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100% found this document useful (3 votes)
606 views220 pagesExam Success in Mathematics For Cambridge IGCSE
Uploaded by
Рита ИовенкоCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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‘SUCCEED | We ensure every
Cambridge learner can...
Aspire
We help every student reach their full potential
with complete syllabus support from experienced
teachers, subject experts and examiners.
Succeed
We bring our esteemed academic standards
to your classroom and pack our resources
with effective exam preparation. You can trust
Oxford resources to secure the best results.
Progress
We embed critical thinking skills into our
resources, encouraging students to think
independently from an early age and building
foundations for future success
Find out more
www.oxfordsecondary.com/cambridge
ASPIRE
SUCCEED
PROGRESS MATHEMATICS
Core & Extended for Cambridge IGCSE® OXFORD
UNIVERSITY PRESS
Great Clarendon Street, Oxford, OX2 6DP, United Kingdom,
(Oxford University ress isa department ofthe University of
Onford,ICfurthers the University’s objective of excellence in
research, scholarship, and education by publishing worldwide,
(Oxford is a registered trade mark of Oxford University Press inthe
UK and in certain other countries
@llan Rettison andl Mathew Taylor
‘The moral rights ofthe authors have been asserted
First publishedin 2019,
AIT rights reserved. No part ofthis publication may be reproduced,
stored in arerieval system, or transmitted, in any form or by
any means, without the prior permission in writing of Oxforl
University Press, or & expressly permitted by law, by licence or
lunder terms agreed withthe appropriate reprographics rights
organization. Enquiries concerning reproduction outside the
scope ofthe above should be seat to the Rights Department,
‘Oxford University Press atthe address above
‘You must not circulate this work in any other form and you must
impose this same condition on any acquirer
British Library Cataloguing in Publication Data
Data available
780198428121
13579108642
Paper used inthe production ofthis book is a natural, recyclable
product made from wood grown in sustainable forest
‘The manufacturing process conforms to the environmental
regulations ofthe country of origin
Printed in India by Manipal
Acknowledgements
‘The publisher and author would like to thank the following for
pemnissons to use photographs and other copyright material:
‘Cover: asharkyu(Shutterstock
‘Although we have made every effort to trace and contact all
‘copyright holders before publication this has not been possible
inal cases, Ifnotiied the publisher will rectify any errors or
omissions atthe earliest opportunity.
IGCSEO is the registered trademark of Cambridge Assessment
Intemational Education, All examinationstyle questions and
answers within this publication have been written by the authors
In an examination, the way marks are awardee may be different. Introduction a
Raise your grade 49
2 Algebra and graphs ED
92
Raise your grade
Raise your grade 106
eno 107
Raise your grade 131
5 Mensuration iE]
Raise your grade 142
Geena m7
Raise your grade 161
renee neo a)
Raise your grade 176
Eo 178
Raise your grace 193
Pen i
Raise your grade 4
You will find the numerical answers to all questions
with worked solutions and commentaries to all
Raise your grade exam-style questions available at
wwnwoxfordsecondary.com/esg-for-caie-igese
coneas @ CRC CRU LT 4
Matched to the latest Cambridge assessment criteria this in-depth Exar
Success Guide brings clarity and focus to exam preparation with detailed and
practical guidance on raising attainment in IGCSE® Mathematics.
‘This Exam Success Guide
is fully matched to the latest Cambridge IGCSE® syllabus,
* Includes a comprehensive list of syllabus objectives at the start of each
chapter where you can build a record of your revision as well as Key skills
features within the chapters to guide you through your revision and Recap
features to review the key information
* provides exam-style questions at the end of each chapter to equip you
‘to Raise your grade. These questions have fully worked solutions with
commentaries as part of the online resources
* will guide you through answering exam questions with extensive use of
Worked examples wth Exam tips
* will help you to avoid common mistakes with Watch out! features.
This Exam Success Guide has been designed to maximise exam potential
The key features which will help you include.
