This title has been entered into the OCR endorsement process

SAMPLE
CHAPTER OCR
A LEVEL

MATHEMATICS A
For Year 1 and AS
Sophie Goldie
Val Hanrahan
Cath Moore
Jean-Paul Muscat
Susan Whitehouse
Series editors
Roger Porkess
Catherine Berry
Consultant editor
Owen Toller
Features for great teaching and learning
Each chapter opens with an activity to introduce
Each chapter is broken down into
the chapter, and an accompanying quotation to
numbered sections, and subsections.
engage students.

Carefully worded
4 Equations and inequalities 1 Simultaneous equations
Simultaneous equations – both equations linear
There are many situations which can only be described mathematically in
4 exposition sets out
the basics of each
topic, with points

Chapter 4 Equations and inequalities

terms of more than one variable and to find the value of each variable you need
to solve two or more equations simultaneously (i.e. at the same time). Such
equations are called simultaneous equations.
for class discussion
Discussion points
➜ Why is one equation such as 2x + 3y = 5 not enough to find the values of
x and y ? How many equations do you need?
to enhance
➜ How many equations would you need to find the values of three variables
x, y and z? understanding.
Example 4.1 Solution by substitution
x+y =4
Solve the simultaneous equations
y = 2x + 1

Solution
x+y =4
Take the expression for y from the second
Discussion points
⇒ x + (2x + 1) = 4
equation and substitute it into the first.
designed for class
Note
⇒
⇒
3x = 3
x =1
discussion and to
Most of the fundamental
This is a good method
when y is already the
subject of one of the
Substituting x = 1 into y = 2x + 1 gives y = 3 so the solution is enhance individual
ideas of science are x = 1, y = 3.
essentially simple and
may, as a rule, be
Saira and her friends are going to the cinema and want to buy some packets of
nuts and packets of crisps. A packet of nuts costs 40 pence more than a packet
of crisps. Two packets of nuts cost the same as three packets of crisps. What is
equations.
understanding.
the cost of each item?
expressed in a language Example 4.2 Solution by elimination
This is the type of question that you may find in a puzzle book. How would you 3x + 5y = 12
comprehensible to set about tackling it? Solve the simultaneous equations
everyone. 2 x + 3y = 7
You may think that the following question appears very similar. What happens
Albert Einstein (1879–1955) when you try to find the answer?
A packet of nuts cost 40 pence more than a packet of crisps. Four packets of Solution
nuts and three packets of crisps cost 40p more than three packets of nuts and Multiplying the first equation by 2 and the second by 3 will give two
four packets of crisps. What is the cost of each item?
equations each containing the term 6x:

Multiplying 3x + 5y = 12 by 2 ⇒ 6x + 10y = 24 To give two equations

Multiplying 2x + 3y = 7 by 3 ⇒ 6x + 9y = 21 containing the term 6x.
Prior knowledge Subtracting y = 3
You need to be able to solve Substituting this into either of the original equations gives x = −1.
quadratic equations. This
The solution is x = −1, y = 3.
Prior knowledge for specific
is covered in Chapter 3.

2
sub-topics is highlighted. 3

852978_04_MEI_Maths_Y1_4E_002-009.indd 2-3 05/01/17 5:09 pm

Icons indicate the Each section ends with a banded

Warning boxes highlight most straightforward exercise to test understanding.
Note boxes include
common candidate questions bridging the Answers are provided at the
helpful hints and tips.
errors to watch out for. GCSE-A Level divide. back of the book and online.

Simultaneous equations

2 Multiplying term by term Exercise 5.4

Note
You would not expect ① Find the equations of the following circles. ⑩ A(3, 5) and B(9, −3) lie on a circle. 4
to draw the lines and ( x + 3)( x + 4) = x 2 + 4 x + 3x + 12 = x 2 + 7x + 12 (as required) (i) centre (2, 3), radius 1 Show that the centre of the circle lies on
arrows in your answers.
(ii) centre (2, −3), radius 2 the line with equation 4y − 3x + 14 = 0.
Activities can be They have been put in
⑪ For each of the following circles find

Chapter 4 Equations and inequalities

to help you understand (iii) centre (−2, 3), radius 3
where the terms have (iv) centre (−2, −3), radius 4 (a) the coordinates of the centre
Before starting the procedure for factorising a quadratic, you should always
completed individually come from.
check that the terms do not have a common factor as in, for example
2
2x − 8x + 6.
② For each of the following circles state
(a) the coordinates of the centre (i)
(b) the radius.
x2 + y2 − 6x − 2y − 6 = 0
(ii) x2 + y2 + 2x + 6y − 6 = 0

or in groups.
(b) the radius.
2
This can be written as 2(x − 4x + 3) and then factorised to give (i) x2 + y2 = 1 (iii) x2 + y2 − 2x + 8y + 8 = 0

2(x − 3) (x − 1). (ii) x2 + (y − 2)2 = 2 PS ⑫ A circle passes through the points A(3,
(iii) (x – 2)2 + y2 = 3 2), B(5, 6) and C(11, 3).
(iv) (x + 2)2 + (y + 2)2 = 4 (i) Calculate the lengths of the sides of
(v) (x − 2 )2 + (y + 2)2 = 5 the triangle ABC.
ACTIVITY 3.1
(ii) Hence show that AC is a diameter

Each section contains Factorise the following, where possible.

(i) x2 + 2x + 3x + 6 (ii) x2 + 3x + 2x + 6 (iii) x2 − 3x + 2x − 6
③ The equation of a circle is
(x − 3)2 + (y + 2)2 = 26.
Complete the table to show whether
of this circle. State which theorems
you have used, and in each case

several worked
(iv) x2 − 2x − 3x + 6 (v) x2 + 2x − 3x − 6 (vi) x2 − 6x − x + 6 whether you have used the theorem
each point lies inside the circle, outside
(vii) x2 + x − 6x − 6 (viii) x2 + x + 6x − 6 (ix) x2 − x − 6x + 6 or its converse.
the circle or on the circle.
(x) x2 + 6x + x − 6 (iii) Calculate the area of triangle ABC.

examples to aid Which pairs give the same answers?

Point
(3, −2)
(−2, −5)
Inside
✓
Outside On
⑬ (i) Find the midpoint, C, of AB where
A and B are (1, 8) and (3, 14)

understanding. The following examples show how you can use quadratic factorisation to solve
equations and to sketch curves.
(6, −6)
(4, 3)
(0, 2)
respectively. Find also the distance AC.
(ii) Hence find the equation of the
circle which has AB as a diameter.
Example 3.2 (−2, −3) PS ⑭ A(1, −2) is a point on the circle
(i) Solve x 2 − 2x − 24 = 0.
④ Draw the circles (x − 4)2 + (y − 5)2 = 16 (x − 3)2 + (y + 1)2 = 5.
(ii) Sketch the graph of y = x2 − 2x − 24. and (x − 3)2 + (y − 3)2 = 4. (i) State the coordinates of the centre
In how many points do they intersect? of the circle and hence find the
Solution PS ⑤ Sketch the circle (x + 2)2 + (y − 3)2 = 16, coordinates of the point B, where

