PEARSON EDEXCEL INTERNATIONAL A LEVEL PURE MATHEMATICS 2‘atshes by Posen Edation Line, 80 Star, Landon, WO2R ORL. wwipersongboaechoolcom ‘Copies ool speciteabon ora Pearson qualifications ay be found on the ‘webate: hipe//quatteatons pearon.com “ext © Pearson Eaveston Lites 2018 ed ny Fars Hutchinson “ype! by Tach Sots, Gateshead UK (Origa usatons © Pasrson Edenton Linea 2018 ‘misatd by ©Tect-Se Li, Gateead, UK ‘Cove design by © Pearson Education Lite “horas o Grog Atwood, Jack Baracouph lan Batson Keth Gack, Darla! Galdbarg, star Msephercon. Anne Mesoa, Bronwen Maran, ‘SuNecholon, Dane Dike doe Pea, Keith Peger.Cang San, Joe Srskows Harry Smith, Got Sty overt Wars Penny anc Dave ee tobe eres a5 he autorsof ths werk have been asserted by them in accordance with he ‘Cooyrat, Designs ana Patots Act 1988, Fst pubines 2018 ‘teh Library Cataloguing in Putten Data ‘catalogue recor forts book is avaible For the Beh Library sangre 24s asa Copyright noice ‘Allights reserve. 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Endorsmant of arovoure dees mean that he resource i rogue to schave ths Pearson quailtin, pox dows rea that Is tre ery eutabe matora avaible to support the qualcaton and ary rsource 1s produced by te awarding body shal icudo tha and ther approprateCOL COURSE STRUCTURE ABOUT THIS BOOK vi QUALIFICATION AND ASSESSMENT OVERVIEW viii EXTRA ONLINE CONTENT x 1 ALGEBRAIC METHODS 1 2 COORDINATE GEOMETRY IN THE (x, ») PLANE 25 3 EXPONENTIALS AND LOGARITHMS 49 4 THE BINOMIAL EXPANSION 62 REVIEW EXERCISE 1 77 5 SEQUENCES AND SERIES 80 6 TRIGONOMETRIC IDENTITIES AND EQUATIONS 112 7 ‘DIFFERENTIATION 137 8 INTEGRATION 152 REVIEW EXERCISE 2 174 EXAM PRACTICE 178 GLOSSARY 181 ANSWERS 184 INDEX 204CHAPTER 1 ALGEBRAIC METHODS 1.1 ALGEBRAIC FRACTIONS 1.2 DIVIDING POLYNOMIALS 1.3 THE FACTOR THEOREM 1.4 THE REMAINDER THEOREM 1.5 MATHEMATICAL PROOF 1.6 METHODS OF PROOF CHAPTER REVIEW 1 CHAPTER 2 COORDINATE GEOMETRY IN THE (x, y) PLANE 2.1 MIDPOINTS AND PERPENDICULAR BISECTORS 2.2 EQUATION OF A CIRCLE 2.3 INTERSECTIONS OF STRAIGHT LINES AND CIRCLES 2.4 USE TANGENT AND CHORD PROPERTIES 2.5 CIRCLES AND TRIANGLES CHAPTER REVIEW 2 CHAPTER 3 EXPONENTIALS AND LOGARITHMS 3.1 EXPONENTIAL FUNCTIONS 3.2 LOGARITHMS 3.3 LAWS OF LOGARITHMS 3.4 SOLVING EQUATIONS USING LOGARITHMS 3.5 CHANGING THE BASE OF A LOGARITHM CHAPTER REVIEW 3 25 26 29 33 35 40 50 52 57 58 60 CHAPTER 4 THE BINOMIAL EXPANSION 4.1 PASCAL’S TRIANGLE 4.2 FACTORIAL NOTATION 4.3 THE BINOMIAL EXPANSION 4.4 SOLVING BINOMIAL PROBLEMS 4.5 BINOMIAL ESTIMATION CHAPTER REVIEW 4 REVIEW EXERCISE 1 CHAPTER 5 SEQUENCES AND ‘SERIES 5.1 ARITHMETIC SEQUENCES 5.2 ARITHMETIC SERIES 5.3 GEOMETRIC SEQUENCES 5.4 GEOMETRIC SERIES 5.5 SUM TO INFINITY 5.6 SIGMA NOTATION 5.7 RECURRENCE RELATIONS 5.8 MODELLING WITH SERIES CHAPTER REVIEW 5 aca 80 81 84 1 94 7 100 104 107CHAPTER 6 TRIGONOMETRIC IDENTITIES AND EQUATIONS 6.1 ANGLES IN ALL FOUR QUADRANTS 6.2 EXACT VALUES OF TRIGONOMETRICAL RATIOS 6.3 TRIGONOMETRIC IDENTITIES 6.4 SOLVE SIMPLE TRIGONOMETRIC EQUATIONS 6.5 HARDER TRIGONOMETRIC EQUATIONS 6.6 EQUATIONS AND IDENTITIES CHAPTER REVIEW 6 CHAPTER 7 DIFFERENTIATION 7.1 INCREASING AND DECREASING FUNCTIONS 7.2 STATIONARY POINTS: 7.3 SKETCHING GRADIENT FUNCTIONS 7.4 MODELLING WITH DIFFERENTIATION CHAPTER REVIEW 7 112 113 119 120 124 128 130 133, 137 138 139 143, 145, 148 CHAPTER 8 INTEGRATION 8.1 DEFINITE INTEGRALS 8.2 AREAS UNDER CURVES 8.3 AREAS UNDER THE .-AXIS 8.4 AREAS BETWEEN CURVES AND LINES 8.5 AREAS BETWEEN TWO CURVES 8.6 THE TRAPEZIUM RULE CHAPTER REVIEW 8 REVIEW EXERCISE 2 EXAM PRACTICE GLOSSARY ANSWERS INDEX CUTS at 152 153 155 157 160 163 166 169 174 178 181 184 204PCS 4 ABOUT THIS BOOK The following three themes have been fully integrated throughout the Pearson Edexcel International Advanced Level in Mathematics series, so they can be applied alongside your learning, 1. Mathematical argument, language and proof + Rigorous and consistent approach throughout, + Notation boxes explain key mathematical language and symbols 2. Mathematical problem-solving, ‘The Mathematical Problem-Solving Cycle + Hundreds of problem-solving questions, fully integrated cr specify the problem } into the main exercises + Problem-solving boxes provide