 22

c. There is one outlier — a male aged 78.

d. Typically males seem to enter hospital for the first time at a younger age than females.
15. a. i. 35 s ii. 29.5 s iii. 33.05 s iv. 60 s
v. 21 s vi. 39 s vii. 18 s
b. 21 29.5 39

15 20 25 30 35 40 45 50 55 60 65 70 75 t

c. i.  25% ii. 50% iii. 75%

d. Categorical
e. 35%
f. Pictogram, pie chart or bar chart
16. a. Class A: Q1 − 21.5, Median − 30, Q3 − 38, IQR − 16.5
Class B: Q1 − 14.5, Median − 33, Q3 − 47, IQR − 32.5
Based on the comparison between Class A’s IQR (16.5) and Class B’s IQR (32.5), Ms Vinculum was correct in her
statement.
b. No, Class B has a higher median and upper quartile score than Class A, whereas Class A has a higher lower quartile. You
can’t confidently say that either class did better in the test than the other.
17. a. 82.73 km/h b. 30 cars
c. i.  $2 607 272.73 ii. About 545

TOPIC 6 Statistics in the media  261

262 PaRT
 TOPIC 7
Algebraic fractions and
­equations [Stages 5.2 and 5.3]

7.1 Overview
Numerous videos and interactivities are embedded just
where you need them, at the point of learning, in your
learnON title at www.jacplus.com.au. They will help
you to learn the concepts covered in this topic.

7.1.1 Why learn this?

Do you speak mathematics? Algebra is the language of
mathematics; it holds the key to understanding the rules,
formulas and relationships that summarise much of our
understanding of the universe. Every student of math­
ematics needs a mathematical tool chest, a set of alge­
braic skills to manipulate and process mathematical
information.

DISCUSSION
Throughout history the Persians made significant contributions to the development of mathematics. How else
did the Persians influence our modern world?

LEARNING SEQUENCE
7.1 Overview
7.2 [Stage 5.2] Substitution
7.3 [Stages 5.2 and 5.3] Adding and subtracting algebraic fractions
7.4 [Stages 5.2 and 5.3] Multiplying and dividing algebraic fractions
7.5 [Stage 5.2] Solving simple equations
7.6 [Stage 5.3] Solving complex linear equations
7.7 [Stage 5.3] Rearranging literal equations
7.8 Review

LEARNING OUTCOMES
A student:
• selects appropriate notations and conventions to communicate mathematical ideas and solutions MA5.2-1WM
• interprets mathematical or real-life situations, systematically applying appropriate strategies to solve problems MA5.2-2WM
• constructs arguments to prove and justify results MA5.2-3WM
• uses and interprets formal definitions and generalisations when explaining solutions and/or conjectures MA5.3-1WM
• generalises mathematical ideas and techniques to analyse and solve problems efficiently MA5.3-2WM
• uses deductive reasoning in presenting arguments and formal proofs MA5.3-3WM
• simplifies algebraic fractions. MA5.2-6NA
• solves linear equations MA5.2-8NA
• selects and applies appropriate algebraic techniques to operate with algebraic expressions MA5.3-5NA
• solves complex linear equations and rearranges literal equations MA5.3-7NA

TOPIC 7 Algebraic fractions and ­equations  263

 CONTENT DESCRIPTIONS
Students:
Apply the four operations to simple algebraic fractions with numerical denominators (ACMNA232)
Apply the four operations to algebraic fractions with pronumerals in the denominator (NSW)
Add and subtract algebraic fractions with numerical denominators, including those with binomial n
­ umerators (NSW)
Solve linear equations (ACMNA215)
Solve linear equations involving simple algebraic fractions (ACMNA240)
Substitute values into formulas to determine an unknown (ACMNA234)
Solve problems involving linear equations, including those derived from formulas (ACMNA235)
Solve complex linear equations involving algebraic fractions (NSW)
Rearrange literal equations (NSW)
Source: NSW Syllabus for the Australian curriculum

RESOURCES — ONLINE ONLY

eLesson: The story of mathematics — The Arabic scholar Al-Khwarizmi (eles-1841)

Note: Your teacher may now set you a pre-test to determine how familiar you are with the content in this topic.

7.2 Substitution [Stage 5.2]

7.2.1 Substitution
•• When the numerical values of pronumerals are known, they can be substituted into an algebraic
expression and the expression can then be evaluated. It can be useful to place any substituted values in
brackets when evaluating an expression.
WORKED EXAMPLE 1

If a = 4, b = 2 and c = −7, evaluate the following expressions.

a a − b b a3 + 9b − c
THINK WRITE
a 1 Write the expression. a a−b
2 Substitute a = 4 and b = 2 into the expression. =4−2
3 Simplify. =2
b 1 Write the expression. b a3 + 9b − c
2 Substitute a = 4, b = 2 and c = −7 into the expression. = (4)3 + 9(2) − (−7)
3 Simplify. = 64 + 18 + 7
= 89

WORKED EXAMPLE 2

If c = √a2 + b2, calculate c if a = 12 and b = −5.

THINK WRITE
1 Write the expression. c = √a2 + b2
2 Substitute a = 12 and b = −5 into the expression. = √(12)2 + (−5)2
3 Simplify. = √144 + 25
= √169
= 13

264  Maths Quest 10 Stage 5 NSW Australian curriculum

7.2.2 Number laws
•• Recall from previous studies that when dealing with numbers and pronumerals, particular rules must
be obeyed. Before progressing further, let us briefly review the Commutative, Associative, Identity and
Inverse Laws.
•• Consider any three pronumerals x, y and z, where x, y and z are elements of the set of real numbers.

7.2.3 Commutative Law

1. x + y = y + x    
(example: 3 + 2 = 5 and 2 + 3 = 5)
2. x − y ≠ y − x    
(example: 3 − 2 = 1 but 2 − 3 = −1)
3. x × y = y × x    
(example: 3 × 2 = 6 and 2 × 3 = 6)
(example: 3 ÷ 2 = 32 but 2 ÷ 3 = 23)
4. x ÷ y ≠ y ÷ x    

•• Therefore, the Commutative Law holds true for addition and multiplication, since the order in which
two numbers or pronumerals are added or multiplied does not affect the result. However, the
­Commutative Law does not hold true for subtraction or division.

7.2.4 Associative Law

1. x + (y + z) = (x + y) + z  (example: 2 + (3 + 4) = 2 + 7 = 9 and (2 + 3) + 4 = 5 + 4 = 9)
2. x − (y − z) ≠ (x − y) − z  (example: 2 − (3 − 4) = 2 − −1 = 3 and
(2 − 3) − 4 = −1 − 4 = −5)
3. x × (y × z) = (x × y) × z  (example: 2 × (3 × 4) = 2 × 12 = 24 and (2 × 3) × 4 = 6 × 4 = 24)
(example: 2 ÷ (3 ÷ 4) = 2 ÷ 34 = 2 × 43 = 83 but
4. x ÷ (y ÷ z) ≠ (x ÷ y) ÷ z  
(2 ÷ 3) ÷ 4 = 23 ÷ 4 = 23 × 14 = 2
12
= 16)
•• The Associative Law holds true for addition and multiplication, since grouping two or more numbers
or pronumerals and calculating them in a different order does not affect the result. However, the
­Associative Law does not hold true for subtraction or division.

7.2.5 Identity Law

•• The Identity Law states that in general: x + 0 = 0 + x = x
x×1=1×x=x
In both of the examples above, x has not been changed (that is, it has kept its identity) when zero is
added to it or it is multiplied by 1.

7.2.6 Inverse Law

•• The Inverse Law states that in general: x + −x = −x + x = 0
1 1
x× = ×x=1
x x
That is, when the additive inverse of a number or pronumeral is added to itself, it equals 0. When the
multiplicative inverse of a number or pronumeral is multiplied by itself, it equals 1.

7.2.7 Closure Law

•• A law that you may not yet have encountered is the Closure Law. The Closure Law states that, when
an operation is performed on an element (or elements) of a set, the result produced must also be an ele­
ment of that set. For example, addition is closed on natural numbers (that is, positive integers: 1, 2, 3, …),
since adding a pair of natural numbers produces a natural number. Subtraction is not closed on natural
numbers. For example, 5 and 7 are natural numbers and the result of adding them is  12, a natural
­number. However, the result of subtracting 7 from 5 is –2, which is not a natural ­number.

TOPIC 7 Algebraic fractions and ­equations  265

 WORKED EXAMPLE 3

Find the value of the following expressions given the integer values x = 4 and y = −12.
­Comment on whether the Closure Law for integers holds for each of the expressions when
these values are substituted.
a x + y b x − y c x × y d x ÷ y
THINK WRITE
a 1 Substitute each pronumeral into the a x + y = 4 + −12
expression.
2 Evaluate and write the answer. = −8
3 Determine whether the Closure Law The Closure Law holds for these substituted values.
holds; that is, is the result an integer?
b Repeat steps 1–3 of part a. b x − y = 4 − −12
= 16
The Closure Law holds for these substituted values.
c Repeat steps 1–3 of part a. c x × y = 4 × −12
= −48
The Closure Law holds for these substituted values.
d Repeat steps 1–3 of part a. d x ÷ y = 4 ÷ −12
4
= −12
= −13
The Closure Law does not hold for these substituted
values, since the answer obtained is a fraction, not an
integer.

•• It is important to note that, although a particular set of numbers may be closed under a given ­operation,
such as multiplication, another set of numbers may not be closed under that same operation.
For ­example, in part c of Worked example 3, integers were closed under multiplication. However, the
set of irrational numbers is not closed under multiplication; for example, √3 × √3 = √9 = 3. In this
example, two irrational numbers produce a rational number under ­multiplication.

RESOURCES — ONLINE ONLY

Interactivity: Substituting positive and negative numbers (int-3765)

Interactivity: Commutative Law (int-6109)
Interactivity: Associative Law (int-6110)
Interactivity: Identity Law (int-6111)
Interactivity: Inverse Law (int-6112)
eLesson: Substitution (eles-1892)
Digital doc: SkillSHEET Like terms (doc-5183)
Digital doc: SkillSHEET Collecting like terms (doc-5184)
Digital doc: SkillSHEET Finding the highest common factor (doc-5185)
Digital doc: SkillSHEET Order of operations (doc-5189)

266  Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 7.2 Substitution
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–f, 2a–f, 3c–d, 4a–c, 5a–c, 1c–i, 2a–f, 3c–d, 4, 5a–c, 6d–j, 9, 1e–l, 2c–i, 3, 5, 6d–j, 9–17
6a–e, 7, 8, 10, 14 10, 13, 14, 16

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE1 If a = 2, b = 3 and c = 5, evaluate the following expressions.
a. a + b b. c − b c. c − a − b d. c − (a − b)
a b c
e. 7a + 8b − 11c f. + + g. abc h. ab(c − b)
2 3 5
i. a2 + b2 − c2 j. c2 + a k. −a × b × −c l. 2.3a − 3.2b
2. If d = −6 and k = −5, evaluate the following.
a. d + k b. d − k c. k − d
d. kd e. −d(k + 1) f. d 2
k−1
g. k3 h. i. 3k − 5d
d
3. If x = 13 and y = 14, evaluate the following.
x 9x
a. x + y b. y − x c. xy d. e. x2y3 f.
y y2
4. If x = 3, find the value of the following.
a. x2 b. −x2 c. (−x)2 d. 2x2 e. −2x2 f. (−2x)2
5. If x = −3, find the value of the following.
a. x2 b. −x2 c. (−x)2 d. 2x2 e. −2x2 f. (−2x)2
6. WE2 Calculate the unknown variables in the following real-life mathematical formulas.
a. If c = √a2 + b2, calculate c if a = 8 and b = 15.
b. If A = 12bh, determine the value of A if b = 12 and h = 5.
c. The perimeter, P, of a rectangle is given by P = 2L + 2W. Calculate the perimeter, P, of a rectangle,
given L = 1.6 and W = 2.4.
C
d. If T = , determine the value of T if C = 20.4 and L = 5.1.
L
n+1
e. If K = , determine the value of K if n = 5.
n−1
9C
f. Given F = + 32, calculate F if C = 20.
5
g. If v = u + at, evaluate v if u = 16, a = 5, t = 6.
h. The area, A, of a circle is given by the formula A = πr2. Calculate the area of a circle, correct to
1 decimal place, if r = 6.
i. If E = 12mv2, calculate m if E = 40, v = 4.

j. Given r = √ , evaluate A to 1 decimal place if r = 14.1.

A
π
7. MC a. If p = −5 and q = 4, then pq is equal to:
5
a. 20 b. 1 c. −1 d. −20 e. −
4

TOPIC 7 Algebraic fractions and ­equations  267

 b. If c2 = a2 + b2, and a = 6 and b = 8, then c is equal to:
a. 28 b. 100 c. 10 d. 14 e. 44
c. Given h = 6 and k = 7, then kh2 is equal to:
a. 294 b. 252 c. 1764 d. 5776 e. 85
8. Knowing the length of two sides of a right-angled triangle, the third side can
be calculated using Pythagoras’ theorem. If the two shorter sides have lengths
of 1.5 cm and 3.6 cm, calculate the length of the hypotenuse.
9. The volume of a sphere can be calculated using the formula 43πr3. What is 2.5 cm
the volume of a sphere with a radius of 2.5 cm? Give your answer correct to
2 decimal places.
10. A rectangular park is 200 m by 300 m. If Blake runs along the diagonal of the
park, how far will he run? Give your answer to the nearest metre.
Communicating, reasoning and problem solving
11. WE3 Determine the value of the following expressions given the integer values x = 1, y = −2 and
z = −1. Comment on whether the Closure Law for integers holds true for each of the expressions
when these values are substituted.
a. x + y b. y − z c. y × z d. x ÷ z e. z − x f. x ÷ y
12. Find the value of the following expressions given the natural number values x = 8, y = 2 and z = 6.
Comment on whether the Closure Law for natural numbers holds true for each of the expressions.
a. x + y b. y − z c. y × z d. x ÷ z e. z − x f. x ÷ y
13. For each of the following, complete the relationship to illustrate the stated law. Justify your reasoning.
a. (a + 2b) + 4c = _________ Associative Law
b. (x × 3y) × 5c = _________ Associative Law
c. 2p ÷ q ≠ _________ Commutative Law
d. 5d + q = _________ Commutative Law
e. 3z + 0 = _________ Identity Law
f. 2x × _________ = _________Inverse Law
g. (4x ÷ 3y) ÷ 5z ≠ _________ Associative Law
h. 3d − 4y ≠ _________ Commutative Law
14. Consider the equation s = ut + 12 at2, where t is the time in
seconds, s is the displacement in metres, u is the initial
velocity and a is the acceleration due to gravity.
a. Calculate s when u = 16.5 m/s, t = 2.5 seconds and
a = 9.8 m/s2.
b. A body has an initial velocity of 14.7 m/s and after
t seconds has a displacement of 137.2 metres. Find
the value of t if a = 9.8 m/s2.

15. Find the value of m if n = p√ 1 + , when n = 6 and

1
m
p = 4.
16. Why is understanding of the Commutative Law
useful?
17. The lowest common multiple of four terms is
24a3bc2d. Three of the terms are 12a2bc, 8ab and
4a2cd. The fourth term contains only two p­ ronumerals,
and its coefficient is an odd prime number. What is the
fourth term?

268  Maths Quest 10 Stage 5 NSW Australian curriculum

7.3 Adding and subtracting algebraic
fractions [Stages 5.2 and 5.3]
7.3.1 Algebraic fractions
•• In an algebraic fraction, the denominator, the numerator or both are algebraic expressions. For
x 3x + 1 1
­example, , and are all algebraic fractions.
2 2x − 5 x +5
2

WORKED EXAMPLE 4

Simplify the following expressions.

2x x x+1 x+4
a − b +
3 2 6 4
THINK WRITE
a 1 Write the expression. a 2x − x
3 2
2x 2 x 3
2 Rewrite each fraction as an equivalent fraction using the = × − ×
  3 2 2 3
LCD of 3 and 2, which is 6.
4x 3x
= −
6 6
4x − 3x
3 Express as a single fraction.   =
6
x
4 Simplify the numerator.   =
6
x+1 x+4
b 1 Write the expression. b +
6 4
x+1 2 x+4 3
2 Rewrite each fraction as an equivalent fraction using the = × + ×
  6 2 4 3
LCD of 6 and 4, which is 12. 2(x + 1) 3(x + 4)
= +
12 12
2(x + 1) + 3(x + 4)
3 Express as a single fraction.   =
12
4 Simplify the numerator by expanding brackets and collecting 2x + 2 + 3x + 12
=
like terms.   12
5x + 14
=
12

7.3.2 Pronumerals in the denominator

•• If pronumerals appear in the denominator, the process involved in adding and subtracting the fractions
is to find a lowest common denominator as usual.
•• When there is an algebraic expression in the denominator of each fraction, we can obtain a common
denominator by writing the product of the denominators. For example, if x + 3 and 2x − 5 are in
the  denominator of each fraction, then a common denominator of the two fractions will be
(x + 3)(2x − 5).

TOPIC 7 Algebraic fractions and equations  269

 WORKED EXAMPLE 5
2 1
Simplify − .
3x 4x
THINK WRITE

1 Write the expression. 2 1

−
3x 4x
2 Rewrite each fraction as an equivalent fraction 2 4 1 3
= × − ×
using the LCD of 3x and 4x, which is 12x.   3x 4 4x 3
8 3
Note: 12x2 is a common denominator but is not = −
12x 12x
the lowest common denominator.
3 Express as a single fraction. 8−3
  =
12x
4 Simplify the numerator. 5
  =
12x

WORKED EXAMPLE 6
x + 1 2x − 1
Simplify + by writing it first as a single fraction.
x+3 x+2
THINK WRITE

1 Write the expression. x + 1 2x − 1

+
x+3 x+2
2 Rewrite each fraction as an equivalent fraction (x + 1) (x + 2) (2x − 1) (x + 3)
= × + ×
using the LCD of x + 3 and x + 2, which is the   (x + 3) (x + 2) (x + 2) (x + 3)
product (x + 3)(x + 2). (x + 1)(x + 2) (2x − 1)(x + 3)
= +
(x + 3)(x + 2) (x + 3)(x + 2)

3 Express as a single fraction. (x + 1)(x + 2) + (2x − 1)(x + 3)

  =
(x + 3) (x + 2)

4 Simplify the numerator by expanding brackets (x2 + 2x + x + 2) + (2x2 + 6x − x − 3)

=
and collecting like terms. (x + 3) (x + 2)
(x2 + 3x + 2 + 2x2 + 5x − 3)
Note: The denominator is generally kept in   =
(x + 3)(x + 2)
­factorised form. That is, it is not expanded.
3x2 + 8x − 1
=
(x + 3)(x + 2)

WORKED EXAMPLE 7
x+2 x−1
Simplify + by writing it first as a single fraction.
x − 3 (x − 3)2
THINK WRITE

1 Write the expression. x+2 x−1

+
x − 3 (x − 3)2

270  Maths Quest 10 Stage 5 NSW Australian curriculum

 x+2 x−3 x−1
2 Rewrite each fraction as an equivalent fraction = × +
x − 3 x − 3 (x − 3)2
using the LCD of x − 3 and (x − 3)2, which is
(x − 3)2.   (x + 2)(x − 3) x−1
= +
(x − 3)2 (x − 3)2
x −x−6
2
x−1
= +
(x − 3)2 (x − 3)2
x2 − x − 6 + x − 1
3 Express as a single fraction.   =
(x − 3)2
x2 − 7
4 Simplify the numerator.   =
(x − 3)2

RESOURCES — ONLINE ONLY

Interactivity: Adding and subtracting algebraic fractions (int-6113)

Interactivity: Lowest common denominators with pronumerals (int-6114)
Digital doc: SkillSHEET Addition and subtraction of fractions (doc-5186)
Digital doc: S
 killSHEET Writing equivalent algebraic fractions with the lowest common d
­ enominator (doc-5190)

Exercise 7.3 Adding and subtracting algebraic

fractions
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–f, 2a–f, 3a–f, 4–6 1d–i, 2a–f, 3a–i, 4–7, 9 1g–i, 2e–j, 3d–i, 4–11

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Simplify each of the following.
4 2 1 5 3 6
a. + b. + c. +
7 3 8 9 5 15
4 3 3 2 1 x
d. − e. − f. −
9 11 7 5 5 6
5x 4 3 2x 5 2
g. − h. − i. −
9 27 8 5 x 3
2. WE4 Simplify the following expressions.
2y y y y 4x x 8x 2x
a. − b. − c. − d. +
3 4 8 5 3 4 9 3
2w w y y 12y y 10x 2x
e. − f. − g. + h. +
14 28 20 4 5 7 5 15
x+1 x+3 x+2 x+6 2x − 1 2x + 1 3x + 1 5x + 2
i. + j. + k. − l. +
5 2 4 3 5 6 2 3

TOPIC 7 Algebraic fractions and equations  271

 3. WE5 Simplify the following.
2 1 3 1 5 1
a. + b. − c. +
4x 8x 4x 3x 3x 7x
12 4 1 1 9 9
d. + e. + f. −
5x 15x 6x 8x 4x 5x
2 7 1 5 4 3
g. + h. + i. −
100x 20x 10x x 3x 2x
4. WE6, 7 Simplify the following by writing as single fractions.
2 3x 2x 5 5 x 2x 3
a. + b. + c. + d. −
x+4 x−2 x+5 x−1 2x + 1 x − 2 x + 1 2x − 7
4x 3x x+2 x−1 x + 8 2x + 1 x+5 x−1
e. + f. + g. − h. −
x+7 x−5 x+1 x+4 x+1 x+2 x+3 x−2
x + 1 2x − 5 2 3 4 3 3 1
i. − j. − k. + l. −
x + 2 3x − 1 x−1 1−x (x + 1)2 x + 1 x − 1 (x − 1)2
5. A classmate attempted to complete an algebraic fraction subtraction problem.
x 3 x (x − 2) 3 (x − 1)
− = × − ×
x − 1 x − 2 x − 1 (x − 2) x − 2 (x − 1)
x(x − 2) − 3(x − 1)
=
(x − 1)(x + 2)
x2 − 2x − 3x − 1
=
(x − 1)(x + 2)
x2 − 5x − 1
=
(x − 1)(x + 2)
a. What mistake did she make?
b. What is the correct answer?
Communicating, reasoning and problem solving
Adding and subtracting algebraic fractions can become more
complicated if you add a third fraction into the expression.
6. Simplify the following.
1 2 1 1 4 2
a. + + b. + +
x+2 x+1 x+3 x−1 x+2 x −4
3 2 1 2 3 5
c. + − d. − +
x+1 x+3 x+2 x−4 x−1 x +3
7. Why is the process that involves finding the lowest common
denominator important in question 6?
8. The reverse process of adding or subtracting algebraic fractions is quite complex. Use trial and error,
7x − 4 a 3
or technology, to determine the value of a if = + .
(x − 8)(x + 5) x − 8 x + 5
3 1 2
9. Simplify − + .
x2 + 7x + 12 x2 + x − 6 x2 + 2x − 8
x2 + 3x − 18 x2 − 3x + 2
10. Simplify − .
x2 − x − 42 x2 − 5x + 4
11. Why can’t we just add the numerators and the denominators of fractions; for example,
a c a+c
+ = ?
b d b+d

272  Maths Quest 10 Stage 5 NSW Australian curriculum

7.4 Multiplying and dividing algebraic
fractions [Stages 5.2 and 5.3]
7.4.1 Simplifying algebraic fractions
•• Algebraic fractions can be simplified using the index laws and by cancelling factors common to the
numerator and denominator.
•• A fraction can only be simplified if:
–– there is a common factor in the numerator and the denominator
–– the numerator and denominator are both written in factorised form, that is, as the product of two or
more factors.
For example:
3ab 13 × 1a × b ← product of factors 3a + b 3 × a + b ← not a product of factors
=    =
12a 4
12 × 1a ← product of factors 12a 12 × a ← product of factors
b
= Cannot be simplified
4
7.4.2 Multiplying algebraic fractions
•• Multiplication of algebraic fractions follows the same rules as multiplication of numerical fractions:
multiply the numerators, then multiply the denominators.

WORKED EXAMPLE 8

Simplify each of the following.

5y 6z 2x x+1
a × b ×
3x 7y (x + 1)(2x − 3) x

THINK WRITE
5y 6z
a 1 Write the expression. a ×
3x 7y
5y1 62z
2 Cancel common factors in the numerator and = ×
­denominator. The y can be cancelled in the denominator   13x 7y1
and the numerator. Also, the 3 in the denominator can 5 2z
= ×
x 7
divide into the 6 in the numerator.
10z
3 Multiply the numerators, then multiply the denominators.   =
7x
2x x+1
b 1 Write the expression. b ×
(x + 1)(2x − 3) x
2x1 x + 11
2 Cancel common factors in the numerator and the = ×
1 (x + 1)(2x − 3)
­denominator. (x + 1) and the x are both common in the   x1
2 1
numerator and the denominator and can therefore be = ×
2x − 3 1
cancelled.
2
3 Multiply the numerators, then multiply the denominators.   =
2x − 3

TOPIC 7 Algebraic fractions and equations  273

7.4.3 Dividing algebraic fractions
•• When dividing algebraic fractions, follow the same rules as for division of numerical fractions: write
the division as a multiplication and invert the second fraction. This process is sometimes known as
multiplying by the reciprocal.

DISCUSSION
What is the result of multiplying an algebraic fraction by its reciprocal? Does this result hold true for all algebraic
fractions?

WORKED EXAMPLE 9

Simplify the following expressions.

3xy 4x 4 x−7
a ÷ b ÷
2 9y (x + 1)(3x − 5) x+1
THINK WRITE
3xy 4x
a 1 Write the expression. a ÷
2 9y
3xy 9y
2 Change the division sign to a multiplication sign and write   = ×
the second fraction as its reciprocal. 2 4x
3y 9y
3 Cancel common factors in the numerator and denominator   = ×
and cancel. The pronumeral x is common to both the 2 4
­numerator and denominator and can therefore be ­cancelled.
4 Multiply the numerators, then multiply the denominators. 27y2
  =
8
4 x−7
b 1 Write the expression. b ÷
(x + 1)(3x − 5) x + 1
4 x+1
2 Change the division sign to a multiplication sign and write   = ×
the second fraction as its reciprocal. (x + 1)(3x − 5) x − 7
4 1
3 Cancel common factors in the numerator and denominator   = ×
3x − 5 x−7
and cancel. (x + 1) is common to both the numerator and
denominator and can therefore be cancelled.
4
4 Multiply the numerators, then multiply the denominators.   =
(3x − 5)(x − 7)

RESOURCES — ONLINE ONLY

Interactivity: Simplifying algebraic fractions (int-6115)

Interactivity: Multiplying algebraic fractions (int-6116)
Interactivity: Dividing algebraic fractions (int-6117)
Digital doc: SkillSHEET Multiplication of fractions (doc-5187)
Digital doc: SkillSHEET Division of fractions (doc-5188)
Digital doc: SkillSHEET Simplification of algebraic fractions (doc-5191)
Digital doc: WorkSHEET Algebraic fractions (doc-13847)

274  Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 7.4 Multiplying and dividing algebraic fractions
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–f, 2a–f, 3a–i, 4a–b 1d–i, 2a–f, 3a–i, 4, 5, 7, 9 1g–l, 2e–j, 3d–l, 4–10

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE8a Simplify each of the following.
x 20 x 12 y 16 x 9
a. × b. × c. × d. ×
5 y 4 y 4 x 2 2y
x −25 3w −7 3y 8z −y 6z
e. × f. × g. × h. ×
10 2y −14 x 4x 7y 3x −7y
x −9z 5y x −20y −21z y x
i. × j. × k. × l. ×
3z 2y 3x 8y 7x 5y −3w 2y
2. WE8b Simplify the following expressions.
2x x−1 5x 4x + 7
a. × b. ×
(x − 1)(3x − 2) x (x − 3)(4x + 7) x
9x 5x + 1 (x + 4) x+1
c. × d. ×
(5x + 1)(x − 6) 2x (x + 1)(x + 3) x + 4
2x x−1 2 x(x + 1)
e. × f. ×
x + 1 (x + 1)(x − 1) x(2x − 3) 4
2x 3a 15c 21d
g. × h. ×
4(a + 3) 15x 12(d − 3) 6c
6x2 15(x − 2) 7x2(x − 3) 3(x − 3)(x + 1)
i. × j. ×
20(x − 2)2 16x4 5x(x + 1) 14(x − 3)2(x − 1)
3. WE9a Simplify the following expressions.
3 5 2 9 4 12 20 20
a. ÷ b. ÷ c. ÷ d. ÷
x x x x x x y 3y
1 5 7 3 3xy 3x 2xy 5x
e. ÷ f. ÷ g. ÷ h. ÷
5w w 2x 5x 7 4y 5 y
6y 3x 8wx 3w 2xy 3xy 10xy 20x
i. ÷ j. ÷ k. ÷ l. ÷
9 4xy 5 4y 5 5 7 14y
4. WE9b Simplify the following expressions.
9 x+3 1 x−9
a. ÷ b. ÷
(x − 1)(3x − 7) x − 1 (x + 2)(2x − 5) 2x − 5
12(x − 3)2 4(x − 3) 13 3(x + 1)
c. ÷ d. ÷
(x + 5)(x − 9) 7(x − 9) 6(x − 4)2(x − 1) 2(x − 4)(x − 1)

Communicating, reasoning and problem solving

3 1 1 1
5. Is the same as + + ? Explain your reasoning.
x+2 x+2 x+2 x+2
(x − 4)(x + 3) x2 − x
6. a. Simplify × .
4x − x2 (x + 3)(x − 1)

TOPIC 7 Algebraic fractions and equations  275

 b. Find and describe the error in the following reasoning.
(x − 4)(x + 3) x2 − x
×
4x − x2 (x + 3)(x − 1)
(x − 4)(x + 3) x(x − 1)
= ×
x(4 − x) (x + 3)(x − 1)
=1
x2 − 2x − 3 x2 + 4x − 5 x2 + 7x + 10
7. Simplify × ÷ .
x4 − 1 x2 − 5x + 6 x4 − 3x2 − 4
x+1 x−1
8. Simplify where a = .
x−
x x+1
x
a
9. How are multiplying and dividing algebraic fractions different to
adding and subtracting them?
1 1

( 1+ ) ( 1− )
x x
10. Simplify the expression 1 + × 1+ .
1 1
x x

7.5 Solving simple equations [Stage 5.2]

7.5.1 Equations
• Equations show the equivalence of two expressions.
• Equations can be solved using inverse operations.
• When solving equations, the last operation performed on the pronumeral when building the equation
is the first operation undone by applying inverse operations to both sides of the equation. For
example, the equation 2x + 3 = 5 is built from x by multiplying x by 2 and then adding 3 to give the
result of 5. To solve the equation, undo the adding 3 by subtracting 3, then undo the multiplying by 2
by dividing by 2.
• Addition (+) and subtraction (–) are inverse operations.
• Multiplication (×) and division (÷) are inverse operations.
• Square (2) and square root (√) are inverse operations.

7.5.2 One-step equations

• Equations that require one step to solve are called one-step equations.

WORKED EXAMPLE 10

Solve the following equations.

d 4
a a + 27 = 71 b = 314 c √e = 0.87 d f2 =
16 25
THINK WRITE
a 1 Write the equation. a a + 27 = 71
2 27 has been added to a, resulting in 71. The addition of a + 27 − 27 = 71 − 27
27 has to be reversed by subtracting 27 from both sides a = 44
of the equation to obtain the solution.

276 Maths Quest 10 Stage 5 NSW Australian curriculum

 b 1 Write the equation. b d = 31
16 4
2 Express 314 as an improper fraction. d 13
=
16 4
3 The pronumeral d has been divided by 16, resulting in 13. d 13
4 × 16 = × 16
Therefore the division has to be reversed by multiplying 16 4
d = 52
both sides of the equation by 16 to obtain d.
c 1 Write the equation. c √e = 0.87
2 The square root of e has been taken to result in 0.87. (√e) 2 = 0.872
Therefore, the square root has to be reversed by squaring e = 0.7569
both sides of the equation to obtain e.
d 1 Write the equation. d f2 = 4
25
4
2 The pronumeral f has been squared, resulting in . f = ±√ 4
25 25
Therefore the squaring has to be reversed by taking the f = ±25
square root of both sides of the equation to obtain f .
Note that there are two possible solutions, one positive
and one negative, since two negative numbers can also
be multiplied together to produce a positive result.

7.5.3 Two-step equations

•• Two-step equations involve the inverse of two operations in their solutions.

WORKED EXAMPLE 11

Solve the following equations.

4x
a 5y − 6 = 79 b = 5
9
THINK WRITE
a 1 Write the equation. a 5y − 6 = 79
2 Step 1: Add 6 to both sides of the equation. 5y − 6 + 6 = 79 + 6
5y = 85

3 Step 2: Divide both sides of the equation by 5 to obtain y. 5y 85

=
5 5
y = 17
b 1 Write the equation. b 4x = 5
9
2 Step 1: Multiply both sides of the equation by 9. 4x
×9=5×9
9
4x = 45
3 Step 2: Divide both sides of the equation by 4 to obtain x. 4x 45
=
4 4
45
x=
4
4 Express the improper fraction as a mixed number. x = 1114

TOPIC 7 Algebraic fractions and equations  277

 DISCUSSION
What happens when these operations are performed in the opposite order?

7.5.4 Equations where the pronumeral appears on both sides

•• In solving equations where the pronumeral appears on both sides, subtract the smaller pronumeral
term so that it is eliminated from both sides of the equation.

WORKED EXAMPLE 12

Solve the following equations.

a 5h + 13 = 2h − 2 b 14 − 4d = 27 − d c 2(x − 3) = 5(2x + 4)
THINK WRITE
a 1 Write the equation. a 5h + 13 = 2h − 2
2 Eliminate the pronumeral from the right-hand side by 3h + 13 = −2
­subtracting 2h from both sides of the equation.
3 Subtract 13 from both sides of the equation. 3h = −15
4 Divide both sides of the equation by 3 and write your answer. h = −5
b 1 Write the equation. b 14 − 4d = 27 − d
2 Add 4d to both sides of the equation. 14 = 27 + 3d
3 Subtract 27 from both sides of the equation. −13 = 3d
4 Divide both sides of the equation by 3. 13
− =d
3
5 Express the improper fraction as a mixed number. −4 13 = d
6 Write your answer so that d is on the left-hand side. d = −413
c 1 Write the equation. c 2(x − 3) = 5(2x + 4)
2 Expand the brackets on both sides of the equation. 2x − 6 = 10x + 20
3 Subtract 2x from both sides of the equation. 2x − 2x − 6 = 10x − 2x + 20
4 Subtract 20 from both sides of the equation. −6 − 20 = 8x + 20 − 20
−26 = 8x
5 Divide both sides of the equation by 8. 26
− =x
8
6 Simplify and write your answer with the pronumeral on the x = −13
4
left-hand side.

RESOURCES — ONLINE ONLY

Interactivity: Using algebra to solve problems (int-3805)

Interactivity: One-step equations (int-6118)
Interactivity: Two-step equations (int-6119)
eLesson: Solving linear equations (eles-1895)
eLesson: Solving linear equations with the pronumeral on both sides (eles-1901)

278  Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 7.5 Solving simple equations
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–f, 2a–e, 3a–f, 4a–b, 5a–b, 1d–i, 2d–i, 3a–f, 4, 5a–b, 6a–b, 3–6, 7d–i, 8c–f, 9e–i, 10d–f,
6a–b, 7a–f, 8a–d, 9a–b, 10a–b, 7d–i, 8c–f, 9c–g, 10a–d, 11c–f, 11d–f, 12, 14, 15g–i, 16g–i,
11a–c, 12a–b, 13a–c, 15a–d, 12, 13d–i, 15c–f, 16c–f, 17c–f, 17g–i, 18–28
16a–d, 17a–d, 19–21, 25 19–21, 23, 25, 26

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE10a Solve the following equations.
a. a + 61 = 85 b. k − 75 = 46 c. g + 9.3 = 12.2
d. r − 2.3 = 0.7 e. h + 0.84 = 1.1 f. i + 5 = 3
g. t − 12 = −7 h. q + 13 = 12 i. x − 2 = −2
2. WE10b Solve the following equations.
f i
a. = 3 b. = −6 c. 6z = −42
4 10
k
d. 9v = 63 e. 6w = −32 f. = 56
12
m 7 y
g. 4a = 1.7 h. = i. = 538
19 8 4
3. WE10c, d Solve the following equations.
a. √t = 10 b. y2 = 289 c. √q = 2.5
d. f 2 = 1.44 e. √h = 47 f. p2 = 9
64
15
g. √g = 22
h. j2 = 196
961
i. a2 = 279
4. Solve the following equations.
a. √t − 3 = 2 b. 5x2 = 180 c. 3√m = 12
d. −2t2 = −18 e. t2 + 11 = 111 f. √m + 5 = 0
5. Solve the following equations.
3 1
a. √x = 2 b. x3 = −27 c. √3 m = 2
d. x3 = 27
64
e. √3 m = 0.2 f. w3 = 1558
6. Solve the following equations.
a. x3 + 1 = 0 b. 3x3 = −24 c. √3 m + 5 = 6
3
d. −2 × √w = 16 e. √3 t − 13 = 28 f. 2x3 − 14 = 2
7. WE11a Solve the following equations.
a. 5a + 6 = 26 b. 6b + 8 = 44 c. 8i − 9 = 15
d. 7f − 18 = 45 e. 8q + 17 = 26 f. 10r − 21 = 33
g. 6s + 46 = 75 h. 5t − 28 = 21 i. 8a + 88 = 28
8. Solve the following equations.
f g r
a. + 6 = 16 b. + 4 = 9 c. +6=5
4 6 10
m n p
d. − 12 = −10 e. + 5 = 8.5 f. − 1.8 = 3.4
9 8 12

TOPIC 7 Algebraic fractions and equations  279

 9. Solve the following equations.
a. 6(x + 8) = 56 b. 7(y − 4) = 35 c. 5(m − 3) = 7
d. 3(2k + 5) = 24 e. 5(3n − 1) = 80 f. 6(2c + 7) = 58
g. 2(x − 5) + 3(x − 7) = 19 h. 3(x + 5) − 5(x − 1) = 12 i. 3(2x − 7) − (x + 3) = −60
10. WE11b Solve the following equations.
3k 9m 7p
a. = 15 b. = 18 c. = −8
5 8 10
8u 11x 4v
d. = −3 e. =2 f. = 0.8
11 4 15
11. Solve the following equations.
x−5 2m + 1 3w − 1
a. =7 b. = −3 c. =6
3 3 4
t−5 6−x 3n − 5
d. =0 e. = −1 f. = −6
2 3 4
p
12. MC a. The solution to the equation + 2 = 7 is:
5
a. p = 5 b. p = 25 c. p = 45 d. p = 10 e. p = 1
b. If 5h + 8 = 53, then h is equal to:
1
a. b. 12.2 c. 225 d. 10 e. 9
5
c. The exact solution to the equation 14x = 75 is:
A. x = 5.357 142 857 B.  x = 5.357 (to 3 decimal places)
5
c. x = 5 d. x = 5.4 e. x = 5.5
14
13. Solve the following equations.
a. −x = 5 b. 2 − d = 3 c. 5 − p = −2
d. −7 − x = 4 e. −5h = 10 f. −6t = −30
v r 1
g. − = 4 h. − = 4 i. −4g = 3.2
5 12
14. Solve the following equations.
a. 6 − 2x = 8 b. 10 − 3v = 7 c. 9 − 6l = −3
3e
d. −3 − 2g = 1 e. −5 − 4t = −17 f. − = 14
5
8j k 4f
g. − = 9 h. − − 3 = 6 i. − + 1 = 8
3 4 7
15. WE12a Solve the following equations.
a. 6x + 5 = 5x + 7 b. 7b + 9 = 6b + 14 c. 11w + 17 = 6w + 27
d. 8f − 2 = 7f + 5 e. 10t − 11 = 5t + 4 f. 12r − 16 = 3r + 5
g. 12g − 19 = 3g − 31 h. 7h + 5 = 2h − 6 i. 5a − 2 = 3a − 2
16. WE12b Solve the following equations.
a. 5 − 2x = 6 − x b. 10 − 3c = 8 − 2c c. 3r + 13 = 9r − 3
d. k − 5 = 2k − 6 e. 5y + 8 = 13y + 17 f. 17 − 3g = 3 − g
g. 14 − 5w = w + 8 h. 4m + 7 = 8 − m i. 14 − 5p = 9 − 2p
17. WE12c Solve the following equations.
a. 3(x + 5) = 2x b. 8(y + 3) = 3y c. 6(t − 5) = 4(t + 3)
d. 10(u + 1) = 3(u − 3) e. 12(f − 10) = 4(f − 5) f. 2(4r + 3) = 3(2r + 7)
g. 5(2d + 9) = 3(3d + 13) h. 5(h − 3) = 3(2h − 1) i. 2(4x + 1) = 5(3 − x)
18. MC a. The solution to 8 − 4k = −2 is:
1 1 1 1 2
a. k = 2 b. k = −2 c. k = 1 d. k = −1 e. k =
2 2 2 2 5
6n
b. The solution to − + 3 = −7 is:
5
1 1 1 1 1
a. n = 3 b. n = −3 c. n = d. n = 8 e. n = −8
3 3 3 3 3

280  Maths Quest 10 Stage 5 NSW Australian curriculum

 c. The solution to p − 6 = 8 − 4p is:
2 4 2 2 4
a. p = b. p = 2 c. p = 4 d. p = e. p =
5 5 3 3 5
19. If the area of a triangle is 30 square centimetres and the base length is 12 centimetres, find the
­perpendicular height of the triangle.
20. If the side length of a cube is x cm, then its volume V is given by V = x3. What
is the side length (correct to the nearest cm) of a cube that has a volume of: x
a. 216 cm3
b. 2 m3?
21. The surface area of a cube with side length x cm is given by A = 6x2. Find the
side length (correct to the nearest cm) of a cube that has a surface area of:
a. 37.5 cm2 b. 1 m2.
22. A pebble is dropped down a well. In time t seconds it falls a distance of d metres, given by d = 5t2.
a. How far does the pebble fall in 1s?
b. How many seconds will it take the pebble to fall 40m? (Answer correct to 1 decimal place.)

23. The surface area of a sphere is given by the formula A = 4πr2, where r is the radius of the sphere.
a. Find the surface area of a sphere that has a radius of 5 cm.
b. What is the radius of a sphere that has a surface area equal to 500 cm2?
(Answer correct to the nearest mm.)
Communicating, reasoning and problem solving
24. Find the radius of a circle of area 10 cm2.
25. The volume of a sphere is given by the formula V = 43πr3, where r is the radius of the sphere.
If the sphere can hold 1 litre of water, what is its radius correct to the
nearest mm?
26. The width of a room is three-fifths of its length. When the width is
increased by 2 metres and the length is decreased by 2 metres, the resultant
shape is a square. Find the dimensions of the room.
27. A target board for a dart game has been designed as three concentric circles
where each coloured region is the same area. If the radius of the purple
circle is r cm and the radius of the outer circle is 10 cm, find the value of r.
28. Describe in one sentence what it means to solve linear equations.

TOPIC 7 Algebraic fractions and equations  281

7.6 Solving complex linear equations [Stage 5.3]
7.6.1 Equations with multiple brackets
•• Many equations need to be simplified by expanding brackets and collecting like terms before they are
solved. Doing this reduces the equation to one of the basic types covered in the previous exercise.

WORKED EXAMPLE 13

Solve each of the following linear equations.

a 6(x + 1) − 4(x − 2) = 0 b 7(5 − x) = 3(x + 1) − 10
THINK WRITE
a 1 Write the equation. a 6(x + 1) − 4(x − 2) = 0
2 Expand all the brackets. (Be careful with the –4.) 6x + 6 − 4x + 8 = 0
3 Collect like terms. 2x + 14 = 0
4 Subtract 14 from both sides of the equation. 2x = −14
5 Divide both sides of the equation by 2 to find the x = −7
value of x.
b 1 Write the equation. b 7(5 − x) = 3(x + 1) − 10
2 Expand all the brackets. 35 − 7x = 3x + 3 − 10
3 Collect like terms. 35 − 7x = 3x − 7
4 Create a single pronumeral term by adding 7x to both 35 = 10x − 7
sides of the equation.
5 Add 7 to both sides of the equation. 42 = 10x
6 Divide both sides of the equation by 10 to solve for 42
=x
x and simplify. 10
21
=x
5
7 Express the improper fraction as a mixed number 415 = x
fraction.
8 Rewrite the equation so that x is on the left-hand side. x = 415

7.6.2 Equations involving algebraic fractions

•• To solve an equation containing algebraic fractions, multiply both sides of the equation by the lowest
common multiple (LCM) of the denominators. This gives an equivalent form of the equation without
fractions.

WORKED EXAMPLE 14

x − 5 x+7
Solve the equation = and verify the solution.
3 4

282  Maths Quest 10 Stage 5 NSW Australian curriculum

THINK WRITE
1 Write the equation. x−5 x+7
=
3 4

2 The LCM is 3 × 4 = 12. Multiply both sides of the

412(x − 5) 312(x + 7)
=
1 1
­equation by 12. 3 4
3 Simplify the fractions. 4(x − 5) = 3(x + 7)
4 Expand the brackets. 4x − 20 = 3x + 21
5 Subtract 3x from both sides of the equation. x − 20 = 21
6 Add 20 to both sides of the equation and write the answer. x = 41
7 To verify, check that the answer x = 41 is true for both
the left-hand side (LHS) and the right-hand side (RHS)
of the equation by substitution.
Substitute x = 41 into the LHS. 41 − 5
LHS =
3
36
=
3
= 12
Substitute x = 41 into the RHS. 41 + 7
RHS =
4
48
=
4
= 12
8 Write your answer. Because the LHS = RHS, the
­solution x = 41 is correct.

WORKED EXAMPLE 15

Solve each of the following equations.

5(x + 3) 3(x − 1) 4 1
a = 4+ b =
6 5 3(x − 1) x+1
THINK WRITE
a 1 Write the equation. a 5(x + 3) 3(x − 1)
=4+
6 5
2 The lowest common denominator of 5 and 6 is 30. 25(x + 3) 120 18(x − 1)
= +
Write each term as an equivalent fraction with a 30 30 30
denominator of 30.
3 Multiply each term by 30. This effectively removes 25(x + 3) = 120 + 18(x − 1)
the denominator.
4 Expand the brackets and collect like terms. 25x + 75 = 120 + 18x − 18
25x + 75 = 102 + 18x
5 Subtract 18x from both sides of the equation. 7x + 75 = 102

TOPIC 7 Algebraic fractions and equations  283

 6 Subtract 75 from both sides of the equation. 7x = 27
7 Divide both sides of the equation by 7 to solve for x. 27
x=
7
8 Express the improper fraction as a mixed number. x = 367
b 1 Write the equation. b 4 1
=
3(x − 1) x + 1
2 The lowest common denominator of 3, x + 1 and x − 1 4(x + 1) 3(x − 1)
=
is 3(x − 1)(x + 1). Write each term as an equivalent 3(x − 1)(x + 1) 3(x − 1)(x + 1)
fraction with a common denominator of
3(x − 1)(x + 1).
3 Multiply each term by the common denominator. 4(x + 1) = 3(x − 1)
4 Expand the brackets. 4x + 4 = 3x − 3
5 Subtract 3x from both sides of the equation. x + 4 = −3
6 Subtract 4 from both sides of the equation to x + 4 − 4 = −3 − 4
solve for x. = −7

DISCUSSION
When using equations to solve word problems, why is it important to clearly state the meaning of an introduced
pronumeral, for example n = number of years?

RESOURCES — ONLINE ONLY

Interactivity: Expanding brackets: Distributive law (int-3774)

Interactivity: Solving equations (int-2778)
eLesson: Solving linear equations with algebraic fractions (eles-1934)
Digital doc: WorkSHEET Solving equations with fractions (doc-13848)

Exercise 7.6 Solving complex linear equations

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1, 2a–c, 3a–e, 4a–d, 5, 6, 9 1, 2a–f, 3b–i, 4c–g, 6, 7, 9, 11, 1, 2c–h, 3g–l, 4g–l, 7–14
12, 14

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE13 Solve each of the following linear equations.
a. 6(4x − 3) + 7(x + 1) = 9 b. 9(3 − 2x) + 2(5x + 1) = 0 c. 8(5 − 3x) − 4(2 + 3x) = 3
d. 9(1 + x) − 8(x + 2) = 2x e. 6(4 + 3x) = 7(x − 1) + 1 f. 10(4x + 2) = 3(8 − x) + 6

284  Maths Quest 10 Stage 5 NSW Australian curriculum

 2. WE14 Solve each of the following equations and verify the solutions.
x+1 x+3 x−7 x−8
a. = b. =
2 3 5 4
x−6 x−2 8x + 3
c. = d. = 2x
4 2 5
2x − 1 x − 3 4x + 1 x + 2
e. = f. =
5 4 3 4
6 − x 2x − 1 8 − x 2x + 1
g. = h. =
3 5 9 3
3. Solve each of the following linear equations.
x 4x 1 x x 3 x 4x
a. + = b. − = c. − =2
3 5 3 4 5 4 4 7
−3x x 1 2x x 3 5x 2x
d. + = e. − = − f. − 8 =
5 8 4 3 6 4 8 3
2 x 3x 4 1 2 15 2
g. − = h. − = i. − 4 =
7 8 8 x 6 x x x
1 4 5 2x − 4 x 4x − 1 2x + 5
j. + = k. +6= l. − =0
3 x x 5 2 2 3
4. WE15 Solve each of the following linear equations.
3(x + 1) 5(x + 1) 2(x + 1) 3(2x − 5) 2(4x + 3) 6(x − 2) 1
a. + =4 b. + =0 c. − =
2 3 7 8 5 2 2
8(x + 3) 3(x + 2) 5(7 − x) 2(2x − 1) 2(6 − x) 9(x + 5) 1
d. = e. = +1 f. = +
5 4 2 7 3 6 3
−5(x − 2) 6(2x − 1) 1 9(2x − 1) 4(x − 5) 1 3 8
g. − = h. = i. + =
3 5 3 7 3 x−1 x+1 x+1
3 5 5 1 3 −1 4 5 −1
j. + = k. − = l. − =
x+1 x−4 x+1 x−1 x x−1 2x − 1 x x
5. Last week Maya broke into her money box. She
spent one-quarter of the money on a birthday
present for her brother and one-third of the money
on an evening out with her friends, leaving
her with $75. How much money was in her
money box?
6. At work Keith spends one-fifth of his time in
planning and buying merchandise. He spends
seven-twelfths of his time in customer service and
one-twentieth of his time training the staff. This
leaves him ten hours to deal with the accounts.
How many hours does he work each week?
7. Last week’s school fete was a great success, raising a good deal of money. Three-eighths of the profit
came from sales of food and drink, and the market stalls recorded one-fifth of the total. A third of the
profit came from the major raffle, and the jumping castle raised $1100. How much money was raised
at the fete?
8. Lucy had half as much money as Mel, but since Grandma gave them each $20 she now has three-fifths
as much. How much money does Lucy have?
Communicating, reasoning and problem solving
9. a.     Which numbers smaller than 100 have exactly 3 factors (including 1 and the number itself)?
b. Which two numbers smaller than 100 have exactly 5 factors?
c. Which number smaller than 100 has exactly 7 factors?

TOPIC 7 Algebraic fractions and equations  285

10. To raise money for a charity, a Year 10 class has decided to
organise a school lunch. Tickets will cost $6 each. The students
have negotiated a special deal for delivery of drinks and pizzas,
and they have budgeted $200 for drinks and $250 for pizzas.
If they raise $1000 or more, they qualify for a special award.
a. Write an equation to represent the minimum number of
tickets required to be sold to qualify for the award.
b. Solve the equation to find the number of tickets they must sell
to qualify for the award. Explain your answer.
x+7 a 4
11. If ≡ − , explain why a must be equal to 5. (Note: ‘≡’ means identically
(x + 2)(x + 3) x + 2 x + 3
equal to.)
12. Solve for x:
2
9
(x − 1) − 58(x − 2) = 25(x − 4) − 7
12
.
2(4x + 3) a b
13. If ≡ + , find the values of a and b.
(x − 3)(x + 7) x − 3 x + 7
14. Do the rules for the order of operations apply to algebraic fractions? Explain.

7.7 Rearranging literal equations [Stage 5.3]

7.7.1 Literal equations
•• A literal equation is an equation that is composed of only variables or multiple variables. Solving
literal equations involves changing the subject of the equation to a particular pronumeral (letter).
•• A formula is a literal equation that uses algebra to state an interesting or important real-life r­ elationship.

WORKED EXAMPLE 16

Solve the following literal equations for x.

a ax2 + bd = c
b ax = cx + b
THINK WRITE
a 1 Write the equation. a ax2 + bd = c
2 Subtract bd from both sides of the equation. ax2 = c − bd
3 Divide both sides by a. c − bd
x2 =
a
c − bd
4 To solve for x, take the square root of both sides. This gives x = ±√
both a positive and negative result for x. a

b 1 Write the equation. b ax = cx + b

2 Subtract cx from both sides. ax − cx = b
3 Factorise by taking x as a common factor. x(a − c) = b
4 To solve for x, divide both sides by a − c. b
x=
a− c

286  Maths Quest 10 Stage 5 NSW Australian curriculum

 WORKED EXAMPLE 17

Make b the subject of the formula D = √b2 − 4ac.

THINK WRITE
1 Write the formula. D = √b2 − 4ac
2 Square both sides. D2 = b2 − 4ac
3 Add 4ac to both sides of the equation. D2 + 4ac = b2
4 Take the square root of both sides. ±√D2 + 4ac = b
5 Make b the subject of the formula by solving for b. b = ±√D2 + 4ac

7.7.2 Restrictions on variables

•• Some variables may have implicit restrictions on the values that they may be assigned in an equation
or formula. For example:
d
–– if V = , then t cannot equal zero, otherwise the value of V would be undefined.
t
–– if d = √x − 9, then:
•• the value of d will be restricted to positive values or 0
•• the value of x − 9 must be greater than or equal to zero because the square root of a negative
number cannot be found.
x−9≥0
   x ≥ 9 (Hence, x must be greater than or equal to 9.)
•• Other restrictions may arise once a formula is rearranged. For example, if we look at the formula
V = ls2, there are no restrictions on the values that the variables l and s can be assigned. (However, the
sign of V must always be the same as the sign of l because s2 is always positive.) If the formula is
transposed to make s the subject, then:
V = ls2
V
= s2
l

or s = ±√
V
l
V
This shows the restrictions that l ≠ 0 and ≥ 0.
l
•• If the formula V = ls2 represents the volume of the rectangular prism
s
shown, additional restrictions become evident: the variables l and
s  ­represent a length and must be positive numbers. Hence, when we
s
make s the subject we get s = √ .
V
l
l

DISCUSSION
Think of some real-life situations which could be modelled by literal linear equations. Are there any restrictions
on the variables?

TOPIC 7 Algebraic fractions and equations  287

 RESOURCES — ONLINE ONLY

Interactivity: Restrictions on variables (int-6120)

Exercise 7.7 Rearranging literal equations

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–f, 2a–d, 3a–d, 4a–d, 5, 7 1a–g, 2a–f, 3a–f, 4a–f, 5, 7, 8 1d–i, 2c–j, 3c–h, 4–9

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE16 Solve the following literal equations for x.
ax x a b
a. = d b. − bc = d c. √x + n = m d. acx2 = we. =
bc a x y
x+ m a b x c
f. = w g. ab(x + b) = c h. = + m i. mx = ay − bx j. + a =
n x c m d
2. WE17 Rearrange each of the following literal equations to make the variable in brackets the subject.
a. V = lbh [I] b. P = 2l + 2b [b]
c. A = 12bh [h] d. c = √a2 + b2 [a]
9C
e. F = + 32 [C] f. A = πr2 [r]
5 PRN
g. v = u + at [a] h. I = [N]
100
i. E = 12mv2 [m] j. E = 12mv2 [v]
k. v2 = u2 + 2as [a] l. v2 = u2 + 2as [u]
1 1 1 nx + mx2
m. = + [a] n. x = 1 [x1]
x a b m+ n
3. Complete the following.
a. If c = √a2 + b2, calculate a if c = 13 and b = 5.
b. If A = 12bh, find the value of h if A = 56 and b = 16.
9C
c. If F = + 32, find the value of C if F = 86.
5
d. If v = u + at, find the value of a if v = 83.6, u = 15 and t = 7.
e. If V = ls2, find the value of s if V = 2028 and l = 12.
f. If v2 = u2 + 2as, find the value of u if v = 16, a = 10 and s = 6.75.
g. If A = 12h(a + b), find the value of a if A = 360, b = 15 and h = 18.
nx1 + mx2
h. If x = , find the value of x2 if x = 10, m = 2, n = 1 and x1 = 4.
m+ n
4. For the following equations:
i. list any restrictions on the variables in the equation
ii. rearrange the equation to make the variable in brackets the subject
iii. list any new restrictions on the variables in the equation formed in part ii.

288  Maths Quest 10 Stage 5 NSW Australian curriculum

 a. y = x2 + 4 [x] b. y =
2
[x]
x− 3
c. v = u + at [t] d. c = √a2 + b2 [b]
a pb + qa
e. s = [r] f. m = [b]
1− r p+ q
− b ± √b2 − 4ac pb + qa
g. x = [c] h. m = [p]
2a p+ q

Communicating, reasoning and problem solving

5. The volume of a cylinder is given by V = πr2h, where r is the radius and h is the height of the
­cylinder.
a. State any restrictions on the values of the variables in this formula.
b. Make r the subject of the formula.
c. List any new restrictions on the variables in the formula.
6. T is the period of a pendulum whose length is l and g is the acceleration due to gravity. The formula
relating these variables is T = 2π√ .
l
g

a. What restrictions are applied to the variables T and l?

b. Make l the subject of the equation.
c. Do the restrictions stated in part a still apply?
d. Find the length of a pendulum that has a period of 3 seconds, given that g = 9.8 m/s2. Give your
answer correct to 1 decimal place.
7. F = 32 + 95C is the formula relating degrees Celsius (C) to degrees ­Fahrenheit (F).
a. Transform the equation to make C the subject.
b. Find the temperature when degrees Celsius is equal to degrees Fahrenheit.
8. Jing Jing and Pieter live on the same main road, but Jing Jing lives a kilometres to the east of Pieter.
Both Jing Jing and Pieter set off on their bicycles at exactly the same time and both ride in a westerly
direction. Jing Jing rides at j kilometres per hour and Pieter rides at p kilometres per hour. It is known
that j > p. Find an equation in terms of a, j and p for the distance Jing Jing has ridden in order to
catch up with Pieter.
9. Why is it important to consider restrictions on variables when solving literal equations?

TOPIC 7 Algebraic fractions and equations  289

7.8 Review
Investigation | Rich task
Checking for data entry errors

When we enter numbers into an electronic device or write numbers down, errors frequently occur.
A common type of error is a transposition error, which occurs when two digits are written in the
reverse order. Take the number 2869, for example. With this type of error, it could be written as
8269, 2689 or 2896. A common rule for checking these errors is as follows.
If the difference between the correct number and the recorded number is a multiple of 9, a
­transposition error has occurred.
We can use algebraic expressions to check this rule. Let the digit in the thousands position be
­represented by a, the digit in the hundreds position by b, the digit in the tens position by c and the
digit in the ones position by d. So the real number can be represented as 1000a + 100b + 10c + d.
1. If the digits in the ones position and the tens position were written in the reverse order, the
number would be 1000a + 100b + 10d + c. The difference between the correct number and the
incorrect one would then be: 1000a + 100b + 10c + d − (1000a + 100b + 10d + c).
a. Simplify this expression.
b. Is the expression a multiple of 9? Explain.
2. If a transposition error had occurred in the tens
and hundreds position, the incorrect number
would be 1000a + 100c + 10b + d. Perform
the procedure shown in question 1 to determine
whether the difference between the correct
­number and the incorrect one is a multiple of 9.
3. Consider, lastly, a transposition error in the
thousands and hundreds positions. Is the
­difference between the two numbers a
­multiple of 9?
4. Comment on the checking rule for transposition
errors.

290  Maths Quest 10 Stage 5 NSW Australian curriculum

 RESOURCES — ONLINE ONLY

Digital doc: Investigation — Checking for data entry errors (doc-15918)

Digital doc: C
 ode puzzle — In which country was the first practical ice-making machine and
refrigerator produced in 1856? (doc-15919)
Digital doc: Summary Topic 7 (doc-22905)
Interactivity: Word search Topic 7 (int-2829)
Interactivity: Crossword Topic 7 (int-2830)
Interactivity: Sudoku Topic 7 (int-3589)

Exercise 7.8 Review questions

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. MC Given E = 12mv2 where m = 0.2 and v = 0.5, the value of E is:
a. 0.000 625 b. 0.1 c. 0.005 d. 0.025 e. 0.0025
2. MC The expression −6d + 3r − 4d − r simplifies to:
a. 2d + 2r b. −10d + 2r c. −10d − 4r d. 2d + 4r e. −8dr
3. MC The expression 5(2f + 3) + 6(4f − 7) simplifies to:
a. 34f + 2 b. 34f − 4 c. 34f − 27 d. 34f + 14 e. 116f − 14
4. MC The expression 7(b − 1) − (8 − b) simplifies to:
a. 8b − 9 b. 8b − 15 c. 6b − 9 d. 6b − 15 e. 8b + 1
5. MC If 14p − 23 = 6p − 7, then p equals:
a. −3 b. −1 c. 1 d. 2 e. 4
6. Simplify the following by collecting like terms.
a. 3c − 5 + 4c − 8 b. −3k + 12m − 4k − 9m
c. −d + 3c − 8c − 4d d. 6y2 + 2y + y2 − 7y
7. If A = 12bh, determine the value of A if b = 10 and h = 7.
8. For each of the following, complete the relationship to illustrate the stated law.
a. (a + 3b) + 6c = ____________ Associative Law
b. 12a − 3b ≠ ____________ Commutative Law
c. 7p × _____ = ___________ Inverse Law
d. (x × 5y) × 7z = _____________ Associative Law
e. 12p + 0 = _______________ Identity Law
f. (3p ÷ 5q) ÷ 7r = ______________ Associative Law
g. 9d + 11e = ____________ Commutative Law
h. 4a ÷ b ≠ ____________ Commutative Law
9. Find the value of the following expressions given the natural number values x = 12, y = 8 and z = 4.
Comment on whether the Closure Law holds for each of the expressions when the values are
­substituted.
a. x × y b. z ÷ x c. y − x
10. Simplify the following.
5y y x+4 x+2 5 1 x − 1 2x − 5
a. − b. + c. − d. +
3 2 5 2 3x 5x x+3 x+2

TOPIC 7 Algebraic fractions and equations  291

11. Simplify the following.
y 32 20y 35z x+6 5(x + 1)
a. × b. × c. ×
4 x 7x 16y (x + 1)(x + 3) x+6
25 30 xy 10x 2x 9x + 1
d. ÷ e. ÷ f. ÷
x x 5 y (x + 8)(x − 1) x + 8
12. Solve the following equations.
a. p − 20 = 68 b. s − 0.56 = 2.45 c. 3b = 48
r
d. = −5 e. √x = 12 f. 2(x + 5) = −3
7
y
g. − 3 = 12 h. a2 = 36 i. 5 − k = −7
4
13. Solve the following.
a. 42 − 7b = 14 b. 12t − 11 = 4t + 5 c. 2(4p − 3) = 2(3p − 5)
14. Solve each of the following linear equations.
a. 5(x − 2) + 3(x + 2) = 0 b. 7(5 − 2x) − 3(1 − 3x) = 1
c. 5(x + 1) − 6(2x − 1) = 7(x + 2) d. 8(3x − 2) + (4x − 5) = 7x
e. 7(2x − 5) − 4(x + 20) = x − 5 f. 3(x + 1) + 6(x + 5) = 3x + 40
15. Solve each of the following equations.
x x x x 1 x x
a. + = 3 b. − = 3 c. −21 = −
2 5 5 3 5 7 6
3 2 5 2x − 3 3 x + 3 2(x + 2) 3 5(x + 1)
d. + 5 = e. − = f. = +
x x 2 5 5 3 7 3
d
16. a. Make x the subject of bx + cx = .
2
b. Make r the subject of V = 4πr3.
3

Communicating, reasoning and problem solving

17. A production is in town and many parents are taking their children. An adult ticket costs $15 and a
child’s ticket costs $8. Every child must be accompanied by an adult and each adult can have no more
than 4 children with them. It costs the company $12 per adult and $3 per child to run the production.
There is a seating limit of 300 people and all tickets are sold.
a. Determine how much profit the company makes on each adult ticket and on each child’s ticket.
b. To maximise profit, the company should sell as many children’s tickets as possible. Of the
300 ­available seats, determine how many should be allocated to children if there is a maximum of
4 children per adult.
c. Using your answer to part b, determine how many adults would make up the remaining seats.
d. Construct an equation to represent the profit that the company can make depending on the number of
children and adults attending the production.
e. Substitute your values to calculate the maximum profit the company can make.
18. You are investigating prices for having business cards printed for your new games store. A local
printing company charges a flat rate of $250 for the materials used and $40 per hour for labour.
a. If h is the number of hours of labour required to print the cards, construct an equation for the cost of
the cards, C.
b. You have budgeted $1000 for the printing job. How many hours of labour can you afford? Give your
answer to the nearest minute.
c. The printer estimates that it can print 1000 cards per hour of labour. How many cards will be printed
with your current budget?
d. An alternative to printing is photocopying. The company charges 15 cents per side for the first 10 000
cards and then 10 cents per side for the remaining cards. Which is the cheaper option for 18 750
single-sided cards and by how much?

292  Maths Quest 10 Stage 5 NSW Australian curriculum

19. A scientist tried to use a mathematical formula to predict people’s moods based on the number of
hours of sleep they had the previous night. One formula that he used was what he called the ‘grumpy
formula’, g = 0.16(h − 8) 2, which was valid on a ‘grumpy scale’ from 0 to 10 (least grumpy to most
grumpy).
a. Calculate the number of hours needed to not be grumpy.
b. Evaluate the grumpy factor for somebody who has had:
i. 4 hours of sleep ii. 6 hours of sleep iii. 10 hours of sleep.
c. Calculate the number of hours of sleep required to be most grumpy.
20. Another scientist already had his own grumpy formula and claims that the scientist from question 19
stole his idea and has just simplified it. The second scientist’s grumpy formula was
0.16(h − 8) 2(8 − h) 2h
g= × ÷ .
8−h 3(h − 8) 3(h − 8) 2
a. Write the second scientist’s formula in simplified form.
b. Are the second scientist’s claims justified? Explain.

TOPIC 7 Algebraic fractions and equations  293

Answers
Topic 7 Algebraic fractions and equations
Exercise 7.2 Substitution
1. a. 5 b. 2 c. 0 d. 6 e. −17 f. 3
g. 30 h. 12 i. −12 j. 27 k. 30 l. −5
2. a. −11 b. −1 c. 1 d. 30 e. −24 f. 36
g. −125 h. 1 i. 15
7 1 1
3. a. 12 b. −12 c. 12 d. 113 1
e. 576 f. 48
4. a. 9 b. −9 c. 9 d. 18 e. −18 f. 36
5. a. 9 b. −9 c. 9 d. 18 e. −18 f. 36
6. a. 17 b. 30 c. 8 d. 4 e. 1.5 f. 68
g. 46 h. 113.1 i. 5 j. 624.6
7. a. D b. C c. B
8. 3.9 cm 9. 65.45 cm3 10. 361 m
11. a. −1 — in this case, addition is closed on integers.
b. −1 — in this case, subtraction is closed on integers.
c. 2 — in this case, multiplication is closed on integers.
d. −1 — in this case, division is closed on integers.
e. −2 — in this case, subtraction is closed on integers.
1
f. − — in this case, division is not closed on integers.
2
1 2. a. 10 — in this case, addition is closed on natural numbers.
b. −4 — in this case, subtraction is not closed on natural numbers.
c. 12— in this case, multiplication is closed on natural numbers.
d. 43 — in this case, division is not closed on natural numbers.
e. −2 — in this case, subtraction is not closed on natural numbers.
f. 4 — in this case, division is closed on natural numbers.
13. a. (a + 2b) + 4c = a + (2b + 4c) b. (x × 3y) × 5c = x × (3y × 5c)
c. 2p ÷ q ≠ q ÷ 2p d. 5d + q = q + 5d
1 1
e. 3z + 0 = 0 + 3z = 3z f. 2x × = × 2x = 1
2x 2x
g. (4x ÷ 3y) ÷ 5z ≠ 4x ÷ (3y ÷ 5z) h. 3d − 4y ≠ 4y − 3d
14. a. s = 71.875 metres b. t = 4 seconds
4
15. m = 5
16. Check with your teacher.
17. 3a3c2

Exercise 7.3 Adding and subtracting algebraic fractions

1. a. 26
21
5
or 1 21 b. 49
72
c. 1
6 − 5x
d. 17
99
1
e. 35 f.
30
15x − 4 15 − 16x 15 − 2x
g. h. i.
27 40 3x
5y 3y 13x 14x
2. a. b. − c. d.
12 40 12 9
3w y 89y 32x
e. f. − g. h.
28 5 35 15
7x + 17 7x + 30 2x − 11 19x + 7
i. j. k. l.
10 12 30 6

294  Maths Quest 10 Stage 5 NSW Australian curriculum

 5 5 38
3. a. b. c.
8x 12x 21x
8 7 9
d. e. f.
3x 24x 20x
37 51 1
g. h. i. −
100x 10x 6x
3x2 + 14x − 4 2x2 + 3x + 25 2x2 + 6x − 10 4x2 − 17x − 3
4. a. b. c. d.
(x + 4)(x − 2) (x + 5)(x − 1) (2x + 1)(x − 2) (x + 1)(2x − 7)
7x2 + x 2x2 + 6x + 7 −x2 + 7x + 15 x−7
e. f. g. h.
(x + 7)(x − 5) (x + 1)(x + 4) (x + 1)(x + 2) (x + 3)(x − 2)
x2 + 3x + 9 5 − 5x 5 3x + 7 3x − 4
i. j. = k. l.
(x + 2)(3x − 1) (x − 1)(1 − x) x − 1 (x + 1)2 (x − 1)2
5. a. The student transcribed the denominator incorrectly and wrote (x + 2) instead of (x − 2) in line 2.
Also, the student forgot that multiplying a negative number by a negative number gives a positive number.
Line 3 should have +3 in the numerator, not −1. They didn’t multiply.
x2 − 5x + 3
b.
(x − 1)(x − 2)
4x2 + 17x + 17 7x2 − 20x + 4 4x2 + 17x + 19 2(2x2 − 9x + 25)
6. a. b. c. d.
(x + 2)(x + 1)(x + 3) (x − 1)(x + 2)(x − 4) (x + 1)(x + 3)(x + 2) (x − 4)(x − 1)(x + 3)
7. The lowest common denominator may not always be the product of the denominators. Each fraction must be multiplied by the
correct multiple.
8. a = 4
4(x − 1)
9.
(x + 3)(x + 4)(x − 2)
2(x − 1)
10.
(x − 7)(x − 4)
11. The lowest common denominator needs to be found before fractions can be added or subtracted.

Exercise 7.4 Multiplying and dividing algebraic fractions

4x 3x 4y 9x −5x 3w
1. a. b. c. d. e. f.
y y x 4y 4y 2x
6z 2z −3x 5 12z −x
g. h. i. j. 24 k. l.
7x 7x 2y x 6w
2 5 9 1 2x
2. a. b. c. d. e.
3x − 2 x−3 2(x − 6) x+3 (x + 1)2
x+1 a 35d 9 3x
f. g. h. i. j.
2(2x − 3) 10(a + 3) 8(d − 3) 32x2(x − 2) 10(x − 1)
3. a. 35 b. 29 c. 13 d. 3 1
e. 25 f. 35
6
or 556
4y2 2y2 8y2 32xy
g. h. i. j. k. 23 l. y2
7 25 9 15
9 1 21(x − 3) 13
4. a. b. c. d.
(3x − 7)(x + 3) (x + 2)(x − 9) x+5 9(x − 4)(x + 1)
5. Yes, because all of the fractions on the right-hand side have the same denominator and therefore can be added together.
6. a. −1
b. 4 − x considered to be the same as x − 4
7. 1
(x + 1)2
8.
x2 + 1
9. Before we multiply or divide algebraic fractions, they need to be simplified by cancelling out common factors in the numera-
tors and denominators. In contrast, when we add or subtract algebraic fractions, only the lowest common denominator needs
to be found.
x(x + 2) x(x + 2)
10. or
(x − 1)(x + 1) x2 − 1

TOPIC 7 Algebraic fractions and equations  295

Exercise 7.5 Solving simple equations
1. a. a = 24 b. k = 121 c. g = 2.9 d. r = 3 e. h = 0.26
f. i = −2 g. t = 5 h. q = 16 i. x = 0
2. a. f = 12 b. i = −60 c. z = −7 d. v = 7 e. w = −513
f. k = 10 g. a = 0.425 h. m = 1658 i. y = 2112
3. a. t = 100 b. y = ±17 c. q = 6.25 d. f = ±1.2 e. h = 16
49
f. p = ±38 g. g = 225
484
h. j = ±14
31
i. a = ±123
4. a. t = 25 b. x = ±6 c. m = 16 d. t = ±3 e. t = ±10 f. m = 25
1 3
5. a. x = 8 b. x = −3 c. m = 8
d. x = 4
e. m = 0.008 f. w = 212
6. a. x = −1 b. x = −2 c. m = 1 d. w = −512 e. t = 125 f. x = 2
7. a. a = 4 b. b = 6 c. i = 3 d. f = 9 e. q = 118
f. r = 525 g. s = 456 h. t = 945 i. a = −712
8. a. f = 40 b. g = 30 c. r = −10 d. m = 18 e. n = 28 f. p = 62.4
9. a. x = 113 b. y = 9 c. m = 425 d. k = 112 e. n = 523
f. c = 113 g. x = 10 h. x = 4 i. x = −715
10. a. k = 25 b. m = 16 c. p = −1137 d. u = −4 18 8
e. x = 11 f. v = 3
25
11. a. x = 26 b. m = −5 c. w = 3
d. t = 5 e. x = 9 f. n = −19
3
12. a. B b. E c. C
13. a. x = −5 b. d = −1 c. p = 7 d. x = −11 e. h = −2
f. t = 5 g. v = −20 h. r = −3 i. g = −0.8
14. a. x = −1 b. v = 1 c. l = 2 d. g = −2 e. t = 3
f. e = −2313 g. j = −338 h. k = −36 i. f = −1214
15. a. x = 2 b. b = 5 c. w = 2 d. f = 7 e. t = 3
f. r = 213 g. g = −113 h. h = −215 i. a = 0
16. a. x = −1 b. c = 2 c. r = 223 d. k = 1 e. y = −118
f. g = 7 g. w = 1 h. m = 15 i. p = 123
17. a. x = −15 b. y = −445 c. t = 21 d. u = −257 e. f = 1212
f. r = 712 g. d = −6 h. h = −12 i. x = 1
18. a. A b. D c. B
19. 5 cm
20. a. 6 cm b. 1.26 m
21. a. 2.5 cm b. 41 cm
22. a. 5 m b. 2.8 s
23. a. 314 cm2 b. 6.3 cm
24. 1.8 cm
25. 6.2 cm
26. Dimensions are 10 m by 6 m.
10√3
27. cm
3
28. Solving a linear equation means finding a value for a pronumeral in the equation that makes the equation true.

Exercise 7.6 Solving complex linear equations

1. a. x = 20
31
b. x = 3 58 c. x = 29
36
d. x = −7 8
e. x = −211 f. x = 10
43

2. a. x = 3 b. x = 12 c. x = −2 d. x = 32
e. x = −11
3
or x = −323 2
f. x = 13 g. x = 3 h. x = 57
5
3. a. x = 17 b. x = 15 c. x = −629 d. x = −10
19
e. x = −112 f. x = −192
4
g. x = 7
h. x = 12 i. x = 314 j. x = 3 k. x = 52 l. x = 158

296  Maths Quest 10 Stage 5 NSW Australian curriculum

 5
4. a. x = 19 b. x = 131
58
c. x = 411
14
d. x = −315
17
e. x = 520
43
f. x = −110
13
2 9
g. x = 161 h. x = −4 26 i. x = 1.5 j. x = −4 13 k. x = 3 l. x = 1
5. $180
6. 60 hours
7. $12 000
8. $60
9. a. 4, 9, 25, 49 b. 16, 81 c. 64
10. a. 6x − 450 = 1000
b. 24113 tickets. This means they need to sell 242 tickets to qualify, as the number of tickets must be a whole number.
11. Check with your teacher.
12. 4
13. a = 3, b = 5
14. Discuss with your teacher.

Exercise 7.7 Rearranging literal equations

d. x = ±√
bcd w ay
1. a. x = b. x = a(d + bc) c. x = (m − n)2 e. x =
a ac b
c ac ay mc − amd
f. x = nw − m g. x = −b h. x = i. x = j. x =
ab b + mc m+b d
V P − 2l 2A
2. a. l = b. b = c. h = d. a = ±√c2 − b2 e. C = 59 (F − 32)
bh 2 b
v−u
f. r = ±√ j. v = ±√
A 100I 2E 2E
g. a = h. N = i. m =
π t PR v2 m
v2 − u2 xb x(m + n) − mx2
k. a = l. u = ±√v2 − 2as m. a = n. x1 =
2s b−x n
3. a. a = ±12 b. h = 7 c. C = 30 d. a = 9.8
e. s = ±13 f. u = ±11 g. a = 25 h. x2 = 13
4. a. i.  No restrictions on x ii. x = ±√y − 4 iii. y ≥ 4
2
i.  x ≠ 3
b. ii. x = +3 iii. y ≠ 0
y
v−u
c.
i.  No restrictions ii. t = iii. a ≠ 0
a
i.  c ≥ 0
d. ii. b = ±√c2 − a2 iii. | c | ≥ | a |
s−a
i.  r ≠ 1
e. ii. r = iii. s ≠ 0
s
m(p + q) − qa
i.  p ≠ −q
f. ii. b = iii. p ≠ 0
p
g. i.  a ≠ 0, b2 ≥ 4ac
b2 − (2ax + b)2
ii.  c = or c = −ax2 − bx
4a
iii.  No new restrictions
q(a − m)
i.  p ≠ − q
h. ii. p = iii. m ≠ b
m−b
5. a. All values must be positive for a cylinder to exist.
b. r = √
V
πh
c. h ≠ 0, no new restrictions
T 2g
6. a. T and l must be greater than zero. b. l =
4π 2
c. The restrictions still hold. d. 2.2 m
5
7. a. C = (F − 32) b. −40°
9
ja
8. The distance Jing Jing has ridden is kilometres.
j−p
9. Discuss with your teacher.

TOPIC 7 Algebraic fractions and equations  297

Investigation | Rich task
1. a. 9(c − d)
b. Yes, this is a multiple of 9 as the number that multiples the brackets is 9.
2. 90(b − c); 90 is a multiple of 9 so the difference between the correct and incorrect one is a multiple of 9.
3. 900(a − b); again 900 is a multiple of 9.
4. If two adjacent digits are transposed, the difference between the correct number and the transposed number is a multiple of 9.

Exercise 7.8 Review questions

1. D 2. B 3. C 4. B 5. D
6. a. 7c − 13 b. −7k + 3m c. −5c − 5d d. 7y2 − 5y
7. 35
8. a. (a + 3b) + 6c = a + (3b + 6c) b. 12a − 3b ≠ 3b − 12a
1 1
c. 7p × = × 7p = 1 d. (x × 5y) × 7z = x × (5y × 7z)
7p 7p
e. 12p + 0 = 0 + 12p = 12p f. (3p ÷ 5q) ÷ 7r ≠ 3p ÷ (5q ÷ 7r)
g. 9d + 11e = 11e + 9d h. 4a ÷ b ≠ b ÷ 4a
9. a. 96 — in this case, multiplication is closed on natural numbers.
b. 13 — in this case, division is not closed on natural numbers.
c. −4 — in this case, subtraction is not closed on natural numbers.
7y 7x + 18 22 3x2 + 2x − 17
10. a. b. c. d.
6 10 15x (x + 3)(x + 2)
8y 25z 5
11. a. b. c.
x 4x x+3
y2 2x
d. 56 e. f.
50 (x − 1)(9x + 1)
12. a. p = 88 b. s = 3.01 c. b = 16 d. r = −35 e. x = 144
f. x = −13
2
g. y = 60 h. a = ±6 i. k = 12
13. a. b = 4 b. t = 2 c. p = −2
14. a. x = 12 b. x = 6 15 3
c. x = −14
d. x = 1 e. x = 1229 f. x = 116
15. a. x = 67 b. x = 2212 c. x = 2
d. x = 5 e. x = 3 38 f. x = −16
21

b. r = √
d 3 3V
16. a. x =
2(b + c) 4π
17. a. $3 per adult ticket; $5 per child’s ticket
b. 240
c. 60
d. P = 3a + 5c, where a = number of adults and c = number of children
e. $1380
18. a. C = 250 + 40h
b. 18 hours 45 minutes
c. 18750
d. Printing is the cheaper option by $1375.
19. a. 8 hours
b.
i.  2.56 ii. 0.64 iii. 0.64
c. 0.094 hours or 15.9 hours
0.16(h − 8)2
20. a. g =
h
b. No, the formula is not the same.

298  Maths Quest 10 Stage 5 NSW Australian curriculum

TOPIC 8
Linear relationships [Stages 5.2 and 5.3]

8.1 Overview
Numerous videos and interactivities are embedded just
where you need them, at the point of learning, in your
learnON title at www.jacplus.com.au. They will help
you to learn the concepts covered in this topic.

8.1.1 Why learn this?

What did you weigh as a baby, and how tall were you?
Did you grow at a steady (linear) rate, or were there
periods in your life when you grew rapidly? What is the relationship between your height and your weight?
We constantly seek to find relationships between variables, and coordinate geometry provides a picture,
a visual clue as to what the relationships may be.

DISCUSSION
Descartes and which other philosopher had an influence on the mathematical world?

LEARNING SEQUENCE
8.1 Overview
8.2 [Stages 5.2 and 5.3] The distance between two points
8.3 [Stages 5.2 and 5.3] Sketching linear graphs
8.4 [Stages 5.2 and 5.3] Standard forms of the equation of a straight line
8.5 [Stages 5.2 and 5.3] The midpoint of a line segment
8.6 [Stages 5.2 and 5.3] Parallel and perpendicular lines
8.7 Review

LEARNING OUTCOMES
A student:
• selects appropriate notations and conventions to communicate mathematical ideas and solutions MA5.2-1WM
• constructs arguments to prove and justify results MA5.2-3WM
• uses the gradient–intercept form to interpret and graph linear relationships MA5.2-9NA
• uses and interprets formal definitions and generalisations when explaining solutions and/or conjectures MA5.3-1WM
• generalises mathematical ideas and techniques to analyse and solve problems efficiently MA5.3-2WM
• uses deductive reasoning in presenting arguments and formal proofs MA5.3-3WM
• uses formulas to find midpoint, gradient and distance on the Cartesian plane, and applies standard forms of the equation of
a straight line MA5.3-8NA

CONTENT DESCRIPTIONS
Students:
Find the midpoint and gradient of a line segment (interval) on the Cartesian plane (ACMNA294)
Find the distance between two points located on the Cartesian plane (ACMNA214)
Sketch linear graphs using the coordinates of two points (ACMNA215)
Solve problems using various standard forms of the equation of a straight line
Solve problems involving parallel and perpendicular lines (ACMNA238)
Source: NSW Syllabus for the Australian curriculum

TOPIC 8 Linear relationships  299

 RESOURCES — ONLINE ONLY

eLesson: The story of mathematics — Descartes (eles-1842)

Note: Your teacher may now set you a pre-test to determine how familiar you are with the content in
this topic.

8.2 The distance between

two points [Stages 5.2 and 5.3]
•• The distance between two points can be calculated using y
Pythagoras’ theorem. B (x2, y2)
•• Consider two points A (x1, y1) and B (x2, y2) on the Cartesian y2
plane as shown at right.
•• If point C is placed as shown, ABC is a right-angled triangle y1 A
C
and AB is the hypotenuse.
AC = x2 − x1 (x1, y1)
BC = y2 − y1
0 x
By Pythagoras’ theorem: x1 x2
AB2 = AC2 + BC2
= (x2 − x1) 2 + (y2 − y1) 2
Hence,         AB = √(x2 − x1) 2 + (y2 − y1) 2.
The distance between two points A (x1, y1) and B (x2, y2) is:
AB = √(x2 − x1) 2 + (y2 − y1) 2
•• This distance formula can be used to calculate the distance between any two points on the Cartesian
plane.
•• The distance formula has many geometric applications.

DISCUSSION
Explain why the formula d = √(x1 − x2) 2 + (y1 − y2) 2 gives the same value as d = √(x2 − x1) 2 + (y2 − y1) 2.

WORKED EXAMPLE 1

Find the distance between the points A and B in the figure shown. Answer y B
4
correct to two decimal places. 3
2
A 1

−3−2−1 0 1 2 3 4x

THINK WRITE
1 From the graph, locate points A and B. A (–3, 1) and B (3, 4)
2 Let A have coordinates (x1, y1). Let (x1, y1) = (−3, 1).
3 Let B have coordinates (x2, y2). Let (x2, y2) = (3, 4).

300  Maths Quest 10 Stage 5 NSW Australian curriculum

4 Find the length AB by applying the formula for AB = √(x2 − x1) 2 + (y2 − y1) 2
calculating the distance between two points. = √(3 − (−3)) 2 + (4 − 1) 2
= √(6) 2 + (3) 2
= √36 + 9
= √45
= 3√5
= 6.71 (correct to 2 decimal places)
Note: If the coordinates were named in the reverse order, the formula would still give the same answer.
Check this for yourself using (x1, y1) = (3, 4) and (x2, y2) = (−3, 1).

WORKED EXAMPLE 2

Find the distance between the points P (−1, 5) and Q (3, −2).
THINK WRITE
1 Let P have coordinates (x1, y1). Let (x1, y1) = (−1, 5).
2 Let Q have coordinates (x2, y2). Let (x2, y2) = (3, −2)
3 Find the length PQ by applying the formula PQ = √(x2 − x1) 2 + (y2 − y1) 2
for the distance between two points. = √(3 − (−1)) 2 + (−2 − 5) 2
= √(4) 2 + (−7) 2
= √16 + 49
= √65
= 8.06 (correct to 2 decimal places)

WORKED EXAMPLE 3

Prove that the points A (1, 1), B (3, −1) and C (−1, −3) are the vertices of an isosceles triangle.
THINK WRITE/DRAW
1 Plot the points and draw the triangle. y A
1
Note: For triangle ABC to be isosceles,
0 x
two sides must have the same magnitude. –1–1 1 3
B
C
–3

2 AC and BC seem to be equal. Find the AC = √(1 − (−1)) 2 + (1 − (−3)) 2

length AC. = √(2) 2 + (4) 2
A (1, 1) = (x2, y2)
C (−1, −3) = (x1, y1) = √20
= 2√5
3 Find the length BC. BC = √(3 − (−1)) 2 + (−1 − (−3)) 2
B (3, −1) = (x2, y2) = √(4) 2 + (2) 2
C (−1, −3) = (x1, y1)
= √20
= 2√5

TOPIC 8 Linear relationships  301

 4 Find the length AB. AB = √(3 − (1)) 2 + (−1 − (1)) 2
A (1, 1) = (x1, y1) = √(2) 2 + (−2) 2
B (3, −1) = (x2, y2)
= √4 + 4
= √8
= 2√2
5 State your proof. Since AC = BC ≠ AB, triangle ABC is an
­isosceles triangle.

RESOURCES — ONLINE ONLY

Interactivity: Distance between two points (int-6051)

Digital doc: SpreadSHEET Distance between two points (doc-5206)

Exercise 8.2 The distance between two points

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1, 2a–d, 5, 8, 9 1, 2c–f, 5, 7, 9, 11 1, 2e–h, 3–7, 9–13

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE1 Find the distance between each pair of points shown at right.
y
7 O
G
6
K B
5
4 P
3
2 A C
E H N
L 1
–8 –7 –6 –5 –4 –3 –2 –1–10 1 2 3 4 5 6 x
F –2
–3
M
I –4 J D
–5
–6
–7
–8

2. WE2 Find the distances between the following pairs of points.

a. (2, 5), (6, 8) b. (−1, 2), (4, 14) c. (−1, 3), (−7, −5)
d. (5, −1), (10, 4) e. (4, −5), (1, 1) f. (−3, 1), (5, 13)
g. (5, 0), (−8, 0) h. (1, 7), (1, −6) i. (a, b), (2a, −b)
j. (−a, 2b), (2a, −b)

302  Maths Quest 10 Stage 5 NSW Australian curriculum

 3. MC If the distance between the points (3, b) and (–5, 2) is 10 units, then the value of b is:
a. –8 b. –4 c. 4 d. 0 e. 2
4. MC A rhombus has vertices A (1, 6), B (6, 6), C (–2, 2) and D (x, y). The coordinates of D are:
a. (2, −3) b. (2, 3) c. (−2, 3) d. (3, 2) e. (3, −2)
5. The vertices of a quadrilateral are A (1, 4), B (−1, 8), C (1, 9) and D (3, 5).
a. Find the lengths of the sides.
b. Find the lengths of the diagonals.
c. What type of quadrilateral is it?
Communicating, reasoning and problem solving
6. WE3 Prove that the points A (0, −3), B (−2, −1) and C (4, 3) are the vertices of an isosceles triangle.
7. The points P (2, −1), Q (−4, −1) and R (−1, 3√3 − 1) are joined to form a triangle. Prove that triangle
PQR is equilateral.
8. Prove that the triangle with vertices D (5, 6), E (9, 3) and F (5, 3) is a right-angled triangle.
9. A rectangle has vertices A (1, 5), B (10.6, z), C (7.6, −6.2) and D (−2, 1). Find:
a. the length of CD b. the length of AD
c. the length of the diagonal AC d. the value of z.
10. Show that the triangle ABC with coordinates A (a, a), B (m, −a) and C (−a, m) is isosceles.
11. Triangle ABC is an isosceles triangle where AB = AC, B is the point (−1, 2), C is the point (6, 3)
and A is the point (a, 3a). Find the value of the integer constant a.
y

A (a, 3a)

C (6, 3)

B (–1, 2)

0 x

12. ABCD is a parallelogram.

a. Find the gradients of AB and BC.
b. Find the coordinates of the point D (x, y).
c. Show that the diagonals AC and BD bisect each other.
y

B (3, 8)

A (1, 6)

C (6, 1)
0 x
D (x, y)

13. How could you use the distance formula to show that a series of points lay on the circumference of a
circle with centre C?

TOPIC 8 Linear relationships  303

8.3 Sketching linear graphs [Stages 5.2 and 5.3]
8.3.1 Linear graphs
•• If a series of points (x, y) is plotted using the rule y = mx + b, then y
10 y = 2x + 5
the points always lie in a straight line whose gradient equals m and whose
Quadrant 2 Quadrant 1
y-intercept equals b. 5
•• The rule y = mx + b is called the equation of a straight line written in
‘gradient–intercept’ form. –10 –5 0 5 10 x
Quadrant 3
–5
8.3.2 Plotting linear graphs Quadrant 4
–10
•• To plot a linear graph, complete a table of values to determine the points.

WORKED EXAMPLE 4

Plot the linear graph defined by the rule y = 2x − 5 for the x-values −3, −2, −1, 0, 1, 2 and 3.
THINK WRITE/DRAW
1 Create a table of values using the given x –3 –2 –1 0 1 2 3
x-values.
y

2 Find the corresponding y-values by x   –3 –2 –1  0  1  2 3

­substituting each x-value into the rule.
y –11 –9 –7 –5 –3 –1 1

3 Plot the points on a Cartesian plane and y

2
rule a straight line through them. Since the (3, 1)
1
x-values have been specified, the line
–3 –2 –1–10 1 2 3x
should only be drawn between the x-values (2, –1)
–2
of –3 and 3. –3 (1, –3)
–4
–5 (0, –5)
–6
(–1, –7) –7
–8
(–2, –9) –9
–10
(–3, –11) y = 2x – 5
–11
–12

4 Label the graph.

8.3.3 Sketching straight lines

•• A minimum of two points are necessary to plot a straight line.
•• Two methods can be used to plot a straight line:
–– Method 1: The x- and y-intercept method
–– Method 2: The gradient–intercept method.

8.3.4 Method 1: Sketching a straight line using the x- and y-intercepts

•• As the name implies, this method involves plotting the x- and y-intercepts, then joining them to sketch
the straight line.
•• The line cuts the y-axis where x = 0 and the x-axis where y = 0.

304  Maths Quest 10 Stage 5 NSW Australian curriculum

WORKED EXAMPLE 5

Sketch graphs of the following linear equations by finding the x- and y-intercepts.
a 2x + y = 6 b y = −3x − 12
THINK WRITE/DRAW
a 1 Write the equation. a 2x + y = 6
2 Find the x-intercept by substituting y = 0. x-intercept: when y = 0,
2x + 0 = 6
2x = 6
x=3
The x-intercept is (3, 0).
3 Find the y-intercept by substituting x = 0. y-intercept: when x = 0,
2(0) + y = 6
y=6
The y-intercept is (0, 6).
4 Plot both points and rule the line. y

2x + y = 6
(0, 6)

0 (3, 0) x

5 Label the graph.

b 1 Write the equation. b y = −3x − 12
2 Find the x-intercept by substituting y = 0. x-intercept: when y = 0,
i Add 12 to both sides of the ­equation. −3x − 12 = 0
ii Divide both sides of the equation by −3. −3x = 12
x = −4
The x-intercept is (– 4, 0)
3 Find the y-intercept. The equation is in the form c = −12
y = mx + b, so compare this with our equation to y-intercept is (0, −12)
find the y-intercept, b.
4 Plot both points and rule the line. y

(–4, 0)
0 x

(0, –12) y = –3x – 12

5 Label the graph.

TOPIC 8 Linear relationships  305

8.3.5 Method 2: Sketching a straight line using the gradient–­
intercept method
•• This method is often used if the equation is in the form y = mx + b, where m represents the gradient
(slope) of the straight line and b represents the y-intercept.
•• The steps below outline how to use the gradient–intercept method to sketch a linear graph.
Step 1: Plot a point at the y-intercept.
rise
Step 2: Write the gradient in the form m = . (To write a whole number as a fraction, place it over
run
a denominator of 1.)
Step 3: Starting from the y-intercept, move up the number of units indicated by the rise (move down
if the gradient is negative).
Step 4: Move to the right the number of units indicated by the run and plot the second point.
Step 5: Rule a straight line through the two points.

WORKED EXAMPLE 6

Sketch the graph of y = 25 x − 3 using the gradient–intercept method.

THINK WRITE/DRAW
1 Write the equation of the line. y = 25 x − 3
2 Identify the value of b (that is, the b = −3, so the y-intercept is (0, −3).
y-intercept) and plot this point.
2
3 Write the gradient, m, as a fraction. m=
rise 5
4 m= ; note the rise and run. So rise = 2 and run = 5.
run
5 Starting from the y-intercept at (0, −3), move 2 units y
up and 5 units to the right to find the second point 0 x
–1 1 2 3 4 5 6 7 8
(5, −1). We have still not found the x-intercept. –2 (5, –1)
–3 (0, –3)
–4

DISCUSSION
Do you prefer to use one of the methods of sketching straight lines over the other? If so, why do you think that is?

8.3.6 Sketching linear graphs of the form y = mx

•• Graphs of equations in the format y = mx pass through the origin (0, 0), since b = 0.
•• A second point may be determined using the rule y = mx by substituting a value for x to find y.

WORKED EXAMPLE 7

Sketch the graph of y = 3x.

THINK WRITE/DRAW
1 Write the equation. y = 3x
2 Find the x- and y-intercepts. x-intercept: when y = 0,
Note: By recognising the form of this linear 0 = 3x
equation, y = mx, you can simply state that the x =0
graph passes through the origin, (0, 0). y-intercept: (0, 0)
The x- and y-intercepts are both at (0, 0).

306  Maths Quest 10 Stage 5 NSW Australian curriculum

 3 Find another point to plot by finding the When x = 1,
y-value when x = 1. y=3×1
=3
Another point on the line is (1, 3).
4 Plot the two points (0, 0) and (1, 3) and rule a y
y = 3x
straight line through them.
3 (1, 3)

(0, 0) x
1

5 Label the graph.

8.3.7 Sketching linear graphs of the form y = b and x = a

•• The line y = b is parallel to the x-axis, having a gradient of zero and a y-intercept of b.
•• The line x = a is parallel to the y-axis and has an undefined (infinite) gradient.

WORKED EXAMPLE 8

Sketch graphs of the following linear equations.

a y = −3 b x = 4
THINK WRITE/DRAW
a 1 Write the equation. a y = −3
2 The y-intercept is –3. As x does not appear in the y-intercept = –3: (0, –3)
equation, the line is parallel to the x-axis, such that all
points on the line have a y-coordinate equal to –3.
That is, this line is the set of points (x, –3) where x is
an element of the set of real numbers.
3 Sketch a horizontal line through (0, –3). y

0 x

(0, –3) y = –3

4 Label the graph.

b 1 Write the equation. b x=4
2 The x-intercept is 4. As y does not appear in the x-intercept = 4: (4, 0)
equation, the line is parallel to the y-axis, such that all
points on the line have an x-coordinate equal to 4.
That is, this line is the set of points (4, y) where y is
an element of the set of real numbers.

TOPIC 8 Linear relationships  307

 3 Sketch a vertical line through (4, 0). y x=4

0 (4, 0) x

4 Label the graph.

RESOURCES — ONLINE ONLY

Interactivity: Plotting linear graphs (int-3834)

Interactivity: Equations of straight lines (int-6485)
Interactivity: The intercept method (int-3840)
Interactivity: The gradient–intercept method (int-3839)
eLesson: Sketching linear graphs (eles-1919)
eLesson: Sketching linear graphs using the gradient–intercept method (eles-1920)
Digital doc: SkillSHEET Describing the gradient of a line (doc-5197)
Digital doc: SkillSHEET Plotting a line using a table of values (doc-5198)
Digital doc: SkillSHEET Stating the y-intercept from a graph (doc-5199)
Digital doc: SkillSHEET Solving linear equations that arise when finding x- and y-intercepts (doc-5200)
Digital doc: SkillSHEET Using Pythagoras’ theorem (doc-5201)
Digital doc: SkillSHEET Substitution into a linear rule (doc-5202)
Digital doc: SkillSHEET Transposing linear equations to standard form (doc-5203)
Digital doc: WorkSHEET Gradient (doc-13849)

Exercise 8.3 Sketching linear graphs

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1, 2, 3a–h, 4a–e, 5a–d, 6a–f, 1, 2, 3f–m, 4a–e, 5a–d, 6a–f, 1, 2, 3h–o, 4d–i, 5c–f, 6e–i, 7d–h,
7a–d, 8a–d, 9, 10, 12 7c–f, 8a–f, 9–12 8c–h, 9–14

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE4 Generate a table of values and then plot the linear graphs defined by the following rules for the
given range of x-values.
Rule x-values
a. y = 10x + 25 −5, −4, −3, −2, −1, 0, 1
b. y = 5x − 12 −1, 0, 1, 2, 3, 4

308  Maths Quest 10 Stage 5 NSW Australian curriculum

 Rule x-values
c. y = −0.5x + 10 −6, −4, −2, 0, 2, 4
d. y = 100x − 240 0, 1, 2, 3, 4, 5
e. y = −5x + 3 −3, −2, −1, 0, 1, 2
f. y = 7 − 4x −3, −2, −1, 0, 1, 2
2. Plot the linear graphs defined by the following rules for the given range of x-values.
Rule x-values
a. y = −3x + 2 x –6 –4 –2 0 2 4 6
y
b. y = −x + 3 x –3 –2 –1 0 1 2 3
y
c. y = −2x + 3 x –6 –4 –2 0 2 4 6
y
3. WE5 Sketch graphs of the following linear equations by finding the x- and y-intercepts.
a. 5x − 3y = 10 b. 5x + 3y = 10 c. −5x + 3y = 10
d. −5x − 3y = 10 e. 2x − 8y = 20 f. 4x + 4y = 40
g. 5x + 6y = 120 h. −2x + 8y = −20 i. 10x + 30y = −150
j. 5x + 30y = −150 k. −9x + 4y = 36 l. 6x − 4y = −24
m. y = 2x − 10 n. y = −5x + 20 o. y = −12x − 4
4. WE6 Sketch graphs of the following linear equations using the gradient–intercept method.
a. y = 4x + 1 b. y = 3x − 7 c. y = −2x + 3
1
d. y = −5x − 4 e. y = 2x − 2 f. y = −27 x + 3
g. y = 0.6x + 0.5 h. y = 8x i. y = x − 7
5. WE7 Sketch the graphs of the following linear equations.
a. y = 2x b. y = 5x c. y = −3x
1 2
d. y = 2x e. y = 3x f. y = −52x
6. WE8 Sketch the graphs of the following linear equations.
a. y = 10 b. y = −10 c. x = 10
d. x = −10 e. y = 100 f. y = 0
g. x = 0 h. x = −100 i. y = −12
7. Transpose each of the equations to standard form (that is, y = mx + b). State the x- and y-intercept
for each.
a. 5(y + 2) = 4(x + 3) b. 5(y − 2) = 4(x − 3) c. 2(y + 3) = 3(x + 2)
d. 10(y − 20) = 40(x − 2) e. 4(y + 2) = −4(x + 2) f. 2(y − 2) = −(x + 5)
g. −5(y + 1) = 4(x − 4) h. 5(y + 2.5) = 2(x − 3.5) i. 2.5(y − 2) = −6.5(x − 1)
8. Find the x- and y-intercepts of the following lines.
a. −y = 8 − 4x b. 6x − y + 3 = 0 c. 2y − 10x = 50
9. Explain why the gradient of a horizontal line is equal to zero and the gradient of a vertical line is
undefined.
Communicating, reasoning and problem solving
x y 7
10. Determine whether − = is the equation of a straight line by rearranging into an appropriate
3 2 6
form and hence sketch the graph, showing all relevant features.

TOPIC 8 Linear relationships  309

11. Your friend loves to download music. She earns $50 and spends some of it buying music online at
$1.75 per song. She saves the remainder. Her saving is given by the function f(x) = 50 − 1.75x.
a. What does x represent?
b. Sketch the function.
c. How many songs can she buy and still save $25?
12. A straight line has a general equation defined by y = mx + b. This line intersects the lines defined by
the rules y = 7 and x = 3. The lines y = mx + b and y = 7 have the same y-intercept while
y = mx + b and x = 3 have the same x-intercept.
a. On the one set of axes, sketch all three graphs.
b. Determine the y-axis intercept for y = mx + b.
c. Determine the gradient for y = mx + b.
d. MC The equation of the line defined by y = mx + b is:
a. x + y − 3 = 0 b. 7x + 3y − 21 = 0 c. 3x + 7y − 21 = 0
d. x + y − 7 = 0 e. 7x + 3y − 7 = 0
13. Water is flowing from a tank at a constant rate. The equation relating the volume of water in the tank,
V litres, to the time the water has been flowing from the tank, t minutes, is given by
V = 80 − 4t, t ≥ 0.
a. How much water is in the tank initially?
b. Why is it important that t ≥ 0?
c. At what rate is the water flowing from the tank?
d. How long does it take for the tank to empty?
e. Sketch the graph of V versus t.
14. What types of straight lines have an x-and y-intercept of the same value?

8.4 Standard forms of the equation of

a straight line [Stages 5.2 and 5.3]
8.4.1 Finding a linear equation given two points
•• The gradient of a straight line can be calculated from the y
B
coordinates of two points (x1, y1) and (x2, y2) that lie on y2 (x2, y2)
the line.
Rise = y2 – y1
rise
Gradient = m = A
run y1 (x1, y1)
y − y1 Run = x2 – x1
= 2 x
x2 − x1 x1 x2

DISCUSSION
y1 − y2 y − y1
Explain why the formula m = gives the same value for the gradient as m = 2 .
x1 − x2 x2 − x1

•• The equation of the straight line can then be found in the form y = mx + b, where b is the
y-intercept.

310  Maths Quest 10 Stage 5 NSW Australian curriculum

WORKED EXAMPLE 9

Find the equation of the straight line shown in the graph. y

0 3 x

THINK WRITE
1 There are two points given on the straight line: (3, 0), (0, 6)
the x-­intercept (3, 0) and the y-intercept (0, 6).
rise
2 Find the gradient of the line by applying the formula m=
run
rise y2 − y1 y2 − y1
m= = , where (x1, y1) = (3, 0) and =
run x2 − x1 x2 − x1
(x2, y2) = (0, 6). 6−0
=
0−3
6
=
−3
= −2
The gradient m = −2.
3 The graph has a y-intercept of 6, so b = 6. y = mx + b
Substitute m = −2 and b = 6 into y = mx + b to y = −2x + 6
find the equation.

WORKED EXAMPLE 10

Find the equation of the straight line shown in the graph. y

1 (2, 1)

0 2 x

THINK WRITE
1 There are two points given on the straight line: (0, 0), (2, 1)
the x- and y-intercept, (0, 0), and another point, (2, 1).
rise
2 Find the gradient of the line by applying the formula m=
run
rise y2 − y1 y2 − y1
m= = , where (x1, y1) = (0, 0) and
run x2 − x1 =
x2 − x1
(x2, y2) = (2, 1).
1−0
=
2−0
1
=
2
The gradient m = 12.

TOPIC 8 Linear relationships  311

 3 The y-intercept is 0, so b = 0. Substitute m = 12 and b = 0 y = mx + b
into y = mx + b to determine the equation. y = 12 x + 0
y = 12 x

WORKED EXAMPLE 11

Find the equation of the straight line passing through (−2, 5) and (1, −1).
THINK WRITE
1 Write the general equation of a straight line. y = mx + b
y − y1
2 Write the formula for calculating the gradient of a line m= 2
x2 − x1
between two points.
−1 − 5
3 Let (x1, y1) and (x2, y2) be the two points (–2, 5) and (1, –1) m=
1 − −2
respectively. Substitute the values of the pronumerals into −6
the formula to calculate the ­gradient. =
3
= −2
4 Substitute the value of the gradient into the general rule. y = −2x + b
5 Select either of the two points, say (1, –1), and substitute its Point (1, −1):
coordinates into y = −2x + b. −1 = −2 × 1 + b
6 Solve for b; that is, add 2 to both sides of the ­equation. −1 = −2 + b
1=b
7 State the equation by substituting the value of b into The equation of the line is
y = −2x + b. y = −2x + 1.

8.4.2 Finding the equation of a straight line using the gradient

and one point
•• If the gradient of a line is known, only one point is needed to determine the equation of the line.

WORKED EXAMPLE 12

Find the equation of the straight line with gradient of 2 and y-intercept of –5.
THINK WRITE
1 Write the known information. The other point is the Gradient = 2, y-intercept = –5
y-intercept, which makes the calculation of b straightforward.
2 State the values of m and b. m = 2, b = −5
3 Substitute these values into y = mx + b to find the equation. y = mx + b
y = 2x − 5

WORKED EXAMPLE 13

Find the equation of the straight line passing through the point (5, −1) with a gradient of 3.
THINK WRITE
1 Write the known information. Gradient = 3, point (5, –1)
2 State the values of m, x and y. m = 3, (x, y) = (5, –1)

312  Maths Quest 10 Stage 5 NSW Australian curriculum

 3 Substitute the values m = 3, x = 5 and y = –1 into y = mx + b
y = mx + b and solve to find b. −1 = 3(5) + b
−1 = 15 + b
−16 = b
4 Substitute m = 3 and b = –16 into y = mx + b to The equation of the line is y = 3x − 16.
determine the equation.

8.4.3 A simple formula

•• The diagram shows a line of gradient m passing through the point (x1, y1).
y
(x, y)
y

y1 (x1, y1)

0 x1 x x

•• If (x, y). is any other point on the line, then:

rise
m=
run
y − y1
m=
x − x1
m(x − x1) = (y − y1)
y − y1 = m(x − x1)
•• The formula y − y1 = m(x − x1) can be used to write down the equation of a line, given the gradient
and the coordinates of one point.

WORKED EXAMPLE 14

Find the equation of the line with a gradient of −2 which passes through the point (3, −4).
Write the equation in the form ax + by + c = 0, where a, b and c are integers.
THINK WRITE
1 Use the formula y − y1 = m(x − x1). Write the m = −2, x1 = 3, y1 = −4
values of (x1, y1), and m. y − y1 = m(x − x1)
2 Substitute for x1, y1, and m into the equation. y − (−4) = −2(x − 3)
y + 4 = −2x + 6
3 Transpose the equation into the form y + 4 + 2x − 6 = 0
ax + by + c = 0. 2x + y − 2 = 0

RESOURCES — ONLINE ONLY

Interactivity: Linear graphs (int-6484)

eLesson: Finding a linear equation given two points (eles-2313)
Digital doc: SkillSHEET Measuring the rise and the run (doc-5196)
Digital doc: SkillSHEET Finding the gradient given two points (doc-5204)

TOPIC 8 Linear relationships  313

Exercise 8.4 Standard forms of the equation
of a straight line
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–d, 2, 3, 4, 5a–d, 7 1a–f, 2, 3, 4, 5c–g, 7, 9, 10, 12 1d–h, 2, 3, 4, 5e–j, 6–9, 11, 13

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE9 Determine the equation for each of the straight lines shown.
a. y b. y c. y

4 12 5

−2 0 x 0 x
5
0 4 x

d. y e. y f. y

−16 0 x
0 4 x −6 0 x
−4
−8

g. y h. y

−5 0 x
0 –5
x
7

−5 −15

2. WE10 Determine the equation of each of the straight lines shown.

a. y b. y
(−4, 12) 12
6 (3, 6)

0 3 x
x
−4 0

314  Maths Quest 10 Stage 5 NSW Australian curriculum

 c. y d. y

6
(−8, 6)
−4 0 x
(−4, −2) −2 x
−8 0

3. WE11 Find the equation of the straight line that passes through each pair of points.
a. (1, 4) and (3, 6) b. (0, −1) and (3, 5)
c. (−1, 4) and (3, 2) d. (3, 2) and (−1, 0)
e. (−4, 6) and (2, −6) f. (−3, −5) and (−1, −7)
4. WE12 Find the linear equation given the information in each case below.
a. Gradient = 3, y-intercept = 3 b. Gradient = −3, y-intercept = 4
c. Gradient = −4, y-intercept = 2 d. Gradient = 4, y-intercept = 2
e. Gradient = −1, y-intercept = –4 f. Gradient = 0.5, y-intercept = –4
g. Gradient = 5, y-intercept = 2.5 h. Gradient = −6, y-intercept = 3
i. Gradient = −2.5, y-intercept = 1.5 j. Gradient = 3.5, y-intercept = 6.5
5. WE13, 14 For each of the following, find the equation of the straight line with the given gradient and
passing through the given point. Express your answer in the form y = mx + b.
a. Gradient = 5, point = (5, 6) b. Gradient = –5, point = (5, 6)
c. Gradient = –4, point = (–2, 7) d. Gradient = 4, point = (8, –2)
e. Gradient = 3, point = (10, –5) f. Gradient = –3, point = (3, –3)
6. For each of the following, find the equation of the straight line with the given gradient and passing
through the given point. Express your answer in the form ax + by + c = 0, where a, b and c are
integers.
a. Gradient = –2, point = (20, –10)
b. Gradient = 2, point = (2, –0.5)
c. Gradient = 0.5, point = (6, –16)
d. Gradient = –0.5, point = (5, 3)
7. a.  Refer to the information given at right. If t represents the time
in hours and C represents cost ($), construct a table of values Save $$$ with Supa-Bowl!!!
for 0–3 hours for the cost of playing ten-pin bowling at the NEW Ten-Pin Bowling Alley
Shoe rental just $2 (fixed fee)
new alley.
Rent a lane for ONLY $6/hour!
b. Use your table of values to plot a graph of time versus cost.
(Hint: Ensure your time axis (horizontal axis) extends to 6 hours
and your cost axis (vertical axis) extends to $40.)
c. i.     What is the y-intercept?
ii. What does the y-intercept represent in terms of the cost?
d. Calculate the gradient and explain what this means in the context of
the question.
e. Write a linear equation to describe the relationship between cost
and time.
f. Use your linear equation from part f to calculate the cost of a 5-hour
tournament.
g. Use your graph to check your answer to part g.
Communicating, reasoning and problem solving
8. When using the gradient to draw a line, does it matter if you rise
before you run or run before you rise? Explain your answer.

TOPIC 8 Linear relationships  315

 9. a. 
Using the graph shown, write a general formula for the gradient m in terms y
of x, y and b. y
(0, b)
b. Transpose your formula to make y the subject. What do you notice? (x, y)
10. The points A (x1, y1), B (x2, y2) and P (x, y) are all on the same straight line.
0 x x
P is a general point that lies anywhere on the line. Show that an equation
y − y1
relating these three points is given by y − y1 = 2 (x − x1).
x2 − x1
y
B (x2, y2)

P (x, y)

A (x1, y1)

0 x

11. Show that the quadrilateral ABCD is a parallelogram.

y
8
C (7, 8)
7
B (3, 6)
6
5
4
D (5, 4)
3
2
A (1, 2)
1

0 1 2 3 4 5 6 7 8x y
12. What problems might you encounter when calculating the equation of a line Area = 17.5 units2
whose graph is actually parallel to one of the axes? 2
13. The graph of the straight line crosses the y-axis at (0, 2). The shaded section
0 x
represents an area of 17.5 square units. Use this information to determine 5
the equation of the line.

8.5 The midpoint of a line segment [Stages 5.2 and 5.3]

•• The midpoint of a line segment is the halfway point. y
B (x2, y2)
•• The x- and y-coordinates of the midpoint are halfway y2
between those of the coordinates of the end points.
•• The diagram shows the line interval AB joining points P
y D
A (x1, y1) and B (x2, y2). (x, y)
The midpoint of AB is P, so AP = PB.
Points C (x, y1) and D (x2, y) are used to make the two y1 A
right-angled triangles ΔAPC and ΔPBD. (x1, y1) C
The two triangles are congruent:
AP = PB (given) 0 x1 x x2 x
∠APC = ∠PBD (corresponding angles)

316  Maths Quest 10 Stage 5 NSW Australian curriculum

 ∠CAP = ∠DPB (corresponding angles)
So ΔAPC ≡ ΔPBD (ASA).
This means that AC = PD,
so x − x1 = x2 − x (solve for x)
2x = x1 + x2
x + x2
x= 1
2
In other words, x is simply the average of x1 and x2.
y + y2
Similarly, y = 1 .
2
•• In general, the coordinates of the midpoint of a line segment joining y
the points (x1, y1) and (x2, y2) can be found by averaging the x- and (x2, y2)
y-coordinates of the end points, respectively. M
•• The coordinates of the midpoint of the line segment joining (x1, y1) and
(x2, y2) are:
( 1 + x2 _____
x_____,
2
y1 + y2
2 )
(x1, y1)
x1 + x2 y1 + y2
( 2 , 2 )
0 x

WORKED EXAMPLE 15

Find the coordinates of the midpoint of the line segment joining (−2, 5) and (7, 1).
THINK WRITE
1 Label the given points (x1, y1) and (x2, y2). Let (x1, y1) = (–2, 5) and (x2, y2) = (7, 1).
x1 + x2
2 Find the x-coordinate of the midpoint. x=
2
−2 + 7
=
2
= 52
= 2 12
y1 + y2
3 Find the y-coordinate of the midpoint. y=
2
5+1
=
2
= 62
=3
4 Give the coordinates of the midpoint. The coordinates of the midpoint are (2 12, 3).

WORKED EXAMPLE 16

The coordinates of the midpoint, M, of the line segment AB are (7, 2). If the coordinates of A
are (1, −4), find the coordinates of B.
THINK WRITE/DRAW
1 Let the start of the line segment be (x1, y1) and let the ­midpoint Let (x1, y1) = (1, – 4) and
be (x, y). (x, y) = (7, 2)

TOPIC 8 Linear relationships  317

 2 The average of the x-coordinates is 7. Find the x-coordinate x1 + x2
x =
of the end point. 2
1 + x2
7=
2
14 = 1 + x2
x2 = 13
y1 + y2
3 The average of the y-coordinates is 2. Find the y-coordinate y=
2
of the end point. −4 + y2
2=
2
4 = −4 + y2
y2 = 8

RESOURCES — ONLINE ONLY

Interactivity: Midpoints (int-6052)

Digital doc: SpreadSHEET Midpoint of a segment (doc-5207)
Digital doc: WorkSHEET Midpoint of a line segment (doc-13850)

Exercise 8.5 The midpoint of a line segment

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–d, 2, 3a, 4, 9, 11 1a–d, 2–6, 9, 11 1a–f, 2–13

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE15 Use the formula method to find the coordinates of the midpoint of the line segments joining the
following pairs of points.
a. (−5, 1), (−1, −8) b. (4, 2), (11, −2)
c. (0, 4), (−2, −2) d. (3, 4), (−3, −1)
e. (a, 2b), (3a, −b) f. (a + 3b, b), (a − b, a − b)
2. WE16 The coordinates of the midpoint, M, of the line segment AB are (2, –3). If the coordinates of
A are (7, 4), find the coordinates of B.
3. A square has vertices A (0, 0), B (2, 4), C (6, 2) and D (4, –2). Find:
a. the coordinates of the centre b. the length of a side
c. the length of a diagonal.
4. MC The midpoint of the line segment joining the points (–2, 1) and (8, –3) is:
a. (6, –2) b. (5, 2) c. (6, 2) d. (3, –1) e. (5, –2)
5. MC If the midpoint of AB is (–1, 5) and the coordinates of B are (3, 8), then A has coordinates:
a. (1, 6.5) b. (2, 13) c. (–5, 2) d. (4, 3) e. (7, 11)

318  Maths Quest 10 Stage 5 NSW Australian curriculum

 6. a. The vertices of a triangle are A (2, 5), B (1, –3) and C (–4, 3). Find:
i. the coordinates of P, the midpoint of AC ii. the coordinates of Q, the midpoint of AB
iii. the length of PQ.
b. Show that BC = 2PQ.
7. a. A quadrilateral has vertices A(6, 2), B (4, –3), C (–4, –3) and D (–2, 2). Find:
i. the midpoint of the diagonal AC ii. the midpoint of the diagonal BD.
b. What can you infer about the quadrilateral?
8. a.  The points A (–5, 3.5), B (1, 0.5) and C (–6, –6) are the vertices of a triangle. Find:
i. the midpoint, P, of AB ii. the length of PC
iii. the length of AC iv. the length of BC.
b. Describe the triangle. What does PC represent?
Communicating, reasoning and problem solving
9. Find the equation of the straight line that passes through the midpoint of A (–2, 5) and B (–2, 3) and
has a gradient of –3.
10. Find the equation of the straight line that passes y
through the midpoint of A (–1, –3) and B (3, –5) and A (2m, 3m)
has a gradient of 23.
11. The points A (2m, 3m), B (5m, −2m) and C (−3m, 0)
are the vertices of a triangle. Show that this is a
right-angled triangle.
12. Write down the coordinates of the midpoint of
the line joining the points (3k − 1, 4 − 5k) and C (–3m, 0) 0 x
(5k − 1, 3 − 5k). Show that this point lies on the
line with equation 5x + 4y = 9.
13. If the midpoint of a line segment is the origin, what are
B (5m, –2m)
the possible values of the x- and y-coordinates of the
end points?

8.6 Parallel and perpendicular lines [Stages 5.2 and 5.3]

8.6.1 Parallel lines
•• Lines that have the same gradient are parallel lines. The three lines shown on the graph have a g­ radient
of 1 and are parallel to each other.
y

15

10 y=x+2

5 y=x

x
–6 –4 –2 0 2 4 6
–5
y = x − 10
–10

–15

TOPIC 8 Linear relationships  319

 WORKED EXAMPLE 17

Show that AB is parallel to CD given that A has coordinates (−1, −5), B has coordinates
(5, 7), C has coordinates (−3, 1) and D has coordinates (4, 15).
THINK WRITE
1 Find the gradient of AB by applying the Let A (−1, −25) = (x1, y1) and B (5, 7) = (x2, y2).
y − y1 y − y1
formula m = 2 . m= 2
x2 − x1 x2 − x1
7 − (−5)
Since mAB =
5 − (−1)
12
=
6
=2
2 Find the gradient of CD. Let C (−3, 1) = (x1, y1) and D (4, 15) = (x2, y2).
15 − 1
mCD =
4 − (−3)
14
=
7
=2
3 Draw a conclusion. (Note: || means ‘is Since mAB = mCD = 2, then AB || CD.
parallel to’.)

8.6.2 Collinear points y

•• Collinear points are points that all lie on the same straight line.
C
•• If A, B and C are collinear, then mAB = mBC.
B

0 x

WORKED EXAMPLE 18

Show that the points A(2, 0), B (4, 1) and C (10, 4) are collinear.
THINK WRITE
1 Find the gradient of AB. Let A (2, 0) = (x1, y1) and B (4, 1) = (x2, y2).
y − y1
Since m = 2 ,
x2 − x1
1−0
mAB =
4−2
1
= 2

2 Find the gradient of BC. Let B (4, 1) = (x1, y1) and C (10, 4) = (x2, y2).
4−1
mBC =
10 − 4
3
=6
1
= 2

320  Maths Quest 10 Stage 5 NSW Australian curriculum

 3 Show that A, B and C are collinear. Since mAB = mBC = 12 and B is common to both line
segments, A, B and C are collinear.

8.6.3 Perpendicular lines

•• There is a special relationship between the gradients of two
y = −x + 2 6 y = 2x − 6
­perpendicular lines. The graph at right shows two perpendicular 2
lines. What do you notice about their gradients? 4
•• Consider the diagram shown below, in which the line segment
2
AB is perpendicular to the line segment BC, AC is parallel to
the x-axis, and BD is the perpendicular height of the resulting –6 –4 –2 0 2 4 6
triangle ABC. –2
y –4
B
–6
αθ

A θ α C
D
b c
0 x

In ΔABD, let mAB = m1

a
=
b
= tan(θ )
In ΔBCD, let  mBC = m2
a
=−
c
= −tan(α)
b
In ΔABD, tan(α) = .
a
b
So        m2 = −
a
−1
=
m1
1
Hence,   m2 = −
m1

or      m1 m2 = −1.
•• Hence, if two lines are perpendicular to each other, then the product of their gradients is –1. Two lines
are perpendicular if and only if:
m1 m2 = −1
a b
•• If two lines are perpendicular, then their gradients are and − respectively.
b a

TOPIC 8 Linear relationships  321

 DISCUSSION
How can you determine if two lines are parallel or perpendicular from their equations?

WORKED EXAMPLE 19

Show that the lines y = −5x + 2 and 5y − x + 15 = 0 are perpendicular to one another.
THINK WRITE
1 Find the gradient of the first line. y = −5x + 2
Hence, m1 = −5.
2 Find the gradient of the second line. 5y − x + 15 = 0
Rewrite in the form y = mx + b:
5y = x − 15
x
y= −3
5
Hence, m2 = 15.
m1m2 = −5 × 15
= −1
3 Test for perpendicularity. (The two lines Hence, the two lines are perpendicular.
are perpendicular if the product of their
gradients is –1.)

8.6.4 Determining the equation of a line parallel or perpendicular

to another line
•• The gradient properties of parallel and perpendicular lines can be used to solve many problems.

WORKED EXAMPLE 20

Find the equation of the line that passes through the point (3, −1) and is parallel to the straight
line with equation y = 2x + 1.
THINK WRITE
1 Write the general equation. y = mx + b
2 Find the gradient of the given line. The two y = 2x + 1 has a gradient of 2.
lines are parallel, so they have the same Hence, m = 2.
gradient.
3 Substitute for m in the general equation. y = 2x + b
4 Substitute the given point to find b. (x, y) = (3, −1)
−1 = 2(3) + b
−1 = 6 + b
b = −7
5 Substitute for b in the general equation. y = 2x − 7
or
2x − y − 7 = 0

322  Maths Quest 10 Stage 5 NSW Australian curriculum

 WORKED EXAMPLE 21

Find the equation of the line that passes through the point (0, 3) and is perpendicular to
a straight line with a gradient of 5.
THINK WRITE
1 For perpendicular lines, m1 × m2 = −1. Given: m1 = 5, m2 = −15
Find the ­gradient of the perpendicular line.
2 Use the equation y − y1 = m (x − x1) Since y − y1 = m(x − x1)
where m = −15 and (x1, y1) = (0, 3). and (x1, y1) = (0, 3),
then  y − 3 = −15 (x − 0)
−x
y−3=
5
5(y − 3) = −x
5y − 15 = −x
x + 5y − 15 = 0
x
or y = − + 3
5

8.6.5 Horizontal and vertical lines 4

y x=4
•• Horizontal lines are parallel to the x-axis, have a gradient of zero, y=2
2
are expressed in the form y = b and have no x-intercept.
•• Vertical lines are parallel to the y-axis, have an undefined
0 x
(­infinite) ­gradient, are expressed in the form x = a and have no –2 2 4 6
y-intercept. –2

–4

WORKED EXAMPLE 22

Find the equation of:

a the vertical line that passes through the point (2, −3)
b the horizontal line that passes through the point (−2, 6).
THINK WRITE
a The equation of a vertical line is x = a. a x=2
The x-coordinate of the given point is 2.
b The equation of a horizontal line is y = b. b y=6
The y-coordinate of the given point is 6.

WORKED EXAMPLE 23

Find the equation of the perpendicular bisector of the line joining the points (0, −4) and (6, 5).
(A bisector is a line that crosses another line at right angles and cuts it into two equal lengths.)
THINK WRITE
1 Find the gradient of the line joining the given points Let (x1, y1) = (0, – 4).
y − y1 Let (x2, y2) = (6, 5).
by applying the formula. m = 2 .
x2 − x1

TOPIC 8 Linear relationships  323

 y2 − y1
m1 =
x2 − x1
5 − (−4)
m1 =
6−0
= 96
3
= 2

−1
2 Find the gradient of the perpendicular line. m2 =
m1
m1 × m2 = −1
m2 = −23
x1 + x2 y1 + y2
3 Find the midpoint of the line joining the given points. x= y=
x + x2 y1 + y2 2 2
M=( 1
2 )
, where (x1, y1) = (0, –4) and 0+6 −4 + 5
2 = =
2 2
(x2, y2) = (6, 5). =3 = 12
Hence, the coordinates of the midpoint
are (3, 12).

4 Find the equations of the line with gradient −23 that y − y1 = m(x − x1),
passes through (3, 2)
1
. y − 12 = −23 (x − 3).

5 Simplify by removing the fractions. 3(y − 12) = −2(x − 3)

Multiply both sides by 3.
3y − 32 = −2x + 6
Multiply both sides by 2. 6y − 3 = −4x + 12
4x + 6y − 15 = 0

RESOURCES — ONLINE ONLY

Interactivity: Parallel lines (int-3841)

Interactivity: Perpendicular lines (int-6124)
Interactivity: Vertical and horizontal lines (int-6049)
Digital doc: SpreadSHEET Perpendicular checker (doc-5209)
Digital doc: SpreadSHEET Equation of a straight line (doc-5210)

Exercise 8.6 Parallel and perpendicular lines

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–d, 2, 5, 6a–c, 7, 8, 9a–c, 1a–d, 2–5, 6c–d, 7, 8, 9a–c, 12, 1c–f, 2, 3, 4, 5, 6e–f, 7–19, 20b,
12, 13, 16a–b, 18, 20a, 21, 23, 13, 15, 16a–b, 17a, 18, 20a, 21, 22, 24–31, 33–39
26a, 27 21–23, 26–28, 30, 32

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.

324  Maths Quest 10 Stage 5 NSW Australian curriculum

Understanding and fluency
1. WE17 Find whether AB is parallel to CD given the following sets of points.
a. A (4, 13), B (2, 9), C (0, –10), D (15, 0)
b. A (2, 4), B (8, 1), C (–6, –2), D (2, –6)
c. A (–3, –10), B (1, 2), C (1, 10), D (8, 16)
d. A (1, –1), B (4, 11), C (2, 10), D (–1, –5)
e. A (1, 0), B (2, 5), C (3, 15), D (7, 35)
f. A (1, –6), B (–5, 0), C (0, 0), D (5, –4)
2. Which pairs of the following straight lines are parallel?
a. 2x + y + 1 = 0 b. y = 3x − 1 c. 2y − x = 3 d. y = 4x + 3
x
e. y = − 1 f. 6x − 2y = 0 g. 3y = x + 4 h. 2y = 5 − x
2
3. WE18 Show that the points A (0, –2), B (5, 1) and C (–5, –5) are collinear.
4. Show that the line that passes through the points (–4, 9) and (0, 3) also passes through the point (6, –6).
5. WE19 Show that the lines y = 6x − 3 and x + 6y − 6 = 0 are perpendicular to one another.
6. Determine whether AB is perpendicular to CD, given the following sets of points.
a. A (1, 6), B (3, 8), C (4, –6), D (–3, 1)
b. A (2, 12), B (–1, –9), C (0, 2), D (7, 1)
c. A(1, 3), B (4, 18), C (–5, 4), D (5, 0)
d. A (1, –5), B (0, 0), C (5, 11), D (–10, 8)
e. A (–4, 9), B (2, –6), C (–5, 8), D (10, 14)
f. A (4, 4), B (–8, 5), C (–6, 2), D (3, 11)
7. WE20 Find the equation of the line that passes through the point (4, −1) and is parallel to the line with
equation y = 2x − 5.
8. WE21 Find the equation of the line that passes through the point (–2, 7) and is perpendicular to a line
with a gradient of 23.
9. Find the equations of the following lines.
a. Gradient 3 and passing through the point (1, 5)
b. Gradient –4 and passing through the point (2, 1)
c. Passing through the points (2, –1) and (4, 2)
d. Passing through the points (1, –3) and (6, –5)
e. Passing through the point (5, –2) and parallel to x + 5y + 15 = 0
f. Passing through the point (1, 6) and parallel to x − 3y − 2 = 0
g. Passing through the point (–1, –5) and perpendicular to 3x + y + 2 = 0
10. Find the equation of the line that passes through the point (–2, 1) and is:
a. parallel to the line with equation 2x − y − 3 = 0
b. perpendicular to the line with equation 2x − y − 3 = 0.
11. Find the equation of the line that contains the point (1, 1) and is:
a. parallel to the line with equation 3x − 5y = 0
b. perpendicular to the line with equation 3x − 5y = 0.
12. WE22 Find the equation of:
a. the vertical line that passes through the point (1, –8)
b. the horizontal line that passes through the point (–5, –7).
13. MC   a.  The vertical line passing through the point (3, – 4) is given by:
a. y = −4 b. x = 3 c. y = 3x − 4 d. y = −4x + 3 e. x = −4
b. Which of the following points does the horizontal line given by the equation y = −5 pass through?
a. (–5, 4) b. (4, 5) c. (3, –5) d. (5, – 4) e. (5, 5)

TOPIC 8 Linear relationships  325

 c. Which of the following statements is true?
a. Vertical lines have a gradient of zero.
b. The y-coordinates of all points on a vertical line are the same.
c. Horizontal lines have an undefined gradient.
d. The x-coordinates of all points on a vertical line are the same.
e. A horizontal line has the general equation x = a.
d. Which of the following statements is false?
a. Horizontal lines have a gradient of zero.
b. The line joining the points (1, –1) and (–7, –1) is vertical.
c. Vertical lines have an undefined gradient.
d. The line joining the points (1, 1) and (–7, 1) is horizontal.
e. A horizontal line has the general equation y = b.
14. The triangle ABC has vertices A (9, –2), B (3, 6) and C (1, 4).
a. Find the midpoint, M, of BC.
b. Find the gradient of BC.
c. Show that AM is the perpendicular bisector of BC.
d. Describe triangle ABC.
15. WE23 Find the equation of the perpendicular bisector of the line joining the points (1, 2)
and (–5, –4).
16. Find the equation of the perpendicular bisector of the line joining the points (–2, 9) and (4, 0).
17. ABCD is a parallelogram. The coordinates of A, B and C are (4, 1), (1, –2) and (–2, 1) respectively.
Find:
a. the equation of AD b. the equation of DC c. the coordinates of D.
18. For each of the following sets of points, show that ABCD is a parallelogram.
a. A (2, 0), B (4, –3), C (2, – 4), D (0, –1)
b. A (2, 2), B (0, –2), C (–2, –3), D (0, 1)
c. A (2.5, 3.5), B (10, –4), C (2.5, –2.5), D (–5, 5)
19. For each of the following sets of points, show that ABCD is a trapezium.
a. A (0, 6), B (2, 2), C (0, –4), D (–5, –9)
b. A (26, 32), B (18, 16), C (1, –1), D (–3, 3)
c. A (2, 7), B (1, –1), C (–0.6, –2.6), D (–2, 3)
20. MC The line that passes through the points (0, –6) and (7, 8) also passes through:
a. (4, 3) b. (5, 4) c. (–2, 10)
d. (1, –8) e. (1, 4)
21. MC The point (–1, 5) lies on a line parallel to 4x + y + 5 = 0. Another point on the same line as
(–1, 5) is:
a. (2, 9) b. (4, 2) c. (4, 0)
d. (–2, 3) e. (3, –11)
22. Find the equation of the straight line given the following conditions.
a. Passes through the point (–1, 3) and parallel to y = −2x + 5
b. Passes through the point (4, –3) and parallel to 3y + 2x = −3
23. Determine which pairs of the following lines are perpendicular.
a. x + 3y − 5 = 0 b. y = 4x − 7
c. y = x d. 2y = x + 1
e. y = 3x + 2 f. x + 4y − 9 = 0
g. 2x + y = 6 h. x + y = 0

326  Maths Quest 10 Stage 5 NSW Australian curriculum

24. Find the equation of the straight line that cuts the x-axis at 3 and is perpendicular to the line with
equation 3y − 6x = 12.
25. Calculate the value of m for which lines with the following pairs of equations are perpendicular to
each other.
a. 2y − 5x = 7 and 4y + 12 = mx
b. 5x − 6y = −27 and 15 + mx = −3y
26. MC The gradient of the line perpendicular to the line with equation 3x − 6y = 2 is:
1
a. 3 b. –6 c. 2 d. e. –2
2
27. MC Triangle ABC has a right angle at B. The vertices are A (–2, 9), B (2, 8) and C (1, z).
The value of z is:
1 3
a. 8 b. 4 c. 12 d. 7 e. –4
4 4
Communicating, reasoning and problem solving
28. The map shows the proposed course for a yacht race. y Scale: 1 unit ⇐
⇒1 km N
Buoys have been positioned at A (1, 5), B (8, 8),
C (12, 6) and D (10, w). 11
a. How far is it from the start, O, to buoy A? 10
b. The race marshal’s boat, M, is situated halfway 9 Buoy B
between buoys A and C. What are the coordinates 8
7
of the boat’s position? Buoy
6 A Buoy C
c. Stage 4 of the race (from C to D) is perpendicular to M
5
stage 3 (from B to C). What is the gradient of CD?
4
d. Find the linear equation that describes stage 4.
3 E
e. Hence determine the exact position of buoy D. H2 Buoy D
f. An emergency boat is to be placed at point E (7, 3). 1
How far is the emergency boat from the hospital, O
located at H, 2 km north of the start? (Start) 1 2 3 4 5 6 7 8 9 10 11 12 x
29. Show that the following sets of points form the
vertices of a right-angled triangle.
a. A (1, – 4), B (2, –3), C (4, –7)
b. A (3, 13), B (1, 3), C (– 4, 4)
c. A (0, 5), B (9, 12), C (3, 14)
30. Prove that the quadrilateral ABCD is a rectangle given A (2, 5), B (6, 1), C (3, –2) and D (–1, 2).
31. Prove that the quadrilateral ABCD is a rhombus given A (2, 3), B (3, 5), C (5, 6) and D (4, 4).
(Hint: A rhombus is a parallelogram with diagonals that intersect at right angles.)
32. a. A square has vertices at (0, 0) and (2, 0). Where are the other 2 vertices? (There are 3 sets of answers.)
b. An equilateral triangle has vertices at (0, 0) and (2, 0). Where is the other vertex? (There are 2
answers.)
c. A parallelogram has vertices at (0, 0), (2, 0) and (1, 1). Where is the other vertex? (There are 3 sets
of answers.)
33. A is the point (0, 0) and B is the point (0, 2).
a. Find the perpendicular bisector of AB.
b. Show that any point on this line is equidistant from A and B.

TOPIC 8 Linear relationships  327

Questions 34 and 35 relate to the diagram shown. y
M is the midpoint of OA.
N is the midpoint of AB. A (4, 6)
P is the midpoint of OB. 6
34. A simple investigation: 5
a. Show that MN is parallel to OB.
b. Is PN parallel to OA? 4
c. Is PM parallel to AB?
3 M N
35. A difficult investigation:
a. Find the perpendicular bisectors of OA and OB. 2
b. Find the point W where the two bisectors
1
intersect.
P B
c. Show that the perpendicular bisector of AB also
passes through W. 0 x
1 2 3 4 5 6
d. Explain why W is equidistant from O, A and B.
e. W is called the circumcentre of triangle OAB.
Using W as the centre, draw a circle
through O, A and B.
36. The lines l1 and l2 are at right angles to each other. The line l1 has the equation px + py + r = 0.
r
Show that the distance from M to the origin is given by .
√p2 + p2
y l1

0 x

l2

37. Line A is parallel to the line with equation 2x − y = 7 and passes through the point (2, 3). Line B is
perpendicular to the line with equation 4x − 3y + 3 = 0 and also passes through the point (2, 3). Line
C intersects with line A where it cuts the y-axis and intersects with line B where it cuts the x-axis.
a. Determine the equations for all three lines. Give answers in the form ax + by + c = 0.
b. Sketch all three lines on the one set of axes.
c. Determine whether the triangle formed by the three lines is scalene, isosceles or equilateral.
38. How could you use coordinate geometry to design a logo for an organisation?
39. The first six numbers of a particular number pattern are 1, 2, 3, 6, 11 and 20. Given that this pattern
continues, what will be the next four numbers? Describe the pattern.

328  Maths Quest 10 Stage 5 NSW Australian curriculum

8.7 Review
Investigation | Rich task
What common computer symbol is this?

On computer hardware, and on many different software applications, a broad range of symbols is
used. These symbols help us to identify where things need to be plugged into, what buttons we need
to push, or what option needs to be selected. The main focus of this task involves constructing a
common symbol found on the computer. The instructions are given below.
The construction part of this task requires you to graph nine lines to reveal a common
computer symbol. Draw the scale of your graph to accommodate x- and y-values in the following
ranges: −10 ≤ x ≤ 16 and −10 ≤ y ≤ 16.
• Line 1 has the equation y = x − 1. Graph this line in the range −7 ≤ x ≤ −2.
• Line 2 is perpendicular to line 1 and has a y-intercept of −5. Determine the equation of this line,
and then draw the line in the range −5 ≤ x ≤ −1.
• Line 3 is parallel to line 1, with a y-intercept of 3. Determine the equation of the line, and then
graph the line in the range −9 ≤ x ≤ −4.
• Line 4 is parallel to line 1, with a y-intercept of −3. Determine the equation of the line, and then
graph the line in the range −1 ≤ x ≤ 2.
• Line 5 has the same length as line 4 and is parallel to it. The point (−2, 3) is the starting point of
the line, which decreases in both x- and y-values from there.
• Line 6 commences at the same starting point as line 5, and then runs at right angles to line 5. It
has an x-intercept of 1 and is the same length as line 2.
• Line 7 commences at the same starting point as both lines 5 and 6. Its equation is y = 6x + 15 .
The point (−1, 9) lies at the midpoint.
• Line 8 has the equation y = −x + 15. Its midpoint is the point (7, 8) and its extremities are the
points where the line meets line 7 and line 9.
• Line 9 has the equation 6y − x + 8 = 0. It runs from the intersection of lines 4 and 6 until it
meets line 8.
1. What common computer symbol have you drawn?
2. The top section of your figure is a familiar geometric shape. Use the coordinates on your graph
together with the distance formula to determine the necessary lengths to calculate the area of
this figure.
3. Using any symbol of interest to you, draw your symbol on grid lines and provide instructions for
your design. Ensure that your design involves aspects of coordinate geometry that have been
used throughout this task.

TOPIC 8 Linear relationships 329

 RESOURCES — ONLINE ONLY

Digital doc: Investigation — What common computer symbol is this? (doc-15920)

Digital doc: Code puzzle — Who won the inaugural 875 km Sydney to Melbourne marathon in 1983? (doc-15921)
Digital doc: Summary Topic 8 (doc-22906)
Interactivity: Word search Topic 8 (int-2832)
Interactivity: Crossword Topic 8 (int-2833)
Interactivity: Sudoku Topic 8 (int-3590)

Exercise 8.7 Review questions

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. MC The equation of the following line is: y
a. 3x + 2y = 6 3
b. 3x − 2y = 6
c. 2x + 3y = 6
0 2 x
d. 2x − 3y = 6
e. 2x − 3y = −6
2. MC The equation of a linear graph with gradient –3 and x-intercept of 4 is:
a. y = −3x − 12 b. y = −3x + 4 c. y = −3x − 4
d. y = −3x + 12 e. y = 4x − 3
3. MC The equation of a linear graph that passes through (2, –7) and (–2, –2) is:
a. 4x − 5y + 18 = 0 b. 5x + 4y + 18 = 0 c. 5x + 4y − 18 = 0
d. 5x − 4y − 18 = 0 e. 4x + 5y + 18 = 0
4. MC The distance between the points (1, 5) and (6, –7) is:
a. √53 b. √29 c. 13 d. √193 e. 12
5. MC The midpoint of the line segment joining the points (–4, 3) and (2, 7) is:
a. (–1, 5) b. (–2, 10) c. (–6, 4) d. (–2, 4) e. (–1, 2)
6. MC If the midpoint of the line segment joining the points A (3, 7) and B (x, y) has coordinates (6, 2),
then the coordinates of B are:
a. (15, 3) b. (0, –6) c. (9, –3) d. (4.5, 4.5) e. (–9, 3)
7. MC If the points (–6, –11), (2, 1) and (x, 4) are collinear, then the value of x is:
1 5
a. 4 b. 3.2 c. d. e. 3
4 16
8. MC The gradient of the line perpendicular to 3x − 4y + 7 = 0 is:
3 4 4
a. b. c. − d. 3 e. –4
4 3 3
9. MC The equation of the line perpendicular to 2x + y − 1 = 0 and passing through the point (1, 4) is:
a. 2x + y − 6 = 0 b. 2x + y − 2 = 0 c. x − 2y + 7 = 0
d. x + 2y + 9 = 0 e. x − 2y = 0
10. Produce a table of values, and sketch the graph of the equation y = −5x + 15 for values of x between
–10 and +10.
11. Sketch the graph of the following linear equations, labelling the x- and y-intercepts.
a. y = 3x − 2 b. y = −5x + 15 c. y = −23x + 1 d. y = 75x − 3

330  Maths Quest 10 Stage 5 NSW Australian curriculum

12. Find the x- and y-intercepts of the following straight lines.
a. y = −7x + 6 b. y = 38x − 5 c. y = 47x − 3
4
d. y = 0.5x + 2.8
13. Sketch graphs of the following linear equations by finding the x- and y-intercepts.
a. 2x − 3y = 6 b. 3x + y = 0 c. 5x + y = −3 d. x + y + 3 = 0
14. Sketch the graph of each of the following.
a. y = 12x b. y = −4x c. x = −2 d. y = 7
15. Sketch the graph of the equation 3(y − 5) = 6(x + 1).
16. Find the equations of the straight lines in the following graphs.
a. y b. y c. y

–4 0 x
2
0 1 x
0 6 x
–4
–2

d. y e. y f. y
(2, 8)

0 x
0 x – –3 0 5 x
4

17. Find the linear equation given the information in each case below.
a. Gradient = 3, y-intercept = –4 b. Gradient = –2, y-intercept = –5
c. Gradient = 12, y-intercept = 5 d. Gradient = 0, y-intercept = 6
18. For each of the following, find the equation of the straight line with the given gradient and passing
through the given point.
a. Gradient = 7, point (2, 1) b. Gradient = –3, point (1, 1)
c. Gradient = 12, point (–2, 5) d. Gradient = 35, point (1, –3)
19. Find the distance between the points (1, 3) and (7, –2) in exact form.
20. Prove that triangle ABC is isosceles given A (3, 1), B (–3, 7) and C (–1, 3).
21. Show that the points A (1, 1), B (2, 3) and C (8, 0) are the vertices of a right-angled triangle.
22. The midpoint of the line segment AB is (6, –4). If B has coordinates (12, 10), find the
­coordinates of A.
23. Show that the points A (3, 1), B (5, 2) and C (11, 5) are collinear.
24. Show that the lines y = 2x − 4 and x + 2y − 10 = 0 are perpendicular to one another.
25. Find the equation of the straight line passing through the point (6, –2) and parallel to the line
x + 2y − 1 = 0.
26. Find the equation of the line perpendicular to 3x − 2y + 6 = 0 and having the same y-intercept.
27. Find the equation of the perpendicular bisector of the line joining the points (–2, 7) and (4, 11).
28. Find the equation of the straight line joining the point (–2, 5) and the point of intersection of the
straight lines with equations y = 3x − 1 and y = 2x + 5.

