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1 Integers, powers and roots

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F Exercise 1.1 Arithmetic with integers

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1 a −3
c −6 b −11 d −17 e 8
2 a 10 b −180 c −15 d −100 e 5
3 a −2 b −10 c 2 d −12 e −12
4 a 4 + 6 = 10 b −4 + 6 = 2 c 8 + 2 = 10 d −4 + 6 = 2 e 12 + 10 = 22
5 a 9 b −2 c 16 d 0 e 8
6 a b c

Facebook –6 –3
Twitter –12

–2 –4 –5 2 –2 –10

$
3 –5 1 –2 –3 5 2 –4 –6

d e
3 –7

Email 2 1 –1 –6

–3 5 –4 7 –8 2

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Second
− −4 −2 0 2 4
4 8 6 4 2 0

2 6 4 2 0 −2

First 0 4 2 0 −2 −4

−2 2 0 −2 −4 −6

−4 0 −2 −4 −6 −8

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8 a −20 20 Report this Document
b −48 c d 60 e −40
9 a −2 b −5 c 3 d 10 e −4
10 a −40 b −4 c −100 d 5 e 48
11 a −15 ÷ 5 = −3 and −15 ÷ −3 = 5 b 32 ÷ −8 = −4 and 32 ÷ −4 = −8 c −42 ÷ −6 = 7 and −42 ÷ 7 = −6
12
× −3 −2 −1 0 1 2 3
3 −9 −6 −3 0 3 6 9

2 −6 −4 −2 0 2 4 6

1 −3 −2 −1 0 1 2 3

0 0 0 0 0 0 0 0

−1 3 2 1 0 −1 −2 −3

−2 6 4 2 0 −2 −4 −6

−3 9 6 3 0 −3 −6 −9

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 1

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Unit 1 Answers to Coursebook exercises

13 a b
–36 100

–6 6 –20 –5

2 –3 –2 –4 5 –1

c d
48 64

–12 –4 –4 –16

–3 4 –1 –2 2 –8

14 a, b There are six different pairs: 1 and −12; −1 and 12; 2 and −6; −2 and 6; 3 and −4; −3 and 4.
15 a −15 b 2 c 1 d 6 e 16 f −14
16 a −5 b 12 c −7 d −4 e 4 f 1

F Exercise 1.2 Multiples, factors and primes

1 a 1, 2, 4, 5, 10, 20 b 1, 3, 9, 27 c 1, 3, 5, 15, 25, 75 d 1, 23
e 1, 2, 4, 5, 10, 20, 25, 50, 100 f 1, 2, 7, 14, 49, 98
2 a 8, 16, 24, 32 b 15, 30, 45, 60 c 7, 14, 21, 28 d 20, 40, 60, 80
e 33, 66, 99, 132 f 100, 200, 300, 400
3 a 24 b 36 c 28 d 60 e 32 f 77
4 8
5 a 1, 2, 3, 4, 6, 8, 12, 24 b 1, 2, 4, 8, 16, 32 c 1, 2, 4, 8 d 8
6 a 1, 5 b 1, 2, 3, 6 c 1, 7 d 1, 2, 4, 8 e 1 f 1
7 a 2 b 6 c 10 d 20 e 1 f 15
8 24 and 56
9 37
10 61 and 67
11 Alicia is correct. 91 = 7 × 13
12 1
13 Because 7 will be a factor.
14 a 2, 3 b 3, 5 c 3, 7 d 7 e 2, 3, 5 f 7, 11
15 a Any three from 2, 4, 8, 16, 32, …, … b Any three from 3, 9, 27, 81, …, …
c Any three from 5, 25, 125, 625, …, …
16 The first one is 16. The next is 25. Any square number has an odd number of factors.
17 The smallest is 30 (2 × 3 × 5). You could also have 42 (2 × 3 × 7), 66 (2 × 3 × 11), etc.

