Cambridge IGCSE™ Maths a eee ed ee Le. i oaCambridge IGCSE® STUDENT’S BOOK Also for Cambridge IGCSE® (9-1) Chris PearceCONTENTS c= Extended 1918 DOSS TOM 640:0 FOF OOO USS OCC HUES 66:0'S 6:06 0:0 i's OO 06'S 6660 te 6 oe 06 0,00 0 6 66 6.8 10:0 Oe 0:0.0:0.010 0 wets How to use this book 5 Chapter 6: Ordering and set notation 86 6.1 Inequalities 88 6.2 Sets and Venn diagrams 90 Chapter 1: Number 6 E 6.3 More about Venn diagrams 94 1.1. Square numbers and cube numbers 8 s ; 1.2 Multiples of whole numbers 12 Chapter 7: Ratio, proportion and rate 100 1.3. Factors of whole numbers 13 TA Ratio - ; t02 ck PrineRumbers 15 E 7.2 Increases and decreases using ratios 108 1.5 Prime factorisation 16 a Speed 490 1.6 More about HCF and LCM 18 Mi Rates . ae 1“? Real number 20 7.5 Direct proportion 116 . 7.6 Inverse proportion 117 Chapter 2: Fractions and percentages 22 2.2 Fractions and decimals 26 accuracy 120 E 2.3 Recurring decimals 27 8.1 Rounding whole numbers 122 2.4 Percentages, fractions and decimals 30 8.2 Rounding decimals 123 2.5 Calculating a percentage 34 8.3 Rounding to significant figures 125 2.6 Increasing or decreasing quantities 8.4 Upper and lower bounds 126 by a percentage 36 E 8.5 Upper and lower bounds 2.7. One quantity as a percentage of for calculations 128 another 40 Chapter 9: Standard form 132 2.8 Simple interest and compound interest 43 91 Standard form 134 2.9 A formula for compound interest 45 9.2. Calculating with standard form 136 E 2.10 Reverse percentage 47 Chapter 10: Applying number and Chapter 3: The four rules 50 . : using calculators 140 3.1 Ea of — . a 10.1 Units of measurement 142 “- CI eosing the correct eperation 10.2 Converting between metric units 143 3.3 Finding a fraction of a quantity 55 10.3 Time 145 a si and ee toe a 10.4 Currency conversions 147 3.5 Multiplying and dividing fractions 10.5. Using a calculator efficiently 149 Chapter 4: Directed numbers 64 —_ Examination questions: Number 151 4.1 Introduction to directed numbers 66 4.2 Everyday use of directed numbers 67 Algebra 4.3 The number line 68 = Chapter 11: Algebraic representation 4.4 Adding and subtracting and formulae 160 directed numbers 70 11.1 The language of algebra 162 4.5 Multiplying and dividing 11.2 Substitution into formulae 165 directed numbers 73 11.3 Rearranging formulae 167 Chapter 5: Powers and roots 76 E 11.4 More complicated formulae 169 S.1 Squares and square roots a Chapter 12: Algebraic manipulation 172 5.2 Cubes and cube roots 79 x aay . 12.1 Simplifying expressions 174 5.3 More powers and roots 81 - 12.2 Expanding brackets 178 E 5.4 Exponential growth and decay 8212.3 Factorisation 12.4 Multiplying two brackets: 1 12.5 Multiplying two brackets: 2 E 12.6 Expanding three brackets E 12.7 Quadratic factorisation E 12.8 Algebraic fractions Chapter 13: Solutions of equations and inequalities Solving linear equations Setting up equations Solving quadratic equations by factorisation Solving quadratic equations by the quadratic formula Solving quadratic equations by completing the square Simultaneous equations Linear and non-linear simultaneous equations Solving inequalities 13.1 13.2 E 13.3 E 13.4 E 13:5 13.6 E 13.7 E 13.8 Chapter 14: Graphs in practical situations 14.1 Conversion graphs 14.2 Travel graphs E 14.3 Speed-time graphs E 14.4 Curved graphs Chapter 15: Straight-line graphs 15.1 Drawing straight-line graphs 15.2 The equation y =mx +e E 15.3 More about straight-line graphs 15.4 Solving equations graphically 15.5 Parallel lines E 15.6 Points and lines E 15.7 Perpendicular lines Chapter 16: Graphs of functions 16.1 Quadratic graphs E 16.2 Turning points on a quadratic graph 16.3 Reciprocal graphs E 16.4 More graphs E 16.5 Exponential graphs E 16.6 Estimating gradients Chapter 17: Number sequences 17.1 Patterns in number sequences 17.2 The nth term of a sequence 17.3 General rules from patterns E 17.4 Further sequences —--—————_____—_——— ——————— 182 184 187 190 192 197 202 204 210 212 217 219 222 229 232 236 238 242 246 251 256 258 261 265 267 270 272 274 278 280 285 286 288 292 296 300 302 304 309 314 Chapter 18: Indices 318 18.1 Using indices 320 18.2 Negative indices 322 18.3 Multiplying and dividing with indices 324 E 18.4 Fractional indices 327 Chapter 19: Proportion 332 E 19.1 Direct proportion 334 E 19.2 Inverse proportion 339 Chapter 20: Linear programming 342 E 20.1 Graphical inequalities 344 E 20.2 More than one inequality 347 E 20.3 Linear programming 349 Chapter 21: Functions 352 E 21.1 Function notation 354 E 21.2 Inverse functions 355 E 21.3 Composite functions 357 E 21.4 More about composite functions 359 Chapter 22: Differentiation 362 E 22.1 The gradient of a curve 364 E 22.2 More complex curves 366 E 22.3 Turning points 369 Examination questions: Algebra 372 Geometry and trigonometry Chapter 23: Angle properties 382 23.1 Angle facts 384 23.2 Parallel lines 386 23.3 Angles ina triangle 390 23.4 Angles in a quadrilateral 392 23.5 Regular polygons 395 E 23.6 Irregular polygons 398 23.7 Tangents and diameters 400 E 23.8 Angles ina circle 402 E 23.9 Cyclic quadrilaterals 405 E 23.10Alternate segment theorem 408 Chapter 24: Geometrical terms and relationships 412 24.\ Measuring and drawing angles 414 24.2 Bearings 417 24.3 Nets 420 24.4 Congruent shapes 423 E 24.5 Congruent triangles 424 24.6 Similar shapes 427 E 24.7 Areas of similar triangles 430 E 24.8 Areas and volumes of similar shapes 433Chapter 25: Geometrical constructions 438 25.1 Constructing shapes 440 25.2 Scale drawings 442 Chapter 26: Trigonometry 446 26.1 Pythagoras’ theorem 448 26.2 Trigonometric ratios 452 26.3 Calculating angles 454 26.4 Using sine, cosine and tangent functions 455 26.5 Which ratio to use 459 E 26.6 Applications of trigonometric ratios 462 E 26.7 Problems in three dimensions 466 E 26.8 Sine and cosine of obtuse angles 468 —E 26.9 The sine rule and the cosine rule 470 E 26.10 Using sine to find the area of a triangle 477 E 26.11 Sine, cosine and tangent of any angle 479 Chapter 27: Mensuration 486 27.1 Perimeter and areaofarectangle 488 272 Area of a triangle 491 27.3 Area of a parallelogram 494 274 Areaof a trapezium 495 27.5 Circumference and areaofacircle 498 27.6 Surface area and volume of a cuboid 501 27.7 Volume and surface area of aprism 503 27.8 Volume and surface area of a cylinder 506 27.9 