Cambridge

Lower Secondary

7
Complete
Mathematics
Deborah Barton
Second Edition

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2 Expressions

2
• 3 × 5a = 15a b Simplify:
(multiply numbers together, then write i p+ p+ p+ p+ p
Expressions •
in front of the letter)
2 p × 3q = 2 × p × 3 × q
ii G + G
iii b + b + b − b
(multiply numbers first) iv m + m − m − m
2 × 3 × p × q = 6 pq v p× p
• y × y = y 2 ( we say ‘y squared’) vi m × m × m
Objectives • p × p × p = p3 ( we say ‘p cubed’) vii t ÷ p
a c 3 x can be written as 3 × x or in full as
• a÷b= (write as a fraction)
b x + x + x. Write in full:
In this chapter you will learn about z
i 4m ii 5 y
zz expressions, including variables and zz expanding brackets
constants zz forming an algebraic expression 2 Work out:
zz collecting like terms −
a 8 + 10
2 How to add and subtract with negative numbers
b 4 − 12
For example: c 3 + −9
−
−
2+5= 3 d 3− 4
4 + − 7 = 4 − 7 = −3 e −
7 − −5
−
−
6 − −1 = −6 + 1 = −5 f 1 + −8
What’s the point?
3 What is the area of a rectangle of length
The use of symbols or letters 12 cm and width 8 cm?
for numbers helps to describe 3 The area of a rectangle is length × width.
relationships among variables. 4 Find the perimeter of this shape.
For example, the speed (v ) of a race
car is related to the time (t ) it takes to 4 The perimeter of a shape is the distance around it. 3 cm
travel a particular distance (d ) by v =d ÷t. 2 cm
4 cm

5 cm

Before you start

You should know ...
1 The basics of algebra:
• a + a + a = 3 × a or 3a for short. No
need for the multiplication symbol
when letters are used. This is called
simplifying or collecting like terms.
• a × 5 = 5a (write the number first)
• a × b = ab for short
• b × 3 × a = 3ab for short (number
first, then letters in alphabetical order)
Check in
1 a Write the following in a shorter way. 2.1 Expressions Here is some key language about, for example, 3 x + 7.
i 4× p In maths we try to make things simpler by writing zz3 x + 7is an expression, in this case involving
ii t × 3 as few words as possible. For example, these numbers letters and a + symbol.
iii h × k two sentences can be written in a shorter way: zzA constant is a symbol which always means the
iv a × b × c same thing, so 7 is a constant.
3 apples and 7 bananas = 3a + 7b
v 2 × 4m zzA term is part of an expression so 3 x and 7 are the
vi 7 y × 5 6 apples and 12 bananas = 6a + 12b two terms in the expression. 3 x is the algebraic
vii a × 2 × b term and 7 is the number term.
We have used the letter a to represent apples, the letter
viii 3n × 4u zzAn unknown is part of an expression that you
b to represent bananas and the + symbol to replace the
ix 4t × 6r
word ‘and’. The process of using letters to represent don’t know the value of, so x is the unknown.
unknown numbers or variables is algebra. zzThe coefficient is the number part of an algebraic
term so, in 3x, the 3 is the coefficient.

26 27

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 Contents

About this book 5 5. Area and volume 71

5.1 Units of area 72
1. Integers, powers and roots 7 5.2 Areas of triangles 74
1.1 Adding and subtracting integers 8 5.3 Volume 78
1.2 Multiplying and dividing integers 10 5.4 Surface area 82
1.3 Estimation 11 Consolidation 84
1.4 Order of operations 13 Summary 86
1.5 Multiples and factors 14
1.6 Divisibility tests 16 Review A 87
1.7 Square and cube roots 18
6. Fractions 92
Consolidation 22
Summary 24 6.1 Adding fractions 94
6.2 Multiplying fractions 95
2. Expressions 26 6.3 Dividing fractions 97
2.1 Expressions 27 6.4 Simplifying calculations
2.2 Simplifying 31 with fractions 99
2.3 Expanding brackets 34 Consolidation 101
Consolidation 37 Summary 102
Summary 38
7. Equations, formulae
3. Shapes and and inequalities 103
mathematical drawing 40 7.1 Substitution into expressions 104
3.1 Polygons 42 7.2 Formulae 105
3.2 Congruency 43 7.3 Rearranging formulae 107
3.3 Parts of a circle 46 7.4 Solving equations 107
3.4 Solid shapes 47 7.5 Inequalities 110
3.5 Representing 3D shapes 50 Consolidation 112
3.6 Mathematical drawings 54 Summary 113
Consolidation 56
8. Geometry 115
Summary 57
8.1 Angles around a point 116
4. Sampling 60 8.2 Angles in quadrilaterals 119
4.1 Types of data 61 8.3 Angles in parallel lines 121
4.2 Collecting data 62 8.4 Distance between coordinates 125
Consolidation 68 Consolidation 127
Summary 70 Summary 128
Contents

