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Find out more www.oxfordsecondary.com/cambridge ASPIRE SUCCEED PROGRESSMATHEMATICS Core & Extended for Cambridge IGCSE®OXFORD UNIVERSITY PRESS Great Clarendon Street, Oxford, OX2 6DP, United Kingdom, (Oxford University ress isa department ofthe University of Onford,ICfurthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide, (Oxford is a registered trade mark of Oxford University Press inthe UK and in certain other countries @llan Rettison andl Mathew Taylor ‘The moral rights ofthe authors have been asserted First publishedin 2019, AIT rights reserved. No part ofthis publication may be reproduced, stored in arerieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxforl University Press, or & expressly permitted by law, by licence or lunder terms agreed withthe appropriate reprographics rights organization. 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IGCSEO is the registered trademark of Cambridge Assessment Intemational Education, All examinationstyle questions and answers within this publication have been written by the authors In an examination, the way marks are awardee may be different.Introduction a Raise your grade 49 2 Algebra and graphs ED 92 Raise your grade Raise your grade 106 eo 107 Raise your grade 131 Aer iE] Raise your grade 142 Gio m7 Raise your grade 161 renee noe a) Raise your grade 176 Soe 178 Raise your grace 198 emo i Raise your grade 24 You will find the numerical answers to all questions with worked solutions and commentaries to all Raise your grade exam-style questions available at wwnwoxfordsecondary.com/esg-for-caie-igese coneas @CRC CR LT) 4 Matched to the latest Cambridge assessment criteria this in-depth Exar Success Guide brings clarity and focus to exam preparation with detailed and practical guidance on raising attainment in IGCSE® Mathematics. ‘This Exam Success Guide is fully matched to the latest Cambridge IGCSE® syllabus, * Includes a comprehensive list of syllabus objectives at the start of each chapter where you can build a record of your revision as well as Key skills features within the chapters to guide you through your revision and Recap features to review the key information * provides exam-style questions at the end of each chapter to equip you ‘to Raise your grade. These questions have fully worked solutions with commentaries as part of the online resources * will guide you through answering exam questions with extensive use of Worked examples wth Exam tips * will help you to avoid common mistakes with Watch out! features. This Exam Success Guide has been designed to maximise exam potential The key features which will help you include. * Your revision checklist table with a list of the objectives covered in each section at the start of each unit to focus your learning, monitor progress and build @ record of your revision. Objectives that are for the extended syllabus only are shown in bold. ROCs tome i ah Core /Extended curriculum a 114 * Recap features: Use these to review the key information OE=y ‘* Apply: short activites to help you remember some of the key facts and ideas C= * Key skills: each section contains several key skills that you must master in order to succeed a= |PET Ts) Worked examples: every section is rich in Worked examples which guide you step-by-step through answering exam-style questions © Wout 5: alongside each Worked example are Exam tips which will help you to answer the question and set out your working correctly Beamitp Watch outl: these boxes point out key misconceptions and how to avoid them Questions: at the end of each section there are questions to help you practise the key skills Raise your grade: cach chapter has a Raise your grade section at the end with sample exam-style questions for you to attempt You will find the numerical answers to all questions with worked solutions and cornmentaries to all Raise your grade exam-style questions at www oxfordsecondary.com/esg-for-caie-igese. You could also create a revision planner lke the one below to plan your revision timetable. ieatcson @)CRC Ra LT) 4 ‘Extended only’ content This book is intended for use by candidates studying both the Core and Extended syllabuses. + The sylabus objectives atthe start of each chapter indicate Extended only content in bold. Within each chapter, where contents in the Extended syllabus but not in the Core syllabus, i is clearly shaded and indicated with a red ‘Extended! bar or an’®’ icon. * Raise Your grace questions for the Extended syllabus only are also clearly shaded and indicated with an'E' icon. Oro-e momentos | and add up to.3: 7 and ~4. _an expression, expand the So ¥ + 9x=28= (x4 7)x~ 4) expression again if you have time to check thatyou gotit oF B18 Holmenieatitnils he Bayiehie S08 2-15 (x4 3)ix-5) =e Be Seb Bae axe (6) r+ 3(Sx~ 9). = (29) (5H) + (200 %<(-9) +3 Ga} 49-9) 10x = 18¢+ 15*~27= 109 -3x—27 ‘Worked example Expand and simply ‘Yurneed ta be able to = thes aye a) Fa marks} expand tee braces, (= thes 294 4) ERTS TS = (8 = x4 Be Nac) first par of brackets = 08 x= 210044) 20b4ae Ext4 424-8 Multiply the quactatio i+ Be +2x-8 ‘expression by he third bracket. ‘Worked example Feactoriv toe expressions ‘ournustbe able tofactree me algebraic expressions (a) 9ab+30" (9K 5x4 187 4 10yPET Ts) Aiming for success This Exam Success Guide will help you to understand what isin the Cambridge IGCSE® Mathematics exam and to improve your key skills to achieve higher grades. ‘When you take your exam, you will sit two compulsory papers. Work through the chapters in order to help you become more familiar with the demands of each section of the sylabus and to achieve greater success in the exam. Use the full worked solutions and commentaries for each Raise your gratie question. These can be found at www.oxfordsecondary.com/ esg-for-caie-igcse. Worked example 7 Ifa train travels for 50 km at a speed of 40 kmh”, then travels a further 60 km at a speed of 30 km h’, fina: (a) The total time taken [3 marks] (b) the average speed at which the train travelled, accurate 10 3 significant figures. [3 marks] Write down the formula ccotumerecnel pote | for speed and rearrange it Time = distance + speed 0+ 40 2 Calculate the times for the tuo different parts of the journey 0+ 30-2 Total time taken = 1.25 +2 =3.25 hours «J Calculate the total time ‘Average speed = total distance + total time ‘Write down the formula for average speed Total distance = 50 +60 = 110 km _ ‘Average speed = 110 + 3.25 = 33.8 kmh* | Calculate the total distance Divide your total distance by your answer to part a and round itto 3 significant figures Each question in the Raise your grade section is mapped to the relevant section in the chapter, so that you can go back and revise the key ideas if you get stuck invotucioneT T The Cambridge IGCSE® Mathematics qualfication (sylabus 0580) is examined at either Core tier (expected IGCSE® grades D to G) or at Extended tier {expected IGCSE® grades A* to C), ‘The assessment for each tier is the same. Candidates sit one short-answer paper and one paper with structured questions, The folowing tables give the details of each paper Core candidates take: Paper 1 (Core) 56 marks Short-answer questions Questions will be based on the Core curriculum Externally assessed Extended candidates take: Paper 2 (Extended) T hour 30 minutes 39% 70 marks Short-answer questions Questions wil be based on the Extended curriculum Extemally assessed and: Paper 3 (Core) 104 marks Structured questions Questions will be based on the Core curriculum Externally assessed and: Paper 4(Extended) = 2 hours 30 minutes 65% 130 marks Structured questions Questions will be based on the Extended curriculum Extemally assessed * Candidates should have a scientific calculator forall papers. Three significant figures will be required in answers (or one decimal place for answers in degrees) except where otherwise sate. * Candidates should use the value of from their calculator or the value of 3.142. Questions on the Core papers will be based only on the Core curriculum. Questions on the Extended papers will be based on the Extended curriculum (which include all of the Core syllabus content}.How will you be assessed? Advice and guidance Before the exams: Y Check the dates of the exams ¥ Plan your revision carefully: Make a timetable that includes each section of the syllabus ¥ Focus on the areas that you have found difficult in the past ¥ Practise skills first, then applications to exam-style questions 1 Create mind-maps, flash cards or revision posters if you think they will help Y Understand the command words in each question ‘Command word What it means Calculate ‘work out from given facts, figures or information, generally using a calculator Construct make an accurate drawing, Describe siate the points of a topic/give characteristics and main features Determine establish with ceriainty Explain Set Out purposes or reasons/make the relationships between things evident/provide why and/or how and support with relevant evidence Give produce an answer from a given source or recall/memory Plot mark point(s} on a graph Show (that) provide structured evidence that leads 10 a given result, Sketch make a simple freehand drawing showing the key features Work out calculate from given fac, figures or information with or without the use of a calculator ‘Write give an answer in a specific form ‘Write down give an answer without significant working ¥ Use mark schemes and worked solutions to assess yourself 