tips and strategies interpret ests auediteiean + Challenge questions provide extra stretch 3. Transferable skills ‘epresnt 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 Finding your way around the book ee ire US Each chapter starts with 2 Ist f Learning objectives The Prier rowledge check helps make sure you are ready to start the chapter Glossary terms wil be dentited by bald lu text on ta first appearance. Each chante is mapped othe specticalon content for easy reverence “The eal world applications of ‘the maths you are about lean aro highightod a the stat ofthe chapter,CUCL ‘iarstenbe sae we signposted where they naturally occur Inthe exerosee and ‘amples Erecise questions ate carey graded Se fey increase in dificuty and gradualy ‘rng you up to exam stance races we packed vith exam-sivle ‘Questions to encure you 210 ready forthe oxarns Probien- solving boxes provide ris, tips and strategies, and Watch out Exam-style questions boxes nihight areas wnere students are lagged with (@) _oenose makin er exams ae step wor Problem-solving. ‘examples focus on the| uestionsare lagged Eachchplr onde wtha Chatrrndon fey Wow of auntons a Ecce nin ide Altar every few chapters, a Reviow exercise Felps you consolte your tearing wt ots of exam-sive questions Exam practice Mathematics International Advanced Subsiiary/ ‘Advanced Level Pure Mathematics 2 Review exercise eer erect ‘ful practice paper atthe back of| ‘ie book hips you prepare forthe real thingvili QUALIFICATION AND ASSESSMENT OVERVIEW QUALIFICATION AND ASSESSMENT OVERVIEW Qualification and content overview Pure Mathematics 2 (P2) is a compulsory unit in the following qualifications: International Advanced Subsidiary in Mathematics International Advanced Subsidiary in Pure Mathematics International Advanced Level in Mathematics International Advanced Level in Pure Mathematics Assessment overview The following table gives an overview of the assessment for this uni 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, aC Availability P2:PureMathematics2. —|335%0f1AS—|75 ‘Thour30mins | January, June and October PapercodeWMRI2/01 | 162 %of AL Fist assessment june 2019 14S: International Advanced Subsidiary, IAL: International Advanced A Level. Assessment objectives and weightings Recall select and use their knowledge of mathematical facts, concepts and techniques ina am 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, 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 situations in the rel world; recognise and understand given representations involving, roe 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. CComprehend translations of common realistic contexts into mathematics; use the results of ‘204 | calculations to make predictions, or comment on the context; and, where appropriate, read 5% pages 3-6 Ry se the Tact Mace fs eet DKe expression es pated Dit © Construct mathematical proofs using algebra > pages 13-17 A © Use proof by exhaustion and disproof by counter-example Sopagesa7-20 SS 172% «© Use the remainder theorem to find the remainder when a - 4 polynomial f(x) is divided by (ax — 5) pages 11-13 yi 1 Simplify a3xtxSx5 b + Pure 1 Section 1.1 2 Factorise a 22x24 b 3x- 17x +20 + Pure 1 Section 1.3 Use long division to calculate: a 197041=23 b 56168 +34 & International GCSE Mathematics Proof is the cornerstone of mathematics. Mathematicians Find the equations of the lines that pass through these paits of points: “oy a (1,4) and (5-14) need to prove theorems (such as Pythagoras’ theorem) before they can use them to solve problems Sa, Pythagoras’ theorem can be used to Vy find approximate values for 7. b (2,=6) and (8,-3) «International GCSE Mathematics Complete the square for the expressions: ax-2x-20 b 244x415 «Pures Section2.2ata) EBRAIC METHODS EB) Algebraic frac You can simplify algebraic fractions using division. = When simplifying an algebreic fraction, where ™ Orr, ns possible factorise the numerator and denominator 5x*= 245 _ Six + T(x: Sie+ 7) and then cancel common factors. 