OXFORD SS —_UNTVERSITY PRESS vj AND BEYOND ASPIRE SUCCEED PROGRESS Complete for Cambridge | /, pp es Y ie) Th Deborah oe a OXFORDOXFORD UNIVERSITY PRESS ‘Great Clarendon treet, Oxford 0X2 6DP (Oxford University Press sa department of the University of Oxford In furthers the University’s objective of excellence in research, scholarship. and exciton by publishing worldwide in (Oxford New York Auckland Cape Town Dar es Salaam Hong Keng Karichi Kuala Lumpur Madd Melbourne Mexico City. Nairobi New Delhi Shanghai Taipet Toronto ‘With offies in Argentina Austria Broail Chile Czach Repablic France Greece Guatemala Hungary aly. Japan Poland Portugal Singapore South Korea Switzerland. “Thailand "Turkey Ukraine. Vietnam (Oxford isa registered trade mark of Oxford University Press inthe UK and in certain other eoantries (© Osford University Press 2013, ‘The moral rights ofthe author hye buen asserted Database right Oxford University Press (maker) First published 2018 Allights reserved. 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Number and calculation 1 LL Adding und subtracting integers 1.2. Multiplying negative numbers 13. Division of negative numbers 14 Squares, cubes, roots and indices LS Multiples and factors 1.6 Mental strategies ‘Consolidation Summary Expressions and functions 2.1 Simplifying and expanding 2 Punetions 23. Constructing expressions 4d 42 43 44 5. su 52 33 SA Consolidation Summary Shapes and mathematical drawings Constructing circles, ares and triangles Bisecting angles and lines Congmver Drawing Symmetry ‘Consolidation Summary Length, mass and capacity Units of measure Units of area, volume and capacity Estimation Imperial units Consolidation Summary Number and calculation 2 Rounding numbers Ordering decimals Multiplying decimals Dividing decimals Consolidation Summary 25 26 30 a 33 34 35 36 40. 42 46 50 61 63 64 66 68 68 1 B 4 16 9 80 6. Planning, collecting and processing data 81 6.1 Discrete and continuous data 82 62 Collecting data 82 6.3 Two-way tables and frequeney tables 85 64 Averages and ranges 87 Consolidation 92 Summary 93 Review A 96 7. Fractions 101 7 Addition and subtraction of fractions 102 7.2. Multiplication of fractions 106 73. Division of fractions 107 7.4 Using known facts and laws of arithmetic fy calculations 109. 7.5 Applying onder of operations nutes to fractions 111 7.6 Problem solving nn Consolidation 13 Summary 14 8. Expressions, equations and formulae 8.1 Solving linear equations 8.2 Substitution into expressions 83° Formulae Consolidation Summary 9. Geometry 128 9.1 All about angles 129 9.2 Angles in common shapes 132 9.3, Geometry problems using coordinate axes 137 Consolidation 139 Summary 142 10. Fractions and decimals 144 10.1 Ordering decimals 45 10.2 Adding and subtracting integers and decimals 146 10.3. Multiplying and dividing decimals 47 10.4 Writing fractions as decimals 151 Consolidation 155 Summary 15711. Time and rates of change 158 16. Ratio and proportion 11.1. Plotting points 159 16.1 Units of measurement 11.2 Interpreting real-life graphs Tol 162. Ratio 11.3 Drawing graphs 163163. Proportion 114 Travel graphs 164 Consolidation Consolidation 166, ‘Summary Summary 167 17. Area, perimeter and volume 260 12. Presenting data and interpreting 17.1 Perimeter 261 results 169 17.2 Areas of rectangles and triangles 264 12.1 Frequency diagrams and pie charts for 173 Areaofacircle 268 iscrete data 170174. Areas of parallelograms and trapeziums 270 Line graphs 176 17.5. Areas of compound shapes 275 Histograms 177 17.6. Volume of a cuboid 276 Stemand-leaf diagrams 180 17.7. Surface area 278 Interpreting and comparing data and diagrams. 182 Consolidation 280 Consolidation 188 Summary 283 Summary 192 18, Probability 285 Review B 196 181 ‘The idea of probability 286 182. Experimental probability 287 13. Fractions, decimals and 183. Theoretical probability 289 percentages 202 184 Listing outcomes 201 13.1 Equivalent fractions, percentages and Consolidation 294 decimals 203 ‘Summary 295 13.2. Fractions, decimals and percentages of ‘quantities 205 Review ¢ 297 13.3. Percentage increase and devrease 207 Consolidation 210 19. Vectors and matrices 303 ‘Summary 2M 19.1 Vectors 304 19.2. Using veetors in geometry 308 14. Sequences, functions and graphs 193. Matrices 3 14.1 Rules of sequences 194 Mulkiplyin; 313 14.2 The mth term Consolidation 316 14.3. Funetions ‘Summary 37 144 Linear graphs Consolidation Index 319 ‘Summary 15. Transformations 233 Reflection 234 Rotation 236 ‘Translation 237 Combinations of transformations 