* Your revision checklist table with a list of the objectives covered in each
section at the start of each unit to focus your learning, monitor progress and
build @ record of your revision. Objectives that are for the extended syllabus
only are shown in bold.
ROCs tome t hy
Core /Extended curriculum
1
114
* Recap features: Use these to review the key information
OE=y
‘* Apply: short activites to help you remember some of the key facts and ideas
C=
* Key skills: each section contains several key skills that you must master in
order to succeed
—_ PET Us)
Worked examples: every section is rich in Worked examples which
guide you step-by-step through answering exam-style questions
© ones
5: alongside each Worked example are Exam tips which will
help you to answer the question and set out your working correctly
Beamitp
Watch outl: these boxes point out key misconceptions and how to
avoid them
Questions: at the end of each section there are questions to help you
practise the key skills
Raise your grade: cach chapter has a Raise your grade section at the
end with sample exam-style questions for you to attempt
You will find the numerical answers to all questions with worked
solutions and cornmentaries to all Raise your grade exam-style
questions at www oxfordsecondary.com/esg-for-caie-igese.
You could also create a revision planner lke the one below to
plan your revision timetable.
wecteson @ CRC CR LT) 4
‘Extended only’ content
This book is intended for use by candidates studying both the Core and Extended syllabuses.
+ The sylabus objectives atthe start of each chapter indicate Extended only content in bold.
Within each chapter, where contents in the Extended syllabus but not in the Core syllabus, i
is clearly shaded and indicated with a red ‘Extended! bar or an’®’ icon.
* Raise Your grace questions for the Extended syllabus only are also clearly shaded and
indicated with an'E' icon.
Orae momentos |
and add up to.3: 7 and ~4. an expression, expand the
So ¥ + 9x=28= (x4 7)x~ 4) expression again if you have
time to check thatyou gotit
oF B18 Holmenieatitnils he
Bayiehie
S08 2-15 (x4 3)ix-5)
=e Be Seb Bae axe
(6) r+ 3(Sx~ 9). = (29) (5H) + (200 %<(-9) +3 Ga} 49-9)
10x = 18¢+ 15*~27= 109 -3x—27
‘Worked example
Expand and simply
Yurneed ta be able to = thes aye a) Fa marks}
expand tee braces,
(= thes 294 4) ERTS TS
= (8 = x4 Be Nac) first par of brackets
= 08 x= 210044)
20b4ae Ext4 424-8 Multiply the quactatio
i+ Be +2x-8 ‘expression by he third bracket.
‘Worked example
Feactoriv toe expressions
‘oust be able tofactrze me
algebraic epresions (a) 9ab+30"
(9K 5x4 187 4 10y PET Us)
Aiming for success
This Exam Success Guide will help you to understand what isin the
Cambridge IGCSE® Mathematics exam and to improve your key skills to
achieve higher grades.
‘When you take your exam, you will sit two compulsory papers. Work
through the chapters in order to help you become more familiar with the
demands of each section of the sylabus and to achieve greater success in
the exam. Use the full worked solutions and commentaries for each Raise
your gratie question. These can be found at www.oxfordsecondary.com/
esg-for-caie-igcse.