2at= 15x47 @x=1)x=7) ax-1 ax rms Simplify these fractions: Txt = 23 + 6x p Gt7ex= 1) Seix+12 g xe 6re5 2x? Ihe + 12 * = x= © w+) Seax-10 © (ee 3044) (e+ 72-1 @x-1) x24 Tw 412 _ (e+ Bile 4) w+3) 7 +3) ax44 +7 4 Gv4S _ (tS) 4 1) Wr Sie 2) x+1 age x4 Bx Bx 12 = xx +3) + 4(20 + 3) 2x + Bix + 4) @ 2x24 Ie +12 2x24 te tt (e+ Bix4 4) (2x + 3)0c+ 4) TEED Prosten-souuns Exercise @Q)) 1 Simplify these fractions: xt + Sx Tx x8 — 5x9 4 9x3 4 ate = ¥ 7 ¥ xGEBRAIC METHOI Coa q aes ¢ Stic del + 6x 7 By Te-xt-2 Way? + 6 pret ort 4 4 ay no 1 j ie bat be 2. Simplify these fractions as far as possible: (e+ 3)r-2) (x +4)(3x-1) =D 6 GD + 10x42 +9x4+20 1 so +3) way S4+3x+2 Crees xa Seed 2x? + Tx +6 2x? + 9x - 18 F302) (x (+1) moxtr+l n SOS vax-2 Be + Iv +2 , where a, b and care constants. @ 6x3 + 3x? = Bd _ a(x + 5) 6x2 — 338x442 FE Work out the values of a, b and c. (marks) ©®) dividing polynomials A polynomial is a finite expression with positive LL] whole number indices. ee e * You can use long division to divide a polynomialby | 4.24 31-9 6x? (vp), where pis a constant. y = You can use long division to divide a polynomial by : x (ax £6), where a and b are constants. Example @) Divide x8 + 2x2 - 17x + 6 by (x — 3).ata) Wea aa @ vesy x — 3)x34 2x7 17K +6 xo 3 ox? ~ 178 ge = 15e — 28 rG, r oot | @ we s5x-2 x= 3)e54 2x x3 = 3x 5x2 ~ 15x 4 wBx+6 eee ° GENIN?) ED over f(x) =4xt— 17 +4 Divide fix) by 22x + 1), giving your answer in the form f(x) = (2x + lax? + bx? + ox +d). Find (dx4 — 17x + 4) + (2x + 1) xt - x? - 6x44 2x + ARTF ONS = Te + OA xt + 2x3 So xt 17x $4 = 2x + 2X -Find the remainder when 2x3 ~ 5x2 ~ 2x? + Bx-4 Ayaxt = Sx" = Tex 10 2x? ~ 6x So the remainder is (£8) EE sworn aa) Crate 16x + 10 is divided by (x - 4) Write each polynomial in the form (x # p)(ax? + bx + 6) by dividing: a S462 + 8x +3 by (x41) e Berd Mby (x42) € 8 -8e + 13x 4 10 by (x5) b a t xi + 10x? + 25x +4 by (x +4) 7x = 15 by (x-3) xi — Sx? — 6x — 56 by (x7) B+ 2. Write each polynomial in the form (x + p)\(ax? + bx + ¢) by dividing: a 6x + 27x? + 14x + 8 by (x +4) © 2x4 4x = Ov = O by (x43) € -Sx8 = 27x? + 230 + 30 by (x + 6) 3 Divide: a xt4 5x8 + 2x? Tx +2 by (v +2) © =3x! + 9x8 = 10x? + + 14 by (x2) 4 Divide: a 3xt4 8x3 - 1a? + 2e + 8 by Gx +2) © 4x — 6x9 + 10x? = Lx 6 by (2-3) © 6x5 — 8x4 + Tx + 9x2 = g 25x14 75x! + 6x2 — 28x — 6 by (Sx +3) 5 Divide: a Stx4 lO by(v+2) € -329 + 0-8 by (x= 4) 6 Divide: a 8 +27-36 by (v= 3) © 323 + Hy? = 20 by (x= 2) 25x-+ Tby Bx- 1) b a f 4x8 + 932 — Bx — 10 by (x +2) 2x = 15x? + 14y + 24 by (x= 6) 4x! + 9x2 = 3x +2 by (9-2) Axt + 14 + 3x2 = Ld = 15 by (w+ 3) W584 Txt + 29 = Ta? + 108 = Ty (= DD 4x4 3x8 + Hat = v= by (4x #1) 6x5 + 13x4 — 4x3 — 937 + DL + 18 by (2x +3) = 26x! + 11x! + 22x? — 40x +25 by 2x- 5) 21x + 20x4 — 10x9 + 42x — 12 by (Ix 2) 2x 1x43 by 43) BBD nctude 012 when you write out 0). 2x} + 9x? + 25 by (w+ 5)Cera] 10 un 12 4 @® 1s @« EXECUTIVE FUNCTION «P) 17 Eo ca 1s EXECUTIVE FUNCTION @» METHODS Show that x3 + 2x2 = Sy = 10 = (x + 2)(a? ~ 5) Find the remainder when: a x34 4x2 — 3x +2 is divided by (x +5) b 3x3 ~ 2052 + 10 + 5 is divided by (x - 6) © -2y9 + 3x + 120 + 20/is divided by (x - 4) ‘Show that when 3x? ~ 2x? + 4 is divided by (x — 1) the remainder is 5. ‘Show that when 3x — 8x3 + 10x? — 3 — 25 is divided by (x + 1) the remainder is -1 Show that (x + 4) is a factor of Sx - 73x + 28, Simplify =85=8 GBD divide 3°- ax aby way Divide x = I by (x= 1). GED write 2-105. +08 +08=1 Divide xt — 16 by (x +2). f(x) = 10x" + 43x? - 2 - 10 Pind the remainder when f(x) is divided by (5x +4), (2marks) f(a) = 398 = 14? = 470 = 14 Rae Find the remainder when f(x) is divided by (x3). @ marks) Write f(x) in the form b Given that (x + 2)is a factor of f(x), factorise f(x) (+ Dax? + dx + 6) then completely. (Amarks) _factorise the quadratic factor. a Find the remainder when x + 6x2 + 5x ~ 12 is divided by i x-2, x3 (3 marks) b_ Hence, or otherwise, find all the solutions to the equation x° + 6x? + 5x-12=0. (4marks) fx) = 2x8 + 302-8 $3 a Show that f(x) = (2x ~ 1)(ax? + bx + ©) where a, b and care constants to be found. (2 marks) b Hence factorise f(x) completely. (Amarks) © Write down all the real roots of the equation f(x) = 0, (2 marks) W(x) = 12x + Sx? 428-1 a Show that (4.