240 Enlargement 242 Seale drawing 24d Consolidation 247 Summary: 249eee About this book This book follows the Cambridge Secondary | Mathematics curriculum framework for Cambridge International Examinations in preparation for the ‘Cambridge Checkpoint assessments. It has been written by a highly experienced teacher, examiner and author, ‘This book is part of a series of nine books. There are tree student textbooks, each covering stages 7, 8 and 9 and three homework books written to closely match the textbooks, as well as a teacher book for each stage. ‘The books are carefully balanced between all the content areas in the curriculum framework: number, algebra, geometry, measure, data handling and problem solving. Some of the questions in the exercises and the investigations within the book are underpinned by the final framework area: problem solving = providing a structure for the application of ‘mathematical skills Features of the book: Objectives — taken from the Cambridge Secondary | curriculum framework. ‘What's the point? ~ providing rationale for inclusion of topics in a real-world setting. Chapter Check in — to assess whether the student has the required prior knowledge. Notes and worked examples ~ in a clear style using accessible English and culturally appropriate material © Exercises - carefully designed to gradually increase in difficulty, providing plenty of practice and techniques. © Considerable variation in question style encouraging deeper thinking and learning, including open questions. © Comprehensive practice ~ plenty of initial practice questions followed by varied questions for stretch, challenge, cross-over between topics and Jinks to the real world with questions set in context, © Extension questions — providing stretch and challenge for students: © questions with a box e.g. [I] provide challenge for the average student © questions with a filled box e.g. [EM provide extra challenge for more able students © Technology boxes — direct students 10 websites for review material, fun games and challenges to enhance learning. Investigation and Game boxes providing extra fun, challenge and interest, Full colour with modern artwork ~ to engage students and maintain their interest, Consolidation examples and exercises providing review material on the chapter. Summary and Check out ~ providing a quick review of the chapter's key points aiding revision and enabling you to assess progress Review exercises ~ provided every six chapters with mixed questions covering all chapters. Bonus chapter — the work from Chapter 19 is notin the Cambridge Secondary | curriculum framework Itis in the Cambridge IGCSE* curriculum framework and is included to stretch and challenge more able students, A note from the author: It you don't already love maths as much as Ido, I hope that after working through this book you will enjoy it more. Maths is more than just learning concepts and applying them, It isn’t just about right and wrong answers. ICis a wonderful subject full of challenges, puzzles and beautiful proofs, Studying maths develops your analysis and problem-solving skills a improves your logical thinking ~ all important skills in the workplace. Be a responsible learner ~ if you don’t understand something, ask or look it up. Be determined and courageous. Keep trying without giving up when things go wrong. No-one needs to be “bad at maths" Anyone can improve with hard work and practice in just the same way sports men and women improve their skills through training. Ifyou are finding work 100 easy, say. Look for challenges, then maths will never be boring. ‘Most of all, enjoy the book, Do the “training the challenges and have fun! enjoy Deborah Barton © IGCSE is the registered trademark of Cambridge International Examinations.Number and calculation 1 (Outta aliccy © Add, subtract, multiply and divide primes; write a number in terms of its integers. prime factors, e.g. 500 = 2° x 5°. © Calculate squares, positive and © Recall squares to 20°, cubes to 5? and negative square roots, cubes and corresponding roots. Cube roots; use notation in the form © Use the order of operations, including V9 and W/64 and index notation for brackets, with more complex positive integer powers, calculations © Identity and use multiples, factors, © Use known facts to derive new facts, common factors, highest common elven 20 x 38 = 760, work out factors, lowest common multiples and 21x 38. Atta Ae w ele tebe The alternator in an aircraft is used to generate electrical power. To check that the alternator is working properly the pilot looks at an instrument, called an ammeter, that measures the flow of current. When the ammeter shows negative flow of current it means that the battery is discharging and the altemator is not ‘supplying power to the system. The aeroplane is in trouble! Before you start You should know ... 