7 Make sure that you have all of your equipment for the exam. You need a scientific calculator pens, pencis,a rule, a protractor and a pair of compasses rnrtuson @VATA CDM Cet rst y-Ed During the exams: Y Plan your time. Allow one minute per mark so you have some time at the end to check your answers Y Ifyou can't do a question, move on quickly and come back to it ¥ Read the questions carefully and identity the command word{(s) ¥ Set out your working clearly so it can be followed by the examiner ¥ Make sure that your final answer is clearly indicated ¥ Check that you have included the units, if appropriate ¥ Check that you have rounded your answer 1o a suitable or specified degree of accuracy ¥ Check that your answer is sensible 7 Do not round intermediate values in working - this may lead to rounding errors in your final answer ¥ Make sure that you use correct mathematical terminology when giving reasons Y Go back and attempt questions you missed out at the end ¥ Leave time at the end for checking through all of your answers againsiya Beat eat sb Core/Extended curriculum Wd Identify and use natural numbers, integers (positive, negative and zero), prime numbers, square and cube numbers, common factors and common multiples, rational and irrational numbers earl oimslsaOectec neck ‘Understand notation of Venn diagrams. Definition of ets Use language, notation and Venn diagrams to describe sets and represent relationships between sets. Calculate with squares, square roots, cubes and cube roots and other powers and roots of numbers Use directed numbers in practical situations. Use the language and notation of simple vulgar and decimal fractions and percentages in appropriate contexts. Recognise equivalence and convert between these forms (including recurring decimals) (Order quantities by magnitude and demonstrate familiarity with the symbols = #,>,< 2. Understand the meaning of indices (fractional, negative and zero) and use the rules of indices. Use the standard form Ax 10" where n is a positive or negative integer, and 1A < 10, Use the four rules for calculations with whole numbers, decimals and fractions (including mixed ‘numbers and improper fractions), including correct ordering of operations and use of brackets Make estimates of numbers, quantities and lengths, give approximations to specified numbers Cf significant figures and decimal places and round off answers to reasonable accuracy in the context ofa given problem Give appropriate upper and lower bounds for data given to a specified accuracy. Obtain appropriate upper and lower bounds to solutions of simple problems given data toa specified accuracy. Demonstrate an understanding of ratio and proportion. Increase and decrease a quantity by a given ratio, Calculate average speed. Use common measures of rate. Calculate a given percentage of a quantity. Express one quantity as a percentage of another. Calculate percentage increase or decrease. Carry out calculations involving reverse percentages. Use a calculator efficiently. Apply appropriate checks of accuracy. Calculate times in terms of the 24-hour and 12-hour clock. Read clocks, dials and timetables. Calculate using money and convert from one currency to another. Use given data to solve problems on personal and household finance involving earnings, simple interest and compound interest. Extract data from tables and charts. Use exponential growth and decay in relation to population and finance.Pe eg * Identify and use natural numbers, integers (positive, negative and zero), prime numbers, square and cube numbers, common factors and common multiples, rational and irrational numbers (e.g. x, V2), real numbers, reciprocals. Make a ist of: + the first 15 prime numbers + the first 15 square numbers + the first 8 cube numbers, You need to be able to write any number as the product of prime factors. Exam tip Use a factor tee to help you. Give your answer using index notation. Natural numbers are the numbers you use to count. So the natural numbers are 1, 2,3,4,. Integers are ‘whole numbers. They can be postive or negative (with zero in between), So the integers are the numbers .-3, -2,-1,0,1, 2,3, Positive integers are the numbers 1, 23,4, Negative integers are the numbers ~1, -2, -3, ~4, Prime numbers have only two (different) factors (ie. 1 and itself). So 1 is not a prime number. The prime numbers are 2, 3,5, 7,11, 13, 17, 19,.. The number of primes is infinite. Square numbers 1?=1,2!=4,3°=9,_So the numbers 1, 4, 9,..are square numbers. a9 4 x3 Cube numbers P=1,2)=8,3°=27, .. Sothe numbers 1, 8, 27,.. are cube numbers. Worked example Express 504 as the product of prime factors. [2 marks] Divide 604 by the smallest possible prime number, in this case 2. Continue until you have only prime numbers in your tree. Hence 504 = 2° x 3° x73 is a common factor of 9 and 12 since 3 is afactor of both 9 and 12. 30 is common multiple of 6 and 15 since 30 is a multiple of both 6 and 15. Worked example You need to be able to work Find the highest common factor and lowest common multiple i out the Highest Common of 60 and 504, [4 marks] Factor (HCF) and the Lowest Common Multiple (LCM) of two numbers. 60=2x3x5 504=2°x 3x7 The highest common factor is the product of the prime factors common to both numbers, in this case, 2* and 3. Pte eee HCF=2?x3=12 first. 2' is common to both * numbers, But not 2, Likewise, The lowest common multiple is the product of the largest 3 is common to both power of each prime that appears in either number, in this numbers, but not 3% case, 2°, 3°, 5 and 7. LOM = 2° x 3?x 5 x 7= 2520 A rational number is a number which can be expressed in the form 2 © where p and q are whole numbers. q : + All decimals which recur are rational. For example, 0.3 = 0.333333... is }2— doesn't loak rational but rational sna! inisnce fot fF -2 3 4 42 + All decimals which ierminate (le, which end) are rational, For example 01625 i a rational number since 0.625 can be written as 222 = 2 1000 8 An irrational number is 2 number which cant be expressed in she form & where p and q are integers. For example, x, V2 and 7 are all irational numbers. Areal number is any rational or irational number that can be represented on a number line. BIT Of Has ODOPe eg Worked example V4 VIB 25 36 Vi44 From the list above, write down: (a) an odd prime number (b) two factors of 42 (0) an irrational number (a) a multiple of 4 Exam tip (a) V25 = 5 which is an odd prime number Look for square numbers (b) V4 = 2 and V36 = 6, and both 2 and 6 are factors of 42 ine [sare sone ie (©) Vi8 is an irrational number ‘square roots of these first. ‘ (d) Vi44 = 12 which is a multiple of 4 ‘The reciprocal of number is‘one over' the number For example, the reciprocal of is ; and the reciprocal of n isd If you are asked to find the reciprocal ofa fraction, you jus ip it over! For example, the reciprocal off 83 © apowerof2 Which of these numbers is nota rational number? 2 ios 8 VB An integer nis such that 80 $n <90. 2 Write down a value of n which is: a amultiple of both 3 and 4 b- aprime number ¢ a factor of 1700. Find a prime number which isa factor of 49 an even prime number. ‘Write down all the factors of 21 ‘Write down all the factors of 28. Hence find the HCF of 21 and 28 Wo VG VS Vie VE II From the list above, write down: a aprime number ss than 10 dan inational number. Write each number as the product of prime factors (eg. 72=2' x 3?) a 30 b 24 < 18 d 2 e 105 f 64 Use question 6 to find the highest common factor of each pair of numbers. a 30and 24 b 28 and 64 € 18and 105 Use question 6 to find the lowest common multiple of each pair of numbers. a 30and64 b 24 and 105 © 2Band18 ‘Write down the reciprocal of the following numbers: SonnYou * Understand notation of Venn. ‘+ Use language, notation and Venn need to: diagrams. diagrams to describe sets and * Definition of sets. represent relationships between sets. (Extended) A set isa collection of items. These may be numbers, people, letters, ete. You use ‘curly’ brackets to represent sets, For example, the set P, of prime numbers less than or equal to 10, can be represented as P The number of elements in set P is denoted by n(F}, so in this case n{P) = 4 A Venn diagram can be used to represent sets « In the Venn diagram, Pis the set of prime numbers less than or equal to 10 and E isthe set of even numbers less than or equal to 10, The symbol € is the symbo! for the universal set. This is the set of all things that are being considered at the time, inthis case, the set of integers from 1to 10. The element 2’les inside both citcles, This region of the Venn diagram is known as the intersection and contains all of the elements that are in both sets. @E=y The symbol for intersection is a. Inthe Venn diagram above: PneE=(2} AlPng= Elements which le in either P or E or both lie in the union of P and & The symbol for union isu. Inthe Venn diagram above: PUE=(2,3,4,5,6,7,8, 10} nPue=8 Elements that do not lie in P are called complementary GEES The symbol for the complement of set P is P In the Venn diagram above: P={1,4,6,8,9, 10} oP)1.2 | Number Worked example Ina class of 33 students, 20 like chess, 12 like draughts and 5 like neither. (a) Represent this information in a Venn diagram. [3 marks] (o) How many students like only one of chess or draughts? [1 mark} Exam tip Draw a Venn diagram with wo Circles overlapping and add in 5 the 5 students who like neither chess Dimughts game ouside of both circles. There are 28 students lett. There are 20 who like chess and 12 who like draughts. Exam tip ‘Add up the number of students who like chess and who like draughts then subtract the number of students lft 10 find (: the number of students who. like both, Fill in the 4 in the intersection. 