~ 1) is a factor of f(x) and write f(x) in the form (4°— Lax? + bx + 0). (6 marks) has exactly one real solution. (marks) b Hence, show that the equation 12x? + 5x? + 2xaa) Crate ©) The factor theorem ‘The factor theorem is a quick way of finding simple linear factors of a polynomial. '™ The factor theorem states that if f(x) is a ae polynomial then: + If f(p) =0, then (xp) isa factor of f(x). + IF (°~p)isa factor of f(x), then f(p) = 0. + tf (2) =0, then (ax ~ 6) isa factor of fon. + Iflax~iisa factor of fy then (2) = 0. You can use the factor theorem to quickly factorise a cubic function, gt 1 Substitute values into the function until you find a value p such that gip) =0. 2 Divide the function by (x =p). The emainder wl be 0 because tx—p) is factor of gd 3 Write g(a) = (—p)(ax? + bx 4g Tre tr factor wl be quartic 4 Factorise the quadratic factor, if possible, to write g(x) as a product of three linear factors. Example @) SKILLS Sony Show that (x ~ 2) is a factor of x3 + x2 ~ dx — 4 by: a algebraic division b the factor theorem So (x ~ 2) 1 a factor of x 4.3? - 4x ~ 4. b iy = + 40-4 2) = 2 + @) - 4(2)-4 +4-8-4 So (x ~ 2) is a factor of x9 + x2 - Ax - 4,ea) ALGEBRAIC METHODS HEI ecco rcrn a Fully factorise 21° +.x?- 18x-9 b Hence sketch the graph of y= 2x? +x? = 18-9 a f(x) = 2x9 + x? - 1x -9 18(-) - 9 = 8 21) + (1)? - 181) - 9 = -24 f(2) = 2(2)° + 2° - 18(2) - 9 = -25 (3) = 2? +)? - 168) - 9 = So (x = 3) is a factor of 2x9 + x? = 18x - 9. 2x? + x3 x-3)2x Fe BED ~6x 7x? — 1x 2x 2x 4x8 — 18x- 9 fe = BY 2x? + 7x 4+ 3) x — SOx + e+ 3) b O=(x- 32x + Nex +3) So the curve crosses the ($5, 0) and (-3, O) | at (3, 0), The curve crosses the y-axis at (0. -2)Pers ay Crate Given that (x + 1) isa factor of dx — 3x2 + a, find the value of a. fn=0 4(-1}¢ = 31 +a = 0 4-34a=0 eae fxy= px3 +32 = 19x-+p Given that (2x - 3) is a factor of fix a find the value of p, b hence factorise fix) completely. 3x?+5x-2 b 2x-3]ext +x? -19KF 6 6x3— Bx? 45x-2 ere eeaD alae EBRAIC METHODS GXEAD EID oom 1 Use the factor theorem to show that: a (x= Iisa factor of 4x — 332-1 b (x+3)isa factor of Sx#— 45x? - 6x - 18 © (x 4)isa factor of ~30 + 13x? - 6x +8. 2. Show that (x ~ 1) is a factor of x° + 6x2 + Sx — 12 and hence factorise the expression completely. 3. Show that (x + 1) isa factor of x3 + 3x2 — 33x — 35 and hence factorise the expression completely. 4. Show that (x — 5) isa factor of x° — 7x? + 2x + 40 and hence factorise the expression completely. 5 Show that (x ~ 2) isa factor of 2x8 + 3x? - 18x +8 and hence factorise the expression completely. 6 Use the factor theorem to show that 2x ~ 1) is a factor of 2x3 + 17x24 31x — 20. 7 Bach of these expressions has a factor (x * p). expression completely. \d a value of p and hence factorise the a x 10x? + 19430 b ttxt-4y-4 e 8-day? 1130 8 i Fully factorise the right-hand side of each equation fi Sketch the graph of each equation. a ys2x4Sx2-4x-3 b y= 2x3 17x? + 38x = 15 © pad +8x2+ 3-2 @ y= 6x4 11x2-3x-2 © yadx'— 12x - Tx +30 9 Pactorise 2.x" +5x?—4x—3 completely. 10. Given that (x ~ 1) isa factor of Sx° — 9x? + 2 +a, find the value of a. 11 Given that (x + 3) isa factor of 6x9 ~ bx? + 18, find the value of b. 12. Given that (x ~ 1) and (x + 1) are factors of px? + gx? = 3-7, Problem-solving find the values of p and 4, Use the factor theorem to form simultaneous: ‘9x- 10, ‘equations. find the values of e and d. 14 Given that (x ~ 1) and (2x ~ Dare factors of px + qx? + 9x-~ 2, find the value of p and the value of g. @ 15 Given that (x +2) and (x ~ 3) are factors of gx* + hx? 14x +24, find the values of g and A. ® ® ® 13 Given that (x + 1) and (x — 2) are factors of ex? + dx? © ® 16 Given that (3x +2) isa factor of 3x3 + bx? — 3x2, a find the value of b Q) b hence factorise 3.x° + bx? — 3x —2 completely. @aa) Crate © 17 fly = 308 ~ 12x? + 6x = 24 ‘a Use the factor theorem to show that (x — 4) is a factor of f(x), (2 marks) b Hence, show that 4 is the only real root of the equation f(x) = 0. (4 marks) © 18 flxy=4x + 4x?