2 Cambridge Checkpoint Mathematics 8 Copyright Cambridge University Press 2013

Answers to Coursebook exercises Unit 1

F Exercise 1.3 More about prime numbers

1 Different trees are possible.
2 a Many different trees are possible. They should end with the same primes as the trees in question 1.
b i 24 × 3 ii 22 × 52 iii 22 × 33
2
3 20 • • 2 ×5
24 • • 2×3×7
2
42 • • 2 × 32 × 5
2
50 • • 2×5
180 • • 23 ×3
4 a 60 b 54 c 363 d 392 e 144 f 325
5 a 23 × 3 b 2 × 52 c 23 × 32 d 23 × 52 e 3 × 5 × 11 f 23 × 17
6 a i 32 × 5 ii 3 × 52 b 225 c 15
7 a i 2 × 32 × 5 ii 22 × 5 × 7 b 1260 c 10
8 a 1 b 1739

F Exercise 1.4 Powers and roots

1 a 9 b 27 c 81 d 243
2 a 100 b 1000 c 10 000
3 1 000 000 and 1 000 000 000
4 a 35 b 26 c 45
5 a 3 b 4
6 Possible values are 2 and 4.
7 a 3 and −3 b 6 and −6 c 9 and −9 d 14 and −14 e 15 and −15 f 20 and −20
8 256, 289 or 324
9 343
10 a 10 b 20 c 3 d 5 e 10
11 The smallest possible value is 64. Other possible values are 729 and 4096.
12 a 2048 b 4096 c 512
13 a i 9 ii 3 b 6 c 10 d 15 (Compare the sequence of triangular numbers.)

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 3

Unit 1 Answers to Coursebook exercises

End-of-unit review
1 a 2 b −8 c −15 d −10 e −14
2 a 7 b 1 c 17 d 7 e 0
3 a 27 b −2 c −80 d 6 e −2
4
× −2 3 5
−4 8 −12 −20

−3 6 −9 −15

6 −12 18 30

5 −8 and 32
6 a 1, 2, 3, 6, 7, 14, 21, 42 b 1, 2, 4, 13, 26, 52 c 1, 5, 11, 55 d 1, 29
e 1, 2, 4, 8, 16, 32, 64 f 1, 3, 23, 69
7 a, b, c There are three pairs: 3 and 37; 11 and 29; 17 and 23.
8 a 2 × 32 b 25 × 3 c 23 × 52 d 24 × 3 × 5 e 33 × 5 f 52 × 7
9 a 40 b 5 c 288 d 1200
10 a 5 and −5 b 9 and −9 c 13 and −13 d 16 and −16
11 a 8 b 4
12 a 1024 b 2048 c 4096
13 a Shen worked out 3 × 5 and 5 × 3; both equal 15. b 35 = 243 and 5 3 = 125
14 18

4 Cambridge Checkpoint Mathematics 8 Copyright Cambridge University Press 2013

Answers to Coursebook exercises

2 Sequences, expressions and formulae

F Exercise 2.1 Generating sequences

1 a 1, 6, 11 b 20, 16, 12 c 2, 14, 26
d 6, 1, −4 e −5, −3, −1 f −3, −9, −15
2 43. Check students’ explanations: e.g. start with 15 and add 7 four times (or 7 × 4).
3 a Yes.
b Check students’ explanations: e.g. 9 more terms with differences of 12 so 9 × 12, then add first term of 3.
c i 77 ii 157 iii 397
4 18. Check students’ explanations: e.g. subtract 7 three times.
5 43. Check students’ explanations: e.g. add 3 nine times.
6
Position number 1 2 3 4 5 10 20

Term 8 9 10 11 12 17 27

7 a 6, 12, 18, 24 b −3, −2, −1, 0 c 3, 5, 7, 9 d 2, 5, 8, 11

8 a i 15 ii 25 iii 105
b i 20 ii 40 iii 200
c i 48 ii 88 iii 408
d i 25 ii 75 iii 475
9 C. Terms increase by 3 each time; C is the only rule that allows this.
10 No. He has used the term, not the position, to find the last two answers.

F Exercise 2.2 Finding rules for sequences

1 a term = position number + 5
b term = 3 × position number − 2
2 a i ‘add 2’ iii 2 × position number
b i ‘add 5’ iii 5 × position number
c i ‘add 3’ iii 3 × position number + 2
d i ‘add 2’ iii 2 × position number + 4
e i ‘add 4’ iii 4 × position number + 3
f i ‘add 5’ iii 5 × position number + 2
3 a i ‘add 1’ iii term = position number + 3
b i ‘add 1’ iii term = position number + 9
c i ‘add 1’ iii term = position number + 23
d i ‘add 2’ iii term = 2 × position number − 1
e i ‘add 4’ iii term = 4 × position number − 2
f i ‘add 5’ iii term = 5 × position number − 3
4 a 4, 7, 10, 13 b ‘add 3’
c 3 extra blue squares are added to make the next pattern.
d term = 3 × position number + 1
5 a The term-to-term rule is ‘add 2’, so the position-to-term rule will start: term = 2 × position number.
b term = 2 × position number + 2

