29393-18060-Focus Years 10-11 Algebra - Extension

7 8 9 10 | Y10/11
FOCUS
ALGEBRA
EXTENSION
CentufyMATHS
CenturyMATOS
developed at the Institute of Education

University of London
Authors: Richard Hale and Keith Jones Acknowledgements

Illustrators: Stephen Player and Angela
Lumley Professor Celia Hoyles and Dr Richard Noss,
consultants during the development of
Design: The Drawing Room, Warwick Century Maths.
Typeset in Mixage by
Tech Set Ltd, Tyne & Wear Sue Ryder: language consultant
Cover design: Susie Home
Cover photograph: Paul Smith Paul Smith: photograph, p.56
Printed and bound in Spain by United Nations: extract from UN Economic
Mateu Cromo Survey 1989, p. 74
The publishers have made every effort to
Text © Richard Hale and
contact copyright holders and would like
Keith Jones 1993
to apologise if any have been overlooked.
Original line illustrations
© Stanley Thornes
Thanks are due to all those, both in education
(Publishers) Ltd 1993
and at Stanley Thornes, whose assistance has
made the Century Maths resource a dynamic
All rights reserved. No part of this
and lasting contribution to Mathematics
publication may be reproduced or
education.
transmitted in any form or by any
means, electronic or mechanical,
including photocopy, recording, or any
A catalogue record of this book is available
information storage and retrieval
from the British Library
system, without permission in writing
from the publisher or under licence from
ISBN 0-7487-141 1 -1
the Copyright Licensing Agency Limited,
of 90 Tottenham Court Road,
London W1P9HE.
The rights of Richard Hale and Keith

Jones to be identified as authors of this
work have been asserted by them in
accordance with the Copyright, Designs
and Patents Act 1988
First published in 1993 by

Stanley Thornes (Publishers) Ltd
Ellenborough House, Wellington Street,
Cheltenham GL50 1YD England
Years 10/11
ALGEBRA
EXTENSION
Unit Page
1 Number patterns and formulae 2
2 Simultaneous and polynomial equations 16
3 Algebra, inequalities and graphs 30
A Using Formulae 42
5 Exploring formulae 54
6 Graphs for problems 64
7 Iterations and factorising 76
8 Exploring graphs 86
Symbols in the margin © Special cmngs you will need
o Special things you may need
m Worksheet reference
Work for graphic calculator here
Q Work for computer here (screen may show one of these:

D Database G Graph plotter S Spreadsheet L Logo)
LD Logo 2000 disk
LN Logo 2000 documentation
LP LogoPack
National STEM Centre
N24586
I c
D Number patterns and
formulae
The odd triangle Try to describe this pattern of numbers to a member of your
group.
1
3 5
7 9 11
13 15 17 19
21
D Draw this pattern of numbers. Continue it for a few more
rows.
D Add together the numbers in each horizontal row like this.
1 1
3 + 5 8
7 + 9 + 11 27
Q] What sequence of numbers do you have?

D Find the mean of the first and last number in each row like
this.
1 1
(3 + 5) - 2 4
(7 + 11)^2 9
U] What sequence of numbers do you have now?

Try to explain to your group why this happens.
I've made a similar What sequences

triangle of numbers using do you get from
the even numbers. that triangle?
Investigate this new triangle.

Number patterns and
formulae
Numbers in spirals D On the square spiral on Worksheet 1, draw a circle around
the numbers of the diagonal starting 1, 9, 25.
Write down the first eight numbers in this sequence.
1, 9, 25 ...
The sequence is
I 2 , 3 2 , 52, ...
i, 3, 5, ... is the sequence of So the rule for this
odd numbers. The rule for [hat is sequence is
n maps on to (2n - 1). n maps on to (2n - 1) 2
Convince yourself - and a partner - that n > (2n - 1 ) 2 is the

rule for this sequence.
D Check the first eight terms.
Q Investigate the sequences in some of the other diagonals.
(a) 1, 3, 13, ...
(b) 1, 7, 21, ...
(c) 1, 5, 17, ...
You should:
- continue each sequence for at least the first eight terms
- find a general rule for each sequence
- convince your partner that your rule works.
D Investigate what happens to the numbers in the rectangular
spiral on Worksheet 1.
What sequences appear along the diagonals?
Find a general rule for each sequence.
D Investigate different rectangular spirals.
Y 10/11 ALGEBRA-E
I Number patterns and
formulae
Shapes and Write down the first eight numbers in each of these
numbers sequences.
(a) Triangle • •—*

numbers 1 3 10
(b) Square
numbers
•
1
tL 16
(c) Pentagon
numbers
Column D has
multiples of 3.
(d) Hexagon
numbers 1
o 6 15 28
Write down the rule for each of the sequences.
Check that your rules are correct by using them to generate
each of the sequences on a spreadsheet.
LN 52
B D E
1 Triangle 1 3 6 10
2 Square 1 4 9 16
3 Pentagon 1 5 12 22
4 Hexagon 1 6 15 28
5
Numbers in column D Describe any other patterns you see in the spreadsheet.
go up by 6.
Number patterns and
I
formulae
Cubes in sequence Look at the number of cubes in each of these shapes.
[H Write down the first eight numbers in this sequence. .

HI Write down the square root of each number to give a new
The numbers are all sequence.
square numbers.
[iJ What is this new sequence?
H With your partner, try to find a general rule for the original
sequence.
JJ or |SJ LN S2 • Check your general rule by using it to generate the sequence
in Logo or on a spreadsheet.
Multistrand Multistrand cable looks like this:
•_•_•
The number of wires in the sequence is 1, 7, 19, 37, ...

[T] Write down the first eight numbers in this sequence.
• Compare your sequence with the sequence of triangle
numbers:
0, 1, 3, 6, ... n-> | (n + 1)
LH Use the rule for triangle numbers to give a general rule for
the number of wires in multistrand cable.
L| oi |Sj LN 52 • Check your general rule using Logo or a spreadsheet.
Y 10/11 ALGEBRA-E
I Number patterns and
formulae
Sequences in Pascal's The earliest written record of this pattern of numbers is
triangle Chinese and dates from 1303.
However, it is often called Pascal's triangle.
Pascal was a seventeenth century French mathematician.
Within Pascal's triangle there are many sequences of

numbers.
• Describe where the sequence of triangle numbers appears.
D Add the numbers in each horizontal row.
1 1
1 + 1 2
1+2 + 1 4
H Write the totals as a sequence.

What is this sequence?
II] What is the sum of the 21 st row?
• Explain how you worked this out.
H Write a rule that gives you the sum of any row.
. Number patterns and
formulae
D Write down the row of Pascal's triangle that begins 1,11,.
H All the numbers in this row (except the ones) are multiples
of a particular number.
What is that number?
• Try to find other rows with this property.
B Write down the number of each of these rows as a
sequence.
Other sequences can also be found in Pascal's triangle.
1'" ,--~5 '',''' 3 '",--'"!"
? 1-' ',,4'",',--6' ' A 1
\-''',,-*5'' 10 10 5 1
V'' 6 15 20 15 6 1
1 7 21 35 35 21 7 1
1 8 28 56 56 56 8 8 1
Add together the numbers in each diagonal line.

5] Write these as a sequence.
• In your group, try to find some different sequences of
numbers.
Explain how they can be made.
Try to find a general rule for each one.
• Now generate some of the other sequences in Pascal's
triangle using Logo or a spreadsheet. Can you generate
or LN 52 Pascal's triangle itself in as few steps as possible?
Y 10/11 ALGEBRA-E
formulae
Continuing • With a partner, find as many ways as you can to continue
sequences this sequence:
1. 2, ...
D Write down each new sequence you discover.
You should be able to find sequences that contain
(a) ... 34, 55, 79, ...
(b) ... 8, 9, 10, ...
(c) ... 64. 128. 256. ...
H What rules can you make for each of these sequences?
D Investigate how many ways you can find to continue the
sequence 1, 3, ...
A sequence game Find the sequence

^"^1,2^^ Ode person thinks of two numbers and a rule to
Ths mean of the j generate a sequence.
_ two numbers.,/
• The rule is written down but not shown to the other
players.
» The other players are told the two numbers,
« They have to work out the rule by taking turns to
suggest the next number in the sequence.
• The first player tells them whether or not they are
correct,
» The game continues until everyone has worked!
the rule,
• Any player who thinks they know the rule continue
to give the next number in the sequence when it is
their turn,
Play this game several times.

You might tike to limit the types of rules that can be used!
when you first pliy the game.
Number patterns and
formulae
Finding the With the rest of your group, try to find several ways to
difference continue this sequence.
1, 2, 4, ...
Now investigate this situation.
1 point 2 points 3 points

1 region 2 regions 4 regions
The maximum number of regions increases in each picture.
1, 2, 4, ...
Investigate how the sequence continues.
Here is the diagram for six points.
The simple pattern breaks down.

There are not 32 regions.
A table of differences can help to continue the sequence:
1 2 A 8 16 31 ?
First difference 1 2 4 8 ? ?
Second difference 124? ?
Third difference 12? ?
Fourth difference 111
0 By finding the ? in each row, continue the sequence for the
first 10 terms.
00 How do we know that the fourth difference in this particular
sequence is a constant?
• How can you be sure that you have found the correct
sequence?
Convince your partner.
Y 10/11 ALGEBRA-E
1 Number patterns and
formulae
How big is the Sun? From the Earth, the Sun looks quite small, even though it
has a diameter more than 100 times the size of the Earth.
It looks the size it is because it is so far away.
The further away it is the smaller it looks.
A formula to describe the size the Sun appears from
different planets is
I've Found a chart: showing
the distance of each planet where w is the width the Sun
from the Sun. seems to be relative to its size
from Earth, and d is the distance
between the Sun and the planet,
relative to the Earth's distance
from the Sun.
But we need to find

We divide each the distances relative
planet's distance by the to the Earth's distance
Earth's distance to find from the Sun.
the relative distance.
.a..l-;.-i- ..{.-i..i ,.
•- ..i-. 444.
............j..;..;..:..:..
Relapparative n
wiof
Sun
(w dth .:.*:::.iy ercgry — r~pj~ --"•}-•;-- - "f-r-f*-
i i T r r
4--H--
4- TV v
o
NJ-* i r i i ! i i ! :
i i
444...
1 ! 1 1 T-ff"
: !
! 1
•T"rt" j j
..,. ±r:r.
--•-™--r-
i ' Hrirt • L
-U.L.
Tf|J
i ...
4-»~,
•i-l-h tI 1
. .....r. ..[.,[..)., -
i i • '
-•-r
, . . ;Satu rn
.:.-.... II
r
"
1 2345678 9 10
Relative distance (d)
D Plot a graph of w against d for all the planets in our solar
system.
From Mercury, the Sun looks about 2.5 times as big as it
does from Earth.
From Saturn, the Sun only looks about ^ the size that we
see.
H Approximately what is the apparent size of the Sun from
Pluto?
Number patterns and
formulae
Now try to explain why the Sun and the Moon appear to be
equal in size from the Earth.
Because the Moon does appear to be at least equal in size to
the Sun, we are able to experience a total eclipse of the Sun.
Find out when the next total eclipse of the Sun will be visible
from your school.
How could you work out how long a total eclipse lasts?
Calculators and 1 -H 2 = 0.5

reciprocals 0.5 is called the reciprocal of 2. 2 is [he reciprocal of 0.5.
mm
Use your calculator to explore what the button or the
button does to numbers less than 20.
[0 Change these fractions to decimals: 5 | \
f?] Use your calculator to work out: 2~ 1 3" 1
Are you convinced that

a
&J Write down the missing fractions:
7
T X r = 1
f X ? = I x ?
• In your group, investigate other examples like these.
r, 1
h.l Write your findings as a general rule:
GO Investigate whether the following are true or false.