Sectors and arcs: 1 508 E 27.10 Sectors and arcs: 2 510 27.1) Volume of a pyramid 512 27,12 Volume and surface areaofacone 514 27.13 Volume and surface area of asphere 516 Chapter 28: Symmetry 518 28.1 Lines of symmetry 520 28.2 Rotational symmetry 522 28.3 Symmetry of special two-dimensional shapes 523 E 284 Symmetry of three-dimensional shapes 525 E 28.5 Symmetry in circles 526 Chapter 29: Vectors 530 29.1 Introduction to vectors 532 E 29.2 Using vectors 535 E 293 The magnitude of a vector 540 Chapter 30: Transformations 542 30.1 Translations 544 30.2 Reflections: 1 546 E 30.3 Reflections: 2 548 30.4 Rotations: 1 550 E 30.5 Rotations: 2 553 30.6 Enlargements: 1 554 E 30.7 Enlargements: 2 559 E 30.8 Combined transformations 561 Examination questions: Geometry 564 Statistics and probability Chapter 31: Statistical representation 576 31.1 Frequency tables 578 31.2 Pictograms 581 31.3 Bar charts 583 31.4 Pie charts 587 31.5 Scatter diagrams 591 31.6 Histograms 596 E 31.7 Histograms with bars of unequal width 599 Chapter 32: Statistical measures 606 32.1 The mode 608 32.2 The median 610 32.3 The mean 612 32.4 The range 615 32.5 Which average to use 618 32.6 Stem-and-leaf diagrams 620 32.7 Using frequency tables 624 E 32.8 Grouped data 628 E 32.9 Cumulative frequency diagrams 631 E 32.10Box-and-whisker plots 638 Chapter 33: Probability 642 33.1 The probability scale 644 33.2 Calculating probabilities 646 33.3 Probability that an event will not happen 649 33.4 Probability in practice 651 33.5 Using Venn diagrams 654 33.6 Possibility diagrams 657 33.7 Tree diagrams 661 E 33.8 Conditional probability 665 Examination questions: Statistics and probability , 672 Examination questions: Mixed type 686 Glossary 692 Answers 704 Index 766How to use this book SSCS SSCS SHEETS TST HOSTESS SETH HEHEHE TER HER eee eeeeeeeeeeeeeeee e e Welcome to the Collins Cambridge IGCSE® Maths Student's Book that provides in-depth coverage of the Cambridge IGCSE Mathematics syllabus 0580 for examination from 2020. This book also provides coverage for the Cambridge IGCSE (9-1) syllabus 0980. You will find a number of features in this book that will help you with your course of study. Why this chapter matters This page is at the start of each chapter. It tells you why the mathematics in the chapter is important and how it is useful. Chapter overviews The overview at the start of each chapter shows what you will be studying and the key words you need to know. Syllabus references are included and if you are doing the Extended curriculum you must also cover the corresponding Core content, for example, C1.1. and E1.1. Worked examples Worked examples take you through questions step by step and help you understand the topic before you start the practice questions. _....-™ Practice questions and answers Every chapter has extensive questions to help you — 7 practise the skills you need. You will need to be able 2.2 Calculating with standard form sails i to reason, interpret and communicate mathematically =e when solving problems, which are important skills to sz TEER acquire. Colour-coded levels “The colour coded panels at the side of the question — “=~! pages show whether the questions are at core (blue) or extended level (yellow). The en some topic headings shows that the content in that topic is at extended level only. Exam preparation Each of the four main sections in the book ends with exam questions from Cambridge International past papers. These will be useful for revision. Mark schemes, written by the author, are available in the Teacher’s Pack.Chapter 1 EV l ag _ : ; : s : 7 / / : r : 1 ; 2 . . ee.) thogel? ll : = 7 : 4 i “ ee | ee a aS = = 7 Topics Key words 3 square, square number, square root, cube, cube > number 1 Square numbers and cube we numbers oe ie 2 Multiples of whole numbers a 3 Factors of Ae. whole numbers Prime numbers multiple .. factor, factor pair, lowest common multiple, & highest common factor prime number product of prime factors, index (indices), prime —“ = 5 Prime factorisation ante m —s factorisation natural number, integer, real number, 6 More about HCF and LCM ; ‘aa rational number, irrational number natural number, integer, real number, 7 Real : : : eal numbers rational number, irrational number, reciprocal yt es + ro 0 iF Wh x ® Identify and use: natural numbers -— integers (positive, negative and zero) — prime numbers — square numbers - cube numbers — common factors and common multiples — rational and irrational numbers (e.g. 7, V2) - real numbers — reciprocals ~ Express any number as a product of its prime factors — Find the lowest common multiple (LCM) and highest common factor (HCF) of two numbers. (C1.1 and E1.1) 8 Ho @ Reason, interpret and communicate mathematically when solving problems. ~ ie ;“3 Now look at these numbers and see why they are special. Why this chapter matters A pattern is an arrangement of repeated parts. You see patterns every day in clothes, art and home furnishings. Patterns can also occur in numbers. There are many mathematical problems that can be solved using patterns in numbers. Some numbers have fascinating features. Here is a pattern. 3+5 =8 (5 miles =8 km) 5+8 =13(8 miles = 13 km) 8 + 13 = 21 (13 miles =~ 21 km) Approximately how many kilometres are there in 21 miles? Note: =~ means ‘approximately equal to’. In the boxes are some more patterns. Can you work out the next line of each pattern? 4096 = (4 + 09)® 81 = (8 + 1)? Some patterns have special names. Can you pair up these patterns and the names? 4,8, 12,16... | [Prime numbers [4 4,9, 16, ... | | Multiples (of 4) | |2,.3, 5, 7, on | “Cube numbers — ] 1, 8, 27, 64, cis |] Square numbers — You will look at these in more detail in this chapter. Below are four sets of numbers. Think about which number links together all the other numbers in each set. (The mathematics that you cover in 1.3 ‘Factors of whole numbers’ will help you to work this out!) 10, 5, 2,1 18, 9, 6, 3, 2,1 _ 25, 5, 1 anes — 9801 32, 16, 8, 4, 2, 1 \ 40989 *9= 98901 | 109989 x3 = = “Chapter 1: Number 7Chapter 1 . Topic 1 1.1 Square numbers and cube numbers POSE H ESS HE SE TSEEEHE SOHO EHH HEHH SOT EE TERT ETHTEHOESETE CC EEESE OREO O RODE ROO OREO seeeeee What is the next number in this sequence? 