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 1

Unit 2 Answers to Coursebook exercises

F Exercise 2.3 Using the nth term

1 a 7, 8, 9; 16 b −2, −1, 0; 7 c 4, 8, 12; 40 d 6, 12, 18; 60
e 7, 9, 11; 25 f 2, 5, 8; 29 g 8, 13, 18; 53 h 1, 5, 9; 37
2 a 4, 7, 10, 13 b ‘add 3’
c Three extra pink squares are added to make the next term.
d term = 3 × position number + 1
e second term = 3 × 2 + 1 = 7; third term = 3 × 3 + 1 = 10; fourth term = 3 × 4 + 1 = 13
3 Yes. Check students’ reasoning.

F Exercise 2.4 Using functions and mappings

1 a i ii
x 1 2 3 4 x 4 5 6 7

y 4 5 6 7 y 1 2 3 4

b i x 0 1 2 3 4 5 6 7 8 9 10 ii x 0 1 2 3 4 5 6 7 8 9 10

y 0 1 2 3 4 5 6 7 8 9 10 y 0 1 2 3 4 5 6 7 8 9 10

c i y=x+3 ii y=x−3
2 a i ii
x 1 2 4 6 x 3 5 9 12

y 5 7 11 15 y 8 14 26 35

iii iv
x 4 8 10 20 x 2 4 8 14

y 7 9 10 15 y −2 −1 1 4

x x
b i y = 2x + 3 ii y = 3x − 1 iii y =
2
+5 iv y =

2
−
3

3 a i ‘add 8’ ii ‘multiply by 5’
b i y=x+8 ii y = 5x
4 Razi. Check students’ explanations: e.g. all of Razi’s work, but only one of Mia’s works.
5 y = 3x + 2 Check students’ explanations.
x y

1 5
2 ×3 +2 8
3 11

F Exercise 2.5 Constructing linear expressions

1 a x−7 b x+8 c x
d 2x + 1
2
2 a 6n + 1 b n
+ 5 c 2n − 3 d n
+ 7
4 10
3 a $(c + 3s) b $(3c + 4g + 6s)
4 C. Check students’ explanations: e.g. to multiply n − 3 by 2 the n − 3 must be in brackets.

2 Cambridge Checkpoint Mathematics 8 Copyright Cambridge University Press 2013

Answers to Coursebook exercises Unit 2

F Exercise 2.6 Deriving and using formulae

1 a 2 b −2 c −18 d −5 e 3 f −7
g −21 h 4 i 23 j −7 k −3 l 2
2 a 21 b −15 c 45 d −15 e 16 f 51
g 1 h 54 i 3 j −44 k 8 l 200
3 a −3 × −3 = +9, not −9 b 1 c 29
4 a She should have worked out the value of the brackets first.
b −40 c −54
5 a i months = years × 12 ii m = 12y b 96
6 a 125 b 158 c 200
7 a 12 b 54 c −32
8 a 145 cm b 157.5 cm c 132.5 cm d 175 cm e 160 cm f 120 cm
9 Prism B, by 18 cm3.
10 a i −5.8 °C ii 9.2 °C iii 31.4 °C
b i 54 = 5F − 160 ii 162 = 5F − 160 iii 270 = 5F − 160

End-of-unit review
1 a 7, 10, 13 b 11, 6, 1 c 8, 16, 24 d 1, 5, 9
2 B. Rules B, C and D give the correct 3rd term, but only B gives the correct 8th term.
3 a i ‘add 6’ ii Position number 1 2 3 4

Term 6 12 18 24

iii term = 6 × position number iv Look for evidence of students’ checks.

b i ‘add 5’ ii
Position number 1 2 3 4

Term 6 11 16 21

iii term = 5 × position number + 1 iv Look for evidence of students’ checks.

c i ‘add 1’ ii Position number 1 2 3 4

Term 8 9 10 11

iii term = position number + 7 iv Look for evidence of students’ checks.