(a) o x cT 1 = 1
(b) (a + &r' = o" 1 + b" 1
. i_ j_
L<^ Find the reciprocal of 7 to 12 decimal places. What do you

notice?
H Investigate the reciprocals of prime numbers.
[_' What is the connection between the reciprocal of 89 and the
Fibonacci sequence?
Y 10/11 ALGEBRA-E
1 Number patterns and
formulae
Investigating indices A group of students has been investigating this equation for
different values of a and b.
3° x 3b = 3C
Here are some of their results:
32 x 3 = 27 = 3s 3a x 3 2 = 81 = 3*
33 x 3 = 81 =3* 3 3 x 3 2 = 2^3 = 3s
n Work out some results of your own.
Q Find a rule to link a, b and c.
D Write a general rule for 3° x 3 b in terms of a and b.
D Check your rule for 2° x 2 b .
S Write a general rule for n° x n b .
• Investigate the following equations in the same way:
3° - 3 b = 3 C
(3°) b = 3 C
D Choose any whole number values for o and b,

and work out c.
H Write general rules for 3° -r- 3 b and (3°) b in terms of a and b.
What happens
if a or b are
zero?
>-^ ^-^
Do your rules work For
any values of a and b?
•v^ ^**
Check your rules for 2° -H 2 b and (2 a) b .

Try to write general rules for n a + nb and (n°) b .
formulae
II] Place these numbers in sets of three.
Write down the value of each set.
243 26 ' 23 X 22
6" , 32 35
3 2 x 32 3« 3
25 81 22x2 , 33 X3 2
(U Now match these numbers in sets of three:
729 ,3')3 8,
34 ,6 ^ (2V
U! Work out if these statements are true or false:
(a) 3 2 < 2 3
(b) 3" > 4 3
(c) 5 3 > 3 5
(d) 11 10 < 10 11
• Explain each decision to a member of your group.

ill Rewrite the false statements, changing the signs to make
them true.
HJ Find values for a and b to make o6 = ba .
[io] Match these expressions in equal pairs.
2-v2 X .v2 3.V2 x 2 A-2
(2.v3 ) 2
/).x3 - 2A-
D You will have one expression left over.
Write an equivalent expression of your own.
Y 10/11 ALGEBRA
m Number patterns and
formulae
Adding up to less The sum of three consecutive whole numbers is less than
100.
What can you say about the smallest of the three integers
(whole numbers)?
70+77 + 72 is
3 7 + 32 + 33 is the smallest
less than TOO.
less than 100. three integers must
Do the same for 200.

• Now choose some other large numbers and try to reach a
conclusion each time.
[H Explain a method for finding the range of values for the
smallest of the three integers, given the maximum sum.
D Can you do the same for four consecutive integers?
0 Find a method for finding the smallest of any number of
consecutive integers which add up to less than a given
number.
In answering questions 1 and 2 you solved the following
inequalities:
3n + 3 < 100 where n is the
smallest of the
three integers
3n + 3 < 200
D Write down the other inequalities you have solved involving
three consecutive integers.
With four consecutive integers you may have solved:
4n + 6 < 100
D Write down the other inequalities you have solved involving
four consecutive integers.
Number patterns and
formulae
Thinking of numbers
Less than 100? 1
I • Think of some numbers between 1 and 10.
| • Square each of them.
Are all your answers less than 10C______
• As you can say that 1 < n < 10, is it right that 1 < n 2 < 100?
tU What can you say about n 3 ?
Two numbers
• Think of a number between 4 and 5.
• Think of a number between 5 and 6.
• Multiply your two numbers together.
• Do this several times.
What can you say about the product of the two numbers
each time?
If 5.9 < t < 6.1 , what can you say about 3t2 ?
If 7 < x < 8 and 9 < y < 10, what can you say about xy~!
Testing inequalities Each of these inequalities is true:

1 < 3 5 > 3 -2 > -7
• Investigate what happens if you:
(a) add any number to both sides
(b) subtract any number from both sides
(c) multiply both sides by a positive number
(d) multiply both sides by a negative number
(e) divide both sides by a positive number
(f) divide both sides by a negative number
(g) square both sides
(h) take the square root of both sides.
D Write down what you found.
0 When do the inequalities change?
0 How are the inequalities changed?
Y 10/11 ALGEBRA-E
I Simultaneous and
polynomial equations
Trial and improve Worksheet 2 may help you remember how to solve equations
in algebra.
^
om
I hove £2.40 change
from my £5 note.
LN 52 or How much was each
ice cream?
This problem can be written using algebra.

4c + 240 = 500 where c is the cost of
, _ an ice cream in pence
How do you get the second line from the first one?
What does it mean in words?
c = 65
How do you get this line?
What does it mean in words?
I bought: 13 chews
and had 11p change
from 5Op.
Write this problem using algebra.

How much did each chew cost?
Make up a similar problem yourself.
Ask a friend to solve your problem.
Use any suitable method to solve these equations.
Ma + 32 = 100 12 = 7e - 3
45 + 50 = 10 10 - 3c = 31
f2 -10=15 10c/ + 7 = 500
[SJ LNS2-
or m g2 = g + e
You may need a spreadsheet or graphic calculator for some
of the equations.
The algebra used so far does not: help, but: you can solve
[hem quickly by intelligent guess work or '[rial and
improvement'.
Simultaneous and
I've thought of a number,

squared it and added the
number I started with.
My answer is 40.
D Do you agree?
D Using algebra, write down an expression to help you find the
number.
LN S2 Perhaps you can set up a spreadsheet: to help:
B
1 h h*h
2 5.00 25.00 30.00
3 6.00 36.00 42.00
4 5.60 31.36 36.96
[3] Find h accurate to 2 decimal places.

For single equations like this one, a scientific calculator is
quick and accurate but you will have to write down your
results as you go.
puts the number

• Try using this sequence:
in the memory ...
H Use a calculator to solve the equation

/2 +/ = 60
and Ma recalls it
from memory. Give your answer accurate to 3 decimal places.
[E Use a calculator or spreadsheet to solve these equations:
k 2 + 5k = 10
4m2 - 7m + 2 = 0
8 - n2 = n
Y 10/11 ALGEBRA -E
I Simultaneous and
Exploiting Using a spreadsheet to solve equations can be simpler than
spreadsheets using a calculator.
You can find out more about the capabilities of a spreadsheet
LNS2 by using the idea of increments (small changes).
Here is an example for you to work through.
To solve x3 = MX your spreadsheet will look something like
this:
From this you can see that the solution is between 4 and 5.
You need to try 4.1, 4.2, 4.3, etc.
Put an increment of 0.1 in cell D2 and copy it down the
column.
Use the formula A3 = A2 + D2 in column A.
Copy it down the columns.
You will now have a spreadsheet like this:
X
x3 17x 1S£l
4 64 68 0 •1,
4 .1 68. 921 69 .7 0
4 .2 74. 088 71 .4 0 .f
4 .3 79. 507 73 .1 0 .1
Now you can see that the solution lies between 4.1 and 4.2.
• Change the increment to 0.01 and look at 4.11, 4.12, 4.13,
etc.
H Continue this process to get a solution to 4 decimal places.
[2] Are there any other solutions?
Parallel resistance In an electrical circuit, when two resistances are connected in
parallel, their effect is shown by the formula:
1 1
D — D ~r D
t\ r\] AY 2
For example, what is R when

/?, = 8 and/?2 = 12?
1 _ 1 J_
R ~ 8 + 12
_ _3_ J_
~ 24 + 24
__
24
= 4.8
The combined effect of these two resistances in parallel is a
single resistance of 4.8 H.
H What is the resistance if /?, = 10 £1 and /?2 = 25 £1?
d] If one resistance is 6 fl, what must the other one be to give
a result of 4 H?
HI If ft, is 8 JQ, what is R2 to give a result of 4 O?
H What happens when /?, and /?2 are the same?
(A! What happens when one resistance is very large?
We could try R, = 4
and R2 = 7000 ...
HI What happens when one resistance is very small?

D Try to explain your results.
Y 10/11 ALGEBRA-E
I Simultaneous and
Sharing sweets When a bag of sweets is shared between 3 children there are
2 sweets over.
When the same bag is shared between A children, there is
1 sweet over.
How many sweets were there in the bag?
Trial and improvement is one way of tackling this problem:
Or you can take away And that has to be a

1 and divide by 4, whole number.
LN 52 Use a spreadsheet:
1 total share 1
So there were 5 sweets

in the bag.
E Find some more solutions by setting up the spreadsheet and

extending it.
0 What is the general solution?
Simultaneous and
and sharing coffees When a bag of toffees is shared between 6 children there is
1 toffee over. When the same bag is shared between 5
children there are 3 over. How many toffees are there in the
bag?
IF there is one left over

after sharing between 6 ...
... then the total number must be

one more than a multiple of 6.
LN 52
share 1 sshare 2
= (A2*6)+1 (B2-3i
1 7 0.8
2 13 2
3 19 3.2
4 25 4.4
5
H Use this method to find more solutions to the problem.

GO Try to find the general solution.
• Make up a similar 'sharing sweets' problem of your own and
solve it using either method.
• Investigate what the general rule is for this type of problem.
• Find a problem like this that has no solutions.
Can you explain why?
Y 10/11 ALGEBRA
Simultaneous and
Break time
/ paid 50p For 2 drinks
3 drinks and 2 cakes and 5 cakes.
cost me 42p.
So 4 drinks and i0 cakes ... and 5 drinks and 7

cost£1... cakes cost 92p.
D How did the children work this out?

D Make up four statements of your own for the cost of drinks
and cakes from the same tuck shop.
[H Work out the cost of a cake and the cost of a drink.
If d is the cost of a drink in pence and c is the cost of a cake
in pence, the first statement can be written
3d + 2c = 42
H Write the second statement using algebra.
D For each of the following equations, write one other equation
that must be true and one that cannot be true.
e + 2f = 5
3g - 4/7 = 0
/+ k = 2 and 3y - k = 5
• Explain how you arrived at each answer.
Simultaneous and
In your group, decide which of these sets of equations could
be true and which are impossible.
2/ + 3m = 10 n +p = 1
i\l + 6m = 1 5 2n - p = 5
3n = 6
5r-5 = 9 t - u = 1
2s = 12 3t + u = 8
5t - u = 10
D Write down an explanation for each decision made by your
group.
To solve a pair of equations, you need to obtain an equation
with only one unknown quantity.
You need to remove either the a or the b.
2a - 6 = 5 ®
3a + 26 = -3 (2)
If you double Double (X2) equation CD,
equation (T) you
4a - 26 = 10 (3)
will have 26
in each equation. Equation (2), 3o + 26 = -3 (2)
Add (D and (2) 7o = 7
Divide by 7, o = 1
Substitute in 0, 2-6=5
6 = -3
So the solution is . a =1,6= -3.
Finally, check that this fits equation (2),
3a + 26 = 3 - 6
= -3
E Use this method - or one of your own - to solve these pairs

of equations:
(a) 2v-w = 5 (b) 2x + 3y = 0
v + 3w = 27 x +y = 1
Y 10/11 ALGEBRA
I Simultaneous and
Graphs for cakes In the activity 'Break time' on page 22, 3 drinks and 2 cakes
cost 42p.
[H IF drinks cost 4p per cup, how much were the cakes?
CH If cakes cost 9p each, how much were the drinks?
I] Copy the table and add another four pairs of numbers to it.
D Draw a graph which will show the link between c and d.
In 'Break time' we are also told that
2 drinks and 5 cakes cost 50p.
D Make a table of possible values for c and d.
D Draw a graph for this relationship.
D Draw this line on your original graph.
D What does the point where the lines cross tell you?
D Draw a graph for each of these sets of equations.
(a) 21 + 3m = 10
4/ + 6m = 1 5
(b) n + p = 1
2n - p = 5
3n = 6
(c) 5r - 5 = 9
2s = 12
(d) f - u = 1
. 3f + u = 8
5t - u = 10
H In your group, decide what happens in each case.
D Write down your conclusions.
Simultaneous and
Inconsistent e + f= 5
expressions 2 e - 3f = k
D With your partner, make up an equation that does not fit
with these two.
[U Draw a graph for all three functions.
Can you predict what will happen?
Hj Match each set of equations with their graphs.
The axes have been left off to make it more challenging!
g-2h = 6 I + 2k = 5
g + h = 4
2g-4/7 = 10 2j-k= 1
(c)
D Write a set of equations to match these sets of graphs.
Y 10/11 ALGEBRA-E
I Simultaneous and
Calculator graphs 2 drinks and 5 cakes cost 50p.
Using algebra,
2d + 5c = 50
To key this into a graphic calculator, you need to rearrange it:
Id = 50 - 5c
If you let d = y and c = x, then you get the equation:
2y = 50 - 5.v
Now divide by 2 throughout:
y = 25 - 2.5*
[GJ LN P3 Type this into your graphic calculator (or graph plotter)
and the function.
If you get a screen

like this: or
press '"i™""" and

change the x and y ranges
until you get:
On some calculators you have to type in the equation again.

