Contents

Introduction 4 Ready to progress? 78

Review questions 78
1 Working with numbers 6
Challenge
1.1 Adding and subtracting with Changes in population 80
negative numbers 7
5 Sequences 82
1.2 Multiplying and dividing
negative numbers 9 5.1 The Fibonacci sequence 83
1.3 Factors and highest common 5.2 Algebra and function machines 84
factors (HCF) 13 5.3 The nth term of a sequence 89
1.4 Multiples and lowest common Ready to progress? 92
multiple (LCM) 16 Review questions 92
1.5 Squares, cubes and roots 18 Investigation
1.6 Prime factors 21 Pond borders 94
Ready to progress? 24 6 Area 96
Review questions 24
Challenge 6.1 Area of a rectangle 97
The Eiffel Tower 26 6.2 Areas of compound shapes 100
6.3 Area of a triangle 105
2 Geometry 28 6.4 Area of a parallelogram 110
2.1 Parallel and perpendicular lines 29 Ready to progress? 114
2.2 Angles in triangles and Review questions 114
quadrilaterals 32 Investigation
2.3 Translations 37 Pick’s formula 116
2.4 Rotations 39 7 Graphs 118
Ready to progress? 44
Review questions 44 7.1 Rules with coordinates 119
Challenge 7.2 Graphs from rules 123
Constructing triangles 46 7.3 Graphs from simple quadratic
equations 126
3 Probability 48 7.4 Distance–time graphs 129
3.1 Probability scales 49 Ready to progress? 132
3.2 Collecting data for a frequency table 53 Review questions 132
3.3 Mixed events 55 Problem solving
3.4 Using a sample space to The M60 134
calculate probabilities 58 8 Simplifying numbers 136
3.5 Experimental probability 62
Ready to progress? 66 8.1 Powers of 10 137
Review questions 66 8.2 Large numbers and rounding 138
Financial skills 8.3 Significant figures 141
Fun in the fairground 68 8.4 Estimating answers 144
8.5 Problem solving with decimals 146
4 Percentages 70 Ready to progress? 148
4.1 Calculating percentages 71 Review questions 148
4.2 Calculating the result of a Challenge
percentage change 73 Space – to see where no one has
4.3 Calculating a percentage change 75 seen before 150

2 Contents

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 9 Interpreting data 152 13.4 The difference between direct
proportion and inverse proportion 233
9.1 Information from charts 153
Ready to progress? 236
9.2 Reading pie charts 156
Review questions 236
9.3 Creating pie charts 160
Challenge
9.4 Scatter graphs 162
Coach trip 238
Ready to progress? 166
Review questions 166 14 Circles 240
Challenge
14.1 The circle and its parts 241
What should we eat? 168
14.2 Circumference of a circle 245
10 Algebra 170 14.3 A formula to work out the
approximate circumference
10.1 Algebraic notation 171
of a circle 246
10.2 Like terms 173
Ready to progress? 248
10.3 Expanding brackets 176
Review questions 248
10.4 Using algebra 178
Activity
10.5 Using powers 182
Constructions 250
Ready to progress? 184
Review questions 184 15 Equations and formulae 252
Mathematical reasoning
15.1 Equations 253
Strawberries 186
15.2 Equations with brackets 256
11 Congruence and scaling 188 15.3 More complex equations 259
15.4 Substituting into formulae 262
11.1 Congruent shapes 189
Ready to progress? 264
11.2 Shape and ratio 193
Review questions 264
11.3 Scale diagrams 197
Reasoning
Ready to progress? 200
Old trees 266
Review questions 200
Financial skills 16 Comparing data 268
Carpeting a bungalow 202
16.1 Frequency tables 269
12 Fractions and decimals 204 16.2 The mean 271
16.3 Drawing frequency diagrams 274
12.1 Adding and subtracting fractions 205
16.4 Comparing data 277
12.2 Multiplying fractions and integers 207
16.5 Which average to use? 279
12.3 Dividing with integers and
Ready to progress? 282
fractions 210
Review questions 282
12.4 Multiplication with powers of ten 211
Problem solving
12.5 Division with powers of ten 214
Questionnaire 284
Ready to progress? 216
Review questions 216 Glossary 286
Problem solving
Making estimates 218 Index 290
13 Proportion 220
13.1 Direct proportion 221
13.2 Graphs and direct proportion 224
13.3 Inverse proportion 229

Contents 3

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 How to use this book
Learning objectives
See what you are going to cover and
what you should already know at the
start of each chapter.

About this chapter

Find out the history of the maths you
are going to learn and how it is used in
real-life contexts.

Key words
The main terms used are listed at the
start of each topic and highlighted in
the text the first time they come up,
helping you to master the terminology
you need to express yourself fluently
about maths. Definitions are provided
in the glossary at the back of the book.

Worked examples
Understand the topic before you start
the exercises, by reading the examples
in blue boxes. These take you through
how to answer a question step by step.

Skills focus
Practise your problem-solving,
mathematical reasoning and financial
skills.

PS FS

Take it further
Stretch your thinking by working
through the Investigation, Problem
solving, Challenge and Activity
sections. By tackling these you are
working at a higher level.

4 How to use this book

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 Progress indicators
Track your progress with indicators that
show the difficulty level of each question.

