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Pure 1 Sample PDF
Pure 1 Sample PDF
©Pearson 2019
PURE MATHEMATICS 1
E
Student Book
PL
Series Editors: Joe Skrakowski and Harry Smith
Authors: Greg Attwood, Jack Barraclough, Ian Bettison, Gordon Davies, Keith Gallick,
Daniel Goldberg, Alistair Macpherson, Anne McAteer, Bronwen Moran, Su Nicholson,
Diane Oliver, Joe Petran, Keith Pledger, Cong San, Joe Skrakowski, Harry Smith,
M
Geoff Staley, Robert Ward-Penny, Dave Wilkins
SA
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Published by Pearson Education Limited, 80 Strand, London, WC2R 0RL. Endorsement Statement
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COURSE STRUCTURE iv
ABOUT THIS BOOK vi
QUALIFICATION AND ASSESSMENT OVERVIEW viii
EXTRA ONLINE CONTENT x
E
1 ALGEBRAIC EXPRESSIONS 1
2 QUADRATICS 18
PL
3 EQUATIONS AND INEQUALITIES
4 GRAPHS AND TRANSFORMATIONS
REVIEW EXERCISE 1
5 STRAIGHT LINE GRAPHS
6 TRIGONOMETRIC RATIOS
36
57
81
85
104
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7 RADIANS 133
8 DIFFERENTIATION 150
9 INTEGRATION 170
SA
E
1.5 SURDS 12 4.6 TRANSFORMING FUNCTIONS 75
1.6 RATIONALISING DENOMINATORS 13 CHAPTER REVIEW 4 78
CHAPTER REVIEW 1 15
REVIEW EXERCISE 181
PL
CHAPTER 2 QUADRATICS18
2.1 SOLVING QUADRATIC EQUATIONS
2.2 COMPLETING THE SQUARE
2.3 FUNCTIONS
2.4 QUADRATIC GRAPHS
2.5 THE DISCRIMINANT
CHAPTER REVIEW 2
19
22
25
27
30
33
CHAPTER 5 STRAIGHT LINE
GRAPHS85
5.1 y = mx + c
5.2 EQUATIONS OF STRAIGHT LINES
5.3 PARALLEL AND PERPENDICULAR
LINES
5.4 LENGTH AND AREA
86
89
93
96
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CHAPTER 3 EQUATIONS AND CHAPTER REVIEW 5 99
INEQUALITIES36
3.1 LINEAR SIMULTANEOUS
CHAPTER 6 TRIGONOMETRIC
EQUATIONS 37
3.2 QUADRATIC SIMULTANEOUS
RATIOS104
6.1 THE COSINE RULE 105
EQUATIONS 39
SA
CHAPTER 7 RADIANS133
7.1 RADIAN MEASURE 134
7.2 ARC LENGTH 135
7.3 AREAS OF SECTORS AND
SEGMENTS 139
CHAPTER REVIEW 7 145
E
CHAPTER 8
DIFFERENTIATION150
8.1 GRADIENTS OF CURVES 151
8.2 FINDING THE DERIVATIVE 154
PL
8.3 DIFFERENTIATING xn
8.4 DIFFERENTIATING QUADRATICS
8.5 DIFFERENTIATING FUNCTIONS
WITH TWO OR MORE TERMS
8.6 GRADIENTS, TANGENTS AND
NORMALS
8.7 SECOND ORDER DERIVATIVES
CHAPTER REVIEW 8
157
159
161
163
165
167
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CHAPTER 9 INTEGRATION170
9.1 INTEGRATING xn 171
9.2 INDEFINITE INTEGRALS 173
9.3 FINDING FUNCTIONS 176
CHAPTER REVIEW 9 178
SA
E
2. Mathematical problem-solving The Mathematical Problem-Solving Cycle
PL
collect information
• Challenge questions provide extra stretch
process and
3. Transferable skills represent information
• Transferable skills are embedded throughout this book, in the exercises and in some examples
• These skills are signposted to show students which skills they are using and developing
M
Finding your way around the book
3 EQUATIONS
AND INEQUALITIES Each chapter is mapped to the
SA
Learning objectives
graphically → pages 40 − 43
● Interpret algebraic solutions of equations
→ pages 44 − 46
● Solve linear inequalities
→ pages 44 − 49
● Solve quadratic inequalities
→ pages 49 − 51
● Interpret inequalities graphically
graphically → pages 51 − 53
● Represent linear and quadratic inequalities
chapter
O x
O requirements for calories and
vitamins.