Technology boxes First you look for two numbers that can be added to give −2 and multiplied
to give −24:
and find the equations of the four
tangents to the circle which are parallel
AB is a diameter of the circle.
(ii) C(2, 1) also lies on the circle. Use

provide suggestions to the coordinate axes. coordinate geometry to verify that

−6 + 4 = −2 −6 × (+4) = −24. ⑥ Find the coordinates of the points where angle ACB = 90°.
The numbers are −6 and +4 and so the middle term, −2x, is split into −6x + 4x. each of these circles crosses the axes. PS ⑮ The tangent to the circle x2 + (y + 4)2 = 25

on how to further (i) x 2 − 2x − 24 = 0

(i) x2 + y2 = 25
(ii) (x − 4)2 + (y + 5)2 = 25
at the point (−4, −1) intersects the x axis
at A and the y axis at B. Find the exact
⇒ area of the triangle AOB.
understanding and
x 2 − 6x + 4x − 24 = 0 (iii) (x + 6)2 + (y − 8)2 = 100
⇒ x(x − 6) + 4(x − 6) = 0 PS ⑦ Find the equation of the circle with centre PS ⑯ A circle passes through the points (2, 0) and
When two brackets (1, 7) passing through the point (−4, −5). (8, 0) and has the y axis as a tangent. Find

embed learning with TECHNOLOGY

When working through
⇒
⇒
(x + 4)(x − 6) = 0
x = −4 or 6
multiply to give zero, one or
the other must equal zero.
⑧ Show that the equation
x2 + y2 + 2x − 4y + 1 = 0 can be PS
the two possible equations for the circle.
⑰ A(6, 3) and B(10,1) are two points on a

the use of graphing

this chapter, you may written in the form (x + 1)2 + (y − 2)2 = r2, circle with centre (11, 8).
wish to use a graphical (ii) From part (i), y = 0 when x = −4 and when x = 6 , so these are the where the value of r is to be found. (i) Calculate the distance of the chord
calculator or graphing points where the curve crosses the x axis. AB from the centre of the circle.
Hence give the coordinates of the centre
software, online software to check
your answers where
appropriate.
Also, when x = 0, y = −24, so you have the point where it crosses the
y axis. PS
of the circle, and its radius.
⑨ Draw the circle of radius 4 units which PS
(ii) Find the equation of the circle.
⑱ A(6, 6), B(6, −2) and C(−1, −1) are

resources, graphical touches the positive x and y axes, and

find its equation.
three points on a circle.
Find the equation of the circle.

calculators and 4 5

spreadsheets. Icons show all exercise questions

852978_04_MEI_Maths_Y1_4E_002-009.indd 4-5
that involve problem-solving skills. 05/01/17 5:10 pm
 At the end of each block of four chapters A list of the knowledge is supplied in the
there are practice questions to help learning outcomes at the end of each
revision. Questions that test problem chapter. A link to the full exam-board
solving, technology, modelling and learning objectives will be available on
mathematical proof skills are highlighted. the Hodder Education website.

Simultaneous equations

PRACTICE QUESTIONS FOR CHAPTERS 2 TO 5

LEARNING OUTCOMES 4
MP ① Prove that 2 2 = 2 2 .
(i) [2 marks] When you have completed this chapter you should be able to
3 3
3 +1 = 3 +2 ➤ find length, midpoint and gradient of a straight line
(ii) Show that . [2 marks]

Chapter 4 Equations and inequalities

3 −1 ➤ find the equation of a straight line given information on co-ordinates or
gradient
PS MP ② (i) Solve the equation 23x = 4x + 4. [3 marks]
➤ understand the relationship between a graph and its associated equation
(ii) Find a counter-example to the assertion that 10x > 2x for all x. [1 mark]
➤ identify and understand the equation of a circle
PS ③ Figure 1 shows an equilateral y
➤ use algebra to solve problems involving lines and circles, including
triangle, ABC with A and B on the intersections
x axis and C on the y axis. C ➤ sketch curves with equations of the form
Each side of triangle ABC ➤ y = kxn
measures 4 units. ➤ y=k x
(i) Find the coordinates of G F ➤ y = ax2 + bx + c
points A, B and C in For a full list of learning objectives, go to
exact form. [4 marks] www.hoddereducation/mei/learningobjectives
(ii) Show that the equation of A D O E B x
line BC can be written as
Figure 1
y = 3(2 − x ). [2 marks]
A rectangle DEFG is drawn inside the triangle, as also shown in Figure 1. KEY POINTS
D and E lie on the x axis, G on AC and F on BC. 1 Some quadratic equations can be solved by factorising.
(iii) Find the length of the side of the square, giving your 2 You can sketch a quadratic graph by finding the points where the curve
answer in exact surd form. [7 marks] crosses the coordinate axes.
3 The vertex and the line of symmetry of a quadratic graph can be found by
T M ④ Figure 2 shows a spreadsheet with the information about typical completing the square.
stopping distances for cars from the Highway Code. Figure 3 has
4 The quadratic formula x =
−b ± b 2 − 4ac
been drawn using the spreadsheet. can be used to solve the
2a
120
quadratic equation ax + bx + c = 0.
2

Home Insert Page Layout Formulas 100

5 For the quadratic equation ax + bx + c = 0, the discriminant is given by
2
fx
80
b 2 − 4ac .
Distance (m)

A B C D
Speed Thinking Braking Total 60 (i) If the discriminant is positive, the equation has two real roots. If the
1 (mph) distance distance stopping discriminant is a perfect square, these roots are rational.
(m) (m) distance 40
(ii) If the discriminant is zero, the equation has a repeated real root.
The key points from the 2
3
20
30
6
9 14
6
(m)
12
23
20

0
0 20 40 60 80
(iii) If the discriminant is negative, the equation has no real roots.

chapter are pulled out at 4

5
6
40
50
60
12
15
18
24
38
55
36
53
73
Key:
Speed (mph)

the end for easy reference.

thinking distance (m) braking distance (m)
7 70 21 75 96
FUTURE USES
total stopping distance (m)
n Solving simultaneous equations in which one equation is linear and one
Figure 2 Figure 3
quadratic in Chapter 4.
(i) (a) What feature of the scatter diagram (Figure 3) suggests that the n Finding points where a line intersects a circle in Chapter 5.
thinking distance is directly proportional to speed? [1 mark] n Solving cubic equations and other polynomial equations in Chapter 7.
(b) What does this tell you about the thinking time for different speeds? n You will use quadratic equations in many other areas of mathematics.
Comment, with a brief explanation, on whether this is a reasonable
modelling assumption. [2 marks]
(c) Write down a formula connecting the speed, x mph, and the
thinking distance, d m. [1 mark]

6 7

852978_04_MEI_Maths_Y1_4E_002-009.indd 6-7 05/01/17 5:10 pm

Future uses indicates

where material is utilised in
subsequent chapters and/or
in the A Level book.

Problem solving Mountain modelling

2 Information collection
At this stage you need the answers to two of the questions raised in stage 1:
4
the steepest slope Chandra can walk along and how fast he can walk. Are the
two answers related?
3 Processing and representation

Chapter 4 Equations and inequalities

In this problem the processing and representation stage is where you will
Special activity pages ridge draw diagrams to show Chandra’s path. It is a three-dimensional problem so
you will need to draw true shape diagrams.

are provided every few There are a number of possible answers according to how many times Chandra
crosses the slope. Always start by taking the easiest case, in this case when
he crosses the slope 2 times.This is shown as PR + RQ in Figure 1.18. The
chapters to help build point R is half way up the slope ST and the points A and B are directly
below R and T.

problem solving skills. Q T

1000 m

Figure 1.17 R
B
Chandra is 75 years old. He is hiking in a mountainous area. He comes to the
A 1500 m
point P in Figure 1.17. It is at the bottom of a steep slope leading up to a ridge
between two mountains. Chandra wants to cross the ridge at the point Q. P S
800 m
The ridge is 1000 metres higher than the point P and a horizontal distance of Figure 1.18
1500 metres away. The slope is 800 metres wide. The slope is much too steep for
Chandra to walk straight up so he decides to zig-zag across it.You can see the Draw the true shape diagrams for triangles SAR, PSR and PAR.
start of the sort of path he might take. Then use trigonometry and Pythagoras’ theorem to work out the angle RPA.
If this is not too great, go on to work out how far Chandra walks in crossing
The time is 12 noon. Estimate when Chandra can expect to reach the point Q.
the slope and when he arrives at Q.
Now repeat this for routes with more crossings.
There is no definite answer to this question. That is why you are told to 4 Interpretation
estimate the time.You have to follow the problem solving cycle.You will also You now have a number of possible answers.
need to do some modelling. For this interpretation stage, decide which you think is the most likely time
1 Problem specification and analysis for 75 year old Chandra to arrive at Q and explain your choice.
The problem has already been specified but you need to decide how you are
going to go about it.
n A key question is how many times Chandra is going to cross the width
of the slope. Will it be 2, or 4, or 6 , or . . . ?
n To answer this you have to know the steepest slope Chandra can walk
along.
n What modelling assumption are you going to make about the sloping
surface?
n To complete the question you will also need to estimate how fast
Chandra will walk.