= Lv - 6 a Use the factor theorem to show that (x + 2) is a factor of f(x), (2 marks) b Factorise f(x) completely. (4 marks) ¢ Write down all the solutions of the equation 4x + 4x? - [Lx - 6 = 0. (1 mark) © 19 a Show that (x - 2) is a factor of 9x4 = 18x° = x° + 2x (2 marks) b Hence, find four real solutions to the equation 9x* — 18x° — x7 + 2x = 0. (5 marks) Challenge fla) = 2x! ~ 5x? — 42x? — 9x4 54 ‘a Show that Fl) = 0 and f(-3 b Hence, solve f(x) = 0 © The remainder theorem = You can find the remainder when a polynomial is divided by (ax + 4) by using the remainder. theorem. = Ifa polynomial f(s) is divided by (ax ~ b) then the remainder is (>). vera Find the remainder when x? ~ 20x + 3 is divided by (x - 4) using: a algebraic division b the remainder theorem, x44 a x4 nme ‘4x? 20x Ax? = 16x wax Ax +16 2 The remainder is 13 b i =x3- 20x43 iid) = 49-20x443 44) ==13 The cemainder is 13 "ae ata When 8x4—4x3+ax?=1 divided by (2x + 1) the remainder is 3. Find the value of a. lon = B.x* 4x8 4a? ceed Een enainatoorere fg eet tat tar—y then the reminders 2) eee ace andne remainders 2 Using the fot that the anders, subst and solve the equation for a ERD wna 1 Find the remainder when a 4x3— 5x24 Tx + 1 is divided by (x - 2) b 2x— 3243 +x — 10 is divided by (r-4) © =2x9 + 6.x? + 5x — 3 is divided by (r+ 1) 7x34 6x? —4Sx-+ Lis divided by (r+ 3) © 4x¢= 4x74 81-1 is divided by 2x - D £ 243x4—27.x3 — 3x47 is divided by (x— 1) 64x" + 32x? 16x +9 is divided by 4x43) h 81x9-81x?+ 9x +6 is divided by (3-2) i 243.x6—780.x? + 6 is divided by (3x+ 4) J 125x4+5.x3— 9wis divided by (5x +3) @® 2When 2x7 ~3x7— 2x4 ais divided by (~ 1) the remainder is ~ 4. Find the value of a. ‘bx + 6 is divided by (x + 2) the remainder is 10. Find the value of . ® 3 When -3x3 +44? @® 4 When 216x5- 32x? +ex-8 ivided by (2x ~ 1) the remainder is 1, Find the value of ¢. 5 Show that (x ~ 3) is a factor of x4— 36.5 +243, 6 Show that (2x ~ I] isa factor of 2x3 + 17x24 31x~ 20. Thy = x24 34g Given f12) = 3, find f-2). GD Fistinay (S marks) B eu) = x9 Han 43x46 Given gI-1) = 2, find the remainder when g1x) is divided by (3x - 2). (Smarks)Mesa aD Crate 9 The expression 2.3 — x2 4 a+ gives a remainder of 14 when divided by Gc~ 2)and a remainder of -86 when divided by (x +3). Find the value of a and the value of b. (S marks) 10 The expression 337421? px+qisdivisible by EEE &x~ 1) but leaves a remainder of 10 when divided “SEUSS ‘i by (v + 1), Pind the value of a and the value of b, dock each pe (Smarks) @® Mathematical proof Approof is a logical and structured argument to show that a iatenatal statement or cones sabvays te HELD. iene te ‘Amathematical proof usually starts with previously established mathematical facts (or theorems) and then works through a series of logical steps. The final step in a proof is a statement of what has been proven, Keown facts leat shown ‘Stavement orion: | => | raisers | => | Sor ‘A mathematical proof needs to show that something is true in every case. ‘been proven is called a theorem. A statement that has yet to be proven iscalled a conjecture, ™ You can prove a mathematical statement is true by deducti facts or definitions, then using logical steps to reach the de: Here is an example of proof by deduction: Statement: The product of two odd numbers is odd. Demonstration: 5 x 7 = 35, which is odd This means starting from known conclusion, This is demonstration but itis not a proof. ‘You have only shown one case, Proof: p and g are integers, so 2p + 1 and 2y +1 are odd numbers. Le You can use 2p + 1 and 2g +1 t0 represent any odd numbers. Ifyou can 4pq+2p+ 2g show that @p + 1) x (2q + 1) is always an 2pq+p+gh+1 ‘odd number then you have proved the statement forall cases. @p+1)x q+ Since p and q are integers, 2pq + p+ q is also an integer. So 2(2pq + p +4) + 11is one more than an even number. So the product of two odd numbers is an odd number. Thisis the statement of proof, ® Ina mathematical proof you must + State any information or assumptions you are using + Show every step of your proof clearly + Make sure that every step follows logically from the previous step + Make sure you have covered all possible cases + Write a statement of proof at the end of your workingeat) = la You need to be able to prove results involving , CEEED in = i identities, such as (a+ b)a~ 8) = a o* Bese expressions are mathematically identical To prove an identity you should + Start with the expression on one side of the identity UR ‘+ Manipulate that expression algebraically until it matches the other side + Show every step of your algebraic working EI) && Prove that (3x + 2)(x — S)(r +7) = 3x1 + 