← Section 2.4
ABOUT THIS BOOK vii
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Step-by-step worked
examples focus on the
key types of questions
you’ll need to tackle
E
examples
Exercise questions
are carefully graded
so they increase in
difficulty and gradually
bring you up to exam
standard
PL
Exercises are packed
with exam-style
questions to ensure you
are ready for the exams
Exam-style questions
are flagged with E
Problem-solving
questions are flagged
with P
Problem-solving boxes provide hints,
tips and strategies, and Watch out
boxes highlight areas where students
often lose marks in their exams
QUALIFICATION AND
ASSESSMENT OVERVIEW
Qualification and content overview
Pure Mathematics 1 (P1) is a compulsory unit in the following qualifications:
International Advanced Subsidiary in Mathematics
E
International Advanced Subsidiary in Pure Mathematics
International Advanced Level in Mathematics
International Advanced Level in Pure Mathematics
Assessment overview
PL
The following table gives an overview of the assessment for this unit.
We recommend that you study this information closely to help ensure that you are fully prepared for
this course and know exactly what to expect in the assessment.
Unit
P1: Pure Mathematics 1
Paper code WMA11/01
Percentage
_1
33 3 % of IAS
_2
16 3 % of IAL
Mark
75
Time
1 hour 30 mins
Minimum
M
weighting in
IAS and IAL
Recall, select and use their knowledge of mathematical facts, concepts and techniques in a
AO1 30%
variety of contexts.
Construct rigorous mathematical arguments and proofs through use of precise statements,
logical deduction and inference and by the manipulation of mathematical expressions,
AO2 30%
including the construction of extended arguments for handling substantial problems
presented in unstructured form.
Recall, select and use their knowledge of standard mathematical models to represent
SA
situations in the real world; recognise and understand given representations involving
AO3 10%
standard models; present and interpret results from such models in terms of the original
situation, including discussion of the assumptions made and refinement of such models.
Comprehend translations of common realistic contexts into mathematics; use the results of
AO4 calculations to make predictions, or comment on the context; and, where appropriate, read 5%
critically and comprehend longer mathematical arguments or examples of applications.
Use contemporary calculator technology and other permitted resources (such as formulae
AO5 booklets or statistical tables) accurately and efficiently; understand when not to use such 5%
technology, and its limitations. Give answers to appropriate accuracy.
QUALIFICATION AND ASSESSMENT OVERVIEW ix
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Assessment objective
P1 AO1 AO2 AO3 AO4 AO5
Marks out of 75 30–35 25–30 5–15 5–10 1–5
_2 _1
6_ 3 –20 6 _3 –13_ 3 1_ 3 –6_ 3
2 2 1 1 2
% 40-46 3 33 3 –40
Calculators
Students may use a calculator in assessments for these qualifications. Centres are responsible for
E
making sure that calculators used by their students meet the requirements outlined below.
Students are expected to have available a calculator with at least the following keys: +, –, ×, ÷, π, x2,
__ __ 1
x
√ , , xy, ln x, ex, x!, sine, cosine and tangent and their inverses in degrees and decimals of a degree,
x
and in radians; memory.
PL
Prohibitions
Calculators with any of the following facilities are prohibited in all examinations:
• databanks
• retrieval of text or formulae
• built-in symbolic algebra manipulations
• symbolic differentiation and/or integration
• language translators
• communication with other machines or the internet
M
SA
x EXTRA ONLINE CONTENT
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SolutionBank
SolutionBank provides worked solutions for questions in the book. Download all
the solutions as a PDF or quickly find the solution you need online.
E
Use of technology y
Explore topics in more detail, visualise Online Find the point of intersection
problems and consolidate your understanding. graphically using technology.
Use pre-made GeoGebra activities or Casio
resources for a graphic calculator.