8 9

852978_04_MEI_Maths_Y1_4E_002-009.indd 8-9 05/01/17 5:10 pm

 Contents

Getting the most from this book 7 Polynomials

Prior knowledge 7.1 Polynomial expressions
7.2 Dividing polynomials
1 Problem solving
7.3 Polynomial equations
1.1 Solving problems
1.2 Writing mathematics
8 Graphs and transformations
1.3 Proof 8.1 The shapes of curves
Problem solving: Mountain modelling 8.2 Using transformations to
sketch curves
2 Surds and indices 8.3 Using transformations
2.1 Using and manipulating surds 8.4 Transformations and graphs of
2.2 Working with indices trigonometric functions

9 The binomial expansion

3 Quadratic functions
9.1 Binomial expansions
3.1 Quadratic graphs and equations
9.2 Selections
3.2 The completed square form
Practice questions
3.3 The quadratic formula
10 Differentiation
4 Equations and inequalities
10.1 The gradient of the tangent
4.1 Simultaneous equations as a limit
4.2 Inequalities 10.2 Differentiation using
standard results
5 Coordinate geometry
10.3 Tangents and normals
5.1 Working with coordinates 10.4 Increasing and decreasing
5.2 The equation of a straight line functions, and turning points
5.3 The intersection of two lines 10.5 Sketching the graphs of
5.4 The circle gradient functions
5.5 The intersection of a line 10.6 Extending the rule
and a curve 10.7 Higher order derivatives
Problem solving: Integer point circles 10.8 Practical problems
Practice questions 10.9 Finding the gradient from
first principles
6 Trigonometry Problem solving: Proofs
6.1 Trigonometric functions
11 Integration
6.2 Trigonometric functions for
angles of any size 11.1 Integration as the reverse
6.3 Solving equations using graphs of differentiation
of trigonometric functions 11.2 Finding areas
6.4 Triangles without right angles 11.3 Areas below the x axis
6.5 The area of a triangle 11.4 Further integration

4
12 Vectors 19 Kinematics
12.1 Vectors 19.1 The language of motion
12.2 Equal vectors 19.2 Speed and velocity
12.3 Vector geometry 19.3 Acceleration

Contents
19.4 Using areas to find distances
13 Exponentials and logarithms and displacement
13.1 Exponential functions 19.5 The constant acceleration
13.2 Logarithms formulae
13.3 The exponential function 19.6 Further examples
13.4 The natural logarithm function
20 F
 orces and Newton’s laws
13.5 Modelling curves
of motion
Practice questions
20.1 Force diagrams
14 Data collection 20.2 Force and motion
14.1 Using statistics to solve problems 20.3 Types of forces
14.2 Sampling 20.4 Pulleys
20.5 Applying Newton’s second law
15 D
 ata processing, presentation along a line
and interpretation 20.6 Newton’s second law applied
15.1 Presenting different types of data to connected objects
15.2 Ranked data Problem solving: Reviewing models
15.3 Discrete numerical data for air resistance
15.4 Continuous numerical data 21 Variable acceleration
15.5 Bivariate data
21.1 Using differentiation
15.6 Standard deviation
21.2 Finding displacement
16 Probability from velocity
21.3 The constant acceleration
16.1 Working with probability formulae revisited
Problem solving: Alphabet puzzle Problem solving: Human acceleration
Problem solving: Estimating minnows Practice questions
Practice questions
Dataset
17 The binomial distribution
Answers
17.1 Introduction to binomial
distribution Index
17.2 Using the binomial distribution
Photo credits:
18 S
 tatistical hypothesis testing
Cover photo © zhudifeng/123RF.com
using the binomial distribution
p.6 © polifoto/123RF.com
18.1 The principles and language of
hypothesis testing
18.2 Extending the language of
hypothesis testing

5
 5 Coordinate geometry

A place for everything,

and everything in its The diagram shows some
place. scaffolding in which some of the
Samuel Smiles (1812–1904) horizontal pieces are 2 m long and
Q
others are 1 m. All the vertical
pieces are 2 m.

➜ An ant crawls along the

scaffolding from point P to
point Q, travelling either
horizontally or vertically.
How far does the ant crawl?

➜ A mouse also goes from point

P to point Q, travelling either
horizontally or along one of
the sloping pieces. How far
does the mouse travel?
P
➜ A bee flies directly from point
Figure 5.1
P to point Q. How far does the
bee fly?

6
 TECHNOLOGY 1 Working with coordinates
When working through
Coordinates are a means of describing a position relative to a fixed point, or origin.
5
this chapter, you may
wish to use a graphical In two dimensions you need two pieces of information; in three dimensions you
calculator or graphing
need three pieces of information.

Chapter 5 Coordinate geometry

software to check
your answers where In the Cartesian system (named after René Descartes), position is given in
appropriate. perpendicular directions: x, y in two dimensions; x, y, z in three dimensions.
This chapter concentrates exclusively on two dimensions.

The midpoint and length of a line segment

When you know the coordinates of two points you can work out the midpoint
and length of the line segment which connects them.

ACTIVITY 5.1 y

Find B (8, 5)
(i) the coordinates of the midpoint, M
(ii) the length AB.
M

Draw a right-angled triangle

with AB as the hypotenuse
and use Pythagoras’ theorem. A
(2, 1)
O x

Figure 5.2

You can generalise these methods to find the midpoint and length of any line
segment AB.
Let A be the point ( x1 , y1 ) and B the point ( x 2 , y 2 ).
(i) Find the midpoint of AB.
C has the same
The midpoint of two values is the mean x coordinate as B…
of those values. …and the same
x + x2 y y coordinate as A.
The mean of the x coordinates is 1 . B (x2, y2)
2
y + y2
The mean of the y coordinates is 1 .
2
So the coordinates of the midpoint are A C
(x1, y1) (x2, y1)
 x1 + x 2 , y1 + y 2  .
 2 2 
x
O
(ii) Find the length of AB. Figure 5.3
First find the lengths of AC and AB: AC = x 2 − x1
BC = y 2 − y1
By Pythagoras’ theorem: AB2 = AC2 + BC2
= ( x 2 − x1 )2 + ( y 2 − y1 )2
So the length AB is ( x 2 − x1 )2 + ( y 2 − y1 )2

7
 Working with coordinates

Discussion point The gradient of a line

When you know the coordinates of any two points on a straight line, then you
➜ Does it matter which can draw that line. The slope of a line is given by its gradient. The gradient is
point you call (x1, y1) often denoted by the letter m.
and which (x2, y2)?
y 7–4=3
7−4 = 3
B (6, 7) Gradient m = 6−2 4

6–2=4
θ
A C
(2, 4)
θ (theta) is the Greek letter
‘th’. α (alpha) and β (beta)
are also used for angles.
O x
Figure 5.4

In Figure 5.4, A and B are two points on the line. The gradient of the line AB is
given by the increase in the y coordinate from A to B divided by the increase in
the x coordinate from A to B.
In general, when A is the point ( x1 , y1 ) and B is the point ( x 2 , y 2 ), the gradient is

y 2 − y1 change in y
m= Gradient =
x 2 − x1 change in x

When the same scale is used on both axes, m = tanθ (see Figure 5.4).

Parallel and perpendicular lines

ACTIVITY 5.2
It is best to use squared paper for this activity.
Draw the line L1 joining (0, 2) to (4, 4).
Draw another line L2 perpendicular to L1 from (4, 4) to (6, 0).
Find the gradients m1 and m2 of these two lines.
What is the relationship between the gradients?
Is this true for other pairs of perpendicular lines?

When you know the gradients m1 and m2, of two lines, you can tell at once if
they are either parallel or perpendicular – see Figure 5.5.

m1

m2 parallel lines: m1 = m2
Lines for which m1 m2 perpendicular lines: m1m2 = –1
m1m2 = −1 will
only look perpendicular Figure 5.5
if the same scale has So for perpendicular lines:
been used for both axes. 1 So m1 and m 2 are each the negative
m1 = − 1 and likewise, m2 = − m . reciprocal of each other.
m2 1

8
Example 5.1 A and B are the points (2, 5) and (6, 3) respectively (see Figure 5.6).
Find: 5
(i) the gradient of AB
(ii) the length of AB

Chapter 5 Coordinate geometry

(iii) the midpoint of AB
(iv) the gradient of the line perpendicular to AB.

Solution
y
A (2, 5)

B (6, 3)
Draw a diagram to help you.