Worked example
7 Ifa train travels for 50 km at a speed of 40 kmh”, then
travels a further 60 km at a speed of 30 km h’, fina:
(a) The total time taken [3 marks]
(b) the average speed at which the train travelled, accurate
10 3 significant figures. [3 marks]
Write down the formula
ccotumerecnel |! for speed and rearrange it
Time = distance + speed
0+ 40 Bo Calculate the times for the tuo different parts of the journey
0+ 30-2
Total time taken = 1.25 +2 =3.25 hours «J Calculate the total time
‘Average speed = total distance + total time ‘Write down the formula for average speed
Total distance = 50 +60 = 110 km __
‘Average speed = 110 + 3.25 = 33.8 kmh* | Calculate the total distance
Divide your total distance by your answer to part a and round itto 3 significant figures
Each question in the Raise your grade section is mapped to the relevant
section in the chapter, so that you can go back and revise the key ideas if
you get stuck
invotucion @ CTC T
The Cambridge IGCSE® Mathematics qualfication (sylabus 0580) is examined
at either Core tier (expected IGCSE® grades D to G) or at Extended tier
{expected IGCSE® grades A* to C),
‘The assessment for each tier is the same. Candidates sit one short-answer
paper and one paper with structured questions, The folowing tables give the
details of each paper
Core candidates take:
Paper 1 (Core)
56 marks
Short-answer questions
Questions will be based on the Core
curriculum
Externally assessed
Extended candidates take:
Paper 2 (Extended) 1 hour 30 minutes
39%
70 marks
Short-answer questions
Questions wil be based on the Extended
curriculum
Extemally assessed
and:
Paper 3 (Core)
104 marks
Structured questions
Questions will be based on the Core
curriculum
Externally assessed
and:
Paper 4(Extended) = 2 hours 30 minutes
65%
130 marks
Structured questions
Questions will be based on the Extended
curriculum
Extemally assessed
* Candidates should have a scientific calculator forall papers.
Three significant figures will be required in answers (or one decimal place for answers in
degrees) except where otherwise sate.
* Candidates should use the value of from their calculator or the value of 3.142.
Questions on the Core papers will be based only on the Core curriculum.
Questions on the Extended papers will be based on the Extended curriculum (which include all
of the Core syllabus content}. How will you be assessed?
Advice and guidance
Before the exams:
Y Check the dates of the exams
¥ Plan your revision carefully: Make a timetable that includes each section
of the syllabus
¥ Focus on the areas that you have found difficult in the past
¥ Practise skills first, then applications to exam-style questions
1 Create mind-maps, flash cards or revision posters if you think they will help
Y Understand the command words in each question
‘Command word What it means
Calculate ‘work out from given facts, figures or information, generally using
a calculator
Construct make an accurate drawing,
Describe siate the points of a topic/give characteristics and main features
Determine establish with ceriainty
Explain Set Out purposes or reasons/make the relationships between
things evident/provide why and/or how and support with
relevant evidence
Give produce an answer from a given source or recall/memory
Plot mark point(s} on a graph
Show (that) provide structured evidence that leads 10 a given result,
Sketch make a simple freehand drawing showing the key features
Work out calculate from given fac, figures or information with or without
the use of a calculator
‘Write give an answer in a specific form
‘Write down ‘give an answer without significant working
¥ Use mark schemes and worked solutions to assess yourself
7 Make sure that you have all of your equipment for the exam. You need a
scientific calculator pens, pencis,a rule, a protractor and a pair of compasses
rnetucscn @ VATA De Cer rst y-bd
During the exams:
Y Plan your time. Allow one minute per mark so you have some time at
the end to check your answers
Y Ifyou can't do a question, move on quickly and come back to it
¥ Read the questions carefully and identity the command word{(s)
¥ Set out your working clearly so it can be followed by the examiner
¥ Make sure that your final answer is clearly indicated
¥ Check that you have included the units, if appropriate
¥ Check that you have rounded your answer 1o a suitable or specified
degree of accuracy
¥ Check that your answer is sensible
7 Do not round intermediate values in working - this may lead to
rounding errors in your final answer
¥ Make sure that you use correct mathematical terminology when
giving reasons
Y Go back and attempt questions you missed out at the end
¥ Leave time at the end for checking through all of your answers again sya
Beat eat abd
Core/Extended curriculum
tl
Identify and use natural numbers, integers (positive, negative and zero), prime numbers, square
and cube numbers, common factors and common multiples, rational and irrational numbers
(earetiimalsabectecnece
Understand notation of Venn diagrams.
Definition of ets
Use language, notation and Venn diagrams to describe sets and represent relationships
between sets.
Calculate with squares, square roots, cubes and cube roots and other powers and roots of numbers
Use directed numbers in practical situations.