4 Negative numbers ure smaller than zero. Check in 41. Write down the smaller of these number pairs a Ls or 4 ——e| 123 4 5 5 2 0 wt te Numbers to the right of another number are always larger. For example Lis larger than ~3 2s larger than ~4 <—— negative numbers positive numbers ——> b © a e f9 2 Square numbers come from squaring an integer. Symbols are used for squaring and square roots. For example: a9 V25=5 Sis the square root of 25 3 The volume of a cuboid is w x 1% h For example: What is the volume of a cuboid measuring 3em by 4em, a by 10cm? Volume = 3X 4 10 = 120em* For example: 243x5=17 1.1 Adding and subtracting integers Numbers such as 1 ‘re positive whole numbers. Numbers such as ~1,~2, "3, negative whole numbers. The set of numbers that contains both positive and negative whole numbers and Oiis called the set of integers. ‘The symbol for the set of integers is usually written using a ‘double’ capital letter Z, which stands for the German word for ‘numbers’, Zahlen. ‘One way to see how to add and subtract integers is to work these operations using number lines. Look at these number lines: 4 644-2 — 2-10 1 2 3 4 5 6 is the same as 4 2-1 0 1 2 3 4 5 6 9 is u square number, itis the square of 3 cs i Work out: a fo b V36 a Vide Find the volume of these cubaids A cuboid measuring 2em by em by tem, A cuboid measuring 7em by Jem by 3em, A cube with side Jength 2cm. Work out a 1+4x6 b 3+2x5 © 100-15x5 + ‘The number Hines show that adding a negative number is the same as subtracting a positive number. ‘Some people learn ‘mix means minus’ mixture of a plus sign and a min in a minus sign, that is, a sign together results Look at the pattern below What do you think 3 = the answers are increasing by one, so 3 — 1 should be? In the pattern 1=4, + This shows that subtracting a negative number is the same as adding a positive number. Some people learn “two minusey make a plus’, that is, ‘two minus signs together result in a plus sign,Exercise 1A La Draw diagrams to show 5 = 7 = ~2 and 5+ 7-2 b+ Sisthe same as ~ 3 Use this idea to write down the answers to: 5+ 3=0, 34+3=0, 143=0 2 Write down the answers to: a 5t+2 b G+-3 ¢ 8+ 710 d 44-4 @ 1+-2 f 2- 3. Find the answer to: a o+3 b 243 e 1+ d 3-72 e) 1-71 fo crec1 4 Try these questions a 9-8 (bat? 6 3-9 d 3+ 6 e 8+6 f 8-8 g 8+10h 6+ 3 5 Work out: a 6+ 6 b 6+ 7 © 2- d 2+ Se 3-6 f 4+ 3 6 The commutative law can be used 10 adel negative numbers: 6+ -4= 446-2 Find the answer to: a 3t+-S b 4+-2 ¢ 84-7 d 8+ 1 e 14+ 6 f 5+ 5 7 Work out: a 5-2 bou-"1 © 4-9 dq 3-7 e 6-1 f 13-8 g -17--20 h -16--27 8 Work ou: a 6+ 2+4 b 34 442 © R+2+ 6 ad 441043 e 44 3+7 f 4+6+ 2 g 4-4-6 hb 745-3 1 7-7-7 0 f 9-34-71 ko 44+ 3-6 1 2-15-16 [3] Steve saves his money with the local bank, He Keeps a tecond of his savings. IF he puts in $20 he writes down 20, When he takes out $20 he writes down 20, He starts with $100, Here is a record of his entries for six weeks: 30, 20, 20, 60, 30,70 Find out how much he has in the bank at the end of the six weeks. ‘©n Thursday afternoon the temperature fell by 3°C. On Friday it had risen by 5°C. If ‘Thursday morning's temperature was 3°C. what was the temperature on Friday? 1.2 Multiplying negative numbers ‘To multiply by a negative number remember that multiplication is just repeated addition For example 3X4=3434343=12 3x4= 34+ 3 =3=3=3 ="12 Multiplication is commutative, tht is, 3x4=4x3 3X4=4X 3 = 712 Muliplging «wx of a. positive number and & negative umber means tinus: Exercise 1B 2 Copy and complete: a "2xd= 2+ 24-24 b 4x5=.. © 6x2 2 Without writing down the addition, find the answer 10: a 4x3 b 8X2 ¢ 6x3 d 5x4 @ 1X6 f “7x83 Copy and complete. Exercise 1C The first one has been done for you dm Draw gtaphiof ihe stimes wble for a 2 a x6 multiplying numbers from 3 10 4, The b 4x5 angwer axis will need to show numbers © 6x from “9 to 12. d 5X 6= b Doall the answers lie on a straight line? eee € Ifyou extended the line, what would be Piet the answers to-4 3 and “5 3? a 6X4 b 7X3 ¢€ 2x2 2 a Drawa graph of the 4-times table for d 1x8 e 8x2 f 10x 10 multiplying numbers from 4 t0 3 g4x 7 h 2x9 1 9x3 b Ifyou extended the line, what answers Suan would you find for 5X 4.and 7 x 4? a 9X6 b 8x4 ¢ “0x4 3a Write down the answers to 4 6X4 e 12x 2f 3x Il 13x 2 4x2 MS5x-2 ge 3x1 h 1x9 1 4x9 b Copy the graph. Complete it with your answers fo part a Multiplication tables Graph of -2-times table You can show your times tables on a graph. eg ! ‘The diagram shows a graph ofthe 2-imes table | = Notice all the points lie in a straight line tt 1 Graph of 2-times table 2} i234 5 6 soft | 4 15 i | sas ‘ ick | j TE ese 7 7 A | ah Shee | [S| 2s 5 31-5. 