O x

Figure 5.6
Gradient is difference in y coordinates
y − yB divided by difference in x coordinates.
(i) Gradient m AB = A
xA − xB It doesn’t matter which point you use
first, as long as you are consistent!
= 5−3
2−6
1
= −2

(ii) Length AB = ( x B − x A )2 + ( y B − y A )2

= (6 − 2)2 + (3 − 5)2
= 16 + 4
= 20
xA + xB yA + yB 
(iii) Midpoint =  ,
 2 2 

(
= 2 + 6,5 + 3
2 2 )
= (4,4)

(iv) Gradient of AB: mAB = − 21 The gradient of the

line perpendicular to
So gradient of perpendicular to AB is 2. AB is the negative
reciprocal of mAB.
Check: −− 1 × 2 = −1 ✓
2

9
 Working with coordinates

Example 5.2 The points P(2, 7), Q(3, 2) and R(0, 5) form a triangle.
(i) Use gradients to show that RP and RQ are perpendicular.
(ii) Use Pythagoras’ theorem to show that PQR is right-angled.

Solution
y P (2, 7)

R (0, 5)
Always start by
drawing a diagram.

Q (3, 2)

O x

Figure 5.7

(i) Show that the gradients satisfy m1m2 = −1

Gradient of RP = 2 − 0 = 1
7−5
Gradient of RQ = 2 − 5 = −1
3−0
⇒ product of gradients = 1 × (–1) = –1
⇒ sides RP and RQ are at right angles.
(ii) Pythagoras’ theorem states that for a right-angled triangle with
hypotenuse of length a and other sides of lengths b and c, a2 = b2 + c2.
Conversely, when a2 = b2 + c 2 for a triangle with sides of lengths a, b
and c, then the triangle is right-angled and the side of length a is the
hypotenuse.
length2 = ( x 2 − x1 ) + ( y 2 − y1 )
2 2

PQ2 = (3 – 2)2 + (2 – 7)2 = 1 + 25 = 26

RP2 = (2 – 0)2 + (7 – 5)2 = 4 + 4 = 8
RQ2 = (3 – 0)2 + (2 – 5)2 = 9 + 9 = 18
Since 26 = 8 + 18, PQ2 = RP2 + RQ2 PQ is the hypotenuse
since RP and RQ are
⇒ sides RP and RQ are at right angles. perpendicular.

10
 Exercise 5.1

① For the following pairs of points A and ⑦ The points A, B and C have coordinates 5
B, calculate: (2, 1), (b, 3) and (5, 5), where b > 3, and
(a) the midpoint of the line joining ∠ABC = 90°.
Find:

Chapter 5 Coordinate geometry

A to B
(b) the distance AB (i) the value of b
(c) the gradient of the line AB (ii) the lengths of AB and BC

(d) the gradient of the line (iii) the area of triangle ABC.

perpendicular to AB. ⑧ Three points A, B and C have coordinates

(i) A(2, 5) and B(6, 8) (1, 3), (3, 5), and (–1, y).Find the value of
y in each of the following cases:
(ii) A(−2, −5) and B(−6, −8)
(i) AB = AC
(iii) A(−2, −5) and B(6, 8)
(ii) AB = AC
(iv) A(−2, 5) and B(6, –8)
(iii) AB is perpendicular to BC
② The three points X(2, –1),Y(8, y) and
(iv) A, B and C are collinear.
Z(11, 2) are collinear. Find the value of y.
⑨ The triangle PQR has vertices P(8, 6),
Q(0, 2) and R(2, r).
They lie on the same straight line.
Find the values of r when the triangle PQR:
③ The points A, B, C and D have (i) has a right angle at P
coordinates (1, 2), (7, 5), (9, 8) and (3, 5) (ii) has a right angle at Q
respectively. (iii) has a right angle at R

(i) Find the gradients of the lines AB, (iv) is isosceles with RQ = RP.
BC, CD and DA. PS ⑩ A quadrilateral has vertices A(0, 0), B(0, 3),
(ii) What do these gradients tell you C(6, 6), and D(12, 6).
about the quadrilateral ABCD? (i) Draw the quadrilateral.
(iii) Draw an accurate diagram to check (ii) Show by calculation that it is a
your answer to part (ii). trapezium.
④ The points A, B, and C have coordinates (iii) EBCD is a parallelogram. Find the
(–4, 2), (7, 4) and (–3, –1). coordinates of E.
PS
(i) Draw the triangle ABC. PS ⑪ Show that the points with coordinates
(ii) Show by calculation that the
(1, 2), (8, –2), (7, 6) and (0, 10) are the
triangle ABC is isosceles and name vertices of a rhombus, and find its area.
the two equal sides. PS ⑫ The lines AB and BC in Figure 5.8 are
equal in length and perpendicular.
(iii) Find the midpoint of the third side.
y
(iv) Work out the area of the triangle B
ABC. gradient m1
gradient m2
⑤ The gradient of the line joining the
θ
point P(3, –4) to Q(q, 0) is 2. A
E
D C
Find the value of q.
⑥ For the points P(x, y), and Q(3x, 5y), O x

find in terms of x and y: Figure 5.8

(i) the gradient of the line PQ (i) Show that triangles ABE and BCD
(ii) the midpoint of the line PQ are congruent.
(iii) the length of the line PQ. (ii) Hence prove that the gradients
m1 and m2 satisfy m1m2 = –1.

11
 The equation of a straight line

2 The equation of a straight line

Drawing a line, given its equation
There are several standard forms for the equation of a straight line, as shown in
Figure 5.9.
(a) Equations of the form x = a (b) Equations of the form y = b

y y Each pointyon the y Each point on

x=3 x = x3
line has an the line has a y
coordinate of 3. coordinate of 2.
(0, 2) (0, 2)
y=2 y=2

All such lines are All such lines are

parallel to the y axis. parallel to the x axis.

O O (3, 0) x (3,
O 0) x O x x

(c) Equations of the form y = mx (d) Equations of the form y = mx + c (e) Equations of the form px + qy + r = 0
y y y y y y
This is often a tidier way
y y y = xy–=1x – 1 y of writing the equation.
These are lines through the (0, 2)(0, 2)
y = –4x
y = –4x origin,ywith
= –12y xgradient
= –1 x m. y=x–1
2 (0, 2)
y = –4x y = –12 x These lines have gradient 2x +2x
3y+– 3y
6 =– 06 = 0
(0, 1)(0, 1) m and cross the y axis at 2x + 3y – 6 = 0
point (0, c)
(0, 1)

O x x O O x x O O (3, 0)(3, 0)x x

O (1, 0)(1, 0) (3, 0)(3, 0)
x O 1 x x
O (1,y0)= –y–3=x–+–131x (3,
+ 10) O (3, 0)
(0, –1)
(0, –1)
Figure 5.9 y = – –13 x +1
(0, –1)

Example 5.3 (i) Sketch the lines (a) y = x – 1 and (b) 3x + 4y = 24 on the same axes.
(ii) Are these lines perpendicular?

Solution
To draw a line you need to find the Usually it is easiest to find
(i)
where the line cuts the
coordinates of two points on it. x and y axes.

(a) The line y = x – 1 passes The line is already in the

through the point (0, –1). form y = mx + c.

Substituting y = 0 gives x = 1, so the line also passes through (1, 0).

Set x = 0 and find y to
(b) Find two points on the line give the y-intercept.
3x + 4y = 24. Then set y = 0 and
find x to give the
Substituting x = 0 gives 4y = 24 ⇒ y = 6 x-intercept.
substituting y = 0 gives 3x = 24 ⇒ x = 8.
So the line passes through (0, 6) and (8, 0).

12
 5
y
(0, 6) y=x–1
6
5
4

Chapter 5 Coordinate geometry

3
3x + 4y = 24
2
1 (1, 0)
(8, 0)
–1 0 1 2 3 4 5 6 7 8 x
–1 (0, –1)

Figure 5.10
(ii) The lines look almost perpendicular but you need to use the gradient
of each line to check.
Rearrange the equation
Gradient of y = x − 1 is 1. to make y the subject so
you can find the gradient.
3
Gradient of 3x + 4y = 24 is − 4 . 4y = −3x + 24
3
y = −4 x + 6

3
( )
Therefore the lines are not perpendicular as 1 × − 4 ≠ −1.

Finding the equation of a line

To find the equation of a line, you need to think about what information you
are given.
(i) Given the gradient, m, and the coordinates y − y1 = m( x − x1 )
(x1, y1) of one point on the line
Take a general point (x, y) on the line, as shown in Figure 5.11.
y

(x, y)

(x1, y1)

O x

Figure 5.11
The gradient, m, of the line joining (x1, y1) to (x, y) is given by
y − y1 y − y1
m = x −mx= x − x1
1
This is a very useful form of the
⇒ y − y⇒ y − y = m( x − x1 equation
1 = m( x1 − x1 )
) of a straight line.