TOPIC 8 Linear relationships  331

29. Using the information given in the diagram: y B(4, 9)
a. find: 9
i. the gradient of AD ii. the gradient of AB
iii. the equation of BC iv. the equation of DC C
4 A
v. the coordinates of C. D
b. describe quadrilateral ABCD.
30. In triangle ABC, A is (1, 5), B is (–2, –3) and C is (8, –2). 0 x
45 9
a. Find:
i. the gradient of BC ii. the midpoint, P, of AB iii. the midpoint, Q, of AC.
b. Hence, show that:
i. PQ is parallel to BC  ii.  PQ is half the length of BC.
Communicating, reasoning and problem solving
31. John has a part-time job working as a gardener and is paid $13.50 per hour.
a. Complete the following table of values relating the amount of money received to the number of hours
worked.
Number of hours 0 2 4 6 8 10
Pay ($)
b. Find a linear equation relating the amount of money received to the number of hours worked.
c. Sketch the linear equation on a Cartesian plane over a suitable domain.
d. Using algebra, calculate the pay that John will receive if he works for 6 34 hours.
32. A fun park charges a $12.50 entry fee and an additional $2.50 per ride.
a. Complete the following table of values relating the total cost to the number of rides.
Number of rides 0 2 4 6 8 10
Cost ($)
b. Find a linear equation relating total cost to the number of rides.
c. Sketch the linear equation on a Cartesian plane over a suitable domain.
d. Using algebra, calculate the cost for 7 rides.
33. The cost of hiring a boat is $160 plus $22.50 per hour.
a. Sketch a graph showing the total cost for between 0 and 12 hours.
b. State the equation relating cost to time rented.
c. Predict the cost of hiring a boat for 12 hours and 15 minutes.
34. ABCD is a quadrilateral with vertices A (4, 9), B (7, 4), C (1, 2) and D (a, 10). Given that the diagonals
are perpendicular to each other, find: y
a. the equation of the diagonal AC
b. the equation of the diagonal BD 8m
C
c. the value of a.
35. An architect decides to design a building with a 14-metre-square base
such that the external walls are initially vertical to a height of
50 metres, but taper so that their separation is 8 metres at its peak B
height of 90 metres. A profile of the building is shown with the point 90 m
(0, 0) marked as a reference at the centre of the base.
a. Write the equation of the vertical line connecting A and B. 50 m
b. Write the coordinates of B and C.
c. Find the length of the tapered section of wall from B to C. 0
A 14 m x

332  Maths Quest 10 Stage 5 NSW Australian curriculum

36. In a game of lawn bowls, the object is to bowl a biased ball so that it y
gets as close as possible to a smaller white ball called a jack. During S (−30, 24) 24
a game, a player will sometimes bowl a ball quite quickly so that it
travels in a straight line in order to displace an opponent’s ‘guard
balls’. In a particular game, player X has 2 guard balls close to the B (− 1–2 , 57
40 )
— 57
–
40
jack. The coordinates of the jack are (0, 0) and the coordinates of the
guard balls are A (−1, 45 ) and B (−12, 57
40 )
. Player Y bowls a ball so
4– 4–
A (−1, 5)
that it travels in a straight line toward the jack. The ball is bowled 5

from position S, which has coordinates (–30, 24). −30 −1 − 1–2 0 x

a. Will player Y displace one of the guard balls? If so, which one?
b. Due to bias, the displaced guard ball is knocked so that it begins to (Not to scale)
travel in a straight line (at right angles to the path found in part a).
Find the equation of the line of the guard ball.
c. Show that guard ball A is initially heading directly toward guard
ball B . y
6
d. Given its initial velocity, guard ball A can travel in a straight line for B (5, 5)
5
1 metre before its bias affects it path. Calculate and explain whether 4
guard ball A will collide with guard ball B. 3
37. The graph shows the line p passing through the points A (–1, 1) and 2
A (–1, 1) 1 C (4, 1)
B (5, 5). Given that C is the point (4, 1), find:
a. the gradient of p –4 –3 –2 –1–10 1 2 3 4 5 6 x
b. the equation of p –2
–3
c. the area of ΔABC –4
d. the length of BC, giving your answer correct to 2 decimal places.
38. The temperature of the air (T °C) is related to the height above sea
level (h metres) by the formula T = 18 − 0.005h.
a. What is the temperature at the heights of:
i. 600 m ii. 1000 m iii. 3000 m?
b. Draw a graph using the results from part a.
c. Use the graph to find the temperature at 1200 m and 2500 m.
d. Predict the height at which the temperature is 9 °C.
39. An old theory on the number of hours of sleep (h) that a child of c years of age should have each
18 − c
night is h = 8 + .
2
a. How many hours should a 10-year-old have?
b. How old is a child that requires 10 hours sleep?
c. For every year, how much less sleep does a child require?

TOPIC 8 Linear relationships  333

Answers
Topic 8 Linear relationships
Exercise 8.2 The distance between two points
1. AB = 5, CD = 2√10 or 6.32, EF = 3√2 or 4.24, GH = 2√5 or 4.47, IJ = 5, KL = √26 or 5.10, MN = 4√2 or 5.66,
OP = √10 or 3.16
2. a. 5 b.
13 c.
10 d.
7.07 e.
6.71 f.
14.42
g.
13 h.
13 √a2
i. + 4b2 3√a2
j. + b2
3. B
4. D
5. a. AB = 4.47, BC = 2.24, CD = 4.47, DA = 2.24
AC = 5, BD = 5
b.
c.
Rectangle
6, 7, 8.  Answers will vary.
9. a. 12 b.
5 c.
13 −2.2
d.
10. Answers will vary.
11. a = 2
12. a. mAB = 1 and mBC = −73 D (4, −1)
b. c.
Check with your teacher.
13. Discuss with your teacher.

Exercise 8.3 Sketching linear graphs

1. a.  b. x y
x y
−5 −25 −1 −17

−4 −15 0 −12

−3 −5 1 −7
2 −2
−2 5
3 3
−1 15
4 8
0 25
y
1 35
y = 5x – 12
10
y
35 5

y = 10x + 25 30 –2 –1–5 1 2 3 4 5 x
25
20 –10
15 –15
10
–20
5

–5 –4 –2 –1–5 1 2 x
–3
–10
–15
–20
–25

334  Maths Quest 10 Stage 5 NSW Australian curriculum

 c. x y d. x y
−6 13 0 −240
−4 12 1 −140
−2 11 2 −40
0 10 3 60
2    9 4 160
4    8 5 260
y
y 300 y = 100x – 240
14 y = –0.5x + 10
250
12
200
10
150
8
100
6
50
4
2 0 12 3 4 5 x
–50
–6 –4 –2 0 2 4 6 x –100
–150
–200
–250

e. f.
x y x y
−3 18 −3 19
−2 13 −2 15
−1 8 −1 11
0 3 0 7
1 −2 1 3
2 −7 2 −1
y y
20 20
15 y = –5x + 3 15 y = 7 – 4x
10 10
5 5

–3 –2 –1 0 1 2 x –3 –2 –1 0 1 2 3 x
–5 –5
–10 –10

2. a.  x y b. x y
−6 20 −3 6
−4 14 −2 5
−2 8 −1 4
0 2 0 3
2 −4 1 2
4 −10 2 1
6 −16 3 0
y y
20
15 y = –3x + 2 6
10 5
5 4
3 y = –x + 3
–10 –5 0 5 10 x
–5 2
–10 1
–15
–20 –3 –2 –1 0 1 2 3 x

TOPIC 8 Linear relationships  335

 c. x y y
20
−6 15 15 y = –2x + 3
10
−4 11
5
−2 7
–10 –5–50 5 10 x
0 3 –10
2 −1
4 −5
6 −9

3. a. y 5x – 3y = 10 b. y c. y
4 4 4
2 2 2

–2
–2
0 2 4 x –2–20 2 4 x –4 –2 0 2 4
x
–2
–4 –4
–5x + 3y = 10
5x + 3y = 10

d. y e. y f. y 4x + 4y = 40
4 5 10
2 x 5
–10 –5–50 5 10
x x
–4 –2–20 2 4 –5–50 5 10
2x – 8y = 20
–4
–5x – 3y = 10

g. y h. y i. y
20 –2x + 8y = –20 5
–x + 6y = 120 5
10 x
–15–10 –5–50 5 10
–100–100 50
x –10 –5–50 5 10 x –10
10x + 30y = –150
y y y
j. k. l.
10 10 10
5 5 5 6x – 4y = –24
x
–30 –20 –10 0 10 20
x
–10 –5–50 5 10
x –10 –5–50 5 10
–5
–10
–9x + 4y = 36
5x + 30y = –150
m. y y = 2x – 10 n. y o. y = – 1– x – 4 y
20 2
0 x y = –5x + 20 x
–1 1 2 3 4 5 18 –8 –7 –6 –5 –4 –3 –2 –1–10
–2 16 –2
–3 14 –3
–4 12 –4
–5 10
–6 8
–7 6
–8 4
–9 2
–10 0 x
2 4 6 8 10

4. a. y y = 4x + 1 b. y c. y
5 (1, 5) 0 x 4
–1 1 2 3 4
4 3 y = –2x + 3
3 –2 y = 3x – 7 2
2 –3 1 (1, 1)
1 –4 (1, –4)
x
–5 –2 –1–10 1 2 3 4
0 1 2 3 4 x
–6 –2
–7

336  Maths Quest 10 Stage 5 NSW Australian curriculum

 d. y e. y f. y
2
0 1 2 3 4 x y = 1–2 x –2 y = – 2–7 x + 3
–1 1 3
–2 x 2 (7, 1)
–2 –1 0 1 2 3 4
–3 –1 1
(2, –1)
–4 y = –5x – 4 –2
–5 –3
0 1 2 3 4 5 6 7 x
(1, –9)
–6
–7
–8
–9 (1, –9)

g. y h. y i. y y=x–7
y = 0.6x + 0.5 8 (1, 8) 0
3.5 x
7 –1 1 2 3 4 5 6 7
(5, 3.5)
6 –2
1.5
5 –3
x 4 y = 8x –4
0
1 2 3 4 5 3 –5
2 –6
(1, –6)
1 –7
0 1 2 3x

5. a. y y = 2x b. y y = 5x c. y
2 5
0 1 x
0 1 x –3
0 1 x
y = –3x

d. y y = 1– x e. y 2 f. y
2 y = –3 x
1– 2
2
0 1 x
0 1 x
y = – 5– x
0 x – 5–2 2
3

6. a. y y = 10 b. y c. y
10 5 10
5 5
x
x –10 –5 0 5 10
–10 –5–50 5 10 –5 0 5 10 x
–10 –5
–5
y = –10
–10 x = 10

d. y e. y y = 100 f. y
10 100 5
y=0
5 50 x
0
–10 –5 5 10
–5
x x
–10 –5 0 5 –10 –5 0 5 10
–5 –50
–10
x = –10

g. y h. x = –100 y i. y
10 x = 0 10 0 x
5 5
0 x x
–5
–5 5 –100 –50 0 50
–5 –12 y = –12
–10 –10

7. a. x-intercept: −0.5; y-intercept: 0.4 x-intercept: 0.5; y-intercept: −0.4

b.
c.
x-intercept: 0; y-intercept: 0 x-intercept: −3; y-intercept: 12
d.
x-intercept: −4; y-intercept: −4
e. x-intercept: −1; y-intercept: −0.5
f.

TOPIC 8 Linear relationships  337

 g.
x-intercept: 2.75; y-intercept: 2.2 h.
x-intercept: 9.75; y-intercept: −3.9
23
i.
x-intercept: ≈ 1.77; y-intercept: 4.6
13
8. a. (2, 0), (0, −8) (−12, 0), (0, 3)
b. c.
(−5, 0), (0, 25)
9. Answers will vary.
10. y = 23x − 73
1 x-intercept
(3.5, 0)
0 1 2 3 4
–1
–2
y-intercept
–3 (0, –2.3)

11. a. x represents the number of songs purchased.

b. y
50 (0, 50)
40
30
y = 50 – 1.75x
20
10
(0, 28.57)
0 10 20 30 40 50 x

c.
14 songs
12. a. y
8
y-intercept
7 (0, 7) y=7
6
5

4
x=3
3

1 x-intercept
(3, 0)
0 x
1 2 3 4

b.
7 −73
c. d.
B
13. a. Initially there are 80 litres of water.
b.
Time cannot be negative.
c.
4 litres per minute
d.
20 minutes
e.
80
V minutes

60

40

20

0 4 8 12 16 20
t minutes
14. Lines of the form x + y = d, d ∈ R.

338  Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 8.4 Standard forms of the equation of a straight line
1. a. y = 2x + 4 y = −3x + 12
b. y = −x + 5
c. y = 2x − 8
d.
1
y=
e. 2
x +3 y=
f. −14x −4 y = 7x − 5
g. y = −3x − 15
h.
1
2. a. y = 2x y = −3x
b. y=
c. 2
x y = −34x
d.
3. a. y = x + 3 y = 2x − 1
b. y=
c. −12x + 72 y = 12x + 12
d.
y = −2x − 2
e. y = −x − 8
f.
4. a. y = 3x + 3 y = −3x + 4
b. y = −4x + 2
c. y = 4x + 2
d.
y = −x − 4
e. y = 0.5x − 4
f. y = 5x + 2.5
g. y = −6x + 3
h.
y = −2.5x + 1.5
i. y = 3.5x + 6.5
j.
5. a. y = 5x − 19 y = −5x + 31
b. y = −4x − 1
c. y = 4x − 34
d.
y = 3x − 35
e. y = −3x + 6
f.
6. a. 2x + y − 30 = 0 4x − 2y − 9 = 0
b. x − 2y − 38 = 0
c. x + 2y − 11 = 0
d.
7. a.
t 0 1   2   3
C 2 8 14 20

b. C
40 (6, 38)
36
C = 6t + 2
32
28
24
Cost ($)

20
16
12
8
4 (0, 2)
0 1 2 3 4 5 6 t
Time (hours)
c. i.  (0, 2)
ii. The y-intercept represents the initial cost of bowling at the alley, which is the shoe rental.
m = 6, which represents the cost to hire a lane for an additional hour.
d.
C = 6t + 2
e.
f.
$32
g.
Answers will vary.
8. It does not matter if you rise before you run or run before you rise, as long as you take into account whether the rise or run is
negative.
y−b
9. a. m =
x
b. y = mx + b
10. Check with your teacher.
11. mAB = mCD = 2 and mBC = mAD = 12. As opposite sides have the same gradients, this quadrilateral is a parallelogram.

12. Horizontal lines have any y-value and vertical lines have any x-value.
13. y = 35x + 2
Exercise 8.5 The midpoint of a line segment
1. a. (−3, −312) (7 2, 0)
b. 1
c.
(−1, 1) (0, 12)
d. 1

(2a, 2b) (a + b, 2a)

1 1
e. f.
2. (−3, −10)
3. a. (3, 1) b.
4.47 c.
6.32
4. D
5. C
(12, 1)
1
6. a. i.  (−1, 4) ii. iii.
3.91
BC = 7.8 = 2 PQ
b.

TOPIC 8 Linear relationships  339

 7. a. i.  (1, −0.5) (1, −0.5)
ii.
b.
The diagonals bisect each other, so it is a parallelogram.
8. a. i.  (−2, 2) ii.
8.94 iii.
9.55 iv.
9.55
b.
Isosceles. PC is the perpendicular height of the triangle.
9. y = −3x − 2
10. 3y − 2x + 14 = 0
11. Check with your teacher.
12. (4k − 1, 3.5 − 5k)
13. One endpoint must be the negative value of the other end point.
For example:
Endpoint A = (–17, –7)
Endpoint B = (17, 7)
Exercise 8.6 Parallel and perpendicular lines
1. a. No b.
Yes c.
No d.
No e.
Yes f.
No
2. b, f; c, e
3. Answers will vary.
4. Answers will vary.
5. Answers will vary.
6. a. Yes b.
Yes c.
No d.
Yes e.
Yes f.
No
7. y = 2x − 9
8. 3x + 2y − 8 = 0
9. a. y = 3x + 2 y = −4x + 9
b. 3x − 2y − 8 = 0
c. 5y + 2x + 13 = 0
d.
x + 5y + 5 = 0
e. x − 3y + 17 = 0
f. x − 3y − 14 = 0
g.
10. a. 2x − y + 5 = 0 x + 2y = 0
b.
11. a. 3x − 5y + 2 = 0 5x + 3y − 8 = 0
b.
12. a. x = 1 y = −7
b.
13. a. B b.
C c.
D d.
B
14. a. (2, 5) b.
1 c.
Answers will vary. d.
Isosceles triangle
15. y = −x − 3
16. 4x − 6y + 23 = 0
17. a. y = −x + 5 y=x+3
b. c.
(1, 4)
18. Answers will vary.
19. Answers will vary.
20. B
21. E
22. a. y = −2x + 1 3y + 2x + 1 = 0
b.
23. a, e; b, f; c, h; d, g
24. y = −12x + 32 or x + 2y − 3 = 0
25. a. m = 285 m = 18
b. 5
26. E
27. B
28. a. 5.10 km b.
(6.5, 5.5) c.
2 y = 2x − 18
d. e.
(10, 2) f.
7.07 km
29. Answers will vary.
30. Answers will vary.
31. Answers will vary.
32. a. (0, 2), (2, 2) or (0, −2), (2, −2) or (1, 1), (1, −1)
(1, √3 ) or (1, −√3 )
b.
(3, 1), (−1, 1) or (1, −1)
c.
33. a. y = 1 b.
Answers will vary.

340  Maths Quest 10 Stage 5 NSW Australian curriculum

 34. a. Answers will vary. b.
Yes c.
Yes
(3, 3)
7
35. a. OA: 2x + 3y − 13 = 0; OB: x = 3 b.
c, d. Answers will vary.
36. Check with your teacher.
37. a. Line A: 2x − y − 1 = 0, Line B: 3x + 4y − 18 = 0, Line C: x − 6y − 6 = 0
b. y
5
4
3 A (2, 3)
2
1
B (6, 0)
–1 0 1 2 3 4 5 6 7 x
–1
C (0, –1)
–2

c.
Scalene
38. Discuss with your teacher.
39. 37, 68, 125, 230. To find the next number, add the three preceding numbers.
Investigation | Rich task
y
16
14
12
10
8
6
4
2

‒8 ‒6 ‒4 ‒2 0 2 4 6 8 10 12 14 16 x
‒2
‒4
‒6
‒8

1. The symbol is the one used to represent a speaker.

2. The shape is a trapezium.
Area = 12 (length line 6 + length line 8) × perpendicular distance between these lines.

= 12 (4√2 + 14√2) × 7√2
= 126 units2
3. Check with your teacher.
Exercise 8.7 Review questions
1. A 2. D 3. B 4. C 5. A
6. C 7. A 8. C 9. C
10.
x −10 −8 −6 −4 −2 0 2 4 6 8 10
y 65 55 45 35 25 15 5 −5 −15 −25 −35

y
80
60
40
20
x
–10 –8 –6 –4 –2 0 2 4 6 8 10
–20
–40
–60
–80

TOPIC 8 Linear relationships  341

 11. a. y b. y
y = 3x – 2 y = –5x + 15
15
( 2–3 , 0) 1 (1, 1) (0, 15)
0 1 x 10 (1, 10)
–2 (0, –2)

(3, 0)
0 x
1

c. y d. y
(0, 1) 4
y = –2–3 x + 1
1 ( 3–2 , 0)
0 x (2 1– , 0)
3 7
–1 0 x
(3, –1) 5
y = 7–5 x – 3
–3 (0, –3)

3 (
12. a. x- intercept = 67, y- intercept b = 6 x- intercept = 40
b. , = 1313), y- intercept b = −5

16 ( ), y- intercept b = −4
x- intercept = 21
c. 5
, = 116 3
x- intercept = −5.6, y- intercept b = 2.8
d.

13. a. y b. y
2x – 3y = 6 3
0 3 x
–2 –1 0 x
y = –3x

c. y d. y
5x + y = –3 x+y+3=0

– –53 0 x
–3 0 x

–3 –3

14. a. y b. y

(1, 1–2 )
1–
2 0 1 x
0 1 x y = –4x
–4
y = 1–2 x

c. y d. y
x = –2
7 y=7

–2 0 x
0 x

15. y
7 (0, 7)

– –27 0 x

3(y – 5) = 6(x + 1)

16. a. y = 2x − 2 y = −x − 4
b. y = −13x + 2
c. y = 4x
d.
y=
e. −34 x=5
f.

342  Maths Quest 10 Stage 5 NSW Australian curriculum

 17. a. y = 3x − 4 y = −2x − 5
b. y = 12x + 5
c. y=6
d.
1
18. a. y = 7x − 13 y = −3x + 4
b. y=
c. 2
x +6 y = 35x − 18
d. 15
19. √61 20. Answers will vary. 21. Answers will vary. 22. (0, −18)
23. Answers will vary. 24. Answers will vary. 25. x + 2y − 2 = 0 26. 2x + 3y − 9 = 0
27. 3x + 2y − 21 = 0 28. 3x − 2y + 16 = 0
29. a. i. −45 5
ii.
4
4x + 5y − 61 = 0
iii.

5x − 4y − 25 = 0
iv. v.
(9, 5)
b.
Square

(−2, 1) (42, 12)

1 1 1 1
30. a. i. 10 ii. iii.
b.
Answers will vary.
31. a.
Number of hours 0 2 4 6 8 10
Pay($) 0 27 54 81 108 135

Pay = $13.50 × (number of hours worked)

b.
c.
50
40
Pay ($)

30
20
10
0 1 2 3 4
Hours worked (h)
d.
$91.13
32. a.
Number of rides 0 2 4 6 8 10
Cost($) 12.50 17.50 22.50 27.50 32.50 37.50

Cost = $2.50 × number of rides + $12.50

b.
c.
Total cost ($)

40
30
20
10
0
2 4 6 8 10
Number of rides
d.
$30
33. a.
500
400
Cost ($)

300
200
100
0 2 4 6 8 10 12
Time (hours)
C = 22.50h + 160
b.
c.
Approximately $436
34. a. 7x − 3y − 1 = 0 3x + 7y − 49 = 0
b. c.
–7
35. a. x = –7 b.
B (–7, 50), C (–4, 90) c.
40.11 metres
36. a. Since the gradient of SA equals the gradient of SO = –0.8, the points S, A and O are collinear. Player Y will displace
guard ball A.
y = 54x + 41
b. 20
or 25x − 20y + 41 = 0

Since the gradient of the path AB is 54, which is the same as the gradient of the known path of travel from the common
c.
point A, the direction of travel is toward B.
dAB = 0.625. Yes, guard ball A will collide with guard ball B as it will not be deviated from its linear path under 1 metre of
d.
travel.

TOPIC 8 Linear relationships  343

 5−1 4 2
37. a. Gradient = m = = =
5 − −1 6 3
y = mx + b, y = 23x + b
b.
If x = −1 and y = 1, substitute in the question:

1 = 23 (−1) + b

b = 1 23
y = 23x + 1 23
c.
Plot the point (5,1).
1
Area of large Δ = 2
× 6 × 4 = 12
1
Area of small Δ = 2
×1×4=2
Area of ΔABC = 12 − 2 = 10 units2
y
6 (5, 5)
5
4
3
2
(5, 1)
(–1,1) 1
(4, 1)
–2 –1 0 1 2 3 4 5 6 x

d. BC2 = 42 + 12
BC2 = 16 + 1
BC2 = 17
BC = √17 ≈ 4.12 units
38. a. i.  T = 18 − 0.005(600) = 15 ii. T = 18 − 0.005(1000) = 13 iii. T = 18 − 0.005(3000) = 3
b. y
22
20
18
16
14
Temperature (˚C)

12
10
8
6
4
2

0 200 600 1000 1400 1800 2200 2600 3000 3400 3800 4200 4600 x
Height (m)
1200 m = 12 °C, 2500 m = 5.5 °C
c.
d.
1800 m
39. a. 12 hours
b. 14 years old
c. 18 − c
h=8+
2
2h = 16 + 18 − c
2h = −c + 34
h = −12c + 17
For every year, the child requires half an hour less sleep.

344  Maths Quest 10 Stage 5 NSW Australian curriculum

TOPIC 9
Simultaneous linear equations
and inequalities [Stages 5.2 and 5.3]

9.1 Overview
Numerous videos and interactivities are
embedded just where you need them, at the
point of learning, in your learnON title at
www.jacplus.com.au. They will help you to
learn the concepts covered in this topic.

9.1.1 Why learn this?

Picture this: you own a factory that produces
two different products, and you are planning to
buy some new machines. The big machines are
more expensive than the small ones, take up
more floor space and need more staff to oper-
ate, but they can produce more. Which
machines should you buy?
Solving simultaneous equations will help you determine feasible solutions to questions like this.

DISCUSSION
How is mathematics linked to poetry? Use the internet to help you with your research.

LEARNING SEQUENCE
9.1 Overview
9.2 [Stage 5.2] Graphical solution of simultaneous linear equations
9.3 [Stage 5.2] Solving simultaneous linear equations using substitution
9.4 [Stage 5.2] Solving simultaneous linear equations using elimination
9.5 [Stage 5.2] Applications of simultaneous linear equations
9.6 [Stage 5.3] Solving simultaneous linear and non-linear equations
9.7 [Stage 5.2] Solving linear inequalities
9.8 Review

LEARNING OUTCOMES
A student:
• selects appropriate notations and conventions to communicate mathematical ideas and solutions MA5.2-1WM
• interprets mathematical or real-life situations, systematically applying appropriate strategies to solve problems MA5.2-2WM
• constructs arguments to prove and justify results MA5.2-3WM
• solves linear inequalities and linear simultaneous equations, using analytical and graphical techniques MA5.2-8NA
• solves simultaneous equations MA5.3-7NA

TOPIC 9 Simultaneous linear equations and inequalities  345

 CONTENT DESCRIPTIONS
Students:
Solve linear simultaneous equations, using algebraic and graphical techniques, including with the use of digital technologies
(ACMNA237)
Solve simultaneous equations, where one equation is non-linear, using algebraic and graphical techniques, including the use of digital
technologies
Solve linear inequalities and graph their solutions on a number line (ACMNA236)
Source: NSW Syllabus for the Australian curriculum

RESOURCES — ONLINE ONLY

eLesson: The story of mathematics — Khayyam (eles-1843)

Note: Your teacher may now set you a pre-test to determine how familiar you are with the content in this
topic.

9.2 Graphical solution of simultaneous

linear equations [Stage 5.2]
9.2.1 Simultaneous linear equations
•• Simultaneous means occurring at the same time.
•• When a point belongs to more than one line, the coordinates of the point satisfy all equations. The
equations of the lines are called simultaneous equations. An example is shown below.

y
3 y=x+2
2
1

–4 –3 –2 –1
–1
0 1 2 3 4x
–2 y = –x
–3

•• A system of equations is a set of two or more equations with the same variables.
•• To solve simultaneous equations is to calculate the values of the variables that satisfy all equations in
the system.
•• Any two linear graphs will meet at a point, unless they are parallel.
•• At this point, the two equations simultaneously share the same x- and y-coordinates, which are referred
to as the solution.
•• Simultaneous equations can be solved graphically or algebraically.

9.2.2 Graphical solution

•• The solution to a pair of simultaneous equations can be found by graphing the two equations and iden-
tifying the coordinates of the point of intersection.
•• An accurate solution depends on drawing an accurate graph.
•• Graph paper or graphing software can be used.

346  Maths Quest 10 Stage 5 NSW Australian curriculum

WORKED EXAMPLE 1

Use the graphs of the given simultaneous equations to determine y

the point of intersection and, hence, the solution of the 3 y = 2x – 3
­simultaneous equations. 2
x + 2y = 4 1 x + 2y = 4
y = 2x − 3
–1 0 1 2 3 4 5 x
–1
–2
–3

THINK WRITE/DRAW
1 Write the equations and number them. x + 2y = 4   [1]
y = 2x − 3   [2]
2 Locate the point of intersection of the two Point of intersection (2, 1)
lines. This gives the solution. Solution: x = 2 and y = 1
y
3 y = 2x – 3
2
1 (2, 1) x + 2y = 4

–1 0 1 2 3 4 5 x
–1
–2
–3

3 Check the solution by substituting x = 2 and Check equation [1]:

y = 1 into the given equations. Comment on LHS = x + 2y       RHS = 4
the results obtained. = 2 + 2(1)
=4
LHS = RHS
Check equation [2]:
LHS = y      RHS = 2x − 3
=1 = 2(2) − 3
=4−3
=1
LHS = RHS
In both cases, LHS = RHS. Therefore, the solution
set (2, 1) is correct.

WORKED EXAMPLE 2

Check whether the given pair of coordinates, (5, −2), is the solution to the following pair of
­simultaneous equations.
3x − 2y = 19
4y + x = −3

TOPIC 9 Simultaneous linear equations and inequalities  347

 THINK WRITE
1 Write the equations and number them. 3x − 2y = 19        
[1]
4y + x = −3       [2]
2 Substitute x = 5 and y = −2 into equation [1]. Check equation [1]:
LHS = 3x − 2y     RHS = 19
= 3(5) − 2(−2)
= 15 + 4
= 19
LHS = RHS
3 Substitute x = 5 and y = −2 into equation [2]. Check equation [2]:
LHS = 4y + x      RHS = −3
= 4(−2) + 5
= −8 + 5
= −3
LHS = RHS
Therefore, the solution set (5, −2) is a ­
solution to both equations.

WORKED EXAMPLE 3

Solve the following pair of simultaneous equations using a graphical method.

x+y=6
2x + 4y = 20
THINK WRITE/DRAW
1 Write the equations, one under the other, and   x + y = 6       [1]
number them. 2x + 4y = 20      [2]
2 Calculate the x- and y-intercepts for Equation [1]
­equation [1]. x-intercept: when y = 0,
For the x-intercept, substitute y = 0 into x+0=6
equation [1]. x=6
For the y-intercept, substitute x = 0 into The x-intercept is at (6, 0).
equation [1]. y-intercept: when x = 0,
0+y =6
y=6
The y-intercept is at (0, 6).
3 Calculate the x- and y-intercepts for Equation [2]
­equation [2]. x-intercept: when y = 0,
For the x-intercept, substitute y = 0 into 2x + 0 = 20
equation [2]. 2x = 20
Divide both sides by 2. x = 10
For the y-intercept, substitute x = 0 into The x-intercept is at (10, 0).
equation [2]. y-intercept: when x = 0,
0 + 4y = 20
Divide both sides by 4.
4y = 20
y =5
The y-intercept is at (0, 5).

348  Maths Quest 10 Stage 5 NSW Australian curriculum

 4 Use graph paper to rule a set of axes and y
label the x-axis from 0 to 10 and the y-axis 6
5 (2, 4)
from 0 to 6. 4
3 2x + 4y = 20
5 Plot the x- and y-intercepts for each equation. 2
1 x
6 Produce a graph of each equation by ruling a –3–2–1 0
–1 1 2 3 4 5 6 7 8 9 10
–2 x+y=6
straight line through its intercepts. –3
7 Label each graph.
8 Locate the point of intersection of the lines. The point of intersection is (2, 4).
9 Check the solution by substituting x = 2 and Check [1]: LHS = x+y RHS = 6
y = 4 into each equation. = 2+4
= 6
LHS = RHS
Check [2]: LHS = 2x + 4y RHS = 20
= 2(2) + 4(4)
= 4 + 16
= 20
LHS = RHS
10 State the solution. In both cases, LHS = RHS. Therefore, the
solution set (2, 4) is correct.
The solution is x = 2, y = 4.

9.2.3 Equations with multiple solutions

•• Two lines are coincident if they lie one on top of the other. For y
­example, the line in blue and line segment in red shown in the graph 4
are coincident. 3
•• There are an infinite number of solutions to coincident equations. 2 y = 2x, 0.5 < x <1.5
Every point where the lines coincide satisfies both equations and 1
y = 2x
hence is a solution to the simultaneous equations. –2 –1 0 1 2 3 4 x
•• Coincident equations have the same equation, although the equations –1
may have been transposed so they look different. For example,
y = 2x + 3 and 2y − 4x = 6 are coincident equations.

9.2.4 Equations with no solutions

y
•• If two lines do not intersect, there is no simultaneous solution to the 12
­equations. For example, the lines shown do not intersect, so there is no 10
point that belongs to both lines. 8 y = 2x – 1
•• Parallel lines have the same gradient but a different y-intercept. 6
y = 2x + 1
•• For straight lines, the only situation in which the lines do not cross is if the 4
lines are parallel and not coincident. 2
•• Writing both equations in the form y = mx + b confirms that the lines are
0 2 4 6 8 10 x
parallel, as the gradients are equal. –2
2x − y = 1    [1]
−y = 1 − 2x
−y = −2x + 1
y = 2x − 1
Gradient m = 2

TOPIC 9 Simultaneous linear equations and inequalities  349

 4x − 2y = −2    [2]
−2y = −2 − 4x
−2y = −4x − 2
y = 2x + 1
Gradient m = 2

DISCUSSION
If the gradients of two lines are the same, how can you tell whether they are coincident or whether they have no
solutions?

9.2.5 Perpendicular lines

•• Perpendicular lines meet at right angles (90°).
−1
•• Perpendicular lines have negative reciprocal gradients: m1 = or m1m2 = −1, where m1 is the
m2
­gradient of the first line and m2 is the gradient of the second line. For example, for the two lines
shown, m1 = 2 and m2 = −12.

y
2 y = 2x + 1
1

–2 –1 0 1 2 3 x
–1
–2 –1
y= 2
x +1
–3

RESOURCES — ONLINE ONLY

Interactivity: Solving simultaneous equations graphically (int-6452)

Interactivity: Parallel lines (int-3841)
Interactivity: Perpendicular lines (int-6124)
Digital doc: SkillSHEET Graphing linear equations using the x- and y-intercept method (doc-5217)

Exercise 9.2 Graphical solution of simultaneous

linear equations
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1, 2a–d, 3a–d, 4a–d, 7 1, 2c–g, 3a–d, 4a–f, 5, 7, 9, 11 1, 2e–j, 3–11

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.

350  Maths Quest 10 Stage 5 NSW Australian curriculum

Understanding and fluency
1. WE1 Use the graphs to find the solutions of the simultaneous equations.
a. x + y = 3 b. x + y = 2 c. y − 4 = x
x−y=1 3x − y = 2 3x + 2y = 8
y y y
x–y=1 6
3x – y = 2 6
5 5 3x + 2y = 8 y–x=4
4 4 4
3 3
2 2 2
1 1 x x
–5 –4 –3 –2–1 0 1 2 3 4 5 6 7 8 9x –0.5 –10 0.5 1.0 1.5 2.0 2.5 –4 –3 –2 –1 0 1 2 3
–1
–2 –2 x+y=2 –2
–3 –3
x+y=3 –4
–4 –4
–5 –5
–6 –6 –6
–7 –7

d. y + 2x = 3 e. y − 3x = 2 f. 2y − 4x = 5
2y + x = 0 x−y=2 4y + 2x = 5
y y y
3 6
y – 3x = 2 6
2 y + 2x = 3 4
4
2y – 4x = 5
1 2 x–y=2
x x 2
4y + 2x = 5
0
–1 0 1 2 3 4 5 –3 –2 –1 1 2 3
–1 –2 –1.0 –0.5 0 0.5 1.0 1.5 2.0 x
–2
–2 –4
–4
–3 2y + x = 0 –6
–6

2. WE2 For the following simultaneous equations, use substitution to check if the given pair of
­coordinates is a solution.
a. (7, 5)     3x + 2y = 31 b. (3, 7)    y − x = 4
2x + 3y = 28 2y + x = 17
c. (9, 1)     x + 3y = 12 d. (2, 5)    x − y = 7
5x − 2y = 43 2x + 3y = 18
e. (4, −3)  y = 3x − 15 f. (6, −2)      x − 2y = 2
4x + 7y = −5 3x + y = 16
g. (4, −2)   2x + y = 6 h. (5, 1)       y − 5x = −24
x − 3y = 8 3y + 4x = 23
i. (−2, −5)   3x − 2y = −4 j. (−3, −1)  y − x = 2
2x − 3y = 11 2y − 3x = 7
3. WE3 Solve each of the following pairs of simultaneous equations using a graphical method.
a. x + y = 5 b. x + 2y = 10 c. 2x + 3y = 6
2x + y = 8 3x + y = 15 2x − y = −10
d. x − 3y = −8 e. 6x + 5y = 12 f. y + 2x = 6
2x + y = −2 5x + 3y = 10 2y + 3x = 9
g. y = 3x + 10 h. y = 8 i. 4x − 2y = −5
y = 2x + 8 3x + y = 17 x + 3y = 4
j. 3x + y = 11 k. 3x + 4y = 27 l. 3y + 3x = 8
4x − y = 3 x + 2y = 11 3y + 2x = 6

TOPIC 9 Simultaneous linear equations and inequalities  351

 4. Using technology, determine which of the following pairs of simultaneous equations have no
­solutions. Confirm by finding the gradient of each line.
a. y = 2x − 4 b. 5x − 3y = 13
3y − 6x = 10 4x − 2y = 10
c. x + 2y = 8 d. y = 4x + 5
5x + 10y = 45 2y − 10x = 8
e. 3y + 2x = 9 f. y = 5 − 3x
6x + 4y = 22 3y = −9x + 18
g. 4y + 3x = 7 h. 2y − x = 0
12y + 9x = 22 14y − 6x = 2
5. Two straight lines intersect at the point (3, –4). One of the lines has a y-intercept of 8. The second line
is a mirror image of the first in the line x = 3. Determine the equation of the second line. (Hint: Draw
a graph of both lines.)
Communicating, reasoning and problem solving
6. At a well-known beach resort it is possible to hire a jet ski
by the hour in two different locations. On the northern
beach the cost is $20 plus $12 per hour, while on the
southern beach the cost is $8 plus $18 per hour. The jet skis
can be rented for up to 5 hours.
a. Write the rules relating cost to the length of rental.
b. On the same set of axes sketch a graph of cost (y-axis)
against length of rental (x-axis) for 0–5 hours.
c. For what rental times, if any, is the northern beach rental
cheaper than the southern beach rental? Use your graph to
justify your answer.
d. For what length of rental time are the two rental schemes identical? Use the graph and your rules to
justify your answer.
7. For each of the pairs of simultaneous equations below, determine whether they are the same line,
parallel lines, perpendicular lines or intersecting lines. Show your working.
a. 2x − y = −9 b. x − y = 7 c. x + 6 = y d. x + y = −2
−4x − 18 = −2y x+y=7 2x + y = 6 x+y=7
8. Which of the following problems has one solution, an infinite number of solutions or no solution?
Explain your answers.
a. x − y = 1 b. 2x − y = 5 c. x − 2y = −8
2x − 3y = 2 4x − 2y = −6 4x − 8y = −16
9. Line A is parallel to the line with equation y − 3x − 3 = 0 and passes through the point (1, 9). Line B
is perpendicular to the line with equation 2y − x + 6 = 0 and passes through the point (2, −3).
a. Find the equation of line A.
b. Find the equation of line B.
c. Sketch both lines on the one set of axes to find where they intersect.
10. Solve the system of three simultaneous equations graphically.
3x − y = 2
y + 3x = 4
2y − x = 1
11. What do you think is the major error made when solving simultaneous equations graphically?

352  Maths Quest 10 Stage 5 NSW Australian curriculum

9.3 Solving simultaneous linear equations
using substitution [Stage 5.2]
9.3.1 Solving simultaneous linear equations
•• There are two algebraic methods that are commonly used to solve simultaneous equations.
•• They are the substitution method and the elimination method.

9.3.2 Substitution method

•• The substitution method is particularly useful when one (or both) of the equations is in a form where
one of the two variables is the subject.
•• This variable is then substituted into the other equation, producing a third equation with only one v­ ariable.
•• This third equation can then be used to determine the value of the variable.

WORKED EXAMPLE 4

Solve the simultaneous equations y = 2x − 1 and 3x + 4y = 29 using the substitution method.

THINK WRITE
1 Write the equations, one under the other, and y = 2x − 1     [1]
­number them. 3x + 4y = 29    [2]
2 y and 2x − 1 are equal so substitute expression Substituting 2x − 1 into [2]:
2x − 1 for y into equation [2]. 3x + 4 (2x − 1) = 29
3 Solve for x.
i Expand the brackets on the LHS of the equation. 3x + 8x − 4 = 29
ii Collect like terms. 11x − 4 = 29
iii Add 4 to both sides of the equation. 11x = 33
iv Divide both sides by 11. x = 3

4 Substitute x = 3 into either of the equations, Substituting x = 3 into [1]:

say [1], to find the value of y. y = 2(3) − 1
=6−1
=5
5 Write your answer. Solution: x = 3, y = 5 or (3, 5)
6 Check the solution by substituting (3, 5) Check: Substitute (3, 5) into 3x + 4y = 29.
into ­equation [2]. LHS = 3(3) + 4(5) RHS = 29
= 9 + 20
= 29
As LHS = RHS, the solution is correct.

WORKED EXAMPLE 5

Solve the pair of simultaneous equations y = 5x − 8 and y = −3x + 16 using the substitution
method.
THINK WRITE
1 Write the equations, one under the other, y = 5x − 8        [1]
and number them. y = −3x + 16       [2]

TOPIC 9 Simultaneous linear equations and inequalities  353

 2 Both equations are written with y as the subject, 5x − 8 = −3x + 16
so equate them.
3 Solve for x.
i Add 3x to both sides of the equation. 8x − 8 = 16
ii Add 8 to both sides of the equation. 8x = 24
iii Divide both sides of the equation by 8. x=3
4 Substitute the value of x into either of the Substituting x = 3 into [1]:
­original equations, say [1], and solve for y. y = 5(3) − 8
= 15 − 8
=7
5 Write your answer. Solution: x = 3, y = 7 or (3, 7)
6 Check the answer by substituting the point of Check: Substitute into y = −3x + 16.
­intersection into equation [2]. LHS = y
=7
RHS = −3x + 16
= −3(3) + 16
= −9 + 16
=7
As LHS = RHS, the solution is correct.

RESOURCES — ONLINE ONLY

Interactivity: Solving simultaneous equations using substitution (int-6453)

eLesson: Solving simultaneous equations using substitution (eles-1932)

Exercise 9.3 Solving simultaneous linear equations

using substitution
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–d, 2a–d, 4, 6, 8 1a–d, 2c–f, 5–9 1–12

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE4 Solve the following pairs of simultaneous equations using the substitution method. Check your
solutions using technology.
a. x = −10 + 4y b. 3x + 4y = 2 c. 3x + y = 7 d. 3x + 2y = 33
3x + 5y = 21 x = 7 + 5y x = −3 − 3y y = 41 − 5x
e. y = 3x − 3 f. 4x + y = 9 g. x = −5 − 2y h. x = −4 − 3y
−5x + 3y = 3 y = 11 − 5x 5y + x = −11 −3x − 4y = 12
i. x = 7 + 4y j. x = 14 + 4y k. 3x + 2y = 12 l. y = 2x + 1
2x + y = −4 −2x + 3y = −18 x = 9 − 4y −5x − 4y = 35

354  Maths Quest 10 Stage 5 NSW Australian curriculum

 2. WE5 Solve the following pairs of simultaneous equations using the substitution method. Check your
solutions using technology.
a. y = 2x − 11 and y = 4x + 1 b. y = 3x + 8 and y = 7x − 12
c. y = 2x − 10 and y = −3x d. y = x − 9 and y = −5x
e. y = −4x − 3 and y = x − 8 f. y = −2x − 5 and y = 10x + 1
g. y = −x − 2 and y = x + 1 h. y = 6x + 2 and y = −4x
i. y = 0.5x and y = 0.8x + 0.9 j. y = 0.3x and y = 0.2x + 0.1
k. y = −x and y = −27x + 4
7
l. y = −x and y = −34x − 1
4
3. A small farm has sheep and chickens. There are twice as many
chicken as sheep, and there are 104 legs between the sheep and the
chickens. How many chickens are there?

4. Use substitution to solve each of the following pairs of simultaneous

equations.
a. 5x + 2y = 17 b. 2x + 7y = 17 c. 2x + 3y = 13
3x − 7 1 − 3y 4x − 15
y= x= y=
2 4 5
d. −2x − 3y = −14 e. 3x + 2y = 6 f. −3x − 2y = −12
2 + 5y 5x 5x − 20
x= y=3− y=
3 3 3
5. Use substitution to solve each of the following pairs of simultaneous equations for x and y in terms of
m and n.
a. mx + y = n b. x + ny = m c. mx − y = n
y = mx y = nx y = nx
d. mx − ny = n e. mx − ny = −m f. mx + y = m
y=x x=y−n y+m
x=
n
6. Determine the values of a and b so that the pair of equations ax + by = 17 and 2ax − by = −11 has a
unique solution of (−2, 3).
7. The earliest record of magic squares is from China in about 2200 BC. In magic squares the sums of
the numbers of each row, column and diagonal are all equal to a magic number.
Let z be the magic number. By creating a set of equations, solve to find the magic number and the
missing values in the magic square.

m 11 7
9
n 5 10

Communicating, reasoning and problem solving

8. a. 
For the pair of simultaneous equations below, which of the equations is the logical choice to make
x the subject of the equation?
8x − 7y = 9
x + 2y = 4
b. Use the substitution method to solve the system of equations. Show all your working.
9. A particular Chemistry book costs $6 less than a particular Physics book. Two such Chemistry books
and three such Physics books cost a total of $123. Construct two simultaneous equations and solve
them using the substitution method. Show your working.

TOPIC 9 Simultaneous linear equations and inequalities  355

10. Use the substitution method to solve the following.
2x + y − 9 = 0
4x + 5y + 3 = 0
11. Use the substitution method to solve the following.
y−x x+y 1
− =
2 3 6
x y 1
+ =
5 2 2
12. When would you choose the substitution method in solving simultaneous equations?

9.4 Solving simultaneous linear equations

using elimination [Stage 5.2]
9.4.1 The elimination method
•• The elimination method is an algebraic method to solve simultaneous 2x + y 5
equations without graphing. 1
1
1
•• If two balanced equations contain the same variables, the equations can y
x 1
x 1
be added or subtracted to eliminate one of the variables. For example, the
equations 2x + y = 5 and x + y = 3 are shown on balance scales.
If the left-hand side of the second equation is subtracted from the Subtract
­left-hand side of the first equation, and the right-hand side of the second
x+y 3
equation is subtracted from the right-hand side of the first equation, the
1
variable y is eliminated, leaving x = 2. y
x
1
1
Another way to represent this situation is:
2x + y = 5
−(x + y = 3)
x =2 x 2
In this example, the variable is eliminated by subtraction to reveal the x
1
1

value of x. The value of y can then be calculated by substituting x = 2

into either equation.
2(2) + y = 5 ⇒ y = 1

WORKED EXAMPLE 6

Solve the following pair of simultaneous equations using the elimination method.
−2x − 3y = −9
2x + y = 7
THINK WRITE
1 Write the equations, one under the other, and −2x − 3y = −9      
[1]
number them. 2x + y = 7     [2]
2 Look for an addition or subtraction that will eliminate [1] + [2]:
either x or y. −2x − 3y + (2x + y) = −9 + 7
Note: Adding equations [1] and [2] in order will −2x − 3y + 2x + y = −2
eliminate x. −2y = −2
3 Solve for y by dividing both sides of the equation by −2. y=1

356  Maths Quest 10 Stage 5 NSW Australian curriculum

4 Substitute the value of y into equation [2]. Substituting y = 1 into [2]:
Note: y = 1 may be substituted into either equation. 2x + 1 = 7
5 Solve for x. 2x = 6
i Subtract 1 from both sides of the equation. x=3
ii Divide both sides of the equation by 2.
6 Write the solution. Solution: x = 3, y = 1 or (3, 1)
7 Check the solution by substituting (3, 1) into equation Check: Substitute x = 3, y = 1 into
[1], since equation [2] was used to find the value of x. −2x − 3y = −9.
LHS = −2(3) − 3(1)
= −6 − 3
= −9
RHS = −9
LHS = RHS, so the solution is correct.

•• If a variable is not eliminated when the equations are simply added or subtracted, it may be necessary
to multiply one or both equations by some number or numbers so that when the equations are added,
one of the variables is then eliminated.
•• If two equal quantities are multiplied by the same number, the results remain equal.
3x + 1 4 6x + 2 8
1 1 1 1 1 1
x 1 x x 1 1
x 1 x x 1 1
x 1 x x 1 1
Double both sides and it
remains balanced.

WORKED EXAMPLE 7

Solve the following pair of simultaneous equations using the elimination method.
x − 5y = −17
2x + 3y = 5
THINK WRITE
1 Write the equations, one under the other and x − 5y = −17      [1]
number them. 2x + 3y = 5       [2]
2 Look for a single multiplication that will create the same [1] × 2: 2x − 10y = −34  [3]
coefficient of either x or y. Multiply equation [1] by 2
and call the new equation [3].
3 Subtract equation [2] from [3] in order to eliminate x. [3] − [2]:
2x − 10y − (2x + 3y) = −34 − 5
2x − 10y − 2x − 3y = −39
−13y = −39
4 Solve for y by dividing both sides of the equation by 213. y = 3
5 Substitute the value of y into equation [2]. Substituting y = 3 into [2]:
2x + 3(3) = 5
2x + 9 = 5

TOPIC 9 Simultaneous linear equations and inequalities  357

 6 Solve for x.
i Subtract 9 from both sides of the equation. 2x = −4
ii Divide both sides of the equation by 2. x = −2
7 Write the solution. Solution: x = −2, y = 3 or (−2, 3)
8 Check the solution by substituting into equation [1]. Check: Substitute x = −2, y = 3
into x − 5y = −17.
LHS = (−2) − 5(3)
= −2 − 15
= −17
RHS = −17
LHS = RHS, so the solution is correct.

Note: In this example, equation [1] could have been multiplied by −2 (instead of by 2), then the two
e­ quations added (instead of subtracted) to eliminate x.

WORKED EXAMPLE 8

Solve the following pair of simultaneous equations using the elimination method.
6x + 5y = 3
5x + 4y = 2
THINK WRITE
1 Write the equations, one under the other and number 6x + 5y = 3         [1]
them. 5x + 4y = 2         [2]
2 Decide which variable to eliminate, say y. Eliminate y.
Multiply equation [1] by 4 and call the new equation [3]. (1) × 4: 24x + 20y = 12   [3]
Multiply equation [2] by 5 and call the new equation [4]. (2) × 5: 25x + 20y = 10   [4]
3 Subtract equation [3] from [4] in order to eliminate y. [4] − [3]:
25x + 20y − (24x + 20y) = 10 − 12
25x + 20y − 24x − 20y = −2
x = −2
4 Substitute the value of x into equation [1]. Substituting x = −2 into [1]:
6(−2) + 5y = 3
− 12 + 5y = 3
5 Solve for y. 5y = 15
i Add 12 to both sides of the equation. y=3
ii Divide both sides of the equation by 5.
6 Write your answer. Solution x = −2, y = 3 or (−2, 3)
7 Check the answer by substituting the solution into Check: Substitute x = –2, y = 3 into
equation [2]. 5x + 4y = 2.
LHS = 5(−2) + 4(3)
= −10 + 12
=2
RHS = 2
LHS = RHS, so the solution is correct.

Note: Equation [1] could have been multiplied by −4 (instead of by 4), then the two equations added
(instead of subtracted) to eliminate y.

358  Maths Quest 10 Stage 5 NSW Australian curriculum

 DISCUSSION
Do you prefer to use one of the methods for solving simultaneous equations over the other? If so, why do you
think that is?

RESOURCES — ONLINE ONLY

Interactivity: Solving simultaneous equations using elimination (int-6127)

Interactivity: Simultaneous linear equations (int-2780)
eLesson: Solving simultaneous equations using elimination (eles-1931)
Digital doc: WorkSHEET Simultaneous equations I (doc-13851)

Exercise 9.4 Solving simultaneous linear equations

using elimination
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1, 2, 3a–c, 4a–c, 5a–c, 6, 7 1, 2, 3a–d, 4a–e, 5a–d, 7–10 1, 2, 3d–f, 4e–i, 5c–f, 6–12

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE6 Solve the following pairs of simultaneous equations by adding equations to eliminate either x or y.
a. x + 2y = 5 b. 5x + 4y = 2 c. −2x + y = 10
−x + 4y = 1 5x − 4y = −22 2x + 3y = 14
2. Solve the following pairs of equations by subtracting equations to eliminate either x or y.
a. 3x + 2y = 13 b. 2x − 5y = −11 c. −3x − y = 8
5x + 2y = 23 2x + y = 7 −3x + 4y = 13
3. Solve each of the following pairs of simultaneous equations using the elimination method.
a. 6x − 5y = −43 b. x − 4y = 27 c. −4x + y = −10
6x − y = −23 3x − 4y = 17 4x − 3y = 14
d. −5x + 3y = 3 e. 5x − 5y = 1 f. 4x − 3y − 1 = 0
−5x + y = −4 2x − 5y = −5 4x + 7y − 11 = 0
4. WE7 Solve the following pairs of simultaneous equations.
a. 6x + y = 9 b. x + 3y = 14 c. 5x + y = 27
−3x + 2y = 3 3x + y = 10 4x + 3y = 26
d. −6x + 5y = −14 e. 2x + 5y = 14 f. −3x + 2y = 6
−2x + y = −6 3x + y = −5 x + 4y = −9
g. 3x − 5y = 7 h. 2x + 3y = 9 i. −x + 5y = 7
x + y = −11 4x + y = −7 5x + 5y = 19

TOPIC 9 Simultaneous linear equations and inequalities  359

 5. WE8 Solve the following pairs of simultaneous equations.
a. −4x + 5y = −9 b. 2x + 5y = −6 c. 2x − 2y = −4
2x + 3y = 21 3x + 2y = 2 5x + 4y = 17
x y x y
d. 2x − 3y = 6 e. + = 2 f. + = 32
4x − 5y = 9 2 3 3 2
x y x y
+ =4 + = −12
4 3 2 5
6. Solve the following simultaneous equations using an appropriate method. Check your answer using
technology.
a. 7x + 3y = 16 b. 2x + y = 8 c. −3x + 2y = 19
y = 4x − 1 4x + 3y = 16 4x + 5y = 13
d. −3x + 7y = 9 e. −4x + 5y = −7 f. y = −x
4x − 3y = 7 x = 23 − 3y y = −25x − 1
5
Communicating, reasoning and problem solving
7. Ann, Beth and Celine wanted to weigh themselves, but the scales
they had were broken and would only give readings over 100 kg.
They decided to weigh themselves in pairs and calculate their
weights from the results.
•• Ann and Beth weighed 119 kg
•• Beth and Celine weighed 112 kg
•• Celine and Ann weighed 115 kg
How much did each of the girls weigh? Show your working.
8. a. For the general case ax + by = e     [1]
cx + dy = f      [2]
y can be found by eliminating x.
i. Multiply equation [1] by c to create equation 3.
ii. Multiply equation [2] by a to create equation 4.
iii. Use the elimination method to find a general solution for y.
b. Use a similar process to that outlined above to find a general solution for x.
c. Use the general solution for x and y to solve each of the following.
i. 2x + 5y = 7 ii. 3x − 5y = 4
7x + 2y = 24 x + 3y = 5
Choose another method to check that your solutions are correct in each part.
d. For y to exist, it is necessary to state that bc − ad ≠ 0. Why?
e. Is there a necessary condition for x to exist? Explain.
9. Use the method of elimination to solve:
x−4
+ y = −2
3
2y − 1
+x=6
7
10. Use an appropriate method to solve:
2x + 3y + 3z = −1
3x − 2y + z = 0
z + 2y = 0
11. How does eliminating one variable help to solve
simultaneous equations?
12. If x + y = 17, y + z = 15 and x + z = 14, what is
the value of z?

360  Maths Quest 10 Stage 5 NSW Australian curriculum

9.5 Applications of simultaneous
linear equations [Stage 5.2]
•• There are many practical applications of simultaneous equations, some examples of which are shown
below.
•• When solving practical problems, the following steps can be useful.
–– Define the unknown quantities using appropriate pronumerals.
–– Use the information given in the problem to form two equations in terms of these pronumerals.
–– Solve these equations using an appropriate method.
–– Write the solution in words.
–– Check the solution.

WORKED EXAMPLE 9

Ashley received better results for his Mathematics test than for his English test. If the sum of the
two marks is 164 and the difference is 22, calculate the mark he received for each subject.
THINK WRITE
1 Define the two variables. Let x = the Mathematics mark.
Let y = the English mark.
2 Formulate two equations from the information given x + y = 164 [1]
and number them. x − y = 22 [2]
The sum of the two marks is x + y.
The difference of the two marks is x − y.
3 Use the elimination method by adding [1] + [2]: 2x = 186
­equations [1] and [2] to eliminate y.
4 Solve for x by dividing both sides of the x = 93
­equation by 2.
5 Substitute the value of x into equation [1]. Substituting x = 93 into [1]:
x + y = 164
93 + y = 164

6 Solve for y by subtracting 93 from both sides of the y = 71

equation.
7 Write the solution. Solution:
Mathematics mark (x) = 93
English mark (y) = 71
8 Check the solution by substituting x = 93 and Check: Substitute x = 93, y = 71 into
y = 71 into equation [1]. x + y = 164.
LHS = 93 + 71 RHS = 164
= 164
As LHS = RHS, the solution is correct.

TOPIC 9 Simultaneous linear equations and inequalities  361

 WORKED EXAMPLE 10

To finish a project, Genevieve buys a total of 25 nuts and

bolts from a hardware store. If each nut costs 12 cents,
each bolt costs 25 cents and the total purchase price is
$4.30, how many nuts and how many bolts does
Genevieve buy?

THINK WRITE
1 Define the two variables. Let x = the number of nuts.
Let y = the number of bolts.
2 Formulate two equations from the information x + y = 25 [1]
given and number them. 12x + 25y = 430 [2]
Note: The total number of nuts and bolts is 25. Each
nut cost 12 cents, each bolt cost 25 cents and the total
cost is 430 cents ($4.30) .
3 Solve simultaneously using the substitution method,
since equation [1] is easy to rearrange.
4 Rearrange equation [1] to make x the subject by Rearrange equation [1]:
subtracting y from both sides of equation [1]. x + y = 25
x = 25 − y

5 Substitute the expression (25 − y) for x into Substituting (25 − y) into [2]:
equation [2]. 12(25 − y) + 25y = 430
6 Solve for y. 300 − 12y + 25y = 430
300 + 13y = 430
13y + 300 = 430
13y = 130
y = 10

7 Substitute the value of y into the rearranged Substituting y = 10 into x = 25 − y:

equation  x = 25 − y from step 4. x = 25 − 10
x = 15
8 Write the solution. Solution:
The number of nuts (x) = 15.
The number of bolts (y) = 10.
9 Check the solution by substituting x = 15 and Check: Substitute x = 15, y = 10 into
y = 10 into equation [1]. x + y = 25.
LHS = 15 + 10 RHS = 25
= 25
As LHS = RHS, the solution is correct.

362 Maths Quest 10 Stage 5 NSW Australian curriculum

 RESOURCES — ONLINE ONLY

Digital doc: WorkSHEET Simultaneous equations II (doc-13852)

Exercise 9.5 Applications of simultaneous

linear equations
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–3, 6, 8, 12, 14, 16, 19 1, 2, 4, 7, 9, 11, 14, 16, 17, 19 1, 2, 5, 7, 9, 10, 13, 15–23

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE9 Rick received better results for his Mathematics test than for his English test. If the sum of his
two marks is 163 and the difference is 31, find the mark for each subject.
2. WE10 Rachael buys 30 nuts and bolts to finish a project. If each nut costs 10 cents, each bolt costs
20 cents and the total purchase price is $4.20, how many nuts and how many bolts does she buy?
3. Find two numbers whose difference is 5 and whose sum is 11.
4. The difference between two numbers is 2. If three times the larger number minus twice the smaller
number is 13, find the two numbers.
5. One number is 9 less than three times a second number. If the first number plus twice the second
­number is 16, find the two numbers.
6. A rectangular house has a perimeter of 40 metres and the length is 4 metres more than the width.
What are the dimensions of the house?
7. Mike has 5 lemons and 3 oranges in his shopping basket. The cost of the fruit is $3.50. Voula, with
2 lemons and 4 oranges, pays $2.10 for her fruit. How much does each type of fruit cost?

8. A surveyor measuring the dimensions of a block of land finds that

the length of the block is three times the width. If the perimeter is
160 metres, what are the dimensions of the block?
9. Julie has $3.10 in change in her pocket. If she has only 50 cent
and 20 cent pieces and the total number of coins is 11, how many
coins of each type does she have?
10. Mr Yang’s son has a total of twenty-one $1 and $2 coins in
his moneybox. When he counts his money, he finds that
its total value is $30. How many coins of each type does
he have?

TOPIC 9 Simultaneous linear equations and inequalities  363

11. If three Magnums and two Paddlepops cost $8.70 and the difference in price between a Magnum and
a Paddlepop is 90 cents, how much does each type of ice-cream cost?
12. If one Redskin and 4 Golden Roughs cost $1.65, whereas 2 Redskins
and 3 Golden Roughs cost $1.55, how much does each type of
sweet cost?
13. A catering firm charges a fixed cost for overheads and a price per
person. It is known that a party for 20 people costs $557, whereas
a party for 35 people costs $909.50. What is the fixed cost and the
cost per person charged by the company?
14. The difference between Sally’s PE mark and her Science mark is 12,
and the sum of the marks is 154. If the PE mark is the higher mark,
what did Sally get for each subject?
15. Mozza’s Cheese Supplies sells six Mozzarella cheeses and eight Swiss
cheeses to Munga’s deli for $83.60, and four Mozzarella cheeses and
four Swiss cheeses to Mina’s deli for $48. How much does each type
of cheese cost?
Communicating, reasoning and problem solving
16. If the perimeter of the triangle in the diagram is 12 cm and the length of the rectangle is 1 cm more
than the width, find the value of x and y. Show your working.
x cm

2x cm
y cm

m
5c
  (y + 3) cm

17. Mr and Mrs Waugh want to use a caterer for a birthday party for their twin sons. The manager says
the cost for a family of four would be $160. However, the sons want to invite 8 friends, making
12 people in all. The cost for this would be $360. If the total cost in each case is made up of the
same cost per person and the same fixed cost, find the cost per person and the fixed cost. Show your
­working.
18. Joel needs to buy some blank DVDs and zip disks to back up a large amount of data that has been
generated by an accounting firm. He buys 6 DVDs and 3 zip disks for $96. He later realises these
are not sufficient and so buys another 5 DVDs and 4 zip disks for $116. How much did each DVD
and each zip disk cost? (Assume the same rate per item was charged for each visit.) Show your
working.
19. At the football, hot chips are twice as popular as meat pies and three times as popular as hot
dogs. Over the period of half an hour during half time, a fast-food outlet serves 121 people
who each bought one item. How many serves of each of the foods were sold during this
half-hour period?
20. Three jet skis in a 300-kilometre handicap race leave at two hour intervals. Jet ski 1 leaves first and
has an average speed of 25 kilometres per hour for the entire race. Jet ski 2 leaves two hours later and
has an average speed of 30 kilometres per hour for the entire race. Jet ski 3 leaves last, two hours after
jet ski 2, and has an average speed of 40 kilometres per hour for the entire race.
a. Sketch a graph to show each jet ski’s journey on the one set of axes.
b. Determine who wins the race.
c. Check your findings algebraically and describe what happened to each jet ski during the course of
the race.
21. How do you decide which method to use when solving problems using simultaneous linear equations?

364  Maths Quest 10 Stage 5 NSW Australian curriculum

22. At a fun park, the cost of a rollercoaster ride and a Ferris wheel
ride is $10. The cost of a Gravitron ride and a Ferris wheel
ride is $12. The cost of a rollercoaster ride and a Gravitron ride
is $14. What is the cost of each ride?
23. A number has five digits. The digit 6 is three places to the right
of the digit 9. The digit 4 is ­somewhere to the left of digit 6
and to the right of digit 2. The digit 8 is three places to the left
of the digit 4. What is the number?

9.6 Solving simultaneous linear and

non-linear equations [Stage 5.3]
9.6.1 Solving simultaneous linear and quadratic equations
•• The graph of a quadratic function is called a parabola.
•• A parabola and a straight line may:
–– intersect at only one point, as shown
y      y
x=1
8 8
y = x2 – 2
6 6
y=x –2 2

4 4

2 2

–4 –2 0 2 4 6 x –4 –2 0 2 4 6x
(–1, –1) (1, –1)
–2 –2
y = –2x – 3
–4 –4

–– intersect at two points, as shown

y
y = x2 – 2
8 y = 2x + 1
(3, 7)
6

–4 –2 0 2 4 6x
(–1, –1)
–2

–4

TOPIC 9 Simultaneous linear equations and inequalities  365

 –– never intersect, as shown.
y
6
y = x2 – 2
4

–4 –2 0 2 4 6x
–2
y = –x – 3
–4

WORKED EXAMPLE 11

Find the points of intersection of y = x2 + x − 6 and y = 2x − 4:

a algebraically b graphically.
THINK WRITE/DRAW
a 1 Number the equations. a y = x2 + x − 6 [1]
Equate [1] and [2]. y = 2x − 4
[2]
x2 + x − 6 = 2x − 4
2 Collect all the terms on one side and x2 + x − 6 − 2x + 4 = 2x − 4 − 2x + 4
simplify. x2 + x − 6 − 2x + 4 = 0
x2 − x − 2 = 0
3 Factorise and solve the quadratic (x − 2)(x + 1) = 0
equation, using the Null Factor Law. x − 2 = 0 or x + 1 = 0
x =2 x = −1
4 Identify the y-coordinate for each point When x = 2,
of intersection by substituting each y = 2(2) − 4
x-value into one of the equations. =4−4
=0
Intersection point (2, 0)
When x = –1,
y = 2(−1) − 4
= −2 − 4
= −6
5 Write the solution. Intersection point (−1, −6)
b 1 To sketch the graph of y = x2 + x − 6, b x-intercepts: y = 0
find the x- and y-intercepts and the 0 = x2 + x − 6
turning point. 0 = (x + 3)(x − 2)
x = −3, x = 2
The x-intercepts are (−3, 0) and (2, 0).
y-intercept: x = 0
y = −6
The y-intercept is (0, −6).
−3 + 2
x-value of the turning point: = −0.5
2
y = (−0.5) + (−0.5) − 6
2

y = −6.25
The turning point is (−0.5, −6.25).

366  Maths Quest 10 Stage 5 NSW Australian curriculum

 2 To sketch the graph of y = 2x − 4, find x-intercept: y = 0
the x- and y-intercepts. 0 = 2x − 4
x =2
The x-intercept is (2, 0).
y-intercept: x = 0
y = −4
The y-intercept is (0, −4).
3 On the same set of axes, sketch the y
10
graphs of y = x2 + x − 6 and
8
y = 2x − 4, labelling both. 6
4 y = 2x ‒ 4
2
(2, 0)
–10 –8 –6 –4 –2 0 2 4 6 8 10 x
–2
–4 y = x2 + x ‒ 6
(–1, –6) –6
–8
–10

4 On the graph, locate the points of The points of intersection are (2, 0) and (−1, −6).
intersection and write the solutions.

9.6.2 Solving simultaneous linear and hyperbolic equations

•• A hyperbola and a straight line may:
–– intersect at only one point, as shown. In the first case, the line is a tangent to the curve.
y     y
10 10
8 8
1 1
y = –x + 2 6 y= x 6 y=x
4 4
y=1
2 (1, 1) 2 (1, 1)

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

–– intersect at two points, as shown

y
10 y=x
8
1
6 y= x
4
2 (1, 1)
–10 –8 –6 –4 –2 0 2 4 6 8 10 x
(–1, –1) –2
–4
–6
–8
–10

TOPIC 9 Simultaneous linear equations and inequalities  367

 –– never intersect, as shown
y
10
8
1
6 y= x
y = –x
4
2

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

WORKED EXAMPLE 12
6
Find the point(s) of intersection between y = x + 5 and y = :
x
a algebraically b graphically.
THINK WRITE/DRAW
a 1 Number the equations. a y = x + 5 [1]
Equate [1] and [2]. 6
y = [2]
x
6
x+5=
x
x(x + 5) = 6
2 Collect all the terms on x2 + 5x − 6 = 0
one side, factorise and (x + 6)(x − 1) = 0
simplify. x = −6, x = 1
3 To find the y-coordinates x = −6
of the points of intersec- y = −6 + 5
tion, substitute the values y = −1
of x into [1].
x=1
y=1+5
y=6

4 Write the solutions. The points of intersection are (−6, −1) and (1, 6).
b 1 To sketch the graph of b x −6 −5 −4 −3 −2 −1 0 1 2
6
y = , draw a table of y −1 −115 −112 −2 −3 −6 Undef. 6 3
x
values.
2 To sketch the graph of x-intercept: y = 0
y = x + 5, find the x- and 0=x+5
y-intercepts. x = −5
The x-intercept is (–5, 0).
y-intercept: x = 0
y=5
The iy-intercept is (0, 5).

368  Maths Quest 10 Stage 5 NSW Australian curriculum

 3 On the same set of axes, y
y = 6x
10
sketch the graphs of
8 y=x+5
6
y = x + 5 and y = , 6 (1, 6)
x
4
labelling both.
2
(–6, –1)
–10 –8 –6 –4 –2 0 2 4 6 8 10 x
–2
–4
–6
–8
–10

4 On the graph, locate the The points of intersection are (1, 6) and (−6, −1).
points of intersection and
write the solutions.

9.6.3 Solving simultaneous linear equations and circles

•• A circle and a straight line may:
–– intersect at only one point, as shown. In this case, the line is a tangent to the curve.
y
4
3 (0, 2) y=2
2
1

–4 –3 –2 –1 0 1 2 3 4 x
–1
–2 2
x + y2 = 4
–3
–4

–– intersect at two points, as shown

y
4
y=x
3
2
1 ( 2, 2)

–4 –3 –2 –1 0 1 2 3 4 x
(– 2, – 2) –1
–2 2
x + y2 = 4
–3
–4

–– never intersect, as shown

y
4
y = –x + 4
3
2
1

–4 –3 –2 –1 0 1 2 3 4 x
–1
–2 2
x + y2 = 4
–3
–4

TOPIC 9 Simultaneous linear equations and inequalities  369

 RESOURCES — ONLINE ONLY

Interactivity: Solving simultaneous linear and non-linear equations (int-6128)

Exercise 9.6 Solving simultaneous linear

and non-linear equations
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1, 2a–c, 4, 5, 7a–b, 8a–b, 9, 12 1, 2, 3c–e, 4–6, 7b–d, 8b–d, 9, 12 1, 2, 3d–f, 4–6, 7c–d, 8c–d, 9–12

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Describe how a parabola and straight line may intersect. Use diagrams to illustrate your explanation.
2. WE11 Find the points of intersection of the following:
i. using algebra
ii. algebraically using a calculator
iii. graphically using a calculator.
a. y = x2 + 5x + 4 and y = −x − 1 b. y = −x2 + 2x + 3 and y = −2x + 7
c. y = −x2 + 2x + 3 and y = −6
3. Find the points of intersection of the following.
a. y = −x2 + 2x + 3 and y = 3x − 8 b. y = −(x − 1) 2 + 2 and y = x − 1
c. y = x + 3x − 7 and y = 4x + 2
2
d. y = 6 − x2 and y = 4
3−x
e. y = 4 + x − x2 and y = f. x = 3 and y = 2x2 + 7x − 2
2
4. MC Which of the following graphs shows the parabola y = x2 + 3x + 2, x ∈ R, and the straight
line y = x + 3?
a. y b. y c. y

x 0 x 0 x
0

d. y e. y

0 x 0 x

370  Maths Quest 10 Stage 5 NSW Australian curriculum

 5. MC The diagram below could show which of the following? y
1 5
a. y = 0.5(x + 1.5) 2 + 4 and y = − x + 1 4
3
1 3
b. y = −0.5(x + 1.5) 2 − 4 and y = − x + 1
3 2
1
c. y = −0.5(x − 1.5) 2 + 4 and y = x + 1 1
3
d. y = 0.5(x − 1.5) 2 + 4 and y = −13x +1 –4 –3 –2 –1 0 1 2 3 4 5x
–1
e. y = 0.5(x − 1.5) 2 + 4 and y = −13x +1 –2
–3
6. Determine whether the following graphs intersect. –4
a. y = −x2 + 3x + 4 and y = x − 4
b. y = −x2 + 3x + 4 and y = 2x + 5
c. y = −(x + 1) 2 + 3 and y = −4x − 1
d. y = (x − 1) 2 + 5 and y = −4x − 1
7. WE12 Find the point(s) of intersection between the following.
a. y = x
1
y=
x
b. y = x − 2
1
y=
x
c. y = 3x
5
y=
x
d. y = 6
x
x
y= +2
2
8. Find the point(s) of intersection between the following.
a. y = 3x
x2 + y2 = 10
b. x2 + y2 = 25
3x + 4y = 0
c. x2 + y2 = 50
y = 5 − 2x
d. x2 + y2 = 9
y=2−x

Communicating, reasoning and problem solving

9. Show that there is at least one point of intersection between the parabola y = −2(x + 1) 2 − 5, where
y = f(x), and the straight line y = mx − 7, where y = f(x).
10. a. Find the point(s) of intersection between the circle x2 + y2 = 50 and the linear equation
y = 2x − 5.
b. Confirm your solution to part a by plotting the equation of the circle and the linear equation on the
same graph.
11. The sum of two positive numbers is 21. Twice the square of the larger number minus three times the
square of the smaller number is 45. Find the value of the two numbers.
12. What does it mean if a straight line touches a curve only once?

TOPIC 9 Simultaneous linear equations and inequalities  371

9.7 Solving linear inequalities [Stage 5.2]
9.7.1 Inequalities between two expressions
•• An equation is a statement of equality such as x = 2; an inequation is a statement of inequality
between two expressions such as x < 2 (x is less than 2).
•• The solution to a linear equation is a single point on a number line, but the solution to an inequation
is a portion of the number line. That is, there are an infinite number of solutions to an inequality.
•• The following table shows examples of four types of simple inequalities and their corresponding
­representation on a number line.
•• Note that an open circle placed over the 2 indicates that 2 is not included; that is, 2 does not satisfy the
inequality. A closed or solid circle indicates that 2 is included; that is, it does satisfy the inequality.

Mathematical statement English statement Number line diagram

x>2 x is greater than 2
–10 –8 –6 –4 –2 0 2 4 6 8 10 x

x≥2 x is greater than or equal to 2

x
–10 –8 –6 –4 –2 0 2 4 6 8 10

x<2 x is less than 2

x
–10 –8 –6 –4 –2 0 2 4 6 8 10

x≤2 x is less than or equal to 2

x
–10 –8 –6 –4 –2 0 2 4 6 8 10

9.7.2 Solving inequalities

•• The following things may be done to both sides of an inequality without affecting its truth.
– A number can be added or subtracted from both sides of the inequality.

Adding or subtracting a number:

e.g. 6 > 2 Add 3 to +3 +3
both sides:
9>5 (True) 0 1 2 3 4 5 6 7 8 9 10

e.g. 6 ≥ 2 Subtract 3 –3 –3
from both
sides: –2 –1 0 1 2 3 4 5 6 7 8
3 ≥ −1 (True)
Adding or subtracting moves both numbers the same distance along the number line.
– A number can be multiplied or divided by a positive number.
Multiplying or dividing by a positive number:
e.g. 6 > 2 Multiply both sides by 12: × 12
× 12

3>1 (True)
–1 0 1 2 3 4 5 6 7

The distance between the numbers has changed, but their relative position has not.

372  Maths Quest 10 Stage 5 NSW Australian curriculum

 –– Care must be taken when multiplying or dividing by a negative number.

Multiplying or dividing by a negative number:

e.g. 6 > 2 Multiply x –1
both x –1
sides by
−1:
−6 < −2 (False) –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6

Multiplying or dividing by a negative number reflects numbers about x = 0. Their relative positions are
reversed.
•• When solving inequalities, if both sides are multiplied or divided by a negative number, then the
inequality sign must be reversed.
For example, 6 > 2 implies that −6 < −2.

DISCUSSION
Why must the inequality sign be reversed when multiplying or dividing by a negative number? Explain your
reasoning to a partner using some numerical examples.

WORKED EXAMPLE 13

Solve each of the following linear inequalities and show the solution on a number line.
a 4x − 1 < −2 b 6x − 7 ≥ 3x + 5
THINK WRITE/DRAW
a 1 Write the inequality. a 4x − 1 < −2
2 Add 1 to both sides of the 4x − 1 + 1 < −2 + 1
inequality. 4x < −1
3 Obtain x by dividing both 4x 1
<−
sides of the inequality by 4. 4 4
1
x <−
4
x < – 14

x
–2 –1 – 14 0 1

b 1 Write the inequality. b 6x − 7 ≥ 3x + 5

2 Subtract 3x from both 6x − 7 − 3x ≥ 3x + 5 − 3x
sides of the inequality. 3x − 7 ≥ 5
3 Add 7 to both sides of the 3x − 7 + 7 ≥ 5+7
inequality. 3x ≥ 12
3x 12
≥
3 3
x≥ 4
4 Obtain x by dividing both sides x≥4
of the inequality by 3.
x
0 2 4 6 8 10

TOPIC 9 Simultaneous linear equations and inequalities  373

 WORKED EXAMPLE 14

Solve each of the following linear inequalities.

a −3m + 5 < −7 b 5(x − 2) ≥ 7(x + 3)

THINK WRITE
a 1 Write the inequality. a −3m + 5 < −7
2 Subtract 5 from both sides of the inequality. (No change −3m + 5 − 5 < −7 − 5
to the inequality sign is required.) −3m < −12
3 Obtain m by dividing both sides of the inequation by −3. −3m −12
>
Reverse the inequality sign, since you are dividing by a −3 −3
negative number. m>4

b 1 Write the inequality. b 5(x − 2) ≥ 7(x + 3)

2 Expand both brackets. 5x − 10 ≥ 7x + 21
3 Subtract 7x from both sides of the inequality. 5x − 10 − 7x ≥ 7x + 21 − 7x
−2x − 10 ≥ 21
4 Add 10 to both sides of the inequation. −2x − 10 + 10 ≥ 21 + 10
−2x ≥ 31
5 Divide both sides of the inequality by −2. Since we need −2x 31
≤
to divide by a negative number, reverse the direction of −2 −2
the inequality sign. −31
x≤
2
x ≤ −1512

RESOURCES — ONLINE ONLY

Interactivity: Inequality on the number line (int-6129)

Digital doc: SkillSHEET Checking whether a given point makes the inequation a true statement (doc-5218)
Digital doc: SkillSHEET Writing equations from worded statements (doc-5219)

Exercise 9.7 Solving linear inequalities

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–f, 2, 3a–f, 4a–f, 5a–c, 6a–g, 7, 1e–l, 2, 3d–i, 4d–i, 5a–c, 6a–l, 7, 1j–l, 2g–l, 3g–l, 4d–l, 5d–f, 6f–o,
8a–c, 9a–f, 10, 13 8a–c, 9a–i, 10, 12, 13 8d–f, 9–15

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.

374  Maths Quest 10 Stage 5 NSW Australian curriculum

Understanding and fluency
1. WE13a Solve each of the following inequalities and show the solution on a number line.
a. x + 1 > 3 b. a + 2 > 1 c. y − 3 ≥ 4 d. m − 1 ≥ 3
e. p + 4 < 5 f. x + 2 < 9 g. m − 5 ≤ 4 h. a − 2 ≤ 5
i. x − 4 > −1 j. 5 + m ≥ 7 k. 6 + q ≥ 2 l. 5 + a > −3
2. Solve each of the following inequalities. Check your solutions by substitution.
a. 3m > 9 b. 5p ≤ 10 c. 2a < 8 d. 4x ≥ 20
e. 5p > −25 f. 3x ≤ −21 g. 2m ≥ −1 h. 4b > −2
m x a m
i. > 6 j. < 4 k. ≤ −2 l. ≥ 5
3 2 7 5
3. WE13a Solve each of the following inequalities.
a. 2m + 3 < 12 b. 3x + 4 ≥ 13 c. 5p − 9 > 11 d. 4n − 1 ≤ 7
e. 2b − 6 < 4 f. 8y − 2 > 14 g. 10m + 4 ≤ −6 h. 2a + 5 ≥ −5
i. 3b + 2 < −11 j. 6c + 7 ≤ 1 k. 4p − 2 > −10 l. 3a − 7 ≥ −28
4. WE13b Solve each of the following inequalities.
a. 2m + 1 > m + 4 b. 2a − 3 ≥ a − 1 c. 5a − 3 < a − 7
d. 3a + 4 ≤ a − 2 e. 5x − 2 > 40 − 2x f. 7x − 5 ≤ 11 − x
g. 7b + 5 < 2b + 25 h. 2(a + 4) > a + 13 i. 3(m − 1) < m + 1
j. 5(2m − 3) ≤ 3m + 6 k. 3(5b + 2) ≤ −10 + 4b l. 5(3m + 1) ≥ 2(m + 9)
5. Solve each of the following inequalities.
x+1 x−2 x+7
a. ≤4 b. ≥ −4 c. < −1
2 5 3
2x + 3 3x − 1 5x + 9
d. >6 e. ≥2 f. <0
4 7 6
6. WE14 Solve each of the following inequalities.
a. −2m > 4 b. −5p ≤ 15 c. −2a ≥ −10 d. −p − 3 ≤ 2
e. 10 − y ≥ 13 f. 14 − x < 7 g. 1 − 6p > 1 h. 2 − 10a ≤ 0
i. 2(3 − x) < 12 j. −4(a + 9) ≥ 8 k. −15 ≤ −3(2 + b) l. 2x − 3 > 5x + 6
m. k + 5 < 2k − 3 n. 3(x − 4) < 5(x + 5) o. 7(a + 4) ≥ 4(2a − 3)
7. MC When solving the inequality −2x > −7, we need to:
a. change the sign to ≥ b. change the sign to < c. change the sign to =
d. change the sign to ≤ e. keep the sign unchanged
8. Solve each of the following inequalities.
2−x 5−m −3 − x
a. >1 b. ≥2 c. < −4
3 4 5
3 − 8a 4 − 3m −2m + 6
d. < −1 e. ≤0 f. ≤3
2 2 10
9. Solve each of the following inequalities.
a. 3k > 6 b. −a − 7 < −2 c. 5 − 3m ≥ 0
d. x + 4 > 9 e. 10 − y ≤ 3 f. 5 + 3d < −1
7p 1−x −4 − 2m
g. ≥ −2 h. ≤2 i. >0
3 3 5
j. 5a − 2 < 4a + 7 k. 6p + 2 ≤ 7p − 1 l. 2(3x + 1) > 2x − 16
10. Write linear inequalities for the following statements, using x to represent the unknown. (Do not
attempt to solve the equations.)
a. The product of 5 and a certain number is greater than 10.
b. When three is subtracted from a certain number the result is less than or equal to 5.
c. The sum of 7 and three times a certain number is less than 42.

TOPIC 9 Simultaneous linear equations and inequalities  375

Communicating, reasoning and problem solving
11. Given the positive numbers a, b, c and d and the variable x, there is the following relationship:
−c < ax + b < −d.
a. Find the possible range of values of x if a = 2, b = 3, c = 10 and d = 1.
b. Rewrite the original relationship in terms of x only (x by itself between the < signs), using a, b, c
and d.
12. Two speed boats are racing along a section of Lake Quikalong. The speed limit along this section of
the lake is 50 km/h. Ross is travelling 6 km/h faster than Steven, and the sum of the speeds at which
they are travelling is greater than 100 km/h.

a. Write an inequation and solve it to describe all of the possible speeds that Steven could be travelling at.
b. At Steven’s lowest possible speed, is he over the speed limit?
c. The water police issue a warning to Ross for exceeding the speed limit on the lake. Show that the
police were justified in issuing a warning to Ross.
13. Mick the painter has fixed costs (e.g. insurance, equipment, etc) of $3400 per year. His running cost to
travel to jobs is based on $0.75 per kilometre. Last year Mick had costs that were less than $16 000.

a. Write an inequality to show this information and solve it to find how many kilometres Mick travelled
for the year.
b. Explain the information you have found.
14. I have $40 000 to invest. Part of this I intend to invest in a stable 5% simple interest account. The
remainder will be invested in my friend’s IT business. She has said that she will pay me 7.5% interest
on any money I give to her. I am saving for a European trip, so I want the best return for my money.
What is the least amount of money I should invest with my friend so that I receive at least $2500
interest per year from my investments?
15. What is similar and different when solving linear inequations to linear equations?

376  Maths Quest 10 Stage 5 NSW Australian curriculum

9.8 Review
Investigation | Rich task
Documenting business expenses
In business, expenses can be represented graphi-
cally, so that relevant features are clearly visible. Comparison of car hire companies

The graph shown compares the costs of hiring cars

Cost of car hire

400
300 Plan 1
from two different car rental companies. Plan 1 200
Plan 2
will be cheaper if you are travelling distances less 100
0
than 250 kilometres, but Plan 2 will be cheaper if 250
Kilometres travelled
you are travelling more than 250 kilometres. Both
plans will cost the same if you are travelling
exactly 250 kilometres.

Jim works as a travelling sales representative. He needs to plan his next business trip to Port
Hedland, which he anticipates will take him away from the office for 3 or 4 days. Due to other work
commitments, he is not sure whether he can make the trip by the end of this month or early next
month. He plans to fly to Port Hedland and use a hire car to travel when he arrives. Jim’s boss has
asked him to supply documentation detailing the anticipated costs for the hire car, based on the
following quotes received.
A1 Rentals $35 per day plus 28c per kilometre of travel
Cut Price Rentals $28 per day plus 30c per kilometre of travel
Jim is aware that, although the Cut Price Rentals deal looks cheaper, it could work out more
expensive in the long run, because of the higher cost per kilometre of travel. (Jim intends to travel a
considerable distance by car.) Jim is advised by both rental companies that their daily hire charges are
due to rise by $2 per day from the first day of next month.
Assuming that Jim is able to travel this month and his trip will last 3 days, use the information
given to answer questions 1 to 3.
1. Write equations to represent the costs of hiring a car from A1 Rentals and Cut Price Rentals. Use
C to represent the cost (in dollars) and d to represent the distance travelled (in kilometres).
2. Copy the set of axes shown. Plot the two equations from question 1 on the axes to show how the
costs compare over 1500 km.

TOPIC 9 Simultaneous linear equations and inequalities 377

 Comparison of cost of hiring a car from A1 Rentals and Cut Price Rentals
C
600

500
Cost ($) 400

300

200

100

0 d
200 400 600 800 1000 1200 1400 1600
Distance travelled (km)

3. Use the graph to determine how many kilometres Jim would have to travel to make the hire costs
the same for both rental companies.
4. Assume Jim’s trip is extended to four days. Use an appropriate method to show how this changes
the answer found in question 3.
For questions 5 to 7, assume that Jim has delayed his trip until next month when the hire
charges have increased.
5. Write equations to show the cost of hiring a car from both car rental companies for a trip lasting:
a. 3 days b. 4 days.
6. Copy the set of axes shown. Plot the two equations from question 5 on the axes to show how the
costs compare over 1500 km.
Comparison of cost of hiring a car from A1 Rentals and Cut Price Rentals
C
600

500

400
Cost ($)

300

200

100

0 d
200 400 600 800 1000 1200 1400 1600
Distance travelled (km)

7. Comment on the results displayed in your graph.

8. Jim needs to provide his boss with documentation of the hire car costs, catering for all options.
On a separate sheet of paper, prepare a document for Jim to hand to his boss.

RESOURCES — ONLINE ONLY

Digital doc: Investigation — Documenting business expenses (doc-15922)
Digital doc: Code puzzle — This world-first medical event took place in 1986 (doc-15923)
Digital doc: Summary Topic 9 (doc-22907)
Interactivity: Word search Topic 9 (int-2835)
Interactivity: Crossword Topic 9 (int-2836)
Interactivity: Sudoku Topic 9 (int-3591)

378  Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 9.8 Review questions
To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. MC The equation of a linear graph that passes through the origin with gradient –3 is:
a. y = −3 b. x = −3 c. y = −3x d. y = 3 − 3x e. y = 3x − 3
2. MC An online music shop charges a flat rate of $5 postage for 2 CDs and $11 for 5 CDs. The equation
that best represents this, if C is the cost and n is the number of CDs, is:
a. C = 5n + 11 b. C = 6n + 5 c. C = n + 2 d. C = 5n + 1 e. C = 2n + 1
3. MC During a walk-a-thon, Sarah receives $4 plus $3 per kilometre. The graph that best represents
Sarah walking up to 5 kilometres is:
a. $ b. $
18 (5, 18) 24 (5, 24)
15 20
12 16
9 12
6 8
3 4
0 d (km) 0 d (km)
1 2 3 4 5 1 2 3 4 5
c. $ d. $ (5, 19)
24 18
20 (5, 19) 15
16 12
12 9
8 6
4 3
0 d (km) 0 d (km)
1 2 3 4 5 1 2 3 4 5
e. 24$
20
(5, 18)
16
12
8
4
0 1 2 3 4 5 d (km)
4. MC Which of the following pairs of coordinates is the solution to the given simultaneous equations?
2x + 3y = 18
5x − y = 11
a. (6, 2) b. (3, −4) c. (3, 9) d. (3, 4) e. (5, 11)
5. MC The graphical solution to the following pair of simultaneous equations is:
y = 5 − 2x
y = 3x − 10
y y
a. b. 10
10
8 8
6 5 6
1 5
4 1 1 –3 3 2 1 4
22 33 2
2 2

–6 –5 –4 –3 –2 –1–20 1 2 3 4 5 x –6 –5 –4 –3 –2 –1
–2
0 1 2 3 4 5x
(3, –1) (–3, –1) –4
–4
–6 –6
–8 –8
–10 –10

TOPIC 9 Simultaneous linear equations and inequalities  379

 c. y y
d.
10 10
8 8
6 6
4 4
2 (3, 1) (–3, –1) 2

–6 –5 –4 –3 –2 –1–20 1 2 3 4 5 x –6 –5 –4 –3 –2 –1–20 1 2 3 4 5 x
1 1
–4 1
22 33 –3 3 –2 2 –4 –5
1
–6 –5 –6
–8 –8
–10 –10

e. none of the above

6. The graphs below show the given simultaneous equations. Use each graph to write the point of
intersection and, hence, the solution of each pair of simultaneous equations.
a. x + 3y = 6 b. 3x + 2y = 12
y = 2x − 5 2y = 3x
y y
10 10
8 8
6 6
4 4
2 2
–4 –3 –2 –1–20 1 2 3 4 5 6 7 x –4 –3 –2 –1–20 1 2 3 4 5 6 7 x
–4 –4
–6 –6
–8 –8
–10 –10

7. Use substitution to check if the given pairs of coordinates are solutions to the given simultaneous
equations.
a. (7, 1) x − 2y = 5 b. (4, 3) y = 7 − x
5y + 2x = 18 5y − 2x = 7
8. Solve each of the following pairs of simultaneous equations using a graphical method.
a. 4y − 2x = 8 b. y = 2x − 2 c. 2x + 5y = 20
x + 2y = 0 x − 4y = 8 y=7
9. Solve the following pairs of simultaneous equations using the substitution method.
a. y = 3x + 1 b. y = 2x + 7 c. 2x + 5y = 6
x + 2y = 16 3y − 4x = 11 y = 32x + 5
d. y = −x e. y = 3x − 11 f. y = 4x − 17
y = 8x + 21 y = 5x + 17 y = 6x − 22
10. Solve the following pairs of simultaneous equations using the elimination method.
a. 3x + y = 17 b. 4x + 3y = 1 c. 3x − 7y = −2
7x − y = 33 −4x + y = 11 −2x − 7y = 13
d. 4y − 3x = 9 e. 5x + 2y = 6 f. x − 4y = −4
y + 3x = 6 4x + 3y = 2 4x − 2y = 12
11. Solve the following pairs of simultaneous equations using an appropriate method.
a. 3x + 2y = 6 b. 6x − 4y = −6 c. 6x + 2y = 14
3y + 5x = 9 7x + 3y = −30 x = −3 + 5y
12. Find the point(s) of intersection for each of the following pairs of lines.
a. y = x2 − 6 b. y = 2 c. x2 + y2 = 2
x
y = 5x − 3 y = 5x − 3
y = 5x − 3

380  Maths Quest 10 Stage 5 NSW Australian curriculum

Communicating, reasoning and problem solving
13. Write each of the following as a pair of simultaneous equations and solve the equations.
a. Find two numbers whose difference is 5 and whose sum is 23.
b. A rectangular house has a total perimeter of 34 metres and the width is 5 metres less than the length.
What are the dimensions of the house?
c. If two Chupa Chups and three Wizz Fizzes cost $2.55, but five Chupa Chups and seven Wizz Fizzes
cost $6.10, find the price of each type of lolly.
14. Laurie buys milk and bread for his family on the way home from school each day, paying with a $10
note. If he buys three cartons of milk and two loaves of bread, he receives 5 cents in change. If he
buys two cartons of milk and one loaf of bread, he receives $4.15 in change. How much does each
item cost?
15. A paddock contains some cockatoos (which have 2 legs) and kangaroos (which have 4 legs). The total
number of animals is 21 and they have 68 legs in total. Using simultaneous equations, determine how
many cockatoos and kangaroos there are in the paddock.
16. Warwick was solving a pair of simultaneous equations using the elimination method and reached the
result that 0 = −5. Suggest a solution to the problem, giving a reason for your answer.
17. There are two sections to a concert hall. Seats in the dress circle are arranged in rows of 40 and cost
$140 each. Seats in the stalls are arranged in rows of 70 and cost $60 each. There are 10 more rows in
the dress circle than in the stalls, and the capacity of the hall is 7000.
a. Let d represent the number of rows in the dress circle and let b represent the number of rows in the
stalls. Write an equation in terms of these two variables based on the fact that there are 10 more rows
in the dress circle than in the stalls.
b. Write an equation in terms of these two variables based on the fact that the capacity of the hall is
7000 seats.
c. Solve the two equations from a and b simultaneously to find the number of rows in each section,
using the method of your choice.
d. Now that you have the number of rows in each section, calculate the number of seats in each section.
e. Hence, calculate the total receipts for a concert where all tickets are sold.
18. John is comparing two car rental companies: Golden Ace Rental Company and Silver Diamond Rental
Company. Golden Ace Rental Company charges a flat rate of $38 per day and $0.20 per kilometre.
Silver Diamond Rental Company charges a flat rate of $30 per day plus $0.32 per kilometre.
a. Write an algebraic equation for the cost of renting a car for three days from Golden Ace Rental
Company in terms of the number of kilometres travelled, k.
b. Write an algebraic equation for the cost of renting a car for three days from Silver Diamond Rental
Company in terms of the number of kilometres travelled, k.
c. How many kilometres would John have to travel so that the cost of hiring from each company for
three days is the same?
d. Write an inequation that, when solved, will tell you the number of kilometres for which it is cheaper
to use Golden Ace Rental Company when renting for three days.
e. For what number of kilometres will it be cheaper to use Silver Diamond Rental Company for three
days’ hire?
19. Frederika has $24 000 saved for a holiday and a new stereo. Her travel expenses are $5400 and her
daily expenses are $260.
a. Write down an equation for the cost of her holiday if she stays for d days. Upon her return from
holidays Frederika wants to purchase a new stereo system that will cost her $2500.
b. How many days can she spend on her holiday if she wishes to purchase a new stereo upon her
return?

TOPIC 9 Simultaneous linear equations and inequalities  381

Answers
Topic 9 Simultaneous linear equations and inequalities
Exercise 9.2 Graphical solution of simultaneous linear equations
1. a. (2, 1) b. (1, 1) c. (0, 4)
d. (2, −1) e. (−2, −4) f. (−0.5, 1.5)
2. a. No b. Yes c. Yes d. No
e. Yes f. No g. No h. Yes
i. No j. Yes
3. a. (3, 2) b. (4, 3) c. (−3, 4) d. (−2, 2)
e. (2, 0) f. (3, 0) g. (−2, 4) h. (3, 8)
i. (−12, 1 12) j. (2, 5) k. (5, 3) l. (2, 23)
4. a. No solution b. (2, −1) c. No solution d. (1, 9)
e. (3, 1) f. No solution g. No solution h. (2, 1)
5. y = 4x − 16
6. a. Northern beach: C = 20 + 12t, 0 ≤ t ≤ 5
Southern beach: D = 8 + 18t, 0 ≤ t ≤ 5

b.
Northern beach in red, southern beach in blue

120
D
100
C
80
Cost

60
40
C = 20 + 12t
20 D = 8 + 18t
0 1 2 3 4 5
Time (hours)
c. Time > 2 hours
d. Time = 2 hours, cost = $44
7. a. Same line b. Perpendicular c. Intersecting d. Parallel
8. a. 1 solution b. No solution (parallel lines) c. No solution (parallel lines)
9. a. y = 3x + 6
b. y = −2x + 1
c. y
y = –2x + 1 7 y = 3x + 6
6
5
Point of 4
intersection 3
2
(–1, 3) 1

–5 –4 –3 –2 –1
–1
0 1 2 3 4 5x
–2
–3
–4
y
10. 7
6
5 3x – y = 2
Point of 4
intersection 3
(1, 1) 2
1

–5 –4 –3 –2 –1
–1
0 1 2 3 4 5x
–2
2y – x = 1 –3 y + 3x = 4
–4

11. Discuss with your teacher.

382  Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 9.3 Solving simultaneous linear equations using substitution
1. a. (2, 3) b. (2, −1) c. (3, −2) d. (7, 6)
e. (3, 6) f. (2, 1) g. (−1, −2) h. (−4, 0)
i. (−1, −2) j. (6, −2) k. (3, 1 12 ) l. (−3, −5)
2. a. (−6, −23) b. (5, 23) c. (2, −6) d. (32, − 15
2)

e. (1, −7) f. (−12, −4) g. (−32, −12 ) h. (−15, 45 )

i. (−3, −1.5) j. (1, 0.3) k. (−45, 45 ) l. (1, −1)

3. 26 chickens
4. a. (3, 1) b. (−2, 3) c. (5, 1)
d. (4, 2) e. (0, 3) f. (4, 0)
n n
5. a. x = ,y=
2m 2
m mn
b. x = ,y=
n2 + 1 n2 + 1
n n2
c. x = ,y=
m−n m−n
n n
d. x = ,y=
m−n m−n
−(m − n2) m(n − 1)
e. x = ,y=
m−n m−n
2m m(n − m)
f. x = ,y=
m+n m+n
6. a = −1, b = 5
7. z = 24, m = 6, n = 9

m 11 7
9 8 7
n 5 10
8. a. x + 2y = 4 b. x = 2, y = 1
9. Chemistry $21, Physics $27
10. x = 8, y = −7
11. x = 0, y = 1
12. The substitution method is suitable when one or both of the equations is in a form where one of the two variables is the
subject.
Exercise 9.4 Solving simultaneous linear equations using elimination
1. a. (3, 1) b. (−2, 3) c. (−2, 6)
2. a. (5, −1) b. (2, 3) c. (−3, 1)
3. a. (−3, 5) b. (−5, −8) c. (2, −2)
d. (1 12, 3 12 ) e. (2, 1 45 ) f. (1, 1)
4. a. (1, 3) b. (2, 4) c. (5, 2)
d. (4, 2) e. (−3, 4) f. (−3, −1 12 )
g. (−6, −5) h. (−3, 5) i. (2, 1.8)
5. a. (6, 3) b. (2, −2) c. (1, 3)
d. (−1.5, −3) e. (−8, 18) f. (−3, 5)
6. a. (1, 3) b. (4, 0) c. (−3, 5)
d. (4, 3) e. (8, 5) f. (13, −13 )
7. Ann 61 kg, Beth 58 kg, Celine 54 kg
8. a.   i. acx + bcy = ce (3)
ii. acx + ady = af  (4)
ce − af
iii. y =
bc − ad

TOPIC 9 Simultaneous linear equations and inequalities  383

 de − bf
b. x =
ad − bc
c. i.  (106
31 31 )
, 1 ii. (37
14 14 )
, 11
d. Because you cannot divide by 0
e. ad − bc ≠ 0
9. x = 7, y = −3
10. x = 4, y = 3, z = −6
11. It simplifies the equation and allows you to evaluate the value of the other variable.
12. z = 6
Exercise 9.5 Applications of simultaneous linear equations
1. Maths mark = 97, English mark = 66
2. 18 nuts, 12 bolts
3. 8 and 3
4. 9 and 7
5. 6 and 5
6. Length 12 m, width 8 m
7. Lemons cost 55 cents and oranges cost 25 cents.
8. Length 60 m, width 20 m
9. Eight 20-cent coins and three 50-cent coins
10. Twelve $1 coins and nine $2 coins
11. Paddlepops cost $1.20 and a Magnum costs $2.10.
12. Cost of the Golden Rough = 35 cents; cost of the Redskin = 25 cents
13. Fixed costs = $87; cost per person = $23.50
14. Sally’s PE mark is 83 and her Science mark is 71.
15. Mozzarella costs $6.20 and Swiss cheese costs $5.80.
16. x = 3, y = 4
17. Fixed costs = $60; cost per person = $25
18. $4 each for DVDs, $24 each for zip disks
19. 66 cups of hot chips, 33 meat pies and 22 hot dogs were sold during the half-hour period.
20. a.
350
Winner
300 (11.5, 300)
Point of
250
d (kilometres)

Jet-ski 2 intersection
200 d = 30(t – 2) (12, 300)
Jet-ski 3
150
d = 40(t – 4)
Jet-ski 1
100
d = 25t
50

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
t (hours)
b. Jet ski 3 wins the race.
c. Jet ski 1 and 2 reach the destination at the same time although jet ski 2 started two hours after jet ski 1. Jet ski 3 overtakes
jet ski 1 6 hours and 40 minutes after its race begins or 10 hours and 40 minutes after jet ski 1 starts the race.

Jet ski 3 overtakes jet ski 2 6 hours after it starts the race or 8 hours after jet ski 2 started the race.
21. Discuss with your teacher.
22. Rollercoaster = $6, Ferris wheel = $4, Gravitron = $8
23. 89 246

384  Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 9.6 Solving simultaneous linear and non-linear equations
1. A parabola may intersect with a straight line twice, once or not at all.
2. a. (−5, 4) and (−1, 0)
b. (2, 3)
c. (1 − √10, −6) and (1 + √10, −6)
3. a. (−1
2
− 3√5
2
, −19
2 2 )
− 9√5 and (−1
2
+ 3√5
2
, −19
2 2 )
+ 9√5
b. (−1, −2) and (2, 1)
c. (−2.54, −8.17) and (3.54, 16.17)
d. (−1.41, 4) and (1.41, 4)
e. (−1, 2) and (52, 14)
f. (3, 37)
4. B
5. C
6. a. Yes b. No c. Yes d. No
7. a. (1, 1), (−1, −1)
b. (1 + √2, −1 + √2), (1 − √2, −1 − √2) or (2.41, 0.41), (−0.41, −2.41)
c. (−√15
3
, −√15)), (√15
3
, √15) or (−1.29, −3.87), (1,29, 3.87)
d. (−6, −1), (2, 3)
8. a. (−1, −3), (1, 3) b. (−4, 3), (4, −3) c. (−1, 7), (5, −5)
d. (−(√142 − 2) , √142+ 2 ), (√142+ 2, −(√142 − 2) ) or (−0.87, 2.87), (2.87, −0.87)
9. The straight line crosses the parabola at (0, −7), so no matter what value m takes, there will be at least one intersection point.
10. a. (5, 5), (−1, −7)
b. y
10 y = 2x – 5
8
x2 + y2 = 50
6
(5, 5)
4
2

–10 –8 –6 –4 –2 0 2 4 6 8 10 x
–2
–4
–6
(–1, –7)
–8
–10

11. 9, 12
12. The line is a tangent to the curve.
Exercise 9.7 Solving linear inequalities
1. a. x > 2 b. a > −1 c. y ≥ 7 d. m ≥ 4
e. p < 1 f. x < 7 g. m ≤ 9 h. a ≤ 7
i. x > 3 j. m ≥ 2 k. q ≥ −4 l. a > −8
2. a. m > 3 b. p ≤ 2 c. a < 4 d. x ≥ 5
e. p > −5 f. x ≤ −7 g. m ≥ −0.5 h. b > −0.5
i. m > 18 j. x < 8 k. a ≤ −14 l. m ≥ 25
3. a. m < 4.5 b. x ≥ 3 c. p > 4 d. n ≤ 2
e. b < 5 f. y > 2 g. m ≤ −1 h. a ≥ −5
i. b < −4 13 j. c ≤ −1 k. p > −2 l. a ≥ −7
4. a. m > 3 b. a ≥ 2 c. a < −1 d. a ≤ −3
e. x > 6 f. x ≤ 2 g. b < 4 h. a > 5
i. m < 2 j. m ≤ 3 k. b ≤ −16
11
l. m ≥ 1

TOPIC 9 Simultaneous linear equations and inequalities  385

5. a. x ≤ 7 b. x ≥ −18 c. x < −10
d. x > 10 12 e. x ≥ 5 f. x < −1 45
6. a. m < −2 b. p ≥ −3 c. a ≤ 5 d. p ≥ −5
e. y ≤ −3 f. x > 7 g. p < 0 h. a ≥ 15
i. x > −3 j. a ≤ −11 k. b ≤ 3 l. x < −3
m. k > 8 n. x > −18 12 o. a ≤ 40
7. B
8. a. x < −1 b. m ≤ −3 c. x > 17
5
d. a > 8
e. m ≥ 1 13 f. m ≥ −12
9. a. k > 2 b. a > −5 c. m ≤ 1 23 d. x > 5
−6
e. y ≥ 7 f. d < −2 g. p ≥ 7
h. x ≥ −5
i. m < −2 j. a < 9 k. p ≥ 3 l. x > −4 12
10. a. 5x > 10 b. x − 3 ≤ 5 c. 7 + 3x < 42
11. a. −6.5 < x < −2 −c − b −d − b
b. <x<
a a
12. a. S > 47 b. No c. Answers will vary.
13. a. n < 16 800 km
b. Mick travelled less than 16 800 km for the year and his costs stayed below $16 000.
14. $20 000
15. Discuss with your teacher.
Investigation | Rich task
1. A1 Rentals: C = $35 × 3 + 0.28d
Cut Price Rentals: C = $28 × 3 + 0.3d
2. Comparison of cost of hiring a car from
A1 Rentals and Cut Price Rentals
C
600
500
Cost ($)

400 C = 105 + 0.28 d

300 (A1 Rentals)
200 C = 84 + 0.30 d
100 (Cut Price Rentals)
0
200 400 600 800 1000 1200 1400 1600 d
Distance travelled (km)
3. 1050 km
4. 1400 km
5. a. A1 Rentals: C = $37 × 3 + 0.28d
Cut Price Rentals: C = $30 × 3 + 0.3d
b. A1 Rentals: C = $37 × 4 + 0.28d
Cut Price Rentals: C = $30 × 4 + 0.3d
6. Comparison of cost of hiring a car from
A1 Rentals and Cut Price Rentals
C Cut Price Rentals (4-day hire)
600
500
Cost ($)

400 A1 Rentals
300 (4-day hire) A1 Rentals
200 (3-day hire)
100 Cut Price Rentals
(3-day hire)
0
200 400 600 800 1000 1200 1400 1600 d
Distance travelled (km)
7. The extra cost of $2 per day for both rental companies has not affected the charges they make for the distances travelled.
However, the overall costs have increased.
8. Presentation of the answers will vary. Answers will include:
Travelling 3 days this month:
• If Jim travels 1050 km, the cost will be the same for both rental companies; that is, $399.

386  Maths Quest 10 Stage 5 NSW Australian curriculum

 • If he travels less than 1050 km, Cut Price Rentals is cheaper.
• If he travels more than 1050 km, A1 Rentals is cheaper.
Travelling 4 days this month:
•• If Jim travels 1400 km, the cost will be the same for both rental companies; that is, $532.
•• If he travels less than 1400 km, Cut Price Rentals is cheaper.
•• If he travels more than 1400 km, A1 Rentals is cheaper.
Travelling 3 days next month:
•• If Jim travels 1050 km, the cost will be the same for both rental companies; that is, $405.
•• If he travels less than 1050 km, Cut Price Rentals is cheaper.
•• If he travels more than 1050 km, A1 Rentals is cheaper.
Travelling 4 days next month:
•• If Jim travels 1400 km, the cost will be the same for both rental companies; that is, $540.
•• If he travels less than 1400 km, Cut Price Rentals is cheaper.
•• If he travels more than 1400 km, A1 Rentals is cheaper.
Exercise 9.8 Review questions
1. C
2. E
3. C
4. D
5. A
6. a. (3, 1) b. (2, 3)
7. a. No b. Yes
8. a. (−2, 1) b. (0, −2) c. (–7.5, 7)
9. a. (2, 7) b. (−5, −3) c. (−2, 2)
d. (−73, 73 ) e. (−14, −53) f. (52, −7)

10. a. (5, 2) b. (−2, 3) c. (−3, −1)

d. (1, 3) e. (2, −2) f. (4, 2)
11. a. (0, 3) b. (−3, −3) c. (2, 1)
12. a. (5 −2√37, 19 −25√37 ), ( 2 ,
5 + √37 19 + 5√37
2 )
b. (−25, − 5), (1, 2)

c. (15 + √43 −3 + 5√43

26
, 26 ), (
15 − √43 −3 − 5√43
26
, 26 )
13. a. The numbers are 9 and 14.
b. Length 11 metres, width 6 metres
c. Chupa Chups cost 45 cents and Whizz Fizzes cost 55 cents.
14. Milk $1.75, bread $2.35
15. 13 kangaroos and 8 cockatoos
16. Any false statement that occurs during the solving of simultaneous equations indicates the lines are parallel, and have no
points of intersection.
17. a. d = b + 10 b. 7000 = 70b + 40d c. b = 60 and d = 70
d. The number of seats in the stalls is 4200, and the number of seats in the dress circle is 2800.
e. $644 000
18. a. CG = 114 + 0.2k b. CS = 90 + 0.32k c. 200 km
d. 114 + 0.2k < 90 + 0.32k e. k < 200
19. a. 5400 + 260d = C b. 61 days

TOPIC 9 Simultaneous linear equations and inequalities  387

TOPIC 10
Surface area and
volume [Stages 5.1, 5.2 and 5.3]

10.1 Overview
Numerous videos and interactivities are embedded just where
you need them, at the point of learning, in your learnON title at
www.jacplus.com.au. They will help you to learn the concepts
covered in this topic.

10.1.1 Why learn this?

Humans must measure! How much paint or carpet will you need
to redecorate your bedroom? How many litres of water will it take
to fill the new pool? How far is it to the end of the universe?
These are just a few examples of where measurement skills are
needed. Measuring tools have advanced significantly in their
capacity to measure extremely small and extremely large amounts,
leading to many breakthroughs in medicine, engineering, science,
architecture and astronomy.

DISCUSSION
Investigate extinct megafauna from other countries. Try to find out why these animals became extinct.

LEARNING SEQUENCE
10.1 Overview
10.2 [Stage 5.1] Area
10.3 [Stages 5.2 and 5.3] Total surface area
10.4 [Stages 5.2 and 5.3] Volume
10.5 Review

LEARNING OUTCOMES
A student:
• calculates the areas of composite shapes, and the surface areas of rectangular and triangular prisms MA5.1-8MG
• selects appropriate notations and conventions to communicate mathematical ideas and solutions MA5.2-1WM
• interprets mathematical or real-life situations, systematically applying appropriate strategies to solve problems MA5.2-2WM
• calculates the surface areas of right prisms, cylinders and related composite solids MA5.2-11MG
• applies formulas to calculate the volumes of composite solids composed of right prisms and cylinders MA5.2-12MG
• uses and interprets formal definitions and generalisations when explaining solutions and/or conjectures MA5.3-1WM
• generalises mathematical ideas and techniques to analyse and solve problems efficiently MA5.3-2WM
• applies formulas to find the surface areas of right pyramids, right cones, spheres and related composite solids MA5.3-13MG
• applies formulas to find the volumes of right pyramids, right cones, spheres and related composite solids MA5.3-14MG

TOPIC 10 Surface area and volume  389

 CONTENT DESCRIPTIONS
Students:
Calculate the areas of composite shapes (ACMMG216)
Calculate the surface areas of cylinders and solve related problems (ACMMG217)
Solve problems involving the surface areas and volumes of right prisms (ACMMG218)
Solve problems involving surface area and volume for a range of prisms, cylinders and composite solids (ACMMG242)
Solve problems involving the surface areas and volume of right pyramids, right cones, spheres and related composite solids
(ACMMG271)
Source: NSW Syllabus for the Australian curriculum

RESOURCES — ONLINE ONLY

eLesson: The story of mathematics — Australian megafauna (eles-1845)

Note: Your teacher may now set you a pre-test to determine how familiar you are with the content in
this topic.

10.2 Area [Stage 5.1]

10.2.1 Definition of area
•• The area of a figure is the amount of surface covered by the figure.
•• The units used for area are mm2, cm2, m2, km2 or ha (hectares), depending upon the size of the figure.
l ha = 10 000 (or 104) m2
•• There are many real-life situations that require an understanding of the area concept. Some are ‘the
area to be painted’, ‘the floor area of a room or house’, ‘how much land one has’ and ‘how many
tiles are needed for a wall’.
•• It is important that you are familiar with converting units of area.

10.2.2 Using area formulas

•• The areas of many plane figures can be found by using a formula. The table below shows the formulas
for the area of some common shapes.
Shape Formula

Square l A = l2

Rectangle w A = lw

390  Maths Quest 10 Stage 5 NSW Australian curriculum

 h
Triangle A = 12bh

b
a

h
Trapezium A = 12 (a + b) h
b

r
Circle A = πr2

h
Parallelogram A = bh

Sector θ°
A= × πr2
θ˚ 360°
r

Kite (including
A = 12 xy, where x and y are diagonals.
y

rhombus)
x

b A = πab, where a and b are the lengths of

Ellipse a
the semi-major and semi-minor axes
­respectively.

Note: A calculator uses a stored value for π of approximately 3.141 592 654. Before calculators were in
common usage, π was often taken to be approximately 22 7
or 3.14. You are advised to use the π button on
22
your calculator rather than 7 or 3.14.

DISCUSSION
Can you think of a way to easily remember some or all of these area formulas? Share your best memory
techniques with your classmates.

10.2.3 Heron’s formula

•• If the lengths of all three sides of a triangle are known, its area, A, can be found by using Heron’s
formula: A = √s(s − a)(s − b)(s − c), where a, b and c are the lengths of the three sides and s is the
a+b+c
semi-perimeter, s = .
2
b a

TOPIC 10 Surface area and volume  391

 WORKED EXAMPLE 1

Find the areas of the following plane figures, correct to 2 decimal places.
a b c
3 cm 5 cm 2 cm
5 cm 15 cm
6 cm 40°

THINK WRITE
a 1 Three side lengths are known, but not the height. In this a A = √s(s − a)(s − b)(s − c)
case apply Heron’s formula.
2 Identify the values of a, b and c. a = 3, b = 5, c = 6
a+b+c
3 Calculate the value of s, the semi-perimeter of the triangle. s=
2
3+5+6
=
2
14
=
2
=7

4 Substitute the values of a, b, c and s into Heron’s formula A= √7(7 − 3)(7 − 5)(7 − 6)
and evaluate, correct to 2 decimal places. = √7 × 4 × 2 × 1
= √56
= 7.48 cm2
b 1 The shape shown is an ellipse. Write the appropriate area b A = πab
formula.
2 Identify the values of a and b (the semi-major a = 5, b = 2
and ­semi-minor axes).
3 Substitute the values of a and b into the formula and A=π×5×2
evaluate, correct to 2 decimal places. = 31.42 cm2
c 1 The shape shown is a sector. Write the formula c θ
A= × πr2
for ­finding the area of a sector. 360°
2 Write the value of θ and r. θ = 40°, r = 15
40°
3 Substitute and evaluate the expression, correct to A= × π × 152
360°
2 ­decimal places. = 78.54 cm2

10.2.4 Areas of composite figures

•• A composite figure is a figure made up of a combination of simple figures.
•• The area of a composite figure can be calculated by:
– calculating the sum of the areas of the simple figures that make up the composite figure
– calculating the area of a larger shape and then subtracting the extra area involved.

392  Maths Quest 10 Stage 5 NSW Australian curriculum

WORKED EXAMPLE 2

Find the area of each of the following composite shapes.

a C b A B
AB = 8 cm
EC = 6 cm
FD = 2 cm 9 cm

D C
2 cm
F E F
A B
E
5 cm

D
H 10 cm G

THINK WRITE
a 1 ACBD is a quadrilateral that can be split into two a Area ACBD = Area ΔABC + Area ΔABD
triangles: ΔABC and ΔABD.
2 Write the formula for the area of a triangle Atriangle = 12bh
containing base and height.
3 Identify the values of b and h for ΔABC. ΔABC: b = AB = 8, h = EC = 6
1
4 Substitute the values of the pronumerals into the Area of ΔABC = 2
× AB × EC
formula and, hence, calculate the area of ΔABC. 1
= 2
×8×6
= 24 cm2

5 Identify the values of b and h for ΔABD. ΔABD: b = AB = 8, h = FD = 2

6 Calculate the area of ΔABD. Area of ΔABD = 12AB × FD
1
= 2
×8×2
= 8 cm2
7 Add the areas of the two triangles together Area of ACBD = 24 cm2 + 8 cm2
to find the area of the quadrilateral ACBD. = 32 cm2
b 1 One way to find the area of the shape shown b Area = Area ABGH − Area DEFC
is to find the total area of the rectangle ABGH
and then subtract the area of the smaller
­rectangle DEFC.
2 Write the formula for the area of a rectangle. Arectangle = l × w
3 Identify the values of the pronumerals for the Rectangle ABGH: 1 = 9 + 2 + 9
rectangle ABGH. = 20
w = 10
4 Substitute the values of the pronumerals into the Area of ABGH = 20 × 10
formula to find the area of the rectangle ABGH. = 200 cm2
5 Identify the values of the pronumerals for the Rectangle DEFC: l = 5, w = 2
rectangle DEFC.

TOPIC 10 Surface area and volume  393

 6 Substitute the values of the pronumerals into the Area of DEFC = 5 × 2
formula to find the area of the rectangle DEFC. = 10 cm2
7 Subtract the area of the rectangle DEFC from the Area = 200 − 10
area of the rectangle ABGH to find the area of the = 190 cm2
given shape.

RESOURCES — ONLINE ONLY

Interactivity: Conversion chart for area (int-3783)

Interactivity: Area of rectangles (int-3784)
Interactivity: Area of trapeziums 1 (int-3789)
Interactivity: Area of trapeziums 2 (int-3790)
Interactivity: Area of circles (int-3788)
Interactivity: Area of parallelograms (int-3786)
Interactivity: Area of a sector (int-6076)
Interactivity: Area of a kite (int-6136)
Interactivity: Area of an ellipse (int-6137)
Interactivity: Using Heron’s formula to find the area of a triangle (int-6475)
eLesson: Heron’s formula (eles-0177)
eLesson: Composite area (eles-1886)
Digital doc: SkillSHEET Conversion of area units (doc-5236)
Digital doc: SkillSHEET Using a formula to find the area of a common shape (doc-5237)
Digital doc: WorkSHEET Area (doc-5241)

Exercise 10.2 Area

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1, 3–5, 8, 9, 11, 12, 14 1–6, 8–10, 12, 14, 16, 18, 19 1–9, 12–20

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Find the areas of the following shapes.
a. b. c.

4 cm
4 cm
15 cm
12 cm

10 cm

394  Maths Quest 10 Stage 5 NSW Australian curriculum

 d. 12 cm e. f.

8 cm
15 cm 8 mm 13 mm

18 cm

7 mm

g. h. i.
6m 15 cm
10 cm
7m
18 cm

2. Express the areas in questions 1e and 1g in terms of π.

3. WE1a Use Heron’s formula to find the areas of the following triangles correct to 2 decimal places.
a. b.
3 cm
8 cm
5 cm
16 cm

6 cm

12 cm

4. WE1b Find the areas of the following ellipses. Answer correct to 1 decimal place.
a. b.
9 mm
12 mm
4 mm
5 mm

5. WE1c Find the areas of the following shapes:

i. stating the answer exactly; that is, in terms of π
ii. correct to 2 decimal places.
a. b. c.
30° 18 cm
6 mm 70°

12 cm
345°

6. MC A figure has an area of about 64 cm2. Which of the following cannot possibly represent the figure?
a. A triangle with base length 16 cm and height 8 cm
b. A circle with radius 4.51 cm

TOPIC 10 Surface area and volume  395

 c. A rectangle with dimensions 16 cm and 4 cm
d. A square with side length 8 cm
e. A rhombus with diagonals 16 cm and 4 cm C
7. MC The area of the quadrilateral shown at right is to be
calculated. Which of the following lists all the lengths F
required to calculate the area? B
a. AB, BC, CD and AD
b. AB, BE, AC and CD
c. BC, BE, AD and CD E
d. AC, BE and FD
e. AC, CD and AB A D
8. WE2 Find the areas of the following composite shapes.
a. 20 cm b. 40 m c. 8 cm
3 cm 2 cm

28 m 4 cm
15 cm

d. e. f.

28 cm
2.1 m 18 cm
3.8 m

5 cm

12 cm
9. Find the shaded area in each of the following figures.
a. b. 16 m c.

8m 2m 2m
3 cm 8m
7 cm

d. e. 8m f. 15 m

5m
3m 2m 7.5 m
40°
5m
13 m 7 m

5m
10. A sheet of cardboard is 1.6 m by 0.8 m. The following shapes are cut from the cardboard:
•• a circular piece with radius 12 cm
•• a rectangular piece 20 cm by 15 cm

396  Maths Quest 10 Stage 5 NSW Australian curriculum

 •• 2 triangular pieces with base 30 cm and height 10 cm
•• a triangular piece with side length 12 cm, 10 cm and 8 cm.
What is the area of the remaining piece of cardboard?
11. A rectangular block of land, 12 m by 8 m, is surrounded by a concrete path 0.5 m wide. Find the area
of the path.
12. Concrete slabs 1 m by 0.5 m are used to cover a footpath 20 m by 1.5 m. How many slabs are needed?
13. A city council builds a 0.5-m wide concrete path around the garden as shown below.
12 m

5m

8m 3m

Find the cost of the job if the workman charges $40.00 per m2.
14. A tennis court used for doubles is 10.97 m wide, but a singles court is only 8.23 m wide, as shown in
the diagram.

8.23 m
6.40 m 10.97 m
11.89 m

a. What is the area of the doubles tennis court?

b. What is the area of the singles court?
c. What percentage of the doubles court is used for singles? Give your answer to the nearest whole
number.
15. Ron the excavator operator has 100 metres of barricade mesh and needs to enclose an area to work in
safely. He chooses to make a rectangular region with dimensions x and y.
a. Write an equation that connects x, y and the perimeter.
b. Write y in terms of x.
c. Write an equation for the area of the region in terms of x.
d. Fill in the table for different values of x.
x 0 5 10 15 20 25 30 35 40 45 50
Area (m2)
e. Can x have a value more than 50? Why?
f. Sketch a graph of area against x.
g. Determine the value of x that makes the area a maximum.
h. What is the value of y for maximum area?
i. What shape encloses the maximum area?
j. Calculate the maximum area.
Ron decides to make a circular area with the barricade mesh.
k. What is the radius of this circular region?
l. What area is enclosed in this circular region?
m. How much extra area does Ron now have compared to his rectangular region?

TOPIC 10 Surface area and volume  397

Communicating, reasoning and problem solving
16. Dan has purchased a country property with layout and dimensions as shown N
in the diagram.
a. Show that the property has a total area of 987.5 ha. 1500 m
5000 m
b. Dan wants to split the property in half (in terms of area) by building a
2000 m
straight fence running either north–south or east–west through the property.
Assuming the cost of the fencing is a fixed amount per linear metre, justify
1000 m
where the fence should be built (that is, how many metres from the top
left-hand corner and in which direction) to minimise the cost.
17. In question 15, Ron the excavator operator could choose to enclose a rectangular or circular area with
100 m of barricade mesh. In this case, the circular region resulted in a larger safe work area.
a. Show that for 150 m of barricade mesh, a circular region again results in a larger safe work area as
opposed to a rectangular region.
b. Show that for n metres of barricade mesh, a circular region will result in a larger safe work area as
opposed to a rectangular region.
18. Proving the segment formula
Follow the steps below to prove the formula for the area of a segment using the fact that
the area of the segment = area of sector ABC − 2 × area of triangle ACD.

θ θ
r 2 2 r

D
A B

= sin ( ).
AD θ
a. Using trigonometry, show that
r 2
= cos ( ).
CD θ
b. Show that
r2 sin ( )cos ( )
r 2 θ θ
c. Show that the area of triangle ACD is 2 2 .
2
Note that this formula is the same if θ is in degrees or radians.
d. Finally, show that the area of the segment (in purple) is r2(π × − sin ( )cos ( )) if θ is in
θ θ θ
360° 2 2
degrees.

19. How are perimeter and area different but fundamentally related?
20. The diagram shows one smaller square drawn inside a larger square on
grid paper. Represent the area of the smaller square as a fraction of the
larger square.

398  Maths Quest 10 Stage 5 NSW Australian curriculum

10.3 Total surface area [Stages 5.2 and 5.3]
10.3.1 TSA of rectangular prisms and cubes
•• The total surface area (TSA) of a solid is the sum of the areas of all the faces of that solid.
•• The formula for finding the TSA of a rectangular prism (cuboid) is:
TSA = 2(lh + lw + wh)

w
l
•• A special case of the rectangular prism is the cube, where all sides are equal (l = w = h).
TSA = 6l2

10.3.2 TSA of spheres and cylinders

Sphere
•• TSA = 4πr2

Note: The mathematics required to prove the formula for the total surface area of a sphere is beyond the
scope of Year 10.

DISCUSSION
How does the surface area of a sphere compare to the area of a circle? How about the surface area of a
hemisphere?

Cylinder
•• TSA = 2πr(r + h) or 2πr2 + 2πrh

h
r

•• The formula for the TSA of a cylinder is found from the area of the net as r
A = πr2
shown.
2πr
TSA = πr2 + πr2 + 2πrh A = 2πrh h
= 2πr2 + 2πrh
= 2πr(r + h)
r
A = πr2

TOPIC 10 Surface area and volume  399

 WORKED EXAMPLE 3

Find the total surface areas of the solids shown, correct to the nearest cm2.
a r = 7 cm b 50 cm

r 1.5 m

THINK WRITE
a 1 Write the formula for the TSA of a sphere. a TSA = 4πr2
2 Identify the value for r. r=7
3 Substitute and evaluate. TSA = 4 × π × 72
≈ 615.8 cm2
≈ 616 cm2

b 1 Write the formula for the TSA of a cylinder. b TSA = 2πr(r + h)

2 Identify the values for r and h. Note that the r = 50 cm, h = 1.5 m
units will need to be the same. = 150 cm
3 Substitute and evaluate. TSA = 2 × π × 50 × (50 + 150)
≈ 62 831.9 cm2
≈ 62 832 cm2

10.3.3 TSA of cones

•• The total surface area of a cone can be found by considering its net, which is comprised of a small
circle and a sector of a larger circle.
l

r r r = radius of the cone

l = slant height of the cone

•• The sector is a fraction of the full circle of radius l with circumference 2πl.
•• The sector has an arc length equivalent to the circumference of the base of the cone, 2πr.
•• The fraction of the full circle represented by the sector can be found by writing the arc length as a
2πr r
fraction of the circumference of the full circle, = .
2πl l
Area of a sector = fraction of the circle × πl2
r
= × πl2
l
= πrl
•• Thus, SA = Acircular base + Acurved surface
= πr2 + πrl
= πr(r + l)
•• Cone: TSA = πr(r + l) or πr2 + πrl

400  Maths Quest 10 Stage 5 NSW Australian curriculum

 WORKED EXAMPLE 4

Find the total surface area of the cone shown correct to 1 decimal place.

15 cm

12 cm

THINK WRITE
1 Write the formula for the TSA of a cone. TSA = πr(r + l)
2 State the values of r and l. r = 12, l = 15
3 Substitute and evaluate. TSA = π × 12 × (12 + 15)
= 1017.9 cm2

10.3.4 TSA of other solids

•• The total surface area of a solid can be found by summing the areas of each face.
•• The area of each face may need to be calculated separately.
•• Check the total number of faces to ensure that none are left out.

WORKED EXAMPLE 5

Find the total surface area of the square-based pyramid shown.

5 cm

6 cm

THINK WRITE/DRAW
1 There are five faces: the square TSA = Area of square base + area of four triangular faces
base and four identical triangles.
2 Find the area of the square base. Area of base = l2, where l = 6
Area of base = 62
= 36 cm2
3 Draw and label one triangular
face and write the formula for 5 cm
h
­finding its area.
3 cm

Area of a triangular face = 12bh; b = 6

4 Find the height of the triangle, h, a2 = c2 − b2, where a = h, b = 3, c = 5
using Pythagoras’ theorem. = 52 − 32
h2 = 25 − 9
h2 = 16
h= 4 cm
5 Calculate the area of the triangular Area of triangular face = 1
×6×4
2
face by substituting b = 6 and h = 4.
= 12 cm2

TOPIC 10 Surface area and volume  401

 6 Calculate the TSA by adding TSA = 36 + 4 × 12
the area of the square base and the area = 36 + 48
of four identical triangular faces = 84 cm2
together.

10.3.5 TSA of composite solids

•• Composite solids are formed when two or more simple solids are joined together.
•• The total surface area of a composite solid is calculated by summing the areas of the solid’s
­external faces.

WORKED EXAMPLE 6

Find the total surface area of the solid shown correct to 1 decimal place. 6 cm

10 cm

THINK WRITE/DRAW
1 The solid shown has 9 faces: five identical TSA = 5 × area of a square + 4 × area of a triangle
squares and four identical triangles.
2 Find the area of one square face with the Asquare = l2, where l = 10
side length 10 cm. A = 102
A = 100 cm2
3 Draw a triangular face and work out its
height using Pythagoras’ theorem. 6 cm
h

5 cm

a2 = c2 − b2, where a = h, b = 5, c = 6
h2 = 62 − 52
h2 = 36 − 25
h2 = 11
h = 3.316 62 … cm (or with rounding, h = 3.3)

4 Find the area of one triangular face. Atriangle = 12bh, where b = 10, h = 3.316 62
= 12 × 10 × 3.316 62...
= 16.5831... cm2 (or, with rounding,
Atriangle = 16.6 cm2)

5 Find the TSA of the solid by adding the TSA = 5 × 100 + 4 × 16.5831...
area of 5 squares and 4 triangles together. = 500 + 66.3324...
≈ 566.3 cm2 (or = 566 using the
previously rounded value)

Note: Rounding is not done until the final step. If h had been rounded to 3.3 in step 3 and this value
used in steps 4 and 5, the decimal place value of the TSA would have been lost. It is important to real-
ise that rounding too early can affect the accuracy of results.

402  Maths Quest 10 Stage 5 NSW Australian curriculum

WORKED EXAMPLE 7

The silo shown is to be built from metal. The top portion of the silo is
a  cylinder of diameter 4 m and height 8 m. The bottom part of the silo is a cone
of slant height 3 m. The silo has a circular opening of radius 30 cm on the top.
a What area of metal (to the nearest m2) is required to build the silo? 4m 8m
b If it costs $12.50 per m2 to cover the surface with an anti-rust material, how
much will it cost to cover the silo completely?
3m

THINK WRITE
a 1 The surface area of the silo consists of an a TSA = area of annulus
annulus, the curved part of the cylinder and + area of curved section of a cylinder
the curved section of the cone. + area of curved section of a cone

2 To find the area of the annulus, subtract the Area of annulus = Alarge scale − Asmall circle
area of the small circle from the area of the = πr2 − πR2
larger circle. Let R = radius of small circle. 4
where r = = 2 m and R = 30 cm = 0.3 m.
2
Area of annulus = π × 22 − π × 0.32
= 12.28 m
3 The middle part of the silo is the curved part Area of curved section of cylinder = 2πrh
of a cylinder. Find its area. (Note that in the where r = 2 and h = 8.
formula TSAcylinder = 2πr2 + 2πrh, the
Area of curved section of cylinder
curved part is represented by 2πrh.) =2 ×π×2×8
= 100.53 m2
4 The bottom part of the silo is the curved Area of curved section of cone = πrl
section of a cone. Find its area. (Note that in where r = 2 and l = 3.
the formula TSAcone = πr2 + πrl, the curved Area of curved section of cone = π × 2 × 3
part is given by πrl.) = 18.85 m2
5 Find the total surface area of the silo by TSA = 12.28 + 100.53 + 18.85
finding the sum of the surface areas = 131.66 m2
calculated above.
6 Write the answer in words. The area of metal required is 132 m2,
correct to the nearest square metre.
b To find the total cost, multiply the total surface b Cost = 132 × $12.50
area of the silo by the cost of the anti-rust = $1650.00
material per m2 ($12.50) .

TOPIC 10 Surface area and volume 403

 RESOURCES — ONLINE ONLY

Interactivity: Surface of a prism (int-6079)

Interactivity: Surface area of a cylinder (int-6080)
Interactivity: Surface area (int-6477)
Interactivity: TSA — sphere (int-2782)
eLesson: Total surface area of prisms (eles-1909)
Digital doc: WorkSHEET Surface area (doc-5242)

Exercise 10.3 Total surface area

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–4, 6a–e, 7, 10, 12 1–4, 6, 7, 9–12, 15, 18 1–8, 10–18

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Find the total surface areas of the solids shown.
a. b. c. 12 cm d. 2m

15 cm 1.5 m

20 cm 3m

10 cm 8 cm

2. WE3 Find the total surface areas of the solids shown. Give your answers correct to 1 decimal place.
a. r=3m b. 21 cm c. 0.5 m d.
12 cm

r 30 cm 2.1 m

3. WE4 Find the total surface areas of the cones shown. Give your answers correct to 1 decimal place.
a. b. 8 cm

20 cm
12 cm
14 cm

4. WE5 Find the total surface areas of the solids shown. Give your answers correct to 1 decimal place.
a. b. c. 9.1 cm
d.
12 cm 2.5 m
m
8c 14 cm
6 cm
10 cm
1.5 m 5.1 cm 7.2 cm 7 cm
15 cm

404  Maths Quest 10 Stage 5 NSW Australian curriculum

 5. Find the surface areas of the following.
a. A cube of side length 1.5 m
b. A rectangular prism 6 m × 4 m × 2.1 m
c. A cylinder of radius 30 cm and height 45 cm, open at one end
d. A sphere of radius 28 mm
e. An open cone of radius 4 cm and slant height 10 cm
f. A square pyramid of base length 20 cm and slant edge 30 cm
6. WE6 Find the total surface areas of the objects shown.
a. 8 cm b. c.
10 cm
5 cm
12 cm
5 cm 5 cm

20 cm 20 cm

35 cm
3 cm
12 cm

d. e. f. 5 cm

2 cm 3.5 cm
m 20 cm
2.5 c
3 cm
10 cm
12 cm

15 cm
7. MC A cube has a total surface area of 384 cm2.
The length of the edge of the cube is:
a. 9 cm b. 8 cm c. 7 cm d. 6 cm e. 5 cm
8. Open cones are made from nets cut from a large sheet of paper 1.2 m × 1.0 m. If a cone has a radius
of 6 cm and a slant height of 10 cm, how many cones can be made from the sheet? (Assume there is
5% wastage of paper.)
9. A steel girder is to be painted. Calculate the area of the surface to be painted.
2 cm

2 cm
5 cm
20 cm
120 cm

2 cm
12 cm

10. WE7 The greenhouse shown below is to be built using shade cloth. It
has a wooden door of dimensions 1.2 m × 0.5 m.
a. Find the total area of shade cloth needed to complete the greenhouse.
b. Find the cost of the shade cloth at $6.50 per m2.

2.5 m 5m

3m

TOPIC 10 Surface area and volume  405

11. A cylinder is joined to a hemisphere to make a cake holder, as shown below.
The surface of the cake holder is to be chromed at 5.5 cents per cm2.
a. Find the total surface area to be chromed.
b. Find the cost of chroming the cake holder. 10 cm
15 cm
12. A soccer ball is made up of a number of hexagons sewn together on its surface.
Each hexagon can be considered to have dimensions as shown in the diagram.
2 cm

y
x

a. Calculate θ °.
b. Calculate the values of x and y exactly.
c. Calculate the area of the trapezium in the diagram.
d. Hence, determine the area of the hexagon.
e. If the total surface area of the soccer ball is 192√3 cm2, how many hexagons are on the surface of the
soccer ball?
Communicating, reasoning and problem solving
Complete the following question without the aid of a calculator.
13. The table shown below is to be varnished (including the base of each leg). The table top has a thick-
ness of 180 mm, and the cross-sectional dimensions of the legs are 50 mm by 50 mm.
80 cm
60 cm

70 cm

A friend completes the calculation as shown. Assume there are no simple calculating errors. Analyse
the working presented and justify if the TSA calculated is correct.
Table top (inc. leg bases) 0.96 2 × (0.8 × 0.6)
Legs 0.416 16 × (0.52 × 0.05)
Table top edging 0.504 0.18 × (2(0.8 + 0.6))
TSA 1.88 m2
14. A shower recess with dimensions 1500 mm (back wall) by 900 mm (side wall) needs to have the back
and two side walls tiled to a height of 2 m.
a. Calculate the area to be tiled in m2.
b. Justify that 180 tiles (including those that need to be cut) of dimension 20 cm by 20 cm will be
required. Disregard the grout and assume that once a tile is cut, only one piece of the tile can be used.
c. Evaluate the cheapest option of tiling out of the following options: $1.50/tile; $39.50/box, where a
box covers 1 m2; or tiles of dimension 30 cm by 30 cm costing $3.50/tile.

406  Maths Quest 10 Stage 5 NSW Australian curriculum

15. If the surface area of a sphere to that of a cylinder is in the ratio 4 : 3 and the sphere has a radius of 3a,
3√3a
show that if the radius of the cylinder is equal to its height, then the radius of the cylinder is .
2
16. Frustum of a cone
A frustum is a cone with the top sliced off (see the diagram). When the curved side is ‘opened up’, it
creates a shape, ABYX, as shown in the diagram.
V
t
x θ x
s s
A B
r s 2πt s

X Y
2πr

a. Write an expression for the arc length XY in terms of the angle θ . Write another expression for the
2π(r − t)
arc length AB in terms of the same angle θ . Show that, in radians, θ = .
s
st
i. Using the above formula for θ , show that x = .
(r − t)
ii. Use similar triangles to confirm this formula.
b. Determine the area of sectors AVB and XVY and hence determine the area of ABYX. Add the areas
of the 2 circles to the area of ABYX to determine the TSA of a frustum.
17. Tina is re-covering the cushion of a footstool in the shape of a cylinder with diameter 50 cm and
height 30 cm. She also intends to cover the base (that is, the underside) of the cushion. She has 1 m2 of
fabric to cover the cushion. When calculating the area of fabric required, allow an extra 20% of the
total surface area to cater for seams and pattern placings. Explain whether Tina has enough material to
cover the cushion.

18. Why is calculating the total surface area of a composite solid more difficult than for a simple solid
such as a rectangular prism or cylinder?

10.4 Volume [Stages 5.2 and 5.3]

10.4.1 Definition of volume
•• The volume of a 3-dimensional object is the amount of space it takes up.
•• Volume is commonly measured in units of mm3, cm3 and m3.

10.4.2 Volume of prisms and cylinders

•• The volume of any solid with a uniform cross-sectional area is given by the formula V = AH, where A
is the cross-sectional (or base) area and H is the height of the solid.

TOPIC 10 Surface area and volume  407

 Shape Formula
Cube Volume = AH
= area of a square × height
l
= l2 × l
= l3

Rectangular prism Volume = AH

h = area of a rectangle × height
= lwh
w
l
Cylinder r Volume = AH
= area of a circle × height
h
= πr2h

Triangular prism Volume = AH

= area of a triangle × height
= 12bh × H
H
h

WORKED EXAMPLE 8

Find the volumes of the following shapes.

a. 14 cm b. 5 cm

20 cm 4 cm
10 cm

THINK WRITE
a 1 Write the formula for the volume of the cylinder (prism). a V = AH
= πr2h
2 Identify the value of the pronumerals. r = 14, h = 20
3 Substitute and evaluate. V = π × 142 × 20
≈ 12 315.04 cm3
b 1 Write the formula for the volume of a triangular prism. b V = AH = 12bh × H
2 Identify the value of the pronumerals. (Note that h is the b = 4, h = 5, H = 10
height of the triangle and H is the depth of the prism.)
1
3 Substitute and evaluate. V= 2
× 4 × 5 × 10
= 100 cm3

408  Maths Quest 10 Stage 5 NSW Australian curriculum

WORKED EXAMPLE 9

a What effect will doubling each of the side lengths of a cube have on its volume?
b What effect will halving the radius and doubling the height of a cylinder have on its volume?
THINK WRITE
a 1 Write the formula for the volume of the cube. a V = l3
2 Identify the value of the pronumeral. Note: lnew = 2l
Doubling is the same as multiplying by 2.
3 Substitute and evaluate. Vnew = (2l) 3
4 Compare the answer obtained in step 3 with = 8l3
the volume of the original shape.
5 Write your answer. Doubling each side length of a cube increases
the volume by a factor of 8; that is, the new
volume will be 8 times as large as the original
volume.
b 1 Write the formula for the volume of the b V = πr2h
cylinder.
2 Identify the value of the pronumerals. Note: r
rnew = , hnew = 2h
Halving is the same as dividing by 2. 2

Vnew = π( ) 2h
3 Substitute and evaluate. r 2
2
r2
=π× × 2h
24
πr2h
=
2
4 Compare the answer obtained in step 3 with = 12πr2h
the volume of the original shape.
5 Write your answer. Halving the radius and doubling the height of
a cylinder decreases the volume by a factor of
2; that is, the new volume will be half the
original volume.

ACTIVITY: THE BEST SOFT-DRINK CAN

An aluminium soft-drink can has a capacity of 375 mL. The manufacturer of the can wishes to use the least
amount of aluminium. What are the dimensions of a can that would achieve this end?
1. In pairs, use the formula for the volume of a cylinder to show that the can’s height, h, can be c
­ alculated
375
by h = .
πr2
2. Substitute this expression into the formula for the volume of a cylinder.
3. Using trial and error, or another method, determine the value of r that produces the smallest surface
area. (This would use the least amount of aluminium.)
4. Using the formula for h from step 1 and the value for r from step 3, determine the value of h.
5. Discuss reasons why actual drink cans have different dimensions from your results.

TOPIC 10 Surface area and volume  409

10.4.3 Volume of spheres
•• The volume of a sphere of radius r can be calculated using the formula V = 43πr3.

WORKED EXAMPLE 10

Find the volume of a sphere of radius 9 cm. Answer correct to 1 decimal place.

THINK WRITE
1 Write the formula for the volume of a sphere. V = 43πr3

2 Identify the value of r. r=9

4
3 Substitute and evaluate. V= 3
× π × 93
= 3053.6 cm3

10.4.4 Volume of pyramids

•• Pyramids are not prisms, as the cross-section of a pyramid changes from the base upwards.

•• The volume of a pyramid is one-third the volume of an equivalent prism with the same base area and
height.
  Volume of a pyramid = 13 AH

Area of base = A

Base
•• Since a cone is a pyramid with a circular cross-section, the volume of a cone is one-third the volume
of a cylinder with the same base area and height.

Volume of a cone = 13AH

= 13πr2h

410  Maths Quest 10 Stage 5 NSW Australian curriculum

 DISCUSSION
If a triangular prism and a rectangular prism have the same volume, what can be said about their surface areas?

WORKED EXAMPLE 11

Find the volume of each of the following solids.

a b

10 cm 12 cm

8 cm

8 cm

THINK WRITE
a 1 Write the formula for the volume of a cone. a V = 13πr2h

2 Identify the values of r and h. r = 8, h = 10

1
3 Substitute and evaluate. V= 3
× π × 82 × 10
= 670.21 cm3
b 1 Write the formula for the volume of a pyramid. b V = 13AH

2 Find the area of the square base. A = l2 where l = 8

A = 82
= 64 cm
3 Identify the value of H. H = 12
1
4 Substitute and evaluate. V= 3
× 64 × 12
= 256 cm3

10.4.5 Volume of composite solids

•• A composite solid is a combination of a number of solids.
•• The volume of each smaller solid component can be calculated separately.
•• The volume of a composite solid is calculated by summing the volumes of each of the smaller solid
components.

WORKED EXAMPLE 12

Calculate the volume of the composite solid shown.

3m

1.5 m

TOPIC 10 Surface area and volume  411

 THINK WRITE
1 The given solid is a composite figure, made up V = volume of cube + volume of pyramid
of a cube and a square-based pyramid.
2 Find the volume of the cube. Vcube = l3 where l = 3
Vcube = 33
= 27 m3
3 Write the formula for finding the volume of a Vsquare-based pyramid = 13AH
square-based pyramid.
4 Find the area of the square base. A = l2
= 32
= 9 m2
5 Identify the value of H. H = 1.5
6 Substitute and evaluate the volume of the pyramid. Vsquare-based pyramid = 13 × 9 × 1.5
= 4.5 m3

7 Find the total volume by adding the volume of the V = 27 + 4.5

cube and pyramid. = 31.5 m3

10.4.6 Capacity
•• Some 3-dimensional objects are hollow and can be filled with liquid or some other substance.
•• The amount of substance which a container can hold is called its capacity.
•• Capacity is essentially the same as volume but is usually measured in mL, L and kL,
where 1 mL = 1 cm3
1 L = 1000 cm3
1 kL = 1 m3.

WORKED EXAMPLE 13

Find the capacity (in litres) of a cuboidal aquarium, which is 50 cm long, 30 cm wide and
40 cm high.

THINK WRITE
1 Write the formula for the volume of V = lwh
a ­rectangular prism.
2 Identify the values of the pronumerals. l = 50, w = 30, h = 40
3 Substitute and evaluate. V = 50 × 30 × 40
= 60 000 cm3

412  Maths Quest 10 Stage 5 NSW Australian curriculum

 4 State the capacity of the container in millilitres, = 60 000 mL
using 1 cm3 = 1 mL.
5 Since 1 L = 1000 mL, to convert millilitres to litres, = 60 L
divide by 1000.
6 Give a worded answer. The capacity of the fish tank is 60 L.

RESOURCES — ONLINE ONLY

Interactivity: Conversion chart for volume (int-3791)

Interactivity: Volume of solids (int-3794)
Interactivity: Volume (int-6476)
Interactivity: Maximising the volume of a cuboid (int-1150)
Digital doc: SkillSHEET Conversion of volume units (doc-5239)
Digital doc: SkillSHEET Volume of cubes and rectangular prisms (doc-5240)
Digital doc: WorkSHEET Volume (doc-6733)

Exercise 10.4 Volume

Individual Pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–4, 6–8, 9a, 10, 13, 14, 20 1–8, 10–12, 14, 16, 19, 20, 22, 25 1–18, 20–26, 28

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Find the volumes of the following prisms.
a. b. c. 12 cm d.

15 cm
4.2 cm
20 cm
7.5 cm
3 cm 4.2 m 3 cm
2. Calculate the volumes of the following solids.
a. b.

18 mm
15 cm

[Base area: 25 mm2] [Base area: 24 cm2]

TOPIC 10 Surface area and volume  413

 3. WE8 Find the volumes of the following solids. Give each answer correct to 1 decimal place where
appropriate.
a. b. c.
10 cm

14 cm 2.7 m
7 cm
12 cm 1.5 m
8 cm

d. e. f.
12 mm
45 c
m

6.
5
m
8 mm
35° 18 cm
6 mm

7.1 m

4. WE10 Find the volume of a sphere (correct to 1 decimal place) with a radius of:
a. 1.2 m b. 15 cm c. 7 mm d. 50 cm.
5. Find the volume of each of these figures, correct to 2 decimal places.
a. b.

30 cm
1.4 m

c. d.
4.6 m

18 mm

6. WE11a Find the volume of each of the following cones, correct to 1 decimal place.
a. b.
22 mm
10 cm 20 mm

6 cm

7. WE11b Find the volume of each of the following pyramids.

a. 12 cm b.

42 cm

24 cm

10 cm
30 cm

414  Maths Quest 10 Stage 5 NSW Australian curriculum

 8. WE12 Calculate the volume of each of the following composite solids, correct to 2 decimal places
where appropriate.
a. 8 cm b. c.
10 cm
5 cm
12 cm
5 cm
5 cm

20 cm 20 cm

35 cm
3 cm
12 cm

d. e. f. 5 cm

2 cm 3.5 cm
m 20 cm
2.5 c
3 cm
10 cm
12 cm

15 cm

9. WE9 a.  What effect will tripling each of the side lengths of a cube have on its volume?
b. What effect will halving each of the side lengths of a cube have on its volume?
c. What effect will doubling the radius and halving the height of a cylinder have on its volume?
d. What effect will doubling the radius and dividing the height of a cylinder by 4 have on its volume?
e. What effect will doubling the length, halving the width and tripling the height of a rectangular prism
have on its volume?
10. MC A hemispherical bowl has a thickness of 2 cm and an outer diameter of 25 cm. 2 cm
If the bowl is filled with water, the capacity of the water will be closest to:
a. 1.526 L b. 1.308 33 L c. 3.052 08 L
d. 2.616 66 L e. 2.424 52 L
11. Tennis balls of diameter 8 cm are packed in a box 40 cm × 32 cm × 10 cm,
25 cm
as shown. How much space is left unfilled?