25 | t 2 Z 2x2 6 = {Si 4 ' | a 3 1x2 ee 2 | he | at Number to be “2d | f ‘multiplied by 2 wr Lay aruler along the points a What answer does the graph give i for“ x “2? 7 4. Extend the graph to find the answer Number to be Rate ‘multiplied by 24 What does this graph show? ets +44} -— | Vim © Va To work out 0.25 without a calculator you can write the decimal as a fraction, (The numbers in the fraction should be square numbers.) So W025 = 4) jp; then ‘of the top and bottom separately: a ind the square roots eer ee eee ere a V036 b VO8l ce VIA4 Eilon you think ofa vay of working out \/Z without a calculator?Cubes and cube roots Cube numbers come fiom cubing integers (nnultiplying a whole number by itself and then multiplying by itself again), 1, 8 and 27 are the first three cube numbers, which come from 1x 1% 1, 2% 2X Qand 3 X 3X 3, There isa short way to \write these using indices, For example, the fourth eube number is 4X 4 X 4-= 64 and this can be written as 4°= 64. Any number can be cubed. Sometimes you may want use your calculator. Find the cube of 3.1 3.13.13. = 3 Key into your calculator: oo@a 3. = 29.791 Note that 29.791 is not a cube number because 3.1 is not an integer, Some calculators do not have the x° button. You may need to use a 57] key or a fF] key. This allows a number to be raised to any power. You need to type in the power you wish to find after pressing this key. For example, co find 3.1, Key in [3] [-] [1] a Find out how your calculator works. Finding the eube root of a number isthe inverse of cubing a number. We use the square root symbol with a small, raised ‘3" in front fo show we need to find the cube root instead of the square root. W125 means ? x 2X ? are the same) SX5XS= 25 (where all numbers ? 2580 W125 = 5 ‘You can find the cube root of a decimal using your calculator ‘To get the W function you may need to press the Jor Gad F] burton fist, Some ealculanors bution which allows any roto be iken, ‘You will eed t tel the ealeulator to find a eube root by keying in“ before you press this baton, Find out how your calculator works, Cubes and cube roots are useful for finding volumes and side lengths of cubes. Find the volume of a cube with side length 12mm, | Find the side length of a cube with volume 2.744 m0 728 mm* Side length ofthe cube is W274 = 14m a Volume of cube is 12° From your work on negative numbers you know that 2X 2X -2= 8, So if you want to work out the cube root of 8, the answer is 2. Note that you can’t find the square root of a negative number on your calculator — you will get an error message if You try. Exercise 1G 2 Without using a calculator, work out: ax b Vs ely ay e (4) f Vi 152. You may use a calculator to work out: a 06" b V1331 © 43° a 21.952 3 Rounding the answers to | decimal pl work out a 143! b W43 e (34y a W2694 4 What is the volume of a cube with side length a simm b 07m ¢ L7cem? 5 What is the side length of a cube with volume a 117.649em* b 32.768m © 0512m°? Index notation You have learned that five cubed or 5. $ X 5 can he written as 5° for short. This is called index notation, 3 is the power (also called the index). 5 is the base ‘number. We can do this with numbers other than squared or cubed numbers, XIX IKI= 2 ne say ‘ight ) fo the power BXBXSXRXKK RXR 2 can be worked out in your head or with a calcu using the bution require you to press the button some calculators (0 find the power), Find out what you need to press on your calculator. Cheek that your calculator gives 2" = 16, Exercise 1H 1 Write each of these using index notation: a 3x3K3x3K3 b TXTXTIXTXIXIXT KSRSKSXSR SRS XS 2XAX2K2 2 Copy and complete (without a calculator if you ean): BaoxoK 2n2x2 x... 4=4x4x x5x 1024=2x2x 100000 = 10x 10 x . seaoce = 109 3 Using the power key on your calculator, ‘work out: a 32 b 13° 2 22 aout e cv [2] Work out a cy bc)! e Cyt a cy @ When the base is “1, explain how you knows whether the answer will be positive or negative for the power you use. f Use this eae to predict the answers to C1)" and (1). Cheek these on a cealeulator, Were you right? [5] on your cateulator, uy