Ready to progress?
Check whether you have achieved the
expected level of progress in each chapter.
The statements show you what you need to
know and how you can improve.

Review questions
The review questions bring together what
you’ve learnt in this and earlier chapters,
helping you to develop your mathematical
fluency.

Activity pages
Put maths into context with these colourful
pages showing real-world situations
involving maths. You are practising your
problem-solving, reasoning and financial
skills.

Interactive book, digital resources and videos

A digital version of this Pupil Book is available, with interactive classroom and
homework activities, assessments, worked examples and tools that have been specially
developed to help you improve your maths skills. Also included are engaging video
clips that explain essential concepts, and exciting real-life videos and images that bring
to life the awe and wonder of maths.
Find out more at www.collins.co.uk/connect

How to use this book 5

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 1 Working with
numbers

This chapter is going to show you:

• how to multiply and divide negative numbers
• how to find the highest common factor and the lowest
common multiple of sets of numbers
• how to use powers and find roots
• how to find the prime factors of a number.

You should already know:

• how to add and subtract negative integers
• how to order operations, following the rules of
BIDMAS
• what a factor is
• what a multiple is.

About this chapter

What games do you play? In many of them, you will
certainly use numbers. For example, darts players need
to make calculations very quickly. They must work out
the target numbers they must score, to finish the game.
Then they have to think about the possible combinations
of scores from three darts.
Number skills are important in field games, such as
rugby or cricket. They are essential in many board
games and, of course, computer games. This chapter
will help you develop those skills further for use in
everyday life.

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 1.1 A
 dding and subtracting with
negative numbers
Learning objective Key words
• To carry out additions and subtractions involving negative brackets
numbers
negative number
You can use a number line to add and subtract positive positive number
numbers and negative numbers.

Example 1
Use a number line to work out the answers.
a 3 + (–7)    b (–5) + 3    c (–2) + (–5)
a Starting at zero and ‘jumping’ along the number line to 3 and then back 7 gives
an answer of –4.
–7
3

–4 0 3

b Similarly, (–5) + 3 = –2.

Notice that you can use brackets so that you do not mistake the negative sign for a
subtraction sign.
–5
3

–5 –2 0

c Similarly (–2) + (–5) = –7.

–5 –2

–7 –2 0

Remember, adding a negative number gives the same result as subtracting a positive number.

Example 2
Work out the answers.
a 5 + (–2)    b 12 + (–4)    c (–4) + (–6)
a 5 + –2 = 5 – 2 b 12 + –4 = 12 – 4 c (–4) + (–6) = (–4) – 6
=3 =8 = –10
Remember that subtracting a negative number is the same as adding a positive number.
4 – (–1) = 5 has the same value as 4 + 1 = 5 and
4 – (–2) = 6 has the same value as 4 + 2 = 6.

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 Example 3
Work out the answers.
a 8 – (– 3) b 10 – (–4) c –9 – (–7)
a 8 – (–3) = 8 + 3 = 11 b 10 – (–4) =10 + 4 = 14 c –9 – (–7) = –9 + 7 = –2

Exercise 1A

1 Use the number line below to help you work out the answers.
a 3–5 b 7 + (–4) c 6 + (–5) d 8 + (–4)
e (–4) + (–4) f 6 – 10 g (–4) + 10 h 1–9
i 11 + (–5) j (–3) + (–7) k 13 + (–10) l 6 + (–6)
m 8 + (–9) n 11 + (–21) o 1 + (–5) p (–3) + (–10)

–15–14–13–12–11–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

2 Work out the answers.

a 9–5 b 6–4 c 3–9 d 5+9
e 3–6 f 7–8 g –3 + 7 h –4 – 3
i –6 – 2 j –3 + 10 k –6 – 6 l –11 + 9
m –5+5 n –2 + 2 o –9 – 5 p –12 + 13
3 Work these out.
a 11 + (–6) b (–6) + (–11) c 50 – 60 d (–11) + (–11)
e 30 + (–20) f (–60) + 60 g 15 + (–20) h 200 – 300
i 15 + (–8) j (–200) + (–80) k 10 + (–40) l (–7) + (–17)
4 Copy and complete each calculation.
a 9 – (–3) b 11 – (–6) c 21 – (–11) d –11 – (–4) e (–7) – (–7)
=9+3 = 11 + 6 = 21 + =
= = =
5 Use the number line below to help work out the answers.
a 5 – (–7) b 9 – (–2) c (–6) – (–6) d 11 – (–3)
e (–5) – (–3) f (–2) – (–9) g (–6) – (–9) h (–11) – (–4)
i 9 – (–5) j (–10) – (–4) k (–8) – (–8) l (–6) – (–16)
m (–9) – (–3) n (–20) – (–30) o 0 – (–20) p (–3) – (–7)

–15–14–13–12–11–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

6 Work these out.

a 12 – (–9) b (–11) – (–11) c 21 – (–12) d (–16) – (–6)
e 22 – (–17) f 41 – (–21) g –15 – (–10) h –100 – (–250)
i 19 – (–8) j (–250) – (–50) k 13 – (–23) l (–5) – (–13)
7 Copy each statement and work out the missing numbers.
a 9 +...= 5 b 10 – . . . = 15 c 10 + . . . = 3 d 11 – . . . = 17
e . . . + (–6) = 10 f (–4) – . . . = 8 g . . . + (–8) = 12 h (–5) – . . . = 9
8 1 Working with numbers