PL
GeoGebra-powered interactives Graphic calculator interactives
Calculator tutorials
SA
Online Work out each coefficient quickly using Step-by-step guide with audio instructions
the nCr and power functions on your calculator. on exactly which buttons to press and what
should appear on your calculator's screen
ALGEBRAIC EXPRESSIONS CHAPTER 1 1
1 ALGEBRAIC
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EXPRESSIONS 1.1
1.2
1.10
E
Learning objectives
After completing this chapter you should be able to:
● Multiply and divide integer powers → pages 2–4
PL
● Expand a single term over brackets and collect
like terms → pages 2–4
3 Expand:
a 3(x + 4) b 5(2 – 3x)
c 6(2x – 5y) ← International GCSE Mathematics
E
This is the base.
Example 1
PL
a x2 × x5 b 2r2 × 3r3 c __4 d 6x5 ÷ 3x3 e (a3)2 × 2a2 f (3x2)3 ÷ x4
b
a x2 × x5 = x2 + 5 = x7 Use the rule a m × a n = a m + n to simplify the index.
b 2r 2 × 3r 3 =
2 × 3 × r 2 × r 3
Rewrite the expression with the numbers
= 6 × r 2 + 3 = 6r 5
together and the r terms together.
b7
c __4 = b7 − 4 = b3 2 × 3 = 6
b r 2 × r 3 = r 2 + 3
6 x5
d 6x5 ÷ 3x3 = __ × ____3
3 x Use the rule am ÷ an = am − n to simplify the index.
= 2 × x2 = 2x2
M
e (a3)2 × 2a2 = a6 × 2a2 x5 ÷ x3 = x5 − 3 = x2
= 2 × a6 × a2 = 2a 8
Use the rule (am)n = amn to simplify the index.
(3x2)3 (x2)3
f _____ = 33 × ____
4
x4 x a 6 × a 2 = a 6 + 2 = a 8
x6
= 27 × __4 = 27x2
x
Use the rule (ab)n = anbn to simplify the numerator.
SA
(x2)3 = x2 × 3 = x6
__
6x
= x6 − 4 = x2
x 4
Example 2
Watch
out A minus sign outside
Expand these expressions and simplify if possible:
brackets changes the sign of
a –3x(7x – 4) b y2(3 – 2y3) every term inside the brackets.
c 4x(3x – 2x2 + 5x3) d 2x(5x + 3) – 5(2x + 3)
ALGEBRAIC EXPRESSIONS CHAPTER 1 3
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−3x × 7x = −21x1 + 1 = −21x2
a −3x(7x − 4) = −21x2 + 12x
−3x × (−4) = +12x
b y2(3 − 2y3) = 3y2 − 2y5
y2 × (−2y3) = −2y2 + 3 = −2y5
c 4x(3x − 2x2 + 5x3)
= 12x2 − 8x3 + 20x4
E
= 10x2 − 4x − 15
Simplify 6x − 10x to give −4x.
Example 3
PL
Simplify these expressions:
7 + x 4
x 3x 2 − 6x 5 20x 7 + 15x 3
a ______
b ________
c __________
x 3 2x 5x 2
x7 + x4 ___ x 7 x4
a _______ = 3 + ___3
Divide each term of the numerator by x 3.
x 3 x x
= x7 – 3 + x4 − 3 = x4 + x
x1 is the same as x.
3x2 − 6x5 3x 2 6x 5
b __________ = ____
− ____
2x 2x 2x
Divide each term of the numerator by 2x.
3 3x
= __ x2 – 1 – 3x5 – 1 = ___ − 3x 4
M
2 2
Simplify each fraction:
20x7 + 15x3
____________ _____ 15x 3
20x 7 _____ 3x 2 3 ___ x 2 3
c =
+
____
= __ × = __
× x2 − 1
5x2 5x 2 5x 2 2x 2 x 2
= 4x7 – 2 + 3x3 – 2 = 4x 5 + 3x 6x 5 6 x 5
− ____ = − __ × ___ = −3 × x5 − 1
2x 2 x
E
t 3x2 − x(3 − 4x) + 7 u 4x(x + 3) − 2x(3x − 7) v 3x2(2x + 1) − 5x2(3x − 4)
PL
8x 3 + 5x
d ________
2x
To find the product of two expressions you multiply each term in one expression by each term in
the other expression.