20-4 = 16 students like chess only. 12 4= 8 students like (b) The number of students who like only one of chess or draughts only. draughts is 16 + 8= 24 pope t at (@) vy {Integers from 1 10 10) {Odd numbers between 0 Ors mas C=(2,4, 6,8, 10} Which of the following € means‘. is an element of. statements are true and which are false? + 2eC @ means the empty set or {} 468 20+12-28=4 @ hes Diavahts You need to know several other symbols and notations for ses. € means’. is notan element of ! AGB means is a subset of B (and A can equal B) BEA AZBmeans'A is nota subset of B 148 ASB cca Bac=o AGB means’ is a proper subset of B’ (and A cannot equal B) Ag Bmeans’A is nota proper subset of BY eeWorked example Draw Venn diagrams and shade the region(s) that represent: (AUB (bo) ANB [2 marks] (a) Worked example Draw Venn diagrams and shade the region(s) that represent (a) (BUC)OA (b) (AUC) UB" [2 marks] f@ ¢@ Bobet ttt You need to be able to shade Venn diagrams to represent different stuations Exam tip Imagine shading the region A’ and the region B separately. “(ay 1 ‘The union is any region that is shaded in either diagram. The intersection is any region that is shaded in both of the separate diagrams. eo) pane You need to be able to work with Venn diagrams containing three circles ‘Exam tip Look for the regions that lien Bor Cand also in A. ‘Exam tip The only region not shaded is ‘the one that lies in B, but not inAorc.1.2 | Number = 1 Inagroup of 100 students, 70 enjoy Maths, 50 enjoy French and 20 enjoy neither a Drawa Venn diagram showing this information, b Use your diagram to find the number of students who enjoy both subjects 2 Onan athletics day 150 athletes take part. 60 are in the 100 metres race, 50 are in the 200 metres race and 80 are in neither. a Drawa Venn diagram showing this information, b Use the diagram to find the number of athletes who ran in only one race. 3. Ina shop there were 120 customers on a certain day. Of these, 60 paid using notes, 30 paid using coins and 50 paid using, cards, There were no customers who paid using both cards and cash. a Drawa Venn diagram showing this information b Use your diagram to find the number of customers who used both notes and coins. 4. Describe the shaded regions ats ?You * Calculate with squares, square roots, cubes and cube roots and other powers and need to: roots of numbers. ‘The square of anumber eee) O eisnaca =n, some: on some calculators square of 56 5'= 25 Investigate how to enter ‘The cube of a number powers and roots on your nisnxnxn=n, QOO scientific calculator. so the cube of on some calculators 2is29=8 25-8 Sweet — OOOO 0f 25, The square root con some calculators of mis represented by vin, So 25 =5 B=2 ; tnneatennss ESQ ‘on some calculators The cube root of nis represented by ¥n. SofB=2 @E=s @ 2=16 9016 =2 You need to be able to work 43 s0 TAB <3 with other powers and roots, forexample powers of 4 and fourth roots, Worked example A.cube of side / metres has a volume of 30 cubic metres, Via — Ta (a) Caloulate the value of f (b) Calculate the area of one face of the cube. [3 marks] ‘Exam tip Use your caiculator to find the cube root of 30 since /*= 30. (a) = ¥80 =3.107.. Im part (b), use the exact =3.11 metres (lo 3s.f.) answer from part (a) rather ‘than the rounded answer. This (tb) (3.107..P = 9.654_ ensures no rounding errors are = 9.65 square metres (to 3s.) carried forwards.ee Meg Exam tip Worked example ea reat Use your calculator to work out 6 + Y7000. Round your ee vience aryl tal answer to two decimal places. [2 marks] entered the correct calculation and one mark for giving your answer to the corect level oF 6! +7000 = 409.831 accuracy (as spectied in the " = 409.83 (to 2d.p.) ORES 1. Find (to 35.) given that the volume of the cube is 50 cm? Tan Calculate the value of each expression (10 3s.f. where necessary} ae bir © 7 d v7 e Vim of Yea Find the side length of a square whose areas 49 ome. Find the side length of a cube whose volume is 216 cm*. Write the following in ascending order (smallest first) a 06 YS VOS 06 os be % @ 6 & Calculate the value of each expression, rounding to 3 sf. where appropriate. a ¥xi16 b 28 © Stxv d 429% SS SS00505050505050505° OYYou ‘* Use directed numbers in practical situations. need to: To add a positive number, or subtract a negative number, move to the right on a number line (-4)+6=2 You can remember the rule ‘two negatives make a positive” To subtract a positive number, or add a negative number, move to the left when muttiplying or dividing, ona number line. 5+(-2 Saag ToT2 sas When adding or subtracting, the same rule does not ‘work so use the number line Multiplying or dividing two negative numbers or two positive numbers method. gives a positive number Multiplying or dividing a negative number and a positive number gives a negative number (A) x(-2)=8 (-10) + 2) S4s27012 345 Worted exampie O In June, the average temperature in Moscow was 14°C. You need to be able to * use directed numbers in In January, the average temperature was 25°C lower than in June. pracicl stuations ‘What was the average temperature in Moscow in January? [2 marks] ‘Exam tip. Sketch a number line if necessary and rememiber to move 25 places to the let OZ Calculate the following 1 The average temperature each month in a 17+(-3) b (-4)x(-2) ¢ (-7)-(-1) Montreal is shown inthe table @ 15-(4) e@ (18463) f CA+10 ‘Month [Jan [Feb] Mar] Apr] May Jun ‘Amanis bank balance is ~£34520. He then Avg Temp l-11]-9 [-3[ 5 113 [18 withdraws £50. What ishis new balance? ‘The water on a gauge i at =20 em, that is 20cm Jp Ae Se - Noy ee below the flood level. f the water rises by 25cm what level does the gauge now show? a Find the difference between the highest and lowest average monthly temperatures b The average minimum temperature for December is usually 5” lower than the average December temperature. Find the average minimum temperature for DecemberPee og * Use the language and notation of + Recognise equivalence and convert simple vulgar and decimal fractions between these forms (including and percentages in appropriate recurring decimals). (Extended) contexts. IF acakeis spit into five equal pieces and Joe eats one ofthe five pieces then the amount he eats can be expressed asa fraction, that s+ ofthe whole cake asa decimal, that is 0.2 of thewholecake {these three expressions asa percentage, that is 20% of the whole cake, ? a” equivalent Worked example You need to be able to write 2 in simplest form. simplify fractions, 30 24_ 2446 Exam tip 50° 2046 Divide both the numerator and denominator by the highest common factor of 24 and 30, 6. oO Worked example You need 0 be able to (a) Express 0.15 as convert between fractions, (i) a fraction Gecimals and percentages. (i) a percentage (b) Express = as a decimal, ie @ 00-8 Multiplying by 100% does () 018 = 05 = 35 not change the value of the Crea. (ii) 0.15 x 100% = 15%() aecen } Extended To convert a recurring decimal toa fraction, multiply the recurring decimal by the power of 10 equal to the number of places of recursion. For example, for 2 place recursion, multiply by 100. Worked example ).13 into a fraction in its simplest form. [3 marks] ‘Yourees to be abe to convert froma recurring decimal toa fraction in simplest form, 100x= 12.1212. aa ee Muliply x by 100 since itis 100x- x= 12.1212... 0.1212. 2 place tecutsion. 9ox= 12 Subtract x from 100x and then 124 simpliy the resulting faction if x= 9733 possible. ORES a 5 0037 37% 0307 = =~ 1 Simpify the following fractions. 10 100 Ao ne From the numbers listed above, write down: ae 8 a. the smallest number 5 0 : , the largest number 38g 120 ¢ the two numbers which are equal. 40 150 Express 0.375 as: ee following recurring decimals to eo © a afraction : b apercentage. a 02 b oéi Express =. as: 5 of8 i i a adecimal ‘ b apercentage. 0.6 Express 55% as a adecimal ba iraction.1.6 | Number You * Order quantities by magnitude and demonstrate familiarity with need to: the symbols =, #,>,<,2,<. ovr nam You need to be able to Place these numbers in ascending order: compare the size of numbers 342 ae given as fractions, decimals Hy 088 6% and percentages. _ * 13 Exam tip =068 5-08 066 67%=-067 = Write all of the numbers as decimals 0 compare them, So in ascending order they are: 13 2 34 = 086 = 67% = 20 3 50 Worked example a=5 b=-4 Choose one of the symbols =, < or > to complete each of these statements (@) atb.bta ae (©) a-b.b-a Exam tip (a) 5+(-4)=1 and (-4)+5= Work out the value of each soatb=b+a presoniiis: (b) 5°= 25 and (-4)°= 16 Don't worry ifyou use the soterbe same symbol more than once. (0) 8= (-4)=9 and (-4) ~ so a-b>b-a ORES ys wawwnonae <,=0r>, in these expressions Al og 20 a oxy 3p 08 Fe 8Ie 085 b yokurey. ¢ Wxy 1 White these numbers in ascending order* Understand the meaning ofindices __* ‘Use the standard form Ax 10" where (fractional, negative and zero) and use _nis a positive or negative integer, the rules of indices. and 15A<10. When you write 3% 3x 3% 3 as 3¢ you are using index notation oO pen ‘The number ¥ is refered to asthe base and he litle number's the index You need tobe ablev0 use To mutiply powers ofthe same base, add the indices Nouneed be blero xH=9 expressions To dive powers ofthe same base, subtract the indices Pater Tofind a power of power, multiply the indices