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 8 Work out the answers.
a 7 – –3 b –4 – –4 c 9 – –6 d –7 + –3 e 10 – –3
f –9 – –7 g –6 + –6 h 11 – –4 i –3 + –3 j –4 + –10
k 5 – –6 l 7 – –10 m –2 – –3 n –3+3 o –6 + –9
9 These temperatures were recorded at Manchester Airport in February.
Copy and complete the table.
Draw a number line to check your answers.
Day Sun Mon Tue Wed Thu Fri Sat
Maximum temperature (°C) 6 1 −1 2 3 5
Minimum temperature (°C) −5 −6 −7 −4 −2
Difference (degrees) 11 8 10 6

10 A fish is 6 m below the surface of the water.

A cormorant is 15 m above the surface of the water.
How many metres must the bird descend to get the fish?

Activity: Brick walls

A In these ‘walls’, subtract the number in the right-hand brick from the number in the
left-hand brick to find the number in the brick below.
a 7 –2 4 –1 5 b 6 2 –3 4 –1
9 –6 4 5

48 –37

B Make up a wall as above that ends with: a 50 and b –50.

1.2 Multiplying and dividing

negative numbers
Learning objective
• To carry out multiplications and divisions involving negative numbers
This diagram shows the result of multiplying both positive and negative numbers by a positive number.
In this example all numbers are multiplied by +2.
Number –4 –3 –2 –1 0 1 2 3 4

Multiplied by +2 –2  2 –1  2 02 12 22

Result –4 –3 –2 –1 0 1 2 3 4

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 This shows that:
• multiplying a positive number by another positive number gives a positive number
• multiplying a negative number by a positive mumber gives a negative number.
You can summarise this as (+) × (+) = (+) and (–) × (+) = (–).

Example 4
Work out the answers.
a –2 × 4 b 3 × –5
a –2 × 4 = –8 b 3 × –5 = –15

What happens if you multiply a number by a negative number?

This diagram shows positive and negative numbers multiplied by –2.
Number –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6

Multiplied by –2
3  –2 1  –2 –1  –2 –3  –2
2  –2 0  –2 –2  –2

Result –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6

This diagram shows that multiplying a positive number by a negative number gives a negative result, as
in the first diagram.
Here it is just shown the other way round. But this diagram also shows that multiplying a negative
number by a negative number gives a positive number.
You can summarise this as (–) × (–) = (+) and (+) × (–) = (–).
To help you remember . . . .
• When multiplying numbers with different signs, the answer is negative.
• When multiplying numbers with the same sign, the answer is positive.

Example 5
Work out the answers.
a 4 × (–5) b –5 × –8
a 4 × (–5) = –20    b –5 ×–8 = 40

You use the same rule for division . . . ​ Hint Don’t forget that any
number that is written
• When dividing numbers with different signs, the answer is negative.
without a sign in front of it
• When dividing numbers with the same sign, the answer is positive. is always positive.

10 1 Working with numbers

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 Example 6
Work out the answers. a −15 ÷ −5 b 4 ÷ −2 c −8 ÷ 2
a 15 ÷ 5 = 3 The signs are the same so the answer is positive.
Hint Don’t forget that
−15 ÷ −5 = 3 any number that is
b 4÷2=2 The signs are different so the answer is negative. written without a
4 ÷ −2 = −2 sign in front of it is
always positive.
c 8÷2=4 The signs are different so the answer is negative.
−8 ÷ 2 = −4

Exercise 1B

1 Work out the answers.

a 2 × –3 b –3 × 4 c –5 × 2 d 6 × –3
e –3 × 8 f –4 × 5 g 3 × –4 h –6 × 1
i 7 × –2 j 2×8 k 6 × –10 l 8×4
m –15 × 2 n –6 × 3 o –2 × 14 p –3 × 11
2 Work out the answers.
a 12 ÷ –3 b –24 ÷ 4 c –6 ÷ 2 d 6 ÷ –3
e –16 ÷ 8 f –20 ÷ 5 g 12 ÷ –4 h –6 ÷ 1
i 10 ÷ –2 j 12 ÷ 6 k 60 ÷ –10 l 8÷4
m –14 ÷ 2 n 16 ÷ –4 o –18 ÷ 3 p 12 ÷ –6
3 Find the missing number in each calculation.
a 2 × –3 = . . . b –2 × . . . = –8 c 3 × . . . = –9
d . . . × –5 = –15 e –4 × 6 = . . . f –3 × . . . = –24
g –4 × . . . = –20 h . . . × 6 = –36 i –2 × 3 = . . .
4 Copy and complete each pattern.
a 3×3=9 b 3 × –2 = –6 c –3 × 1 = –3
2×3=6 2 × –2 = –4 –2 × 1 = . . .
1 × 3 =... 1 × –2 = . . . –1 × 1 = . . .
0 × 3 =... 0 × –2 = . . . ...× 1 =...
...× 3 =... . . . × –2 = . . . ...× 1 =...
...× 3 =... . . . × –2 = . . . ...× 1 =...
5 Work out the answers.
a –2 × –4 b –3 × –5 c –5 × –5 d –6 × –4
e –3 × –7 f –4 × –5 g –3 × –4 h –6 × –3
i –7 × –2 j –2 × –9 k –7 × –10 l –8 × –5
m –12 × –2 n –6 × –5 o –3 × –11 p –4 × –12