1, 4, 9, 16, 25, ... Write each number as: 1x1,2x*2,3x3,4x* 4,55, ... These factors can be represented by square patterns of dots: Ue 2x2 3x3 4x4 5x5 ° ee eee eeeoce eeeee ee eee e@eeoe eeece eee e@eee eeseoe e@eee eeeee e@eee06e From these patterns, you can see that the next pair of factors must be 6 x 6 = 36, therefore 36 is the next number in the sequence. Because they form square patterns, the numbers 1, 4, 9, 16, 25, 36, ... are called square numbers. When you multiply any number by itself, the answer is called the square of the number or the number squared. This is because the answer is a square number. For example: the square of 5 (or 5 squared) is 5 x § = 25 the square of 6 (or 6 squared) is 6 x 6 = 36 There is a short way to write the square of any number. For example: 5 squared (5 x 5) can be written as 52 13 squared (13 x 13) can be written as 13? So, the sequence of square numbers, 1, 4, 9, 16, 25, 36, ..., can be written as: 12, 22, 32,42, S?, 64, «.. The square root of n is the number of which the square is n. This can be written as Vn. For example, the square root of 16 (4) can be written as 16. Square numbers have exact square roots, for example: the square root of 9 is 3: /9 = 3 the square root of 25 is 5: J25 =5 the square root of 100 is 10: 100 = 10 8 1.1 Square numbers and cube numbersEXERCISE 1A The square number pattern starts: 14 9 #16 25 Copy and continue the pattern above until you have written down the first 20 square numbers. You may use your calculator for this. Work out the answer to each of these number sentences. 1435 1+3+5= 1+34+5+7= Look carefully at the pattern of the three number sentences, Then write down the next three number sentences in the pattern and work them out. Find the next three numbers in each of these number patterns. (They are all based on square numbers.) You may use your calculator. 1° 4 9 16 25 #36 #49 «464 ~ 81 a2 5 10 4617. (260~C a7 DOHC AviceandTips b2 8 18 32 50 72 YS 28 162 Look for the connection c3 6 1 3498) «oF ke) Gs, Ere er a - on the top line. do 3 8 15 24 35 AY 64 8D a Work out the values of both expressions in each pair. You may use your calculator. 32 + 4? and 5? 5?+122 and = 132 7+ 242 and ~—.25? 97+40? and 41? b Describe what you notice about your answers to part a. This will help you communicate mathematically with others. a 13% = 169. What is /169? b Find /25 c Find /81 d Find /721 e Find /400 ® 4 and 81 are square numbers with a sum of 85. Find two different square numbers with a sum of 85. Chapter 1: NumberThe following exercise will give you some practice on multiples, factors, square numbers and prime numbers. EXERCISE 1B cc we Write out the first three numbers that are multiples of both of the numbers shown. ; a 3and4 b 4and5 ¢ 3and5 d 6and9 e Sand7 & Here are four numbers. 10 16 35 49 Copy and complete the table by putting each of the numbers in the correct box. Square number Factor of 70 Multiple of 7 a Arrange these four number cards to make a square number. JI An alarm flashes every 8 seconds and another alarm flashes every 12 seconds. If both alarms flash together, how many seconds will it be before they both flash together again? A bell rings every 6 seconds. Another bell rings every 5 seconds. If they both ring together, how many seconds will it be before they both ring together again? From this box, choose one number that fits each of these descriptions. a a multiple of 3 anda multiple of 4 b asquare number and an odd number a factor of 24 and a factor of 18 a prime number and a factor of 39 an odd factor of 30 and a multiple of 3 a number with 5 factors exactly a multiple of 5 and a factor of 20 ->wo *7* 7 QAO 9 a prime number that is one more than a square number 10 1.1 Square numbers and cube numbersCube numbers What is the next number in this sequence? 1, 8, 27, ... Write each number as: 1x1x1,2x2x2,3x%3x3,... These factors can be represented by cube patterns of dots: 1x11 2x2x2 3x3x3 Qoob rnp deny tnnd nn eo @ Poe er Fae Ft “ce 92g [gt Lb o--8 O..L ° a e ee From these patterns, you can see that the next pair of factors must be 4 x 4 x 4 = 64, therefore 64 is the next number in the sequence. Because they form cubic patterns, the numbers 1, 8, 27, 64, ... are called cube numbers. When you multiply any number by itself twice, the answer is called the cube of the number or the number cubed. This is because the answer is a cube number. For example: the cube of 5 (or 5 cubed) 5 5.05 =: 25, There is a short way to write the cube of any number. For example: 5 cubed (5 x 5 x 5) can be written as 5? 10 cubed (10 x 10 x 10) can be written as 103 So, the sequence of cube numbers, 1, 8, 27, 64, ..., can be written as: 13, 23, 33, 43, ... You will learn more about cubes (and cube roots) in Chapter 5. EXERCISE 1C & The cube number pattern starts: 1 8 27 64 Copy and continue the pattern above until you have written down the first 12 cube numbers. You may use your calculator for this. Se SSS Chapter 1: Number 11Chapter 1 . Topic 2 @ Work out the answer to each of these number sentences. 1+8= 1+8+27= 14+84+27+64= Look carefully at the pattern of the three number sentences. What kind of numbers are these? Now write down the next three number sentences in the pattern and work them out. -y Find the next three numbers in each of these number patterns. (They are all based on cube numbers.) You may use your calculator. 1 8 27 64 a2 9 28 65 b 0 7 26 63 c 2 16 54 128 d 1000 729 512 343 «. a Work out the values of these expressions. + 53+ 33 33 + 73 + 03 33+ 73+ 13 b Describe what you notice about your answers to part a. ‘Ss Work out the values of these expressions: 12? + 13 and 9? + 10°. Your answer is Bender's (a character in Futurama) serial number. It is sometimes called the - Hardy—Ramanujan number after the Indian mathematician Ramanujan who noticed that this is the smallest number that can be expressed as the sum of two cubes in two different ways. se Work out the values of these expressions: 692 and 69? on your calculator. What do you notice about the digits in your answers? 