working out 99". Do you get an error message? Do you get an error ‘message for 99? (See your teacher if you do ‘not understand the answer your calculator ives.) What is the highest power you can ‘work out on your calculator forthe base number 99? [6] What is the highest power you can work out on your ealealator forthe base number 99997 1.5 Multiples and factors The multiples of « number are all the numbers in its times table ‘The first four multiples of 4 are 4, 8, 12 and 16. Look at the multiples of 3 and 4: Multiples of 3 are 3, 6, 9, 12, 15, 18, 21, 24, 27, Multiples of 4 are 4, 8, 12, 16, 20, 24, 28, Common multiples of 3 and 4 are 12, 24, + The lowest common multiple of two (or more) numbers is the common multiple that has the lowest value. ‘The lowest common multiple (LCM) of 3 and 4 is 12. Factors of a number are the whole numbers that divide into it with no remainder, I is a good idea 10 ook for factors in pairs to make sure that you do not miss any outFind the factors of 24. We find factors by dividing by integers in order starting with | Since 24 + 1 is an integer. 1is a factor of 24 and since 1X 24 = 24 then 24 is also a fuctor of 24. We look for all other factors of 24 in pairs in the same way. ‘Try 2: 2 12 = 24, s02 and 12 are factors Then try 3: this gives 3 x 8 = 24 Then try 4: this gives 4X 6 = 24 ‘Then try 5: 24 + 5 has.a remainder so 5 is not a factor. We already have 6 asa factor, so we know we have found all factors of 24, -3,4,6, 8, [2 and 24 are all factors of 24, Look athe factors of 12 and 8 The factors oF 8 are 1.2.4, 8 The factors of 12 are 1, 2.3.4.6, 12 “The common factors of 8 and 12 are 1,24 + The highest common factor of two (or more) numbers isthe common factor that has the highest value. ‘The highest common factor (HCF) of 8 and 12 is 4 Exercise 11 2 Write down all the factors of these numbers: al 18,12 fi 10.15 il 13,17 iv 36,48 v 25,30 b Find the common factors for each number pair. © Find the HCF for each number pair. 2 Write down the first 10 multiples of each number: al 37 i 49 ii 6,8 W 3,12 v8.16 b Find the LCM for each number pair, [3] Find the 1.CM of these pairs of numbers: a 24,68 b 420, 180 [4] Find the HCF of these pairs of numbers: a 180, 300 b 270,378 EE Find all the pairs of numbers that have a HCF of 30 and an LCM of 3150, Prime numbers have exactly two different factors, 1 and the number itself. Prime numbers can be found using Eratosthenes’ sieve (see Book 1), The prime numbers under 30 are 2,3, 5,7, 11, 13,17, 19, 23 and 29, ‘A common error is to think that 1 isa prime number 1 is not a prime number as it only has one factor, not 1Wo. Every number can be written as a product of its prime factors. The two most common ways to do this are by using factor trees and division by primes, Write 126 as a product of its prime factors using a the factor tree method b the division by primes method. y_S 82 branches Delow multiply to the vember aloves LX = We by the smaliest prime, then by the next smallest 2x3K3X7This can also be written in index form, This is useful if there are a lot of repeated prime Factors, 126 = 2X 3.3 X 7 im index form is 2 x 3 Writing a xT number as & product of its primes is useful for working out harder HCF and LCM problems, You may have found Questions 3 and 4 in Exercise UT hard. Example 12 shows how products of primes ean help with questions like these. Find a the HCF a b the LCM of 1260 and 600, Using either factor trees or repeated division write 1260 and 600 as a product of their primes: 1260 = 22% 9x3x5*7 Using either factor trees or repeated division write 1260 and 600 as a product of their primes using index notation: 1260 = 2° xP x 5x7 600 = 2° 3 x 5° LOM = 2)x3°x5'7 = 12600 Use the highest power of each Mt common factor. J Exercise 1) A Find the HCF of these pairs: a 468, 324 b 540, 108 © 450,990 a 330,910 2. Find the LCM of these pairs: a 108, 360 b 34,30 © 450, 180 a 150, 490 3 Find the HCF and LCM of a 18,20 and 30 b 9. 16and 12 © 8, 18nd 50 4 Three strings of different lengths, 240 em, 318cm and 426m, are to be cut into equal lengths. What is the greatest possible length of each piece? 5 Two lighthouses flash their fights every 20 seconds and 30 seconds respectively. Given that they flashed together at 7pm, when will they next flash together? 