yf=5" OE The three laws of indices can be written in a more general form, pememberio éibeadithe indices when dividing a common mistake is to divide them as well Match the expressions that have the same value. Do not use a calculator, Sx 52 Express these in the form a”, where ais an integer: (a) (EEX (IP wy x7 © a [4 marks} (a) ary «ary arti E tip =i Make sure you set out your ay 78 ‘working clearly and apply each ocr. af rule in te, owrer @1.7 | Number You need to understand and work with the zero In general, a= index, negative indices and fractional indices. e=Va In general a? In general, a* =a =(a)" Worked example Calculate: (a) 2 fo) 3? ) & 2x2x2x2x2= 32 gett Bat Worked example Evaluate these numbers: (a) 8! (b) 25% aC)Worked example IL V12B = 2*, find the value of k. 128=27 v2 =(2)) Zz Hence k= 2 ‘The mass of the Earth is about 5 974 200 000 000 000 000 000 000 kg, a very large number. The time taken for light to travel 1 kms about 0.000 003 335 56 seconds, a very small number. Standard form is useful ‘when writing very large and very small numbers. To write a number in standard form, express it as a number between 1 and 10 multiplied by the appropriate power of 10. ee HI nisa whole number, postive for large numbers, negative for small numbers Ajsanumber between 1 and 10 (1 Calculate the yearly rate of interest assuming at arate of 20% on the next $50 000. The tax ‘hal hs a rate on any additional income is then 40% How ompoundiinerest, a sinple:inueres. much tax does Julienne pay overall? A bank offers 2% simple interest per year 2A bank offers 5% compound inereston ‘A.woman opens an account with a deposit of Sista elas €750, She closes the account 11 months later. a What ishis imestment worth ater 2 years? How much money'doss.:he Wihdaw? b Whats the total percentage increase? Jack invests €80 in an account offering him 3.6% 3 An investment fund has increased in value by a vee sabe He nchiynee Ns sou i total of 21% over the last wo years. ‘months. How much interest does he ge OQ cover‘+ Use exponential growth and decay in relation to population and finance. (Extended) Bop er L ‘The principle of compound interest can be extended to model growth and decay in many different situations, For example, the growth or decline of a population of organisms, the decay of a radioactive element and the value of a financial product such as shares. ‘The formula for exponential growth (or decay) s: You need to be able to. Amount after n time intervals= A x (growth or decay factor) calculate exponential growth and decay. where A isthe initial amount and the growth or decay factor isa percentage multiplier Worked example A colony of bacteria increases at a rate of 10% per hour. Initially there are 120 bacteria Calculate the number of bacteria in the colony after 8 hours. Exam tip Use the formula for [2 marks] exponential growth with a growth factor of1 +0.1=1.1 Number of bacteria after 8 hours = 120 x 1.18 ‘Your answer must be a whole number since you are dealing = 257 ‘with organisms. Worked example Aradioactive substance decays at a rate of 7% per day. Initially there are 1000 atoms of the substance. Exam tip Calculate the number of atoms after 5 days. [2 marks] The multiplier represents a percentage decrease since you are modelling decay. The answer should again be a whole number, Number of atoms after 5 days = 1000 x 0.93" 6961.17 Number Extended Worked example The value of a financial bond increases al a rate of 4% for the first 6 months, and then decreases at a rate of 2% for the next Exam tip 4 months. You can combine the growth The bond is initially worth $500. and the decay pars into a single calculation using the ‘wo different multipliers, Hats ae Youtsow alo Value of bond after 10 months = 500 x 1.04" x 0.98" your working, even ifyou are using a calculator $563.54 Calculate the value of the bond after 10 months. [3 marks] OR 1. The population of a colony of rabbits grows at a rate of 20% per month, Initially there are 70 rabbits Calculate the number of rabbits after 7 months. A colony of bacteria is treated with an antibiotic that reduces the amount of bacteria by 30% every hour Initially there are 3000 bacteria a Calculate the number of bacteria after 3 hours, b After how many hours will the bacteria colony be less than 200? A radioactive substance decays at a rate of 14% per year. Initially there are 2000 atoms of the substance. @ Calculate the number of atoms after 2 years The ‘half-life’ of a radioactive substance is the time it takes for haf of the atoms to decay b Calculate the half-\ife for this radioactive substance. Give your answer as a decimal number of years, correct to 1 dp. 4 Afinancial product decreases in value by 7% each month forthe first 3 months, and then increases in value by 7% for the next 3 months. Adil, a broker says that the product is now worth the same as it was at the start of the 6-month period a Show that Adi is wrong b_ Find, correct to2 dp, the percentage change in the value of the product over the 6-month period.‘Work out the value of 3 +. Give your answer correct to 6 decimal places. [2 marks] 1 7 7+ 6 ‘Aman walked 1000 miles, correct to the nearest 10 miles. If he walked on average e 10 miles per day, correct to the nearest mile, what are the lower and upper bounds, to the nearest day, for the number of days he spent walking? [4 marks] 3. How many prime numbers are there between 90 and 100? [1 mark] In 2016, Pete bought a car for $20000. ) a. This was 25% more than he paid for his previous car. How much did he pay for his previous car? [2 marks] b One year later, Pete's new car was worth the same as he paid for his old car. By what percentage had his new car decreased in value? [2 marks] Genoveva and Apolonia share a large container of cherries in the ratio 3 : 5. It Apolonia gives Genoveva 20 cherries from her share, their new shares are in the ratio 7 :5. How many cherries are there altogether? [3 marks] The Titanic ocean liner was 2.7 x 10? m long. Ifa domestic cal can run at a speed of 40 kmh”, how long would it have taken a cat to run from one end of the Titanic to the other? Give your answer to the nearest second [2 marks] Ia train travels for 50 km at a speed of 40 kmir", then travels a further 60 km at a speed of 30 kmh, find: athe total time taken [3 marks] b the average speed at which the train travelled, accurate to 3 significant figures. [3 marks] Pee ye Tact sgya NE eB elit Beat Rat abd Core/Extended curriculum 21 | Use letters to express generalised numbers and express basic arithmetic processes algebraically. Substitute numbers for words and letters in complicated formulae. Rearrange simple formulae. Construct simple expressions and set up simple equations. Manipulate directed numbers Use brackets and extract common factors. Expand products of algebraic expressions, including three brackets, Factorise, where possible, expressions of the form ax + bx + kay + kby, a3 — bys, a? 2ab +b! at +bx +e ‘Manipulate algebraic fractions. ify rational expressions. Use and interpret positive, negative and zero indices Use and interpret fractional indices. Use the rules of indices. Derive and solve simple linear equations in one unknown Derive and solve simultaneous linear equations in two unknowns. Derive and solve simultaneous equations, involving one linear and one quadratic. Derive and solve quadratic equations by factorisation, completing the square and by use of the formula. Derive and solve linear inequalities. Represent inequalities graphically and use this representation to solve simple linear, programming problems. Continue a given number sequence. Recognise patierns in sequences including the term-to-term rule and relationships between different sequences, Find and use the mth term of a sequence, including exponential sequences. Express direct and inverse proportion in algebraic terms and use this form of expression to find unknown quantities. Use function notation, e.g. f(x) = 3x— 5, fx» 3x —5, to describe simple functions. Find inverse functions f-(x). Form composite functions as defined by gf(x) = g(f(x)- Interpret and use graphs in practical situations including travel graphs and conversion graphs. Draw graphs from given data. ‘Apply the idea of rate of change to simple kinematics involving distance-time and speed-time ‘graphs, acceleration and deceleration. Calculate distance travelled as area under a speed-time graph Construct tables of values for functions of the form ax + b,tx?-+ax+b, Sx #0), where aand b are integers, and functions of the form ax° (and simple sums of these) and functions of the form abt + c. Draw and interpret these graphs. Solve linear and quadratic equations approximately, including finding and interpreting roots by graphical methods, Draw and interpret graphs representing exponential growth and decay problems. Recognise, sketch and interpret graphs of functions. Estimate gradients of curves by drawing tangents. Understand the idea of a derived function. Use the derivatives of functions of the form ax’, and simple sums of not more than three of these. Apply differentiation to gradients and turning points (stationary points). Discriminate between maxima and minima by any method.