1.2 Multiples of whole numbers PeS SSCS SESS ESSERE SEES ERECT HERR eee eee eee eee eee eee eee eee eee eee eee ee eee When you multiply any whole number by another whole number, the answer is called a multiple of either of those numbers. For example, 5 x 7 = 35, which means that 35 is a multiple of 5 and it is also a multiple of 7. Here are some other multiples of 5 and 7: multiples of 5are: 5 10 15 20 25 30 35 multiples of 7are: 7 14 21 28 35 42 12 1.2 Multiples of whole numbersChapter 1 . Topic 3 EXERCISE 1D &® Write out the first five multiples of: a 3 b 7 c 9 d 11 e 16 Remember: the first multiple is the number itself. Advice and Tips @ Use your calculator to see which of the numbers below are: There is no point testing a multiplesof4 b multiples of 7 c¢ multiples of 6. | odd numbers for multiples of even 72 135 102 161 #197 132 78 91 216 514 numbers such as 4 and 6. Find the biggest number that is smaller than 100 and that is: a amultiple of 2 b amultiple of 3 c amultiple of 4 d amultiple of 5 e amultiple of 7 f amultiple of 6. If all the taxis fill up, how many people could be in each taxi? Give two possible answers. « A party of 20 people are getting into taxis. Each taxi holds the same number of passengers. Ss Here is a list of numbers. 6 8 12 15 18 28 a From the list, write down a multiple of 9. b From the list, write down a multiple of 7. c From the list, write down a multiple of both 3 and 5. & How many numbers between 1 and 100 are multiples of both 6 and 9? List the numbers. 1.3 Factors of whole numbers SPH AHHH HHH SHRESSH THOSE THESE TESS SH SSSR R EE ee Ree e Hee E BEEBE BEBE A factor of a whole number is any whole number that divides into it exactly. So: the factorsof20are 1 2 4 5 10 20 the factorsof12are 1 2 3 4 6 12 Factor facts Remember these facts. * 1 is always a factor and so is the number itself. * When you have found one factor, there is always another factor that goes with it — unless the factor is multiplied by itself to give the number. For example, look at the number 20: 1x20=20 so1and 20 are both factors of 20 2x10=20 so2and 10 are both factors of 20 4x5=20 so 4and 5 are both factors of 20. These are called factor pairs. ————— ee meee Chapter 1; Number 13You may need to use your calculator to find the factors of large numbers. Example 1 Find the factors of 36. Look for the factor pairs of 36. These are: 1x36=36 2x18=36 3x12=36 4x9=36 6x6=36 6 is a repeated factor so is counted only once. So, the factors of 36 are 1, 2, 3, 4, 6, 9, 12, 18, 36. EXERCISE 1E os © What are the factors of each of these numbers? a 10 b 28 c 18 d 17 e 25 f 40 g 30 h 45 i 24 j 16 & What is the biggest factor that is less than 100 for each of these numbers? a 110 b 201 c 145 d 117 e 130 f 240 s Find the largest common factor for each pair of numbers. Advice and Tips a 2 and 4 b 6 and 10 C g and 12 Lib detelaraed Look for the largest d 15and25 e 9and15 f 12 and 21 nunBerthat:has beth g 14and21~ h 25 and 30 i 30 and 50 numbers in its j 55 and 77 multiplication table. & Find the highest odd number that is a factor of 40 and a factor of 60. Lowest common multiple The lowest common multiple (LCM) of two numbers is the sma//est number that appears in the multiplication tables of both numbers. For example, the LCM of 3 and 5 is 15, the LCM of 2 and 7 is 14 and the LCM of 6 and 9 is 18. Example 2 Find the LCM of 18 and 24. Write out the 18 times table: 18, 36, 54,72), 90, 108, ... . Write out the 24 times table: 24, 48,72), 96, 120, ... You can see that 72 is the smallest (least) number in both (common) tables (multiples). 14 1.3 Factors of whole numbersChapter 1. Topic 4 Highest.common factor The highest common factor (HCF) of two numbers is the biggest number that divides exactly into both of them. For example, the HCF of 24 and 18 is 6, the HCF of 45 and 36 is 9 and the HCF of 15 and 22 is 1. Example 3 Find the HCF of 28 and 16. Write out the factors of 28: 1, 2/4) 7, 14, 28 Write out the factors of 16: 1, 2/ 4 } 8, 16 You can see that 4 is the biggest (highest) number in both (common) lists (factors). EXERCISE 1F ra Find the LCM of each pair of numbers. a 24and 56 b 21 and 35 ¢ 12 and 28 d 28 and 42 e 12 and 32 f 18 and 27 g 15 and 25 h 16 and 36 oe Find the HCF of each pair of numbers. a 24and 56 b 21 and 35 c 12 and 28 d 28 and 42 e 12 and 32 f 18 and 27 g 15 and 25 h 16 and 36 i 42 and 27 j 48 and 64 k 25 and 35 | 36 and 54 Co The HCF of two numbers is 6. The LCM of the same two numbers is 72. What are the numbers? Explain how you reached you answer. 1.4 Prime numbers SHCHH HHH HEE HH HESS HTH SS SSS SESE SESH SSS TEST TESSS SETS RHEE H eee eee eee eee What are the factors of 2, 3, 5, 7, 11 and 13? Notice that each of these numbers has only two factors: itself and 1. They are all examples of prime numbers. Chapter 1: Number 15Chapter 1. Topic 5 So, a prime number is a whole number that has only two factors: itself and 1. Note: 1 is not a prime number, since it has only one factor — itself. The prime numbers up to 50 are: 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47 EXERCISE 1G & Write down the prime numbers between 20 and 30. @ Write down the only prime number between 90 and 100. Ss Decide which of these numbers are not prime numbers, 462 108 848 365 711 a When three different prime numbers are multiplied together the answer is 105. What are the three prime numbers? Ss A shopkeeper has 31 identical soap bars. He is trying to arrange the bars on a shelf in rows, each with the same number of bars. Is it possible? Explain your answer. 1.5 Prime factorisation PHHSSHHSHHSHHHEHHHHAEEEEEHEEHEEHEHSHHTOHESHEHESH HERETO HO HHS EHHCEH ESHER OSE OR ESO EEE EE SES Every whole number that is not prime can be written as the product of prime factors. For example: 35=5x7 40=2x2x2«5 465=3x5 x 31 5929=7x7x11x 11 5 and 7 are the prime factors of 35. 2 and 5 are the prime factors of 40. You can use indices to write the product more easily. For example: 40=23x5 The small 3 is an index. 5929 =7? x 11? 96=2x2x2x2x2x3=25x3 Writing a number in this way is called prime factorisation. You can write the numbers in a different order but you can do the factorisation in only one way. So for 96 there must be five 2s and one 3. —— 16 1.5 Prime factorisationExample 4 Write 630 as a product of prime factors. Check the prime numbers (2, 3, 5, 7, ...) in turn to find which of them divide into 630. 2 is a factor of 630. 630 +2=315 Now do the same with 315. 2 is not a factor of 315 but 3is. 315+3= 105 3 is a factor of 105. 