6 A man has a garden measuring 84 m by 56m. He divides it into the minimum number of square plots, What is the length of each square plot? (cha said she had a different way of working out LOMs. Here is Neha's method for finding the LCM of 90 and 300: Step |: Find the HCF first using the product, of primes 2X3xK4x5 Koei kSxS Common factors are one each of 2, 3 and 5. So HCF = 2x 3%5=30 Step 2: LCM = HCF x numbers left over LCM = 30x2x 3x5 = 900 a Check Neha’s method by using it to work ut the answers to Question 2 again, Rani said Neha’s method wouldn't work if you had to find the LOM of three rnumbers. Is she right? Try using Neha’s ‘method for Question 3, © Are there any occasions when Neha’s ‘method will work with three numbers? El Use the digits 0, 1, 5, 6, 7 and 8 to make two -digit numbers with an HCF of 45 and an LCM under 3000. 1.6 Mental strategies Squares, cubes and roots You should know all of your square numbers up to 20 X 20 and all of your cube numbers up 10 5 x 5% $ without using your calculator. You should also know the corresponding roots and cube roots. You may want some time learning these before attempting to sper the next exercise,Exercise 1K Do this exercise without a ealculator (Where the question asks for a square root you only need to give the positive answer unless the «question indicates otherwise.) A Write down a 8x b 3x3x3 © V49 ais? e 324 2 OX C= 144, Find 0. 3 What is the area of a square with side length Hem? 4 Write down: a 5 b C18P © 6x6 ad Vo4 e@ 1X 1X 1 f both possible values for V 100 5S (C= 361. Find (. 6 What is the side lengih of a square with area 169m°? 7 Write down a V289 b W-8 ¢ 14x14 8 What is the side length of a cube with volume, 27mm"? 9 Write down both possible values for + 36. Rules of arithmeti ‘You hive learned before about rules of arithme help make sure that everyone completes calculations the same way. The order of operations (BIDMAS) tells us that in calculations we do: Brackets first Operations in brackets are completed first then Indices Numbers raised toa power (index) are done next then Division and Multiplication Divisions and multiplications are completed next ~ the order you do these doesn’t matier then Addition and Subtraction Additions and subtractions are completed next - the order you do these doesn’t matter You are now going to extend this to Look at more. complex calculations. The best way to set out these calculations is to work down the page, a stage at a time, as shown in Examples 13 and 14. Work out 2x (5-1) (10 + ~3) +20 + 2° BIDMAS Brackets first Then Indices Then Multiplication Then Subtraction b (0+ -3)+20= = (10-3) +20 =7+20+2 Then Indices =74+2054 ‘Then Division +5 Then Addition BIDMAS Brackets first When you have a calculation written as a fraction you need to work out the denominator and numerator first, before doing any divisions, ‘You must work out the numerator nd denominator first. The tong dividing tne Te st \ In Example 14, a common error would be to type this into the calculator as 10 + 18 + 9 — 2, If you do this the calculator gives the answer as 10, because your calculator follows the rules of arithmetic. Your calculator is doing: 9=2. Division first ‘Then Addition and Subtraction‘That is, if you type in 10 + 18 + 9 — 2 the caleulator does 10 + #8 — 2instead of Note: Some calculators don’t follow BIDMAS rules. Check that yours does. Exercise 1L Do this exercise without a caleulator (apart from. Question 5). 2 Work out a 44+2x5 © 4x4-20 e 3x5 g 3-(4x5) 1 osx 4+ 100 2 Work out a 15-3x4+°2 b 3x 6+2x7 © 12x2+(21=3) d 404+ -449x2 e ¥-Mx3-5 f 2-122 2471 g #-2x-3%-2 bh 6+9xK2=3 1 -3-Px 2435 l= 12 741k Pete 10-8 5) stag 3) Work out a (8-~3)x(3+ 2) b (27-33) + C25-+ 19) © S+C7~ ax 4 Work out 5 Repeat Question 4 using a caleulater. Try to type in each calculation as one sum (you will probably need brackets to do this, unless you have a calculator that allows calculations to be typed in as fractions) [E] Write brackets to make these correct: a 6+2x10= 100 b 3+12 1 © 10'-10x6-4 ‘When working out the answer to 20 = 2 2 + 2, Odaro hus made a mistake: 20-2 P+2 Indices frst = 20-2X4+2 Then Multiplication 20-8 +2 ‘Then Addition 20-10 Then Subtraction 10 What mistake has he made? EB Work out: Using known mathemati (C2F + 3) x (10 + G? x ~2)) facts ‘You should be able to use mathematical facts that you know to derive new fats. 140 X 37 = 1480, what is 41 37? 41x37 = 40x37 1x37 1480 + 37 = 1517 Work out 32. 26, 32K 26 = 30 26 +2. 26 780 + 52 2 Exercise 1M 4 130 47 = 1410, whatis 31 47? 2 1f20 x 33 = 660, what is 23 x 33? 3 _ Using the method shown in Example 16, work out a 21X54 b 22x31 ¢ 31x23 If 600 x 52 = 31 200, what is 601 x 52? 