4 Yes. Check students’ explanations: e.g. term-to-term rule is ‘add 3’, so rule starts 3n. 3 × 1 + 3 = 6,
3 × 2 + 3 = 9, 3 × 3 + 3 = 12 and 3 × 4 + 3 = 15
5 a i x 1 2 5 8
ii x 1 2 5 11

y 10 11 14 17 y –1 1 7 19

b i y=x+9 ii y = 2x − 3
6 a 4x b 2x + 7 c x
3
− 10 d 5(x + 4)
7 a −5 b −22 c −17 d 40 e −1 f 32
8 150
9 No. 42 = 32 + 2 × 7 × s simplifies to 16 = 9 + 14s.

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 3

Answers to Coursebook exercises

3 Place value, ordering and rounding

F Exercise 3.1 Multiplying and dividing by 0.1 and 0.01

1 a i 1000 ii one thousand b i 100 000 ii one hundred thousand
c i 10 000 000 ii ten million d i 10 ii ten
2 a 102 b 107 c 104 d 1010
3 a 6.2 b 5 c 12.5 d 0.32
e 0.37 f 6 g 7.5 h 0.04
4 a 70 b 45 c 522 d 6.7
e 200 f 850 g 32 h 722.5
5 a 1.8 b 0.236 c 6 d 450
6 a ÷ b × c × d × e ÷ f ÷
7 a 0.01 b 0.1 c 0.01 d 0.1 e 0.1 f 0.1
8 B.
9 125
10 a Multiply by any negative number. b Use any number less than 1.0.

F Exercise 3.2 Ordering decimals

1 a 2.06, 5.49, 5.91, 7.99 b 2.55, 2.87, 3.09, 3.11 c 11.82, 11.88, 12.01, 12.1
d 8.9, 9.09, 9.4, 9.53 e 23.592, 23.659, 23.661, 23.665 f 0.009, 0.084, 0.102, 0.107
g 6.17, 6.178, 6.71, 6.725 h 11.02, 11.032, 11.1, 11.302
2 a 780 g, 1950 g, 2.18 kg, 2.3 kg b 0.8 cm, 9 mm, 12 mm, 5.4 cm
c 0.5 m, 53 cm, 650 cm, 12 m d 95 ml, 450 ml, 0.55 l, 0.9 l,
e 780 m, 1450 m, 6.4 km, 6.55 km f 50 kg, 0.08 t, 0.15 t, 920 kg
g 0.009 km, 9800 mm, 0.85 km, 920 m, 95 000 cm
3 a < b > c > d > e > f <
g > h < i < j < k > l <
4 a ≠ b ≠ c = d ≠ e =
f ≠ g ≠ h = i =
5 a 25 km, much further than other distances
b Yes, 0.2 km × 8 = 1.6 km and her furthest is more (1.64 km)
c Shen: all his lengths are multiples of 25 m; some of Mia’s are not.
6 a A: 2.5, B: 2.4, C: 2.3, D: 2.1, E: 2.25, F: 2.45
b 2.1, 2.25, 2.3, 2.4, 2.45, 2.5

F Exercise 3.3 Rounding

1 a 40 b 160 c 200 d 500 e 4000 f 13 000
g 30 000 h 130 000 i 500 000 j 1 400 000 k 8 000 000 l 25 000 000
2 a 75 b 10 c 20 d 11.5 e 0.9 f 125.9
g 9.45 h 12.92 i 0.08 j 146.80

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 1

Unit 3 Answers to Coursebook exercises

F Exercise 3.4 Adding and subtracting decimals

1 a 14.59 b 36.81 c 13.21 d 29.28
e 28.72 f 26.27 g 23.62 h 133.17
i 8.28 j 72.715 k 10.428 l 20.176
2 a 2.21 b 14.43 c 11.29 d 12.73
e 35.87 f 30.78 g 56.84 h 38.07
i 71.23 j 7.44 k 26.13 l 1.062
3 a 20.35 b 44.24 c 73.55 d 222.51
e 15.24 f 37.34 g 48.94 h 216.82
4 66.84 m
5 Yes, 2.69 m > 2.67 m

F Exercise 3.5 Dividing decimals

1 a 29.7 b 13.1 c 9.3 d 8.1
e 125.6 f 197.3 g 16.1 h 91.7
2 a 1.88 b 1.82 c 0.25 d 0.14
e 1.27 f 1.43 g 0.27 h 0.23
3 6.24 g

F Exercise 3.6 Multiplying by decimals

1 a 0.496 b 0.528 c 2.088 d 4.635 e 0.2508
f 0.203 g 1.168 h 1.359 i 3.04 j 10.74
2 a Multiplying by 0.06 is the same as multiplying by 6 then dividing by 100.
b i 0.854 ii 2.142 iii 0.696 iv 0.536
3 a 86.4 b 8.64 c 0.864 d 0.00864
4 0.6 × 6839.5 kg = 4103.7 kg = 4.1037 t = 4.1 t to one decimal place.