105+3=35 3 is not a factor of 35 but 5 is. 35+5=7 7 is a prime number, so stop there. It is more convenient to write the divisions in a column, like this. 630 Now list the prime numbers, including the final 7. EXERCISE 1H 630=2x3x3x5x7=2x3?x5x7 Work out these numbers. a 2? x 3? b 3x5x7 c 2x53 d 24x3x17 e 2x3x7x17 f 5x73 g 3x1? h 23 x 13? Write each of these numbers as a product of prime factors. a 90 b 152 c 64 d 330 e 289 f 800 g 97 h 1001 Which of these numbers can be written as the product of exactly two prime factors? 77 124 129 245 221 103 450 =2 x 3? x 5? a Use this fact to write 900 as a product of prime factors. b Write 1800 as a product of prime factors. c Write 1350 as a product of prime factors. Match each number to the correct product of prime factors. 144 22 x 34 200 24 x 3? 324 23 x 5? 500 22 x 53 Chapter 1: Number 17Chapter 1 . Topic 6 = a a_ Find the smallest number that has four different prime factors. b Find the smallest number that has five different prime factors. @ 1224 = 23 x 3? x 17 Use this fact to write each of these numbers as a product of prime factors. a 612 b 306 c 408 nS Which of these numbers cannot be written as a product of prime factors? 70 \71) 72 \73 ) 74 #95 7 #77 «78 (79 @ s30=7 «11 8472712 539. 847 = 456533 Use these facts to write 456 533 as a product of prime factors. 1.6 More about HCF and LCM POMOC HEH ESO HOSES H HHH SEH OHHOSHES TESTES EE SHEE ESOS EERE BREEDER OOD EE EOL OSH OHO OCF EE OS You can use prime factorisation to find the LCM or the HCF of two or more numbers. Example 5 810 =2 x 34x 5 252 = 22 x 32 x7 a Find the HCF of 810 and 252. b Find the LCM of 810 and 252. a To find the HCF, multiply all the prime numbers (including repeats) that occur in both lists. There is one 2 in both numbers. There are two 3s in both numbers. The HGF is 2 x 3¢ = 18 To find the LCM, multiply all the prime numbers (including repeats) that occur in either list. You need to multiply two 2s, four 3s, one 5 and one 7. The LCM is 22 x 34x 5 x 7 = 11340 Why does this work? You can check that 18 isa common factor: 810+18=45=32x5 and: 252 +18=14=2x7 Since the answers to these divisions have no common factor, 18 is the highest common factor. You can check that 11340 is a common multiple. eee 18 1.6 More about HCF and LCMSince the answers to these divisions have no common factor, 11340 is the /owest common multiple. 11340+810=14=2x7 11340 + 252 =45 =3*«5 Example 6 Find the LCM of 21, 27 and 35. Ws3sx? Wes 35 e5x7 Looking at the prime numbers that occur in any of these, you need three 3s, one 5 and one 7. The LCM is 33x 5 x 7 = 945. EXERCISE 11 ® 72=23x32 162=2x34 Use these facts to find: a_ the HCF of 72 and 162 b the LCM of 72 and 162. @ w05-3%5%7 245=5%72 . Use these facts to find: a_ the HCF of 105 and 245 b the LCM of 105 and 245. Write 240 as the product of prime factors. Write 126 as the product of prime factors. Find the HCF of 240 and 126. Find the LCM of 240 and 126. ano ow Write 72 and 108 as the product of prime factors. b Find the HCF of 72 and 108. c Find the LCM of 72 and 108. a Find the HCF of 64 and 144. b Find the LCM of 64 and 144. a_ Find the HCF of 132 and 693. b Find the LCM of 132 and 693. 24=23x3 60=2?x3x5 36 = 2? x 3? Use these facts to find: a_ the HCF of 24, 60 and 36 b the LCM of 24, 60 and 36. a_ Find the HCF of 25, 35 and 45. b Find the LCM of 25, 35 and 45. a_ Find the HCF of 105, 135 and 375. b Find the LCM of 105, 135 and 375. a_ Find the HCF of 288, 432 and 648. b Write the LCM of 288, 432 and 648 as a product of prime factors. Chapter 1: Number 19Chapter 1 . Topic 7 aw a Find the HCF of 63 and 200. b Find the LCM of 63 and 200. a2 In question 1 you found the HCF and LCM of 72 and 162. a Work out the product of 72 and 162. b Work out the product of the HCF and the LCM of 72 and 162. ¢ Investigate whether there is a relationship between the product of the HCF and the LCM of two numbers and the product of the numbers themselves. d Is there a similar result for the HCF and the LCM of three numbers? 1.7 Real numbers SPCC SS ESSE SSE SESSSESSTOS VOTE ERED ORO ESE REDEHCC CERES SESE O OE CDESC CORO OO CORSO OOH eb OO Ree So far you have only been looking at natural numbers, which are whole, positive numbers: G; 4,:2):35,4, Sis If you also include negative whole numbers you have the integers: vee 3, —2, -1, 0, 1, 2, 3... And if you include decimals too you have the real numbers. There are two sorts of real numbers. Rational numbers are integers or fractions such as -17, 33, -8.75 or - Irrational numbers cannot be written as fractions. Examples of irrational numbers are V2, V17 and x. lf n is a natural number that is not a square number, then Vn is irrational. a n b a The product of a number and its reciprocal is 1 The reciprocal of the number n is (n # 0) The reciprocal of the fraction $ is Example 7 Find the reciprocal of a a The reciprocal is 5 b The reciprocal is 55 = 33 = 4 ¢ The reciprocal is f =8 d 53= 2. The reciprocal is 4 Notice that in part b you could use a calculator to get 1 + 2.8 = 0.3571 to 4.d.p. This is only an approximate answer. For an exact answer you must use fractions. EES 20 1.7 Real numbersEXERCISE 1J ® State whether each of these numbers is an integer or not. f- — _a_ 100 b 85:6 ¢ 359 d 7 e /20 f }6.3x 10 g 9.27 x 7.23 h J5+11 “i )-V36 2 State whether each of these numbers is rational or irrational. a 12.9 § b 2 A c 8 d Jo | e Ji0 © f 2.83 ° g 1.65 x 2.13 | h x+2 J i 10-n - Find the reciprocalsof a 300 bO3 c¢ 41+ d 625 Here are some numbers and their reciprocals. Which are the odd ones out? 25 12 75 0.5 The reciprocal of x is 0.25. The reciprocal of y is 10. Work out the value of xy. Is it possible to find two numbers, A and B, in the following cases? If so, give an example. a Aand Bare not integers, A + B is an integer. b Aand Bare not integers, A x B is an integer. ¢ Aand Bare integers, A x B is not an integer. Dp Try to find two irrational numbers that multiply to make an integer. If this is not possible, say so. 2 Try to find two irrational numbers which add up to an integer. If this is not possible, say so. 2 Try to find two irrational numbers which add up to a rational number. If this is not possible, say sO. Check your progress Core * | can identify square numbers and their square roots * | can identify cube numbers * | can find factors, common factors and the highest common factor * | can find multiples and the lowest common multiple * | can identify prime numbers * | understand the difference between rational and irrational numbers * | can find the reciprocal of a number ee ee Chapter 1: Number 21Chapter W. acolo alo mete lace lela Topics Level Key words numerator, denominator, cancel, lowest terms, os simplest form, proper and improper fraction, mixed number, top heavy 1 Equivalent fractions No 2 Fractions and decimals decimal, fraction eee 2 Recurring decimals EXTENDED terminating decimal, recurring decimal = ame 4 Percentages, fractions CORE ercentage, decimal equivalent : CORE i il and decimals P 9 au 5 Calculating a percentage quantity, multiplier 6 Increasing or decreasing quantities by a percentage . ercentage change, percentage increase, 7 One quantity asa ae P 9 aor B g : CORE percentage decrease, percentage profit, multiplier Tih |) Bi - Bess) percentage of another percentage loss r= 8 Simple interest and ets compound interest simple interest, compound interest, principal, annual rate j _— 9 A formula for compound interest formula 10 Reverse percentage EXTENDED unitary method, multiplier In this chapter you will learn how to: EXTENDED . “ @ Use the language and notation of simple vulgar and decimal Write recurring decimals fractions and percentages in appropriate contexts; recognise as fractions. (E1.5) equivalence and convert between these forms. (C1.5 and E1.5) Carry out calculations ® Calculate a given percentage of a quantity. (C1.12 and E1.12) involving reverse percent- @ Express one quantity as a percentage of another. (C1.12 and £1.12) ages, for example, finding e@ Calculate percentage increase or decrease. (C1.12 and E1.12) the cost price given the ® Use given data to solve problems on personal and small business selling price and the finance involving earnings, simple interest and compound interest, percentage profit. (£1.12) ll including discount, profit and loss. (C1.16 and £1.16) ® Use a formula for compound interest. (C1.16 and E1.16) | ® Extract data from tables and charts. (C1.16 and E1.16) | heWhy this chapter matters We use percentages and fractions in many situations in our everyday lives. Why use fractions and percentages? Because: * basic percentages and simple fractions are quite easy to understand * they are a useful way of comparing quantities * fractions and percentages are used a lot in everyday life. m Who uses them? i Here are some examples of what you might see: ti ° Shops and businesses ; —- Everything at half price in the sales! 4 - Special offer — 10% off! = «. Banks iG — Interest rates on loans 6.25%. “ - Interest rates on savings 2.5%. Sat * Salespeople : - Earn 7.5% commission on sales. ~ Unemployment has fallen by 1%. * Government i - Half of government workers are over 55. =25 e Workers — My pay rise is 2.3%. — My income tax is 20%. og SS =aChapter 2 . Topic 1 2.1 Equivalent fractions SSH SEES EEEEHSHHEEH SEH THES EHESH SHH OCHTEHEH HES H HOHE SHEESH HEH ESE SEE OTE SHORE RH OHO HOS Equivalent fractions are two or more fractions that represent the same part of a whole. Example 1 Complete the following. a Multiplying the numerator by 4 gives 12. This means z is an equivalent fraction to z. b To change the denominator from 5 to 15, you multiply by 3. Do the same thing to the numerator, which gives 2 x 3 = 6. So, 2 = 6. The fraction 2, in Example 1a, is in its lowest terms or simplest form. This means that the only number that is a factor of both the numerator and denominator is 1. A fraction in which the numerator (top number) is smaller than the denominator (bottom number) is called a proper fraction. An example of a proper fraction is :. In an improper fraction the numerator (top number) is bigger than the denominator (bottom number). An example of an improper fraction is z. It is sometimes called a top-heavy fraction. A mixed number is made up of a whole number and a proper fraction. An example of a mixed number is 13. Example 2 Convert into a mixed number. $s means 14 + 5. Dividing 14 by 5 gives 2 with a remainders of 4 (5 divides into 14 two times, with : left over). This means that there are 2 whole ones and Z left over. 14_5,5,4 So, Bates EXERCISE 2A @ Copy and complete the following. 2..*4_ 0 1_.*3_Q@ 3..*5_@ a5 x4 20 ba 2 © 8 x5 40 2 ,xf)_ @ 3_.x_ 5. x*f_@ qd 3 xa 18 © 4 xO 1 taxol 40 2.1 Equivalent fractionsCopy and complete the following. 10_10=5_BH 4 12_12+3_@ < 20_20:4 15 15+5 @ 15 15+3 28 28+4 3] q 12,12+0_0 . 15_15+5_0) ¢ 21_21-0_O 18 +h D 25 +8 30 W-+0 @ Cancel each of these fractions to its snipes form. 4 q & | 42 d 6 1 3 "iG bis tS gt os 3 9 5 14 4 28 4 ; 10 al . 4 f — J — - h= — — 10 > 7% 4 3 = | 20 2 ! 6 Put the fractions in each set in order, with the smallest first. 4: Si2 3.15 7 21 * 36's b 78 © 70'5'2 23 7 1171 934 d ya ee 34 f otoa's Here are four unit fractions. ‘ tw 1 1 2 3 4 5 ; a_ Which two of these fractions have a sum of 7D Show clearly how you work out your answer. b Which fraction is the biggest? Explain your answer. Change each of these improper fractions into a mixed number. a Z b : c ? d . = f : Change each of these mixed numbers into an improper fraction. a 33 b 52 c e d 5 e a f 5 g 25 h 3, 7 j 32 k 63 | 9% Check your answers to questions 1 and 2, using the fraction buttons on your calculator. Which of these improper fractions has the largest value? 27 31 13 4 5 2 Show your working to justify your answer. Find a mixed number that is greater than = — * but smaller than ° Chapter 2: Fractions and percentages 25. Topic 2 2.2 Fractions and decimals Chapter 2 PSSHSHH SSH SSH SHHAEEHEHHSHHESHSSHHOHHOCHT SHOE TERE OH ESESEH ESSELTE HOCH ESHER HORE OReeeeees Changing a decimal into a fraction To change a decimal into a fraction, use a place-value table. 32 F le, 0.32 = —— or example, 0 100 Example 3 Express 0.32 as a fraction. 32 100 This cancels to & So, 0.32 = = 3 [2 | 32a Changing a fraction into a decimal You can change a fraction into a decimal by dividing the numerator by the denominator. _ Example 4 Express 2 as a decimal. 3 means 3 + 8. This is a division calculation. So, 2=3+8=0.375 EXERCISE 2B cy Change each of these decimals to a fraction, cancelling where possible. a 0.7 b 0.4 c 0.5 d 0.03 e 0.06 f 0.13 g 0.25 h 0.38 i 0.55 j 0.64 Change each of these fractions to a decimal. Where necessary, give your answer correct to three decimal places. 