5 150% 34 = 1700, whatis a 5x34 b 500 x 347 6 1300 x 40 = 12.000, what is 300 x 427 1620 X 24 = 480, what is 222 x 247 Make up some questions of your own like these and give them to your neighbour to solve.Example 1 Work out: a 7+ 1 b 34-8 7+ -N=7-11 “4 b -8 aa Piro s76S4 32401 3+ -B= 3-8 =U Example 2 Work out: a 7-4 bo 4 a +4 FS 1012345678 90N125 T- 144 ul b x rod 7 Example 3 ‘Work out the HCF and LCM of 300 and 180, Rewrite 300 and 180 as products of primes using the factor tree or repeated division method: 300 ¢*, fy FX ®@ 0 @ © @ 0 180=2%2K3X3%5 300 = 22K 3X55 180 =2x2x3x3X5 2K2KIX 5S = 60. x3x 180= 27% x5 LOM = 2x3 x 5° = 900 Use the highest power of each prme factor ~ ts is easter to see if the primes are in index form Example 4 Work out (4x5)-3%2245 (4X 5)—3X22+5 Brackets first = 0-3x2+5 Then Indices 2-3x4+5 Then Multiplication 20-12 Then Addition and Subiraction| = 2B Exercise 1 A calculator should not be used in this exercise. 2 Work out: a 2-4 b 347 © 8-10 ad 1245 e 75-0 f 6-90 2 Work out: a 3-75 b 2+-6 e 4-11 ad 9+ 4 € F=5 f 10-803 Work out a 2-844 Bee 2 9-4 4 Work out: a 3x5 b “3x4 0 3x4 ad 3x4 e 5x4 f “4x6 g 7x2 ho -3x°7 Use fas 5 Work out ais b 1523 e 15+ a 16+ ~4 eis 9 fF (182213 6 Find the value of: sia} max-9 2 a (DS 14, 18 e H+ a e 3K 2x5 f 5s rs 7 George noticed that the temperature ‘was 3°C before he went to bed. During the night the temperature dropped by 17°C, What was the temperature in the morning’? 8 On Monday I had $23.50 in my bank account, On Tuesday I withdrew $39. I paid $22 into my account on Wednesday. How much did I have in my account on Thursday’? 9 The temperature in St Petersburg on 4 December was ~2°C, What was the temperature in: a Bratislava, if it was 9°C warmer than Si Peiersburs b- Murmansk, if it was three times colder than St Petersburg © Volgograd, if it was 3°C colder than St Petersburg? 10 Work out: ax b Ve eon a =Vi21 24. What isthe area ofa square of side length 3m? 12 Work out: a2 b 4 e 5 a 3° 13 If the volume of a cube is 216cm’, what is its side length? 14 Jade says that the square root of 25 is 5. Katy says you can’t work out the square toot of a negative number, Who is right? 15 Write these numbers as products of their primes: ais bs © 30 a 45 e 27 f 36When you multiply wo positive numbers together, the answer is positive. For example: 5 X 4 = 20and 12 x 8 = 96 Tw inuses When you multiply two negative numbers wake «pls. together, the answer is positive. For example: “5 X “3 = 1Sand “6 X “4 = 24 When you multiply 4 positive and a negative number together, the answer is negative For example: “3 X 4 =~ 12 and oe When you divide a positive number by 4 positive number, the answer is positive. [Two minuses 2 make 3. pls For example: $2 = und 72 = 3 When you divide a negative number by 4 negative number, the answer is positive. 7 6 30) For example: = = 3 and 5 When you divide a positive number by a negative number, the answer is negative, For example: When you divide a negative number by a positive number, the answer is negative, For example: 4 = ~2and Any positive number has two square roots; one is positive and one is negative For example: The square roots of 16 are 4 and ~4, You can use indices or powers to write a sum more simply, For example: 3X 3X 3.X3X3=3= 243 In 3*, 3is the base number, 5 is the power or index. ‘The cube root of a number means the number which, ‘when multiplied by itself and then multiplied by itself again, makes the original number. For example: \/512 = 8, since 8 X 8 X 8 = 512 2 Calculate: a 3x4 b 3x4 eo 3K 4, d 5x3 e 4x 6 f 4x5 Work out: a (37 6 V3 Work out a # c st Work ont. 125 A y v a ceMultiples of a number are the numbers in its times table. For example: Multiples of 5 are 5, 10, 15, The factors of a number are the whole numbers that divide into it with no remainder. For example: The factors of 12 are 1.2, 3, 4,6, and 12. A number can be written as a product of its prime factors using a factor tree or repeated division by primes. For example. 150, & wares JV In index form this is 150=2x 3x5? ‘The highest common factor of two (or more) numbers is the highest factor common to those numbers. Use the common prime factors of each number to calculate it For example 9 =2%3x3x 150=2x3%5x5 HCF = 2x 3X 5=30 ‘The highest common factor of 90 and 150 is 30. ‘The lowest common multiple of two (or more) numbers is the lowest number that is.a multiple of those numbers. Use the highest power af prime factors to calculate it For example: 9 =2x 2x5 130=2x 4% LOM = 2x 37x 5°= 450 ‘The lowest common multiple of 90 and 150 is 450. For example. 