8x2 - 101x— 70 REASONING/ARGUMENTATION Gx + 2iex = 5)in +7) = (x + 2ifx? + 2x35) = 3x? + Gx? - 105 + 2x? + 4x70 8x3 + Bx? — 101x - 70 | So Gx + 2Wr= Sort 7) = Prove that if (x ~ p) isa factor of f(x) then f(p) = 0. x? + Bx 101x- 70 IF — p) is a factor of fx) then K So tip) = (pp) x alp) x= p)x gx) 2. tp) = 0x ap) memes Prove that A(1, 1), BIG, 3) and C(4, 2) are the vertices of a right-angled triangle, ees IF you need to prove a geometrical result, it can sometimes help to sketch a diagram as part of your working.Pers ay Crate The gradient of Ine BC = 3 1 =e Bim afro) The gradient of line AC The gradients are different so the three points are not collinear. Hence ABC is a triangle, Gradient of AB x gradient of BC = 1 x (-1) So AB is perpendicular ta BC, and the triangle is a right-angled triangle. SEEN) EES wsomeracsucronon ‘The equation kx? + 3kx + 2.= 0, where k is a constant, has no real roots. Prove that k satisfies the inequality 0 =k <$ ones ———_ee en) (3k? - 4k(2) <0 9k? - Bk 0 K@k- 8) <0 | o 4 for all values of x (3 marks) ‘The equation kx? + 5kx + 3 = 0, where & is a constant, has no real roots. Prove that k satisfies eine 0 kl (ents The equation px? ~ 5x ~ 6 = 0, where p is a constant, has two distinct real roots. Prove that p satisfies the inequality p >— (4:marks) 4 Prove that 4(3, 1), B(1, 2)and C(2, 4) are the vertices of a right-angled triangle. Prove that quadrilateral A(1, 1), B(2, 4), C(6, 5) and D(S, 2) is a parallelogram. Prove that quadrilateral A(2, 1), B(5, 2), C(4,-1) and D(1, -2) is a thombus, Prove that A(~5, 2), B(-3 4) and C(3, -2) are the vertices of an isosceles right-angled triangle.Mesa aD Crate 18 A circle has equation (x = 1)? + y where k > 0, The straight line L with equation y = ax cuts the circle at two distinct points. Prove that k> 7 (6 marks) 3x4 26= GB) 19 Prove that the line 4y is a tangent to the circle (x +4? +(y-3P = 100, (S marks) Gone Find an expression for the area of the large square in terms of aand b. ® 2 The diagram shows a square and four congruent right-angled triangles. Use the diagram to prove that a? + 5° co [EDD 1 Prove that 40,8), B18), C16, 1) and D(0, 9) are points onthe same circle 2. Prove that any odd number can be written as the difference of two squares. © Methods of proof A mathematical statement can be proved by exhaustion. For example, you can prove that the sum of two consecutive square numbers between 100 and 200 is an odd number. The square numbers between 100 and 200 are 121, 144, 169, 196. 121+ 144 = 265 whichis odd 144+ 169=313 whichisodd 169 + 196 = 365 which is odd So the sum of two consecutive square numbers between 100 and 200 is an odd number. ™ You can prove a mathematical statement is true by exhaustion. This means breaking the statement into smaller cases and proving each case separately. is better suited to a small number of results. You cannot use one example to prove a is true, as one example is only one case. Prove that all square numbers are either a multiple of 4 or | more than a multiple of 4. Eee Consider the two cases, odd and even numbers, separately. — —— = ey For oda numbers: (n+ 1? ne + ane (nentmata) Meee a) For even numbers: (en? = 4n? Ane is. 2 multiple of 4. All integers are either odd or even, so all ‘square numbers are her a multiple of 4 or 1 more than a multiple of 4. ‘A mathematical statement can be disproved using a counter-example. For example, to prove that the statement '3 +3 is a multiple of 6 for all values of n’ is not true you can use the counter- example when n= 2, a5 3 x2 +3 =9 and 9 is not a multiple of 6. ® You can prove a mathematical statement is not true by a counter-example. A counter-example is an example that does not work for the statement. You do not need to give more than one, as ‘one is sufficient to disprove a statement. Prove that the following statement is not true: “The sum of two consecutive prime numbers is always even.” 2 and 3 are both prime 243 a ———— ERO 27) EE) rerscumcrncinerano Prove that for all positive values of x and y: Cian x b Use counter-example to show that this is not true when wand y are not both positive.Mesa aD Crate a Jottings fetus a2 Use jottings to get some ideas for ¢ good starting point. These don't form part of your proof, but ‘an give you a clue as to what expression you can consider to begin your proof. ns x? +y?