For each of these equations:
- rearrange as necessary
- key into your graphic calculator
- sketch the display showing the scale.
3 + e = If
g-h = 4
2j + 5k = 4
50 + 6 = 3m
Simultaneous and
LNS2 You can solve equations that look very complicated using a
graphics calculator and a spreadsheet.
On a graphic calculator,
makey = ^ - 3*3 - 12x2 + 14* + 20
Use RANGE:
-6 to 6 for x with a scale of 1
-60 to 60 for y with a scale of 10
GRAPH gives you this display:
i(
Your graph shows that one value fory = 0 occurs

when x is just less than +2.
D Write down where the graph crosses each axis, in other
words, the intercepts.
IU Use a spreadsheet to obtain each value of x to 4 decimal
places.
• Now investigate the TRACE and ZOOM (or FACTOR)
facilities on your graphic calculator.
Y 10/11 ALGEBRA - E
I Simultaneous and
Computer graphs
O H ot 00 LN P3
7"wo drinks and Five

cakes cost 50p. /A c/r/n/cs are 2 Op tnen
cokes must be 2p. But if drinks were only 5p
then cakes are 8p.
This gives two points (20, 2) and (5,8).

• Type LINEGRAPH [[20 2] [5 8]]
The procedure takes the two points and joins them with a
straight line.
G Find some other possible values for drinks and cakes.
• Use LINEGRAPH to join these points.
If you have worked them out correctly your points are on a
Three drinks and two cakes
cost 42p in this cafe. straight line.
LogoPlotter can draw the graph of the equation of a straight
line.
LT1 Work out the equation of the straight line.
• Draw it on a graphic calculator.
• Now use your computer to produce the same graph.
• In your group, discuss what statements can be made about
drinks and cakes bought in this cafe.
D Write down some points that can be plotted.
• Use your computer to draw a graph showing these points.
D Find the equation of the line passing through your points.
• Use a graphic calculator to check your graph.
Simultaneous and
In this unit, you have learned how to solve equations by a
variety of methods:
- trial and improvement
- using algebra
- drawing graphs
- using graphic calculators
- using computer software.
Sometimes one method is more suitable than another.
Sometimes a mixture of methods can be used.
LN P3 A computer can be used to investigate graphs and their
equations.
Type LINEGRAPH [[1 4][1 6][1 0][1 10][1 -5][1 -1]]
Experiment with GRAPH to find the equation of the line.
[H Write down the equation of the line.
Type GRAPH [:X]
[3] What points will lie on this line?
Check your ideas using LINEGRAPH.
Try to get a screen like this ...
and like this
and like this.
Y 10/11 ALGEBRA-E
I c
13 Algebra, inequalities and
graphs
Different calculators When Ros does on her calculator, she
gets 18 as the answer.
simple calculator and
scientific calculator When Mira does the calculation on her calculator, she gets
10.
Which calculator is correct?
Explain what is happening in each case.
Check your calculator to see how it works.
3 tens add 5 tens

is 8 tens.
D Write two statements of your own like these:

7 X I l + 6xl 1 = 13x1 I
D Try some different numbers in the boxes to check if this

statement is true for all numbers. (Also use negative
numbers, decimals, fractions ...)
HI Complete this equation:
ax + bx —
S Write a similar equation which will subtract terms.
EH Complete this statement:
ax — bx + ex — x( )
45 + 75 = 5(9 + 1 5) or 3(1 5 + 25) or 1 5(3 + 5)

D Use factors to write the following statements in as many
ways as you can.
(a) 30 + 42
(b) 66 + 88
(c) 99 + 297
• Check with a calculator if you are unsure.
Algebra, inequalities and
graphs
Factorising and To answer the questions on the previous page, you had to
expanding look for factors.
The process is called factorising.
3. 4
px + py = p(x + y)
abc + bed = bc(a + d)
e2 + fe = e(e + f)
gh + hj - 2hk = h(g + j - 2k)
x2 + 4x = x(x + 4)
Each time, you have to look for the highest common factor
(HCF) and factorise the expressions.
Where possible, work out the answer and check that it is correct.
Now try these examples yourself.
30 + 50 =
m 61m + 1 5mn =
300 - 90 =
0 9p - ^2p2 =
72 + 64 - 80 =
ax + o 2y + axy =
Working the other way round, opening out the brackets, is
called expanding.
+ 16) = 140 + 160
= 300
- 5) = 3c/2 - 1 5q
Try expanding the brackets in each of these cases.
15(2 + 6-4)
x(2x + 5)
5t(9o - 1)
m 100 - 5(2 + 4)
100 - 5(x + 4)
y(3 - 2v) + 2v(v + 1)
D Can you simplify your answer to the last equation?
3, For more examples, you could try Worksheets 3 and 4.
Y 10/11 ALGEBRA-E
graphs
Different orders 31 + 24 = 55 24 + 31 = 55 55 - Ik = 31
55 - 31 24 55 - 31 - 24 = 0
These five equations all

say the same thing.
D Write four equivalent equations for 29 - e = 1 6.

What is the value of e?
D Write four equivalent equations for o + b - 100.
Give three possible pairs of values for a and b.
a What is o if b = 56?
n Write three equivalent equations for 2.v - 3y = 10z.
(a) \f.\ = 5,y = 20, what is z?
(b) Ify = 2, z = 1, what is .v?
(c) If A- = 10, z = 2, what isy?
Put these equations into sets of equivalent equations:
p + 2q = 6 6+p = 2cy
6 - 2q = p
P q = 3P-3
2
p = 2(q - 3) p - 2q - 6 = 0
Write these two statements using algebra:
'g is 50 less than h' 'So h is 50 more than g'.
n Write a further statement using algebra for g - 1 = h.
How would you say it in words?
graphs
Factorising base blocks One way of representing multiplication is by thinking about
the area of a rectangle.
base blocks
23 X 47
Tl or
20 800 140 20 X 40 = 800
7x20= 140
3 120 21 3X40= 120
7X3 =_2J_
1081
You can use the process backwards to factorise.

For example, x2 + 3x + 2 can be represented by base blocks
like this.
This can be factorised by looking at the length and width of
-.v + 1. the final block, (.v + 1)(.v + 2).
You can use any base but do not mix bases.
Use base blocks to factorise the following.
Draw diagrams to help you explain what you have done.
Q .v2 + 2.v + 1
+ 2
0 .v2 + 5.v + 6
2.v2 + 5.v + 2
Work with a partner.
Build a rectangle using base blocks
without showing your partner.
D Use your rectangle to write an
expression, for example: 2.v2 + 4;c
Give your partner the expression and ask him or her to
factorise it.
Check the answer by looking at your rectangle together.
or Use a graphic calculator or computer to produce the graph
of one of these quadratic equations.
What is the link between the graph and the picture given by
the base blocks?
Try to explain it to your partner.
Y 10/1T ALGEBRA-E
I ... Algebra, inequalities and
graphs
@ Investigate and find out if there are quadratics that factorise
but cannot be shown by blocks.
D Can you represent .v2 - 3.v + 2 using base blocks?
H] Factorise .v3 + 6.v2 + 11.v + 6.
Far and near For these activities, work with a partner.
O ff Look at Worksheet 5 and for each of the following questions:
n MicroSmile 11 More:
'Regions'
-
-
-
discuss the situation
arrive at an agreed solution
sketch your answer
x
Q« -
'Foxes' - write an explanation.

For example: //
Point P is closer to Y than X. //
Point Q is closer to X than Y. /
Point R is the same distance from X and Y.
All points along RS are the same distance from X and Y.
All points in the shaded region are closer to X than Y.
Now use Worksheet 5 to answer the following questions.
CD Which points are nearer A than B?
\J] Which points are more than twice as far from C as from D?
Cd Which points are nearer the corner E of the square than any
of the other corners?
H If the square is replaced by a cube, which points are nearer
the corner this time?
5] G is the corner of an equilateral triangle.
Which points are nearer to G than any other corner of the
triangle?
[H Which points are nearer the point H than they are to the
line?
graphs
It muse be less than ...
I've thought of a
number, multiplied it
by 4 and added 1.
My answer is less
than 20.
Q] Which of these answers could be correct?

D Write down three more possible solutions,
and three numbers it could not be.
0 How many solutions are there?
If you write the problem using algebra it will look like this:
There must be a value 4n + 1 < 20
when 4n + 7 = 20.
This sort of inequality cuts the number line into two segments:
________Possible solutions Impossible solutions______
To find the point on the boundary,

tin + 1 = 20
4n = 19
19 =4.75
n = — / -7.=
So the solution to 4n + 1 < 20 is n < 4.75.

• Check n - 4.7 and n = 4.8 with a calculator.
\j\ Solve the following inequalities with your partner.
Each time: - sketch a number line to show your solution
That s called the - check your solution on a calculator.
boundary point.
(a) 3o + 5 < 1 7
(b) 5b - 1 < 2
(c) 10 - 2c> 3
(d) d - 5 > 1 - 11cf
Y 10/11 ALGEBRA-E
graphs
Two conditions
I'm thinking of a number less than 70.
If I double it and add 7, my answer is
more than 10.
Your number could be What is the number?
between 1 and 9.
Using algebra helps you to write it down.

n < 10 (The number is less than 10.)
2n + 7 > 10 (Double the number add 7, is more than 1 0.)
These expressions show two conditions involving n.
Solve 2n + 7 > 10.
Which of these diagrams represents the two conditions?
could b
negative number A B C D
J
D Try to solve the original problem.
This time I've thought

of a negative number.
If I add 20 and divide by 3,
my answer is less than 5.
Write this down using algebra.

Solve these conditions and the original problem.
Which diagram shows the overall solution?
Make up a problem of your own to match diagram B.
What is the solution?
When an even integer is multiplied by 5 and 7 subtracted
from the result, the answer is less than 60.
When the same number is subtracted from 20 and the result
doubled, the answer is less than 1 8.
What is the number?
graphs
Lines and regions LiJ Could the boundary of the shaded and the unshaded region
be the line
y = x-2
y = x + 2
y = 2- x /
ory + x + 2 = 0?
Explain your answer to the rest of your group.

On one side of the boundary x < y + 2,
on the other, .v > y + 2.
To decide which is which, choose a point and test it.
CO, 0) is in the
unshaded bit...
21 Where possible, match these inequalities with the shaded

... oner 0 is areas in the diagrams below.
less than 2 ..
Which one is wrong?
What should it be?
y = 1 > .v .v + 1 < 0 .v + y > 0 y > 0
So .\ < y + 2 must
be unshaded.
Y 10/11 ALGEBRA
graphs
Inequality problems Nosheen is younger than Smita.
The sum of their ages is more than 20 years.
Using algebra,
If Nosheen is n years old
and Smita s years old, you can write
n < s
The graph shows this inequality. ____
E Write another inequality for n and s.

D Copy the graph and add your inequality.
There is another condition for n and s which must be true,
but is not shown on the graph.
S What is it?
In each of these diagrams, one inequality is shown.
GO Write down a sensible guess for the other one.
(a) < b) ^MMK (c)
y > 2 - 2.v y > 2.v + 5

H What set of inequalities could define the unshaded region?
(d) (e)
\
graphs
Quadratic graphs On a graphic calculator
input y = EiUiliEu ^B
Your display should show
something like y = x2 .
This is the simplest quadratic function,

that is, a function with 2 as its highest power.
With the rest of your group investigate y = nx2 for different
values of n.
ED Now try to obtain this display.