TOPIC 10 Surface area and volume  415

12. WE13 A cylindrical water tank has a diameter of 1.5 m and a height of 2.5 m. What is the capacity
(in litres) of the tank?

13. A monument in the shape of a rectangular pyramid (base length of 10 cm, base width of 6 cm, height
of 8 cm), a spherical glass ball (diameter of 17 cm) and conical glassware (radius of 14 cm, height of
10 cm) are packed in a rectangular prism of dimensions 30 cm by 25 cm by 20 cm. The extra space in
the box is filled up by a packing material. What volume of packing material is required?
14. A swimming pool is being constructed so that it is the upper part of an inverted square-based pyramid.
8m

3m
4m
H

a. Calculate H.
b. Calculate the volume of the pool.
c. How many 6-m3 bins will be required to take the dirt away?
d. How many litres of water are required to fill this pool?
e. How deep is the pool when it is half-filled?
15. A soft drink manufacturer is looking to repackage
cans of soft drink to minimise the cost of packag-
ing while keeping the volume constant. Consider a
can of soft drink with a capacity of 400 mL.
a. If the soft drink was packaged in a spherical can:
i. find the radius of the sphere
ii. find the total surface area of this can.
b. If the soft drink was packaged in a cylindrical can
with a radius of 3 cm:
i. find the height of the cylinder
ii. find the total surface area of this can.
c. If the soft drink was packaged in a square-based
pyramid with a base side length of 6 cm:
i. find the height of the pyramid
ii. find the total surface area of this can.
d. Which can would you recommend the soft drink
manufacturer use for its repackaging? Why?

416  Maths Quest 10 Stage 5 NSW Australian curriculum

16. The volume of a cylinder is given by the formula V = πr2h.
a. Transpose the formula to make h the subject.
b. A given cylinder has a volume of 1600 cm3. Find its height if it has a radius of:
i. 4 cm ii. 8 cm.
c. Transpose the formula to make r the subject.
d. What restrictions must be placed on r? Why?
e. A given cylinder has a volume of 1800 cm3. Find its radius if it has a height of:
i. 10 cm ii. 15 cm.
17. A toy maker has enough rubber to make one super-ball of radius 30 cm. How many balls of radius
3 cm can he make from this rubber?

18. A manufacturer plans to make a cylindrical water tank to hold 2000 L of water.
a. What must the height be if he uses a radius of 500 cm?
b. What must the radius be if he uses a height of 500 cm?
c. What will be the surface area of each of the two tanks? Assume the tank is a closed cylinder and give
your answer in square metres.
19. The ancient Egyptians knew that the volume of the frustum of a square-based pyramid was given by
the formula V = 13h(x2 + xy + y2), although how they discovered this is unclear. (A frustum is the part
of a cone or pyramid that is left when the top is cut off.)

a. Find the volume of the frustum shown below.

TOPIC 10 Surface area and volume  417

 b. What would be the volume of the missing portion of the square-based pyramid shown?

4m
5m

6m

Communicating, reasoning and problem solving

20. Archimedes is considered to be one of the three greatest mathematicians of all time (along with
Newton and Gauss). He discovered several of the formulas used in this chapter. Inscribed on his
tombstone was a diagram of his proudest discovery. It shows a sphere inscribed (fitting exactly) into a
cylinder.
volume of the cylinder surface area of the cylinder
Show that = .
volume of the sphere surface area of the sphere

21. Marion has mixed together ingredients for a cake. The

recipe requires a baking tin that is cylindrical in shape
with a diameter of 20 cm and a height of 5 cm. Marion
only has a tin as shown below left and a muffin tray
consisting of 24 muffin cups. Each of the muffin cups in
the tray is a portion of a cone as shown in the diagram
below right.
Should Marion use the tin or the muffin tray? Explain.
12 cm 8 cm

4 cm
4 cm

10 cm
15 cm

8 cm

418  Maths Quest 10 Stage 5 NSW Australian curriculum

22. Nathaniel and Andrew are going to the snow for survival camp.
They plan to construct an igloo, consisting of an entrance and
1.5 m
hemispherical structure, as shown. Nathaniel and Andrew are asked
to redraw their plans and increase the size of the liveable region
(hemispherical structure) so that the total volume (including the
entrance) is doubled. How can this be achieved?
1.5 m
23. Sam is having his 16th birthday party and wants to make an ice 1m
trough to keep drinks cold. He has found a square piece of sheet
metal with a side length of 2 metres. He cuts squares of side length
x metres from each corner, then bends the sides of the remaining sheet. When four squares of the
appropriate side length are cut from the corners, the capacity of the trough can be maximised at
588 litres. Explain how Sam should proceed to maximise the capacity of the trough.

24. The Hastings family house has a rectangular roof with dimensions 17 m × 10 m providing water to
three cylindrical water tanks, each with a radius of 1.25 m and a height of 2.1 m. Show that
­approximately 182 millimetres of rain must fall on the roof to fill the tanks.
25. Six tennis balls are just contained in a cylinder as the balls touch the sides and the end sections of the
cylinder. Each tennis ball has a radius of R cm.

a. Express the height of the cylinder in terms of R.

b. Find the total volume of the tennis balls.
c. Find the volume of the cylinder in terms of R.
d. Show that the ratio of the volume of the tennis balls to the volume of the cylinder is 2 : 3.

TOPIC 10 Surface area and volume  419

26. A frustum of a square-based pyramid is a square pyramid with the top sliced off. H is the height of
the full pyramid and h is the height of the frustum.

H
x
x

X X

a. Find the volume of the large pyramid, which has a square base side of X cm.
b. Find the volume of the small pyramid, which has a square base side of x cm.
Xh
c. Show that the relationship between H and h is given by H = .
X−x
d. Show that the volume of the frustum is given by 13h(X2 + x2 + Xx).
27. Volume is measured in cubic units. How is this reflected in the volume formula?
28. A large container is five-eighths full of ice-cream. After removing 27 identical scoops it is one-quarter
full. How many scoops of ice-cream are left in the container?

420  Maths Quest 10 Stage 5 NSW Australian curriculum

10.5 Review
Investigation | Rich task
So close!
Humans must measure! Imagine what a
chaotic world it would be if we didn’t
measure anything. Some of the things we
measure are time, length, weight and tem-
perature. We also use other measures
derived from these, such as area, volume,
speed.
Accurate measurement is important.
The accuracy of a measurement depends
on the instrument being used to measure
and the interpretation of the measure-
ment. There is no such thing as a perfectly
accurate measurement. The best we can
do is learn how to make meaningful use
of the numbers we read off our devices. It
is also important to use appropriate units
of measurement.
Measurement errors
When we measure a quantity by using a scale, the accuracy of our measurement depends on the mark-
ings on the scale. For example, the ruler shown can measure both in centimetres and millimetres.

˚C
45

40
Measurements made with this ruler would have ± 0.5 mm added to the measurement. 35
The quantity ± 0.5 is called the tolerance of measurement or measurement error.
30
1
Tolerance of measurement = × size of smallest marked unit
2 25
For a measurement of 5.6 ± 0.5 mm, the largest possible value is 5.6 cm + 0.5 mm
20
= 5.65 cm, and the smallest value is 5.6 cm − 0.5 mm = 5.55 cm.
1. For the thermometer scale shown: 15
a. determine the temperature
b. state the measurement with its tolerance
c. determine the largest and smallest possible values.
2. Calculate the largest and smallest values for:
a. (56.2 ± 0.1) − (19.07 ± 0.05)
b. (78.4 ± 0.25) × (34 ± 0.1) .

TOPIC 10 Surface area and volume 421

 Significant figures in measurement
A significant figure is any non zero-digit, any zero appearing between two non-zero digits, any trail-
ing zero in a number containing a decimal point, or any digit in the decimal places. For example, the
number 345.6054 has 7 significant figures, whereas 300 has 1 significant figure.
The number of significant figures is an expression of the accuracy of a measurement. The greater the
number of significant figures, the more accurate the measurement. For example, a fast food chain claims
it has sold 6 000 000 000 hamburgers, not 6 453 456 102. The first measurement has only 1 significant
figure and is a very rough approximation of the actual number sold, which has 10 significant figures.
Reducing the number of significant figures is a process that is similar to rounding.
Rounding and measurement error in calculations
When you perform calculations, it is important to keep as many significant digits as practical, and to
perform any rounding as the final step. For example, calculating 5.34 × 341 by rounding to 2 signifi-
cant figures before multiplying gives 5.30 × 340 = 1802, compared with 1820 if the rounding is
carried out after the multiplication.
Calculations that involve numbers from measurements containing errors can result in answers with
even larger errors. The smaller the tolerances, the more accurate the answers will be.
3. a. Calculate 45 943.450 3 × 86.765 303 by:
i. first rounding each number to 2 significant figures
ii. rounding only the answer to 2 significant figures.
b. Compare the two results.
Error in area and volume resulting from an error in a length measurement
The side length of a cube is measured and incorrectly recorded
as 5 cm. The actual size is 6 cm. The effect of the length meas-
urement error used on calculations of the surface area is shown
below. Complete the calculations for volume.
Error used in length measurement = 1 cm
Surface area calculated with incorrectly recorded value
= 52 × 6 = 150 cm2
Surface area calculated with actual value = 62 × 6 = 216 cm2
216 − 150
Percentage error = × 100% ≈ 30.5%
6
4. a. Complete a similar calculation for the volume of the cube
using the incorrectly recorded length. What conclusion
can you make regarding errors when the number of
dimensions increase?
b. Give three examples of a practical situation where an error in measuring or recording would
have a potentially disastrous impact.

RESOURCES — ONLINE ONLY

Digital doc: Investigation — So close! (doc-15926)

Digital doc: Code puzzle — Australian inventions! (doc-15927)
Digital doc: Summary Topic 10 (doc-22908)
Interactivity: Word search Topic 10 (int-2841)
Interactivity: Crossword Topic 10 (int-2842)
Interactivity: Sudoku Topic 10 (int-3593)

422 Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 10.5 Review questions
To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. MC If all measurements are in cm, the area of the figure at right is:
7 3
a. 16.49 cm2 b. 39.25 cm2 c. 9.81 cm2
d. 23.56 cm2 e. 30 cm2
2. MC If all measurements are in centimetres, the area of the figure below is:
a. 50.73 cm2 b. 99.82 cm2 c. 80.18 cm2
d. 90 cm2 e. 119.45 cm 2

3. MC If all measurements are in centimetres, the shaded area of the figure below is:

30°

2
7

a. 3.93 cm2 b. 11.52 cm2 c. 388.77 cm2

d. 141.11 cm2 e. 129.59 cm2
4. MC The total surface area of the solid below is:

28 mm

40 mm

a. 8444.6 mm2 b. 9221 mm2 c. 14146.5 mm2

d. 50271.1 mm2 e. 16609.5 mm2
5. Find the areas of the following plane figures. All measurements are in cm.
a. b. 10 c.
3
8 7
14
15
5
12

TOPIC 10 Surface area and volume  423

 d. e. f.
3
10
80° 10
6

12

6. Find the areas of the following figures. All measurements are in cm.
a. b. c. 10
12
15 6
10
10 5
20
20

7. Find the shaded area in each of the following. All measurements are in cm.
a. Q QO = 15 cm b. c. 5
SO = 8 cm
PR = 18 cm
12.5
O

R
P S

8. Find the total surface area of each of the following solids.

a. 35 cm b. 14 mm

50 cm 20 mm

c. d. 14 cm

8 cm 18 cm

12 cm

e. 10 mm f.
10 mm 12 cm
14 mm 4 mm

10 cm

[closed at both ends] 10 cm

10 cm

424  Maths Quest 10 Stage 5 NSW Australian curriculum

 9. Find the volume of each of the following.
a. b. c. 35 cm
7 cm

40 cm
8 cm
12 cm

7 cm

d. e. f.

10 cm
12 cm
3.7 m
30 cm

1m 12 cm 10 cm

g. h. i.
11 cm 30 cm

12 mm
20 cm

42 cm
9 cm
Communicating, reasoning and problem solving
10. A rectangular block of land 4 m × 25 m is surrounded by a concrete path 1 m wide.
a. Calculate the area of the path.
b. Calculate the cost of concreting at $45 per square metre.
11. What effect will tripling the radius and dividing the height of a cylinder by 6 have on its volume
(in comparison with the original shape)?
12. What effect will halving the length, tripling the width and doubling the height of a rectangular prism
have on its volume (in comparison with the original shape)?
13. A cylinder of radius 14 cm and height 20 cm is joined to a hemisphere of radius 14 cm to form a
bread holder.
a. Find the total surface area.
b. Find the cost of chroming the bread holder on the outside at $0.05 per cm2.
c. What is the storage volume of the bread holder?
d. How much more space is in this new bread holder than the one it is replacing, which had a quarter
circle end with a radius of 18 cm and a length of 35 cm?
14. Bella Silos has two rows of silos for storing wheat. Each row has 16 silos and all the silos are
­identical, with a cylindrical base (height of 5 m, diameter of 1.5 m) and conical top (diameter of 1.5 m,
height of 1.1 m).
a. What is the slant height of the conical tops?
b. What is the total surface area of all the silos?
c. What will it cost to paint the silos if one litre of paint covers 40 m2 at a bulk order price of $28.95
per litre?
d. How much wheat can be stored altogether in these silos?

TOPIC 10 Surface area and volume  425

 e. Wheat is pumped from these silos into cartage trucks with rectangular containers 2.4 m wide, 5 m
long and 2.5 m high. How many truckloads are necessary to empty all the silos?
f. If wheat is pumped out of the silos at 2.5 m3/min, how long will it take to fill one truck?
15. The Greek mathematician Eratosthenes developed an accurate method for calculating the circumfer-
ence of the Earth 2200 years ago! The figure below illustrates how he did this. In this figure, A is the
town of Alexandria and S is the town of Syene, exactly 787 km due south of Alexandria. When the
sun’s rays (blue lines) were vertical at Syene, they formed an angle of 7.2° at Alexandria
(∠BVA = 7.2°), obtained by placing a stick at A and measuring the angle formed by the sun’s
shadow with the stick.

V
B
A
S

a. Assuming that the sun’s rays are parallel, what is the angle ∠SCA?
b. Given that the arc AS = 787 km, determine the radius of the Earth, SC.
c. Given that the true radius is 6380 km, determine Eratosthenes’ percentage error.

426  Maths Quest 10 Stage 5 NSW Australian curriculum

Answers
Topic 10 Surface area and volume
Exercise 10.2 Area
1.  a. 16 cm2 b. 48 cm2 c. 75 cm2
d. 120 cm2 e. 706.86 cm2 f. 73.5 mm2
g. 254.47 cm2 h. 21 m2 i. 75 cm2
2. Part e = 225π cm2; part g = 81π cm2
3.  a. 20.66 cm2 b. 7.64 cm2
4.  a. 113.1 mm2 b. 188.5 mm2
5.  a.  i.  12π cm2 ii. 37.70 cm2
69π
b.  i.   mm2 ii. 108.38 mm2
2
c.  i.  261π cm2 ii. 819.96 cm2
6. E
7. D
8.  a. 123.29 cm2 b. 1427.88 m2 c. 52 cm2
d. 30.4 m2 e. 78 cm2 f. 2015.5 cm2
9.  a. 125.66 cm2 b. 102.87 m2 c. 13.73 m2
d. 153.59 m2 e. 13.86 m2 f. 37.5 m2
10. 11 707.92 cm2
11. 21 m2
12. 60
13. $840
14. a. 260.87 m2 b. 195.71 m2 c. 75%
15. a. 50 = x + y b. y = 50 − x c. Area = 50x − x2
d. x 0 5 10 15 20 25 30 35 40 45 50
Area (m ) 2 0 225 400 525 600 625 600 525 400 225 0
e. No, it is impossible to make a rectangle if x is greater than 50.
f. 600
500
400
Area

300
200
100
0 10 20 30 40 50 60 70 x

g. x = 25 h. y = 25 i. Square j. 625 m2
k. r = 15.92 m l. 795.77 m 2
m. 170.77 m2
16. a. Check with your teacher. b. 2020.83 m; horizontal
17. a. Circular area, 1790.49 m2; rectangular area, 1406.25 m2
b. Circular area, (4π n ) m2 ; rectangular (square) area, (16 n ) m2 . Circular area is always
1 2 1 2 4
or 1.27 times larger.
π
18. Check with your teacher.
19. The calculation of both area and perimeter rely on the dimensions of the shape.
20. 29
50
Exercise 10.3 Total surface area
1. a. 600 cm2 b. 384 cm2 c. 1440 cm2 d. 27 m2
2. a. 113.1 m2 b. 6729.3 cm2 c. 8.2 m2 d. 452.4 cm2
3. a. 1495.4 cm2 b. 502.7 cm2
4. a. 506.0 cm2 b. 9.4 m2 c. 340.4 cm2 d. 224.1 cm2
5. a. 13.5 m2 b. 90 m2 c. 11 309.7 cm2
d. 9852.0 mm2 e. 125.7 cm2 f. 1531.4 cm2

TOPIC 10 Surface area and volume  427

 6. a. 880 cm2 b. 3072.8 cm2 c. 75 cm2
d. 70.4 cm2 e. 193.5 cm2 f. 1547.2 cm2
7. B
8. 60
9. 11 216 cm2
10. a. 70.0 m2 b. $455
11. a. 3063.1 cm2 b. $168.47
12. a. θ = 120° b. x = 1; y = √3 c. 3√3 cm2
d. 6√3 cm2 e. 32

13. The calculation is correct.

14. a. 6.6 m2
Back wall = 80 tiles
b.
Side wall = 50 tiles
c.
80 + 50 + 50 = 180 tiles
d.
e.
Cheapest: 30 cm by 30 cm, $269.50; 20 cm by 20 cm (individually) $270; 20 cm by 20 cm (boxed) $276.50
3√3a
15. r =
2
1 6. a. Arc length XY = (x + s) θ
Arc length AB = x θ
2πt st x t
i. x =
= ii. =
θ r−t x+s r
x2 θ
b. Area of sector AVB =
2
(s + x) 2 θ
Area of sector XVY =
2
s θ (s + 2x)
Area of ABYX =
2
s θ (s + 2x)
TSA of frustum = π(t2 + r2) +
2
17. The area of material required is 1.04 m2. If Tina is careful in placing the pattern pieces, she may be able to cover the
footstool.
18. Calculating total surface area of a composite solid requires determining the different shapes that make up the composite shape
and then calculating the surface area for each one. The surface area of a standard shape can usually be calculated using a
formula.
Exercise 10.4 Volume
1. a. 27 cm3 b. 74.088 m3 c. 3600 cm3 d. 94.5 cm3
2. a. 450 mm 3 b. 360 cm 3

3. a. 6333.5 cm 3 b. 19.1 m3 c. 280 cm3

d. 288 mm3 e. 91.6 m3 f. 21 470.8 cm3
4. a. 7.2 m3 b. 14 137.2 cm3 c. 1436.8 mm3 d. 523 598.8 cm3
5. a. 11 3 097.34 cm3 b. 1.44 m3 c. 12 214.51 mm3 d. 101.93 m3
6. a. 377.0 cm3 b. 2303.8 mm3
7. a. 400 cm3 b. 10 080 cm3
8. a. 1400 cm3 b. 10 379.20 cm3 c. 41.31 cm3
d. 48.17 cm3 e. 218.08 cm3 f. 3691.37 cm3
9. a. Vnew = 27l3, the volume will be 27 times as large as the original volume.
b. Vnew = 18l2, the volume will be 18 of the original volume.
c. Vnew = 2πr2h, the volume will be twice as large as the original volume.
d. Vnew = πr2h, the volume will remain the same.
e. Vnew = 3lwh, the volume will be 3 times as large as the original value.
10. E
11. 7438.35 cm3
12. 4417.9 L

428  Maths Quest 10 Stage 5 NSW Australian curriculum

13. 10 215.05 cm3
14. a. H = 6 m b. 112 m3 c. 19 bins
d. 112 000 L e. 1.95 m from floor
15. a. i.  4.57 cm ii. 262.5 cm2
b. i.  14.15 cm ii. 323.27 cm2
c. i.  33.33 cm ii. 437.62 cm2
d. Sphere. Costs less for a smaller surface area.
V
16. a. h =
πr2
b. i.  31.8 cm ii. 8.0 cm

c. √
V
πh
d. r ≥ 0, since r is a length
e. i.  7.6 cm ii. 6.2 cm
17. 1000
18. a. 2.55 cm b. 35.68 cm
c. Aa = 157.88 m2, Ab = 12.01 m2
19. a. 126.67 m3 b. 53.33 m3
20. Answers will vary.
21. Required volume = 1570.80 cm3; tin volume = 1500 cm3; muffin tray volume = 2814.72 cm3. Marion could fill the tin and
have a small amount of mixture left over, or she could almost fill 14 of the muffin cups and leave the remaining cups empty.
22. Increase radius of hemispherical section to 1.92 m.
23. Cut squares of side length, s = 0.3 m or 0.368 m from the corners.
24. Volume of water needed; 30.9 m3.
25. a. H = 12R b. 8πR3 c. 12πR3 d. 8 : 12 = 2 : 3
26. a. 13X2H b. 13x2 (H − h) c, d. Check with your teacher.
27. Volume needs the measurement of three dimensions to be calculated, this is reflected in the units of volume measurement.
28. 18 scoops
Investigation | Rich task
1. a. The temperature reading is 26.5° C.
b. The smallest unit mark is 1° C, so the tolerance is 0.5.
c. Largest possible value = 27° C, smallest possible value = 26° C
2. a. Largest value = 37.28, smallest value = 36.98
b. Largest value = 2681.965, smallest value = 2649.285
3. a. i.  4 002 000 ii. 4 000 000
b. The result for i has 4 significant figures, whereas ii has only 1 significant figure after rounding. However, ii is closer to the
actual value (3 986 297.386 144 940 9).
4. a. Volume using the incorrectly recorded value = 125 cm3
Volume using the actual value = 216 cm3
The percentage error is 42.1%, which shows that the error compounds as the number of dimensions increases.
b. Check with your teacher.
Exercise 10.5 Review questions
1. D
2. C
3. E
4. A
5. a. 84 cm2 b. 100 cm2 c. 6.50 cm2
d. 56.52 cm2 e. 60 cm2 f. 244.35 cm2
2 2
6. a. 300 cm b. 224.55 cm c. 160 cm2
7. a. 499.86 cm2 b. 44.59 cm2 c. 128.76 cm2

TOPIC 10 Surface area and volume  429

 8. a. 18 692.48 cm2 b. 1495.40 cm2 c. 804.25 cm2
d. 871.79 cm2 e. 873.36 mm2 f. 760 cm2
3 3
9. a. 343 cm b. 672 cm c. 153 938.04 cm3
d. 1.45 m3 e. 1800 cm3 f. 1256.64 cm3
3 3
g. 297 cm h. 8400 cm i. 7238.23 mm3
10. a. 62 m2 b. $2790
3 2
11. V = 2
πr h; the volume will be 1.5 times as large as the original volume.
12. V = 3lwh; the volume will be 3 times as large as (or triple) the original volume.
13. a. 3606.55 cm2 b. $180.33 c. 18 062.06 cm3 d. 9155.65 cm3
14. a. 1.33 m b. 910.91 m2 c. $618.35
3
d. 303.48 m e. 11 trucks f. 12 minutes
15. a. 7.2° b. 6263 km c. 1.8% error

430  Maths Quest 10 Stage 5 NSW Australian curriculum

TOPIC 11
Quadratic expressions [Stages 5.2 and 5.3]

11.1 Overview
Numerous videos and interactivities are embedded just
where you need them, at the point of learning, in your
learnON title at www.jacplus.com.au. They will help you
to learn the concepts covered in this topic.

11.1.1 Why learn this?

How is your algebraic tool kit? Is there some room to
expand your skills? As expressions become more com-
plex, more power will be needed to manipulate them and
to carry out basic skills such as adding, multiplying and
factorising. Dealing with quadratic expressions is the
first step to higher-level skills.

DISCUSSION
What are the advantages and disadvantages of having more than one language in which we can communicate?
Do you think the human race will move towards one common language?

LEARNING SEQUENCE
11.1 Overview
11.2 [Stages 5.2 and 5.3] Expanding algebraic expressions
11.3 [Stages 5.2 and 5.3] Factorising expressions with three terms
11.4 [Stage 5.3] Factorising expressions with two or four terms
11.5 [Stage 5.3] Factorising by completing the square
11.6 [Stage 5.3] Mixed factorisation
11.7 Review
LEARNING OUTCOMES
A student:
• selects appropriate notations and conventions to communicate mathematical ideas and solutions MA5.2-1WM
• constructs arguments to prove and justify results MA5.2 3WM
• expands and factorises quadratic expressions MA5.2-6NA
• uses and interprets formal definitions and generalisations when explaining solutions and/or conjectures MA5.3-1WM
• selects and applies appropriate algebraic techniques to operate with algebraic expressions MA5.3-5NA

CONTENT DESCRIPTIONS
Students:
Apply the distributive law to the expansion of algebraic expressions, including binomials, and collect like terms where appropriate
(ACMNA213)
Expand binomial products and factorise monic quadratic expressions using a variety of strategies (ACMNA233)
Factorise monic and non-monic quadratic expressions (ACMNA269)
Source: NSW Syllabus for the Australian curriculum

TOPIC 11 Quadratic expressions  431

 RESOURCES — ONLINE ONLY

eLesson: The story of mathematics — Adelard of Bath (eles-1846)

Note: Your teacher may now set you a pre-test to determine how familiar you are with the content in this
topic.

11.2 Expanding algebraic

expressions [Stages 5.2 and 5.3]
11.2.1 Binomial expansion
•• Consider the rectangle of length a + b and width c + d shown below. Its area is equal to (a + b) (c + d).
a b
c ac bc

d ad bd

The diagram shows that (a + b)(c + d) = ac + ad + bc + bd.

factorised form expanded form
•• Expansion of the binomial expression (x + 3)(x + 2) can be shown by this area model.
x 3

3×x
x x × x = x2
= 3x

3×2
2 2 × x = 2x
=6

•• Expressed mathematically this is:

(x + 3)(x + 2) = x2 + 2x + 3x + 6
= x2 + 5x + 6
expanded form factorised form
•• There are several methods that can be used to expand binomial factors.

DISCUSSION
Can you think of mathematical situations where you would want an expression to be in factorised or expanded
form?

11.2.2 The FOIL method

•• The word FOIL provides us with an acronym for the expansion of a binomial product.
First: multiply the first terms in each bracket     F    
 (x + a)(x − b)
Outer: multiply the two outer terms     O   
 (x + a)(x − b)

432  Maths Quest 10 Stage 5 NSW Australian curriculum

 Inner: multiply the two inner terms     I   
 (x + a)(x − b)
Last: multiply the last terms in each bracket     L   
 (x + a)(x − b)

WORKED EXAMPLE 1

Expand each of the following.

a (x + 3)(x + 2) b (x − 7)(6 − x)
THINK WRITE

a 1 Write the expression. a (x + 3) (x + 2)

2 Multiply the first terms in each bracket, then the = x × x, x × 2, x × 3, 3 × 2

outer terms, the inner terms and finally the last = x2 + 2x + 3x + 6
terms.
3 Collect like terms. = x2 + 5x + 6

b 1 Write the expression. b (x − 7)(6 − x)

2 Multiply the first terms in each bracket, then the = x × 6, x × −x, −7 × 6, −7 × −x

outer terms, the inner terms and finally the last
terms.
3 Remove the brackets by multiplying each term in = 6x − x2 − 42 + 7x
the brackets by the term outside the bracket.
Remember to change the sign when the term
outside the bracket is negative.
4 Collect like terms. = −x2 + 13x − 42

•• If there is a term outside the pair of brackets, expand the brackets and then multiply each term of the
expansion by that term.

WORKED EXAMPLE 2

Expand 3(x + 8)(x + 2).

THINK WRITE

1 Write the expression. 3(x + 8)(x + 2)

2 Use FOIL to expand the pair of brackets. = 3(x2 + 2x + 8x + 16)

3 Collect like terms within the brackets. = 3(x2 + 10x + 16)
4 Multiply each of the terms inside the brackets = 3x2 + 30x + 48
by the term outside the brackets.

•• If an expression contains three brackets, expand any two of the brackets and then multiply the
expanded expression by the third bracket.

TOPIC 11 Quadratic expressions  433

11.2.3 The square of a binomial
•• The expansion of (a + b) 2 can be represented by this area model.
a b

a a × a = a2 a × b = ab

b a × b = ab b × b = b2

(a + b) 2 = a2 + ab + ab + b2
= a2 + 2ab + b2
•• Similarly, (a − b) 2 = a2 − 2ab + b2.
•• This expansion is often memorised. To find the square of a binomial:
– square the first term
– multiply the two terms together and then double them
– square the last term.

WORKED EXAMPLE 3

Expand and simplify each of the following.

a (2x − 5) 2 b −3(2x + 7) 2
THINK WRITE
a 1 Write the expression. a (2x − 5) 2
2 Expand using the rule (a − b) 2 = a2 − 2ab + b2. = (2x) 2 − 2 × 2x × 5 + (5) 2
= 4x2 − 20x + 25
b 1 Write the expression. b −3(2x + 7) 2
2 Expand the brackets using the rule = −3[(2x) 2 + 2 × 2x × 7 + (7) 2]
(a + b) 2 = a2 + 2ab + b2. = −3(4x2 + 28x + 49)
3 Multiply every term inside the brackets by the = −12x2 − 84x − 147
term outside the brackets.

11.2.4 The difference of two squares

•• When a + b is multiplied by a − b (or vice-versa),
(a + b)(a − b) = a2 − ab + ab − b2
= a2 − b2.
The expression is called the difference of two squares and is often referred to as DOTS. This result can
be memorised as a short cut.

WORKED EXAMPLE 4

Expand and simplify each of the following.

a (3x + 1)(3x − 1) b 4(2x − 7)(2x + 7)
THINK WRITE
a 1 Write the expression. a (3x + 1)(3x − 1)

434  Maths Quest 10 Stage 5 NSW Australian curriculum

 2 Expand using the rule (a + b)(a − b) = a2 − b2. = (3x2) − (1) 2
= 9x2 − 1
b 1 Write the expression. b 4(2x − 7) (2x + 7)
2 Expand using the difference of two squares rule. = 4[(2x) 2 − (7) 2]
= 4(4x2 − 49)
3 Multiply by 4. = 16x2 − 196

RESOURCES — ONLINE ONLY

Interactivity: Expanding binomial factors (int-6033)
Interactivity: Difference of two squares (int-6036)
eLesson: Expansion of binomial expressions (eles-1908)
Digital doc: SkillSHEET Expanding brackets (doc-5244)
Digital doc: SkillSHEET Expanding a pair of brackets (doc-5245)

Exercise 11.2 Expanding algebraic expressions

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–f, 2a–h, 3a–d, 5a–d, 6a, 8a–d, 1d–l, 2d–j, 3c–f, 4a–c, 5c–f, 6, 7, 1d–l, 2f–l, 3e–i, 4, 5e–h, 6, 7,
9a–d, 10a–f, 11–14 8c–f, 9c–f, 10–17, 19 8g–l, 9e–i, 10–22

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Expand each of the following.
a. 2(x + 3) b. 4(x − 5) c. 3(7 − x) d. −(x + 3)
e. x(x + 2) f. 2x(x − 4) g. 3x(5x − 2) h. 5x(2 − 3x)
i. 2x(4x + 1) j. 2x2 (2x − 3) k. 3x2 (2x − 1) l. 5x2 (3x + 4)
2. WE1 Expand each of the following.
a. (x + 3)(x − 4) b. (x + 1)(x − 3) c. (x − 7)(x + 2) d. (x − 1)(x − 5)
e. (2 − x)(x + 3) f. (x − 4) (x − 2) g. (2x − 3) (x − 7) h. (x − 1) (3x + 2)
i. (3x − 1) (2x − 5) j. (3 − 2x)(7 − x) k. (5 − 2x)(3 + 4x) l. (11 − 3x)(10 + 7x)
3. WE2 Expand each of the following.
a. 2(x + 1) (x − 3) b. 4(2x + 1) (x − 4) c. −2(x + 1) (x − 7)
d. 2x(x − 1) (x + 1) e. 3x(x − 5) (x + 5) f. 6x(x − 3) (x + 3)
g. −2x(3 − x) (x − 3) h. −5x(2 − x) (x − 4) i. 6x(x + 5) (4 − x)
4. Expand each of the following.
a. (x − 1) (x + 1) (x + 2) b. (x − 3) (x − 1) (x + 2) c. (x − 5)(x + 1)(x − 1)
d. (x − 1)(x − 2)(x − 3) e. (2x − 1)(x + 1)(x − 4) f. (3x + 1) (2x − 1) (x − 1)
5. Expand each of the following and simplify.
a. (x + 2)(x − 1) − 2x b. 3x − (2x − 5) (x + 2)
c. (2x − 3) (x + 1) + (3x + 1) (x − 2) d. (3 − 2x)(2x − 1) + (4x − 5)(x + 4)

TOPIC 11 Quadratic expressions  435

 e. (x + 1)(x − 7) − (x + 2)(x − 3) f. (x − 2)(x − 5) − (x − 1)(x − 4)
g. (x − 3)(x + 1) + √3x h. (√2 − 3x) (√3 + 2x) − √5x
6. MC a.  (3x − 1) (2x + 4) expands to:
a. 6x2 + 10x − 4 b. 5x2 − 24x + 3 c. 3x2 + 2x − 4
d. 6x2 − 10x − 4 e. 6x2 − 4
b. −2x(x − 1)(x + 3) expands to:
a. x2 + 2x − 3 b. −2x2 − 4x + 6 c. −2x3 − 4x2 + 6x
d. −2x + 4x − 6x
3 2 e. −2x − 3
3

7. MC The expression (x − 1)(x − 3)(x + 2) is not the same as:

a. (x − 3) (x − 1) (x + 2) b. (x + 3) (x − 1)(x − 2) c. (x − 1) (x + 2) (x − 3)
d. (x + 2) (x − 1) (x − 3) e. (x − 3) (x + 2) (x − 1)
8. WE3a Expand and simplify each of the following.
a. (x − 1) 2 b. (x + 2) 2 c. (x + 5) 2 d. (4 + x) 2
e. (7 − x) 2
f. (12 − x) 2
g. (3x − 1) 2
h. (12x − 3) 2
i. (5x + 2) 2 j. (2 − 3x) 2 k. (5 − 4x) 2 l. (1 − 5x) 2
9. WE3b Expand and simplify each of the following.
a. 2(x − 3) 2 b. 4(x − 7) 2 c. 3(x + 1) 2
d. −(2x + 3) 2
e. −(7x − 1) 2
f. 2(2x − 3) 2
g. −3(2 − 9x) 2 h. −5(3 − 11x) 2 i. −4(2x + 1) 2
10. WE4 Expand and simplify each of the following.
a. (x + 7) (x − 7) b. (x + 9) (x − 9) c. (x − 5) (x + 5)
d. (x − 1) (x + 1) e. (2x − 3) (2x + 3) f. (3x − 1) (3x + 1)
g. (7 − x) (7 + x) h. (8 + x) (8 − x) i. (3 − 2x) (3 + 2x)
11. The length of the side of a rectangle is (x + 1) cm and the width is (x − 3) cm.
a. Find an expression for the area of the rectangle.
b. Simplify the expression by expanding.
c. If x = 5 cm, find the dimensions of the rectangle and, hence, its area.
12. Chickens are kept in a square enclosure with sides measuring x m. The number of chickens is increas-
ing, so the size of the enclosure is to have 1 metre added to one side and 2 metres to the adjacent side.
a. Draw a diagram of the original enclosure.
b. Add to the first diagram or draw another one to show the new enclosure. Mark the lengths on each
side on your diagram.
c. Write an expression for the area of the new enclosure in factorised form.
d. Expand and simplify the expression by removing the brackets.
e. If the original enclosure had sides of 2 metres, find the area of the original square and then the area
of the new enclosure.
13. Shown below are three students’ attempts at expanding (3x + 4) (2x + 5).
STUDENT A

436  Maths Quest 10 Stage 5 NSW Australian curriculum

 STUDENT B

STUDENT C

a. Which student’s work was correct?

b. Copy each of the incorrect answers into your workbook and correct the mistakes in each as though
you were the teacher of these students.
14. If a = 5 and b = 3, show that (a − b)(a + b) = a2 − b2 by evaluating both expressions.
15. If a = 5 and b = 3, show that (a + b) 2 = a2 + 2ab + b2 by evaluating both expressions.
16. Write an expression in factorised and expanded form that is:
a. a quadratic trinomial
b. the square of a binomial
c. the difference of two squares
d. both a and b.
Communicating, reasoning and problem solving
17. Explain the difference between ‘the square of a binomial’ and ‘the difference between two squares’.
18. Show that (a + b)(c + d) = (c + d)(a + b).
19. Expand:
a. (2x + 3y − 5z) 2

b. ((1 + ) − 2x)
2
1
2x
20. Find an expanded expression for:
a. the volume of the cuboid

(2x – 3) cm

) cm
–4
(3x
(x – 2) cm

TOPIC 11 Quadratic expressions  437

 b. the total surface area of the square-based pyramid.

(2x – 1) cm

(2x – 1) cm
(2x + 3) cm

(2x + 3) cm

21. Why does the difference of two squares rule have that name?
22. Find all the positive integers, a, which make the expression (a − 10) (a − 14) a perfect square.
Consider 0 to be the first perfect square.

11.3 Factorising expressions with

three terms [Stages 5.2 and 5.3]
11.3.1 Factorising monic quadratic trinomials
•• A monic quadratic expression is an expression in the form ax2 + bx + c where a = 1.
•• The area model of binomial expansion can be used to find a pattern for factorising a general quadratic
expression. For example,
(x + f ) (x + h) = x2 + fx + hx + f h (x + 4)(x + 3) = x2 + 4x + 3x + 12
= x2 + ( f + h)x + f h = x2 + 7x + 12
x + f x + 4

x x2 fx x x2 4x
+ +
h hx fh 3 3x 12

•• To factorise a general quadratic, look for factors of c that add to b.

x2 + bx + c = (x + f ) (x + h)

Factors of c that add to b

438  Maths Quest 10 Stage 5 NSW Australian curriculum

 3+4=7
For example, x2 + 7x + 12 = (x + 3) (x + 4).
3 × 4 = 12

WORKED EXAMPLE 5

Factorise the following quadratic expressions.

a x2 + 5x + 6 b x2 + 10x + 24
THINK WRITE
a 1 Write the expression and: a x2 + 5x + 6
i check for a common factor. There is no common factor.
ii check for a DOTS pattern. The expression is not in the
form a2 − b2.
iii check for a perfect squares pattern. 6 is not a
­perfect square.
iv This must be a general quadratic expression.
2 i The general quadratic expression has the pattern Factors of 6 Sum of factors
x2 + 5x + 6 = (x + f ) (x + h). f and h are a factor pair 1 and 6 7
of 6 that add to 5.
2 and 3 5
ii Calculate the sums of factor pairs of 6. The factors of 6
that add to 5 are 2 and 3, as shown in blue.
3 Substitute the values of f and h into the expression in its x2 + 5x + 6 = (x + 2) (x + 3)
factorised form.
b 1 Check for patterns of common factors, DOTS and perfect b x2 + 10x + 24
squares patterns. None of these apply, so the expression is
a general quadratic.
2 i The general quadratic expression has the pattern Factors of 24 Sum of factors
x2 + 10x + 24 = (x + f ) (x + h), where f and h are a 1 and 24 25
factor pair of 24 that add to 10.
2 and 12 14
ii Calculate the sums of factor pairs of 24. The factors of
3 and 8 11
24 that add to 10 are 4 and 6, as shown in blue.
4 and 16 10

3 Substitute the values of f and h into the expression in its x2 + 10x + 24 = (x + 4)(x + 6)
factorised form.

11.3.2 Factorising non-monic quadratic trinomials

•• A non-monic quadratic expression is ax2 + bx + c where a ≠ 1.
•• When a quadratic trinomial in the form ax2 + bx + c is written as ax2 + mx + nx + c, where
m + n = b, the four terms can be factorised by grouping.
2x2 + 11x + 12 = 2x2 + 8x + 3x + 12
= 2x2 + 8x + 3x + 12
= 2x(x + 4) + 3(x + 4)
= (x + 4)(2x + 3)
•• There are many combinations of numbers that satisfy m + n = b; however, only one particular
­combination can be grouped and factorised. For example,

TOPIC 11 Quadratic expressions  439

 2x2 + 11x + 12 = 2x2 + 7x + 4x + 12 or 2x2 + 11x + 12 = 2x2 + 8x + 3x + 12
= 2x + 7x + 4x + 12
2 = 2x2 + 8x + 3x + 12
= (2x + 7) + 4(x + 3) = 2x(x + 4) + 3(x + 4)
cannot be factorised further = (x + 4)(2x + 3)
•• In examining the general binomial expansion, a pattern emerges that can be used to help identify
which combination to use for m + n = b.
(dx + e)(fx + g) = dfx2 + efx + eg
= dfx2 + (dg + ef )x + eg
m + n = dg + ef and m × n = dg × ef
=b = dgef
= dfeg
= ac
Therefore, m and n are factors of ac that sum to b.
•• To factorise a general quadratic where a ≠ 1, look for factors of ac that sum to b. Then rewrite the
quadratic trinomial with four terms that can then be grouped and factorised.
ax2 + bx + c = ax2 + mx + nx + c

Factors of ac that sum to b

WORKED EXAMPLE 6

Factorise 6x2 − 11x − 10.

THINK WRITE
1 Write the expression and look for common factors 6x2 − 11x − 10 = 6x2 + − 11x + − 10
and special patterns. The expression is a general
quadratic with a = 6, b = −11 and c = −10.
2 Since a ≠ 1, rewrite ax2 + bx + c as Factors of −60
ax2 + mx + nx + c, where m and n are factors (6 × −10) Sum of factors
of ac (6 × –10) that sum to b (–11). −60, 1 −59
Calculate the sums of factor pairs of –60. −20, 3 −17
As shown in blue, 4 and –15 are factors of –60 −30, 2 −28
that add to –11. 15, −4 11
−15, 4 −11

3 Rewrite the quadratic expression: 6x2 − 11x − 10 = 6x2 + 4x + –15x − 10

ax2 + bx + c = ax2 + mx + nx + c with m = 4
and n = −15.
4 Factorise using the grouping method: 6x2 − 11x − 10 = 2x(3x + 2) + −5(3x + 2)
6x2 + 4x = 2x(3x + 2) and = (3x + 2)(2x − 5)
−15x − 10 = −5(3x + 12).
Write the answer.

RESOURCES — ONLINE ONLY

Interactivity: Factorising monic quadratic trinomials (int-6143)

Interactivity: Factorising trinomials by grouping (int-6144)
eLesson: Factorisation of trinomials (eles-1921)
Digital doc: SkillSHEET Finding a factor pair that adds to a given number (doc-5250)
Digital doc: WorkSHEET Factorising and expanding (doc-5251)

440  Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 11.3 Factorising expressions with three terms
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–e, 2a–e, 3a–e, 4–6, 7a–e, 8, 1f–j, 2f–i, 3f–i, 4–6, 7d–h, 8, 9a–d, 1k–o, 2k–l, 3j–l, 4–6, 7i–l, 8, 9,
11, 15 11, 12, 15, 16 10, 13–18

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE5 Factorise each of the following.
a. x2 + 3x + 2 b. x2 + 4x + 3 c. x2 + 10x + 16 d. x2 + 8x + 16
e. x − 2x − 3
2
f. x − 3x − 4
2
g. x − 11x − 12
2
h. x2 − 4x − 12
i. x2 + 3x − 4 j. x2 + 4x − 5 k. x2 + 6x − 7 l. x2 + 3x − 10
m. x − 4x + 3
2 n. x − 9x + 20
2 o. x + 9x − 70
2

2. WE6 Factorise each of the following.

a. −2x2 − 20x − 18 b. −3x2 − 9x − 6 c. −x2 − 3x − 2 d. −x2 − 11x − 10
e. −x2 − 7x − 10 f. −x2 − 13x − 12 g. −x2 − 7x − 12 h. −x2 − 8x − 12
i. 2x + 14x + 20
2 j. 3x + 33x + 30
2 k. 5x + 105x + 100
2 l. 5x2 + 45x + 100
3. Factorise each of the following.
a. a2 − 6a − 7 b. t2 − 6t + 8 c. b2 + 5b + 4
d. m2 + 2m − 15 e. p2 − 13p − 48 f. c2 + 13c − 48
g. k + 22k + 57
2 h. s − 16s − 57
2 i. g2 − g − 72
j. v2 − 28v + 75 k. x2 + 14x − 32 l. x2 − 19x + 60
4. MC  a. To factorise −14x − 49x + 21, the first step is to:
2

a. find factors of 14 and 21 that will add to –49

b. take out 14 as a common factor
c. take out –7 as a common factor
d. find factors of 14 and –49 that will add to make 21
e. take out –14 as a common factor
b. The expression 42x2 − 9x − 6 can be completely factorised to:
a. (6x − 3) (7x + 2) b. 3(2x − 1) (7x + 2) c. (2x − 1)(21x + 6)
d. 3(2x + 1)(7x − 2) e. 42(x − 3)(x + 2)
5. MC When factorised, (x + 2) 2 − (y + 3) 2 equals:
a. (x + y − 2) (x + y + 2) b. (x − y − 1) (x + y − 1) c. (x − y − 1) (x + y + 5 )
d. (x − y + 1) (x + y + 5) e. (x + y − 1) (x + y + 2)
6. Factorise each of the following using an appropriate method.
a. 2x2 + 5x + 2 b. 2x2 − 3x + 1 c. 4x2 − 17x − 15
d. 4x + 4x − 3
2
e. 2x − 9x − 35
2
f. 3x2 + 10x + 3
g. 6x2 − 17x + 7 h. 12x2 − 13x − 14 i. 10x2 − 9x − 9
j. 20x + 3x − 2
2
k. 12x + 5x − 2
2
l. 15x2 + x − 2
7. Factorise each of the following, remembering to look for a common factor first.
a. 4x2 + 2x − 6 b. 9x2 − 60x − 21 c. 72x2 + 12x − 12
d. −18x2 + 3x + 3 e. −60x2 + 150x + 90 f. 24ax2 + 18ax − 105a
g. −8x + 22x − 12
2
h. −10x + 31x + 14
2
i. −24x2 + 35x − 4
j. −12x2 − 2xy + 2y2 k. −30x2 + 85xy + 70y2 l. −600x2 − 780xy − 252y2

TOPIC 11 Quadratic expressions  441

 8. Consider the expression (x − 1) 2 + 5(x − 1) − 6.
a. Substitute w = x − 1 in this expression.
b. Factorise the resulting quadratic.
c. Replace w with x − 1 and simplify each factor. This is the factorised form of the original expression.
9. Use the method outlined in question 8 to factorise each of the following expressions.
a. (x + 1) 2 + 3(x + 1) − 4 b. (x + 2) 2 + (x + 2) − 6 c. (x − 3) 2 + 4(x − 3) + 4
d. (x + 3) + 8(x + 3) + 12
2 e. (x − 7) − 7(x − 7) − 8
2 f. (x − 5) 2 − 3(x − 5) − 10
10. Factorise x2 + x − 0.75.
11. Students decide to make Valentine’s Day cards. The total area of each card is
equal to (x2 − 4x − 5) cm2.
a. Factorise the expression to find the dimensions of the cards in terms of x.
b. Write down the length of the shorter side in terms of x.
c. If the shorter sides of a card are 10 cm in length and the longer sides are 16 cm
in length, find the value of x.
d. Find the area of the card proposed in part c. Happy
e. If the students want to make 3000 Valentine’s Day cards, how much cardboard Valentine’s
will be required? Give your answer in terms of x. Day
12. The area of a rectangular playground is given by the general expression
(6x2 + 11x + 3) m2 where x is a positive whole number.
a. Find the length and width of the playground in terms of x.
b. Write an expression for the perimeter of the playground.
c. If the perimeter of a particular playground is 88 metres, find x.
Communicating, reasoning and problem solving
13. Cameron wants to build an in-ground ‘endless’ pool. Basic models have a depth of 2 metres and a
length triple the width. A spa will also be attached to the end of the pool.

a. The pool needs to be tiled. Write an expression for the surface area of the empty pool (that is, the
floor and walls only).
b. The spa needs an additional 16 m2 of tiles. Write an expression for the total area of tiles needed for
both the pool and the spa.
c. Factorise this expression.
d. Cameron decides to use tiles that are selling at a discount price, but there are only 280 m2 of the tile
available. Find the maximum dimensions of the pool he can build if the width is in whole metres.
Assume the spa is to be included in the tiling.
e. What area of tiles is actually needed to construct the spa and pool?
f. What volume of water can the pool hold?

442  Maths Quest 10 Stage 5 NSW Australian curriculum

14. Fabric pieces comprising yellow squares, white squares and black rectangles are y b y
sewn together to make larger squares (patches) as shown in the diagram. The length
of each black rectangle is twice its width. These patches are then sewn together to b w b
make a patchwork quilt. A finished square quilt, made from 100 patches, has an
area of 1.44 m2. y b y
a. Determine the size of each yellow, black and white section in one fabric piece.
Show your working.
b. How much (in m2) of each of the coloured fabrics would be needed to construct the quilt? (Ignore
seam allowances.)
c. Sketch a section of the finished product.
15. Each factorisation below contains an error. Identify the error in each statement.
a. x2 − 7x + 12 = (x + 3)(x − 4) b. x2 − x − 12 = (x − 3)(x + 4)
c. x2 − x − 2 = (x − 1)(x + 2) d. x2 − 4x − 21 = (x − 3) (x − 7)
e. x + 4x − 21 = (x + 3) (x − 7)
2
f. x2 − x − 30 = (x − 5) (x + 6)
g. x2 + 7x − 8 = (x + 1) (x − 8) h. x2 − 11x + 30 = (x − 5) (x + 6)
16. Factorise:
a. 6(3a − 1)2 − 13(3a − 1) − 5 b. 3m4 − 19m2 − 14 c. 2 sin2 (x) − 3 sin(x) + 1.
17. Factorise:
a. 2x2 + 3√3x − 6 b. (z + 1) 3 + (z − 1) 3.
18. In your own words, describe how you would factorise a quadratic trinomial.

11.4 Factorising expressions with two or

four terms [Stage 5.3]
11.4.1 Factorising expressions with two terms
•• If the terms in an expanded expression have a common factor, the highest common factor is written at
the front of the brackets and the remaining factor for each term in the expression is written in the
brackets. For example, 4x2 − 36 = 4(x2 − 9).
•• A Difference of Two Squares (DOTS) expression in expanded form has two squared terms separated
by a subtraction symbol.
a2 − b2 = (a − b)(a + b)
       
Expanded form    Factorised form

DISCUSSION
Can you explain to a friend how to easily determine if an expression is in DOTS form, and how to expand it?

WORKED EXAMPLE 7

Factorise the following.

a 12k2 + 18 b 16a2 − 25b4
THINK WRITE
a 1 Write the expression and look for common factors. The a 12k2 + 18 = 6(2k2 + 3)
terms have a highest common factor of 6. Write the 6 in
front of a set of brackets, then determine what must go
inside the brackets. 12k2 = 6 × 2k2, 18 = 6 × 3

TOPIC 11 Quadratic expressions  443

 2 Look for patterns in the expression inside the brackets to
factorise further. The expression inside the brackets cannot
be factorised further.
b 1 Write the expression and look for common factors. The b 16a2 − 25b4
expression has no common factor.
2 Look for the DOTS pattern in the expression. Write the = 42a2 − 52 (b2) 2
equation showing squares. = (4a) 2 − (5b2) 2
3 Use the pattern for DOTS to write the factors. = (4a + 5b2)(4a − 5b2)
a2 − b2 = (a + b)(a − b)

11.4.2 Factorising expressions with four terms

•• If there are four terms to be factorised, look for a common factor first. Then group the terms in pairs
and look for a common factor in each pair. It may be that a new common factor emerges as a bracket
(common binomial factor).
•• If an expression has four terms, it may require grouping to factorise it.
•• In the process known as grouping ‘two and two’, the terms of the expression are grouped into two
pairs, then a common factor is removed from each pair.
•• When selecting terms to place as pairs, each pair after factorising should result in a common binomial
factor. For example:
2a − 6b + 3ac − 9bc = 2(a − 3b) + 3c(a − 3b)

WORKED EXAMPLE 8

Factorise each of the following.

a x − 4y + mx − 4my b x2 + 3x − y2 + 3y
THINK WRITE
a 1 Write the expression and look for a common factor. a x − 4y + mx − 4my
(There isn’t one.)
2 Group the terms so that those with common factors are   = (x − 4y) + (mx − 4my)
next to each other.
3 Take out a common factor from each group (it may be 1).   = 1(x − 4y) + m(x − 4y)
4 Factorise by taking out a common binomial factor. The   = (x − 4y)(1 + m)
factor (x − 4y) is common to both groups.
b 1 Write the expression and look for a common factor. b x2 + 3x − y2 + 3y
2 Group the terms so that those with common factors are   = (x2 − y2) + (3x + 3y)
next to each other.
3 Factorise each group.   = (x + y)(x − y) + 3(x + y)
4 Factorise by taking out a common binomial factor. The   = (x + y)(x − y + 3)
factor (x + y) is common to both groups.

444  Maths Quest 10 Stage 5 NSW Australian curriculum

 •• Now we will look at grouping a different combination, known as grouping ‘three and one’.

WORKED EXAMPLE 9

Factorise the following expression: x2 + 12x + 36 − y2.

THINK WRITE
1 Write the expression and look for a common factor. x2 + 12x + 36 − y2
2 Group the terms so that those that can be factorised are next   = (x2 + 12x + 36) − y2
to each other.
3 Factorise the quadratic trinomial. = (x + 6)(x + 6) − y2
 
This is the form of a perfect square. = (x + 6) 2 − y2
4 Factorise the expression using a2 − b2 = (a + b)(a − b).   = (x + 6 + y)(x + 6 − y)

RESOURCES — ONLINE ONLY

Interactivity: Factorising expressions with four terms (int-6145)

Digital doc: SkillSHEET Factorising by taking out the highest common factor (doc-5246)
Digital doc: SkillSHEET Factorising by taking out a common binomial factor (doc-5247)

Exercise 11.4 Factorising expressions with two or four terms

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–4, 8a–h, 9a–d, 10a–c, 14, 15 1–4, 5a, 7a–c, 8a–h, 9a–d, 1, 2, 5, 7, 9–11, 19, 20
10a–d, 11–13, 15, 16, 18

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Factorise each of the following by taking out a common factor.
a. x2 + 3x b. x2 − 4x c. 3x2 − 6x
d. 4x + 16x
2
e. 9x − 3x
2
f. 8x − 8x2
g. 12x − 3x2 h. 8x − 12x2 i. 8x2 − 11x
2. Factorise each of the following by taking out a common binomial factor.
a. 3x(x − 2) + 2(x − 2) b. 5(x + 3) − 2x(x + 3) c. (x − 1) 2 + 6(x − 1)
d. (x + 1) − 2(x + 1)
2
e. (x + 4) (x − 4) + 2(x + 4) f. 7(x − 3) − (x + 3)(x − 3)
3. WE7 Factorise each of the following.
a. x2 − 1 b. x2 − 9 c. x2 − 25
d. x2 − 100 e. y2 − k2 f. 4x2 − 9y2
g. 16a − 49
2 h. 25p − 36q
2 2 i. 1 − 100d2

TOPIC 11 Quadratic expressions  445

 4. Factorise each of the following.
a. 4x2 − 4 b. 5x2 − 80 c. ax2 − 9a
d. 2b2 − 8d2 e. 100x2 − 1600 f. 3ax2 − 147a
g. 4px − 256p
2
h. 36x − 16
2
i. 108 − 3x2
5. MC a.  If the factorised expression is (x + 7)(x − 7), then the expanded expression must have been:
a. x2 − 7 b. x2 + 7 c. x2 − 49
d. x2 + 49 e. x2 − 14x + 49

b. If the factorised expression is ( − )( + ) , then the original expression must have been:
x 3 x 3
4 5 4 5
x2 3 x2 9 x2 (√3)2
a. − b. − c. −
4 5 16 25 4 (√5)2
x2 9 x2 (√3)2
d. − e. −
4 25 16 (√5)2
c. The factorised form of 64x2 − 9y2 is:
a. (64x + 9y) (64x − 9y) b. (8x + 3y) (8x − 3y) c. (8x − 3y) (8x − 3y)
d. (8x + 3y) (8x + 3y) e. (16x + 3y) (16x − 3y)
6. MC Which of the following expressions would be factorised by grouping ‘two and two’?
a. x2 − a2 + 12a − 36 b. x2 − 7x − 10 c. 2x2 − 6x − xy + 3y
d. (s − 5) − 25(s + 3)
2 2
e. (r + 5) − (r + 3) (r + 5)
7. Factorise each of the following over the set of real numbers.
a. x2 − 11 b. x2 − 7 c. x2 − 15
d. 4x2 − 13 e. 9x2 − 19 f. 3x2 − 66
g. 5x − 15
2
h. 2x − 4
2
i. 12x2 − 36
8. Factorise each of the following expressions.
a. (x − 1) 2 − 4 b. (x + 1) 2 − 25 c. (x − 2) 2 − 9
d. (x + 3) 2 − 16 e. 49 − (x + 1) 2 f. 36 − (x − 4) 2
g. (x − 1) − (x − 5)
2 2
h. 4(x + 2) − 9(x − 1)
2 2
i. 25(x − 2) 2 − 16(x + 3) 2
9. WE8a Factorise each of the following.
a. x − 2y + ax − 2ay b. 2x + ax + 2y + ay c. ax − ay + bx − by
d. 4x + 4y + xz + yz e. ef − 2e + 3f − 6 f. mn − 7m + n − 7
g. 6rt − 3st + 6ru − 3su h. 7mn − 21n + 35m − 105 i. 64 − 8j + 16k − 2jk
j. 3a − a b + 3ac − abc
2 2
k. 5x + 10x + x y + 2xy
2 2
l. 2m2 − m2n + 2mn − mn2
10. Factorise each of the following.
a. xy + 7x − 2y − 14 b. mn + 2n − 3m − 6 c. pq + 5p − 3q − 15
d. s2 + 3s − 4st − 12t e. a2b − cd − bc + a2d f. xy − z − 5z2 + 5xyz
11. WE8b Factorise each of the following.
a. a2 − b2 + 4a − 4b b. p2 − q2 − 3p + 3q c. m2 − n2 + lm + ln
d. 7x + 7y + x2 − y2 e. 5p − 10pq + 1 − 4q2 f. 49g2 − 36h2 − 28g − 24h
12. WE9 Factorise each of the following.
a. x2 + 14x + 49 − y2 b. x2 + 20x + 100 − y2 c. a2 − 22a + 121 − b2
d. 9a + 12a + 4 − b
2 2
e. 25p 2 − 40p + 16 − 9t2
f. 36t2 − 12t + 1 − 5v2
13. MC a.  In the expression 3(x − 2) + 4y(x − 2), the common binomial factor is:
a. 3 + 4y b. 3 − 4y c. x
d. −x + 2 e. x − 2
b. Which of the following terms is a perfect square?
a. 9 b. (x + 1)(x − 1) c. 3x2
d. 5(a + b) 2
e. 25x

446  Maths Quest 10 Stage 5 NSW Australian curriculum

 c. Which of the following expressions can be factorised using grouping?
a. x2 − y2 b. 1 + 4y − 2xy + 4x2 c. 3a2 + 8a + 4
d. x2 + x + y − y2 e. 2a + 4b − 6ab + 18
14. MC When factorised, 6(a + b) − x(a + b) equals:
a. 6 − x(a + b) b. (6 − x) (a + b) c. 6(a + b − x)
d. (6 + x) (a − b) e. (6 + x) (a + b)
15. The area of a rectangle is (x − 25) cm2.
2

a. Factorise the expression.

b. Find the width of the rectangle if the length is x + 5 cm.
c. If x = 7 cm, find the dimensions of the rectangle.
d. Hence, find the area of the rectangle.
e. If x = 13 cm, how much bigger would the area of this rectangle be?
Communicating, reasoning and problem solving
16. A circular garden of diameter 2r m is to have a gravel path laid around it. The path is to be 1 m wide.
a. Find the area of the garden in terms of r.
b. Find the area of the garden and path together in terms of r, using the formula for the area of a circle.
c. Write an expression for the area of the path in fully factorised form.
d. If the radius of the garden is 5 m, then find the area of the path, correct to 2 decimal places. Show
your working.

17. A roll of material is (x + 2) metres wide. Annie buys

(x + 3) metres of the material and Bronwyn buys
5 metres of the material.
a. Write an expression, in terms of x, for the area of
each piece of material purchased.
b. If Annie has bought more material than Bronwyn,
write an expression for how much more she has
than Bronwyn.
c. Factorise and simplify this expression.
d. Find the width of the material if Annie has 5 m2
more than Bronwyn.
e. How much material does each person have? Explain your answer.
Questions 18 and 19 use the following information.
A polynomial in the form a3 − b3 is known as the difference of two cubes.
The difference of two cubes can be factorised as:
a3 − b3 = (a − b)(a2 + ab + b2)
Use either the difference of two squares or the difference of two cubes to answer these questions.

TOPIC 11 Quadratic expressions  447

18. Factorise:
a. x2 − 4xy + 4y2 − a2 + 6ab − 9b2 b. x3 − 8.
19. Factorise:
a. 27x3 − 1 b. 12x2 − 75y2 − 9(4x − 3).
20. What do you always check for first when factorising?

11.5 Factorising by completing the square [Stage 5.3]

11.5.1 Completing the square
•• Completing the square is the process of writing a general quadratic expression in turning point form.
Complete the square

ax2 + bx + c = a(x − h) 2 + k
General form Turning point form

•• The expression x2 + 8x can be modelled as a square with a smaller square missing from the corner,
as shown below.
x 8 x + 4

x x2 + x 8x = x x2 4x x

+
4 4x
x

4
x2 + 8x = (x + 4)2 – (4)2 4

•• In ‘completing the square’, the general equation is written as the area of the large square minus the
area of the small square.
•• In general, to complete the square for x2 + bx, the small square has a side length equal to half of the
b2
coefficient of x; that is, the area of the small square is ( ) .
2
b
x b x + 2

b
x x2 + x bx = x x2
2
x x

+
b b
2 2
x
x

b
2
b
x2 + bx = (x + ) – ( )
b 2
2
b 2
2
2

448  Maths Quest 10 Stage 5 NSW Australian curriculum

WORKED EXAMPLE 10

Write the following in turning point form by completing the square.

a x2 + 4x b x2 + 7x + 1
THINK WRITE
a •• The square will consist of a square that has a x + 2
an area of x2 and two identical rectangles
with a total area of 4x. x x2 2x x
•• The length of the large square is (x + 2) so
its area is (x + 2) 2. +
2 2x
•• The area of the smaller square is (2) 2.
x
•• Write x2 + 4x in turning point form.
22

x2 + 4x = (x + 2) 2 − (2) 2
= (x + 2) 2 − 4
b 1 •• Complete the square with the terms b x + 7
2
­containing x.
•• The square will consist of a square that has 7x
x x2 x
an area of x2 and two identical rectangles 2

with a total area of 7x. +

•• The length of the large square is (x + 72) (72)
7 7x 2
2 2
2 x
so its area is (x + 72) .
2
•• The area of the smaller square is (72) .
2 2
x2 + 7x + 1 = (x + 72) − (72) + 1
•• Write x2 + 7x + 1 in turning point form.
2
2 Simplify the last two terms. = (x + 72) − 49
4
+ 4
4
2
= (x + 72) − 45
4

•• The process of completing the square is sometimes described as the process of adding the square of
half of the coefficient of x then subtracting it, as shown in green below. The result of this process is a
perfect square that is then factorised, as shown in blue.

x2 + bx = x2 + bx + ( ) − ( )
b 2 b 2
2 2
= x2 + bx + ( ) − ( )
2
b b 2
2 2
= (x + ) − ( )
b 2 b 2
2 2

•• For example, factorise x2 + 8x + 2 by completing the square.

x2 + 8x + ( ) − ( ) + 2
8 2 8 2
2 2
= x2 + 8x + (4) 2 − (4) 2 + 2
= x2 + 8x + 16 − 16 + 2
= (x + 4) 2 − 14

TOPIC 11 Quadratic expressions  449

11.5.2 Factorising by completing the square
•• When an equation is written in turning point form, it can be factorised as a difference of two squares.

WORKED EXAMPLE 11

Factorise the following by completing the square.

a x2 + 4x + 2 b x2 − 9x + 1
THINK WRITE
a x2 + 4x + 2 = x2 + 4x + ( ) − ( ) + 2
4 2 4 2
a 1 To complete the square, add the square of half
2 2
of the coefficient of x and then subtract it.
2 Write the perfect square created in its = x2 + 4x + (2) 2 − (2) 2 + 2
factorised form. = (x + 2) 2 − (2) 2 + 2
3 Write the expression as a difference of two = (x + 2) 2 − 4 + 2
squares by: = (x + 2) 2 − 2
•• simplifying the numerical terms = (x + 2) 2 − (√2) 2
•• writing the numerical term as a square
(2 = (√2)2).
4 Use the pattern for DOTS, = (x + 2 + √2)(x + 2 − √2)
a2 − b2 = (a − b) (a + b), where
a = (x + 2) and b = √2.
b x2 − 9x + 1 = x2 − 9x + ( ) − ( ) + 1
9 2 9 2
b 1 To complete the square, add the square of half
2 2
of the coefficient of x, then subtract it.
2 2
2 Write the perfect square created in its = x2 − 9x + (92) − (92) + 1
factorised form. 2 2
= (x − 92) − (92) + 1

= (x − ) −
9 2 81
3 Write the expression as a difference of two +1
2 4
squares by: 2
•• simplifying the numerical terms = (x − 92) − √77
2
•• writing the numerical term as a square. 2 2
= (x − 92) − (√77
2 )
=( 4)
=( 2)
2 2

√ √
77 77 77
4

4 Use the pattern for DOTS: = (x − 92 + 2 )(

√77
x − 92 − 2 )
√77

a2 − b2 = (a − b)(a + b), where a = (x + 92)

and b = √77
2
.

•• Remember that you can expand the brackets to check your answer.
•• If the coefficient of x2 ≠ 1, factorise the expression before completing the square.

RESOURCES — ONLINE ONLY

Interactivity: Completing the square (int-2559)

Interactivity: Completing the square (int-2783)
eLesson: Factorisation by completing the square (eles-1939)

450  Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 11.5 Factorising by completing the square
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–d, 2a–d, 3a–d, 4a–d, 5–7, 9 1e–i, 2e–h, 3e–h, 4e–h, 5–8, 10 1g–i, 2g–i, 3g–i, 4g–i, 5–12

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE10 Complete the square for each of the following expressions.
a. x2 + 10x b. x2 + 6x c. x2 − 4x d. x2 + 16x
e. x − 20x
2
f. x + 8x
2
g. x − 14x
2
h. x2 + 50x
i. x2 + 7x j. x2 − x
2. WE11a Factorise each of the following by first completing the square.
a. x2 − 4x − 7 b. x2 + 2x − 2 c. x2 − 10x + 12 d. x2 + 6x − 10
e. x + 16x − 1
2
f. x − 14x + 43
2
g. x + 8x + 9
2
h. x2 − 4x − 13
i. x2 − 12x + 25
3. WE11b Factorise each of the following by first completing the square.
a. x2 − x − 1 b. x2 − 3x − 3 c. x2 + x − 5 d. x2 + 3x − 1
e. x + 5x + 2
2
f. x + 5x − 2
2
g. x − 7x − 1
2
h. x2 − 9x + 13
i. x2 − x − 3
4. Factorise each of the following by first looking for a common factor and then completing the square.
a. 2x2 + 4x − 4 b. 4x2 − 8x − 20 c. 5x2 + 30x + 5 d. 3x2 − 12x − 39
e. 5x − 30x + 10
2
f. 6x + 24x − 6
2
g. 3x + 30x + 39
2
h. 2x2 − 8x − 14
i. 6x2 + 36x − 30
5. Which method of factorising is the most appropriate for each of the following expressions?
a. Factorising using common factors
b. Factorising using the difference of two squares rule
c. Factorising by grouping
d. Factorising quadratic trinomials
e. Completing the square
i. 3x2 − 8x − 3 ii. 49m2 − 16n2
iii. x2 + 8x + 4 − y2 iv. 7x2 − 28x
v. 6a − 6b + a − b2 2
vi. x2 + x − 5
vii. (x − 3) 2 + 3(x − 3) − 10 viii. x2 − 7x − 1
6. MC   a.  To complete the square, the term which should be added to x2 + 4x is:
a. 16 b. 4 c. 4x d. 2 e. 2x
b. To factorise the expression x2 − 3x + 1, the term that must be both added and subtracted is:
3 9
a. 9 b. 3 c. 3x d. e.
2 4

7. MC The factorised form of x2 − 6x + 2 is:

a. (x + 3 − √7)(x + 3 + √7) b. (x + 3 − √7)(x − 3 + √7)
c. (x − 3 − √7)(x − 3 − √7) d. (x − 3 − √7)(x + 3 + √7)
e. (x − 3 + √7)(x − 3 − √7)

TOPIC 11 Quadratic expressions  451

Communicating, reasoning and problem solving
8. A square measuring x cm in side length has a cm added to its length and b cm added to its width.
The resulting rectangle has an area of (x2 + 6x + 3) cm2. Find the values of a and b, correct to
2 decimal places.
9. Show that x2 + 4x + 6 cannot be factorised by completing the square.
10. For each of the following, complete the square to factorise the expression.
a. 2x2 + 8x + 1 b. 3x2 − 7x + 5
11. Use the technique of completion of the square to factorise x2 + 2(1 − p) x + p(p − 2).
12. Why is this method called completing the square?

11.6 Mixed factorisation [Stage 5.3]

•• Apply what has been covered in this chapter to the following exercise. Factorise monic and non-monic
trinomials using:
–– factorising by grouping
–– difference of two squares
–– completing the square.

DISCUSSION
Explain how you can determine, by looking at an expression, how best to factorise it. Can all expressions be
factorised?

RESOURCES — ONLINE ONLY

Digital doc: SkillSHEET Simplifying algebraic fractions (doc-5248)

Digital doc: SkillSHEET Simplifying surds (doc-5249)
Digital doc: SkillSHEET Factorising by grouping three and one (doc-5252)
Digital doc: WorkSHEET Mixed factorisation (doc-5254)

Exercise 11.6 Mixed factorisation

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–6, 8–10, 12–15, 18, 20, 21, 25, 1, 2, 4–9, 11, 13–16, 18–20, 22, 1–9, 13–15, 17, 18, 20, 23, 24,
26, 31–35, 46, 48 26–29, 30, 34, 36, 38, 40, 42, 44, 26, 34–37, 39, 41, 43, 45, 47h–j,
46, 47a–g, 48, 49, 52 48, 50–55

To answer questions online and to receive immediate feedback and fully worked solutions for every question,
go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.

452  Maths Quest 10 Stage 5 NSW Australian curriculum

Understanding and fluency
Factorise each of the expressions in questions 1–45.
1. 3x + 9 2. x2 + 4x + 4 − 9y2
3. x2 − 36 4. x2 − 49
5. 5x − 9x − 2
2
6. 15x − 20y
7. 5c + de + dc + 5e 8. 5x2 − 80
9. − x − 6x − 5
2
10. x2 + x − 12
11. mn + 1 + m + n 12. x2 − 7
13. 16x − 4x
2
14. 5x2 + 60x + 100
15. 18 + 9x − 6y − 3xy 16. x2 − 8x + 16 − y2
17. 4x + 8
2
18. fg + 2h + 2g + f h
19. x − 5
2
20. 10mn − 5n + 10m − 5
21. x2 + 6x + 5 22. x2 − 10x − 11
23. x2 − 4 24. − 5a + bc + ac − 5b
25. xy − 1 + x − y 26. 3x2 + 5x + 2
27. 7x2 − 28 28. − 4x2 − 28x − 24
29. 2p − rs + pr − 2s 30. 3x2 − 27
31. − 3u + tv + ut − 3v 32. x2 − 11
33. 12x − 7x + 1
2 34. (x − 1) 2 − 4
35. (x + 2) 2 − 16 36. (2x + 3) 2 − 25
37. 3(x + 5) − 27
2 38. 25 − (x − 2) 2
39. 4(3 − x) 2 − 16y2 40. (x + 2y) 2 − (2x + y) 2
41. (x + 3) − (x + 1)
2 2 42. (2x − 3y) 2 − (x − y) 2
43. (x + 3) 2 + 5(x + 3) + 4 44. (x − 3) 2 + 3(x − 3) − 10
45. 2(x + 1) + 5(x + 1) + 2
2

46. Consider the following product of algebraic fractions.

x2 + 3x − 10 x2 + 4x + 4
×
x2 − 4 x2 − 2x − 8
a. Factorise the expression in each numerator and denominator.
b. Cancel factors common to both the numerator and the denominator.
c. Simplify the expression as a single fraction.
47. Use the procedure in question 46 to factorise and simplify each of the following.
x2 − 4x + 3 x2 + 5x + 6 3x2 − 17x + 10 x2 − 1
a. × b. ×
x − 4x − 12
2
x −9
2
6x2 + 5x − 6 x2 − 6x + 5
6x − 12 3x + 6 6x2 − x − 2 2x2 + x − 1
c. × d. ×
x −4
2 x(x − 5) 2x2 + 3x + 1 3x2 + 10x − 8
x2 + 4x − 5 x2 + 10x + 25 x2 − 7x + 6 x2 − x − 12
e. ÷ f. ÷
x2 + x − 2 x2 + 4x + 4 x2 + x − 2 x2 − 2x − 8
4ab + 8a 5ac + 5a p2 − 7p p2 + p − 6
g. ÷ h. ÷
(c − 3) c − 2c − 3
2
p2 − 49 p2 + 14p + 49
m2 + 4m + 4 − n2 2m2 + 4m − 2mn d2 − 6d + 9 − 25e2 4d − 12 − 20e
i. ÷ j. ÷
4m2 − 4m − 15 10m2 + 15m 4d2 − 5d − 6 15d − 10
48. Find the original expression if the factorised expression is ( + )( − ) .
x 3 x 3
4 5 4 5
49. Factorise the following using grouping ‘three and one’ and DOTS.
a. x2 − 18x + 81 − y2
b. 4x2 + 12x − 16y2 + 9

TOPIC 11 Quadratic expressions  453

Communicating, reasoning and problem solving
50. Expand the binomial factors (x + a) (x − a) and (− x + a) (− x − a) . What do you notice? Use your
findings to factorise each of the following, giving two possible answers.
a. x2 − 169 b. 36b2 − 144c2 c. 225x4y2 − 169x2y6
51. Use grouping ‘two and two’ and DOTS to factorise the following. Show your working.
a. x2 + 3x − y2 + 3y b. 7x + 7y + x2 − y2 c. 5p − 10pq + 1 − 4q2
52. Simplify
2a2 − 7a + 6 5a2 + 11a + 2 10a2 − 13a − 3
× ÷ .
a3 + 8 a3 − 8 a2 − 2a + 4
Note: Use the difference of two cubes (see page 447).
53. Factorise x2 + 12x + 40 − 4x2y2 − 4.
54. When an expression is fully factorised, what should it look like?
55. The expansion of perfect squares
The rules (a + b) 2 = a2 + 2ab + b2 and (a − b) 2 = a2 + 2ab + b2 can be used to simplify some
arithmetic calculations. For example:
972 = (100 − 3) 2
= 1002 − 2 × 100 × 3 + 32
= 9409
Use this method to calculate the following.
a. 1032
b. 622
c. 9972
d. 10122
e. 532
f. 982

11.7 Review
Investigation | Rich task
Celebrity squares and doubles
In small groups or as a class, use the process of
elimination to find your ‘square and double pair’
by playing ‘Celebrity squares and doubles’ as
outlined below.
Equipment: roll of calculator paper, scissors,
sticky tape, marker pen
1. Set-up
• Make a class set of headbands. Each head-
band will be part of a matching pair made
by a number being squared and that same
original number being doubled (16 and 8
would be a pair, because 42 = 16 and
4 × 2 = 8). Your teacher will direct the class
as to what number should be written on each
headband.
• Place the headbands randomly on a table.

454 Maths Quest 10 Stage 5 NSW Australian curriculum

 2. Beginning the game
•• There is to be no communication between players at this time.
•• Your teacher will randomly allocate a headband to each player by placing a headband on their
head without the player seeing the number on their headband.
3. Playing the game
The object of the game
•• The object of the game is to use the process of elimination for you to find your pair. A possible
train of thought is shown in the illustration.

Hmm… now, Lizzy is 16 and

Jo is 8 so they are a match.
Nick is 10. I can’t see a
25…maybe he is my match.

25

Starting the game

•• Once all headbands have been allocated, stand in a circle or walk around freely.
•• Without speaking, determine who is a match; then, by a process of elimination, determine who
might be your match.
Making a match
•• When you think you have found your match, approach that person and say ‘I think I am your
match.’
•• The other player should now check to see if you have a match elsewhere and can reply by saying
one of two things: ‘Yes, I think I am your match,’ or ‘I know your match is still out there.’
•• If a match is agreed upon, the players should sit out for the remainder of the game. If a match is
not agreed upon, players should continue looking.
Ending the game
•• The class should continue until everyone is in a pair, at which time the class can check their
results.
•• The class should now discuss the different trains of thought they used to find their pair and how
this relates to factorising quadratic trinomials.

RESOURCES — ONLINE ONLY

Digital doc: Investigation — Celebrity squares and doubles (doc-15928)

Digital doc: Code puzzle — Isaac Newton demonstrated this in 1665 (doc-15929)
Digital doc: Summary Topic 11 (doc-22909)
Interactivity: Word search Topic 11 (int-2844)
Interactivity: Crossword Topic 11 (int-2845)
Interactivity: Sudoku Topic 11 (int-3594)

TOPIC 11 Quadratic expressions  455

Exercise 11.7 Review questions
To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. MC When expanded, −3x(x + 4)(5 − x) becomes:
a. −3x3 − 3x2 − 27x b. −3x3 + 3x − 27x c. 3x3 + 3x2 − 60x
d. −3x3 + 3x2 − 60x e. 3x3 − 3x2 − 60x
2. MC When expanded, (3x + 7) 2 becomes:
a. 9x2 + 49 b. 3x2 + 49 c. 3x2 + 21x + 49
d. 9x + 42x + 49
2
e. 9x + 21x + 49
2

3. MC The factorised form of −3d2 − 9d + 30 is:

a. −3(d − 5)(d − 2) b. −3(d + 5)(d − 6) c. −(3d + 5) (d − 2)
d. −(3d + 5) (d − 6) e. −3(d + 5) (d − 2)
4. MC If the factorised expression is (2x − 5)(2x + 5), then the original expression must have been:
a. 2x2 − 5 b. 4x2 − 5 c. 4x2 − 25 d. 4x2 − 20x + 25 e. 2x2 + 25
5. MC To factorise −5x − 45x + 100, the first step is to:
2

a. find factors of 5 and 100 that sum to −45

b. take out 5 as a common factor
c. take out −5 as a common factor
d. find factors of 5 and −45 that will add to make 100
e. take out −5x as a common factor
6. MC To complete the square, the term that should be added to x2 − 12x is:
a. 36 b. −12 c. −12x d. −6 e. −6x
7. MC Which of the following is equivalent to 5x2 − 20x − 5?
a. 5(x − 2) 2 b. 5(x − 2) 2 − 3 c. 5(x − 2) 2 − 15
d. 5(x − 2) − 20
2
e. 5(x − 2) − 25
2

8. MC In the expanded form of (x − 3)(x + 5), which of the following is incorrect?

a. The value of the constant is –15.
b. The coefficient of the x term is 2.
c. The coefficient of the x term is –8.
d. The coefficient of the x2 term is 1.
e. The expansion shows this to be a trinomial expression.
9. Expand each of the following and simplify where necessary.
a. 3x(x − 4) b. −7x(3x + 1) c. (x − 7)(x + 1)
d. (2x − 5)(x − 3) e. (4x − 1)(3x − 5) f. 3(x − 4)(2x + 7)
g. (2x − 5)(x + 3)(x + 7)
h. (x + 5)(x + 7) + (2x − 5)(x − 6)
i. (x + 3)(5x − 1) − 2x
10. Expand and simplify each of the following.
a. (x − 7) 2 b. (2 − x) 2 c. (3x + 1) 2
d. −2(3x − 2) 2 e. −7(2x + 5) 2 f. −10(4x − 5) 2
g. (x + 9)(x − 9) h. (3x − 1)(3x + 1) i. (5 + 2x)(5 − 2x)
11. Factorise each of the following.
a. 2x2 − 8x b. −4x2 + 12x c. 3ax − 2ax2
d. (x + 1) 2 + (x + 1) e. 3(2x − 5) − (2x − 5) 2 f. (x − 4)(x + 2) − (x − 4)
12. Factorise each of the following.
a. x2 − 16 b. x2 − 25 c. 2x2 − 72
d. 3x − 27y
2 2 e. 4ax − 16ay
2 2 f. (x − 4) 2 − 9

456  Maths Quest 10 Stage 5 NSW Australian curriculum

13. Factorise each of the following by grouping.
a. ax − ay + bx − by b. 7x + ay + ax + 7y c. xy + 2y + 5x + 10
d. mn − q − 2q + 2mnq
2
e. pq − 5r − r + 5pqr
2
f. uv − u + 9v − 9
g. a2 − b2 + 5a − 5b h. d2 − 4c2 − 3d + 6c i. 2 + 2m + 1 − m2
14. Factorise each of the following by grouping.
a. 4x2 + 12x + 9 − y2 b. 49a2 − 28a + 4 − 4b2 c. 64s2 − 16s + 1 − 3t
15. Factorise each of the following.
a. x2 + 10x + 9 b. x2 − 11x + 18 c. x2 − 4x − 21 d. x2 + 3x − 28
e. −x2 + 6x − 9 f. 3x2 + 33x − 78 g. −2x2 + 8x + 10 h. −3x2 + 24x − 36
i. 8x + 2x − 1
2
j. 6x + x − 1
2
k. 8x + 4x − 12
2
l. 105x2 − 10x − 15
m. −12x2 + 62x − 70 n. −45x2 − 3x + 6 o. −60x2 − 270x − 270
16. Factorise each of the following by completing the square.
a. x2 + 6x + 1 b. x2 − 10x − 3 c. x2 + 4x − 2
d. x − 5x + 2
2
e. x + 7x − 1
2
f. 2x2 + 18x − 2
17. Factorise each of the following using the most appropriate method.
a. 3x2 − 12x b. x2 + 6x + 2 c. 4x2 − 25
d. 2x2 + 9x + 10 e. 2ax + 4x + 3a + 6 f. −3x2 − 3x + 18
18. First factorise then simplify each of the following.
x+4 2x − 12 3x + 6 7x − 42 x2 − 4 x2 + 4x − 5
a. × b. × c. ×
5x − 30 x+1 4x − 24 6x + 12 x2 + 5x x2 − 2x − 8
Communicating, reasoning and problem solving
19. A large storage box has a square base with sides measuring (x + 2) cm and is 32 cm high.
a. Write an expression for the area of the base of the box.
b. Write an expression for the volume of the box (V = area of base × height).
c. Simplify the expression by expanding the brackets.
d. If x = 30 cm, find the volume of the box in cm3.
20. A section of garden is to have a circular pond of radius 2r with a 2 m path around its edge.
a. State the diameter of the pond.
b. State the radius of the pond and path.
c. State the area of the pond.
d. State the area of the pond and path.
e. Write an expression to find the area of the path only and write it in factorised form.
f. If the radius of the pond is 3 metres, find the area of the path.
21. In order to make the most of the space available for headlines and stories, the front page of a
­newspaper is given an area of x2 − 5x − 14 cm2.
a. If the length is x + 2 cm, what is the width?
b. Write the length of the shorter side in terms of x.
c. If the shorter side of the front page is 28 cm, find the value of x.
d. Find the area of this particular paper.
22. Here is a well-known puzzle. Let a = b = 1.
Step 1: Write a = b. a=b
Step 2: Multiply both sides by a. a2 = ab
Step 3: Subtract b2 from both sides. a2 − b2 = ab − b2
Step 4: Factorise. (a + b)(a − b) = b(a − b)
Step 5: Simplify by dividing by (a − b). (a + b) = b
Step 6: Substitute a = b = 1. 1+1=1
Where is the error? Show your thinking.

TOPIC 11 Quadratic expressions  457

Answers
Topic 11 Quadratic expressions
Exercise 11.2 Expanding algebraic expressions
1. a. 2x + 6 b. 4x − 20 c. 21 − 3x
d. −x − 3 e. x2 + 2x f. 2x2 − 8x
g. 15x2 − 6x h. 10x − 15x2 i. 8x2 + 2x
j. 4x3 − 6x2 k. 6x3 − 3x2 l. 15x3 + 20x2
2. a. x2 − x − 12 b. x2 − 2x − 3 c. x2 − 5x − 14
d. x2 − 6x + 5 e. −x2 − x + 6 f. x2 − 6x + 8
g. 2x2 − 17x + 21 h. 3x2 −x−2 i. 6x2 − 17x + 5
j. 21 − 17x + 2x2 k. 15 + 14x − 8x2 l. 110 + 47x − 21x2
3. a. 2x2 − 4x − 6 b. 8x2 − 28x − 16 c. −2x2 + 12x + 14
d. 2x3 − 2x e. 3x3 − 75x f. 6x3 − 54x
g. 2x3 − 12x2 + 18x h. 5x3 − 30x2 + 40x i. −6x3 − 6x2 + 120x
4. a. x3 + 2x2 − x − 2 b. x3 − 2x2 − 5x + 6 c. x3 − 5x2 − x + 5
d. x3 − 6x2 + 11x − 6 e. 2x3 − 7x2 − 5x + 4 f. 6x3 − 7x2 + 1
5. a. x2 − x − 2 b. −2x2 + 4x + 10 c. 5x2 − 6x − 5 d. 19x − 23
e. −5x − 1 f. −2x + 6 g. x2 − 2x − 3 + √3x
h. √6 + 2√2x − 3√3x − 6x2 − √5x
6. a. A b. C
7. B
8. a. x2 − 2x + 1 b. x2 + 4x + 4 c. x2 + 10x + 25 d. 16 + 8x + x2
e. 49 − 14x + x2 f. 144 − 24x + x2 g. 9x2 − 6x + 1 h. 144x2 − 72x + 9
i. 25x2 + 20x + 4 j. 4 − 12x + 9x2 k. 25 − 40x + 16x2 l. 1 − 10x + 25x2
9. a. 2x2 − 12x + 18 b. 4x2 − 56x + 196 c. 3x2 + 6x + 3
d. −4x2 − 12x − 9 e. −49x2 + 14x − 1 f. 8x2 − 24x + 18
g. −12 + 108x − 243x2 h. −45 + 330x − 605x2 i. −16x2 − 16x − 4
10. a. x2 − 49 b. x2 − 81 c. x2 − 25
d. x2 − 1 e. 4x2 − 9 f. 9x2 − 1
g. 49 − x2 h. 64 − x2 i. 9 − 4x2
11. a. (x + 1) (x − 3) b. x2 − 2x − 3 c. 6 cm, 2 cm, 12 cm2
12. a. b. c. (x + 1) (x + 2)
xm (x + 1) m

xm (x + 2) m
d. x2 + 3x + 2 e. 4 m2, 12 m2
13. a. Student C
b. Student B:
(3x + 4) (2x + 5)
= 3x × 2x + 3x × 5 + 4 × 2x + 4 × 5
= 6x2 + 23x + 20
Student A:
(3x + 4) (2x + 5)
= 3x × 2x + 3x × 5 + 4 × 2x + 4 × 5

= 6x2 + 15x + 8x + 20
= 6x2 + 23x + 20

458  Maths Quest 10 Stage 5 NSW Australian curriculum

14. (a − b) (a + b) = a2 − b2
LHS:
(5 − 3) (5 + 3)
=2×8
= 16
RHS:
52 − 32
= 25 − 9
= 16
LHS = RHS ⇒ True
15. (a + b) 2 = a2 + 2ab + b2
LHS:
(5 + 3) 2
= 82
= 64
RHS:
52 + 2 × 5 × 3 + 32
= 25 + 30 + 9
= 64
LHS = RHS ⇒ True
16. Answers will vary; examples are shown.
a. (x + 4) (x + 3) = x2 + 7x + 12
b. (x + 4) 2 = x2 + 8x + 16
c. (x + 4) (x − 4) = x2 − 16
d. (x + 4) 2 = x2 + 8x + 16
17. The square of a binomial is a trinomial; the difference of two squares has two terms.
18. (a + b) (c + d) = (c + d) (a + b)
LHS:
(a + b) (c + d) = ac + ad + bc + bd
RHS:
(c + d)(a + b) = ca + cb + da + db
LHS = RHS ⇒ True
19. a. 4x2 + 12xy − 20xz + 9y2 − 30yz + 25z2
1 1
b. + − 4x + 4x2 − 1
x 4x2
20. a. V = 6x3 − 29x2 + 46x − 24
b. TSA = 12x2 + 20x + 3
21. Discuss with your teacher.
22. 10, 11, 13, 18, 35
Exercise 11.3 Factorising expressions with three terms
1. a. (x + 2) (x + 1) b. (x + 3) (x + 1) c. (x + 8) (x + 2) d. (x + 4) 2
e. (x − 3) (x + 1) f. (x − 4) (x + 1) g. (x − 12) (x + 1) h. (x − 6) (x + 2)
i. (x + 4) (x − 1) j. (x + 5) (x − 1) k. (x + 7) (x − 1) l. (x + 5) (x − 2)
m. (x − 3) (x − 1) n. (x − 4) (x − 5) o. (x + 14) (x − 5)
2. a. −2(x + 9) (x + 1) b. −3(x + 2) (x + 1) c. −(x + 2) (x + 1)
d. −(x + 10) (x + 1) e. −(x + 2) (x + 5) f. −(x + 12) (x + 1)
g. −(x + 3) (x + 4) h. −(x + 2) (x + 6) i. 2(x + 2) (x + 5)
j. 3(x + 1) (x + 10) k. 5(x + 20) (x + 1) l. 5(x + 4) (x + 5)
3. a. (a − 7) (a + 1) b. (t − 4) (t − 2) c. (b + 4) (b + 1)
d. (m + 5) (m − 3) e. (p − 16) (p + 3) f. (c + 16) (c − 3)
g. (k + 19) (k + 3) h. (s − 19) (s + 3) i. (g + 8) (g − 9)
j. (v − 25) (v − 3) k. (x + 16) (x − 2) l. (x − 15) (x − 4)
4. a. C b. B
5. C

TOPIC 11 Quadratic expressions  459

6. a. (2x + 1) (x + 2) b. (2x − 1 ) (x − 1) c. (4x + 3) (x − 5) d. (2x − 1) (2x + 3)
e. (x − 7) (2x + 5) f. (3x + 1) (x + 3) g. (3x − 7) (2x − 1) h. (4x − 7) (3x + 2)
i. (5x + 3) (2x − 3) j. (4x − 1) (5x + 2) k. (3x + 2) (4x − 1) l. (3x − 1) (5x + 2)
7. a. 2(x − 1) (2x + 3) b. 3(3x + 1) (x − 7) c. 12(2x + 1) (3x − 1) d. −3(3x + 1) (2x − 1)
e. −30(2x + 1) (x − 3) f. 3a(4x − 7) (2x + 5) g. −2(4x − 3) (x − 2) h. −(2x − 7) (5x + 2)
i. −(8x − 1) (3x − 4) j. −2(3x − y) (2x + y) k. −5(2x − 7y) (3x + 2y) l. −12(5x + 3y) (10x + 7y)
8. a. w + 5w − 6
2
b. (w + 6) (w − 1) c. (x + 5) (x − 2)
9. a. x(x + 5) b. x(x + 5) c. (x − 1) 2
d. (x + 9) (x + 5) e. (x − 15) (x − 6) f. (x − 10) (x − 3)
10. (x − 0.5) (x + 1.5)
11. a. (x − 5) (x + 1) b. (x − 5) cm c. x = 15 cm d. 160 cm2
e. 3000 (x − 5) (x + 1) cm or (3000x − 12 000x − 15 000) cm
2 2 2

12. a. (2x + 3) (3x + 1) b. P = 10x + 8 c. x = 8 metres

13. a. SA = 3x2 + 16x b. Total area = 3x2 + 16x + 16 c. (3x + 4) (x + 4)
d. l = 21 m; w = 7 m; d = 2 m e. 275 m 2
f. 294 m3
14. a. Yellow = 3 cm × 3 cm b. Yellow = 0.36 m 2
c.
Black = 3 cm × 6 cm Black = 0.72 m 2

White = 6 cm × 6 cm White = 0.36 m2

15. a. x2 − 7x + 12 = (x − 3) (x − 4) b. x2 − x − 12 = (x + 3) (x − 4)
c. x2 − x − 2 = (x − 2) (x + 1) d. x2 − 4x − 21 = (x + 3) (x − 7)
e. x2 + 4x − 21 = (x − 3) (x + 7) f. x2 − x − 30 = (x + 5) (x − 6)
g. x2 + 7x − 8 = (x − 1) (x + 8) h. x2 − 11x + 30 = (x − 5) (x − 6)
16. a. (9a − 2) (6a − 7) b. (3m2 + 2)(m − √7)(m + √7) c. (2 sin(x) − 1) (sin(x) − 1)
17. a. (x + 2√3)(2x − √3) b. 2z(z2 + 3)
18. Discuss with your teacher.
Exercise 11.4 Factorising expressions with two or four terms
1. a. x(x + 3) b. x(x − 4) c. 3x(x − 2)
d. 4x(x + 4) e. 3x(3x − 1) f. 8x(1 − x)
g. 3x(4 − x) h. 4x(2 − 3x) i. x(8x − 11)
2. a. (x − 2) (3x + 2) b. (x + 3) (5 − 2x) c. (x − 1) (x + 5)
d. (x + 1) (x − 1) e. (x + 4) (x − 2) f. (x − 3) (4 − x)
3. a. (x + 1) (x − 1) b. (x + 3) (x − 3) c. (x + 5) (x − 5)
d. (x + 10) (x − 10) e. (y + k) (y − k) f. (2x + 3y) (2x − 3y)
g. (4a + 7) (4a − 7) h. (5p + 6q) (5p − 6q) i. (1 + 10d) (1 − 10d)
4. a. 4(x + 1) (x − 1) b. 5(x + 4) (x − 4) c. a(x + 3) (x − 3)
d. 2(b + 2d) (b − 2d) e. 100(x + 4) (x − 4) f. 3a(x + 7) (x − 7)
g. 4p(x + 8) (x − 8) h. 4(3x + 2) (3x − 2) i. 3(6 + x) (6 − x)
5. a. C b. B c. B
6. C
7. a. (x + √11)(x − √11) b. (x + √7)(x − √7) c. (x + √15)(x − √15)
d. (2x + √13)(2x − √13) e. (3x + √19)(3x − √19) f. 3(x + √22)(x − √22)
g. 5(x + √3)(x − √3) h. 2(x + √2)(x − √2) i. 12(x + √3)(x − √3)
8. a. (x − 3) (x + 1) b. (x − 4) (x + 6) c. (x − 5) (x + 1)
d. (x − 1) (x + 7) e. (6 − x) (x + 8) f. (10 − x) (x + 2)
g. 8(x − 3) h. (7 − x) (5x + 1) i. (x − 22) (9x + 2)
9. a. (x − 2y) (1 + a) b. (x + y) (2 + a) c. (x − y) (a + b) d. (x + y) (4 + z)
e. (f − 2) (e + 3) f. (n − 7) (m + 1) g. 3(2r − s) (t + u) h. 7(m − 3) (n + 5)
i. 2(8 − j) (4 + k) j. a(3 − b) (a + c) k. x(5 + y) (x + 2) l. m(m + n) (2 − n)

460  Maths Quest 10 Stage 5 NSW Australian curriculum

10. a. (y + 7) (x − 2) b. (m + 2) (n − 3) c. (q + 5) (p − 3)
d. (s + 3) (s − 4t) e. (b + d) (a2 − c) f. (1 + 5z) (xy − z)
11. a. (a − b) (a + b + 4) b. (p − q) (p + q − 3) c. (m + n) (m − n + l)
d. (x + y) (7 + x − y) e. (1 − 2q) (5p + 1 + 2q) f. (7g + 6h) (7g − 6h − 4)
12. a. (x + 7 + y) (x + 7 − y) b. (x + 10 + y) (x + 10 − y) c. (a − 11 + b) (a − 11 − b)
d. (3a + 2 + b) (3a + 2 − b) e. (5p − 4 + 3t) (5p − 4 − 3t) f. (6t − 1 + √5v)(6t − 1 − √5v)
13. a. E b. A c. D
14. B
15. a. (x − 5) (x + 5) b. (x − 5) cm c. 2 cm, 12 cm
d. 24 cm2 e. 120 cm2 or 6 times bigger
16. a. A1 = πr2 m2 b. A2 = π(r + 1) 2 m2
c. A = π(r + 1) − πr = π(2r + 1) m
2 2 2
d. 34.56 m2
17. a. Annie = (x + 3) (x + 2) m2
Bronwyn = 5(x + 2) m2
b. (x + 3) (x + 2) − 5(x + 2)
c. (x + 2) (x − 2) = x2 − 4
d. Width = 5 m
e. Annie has 30 m2 and Bronwyn has 25 m2.
18. a. (x − 2y − a + 3b) (x − 2y + a − 3b) b. (x − 2) (x2 + 2x + 4)
19. a. (3x − 1) (9x2 + 3x + 1) b. 3(2x − 5y − 3) (2x + 5y − 3)
20. Look for the common factor to factorise something out.

Exercise 11.5 Factorising by completing the square

1. a. 25 b. 9 c. 4 d. 64 e. 100
f. 16 g. 49 h. 625 i. 49
4
j. 14
2. a. (x − 2 + √11)(x − 2 − √11) b. (x + 1 + √3)(x + 1 − √3) c. (x − 5 + √13)(x − 5 − √13)
d. (x + 3 + √19)(x + 3 − √19) e. (x + 8 + √65)(x + 8 − √65) f. (x − 7 + √6)(x − 7 − √6)
g. (x + 4 + √7)(x + 4 − √7) h. (x − 2 + √17)(x − 2 − √17) i. (x − 6 + √11)(x − 6 − √11)
3. a. (x − 1
2
+ 2 )(
√5
x − 1
2
− 2 )
√5
b. (x − 3
2
+ 2 )(
√21
x − 3
2
− 2 )
√21
c. (x + 12 + √21
2 )( 2 )
x + 12 − √21

d. (x + 32 + √13
2 )(
x+ 3
2 2 )
− √13 e. (x + 52 + √17
2 )(
x+ 5
2 2 )
− √17 f. (x + 52 + √33
2 )(
x+ 5
2 2 )
− √33

g. (x − 7
2 2 )(
+ √53 2 )
x − 72 − √53 h. (x − 9
2 2 )(
+ √29 2 )
x − 92 − √29 i. (x − 1
2 2 )(
+ √13 x− 1
2 2 )
− √13
4. a. 2(x + 1 + √3)(x + 1 − √3) b. 4(x − 1 + √6)(x − 1 − √6) c. 5(x + 3 + 2√2)(x + 3 − 2√2)
d. 3(x − 2 + √17)(x − 2 − √17) e. 5(x − 3 + √7)(x − 3 − √7) f. 6(x + 2 + √5)(x + 2 − √5)
g. 3(x + 5 + 2√3)(x + 5 − 2√3) h. 2(x − 2 + √11)(x − 2 − √11) i. 6(x + 3 + √14)(x + 3 − √14)
5. a. iv b. ii c. iii, v d. i, vi, vii e. viii
6. a. B b. E
7. E
8. a = 0.55; b = 5.45
9. Check with your teacher.
10. a. 2(x + 2 − √14
2 )( 2 )
x + 2 + √14
b. This expression cannot be factorised as there is no difference of two squares.
11. (x − p) (x − p + 2)
12. This method is called ‘completing the square’ because it uses the pattern found in the expansion and factorising of perfect squares.

Exercise 11.6 Mixed factorisation

1. 3(x + 3) 2. (x + 2 + 3y) (x + 2 − 3y) 3. (x + 6) (x − 6) 4. (x + 7) (x − 7)
5. (5x + 1) (x − 2) 6. 5(3x − 4y) 7. (c + e) (5 + d) 8. 5(x + 4) (x − 4)
9. −(x + 5) (x + 1) 10. (x + 4) (x − 3) 11. (m + 1) (n + 1) 12. (x + √7)(x − √7)
13. 4x(4x − 1) 14. 5(x + 10) (x + 2) 15. 3(3 − y) (x + 2) 16. (x − 4 + y) (x − 4 − y)

TOPIC 11 Quadratic expressions  461

17. 4(x2 + 2) 18. (g + h) (f + 2) 19. (x + √5) (x − √5) 20. 5(n + 1) (2m − 1)
21. (x + 5) (x + 1) 22. (x + 1) (x − 11) 23. (x + 2) (x − 2) 24. (a + b) (c − 5)
25. (y + 1) (x − 1) 26. (3x + 2) (x + 1) 27. 7(x + 2) (x − 2) 28. −4(x + 6) (x + 1)
29. (2 + r) (p − s) 30. 3(x + 3) (x − 3) 31. (u + v) (t − 3) 32. (x + √11)(x − √11)
33. (4x − 1) (3x − 1) 34. (x + 1) (x − 3) 35. (x + 6) (x − 2) 36. 4(x − 1) (x + 4)
37. 3(x + 2) (x + 8) 38. (3 + x) (7 − x) 39. 4(3 − x + 2y) (3 − x − 2y) 40. 3(y + x) (y − x)
41. 4(x + 2) 42. (3x − 4y) (x − 2y) 43. (x + 7) (x + 4) 44. (x + 2) (x − 5)
45. (2x + 3) (x + 3)
(x + 5) (x − 2) (x + 2) (x + 2) (x + 5) (x − 2) (x + 2) (x + 2) x+5
46. a. × b. × c.
(x + 2) (x − 2) (x − 4) (x + 2) (x + 2) (x − 2) (x − 4) (x + 2) x−4
x−1 x+1 18
47. a. b. c.
x−6 2x + 3 x(x − 5)
2x − 1 x+2 x−6
d. e. f.
x+4 x+5 x+3
4(b + 2) p(p + 7) 5(m + 2 + n)
g. h. i.
5 (p + 3) (p − 2) 2(2m − 5)
5(3d − 2) (d − 3 + 5e)
j.
4(d − 2) (4d + 3)
2
x 9
48. −
16 25
49. a. (x − 9 − y) (x − 9 + y) b. (2x + 3 − 4y) (2x + 3 + 4y)
50. x2 − a2; they are the same.
a. (x − 13) (x + 13) or (−x − 13) (−x + 13)
b. 36(b − 2c) (b + 2c) or 36(−b − 2c) (−b + 2c)
c. x2y2 (15x − 13y2) (15x + 13y2) or x2y2 (−15x − 13y2) (−15x + 13y2)
51. a. (x + y) (x − y + 3) b. (x + y) (7 + x − y) c. (1 − 2q) (5p + 1 + 2q)
1
52.
a2 + 2a + 4
53. (x + 6 − 2xy) (x + 6 + 2xy)
54. A fully factorised expression should be formed from products of terms and expressions.
55. a. 10 609 b. 3844 c. 99409 d. 1 024 144 e. 2809 f. 9604

Investigation | Rich task

Check with your teacher.

Exercise 11.7 Review questions

1. E 2. D 3. E 4. C
5. C 6. A 7. E 8. C
9. a. 3x2 − 12x b. −21x2 − 7x c. x2 − 6x − 7
d. 2x2 − 11x + 15 e. 12x2 − 23x + 5 f. 6x2 − 3x − 84
g. 2x3 + 15x2 − 8x − 105 h. 3x2 − 5x + 65 i. 5x2 + 12x − 3
10. a. x2 − 14x + 49 b. 4 − 4x + x2 c. 9x2 + 6x + 1
d. −18x2 + 24x − 8 e. −28x2 − 140x − 175 f. −160x2 + 400x − 250
g. x2 − 81 h. 9x2 − 1 i. 25 − 4x2
11. a. 2x(x − 4) b. −4x(x − 3) c. ax(3 − 2x)
d. (x + 1) (x + 2) e. 2(2x − 5) (4 − x) f. (x − 4) (x + 1)
12. a. (x + 4) (x − 4) b. (x + 5) (x − 5) c. 2(x + 6) (x − 6)
d. 3(x + 3y) (x − 3y) e. 4a(x + 2y) (x − 2y) f. (x − 1) (x − 7)
13. a. (x − y) (a + b) b. (x + y) (7 + a) c. (x + 2) (y + 5)
d. (1 + 2q) (mn − q) e. (5r + 1) (pq − r) f. (v − 1) (u + 9)
g. (a − b) (a + b + 5) h. (d − 2c) (d + 2c − 3) i. (1 + m) (3 − m)
14. a. (2x + 3 + y) (2x + 3 − y) b. (7a − 2 + 2b) (7a − 2 − 2b) c. (8s − 1 + √3t) (8s − 1 − √3t)

462  Maths Quest 10 Stage 5 NSW Australian curriculum

 15. a. (x + 9) (x + 1) b. (x − 9) (x − 2) c. (x − 7) (x + 3)
d. (x + 7) (x − 4) e. −(x − 3) 2 f. 3(x + 13) (x − 2)
g. −2(x − 5) (x + 1) h. −3(x − 6) (x − 2) i. (4x − 1) (2x + 1)
j. (3x − 1) (2x + 1) k. 4(2x + 3) (x − 1) l. 5(7x − 3) (3x + 1)
m. −2(3x − 5) (2x − 7) n. −3(3x − 1) (5x + 2) o. −30(2x + 3) (x + 3)
16. a. (x + 3 + 2√2)(x + 3 − 2√2) b. (x − 5 + 2√7)(x − 5 − 2√7) c. (x + 2 + √6)(x + 2 − √6)
d. (x − 5
2
+ 2 )(
√17
x − 5
2
− 2 )
√17
e. (x + 7
2
+ 2 )(
√53
x + 7
2
− 2 )
√53
f. 2(x + 92 + √85
2 )(
x+ 9
2 2 )
− √85
17. a. 3x (x − 4) b. (x + 3 + √7)(x + 3 − √7) c. (2x + 5) (2x − 5)
d. (2x + 5) (x + 2) e. (a + 2) (2x + 3) f. −3(x − 2) (x + 3)
2(x + 4) 7 (x − 2) (x − 1)
18. a. b. c.
5(x + 1) 8 x(x − 4)
19. a. (x + 2) 2 b. 32(x + 2) 2 c. 32x2 + 128x + 128 d. 32 768 cm3
20. a. 4r b. 2r + 2 c. 4πr2
d. (4r + 8r + 4)π
2
e. 4π(2r + 1) f. 28π m2
21. a. (x − 7) b. x − 7 cm c. 35 d. 1036 cm2
22. Division by zero in Step 5

TOPIC 11 Quadratic expressions  463

TOPIC 12
Quadratic equations [Stage 5.3]

12.1 Overview
Numerous videos and interactivities are embedded
just where you need them, at the point of learning, in
your learnON title at www.jacplus.com.au. They will
help you to learn the concepts covered in this topic.

12.1.1 Why learn this?

The Guggenheim Museum in Bilbao (Spain) is
­covered with thin metal plates like the scales of a
fish, each one designed and shaped by a computer.
This project required the solving of thousands of
non-linear equations. Parabolic shapes are widely
used by engineers and architects.

DISCUSSION
In Chinese culture, certain numbers have different meaning. For example, some numbers are lucky, and other
numbers are unlucky. Research the meaning of numbers in Chinese culture and present your research to your
class.

LEARNING SEQUENCE
12.1 Overview
12.2 [Stage 5.3] Solving quadratic equations algebraically
12.3 [Stage 5.3] The quadratic formula
12.4 [Stage 5.3] Solving quadratic equations graphically
12.5 [Stage 5.3] The discriminant
12.6 Review

LEARNING OUTCOMES
A student:
• uses and interprets formal definitions and generalisations when explaining solutions and/or conjectures MA5.3-1WM
• generalises mathematical ideas and techniques to analyse and solve problems efficiently MA5.3-2WM
• uses deductive reasoning in presenting arguments and formal proofs MA5.3-3WM
• solves quadratic equations MA5.3-7NA

CONTENT DESCRIPTIONS
Students:
Solve a wide range of quadratic equations derived from a variety of contexts (ACMNA269)
Source: NSW Syllabus for the Australian curriculum

RESOURCES — ONLINE ONLY

eLesson: The story of mathematics — The Chinese Golden Age of Mathematics (eles-1847)

TOPIC 12 Quadratic equations  465

Note: Your teacher may now set you a pre-test to determine how familiar you are with the content in this
topic.

12.2 Solving quadratic equations

algebraically [Stage 5.3]
12.2.1 Quadratic equations
•• The general form of a quadratic equation is ax2 + bx + c = 0.
•• To solve an equation means to find the value of the pronumeral(s) or variables that, when substituted,
will make the equation a true statement.

12.2.2 The Null Factor Law

•• The Null Factor Law states that if the product of two numbers is zero then one or both of the num-
bers must equal zero.
•• In other words, there are two solutions to the equation pq = 0; they are p = 0 and q = 0.
•• When solving quadratic equations by applying the Null Factor Law, it is best to write the equations
equal to zero.

DISCUSSION
Explain the Null Factor Law to a friend. When would you use it in a mathematical context?

WORKED EXAMPLE 1

Solve the equation (x − 7)(x + 11) = 0.

THINK WRITE
1 Write the equation and check that the right-hand side (x − 7)(x + 11) = 0
equals zero. (The product of the two numbers is zero.)
2 The left-hand side is factorised, so apply the Null x − 7 = 0 or x + 11 = 0
Factor Law.
3 Solve for x. x = 7     x = −11

WORKED EXAMPLE 2

Solve each of the following equations.

a x2 − 3x = 0 b 3x2 − 27 = 0 c x2 − 13x + 42 = 0 d 36x2 − 21x = 2
THINK WRITE
a 1 Write the equation. Check that the right-hand side a x2 − 3x = 0
equals zero.
2 Factorise by taking out the common factor of x2 and 3x, x(x − 3) = 0
which is x.
3 Apply the Null Factor Law. x = 0 or x − 3 = 0
4 Solve for x. x = 0     x = 3

466  Maths Quest 10 Stage 5 NSW Australian curriculum

 b 1 Write the equation. Check that the right-hand side b 3x2 − 27 = 0
equals zero.
2 Factorise by taking out the common factor of 3x2 and 3(x2 − 9) = 0
27, which is 3.
3 Factorise using the difference of two squares rule. 3(x2 − 32) = 0
3(x + 3)(x − 3) = 0
4 Apply the Null Factor Law. x + 3 = 0 or x − 3 = 0
5 Solve for x. x = − 3    x = 3
(Alternatively, x = ±3.)
c 1 Write the equation. Check that the right-hand side c x2 − 13x + 42 = 0
equals zero.
2 Factorise by finding a factor pair of 42 that adds to –13.
Factors of 42 Sum of factors
−6 and −7 −13
(x − 6)(x − 7) = 0
3 Use the Null Factor Law to write two linear equations. x − 6 = 0 or x − 7 = 0
4 Solve for x. x = 6     x = 7
d 1 Write the equation. Check that the right-hand side d 36x2 − 21x = 2
equals zero. (It does not.)
2 Rearrange the equation so the right-hand side of the 36x2 − 21x − 2 = 0
equation equals zero.
3 Recognise that the expression to factorise is a quadratic
Factors of −72 Sum of factors
trinomial.
3 and −24 −21
36x2 − 24x + 3x − 2 = 0
4 Factorise the expression. 12x(3x − 2) + (3x − 2) = 0
(3x − 2)(12x + 1) = 0
5 Use the Null Factor Law to write two linear equations. 3x − 2 = 0 or 12x + 1 = 0
3x = 2 12x = −1
6 Solve for x. x = 23      x = −12
1

12.2.3 Solving quadratic equations by completing the square

•• Sometimes it is necessary to complete the square in order to factorise a quadratic trinomial.
•• This is often necessary if the solutions are not rational numbers.

WORKED EXAMPLE 3

Find the solutions to the equation x2 + 2x − 4 = 0. Give exact answers.

THINK WRITE
1 Write the equation. x2 + 2x − 4 = 0

TOPIC 12 Quadratic equations  467

 2
2 Identify the coefficient of x, halve it and square the result. (12 × 2)

3 Add the result of step 2 to the equation, placing it after 2 2

x2 + 2x + (12 × 2) − 4 − (12 × 2) = 0
the x-term. To balance the equation, we need to subtract
the same amount as we have added. x2 + 2x + (1) 2 − 4 − (1) 2 = 0
x2 + 2x + 1 − 4 − 1 = 0
4 Insert brackets around the first three terms to group them (x2 + 2x + 1) − 5 = 0
and then simplify the remaining terms.
5 Factorise the first three terms to produce a perfect square. (x + 1) 2 − 5 = 0
6 Express as the difference of two squares and then (x + 1) 2 − (√5)2 = 0
factorise. (x + 1 + √5)(x + 1 − √5) = 0
7 Apply the Null Factor Law to find linear equations. x + 1 + √5 = 0 or x + 1 − √5 = 0
8 Solve for x. Keep the answer in surd form to provide an x = −1 − √5 or x = −1 + √5
exact answer. (Alternatively, x = −1 ± √5.)

12.2.4 Solving problems

•• There are many problems that can be modelled by a quadratic equation. You should first form the
quadratic equation that represents the situation before attempting to solve such problems.
•• Recall that worded problems should always be answered with a sentence.

WORKED EXAMPLE 4

When two consecutive numbers are multiplied together, the result is 20. Determine the numbers.
THINK WRITE
1 Define the unknowns. Let the first number = x and the Let the two numbers be x and (x + 1).
second number = x + 1.
2 Write an equation using the information given in the x(x + 1) = 20
question.
3 Transpose the equation so that the right-hand side equals x(x + 1) − 20 = 0
zero.
4 Expand to remove the brackets. x2 + x − 20 = 0
5 Factorise. (x + 5)(x − 4) = 0
6 Apply the Null Factor Law to solve for x. x + 5 = 0 or x − 4 = 0
x = −5 x=4
7 Use the answer to determine the second number. If x = − 5, x + 1 = − 4.
If x = 4, x + 1 = 5.
8 Check the solutions. Check:
4 × 5 = 20 −5 × −4 = 20
9 Answer the question in a sentence. The numbers are 4 and 5 or −5 and −4.

468  Maths Quest 10 Stage 5 NSW Australian curriculum

WORKED EXAMPLE 5

The height of a football after being kicked is

­determined by the formula h = −0.1d2 + 3d,
where d is the horizontal distance from the
player.
a How far away is the ball from the player when
it hits the ground?
b What horizontal distance has the ball ­travelled
when it first reaches a height of 20 m?

THINK WRITE
a 1 Write the formula. a h = −0.1d2 + 3d
2 The ball hits the ground when h = 0. Substitute −0.1d2 + 3d = 0
h = 0 into the formula.
3 Factorise. −0.1d2 + 3d = 0
d(−0.1d + 3) = 0
4 Apply the Null Factor Law and simplify. d = 0 or −0.1d + 3 = 0
−0.1d = −3
−3
d=
−0.1
d = 30
5 Interpret the solutions. d = 0 is the origin of the kick.
d = 30 is the distance from the
­origin that the ball has travelled when
it lands.
6 Answer the question in a sentence. The ball is 30 m from the player when
it hits the ground.
b 1 The height of the ball is 20 m, so, substitute b h = −0.1d2 + 3d
h = 20 into the formula. 20 = −0.1d2 + 3d
2 Transpose the equation so that zero is on the 0.1d2 − 3d + 20 = 0
right-hand side.
3 Multiply both sides of the equation by 10 to d2 − 30d + 200 = 0
remove the decimal from the coefficient.
4 Factorise. (d − 20)(d − 10) = 0
5 Apply the Null Factor Law. d − 20 = 0 or d − 10 = 0
6 Solve. d = 20     
d = 10

TOPIC 12 Quadratic equations  469

 RESOURCES — ONLINE ONLY

Interactivity: The Null Factor Law (int-6095)

eLesson: The Null Factor Law (eles-2312)
Digital doc: SkillSHEET Factorising by taking out the highest common factor (doc-5256)
Digital doc: SkillSHEET Finding a factor pair that adds to a given number (doc-5257)
Digital doc: SkillSHEET Simplifying surds (doc-5258)
Digital doc: SkillSHEET Substituting into quadratic equations (doc-5259)
Digital doc: SkillSHEET Equation of a vertical line (doc-5260)
Digital doc: WorkSHEET Solving quadratic equations (doc-5261)

Exercise 12.2 Solving quadratic equations algebraically

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–f, 2a–c, 3a–d, 4a–c, 5a–h, 1b–g, 2a–d, 3a–f, 4a–f, 5d–l, 6, 7, 1, 2, 3f–i, 4f–l, 5g–l, 6, 7, 8g–l,
6–8, 10, 14, 16, 19, 20, 22 8a–d, 9, 11, 14–16, 18, 20–22, 26 9f–i, 10d–i, 11d–i, 12–29

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE1 Solve each of the following equations.
a. (x + 7)(x − 9) = 0 b. (x − 3)(x + 2) = 0 c. (x − 2)(x − 3) = 0
d. x(x − 3) = 0 e. x(x − 1) = 0 f. x(x + 5) = 0
g. 2x(x − 3) = 0 h. 9x(x + 2) = 0 i. (x − 12)(x + 12) = 0
j. −(x + 1.2)(x + 0.5) = 0 k. 2(x − 0.1)(2x − 1.5) = 0 l. (x + √2)(x − √3) = 0
2. Solve each of the following equations
a. (2x − 1)(x − 1) = 0 b. (3x + 2)(x + 2) = 0 c. (4x − 1)(x − 7) = 0
d. (7x + 6)(2x − 3) = 0 e. (5x − 3)(3x − 2) = 0 f. (8x + 5)(3x − 2) = 0
g. x(x − 3)(2x − 1) = 0 h. x(2x − 1)(5x + 2) = 0 i. x(x + 3)(5x − 2) = 0
3. WE2a Solve each of the following equations.
a. x2 − 2x = 0 b. x2 + 5x = 0 c. x2 = 7x
d. 3x2 = − 2x e. 4x2 − 6x = 0 f. 6x2 − 2x = 0
g. 4x − 2√7x = 0
2 h. 3x2 + √3x = 0 i. 15x − 12x2 = 0
4. WE2b Solve each of the following equations.
a. x2 − 4 = 0 b. x2 − 25 = 0 c. 3x2 − 12 = 0
d. 4x2 − 196 = 0 e. 9x2 − 16 = 0 f. 4x2 − 25 = 0
1
g. 9x = 4
2 h. 36x2 = 9 i. x2 − 25 = 0
1 2
j. 36 x − 49 = 0 k. x2 − 5 = 0 l. 9x − 11 = 0
2

5. WE2c Solve each of the following equations. Verify the solutions by substituting them into the original
quadratic equations.
a. x2 − x − 6 = 0 b. x2 + 6x + 8 = 0 c. x2 − 6x − 7 = 0
d. x − 8x + 15 = 0
2 e. x − 2x + 1 = 0
2 f. x2 − 3x − 4 = 0
g. x2 − 10x + 25 = 0 h. x2 − 3x − 10 = 0 i. x2 − 8x + 12 = 0

470  Maths Quest 10 Stage 5 NSW Australian curriculum

 j. x2 − 4x − 21 = 0 k. x2 − x − 30 = 0 l. x2 − 7x + 12 = 0
m. x2 − 8x + 16 = 0 n. x2 + 10x + 25 = 0 o. x2 − 20x + 100 = 0
6. MC The solutions to the equation x + 9x − 10 = 0 are:
2

A. x = 1 and x = 10 B. x = 1 and x = − 10 C. x = − 1 and x = 10

D. x = − 1 and x = − 10 E. x = 1 and x = 9
7. MC The solutions to the equation x2 − 100 = 0 are:
A. x = 0 and x = 10 B. x = 0 and x = − 10 C. x = − 10 and x = 10
D. x = 0 and x = 100 E. x = − 100 and x = 100
8. WE2d Solve each of the following equations.
a. 2x2 − 5x = 3 b. 3x2 + x − 2 = 0 c. 5x2 + 9x = 2
d. 6x − 11x + 3 = 0
2
e. 14x − 11 x = 3
2
f. 12x2 − 7x + 1 = 0
g. 6x2 − 7x = 20 h. 12x2 + 37x + 28 = 0 i. 10x2 − x = 2
j. 6x − 25x + 24 = 0
2
k. 30x + 7x − 2 = 0
2
l. 3x2 − 21x = − 36
9. WE3 Find the solutions for each of the following equations. Give exact answers.
a. x2 − 4x + 2 = 0 b. x2 + 2x − 2 = 0 c. x2 + 6x − 1 = 0
d. x2 − 8x + 4 = 0 e. x2 − 10x + 1 = 0 f. x2 − 2x − 2 = 0
g. x + 2x − 5 = 0
2
h. x + 4x − 6 = 0
2
i. x2 + 4x − 11 = 0
10. Find the solutions for each of the following equations. Give exact answers.
a. x2 − 3x + 1 = 0 b. x2 + 5x − 1 = 0 c. x2 − 7x + 4 = 0
d. x2 − 5 = x e. x2 − 11x + 1 = 0 f. x2 + x = 1
g. x + 3x − 7 = 0
2
h. x − 3 = 5x
2
i. x2 − 9x + 4 = 0
11. Solve each of the following equations, rounding answers to 2 decimal places.
a. 2x2 + 4x − 6 = 0 b. 3x2 + 12x − 3 = 0 c. 5x2 − 10x − 15 = 0
d. 4x2 − 8x − 8 = 0 e. 2x2 − 6x + 2 = 0 f. 3x2 − 9x − 3 = 0
g. 5x − 15x − 25 = 0
2
h. 7x + 7x − 21 = 0
2
i. 4x2 + 8x − 2 = 0
12. WE4 When two consecutive numbers are multiplied, the result is 72. Find the numbers.
13. When two consecutive even numbers are multiplied, the result is 48. Find the numbers.
14. When a number is added to its square, the result is 90. Find the number.
15. Twice a number is added to three times its square. If the result is 16, find the number.
16. Five times a number is added to two times its square. If the result is 168, find
the number.
17. WE5 A soccer ball is kicked. The height, h, in metres, of the soccer ball
t seconds after it is kicked can be represented by the equation h = − t(t − 6) .
Find how long it takes for the soccer ball to hit the ground again.
18. The length of an Australian flag is twice its width and the diagonal
length is  45 cm.
a. If x cm is the width of the flag, find the length in terms of x.
b. Draw a diagram of the flag marking in the diagonal. Mark the length and the
width in terms of x.
c. Use Pythagoras’ theorem to write an equation relating the lengths of the sides to the length of the
diagonal.
d. Solve the equation to find the dimensions of the Australian flag. Round your answer to the
nearest cm.
19. If the length of a paddock is 2 m more than its width and the area is 48 m2, find the length and width
of the paddock.
20. Solve the following for x.
6 24 1
a. x + 5 = b. x = c. x =
x x− 5 x

TOPIC 12 Quadratic equations 471

Communicating, reasoning and problem solving
n(n + 1)
21. The sum of the first n numbers 1, 2, 3, 4 … n is given by the formula S = .
2
a. Use the formula to find the sum of the first 6 counting numbers.
b. How many numbers are added to give a sum of 153?
22. If these two rectangles have the same area, what is the value of x?
2x + 4 x+5

x+3
3x – 6

23. Henrietta is a pet rabbit who lives in an enclosure that is 2 m

wide and 4 m long. Her human family has decided to
purchase some more rabbits to keep her company, so the
size of the enclosure must be increased.
a. Draw a diagram of Henrietta’s enclosure, clearly marking
the lengths of the sides.
b. If the length and width of the enclosure are increased by
x m, find the new dimensions.
c. If the new area is to be 24 m2, write an equation relating
the sides and the area of the enclosure
(area = length × width) .
d. Use the equation to find the value of x and, hence, the
length of the sides of the new enclosure. Justify your
answer.
24. The cost per hour, C, in thousands of dollars of
running two cruise ships, Annabel and Betty,
travelling at a speed of s knots is given by the
following relationships.
CAnnabel = 0.3s2 + 4.2s + 12 and
CBetty = 0.4s2 + 3.6s + 8
a. Determine the cost per hour for each ship if they
are both travelling at 28 knots.
b. Find the speed in knots at which both ships must
travel for them to have the same cost.
c. Explain why only one of the solutions obtained
in your working for part b is valid.
25. Explain why the equation x2 + 4x + 10 = 0 has no real solutions.
26. Solve (x2 − x) 2 − 32(x2 − x) + 240 = 0 for x.
3z2 − 35
27. Solve − z = 0 for z.
16
28. What does the Null Factor Law mean?
29. A garden measuring 12 metres by 16 metres is to have a pedestrian pathway installed all around it,
increasing the total area to 285 square metres. What will be the width of the pathway?

16 m
12 m

472 Maths Quest 10 Stage 5 NSW Australian curriculum

12.3 The quadratic formula [Stage 5.3]
•• The method of solving quadratic equations by completing the square can be generalised to produce
what is called the quadratic formula.
•• The general equation ax2 + bx + c = 0 can be solved by completing the square. We will first follow
the steps involved in completing the square.

b c
1. Divide both sides of the equation by a. x2 + x + = 0
a a

x2 + x + ( ) − ( ) + = 0
b b 2 b 2 c
2. Complete the square.
a 2a 2a a

(x + )
b 2 b2 c
3. Factorise the first three terms as a − + =0
2a 4a 2 a
perfect square.

(x + 2a )
b 2 b2 − 4ac
4. Add the final two terms. − =0
4a2

(x + 2a ) − ( )
b 2 √b2 − 4ac 2
5. Write as the difference of two squares. =0
2a

( )( )
b √b2 − 4ac b √b2 − 4ac
6. Factorise using the difference of two x+ + x+ − =0
2a 2a 2a 2a
squares rule.
b √b2 − 4ac b √b2 − 4ac
7. Solve the two linear factors. x+ + = 0 or x + − =0
2a 2a 2a 2a
− b √b2 − 4ac − b √b2 − 4ac
x= + or x = −
2a 2a 2a 2a

− b ± √b2 − 4ac
•• The solution can be summarised as x = where a is the coefficient of x2, b is the
2a
coefficient of x and c is the constant or the term without an x.
•• The quadratic formula can be used to solve any quadratic equation.
•• If the value inside the square root sign is negative, then there are no solutions to the equation.

DISCUSSION
Is it possible to rearrange the quadratic formula to solve for a, b or c? Use the internet to help you find the
answer.

WORKED EXAMPLE 6

Use the quadratic formula to solve each of the following equations.

a 3x2 + 4x + 1 = 0 (exact answer)
b −3x2 − 6x − 1 = 0 (round to 2 decimal places)
THINK WRITE
a 1 Write the equation. a 3x2 + 4x + 1 = 0

2 Write the quadratic formula. − b ± √b2 − 4ac

x=
2a

TOPIC 12 Quadratic equations  473

 3 State the values for a, b and c. where a = 3, b = 4, c = 1

4 Substitute the values into the formula. − 4 ± √(4) 2 − (4 × 3 × 1)

x=
2× 3
5 Simplify and solve for x. − 4 ± √4
=
6
−4 ± 2
=
6
−4 ± 2 −4 − 2
x= or x =
6 6
6 Write the two solutions. x = −13     
x = −1

b 1 Write the equation. b − 3x2 − 6x − 1 = 0

2 Write the quadratic formula. − b ± √b2 − 4ac
x=
2a
3 State the values for a, b and c. where a = − 3, b = − 6, c = − 1
4 Substitute the values into the formula. −(−6) ± √36 − 4 × −3 × −1
x=
2 × −3
5 Simplify the fraction. 6 ± √24
=
−6
6 ± 2√6
=
−6
3 ± √6
=
−3
3 ± √6 3 − √6
x= or
−3 −3
6 Write the two solutions correct to 2 decimal places. x ≈ −1.82 or x ≈ −0.18

RESOURCES — ONLINE ONLY

Interactivity: The quadratic formula (int-2561)

eLesson: The quadratic formula (eles-2314)
Digital doc: SkillSHEET Substituting into the quadratic formula (doc-5262)

Exercise 12.3 The quadratic formula

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–d, 2a–f, 3a–f, 4–7, 8a–g, 9 1d–g, 2d–h, 3d–h, 4–7, 8d–i, 10, 1e–h, 2g–l, 3g–n, 4–7, 8i–o, 9–16
12, 13

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.

474  Maths Quest 10 Stage 5 NSW Australian curriculum

Understanding and fluency
1. State the values for a, b and c in each of the following equations of the form ax2 + bx + c = 0.
a. 3x2 − 4x + 1 = 0 b. 7x2 − 12x + 2 = 0
c. 8x2 − x − 3 = 0 d. x2 − 5x + 7 = 0
e. 5x − 5x − 1 = 0
2
f. 4x2 − 9x − 3 = 0
g. 12x2 − 29x + 103 = 0 h. 43x2 − 81x − 24 = 0
2. WE6a Use the quadratic formula to solve each of the following equations. Give exact answers.
a. x2 + 5x + 1 = 0 b. x2 + 3x − 1 = 0 c. x2 − 5x + 2 = 0
d. x − 4x − 9 = 0
2
e. x + 2x − 11 = 0
2
f. x2 − 7x + 1 = 0
g. x2 − 9x + 2 = 0 h. x2 − 6x − 3 = 0 i. x2 + 8x − 15 = 0
j. −x + x + 5 = 0
2
k. −x + 5x + 2 = 0
2
l. −x2 − 2x + 7 = 0
3. WE6b Use the quadratic formula to solve each of the following equations. Give approximate answers
rounded to 2 decimal places.
a. 3x2 − 4x − 3 = 0 b. 4x2 − x − 7 = 0 c. 2x2 + 7x − 5 = 0
d. 7x + x − 2 = 0
2
e. 5x − 8x + 1 = 0
2
f. 2x2 − 13x + 2 = 0
g. −3x2 + 2x + 7 = 0 h. −7x2 + x + 8 = 0 i. −12x2 + x + 9 = 0
j. −6x + 4x + 5 = 0
2 k. −11x − x + 1 = 0
2 l. −4x2 − x + 7 = 0
m. −2x2 + 12x − 1 = 0 n. −5x2 + x + 3 = 0
4. MC The solutions of the equation 3x2 − 7x − 2 = 0 are:
a. 1, 2 b. 1, −2 c. −0.257, 2.59
d. −0.772, 7.772 e. −1.544, 15.544
5. MC In the expansion of (6x − 5) (3x + 4), the coefficient of x is:
a. 18 b. −15 c. 9 d. 6 e. −2
6. MC In the expanded form of (x − 2) (x + 4), which of the following is incorrect?
a. The value of the constant is −8. b. The coefficient of the x term is −6.
c. The coefficient of the x term is 2. d. The coefficient of the x2 term is 1.
e. The expansion shows this to be a trinomial expression.
7. MC An exact solution to the equation x2 + 2x − 5 = 0 is:
2 + √−16 2 + √24
a. −3.449 b. −1 + √24 c. −1 + √6 d. e.
2 2
8. Solve each of the following equations using any suitable method. Round to 3 decimal places where
appropriate.
a. 2x2 − 7x + 3 = 0 b. x2 − 5x = 0 c. x2 − 2x − 3 = 0
d. x − 3x + 1 = 0
2
e. x − 7x + 2 = 0
2
f. x2 − 6x + 8 = 0
g. x2 − 5x + 8 = 0 h. x2 − 7x − 8 = 0 i. x2 + 2x − 9 = 0
j. 3x + 3x − 6 = 0
2
k. 2x + 11x − 21 = 0
2
l. 7x2 − 2x + 1 = 0
m. − x2 + 9x − 14 = 0 n. − 6x2 − x + 1 = 0 o. − 6x2 + x − 5 = 0
9. The surface area of a closed cylinder is given by the formula SA = 2πr(r + h), where r cm is the
radius of the can and h cm is the height. The height of a can of wood finish is 7 cm and its surface
area is 231 cm2.
a. Substitute values into the formula to form a quadratic equation using the pronumeral r.
b. Use the quadratic formula to solve the equation and, hence, find the radius of
x
the can correct to 1 decimal place.
c. Calculate the area of the curved surface of the can, correct to the nearest square
30 cm
centimetre.
10. To satisfy lighting requirements, a window must have an area of 1500 cm2.
a. Find an expression for the area of the window in terms of x. x
b. Write an equation so that the window satisfies the lighting requirements.
c. Use the quadratic formula to solve the equation and find x to the nearest mm.

TOPIC 12 Quadratic equations  475

Communicating, reasoning and problem solving
11. Two competitive neighbours build rectangular pools that cover the same area but are different shapes.
Pool A has a width of (x + 3) m and a length that is 3 m longer than its width. Pool B has a length
that is double the width of pool A. The width of pool B is 4 m shorter than its length.
a. Find the exact dimensions of each pool if their areas are the same.
b. Verify that the areas are the same.
c. Explain why one of the solutions to the quadratic equation generated to solve this problem may not
have been a possible solution to the problem.
12. A block of land is in the shape of a right-angled triangle with a perimeter of 150 m and a hypotenuse
of 65 m. Determine the lengths of the other two sides. Show your working.
13. Solve (x + ) − 14(x + ) = 72 for x.
1 2 1
x x
14. Triangle MNP is an isosceles triangle with sides MN = MP = 3 cm. Angle MPN is equal to 72°. The
line NQ bisects the angle MNP.
a. Prove that triangles MNP and NPQ are similar.
b. If NP = m cm and PQ = 3 − m, show that m2 + 3m − 9 = 0.
c. Solve the equation m2 + 3m − 9 = 0 and find the side length of NP, giving your answer correct to
2 decimal places.
M

3 cm

72°
N P

15. What kind of answer will you get if the value inside the square root sign in the quadratic formula
is zero?
16. The equation ax4 + bx2 + c = 0 can be solved by applying substitution and the rules used to solve
quadratics. For example, x4 − 5x2 + 4 = 0 is solved for x as follows.
Notice that x4 − 5x2 + 4 = (x2)2 − 5(x)2 + 4. Now let x2 = u and ­substitute.
(x2) 2 − 5(x)2 + 4 = u2 − 5u + 4.
Solve for u. That is,
u2 − 5u + 4 = 0
(u − 4) (u − 1) = 0
u − 4 = 0 or u − 1 = 0
u = 4 or   u = 1
Since x = u, that implies that
2

x2 = 4  or x2 = 1
x = ±2 or   x = ±1
Using this or another method, solve the following for x.
a. x4 − 13x2 + 36 = 0
b. 4x4 − 17x2 = −4

476  Maths Quest 10 Stage 5 NSW Australian curriculum

12.4 Solving quadratic equations
graphically [Stage 5.3]
12.4.1 The parabola y

•• The graph of y = ax2 + bx + c is in the shape of a parabola. y = ax2 + bx + c

•• The graph can be used to locate the solutions to quadratic
equations such as ax2 + bx + c = 0.
(0, c)

0 x

Solutions
to ax2 + bx + c = 0

DISCUSSION
Explain the meaning of finding the solutions of a quadratic equation with reference to the graph.

WORKED EXAMPLE 7

Determine the solutions of each of the following quadratic equations by inspecting their
­corresponding graphs. Give answers to 1 decimal place where appropriate.
a x2 + x − 2 = 0 b 2x2 + 4x − 5 = 0
THINK WRITE/DRAW
a 1 Examine the graph of y = + x − 2 and
x2 a y
3
locate the points where y = 0, that is, where 2
the graph intersects the x-axis. 1

–3 –2 –1–101 2 3 x
–2 y = x + x – 2
2

–3

2 The graph cuts the x-axis (y = 0) at x = 1 x2 + x − 2 = 0

and x = −2. Write the solutions. From the graph, the solutions are x = 1 and
x = − 2.
b 1 The graph of y = 2x2 − 4x − 5 is equal to b y
6
zero when y = 0. 4
Look at the graph to see where y = 0, that 2
is, where it intersects the x-axis. By sight,
–3 –2 –1–20 1 2 3x
we can only give estimates of the solutions.
–4
–6
–8

2 The graph cuts the x-axis at approximately 2x2 − 4x − 5 = 0

x = −0.9 and approximately x = 2.9. Write From the graph, the solutions are x ≈ −0.9
the solutions. and x ≈ 2.9.

TOPIC 12 Quadratic equations  477

12.4.2 Quadratic equations with only one solution
•• Some quadratic equations have only one solution. For example, the y
graph of y = x2 − 4x + 4 has only one solution at x = 2. That is, y = x2 – 4x + 4
the  graph of y = x2 − 4x + 4 touches the x-axis at one point only at 5
x = 2.

12.4.3 Quadratic equations with no solutions –2 0 2 4 x

•• There are also quadratic equations that have no real solutions. For
y
example, the graph of y = 3x2 − 4x + 4 does not intersect the x-axis and so
3x2 − 4x + 4 = 0 has no real solutions (that is, no solutions that are real 10
numbers).
5
12.4.4 Confirming solutions
•• It is possible to confirm the solutions obtained by sight. This is achieved by y = 3x2 – 4x + 4
substituting the solution or solutions into the original quadratic equation, and 0 x
–2 2
determining whether they make a true statement.

WORKED EXAMPLE 8

Confirm, by substitution, the solutions obtained in Worked example 7.

x2 + x − 2 = 0; solutions: x = 1 and x = −2
THINK WRITE
1 Write the left-hand side of the equation and When x = 1,
substitute x = 1 into the expression. LHS: x2 + x − 2 = 12 + 1 − 2
=0
2 Write the right-hand side. RHS: = 0
3 Confirm the solution. LHS = RHS ⇒ Solution is confirmed.
4 Write the left-hand side and substitute x = − 2. When x = − 2,
LHS: x2 + x − 2 = (−2) 2 + −2 − 2
5 Write the right-hand side. = 4− 2− 2
= 0
RHS: = 0
6 Confirm. LHS = RHS ⇒ Solution is confirmed.

WORKED EXAMPLE 9

A golf ball hit along a fairway follows the path shown in the following graph. The height,
1
h metres after it has travelled x metres horizontally, follows the rule h = −270 (x2 − 180x).
Use the graph to find how far the ball landed from the golfer.

1
h h = – –––
270
(x2 – 180x)
30

20

10

  0 90 180 x

478  Maths Quest 10 Stage 5 NSW Australian curriculum

 THINK WRITE
On the graph, the ground is represented by the The golf ball lands 180 m from the golfer.
x-axis since this is where h = 0.
The golf ball lands when the graph intersects the
x-axis.

RESOURCES — ONLINE ONLY

Interactivity: Solving quadratic equations graphically (int-6148)

Exercise 12.4 Solving quadratic equations graphically

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–d, 2–4, 7 1c–h, 2–5, 7 1e–j, 2–9

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE7 Determine the solutions of each of the following quadratic equations by inspecting the corre-
sponding graphs. Give answers correct to 1 decimal place where appropriate.
a. x2 − x − 6 = 0 b. x2 − 11x + 10 = 0
y y
8
8
4
x
–2 0 2 4 6 8 10 12
–6 –4 –2 0 2 4 6 x –8
–4
–16
–8 y = x – x – 6
2
–24 y = x2 – 11x + 10
c. − x2 + 25 = 0 d. 2x2 − 8x + 8 = 0
y y
y = –x2 + 25 y = 2x2 – 8x + 8
30 20
20 10
10
–1 0 1 2 3 4 5 x
x –10
–6 –4 –2 0 2 4 6
–10 –20

e. x2 − 3x − 4 = 0 f. x2 − 3x − 6 = 0
y y = x2 – 3x – 4 y y = x2 – 3x – 6
10 10
5 5

–1 0 1 2 3 4 5 x –1 0 1 2 3 4 5 x
–5 –5
–10 –10

TOPIC 12 Quadratic equations  479

 g. x2 + 15x − 250 = 0 h. − x2 = 0
y y

200 5 y = –x2
0
100 x
–5 5
–5
–30 –20 –10 0 10 x
–100 –10
–200
–300
–400
y = x2 + 15x – 250
i. x2 + x − 3 = 0 j. 2x2 + x − 3 = 0
y y
4 4
2 2
x x
–6 –4 –2 0 2 4 6 8 –2 –1–20 1 2 3 4
–2
–4 y = x + x – 3 –4 y = 2x2 + x – 3
2

2. WE8 Confirm, by substitution, the solutions obtained in question 1. h h = – –––

200 (x – 150x)
1 2

3. WE9 A golf ball hit along a fairway follows the path shown in the graph. 28
The height, h metres after it has travelled x metres horizontally, follows
1
the rule h = − 200 (x2 − 150x). Use the graph to find how far the ball
lands from the golfer. 0 x
75 150
4. A ball is thrown upwards from a building and follows the path shown in
h h = –x2 + 4x + 21
the graph until it lands on the ground. 25
The ball is h metres above the ground when it is a horizontal distance of x metres 21
from the building. The path of the ball follows the rule h = − x2 + 4x + 21. Use
the graph to find how far from the building the ball lands.
Communicating, reasoning and problem solving
5. a. The x-intercepts of a particular equation are x = 2 and x = 5. Suggest a
possible equation. 0 2 7 x
b. If the y-intercept in part a is (0, 4), give the exact equation.
6. a. The x-intercepts of a particular equation are x = p, q. Suggest a possible equation.
b. If the y-intercept in part a is (0, r), give the exact equation.
7. A platform diver follows a path determined by the equation h = − 0.5d2 + 2d + 6, where h represents
the height of the diver above the water and d represents the distance from the diving board. Both
pronumerals are measured in metres.
Use the graph to determine:
a. how far the diver landed from the edge of the diving board
b. how high the diving board is above the water.

480  Maths Quest 10 Stage 5 NSW Australian curriculum

8. Find the equation of the given parabola. Give your answer in the form y = ax2 + bx + c.
y
20

10

0 x
–1 1 2 3 4 5 6
–10

–20

–30

–40

9. What does ‘the solution of a graph’ mean?

12.5 The discriminant [Stage 5.3]

12.5.1 Definition of the discriminant
•• Where ax2 + bx + c = 0, the expression Δ = b2 − 4ac is known as the discriminant.
Discriminant
Δ = b2 − 4ac
•• The symbol used for the discriminant, Δ, is the Greek capital letter delta.
•• The discriminant is found in the quadratic formula, as shown below.
− b ± √b2 − 4ac − b ± √Δ
x= =
2a 2a
•• The discriminant is the value that determines the number of solutions to the quadratic equation.
–– If Δ < 0, there are no real solutions to the quadratic equation.
–– If Δ = 0, there is only one solution to the quadratic equation.
–– If Δ > 0, there are two solutions to the quadratic equation.

WORKED EXAMPLE 10

Calculate the value of the discriminant for each of the following and use it to determine how
many solutions the equation will have.
a 2x2 + 9x − 5 = 0 b x2 + 10 = 0
THINK WRITE
a 1 Write the expression and determine the values of a 2x2 + 9x − 5 = 0
a, b and c given ax2 + bx + c = 0. 2x2 + 9x + −5 = 0
a = 2, b = 9, c = −5
2 Write the formula for the discriminant and Δ = b2 − 4ac
substitute values of a, b and c. = 92 − 4 × 2 × −5
3 Simplify the equation and solve. = 81 − −40
= 121

TOPIC 12 Quadratic equations  481

 4 State the number of solutions. In this case Δ > 0, Δ> 0
which means there are two solutions. There will be two solutions to the equation
2x2 + 9x − 5 = 0.
b 1 Write the expression and determine the values of b x2 + 10 = 0
a, b and c given ax2 + bx + c = 0. 1x + 0x + 10 = 0
2

a = 1, b = 0, c = 10
2 Write the formula for the discriminant and Δ= b2 − 4ac
substitute the values of a, b and c. = (0) 2 − 4 × 1 × 10
= 0 − 40
= −40
3 State the number of solutions. In this case Δ < 0, Δ < 0, so there will be no solutions to the
which means there are no solutions. equation x2 + 10 = 0.

12.5.2 Types of solutions

•• The table below summarises the types of solutions indicated by the discriminant.

Δ > 0 (positive)
Perfect Not a perfect
Δ < 0 (negative) Δ = 0 (zero) square square
Number of No real solutions 1 rational solution 2 rational 2 irrational (surd)
solutions ­solutions solutions
Description Graph does not Graph touches the Graph intersects the x-axis twice
cross or touch the x-axis
x-axis
Graph y y y

a
x

x x
–a b

WORKED EXAMPLE 11

By using the discriminant, determine whether the following equations have:

i two rational solutions
ii two irrational solutions
iii one rational solution (two equal solutions)
iv no real solutions.
a x2 − 9x − 10 = 0 b x2 − 2x − 14 = 0
c x2 − 2x + 14 = 0 d x2 − 14x = −49
THINK WRITE

a 1 Write the equation. a x2 − 9x − 10 = 0

2 Identify the coefficients a, b and c. a = 1, b = − 9, c = − 10

482  Maths Quest 10 Stage 5 NSW Australian curriculum

 3 Find the discriminant. Δ = b2 − 4ac
= (−9) 2 − (4 × 1 × −10)
= 121
4 Identify the number and type of solutions when The equation has two rational
Δ > 0 and is a perfect square. solutions.
b 1 Write the equation. b x2 − 2x − 14 = 0
2 Identify the coefficients a, b and c. a = 1, b = − 2, c = − 14
3 Find the discriminant. Δ = b2 − 4ac
= (−2) 2 − 4 × 1 × −14
= 60
4 Identify the number and type of solutions when The equation has two irrational ­
Δ > 0 but not a perfect square. solutions.
c 1 Write the equation. c x2 − 2x + 14 = 0
2 Identify the coefficients a, b and c. a = 1, b = − 2, c = 14
3 Find the discriminant. Δ = b2 − 4ac
= (−2) 2 − (4 × 1 × 14)
= −52
4 Identify the number and type of solutions The equation has no real solutions.
when Δ < 0.
d 1 Write the equation, then rewrite it so the right d x2 + 14x = −49
side equals zero. x2 + 14x + 49 = 0
2 Identify the coefficients a, b and c. a = 1, b = 14, c = 49
3 Find the discriminant. Δ = b2 − 4ac
= 142 − (4 × 1 × 49)
=0
4 Identify the number and types of solutions The equation has 1 rational solution.
when Δ = 0.

12.5.3 Using the discriminant to determine if graphs intersect

•• The discriminant can be used to determine the number of points of intersection between graphs.

WORKED EXAMPLE 12

Determine whether the parabola y = x2 − 2 and the line y = x − 3 intersect.

THINK WRITE
1 If the parabola and the line intersect, there will be y1 = x2 − 2
at least one solution to the simultaneous equations. y2 = x−3
Let y1 = y2. y1 = y2
x2 − 2 = x−3
2 Collect all terms on one side and simplify. x2 − 2 − x + 3 = x − 3 − x + 3
x2 − 2 − x + 3 = 0
x2 − x + 1 = 0

TOPIC 12 Quadratic equations  483

 3 Use the discriminant to check if any solutions exist. Δ = b2 − 4ac
If Δ < 0, then no solutions exist. a = 1, b = −1
Δ = (−1) 2 − 4(1)(1)
=1−4
= −3
Δ < 0 ∴ no solutions exist
4 Answer the question. The parabola and the line do not intersect.