For example, the equation of the line with gradient 2 that passes through the
point (3, −1) can be written as y − ( −1) = 2( x − 3)
which can be simplified to y = 2x − 7.
13
 The equation of a straight line

(ii) Given the gradient, m, and the y-intercept (0, c)

y = mx + c
A special case of y − y1 = m( x − x1 ) is
when (x1, y1) is the y-intercept (0, c).
The equation then becomes
y = mx + c Substituting x1 = 0 and y1 = c into the equation
as shown in Figure 5.12.
When the line passes through the origin, the equation is
y = mx The y-intercept is (0, 0), so c =0
as shown in Figure 5.13.

y y

y = mx + c
ACTIVITY 5.3
A Show algebraically y = mx
that an equivalent
form of
y − y1 x − x1 (0, c)
=
y 2 − y1
is x 2 − x1
y − y1 y 2 − y1 O x x
= . O
x − x1 x 2 − x1
B Use both forms to Figure 5.12 Figure 5.13
find the equation of
the line joining (2, 4)
(iii) Given two points, (x1, y1) and (x2, y2) y − y1 x − x1
to (5, 3) and show =
y 2 − y1 x 2 − x1
they give the same The two points are used to find
equation. the gradient:
y − y1 y
m= 2
x 2 − x1
Discussion points This value of m is then
➜ How else can you substituted in the equation (x2, y2)
write the equation of
the line? y – y1 = m(x – x1) (x1, y1) (x, y)
➜ Which form do you This gives
think is best for this y 2 − y1
line? y − y1 = ( x − x1 ) O x
x 2 − x1

or y − y1 = x − x1 Figure 5.14
y 2 − y1 x 2 − x1

14
Example 5.4 Find the equation of the line perpendicular to 4y + x = 12 which passes
through the point P(2, −5). 5
Solution

Chapter 5 Coordinate geometry

First rearrange 4y + x = 12 into the form y = mx + c to find the gradient.
4y = −x + 12
For perpendicular gradients m1m2 = −1
y = −1x + 3 So m 2 = − m
1
4 1

So the gradient is − 41
The negative reciprocal of − 41 is 4. Check: − 1 × 4 = −1✓
4

1
So the gradient of a line perpendicular to y = − 4 x + 3 is 4.
Using y − y1 = m(x − x1) when m = 4 and (x1, y1) is (2, −5)
⇒ y − (−5) = 4(x − 2)
⇒  
y + 5 = 4x − 8
⇒    y = 4x − 13

Straight lines can be used to model real-life situations. Often simplifying

assumptions need to be made so that a linear model is appropriate.

Example 5.5 The diameter of a snooker cue Varying uniformly means that the
varies uniformly from 9 mm to graph of diameter against distance
23 mm over its length of 140 cm. from the tip is a straight line.

(i) Sketch the graph of diameter (y mm) against distance (x cm) from the tip.
(ii) Find the equation of the line.
(iii) Use the equation to find the distance from the tip at which the diameter
is 15 mm.

Solution
(i) The graph passes through the points (0, 9) and (140, 23).
y
diameter (mm)

(140, 23)

(0, 9)

O x
distance from tip (cm)

Figure 5.15

15
 The equation of a straight line

y −y
(ii) Gradient = x 2 − x1
2 1
23 − 9
= 140 − 0 = 0.1
Using the form y = mx + c, the equation of the line is y = 0.1x + 9.
(iii) Substituting y = 15 into the equation gives
15 = 0.1x + 9
0.1x = 6
x = 60
⇒ The diameter is 15 mm at a point 60 cm from the tip.

Discussion points
➜ Which of these situations in Figure 5.16 could be modelled by a straight line?
➜ For each straight line model, what information is given by the gradient of the line?
➜ What assumptions do you need to make that a linear model is appropriate?
➜ How reasonable are your assumptions?
Interest earned on savings in Height of ball dropped from a Profit of ice cream seller
a bank account against time cliff against time against number of sales

Tax paid against earnings Cost of apples against mass of Value of car against age of car
apples

Mass of candle versus length Distance travelled by a car Mass of gold bars against
of time it is burning against time volume of gold bars

Population of birds on an Mobile phone bill against Length of spring against mass
island against time number of texts sent of weights attached

Figure 5.16

Exercise 5.2

① Sketch the following lines: ③ Find the equations of the lines

(i) y = −2 (ii) x = 2 (i) parallel to y = 3x − 2 and passing
(iii) y = −2x (iv) y = x + 2 through (0, 0)
(ii) parallel to y = 3x and passing
(v) y = 2x + 5 (vi) y = 5 − 2x
through (2, 5)
(vii) 2x − y = 5 (viii) y + 2x + 5 = 0
(iii) parallel to 2x + y − 3 = 0 and
② Find the equations of the lines (i)–(v) in passing through (−2, 5)
Figure 5.17.
y (iv) parallel to 3x − y − 2 = 0 and

(iii)
passing through (5, −2)
6
(ii) (v) parallel to x + 2y = 3 and passing
4 through (−2, −5).
2 ④ Find the equations of the lines
(i)
(i) perpendicular to y = 3x and passing
–4 –2 0 2 4 6 8 x through (0, 0)
(iv)
–2 (ii) perpendicular to y = 2x + 3 and

–4
passing through (4, 3)
(v)
(iii) perpendicular to 2x + y = 4 and
Figure 5.17 passing through (4, −3)

16
 perpendicular to 2y = x + 5 and
(iv) (i) Sketch the quadrilateral.
passing through (−4, 3)
(v) perpendicular to 2x + 3y = 4 and
(ii) Find the gradient of each side.

(iii) Find the length of each side.

5
passing through (−4, −3). (iv) Find the equation of each side.
⑤ Find the equations of the line AB in (v) Find the area of the quadrilateral.

Chapter 5 Coordinate geometry

each of the following cases.
PS ⑩ A firm manufacturing jackets finds that
(i) A(3, 1), B(5, 7) it is capable of producing 100 jackets
(iii) A(−3, 1), B(−5, 7) per day, but it can only sell all of these if
(v) A(1, 3), B(7, 5) the charge to the wholesalers is no more
than £20 per jacket. On the other hand,
(ii) A(−3, −1), B(−5, −7)
at the current price of £25 per jacket,
(iv) A(3, −1), B(5, −7) 2 only 50 can be sold per day. Assuming
2 +y 1= 3 x + 1
y
⑥ Show2that the region = x
PS
y = x+1 3 enclosed by3the
x
lines that the graph of price P against number
3
2 y
3x = 1 − sold per day N is a straight line:
y = x+ 3 1, y = 1 − 2 , 2
y = 13 − x 3 y − 2 x + 1=0 (i) sketch the graph, putting the number
32 3y − 2x + 1 = 0
y3y=−12−x +x1 = 0 and 2y + 3x + 5 = 0 sold per day on the horizontal axis
2 2 y + 3x + 5 = 0 (as is normal practice for economists)
3
2 y −
+ 2
3 x + 15 == 00
forms a rectangle. (ii) find its equation.
2 y + 3x + 5 = 0
The perpendicular bisector is the line
Use the equation to find:
at right angles to AB (perpendicular) (iii) the price at which 88 jackets per
that passes though the midpoint of AB day could be sold
(bisects).
(iv) the number of jackets that should
be manufactured if they were to be
⑦ Find the equation of the perpendicular sold at £23.70 each.
bisector of each of the following pairs PS ⑪ To clean the upstairs window on the
of points. side of a house, it is necessary to position
(i) A(2, 4) and B(3, 5) the ladder so that it just touches the
(iii) A(−2, −4) and B(−3, −5) edge of the lean-to shed as shown in
Figure 5.18. The coordinates represent
(v) A(2, −4) and B(3, −5)
distances from O in metres, in the x and
(ii) (A(4, 2) and B (5, 3) y directions shown.
(iv) A(−2, 4) and B(−3, 5) y
⑧ A median of a triangle is a line joining
one of the vertices to the midpoint of
the opposite side.
A
In a triangle OAB, O is at the origin, A is
shed ladder
the point (0, 6), and B is the point (6, 0).
(1.5, 2)
(i) Sketch the triangle.
B
(ii) Find the equations of the three x
O (2.5, 0)
medians of the triangle.
Figure 5.18
(iii) Show that the point (2, 2) lies on
all three medians. (This shows that (i) Find the equation of the line of the
the medians of this triangle are ladder.
concurrent.) (ii) Find the height of the point A
PS ⑨ A quadrilateral ABCD has its vertices at reached by the top of the ladder.
the points (0, 0), (12, 5), (0, 10) and (−6, (iii) Find the length of the ladder to the
8) respectively. nearest centimetre.