/ // use negative
numbers.
All these graphs pass through one point.

HI What is the point?
• Investigate y = .v2 + o for different values of a.
Try to obtain this display.
H Explain how you produced the display,
\ \
Y 10/11 ALGEBRA - E
BB
graphs
More quadratic Investigate y = ,\ + a for different values of a.
graphs
Write your conclusions and include sketches in your
explanations.
Investigate y = .v2 + b.\ for different values of b.
Try to obtain these displays on your calculator.
With your partner, try to find the equation of the line of

symmetry for the second set.
Check your ideas by using your graphic calculator.
Draw a similar set of graphs with a line of symmetry
at* = -2.
Investigate y = ex2 for different values of c.
Try to obtain each of these displays.
(a) (c)
\ V
\
Investigate y = (x - d) 2 for different values of d.

(x + 2)(x - 3) = x2 + 2x - 3x - 6
- x2 - x - 6
Input y = x2 - x - 6 on your graphic calculator.
Investigate other quadratics of the form (x + p)(x + q).
. Algebra, inequalities and
graphs
Graphs For cubics A cubic graph is one where x5 is the highest power of x.
and reciprocals The simplest cubic graph isy = x3 .
On the same axes input ^ / ' '
= x(x+2)(x-2)
/ /
Which is which in the diagram?

Cubics normally have two turning points.
In the case of y = x3 the turning points have become
straightened out.
CD Try to obtain these cubics:
\
f i
\ /
D What sort of symmetry do these graphs have?
D Where is the centre of symmetry?
Reciprocal graphs are obtained
1 10 -2
from functions like y= ~. y = ~. y = ~~J7.
• Use your graphic calculator to help you investigate reciprocal

graphs.
S Try to obtain this screen.
\\i//
Try to explain what is happening at the limits (ends) of each
graph.
Y 10/11 ALGEBRA-E
I Using formulae
Differences Set up this spreadsheet:
B
LN 52
1 x odd numbers constant difference
2 1 1
3 2 3 = B3 - B2
4 3 5
5 4 7
6 5 9
7 6 11
Vot; ore going to work in column C.

Enter a formula to find the difference between terms in the
sequence of odd numbers.
This is called the constant difference.
Now change your formula in column B to give the sequence
of even numbers.
What happens to the numbers in column C now?
• This time change the formula in B to give the multiples of 5.
What happens to the numbers in column C now?
• In your group, investigate other sequences in column B.
Note the constant difference each time.
LI For a general linear rule n —> an, what is the constant difference?
• Change the formula in B to the quadratic function
x2 + 3x - 1.
The differences in column C are no longer constant.
1 x
2 1
3 2 = B3 -B2
4 3 = C4 -C3
5 4
6 5
• Find the differences between consecutive terms in column C.

Enter your results in column D.
D Write down what you notice.
Using formulae
I
Explain what you have discovered to the rest of your group.
Now you are going to use the spreadsheet for different
quadratic functions.
Change the formula in column B to the functions given
below. In each case write down the second difference.
(a) A-2 + 3* + 1
(b) A-2 + A- + 1
(c) 2.v2 + A- + 1
(d) 3A-2 + x + 1
What happens if we With a partner, choose some quadratic functions of your own
change the function
for column B.
in B to x —> 2.v3 ?
Find a relationship between the coefficient of A-2 - the
multiple of n 2 - and the second difference.
For a general quadratic n —<• an 2 + bn + c, what is the
constant difference?
Find the third differences for these functions:
(a) n -> 3n 3
(b) n -» 2n 3 + 5
(c) n -> 3n 3 + n
Choose some cubics of your own.
Find a relationship between the coefficient of n 3 and the
third difference.
We will now need For a general cubic n —> an 3 + bn 2 + en + d, what is the
to find the third constant difference?
differences in
column E. Find the successive differences for n —> n A .
Find a general rule for differences in sequences.
One of the sequences below is a cubic (n 3) and one is a
quartic (n*1 ).
(a) 1 24 135 1125 3809 ...
(b) 12 16 22 30 40 ...
(c) 7 14 33 70 131 ...
Try to identify each, with your partner.
What is the remaining one?
Y 10/11 ALGEBRA-E
^H
... Using formulae
Pythagorean Use Pythagoras' theorem to confirm that these triangles are
triples right-angled triangles.
13
12
25
24
Sets of three numbers (such as 3, 4, 5) that fit Pythagoras'
theorem are called Pythagorean triples,
Here are the first three sets of Pythagorean triples.
3, 4, 5
Is JO, 24, 26 a different 5, 12, 13
Pythagorean triple?
7, Ik, 25
D Continue the sequence for a few more terms.

Find general rules to give the second and third numbers
from the first.
This sequence does not give all the Pythagorean triples.
Some Pythagorean triples such as 6, 8, 10 are multiples of
others.
Check that some other multiples of the list above are
Pythagorean triples.
Now check that 8, 15, 1 7 is a Pythagorean triple.
Find some more Pythagorean triples that are not in the list
above and are not multiples of the list above.
They are known as primitive Pythagorean triples.
The next page shows one method of doing [his using a
spreadsheet:.
.. Using formulae
This method of finding Pythagorean triples uses a
spreadsheet.
LN S2 Build this spreadsheet, continuing it beyond row 7 to at
least row 50.
A B C D E
1 X Y
X2 Y2 V(x2 +y2 )
2 1 1 1 1 1.41421
3 2 2 4 4 2.882842
4 3 3 9 9 4.24264
5 4 4 16 16 5.65685
6 5 5 25 25 7.07106
7 6 6 *•• t.. .•*
8 7 7 ••• *•• •••
Look at the numbers in column E. None of them are integers.

Change the number in cell B2 to 2.
Check column E to see if it contains any integers.
This time there's an

4 16 integer in column E.
Change B2 to 3 and check column E again.

n Each time you find an integer in column E, write down the
Pythagorean triple in the form .v, y, z.
It is possible to generate all the Pythagorean triples (.v, y, z)
given pairs of numbers, as long as
p > q
and if p is odd, then q is even
and vice versa.
Then .v is given by p 2 - q2 .
Find expressions for y and z in terms of p and q.
P <l X y Z
2 1 3 4- 5
/ i/e mode this 3 2. 5 12 13
table of results.
Y 10/11 ALGEBRA-E
^9
Using formulae
Interest on a Chris is given £100 for his birthday. He decides to put it in a
spreadsheet building society account which pays 8% interest each year.
Q] How much interest will Chris earn after one year?
In a building society, the interest is automatically added to
the account each year.
How much is in Chris's account during the second year?
Simon decides to leave the money in his account.
HJ LN 52,55 Build a spreadsheet to show how much is in his account
after 10 years.
B
1 year interest total B3 = C2X0.08.
2 0 0 100
3 1 8 108
4 2 8.64 116.64
5 3 9.33 ••.
6 4
7 5 ... ...
8 6 ... ...
_
in
<D D Plot a graph of the amount in the account against the
number of years invested.
2 200 D Do you recognise the shape of the graph?
o
What form of equation will it have?
150 Chris worked out the following to help him to find a general
formula:
100 x D =108
100
2 4 6 8 10 108 x D = 116.6/1 (to 2 d.p.)
Number of years invested
100 x D 2 = 116.6/1 (to 2 d.p.)
What number fits all the equations?
Check that 100 x dP = 125.97 (to 2 d.p.)
What general formula will give the total after n years?
Use this general formula in Chris's spreadsheet.
You inherit £1000 and you invest it at 9.5% per annum.
How much will you have after 1 5 years?
Using formulae
Formulae from • With another member of your group, find formulae to give
circles the maximum number of regions in each of the situations
below.
LI Each time, write an explanation of what you did.
QJ Circles and chords
1 chord 2 chords 3 chords

2 regions 4 regions 7 regions
A tangent is a line that touches a curve.
Hi Circles and tangents
A1\2
2 tangents
6 regions
10
3 tangents
10 regions
A secant is a line that cuts a curve in two or more places.

1.3 Circles and secants
1 secant
4 regions 2 secants
8 regions
LNS2 Now use a spreadsheet to check your formulae.

ra In which situations can 10 lines give
(a) 76 regions (b) 56 regions (c) 66 regions?
Y 10/11 ALGEBRA-E
B!i
Using formulae
%ttf^
has 3 factors
How many factors? 7, 7, and 49.
O Q 25 has 3 factors
as well.
product of prime numbers
If 121 = 11 2 predict how many factors it has.

Check your prediction.
16 = 2^
How many factors does 16 have?
81 = 3 A
Predict how many factors 81 has.
Check your prediction.
Written as a product of prime numbers, 36 = 2 2 x 3 2 .
How many factors does 36 have?
Work in a group.
Find the number of factors of some other numbers.
Logo 2000 has a Use this information to find a method to work out the
command called FACTOR number of factors of any number by expressing that number
which gives [he factors as a product of prime numbers.
of any number.
Use your findings to answer the following problem:
What is the largest number under 1000 that has the greatest
number of factors?
Factor challenge Work with a partner.

• Each of you chooses a number in the range 1000 to 5000.
• Give your number to your partner.
• The challenge is to find the largest number under your given
number with the greatest number of factors.
D Write about what you find out.
BJi
Using formulae
Prime factors A prime number has two factors, 1 and itself.
So a prime number has a prime number of factors (because
2 is a prime number).
Choose any prime number, p. C 7 j
Square it. <^7 2 = 49
^-————^
Lil How many factors does p2 have?
Does p2 have a prime number of factors?
Choose a different prime number, q.
n How many factors does q2 have?
Does q7 have a prime number of factors?
Do this several times with different prime numbers.
n Write down what you find out.
Choose a prime number, r.
How many factors does r1* have?
Does rk have a prime number of factors?
Choose different prime numbers and work out r* .
Write down what you find out.
Work in a group to explore the following problem:
What numbers have a prime number of factors?
You could write a procedure in Logo to check your findings.
Logo can work out

[he Factors for us ...
... then we could write a procedure

to count the number of factors and
test whether this is a prime number.
Y 10/11 ALGEBRA-E
I Using formulae
Polygon numbers In unit 1 'Number patterns and formulae' you generated
these sequences of numbers on a spreadsheet.
B D E
1 Triangle 1 3 6 10
2 Square 1 4 9 16
3 Pentagon 1 5 12 22
4 Hexagon 1 6 15 28
5
6
7
This task is about finding a single formula that will generate

this complete pattern of numbers.
Look at the formulae you used for each row. Write them in a
different, though equivalent, form like this:
TriorujU ntunbers P<yubogon rux/nbers
Square numbers a1 or £(2n Hexagon rvumJbers ?
H What formula do you think will give the hexagon numbers?