RESOURCES — ONLINE ONLY

Interactivity: The discriminant (int-2560)

Interactivity: Simultaneous quadratic equations (int-2784)
eLesson: The discriminant (eles-1946)
Digital doc: WorkSHEET Using the discriminant (doc-13854)

Exercise 12.5 The discriminant

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–f, 2a–f, 3, 4, 6–8, 10, 13, 15 1e–j, 2d–i, 3, 5–9, 11, 12, 14, 1h–n, 2f–l, 3, 5–19
15, 17

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE10 Calculate the value of the discriminant for each of the following and use it to determine how
many solutions the equation will have.
a. 6x2 + 13x − 5 = 0 b. x2 + 9x − 90 = 0 c. x2 + 4x − 2 = 0
d. 36x − 1 = 0
2
e. x + 2x + 8 = 0
2
f. x2 − 5x − 14 = 0
g. 36x2 + 24x + 4 = 0 h. x2 − 19x + 88 = 0 i. x2 − 10x + 17 = 0
j. 30x + 17x − 21 = 0
2
k. x + 16x + 62 = 0
2
l. 9x2 − 36x + 36 = 0
m. 2x2 − 16x = 0 n. x2 − 64 = 0
2. WE11 By using the discriminant, determine whether the equations below have:
i. two rational solutions ii. two irrational solutions
iii. one rational solution (two equal solutions) iv. no real solutions.
a. x2 − 3x + 5 b. 4x2 − 20x + 25 = 0 c. x2 + 9x − 22 = 0
d. 9x + 12x + 4
2
e. x + 3x − 7 = 0
2
f. 25x2 − 10x + 1 = 0
g. 3x2 − 2x − 4 = 0 h. 2x2 − 5x + 4 = 0 i. x2 − 10x + 26 = 0
j. 3x + 5x − 7 = 0
2
k. 2x + 7x − 10 = 0
2
l. x2 − 11x + 30 = 0
3. WE12 Determine whether the following graphs intersect.
a. y = − x2 + 3x + 4 and y = x − 4 b. y = − x2 + 3x + 4 and y = 2x + 5
c. y = − (x + 1) 2 + 3 and y = − 4x − 1 d. y = (x − 1) 2 + 5 and y = − 4x − 1

484  Maths Quest 10 Stage 5 NSW Australian curriculum

 4. Consider the equation 3x2 + 2x + 7 = 0.
a. What are the values of a, b and c?
b. What is the value of b2 − 4ac?
c. How many real solutions, and hence x-intercepts, are there for this equation?
5. Consider the equation − 6x2 + x + 3 = 0.
a. What are the values of a, b and c?
b. What is the value of b2 − 4ac?
c. How many real solutions, and hence x-intercepts, are there for this equation?
d. With the information gained from the discriminant, use the most efficient method to solve the
equation. Give an exact answer.
6. MC The discriminant of the equation x2 − 4x − 5 = 0 is:
a. 36 b. 11 c. 4 d. 0 e. − 4
7. MC Which of the following quadratic equations has two irrational solutions?
a. x2 − 8x + 16 = 0 b. 2x2 − 7x = 0 c. x2 + 8x + 9 = 0
d. x − 4 = 0
2
e. x − 6x + 15 = 0
2

8. MC The equation x = 2x − 3 has:

2

a. two rational solutions b. exactly one solution

c. no solutions d. two irrational solutions
e. one rational and one irrational solution
9. Find the value of k if x2 − 2x − k = 0 has one solution.
10. Find the value of m for which mx2 − 6x + 5 = 0 has one solution.
11. Find the values of n when x2 − 3x − n = 0 has two solutions.
12. Show that 3x2 + px − 2 = 0 will have real solutions for all values of p.
13. The path of a dolphin as it leaps out of the water can be modelled by the equation h = − 0.4d2 + d,
where h is the dolphin’s height above water and d is the ­horizontal distance from its starting point.
Both h and d are in metres.
a. How high above the water is the dolphin when it has travelled 2 m horizontally from its
­starting point?
b. What horizontal distance has the dolphin covered when it first reaches a height of 25 cm?
c. What horizontal distance has the dolphin covered when it next reaches a height of 25 cm?
Explain your answer.

d. What horizontal distance does the dolphin cover in one leap? (Hint: What is the value of h when the
dolphin has completed its leap?)

TOPIC 12 Quadratic equations  485

 e. During a leap, can this dolphin reach a height of:
i. 0.5 m
ii. 1 m?
How can you determine this without actually solving the equation?
f. Find the greatest height the dolphin reaches during a leap.
14. The parabolas y = x2 − 4 and y = 4 − x2 intersect in two places. Find the coordinates of their points
of intersection.
Communicating, reasoning and problem solving
 or what values of a will the straight line y = ax + 1 have one intersection with the parabola
15. a.  F
y = −x2 − x − 8?
b. For what values of b will the straight line y = 2x + b not intersect the parabola y = x2 + 3x − 5?
16. a. Find how many points of intersection exist between the parabola y = −2(x + 1) 2 − 5,
where y = f(x), x ∈ R, and the straight line y = mx − 7, where y = f(x), x ∈ R.
b. Find m (m < 0) such that y = mx − 7 has one intersection point with y = −m(x + 1) 2 − 5.
17. The parabola with the general equation y = ax2 + bx + 9 where 0 < a < 10 and 0 < b < 20
touches the x-axis at one point only. The graph passes through the point (1, 25). Find the values of
a and b.
18. The line with equation kx + y = 3 is a tangent to the curve with equation y = kx2 + kx − 1.
Find the value of k.
19. What does the discriminant tell us?

12.6 Review
Investigation | Rich task
Weaving
Many articles of clothing are sewn from materials
that show designs and patterns made by weaving
together threads of different colours. Intricate and
complex designs can result. Let’s investigate some
very simple repetitive-type patterns. Knowledge of
quadratic equations and the quadratic formula is
helpful in creating these designs.
We need to understand the process of weaving.
Weaving machines have parts called warps. Each
warp is divided into a number of blocks. Consider
a pattern that is made up of a series of blocks,
where the first block is all one colour except for
the last thread, which is a different colour. Let’s
say our pattern is red and blue. The first block
contains all red threads, except for the last one,
which is blue. The next block has all red threads,
except for the last two threads, which are blue. The pattern continues in this manner. The last block
has the first thread as red and the remainder as blue. The warp consists of a particular number of
threads; let’s say 42 threads. How many blocks and how many threads per block would be necessary
to create a pattern of this type?

486  Maths Quest 10 Stage 5 NSW Australian curriculum

 To produce this pattern, we need to divide the warp into Block 1
equally sized blocks, if possible. What size block and how
many threads per block would give us the 42-thread warp?
Block 2
We will need to look for a mathematical pattern. Look at
the table, where we consider the smallest block consisting
of 2 threads through to a block consisting of 7 threads. Block n

Number of Total threads in

Pattern threads per block Number of blocks warp
RB 2 1 2
RRB RBB 3 2 6
RRRB RRBB RBBB 4
5
6
7
1. Complete the entries in the table.
2. Consider a block consisting of n threads.
a. How many blocks would be needed?
b. What would be the total number of threads in the warp?
The 42-thread warp was chosen as a simple example to show the
procedure involved in determining the number of blocks required
and the number of threads per block. In this particular case, 6 blocks
of 7 threads per block would give us our design for a 42-thread warp. In practice, you would
not approach the problem by drawing up a table to determine the number of blocks and the
size of each block.
3. Take your expression from question 2b and let it equal 42. This should form a quadratic equation.
Solve this equation to verify that you would need 6 blocks with 7 threads per block to fulfil the
size of a 42-thread warp.
4. In reality, the size of each block is not always clearly defined. Also, the thread warp sizes are
generally much larger, say, about 250. Let’s determine the number of threads per block and the
number of blocks required for a 250-thread warp.
a. Form your quadratic equation with the thread warp size equal to 250.
b. A solution to this equation can be found using the quadratic formula. Use the quadratic formula
to determine a solution.
c. The number of threads per block is represented by n, and this obviously must be a whole num-
ber. Round your solution down to the nearest whole number.
d. How many whole blocks are needed?
e. Use your solutions to c and d to determine the total number of threads used for the pattern.
f. How many more threads do you need to make the warp size equal to 250 threads?
g. Distribute these threads by including them at the beginning of the first block and the end of the
last block. Describe your overall pattern.
5. Investigate the number of blocks required and threads per block required for a 400-thread warp.
6. Investigate changing the pattern. Let the first block be all red. In the next block change the colour
of the first and last threads to blue. With each progressive block, change the colour of an extra
thread at the top and bottom to blue until the last block is all blue. On a separate sheet of paper,
draw a table to determine the thread warp size for a block size of n threads. Draw the pattern and
describe the result for a particular warp size.

TOPIC 12 Quadratic equations  487

 RESOURCES — ONLINE ONLY

Digital doc: Investigation — Weaving (doc-15930)

Digital doc: Code puzzle — Aussie fact (doc-15931)
Digital doc: Summary Topic 12 (doc-22910)
Interactivity: Word search Topic 12 (int-2847)
Interactivity: Crossword Topic 12 (int-2848)
Interactivity: Sudoku Topic 12 (int-3595)

Exercise 12.6 Review questions

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. MC The solutions to the equation x2 + 10x − 11 = 0 are:
a. x = 1 and x = 11
b. x = 1 and x = − 11
c. x = − 1 and x = 11
d. x = − 1 and x = − 11
e. x = 1 and x = 10
2. MC The solutions to the equation − 5x2 + x + 3 = 0 are:
3
a. x = 1 and x = b. x = − 0.68 and x = 0.88
5

c. x = 3 and x = − 5 d. x = 0.68 and x = − 0.88

3
e. x = 1 and x = −
5

3. MC The discriminant of the equation x2 − 11x + 30 = 0 is:

a. 1 b. 241 c. 91 d. 19 e. − 11
4. MC Which of the following quadratic equations has two irrational solutions?
a. x2 − 6x + 9 = 0 b. 4x2 − 11x = 0
c. x − 25 = 0
2 d. x2 + 8x + 2 = 0
e. x2 − 4x + 10 = 0
5. The area of a pool is (6x2 + 11x + 4) m2. Find the length of the rectangular pool if its width
is (2x + 1) m.
6. Solve each of the following quadratic equations by first factorising the left-hand side of the equation.
a. x2 + 8x + 15 = 0 b. x2 + 7x + 6 = 0 c. x2 + 11x + 24 = 0
d. x + 4x − 12 = 0
2
e. x − 3x − 10 = 0
2
f. x2 + 3x − 28 = 0
g. x2 − 4x + 3 = 0 h. x2 − 11x + 30 = 0 i. x2 − 2x − 35 = 0
7. Solve each of the following quadratic equations.
a. 2x2 + 16x + 24 = 0 b. 3x2 + 9x + 6 = 0 c. 4x2 + 10x − 6 = 0
d. 5x + 25x − 70 = 0
2
e. 2x − 7x − 4 = 0
2
f. 6x2 − 8x − 8 = 0
g. 2x2 − 6x + 4 = 0 h. 6x2 − 25x + 25 = 0 i. 2x2 + 13x − 7 = 0
8. Solve each of the following by completing the square. Give an exact answer for each one.
a. x2 + 8x − 1 = 0 b. 3x2 + 6x − 15 = 0 c. − 4x2 − 3x + 1 = 0
9. Ten times an integer is added to seven times its square. If the result is 152, what was the ­original
number?
10. Solve each of the following by using the quadratic formula, rounding your answers to 3 decimal
places.
a. 4x2 − 2x − 3 = 0 b. 7x2 + 4x − 1 = 0 c. − 8x2 − x + 2 = 0

488  Maths Quest 10 Stage 5 NSW Australian curriculum

11. Solve each of the following equations, rounding your answers to 3 decimal places.
a. 18x2 − 2x − 7 = 0 b. 29x2 − 105x − 24 = 0 c. − 5x2 + 2 = 0
12. The graph of y = x2 − 4x − 21 is shown.
y = x2 – 4x – 21
y

–4 –2 0 2 4 6 x
5
10

–21
(2, –25)

Use the graph to find the solutions to the quadratic equation x2 − 4x − 21 = 0.

13. Determine the roots of the quadratic graph shown.
y = –2x2 – 4x + 6
y
10
5

–6 –4 –2 0 2 4 6 x
–5
–10

14. Identify whether each of the equations below has no real solutions, one solution or two solutions.
State whether the solutions are rational or irrational.
a. x2 + 11x + 9 = 0 b. 3x2 + 2x − 5 = 0 c. x2 − 3x + 4 = 0
15. Solve the following pairs of simultaneous equations.
a. y = x2 + 4x − 10 b. y = x2 − 7x + 20 c. y = x2 + 7x + 11
y = 6 − 2x y = 3x − 5 y= x
16. For each of the following pairs of equations:
i. solve the pair simultaneously to find the points of intersection
ii. illustrate the solution (or lack of solution) using a sketch graph.
a. y = x2 + 6x + 5 and y = 11x − 1 b. y = x2 + 5x − 6 and y = 8x − 8
c. y = x2 + 9x + 14 and y = 3x + 5 d. y = x2 − 7x + 10 and y = −11x + 6
e. y = −x + 14x − 48 and y = 13x − 54
2 f. y = −x2 + 4x + 12 and y = 9x + 16
Communicating, reasoning and problem solving
17. When a number is added to its square, the result is 56. Determine the number.
18. Leroy measures his bedroom and finds that its length is 3 metres more than its width. If the area of the
bedroom is 18 m2, calculate the length and width of the room.
19. The surface area of a cylinder is given by the formula SA = 2πr(r + h), where r cm is the radius of the
cylinder and h cm is the height. The height of a can of soft drink is 10 cm and its surface area is 245 cm2.
a. Substitute values into the formula to form a quadratic equation using the pronumeral r.
b. Use the quadratic formula to solve the equation and, hence, find the radius of the can. Round your
answer to 1 decimal place.
c. Calculate the area of the label on the can. The label covers the entire curved surface. Round the
answer to the nearest square centimetre.
20. Find the value of d when 2x2 − 5x − d = 0 has one solution.
21. For what values of k does (k − 1) x2 − (k − 1) x + 2 = 0 have two distinct solutions?
22. Let m and n be the solutions to the quadratic equation x2 − 2√5x − 2 = 0. Determine the value
of m2 + n2.

TOPIC 12 Quadratic equations  489

23. A minimum of 2 points are required to determine the graph of a line; however, a minimum of 3 points
are required to determine the shape of a parabola. The general equation of a parabola is
y = ax2 + bx + c, where a, b and c are the constants to be determined.
a. Determine the equation of the parabola that has a y-intercept of (0, –2) and passes though the points
(1, –5) and (–2, 16).
b. Determine the equation of a parabola that goes through the points (0, 0), (2, 2) and (5, 5). Show full
working to justify your answer.
24. When the radius of a circle increases by 6 cm, its area increases by 25%. Use the quadratic formula to
find the exact radius of the original circle.
25. A football player received a hand pass and ran directly towards goal. y
7
Right on the 50-metre line, he kicked the ball and scored a goal.
6
The graph at right represents the path of the ball. Using the graph, 5

Height (m)
answer the following questions. 4
a. At what height from the ground was the ball when it was kicked? 3
b. What was the greatest height the ball reached? 2
c. How long was the kick? 1
d. If there were defenders in the goal square, would it have been possible 0 10 20 30 40 50 60 70 x
for one of them to mark the ball right on the goal line to prevent a Distance (m)
goal? Explain your answer. (Hint: What was the height of the ball
when it crossed the goal line?)
e. As the footballer kicked the ball, a defender rushed at him to try to smother the kick. If the defender
can reach a height of 3 m when he jumps, how close to the player kicking the ball must he be to just
touch the football as it passes over his outstretched hands?
− b ± √b2 − 4ac
26. The quadratic formula is x = .
2a
2c
An alternative form of the quadratic formula is x = .
− b ± √b2 − 4ac
Choose a quadratic equation and show that the two formulas give the same answers.

490  Maths Quest 10 Stage 5 NSW Australian curriculum

Answers
Topic 12 Quadratic equations
Exercise 12.2 Solving quadratic equations algebraically
1. a. −7, 9 b. −2, 3 c. 2, 3 d. 0, 3 e. 0, 1
f. −5, 0 g. 0, 3 h. −2, 0 i. −12, 12 j. −1.2, −0.5
k. 0.1, 0.75 l. −√2, √3
2. a. 12, 1 b. −2, −23 c. 14, 7 d. −67, 112 e. 35, 23
f. −58, 23 g. 0, 12, 3 h. 0, 12, −25 i. 0, −3, 25
3. a. 0, 2 b. −5, 0 c. 0, 7 d. −23, 0 e. 0, 112
f. 0, 13 g. 0, √7
2
h. −√3
3
,0 i. 0, 114
4. a. −2, 2 b. −5, 5 c. −2, 2 d. −7, 7 e. −113, 113
f. −2 12, 212 g. −23, 23 h. −12, 12 i. −15, 15 j. −4, 4
k. −√5, √5 l. −√11
3
, √11
3
5. a. −2, 3 b. −4, −2 c. −1, 7 d. 3, 5 e. 1
f. −1, 4 g. 5 h. −2, 5 i. 2, 6 j. −3, 7
k. −5, 6 l. 3, 4 m. 4 n. −5 o. 10
6. B
7. C
8. a. −12, 3 b. 23, −1 c. −2, 15 d. 13, 112 3
e. −14 ,1
f. 14, 13 g. −113, 212 h. −134, −113 i. −25, 12 j. 112, 223
k. −25, 16 l. 3, 4
9. a. 2 + √2, 2 − √2 b. −1 + √3, −1 − √3 c. −3 + √10, −3 − √10
d. 4 + 2√3, 4 − 2√3 e. 5 + 2√6, 5 − 2√6 f. 1 + √3, 1 − √3
g. −1 + √6, −1 − √6 h. −2 + √10, −2 − √10 i. −2 + √15, −2 − √15
√5 3 √5 √ 29 √ 29 √33 7 √33
1 0. a. 32 + ,
2 2
− 2
b. −52 + 2
, −52 − 2
c. 72 + 2
, 2 − 2
√21 1 √21 √117 11 √117
d. 12 + 2
, 2 − 2
e. 11
2
+ 2
, 2 − 2
f. −12 + √25, −12 − √25
√37 5 √37 √65 9 √65
g. −32 + √ 237, −32 − √ 237 h. 52 + 2
, 2 − 2
i. 92 + 2
, 2 − 2
11. a. − 3, 1 b. − 4.24, 0.24 c. − 1, 3 d. − 0.73, 2.73 e. 0.38, 2.62
f. − 0.30, 3.30 g. − 1.19, 4.19 h. − 2.30, 1.30 i. − 2.22, 0.22
12. 8 and 9 or − 8 and − 9
13. 6 and 8, − 6 and − 8
14. 9 or − 10
15. 2 or −223
16. 8 or −1012
17. 6 seconds
18. a. l = 2x
b.
cm
45 x cm

2x cm
c. x2 + (2x) 2 = 452, 5x2 = 2025
d. Length 40 cm, width 20 cm
19. 8 m, 6 m
20. a. −6, 1 b. 8, −3 c. x = ±1
21. a. 21 b. 17
22. 7

TOPIC 12 Quadratic equations  491

 23. a.
2m

4m
b. (2 + x) m, (4 + x) m
c. (2 + x)(4 + x) = 24
d. x = 2, 4 m wide, 6 m long
24. a. CAnnabel (28) = $364 800, CBetty (28) = $422 400
b. 10 knots
c. Speed can only be a positive quantity, so the negative solution is not valid.
25. No real solutions — when we complete the square we get the sum of two squares, not the difference of two squares and we
cannot factorise the expression.
26. x = 5, –4, 4, –3
27. z = − 53, 7
28. The Null Factor Law states that if the product of two numbers is equal to zero, then one or both numbers must equal zero.
29. The width of the pathway is 1.5 m.

Exercise 12.3 The quadratic formula

1. a. a = 3, b = − 4, c = 1 b. a = 7, b = − 12, c = 2 c. a = 8, b = − 1, c = − 3
d. a = 1, b = − 5, c = 7 e. a = 5, b = − 5, c = − 1 f. a = 4, b = − 9, c = − 3
g. a = 12, b = − 29, c = 103 h. a = 43, b = − 81, c = − 24
− 5 ± √21 − 3 ± √13 5 ± √17
2. a. b. c. d. 2 ± √13 e. −1 ± 2√3
2 2 2
7 ± 3√5 9 ± √73 1 ± √21
f. g. h. 3 ± 2√3 i. −4 ± √31 j.
2 2 2
5 ± √33
k. l. −1 ± 2√2
2
3. a. − 0.54, 1.87 b. − 1.20, 1.45 c. − 4.11, 0.61 d. − 0.61, 0.47 e. 0.14, 1.46
f. 0.16, 6.34 g. − 1.23, 1.90 h. − 1.00, 1.14 i. − 0.83, 0.91 j. − 0.64, 1.31
k. − 0.35, 0.26 l. − 1.45, 1.20 m. 0.08, 5.92 n. − 0.68, 0.88
4. C
5. C
6. B
7. C
8. a. 0.5, 3 b. 0, 5 c. –1, 3 d. 0.382, 2.618 e. 0.298, 6.702
f. 2, 4 g. No real solution h. –1, 8 i. –4.162, 2.162 j. –2, 1
k. –7, 1.5 l. No real solution m. 2, 7 n. −12, 13 o. No real solution
9. a. 2πr2 + 14πr − 231 = 0 b. 3.5 cm c. 154 cm2
10. a. x(x + 30) b. x(x + 30) = 1500 c. 265 mm
11. a. Pool A: 323 m by 623 m; pool B: 313 m by 713 m
b. The area of each is 2449 m2.
c. A negative solution is not possible when finding the dimensions of a swimming pool.
12. 25 m, 60 m
13. −2 ± √3, 9 ± 4√59
14. a, b.  Check with your teacher.
c. m = 1.85, so NP is 1.85 cm.
15. There is only one solution to the quadratic equation.
16. a. x = ±2 or x = ±3 b. x = ± 12 or x = ±2

492  Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 12.4 Solving quadratic equations graphically
1. a. x = − 2, x = 3 b. x = 1, x = 10 c. x = − 5, x = 5 d. x = 2
e. x = − 1, x = 4 f. x ≈ −1.4, x ≈ 4.4 g. x = − 25, x = 10 h. x = 0
i. x ≈ −2.3, x ≈ 1.3 j. x ≈ −1.5, x = 1
2. a–j. Confirm by substitution of above values into quadratic equations.
3. 150 m
4. 7 m
5. a. y = a(x − 2) (x − 5) b. y = 25 (x − 2) (x − 5)
r
6. a. y = a(x − p) (x − q) b. y = (x − p) (x − q)
pq
7. a. 6 m b. 6 m
8. y = − 4x2 + 26x − 30
9. The solutions of a graph generally refer to the x-intercepts.

Exercise 12.5 The discriminant

1. a. Δ = 289, 2 solutions b. Δ = 441, 2 solutions c. Δ = 24, 2 solutions
d. Δ = 144, 2 solutions e. Δ = − 28, 0 solutions f. Δ = 81, 2 solutions
g. Δ = 0, 1 solution h. Δ = 9, 2 solutions i. Δ = 32, 2 solutions
j. Δ = 2809, 2 solutions k. Δ = 8, 2 solutions l. Δ = 0, 1 solution
m. Δ = 256, 2 solutions n. Δ = 256, 2 solutions
2. a. No real solutions b. 1 rational solution c. 2 rational solutions
d. 1 rational solution e. 2 irrational solutions f. 1 rational solution
g. 2 irrational solutions h. No real solutions i. No real solutions
j. 2 irrational solutions k. 2 irrational solutions l. 2 rational solutions
3. a. Yes b. No c. Yes d. No
4. a. a = 3, b = 2, c = 7 b. − 80 c. No real solutions
1 ± √73
5. a. a = − 6, b = 1, c = 3 b. 73 c. 2 real solutions d.
12
6. A
7. C
8. C
9. k = − 1
10. m = 1.8
11. n > −94
12. p2 can only give a positive number, which, when added to 24, is always a positive solution.
13. a. 0.4 m b. 0.28 m c. 2.22 m d. 2.5 m
e.  i.  Yes
ii. No
Find the halfway point between the beginning and the end of the leap, and substitute this value into the equation to find the
maximum height.
f. 0.625 m
14. (–2, 0), (2, 0)
15. a. a = –7 or 5 will give one intersection point.
b. For values of b < − 21
4
, there will be no intersection points.
16. a. The straight line crosses the parabola at (0, –7), so no matter what value m takes, there will be at least one intersection
point and a maximum of two.
b. m = − 85
17. a = 4, b = 12
18. k = − 4
19. The discriminant tells us the number of real solutions of a quadratic equation.

TOPIC 12 Quadratic equations  493

Investigation | Rich task
1. Pattern Number of threads per block Number of blocks Total threads in warp
RB 2 1  2
RRB RRB 3 2  6
RRRB RRBB RBBB 4 3 12
RRRRB RRRBB
5 4 20
RRBBB RBBBB
RRRRRB RRRRBB
RRRBBB RRBBBB 6 5 30
RBBBBB
RRRRRRB
RRRRRBB
RRRRBBB
7 6 42
RRRBBBB
RRBBBBB
RBBBBBB

2. a. n − 1 b. n2 − n
3. Check with your teacher.
√1001 + 1
4. a. n2 − n = 250 b. n = c. n = 16 d. 15 e. 240 f. 10
2
g. Answers will vary.
5. Answers will vary.
6. Answers will vary.
Exercise 12.6 Review questions
1. B
2. B
3. A
4. D
5. (3x + 4) m
6. a. –5, –3 b. –6, –1 c. –8, –3 d. 2, –6 e. 5, –2 f. 4, –7
g. 3, 1 h. 5, 6 i. 7, –5
2
7. a. –2, –6 b. –2, –1 c. 12, −3 d. 2, –7 e. −12, 4 f. − , 2
3
g. 2, 1 h. 53, 52 i. −7, 12

8. a. −4 ± √17 b. −1 ± √6 c. −1, 14
9. 4
10. a. –0.651, 1.151 b. –0.760, 0.188 c. 0.441, –0.566
11. a. –0.571, 0.682 b. –0.216, 3.836 c. –0.632, 0.632
12. –3, 7
13. –3, 1
14. a. 2 irrational solutions b. 2 rational solutions c. No real solutions
15. a. (–8, 22) and (2, 2) b. (5, 10) c. No solution
16. a. y b. y c. y
(3, 32)
(2, 8)
(2, 21) 14

–2 5
5
–6 0 (1, 0) x –7 0 x
–5 –1 0 x
–1 1
—
11 –6 (–3, –4)
–8

494  Maths Quest 10 Stage 5 NSW Australian curriculum

 d. y e. y f. y
54
—
13 16
0 6 8 x
(–2, 28) (3, –15) (–1, 7)
–48 –2
–54 x
— 0
– 16 6
9
10
(–2, –80)
6 6
—
11

0 2 5 x (–4, –20)

17. –8 and 7
18. Length = 6 m, width = 3 m
19. a. 2πr(r + 10) = 245 b. 3.0 cm c. 188 cm2
25
20. −
8
21. k > 9 and k < 1
22. 24
23. a. y = 2x2 − 5x − 2
b. No parabola is possible. The points are on the same straight line.
24. 12(√5 + 2) cm
25. a. 0.5 m
b. 6.1 m
c. 76.5 m
d. No, the ball is 5.5 m off the ground and nobody can reach it.
e. 9.5 m away
26. Check with your teacher.

TOPIC 12 Quadratic equations  495

TOPIC 13
Non-linear relationships [Stage 5.3]

13.1 Overview
Numerous videos and interactivities are embedded just
where you need them, at the point of learning, in your
learnON title at www.jacplus.com.au. They will help
you to learn the concepts covered in this topic.

13.1.1 Why learn this?

The world around us, both natural and artificial, is full
of elegant curves and shapes that are not straight lines.
Achieving the brilliance of modern and ancient
­architecture, or understanding the motion of planets and
tennis balls requires an understanding of non-linear
relationships.

DISCUSSION
Describe two examples of how the Golden Ratio has been used in different cultures throughout history.

LEARNING SEQUENCE
13.1 Overview
13.2 [Stage 5.3] Plotting parabolas
13.3 [Stage 5.3] Sketching parabolas
13.4 [Stage 5.3] Sketching parabolas of the form y = a(x − h) 2 + k
13.5 [Stage 5.3] Sketching parabolas of the form y = ax2 + bx + c
13.6 [Stage 5.3] Exponential functions and graphs
13.7 [Stage 5.3] The hyperbola
13.8 [Stage 5.3] The circle
13.9 Review

LEARNING OUTCOMES
A student:
• uses and interprets formal definitions and generalisations when explaining solutions and/or conjectures MA5.3-1WM
• uses deductive reasoning in presenting arguments and formal proofs MA5.3-3WM
• sketches and interprets a variety of non-linear relationships MA5.3-9NA

CONTENT DESCRIPTIONS
Students:
Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and their t­ ransformations (ACMNA267)
Source: NSW Syllabus for the Australian curriculum

RESOURCES — ONLINE ONLY

eLesson: The story of mathematics — Fibonacci (eles-1848)

TOPIC 13 Non-linear relationships  497

Note: Your teacher may now set you a pre-test to determine how familiar you are with the content in this
topic.

13.2 Plotting parabolas [Stage 5.3]

13.2.1 Parabolas
•• The graphs of all quadratic relationships are called parabolas. y
y = x2
•• If the equation of a parabola is given, a table of values can be produced 10
by  substituting x-values into the equation to obtain the corresponding
8
y-values. These x- and y-values provide the coordinates for points that can
be plotted and joined to form the shape of the graph. When plotting graphs, 6
use grid or graph paper for accuracy.
4
•• The graph of y = x2 shown has been produced by generating a table of
­values. 2

x −3 −2 −1 0 1 2 3 –4 –3–2 –1 0 1 2 3 4 x
y    9    4    1 0 1 4 9 –2 (0, 0)

•• Parabolas are symmetrical. In other words, they have an axis of symmetry. In the parabola above, the
axis of symmetry is the y-axis, also called the line x = 0.
•• A parabola has a vertex or turning point. In this case the vertex is at the origin and is called a ‘­minimum
vertex’ or ‘minimum turning point’.
•• Parabolas with the shape ∪ are said to be ‘concave up’ or upright, and have a minimum vertex.
Parabolas with the shape ∩ are said to be ‘concave down’ or inverted, and have a maximum vertex.

13.2.2 Parabolas in the world around us

•• Parabolas abound in the world around us. Here are some examples.

Satellite dishes Water droplets from a hose

Circle
Ellipse
Parabola

Hyperbola

A cone when sliced parallel to

The cables from a suspension bridge its edge reveals a parabola.

498  Maths Quest 10 Stage 5 NSW Australian curriculum

 The trajectory of a football when it is
thrown or kicked

Reflector

Bulb

The reflectors in a car headlight

DISCUSSION
Where else do parabolas appear in the natural world?

WORKED EXAMPLE 1

Plot the graph of each of the following equations. In each case, use the values of x shown as the
values in your table. State the equation of the axis of symmetry and the coordinates of the vertex.
You may also use digital technologies to sketch these graphs.
a y = 2x2 for −3 ≤ x ≤ 3 b y = 12x2 for −3 ≤ x ≤ 3
THINK WRITE/DRAW
a 1 Write the equation. a y = 2x2
2 Produce a table of values using x-values x −3 −2 −1 0 1 2   3
from –3 to 3.
y   18   8   2 0 2 8 18

TOPIC 13 Non-linear relationships  499

 3 Draw a set of clearly labelled axes, plot y
20
the points and join them with a smooth 18
curve. An appropriate scale would be
16
from 20 to −2 on the y-axis and −4 to 4
14
on the x-axis.
12
y = 2x2
10
8
6
4
2

–4–3–2–10 1 2 3 4 x
–2

4 Label the graph.

5 Write the equation of the axis of The equation of the axis of symmetry is x = 0.
­symmetry that divides the parabola
exactly in half.
6 Write the coordinates of the vertex. The vertex is (0, 0).
1
b 1 Write the equation. b y = 2x2
2 Produce a table of values using x-values −3 −2 −1
x 0 1 2 3
from −3 to 3.
y 4.5 2 0.5 0 0.5 2 4.5

3 Draw a set of clearly labelled axes, plot y

the points and join them with a smooth 6
curve. An appropriate scale would be 5
4
from 6 to −2 on the y-axis and −4 to 4
3
on the x-axis. y = 1–2 x2
2
1
x
–4 –3 –2 –1 0 1 2 3 4
–1
–2

4 Label the graph.

5 Write the equation of the line that divides The equation of the axis of symmetry is x = 0.
the parabola exactly in half.
6 Write the coordinates of the vertex. The vertex is (0, 0).

WORKED EXAMPLE 2

Plot the graph of each of the following equations. In each case, use the values of x shown as the
values in your table. State the equation of the axis of symmetry, the coordinates of the vertex and
the y-intercept for each one.
a y = x2 + 2 for −3 ≤ x ≤ 3 b y = (x + 3) 2 for −6 ≤ x ≤ 0 c y = −x2 for −3 ≤ x ≤ 3

500  Maths Quest 10 Stage 5 NSW Australian curriculum

THINK WRITE/DRAW
a 1 Write the equation. a y = x2 + 2
2 Produce a table of values. −3 −2 −1
x 0 1 2 3
y 11 6 3 2 3 6 11

3 Draw a set of clearly labelled axes, plot y

12 y = x2 + 2
the points and join them with a smooth
curve. An appropriate scale on the y-axis 9
would be from 0 to 12 and −4 to 4 on
the x-axis. 6

4 Label the graph. 3

(0, 2)
–4 –2 0 2 4 x

5 Write the equation of the line that divides The equation of the axis of symmetry is x = 0.
the parabola exactly in half.
6 Write the coordinates of the vertex. The vertex is (0, 2).
7 Find the y-coordinate of the point where The y-intercept is 2.
the graph crosses the y-axis.
b 1 Write the equation. b y = (x + 3) 2
2 Produce a table of values. −6 −5 −4 −3 −2 −1
x 0
y   9   4   1   0   1   4 9

3 Draw a set of clearly labelled axes, plot y

the points and join them with a smooth y = (x + 3) 2 10
(0, 9)
curve. An appropriate scale on the y-axis 8
would be from 0 to 10 and −7 to 11 on
6
the x-axis.
4
4 Label the graph. (–3, 0)
2

–7–6–5–4–3–2–1 0 1 x

5 Write the equation of the line that divides The equation of the axis of symmetry is x = −3.
the parabola exactly in half.
6 Write the coordinates of the vertex. The vertex is (−3, 0).
7 Find the y-coordinate of the point where The y-intercept is 9.
the graph crosses the y-axis.
c 1 Write the equation. c y = −x2
2 Produce a table of values. −3 −2 −1
x 0    1    2    3
y −9 −4 −1 0 −1 −4 −9

TOPIC 13 Non-linear relationships  501

 3 Draw a set of clearly labelled axes, plot y
the points and join them with a smooth –4 –2 0 2 4 x
curve. An appropriate scale on the y-axis
would be from −10 to 1 and from −4 to 4
on the x-axis.
4 Label the graph. y = –x2
–9

5 Write the equation of the line that divides The equation of the axis of symmetry is x = 0.
the parabola exactly in half.
6 Write the coordinates of the vertex. The vertex is (0, 0).
7 Find the y-coordinate of the point where The y-intercept is 0.
the graph crosses the y-axis.

RESOURCES — ONLINE ONLY

Interactivity: Plotting quadratic graphs (int-6150)

Digital doc: SkillSHEET Substitution into quadratic equations (doc-5266)
Digital doc: SkillSHEET Equation of a vertical line (doc-5267)

Exercise 13.2 Plotting parabolas

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–8, 9a–d, 10–15, 17 1–8, 9a–d, g, 10–14, 16, 17, 18 1–20

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
You may wish to use graphing software for this exercise.
Understanding and fluency
1. WE1 Plot the graph of each of the following equations. In each case, use the values of x shown as the
values in your table. State the equation of the axis of symmetry and the coordinates of the vertex.
a. y = 3x2 for −3 ≤ x ≤ 3 b. y = 14x2 for −3 ≤ x ≤ 3
2. Compare the graphs you have drawn for question 1 with that of y = x2. Explain how placing a number
in front of x2 affects the graph obtained.
3. WE2a Plot the graph of each of the following for values of x between −3 and 3. State the equation of
the axis of symmetry, the coordinates of the vertex and the y-intercept for each one.
a. y = x2 + 1 b. y = x2 + 3 c. y = x2 − 3 d. y = x2 − 1
4. Compare the graphs you have drawn for question 3 with the graph of y = x2. Explain how adding to
or subtracting from x2 affects the graph obtained.

502  Maths Quest 10 Stage 5 NSW Australian curriculum

 5. WE2b Plot the graph of each of the following equations. In each case, use the values of x shown as
the values in your table. State the equation of the axis of symmetry, the coordinates of the vertex and
the y-intercept for each one.
a. y = (x + 1) 2, −5 ≤ x ≤ 3 b. y = (x + 2) 2, −6 ≤ x ≤ 2
c. y = (x − 2) 2, −1 ≤ x ≤ 5 d. y = (x − 1) 2, −2 ≤ x ≤ 4
6. Compare the graphs you have drawn for question 5 with that for y = x2. Explain how adding to or
subtracting from x before squaring affects the graph obtained.
7. WE2c Plot the graph of each of the following equations. In each case, use the values of x shown as
the values in your table. State the equation of the axis of symmetry, the coordinates of the vertex and
the y-intercept for each one.
a. y = −x2 + 1, −3 ≤ x ≤ 3 b. y = −(x − 1) 2, −2 ≤ x ≤ 4
c. y = −(x + 2) , −5 ≤ x ≤ 1
2
d. y = −x2 − 3, −3 ≤ x ≤ 3
8. Compare the graphs you have drawn for question 7 with that of y = x2. Explain how a negative sign in
front of x2 affects the graph obtained. Also compare the graphs obtained in question 7 with those in
questions 3 and 5. Which graphs have the same vertex? How are they different?
9. Plot the graph of each of the following, and state:
i. the equation of the axis of symmetry
ii. the coordinates of the vertex and whether it is a maximum or a minimum
iii. the y-intercept.
a. y = (x − 5) 2 + 1, 0 ≤ x ≤ 6 b. y = 2(x + 2) 2 − 3, −5 ≤ x ≤ 1
c. y = 2(x − 3) 2 + 4, 0 ≤ x ≤ 6 d. y = −3(x − 1) 2 + 2, −2 ≤ x ≤ 4
e. y = x + 4x − 5, −6 ≤ x ≤ 2
2
f. y = −x2 − 2x + 15, −6 ≤ x ≤ 4
g. y = 23x2 − 6x + 24, −5 ≤ x ≤ 3 h. y = (x − 2) 2 + 1, −2 ≤ x ≤ 4
10. Use the equation y = a(x − b) + c to answer the following.
2

a. Explain how you can determine whether a parabola has a minimum or maximum vertex by looking
only at its equation.
b. Explain how you can determine the coordinates of the vertex of a parabola by looking only at the
equation.
c. Explain how you can obtain the equation of the axis of symmetry by looking only at the equation of
the parabola.
11. MC For the graph of y = (x − 2) 2 + 5, the vertex is:
a. (5, 2) b. (2, −5) c. (2, 5) d. (−2, −5) e. (−2, 5)
12. MC For the graph of y = 3(x − 1) + 12, the vertex is:
2

a. (3, 12) b. (1, 12) c. (−1, 12) d. (−3, 12) e. (−1, −12)
13. MC For the graph of y = (x + 2) − 7, the y-intercept is:
2

a. −2 b. −7 c. −3 d. −11 e. 7
14. MC Which of the following is true for the graph of y = 2(x − 3) + 4? 2

a. Vertex (3, 4), y-intercept −5        B.  Vertex (3, 4), y-intercept 5

c. Vertex (−3, 4), y-intercept −5        D.  Vertex (−3, 4), y-intercept 5
e. Vertex (3, −4), y-intercept 13
Communicating, reasoning and problem solving
15. A ball is thrown into the air. The height, h metres, of the ball at any time,
t seconds, can be found by using the equation h = −(t − 4) 2 + 16.
a. Plot the graph for values of t between 0 and 8.
b. Use the graph to find:
i. the maximum height of the ball
ii. how long it takes for the ball to fall back to the ground from the moment
it is thrown.

TOPIC 13 Non-linear relationships  503

16. From a crouching position in a ditch, an archer wants to fire an
arrow over a horizontal tree branch, which is 15 metres above the
ground. The height, in metres (h), of the arrow t seconds after it has
been fired is given by the equation h = −8t(t − 3).
a. Plot the graph for t = 0, 1, 1.5, 2, 3.
b. From the graph, find:
i. the maximum height the arrow reaches
ii. whether the arrow clears the branch and the distance by which
it clears or falls short of the branch
iii. the time it takes to reach maximum height
iv. how long it takes for the arrow to hit the ground after it has
been fired.
17. There are 0, 1, 2 and infinite possible points of intersection for two
parabolas.
a. Illustrate these on separate graphs.
b. Explain why infinite points of intersection are possible. Give an example.
c. How many points of intersection are possible for a parabola and a straight line? Illustrate these.
18. The path taken by a netball thrown by a rising Australian player is given by the quadratic equation
y = −x2 + 3.2x + 1.8, where y is the height of the ball and x is the horizontal distance from the
player’s upstretched hand.
a. Complete a table of values for −1 ≤ x ≤ 4.
b. Plot the graph.
c. What values of x are ‘not reasonable’ and why?
d. What is the maximum height reached by the netball?
e. Assuming that nothing hits the netball, how far away from the player will the netball strike the
ground?
19. The values of a, b and c in the equation y = ax2 + bx + c can be calculated using three points that lie
on the parabola. This requires solving triple simultaneous equations by algebra. This can also be done
using graphing software. If the points (0, 1), (1, 0) and (2, 3) all lie on one parabola, find the equation
of the parabola.
20. What x-values can a parabola have? What y-values can a parabola have?
x

16 m
x 12 m x

13.3 Sketching parabolas [Stage 5.3]

13.3.1 Sketching parabolas
•• A sketch graph of a parabola does not show a series of plotted points, but it does accurately locate
important features such as x- and y-intercepts and the vertex.
•• The basic quadratic graph has the equation y = x2. Transformations or changes in the features of the
graph can be observed when the equation changes. These transformations include:
–– dilation
–– translation
–– reflection.

504  Maths Quest 10 Stage 5 NSW Australian curriculum

13.3.2 Dilation
y
•• Compare the graph of y = 2x2 with that of y = x2. This graph is thinner y = 2x2
y = x2
or closer to the y-axis and has a dilation factor of 2. As the ­coefficient of
x2 increases, the graph becomes narrower and closer to the y-axis.
•• The vertex has not changed under the transformation and is
(0, 0) x
still (0, 0).
•• Compare the graph of y = 14x2 with that of y = x2.
The graph is wider or closer to the x-axis and has a dilation y
y = x2
­factor of 14.
y = 1–4 x2
The vertex has not changed and is still (0, 0).
As the coefficient of x2 decreases (but remains ­positive), the graph
becomes wider or closer to the x-axis. (0, 0) x

WORKED EXAMPLE 3

State whether each of the following graphs is wider or narrower than the graph of y = x2 and
state the coordinates of the vertex of each one.
a y = 15x2 b y = 4x2
THINK WRITE
1
a 1 Write the equation. a y = 5x2
1
2 Look at the coefficient of x2 and decide 5
< 1, so the graph is wider than that
whether it is greater than or less than 1. of y = x2.
3 The dilation doesn’t change the vertex. The vertex is (0, 0).
b 1 Write the equation. b y = 4x2
2 Look at the coefficient of x2 and decide 4 > 1, so the graph is narrower than that
whether it is greater than or less than 1. of y = x2.
3 The dilation doesn’t change the vertex. The vertex is (0, 0).

13.3.3 Vertical translation

•• Compare the graph of y = x2 + 2 with that of y = x2. y
y = x2 + 2
The whole graph has been moved or translated 2 units upwards.
The vertex has become (0, 2). y = x2
•• Compare the graph of y = x2 − 3 with that of y = x2.
The whole graph has been moved or translated 3 units downwards.
The vertex has become (0, –3).
(0, 2)
y y = x2 x
y = x2 – 3

(0, –3)

TOPIC 13 Non-linear relationships  505

 WORKED EXAMPLE 4

State the vertical translation and the coordinates of the vertex for the graphs of the following
equations when compared to the graph of y = x2.
a y = x2 + 5 b y = x2 − 4
THINK WRITE
a 1 Write the equation. a y = x2 + 5
2 +5 means the graph is translated upwards 5 units. Vertical translation of 5 units up
3 Translate the vertex of y = x2, which is (0, 0). The vertex becomes (0, 5).
The x-coordinate of the vertex remains 0, and
the y-coordinate has 5 added to it.
b 1 Write the equation. b y = x2 − 4
2 −4 means the graph is translated ­downwards Vertical translation of 4 units down
4 units.
3 Translate the vertex of y = x2, which is (0, 0). The vertex becomes (0, –4).
The x-coordinate of the vertex remains 0, and
the y-coordinate has 4 subtracted from it.

13.3.4 Horizontal translation

•• Compare the graph of y = (x − 2) 2 with that of y = x2. y
•• The whole graph has been moved or translated 2 units to the right. y = x2
The ­vertex has become (2, 0).
•• Compare the graph of y = (x + 1) 2 with that of y = x2. (0, 4) y = (x – 2)2
•• The whole graph has been moved or translated 1 unit left. The vertex
(2, 0) x
has become (–1, 0).
y y = (x + 1)2
y = x2

(0, 1)

(–1, 0) x

WORKED EXAMPLE 5

State the horizontal translation and the coordinates of the vertex for the graphs of the following
equations when compared to the graph of y = x2.
a y = (x − 3) 2 b y = (x + 2) 2
THINK WRITE
a 1 Write the equation. a y = (x − 3) 2
2 –3 means the graph is translated to the right Horizontal translation of 3 units to
3 units. the right
3 Translate the vertex of y = x2, which is (0, 0). The vertex becomes (3, 0).
The y-coordinate of the vertex remains 0, and
the x-coordinate has 3 added to it.

506  Maths Quest 10 Stage 5 NSW Australian curriculum

 b 1 Write the equation. b y = (x + 2) 2
2 +2 means the graph is translated to the left 2 units. Horizontal translation of 2 units to
the left
3 Translate the vertex of y = x2, which is (0, 0). The vertex becomes (−2, 0).
The y-coordinate of the vertex remains 0, and the
x-coordinate has 2 ­subtracted from it.

13.3.5 Reflection
•• Compare the graph of y = − x2 with that of y = x2.
y
y = x2

x
(0, 0)

y = –x2

In each case the axis of symmetry is the line x = 0 and the vertex is (0, 0). The  only difference
between the equations is the negative sign in y = − x2, and the difference between the graphs is that
y = x2 ‘sits’ on the x-axis and y = − x2 ‘hangs’ from the x-axis. (One is a reflection or mirror image
of the other.) The graph of y = x2 has a minimum vertex, and the graph of y = − x2 has a ­maximum
vertex.
•• Any quadratic graph where x2 is positive has a ∪ shape and is said to be concave up. Conversely, if x2
is negative, the graph has a ∩  shape and is said to be concave down.

WORKED EXAMPLE 6

For each of the following graphs, give the coordinates of the vertex and state whether it is a
maximum or a minimum.
a y = −(x − 7) 2 b y = 5 − x2
THINK WRITE
a 1 Write the equation. a y = −(x − 7) 2
2 It is a horizontal translation of 7 units to the right, The vertex is (7, 0).
so 7 units is added to the x-coordinate of (0, 0).
3 The sign in front of the x2 term is negative, so it is Maximum vertex — concave down
concave down.
b 1 Write the equation. b y = 5 − x2
2 Rewrite the equation so that the x2 term is first. y = −x2 + 5
3 The vertical translation is 5 units up, so 5 units is The vertex is (0, 5).
added to the y-coordinate of (0, 0).
4 The sign in front of the x2 term is negative, so the Maximum vertex — concave down
graph is concave down.

TOPIC 13 Non-linear relationships  507

 WORKED EXAMPLE 7

For each of the following quadratic equations:

i state the appropriate dilation, reflection and translation of the graph of y = x2 needed to
obtain the graph
ii state the coordinates of the vertex
iii hence, sketch the graph.
a y = (x + 3) 2 b y = −2x2
THINK WRITE
a 1 Write the quadratic equation. a y = (x + 3) 2
2 Identify the transformation needed — ­horizontal i Horizontal translation of 3 units to
translation only, no dilation or reflection. the left
3 State the vertex. ii The vertex is (–3, 0).
4 Sketch the graph of y = (x + 3) 2. iii y = (x + 3)2 y
You may find it helpful to lightly sketch the y = x2
graph of y = x2 on the same set of axes first.

(–3, 0) x

b 1 Write the quadratic equation. b y = −2x2

2 Identify the transformations needed — dilation i This is a reflection, so the graph
(2 in front of x2) and reflection (negative in front is inverted. As 2 > 1, the graph is
of x2 term), no translation. narrower than that of y = x2.
3 The vertex remains the same as there is no ii The vertex is (0, 0).
translation.
4 Sketch the graph of y = −2x2. You may find it iii y
y = x2
helpful to lightly sketch the graph of y = x2 on
the same set of axes first.

(0, 0) x

y = –2x2

RESOURCES — ONLINE ONLY

Interactivity: Dilation of parabolas (int-6096)

Interactivity: Vertical translations of parabolas (int-6097)
Interactivity: Horizontal translations of parabolas (int-6098)
Interactivity: Reflection of parabolas (int-6151)
Interactivity: Dilation of y = x2 (int-1148)
Interactivity: Vertical translation of y = x2 + c (int-1192)
Interactivity: Horizontal translation of y = (x − h) 2 (int-1193)
Digital doc: WorkSHEET Quadratic graphs (doc-5272)

508  Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 13.3 Sketching parabolas
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–d, 2a–d, 3a–d, 4a–d, 5a–d, 1c–f, 2c–f, 3c–f, 4c–f, 5c–f, 6c–f, 1c–h, 2c–h, 3c–h, 4e–h, 5e–h,
6a–d, 7 7–9, 11 6i–p, 7–10, 12

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE3 State whether each of the following graphs is wider or narrower than the graph of y = x2 and
state the coordinates of the vertex of each one.
a. y = 5x2 b. y = 13x2 c. y = 7x2 d. y = 10x2
2 2
e. y =5
x f. y = 0.25x2 g. y = 1.3x2 h. y = √3x2
2. WE4 State the vertical translation and the coordinates of the vertex for the graphs of each of the
following equations when compared to the graph of y = x2.
a. y = x2 + 3 b. y = x2 − 1 c. y = x2 − 7 d. y = x2 + 14
e. y = x2 − 12 f. y = x2 − 0.14 g. y = x2 + 2.37 h. y = x2 + √3
3. WE5 State the horizontal translation and the coordinates of the vertex for the graphs of the following
equations when compared to the graph of y = x2.
a. y = (x − 1) 2 b. y = (x − 2) 2 c. y = (x + 10) 2 d. y = (x + 4) 2
e. y = (x − 12) 2 f. y = (x + 15) 2 g. y = (x + 0.25) 2 h. y = (x + √3) 2
4. WE6 For each of the following graphs, give the coordinates of the vertex and state whether it is a
maximum or a minimum.
a. y = −x2 + 1 b. y = x2 − 3 c. y = −(x + 2) 2 d. y = 3x2
e. y = 4 − x2 f. y = −2x2 g. y = (x − 5) 2 h. y = 1 + x2
5. In each of the following state whether the graph is wider or narrower than y = x and whether it has a
2

maximum or a minimum vertex.

a. y = 3x2 b. y = −3x2 c. y = 12x2 d. y = −15x2
e. y = −43x2 f. y = 0.25x2 g. y = √3x2 h. y = −0.16x2
6. WE7 For each of the following quadratic equations:
i. state the appropriate dilation, reflection and translation of the graph of y = x2 needed to obtain the
graph
ii. state the coordinates of the vertex
iii. hence, sketch the graph.
a. y = (x + 1) 2 b. y = −3x2 c. y = x2 + 1 d. y = 13x2
e. y = x2 − 3 f. y = (x − 4) 2 g. y = −25x2 h. y = 5x2
i. y = −x2 + 2 j. y = −(x − 6) 2 k. y = −x2 − 4 l. y = −(x + 1) 2
1
m. y = 2(x + 1) 2 − 4 n. y = 2
(x − 3) 2 + 2 o. y = −13 (x + 2) 2 + 1
4
p. y = −74 (x − 1) 2 − 3
2

TOPIC 13 Non-linear relationships  509

 7. A vase 25 cm tall is positioned on a bench near a wall as shown. The shape of y
the vase follows the curve y = (x − 10) 2, where y cm is the height of the vase
and x cm is the distance of the vase from the wall.

Wall
a. How far is the base of the vase from the wall?
b. What is the shortest distance from the top of the vase to the wall?
c. If the vase is moved so that the top just touches the wall, find the new
distance from the wall to the base. x
Bench
d. Find the new equation that follows the shape of the vase.
8. A ball is thrown vertically upwards. Its height in metres
after t seconds is given by h = 7t − t2.
a. Sketch the path of the ball.
b. What is the highest point reached by the ball?
A second ball is thrown vertically upwards. Its total time in
flight lasts 3 seconds longer than the first ball.
c. State the equation for the flight of the second ball.
d. On the same set of axes used for part a, sketch the path of
the second ball.
e. State the difference in the highest point reached by the
two balls.
Communicating, reasoning and problem solving
9. Consider the quadratic equation y = x2 − 4x + 7.
a. Determine the equivalent inverted equation of the quadratic that just touches the one above at the vertex.
b. Confirm your result graphically.
10. A parabola has the equation y = −12 (x − 3) 2 + 4. A second parabola has an equation defined by
Y = 2(y − 1) − 3.
a. Find the equation relating Y to x.
b. State the appropriate dilation, reflection and translation of the graph of Y = x2 required to obtain the
graph of Y = 2(y − 1) − 3.
c. State the coordinates of the vertex.
d. Sketch the graph of Y = 2(y − 1) − 3.
11. What are the vertices of the graphs y = x2 + k and y = (x − h)2?
12. A ball blasted upwards followed a parabolic path. It reached a
maximum height of 200 m when its horizontal distance from its
starting point was 10 m. When the ball’s horizontal distance from
the starting point was 1 m, the ball had reached a height of 38 m.
Suggest an equation to model the ball’s flight, clearly defining
your chosen pronumerals.

13.4 Sketching parabolas of the form

 y = a(x – h)2 + k [Stage 5.3]
13.4.1 Vertex form
•• When a quadratic equation is expressed in the form y = a(x − h) 2 + k:
–– the vertex is the point (h, k) y = a(x − h) 2 + k
–– the axis of symmetry is x = h
–– the x-intercepts are calculated by solving a(x − h) 2 + k = 0. Reflects Translates Translates
•• Changing the values of a, h and k in the equation transforms the shape and left and up and
dilates right down a
and position of the parabola when compared with the parabola y = x2.

510  Maths Quest 10 Stage 5 NSW Australian curriculum

 WORKED EXAMPLE 8

For each of the following equations, state the coordinates of the vertex of the graph and whether
it is a maximum or a minimum.
a y = (x − 6) 2 − 4 b y = −(x + 3) 2 + 2
THINK WRITE
a 1 Write the equation. a y = (x − 6) 2 − 4
2 Identify the transformations — a horizontal The vertex is (6, −4).
­translation of 6 units to the right and a vertical
translation of 4 units down. State the vertex.
3 As a is positive (a = 1), the graph is upright with Minimum vertex
a ­minimum vertex.
b 1 Write the equation b y = −(x + 3) 2 + 2
2 Identify the transformations — a horizontal The vertex is (−3, 2).
­translation of 3 units to the left and a vertical
­translation of 2 units up. State the vertex.
3 As a is negative (a = −1), the graph is inverted Maximum vertex
with a maximum vertex.

13.4.2 x- and y-intercepts of quadratic graphs

•• Other key features such as the x- and y-intercepts can also be determined from the equation of a
parabola.
•• The point(s) where the graph cuts or touches the x-axis are called the x-intercept(s). At these
points, y = 0.
•• The point where the graph cuts the y-axis is called the y-intercept. At this point, x = 0.

WORKED EXAMPLE 9

Determine the y-intercept and the x-intercepts (where they exist) for the parabolas with e­ quations:
a y = (x + 3) 2 − 4 b y = 2(x − 1) 2 c y = −(x + 2) 2 − 1.
THINK WRITE
a 1 Write the equation. a y = (x + 3) 2 − 4
2 Find the y-intercept by substituting x = 0 into y-intercept: when x = 0,
the equation. y = (0 + 3)2 − 4
=9−4
=5
The y-intercept is 5.
3 Find the x-intercepts by substituting y = 0 into x-intercepts: when y = 0,
the equation and solving for x. (x + 3) 2 − 4 = 0
Add 4 to both sides of the equation. (x + 3) 2 = 4
Take the square root of both sides of the equation. (x + 3) = +2 or −2
Subtract 3 from both sides of the equation. x = 2 − 3 or x = −2 − 3
Solve for x. x = −1       x = −5
The x-intercepts are –5 and –1.

TOPIC 13 Non-linear relationships  511

 b 1 Write the equation. b y = 2(x − 1) 2
2 Find the y-intercept by substituting x = 0 into y-intercept: when x = 0,
the ­equation. y = 2(0 − 1) 2
=2×1
=2
The y-intercept is 2.
3 Find the x-intercepts by substituting y = 0 into x-intercepts: when y = 0,
the equation and solving for x. 2(x − 1) 2 = 0
Note that there is only one solution for x (x − 1) 2 = 0
and so there is only one x-intercept. x−1=0
(The graph touches the x-axis.) x=0+1
x=1
The x-intercept is 1.
c 1 Write the equation. c y = −(x + 2) 2 − 1
2 Find the y-intercept by substituting x = 0 into y-intercept: when x = 0,
the ­equation. y = −(0 + 2) 2 − 1
= −4 − 1
= −5
The y-intercept is −5.
3 Find the x-intercepts by substituting y = 0 into x-intercepts: when y = 0,
the equation and solving for x. We cannot take −(x + 2) 2 − 1 = 0
the square root of 21 to obtain real solutions; (x + 2) 2 = −1
­therefore, there are no x-intercepts. There are no real solutions, so there
are no x-intercepts.

WORKED EXAMPLE 10

For each of the following:

i write the coordinates of the vertex
ii state whether the graph has a maximum or a minimum vertex
iii state whether the graph is wider, narrower or the same width as the graph of y = x2
iv find the y-intercept
v find the x-intercepts
vi sketch the graph.
a y = (x − 2) 2 + 3 b y = −2(x + 1) 2 + 6
THINK WRITE
a 1 Write the equation. a y = (x − 2) 2 + 3
2 State the coordinates of the vertex from the i The vertex is (2, 3).
equation. Use (h, k) as the equation is in the
vertex form of y = a(x − h) 2 + k where
a = 1, h = 2 and k = 3.
3 State the nature of the vertex by considering ii The graph has a minimum vertex as the
the sign of a. sign of a is positive.

512  Maths Quest 10 Stage 5 NSW Australian curriculum

 4 Specify the width of the graph by consider- iii The graph has the same width as y = x2
ing the magnitude of a. since a = 1.
5 Find the y-intercept by substituting x = 0 iv y-intercept: when x = 0,
into the equation. y = (0 − 2) 2 + 3
=4+3
=7
y-intercept is 7.
6 Find the x-intercepts by substituting y = 0 v x-intercepts: when y = 0,
into the equation and solving for x. (x − 2) 2 + 3 = 0
As we have to take the square root of a (x − 2) 2 = −3
negative number, we cannot solve for x. There are no real solutions, and hence no
x-intercepts.
7 Sketch the graph, clearly showing the vertex vi y
and the y-intercept. y = (x – 2)2 + 3
7
8 Label the graph.
3
(2, 3)
0 2 x

b 1 Write the equation. b y = −2(x + 1) 2 + 6

2 State the coordinates of the vertex from the i The vertex is (−1, 6).
equation. Use (h, k) as the equation is in the
vertex form of y = a(x − h) 2 + k where
a = −2, h = −1 and k = 6.
3 State the nature of the vertex by considering ii The graph has a maximum vertex as the
the sign of a. sign of a is negative.
4 Specify the width of the graph by consider- iii The graph is narrower than y = x2 since
ing the magnitude of a. ∣a∣ > 1.
5 Find the y-intercept by substituting x = 0 iv y-intercept: when x = 0,
into the equation. y = −2(0 + 1) 2 + 6
= −2 × 1 + 6
=4
The y-intercept is 4.
6 Find the x-intercepts by substituting y = 0 v x-intercepts: when y = 0,
into the equation and solving for x. −2(x + 1) 2 + 6 = 0
2(x + 1) 2 = 6
(x + 1) 2 = 3
x + 1 = √3 or x + 1 = −√3
x = −1√3 x = −1 − √3
The x-intercepts are −1 − √3 and −1 + √3
(or approximately –2.73 and 0.73).

TOPIC 13 Non-linear relationships  513

 7 Sketch the graph, clearly showing the vertex vi y
(–1, 6)
and the x- and y-intercepts.
4
8 Label the graph.

0 –1 + 3 x
–1 – 3
y = –2(x + 1)2 + 6

Note: Unless otherwise stated, exact values for the intercepts should be shown on sketch graphs.

RESOURCES — ONLINE ONLY

Interactivity: Quadratic functions (int-2562)

eLesson: Sketching quadratics in turning point form (eles-1926)
eLesson: Solving quadratic equations in turning point form (eles-1941)

Exercise 13.4 Sketching parabolas of the form

y = a(x – h)2 + k
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–d, 2a–c, 3a–c, 4, 5, 6a–d, 7, 1c–f, 2c–e, 3c–e, 4, 5, 6c–f, 7, 11, 1c–i, 2c–f, 3c–f, 4, 5, 6e–i, 7–16
10, 12 12, 14

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE8 For each of the following equations, state the coordinates of the vertex of the graph and whether
it is a maximum or a minimum.
a. y = (x − 1) 2 + 2 b. y = (x + 2) 2 − 1 c. y = (x + 1) 2 + 1
d. y = −(x − 2) 2 + 3 e. y = −(x − 5) 2 + 3 f. y = (x + 2) 2 − 6
2 2
g. y = (x − 12) + 34 h. y = (x − 13) + 23 i. y = (x + 0.3) 2 − 0.4
2. For each of the following, state:
i. the coordinates of the vertex
ii. whether the graph has a maximum or a minimum vertex
iii. whether the graph is wider, narrower or the same width as that of y = x2.
a. y = 2(x + 3) 2 − 5 b. y = −(x − 1) 2 + 1 c. y = −5(x + 2) 2 − 4
2
d. y = 14 (x − 3) 2 + 2 e. y = −12 (x + 1) 2 + 7 f. y = 0.2(x − 15) − 1
2

514  Maths Quest 10 Stage 5 NSW Australian curriculum

3. Select the equation that best suits each of the following graphs.
a. y b. y c. y
3
1

0 x –1 0 x
0 2 x

–3

d. y e. y f. y

0 1 x

–2 0 x 0 x
–1
–3

i. y = (x − 1) 2 − 3 ii. y = − (x − 2) 2 + 3 iii. y = x2 − 1
iv. y = − (x + 2) 2 + 3 v. y = − x2 + 1 vi. y = (x + 1) 2 − 3
2
4. MC a. The translations required to change y = x2 into y = (x − 12) + 13 are:
1 1 1 1 1 1
a. right , up b. left , down c. right , down
2 3 2 3 2 3
1 1 1 1
d. left , up e. right , up
2 3 3 2
2
b. For the graph 14(x − 12) + 13, the effect of the on the graph is:
1
4
a. no effect b. to make the graph narrower
c. to make the graph wider d. to invert the graph
1
e. to translate the graph up of a unit
4
c. Compared to the graph of y = x2, y = − 2(x + 1) 2 − 4 is:
a. inverted and wider b. inverted and narrower
c. upright and wider d. upright and narrower
e. inverted and the same width
d. A graph that has a minimum vertex (1, 5) and that is narrower than the graph of y = x2 is:
1
a. y = (x − 1) 2 + 5 b. y = (x + 1) 2 + 5 c. y = 2(x − 1) 2 + 5
2
1
d. y = 2(x + 1) 2 + 5 e. y = (x − 1) 2 + 5
2
e. Compared to the graph of y = x2, the graph of y = − 3(x − 1) 2 − 2 has the following features.
a. Maximum vertex at (–1, –2), narrower b. Maximum vertex at, narrower
c. Maximum vertex at (1, 2), wider d. Minimum vertex at, narrower
e. Minimum vertex at, wider
5. WE9 Determine i the y-intercept and ii the x-intercepts (where they exist) for the parabolas with the
following equations.
a. y = (x + 1) 2 − 4 b. y = 3(x − 2) 2 c. y = − (x + 4) 2 − 2
d. y = (x − 2) − 9
2
e. y = 2x + 4
2
f. y = (x + 3) 2 − 5
6. WE10 For each of the following:
i. write the coordinates of the vertex
ii. state whether the graph has a maximum or a minimum vertex
iii. state whether the graph is wider, narrower or the same width as the graph of y = x2

TOPIC 13 Non-linear relationships  515

 iv. find the y-intercept
v. find the x-intercepts
vi. sketch the graph.
a. y = (x − 4) 2 + 2 b. y = (x − 3) 2 − 4 c. y = (x + 1) 2 + 2
d. y = (x + 5) 2 − 3 e. y = − (x − 1) 2 + 2 f. y = − (x + 2) 2 − 3
g. y = − (x + 3) − 22
h. y = 2(x − 1) + 32
i. y = − 3(x + 2) 2 + 1
7. Consider the equation 2x2 − 3x − 8 = 0.
a. Complete the square.
b. Use the result to determine the exact solutions to the original equation.
c. Determine the vertex of y = 2x2 − 3x − 8 and indicate its type.
8. a. Find the equation of a quadratic that has a vertex of (–4, 6) and has an x-intercept at (–1, 0).
b. State the other x-intercept (if any).
9. Write the new equation for the parabola y = x2 that has been:
a. reflected in the x-axis
b. dilated by a factor of 7 away from the x-axis
c. translated 3 units in the negative direction of the x-axis
d. translated 6 units in the positive direction of the y-axis
e. dilated by a factor of 14 from the x-axis, reflected in the x-axis, and translated 5 units in the positive
direction of the x-axis and 3 units in the negative direction of the y-axis.
Communicating, reasoning and problem solving
10. The price of shares in fledgling company ‘Lollies’r’us’ plunged dramatically one afternoon, following
the breakout of a small fire on the premises. However, Ms Sarah Sayva of Lollies Anonymous agreed
to back the company, and share prices began to rise.
Sarah noted at the close of trade that afternoon that the company’s share price followed the curve
P = 0.1(t − 3) 2 + 1, where $P is the price of shares t hours after noon.

a. Sketch a graph of the relationship between time and share price to represent the situation.
b. What was the initial share price?
c. What was the lowest price of shares that afternoon?
d. At what time was the price at its lowest?
e. What was the final price of ‘Lollies’r’us’ shares as trade closed at 5 pm?

516  Maths Quest 10 Stage 5 NSW Australian curriculum

11. Rocky is practising for a football kicking competition. After being kicked, the path that the ball
follows can be modelled by the quadratic relationship:
1
h = − 30 (d − 15) 2 + 8
where h is the vertical distance the ball reaches (in metres) and d is the horizontal distance (in metres).
a. Determine the initial vertical height of the ball.
b. Determine the exact maximum horizontal distance the ball travels.
c. Write down both the maximum height and the horizontal distance when the maximum height is
reached.
12. a. If the vertex of a particular parabola is (2, 6), suggest a possible equation for the parabola.
b. If the y-intercept in part a is (0, 4), give the exact equation for the parabola.
13. a. If the vertex of a particular parabola is (p, q), suggest a possible equation for the parabola.
b. If the y-intercept in part a is (0, r), give the exact equation for the parabola.
14. Use the completing the square method to write each of the following in vertex form and sketch the
parabola for each part.
a. y = x2 − 8x + 1 b. y = x2 + 4x − 5 c. y = x2 + 3x + 2
15. a. Find the equation of the parabola shown.
y

4
2

0 x
–1 1 2 3 4
–2
–4
–6
–8
Local minimum
–10 (2, –8)

b. State the dilation and translation transformations that have been applied to y = x2 to achieve this
parabola.
c. This graph is reflected in the x-axis. State the equation of the reflected graph.
d. Sketch the graph of the reflected parabola.
16. Does a in the equation y = a(x − h) 2 + k have any impact on the vertex?

13.5 Sketching parabolas of the form

y = ax2 + bx + c [Stage 5.3]
13.5.1 Parabolas of the form y = ax2 + bx
•• The general form of a quadratic equation is y = ax2 + bx + c where a, b and c are constants.
•• A sketch of a parabola usually shows x- and y-intercepts and the vertex.
•• The x-coordinate of the vertex lies midway between the x-intercepts.
−b
•• The x-coordinate of the vertex can also be found using the formula x = from the quadratic for-
2a
−b ± √b − 4ac
2
mula, x = . For example, for the equation y = x2 + 4x − 6, the x-coordinate of the
2a
−4
vertex will be at x = = −2.
2×1
The y-coordinate of the vertex can be found by substitution. Continuing the example, given x = −2,
y = (−2) 2 + 4(−2) − 6 = −10. The vertex is (−2, −10).

TOPIC 13 Non-linear relationships  517

 −b
•• x = is also the equation of the axis of symmetry.
2a
•• If the equation is not written in vertex form, the coordinates of the vertex may be found by:
–– finding the midpoint between the x-intercepts
−b
–– using the formula x =
2a
–– writing the equation in vertex form by completing the square.

WORKED EXAMPLE 11

Sketch the graph of y = (x − 3)(x + 2).

THINK WRITE/DRAW
1 The equation is in factorised form. To find y = (x − 3)(x + 2)
the x-intercepts, let y = 0 and use the 0 = (x − 3)(x + 2)
Null Factor Law. x − 3 = 0 or x + 2 = 0 (Null Factor Law)
x = 3 or x = −2
x-intercepts: (3, 0), (–2, 0)
2 The x-coordinate of the vertex is midway between 3 + (−2)
xvertex =
the x-intercepts. Find the average of the two 2
x-intercepts to find the midpoint between them. = 0.5
3 State the equation of the axis of symmetry. x = 0.5
4 To find the y-coordinate of the vertex, substitute y = (x − 3)(x + 2)
xvertex into the equation. yvertex = (0.5 − 3)(0.5 + 2)
= −6.25
5 State the vertex. Vertex: (0.5, −6.25)
6 To find the y-intercept, let x = 0 and substitute. y = (0 − 3)(0 + 2)
= −6
7 State the y-intercept. y-intercept: (0, –6)
8 Sketch the graph, showing all the important y
x = 0.5
2
features. 1
9 Label the graph. –2 –1
–1
0 1 2 3 4x
–2
–3
–4
–5
–6 y = (x – 3)(x + 2)
–7 (0.5, –6.25)

WORKED EXAMPLE 12

Sketch the graph of y = 2x2 − 6x − 6.

THINK WRITE/DRAW

1 The equation is not in factorised form, but there y = 2x2 − 6x − 6

is a common factor of 2. Take out the common = 2(x2 − 3x − 3)
factor of 2.

518  Maths Quest 10 Stage 5 NSW Australian curriculum

 2 2
2 The equation cannot be factorised (no factors of y = 2(x2 − 3x + (32) − (32) − 3)
–3 add to –3), so use completing the square to 2 2
write the equation in vertex form. = 2([x − 32] − (32) − 3)
•• Halve and then square the coefficient of x. 2
•• Add this and then subtract it from the ­ = 2([x − 32] − 94 − 3)
equation. 2
= 2([x − 32] − 4)
21
•• Collect the terms for and write the perfect square.
2
= 2(x − 32) − 2 × 21
•• Simplify the brackets to write the equation
in vertex form. 2
2
•• Identify the coordinates of the vertex (h, k). = 2(x − 32) − 21
2

Vertex: (32, −21

2 )

3 To find the x-intercepts, let y = 0. x-intercepts: let y = 0.

No factors of –3 add to –3, so use the quadratic 0 = 2x2 − 6x − 6
formula to find the x-intercepts.
−b ± √b2 − 4ac
x=
2a
where a = 2, b = −6, c = −6
−(−6) ± √(−6) 2 − 4(2)(−6)
x=
2(2)
6 ± √36 + 48
=
4
6 ± √84
=
4
6 ± 2√21
=
4
4 State the x-intercepts. The x-intercepts are:
3 + √21 3 − √21
x= and x =
2 2
x ≈ 3.79    x ≈ − 0.79
5 To find the y-intercepts, let x = 0 and substitute. y = 2x2 − 6x − 6
State the y-intercept. y = 2(0) 2 − 6(0) − 6
= −6
y-intercept: (0, −6)
6 Sketch the graph, showing all the important y
x = 2–3
features. 40
y = 2x2 – 6x – 6
30

20

( 3 – √ 21
2
, )
0
10
( 3 + √ 21
2
, 0 )
0 x
–6 –4 –2 2 4 6 8
–6
7 Label the graph, showing the exact values –10
of the x-intercepts. (, ) –21
–3 —
2 2

TOPIC 13 Non-linear relationships  519

 RESOURCES — ONLINE ONLY

Interactivity: Sketching parabolas (int-2785)

eLesson: Sketching parabolas using the quadratic formula (eles-1945)
eLesson: Sketching quadratics in factorised form (eles-1927)
Digital doc: SkillSHEET Completing the square (doc-5268)
Digital doc: SkillSHEET Solving quadratic equations using the quadratic formula (doc-5269)
Digital doc: SkillSHEET Solving quadratic equations of the type y = ax2 + bx + c = 0 where a = 1 (doc-5270)
Digital doc: SkillSHEET Solving quadratic equations of the type y = ax2 + bx + c = 0 where a ≠ 1 (doc-5271)
Digital doc: WorkSHEET y = ax2 + bx + c (doc-5273)

Exercise 13.5 Sketching parabolas of the form

y = ax2 + bx + c
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1, 2a–c, 3a–c, 4, 5, 7 1, 2b–d, 3c–d, 4, 6–8, 10 1, 2c–f, 3c–g, 5, 7–9, 11, 12

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. What information is necessary to be able to sketch a parabola?
2. WE11 Sketch the graph of each of the following.
a. y = (x − 5)(x − 2)
b. y = (x + 4)(x − 7)
c. y = (x + 3)(x + 5)
d. y = (2x + 3)(x + 5)
e. y = (4 − x)(x + 2)
f. y = ( + 3) (5 − x)
x
2
3. WE12 Sketch the graph of each of the following.
a. y = x2 + 4x + 2
b. y = x2 − 4x − 5
c. y = 2x2 − 4x − 3
d. y = −2x2 + 11x + 5
e. y = −2x2 + 12x
f. y = 3x2 + 6x + 1
g. y = −3x2 − 5x + 2
4. The path of a soccer ball kicked by the goal keeper can be modelled by the equation
1
y = −144 (x2 − 24x) where y is the height of the soccer ball and x is the horizontal distance from the
goalie, both in metres.
a. Sketch the graph.
b. How far away from the player does the ball first bounce?
c. What is the maximum height of the ball?

520  Maths Quest 10 Stage 5 NSW Australian curriculum

 5. The monthly profit or loss, p, (in thousands of dollars) for a new brand
of chicken loaf is given by p = 3x2 − 15x − 18, where x is the number
of months after its introduction (when x = 0).
a. Sketch the graph.
b. During which month was a profit first made?
c. In which month is the profit $54 000?
6. The height, h metres, of a model rocket above the ground t seconds
after launch is given by the equation h = 4t(50 − t) for 0 ≤ t ≤ 50.
a. Sketch the graph of the rocket’s flight.
b. Find the height of the rocket above the ground when it is launched.
c. What is the greatest height reached by the rocket?
d. How long does the rocket take to reach its greatest height?
e. For how long is the rocket in the air?
Communicating, reasoning and problem solving
7. The equation y = x2 + bx + 7500 has x-intercepts of (–150, 0) and
(–50, 0). What is the value of b in the equation? Justify your answer.
8. The equation y = x2 + bx + c has x-intercepts of m and n. What is the
value of b in the equation? Justify your answer.
9. a. What path does a spaceship take to get to the Moon?
b. What is a transfer orbit?
c. Is any part of the flight path parabolic?
10. A ball is thrown upwards from a building and follows the path given by the formula
h = −x2 + 4x + 21. The ball is h metres above the ground when it is a horizontal distance of x metres
from the building.
a. Sketch the graph of the path of the ball.
b. What is the maximum height the ball reaches?
c. How far is the ball from the wall when it reaches the maximum height?
d. How far from the building does the ball land?
11. During an 8-hour period, an experiment is done in which the temperature of a room follows the
relationship T = h2 − 8h + 21, where T is the temperature in degrees Celsius h hours after starting
the experiment.
a. Sketch the graph of this quadratic.
b. What is the initial temperature?
c. After 3 hours, is the temperature increasing or decreasing?
d. After 5 hours, is the temperature increasing or decreasing?
e. State the minimum temperature and when it occurred.
f. What is the temperature after 8 hours?
12. What strategy can you use to remember all of the information necessary to sketch a parabola?

13.6 Exponential functions and graphs [Stage 5.3]

13.6.1 Exponential functions
•• Relationships of the form y = ax are called exponential functions with base a, where a is a real
number not equal to 1, and x is the index power or exponent.
•• The term ‘exponential’ is used because x is an exponent (or index).

TOPIC 13 Non-linear relationships  521

 •• For example, the graph of the exponential function y = 2x can be y
17
plotted by completing a table of values.
16
1
Remember that 2−3 = 15
23 14
= 18, and so on. 13
12
11
x −4 −3 −2 −1 0 1 2 3 4
10
1 1 1 1 9
y 16 8 4 2
1 2 4 8 16
8
7
•• The graph has many significant features.
6
–– The y-intercept is 1. 5
–– The value of y is always greater than zero. 4
–– As x decreases, y gets closer to but never reaches zero. So the graph 3
gets closer to but never reaches the x-axis. The x-axis (or the line 2
y = 0) is called an asymptote. 1
–– As x increases, y becomes very large. –4 –3 –2 –1 0 x
–1 1 2 3 4

DISCUSSION
Where do exponential functions appear in real life? Use the internet to help you research some real-life ­examples.

13.6.2 Comparing exponential graphs 12

y
y = 3x
•• The diagram shows the graphs of y = 2x and y = 3x. 11
y = 2x
•• The graphs both pass through the point (0, 1). 10
9
•• The graph of y = 3x climbs more steeply than the graph of y = 2x.
8
•• y = 0 is an asymptote for both graphs. 7
6
5
4
3
2
1
0 x
–4 –3 –2 –1
–1 1 2 3 4 5

y
13.6.3 Vertical translation 11 y = 2x + 3
•• The diagram shows the graphs of y = 2x and y = 2x + 3. 10
•• The graphs have identical shape. 9 y = 2x
8
•• Although they appear to get closer to each other, the graphs are
7
constantly 3 units apart. 6
•• As x becomes very small, the graph of y = 2x + 3 approaches but 5
3 units
never reaches the line y = 3, so y = 3 is the horizontal asymptote. 4
•• When the graph of y = 2x is translated 3 units upward, it becomes 3
the graph of y = 2x + 3. 3 units 2
1
x
–4 –3 –2 –1–10 1 2 3 4 5

522  Maths Quest 10 Stage 5 NSW Australian curriculum

 y
13.6.4 Reflection about the x-axis 8
•• The diagram at right shows the graphs of y = 2x and y = −2x. 7
•• The graphs have identical shape. 6
5
•• The graph of y = −2x is a reflection about the x-axis of the graph y = 2x
4
of y = 2x. 3
•• The x-axis ( y = 0) is an asymptote for both graphs. 2
•• In general, the graph of y = −ax is a reflection about the x-axis 1
of the graph of y = ax. 0 x
–5 –4 –3 –2 –1
–1 1 2 3 4 5
–2
–3
–4
y = –2x
–5
–6
–7
–8

y
13.6.5 Reflection about the y-axis 9
•• The diagram shows the graphs of y = 2x and y = 2−x. 8
•• The graphs have identical shape. 7
6
•• The graph of y = 2−x is a reflection about the y-axis of the graph
5
of y = 2x. y = 2–x 4 y = 2x
•• Both graphs pass through the point (0, 1). 3
•• The x-axis (y = 0) is an asymptote for both graphs. 2
•• In general, the graph of y = a−x is a reflection about the y-axis of 1
the graph of y = ax.
–5 –4 –3 –2 –1–10 1 2 3 4 5 x

WORKED EXAMPLE 13

Given the graph of y = 4x, sketch on the same axes the graphs of: 6
y
a y = 4x − 2 5 y = 4x
4
b y = −4x 3
c y = 4−x. 2
1
x
–3 –10 1 2 3 4
–2

THINK DRAW
a The graph of y = 4x has already been drawn. It has a y-intercept a y
7
of 1 and a horizontal asymptote at y = 0. The graph of y = 4x − 2 6
has the same shape as y = 4x but is translated 2 units vertically 5
4
down. It has a y-intercept of –1 and a ­horizontal asymptote 3
at y = −2. 2
y = 4x 1 y = 4x – 2
0 1 2 3x
–3 –1
–2
–3 y = –2

TOPIC 13 Non-linear relationships  523

 THINK DRAW
b y = −4 has the same shape as y = 4 but is reflected about
x x
b y
6
the x-axis. It has a y-intercept of −1 and a horizontal asymptote 5
at y = 0. 4
3
2
1 y = 4x
x
–3 –10 1 2
–2
–3 y = –4x
–4
–5

c y = 4−x has the same shape as y = 4x but is reflected about the c y

8
y-axis. The graphs have the same y-intercept and the same 7
­horizontal asymptote ( y = 0). 6
y = 4–x 5
4 y = 4x
3
2
1

–3 –10 1 2 3x

13.6.6 Combining transformations

•• It is possible to combine translations, dilations and reflections in one graph.

WORKED EXAMPLE 14

By considering transformations to the graph of y = 2x, sketch the graph of y = −2x + 1.

THINK DRAW
Start by sketching y = 2x. y
5
It has a y-intercept of 1 and a horizontal asymptote at y = 0. 4
Sketch y = −2x by reflecting y = 2x about the x-axis. 3
2 y = 2x
It has a y-intercept of –1 and a horizontal asymptote at y = 0. 1
Sketch y = −2x + 1 by translating y = −2x upwards by 1 unit. –3 –10 1 2 3 x
The graph has a y-intercept of 0 and a horizontal asymptote y = –2x –2 y = –2x + 1
–3
at y = 1. –4

RESOURCES — ONLINE ONLY

Interactivity: Exponential functions (int-5959)

Interactivity: Exponential graphs (int-1149)

524  Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 13.6 Exponential functions and graphs
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–16 1–17 1–18

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Complete the table below and use the table to plot the graph of y = 3x for −3 ≤ x ≤ +3.
x −3 −2 −1 0 1 2 3
y

2. If x = 1, find the value of y when:

a. y = 2x b. y = 3x c. y = 4x d. y = 10x e. y = ax.
3. Using a calculator or graphing program, sketch the graphs of y = 2x, y = 3x and y = 4x on the same
set of axes.
a. What do the graphs have in common?
b. How does the value of the base (2, 3, 4) affect the graph?
c. Predict where the graph y = 8x would lie and sketch it in.
4. Using graphing technology, sketch the following graphs on one set of axes.
y = 3x, y = 3x + 2, y = 3x + 5, y = 3x − 3
a. What remains the same in all of these graphs?
b. What is changed?
c. For the graph of y = 3x + 10, write down:
i. the y-intercept y
ii. the equation of the horizontal asymptote. 7
6
5. a. Using graphing technology, sketch the graphs of: 5
4
i. y = 2 and y = −2
x x
ii. y = 3 and y = −3
x x 3
2 y = 2x
iii. y = 6 and y = −6 .
x x
1
b. What is the relationship between these pairs of graphs? –3 –10 1 2 3 4 x
6. a. Using graphing technology, sketch the graphs of: –2
−x −x
–3
i. y = 2 and y = 2
x
ii. y = 3 and y = 3
x –4
−x –5
iii. y = 6 and y = 6 .
x
–6
–7
b. What is the relationship between these pairs of graphs?
7. WE13 Given the graph of y = 2x, sketch on the same axes the graphs of:
y
a. y = 2x + 6 b. y = −2x c. y = 2−x. 7
6
8. Given the graph of y = 3x, sketch on the same axes the graphs of: 5
4
a. y = 3x + 2 3 y = 3x
2
b. y = −3x. 1
–3 –10 1 2 3 4 x
–2
–3
–4
–5
–6
–7

TOPIC 13 Non-linear relationships  525

 9. Given the graph of y = 4x, sketch on the same axes the graphs of: 7
y
a. y = 4x − 3 b. y = 4−x. 6 y = 4x
5
10. WE14 By considering transformations of the graph of y = 2x, sketch the 4
3
­following graphs on the same set of axes. 2
1
a. y = 2−x + 2 b. y = −2x + 3
11. By considering transformations of the graph of y = 5x, sketch the following –3 –10 1 2 3 4 x
–2
graphs on the same set of axes. –3
–4
a. y = −5x + 10 b. y = 5 −x + 10 –5
–6
12. Match each graph with its correct label. –7
a. y = 2x b. y = 3x c. y = −4x d. y = 5−x

a. y b. y c. y d. y
10 2 10 10
9 1 9 9
8 0 1 2 3 4x 8 8
7 –3 7 7
6 –2 6 6
5 –3 5 5
4 –4 4 4
3 –5 3 3
2 –6 2 2
1 –7 1 1
–8
–3 –10 1 2 3 4 x –9 –3 –10 1 2 3 4 x –3 –10 1 2 3 4 x
–2 –10 –2 –2

13. Match each graph with its correct label. Explain your answer.
a. y = 2x + 1 b. y = 3x + 1 c. y = −2x + 1 d. y = 2−x + 1
a. y b. y c. y d. y
10 6 9 2
9 5 8 1
8 4 7
7 3 6 –3 –10 1 2 3 4 x
6 2 5 –2
5 1 4 –3
4 3 –4
3 –3 –10 1 2 3 4 5 6 x 2 –5
2 –2 1 –6
1 –7
–3 –10 1 2 3 4 x –8
–3 –10 1 2 3 4 x –2 –9
–2

Communicating, reasoning and problem solving

14. By considering transformations of the graph of y = 3x, sketch the graph of y = −3−x − 3.
15. The graph of f(x) = 16x can be used to solve for x in the exponential equation 16x = 32. Draw a graph
of f(x) = 16x and use it to solve 16x = 32.
16. The number of bacteria, N, in a certain culture is reduced
by a third every hour, so:
N = N0 × (13)
t

where t is the time in hours after 12 noon on a particular

day. ­Initially there are 10 000 bacteria present.
a. Find the value of N0.
b. Find the number of bacteria, correct to the nearest
whole number, in the culture when:
i. t = 2 ii. t = 5 iii. t = 10.

526  Maths Quest 10 Stage 5 NSW Australian curriculum

17. a. T
 he table below shows the population of a city between 1850 and 1930. Is the population growth
exponential?
Year 1850 1860 1870 1880 1890 1900 1910 1920 1930
Population (million) 1.0 1.3 1.69 2.197 2.856 3.713 4.827 6.275 8.157
b. What is the common ratio in part a?
c. What is the annual percentage increase?
d. Estimate the population in 1895.
e. Estimate the population in 1980.
18. Will the graph of an exponential function always have a horizontal asymptote? Why?

13.7 The hyperbola k

[Stage 5.3]
•• A hyperbola is a function of the form xy = k or y = .
x

WORKED EXAMPLE 15
1
Complete the table of values below and use it to plot the graph of y = .
x
x −3 −2 −1 −12 0 1
2
1 2 3
y

THINK WRITE/DRAW
1 Substitute each x-value into the
1 x −3 −2 −1 −12 0 1
1 2 3
function y = to obtain the 2
x
corresponding y-value. y −13 −12 −1 −2 Undefined 2 1 1 1
2 3

2 Draw a set of axes and plot the y

3
points from the table. Join them 2 1
y =—
x
with a smooth curve. 1
–3 –2 –1
0 1 2 3 x
–1
–2

•• The graph in Worked example 15 has several important features.

1. There is no function value (y-value) when x = 0. At this point the hyperbola is undefined. When this
occurs, the line that the graph approaches (x = 0) is called a vertical asymptote.
2. As x becomes larger and larger, the graph gets very close to but will never touch the x-axis. The same
is true as x becomes smaller and smaller. The hyperbola also has a horizontal asymptote at y = 0.
3. The hyperbola has two separate branches. It cannot be drawn without lifting your pen from the page
and is an example of a discontinuous graph.
k 1
•• Graphs of the form y = are the same basic shape as y = with y-values dilated by a factor of k.
x x

TOPIC 13 Non-linear relationships  527

 WORKED EXAMPLE 16
4
a Plot the graph of y = for −2 ≤ x ≤ 2.
x
b Write down the equation of each asymptote.
THINK WRITE/DRAW
a 1 Prepare a table of values taking a
x −2 −1 −12 0 1
1 2
x-values from –2 to 2. Fill in the 2

table by substituting each x-value y −2 −4 −8 Undefined 8 4 2

into the given equation to find the
corresponding y-value.
2 Draw a set of axes and plot the y
points from the table. Join them 4
8 y =—
with a smooth curve. x
4
–2 –1
0 x
–41 2
–8

b Consider any lines that the curve b The vertical asymptote is x = 0.

approaches but does not cross. The horizontal asymptote is y = 0.

WORKED EXAMPLE 17
−3
Plot the graph of y = for −3 ≤ x ≤ 3.
x
THINK WRITE/DRAW
1 Draw a table of values and
x −3 −2 −1 −12 0 1
1 2 3
­substitute each x-value into the 2
given equation to find the y 1 1.5 3 6 Undefined −6 −3 −1.5 −1
­corresponding y-value.
2 Draw a set of axes and plot the y
6
points from the table. Join them 3
y = –—
with a smooth curve. 3 x

1 2 3
x
–3 –2 –1 0
–3

–6

DISCUSSION
Why is it useful to consider both very small and very large numbers when constructing a table of values
for a hyperbola?

RESOURCES — ONLINE ONLY

Interactivity: Hyperbolas (int-6155)

528  Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 13.7 The hyperbola
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–12 1–14 1–16

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
10
1. WE15 Complete the table of values below and use it to plot the graph of y = .
x
x −5 −4 −3 −2 −1 0 1 2 3 4 5
y
2. WE16  a. Plot the graph of each of the following hyperbolas.
5 20 100
i. y = ii. y = iii. y =
x x x
b. Write down the equation of each asymptote for the graphs in part a.
2 3 4
3. On the same set of axes, draw the graphs of y = , y = and y = .
x x x
k
4. Use your answer to question 3 to describe the effect of increasing the value of k on the graph of y = .
x
−10
5. WE17 Plot the graph of y = for −5 ≤ x ≤ 5.
x
6 −6
6. On the same set of axes, draw the graphs of y = and y = .
x x
−k
7. Use your answer to question 6 to describe the effect of the negative in y = .
x
1
8. Complete the table of values below and use the points to plot y = . State the equation of the
x−1
vertical asymptote.
x −3 −2 −1 0 1 2 3 4
y
9. Plot the graph of each hyperbola and label the vertical asymptote.
1 1 1
a. y = b. y = c. y =
x−2 x−3 x+1
1
10. Use your answers to question 9 to describe the effect of a in y = .
x−a
11. Sketch each of the following, showing the position of the vertical asymptote.
−4 2 5
a. y = b. y = c. y =
x+1 x−1 x+2
Communicating, reasoning and problem solving
12. Give an example of the equation of a hyperbola that has a vertical asymptote of:
a. x = 3 b. x = −10.
1
13. The graph of y = is reflected in the x-axis, dilated by a factor of 2 parallel to the y-axis or from the
x
x-axis and translated 3 units to the left and down 1 unit. Find the equation of the resultant hyperbola
and give the equations of any asymptotes.

TOPIC 13 Non-linear relationships  529

 1
14. a.  Complete the following table in order to graph the hyperbola defined by y = .
x2
x −2 −1 −12 1
2
1 2
y
This hyperbola is also known as a truncus. Give the equations of any asymptotes.
1
b. Find the equation of the truncus that results when y = is reflected in the x-axis.
x2
1
c. Find the equation of the truncus that results when y = is reflected in the y-axis.
x2
1
15. Consider again the truncus defined by y = . This hyperbola is reflected in the x-axis, dilated by a
x2
factor of 3 parallel to the y-axis or from the x-axis, and translated 1 unit to the left and up 2 units.
Find the equation of the resulting hyperbola and give the equations of any asymptotes.
16. How could you summarise the effect of the transformations dealt with in this exercise on the shape of
1
the basic hyperbola y = ?
x

13.8 The circle  [Stage 5.3]

•• A circle is the path traced out by a point at a constant distance (the radius) from a fixed point (the
centre).
•• Consider the circles shown below. The first circle has its centre at the origin and radius r.
Let P (x, y) be a point on the circle.
By Pythagoras, x2 + y2 = r2.
This relationship is true for all points, P, on the circle.
y
P(x, y)
r y
0 x x

•• The equation of a circle with centre (0, 0) and radius r is:

x2 + y2 = r2
•• If the circle is translated h units to the right, parallel to the x-axis, and k units upwards, parallel to the
y-axis, then:
y
y P(x, y)
(y – k)
k
(x – h)

0 h x x

•• The equation of a circle with centre (h, k) and radius r is:

(x − h) 2 + (y − k) 2 = r2

530  Maths Quest 10 Stage 5 NSW Australian curriculum

DISCUSSION
How can you determine whether a particular point is inside, on or outside a given circle?

WORKED EXAMPLE 18

Sketch the graph of 4 x2 + 4 y2 = 25, stating the centre and radius.

THINK WRITE/DRAW

1 Express the equation in general form by dividing both x2 + y2 = r2

sides by 4. 4x2 + 4y2 = 25
25
x2 + y2 =
4
2 State the coordinates of the centre. Centre (0, 0)
3 Find the length of the radius by taking the square root of r2 = 25
4
both sides. (Ignore the negative results.) 5
r= 2
Radius = 2.5 units
4 Sketch the graph. y
2.5

–2.5 2.5
0 x

–2.5

WORKED EXAMPLE 19

Sketch the graph of (x − 2) 2 + ( y + 3) 2 = 16, clearly showing the centre and radius.
THINK WRITE/DRAW

1 Express the equation in general form. (x − h) 2 + (y − k) 2 = r2

(x − 2) 2 + (y + 3) 2 = 16
2 State the coordinates of the centre. Centre (2, –3)
3 State the length of the radius. r2 = 16
r=4
Radius = 4 units
4 Sketch the graph. y
1
–2 0 2 6 x
–3 4

–7

TOPIC 13 Non-linear relationships  531

 WORKED EXAMPLE 20

Sketch the graph of the circle x2 + 2x + y2 − 6y + 6 = 0.

THINK WRITE/DRAW
1 Express the equation in general form by (x − h) 2 + ( y − k) 2 = r2
completing the square on the x terms and x + 2x + y2 − 6y + 6 = 0
2

again on the y terms. (x2 + 2x + 1) − 1 + (y2 − 6y + 9) − 9 + 6 = 0

(x + 1) 2 + (y − 3) 2 − 4 = 0
(x + 1) 2 + (y − 3) 2 = 4
2 State the coordinates of the centre. Centre (–1, 3)
3 State the length of the radius. r2 = 4
r=2
Radius = 2 units
4 Sketch the graph. y
5
3

1
0 x
–3 –1 1

RESOURCES — ONLINE ONLY

Interactivity: Graphs of circles (int-6156)

Interactivity: Compare and contrast types of graphs (int-3920)

Exercise 13.8 The circle

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–c, 2a–c, 3a–c, 4, 5, 7 1c–e, 2c–e, 3c–e, 4–7, 10, 12 1d–f, 2d–f, 3d–f, 4–11, 13

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE18 Sketch the graphs of the following circles, stating the centre and radius of each.
a. x2 + y2 = 49 b. x2 + y2 = 42 c. x2 + y2 = 36
d. x2 + y2 = 81 e. 2x2 + 2y2 = 50 f. 9x2 + 9y2 = 100
2. WE19 Sketch the graphs of the following circles, clearly showing the centre and the radius.
a. (x − 1) 2 + (y − 2) 2 = 52 b. (x + 2)2 + (y + 3)2 = 62 c. (x + 3) 2 + (y − 1) 2 = 49
d. (x − 4) + (y + 5) = 64
2 2
e. x + (y + 3) = 4
2 2
f. (x − 5) 2 + y2 = 100

532  Maths Quest 10 Stage 5 NSW Australian curriculum

 3. WE20 Sketch the graphs of the following circles.
a. x2 + 4x + y2 + 8y + 16 = 0 b. x2 − 10x + y2 − 2y + 10 = 0
c. x2 − 14x + y2 + 6y + 9 = 0 d. x2 + 8x + y2 − 12y − 12 = 0
e. x2 + y2 − 18y − 19 = 0 f. 2x2 − 4x + 2y2 + 8y − 8 = 0
4. MC The graph of (x − 2) 2 + (y + 5) 2 = 4 is:
a. y b. y c. y d. y
5 x
0 2 0 x
2
5
–5 –5
–2 0 x

–2 0 x

5. MC The centre and radius of the circle (x + 1) 2 + (y − 3) 2 = 4 is:

a. (1, –3), 4 b. (–1, 3), 2 c. (3, –1), 4
d. (1, –3), 2 e. (1, 3), 2
Communicating, reasoning and problem solving
6. Find the equation representing the outer edge of the galaxy as shown in the photo at below, using the
astronomical units provided.
y

0 x
5 9

7. Circular ripples are formed when a water drop hits the

surface of a pond.
If one ripple is represented by the equation x2 + y2 = 4
and then 3 seconds later by x2 + y2 = 190, where the length
of measurements are in centimetres:
a. find the radius (in cm) of the ripple in each case
b. calculate how fast the ripple is moving outwards.
(State your answers to 1 decimal place.)
8. Two circles with equations x2 + y2 = 4 and
(x − 1) 2 + y2 = 9 intersect. Determine the point(s) of
intersection. Show your working.
9. a.  Graph the line y = x, the parabola y = x2 and the circle x2 + y2 = 1 on the one set of axes.
b. Find algebraically the points of intersection of:
i. the line and the circle
ii. the line and the parabola
iii. the parabola and the circle.

TOPIC 13 Non-linear relationships  533

10. Find the point(s) of intersection of the circles x2 + y2 − 2x − 2y − 2 = 0 and
x2 + y2 − 8x − 2y + 16 = 0 both algebraically and graphically.
11. The general equation of a circle is given by x2 + y2 + ax + by + c = 0. Find the equation of the circle
which passes through the points (4, 5), (2, 3) and (0, 5). State the centre of the circle and its radius.
12. How could you write equations representing a set of concentric circles (circles with the same centre
but different radii)?
13. Does the point (1, 1.5) lie on, inside or outside the circle with equation x2 + 2x + y2 − 6y + 6 = 0?
Hint: It is important to know the length of the radius and the location of the centre of the circle.

13.9 Review
Investigation | Rich task
Parametric equations

534  Maths Quest 10 Stage 5 NSW Australian curriculum

 You are familiar with the quadratic equation y = x2 and its resulting graph. Let us consider an applica-
tion of this equation by forming a relationship between x and y through a third variable, say, t.
x = t and y = t 2
It is obvious that these two equations are equivalent to the equation y = x2. This third variable t is
known as a parameter, and the two equations are now called parametric equations. We cannot
­automatically assume that the resulting graph of these two parametric equations is the same as that of
y = x2 for all real values of x. It is dependent on the range of values of t.
For questions 1 to 3, consider the parametric equations x = t and y = t2 for values of the
­parameter t ≥ 0.
1. Complete the following table by calculating x- and y-values from the corresponding t-value.
t x y
0
1
2
3
4
5
2. Copy this Cartesian plane in your workbook and graph the x-values Parametric equations
y
and corresponding y-values. Join the points with a smooth curve
25
and place an arrow on the curve to indicate the direction of ­increasing 20
t-values. 15
10
3. Is there any difference between this graph and that of y = x ? Explain
2 5
x
your answer. –5–4–3–2–10 1 2 3 4 5
4. Consider now the parametric equations x = 1 − t and y = (1 − t) . 2

These are clearly also equivalent to the equation y = x2. Complete the table and draw the graph of
these two equations for values of the parameter t ≥ 0. Draw an arrow on the curve in the direction
of increasing t-values.
t x y
0 Parametric equations
y
1 25
2 20
15
3 10
5
4
–5–4–3–2–10 1 2 3 4 5 x
5
Describe the shape of your resulting graph. What values of the
parameter t would produce the same curve as that obtained in
question 2?
Parametric equations
5. The graph of y = −x2 is a reflection of y = x2 in the x-axis. x = t and y = –t2
­Construct a table and draw the graph of the parametric equations y
x = t and y = −t2 for parameter values t ≥ 0. Remember to place an 0 x
–5–4–3–2–1
–5 1 2 3 4 5
arrow on the curve in the direction of increasing t-values. –10
6. Without constructing a table, predict the shape of the graph of the –15
–20
parametric equations x = 1 − t and y = −(1 − t) 2 for parameter –25
values t ≥ 0. Draw a sketch of the shape.

TOPIC 13 Non-linear relationships  535

 7. This task requires you to produce the shape of the parabola y = x2 in
the range −2 ≤ x ≤ 2 by considering two different parametric equations
to those already ­considered.
a. State your two equations and the range of the parameter values.
b. Construct a table showing calculated values.
c. Draw a sketch of the graph.

RESOURCES — ONLINE ONLY

Digital doc: Investigation — Parametric equations (doc-15932)

Digital doc: Code puzzle — Olympic games facts (doc-15933)
Digital doc: Summary Topic 13 (doc-22911)
Interactivity: Word search Topic 13 (int-2850)
Interactivity: Crossword Topic 13 (int-2851)
Interactivity: Sudoku Topic 13 (int-3596)

Exercise 13.9 Review questions

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. MC The vertex for the graph y = 3x2 − 4x + 9 is:
a. ( , 1 ) b. ( , ) c. ( , 1 ) d. ( , 7 ) e. ( , 6 )
1 2 1 2 1 1 2 2 2 2
3 3 3 3 6 6 3 3 3 3

2. MC Which graph of the following equations has the x-intercepts closest together?
a. y = x2 + 3x + 2 b. y = x2 + x − 2 c. y = 2x2 + x − 15
d. y = 4x + 27x − 7
2 e. y = x − 2x − 8
2

3. MC Which graph of the equations below has the largest y-intercept?

a. y = 3(x − 2) 2 + 9 b. y = 5(x − 1) 2 + 8 c. y = 2(x − 1) 2 + 19
d. y = 2(x − 5) 2 + 4 e. y = 12(x − 1) 2 + 10

4. MC The translation required to change y = x2 into y = (x − 3) 2 + 14 is:

1 1 1
a. right 3, up b. right 3, down c. left 3, down
4 4 4
1 1
d. left 3, up e. right , up 3
4 4

5. MC The graph of y = −3 × 2x is best represented by:

a. y b. y c. y
10 10 10

5 5 5
3 3
0
–4 –2 0 2 4
x
–4 –2 –30 2 4
x –4 –2 2 4 x
–5 –5 –5

–10 –10 –10

536  Maths Quest 10 Stage 5 NSW Australian curriculum

 d. y e. y
10 10

5 5
3
x 0 x
–4 –2 0 2 4 –4 –2 2 4
–5 –5

–10 –10

6. Use the completing the square method to find the vertex for each of the following graphs.
a. y = x2 − 8x + 1 b. y = x2 + 4x − 5
7. For the graph of the equation y = x + 8x + 7, produce a table of values for the x-values between
2

–9 and 1, and then plot the graph. Show the y-intercept and vertex. From your graph, state the
x-intercepts.
8. For each of the following, find the coordinates of the vertex and the x- and y-intercepts and sketch
the graph.
a. y = (x − 3) 2 + 1 b. y = 2(x + 1) 2 − 5
9. For the equation y = −x − 2x + 15, sketch the graph and determine the x- and y-intercepts and the
2

coordinates of the vertex.

10. For the exponential function y = 5x:
a. complete the table of values below
x y
–3
–2
–1
0
1
2
3
b. plot the graph.
11. Draw the graph of y = 10 × 3x for −4 ≤ x ≤ 4.
12. Draw the graph of y = 10−x for −4 ≤ x ≤ 4.
13. a. On the same axes draw the graphs of y = (1.2) x and y = (1.5) x.
b. Use your answer to part a to explain the effect of changing the value of a in the equation of y = ax.
14. a. On the one set of axes draw the graphs of y = 2 × 3x, y = 5 × 3x and y = 12 × 3x.
b. Use your answer to part a to explain the effect of changing the value of k in the equation of y = kax.
15. a. On the same set of axes sketch the graphs of y = (2.5) x and y = (2.5) −x.
b. Use your answer to part a to explain the effect of a negative index on the equation y = ax.
16. Sketch each of the following.
4 2
a. y = b. y = −
x x
−3
17. Sketch y = .
x−2
18. Give an example of an equation of a hyperbola that has a vertical asymptote at x = −3.
19. Sketch each of these circles. Clearly show the centre and the radius.
a. x2 + y2 = 16 b. (x − 5) 2 + (y + 3) 2 = 64

TOPIC 13 Non-linear relationships  537

20. Sketch the following circles. Remember to first complete the square.
a. x2 + 4x + y2 − 2y = 4 b. x2 + 8x + y2 + 8y = 32
21. Find the equation of this circle.
y
6

–6 0 6 x

–6

Communicating, reasoning and problem solving

22. The height, h, in metres of a golf ball t seconds after it is hit is given by the formula h = 4t − t2.
a. Sketch the graph of the path of the ball.
b. What is the maximum height the golf ball reaches?
c. How long does it take for the ball to reach the maximum height?
d. How long is it before the ball lands on the ground after it has been hit?
23. A soccer ball is kicked upwards in the air. The height, h, in metres, t seconds after the kick is
­modelled by the quadratic equation h = −5t2 + 20t.
a. Sketch the graph of this relationship.
b. For how many seconds is the ball in the air?
c. For how many seconds is the ball above a height of 15 m? That is, solve the quadratic inequation
−5t2 + 20t > 15.
d. For how many seconds is the ball above a height of 20 m?
24. The height of the water level in a cave is determined by the tides. At any time, t, in hours after 9 am,
the height, h(t), in metres, can be modelled by the function h(t) = t2 − 12t + 32, 0 ≤ t ≤ 12.
a. What values of t is the model valid for? Write your answer in interval notation.
b. Determine the initial height of the water.
c. Bertha has dropped her keys onto a ledge that is 7 metres from the bottom of the cave. Determine the
times in which she would be able to climb down to retrieve her keys. Write your answers correct to
the nearest minute.
25. A grassed area is planted in a courtyard that has a width of
7m
5 metres and length of 7 metres. The shape of the grassed
area is described by the function P = −x2 + 5x, where P is Wall
the distance, in metres, from the house and x is the distance,
in metres from the side wall. The diagram represents this
x
information on a Cartesian plane. 5m
House
a. In terms of P, write down an inequality that describes the
region where the grass has been planted.
b. Determine the maximum distance the grass area is planted from the house.
c. The owners of the house have decided that they would prefer all of the grass to be within a maximum
distance of 3.5 metres from the house. The shape of the lawn following this design can be described
by the equation
N(x) = ax2 + bx + c.
i. Using algebra, show that this new design can be described by the function N(x) = −0.56x(x − 5).
ii. Describe the transformation that maps P(x) to N(x).
d. If the owners decide on the first design, P(x), the percentage of area within the courtyard without
grass is 40.5%. By using any method, find the approximate percentage of area of courtyard without
lawn with the new design, N(x).

538  Maths Quest 10 Stage 5 NSW Australian curriculum

26. A stone arch bridge has a span of 50 metres. The shape of the curve b(x)
AB can be modelled using a quadratic equation.
a. Taking A as the origin, (0, 0), and given that the maximum height of
the arch above the water level is 4.5 metres, show using algebra, that
4.5 m
the shape of the arch can be modelled using the equation
b(x) = −0.0072x + 0.36x, where b(x) is the vertical height of the
2
A B x
bridge, in metres, and x is the horizontal distance, in metres. (0, 0)
50 m
b. A floating platform p metres high is towed under the bridge. Given
that the platform needs to have a clearance of at least 30 centimetres on each side, explain why the
maximum value of p is 10.7 centimetres.
27. When a drop of water hits the flat surface of a pool, circular ripples are made. One ripple is repre-
sented by the equation x2 + y2 = 9 and 5 seconds later, the ripple is represented by the equation
x2 + y2 = 225, where the lengths of the radii are in cm.
a. State the radius of each of the ripples.
b. Sketch these graphs.
c. How fast is the ripple moving outwards?
d. If the ripple continues to move at the same rate, when will it hit the edge of the pool which is 2 m
from its centre?

TOPIC 13 Non-linear relationships  539

Answers
Topic 13 Non-linear relationships
Exercise 13.2 Plotting parabolas
1. a. y b. y 1
30 y = 3x2 y = –4 x2
25
20 2
15
10 1
5
x x
–3 –2 –1 0 1 2 3 –3 –2 –1 0 1 2 3

    x = 0, (0, 0)    x = 0, (0, 0)
2. Placing a number greater than 1 in front of x2 makes the graph thinner. Placing a number greater than 0 but less than 1 in
front of x2 makes the graph wider.
3. a. y b. y c. y d. y
10 12 y = x2 –3 8
6 y = x –1
2
10 y = x + 3
2
8 y = x2 + 1 6
6 8 4 4
4 6 2 (0, –1) 2
2 4 x x
2 (0, 3) –3 –2 –1 0 1 2 3 –3 –2 –1
–2 1 2 3
x –2
–3 –2 –1 0 1 2 3
x
–3 –2 –1 0 1 2 3  x = 0, (0, −3), −3   x = 0, (0, −1), −1
  x = 0, (0, 1), 1
  x = 0, (0, 3), 3
4. Adding a number raises the graph of y = x2 vertically that number of units. Subtracting a number lowers the graph of y = x2
vertically that number of units.
5. a. y b. y
y = (x + 2)2
20 y = (x + 1)2 16
(–5, 16)
16 12
12 8
8 4
4 (1, 4) x
–6 –4 –20 2
0 x
–6 –5 –4 –3 –2 –1 1 2
  x = −2, (−2, 0), 4
x = −1, (−1, 0), 1
   

c. y d. y
10 10 y = (x ‒ 1)2
y = (x ‒ 2)2
8 8
6 6
4 4
2 2
0 x 0 x
1 2 3 4 5 1 2 3 4 5
  x = 2, (2, 0), 4    x = 1, (1, 0), 1
6. Adding a number to x moves the graph of y = horizontally to the left by that number of units. Subtracting a number from x
x2
moves the graph of y = x2 horizontally to the right by that number of units.
7. a. y b. y c. y d. y
1
0 01 2 3 4x
x x –2
–3 –2 –1
–1
0 1 2 3 4 x –2 –1
–1 1 2 3 4 –6 –4 –2 0 1 –4
–2 –2 –2 –6
–3 –3 –8
–4 –4 –4 –10
–5 –5 –12 y = –x2 –3
–6 –6 –6
–7 –7    x = 0, (0, −3), −3
–8 –8 –8
y = –x2 + 1
–9
y = –(x – 1)2 y = –(x + 2)2
   x = 0, (0, 1), 1
   x = 1, (1, 0), −1   x = −2, (−2, 0), −4

540  Maths Quest 10 Stage 5 NSW Australian curriculum

8. The negative sign inverts the graph of y = x2. The graphs with the same vertices are: y = x2 + 1 and y = 2x2 + 1;
y = (x − 1) 2 and y = −(x − 1) 2; y = (x + 2) and y = −(x + 2) 2; y = x2 − 3 and y = −x2 − 3.
They differ in that the first graph is upright while the second graph is inverted.
9. a. y i. x = 5 b. y i. x = −2
25 y = 2(x + 2)2 − 3 20
20 ii. (5, 1), minimum 15 ii. (−2, −3), minimum
y = (x − 5)2 + 1
15 iii. 26 10 iii. 5
10 5
5
–6 –4 0 x
x –5
−1 0 2 4 6 8 10

c. y i. x = 3 d. y i. x = 1
4 5
3
ii. (3, 4), maximum ii. (1, 2), maximum
0 x
2 iii. −5 −2
−5 2 4 6 iii. −1
1 −10
−15 y = −3(x − 1)2 + 2
–1–10 1 2 3 4 5 6 x −20
–2 y = −(x − 3)2 + 4 −25
–3
–4
–5

e. y i. x = −2 f. y i. x = −1
y = x2 + 4x − 5 15 20
ii. (−2, −9), minimum ii. (−1, 16), maximum
10 15
5 iii. −5 10 iii. 15
5
−6 −4 −2 0 x
−5 −6 −4 −2 0 x
−10 −5 y2= −x
4 2
− 2x + 15
−10

g. y i. x = 1 h. y i. x = 2
25 20
20 ii. (−1, 27), maximum 16 ii. (2, 1), minimum
y = (x − 2)2 + 1
15 iii. 24 12 iii. 5
10 8
5 4
y = −3x − 6x + 24
2

0 x x
−6 −4 −2
−5 2 4 −2 0 2 4 6
−10
−15
−20
−25

10. a. If the x2 term is positive, the parabola has a minimum vertex. If the x2 term is negative, the parabola has a maximum
vertex.
b. If the equation is of the form y = a(x − b) 2 + c, the vertex has coordinates (b, c).
c. The equation of the axis of symmetry can be found from the x-coordinate of the vertex. That is, x = b.
11. C 12. B 13. C 14. A
15. a. h b. i. 16 m
18
h =−(t − 4)2 +16 ii. 8 s
16
14
12
10
8
6
4
2
0
1 2 3 4 5 6 7 8 t

TOPIC 13 Non-linear relationships  541

16. a. h = –8t(t – 3) b. i. 18 m
h
18 ii.  Yes, by 3 m
16 iii. 1.5 s
14
12 iv.  3 s
10
8
6
4
2
0 1 2 3 4 t

17. a. y     y     y     y

0 x 0 x 0 x 0 x

b. An infinite number of points of intersection occur when the two equations represent the same parabola, with the effect that
the two parabolas superimpose. For example y = x2 + 4x + 3 and 2y = 2x2 + 8x + 6.
c. It is possible to have 0, 1 or 2 points of intersection.
y y y y

0 x 0 x 0 x 0 x

           

18. a. b. y
x –1 0 1 2 3 4 4
y −2.4 1.8 4 4.2 2.4 −1.4 2

–2 –1–20 1 2 3 45 x
–4

c. x cannot equal –1 as this would put the ball behind her; at x = 4, the ball is under ground level.
d. The maximum height reached is 4.36 m.
e. The ball will hit the ground 3.688 m from the player.
19. y = 2x2–3x + 1
20. A parabola is defined for all x values, unless the x values are restricted for a particular parabola. The y values will be
dependent on the x values.

Exercise 13.3 Sketching parabolas

1. a. Narrower, vertex (0, 0) b. Wider, (0, 0) c. Narrower, vertex (0, 0) d. Narrower, vertex (0, 0)
e. Wider, vertex (0, 0) f. Wider, vertex (0, 0) g. Narrower, vertex (0, 0) h. Narrower, vertex (0, 0)
2. a. Vertical 3 up, vertex (0, 3) b. Vertical 1 down, vertex (0, −1)
c. Vertical 7 down, vertex (0, −7) d. Vertical up, vertex (0, 14)
e. Vertical down, vertex (0, −12) f. Vertical 0.14 down, vertex (0, −0.14)
g. Vertical 2.37 up, vertex (0, 2.37) h. Vertical √3 up, vertex (0, √3)
3. a. Horizontal 1 right, (1, 0) b. Horizontal 2 right, (2, 0)
c. Horizontal 10 left, (−10, 0) d. Horizontal 4 left, (−4, 0)
e. Horizontal 12 right, (12, 0) f. Horizontal 15 left, (−15, 0)
g. Horizontal 0.25 left, (−0.25, 0) h. Horizontal √3 left, (−√3, 0)

542  Maths Quest 10 Stage 5 NSW Australian curriculum

4. a. (0, 1), maximum b. (0, –3), minimum c. (–2, 0), maximum d. (0, 0), minimum
e. (0, 4), maximum f. (0, 0), maximum g. (5, 0), minimum h. (0, 1), minimum
5. a. Narrower, minimum b. Narrower, maximum c. Wider, minimum d. Wider, maximum
e. Narrower, maximum f. Wider, minimum g. Narrower, minimum h. Wider, maximum
6. a.  i.  Horizontal translation 1 left b.  i.  Reflected, narrower (dilation)
ii. (–1, 0) ii.  (0, 0)
iii. y y = (x+1)2 iii.  y

y = x2 y = x2

(–1, 0) 0 x 0 x

y= –3x2

c. i.  Vertical translation 1 up d.  i.  Wider (dilation)

ii.  (0, 1) ii.
(0, 0)
iii.  y y = x2+1 iii. y y = x2

y = x2
y = 1–3 x2
(0, 1)
0 x (0, 0) x

e. i.  Vertical translation 3 down f.  i.  Horizontal translation 4 right

ii.  (0, –3) ii.
(4, 0)
iii.  y iii. y
y=x 2
y = x2 y = (x – 4)2

y = 2–3
0 x

(0, –3) 0 (4, 0) x

g. i.  Reflected, wider (dilation) h.  i.  Narrower (dilation)

ii.  (0, 0) ii.
(0, 0)
iii.  y iii. y y = 5x2
y = x2
y = x2

(0, 0) x
y = – 2– x2
5
(0, 0) x

i. i.  Reflected, vertical translation 2 up j.  i.  Reflected, horizontal translation 6 right

ii.  (0, 2) ii.
(6, 0)
iii.  y y = x2 iii. y y = x2

(0, 2)
(6, 0)
0 x 0 x

y = –x2+2
y = –(x – 6)2

TOPIC 13 Non-linear relationships  543

 k. i.  Reflected, vertical translation 4 down l.  i.  Reflected, horizontal translation 1 left
ii.  (0, −4) ii.
(–1, 0)
iii.  y y = x2 iii. y y = x2

x (–1, 0)
0 x
y = –x2 – 4 0

y = –(x + 1)2

m. i.  Narrower (dilation), horizontal translation 1 left, n.  i.  Wider (dilation), horizontal translation 3 right,
vertical translation 4 down vertical translation 2 up
ii.  (–1, –4) ii.
(3, 2)
iii.  y iii. y

y = x2 (3, 2)
1
y = x2 y = –2 (x – 3)2 + 2

0 x 0 x
y = 2(x + 1)2 –4

(–1, –4)

o. i.  W
 ider (dilation), reflected, horizontal translation p.  i.  Narrower (dilation), reflected, horizontal translation
2 left, vertical translation 14 up 1 right, vertical translation 32 down
ii.  (−2, 14) (1, −2)
ii. 3

iii.  y y = x2 iii. y y = x2

(–2, 14 )

0 x 0 (1, – 3 ) x
2
y = – 74 (x – 1)2 – 32

y = – 13 (x + 2)2 + 4

7. a. 10 cm b. 5 cm c. 5 cm d. y = (x − 5) 2
8. a. and d.
h

25

20 h = 10t – t2 Ball 2

15

10
h = 7t – t2 Ball 1
5

0 t
1 2 3 4 5 6 7 8 9 10
b. 12.25 m c. h = t (10 − t) d. 12.75 m

544  Maths Quest 10 Stage 5 NSW Australian curriculum

9. a. y = −(x − 2) 2 + 3 = −x2 + 4x − 1
b. y
6
y = x2 − 4x + 7

4
(2, 3)
2

−2 0 2 4 x
−2
y = − x2 + 4x − 1
−4

10. a. Y = −(x − 3) 2 + 3
b.
Reflected in x-axis, translated 3 units to the right and up 3 units. No dilation.
c.
(3, 3)
d. y
3
2 Local maximum
(3, 3)
1 x-intercept x-intercept
(1.267 949, 0) (4.732 051, 0)
0 x
1 2 3 4 5 6
–1
–2
–3
–4
–5
–6
–7

11. (0, k ) and (−h , 0)

12. v = −2h2 + 40h, where v is the vertical distance and h is the horizontal distance.

Exercise 13.4 Sketching parabolas of the form y = a(x − h)2 + k

1. a. (1, 2), minimum (−2, −1), minimum
b. c.
(–1, 1), minimum
d.
(2, 3), maximum e.
(5, 3), maximum (−2, −6), minimum
f.

(2, 4 ) , mi nimum (3, 3 ) , minimum

1 3 1 2
g. h. (−0.3, −0.4), minimum
i.
2. a. i. (–3, –5) ii.
Minimum iii.
Narrower
b.
i. (1, 1) ii.
Maximum iii.
Same
c.
i. (–2, –4) ii.
Maximum iii.
Narrower
d.
i. (3, 2) ii.
Minimum iii.
Wider
e.
i. (–1, 7) ii.
Maximum iii.
Wider
f. i. (15, −12 ) ii.
Minimum iii.
Wider
3. a. ii, y = −(x − 2) 2 + 3 v, y = −x + 1
b. 2 vi, y = (x + 1) 2 − 3
c.
iv, y = −(x + 2) + 3
d. 2 iii, y = x − 1
e. 2 i, y = (x − 1) 2 − 3
f.
4. a. A    b. C c.
B d.
C e.
B
5. a. i. −3 ii. −3, 1
b.
i. 12 ii. 2 c. i. −18 ii.
No x-intercepts
i. −5
d. ii. −1, 5
e.
i. 4 ii. No x-intercepts
f. ii. −3 − √5, −3 + √5 (approx. −5.24, −0.76)
i. 4           

TOPIC 13 Non-linear relationships  545

 6. a. i. (4, 2) ii.
Minimum iii.
Same width
 iv. 18 v.
No x-intercepts vi. y y = (x – 4)2 + 2
18

(4, 2)
0 1234 x

b. i. (3, –4) ii.

Minimum iii.
Same width
 iv. 5 v.
1, 5 vi. y y = (x – 3)2 – 4

0 1 2 3 45

–4 (3, –4)

c. i. (–1, 2) ii.
Minimum iii.
Same width
 iv. 3 v.
No x-intercepts vi. y = (x + 1)2 + 2 y

3
2
(–1, 2) 1
–1 0 x

d. i. (–5, –3) ii.

Minimum iii.
Same width
 iv. 22 v. −5 − √3, −5 + √3 vi.
y = (x + 5)2 – 3 y
(approx. −6.73, −3.27) 22

–5 + 3

0 x
–5 – 3 (–5, –3)

e. i. (1, 2) ii.
Maximum iii.
Same width
 iv. 1 v. 1 − √2, 1 + √2 vi. y
(approx. −0.41, 2.41) (1, 2)
1– 2 2 1+ 2
1
–1 0 1 x

y = –(x – 1)2 + 2

f. i. (–2, –3) ii.

Maximum iii.
Same width
 iv. –7 v.
No x-intercepts vi. y
–2 0 x
(–2, –3)
–3

–7

y = –(x + 2) – 32

546  Maths Quest 10 Stage 5 NSW Australian curriculum

 g. i. (–3, –2) ii.
Maximum iii.
Same width
 iv. –11 v.
No x-intercepts vi. y
–3 –2 –1 0 x
–2

(–3, –2)

–11
y = –(x + 3) – 2
2

h. i. (1, 3) ii.
Minimum iii.
Narrower
 iv. 5 v.
No x-intercepts vi. y y = 2(x – 1)2 + 3

(1, 3)

0 x

i. i. (–2, 1) ii.
Maximum iii.
Narrower
1 1
 iv. −11 v. −2 − , −2 + vi. y
√3 √3
(–2, 1)
(approx. −2.58, −1.42)
0 x
–2 – —
1
3
–2 + —
1
3

–11
y = –3(x + 2)2 + 1
2
7. a. 2(x − 34) − 73
8
=0 x = 34 ± √73
b. 4 (4, − 8 ), minimum
c. 3 73

8. a. y = −23 (x + 4) 2 + 6 b.
(–7, 0)
9. a. y = −x2 y = 7x2
b. y = (x + 3) 2
c.
y = x2 + 3
d. y=
e. −14 (x − 5) 2 − 3
10. a. p ($) b.
$1.90 c.
$1
1.9 p = 0.1(t – 3)2 + 1

1.4
1.0

0 3 5 t (hours
after 12 pm)
d.
3 pm e.
$1.40
11. a. 0.5 m
(15 + 4√15) m
b.
c.
The maximum height is 8 metres when horizontal distance is 15 metres.
12. a. Answers will vary. An example is y = (x − 2) 2 + 6.
y = −12 (x − 2) 2 + 6
b.
13. a. Answers will vary. An example is y = (x − p) 2 + q.

( p2 )
r−q
b. y= (x − p) 2 + q

TOPIC 13 Non-linear relationships  547

 14. a. y = (x − 4) 2 − 15 y = (x + 2) 2 − 9
b. 
y        y
4 –5 –4 –3 –2 –1 0 1 x
–1
2
–2
0 x –3
–1 1 2 3 4 5 6 7 8
–2 –4
–4 –5

–6 –6
–7
–8 Local minimun –8
–10 (–2, –9)
–9
–12
–14 Local minimum
(4, –15)
–16

2
y = (x + 32) − 14
c.

y
3
2.5
2

1.5
1
Local minimun
(–1.5, –0.25) 0.5

0 x
–3 –2.5 –2 –1.5 –1 –0.5 0.5
–0.5

15. a. y = 3(x − 2) 2 − 8
b.
The parabola has been dilated by a factor of 3 parallel to the y-axis or from the x-axis as well as being translated 2 units to
the right and down 8 units.
y = −3(x − 2) 2 + 8
c.
d. y Local maximum
8 (2, 8)

5
4
3
2

0 x
1 2 3 4
–1

16. No, it does not.

548  Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 13.5 Sketching parabolas of the form y = ax2 + bx + c
1. You need the x-intercepts, the y-intercept and the vertex to sketch a parabola.
2. a. y = (x − 5) (x − 2) b. y = (x + 4) (x − 7) c. y = (x + 3) (x + 5)
y y y
12 10 15
10
8 10
6 –4 –2 0 2 4 6 8 10 x
4 –10 5
2
–20 x
0 2 4 6 x –6 –5 –4 –3 –2 –1 0
–2
Turning point Turning point –5
–4 Turning point –30
(3.5, –2.25) (1.5, –30.25) (–4, –1)

f. y = ( + 3) (5 − x)
x
d. y = (2x + 3) (x + 5) e. y = (4 − x) (x + 2)
y
2
y Turning point
10 y Turning point
(1, 9)
15 15 (–0.5, 15.125)
5
10 10
–2 2 4x
5 –5 5

–10 0 x
x –6 –4 –2 2 4 6
–6 –4 –2
–5
–5
Turning point
(–3.25, –6.125) –10

3. a. y = x2 + 4x + 2 b. y = x2 − 4x − 5 c. y = 2x2 − 4x − 3 d. y = −2x2 − 11x + 5

y y y y
4 4 20 Turning point
4
(2.75, 20.125)
2 2 15
2

x 10
x –2 0 2 4 6 x –2 –1 0 1 2 3 4 5
–4 –3 –2 –1 0 2
–2 –2 5
–2
Turning point –4 –4
(–2, –2) 0 x
–2 2 4 6 8
–4 Turning point
–6 –6 –5
(1, –5)
–8
Turning point
–10
(2, –9)

e. y = −2x2 + 12x f. y = 3x2 + 6x + 1 g. y = −3x2 − 5x + 2

y y y
20 Turning point 4 Turning point 4
(3, 18)
15 2
( –56 , 1249 )
2

10 x
–6 –4 –2 0 2 –6 –4 –2 2 x
5 Turning point –2 –2
(–1, –2)
x –4 –4
–2 0 2 4 6 8
–5

TOPIC 13 Non-linear relationships  549

 4. a. y b.
24 m c.
1m
1.4
1.2 1
y= – –––
144
(x2 – 24x)
1
0.8
0.6
0.4
0.2
0 5 10 15 20 25 30 x
5. a. p b.
7th month c.
8th month
20
15
10
5

0 x
–5 –4 –3 –2 –1 1 2 3 4 5 6
–5

–10

–15 p = 3x2 – 15x – 18

–20
–25

–30

–35
–40

6. a. h b. 0 c. 2500 m
h = 4t(50 – t)
2500
2000
1500
1000
500
0 10 20 30 40 50 t

d. 25 seconds e. 50 seconds
7. 200 8. −(m + n) 9. Answers will vary.
10. a. h (2, 25)
    b. 25 m        c. 2 m        d. 7 m
21
h = −x2 + 4x + 21

−3 0 7 x

11. a. b. 21°C c. Decreasing

Temperature degrees celsius

T
25 T = h2 – 8h + 21
20
15
10
5
0 2 4 6 8h
Hours

d. Increasing e. 5 °C after 4 hours f. 21 °C

12. One way to remember the information necessary to sketch a parabola is to construct a table with the different forms of a
parabolic equation and the information that can be obtained from each form.

550  Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 13.6 Exponential functions and graphs
1. y
x −3 −2 −1 0 1 2 3 28
26
1 1 1
1 3 9 27 24
y 27 9 3 22
20
18
16
14
12
10
8
6
4 y = 3x
2
–3 –10 1 2 3 4 x

2. a. 2 e. 3 f. 4 g. 10 h. a
3. y
16 y = 4x
14 y = 3x
12
10
8 y = 2x
6
4
2

–5 –3 –1 0 1 2 3 4 5x
–4
–6
–8
–10
–12
–14
–16

a. The graphs all pass through (0, 1). The graphs have the same horizontal asymptote (y = 0). The graphs are all very steep.
b. As the base grows larger, the graphs become steeper.
c. y
16 y = 8x
14 y = 4x
12
y = 3x
10
8 y = 2x
6
4
2
x
–5 –3 –1 0 1 2 3 4 5
–4
–6
–8
–10
–12
–14
–16

TOPIC 13 Non-linear relationships  551

4. y
11
10
9
8
7
y = 3x + 5 6
5
4
3
y = 3x + 2
2
1
y = 3x
0
–3 –1 1 2 3 4x
–2
–3
y = 3x – 3
–4

a. The shape of each graph is the same.

b. Each graph has a different y-intercept and a different horizontal asymptote.
c. i. (0, 11) ii. y = 10
5. a. i. y ii. y iii. y
8 9 7
7 8 6
6 7 5
5 6 4
4 5 3
3 4 2 y = 6x
2 y = 2x 3 1
y = 3x
1 2
1 –4 –3 –2 –10 1 2 3 4x
0 x
–5 –4 –3 –2 –1 1 2 3 4 –2
0 x y = –6x
–2 y = –2x –4 –3 –2 –1 1 2 3 4 –3
–3 –2 y = –3x –4
–4 –3 –5
–5 –4
–6 –5
–7 –6
–8 –7
–8
–9

b. In each case the graphs are symmetric about the x-axis.

6. a. i. y
ii. y iii. y

8 8 8
7 7 7
6
6 6 y = 6−x 5 y = 6x
5 5 4
4 4 3
3 y = 3−x 3 y = 3x 2
y = 2−x 2 y = 2x 2 1
1 1
–4 –3 –2 –10 1 2 3 4x
0 0 –2
–4 –3 –2 –1 1 2 3 4 x –4 –3 –2 –1 1 2 3 4x
–2 –2

b. In each case the graphs are symmetric about the y-axis.

552  Maths Quest 10 Stage 5 NSW Australian curriculum

7. a–c      y = 2x + 6 8. a, b      y
y
8
8 7
7 6
6 5 y = 3x
5 4
4 y = 3x + 2 3
3 2
y = 2−x y = 2x
2 1
1 0 x
0 –4 –3 –2 –1 1 2 3 4
–4 –3 –2 –1 1 2 3 4x –2
–2 –3 y = −3x
–3 y = − 2x –4
–4 –5
–5 –6
–6 –7
–8
–9

9. a, b      y 10. a, b      y

8 8 y = 2x
7 7
6 y = 4x y = 2–x + 2 6
y = 4–x
5 5
4 4
3 3
2 2
1 1
0 x x
–4 –3 –2 –1 1 2 3 4 –4 –3 –2 –1 0 1 2 3 4
–2 y = 4x – 3 –2 y = –2–x + 3
–3 –3
–4 –4
–5 –5
–6 –6
–7 –7
–8 –8

11. a, b     
16
y = 5x
15
y = 5–x + 10
14
13
12
11
10
9
8
7
6
5
4
3
2
1 y = –5x + 10
x
–4 –3 –2 –1–10 1 2 3 4
–2

TOPIC 13 Non-linear relationships  553

12. a. B b. C c. D d. A
13. a. B b. D c. A d. C
14. y 15. y
1 y = 32 40
x 30 Point of
0
–3 –2 –1
–1 1 2 3 4 20
intersection
y = 16x 10 (1.25, 32)
–3 –3 –2 –1 0 1 2 3x
–4 y = –3–x – 3 –10
–5 x = 1.25
–6
–7
–8

16. a. 10 000 b. i.  1111 ii. 41 iii. 0

17. a. Yes b. There is a constant ratio of 1.3. c. 30%
d. 3.26 million e. 30 million
18. Yes, y = ax will always have a horizontal asymptote as ax ≠ 0.

Exercise 13.7 The hyperbola

1.
x –5 –4 –3 –2 –1 0 1 2 3 4 5

y 2 –2.5   –3.3 –5 –10 Undefined 10 5 3.3 2.5 2

10 y = 10
—
x
–3 –2 –1
0 1 2 3 x

–10

2. a. i.
y    ii.  y    iii.  y

5 5
y= —
x
20 y = 20
—
x
100 y = 100
—–
x

0 1 x 0 1 x 0 1

b. i. x = 0, y = 0 ii. x = 0, y = 0 iii. x = 0, y = 0

3. y

(1, 4)
(1, 3) 4
y=—
x 3
y =—
x
(1, 2)
0 x
2
y=—
x

554  Maths Quest 10 Stage 5 NSW Australian curriculum

 4. It increases the y-values by a factor of k and hence dilates the curve from the x-axis by a factor of k.
5. y
–10
10 y = —–
x

1 2 3 4 5
–5 –4 –3 –2 –1 0 x

–10

6. y

(1, 6)
6
y=—
x

0 x

(1, –6)
y = –6
—
x

k
7. The negative reflects the curve y = in the x-axis.
x
8. x –3 –2 –1 0 1 2 4 3
y –0.2 –0.33 –0.5 –1 Undefined 1 0.5 0.33

The equation of the vertical asymptote is x = 1.

y
1
y = ——
x–1

1
–1
0 1 2 x
–1

x=1

9. a. y b. y c. y
1
y = ——
x–2 y = ——
1
y = x——
1
x–3 +1

1 1 1
0 0 –2 –1
1
–— 2 3 x 1
–— 34 x 0 1 x
3
2 –1

x=2 x=3
x = –1
10. The a translates the graph left or right, and x = a becomes the vertical asymptote.
11. a. y b. y c. y
2
y=
–4
——
y = ——
x–1 1
x+1 2—
2
(–2, 4) (2, 2)

–1 0 0 1 x –2 0 x
x 5
–4 –2 y = ——
x+2

(–3, –5)

TOPIC 13 Non-linear relationships  555

12. Check with your teacher. Possible answers:
1 1
a. y = b. y =
x−3 x + 10
−2
13. y = − 1, x = −3, y = −1
x+3

14. a.
x –2 –1 −12 1
2
1 2
1 1
y 4
1 4 4 1 4

y
4

1
y = ––
x2
2

x
–3 –2 –1 0 1 2 3

x = 0, y = 0
1 1
b. y = − c. y =
x2 x2

3
15. y = − + 2, x = −1, y = 2
(x + 1)2
16. Construct a table to summarise the information regarding transformations of hyperbolas.

Exercise 13.8 The circle

1. a. x2 + y2 = 49 b. x2 + y2 = 16 c. x2 + y2 = 36
y y y
7 4 6

–7 0 7 x –4 0 4 x –6 0 6 x

–7 –4 –6

Centre (0, 0), radius 7
Centre (0, 0), radius 4 Centre (0, 0), radius 6

d. x2 + y2 = 81 e. 2x2 + 2y2 = 50 f. 9x2 + 9y2 = 100

y y y
9 5 3 –3
1

–9 0 9 x –5 0 5 x
1 0 3 –3 x
1
–3 –3
–9 –5
1
–3–3
Centre (0, 0), radius 9 Centre (0, 0), radius 5
Centre (0, 0), radius 10
3

556  Maths Quest 10 Stage 5 NSW Australian curriculum

2. a. (x − 1) 2 + (y − 2) 2 = 25 b. (x + 2) 2 + (y + 3) 2 = 36 c. (x + 3) 2 + (y − 1) 2 = 49
y y y
7 3 8
5
7
(1, 2) –8 –2 0 4 x
6 –3 1
–4 0 6 x
–3 –10 –3 0 4 x
–9 –6

d. (x − 4) 2 + (y + 5) 2 = 64 e. x2 + (y + 3) 2 = 4 f. (x − 5) 2 + y2 = 100
y y y
0 10
3 –1
–2 2 x 10
–4 0 4 8 12 x 2
–5 –3 –5 0 5 15 x

–13 –10
–5

3. a. (x + 2) 2 + (y + 4) 2 = 22 b. (x − 5) 2 + (y − 1) 2 = 42 c. (x − 7) 2 + (y + 3) 2 = 72
y y y
5 4
–4 –2 –20 x 7
1 x
0 5 x –30 14
–4 –3 1 9
–10

–6
d. (x + 4) 2 + (y − 6) 2 = 82 e. x2 + (y − 9) 2 = 102 f. (x − 1) 2 + (y + 2) 2 = 32
y y y
14 19 1
6 –2 0 1 4 x
9 –2
0
x 0 –5
12 –2 4
–10 –1 4 10 x

4. D 5. B 6. (x − 5) 2 + (y − 3) 2 = 16
7. a. 2 cm, 13.8 cm b. 3.9 cm/s 8. (–2, 0)
9. a. y
2
Point of intersection
(1, 1)
1 Point of intersection
Point of intersection (0.707, 0.707)
(–0.786, 0.618)
Point of intersection
(0.786, 0.618)
–2 –1 0 1 2 x

Point of intersection –1
(–0.707, –0.707)

–2

b.    i. (0.707, 0.707) and (−0.707, − 0.707) ii. (0, 0) and (1, 1)
iii. (0.786, 0.618) and (−0.786, 0.618)

TOPIC 13 Non-linear relationships  557

10. (x − 1) 2 + (y − 1) 2 = 4: centre at (1, 1) and radius of 2 units
(x − 4) 2 + (y − 1) 2 = 1: centre at (4, 1) and radius of 1 unit
The circles intersect (touch) at (3, 1).

y
3

0 x
–1 1 2 3 4 5

–1

11. (x − 2) 2 + (y − 5) 2 = 4: centre at (2, 5) and radius of 2 units.

12. Increase or decrease the radius.
13. The distance between the centre and the point (1, 1.5) is 2.5, which is greater than the length of the radius. Therefore, the
point (1, 1.5) lies outside the circle with equation x2 + 2x + y2 − 6y + 6 = 0.

Investigation | Rich task

1.
t x y 2. Parametric equations 3. Answers will vary.
x = t and y = t2
0 0 0 y
1 1 1 25
20
2 2 4
15
3 3 9 10
4 4 16 5
5 5 25 –5 –4 –3 –2 –1 0 1 2 3 4 5 x

4. Parametric equations
t x y Answers will vary;
x = 1 – t and y = (1 – t)2
0 1 1 y t = 1, 0, –1, –2, –3, –4.
25
1 0 0
20
2 −1 1 15
3 −2 4 10
5
4 −3 9
5 −4 16 –5 –4 –3 –2 –1
0 1 2 3 4 5 x

5. Parametric equations
t x y
x = t and y = –t 2
0 0 0
y
1 1 −1 0
2 2 −4 –5 –4 –3 –2–1 1 2 3 4 5x
–5
3 3 −9 –10
–15
4 4 −16 –20
5 5 −25 –25
–30

6. Answers will vary. 7. Answers will vary.

Exercise 13.9 Review questions

1. D 2. A 3. D 4. A 5. B
6. a. (4, −15) b. (−2, −9)

558  Maths Quest 10 Stage 5 NSW Australian curriculum

 7. x −9 −8 −7 −6 −5 −4 −3 −2 −1 0   1
y   16     7     0 −5 −8 −9 −8 −5     0 7 16
y
16
14
12
10
8 y = x2 + 8x + 7
6
4
2
–8 –6 –4 –2 0 x
–2 2 4 6 8
–4
–6
–8
(–4, –9) –10

Vertex (–4, –9); x-intercepts: –7 and –1

b. Vertex (−1, −5); x-intercepts: −1 − √ , −1 + √  ;

8. a. Vertex (3, 1); no x-intercepts; y-intercept: (0, 10) 5 5
y y-intercept: (0, −3) 2 2
y
10 y = (x – 3)2 + 1 y = 2(x + 1)2 – 5

5–
–1 +
2
(3, 1)
0 x
x 5– –3
0 –1 –
2
(–1, –5)

9. Vertex (–1, 16); x-intercepts: –5 and 3; y-intercept: (0, 15)

y
(–1, 16) y = –x2 – 2x + 15
15

–5 0 3 x

10. a. b. y
x –3 –2 –1 0 1 2 3 160 y = 5x
y 0.008 0.04 0.2 1 5 25 125 140
120
100
80
60
40
(0, 1) 20 (1, 5)

–3 –2 –1 0 1 2 3 4x

11. y 12. y = 10–x

900
(4, 810) y
800 140
700 120
600
100
500
400 80
300 (0, 10) 60
200 40
100
(0, 1)
20
x (4, 0.0001)
–4 –3 –2 –10 1 2 3 4 5
–4 –3 –2 –1 0 1 2 3 4 x

TOPIC 13 Non-linear relationships  559

13. a. y b. Increasing the value of a makes the graph steeper for
10
positive x-values and flatter for negative x-values.
8
6 y = (1.5)x
4
(0, 1) y = (1.2)x
2
x
–3 –2 –1 0 1 2 3

14. a. y b. Increasing the value of k makes the graph steeper.

36
32
28
24
20
16 y = 5 × 3x
12 y = 2 × 3x
8
y = 1–2 × 3x
4

–3 –2 –1 0 1 2 3 x

15. a. y b. Changing the sign of the index reflects the graph in

45 the y-axis.
y = (2.5)–x 40
35 y = (2.5)x
30
25
20
15
10
5

–3 –2 –1 0 1 2 3x
16. a. y b. y 17. y
(1, 4)
y = –2
—
x 3 y= −3
——
— x−2
2

0 x 0 x 0 2 x
4
y=—
x (1, –2) (3, −3)

1
18. Check with your teacher. A possible answer is y = .
x+3
19. a. y b. y (x−5)2 + (y+3)2 = 64
4 x + y = 16
2 2

0 8 x
–4 0 4 x (5, −3)

–4

20. a. y b. y
x2 + 4x + y2 −2y = 4
(−2, 1) 8 0 x
3
(−4, −4)
0 x

x2 + 8x + y2 + 8y = 32
21. x2 + y2 = 36
22. a. h (2, 4) b. 4 m c. 2 s d. 4 s

h = 4t – t2

0 4 t

560  Maths Quest 10 Stage 5 NSW Australian curriculum

23. a. h b. 4 s
(2, 20)
h = −5t2 + 20t

0 4t

c. 2 s (1 < t < 3) d. The ball is never above a height of 20 m.

24. a. [0, 12] b. 32 m c. 11:41 am to 6:19 pm
25. a. P ≤ − x2 + 5x, 0 ≤ x ≤ 5 b. 6.25 m
c. i.  Check with your teacher. ii. Dilation by a factor of 0.56 parallel to the y-axis
d. 66.7%
26. a. Check with your teacher.
b. When x = 0.3, b = 10.7. Therefore if p is greater than 10.7 cm, the platform will hit the bridge.
27. a. First ripple’s radius is 3 cm, second ripple’s radius is 15 cm.
b. y
15
10
5

0 x
–15 –10 –5 5 10 15
–5
–10
–15

c. 2.4 cm/s
d. 1 minute 22.1 seconds after it is dropped

TOPIC 13 Non-linear relationships  561

TOPIC 14
Properties of geometrical
figures  [Stages 5.2 and 5.3]

14.1 Overview
Numerous videos and interactivities are embedded
just where you need them, at the point of learning, in
your learnON title at www.jacplus.com.au. They will
help you to learn the concepts covered in this topic.

14.1.1 Why learn this?

Learning about geometry includes being able to reason
deductively and to prove logically that certain mathe-
matical statements are true. It is important to be able to
prove theories rigorously and step by step in order to
show that the conclusions reached are soundly based.
Mathematicians spend most of their time trying to
prove new theories, and they rely heavily on all the
proofs that have gone before. Reasoning skills, and
hence the ability to prove theories, can be developed
and learned through practice and application.

DISCUSSION
Euclid is known as ‘the father of geometry’. Who are the fathers of some of the other branches of mathematics
and the sciences?

LEARNING SEQUENCE
14.1 Overview
14.2 [Stages 5.2 and 5.3] Angles, triangles and congruence
14.3 [Stages 5.2 and 5.3] Similar triangles
14.4 [Stages 5.2 and 5.3] Quadrilaterals
14.5 [Stages 5.2 and 5.3] Polygons
14.6 Review

LEARNING OUTCOMES
A student:
• selects appropriate notations and conventions to communicate mathematical ideas and solutions MA5.2-1WM
• interprets mathematical or real-life situations, systematically applying appropriate strategies to solve problems MA5.2-2WM
• constructs arguments to prove and justify results MA5.2-3WM
• calculates the angle sum of any polygon and uses minimum conditions to prove triangles are congruent or similar MA5.2-14MG
• uses and interprets formal definitions and generalisations when explaining solutions and/or conjectures MA5.3-1WM
• generalises mathematical ideas and techniques to analyse and solve problems efficiently MA5.3-2WM
• uses deductive reasoning in presenting arguments and formal proofs MA5.3-3WM
• proves triangles are similar, and uses formal geometric reasoning to establish properties of triangles and quadrilaterals
MA5.3-16MG

TOPIC 14 Properties of geometrical figures  563

 CONTENT DESCRIPTIONS
Students:
Formulate proofs involving congruent triangles and angle properties (ACMMG243)
Use the enlargement transformations to explain similarity and to develop the conditions for triangles to be similar (ACMMG220)
Apply logical reasoning, including the use of congruence and similarity, to proofs and numerical exercises involving plane shapes
(ACMMG244)
Source: NSW Syllabus for the Australian curriculum

RESOURCES — ONLINE ONLY

eLesson: The story of mathematics — Euclid (eles-1849)

Note: Your teacher may now set you a pre-test to determine how familiar you are with the content in
this topic.

14.2 Angles, triangles and

congruence [Stages 5.2 and 5.3]
14.2.1 Proofs and theorems
•• Euclid (c. 300 BC) was the mathematician who developed a systematic approach to geometry, now
referred to as Euclidean geometry, that relied on mathematical proofs.
•• A proof is an argument that shows why a statement is true.
•• A theorem is a statement that can be demonstrated to be true. To demonstrate that a statement is
proved, formal language needs to be used. It is conventional to use the following structure when set-
ting out a theorem.
–  Given: a summary of the information given
–  To prove: a statement that needs to be proved
–  Construction: a description of any additions to the diagram given
–  Proof: a sequence of steps that can be justified and form part of a formal mathematical proof.