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 6 Work out the answers.
a –9 ÷ –3 b –24 ÷ –6 c –6 ÷ –2 d –16 ÷ –4
e –12 ÷ –4 f –20 ÷ –5 g –18 ÷ –6 h –5 ÷ –1
i –10 ÷ –2 j –20 ÷ –10 k –40 ÷ –10 l –8 ÷ –4
m –14 ÷ –2 n –24 ÷ –4 o –18 ÷ –9 p –30 ÷ –6
7 Find the missing number in each calculation.
a 12 ÷ . . . = –3 b –24 ÷ . . . = –8 c 21 ÷ . . . = –7
d . . . ÷ –2 = –5 e –40 ÷ . . . = –8 f –24 ÷ . . . = –2
g –44 ÷ . . . = 22 h . . . ÷ 6 = –6 i . . . ÷ –3 = 2
8 Work out the answers.
a 3 × –5 b –4 × –6 c –6 × 6 d –7 × –5
e 4 × –8 f –5 × –6 g 4 × –5 h –7 × –4
i 8 × –3 j –3 × –10 k –8 × –11 l –9 × 6
m –11 × 5 n –7 × –6 o 4 × –12 p –5 × –12
9 Work out the answers.
a –10 ÷ –2 b –24 ÷ 3 c –8 ÷ –2 d 18 ÷ –3
e –12 ÷ –6 f –20 ÷ 4 g –21 ÷ –7 h –7 ÷ 1
i –12 ÷ –3 j –25 ÷ –5 k 30 ÷ –10 l –28 ÷ –4
m –24 ÷ 2 n 44 ÷ –4 o –27 ÷ –9 p 30 ÷ –5
10 Work out the answers.
a –8 × –4 b –24 ÷ 6 c –7 × 5 d 11 × –5
e –15 ÷ –3 f –20 × 4 g –21 ÷ –3 h –8 × 1
i –11 × –7 j –45 ÷ –5 k 3 × –12 l –80 ÷ –4
m –14 ÷ 2 n 36 ÷ –4 o –63 ÷ –9 p 12 × –7

Challenge: Algebraic magic squares

Copy and complete each multiplication grid.
A B C

× −1 −2 3 4 × −1 −3 −5 × –7

1 1 −3 –1 –4

2 6 6 –15

−3 −3 –4 20

−4 −4 28 20

12 1 Working with numbers

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 1.3 F actors and highest common
factors (HCF)
Learning objective Key words
• To understand and use highest common factors common factor
divisible
Remember that the factors of an integer are the integers that factor
divide exactly into it without leaving a remainder (or giving highest common factor (HCF)
a decimal number as the answer). An integer is a whole
number, whether it is positive or negative. integer

Look at these examples.

• The factors of 6 are 1, 2, 3 and 6. The numbers 4 and 5 are not factors of 6 because when you
divide them into 6 you get a remainder (or a decimal answer).
• The factors of 25 are 1, 5 and 25. No other integers divide into 25 exactly.
It is important to remember that every integer (apart from 1) has at least two factors, 1 and itself.
For example:
• 1 × 17 = 17
• The factors of 17 are 1 and 17.
Another way of saying ‘can be divided by’ is ‘is divisible by’. The number 6 is divisible by the integers
1, 2, 3 and 6, and the number 25 is divisible by 1, 5 and 25. Every number is divisible by its factors.
Sets of numbers always have common factors. These are numbers that will divide into all of them.
For example, the factors of 10 are 1, 2 and 5 and the factors of 15 are 1, 3 and 5. So 5 is a common
factor of 10 and 15.
Some pairs of numbers, such as 2 and 3, or 4 and 5, only have 1 as a common factor.
Common factors can help you to solve some mathematical problems, such as simplifying fractions.
When numbers have more than one common factor you should use the highest one, which is called
the highest common factor (HCF). Using this helps you to simplify a fraction as far as you can.

Example 7
Find the factors of each number.
a 15   b 16   c 24
a The factors of 15 are all the numbers that divide into 15 exactly.
1, 3, 5, 15
b The factors of 16 are all the numbers that divide into 16 exactly.
1, 2, 4, 8, 16
c The factors of 24 are all the numbers that divide into 24 exactly.
1, 2, 3, 4, 6, 8, 12, 24

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 Example 8
Find the highest common factor (HCF) of the numbers in each pair.
a 15 and 21 b 16 and 24
a Write out the factors of each number. b Write out the factors of each number.
15: 1, 3, 5, 15 16: 1, 2, 4, 8, 16
21: 1, 3, 7, 21 24: 1, 2, 3, 4, 6, 8, 12, 24
You can see that the HCF of 15 and 21 is 3. You can see that the HCF of 16 and 24 is 8.