9x 5 − 5x 3
f ________
3x
b (x − 2y)(x2 + 1)
−2y × x2 = −2x2y
= x3 + x − 2x2y − 2y
E
= 3x2 + xy − 4x − 2y2 − 4y
Example 5
PL
a x(2x + 3)(x − 7)
a x(2x + 3)(x − 7)
= (2x2 + 3x)(x − 7)
= 2x3 − 14x2 + 3x2 − 21x
= 2x3 − 11x2 − 21x
b x(5x − 3y)(2x − y + 4)
= (5x2 − 3xy)(2x − y + 4)
b x(5x − 3y)(2x − y + 4)
= 5x2(2x – y + 4) – 3xy(2x – y + 4)
c (x − 4)(x + 3)(x + 1)
E
v (3x − 2)(2x + 1)(3x − 2) w (x + y)(x − y)(x − 1) x (2x − 3y)3
PL
if the lengths were given as numbers:
Find an expanded and simplified expression
for the area shaded green.
6 cm
x+7 3 cm
x–2 10 cm
3x – y + 4
Challenge
Expand and simplify (x + y)4.
SA
1.3 Factorising
You can write expressions as a product of their factors.
Expanding brackets
■ Factorising is the opposite of expanding brackets.
4x(2x + y) = 8x2 + 4xy
(x + 5)3 = x3 + 15x2 + 75x + 125
(x + 2y)(x – 5y) = x2 – 3xy – 10y2
Factorising
ALGEBRAIC EXPRESSIONS CHAPTER 1 7
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E
4 and x are common factors of 8x2 and 20x,
c 8x2 + 20x = 4x(2x + 5)
so take 4x outside the brackets.
PL
e 3x2 − 9xy = 3x(x − 3y)
Notation
Real numbers are all the positive and
negative numbers, or zero, including fractions
and surds.
■ x2 − y2 = (x + y)(x − y) Notation
An expression in the form x2 – y2
is called the difference of two squares.
Example 7
SA
Factorise:
a x2 − 5x − 6 b x2 + 6x + 8 c 6x2 − 11x − 10 d x2 − 25 e 4x2 − 9y2
b x2 + 6x + 8
= x2 + 2x + 4x + 8 ac = 8 and 2 + 4 = 6 = b.
= x(x + 2) + 4(x + 2) Factorise.
= (x + 2)(x + 4)
c 6x2 − 11x − 10
= 6x2 − 15x + 4x − 10 ac = −60 and 4 − 15 = −11 = b.
= 3x(2x − 5) + 2(2x − 5) Factorise.
E
= (2x − 5)(3x + 2)
PL
e 4x2 − 9y2 This is the same as (2x)2 − (3y)2.
= 22 x2 − 32y2
= (2x + 3y)(2x − 3y)
Example 8
Factorise completely:
a x3 – 2x2 b x3 − 25x c x3 + 3x2 − 10x
2 Factorise:
a x2 + 4x b 2x2 + 6x c x2 + 11x + 24
d x2 + 8x + 12 e x2 + 3x − 40 f x2 − 8x + 12
g x2 + 5x + 6 h x2 − 2x − 24 i x2 − 3x − 10
j x2 + x − 20 k 2x2 + 5x + 2 l 3x2 + 10x − 8
m 5x2 − 16x + 3 n 6x2 − 8x − 8
Hint
For part n, take 2 out as a common
o 2x2 + 7x − 15 p 2x4 + 14x2 + 24
factor first. For part p, let y = x2.
q x2 − 4 r x2 − 49
E
s 4x2 − 25 t 9x2 − 25y2 u 36x2 − 4
v 2x2 − 50 w 6x2 − 10x + 4 x 15x2 + 42x − 9
3 Factorise completely:
a x3 + 2x b x3 − x2 + x c x3 − 5x
E/P
E
PL d x3 − 9x
g x3 − 7x2 + 6x
j 2x3 + 13x2 + 15x
(2 marks)
f x3 + 11x2 + 30x
i 2x3 − 5x2 − 3x
l 3x3 + 27x2 + 60x
Problem-solving
Watch out for terms that can be written as a
function of a function, for example:
x4 = (x2)2.