D Test youp-formula by drawing dot patterns like those on page 4.
Do your dot patterns look like regular hexagons?
H] What formula will give the heptagon numbers?
LN 52 • Generate this sequence on your spreadsheet.
Confirm that the sequence follows the other patterns in the
arrangement.
• How do the numbers in the formulae relate to the number of
sides of the respective geometric shape (triangle, square,
etc.)?
[H By using a symbol for the number of sides, write a single
general formula that will generate the complete pattern of
numbers.
• Check your formula by building the spreadsheet again, but
this time only use a single formula.
• Continue the pattern beyond the hexagon numbers.
Using formulae
Powers and roots You know that the square numbers are 1, 4, 9, 16, 25, ...
and that the cube numbers are 1, 8, 27, 64, 125, ...
E Work out the sequence of powers of 4:
1^ = 1,2^ = 16, 3"1 =
HI Take the square root of each term.
Write this as a new sequence.
H] Take the square root of each term in this new sequence.
What do you notice?
VV/s writ:[en S/87.
l[ is colled '[he fourth root of 81 '.
H Use your calculator to find 16a25 , 81 ° 25 , etc.
Describe what you find.
• Work out the following:
(a) V(3 2 x 7 2 )
(b) V(2 2 x 8 2 )
• Make up some similar problems for your partner to solve.
Can you see a quick way to work them out?
D Write a rule for Vm 2 - n 2 .
• Use your calculator to check that:
^ =2'
D With your partner, write down some other examples like this.
• Explain what you find.
LI What is the relationship between powers and roots?
• Does your relationship hold for reciprocal roots?
For example:
Convince a partner that your relationship will work for all

powers and roots.
Y 10/1T ALGEBRA-E
I ... Using formulae
Solving mathematical
inequalities Think of a number so that,
if you take 3 away from it,
the answer is more than 2
7!
But there are
lots of others.
For which numbers is this true?
Write your answer as an inequality.
You have just solved the inequality .v - 3 > 2.
Solve these:
(a) x - 2 > 0
(b) x - 5 > 0
(c) * - 5 > 3
Here is one method of solving 77 - 3.v > 2.
Step 7 Subtract 2 from both sides.
This gives 9 - 3.v > 0.
Step 2 Draw a graph of
y = 9 - 3-v.
Step 3 The unshaded region shows that y > 0.
So 9 - 3* > 0 when x < 3.
Thus 11 - 3.x- > 2 when .v < 3.
Use this method to solve these inequalities:
(a) 2x - 4 < 2
/'// check my answers by (b) x < 2 - 3*
looking at points either
side of the 2. Here is another method of solving 2.v - 4 < 2.
Step 7 +4 to both sides 2x < 6
Step 2 + both sides by 2 x < 3.
Use this method to check your answers to questions 1, 2
and 3.
... Using formulae
Images of mathematical The number line can be very helpful in solving inequalities.
inequalities
Look at this example.
Hi For what values of x is x2 - 6 > 10?
Step 7 Subtracting 10 from each side gives x2 - 16 > 0.
Step 2 On a number line, mark the points where x2 - 16 = 0.
A-2 = 16 x2 = 16
i jf^ i___i___i___i___i___i___i ^-^ i
-5-4-3-2-10 1 2 3 4 5
Step 3 Find points on the number line where x2 > 16.

• Make up at least five inequalities like this for your partner to
solve. Make sure you know the answer first.
y
This graph is ofy = .v2 - 16.

HI What is the link between this graph and your answer to the
example above?
The graph (left) is of y = 25 - .v2 .
[A! Use the graph to solve
(a) 16 -.v2 > -9 (b) -8 + .v2 < 17
• Explain to your partner how you could use graphs to solve
^(n + 1) > 1000.
H Find
(a) the first square number over 1 000000
(b) the first triangle number over 1 000000
(c) the first pentagon number over 1 000000.
Y 10/11 ALGEBRA-E
I Exploring formulae
Doubling the size U! (a) What is the area
of this square?
(b) What happens to the area if
the lengths of the sides are doubled?
[2] (a) What is the surface area of this cube?
(b) What happens to the surface area
if the lengths of the sides are doubled?
Dy (a) What is the volume of this cube?
(b) What happens to the volume if
you double the lengths of the sides?
H (a) What is the surface area of this sphere?
(b) What happens to the surface area
if the radius is doubled?
radius
m (a) What is the volume of this sphere? , = 4 cm,
(b) What happens to the volume
if the radius is doubled?
• In your group, investigate what happens in each situation
when you treble (x 3) the size or quadruple (x A) the size.
Televisions The 'size' of a television is given by the length of the

diagonal of the rectangular screen.
r_ The sides of the screen are in the ratio 4:3 .

This is a 1 5-inch television.
What is the area of the screen?
Ros wants a television with twice the screen area.
What size of television does she need?
Find out the sizes of some televisions.
Why is the size of a television given by the diagonal?
Why are television screens in the ratio 4:3 while cinema
screens are not?
Find out about the development of 'wide screen' televisions.
... Exploring formulae
Pendulum swings The time a pendulum takes For a complete swing from one
side to the other and back again is given by the following
formula:
where T is the time taken (in seconds)
L is the length of the pendulum (in metres)
g is the acceleration due to gravity
(= 9.8 ms" 1 )
• Make a simple pendulum.
Test this equation using different lengths of string.
0 How long would a pendulum of length 1 metre take for a
complete swing?
If you were making a clock using a pendulum, it would be
useful if the pendulum took exactly 2 seconds for a
complete swing.
LN 52 LH What length of pendulum would be needed?
The length of a pendulum can only be measured to ± 0.5 mm.
In your group, discuss how this would affect the accuracy of
the clock.
LU What length of pendulum would take
(a) 1 second
(b) 4 seconds? or pendulums
of some real clocks
What about large clocks

like church clocks and
town hall clocks?
Find out:
- what lengths of pendulums are used?
- what are the times for a complete swing?
- if the leiiguhs of the pendulums are accurate to ± 0.5 mm
how does this affect the accuracy of the clocks?
- what difference does the size of the weight at the bottom
of the pendulum make?
Y 10/11 ALGEBRA - E
1 Exploring formulae
Tuning a piano The keyboard below shows the frequencies of the A notes on
a piano.
110 Hz 1760 Hz
55 Hz 220 Hz 880 Hz
The A above middle C (at 440 Hz) is tuned first.

Then the rest of the As are tuned based upon this note.
What is the relationship between the frequencies of the As?
One way to write it is:
440 x 2 1 = 880
4/,0 x 2 2 = 1760
m How would you write 3520?
m Copy and complete the following.
(a) 440 x 2 ? = 220
(b) 440 x 2 ? = 110
(c) 440 X 2 ? = 55
Describe any pattern that you notice.
Place the following in pairs:
(-3
2°
16 1
Find out why a grand piano is shaped the way it is.

In your group, investigate the shapes of other instruments
built on a frame.
. Exploring formulae
Exploring indices In Unit 1 'Number patterns and formulae' you found that
n° x n b = n a+b , and n° -r- nb = n°~ b .
• Use your calculator to check that 4 3 x 4~ 1 = 4 2 .

0 What is a sensible meaning for 4" 1 ?
• Try to explain 4" 1 to your partner.
4 1 = 4 1+0 = 4 1 x 4°
4-1 _ 4-1 + 0 _ 4-1 _,_ 40
[H What is a sensible meaning for 4°?

• Use a graphic calculator to help you explain 4° to your
partner.
42 x 4 2 = 4 2 + 2 = 4^
4 x 4 1 = 4 1 + 1 = 42
so 4 i2 X4 2i =4 11
2 + 2 =4 ]
dl Try to explain the meaning of 4= to your partner.
0 With your partner, investigate the following identities (and

one inequality) by substituting values for a and b.
Which ones are true, which are false?
(e)
a 6
(b) - -
^ ' ab a b (0
(g) Vo + Vt> > V(a + b)

\'o ° Ja
yflU All of these examples are either true or false for a[[values of
a and b.
Substituting doesn't
proi/e fhe identity is So in some cases, it
either true or false. can be misleading!
Check that the following equation is only true for certain

values of a and b.
a2 = b + 2
Y 10/11 ALGEBRA - E
I Exploring formulae
A matter of choice When you work through each of the following problems, you
might find it helpful to:
- sketch diagrams
- use a spreadsheet
- draw graphs
- use algebra.
Selling bicycles
A cycle manufacturer has the problem of pricing a new
bicycle.
If the price was £ 7 00
they would sell 5500 If the price is too high, not many will be sold.
bicycles. If the price is too low, the company will not make much
money.
The relationship between the selling price and the number
sold is shown in this graph.
TTTT
H--1--1-T-
-H-K
" .
t-t-t-
±1±
.. ..14.1.: _L_LL...
111!
That means they would

get £ WO X 5500, 100 200
which is £550 000. Selling price (s) (£)
Let's check the The formula for the graph is n = 10000 -45s
other selling prices where n is the number sold and s is the selling price.
The price needs to be set so that the money the company
collects (the revenue) is the maximum possible.
m In your group, imagine you are on the board of this company.
What is the best selling price?
Not all the money the company collects is profit.
Setting up production costs £20000.
Each bicycle costs £65 to manufacture.
D What is the profit at your selling price?
D Does your selling price give the maximum profit?
Exploring formulae
Tinned food
A company that tins fruit and vegetables wants to use a tin

that is made from the smallest amount of metal.
Doing this will reduce their costs.
The tin must be a cylinder.
The volume has to be 500 ml.
[2] In your group, try to find the minimum surface area of metal
needed.
The volume of That means we can

a cylinder is if we make h = 10
work out the surface
we can work out: r.
area.
Are there tin cans that are made with these dimensions?
Cake tins
A cake tin manufacturer makes rectangular tins by cutting

out small squares from the corners of a rectangular tin sheet
30 cm by 20 cm.
I l
The sides are then folded up
and the joins sealed.
What is the largest volume cake tin they could make in this
way?
Is this a useful size for a cake tin?
All these problems can be solved by trial and improvement.
They can also be solved using algebra.
removing
different: What are the advantages of each method?
squares
Discuss this with the rest of your group.
Y 10/11 ALGEBRA-E
. Exploring formulae
The shape of H What do the graphs of the following equations have in
graphs common?
y = 2.v+ 3 y = 2(.v+ 3)
LN P3
y = 2.v-1 y = 2(.v-3)
D Draw the graphs to check your prediction.
HI What do the graphs of the following equations have in
common?
y = 2.v+ 4 y = 2(.v + 2)
y = .v + 4 y = 4 (1 - x)
D Draw the graphs to check your prediction.
[H Which one of the following statements is true?

(a) m > 0 and c > 0 (c) m < 0 and c < 0
(b) m > 0 and c < 0 (d) m < 0 and c > 0
H Sketch possible graphs for the other three statements.
• Look at these four equations:
(i) 2x + 3y - 5 = 0 (iii) 4v + 6y - 5 = 0
(ii) 3x + 2y + 5 = 0 (iv) 2x - 3y + 5 = 0
d] Without drawing the graphs, decide which pair of equations
(a) are parallel
(b) intersect they-axis at the same point
(c) intersect each other at right angles.
D Draw the graphs to check your predictions.
Exploring formulae
hn or IG] LN PS Use a graphic calculator to draw the graphs of
y = IA-
y = 2.v
Which line is the steepest?
Put the following in order of steepness.
Steepness means a more positive gradient.
Draw the graphs to check your answer.
(a) y = 2.v + 6 (d) y = 5.v
(b) y = 3.v - 1 (e) y = A-
(c) y = l.v + 9 (f) y= l.v-6
Drawing graphs This is an activity for at least two students.

Start with y = .Y.
of a II
, \i^8iSt&ISHmailBRSfHmSliaBSimSHtBXRUBIIKe&. ... „ ~^1?E5
- that is parallel tome previous line (scores 1 poir
|t has a more positive gradient than the

Ivious line (scores I poir
|t is perpendicular (at right angles) to the

Ivious line, but not identical to an earlier lijj
(scores 5 poi8
the graphs either on square grid paper or on
graphic calculator, to check each line.
Play this several times.

Try using different starting equations.
Y 10/11 ALGEBRA-E
I ... Exploring formulae
Power sequences One oF the sequences you may Find in Pascal's triangle in
unit 1 is:
© IE 2, 4. 8, 16, 32, ...
• Describe the sequence to your partner.
J Find a Formula to generate the sequence on a spreadsheet.
B
1
2
You probably used a Formula which multiplied the previous

term by 2.
Now produce a Formula which generates each term From its
position in the sequence.
This is the same as Finding a general Formula.
Investigate other Formulae oF a similar kind.