* Use letters to express generalised + Rearrange simple formulae. numbers and express basic arithmetic» Construct simple expressions and set processes algebraically. up simple equations. + Substitute numbers for words and letters in complicated formulae. @ES @E=In In algebra you use letters to represent numbers, either because you You must be able to substitute don't know their value or because you want to be able to change their numbers for words and letters value, in formulae, Worked example 110 = 2-2) find the value of Dwhen a=7, G 2ande=3. Exam tip Remember to use the correct order of operations when solving questions like this one, =e a Here are some general guidelines for rearranging formulae. You must be able to rearrange Step 1 Clear the fractions. simple formulae. Step 2. Mutiply out any brackets involving x Step 3 Putall x-terms together on one side of the equation. ‘Step 4 Divide both sides by the coefficient of the x-term. ‘Worked example Make x the subject of the formula 2x+ 3b =o. [2 marks] Step 1 Clear the fractions. No fractions. Step 2 Multiply out any brackets involving x. No brackets to multiply out.Bxam tip Here x appears twice, so factorise to give x(c ~ 4 Step 3 Pul xterms together on one side. 2x=0-3b Step 4 Divide by the coefficient of the xterm. Coefficient of c-3b cterm is 2. Worked example ax+b Make x the subject of the formula x Step 1 Clear the fractions ax+b= 0x x=0x Step 2 Multiply out any brackets involving x. No brackets to muttiply out Step 3 Put xterms on one side and write as x( ox ax=b xc-a)=b Divide by the coefficient of the x-term. Worked example Make x the subject of the formula ae b=c Step 1 Clear the fractions. a+ bx=cx Step 2 Multiply out any brackets involving x. No brackets. Step 3 Put x-terms on one side and write as x{ )=... a= cx—bx a=xe-b) Divide by the coefficient of the x-term. a x= c-bWorked example b Make xthe subject of the formula a= a Step 1 Clear the fractions ad= b+ Step 2. Multiply out any brackels involving x. No brackets. Step 3. Put xterm on one side. ad- c= bx Step 4 Divide by the coefficient of the x*-term. Exam tip ad. ifthe equation involves x? then, first of al, make x' the Take square roots. subject and then take the square 100% of both sides to x find x. Include the + sign when ‘aking square roots. Worked example eo Jane thinks of a number, multiplies it by 4, adds 7 and gets the You must be able to construct answer 19. simple expressions and set up simple equations. Construct an equation to represent this situation and then solve it [3 marks] Let x represent Jane's number. 4x+7=19 Then 4x=19-7=12 12 773 ‘Therefore Jane's number was 3. 1 The acceleration of a body, moving with uniform acceleration, is given by the formula vou qi In this formula a is the uniform acceleration, u is the intial velocity and vis the velocity at time t Use the formula to find a (in ms} it a v=5ms!, u=1ms4 b v=Olms", u=002ms 5 Use the formula s=vt wat to calculate s (10 2 sf) given that v=2727ms!,a=981ms3,t=173s,‘The formula forthe volume, V, ofa sphere of radius ris V=5 a Use this formula to calculate the volume of a sphere (to 3s} of radius 2 m. b Make r the subject of the formula © Use part b to calculate the radius (to 3s.) of a sphere of volume 200 mm? Make x the subject of these formulae: a ometn=p b axtb)=c plxtg) 8 usb B Make the given variable the subject of ae. g 4 9 Make x the subject of these formulae: a remeanx b atbaatd d+be x= A A as x x46 10 Make the given variable the subject of each formula: pes br ip A Re ae+b ap Pe cord reYou + Manipulate directed numbers. + Factorise, where possible, need to: * Use brackets and extract common expressions of the form factors, ax+ bx+ kay + kby, ‘= Expand products of algebraic ai — bly}, a? + 2ab +b, ax? + bx +e ‘expressions, including three (Extended) brackets. (Extended) Worked example 04:00 The temperature was (-1) — Expand these expressions. (a) 4a(2a+ 3b) (©) 5p(2p-5q) (c) 6928 + 79 - 295s - 20) (a) 4a(2a+ 3b) = 8a? + 12ab (b) 8(2p— Sq) = 10" - 250q (c) 6s(2s +71) -28(Ss 20 = 12s" + 42st— 10s? + 4st = 28+ 46st Worked example Expand these expressions, Use the FOIL method: (a) (K+ 2X45) HK KEXXE4+2KX+2X5 O The temperature in Moscow was —1°C at 23:00. By 04:00 the You must be able to next day it had fallen by 3°C. What was the temperature at manipulate directed numbers. [1 mark] Exam tip You can use a number line to show directed numbers, aan Taal $4527 0T 2 54S @En=In You must be able to expand products of algebraic [1 mark] expressions and reverse the [1 mark process by factorising [1 mark] 8a" is shorthand for 8x ax a, (a) (x+2)x+5) (bb) (x+7)(x-4) (c) (x-3)(x-5) (a) (2x+3)(Sx- 9) Exam tip Remember the FOIL method means ‘First - Outside - Inside ous? @ = P+ OX 2x4 10= + 7K410 = bast,(b) (K+ 7)K= 4) = xx KE AXA) ET XH TX (4) =P 4X+ TX 2B=¥ + 3x28 (0) (x- BX x= 5) = xx H+ HB) +3) x XB) x (-5) =~ 5X- 3x4 15 =H - 8x4 15 (d) (2x+3)(Sx-9) =(2x) x (5x) + (2x) x (-9) +3 x (5x) +3 x(-9) 10x — 18x + 15x— 27 = 10%°- 3x- 27 Worked example Expand and simplify You need to be able to (x= Net 2)lxe 4) [3 marks] expand three brackets. (> Te 2)(xt 4) Expand and simplify the = (x2 =x + 2x- 2Yxt 4) first pair of brackets. = (X +x 2x4 4) = x24 4x? 4x24 4x 2x8 Mulliply the quadratic yo 4 504288 ‘expression by the third bracket. Worked example Factorise these expressions. You must be able to factorise algebraic expressions. (a) Sab + 3b? (b) 9x+5x+ 18y+ 10y (c)9r+4e+5/+3s Expanding expressions and factoring expressions are the parece eee (a) Sab and 3b" have an HCF of 3b, Qab+ 3b? = 3b(3a+ 6). (b) 9x+5x-+ 18y+ 10y= 14x+ 28yand 14x and 28y have an HCF of 14. Ox+ Sx+ 1By + 10y= 14x-+ 2By= 14(x+ 2) (c) 9r+48+5r+Ss= 14r+ 7s and 14rand 7shave an HCF of 7. Ort 4s+5r+38= 14r+7s=7(2r+s) Extended ‘Worked example You must be able to factorise Factorise (a) #+7x+6 (b) #+3x-28 quadratic expressions of the forms e+ 2ab-+ Bard (©) 7x12 (@) P=2x~15(a) °+7x+6 Find two numbers that multiply to give 6 and add up to 7: 6 and 1. SON + 7x+6=(x+ 6x4 1) (b) ¢+3x—28 Find two numbers that multiply to give -28 and add up to 3:7 and -4. So + 3x- 28 =(x+ 7)(x- 4) (0) ®-7x+12 Find two numbers that muttiply to give 12 and add up to-7: -3 and -4. So = 7x4 12 = (x 3)(x- 4) (a) ¢-2x— 15 Find two numbers that multiply to give -15 and add up to -2: 3 and -5. So x8 - 2x— 15 =(x+3)(x- 5) Worked example Factorise (a) 2-16 [1 mark] (b) e+ 7x. [1 mark] (a) This is the difference of two squares, so a —b*=(a+ b\(a—b). Inthis case a= xand b=4, therefore x? — 16 =(x+4)(x—4) (b) P+ 7x= x(X+7) Worked example Factorise 20° + 7x +6, Step 1 The brackets must be of the form (2x+ )(x+ Step 2 The missing numbers must multiply to give 6: 1 and 6 or 2 and 3 Step 3 Try the four possible combinations. (2x+ 1)(x-+ 6) gives xterm 12x+ x= 13x (2x+6)(x+ 1) gives xterm 2x+ 6x= 8x (2x+2)(x+3) gives xterm 6x+ 2x= Bx (2x+3)(x-+ 2) gives xterm 4x+ 3x= 7x Only (2x+ 3)(x+2) gives the 7x term in the middle, so BP + 7X46 = (2+ 3)(x+2) Bobet ttt Exam tip ‘When you have factorised an expression, expand the expression again if you have time to check that you got it right. Exam tip If there isno middle term, it iscalled ‘the diference of two squares. Exam tip Factorising an equation in this way is sometimes called factorising by inspection.7 Factorise these quadratic expressions. 8 a e-%-6 b v4 5x46 +6 d ¥-%x+6 x= 4-60 f x4 5x 36 x= 20x499 hovat xetx- 132 jet e49 k 210x425 1-100 Expand these expressions. a 7(p+3q) b 6(5m-7n) © 3(5a+2b)—6(2a- 36} Multiply out the brackets in these expressions. al Beelaeed) Lb Greziaerd) 8 Factorise these quadratic expressions (6t- 12k 3) d (2y- 98-1) a +m HI2 b ee % 410 (7z-1f2z+3) fF (97 2)(3r+2) © ex Sk-6 d 2-5x+6 (7e-11\2e+1) hh (8q+1)(5q—3) e 2e4+5x—12 f 4 11x46 (p- 18 #1) § Cy +2}7y-2) g Aes hh SHIRTS ke (2k+ 1)k+3) 1 © e g i (2v-1\v+1) Multiply out the brackets and simplify these expressions. 9 Factorise these quadratic expressions. a i+ Sab b e+ a (x+ 2x43) b (x+5hx+4) © 0-36 d B4+11b+24 (e414 2) d (3g+1)(2q-1) @ 4p'+20p+9 f 5q°-8q-4 (5+ 2)2y—-3)f (m—1NSm-+1) 10 Factorise these quadratic expressions. y+ N2y- 1) (3p +2F eee @q-1" jf (Sd-+ 2el(2d-3e) © 2+ ke (p+3q)4p+q) 1 (7s—31K2s-0) @ Ap -8p-5 ipanil ard simply tse expressions 11 Factorise these quadratic expressions. a &+3F b +P a = 9x +20 b e-3x-10 c y-4? d (2-6 © 4¢-11x+6 d G?-13x-5 e (@w-37 # (51-2) e Be-1+5 f 6e+1%+5 g Ga+b\2a+6) bh (3m—2n)[Sm—n) 12 Expand and simplify i k c e 8 i (p+2q3p-4q) j (2x 3y)l5x-2y) a &+ YK 2)e+3) (Gc+2dp 1 (p34? be -3}v+ S)ix-6) Factorise these expressions. © xt Nh 5+ 4) a X-4y b 3y+4ye d Bx-1)2x+3)/4—5) c 128+ 1dxy d 16abc — 24a’ e Bde— &d'e f 35a’bc — 21ab + 7be* Reo heeg da oesone ° + 9x418 b x-x-20 = 7x+10 d x¢43x-40 ax 42 f O+Ix412 we +2x-24 h x-16 je-25 ‘To Raise your grade now try questions 4 and 16, pages 92-03You * Manipulate algebraic fractions. 2 (Extended) need to: + Factorise and simplify rational ‘expressions. (Extended) @E=D Extended An algebraic fraction is a fraction that contains algebraic expressions. @ You must be able to Worked example manipulate algebraic fractions. simpiity +1 iplify 3 LOM of 3 and 4 is 12 so express both terms as fractions with Exam tip denominator 12, The main thing to remember isthat, with algebra, you are allowed to do only the things So that youare allowed to do swith actual numbers. Simpity 14*—1)_ aS +3) [2 marks] LOM of 2 and 3 is 6 60 express both terms as fractions with denominator 6 Hax—1) _36x-9 26x43) _20x+12 2 6 ms 6 So Hax—1)_2(x+3)_36x-9 _20x+12_ 16x21 2 Worked example Simplify 2 LOM of 1 - xand 1+ xis (1 - x(1+x)s0 3al+x) 343K (exit) (xe) — (+ x)=)2 xX 1X 3+3x 2-2x (=X) xi 0 1+5x (i xMi= x) OES ered ee You must be able to factorise Factorise and simplify and simplify rational expressions Exam tip When you see a question like this, you should expect the 2 4x= x(x 4) expressions on the top and bottom to have a bracket in H-X-1Z=(x- 4x43) common when factorised This is often (although not Hence always) the case, but when itis, x -4x xe4y itwill help you to factorise the X=x=12 _De—dx43) expression more quickly 2 = 7X4 12=(x-B)(x- 4) 2x - Tx+3=(x-3)2x-1) Hence XA 7X412 _ f= x-4) 2x?