DISCUSSION
Can you explain the difference between a proof and a theorem to a friend?

14.2.2 Angles at a point

•• The sum of the angles at a point is 360°.
a + b + c + d + e = 360°

a
b
c
d e

a + b + c + d + e = 360°

564  Maths Quest 10 Stage 5 NSW Australian curriculum

14.2.3 Supplementary angles
•• The sum of the angles on a straight line is 180°.
•• Angles a, b and c are supplementary angles. c
b a
a + b + c = 180°
a + b + c = 180°
•• The sum of the angles at a point is 360°.

14.2.4 Vertically opposite angles

•• Theorem 1: Vertically opposite angles are equal.
D B

c
a b
O

A C

Given:  Straight lines AB and CD intersect at O.

To prove:  ∠AOD = ∠BOC and ∠BOD = ∠AOC
Construction: Label ∠AOD as a, ∠BOC as b and ∠BOD as c.
Proof: Let ∠AOD = a°, ∠BOC = b° and ∠BOD = c°.
a + c = 180°    (supplementary angles)
b + c = 180°    (supplementary angles)
∴a+c=b+c
∴a=b
So, ∠AOD = ∠BOC.
Similarly, ∠BOD = ∠AOC.

14.2.5 Parallel lines

•• If two lines are parallel and cut by a
­transversal, then: d
c a
– co-interior angles are supplementary.
For example, a + b = 180°.
– corresponding angles are equal. Transversal
­For ­example, b = d. b
– alternate angles are equal. For example,
b = c.
– vertically opposite angles are equal. For
example, c = d.

14.2.6 Angle properties of triangles

•• Theorem 2: The sum of the interior angles of a triangle is 180°.
B
b

a c
A C

TOPIC 14 Properties of geometrical figures  565

 Given: ΔABC with interior angles a, b and c
To prove: a + b + c = 180°
Construction: Draw a line parallel to AC, passing through B, and label it DE as shown.
Label ∠ABD as x and ∠CBE as y.
D B E
x y
b

a c
A C
Proof: a = x  (alternate angles)
c = y  (alternate angles)
x + b + y = 180°  (supplementary angles)
∴ a + b + c = 180°

14.2.7 Equilateral triangles

•• It follows from Theorem 2 that each interior angle of an equilateral B
triangle is 60°, and, conversely, if the three angles of a triangle are a
equal, then the triangle is equiangular.
a + a + a = 180°    (sum of interior angles in a triangle is 180°)
3a = 180°
a = 60° a a
A C

•• Theorem 3: The exterior angle of a triangle is equal to B

the sum of the opposite interior angles. b

a d
c
A C
Given: ΔABC with the exterior angle labelled d
To prove: d= a+ b
Proof: c + d = 180°      (supplementary angles)
a + b + c = 180°  (sum of interior angles in a triangle is 180°)
∴d=a+b

14.2.8 Congruent triangles

•• Congruent triangles have the same size and the same shape; that is, they are identical in all respects.
•• The symbol used for congruency is ≡.
•• For example, ΔABC in the diagram below is congruent to ΔPQR. This is written as
ΔABC ≡ ΔPQR.
C P Q

A B   R

566  Maths Quest 10 Stage 5 NSW Australian curriculum

•• Note that the vertices of the two triangles are written in corresponding order.
•• There are five tests designed to check whether triangles are congruent. The tests are summarised in the
table below.
Test Diagram Abbreviation
All three sides in one triangle are equal in SSS
length to the corresponding sides in the
other triangle.

Two corresponding sides and the included SAS

angle are the same in both triangles.

Two corresponding angles and a pair of ASA

corresponding sides are the same in both
triangles.

A pair of corresponding angles and a AAS

non-included side are equal in both
triangles.

The hypotenuse and one pair of the other RHS

corresponding sides in two right-angled
triangles are the same in two right-angled
triangles.

•• In each of the tests we need to show three equal measurements about a pair of triangles in order to
show they are congruent.
•• When completing formal assessment, use the full names of the tests for congruence, not their abbre-
viations.

WORKED EXAMPLE 1

Select a pair of congruent triangles from the diagrams below, giving a reason for your answer.
A 18 cm N
Q L 35°
50° 15 cm
95°
C
95° 35° 95°
P R
B      15 cm     M

THINK WRITE
1 In each triangle the length of the side opposite the All three triangles have equal angles, but
95° angle is given. If triangles are to be congruent, the sides opposite the angle 95° are not
the sides opposite the angles of equal size must be equal.
equal in length. Draw your conclusion. AC = PR = 15 and LN = 18 cm
2 To test whether ΔABC is congruent to ΔPQR, ΔABC: ∠A = 50°, ∠B = 95°,
first find the angle C. ∠C = 180° − 50° − 95°
= 35°

TOPIC 14 Properties of geometrical figures  567

 3 Apply a test for congruence. Triangles ABC and PQR A pair of corresponding angles
have a pair of corresponding sides equal in length and ∠B = ∠Q and ∠C = ∠R and a
2 pairs of angles the same, so draw your conclusion. non-included side (AP = PR) are equal.
ΔABC ≡ ΔPQR (AAS)

14.2.9 Isosceles triangles C

•• A triangle is isosceles if the lengths of two sides are equal but the third side
is not equal.
•• Theorem 4: The angles at the base of an isosceles triangle are equal.
Given:  AC = CB a b
To prove:  ∠BAC = ∠CBA A B

Construction: Draw a line from the vertex C to the midpoint of the base AB and label
the midpoint D. CD is the bisector of ∠ACB.
C

c c

a d b
A B
D
Proof: In ΔACD and ΔBCD,
CD = CD (common side)
AD = DB (construction, D is the midpoint of AB)
AC = CB (given)
⇒ ΔACD ≡ ΔBCD   (SSS)
∴ ∠BAC = ∠CBA
•• Conversely, if two angles of a triangle are equal, then the sides opposite those angles are equal.
•• It also follows that ∠ADC = ∠BDC = d
2d = 180°
and that ⇒ d = 90°    (supplementary)

WORKED EXAMPLE 2

Given that ΔABD ≡ ΔCBD, find the values of the pronumerals in the figure below.
B

40° z y
A x D C
3 cm

THINK WRITE
1 In congruent triangles corresponding sides are ΔABD ≡ ΔCBD
equal in length. Side AD (marked x) corresponds AD = CD, AD = x, CD = 3
to side DC, so state the value of x. So x = 3 cm.

568  Maths Quest 10 Stage 5 NSW Australian curriculum

2 Since the triangles are congruent, corresponding ∠BAD = ∠BCD
angles are equal. State the angles corresponding ∠BAD = 40°, ∠BCD = y
to y and z and hence find the values of these So y = 40°.
­pronumerals. ∠BDA = ∠BDC
∠BDA = z, ∠BDC = 90°
So z = 90°.

WORKED EXAMPLE 3

Prove that ΔPQS is congruent to ΔRSQ.

P Q

S R

THINK WRITE
1 Write the information given. Given: Rectangle PQRS with diagonal QS
2 Write what needs to be proved. To prove: that ΔPQS is congruent to ΔRSQ
QP = SR (given)
∠SPQ = ∠SRQ = 90° (given)
QS is common.
3 Select the appropriate congruency test for So ΔPQS ≡ ΔRSQ (RHS).
proof. (In this case it is RHS because the triangles
have an equal side, a right angle and a common
hypotenuse.)

RESOURCES — ONLINE ONLY

Interactivity: Angles at a point (int-6157)

Interactivity: Supplementary angles (int-6158)
Interactivity: Vertically opposite and adjacent angles (int-3968)
Interactivity: Co-interior angles (int-3970)
Interactivity: Corresponding angles (int-3969)
Interactivity: Alternate angles (int-3971)
Interactivity: Angles in a triangle (int-3965)
Interactivity: Interior and exterior angles of a triangle (int-3966)
Interactivity: Congruent triangles (int-3754)
Interactivity: Congruency tests (int-3755)
Interactivity: Angles in an isosceles triangle (int-6159)
Digital doc: SkillSHEET Naming angles, lines and figures (doc-5276)
Digital doc: SkillSHEET Corresponding sides and angles of congruent figures (doc-5277)
Digital doc: SkillSHEET Angles and parallel lines (doc-5280)

TOPIC 14 Properties of geometrical figures  569

Exercise 14.2 Angles, triangles and congruence
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–5, 7, 9, 11 1–5, 6, 8–10, 12, 13 1–15

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Determine the values of the unknown in each of the following.
a. b. A c. A
a 56° 120°

30° b
B C

c
B C
d. C e. A
B
58° d e

44° B

62° e
C
A

2. WE1 Select a pair of congruent triangles in each of the following, giving a reason for your answer. All
side lengths are in cm.
a.            
65° 65°

3 II
4 3 III
4
I 4
70° 3

65° 70° 45°

b.            
110°
6
I
40° 6
III
II
110° 110° 40°
6

40°

570  Maths Quest 10 Stage 5 NSW Australian curriculum

 c.        3       

4 5
3 II
4 III
I

d. 3.5       2       3.5

2 I
III
4.8 II
3.5 4.8 2.5
4.8

3. Find the missing values of x and y in each of the following diagrams. Give reasons for your answers.
a. A b. A

y y
D O x
B C 6 D
B
130°
E

c. d. A
y
C
32°
x
A
y

x 45°
B C
99°
B

4. WE2 Find the value of the pronumeral in each of the following pairs of congruent triangles. All side
lengths are in cm.
a.     b.   
4 3
4 x x
85°

TOPIC 14 Properties of geometrical figures  571

 c.       z
80°

x y
30°

d. e.
x
40°

y n m z
7 30° y
x

Communicating, reasoning and problem solving

5. WE3 Prove that each of the following pairs of triangles are congruent.
a. P b. P Q c. P S Q

S R

R S Q R

d. A B e. Q

P R
D C

6. MC Which of the following is congruent to the triangle shown?

Note: There may be more than one correct answer.
3 cm
5 cm
35°
a. 3 cm b.
5 cm

5 cm
3 cm
35° 35°

c. d.
3 cm
3 cm 35°
5 cm
35°
5 cm

572  Maths Quest 10 Stage 5 NSW Australian curriculum

 7. Prove that ΔABC ≡ ΔADC and hence find the values of the pronumerals in each of the following.
a. A b. B D c. B C
30° y

30° 30°
w x 70° 65°
7 cm x
A C A D

B x y D

4 cm 40° 40° z
C

8. Explain why the triangles shown are not necessarily congruent.

    
40°
5 cm 5 cm
7 cm
40°
7 cm

9. Explain why the triangles shown are not congruent.

    8 cm
8 cm
30° 30°
70° 70°

10. Show that ΔABO ≡ ΔACO, if O is the centre of the circle.

A B

11. If DA = DB = DC, prove that ∠ABC is a right angle.

C

A B
12. If AC = CB and DC = CE in the diagram shown, prove that AB ‖ DE.
D E

A B

TOPIC 14 Properties of geometrical figures  573

13. ABC is an isosceles triangle in which AB and AC are equal in F
length. BDF is a right-angled triangle. Show that triangle AEF
is an isosceles triangle.

B D C

14. Triangles ABC and DEF are congruent. Find the values of x, y and z.
A D
(2x + y)°
50°

110° (x + z)° (3y + z)°

B C E F

15. Use congruent triangle results to prove the following.

a. If two sides of a triangle are equal in length, prove that the angels opposite the equal sides are equal.
b. If two angles of a triangle are equal, prove that the sides opposite those angles are equal.
c. If three sides of a triangle are equal, prove that each interior angle is 60°.

14.3 Similar triangles [Stages 5.2 and 5.3]

14.3.1 Similar figures
•• Two geometric shapes are similar when one is an enlargement or reduction of the other shape.

574  Maths Quest 10 Stage 5 NSW Australian curriculum

 – An enlargement increases the length of each side of a figure in all B′
directions by the same factor. For example, in the diagram shown,
triangle A′B′C′ is an enlargement of triangle ABC by a factor of 3
from its centre of enlargement at O. A′ C′
•• The symbol for similarity is ⫴ and is read as ‘is similar to’. B
•• The image of the original object is the enlarged or reduced shape.
•• To create a similar shape, use a scale factor to enlarge or reduce the A C
original shape. O
•• The scale factor can be found using the formula below and the lengths
of a pair of corresponding sides.
image side length
Scale factor =
object side length
•• If the scale factor is less than 1, the image is a reduced version of the original shape. If the scale factor
is greater than 1, the image is an enlarged version of the original shape.

14.3.2 Similar triangles

•• Two triangles are similar if:
–  the angles are equal, or
–  the corresponding sides are proportional.
•• Consider the pair of similar triangles shown. U
•• The following statements are true for these triangles. A
10
– Triangle UVW is similar to triangle ABC or, using symbols, 5 6
3
ΔUVW ⫴ ΔABC.
– The corresponding angles of the two triangles are equal in size: B C V 8 W
4
∠CAB = ∠WUV, ∠ABC = ∠UVW and ∠ACB = ∠UWV.
UV VW UW
– The corresponding sides of the two triangles are in the same ratio. = = = 2;
AB BC AC
that is, ΔUVW has each of its sides twice as long as the corresponding sides in ΔABC.
– The scale factor is 2.

14.3.3 Testing triangles for similarity

•• Triangles can be checked for similarity using one of the tests described in the table below.

Test Diagram Abbreviation

Two angles of a triangle are equal to two angles AAA

of another triangle. This implies that the third
angles are equal, as the sum of angles in a
triangle is 180°.

The three sides of a triangle are proportional to SSS

the three sides of another triangle. a
b ka kc
c

kb

(continued)

TOPIC 14 Properties of geometrical figures  575

 Test Diagram Abbreviation

Two sides of a triangle are proportional to two SAS

sides of another triangle, and the included a
angles are equal. ka kc
c

The hypotenuse and a second side of a right- RHS

angled triangle are proportional to the hypot-
enuse and a second side of another right-angled c kc

triangle.
a
ka

•• Note: When using the equiangular test, only two corresponding angles have to be checked. Since the
sum of the interior angles in any triangle is a constant number (180°), the third pair of corresponding
angles will automatically be equal, provided that the first two pairs match exactly.
•• When completing formal assessment, use the full names of the tests for similarity, not their abbrevia-
tions.

DISCUSSION
Explain the differences between the tests for similarity and congruency for triangles.

WORKED EXAMPLE 4

Find a pair of similar triangles among those shown. Give a reason for your answer.
a b c
3 cm 6 cm
3 cm 140° 5 cm
140° 140°
2 cm 4 cm

THINK WRITE
1 In each triangle the lengths of two sides and the For triangles a and b: 63 = 42 = 2
included angle are known, so the SAS test can be
For triangles a and c: 53 = 1.6, 32 = 1.5
applied. Since all included angles are equal (140°),
we need to the find ratios of corresponding sides, For triangles b and c: 56 = 0.83, 34 = 0.75
taking two triangles at a time.
2 Only triangles a and b have corresponding sides Triangle a ⫴ triangle b (SAS)
in the same ratio (and included angles are equal).
State your conclusion, specifying the similarity test
that has been used.

576  Maths Quest 10 Stage 5 NSW Australian curriculum

 WORKED EXAMPLE 5

Prove that ΔABC is similar to ΔEDC.

A D
C

B
E

THINK WRITE
1 Write the information given. AB is parallel 1 Given:
to DE. Transversal BD forms two alternate ΔABC and ΔDCE
angles: ∠ABC and ∠EDC. AB ‖ DE
C is common.
2 Write what is to be proved. 2 To prove: ΔABC ⫴ ΔEDC
3 Write the proof. 3 Proof:
∠ABC = ∠EDC (alternate angles)
∠BAC = ∠DEC (alternate angles)
∠BCA = ∠DCE (vertically opposite angles)
∴ ΔABC ⫴ ΔEDC (equiangular, AAA)

RESOURCES — ONLINE ONLY

Interactivity: Scale factors (int-6041)

Interactivity: Angle-angle-angle condition of similarity (AAA) (int-6042)
Interactivity: Side-side-side condition of similarity (SSS) (int-6448)
Interactivity: Side-angle-side condition of similarity (SAS) (int-6447)
eLesson: Similar triangles (eles-1925)
Digital doc: SkillSHEET Writing similarity statements (doc-5278)
Digital doc: SkillSHEET Calculating unknown side lengths in a pair of similar triangles (doc-5281)
Digital doc: WorkSHEET Deductive geometry I (doc-5282)

Exercise 14.3 Similar triangles

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–10 1–11, 15 1–18

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.

TOPIC 14 Properties of geometrical figures  577

Understanding and fluency
1. WE4 Find a pair of similar triangles among those shown in each part. Give a reason for your answer.
a. i.  ii. iii.

5 5 10

3 4 6

b. i.  ii. iii.

4 2 8

20° 5 20° 2.5 20° 12

c. i.  2 ii. 2 iii.

4 5 6
3 4 4.5

d. i.  ii. iii.

40° 60° 50° 60° 40° 60°

e. i.  ii. iii.

4 8 7
3 6 5

2 4 4

2. Name two similar triangles in each of the following figures.

a. Q b. A c. P Q

B D C R
A C
P R

S T
d. A B e. B
D

D E
A C E

578  Maths Quest 10 Stage 5 NSW Australian curriculum

 AB BC
3. a.  Complete this statement: = = .
AD AE
b. Find the value of the pronumerals.
D
4
B
2
A 3
4 f
C
g
E

4. Find the value of the pronumeral in the diagram shown.

Q

A
x
2
P
4 B 4 R

5. The triangles shown are similar. Find the value of x and y.

45°
4
45° 1
20°
9 x
y

6. a.  State why these two triangles shown are similar.

b. Find the values of x and y in the diagram.
S
P
1.5 8
3 R
6
y
Q x

7. A waterslide is 4.2 m high and has a support 2.4 m tall. If a student reaches this support when she is
3.1 m down the slide, how long is the slide?

3.1 m

4.2 m
2.4 m

TOPIC 14 Properties of geometrical figures  579

 8. A storage tank as shown in the diagram is made of a 4-m-tall cylinder joined 5m
by a 3-m-tall cone. If the diameter of the cylinder is 5 m, what is the radius of
the end of the cone if 0.75 m has been cut off the tip?

4m

3m

0.75 m
9. Calculate the values of the pronumerals in the following diagrams.
a. 2 cm (4x + 1) cm b.
2x + 1
2
cm
5 cm 2.5 cm
7 cm m
y cm 1.5 c x cm
2

y cm

Communicating, reasoning and problem solving

10. WE5 Prove that ΔABC is similar to ΔEDC in each of the following.
a. C b. D c. E d. D
A A

E D C B
C
B B
A B D
E
A C E

11. ΔABC is a right-angled triangle. A line is drawn from A to D as shown so C

that AD ⟂ BC. Prove that:
a. ΔABD ⫴ ΔACB
b. ΔACD ⫴ ΔACB. D

A B
12. Explain why the AAA test cannot be used to prove congruence but can be
used to prove similarity.
A

B C

580  Maths Quest 10 Stage 5 NSW Australian curriculum

13. a.  Prove Pythagoras’ theorem, AC2 = AB2 + BC2, using similar triangles.
b. Show that the converse of Pythagoras’ theorem holds true; that is, if the square on one side of a
triangle equals the sum of the squares on the other two sides, then the angle between these other two
sides is a right angle.
14. Prove that ΔEFO ⫴ ΔGHO. E F

H G
15. Solve for x.
A

x–2 3

B E

4x – 20 x–3

C D
16. How can you be certain that two figures are similar?
17. A tetrahedron (regular triangular-based pyramid) has an edge length of 2 cm. A similar tetrahedron has
a total surface area of 36√3 cm2. What is the scale factor relationship between the side lengths of the
two tetrahedra?
18. Explain why the remaining (third) angles must also be equal if two angles of a triangle are equal to
two angles of another triangle.

14.4 Quadrilaterals  [Stages 5.2 and 5.3]

14.4.1 Definition of a quadrilateral
A B
•• A quadrilateral is a four-sided plane shape whose interior angles sum to 360°.
•• Theorem 5: The sum of the interior angles in a quadrilateral is 360°.

TOPIC 14 Properties of geometrical figures  581

 Given: A quadrilateral ABCD
To prove: ∠ABC + ∠BCD + ∠ADC + ∠BAD = 360°
Construction: Draw a line joining vertex A to vertex C. Label the interior angles of the triangles
formed.
A B
a b
f

e
D
d c
C
Proof: a + b + c = 180°     (sum of interior angles in a triangle is 180°)
d + e + f = 180°     (sum of interior angles in a triangle is 180°)
⇒ a + b + c + d + e + f = 360°
∴ ∠ABC + ∠BCD + ∠ADC + ∠BAD = 360°

14.4.2 Parallelograms
•• A parallelogram is a quadrilateral with two pairs of parallel sides.
A B
•• Theorem 6: Opposite angles of a parallelogram are equal.

D C

Given: AB ‖ DC and AD‖ BC

To prove: ∠ABC = ∠ADC
Construction: Draw a diagonal from B to D.
A B

D C

Proof: ∠ABD = ∠BDC (alternate angles)

∠ADB = ∠CBD (alternate angles)
∠ABC = ∠ABD + ∠CBD (by construction)
∠ADC = ∠BDC + ∠ADB (by construction)
∴ ∠ABC = ∠ADC
•• Conversely, if each pair of opposite angles of a quadrilateral is equal, then it is a parallelogram.

14.4.3 Theorem 7 A B
•• Theorem 7: Opposite sides of a parallelogram are equal.

D C

582  Maths Quest 10 Stage 5 NSW Australian curriculum

 Given: AB ‖ DC and AD‖ BC
To prove: AB = DC
Construction: Draw a diagonal from B to D.
A B

D C

Proof: ∠ABD = ∠BDC (alternate angles)

∠ADB = ∠CBD (alternate angles)
BD is common to ΔABD and ΔBCD.
⇒ ΔABD ≡ ΔBCD (ASA)
∴ AB = DC
•• Conversely, if each pair of opposite sides of a quadrilateral is equal, then it is a parallelogram.

14.4.4 Theorem 8
•• Theorem 8: The diagonals of a parallelogram bisect each other.
A B

D C

Given: AB ‖ DC and AD‖ BC with diagonals AC and BD

To prove: AO = OC and BO = OD
Proof: In ΔAOB and ΔCOD,
∠OAB = ∠OCD (alternate angles)
∠OBA = ∠ODC (alternate angles)
AB = CD (opposite sides of a parallelogram)
⇒ ΔAOB ≡ ΔCOD (ASA)
⇒ AO = OC (corresponding sides in congruent triangles)
and BO = OD (corresponding sides in congruent triangles)

14.4.5 Rectangles
•• A rectangle is a parallelogram with four right angles.
•• Theorem 9: A parallelogram with a right angle is a rectangle.
A B

D C

TOPIC 14 Properties of geometrical figures  583

 Given: Parallelogram ABCD with ∠BAD = 90°
To prove: ∠BAD = ∠ABC = ∠BCD = ∠ADC = 90°
Proof: AB ‖ CD (properties of a parallelogram)
⇒ ∠BAD + ∠ADC = 180° (co-interior angles)
But ∠BAD = 90° (given)
⇒ ∠ADC = 90°
Similarly, ∠BCD = ∠ADC = 90°
∴ ∠BAD = ∠ABC = ∠BCD = ∠ADC = 90°

14.4.6 Theorem 10
•• Theorem 10: The diagonals of a rectangle are equal.
A B

D C
Given:  Rectangle ABCD with diagonals AC and BD
To prove: AC = BD
Proof: In ΔADC and ΔBCD,
AD = BC (opposite sides equal in a rectangle)
DC = CD (common)
∠ADC = ∠BCD = 90° (right angles in a rectangle)
⇒ ΔADC ≡ ΔBCD (SAS)
∴ AC = BD

14.4.7 Rhombuses
•• A rhombus is a parallelogram with four equal sides.
•• Theorem 11: The diagonals of a rhombus are perpendicular.
A B

D C

Given: Rhombus ABCD with diagonals AC and BD

To prove: AC ⟂ BD
Proof: In ΔAOB and ΔBOC,
AO = OC (property of parallelogram)
AB = BC (property of rhombus)
BO = OB (common)
⇒ ΔAOB ≡ ΔBOC (SSS)
⇒ ∠AOB = ∠BOC
But ∠AOB + ∠BOC = 180° (supplementary angles)
⇒ ∠AOB = ∠BOC = 90°
Similarly, ∠AOD = ∠DOC = 90°.
Hence, AC ⟂ BD.

584  Maths Quest 10 Stage 5 NSW Australian curriculum

14.4.8 The midpoint theorem
•• Now that the properties of quadrilaterals have been explored, the m
­ idpoint theorem can be tackled.
•• Theorem 12: The interval joining the midpoints of two sides of a A
­triangle is parallel to the third side and half its length.
E

D
C

B
Given:  ΔABC in which AD = DB and AE = EC
To prove:  DE‖ BC and DE = 12BC
Construction: Draw a line through C parallel to AB. Extend DE to F on the parallel line.

A
F

D
C

B
Proof: In ΔADE and ΔCEF,
AE = EC (E is the midpoint of AC, given)
∠AED = ∠CEF (vertically opposite angles)
∠EAD = ∠ECF (alternate angles)
⇒ ΔADE ≡ ΔCEF (ASA)
∴ AD = CF and DE = EF (corresponding sides in congruent triangles)
So, AD = DB = CF.
We have AB ‖ CF (by construction)
So BDFC is a parallelogram.
⇒ DE‖ BC
Also, BC = DF (opposite sides in parallelogram)
But DE = DF (sides in congruent triangles)
⇒ DE = 1BC
2
Therefore, DE‖ BC and DE = 12BC.
•• Conversely, if a line interval is drawn parallel to a side of a triangle and half the length of that side,
then the line interval bisects each of the other two sides of the triangle.
•• A summary of the definitions and properties of quadrilaterals is shown in the table.
Shape Definition Properties
Trapezium A trapezium is a quadrilateral • One pair of opposite sides is parallel but
with one pair of opposite sides not equal in length.
parallel.

(continued)

TOPIC 14 Properties of geometrical figures  585

 Shape Definition Properties
Parallelogram A parallelogram is a quadrilateral • Opposite angles are equal.
with both pairs of opposite sides • Opposite sides are equal.
parallel. • Diagonals bisect each other.

Rhombus A rhombus is a parallelogram • Diagonals bisect each other at right

with four equal sides. angles.
• Diagonals bisect the angles at the vertex
through which they pass.

Rectangle A rectangle is a parallelogram • Diagonals are equal in length and bisect

whose interior angles are right each other.
angles.

Square A square is a parallelogram • All angles are right angles.

whose interior angles are right • All side lengths are equal.
angles with four equal sides. • Diagonals are equal in length and bisect
each other at right angles.
• Diagonals bisect the vertex through which
they pass (45°).

DISCUSSION
What is the minimum information needed to identify a figure as a rhombus or a trapezium?

14.4.9 Relationships between quadrilaterals

•• The flowchart below shows the relationships between quadrilaterals.

Quadrilateral

Trapezium
Kite

Parallelogram

Rhombus Rectangle

Square

586  Maths Quest 10 Stage 5 NSW Australian curriculum

 RESOURCES — ONLINE ONLY

Interactivity: Angles in a quadrilateral (int-3967)

Interactivity: Opposite angles of a parallelogram (int-6160)
Interactivity: Opposite sides of a parallelogram (int-6161)
Interactivity: Diagonals of a parallelogram (int-6162)
Interactivity: Diagonals of a rectangle (int-6163)
Interactivity: Diagonals of a rhombus (int-6164)
Interactivity: The midpoint theorem (int-6165)
Interactivity: Quadrilateral definitions (int-2786)
Digital doc: SkillSHEET Identifying quadrilaterals (doc-5279)
Digital doc: WorkSHEET Deductive geometry II (doc-5283)

Exercise 14.4 Quadrilaterals

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–10 1–14, 16 1–21

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Use the definitions of the five special quadrilaterals to decide if the following statements are true or false.
a. A square is a rectangle. b. A rhombus is a parallelogram.
c. A square is a rhombus. d. A rhombus is a square.
e. A square is a trapezium. f. A parallelogram is a rectangle.
g. A trapezium is a rhombus. h. A rectangle is a square.
2. Determine the values of x and y in each of the following figures.
a. b.
(3x + 10)° y°
x
3 cm
(2x − 10)° 4 cm
y°

c. d. x°
9x° 11x°

y°

3x°
y°

2x°

TOPIC 14 Properties of geometrical figures  587

 3. Draw three different trapeziums. Using your ruler, compass and protractor, decide which of the
following properties are true in a trapezium.
a. Opposite sides are equal. b. All sides are equal.
c. Opposite angles are equal. d. All angles are equal.
e. Diagonals are equal in length. f. Diagonals bisect each other.
g. Diagonals are perpendicular. h. Diagonals bisect the angles they pass through.
4. Draw three different parallelograms. Using your ruler and protractor to measure, decide which of the
following properties are true in a parallelogram.
a. Opposite sides are equal. b. All sides are equal.
c. Opposite angles are equal. d. All angles are equal.
e. Diagonals are equal in length. f. Diagonals bisect each other.
g. Diagonals are perpendicular. h. Diagonals bisect the angles they pass through.
5. Name four quadrilaterals that have at least one pair of opposite sides that are parallel and equal.
6. Name a quadrilateral that has equal diagonals that bisect each other and bisect the angles they pass
through.
7. Pool is played on a rectangular table. Balls are hit with a cue and bounce
off the sides of the table until they land in one of the holes or pockets.
a. Draw a rectangular pool table measuring 5 cm by 3 cm on graph paper.
Mark the four holes, one in each corner.

b. A ball starts at A. It is hit so that it travels at a 45° diagonal across the grid. When it hits the side of
the table, it bounces off at a 45° diagonal as well. How many sides does the ball bounce off before it
goes in a hole?
c. A different table is sized 7 cm by 2 cm. How many sides does a ball bounce off before it goes in a
hole when hit from A?
d. Complete the following table.

Table size Number of sides hit

5 cm × 3 cm
7 cm × 2 cm
4 cm × 3 cm
4 cm × 2 cm
6 cm × 3 cm
9 cm × 3 cm
12 cm × 4 cm
e. Can you see a pattern? How many sides would a ball bounce off before going in a hole when hit
from A on an m × n table?

588  Maths Quest 10 Stage 5 NSW Australian curriculum

 f. The ball is now hit from B on a 5 cm × 3 cm pool table. How many different paths can a ball take
when hit along 45° diagonals? Do these paths all hit the same number of sides before going in a
hole? Does the ball end up in the same hole each time? Justify your answer.

g. The ball is now hit from C along the path shown. What type of triangles and quadrilaterals are formed
by the path of the ball with itself and the sides of the table? Are any of the triangles congruent?

h. A ball is hit from C on a 6 cm by 3 cm table. What shapes are formed by the path of the ball with
itself and the sides of the table? Is there only one path possible?
i. A ball is hit from A along 45° diagonals. The table is m × n. Can you find a formula to predict which
hole the ball will go in?
j. What would happen if the game was played on a trapezoidal table?

Communicating, reasoning and problem solving

8. Prove that the diagonals of a rhombus bisect each other.
9. ABCD is a parallelogram. X is the midpoint of AB and Y is the midpoint of DC. Prove that AXYD is
also a parallelogram.

A X B

D Y C

10. ABCD is a parallelogram. P, Q, R and S are all midpoints of their respective A P B

sides of ABCD.
a. Prove ΔPAS ≡ ΔRCQ. S Q
b. Prove ΔSDR ≡ ΔPBQ.
c. Hence, prove that PQRS is also a parallelogram. D R C

TOPIC 14 Properties of geometrical figures  589

11. AC and BD are diameters of a circle with centre O. Prove that ABCD is A
a ­rectangle.
D O
12. The diagonals of a parallelogram meet at right angles. Prove that the B
­parallelogram is a rhombus.
13. Two congruent right-angled triangles are arranged as shown. Show that C
PQRS is a parallelogram.
P Q

S R

14. Two circles, centred at M and N, have equal radii and intersect at P and Q. Prove that PNQM is a
rhombus.
P

M N

Q
15. Give reasons why a square is a rhombus but a rhombus is not necessarily a square.
16. ABCD is a trapezium.
A B
(x + 4)° (x + 15)°

(x – 4)° y°
D C
a. What fact do you know about a trapezium?
b. Find the values of x and y.
17. ABCD is a kite where AC = 8 cm, BE = 5 cm and ED = 9 cm. Find the exact values of:
a. i. x ii. y
b. Find angle BAD and hence angle BCD.
B

A C
E

D
590  Maths Quest 10 Stage 5 NSW Australian curriculum
18. ABCDE is a regular pentagon whose side lengths are 2 cm. Each diagonal is x cm long.
E

2c
m

x cm
A D

B C

a. What kind of shape is AEDF and what is the length of FD?

b. What kind of shape is ABCD?
c. If ∠EDA is 40°, find the value of ∠ACB, giving reasons for your findings.
d. Which triangle is similar to AED?
e. Explain why FB = (x − 2) cm.
f. Show that x2 − 2x − 4 = 0.
g. Solve the equation x2 − 2x − 4 = 0, giving your answer as an exact value.
19. ABCD is called a cyclic quadrilateral because it is inscribed inside a circle.

A B
(3x – 35)°

(2x + 35)°
C D E

A characteristic of a cyclic quadrilateral is that the opposite angles are supplementary. Determine the
value of x.
20. How do you know if a quadrilateral is a rhombus?
21. The perimeter of this kite is 80 cm. Determine the exact value of x.
x

3x

9x

TOPIC 14 Properties of geometrical figures  591

14.5 Polygons [Stages 5.2 and 5.3]
14.5.1 Definition of a polygon
•• A polygon is a closed shape that has three or more straight sides.

Irregular Not a Not a

polygon polygon polygon

•• Regular polygons are polygons with sides of the same length and interior angles of the same size,
like the pentagon shown in the centre of the photo above.
•• Convex polygons are polygons with no interior reflex angles.
•• Concave polygons are polygons with at least one reflex interior angle. For example, the pentagon
shown above is a concave polygon as well as a regular polygon.

14.5.2 Interior angles of a polygon

•• The interior angles of a polygon are the angles inside the polygon at each vertex.
•• The sum of the interior angles of a polygon is given by the formula:
Angle sum = 180° × (n − 2)
where n = the number of sides of the polygon

WORKED EXAMPLE 6

Calculate the values of the pronumerals in the figure below.

80°
110° a b
150°
THINK WRITE
1 Angles a and 110° form a straight line, so they are a + 110° = 180°
supplementary (add to 180°). a + 110° − 110° = 180° − 110°
a = 70°

592  Maths Quest 10 Stage 5 NSW Australian curriculum

2 The interior angles of a triangle sum to 180°. b + a + 80° = 180°
3 Substitute 70° for a and solve for b. b + 70° + 80° = 180°
b + 150° = 180
b = 30°

14.5.3 Exterior angles of a polygon

•• The exterior angles of a polygon are formed by the side of the polygon and an extension of its ­adjacent
side. For example, x, y and z are exterior angles for the polygon (triangle) below.
r

y q
b s
x a c
z t
 
•• The exterior angle and interior angle at that vertex are supplementary (add to 180°). For example,
x + a = 180°.
•• Exterior angles of polygons can be measured in a clockwise or anticlockwise direction.
•• In a regular polygon, the size of the exterior angle can be found by dividing 360° by the number of
sides.
360°
Exterior angle =
n
•• The sum of the exterior angles of a polygon equals 360°.
•• The exterior angle of a triangle is equal to the sum of the opposite interior angles.

RESOURCES — ONLINE ONLY

Interactivity: Interior angles of a polygon (int-6166)

Interactivity: Exterior angles of a polygon (int-6167)
Interactivity: Angle sum of a polygon (int-0818)
Interactivity: Exterior angles of a polygon (int-0819)
Digital doc: WorkSHEET Deductive geometry III (doc-5284)

Exercise 14.5 Polygons

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–7, 9 1–9, 12 1–13

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.

TOPIC 14 Properties of geometrical figures  593

Understanding and fluency
1. How are the interior and exterior angles of a polygon related to the number of sides in a polygon?
2. WE6 Calculate the values of the pronumerals in the diagrams below.
a. b.
b

m
120° a

c. d.
(t – 10)° 160°

15° 10°

70° 5x

3. For the five triangles below, evaluate the pronumerals and determine the size of the interior angles.
a. b. 15° 160° c. n n
y

l
55° 18°

d. e. 20°
4x
t
(3t + 10)°
105° x
92°
(2t – 2)°

4. For the five quadrilaterals below:

i. label the quadrilaterals as regular or irregular
ii. determine the value of the pronumeral for each shape.
a. 120°
b. c.
x 70° t

80° 65° p 4t

20°

d. y e.
3m
2y
2m

60°

594  Maths Quest 10 Stage 5 NSW Australian curriculum

5. The photograph below shows a house built on the side of a hill. Use your knowledge of angles to
calculate the values of the pronumerals.

133º

x 105º
w

6. Calculate the values of the four interior angles of the front face of the building in the photograph
below.

x + 15

TOPIC 14 Properties of geometrical figures  595

 7. Calculate the values of the pronumerals for the irregular polygons below.
a. f b.
b n
m
c
d 120° o
a e
350°

8. Calculate the size of the exterior angle of a regular hexagon (6 sides).

Communicating, reasoning and problem solving
9. A diagonal of a polygon joins two vertices.
a. Calculate the number of diagonals in a regular polygon with:
i. 4 sides ii. 5 sides iii. 6 sides iv. 7 sides.
b. Write a formula that relates the number of diagonals for an n-sided polygon.
10. The exterior angle of a polygon can be calculated using the formula:
360°
exterior angle =
n
Use the relationship between interior and exterior angles of a polygon to write a formula for the
interior angle of a regular polygon.
11. A piece of string is fixed at A and H as shown. The string is tight and fixed to the surface of the
cuboid. Locate the exact position of J on the edge CD.
E H

J C
D

3 cm
F
G

m
4c
A 8 cm B

12. ABCDEFGH is an octagon.

B

A (3x – 10)° C
2x° 3x°

H 3x° (3x + 5)° D

(3x – 10)° 4x°

G (4x + 20)° E

a. What is the sum of the interior angles of an octagon?

b. Find the value of x.
13. How are the angles associated with polygons related to each other and the polygon?

596  Maths Quest 10 Stage 5 NSW Australian curriculum

14.6 Review
Investigation | Rich task
Enlargement activity
Enlargement is the construction of a bigger picture from a small one. The picture is identical to the
other except that it is bigger. The new picture is often called the image. This can also be called creat-
ing a similar figure.

The geometrical properties shared by a shape and its image under enlargement can be listed as:
•• lines are enlarged as lines
•• sides are enlarged to corresponding sides by the same factor
•• matching angles on the two shapes are equal.
In this activity, we will start with a small cartoon character, and then
‘blow it up’ to almost life-size.
Equipment: ruler, pencil, cartoon print, butcher’s paper or some other
large piece of paper.
1. Do some research on the internet and select a cartoon character or any
character of your choice.
2. Draw a grid of 2-cm squares over the small cartoon character.
Example: The small Casper is 9 squares wide and 7 squares tall.
3. Label the grids with letters across the top row and numbers down the
first column, as shown in the example.

TOPIC 14 Properties of geometrical figures  597

 4. Get a large piece of paper and draw the same number of squares. You will have to work out the
ratio of similitude (e.g. 2 : 8).
5. If your small cartoon character stretches from one side of the ‘small’ paper (the paper the image
is printed on) to the other, your ‘large’ Casper must stretch from one side of the ‘big’ paper to the
other. Your large grid squares may have to be 8 cm by 8 cm or larger, depending on the paper size.
6. Draw this enlarged grid on your large paper. Use a metre ruler or some other long straight-edged
tool. Be sure to keep all of your squares the same size.
• At this point, you are ready to DRAW. Remember, you do NOT have to be an artist to p­ roduce
an impressive enlargement.
• All you do is draw EXACTLY what you see in each small cell into its corresponding large cell.
• For example, in cell B3 of the Casper enlargement, you see the tip of his finger, so draw this in
the big grid.
• If you take your time and are very careful, you will produce an extremely impressive ­enlargement.
• What you have used is called a RATIO OF SIMILITUDE. This ratio controls how large the new
picture will be.
A 2 : 5 ratio will give you a smaller enlargement than a 2 : 7 ratio, because for every two units on
the original you are generating only 5 units of enlargement instead of 7.
If Casper’s ratio is 1 : 4, it produces a figure that has a linear measure that is four times bigger.
Big Casper’s overall area, however, will be 16 times larger than small Casper’s. This is because
area is found by taking length times width.
The length is 4 times longer and the width is 4 times longer.
Thus the area is 4 × 4 = 16 times larger than the original Casper.
His overall volume will be 4 × 4 × 4 or 64 times larger! This means that big Casper will weigh
64 times more than small Casper.

RESOURCES — ONLINE ONLY

Digital doc: Investigation — Enlargement activity (doc-15934)

Digital doc: Code puzzle — Why was the archaeologist upset? (doc-15935)
Digital doc: Summary Topic 14 (doc-22912)
Interactivity: Word search Topic 14 (int-2853)
Interactivity: Crossword Topic 14 (int-2854)
Interactivity: Sudoku Topic 14 (int-3597)

598  Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 14.6 Review questions
To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Select a pair of congruent triangles in each of the following sets of triangles, giving a reason for your
answer. All angles are in degrees and side lengths in cm. (The figures are not drawn to scale.)
a. 75°
4 4
75°
40° III
II 6 65°
4 6 6
I

75°

b.
I 8
6
10 6 6
II III

2. Find the value of the pronumeral in each pair of congruent triangles. All angles are given in degrees
and side lengths in cm.
a.
2 2

8 x

b. x

70°

c. y z 60°

30°
x

3. a. Prove that the two triangles shown in the diagram below are congruent.
A B C

D
b. Prove that ΔPQR is congruent to ΔQPS.
S R

P Q

TOPIC 14 Properties of geometrical figures  599

 4. Test whether the following pairs of triangles are similar. For similar triangles find the scale factor. All
angles are in degrees and side lengths in cm.
a. 47°
47° 3
2
110° 110°
5 7.5
b.

3 5

50° 50°
1 2
c.

5. Find the value of the pronumeral in each pair of similar triangles. All angles are given in degrees and
side lengths in cm.
a. A 5 B
b. A
48°
1 50°
y
C z E
2 B 1.5 44° x
D x E
8
3
y
C
D

c. P A
x

y 5
9 3

30°
Q R C B
z 4

6. Prove that ΔABC ⫴ ΔEDC.

A D

C
B
E

600  Maths Quest 10 Stage 5 NSW Australian curriculum

 7. Prove that ΔPST ⫴ ΔPRQ.
Q
S

P R
T
8. Prove that the angles opposite the equal sides in an isosceles triangle are equal.
9. MC Two corresponding sides in a pair of similar octagons have lengths of 4 cm and 60 mm. The
respective scale factor in length is:
a. 4 : 60 b. 6 : 40 c. 40 : 60 d. 60 : 40 e. 40 : 6
x+1
10. A regular nonagon has side length x cm. Use a scale factor of to find the side length of a similar
x
nonagon.
Communicating, reasoning and problem solving
11. ABC is a triangle. D is the midpoint of AB, E is the midpoint of AC and F is the midpoint of
BC. DG ⟂ AB, EG ⟂ AC and FG ⟂ BC.
A

D E

B F C

a. Prove that ΔGDA ≡ ΔGDB.

b. Prove that ΔGAE ≡ ΔGCE.
c. Prove that ΔGBF ≡ ΔGCF.
d. What does this mean about AG, BG and CG?
e. A circle centred at G is drawn through A. What other points must it pass through?
12. PR is the perpendicular bisector of QS. Prove that ΔPQS is isosceles.
P

Q S
R

13. Name any quadrilaterals that have diagonals that bisect the angles they pass through.
14. State three tests that can be used to show that a quadrilateral is a rhombus.
15. Prove that WXYZ is a parallelogram.
W X
130° 50°

Z Y

16. Prove that the diagonals in a rhombus bisect the angles they pass through.

TOPIC 14 Properties of geometrical figures  601

17. Explain why the triangles shown are not congruent.
5 cm

25° 80° 80° 25°

5cm

18. State the definition of a rhombus.

19. Name any quadrilaterals that have equal diagonals.
20. This 8 cm by 12 cm rectangle is cut into two sections as shown.
6 cm 6 cm

8 cm 10 cm

12 cm

a. Draw labelled diagrams to show how the two sections can be rearranged to form:
i. a parallelogram
ii. a right-angled triangle
iii. a trapezium.
b. Comment on the perimeters of the figures.

602  Maths Quest 10 Stage 5 NSW Australian curriculum

Answers
Topic 14 Properties of geometrical figures
Exercise 14.2 Angles, triangles and congruence
1. a. a = 56° b. b = 30° c. c = 60° d. d = 120° e. e = 68°
2. a. I and III, SAS b. I and II, AAS c. II and III, RHS d. I and II, SSS
3. a. x = 6, y = 60° b. x = 80°, y = 50° c. x = 32°, y = 67° d. x = 45°, y = 45°
4. a. x = 3 cm
b. x = 85°
c. x = 80°, y = 30°, z = 70°
d. x = 30°, y = 7 cm
e. x = 40°, y = 50°, z = 50°, m = 90°, n = 90°
5. a. Use SAS b. Use SAS. c. Use ASA. d. Use ASA. e. Use SSS.
6. C, D
7. a. x = 110°, y = 110°, z = 4 cm, w = 7 cm
b. x = 70°
c. x = 30°, y = 65°
8. The third sides are not necessarily equal.
9. Corresponding sides are not the same.
10. Use SSS.
11, 12, 13.  Check with your teacher.
14. x = 20°, y = 10°, z = 40°
15. Check with your teacher.

Exercise 14.3 Similar triangles

1. a. i and iii, RHS b. i and ii, SAS c. i and iii, SSS d. i and iii, AAA e. i and ii, SSS
2. a. Triangles PQR and ABC b. Triangles ADB and ADC c. Triangles PQR and TSR
d. Triangles ABC and DEC e. Triangles ABC and DEC
AB BC AC
3. a. = = b. f = 9, g = 8
AD DE AE
4. x = 4
5. x = 20°, y = 2 14
6. a. AAA b. x = 3, y = 4
7. The slide is 7.23 m long.
8. Radius = 0.625 m
9. a. x = 1, y = 7√2 b. x = 2.5, y = 3.91
10. Check with your teacher. One method would be to use Pythagorean triples.
11. a. ∠ABD = ∠ABC (common angle)
∠ADB = ∠BAC = 90°
ΔABD ⫴ ΔACB (AAA)
b. ∠ACD = ∠BCA (common angle)
∠ADC = ∠CAB = 90°
ΔACD ⫴ ΔACB (AAA)
12. Congruent triangles must be identical; that is, the angles must be equal and the side lengths must be equal. Therefore, it is not
enough just to prove that the angles are equal.
13. Check with your teacher.
14. ∠FEO = ∠OGH (alternate angles equal as EF ‖ HG)
∠EFO = ∠OHG (alternate angles equal as EF ‖ HG)
∠EOF = ∠HOG (vertically opposite angles equal)
∴ ΔEFO ⫴ ΔGHO (equiangular)

TOPIC 14 Properties of geometrical figures  603

15. x = 6 or 11
16. Similar triangles have equal angles or corresponding sides are proportional.
17. 3
18. Check with your teacher.

Exercise 14.4 Quadrilaterals

1. a. True b. True c. True d. False
e. False f. False g. False h. False
2. a. x = 36°, y = 62° b. x = 5 cm, y = 90° c. x = 10°, y = 70° d. x = 40°, y = 60°
3. None are true, unless the trapezium is a regular trapezium, then e is true.
4. a, c, f
5. Parallelogram, rhombus, rectangle, square
6. Square
7. a.

b. 6 sides
c. 7 sides
d. Table size Number of sides hit
5 cm × 3 cm 6
7 cm × 2 cm 7
4 cm × 3 cm 5
4 cm × 2 cm 1
6 cm × 3 cm 1
9 cm × 3 cm 2
12 cm × 4 cm 2

e. If the ratio of the sides is written in simplest form, then the pattern is m + n − 2.
f. There are two routes for the ball when hit from B. Either 2 or 3 sides are hit. The ball does not end up in the same
hole each time.
A suitable justification would be a diagram — student to draw.
g. Isosceles triangles and parallelograms. The triangles are congruent.
h. The shapes formed are parallelograms. There is only one possible path although the ball could be hit in either of two
directions initially.
i. Given: m : n is the ratio length to width in simplest form.
When m is even and n, is odd the destination pocket will be the upper left.
When m and n are both odd, the destination pocket will be the upper right.
When m is odd and n is even, the destination pocket will be the lower right.
j. Students to investigate.
8. Check with your teacher.
9. AX ‖ DY because ABCD is a parallelogram.
AX = DY (given)
∴ AXYD is a parallelogram since opposite sides are equal and parallel.
10. a. Use SAS. b. Use SAS. c. Opposite sides are equal.
11. AC = DB (diameters of the same circle are equal)
AO = OC and OD = OB (radii of the same circle are equal)
∴ ABCD is a rectangle (diagonals are equal and bisect each other).
12. Check with your teacher.
13. PS = QR (corresponding sides in congruent triangles are equal)
PS || QR (alternate angles are equal)
∴ PQRS is a parallelogram since one pair of opposite sides are parallel and equal.

604  Maths Quest 10 Stage 5 NSW Australian curriculum

14. MP = MQ (radii of same circle)
PN = QN (radii of same circle) and circles have equal radii.
∴ All sides are equal.
∴ PNQM is a rhombus.
15. Check with your teacher.
16. a. One pair of opposite sides is parallel.
b. x = 90°, y = 75°
17. a. i. x = √41 ii. y = √97
b. ∠BAD = ∠BCD = 117°23′
18. a. Rhombus, 2 cm b. Trapezium c. 40° d. Triangle BFC
e. Check with your teacher. f. Check with your teacher. g. x = (1 + √5 ) cm
19. 70°
20. Rhombuses have four equal sides.
21. x = √10 cm

Exercise 14.5 Polygons

1. The sum of the interior angles is based on the number of sides of the polygon.
The size of the exterior angle can be found by dividing 360° by the number of sides.
2. a. m = 60° b. a = 45°, b = 45° c. t = 35° d. x = 10°
3. a. y = 35° b. t = 5° c. n = 81° d. x = 15° e. t = 30°
4. a. i. Irregular ii. x = 95°
b. i. Irregular ii. p = 135°
c. i. Irregular ii. t = 36°
d. i. Irregular ii. y = 70°
e. i. Irregular ii. p = 36°
5. w = 75°, x = 105°, y = 94°, z = 133°
6. 82.5°, 82.5°, 97.5°, 97.5°
7. a. a = 120°, b = 120°, c = 60°, d = 60°, e = 120°, f = 240°
b. m = 10°, n = 270°, o = 50°
8. 60°
9. a. i. 2 ii. 5 iii. 9 iv. 14
1
b. Number of diagonals = 2
n(n − 3)
360°
10. Interior angle = 180° −
n
11. J is 24
7
cm from D.
12. a. 1080° b. 43°
13. Discuss with teacher

Investigation | Rich task

Check with your teacher.

Exercise 14.6 Review questions

1. a. I and III, ASA or SAS b. I and II, RHS
2. a. x = 8 cm b. x = 70° c. x = 30°, y = 60°, z = 90°
3. a. Use SAS. b. Use ASA.
4. a. Similar, scale factor = 1.5
b. Not similar
c. Similar, scale factor = 2
5. a. x = 48°, y = 4.5 cm b. x = 86°, y = 50°, z = 12 cm c. x = 60°, y = 15 cm, z = 12 cm
6. Use the equiangular test.
7. Use the equiangular test.

TOPIC 14 Properties of geometrical figures  605

 8. A

B C
D
Bisect ∠BAC.
AB = AC (given)
∠BAD = ∠DAC
AD is common.
∴ ΔABD ≡ ΔACD (SAS)
∴ ∠ABD = ∠ACD (corresponding sides in congruent triangles are equal)
9. C
10. x + 1
11. a. Use SAS. b. Use SAS. c. Use SAS.
d. They are all the same length.
e. B and C
12. Use SAS.
PQ = PS (corresponding sides in congruent triangles are equal)
13. Rhombus, square
14. A quadrilateral is a rhombus if:
a. all sides are equal
b. the diagonals bisect each other at right angles
c. the diagonals bisect the angles they pass through.
15. WZ ‖ XY (co-interior angles are supplementary) and WZ = XY (given)
∴ WXYZ is a parallelogram since one pair of sides is parallel and equal.
16. A B

D C
∠ABD = ∠ADB (angles opposite the equal sides in an isosceles triangle are equal)
∠ABD = ∠BDC (alternate angles equal as AB ‖ DC)
∴ ∠ADB = ∠BDC
∴ Diagonals bisect the angles they pass through.
17. Corresponding sides are not the same.
18. A rhombus is a parallelogram with two adjacent sides equal in length.
19. Rectangle, square
20. a. i. 6 cm ii. iii. 6 cm
10 cm 8 cm
10 cm 8 cm 10 cm 10 cm 8 cm 10 cm
10 cm 8 cm
12 cm 12 cm 6 cm
12 cm

b. Perimeter of rectangle = 40 cm
Perimeter of parallelogram = 44 cm
Perimeter of triangle = 48 cm
Perimeter of trapezium = 44 cm
The triangle has the largest perimeter, and the rectangle has the smallest.

606  Maths Quest 10 Stage 5 NSW Australian curriculum

TOPIC 15
Bivariate data analysis [Stages 5.2 and 5.3]

15.1 Overview
Numerous videos and interactivities are embedded just
where you need them, at the point of learning, in your
­learnON title at www.jacplus.com.au. They will help you to
learn the concepts covered in this topic.

15.1.1 Why learn this?

Observations of two or more variables are often recorded,
for example the heights and weights of individuals. S ­ tudying
the data allows us to investigate whether there is any
­relationship between the variables, how strong the relation-
ship is, and whether one variable can be effectively ­predicted
from information about another variable. Statistics can be
applied to medical research, sport, agriculture, s­ ustainability,
weather forecasting and fashion trends, to name but a few
fields. The capacity to analyse data and draw conclusions is
an essential skill in a world where information is readily
available and often manipulated.

DISCUSSION
Choose an area of interest from the following list: medical research, sport, sustainability and weather forecasting.
Think of two variables that could be investigated to determine if a relationship exists between the variables.

LEARNING SEQUENCE
15.1 Overview
15.2 [Stage 5.2] Bivariate data
15.3 [Stage 5.3] Lines of best fit
15.4 [Stages 5.2 and 5.3] Time as the independent variable
15.5 Review

LEARNING OUTCOMES
A student:
• selects appropriate notations and conventions to communicate mathematical ideas and solutions MA5.2-1WM
• constructs arguments to prove and justify results MA5.2-3WM
• investigates relationships between two statistical variables, including their relationship over time MA5.2-16SP
• uses and interprets formal definitions and generalisations when explaining solutions and/or conjectures MA5.3-1WM
• generalises mathematical ideas and techniques to analyse and solve problems efficiently MA5.3-2WM
• investigates the relationship between numerical variables using lines of best fit MA5.3-19SP

TOPIC 15 Bivariate data analysis  607

 CONTENT DESCRIPTIONS
Students:
Investigate and describe bivariate numerical data where the independent variable is time (ACMSP252)
Use scatter plots to investigate and comment on relationships between two numerical variables (ACMSP251)
Use information technologies to investigate bivariate numerical data sets; where appropriate, students use a straight line to describe
the relationship, allowing for variation (ACMSP279)
Source: NSW Syllabus for the Australian curriculum

RESOURCES — ONLINE ONLY

eLesson: The story of mathematics — Florence Nightingale (eles-1853)

Note: Your teacher may now set you a pre-test to determine how familiar you are with the content in this
topic.

15.2 Bivariate data [Stage 5.2]

15.2.1 Definition of bivariate data
•• Bivariate data are data with two variables.
•• A list of bivariate data can be considered as numerical pairs of the type:
(x1, y1), (x2 , y2), …,(xn, yn)
•• Bivariate data are usually represented graphically on scatter plots.

DISCUSSION
Using some examples, describe the difference between bivariate data and single variable data.

15.2.2 Scatter plots

•• A scatter plot is a graph that shows whether there is a relationship between two variables.
•• Each data value on a scatter plot is shown by a point on a Cartesian plane.

15.2.3 Dependent and independent variables

•• One variable is generally the dependent variable, and the other is the independent variable.
•• The dependent variable, as the name suggests, is the one whose value depends on the other variable.
The independent variable takes on values that do not depend on the value of the other variable.
•• When data are expressed in the form of a table, generally the independent variable is written in the
first row or the first column.
•• The independent variable is placed on the x-axis and the dependent variable on the y-axis.

DISCUSSION
In your own words, explain the relationship between independent and dependent variables. How can you
identify which variable is the independent variable and which is the dependent variable?

608  Maths Quest 10 Stage 5 NSW Australian curriculum

 WORKED EXAMPLE 1

The table shows the total revenue from selling tickets for a number of different chamber music
concerts. Represent these data on a scatter plot.
Number of tickets sold 400 200 450 350 250 300 500 400 350 250
Total revenue ($) 8000 3600 8500 7700 5800 6000 11 000 7500 6600 5600

THINK WRITE/DRAW
1 Determine which is the dependent The total revenue depends on the number of tickets being
variable and which is the independent sold, so the number of tickets is the independent variable
variable. and the total revenue is the dependent variable.
2 Rule up a set of axes. Label the title of Revenue obtained from selling
the graph. Label the horizontal axis music concert tickets
‘Number of tickets sold’ and the
11 000
vertical axis ‘Total revenue ($)’.
10 000
3 Use an appropriate scale on the Total revenue ($) 9000
­horizontal and vertical axes. 8000
7000
4 Plot the points on the scatter plot.
6000
5000
4000
3000
0
200 250 300 350 400 450 500
Number of tickets sold

15.2.4 Describing the relationship between two variables

•• The strength, the direction and the form of the relationship between two variables may be displayed
in a scatter plot.
•• The closer the points are to a straight line form, the stronger the relationship between the two varia-
bles. The strength is described as weak, moderate or strong.
•• If the points on a scatter plot have a generally positive slope, the relationship has a positive direction.
If the slope is negative, the direction is negative.

Strong positive linear Weak positive linear No correlation Weak negative linear Strong negative linear
correlation correlation correlation correlation

TOPIC 15 Bivariate data analysis  609

 WORKED EXAMPLE 2

State the type of relationship between the variables x and y shown on y

the scatter plot.

THINK WRITE x

Carefully analyse the scatter The points on the scatter plot are close together and constantly
plot and comment on its ­increasing therefore the relationship is linear.
form, direction and strength. The path is directed from the bottom left corner to the top right
­corner, and the value of y increases as x increases. Therefore the
relationship is positive.
The points are close together so the relationship can be classified as
strong.
There is a strong, positive, linear relationship between x and y.

15.2.5 A relationship does not always mean causation

•• Even a strong relationship does not necessarily mean that the increase or decrease in the level of one
variable causes an increase or decrease in the level of the other. It is best to avoid statements such as:
‘An increase in rainfall causes an increase in the wheat growth.’
•• The following guidelines should be closely followed in order to draw a conclusion about the relation-
ship between the two variables based on the scatter plot.
− If the relationship between x and y is weak, we can conclude that there is little evidence to show that
the larger x is, the larger (positive relationship) or smaller (negative relationship) y is.
− If the relationship between x and y is moderate, we can conclude that there is evidence to show that
the larger x is, the larger (positive relationship) or smaller (negative relationship) y is.
− If the relationship between x and y is strong, we can conclude that the larger x is, the larger (positive
relationship) or smaller (negative relationship) y is.

WORKED EXAMPLE 3

Mary sells business shirts in a department store. She always records the number of different
styles of shirt sold during the day. The table below shows her sales over one week.

Price ($) 14 18 20 21 24 25 28 30 32 35
Number of shirts sold 21 22 18 19 17 17 15 16 14 11

a Construct a scatter plot of the data.

b State the type of relationship between the two variables and draw a corresponding conclusion.

610  Maths Quest 10 Stage 5 NSW Australian curriculum

 THINK WRITE/DRAW
a Draw the scatter plot showing ‘Price ($)’ a
28
(independent variable) on the horizontal axis 26

Number of shirts sold

and ‘Number of shirts sold’ (dependent 24
variable) on the vertical axis. 22
20
18
16
14
12
10

5 10 15 20 25 30 35
Price ($)

b 1 Carefully analyse the scatter plot and b The points on the plot form a path that resembles a
comment on its form, direction and straight, narrow band, directed from the top left
strength. corner to the bottom right corner. The points are
close to forming a straight line. There is a strong,
negative, linear relationship between the two
variables.
2 Draw a conclusion corresponding to the The price of the shirt appears to affect the number
analysis of the scatter plot. sold; that is, the more expensive the shirt, the fewer
are sold.

RESOURCES — ONLINE ONLY

Digital doc: SkillSHEET Solving linear equations that arise when finding x- and y-intercepts (doc-5406)
Digital doc: SkillSHEET Transposing linear equations to standard form (doc-5407)
Digital doc: SkillSHEET Measuring the rise and the run (doc-5408)
Digital doc: SkillSHEET Graphing linear equations using the x- and y- intercept method (doc-5410)
Digital doc: SkillSHEET Determining independent and dependent variables (doc-5411)
Digital doc: SkillSHEET Determining the type of relationship (doc-5413)

Exercise 15.2 Bivariate data

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–d, 2–6, 8, 12 1d–g, 2–5, 7, 9, 12 1e–h, 2–4, 7–13


To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.

TOPIC 15 Bivariate data analysis  611

Understanding and fluency
1. For each of the following pairs, decide which of the variables is
independent and which is dependent.
a. Number of hours spent studying for a Mathematics test and
the score on that test
b. Daily amount of rainfall (in mm) and daily attendance at the
Botanical Gardens
c. Number of hours per week spent in a gym and the annual
number of visits to the doctor
d. The amount of computer memory taken by an essay and the
length of the essay (in words)
e. The cost of care in a childcare centre and attendance at the
childcare centre
f. The cost of the property (real estate) and the age of the
property
g. The entry requirements for a certain tertiary course and the
number of applications for that course
h. The heart rate of a runner and the running speed
2. WE1 The following table shows the cost of a wedding reception at 10 different venues. Represent the
data on a scatter plot.

No of guests 30 40 50 60 70 80 90 100 110 120

Total cost (× $1000) 1.5 1.8 2.4 2.3 2.9 4 4.3 4.5 4.6 4.6

3. WE2 State the type of relationship between x and y for each of the following scatter plots.
a. y b. y c. y

x x x

d. y e. y f. y

x x
x

612  Maths Quest 10 Stage 5 NSW Australian curriculum

 g. y h. y i. y

x x x

j. y k. y l. y

x x
x

m. y n. y o. y

x x x

4. WE3 Eugene is selling leather bags at the local market. During the day he keeps records of his sales.
The table below shows the number of bags sold over one weekend and their corresponding prices (to
the nearest dollar).

Price ($) of a bag 30 35 40 45 50 55 60 65 70 75 80

Number of bags sold 10 12   8   6   4   3   4   2   2   1   1
a. Construct a scatter plot of the data.
b. State the type of relationship between the two variables and draw a
­corresponding conclusion.

5. The table below shows the number of bedrooms and the price of each of
30 houses.
Number of Price Number of Price Number of Price
bedrooms (× $1000) bedrooms (× $1000) bedrooms (× $1000)
2 180 3 279 3 243
2 160 2 195 3 198
3 240 6 408 3 237
2 200 4 362 2 226
2 155 2 205 4 359
4 306 7 420 4 316
3 297 5 369 2 200
5 383 1 195 2 158
2 212 3 265 1 149
4 349 2 174 3 286

TOPIC 15 Bivariate data analysis  613

 a. Construct a scatter plot of the data.
b. State the type of relationship between the number of bedrooms and the price of the house and, hence,
draw a corresponding conclusion.
c. Suggest other factors that could contribute to the price of the house.
6. The table below shows the number of questions solved by each student on a test, and the correspond-
ing total score on that test.
Number of questions   2   4   7   10   5   2   6   3   9   4   8   3   6
Total score (%) 22 39 69 100 56 18 60 36 87 45 84 32 63
a. Construct a scatter plot of the data.
b. What type of relationship does the scatter plot suggest?
c. Give a possible explanation as to why the scatter plot is not perfectly linear.
7. A sample of 25 drivers who had obtained a full licence within the last month was asked to recall the
approximate number of driving lessons they had taken (to the nearest 5) and the number of accidents
they had had while being on P plates. The results are summarised in the table that follows.
Number of lessons Number of accidents Number of lessons Number of accidents
  5 6   5 5
20 2 20 3
15 3 40 0
25 3 25 4
10 4 30 1
35 0 15 4
  5 5 35 1
15 1   5 4
10 3 30 0
20 1 15 2
40 2 20 3
25 2 10 4
10 5

a. Represent these data on a scatter plot.

b. Specify the relationship suggested by the scatter plot.
c. Suggest some reasons why this scatter plot is not perfectly linear.
Communicating, reasoning and problem solving
8. Each point on the scatter plot below shows the time (in weeks) spent by a person on a healthy diet and
the corresponding mass lost (in kg).
Loss in mass (kg)

Number of weeks

614  Maths Quest 10 Stage 5 NSW Australian curriculum

 Study the scatter plot and state whether each of the following statements is true or false.
a. The number of weeks that the person stays on a diet is the independent variable.
b. The y-coordinates of the points represent the time spent by a person on a diet.
c. There is evidence to suggest that the longer the person stays on a diet, the greater the loss in mass.
d. The time spent on a diet is the only factor that contributes to the loss in mass.
e. The relationship between the number of weeks on a diet and the number of kilograms lost is positive.
9. MC The scatter plot that best represents the relationship between the amount of water consumed daily
by a certain household for a number of days in summer and the daily temperature is:
a. b. c. d.
Temperature (°C)

Temperature (°C)
Water usage (L)
Water usage (L)
Water usage (L) Temperature (°C) Temperature (°C) Water usage (L)
e. None of the above
10. MC The scatter plot at right shows the number of sides and the
1300
sum of interior angles for a number of polygons. Which of the
1200
following statements is not true? 1100
a. The relationship between the number of sides and the angle 1000

Sum of angles (°)

sum of the polygon is perfectly linear. 900
b. The increase in the number of sides causes the increase in the 800
size of the angle sum. 700
c. The number of sides depends on the sum of the angles. 600
500
d. The relationship between the two variables is positive.
400
e. The relationship between the two variables is strong.
300
11. MC After studying a scatter plot, it was concluded that there was 200
evidence that the greater the level of one variable, the smaller the
level of the other variable. The scatter plot must have shown a: 3 4 5 6 7 8 9 10
a. strong, positive relationship Number of sides
b. strong, negative relationship
c. moderate, positive relationship
d. moderate, negative relationship
e. weak, positive relationship
12. The table below gives the number of kicks and handballs obtained by the top 8 players in an AFL game.
Player A B C D E F G H
Number of kicks 20 27 21 19 17 18 21 22
Number of handballs 11   3 11   6   5   1   9   7
a. Represent this information on a scatter plot
by using the x-axis as the number of
kicks and the y-axis as the number of
handballs.
b. Does the scatter plot support the claim that
the more kicks a player obtains, the more
handballs he gives?

TOPIC 15 Bivariate data analysis  615

13. The scatter plot shown gives the marks obtained by students in
two mathematics tests. Mardi’s score in the tests is represented (iii)
(v)
by M. Which point represents each of the following students? (ii) (iv)
a. Mandy, who got the highest mark in both tests (vi) M

Test 2
b. William, who got the top mark in test 1 but not in test 2 (i) (viii)
c. Charlotte, who did better on test 1 than Mardi but not as well
(vii)
in test 2
d. Dario, who did not do as well as Charlotte in both tests
e. Edward, who got the same mark as Mardi in test 2 but did not Test 1
do so well in test 1
f. Cindy, who got the same mark as Mardi for test 1 but did better than her for test 2
g. Georgina, who was the lowest in test 1
h. Harrison, who had the greatest discrepancy between his two marks
14. How could you determine whether the change in one variable causes the change in another variable?

15.3 Lines of best fit [Stage 5.3]

15.3.1 Definition of lines of best fit
•• If the points on a scatter plot appear to lie fairly closely distributed in a linear pattern, a straight line
can be drawn through the data. The line can then be used to make predictions about the data.
•• A line of best fit is a line on a scatter plot that is positioned so that it is as close as possible to all the
data points.
•• A line of best fit is used to generalise the relationship between two variables.

15.3.2 Lines of best fit by eye

•• A line of best fit can be drawn on a scatter plot by eye. This means that a line is positioned so that
there is an equal number of points above and below the line.
•• Once a line of best fit has been placed on the scatter plot, an equation for this line can be established,
using the coordinates of any two points on the line. These two points do not necessarily have to be
actual data points, but if any data points do lie on the line, these are chosen as their values are known
accurately.
•• The equation for the line passing through the two selected points can then be calculated.
The equation through the two points (x1, y1) and (x2, y2) is given by:
y − y1
y = mx + b where m = 2 .
x2 − x1

WORKED EXAMPLE 4

The data in the table show the cost of using the internet at a number of different internet cafes
based on hours used per month.
Hours used per month 10 12 20 18 10 13 15 17 14 11
Total monthly cost ($) 15 18 30 32 18 20 22 23 22 18
a Construct a scatter plot of the data.
b Draw in the line of best fit by eye.
c Find the equation of the line of best fit in terms of the variables n (number of hours) and
C (monthly cost).

616  Maths Quest 10 Stage 5 NSW Australian curriculum

THINK WRITE/DRAW
a Draw the scatter plot placing the independent variable a
32
(hours used per month) on the horizontal axis and

Total monthly cost ($)

30
the dependent variable (total monthly cost) on the 28
vertical axis. 26
24
  Label the axes. 22
20
18
16
14

10 11 12 13 14 15 16 17 18 19 20
Hours used per month

b 1 Carefully analyse the scatter plot. b

32
2 Position the line of best fit so there is approximately 30

Total monthly cost ($)

an equal number of data points on either side of the 28 (20, 30)
line and so that all points are close to the line. 26
24
Note: With the line of best fit, there is no single
22
definite solution. 20
(13, 20)
18
16
14
10 11 12 13 14 15 16 17 18 19 20 21
Hours used per month

c 1 Select two points on the line that are not too close to c Let (x1, y1) = (13, 20) and
each other. (x2, y2) = (20, 30).
2 Calculate the gradient of the line. y2 − y1
m=
x2 − x1
30 − 20
m=
20 − 13
= 10
7

3 Write the rule for the equation of a straight line. y = mx + b

4 Substitute the known values into the equation. y= 10
x +b
7

5 Substitute one pair of coordinates (say, (13, 20)) into 20 = +b 10

(13)
7
the equation to calculate b. 130
b = 20 −
7
140 − 130
=
7
= 10
7

10 10
6 Write the equation. y= 7
x + 7

7 Replace x with n (number of hours used) and C= 10

n + 10
7 7
y with C (the total monthly cost) as required.

TOPIC 15 Bivariate data analysis  617

15.3.3 Making predictions
•• The line of best fit can be used to predict the value of one variable from that of another. Because of the
subjective nature of the line, it should be noted that predictions are not accurate values, but rough esti-
mates. Although this is the case, predictions using this method are considered valuable when no other
methods are available.
•• If the equation of the line of best fit is known, or can be derived, predictions can be made by substitut-
ing known values into the equation of the line of best fit.

WORKED EXAMPLE 5

Use the given scatter plot and line of best fit to y

45
predict: 40
a the value of y when x = 10 35
b the value of x when y = 10. 30
25
20
15
10
5
0 x
5 10 15 20 25 30 35 40

THINK WRITE/DRAW
a 1 Locate 10 on the x-axis and draw a vertical line a y
45
until it meets with the line of best fit. From that 40
point, draw a horizontal line to the y-axis. Read 35
the value of y indicated by the horizontal line. 30
25
20
15
10
5
0
5 10 15 20 25 30 35 40 x

2 Write your answer. When x = 10, y is predicted to be 35.

b 1 Locate 10 on the y-axis and draw a horizontal b y
45
line until it meets with the line of best fit. From 40
that point draw a vertical line to the x-axis. Read 35
the value of x indicated by the vertical line. 30
25
20
15
10
5
0
5 10 15 20 25 30 35 40 x

2 Write your answer. When y = 10, x is predicted to be 27.

618  Maths Quest 10 Stage 5 NSW Australian curriculum

WORKED EXAMPLE 6

The table below shows the number of boxes of tissues purchased by hayfever sufferers and the
number of days affected by hayfever during the blooming season in spring.
Number of days affected by hayfever (d) 3 12 14 7 9 5 6 4 10 8
Total number of boxes of tissues purchased (T) 1   4   5 2 3 2 2 2   3 3

a Construct a scatter plot of the data and draw a line of best fit.
b Determine the equation of the line of best fit.
c Interpret the meaning of the gradient.
d Use the equation of the line of best fit to predict the number of boxes of tissues purchased by
people suffering from hayfever over a period of:
i 11 days ii 15 days.
THINK WRITE/DRAW
a 1 Draw the scatter plot showing the a T
independent variable (number of days 5
affected by hayfever) on the horizontal
axis and the dependent variable (total 4
number of boxes of tissues purchased)
3
on the vertical axis.
2

0 d
3 4 5 6 7 8 9 10 11 12 13 14

2 Position the line of best fit on the scatter T

plot so there is approximately an equal 5
number of data points on either side of (14, 5)
the line. 4

1
(3, 1)
0 d
3 4 5 6 7 8 9 10 11 12 13 14

b 1 Select two points on the line that are not b Let (x1, y1) = (3, 1) and (x2, y2) = (14, 5).
too close to each other.
2 Calculate the gradient of the line. y2 − y1
m=
x2 − x1
5− 1 4
m= =
14 − 3 11

3 Write the rule for the equation of a y = mx + b

straight line.

TOPIC 15 Bivariate data analysis  619

 4 Substitute the known values into the y= 4
x+b
11
equation, say, 3, 1, into the equation to 4
calculate b. 1= 11
(3) + b
b= 1 − 1211
1
= −11
4 1
y= 11
x − 11

5 Replace x with d (number of days with T= 4

d − 1
11 11
hay fever) and y with T (total number of
boxes of tissues used) as required.
c Interpret the meaning of the gradient of c The gradient indicates an increase in sales of
the line of best fit. ­tissues as the number of days affected by hayfever
increases. A hayfever sufferer is using on average
4
11
 (or about 0.36) of a box of tissues per day.
d i 1 Substitute the value d = 11 into the d i When d = 11,
equation and evaluate. 4 1
T = 11 × 11 − 11
1
=4− 11
= 3 10
11

2 Interpret and write your answer. In 11 days the hayfever sufferer will need about
4 boxes of tissues.
ii 1 Substitute the value d = 15 into the ii When d = 15,
4 1
equation of the line of best fit and T = 11 × 15 − 11
evaluate. 60 1
= 11
− 11
4
= 511
2 Interpret and write your answer. In 15 days the hayfever sufferer will need 6 boxes
of tissues.

15.3.4 Interpolation and extrapolation

•• Interpolation is the term used for predicting a value of a variable from within the range of the
given data.
•• Extrapolation occurs when the value of the variable being predicted is outside the range of the
given data.
T
5
Extrapolation (14, 5)
4 (outside the
given range)
3 Interpolation
(inside the
2 given range)

1 (3, 1)
0
3 4 5 6 7 8 9 10 11 12 13 14 d

620  Maths Quest 10 Stage 5 NSW Australian curriculum

 •• In Worked example 6, the number of days ranged from 3 days to 14 days. Making a prediction for 11
days is an example of interpolation, whereas making a prediction for 15 days is an example of extrap-
olation.
•• Predictions involving interpolation are considered to be quite reliable. Those involving extrapolation
should be treated with caution, as they rely on the trend of the line remaining unchanged beyond the
range of the data.

15.3.5 Reliability of predictions

•• When predictions of any type are made, it is useful to know whether they are reliable or not.
•• If the line of best fit is used to make predictions, they can be considered to be reliable if each of the
following is observed.
–– The number of data values is large.
–– The scatter plot indicates reasonably strong relationship between the variables.
–– The predictions are made using interpolation.

DISCUSSION
Why are predictions made using extrapolation less reliable than predictions made using interpolation? Does it
matter how far outside the range of the given data the extrapolation is taking place?

15.3.6 Least squares regression

•• Least squares regression involves an exact mathematical approach to fitting a line of best fit to
­bivariate data that show a strong linear relationship.
•• Consider the regression line shown. The vertical lines give an indication of how well the line best ‘fits’
the data. The line of best fit is placed so that these ‘error’ lines are minimised, by balancing the errors
above and below the line.
y

x
•• Least squares regression takes these error lines, forms squares, and minimises the sum of the areas of
the squares.
y

TOPIC 15 Bivariate data analysis  621

 •• The actual calculation of the equation of a least squares regression line is complicated. However, the
use of digital technologies, such as a spreadsheet, makes constructing the line of best fit very easy.

WORKED EXAMPLE 7

The height (H) and arm span (A) in cm of 20 students is shown below.
a Using an Excel spreadsheet, draw a scatter plot of the data and use excel to construct a line of
best fit (Linear Trendline).
b Write the equation of the line of best fit.
c Using the equation from part b, calculate the height of a student with an arm span of 162 cm
and comment on the accuracy of the interpolation.
H 180 156 168 147 131 159 154 155 178 175
A 181 154 168 148 128 160 142 154 181 175

H 135 180 178 161 139 154 156 153 170 156
A 130 175 186 158 139 148 156 154 175 152

Source: Data from the Australian Bureau of Statistics.

THINK WRITE
a Use Excel to draw the scatter plot and the a Height and arm span
line of best fit. f(x) = 1.12x – 19.6
190
180
170
Arm span

160
150
140
130
120
0
0
0
0
0
0
0
0
0
12
13
14
15
16
17
18
19

Height

b Find the equation from the spreadsheet. b Arm span = 1.1165 × Height − 19.597
c Substitute Arm span = 162 cm and calculate Arm span = 1.1165 × Height − 19.597
the height. 162 = 1.1165 × Height − 19.597
162 + 19.597
Height =
1.1165
= 162.65 cm
From an inspection of the scatter plot, the data
points appear very close to the line of best fit, so
the value for the height of 16.65 should be a close
prediction for an arm span of 162 cm.

RESOURCES — ONLINE ONLY

Interactivity: Lines of best fit (int-6180)

Interactivity: Interpolation and extrapolation (int-6181)
Interactivity: Applying lines of best fit (int-2798)
Interactivity: Extrapolation (int-1154)
Digital doc: WorkSHEET Lines of best fit (doc-14599)

622  Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 15.3 Lines of best fit
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–7, 11 1–8, 10, 11 1–13

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE4 The data in the table below show the distances travelled by 10 cars and the amount of petrol used
for their journeys (to the nearest litre).
Distance travelled, d (km) 52 36 83 12 44 67 74 23 56 95
Petrol used, P (L) 7 5 9 2 7 9 12 3 8 14
a. Construct a scatter plot of the data.
b. Draw in the line of best fit.
c. Determine the equation of the line of best fit in terms of
the variables d (distance travelled) and P (petrol used).

2. A random sample of ten Year 10 students who have part-time jobs was selected. Each student was
asked to state the average number of hours they work per week and their average weekly earnings
(to the nearest dollar). The results are summarised in the table below.
Hours worked, h 4 8 15 18 10 5 12 16 14 6
Weekly earnings ($), E 23 47 93 122 56 33 74 110 78 35
a. Construct a scatter plot of the data using technology.
b. Draw in the line of best fit using technology.
c. Write the equation of the line of best fit, in terms of variables h (hours worked) and E (weekly
earnings).
d. Interpret the meaning of the gradient.
3. WE5 Use the given scatter plot and line of best fit to predict:
y
70
60
50
40
30
20
10
0
10 20 30 40 50 60 70 80 x

a. the value of y when x = 45

b. the value of x when y = 15.

TOPIC 15 Bivariate data analysis  623

 4. Analyse the following graph.
y

600
500
400
300
200
100
0
5 10 15 20 25 30 35 40 45 x

a. Use the line of best fit to predict the value of y when the value of x is:
i. 7 ii. 22 iii. 36.
b. Use the line of best fit to predict the value of x when the value of y is:
i. 120 ii. 260 iii. 480.
c. Determine the equation of the line of best fit if it is known that the line passes through the
points (5, 490) and (40, 80).
d. Use the equation of the line to verify the values obtained from the graph in parts a and b.
5. WE6 The following table shows the average weekly expenditure on food for households of
­various sizes.
Number of people in a household   1     2     4     7     5     4     3     5
Cost of food ($ per week) 70 100 150 165 150 140 120 155

Number of people in a household   2     4     6     5     3   1     4
Cost of food ($ per week) 90 160 160 160 125 75 135
a. Construct a scatter plot of the data and draw in the line of best fit.
b. Determine the equation of the line of best fit. Write it in terms of variables n (for the number of
people in a household) and C (weekly cost of food).
c. Interpret the meaning of the gradient.
d. Use the equation of the line of best fit to predict the weekly food
­expenditure for a family of:
i. 8
ii. 9
iii. 10.
6. The following table shows the gestation time and the birth weight of 10 babies.
Gestation time (weeks) 31 32 33 34 35 36 37 38 39 40
Birth weight (kg) 1.080 1.470 1.820 2.060 2.230 2.540 2.750 3.110 3.080 3.370

Use technology to answer the following questions.
a. Construct a scatter plot of the data. What type of relationship does the scatter plot suggest?
b. Draw in the line of best fit and determine its equation. Write it in terms of the variables t (gestation
time) and M (birth weight).
c. What does the value of the gradient represent?
d. Although the full term of gestation is considered to be 40 weeks, some
pregnancies last longer. Use the equation obtained in part b to predict the
birth weight of babies born after 41 and 42 weeks of gestation.
e. Many babies are born prematurely. Using the equation obtained in part b,
predict the birth weight of a baby whose gestation time was 30 weeks.
f. If the birth weight of a baby was 2.390 kg, what was the baby’s
gestation time (to the nearest week)?

624  Maths Quest 10 Stage 5 NSW Australian curriculum

Communicating, reasoning and problem solving
7. As a part of her project, Rachel is growing a crystal. Every day she measures the crystal’s mass using
special laboratory scales and records it. The table below shows the results of her experiment.
Day number 1 2 3 4 5 8 9 10 11 12 15 16
Mass (g) 2.5 3.7 4.2 5.0 6.1 8.4 9.9 11.2 11.6 12.8 16.1 17.3
Measurements on days 6, 7, 13 and 14 are missing because these
were 2 consecutive weekends, and as Rachel’s crystal is kept in the
school laboratory, she was not able to measure it on those days.
Note: An Excel spreadsheet or other digital technology may be used
to answer this question.
a. Construct the scatter plot of the data and draw in the line of best fit.
b. Determine the equation of the line of best fit. Write the
­equation using variables d (day of the experiment) and M
(mass of the crystal).
c. Interpret the meaning of the gradient.
d. For her report, Rachel would like to fill in the missing measurements (that is, the mass of the crystal
on days 6, 7, 13 and 14). Use the equation of the line of best fit to help Rachel find these measure-
ments. Is this an example of interpolation or extrapolation? Explain your answer.
e. Rachel needed to continue her experiment for 2 more days, but she fell ill and had to miss school.
Help Rachel to predict the mass of the crystal on those two days (that is, days 17 and 18), using the
equation of the line of best fit. Are these predictions reliable? Explain your answer.
8. MC Consider the figure shown below.
y

0 10 20 30 40 50 60 70 x

The line of best fit on the scatter plot is used to predict the values of y when x = 15, x = 40
and x = 60.
a. Interpolation would be used to predict the value of y when the value of x is:
a. 15 and 40 b. 15 and 60 c. 15 only d. 40 only e. 60 only
b. The prediction of the y-value(s) can be considered reliable when:
a. x = 15 and x = 40
b. x = 15, x = 40 and x = 60
c. x = 40
d. x = 40 and x = 60
e. x = 60
9. MC The scatter plot below is used to predict the value of y when x = 300. This prediction is:
y

500
400
300
200
100
0 100 200 300 400 500 600 700 x

TOPIC 15 Bivariate data analysis  625

 a. reliable, because it is obtained using interpolation
b. not reliable, because it is obtained using extrapolation
c. not reliable, because only x-values can be predicted with confidence
d. reliable because the scatter plot contains a large number of points
e. not reliable, because there is no relationship between x and y
10. For his birthday, Ari was given a small white rabbit. To monitor the rabbit’s growth, Ari decided to
measure it once a week. The table below shows the length of the rabbit for various weeks.
(Note: An Excel spreadsheet or other digital technologies may be used to answer this question.)
Week number, n   1   2   3   4   6   8 10 13 14 17 20
Length (cm), l 20 21 23 24 25 30 32 35 36 37 39
a. Construct a scatter plot of the data.
b. Draw a line of best fit and determine its equation.
c. As can be seen from the table, Ari did not measure his rabbit on weeks
5, 7, 9, 11, 12, 15, 16, 18 and 19. Use the equation of the line of best
fit to predict the length of the rabbit for those weeks.
d. Were the predictions made in part c an example of interpolation or
extrapolation? Explain.
e. Predict the length of the rabbit in the next three weeks (that is,
weeks 21–23), using the line of best fit from part b.
f. Are the predictions that have been made in part e reliable? Explain.
11. Laurie is training for the long jump, hoping to make the Australian Olympic team. His best jump each
year is shown in the table below.
(Note: An Excel spreadsheet or other digital technologies may be used to answer this question.)
Best jump (B)
Age (a) (metres)
8 4.31
9 4.85
10 5.29
11 5.74
12 6.05
13 6.21
14 —
15 6.88
16 7.24
17 7.35
18 7.57
a. Plot the points generated by the table on a scatter plot.
b. Join the points generated with straight line segments.
c. Draw a line of best fit and determine its equation.
d. The next Olympic Games will occur when Laurie is 20 years old. Use the equation of the line of best
fit to estimate Laurie’s best jump that year and whether it will pass the qualifying mark of 8.1 metres.
e. Is a line of best fit a good way to predict future improvement in this situation? What problems are
there with using a line of best fit?
f. Olympic Games will also be held when Laurie is 24 years old and 28 years old. Using extrapolation,
what length would you predict Laurie could jump at these two ages? Is this realistic?

626  Maths Quest 10 Stage 5 NSW Australian curriculum

 g. When Laurie was 14, he twisted a knee in training and did not
compete for the whole season. In that year, a national junior
championship was held. The winner of that championship jumped
6.5 metres. Use your line of best fit to predict whether Laurie
would have won that championship.
12. Why is extrapolation considered to be not reliable?
13. Sam has a mean score of 88 per cent for his first nine tests of the
semester. In order to receive an A + his score must be 90 per cent or
higher. There is one test ­remaining for the semester. Is it possible for
him to receive an A + ? Why or why not?

15.4 Time as the independent

variable [Stages 5.2 and 5.3]
15.4.1 Time series
•• Time series data are any data that have time as the independent variable.
•• The data are graphed and the graphs are used to determine if a trend is present in the data.
•• Identifying a trend can help when making predictions about the future.

15.4.2 Types of trends

•• A general upward or downward trend is a graph that overall goes up or down as illustrated in the
graph below.

33.0
32.5
Temp. (°C)

32.0
31.5
31.0
30.5
30.0
0 1 2 3 4 5 6 7 8 9 10 t
Hours

•• A seasonal pattern displays fluctuations that repeat at the same time each week, month or quarter and
usually last less than one year. The graph below illustrates that the peak selling time for houses is in
the spring.
Cycle peaks every 12 months

12
Houses sold

10
8
6
4
2
0 t
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
2003 2004 2005

TOPIC 15 Bivariate data analysis  627

 •• A cyclical pattern displays fluctuations that repeat but will usually take longer than a year to repeat.
An example of this is shown in the graph below, which depicts software products sold.
No regular periods between peaks

300

products sold
250

Software
200
150
100
50
0 t
Q1Q2Q3Q4Q1Q2Q3Q4Q1Q2Q3Q4
2003 2004 2005

•• Random patterns do not show any regular fluctuation. They are usually caused by unpredictable
events such as the economic recession illustrated in the graph below.

30
26
Profits

22
18
14 t
0 2 4 6 8 10 12 14 16

•• Trends can work in combinations; for example, you can have a seasonal pattern with an upward trend.
y
20
Sales

10

0 2 4 6 8 10 12 t
Quarters

DISCUSSION
Can you think of some data sets that might fit each of the different types of trends?

WORKED EXAMPLE 8

Classify the trend suggested by the time series graph shown as being linear or non-linear,
and upward, downward or no trend.
Data

THINK WRITE
Carefully analyse the given graph and comment on The time series graph does not resemble a
whether the graph resembles a straight line or not straight line and overall the level of the variable,
and whether the values of y increase or decrease y, decreases over time. The time series graph
over time. ­suggests a non-linear downward trend.

628  Maths Quest 10 Stage 5 NSW Australian curriculum

 WORKED EXAMPLE 9

The data below show the average daily mass of a person (to the nearest 100 g), recorded over
a period of 4 weeks.
63.6, 63.8, 63.5, 63.7, 63.2, 63.0, 62.8, 63.3, 63.1, 62.7, 62.6, 62.5,
62.9, 63.0, 63.1, 62.9, 62.6, 62.8, 63.0, 62.6, 62.5, 62.1, 61.8, 62.2, 62.0, 61.7, 61.5, 61.2
a Plot these masses as a time series graph.
b Comment on the trend.

THINK WRITE/DRAW
a 1 Draw the points on a scatter plot with a
day on the horizontal axis and mass on 64.0
63.8
the vertical axis. 63.6
63.4
63.2
63.0
62.8

Mass (kg)
62.6
62.4
62.2
62.0
61.8
61.6
61.4
61.2
61.0

2 4 6 8 10 12 14 16 18 20 22 24 26 28
Day

2 Join the points with straight line

segments to create a time series plot.

b Carefully analyse the given graph and b The graph resembles a straight line that slopes
comment on whether the graph resembles d­ ownwards from left to right (that is, mass
a straight line or not and whether the decreases with increase in time). Although a
values of y (in this case, mass) increase person’s mass fluctuates daily, the time series
or decrease over time. graph suggests a ­downward trend. That is,
­overall, the person’s mass has decreased over
the 28-day period.

15.4.3 Trend lines

•• A trend line is a type of line of best fit. Trend lines indicate the general trend of the data.
•• Trend lines are useful in forecasting, or making predictions about the future, by extrapolation.
­Extrapolation can have limited reliability, as predictions are based on the assumption that the current
trend will continue into the future.

TOPIC 15 Bivariate data analysis  629

 WORKED EXAMPLE 10

The graph shows the average cost of renting a one-bedroom flat, as recorded over a
10-year period.
300
280

Cost of rent ($)

260
240
220
200
180
160
140

1 5 10 15
Year
a If appropriate, draw in a line of best fit and comment on the type of trend.
b Assuming that the current trend will continue, use the line of best fit to predict the cost of rent
in 5 years’ time.

THINK WRITE/DRAW
a 1 Analyse the graph and observe what occurs over a
300
a period of time. Draw a line of best fit. 280
Cost of rent ($) 260
240
220
200
180
160
140

1 5 10 15
Year

2 Comment on the type of trend observed. The graph illustrates that the cost of rent
increases steadily over the years. The time
series graph indicates an upward linear
trend.
b 1 Extend the line of best fit drawn in part a. The last b
300
entry corresponds to the 10th year and we need to 280
predict the cost of rent in 5 years’ time, that is, in
Cost of rent ($)

260
the 15th year. 240
220
200
180
160
140

1 5 10 15
Year

2 Locate the 15th year on the time axis and draw a

vertical line until it meets with the line of best fit.
From the trend line (line of best fit) draw a
­horizontal line to the cost axis.

630  Maths Quest 10 Stage 5 NSW Australian curriculum

 3 Read the cost from the vertical axis. Cost of rent = $260
4 Write your answer. Assuming that the cost of rent will
­continue to increase at the present rate, in
5 years we can expect the cost of rent to
reach $260 per week.

15.4.4 Using spreadsheets to determine the relationship

•• It is possible to draw scatter plots and time series graphs using a variety of digital technologies,
including spreadsheets.

WORKED EXAMPLE 11

Data were recorded about the number of families who moved from Sydney to Newcastle over the
past 10 years.
Year 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
Number moved     97   118   125   106   144   155   162   140   158   170

a Use technology to construct a time series graph, with a line of best fit, that represents the data.
b Describe the trend.
c Measure the relationship.
d Comment on the results.

THINK WRITE
a Enter the data into a spreadsheet. a
Select the type of graph — a scatter plot
with the points joined and a trend line
fitted.

b Describe the trend. b There appears to be an upward trend over the 10 years.
c To measure the relationship, place the c The relationship is 0.8761.
cursor in a cell — see the purple cell.
From the menu ribbon, select ‘More
formulas’, then ‘Statistics’, then
‘­CORREL’. Complete the values for the
relevant cells and press Enter.
The relationship value will be shown.
d Interpret the results. d Over the last 10 years, an increasing number of
families have decided to make the move from Sydney
to Newcastle. The relationship is strong and positive
(0.8761), making it possible to predict that this trend
is likely to continue.

TOPIC 15 Bivariate data analysis  631

 RESOURCES — ONLINE ONLY

eLesson: Fluctuations and cycles (eles-0181)

Digital doc: WorkSHEET  Time series (doc-14600)

Exercise 15.4 Time as the independent variable

Individual pathways

UU    PRACTISE UU    CONSOLIDATE UU    MASTER

Questions: Questions: Questions:
1–3, 5–7, 9 1–7, 9, 10 1–13


To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
Where appropriate, digital technology should be used to answer the following questions.
1. WE8 Classify the trend suggested by each time series graph as being linear or non-linear, and upward,
downward or stationary in the mean (no trend).
a. Data b. Data c. Data

t t t

d. Data e. Data f. Data

t t t

g. Data h. Data

t t

2. WE9 The data below show the average daily temperatures recorded in June.
17.6, 17.4, 18.0, 17.2, 17.5, 16.9, 16.3, 17.1, 16.9, 16.2, 16.0,
16.6, 16.1, 15.4, 15.1, 15.5, 16.0, 16.0, 15.4, 15.2, 15.0, 15.5, 15.1,
14.8, 15.3, 14.9, 14.6, 14.4, 15.0, 14.2
a. Plot these temperatures as a time series graph.
b. Comment on the trend.

632  Maths Quest 10 Stage 5 NSW Australian curriculum

3. The data below show the quarterly sales (in thousands of dollars) recorded by the owner of a
­sheepskin product store over a period of 4 years.
Quarter 2006 2007 2008 2009
1 57 59 50 52
2 100 102 98 100
3 125 127 120 124
4 74 70 72 73
a. Plot the time series.
b. The time series plot displays seasonal fluctuations of period 4 (since there
are four quarters). Explain in your own words what this means. Also write
one or two possible reasons for the occurrence of these fluctuations.
c. Overall, does the time series plot indicate upward, downward or no trend?
4. The table below shows the total monthly revenue (in thousands of dollars)
obtained by the owners of a large reception hall. The revenue comes from rent
and catering for various functions over a period of 3 years.

Jan. Feb. Mar. Apr. May June July Aug. Sept. Oct. Nov. Dec.
2007 60 65 40 45 40 50 45 50 55 50 55   70
2008 70 65 60 65 55 60 60 65 70 75 80   85
2009 80 70 65 70 60 65 70 75 80 85 90 100
a. Construct a time series plot for these data.
b. Describe the graph (peaks and troughs, long-term trend, any other patterns).
c. Try to give possible reasons for monthly fluctuations.
d. Does the graph show seasonal fluctuations of period 12? Are there any patterns that repeat from
year to year?
5. The owner of a motel and caravan park in a small town keeps records of the total number of rooms
and total number of camp sites occupied per month. The time series plots based on his records are
shown below.
Number of rooms/sites occupied

90
80
70
60
50
40
30
20
10
0 Jan. Apr. Aug. Dec.
Month
Camp sites Motel rooms

a. Describe each graph, discussing general trend, peaks and troughs and so on. Explain particular
features of the graphs and give possible reasons.
b. Compare the two graphs and write a short paragraph commenting on any similarities and differences
between them.

TOPIC 15 Bivariate data analysis  633

 6. WE10 The graph below shows enrolments in the Health and Nutrition course at a local college over a
10-year period.

120
100
90
80

Enrolment
70
60
50
40
30
20
10
0 1 2 3 4 5 6 7 8 9 10
Year

a. If appropriate, draw in a line of best fit and comment on the type of the trend.
b. Assuming that the trend will continue, use the line of best fit to predict the enrolment for the course
in 5 years’ time, that is, in the 15th year.
Communicating, reasoning and problem solving
7. WE11 In June a new childcare centre was opened. The number of children attending full time
­(according to the enrolment at the beginning of each month) during the first year of operation is
shown in the table below.

June July Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May
6 8 7 9 10 9 12 10 11 13 12 14

a. Plot this time series using a digital technology. (Hint: Let June = 1, July = 2 etc.)
b. Is the child care business going well? Justify your answer.
c. Draw a line of best fit and find its equation, using coordinates of any two points on the line.
d. Use your equation of the line of best fit to predict the enrolment in the centre during the second year
of operation at the beginning of:
i. August ii. January.
What assumptions have you made?
8. The graph below shows the monthly sales of a certain book since its publication. Explain in your own
words why linear trend forecasting of the future sales of this book is not appropriate.
Sales

Time

634  Maths Quest 10 Stage 5 NSW Australian curriculum

 9. Consider the graph below, which shows the changing percentage population growth of Australia,
New Zealand and the United States between 1960 and 2015.

3.5%

Population growth rate (%)

3%
2.5%
2% New Zealand
1.5% Australia
1%
United States
0.5%
0%
–0.5%

65
70
75
80
85
90
95
00
05
10
15
19
19
19
19
19
19
19
20
20
20
20
Year

a. Describe the percentage population growth for Australia, New Zealand and the United States over the
period between 1960 and 2015.
b. Suggest reasons for the percentage population growth for Australia in 2007 and 2008 and 2009.
10. Running a small business is difficult when your business is affected by seasonal patterns. It can make
it difficult to do a budget when you have a fluctuating income. For example, if you owned a cafe at
Mt Buller, you would have a lot of business during the ski season but very little business over summer.
If you wished to remain open over the summer, you would need to find a way to remove the impact of
the seasons from your sales data to see if remaining open is viable. Investigate a way of removing the
effects of the seasons from business data.
11. The table below gives the quarterly sales figures for a second-hand car dealer over a three-year period.
Year Q1 Q2 Q3 Q4
2012 75 65   92   99
2013 91 79 115 114
2014 93 85 136 118
a. Represent this data on a time series plot.
b. Briefly describe how the car sales have altered over the time period.
c. Does it appear that the car dealer can sell more cars in a particular period each year?
12. Why are predictions in the future appropriate for time series even though they involve extrapolation?
13. Mr MacDonald recorded the test marks for his Year 10 class of
25 ­students. He calculated the average mark to be 72. Sandra’s mark
of 86 was incorrectly marked as 36. What was the correct average
mark for the test?

TOPIC 15 Bivariate data analysis  635

15.5 Review
Investigation | Rich task
Collecting, recording and analysing data over time
A time series is a sequence of measurements
taken at regular intervals (daily, weekly, monthly
and so on) over a certain period of time. Time
series are best represented using time-series
plots, which are line graphs with the time plotted
on the horizontal axis. Examples of time series
include daily temperature, monthly unemploy-
ment rates and daily share prices.
When data are recorded on a regular basis, the
value of the variable may go up and down in
what seems to be an erratic pattern. These
changes are called fluctuations. However, over a
long period of time, the time series usually sug-
gests a certain trend. These trends can be classi-
fied as being linear or non-linear, and upward,
downward or stationary (no trend).
Time series are often used for forecasting, that
is, making predictions about the future. The pre-
dictions made with the help of time series are always based on the assumption that the observed trend
will continue in the future.
1. Choose a subject that is of interest to you and that can be observed and measured during one day
or over the period of a week or more. (Suitable subjects are shown in the list on the next page.)
2. Prepare a table for recording your results. Select appropriate regular time intervals. An example is
shown below.
Time 8 am 9 am 10 am 11 am 12 pm 1 pm 2 pm 3 pm 4 pm 5 pm
Pulse rate
3. Take your measurements at the selected time intervals and record them in the table.
4. Use your data to plot the time series. You can use software such as Excel
or draw the scatter plot by hand.
5. Describe the graph and comment on its trend.
6. If appropriate, draw a line of best fit and predict the next few data values.
7. Take the actual measurements during the hours you have made predic-
tions for. Compare the predictions with the actual measurements. Were
your predictions good? Give reasons.
Here are some suitable subjects for data observation and recording:
• minimum and maximum temperatures each day for 2 weeks (use the TV
news or newspaper as resources)
• the value of a stock on the share market (e.g. Telstra, Wesfarmers and
Rio Tinto)
• your pulse over 12 hours (ask your teacher how to do this or check on
the internet)

636 Maths Quest 10 Stage 5 NSW Australian curriculum

 •• the value of sales each day
at the school canteen
•• the number of students
absent each day
•• the position of a song in
the Top 40 over a number
of weeks
•• petrol prices each day for
2 weeks
•• other measurements (check
with your teacher)
•• world population statistics over time.

RESOURCES — ONLINE ONLY

Digital doc: Investigation — Collecting, recording and analysing data over time (doc-15940)
Digital doc: Code puzzle — What did the chewing gum say to the shoe? (doc-15941)
Digital doc: Summary Topic 15 (doc-22913)
Interactivity: Word search Topic 15 (int-2886)
Interactivity: Crossword Topic 15 (int-2887)
Interactivity: Sudoku Topic 15 (int-3600)

Exercise 15.5 Review questions

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. As preparation for a Mathematics test, a group of 20 students was given a revision sheet containing
60 questions. The table below shows the number of questions from the revision sheet successfully
completed by each student and the mark, out of 100, of that student on the test.
Number of questions   9 12 37 60   55 40 10 25 50 48 60
Test result 18 21 52 95 100 67 15 50 97 85 89
Number of questions 50 48 35 29   19 44 49 20 16 58 52
Test result 97 85 62 54   30 70 82 37 28 99 80
a. State which of the variables is dependent and which is independent.
b. Construct a scatter plot of the data.
c. State the type of relationship between the two variables suggested by the scatter plot and draw a
corresponding conclusion.
d. Suggest why the relationship is not perfectly linear.
2. a.  Use the line of best fit shown on the graph at the top of the next page to predict the value of y,
when the value of x is:
i. 10 ii. 35.
b. Use the line of best fit to predict the value of x, when the value of y is:
i. 15 ii. 30.
c. Find the equation of a line of best fit if it is known that it passes through the points (5, 5) and (20, 27).

TOPIC 15 Bivariate data analysis  637

 d. Use the equation of the line to algebraically verify the values obtained from the graph in parts a and b.
y
50
45
40
35
30
25
20
15
10
5

0 x
5 10 15 20 25 30 35 40

3. The graph shows the number of occupants of a large nursing home over the last 14 years.

130
120
Number of occupants

110
100
90
80
70
60
50

0
19 6
19 7
19 8
20 9
20 0
20 1
20 2
20 3
20 4
20 5
20 6
20 7
20 8
09
9
9
9
9
0
0
0
0
0
0
0
0
0
19

Year

a. Comment on the type of trend displayed.

b. Explain why it is appropriate to draw in a line of best fit.
c. Draw a line of best fit and use it to predict the number of occupants in the nursing home in
3 years’ time.
d. What assumption has been made when predicting figures for part c?
4. The table below shows the advertised sale price (‘000s dollars) and the land size (m2) for ten vacant
blocks of land.
Land size (m2) Sale price (×$1000)
632 36
1560 58
800 40
1190 44
770 41
1250 52
1090 43
1780 75
1740 72
920 43
a. Construct a scatter plot using digital technology and determine the equation of the line of best fit.
b. What does the gradient represent?

638  Maths Quest 10 Stage 5 NSW Australian curriculum

 c. Using the line of best fit, predict the approximate sale price, to the nearest thousand dollars for a
block of land with an area of 1600 m2.
d. Using the line of best fit, predict the approximate land size, to the nearest 10 square metres, you
could purchase with $50 000.
5. The table below shows, for 15 students, the amount of pocket money they receive and spend at the
school canteen in an average week.
Pocket money ($) Canteen spending ($)
30 16
40 17
15 12
25 14
40 16
15 14
30 16
30 17
25 15
15 13
50 19
20 14
35 17
20 15
10 13
a. Construct a scatter plot using digital technology and determine the equation of the line of best fit.
b. What does the gradient represent?
c. Using your line of best fit, predict the amount of money spent at the canteen for a student receiving
$45 pocket money a week.
d. Using your line of best fit, predict the amount of money spent at the canteen by a student who
receives $100 pocket money each week? Does this seem reasonable? Explain.
6. The table below shows, for 10 ballet students, the number of hours a week spent training and the
number of pirouettes in a row they can complete.
Training (h) 11 11 2 8 4 16 11 16 5 3
Number of pirouettes 15 13 3 12 7 17 13 16 8 5
a. Construct a scatter plot using digital technology and determine the equation of the line of best fit.
b. What does the gradient represent?
c. Using your line of best fit, predict the number of pirouettes that could be complete if a student
undertakes 14 hours of training.
d. Professional ballet dancers may undertake up to 30 hours of training a week. Using your line of best
fit, predict the number of pirouettes they should be able to do in a row. Comment on your findings.
7. a. Use the data given below to draw a scatter plot and determine the equation of the line of best fit.
Age in years   7 11   8 16   9   8 14 19 17 10 20 15
Hours of television
20 19 25 55 46 50 53 67 59 25 70 58
watched in a week
b. Use the line of best fit to predict the value of the number of hours of television watched by a person
aged 15.
c. Determine the age when the number of hours of television watched is 60.

TOPIC 15 Bivariate data analysis  639

Communicating, reasoning and problem solving
8. The following time series data show the mean monthly daily hours of sunshine in Melbourne from
January to December. Using a scatter plot, describe the trends present in the data.
Month 1 2 3 4 5 6 7 8 9 10 11 12
Daily hours of sunshine 8.7 8.0 7.5 6.4 4.8 4.0 4.5 5.5 6.3 7.3 7.5 8.3
9. The existence of the following situations is often considered an obstacle to making estimates
from data.
a. Outlier
b. Extrapolation
c. Small range of data
d. Small number of data points
Explain why each of these situations is considered an obstacle to making estimates of data and how
each might be overcome.
10. The table below shows the heights of 10 students and the distances along the ground between their
feet as they attempt to do the splits. (Note: Digital technologies can be used to assist you in answering
this question.)
Height (cm) Distance stretched (cm)
134.5 150
156 160
133.5 147
145 160
160 162
135 149
163 163
138 149
152 158
159 160
Using the data, estimate the distance a person 1.8 m tall can achieve when attempting the splits. Write
a detailed analysis of your result. Include:
•• an explanation of the method(s) used
•• any plots or formula generated
•• comments on validity of the estimate
•• any ways the validity of the estimate could be improved.

640  Maths Quest 10 Stage 5 NSW Australian curriculum

Answers
Topic 15 Bivariate data analysis
Exercise 15.2 Bivariate data
1.   Independent Dependent
a. Number of hours Test results
b. Rainfall Attendance
c. Hours in gym Visits to the doctor
d. Lengths of essay Memory taken
e. Cost of care Attendance
f. Age of property Cost of property
g. Number of applicants Cut-off OP score
h. Running speed Heart rate

2.
4.6
4.4
4.2
4.0
3.8
3.6
3.4
Cost ($1000)

3.2
3.0
2.8
2.6
2.4
2.2
2.0
1.8
1.6
1.4

30 40 50 60 70 80 90 100 110 120

Number of guests
3. a. Perfectly linear, positive
b. No relationship
c. Non-linear, negative, moderate
d. Strong, positive, linear
e. No relationship
f. Non-linear, positive, strong
g. Strong, negative, negative
h. Non-linear, moderate, negative
i. Weak, negative, linear
j. Non-linear, moderate, positive
k. Positive, moderate, linear
l. Non-linear, strong, negative
m. Strong, negative, linear
n. Weak, positive, linear
o. Non-linear, moderate, positive

TOPIC 15 Bivariate data analysis  641

4. a.

12
11
10
9
Number of bags sold

8
7
6
5
4
3
2
1
0
30 35 40 45 50 55 60 65 70 75 80
Cost ($)
b. Negative, linear, moderate. The price of the bag appeared to affect the numbers sold; that is, the more expensive the bag,
the fewer sold.
5. a.

420
400
380
360
340
320
Price ($1000)

300
280
260
240
220
200
180
160
140

0 1 2 3 4 5 6 7
Number of bedrooms
b. Moderate positive linear relationship. There is evidence to show that the larger the number of bedrooms, the higher the
price of the house.
c. Various answers; location, age, number of people interested in the house, and so on.
6. a. 100
90
80
Total score (%)

70
60
50
40
30
20
10
0 1 2 3 4 5 6 7 8 9 10
Number of questions solved
b. Strong, positive, linear relationship
c. Various answers — some students are of different ability levels and they may have attempted the questions but had
incorrect answers.

642  Maths Quest 10 Stage 5 NSW Australian curriculum

 7. a.

Number of accidents
6
5
4
3
2
1
0 5 10 15 20 25 30 35 40
Number of lessons
b. Weak, negative, linear relation
c. Various answers, such as some drivers are better than others, live in lower traffic areas, traffic conditions etc.
8. a. T b. F c. T d. F e. T
9. B 10. C 11. D
12. a.
12
A C
10
Number of handballs

G
8
H
6 D
E
4
B
2
F
0
2 4 6 8 10 12 14 16 18 20 22 24 26
Number of kicks
b. This scatter plot does not support the claim.
13. a. Mandy (iii) b. William (iv) c. Charlotte (viii) d. Dario (vii)
e. Edward (vi) f. Cindy (v) g. Georgina (i) h. Harrison (ii)
14. Consider all the reasons there may have been a change in each individual variable.
Exercise 15.3 Lines of best fit
Note: Answers may vary depending on the line of best fit drawn.
1. a, b

P
14
13
12
11
10
Petrol used (L)

9
8
7
6
5
4
3
2
1

0 d
10 20 30 40 50 60 70 80 90 100
Distance travelled (km)
5
c. Using (23, 3) and (56, 8), the equation is P = 33 d − 16
33
.

TOPIC 15 Bivariate data analysis  643

2. a, b
E
140
130
120
110
100
Earnings ($)

90
80
70
60
50
40
30
20
10
0 2 4 6 8 1012141618 h
Hours worked
a. Using (8, 47) and (12, 74), the equation is E = 6.75h − 7.
b. On average, students were paid $6.75 per hour.
3. a. 38 b. 18
4. a. i.   505 ii. 310 iii. 100
b. i.  39 ii. 24 iii. 6
c. y = −11.71x + 548.57
d. y-values:
i. 466.60 ii. 290.95 iii. 127.01
x-values:
i. 36.60 ii. 24.64 iii. 5.86
5. a. C
165
160
155
150
145
140
135
130
Cost of food ($)

125
120
115
110
105
100
95
90
85
80
75
70
65
0 1 2 3 4 5 6 7 n
Number of people
b. Using (1, 75) and (5, 150), the equation is C = 18.75n + 56.25.
c. On average, weekly cost of food increases by $18.75 for every extra person.
d. i.  $206.25 ii. $225.00 iii. $243.75

644  Maths Quest 10 Stage 5 NSW Australian curriculum

6. a. M
3.6
3.4
3.2
3.0
2.8
2.6
Mass (kg)

2.4
2.2
2.0
1.8
1.6
1.4
1.2
1.0
0.8 t
30 31 32 33 34 35 36 37 38 39 40
Weeks
Positive, strong, linear relationship
b. Using (32, 1.470) and (35, 2.230), M = 0.25t − 6.5.
c. With every week of gestation the weight of the baby increases by approximately 250 g.
d. 3.75 kg; 4 kg
e. Approximately 1 kg
f. Between 35 and 36 weeks
7. a. M

18
17
16
15
14
13
12
11
Mass (g)

10
9
8
7
6
5
4
3
2
1
0 d
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Day
b. Using (2, 3.7) and (10, 11.2), M = 0.973d + 1.285.
c. Each day Rachel’s crystal gains 0.973 g in mass.
d. 7.123 g; 8.096 g; 13.934 g; 14.907 g; interpolation (within the given range of 1–16)
e. 17.826 g; 18.799 g; predictions are not reliable, since they were obtained using extrapolation.
8. a. D b. C
9. E

TOPIC 15 Bivariate data analysis  645

10. a. L
40
39
38
37
36
35
34
33
32
31
30
Length (cm)

29
28
27
26
25
24
23
22
21
20
19
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 n
Week
b. Using (2, 21) and (17, 37), L = 1.07n + 18.9. c. 24.25 cm; 26.39 cm; 28.53 cm; 30.67 cm; 31.74 cm; 34.95 cm;
36.02 cm; 38.16 cm; 39.23 cm
d. Interpolation (within the given range of 1–20) e. 41.37 cm; 42.44 cm; 43.51 cm
f. Not reliable, because extrapolation has been used.
11. a.
8
7
Best jump (metres)

6
5
4
3
2
1

0 1 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
Age
b.
8
7
Best jump (metres)

6
5
4
3
2
1
0 1 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
Age
c. B
8
7
Best jump (metres)

6
5
4
3
2
1
0 1 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 a
Age
Using technology, B = 0.34a + 1.8.

646  Maths Quest 10 Stage 5 NSW Australian curriculum

 d. Estimated best jump = 8.6 m
e. No, trends work well over the short term but long term are affected by other variables.
f. 24 years old: 9.97 m; 28 years old: 11.33 m. It is unrealistic to expect his jumping distance to increase indefinitely.
g. Equal first
12. Extrapolation is outside the range of data given.
13. No. He would have to get 108%, which would be impossible on a test.

Exercise 15.4 Time as the independent variable

1. a. Linear, downward b. Non-linear, upward
c. Non-linear, stationary in the mean d. Linear, upward
e. Non-linear, downward f. Non-linear, stationary in the mean
g. Non-linear, stationary in the mean h. Linear, upward
2. a. May temperature

18.0
17.8
17.6
17.4
17.2
17.0
16.8
Temperature (°C)

16.6
16.4
16.2
16.0
15.8
15.6
15.4
15.2
15.0
14.8
14.6
14.4
14.2
14.0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Day
b. Linear downward trend
3. a.
130
125
120
115
110
105
Sales (× $1000)

100
95
90
85
80
75
70
65
60
55
50
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Quarter
2006 2007 2008 2009 Year

b. Sheepskin products more popular in the third quarter (presumably winter) — discount sales, increase in sales, and so on.
c. No trend

TOPIC 15 Bivariate data analysis  647

4. a.
100

90
Revenue ($1000)

80

70

60

50

40
35
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 Month
2007 2008 2009 Year

b. General upward trend with peaks around December and troughs around April.
c. Peaks around Christmas where people have lots of parties, troughs around April where weather gets colder and people less
inclined to go out.
d. Yes. Peaks in December, troughs in April.
5. a. Peaks around Christmas holidays and a minor peak at Easter. No camping in colder months.
b. Check with your teacher.
6. a.
120
110
100
90
Enrolment

80
70
60
50
40
30
20
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Year
Upward linear
b. In the 15th year, the expected amount is 122.
7. a.
14
13
Number of children

12 (8, 11)
11
10
9
8 (1, 7)
7
6
5
ne
ly
ug
p
ct
ov
ec
n
b

ay
ar
pr
Se

Ja
Fe
O
Ju

M
A
D
Ju

M
N
A

Month
b. Yes, the graph shows an upward trend.
c. y = 47x + 45
7
d.  i. 15
ii. 18 (The assumption made was that business will continue on a linear upward trend.)
8. The trend is non-linear, therefore unable to forecast future sales.

648  Maths Quest 10 Stage 5 NSW Australian curriculum

 9. a. The percentage population growth in Australia, New Zealand and the United States in 1960 was 2.25%, 1.75% and 1.75%
respectively. The percentage population growth in Australia, New Zealand and the United States in 2015 was 1.3%, 1.8%
and 0.75% respectively. In this period, the USA has not had big fluctuations in population growth, and has stayed between
a range of 1.75% in 1970 to 0.75% in 2015. New Zealand, on the other hand, has had large fluctuations over that time,
from a high growth of 2.6% in 1962 to a low of −0.5% in 1979.
Australia has maintained a population growth of between 1% and 2.5% except for a spike in 1971 of 3.4% and a dip in
2007 to 0.6%.
b. In 2007, the world was not yet aware of the imminent Global Financial Crisis (GFC); hence, employment and living
standards in the developed world were still high. This may have had an impact on Australia’s net population growth. After
the GFC, Australia experienced a higher level of interest in immigration as the Australian economy was not significantly
affected by the GFC.
10. Check with your teacher. Some methods could involve ‘smoothing’ and ‘seasonal adjustments’.
11. a.
140
135
130
125
120
115
110
105
Cars sold

100
95
90
85
80
75
70
65

0 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
2012 2013 2014

b. Second-hand car sales per quarter have shown a general upward trend but with some major fluctuations.
c. More cars are sold in the third and fourth quarters compared to the first and second quarters.
12. Predictions into the future using time series data is appropriate if there are large amounts of data already provided and hence
fluctuations and trends are visible based on knowledge of events, seasons and cycles.
13. 74

Investigation | Rich task

Answers will vary; check with your teacher.
Exercise 15.5 Review questions
1. a. Number of questions — independent; test result — dependent
b.

100
90
80
Test result

70
60
50
40
30
20
10
0
5 10 15 20 25 30 35 40 45 50 55 60
Number of questions

c. Strong, positive, linear relationship; the larger the number of completed revision questions, the higher the mark on the test.
d. Different abilities of the students
2. a. i.  12.5 ii.
49
b. i.  12 ii. 22.5

TOPIC 15 Bivariate data analysis  649

 c. y = 22
15
x − 73
d. For part a: i. 
12.33 ii. 
49
For part b: i. 
11.82 ii. 
22.05
3. a. Linear downwards
b. The trend is linear.
c. About 65 occupants
d. Assumes that the current trend will continue.
4. a. P = 31.82a + 13 070.4, where P is the sale price and a is the land area.
b. The price of land is approximately $31.82 per square metre.
c. $64 000
d. 1160 m2
5. a. C = 0.15p + 11.09, where C is the money spent at the canteen and p represents the pocket money received.
b. Students spend 15 cents at the canteen per dollar received for pocket money.
c. $18
d. $26. This involves extrapolation, which is considered unreliable. It does not seem reasonable that, if a student receives
more money, they will eat more or have to purchase more than any other student.
6. a. P = 0.91t + 2.95, where P is the number of pirouettes and t is the number of hours of training.
b. Ballet students can do approximately 0.91 pirouettes for each hour of training.
c. Approximately 15 pirouettes
d. Approximately 30 pirouettes. This estimate is based on extrapolation, which is considered unreliable. To model this data
linearly as the number of hours of training becomes large is unrealistic.
7. a. Hours of TV watched = 3.31 × age + 3.05
b. Approximately 53 hours
c. Approximately 17 years old
8. Overall the data appears to be following a seasonal trend, with peaks at either end of the year and a trough in the middle.
9. a. O
 utliers can unfairly skew data and as such dramatically alter the line of best fit. Identify and remove any outliers from the
data before determining the line of best fit.
b. Extrapolation involves making estimates outside the data range and this is considered unreliable. When extrapolation is
required, consider the data and the likelihood that the data would remain linear if extended. When giving results, make
comment on the validity of the estimation.
c. A small range may not give a fair indication if a data set shows a strong linear relationship. Try to increase the range of the
data set by taking more measurements or undertaking more research.
d. A small number of data points may not be able to establish with confidence the existence of a strong linear relationship.
Try to increase the number of data points by taking more measurements or undertaking more research.
10. About 170 cm; data was first plotted as a scatter plot. (145, 160) was identified as an outlier and removed from the data set.
A line of best fit was then fitted to the remaining data and its equation determined as d = 0.5h + 80, where d is the distance
stretched and h is the height. Substitution was used to obtain the estimate.
The estimation requires extrapolation and cannot be considered reliable. The presence of the outlier may indicate variation
in flexibility rather than a strong linear relationship between the data. The estimate is based on a small set of data. More data
should be collected in order to determine the suitability of least squares regression.

650  Maths Quest 10 Stage 5 NSW Australian curriculum

TOPIC 16
Surds, indices and
logarithms [Stage 5.3]

16.1 Overview
Numerous videos and interactivities are embedded just where you need them, at the point of learning, in
your learnON title at www.jacplus.com.au. They will help you to learn the concepts covered in this topic.

16.1.1 Why learn this?

A knowledge of number is crucial if we are to understand the world
around us. Over time, you have been building your knowledge of the
concept of number, starting with the counting numbers, also known
as natural numbers. Moving on, you needed to include zero. You then
had to learn about integers and fractions, which are also called
rational numbers. But even the rational numbers do not include all of
the numbers on the number line, as they do not include numbers that
cannot be written as fractions. That brings us to the concept of real
numbers, the set of numbers that includes both rational and irrational
numbers.

DISCUSSION
Imagine a world without numbers. How would it be different? What would it look like?

LEARNING SEQUENCE
16.1 Overview
16.2 [Stage 5.3] Rational and irrational numbers
16.3 [Stage 5.3] Surds
16.4 [Stage 5.3] Operations with surds
16.5 [Stage 5.3] Fractional indices
16.6 [Stage 5.3] Negative indices
16.7 [Stage 5.3] Logarithms
16.8 [Stage 5.3] Logarithm laws
16.9 [Stage 5.3] Solving equations
16.10 Review

LEARNING OUTCOMES
A student:
• uses and interprets formal definitions and generalisations when explaining solutions and/or conjectures MA5.3-1WM
• generalises mathematical ideas and techniques to analyse and solve problems efficiently MA5.3-2WM
• uses deductive reasoning in presenting arguments and formal proofs MA5.3-3WM
• performs operations with surds and indices MA5.3-6NA
• uses the definition of a logarithm to establish and apply the laws of logarithms MA5.3-11NA

TOPIC 16 Surds, indices and logarithms  651

 CONTENT DESCRIPTIONS
Students:
Define rational and irrational numbers and perform operations with surds and fractional indices (ACMNA264)
Use the definition of a logarithm to establish and apply the laws of logarithms (ACMNA265)
Solve simple exponential equations (ACMNA270)
Source: NSW Syllabus for the Australian curriculum

RESOURCES — ONLINE ONLY

eLesson: The story of mathematics — Real numbers (eles-2019)

Note: Your teacher may now set you a pre-test to determine how familiar you are with the content in this
topic.

16.2 Rational and irrational numbers [Stage 5.3]

16.2.1 The number system
•• The number systems used today evolved from a basic and practical need of primitive people to count
and measure magnitudes and quantities such as livestock, people, possessions, time and so on.
•• As societies grew and architecture and engineering developed, number systems became more sophisti-
cated. Number use developed from solely whole numbers to fractions, decimals and irrational n­ umbers.

•• The real number system contains the set of rational and irrational numbers. It is denoted by the
symbol R. The set of real numbers contains a number of subsets, which can be classified as shown in
the chart below.
Real numbers R

Irrational numbers I Rational numbers Q

(surds, non-terminating
and non-recurring
decimals, π, e) Integers Non-integer rationals
Z (terminating and
recurring decimals)

Negative Zero Positive

Z– (neither positive Z+
nor negative) (Natural
numbers N)

652  Maths Quest 10 Stage 5 NSW Australian curriculum

16.2.2 Rational numbers (Q)
•• A rational number is a number that can be expressed as a ratio of two whole numbers in the
a
form , where b ≠ 0.
b
•• Rational numbers are given the symbol Q. Examples are:
1 2 3 9 .
, , , , 7, −6, 0.35, 1.4
5 7 10 4

16.2.3 Integers (Z)

•• Rational numbers may be expressed as integers. Examples are:
5 4 27 15
= 5, − = − 4, = 27, − = − 15.
1 1 1 1
•• The set of integers consists of positive and negative whole numbers and 0 (which is neither positive
nor negative). They are denoted by the letter Z and can be further divided into subsets. That is:
Z = { …, −3, −2, −1, 0, 1, 2, 3, …}
Z + = { 1, 2, 3, 4, 5, 6, …}
Z− = { …, −5, −4, −3, −2, −1 }
•• Positive integers are also known as natural numbers (or counting numbers) and are denoted by the
letter N. That is:
N = { 1, 2, 3, 4, 5, 6, …}
•• Integers may be represented on the number line as illustrated below.
–3 –2 –1 0 1 2 3 Z 1 2 3 4 5 6 N Z– –6 –5 –4 –3 –2 –1
The set of integers     The set of positive integers     The set of negative integers
or natural numbers
Note: Integers on the number line are marked with a solid dot to indicate that they are the only points in
which we are interested.

16.2.4 Non-integer rational numbers

•• Rational numbers may be expressed as terminating decimals. Examples are:
7
10
= 0.7, 14 = 0.25, 58 = 0.625, 95 = 1.8.
These decimal numbers terminate after a specific number of digits.
•• Rational numbers may be expressed as recurring decimals (non-terminating or periodic decimals).
For example:
1 .
3
= 0.333 333 … or 0.3
9 ..
11
= 0.818 181 … or 0.81 (or 0.81)
5 .
6
= 0.833 333 … or 0.83
3 . .
13
= 0.230 769 230 769 … or 0.230 769 (or 0.230 769)

•• These decimal numbers do not terminate, and the specific digit –3.743 3 1–
(or number of digits) is repeated in a pattern. Recurring decimals –2 –4 2 1.63 3.6
are represented by placing a dot or line above the repeating digit
or pattern. – 4 –3 –2 –1 0 1 2 3 4Q
•• Rational numbers are defined in set notation as:
Q = rational numbers

{ a
}
Q = , a, b ∈ Z, b ≠ 0 where ∈ means ‘an element of’.
b

TOPIC 16 Surds, indices and logarithms  653

 ACTIVITY: RECURRING DECIMAL PATTERNS
. . . .
1. In pairs, express 0.1, 0.2, 0.4 and 0.5 as fractions.
2. What do you . . notice
. . about
. . the fractions
.. before you simplify?
3. Express 0.12, 0.27, 0.44 and 0.58 as fractions.
4. What do you notice about the fractions before you simplify?
5. Make a prediction about the fraction that will result in expressing recurring decimals with three repeating
digits, then confirm your prediction by completing at least two conversions.
6. (a) Discuss any patterns found.
(b) Write a rule that will predict the fraction for any recurring decimal regardless of the number of repeating
digits.

16.2.5 Irrational numbers (I)

•• An irrational number is a number that cannot be expressed as a ratio of two whole numbers in the
a
form , where b ≠ 0.
b
•• Irrational numbers are given the symbol I. Examples are:
√7
√7, √13, 5√21, , π, e.
9
•• Irrational numbers may be expressed as decimals. For example:
√5 = 2.236 067 977 5…
√18 = 4.242 640 687 12…
π = 3.141 592 653 59…
√0.03 = 0.173 205 080 757…
2√7 = 5.291 502 622 13…
e = 2.718 281 828 46…
•• These decimal numbers do not terminate, and the digits do not repeat themselves in any particular
pattern or order (that is, they are non-terminating and non-recurring).

16.2.6 Real numbers

•• Rational and irrational numbers belong to the set of real numbers – 12 – 5
– 1–2 –π
2
4 π
(denoted by the symbol R). They can be positive, negative or 0. The
real numbers may be represented on a number line as shown at right
– 4 –3 –2 –1 0 1 2 3 4 R
(irrational numbers above the line; rational numbers below it).
•• To classify a number as either rational or irrational:
1. Determine whether it can be expressed as a whole number, a fraction or a terminating or recurring
decimal.
2. If the answer is yes, the number is rational; if the answer is no, the number is irrational.

16.2.7 π (pi)
•• The symbol π (pi) is used for a particular number: the circumference of a circle whose diameter
length is 1 unit.
•• It can be approximated as a decimal that is non-terminating and non-recurring. Therefore, π is
classified as an irrational number. (It is also called a transcendental number and cannot be
expressed as a surd.)
•• In decimal form, π = 3.141 592 653 589 793 23… It has been calculated to 29 000 000 (29 million)
decimal places with the aid of a computer.

654  Maths Quest 10 Stage 5 NSW Australian curriculum

 WORKED EXAMPLE 1

Specify whether the following numbers are rational or irrational.

√
1 3 1
a 5
b √25 c √13 d 3π e 0.54 f √3 64 g √3 32 h 27

THINK WRITE
1 1
a 5
is already a rational number. a 5
is rational.
b 1 Evaluate √25. b √25 = 5
2 The answer is an integer, so classify √25. √25 is rational.
c 1 Evaluate √13. c √13 = 3.605 551 275 46 …
2 The answer is a non-terminating and non-recurring √13 is irrational.
­decimal; classify √13.
d 1 Use your calculator to find the value of 3π. d 3π = 9.424 777 960 77 …
2 The answer is a non-terminating and non-recurring 3π is irrational.
­decimal; classify 3π.
e 0.54 is a terminating decimal; classify it accordingly. e 0.54 is rational.
3 3
f 1 Evaluate √64. f √64 = 4
3
2 The answer is a whole number, so classify √64. √3 64 is rational.
3 3
g 1 Evaluate √32. g √32 = 3.174 802 103 94 …
2 The result is a non-terminating and non-recurring √3 32 is irrational.
3
­decimal; classify √32.

√ √
3 1 3 1 1
h 1 Evaluate 27
. h 27
= 3

√
3 1
2 The result is a number in a rational form. 27
is rational.

RESOURCES — ONLINE ONLY

Interactivity: The number system (int-6027)

Interactivity: Recurring decimals (int-6189)
Interactivity: Classifying numbers (int-2792)

Exercise 16.2 Rational and irrational numbers

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–6, 8, 10 1–8, 10, 12, 13 1–15

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.

TOPIC 16 Surds, indices and logarithms  655

Understanding and fluency
1. WE1 Specify whether the following numbers are rational (Q) or irrational (I).
a. √4 b. 45 c. 79 d. √2 e. √7
1
f. √0.04 g. 2 2
h. √5 i. 94 j. 0.15
k. −2.4 l. √100 m. √14.4 n. √14.4 o. π

√
25
p. 9
q. 7.32 r. − √21 s. √1000 t. 7.216 349 157 …

√
3 1
u. −√81 v. 3π w. √62 x. 16
y. √3 0.0001
2. Specify whether the following numbers are rational (Q), irrational (I) or neither.
a. 18 b. √625 c. 11
4
d. 08 e. −6 17

√
1.44
f. √3 81 g. −√11 h. 4
i. √π j. 80

l. π7 √
3 1
k. √3 21 m. √3 (−5) 2 n. − 11 o. 100

p. 64 √ r. √6
2 1
16
q. 25 2
s. √3 27 t. √4
22π
u. v. √3 −1.728 w. 6√4 x. 4√6 y. (√2) 4
7
3. MC Which of the following best represents a rational number?

√ √
4 9 3
a. π b. c. d. √3 e. √5
9 12
4. MC Which of the following best represents an irrational number?
6 3
a. − √81 b. c. √343 d. √22 e. √144
5
π
5. MC Which of the following statements regarding the numbers − 0.69, √7, , √49 is correct?
π 3
a. is the only rational number.
3
b. √7 and √49 are both irrational numbers.
c. − 0.69 and √49 are the only rational numbers.
d. − 0.69 is the only rational number.
e. √7 is the only rational number.
6. MC Which of the following statements regarding the numbers 2 12, − 11
3
, √624, √3 99 is correct?
11
a. − and √624 are both irrational numbers.
3
3
b. √624 is an irrational number and √99 is a rational number.
3
c. √624 and √99 are both irrational numbers.
1
d. 2
2
is a rational number and − 11
3
is an irrational number.
3
e. √99 is the only rational number.

7. Simplify √ .
a2
b2
8. MC If p < 0, then √p is:
a. positive b. negative c. rational
d. irrational e. none of the above
9. MC If p < 0, then √p2 must be:
a. positive b. negative c. rational
d. irrational e. any of the above
Communicating, reasoning and problem solving
10. Simplify (√p − √q) × (√p + √q).
11. Prove that if c2 = a2 + b2, it does not follow that a = b + c.

656  Maths Quest 10 Stage 5 NSW Australian curriculum

 36
12. Find the value of m and n if is written as:
11
1 1 1 1
a. 3 + b. 3 + c. 3 + d. 3 + .
m m 1 1
3+ 3+ 3+
n n m m
1+
n n
1 3− 1 − 4− 1
13. If x− 1 means , what is the value of ?
x 3− 1 + 4− 1
14. Follow the example below to convert the recurring decimal 0.090 909 … to a fraction.
Step 1: Let x = 0.090 909…
Step 2: Count the number of recurring digits and hence move the decimal point on both sides of the
equation an equivalent number of decimal places.
In this example there are two recurring digits, so the decimal point needs to be moved two places to
the right and hence x needs to be multiplied by 100.
x = 0.090 909… [1]
100x = 9.0909… [2]
Step 3: Subtract equation 1 from equation 2.
[2] – [1]:
99x = 9
1
x = 11
Using the process outlined above or another method, write the following recurring decimals as
­fractions
a. 0.1111…
b. 0.166 666…
c. 0.714 285 714 285 71…
15. Why is it important to understand the real number system?

16.3 Surds [Stage 5.3]

16.3.1 Definition of a surd
•• A surd is an irrational number that is represented by a root sign or a radical sign, for example: √ , √3 , √4 .
3 4
•• Examples of surds include: √7, √5, √11, √15.
•• Examples that are not surds include:
√9, √16, √3 125, √4 81.
•• Numbers that are not surds can be simplified to rational numbers, that is:
√9 = 3, √16 = 4, √3 125 = 5, √4 81 = 3.
•• A decimal approximation for a surd can be found, but if an exact value is required, the decimal
approximation cannot be used.

WORKED EXAMPLE 2

Which of the following numbers are surds?

√
1
a √16 b √13 c 16
d √3 17 e √4 63 f √3 1728

TOPIC 16 Surds, indices and logarithms  657

 THINK WRITE
a 1 Evaluate √16. a √16 = 4
2 The answer is rational (since it is a whole number), √16 is not a surd.
so state your conclusion.
b 1 Evaluate √13. b √13 = 3.605 551 275 46 …
2 The answer is irrational (since it is a non-recurring and √13 is a surd.
non-terminating decimal), so state your conclusion.

√ √
1 1 1
c 1 Evaluate 16
. c
16
= 4

√
1
2 The answer is rational (a fraction); state your 16
is not a surd.
­conclusion.

d 1 Evaluate √3 17. d √3 17 = 2.571 281 590 66 …

2 The answer is irrational (a non-terminating and √3 17 is a surd.
non-recurring decimal), so state your conclusion.
e 1 Evaluate √4 63. e √4 63 = 2.817 313 247 26…
2 The answer is irrational, so classify √4 63 accordingly. √4 63 is a surd.
f 1 Evaluate √3 1728. f √3 1728 = 12
2 The answer is rational; state your conclusion. √3 1728 is not a surd.
So b, d and e are surds.

ACTIVITY: SURD MEMORY

Equipment: paper, scissors
1. Write down five surds and their simplified versions on a piece of paper, then cut them out into cards.
2. Swap your cards with a partner, then match up each surd with its simplified version. Compare your results
and check that every simplification works.
3. Swap all the cards with another pair, then take the simplified surds and arrange them in ascending order.
4. Lay all the cards face down on the table in front of you and play Memory with the cards.
5. What strategies can you use to help you identify what factors to use when simplifying surds?

16.3.2 Proof that a number is irrational

•• In Mathematics you are required to study a variety of types of proofs. One such method is called
proof by contradiction.
•• This proof is so named because the logical argument of the proof is based on an assumption that
leads to contradiction within the proof. Therefore, the original assumption must be false.
a
•• An irrational number is one that cannot be expressed in the form (where a and b are integers). The
b
next worked example sets out to prove that √2 is irrational.

658  Maths Quest 10 Stage 5 NSW Australian curriculum

WORKED EXAMPLE 3

Prove that √2 is irrational.

THINK WRITE
a
1 Assume that √2 is rational; that is, it can be Let √2 = , where b ≠ 0.
a b
written as in simplest form.
b
We need to show that a and b have no
­common factors.
a2
2 Square both sides of the equation. 2=
b2
3 Rearrange the equation to make a2 the a2 = 2b2 [1]
­subject of the formula.
4 2b2 is an even number and 2b2 = a2. ∴ a2 is an even number and a must also
be even; that is, a has a factor of 2.
5 Since a is even it can be written as a = 2r. ∴ a = 2r
6 Square both sides. a2 = 4r2 [2]
But a2 = 2b2 from [1].
7 Equate [1] and [2]. 2b2 = 4r2
4r2
b2 =
2
b2 = 2r2
∴ b2 is an even number and b must also be even;
that is, b has a factor of 2.
8 Repeat the steps for b as previously done Both a and b have a common factor of 2.
for a. This contradicts the original assumption that
a
√2 = , where a and b have no common factor.
b
∴ √2 is not rational.
∴ It must be irrational.

•• Note: An irrational number written in surd form gives an exact value of the number, whereas the
same number written in decimal form (for example, to 4 decimal places) gives an approximate value.

DISCUSSION
Can you use proof by contradiction to prove that all irrational surds are actually irrational?

RESOURCES — ONLINE ONLY

Interactivity: Surds on the number line (int-6029)

Digital doc: SkillSHEET Identifying surds (doc-5354)

TOPIC 16 Surds, indices and logarithms  659

Exercise 16.3 Surds
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–8, 10 1–11 1–13

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE2 Which of the numbers below are surds?
a. √81 b. √48 c. √16 d. 1.6

√ √
3 3 3
e. √0.16 f. √11 g. 4
h. 37
i. √1000 j. √1.44 k. 4√100 l. 2 + √10
m. √3 32 n. √361 o. √3 100 p. √3 125

√
7
q. √6 + √6 r. 2π s. √3 169 t. 8
u. √4 16 v. (√7)2 w. √3 33 x. √0.0001
5
y. √32 z. √80
2. MC
3
The correct statement regarding the set of numbers
a. √27 and √9 are the only rational numbers of the set.
{ √6
9
, √20 √54 √3 27, √9 is: }
√
6
b.
9
is the only surd of the set.

√
6
c.
9
and √20 are the only surds of the set.
d. √20 and √54 are the only surds of the set.
e. √9 and √20 are the only surds of the set.
3. MC Which of the numbers of the set {√ , √
1
4
3 1
27
, √ , √21, √8} are surds?
1
8
3

√ √
1 1
a. √21 only b.
8
only c.
8
and √3 8

√ √
1 1
d.
8
and √21 only e.
4
and √21 only
4. MC Which statement regarding the set of numbers π, { √
1
49
, }
√12, √16, √3 + 1 is not true?
a. √12 is a surd. b. √12 and √16 are surds.
c. π is irrational but not a surd. d. √12 and √3 + 1 are not rational.
e. π is not a surd.
5. MC Which statement regarding the set of numbers 6√7, { √
144
16
, }
7√6, 9√2, √18, √25 is not true?

a. √ b. √
144 144
when simplified is an integer. and √25 are not surds.
16 16
c. 7√6 is smaller than 9√2. d. 9√2 is smaller than 6√7.
e. √18 is a surd.
6. Complete the following statement by selecting appropriate words from the suggestions in brackets:
6
√a is definitely not a surd, if a is … (any multiple of 4; a perfect square and cube).
3
7. Find the smallest value of m, where m is a positive integer, so that √16m is not a surd.

660  Maths Quest 10 Stage 5 NSW Australian curriculum

Communicating, reasoning and problem solving
8. WE3 Prove that the following numbers are irrational, using a proof by contradiction:
a. √3 b. √5 c. √7
9. π is an irrational number and so is √3. Therefore, determine whether (π − √3)(π + √3) is an
­irrational number.
10. Many composite numbers have a variety of factor pairs. For example, factor pairs of 24 are 1 and
24, 2 and 12, 3 and 8, 4 and 6.
a. Use each pair of possible factors to simplify the following surds.
i. √48 ii. √72
b. Does the factor pair chosen when simplifying a surd affect the way the surd is written in
­simplified form?

c. Does the factor pair chosen when simplifying a surd affect the value of the surd when it is written in
simplified form? Explain.
11. Solve √3x − √12 = √3 and indicate whether the result is rational or irrational and integral or not
integral.
12. An equilateral triangle has a side length of 10 cm. Calculate the perpendicular height of the triangle,
leaving your answer as an exact value.
13. How can you be certain that √a is a surd?

16.4 Operations with surds [Stage 5.3]

16.4.1 Simplifying surds
•• To simplify a surd means to make a number (or an expression) under the radical sign (√ ) as small
as possible.
•• To simplify a surd (if it is possible), it should be rewritten as a product of two factors, one of which
is a perfect square, that is, 4, 9, 16, 25, 36, 49, 64, 81, 100 and so on.
•• We must always aim to obtain the largest perfect square when simplifying surds so that there are
fewer steps involved in obtaining the answer. For example, √32 can be written as √4 × 8 = 2√8;
however, √8 can be further simplified to 2√2, so √32 = 2 × 2√2; that is √32 = 4√2. If, however,
the largest perfect square is selected and √32 is written as √16 × 2 = √16 × √2 = 4√2, the same
answer is obtained in fewer steps.

WORKED EXAMPLE 4

Simplify the following surds. Assume that x and y are positive real numbers.
a √384 b √3 405 c −18√175 d 5√180x3y5

THINK WRITE

a 1 Express 384 as a product of two factors where a √384 = √64 × 6

one factor is the largest possible perfect square.
2 Express √64 × 6 as the product of two surds. = √64 × √6
3 Simplify the square root from the perfect square = 8√6
(that is, √64 = 8).
b 1 Express 405 as a product of two factors, one of b 3√405 = 3√81 × 5
which is the largest possible perfect square.
2 Express √81 × 5 as a product of two surds. = 3√81 × √5

TOPIC 16 Surds, indices and logarithms  661

 3 Simplify √81. = 3 × 9√5
4 Multiply together the whole numbers outside = 27√5
the square root sign (3 and 9).
c 1 Express 175 as a product of two factors in which c −18√175 = −18√25 × 7
one factor is the largest possible perfect square.
2 Express √25 × 7 as a product of 2 surds. = −18 × √25 × √7

3 Simplify √25. = −18 × 5√7

4 Multiply together the numbers outside the
= −58√7
square root sign.
d 1 Express each of 180, x3 and y5 as a product d 5√180x3y5 = 5√36 × 5 × x2 × x × y4 × y
of two factors where one factor is the largest
possible perfect square.
2 Separate all perfect squares into one surd and = 5 × √36x2y4 × √5xy
all other factors into the other surd.
3 Simplify √36x2y4. = 5 × 6 × x × y2 × √5xy
4 Multiply together the numbers and the = 30xy2√5xy
­pronumerals outside the square root sign.

16.4.2 Addition and subtraction of surds

•• Surds may be added or subtracted only if they are alike.
•• Examples of like surds include √7, 3√7 and − 5√7. Examples of unlike surds include √11, √5,
2√13 and − 2√3.
•• In some cases surds will need to be simplified before you decide whether they are like or unlike, and
then addition and subtraction can take place. The concept of adding and subtracting surds is similar
to adding and subtracting like terms in algebra.

WORKED EXAMPLE 5

Simplify each of the following expressions containing surds. Assume that a and b are positive
real numbers.
a 3√6 + 17√6 − 2√6 b 5√3 + 2√12 − 5√2 + 3√8
c 12√100a3b2 + ab√36a − 5√4a2b

THINK WRITE

a All 3 terms are alike because they a 3√6 + 17√6 − 2√6 = (3 + 17 − 2)√6
­contain the same surd (√6). Simplify. = 18√6
b 1 Simplify surds where possible. b 5√3 + 2√12 − 5√2 + 3√8
= 5√3 + 2√4 × 3 − 5√2 + 3√4 × 2
= 5√3 + 2 × 2√3 − 5√2 + 3 × 2√2
= 5√3 + 4√3 − 5√2 + 6√2
2 Add like terms to obtain the = 9√3 + √2
­simplified answer.

662  Maths Quest 10 Stage 5 NSW Australian curriculum

 1
c 1 Simplify surds where possible. c 2
√100a3b2 + ab√36a − 5√4a2b
= 12 × 10√a2 × a × b2 + ab × 6√a − 5 × 2 × a√b
= 12 × 10 × a × b√a + ab × 6√a − 5 × 2 × a√b
= 5ab√a + 6ab√a − 10a√b
= 11ab√a − 10a√b
2 Add like terms to obtain the simpli-
fied answer.

16.4.3 Multiplying surds

•• To multiply surds, multiply together the expressions under the radical signs. For example,
√a × √b = √ab, where a and b are positive real numbers.
•• When multiplying surds it is best to first simplify them (if possible). Once this has been done and a
mixed surd has been obtained, the coefficients are multiplied with each other and then the surds are
multiplied together. For example,
m√a × n√b = mn√ab.

WORKED EXAMPLE 6

Multiply the following surds, expressing answers in the simplest form. Assume that x and y are
positive real numbers.
a √11 × √7 b 5√3 × 8√5
c 6√12 × 2√6 d √15x5y2 × √12x2y
THINK WRITE

a Multiply the surds together, using a √11 × √7 = √11 × 7

√a × √b = √ab (that is, multiply = √77
­expressions under the square root sign).
Note: This expression cannot be
­simplified any further.
b Multiply the coefficients together and b 5√3 × 8√5 = 5 × 8 × √3 × √5
then multiply the surds together. = 40 × √3 × 5
= 40√15
c 1 Simplify √12. c 6√12 × 2√6 = 6√4 × 3 × 2√6
2 Multiply the coefficients together and = 6 × 2√3 × 2√6
multiply the surds together. = 12√3 × 2√6
= 24√18
3 Simplify the surd. = 24√9 × 2
= 24 × 3√2
= 72√2

TOPIC 16 Surds, indices and logarithms  663

 d 1 Simplify each of the surds. d √15x5y2 × √12x2y 
2 Multiply the coefficients together and = √15 × x4 × x × y2 × √4 × 3 × x2 × y
the surds together. = x2 × y × √15 × x × 2 × x × √3 × y
= x2y√15x × 2x√3y
= x2y × 2x√15x × 3y
= 2x3y√45xy
= 2x3y√9 × 5xy
= 2x3y × 3√5xy
3 Simplify the surd. = 6x3y√5xy

•• When working with surds, it is sometimes necessary to multiply surds by themselves; that is, square
them. Consider the following examples:
(√2)2 = √2 × √2 = √4 = 2
(√5)2 = √5 × √5 = √25 = 5
•• Observe that squaring a surd produces the number under the radical sign. This is not surprising,
because squaring and taking the square root are inverse operations and, when applied together, leave
the original unchanged.
•• When a surd is squared, the result is the number (or expression) under the radical sign; that is,
(√a)2 = a, where a is a positive real number.

WORKED EXAMPLE 7

Simplify each of the following.

a (√6)2 b (3√5)2
THINK WRITE
a Use (√a) = a, where a = 6.
2
a (√6)2 = 6
b 1 Square 3 and apply (√a)2 = a to b 3(√5)2 = 32 × (√5)2
square √5. =9×5
2 Simplify. = 45

16.4.4 Dividing surds

= √ , where a and b are
√a a
•• To divide surds, divide the expressions under the radical signs; that is,
√b b
whole numbers.
•• When dividing surds it is best to simplify them (if possible) first. Once this has been done, the
coefficients are divided next and then the surds are divided.