M
Challenge
n terms b ≠ 0.
■ You can use the laws of indices with any rational power.
1
__
__ __
•• a m = m√ a
Notation _1
a 2 = √a is the
__
n
__ m positive square root of a.
•• a m = √ a n _1
__
1 9 = 3,
For example: 9 2 = √
•• a −m = ___ _1
but 9 2 ≠ −3.
a m
•• a 0 = 1
10 CHAPTER 1 ALGEBRAIC EXPRESSIONS
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Example 9
Simplify:
3
x 1 3 2 ______ 2x 2 − x
a ___ f _______
3
b x 2 × x 2 c (x3) 3 d 2x1.5 ÷ 4x−0.25 e √ 125
x 6
x −3 x 5
E
1 3 1 3
b x 2 × x 2 = x 2 2
= x2 Use the rule am × an = am + n.
f ______
_____
e √ 125x 6
5
x
PL
= (125x6) 3
= 2 × x2 − 5 – x1 – 5 = 2x–3 – x–4
= ___
2 1
3 − ___4
x x
__1 3
= (125) 3 (x6) 3 = √ 125
_____
(
__1
x 6 × 3 ) = 5x2
1
__
__
Using a m = m√ a
.
1
Using a −m = ___
a m
M
Example 10 SKILLS INTERPRETATION
Evaluate:
_1 _1 _3 _3
a 9 2 b 64 3 c 4
9 2 d 2
5 − 2
1
__
__ _1
__
__1
__ Using a m = m√ a
. Thus, 9 2 = √ 9 .
a 9 2 = √ 9
= 3
SA
1 __ 3
___ This means the cube root of 64.
b 64 3 = √ 64
= 4
n
__ m __
___ Using a m = √ a n .
c
__
3
49 2 = ( 3
√49 )
This means the square root of 49, cubed.
= 73 = 343
1
Using a−m = ___
m
__
3 1
____ 1
______ a
d 25 – 2 = __3 =
___
25 2 (√25
)3
1 1 Online
Use your calculator to enter
= ___
3 = _____
5 125 negative and fractional powers.
ALGEBRAIC EXPRESSIONS CHAPTER 1 11
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Example 11
1
Given that y = __ 2, express each of the following in the form kx n, where k and n are constants.
16 x
1
__
a y 2 b
4y −1
1 2
Substitute y = ___
_
x
into y .
1
2
_1 16
a y = ( __ x )
1 2
_ 1 2
2 16
_1
(___
) = ____
1 ___
2
1
= ___ 1 2 × _21 __ x _ _
and ( x 2) = x 2 ×
1 1
√___ x = 4 2 2
16
E
16 √ 16
= 64x−2
Problem-solving
PL
Exercise
1 Simplify:
a x3 ÷ x−2
_2
_3
d (x2) 2
_1
1D
b x5 ÷ x7
h 5
_7
_5
e (x3) 3
_2
x 5 ÷ x 5
Check that your answers are in the correct form.
If k and n are constants they could be positive or
negative, and they could be integers, fractions or
surds.
_3 _5
c x 2 × x 2
f 3x0.5 × 4x−0.5
i 3x4 × 2x−5
M
__
__ __ __ __
_____ ) 2
(3√ x
j × 3√ x
√x k (√x
) 3 × (3√ x
) 4 l __
x
√
2 Evaluate, without using your calculator:
_1 _3 _1
a 25 2 b 81 2 c 27 3
_1
d 4−2 e 9 − 2 f (−5)−3
g (_ 4 ) (__
16 )2
3
3 0 _3 25
h 1296 4 i
j (__
8 )3 k (_ 5 )−1 (___
512 )−
2 2
27 6 343
SA
l 3
3 Simplify:
5x 3 − 2x 2 x + 4x 3
b ________ d _______
1 1
a (64x10)2 c (125x12)3
x 5 x 3
f (__ x4)
2x + x 2 4 3
9x 2 − 15x 5 5x + 3x 2
e _______
2
g _________
h ________
x 4 9 3x 3 15x 3
_1
E 4 a Find the value of 81 4 . (1 mark)
_1
b Simplify x(2x − 3 )4. (2 marks)
1
E 5 Given that y = __8 x 3, express each of the following in the form kx n, where k and n are constants.