For example:
Write about what you Find out.
Power sequences Work with a partner on a spreadsheet:.
Finding the formula

One person uses a general formula to generate a
power sequence without the other person seeing the
Formula.
The second person has to Find out the sequence.
The first person can give clues.: S g
The numbers double 12 24 96 ...

each time. It's something to
do with powers of 2.
Exploring formulae
Number sequences A spreadsheet is useful for generating sequences which have
a constant difference.
These sequences are known as arithmetic sequences, or
arithmetic progressions.
LN 52 Build this spreadsheet. Formula here = A3 + B2
C D E
ant diff.
8 10
Formula here = A2
What other arithmetic sequences can you produce, when you

change the starting value and the constant difference?
In geometric sequences, or geometric progressions, each
term increases by a constant multipier.
Look at the geometric sequences below.
LT1 Write down the constant multiplier for each sequence.
(a) 2, 6, 18, 54, ...
(b) 8, 4, 2, 1, \ ...
(c) 32, -16, 8, -4, 2, ...
Build a spreadsheet to produce these geometric sequences.
Now change the starting value and the constant multiplier.
What other geometric sequences can you produce?
Using one term to find the next is called an inductive
definition.
This is often useful, but there are drawbacks - try finding the
1 50th term in a sequence!
In this case, a general formula is preferred.
The general formula for each of the even numbers is
n —> In
Find a general formula for each of the sequences you have
produced.
Y 10/11 ALGEBRA-E
^H
Graphs for problems
Graphs for rectangles The area of a square is numerically 10 more than its perimeter.
O 11 oi y=0 LN P3 What size is it?
... and its

rvs\
perimeter is 4.\
y.=
One way to solve this problem is to draw a graph for each
bit of information and see where the graphs cross.
Draw the graphs of y = x2 andy = 4v + 10.
LU Where do they cross?
•y^^hvjK) What is the solution to the problem?
2.v
A rectangle is twice as long
as it is wide.
Its perimeter is equal in
number to its area.
Draw a graph to decide what size it is.
Make a model of the box using your solution.
HI One cube has a side of length one more than the side of
another cube.
The volume of the smaller cube
is numerically equal to the
surface area of the bigger one.
How big are they?
D Draw a graph using the values
from 0 to 10.
• Solve the problem by finding where the lines cross.
Make each cube to test your results.
r problems
Quadratics and Obtain these screens on your graphic calculator:
straight lines
O,-
When the straight line just touches the curve it is called a

tangent to the curve.
Use the ZOOM facility to get an accurate picture.
On graph paper, draw a graph of y - x2 - 2.\ + 5
from values of .v from -3 to +4.
Draw a tangent to the curve at (2,5).

Work out the equation of your tangent.
Remember, if y - m.\ + c m gives [he gradient:, c is where
[he line cuts the y-axis.
y = m.v + c
= m
Draw the quadratic and the tangent on a graphic calculator.

How accurate were you?
Y 10/11 ALGEBRA-E
BS
... Graphs for problems
Cubics and Plot the graph y= .v3 on your graphic calculator.
straight lines
/'// have to change the y range

to get this sort of screen.
Try different straight lines to obtain these screens.
7
PL Investigate if it is possible to have a straight line that never
crosses the cubic curve, however far you extend it.
If so, give an example.
3 How many solutions can you have to the equation of the
type A3 = a.\ + bl
a could be J ana b
could be -20,
D Rearrange the equations you have used to the form

.x3 -a.v-b = 0.
• Check your results by looking at where the lines cut the
.x-axis.
... Graphs for problems
Cubics and quadratics Straight lines and curves cut (intersect) at times.
O Grl
^^^1 or
or IGI
^^"^™
The curve y = x2 intersects y = x3 at two points.
• \
Use your graphic calculator to check this.
LN S2 With your partner, investigate the intersection of other
quadratics with the cubic y = .v3 .
This screen looks like !

/i /1I / Can you be sure
2 intersections. II ({ that there are
'l
only 2?
\
\ .'"'/ ——^———————————————————————————————————I
Can you get

no intersections? ) l'
/
<
... three intersections?
CD Use a graphic calculator to solve these equations.

Give your answers to 1 decimal place.
(a) x3 = x2 + 5.v
(b) .v3 = x2 - 1
(c) .v3 = 1 + 2.v - .v2

D Rearrange the last one in the form
.v3 + .v2 - 2.v - 1 =0.
• Plot this on your graphic calculator and check the
intersections with the .v-axis.
Set up a spreadsheet:
XJ 2x-x2
A B
x value Cubic Quadratic
1
2
3
Improve the accuracy of your solution by trying to get the
( Stop ) same value in B and C.
Y 10/11 ALGEBRA-E
B!i
. Graphs for problems
Catching up Vijay walks to his friend's house at 3 m.p.h.
Anna leaves 20 minutes later to catch up with him on her
LN 52 bike.
If she cycles at 10 m.p.h., how long does it take her to catch
up?
One way to solve this problem is to set up a spreadsheet for
time and distance for Vijay and Anna and see when they
meet.
A B
Time Vijay - distance Anna - distance
0 0 0
20 0
40
60
80 10
Time Distance Time Distance

60 3 0 0
120 6 20 0
180 9 80 10
140 20
We can use this table to rind

the Formulae For their
distances.
20-minute intervals
are not very helpFul.
^
Let's change ^
column A to j
another interval. J
• Continue to adjust the time until you have found when Anna
catches up with Vijay (to the nearest minute).
0 Write down any solution that you and your partner agree on.
.. Graphs for problems
You can look at the same problem by drawing graphs.
What scale shall I use

for distance?
20 Time (minutes)
Vijay sets out Anna sets out
If the time is in minutes, the point (60, 3) is on Vijay's graph.

Why?
This point may be off your scale.
• Find an alternative point on your graph.
[11 Anna's line contains a point (60, ?).
What is this point?
• Find a more suitable point.
Fi Draw lines to show how they travel.
Why are the lines straight?
At what point do the lines intersect?
Now look at this question using algebra.
If v is Vijay's distance in miles, a is Anna's and the time is t,

v = lt,a = ?(t - ?).
What numbers are missing?
What is equal, when Anna catches up with Vijay?
Use this fact to solve the equation(s).
In your group, discuss which of the three methods (graphs,

spreadsheets or equations) you think is the best way to solve
the problem.
Y 10/11 ALGEBRA -E
I . Graphs for problems
Brake! When a car stops quickly in an emergency, there is a delay
between the driver seeing the problem and actually braking.
O This is known as the thinking distance.
The total distance it takes to stop is the sum of the thinking
distance and the braking distance.
Speed (m.p.h.) Thinking distance (ft) Braking distance (ft)

60 180
50 125
40 80
30 45
20 20
LNS5 On the same axes, draw graphs for:

- the thinking distance
- the braking distance «j
- the stopping distance. §
Surely it takes the same time to see a

problem, whatever your speed?
Speed
In your group, decide why the thinking distance is not a
constant.
takes you 80 feet to

brake at 40 m.p.h. ...
so it would take 7 60 feet
at 80 m.p.h.
S Is this true? If not, why not?

What shape is the graph?
El Try to find equations for:
- thinking distance and speed
- braking distance and speed.
H What is the equation for stopping distance and speed?
5] The figures you have used so far are for dry road conditions.
Suggest an equation for wet conditions.
Sky high When a ball is thrown up into the air at 30 m/s, the equation
for its height in metres above the ground after t seconds is
h = 30t - 5t2
LN 54 CD - Sketch a graph of h against t.

- What is its line of symmetry?
- What does this represent?
- Factorise the equation.
So [he ball is 25 m
- What does this show?
high after 7 second
• Check your answers with a graphic calculator.
• Use the TRACE button on your calculator to check that .
(1,25) and (2, 40) lie on the graph.
-40 < 2 f 4 6 >. _..---
3 HI
< 1. , 25 >,tx
During this second the ball travels 1 5 metres so its average

speed is 1 5 m/s.
Estimate its speed at 1, 1.5 and 2 seconds.
Use a spreadsheet to find the average speed from:
- 1 to 1.5 seconds
- 1.0 to 1.1 seconds
- 1.0 to 1.01 seconds.
What do you think the speed was at exactly 2 seconds?
On your sketch graph, draw the straight line showing the
average speed during the interval 1 to 2 seconds.
Add lines to show the intervals you have considered.
The tangent to the curve at (1, 25) gives the speed at 1 second.
Find the speed at 4 seconds.
Y 10/11 ALGEBRA-E
I ... Graphs for problems
Inflation Every country has economic inflation. This means that prices
of goods and services go up year after year.
Inflation is usually expressed as a percentage.
Inflation was only 4%

last year in [his country.
That means prices

some countries doubled in one year.
it was 100%.
LN 52 Set up a spreadsheet to show inflation at 4% per annum for

10 years.
= A1 X 4/100 = Al
A B C
1 100 l—4——
^________—
"""" — 104
2 104 -*
3
Because then we can

use percentages.
m Copy down columns A, B and C.

[3 What is the result after 10 years?
How much have prices gone up in this 10-year period?
@ After how many years will prices have doubled?
Notice you can put any number in A 1, but it is helpful to use
WO and then the Figures represent percentages.
Graphs for problems
With your partner, change the spreadsheet to investigate
different rates of inflation. Instead of changing formulae
throughout, you can use a cell to hold the rate of inflation:
= A1 XD1/100 = A1+B1 Inflation

B C D
1 100 106 6
2 106
From 1970 to 1980 prices trebled in Britain.

What was the average rate of inflation?
In 1990, the rate of inflation in Argentina was 14% per
month. What was the annual percentage rate?
In your group, discuss what you think are some of the
effects of inflation being this high.
Make a list of your group ideas.
By 1985, Third World debt reached a trillion dollars, that is
$1000 billion or $1 000000 000 000 or $1 O 12 .
This was the money lent to the Third World by other
countries.
Interest is charged at 1 5% p.a. but only half of this is paid
back each year.
LN S3 Find the new debt after 10 years. How much has been paid
back during this time?
^
Lef's work with an
easier figure like
$100 or $1000.
In a situation like this, Third World countries take out new

loans in order to cover the interest payments. Or, as Mexico
did in 1982, a country may refuse to pay its debt.
Y 10/11 ALGEBRA -E
.. Graphs for problems
More debts This graph shows the net transfer of capital - the actual
amount of money lent - to the Third World in the 1 980s.
What debts do people UN

in Britain have? Economic
1980 81 82 83 84 85 86 87 88 89
Describe to your partner what happened during this period.

Why do you think the Third World paid out more than it
received?
20 billion pounds is owed

on credit cards in England.
there are approximately 20 million households in England,

what is the average credit card debt per household?
mortgages, car loans,
^ credit cards. Interest rates for credit cards vary but usually they are 2-2^%
per month.
What is this as an annual rate? (The annual rate is the APR.)
The APR on a certain credit card is 35%.
You have a debt of £1 000 on your account.
LZ How much do you have to pay each month to prevent your
debt increasing?
In 1 991 , the retail price index (RPI) was 1 34. In 1 987 it was
100.
This means that for goods and services costing £1 00 in 1 987
you would pay £1 34 four years later.
LNS2 H What was the annual rate of increase?
What would you expect the RPI to have been four years later
in 1991?
The earnings index was 123 in 1 991 and 1 00 in 1 988.
• Did wages keep up with prices?
Discuss this in your group.
Decay
o
LNS2. 55
S^ ^x
S This [able shows the weight So 32 grams of the
I of o radioactive substance substance Falls to 7 6 grams
\ that is decaying. one year later.
Draw a graph for the data.

To find the equation of the line:
|^ . _„,..._ .„:.;.„.
fT/me
(years) 0 1 2 3 4 5 6 7 ...10 ...t
Weight
ft i i
(grams) 32 16 8 2 1 2 4
25 2" 23 22 2' 2° 2- 1 2 -2 2 -5
H' Write down a general term for finding the weight of the
substance after t years.
• Check that this formula works for your graph on a graphic
calculator.
[2 Find a formula.
I Sketch the graph for the same radioactive substance but
weighing 20 grams at the start.
I.3.I How long does it take for a substance like this to decay
completely?
The decay of radioactive substances is described by its
half-life. This is the time taken for half the substance to
decay. In the example above, the substance has a half-life of
one year. Half-lives vary enormously, from hours to millions
of years.
Radium has a half-life of 1 600 years.
PH What percentage of a sample of radium has decayed after
100 years?
Fermium has a half-life of 7 hours.
What percentage has decayed after 1 day?
Y 10/11 ALGEBRA-E
Iterations and factorising
Am I getting warmer? Look at this calculation:
scientific calculator V?5 = 8.66025

V8.66025 = 2.94283
IF you continue to press the El button on your calculator
you will find the display showing
...1.71547 ... 1.30976 ...1.14445 ...
Start with any number on your calculator.
Continue to do this a number of times.