1 3 3 9 1 a9 “a 5 dio ey 5 2 7 7 4 f 3 93 h 50 oH a: ————$ 2.2 Fractions and decimalsChapter 2 . Topic 3 S Put each set of numbers in order, with the smallest first. Advice and Tips a 0.6, 0.3, 4 b 2 0.8, 0.3 Convert the fractions to 2 5 . : 1 7 decimals first. ce 0.35, —,0.15 d —, 0.72, 0.71 4 10 3 1 .8, =, 0. f 0.08, 0.1,— e 0.8 4 0.7 0 20 1 1 en 4 a bay 1.23 g 0.55 > 0 h S 1.2 a Two stores sell the same T shirts at the same price of $24. Store A has a sale and offers t off the price. Store B has a sale and offers ; off the price. Which shop has the better offer in its sale? Give a reason for your answer. Ss During April it rained on 12 days. a For what fraction of the month did it rain? Give your answer in its simplest form. b Give your answer as a decimal. @ whichis bigger, Z or 0.87? Show your working. * Which is smaller, ‘ or 0.7? Show your working. 2.3 Recurring decimals (5) CHEST HTH SS TEESE SE EEESSEES TEESE ES ESSE SHEE EHH EEE EEE EEE EH HEHE REO HEBER E EHO E OS: You can change a fraction to a decimal by dividing the numerator by the denominator. The decimal may work out exactly. For example: 5 —=5+8=0.625 8 + = =7+20=0.3 30 7+20=0,35 This is called a terminating decimal. Alternatively, the decimal may continue. For example: : =2+3=0.66666... 2 =5+11=0.454545... This is called a recurring decimal. ker Chapter 2: Fractions and percentages 27There is always a repeating pattern of digits in a recurring decimal. . Here are some examples. 5 3° 0.5555... the 5 repeats. 4 =\0:583333.5 the 3 repeats. 5 = 0.318 1818... the digit pair 18 repeats. g = 0.857 142857 14285... the digit sequence 857 142 repeats. You use dots over the digits to show the repeating pattern. 2=05 J = 0.583 x = 0.318 Note the dots over the 1 and the 8. : = 0.857142 You just put dots over the 8 and the 2 —the first and last digits, In the previous section, you learned how to change terminating decimals to fractions. Changing a recurring decimal to a fraction is more difficult. Example 5 Write 0.777... as a fraction. Write: fe OPTRA: Multiply both sides by 10: 10f= 7.777... It is easy to multiply the decimal by 10. Now subtract: o9f=7 10f —f =9f VAT cx OFT Ecc =T Divide by 9: f=3 Example 6 Write 0.416 as a fraction. Write: f= 0.416 66... Multiply by 10: 10f= 4.1666... Subtract: 9f = 3.75 All the digits after 2 decimal places cancel. Divide by 9: 2° = 7+ = Simplify the fraction. So: 28 2.3 Recurring decimalsIn the last two examples you multiplied by 10 because there was one recurring digit. What number will you multiply by if there are two recurring digits? Or more than two? Example 7 Write 0.074 as a fraction. Write: f= 0.074074... There are three recurring digits. Multiply by 1000: 1000f= 74.074074... Subtract: Divide by 999: f= ad 37 is a factor of 74 and 999. So: EXERCISE 2C wD Write each of these fractions as a decimal. Write 0.083 as a fraction. | 1 3 5 ui bb = c= a 3 = : 2 13 9 a9 * 20 mj 3 11 9 6 "2 Qe a Write a as a recurring decimal. b Write 14 asa recurring decimal. 0 Ad 15 0 4 G 15 . 3 a Write ; asadecimal. 4, j b Write : asadecimal. ©. Il ne ‘ ne att 1.1 . ‘ c Write g tg 288 decimal. -) 3 d Write 6-975 decimal. 0.05 a Write 0.888... asa fraction. ! . 4 & Write 0.24 as a fraction. t or) 6 Write 0.3666... as a fraction. _!! ® ~ (L . ®) write 2.4666... as a mixed number. } > \¢ 2 Write 2 asa recurring decimal. . Ps 13 0.240944 a Write a as a recurring decimal. 0.05 b Write 2 as a recurring decimal. (). 19 c Use your answers to a and b to predict the values of 4, = and a as recurring decimals. Check whether you are correct. 0.23 0-26 0.6% Chapter 2: Fractions and percentages 29Chapter 2 . Topic 4 Ww ; = 0.142 857 a Write $ as a recurring decimal in a similar way. () ] (54) 4 b Write 3 as a recurring decimal. 0, 47464} c¢ Without doing any more calculations, write 5, 2 and 2 as recurring decimals. 12 a Here is a list of fractions. 1oaeaa44 4 1 1 5 6 7 8 9 10 41 12 Which ones are terminating decimals? | | ) -— é = 4 — S lo b Nisawhole number. Try to find a rule for deciding whether ‘ is a terminating decimal or a recurring decimal. 2 ot § 2.4 Percentages, fractions and decimals CP HSH SHH SSS OHS HTH THEO HSHH HSE SOSH SEHEHOHTOTH HO SEHEE HERE ESE HHO R OOOO EEOC LOE E OOO OOH OOS 100% means the whole of something. You can express part of the whole as a percentage. Per cent means ‘out of 100’, So, any percentage can be converted to a fraction with denominator 100. For example: 32% = = which can be simplified by cancelling to = Also, you can convert any percentage to a decimal by dividing the percentage number by 100. This means moving the digits two places to the right. For example: 65% =65+100=0.65 You can convert any decimal to a percentage by multiplying by 100%. For example: 0.43 = 0.43 x 100% = 43% You can convert any fraction to a percentage by making the denominator into 100 and taking the numerator as the percentage. For example: 2_ 40 ==——= 40% 5 100 You can also convert fractions to percentages by dividing the numerator by the denominator and multiplying by 100%. ————— Eee 30 2.4 Percentages, fractions and decimalsFor example: es 2+5 x 100% = 40% Knowing the percentage and decimal equivalents of the common fractions is extremely useful. Try to learn them. ; =0.5=50% = 0.25 = 25% =0.75=75% = 0.125 = 12.5% + 01-10% = 0.2 = 20% 10 0 0 Wij bi Wi — B/W Ww} oO | =0:33.:.:= 334% = 0.66... = 662% These tables show how to convert from one to the other. Convert from percentage to: Decimal Fraction Divide the percentage by 100, for example: 52% = 52 + 100 = 0.52 Make the percentage into a fraction with a denominator of 100 and simplify by cancelling if 52 _ 13 ossible, f ample: 52% = - possible, for examp bit ee oe Convert from decimal to: ie dant Le =) Fraction Multiply the decimal by 100%, for example: 0.65 = 0.65 x 100% = 65% If the decimal has 1 decimal place put it over the denominator 10. If it has 2 decimal places put it over the denominator 100, etc. Then simplify by cancelling if possible, for example: 65 13 0.65 = —— =— 100 20 Convert from fraction to: Percentage ole tare] If the denominator is a factor of 100 Divide the numerator by the denominator, for multiply numerator and denominator example: to make the d inator 100, then th o make t e enominator 100, then the 9 9 240=0.225 numerator is the percentage, for example: | 40 3 15 = 15% or convert to a decimal 