-7x+3 be=d(2x-1) (x-4) (x-9Extended OE==S — 11 Simplify leaving your answers as fractions in thelr lowest form: 2x1 x41 2x5 x43 5 by Ss ax-2 q Bela 6 27 Bx+5_ x42 Sx41_ 3-2 3 4 5 6 x=1_ 5x43 6x-1_2x-5 Bo nT Ss 2. Simplify, leaving your answers as fractions in thee lowest form: Xx 3x41, 2x 275" 10 xo Ave] 2x43 5 20 2x1, +1 Simplify these fractions, 43x42 x2 2x? +3041 x41 ~Tx+10 x2 1 c‘+ Use and interpret positive, negative + _Useand interpret fraction: and zero indices. (Extended) jee Bis the index “EERE O You must be able to use the tules of indices, Exam tip Remember to apply the power of each bracket to the ‘numbers as wellas the letters. Set out your working step by step and use only one rule of indices on each line You can use the rule for negative indices to write your final answer as a fraction * Use the rules of indices. @E=S When you write 2 x2 x 2x 2x 2 as 2° you are using index notation. When the index is a positive whole number, such as 5, 2° means ‘five 2s multiplied together. o ‘Recap The three laws of indices are: Laman eins sahtqi=an-* “(ey=an Worked example Simplify these expressions, (a) axa? fo) (0° (b) (0° = p* (co) @+q?=q? (G) Rear? ‘Worked example (xy? x(2x°y’P Simply Bay (3x2v) x(2x’v’)_ oxty’ xax’y® pay ey Tax*y* 4x?yF =18x'y* 18x" y!Worked example Simplify these expressions. (@) (va) (b) 2a'b?xaa%e? fa) () =a (b) 2a*b'xda%bi -2x3xa? xa? xbi xb? =6a'p) Extended You must be able to use and interpret fractional indices. Exam tip Reorder the terms and then use the rules of indices. Simplify these expressions, axa b b’xb¥ exe! d yey € Zaz h i xxx? GF (rhe ext! exe, ' r Find a when a Bxra7 ¢ yxyey e seea9 ge y= i Gh 3° Simplify these fractions (2x )x(6x°) a (82")x(32") 22 (120!) x(4e") 2)xG7) (wy (xs (Oh? } x (18h") (Sh') x (3A Simplify these fractions. (4a°b*) x (10a'b*) sab (27t')x¢ Sr Simplify these expressions, a (2yP b BxyF © (bey d (Sxy'P e oxy f (ey) & Oxy) x Bey! bh Rey? x (Oxy'F Simplify these expressions, ° a (ay ’W © xp Simplify these expressions. (6rn*} x(10m'n*) a ax xaxt b 6xtyixsx'y? axtytyw Oe eure iit + Derive and solve simple linear * Derive and solve quadratic ‘equations in one unknown. ‘equations by factorisation, ‘+ Derive and solve simultaneous linear ‘completing the square and by use of ‘equations in two unknowns. the formula. (Extended) Derive and solve simultaneous * Derive and solve linear inequalities. ‘equations, involving one linear and (Extended) one quadratic. (Extended) [@) Becar | vou must be able to derive Inalinear equation the highest power of xis1 and solve simple linear For example, 3x +2=17 isa linear equation. SciatOI 0 oe HAT When you solve the equation you find the value of x which makes the \eft-hand side of the equation equal to the right-hand side. The solution of 3x+2=17isx=5 since 3x5+2=17. You solve an equation by doing the same operation to both sides. Exam tip Worked example ‘Asa general rule, 10 solve a linear equation: Step 1. Clear the fractions, Step 2. Expand the brackets. 3x-5=16 Step 3 Putall the x-terms 3x=21 | Divide both sides by 3 Con one side of the equation x=7 Step 4 Simplify the equation Step 5 Check your solution. Solve the equation 3x— 5 = 16. Add 5 to both sides. Worked example Solve the equation 2(x-+ 4) = 14. 2(x+4)=14 Expand the brackets. 2x+8=14 — Subtract 8 from both sides. Divide both sides by 2.Worked example Solve the equation & 12. [2 marks] 3x 4 3x=48 Divide both sides by 3. x=16 12 Clear the fractions by multiplying both sides by 4. Worked example Apples cost a cents and bananas cost b cents. ‘Avni buys 3 apples and 1 banana and pays 90 cents. Parmijit buys 1 apple and 2 bananas and pays 80 cents (a) Derive two simultaneous equations from this information [2 marks] (b) Solve the simultaneous equations to find a and b. [3 marks] The cost of 3 apples = 3a cents and the cost of 1 banana = b cents So, from Avni, 3a+ b= 90 The cost of 1 apple = a cents and the cost of 2bananas = 2b cents. So, from Parmjit, a+ 26=80 @ You can solve these simultaneous equations by elimination. Multiply equation (1) by 2 so that both equations have a 2b term. Give this new equation the label (3). 6a+2b= 180 @ Subtract equation (2) from equation (3) to eliminate the 2b terms (6a +2b) — (a+ 2b) = 180 - 80 5a= 100, so. a=20 Use the value of a in equation (1) to find b. 3x 20+b=90, so b= 30 Therefore, an apple costs 20 cents and a banana costs 30 cents. You must be able to derive and solve simultaneous linear equations in two unknowns, Exam tip ‘They are called simultaneous equations because the solutions satisfy both of the equations at the same time Exam tip It isa good idea to label your simultaneous equations with a ‘number so you can keep track Cf which one is which as you change and combine them. Exam tip The elimination method works: by multiplying one or both of the equations by a number (different numbers f you are multiplying both equations), so ‘that the size of the coefficient of one of the variables is the same in both equations.When using the elimination method, you alm to get the equations into one of these forms: 1 Same coefficients and same signs or In this case subtract In this case add the the equations: (2) (1) DIFFERENT SIGNS) ations: (1) +(2) 6x 3x4 2y-2y= 34-19 oer Det Tet 6y— 6y= 26 + 10 9x=36 xad Putx=5 in equation (1) Putx=4 in equation (1) 3x5+2y=19 2x4 +6y=26 1S +2y=19 8+6y=26 y=4 ey=18 Yat Yes Worked example Solve the simultaneous equations and First, number your two equations. 2x4 5y=19 a Exam tip ‘The elimination method is the quickest method, when it yaxel 2 works. Often though, youwill need to use substitution. Equation (2) gives yin terms of x so substitute (x+ 1) for yin equation (1). 2x+5(x+ 1) = 19 7x+5=19 7x=14,80x=2 Put x= 2 in equation (2) y=2+1=3 The solution is x=2, y=3@E=S Quaciratic equations are equations where the highest power of any variable is 2. There are three main ways to solve them. Worked example Solve the x?+5x- 24=0 This can be solved by factorising x84 5x 24=0 (x+ 8Xx-3)=0 Either x+ 8 = Ogiving x=-8 or x-3 =O giving x=3 Worked example Solve x°+ 8x +5=Oby completing the square. [3 marks] P+ 8x45 =(x+4F- 11 Soe 8+2=4 5=411 So you need to solve (x+4)*— 11=0 Hence (x+4)?=11 Sox+4=V11 and so x=—4 £V11. X= -0,683 o x=-7.32 (103 5.1.) OES The quadratic formula states that the solutions to the equation a+ bx+c=0 are The two solutions are usually combined in the form x where means plus or minus! Tose this method replace the leters a, b, and c with the numbers that come from the particular equation you want to solve Boban ttt @ You must be able to derive and solve quadratic equations by factorisation, completing the square and by use of the formula Exam tip Factorising is aways the quickest and easiest method when the equation is easy ‘0 factorise. Always start by seeing if hisis possible. Exam tip Completing the square is most Useful when the coefficient of is 1 and the coefficient of x isan even number. IF this is not ‘the case, t can become messy, and you might want to just use the quadratic formula, © po Don't forget the ‘plus or minus when you square root both sidesItis probably not a good idea to type the whole forrmula into the calculator in one go. Instead, break the calculation up into smaller parts You must be able to derive and solve linear inequalities Worked example Solve the equation 3x* — 2x- 7 =0. [3 marks] The equation can't be factorised, and the coefficient of x? is not 1, $0 solve it using the formula. it Write down the values of a, band o. a=3, b=-2,c=7 ‘Substitute these values in the formula. 2 COP —4x3x—7 = 1.90 or -1.23 to 3 si & ed You can solve inequalities in the same way as you solve equations. Youcan: + add and subtract any number from both sides of an inequality + multiply and divide both sides of an inequality by a positive number. If you multiply or divide by a negative number you have to reverse the inequality sign eg, -3 <1 but 3>-1. ly to avoid doing this as itis easy to make a mistake. Worked example Solve x+2>7, X+2>7 Subtract 2 from both sides. x25Worked example Solve -7x>21 ~7x>2t Add 7x to both sides. 