What do you notice?
Repeat this process using different starting numbers.
I'm trying a very I m trying a very

large number. small number.
What do you notice? What about negative

Write down your conclusions. numbers?
Now repeat the investigation using

n
The key sequence you will probably need is:
I've got a value to

7 decimal places.
That's too many! We'll

keep our answers to
decimal places.
Iterations and factorisin
LNS3 A spreadsheet will save you a lot of time in this investigation.
=SQRT(A1) =2*B1
B C
31.06445 62.12890
How did you

set this up?
/ put the answer in A 2

and started again
SoA2 = C7.
Copy columns A, B and C down at least 1 5 rows.

The process of taking your answer and starting again with a
sequence or operation is known as iteration.
Spreadsheets are useful for exploring iterative processes.
To investigate, you
just change the
number in AT.
• With your partner, use a spreadsheet to investigate:

n —<•
n —<•
n —>• 5\/n, etc.

HI Write down any conclusions you reach.
Y 10/11 ALGEBRA
1 Iterations and factorising
Iterative graphs In the activity 'Am I getting warmer?', you should have
noticed that you quickly got closer to a particular number.
|jD LISJS2.S5 For example, n —» 5Vn quickly approaches 25.
fcl Use the graphing facility of your spreadsheet to show the

iteration results.
- \
\
\
V "•=+•-.___
L . —————1 , 1... ————L . .1 —————1—— __1 —————|——————|——————1——————1——————1———— .1
D Sketch your results to make a display of your findings.

Q] How does the graph appear for very small starting numbers?
0 Does the process converge rapidly? (Do you 'get warmer' .
quickly?)
[H What happens when you start with negative numbers?
Why?
E What happens with 0?
Iterative graphs Now try this experiment.
ice cube Measure the mass of an ice cube.
beaker or container Place the ice cube in the beaker for 30 seconds.
weighing scales Measure the mass of the ice cube again.

Place the ice cube into the beaker again.
Continue this process until the ice cube has melted completely.
Place your results in a spreadsheet.
Use the graphing facility to show your results.
Does the experiment fit the same iterative model?
Keep going Use a spreadsheet to investigate the flow chart shown
below.
= A1 + 1 =B1
A B C
To go round the loop

you need to put: your
result in here.
What number do you end up with?

Does the process converge whatever number you put in
boxX? 5? f/&
I'll use a very What about a very

large number. small number?
BoxX
Box Y
Box Z 'k
We need a table
Use a graph plotter to show your findings.

Write down In your group, investigate the flow chart using different
what you numbers in box Y and box Z.
notice.
What is the link between the numbers in box Y and box Z
ir and the number you end up with?
STOP Does the number in box X make any difference?
^~"^ Y
—v
I think I need to \ (i
use fractions. < "/
Y 10/11 ALGEBRA-E
.. Iterations and factorising
Wobbling Investigate what happens in this flow chart.
Use a spreadsheet to help you. ( START )
El Sketch a graph for different cases.
Try:
BoxX
n > 2
0 < n < 20
n < 0 BoxY
n = 20
n = 0 Box Z
and any others you find

interesting.
Have you
done it 10
times?
Yes
Write down
your
Does the process always conclusions.
diverge? i r
Explain what happens to a

STOP
member of your group.
Choose different numbers for boxes Y and Z, including
negative numbers.
Investigate what happens with these new values.
What conclusions, if any, can you make?
You can make your spreadsheet: more efficient: like [his:
= A1 •Dl = B1 *E1
A B C D E
Box X Box Y Box Z 20 2
Use cell D1 for the number to subtract and cell E1 for the
multiplying number.
I
Quadratics and One way of solving the quadratic x1 - 11.v + 20 = 0 using a
iteration spreadsheet is to use trial and improvement.
X2 -11X + 20
The value was 1 10
positive when
2 2
.v = 2 and So .v musf be
3 -4
negative when beti/i/een
4 -8 2 and 3.
.v = 3.
The main disadvantage of this method is that you have to

choose the values of .v each time.
If you rearrange the quadratic equation, you can get:
11.v = .v2 + 20
.v = .v2 + 20
11
Set up a spreadsheet for this new equation.
X = (X2
A B
1 1.9091
1.9091
Let's try different

values in A 7.
[jj What is the solution to the equation? MakeA2 = Bl

and then fill down
Does this iteration converge rapidly?
Can you find the other solution to the equation?
Rearrange the equation differently:
.v2 = 11.v - 20
20
dividing by .v, .v = 1 1 - —
[U Set up a spreadsheet to solve this equation by iteration.
Y 10/11 ALGEBRA - E
1 Iterations and factorising
All quadratics Previously, you found that a quadratic function always has a
line of symmetry.
or Find the line of symmetry for each of these equations.
(a) y = .v2 + 4v + 7
Line of symmetry
(b) y = A-2 - 6.v + 5
(c) y = -.v2 + 2.v + 8
Explain what you notice to your partner.
In general, what is the line of symmetry fory = .v2 + 2o.v + fc>?
Draw the family of quadratics y = .v2 + 4.v + b on the screen
for different values of b.
Here is one way to find y = x2 + 4v + 7:
X +2
X
X2
+2x
+2 +2x +4
so (x + 2) 2 = .Y2 + 4x- + 4
Therefore, y = x2 + 4x + 7
= (x + 2) 2 + 3
GE What is the least value of
(a) x2 + kx + b
(b) x2 + 4t + 7?
H Rearrange the expressions above to find the least value of
(a) x2 + 1 0x + 30
(b) x2 - 6x + 10
(c) x2 + 2x.
1
Looking at the family of quadratics you will see that some
graphs cut the horizontal axis and some do not.
Give an example of each case.
/ think some or these Obtain A-2 + t\x - 5 on your graphic calculator.
have no solutions.
Rearranging the equation A-2 + 4\- - 5 = 0 will give you:
A-2 + 4v - 5 = 0
(A- + 2) 2 - 9 = 0
(A- + 2) 2 = 9
(A- + 2) = +3 or (x + 2) = -3
x = 1 or A- = -5
D Check that this is confirmed by your calculator display.

Use the same method to solve these equations.
(a) A 2 + 6.v + 5 = 0
(b) A 2 - 8.v = 7
(c) 2A-2 + 20.v - 11 =0
Let s use our
graphic (d) A-2 + .v + 3 = 0
calculator
In general, all quadratic equations are of the form
to check.
a.v2 + b.\ + c = 0.
o is the coefficient of A 2 .
b is the coefficient of A.
-b ± Vt> 2 -
The formula .v = gives you a general
2o
method of finding the solution to any quadratic equation.
So in question 2(a):
o = 1,6 = 6, c = 5
-6±V36 - 20
-6±V16 -6±4 -6 4 or —r—

-6-4
-2 or -y—
= -y- -10 = -1 or -5
D Use the formula to check your answers to question 2.
Y 10/11 ALGEBRA-E
1 iterations and factorising
Difference of two 92 _ -|2 = 81 _ •) = 80 = 10 X 8
squares 6 2 - 1 2 = 36 - 1 = 35 = 1 X 5
Try some numbers of your own.

Describe to your partner any patterns you notice.
Discuss how this method can work for any pairs of square
numbers.
3 Copy and complete the general rule:
102 - 7 2 =
100 - 41 =
Does the answer you get
= 3x17 when you subtract two
squares always ractorise?
With your partner, try to answer this question.

Give reasons for your decision.
Investigate the link between the squares you start with and
the factors you arrive at.
Copy and complete the general rule:
D Try to show why the rule works. Sketch graphs or diagrams

may help you.
Let's cut the square

and rearrange it.
I
Fractions in algebra When adding two fractions, one possible method is shown
here.
1 + 1 = (3X5) + (1 X4) or 3(5) + 1(4)
45 (4 x 5) 4.5
15 + 4
20
_
~ 19
20
Use this method for adding fractions to answer these

questions.
0 - + 1
5 2( ) + 5.v ?A- +
3 2.v-
_ 1 _ 1L.
.V + 1 - 2
Match these fractions into equivalent pairs.

3 2 2 _1
4 .v - 1 .v A
1
1 X
1 -
Zl
28
You may have met the formula B~ + "5~ - r\D before.

ft r\
By adding 1//?i and 1//?2 and rearranging, find a formula

starting R =.
Do you think this is better than the original arrangement?
Discuss this with your partner.
c = 2irr
Work with a partner and carry out this activity with formulae
that you and your partner choose in turn.
Y 10/11 ALGEBRA-E
1 9 Exploring graphs
Moving graphs
LN P3
I've Found that the graph of y =

+ 2 is like the graph of y =
translated upwards by 2 units.
D Sketch the graphs of y = .v2 + 2.v and y = .v2 + 2.v + 5.

HI Describe the translation between the two graphs.
• Choose some other quadratic functions.
Draw the graphs of y = f(.v) + c.
f(x) is a quadratic
function.

The graph of y = (.v + 3) 2 is like the graph of y = .v2
translated to the left.
D Draw the graphs of y = ,x2 + 2x
andy = (.v + 3) 2 + 2(x + 3).
Describe the translation of the graph of y - .v2 + 2.v.
In this next activity, it may be helpful to work with a partner.
D Choose some other quadratic functions f(.v).
Draw the graphs of y = f(x + a).
Write about what you find out.
Let's start with
f(x) = x2 + x.
Then we need to draw

y = x2 + x and
y=(x + 2) 2 + (X + 2).
.. Exploring graphs
d
Scaling graphs LI Draw these graphs:
y = A2 y = 0.2 A2
O or
y = 2 .v2 y = -2.5A2
y = 3A2
• Describe what happens in each graph.

Lli Fory = kf(x), k is a constant.
What is the effect of changing kl
LN P3 D Draw these graphs:
y = .v2 y = (0.2A) 2
y = (2A) 2 y = (-2.5A) 2
y = (3A) 2
Lli Fory = f(k.\), what is the effect of changing k this time?
• So far you have been looking at quadratic functions.
Now, with your partner, try out your ideas on other
functions.
For instance:
- cubics: f(.v) = A3 + A2
try y = A-3 + A'2 + 5
y = (A - 2) 3 + (A - 2) 2
y = 2 (A3 + A2 )
y = (2.v) 3 + (2.v) 2
- or trigonometry functions: f|v) = sin A (when A is in degrees)
try y = 1 + sin A
y = sin (A + 90)
y = 2sin A
y = sin 2A
Li Try f(A-) = cos A and f(.v) = tan .v.
Y 10/11 ALGEBRA-E
Exploring graphs
Turning points This is the graph of y = .v2 - 2.v + 1.
y
m or 10 •
-2024
The minimum point: on [he graph occurs when x = 1.

• Explain to your partner why you think this is called the
minimum point.
Li Draw the graphs of
(a) y = .v2 - 4A + 4
(b) y = .Y2 - 6.Y + 9
(c) y = .Y2 - S.Y + 1 6.
Ul Look for the minimum points on each graph.
For what values of A- is each graph a minimum?
E! Draw the graphs of
(a) y = x2 + 4A (b) y = A'2 + 4v - 4.
[U For what values of x is each graph a minimum?
C Draw the graphs of
(a) y = -x2 + 4x (b) y = -A2 + 6x - 9.
• What has happened with these graphs?
d] What is the maximum value of A- in these graphs?
The point at which a quadratic graph is a maximum or a
minimum is called a turning point.
D With your partner, draw some more graphs of the form
y = ax2 + bx + c.
H Try to find a relationship in terms of a and 6 which will give
the value of x at the turning point of a quadratic.
... Exploring graphs
This the graph of y = ~.v2 - 2.v - 1.
It is always less than zero.
it must have
something to c
"je constant
Write down the equation of another quadratic graph that is

always less than zero.
See how close you can get to the turning point being zero.
This the graph of y = .v2 + 2.v - 3.
It is always greater than -4.