Use the language and notation of simple vulgar and decimal fractions and percentages in
appropriate contexts.
Recognise equivalence and convert between these forms (including recurring decimals)
(Order quantities by magnitude and demonstrate familiarity with the symbols = #,>,< 2.
Understand the meaning of indices (fractional, negative and zero) and use the rules of indices.
Use the standard form Ax 10" where n is a positive or negative integer, and 1A < 10,
Use the four rules for calculations with whole numbers, decimals and fractions (including mixed
‘numbers and improper fractions), including correct ordering of operations and use of brackets
Make estimates of numbers, quantities and lengths, give approximations to specified numbers
Cf significant figures and decimal places and round off answers to reasonable accuracy in the
context ofa given problem
Give appropriate upper and lower bounds for data given to a specified accuracy.
Obtain appropriate upper and lower bounds to solutions of simple problems given data toa
specified accuracy.
Demonstrate an understanding of ratio and proportion.
Increase and decrease a quantity by a given ratio,
Calculate average speed.
Use common measures of rate.
Calculate a given percentage of a quantity.
Express one quantity as a percentage of another.
Calculate percentage increase or decrease.
Carry out calculations involving reverse percentages.
Use a calculator efficiently.
Apply appropriate checks of accuracy.
Calculate times in terms of the 24-hour and 12-hour clock.
Read clocks, dials and timetables.
Calculate using money and convert from one currency to another.
Use given data to solve problems on personal and household finance involving earnings, simple
interest and compound interest.
Extract data from tables and charts.
Use exponential growth and decay in relation to population and finance. Pe eg
* Identify and use natural numbers, integers (positive, negative and zero), prime
numbers, square and cube numbers, common factors and common multiples,
rational and irrational numbers (e.g. x, V2), real numbers, reciprocals.
Make a list of:
+ the first 15 prime numbers
+ the first 15 square numbers
+ the first 8 cube numbers,
You need to be able to write
any number as the product
of prime factors.
Exam tip
Use a factor tee to help you.
Give your answer using index
notation.
Natural numbers are the numbers you use to count. So the natural
numbers are 1, 2,3,4,.
Integers are ‘whole numbers. They can be postive or negative (with zero in
between), So the integers are the numbers .-3, -2,-1,0,1, 2,3,
Positive integers are the numbers 1, 23,4,
Negative integers are the numbers ~1, -2, -3, ~4,
Prime numbers have only two (different) factors (ie. 1 and itself). So 1 is
not a prime number. The prime numbers are 2, 3,5, 7,11, 13, 17, 19,.. The
number of primes is infinite.
Square numbers
1?=1,2!=4,3°=9,_So the numbers 1, 4, 9,..are square numbers.
a9 4
x3
Cube numbers
P=1,2)=8,3°=27, .. Sothe numbers 1, 8, 27,.. are cube numbers.
Worked example
Express 504 as the product of prime factors. [2 marks]
Divide 604 by the smallest possible prime number, in this case 2.
Continue until you have only prime numbers in your tree.
Hence 504 = 2° x 3° x7 3 is a common factor of 9 and 12 since 3 is afactor of both 9 and 12.
30 is common multiple of 6 and 15 since 30 is a multiple of both 6
and 15.
Worked example
You need to be able to work
Find the highest common factor and lowest common multiple i
out the Highest Common
of 60 and 504, [4 marks] Factor (HCF) and the Lowest
Common Multiple (LCM) of
two numbers.
60=2x3x5
504=2°x 3x7
The highest common factor is the product of the prime factors
common to both numbers, in this case, 2* and 3. pee
HCF=2?x3=12 first. 2' is common to both
* numbers, Bu not 2, Likewise,
The lowest common multiple is the product of the largest 3 is common to both
power of each prime that appears in either number, in this numbers, but not 3%
case, 2°, 3°, 5 and 7.