0>21+7x Subtract 21 from both sides. -21>7x Divide both sides by 7. -B>x x<-3 or -7x>21 Divide by ~7 and reverse inequality sign. x<-3 You can express inequalities on a number line x>-3 can be expressed as ao zi x4 can be expressed as oo 4 1 and < + uses more ink than © “Less than or equal to’ and fgreater than or equal to! use more ink than ‘less than’ or greater than: 'S goes with ‘less than or equal to’ and & 2 goes with greater than or equal to'and & << goes with ‘less than’ and = ‘> goes with ‘greater than! and © Boban ttt Poe This method is quicker but you can easily make a mistake.Extended Solve the simultaneous equations y = You must be able to derive and solve simultaneous equations, involving one linear and one quadratic. @ ifone equation is quadratic and one is linear, what are the maximum and minimum number of solutions the simultaneous equations could have? Factorising 2? +3=10- Multiplying both sides by 2: Bringing everything to one side: 3 243 and y=10-5. +3andy 3* [3 marks] Because both equations start with ‘y=’, you can equate the right hand sides to give 3 2 2x? +6=20-3x 2x? +3x-14=0 (2x+7\(x-2)=0 Ory 1 The three anglesina triangle are a, a +20 anda +25, a Write down an equation imovinga, A b Solve this equation to find a 2 Three consecutive whole numbers add up to 144, Ifthe lowest number isn then write down expressions for the other Iwo numbers in terms of n write down an equation involving n find n and hence find the other two numbers, 3. Solve the following equations a 3x-1)=2+1) b 2(5x+2)= 63-2) © 5(Fx—3)=4(Se—4) 4 Sole he following equatons = b 5 Solve these simultaneous equations by elimination b 3ut+2v=10 Tu a 4 90+2=41 5a— 4b = 33 f 136-7 7 7b-9e=41 a 2+y=00 3x-y=14 1p+3q=71 Solve these simultaneous equations (by the substitution method} b 2p+79=3 p=6+q In parts €~f first rearrange one of the equations. © ut2v=7 d 3p+2g=21 2ut3v=11 p-3q+4=0 e@ 1425217 f Sx-7y+5=26 136-9 xey- Aman buys5 fist class tickets and 2 second class tickets which cost him €246, Another man buys 2 first class and 3 second class tickets which cost him €149. Let the price ofa first class ticket be € and the price of a second class ticket be €y. a Write down a pairof simultaneous equations involving x and y. b- Find xand y.8 Sole these equations. A rectangular box is 23 em longer than itis @ a ¥4%412=0 b+ 13y422=0 wide. Is diagonal is 65 cm. fxs the width of the box then mame dao saee=0 use Pythagoras theorem to find an 2-4-1220 f Z42z41=0 expression for the length of the box in terms h P1848 x i enes show that »? + 23x—1848=0 1 @+k=0 solve this equation to find the exact value ofx, 9 Solve the following equations by completing the 14 Salve the following inequalities. square (leaving square roots in your answers}. A eee a ¢+2-1=0 b x¢-4x-3=0 ao © + 12x436=0 ‘ x420x45=0 eer) 24 8x -9= -2x-7= e ¢+8&-9=0 2-2-7720 Ob Fale 10 Sole the following equations by completing the square. First write them in the form 22+ px-+q=0. Leave square roois in your answers, a y= 6x41 a 2e4dy-6=0 bb 3¢415x-12=0 © 2e41x+1=0 dd 2x¢+8x-12=0 15. Solve the following pairs of simultaneous equations Wa IF F(x)=22 + 4x-+ 5 then show that the equation can be written as fx) = (c+ 22+ 1 Use the result from part a to explain why fx) cannot take a value lower than 1 Use the result from part a to also explain x why f(y takes the minimum value of 1 when y=256x+32 x=-2 12 Edible Repiiles claims that its bags of snakes contain 5 mote snakes than the bags from Snakes Alive and that they charge 1 cent less per snake than Snakes Alive. Anjana buys a bag from Snakes Alive for $5.00, Dhruv buys a bag of the same snakes for $5.70 from faible Reptiles. a fis the number of snakes in a bag from Snakes Alive then find, in terms of ri i how many snakes are in a bag from Edible Reptiles ii the cost per snake (in cents) at both shops Set up an equation involving n and solve it tofind nYou + Represent inequalities graphically and use this representation to solve simple need to: linear programming problems. (Extended) @E= Just as equations can be represented graphically by lines and curves, inequalities can be represented by regions. You must be able to represent inequalities graphically Worked example Hxam tip By shading the unwanted region on the diagram, show the Use sofid ines to show that the region defined by the inequalities x22, y> 1, x+y<6 points on the line are included [4 marks] in the region described by an inequality. Use dotted lines to show that the points on the line are x+y=6 is ear lots ae Use dotted lines for x+ y= 6, y=1 jescribed by an inequality and a solid line for x= 2. First draw the three lines x=2, y: This is true regardless of whether you are shading the egion that's included or not X22 describes the region to the right Te of x= 2. So shade to the left of x= 2. y> 1 describes the region above the line y=1. So shade below y= 1 Make sure you know if the x+y < 6 describes the region below the question wants you to shade line x+y= 6, So shade above x+ y=6. the area that is in the region, or the area that int The region x22, y> 1, x+ y< 6 is shown unshaded. @E=S You must be able to solve Shading inequalities is used mainly for solving linear programming simple linear programming problems, problems. Linear programming is a graphical method of finding the best solution to-a problem thats defined by simultaneous inequalities. ‘Worked example (a) Leave unshaded the region defined by the inequalities KE 4, y< 2x41, 5x+2y> 20 [3 marks] (b) Find the maximum value of x+ yfor points that have integer coordinates in this region. [2 marks]Soper tl (a) First draw the three lines x= y= 2x+ 1, Sx 2y= 20 Exam tip Use dotted lines for y= 2x-+1 In linear programming and 5x+ 2y= 20 (because points Y questions, you always shade the on these lines are not in the atea that isnot in the region solution set) and a solid line for defined by the inequality 4 (because points on this, line are in the solution set), Shade to the right of x= 4 Shade above y= 2x+ 1. Shade below 5x+ 2y= 20 In the unshaded region (the solution set) mark the points which have integer coordinates The possible points are marked as black dots on the diagram (in the solution to part (a) ‘The table shows the value of x+y at each of the possible points. x [313 3[4[¢ y [3 elel [2 mylel7lelelsié ‘The maximum value of x+ y= 12. ® 1 Ashley's baking cupcakes and brownies to sellin his cake shop. Each cupcake costs 10 cents to make, and sells for 50 cents. Each brownie costs 25 cents to make, and sells for 75 cents. Ashley has $10 to spend on ingredients He must bake at least 20 cupcakes and at least 10 brownies for regular customers. Let x be the number of cupcakes he bakes. Let y be the number of brownies he bakes. a Write down three inequalities which must be satisfied. b Assuming he sells all the cupcakes and brownies he bakes, how mary of each type should he bake in order to make the maximum profit?You * Continue a given number sequence. Recognise patterns in sequences including the need to: term-to-term rule and relationships between different sequences. Find and use i the nth term of a sequence, including exponential sequences. (Extended) oO Worked example You must be able to continue Write down the next two terms in each of these sequences: a given number sequence (a) 5,8, 11, 14,17, [1 mark] (b) 2,6, 18, 54, [1 mark] GES (c) 22, 15, 8,1, [1 mark] sequence is a set of numbers that follows a pattem, (a) The term-to-term rule is to ‘add 3’ so the next two terms are 20 and 23. The term-to-term rule is to ‘multiply by 3 so the next two terms are 162 and 486. You must be able to recognise ‘The term-to-term rule is to ‘subtract 7’ so the next two patterns in sequences, terms are ~6 and ~13. including the term-to-term rule and relationships between diferent sequences, Worked example Find the formula for the nth term of this sequence: 4, 10, 16, 22, 28, [2 marks] You must be able to find and use the nth term of sequences. The gap between the terms is always 6, therefore itis a linear sequence, This means the nth term formula is of the form nih term = an+ b a represents the gap between consecutive terms, therefore the formula is: nth term = 6n +b When n= 1 4=6x1+b therefore b=-2 80 the formula is nth term = 6n~ 2 Worked example (a) Whats the rth term of 19, 13, 7, 1,.2 [2 marks] (b) Which term of 19, 13, 7, 1,.is equal to—47? [2 marks](a) The differences are all -6. So the nth term is -6n + 25 which can be written as 25 ~ 6n. From part (a) the nth term is 25 - 6 8025 - 6n=-47 n=12 So the 12th term is equal to -47. Worked example Find the nth term formula for this sequence: 3,5,9, 17,33, The sequence is exponential 2 gives 2, 4, 8, 16, 32, Sothe nth term formula is 2"-+ 1 Compare the sequence to a known exponential sequence, in this case the sequence 2". [2 marks] You must be able to find and use the nth term of an exponential sequence OK 1A football club has 35 000 supporters at its first home match. The attendance increases by 250 at each home game. a How many supporters will be at the nth home game? b If there are 37750 at the last home game of the season then how many home games did the club play? 2. Joshua decides 19 save money in the following way. He saves £1 in the first week, £1.20 in the second week, £1.40 in the third week, and so on How much would he save in the nth week? How much would he save in the 8th week? In which week would he first save at least £5? After 10 weeks, Joshua wants to buy a tennis racquet which costs £19.99, He realises that he hasn't saved quite enough, but by how much is heshort? Find the first three terms in a sequence whose nth term fs a sn-1 b nat q eu an Find the next two terms in each sequence a 5,10,20,40, 80, b 1,827, 64,125, © 2,8 18, 32, 50, a3 790 4°9'16'25' 36’ Find the nth term formulae for these sequences: a 7,9,11, 13, b 16, 13, 10, 7,. © 2,5,10,17,26,. d 2,8, 18, 32, 50, e 0,7, 26, 63, 124, a Write down the next two terms in each of these sequences: i 4,6, 10, 18, 34, 3,6, 12, 24, 48, b Find the nth term formulae for these sequences: 1 1,3,7,15,31- Hi 6, 12,24, 48, 96, c dane) ‘To Raise your grade now try qu+ Express direct and inverse proportion in algebraic terms and use this form of need to: expression to find unknown quantities. (Extended) Two variables are directly proportional if there is always a constant ratio between them You must be able to express direct proportion in algebraic terms and use this form of expression to find unknown quantities. You must be able to express inverse proportion in algebraic terms and use this, form of expression to find unknown quantities, ye x means that y is directly proportional to x. ye: x can be rewritten as y = kx where k isa constant that you can find For example, the number of apples, A, on a ttee is directly proportional to the number of branches, 6. b doubles then A doubles. Ina similar way, y e (+ 1)? means that y is directly proportional to (x + 1P. This can be rewritten as y= K(x + 1° where k is a constant. ys: 4 means that yis inversely proportional to x This can be rewritten as y== where kis a constant. For example, the average speed of a runner, v in a race is inversely proportional to the time, T, he takes to run the race. If T doubles then vhales. 