10=2x5 15=3x5 LOM=2%35=30 ‘The lowest common multiple of 10 and 15 is 30. The order of operations (BIDMAS). For example: QXD-SX2F — Brackets first =W-5x2) ‘Then Indices 14-5x4 ‘Then Multiplication = 14-20 ‘Then Subtraction Work out: a The first five multiples of 8 The factors of 30 ‘The first five multiples of 12 The factors of 32, Write these numbers as products of their prime factors: a 45 © 60 ‘Work out f the HCF and fi the LCM of a 45and 72 b 6Gand 75 10 Work out 4x3 -(6%7) 3x5-12+ G+) @+y-Bx3Expressions and functions Objectives © Simplify or transform linear index notation for small positive expressions with integer coefficients; integer powers. collect like terms; multiply @ single © Know that letters play different roles in term over a bracket. equations, formulae and functions; know © Know that algebraic operations. the meanings of formula and function, including brackets, follow the same Construct linear expressions. ‘order as arithmetic operations; use Basic formulas are part of your life When you want to find out how long a journey will take you will be using an algebraic formula: Journey time = distance + speed You should know ... Check in 1 How to work with negative numbers, 1 Work out For example a 2-6 7—-5=7+5~=12 (ovo minuses make a plus) b 44-10 3—4= 7 (inix means minus) © 8-3 a 20+ 10 2 How to simplify basic algebra. Write these expressions in For example a shorter way. ata a mtmtm 3X b= 3b for short (no need to write the multiplication b 6xy symbol) © rx 10 £9 = 51 for short (write the number first, then d ctetet the letter)2.1 Simplifying and expanding Algebra is really generalised arithmetic, I follows the same rules of arithmetic but uses letters or symbols instead of numbers. In arithmetic you have 4t4atatataasxa while in algebra you have: rextetetxya5Xx=5r In the same way 3X3x3K3= while EX AK EXE ‘You see busie algebraic expression: ‘many settings. For example: + Area of a rectangle = 1X w where Fis length and w is width of the rectangle, ‘To work with algebraic expressions, you need to be able to simplify them. ‘The basic rule is that you can only add o subtract, like terms, 6x and ~2yare like terms. The number 7 and the term 6y are unlike terms and cannot be combined, ‘To simplify expressions you have to combine like terms, 3 Work out the area of the rectangle with: a length 2em, ‘width 3em_ b length Gem, “width 6.5m. ¢ length 18m, swidth 3.25m Simplity: a TH4rt byt 2xty b xy— yt dy + 3y a T+4x+ by + 20+ y = 7+ (4x + 2x) + (6y + y) =74 6x47 boxy yt 2 +3y = Gy + 20) + Gy y) = Sry + 2y ‘When we simplify the expression b X bX bX bX b to get b?, this is using index notation, We say “b to the power of 5.” is the base and 5 is the index. The plural of index is indices, Like terms must have ‘exactly the same indices to he combined. For example, ey and ay? are unlike terms, since x?y means x X xX y and xy? means.x Xy X y Remember the different notation for adding and multiplying letters. For example, a + a= 2a and 4X a= a’, tis quite common to see these written the ‘wrong way around, ‘The method for simplifying is the same even with, more complex expressions, Simplify: a d'y — an? + ay + Dey babe + abe ~ dabe ~ be= (ary + 2x9) = Bay? + ay y= Say? + ay b Babe + abe? — 2abe — a’be Babe — 2abe) + abe? — = abe + abe? = abe $ Exercise 2A 1 Simplity 3x4 4e Sy 2y 3r + dy Sy-2rty 4y ~ 3y + 2y 2-+ab — 2ah + 3ab +3 Bx dy + 2e ay ~ 2x = 2y +x 14 Bry — 2c +4 + Qay 2p Br + 3y— 2 2 Simplify: 2e P+ 3e dy—y +6 3y — ty + Ay ar — 2 — 2 4+ 3y-2+4y 3- 3r+6 — Gx 3a* — 3a — a 4a? — 3a +a ta Bay —y + 2 ty 4a’ — 2a? + 3a? + 2a --sm steno ce --smtenoce 3 Sort these terms into pairs of like terms to firid the odd one out: al ce be we ab cb Ba 4 Amy says these are all like terms: dn 078% 80000" 24 By Amy is wrong. Which term is the odd one out? 5 Copy the boxes below, Tick (7) the pairs which are like terms. 3x'pt Tp pre | 12min? 0.09n%p| 0.4p? | Sy? | Bim? 6 Copy and complete this diagram with four ‘more equivalent expressions for 5t ~ 3m. 7 Copy and complete: a 3m+()-2m+4p=m+ Ip = 51-6v + 21=2v — 37 3e—4r—1-O= Se—6r 18p + 15y — 1p = Cp + Dy = Tp + 8y ‘To complete the pyramid, the expression in ceach box is found by adding the two blocks ‘below it. The second row of this pyramid has been completed for you. What goes in the top block? Simplify your answer. oa 54+ 6x ae 3K" Ss ox b Fill in the missing blocks in this pyramid. By [e+ oy Bea ye® “a t3y “ie ‘expressions by visiting the website ‘www.onlinemathlearning.com and following the links to ‘Algebra, Simplifying Expressions’. ‘Make sure you watch the videos!