17
 The intersection of two lines

PS ⑫ A spring has an unstretched length of (iv) Find the load which would cause
10 cm. When it is hung with a load of this to happen.
80 g attached, the stretched length is PS ⑬ y
28 cm. Assuming that the extension of
the spring is proportional to the load: (0, b)

(i) draw a graph of extension E against

load L and find its equation
(ii) find the extension caused by a load
of 48 g (a, 0)
(iii) find the load required to extend the O x
spring to a length of 20 cm.
Figure 5.19
This particular spring passes its elastic
limit when it is stretched to four times Show that the equation of the line in Figure
its original length. (This means that if 5.19 can be written
it is stretched more than that it will not x + y = 1.
return to its original length.) a b

3 The intersection of two lines

The intersection of any two curves (or lines) can be found by solving their
equations simultaneously. In the case of two distinct lines, there are two possibilities:
(i) they are parallel, or (ii) they intersect at a single point.
You often need to find where a pair of lines intersect in order to solve problems.

Example 5.6 The lines y = 5x − 13 and 2y + 3x = 0 intersect at the point P.

Find the coordinates of P.

Solution
You need to solve the equations
y = 5x – 13 ①
and 2y + 3x = 0 ②
simultaneously.
Substitute equation ① into ② : 2(5x – 13) + 3x = 0
10x – 26 + 3x = 0 Multiply out the brackets.
13x – 26 = 0
Discussion point Simplify
13x = 26
➜ The line l has
equation 2x − y = 4 x=2
and the line m has Don’t forget to find
equation y = 2x − 3. Substitute x = 2 into equation ① to find y.
the y coordinate.
What can you say y = 5 × 2 − 13
about the intersection
of these two lines? y = −3
So the coordinates of P are (2, −3).

18
 Exercise 5.3

① Find the coordinates of the point of Find the lengths of AB and BC and
(iii)
5
intersection of the following pairs of lines. hence find the area of the triangle.
(i) y = 2x + 3 and y = 6x + 1 (iv) Using your answer to (iii), find the length

Chapter 5 Coordinate geometry

(ii) y = 2 − 3x and 2y + x = 14 of the perpendicular from B to AC.
(iii) 3x + 2y = 4 and 5x − 4y = 3 PS ⑦ Two rival taxi firms have the following
fare structures:
② (i) Find the coordinates of the points
where the following pairs of lines Firm A: fixed charge of £1 plus
intersect. 40p per kilometre;
(a) y = 2x − 4 and 2y = 7 − x Firm B: 60p per kilometre, no fixed
(b) y = 2x + 1 and 2y = 7 − x
charge.
The lines form three sides of a square. (i) Sketch the graph of price (vertical
axis) against distance travelled
(ii) Find the equation of the fourth side
(horizontal axis) for each firm (on
of the square.
the same axes).
(iii) Find the area of the square.
(ii) Find the equation of each line.
PS ③ (i) Find the vertices of the triangle ABC
(iii) Find the distance for which both
whose sides are given by the lines
firms charge the same amount.
AB: x − 2y = −1
(iv) Which firm would you use for a
BC: 7x + 6y = 53 distance of 6 km?
and AC: 9x + 2y = 11. PS ⑧ Two sides of a parallelogram are formed
(ii) Show that the triangle is isosceles. by parts of the lines
④ A(0, 1), B(1, 4), C(4, 3) and D(3, 0) are 2x − y = −9
the vertices of a quadrilateral ABCD.
and x − 2y = −9.
(i) Find the equations of the diagonals
(i) Show these two lines on a graph.
AC and BD.
(ii) Find the coordinates of the vertex
(ii) Show that the diagonals AC and BD
where they intersect.
bisect each other at right angles.
Another vertex of the parallelogram is
(iii) Find the lengths of AC and BD.
the point (2, 1).
(iv) What type of quadrilateral is ABCD?
(iii) Find the equations of the other
⑤ The line y = 5x − 2 crosses the x axis at A. two sides of the parallelogram.
The line y = 2x + 4 crosses the x axis at B. (iv) Find the coordinates of the other
The two lines intersect at P. two vertices.
PS Find the coordinates of A and B.
(i) PS ⑨ The line with equation 5x + y = 20 meets
(ii) Find coordinates of the point of the x axis at A and the line with equation
intersection, P. x + 2y = 22 meets the y axis at B.The
(iii) Find the exact area of the triangle two lines intersect at a point C.
ABP. (i) Sketch the two lines on the same
PS ⑥ Triangle ABC has an angle of 90° at B. diagram.
Point A is on the y axis, AB is part of the (ii) Calculate the coordinates of A, B
line x – 2y + 8 = 0, and C is the point and C.
(6, 2). (iii) Calculate the area of triangle OBC
(i) Sketch the triangle. where O is the origin.
(ii) Find the equations of the lines AC (iv) Find the coordinates of the point E
and BC. such that ABEC is a parallelogram.

19
 The intersection of two lines

⑩ Figure 5.20 shows the supply and demand Find the equilibrium price and
(ii)
of labour for a particular industry in the number bought and sold in
relation to the wage paid per hour. equilibrium.
Supply is the number of people willing PS ⑫ A median of a triangle is a line joining a
to work for a particular wage, and this vertex to the midpoint of the opposite
increases as the wage paid increases. side. In any triangle, the three medians
Demand is the number of workers meet at a point called the centroid of the
that employers are prepared to employ at triangle.
a particular wage: this is greatest for low Find the coordinates of the centroid
wages. for each triangle shown in
Figure 5.21.
W
supply (2500, 6) (i) y
6
(1000, 5)
5 (0, 12)
(£ per hour)

(L, W)
wage rate

4
3 demand (2500, 3)
(1000, 3)

O 1000 1500 2000 2500 L

quantity of labour
(person hours per week)

Figure 5.20

(i) Find the equation of each of the

lines. O (6, 0) x
(ii) Find the values of L and W at
which the market ‘clears’, i.e. at
y
which supply equals demand.
(0, 9)
(iii) Although economists draw
the graph this way round,
mathematicians would plot wage
rate on the horizontal axis. Why?
⑪ When the market price £p of an article
sold in a free market varies, so does the
number demanded, D, and the number
supplied, S. (–5, 0) O (5, 0) x
In one case D = 20 + 0.2p and
Figure 5.21
S = −12 + p.
(i) Sketch both of these lines on the same PS ⑬ Find the exact area of the triangle whose
graph. (Put p on the horizontal axis.) sides have the equations
The market reaches a state of x + y = 4, y = 2x – 8 and x + 2y = –1.
equilibrium when the number
demanded equals the number supplied.

20
 Prior knowledge 4 The circle
You should be able to
You are, of course, familiar with the circle, and have done calculations involving its
5
complete the square,
which is covered in area and circumference. In this section you are introduced to the equation of a circle.
Chapter 3
The circle is defined as the locus of all the Locus means possible positions

Chapter 5 Coordinate geometry

points in a plane which are at a fixed distance subject to given conditions. In
two dimensions the locus can
(the radius) from a given point (the centre). be a path or a region.
This definition allows you to find the equation of a circle.
Remember, the length of a line joining (x1, y1) to (x2, y2) is given by

length = (x2 − x1 ) − ( y 2 − y1 )2
2
This is just Pythagoras’ theorem.

y For a circle of radius 3, with its centre at the origin, any point (x, y) on the
circumference is distance 3 from the origin.
(x, y)
So the distance of (x, y) from (0, 0) is given by
3
y
( x − 0) + ( y − 0)2 = 3
2

O x x
⇒ x2 + y2 = 32
Squaring
x2 + y2 = 32
⇒ x2 + y2 = 9 both sides.

Figure 5.22 This is the equation of the circle in Figure 5.22.