Example 9
18 15
Simplify these fractions. a b
30 27
To simplify fractions, you need to divide the numerator (top) and denominator (bottom) by
their HCF.
a To simplify 18 : the factors of 18 are 1, 2, 3, 6, 9, 18
30
the factors of 30 are 1, 2, 3, 5, 6, 10, 15, 30.
The HCF is 6, so divide the numerator and denominator of 18 by 6 to give 35.
30
b To simplify 15 : the factors of 15 are 1, 3, 5, 15
27
the factors of 27 are 1, 3, 9, 27.
The HCF is 3, so divide the numerator and denominator of 15
27
by 3 to give 95 .

Exercise 1C

1 Write down all the factors of each number.

a 14 b 25 c 28 d 45 e 40
f 50 g 35 h 36 i 60 j 100
2 A two-digit number is a factor of 70.
a Give an example of what the number could be.
b Now give a different example.
PS 3 Sania thinks of a factor of 100. Andrew thinks of a different factor of 100.
The two factors add up to another factor of 100. What could these two factors be?
4 Write down all the common factors for each pair of numbers. The first one has been
done for you.
a 10 and 15 b 12 and 18 c 16 and 20 d 25 and 35
The factors of 10 are 1, 2, 5
and 10.
The factors of 15 are 1, 3, 5,
and 15.
So the common factors of 10
and 15 are 1 and 5.
e 30 and 50 f 12 and 40 g 18 and 24 h 27 and 36

14 1 Working with numbers

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 PS 5 Mrs Bishop is taking 30 pupils on a visit to a museum. She doesn’t want to divide
them into groups of unequal size. What possible group sizes could she use?
6 Find the HCF of each pair of numbers.
a 12 and 15 b 16 and 24 c 12 and 30 d 18 and 32
e 21 and 28 f 20 and 48 g 18 and 45 h 15 and 22
7 Find the largest number that will divide exactly into both numbers in each pair.
a 30 and 70 b 25 and 35 c 42 and 60 d 14 and 56
e 45 and 60 f 36 and 48 g 50 and 75 h 100 and 160
8 Find the HCF of each pair of numbers.
a 35 and 21 b 16 and 56 c 27 and 54 d 28 and 84
9 Simplify each fraction.

a 10 b 10 c 16 d 18 e 12 f 21 g 45 h 36
15 30 24 27 64 28 75 54
PS 10 Miss Speed and Mr Bishop are teachers of two classes in a primary school.
They wanted to put the pupils into groups of equal size.
They didn’t want to mix the classes.
Miss Speed’s class has 32 pupils.
Mr Bishop’s class has 24 pupils.
a What is the largest size groups they can make?
b How many of these groups would there be?

Investigation: Tests for divisibility

A How can you tell if a number is divisible by 2?
B a Write down some numbers that you know are divisible by 3. Make sure they all have
more than one digit.
b Add up the digits of each of these numbers.
c How can you tell if a number is divisible by 3? Write down a rule.
C By looking at the digits of numbers divisible by 4, find a rule for recognising when a
number is divisible by 4.
D How can you tell if a number is divisible by 5?
E See how you can combine the rules in parts A and B to find a rule for recognising when a
number is divisible by 6.
F Look at the digits of numbers divisible by 9.
Write down a rule for recognising when a number is divisible by 9.
G Which of these numbers are divisible by:
a 3 b 4 c 6 d 9 e 5?
90, 114, 120, 480, 716, 1503, 111 111

1.3 Factors and highest common factors (HCF) 15

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 1.4 M
 ultiples and lowest common
multiple (LCM)
Learning objective Key words
• To understand and use lowest common multiples common multiple
A multiple of an integer is the result of multiplying that lowest common multiple (LCM)
integer by another integer.
multiple
For example, multiplying 3 by 1, 2, 3, 4 and 5 gives 3, 6, 9,
12, 15.
So 3, 6, 9, 12, 15 are all multiples of 3.
This also means that any integer that is divisible by 3, giving another integer without a remainder, must
be a multiple of 3.
You can find a common multiple for any pair of integers by multiplying one by the other. All pairs of
integers will have many common multiples, but the lowest common multiple (LCM) is generally the
most useful. For example, 3 and 4 both have multiples of 12, 24, 36, . . . ​but the LCM is 12.
Sometimes the LCM is one of the integers. For example, 12 is a multiple of 12 and of 3, but it is also
the LCM of 12 and 3.
• 12 = 12 × 1
• 12 = 3 × 4
You can use LCMs to help in calculations with fractions that have different denominators, as well as in
some ­real-​­life problems. You will learn more about this in Chapter 12.

Example 10
Find the lowest common multiple (LCM) of each pair of numbers.
a 3 and 7    b 6 and 9
a Write out the first few multiples of each number.
3: 3, 6, 9, 12, 15, 18, 21, 24, 27, . . . ​
7: 7, 14, 21, 28, 35, . . . ​
You can see that the LCM of 3 and 7 is 21.
b Write out the multiples of each number.
6: 6, 12, 18, 24, . . . ​
9: 9, 18, 27, 36, . . . ​
You can see that the LCM of 6 and 9 is 18.

Example 11
A baker makes small buns, some of mass 15 g and some of
mass 20 g.
He wants to sell them in bags that all have the same mass.
What is the smallest mass he could have in each of these bags?