LOM = 2° x 3?x 5 x 7= 2520
A rational number is a number which can be expressed in the form 2 ©
where p and q are whole numbers. q :
+ All decimals which recur are rational. For example, 0.3 = 0.333333... is }2— doesn't loak rational but
rational sna! itssnce fot =F -2
3 4 42
+ All decimals which ierminate (le, which end) are rational, For example
01625 i a rational number since 0.625 can be written as 222 = 2
1000 8
An irrational number is 2 number which cant be expressed in she form
& where p and q are integers. For example, x, V2 and 7 are all irational
numbers.
Areal number is any rational or irational number that can be represented
on a number line.
BIT Of Has
ODO Pe eg
Worked example
V4 VIB 25 36 Vi44
From the list above, write down:
(a) an odd prime number
(b) two factors of 42
(0) an irrational number
(a) a multiple of 4
Exam tip (a) V25 = 5 which is an odd prime number
Look for square numbers (b) V4 = 2 and V36 = 6, and both 2 and 6 are factors of 42
nibs [sare sono (©) Vi8 is an irrational number
square roots of these first.
t (d) Vi44 = 12 which is a multiple of 4
‘The reciprocal of number is‘one over' the number For example, the
reciprocal of is ; and the reciprocal of n isd
If you are asked to find the reciprocal ofa fraction, you jus ip it over!
For example, the reciprocal off 83
© apowerof2
Which of these numbers is nota rational
number?
2 ios 8 VB
An integer nis such that 80 $n <90.
2
Write down a value of n which is:
a amultiple of both 3 and 4
b- aprime number
¢ a factor of 1700.
Find
a prime number which isa factor of 49
an even prime number.
‘Write down all the factors of 21
‘Write down all the factors of 28.
Hence find the HCF of 21 and 28
Wo VG VS Vie VE II
From the list above, write down:
a aprime number ss than 10
dan inational number.
Write each number as the product of prime
factors (eg. 72=2' x 3?)
a 30 b 24 < 18
d 2 e 105 f 64
Use question 6 to find the highest common
factor of each pair of numbers.
a 30and 24
b 28 and 64
€ 18and 105
Use question 6 to find the lowest common
multiple of each pair of numbers.
a 30and64
b 24 and 105
© 2Band18
‘Write down the reciprocal of the following
numbers:
Sot You * Understand notation of Venn ‘+ Use language, notation and Venn
need to: diagrams. diagrams to describe sets and
* Definition of sets. represent relationships between
sets. (Extended)
A set isa collection of items. These may be numbers, people, letters, ete.
You use ‘curly’ brackets to represent sets,
For example, the set P, of prime numbers less than or equal to 10, can be
represented as P
The number of elements in set P is denoted by n(F}, so in this case n{P) = 4
A Venn diagram can be used to represent sets
«
In the Venn diagram, Pis the set of prime numbers less than or equal to 10
and E isthe set of even numbers less than or equal to 10,
The symbol € is the symbo! for the universal set. This is the set of all things
that are being considered at the time, inthis case, the set of integers from
1to 10.
The element 2’les inside both citcles, This region of the Venn diagram is known
as the intersection and contains all of the elements that are in both sets.
@E=S
The symbol for intersection is a.
Inthe Venn diagram above:
PoE=(2}
Alpng=
Elements which le in either P or E or both lie in the union of P and &
The symbol for union is.
Inthe Venn diagram above:
PUE=(2,3,4,5,6,7,8, 10}
nPue=8
Elements that do not lie in P are called complementary
GES
The symbol for the complement of set P is P
In the Venn diagram above:
P={1,4,6,8,9, 10}
oP) 1.2 | Number
Worked example
Ina class of 33 students, 20 like chess, 12 like draughts and
5 like neither.
(a) Represent this information in a Venn diagram. [3 marks]
(o) How many students like only one of chess or draughts?
[1 mark}
Exam tip
Draw a Venn diagram with wo
Circles overlapping and add in 5
the 5 students who like neither chess Dimughts
game outside of both circles.