The circle in Figure 5.23 has a centre (9, 5) and radius 4, so the distance
between any point on the circumference and the centre (9, 5) is 4.
y
(x – 9)2 + (y – 5)2 = 42 (x, y)

4 (y – 5)

TECHNOLOGY (9, 5)
(x – 9)
Graphing software
needs to be set to equal
aspect to get these
graphs looking correct.

O x

Figure 5.23

The equation of this circle in Figure 5.23 is:

( x − 9 )2 + ( y − 5)2 = 4
⇒ (x – 9)2 + (y – 5)2 = 16.

In the full book, this chapter continues with the following sections:
5 The intersection of a line and a curve
6 The intersection of two curves

21
 The intersection of a line and a curve

LEARNING OUTCOMES
Now you have finished this chapter, you should be able to
➤ solve problems involving finding the midpoint of two points

➤ solve problems involving finding the distance between two points

➤ be able to find the gradient of a line joining two points

➤ find the equation of a line, given its gradient and a point on the line, or two
points on the line
➤ recall and use the relationships between gradients for parallel and
perpendicular lines
➤ sketch a line, given its equation, and show its gradient and intercepts with
the axes
➤ solve problems involving parallel and perpendicular lines

➤ solve real-life problems that can be modelled by a linear function

➤ find the intersection of two lines

➤ find the equation of a circle

➤ convert between the equation of a circle in standard form and completed

square form
➤ find the centre and radius of a circle from its equation

➤ given the radius and the centre

➤ using circle theorems to find out the centre and radius

➤ find the equation of a tangent to a circle using the circle theorems

➤ find the points of intersection of a line and a curve

❍ understand that when a line is a tangent to the curve the corresponding

equation has a repeated root, and vice versa
❍ understand that when a line does not intersect the curve the
corresponding equation has no roots, and vice versa
➤ find the intersection points of curves in simple cases.

22
KEY POINTS 5
1 For a line segment A(x1, y1) and B(x2, y2) (Figure 5.24) then:
y

Chapter 5 Coordinate geometry

B (x2, y2)

A
(x1, y1)

O x

Figure 5.24
y 2 − y1
n the gradient of AB is
x 2 − x1
x + x 2 y1 + y 2 
n the midpoint is  1 ,
 2 2 
n the distance AB is ( x 2 − x1 ) + ( y 2 − y1 ) .
2 2 Using Pythagoras’
theorem
2 Two lines are parallel ⇔ their gradients are equal.
3 Two lines are perpendicular ⇔ the product of their gradients is −1.
4 The equation of a straight line may take any of the following forms:
n line parallel to the y axis:  x = a
n line parallel to the x axis:  y = b
n line through the origin with gradient m:  y = mx

n line through (0, c) with gradient m: y = mx + c

n line through (x1, y1) with gradient m: y − y1 = m(x − x1)

5 The equation of a circle is

n centre (0, 0), radius r: x + y = r
2 2 2

n centre (a, b), radius r: (x − a) + (y − b) = r .

2 2 2

6 The angle in a semicircle is a right angle (Figure 5.25).

7 The perpendicular from the centre of a circle to a chord bisects the chord
(Figure 5.26).
8 The tangent to a circle at a point is perpendicular to the radius through that
point (Figure 5.27).

O O
O

Figure 5.25 Figure 5.26

Figure 5.27
9 To find the points of intersection of two curves, you solve their equations
simultaneously.

23
 Problem solving Integer point circles
y
10

–10 –8 –6 –4 –2 0 2 4 6 8 10 x

–2

–4

–6

–8

–10
Figure 5.28

Look at the circle in Figure 5.28. Its equation is x2 + y2 = 100.

It goes through the point (6, 8). Since both 6 and 8 are integers, this is referred
to as an integer point in this question. This is not the only integer point this
circle goes through; another is (−10, 0) and there are others as well.
(i) How many integer points are there inside the circle?
(ii) How many circles are there with equations of the form x2 + y2 = N,
where 0 < N < 100, that pass through at least one integer point?
How many of these circles pass through at least 12 integer points?
(iii) Devise and explain at least one method to find the equation of a circle with
radius greater than 10 units that passes through at least 12 integer points.

24
1 Problem specification and analysis
Parts (i) and (ii) of the problem are well defined and so deal with them first.
Start by thinking about possible strategies. There are several quite different
5
approaches, based on geometry or algebra.You may decide to try more than
one and see how you get on.

Chapter 5 Coordinate geometry

Part (iii) is more open ended.You have to devise and explain at least one
method. Leave this until you get to the last stage of the problem solving
cycle. By then your earlier work may well have given you some insight into
how to go about it.
2 Information collection
In this problem there will probably be a large amount of trial and error in
your data collection. As well as collecting information, you will be trying out
different possible approaches.
There are a number of cases that you could try out and so you need to be on
the lookout for patterns that will cut down on your work.You have to think
carefully about how you are going to record your findings systematically.
3 Processing and representation
The work you need to do at this stage will depend on what you have already
done at the Information collection stage.
You may have already collected all the information you need to answer parts
(i) and (ii) by just counting up the numbers. Alternatively, however, you may
have found some patterns that will help you to work out the answers.
You then need to find a good way to present your answers. Think of
someone who is unfamiliar with the problem. How are you going to show
such a person what you have found in a convincing way?
4 Interpretation
So far you have been looking at parts (i) and (ii) of the problem. They are
well defined and all the answers are numbers.
In part (iii), you are now expected to interpret what you have been doing
by finding not just numbers but also a method, so that you can continue the
work with larger circles.
To give a good answer you will almost certainly need to use algebra but you
will also need to explain what you are doing in words.
The wording of the questions suggests there is more than one method and
that is indeed the case. So a really good answer will explore the different
possibilities.

25
 The intersection of a line and a curve

PRACTICE QUESTIONS FOR CHAPTERS 2 TO 5

MP ① (i)Prove that 2 2 = 2 2 . [2 marks]

3 3
3 +1 = 3 +2
(ii) Show that . [2 marks]
3 −1
PS MP ② (i) Solve the equation 23x = 4x + 4. [3 marks]
(ii) Find a counter-example to the assertion that 10x > 2x for all x. [1 mark]
MP ③ Do not use a calculator in this question.
(i) Figure 1 shows the curves y = x2 − 4x +1 and y = 7 − x 2.
Find the coordinates of their points of intersection.
y

y = x2 – 4x + 1
y = 7 – x2

Figure 1 [5 marks]
(ii)Prove that y = −2x is a tangent to y = x 2 − 4x + 1 and
state the coordinates of the point of contact. [4 marks]
④ Do not use a calculator in this question.
(i) Write x 2 + 6x + 7 in the form (x + a)2 + b. [3 marks]
(ii) State the coordinates of the turning point of
y = x 2 + 6x + 7 and state with a reason whether it is a
minimum or maximum. [3 marks]
(iii) Sketch the curve y = x 2 + 6x + 7 and solve the
inequality x 2 + 6x + 7 > 0. [4 marks]
⑤ Figure 2 shows a circle which passes through the points
A(2, 4) and B(−1, 1).
y A (2, 4)

B (–1, 1)

Figure 2

26
 (i)AB is a chord of the circle. Show that the centre
of the circle must lie on the line x + y = 3, explaining
your reasoning.  [7 marks] 5
(ii) The centre of the circle also lies on the x axis.
Find the equation of the circle. [5 marks]

Chapter 5 Coordinate geometry

PS ⑥ Figure 3 shows an equilateral triangle, ABC with A and B
on the x axis and C on the y axis.
y

G F

A D O E B x

Figure 3

Each side of triangle ABC measures 4 units.

(i) Find the coordinates of points A, B and C in exact form. [4 marks]
(ii) Show that the equation of line BC can be written as
y = 3(2 − x ). [2 marks]
A rectangle DEFG is drawn inside the triangle, as also shown in Figure 3.
D and E lie on the x axis, G on AC and F on BC.
(iii) Find the length of the side of the square, giving your
answer in exact surd form. [7 marks]
T M ⑦ Figure 4 shows a spreadsheet with the information about typical
stopping distances for cars from the Highway Code. Figure 5 has
been drawn using the spreadsheet.