16 1 Working with numbers

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 The 15 g cakes could be put into batches of mass 15 g, 30 g, 45 g, 60 g, 75 g, . . .
(all multiples of 15 g).
The 20 g cakes could be put into batches of mass 20 g, 40 g, 60 g, 80 g, . . . (all multiples
of 20 g).
The smallest mass will be the lowest common multiple (LCM) of these numbers,
which is 60 g.

Exercise 1D

1 Write down the first 10 multiples of:

a 5 b 3 c 4 d 7 e 11.
2 A three-digit number is a multiple of 2.
a Give an example of what the number could be.
b Now give a different example.
PS 3 Sean thinks of a multiple of 5.
Gen thinks of a different multiple of 5.
The two numbers added together make a multiple of 10.
What two numbers might they be?
4 Look at the numbers in the box below.
12 15 24 18 45 72 10 55 54 60 100 25
Write down the numbers from the box that are multiples of:
a 2 b 3 c 4 d 5 e 6 f 9.
5 Write down the first five multiples of each number.
a 10 b 15 c 20 d 40 e 40
6 a Write down the first five multiples of each number.
i 6 ii 8 iii 9 iv 12
b Use your answers to part a to help find the LCM of the numbers in each pair.
i 6 and 9 ii 6 and 8 iii 9 and 12 iv 8 and 12
7 Find the LCM of the numbers in each pair.
a 4 and 6 b 6 and 10 c 10 and 15 d 8 and 14
e 8 and 20 f 9 and 15 g 9 and 21 h 12 and 16
8 Find the LCM of the numbers in each set.
a 2, 4 and 5 b 3, 4 and 6 c 5, 6 and 9 d 6, 9 and 10
e 3, 5 and 20 f 5, 6 and 8 g 5, 9 and 12 h 4, 5, and 6
PS 9 In a year-group of a large school, it is possible to divide the pupils exactly into groups
of 28, 30 or 35. Find the smallest number of pupils there could be in this year-group.
PS 10 Two model cars leave the starting line at the same time and travel around tracks of
equal lengths. One completes a circuit in 15 seconds, the other in 18 seconds. How
long will it be before they are together again at the starting line?

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 PS 11 Two friends are walking along a straight path.
Arron has a step size of 24 cm and Clinton has
a step size of 32 cm.
They both set off, walking from the same point,
next to each other. How far will they have
gone before they are both in step with each
other again?

PS 12 Two sisters regularly go to the same supermarket just after lunch.

Joy goes every six days.
Jess goes every eight days.
How many days in a year are they both likely to be in the supermarket on the
same day?

Challenge: LCM and HCF

A a Two numbers have an LCM of 20 and an HCF of 4. What are they?
b Two numbers have an LCM of 18 and an HCF of 3. What are they?
c Two numbers have an LCM of 60 and an HCF of 5. What are they?
B a What are the HCF and LCM of: i 5 and 10 ii 3 and 12 iii 4 and 16?
b Two numbers, x and y (where y is bigger than x), have an HCF of x.
What is the LCM of x and y?
C a What are the HCF and the LCM of: i 5 and 7 ii 3 and 4 iii 2 and 11?
b Two numbers, x and y, have an HCF of 1.
What is the LCM of x and y?

1.5 Squares, cubes and roots

Learning objectives Key words
• To understand and use squares and square roots cube cube root
• To understand and use cubes and cube roots square square root

Squares and roots square

You have already met square numbers. For example, 52 = 5 × 5 = 25.

5 25
The inverse of squaring a number is finding the square root. This is shown by the
sign . For example, 25 = 5. squ are ro ot
The table gives the square roots of the square numbers up to 225.

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 You need to learn these.

Square number 1 4 9 16 25 36 49 64 81 100 121 144 169 196 225

Square root 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Example 12
Work out the answers.
a 4× 3
36 b 144 ÷ 4
a 4× 3
36 = 2 × 6 = 12
b 144 ÷ 4 = 12 ÷ 2 = 6

Cubes and roots

Similarly there are cube numbers. You have a cube number when you multiply a cube
number by itself and then multiply by itself again (three ‘lots’ of the number are
multiplied together). For example, 53 = 5 × 5 × 5 = 125. 5 125
3
The inverse of cubing a number is finding its cube root. It is shown by the sign .
For example, 3 125 = 5. c u b e ro ot

The table gives the cube roots of the cube numbers up to 1000.
It can be useful to recognise these numbers when you see them.

Cube number 1 8 27 64 125 256 343 512 729 1000

Cube root 1 2 3 4 5 6 7 8 9 10

Example 13
Here is a cube with a volume of 64 cm3.
What is the length of its side?
You know that the volume of the cube is 64 cm3, and you want to know its
side length, so you need to find the cube root. This will be the number that,
when multiplied by itself and then multiplied by itself again (three ‘lots’ of the number are
multiplied together), gives 64. It is written as 3 64 .
3
64 = 4, because 4 × 4 × 4 = 64.
So the side length of the cube is 4 cm.

Note that you can write the square root simply as , with no small number 2 in front of it, but the
cube root must always have a small 3 in front of it, like this: 3 .
Square roots can be positive or negative and a square number is always positive.
A positive cube number can only have a positive cube root and a negative cube number can only have
a negative cube root.
3
64 = 4, because 4 × 4 × 4 = 64 but 3 −64 = –4, because –4 × –4 × –4 = –64.