There are 28 students lett.
There are 20 who like chess and 12 who like draughts.
Exam tip
‘Add up the number of students
who like chess and who like
draughts then subtract the
number of students lft 10 find (:
‘the number of students who.
like both,
Fill in the 4 in the intersection,
20-4 = 16 students like chess
only. 12 4= 8 students like (b) The number of students who like only one of chess or
Sraughis only. draughts is 16 + 8= 24
Extended (@) vy
{Integers from 1 10 10)
{Odd numbers between 0
Ors mas
C=(2,4, 6,8, 10}
Which of the following
‘€ means‘. isan element of.’ statements are true and which
are false?
+ 2eC
@ means the empty set or {} 468
20+12-28=4
@
hes Diavahts
You need to know several other symbols and notations for sets.
means’. isnotan element of !
AGB means is a subset of B' (and A can equal B) BEA
AZ Bmeans'A is nota subset of B 148
ASB
cca
Bac=o
AGB means’ is a proper subset of B’ (and A cannot equal B)
Ag Bmeans’A is nota proper subset of BY
ee Worked example
Draw Venn diagrams and shade the region(s) that represent:
(AUB
(bo) ANB [2 marks]
(a)
Worked example
Draw Venn diagrams and shade the region(s) that represent
(a) (BUC)OA
(b) (AUC) UB" [2 marks]
f@ ¢@
Boers t tol
You need to be able to shade
Venn diagrams to represent
different stuations
Exam tip
Imagine shading the region A’
and the region B separately.
“(ay 1
‘The union is any region that is
shaded in either diagram.
The intersection is any region
that is shaded in both of the
separate diagrams.
eo pen
You need to be able to
work with Venn diagrams
containing three circles
‘Exam tip
Look for the regions that lien
Bor Cand also in A.
‘Exam tip
The only region not shaded is
‘the one that lies in B, but not
inAorc. 1.2 | Number
=
1 Inagroup of 100 students, 70 enjoy Maths, 50 enjoy French
and 20 enjoy neither
a Drawa Venn diagram showing this information,
b Use your diagram to find the number of students who enjoy
both subjects
2 Onan athletics day 150 athletes take part. 60 are in the 100
metres race, 50 are in the 200 metres race and 80 are in neither.
a Drawa Venn diagram showing this information,
b Use the diagram to find the number of athletes who ran in
only one race.
3. Ina shop there were 120 customers on a certain day. Of these,
60 paid using notes, 30 paid using coins and 50 paid using,
cards, There were no customers who paid using both cards
and cash.
a Drawa Venn diagram showing this information
b Use your diagram to find the number of customers who
used both notes and coins.
4. Describe the shaded regions
ats ? You * Calculate with squares, square roots, cubes and cube roots and other powers and
need to: roots of numbers.
‘The square of anumber eee) oO
eisnaca =n, some: on some calculators
square of 56 5'= 25 Investigate how to enter
‘The cube of a number powers and roots on your
nisnxnxn=n, QOO scientific calculator.
so the cube of on some calculators
2is29=8
25-8
Sweet — OOOO
0f 25, The square root con some calculators
of mis represented
by vin, So 25 =5
B=2
;
tnneatennss ESQ
‘on some calculators
The cube root of nis
represented by ¥n.
SofB=2
@E=S @
2=16 90416 =2 You need to be able to work
43 50 FTHB <3 with other powers and roots,
forexample powers of 4 and
fourth roots,
Worked example
A.cube of side / metres has a volume of 30 cubic metres,
Via
—
Ta
(a) Caloulate the value of f
(b) Calculate the area of one face of the cube. [3 marks]
‘Exam tip
Use your caiculator to find the
cube root of 30 since /* = 30.