WORKED EXAMPLE 8

Divide the following surds, expressing answers in the simplest form. Assume that x and y are
positive real numbers.
√55 √48 9√88 √36xy
a b c d
√5 √3 6√99 √25x9y11

664  Maths Quest 10 Stage 5 NSW Australian curriculum

 THINK WRITE

=√ . =√
√a a √55 55
a 1 Rewrite the fraction, using a
√b b √5 5
2 Divide the numerator by the denominator (that is, 55 by 5). = √11
3 Check if the surd can be simplified any further.

=√ . =√
√a a √48 48
b 1 Rewrite the fraction, using b
√b b √3 3

2 Divide 48 by 3. = √16
3 Evaluate =√16. =4

=√ . = √
√a a 9√88 9 88
c 1 Rewrite the fraction, using c
√b b 6√99 6 99
= √
2 Simplify the fraction under the radical by dividing both 9 8
numerator and denominator by 11. 6 9

3 Simplify the surds. 9 × 2√2

=
6×3
18√2
4 Multiply the whole numbers in the numerator together and =
those in the denominator together. 18

5 Cancel the common factor of 18. = √2

√36xy 6√xy
d 1 Simplify each surd. d =
√25x9y11 5√x8 × x × y10 × y
6√xy
=
5x4y5√xy

2 Cancel any common factors — in this case, √xy. 6

=
5x4y5

16.4.5 Rationalising denominators

•• If the denominator of a fraction is a surd, it can be changed into a rational number through multipli-
cation. In other words, it can be rationalised.
•• As discussed earlier in this chapter, squaring a simple surd (that is, multiplying it by itself) results in
a rational number. This fact can be used to rationalise denominators as follows.
√a √b √ab √b
× = , where =1
√b √b b √b
•• If both the numerator and the denominator of a fraction are multiplied by the surd contained in the
denominator, the denominator becomes a rational number. The fraction takes on a different appear-
ance, but its numerical value is unchanged, because multiplying the numerator and denominator by
the same number is equivalent to multiplying by 1.

TOPIC 16 Surds, indices and logarithms  665

 WORKED EXAMPLE 9

Express the following in their simplest form with a rational denominator.

√6 2√12 √17 − 3√14
a b c
√13 3√54 √7
THINK WRITE

a 1 Write the fraction. a √6

√13
√6 √13
2 Multiply both the numerator and = ×
­denominator by the surd ­contained in √13 √13
the denominator (in this case √13). √78
=
This has the same effect as ­multiplying 13
√13
the fraction by 1, because  = 1.
√13

b 1 Write the fraction. b 2√12

3√54

2√12 2√4 × 3
2 Simplify the surds. (This avoids dealing =
with large ­numbers.) 3√54 3√9 × 6
3 Multiply both the numerator and 2 × 2√3
=
­denominator by √6. (This has the same 3 × 3√6
effect as ­multiplying the fraction by 1, 4√3
=
√6 9√6
because = 1.)
√6 4√3 √6
= ×
Note: We need to multiply only by the 9√6 √6
surd part of the ­denominator (that is, 4√18
by √6 rather than by 9√6). =
9×6

4 Simplify √18. 4√9 × 2

=
9×6
5 Divide both the numerator and denominator 4 × 3√2
=
by 6 (cancel down). 54
12√2
=
54
2√2
=
9

c 1 Write the fraction. c √17 − 3√14

√7
2 Multiply both the numerator and (√17 − 3√14) √7
= ×
­denominator by √7. Use grouping symbols √7 √7
(brackets) to make it clear that the whole
numerator must be multiplied by √7.

666  Maths Quest 10 Stage 5 NSW Australian curriculum

 3 Apply the Distributive Law in the numerator: √17 × √7 − 3√14 × √7
=
a(b + c) = ab + ac. √7 × √7
√119 − 3√98
=
7
4 Simplify √98. √119 − 3√49 × 2
=
7
√119 − 3 × 7√2
=
7
√119 − 21√2
=
7

16.4.6 Rationalising denominators using conjugate surds

•• The product of pairs of conjugate surds results in a rational number. Examples of pairs of conjugate
surds include √6 + 11 and √6 − 11; √a + b and √a − b; and 2√5 − √7 and 2√5 + √7.
This fact is used to rationalise denominators containing a sum or a difference of surds.
To rationalise a denominator that contains a sum or a difference of surds, multiply both the
­numerator and the denominator by the conjugate of the denominator. Two examples are given below.
1 √a − √b
1. To rationalise the denominator of the fraction , multiply it by .
√a + √b √a − √b
1 √a + √b
2. To rationalise the denominator of the fraction , multiply it by .
√a − √b √a + √b
•• A quick way to simplify the denominator is to use the difference of two squares identity:
(√a − √b)(√a + √b) = (√a)2 − (√b)2
=a−b

WORKED EXAMPLE 10

Rationalise the denominator and simplify the following.

1 √6 + 3√2
a b
4 − √3 3 + √3
THINK WRITE

a 1 Write the fraction. a 1

4 − √3
2 Multiply the numerator and 1 (4 + √3)
= ×
­denominator by the ­conjugate of (4 − √3) (4 + √3)
the denominator.
(4 + √3)
(Note that = 1.)
(4 + √3)
3 Apply the Distributive Law in the 4 + √3
=
numerator and the ­difference of (4) 2 − (√3)2
two squares identity in the
­denominator.

TOPIC 16 Surds, indices and logarithms  667

 4 + √3
4 Simplify. =
16 − 3
4 + √3
=
13

b 1 Write the fraction. b √6 + 3√2

3 + √3

2 Multiply the numerator and (√6 + 3√2) (3 − √3)

= ×
­denominator by the conjugate of (3 + √3) (3 − √3)
the denominator.
(3 − √3)
(Note that = 1.)
(3 − √3)
√6 × 3 + √6 × −√3 + 3√2 × 3 + 3√2 × −√3
3 Multiply the expressions in grouping =
symbols in the ­numerator, and apply (3) 2 − (√3)2
the difference of two squares identity
in the denominator.
3√6 − √18 + 9√2 − 3√6
4 Simplify. =
9−3
−√18 + 9√2
=
6
−√9 × 2 + 9√2
=
6
−3√2 + 9√2
=
6
6√2
=
6
= √2

RESOURCES — ONLINE ONLY

Interactivity: Simplifying surds (int-6028)

Interactivity: Addition and subtraction of surds (int-6190)
Interactivity: Multiplying surds (int-6191)
Interactivity: Dividing surds (int-6192)
Interactivity: Conjugate surds (int-6193)
eLesson: Surds (eles-1906)
eLesson: Rationalisation of surds (eles-1948)
Digital doc: SkillSHEET Simplifying surds (doc-5355)
Digital doc: SkillSHEET Adding and subtracting surds (doc-5356)
Digital doc: SkillSHEET Multiplying surds (doc-5357)
Digital doc: SkillSHEET Rationalising denominators (doc-5360)
Digital doc: SkillSHEET Conjugate pairs (doc-5361)
Digital doc: SkillSHEET Applying the difference of two squares rule to surds (doc-5362)
Digital doc: WorkSHEET Real numbers I (doc-14612)

668  Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 16.4 Operations with surds
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–h, 2a–h, 3a–h, 4a–d, 5a–h, 1e–j, 2e–j, 3e–k, 4c–f, 5c–i, 6e–j, 1g–l, 2g–l, 3g–l, 4e–h, 5g–l, 6g–l,
6a–h, 7a–h, 8a–d, 9a–d, 10a–h, 7g–l, 8d–f, 9g–k, 10f–j, 11e–h, 7j–r, 8e–h, 9i–n, 10k–o, 11i–l,
11a–f, 12a–c, 13, 15 12d–f, 13–15 12g–i, 13–18


To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
Where appropriate, digital technology should be used to answer the following questions.
1. WE4a Simplify the following surds.
a. √12 b. √24 c. √27 d. √125
e. √54 f. √112 g. √68 h. √180
i. √88 j. √162 k. √245 l. √448
2. WE4b, c Simplify the following surds.
a. 2√8 b. 8√90 c. 9√80 d. 7√54
e. − 6√75 f. − 7√80 g. 16√48 h. 17√392
i. 19√162 j. 14√192 k. 19√135 3
l. 10 √175
3. WE4d Simplify the following surds. Assume that a, b, c, d, e, f , x and y are positive real numbers.
a. √16a2 b. √72a2 c. √90a2b d. √338a4
e. √338a3b3 f. √68a3b5 g. √125x6y4 h. 5√80x3y2
i. 6√162c7d5 j. 2√405c7d9 k. 12√88ef l. 12√392e11f11
4. WE5a Simplify the following expressions containing surds. Assume that x and y are positive real
numbers.
a. 3√5 + 4√5 b. 2√3 + 5√3 + √3
c. 8√5 + 3√3 + 7√5 + 2√3 d. 6√11 − 2√11
e. 7√2 + 9√2 − 3√2 f. 9√6 + 12√6 − 17√6 − 7√6
g. 12√3 − 8√7 + 5√3 − 10√7 h. 2√x + 5√y + 6√x − 2√y
5. WE5b Simplify the following expressions containing surds. Assume that a and b are positive real
numbers.
a. √200 − √300 b. √125 − √150 + √600
c. √27 − √3 + √75 d. 2√20 − 3√5 + √45
e. 6√12 + 3√27 − 7√3 + √18 f. √150 + √24 − √96 + √108
g. 3√90 − 5√60 + 3√40 + √100 h. 5√11 + 7√44 − 9√99 + 2√121
i. 2√30 + 5√120 + √60 − 6√135 j. 6√ab − √12ab + 2√9ab + 3√27ab
7
k. 12√98 + 13√48 + 13√12 l. 18√32 − √18 + 3√72
6
6. WE5c Simplify the following expressions containing surds. Assume that a and b are positive real
numbers.
a. 7√a − √8a + 8√9a − √32a b. 10√a − 15√27a + 8√12a + 14√9a
c. √150ab + √96ab − √54ab d. 16√4a2 − √24a + 4√8a2 + √96a

TOPIC 16 Surds, indices and logarithms  669

 e. √8a3 + √72a3 − √98a3 f. 12√36a + 14√128a − 16√144a
g. √9a3 + √3a5 h. 6√a5b + √a3b − 5√a5b
i. ab√ab + 3ab√a2b + √9a3b3 j. √a3b + 5√ab − 2√ab + 5√a3b
k. √32a3b2 − 5ab√8a + √48a5b6 l. √4a2b + 5√a2b − 3√9a2b
7. WE6 Multiply the following surds, expressing answers in the simplest form. Assume that a, b, x and y
are positive real numbers.
a. √2 ×√7 b. √6 ×√7 c. √8 ×√6
d. √10 ×√10 e. √21 ×√3 f. √27 ×3√3
g. 5√3 ×2√11 h. 10√15 ×6√3 i. 4√20 ×3√5
1
j. 10√6 ×3√8 k. 4√48 ×2√2 l. 19√48 ×2√3
1
m. 10 √60 × 15√40 n. √xy ×√x3y2 o. √3a4b2 ×√6a5b3
p. √12a7b ×√6a3b4 q. √15x3y2 ×√6x2y3 r. 12√15a3b3 × 3√3a2b6
8. WE7 Simplify each of the following.
a. (√2)2 b. (√5)2 c. (√12)2 d. (√15)2
e. (3√2)2 f. (4√5)2 g. (2√7)2 h. (5√8)2
9. WE8 Simplify the following surds, expressing answers in the simplest form. Assume that a, b, x and y
are positive real numbers.
√15 √8 √60
a. b. c.
√3 √2 √10
√128 √18 √65
d. e. f.
√8 4√6 2√13
√96 7√44 9√63
g. h. i.
√8 14√11 15√7
√2040 √x4y3 √16xy
j. k. l.
√30 √x2y5 √8x7y9
√xy √12x8y12 2√2a2b4 √10a9b3
m. × n. ×
√x5y7 √x2y3 √5a3b6 3√a7b
10. WE9a, b Express the following in their simplest form with a rational denominator.
5 7 4 8 √12
a. b. c. d. e.
√2 √3 √11 √6 √7
√15 2√3 3√7 5√2 4√3
f. g. h. i. j.
√6 √5 √5 2√3 3√5
5√14 16√3 8√3 8√60 2√35
k. l. m. n. o.
7√8 6√5 7√7 √28 3√14
11. WE9c Express the following in their simplest form with a rational denominator.
√6 + √12 √15 − √22 6√2 − √15 2√18 + 3√2
a. b. c. d.
√3 √6 √10 √5
3√5 + 6√7 4√2 + 3√8 3√11 − 4√5 2√7 − 2√5
e. f. g. h.
√8 2√3 √18 √12
7√12 − 5√6 6√2 − √5 6√3 − 5√5 3√5 + 7√3
i. j. k. l.
6√3 4√8 7√20 5√24

670  Maths Quest 10 Stage 5 NSW Australian curriculum

12. WE10 Rationalise the denominator and simplify.
1 1 4
a. b. c.
√5 + 2 √8 − √5 2√11 − √13
5√3 √8 − 3 √12 − √7
d. e. f.
3√5 + 4√2 √8 + 3 √12 + √7
√3 − 1 3√6 − √15 √5 − √3
g. h. i.
√5 + 1 √6 + 2√3 4√2 − √3
Communicating, reasoning and problem solving
1 1
13. Express the average of and , writing your answer with a rational denominator.
2√x 3 − 2√x
14. a. Show that (√a + √b)2 = a + b + 2√ab.
b. Use this result to find:
i. √8 + 2√15 ii. √8 − 2√15 iii. √7 + 4√3.
√5 + √3 √5 − √3
15. Simplify − .
√3 + √3 + √5 √3 + √3 − √5
16. Solve the following for x.
5 9√x − 7 3√x + 1
a. √9 + x − √x = b. =
√9 + x 3√x √x + 5
17. Explain why √2 + √3 ≠ √5.
18. Under what circumstance might you need to rationalise the denominator of a fraction?

16.5 Fractional indices [Stage 5.3]

16.5.1 Fractional indices and roots
1
•• Consider the expression a2. Now consider what happens if we square that expression.

( )
1 2
= a (using the Fourth Index Law, (am)n = am×n)
a2
2
•• Now, from our work on surds we know that (√a) = a.

( )
1 2 2 1
•• From this we can conclude that a2 = (√a) and further conclude that a2 = √a.
1
•• We can similarly show that a3 = √3 a. 1
n n
•• This pattern can be continued and generalised to produce a = √a.

WORKED EXAMPLE 11

Evaluate each of the following without using a calculator.

1 1
a 92 b 643
THINK WRITE
1 1
a 1 Write 9 as √9.
2
a 92 = √9
2 Evaluate. = 3
1 1
3 3
b 1 Write 64 as √64. 3
b 64 = √64 3

2 Evaluate. = 4

TOPIC 16 Surds, indices and logarithms  671

 WORKED EXAMPLE 12

Use a calculator to find the value of the following, correct to 1 decimal place.
1 1
a 104 b 2005
THINK WRITE
1
a Use a calculator to produce the answer. a 104 = 1.778 279 41
≈ 1.8
1
5
b Use a calculator to produce the answer. b 200 = 2.885 399 812
≈ 2.9

1 1
•• Consider the expression (am) . From earlier, we know that (am) = √am.
n n n

1 m
We also know (am) = a n using the index laws.
n

m
n n
We can therefore conclude that a = √am.
•• Such expressions can be evaluated on a calculator either by using the index function (which is
­usually either ˄ or xy) and entering the fractional index, or by separating the two functions for power

and root.

WORKED EXAMPLE 13
2
Evaluate 37, correct to 1 decimal place.
THINK WRITE
2 2
Use a calculator to evaluate 3 . 7
37 ≈ 1.4

1
•• The index law a2 = √a can be applied to convert between expressions that involve fractional indices
and surds.

WORKED EXAMPLE 14

Write each of the following expressions in simplest surd form.

1 3
2 2
a 10 b 5
THINK WRITE
1
a Since an index of 12 is equivalent to taking the square root, this term a 102 = √10
can be written as the square root of 10.
3
b 1 A power of 32 means the square root of the number cubed. b 52 = √53
2 Evaluate 53. = √125
3 Simplify √125. = 5√5

672  Maths Quest 10 Stage 5 NSW Australian curriculum

 WORKED EXAMPLE 15

Simplify each of the following.

( 34 )
1 2 1 2
1
b ( )
6 x3
a m × m
5 5
a2b3 c 2

THINK WRITE
1 2
a 1 Write the expression. a m5 × m5
3
2 Multiply numbers with the same base by adding the indices. = m5
1
6
b 1 Write the expression. b (a2b3)

2 3
2 Multiply each index inside the grouping symbols (brackets) by the = a6b6
index on the outside.
1 1
3 Simplify the fractions. = a3b2
c 1 Write the expression. c 2 1

( 34 )
2
x3

y
1
x3
2 Multiply the index in both the numerator and denominator by the =
3
index outside the grouping symbols. y8

RESOURCES — ONLINE ONLY

Interactivity: Fractional indices (int-6107)

eLesson: Fractional indices (eles-1950)
Digital doc: WorkSHEET Real numbers II (doc-14613)

Exercise 16.5 Fractional indices

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–5, 6a–f, 7a–c, 8a–f, 9a–d, 1–5, 6d–g, 7b–d, 8d–f, 9b–d, 1–5, 6g–i, 7d–f, 8f–i, 9c–f, 10e–i,
10a–d, 11a–d, 12–14, 16 10c–f, 11c–f, 12–16 11e–i, 12–18

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.

TOPIC 16 Surds, indices and logarithms  673

Understanding and fluency
1. WE11 Evaluate each of the following without using a calculator.
1 1 1
a. 162 b. 252 c. 812
1 1 1
d. 83 e. 273 f. 1253
2. WE12 Use a calculator to evaluate each of the following, correct to 1 decimal place.
1 1 1
a. 814 b. 164 c. 33
1 1 1
d. 52 e. 75 f. 89
3. WE13 Use a calculator to find the value of each of the following, correct to 1 decimal place.
3 5 2
a. 128 b. 1009 c. 503
4 3 2
e. ( ) f. ( )
5 3 4 4 3
d. (0.6)
4 5
4. WE14 Write each of the following expressions in simplest surd form.
1 1 1
a. 72 b. 122 c. 722
5 3 5
d. 22 e. 32 f. 102
5. Write each of the following expressions with a fractional index.
a. √5 b. √10 c. √x
d. √m3 e. 2√t f. √3 6
6. WE15a Simplify each of the following. Leave your answer in index form.
3 1 1 3 1 1
a. 45 × 45 b. 28 × 28 c. a2 × a3
3 2 1 1 3 2
1
d. x4 × x5 e. 5m3 × 2m5 f. b7 × 4b7
2
2 3 3 1
2
g. −4y2 × y9 h. a8 × 0.05a4 i. 5x3 × x2
5
7. Simplify each of the following.
2 3 1 3 3 2 1 1 1 3 4
a. a3b4 × a3b4 b. x5y9 × x5y3 c. 2ab3 × 3a5b5
3 1 2 1 1 1 1 1 2 3 1 3 3
1
d. 6m7 × m4n5 e. x3y2z3 × x6y3z2 f. 2a5b8c4 × 4b4c4
3
8. Simplify each of the following.
1 1 2 1 3
a. 32 ÷ 33 b. 53 ÷ 54 c. 122 ÷ 122
4
6 3 3 1
m5
d. a ÷ a
7 7
e. x ÷ x
2 4
f.
5
m9
3
4
7n2 3
5
2x 25b
g. h. 4 i.
3 21n3 1
4x 5 20b4
9. Simplify each of the following.
4 3 5 2 2 2 3 4 3
a. x3y2 ÷ x3y5 b. a9b3 ÷ a5b5 c. m8n7 ÷ 3n8
3 3 7 1
4 2 1
5a b 4 5 p8 q4
d. 10x y ÷ 5x y5 3 4
e. f.
1 1 2 1
5 4
20a b 7p3q6

674  Maths Quest 10 Stage 5 NSW Australian curriculum

10. Simplify each of the following.
3 1

( ) ( ) ( )
3 5 2 4 1 6
4 3
a. 2 b. 5 c. 75
1 3 1

( ) ( )
10 4 8 1 3
d. (a ) 3
e. m 9
f. 2b 2

14 n b

( ) ( ) ( )
3 15 m p a c
7 n b
g. 4 p h. x i. 3m

11. WE15b, c Simplify each of the following.

1

( ) ( )
1 1 2 3 3 7 2
2 3
a. a b b. (a4b) 4 c. x5y8
1 1 2

( ) ( ) (b)
3
1 3 3 3 1 2 2 2
3 5 4 2 3 5 a 3 4
d. 3a b c e. x y z f.
2 1

( )
4 2 3

( 7) ( 49 )
5 5 3 2
m b 4x7
g. h. i.
3
8
n c 2y4
12. MC Note: There may be more than one correct answer.
m
3 n 1
If (a ) is equal to a4, then m and n could not be:
4

a. 1 and 3 b. 2 and 6 c. 3 and 8

d. 4 and 9 e. 5 and 15
13. Simplify each of the following.
a. √a8 b. √3 b9 c. √4 m16
d. √16x4 e. √3 8y9 f. √4 16x8y12
g. √3 27m9n15 h. √5 32p5q10 i. √3 216a6b18
Communicating, reasoning and problem solving
14. Manning’s formula is used to calculate the flow of water in a river during a flood situation. The
2 1
R3S2
formula is v = , where R is the hydraulic radius, S is the slope of the river and n is the roughness
n
coefficient. This formula is used by meteorologists and civil engineers to analyse potential flood
situations.
a. Find the flow of water in metres per second in the river if
R = 8, S = 0.0025 and n = 0.625.
b. To find the volume of water flowing through the river, we
multiply the flow rate by the average cross-sectional area
of the river. If the average cross-sectional area is 52 m2,
find the volume of water (in L) flowing through the river
each second. (Remember 1 m3 = 1000 L.)
c. If water continues to flow at this rate, what will be the
total amount of water to flow through in one hour?
Justify your answer.
d. Use the internet to find the meaning of the terms
‘­hydraulic radius’ and ‘roughness coefficient’.

TOPIC 16 Surds, indices and logarithms  675

 √m10
15. Find x if mx = 2.
(√m )
4

16. Simplify:
1 1
x + 2x2y2 + y − z
b. √
2
5 t
a. .

( )
1 1 1
√t3
x2 + y2 + z2

( )( )
3 1 1 1 3 1 1
17. Expand m4 + m2n2 + m4n + n2 m4 − n2 .

18. How will you remember the rule for fractional indices?

16.6 Negative indices [Stage 5.3]

•• Consider the following division:
23
= 2− 1 (using the Second Index Law).
24
23 8 1
Alternatively, = = .
2 4 16 2
−1 1
•• We can conclude that 2 = .
2
•• In general form:
1 1
a− 1 = and a− n = n.
a a

WORKED EXAMPLE 16

Evaluate each of the following using a calculator.

a 4 −1 b 2 −4
THINK WRITE
a Use a calculator to evaluate 4− 1. a 4− 1 = 0.25
b Use a calculator to evaluate 2− 4. b 2− 4 = 0.0625

1
•• Consider the index law a− 1 = . Now consider the case in which a is fractional.
a
a −1
Consider the expression ( ) .
b
a −1 1
(b) = a
b
b
=1×
a
b
=
a
We can therefore consider an index of –1 to be a reciprocal function.

676  Maths Quest 10 Stage 5 NSW Australian curriculum

 WORKED EXAMPLE 17

Write the value of each of the following without the use of a calculator.
a (23 ) b (15 ) c (114 )
−1 −1 −1

THINK WRITE

(3 )
−1

(3 )
2 2 −1
a To evaluate a 2 3
, take the reciprocal of 3
. = 2

b 1 To evaluate (5 ) , take the reciprocal of 5.

−1

(5 )
1 1 −1
b 1 5
= 1

2 Write 51 as a whole number. = 5

( 14 ) = (54 )
−1 −1
c 1 Write 114 as an improper fraction. c 1

5 4
2 Take the reciprocal of 4. = 5

RESOURCES — ONLINE ONLY

Interactivity: Negative indices (int-6064)

eLesson: Negative indices (eles-1910)
Digital doc: WorkSHEET Real numbers III (doc-14614)

Exercise 16.6 Negative indices

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–e, 2a–e, 3a–e, 4a–e, 5a–e, 1d–f, 2d–f, 3d–f, 4d–f, 5e–h, 6c–f, 1e–h, 2e–h, 3e–h, 4e–h, 5g–l,
6a–d, 7a–d, 8–12 7c–f, 8–12 6e–h, 7e–h, 8–14

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE16 Evaluate each of the following using a calculator.
a. 5− 1 b. 3− 1 c. 8− 1 d. 10− 1
e. 2− 3 f. 3− 2 g. 5− 2 h. 10− 4
2. Find the value of each of the following, correct to 3 significant figures.
a. 6− 1 b. 7− 1 c. 6− 2 d. 9− 3
− −
e. 6 3
f. 15 2
g. 16− 2 h. 5− 4
3. Find the value of each of the following, correct to 2 significant figures.
a. (2.5) − 1 b. (0.4) − 1 c. (1.5) − 2 d. (0.5) − 2
e. (2.1) − 3 f. (10.6) − 4 g. (0.45) − 3 h. (0.125) − 4
4. Find the value of each of the following, correct to 2 significant figures.
a. (− 3) − 1 b. (− 5) − 1 c. (− 2) − 2 d. (− 4) − 2
e. (− 1.5) − 1 f. (− 2.2) − 1 g. (− 0.6) − 1 h. (− 0.85) − 2

TOPIC 16 Surds, indices and logarithms  677

 5. WE17 Write the value of each of the following without the use of a calculator.
a. (45 ) b. (10 ) c. (78 ) d. (13
20 )
−1 −1 −1 −1
3

e. (12 ) f. (14 ) g. (18 ) h. (10 )

−1 −1 −1 −1
1

i. (112 ) j. (214 ) k. (110 ) l. (512 )

−1 −1 −1 −1
1

6. Find the value of each of the following, leaving your answer in cf1tion form if necessary.
a. (12 ) b. (25 ) c. (23 ) d. (14 )
−2 −2 −3 −2

e. (112 ) f. (214 ) g. (113 ) h. (215 )

−2 −2 −3 −3

7. Find the value of each of the following.

a. (−23 ) b. (−35 ) c. (−14 ) d. (−10 )
−1 −1 −1 −1
1

e. (−23 ) f. (−15 ) g. (−112 ) h. (−234 )

−2 −2 −1 −2

( 3 )
2−1 −1
8. Without using a calculator, evaluate .
( 5−1 )
4

( b2 )
−1
9. Simplify √
a2
.

Communicating, reasoning and problem solving

6 6
10. Consider the equation y = . Clearly x ≠ 0, as would be undefined. What happens to the value of
x x
y as x gets closer to zero coming from:
a. the positive direction
b. the negative direction?
11. Consider the expression 2− n. Explain what happens to the value of this expression as n increases.
12. Solve the following pair of simultaneous equations.
5y
3y+1 = 19 and = 125
125x
xn+ 2 + xn− 2
13. Simplify .
xn− 4 + xn
14. How can division be used to explain negative indices?

16.7 Logarithms [Stage 5.3]

16.7.1 Definition of a logarithm
•• The index, power or exponent in the statement y = ax is also known as a logarithm (or log for short).
Logarithm or index or power or exponent
y = ax
Base
•• The statement y = ax can be written in an alternative form as log a y = x, which is read as ‘the
­logarithm of y to the base a is equal to x’. These two statements are equivalent.
ax = y ⇔ log a y = x
Index form Logarithmic form

678  Maths Quest 10 Stage 5 NSW Australian curriculum

 •• For example, 32 = 9 can be written as log3 9 = 2. The log form would be read as ‘the logarithm of 9,
to the base of 3, is 2’. In both forms, the base is 3 and the logarithm is 2.

WORKED EXAMPLE 18

Write the following in logarithmic form.

a 104 = 10 000 b 6x = 216
THINK WRITE
a 1 Write the given statement. a 104 = 10 000
2 Identify the base (10) and the logarithm (4), and write the equivalent log10 10 000 = 4
statement in logarithmic form.
(Use ax = y ⇔ loga y = x, where the base is a and the log is x.)
b 1 Write the given statement. b 6x = 216
2 Identify the base (6) and the logarithm (x), and write the equivalent log6 216 = x
statement in logarithmic form.

WORKED EXAMPLE 19

Write the following in index form.

1
a log2 8 = 3 b log25 5 = 2
THINK WRITE
a 1 Write the statement. a log2 8 = 3
2 Identify the base (2) and the log (3), and write the equivalent ­statement 23 = 8
in index form. Remember that the log is the same as the index.
1
b 1 Write the statement. b log25 5 = 2
1
2 Identify the base (25) and the log (12), and write the ­equivalent state- 252 = 5
ment in index form.

•• In the previous examples, we found that:

log2 8 ⇔ 23 = 8 and log10 10 000 = 4 ⇔ 104 = 10 000
•• We could also write log2 8 = 3 as log2 23 = 3 and log10 10 000 = 4 as log10 104 = 4.
•• Can this pattern be used to work out the value of log3 81? We need to find the power when the base of
3 is raised to that power to give 81.

WORKED EXAMPLE 20

Evaluate log3 81.

THINK WRITE
1 Write the log expression. log3 81
2 Express 81 in index form with a base of 3. = log3 34
3 Write the value of the logarithm. =4

16.7.2 Using logarithmic scales in measurement

•• Logarithms can also be used to display data sets that cover a range of values which vary greatly in
size. For example, when measuring the amplitude of earthquake waves, some earthquakes will have

TOPIC 16 Surds, indices and logarithms  679

 amplitudes of 10 000, whereas other earthquakes may have amplitudes of 10 000 000 (1000 times
greater). Rather than trying to display this data on a linear scale, we can take the logarithm of the
amplitude, which gives us the magnitude of each earthquake. The Richter scale uses the magnitudes of
earthquakes to display the difference in their power.

WORKED EXAMPLE 21

Convert the following amplitudes of earthquakes into values on the Richter scale, correct to
1 decimal place.
a 1989 Newcastle earthquake: amplitude 398 000
b 2010 Canterbury earthquake: amplitude 12 600 000
c 2010 Chile earthquake: amplitude 631 000 000
THINK WRITE
a Use a calculator to calculate the logarithmic a log 398 000 = 5.599…
value of the amplitude. Round the answer to = 5.6
1 decimal place. The 1989 Newcastle earthquake rated 5.6
Write the answer in words. on the Richter scale.
b Use a calculator to calculate the logarithmic b log 12 600 000 = 7.100…
value of the amplitude. Round the answer to = 7.1
1 decimal place. The 2010 Canterbury earthquake rated 7.1
Write the answer in words. on the Richter scale.
c Use a calculator to calculate the logarithmic c log 631 000 000 = 8.800…
value of the amplitude. Round the answer to = 8.8
1 decimal place. The 2010 Chile earthquake rated 8.8 on the
Write the answer in words. Richter scale.

RESOURCES

Interactivity: Logarithms (int-6194)

Exercise 16.7 Logarithms

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–e, 2, 3a–e, 4, 5a–e, 6–8, 10 1e–k, 2, 3d–i, 4, 5e–h, 6–10 1i–p, 2, 3g–l, 4, 5g–l, 6–13

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE18 Write the following in logarithmic form.
a. 42 = 16 b. 25 = 32 c. 34 = 81 d. 62 = 36
e. 1000 = 103 f. 25 = 52 g. 43 = x h. 5x = 125

680  Maths Quest 10 Stage 5 NSW Australian curriculum

 1
i. 7x = 49 j. p4 = 16 k. 92 = 3 l. 0.1 = 10−1
1 3
1
m. 2 = 83 n. 2−1 = 2
o. a0 = 1 p. 42 = 8
2. MC The statement w = ht is equivalent to:
a. w = logt h b. h = logt w c. t = logw h d. t = logh w e. w = logh t
3. WE19 Write the following in index form.
a. log2 16 = 4 b. log3 27 = 3 c. log10 1 00 000 = 6 d. log5 125 = 3
1
e. log16 4 = 2
f. log4 64 = x g. 12 = log49 7 h. log3 x = 5
1 1
i. log81 9 = 2
j. log10 0.01 = −2 k. log8 8 = 1 l. log64 4 = 3
4. MC The statement q = logr p is equivalent to:
a. q = r p b. p = r q c. r = p q d. r = q p e. q = pr
5. WE20 Evaluate the following logarithms.
a. log2 16 b. log4 16 c. log11 121 d. log10 100 000
e. log3 243 f. log2 128 g. log5 1 h. log9 3
i. log3 (13 ) j. log6 6 k. log10 (100
1
) l. log125 5
6. Write the value of each of the following.
a. log10 1 b. log10 10 c. log10 100 d. log10 1000
e. log10 10 000 f. log10 100 000
7. Use your results for question 6 to answer the following.
a. Between which two whole numbers would log10 7 lie?
b. Between which two whole numbers would log10 4600 lie?
c. Between which two whole numbers would log10 85 lie?
d. Between which two whole numbers would log10 12 750 lie?
e. Between which two whole numbers would log10 110 lie?
f. Between which two whole numbers would log10 81 000 lie?
8. WE21 Convert the following amplitudes of earthquakes into values on the Richter Scale, correct to
1 decimal place.
a. 2016 Northern Territory earthquake: amplitude 1 260 000
b. 2011 Christchurch earthquake: amplitude 1 200 000
c. 1979 Tumaco earthquake: amplitude 1 580 000 000
Communicating, reasoning and problem solving
9. a. If log10 g = k, find the value of log10 g2. Justify your answer.
b. If logx y = 2, find the value of logy x. Justify your answer.
c. By referring to the equivalent index statement, explain why x must be a positive number given
log4x = y, for all values of y.
10. Calculate each of the following logarithms.
a. log2 (64) b. log3 (81
1
) c. log10 (0.000 01)
11. Find the value of x in each of the following.
a. logx (243
1
) = −5 b. logx (343) = 3 c. log64 (x) = −12

12. Simplify 10 log10 (x).

13. How are indices and logarithms related?

TOPIC 16 Surds, indices and logarithms  681

16.8 Logarithm laws [Stage 5.3]
16.8.1 The index laws and logarithm laws
•• The index laws are:
am
1. am × an = am+n = am−n
2. 3. (am)n = amn
an
1
4. a0 = 1 5. a1 = a 6. a−1 =
a
•• The index laws can be used to produce equivalent logarithm laws.

16.8.2 Logarithm law 1

•• If x = am and y = an, then loga x = m and loga y = n (equivalent log form).
Now             xy = am × an
or            xy = am+n (First Index Law).
So           loga (xy) = m + n (equivalent log form)
or loga (xy) = loga x + loga y (substituting for m and n).
loga x + loga y = loga (xy)
•• This means that the sum of two logarithms with the same base is equal to the logarithm of the product
of the numbers.

WORKED EXAMPLE 22

Evaluate log10 20 + log10 5.

THINK WRITE
1 Since the same base of 10 is used in each log term, use log10 20 + log10 5 = log10 (20 × 5)
loga x + loga y = loga (xy) and simplify. = log10 100
2 Evaluate. (Remember that 100 = 102.) =2

16.8.3 Logarithm law 2

•• If x = am and y = an, then loga x = m and loga y = n (equivalent log form).
x am
Now             = n
y a
x
or                = am−n         (Second Index Law).
y
loga ( ) = m − n         (equivalent log form)
x
So           
y
loga ( ) = loga x − loga y
x
or (substituting for m and n).
y
loga x − loga y = loga ( )
x
y
•• This means that the difference of two logarithms with the same base is equal to the logarithm of the
quotient of the numbers.

682  Maths Quest 10 Stage 5 NSW Australian curriculum

 WORKED EXAMPLE 23

Evaluate log4 20−log4 5.

THINK WRITE

log4 20 − log 45 = log4 ( )

20
1 Since the same base of 4 is used in each log term, use
5
loga x − loga y = loga ( ) and simplify.
x
y = log4 4
2 Evaluate. (Remember that 4 = 41.) =1

WORKED EXAMPLE 24

Evaluate log5 35 + log5 15 − log5 21.

THINK WRITE
1 Since the first two log terms are being added, use log5 35 + log5 15 − log5 21
loga x + loga y = loga (xy) and simplify. = log5 (35 × 15) − log5 21
= log5 525 − log5 21

( 21 )
525
2 To find the difference between the two remaining log terms, = log5
use loga x − loga y = loga ( ) and simplify.
x
y = log5 25
3 Evaluate. (Remember that 25 = 52.) =2

•• Once you have gained confidence in using the first two laws, you can reduce the number of steps of
working by combining the application of the laws. In Worked example 24, we could write:
35 × 15
log5 35 + log5 15 − log5 21 = log5 (
21 )
= log5 25
=2

16.8.4 Logarithm law 3

•• If x = am, then loga x = m (equivalent log form).
Now xn = (am)n
or                 xn = amn (Third Index Law).
So loga xn = mn (equivalent log form)
or loga xn = ( loga x) × n (substituting for m)
or loga xn = n loga x
log axn = n log ax
•• This means that the logarithm of a number raised to a power is equal to the product of the power and
the logarithm of the number.

TOPIC 16 Surds, indices and logarithms  683

 WORKED EXAMPLE 25

Evaluate 2 log6 3 + log6 4.

THINK WRITE

1 The first log term is not in the required form to use the log 2 log6 3 + log6 4 = log6 32 + log6 4
law relating to sums. Use loga xn = n loga x to rewrite the = log6 9 + log6 4
first term in preparation for applying the first log law.
2 Use loga x + loga y = loga (xy) to simplify the two log = log6 (9 × 4)
terms to one. = log6 36

3 Evaluate. (Remember that 36 = 62.) =2

16.8.5 Logarithm law 4

•• As a0 = 1 (Fourth Index Law)
loga 1 = 0 (equivalent log form).

loga 1 = 0
•• This means that the logarithm of 1 with any base is equal to 0.

16.8.6 Logarithm law 5

•• As a1 = a (Fifth Index Law),
loga a = 1 (equivalent log form).

loga a = 1
•• This means that the logarithm of any number a with base a is equal to 1.

16.8.7 Logarithm law 6

loga ( ) = loga x−1
1
•• Now (Sixth Index Law)
x
loga ( ) = −1 × loga x
1
or (using the fourth log law)
x
loga ( ) = − loga x.
1
or
x

loga ( ) = − loga x
1
x

16.8.8 Logarithm law 7

•• Now loga ax = x loga a (using the third log law)
or loga ax = x × 1 (using the fifth log law)
or loga ax = x.

loga ax = x

684  Maths Quest 10 Stage 5 NSW Australian curriculum

 RESOURCES — ONLINE ONLY

Interactivity: The first law of logarithms (int-6195)

Interactivity: The second law of logarithms (int-6196)
Interactivity: The third law of logarithms (int-6197)
Interactivity: The fourth law of logarithms (int-6198)
Interactivity: The fifth law of logarithms (int-6199)
Interactivity: The sixth law of logarithms (int-6200)
Interactivity: The seventh law of logarithms (int-6201)

Exercise 16.8 Logarithm laws

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–7, 8a–f, 9a–f, 10, 11a–g, 1–7, 8d–i, 9e–j, 10, 11e–i, 12–15 1–7, 8g–l, 9g–l, 10, 11g–l, 12–18
12, 13, 15

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Use a calculator to evaluate the following, correct to 5 decimal places.
a. log10 50 b. log10 25 c. log10 5 d. log10 2
2. Use your answers to question 1 to show that each of the following statements is true.
a. log10 25 + log10 2 = log10 50 b. log10 50 − log10 2 = log10 25
c. log10 25 = 2 log10 5 d. log10 50 − log10 25 − log10 2 = log10 1
3. WE22 Evaluate the following.
a. log6 3 + log6 2 b. log4 8 + log4 8 c. log10 25 + log10 4
d. log8 32 + log8 16 e. log6 108 + log6 12 f. log14 2 + log14 7
4. WE23 Evaluate the following.
a. log2 20 − log2 5 b. log3 54 − log3 2 c. log4 24 − log4 6
d. log10 30 000 − log10 3 e. log6 648 − log6 3 f. log2 224 − log2 7
5. WE24 Evaluate the following.
a. log3 27 + log3 2 − log3 6 b. log4 24 − log4 2 − log4 6
c. log6 78 − log6 13 + log6 1 d. log2 120 − log2 3 − log2 5
6. Evaluate 2 log4 8.
7. WE25 Evaluate the following.
a. 2 log10 5 + log10 4 b. log3 648 − 3 log3 2
1
c. 4 log5 10 − log5 80 d. log2 50 + log2 16 − 2 log2 5
2
8. Evaluate the following.
a. log8 8 b. log5 1 c. log2 (12) d. log4 45

e. log6 6−2 f. log20 20 g. log2 1 h. log3 (19)

(√3)
i. log4 (12)
1
j. log4 √4 k. log3 l. log2 8√2

TOPIC 16 Surds, indices and logarithms  685

 9. Use the logarithm laws to simplify each of the following.
a. loga 5 + loga 8 b. loga 12 + loga 3 − loga 2
c. 4 logx 2 + logx 3 d. logx 100 − 2logx 5
e. 3 loga x − loga x2 f. 5 loga a − loga a4
g. logx 6 − logx 6x h. loga a7 + loga 1
i. logp √p j. logk k√k
k. 6 loga ( ) l. loga ( 3 )
1 1
a √a
10. MC Note: There may be more than one correct answer.
a. The equation y = 10x is equivalent to:
a. x = 10y b. x = log10 y c. y = logx 10 d. x = logy 10 e. y = log10 x
b. The equation y = 104x is equivalent to:
1
4 1
a. x = log10 √4y b. x = log10 √y c. x = 104y d. x = log10 y e. x = 4 log10 y
4
c. The equation y = 103x is equivalent to:
1
1 y−3
a. x = log10 y b. x = log10 y3 c. x = log10 y − 3 d. x = 10 e. x = 3 log10 y
3
d. The equation y = manx
is equivalent to:
b. x = log a ( )
1 my m n 1
a. x = a c. x = ( loga y − loga m)
n y n
e. x = loga ( )
n 1 y
d. x = loga y
m n m
11. Simplify, and evaluate where possible, each of the following without a calculator.
a. log2 8 + log2 10 b. log3 7 + log3 15 c. log10 20 + log10 5
d. log6 8 + log6 7 e. log2 20 − log2 5 f. log3 36 − log3 12
g. log5 100 − log5 8 h. log2 13 + log2 9 i. log4 25 + log4 15
j. log10 5 − log10 20 k. log3 45 − log3 15 l. log2 9 + log24 − log2 12
m. log3 8 − log3 2 + log3 5 n. log4 24 − log4 2 − log4 6
12. MC a.  The expression log 10xy is equal to:
a. log10 x × log10 y b. log10 x − log10 y c. log10 x + log10 y
d. y log10 x e. log10 (x + y)
b. The expression log10 xy is equal to:
a. x log10 y b. y log10 x c. 10 logx y
d. log10 x + log10 y e. log10 x × logx y
c. The expression 13 log2 64 + log2 10 is equal to:
64
a. log2 40 b. log2 80 c. log2
10
d. 1 e. 2
Communicating, reasoning and problem solving
13. For each of the following, write the possible strategy you intend to use.
a. Evaluate ( log3 81)( log3 27).
loga 81
b. Evaluate .
loga 3
c. Evaluate 5 log5 7.
In each case, explain how you obtained your final answer.
14. Simplify log2 (125
8
) − 3 log2 (5) − 4 log2 (2).
3 1

15. Simplify loga (a5 + a3) − loga (a4 + a2).

686  Maths Quest 10 Stage 5 NSW Australian curriculum

16. If 2 loga (x) = 1 + loga (8x − 15a), find x in terms of a
where a is a positive constant and x is ­positive.
17. What technique will you use to remember the log laws?
log2 8 × log2 16
18. Evaluate .
4 log4 8

16.9 Solving equations [Stage 5.3]

•• The equation loga y = x is an example of a general logarithmic equation. Laws of logarithms and
indices are used to solve these equations.

WORKED EXAMPLE 26

Solve for x in the following equations.

a log2 x = 3 b log6 x = −2 c log3 x4 = −16 d log5 (x − 1) = 2
THINK WRITE
a 1 Write the equation. a log2 x = 3
2 Rewrite using ax = y ⇔ loga y = x. 23 = x
3 Rearrange and simplify. x=8
b 1 Write the equation. b log6 x = −2
2 Rewrite using ax = y ⇔ loga y = x. 6−2 = x
3 Rearrange and simplify. 1
x=
62
1
= 36

c 1 Write the equation. c log3 x4 = −16

2 Rewrite using loga xn = n loga x. 4 log3 x = −16
3 Divide both sides by 4. log3 x = −4
4 Rewrite using ax = y ⇔ loga y = x. 3−4 = x
5 Rearrange and simplify. 1
x=
34
1
= 81

d 1 Write the equation. d log5 (x − 1) = 2

2 Rewrite using ax = y ⇔ loga y = x. 52 = x − 1
3 Solve for x. x − 1 = 25
x = 26

TOPIC 16 Surds, indices and logarithms  687

 WORKED EXAMPLE 27

Solve for x in logx 25 = 2, given that x > 0.

THINK WRITE
1 Write the equation. logx 25 = 2
2 Rewrite using ax = y ⇔ loga y = x. x2 = 25
3 Solve for x. x = 5 (because x > 0)
Note: x = −5 is rejected as a solution because x > 0.

WORKED EXAMPLE 28

Solve for x in the following.

a log2 16 = x b log3 (13) = x c log9 3 = x
THINK WRITE
a 1 Write the equation. a log 216 = x
2 Rewrite using ax = y ⇔ loga y = x. 2x = 16
3 Write 16 with base 2. = 24
4 Equate the indices. x=4
b 1 Write the equation. b log3 (13) =x

2 Rewrite using ax = y ⇔ loga y = x. 3x = 1

3
1
=
31
3 Write 13 with base 3. 3x = 3−1
4 Equate the indices. x = −1
c 1 Write the equation. c log9 3 = x
2 Rewrite using ax = y ⇔ loga y = x. 9x = 3
3 Write 9 with base 3. (32) x = 3
4 Remove the grouping symbols. (32) x = 31
5 Equate the indices. 2x = 1
1
6 Solve for x. x= 2

WORKED EXAMPLE 29

Solve for x in the equation log2 4 + log2 x − log2 8 = 3.

THINK WRITE
1 Write the equation. log2 4 + log2 x − log2 8 = 3
4×x
log2 (
8 )
2 Simplify the left-hand side. Use loga x + loga y = loga (xy) =3
and loga x − loga y = loga ( ).
x
y

688  Maths Quest 10 Stage 5 NSW Australian curriculum

 log2 ( ) = 3
x
3 Simplify.
2
4 Rewrite using ax = y ⇔ loga y = x. x
23 =
2
5 Solve for x. x = 2 × 23
=2×8
= 16

•• When solving an equation such as log2 8 = x, it could be rewritten in index form as 2x = 8.

This can be written with the same base of 2 to produce 2x = 23. Equating the indices gives us
a ­solution of x = 3.
•• Can we do this to solve the equation 2x = 7? Consider the method shown in the next worked
­example. It involves the use of logarithms and the log10 function on a calculator.

WORKED EXAMPLE 30

Solve for x, correct to 3 decimal places, if:

a 2x = 7 b 3−x = 0.4.
THINK WRITE
a 1 Write the equation. a 2x = 7
2 Take log10 of both sides. log10 2x = log10 7
3 Use the logarithm-of-a-power law to bring the power, x, to x log10 2 = log10 7
the front of the logarithmic equation.
log10 7
4 Divide both sides by log10 2 to get x by itself. Therefore, x =
log10 2
= 2.807
5 Use a calculator to evaluate the logarithms and write the
answer correct to 3 decimal places.
b 1 Write the equation. b 3−x = 0.4
2 Take log10 of both sides. log10 3 −x = log10 0.4

3 Use the logarithm of a power law to bring the power, x, to −x log10 3 = log10 0.4
the front of the logarithmic equation.
log10 0.4
4 Divide both sides by log10 3 to get −x by itself. −x =
log10 3
5 Use a calculator to evaluate the logarithms and write the −x = −0.834
answer correct to 3 decimal places.
6 Divide both sides by −1 to get x by itself. x = 0.834

•• Therefore, we can state the following rule:

log10 b
If ax = b, then x = .
log10 a
•• This rule applies to any base, but since your calculator has base 10, this is the most commonly used
base for this solution technique.

TOPIC 16 Surds, indices and logarithms  689

 DISCUSSION
Why do you think your calculator has 10 as a standard base for logarithms? Do you find it easier to work in
base 10 than in other bases?

RESOURCES ­— ONLINE ONLY

Interactivity: Solving logarithmic equations (int-6202)

Digital doc: WorkSHEET Real numbers IV (doc-14615)

Exercise 16.9 Solving equations

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–h, 2a–e, 3a–f, 4a–h, 5, 6a–h, 1d–k, 2d–f, 3c–f, 4e–j, 5, 6e–l, 1g–l, 2d–h, 3e–j, 4i–n, 5, 6i–o,
7a–f, 8, 9, 11 7d–i, 8–12 7g–l, 8–14

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE26 Solve for x in the following.
a. log5 x = 2 b. log3 x = 4 c. log2 x = −3
d. log4 x = −2 e. log10 x2 = 4 f. log2 x3 = 12
g. log3 (x + 1) = 3 h. log5 (x − 2) = 3 i. log4 (2x − 3) = 0
j. log10 (2x + 1) = 0 k. log2 (−x) = −5 l. log3 (−x) = −2
m. log5 (1 − x) = 4 n. log10 (5 − 2x) = 1
2. WE27 Solve for x in the following, given that x > 0.
2
a. logx 9 = 2 b. logx 16 = 4 c. logx 25 = 3

d. logx 125 = 3
4
e. logx (18) = −3 f. logx (64
1
) = −2
g. logx 62 = 2 h. logx 43 = 3
3. WE28 Solve for x in the following.
a. log2 8 = x b. log3 9 = x c. log5 (15) = x
d. log4 (16
1
)=x e. log4 2 = x f. log8 2 = x

g. log6 1 = x h. log8 1 = x i. log1 2 = x

2

j. log1 9 = x
3

4. WE29 Solve for x in the following.

a. log2 x + log2 4 = log2 20 b. log5 3 + log5 x = log5 18
c. log3 x − log3 2 = log3 5 d. log10 x − log10 4 = log10 2
e. log4 8 − log4 x = log4 2 f. log3 10 − log3 x = log3 5
g. log6 4 + log6 x = 2 h. log2 x + log2 5 = 1

690  Maths Quest 10 Stage 5 NSW Australian curriculum

 i. 3 − log10 x = log10 2 j. 5 − log4 8 = log4 x
k. log2 x + log2 6 − log2 3 = log2 10 l. log2 x + log2 5 − log2 10 = log2 3
m. log3 5 − log3 x + log3 2 = log3 10 n. log5 4 − log5 x + log5 3 = log5 6
5. MC   a.  The solution to the equation log7 343 = x is:
a. x = 2 b. x = 3 c. x = 1
d. x = 0 e. x = 7
b. If log8 x = 4, then x is equal to:
a. 4096 b. 512 c. 64
1
d. 2 e.
3
c. Given that logx 3 = 12, x must be equal to:
a. 3 b. 6 c. 81
d. 9 e. 2
d. If loga x = 0.7, then loga x2 is equal to:
a. 0.49 b. 1.4 c. 0.35
d. 0.837 e. 4.9
6. Solve for x in the following equations.
1
a. 2x = 128 b. 3x = 9 c. 7x = 49

d. 9x = 1 e. 5x = 625 f. 64x = 8
1
g. 6x = √6 h. 2x = 2√2 i. 3x =
√3
1
j. 4x = 8 k. 9x = 3√3 l. 2 =
x
4√2
1 1
m. 3x+1 = 27√3 n. 2x−1 = o. 4 x+1 =
32√2 8√2
7. WE30 Solve the following equations, correct to 3 decimal places.
a. 2x = 11 b. 2x = 0.6 c. 3x = 20
d. 3 = 1.7
x
e. 5 = 8
x
f. 0.7x = 3
g. 0.4x = 5 h. 3x+2 = 12 i. 7−x = 0.2
−x −2x
j. 8 = 0.3 k. 10 = 7 l. 82−x = 0.75
8. The decibel (dB) scale for measuring loudness, d, is given by the formula d = 10 log10 (I × 1012),
where I is the intensity of sound in watts per square metre.

TOPIC 16 Surds, indices and logarithms  691

 a. Find the number of decibels of sound if the intensity is 1.
b. Find the number of decibels of sound produced by a jet engine at a distance of 50 metres if the
intensity is 10 watts per square metre.
c. Find the intensity of sound if the sound level of a pneumatic drill 10 metres away is 90 decibels.
d. Find how the value of d changes if the intensity is doubled. Give your answer to the nearest decibel.
e. Find how the value of d changes if the intensity is 10 times as great.
f. By what factor does the intensity of sound have to be multiplied in order to add 20 decibels to the
sound level?
Communicating, reasoning and problem solving
9. The Richter scale is used to describe the energy of earthquakes. A formula for the Richter scale is
R = 23 log10 K − 0.9, where R is the Richter scale value for an earthquake that releases K kilojoules
(kJ) of energy.
a. Find the Richter scale value for an earthquake that releases the following amounts of energy.
i. 1000 kJ ii. 2000 kJ iii. 3000 kJ
iv. 10 000 kJ v. 100 000 kJ vi. 1 000 000 kJ
b. Does doubling the energy released double the Richter scale value? Justify your answer.
c. Find the energy released by an earthquake of:
i. magnitude 4 on the Richter scale
ii. magnitude 5 on the Richter scale
iii. magnitude 6 on the Richter scale.
d. What is the effect (on the amount of energy released) of increasing the Richter scale value by 1?
e. Why is an earthquake measuring 8 on the Richter scale so much more devastating than one that
measures 5?

10. Solve the following for x.

a. 3x+1 = 7 b. 3x+1 = 7x
11. Solve the following for x.
(27 × 3x) 3 = 81x × 32
12. Solve { x:(3x) 2 = 30 × 3x − 81 } .
13. Tables of logarithms were used in classrooms before calculators were used. Would using ­logarithms
have any effect on the accuracy of calculations?
14. Consider solving the logarithmic equation log10 (x + 1) + log10 x − log10 6 = 0.

( 6 )
x(x + 1)
The first step in the solution could be log10 = 0.

Continue the solution by converting the logarithmic equation into a quadratic equation, then solving
for x.

692  Maths Quest 10 Stage 5 NSW Australian curriculum

16.10 Review
Investigation | Rich task
Other number systems
Throughout history, different systems have been used to aid
with counting. Ancient tribes are known to have used stones,
bones and knots in rope to help keep count. The counting sys-
tem that is used around the world today is called the Hindu–
Arabic system. This system had its origin in India in the 3rd
century BCE. The Arabs brought this method of counting to
Europe in the Middle Ages.
The Hindu–Arabic method is known as the decimal or base
10 system, as it is based on counting in lots of ten. This sys-
tem uses the digits 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9. Notice that
the largest digit is one less than the base number; that is, the largest digit in base 10 is 9. To make larger
numbers, digits are grouped together. The position of the digit tells us about its value. We call this
place value. For example, in the number 325, the 3 has a value of ‘three lots of a hundred’, the 2 has
a value of ‘two lots of ten’ and the 5 has a value of ‘five lots of units’. Another way to write this is:
3 × 100 + 2 × 10 + 5 × 1 or 3 × 102 + 2 × 101 + 5 × 100
In a decimal system, every place value is based on the number 10 raised to a power. The smallest
place value (units) is described by 100, the tens place value by 101, the hundreds place value by 102,
the thousands by 103 and so on.
Computers do not use a decimal system. The system for computer languages is based on the
number  2 and is known as the binary system. The only digits needed in the binary system are the
digits 0 and 1. Can you see why?
Decimal number 0 1   2   3   4   5   6   7    8    9   10   11   12   13
Binary number 0 1 10 11 100 101 110 111 1000 1001 1010 1011 1100 1101
Consider the decimal number 7. From the table above, you can see that its binary equivalent
is 111. How can you be sure this is correct?
111 = 1 × 22 + 1 × 21 + 1 × 20 = 4 + 2 + 1 = 7
Notice that this time each place value is based on the number 2 raised to a power. You can use this
technique to change any binary number into a decimal number. (The same pattern applies to other
bases, for example, in base 6 the place values are based on the number 6 raised to a power.)
Binary operations
When adding in the decimal system, each time the addition is greater than 9, we need to ‘carry over’
into the next place value. In the example below, the units column adds to more than 9, so we need to
carry over into the next place value. 117

+ 13
30
The same is true when adding in binary, except we need to ‘carry over’ every time the addition is
greater than 1. 101

+ 01
10

TOPIC 16 Surds, indices and logarithms  693

 1. Perform the following binary additions.
a. 11 b. 1112 c. 10112
2
+ 012 + 1102 + 1012

2. Perform the following binary subtractions. Remember that if you need to borrow a number from
a column on the left-hand side, you will actually be borrowing a 2 (not a 10).
a. 112 b. 1112 c. 1011
2
−012 −1102 − 1012

3. Try some multiplication. Remember to carry over lots of 2.

a. 112 b. 1112 c. 10112
× 01 × 1102 × 1012
2

4. What if our number system had an 8 as its basis (that is, we counted in lots of 8)? The only
digits available for use would be 0, 1, 2, 3, 4, 5, 6 and 7. (Remember the maximum digit is 1
less than the base value.) Give examples to show how numbers would be added, subtracted and
multiplied using this base system. Remember that you would ‘carry over’ or ‘borrow’ lots of 8.
5. The hexadecimal system has 16 as its basis. Investigate this system. Explain how it would be
possible to have 15, for example, in a single place position. Give examples to show how the
system would add, subtract and multiply.

RESOURCES — ONLINE ONLY

Digital doc: Investigation — Other number systems (doc-15946)

Digital doc: Code puzzle — Who is Jørn Utzon? (doc-15947)
Digital doc: Summary Topic 16 (doc-22914)
Interactivity: Word search Topic 16 (int-2871)
Interactivity: Crossword Topic 16 (int-2872)
Interactivity: Sudoku Topic 16 (int-3891)

Exercise 16.10 Review questions

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. MC Which of the given numbers are rational?
π 3
√ √
6
12
, √0.81, 5, –3.26, 0.5, , 12
5
π
√ √
3 6
a. √0.81, 5, –3.26, 0.5 and b. and
12 12 5
√ √ √
6 3 6
c.
12
, √0.81 and 12
d. 5, –3.26 and
12

e. 5, –3.26 and 0.5

2. For each of the following, state whether the number is rational or irrational and give the reason for
your answer:
a. √12 b. √121 c. 29
. 3
d. 0.6 e. √0.08

694  Maths Quest 10 Stage 5 NSW Australian curriculum

 3. MC Which of the numbers of the given set are surds?
{3√2, 5√7, 9√4, 6√10, 7√12, 12√64}

a. 9√4 and 12√64 only b. 3√2 and 7√12 only

c. 3√2, 5√7 and 6√10 only d. 3√2, 5√7, 6√10 and 7√12
e. 9√4, 6√10, 7√12 and 12√64

√ ,√
m 20 3
4. Which of √2m, √25m, 16 m
, √m and √3 8m are surds:
a. if m = 4? b. if m = 8?
5. Simplify each of the following.
a. √50 b. √180 c. 2√32 d. 5√80
6. MC The expression √392x y7 may be simplified to:
8

a. 196x4y3√2y b. 2x4y3√14y c. 14x4y3√2y d. 14x4y3√2 e. 14x8y7√2

7. Simplify the following surds. Give the answers in the simplest form.
a. 4√648x7y9 b. −25 2564
x5y11 √
8. Simplify the following, giving answers in the simplest form.
1
a. 7√12 + 8√147 − 15√27 b. 12√64a3b3 − 34ab√16ab + √100a5b5
5ab
9. Simplify each of the following. 2
a. √3 × √5 b. 2√6 × 3√7 c. 3√10 × 5√6 d. (√5)
10. Simplify the following, giving answers in the simplest form.
a. 15√675 × √27 b. 10√24 × 6√12
11. Simplify the following. 2

√30 6√45 3√20 (√7)

a. b. c. d.
√10 3√5 12√6 14
12. Rationalise the denominator of each of the following.
2 √3 2 √3 − 1
a. b. c. d.
√6 2√6 √5 − 2 √3 + 1
13. Evaluate each of the following, correct to 1 decimal place if necessary.
1 1 1 1
3 2 3 2
a. 64 b. 20 c. 10 d. 50
14. Evaluate each of the following, correct to 1 decimal place.
2

d. (23)
2 3 3
3 4 5 3
a. 20 b. 2 c. (0.7)
15. Write each of the following in simplest surd form.
1 1 3 4
2 2 2 3
a. 2 b. 18 c. 5 d. 8
16. Evaluate each of the following, without using a calculator. Show all working.
3 1 1

b. (125 − 27 )
16 × 81
4 4 2 2 2
3 3
a. 1

6 × 16
2

17. Evaluate each of the following, giving your answer as a fraction.

a. 4−1 b. 9−1 c. 4−2 d. 10−3
18. Find the value of each of the following, correct to 3 significant figures.
a. 12−1 b. 7−2 c. (1.25) −1 d. (0.2) −4
19. Write the value of each of the following.
−1 −1 −1 −1
a. (23) b. (10
7
) c. (15) d. (3 14)

20. MC The expression √250 may be simplified to:

a. 25√10 b. 5√10 c. 10√5 d. 5√50 e. 10√5

TOPIC 16 Surds, indices and logarithms  695

21. MC When expressed in its simplest form, 2√98 − 3√72 is equal to:
a. −4√2 b. −4 c. −2√4 d. 4√2 e. −8

22. MC When expressed in its simplest form, √

8x3
is equal to:
32
x√x √x3 √x3 x√x
a. b. c. d. e. 2x√x
2 4 2 4
23. Find the value of the following, giving your answer in fraction form.
a. (25 ) b. (23 )
−1 −2

24. Find the value of each of the following, leaving your answer in fraction form.
−1
a. 2−1 b. 3−2 c. 4−3 d. (12)
25. Evaluate the following.
a. log12 18 + log12 8 b. log4 60 − log4 15
c. log9 9 8 d. 2 log3 6 − log3 4
26. Use the logarithm laws to simplify each of the following.
a. loga 16 + loga 3 − loga 2 b. logx x√x
d. 5 logx ( )
1
c. 4 loga x − loga x2
x
27. Solve for x in the following equations, given that x > 0.
a. log2 x = 9 b. log5 x = −2 c. logx 25 = 2
d. logx 2 = 6
6
e. log3 729 = x f. log7 1 = x
28. Solve for x in the following equations.
a. log5 4 + log5 x = log5 24 b. log3 x − log3 5 = log3 7
29. Solve for x in the following equations.
1 1
a. 6x = 36 b. 7x = c. 2x+1 = 8√2
√7
30. Solve for x in the following equations, correct to 3 decimal places.
a. 2x = 25 b. 0.6x = 7 c. 9−x = 0.84
Communicating, reasoning and problem solving
31. Answer the following. Explain how you reached your answer.
3
a. What is the hundreds digit in 33 ?
b. What is the ones digit in 6704?
c. What is the thousands digit in 91000?
32. a. Plot a graph of y = 4x by first producing a table of values. Label the y-intercept and the equation of
any asymptotes.
b. Draw the line y = x on the same set of axes.
c. Reflect the graph of y = 4x in the line y = x. This is the graph of y = log4 x. It is called the inverse
graph of y = 4x. Label any intercepts and the equation of any asymptotes.
d. Use graphing software to check your graphs.
6 −1
33. Solve for x: ( ) + 16 = x−1.
x

( ( b12 ) )
−1
(a2) −1 −1
34. Simplify .

696  Maths Quest 10 Stage 5 NSW Australian curriculum

Answers
Topic 16 Surds, indices and logarithms
Exercise 16.2 Rational and irrational numbers
1. a. Q b. Q c. Q d. I
e. I f. Q g. Q h. I
i. Q j. Q k. Q l. Q
m. I n. Q o. I p. Q
q. Q r. I s. I t. I
u. Q v. I w. I x. Q
y. I
2. a. Q b. Q c. Q d. Q
e. Q f. I g. I h. Q
i. I j. Undefined k. I l. I
m. I n. Q o. Q p. Q
q. I r. I s. Q t. Q
u. I v. Q w. Q x. I
y. Q
3. B
4. D
5. C
6. C
a
7.
b
8. E
9. A
10. p − q
11. Check with your teacher.
12. a. m = 11, n = 3 b. m = 2, n = 3 c. m = 3, n = 2 d. m = 1, n = 2
13. 17 or 7–1
14. a. 19 b. 16 1
c. 14
15. Discuss with teacher
Exercise 16.3 Surds
1. b d f g h i l m o q s t w z
2. A
3. D
4. B
5. C
6. Any perfect square
7. m = 4
8. Check with your teacher.
9. Irrational
10. a. i. 4√3 ii. 6√2
b. Yes. If you don’t choose the largest perfect square, then you will need to simplify again.
c. No
11. x = 3; integral and rational
12. 5√3 cm
13. It is a surd if it cannot be simplified to a rational number

TOPIC 16 Surds, indices and logarithms  697

Exercise 16.4 Operations with surds
1. a. 2√3 b. 2√6 c. 3√3 d. 5√5
e. 3√6 f. 4√7 g. 2√17 h. 6√5
i. 2√22 j. 9√2 k. 7√5 l. 8√7
2. a. 4√2 b. 24√10 c. 36√5 d. 21√6
e. −30√3 f. −28√5 g. 64√3 h. 2√2
i. √2 j. 2√3 k. 13√15 l. 32√7
3. a. 4a b. 6a√2 c. 3a√10b d. 13a2√2
e. 13ab√2ab f. 2ab √17ab
2
g. 5x3y2√5 h. 20xy√5x
i. 54c3d2√2cd j. 18c3d4√5cd k. √22ef l. 7e5f 5√2ef
4. a. 7√5 b. 8√3 c. 15√5 + 5√3 d. 4√11
e. 13√2 f. −3√6 g. 17√3 − 18√7 h. 8√x + 3√y
5. a. 10(√2 − √3) b. 5(√5 + √6) c. 7√3 d. 4√5
e. 14√3 + 3√2 f. 3√6 + 6√3 g. 15√10 − 10√15 + 10 h. −8√11 + 22
7
i. 12√30 − 16√15 j. 12√ab + 7√3ab k. √2 + 2√3 l. 15√2
2
6. a. 31√a − 6√2a b. 52√a − 29√3a c. 6√6ab d. 32a + 2√6a + 8a√2
e. a√2a f. √a + 2√2a g. 3a√a + a2√3a h. (a2 + a)√ab
i. 4ab√ab + 3a2b√b j. 3√ab(2a + 1) k. −6ab√2a + 4a2b3√3a l. −2a√b
7. a. √14 b. √42 c. 4√3 d. 10
e. 3√7 f. 27 g. 10√33 h. 180√5
i. 120 j. 120√3 k. 2√6 l. 2 23
m. 25√6 n. x2y√y o. 3a4b2√2ab p. 6a5b2√2b
9
q. 3x y √10xy
2 2
r. a2b4√5ab
2
8. a. 2 b. 5 c. 12 d. 15
e. 18 f. 80 g. 28 h. 200
9. a. √5 b. 2 c. √6 d. 4
√3 √5 g. 2√3 h. 1
e. f.
4 2
x √2
i. 1 45 j. 2√17 k. l.
y x3y4
m. 2xy√3y 4√a
n.
3
5√2 7√3 4√11 4√6
10. a. b. c. d.
2 3 11 3
2√21 √10 2√15 3√35
e. f. g. h.
7 2 5 5
5√6 4√15 5√7 8√15
i. j. k. l.
6 15 14 15
8√21 8√105 √10
m. n. o.
49 7 3
3√10 − 2√33 12√5 − 5√6 9√10
11. a. √2 + 2 b. c. d.
6 10 5
3√10 + 6√14 5√6 3√22 − 4√10 √21 − √15
e. f. g. h.
4 3 6 3
14 − 5√2 12 − √10 6√15 − 25 √30 + 7√2
i. j. k. l.
6 16 70 20
2√2 + √5 8√11 + 4√13 15√15 − 20√6
12. a. √5 − 2 b. c. d.
3 31 13
19 − 4√21 √15 − √3 − √5 + 1 −6 + 6√2 + √10 − 2√5
e. 12√2 − 17 f. g. h.
5 4 2
4√10 + √15 − 4√6 − 3
i.
29
9√x + 6x
13.
36x − 16x2

698  Maths Quest 10 Stage 5 NSW Australian curriculum

14. a. Check with your teacher.
b. i.  √5 + √3 ii. √5 − √3 iii. √3 + 2
15. 27
16. a. x = 16 b. x = 1
17. Check with your teacher.
18. One reason to rationalise the denominator would be if you wanted to add or subtract two surds with irrational denominators.
Exercise 16.5 Fractional indices
1. a. 4 b. 5 c. 9
d. 2 e. 3 f. 5
2. a. 3 b. 2 c. 1.4
d. 2.2 e. 1.5 f. 1.3
3. a. 2.5 b. 12.9 c. 13.6
d. 0.7 e. 0.8 f. 0.9
4. a. √7 b. 2√3 c. 6√2
d. 4√2
1
e. 3√3
1
f. 100√10
1
2 2 2
5. a. 5 b. 10 c. x
3 1 1
2 2 3
d. m e. 2t f. 6
4 1 5
5 2 6
6. a. 4 b. 2 c. a
23 8 5
20 15 7
d. x e. 10m f. 2b
20 9 7
9 8 2
g. −4y h. 0.02a i. 5x
3 4 5 8 17
2 5 9 5 15
7. a. ab b. x y c. 6a b
19 2 19 5 5 2 9
28 5 6 6 6 5 8
d. 2m n e. x y z f. 8a b c
1 5 1
6 12 2
8. a. 3 b. 5 c. 12
3 5 11
7 4 45
d. a e. x f. m
3 2 7

g. 12x h. 13n i. 54b

20 3 20

5 7 7 4 3 11

c. 13m n
3 5 45 15 8 56
9. a. x y b. a b
2 3 11 7 5 1

e. 14a b f. 17p q
15 4 20 20 24 12
d. 2x y
9 1 6
20 6 5
10. a. 2 b. 5 c. 7
3 1 1 1
10 6 3 6
d. a e. m f. 2 b
2 m b a
5 p c c
g. 4p h. x i. 3 m
1 1 3 6 7

b. a3b
4 6 4 5 4
11. a. a b c. x y
1
1 1 1 1 1 1 1 2
3 9 5 4 4 3 5 a
d. 3 a b c e. x y z f. 2
3
b
8 2 1 7
5 5 2 2
m b 2x
g. 7
h. 8
i. 3
8
n
4 27
c y
12. C, D
13. a. a4 b. b3 c. m4
d. 4x2 e. 2y3 f. 2x2y3
g. 3m3n5 h. 2pq2 i. 6a2b6

TOPIC 16 Surds, indices and logarithms  699

14. a. 0.32 m/s b. 16 640 L/s
c. 59 904 000 L/hr (16 640 × 60 × 60)
d. The hydraulic radius is the measure of a channel flow efficiency. The roughness coefficient is the resistance of the bed of a
channel to the flow of water in it.
15. x = 11 1 1 1

16. a. x + y − z
2 2 2 10
b. t
17. m − n2
18. Discuss with your teacher.
Exercise 16.6 Negative indices
.
1. a. 15 = 0.2 b. 13 = 0.3 c. 18 = 0.125 1
d. 10 = 0.1
.
e. 18 = 0.125 f. 19 = 0.1 1
g. 25 = 0.04 h. 10 1000 = 0.0001
2. a. 0.167 b. 0.143 c. 0.0278 d. 0.001 37
e. 0.004 63 f. 0.004 44 g. 0.003 91 h. 0.001 60
3. a. 0.40 b. 2.5 c. 0.44 d. 4.0
e. 0.11 f. 0.000 079 g. 11 h. 4100
4. a. –0.33 b. –0.20 c. 0.25 d. 0.063
e. –0.67 f. –0.45 g. –1.7 h. 1.4
5. a. 54 or 1 14 b. 10
3
or 3 13 c. 87 or 1 17 d. 20
13
7
or 1 13
e. 2 f. 4 g. 8 h. 10
i. 23 j. 49 k. 10
11
2
l. 11
6. a. 4 b. 6 14 c. 3 38 d. 16
e. 49 f. 16
81
g. 27
64
125
h. 1331
7. a. −32 b. −53 c. –4 d. –10
e. 94 f. 25 g. −23 16
h. 121
3
8. 10 9. ba
10. a. y → ∞ b. y → −∞
11. As the value of n increases, the value of 2−n gets closer to 0.
12. x = −2, y = −3
13. x2
14. Division can be used in the following way to explain negative indices.
23 2×2×2 1 1
= = =
25 2 × 2 × 2 × 2 × 2 2 × 2 22
23
But = 2−2 using the second law of indices.
25
1
Therefore, = 2−2.
22
Exercise 16.7 Logarithms
1. a. log4 16 = 2 b. log2 32 = 5 c. log3 81 = 4 d. log6 36 = 2
e. log10 1000 = 3 f. log5 25 = 2 g. log4 x = 3 h. log5 125 = x
1
i. log7 49 = x j. logp 16 = 4 k. log9 3 = 2
l. log10 0.1 = −1

m. log8 2 = 13 n. log2 12 = −1 o. loga 1 = 0 p. log4 8 = 32

2. D
3. a. 24 1= 16 b. 33 = 27 c. 1061 = 1 000 000 d. 53 = 125
e. 161 = 4 f. 4x = 64 g. 49 = 7 h. 35 1= x
2 2

i. 81 = 9 j. 10 = 0.01
22
k. 8 = 8 1
l. 64 = 4
2 3

4. B

700  Maths Quest 10 Stage 5 NSW Australian curriculum

 5. a. 4 b. 2 c. 2 d. 5

e. 5 f. 7 g. 0 h. 12
l. 13
i. –1 j. 1 k. –2
6. a. 0 b. 1 c. 2
d. 3 e. 4 f. 5
7. a. 0 and 1 b. 3 and 4 c. 1 and 2
d. 4 and 5 e. 2 and 3 f. 4 and 5
8. a. 6.1 b. 6.3 c. 8.2
9. a. log10 g = k implies that g = 10k, so g2 = (10k) 2 = 102k. Therefore, log10 g2 = 2k.
1
b. logx y = 2 implies that y = x2, so x = y2; therefore, logy x = 12.
c. The equivalent exponential statement is x = 4y, and we know that 4y is greater than zero for all values of y. Therefore, x is
a positive number.
10. a. 6 b. −4 c. −5
11. a. 3 b. 7 c. 18
12. x
13. An index is a power, an exponent and a logarithm.
Exercise 16.8 Logarithm laws
1. a. 1.698 97 b. 1.397 94 c. 0.698 97 d. 0.301 03
2. Teacher to check.
3. a. 1 b. 3 c. 2
d. 3 e. 4 f. 1
4. a. 2 b. 3 c. 1
d. 4 e. 3 f. 5
5. a. 2 b. 12 c. 1 d. 3
6. 3
7. a. 2 b. 4 c. 3 d. 3
8. a. 1 b. 0 c. –1 d. 5
e. –2 f. 1 g. 0 h. –2

i. −12 j. 12 k. −12 l. 72

9. a. loga 40 b. loga 18 c. logx 48 d. logx 4

e. loga x f. 1 g. –1 h. 7
i. 12 j. 32 k. –6 l. −13

10. a. B b. B, D c. A, B d. C, E
11. a. log2 80 b. log3 105 c. log10 100 = 2 d. log6 56
e. log2 4 = 2 f. log3 3 = 1 g. log5 12.5 h. log2 3
i. log4 5 j. log10 14 k. log3 4 l. log2 3
m. log3 20 n. log4 2 = 12
12. a. C b. B c. A
13. a. 12 (Evaluate each logarithm separately and then find the product.)
b. 4 (First simplify the numerator by expressing 81 as a power of 3.)
c. 7 (Let y = 5 log 5 and write an equivalent statement in logarithmic form.)
7

14. 7 − 3 log2 3 15. 1 16. x = 3a, 5a

17. If you write out the index laws that you can remember, then try to remember which index law is linked to which log law.
18. 32

TOPIC 16 Surds, indices and logarithms  701

Exercise 16.9 Solving equations
1. a. 25 b. 81 c. 18 1
d. 16
e. 100, –100 f. 16 g. 26 h. 127
1
i. 2 j. 0 k. −32 l. −19
m. –624 n. –2.5
2. a. 3 b. 2 c. 125 d. 625
e. 2 f. 8 g. 6 h. 4
3. a. 3 b. 2 c. –1 d. –2
e. 12 f. 13 g. 0 h. 0
i. –1 j. –2
4. a. 5 b. 6 c. 10 d. 8
e. 4 f. 2 g. 9 h. 25
i. 500 j. 128 k. 5 l. 6
m. 1 n. 2
5. a. B b. A c. D d. B
6. a. 7 b. 2 c. –2 d. 0
e. 4 f. 12 g. 12 h. 32
i. −12 j. 32 k. 34 l. −52
m. 52 n. −92 o. −11
4
7. a. 3.459 b. –0.737 c. 2.727 d. 0.483
e. 1.292 f. –3.080 g. –1.756 h. 0.262
i. 0.827 j. 0.579 k. –0.423 l. 2.138
8. a. 120 b. 130 c. 0.001 d. 3 dB are added.
e. 10 dB are added. f. 100
9. a. i. 1.1 ii. 1.3 iii. 1.418 iv. 1.77
v. 2.43 vi. 3.1
b. No; see answers to 9a i and ii above.
c. i. 22 387 211 kJ ii. 707 945 784 kJ iii. 22 387 211 385 kJ.
d. The energy is increased by a factor of 31.62.
e. It releases 31.623 times more energy.
10. a. x = 0.7712 b. x = 1.2966
11. x = 7 12. x = 1, 3
13. Using log tables to round answers did mean that the calculations were only accurate to the number of decimal places in the
tables.
x(x + 1)
14. The remaining steps of the solution are = 1, x2 + x − 6 = 0, x = −3 or x = 2.
6
Investigation | Rich task
1. a. 1002 b. 11012 c. 100002
2. a. 102 b. 1012 c. 1102
3. a. 112 b. 10012 c. 101012
4. Answers will vary; check with your teacher.
5. Answers will vary; check with your teacher. The numbers 10, 11, 12, 13, 14 and 15 are allocated the letters A, B, C, D, E
and F respectively.

Exercise 16.10 Review questions

1. A
2. a. Irrational, since equal to non-recurring and non-terminating decimal
b. Rational, since can be expressed as a whole number
c. Rational, since given in a rational form
d. Rational, since it is a recurring decimal
e. Irrational, since equal to non-recurring and non-terminating decimal

702  Maths Quest 10 Stage 5 NSW Australian curriculum

 3. D

4. a. √2m, √ b. √25m, √ ,√
20 3 m 20
, √m, √3 8m
m 16 m
5. a. 5√2 b. 6√5 c. 8√2 d. 20√5
6. C
7. a. 72x3y4 √2xy b. −14 x2y5√xy

8. a. 25√3 b. 3ab√ab
9. a. √15 b. 6√42 c. 30√15 d. 5
10. a. 27 b. 720√2
√10 √30
11. a. √3 b. 6 c. or d. 12
4√3 12
√6 √2
12. a. b. c. 2√5 + 4 d. 2 − √3
3 4
13. a. 4 b. 4.5 c. 2.2 d. 2.7
14. a. 7.4 b. 1.7 c. 0.8 d. 0.8
15. a. √2 b. 3√2 c. 5√5 d. 16
16. a. 1 b. 4
17. a. 14 b. 19 1
c. 16 1
d. 1000
18. a. 0.0833 b. 0.0204 c. 0.800 d. 625
19. a. 1 12 b. 1 37 c. 5 4
d. 13
20. B 21. A 22. A
23. a. 2 12 b. 2 14
24. a. 12 b. 19 1
c. 64 d. 21

25. a. 2 b. 1 c. 8 d. 2
26. a. loga 24 b. 32 c. loga x2 or 2 loga x d. –5
1
27. a. 512 b. 25 c. 5 d. 2
e. 6 f. 0
28. a. 6 b. 35
29. a. –2 b. −12 c. 52
30. a. 4.644 b. –3.809 c. 0.079
31. a. 9 b. 6 c. 1
32. a-c
y y = 4x
3 y=x
2 y = log4x
y=0 1
0 x
–3 –2 –1
–1 1 2 3 4
–2 x=0
33. x = 2 , −3
1
34.
1
a2b2

TOPIC 16 Surds, indices and logarithms  703

TOPIC 17
Polynomials [Stage 5.3]

17.1 Overview
Numerous videos and interactivities are
embedded just where you need them, at the
­
point of learning, in your learnON title at www.­
jacplus.com.au. They will help you to learn the
concepts covered in this topic.

17.1.1 Why learn this?

Just as number is learned in stages, so too are
graphs. You have been building your knowledge
of graphs and functions over time. First you
encountered linear functions, then quadratic and
hyperbolic functions. Polynomials are higher-
order functions represented by smooth and con-
tinuous curves. They can be used to model
situations in many fields, such as business,
­science, architecture, design and engineering.

DISCUSSION
Mary Somerville grew up in a time when it was not thought proper to fully educate women. Why do you think it
took so long for this idea to be challenged? Is education for males and females equal in different countries
around the world?

LEARNING SEQUENCE
17.1 Overview
17.2 [Stage 5.3] Polynomials
17.3 [Stage 5.3] Adding, subtracting and multiplying polynomials
17.4 [Stage 5.3] Long division of polynomials
17.5 [Stage 5.3] Polynomial values
17.6 [Stage 5.3] The remainder and factor theorems
17.7 [Stage 5.3] Factorising polynomials
17.8 [Stage 5.3] Solving polynomial equations
17.9 Review

LEARNING OUTCOMES
A student:
• uses and interprets formal definitions and generalisations when explaining solutions and/or conjectures MA5.3-1WM
• generalises mathematical ideas and techniques to analyse and solve problems efficiently MA5.3-2WM
• uses deductive reasoning in presenting arguments and formal proofs MA5.3-3WM
• recognises, describes and sketches polynomials, and applies the factor and remainder theorems to solve problems
MA5.3-10NA

TOPIC 17 Polynomials  705

 CONTENT DESCRIPTIONS
Students:
Investigate the concept of a polynomial and apply the factor and remainder theorems to solve problems (ACMNA266)
Apply an understanding of polynomials to sketch a range of curves and describe the features of these curves from their equations
(ACMNA268)
Source: NSW Syllabus for the Australian curriculum

RESOURCES — ONLINE ONLY

eLesson: The story of mathematics — Mary Somerville (eles-2020)

Note: Your teacher may now set you a pre-test to determine how familiar you are with the content in this
topic.

17.2 Polynomials [Stage 5.3]

17.2.1 Definition of a polynomial
•• A polynomial in x, sometimes denoted P(x), is an expression containing only non-negative integer
powers of x.
•• The degree of a polynomial in x is the highest power of x in the expression. For example:
3x + 1 is a polynomial of degree 1, or linear polynomial.
x2 + 4x − 7 is a polynomial of degree 2, or quadratic polynomial.
x
−5x3 + is a polynomial of degree 3, or cubic polynomial.
2
10 is a polynomial of degree 0 (think of 10 as 10x0).
•• Expressions containing a term similar to any of the following terms are not polynomials:
1
,  x−2,  √x,  2x,  sin x.
x
For example, the following are not polynomials.
2
3x2 − 4x +    −5x4 + x3 − 2√x   x2 + sin x + 1
x
•• In the expression 6x + 13x − x + 1:
3 2

x is the variable.
6 is the coefficient of x3.
13 is the coefficient of x2.
–1 is the coefficient of x.
6x3, 13x2, −x and +1 are all terms.
The constant term is +1.
The degree of the polynomial is 3.
•• The leading term is 6x3 because it is the term that contains the highest power of x.
•• The leading coefficient is 6.
•• Any polynomial with a leading coefficient of 1 is called monic.
•• An example of where polynomials are useful is shown below.

706  Maths Quest 10 Stage 5 NSW Australian curriculum

 The surface area, S, of a plant hothouse of length L and
height x can be approximated by the polynomial
S(x) = πx2 + Lπx − 4

RESOURCES — ONLINE ONLY

Interactivity: Degrees of polynomials (int-6203)

Exercise 17.2 Polynomials

Individual pathways

 PRACTISE  CONSOLIDATE  MASTER

Questions: Questions: Questions:
1a, b, f, 2–5, 7, 8, 11 1c–e, g, i, 2–4, 6, 8, 10, 11 1a, c, f–i, 2–4, 6–13

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. State the degree of each of the following polynomials.
a. x3 − 9x2 + 19x + 7 b. 65 + 2x7 c. 3x2 − 8 + 2x
u4
d. x6 − 3x5 + 2x4 + 6x + 1 e. y8 + 7y3 − 5 f. 12u5 − + 2u − 6
5 3
e
g. 18 − h. 2g − 3 i. 1.5f 6 − 800f
6
2. State the variable for each polynomial in question 1.
3. Which polynomials in question 1 are:
a. linear b. quadratic c. cubic d. monic?
4. State whether each of the following is a polynomial (P) or not (N) .
5 x2
a. 7x + 6x2 + b. 33 − 4p c. +x
x 9
1
d. 3x4 − 2x3 − 3√x − 4 e. k−2 + k − 3k3 + 7 f. 5r − r9 + 3
4c6 − 3c3 + 1
g. h. 2x − 8x + 1 i. sin x + x2
2
5. Consider the polynomial P(x) = −2x3 + 4x2 + 3x + 5.
a. What is the degree of the polynomial?
b. What is the variable?

TOPIC 17 Polynomials 707

 c. What is the coefficient of x2?
d. What is the value of the constant term?
e. Which term has a coefficient of 3?
f. Which is the leading term?
6. Consider the polynomial P(w) = 6w7 + 7w6 − 9.
a. What is the degree of the polynomial?
b. What is the variable?
c. What is the coefficient of w6?
d. What is the coefficient of w?
e. What is the value of the constant term?
f. Which term has a coefficient of 6?
7. Consider the polynomial f (x) = 4 − x2 + x4.
a. What is the degree of the polynomial?
b. What is the coefficient of x4?
c. What is the leading term?
d. What is the leading coefficient?
8. A sports scientist determines the following equation for the velocity of a breaststroke swimmer during
one complete stroke:
v(t) = 63.876t6 − 247.65t5 + 360.39t4 − 219.41t3 + 53.816t2 + 0.4746t
a. What is the degree of the polynomial?
b. What is the variable?
c. How many terms are there?
d. Use a graphics calculator or graphing software to draw the graph of this polynomial.
e. Match what happens during one complete stroke with points on the graph.

Communicating, reasoning and problem solving

9. The distance travelled by a body after t seconds is given by d(t) = t3 + 2t2 − 4t + 5. Using a graphing
calculator or suitable computer software, draw a graph of the above motion for 0 ≤ t ≤ 3. Use the
graph to help you answer the following:
a. What information does the constant term give?
b. What is the position of the body after 1 second?
c. Describe in words the motion in the first 2 seconds.
10. Write the following polynomials as simply as possible, arranging terms in descending powers of x.
a. P(x) = 7x + 2x2 − 8x + 15 + 4x3 − 9x + 3
b. P(x) = x2 − 8x3 + 3x4 − 2x2 + 7x + 5x3 − 7
c. P(x) = x3 − 5x2 − 11x − 1 + 4x3 − 2x + x2 − 5
11. If x2 + 2x − 1 ≡ (x − 1) 2 + a(x + 1) + b, find the values of a and b.
12. If x3 + 9x2 + 12x + 7 ≡ x3 + (ax + b)2 + 3, find the values of a and b.
13. How can you tell what the degree of a polynomial is?

708  Maths Quest 10 Stage 5 NSW Australian curriculum

17.3 Adding, subtracting and multiplying
polynomials [Stage 5.3]
•• To add or subtract polynomials, we simply add or subtract any like terms in the expressions.

WORKED EXAMPLE 1

Simplify each of the following.

a (5x3 + 3x2−2x−1) + (x4 + 5x2−4) b (5x3 + 3x2−2x−1) − (x4 + 5x2−4)
THINK WRITE
a 1 Write the expression. a (5x3 + 3x2 − 2x − 1) + (x4 + 5x2 − 4)
2 Remove any grouping symbols, watching = 5x3 + 3x2 − 2x − 1 + x4 + 5x2 − 4
any signs.
3 Identify any like terms and change the order. = x4 + 5x3 + 3x2 + 5x2 − 2x − 1 − 4
4 Simplify by collecting like terms. = x4 + 5x3 + 8x2 − 2x − 5
b 1 Write the expression. b (5x3 + 3x2 − 2x − 1) − (x4 + 5x2 − 4)
2 Remove any grouping symbols, watching = 5x3 + 3x2 − 2x − 1 − x4 − 5x2 + 4
any signs.
3 Identify any like terms and change the order. = −x4 + 5x3 + 3x2 − 5x2 − 2x − 1 + 4
4 Simplify by collecting like terms. = −x4 + 5x3 − 2x2 − 2x + 3

•• If we expand linear factors, for example (x + 1)(x + 2)(x − 7), we may also get a polynomial, as the
following worked example shows.

WORKED EXAMPLE 2

Expand and simplify:

a x(x + 2)(x−3) b (x−1) (x + 5)(x + 2).
THINK WRITE
a 1 Write the expression. a x(x + 2)(x − 3)
2 Expand the last two linear factors. = x(x2 − 3x + 2x − 6)
= x(x2 − x − 6)
3 Multiply the expression in the grouping = x3 − x2 − 6x
­symbols by x.
b 1 Write the expression. b (x − 1)(x + 5)(x + 2)
2 Expand the last two linear factors. = (x − 1)(x2 + 2x + 5x + 10)
3 Multiply the expression in the second pair of = (x − 1)(x2 + 7x + 10)
grouping symbols by x and then by –1. = x3 + 7x2 + 10x − x2 − 7x − 10
4 Collect like terms. = x3 + 6x2 + 3x − 10

TOPIC 17 Polynomials  709

 RESOURCES — ONLINE ONLY

Interactivity: Adding and subtracting polynomials (int-6204)

Digital doc: SkillSHEET Expanding the product of two linear factors (doc-5366)

Exercise 17.3 Adding, subtracting and

multiplying polynomials
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–c, 2a–c, 3a–c, 4, 5a–c, 6, 7, 1b–d, 2b–d, 3b–d, 4, 5b, d, f, h, i, 1c–e, 2c–e, 3–5, 6b, d, f, 7–14
9, 12 6, 8, 10, 12

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE1a Simplify each of the following.
a. (x4 + x3 − x2 + 4) + (x3 − 14)
b. (x6 + x4 − 3x3 + 6x2) + (x4 + 3x2 + 5)
c. (x3 + x2 + 2x − 4) + (4x3 − 6x2 + 5x − 9)
d. (2x4 − 3x3 + 7x2 + 9) + (6x3 + 5x2 − 4x + 5)
e. (15x4 − 3x2 + 4x − 7) + (x5 − 2x4 + 3x2 − 4x − 3)
2. WE1b Simplify each of the following.
a. (x4 + x3 + 4x2 + 5x + 5) − (x3 + 2x2 + 3x + 1) b. (x6 + x3 + 1) − (x5 − x2 − 1)
c. (5x7 + 6x5 − 4x3 + 8x2 + 5x − 3) − (6x5 + 8x2 − 3)
d. (10x4 − 5x2 + 16x + 11) − (2x2 − 4x + 6) e. (6x3 + 5x2 − 7x + 12) − (4x3 − x2 + 3x − 3)
3. WE2a Expand and simplify each of the following.
a. x(x + 6)(x + 1) b. x(x − 9)(x + 2)
c. x(x − 3)(x + 11) d. 2x(x + 2)(x + 3)
e. −3x(x − 4)(x + 4) f. 5x(x + 8)(x + 2)
g. x (x + 4)
2
h. −2x2 (7 − x)
i. (5x)(−6x)(x + 9) j. −7x(x + 4) 2
4. WE2b Expand and simplify each of the following.
a. (x + 7)(x + 2)(x + 3) b. (x − 2)(x + 4)(x − 5)
c. (x − 1)(x − 4)(x + 8) d. (x − 1)(x − 2)(x − 3)
e. (x + 6)(x − 1)(x + 1) f. (x − 7)(x + 7)(x + 5)
g. (x + 11)(x + 5)(x − 12) h. (x + 5)(x − 1) 2
i. (x + 2)(x − 7) 2
j. (x + 1)(x − 1)(x + 1)
5. Expand and simplify each of the following.
a. (x − 2)(x + 7)(x + 8) b. (x + 5)(3x − 1)(x + 4)
c. (4x − 1)(x + 3)(x − 3)(x + 1) d. (5x + 3)(2x − 3)(x − 4)
e. (1 − 6x)(x + 7)(x + 5) f. 3x(7x − 4)(x − 4)(x + 2)
g. −9x(1 − 2x)(3x + 8) h. (6x + 5)(2x − 7) 2
i. (3 − 4x)(2 − x)(5x + 9)(x − 1) j. 2(7 + 2x)(x + 3)(x + 4)

710  Maths Quest 10 Stage 5 NSW Australian curriculum

 6. Expand and simplify each of the following.
a. (x + 2) 3 b. (x + 5) 3 c. (x − 1) 3
d. (x − 3) 4 e. (2x − 6) 3 f. (3x + 4) 4
7. Simplify 2(ax + b) − 5(c − bx).
8. Expand and simplify (x + a)(x − b)(x2 − 3bx + 2a).
Communicating, reasoning and problem solving
9. If (x − 3) 4 = ax4 + bx3 + cx2 + dx + e, find a, b, c, d and e.
10. Simplify (2x − 3) 3 − (4 − 3x) 2.
3(x − 1)
11. Find the difference in volume between a cube of side and a cuboid whose sides are x,
2
(x + 1) and (2x + 1).
12. Find the constants a, b and c if
5x − 7 a b c
≡ + + .
(x − 1)(x + 1)(x − 2) (x − 1) (x + 1) (x − 2)
3x − 5 ax + b c
13. Write in the form + and hence find the values of a, b and c.
+ 1)(x − 1)
(x2 (x + 1)
2 (x − 1)
14. How do you add or subtract polynomials?

17.4 Long division of polynomials [Stage 5.3]

•• The reverse of expanding is factorising (expressing a polynomial as a product of its linear factors).
•• Before learning how to factorise, you must be familiar with long division of polynomials. You will
remember in earlier year levels doing long division questions.
•• The same process can be used to divide polynomials by polynomial factors.

Consider (x3 + 2x2 − 13x + 10) ÷ (x − 3). x − 3⟌x3 + 2x2 − 13x + 10

x into x3 goes x2 times (consider only the x2
­leading terms). Write x2 at the top. x − 3⟌ x3 + 2x2 − 13x + 10

x2 × (x − 3) = x3 − 3x2 x2
Write the x3 − 3x2. x − 3⟌x3 + 2x2 − 13x + 10
x3 − 3x2
Subtract. x2
(x3 − x3 = 0, 2x2 − −3x2 = 5x2) x− 3⟌x3 + 2x2 − 13x + 10
x − 3x2
3

5x2
Note: Subtracting a negative is the same as changing the sign and adding.
Bring down the −13x. x2
x − 3⟌ + 2x2 − 13x + 10
x3
x3 − 3x2
5x2 − 13x
x into 5x2 goes 5x. Write +5x at the top. x2 + 5x
x − 3⟌ + 2x2 − 13x + 10
x3
x3 − 3x2
5x2 − 13x

TOPIC 17 Polynomials  711

 5x × (x − 3) = 5x2 − 15x x2 + 5x
x − 3⟌ + 2x2 − 13x + 10
x3
x3 − 3x2
5x2 − 13x
Write the 5x2 − 15x. 5x2 − 15x

Subtract. x2 + 5x
Note: 5x2 − 5x2 = 0, −13x − −15x = +2x. x − 3⟌ + 2x2 − 13x + 10
x3
x3 − 3x2
5x2 − 13x
5x2 − 15x
2x

Bring down the 10. x2 + 5x

x − 3⟌x + 2x2 − 13x + 10
3

x3 − 3x2
5x2 − 13x
5x2 − 15x
2x + 10

x into 2x goes 2. Write +2 at the top. x2 + 5x + 2

x − 3⟌x + 2x2 − 13x + 10
3

x3 − 3x2
5x2 − 13x
5x2 − 15x
2x + 10

2 × (x − 3) = 2x − 6 x2 + 5x + 2
x − 3⟌ + 2x2 − 13x + 10
x3
x3 − 3x2
5x2 − 13x
5x2 − 15x
2x + 10
Write the 2x − 6. 2x − 6

Subtract to get 16. x2 + 5x + 2 Quotient

x − 3⟌ + 2x2 − 13x + 10
x3
x3 − 3x2
5x2 − 13x
5x2 − 15x
2x + 10
2x − 6
Answer: x2 + 5x + 2 remainder 16 16 Remainder

DISCUSSION
How does long division of polynomials compare with long division of integers? What are the similarities and
differences?

712  Maths Quest 10 Stage 5 NSW Australian curriculum

WORKED EXAMPLE 3

Perform the following long divisions and state the quotient and remainder.
a (x3 + 3x2 + x + 9) ÷ (x + 2) b (x3 − 4x2 − 7x − 5) ÷ (x − 1)
c (2x + 6x − 3x + 2) ÷ (x − 6)
3 2

THINK WRITE
a 1 Write the question in long division a x2 + x − 1 ← Q
format. x+ 2⟌x3 + 3x2 + x + 9
x3 + 2x2
2 Perform the long division process.
x2 + x
x2 + 2x
−x + 9
−x − 2
11 ← R
3 Write the quotient and remainder. The quotient is x2 + x − 1; the remainder is 11.
b 1 Write the question in long division b x2 − 3x − 10 ← Q
format. ⟌
x − 1 x − 4x2 − 7x − 5
3

x3 − x2
2 Perform the long division process.
−3x2 − 7x
−3x2 + 3x
−10x − 5
−10x + 10
−15 ← R
3 Write the quotient and remainder. The quotient is x2 − 3x − 10; the remainder is –15.
c 1 Write the question in long division c 2x2 + 18x + 105 ← Q
format. x − 6⟌2x + 6x2 − 3x + 2
3

2x3 − 12x2
2 Perform the long division process.
18x2 − 3x
18x2 − 108x
105x + 2
105x − 630
632 ← R
3 Write the quotient and remainder. The quotient is 2x2 + 18x + 105; the remainder is 632.

WORKED EXAMPLE 4

State the quotient and remainder for (x3 − 7x + 1) ÷ (x + 5).

THINK WRITE
1 Write the question in long division format. x2 − 5x + 18 ← Q
Note that there is no x2 term in this ⟌
x + 5 x + 0x2 − 7x + 1
3

­equation. Include 0x2 as a ‘placeholder’. x3 + 5x2

−5x2 − 7x
2 Perform the long division process. −5x2 − 25x
18x + 1
18x + 90
− 89 ← R
3 Write the quotient and remainder. The quotient is x2 − 5x + 18; the remainder is −89.

TOPIC 17 Polynomials  713

 WORKED EXAMPLE 5

Divide the polynomial P(x) = x4 − 3x3 + 2x2 − 8 by the linear expression x + 2 and express
P(x) in the form P(x) = (x − a) Q(x) + c, where x − a is x + 2, Q(x) is the quotient and c is
the remainder.
THINK WRITE

1 Set out the long division with the polynomial in x + 2⟌x4 − 3x3 + 2x2 + 0x − 8
­descending powers of x. If one of the powers of
x is missing, include it with 0 as the coefficient.
x3
4
2 Divide x into x and write the result above. x + 2⟌x − 3x3 + 2x2 + 0x − 8
4

x3
3 Multiply the result x3 by x + 2 and write the result x + 2⟌x − 3x3 + 2x2 + 0x − 8
4

underneath. x4 + 2x3

x3 − 5x2
4 Subtract and bring down the remaining terms to x+ 2⟌x4− 3x3 + 2x2 + 0x − 8
­complete the expression. −(x + 2x3)
4

−5x3 + 2x2 + 0x − 8

x3 − 5x2 + 12x − 24
5 Divide x into −5x3 and write the result above. x+ 2⟌x4− 3x3 + 2x2 + 0x − 8
−(x + 2x3)
4
6 Continue this process to complete the −5x3 + 2x2 + 0x − 8
long division. −(−5x3 − 10x2)
12x2 + 0x − 8
−(12x2 + 24x)
−24x − 8
−(−24x − 48)
40

7 The polynomial x3 − 5x2 + 12x − 24, at the top, The quotient is x3 − 5x2 + 12x − 24.
is the quotient.
8 The result of the final subtraction, 40, is the The remainder is 40.
­remainder.
9 Write in the form P(x) = (x − a) Q(x) + c. x4 − 3x32x2 − 8
= (x + 2)(x3 − 5x2 + 12x − 24) + 40

RESOURCES —ONLINE ONLY

Interactivity: Long division of polynomials (int-2564)
Interactivity: Long division of polynomials (int-2793)

714  Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 17.4 Long division of polynomials
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–d, 2a–d, 3, 4a, b, 5, 6a–c, 1e–h, 2e–h, 3a, c, e, 4c, d, 5, 6d–f, 1g–j, 2e–h, 3b, d, f, 4e, f, 5, 6e–h,
7a–c, 8, 10 7d–f, 8, 10 7d–f, 8–12

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE3a Perform the following long divisions and state the quotient and remainder for each.
a. (x3 + 4x2 + 4x + 9) ÷ (x + 2) b. (x3 + 2x2 + 4x + 1) ÷ (x + 1)
c. (x + 6x + 3x + 1) ÷ (x + 3)
3 2
d. (x3 + 3x2 + x + 3) ÷ (x + 4)
e. (x3 + 4x2 + 3x + 4) ÷ (x + 2) f. (x3 + 6x2 + 2x + 2) ÷ (x + 2)
g. (x + x + x + 3) ÷ (x + 1)
3 2 h. (x3 + 8x2 + 5x + 4) ÷ (x + 8)
i. (x3 + x2 + 4x + 1) ÷ (x + 2) j. (x3 + 9x2 + 3x + 2) ÷ (x + 5)
2. WE3b State the quotient and remainder for each of the following.
a. (x3 + 2x2 − 5x − 9) ÷ (x − 2) b. (x3 + x2 + x + 9) ÷ (x − 3)
c. (x + x − 9x − 5) ÷ (x − 2)
3 2 d. (x3 − 4x2 + 10x − 2) ÷ (x − 1)
e. (x3 − 5x2 + 3x − 8) ÷ (x − 3) f. (x3 − 7x2 + 9x − 7) ÷ (x − 1)
g. (x + 9x + 2x − 1) ÷ (x − 5)
3 2 h. (x3 + 4x2 − 5x − 4) ÷ (x − 4)
3. WE3c For each of the following, divide the first polynomial by the second and state the quotient
and remainder.
a. 3x3 − x2 + 6x + 5, x + 2 b. 4x3 − 4x2 + 10x − 4, x + 1
c. 2x − 7x + 9x + 1, x − 2
3 2 d. 2x3 + 8x2 − 9x − 1, x + 4
e. 4x3 − 10x2 − 9x + 8, x − 3 f. 3x3 + 16x2 + 4x − 7, x + 5
4. For each of the following, divide the first polynomial by the second and state the quotient and
­remainder.
a. 6x3 − 7x2 + 4x + 4, 2x − 1 b. 6x3 + 23x2 + 2x − 31, 3x + 4
c. 8x3 + 6x2 − 39x − 13, 2x + 5 d. 2x3 − 15x2 + 34x − 13, 2x − 7
e. 3x + 5x − 16x − 23, 3x + 2
3 2
f. 9x3 − 6x2 − 5x + 9, 3x − 4
5. State the quotient and remainder for each of the following.
−x3 − 6x2 − 7x − 16 −3x3 + 7x2 + 10x − 15
a. b.
x+1 x−3
−2x + 9x + 17x + 15
3 2 4x − 20x2 + 23x − 2
3
c. d.
2x + 1 −2x + 3
6. WE4 State the quotient and remainder for each of the following.
a. (x3 − 3x + 1) ÷ (x + 1) b. (x3 + 2x2 − 7) ÷ (x + 2)
c. (x3 − 5x2 + 2x) ÷ (x − 4) d. (−x3 − 7x + 8) ÷ (x − 1)
e. (5x + 13x + 1) ÷ (x + 3)
2
f. (2x3 + 8x2 − 4) ÷ (x + 5)
g. (−2x3 − x + 2) ÷ (x − 2) h. (−4x3 + 6x2 + 2x) ÷ (2x + 1)
7. WE5 Divide each polynomial by the linear expression given and express P(x) in the form
P(x) = (x − a) Q(x) + c, where x − a is x + 2, Q(x) is the quotient and c is the remainder.
a. P(x) = x4 + x3 + 3x2 − 7x, x − 1 b. P(x) = x4 − 13x2 + 36, x − 2
c. P(x) = x5 − 3x3 + 4x + 3, x + 3 d. P(x) = 2x6 − x4 + x3 + 6x2 − 5x, x + 2
e. P(x) = 6x − x + 2x − 4x, x − 3
4 3 2
f. P(x) = 3x4 − 6x3 + 12x, 3x + 1

TOPIC 17 Polynomials  715

Communicating, reasoning and problem solving
8. Find the quotient and remainder when ax2 + bx + c is
divided by (x − d).
9. A birthday cake in the shape of a cube had side length
(x + p) cm. The cake was divided between (x − p)
guests. The left-over cake was used for lunch the
next day. There were q3 guests for lunch the next day
and each received c3 cm3 of cake, which was then all
finished. Find q in terms of p and c.
10. When x3 − 2x2 + 4x + a is divided by x–1, the ­remainder
is zero. Use long division to determine the value of a.
11. When 2x2 + ax + b is divided by x − 1, the remainder is zero, but when 2x2 + ax + b is divided by
x − 2, the remainder is 9. Use long division to determine the value of a and b.
12. Can you think of an alternative way to divide polynomials?

17.5 Polynomial values [Stage 5.3]

•• Consider the polynomial P(x) = x3 − 5x2 + x + 1.
•• The value of the polynomial when x = 3 is denoted by P(3) and is found by substituting x = 3 into
the equation in place of x. That is:
P(3) = (3) 3 − 5(3) 2 + (3) + 1
P(3) = 27 − 5(9) + 3 + 1
P(3) = 27 − 45 + 4
P(3) = −14

WORKED EXAMPLE 6

If P(x) = 2x3 + x2 − 3x − 4, find:

a P(1) b P(−2) c P(a) d P(2b) e P(x + 1).

THINK WRITE
a 1 Write the expression. a P(x) = 2x3 + x2 − 3x − 4
2 Replace each occurrence of P(1) = 2(1) 3 + (1) 2 − 3(1) − 4
x with 1.
3 Simplify. =2+1−3−4
= −4
b 1 Write the expression. b P(x) = 2x3 + x2 − 3x − 4
2 Replace each occurrence of P(−2) = 2(−2) 3 + (−2) 2 − 3(−2) − 4
x with –2.
3 Simplify. = 2(−8) + (4) + 6 − 4
= −16 + 4 + 6 − 4
= −10

716  Maths Quest 10 Stage 5 NSW Australian curriculum

 c 1 Write the expression. c P(x) = 2x3 + x2 − 3x − 4
2 Replace each occurrence of P(a) = 2a3 + a2 − 3a − 4
x with a.
3 No further simplification is
possible, so stop here.
d 1 Write the expression. d P(x) = 2x3 + x2 − 3x − 4
2 Replace each occurrence of P(2b) = 2(2b) 3 + (2b) 2 − 3(2b) − 4
x with 2b.
3 Simplify. = 2(8b3) + 4b2 − 6b − 4
= 16b3 + 4b2 − 6b − 4
e 1 Write the expression. e P(x) = 2x3 + x2 − 3x − 4
2 Replace each occurrence of P(x + 1) = 2(x + 1) 3 + (x + 1) 2 − 3(x + 1) − 4
x with (x + 1).
3 Expand the right-hand side = 2(x + 1)(x + 1)(x + 1) + (x + 1)(x + 1) − 3(x + 1) − 4
and collect like terms. = 2(x + 1)(x2 + 2x + 1) + x2 + 2x + 1 − 3x − 3 − 4
= 2(x3 + 2x2 + x + x2 + 2x + 1) + x2 − x − 6
= 2(x3 + 3x2 + 3x + 1) + x2 − x − 6
= 2x3 + 6x2 + 6x + 2 + x2 − x − 6
= 2x3 + 7x2 + 5x − 4

RESOURCES — ONLINE ONLY

Digital doc: SkillSHEET Substitution into quadratic equations (doc-5367)

Digital doc: WorkSHEET Polynomials I (doc-14618)

Exercise 17.5 Polynomial values

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–d, 2–8, 11 1a, e–h, 2–7, 9, 11 1a, i–l, 2–13

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE6 If P(x) = 2x3 − 3x2 + 2x + 10, find the following.
a. P(0) b. P(1) c. P(2) d. P(3)
e. P(−1) f. P(−2) g. P(−3) h. P(a)
i. P(2b) j. P(x + 2) k. P(x − 3) l. P(−4y)

TOPIC 17 Polynomials  717

 2. Copy the following table.
Column Column Column Column Column Column Column Column Column
1 2 3 4 5 6 7 8 9
Rem Rem Rem Rem
when when when when
divided divided divided divided
by by by by
P(x) P(1) P(2) P(−1) P(−2) (x − 1) (x − 2) (x + 1) (x + 2)
a
b
c
d
Complete columns 2 to 5 of the table for each of the following polynomials.
a. P(x) = x3 + x2 + x + 1 b. P(x) = x3 + 2x2 + 5x + 2
c. P(x) = x − x + 4x − 1
3 2 d. P(x) = x3 − 4x2 − 7x + 3
3. Find the remainder when each polynomial in question 2 is divided by (x − 1) and complete column 6
of the table.
4. Find the remainder when each polynomial in question 2 is divided by (x − 2) and complete column 7
of the table.
5. Find the remainder when each polynomial in question 2 is divided by (x + 1) and complete column 8
of the table.
6. Find the remainder when each polynomial in question 2 is divided by (x + 2) and complete column 9
of the table.
7. Copy and complete the following.
a. A quick way of finding the remainder when P(x) is divided by (x + 8) is to calculate ___________.
b. A quick way of finding the remainder when P(x) is divided by (x − 7) is to calculate ___________.
c. A quick way of finding the remainder when P(x) is divided by (x − a) is to calculate ___________.
Communicating, reasoning and problem solving
8. If P(x) = 2(x − 3) 5 + 1, find:
a. P(2) b. P(−2) c. P(a) d. P(−2a).
9. When x2 + bx + 2 is divided by (x − 1), the remainder is b2 − 4b + 7. Find the possible values of b.
10. If P(x) = −2x3 − 3x2 + x + 3, find:
a. P(a) + 1 b. P(a + 1).
11. If P(x) = 3x − 2x − x + c and P(2) = 8P(1), find the value of c.
3 2

12. If P(x) = 5x2 + bx + c and P(−1) = 12 while P(2) = 21, find the values of b and c.
13. Is there a quick way to find a remainder when dividing polynomials?

17.6 The remainder and factor theorems [Stage 5.3]

17.6.1 The remainder theorem
•• In the previous exercise, you may have noticed that:
the remainder when P(x) is divided by (x − a) is equal to P(a).
That is, R = P(a).
This is called the remainder theorem.

718  Maths Quest 10 Stage 5 NSW Australian curriculum

 •• If P(x) = x3 + x2 + x + 1 is divided by (x − 2), the quotient is x2 + 3x + 7 and the remainder is
P(2), which equals 15. That is:
15
(x3 + x2 + x + 1) ÷ (x − 2) = x2 + 3x + 7 + and
x−2
(x3 + x2 + x + 1) = (x2 + 3x + 7)(x − 2) + 15.
•• In general, if P(x) is divided by (x − a), the quotient is Q(x) and the remainder is R, we can write:
R
P(x) ÷ (x − a) = Q(x) + where R = P(a)
(x − a)
⇒ P(x) = (x − a) Q(x) + R

17.6.2 The factor theorem

•• The remainder when 12 is divided by 4 is zero, since 4 is a factor of 12.
•• Similarly, if the remainder (R) when P(x) is divided by (x − a) is zero, then (x − a) is a factor
of P(x).
•• Since R = P(a), find a value of a that makes P(a) = 0; then (x − a) is a factor.
If P(a) = 0, then (x − a) is a factor of P(x).
•• This is called the factor theorem.
•• Imagine P(x) could be factorised as follows:
P(x) = (x − a) Q(x), where Q(x) is ‘the other’ factor of P(x).
•• If P(a) = 0, (x − a) is a factor.

DISCUSSION
What do the terms roots, zeros and solutions mean for a polynomial of degree n?

WORKED EXAMPLE 7

Without actually dividing, find the remainder when x3 − 7x2 − 2x + 4 is divided by:
a x − 3 b x + 6.
THINK WRITE
a 1 Name the polynomial. a Let P(x) = x3 − 7x2 − 2x + 4.
2 The remainder when P(x) is divided by (x − 3) is R = P(3)
equal to P(3). = 33 − 7(3) 2 − 2(3) + 4
= 27 − 7(9) − 6 + 4
= 27 − 63 − 6 + 4
= −38
b The remainder when P(x) is divided by (x + 6) is b R= P(−6)
equal to P(−6). = (−6) 3 − 7(−6) 2 − 2(−6) + 4
= −216 − 7(36) + 12 + 4
= −216 − 252 + 12 + 4
= −452

TOPIC 17 Polynomials  719

 WORKED EXAMPLE 8

(x − 2) is a factor of x3 + kx2 + x − 2. Find the value of k.

THINK WRITE

1 Name the polynomial. Let P(x) = x3 + kx2 + x − 2.

2 The remainder when P(x) is divided by (x − 2) is 0 = P(2)

equal to P(2) = 0. = 23 + k(2) 2 + 2 − 2
0 = 8 + 4k
3 Solve for k. 4k = −8
k = −2

RESOURCES — ONLINE ONLY

Interactivity: The remainder and factor theorems (int-2565)

Exercise 17.6 The remainder and factor theorems

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1, 2a–d, 3a–d, 4, 7a–d 1, 2e–h, 3e–h, 4–6, 7d–g, 8 1, 2g–j, 3f–h, 4–11

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE7 Without actually dividing, find the remainder when x3 + 3x2 − 10x − 24 is divided by:
a. x − 1 b. x + 2 c. x − 3 d. x + 5
e. x − 0 f. x − k g. x + n h. x + 3c.
2. For each of the following, find the remainder when the first polynomial is divided by the second
without performing long division.
a. x3 + 2x2 + 3x + 4, x − 3 b. x3 − 4x2 + 2x − 1, x + 1
c. x3 + 3x2 − 3x + 1, x + 2 d. x3 − x2 − 4x − 5, x − 1
e. 2x + 3x + 6x + 3, x + 5
3 2 f. −3x3 − 2x2 + x + 6, x + 1
g. x3 + x2 + 8, x − 5 h. x3 − 3x2 − 2, x − 2
i. −x + 8, x + 3
3 j. x3 + 2x2, x − 7
3. WE8 a.  The remainder when x3 + kx + 1 is divided by (x + 2) is –19. Find the value of k.
b. The remainder when x3 + 2x2 + mx + 5 is divided by (x − 2) is 27. Find the value of m.
c. The remainder when x3 − 3x2 + 2x + n is divided by (x − 1) is 1. Find the value of n.
d. The remainder when ax3 + 4x2 − 2x + 1 is divided by (x − 3) is –23. Find the value of a.
e. The remainder when x3 − bx2 − 2x + 1 is divided by (x + 1) is 0. Find the value of b.
f. The remainder when −4x2 + 2x + 7 is divided by (x − c) is –5. Find a possible whole number
value of c.

720  Maths Quest 10 Stage 5 NSW Australian curriculum

 g. The remainder when x2 − 3x + 1 is divided by (x + d) is 11. Find the possible values of d.
h. The remainder when x3 + ax2 + bx + 1 is divided by (x − 5) is –14. When the cubic polynomial is
divided by (x + 1), the remainder is –2. Find a and b.
4. MC Note: There may be more than one correct answer.
a. When x3 + 2x2 − 5x − 5 is divided by (x + 2), the remainder is:
a. –5 b. –2 c. 2 d. 5 e. 1
b. Which of the following is a factor of 2x3 + 15x2 + 22x − 15?
a. (x − 1) b. (x − 2) c. (x + 3) d. (x + 5) e. (x − 5)
c. When x3 − 13x2 + 48x − 36 is divided by (x − 1), the remainder is:
a. –3 b. –2 c. –1 d. 0 e. 1
d. Which of the following is a factor of x3 − 5x2 − 22x + 56?
a. (x − 2) b. (x + 2) c. (x − 7) d. (x + 4) e. (x + 7)
5. Find one factor of each of the following cubic polynomials.
a. x3 − 3x2 + 3x − 1 b. x3 − 7x2 + 16x − 12
c. x + x − 8x − 12
3 2 d. x3 + 3x2 − 34x − 120

Communicating, reasoning and problem solving

6. Prove that each of the following is a linear factor of x3 + 4x2 − 11x − 30 by substituting values into
the cubic function: (x + 2), (x − 3), (x + 5).
7. Without actually dividing, show that the first polynomial is exactly divisible by the second (that is, the
second polynomial is a factor of the first).
a. x3 + 5x2 + 2x − 8, x − 1
b. x3 − 7x2 − x + 7, x − 7
c. x3 − 7x2 + 4x + 12, x − 2
d. x3 + 2x2 − 9x − 18, x + 2
e. x3 + 3x2 − 9x − 27, x + 3
f. −x3 + x2 + 9x − 9, x − 1
g. −2x3 + 9x2 − x − 12, x − 4
h. 3x3 + 22x2 + 37x + 10, x + 5
8. When x4 + ax3 − 4x2 + b and x3 − ax2 − 7x + b are each divided by (x − 2), the remainders are
26 and 8 respectively. Find the values of a and b.
9. Both (x − 1) and (x − 2) are factors of P(x) = x4 + ax3 − 7x2 + bx − 30. Find the values of a and b
and the remaining two linear factors.
10. How are the remainder and factor theorems related?
11. The remainder when 2x − 1 is divided into 6x3 − x2 + 3x + k is the same as when it is divided into
4x3 − 8x2 − 5x + 2. What is the value of k?

TOPIC 17 Polynomials  721

17.7 Factorising polynomials [Stage 5.3]
17.7.1 Using long division
•• Once one factor of a polynomial has been found (using the factor theorem as in the previous section),
long division may be used to find other factors. In the case of a cubic polynomial, one — possibly
two — other factors may be found.

WORKED EXAMPLE 9

Use long division to factorise the following.

a x3 − 5x2 − 2x + 24 b x3 − 19x + 30 c −2x3 − 8x2 + 6x + 4
THINK WRITE

a 1 Name the polynomial. a P(x) = x3 − 5x2 − 2x + 24

2 Look for a value of x such that P(x) = 0.
For cubics containing a single x3, try a
­factor of the constant term (24 in this case).
Try P(1). P(1) = 13 − 5 × 12 − 2 × 1 + 24
= 1 − 5 − 2 + 24
= 18
≠0
P(1) ≠ 0, so (x − 1) is not a factor. P(2) = 23 − 5 × 22 − 2 × 2 + 24
Try P(2). = 8 − 20 − 4 + 24
≠0
P(2) ≠ 0, so (x − 2) is not a factor. P(−2) = (−2) 3 − 5 × (−2) 2 − 2 × (−2) + 24
Try P(−2). = −8 − 20 + 4 + 24
= −28 + 28
=0
P(−2) does equal 0, so (x + 2) is a factor. (x + 2) is a factor.
3 Divide (x + 2) into P(x) using long x2 − 7x + 12
­division to find a quadratic factor. x + 2⟌x3 − 5x2 − 2x + 24
x3 + 2x2
− 7x2 − 2x
− 7x2 − 14x
12x + 14
12x + 14
0
4 Write P(x) as a product of the two factors P(x) = (x + 2)(x2 − 7x + 12)
found so far.
5 Factorise the quadratic factor if possible. P(x) = (x + 2)(x − 3)(x − 4)
b 1 Name the polynomial. b P(x) = x3 − 19x + 30
Note: There is no x2 term, so include 0x2. P(x) = x3 + 0x2 − 19x + 30
2 Look at the last term in P(x), which is 30. P(−5) = (−5) 3 − 19 × (−5) + 30
This suggests it is worth trying P(5) or = −125 + 95 + 30
P(−5). Try P(−5). P(−5) = 0 so (x + 5) =0
is a factor. So (x + 5) is a factor.

722  Maths Quest 10 Stage 5 NSW Australian curriculum

 3 Divide (x + 5) into P(x) using long division x2 − 5x + 6
to find a quadratic factor. x + 5⟌x3 + 0x2 − 19x + 30
x3 + 5x2
− 5x2 − 19x
− 5x2 − 25x
6x + 30
6x + 30
0

4 Write P(x) as a product of the two factors P(x) = (x + 5)(x2 − 5x + 6)

found so far.
5 Factorise the quadratic factor if possible. P(x) = (x + 5)(x − 2)(x − 3)
c 1 Write the given polynomial. c Let P(x) = −2x3 − 8x2 + 6x + 4.
2 Take out a common factor of –2. = −2(x3 + 4x2 − 3x − 2)
(We could take out + 2 as the common
­factor, but taking out –2 results in a
­positive leading term in the part still to
be factorised.)
3 Let Q(x) = (x3 + 4x2 − 3x − 2). Let Q(x) = (x3 + 4x2 − 3x − 2).
(We have already used P earlier.)
4 Evaluate Q(1). Q(1) = 1 + 4 − 3 − 2
Q(1) = 0, so (x − 1) is a factor. =0
So (x − 1) is a factor.
5 Divide (x − 1) into Q(x) using long x2 + 5x + 2
­division to find a quadratic factor. x− 1⟌x3 + 4x2 − 3x − 2
x − x2
3

5x2 − 3x
5x2 − 5x
2x − 2
2x − 2
0
6 Write the original polynomial P(x) as a P(x) = −2(x − 1)(x2 + 5x + 2)
product of the factors found so far.
7 In this case, it is not possible to further
factorise P(x).

•• Note: In these examples, P(x) may have been factorised without long division by finding all three
values of x that make P(x) = 0 (and hence three factors) and then checking that the three factors
­multiply to give P(x).

17.7.2 Using short division

•• The process of long division can be quite time (and space) consuming. An alternative is short division,
which may take a little longer to understand, but is quicker once mastered.
•• Consider P(x) = x3 + 2x2 − 13x + 10. Using the factor theorem, we can find that (x − 1) is a factor
of P(x). So, P(x) = (x − 1)(?).

TOPIC 17 Polynomials  723

 Actually, we know more than this: as P(x) begins with x3 and ends with +10, we could write:
P(x) = (x − 1)(x2 + ? − 10).
The x in the second pair of grouping symbols produces the desired x3 (the leading term in P(x))
2

when the expressions are multiplied. The –10 in the second pair of grouping symbols produces +10
(the last term in P(x)) when the expressions are multiplied.
•• Imagine expanding this version of P(x). Multiplying x in the first pair of grouping symbols by x2 in
the second would produce x3, which is what we want, but multiplying –1 in the first pair of grouping
symbols by x2 in the second gives −1x2.
Since P(x) = x3 + 2x2 − 13x + 10, we really need + 2x2, not −1x2. That is, we need + 3x2 more.
To get this, the ? must be 3x, because when x in the first pair of grouping symbols is multiplied by 3x
in the second pair, +3x2 results. That is, we have deduced P(x) = (x − 1)(x2 + 3x − 10).
Factorising the expression in the second pair of grouping symbols gives
P(x) = (x − 1)(x + 5)(x − 2).
•• This procedure, which we will call short division, can be confusing at first, but with persistence it can
be a quick and easy method for factorising polynomials.
•• The following worked example is a repeat of a previous one, but explains the use of short, rather than
long, division.

WORKED EXAMPLE 10

Use short division to factorise x3 − 5x2 − 2x + 24.

THINK WRITE
1 Name the polynomial. Let P(x) = x3 − 5x2 − 2x + 24.
2 Look for a value of x such that P(x) = 0. P(−2) = (−2) 3 − 5 × (−2) 2 − 2 × (−2) + 24
Try P(−2). = −8 − 20 + 4 + 24
P(−2) does equal 0, so (x + 2) is a factor. = −28 + 28
=0
So (x + 2) is a factor.
3 Look again at the original: P(x) = (x + 2)(x2 + ax + 12)
P(x) = x3 − 5x2 − 2x + 24.
The first term in the grouping symbols must
be x2, and the last term must be 12.
4 Imagine the expansion of the expression in step 3. P(x) = (x + 2)(x2 − 7x + 12)
We have x3 and 2x2, but require −5x2. We need
an extra −7x2. We get this by ­inserting a −7x term
in the second pair of ­grouping symbols.
5 Factorise the expression in the second pair of P(x) = (x + 2)(x − 3)(x − 4)
grouping symbols if possible.

DISCUSSION
Do you find the short division method easier or harder to use than the long division method?

RESOURCES — ONLINE ONLY

Digital doc: SkillSHEET Factorising quadratic trinomials (doc-5368)

724  Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 17.7 Factorising polynomials
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–c, 2a–d, 3a–d, 4a–c, 5, 6 1d–f, 2e–h, 3e–h, 4d–g, 5, 6, 8 1d–f, 2i–n, 3g–j, 4h–k, 5–11

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE9 Use long division to factorise each dividend.
a. x + 1⟌x3 + 10x2 + 27x + 18 b. x + 2⟌x3 + 8x2 + 17x + 10
c. x + 9⟌x3 + 12x2 + 29x + 18 d. x + 1⟌x3 + 8x2 + 19x + 12
e. x + 3⟌x3 + 14x2 + 61x + 84 f. x + 7⟌x3 + 12x2 + 41x + 42
g. x + 2⟌x3 + 4x2 + 5x + 2 h. x + 3⟌x3 + 7x2 + 16x + 12
i. x + 5⟌x3 + 14x2 + 65x + 100 j. x⟌x3 + 13x2 + 40x
k. x⟌x3 + 7x2 + 12x l. x + 5⟌x3 + 10x2 + 25x
m. x + 1⟌x3 + 6x2 + 5x n. x + 6⟌x3 + 6x2
2. WE9 , 10 Factorise the following as fully as possible.
a. x3 + x2 − x − 1 b. x3 − 2x2 − x + 2
c. x3 + 7x2 + 11x + 5 d. x3 + x2 − 8x − 12
e. x3 + 9x2 + 24x + 16 f. x3 − 5x2 − 4x + 20
g. x3 + 2x2 − x − 2 h. x3 − 7x − 6
i. x3 + 3x2 − 4 j. x3 + x2 + x + 6
k. x3 + 8x2 + 17x + 10 l. x3 + x2 − 9x − 9
m. x3 − x2 − 8x + 12 n. x3 + 9x2 − 12x − 160
3. Factorise the following as fully as possible.
a. 2x3 + 5x2 − x − 6 b. 3x3 + 14x2 + 7x − 4
c. 3x3 + 2x2 − 12x − 8 d. 4x3 + 35x2 + 84x + 45
e. 5x3 + 9x2 + 3x − 1 f. x3 + x2 + x + 1
g. 4x3 + 16x2 + 21x + 9 h. 6x3 − 23x2 + 26x − 8
i. 10x3 + 19x2 − 94x − 40 j. 7x3 + 12x2 − 60x + 16
4. Factorise the following as fully as possible.
a. 3x3 − x2 − 10x b. 4x3 + 2x2 − 2x
c. 3x3 − 6x2 − 24x d. −2x3 − 12x2 − 18x
e. 6x3 − 6x2 f. −x3 − 7x2 − 12x
g. −x3 − 3x2 + x + 3 h. −2x3 + 10x2 − 12x
i. −6x3 − 5x2 + 12x − 4 j. −5x3 + 24x2 − 36x + 16
k. −x5 − x4 + 21x3 + 49x2 − 8x − 60
Communicating, reasoning and problem solving
5. Factorise x4 − 9x2 − 4x + 12.
6. Factorise −x5 + 6x4 + 11x3 − 84x2 − 28x + 240.

TOPIC 17 Polynomials  725

 7. Two of the factors of x3 + px2 + qx + r are (x + a) and (x + b).
Find the third factor.
8. (x − 1) and (x − 2) are known to be factors of
x5 + ax4 − 2x3 + bx2 + x − 2. Find the values of a and b and
hence fully factorise this fifth-degree polynomial.
9. Factorise x5 − 5x4 + 5x3 + 5x2 − 6x.
10. List the steps in factorising polynomials.
11. The polynomial x4 − 6x3 + 13x2 − 12x − 32 has three factors, one
of which is x2 − 3x + 8. What are the other two factors?

17.8 Solving polynomial equations [Stage 5.3]

•• A polynomial equation of the form P(x) = 0 may be solved by factorising P(x) and applying the Null
Factor Law. The solutions are also called zeros. They are the x-intercepts on the graph of P(x).
•• The Null Factor Law applies to polynomial equations just as it does for quadratics.
•• If P(x) = (x − a)(x − b)(x − c) = 0, then the solutions can be found as follows.
Let each factor = 0:
x − a = 0  x − b = 0  x − c = 0
•• Solving each of these equations produces the solutions (roots)
x = a  x = b  x = c
•• If P(x) = k(lx − a)(mx − b)(nx − c) = 0, then the solutions can be found as follows. Let each
­factor = 0:
lx − a = 0  mx − b = 0  nx − c = 0
Solving each of these equations produces the solutions
a b c
x=   x=   x=
l m n
•• Note: The coefficient k used in this example does not produce a solution because k ≠ 0.

WORKED EXAMPLE 11

Solve:
a x3 = 9x b −2x3 + 4x2 + 70x = 0 c 2x3 − 11x2 + 18x − 9 = 0.
THINK WRITE
a 1 Write the equation. a x3 = 9x
2 Rearrange so all terms are on the left. x3 − 9x = 0
3 Take out a common factor of x. x(x2 − 9) = 0
4 Factorise the expression in the grouping symbols x(x + 3)(x − 3) = 0
using the difference of squares rule.
5 Use the Null Factor Law to solve. x = 0, x + 3 = 0 or x − 3 = 0
x = 0, x = −3 or x = 3
b 1 Write the equation. b −2x3 + 4x2 + 70x = 0
2 Take out a common factor of −2x. −2x(x2 − 2x − 35) = 0
3 Factorise the expression in the grouping symbols. −2x(x − 7)(x + 5) = 0

726  Maths Quest 10 Stage 5 NSW Australian curriculum

 4 Use the Null Factor Law to solve. −2x = 0, x − 7 = 0 or x + 5 = 0
x = 0, x = 7 or x = −5
c 1 Name the polynomial. c Let P(x) = 2x3 − 11x2 + 18x − 9.
2 Use the factor theorem to find a factor (search for P(1) = 2 − 11 + 18 − 9
a value a such that P(a) = 0). Consider factors of =0
the constant term (that is, factors of 9 such as 1, 3). So (x − 1) is a factor.
The simplest value to try is 1.
3 Use long or short division to find another 2x2 − 9x + 9
factor of P(x). x − 1⟌2x − 11x2 + 18x − 9
3

2x3 − 2x2
−9x2 + 18x
−9x2 + 9x
9x − 9
9x − 9
0
P(x) = (x − 1)(2x − 9x + 9)
2

4 Factorise the quadratic factor. P(x) = (x − 1)(2x − 3)(x − 3)

5 Consider the factorised equation to solve. For (x − 1)(2x − 3)(x − 3) = 0
6 Use the Null Factor Law to solve. x − 1 = 0, 2x − 3 = 0 or x − 3 = 0
x = 1, x = 32 or x = 3

RESOURCES — ONLINE ONLY

Digital doc: SkillSHEET Factorising difference of two squares expressions (doc-5369)

Digital doc: SkillSHEET Solving quadratic equations (doc-5370)
Digital doc: WorkSHEET Polynomials II (doc-14619)

Exercise 17.8 Solving polynomial equations

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–d, 2a–d, 3, 4, 5a–d, 6a–c, 1e–h, 2e–h, 3, 4, 5e–h, 6d–f, 1i–n, 2i–n, 3, 4, 5e–h, 6d–f, 7–12
7, 10 8, 10

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE11a, b Solve the following.
a. x3 − 4x = 0 b. x3 − 16x = 0 c. 2x3 − 50x = 0
d. −3x3 + 81 = 0 e. x3 + 5x2 = 0 f. x3 − 2x2 = 0
g. −4x3 + 8x = 0 h. 12x3 + 3x2 = 0 i. 4x2 − 20x3 = 0
j. x3 − 5x2 + 6x = 0 k. x3 − 8x2 + 16x = 0 l. x3 + 6x2 = 7x
m. 9x2 = 20x + x3 n. x3 + 6x = 4x2

TOPIC 17 Polynomials  727

 2. WE11c Use the factor theorem to solve the following.
a. x3 − x2 − 16x + 16 = 0 b. x3 − 6x2 − x + 30 = 0
c. x3 − x2 − 25x + 25 = 0 d. x3 + 4x2 − 4x − 16 = 0
e. x3 − 4x2 + x + 6 = 0 f. x3 − 4x2 − 7x + 10 = 0
g. x3 + 6x2 + 11x + 6 = 0 h. x3 − 6x2 − 15x + 100 = 0
i. x3 − 3x2 − 6x + 8 = 0 j. x3 + 2x2 − 29x + 42 = 0
k. 2x3 + 15x2 + 19x + 6 = 0 l. −4x3 + 16x2 − 9x − 9 = 0
m. −2x3 − 9x2 − 7x + 6 = 0 n. 2x3 + 4x2 − 2x − 4 = 0
3. MC Which of the following is a solution to x3 − 7x2 + 2x + 40 = 0? Note: There may be more than
one correct answer.
a. 5 b. −4 c. −2 d. 1 e. 0
4. MC A solution of x − 9x + 15x + 25 = 0 is x = 5. How many other (distinct) solutions are there?
3 2

a. 0 b. 1 c. 2 d. 3 e. 4
5. Solve P(x) = 0 for each of the following.
a. P(x) = x3 + 4x2 − 3x − 18 b. P(x) = 3x3 − 13x2 − 32x + 12
c. P(x) = −x3 + 12x − 16 d. P(x) = 8x3 − 4x2 − 32x − 20
e. P(x) = x4 + 2x3 − 13x2 − 14x + 24 f. P(x) = −72 − 42x + 19x2 + 7x3 − 2x4
g. P(x) = x4 + 2x3 − 7x2 − 8x + 12 h. P(x) = 4x4 + 12x3 − 24x2 − 32x
6. Solve each of the following equations.
a. x3 − 3x2 − 6x + 8 = 0 b. x3 + x2 − 9x − 9 = 0
c. 3x3 + 3x2 − 18x = 0 d. 2x4 + 10x3 − 4x2 − 48x = 0
e. 2x4 + x3 − 14x2 − 4x + 24 = 0 f. x4 − 2x2 + 1 = 0
Communicating, reasoning and problem solving
7. Solve for a if x = 2 is a solution of ax3 − 6x2 + 3x − 4 = 0.
p
8. Solve for p if x = is a solution of x3 − 5x2 + 2x + 8 = 0.
2
9. Show that it is possible for a cuboid of side lengths x cm, (x − 1) cm and (x + 2) cm to have a volume
that is 4 cm3 less than twice the volume of a cube of side length x cm. Comment on the shape of such
a cuboid.
10. Solve the following for x.
x3 + 8 = x(5x − 2)
11. Solve the following for z.
z(z − 1) 3 = −2(z3 − 5z2 + z + 3)
12. Can you predict the number of solutions a polynomial might have?

17.9 Review
Investigation | Rich task
Investigating polynomials
A polynomial is a function involving the sum of integer powers of a variable (for example,
y = −4x3 + 3x2 − 4). The highest power of the variable determines the degree of the polynomial. In
the case of the given example, the degree is 3. A polynomial of the first degree is a linear function (for
example, y = 3x − 8), and a second-degree function is a quadratic (for example, y = 5x2 − 6x + 7).
Let us investigate how the degree of a polynomial affects the shape of its graph.

728  Maths Quest 10 Stage 5 NSW Australian curriculum

 Use digital technology to help you with answering the
following questions.
1. Consider the following polynomials.
a. y1 = (x + 1)
b. y2 = (x + 1)(x − 2)
c. y3 = (x + 1)(x − 2)(x + 3)
d. y4 = (x + 1)(x − 2)(x + 3)(x − 4)
e. y5 = (x + 1)(x − 2)(x + 3)(x − 4)(x + 5)
f. y6 = (x + 1)(x − 2)(x + 3)(x − 4)(x + 5)(x − 6)
For each of the functions:
i. give the degree of the polynomial
ii. sketch the graph, marking in the x-intercepts
iii. describe how the degree of the polynomial affects the shape of the graph.
2. Let us now look at the effect that the exponent of each factor has on the shape of the graph of
the polynomial. Consider the following functions.
a. y1 = (x + 1)(x − 2)(x + 3) b. y2 = (x + 1) 2 (x − 2)(x + 3)
c. y3 = (x + 1) 2 (x − 2) 2 (x + 3) d. y4 = (x + 1) 2 (x − 2)(x + 3) 3
e. y5 = (x + 1) (x − 2)(x + 3)
3 4
f. y6 = (x + 1) 5 (x − 2) 3 (x + 3) 2
i. On a separate sheet of paper, draw a sketch of each of the polynomials, marking in the
x-intercepts.
ii. Explain how the power of the factor affects the behaviour of the graph at the x-intercept.
3. Create and draw a sketch of polynomials with the following given characteristics. Complete your
graphs on a separate sheet of paper.
a. A first-degree polynomial that:
i. crosses the x-axis ii. does not cross the x-axis
b. A second-degree polynomial that:
i. crosses the x-axis twice
ii. touches the x-axis at one and only one point
c. A third-degree polynomial that crosses the x-axis:
i. three times ii. twice iii. once
d. A fourth-degree polynomial that crosses the x-axis:
i. four times ii. three times iii. twice iv. once
4. Considering the powers of factors of polynomials, write a general statement outlining the conditions
under which the graph of a polynomial will pass through the x-axis or just touch the x-axis.

RESOURCES — ONLINE ONLY

Digital doc: Investigation — Investigating polynomials (doc-15948)

Digital doc: Code puzzle — Who were Australia’s first three Prime Ministers? (doc-15949)
Digital doc: Summary Topic 17 (doc-22915)
Interactivity: Word search Topic 17 (int-2874)
Interactivity: Crossword Topic 17 (int-2875)
Interactivity: Sudoku Topic 17 (int-3892)

TOPIC 17 Polynomials 729

Exercise 17.9 Review questions
To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. MC Which of the following is not a polynomial?
x2 b. a4 + 4a3 + 2a + 2 c. √x2 + 3x + 2
a. x3 − + 7x − 1
3
d. 5 e. x2

2. Consider the polynomial f(x) = −17 x4 + x5 + 3.

a. What is the degree of f(x)? b. What is the coefficient of x4?
c. What is the constant term? d. What is the leading term?
3. MC The expansion of (x + 5)(x + 1)(x − 6) is:
a. x3 − 30 b. x3 + 12x2 − 31x + 30 c. x3 − 31x − 30
d. x3 + 5x2 − 36x − 30 e. x3 + 12x2 + 41x + 30
4. MC x + 5x + 3x − 9 is the expansion of:
3 2

a. (x + 3) 3 b. x(x + 3)(x − 3) c. (x − 1)(x + 3) 2

d. (x − 1)(x + 1)(x + 3) e. (x − 3)(x + 1)(x + 3)
5. Expand each of the following.
a. (x − 2) 2 (x + 10) b. (x + 6)(x − 1)(x + 5)
c. (x − 7) 3
d. (5 − 2x)(1 + x)(x + 2)
6. MC Consider the following long division.
x2 + x + 2
x − 4⟌x3 + 5x2 + 6x − 1
x3 + 4x2
x2 + 6x
x2 + 4x
2x − 1
2x + 8
−9
a. The quotient is:
a. –9 b. 4 c. x + 4 d. x2 + x + 2 e. x − 4
b. The remainder is:
a. –9 b. 2 c. 4 d. 2x − 1 e. x − 4
7. Divide P(x) by the linear expression and give the answer in the form P(x) = (x − a) Q(x) + c.
a. P(x) = x3 + 2x2 − 16x − 3, x + 2
b. P(x) = x3 + 3x2 − 13x − 7, x − 3
c. P(x) = −x3 + x2 + 4x − 7, x + 1
8. MC If P(x) = x3 − 3x2 + 7x + 1, then P(−2) equals:
a. –34 b. –33 c. –9 d. 7 e. 11
9. If P(x) = −3x3 + 2x2 + x − 4, find:
a. P(1) b. P(−4) c. P(2a)
10. Without dividing, find the remainder when x3 + 3x2 − 16x + 5 is divided by x − 1.
11. Show that x + 3 is a factor of x3 − 2x2 − 29x − 42.
12. Factorise x3 + 4x2 − 100x − 400.

730  Maths Quest 10 Stage 5 NSW Australian curriculum

13. Solve:
a. (2x + 1)(x − 3) 2 = 0
b. x3 − 9x2 + 26x − 24 = 0
c. x4 − 4x3 − x2 + 16x − 12 = 0
Communicating, reasoning and problem solving
14. Let P(x) = anxn + an−1xn−1 + … + a1x + a0 be a polynomial where the coefficients are integers. Also
let P(w) = 0 where w is an integer. Show that w is a factor of a0.
15. Find the area of a square whose sides are (2x − 3) cm. Expand and simplify your answer. If the area is
16 cm2, find x.
16. A window is in the shape of a semicircle above a rectangle. The height of the window is (6x + 1) cm
and its width is (2x + 2) cm.
a. Find the total area of the window.
b. Expand and simplify your answer.
c. What is the perimeter of the window?
17. a. Find the volume of a cube of side (x + 4) cm.
b. Find the surface area of the cube.
c. Find the value of x for which the volume and surface are numerically equal.
d. Find x if the numerical value of the volume is 5 less than the numerical value of the surface area.
18. Find the quotient and remainder when mx2 + nx + q is divided by (x − p).
19. When P(x) is divided by (x − n), the quotient is x2 − 2x + n and the remainder is (n + 1). Find P(x).

TOPIC 17 Polynomials  731

Answers
Topic 17 Polynomials
Exercise 17.2 Polynomials
1. a. 3 b. 7 c. 2 d. 6 e. 8
f. 5 g. 5 h. 1 i. 6
2. a. x b. x c. x d. x e. y
f. u g. e h. g i. f
3. a. Polynomial 1h b. Polynomial 1c
c. Polynomial 1a d. Polynomials 1a, 1d and 1e
4. a. N b. P c. P d. N e. N
f. P g. P h. N i. N
5. a. 3 b. x c. 4 d. 5 e. 3x f. −2x3
6. a. 7 b. w c. 7 d. 0 e. −9 f. 6w7
7. a. 4 b. 1 c. x4 d. 1
8. a. 6 b. t c. 6 d, e. Check with your teacher.
9. a. Start at 5 units to the right of the origin. b. 4 units to the right of the origin
c. The body moves towards the origin, then away.
10. a. P(x) = 4x3 + 2x2 − 10x + 18 b. P(x) = 3x4 − 3x3 − x2 + 7x − 7 c. P(x) = 5x3 − 4x2 − 13x − 6
11. a = 4, b = −6 12. a = ±3, b = ±2
13. The degree of a polynomial is the highest power of x.

Exercise 17.3 Adding, subtracting and multiplying polynomials

1. a. x4 + 2x3 − x2 − 10 b. x6 + 2x4 − 3x3 + 9x2 + 5 c. 5x3 − 5x2 + 7x − 13
d. 2x4 + 3x3 + 12x2 − 4x + 14 e. x5 + 13x4 − 10
2. a. x4 + 2x2 + 2x + 4 b. x6 − x5 + x3 + x2 + 2 c. 5x7 − 4x3 + 5x
d. 10x4 − 7x2 + 20x + 5 e. 2x3 + 6x2 − 10x + 15
3. a. x3 + 7x2 + 6x b. x3 − 7x2 − 18x c. x3 + 8x2 − 33x
d. 2x3 + 10x2 + 12x e. 48x − 3x3 f. 5x3 + 50x2 + 80x
g. x3 + 4x2 h. 2x3 − 14x2 i. −30x3 − 270x2
j. −7x3 − 56x2 − 112x
4. a. x3 + 12x2 + 41x + 42 b. x3 − 3x2 − 18x + 40 c. x3 + 3x2 − 36x + 32
d. x3 − 6x2 + 11x − 6 e. x3 + 6x2 − x − 6 f. x3 + 5x2 − 49x − 245
g. x3 + 4x2 − 137x − 660 h. x3 + 3x2 − 9x + 5 i. x3 − 12x2 + 21x + 98
j. x3 + x2 − x − 1
5. a. x3 + 13x2 + 26x − 112 b. 3x3 + 26x2 + 51x − 20 c. 4x4 + 3x3 − 37x2 − 27x + 9
d. 10x3 − 49x2 + 27x + 36 e. −6x3 − 71x2 − 198x + 35 f. 21x4 − 54x3 − 144x2 + 96x
g. 54x + 3 117x2 − 72x h. 24x − 3 148x2 + 154x + 245 i. 20x4 − 39x3 − 50x2 + 123x − 54
j. 4x3 + 42x2 + 146x + 168
6. a. x3 + 6x2 + 12x + 8 b. x3 + 15x2 + 75x + 125 c. x3 − 3x2 + 3x − 1
d. x4 − 12x3 + 54x2 − 108x + 81 e. 8x3 − 72x2 + 216x − 216 f. 81x4 + 432x3 + 864x2 + 768x + 256
7. (2a + 5b)x + (2b − 5c)
8. x4 + (a − 4b)x3 + (2a − 4ab + 3b2)x2 + (2a2 − 2ab + 3ab2)x − 2a2b
9. a = 1, b = −12, c = 54, d = −108, e = 81
10. 8x3 − 45x2 + 78x − 43 11. 18 (11x3 − 105x2 + 73x − 27)
12. a = 1, b = −2 and c = 1 13. a = 1, b = 4 and c = −1
14. Add or subtract polynomials by adding or subtracting like terms in the expression.