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 Exercise 1E

1 Find the value of each number.

a 32 b 52 c (–2)2 d 62 e (–1)2 f 42
g 72 h 82 i 92 j 102 k 122 l 112
2 Use long multiplication to find the value of each number.
a 132 b 212 c 152 d 172 e (–23)2 f 312
g (–14)2 h 182 i 252 j 452 k 192 l 332
3 Find the value of each number. You may have to use long multiplication.
a 33 b (–1)3 c 53 d 43 e 73 f 83
g 23 h 93 i 63 j 103 k (–2)3 l 113
4 Find the area of each square.
a 8 cm b 13 cm c 7 cm d 21 cm

5 Find the volume of each cube.

a b c d

5 cm 12 cm 31 cm 9 cm

6 Work out the answers.

a 4× 25 b 9× 25 c 1× 49 d 25 × 16 e 16 × 81

f 64 × 4 g 100 × 64 h 36 × 25 i 49 × 16 j 81 × 36
2 2 2
7 3 + 4 = 5 is an example of a special square sum – it is made up of only square
numbers. Use your calculator to find which of the following pairs of squares will give
you a special square sum.

52 + 122 32 + 72 62 + 82 72 + 122

52 + 92 102 + 242 72 + 242

8 Work out the answers.

a 4× 9 b 64 ÷ 4 c 81 ÷ 9 d 100 × 144
e 25 × 9 f 49 × 9 g 25 × 4 × 81 h 100 × 81 ÷ 36
9 Work out the answers.
3 3
a 1× 38 b 3
64 ÷ 3 8 c 3
216 ÷ 27 d 3
1000 × 3 125
3 3
e 125 × 3 729 f 3
343 × 27 g 3
125 × 3 512 h 3
1000 × 3
216
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 PS 10 What is the volume of a cube with a side area of 9 cm2?

PS 11 What is the area of the side of a cube with a volume of 216 cm3?

12 Look at what Kim says.

Explain why Kim is correct.
You can’t have
a square root of a
negative number.

13 Look at what Lesley says.

Explain why Lesley is not correct. You can’t have
a cube root of a
negative number.

Challenge: Square roots with a calculator

You can use your calculator to find square roots.
Calculators work in different ways. On some calculators, you have to key the number first and
then press the square root key . On others, you have to press the square root key before
pressing the number key.
Make sure you know how to use your calculator.
A Use your calculator to find each square root.
a 12.25 b 33124 c 292.41 d 98.01
B Use your calculator to find each square root, to one decimal place.
a 500 b 987 c 75 d 42

1.6 Prime factors

Learning objectives Key words
• To understand what prime numbers are factor tree prime factor
• To find the prime factors of an integer prime number

You may remember that a prime number is an integer that has only two factors, itself and one.
These are the first ten prime numbers.
2, 3, 5, 7, 11, 13, 17, 19, 23, 29
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 A prime factor of an integer is a factor that is also a prime number.
Therefore the prime factors of an integer are the prime numbers that will multiply together to give that
integer.

Example 14
Find the prime factors of 120.
One way to find the prime factors is to create a factor tree, starting with 120 and finding a
branch from a prime factor.
Look at the tree.
The first prime factor is 2, so make a branch of 2.
120 ÷ 2 = 60, so you place 60 ready for the next branch.
The next prime factor is 5, so make a branch of 5.
5 3
60 ÷ 5 = 12, so you place 12 ready for the next branch. 2 2
The next prime factor is 3, so make a branch of 3.
12 2
12 ÷ 3 = 4, so you place 4 ready for the next branch.
60 4
4 is the product of two primes, 2 and 2, so each have
their own branch.
You can now see that the prime factors of 120 are 2, 5, 120
3, 2 and 2.
Write the factors in increasing order as 2 × 2 × 2 × 3 × 5.

Example 15
Find the prime factors of 18.
Using a prime factor tree, start by splitting 18 18
18 into 3 × 6.
3 6 2 9
Then split the 6 into 3 × 2.
3 2 3 3
You could also split 18 into 2 × 9 and then
split the 9 into 3 × 3.
Keep splitting the factors up until you only have prime numbers at the ends of the
‘branches’.
Whichever pair of factors you start with, you will always finish with the same set of prime
factors.
So, 18 = 2 × 3 × 3.

There is another way to calculate the prime factors of a number.

• Start with the smallest prime number that is a factor of the number.
• Divide that prime number into the integer as many times as possible.
• Then try the next smallest prime number that is a factor of the number.
• Carry on until you reach 1.

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 Example 16
Find the prime factors of 24.
Use the division method.
2 24
2 12
2 6
3 3
1
So, 24 = 2 × 2 × 2 × 3.