—2xy 20 w-yk 20 Eroot: Consider (x = 9? ww-yP =O x? +)? — 2xy =O ty = 2xp Bees 55 This step is valid because x and y are both positive so xy > 0, Gg This is not = 2 so the statement is not true. Gxz=x) rasanenncn¥ ©® 1 Prove that when n is an integer and | 0 a Identify the error made in the proof. (mark) b Provide a counter-example to show that the statement is not true. (2 marks) 7 Prove that for all real values of (w+ 6P > 2v + IL (marks) 8 Given that a is a positive real number, prove that: te CIE Ia a+he2 “you use the condition that a is positive. (2 marks) ©) 9 a Prove that for any positive numbers p and g: p+q> pq (marks) b Show, by means of a counter-example, that this (SEs inequality does not hold when p and g are both negative. (marks) U5ejottings and work backwards to work out what expression to consider. 10 It is claimed that the following inequality is true for all negative numbers x and y: x+p2y ‘The following proof is offered by a student: xeye (eee (Hy aateye My bayer tye 2xy > O which is true because x and are both negative, so xy is positive. a Explain the error made by the student. (2 marks) b By use of a counter-example, verify that the inequality is not satisfied if both x-and y are negative, (1 mark) © Prove that this inequality is true if x and y are both positive. (2marks)Crate ‘Simplify these fractions as far as possible: Divide 31° + 12x? + 5x4 20 by (x +4). 243+ 5 Simplify) a Show that (x3) isa factor of 2x! — 2x? — 17-4 15. (marks) b_ Hence express 21° — 2x? — 17x + 15 in the form (x 34x? + Br + C), where the values A, Band Care to be found (marks) Find the remainder when 16.5 — 20.4 + 8 is divided by (2x - 1) (2 marks) a Show that (x —2)isa factor of x3 + 4x2 — 3-18, (marks) b_ Hence express x° + 4x? — 3x — 18 in the form (x —2)(px + g)?, where the values p and q are to be found, (marks) Factorise completely 2x + 312-18 +8 (6 marks) Find the value of kif (x 2)is.a factor of x3 ~ 332+ kx ~ 10, (marks) fx) = 2x2 + pr + g. Given that f{-3) = 0, and f4) = 21: a find the value of p and g (marks) b factorise fx). (marks) h(x) =x + 42 + rx +s, Given h(-1) =0, and h(2) = 30: a find the values of rand s (6marks) b factorise h(x). (Smarks) 6x5 a Factorise g(a). (marks) b Solve g(x) =0. (2 marks) a(x) = 208 92 2Pa ate fas} © 12 a Show that (x— 2) isa factor of fx) = x8 +.x° ~ Sx —2. (2 marks) b Hence, or otherwise, find the exact solutions of the equation f(x) =0. (4 marks) © 13 Given that -1 isa root of the equation 2x° ~ 5x2 —4y +3, find the wo positive roots, (4 marks) 14 The remainder obtained when x? ~ 5x74 px + 6 is divided by (x + 2) is equal to the remainder obtained when the same expression is divided by (x ~ 3), Find the value of p. (Amarks) © 15 tex 2x? 19x + 20 a Show that (x +4) isa factor of f(x). (3 marks) b Hence, or otherwise, find all the solutions to the equation s8=2n2 = 19x +2020. (marks) @® 16 Ws) = 65+ 118-5 ~6 a Show that f(x) = 3x 2\ax? + bx +), where a, b and care constants to be found, (2 marks) b_ Hence factorise f(x) completely. (Amarks) € Write down all the real roots of the equation f(x) = 0 (2marks) 17 Prove that © 18 Use completing the square to prove that n? — 8m + 20 is positive for all values of m. ©® 19 Prove that the quadrilateral 4(1, 1), BG, 2), C(4, 0) and D2, =1) is a square. ® 2 Prove that the sum of two consecutive positive odd numbers less than ten gives an even number. ® 21 Prove that the statement ‘n? ~ n+ 3 isa prime number for all values of n’ is untrue. © 2 Prove tiat (x4) ©® 23 Prove that 2x7 +. x+ 4x 5)QX+ 3). © 24 Theequation 1° ~ kx + k-=0, where kis a postive constant, has two equal roots Prove that k = 4. (3 marks) ©® 25 Prove that the distance between opposite edges of a regular hexagon of side length 13 isa rational value.Mesa aD Crate @® 2% a Prove that the difference of the squares of two consecutive even numbers is always divisible by4 Is this statement true for odd numbers? Give a reason for your answer. 