732  Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 17.4 Long division of polynomials
1. a. x2 + 2x, 9 b. x2 + x + 3, −2 c. x2 + 3x − 6, 19 d. x2 − x + 5, −17
e. x2 + 2x − 1, 6 f. x2 + 4x − 6, 14 g. x2 + 1, 2 h. x2 + 5, −36
i. x2 − x + 6, −11 j. x2 + 4x − 17, 87
2. a. x2 + 4x + 3, −3 b. x2 + 4x + 13, 48 c. x2 + 3x − 3, −11 d. x2 − 3x + 7, 5
e. x2 − 2x − 3, −17 f. x2 − 6x + 3, −4 g. x2 + 14x + 72, 359 h. x2 + 8x + 27, 104
3. a. 3x2 − 7x + 20, −35 b. 4x2 − 8x + 18, −22 c. 2x2 − 3x + 3, 7 d. 2x2 − 9, 35
e. 4x2 + 2x − 3, −1 f. 3x2 + x − 1, −2
4. a. 3x2 − 2x + 1, 5 b. 2x2 + 5x − 6, −7 c. 4x2 − 7x − 2, −3 d. x2 − 4x + 3, 8
e. x2 + x − 6, −11 f. 3x2 + 2x + 1, 13
5. a. −x2 − 5x − 2, −14 b. −3x2 − 2x + 4, −3 c. −x2 + 5x + 6, 9 d. −2x2 + 7x − 1, 1
6. a. x2 − x − 2, 3 b. x2, −7 c. x2 − x − 2, −8 d. −x2 − x − 8, 0
e. 5x − 2, 7 f. 2x2 − 2x + 10, −54 g. −2x2 − 4x − 9, −16 h. −2x2 + 4x − 1, 1
7. a. x + x + 3x − 7x = (x − 1)(x + 2x + 5x − 2) − 2
4 3 2 3 2

b. x4 − 13x2 + 36 = (x − 2)(x3 + 2x2 − 9x − 18) + 0

c. x5 − 3x3 + 4x + 3 = (x + 3)(x4 − 3x3 + 6x2 − 18x + 58) − 171
d. 2x6 − x4 + x3 + 6x2 − 5x = (x + 2)(2x5 − 4x4 + 7x3 − 13x2 + 32x − 69) + 138
e. 6x4 − x3 + 2x2 − 4x = (x − 3)(6x3 + 17x2 + 53x + 155) + 465
f. 3x4 − 6x3 + 12x = (3x + 1) (x3 − 73x2 + 79x + 320
27 )
− 320
27
8. Quotient = ax + (b + ad)
Remainder = c + d(b + ad)
2p
9. q = 10. a = −3 11. a = 3, b = −5
c
12. An alternative way to divide a polynomial is to use equations. For example, a cubic divided by a linear expression should
result in a quadratic quotient and a remainder.
(x3 − 3x + 1) = (x + 1)(ax2 + bx + c) + R
Expand the right-hand side and equate the coefficients.

Exercise 17.5 Polynomial values

1. a. 10 b. 11 c. 18 d. 43
e. 3 f. –22 g. –77 h. 2a3 − 3a2 + 2a + 10
i. 16b3 − 12b2 + 4b + 10 j. 2x3 + 9x2 + 14x + 18 k. 2x3 − 21x2 + 74x − 77 l. −128y3 − 48y2 − 8y + 10
2 to 6.
Column 1 Column 2 Column 3 Column 4 Column 5 Column 6 Column 7 Column 8 Column 9
Rem when Rem when Rem when Rem when
divided by divided by divided by divided by
P(x) P(1) P(2) P(−1) P(−2) (x − 1) (x − 2) (x + 1) (x + 2)
a 4 15 0 −5 4 15 0 −5
b 10 28 −2 −8 10 28 −2 −8
c 3 11 −7 −21 3 11 −7 −21
d −7 −19 5 −7 −7 −19 5 −7

7. a. P(−8) b. P(7) c. P(a)

8. a. –1 b. –6249 c. 2(a − 5) 5 + 1 d. −2(2a + 5) 5 + 1
9. b = 1, 4
10. a. −2a3 − 3a2 + a + 4 b. −2a3 − 9a2 − 11a − 1
11. c = 2
12. b = −2, c = 5
13. When P(x) is divided by (x − a), the remainder is P(a).

TOPIC 17 Polynomials  733

Exercise 17.6 The remainder and factor theorems
1. a. −30 b. 0 c. 0 d. −24
e. −24 f. k3 + 3k2 − 10k − 24 g. −n3 + 3n2 + 10n − 24 h. −27c3 + 27c2 + 30c − 24
2. a. 58 b. −8 c. 11 d. −9
e. −202 f. 6 g. 158 h. −6
i. 35 j. 441
3. a. 6 b. 3 c. 1 d. −2
e. 2 f. 2 g. −5, 2 h. a = −5, b = −3
4. a. D b. C, D c. D d. A, C, D
5. a. (x − 1) b. (x − 3) or (x − 2)
c. (x − 3) or (x + 2) d. (x − 6) or (x + 4) or (x + 5)
6. Show P(−2) = 0, P(3) = 0 and P(−5) = 0.
7. a. Show P(1) = 0. b. Show P(7) = 0. c. Show P(2) = 0. d. Show P(−2) = 0.
e. Show P(−3) = 0. f. Show P(1) = 0. g. Show P(4) = 0. h. Show P(−5) = 0.
8. a = 3, b = 2 9. a = −5, b = 41, (x + 3) and (x − 5)
10. If P(a) = 0, then (x − a) is a factor of P(x). 11. k = −4

Exercise 17.7 Factorising polynomials

1. a. (x + 1) (x + 3) (x + 6) b. (x + 1) (x + 2) (x + 5) c. (x + 1) (x + 2) (x + 9) d. (x + 1) (x + 3) (x + 4)
e. (x + 3) (x + 4) (x + 7) f. (x + 2) (x + 3) (x + 7) g. (x + 1) 2 (x + 2) h. (x + 2) 2 (x + 3)
i. (x + 4) (x + 5) 2 j. x(x + 5) (x + 8) k. x(x + 3) (x + 4) l. x(x + 5) 2
m. x(x + 1) (x + 5) n. x2 (x + 6)
2. a. (x − 1) (x + 1) 2 b. (x − 2) (x − 1) (x + 1) c. (x + 1) 2 (x + 5) d. (x − 3) (x + 2) 2
e. (x + 1) (x + 4) 2 f. (x − 5) (x − 2) (x + 2) g. (x − 1) (x + 1) (x + 2) h. (x − 3) (x + 1) (x + 2)
i. (x − 1) (x + 2) 2 j. (x + 2)(x2 − x + 3) k. (x + 1) (x + 2) (x + 5) l. (x − 3) (x + 1) (x + 3)
m. (x − 2) 2 (x + 3) n. (x − 4) (x + 5) (x + 8)
3. a. (2x + 3) (x − 1) (x + 2) b. (3x − 1) (x + 1) (x + 4) c. (3x + 2) (x − 2) (x + 2) d. (4x + 3) (x + 3) (x + 5)
e. (5x − 1) (x + 1) 2 f. (x + 1)(x2 + 1) g. (x + 1) (2x + 3) 2 h. (x − 2) (2x − 1) (3x − 4)
i. (x + 4) (2x − 5) (5x + 2) j. (7x − 2) (x − 2) (x + 4)
4. a. x(x − 2) (3x + 5) b. 2x(x + 1) (2x − 1) c. 3x(x − 4) (x + 2) d. −2x(x + 3) 2
e. 6x2 (x − 1) f. −x(x + 4) (x + 3) g. −(x − 1) (x + 1) (x + 3) h. −2x(x − 3) (x − 2)
i. −(x + 2) (2x − 1) (3x − 2) j. −(x − 2) 2 (5x − 4) k. −(x − 1) (x + 3) (x − 5) (x + 2) 2
5. (x − 1) (x + 2) (x + 2) (x − 3) 6. −(x − 2) (x + 2) (x + 3) (x − 4) (x − 5)
7. (x + p − (a + b)) 8. a = −2, b = 4, (x − 1) 2 (x + 1) 2 (x − 2)
9. x(x − 1) (x + 1) (x − 2) (x − 3)
10. Step 1: Use the factor theorem to find a linear factor of the polynomial.
Step 2: Divide the polynomial by the linear factor
Step 3: Repeat step 1 and step 2 until the quotient is a quadratic then factorise the quadratic.
11. The other two factors are (x − 4) and (x + 1).

Exercise 17.8 Solving polynomial equations

1. a. −2, 0, 2 b. −4, 0, 4 c. −5, 0, 5 d. 3
e. −5, 0 f. 0, 2 g. −√2, 0, √2 h. −14, 0
1
i. 0, 5
j. 0, 2, 3 k. 0, 4 l. −7, 0, 1
m. 0, 4, 5 n. 0
2. a. −4, 1, 4 b. −2, 3, 5 c. −5, 1, 5 d. −4, −2, 2
e. −1, 2, 3 f. −2, 1, 5 g. −3, −2, −1 h. −4, 5
1 1 3
i. −2, 1, 4 j. −7, 2, 3 k. −6, − , −1 l. − , , 3
2 2 2
1
m. −3, −2, n. −2, −1, 1
2

734  Maths Quest 10 Stage 5 NSW Australian curriculum

3. A, C 4. B
5. a. –3, 2 b. −2, 13, 6 c. –4, 2 d. −1, 52

e. –4, –2, 1, 3 f. −2, −32, 3, 4 g. –3, –2, 1, 2 h. –4, –1, 0, 2

6. a. –2, 1, 4 b. –3, –1, 3 c. –3, 0, 2 d. –4, –3, 0, 2

3
e. −2, 2
, 2 f. –1, 1
7. 2.75 8. –2, 4, 8
9. Proof — check with your teacher. 10. x = −1, 4 and 2 11. z = −1, 1, −2 and 3
12. From previous studies of quadratics, we know there may be 0, 1 or 2 real solutions to a quadratic equation. If we take into
consideration complex roots (to be studied in higher levels) the highest degree of a polynomial is also the number of
­solutions.

Investigation | Rich task

1. a. i.  1 ii.  y iii.  The graph is linear and crosses the x-axis once (at x = −1).

–1 0 x

i.  2 ii.  y
b. The graph is quadratic and crosses the x-axis twice (at x = −1 and x = 2).
iii. 

x
–1 0 2

i.  3 ii.  y
c. The graph is a curve and crosses the x-axis 3 times (at x = −1, x = 2
iii. 
and x = −3).

x
–3 –10 2

d.
i.  4 ii.  y  he graph is a curve and crosses the x-axis 4 times (at x = −1, x = 2,
iii. 
T
x = −3 and x = 4).

x
–3 –10 2 4

e.
i.  5 ii.  y iii. The graph is a curve and crosses the x-axis 5 times (at x = −1, x = 2,
x = −3, x = 4 and x = −5).
x
–5 –3 –1 0 2 4

f.
i.  6 ii.  y iii. The graph is a curve and crosses the x-axis 6 times (at x = −1, x = 2,
x = −3, x = 4, x = −5 and x = 6).

x
–5 –3 –1 0 2 4 6

2. a. i.   y b.
i.  y

x
–3 –1 0 x –3 –1 0 2
2

ii. The factor (x + 1) is raised to the power 2 and the

ii. Each factor is raised to the power 1. The polynomial is other two factors are raised to the power 1. The power
of degree 3 and the graph crosses the x-axis in 3 2 causes the curve not to cross the x-axis at x = −1
places (–3, –1 and 2). but to be curved back on itself.

TOPIC 17 Polynomials  735

 c. i.   y d. i.   y

x
–3 –1 0 2
0 2 x
–3 –1
ii. The power 2 on the two factors (x + 1) and (x − 2)
causes the curve to be directed back on itself and not ii. The power 3 on the factor (x + 3) causes the curve to
to cross the x-axis at those two points (x = −1 and run along the axis at that point, then cross the axis
x = 2). (at x = −3).
e. i.   y f. i.   y

x
–3 –1 0 2 –3 –10 2
x

ii. The power 5 on the factor (x + 1) causes the curve to

ii. The power 3 on the factor (x + 1) causes the curve run along the axis at x = −1, then cross the axis.
to run along the axis at x = −1, then cross the axis.
The power 4 on the factor (x + 3) causes the curve
to be directed back on itself without crossing the
axis at x = −3.
3. Answers will vary; check with your teacher. Possible answers could be as follows.
a. i.  y = 3x + 2 ii. y = 4
b. i.  y = (x + 1) (x + 2) ii. y = (x + 1) 2
c. i.  y = (x + 1) (x + 2) (x + 3) ii. Not possible iii. y = (x + 1) 2 (x + 2)
d. i.  y = (x + 1) (x + 2) (x + 3) (x + 4) ii. Not possible
iii. y = (x + 1) (x + 2) (x + 3), y = (x + 1) (x + 2)
2 3 iv. Not possible
4. If the power of the factor of a polynomial is an odd integer, the curve will pass through the x-axis. If the power is 1, the curve
passes straight through. If the power is 3, 5 …, the curve will run along the x-axis before passing through it. On the other
hand, an even power of a factor causes the curve to just touch the x-axis then move back on the same side of the x-axis.

Exercise 17.9 Review questions

1. C
2. a. 5 b. −17 c. 3 d. x5
3. C 4. C
5. a. x3 + 6x2 − 36x + 40 b. x3 + 10x2 + 19x − 30 c. x3 − 21x2 + 147x − 343 d. −2x3 − x2 + 11x + 10
6. a. D b. A
7. a. x3 + 2x2 − 16x − 3 = (x + 2)(x2 − 16) + 29
b. x3 + 3x2 − 13x − 7 = (x − 3)(x2 + 6x + 5) + 8
c. −x3 + x2 + 4x − 7 = (x + 1)(−x2 + 2x + 2) − 9
8. B
9. a. –4 b. 216 c. −24a3 + 8a2 + 2a − 4
10. –7 11. Show P(−3) = 0. 12. (x − 10) (x + 4) (x + 10)
13. a. −12, 3 b. 2, 3, 4 c. –2, 1, 2, 3
14. Teacher to check. For example, given P(x) = x − x − 34x − 56 and P(7) = 0, (x − 7) is a factor and 7 is a factor of 56.
3 2

15. 4x2 − 12x + 9; x = −12, 72

π
16. a, b. Area = (12 π + 10) x2 + (π + 10) x + c. Perimeter = (12 + π)x + (2 + π)
2
17. a. (x + 4) 3 b. 6(x + 4) 2
c. x = 2 −3 + 3√5 −3 − 3√5
d. −3, ,
2 2
18. mx + (n + mp); q + p(n + mp)
19. x3 − (2 + n)x2 + 3nx − (n2 − n − 1)

736  Maths Quest 10 Stage 5 NSW Australian curriculum

TOPIC 18
Functions and relations [Stage 5.3]

18.1 Overview
Numerous videos and interactivities are embedded just
where you need them, at the point of learning, in your lear-
nON title at www.jacplus.com.au. They will help you to
learn the concepts covered in this topic.

18.1.1 Why learn this?

A relation is a set of ordered pairs; functions are special
types of relations. It is important to understand relationships
between variables in order to be able to model the relation-
ships. Many different functions can be used to model events
in the world. You have already studied lines of best fit, where
straight lines are fitted to data in order to make predictions.
Exponential functions are used to model growth and decay.
There are many examples of functions used in engineering,
science, finance, architecture and medicine.

DISCUSSION
Persistence, exemplified by Amalie Noether, is seen as one of the most important factors in identifying how
successful we become in adult life. Why do you think this is? How would you rate your persistence?

LEARNING SEQUENCE
18.1 Overview
18.2  [Stage 5.3] Functions and relations
18.3  [Stage 5.3] Exponential functions
18.4  [Stage 5.3] Cubic functions
18.5  [Stage 5.3] Quartic functions
18.6  [Stage 5.3] Transformations
18.7 Review

LEARNING OUTCOMES
A student:
• uses and interprets formal definitions and generalisations when explaining solutions and/or conjectures MA5.3-1WM
• generalises mathematical ideas and techniques to analyse and solve problems efficiently MA5.3-2WM
• uses deductive reasoning in presenting arguments and formal proofs MA5.3-3WM
• sketches and interprets a variety of non-linear relationships MA5.3-9NA
• recognises, describes and sketches polynomials MA5.3-10NA
• uses function notation to describe and sketch functions MA5.3-12NA

TOPIC 18 Functions and relations  737

 CONTENT DESCRIPTIONS
Students:
Describe, interpret and sketch functions (NSW)
Describe, interpret and sketch cubics, other curves and their transformations (NSW)
Apply an understanding of polynomials to sketch a range of curves and describe the features of these curves from their equation
(ACMNA268)
Source: NSW Syllabus for the Australian curriculum

RESOURCES — ONLINE ONLY

eLesson: The story of mathematics — Amalie Noether (eles-2021)

Note: Your teacher may now set you a pre-test to determine how familiar you are with the content in this
topic.

18.2 Functions and relations [Stage 5.3]

18.2.1 Relations
•• A relation is a set of ordered pairs of values such as all the points on the circle x2 + y2 = 4 or all the
points on the exponential y = 2x. Relations can be grouped into the following four categories.
One-to-one relations
•• A one-to-one relation exists if for any x-value there is only one corresponding y-value and vice versa.
For example:
y

0 x

One-to-many relations
•• A one-to-many relation exists if for any x-value there is more than one y-value, but for any y-value
there is only one x-value. For example:
y

0 x

Many-to-one relations
•• A many-to-one relation exists if there is more than one x-value for any y-value but for any x-value
there is only one y-value. For example:
y

0 x

738  Maths Quest 10 Stage 5 NSW Australian curriculum

Many-to-many relations
•• A many-to-many relation exists if there is more than one x-value for any y-value and vice versa. For
example:
y y

0 x 0 x

      
WORKED EXAMPLE 1

What type of relation does each graph represent?

a y b y c y

0 x 0 x
0 x

THINK WRITE
a 1 For some x-values there is more than one y-value. a One-to-many relation
A line through some x-values shows that 2 y-values
are available.
y

x = –1
0 x

2 For any y-value there is only one x-value. A line

through any y-value shows that only one x-value
is available.
y

y=1
0 x

b 1 For any x-value there is only one y-value. b One-to-one relation

2 For any y-value there is only one x-value.
c 1 For any x-value there is only one y-value. c Many-to-one relation
2 For some y-values there is more than one x-value.

18.2.2 Functions
•• Relations that are one-to-one or many-to-one are called functions. That is, a function is a relation
where for any x-value there is at most one y-value.
Vertical line test
•• To determine if a graph is a function, a vertical line is drawn anywhere on the graph. If it does not
intersect with the curve more than once, then the graph is a function.

TOPIC 18 Functions and relations  739

 •• For example, in each of the two graphs below, each vertical line intersects the graph only once.
y y

0 x 0 x
  

WORKED EXAMPLE 2

State whether or not each of the following relations are functions.

a y b y

0 x
0 x

THINK WRITE
a It is possible for a vertical line to intersect with the curve a Not a function
more than once.
b It is not possible for any vertical line to intersect with the curve b Function
more than once.

DISCUSSION
Do straight line graphs always, sometimes or never represent a function?

18.2.3 Function notation

•• Consider the relation y = 2x, which is a function.
The y-values are determined from the x-values, so we say ‘y is a function of x’, which is abbreviated
to y = f(x).
Thus, the rule y = 2x can also be written as f(x) = 2x.
If x = 1, then y = f(1)
=2×1
= 2
If x = 2, then y = f(2)
=2×2
= 4, and so on
Domain and range
•• The domain of a function is the set of all allowable values of x. It is sometimes referred to as the
maximal domain. y
4
•• The range of a function is the set of y-values produced by the
function. 2
•• For example, the domain of the function f(x) = 2x + 3 is the set
of all real numbers (x ∈ R), and the range is the set of all real 0 x
–6 –4 –2 2 4 6
numbers (y ∈ R). –2
1
•• The domain of the function f(x) = is the set of all real num-
x –4
bers apart from 0 (x ∈ R\0), and the range is the set of all real
numbers apart from 0 (y ∈ R\0).

740  Maths Quest 10 Stage 5 NSW Australian curriculum

Evaluating functions
•• For a given function y = f(x), the value of y when x = 1 is written as f(1), the value of y when x = 5
is written as f(5), the value of y when x = a as f(a), and so on.

WORKED EXAMPLE 3

If f(x) = x2 − 3, find:
a f(1) b f(a) c 3f(2a) d f(a) + f(b) e f(a + b)
THINK WRITE
a 1 Write the rule. a f(x) = x2 − 3
2 Substitute x = 1 into the rule. f(1) = 12 − 3
3 Simplify. =1−3
= −2
b 1 Write the rule. b f(x) = x2 − 3
2 Substitute x = a into the rule. f(a) = a2 − 3
c 1 Write the rule. c f(x) = x2 − 3
2 Substitute x = 2a into the rule and simplify. f(2a) = (2a) 2 − 3
= 22a2 − 3
= 4a2 − 3
3 Multiply the answer by 3 and simplify. 3f(2a) = 3(4a2 − 3)
= 12a2 − 9
d 1 Write the rule. d f(x) = x2 − 3
2 Evaluate f(a). f(a) = a2 − 3
3 Evaluate f(b). f(b) = b2 − 3
4 Evaluate f(a) + f(b). f(a) + f(b) = a2 − 3 + b2 − 3
= a2 + b2 − 6
e 1 Write the rule. e f(x) = x2 − 3
2 Evaluate f(a + b). f(a + b) = (a + b) 2 − 3
= (a + b)(a + b) − 3
= a2 + 2ab + b2 − 3

18.2.4 Identifying features of functions

•• We can identify features of certain functions by observing what happens to the function value
(y-value) when x approaches a very small value such as 0 (x → 0) or a very large value such as ∞
(x → ∞).

WORKED EXAMPLE 4

Describe what happens to these functions as the value of x increases, that is, as x → ∞.
1
a f(x) = x2 b f(x) = 2 −x c f(x) = + 1
x

TOPIC 18 Functions and relations  741

 THINK WRITE
a 1 Write the function. a f(x) = x2
2 Substitute large x-values into the function, such as f(10 000) = 100 000 000
x = 10 000 and x = 1 000 000. f(1 000 000) = 1 × 1012
3 Write a conclusion. As x → ∞, f(x) also increases;
that is, f(x) → ∞.
b 1 Write the function. b f(x) = 2− x
2 Substitute large x-values into the function, such as f(10 000) ≈ 0
x = 10 000 and x = 1 000 000. f(1 000 000) ≈ 0
3 Write a conclusion. As x → ∞, f(x) → 0.
1
c 1 Write the function. c f(x) = + 1
x
2 Substitute large x-values into the function, such as f(10 000) = 1.0001
x = 10 000 and x = 1 000 000. f(1 000 000) = 1.000 001
3 Write a conclusion. As x → ∞, f(x) → 1.

Points of intersection
•• If two functions are drawn on the one set of axes, there may be a point or points where the curves
intersect. The function equations can be solved simultaneously to find the coordinates of these points
of intersection.

WORKED EXAMPLE 5
1
Find any points of intersection between f(x) = 2x + 1 and g(x) =  .
x
THINK WRITE
1 Write the two equations. f(x) = 2x + 1
1
g(x) =
x
2 Points of intersection are common values For points of intersection:
between the two curves. To solve the equations 1
2x + 1 =
simultaneously, equate both functions. x

3 Rearrange the resulting equation and solve for x. 2x2 + x = 1

2x2+x−1=0
(2x − 1)(x + 1) = 0
x = 12 or −1

4 Substitute the x-values into either function to find f(12) = 2 × 12 + 1 = 2

the y-values. f(−1) = 2 × − 1 + 1 = −1
5 Write the coordinates of the two points of The points of intersection are (12, 2)
­intersection. and (−1, −1).

742  Maths Quest 10 Stage 5 NSW Australian curriculum

18.2.5 Inverse functions
•• An inverse graph is created when a graph is reflected in the y f(x) = 2x
line y = x, the 45° line. Algebraically the resulting equation
is created by interchanging x and y in the original equation. y =x
•• For example, take the function f(x) = 2x.
Let y = 2x. f ‒1(x) = 1−2 x
Interchange x and y: x = 2y
Make y the subject: y = 12x 0 x
Write the inverse function using function notation.
The inverse of the function f(x) = 2x is f −1 (x) = 12x.
•• Not all functions have inverses that are functions.
For  example, the inverse of the function y = x2 is x = y2
or y = ± √x.
y
y = x2
y=x

y=+ x

0 x

y=– x

– Notice that y = ± √x is not a function, as it is a one-to-many relation.

– For this inverse to be a function, a restriction must be placed on the domain of the original quadratic
function. Normally, either the part of the graph to the left of the vertex (turning point) or the part to
the right is chosen. The original function is restated as two functions:
y = x2, x ≥ 0 and y = x2, x ≤ 0.
Thus the inverse functions are:
y = +√x, x ≥ 0 and y = −√x, x ≥ 0.
y = x2, x ≥ 0 y = x2, x ≤ 0
y y
y=x y=x

y = + x, x ≥ 0

x x
y = – x, x ≥ 0

(a) (b)

TOPIC 18 Functions and relations  743

The horizontal line test
•• Not all functions have inverses that are functions. For a ­function y
to have an inverse function, it must be a one-to-one function. It
was shown above that f(x) = x2 does not have an inverse
­function unless restrictions are placed.
y = x2
•• A function has an inverse function when a horizontal line
­cannot be drawn that cuts through the graph more than once.
•• The inverse of the function f(x) = x2 is not a function, as its
graph does not satisfy the horizontal line test.
1
•• The inverse of the function f(x) = is a function, as its graph
x
satisfies the horizontal line test.
y
0 x

y = 1x

0 x

WORKED EXAMPLE 6

a. i Show that the function f(x) = x(x − 5) will have not have an inverse function.
ii Suggest a restriction that would result in an inverse function.
b. i Show that the function f(x) = x2 + 4, x ≥ 0 will have an inverse function.
ii Determine the equation of the inverse function.
THINK WRITE/DRAW
a i 1 Sketch the graph of f(x) = x(x − 5). ai y

100 f(x) = x(x – 5)

80

60

40

20

–8 –6 –4 –2 0 2 4 6 8 10 12 14 x

2 Draw a dotted horizontal line(s) through the The graph does not satisfy the horizontal
graph. line test, so the function f(x) = x(x − 5)
will not have an inverse function.

744  Maths Quest 10 Stage 5 NSW Australian curriculum

 ii Apply a restriction to the function so that it ii An inverse function will exist if
will have an inverse. f(x) = x(x − 5), x ≤ 2.5 or
f(x) = x(x − 5), x ≥ 2.5.
b i 1 Sketch the graph of f(x) = x2 + 4, x ≥ 0. bi y

100

80

60

40

20
f(x) = x2 + 4, x ≥ 0

–15 –10 –5 0 5 10 15 x
–20

2 Draw a dotted horizontal line through the The graph satisfies the horizontal line test,
graph. so the function f(x) = x2 + 4, x ≥ 0 has an
inverse function.
ii 1 Determine the equation of the inverse ii Let y = x2 + 4, x ≥ 0.
function by interchanging x and y and Interchange x and y.
simplifying. x = y2 + 4
Make y the subject.
x = y2 + 4
x − 4 = y2
√x − 4 = y
y = √x − 4
2 Write the answer in correct form, noting the The inverse of f(x) = x2 + 4 is
domain. f −1 (x) = √x − 4, x ≥ −4.

RESOURCES — ONLINE ONLY

Interactivity: Relations (int-6208)

Interactivity: Evaluating functions (int-6209)
Digital doc: SkillSHEET Finding the gradient and y-intercept (doc-5378)
Digital doc: SkillSHEET Sketching straight lines (doc-5379)
Digital doc: SkillSHEET Sketching parabolas (doc-5380)
Digital doc: SkillSHEET Completing the square (doc-5381)
Digital doc: SkillSHEET Identifying equations of straight lines and parabolas (doc-5382)
Digital doc: SkillSHEET Finding points of intersection (doc-5383)
Digital doc: SkillSHEET Substitution into index expressions (doc-5384)
Digital doc: WorkSHEET Functions and relations (doc-14622)

TOPIC 18 Functions and relations  745

Exercise 18.2 Functions and relations
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–9, 11, 12 1–3, 6, 8, 10, 11, 12, 14 1–15

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE1 What type of relation does each graph represent?
a. y b. y c. y d. y

0 x
0 x 0 x 0 x

e. y f. y g. y h. y

0 x 0 x 0 x
0 x

i. y j. y k. y l. y

0 x
0 x 0 x 0 x

2. WE2   a.  Use the vertical line test to determine which of the relations in question 1 are functions.
b. Which of these functions have inverses that are also functions?
3. WE3   a.  If f(x) = 3x + 1, find:
i. f(0) ii. f(2) iii. f(− 2) iv. f(5).
b. If g(x) = √x + 4, find:
i. g(0) ii. g(− 3) iii. g(5) iv. g(− 4).
1
c. If g(x) = 4 − , find:
x
i. g(1) ii. g(12) iii. g(−12) iv. g(−15).
d. If f(x) = (x + 3) 2, find:
i. f(0) ii. f(− 2) iii. f(1) iv. f(a).
24
e. If h(x) = , find:
x
i. h(2) ii. h(4) iii. h(− 6) iv. h(12).

746  Maths Quest 10 Stage 5 NSW Australian curriculum

 4. MC Which of the following relations is a function? Note: There may be more than one correct answer.
y
a. b. x2 + y2 = 9 c. y = 8x − 3

0 x

d. y e. y = ± 2√x

0 x

5. Which of the following relations are functions?

a. y = 2x + 1 b. y = x2 + 2 c. y = 2x d. x2 + y2 = 25
e. x2 + 4x + y2 + 6y = 14 f. y = − 4x
10
6. Given that f(x) = − x, find:
x
a. f(2) b. f(− 5) c. f(2x)
d. f(x2) e. f(x + 3) f. f(x − 1).
7. Find the value (or values) of x for which each function has the value given.
a. f(x) = 3x − 4, f(x) = 5 b. g(x) = x2 − 2, g(x) = 7
1
c. f(x) = , f(x) = 3 d. h(x) = x2 − 5x + 6, h(x) = 0
x
e. g(x) = x2 + 3x, g(x) = 4 f. f(x) = √8 − x, f(x) = 3
Communicating, reasoning and problem solving
8. WE4 Describe what happens to:
a. f(x) = x2 + 3 as x → ∞ b. f(x) = 2x as x → −∞
1
c. f(x) = as x → ∞ d. f(x) = x3 as x → −∞
x
e. f(x) = − 5x as x → −∞.
9. WE5 Find any points of intersection between the following curves.
a. f(x) = 2x − 4 and g(x) = x2 − 4
2
b. f(x) = − 3x + 1 and g(x) = −
x
c. f(x) = x2 − 4 and g(x) = 4 − x2
d. f(x) = 34x − 6 14 and x2 + y2 = 25
10. Find the equation of the inverse function of each of the following, placing restrictions on the original x
-values as required.
a. f(x) = 2x − 1 b. f(x) = x2 − 3 c. f(x) = (x − 2) 2 + 4
11. WE6   a i. Show that the function f(x) = x(x + 2) will not have an inverse function.
ii. Suggest a restriction that would result in an inverse function.
b.   i. Show that the function f(x) = − x2 + 4, x ≤ 0 will have an inverse function.
ii. Determine the equation of the inverse function.
12. Find the value(s) of x for which:
a. f(x) = x2 + 7 and f(x) = 16
1
b. g(x) = and g(x) = 3
x− 2
c. h(x) = √8 + x and h(x) = 6.

TOPIC 18 Functions and relations  747

13. Consider the function defined by the rule
f : R → R, f(x) = (x − 1) 2 + 2.
a. State the range of the function.
b. Determine the type of mapping for the function.
c. Sketch the graph of the function stating where it cuts the y-axis and its vertex.
d. Select the maximal domain where x is positive such that f is a one-to-one function.
e. Determine the inverse function. Give the domain and range of the inverse function.
f. Sketch the graph of the inverse function on the same set of axes used for part c.
g. Find where f and the function g(x) = x + 3 intersect each other.
14. How do you determine the difference between functions and relations?
15. Draw and compare the graphs of the inverse functions y = ax and y = loga x, choosing various values
for a. Explain why these graphs are inverses.

18.3 Exponential functions [Stage 5.3]

•• Exponential functions can be used to model many real situations
involving natural growth and decay. y y = ax
10
•• Exponential growth is when a quantity grows by a constant percent-
8
age in each fixed period of time. Examples of exponential growth 6
include growth of investment at a certain rate of compound interest 4
and growth in the number of cells in a bacterial colony. 2
•• Exponential decay is when a quantity decreases by a constant –4 –2 0 2 4 x
­percentage in each fixed period of time. Examples of exponential
decay include yearly loss of value of an item (called depreciation) and y
­radioactive decay. 10
y= a–x 8
•• Both exponential growth and decay can be modelled by exponential or
6
functions of the type y = kax (y = k × ax). The difference is in the y = 1x
a 4
value of the base a. When a > 1, there is exponential growth, and 2
when 0 < a < 1, there is exponential decay. –4 –2 0 2 4 x
•• The value of k corresponds to the initial quantity that is growing or
decaying.

WORKED EXAMPLE 7

The number of bacteria, N, in a Petri dish after x hours is given by the

equation N = 50 × 2x.
a Determine the initial number of bacteria in the Petri dish.
b Determine the number of bacteria in the Petri dish after 3 hours.
c Draw the graph of the function of N against x.
d Use the graph to estimate the length of time it will take for the initial
number of bacteria to treble.
THINK WRITE/DRAW
a 1 Write the equation. a N = 50 × 2x
2 Substitute x = 0 into the given formula and When x = 0,
­evaluate. (Notice that this is the value of N = 50 × 20
k for equations of the form y = k × ax.) = 50 × 1
= 50

748  Maths Quest 10 Stage 5 NSW Australian curriculum

 3 Write the answer in a sentence. The initial number of bacteria in the
Petri dish is 50.
b 1 Substitute x = 3 into the formula and evaluate. b When x = 3,
N = 50 × 23
= 50 × 8
= 400
2 Write the answer in a sentence. After 3 hours there are 400 bacteria in
the Petri dish.
c 1 Draw a set of axes, labelling the horizontal axis c
as x and the vertical axis as N.
2 Plot the points generated by the answers to
parts a and b.
3 Calculate the value of N when x = 1 and x = 2 At x = 1,
and plot the points generated. N= 50 × 21
= 50 × 2
= 100
At x = 2,
N= 50 × 22
= 50 × 4
= 200
4 Join the points plotted with a smooth curve. N
N = 50 × 2x
500
400 (3, 400)
300
200 (2, 200)
100 (1, 100)
(0, 50)
0 1 2 3 x

5 Label the graph.

d 1 Determine the number of bacteria required. d Number of bacteria = 3 × 50
= 150
2 Draw a horizontal line from N = 150 to the N
N = 50 × 2x
curve and from this point draw a vertical line to 500
the x-axis. 400
300
200
100

0 1 2 3 x

3 The point on the x-axis will be the estimate of the

time taken for the number of bacteria to treble.
4 Write the answer in a sentence. The time taken will be approximately
1.6 hours.

TOPIC 18 Functions and relations  749

 WORKED EXAMPLE 8

A new computer costs $3000. It is estimated that each year it will be losing 12% of the previous
year’s value.
a Determine the value, $V, of the computer after the first year.
b Determine the value of the computer after the second year.
c Determine the equation that relates the value of the computer to the number of years, n,
it has been used.
d Use your equation to determine the value of the computer in 10 years’ time.
THINK WRITE
a 1 State the original value of the computer. a V0 = 3000
2 Since 12% of the value is being lost each year, the V1 = 88% of 3000
value of the computer will be 88% or (100 − 12)% = 0.88 × 3000
of the previous year’s value. Therefore, the value = 2640
after the first year (V1) is 88% of the original cost.
3 Write the answer in a sentence. The value of the computer after
1 year is $2640.
b 1 The value of the computer after the second year, b V2 = 88% of 2640
V2, is 88% of the value after the first year. = 0.88 × 2640
= 2323.2
2 Write the answer in a sentence. The value of the computer after the
second year is $2323.20.
c 1 The original value is V0. c V0 = 3000
2 The value after the first year, V1, is obtained by V1 = 3000 × 0.88
multiplying the original value by 0.88.
3 The value after the second year, V2, is obtained by V2 = (3000 × 0.88) × 0.88
multiplying V1 by 0.88, or by multiplying the = 3000 × (0.88) 2
original value, V0, by (0.88) 2.
4 The value after the third year, V3, is obtained by V3 = 3000 × (0.88) 2 × 0.88
multiplying V2 by 0.88, or V0 by (0.88) 3. = 3000 × (0.88) 3
5 By observing the pattern we can generalise as Vn = 3000 × (0.88) n
follows: the value after the nth year, Vn, can be
obtained by multiplying the original value, V0, by
0.88 n times; that is, by (0.88) n.
d 1 Substitute n = 10 into the equation obtained in part c d When n = 10,
to find the value of the computer after 10 years. V10 = 3000 × (0.88) 10
= 835.50
2 Write the answer in a sentence. The value of the computer after
10 years is $835.50.

•• Sometimes the relationship between the two variables closely resembles an exponential pattern, but
cannot be described exactly by an exponential function. In such cases, part of the data are used to
model the relationship with exponential growth or the decay function.

750  Maths Quest 10 Stage 5 NSW Australian curriculum

WORKED EXAMPLE 9

The population of a certain city is shown in the table below.

Year 1985 1990 1995 2000 2005 2010
Population (×1000) 128 170 232 316 412 549
Assume that the relationship between the population, P, and the year, x, can be modelled by the
function P = kax, where x is the number of years after 1985. The value of P must be multiplied
by 1000 in order to find the actual population.
a State the value of k, which is the population, in thousands, at the start of the period.
b Use a middle point in the data set to find the value of a, correct to 2 decimal places. Hence,
write the formula, connecting the population, P, with the number of years, x, since 1985.
c For the years given, find the size of the population using the formula obtained in part b.
­Compare it with the actual size of the population in those years.
d Predict the population of the city in the years 2015 and 2020.
THINK WRITE
a From the given table, state the value of a k = 128
k that corresponds to the population of
the city in the year 1985.
b 1 Write the given formula for the b P = kax
population of the city.
2 Replace the value of k with the P = 128 × ax
value found in a.
3 Using a middle point of the data, The middle point is (1995, 232).
replace x with the number of years When x = 10, P = 232, so 232 = 128 × a10.
since 1985 and P with the
­corresponding value.
4 Solve the equation for a. 232
a10 =
128
a10 = 1.8125
10
a = √1.8125
a = 1.0613...
5 Round the answer to 2 decimal a ≈ 1.06
places.
6 Rewrite the formula with this So P = 128 × (1.06)x.
value of a.
c 1 Draw a table of values and enter the c Year 1985 1990 1995 2000 2005 2010
given years, the number of years
since 1985, x, and the population x 0 5 10 15 20 25
for each year, P. Round values of P 128 171 229 307 411 549
P to the nearest whole number.
2 Comment on the closeness of the fit. The values for the population obtained using the formula
closely resemble the actual data.
d 1 Find the value of x, the number of d For the year 2015, x = 30.
years after 1985.

TOPIC 18 Functions and relations  751

 2 Substitute this value of x into the P = 128 × (1.06) 30
formula and evaluate. = 735.166 87. . .
3 Round to the nearest whole number. P ≈ 735
4 Answer the question in a sentence. The predicted population for 2015 is 735 000.
5 Repeat for the year 2020. For the year 2020, x = 35.
P = 128 × (1.06) 35
= 983.819…
P ≈ 984
The predicted population for 2020 is 984 000.

DISCUSSION
Can you think of more situations that could potentially be represented by exponential functions?

RESOURCES — ONLINE ONLY

Interactivity: Exponential growth and decay (int-6211)

eLesson: Exponential growth (eles-0176)
Digital doc: SkillSHEET Converting a percentage to a decimal (doc-5386)
Digital doc: SkillSHEET Decreasing a quantity by a percentage (doc-5387)
Digital doc: WorkSHEET Exponential growth and decay (doc-14623)

Exercise 18.3 Exponential functions

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1, 3, 5, 6, 8–10, 13, 15, 16 1, 2, 4, 6, 7, 9, 11, 12, 14–16, 18 1, 4–6, 9–18

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE7 The number of micro-organisms, N, in a culture dish after
x hours is given by the equation N = 2000 × 3x.
a. Determine the initial number of micro-organisms in the dish.
b. Determine the number of micro-organisms in a dish after
5 hours.
c. Draw the graph of N against x.
d. Use the graph to estimate the number of hours needed for the
initial number of micro-organisms to quadruple.

752  Maths Quest 10 Stage 5 NSW Australian curriculum

 2. The value of an investment (in dollars) after n years is given by A = 5000 × (1.075) n.
a. Determine the size of the initial investment.
b. Determine the value of the investment (to the nearest dollar) after 6 years.
c. Draw the graph of A against n.
d. Use the graph to estimate the number of years needed for the initial investment to double.
3. MC a.  The function P = 300 × (0.89) n represents an:
a. exponential growth with the initial amount of 300
b. exponential growth with the initial amount of 0.89
c. exponential decay with the initial amount of 300
d. exponential decay with the initial amount of 0.89
e. exponential decay with the initial amount of 300 × 0.89
b. The relationship between two variables, A and t, is described by the function A = 45 × (1.095) t,
where t is the time, in months, and A is the amount, in dollars. This function indicates:
a. a monthly growth of $45 b. a monthly growth of 9.5 cents
c. a monthly growth of 1.095% d. a monthly growth of 9.5%
e. a yearly growth of 9.5%
4. MC The graph of y = 2x+1 − 1 is best represented by:
a. y b. y c. y

1 1
0 x
1
0 x –1 0 x
–1 1

d. y e. y
2

0 x
–1
–1 0 x
–1

5. MC The graph of y = 3x−2 + 2 has an asymptote and y-intercept respectively at:

1 1 8
a. y = 0, 2 b. y = 2, 2 c. y = 2, 2 d. y = 2, 1 e. y = 0, 2
9 9 9

6. WE8 A new washing machine costs $950. It is estimated that each year it will
be losing 7% of the previous year’s value.
a. Calculate the value of the machine after the first year.
b. Calculate the value of the machine after the second year.
c. Determine the equation that relates the value of the machine, $V, to the
number of years, n, that it has been used.
d. Use your equation to find the value of the machine in 12 years’ time.

TOPIC 18 Functions and relations  753

 7. A certain radioactive element decays in such a way that every 50 years the amount present decreases
by 15%. In 1900, 120 mg of the element was present.
a. Calculate the amount present in 1950.
b. Calculate the amount present in the year 2000.
c. Determine the rule that connects the amount of the element present, A, with the number of 50-year
intervals, t, since 1900.
d. Calculate the amount present in the year 2010. Round your answer to 3 ­decimal places.
e. Graph the function of A against t.
f. Use the graph to estimate the half-life of this element (that is, the number of years needed for half the
initial amount to decay).
8. When a shirt made of a certain fabric is washed, it loses 2% of its colour.
a. Determine the percentage of colour that remains after:
i. two washes ii. five washes.
b. Write a function for the percentage of colour, C, remaining
after w washings.
c. Draw the graph of C against w.
d. Use the graph to estimate the number of washes after which there is
only 85% of the original colour left.
9. WE9 The population of a certain country is shown in the table below.
Year Population (in millions)
1990 118
1995 130
2000 144
2005 160
2010 178
Assume that the relationship between the population, P, and the year, n, can be modelled by the
formula P = kan, where n is the number of years since 1990.
a. State the value of k.
b. Use the middle point of the data set to find the value of a rounded to 2 decimal places. Hence, write
the formula that connects the two variables, P and n.
c. For the years given in the table, find the size of the population, using your formula. Compare the
numbers obtained with the actual size of the population.
d. Predict the population of the country in the year 2035.
10. The temperature in a room (in degrees Celsius), recorded at 10-minute intervals after the air
­conditioner was turned on, is shown in the table below.
Time (min) 0 10 20 30 40
Temperature (°C) 32 26 21 18 17

Assume that the relationship between the temperature, T, and the time, t, can be modelled by the
formula T = cat, where t is the time, in minutes, since the air conditioner was turned on.
a. State the value of c.
b. Use the middle point in the data set to find the value of a to 2 decimal places.
c. Write the rule connecting T and t.
d. Using the rule, find the temperature in the room 10, 20, 30 and 40 minutes after the air conditioner
was turned on and compare your numbers with the recorded temperature. Comment on your findings.
(Give answers correct to 1 decimal place.)

754  Maths Quest 10 Stage 5 NSW Australian curriculum

11. The population of a species of dogs (D) increases exponentially
and is described by the equation D = 60(1 − 0.6t) + 3, where
t represents the time in years.
a. Calculate the initial number of dogs.
b. Calculate the number of dogs after 1 year.
c. Determine the time taken for the population to reach 50 dogs.
12. Carbon-14 decomposes in such a way that the amount present
can be calculated using the equation, Q = Q0 (1 − 0.038) t, where
Q is measured in milligrams and t in centuries.
a. If there is 40 mg present initially, how much is present in:
i. 10 years ii. 2000 years?
b. How many years will it take for there to be less than 10 mg?

Communicating, reasoning and problem solving

13. Fiona is investing $20 000 in a fixed term deposit earning 6% p.a. interest. When Fiona has $30 000
she intends to put a deposit on a house.
a. Determine an exponential function that will model the growth of Fiona’s investment.
b. Graph this function.
c. Determine the length of time (correct to the nearest year) that it will take for Fiona’s investment to
grow to $30 000.
d. Suppose Fiona had been able to invest at 8% p.a. How much quicker would Fiona’s investment have
grown to the $30 000 she needs?
e. Alvin has $15 000 to invest. Find the interest rate at which Alvin must invest his money, if his
investment is to grow to $30 000 in less than 8 years.
14. A Petri dish containing a bacteria colony was exposed to an antiseptic. The (‘000) B
120
number of bacteria within the colony, B, over time, t, in hours is shown in
100
the graph. 80
(1, 84)
a. Using the graph, predict the number of bacteria in the Petri dish after 5 hours. (2, 58.8)
60
(3, 41.16)
b. Using the points from the graph, show that if B (in thousands can be 40
­modelled by the function B = abt, then a = 120 and b = 0.7. 20 (4, 28.81)
c. After 8 hours, another type of antiseptic was added to the Petri dish. Within 0 1 2 3 4 5 t
three hours, the number of bacteria in the Petri dish had decreased to 50. If Hours
the number of bacteria decreased at a constant rate, show that the total
number of bacteria that had decreased within two hours was approximately 6700.
15. One hundred people were watching a fireworks display
at a local park. As the fireworks were set off, more
people started to arrive to see the show. The number
of people, P, at time t minutes, after the start of the
fireworks display, can be modelled by the function
P = abt.
a. If after 5 minutes there were approximately 249
­people, show that the number of people arriving at
the park to watch the fireworks increased by 20%
each minute.
b. The fireworks display lasted for 40 minutes. After 40 minutes, people started to leave the park. The
number of people leaving the park could be modelled by an exponential function. Fifteen minutes
after the fireworks ceased, there were only 700 people in the park.
Derive an exponential function that can determine the number of people, N, remaining in the park
after the fireworks had finished at any time, m, in minutes.

TOPIC 18 Functions and relations  755

16. A hot plate used as a camping stove is cooling down. The formula that describes this cooling pattern
is T = 500 × 0.5t where T is the temperature in degrees Celsius and t is the time in hours.
a. What is the initial temperature of the stove?
b. What is the temperature of the stove after 2 hours?
c. Decide when the stove will be cool enough to touch and give reasons.
17. The temperature in a greenhouse is monitored when the door is left open. The following
­measurements are taken.

Time (min) 0 5 10 15 20
Temperature (°C) 45 35 27 21 16

a. State the initial temperature of the greenhouse.

b. Determine an exponential equation to fit the collected data.
c. What will the temperature be after 30 minutes?
It is discovered that one of the temperature readings is incorrect.
d. Recalculate all the temperatures using the exponential rule found in part b.
e. If the original incorrect temperature was omitted from the data, does this change the rule?
f. Will the temperature ever reach 0°C? Explain.
18. What are the main differences between a graph modelling exponential growth and one modelling
exponential decay?

18.4 Cubic functions [Stage 5.3]

18.4.1 Definition of cubic functions
•• Cubic functions are polynomials where the highest power of x is 3. These include functions such as
y = x3 or y = (x + 1)(x − 2)(x + 3).

WORKED EXAMPLE 10

Plot the graph of y = x3 − 1 by completing a table of values.

THINK WRITE/DRAW
1 Prepare a table of values, taking x-values x −3 −2 −1 0 1 2 3
from −3 to 3. Fill in the table by
­substituting each x-value into the given y −28 −9 −2 −1 0 7 26
equation to find the ­corresponding y-value.

756  Maths Quest 10 Stage 5 NSW Australian curriculum

2 Draw a set of axes and plot the points from y
the table. Join them with a smooth curve. 25
20
15
10
5
–3 –2 –1 0
1 2 3 x
–5
–10
y = x3 – 1
–15
–20
–25

WORKED EXAMPLE 11

Plot the curve of y = x(x − 2)(x + 2) by completing a table of values.

THINK WRITE/DRAW
1 Prepare a table of values, taking x-values x −3 −2 −1 0 1 2 3
from −3 to 3. Fill in the table by
­substituting each x-value into the given y −15 0 3 0 −3 0 15
equation.
2 Draw a set of axes and plot the points y
from the table. Join them with a 15
smooth curve.

x
–3 –2 –1 0 1 2 3

y = x (x – 2)(x + 2)
–15

ACTIVITY: CUBICS AND THEIR TRANSFORMATIONS

(Digital technologies may be used to help sketch the following graphs.)
1. (a) Sketch the graphs of:
(i) y = x3 (ii) y = −2x3 (iii) y = 2x3
(b) For the graph of y = ax , describe the effect on the graph of changing the value of a.
3

2. (a) Sketch the graphs of:

(i) y = −3x3 + 1 (ii) y = 3x3 − 1
(b) For the graph of y = ax + d, describe the effect on the graph of changing the value of d .
3

3. (a) Sketch the graphs of:

(i) y = −2(x − 1) (x + 2) (x + 3) (ii) y = (x − 2) (x + 2) (x − 1)
(b) For the graph of y = a(x − r) (x − s) (x − t), describe the effect on the graph of changing the value of a, r,
s and t.

•• A good sketch of a cubic function shows:

1. x- and y-intercepts
2. the behaviour of the function at extreme values of x, that is, as x approaches infinity (x → +∞) and
as x approaches negative infinity (x → −∞)
3. the general location of turning points.

TOPIC 18 Functions and relations  757

 Note that for cubic functions, ‘humps’ are not symmetrical as they are for parabolas, but are skewed
to one side.
•• The graphs below show the two main types of cubic graph.
y y Point of inflection
Turning
points

0 x

0 x

        
y
•• Consider the general factorised cubic y = (x − a)(x − b)(x − c).
The x-intercepts occur when y = 0, that is, when x = a or x = b or x = c.
The y-intercept occurs when x = 0, that is, the y-intercept is
y = (0 − a)(0 − b)(0 − c) c b 0 a x
= −abc

–abc

DISCUSSION
Is there an easy way to determine whether a cubic graph has turning points or a point of inflection?

18.4.2 Single, double and triple roots of a polynomial equation

•• The solutions to the polynomial equation P(x) = 0 are called the roots of the polynomial or the zeroes
of the polynomial.
•• A quadratic equation of the form y = (x − h) 2 is said to have a double root at x = h and at that point,
the graph touches the x-axis but does not cross it.
•• A cubic equation of the form y = (x − h) 3 is said to have a triple root at x = h and at that point, the
graph crosses the x-axis and it is a point of inflection.
•• A cubic equation of the form y = (x − a)(x − b) 2 has a single root at x = a, that is an x-intercept, and
a double root at x = b, where the graph touches the x-axis but does not cross it.

WORKED EXAMPLE 12

Sketch the following, showing all intercepts.

a y = (x − 2)(x − 3)(x + 5) b y = (x − 6) 2 (4 − x) c y = (x − 2) 3
THINK WRITE/DRAW
a 1 Write the equation. a y = (x − 2)(x − 3)(x + 5)
2 The y-intercept occurs where x = 0. ­Substitute y-intercept: if x = 0,
x = 0 into the equation. y = (−2)(−3)(5)
= 30
Point: (0, 30)

758  Maths Quest 10 Stage 5 NSW Australian curriculum

 3 Solve y = 0 to find the x-intercepts. x-intercepts: if y = 0,
This is a graph with three single roots, so there are x − 2 = 0, x − 3 = 0 or x + 5 = 0
three x-intercepts. x = 2, x = 3 or x = −5
Points: (2, 0), (3, 0), (−5, 0)
4 Combine the above steps to sketch the graph. y

30

–5 0 2 3 x

b 1 Write the equation. b y = (x − 6) 2 (4 − x)

2 Substitute x = 0 to find the y-intercept. y-intercept: if x = 0,
y = (−6) 2 (4)
= 144
Point: (0, 144)
3 Solve y = 0 to find the x-intercepts. x-intercepts: if y = 0,
x = 6 is a double root, so the graph will touch the x − 6 = 0 or 4 − x = 0
x-axis at x = 6. x = 6 or x = 4
Points: (6, 0), (4, 0)
4 Combine all information and sketch the graph. y

144

0 4 6 x

c 1 Write the equation. c y = (x − 2) 3

2 Substitute x = 0 to find the y-intercept. y-intercept: if x = 0,
y = (−2) 3
= −8
3 Solve y = 0 to find the x-intercepts. x-intercept: if y = 0,
x = 2 is a triple root, so the graph will cross the x−2=0
x-axis and is appoint of inflection at x = 2. x=2
4 Combine all information and sketch the graph. y

0 2 x

–8

TOPIC 18 Functions and relations  759

 RESOURCES — ONLINE ONLY

Interactivity: Cubic polynomials (int-2566)

Exercise 18.4 Cubic functions

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–f, 2a–f, 3–8 1e–h, 2e–h, 3–8, 10 1i–l, 2i–l, 3–11

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE10, 11, 12 Sketch the following, showing all intercepts.
a. y = (x − 1)(x − 2)(x − 3) b. y = (x − 3)(x − 5)(x + 2)
c. y = (x + 6)(x + 1)(x − 7) d. y = (x + 4)(x + 9)(x + 3)
e. y = (x + 8)(x − 11)(x + 1) f. y = (2x − 6)(x − 2)(x + 1)
g. y = (2x − 5)(x + 4)(x − 3) h. y = (3x + 7)(x − 5)(x + 6)
i. y = (4x − 3)(2x + 1)(x − 4) j. y = (2x + 1)(2x − 1)(x + 2)
k. y = (x − 3) 2 (x − 6) l. y = (x + 2)(x + 5) 2
2. Sketch the following (a mixture of positive and negative cubics). You may need to use techniques for
factorising polynomials from Topic 17.
a. y = (2 − x)(x + 5)(x + 3) b. y = (1 − x)(x + 7)(x − 2)
c. y = (x + 8)(x − 8)(2x + 3) d. y = (x − 2)(2 − x)(x + 6)
e. y = x3 − x2 − 2x f. y = −2x3 − 8x2 − 2x + 12
g. y = 3(x + 1)(x + 10)(x + 5) h. y = −3x3 + 24x2 − 48x
i. y = 4x2 (x + 8) j. y = (5 − 3x)(x − 1)(2x + 9)
k. y = (6x − 1) 2 (x + 7) l. y = −2x2 (7x + 3)
3. MC Which of the following is a reasonable sketch of y = (x + 2)(x − 3)(2x + 1)?
a. y b. y c. y
0
–2 – 1–
2 3 x

0
–3 0 1– 2 x –2 – 1– 3 x
2 2

d. y e. None of the above

0 1– 2 3 x
2

760  Maths Quest 10 Stage 5 NSW Australian curriculum

 4. MC The graph shown could be that of: y
a. y = x2 (x + 2) b. y = (x + 2) 3
c. y = (x − 2)(x + 2) 2 d. y = (x − 2) 2 (x + 2)
–2 0 2 x
e. y = (x − 2) 3

–8

5. MC The graph shown has the equation: y

a. y = (x + 1)(x + 2)(x + 3) b. y = (x + 1)(x − 2)(x + 3)
c. y = (x − 1)(x + 2)(x + 3) d. y = (x − 1)(x + 2)(x − 3) 0
e. y = (x − 1)(x − 2)(x − 3) –3 –1 2 x

–6

6. MC If a, b and c are positive numbers, the equation of the graph shown could be: y
a. y = (x − a)(x + b)(x + c) b. y = (x + a)(x − b)(x + c)
c. y = (x + a)(x + b)(x − c) d. y = (x − a)(x + b)(x − c)
e. y = (x − a)(x − b)(x − c)
–b 0 c a x

7. Sketch the graph of each of the following.

a. y = x(x − 1) 2 b. y = −(x + 1) 2 (x − 1)
c. y = (2 − x)(x − 9)
2
d. y = −x(1 − x2)
Communicating, reasoning and problem solving
8. The function f(x) = x3 + ax2 + bx + 4 has x-intercepts at (1, 0) and (−4, 0). Find the values of a
and b.
9. The graphs of the functions f(x) = x3 + (a + b)x2 + 3x − 4 and g(x) = (x − 3) 3 + 1 touch. Express
a in terms of b.
10. A girl uses 140 cm of wire to make a frame of a
cuboid with a square base as shown.
The base length of the cuboid is x cm and the h
height is h cm.
a. Explain why the volume in cm3 is given by
V = 35x2 − 2x3.
b. What possible values can x assume? x
c. Find the volume of the cuboid when the x
base area is 81 cm2.
d. Sketch the graph of V versus x.
e. Use technology to determine the coordinates of the maximum turning point. Explain what these
coordinates mean.
11. Find the rule for the cubic function shown.
y
50
40
30
20
10
x
–3 –2 –1 0 1 2 3 4 5 6
–20
–30
–40

TOPIC 18 Functions and relations  761

18.5 Quartic functions [Stage 5.3]
18.5.1 Basic shapes of quartic graphs
•• Quartic functions are polynomials where the highest power of x is 4. These include functions such as
y = x4 or y = (x + 1)(x − 2)(x + 3)(x − 5).
•• When sketching the graphs of quartic functions, it is necessary to find all the intercepts on both the
x- and y-axes.
•• The direction of a quartic graph is determined by the coefficient of the x4 term. This is similar to the
effect the coefficient of x2 has on the shape of a parabola. Consider the coefficient of x4 to be a.
–– When a is positive (a > 0)
1. y = ax4 y

0 x

2. y = ax4 + cx2, c ≥ 0 y

0 x

3. y = ax2 (x − b)(x − c) y

b 0 c x

4. y = a(x − b) 2 (x − c) 2 y

b 0 c x

5. y = a(x − b)(x − c) 3 y

b 0 c x

6. y = a(x − b)(x − c)(x − d)(x − e)

y

b c 0 d ex

762  Maths Quest 10 Stage 5 NSW Australian curriculum

 –– When a is negative (a < 0)
If a was negative in each of the previous graphs, they would be reflected in the x-axis.
y

0 x

y = –x 4

WORKED EXAMPLE 13

Sketch the graph of y = x4 − 2x3 − 7x2 + 8x + 12, showing all intercepts.

THINK WRITE/DRAW
1 Find the y-intercept. When x = 0, y = 12.
The y-intercept is 12.
2 Let P(x) = y. Let P(x) = x4 − 2x3 − 7x2 + 8x + 12.
3 Find two linear factors of the quartic P(1) = (1) 4 − 2(1) 3 − 7(1) 2 + 8(1) + 12
expressions, if possible, using the factor = 12
theorem. ≠0
P(−1) = (−1) 4 − 2(−1) 3 − 7(−1) 2 + 8(−1) + 12
=0
(x + 1) is a factor.
P(2) = (2) 4 − 2(2) 3 − 7(2) 2 + 8(2) + 12
= 0
(x − 2) is a factor.
4 Find the product of the two linear factors. (x + 1)(x − 2) = x2 − x − 2
5 Use long division to divide the quartic by x2 − x − 6
the quadratic factor x2 − x − 2. x2 −x− 2⟌x4 − − 7x2 + 8x + 12
2x3
x − x − 2x2
4 3

− x3 − 5x2 + 8x
−x3 + x2 + 2x
− 6x2 + 6x + 12
−6x2 + 6x + 12
0
6 Express the quartic in factorised form. y = (x + 1)(x − 2)(x2 − x − 6)
= (x + 1)(x − 2)(x − 3)(x + 2)
7 To find the x-intercepts, solve y = 0. If 0 = (x + 1)(x − 2)(x − 3)(x + 2)
x = −1, 2, 3, −2
8 State the x-intercepts. The x-intercepts are –2, –1, 2, 3.
9 Sketch the graph of the quartic. y

12

–2 –1 0 2 3 x

TOPIC 18 Functions and relations  763

 ACTIVITY: QUARTICS AND BEYOND
Investigate graphs of functions of the form f(x) = axn for integer values of n from 4 to 9. Use digital technology
to assist you in sketching these graphs, and use the graphs to answer the following questions.
1. What do graphs of functions for which n is even have in common?
2. What does an odd value of n do to the graph?
3. What effect do different integer values of a have on the graph of the function?
Write a report on your findings.

RESOURCES — ONLINE ONLY

Interactivity: Quartic functions (int-6213)

Digital doc: WorkSHEET Cubic and quartic functions (doc-14624)

Exercise 18.5 Quartic functions

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–d, 2a–d, 3–6, 9 1c–f, 2c–f, 3, 4, 6, 7, 9, 11 1d–h, 2d–h, 3–12

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE13 Sketch the graph of each of the following, showing all intercepts. You may like to verify the
shape of each graph using digital technology.
a. y = (x − 2)(x + 3)(x − 4)(x + 1) b. y = (x2 − 1)(x + 2)(x − 5)
c. y = 2x + 6x − 16x − 24x + 32
4 3 2
d. y = x4 + 4x3 − 11x2 − 30x
e. y = x4 + 4x3 − 12x − 9 f. y = x4 − 4x2 + 4
g. y = 30x − 37x + 15x − 2x
2 3 4
h. y = 6x4 + 11x3 − 37x2 − 36x + 36
2. Sketch each of the following.
a. y = x4 − 2x3 + x2 b. y = −x4 + 6x3 − x2 − 24x − 16
c. y = −x(x − 3) 3 d. y = −x4 + 6x3 − 7x2 − 6x + 8
e. y = (x − a)(b − x)(x + c)(x + d), a, b, c, d > 0
3. MC A quartic touches the x-axis at x = −3 and x = 2. It crosses the y-axis at y = −9. A possible
equation is:
1 1
a. y = (x + 3) 2 (x − 2) 2 b. y = − (x + 3) 3 (x − 2)
4 6
3 1
c. y = − (x + 3)(x − 2) 3 d. y = − (x + 3) 2 (x − 2) 2
8 4
e. y = −14 (x − 3) 2 (x + 2) 2
4. MC Consider the function f(x) = x4 − 8x2 − 16.
a. When factorised, f(x) is equal to:
a. (x + 2)(x − 2)(x − 1)(x + 4) b. (x + 3)(x − 2)(x − 1)(x + 1)
c. (x − 2) 3 (x + 2) d. (x − 2) 2 (x + 2) 2
e. (x − 2) 4

764  Maths Quest 10 Stage 5 NSW Australian curriculum

 b. The graph of f(x) is best represented by:
a. y b. y
16
0 x
–2 2

–16 0 x
–2 2
c. y d. y
16

0 x 0 x
–2 2 –2 2

e. None of the above

Communicating, reasoning and problem solving
5. Sketch the graph of each of the following functions. Verify your answers using a graphics calculator.
a. y = x4 − 3x3 + 3x2 − x b. y = (2 − x)(x2 − 4)(x + 3)
c. y = x4 − x2 d. y = 9x4 − 30x3 + 13x2 + 20x + 4
e. y = −x + 2x + 3x − 4x − 4
4 3 2
f. y = x4 − 6x2 − 27
g. y = (x + 2) 3 (x − 3) h. y = 4x2 − x4
6. The function f(x) = x + ax − 4x + bx + 6 has x-intercepts (2, 0) and (−3, 0). Find the values of a
4 3 2

and b.
7. The functions y = (a − 2b)x4 − 3x − 2 and y = x4 − x3 + (a + 5b)x2 − 5x + 7 both have an
x-intercept of 1. Find the value of a and b.
8. Patterns emerge when we graph polynomials with repeated factors, that is, polynomials of the form
P(x) = (x − a) n, n > 1. Describe what happens if:
a. n is even b. n is odd.
9. A carnival ride has a piece of the track modelled by the rule
1
h = −300 x(x − 12) 2 (x − 20) + 15, 0 ≤ x ≤ 20
where x metres is the horizontal displacement from the origin and h metres is the vertical displace-
ment of the track above the horizontal ground.
a. How high above the ground level is the track at the origin?
b. Use technology to sketch the function. Give the coordinates of any stationary points (that is, turning
points or points of inflection).
c. How high above ground level is the track when x = 3?
10. Find the rule for the quartic function shown.
y

0 x
–2 –1 1 2 3 4

y-intercept
(0, –8)

TOPIC 18 Functions and relations  765

11. What are the basic differences between cubic and quartic functions?
12. Two functions f(x) and g(x) are inverses of each other if f(g(x)) = x and g(f(x)) = x. The domain of
f(g(x)) must be the domain of g(x), and the domain of g(f(x)) must be the domain of f(x). Using this
information, show that f(x) = x2, x ≥ 0 and g(x) = √x, x ≥ 0 are inverses of each other.

18.6 Transformations [Stage 5.3]

18.6.1 Transformations of functions and relations
•• Once the basic shape of the graph of a particular function or relation is known, it is not difficult to
predict the shape of a related function, which is a transformation of the basic function or relation.
Transformations of parabolas have been dealt with previously, but for the sake of comparison with
other functions, they are included in this chapter. Other functions and relations considered are circles,
hyperbolas, exponential functions, cubic and quartic functions. Below is a summary of transforma­
tions of functions discussed previously.

18.6.2 Quadratic functions

y
•• The basic quadratic function is y = x2. The shape of its graph is:

y = x2

0 (0, 0) x

Transformation Description Graph

Vertical translation Adding or subtracting a constant y
y = x2 + 2
to y = x2 moves the curve up or
down the y-axis. y = x2

(0, 2)
0 x

y
y = x2
y = x2 – 3

0 x

(0, –3)

Horizontal translation If the graph of y = x2 is ­translated y

b units horizontally, the equation y = x2
becomes y = (x − b) 2.
(0, 4) y = (x – 2)2

0 (2, 0) x

766  Maths Quest 10 Stage 5 NSW Australian curriculum

 y y = (x + 1)2
y = x2
(0, 1)

(–1, 0) 0 x

Dilation If the graph of y = x2 is dilated y

y = 2x2
by a factor of a, the graph y = x2
becomes narrower if a > 1 and
wider if 0 < a < 1.
(0, 0) x

y y = 1–4 x2
y = x2

(0, 0) x

Reflection If the x2 term is positive, the y

y = x2
graph is concave up, while if
there is a negative sign in front of
the x2 term, the graph is concave
down. (0, 0)
x

y = –x2

18.6.3 Circles
•• The equation of a circle (relation) with centre (0, 0) and radius r is x2 + y2 = r2.
y
P (x, y)
r
y
0 x x

Transformation Description Graph

Translation If the circle is translated h units to y
P (x, y)
the right, parallel to the x-axis, y
(y – k)
and k units upwards, parallel to k
the y-axis, the equation of the (x – h)
circle with centre (h, k) becomes
(x − h) 2 + (y − k) 2 = r2.
0 h x x

TOPIC 18 Functions and relations  767

18.6.4 Hyperbolas
k y
•• The hyperbola is a function of the form xy = k or y = .
x
1 2 1
y=—
•• The graph of y = has the shape shown. x
x 1
–3 –2 –1
0 x
1 2 3
–1
–2

Transformation Description Graph

Dilation k y
Graphs of the form y = are the
x 4
1 8 y= —
same basic shape as y = , with 4
x
x
–2 –1
y-values dilated by a factor of k. 0 x
1 2
–4
–8

Negative values of k Negative values of k cause the y

graph to be reflected across the 6
–3
y-axis. 3 y= —
x

1 2 3
–3 –2 –1 0 x
–3

–6

18.6.5 Exponential functions

•• These functions are of the form y = ax, where a ≠ 1. The basic shape has a y-intercept of 1.
y
y = 2x
18
16
14
12
10
8
6
4
2
–4 –3 –2 –1 0 1 2 3 4 x

Transformation Description Graph

Functions for the form Multiplying by a factor of k y
24
y = k × ax causes the y-intercept to move to 22
20 y = 3 × 2x
the point (0, k). 18
16
14
12
10
8
6
4 y=0
2
–3 –2 –1 0 1 2 3 x

768  Maths Quest 10 Stage 5 NSW Australian curriculum

Functions with a negative This causes the graph to be y
­exponent reflected in the y-axis. y = 3–x
28
26
24
22
20
18
16
14
12
10
8
6
y=1
4 y=0
2
–3 –2 –1 0 1 2 3 x

18.6.6 Cubic functions

•• The basic form of a cubic function is y = x3. This can also be expressed in the form
y = a(x − b) 3 + c, where a = 1, b = 0 and c = 0.
y
y = x3

0 x

Transformation Description Graph

Translation If a ≠ 1, b ≠ 0 and c ≠ 0, the y y = a(x – b)3 + c
graph is translated +b units in
the x direction, +c units in the
y direction, and dilated by a
(b, c)
factor of a in the y direction.
0 x

Reflection The cubic function can be y

y = a(x – b)(x – c)(x – d)
expressed in factor form as where a > 0
y = a(x − b)(x − c)(x − d),
where b, c and d are the
x-intercepts. If the value of a is
b c d
­negative, this causes the curve to 0 x
be reflected in the x-axis.
y
y = –(x + 2)(x – 1)(x – 3)

–2 0 1 3 x

TOPIC 18 Functions and relations  769

18.6.7 Quartic functions
•• The basic form of the quartic function y = ax4, when a is positive, has the following shape.
y

y = ax4
where a > 0

0 x

Transformation Description Graph

Reflection Negative values of a cause the y
graph to be reflected in the x-axis.
0 x

y = –x 4

18.6.8 Transformation in general polynomials

•• With knowledge of the transformations that occur in the functions just discussed, it is possible to
­generate many other graphs without knowing the equation of the original function. Consider a basic
polynomial y = P(x) and what happens to the shape of the curve as the function is changed.

WORKED EXAMPLE 14

Use the sketch of y = P(x) shown to sketch:

a y = P(x) + 1 b y = P(x) − 1 c y = −P(x). y

0 x

y = P(x)

THINK WRITE/DRAW
a 1 Sketch the original y = P(x). a y

0 x

y = P(x)

2 Consider the x-values. They remain unchanged — there is

no horizontal translation.

770  Maths Quest 10 Stage 5 NSW Australian curriculum

 3 Consider the y-values. They are increased by 1 — the curve
is shifted up 1 unit.
4 Sketch the graph of y = P(x) + 1 using a similar scale to y
the original.

1
0 x

y = P(x) + 1

b 1 Sketch the original y = P(x). b y

0 x

y = P(x)

2 Consider the x-values. They remain unchanged — there is

no horizontal translation.
3 Consider the y-values. They are decreased by 1 — the curve
is shifted down 1 unit.
y
4 Sketch the graph of y = P(x) − 1 using a similar scale to
the original.

0 x
–1

y = P(x) – 1
c y
c 1 Sketch the original y = P(x).

0 x

y = P(x)

2 Consider the x-values. They remain unchanged — there is

no horizontal translation.

TOPIC 18 Functions and relations  771

 3 Consider the y-values. They will all change sign — the
curve will be reflected in the x-axis. That is, negative
becomes positive and positive becomes negative.
4 Sketch the graph of y = − P(x) using a similar scale to the y
y = –P(x)
original.

0 x

DISCUSSION
What are the similarities and differences between all of the different transformations covered in this section?

RESOURCES — ONLINE ONLY

Interactivity: Vertical translations of parabolas (int-6097)

Interactivity: Horizontal translations of parabolas (int-6098)
Interactivity: Dilation of parabolas (int-6096)
Interactivity: Reflection of parabolas (int-6151)
Interactivity: Translations of circles (int-6214)
Interactivity: Hyperbolas (int-6155)
Interactivity: The rectangular hyperbola (int-2573)
Interactivity: Exponential functions (int-5959)
Interactivity: Transformations of exponentials (int-6216)
Interactivity: Transformations of cubics (int-6217)
Interactivity: Polynomial transformations (int-2794)

Exercise 18.6 Transformations

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–3, 5, 7 1–4, 6, 7, 9 1–12

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency y y = P(x)
1. WE14 Use the sketch of y = P(x) shown to sketch:
a. y = P(x) + 1
b. y = P(x) − 2 0 x
c. y = −P(x)
d. y = 2P(x).

772  Maths Quest 10 Stage 5 NSW Australian curriculum

 2. Consider the sketch of y = P(x) shown at right. Sketch: y y = P(x)
a. y = P(x) + 1
b. y = −P(x)
c. y = P(x + 2).
0 x
3. Draw any polynomial y = P(x). Discuss the similarities and differences between 1
the graphs of y = P(x) and y = −P(x).
4. Draw any polynomial y = P(x). Discuss the similarities and differences between
the graphs of y = P(x) and y = 2P(x).
5. Draw any polynomial y = P(x). Discuss the similarities and differences y
between the graphs of y = P(x) and y = P(x) − 2.
6. Consider the sketch of y = P(x) shown at right.
Give a possible equation for each of the following in terms of P(x).
0 x
a. y b. y c. y –1
y = P(x)
1
0 x
0 x 0 x

–2
–3
–4

Communicating, reasoning and problem solving

7. The equations y = x(x − 2)(x − 3) and y = −2x(x − 2)(x − 3) are graphed on the same set of axes.
Describe the relationship between the two graphs using the language of transformations.
8. If y = −hr−q(x + p) − r, what translations take place from the original graph, y = r x?
1
9. The graph of y = is reflected in the x-axis, dilated by a factor of 2 parallel to the y-axis, translated
x
2 units to the left and up 1 unit. Find the equation of the resultant curve. Give the equations of any
asymptotes.
10. The graph of an exponential function is shown.
y
175

150 (5, 165)

125

100

75

50
y-intercept
25 (0, 10)

–1 0 1 2 3 4 5 6 x

Its general rule is given by y = a(2x) + b.

a. Find the values of a and b.
b. Describe any transformations that had to be applied to the graph of y = 2x to achieve this graph.
11. Why is it important to understand how transformations can affect the shape of a graph?
12. Using digital technology or by hand, sketch the graph of y1 = x3 + x2 + x. Without sketching
y2 = x3 + x2 + x + 1, describe the similarities and differences between y1 and y2.
TOPIC 18 Functions and relations  773
18.7 Review
Investigation | Rich task
Shaping up!
Many beautiful patterns are
created by starting with a sin-
gle function or relation and
transforming and repeating it
over and over.
In this task you will apply
what you have learned about
functions, relations and trans-
formations (dilations, reflec-
tions and translations) to
explore mathematical patterns.
Exploring patterns using
transformations
1. a. On the same set of
axes, draw the graphs of:
i. y = x2 − 4x + 1
ii. y = x2 − 3x + 1 iii. y = x2 − 2x + 1
iv. y = x2 + 2x + 1 v. y = x2 + 3x + 1 vi. y = x2 + 4x + 1.
b. Describe the pattern formed by your graphs. Use mathematical terms such as intercepts,
vertices, shape and transformations.
What you have drawn is referred to as a family of curves — curves in which the shape of the curve
changes if the values of a, b and c in the general equation y = ax2 + bx + c change.
c. Explore the family of parabolas formed by changing the values of a and c. Comment on your
findings.
d. Explore exponential functions belonging to the family of curves with equation y = kax, families
of cubic functions with equations y = ax3 or y = ax3 + bx2 + cx + d, and families of
­quartic functions with equations y = ax4 or y = ax4 + bx3 + cx2 + dx + e. Comment on
your ­findings.
e. Choose one of the designs shown below and recreate it (or a simplified version of it). Record
the mathematical equations used to complete the design.

774  Maths Quest 10 Stage 5 NSW Australian curriculum

 Coming up with your design
2. Use what you know about transformations to
­functions and relations to create your own design
from a basic graph. You could begin with a circle,
add some line segments and then repeat the pattern
with some change.
Record all the equations and restrictions you use.
It may be helpful to apply your knowledge of inverse
functions too. Digital technology will be very useful
for this task.
Create a poster of your design to share with the class.

RESOURCES — ONLINE ONLY

Digital doc: Investigation — Shaping up! (doc-15950)
Digital doc: Code puzzle — 2 important events of 1973 (doc-15951)
Digital doc: Summary Topic 18 (doc-22916)
Interactivity: Word search Topic 18 (int-2877)
Interactivity: Crossword Topic 18 (int-2878)
Interactivity: Sudoku Topic 18 (int-3893)

Exercise 18.7 Review questions

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Which of the following are functions?
a. y b. y

0 x 0 x

2. Which of the following are functions? For each equation you identified as a function, state the
equation of the inverse function, if it exists.
a. y = 2x − 7 b. x2 + y2 = √30 c. y = 2x 1
d. y =
x+ 1
3. Consider f(x) = √4 − x2.
a. Find:
i. f(0) ii. f(1) iii. f(2).
− 1
b. Is f (x) a function? If so, what is it equation?
4. Sketch each of the following curves, showing all intercepts.
a. y = (x − 1)(x + 2)(x − 3) b. y = (2x + 1)(x + 5) 2
5. Give an example of the equation of a cubic that would just touch the x-axis and cross it at
another point.

TOPIC 18 Functions and relations  775

 6. Match each equation with its type of curve.
a y = x2 + 2 A circle
b x2 + y2 = 9 B cubic
c f(x) = 2 C exponential
x+ 2
d g(x) = 6− x D parabola
e h(x) = (x + 1)(x − 3)(x + 5) E hyperbola y
7. MC The equation for this graph could be:
a. y = (x − 5)(x + 1)(x + 3)
b. y = (x − 3)(x − 1)(x + 5)
c. y = (x − 3)(x + 1)(x + 5)
d. y = (5 − x)(1 + x)(3 + x)
–3 –1 5 x
e. None of the above
8. MC Which of the following shows the graph of y = − 2(x + 5) 3 − 12?
a. y b. y c. y y
d.
(5, 12)
x x
(–5, 12)
(–5, –12) (5, –12) x
x

e. None of the above

9. Sketch:
a. y = x(x − 2)(x + 11) b. y = x3 + 6x2 − 15x + 8 c. y = − 2x3 + x2.
10. MC The rule for the graph shown below could be: y f(x)
a. f(x) = x(x + 2) 3
b. f(x) = − x(x − 2) 2
c. f(x) = x2 (x − 2) 2 x
0 2
d. f(x) = x(x − 2) 3
e. f(x) = x2 (x + 2) 2
11. MC The graph of y = (x + 3) 2 (x − 1)(x − 3) is best represented by:
a. y b. y

0 x
–3 1 3
0 x
–3 1 3

c. y y
d.

0 x 0 x
–3 1 3 –3 1 3

e. None of the above

12. Sketch the graph of y = x4 − 7x3 + 12x2 + 4x − 16, showing all intercepts.

776  Maths Quest 10 Stage 5 NSW Australian curriculum

13. Consider the sketch of y = P(x) shown below. Sketch y = − P(x).
y

0 x
–1 1

14. Draw any polynomial y = P(x). Discuss the similarities and differences between the graphs of
y = P(x) and y = P(x) + 3.
Communicating, reasoning and problem solving
15. Describe what happens to f(x) = − 2x as x → ∞ and x → −∞.
16. Find any points of intersection between f(x) = x2 − 4 and g(x) = x3 + x2 − 12.
17. The concentration of alcohol (mg/L) in a bottle of champagne is modelled by C = C0 × 0.33kt,
where t represents the time in days after the bottle is opened. If the initial concentration is 80 mg/L
and the concentration after 1 day is 70 mg/L, find the concentration remaining after:
a. 3 days b. 1 week c. 18 hours.
18. The number of hyenas, H, in the zoo is given by H = 20(100.1t), where t is the number of years since
counting started. At the same time, the number of dingoes, D, is given by D = 25(100.05t).
a. Calculate the number of:
i. hyenas ii. dingoes
when counting began.
b. Calculate the numbers of each after:
i. 1 year ii. 18 months.
c. Which of the animals is the first to reach a population of 40 and by how long?
d. After how many months are the populations equal and what is this population?
19. a. Consider the equation f(x) = a(x − h) 2 + k. By restricting the x-values, find the equation of the
inverse function.
a
b. Show that the function f(x) = + b and its inverse function intersect on the line y = x.
x
20. A shend is a type of tropical pumpkin grown by the people of Outer Thrashia. The diameter (D m) of
a shend increases over a number of months (m) according to the rule D = 0.25 × (10) 0.01m.
a. Determine the diameter of the shend after 4 months.
b. If the shend is not harvested, it will explode when it reaches a critical diameter of 0.5 metres. Show
that it takes approximately 30 months for an unharvested shend to explode.
21. The surface area of a lake is evaporating at a rate of 5% per year due to climate change. To model this
situation, the surface area of the lake (S km2) over time is given by S = 20 000 × 0.95x, where x is the
time in years.
a. Explain whether this is an exponential relationship.
b. What is the surface area of the lake initially?
c. What will the surface area be in 10 years’ time?
d. Plot a graph for this relationship.
e. What will the surface area be in 100 years’ time?
f. Explain whether this is a realistic model.

TOPIC 18 Functions and relations  777

Answers
Topic 18 Functions and relations
Exercise 18.2 Functions and relations
1. a. One-to-many b. Many-to-one c. Many-to-one
d. One-to-one e. One-to-one f. Many-to-one
g. Many-to-many h. Many-to-one i. One-to-one
j. Many-to-one k. One-to-one l. Many-to-one
2. a. b, c, d, e, f, h, i, j, k, l b. d, e, i, k
3. a. i. 1 ii. 7 iii. − 5 iv. 16
b. i. 2 ii. 1 iii. 3 iv. 0
c. i. 3 ii. 2 iii. 6 iv. 9
d.
i. 9 ii.
1 iii. a2 + 6a + 9
16 iv.
e. i. 12 ii. 6 iii. –4 iv. 2
4. A, C, D
5. a, b, c, f
5 10 10 10
6. a. 3 b. 3 c. − 2x d. − x2 e. − x− 3 f. − x+ 1
x x2 x+ 3 x− 1
7. a. 3 b. − 3 or 3 c. 13 d. 2 or 3 e. − 4 or 1 f. − 1
8. a. f(x) → ∞ b. f(x) → 0 c. f(x) → 0 d. f(x) → − ∞ e. f(x) → 0
9. a. (0, −4), (2, 0) b. (1, −2), (−23, 3) c. (2, 0), (− 2, 0) d. (3, −4)
x + 1
10. a. f− 1x =
2
b. f (x) = √x + 3 or f− 1 (x) = − √x + 3
−1

c. f(x) − 1 = √x − 4 + 2 or f(x) − 1 = − √x − 4 + 2
11. a. i. The horizontal line test fails.
ii. An inverse function will exist for f(x) = x(x − 2), x ≤ 1 or f(x) = x(x − 2), x ≥ 1.
b. i. The horizontal line test is upheld.
ii. f− 1 (x) = − √4 − x, x ≤ 4.
12. a. x = ±3 b. x = 2 13 c. x = 28
13. a. Range = [2, ∞)
b. Many-to-one
c. and f
y

4 f(x) = (x – 1)2 + 2
Vertex
3 (1, 2)
2

1
f –1(x) = √ x – 2 + 1; x ≥ 1
0 x
–1 1 2 3 4 5 6
–1

d. Domain = [1, ∞)
e. f− 1 (x) = √x − 2 + 1, Domain = [2, ∞), range = [1, ∞)
f. (0, 3) and (3, 6)
14. Use the vertical line test. If the graph is a function, a vertical line will only cross the graph once.
15. These graphs are inverse because they are the mirror images of each other through the line y = x.

778  Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 18.3 Exponential functions
1. a. 2000 b. 486 000
c. y
500000
450000
400000
350000
300000
250000
200000
150000
50000

x
0 1 2 3 4 5 6
d. 1.26 h
2. a. $5000 b. $7717
c. A d. 10 years
14 000
12 000
10 000
8 000
6 000
4 000 A = 5000 × (1.075)
n

2 000
0
2 4 6 8 10 12
3. a. C b. D
4. A 5. B
6. a. $883.50 b. $821.66 c. V = 950 × (0.93) n d. $397.67
7. a. 102 mg b. 86.7 mg c. A = 120 × (0.85) t d. 83.927 mg
e. A f. Approximately 210 years
140
120
A = 120 × (0.85)t
100
80
60
40
20

0 2 4 6 8 10 12 14 t
8. a. i. 96.04% ii. 90.39%
b. C = 100(0.98) w
c. C
100 C = 100 × (0.98)w
80
60
40
20
0 w
5 10 15 20
d. 8 washings
9. a. 118 (million) b. a = 1.02; P = 118 × (1.02) n
c.
Year 1990 1995 2000 2005 2010
Population 118 130 144 159 175
The calculated population is less accurate after 10 years.
d. 288 (million)

TOPIC 18 Functions and relations  779

10. a. 32 b. 0.98 c. T = 32 × (0.98) t
d. 26.1, 21.4, 17.5, 14.3; values are close except for t = 40.
11. a. 3 dogs b. 27 dogs c. 3 years
12. a. i. 39.85 mg ii. 18.43 mg
b. More than 35.78 centuries
13. a. A = 20 000 × 1.06x
b.
30000
Investment ($)

25000
20000
15000
10000
5000
0
1 2 3 4 5 6 7 8
Years
c. 7 years d. 6 years — 1 year quicker e. 9.05% p.a.
14. a. Approximately 20 000 b, c.  Check with your teacher.
15. a. a = 100, b = 1.20, increase = 20%/min b. N = 146 977 × 0.70m
16. a. 500°C b. 125°C
c. Between 5 and 6 hours once it has cooled to below 15°C
17. a. 45°C b. T = 45 × 0.95t c. 10°C
d. Time (min) 0 5 10 15 20
Temperature (°C) 45 35 27 21 16
e. No
f. No. The line T = 0 is an asymptote.
18. A graph modelling exponential growth will have large values for y when the x-values are large; a graph modelling exponential
decay will have very small values for y when x-values are large.

Exercise 18.4 Cubic functions

1. a. y b. y c. y d. y
30
108
x
0 1 2 3
x ‒6 ‒1 0 7
‒42

‒6
‒2 0 3 5 x 0 x
‒9 ‒4 ‒3

e. y f. y g. y h. y
12
‒8 ‒1 11 –6
0 x 60 0 5 x
‒88 – 7–
3

5– –210
0 x 2
‒1 2 3
‒4 0 3 x

i. y j. y k. y l. y
12 3–
50
4 0 3 6 x
‒ 1–
2
0 4 x

‒2 ‒ 1– 0 1– x
2 2
‒2 ‒54 0 x
‒5 ‒2

780  Maths Quest 10 Stage 5 NSW Australian curriculum

2. a. y b. y c. y
30
‒7 0 x
‒14 1 2
‒8 ‒ 3– 0 8 x
2
‒192

‒5 ‒3 0 2 x

d. y e. y f. y
12
0 x
‒6 2
‒24 ‒1 0 2 x

‒3 ‒2 0 1 x

y
g. y h. y i.
150 0 x
4

‒1
‒10 ‒5 0 x
‒8 0 x

y y
j. y 5– k. l.
3
‒ 9–
0 1 x
2
‒45

7 0 x
‒ 3–
7
‒7 0 1– x
6

3. C
4. C
5. B
6. D
7. a. y b. y

1
0 x
1 –1 0 1 x

c. y d. y

–1 0 1 x
–3 0 2 3 x

–18

8. a = 2, b = −7
−(27 + 11b)
9. a =
11
10. a. Check with your teacher. b. 0 < x < 17.5 c. 1377 cm3

TOPIC 18 Functions and relations  781

 d. y Turning point
(11.6662, 1587.963)

1500

1250

1000

750

500

250
x = 17.518
0 x
5 10 15 20
e. (11.6662, 1587.963); this is the value of x that creates the maximum volume.
11. y = 2(x + 2) (x − 2) (x − 5)
Exercise 18.5 Quartic functions
1. a. y b. y c. y d. y
24
10 32

x x ‒5 ‒2 0 3 x
‒3 ‒1 0 2 4 ‒2 ‒10 1 5 ‒4 ‒2 0 1 2
x

e. y f. y g. y h. y
4 36
‒ 3
‒3 ‒1 0 3 x 0 x
2 5– 3
2 x
‒9 ‒3 ‒ 3– 0 2–
2
0 x 2 3
‒ 2 2

2. a. y b. y c. y

–1 0 4 x
–16

0 2 x

0 x
3
d. y e. y

–d –c 0 a b x
0 x
–1 1 2 4 –abcd

782  Maths Quest 10 Stage 5 NSW Australian curriculum

3. D
4. a. D b. B
5. a. b. c. y
y y

0 x
‒3 ‒2 2

0 x
‒1 1

0 x ‒24
1
d. y e. y f. y
400
300 ‒1 0 2 x
‒4
200 ‒3 0 3 x
100
‒27
0 1 x
‒2 ‒1 2 3
g. y h. y

‒2 0 2 x
0 x
‒2 3

‒24

6. a = 4, b = − 19
7. a = 3, b = − 1
8. a. If n is even, the graph touches the x-axis.
b. If n is odd, the graph cuts the x-axis.
9. a. 15 m
b. y
Turning point
35
(3.4113, 28.9144)
30

25 Turning point
(17.5887, 19.4156)
20

15

10 Turning point – 1 x (x – 12)2 (x – 20) + 15:0 ≤ x ≤ 20

300
(12, 15)
5

x
0 2 4 6 8 10 12 14 16 18 20
c. 28.77 m
10. y = (x + 1) (x − 2) 3
11. A cubic function may have one point of inflection or three x-intercepts or one intercept and a point of contact with the x-axis.
A quartic may have one point of contact with x-axis or 4 x-intercepts or one point of inflection and an x-intercept or two
points of contact with the x-axis.
12. Check with your teacher.
Exercise 18.6 Transformations
1. y = 2P(x)
y y = P(x)
y = P(x) + 1
y = P(x) ‒ 2

0 x

y = ‒P(x)

TOPIC 18 Functions and relations  783

2. y
y = P(x) + 1
y = P(x + 2) y = P(x)

0 x
‒1 1

y = ‒P(x)
3. They have the same x-intercepts, but y = − P(x) is a reflection of y = P(x) in the x-axis.
4. They have the same x-intercepts, but the y-values in y = 2P(x) are all twice as large.
5. The entire graph is moved down 2 units. The shape is identical.
6. a. y = − P(x) b. y = P(x) − 3 c. y = 2P(x)
7. The original graph has been reflected in the x-axis and dilated by a factor of 2 in the y direction. The location of the intercepts
remains unchanged.
1
8. Dilation by a factor of h from the x-axis, reflection in the x-axis, dilation by a factor of from the y-axis, reflection in the y
q
-axis, translation of p units left, translation of r units down.
2
9. y = − + 1, x = − 2, y = 1
(x + 2)
10. a. y = 5(2x) + 5
b. Dilation by a factor of 5 parallel to the y-axis and translation of 5 units up. The graph asymptotes to y = 5.
11. By understanding transformations, it is much easier to draw the many different graphs.
12. The graphs of y1 and y2 will be the same shape. The graph of y2 will be the graph of y1 translated 1 unit in the vertical
direction.
Investigation | Rich task
Check with your teacher.
Exercise 18.7 Review questions
1. a
x+ 7 1
2. a, c, d; , log2 x, − 1
2 x
3. a.  i. 2 ii. √3 iii. 0 iv. No.
4. a. y b. y

6 25

y = (2x + 1)(x + 5)2

‒2 0 1 3 x ‒5
1
‒—
2
0 x

y = (x ‒ 1)(x + 2)(x ‒ 3)
5. Check with your teacher. One possible answer is y = (x − 1) (x − 2) 2.
6. a. D b. A c. E d. C e. B
7. D
8. A
9. a. y b. y c. y

8 0 1–
x
2

‒11 0 x 0 x
2 –8 1
10. D
11. A

784  Maths Quest 10 Stage 5 NSW Australian curriculum

12. y

–1 0 2 4 x

–16

13. y

x
–1 0 1

14. The entire graph is moved up 3 units. The shape is identical.

15. As x → ∞, f(x) → −∞.
As x → −∞, f(x) → 0.
16. (2, 0)
17. a. 53.59 mg/L b. 31.42 mg/L c. 72.38 mg/L
18. a.  i. 20 ii. 25
b.  i. H = 25; D = 28 ii. H = 28; D = 30
c. Hyenas after 3 years; dingoes after 4 years
d. After about 23 months; 31 animals

19. a. f −1 (x) = √
x−k k
+ h, x ≥
a a
b. Check with your teacher.
20. a. 0.27 m b. Check with your teacher.
21. a. Yes, because the relationship involves a variable as an exponent
b. 20 000 km2
c. 11 975 km2
d. y

20 000
Surface area (km2)

15 000

10 000

5000

x
0 20 40 60 80 100
Years
e. 118 km2
f. No, this is not a realistic model as is it does not take into account changes to climate, rain, runoff from mountains,
glaciers etc.

TOPIC 18 Functions and relations  785

TOPIC 19
Circle geometry  [Stage 5.3]

19.1 Overview
Numerous videos and interactivities are embedded just where you need them, at the point of learning, in
your learnON title at www.jacplus.com.au. They will help you to learn the concepts covered in this topic.

19.1.1 Why learn this?

For thousands of years humans have been fascinated
by circles. Since they first looked upwards towards
the sun and moon, which, from a distance at least,
looked circular, humans have created circular mon-
uments to nature. The most famous circular inven-
tion, one that has been credited as the most
important invention of all, is the wheel. Scholars as
early as Socrates and Plato have been fascinated
with the sheer beauty of the properties of circles,
and many scholars made a life’s work out of study-
ing them. Euclid was probably the most famous of
these. It is in circle geometry that the concepts of
congruence and similarity, studied earlier, have a
powerful context.

DISCUSSION
Throughout history there has always been a strong link between philosophy and mathematics. Why do you think
this is?

LEARNING SEQUENCE
19.1 Overview
19.2 [Stage 5.3] Angles in a circle
19.3 [Stage 5.3] Intersecting chords, secants and tangents
19.4 [Stage 5.3] Cyclic quadrilaterals
19.5 [Stage 5.3] Tangents, secants and chords
19.6 Review

LEARNING OUTCOMES
A student:
• uses and interprets formal definitions and generalisations when explaining solutions and/or conjectures MA5.3-1WM
• generalises mathematical ideas and techniques to analyse and solve problems efficiently MA5.3-2WM
• uses deductive reasoning in presenting arguments and formal proofs MA5.3-3WM
• applies deductive reasoning to prove circle theorems and to solve related problems MA5.3-17MG

TOPIC 19 Circle geometry  787

 CONTENT DESCRIPTIONS
Students:
Prove and apply angle and chord properties of circles (ACMMG272)
Prove and apply tangent and secant properties of circles (NSW)
Source: NSW Syllabus for the Australian curriculum

RESOURCES — ONLINE ONLY

eLesson: The story of mathematics — Piscopia (eles-2022)

Note: Your teacher may now set you a pre-test to determine how familiar you are with the content in
this topic.

19.2 Angles in a circle  [Stage 5.3]

19.2.1 Circles
•• A circle is a set of points that lie a fixed distance (the radius) from a fixed point (the centre).
•• In circle geometry, there are many theorems that can be used to solve problems. It is important that we
are also able to prove these theorems.
•• To prove a theorem:
1. state the aim of the proof
2. use given information and previously established theorems to establish the result
3. give a reason for each step of the proof
4. state a clear conclusion.

19.2.2 Parts of a circle

Part (name) Description Diagram
Centre The middle point, equidistant from all points on
the circumference. It is usually shown by a dot O
and labelled O.

Circumference The outside length or the boundary forming

the circle. It is the circle’s perimeter. O

Radius A straight line from the centre to any point on

the circumference O

Diameter A straight line from one point on the

c­ ircumference to another, passing through O
the centre

788  Maths Quest 10 Stage 5 NSW Australian curriculum

Part (name) Description Diagram
Chord A straight line from one point on the
­circumference to another O

Segment The area of the circle between a chord and the

circumference. The smaller segment is called the O
minor segment and the larger segment is the
major segment.

Sector An area of a circle enclosed by 2 radii and the

circumference O

Arc A portion of the circumference

O

Tangent A straight line that touches the circumference

at one point only
O

Secant A chord extended beyond the circumference

on one side O

19.2.3 Angles in a circle

•• In the diagram, chords AC and BC form the angle ACB. Arc AB has subtended C
angle ACB.

A B

TOPIC 19 Circle geometry  789

 •• Theorem 1  Code
The angle subtended at the centre of a circle is twice the angle subtended at the R
circumference, standing on the same arc.
O
Proof: Q
Let ∠PRO = x and ∠QRO = y. R
P
RO = PO = QO (radii of the same circle xy
are equal)
O Q
∠RPO = x
P M
and ∠RQO = y
∠POM = 2x (exterior angle of triangle)
and ∠QOM = 2y (exterior angle of triangle)
∠POQ = 2x + 2y
= 2(x + y)
which is twice the size of ∠PRQ = x + y.
The angle subtended at the centre of a circle is twice the angle subtended at the circumference,
standing on the same arc.
•• Theorem 2  Code
All angles that have their vertex on the circumference and R
are subtended by the same arc are equal. S
Proof: O

Join P and Q to O, the centre of the circle. P Q Q

P
Let ∠PSQ = x.
∠POQ = 2x (angle at the centre is twice
the angle at the circumference)
∠PRQ = x (angle at the circumference is half the angle of the centre)
∠PSQ = ∠PRQ.
Angles at the circumference subtended by the same arc are equal.
The application of the first two circle geometry theorems can be seen in the following worked
example.

WORKED EXAMPLE 1

Find the values of the pronumerals in the diagram, giving reasons for your answers.

46° Ox

THINK WRITE

1 Angles x and 46° are angles subtended by the same arc and both have x = 46°
their vertex on the circumference.
2 Angles y and 46° stand on the same arc. The 46° angle has its vertex y = 2 × 46°
on the circumference and y has its vertex at the centre. The angle at = 92°
the centre is twice the angle at the circumference.

790  Maths Quest 10 Stage 5 NSW Australian curriculum

 •• Theorem 3  Code
Angles subtended by the diameter, that is, angles in a semicircle, are right angles.
In the diagram, PQ is the diameter. Angles a, b and c are right angles. This ­theorem c b
is in fact a special case of Theorem 1. Q
Proof: P O
∠POQ = 180° (straight line) a
Let S refer to the angle at the circumference subtended by the diameter. In the
figure, S could be at the points where a, b and c are represented on the diagram.
∠PSQ = 90° (angle at the circumference is half the angle at the centre)
Angles subtended by a diameter are right angles.

19.2.4 Constructing a tangent

•• There are a number of ways to construct a tangent to a circle, as explained using the following steps.
1. Draw a circle of radius 5 cm and centre O.
2. Draw a radius.
3. Call the point of intersection of the radius and the circumference, P.
4. Extend this radius through P to the point Q, 5 cm outside the circle.
5. Using O and Q as centres, draw intersecting arcs above and below the line OQ.
6. Draw a straight line joining the points of intersection. This line is the tangent.
7. What do you notice about the angle between OQ and the tangent?
8. Investigate another technique for constructing a tangent to a circle.
9. Write a set of instructions for this method of constructing a tangent.

O P Q

•• Theorem 4  Code
If a radius is drawn to any point on the circumference and a tangent is drawn at
the same point, then the radius will be perpendicular to the tangent.
O P
In the diagram, the radius is drawn to a point, P, on the circumference. The tangent to
the circle is also drawn at P. The radius and the tangent meet at right angles, that is,
the angle at P equals 90°.

WORKED EXAMPLE 2

Find the values of the pronumerals in the diagram, giving a reason for your answer.
z
s
O

THINK WRITE
1 Angle z is subtended by the diameter. Use an appropriate theorem to z = 90°
state the value of z.
2 Angle s is formed by a tangent and a radius, drawn to the point of s = 90°
contact. Apply the corresponding theorem to find the value of s.

TOPIC 19 Circle geometry  791

 •• Theorem 5  Code
The angle formed by two tangents meeting at an external point is bisected by a straight line
­joining the centre of the circle to that external point.
R

O S

Proof:
Consider ΔSOR and ΔSOT.
OR = OT (radii of the same circle are equal)
OS is common.
∠ORS = ∠OTS = 90° (angle between a tangent and radii is 90°)
∴ ΔSOR ≡ ΔSOT(RHS)
So ∠ROS = ∠TOS and ∠OSR = ∠OST (corresponding angles in congruent triangles are equal).
The angle formed by two tangents meeting at an external point is bisected by a straight line joining the
centre of the circle to the external point.

WORKED EXAMPLE 3

Given that BA and BC are tangents to the circle, find the values of the A
r
pronumerals in the diagram. Give reasons for your answers.
O 68°
q
t
u B
s
C

THINK WRITE
1 Angles r and s are angles formed by the tangent s = r = 90° 
and the radius, drawn to the same point on the
circle. State their size.
2 In the triangle ABO, two angles are already ΔABO: t + 90° + 68° = 180°
known and so angle t can be found using our t + 158° = 180°
knowledge of the sum of the angles in a triangle. t = 22°
3 ∠ABC is formed by the two tangents, so the line ∠ABO = ∠CBO
BO, joining the vertex B with the centre of the ∠ABO = t = 22°, ∠CBO = u
circle, bisects this angle. This means that angles u = 22°
t and u are equal.
4 ΔAOB and ΔCOB are similar triangles. In ΔAOB and ΔCOB
r + t + 68° = 180° 
s + u + q = 180° 
r = s = 90°
t = u = 22°    (proved previously)
∴ q = 68° (proved previously)
     

•• Dynamic geometry software can be used to investigate the angle properties of circles.

792  Maths Quest 10 Stage 5 NSW Australian curriculum

 RESOURCES — ONLINE ONLY

Interactivity: Circle theorem 1 (int-6218)

Interactivity: Circle theorem 2 (int-6219)
Interactivity: Circle theorem 3 (int-6220)
Interactivity: Circle theorem 4 (int-6221)
Interactivity: Circle theorem 5 (int-6222)
Interactivity: Angles in a circle (int-2795)
Digital doc: SkillSHEET Using tests to prove congruent triangles (doc-5390)
Digital doc: SkillSHEET Corresponding sides and angles of congruent figures (doc-5391)
Digital doc: SkillSHEET Using tests to prove similar triangles (doc-5392)
Digital doc: SkillSHEET Angles in a triangle (doc-5393)
Digital doc: SkillSHEET More angle relations (doc-5394)
Digital doc: WorkSHEET Circle geometry I (doc-14627)

Exercise 19.2 Angles in a circle

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–e, 2a–c, 3a–d, 4–7 1d–i, 2b–f, 3c–f, 4–10 1–12

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE1 Find the values of the pronumerals in each of the following figures, giving reasons for your
answers.
a. 30° b. P Q c.
S
x 32°

x 25° y R x
A B
d. x e. f. A
30°
40° y O 80° O x
x

A B B

g. h. i. B
O 50° O 28°
42° x x x
A A
y O
B
2. WE2 Find the values of the pronumerals in each of the following figures, giving reasons for your answers.
a. b. c.
t m n
u
s

TOPIC 19 Circle geometry  793

 d. e. f.
38° O
x x
75° O
x
y

3. WE3 Given that AB and DB are tangents, find the values of the pronumerals in each of the following
figures, giving reasons for your answers.
a. A b. A c. A
x r
y y 20°
O 70° w B B 40° t O O z x B

z s
D D D

d. e. D f. A
O
15° x z
As 70° x y B D yO
20°
B
y z B
A x
rz
O D
D
P
4. MC In the diagram at right, which angle is subtended by the same arc as
∠APB? Note: There may be more than one correct answer. A
a. ∠APC b. ∠BPC c. ∠ABP
d. ∠ADB e. None of the above C B
5. MC Referring to the diagram at right, which of the statements is true?
Note: There may be more than one correct answer. B C
a. 2∠AOD = ∠ABD b. ∠AOD = 2∠ACD F
c. ∠ABF = ∠ABD d. ∠ABD = ∠ACD
e. None of the above
O
Communicating, reasoning and problem solving
A D
6. Values are suggested for the pronumerals in the diagram at right. AB is
A
a tangent to a circle and O is the centre. In each case give reasons to rs
B
justify suggested values. 25°
a. s = t = 45° b. r = 45° c. u = 65° t
m O
d. m = 25° e. n = 45° C u
D n
7. Set out below is the proof of this result: The angle at the centre of a
F
circle is twice the angle at the circumference standing on the same arc.
Copy and complete the following to show that ∠POQ = 2 × ∠PRQ. R
Construct a diameter through R. Let the opposite end of the diameter be S. a
x R y O
b
O
P Q

P Q
S

794  Maths Quest 10 Stage 5 NSW Australian curriculum

 Let ∠ORP = x and ∠ORQ = y.
OR = OP (____________________)
∠OPR = x (____________________)
∠SOP = 2x (exterior angle equals ____________________)
OR = OQ (____________________)
∠OQR = _______________ (____________________)
∠SOQ = _______________ (____________________)
Now ∠PRQ = _______ and ∠POQ = _______.
Therefore, ∠POQ = 2 × ∠PRQ.
8. Prove that the segments formed by drawing tangents from an external point to a circle are equal
in length.
9. Use the figure shown to prove that angles subtended by the same arc are equal.
R S

O
P Q

10. Use your knowledge of types of triangles, angles in triangles and the K
fact that the radius of a circle meets the tangent to the circle at right
angles to prove the following theorem: a
  The angle formed between two tangents meeting at an external O a M
point is bisected by a line from the centre of the circle to the
­external point.
L

11. WX is the diameter of a circle with centre at O. Y is a point on the circle and WY is extended to Z so
that OY = YZ. Prove that angle ZOX is 3 times angle YOZ.
Z

W X
O

12. What are the common steps in proving a theorem?

19.3 Intersecting chords, secants

and tangents [Stage 5.3]
19.3.1 Intersecting chords
•• In the diagram, chords PQ and RS intersect at X. P

S
X
R
Q

TOPIC 19 Circle geometry  795

 •• Theorem 6  Code
If the two chords intersect inside a circle, then the point of intersection divides P
each chord into two segments so that the product of the lengths of the segments a
d S
for both chords is the same.
c X b
PX × QX = RX × SX or a × b = c × d
R Q
Proof:
Join PR and SQ.
Consider ΔPRX and ΔSQX.
∠PXR = ∠SXQ (vertically opposite angles are equal)
∠RSQ = ∠RPQ (angles at the circumference standing on the same arc are equal)
∠PRS = ∠PQS (angles at the circumference standing on the same arc are equal)
ΔPRX ||| ΔSQX (equiangular)
PX RX
= (ratio of sides in similar triangles is equal)
SX QX
or PX × QX = RX × SX

WORKED EXAMPLE 4

Find the value of the pronumeral.

A
4 5 D
6 X
C m

THINK WRITE
1 Chords AB and CD intersect at X. Point X divides each AX × BX = CX × DX
chord into two parts so that the products of the lengths
of these parts are equal. Write this as a mathematical
­statement.
2 Identify the lengths of the line segments. AX = 4, BX = m, CX = 6, DX = 5
3 Substitute the given lengths into the formula 4m = 6 × 5
and solve for m. 30
m=
4
= 7.5

19.3.2 Intersecting secants

•• In the diagram below, chords CD and AB are extended to form secants CX and AX respectively.
They intersect at X.
C
D
X
B A

796  Maths Quest 10 Stage 5 NSW Australian curriculum

•• Theorem 7  Code
If two secants intersect outside the circle as shown, then the following relationship is always true:
AX × XB = XC × DX or a × b = c × d.
C
c
D
d
X
b B A
a

Proof: C
Join D and A to O, the centre of the circle. D
Let ∠DCA = x. O
∠DOA = 2x
  (angle at the centre is twice the angle X B A
at the ­circumference standing on the
same arc)
Reflex ∠DOA = 360° − 2x (angles in a revolution add 360°)
∠DBA = 180° − x (angle at the centre is twice the angle at the circumference
standing on the same arc)
∠DBX = x (angle sum of a straight line is 180°)
∠DCA = ∠DBX
Consider ΔBXD and ΔCXA.
∠BXD is common.
∠DCA = ∠DBX (shown previously)
∠XAC = ∠XDB (angle sum of a triangle is 180°)
ΔAXC ||| ΔDXB (equiangular)
AX XC
=
DX XB
or AX × XB = XC × DX

WORKED EXAMPLE 5

Find the value of the pronumeral.

C
y
D
A
6 5
B
7
X

THINK WRITE

1 Secants XC and AX intersect outside the circle at X. Write XC × DX = AX × XB

the rule connecting the lengths of XC, DX, AX and XB.
2 State the length of the required line segments. XC = y + 6  DX = 6
AX = 7 + 5  XB = 7
= 12
3 Substitute the length of the line segments and solve the (y + 6) × 6 = 12 × 7
­equation for y. 6y + 36 = 84
6y = 48
y=8

TOPIC 19 Circle geometry  797

19.3.3 Intersecting tangents
•• In the following diagram, tangents AC and BC intersect at C and AC = BC.
A

•• Theorem 8  Code
If two tangents meet outside a circle, then the lengths from the external point to where they meet
the circle are equal.
Proof:
Join A and B to O, the centre of the circle. A
Consider ΔOCA and ΔOCB.
OC is common. C O
OA = OB (radii of the same circle are equal)
∠OAC = ∠OBC (radius is perpendicular to tangent through the point
B
of contact)
ΔOCA ≡ ΔOCB (RHS)
AC = BC (corresponding sides of congruent triangles are equal)
If two tangents meet outside a circle, the lengths from the external point to the point of contact are equal.

WORKED EXAMPLE 6

Find the value of the pronumeral.

B
3
C
m
A

THINK WRITE
BC and AC are tangents intersecting at C. State the rule that AC = BC
connects the lengths BC and AC.
State the lengths of BC and AC. AC = m, BC = 3
Substitute the required lengths into the equation to find m=3
the value of m.

19.3.4 Chords and radii

•• In the diagram at right, the chord AB and the radius OC intersect at X at 90°; O

that is, ∠OXB = 90°. OC bisects the chord AB; that is, AX = XB. A B
X
•• Theorem 9  Code C
If a radius and a chord intersect at right angles, then the radius bisects the chord.
Proof:
Join OA and OB.
Consider ΔOAX and ΔOBX. O
OA = OB (radii of the same circle are equal)
A B
∠OXB = ∠OXA (given) X
C
OX is common.

798  Maths Quest 10 Stage 5 NSW Australian curriculum

 ΔOAX ≅ ΔOBX (RHS)
AX = BX (corresponding sides in congruent triangles are equal)
If a radius and a chord intersect at right angles, then the radius bisects the chord.
•• The converse is also true:
If a radius bisects a chord, the radius and the chord meet at right angles.
•• Theorem 10  Code
Chords equal in length are equidistant from the centre. M P
This theorem states that if the chords MN and PR are of equal length, then OD = OC. B
C
Proof: A
D O
Construct OA ⟂ MN and OB ⟂ PR. R
Then OA bisects MN and OB bisects PR (Theorem 9). N
Because MN = PR, MD = DN = PC = CR.
Construct OM and OP, and consider ΔODM and ΔOCP. M P
MD = PC (shown above) B
C
OM = OP (radii of the same circle are equal) A
D O
∠ODM = ∠OCP = 90° (by construction) R
ΔODM ≡ ΔOCP (RHS) N
So OD = OC (corresponding sides in congruent triangles are equal)
Chords equal in length are equidistant from the centre.

WORKED EXAMPLE 7

Find the values of the pronumerals, given that AB = CD.

G
A E
m 3 B
n
O
2.5
F D
C
H

THINK WRITE
1 Since the radius OG is perpendicular to the chord AB, the radius bisects AE = EB
the chord.
2 State the lengths of AE and EB. AE = m, EB = 3
3 Substitute the lengths into the equation to find the value of m. m=3
4 AB and CD are chords of equal length and OE and OF are perpendicular OE = OF
to these chords. This implies that OE and OF are equal in length.
5 State the lengths of OE and OF. OE = n, OF = 2.5
6 Substitute the lengths into the equation to find the value of n. n = 2.5

19.3.5 The circumcentre of a triangle

•• In the diagram, a circle passes through the vertices of the triangle ABC.
C

A
B

TOPIC 19 Circle geometry  799

 •• The circle is called the circumcircle of triangle ABC, and the centre of the circle is called the
­circumcentre.
•• The circumcentre is located as follows.
Draw any triangle ABC. Label the vertices.
C

A
B

Construct perpendicular bisectors of AB, AC and BC, and let the bisectors intersect at O. This means
that OA = OB = OC, so a circle can be drawn through A, B and C with a centre at O.
C

A
B

DISCUSSION
Can a circle be drawn so that it touches all three points of any triangle?

•• Dynamic geometry software can be used to investigate the chord, secant and tangent properties
of ­circles.

RESOURCES — ONLINE ONLY

Interactivity: Circle theorem 6 (int-6223)

Interactivity: Circle theorem 7 (int-6224)
Interactivity: Circle theorem 8 (int-6225)
Interactivity: Circle theorem 9 (int-6226)
Interactivity: Circle theorem 10 (int-6227)

Exercise 19.3 Intersecting chords, secants and tangents

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–7, 10 1–8, 10, 11 1–13

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.

800  Maths Quest 10 Stage 5 NSW Australian curriculum

Understanding and fluency
1. WE4 Find the value of the pronumeral in each of the following.
a. A D b. C c. C
m 4 m
A 6 A
6 X 9 2 4 X
X B
C 8 m 9
B D m
D B
2. WE5 Find the value of the pronumeral in each of the following.
a. b.
4
2
m 4.5
3
n

5 6

c. d.
8 5
4 6
n 3
7
m

3. WE6 Find the values of the pronumerals in each of the following.

a. 5
b. c. x
7 3.1

x 2.5 y
m
4. WE7 Find the value of the pronumeral in each of the following.
a. b.
3.3 x
2.8
O
x O

c. d.
2.5 2.5 m
5.6 x O
O

5. MC In which of the following figures is it possible to find the value of m through solving a linear
equation? Note: There may be more than one correct answer.
a. b. c. d.
7 7
m
2 2 m
4
5 m m 3 4 2
3 2
1
e. None of the above

TOPIC 19 Circle geometry  801

 6. Find the length of ST in the diagram below.
Q 5 cm
R 4 cm
S
T
P 9 cm

Communicating, reasoning and problem solving

7. Prove the result: If a radius bisects a chord, then the radius meets the chord at right angles. Remember
to provide reasons for your statements.
8. Prove the result: Chords that are an equal distance from the centre are equal in length. Provide reasons
for your statements.
9. Prove that the line joining the centres of two intersecting circles bisects their common chord at right
angles. Provide reasons for your statements.
10. Calculate the values of the pronumerals in each of the following diagrams.
a. b. c.
3
x 4
10 O
6 3x

8
x

4x 15 y

11. AOB is the diameter of the circle. CD is a chord perpendicular to AB and meeting AB at M.
C

O
b
A B
a M

a. Why is M the midpoint of CD?

b. If CM = c, AM = a and MB = b, prove that c2 = ab.
a+b
c. Explain why the radius of the circle is equal to .
2
12. What techniques will you use to prove circle theorems?
13. An astroid is the curve traced by a point on the circumference of a small circle as it rolls around the
inside circumference of a circle that is four times larger than it. Draw the shape of an astroid.

802  Maths Quest 10 Stage 5 NSW Australian curriculum

19.4 Cyclic quadrilaterals [Stage 5.3]
•• A cyclic quadrilateral has all four vertices on the circumference of a circle; that is, B
A
the quadrilateral is inscribed in the circle.
•• In the diagram, points A, B, C and D lie on the circumference; hence, ABCD is a C
cyclic quadrilateral.
D
•• It can also be said that points A, B, C and D are concyclic; that is, the circle passes
through all the points.
•• Theorem 11  Code
The opposite angles of a cyclic quadrilateral are supplementary (add to 180°).
Proof:
Join A and C to O, the centre of the circle. B
A
Let ∠ABC = x.
Reflex ∠AOC = 2x (angle at the centre is twice the angle at the O C
circumference ­standing on the same arc)
D
Reflex ∠AOC = 360° − 2x (angles in a revolution add to 360°)
∠ADC = 180° − x (angle at the centre is twice the angle at the circumference
­standing on the same arc)
∠ABC + ∠ADC = 180°
Similarly, ∠DAB + ∠DCB = 180°.
Opposite angles in a cyclic quadrilateral are supplementary.
•• The converse is also true:
If opposite angles of a quadrilateral are supplementary, then the quadrilateral is cyclic.

DISCUSSION
Does the proof of Theorem 11 also prove the stated converse?

WORKED EXAMPLE 8

Find the values of the pronumerals in the diagram below. Give reasons for your answers.
Q
P 75°
120°
y R
x
S
THINK WRITE
1 PQRS is a cyclic quadrilateral, so its opposite angles ∠PQR + ∠RSP = 180° (The opposite
are supplementary. First find the value of x by angles of a cyclic quadrilateral are
­considering a pair of opposite angles ∠PQR and ∠RSP ­supplementary.)
and forming an equation to solve. ∠PQR = 75°, ∠RSP = x
x + 75° = 180°
x = 105°

2 Find the value of y by considering the other pair of ∠SPQ + ∠QRS = 180°
opposite angles (∠SPQ and ∠QRS). ∠SPQ = 120°, ∠QRS = y
y + 120° = 180°
y = 60°

TOPIC 19 Circle geometry  803

 •• Theorem 12  Code
The exterior angle of a cyclic quadrilateral is equal to the interior opposite angle.
Q
P
b
T a
a R

Proof:
∠QPS + ∠QRS = 180° (opposite angles of a cyclic quadrilateral)
∠QPS + ∠SPT = 180° (adjacent angles on a straight line)
Therefore, ∠SPT = ∠QRS.
The exterior angle of a cyclic quadrilateral is equal to the interior opposite angle.

WORKED EXAMPLE 9

Find the value of the pronumerals in the diagram.

A
50°
D y B
100°
C x

THINK WRITE
1 ABCD is a cyclic quadrilateral. The exterior angle, x, x = ∠DAB, ∠DAB = 50° 
is equal to its interior opposite angle, ∠DAB. So x = 50°.
2 The exterior angle, 100°, is equal to its interior ∠ADC = 100°, ∠ADC = y 
­opposite angle, ∠ADC. So y = 100°.

•• Dynamic geometry software can be used to investigate the properties of cyclic quadrilaterals.

RESOURCES — ONLINE ONLY

Interactivity: Circle theorem 11 (int-6228)

Interactivity: Circle theorem 12 (int-6229)
Digital doc: SkillSHEET Angles in a quadrilateral (doc-5396)
Digital doc: WorkSHEET Circle geometry II (doc-14628)

Exercise 19.4 Cyclic quadrilaterals

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–6, 8 1–8 1–10

804  Maths Quest 10 Stage 5 NSW Australian curriculum

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE8 Find the values of the pronumerals in each of the following figures.
a. b. c. n
65°
m
92°
95°
y 155°
x

d. x e. f. y
135°
O
O 85°
50° x y x

2. WE9 Find the values of the pronumerals in each of the following figures.
a. b. y c.
80° x 95°
x
y
85° 115° x

110°

d. e. f.
x x 120° 130°
150°
y 120°

n m

3. MC Which of the following correctly states the relationship between x, y and z x

in the diagram shown? Note: There may be more than one correct answer. O
a. x = y and x = 2z z
b. x = 2y and y + z = 180° y
c. z = 2x and y = 2z
d. x + y = 180° and z = 2x
e. None of the above
4. The steps below show you how to set out the proof that the opposite angles of a A B
x
cyclic quadrilateral are equal.
O
a. Find the size of ∠DOB.
b. Find the size of the reflex angle DOB. C
c. Find the size of ∠BCD. D
d. Find ∠DAB + ∠BCD.
5. MC Note: There may be more than one correct answer.

q r

t p s

TOPIC 19 Circle geometry  805

 a. Which of the following statements is always true for the diagram shown?
a. r = t b. r = p c. r = q
d. r = s e. None of the above
b. Which of the following statements is correct for the diagram shown?
a. r + p = 180° b. q + s = 180° c. t + p = 180°
d. t = r e. None of the above
Communicating, reasoning and problem solving
6. Prove that the exterior angle of a cyclic quadrilateral is equal to the interior opposite angle.
7. Calculate the values of the pronumerals in each of these diagrams.
a. b. c.
y
x
16x2 – 10x

3x2 – 5x + 1
z 87° 20x2 – 8x
2x – 1 – 3x2

8. Calculate the value of each pronumeral in the diagram.

y
z 2

x
110°
z+5
w
110°

9. ∠FAB = 70°, ∠BEF = a°, ∠BED = b° and ∠BCD = c°.

A

70°

C
c°

a° b° D

a. Find the values of a, b and c.

b. Prove that CD is parallel to AF.
10. What is a cyclic quadrilateral?

806  Maths Quest 10 Stage 5 NSW Australian curriculum

19.5 Tangents, secants and chords [Stage 5.3]
19.5.1 The alternate segment theorem
•• Consider the figure shown. Line BC is a tangent to the circle at the point A.

D
O

B A C

•• A line is drawn from A to anywhere on the circumference, point D.

The angle ∠BAD defines a segment (the shaded area).
The unshaded part of the circle is called the alternate segment to ∠BAD.
Now consider angles subtended by the chord AD in the alternate segment, such as the angles marked
in red and blue.
E

O
D
F

B A C

•• The alternate segment theorem states that these are equal to the angle that made the segment, namely:
∠BAD = ∠AED  and  ∠BAD = ∠AFD.
•• Theorem 13 Code
The angle between a tangent and a chord is equal to the angle in the alternate segment.
Proof:
We are required to prove that ∠BAD = ∠AFD.
Construct the diameter from A through O, meeting the circle at G.
Join G to the points D and F.
G

D O
F

B A C

∠BAG = ∠CAG = 90° (radii ⟂ tangent at point of contact)

∠GFA = 90° (angle in a semicircle is 90°)
∠GDA = 90° (angle in a semicircle is 90°)
Consider ΔGDA. We know that ∠GDA = 90°.
∠GDA + ∠DAG + ∠AGD = 180°
90° + ∠DAG + ∠AGD = 180°
∠DAG + ∠AGD = 90°
∠BAG is also a right angle.
∠BAG = ∠BAD + ∠DAG = 90°

TOPIC 19 Circle geometry  807

 Equate the two results.
∠DAG + ∠AGD = ∠BAD + ∠DAG
Cancel the equal angles on both sides.
∠AGD = ∠BAD
Now consider the fact that both triangles DAG and DAF are subtended from the same chord (DA).
∠AGD = ∠AFD (Angles in the same segment standing on the same arc are equal).
Equate the two equations.
∠AFD = ∠BAD

WORKED EXAMPLE 10

Find the value of x and y, giving reasons.

A
x
B

D 62° y C

THINK WRITE
1 Use the alternate segment theorem to find x. x = 62° (angle between a tangent and a chord is
equal to the angle in the alternate segment)
2 The value of y is the same as x because x and y = 62° (angles in the same segment standing
y are subtended by the same chord BT. on the same arc are equal)

19.5.2 Tangents and secants

•• Theorem 14  Code
If a tangent and a secant intersect as shown, the following relationship is always true:
XA × XB = (XT) 2 or a × b = c2.
A
a
B
b
X c T
Proof:
Join BT and AT.
A

X
T
Consider ΔTXB and ΔAXT.
∠TXB is common.
∠XTB = ∠XAT (angle between a tangent and a chord is equal to the angle in the alternate segment)
∠XBT = ∠XTA (angle sum of a triangle is 180°)
ΔTXB ||| ΔAXT (equiangular)
XB XT
So =
XT XA
or XA × XB = (XT) 2.

808  Maths Quest 10 Stage 5 NSW Australian curriculum

 WORKED EXAMPLE 11

Find the value of the pronumeral. A m

B 5
X
8
T
THINK WRITE
1 Secant XA and tangent XT intersect at X. Write the rule XA × XB = (XT) 2
connecting the lengths of XA, XB and XT.

2 State the values of XA, XB and XT. XA = m + 5, XB = 5, XT = 8

3 Substitute the values of XA, XB and XT into the equation (m + 5) × 5 = 82
and solve for m. 5m + 25 = 64
5m = 39
m = 7.8

DISCUSSION
Do you have a method to remember some or all of these circle theorems?

•• Dynamic geometry software can be used to investigate the chord, secant and tangent properties
of ­circles.

RESOURCES — ONLINE ONLY

Interactivity: Circle theorem 13 (int-6230)

Interactivity: Circle theorem 14 (int-6231)

Exercise 19.5 Tangents, secants and chords

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1, 2, 4–6, 8, 10, 13–15, 17, 20, 22 1–3, 5, 7, 9, 11, 13, 14, 16, 1–25
19, 21–23

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE10 Find the values of the pronumerals in the following figures.
a. b. 59°
x

70° 47°
x
y

TOPIC 19 Circle geometry  809

 2. WE11 Find the values of the pronumerals in the following figures.
a. b.
5
4
12
p
q
4

3. Line AB is a tangent to the circle as shown in the figure. Find the values of the angles labelled
x and y.
B y

A x
O
21°

Questions 4 to 6 refer to the figure below. The line MN is a tangent to the circle, and EA is a
straight line. The circles have the same radius.
D M

F G
E A
O C

B N

4. Find 6 different right angles.

5. MC If ∠DAC = 20°, then ∠CFD and ∠FDG are respectively:
a. 70° and 50° b. 70° and 40° c. 40° and 70°
d. 70° and 70° e. 40° and 30°
6. MC A triangle similar to FDA is:
a. FDG b. FGB c. EDA
d. GDE e. FDE
7. Find the values of the angles x and y in the figure.
A
y

O
42°
x
62°
B

8. Show that if the sum of the two given angles in question 7 is 90°, then the line AB must be a
­diameter.
9. Find the value of x in the figure, given that the line underneath the circle is a tangent.
x

100°
O

20°

810  Maths Quest 10 Stage 5 NSW Australian curriculum

10. In the figure, express x in terms of a and b. This is the same drawing as in question 9.
x

a O

11. Two tangent lines to a circle meet at an angle y, as shown in the figure. Find the values of the
angles x, y and z.
10°

z
O

x y

12. Solve question 11 in the general case (see the figure below) and show that y = 2a. This result is
important for space navigation (imagine the circle to be the Earth) in that an object at y can be seen by
people at x and z at the same time.
a

z
O

x y

13. In the figure, find the values of the angles x, y and z.

z
y
75°
x

20°

14. MC Examine the figure. The angles x and y (in degrees) are respectively:

51
y
19
x O

a. 51 and 99 b. 51 and 129 c. 39 and 122

d. 51 and 122 e. 39 and 141

TOPIC 19 Circle geometry  811

Questions 15 to 17 refer to the figure below. The line BA is a tangent to the circle at point B. Line
AC is a chord that meets the tangent at A.
C
x
y D
O
z 50° 45° A
B

15. Find the values of the angles x and y.

16. MC The triangle which is similar to triangle BAD is:
a. CAB b. BCD c. BDC
d. AOB e. None of the above
17. MC The value of the angle z is:
a. 50° b. 85° c. 95°
d. 100° e. 130°
Communicating, reasoning and problem solving
18. Find the values of the angles x, y and z in the figure. The line AB is tangent to the circle at B.

O C
D 33°
y
A z x 92°
B

19. Find the values of the angles x, y and z in the figure. The line AB is tangent to the circle at B. The line
CD is a diameter.

C
x
O y D
25° z A
B

20. Solve question 19 in the general case; that is, express angles x, y and z in terms of a (see the
­figure below).

C
x
O y D
a z A
B

21. Prove that, when two circles touch, their centres and the point of contact are collinear.
22. Find the values of the pronumerals in the following figures.
a. b.
x 4
k
6
4

812  Maths Quest 10 Stage 5 NSW Australian curriculum

 c. d.
m 7
4 n
x

e. a f.
1
2
6 b

5.5
8
x
11
w
3

23. Find the values of a, b and c in each case.

a. ∠BCE = 50° and ∠ACE = c E
b. B c a b C
E 70°
B

50°
50° F D
c
a b C
A

A
D
24. Describe the alternate segment of a circle.
25. How can an annulus be cut into seven pieces with three straight lines?

TOPIC 19 Circle geometry 813

19.6 Review
Investigation | Rich task
Variation of distance
The Earth approximates the shape of a sphere. Lines of longitude travel between the North and South
poles, and lines of latitude travel east–west, parallel to the equator. Although the lines of longitude are
all approximately the same length, this is not the case with lines of latitude. The line of latitude at the
equator is the maximum length and these lines decrease in length on approaching both the North and
South poles.
This investigation looks at how the distance between points on two given lines of longitude and the
same line of latitude changes as we move from the equator to the pole.
Consider two lines of longitude, 0° and 100°E. Take two points, P1 and P2, lying on the equator
on lines of longitude 0° and 100°E respectively.
60°
45° N
N

30°
N

15°
N
E
75°

Eq
uat
or
E
90°

°E
105

15°
S
°E
120

°E
135

°E

30°
S
150

°E
165

°
180

°W

45°
165

60°
S

North Pole
45° 60°
30° N N
N
15°
N
Eq
uat
or 0 100E
15°
S
30° 45°
S N
45°
S
60°
r 0
Equato
S
E

Latitude
E
75°

P1 P2
90°

°E
°E
105

°E
120

°E
135

°E
150
165

165 0°
°W
18

30°
°E

N
135

Longitude

  South Pole

The distance (in km) between two points on the same line of latitude is given by the formula:
Distance = angle sector between the two points × 111 × cos (degree of latitude).
1. The size of the angle sector between P1 and P2 is 100°, and these two points lie on 0° latitude.
The distance between the points would be calculated as 100 × 111 × cos 0°. Determine this
distance.
2. Move the two points to the 10° line of latitude. Calculate the distance between P1 and P2 in this
position. Round your answer to the nearest kilometre.
3. Complete the following table showing the distance (rounded to the nearest kilometre) between the
points P1 and P2 as they move from the equator towards the pole.

814  Maths Quest 10 Stage 5 NSW Australian curriculum

 Latitude Distance between P1 and P2 (km)
0°
10°
20°
30°
40°
50°
60°
70°
80°
90°
4. Describe what happens to the distance between P1 and P2 as we move from the equator to the
pole. Is there a constant change? Explain.
5. You would perhaps assume that, at a latitude of 45°, the distance between P1 and P2 is half the
distance between the points at the equator. This is not the case. At what latitude does this occur?
6. Sketch a graph displaying the change in distance between the points in moving from the equator
to the pole.
7. Consider the points P1 and P2 on lines of longitude separated by 1°. On what line of latitude
(to the nearest degree) would the points be 100 km apart?
8. Keeping the points P1 and P2 on the same line of latitude, and varying their lines of longitude,
investigate the rate that the distance between them changes from the equator to the pole. Is it more
or less rapid in comparison to what you found earlier?

RESOURCES — ONLINE ONLY

Digital doc: Investigation — Variation of distance (doc-15952)

Digital doc: Code puzzle — Where is 2 litres of hydrochloric acid produced each day? (doc-15953)
Digital doc: Summary Topic 19 (doc-22917)
Interactivity: Word search Topic 19 (int-2880)
Interactivity: Crossword Topic 19 (int-2881)
Interactivity: Sudoku Topic 19 (int-3894)

Exercise 19.6 Review questions

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Determine the values of the pronumerals in each of the following figures.
a. b. c.
x
50° x 25° 48°
28° y
O
x
z
y

TOPIC 19 Circle geometry  815

 d. e. f.
x 70°
y
O
O x
O

g. x h. x i.

O O 110° x
110° 250°

j. k. l.
m 70°
x O
50° z
y 30°
100° x

2. Find the value of the pronumeral in each case.

a. b.
x
O O 70° x

c. d.

x O x O
110° 70°

3. Find the value of m in each of the following figures.

a. b.
6
8
m m
10 5 4
6

c. d.
5
10 8
4 7.5
m 3 m

816  Maths Quest 10 Stage 5 NSW Australian curriculum

4. MC In which of the following figures is it possible to get a reasonable value for the pronumeral?
Note: There may be more than one correct answer.
a. 4 b.
6 6
5 3
m 2 m

c. d.
2
8
5
m 7
m

4 3
e. None of the above
5. MC Which of the following statements is true for the diagram shown? Note: There may be more than
one correct answer.
A

O C

a. AO = BO b. AC = BC c. ∠OAC = ∠OBC
d. ∠AOC = 90° e. None of the above
6. Find the values of the pronumerals in the following figures.
a. b.
85°

y 81°
100° x

x
c. d.

78° y 88°

x
x y
92° 97°

7. MC Which of the following statements is not always true for the diagram below?
a. ∠a + ∠c = 180° b. ∠b + ∠d = 180° c. ∠e + ∠c = 180°
d. ∠a + ∠e = 180° e. ∠a + ∠b + ∠c + ∠d = 360°

a b

e
c
d

TOPIC 19 Circle geometry  817

Communicating, reasoning and problem solving
8. Find the values of the pronumerals in the following figures.
a. b. y c.
56°
x
42° O
130°

9. Two chords, AB and CD, intersect at E as shown. If AE = CE, prove that EB = ED.
C

A E

10. Two circles intersect at X and Y. Two lines, AXB and CXD, intersect one circle at A and C, and the
other at B and D, as shown. Prove that ∠AYC = ∠BYD.
C X B

A D

11. Name at least five pairs of equal angles in the following diagram.
R

S
U

12. Prove that the perpendicular bisector of a chord passes through the centre of a circle.

818  Maths Quest 10 Stage 5 NSW Australian curriculum

Answers
Topic 19 Circle geometry
Exercise 19.2 Angles in a circle
1. a. x = 30° (theorem 2)
b. x = 25°, y = 25° (theorem 2 for both angles)
c. x = 32° (theorem 2)
d. x = 40°, y = 40° (theorem 2 for both angles)
e. x = 60° (theorem 1)
f. x = 40° (theorem 1)
g. x = 84° (theorem 1)
h. x = 50° (theorem 2); y = 100° (theorem 1)
i. x = 56° (theorem 1)
2. a. s = 90°, r = 90° (theorem 3 for both angles)
b. u = 90° (theorem 4); t = 90° (theorem 3)
c. m = 90°, n = 90° (theorem 3 for both angles)
d. x = 52° (theorem 3 and angle sum in a triangle = 180°)
e. x = 90° (theorem 4)
f. x = 90° (theorem 4); y = 15° (angle sum in a triangle = 180°)
3. a. x = z = 90° (theorem 4); y = w = 20° (theorem 5 and angle sum in a triangle = 180°)
b. s = r = 90° (theorem 4); t = 140° (angle sum in a quadrilateral = 360°)
c. x = 20° (theorem 5); y = z = 70° (theorem 4 and angle sum in a triangle = 180°)
d. s = y = 90° (theorem 4); x = 70° (theorem 5); r = z = 20° (angle sum in a triangle = 180°)
e. x = 70° (theorem 4 and angle sum in a triangle = 180°); y = z = 20° (angle sum in a triangle = 180°)
f. x = y = 75° (theorem 4 and angle sum in a triangle = 180°); z = 75° (theorem 1)
4. D
5. B, D
6. a. Base angles of a right-angled isosceles triangle
b. r + s = 90°, s = 45° ⇒ r = 45°
c. u is the third angle in ΔABD, which is right-angled.
d. m is the third angle in ΔOCD, which is right-angled.
e. ∠AOC and ∠AFC stand on the same arc with ∠AOC at the centre and ∠AFC at the circumference.
7. OR = OP (radii of the circle)
∠OPR = x (equal angles lie opposite equal sides)
∠SOP = 2x (exterior angle equals the sum of the two interior opposite angles)
OR = OQ (radii of the circle)
∠OQR = y (equal angles lie opposite equal sides)
∠SOQ = 2y (exterior angle equals the sum of the two interior opposite angles)
Now ∠PRQ = x + y and ∠POQ = 2x + 2y = 2(x + y).
Therefore ∠POQ = 2 × ∠PRQ.
8–11. Check with your teacher.
12. 1. State the aim
2. Use given information and established theorems to establish the result.
3. Give a reason for each step of the proof.
4. State a clear conclusion.

Exercise 19.3 Intersecting chords, secants and tangents

1. a. m = 3 b. m = 3 c. m = 6
2. a. n = 1 b. m = 7.6 c. n = 13 d. m = 4

TOPIC 19 Circle geometry  819

 3. a. x = 5 b. m = 7 c. x = 2.5, y = 3.1
4. a. x = 2.8 b. x = 3.3 c. x = 5.6 d. m = 90°
5. B, C, D
6. ST = 3 cm
7–9. Check with your teacher.
10. a. x = 3√2 b. x = 6 c. x = 3, y = 12
11. Check with your teacher.
12. Consider the proof you are being asked to prove and all related theorems and knowledge.
13.

Exercise 19.4 Cyclic quadrilaterals

1. a. x = 115°, y = 88° b. m = 85° c. n = 25°
d. x = 130° e. x = y = 90° f. x = 45°, y = 95°
2. a. x = 85°, y = 80° b. x = 110°, y = 115° c. x = 85°
d. x = 150° e. x = 90°, y = 120° f. m = 120°, n = 130°
3. D
4. a. 2x b. 360° − 2x c. 180° − x d. 180°
5. a. A b. A, B, C, D
6. Check with your teacher.
7. a. x = 93°, y = 87°, z = 93°
b. x = −2° or 5° 2

c. x = 23° or 12°
8. w = 110°, x = 70°, y = 140°, z = 87.5°
9. a. a = 110°, b = 70°, c = 110°
b. Check with your teacher.
10. A cyclic quadrilateral has all four vertices on the circumference of the same circle.

Exercise 19.5 Tangents, secants and chords

1. a. x = 70° b. x = 47°, y = 59°
2. a. p = 6 b. q = 8
3. x = 42°, y = 132°
4. MAC, NAC, FDA, FBA, EDG, EBG
5. B
6. D
7. x = 42°, y = 62°
8. Answers will vary.
9. 60°
10. x = 180° − a − b
11. x = 80°, y = 20°, z = 80°
12. Answers will vary.
13. x = 85°, y = 20°, z = 85°
14. D
15. x = 50°, y = 95°
16. A
17. C

820  Maths Quest 10 Stage 5 NSW Australian curriculum

18. x = 33°, y = 55°, z = 22°
19. x = 25°, y = 65°, z = 40°
20. x = a, y = 90° − a, z = 90° − 2a
21. Check with your teacher.
22. a. x = 5 b. k = 12 c. m = 6, n = 6
d. x = 7 e. b = 4, a = 2 f. w = 3, x = 5
23. a. a = 50°, b = 50°, c = 80° b. a = 50°, b = 70°, c = 70°
24. A tangent BC is drawn at point A on the circumference of a circle and a chord is then drawn from point A to another point D
on the circumference. The alternate segment is not the segment that contains angle BAD.
25. 2 1 4
3

7 5

Investigation | Rich task

1. 11 100 km
2. 10 931 km
3.
Latitude Distance between P1 and P2 (km)

  0° 11 100

10° 10 931

20° 10 431

30°    9613

40°    8503

50°    7135

60°    5550

70°    3796

80°    1927

90°          0
4. The distance between P1 and P2 decreases from 11 100 km at the equator to 0 km at the pole. The change is not constant. The
distance between the points decreases more rapidly on moving towards the pole.
5. Latitude 60°
6.
12 000
Distance between P1 and P2 (km)

11 000
10 000
9000
8000
7000
6000
5000
4000
3000
2000
1000
0
10° 20° 30° 40° 50° 60° 70° 80° 90°
Latitude

TOPIC 19 Circle geometry  821

7. Latitude 26°
8. Answers will vary. Check with your teacher.
Exercise 19.6 Review questions
1. a. x = 50° b. x = 48°, y = 25° c. x = y = 28°, z = 56° d. x = 90°
e. y = 90° f. x = 140° g. x = 55° h. x = 125°
i. x = 70° j. x = 100° k. m = 40° l. x = 90°, y = 60°, z = 40°
2. a. x = 90° b. x = 20° c. x = 55° d. x = 125°
3. a. m = 3 b. m = 12 c. m = 9 d. m = 11.7
4. A, B, D
5. A, B, C
6. a. x = 95°, y = 80° b. x = 99° c. x = 78°, y = 92° d. x = 97°, y = 92°
7. D
8. a. x = 42° b. y = 62° c. p = 65°
9. CE × ED = AE × EB

AE = CE (given)
∴ ED = EB
10. ∠AYC = ∠AXC

∠BXD = ∠BYD

But ∠AXC = ∠BXD

⇒ ∠AYC = ∠BYD
11. ∠PQT and ∠PST, ∠PTS and ∠RQS, ∠TPQ and ∠QSR, ∠QPS and ∠QTS, ∠TPS and ∠TQS, ∠PQS and PTS, ∠PUT and
∠QUS, ∠PUQ and TUS
12. Check with your teacher.

822  Maths Quest 10 Stage 5 NSW Australian curriculum

TOPIC 20
Trigonometry [Stage 5.3]

20.1 Overview
Numerous videos and interactivities are embedded
just where you need them, at the point of learning, in
your learnON title at www.jacplus.com.au. They will
help you to learn the concepts covered in this topic.

20.1.1 Why learn this?

The ability to calculate distances using angles has
long been critical. Early explorers, using rudimentary
calculations, were able to navigate their way around
the planet and were even able to map coastlines along
the way. It is essential to be able to calculate dis-
tances that can’t be physically measured. Our explo-
rations have now turned towards the skies. By
applying trigonometry we can approximate the
­distances to other planets and beyond.

DISCUSSION
Maria Agnesi was fluent in 7 languages by her 11th birthday and went on to devote her life to the study of
mathematics. Do you think being fluent in foreign languages could help you develop your mathematical skills?
Why or why not?

LEARNING SEQUENCE
20.1 Overview
20.2 [Stage 5.3] The sine rule
20.3 [Stage 5.3] The cosine rule
20.4 [Stage 5.3] Area of triangles
20.5 [Stage 5.3] The unit circle
20.6 [Stage 5.3] Trigonometric functions
20.7 [Stage 5.3] Solving trigonometric equations
20.8 Review

LEARNING OUTCOMES
A student:
• uses and interprets formal definitions and generalisations when explaining solutions and/or conjectures MA5.3-1WM
• generalises mathematical ideas and techniques to analyse and solve problems efficiently MA5.3-2WM
• uses deductive reasoning in presenting arguments and formal proofs MA5.3-3WM
• applies trigonometric relationships, the sine rule, the cosine rule and the area rule to solve problems, including problems
involving three dimensions MA5.3-15MG

TOPIC 20 Trigonometry  823

 CONTENT DESCRIPTIONS
Students:
Establish the sine, cosine and area rules for any triangle and solve related problems (ACMMG273)
Use the unit circle to define trigonometric functions, and graph them, with and without the use of digital technologies (ACMMG274)
Solve simple trigonometric equations (ACMMG275)
Source: NSW Syllabus for the Australian curriculum

RESOURCES — ONLINE ONLY

eLesson: The story of mathematics — Agnesi (eles-2023)

Note: Your teacher may now set you a pre-test to determine how familiar you are with the content in
this topic.

20.2 The sine rule [Stage 5.3]

20.2.1 The sine rule
•• In non–right-angled triangles, it is usual to label the angles A, B and C, and the B
sides a, b and c, so that side a is the side opposite angle A, side b is the side B
c a
opposite angle B and side c is the side opposite angle C. A C
•• In a non–right-angled triangle, a perpendicular line, h, can be drawn from the A b C
angle B to side b.
This divides the triangle into two right-angled triangles, ABD and CBD. B
•• Using triangle ABD and the sine trigonometric ratio for right-angled
h c h a
­triangles, we obtain sin A = . Using triangle CBD and the sine trigonomet-
c
h
ric ratio for right-angled triangles, we obtain sin C = . A
D b
C
a
h h
•• Transposing each equation to make h the subject, we obtain: h = c sin A and – = sin A and – = sin C
c a
h = a sin C. Since h is common to both triangles, the two equations may be
equated to get c sin A = a sin C.
•• Dividing both sides of the equation by sin A gives:
a sin C
c=
sin A
Dividing both sides of the equation by sin C gives:
c a
= B
sin C sin A
B
•• In a similar way, if a perpendicular line is drawn from angle A to side a, the two c
right-angle triangles would give h = c sin B and h = b sin C. h
b c C
This would give: = A b C
sin B sin C h = c sin B and
From this, the sine rule can be derived. h = b sin C
•• In any triangle ABC:
B
a b c
= = c B a
sin A sin B sin C
A C
A b C

824  Maths Quest 10 Stage 5 NSW Australian curriculum

Notes
1. When using this rule, depending on the values given, any combination of the two equalities may be
used to solve a particular triangle.
2. To solve a triangle means to find all unknown side lengths and angles.
The sine rule can be used to solve non–right-angled triangles if we are given:
•• two angles and one side length
•• two side lengths and an angle opposite one of these side lengths.

WORKED EXAMPLE 1

In the triangle ABC, a = 4 m, b = 7 m and B = 80°. Find A, C and c.

THINK WRITE/DRAW
1 Draw a labelled diagram of the triangle ABC and fill in B
the given information. c 80° a = 4
A C
A b=7 C

2 Check that one of the criteria for the sine rule has been The sine rule can be used since two side
satisfied. lengths and an angle opposite one of
these side lengths have been given.
a b
3 Write the sine rule to find A. To find angle A: =
sin A sin B
4 Substitute the known values into the rule. 4 7
=
sin A sin 80°
5 Transpose the equation to make sin A the subject. 4 sin 80° = 7 sin A
4 sin 80°
sin A =
7

A = sin−1 ( )
6 Evaluate. 4 sin 80°
7
≈ 34.246 004 71°
7 Round the answer to degrees and minutes. ≈ 34°15′
8 Determine the value of angle C using the fact that the C ≈ 180° − (80° + 34°15′)
angle sum of any triangle is 180°. = 65°45′
9 Write the sine rule to find c. To find side length c:
c b
=
sin C sin B
10 Substitute the known values into the rule. c b
=
sin 65°45′ sin 80°
11 Transpose the equation to make c the subject. 7 sin 65°45′
c=
sin 80°
12 Evaluate. Round the answer to 2 decimal places and ≈ 6.48 m
include the appropriate unit.

TOPIC 20 Trigonometry  825

20.2.2 The ambiguous case
•• If two side lengths and an angle opposite one of these side lengths are given, then two different
­triangles may be drawn. For example, if a = 10, c = 6 and C = 30°, two possible triangles could be
created.
B B
B a = 10 B a = 10
c=6 c=6
A 30° A 30°
A C    A C

•• In the first case (above left), angle A is an acute angle, and in the second case (above right), angle A is
an obtuse angle.
•• When using the sine rule to find an angle, the inverse sine function is used. If we are finding an angle,
given the sine value, it is important to remember that an angle between 0° and 90° has the same sine
value as its supplement. For example, sin 40° = 0.6427, and sin 140° = 0.6427.

WORKED EXAMPLE 2

In the triangle ABC, a = 10 m, c = 6 m and C = 30°. Find two possible values of A, and hence
two possible values of B and b.
Case 1
THINK WRITE/DRAW
1 Draw a labelled diagram of the triangle ABC and B
fill in the given information. B a = 10
c=6
A 30°
A C

2 Check that one of the criteria for the sine rule has The sine rule can be used since two side
been satisfied. lengths and an angle opposite one of these
side lengths have been given.
3 Write the sine rule to find A. To find angle A:
    a = c
sin A sin C
4 Substitute the known values into the rule. 10 6
=
sin A sin 30°
10 sin 30° = 6 sin A
10 sin 30°
5 Transpose the equation to make sin A the subject. sin A =
6

A = sin−1 ( )
10 sin 30°
6 Evaluate angle A.
6
≈ 56.442 690 24°
7 Round the answer to degrees and minutes. A = 56°27′
8 Determine the value of angle B, using the fact that B ≈ 180° − (30° + 56°27′)
the angle sum of any triangle is 180°. = 93°33′

826  Maths Quest 10 Stage 5 NSW Australian curriculum

 9 Write the sine rule to find b. To find side length b:
     b c
=
sin B sin C
10 Substitute the known values into the rule. b 6
=
sin 93°33′ sin 30°
11 Transpose the equation to make b the subject. 6 sin 93°33′
b=
sin 30°
12 Evaluate. Round the answer to 2 decimal places ≈ 11.98 m
and include the appropriate unit.