Exercise 1F

1 These numbers are written as products of their prime factors. What are the numbers?
a 2×2×5 b 2×3×5 c 2×2×7 d 3×3×5 e 2×5×5
f 3×5×5 g 3×5×7 h 5×5×7 i 3×3×7 j 5×5×5
2 Use a prime factor tree to work out the prime factors of each number.
A starting multiplication is given to help you.
a 42 (6 × 7) b 75 (5 × 15) c 140 (7 × 20) d 250 (5 × 50)
e 480 (60 × 8) f 72 (8 × 9) g 96 (4 × 24) h 256 (4 × 64)
3 Use a prime factor tree to work out the prime factors of each number.
a 6 b 9 c 12 d 18 e 22
f 30 g 40 h 50 i 55 j 120
4 Use the division method to work out the prime factors of each number.
a 24 b 28 c 60 d 100 e 150
5 Find the prime factors of all the numbers from 2 to 12.
6 a Which numbers in Question 5 only have one prime factor?
b What special name is given to these numbers?
7 10 can be written as a product of its prime factors as 10 = 2 × 5.
a Write down 20 as a product of its prime factors.
b Write down 50 as a product of its prime factors.
c Write down 100 as a product of its prime factors.
d Write down the prime factors of one thousand.
PS 8 Find the prime factors of one milllion.

9 Alison said: ‘The prime factors of 5 are 1 and 5’.

Explain why Alison is not correct.

Challenge: LCM and HCF diagrams

Make a poster showing the prime factors of a large number, such as 400. Draw a picture of a
real tree like the one at the start of this section.

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 Ready to progress?
I can write down the multiples of any whole number.
I can write down the factors of numbers less than 100.

I can find square and cube numbers and square and cube roots.
I can find common factors for pairs of numbers.

I know that the square roots of positive numbers can have two values, one positive and
one negative.
I can find the lowest common multiple (LCM) for pairs of numbers.
I can find the highest common factor (HCF) for pairs of numbers.
I can write a number as the product of its prime factors.

Review questions
1 a A three-digit number is a multiple of 5.
i Give an example of what the number could be.
ii Now give a different example.
b A two-digit number is a factor of 60.
i Give an example of what the number could be.
ii Now give a different example.

PS 2 Matt thinks of a multiple of 6.

Sue thinks of a factor of 30.
The two numbers add together to make 20.
What are the two numbers?

3 Each number below has been written as the product of its prime factors.
What are the numbers?
a 3×3×5 b 2×3×5 c 3×5×5 d 3 × 3 × 11

4 Look at the list of numbers.

30 15 5 1 2 6 12 24
a Which of the numbers are multiples of:
i 3 ii 5 iii 30?
b Which of the numbers are factors of:
i 10 ii 30 iii 36?

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 5 Work out the answers. w
a –7 × –5 b –25 ÷ 5 c –8 × 4 d 12 × –4
e –16 ÷ –2 f –21 × 3 g –21 ÷ –7 h –9 × 1
i –12 × –6 j –55 ÷ –11 k 4 × –11 l –60 ÷ –3
m –18 ÷ 3 n 16 × –4 o –54 ÷ –6 p 12 × –8

6 Explain why:
a not all odd numbers are prime numbers.
b all even numbers are multiples of two.
c all prime numbers have exactly two factors.
d all prime numbers between 20 and 30 are odd numbers.

7 Put these values in order of size, with the smallest first.

72 23 25 3
27

8 Work out the areas of these squares.

a 6 cm b 32 cm

9 Work out the volumes of these cubes.

a b

4 cm 14 cm

PS 10 Hannah is taking 60 students on a trip to Rome. She doesn’t want to divide them into
groups of unequal size, but wants them in groups larger than 4. What possible group
sizes could she use?

PS 11 Find the LCM of each pair of numbers.

a 5 and 7 b 6 and 18 c 24 and 36

Review questions 25

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 Challenge
The Eiffel Tower
The Eiffel Tower was built in Paris for the 1889 World’s Fair.
It was built to mark the 100-year anniversary of the French
Revolution.
Over 18 000 pieces of puddle iron and 2.5 million rivets were
used to make the tower. Puddle iron is a type of wrought
iron used in construction. 300 workers spent two years fixing
together the framework of the tower, which stood nearly 1000
feet high and was the tallest structure in the world. It was the
tallest structure until New York City’s Chrysler Building was
built in 1930. In 1957, an aerial was added that increased
the structure’s height by 65 feet. This made it taller than the
Chrysler Building but not the Empire State Building, which was
built in 1931.
The Eiffel Tower had a major facelift in 1986 and is now
repainted every seven years.
It now has more visitors than any other paid monument in the
world – about 7 million people per year.
There are 500 employees who work there, working in its
restaurants, operating its lifts, making sure of its security and
directing the crowds.

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 1 When was the French Revolution?
2 When did the Eiffel Tower celebrate its 100th anniversary?
3 When will it celebrate its 150th anniversary?
4 How many times has the tower been painted since 1986?
5 The Eiffel Tower is open every day of the year. What is the average
number of people visiting the tower each day?
6 A rivet has an average mass of 15 g. What is the total mass of all the
rivets in the Eiffel Tower?
7 Each piece of puddle iron has an average mass of 75 kg. What is the
total mass of the puddle iron in the framework of the Eiffel Tower.
Give your answer in tonnes.
8 A foot is approximately equivalent to 30.5 cm.
Calculate how tall the Eiffel Tower is now in metres.
9 In 2014, it cost €14 to go to the Eiffel Tower and £30 to visit
Blackpool Tower.
The exchange rate in 2014 was £1 = €1.20.
Which tower was the cheapest to visit and by how much? Give your
answer in pounds and pence.

Challenge 27

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