20 100 and change the decimal to a percentage, for example: ; ~=7+8 8 = 0.875 = 87.5% eee Se Chapter 2: Fractions and percentages 31Example 8 3 Convert these numbers to decimals. a 78% b 35% c 35 d x a 78% =78 = 100 b 35% =35+100 = 0.78 = 0.35 3 7 =3+25 d —=7+40 40 * 25 = 0.12 = 0.175 Example 9 7 Convert these numbers to percentages. a 0.85 b 0.125 ¢ 50 d Z a 0.85 =0.85 x 100% b 0.125=0.125 x 100% = 85% = 12.5% d ==3+8x 100% = 0.375 x 100% = 37.5% Example 10 Convert these numbers to fractions. a 0.45 b 0.4 ¢ 32% d 15% b 0.4 EXERCISE 2D CORE @ Write each percentage as a fraction in its simplest form. a 8% b 50% c 25% d 35% e 90% f 75% & Write each percentage as a decimal. a 27% b 85% 13% d 6% e 80% f 32% o 32 2.4 Percentages, fractions and decimalsx Write each decimal as a fraction in its simplest form. a 0.12 b 04 c 0.45 d 0.68 e 0.25 f 0.625 + Write each decimal as a percentage. a 0.29 b 0.55 c 0.03 d 0.16 e 0.6 f 1.25 e Write each fraction as a percentage. 7 3 19 a 35 b io © 20 V7 11 7 dé HM g 2 q 50 © 40 8 ie Write each fraction as a decimal. 9 3 19 445 > 40 S 3e 5 1 1 d ae f — 16 © 20 8 a Convert each test score into a percentage. Give each answer to the nearest whole number. Subject Result Percentage PMathematce aBoutorso [| Fenaisn —_|aseutoras | ——*d| b If all the tests are of the same standard, which was the best result? & Copy and complete the table. Percentage Tete tate) Fraction 8 Chapter 2: Fractions and percentages 33Chapter 2 . Topic 5 2.5 Calculating a percentage POPC OOOOH SEH HEHEH ESSE THOHESHHHHH TSHR SESE SHEESH CEHE REDE REORDER ODES OOEELER OED ES Ob CEO To calculate a percentage of a quantity, you multiply the quantity by the percentage. The percentage may be expressed as either a fraction or a decimal. When finding percentages without a calculator, base the calculation on 10% (or 1%) as these are easy to calculate. Example 11 Calculate: a 10% of 54kg = bb-:«15% of 54 kg. a 10% is 35 50 gb of 54kg =54kg + 10=5.4kg b 15% is 10% +5% =5.4kg + 2.7 kg=8.1kg Using a percentage multiplier You have already seen that percentages and decimals are equivalent so it is easier, particularly when using a calculator, to express a percentage as a decimal and use this to do the calculation. For example, 13% is a multiplier of 0.13, 20% a multiplier of 0.2 (or 0.20) and so on. Example 12 Calculate 45% of 160 cm. b Find 52% of $460. 45% = 0.45 So 45% of 160 = 0.45 x 160 = 72cm 52% = 0.52 So, 0.52 x 460 = 239.2 This gives $239.20. Remember always to write a money answer with 2 decimal places. EXERCISE 2E @ Write down the multiplier that is equivalent to each percentage. a 88% b 30% c 25% d 8% e 115% ®@ Write down the percentage that is equivalent to each multiplier. a 0.78 b 0.4 - € 0.75 d 0.05 e 11 34 2.5 Calculating a percentageA school estimates that 60% of the students will attend Advice and Tips a school play. There are 1500 students in the school. aniseed ssereevaeh eat iene Cerro a . The caretaker is told to put out one seat for each person It is not 70% of the expected to attend plus an extra 10% of that number in number of students in Calculate each amount. a 15% of $300 b 6% of $105 ¢ 23% of 560 kg d 45% of 2.5kg e 12% of 9 hours f 21% of 180 cm g 4% of $3 h 35% of 8.4m i 95% of $8 j 11% of 308 minutes k 20% of 680 kg | 45% of $360 An estate agent charges 2% commission on every house he sells. How much commission will he earn on a heuse that he sells for $120 500? A store had 250 employees. During one week of a flu epidemic, 14% of the store’s employees were absent. a What percentage of the employees went into work? b How many of the employees went into work? Generally, about 20% of fans at a soccer match are women. For one match there were 42600 fans. How many of these do you think were women? At a Paris railway station, in one week 350 trains arrived. Of these trains, 5% arrived early and 13% arrived late. How many arrived on time? case more attend. How many seats does he need to put out? __ the school. A school had 850 students and the attendance record in one week was: Monday 96% Tuesday98% Wednesday 100% Thursday94% Friday 88% How many students were present each day? Calculate each amount. a 12.5% of $26 b 6.5% of 34kg c 26.8% of $2100 d 7.75% of $84 e 16.2% of 265m f 0.8% of $3000 Air consists of 80% nitrogen and 20% oxygen (by volume). A man’s lungs have a capacity of 600 cm?. How much of each gas will he have in his lungs when he has just taken a deep breath? A factory estimates that 1.5% of all the garments it produces will have a fault in them. One week the factory produces 850 garments. How many are likely to have a fault? An insurance firm sells house insurance. The annual premiums are usually 0.3% of the value of the house. What will be the annual premium for a house valued at $90000? Average prices in a shop went up by 3% last year and 3% this year. Did the actual average price of items this year rise by more, the same amount, or less than last year? Explain how you decided. Chapter 2: Fractions and percentages 35Chapter 2 . Topic 6 2.6 Increasing or decreasing quantities by a percentage Increasing by a percentage There are two methods for increasing a quantity by a percentage. Method 1 Work out the increase and add it on to the original amount. Example 13 Increase $6 by 5%. Work out 5% of $6: (5 + 100) x 6 = $0.30 _ Add the $0.30 to the original amount: $6 + $0.30 = $6.30 Method 2 Use a multiplier. An increase of 6% is equivalent to the original 100% plus the extra 6%. This is a total of 106% and is equivalent to the multiplier 1.06. Example 14 Increase $6.80 by 5%. A 5% increase is a multiplier of 1.05 So $6.80 increased by 5% is $6.80 x 1.05 = $7.14 EXERCISE 2F Ss What multiplier is used to increase a quantity by: a 10% | b 3% c 20% d 7% e 12%? Lt A.04 } \ @ Increase each amount by the given percentage. (Use any method you like.) a $60 by 4% $60 4b 12kgby8%\! 4)“ 450g by 5% d 545m by 10% e $34 by 12%) 0. 0% f $75 by 20% g 340kg by 15% | h 670.cm by 23% i 130g by 95% j $82by 75% °'''"k 640mby 15% 1 $28 by 8% x. Azwan, who was on a salary of $27 500, was given a pay rise of 7%. What is his new salary? In 2005 the population of a city was 1565000. By 2010 it had increased by 8%. What was the population of the city in 2010? 36 2.6 Increasing or decreasing quantities by a percentage