Home Insert Page Layout Formulas

fx

A B C D
Speed Thinking Braking Total
1 (mph) distance distance stopping
(m) (m) distance
(m)
2 20 6 6 12
3 30 9 14 23
4 40 12 24 36
5 50 15 38 53
6 60 18 55 73
7 70 21 75 96

Figure 4

27
 The intersection of a line and a curve

120

100

80

Distance (m)
60

40

20

0
0 20 40 60 80
Speed (mph)
Key:
thinking distance (m) braking distance (m)
total stopping distance (m)

Figure 5

(i) (a) What feature of the scatter diagram (Figure 5) suggests that the
thinking distance is directly proportional to speed? [1 mark]
(b) What does this tell you about the thinking time for different
speeds?
 Comment, with a brief explanation, on whether this is a reasonable
modelling assumption. [2 marks]
(c) Write down a formula connecting the speed, x mph, and the
thinking distance, d m. [1 mark]
(ii) The spreadsheet (Figure 4) gives the following linear best fit model for
the total stopping distance, y m, in terms of the speed x mph.
y = 1.6771x − 26.38
(a) Use the model to find the total stopping distance for a speed of
10 mph.
(b) Explain why this is not a suitable model for total stopping distance.
 [2 marks]
(iii) The spreadsheet gives the following quadratic best fit model for the
total stopping distance.
y = 0.0157x 2 + 0.2629x + 0.6
The values for total stopping distance using this model are shown
in Table 1.

speed (mph) 20 30 40 50 60 70
Quadratic model (m) 22.617 36.236 52.995 72.894 95.933

(a) Calculate the missing value for 20 mph. [1 mark]

(b) 
Give one possible reason why the model does not
give exactly the same total stopping distances as those
listed in the Highway Code. [1 mark]

28
 Integral A Level Mathematics online resources
Integral has been developed by MEI and supports teachers and
students with high quality teaching and learning activities including
dynamic resources and self-marking tests and assessments that cover the new OCR A
Level specifications.
Our Student and Whiteboard eTextbooks link seamlessly with Integral A Level Mathematics
online resources, allowing you to move with ease between corresponding topics in the
eTextbooks and Integral resources. All you need is to be subscribed to both the eTextbooks
and Integral.

Student eTextbooks are

downloadable versions of the printed
textbook that teachers can assign –
and reassign – to students

Within the Student eTextbook

Integral resources are listed in the
Integral resources tab

You can also access the relevant

Integral resources from within the
individual pages of the Student
eTextbook
 Whiteboard eTextbooks are fully
integrated with Integral so that all
Whiteboard eTextbooks are online, the relevant resources are readily
interactive versions of the printed accessible when you need them
textbooks that are ideal for whole- – whether you are presenting at
class discussion and annotation. the front of the class, or lesson
planning at home.

Click on the resources within the

eTextbooks to be taken directly to a
range of relevant Integral resources.

To have full access to the eTextbooks and Integral resources you must be subscribed to both Dynamic Learning and Integral.
To trial our eTextbooks and/or subscribe to Dynamic Learning, visit: www.hoddereducation.co.uk/dynamic-learning.
To view samples of the new Integral A Level resources and/or subscribe to Integral, visit www.integralmaths.org
 Navigate the new OCR AS and A Level Mathematics specifications confidently with print and
digital resources that support your planning, teaching and assessment needs alongside Spe
ci al
r 2 o offer
specialist-led CPD events to help inspire and create confidence in the classroom. 3 fo
The following print and digital resources will be entered into OCR’s endorsement Bo n St !
one oks plu udent
process: Stud -year a s free
ent c
eTe cess to
xtbo
OCR A Level Mathematics Year 1 (AS) Student Book 9781471853067 April 17 £27.99 oks
*

OCR A Level Mathematics Year 2 Student Book 9781471853074 July 17 £27.99

OCR A Level Further Mathematics Core Year 1 (AS) Student Book 9781471886478 July 17 £19.99

OCR A Level Further Mathematics Core Year 2 Student Book 9781471886485 Oct 17 £19.99

£7 per student for

OCR A Level Mathematics Year 1 (AS) Student eTextbook 9781471851513 May 17
1 year’s access
£11.20 per student
OCR A Level Mathematics Year 2 Student eTextbook 9781471851568 Aug 17 for 2 year’s access
£16.80 per student
OCR A Level Further Mathematics Core Year 1 (AS) Student eTextbook 9781471886430 Aug 17 for 3 year’s access

OCR A Level Further Mathematics Core Year 2 Student eTextbook 9781471886447 Nov 17

OCR A Level Further Mathematics Statistics Student Book 9781510414501 Sept 17 £19.99

OCR A Level Further Mathematics Mechanics Student Book 9781510414518 Sept 17 £19.99

£5 per student for

OCR A Level Further Mathematics Statistics Student eTextbook 9781510414495 Oct 17
1 years’ access
£8 per student for
2 years’ access
OCR A Level Further Mathematics Mechanics Student eTextbook 9781510414464 Oct 17
£12 per student
for 3 years’ access

Visit www.hoddereducation.co.uk/alevelmaths/ocr to pre-order your class sets or to sign up for

your Inspection Copies or eInspection Copies.

Student eTextbooks provide a downloadable Publishing from April 2017

version of the printed textbook that you can To find out more about eTextbooks visit:
assign to students so they can: www.hoddereducation.co.uk/dynamiclearning.
● Download and view on any device or browser

● Add, edit and synchronise notes across any

My Revision Notes
two devices Unlock your students’ full potential with these
● Complete interactive, self-check questions
revision guides from our best-selling series My
Revision Notes
Please see above for prices
Pub from Jan 2018
Whiteboard eTextbooks are online, interactive
versions of the printed textbooks that enable you Sign up to our eUpdates to keep updated: www.
to: hoddereducation.co.uk/E-Updates
● Display pages for whole-class teaching CPD training
● Add notes and highlight areas Ensure that you are fully prepared for the
● Insert double-page spreads into your lesson
upcoming changes by attending one of our new
plans and homework activities specification courses.
£200 (small institution up to 900 students) For more information and to book your place visit
www.hoddereducation.co.uk/Events
£250 (large institution 901+ students)

*Please see enclosed order form or visit www.hoddereducation.co.uk/alevelmaths for details.

 OCR
A LEVEL
MATHEMATICS A
For Year 1 and AS
This sample chapter is taken from OCR A Level Mathematics
Year 1 and AS Student Book, which has been entered into OCR’s
endorsement process.
Boost your students’ knowledge, skills and understanding so
First teaching that they can reason and apply mathematical techniques in
from solving problems; with resources developed specifically for the
September
2017
OCR specifications by subject experts and in conjunction with
MEI (Mathematics in Education and Industry).
● Boosts students’ confidence approaching assessment with plenty of
practice questions.
● Build connections between topics with points of interest and things to
notice such as links to real world examples and noticing patterns in the
mathematics.
● Ensure targeted development of problem-solving, proof and modelling
with dedicated sections on these key areas.
● Help students to overcome misconceptions and develop insight into
problem-solving with annotated worked examples.
● Address the use of technology in Mathematics with a variety of
questions based around topics such as the use of spreadsheets in
statistics.
● Tackle the new statistics requirements with five dedicated chapters.
● Provide clear paths of progression that combine pure and applied maths
into a coherent whole.

Roger Porkess has been involved with

MEI is our author partner for OCR. MEI (Mathematics in Education and
Industry) is at the forefront of improving maths education in the UK, and offers Hodder Education for over 20 years and
teachers of all GCSE, Core Maths and A Level specifications a range of is the author of many books as well as
resources and training to enhance mathematical skills. MEI provides advice reports on mathematics education. He
and support for maths teachers in schools and colleges, and pioneers the has examining experience and is a
development of innovative teaching and learning resources. MEI’s resources are developed member of ALCAB.
by subject experts with a deep knowledge of maths and maths teaching, and are designed to
support students to develop deep mathematical understanding. Catherine Berry has extensive
authoring experience and is a developer
MEI’s Integral online learning platform provides extensive, purpose-written resources for of online resources for MEI’s Integral
students and teachers of AS/A Level Mathematics, including innovative interactive materials platform.
and formative assessments with individualised student records.
Consulant editor Owen Toller has been
Textbook subject to change based on Ofqual feedback. a Head of Maths for almost 30 years,
during which time he has authored
books on A Level statistics.

To request Inspection Copies or eInspection Copies and pre-order

your class sets visit www.hoddereducation.co.uk/alevelmaths/ocr