(a) = ¥80 =3.107.. Im part (b), use the exact
=3.11 metres (lo 3s.f.) answer from part (a) rather
‘than the rounded answer. This
(tb) (3.107..P = 9.654_ ensures no rounding errors are
= 9.65 square metres (to 3s.) carried forwards. seme og
Exam tip Worked example
ea eee eed Use your calculator to work out 6 + Y7000. Round your
re vece rary tal answer to two decimal places. [2 marks]
entered the correct calculation
and one matk for giving your
answerto the comect level oF 6! +7000 = 409.831
accuracy (as spectied in the
" = 409.83 (to 2d.p.)
ORES
1. Find (to 35.) given that the volume of the cube is 50 cm?
Tan
Calculate the value of each expression (10 3s.f. where necessary}
ae bir © 7
d v7 e Vim of Yea
Find the side length of a square whose areas
49 ome.
Find the side length of a cube whose volume is 216 cm*.
Write the following in ascending order (smallest first)
a 06 YS VOS 06 os
be % @ 6 &
Calculate the value of each expression, rounding to 3 sf. where appropriate.
a ¥xi16
b 28
© Stxv
d 429%
SS =!) You * Use directed numbers in practical situations.
need to:
To add a positive number, or subtract a negative number, move to the right
on a number line
(-4)+6=2 You can remember the rule
‘two negatives make a positive”
To subtract a positive number, or add a negative number, move to the left when muttiplying or dividing,
ona number line.
5+(-2
Saag ToT2 sas
When adding or subtracting,
the same rule does not
‘work so use the number line
Multiplying or dividing two negative numbers or two positive numbers method.
gives a positive number
Multiplying or dividing a negative number and a positive number gives a
negative number
(A) x(-2)=8
(-10) + 2)
S4s27012 345
Worted exampie O
In June, the average temperature in Moscow was 14°C. You need to be able to
* use directed numbers in
In January, the average temperature was 25°C lower than in June. pracicl stuations
‘What was the average temperature in Moscow in January?
[2 marks]
‘Exam tip:
Sketch a number line if
necessary and rememiber to
move 25 places to the let
@) avestions ] Calculate the following
1 The average temperature each month in a 17+(-3) b (-4)x(-2) ¢ (-7)-(-1)
Montreal is shown inthe table @ 15-(4) e@ (18463) f CA+10
‘Month [Jan [Feb] Mar] Apr] May Jun ‘Amanis bank balance is ~£34520. He then
Avg Temp l-11]-9 [-3[ 5 113 [18 withdraws £50. What ishis new balance?
‘The water on a gauge i at =20 em, that is 20cm
Jp Ae Se - Noy ee below the flood level. f the water rises by 25cm
what level does the gauge now show?
a Find the difference between the highest and
lowest average monthly temperatures
b The average minimum temperature for
December is usually 5” lower than the average
December temperature. Find the average
minimum temperature for December see og
* Use the language and notation of + Recognise equivalence and convert
simple vulgar and decimal fractions between these forms (including
and percentages in appropriate recurring decimals). (Extended)
contexts.
IF acakeis spit into five equal pieces and Joe eats one ofthe five
pieces then the amount he eats can be expressed
asa fraction, that s+ ofthe whole cake
asa decimal, that is 0.2 of thewholecake {these three expressions
asa percentage, that is 20% of the whole cake, ? a” equivalent
Worked example
You need to be able to write 2 in simplest form.
simplify fractions, 30
24_ 2446
Exam tip 50° 2046
Divide both the numerator
and denominator by the
highest common factor of 24
and 30, 6.
Oo Worked example
You need 10 be able to (a) Express 0.15 as
convert between fractions, (i) a fraction
Gecimals and percentages. (i) a percentage
(b) Express = as a decimal,
aie @ 00-8
Multiplying by 100% does () 018 = 05 = 35
not change the value of the
aire. (ii) 0.15 x 100% = 15% () necen } Extended
To convert a recurring decimal toa fraction, multiply the recurring
decimal by the power of 10 equal to the number of places of
recursion. For example, for 2 place recursion, multiply by 100.