27 A student is trying to prove that 1 +1? < (1+) The student write: 4x? Soltxt pages 26-27 © Find the equation of the perpendicular bisector to a line segment. > pages 28-29 . Know how to find the equation of a circle > Solve geometric problems involving straight lines and circles > pages 33-34 05 29-32 . Use circ fe properties to solve problems on coordinate grids . Find the angle in a semicircle and solve other problems involving circles and triangles ~ pages 40-46 Drea ead 41 Write each ofthe following in the form Weep g ax+l0x+28 b x= 6x41 € x= 12x d 247s + Pure 1 Section2.3 J 2 Find the equation of the line passing through each of the following pairs of points: a 4(,-6) and B(4, 3) yb G7, -5) and 9,3) ee © R(-4,~2) and 715, 10) Pure Section 5.2 j Geostationary orbits are . 3 Use the discriminant to determine whether the following have two cesar oo 7* 4 circular orbits around the : real solutions, one real solution or no real solutions ea ae ea j avnTr41420 bxt+iix+8=0 ¢ 4xt412x+9=0 a iis geostationary satellites to. fu + Pureasection25 Ty royide information about im 44 Find the equation ofthe line that passes through the point @,~4) and is theearths suitsccend perpendicular to the line with equation 6x-5y-1=0 ¢Pure1 Section 5.3 atmosphere. _-*PMN aiid COORDINATE GEOMETRY IN THE ws €¥) Midpoints and perpendicular bisectors You can find the midpoint of a line segment by averaging the x-and y-coordinates of its endpoints. 609) = The midpoint of a line segment with endpoints (x, »3) and (xz, 2) CEEESEED A tine segments. finite part of a straight line with two distinct endpoints. Example @) weenearon The line segment AB isa diameter of a circle, where A and Bare (-3, 8) and (5, 4) respectively. Find the coordinates of the centre of the circle. fd AC3, 8) d ‘ The centre ofthe cles (=3+5, 8+ 4), 22 * - -(22)-0.6 The line segment PQ is a diameter of the circle centre (2, -2). Given that Pis(8, -5), find the coordinates of Q. hy In coordinate geometry problems, it is often re) helpful to draw a sketch showing the information ‘given in the question, Let Q have coordinates (a,b) (054-594) --2 so 4 0, 0640 \— fearongethecautenstofindcand,COD Nua Reem eT raid CXS) EE vcorreron 1. Find the midpoint of the line segment joining each pair of points: a (4,2), (6,8) b 0,6), (12,2) © (2,2),(-4,6) a (-6,4), (6,4) © (7,4), (3,6) £ (5,5), (11, 8) 8 (62, 4b), (2a, ~4b) h (-4u, 0), Gu, 20) i (a+b,2a~b), Ba-b, -b) J 42,1002, 7) k (v2 - V3, 302 +43), (v2 + V3, -V2 + 2V3) ©® 2 The line segment 4B has endpoints 4(-2, 5) and B(a, b). The midpoint of AB is M4, 3). Find the values of a and b. 3. The line segment PQ isa diameter of a circle, where P and Q are (4, 6) and (7, 8) respectively Find the coordinates of the centre of the circle. ® 4 The line segment RSis a diameter of a circle, where Rand S GAMMEUENING ® 6 The line segment JK is a diameter of a circle, where J and Kare (3, Your answer will be in terms of and. are (44-48) ana (24, 2) respectively: Find the coordinates of the centre of the cirele, 5 The line segment AB is a diameter of a circle, where and Bare (~3, ~4) and (6, 10) respectively. a Find the coordinates of the centre of the circle. b Show the centre of the circle lies on the line y 4) and (—4, 2) respectively. The centre of the circle ies on the line segment with equation y = 8x + b. Find the value of b. ©® 7 The line segment ABis a diameter of a circle, where A and B are (0, ~2) and (6, -5) respectively. ‘Show that the centre of the circle lies on the line x - 2y -10 = 0. @® 8 The line segment FGis a diameter of the circle centre (6, 1). Given Fis (2, -3), find the ® 9 Theline scament CD isa diameter ofthe circle centre ( coordinates of G. 14, Sa). Given D has coordinates Ja), find the coordinates of C. Ga ® 10 The points MG, p) and N(g, 4) lie on the circle centre ye the formula for fing the midpoint {8.6} The ine segment MWisa diameter of thecicle x4 44), Find the values of p and g aa ia © 11 The points V4, 2a) and 1/(3b, ~4) lie on the circle centre (b, 2a). The line seament VWis a (cheamiviry diameter of the circle. Find the values of a and b. Car Atriangle has vertices at A(3, 5), B(7, 11) and C(p, q). The midpoint of side BCis MG, 5) a Find the values of p and 4. Find the equation of the straight line joining the midpoint of AB to the point a ‘€ Show that the line in part bis parallel to the line AC. Pd