Write down the equation of another quadratic graph that is
always greater than —4.
See how close you can get to the turning point being —4.
With your partner, draw some more graphs of the form
y = a.v2 + b.v + c (where a, b and c are not zero).
Write down quadratic equations whose values
(a) are always greater than 0
(b) are always greater than -10
(c) can be greater than 0 but never greater than 10
(d) are always less than -4.
Y 10/11 ALGEBRA-E
. . Exploring graphs
Factorising - the • Check that these identities are correct.
difference of two Substitute some values for.v.
squares
(.v+3)(.v-3)=.Y2 -9 If .v = 5,
(5 + 3)(5-3) = 76
and (52 - 9) = 16.
Check the identities with decimals and negative numbers

too.
Are you convinced that the identities are always true?
Note that the expansion of (.v + 2)(.v - 2) is .v2 - 4.
The factorisation of .v2 - 4 is (.v + 2)(.v - 2).
Factorise the following expressions:
(a) 4.T2 - 9
(b) 9.v2 - 16
(c) 25.v2 - k
Check your identities by using a range of values of .v.
With your partner, investigate the factorisation of other
expressions of the form a 2.v2 - c2 .
Explain how expressions of the form a2.v2 - c2 can be
factorised.
Investigate the expansion of the following expressions for
different integer values of a, b, c and d (remember to use
negative values too).
(a) (x + b)(x + d)
(b) (ax + b)(x + d)
(c) (ax + b)(cx + d)
Check your conclusions by factorising the following:
(a) 3x2 - 1 0x - 8
(b) 4x2 - 18*+ 18
(c) -3*2 - 20x + 7
For many quadratics, factorisation is not: possible. In these
cases, one useful method is known as 'completing the
square'. We shall look at this on the next page.
. Exploring graphs
The shape of Plot the graphy = (x + 4) 2 .
graphs What are the coordinates of the turning point?
Plot some more graphs of the form y = (.v + p) 2 .
What does the value of p tell you about the graph?
Plot the graphy = (A- + 4) 2 + 2.
What are the coordinates of the turning point?
Plot the graph y = x2 - 8x + 1 8.
Compare this with the graph of y = (.v - 4) 2 + 2.
What do you find?
Expand (x - 4) 2 + 2.
What do you find?
/.et's plot some more

We can find out what the
graphs of the Form
values of p and q tell us
y = (.\- + p) 2 + q.
about the graph.
In this way, you can change the form y = (.v + p) 2 + q

intoy = .v2 + b.\ + c.
Doing the opposite is called 'completing the square'.
Completing the Plot the graphs of y = .v2 and y = .v2 + 2.v.

square Work out what translation maps
y = .v2 on toy = .v2 + 2.v.
D Now write y = .v2 + 2.v in the form y = (.v + p) 2 + q.
G Check your answer by drawing the graphs.
D Plot y = .v2 + 4v.
[I Write y = .v2 + 4v in the form y = (.v + p) 2 + q.
Check your answer by drawing the graphs.
Q! Choose some more equations of the form y = .v2 + £>.v and
write them in the form y = (.v + p) 2 + q.
• Explain how the value of b helps you to find the values of p
and q.
Y 10/11 ALGEBRA-E
I . Exploring graphs
• Use what you have found out so far to check that
A-2 + 6.v = (x + 3) 2 - 9
• Now try to show that
.v2 + 6.v + 5 = (A- + 3) 2 - 4
• In your group, make up some more equations of the form
y = A2 + b.v + c
for each other to write in the form
y = (A- + p) 2 + q
You may need to agree some limits on [he values of b and c.
What happens if b is an
odd number?
Check your answers by multiplying out and by drawing the

graphs.
Keep b as an even
number. The following section shows why the procedure is called
'completing the square'.
Convince your partner that the 'area' of the shaded part of
the square below is A-2 + 1 2.v.
6
0 What is the 'area' of the unshaded piece of the square?

To 'complete the square' we must write
*2 + 12* + 36 = (x + 6) 2
So x1 + Ux = (x + 6) 2 - 36
HI 'Complete the square' on the following by expressing them
in the form (x + p) 2 + q.
(a) x2 + 1 0x
(b) x2 + 8x + 4
(c) A-2 + 2A- - 5
Shape and form il Draw the graph y = 2(x - 3)(.v - 5).
o H What features of the graph are linked to the numbers in the

equation?
D Draw the graph y = 2(.v - 4) 2 - 2.
S What features of the graph are linked to the numbers in this
equation?
D Draw the graph y = 2.v2 - 1 6.v + 30.
[j] Describe this graph to your partner, pointing out all the
important features.
The three graphs are identical because the forms of the
equations are equivalent.
The three forms of equations are:
y = o.v2 + b.\ + c
y = k(.\ - m)(.\ - n)
y = r(.v + p) 2 + q
• In your group, investigate these forms of equation in a
systematic way by choosing values for the parameters
(o, b, c, k, etc.).
It would be sensible to
choosing values for k, m
and expanding.
Then we can write about What values of the

what we find out. parameters make the
graphs the same?
What features of a quadratic graph are particularly related to

each form?
You may need to think about:
- turning points
- intercepts
- line of symmetry, etc.
Y 10/11 ALGEBRA -E
IB
Travelling by car During a test drive, a car was recorded travelling at a
constant speed of 25 m/s for 40 seconds. This is the
time-speed graph for this test.
l! ..:-:.._.+..
-"-"--
|" T T
"T~f--f--h
7 20 . ' : : I
cu
D. .4-i -1 i-
to 1 : : ;
10
• '• • !
•:--r-- Distance = speed x time.

0
10 20 30 40 Area = breadth X
T ime (s'
[H (a) How far did the car travel in the 40 seconds?

(b) How many squares are shaded under the graph?
(c) How is the distance the car travels related to the graph?
• Find the world speed record for 1 km distance.
How long did the vehicle take to cover the 1 km?
D Draw a speed-time graph (asssume the speed is constant
over the 1 km).
• Explain how the distance (1 km) is related to the graph.
The example above assumes constant speed.
In most situations the speed changes. It may increase (called
acceleration) or decrease (called deceleration).
Sports car manufactures advertise the time it takes for their
sports cars to reach certain speeds from a standing start.
For example, a popular GTi is advertised as reaching 60 m.p.h.
in 7.8 seconds.
D Draw a speed-time graph for the car as it accelerates to
60 m.p.h. You will need to convert the speed to feet per
second.
@ Assume that the speed increases uniformly.
How far does the car travel as it accelerates to 60 m.p.h.?
• With a partner, find out the performance times for some
other sports cars or motorbikes.
!J Work out the distance travelled as they accelerate to
60 m.p.h.
Exploring graphs
I
Areas under straight This is the graph of y = 2x.
line graphs
7T
'2 0
1 2
The area under the graph is in [he

shape of a triangle.
1 Find the area under the graph between .v = 0 and .v = 1.

Find the areas between .v = 0 and .v = 2,
.v = 0 and .v = 3, and so on.
What do you notice about the areas?
L Draw the graph of y - 4.v.
h Find the area under the graph between .v = 0 and .v = 1,
.v = 0 and .v = 2, .v = 0 and .v = 3, and so on.
• Investigate other straight-line graphs that go through the
origin, (0, 0).
Each time, find the areas under the graphs between ,v = 0
and .v = 1, and so on.
[ Write about your findings.
Try to express your findings as a general rule.
• Now extend your investigation to graphs that do not go
through the origin.
Look back at the straight-line speed-time graphs that you
drew for the sports cars on the previous page.
n What is the equation of each straight line?
[ Use your findings on this page to work out how far each
sports car travels from rest in 5 seconds.
Y 10/11 ALGEBRA -E
1 Exploring graphs
Areas under This is the graph of y = 3.v2 .
curved graphs In your group, discuss how you could find the area under this
graph between .v = 0 and .v = 1,
between .v = 0 and .v = 2, and so on.
Work with a partner.
Try:
- counting numbers
- dividing the intervals into rectangles
- using a mixture of triangles and rectangles.
Use one of your methods to estimate the areas of successive
intervals.
The trapezium rule uses a series of trapezia to estimate the
area.
Use the trapezium rule to find the area under the curve
y - 3.v2 for successive intervals.
Compare the results with your method.
Do you think [hat using

smaller intervals would
give a more accurate Let's repeat the
result? process using half
unit intervals.
Find a rule to ex-press the area under the curve y - 3.v2 (you
may need to use even smaller intervals).
Investigate other quadratic graphs in the same way.
Look back at the straight lines you drew for the speed-time
graphs of the sports cars. (Acceleration was assumed to be
constant.)
If the speed-time graph is given by v = kt2 (where k is a
constant), use your findings and the equation of the line to
work out how far each sports car travels from rest in
5 seconds.
CenfuryMATHS
Theme Books provide open-ended starting points for

mathematical activities in context;
promote the natural development of cross-
curricular work in a variety of subject areas.
Focus Books develop techniques and ideas in the four topic

areas of NUMBER, ALGEBRA, SHAPE AND SPACE,
HANDLING DATA;
continue the investigative approach of the Theme
Books, and are designed to be used alongside
them.
Computer Activities are integral to the Century Maths materials,

with fully referenced support through the Logo 20OO software and
LogoPacks.
This is the ALGEBRA Extension Focus Book for Years 10 and 11.
ALGEBRA
EXTENSION
Richard Hale Keith Jones
ISBN D-7Mfl7-imi-l
STANLEY THORNES
Ellenborough House
STANLEY Wellington Street
THORNES CHELTENHAM
Glos. GL50 1YD
9 II 780748II 714117N

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7 8 9 10 | Y10/11

developed at the Institute of Education

Authors: Richard Hale and Keith Jones Acknowledgements

The rights of Richard Hale and Keith

First published in 1993 by

1 Number patterns and formulae 2

2 Simultaneous and polynomial equations 16

3 Algebra, inequalities and graphs 30

6 Graphs for problems 64

7 Iterations and factorising 76

Symbols in the margin © Special cmngs you will need

o Special things you may need

Work for graphic calculator here

Q Work for computer here (screen may show one of these:

Q] What sequence of numbers do you have?

U] What sequence of numbers do you have now?

I've made a similar What sequences

Investigate this new triangle.

Convince yourself - and a partner - that n > (2n - 1 ) 2 is the

(a) Triangle • •—*

[H Write down the first eight numbers in this sequence. .

Multistrand Multistrand cable looks like this:

The number of wires in the sequence is 1, 7, 19, 37, ...

Within Pascal's triangle there are many sequences of

H Write the totals as a sequence.

1'" ,--~5 '',''' 3 '",--'"!"

? 1-' ',,4'",',--6' ' A 1

Add together the numbers in each diagonal line.

A sequence game Find the sequence

Play this game several times.

1 point 2 points 3 points

The simple pattern breaks down.

But we need to find

Calculators and 1 -H 2 = 0.5

Are you convinced that

h.l Write your findings as a general rule:

GO Investigate whether the following are true or false.

L<^ Find the reciprocal of 7 to 12 decimal places. What do you

Here are some of their results:

D Choose any whole number values for o and b,

Check your rules for 2° -H 2 b and (2 a) b .

(U Now match these numbers in sets of three:

• Explain each decision to a member of your group.

2-v2 X .v2 3.V2 x 2 A-2

Do the same for 200.

Testing inequalities Each of these inequalities is true:

This problem can be written using algebra.

Write this problem using algebra.

I've thought of a number,

[3] Find h accurate to 2 decimal places.

puts the number

H Use a calculator to solve the equation

For example, what is R when

HI What happens when one resistance is very small?

Or you can take away And that has to be a

So there were 5 sweets

E Find some more solutions by setting up the spreadsheet and

IF there is one left over

... then the total number must be