F Exercise 3.7 Dividing by decimals

1 a 160 b 150 c 25 d 78 e 765
f 500 g 800 h 700 i 700 j 850
k 1350 l 435 m 870 n 42 o 2240
2 a 108.3 b 8.7 c 207.1 d 92.14 e 13.17
3 a 0.6 b 60 c 6 d 600
4 39.74

2 Cambridge Checkpoint Mathematics 8 Copyright Cambridge University Press 2013

Answers to Coursebook exercises Unit 3

F Exercise 3.8 Estimating and approximating

1 $45
2 a $115 b 4 hours 15 minutes
3 $72
4 $325

End-of-unit review
1 a 10 000 b ten thousand
2 108
3 a 4.1 b 0.23 c 72 d 24
4 a 10.09, 10.8, 10.9, 10.98 b 0.7 m, 77 cm, 7 m, 750 cm
5 a > b < c >
6 a ≠ b = c ≠

7 a 6700 b 240 000 c 8 000 000 d 64 e 12.6 f 7.57

8 a 57.02 m b 2.44 m
9 a 13.7 b 92.7
10 a 1.41 b 0.97
11 a 0.624 b 1.41 c 28.8 d 7.12
12 a 420 b 7 c 900 d 70
13 35.52
14 i $796
ii 18 × $15 + 12 × $28 + 5 × $38 = $270 + $336 + $190 = $796
iv 20 × $15 + 10 × £30 + 5 × $40 = $300 + $300 + $200 = $800

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 3

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Answers to Coursebook exercises

4 Length, mass and capacity

✦ Exercise 4.1 Choosing suitable units

1 a m b mm c g d kg e l f ml
2 a m2 b km2 c cm2 d m3 e km3 f mm3
3 a T b T c F d T
4 Possible if she has a huge house, but probably not sensible.
5 Yes, any sensible reason, e.g. a standard egg weighs about 60 g, so a large egg may weigh 75 g; two eggs
weigh about the same as an apple which could be 150 g.
6 No, he would not drive at 200 km/h.
7 9 kg
8 16 l
9 1 to 2 kg
10 Yes, 500 kg ÷ 8 = 62.5 kg and most adults would weigh more than 62.5 kg.
11 9 × length of car (3 m to 5 m) = 27 m to 45 m
12 1.7 m × 8 = 13.6 m or 1.8 m × 8 = 14.4 m

✦ Exercise 4.2 Kilometres and miles

1 a T b F c F d T e F
2 Yes, a kilometre is shorter than a mile.
3 a 40 miles b 25 miles c 35 miles
4 a 15 miles b 30 miles c 60 miles d 110 miles
5 a 88 km b 32 km c 136 km
6 a 16 km b 160 km c 200 km d 288 km
7 70 miles; 104 km = 65 miles or 70 miles = 112 km
8 152 km; 152 km = 95 miles or 90 miles = 144 km
9 a 75 b 168 c 184 km = 115 miles d 140 miles = 224 km
10 a 1392 km b $278

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 1

Unit 4 Answers to Coursebook exercises

End-of-unit review
1 a m b mm c kg d g e ml f l
2 a m2 b mm2 c cm3 d m3
3 Possible if she has a very small house, but probably not sensible as a door is 2 m high.
4 4m
5 8 × (70 to 80 kg) + 6 × (30 to 60 kg) = 740 to 1000 kg
6 6 × (1.7 to 1.8 m) = 10.2 to 10.8 m, rounded to 10 or 11 m
7 a T b F c T
8 a 70 miles b 130 miles
9 a 72 km b 328 km
10 300 miles; 472 km = 295 miles or 300 miles = 480 km
11 a 235 miles b $94

2 Cambridge Checkpoint Mathematics 8 Copyright Cambridge University Press 2013

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