Worked example
).13 into a fraction in its simplest form. [3 marks] ‘Yourees to be abe to convert
froma recurring decimal toa
fraction in simplest form,
100x= 12.1212. eee
Muliply x by 100 since itis
100x- x= 12.1212... 0.1212. 2 place tecutsion.
9ox= 12 Subtract from 100x and then
124 simpliy the resulting faction if
x= 9733 possible.
(6) csesons a
5 0037 37% 0307 = =~
1 Simpify the following fractions. 10 100
Ao ne From the numbers listed above, write down:
ae 8 a. the smallest number
5 0
: , the largest number
38g 120 ¢ the wo numbers which are equal.
40 150
Express 0.375 as: ee following recurring decimals to oe
©
a afraction :
b apercentage. a 02
b 086i
Express =. as:
5 of8
i
i
a adecimal i
b apercentage. 0.6
Express 55% as
a adecimal
ba iraction. 1.6 | Number
You * Order quantities by magnitude and demonstrate familiarity with
need to: the symbols =, #,>,<,2,<.
ovr nam
You need to be able to Place these numbers in ascending order:
compare the size of numbers 342 ae
given as fractions, decimals Hy 088 6%
and percentages.
_ * 13
Exam tip =068 5-08 066 67%=-067 =
Write all of the numbers as
decimals 0 compare them,
So in ascending order they are:
13 2 34
= 086 = 67% =
20 3 50
Worked example
a=5
b=-4
Choose one of the symbols =, < or > to complete each of these
statements
(@) atb.bta
ae
(©) a-b.b-a
Exam tip (a) 5+(-4)=1 and (-4)+5=
Work out the value of each soatb=b+a
Pres On Tis (b) 5°= 25 and (-4)°= 16
Don't worry ifyou use the soterbe
same symbol more than once.
(0) 8= (-4)=9 and (-4) ~
so a-b>b-a
ORES > suman
<,=0r>, in these expressions
Al og 20 a oxy
3p 08 Fe 8Ie 085 b yokurey.
¢ Wxy
1 White these numbers in ascending order * Understand the meaning ofindices _* ‘Use the standard form Ax 10" where
(fractional, negative and zero) and use _nis a positive or negative integer,
the rules of indices. and 15A<10.
When you write 3% 3x 3% 3 as 3¢ you are using index notation
oO Pn
‘The number ¥ is refered to asthe base and he litle number's the index
You need tobe able vo use
To mutiply powers ofthe same base, add the indices Nouneed be blero
xH=9 expressions
To dive powers ofthe same base, subtract the indices
Pater
Tofind a power of power, multiply the indices
yf=5"
OE
The three laws of indices can be written in a more general form, pememberio aibeadithe
indices when dividing a
common mistake is to divide
them as well
Match the expressions that have the same value, Do not use a
calculator,
Sx 52
Express these in the form a”, where ais an integer:
(a) (EEX (IP
wy x7
© a [4 marks}
(a) ary «ary arti E tip
=i Make sure you set out your
ay 78 ‘working clearly and apply each
ocr. af rule in tn,
cure @ 1.7 | Number
You need to understand
and work with the zero In general, a=
index, negative indices and
fractional indices. e=Va
In general a?
In general, a* =a =(a)"
Worked example
Calculate:
(a) 2
fo) 3?
) &
2x2x2x2x2= 32
gett
Bat
Worked example
Evaluate these numbers:
(a) 8!
(b) 25%
aC) Worked example
IL V12B = 2*, find the value of k.
128=27
v2 =(2))
Zz
Hence k=
2
‘The mass of the Earth is about 5 974 200 000 000 000 000 000 000 kg,
a very large number. The time taken for light to travel 1 kms about
0.000 003 335 56 seconds, a very small number. Standard form is useful
‘when writing very large and very small numbers.
To write a number in standard form, express it as a number between 1 and
10 multiplied by the appropriate power of 10.
ee HI
nisa whole number,
postive for large numbers,
negative for small numbers
Ajsanumber
between 1 and 10
(1