1 Ina similar way, y= means that y is inversely proportional to V+ 2 er y ly prop k This can be rewritten as y= where kis constant Y° Seva Solving problems involving proportion In all cases the method is the same: + Write the relation between x andy as an equation using k + Find k using a pair of values given in the question and replace k in the equation with this value, + Use the equation to find other values of x and y. Worked example vis inversely proportional to xand y=24 when x= 5. Find the value of (a) ywhen x=2 (b) xwhen y=30. [2 marks] Write the relation between x and yas an equation using k. k x Find k using the pair of values given in the question. When x= =24 90 24 = and s0 k= 120 (b) When y=30, 30-120 and so x=4 xBoban tt tel Rewrite these statements using a constant k, G varies as? E'is proportional to m. P's proportional to S. If P=16 when $=4, calculate: a thevalue of Pwhen S=7 b the value of S when P= 80, Competitors in a'World’ Strongest Man’ competition are required to carry large spherical stones called Atlas Stones, which range from 100 10 160 kilograms. if the mass of each stone is proportional to the Cube ofits radius, and a 100 kg stone has a radius f 21.9 cm, what will be the radius of a 160 kg stone? (Give your answer correct to 1 decimal place.) The distance, s, travelled by an object is directly proportional to the square of the time, t, for which it has been travelling, When {= 5, 5=75. a Evaluate k, the constant of proportionality and vwtite down an equation for sin terms of b_ Find the value of s when t=7, © Find twhen s = 368. Describe what happens when tis doubled ‘The mass, m, of an object is directly proportional to the cube of its side length, . The mass of a cube with side length 3 cm is found to be 216 g Calculate the constant of proportionality and «write down an equation for min terms of b Find the mass of an object with side length 7 cm, Find the side length of an object which has mass 9261 g. Describe what happens to | when m increases by 33.1%, The light intensity, jis measured at a distance d away from a lamp. Its found that ee —. tis observed that |= 180 when d= 7. a Find the constant of proportionality and write down an equation invowing land b Find thevalue of when d= 2. ¢ Find the value of d when /=45. d__ Describe what happens to d when I decreases by 75% ‘The Eiffel Tower in Paris is repainted every 7 years. ‘The job takes 25 painters working for 18 months to.compiete, ‘Assuming they didn't get in each other's way, find how long the job would take: a 50 painters b 75paintersYou must be able to use function notation, eg. fy) =3x-5, fx he 3x-5, to describe simple functions. Exam tip The f(x) notation and the arrow notation are used interchangeably. They mean exactly the same thing, Ck You must be able to find inverse functions Ff). Only one-to-one functions have inverses. @) xev xs You must be able to form composite functions as defined by efx) = ft). ‘+ Find inverse functions (x). Form composite functions as defined by 8f(x) = g(f(x)). (Extended) ‘A function is a mapping in which each element in the domain has one, and only one, image in the range. Functions are usually denoted by the letters f, gc, so you can write fixtext] To find the inverse of i) + put fl) =y and make x the subject of the formula in terms of y or fi=xt1 and gixtext or gba + replace each y with x to find f\@), Worked example Find the inverse of x) = 228 3x-5 2 Making x the subject of the formula: x= * Putting (x)= y: 2y+5 * Replacing ywith xqives f(x) = 248 @E=S If f(y) =x+ 1 and gh) =" then ‘gf’ means do ffirst, then g! So gx) means g(x) falx) is not the same as gfx) Work from the inside outwards, Worked example IQ) = x+ 3 and g(x) = x? then find: (@) (b) (c) (d) the value of x for which f(x) =8 the values of x for which g(x) = 36 fg(4) gtd)(a) Solving {(x) = 8 means solving x +3 =8. So x=6. b) Solving g(x) = 36 means solving = 36. So x= 6 or -6. (c) (4) = 42= 16 so f(a(4))= (16) = 16+ 3=19 b) f(x) = x+ 3.80 gi(x) = g(x+3) = (x+3P ( it ( a Bobet tC tel € value of xsuch that fe) = 2. Given the function f: x4 24 find a 0) b f2) © £3) 3 16) = 1 the find ) 4 IF Hx) =22 and glx) =x + 1, find: a #g(2) b fee) € avalue of xsuch that fgly) = 16 ds ge-\-3) $ The functions and gare as follows: Fx e245 gixhe2tye a Calculate {-3}. b> Given that f(a) =17, find the value of a € Find the inverse function of g 6 Find the inverses of the following functions, in the farm x +> a fixbedx-1 b px et ee eee one2.10 Algebra and Graphs Interpret and use graphs in practical distance-time and speed-time situations including travel graphs and graphs, acceleration and conversion graphs. deceleration. Calculate distance * Draw graphs from given data. travelled as area under a * Apply the idea of rate of change speed-time graph. (Extended) to simple kinematics involving @ES Graphs are often useful for practical things, such as performing unit conversions (for example, converting one currency into another) or analysing a journey. You must be able to interpret The graph shows the and use conversion graphs. amount that a shop charges for hiring a bike for up to 8 hours in a day. There is an initial charge ° Length of hiring (hours) and then an hourly charge. (a) Whats the initial charge? [1 mark] (b) What is the hourly charge? [1 mark] (c) How much would it cost to hire a bike for 3 hours? [1 mark] How many hours' hire would cost $28? [1 mark] ‘The initial charge is the cost when the time is zero. This is $10. From the graph you can see that 1 hour costs $13. So the hourly charge is $3. Reading off from the graph gives $19. engi of hitog, oars) Reading off from the graph gives 6 hours. a= You must be able to interpret You must be able to apply travel graphs. the idea of rate of change to simple kinematics problems involving distance-time and speed-time graphs, acceleration and deceleration,Extended Distance-time graphs Gradient on a distance-time graph represents speed. This graph shows the journey of a boy cycling, From the graph you can tell how the boy’ speed changes. ‘What is happening to the speed... Between Os and 25 the boy is speeding up. Between 2s and 5s the boy is tavelling ata constant speed, Between 5s and 7s the boy is slowing down, Distance (m) Between 7s and 10s the boy is stationary Between 10s and 12s the boy is speeding up From 12 to 15s the boys traveling at a constant speed. From 1510 17s the boy is slowing down, Speed-time graphs Gradient on a speed-time graph represents acceleration ‘Area under a speed-time graph represents distance travelled. ‘This graph shows the speed of a toy car. From the graph you can tell how the car's speed and acceleration change. ‘What is happening to the speed Between 0 sand 17 s the caris speeding up to reach a top speed of 12s") Between 17s and 25 s the car has @ constant speed of ams", Speed (ms!) From 25 s onwards the car is slowing down (decelerating) to come to rest. ‘What is happening to the acceleration ‘acceleration increasing Between 0'sand 2s the acceleration is increasing Between 2s and 12 s the acceleration is constant. ee Between 12s and 17 5 the acceleration is decreasing. Between 17 s and 25 s the acceleration is zero. " Jeration is increasit Between 25 s and 30's the deceleration is increasing. VSWR TH AGU: From 30 s to 35 s the deceleration is constant. distance travelled as area From 35 s to 40 s the deceleration is decreasing, Uncleria speedsime graphs2.10 Algebra and graphs Worked example Acoach was hired to take a school team to a football game. The graph shows the distance travelled from the school. (a) How far did the coach travel before stopping? [1 mark] (b) For how long did the coach stop? [1 mark] (ce) How much further did the coach ses travel to the game? [1 mark How long did the coach wait at the game? How long did the return journey take? What was the average speed of the coach on the return journey? ‘The first ine segment stops at a height of 20 km, so the answer is 20km. The first flat ine segment goes from 2.5 to 3 on the horizontal axis, so the answer is 30 min The next time the coach stops is at 29 km. 28-20 =9, so the answer is another 9 km. se The second flat ine segment goes from 4 to 7 on the horizontal axis, so the answer is 3 hours. “Time (hous) The final section of the graph goes from 7 to 10 on the horizontal axis, so the answer is 3 hours. ‘On the return journey, they travel 29 km in 3 hours, so the average speed is 29+ 3 = 9.67 kmh” Exam tip Exam tip Begin by drawing horizontal Remember: speed = distance + time and vertical lines that separate the graph at the important places, and show clearly where these places are, relative to the ‘kilometres’ are a distance’ ‘per’ is divided by’ and ‘hour’ is atime! horizontal and vertical axes, In the above Worked example, distance is in kilometres and time s in hours, so speed isin Kilometres per hour This idea can be used with different units of compound measure, Chapter 2