1
a y 3 (2 marks)
__ 1
b
2 y −2 (2 marks)
12 CHAPTER 1 ALGEBRAIC EXPRESSIONS
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1.5 Surds
__
If n is an integer that is __not___ is called a surd.
a square__number, then any multiple of √ n
, 19
Examples of surds are 2
√ √ and 5 2
√ .
E
■ You can manipulate surds using these rules:
___ __ __
•• √ab
= √a
× √b
__ __
a ___ √a
•• √
__
= __
b √b
Example 12
Simplify:
___
a √12
___
a √12
= √ (4
PL
× 3)
__
_______
__
× √ 3
= √ 4 = 2√3
__
___
20
√
____
b
2
that
___
c 5√6 − 2√24
__ __
____
+ √ 294
is a square number.
= √ a × √ b . √ 4 = 2
M
___ __ __ ___ __ __
20
√
____ √ × √ 5
________
4 = √ 4 × √
√20 5
b =
2 2
__ __
2 × √5
_______
__ 4 = 2
√
=
= √ 5
2
__ ___ _____
c 5√6
− 2√24
+ √ 294
Cancel by 2.
__ __ __ __ ___
− 2√6
= 5√6 × √ 4
+ √ 6
× √ 49
__
__ __ ___
is a common factor.
√6
SA
= (5
6
√ − + √ 49
2√4 )
__
(5 − 2 × 2 + 7)
= √ 6 __ ___
__ Work out the square roots √ 4 and √ 49
.
(8)
= √6
__
= 8√6 5−4+7=8
ALGEBRAIC EXPRESSIONS CHAPTER 1 13
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E
__ __
b (2 − √ 3
)(5 + √3
) Expand the brackets completely before you simplify.
__ __ __
= 2(5 + )
3
√ − (5
3
√ + )
√3
__ __ __ __ __ __
− 5√3
= 10 + 2√3 − √ 9
Collect like terms: 2√ 3 − 5√ 3 = −3√
3
__
√
= 7 − 3 3 __
PL
Simplify any roots if possible: √ 9 = 3
___ ___ __
E 3 Simplify √ 75 − √ 12 giving your answer in the form a√ 3 , where a is an integer. (2 marks)
Example 14
E
√3
___ √3 × √ 3 = (√3 ) 2 = 3
=
3
__
1 __
_______ )
1 × (3 − √2
________________
__
b =
__
__ Multiply numerator and denominator by (3 – √2 ) .
(3 + √2
3 + √ 2 )(3 − √2
)
__
__
3 − √2
___________________
__ __
=
__ √2 × √ 2 = 2
PL
+ 3√2
9 − 3√2 − 2
__
_______
3 − √ 2 __ __
=
9 − 2 = 7, −3√2 + 3√2 = 0
7
__ __ __ __ __ __
+ √__2
√__5
________ + √ 2
(√5 )(√5
__________________ + √ 2
) __ __
c =
__ __ __ __ Multiply numerator and denominator by (√
2 ).
5 + √
− √ 2
5
√ (√5 − √ 2
)(√5
+ √ 2
)
__ __ __ __
√ 2
5 + √ 5 + √ 2
_____________________ √ 5
+ 2
=
__ __ __ __
5−2 −√2 √ 5 and √ 5 √ 2
cancel each other out.
___
7 + 2√10
__________
=
__ __ ___
3 √5 √ 2 = √ 10
M
1 __ 1
d _________
2 = ________________
__ __
) (1 − √ 3
(1 − √ 3 )(1 − √ 3
)
Expand the brackets.
1 __
__________________
= __
__
− √ 3
1 − √ 3 + √ 9
__
Simplify and collect like terms. √ 9 = 3
1 __
= ________
4 − 2√3
__
SA
)
1 × (4 + 2√3
__________________ Multiply__ the numerator and denominator by
=
__
__
)(4 + 2√3
(4 − 2√3 ) (4 + 2√
3 ).