The values we have just obtained are only one set of possible answers for the given dimensions of the
triangle ABC.
We are told that a = 10 m, c = 6 m and C = 30°. Since side a is larger than side c, it follows that
angle A will be larger than angle C. Angle A must be larger than 30°; therefore it may be an acute angle
or an obtuse angle.
Case 2
THINK WRITE/DRAW
1 Draw a labelled diagram of the triangle ABC and fill B
in the given information. B a = 10
c=6
A 30°
A C

2 Write the alternative value for angle A. Simply To find the alternative angle A:
subtract the value obtained for A in Case 1 If sin A = 0.8333, then A could also be:
from 180°. A ≈ 180° − 56°27′
= 123°33′
3 Determine the alternative value of angle B, using the B ≈ 180° − (30° + 123°33′)
fact that the angle sum of any triangle is 180°. = 26°27′
4 Write the sine rule to find the alternative b. To find side length b:
     b c
=
sin B sin C
5 Substitute the known values into the rule. b 6
=
sin 26°27′ sin 30°
6 Transpose the equation to make b the subject. 6 sin 26°27′
        b =
sin 30°
7 Evaluate. Round the answer to 2 decimal places and         ≈ 5.34 m
include the appropriate unit.

•• For this example, there were two possible solutions, as shown by the diagrams below.
B B
B a = 10 B a = 10
c=6 c=6
A 30° A 30°
A C    A C

TOPIC 20 Trigonometry  827

 •• The ambiguous case does not apply to every question. Consider Worked example 1, in which we were
required to solve the triangle ABC given a = 4 m, b = 7 m and B = 80°. For angle A, we obtained
A = 34°15′. However, angle A could also have been A = 145°45′ (since there are two possible values of
A between 0° and 180° whose sine is the same; that is, sin 34°15′ = 0.5628 and sin 145°45′ = 0.5628).
We will now see whether or not A = 145°45′ is a possible solution.
To obtain C, subtract angles A and B from 180°.
C = 180° − (80° + 145°45′)
= 180° − 225°45′
= −45°45′ (not possible)
Hence, for Worked example 1 only one possible solution exists.
•• The ambiguous case exists if C is an acute angle and a > c > a sin C, or any equivalent statement; for
example, if B is an acute angle and a > b > a sin B, and so on.
–– In Worked example 2, where a = 10 m, c = 6 m and C = 30°, there were two possible solutions
because C was an acute angle and a > c > a sin C, since 10 > 6 > 10 × 0.5.
–– In Worked example 1, where a = 4 m, b = 7 m and B = 80°, there was only one possible solution
because even though B was an acute angle, the condition a > b > a sin B could not be satisfied.

DISCUSSION
Can you explain the ambiguous case of the sine rule? Why is it important to understand the ambiguous case?

WORKED EXAMPLE 3

To calculate the height of a building, Kevin measures the angle of elevation to the top as 52°. He
then walks 20 m closer to the building and measures the angle of elevation as 60°. How high is the
building?

THINK WRITE/DRAW
1 Draw a labelled diagram of the situation and fill in C
the given information.
h
120°
52° 60°
A B D
20 x – 20
x

2 Check that one of the criteria for the sine rule has The sine rule can be used for triangle
been satisfied for triangle ABC. ABC since two angles and one side length
have been given.
3 Determine the value of angle ACB, using the fact ∠ACB = 180° − (52° + 120°)
that the angle sum of any triangle is 180°. = 8°
4 Write the sine rule to find b (or AC). To find side length b of triangle ABC:
  b = c
sin B sin C
5 Substitute the known values into the rule. b 20
=
sin 120° sin 8°
6 Transpose the equation to make b the subject. 20 × sin 120°
b=
     
sin 8°

828  Maths Quest 10 Stage 5 NSW Australian curriculum

 7 Evaluate. Round the answer to 2 decimal places and     ≈ 124.45 m
include the appropriate unit.
8 Draw a diagram of the situation, that is, triangle C
ADC, labelling the required information.
Note: There is no need to solve the rest of the 124.45 m
h
triangle in this case, as the values will not assist in
finding the height of the building. 52°
A D

9 Write what is given for the triangle. Have: angle and hypotenuse
10 Write what is needed for the triangle. Need: opposite side
11 Determine which of the trigonometric ratios is O
        sin θ =
required (SOH–CAH–TOA). H
h
12 Substitute the given values into the appropriate ratio.        sin 52° =
124.45
13 Transpose the equation and solve for h. 124.45 sin 52° = h
h = 124.45 sin 52°
14 Round the answer to 2 decimal places.              ≈ 98.07
15 Answer the question. The height of the building is 98.07 m.

RESOURCES — ONLINE ONLY

Interactivity: The sine rule (int-6275)

Interactivity: The ambiguous case (int-4818)
Digital doc: SkillSHEET Labelling right-angled triangles (doc-5398)
Digital doc: SkillSHEET Calculating sin, cos or tan of an angle (doc-5399)
Digital doc: SkillSHEET Finding side lengths in right-angled triangles (doc-5400)
Digital doc: SkillSHEET Calculating the angle from a sin, cos or tan ratio (doc-5401)
Digital doc: SkillSHEET Finding angles in right-angled triangles (doc-5402)
Digital doc: WorkSHEET The sine rule (doc-14631)

Exercise 20.2 The sine rule

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1, 2, 4, 5, 7, 10, 11, 14, 16, 18, 1, 3, 5, 6, 8, 10–12, 14, 16, 18, 1, 5–17, 19, 21, 23–26
20, 22–24 20, 22, 24

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE1 In the triangle ABC, a = 10, b = 12 and B = 58°. Find A, C and c.
2. In the triangle ABC, c = 17.35, a = 26.82 and A = 101°47′. Find C, B and b.

TOPIC 20 Trigonometry  829

 3. In the triangle ABC, a = 5, A = 30° and B = 80°. Find C, b and c.
4. In the triangle ABC, c = 27, C = 42° and A = 105°. Find B, a and b.
5. In the triangle ABC, a = 7, c = 5 and A = 68°. Find the perimeter of the triangle.
6. Find all unknown sides and angles for the triangle ABC, given A = 57°, B = 72° and a = 48.2.
7. Find all unknown sides and angles for the triangle ABC, given a = 105, B = 105° and C = 15°.
8. Find all unknown sides and angles for the triangle ABC, given a = 32, b = 51 and A = 28°.
9. Find the perimeter of the triangle ABC if a = 7.8, b = 6.2 and A = 50°.
10. MC Note: There may be more than one correct answer.
In a triangle ABC, B = 40°, b = 2.6 and c = 3. The value of C is approximately:
a. 47° b. 48° c. 132° d. 133°
11. WE2 In the triangle ABC, a = 10, c = 8 and C = 50°. Find two possible values of A, and hence two
possible values of b.
12. In the triangle ABC, a = 20, b = 12 and B = 35°. Find two possible values for the perimeter of the
triangle.
13. Find all unknown sides and angles for the triangle ABC, given A = 27°, B = 43° and c = 6.4.
14. Find all unknown sides and angles for the triangle ABC, given A = 100°, b = 2.1 and C = 42°.
15. Find all unknown sides and angles for the triangle ABC, given A = 25°, b = 17 and a = 13.
16. WE3 To calculate the height of a building, Kevin measures the angle of elevation to the top as 48°. He
then walks 18 m closer to the building and measures the angle of elevation as 64°. How high is the
building?
Communicating, reasoning and problem solving
17. A river has parallel banks that run directly east–west. From the south bank, Kylie takes a bearing to a
tree on the north side. The bearing is 047° T. She then walks 10 m due east, and takes a second
bearing to the tree. This is 305° T. Find:
a. her distance from the second measuring point to the tree
b. the width of the river, to the nearest metre.
18. A ship sails on a bearing of S20°W for 14 km; then it
changes direction and sails for 20 km and drops anchor. Its
bearing from the starting point is now N65°W.
a. How far is it from the starting point?
b. On what bearing did it sail the 20 km leg?
19. A cross-country runner runs at 8 km/h on a bearing of
150° T for 45 minutes; then she changes direction to a
bearing of 053° T and runs for 80 minutes at a different
speed until she is due east of the starting point.

a. How far was the second part of the run?

b. What was her speed for this section?
c. How far does she need to run to get back to the starting point?

830  Maths Quest 10 Stage 5 NSW Australian curriculum

20. From a fire tower, A, a fire is spotted on a bearing of N42°E. From a second tower, B, the fire is on a
bearing of N12°W. The two fire towers are 23 km apart, and A is N63°W of B. How far is the fire
from each tower?
21. MC A boat sails on a bearing of N15°E for 10 km and then on a bearing of S85°E until it is due east
of the starting point. The distance from the starting point to the nearest kilometre is:
a. 10 km b. 38 km c. 113 km d. 114 km
22. MC A hill slopes at an angle of 30° to the horizontal. A tree that is 8 m tall and leaning downhill is
growing at an angle of 10° to the vertical and is part-way up the slope. The vertical height of the top
of the tree above the slope is:
a. 7.37 m b. 8.68 m c. 10.84 m d. 15.04 m
23. A cliff is 37 m high. The rock slopes outward at an angle of 50° to
the horizontal and then cuts back at an angle of 25° to the vertical,
meeting the ground directly below the top of the cliff.
  Carol wishes to abseil from the top of the cliff to the ground as
shown in the diagram. Her climbing rope is 45 m long, and she
needs 2 m to secure it to a tree at the top of the cliff. Will the rope
be long enough to allow her to reach the ground?

50°

25° Rock
Rope 37 m

24. A yacht sets sail from a marina

and sails on a bearing of 065°T for
3.5 km. It then turns and sails on a
bearing of 127°T for another 5 km.
a. How far is the yacht from the
marina?
b. On what bearing to the nearest
minute should the yacht travel if
it was to sail directly back to the
marina?

25. Find the value of h, correct to 1 decimal place.

C

35° 70°
A 8 cm D B
26. In what situations can the sine rule be used?

TOPIC 20 Trigonometry  831

20.3 The cosine rule [Stage 5.3]
•• In any non–right-angled triangle ABC, a perpendicular line can be drawn B
from angle B to side b. Let D be the point where the perpendicular line meets
side b, and let the length of the perpendicular line be h. Let the length AD = x c h a
units. The perpendicular line creates two right-angled triangles, ADB
and CDB. A D C
x b–x
b
•• Using triangle ADB and Pythagoras’ theorem, we obtain:
c2 = h2 + x2[1]
Using triangle CDB and Pythagoras’ theorem, we obtain:
a2 = h2 + (b − x) 2[2]
Expanding the brackets in equation [2]:
a2 = h2 + b2 − 2bx + x2
Rearranging equation [2] and using c2 = h2 + x2 from equation [1]:
a2 = h2 + x2 + b2 − 2bx
= c2 + b2 − 2bx
= b2 + c2 − 2bx
From triangle ABD, x = c cos A; therefore a2 = b2 + c2 − 2bx becomes
a2 = b2 + c2 − 2bc cos A.
•• This is called the cosine rule and is a generalisation of Pythagoras’ theorem.
•• In a similar way, if the perpendicular line was drawn from angle A to side a or from angle C to side c, the
two right-angled triangles would give c2 = a2 + b2 − 2ab cos C and b2 = a2 + c2 − 2ac cos B
­respectively. From this, the cosine rule can be stated:
In any triangle ABC:
B
a2 = + − 2bc cos A
b2 c2 c B a
b2 = a2 + c2 − 2ac cos B A C
c2 = a2 + b2 − 2ab cos C A b C

•• The cosine rule can be used to solve non–right-angled triangles if we are given:
1. three sides of the triangle
2. two sides of the triangle and the included angle (the angle between the given sides).

WORKED EXAMPLE 4

Find the third side of triangle ABC given a = 6, c = 10 and B = 76°.

THINK WRITE/DRAW

1 Draw a labelled diagram of the triangle ABC B

and fill in the given information. c = 10 76° a=6
A C
A b C

2 Check that one of the criteria for the cosine rule Yes, the cosine rule can be used since two side
has been satisfied. lengths and the included angle have been given.
3 Write the appropriate cosine rule to find side b. To find side b
b2 = a2 + c2 − 2ac cos B

832  Maths Quest 10 Stage 5 NSW Australian curriculum

4 Substitute the given values into the rule. = 62 + 102 − 2 × 6 × 10 × cos 76°
5 Evaluate. ≈ 106.969 372 5
6 Round the answer to 2 decimal places. b ≈ √106.969 372 5
≈ 10.34

•• Note: Once the third side has been found, the sine rule could be used to find other angles if necessary.
•• If three sides of a triangle are known, an angle could be found by transposing the cosine rule to make
cos A, cos B or cos C the subject.
b2 + c2 − a2
a2 = b2 + c2 − 2bc cos A ⇒ cos A =
2bc
a + c2 − b2
2
b2 = a2 + c2 − 2ac cos B ⇒ cos B =
2ac
2 + b2 − c2
a
c2 = a2 + b2 − 2ab cos C ⇒ cos C =
2ab

WORKED EXAMPLE 5

Find the smallest angle in the triangle with sides 4 cm, 7 cm and 9 cm.
THINK WRITE/DRAW
1 Draw a labelled diagram of the triangle, call it ABC C
and fill in the given information. b=7 C a=4
Note: The smallest angle will be opposite the A B
A c=9 B
­smallest side.
Let a = 4
b=7
c=9
2 Check that one of the criteria for the cosine rule has The cosine rule can be used since three
been satisfied. side lengths have been given.
b2 + c2 − a2
3 Write the appropriate cosine rule to find angle A. cos A =
2bc
7 + 92 − 42
2
4 Substitute the given values into the rearranged rule. =
2×7×9
5 Evaluate. 114
=
126
A = cos−1 (
126 )
114
6 Transpose the equation to make A the subject by taking
the inverse cos of both sides.
≈ 25.208 765 3°
7 Round the answer to degrees and minutes. ≈ 25°13′

TOPIC 20 Trigonometry  833

 WORKED EXAMPLE 6

Two rowers, Harriet and Kate, set out from the same point. Harriet rows N70°E for 2000 m and
Kate rows S15°W for 1800 m. How far apart are the two rowers?
THINK WRITE/DRAW
1 Draw a labelled diagram of the triangle, call it N A Harriet
2000 m
ABC and fill in the given information.
C 70°
15°

1800 m

B Kate

2 Check that one of the criteria for the cosine rule The cosine rule can be used since two side lengths
has been satisfied. and the included angle have been given.
3 Write the appropriate cosine rule to To find side c:
find side C. c2 = a2 + b2 − 2ab cos C
4 Substitute the given values into the rule. = 20002 + 18002 − 2 × 2000 × 1800 cos 125°
5 Evaluate. ≈ 11 369 750.342
c ≈ √11 369 750.342
6 Round the answer to 2 decimal places. ≈ 3371.91
7 Answer the question. The rowers are 3371.91 m apart.

RESOURCES — ONLINE ONLY

Interactivity: The cosine rule (int-6276)

Exercise 20.3 The cosine rule

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1, 3–5, 7, 9, 11, 13, 15 1, 2, 4, 6–9, 11–13, 15, 16, 18 1, 3, 4, 6, 7, 9–14, 16–20

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE4 Find the third side of triangle ABC given a = 3.4, b = 7.8 and C = 80°.
2. In triangle ABC, b = 64.5, c = 38.1 and A = 58°34′. Find a.
3. In triangle ABC, a = 17, c = 10 and B = 115°. Find b, and hence find A and C.
4. WE5 Find the smallest angle in the triangle with sides 6 cm, 4 cm and 8 cm. (Hint: The smallest angle
is opposite the smallest side.)
5. In triangle ABC, a = 356, b = 207 and c = 296. Find the largest angle.
6. In triangle ABC, a = 23.6, b = 17.3 and c = 26.4. Find the size of all the angles.

834  Maths Quest 10 Stage 5 NSW Australian curriculum

 7. WE6 Two rowers set out from the same point. One rows N30°E for 1500 m and the other rows S40°E
for 1200 m. How far apart are the two rowers?
8. Maria cycles 12 km in a direction N68°W and then 7 km in
a direction of N34°E.
a. How far is she from her starting point?
b. What is the bearing of the starting point from her
­finishing point?
9. A garden bed is in the shape of a triangle, with sides of
length 3 m, 4.5 m and 5.2 m.
a. Calculate the smallest angle.
b. Hence, find the area of the garden. (Hint: Draw a
­diagram, with the longest length as the base of the
triangle.)
10. A hockey goal is 3 m wide. When Sophie is 7 m from one
post and 5.2 m from the other, she shoots for goal. Within
what angle, to the nearest degree, must the shot be made if
it is to score a goal?
11. An advertising balloon is attached to two ropes 120 m and
100 m long. The ropes are anchored to level ground 35 m
apart. How high can the balloon fly?
12. A plane flies in a direction of N70°E for 80 km and then
on a bearing of S10°W for 150 km.
a. How far is the plane from its starting point?
b. What direction is the plane from its starting point?
13. Ship A is 16.2 km from port on a bearing of 053°T and ship B is 31.6 km from the same port on a
bearing of 117°T. Calculate the distance between the two ships.
14. A plane takes off at 10.00 am from an airfield and flies at 120 km/h on a bearing of N35°W. A second
plane takes off at 10.05 am from the same airfield and flies on a bearing of S80°E at a speed of
90 km/h. How far apart are the planes at 10.25 am?

Communicating, reasoning and problem solving 5 cm

15. Three circles of radii 5 cm, 6 cm and 8 cm are positioned so that they just touch 6 cm
one another. Their centres form the vertices of a triangle. Find the largest angle
in the triangle. 8
16. For the shape shown, determine: 150° x
a. the length of the diagonal 8 cm
7 B
b. the magnitude (size) of angle B 60°
c. the length of x. 10 m
17. From the top of a vertical cliff 68 m high, an observer notices a yacht at sea. The angle of depression
to the yacht is 47°. The yacht sails directly away from the cliff, and after 10 minutes the angle of
depression is 15°. How fast does the yacht sail?
18. Find the measure of angles CAB, ABC and BCA. Give your answers correct to 2 decimal places.
C

A
2 cm

5 cm
8 cm B

TOPIC 20 Trigonometry  835

19. A vertical flag pole DB is supported by two
wires AB and BC. AB is 5.2 metres long, BC
is 4.7 metres long and B is 3.7 metres above
ground level. Angle ADC is a right angle. B

a. Find the distance from A to C.

b. Calculate the angle between AB and BC.
20. In what situations would you use the sine rule
rather than the cosine rule?

C
D

20.4 Area of triangles [Stage 5.3]

20.4.1 The triangle area formula
•• The area of any triangle is given by the rule area = 12bh, where b is the base and h is the perpendicular
height of the triangle.

•• However, often the perpendicular height is not given and must be calculated first. In the triangle ABC,
b is the base and h is the perpendicular height of the triangle.
B

c h a

C
A C
b

•• Using the trigonometric ratio for sine:

h
sin A =
c
Transposing the equation to make h the subject, we obtain:
h = c sin A
•• Therefore, the area of triangle ABC becomes:

area = 12bc sin A

•• Depending on how the triangle is labelled, the formula could read:

area = 12 ab sin C  area = 12 ac sin B  area = 12 bc sin A
•• The area formula may be used on any triangle provided that two sides of the triangle and the included
angle (that is, the angle between the two given sides) are known.

836  Maths Quest 10 Stage 5 NSW Australian curriculum

WORKED EXAMPLE 7

Find the area of the triangle shown.

7 cm 9 cm
120°

THINK WRITE/DRAW
1 Draw a labelled diagram of the triangle, call it ABC B
and fill in the given information. c = 7 cm 120° a = 9 cm
A C
A C
Let a = 9 cm, c = 7 cm, B = 120°.
2 Check that the criterion for the area rule has been The area rule can be used since two side
satisfied. lengths and the included angle have been
given.
3 Write the appropriate rule for the area. Area = 12ac sin B

4 Substitute the known values into the rule. = 12 × 9 × 7 × sin 120°

5 Evaluate. Round the answer to 2 decimal places ≈ 27.28 cm2
and include the appropriate unit.

WORKED EXAMPLE 8

A triangle has known dimensions of a = 5 cm, b = 7 cm and B = 52°. Find A and C and hence
the area.
THINK WRITE/DRAW
1 Draw a labelled diagram of the triangle, call it ABC B
and fill in the given information. 52° a=5
A C
A b=7 C

Let a = 5, b = 7, B = 52°.
2 Check whether the criterion for the area rule has The area rule cannot be used, as the
been satisfied. included angle has not been given.
3 Write the sine rule to find A. To find angle A:
a b
=
sin A sin B
4 Substitute the known values into the rule. 5 7
=
sin A sin 52°
5 Transpose the equation to make sin A the subject. 5 sin 52° = 7 sin A
5 sin 52°
sin A =
7
A = sin−1 ( )
5 sin 52°
6 Evaluate.
7
≈ 34.254 151 87°
7 Round the answer to degrees and minutes. ≈ 34°15′

TOPIC 20 Trigonometry  837

 8 Determine the value of the included angle, C, using C ≈ 180° − (52°+ 34°15′)
the fact that the angle sum of any triangle is 180°. = 93°45′

9 Write the appropriate rule for the area. Area = 12ab sin C

10 Substitute the known values into the rule. ≈ 12 × 5 × 7 × sin 93°45′

11 Evaluate. Round the answer to 2 decimal places and ≈ 17.46 cm2
include the appropriate unit.

20.4.2 Heron’s formula

•• If the lengths of all the sides of the triangle are known but none of the angles are known, the cosine
rule can be used to find an angle and then the area can be calculated. Alternatively, Heron’s formula
could be used to find the area.
•• Heron’s formula gives the area of a triangle as:
Area = √s(s − a) (s − b) (s − c)
where s is the semi-perimeter of the triangle; that is,
s = 12 (a + b + c)
Note: The proof of this formula is beyond the scope of this course.

WORKED EXAMPLE 9

Find the area of the triangle with sides of 4 cm, 6 cm and 8 cm.
THINK WRITE/DRAW
1 Draw a labelled diagram of the triangle, call it ABC and C
fill in the given information. 4 cm 6 cm

B 8 cm A
Let a = 4, b = 6, c = 8.
2 Determine which area rule will be used. As three side lengths have been given, use
Heron’s formula.
3 Write the rule for Heron’s formula. Area = √s(s − a) (s − b) (s − c)
4 Write the rule for s, the semi-perimeter of the s = 12 (a + b + c)
triangle.
5 Substitute the given values into the rule for the = 12 (4 + 6 + 8)
semi-perimeter. =9
6 Substitute all of the known values into Heron’s formula. Area = √9(9 − 4) (9 − 6) (9 − 8)
7 Evaluate. = √9 × 5 × 3 × 1
= √135
≈ 11.618 950 04
8 Round the answer to 2 decimal places and include ≈ 11.62 cm2
the appropriate unit.

838  Maths Quest 10 Stage 5 NSW Australian curriculum

 DISCUSSION
Given the three different formulas for calculating the area of a triangle, which values of a triangle need to be
given to determine the area?

ACTIVITY: COSINE, SINE AND AREA RULES APPLIED TO RIGHT-ANGLED

­T RIANGLES
The cosine rule states that c2 = a2 + b2 − 2ab cos C. We also know that cos 90˚ = 0. Therefore, if C = 90˚:
c2 = a2 + b2 − 2ab(0)
c2 = a2 + b2
Hence, when the cosine rule is applied to a right-angled triangle, you are left with Pythagoras’ theorem for
right-angled triangles.
Investigate what happens when the sine and area rules are applied to right-angled triangles.

RESOURCES — ONLINE ONLY

Interactivity: The area of triangles (int-6483)

Interactivity: Using Heron’s formula to find the area of a triangle (int-6475)
Digital doc: WorkSHEET Cosine rule and area of triangles (doc-14632)

Exercise 20.4 Area of triangles

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–8, 12, 14, 16, 18, 20, 23 1–6, 8, 9, 11, 13, 15, 17, 19, 21, 23 1, 4, 5, 8–10, 12–14, 16–25

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE7 Find the area of the triangle ABC with a = 7, b = 4 and C = 68°.
2. Find the area of the triangle ABC with a = 7.3, c = 10.8 and B = 104°40′.
3. Find the area of the triangle ABC with b = 23.1, c = 18.6 and A = 82°17′.
4. A triangle has a = 10 cm, c = 14 cm and C = 48°. Find A and B and hence the area.
5. WE8 A triangle has a = 17 m, c = 22 m and C = 56°. Find A and B and hence the area.
6. A triangle has b = 32 mm, c = 15 mm and B = 38°. Find A and C and hence the area.
7. MC In a triangle, a = 15 m, b = 20 m and B = 50°. The area of the triangle is:
a. 86.2 m2 b. 114.9 m2 c. 149.4 m2 d. 172.4 m2
8. WE9 Find the area of the triangle with sides of 5 cm, 6 cm and 8 cm.
9. Find the area of the triangle with sides of 40 mm, 30 mm and 5.7 cm.
10. Find the area of the triangle with sides of 16 mm, 3 cm and 2.7 cm.
11. MC A triangle has sides of length 10 cm, 14 cm and 20 cm. The area of the triangle is:
a. 41 cm2 b. 65 cm2 c. 106 cm2 d. 137 cm2
12. A piece of metal is in the shape of a triangle with sides of length 114 mm, 72 mm and 87 mm. Find
its area using Heron’s formula.
13. A triangle has the largest angle of 115°. The longest side is 62 cm and another side is 35 cm. Find the
area of the triangle.

TOPIC 20 Trigonometry  839

14. A triangle has two sides of 25 cm and 30 cm. The angle between the two sides is 30°. Find:
a. its area b. the length of its third side
c. its area using Heron’s formula.
15. The surface of a fish pond has the shape
shown in the diagram below. How many
goldfish can the pond support if each fish
requires 0.3 m2 surface area of water?
1m

2m
5m

4m

16. Find the area of the quadrilateral shown at right.

3.5 m

8m
4m
60°
5m
Communicating, reasoning and problem solving
17. A parallelogram has diagonals of length 10 cm and 17 cm. An angle between them is 125°. Find:
a. the area of the parallelogram
b. the dimensions of the parallelogram.
18. A lawn is to be made in the shape of a triangle with sides of length 11 m, 15 m and 17.2 m. How much
grass seed, to the nearest kilogram, needs to be purchased if it is sown at the rate of 1 kg per 5 m2?
19. A bushfire burns out an area of level grassland shown in the diagram. (Note: This is a sketch of the
area and is not drawn to scale.) What is the area, in hectares, of the land that is burned?

km
1.8
2 km
River

400 m
200 m
Road

20. An earth embankment is 27 m long and has a vertical cross-section as shown in 2m 130° 100°
the diagram. Find the volume of earth needed to build the embankment. 50° 80°
5m

840  Maths Quest 10 Stage 5 NSW Australian curriculum

21. MC A parallelogram has sides of 14 cm and 18 cm and an angle between them of 72°. The area of the
parallelogram is:
a. 118.4 cm2 b. 172.4 cm2 c. 239.7 cm2 d. 252 cm2
22. MC An advertising hoarding is in the shape of an isosceles triangle with sides of length 15 m, 15 m
and 18 m. It is to be painted with two coats of purple paint. If the paint covers 12 m2 per litre, the
amount of paint needed, to the nearest litre, would be:
a. 9 L b. 18 L c. 24 L d. 36 L
23. A surveyor measured the boundaries of a property as D
shown. The side AB could not be measured because it 8 km
60°
C
crossed through a marsh. The owner of the property
wanted to know the total area and the length of the side
AB. Answer the following, giving all lengths correct to

6 km
2 decimal places and angles to the nearest degree.

8.5
a. Find the area of the triangle ACD.

km
b. Find the distance AC.
c. Find the angle CAB. 115°
d. Find the angle ACB. B
e. Find the length AB.
f. Find the area of the triangle ABC. A
g. What is the area of the property?
24. A regular hexagon has sides of length 12 centimetres. It is divided into six smaller equilateral
­triangles. Find the area of the hexagon, giving your answer correct to 2 decimal places.
12
cm

25. List three formulas for finding the area of a triangle.

20.5 The unit circle [Stage 5.3]

20.5.1 Definition of the unit circle
•• A unit circle is a circle with a radius of 1 unit. 90°
y
•• The unit circle is divided into 4 quadrants.
•• All angles in quadrant 1 are between 0° and 90°. All angles in
quadrant 2 are between 90° and 180°, in quadrant 3 between 180° 2nd 1st
quadrant quadrant 0°
and 270°, and in quadrant 4 between 270° and 360°. 180°
3rd 4th x
•• The quadrants are numbered in the anticlockwise direction, and 360°
quadrant quadrant
positive angles are measured anticlockwise from 0°. Negative
angles are measured clockwise from 0°.
270°

TOPIC 20 Trigonometry  841

 WORKED EXAMPLE 10

State the quadrant of the unit circle in which each of the following angles is found.
a 145° b 282°
THINK WRITE
a The given angle is between 90° and 180°. a 145° is in quadrant 2.
State the appropriate quadrant.
b The given angle is between 270° and 360°. b 282° is in quadrant 4.
State the appropriate quadrant.

•• If a right-angled triangle containing angle θ is constructed in 90°

y
­quadrant 1 of the unit circle, then the value of sin θ can be 1
found by measuring the length of the opposite side and the P
value of cos θ  by measuring the length of the adjacent side.

sin θ
θ 0°
•• The point of intersection of the radius (which is one of the arms 180°
–1 cos θ 1 x
of angle θ ) with the unit circle is P. From the diagram at right, 360°
observe that cos θ represents the x-coordinate of point P and
sin θ  ­represents its y-coordinate. This observation provides us –1
with the technique for finding sine and cosine of any angle in the 270°
unit circle, as shown in the diagram at right.
•• To find the value of sine, cosine or tangent of any angle θ from the unit circle, follow these steps:
1. Download the unit circle template (doc-22898) from your learnON resources.
2. Construct the required angle so that its vertex is at the origin and the angle itself is measured
from 0° (as marked on the x-axis) in an anticlockwise direction. Label the point of intersection
of the radius and the unit circle, P.
3. Use a ruler to find the coordinates of point P.
4. For P, (x, y) = (cos θ , sin θ ).
Opposite side
5. From previous study of trigonometric ratios, it has been established that tan θ =
Adjacent side
y sin θ
= = tan θ , where x and y are coordinates of P.
x cos θ

20.5.2 The 4 quadrants of the unit circle

ACTIVITY: INVESTIGATING THE SINE, COSINE AND TANGENT RATIOS USING
THE UNIT CIRCLE
Use the unit circle template (doc-22898) to investigate the following:
1. If P has coordinates (x, y) and is located on the unit circle, what is the highest value that the x-coordinate can
take? Hence, what is the largest value that the cosine of an angle can take?
2. What is the lowest value that the x-coordinate can take? Hence, what is the smallest value that the cosine of
an angle can take?
3. What is the highest value that the y-coordinate can take? Hence, what is the largest value that the sine of an
angle can take?
4. What is the lowest value that the y-coordinate can take? Hence, what is the smallest value that the sine of an
angle can take?
5. Note that P could be in any of the four quadrants (depending on the size of the angle). Hence, its coordinates
could take either positive or negative values, or zero.
Copy and complete the following table to summarise whether sine, cosine and tangent are positive or
negative for angles in each of the four quadrants.

842  Maths Quest 10 Stage 5 NSW Australian curriculum

 1st quadrant 2nd quadrant 3rd quadrant 4th quadrant

sin θ positive (+) negative (−)

cos θ positive (+) negative (−)

tan θ positive (+) negative (−)

6. Copy and complete the following sentences.

Sine is positive in the ______ and ______ quadrants and is negative in the ______ and _____ quadrants.
Cosine is positive in the ______ and ______ quadrants and is negative in the ______ and ______ quadrants.
sin θ
7. Use the identity tan θ = to work out whether the tangent of an angle in each quadrant is positive or
cos θ
negative. Copy and complete the following sentence.
Tangent is positive in the ______ and ______ quadrants and is negative in the ______ and ______ quadrants.

WORKED EXAMPLE 11

Find the approximate value of each of the following using the unit circle.
a sin 200° b cos 200° c tan 200°
THINK WRITE/DRAW
On the unit circle, construct an angle of 200°. Label the point 90°
y
corresponding to the angle of 200° on the circle P. Highlight 1
the lengths, representing the x- and y-coordinates of point P.
θ = 200°
x 0°
180° y
–1 1 x
P 360°

–1
270°

a The sine of the angle is given by the y-coordinate of P. a sin 200° = −0.3
Find the y-coordinate of P by measuring the distance along
the y-axis. State the value of sin 200°. (Note: The sine value
will be negative as the y-coordinate is negative.)
b The cosine of the angle is given by the x-coordinate of P. b cos 200° = −0.9
Find the x-coordinate of P by measuring the distance along
the x-axis. State the value of cos 200°. (Note: Cosine is also
negative in quadrant 3, as the x-coordinate is negative.)
sin 200° −0.3 1
c tan 200° = c = = 0.3333
cos 200° −0.9 3

•• The approximate results obtained in Worked example 11 can be verified with the aid of a calculator:
sin 200° = −0.342 020 143, cos 200° = −0.939 692 62 and tan 200° = 0.3640.
•• Rounding these values to 1 decimal place would give −0.3, −0.9 and 0.4 respectively, which match
the values obtained from the unit circle.

TOPIC 20 Trigonometry  843

20.5.3 The special relationship between the sine, cosine and tangent
of supplementary angles
•• In the diagram, triangle OBC is reflected in the y-axis to form y
triangle ODE. Clearly, ∠BOC = ∠ = A°. It follows that the obtuse 1
angle BOE equals (180 – A)°. (180 –
A
From the diagram, | BC | = | ED | and | OB | = | OD |. E C

)°
ED = sin (180° − A) and is positive. A° A°
–1 D O B1 x
OD = cos (180° − A) and is negative.
Thus, sin (180° − A) = sin A and cos (180° − A) = −cos A.
sin (180° − A) sin A
It follows that tan (180° − A) = = = −tan A. –1
cos (180° − A) −cos A

20.5.4 Complementary angles

•• Complementary angles add to 90°. Therefore, 30° and 60° are
­complementary angles, and θ and (90° − θ ) are also 90°– θ
­complementary angles. 30°
1 y 1 y
•• The sine of an angle is equal to the cosine of its complement. 60° θ
­Therefore, sin 60° = cos 30°. x x
•• We say that sine and cosine are complementary functions.
sin A = cos (90° − A)
cos A = sin (90° − A)

20.5.5 Gradient and the angle made by the line with the x-axis
If the angle a line makes with the positive direction of the x-axis is known, the gradient may be found using
trigonometry applied to the triangle shown below.
y

rise

𝜃
run x

tan 𝜃 = rise = m
run

WORKED EXAMPLE 12

a Find the gradient (accurate to 3 decimal places) of a line making an

angle of 40° to the positive x-axis, as shown in the figure at right. 40°
b Find the gradient of the line shown at right. y x
Express your answer to 2 decimal places.
60°
x

THINK WRITE/DRAW
a Since the angle the line makes with the a m = tan θ
­positive x-axis is given, the formula m = tan θ = tan 40°
can be used. = 0.839

844  Maths Quest 10 Stage 5 NSW Australian curriculum

 b 1 The angle given is not the one between the b θ = 180° − 60° y
graph and the positive direction of the x-axis. = 120°
Calculate the required angle θ . 60° 𝜃
x
2 Use m = tan θ to calculate m to 2 decimal m = tan θ
places. = tan 120°
= −1.73

RESOURCES — ONLINE ONLY

Digital doc: WorkSHEET: The unit circle template (doc-22898)

Exercise 20.5 The unit circle

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1, 4–15, 18 1–6, 8, 10, 12, 15, 17, 18 1–25

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE10 State which quadrant of the unit circle each of the following angles is in.
a. 60° b. 130° c. 310° d. 260°
e. 100° f. 185° g. 275° h. 295°
2. MC If θ = 43°, the triangle drawn to show this would be in:
a. quadrant 1 b. quadrant 2 c. quadrant 3 d. quadrant 4
3. MC If θ = 295°, the triangle drawn to show this would be in:
a. quadrant 1 b. quadrant 2 c. quadrant 3 d. quadrant 4
4. WE11 Find the value of each of the following using the unit circle.
a. sin 20° b. cos 20° c. cos 100° d. sin 100°
e. sin 320° f. cos 320° g. sin 215° h. cos 215°
5. Use the unit circle to find each of the following.
a. sin 90° b. cos 90° c. sin 180° d. cos 180°
e. sin 270° f. cos 270° g. sin 360° h. cos 360°
Questions 6–13 refer to the digital document ‘The unit circle template’ (doc-22898). You can find
this WorkSHEET in your online resources.
6. On the unit circle template, point P and its coordinates have been y
marked on the circle. Use this point to construct a triangle in quadrant 1
as shown. P
a. Find cos 30°. (Remember that the length of the adjacent side of the sin 30°
30°
triangle is cos 30°.) O x
cos 30°
b. Find sin 30°. (This is the length of the opposite side of the triangle.)
c. Check your answers to parts a and b by finding these values with a
calculator.

TOPIC 20 Trigonometry  845

 7. Using your unit circle template, measure 150° with a protractor and y
mark the point P on the circle. Use this point to draw a triangle in
quadrant 2 as shown. P
150°
a. What angle does the radius OP make with the negative x-axis? sin 150°
b. Remembering that x = cos θ , use your circle to find the value of cos 150° O
x
cos 150°.
c. How does cos 150° compare to cos 30°?
d. Remembering that y = sin θ , use your circle to find the value of
sin 150°.
e. How does sin 150° compare with sin 30°?
8. Using your unit circle template, measure 210° with a protractor and y
mark the point P on the circle. Use this point to draw a triangle in
quadrant 3 as shown. 210°
a. What angle does the radius OP make with the negative x-axis? cos 210°
b. Use your circle to find the value of cos 210°. sin 210°
O x
c. How does cos 210° compare to cos 30°?
P
d. Use your circle to find the value of sin 210°.
e. How does sin 210° compare with sin 30°?
9. Using your unit circle template, measure 330° with a protractor and y
mark the point P on the circle. Use this point to draw a triangle in
quadrant 4 as shown.
a. What angle does the radius OP make with the positive x-axis? 330° cos 330°

b. Use your circle to find the value of cos 330°. O x

sin 330°
c. How does cos 330° compare to cos 30°?
P
d. Use your circle to find the value of sin 330°.
e. How does sin 330° compare with sin 30°?
10. Using your unit circle template, draw an appropriate triangle for the angle y
of 20° in quadrant 1.

tan 20°
a. Find sin 20°.

sin 20°
b. Find cos 20°. 20°
c. Draw a tangent and extend the hypotenuse of the triangle to meet the x
cos 20°
tangent as shown. Accurately measure the length of the tangent between
the x-axis and the point where it meets the hypotenuse and, hence, state
the value of tan 20°.
sin 20°
d. What is the value of   ?
cos 20°
sin 20°
e. How does tan 20° compare with  ?
cos 20°
11. Using your unit circle template, draw an appropriate triangle for the angle y
of 135° in quadrant 2.
tan 135°

a. Find sin 135°, using sin 45°. 135°

b. Find cos 135°, using cos 45°.
c. Draw a tangent and extend the hypotenuse of the triangle to meet the x
tangent as shown. Accurately measure the length of the tangent to where
it meets the hypotenuse to find the value of tan 135°.
sin 135°
d. What is the value of ?
cos 135°
sin 135°
e. How does tan 135° compare with ?
cos 135°
f. How does tan 135° compare with tan 45°?

846  Maths Quest 10 Stage 5 NSW Australian curriculum

12. Using your unit circle template, draw an appropriate triangle for the angle y
of 220° in quadrant 3.
a. Find sin 220°. 220°
b. Find cos 220°.
c. Draw a tangent and extend the hypotenuse of the triangle to meet the x

tan 220°
tangent as shown. Find tan 220° by accurately measuring the length of
the tangent to where it meets the hypotenuse.
sin 220°
d. What is the value of ?
cos 220°
sin 220°
e. How does tan 220° compare with ?
cos 220°
f. How does tan 220° compare with tan 40°? (Use a calculator.)
13. Using your unit circle template, draw an appropriate triangle for the angle y
of 300° in quadrant 4.
a. Find sin 300°. 300°
b. Find cos 300°.
x
c. Draw a tangent and extend the hypotenuse of the triangle to meet the
tangent as shown. Find tan 300° by accurately measuring the length of

tan 300°
the tangent to where it meets the hypotenuse.
sin 300°
d. What is the value of ?
cos 300°
sin 300°
e. How does tan 300° compare with ?
cos 300°
f. How does tan 300° compare with tan 60°? (Use a calculator.)
14. MC In a unit circle, the length of the radius is equal to:
a. sin θ b. cos θ c. tan θ d. 1 e. √2
15. WE12a Find the gradients (accurate to 3 decimal places) of lines making the following angles with the
positive x-axis.
a. 50° b. 72° c. 10° d. −30°
e. 150° f. 0° g. 45° h. 89°
16. WE12b Find the gradient of each line in the figures below. Give your answers accurate to 2
­decimal places.
a. y b. y c. y d. y

x
15°
43° 28°
x x
69°
x

Communicating, reasoning and problem solving

17. If sin x° = p, 0 ≤ x ≤ 90°, write each of the following in terms of p.
a. cos x° b. sin (180 − x)° c. cos (180 − x)°
18. Simplify sin (180 − x)° − sin x°.
19. The point P (cos θ , sin θ ) lies in the first quadrant on the circumference of a unit circle. Find the new
coordinates of P under the following transformations.
a. Dilated by a factor of 2 horizontally and then 3 vertically
b. Rotated 180° anticlockwise about the origin
c. Reflected in both axes

TOPIC 20 Trigonometry  847

20. Using the unit circle, show that:
a. sin A = cos (90 ∘ − A) b. cos A = sin (90 ∘ − A)
21. If sin x° = p, 0 ≤ x ≤ 90°, write each of the following in terms of p.
a. tan x° b. sin (90 − x)° c. cos (90 − x)°
22. Simplify:
sin (180° − θ )cos (270° + θ )
a. , given that sin (2 θ ) = 2 sin (θ )cos (θ )
tan (− θ )
y
sin2 (90° − θ ) − cos2 (270° + θ ) 5.2m
b. .
cos (90° − θ ) + cos (− θ )
23. Simplify:
sin (90° − x)cos (90° − x)
a.
cos2 (x)
b. sin (180° − x) cosec(270° + x) + cos2 (360° − x)sec (180° − x)
2

1 1
where sec (x) = and cosec(x) = . 55.8m
cos (x) sin (x)
24. A set of axes is placed as shown over the Leaning Tower of Pisa.
What angle does the tower make with the ground?
25. What is the length of the diameter of the unit circle?

20.6 Trigonometric functions [Stage 5.3]

20.6.1 Sine, cosine and tangent graphs
•• The graphs of y = sin x, y = cos x and y = tan x y
are shown at right. 1
•• Trigonometric graphs repeat themselves y = sin x
­continuously in cycles, and hence they are
–360° 0 360° x
called periodic functions.
•• The period of the graph is the distance between
–1
repeating peaks or troughs. In the graphs shown
above, the period between the repeating peaks for
y
y = sin x and y = cos x is 360°. The graph of 1
y = tan x shows a periodic function, but it is not
y = cos x
of the same form as y = sin x and y = cos x.
The period of the basic tan graph is 180°, –360° 0 360° x
and ­asymptotes occur at x = 90° and intervals
of 180°. –1
•• The amplitude of a periodic graph is half the
distance between the maximum and minimum y
values of the function. In the graphs of y = sin x
and y = cos x shown above, the distance is half of y = tan x
2 units (the distance between −1 and 1); hence, the
amplitude is 1 unit. Amplitude can also be –360°–270°–180° –90° 0 90° 180° 270° 360° x
described as the amount by which the graph goes
above and below its mean value. In the above
examples, the mean value lies along the x-axis. The
amplitude of y = tan x is undefined.

848  Maths Quest 10 Stage 5 NSW Australian curriculum

WORKED EXAMPLE 13

Sketch the graphs of a y = 2 sin x and b y = cos 2x for 0° ≤ x ≤ 360°.

THINK WRITE/DRAW
a 1 The graph must be drawn from 0° to 360°. a y
y = 2 sin x
2
2 Compared to the graph of y = sin x, each value
of sin x has been multiplied by 2. Therefore,
the ­amplitude of the graph must be 2. 0 180° 360°
x

3 Label the graph y = 2 sin x.

–2

b 1 The graph must be drawn from 0° to 360°. b y

y = cos 2x
1
2 Compared to the graph of y = cos x, each value
of x has been multiplied by 2.
0 x
3 Therefore, the period of the graph must become 90° 180° 270° 360°
180°. Label the graph y = cos 2x.
–1

360°
•• For the graph of y = a sin nx or y = a cos nx, the amplitude is a and the period becomes .
n
•• If the graph has a negative value of a, the amplitude is the positive value of a; that is, the amplitude
is always |a|.
180°
•• For the graph of y = a tan nx, the amplitude is undefined and the period is .
n
•• Dynamic geometry software can be used to investigate the chord, secant and tangent properties of circles.

WORKED EXAMPLE 14

For each of the following graphs, state:

i the amplitude ii the period.
x
a y = 2 sin 3x b y = cos c y = tan 2x
3
THINK WRITE
a The value of a is 2. a i Amplitude = 2
360° 360
The period is . ii Period =
n 3
= 120°
b The value of a is 1. b i Amplitude = 1
360° 360
The period is . ii Period =
n 1
3
= 1080°
c The tangent curve has infinite amplitude. c i Amplitude infinite
180° 180°
The period is . ii Period =
2 2
= 90°

TOPIC 20 Trigonometry  849

 DISCUSSION
Describe how the value of each trigonometric ratio changes as the angle increases from 0° to 360°.

RESOURCES — ONLINE ONLY

Interactivity: Graphs of trigonometric functions (int-4821)

Interactivity: Trigonometric functions (int-2796)

Exercise 20.6 Trigonometric functions

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–19, 22, 24, 27 1–21, 23–27 1–20, 22, 24, 26–29


To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Using your calculator (or the unit circle if you wish), complete the following table.
x 0° 30° 60° 90° 120° 150° 180° 210° 240° 270° 300° 330° 360°
sin x
x 390° 420° 450° 480° 510° 540° 570° 600° 630° 660° 690° 720°
sin x
2. On graph paper, rule x- and y-axes and carefully mark a scale along each axis. Use 1 cm = 30° on the
x-axis to show x-values from 0° to 720°. Use 2 cm = 1 unit along the y-axis to show y-values
from −1 to 1. Carefully plot the graph of y = sin x using the values from the table in question 1.
3. How long does it take for the graph of y = sin x to complete one full cycle?
4. Using your graph of y = sin x from question 2, find the value of y for each of the following.
a. x = 42° b. x = 130° c. x = 160° d. x = 200°
e. x = 180° f. x = 70° g. x = 350° h. x = 290°
5. Using your graph of y = sin x from question 2, find the value of x for each of the following.
a. y = 0.9 b. y = −0.9 c. y = 0.7
d. y = −0.5 e. y = −0.8 f. y = 0.4
6. Using your calculator (or the unit circle if you wish), complete the following table.
x 0° 30° 60° 90° 120° 150° 180° 210° 240° 270° 300° 330° 360°
cos x
x 390° 420° 450° 480° 510° 540° 570° 600° 630° 660° 690° 720°
cos x
7. On graph paper, rule x- and y-axes and carefully mark a scale along each axis. Use 1 cm = 30° on the
x-axis to show x-values from 0° to 720°. Use 2 cm = 1 unit along the y-axis to show y-values
from −1 to 1. Carefully plot the graph of y = cos x using the values from the table in question 6.

850  Maths Quest 10 Stage 5 NSW Australian curriculum

 8. If you were to continue the graph of y = cos x that you drew in question 7, what shape would you
expect it to take?
9. Is the graph of y = cos x the same as the graph of y = sin x? How does it differ? What features are
the same?
10. Using your graph of y = cos x from question 7, find a value of y for each of the following.
a. 48° b. 170° c. 180° d. 340°
e. 240° f. 140° g. 40° h. 165°
11. Using your graph of y = cos x from question 7, find a value of x for each of the following.
a. y = −0.5 b. y = 0.8 c. y = 0.7
d. y = −0.6 e. y = 0.9 f. y = −0.9
12. Using your calculator (or the unit circle if you wish), complete the following table.
x 0° 30° 60° 90° 120° 150° 180° 210° 240° 270° 300° 330° 360°
tan x
x 390° 420° 450° 480° 510° 540° 570° 600° 630° 660° 690° 720°
tan x
13. On graph paper, rule x- and y-axes and carefully mark a scale along each axis. Use 1 cm = 30° on
the x-axis to show x-values from 0° to 720°. Use 2 cm = 1 unit along the y-axis to show y-values
from −2 to 2. Carefully plot the graph of y = tan x using the values from the table in question 12.
14. If you were to continue the graph of y = tan x that you drew in question 13, what shape would you
expect it to take?
15. Is the graph of y = tan x the same as the graphs of y = sin x and y = cos x? How does it differ? What
features are the same?
16. Using your graph of y = tan x from question 13, find a value of y for each of the following.
a. 60° b. 135° c. 310° d. 220°
e. 500° f. 590° g. 710° h. 585°
17. Using your graph of y = tan x from question 13, find a value of x for each of the following.
a. y = 1 b. y = 1.5 c. y = −0.4
d. y = −2 e. y = 0.2 f. y = −1
18. WE12 Sketch the following graphs
a. y = cos x for x ∈ [−180°, 180°] b. y = sin x for x ∈ [0°, 720°]
c. y = sin 2x for x ∈ [0°, 360°] d. y = 2 cos x for x ∈ [−360°, 0°]
19. WE13 For each of the graphs in question 18, state
i. the period ii. the amplitude.
20. For each of the following, state:
i. the period ii. the amplitude.
x
a. y = 3 cos 2x b. y = 4 sin 3x c. y = 2 cos
2
x
d. y = 12 sin e. y = −sin x f. y = −cos 2x
4
21. MC Parts a to c refer to the graph at right. y
a. The amplitude of the graph is: 3
a. 180° b. 90° c. 3
2
d. −3 e. 6
1
b. The period of the graph is:
a. 180° b. 360° c. 90° 0 x
90° 180°
d. 3 e. −3 –1
c. The equation of the graph could be: –2
x
a. y = cos x b. y = sin x c. y = 3 cos –3
3
d. y = 3 cos 2x e. y = 3 sin 2x

TOPIC 20 Trigonometry  851

22. Sketch the following graphs, stating the period and amplitude of each. (Digital technology may be
used to help sketch these graphs.)
x
a. y = 2 cos for x ∈ [0°, 360°] b. y = −3 sin 2x for x ∈ [0°, 360°]
3
x
c. y = 3 sin for x ∈ [−180°, 180°] d. y = −cos 3x for x ∈ [0°, 360°]
2
e. y = 5 cos 2x for x ∈ [0°, 180°] f. y = −sin 4x for x ∈ [0°, 180°]
23. Use technology to sketch the graphs of each of the following for 0° ≤ x ≤ 360°.
a. y = cos x + 1 b. y = sin 2x − 2 c. y = cos (x − 60°) d. y = 2 sin 4x + 3
Communicating, reasoning and problem solving
24. a. Sketch the graph of y = cos 2x for x ∈ [0°, 360°].
i. What is the minimum value of y for this graph?
ii. What is the maximum value of y for this graph?
b. Using the answers you obtained in part a, write the maximum and minimum values of
y = cos 2x + 2.
c. What would be the maximum and minimum values of the graph of y = 2 sin x + 3? Explain how
you obtained these values.
25. a. Complete the table below for y = tan x.
x 0° 30° 60° 90° 120° 150° 180°
y = tan x

b. Sketch the graph of y = tan x for [0°, 180°].

c. What happens at x = 90°?
d. For the graph of y = tan x, x = 90° is called an asymptote. Write when the next asymptote
would occur.
e. State the period and amplitude of y = tan x.
26. a. Sketch the graph of y = tan 2x for [0°, 180°].
b. When do the asymptotes occur?
c. State the period and amplitude of y = tan 2x.
27. The height of the tide above the mean sea level on the first day of the month is given by the rule
h = 3 sin (30t°)
where t is the time in hours since midnight.
a. Sketch the graph of h versus t.
b. What was the height of the high tide?
c. Calculate the height of the tide at 8 am.
28. The temperature inside a house t hours after 3 am is given by the rule
T = 22 − 2 cos (15t°) for 0 ≤ t ≤ 24
where t is the temperature in degrees Celsius.
a. What is the temperature inside the house at 6 am?
b. Sketch the graph of T versus t.
c. What is the warmest and coolest that it gets inside the house over the 24-hour period?
29. For the graph of y = a tan nx, what would be the period and amplitude?

852  Maths Quest 10 Stage 5 NSW Australian curriculum

20.7 Solving trigonometric equations [Stage 5.3]
20.7.1 Solving trigonometric equations graphically
•• Because of the periodic nature of circular functions, there are infinitely many y
solutions to trigonometric equations. 1
0.6
•• Equations are usually solved within a particular domain (x-values) to restrict 0 x
the number of solutions. 180° 360°
–1
•• The sine graph below shows the solutions between 0° and 360° for the
­equation sin x° = 0.6.
•• From the graph, it can clearly be seen that there are two solutions to this equation, which are
­approximately x = 37° and x = 143°.
•• The smaller the period, the greater the number of solutions there will be, within a particular domain.
•• It is difficult to obtain accurate answers from a graph. More accurate answers can be obtained using
technology.

DISCUSSION
How do the size of the period of a trigonometric function and the size of the domain relate to the number of
solutions within that domain?

20.7.2 Solving trigonometric equations using exact values

•• Most of the trigonometric values that we will deal with in this chapter are B
approximations. However, angles of 30°, 45° and 60° have exact values of
sine, cosine and tangent.
30°
•• Consider an equilateral triangle, ABC, of side length 2 units. 2 2
If the triangle is perpendicularly bisected, then two congruent triangles
are obtained: ABD and CBD. From triangle ABD it can be seen that 60°
­altitude BD creates a right-angled triangle with angles of 60° and 30° and A D C
base  length (AD) of 1 unit. Altitude BD is obtained using Pythagoras’ 2
theorem.
(AB)2 = (AD) 2 + (BD) 2 B
22 = 12 + (BD) 2
4 = 1 + (BD) 2
30°
4 − 1 = (BD)2 2
(BD)2 = 3 3
BD = √3
60°
A D
 1

Using triangle ABD and the three trigonometric ratios, the following exact values are obtained:

⇒ sin 60° = √3
opp opp
sin B = ⇒ sin 30° = 1 sin A =
hyp 2 hyp 2

⇒ cos 30° = √3
adj adj
cos B = cos A = ⇒ cos 60° = 1
hyp 2 hyp 2

⇒ tan 30° = 1 or √3 ⇒ tan 60° = √3 or √3

opp opp
tan B = tan A =
adj √3 3 adj 1

TOPIC 20 Trigonometry  853

 Consider a right-angled isosceles triangle EFG whose equal sides are of 1 unit. The hypotenuse EG is
obtained by using Pythagoras’ theorem.
G
(EG) 2 = (EF) 2 + (FG) 2
= 12 + 12
=2 2 1
EG = √2 45°
 E 1 F

Using triangle EFG and the three trigonometric ratios, the following exact values are obtained:
⇒ sin 45° = 1 or √2
opp
sin E =
hyp √2 2

⇒ cos 45° = 1 or √2
adj
cos E =
hyp √2 2
opp
tan E = ⇒ tan 45° = 1 or 1
adj 1
Summary of exact values
θ 30° 45° 60°
1 1 √2 √3
sin θ 2 =
√2 2 2
√3 1 √2 1
cos θ = 2
2 √2 2

1 √3
tan θ = 1 √3
√3 3

WORKED EXAMPLE 15

√3 1
a sin x = , x ∈ [0°, 360°] b cos 2x = − , x ∈ [0°, 360°]
2 √2
THINK WRITE

(2)
a 1 The inverse operation of sine is sin− 1 . a x = sin−1 √3

2 The first solution in the given domain from the

‘Summary of exact values’ table is x = 60°.
3 Since sine is positive in the first and second There are two solutions in the given
­quadrants, another solution must be domain, x = 60° and x = 120°.
x = 180° − 60° = 120°.

(√2)
b 1 The inverse operation of cosine is cos− 1 . b 2x = cos−1 −1

1
2 From the table of values, cos− 1 = 45°.
√2
3 Cosine is negative in the second and third quadrants, 2x = 135°, 225°
which gives the first two solutions to the equation as:
180° − 45° and 180° + 45°.

854  Maths Quest 10 Stage 5 NSW Australian curriculum

 4 Solve for x by dividing by 2. x = 67.5°, 112.5°
5 Since the domain in this case is [0°, 360°]and the 360°
The period = = 180°.
period has been halved, there must be 4 solutions 2
altogether. The other 2 solutions can be found by x = 67.5° + 180°, 112.5° + 180°
adding the period onto each solution. x = 67.5°, 112.5°, 247.5°, 292.5°

RESOURCES — ONLINE ONLY

Interactivity: Solving trigonometric equations graphically (int-4822)

Interactivity: Exact values of trigonometric functions (int-4816)
Interactivity: Trigonometry (int-2797)

Exercise 20.7 Solving trigonometric equations

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–6 1–7 1–9

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
y
1. Use the graph shown to find approximate answers to the
1
following equations for the domain 0 ≤ x ≤ 360°. Check your
answers using a calculator.
i. cos x = 0.9 0 x
180° 360°
ii. cos x = 0.3
iii. cos x = −0.2 –1
iv. cos x = −0.6
2. Solve the following equations for the domain 0 ≤ x ≤ 360°.
1 √3 1 1
a. sin x = b. sin x = c. cos x = − d. cos x = −
2 2 2 √2
1 1
e. sin x = 1 f. cos x = −1 g. sin x = − h. sin x = −
2 √2
√3 √3
i. cos x = j. cos x = − k. sin x = 1 l. cos x = 0
2 2
3. WE14 Solve the following equations for the given values of x.
√3 √3
a. sin 2x = , x ∈ [0°, 360°] b. cos 2x = − , x ∈ [0°, 360°]
2 2
1 −1
c. tan 2x = , x ∈ [0°, 360°] d. sin 3x = , x ∈ [−180°, 180°]
√3 √2
1 1
e. sin 4x = − , x ∈ [0°, 180°] f. cos 4x = − , x ∈ [0°, 180°]
2 2
g. tan 3x = − 1, x ∈ [0°, 90°] h. cos 3x = 0, x ∈ [0°, 360°]

TOPIC 20 Trigonometry  855

Communicating, reasoning and problem solving
4. a. For the triangle shown, calculate
1
i. sin 45°
ii. cos 45° 45°
1
iii. tan 45°
b. For the triangle shown, calculate
6
i. sin 30° 3
ii. cos 30° 30°
iii. tan 30° B

c. For the triangle shown, calculate

i. sin 60°
4
ii. cos 60°
iii. tan 60°
60°
5. Sam measured the depth of water at the end of the Intergate jetty at various times A D
on Friday 13 August 2010. The table below provides her results. 2

Time 6 am 7 8 9 10 11 12 pm 1 2 3 4 5 6 7 8 9
Depth 1.5 1.8 2.3 2.6 2.5 2.2 1.8 1.2 0.8 0.5 0.6 1.0 1.3 1.8 2.2 2.5
a. Plot the data.
b. Determine:
i. the period ii. the amplitude.
c. Sam fishes from the jetty when the depth is a maximum. Specify these times for the next 3 days.
d. Sam’s mother can moor her yacht when the depth is above 1.5 m. During what periods can she moor
the yacht on Sunday 16 January?
6. Solve:
a. √3 sin(x°) = cos(x°) for 0° ≤ x ≤ 360°
b. 2 sin(x°) + cos(x°) = 0 for 0° ≤ x ≤ 360°.
7. Solve 2 sin2 (x°) + 3 sin(x°) − 2 = 0 for 0° ≤ x ≤ 360°.
8. Explain why sine and cosine functions can be used to model situations that occur in nature such as
tide heights and sound waves.
9. The grad (g) is another measurement used when measuring the size of angles. A grad is equivalent to
1
400
of a full circle. Write each of the following as grads (1grad is written as 1g).
a. 90° b. 180° c. 270° d. 360°

20.8 Review
Investigation | Rich task
What’s an arbelos?
As an introduction to this task, you are required to complete the following construction. The questions
that follow require the application of measurement formulas and an understanding of semicircles
related to this construction.
1. Constructing an arbelos
•• Rule a horizontal line AB, 8 cm long.
•• Find the midpoint of the line and construct a semicircle on top of the line with AB as the diameter.

856  Maths Quest 10 Stage 5 NSW Australian curriculum

 •• Mark Y as a point on AB such that AY = 6 cm.
•• Find the midpoint of AY and draw a small semicircle inside
the larger semicircle with AY as the diameter.
•• Find the midpoint of YB and construct a semicircle (also
inside the larger semicircle) with a diameter YB.
The shape enclosed by the three semicircles is known as an A 6 cm Y B
arbelos. This is an Ancient Greek word that means ‘shoemaker’s
8 cm
knife’, as the shape resembles the blade of a knife used by
cobblers. The point Y is not fixed and can be located anywhere
along the diameter of the larger semicircle, which can also vary in size.

2. Perimeter of an arbelos
The perimeter of an arbelos is the sum of the arc length of the three semicircles. Perform the
following calculations, leaving each answer in terms of π.
a. Calculate the arc length of the semicircle with diameter AB.
b. Calculate the arc length of the semicircle with diameter AY.
c. Calculate the arc length of the semicircle on diameter YB.
d. Compare the largest arc length with the two smaller arc lengths. What do you conclude?
3. We can generalise the arc length of an arbelos. The point Y can be located anywhere on the line
AB, which can also vary in length. Let the diameter AB be d cm, AY be d1 cm and YB be d2 cm.
Prove that your conclusion from question 2d holds true for any value of d, where d1 + d2 = d.
4. Area of an arbelos
The area of an arbelos may be treated as the area of a composite shape.
a. Using your original measurements, calculate the area of the arbelos you drew in question 1.
Leave your answer in terms of π. Z
The area of the arbelos can also be calculated using another
method. We can draw the common tangent to the two smaller
semicircles at their point of contact and extend this tangent to
the larger semicircle. It is said that the area of the arbelos is the
same as the area of the circle constructed on this common A Y B
tangent as diameter. YZ is the common tangent.

TOPIC 20 Trigonometry  857

 Triangles AYZ, BYZ and AZB are all right-angled triangles. We can use Pythagoras’ theorem,
together with a set of simultaneous equations, to determine the length of the tangent YZ.
b. Complete the following.
In ΔAYZ, AZ2 = AY2 + YZ2
= 62 + YZ2
In ΔBYZ, BZ = BY2 + YZ2
2

= ……………………. + YZ2
Adding these two equations,
AZ2 + BZ2 = ……………………. + …………………….
But, in ΔAZB, AZ2 + BZ2 = AB2
……………………. + ……………………. = …………………….
Therefore, YZ = …………………….  (Leave your answer in
surd form.)
c. Now calculate the area of the circle with diameter YZ. Is your answer the same as that calcu-
lated in question 4a?
The area of an arbelos can be generalised.
Let the radii of the two smaller semicircles be r1 and r2.
5. Develop a formula for the area of the arbelos in terms of r1 and r2. Demonstrate the use of your
formula by checking your answer to question 4a.

A r1 Y r B
2

RESOURCES — ONLINE ONLY

Digital doc: Investigation — What’s an arbelos? (doc-15954)

Digital doc: Code puzzle — What is the periodic table? (doc-15955)
Digital doc: Summary Topic 20 (doc-22918)
Interactivity: Word search Topic 20 (int-2883)
Interactivity: Crossword Topic 20 (int-2884)
Interactivity: Sudoku Topic 20 (int-3895)

Exercise 20.8 Review questions

To answer questions online and to receive immediate feedback and fully worked solutions for every ques-
tion, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Find the value of x, correct to 1 decimal place.

55°
x

75°
12 cm

858  Maths Quest 10 Stage 5 NSW Australian curriculum

 2. Find the value of θ , correct to the nearest minute. 105° 3.7 m
3. Find all unknown sides and angles of triangle ABC, given a = 25 m, θ
A = 120° and B = 50°. 10.2 m
4. Find the value of x, correct to 1 decimal place.
6 cm
6 cm

θ 10 cm

5. Find the value of θ , correct to the nearest degree.

6 cm
6 cm

θ 10 cm

6. A triangle has sides of length 12 m, 15 m and 20 m. Find the magnitude (size) of the largest angle.
7. A triangle has two sides of 18 cm and 25 cm. The angle between the two sides is 45°. Find:
a. its area b. the length of its third side
c. its area using Heron’s formula.
8. If θ = 290°, the triangle to show this would be drawn in which quadrant?
9. On the unit circle, draw an appropriate triangle for the angle 110° in quadrant 2.
a. Find sin 110° and cos 110°, correct to 2 decimal places.
b. Find tan 110°, correct to 2 decimal places.
10. MC The value of sin 53° is equal to:
a. cos 53° b. cos 37° c. sin 37° d. tan 53° e. tan 37°
sin 53°
11. Simplify .
sin 37°
12. Draw a sketch of y = sin x from 0° ≤ x ≤ 360°. y
13. Draw a sketch of y = cos x from 0° ≤ x ≤ 360°.
14. Draw a sketch of y = tan x from 0° ≤ x ≤ 360°.
15. Calculate the gradient of the line shown. Give your answer correct to 3 decimal
places.
77°
x y
16. Label this triangle so that = . x
sin 46° sin 68°
B

C
17. State the period and amplitude of each of the following graphs.
a. y = 2 sin 3x
b. y = − 3 cos 2x
c. y
1

x
90° 180° 360°

–1

TOPIC 20 Trigonometry  859

18. Sketch the following graphs.
a. y = 2 sin x, x ∈ [0°, 360°] b. y = cos 2x, x ∈ [−180°, 180°]
19. Use technology to write the solutions to the following equations for the domain 0° ≤ x ≤ 360° to 2
decimal places.
a. sin x = − 0.2 b. cos 2x = 0.7 c. 3 cos x = 0.1 d. 2 tan 2x = 0.5
20. Solve each of the following equations.
√3
a. sin x = − 12, x ∈ [0°, 360°] b. cos x = , x ∈ [0°, 360°]
2
1 1
c. cos x = , x ∈ [0°, 360°] d. sin x = , x ∈ [0°, 360°]
√2 √2
y
21. MC The equation that represents the graph at right could be:
3
a. y = 3 sin 2x
b. y = 2 cos 3x 2
c. y = 3 cos 2x 1
d. y = 2 sin 2x
x
e. y = 2 sin 3x –1
60° 120°

22. a. Use technology to help sketch the graph of y = 2 sin 2x − 3. –2

b. Write the period and the amplitude of the graph in part a. –3
23. Sketch the graphs of each of the following, stating
i. the period ii. the amplitude.
a. y = 2 cos 2x, x ∈ [0°, 360°] b. y = 3 sin 4x, x ∈ [0°, 180°]
c. y = − 2 cos 3x, x ∈ [−60°, 60°] d. y = 4 sin 2x, x ∈ [−90°, 90°]
24. Solve each of the following equations for the given values of x.
√3
a. cos 2x = , x ∈ [0°, 360°] b. sin 3x = 12, x ∈ [−90°, 90°]
2
1 1
c. sin 2x = , x ∈ [0°, 360°] d. cos 3x = − , x ∈ [0°, 360°]
√2 √2
e. sin 4x = 0, x ∈ [0°, 180°] f. tan 4x = 21, x ∈ [0°, 180°]
25. Solve the following for x ∈ [ 0°, 360° ].
a. 2 cos x − 1 = 0 b. 2 sin x = − √3 c. − √2 cos x + 1 = 0 d. √2 sin x + 1 = 0
26. Sketch the graph of y = tan 2x, x ∈ [0°, 180°]. Write the period, amplitude and the equations of any
asymptotes.
Communicating, reasoning and problem solving
27. A satellite dish is placed on top of an apartment building as shown in the
­diagram. Find the height of the satellite dish. 0.22°
28. Australian power points supply voltage, V, in volts, where V = 240 sin(18 000t)
and t is measured in seconds.
a. Complete the table below and sketch the graph, showing the fluctuations in 48.3°
voltage over time.
450 m

t 0.000 0.005 0.010 0.015 0.020 0.025 0.030 0.035 0.040

V

b. Find the times at which the maximum voltage output occurs.

c. How many seconds are there between times of maximum voltage output?
d. How many periods (or cycles) are there per second?

860  Maths Quest 10 Stage 5 NSW Australian curriculum

Answers
Topic 20 Trigonometry
Exercise 20.2 The sine rule
1. 44°58′, 77°2′, 13.79
2. 39°18′, 38°55′, 17.21
3. 70°, 9.85, 9.4
4. 33°, 38.98, 21.98
5. 19.12
6. C = 51°, b = 54.66, c = 44.66
7. A = 60°, b = 117.11, c = 31.38
8. B = 48°26′, c = 103°34′, c = 66.26; or B = 131°34′, c = 20°26′, c = 23.8
9. 24.17
10. B, C
11. A = 73°15′, b = 8.73; or A = 106°45′, b = 4.12
12. 51.9 or 44.86
13. C = 110°, a = 3.09, b = 4.64
14. B = 38°, a = 3.36, c = 2.28
15. B = 33°33′, c = 121°27′, c = 26.24; or B = 146°27′, c = 8°33′, c = 4.57
16. 43.62 m
17. a. 6.97 m b. 4 m
18. a. 13.11 km b. N20°47′ W
19. a. 8.63 km b. 6.48 km/h c. 9.90 km
20. 22.09 km from A and 27.46 km from B
21. C
22. B
23. Yes, she needs 43.5 m altogether.
24. a. 7.3 km b. 282°3′
25. h = 7.5 cm
26. The sine rule can be used on right-angled triangles. The sine rule is the relationship between an angle of a right-angled
triangle, and the length of the side opposite this angle and the length of the hypotenuse. If any one of these three is unknown,
the remaining two can be used to determine the unknown.

Exercise 20.3 The cosine rule

1. 7.95
2. 55.22
3. 23.08, 41°53′, 23°7′
4. 28°57′
5. 88°15′
6. A = 61°15′, b = 40°, c = 78°45′
7. 2218 m
8. a. 12.57 km b. S35°E
9. a. 35°6′ b. 6.73 m2
10. 23°
11. 89.12 m
12. a. 130 km b. S22°12′E
13. 28.5 km
14. 74.3 km
15. 70°49′
16. a. 8.89 m b. 77° c. x = 10.07 m

TOPIC 20 Trigonometry  861

17. 1.14 km/h
18. ∠CAB = 34.65°, ∠ABC = 84.83° and ∠BCA = 60.52°
19. a. 4.6637 m b. 55.93°
20. In right-angled triangles, if the length of the hypotenuse is known, the sine rule is used to determine angles or lengths of
opposite sides, whereas the cosine rule is used to determine angles or lengths of adjacent sides.

Exercise 20.4 Area of triangles

1. 12.98
2. 38.14
3. 212.88
4. A = 32°4′, b = 99°56′, area = 68.95 cm2
5. A = 39°50′, b = 84°10′, area = 186.03 m2
6. A = 125°14′, b = 16°46′, area = 196.03 mm2
7. C
8. 14.98 cm2
9. 570.03 mm2
10. 2.15 cm2
11. B
12. 3131.41 mm2
13. 610.38 cm2
14. a. 187.5 cm2 b. 15.03 cm2 c. 187.47 cm2
15. 17 goldfish
16. 22.02 m2
17. a. Area = 69.63 cm2
b. Dimensions are 12.08 cm and 6.96 cm.
18. 17 kg
19. 52.2 hectares
20. 175 m3
21. C
22. B
23. a. 29.44 km2 b. 8.26 km c. 41° d. 24° e. 3.72 km
f. 10.11 km2 g. 39.55 km2
24. 374.12 cm2
25. Area = 12 ab sin C, area = 12 ac sin B, area = 12 bc sin A

Exercise 20.5 The unit circle

1. a. 1st b. 2nd c. 4th d. 3rd
e. 2nd f. 3rd g. 4th h. 4th
2. A
3. D
4. a. 0.35 b. 0.95 c. − 0.17 d. 0.99
e. − 0.64 f. 0.77 g. − 0.57 h. − 0.82
5. a. 1 b. 0 c. 0 d. − 1
e. − 1 f. 0 g. 0 h. 1
6. a. 0.87 b. 0.50
7. a. 30° b. − 0.87 c. cos 150° = − cos 30°
d. 0.5 e. sin 150° = sin 30°

862  Maths Quest 10 Stage 5 NSW Australian curriculum

 8. a. 30° b. − 0.87 c. cos 210° = − cos 30°
d. − 0.50 e. sin 210° = − sin 30°
9. a. 30° b. 0.87 c. cos 330° = cos 30°
d. − 0.50 e. sin 330° = − sin 30°
10. a. 0.34 b. 0.94 c. 0.36 d. 0.36 e. They are equal.
11. a. 0.71 b. − 0.71 c. − 1
d. − 1 e. They are equal. f. tan 135° = − tan 45°
12. a. − 0.64 b. − 0.77 c. 0.84
d. 0.83 e. They are approximately equal. f. tan 220° = tan 40°
13. a. − 0.87 b. 0.5 c. − 1.73
d. − 1.74 e. They are approximately equal. f. tan 300° = − tan 60°
14. D
15. a. 1.192 b. 3.078 c. 0.176 d. −0.577
e. −0.577 f. 0 g. 1 h. 57.290
16. a. 0.93 b. 2.61 c. −0.53 d. −3.73
17. a. √1 − p2 b. p c. − √1 − p2
18. 0
19. a. (2 cos θ , 3 sin θ ) b. (−cos θ , −sin θ ) c. (−cos θ , −sin θ )
20. a., b. Check with your teacher
p
21. a. b. √1 − p2 c. p
√1 − p2
22. a. −12 sin (2θ ) b. cos ( θ ) − sin ( θ )
23. a. tan (x) b. − sec (x)
24. 84.7°
25. The diameter of the unit circle is 2, as it has a radius of 1 and the diameter is twice the radius.

Exercise 20.6 Trigonometric functions

1. x 0° 30° 60° 90° 120° 150° 180° 210° 240° 270° 300° 330° 360°
sin x 0 0.5 0.87 1 0.87 0.5 0 −0.5° − 0.87 −1 − 0.87 − 0.5 0
x 390° 420° 450° 480° 510° 540° 570° 600° 630° 660° 690° 720°
sin x 0.5 0.87 1 0.87 0.5 0 − 0.5 − 0.87 −1 − 0.87 − 0.5 0
2. y
y = sin x
1

0 x
90°
180°
270°
360°
450°
540°
630°
720°

–1

3. 360°
4. a. 0.7 b. 0.8 c. 0.35 d. − 0.35
e. 0 f. 0.9 g. − 0.2 h. − 0.9
5. a. 64°, 116°, 424°, 476° b. 244°, 296°, 604°, 656° c. 44°, 136°, 404°, 496°
d. 210°, 330°, 570°, 690° e. 233°, 307°, 593°, 667° f. 24°, 156°, 384°, 516°
6. x 0° 30° 60° 90° 120° 150° 180° 210° 240° 270° 300° 330° 360°
cos x 1 0.87 0.5 0 − 0.5 − 0.87 −1 − 0.87 − 0.5 0 0.5 0.87 1
x 390° 420° 450° 480° 510° 540° 570° 600° 630° 660° 690° 720°
cos x 0.87 0.5 0 − 0.5 − 0.87 −1 − 0.87 − 0.5 0 0.5 0.87 1

TOPIC 20 Trigonometry  863

 7. y
y = cos x
1

0 x
90°
180°
270°
360°
450°
540°
630°
720°
–1

8. The graph would continue with the cycle.

9. It is a very similar graph with the same shape; however, the sine graph starts at (0, 0), whereas the cosine graph starts at (0, 1).
10. a. 0.7 b. − 0.98 c. − 1 d. 0.9
e. − 0.5 f. − 0.8 g. 0.8 h. − 0.96
11. a. 120°, 240°, 480°, 600° b. 37°, 323°, 397°, 683° c. 46°, 314°, 406°, 674°
d. 127°, 233°, 487°, 593° e. 26°, 334°, 386°, 694° f. 154°, 206°, 514°, 566°
12. x 0° 30° 60° 90° 120° 150° 180° 210° 240° 270° 300° 330° 360°
tan x 0 0.58 1.73 undef. − 1.73 − 0.58 0 0.58 1.73 undef. − 1.73 − 0.58 0
x 390° 420° 450° 480° 510° 540° 570° 600° 630° 660° 690° 720°
tan x 0.58 1.73 undef. − 1.73 − 0.58 0 0.58 1.73 undef. − 1.73 − 0.58 0

13. y = tan x

180° 360° 540° 720°

0° x

90° 270° 450° 630°

14. The graph would continue repeating every 180° as above.

15. The graph of y = tan x is quite different from the graphs of y = sin x and y = cos x. y = tan x has undefined values
­(asymptotes) and repeats every 180° rather than 360°. It also gives all y-values, rather than just values between − 1 and 1.
16. a. 1.7 b. − 1 c. − 1.2 d. 0.8
e. − 0.8 f. 1.2 g. − 0.2 h. 1
17. a. 45°, 225°, 405°, 585° b. 56°, 236°, 416°, 596° c. 158°, 338°, 518°, 698°
d. 117°, 297°, 477°, 657° e. 11°, 191°, 371°, 551° f. 135°, 315°, 495°, 675°
18. a. y b. y
y = cos x y = sin x
1 1

0 x 0 x
–180° –90° 90° 180° 180° 360° 540° 720°
–1 –1

c. y y = sin 2x d. y
1 y = 2 cos x
2
0 90° 180° 270° 360° x
x
–1 –360°–270°–180° –90° 0
–2

19. a. i. 360° ii. 1

b. i. 360° ii. 1
c. i. 180° ii. 1
d. i. 360° ii. 2
20. a. i. 180° ii. 3
b. i. 120° ii. 4
c. i. 720° ii. 2
d. i. 1440° ii. 12

864  Maths Quest 10 Stage 5 NSW Australian curriculum

 e. i. 360° ii. 1
f. i. 180° ii. 1
21. a. C b. A c. D
y
22. a. y b. y = –3 sin 2x
2 3
y=2 cos –3x

0 x
0 x 90° 180° 270° 360°
540° 1080°
–2 –3

Period = 1080° Period = 180°

Amplitude = 2 Amplitude = 3
c. y d. y y = –cos 3x
1
3
y = 3 sin –2x
0 120° 240° 360° x
–180° –90° 0 90° 180° x
–1
–3

Period = 720° Period = 120°

Amplitude = 2 Amplitude = 1
e. y y = 5 cos 2x f. y y = –sin 4x
5 1

0 x
90º 180º
0 x
180º –1

–5 Period = 90°
Amplitude = 1
Period = 180°
Amplitude = 5
23. a. y b. y
2 y = cos x + 1
–1
0 90° 180° 270° 360° x
1
–2
0 x
–1 90° 180° 270° 360° –3
–4 y = sin 2x – 2
–2

c. y d. y y = 2 sin 4x + 3
1 5
y = cos (x – 60°)
4
3
0 x 2
120° 240° 360°
1
–1
0 90° 180° 270° 360° x
24. a. y
y = cos 2x
1

0 x
180° 360°
–1

i.  − 1 ii. 1
b. i. 3 ii. 1
c. Max. value of sin x = 1; hence, max. value of y = 2 × 1 + 3 = 5.
Min. value of sin x = − 1; hence, min. value of y = 2 × − 1 + 3 = 1.
25. a.
x 0° 30° 60° 90° 120° 150° 180°
y 0 0.58 1.73 Undef. − 1.73 − 0.58 0

TOPIC 20 Trigonometry  865

 b. y y = tan x

x
0 90° 180°

c. At x = 90°, y is undefined.
d. x = 270°
e. The period is 180°; the amplitude is undefined.
26. a. y y = tan 2x

0 90° 180° x

b. c = 45° and x = 135°

c. The period is 90° and the amplitude is undefined.
27. a. h
4
3
2
1
0 t
–1 3 6 9 12 15 18 21 24
–2
–3
–4
b. 3 metres
c. − 2.6 metres
28. a. 22°C
b. T
25

24

23

22

21

20

19

0 t
3 6 9 12 15 18 21 24
c. Coolest: 20°C; warmest: 24°C
180°
29. The period is and the amplitude is undefined.
n

Exercise 20.7 Solving trigonometric equations

1. Calculator answers:
i. 25.84°, 334.16° ii. 72.54°, 287.46° iii. 101.54°, 258.46° iv. 126.87°, 233.13°
2. a. 30°, 150° b. 60°, 120° c. 120°, 240° d. 135°, 225° e. 90° f. 180°
g. 210°, 330° h. 225°, 315° i. 30°, 330° j. 150°, 210° k. 90° l. 90°, 270°
3. a. 30°, 60°, 210°, 240° b. 75°, 105°, 255°, 285°
c. 15°, 105°, 195°, 285° d. −165°, −135°, −45°, −15°, 75°, 105°
e. 52.5°, 82.5°, 142.5°, 172.5° f. 30°, 60°, 120°, 150°
g. 45° h. 30°, 90°, 150°, 210°, 270°, 330°

866  Maths Quest 10 Stage 5 NSW Australian curriculum

 1 1
4. a. i. ii. iii. 1
√2 √2
1 √3 1
b. i. ii. iii.
2 2 √3
√3 1
c. i. ii. iii. √3
2 2
5. a.
3.0

2.6 m
2.5

2.0 1.05 m
Depth (m)

1.5 1.55 m
1 1.05 m
≈ 12 –2 hours
1.0

0.5 0.5 m

0
5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9
am pm
Time (hours)
b. i. 12 12 h ii. 1.05 m
c. 10.00 am, 10.30 pm, 11.00 am, 11.30 pm, noon
d. Until 1.45 am Sunday, 8 am to 2.15 pm and after 8.30 pm
6. a. x = 30°, 210° b. x = 153.43°, 333.43°
7. x = 30°, 150°
8. Many natural phenomenon such as tide heights and sound waves repeat in continuous periodic cycles just as sine and cosine
functions do. So it is logical that sine and cosine functions are used to model natural wave phenomena.
9. a. 100g b. 200g c. 300g d. 400g

Investigation | Rich task

Take one triangle containing the angle θ and label its sides.

x
1

θ
y
This gives
1
tan ( θ ) =
x
1
⇒x=
tan ( θ )
and
1
sin ( θ ) =
y
1
⇒y= .
sin ( θ )
Continue until you get the following lengths.
(θ)
tan

1 θ
tan(θ) sin(θ) 1
cos(θ)

cos(θ)
1
θ
θ

1
sin(θ)

TOPIC 20 Trigonometry  867

Area1 = 12 sin ( θ )cos ( θ )
90 − θ
Area2 = π
360

Area3 = 12( − cos ( θ ) )sin ( θ )

1
cos ( θ )
1 90 − θ
Area4 = 12 × − π
tan ( θ ) 360
3π
Area5 =
4
Exercise 20.8 Review questions
1. 14.15 cm
2. 20°31′
3. b = 22.11 m, c = 5.01 m, C = 10°
4. 3.64 cm
5. 34°
6. 94°56′
7. a. 159.10 cm2 b. 17.68 cm c. 159.10 cm2
8. 4th quadrant
9. a. 0.94, –0.34 b. –2.75
10. B
11. tan 53°
12. y 13. y 14. y = tan x
y = sinx y = cosx
y
1 1
180° 360°
x x 0° x
0 0
180°

90°
180°
270°
360°
450°
90°

270°
360°
450°

–1 –1 90° 270°

15. 4.331
16. B

y
x
A 46°
68°
C
17. a. Period = 120°, amplitude = 2 b. Period = 180°, amplitude = 3 c. Period = 180°, amplitude = 0.5
18. a. b. y y = cos 2x
2 1
y = 2sin x
1
x x
–1 180° 360° –180° 180°
–2 –1

19. a. x = 191.54, 348.46 b. x = 22.79, 157.21, 202.79, 337.21

c. x = 88.09, 271.91 d. x = 7.02, 97.02, 187.02, 277.02
20. a. 210°, 330° b. 30°, 330° c. 45°, 315° d. 45°, 135°
21. E
22. a. y
x b. ,Period = 180°, amplitude = 2
–1 180° 360°
–2
–3
–4
–5
y = 2sin 2x – 3

868  Maths Quest 10 Stage 5 NSW Australian curriculum

23. a. y y = 2cos 2x b. y y = 3sin 4x
2 3
x
180° 360° x
–2 90° 180°

i. Period = 180° –3
ii. Amplitude = 2 i. Period = 90°
ii. Amplitude = 3
c. y y = –2cos 3x d. y
2 4 y = 4sin 2x

x x
–60° 60° –90° 90°
–2 –4

i. Period = 120° i. Period = 180°

ii. Amplitude = 2 ii. Amplitude = 4
24. a. 15, 165°, 195°, 345° b. –70°, 10°, 50° c. 22.5°, 67.5°, 202.5°, 247.5°
d. 45°, 75°, 165°, 195°, 285°, 315° e. 0°, 45°, 90°, 135°, 180° f. 33.75°, 78.75°, 123.75°, 168.75°
25. a. 60°, 300° b. 240°, 300° c. 45, 315° d. 225, 315
26. y y = tan 2x

90° 180° x

Period = 90°, amplitude is undefined.

Asymptotes are at x = 45° and x = 135°.
27. 3.92 m
V (Volts)
28. a.
t V
240
0.000 0
.010 .020 .030 .040
0.005 240 t (second)
.005 .015 .035
0.010 0
–240
0.015 –240
0.020 0
0.025 240
0.030 0
0.035 –240
0.040 0
b. Maximum voltage occurs at t = 0.005 s and 0.025 s.
c. 0.02 s
d. 50 cycles per second

TOPIC 20 Trigonometry  869

GLOSSARY
Addition Law of probability: if A and B are mutually exclusive events, then P(A or B) = P(A) + P(B) or
P(A ∪ B) = P(A) + P(B).
Adjacent angles: angles at a point that share a common ray and a common vertex
A

O B

Adjacent side [trigonometry]: the side of a right-angled triangle that is adjacent to the reference angle
Algebraic equations: equations that contain pronumerals (letters)
Algebraic expression: an expression formed by numbers and algebraic symbols using arithmetic
operations. For example, 4x + 3y − 2 is an algebraic expression.
Algebraic fractions: fractions that contain pronumerals (letters)
Algebraic term: an algebraic expression that forms a ‘separable’ part of some other algebraic
expression. For example, in the expression 4x + 2y − 3, 4x and 2y are algebraic terms, while −3
is a constant term.
Alternate angles: angles on alternate sides of a transversal. On parallel lines, alternate angles are equal.

Amplitude: half the distance between the maximum and minimum values of a function
Angle of depression: the angle measured down from the horizontal line (through the observation point)
to the line of vision
Horizontal
Angle of depression

Line of sight

Object

Angle of elevation: the angle measured up from the horizontal line (through the observation point) to the
line of vision
Object

Line of sight

Angle of elevation
Horizontal

Arc (of a circle): a portion of the circumference of a circle

Area: the amount of flat surface enclosed by a shape. It is measured in square units, such as square
metres, m2, or square kilometres, km2.

GLOSSARY  871
Area of triangle (using sine): if the perpendicular height of a triangle is not known, but two sides
and the included angle are known, the area of any triangle ABC can be calculated using the rule:
Area = 12 ab sin C, Area = 12 ac sin B or Area = 12 bc sin A
B

c
a
A
b
C
Associative Law: a method of combining two numbers or algebraic expressions is associative if the result
of the combination of these objects does not depend on the way in which the objects are grouped.
Addition and multiplication obey the Associative Law, but subtraction and division are not associative.
Asymptote: a line that a graph approaches but never meets
Average: see Mean
Back-to-back stem-and-leaf plot: a stem-and-leaf plot that compares two related sets of data
Bar graph: a graph drawn in a similar way to a column graph, with horizontal bars instead of vertical
columns. Categories are graphed on the vertical axis and the frequencies (numbers) on the horizontal axis.
Base: the digit at the bottom of numbers written in index form. For example, in 64, the base is 6. This
tells us that 6 is multiplied by itself four times.
Bi-modal: describes data whose distribution has two modes
Bisect: cut into two equal parts
Bivariate data: data where each piece is represented by two variables
Boxplot (box-and-whisker plot): a graphical representation of the five-number summary; that is, the
lowest score, lower quartile, median, upper quartile and highest score, for a particular set of data

65 70 75 80 85 90 95 100 105 110

Pulse rate
Brackets: also called grouping symbols
By eye (line of best fit): drawing a line of best fit by carefully looking at the data so that there is an equal
number of points above and below the line
Capacity: the maximum amount of fluid that can be contained in an object. It is usually applied to the
measurement of liquids and is measured in units such as millilitres (mL), litres (L) and kilolitres (kL).
Cartesian coordinate system: the position of any point in the Cartesian plane can be represented by an
ordered pair of numbers (x, y). These are called the coordinates of the point.
y
5
4 x-coordinate
3
(4, 2)
2
1 y-coordinate
–5 –4 –3 –2 –1–10 1 2 3 4 5x
–2
–3
–4
–5

Cartesian plane: the area formed by a horizontal line with a scale (x-axis) joined to a vertical line with a
scale (y-axis). The point of intersection of the lines is called the origin.

872  GLOSSARY
Categorical (data): data that cannot be measured or counted but can be categorised; for example, eye
colour or television programs
Census: collection of data from a population (e.g. all Year 10 students) rather than a sample
Centre (of circle): middle point of a circle, equidistant (equal in distance) from all points on its circumference
Centre of enlargement: the point from which the enlargement of an image is measured
Chord: straight line from one point on the circumference of a circle to another point on the circumference
P

Q
Circle: a set of points that lie a fixed distance (the radius) from a fixed point (the centre)
Circle (equation): the general equation of a circle with centre (0, 0) and radius is x2 + y2 = r2.
Circumcentre: the centre of a circle drawn so that it touches all three vertices of a triangle
Circumcircle: a circle drawn so that it touches all three vertices of a triangle
Circumference: distance around the outside of a circle. It is given by the rule 2πr or πD, where r is the
radius and D is the diameter of the circle.
Class interval: a subdivision of a set of data. For example, students’ heights may be grouped into class
intervals of 150 cm − 154 cm, 155 cm − 159 cm.
Closure Law: when an operation is performed on an element (or elements) of a set, the result produced
must also be an element of that set.
Coefficient: the number part of a term, generally written in front of the pronumeral
Coincident (lines): lines that lie on top of each other
Co-interior angles: angles that lie on the same side of a transversal that cuts across a pair of lines. For a
pair of parallel lines, co-interior angles are supplementary (add to 180°).
Q

G D
β
C α B
F
A

Collinear points: points that all lie on the same straight line
Column graph: a graph in which equal width columns are used to represent the frequencies (numbers) of
different categories
Common factor (common divisor): a factor that is common to each element of the set; for example,
3x is a common factor of the elements 9x2 and 12x
Commutative Law: a method of combining two numbers or algebraic expressions is commutative if the
result of the combination does not depend on the order in which the objects are given. For example,
the addition of 2 and 3 is commutative, since 2 + 3 = 3 + 2. However, subtraction is not commutative,
since 2 − 3 ≠ 3 − 2.
Compass bearings: directions measured in degrees from the north–south line in either a clockwise or
anticlockwise direction. To write the compass bearing we need to state whether the angle is measured
from the north or south, the size of the angle and whether the angle is measured in the direction of east
or west; for example, N27°W, S32°E.

GLOSSARY  873
Complement (of a set): the complement of a set, A, written A′, is the set of elements that are in ξ
but not in A
Complementary angles: two angles that add to 90°; for example, 24° and 66° are complementary angles
Complementary events: events that have no common elements and together make up the sample space.
If A and A′ are complementary events, then P(A) + P(A′) = 1.
Completing the square: a procedure used to transform an algebraic expression into a perfect square
Composite figure: a figure made up of more than one basic shape
Compound interest: the interest earned by investing a sum of money (the principal) when each
successive interest payment is added to the principal for the purpose of calculating the next interest
payment. The formula used for compound interest is: A = P(1 + R) n, where A is the amount to
which the investment grows, P is the principal or initial amount invested, R is the interest rate per
compounding period (as a decimal) and n is the number of compounding periods. The compound
interest is calculated by subtracting the principal from the amount: CI = A − P.
Compounded value: the value of the investment with accrued interest included
Compounding period: the period of time over which interest is calculated
Concave polygon: a polygon with at least one reflex interior angle
Concyclic (points): points that lie on the circumference of a circle
Conditional probability: where the probability of an event is conditional (depends) on another event
occurring first. For two events A and B, the conditional probability of event B, given that event A
occurs, is denoted by P(B | A) and can be calculated using the formula:
P(A ∩ B)
P(B | A) = , P(A) ≠ 0.
P(A)
Cone: a solid formed by taking a circular base and a point not in the plane of the circle, called the
vertex, which lies above or below the circle, and joining the vertex to each point on the circumference
of the circle.

Radius r

Height h Slant height l

Vertex

Congruent figures: figures that are identical; that is, they have exactly the same shape and size
A D D' A'

B C C' B'

Congruent triangles: triangles that have the same shape and size. There are five standard congruence
tests for triangles: SSS (side, side, side), SAS (side, included angle, side), ASA (two angles and one
side), AAS (two angles and a non-included side) and RHS (right angle, hypotenuse, side).
Conjugate surds: surds that, when multiplied together, result in a rational number. For example,
(√a + √b) and (√a − √b) are conjugate surds, because (√a + √b) × (√a − √b) = a − b.
Constant: a term or expression whose value does not vary

874  GLOSSARY
Constant of proportionality (or variation) k: used to prove that a proportionality relationship (direct or
inverse) exists between 2 or more variables (or quantities)
Continuous (data): numerical data that can take any value within a certain range. They are generally
associated with measuring; for example, the heights of students.
Converse: the reverse of a statement
Convex polygon: a polygon with no interior reflex angles
Coordinates (x, y): two numbers that give the position of a point on the Cartesian plane. The first number
is the x-coordinate and the second number is the y-coordinate.
Correlation: a measure of the relationship between two variables. Correlation can be classified as linear,
non-linear, positive, negative, weak, moderate or strong.
Corresponding angles: angles that are in corresponding positions with respect to a transversal. On
parallel lines, corresponding angles are equal.
Q

G D

C F B

P
Cosine (cos) ratio: the ratio of the adjacent side to the hypotenuse in a right-angled triangle.
adjacent
So, cos θ = .
hypotenuse

Hypotenuse
Opposite
θ
Adjacent

Cosine rule: in any triangle ABC, c2 = a2 + b2 − 2ab cos C.

B

c
a
A
b
C

Counting numbers: the non-negative integers; that is, one of the numbers 0, 1, 2, 3, …
Cross-section: the shape (plane section) produced when a solid is cut through by a plane parallel to the
base. For example, the cross-section of a cone is a circle.
Cube: a solid with 6 faces. All faces are squares of the same size.
Cubic functions: the basic form of a cubic function is y = ax3. These functions can have 1, 2 or 3 roots.
Cumulative frequency: the total of all frequencies up to and including the frequency for a particular
score in a frequency distribution
Cyclic quadrilateral: a quadrilateral that has all four vertices on the circumference of a circle. That is,
the quadrilateral is inscribed in the circle.
Cyclical pattern: a pattern that displays fluctuations that repeat but will usually take longer than a year
to repeat

GLOSSARY  875
Cylinder: a solid that has parallel circular discs of equal radius at the ends. The centres of the discs form
the axis of the cylinder.
Axis

Cross-section
is a circle

Cylinder

Data: various forms of information

Decimal number system: the base 10, place-value system most commonly used for representing real
numbers
Degree (angle): a unit used to measure the size of an angle
Degree (of a polynomial): the degree of a polynomial in x is the highest power of x in the expression.
Denominator: the lower number of a fraction that represents the number of equal fractional parts a whole
has been divided into
Dependent events: successive events in which one event affects the occurrence of the next
Dependent variable: this variable is graphed on the y-axis.
Depreciation: the reduction in the value of an item as it ages over a period of time. The formula used is
A = P(1 − R) n, where A is the depreciated value of the item, P is its initial value, R is the percentage
the item depreciates each year (expressed as a decimal) and n is the number of years the item has
depreciated.
Deviation: the difference between a data value and the mean
Diameter: the straight line from one point on the circumference of a circle to another on the
circumference, passing through the centre.
Digital footprints: information about people that can be collected via the internet or by digital devices
Dilated [quadratics]: occurs when graphs are made thinner or wider
Dilation [geometry]: occurs when figures are made larger (enlarged) or smaller (reduced) in proportion
Direct proportion: describes a particular relationship between two variables (or quantities); that is,
as one variable increases so does the other variable. The graph of the relationship is a straight line,
passing through the origin and the rule used to relate the two variables is y = kx.
Direction (correlation): if the points in a scatterplot show an upward pattern, the direction is said to be
positive; if the pattern is downward, the direction is negative.
Discrete data: numerical data in which the information can take only certain exact values, usually whole
numbers. They are associated with counting.
Discriminant: referring to the quadratic equation ax2 + bx + c = 0, the discriminant is given by
Δ = b2 − 4ac. It is the expression under the square-root sign in the quadratic formula and can be used
to determine the number and type of solutions of a quadratic equation.
Distance formula: the distance between two points A (x1, y1) and B (x2, y2) is given by the formula
√(x2 − x1) 2 + (y2 − y1) 2.
Distributive Law: the product of one number with the sum of two others equals the sum of the products
of the first number with each of the others; for example, 4(6 + 2) = 4 × 6 + 4 × 2. It is also
applicable to algebra; for example, 3x(x + 4) = 3x2 + 12x.
Dividing by a fraction: when dividing by a fraction, multiply by the reciprocal of the fraction, then
simplify the expression. For example, 6 ÷ 32 = 6 × 23 = 4.

876  GLOSSARY
Domain (of a function or relation): the set of all allowable values of x
Dot plot: this graphical representation uses one dot to represent a single observation. Dots are placed in
columns or rows, so that each column or row corresponds to a single category or observation.

0 1 2 3 4 5 6 7
Passengers
1
n n
Eighth Index Law: terms with fractional indices can be written as surds. For example, a = √a and
m
n n
a = √am.
Element: an element of a set is a member of that set; for example, 5 is an element of the set of counting
numbers.
Elimination method: a method used to solve simultaneous equations. This method combines the two
equations into a third equation involving only one of the variables.
Ellipse: a plane figure in the shape of an oval
Enlargement (dilation): a scaled-up (or down) version of a figure in which the transformed figure is in
proportion to the original figure; that is, the two figures are similar
Equally likely outcomes: outcomes in a probability experiment that have the same chance of occurring
Equating: the process of writing one expression as equal to another
Equation: a statement that asserts that two expressions are equal in value. An equation must have an
equal sign. For example, x + 4 = 12.
Equilateral triangle: a triangle with all sides equal in length, and all angles equal to 60°
Equivalent fractions: fractions that can be reduced to the same basic fraction; that is, fractions that have
the same value, for example, 13 = 26 = 39 = 12 4

Estimate: information about a population extrapolated from a sample of the population

Evaluate: determine a value for an expression
Event: a set of favourable outcomes in each trial of a probability experiment
Event space: a list of all the possible outcomes obtained from a probability experiment. It is written as
ξ or S, and the list is enclosed in a pair of curled brackets { } . It is also called the sample space.
Expanding (algebra): this is the process of multiplying everything inside the brackets by what is directly
outside the brackets. Expanding is the opposite of factorising.
Expected frequency: the number of times a particular event is expected to occur when a chance
experiment is repeated a number of times
Experimental probability: the probability of an event based on the outcomes of experiments, simulations
or surveys
Exponent: see Index
Exponential decay: a quantity that decreases by a constant percentage in each fixed period of time. This
growth can be modelled by exponential functions of the type y = kax, where 0 < a < 1.
Exponential functions: relationships of the form y = ax, where a ≠ 1, are called exponential functions
with base a.
Exponential growth: a quantity that grows by a constant percentage in each fixed period of time. This
growth can be modelled by exponential functions of the type y = kax, where a > 1.
Expression: this is a collection of two or more numbers or variables, connected by operations. For
example, 12 − 2, 2a + 3b. Expressions do not contain an equal sign.
Extrapolation: the process of predicting a value of a variable outside the range of the data

GLOSSARY  877
Factor: a factor of a given number is a whole number that divides it exactly. For example, 1, 2, 3, 4, 6
and 12 are the factors of 12.
Factor theorem: if P(x) is a polynomial, and P(a) = 0 for some number a, then P(x) is divisible
by (x − a).
Factorising: breaking down a number or expression into smaller factors that can be numeric or algebraic.
The process of factorising an algebraic expression involves changing it from a sum (or difference) into
a product of factors.
Fifth Index Law: to remove brackets containing a product, raise every part of the product to the index
outside the brackets. So, (ab) m = ambm.
Finite: a fixed number or amount. For example, the decimal 0.25 has a fixed number of decimal places.
First Index Law: when terms with the same base are multiplied, the indices are added. So, am × an = am+ n.
Five-number-summary: a method for summarising a data set using five statistics: the minimum value,
the lower quartile, the median, the upper quartile and the maximum value
FOIL: a diagrammatic method of expanding a pair of brackets. The letters in FOIL represent the order of
the expansion: First, Outer, Inner and Last.
Form (correlation): the general shape of a pattern. For example, if the points in a scatterplot show an
approximate linear pattern, it is described as having linear form.
Formula: a literal equation that uses algebra to state a relationship
Fourth Index Law: to remove brackets, multiply the indices inside the brackets by the index outside the
brackets. Where no index is shown, assume that it is 1. So, (am) n = amn.
a
Fraction: numbers represented in the form , where a and b are whole numbers and b is not equal
b
to zero.
Frequency: the number of times a particular score appears
Frequency polygon: a special type of line graph, which uses the same scaled axes as the histogram.
The midpoints of the tops of the histogram columns are joined by straight line intervals. The polygon
is closed by drawing lines at each end down to the score- or x-axis.
Frequency table: a means of organising a large set of data. It shows the number of scores (frequencies)
that belong to each group or class interval.
Function: a process that takes a set of x-values and produces a related set of y-values. For each distinct
x-value, there is only one related y-value. A function is usually defined by a formula for f(x) in terms
of x; for example, f(x) = x2.
Future value: the future value of a loan or investment
General upward or downward trend: a graph that overall goes up or down over time
Gradient (slope) m: this is a measure of the steepness of a line or plane. The gradient of a line is given
rise y2 − y1
by m = = and is constant anywhere along that line.
run x2 − x1
y
B(x2, y2)

y2 – y1
(Rise)

A(x1, y1)
x2 – x1
0 x
(Run)

Heron’s formula: this formula is used to find the area of a triangle when all three sides are known. The
formula is A = √s(s − a)(s − b)(s − c), where a, b and c are the lengths of the sides and s is the
a+ b+ c
semi-perimeter or s = .
2

878  GLOSSARY
Histogram: a special type of column graph, in which no gaps are left between columns and each column
straddles an x-axis score. The x-axis scale is continuous and usually a half-interval is left before the
first column and after the last column.
y
10

Frequency
6

0 155 160 165 170 175 180 185 190 195 200 x
Height

Horizontal: a line is said to be horizontal if it is parallel to the horizon of the Earth. Horizontal lines have
a gradient of zero and are parallel to the x-axis.
1
Hyperbola: the graph of y = has the shape of a hyperbola with asymptotes on the x- and y-axes.
x
y

1
y= x

0 x

Hypotenuse: the longest side of a right-angled triangle. It is the side opposite the right angle.
Identity Law: when 0 is added to an expression or the expression is multiplied by 1, the value of the
variable does not change. For example, x + 0 = x and x × 1 = x.
Image (similar figures): the enlarged (or reduced) figure produced
Improper fraction: a fraction in which the numerator is greater than the denominator
Independent events: successive events that have no effect on each other
Independent variable: this is the x-axis (or horizontal) variable
Index (power or exponent): the number expressing the power to which a number or pronumeral is
raised. For example, in the expression 32, the index is 2. Plural: indices.
Inequality: when one algebraic expression or one number is greater than or less than another
Inequality signs: signs used in inequations. They are < (less than), > (greater than), ≤ (less than or equal
to) and ≥ (greater than or equal to).
Inequations: similar to equations, but contain an inequality sign instead of an equal sign. For example,
x = 3 is an equation, but x < 3 is an inequation.
Infinite: never-ending; for example, the decimal 0.3 is non-terminating and therefore its number of
decimal places cannot be counted.
Integers (Z): These include the positive and negative whole numbers, as well as zero;
that is, . . ., −3, −2, −1, 0, 1, 2, . . .
Intercepts: points where a curve crosses the x- or y-axis
Interpolation: the process of predicting a value of a variable from within the range of the data

GLOSSARY  879
Interquartile range: the difference between the upper (or third) quartile, Q3, and the lower (or first)
quartile, Q1; that is, IQR = Q3 − Q1. It is the range of approximately the middle half of the data.
Intersection (of sets): region that represents the common elements of two or more sets. A ∩ B denotes the
intersection of sets A and B.
Inverse Law: when the additive inverse of a number or pronumeral is added to itself, the sum is equal
to 0. When the multiplicative inverse of a number or pronumeral is multiplied by itself, the product is
1
equal to 1. So, x + (−x) = 0 and x × = 1.
x
Inverse operation: the operation that reverses the effect of the original operation. Addition and
subtraction are inverse operations; multiplication and division are inverse operations.
Inverse proportion: describes a particular relationship between two variables (or quantities); that is, as
k
one variable increases, the other decreases. The rule used to relate the two variables is y = .
x
Irrational numbers (I ): numbers that cannot be written as fractions. Examples of irrational numbers
include surds, π and non-terminating, non-recurring decimals.
Isosceles triangle: a triangle with two sides equal in length
Iterations: repeated calculations
Kite: a quadrilateral with two pairs of adjacent sides equal. A kite may be convex or non-convex.

Lay-by: a method used to purchase an item whereby the purchaser makes regular payments to the retailer,
who retains the item until the complete price is paid
Like terms: terms that contain exactly the same pronumeral (letter) part; for example, 3ab and 7ab are
like terms but 5a is not.
Line of best fit: a straight line that best fits the data points of a scatterplot that appear to follow a linear
trend. It is positioned on the scatterplot so that there is approximately an equal number of data points
on either side of the line, and so that all the points are as close to the line as possible.
Line segment: a line segment or interval is a part of a line with end points.
A B

Linear equation: an equation involving pronumerals of degree 1. The general form of a linear equation
in one variable is ax + b = 0.
Linear graph: consists of an infinite number of points that can be joined to form a straight line
Literal equation: an equation that includes several pronumerals or variables
Logarithm: the power to which a given positive number b, called the base, must be raised in order
to produce the number x. The logarithm of x, to the base b, is denoted by logbx. Algebraically:
logbx = y ↔ by = x; for example, log10100 = 2 because 102 = 100.
Logarithmic equation: an equation that requires the application of the laws of indices and logarithms
to solve
Logarithm laws:
Law 1: loga x + loga y = loga (xy)
Law 2: loga x − loga y = loga ( )
x
y
Law 3: loga x = n loga x
n

Law 4: loga 1 = 0

880  GLOSSARY
 Law 5: loga a = 1
Law 6: loga ( ) = − loga x
1
x
Law 7: loga a = x x

Lower (or first) quartile: the score that marks the end of the first quarter in an ordered set of data. It is
denoted by QL or Q1. It is calculated by finding the median of the lower half of the data.
Lowest common denominator (LCD): the lowest number that denominators of all fractions considered
in a problem will divide equally into
Lowest common multiple (LCM): the lowest multiple that two or more numbers have in common
Many-to-many relation: a relation in which one range value may yield more than one domain value and
vice versa
Many-to-one relation: a function or mapping that takes the same value for at least two different elements
of its domain
Maximal domain: the limit of the x-values that a function can have
Maximum vertex: the highest point of a parabola that is inverted
sum of all scores Σx
Mean: one measure of the centre of a set of data. It is given by mean = or x = .
number of scores n
Σ( f × x)
When data are presented in a frequency distribution table, x = .
n
Measures of central tendency: mean, median and mode
Measures of spread: range, interquartile range, standard deviation
Median: one measure of the centre of a set of data. It is the middle score for an odd number of scores
arranged in numerical order. If there is an even number of scores, the median is the mean of the two
n+ 1
middle scores when they are ordered. Its location is determined by the rule .
2
For example, the median value of the set 1 3 3 4 5 6 8 9 9 is 5, while the median value for the set
1 3 3 4 5 6 8 9 9 10 is the mean of 5 and 6 (5.5).
Metric system: the system of measurement based on the metre
Midpoint: the midpoint of a line segment is the point that divides the segment into two equal parts. The
coordinates of the midpoint M between the two points P(x1, y1) and Q(x2, y2) is given by the formula

( 2 2 )
x1 + x2 y1 + y2
, .
y
y2 Q(x2, y2)

M(x, y)
y
T

y1
P(x1, y1) S

0 x1 x x2 x

Minimum vertex: the lowest point of a parabola which is upright

Minutes (angle): units of angular measurement, where 1 degree (1°) = 60 minutes (60′)
Mixed number (numeral): a number that consists of a whole number part and a fractional part,
for example 2 13
Modal class: the term used when analysing grouped data. It is the class interval with the highest frequency.
Mode: one measure of the centre of a set of data. It is the score that occurs most often. There may be no mode
(all scores occur once), one mode or more than one mode (two or more scores occur equally frequently).
Moderate (correlation): describes a relationship in which the points on the scatterplot are reasonably
close together and approximate a linear pattern

GLOSSARY  881
Monic: a monic pronumeral or monic expression is one in which the coefficient of the leading term is 1.
For example, x2 + 4x − 3 is monic, but 6x2 + 4x − 3 is not.
Multiple: a number that is the product of a given number and any whole number greater than zero. For
example, the multiples of 3 are 3, 6, 9, 12, 15, . . .
Multiplication Law of probability: if events A and B are independent, then: P(A and B) = P(A) × P(B) or
P(A ∩ B) = P(A) × P(B).
Mutually exclusive events: events that cannot occur together. On a Venn diagram, two mutually exclusive
events will appear as disjoint sets.
Natural numbers: the set of positive integers, or counting numbers; that is, the set 1, 2, 3, . . .
Negatively skewed: showing larger amounts of data as the values of the data increase
Nominal (data): a type of categorical data in which the information is divided into subgroups; for
example, eye colour (hazel, blue, green)
Non-recurring decimals: decimals that have no repeating digits or pattern, for example 5.482 786 2. . .
Non-terminating decimals: decimals that have an infinite number of decimal places
Null Factor Law: if a × b = 0, then either a = 0 or b = 0 or both a = 0 and b = 0; used when solving
quadratic equations
Numerator: the upper number of a fraction that represents the number of equal fractional parts
Numerical (data): data that can be measured or counted
Object (similar figures): the original figure is classed as the object
Ogive (cumulative frequency polygon): a graph formed by joining the top right-hand corners of the
columns of a cumulative frequency histogram
One-to-many relation: a relation in which there may be more than one range value for one domain value
but only one domain value for each range value
One-to-one relation: refers to the relationship between two sets such that every element of the first set
corresponds to one and only one element of the second set
Opposite side [trigonometry]: the side of a right-angled triangle that is opposite the reference angle
Ordinal (data): a type of categorical data in which the information is in some type of ranked order;
for example, first, second, third, . . .
Origin: the point on the Cartesian plane where the x- and y-axes intersect
Outcome: the result obtained when a probability experiment is conducted
Outlier: a piece of data that is considerably different from the rest of the values in a set of data; for
example, 24 is the outlier in the set of ages { 12, 12, 13, 13, 13, 13, 13, 14, 14, 24 } .

11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Age
Parabola: the graph of a quadratic function has the shape of a parabola. For example, the typical shape is
that of the graph of y = x2.
y
9
8
7
6
5
4
3
2
1
–4 –3 –2 –1–10 1 2 3 4x
–2

882  GLOSSARY
Parallel: parallel lines in a plane never meet, no matter how far they are extended. Parallel lines have the
same gradient.
Parallel boxplots: two or more boxplots drawn on the same scale to visually compare the five-number
summaries of the data sets. These boxplots compare the pulse rates of the same group of people before
and after exercise.

After
Time
Before
70 80 90 100 110 120 130 140 150
Pulse rate

Parallel dot plots: two or more dot plots drawn on the same scale to visually compare data sets
Parallelogram: a quadrilateral with both pairs of opposite sides parallel
A D

B C
28
Percentage: a fraction whose denominator is 100; for example, 28% = 100
Percentile: the value below which a given percentage of all scores lie. For example, the 20th percentile is
the value below which 20% of the scores in the set of data lie.
Perimeter: the distance around the boundary of a 2-dimensional shape
Periodic functions: functions that have graphs that repeat themselves continuously in cycles, for
example, graphs of y = sin x and y = cos x. The period of the graph is the distance between repeating
peaks or troughs.
Perpendicular: perpendicular lines are at right angles to each other. The product of the gradients of two
perpendicular lines is − 1.
Pi (π): the Greek letter π represents the ratio of the circumference of any circle to its diameter. The
number π is irrational, with an approximate value of 22 7
, and a decimal value of π = 3.141 59. . . .
Pie chart (graph): see Sector graph
Plotting: placing points on a Cartesian plane using their coordinates
Polygon: a plane figure bounded by line segments

Polynomial: an expression containing only non-negative integer powers of a variable

Population: the whole group from which a sample is drawn
Positively skewed: showing larger amounts of data as the values of the data decrease
Power: see Index
Primary data: data collected by the user
Prime factor: a prime number that divides a given number exactly; for example, the prime factors of
42 are 2, 3 and 7

GLOSSARY  883
Prime number: a number that has only two different factors — itself and one. For example, 3 is a prime
number because its only factors are 1 and 3. Note that 1 is not a prime number because its two factors,
1 × 1, are the same.
Principal: an amount of money borrowed or invested
Prism: A solid comprising two congruent parallel faces (bases) and the (lateral) faces that connect them.
The lateral faces are parallelograms. If they are all right-angled (i.e. rectangles) the prism is a right
prism; if they are not all right-angled, then the prism is an oblique prism.

Right Oblique Right

rectangular rectangular triangular
prism prism prism

Probability: the likelihood or chance of a particular event (result) occurring.

number of favourable outcomes
P(event) = .
number of possible outcomes
The probability of an event occurring ranges from 0 (impossible — will not occur) to 1 (certainty —
will definitely occur).
Product: the result of a multiplication
Pronumerals: letters used in place of numbers
Proof: an argument that shows why a statement is true
Proportion: corresponding elements are in proportion if there is a constant ratio; for example,
circumference
= π for all circles
diameter
Pyramid: a group of solids with any polygon as the base. Its other faces are triangles that meet at a
common vertex. Pyramids are named according to their base. For example, a pyramid with a square
base is a square pyramid.

Square-based Triangular-based Hexagonal-based

pyramid pyramid pyramid

Pythagoras’ theorem: in any right-angled triangle, the square on the hypotenuse is equal to the sum of
the squares on the other two sides. This is often expressed as c2 = a2 + b2.
A

c b

B a C

Quadrant: a sector with an arc equal to a quarter of a circle (and therefore centre angle of 90°)
Quadrant 1: the quarter of the unit circle where the value of the angle being considered is between 0°
and 90°. That is, the x- and y-coordinates are both positive.
Quadrants of a Cartesian plane: four regions of the Cartesian plane produced by the intersection of the
x- and y-axes
Quadratic equation: the general form of the quadratic equation is ax2 + bx + c = 0.

884  GLOSSARY
Quadratic formula: gives the roots of the quadratic equation ax2 + bx + c = 0. It is expressed as
− b ± √b2 − 4ac
x= .
2a
Quadratic trinomial: an algebraic expression that contains three terms, in which the highest power of the
pronumeral is a squared term; for example, 4x2 − 3x + 7
Quadrilateral: a 4-sided polygon
Quantitative data: data that can be counted (discrete data) or measured (continuous data), for example,
the number of students enrolled in a school (discrete), the heights in centimetres of the students in a
class (continuous)
Quartic functions: the basic form of a quartic function is y = ax4. If the value of a is positive, the curve
is upright, whereas a negative value of a results in an inverted graph. A maximum of 4 roots can result.
Quartiles: values that divide an ordered set into four (approximately) equal parts. There are three quartiles —
the first (or lower) quartile Q1, the second quartile (or median) Q2 and the third (or upper) quartile Q3.
Quotient: the result of dividing one number or algebraic expression by another
Radius: the straight line from a circle’s centre to any point on its circumference; plural: radii
Random number: a number whose value is governed by chance, and cannot be predicted in advance
Random pattern: a pattern that does not show any regular fluctuation
Range: the difference between the highest and lowest scores in a set of data; that is,
range = highest score − lowest score
Range (of a function or relation): the set of all allowable values of y
Rate: a particular kind of ratio where the two quantities are measured in different units;
for example, km/h, $/g
Ratio: the comparison of two or more quantities of the same kind. A ratio has no units.
Rational numbers (Q): numbers that can be written as fractions, where the denominator is not zero
Rationalising the denominator: a method used to express the denominator as a rational number. Both
the numerator and denominator of a fraction are multiplied by the surd (or conjugate surd) contained in
the denominator.
Real numbers (R): the set of all rational and irrational numbers
Reciprocal: a number by which a given number is multiplied to result in 1
Rectangle: a parallelogram with four right angles
Rectangular prism (cuboid): a solid that has six rectangular faces and a uniform cross-section
Recurring decimals: These decimals have one or more digits repeated continuously; for example,
0.999 . . . . They can be expressed exactly by placing a dot or horizontal line over the repeating digits;
..
for example, 8.343 434 = 8.34 or 8.34.
Reflection [quadratics]: one parabola is a mirror image of the other.
Regular polygon: a polygon with sides of the same length and interior angles of the same size
Relation: a set of ordered pairs
Relative frequency: represents the frequency of a particular score divided by the total sum of the
frequencies. It is given by the rule:
frequency of the score
relative frequency of a score = .
total sum of frequencies
Remainder theorem: if a polynomial P(x) is divided by x − a, where a is any real number, the
remainder is P(a).
Revolution (angle): the size of a revolution is 360°.

360°

GLOSSARY  885
Rhombus: a parallelogram with all sides equal

Right angle: the size of a right angle is 90°.

X

Right prism: a solid object with a uniform cross-section and flat sides at right angles to the base
Sample: part of a population chosen so as to give information about the population as a whole
Sample space: see Event space
Sampling: obtaining data from a small group of subjects (often people) within a larger population. This
smaller group should be representative of the larger population.
Scale factor: the ratio of the corresponding sides in similar figures, where the enlarged (or reduced)
image length
figure is referred to as the image and the original figure is called the object. scale factor =
object length
Scalene triangle: a triangle with no two sides equal in length
Scatter plot: a graphical representation of bivariate data that displays the degree of correlation between
two variables. Each piece of data on a scatterplot is shown by a point. The x-coordinate of this point is
the value of the independent variable and the y-coordinate is the corresponding value of the dependent
variable.
Scientific notation: a method of expressing a number as the product of a power of 10, and a decimal that
has just one digit to the left of the decimal point; for example, 54 267 would be written as 5.4267 × 104
and 0.005 426 7 as 5.4267 × 10− 3.
Seasonal pattern: a pattern that displays fluctuations that repeat at the same time over a particular time
interval (such as a week, month or quarter) and usually last less than a year
Secant: a chord of a circle that is extended beyond the circumference on one side
Second Index Law: when terms with the same base are divided, the indices are subtracted.
So, am ÷ an = am− n.
Secondary data: data collected by others
Sector: part of a circle bounded by two radii and an arc
Sector graph: a type of graph mostly used to represent categorical data. A circle is used to represent all
the data, with each category being represented by a sector of the circle, whose size is proportional to
the size of that category compared to the total.
Segment: a region of a circle between a chord and the circumference. The smaller segment is called the
minor segment and the larger one is called the major segment.
Semicircle: part (half) of a circle bounded by a diameter and an arc joining the ends of the diameter
Set: a collection of similar elements
Seventh Index Law: a term with a negative index can be expressed with a positive index using this law.
1 1
So, a− n = n and − n = an.
a a
Similar figures: figures that have identical shape but different size. The corresponding angles in similar
figures are equal in size, and the corresponding sides are in the same ratio, called a scale factor.

886  GLOSSARY
Similar triangles: triangles that have identical shape but different size. There are four standard tests to
determine whether two triangles are similar: AAA (angle, angle, angle), SAS (side, angle, side), SSS
(side, side, side) and RHS (right angle, hypotenuse side).
Simple interest: the interest accumulated when the interest payment in each period is a fixed fraction of
P× r× T
the principal. The formula used is I = , where I is the interest earned (in $) when a principal
100
of $P is invested at an interest rate of r % p.a. for a period of T years.
Simple random sampling: a survey that ensures all subjects have an equal chance of inclusion
in the sample
Simplify: to write an expression in its simplest form by the use of algebraic or arithmetical techniques
Simultaneous: occurring at the same time
Simultaneous equations (linear): two (or more) linear graphs that have the same solution
Sine (sin) ratio: the ratio of the opposite side to the hypotenuse in a right-angled triangle.
opposite
So, sin θ = .
hypotenuse
a b c
Sine rule: in any triangle ABC, = =
sin A sin B sin C
B

c
a
A
b
C

Single variable data: data where each piece is represented by one variable
Sixth Index Law: to remove brackets containing a fraction, multiply the indices of both the numerator

(b)
a m am
and denominator by the index outside the brackets. So, = m.
b
Sketch: the drawing of a graph highlighting its special features; for example, the y-intercept and gradient
or the x- and y-intercepts of a straight line. Sketches are not drawn on graph paper and scales are not
shown along the axes.
Skewed: if a distribution’s shape is not symmetric, it can be described as being positively skewed (tailing off
to the upper end of the distribution) or negatively skewed (tailing off to the lower end of the distribution).
Negative skew
Shape

Positive skew

Symmetric

70 90 110 130 150

Values

Slant height (of cone): the distance from any point on the circumference of the circular base of the cone
to the vertex of the cone
Solid: a 3-dimensional object
Speed: the rate that describes how quickly distance changes over a period of time. It is given by the
distance
formula speed = .
time
Sphere: a solid for which all points on the surface are equidistant from the centre

GLOSSARY  887
Standard deviation: a measure of the variability of spread of a data set. It gives an indication of the
degree to which the individual data values are spread around the mean. It is given by the formula
Σ(x − x) 2
σ= √ n
, where x is the mean of the data values and n is the number of data values.
Stem-and-leaf plot: a display that provides simultaneously a rank order of individual scores and the shape
of the distribution. The stem is used to group the scores and the leaves indicate the individual scores
within each group. The stem-and-leaf plot for the pulse rates of a group of students is shown.
Pulse rate
6 8889
7 0114668
8 2688
9 06
10 4
11 0
A back-to-back stem-and-leaf plot has two sets of data displayed — one on either side of the
common stem.
Strength (correlation): an indication of how closely the points on a scatterplot fit a straight line
Strong (correlation): describes a relationship in which the points on a scatterplot are close together and
show a definite linear pattern
Subset: a smaller set within another set. It is denoted by the symbol ⊂.
Substitution: the replacement of a variable by a number. For example, substituting x = 2 in the
expression 5x gives 5 × 2 = 10.
Substitution method: a method used to solve simultaneous equations. It is useful when one (or both) of
the equations has one of the variables as the subject.
Subtended (angle): an angle standing on an arc of a circle, with its vertex on the circumference or at the
centre of the circle
Supplementary angles: angles that add to 180°
Summary statistics: measures such as mean, mode, median and range, used in analysing a set of data
Surds: roots of numbers that do not have an exact answer, so they are irrational numbers. Surds
3
themselves are exact numbers; for example, √6 or √5.
Symmetrical (object): the identical size, shape and arrangement of parts of an object on opposite sides of
a line or plane
Symmetrical (data): showing equal amounts of data on either side of a central point
System of equations: a set of two or more equations with the same variables
Tangent (to a circle): a straight line that touches the circumference of a circle or a curve at one
point only

Tangent (tan) ratio: the ratio of the opposite side to the adjacent side in a right-angled triangle.
opposite
So, tan θ =  .
adjacent
Terminating decimals: decimals that have a fixed number of places; for example, 0.6 and 2.54

888  GLOSSARY
Theorem: a statement that can be demonstrated to be true
number of favourable outcomes n(E)
Theoretical probability: given by the rule P(event) = or P(E) = ,
number of possible outcomes n(S)
where n(E) = number of times or ways an event, E, can occur and n(S) = number of elements in the
sample space or number of ways all outcomes can occur, given all the outcomes are equally likely
Third Index Law: any term (excluding 0) with an index of 0 is equal to 1. So, a0 = 1.
Three dimensions: length, width and height; the spatial dimensions formed by three lines at right angles
to each other
3-dimensional: a shape that occupies space (a solid). That is, one that has dimensions in three
directions — length, width and height.
Time series: a sequence of measurements taken at regular intervals (daily, weekly, monthly and so
on) over a certain period of time. They are used for analysing general trends and making predictions
for the future.
Total surface area (TSA): the area of the outside surface of a 3-dimensional figure
Transcendental number: a non-recurring decimal that is not the root of any polynomial equation with
rational coefficients. A transcendental number is an irrational number but not an algebraic number.
Pi (π) is an example of a transcendental number.
Transformations [quadratics]: changes that occur to the basic parabola y = x2 in order to obtain another
graph. Examples of transformations are translations, reflections or dilations. Transformations can also
be applied to non-quadratic functions.
Translated [quadratics]: moving a parabola horizontally (left/right) or vertically (up/down)
Transposing: changing the order of terms in an equation
Transversal: a line that meets two or more other lines in a plane

Transversal

Trapezium: a quadrilateral with only one pair of parallel sides

Tree diagrams: branching diagrams that list all the possible outcomes of a probability experiment. This
diagram shows the outcomes when a coin is tossed twice.
Head, Head
Head

Head Tail
Head, Tail

Tail, Head
Tail Head

Tail
Tail, Tail

Trend: a general tendency in a set of data

Trend line: the line of best fit that is drawn on a time series graph, which is used to forecast future values
Trial: the number of times a probability experiment is conducted

GLOSSARY  889
Triangle: a 3-sided polygon
Trigonometric ratios: three different ratios of one side of a triangle to another. The three ratios are the
sine, cosine and tangent ratios.
Trinomial: an expression consisting of three terms; for example, x2 + 3x − 5
True bearings: directions that are written as the number of degrees (3 digits) from north in a clockwise
direction, followed by the word true or T; for example, due east would be 090° true or 090°T
Truncated cone: a cone with its top cut off
Turning point: a point at which a graph changes direction (either up or down). For a parabola, see
Vertex.
2-dimensional: a description of a plane shape. The dimensions are given in two directions, such as length
and width or length and height.
Two-step chance experiment: a probability experiment that involves two trials
Two-way tables: a table that lists all the possible outcomes of a probability experiment in a logical
manner
Hair colour Hair type Total
Red  1  1  2
Brown  8  4 12
Blonde  1  3  4
Black  7  2  9
Total 17 10 27

Uniform cross-section: a solid has a uniform cross-section if cross-sections taken parallel to its base are
always the same size and shape. Cross-sections parallel to the base of prisms are uniform, whereas
cross-sections parallel to the base of pyramids are not.
Union (of sets): represents the combination of elements of two or more sets. A ∪ B denotes the union of
sets A and B.
Unit circle: a circle with its centre at the origin and having a radius of 1 unit
Unit fraction: a fraction that has a numerator of one; for example, 12, 15, 10
1

Univariate data: data relating to a single variable

Universal set (ξ): the largest set that contains all possible elements of the data considered
Upper quartile: the score that marks the end of the third quarter in an ordered set of data. It is denoted
by QU or Q3. It is calculated by finding the median of the upper half of the data.
Venn diagrams: a series of circles, representing sets, within a rectangle, which represents the universal
set. They show the relationships between the sets.

A B

Vertex: plural: vertices; the point at which the graph of a quadratic function (parabola) changes direction
(either up or down)
Vertex form: the equation of a parabola in the form y = (x − h) 2 + k gives the vertex, (h, k).
Vertical: vertical lines are parallel to the y-axis and have an undefined (infinite) gradient.
Vertical line test (function): the graph of a function cannot be crossed more than once by any vertical line.

890  GLOSSARY
Vertically opposite angles: when two lines intersect, four angles are formed at the point of intersection,
and two pairs of vertically opposite angles result. Vertically opposite angles are equal.
Y B

A X

Volume: the amount of space a 3-dimensional object occupies. The units used are cubic units, such as
cubic centimetres (cm3) and cubic metres (m3).
Weak (correlation): describes a relationship in which the points on a scatterplot are far apart
x-intercept: the point where a graph intersects the x-axis
y-intercept: the point where a graph intersects the y-axis. In the equation of a straight line, y = mx + b,
the constant term, b, represents the y-intercept of that line.

GLOSSARY  891
INDEX
A binary system circumcentre of a
addition, surds  662 changing binary numbers to triangle 799–800
Addition Law of probability  117 decimals 693 circumference 788
algebraic equations, difference from decimal Closure Law  265–6
substitution 264 system 49 coincident lines  349
algebraic expressions, operations 693 collinear points  320
expanding 432–4 binomial expansion  432 Commutative Law  265
algebraic fractions  269 bits 49 compass bearings  91
addition and subtraction  269–71 bivariate data  608–10 complementary angles  844
division 274 definition 608 complementary events  116–17
multiplying 273 dependent variable  608 completing the square  448–9, 467
pronumerals in the direction of relationship  609 composite solids
denominator 269–71 form of relationship  609 total surface area  402
reciprocal 274 independent variable  608 volume 411–12
simplifying 273 scatter plot  608 compound interest  11–14
substitution 264 strength of relationship  609 comparing fixed principal at
alternate segment relationships and causation  610 different rates  14
theorem 807–8 boxplots 173–8 compounded or future
ambiguous case, sine rule and and dot plots  176 value 12, 15
triangles 826–8 five-number summary  173 compounding period  13, 14–15
angle of depression  86–7 graph shapes  176–7
formula 13
and histograms  176–7
angle of elevation  86–7 guess and refine  15
identification of extreme
angles using technology  13
values 174
angle at a point  564 compounded value  12, 15
parallel boxplots  177–8
equilateral angles  566 compounding period  13, 14–15
buying on terms  6–7
parallel lines  565 concave polygons  592
bytes 49
supplementary angles  565 concyclic points  803
transversal 565 C conditional probability  139–41
vertically opposite cones
capacity 412
angles 565 total surface area  400
see also volume
angles in a circle  789–91 volume 410
census data  244
arbelos central tendency, congruent triangles  566–7
constructing 646–7 measures of 160, 164 conjugate surds  667
perimeter 647–8 centre of enlargement  575 consumer price index (CPI)  22–3
arc 789 chords  789, 798–9 contour maps, and gradient  102–3
area 390 circles  530–2, 788 convex polygons  592
composite figures  392 alternate segment theorem  807–8 correlation 609
errors in calculating  422 angles in  789–91 cosine graphs  848–9
formulas 390–1 chords  795–6, 798–9 cosine ratio  73
Heron’s formula  391 circumcentre of a cosine rule  832–4
see also total surface area (TSA) triangle 799–800 cricket scores, batting
Associative Law  265 cyclic quadrilaterals  803–4 averages 197–8
intersecting chords, tangents and cubes, total surface area  399
B secants 795–7 cubic functions  756–8
back-to-back stem-and-leaf non-linear relationships  530–2 definition 756–8
plots 163 parts 788–9 reflection 769
base (index form)  30 radii and chords 798–9 single, double and triple
base ten system see decimal system secants  796–7, 808–9 roots of a polynomial
base two system see binary system tangents  791–2, 798, 808–9 equation 758–9
bearings transformations 767 transformation 769
compass bearings  91 translation 767 translation 769
true bearings  91–3 see also unit circles cuboids, total surface area  399

INDEX  893
cyclic quadrilaterals  803–4 division comparing exponential
cyclical patterns  628 algebraic fractions  274 graphs 522
cylinders polynomials  711–12, 722–4 dilation 768
total surface area  399 surds 664 form 521–2
volume 407–8 domain/maximal domain of a non-linear relationships  521–4
function 740 reflection about x-axis 523
D dot plots, and boxplots  176 reflection about y-axis  523, 768
data 212 downward trends  627 transformation 768–9
data analysis vertical translation  522
statistic reports  223 E exponential growth  748–50
statistical graphs  223–7 Eighth Index Law  40 extrapolation 620–1
statistical investigations  237 elimination method, simultaneous extreme values, identifying  174
data collection  236, 237 linear equations  352, 356–8
digital footprints  212 ellipses, area  391 F
experiment 213 enlargement, similar shapes  574 factor theorem, and
measurement 213 equation of a line, parallel or polynomials 719
methods 222–3 perpendicular to another factorisation
observation 212 line 322 completing the square  448–50
primary data  212 equation of a straight line expressions with four
secondary data  216–17 given gradient and terms 444–5
simulation 214 one point  312 expressions with three
survey 213 given two points  310 terms 438–40
transposition errors  290 simple formula  313 expressions with two terms  443
data display equations monic quadratic trinomials  438–9
back-to-back stem-and-leaf with algebraic fractions  282–4 non-monic quadratic
plots 163 with logarithms  687–9 trinomials 439–40
mean, median and range  164 with multiple brackets  282 polynomials using long
parallel dot plots  163 with multiple solutions  349 division 722–3
data organisation  236, 237 one-step equations  276–7 polynomials using short
data sets with pronumerals on both division 723–4
comparing 192–3 sides 278 Fifth Index Law  31
identifying extreme values  174 simple equations  276–8 First Index Law  30
decimal system  693 simultaneous equations  346 five-number summary  173
decimals solving 276 FOIL method  432–3
recurring 653 systems of  346 form, relationships  609
terminating 653 two-step equations  277 Fourth Index Law  31
degree of a polynomial  706 without solutions  349–50 fractional indices  39–40
denominators equilateral triangles  566 and roots  671–3
rationalising 665–7 events (probability) functions 739
rationalising using conjugate complementary events  116–17 domain/maximal domain  740
surds 667–8 dependent events  135 evaluating 741
dependent events  135 event space  114 horizontal line test  744
dependent variables  608 independent events  133–4 identifying features  741
depreciation 18 mutually exclusive events  117 inverse functions  743
deviations  183, 186 relative frequency of  114 notation 740
diameter 789 exact value  657 points of intersection  742
difference of two squares  434 expanding algebraic expressions range 740
digital footprint  212 binomial expansion  432 transformations 766–70
dilation difference of two squares  434 vertical line test  739–40
hyperbolas 768 FOIL method  432–3 future value (compound
quadratic functions  767 square of a binomial  434 interest)  12, 15
direction of relationships  609 experimental probability  114
discriminant experiments, data collection  213 G
definition 481–2 exponential decay  748–50 gigabytes 49
determining intersection of exponential functions  521–2, gradient
graphs 483–4 521–4, 748–52 contour maps and  102–3
solutions indicated by  482–3 combining transformations  524 of straight line  311–13

894  INDEX
gradient–intercept method  306 irrational numbers  652, 654, 658–9 maximal domain of a function  740
graph shapes isosceles triangles  568 mean
boxplots and dot plots  176 calculating 160
boxplots and histograms  176–7 K comparison with median and
kilobytes 49 range 164
H kites, area  391 frequency distribution tables  162
Heron’s formula  391, 838 measurement, data collection  213
Hindu–Arabic number system  693 L measurement errors  421–2
histograms 197–8 latitude 814 measures of central tendency  160
and box plots  176–7 lay-by  2, 3 comparisons between mean,
horizontal line test  744 least squares regression  621–2 median and range  164
horizontal lines  323 line segments, midpoint  316–17 frequency distribution
horizontal translation, quadratic linear equations tables 162
functions 766–7 with algebraic fractions  282–4 mean 160
hyperbola given two points  310 median 160
definition 527 with multiple brackets  282 range 160
transformation 768 using gradient and single variable data  160
hypotenuse one point  312 measures of spread  169
finding 61 see also simultaneous linear interquartile range (IQR)  169
finding shorter side  62 equations range 169
linear graphs  304 media reports, investigation
I form y = b and x = a 307 of 238–42
Identity Law  265 form y = mx 306 median 160
independent events  133–4 plotting  204–5, 304 calculating 161
independent variables  66–8 sketching straight lines  304–6 compared to mean and
index form  30 lines of best fit range 164
index laws  30–1 definition 616 megabytes 49
First Index Law  30 drawing by eye  616–17 midpoint of line segment  316–17
Second Index Law  30 extrapolation 620–1 midpoint theorem,
Third Index Law  31 interpolation 620–1 quadrilaterals 585–6
Fourth Index Law  31 least squares regression  621–2 mixed factorisation  452
Fifth Index Law  31 making predictions  618–21 monic quadratic trinomials,
Sixth Index Law  31 reliability of predictions  621 factorising 438–9
Seventh Index Law  35 trend lines  629–30 multiplication
Eighth Index Law  40 literal equations algebraic fractions  273
and logarithmic laws  682 formula 286 surds 663–4
indices rearranging 286–7 Multiplication Law of
base 30 loans 7 probability 133
combining 44–6 logarithm laws mutually exclusive events  117
fractional indices  39–40 and index laws  682
index 30 logarithm law 1  682 N
negative indices  35–7 logarithm law 2  682–3 natural numbers  653
inequalities between two logarithm law 3  683 negative indices  35–7, 676
expressions logarithm law 4  684 negatively skewed plots  174
inequality 372 logarithm law 5  684 non-integer numbers  653
inequation 372 logarithm law 6  684 non-linear relationships
solving 372–3 logarithm law 7  684 circles 530–2
integers 653 logarithms 678–80 exponential functions and
interpolation 620–1 definition 678–9 graphs 521–4
interquartile range (IQR), solving equations  687–9 hyperbola 527–8
outliers 170 using logarithmic parametric equations  534–6
intersection scales 679–780 plotting parabolas  498–502
chords in a circle  795–6 longitude 814 sketching parabolas  504–8
secants in a circle  796–7 sketching parabolas of form
tangents in a circle  798 M y = ax2 + bx + c 517–18
inverse functions  743 many-to-many relations  739 x- and y-intercepts of quadratic
Inverse Law  265 many-to-one relations  738 graphs 511–14

INDEX  895
Null Factor Law  466 polynomials quadratic equations  466
number laws definition 706 algebraic solution  466–9
Associative Law  265 degree of a polynomial  706 completing the square  467
Closure Law  265–6 factor theorem  719 confirming solutions  478
Commutative Law  265 factorising using long graphical solution  477–8
Identity Law  265 division 722–3 no solution  478
Inverse Law  265 factorising using short the Null Factor law  466
number system  652 division 723–4 the parabola  477
long division of  711–12 single solution  478
O
operations with  709 solving problems  468
remainder theorem  718–19 quadratic expressions
observation, data collection  212
solving polynomial binomial expansion  432
one-step equations  276–7
equations 726–7 difference of two squares  434
one-to-many relations  738
values 716–17 expanding algebraic
one-to-one relations  738
population means and medians expressions 432–4
outliers  170, 174, 192
sample and census  246–7 factorising by completing the
why the deviations are square 448–50
P squared 244 factorising with four
parabolas  477, 498 positively skewed plots  174–5 terms 444–5
dilation 505 predictions, using lines of factorising monic quadratic
form y = ax2 + bx + c 517–18 best fit 618–20 trinomials 438–9
horizontal translation  506 primary data  212 factorising non-monic quadratic
non-linear relationships  498–502 principal (interest)  2 trinomials 439–40
plotting 498–502 prisms, volume  407–8 factorising with three
reflection 507 probability terms 438–40
sketching 504–8 Addition Law  117 factorising with two terms  433
vertex form y = a(x – h)2 + k 510 complementary events  116–17 FOIL method of
vertical translation  505 conditional probability  139–41 expanding 432–3
x- and y-intercepts of quadratic dependent events  135 square of binomial  434
graphs 511 dice games  143–4 quadratic formula  473
parallel boxplots  177–8 independent events  133–4 quadratic functions
parallel dot plots  163–5 intersecting events  117 dilation 767
parallel lines  319 Multiplication Law  133 horizontal translation  766–7
parallelograms 582 mutually exclusive events  117 reflection 767
area 391 relative frequencies, transformation 766–7
parametric equations, non-linear calculating 114–23 vertical translation  766
relationships 534–6 terminology 114 quadratic graphs, non-linear
patterns theoretical probability  116 relationships 511–14
cyclical patterns  628 three-step chance quadrilaterals
random patterns  628 experiments 129–30 in circles  803–4
seasonal patterns  627 two-step chance definition 581–2
perimeter, arbelos  647–8 experiments 127–9 parallelograms 582
periodic functions  848 two-way tables  115 relationships between  586
perpendicular lines  321, 350 proofs 564 rhombus 584
pi (π) 654 pyramids, volume  410 Theorem 5  581
points, distance between two Pythagoras’ theorem  61 Theorem 6  582
points 300 finding the distance between two Theorem 7  582–3
points of intersection  742 points 300 Theorem 8  583
polygons finding the hypotenuse  61 Theorem 9  583–4
concave polygons  592 finding the shorter side  62–4 Theorem 10  584
convex polygons  592 similar right-angled Theorem 11  584
definition 592 triangles 60–1 Theorem 12 (midpoint
exterior angles  593 in three dimensions  67–9 theorem) 585–6
interior angles  592 quartic functions  762–3
regular polygons  592 Q reflection 780
polynomial equations, quadrants of the unit transformations 770
solving 726–7 circle 841, 842–3 question design  182

896  INDEX
R S skewness 174
radius (pl. radii)  788 sample space (probability)  114 negatively skewed plots  174
random patterns  628 samples 244 positively skewed plots  174–5
range (data analysis)  160, sampling versus census  246–7 spheres
169, 214 substitution, algebraic fractions and total surface area  399
calculating 161 equations 264 volume 410
compared to mean and scale factor  575 spread, measures of  169
median 164 scatter plots  608 square of a binomial  434
range of a function  740 seasonal patterns  627 squares, area  390
rational numbers  652, 653 secants standard deviation  183–8
rationalising denominators  665 definition 789 effects of extreme values  186
using conjugate surds  667 intersecting 796–7 populations and samples  186
real number system  652 and tangents  808–9 properties 187
real numbers  654 Second Index Law  30 squaring of  186
rearranging literal equations, secondary data  216, 237 statistical investigations
restrictions on variables  287 sectors data analysis  237
reciprocal, multiplying by  274 area 391 data collection  236
rectangles definition 789 data organisation  236
area 390 segments performing calculations  237
properties 583–4 alternate segment reporting results  237, 238
rectangular prisms, total surface theorem 807–8 using primary data  236
area 399 definition 789 statistical reports
recurring decimals  653 Seventh Index Law  35 analysing data presented  223
reduction, similar shapes  574 significant figures, in data collection methods  222–3
reflection measurement 422 evaluation 227–31
cubic functions  769, 779 similar figures  574–6 statistical graphs  223–7
exponential functions  769 centre of enlargement  575 statistics, calculations  237
hyperbolas 768 enlargement 574 straight lines
quadratic functions  767 image 575 gradient 311–12
quartic functions  780 reduction 574 gradient–intercept method  306
regular polygons  592 scale factor  575 sketching 304–6
relations 738 similar triangles  575 x- and y-intercepts 304
many-to-many relations  739 testing for similarity  575–6 subtraction, surds  662
many-to-one relations  738 simple interest  2–3 supplementary angles  565
one-to-many relations  738 formula 2 relationship between sine, cosine
one-to-one relations  738 principal 2 and tangent  844
transformations 766 purchasing goods  2–3 surds 657–68
relationships (bivariate data) simplification addition 662
and causation  610 algebraic fractions  273 conjugate surds  667, 667–8
direction of  609 surds 661 definition 657
form of  609 simulation 214 division 664
strength of  609 simultaneous equations  346 exact value  657
relative frequency of events  114 simultaneous linear equations multiplication 663–4
remainder theorem, and applications 361–2 proof that a number is
polynomials 718–19 and circles  369 irrational 658–9
rhombus elimination method  352, 356–8 rationalising denominators  665
area 391 graphical solution  346 rationalising denominators using
theorem 584 and hyperbolic conjugates 667
right-angled triangles equations 367–8 simplifying 661
calculating angle size  81–3 and quadratic equations  365–7 subtraction 662
calculating side lengths  77–8 substitution method  352 surveys 213
finding the hypotenuse  61 systems of equations  346 symmetrical distributions  216
finding the shorter side  62–4 sine graphs  848–9 symmetrical plots  174
naming sides  72 sine ratio  72 symmetry and skewness
and Pythagoras’ theorem  61–4 sine rule  824–5 negatively skewed plots  174
similar 60–1 single variable data  160 positively skewed plots  174–5
rounding, errors  422 Sixth Index Law  31 symmetrical plots  174

INDEX  897
T translation supplementary angles, relationship
tangent, graphs of  848–9 circles 767 between sine, cosine and
tangent ratio  73 cubic functions  769 tangent 844
tangents (circle geometry) transposition errors  290 unit circles  841
constructing 791–2 transversal 565 true bearings  91–3
definition 789 trapezium, area  391 two-step chance experiments  127–9
intersecting 798 tree diagrams  127 two-step equations  277
and secants  808–9 trend lines  629 two-way tables  115
terabytes 49 trend of a line  621
terminating decimals  653 trials (probability)  114 U
theorems 564 triangles unit circles
theoretical probability  116 angle properties  565–6 complementary angles  844
Third Index Law  31 area  391, 836–8 definition 841–2
three-step chance circumcentre 799–800 gradient and angle made by line
experiments 129–30 congruent triangles  566–7 with x-axis 844
time as independent isosceles triangles  568 quadrants  841, 842–3
variable 627–31 similar triangles  575 supplementary angles, relationship
cyclical patterns  628 trigonometric equations between sine, cosine and
general upward or downward graphical solution  853 tangent 844
trend 627 solving using exact upward trends  627
random patterns  628 values 853–4
seasonal patterns  627 trigonometric functions, graphs V
time series  627 of 848–9 variables
trend lines  629 trigonometric ratios  72–5 dependent variables  608
using spreadsheets to determine cosine ratio  73 independent variables  606–8
the relationship 631 finding values using a relationships between  631
time series  627 calculator 73–5 restrictions when rearranging  287
total surface area (TSA)  399–402 naming sides in right-angled vertical line test  739–40
composite solids  402 triangle 72 vertical lines  323
cones 400 sine ratio  72 vertical translation, quadratic
cubes 399 tangent ratio  73 functions 766
cylinders 399 trigonometry vertically opposite angles  565
other solids  401 ambiguous case  826–8 volume 407
rectangular prisms (cuboids)  399 angle size calculation  81–3 composite solids  411
spheres 399 applications 97 cones 410
transcendental numbers  654 complementary angles  844 cylinders 407–8
transformations of functions and cosine rule  832–4 errors in calculating  422
relations 766–70 formula for area of prisms 407–8
circles 767 triangles 836–8 pyramids 410
cubic functions  769 gradient and angle made by the spheres 410
exponential functions  768–9 line with the x-axis 844
general polynomials  770 Heron’s formula  838 X
hyperbolas 768 quadrants of unit circle  842–3 x- and y-intercepts
quadratic functions  766–7 side length calculation  77–8 of quadratic graphs  511–14
quartic functions  770 sine rule  824–5 of straight lines  304

898  INDEX