__
__
4__+ 2√3
______________________ __ __
=
3 × √
√
= 3
3
− 8√3
16 + 8√3 − 12
__ __
__ __
_______
4 + 2√3
________
2 + √ 3 16 − 12 = 4, 8√
3 − 8√
= 0
3
= =
4 2
ALGEBRAIC EXPRESSIONS CHAPTER 1 15
Uncorrected proof, all content subject to change at publisher discretion. Not for resale, circulation or distribution in whole or in part. ©Pearson 2019
E
2 Rationalise the denominators and simplify:
1 __ 1 __ 1 __ 4 __ 1
a ______ b ______
c ______ ______
d
e _______
__ __
1 + 3
√ 2 + 5
√ 3 − √ 7 3 − √ 5 5 − √ 3
√
__ __ __ __
3 − √ 2
______ 5
______ _______ 5√2 11___ 3 − √ 7
√
f __ g __ h __ __ i _______ _______
j __ __
PL
4 − √ 5 2 + √ 5 8 − √ 7
√
3 + √ 11 3 + √ 7
√
___ ___ ___ ___ __ __
√ − √ 11
17
_________ + √ 29
41
√
_________ 2 − √ 3
√
_______
k ___ ___ l ___ ___ m __ __
+ √ 11
17
√ − √ 29
41
√ 3 − √ 2
√
1 Simplify:
SA
6 Factorise:
a x2 + 3x + 2 b 3x2 + 6x c x2 − 2x − 35 d 2x2 − x − 3
e 5x2 − 13x − 6 f 6 − 5x − x2
7 Factorise:
a 2x3 + 6x b x3 − 36x c 2x3 + 7x2 − 15x
E
8 Simplify:
_3 _1 _1 _2
a 9x3 ÷ 3x−3 b (4 2 ) 3 c 3x−2 × 2x4 d 3x 3 ÷ 6x 3
PL
b
27 289
10 Simplify, without using your calculator:
3 __ __ __
a ____
___ b √20
+ 2√45
− √80
63
√
E/P 19 Express 27 2x + 1 in the form 3 y, stating y in terms of x. (2 marks)
ALGEBRAIC EXPRESSIONS CHAPTER 1 17
Uncorrected proof, all content subject to change at publisher discretion. Not for resale, circulation or distribution in whole or in part. ©Pearson 2019
___ 8x
E/P = ___
20 Solve the equation 8 + x√12 __ .
3 __
√
Give your answer in the form a√b , where a and b are integers. (4 marks)
E
__
E/P 23 Given that 243√ 3 = 3 a, find the value of a. (3 marks)
_5
4x 3 __+ x
24 Given that ________
2
E/P can be written in the form 4x a + x b,
x
√
write down the value of a and the value of b. (2 marks)
PL
Challenge
√
1
__ __ +
+ √
2
__
− √ b ).
_______
√
3
1
__ __ +
+ √
3
4
… + _________
1 You can use the laws of indices to simplify powers of the same base.
• am × an = am + n
1
___ ___ =
+ √ 25
√24
4
• am ÷ an = am − n
M
• (am)n = amn • (ab)n = anbn
2 Factorising is the opposite of expanding brackets.
3 A quadratic expression has the form ax2 + bx + c where a, b and c are real numbers and a ≠ 0.
4 x2 − y2 = (x + y)(x − y)
5 You can use the laws of indices with any rational power.
__ __
1 n
__ m
SA
__
• a m = m√ a
• a m = √ a n
1
• a −m = ___ • a 0 = 1
a m
6 You can manipulate surds using these rules: __ __
____ __
√a
√
a ___
__
= √a
• √ab × √b __
= __
•
b √ b
7 The rules to rationalise denominators are:
__
1
• For fractions in the form ___ __ , multiply the numerator and denominator by √ a .
a
√
__
1
• For fractions in the form ______ __ , multiply the numerator and denominator by ( a − √b ).
a + √b
__
1 __
• For fractions in the form ______ , multiply the numerator and denominator by ( a + √b ).
a − √b