9. Decimals and percentages 130 13. Symmetry and

9.1 Multiplying and transformations 204
dividing by powers of 10 131 13.1 Symmetry 205
9.2 Rounding to a given number 13.2 Reflection 207
of decimal places 132 13.3 Translation 211
9.3 Fractions, decimals and percentages 134 13.4 Rotation 213
9.4 Finding percentages of amounts 139 13.5 Enlargement 217
9.5 Comparing decimals and fractions 142 13.6 Scale drawings 219
9.6 Calculations with decimals 144 Consolidation 222
Consolidation 148 Summary 224
Summary 151
14. Probability 227
10. Presenting data and 14.1 Language of probability 228
interpreting results 153 14.2 Experimental probability 229
10.1 Two-way tables 155 14.3 Theoretical probability 230
10.2 Presenting data 156 Consolidation 233
10.3 Summary statistics 159 Summary 235
10.4 Representing and interpreting data 163
Consolidation 168 15. Rates of change 236
Summary 170 15.1 Real-life graphs 237
15.2 Travel graphs 238
Review B 172
Consolidation 240
Summary 242
11. Ratio and proportion 178
11.1 Simplifying ratios 179 Review C 243
11.2 Dividing a quantity in a given ratio 181
11.3 Proportion 183 16. BONUS CHAPTER:
11.4 Comparing using ratios 185 Sets and Venn diagrams 248
Consolidation 187 16.1 Sets and their members 249
Summary 189 16.2 How to describe a set 249
16.3 Venn diagrams 251
12. Sequences, functions 16.4 Intersection of sets 253
and graphs 190 16.5 Common factors, common multiples 255
12.1 Looking for patterns 191 Consolidation 258
12.2 Number sequences 192 Summary 259
12.3 The nth term 193
12.4 Functions 194 Index 261
12.5 Graphs of linear functions 196
Consolidation 200
Summary 202
About this book
This book follows the Cambridge Lower Secondary
Mathematics curriculum in preparation for the
assessments at this level, but also for study at IGCSE.
It has been written by a highly experienced teacher,
examiner and author.
This book is part of a series of nine books. There
are three student textbooks covering stages 7,
8 and 9 and three homework books written to match
the textbooks closely, as well as a teacher book for
each stage.
The books are carefully balanced between all the
content areas in the framework: number, algebra,
geometry, measure and handling data. Some of the
questions in the exercises and the investigations within
the book are underpinned by thinking and working
mathematically methods, providing a structure for the
application of mathematical skills.
Features of the book include:
£ Objectives – showing skills required for the
Cambridge Secondary 1 framework.
£ What’s the point? – providing rationale for
inclusion of topics in a real–world setting.
£ Before you start – for each chapter 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 increase
gradually in difficulty, providing plenty of practice
of techniques.
£ Considerable variation in question style
– encouraging deeper thinking and learning,
including open questions.
£ Comprehensive practice – plenty of initial
questions for practice followed by varied questions
for stretch, challenge, crossover between topics and
links to the real world with questions set in context.
£ Extension questions – providing stretch and
challenge for students:
l questions with a box, e.g. 1 , provide
challenge for the average student
l questions with a filled box, e.g. 1 , provide
extra challenge for high-attaining students.
£ Investigation and activity boxes – providing extra
fun, challenge and interest.
£ Full colour presentation with modern artwork –
pleasing to the eye, interesting to look at, drawing
the attention of the reader.
£ Consolidation examples and exercises –
providing review material on each chapter.
£ Summary and Check out – providing a quick
review of each chapter’s key points, aiding revision
and enabling you to to assess progress.
£ Review exercises – provided every five chapters
with mixed questions covering all topics.
£ Bonus chapter – the work from Chapter 16 is
not in the Cambridge Secondary 1 Mathematics
curriculum. It is in the Cambridge IGCSE®
curriculum and is included to stretch and challenge
high-attaining students.
A note from the author
If you don’t already love maths as much as I do, 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. It is a wonderful subject full of challenges,
puzzles and beautiful proofs. Studying maths develops
your analysis and problem-solving skills and 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 athletes improve their skills through
training. Look for challenges, then maths will never be
boring.
Most of all, enjoy the book. Do the ‘training’, enjoy
the challenges and have fun!
Deborah Barton
 2 Expressions

Objectives
In this chapter you will learn about: z
zz expressions, including unknowns and zz expanding brackets
constants zz forming an algebraic expression.
zz collecting like terms

What’s the point?

The use of symbols or letters
for numbers helps to describe
relationships among variable values.
For example, the speed (v ) of a race
car is related to the time (t ) it takes to
travel a particular distance (d ) by v =d ÷t.

Before you start

You should know ... Check in
1 The basics of algebra: 1 a Write the following in a shorter way.
i 4× p
• a + a + a = 3 × a or 3a for short. No
ii t × 3
need for the multiplication symbol
iii h × k
when letters are used. This is called
iv a × b × c
simplifying or collecting like terms.
v 2 × 4m
• a × 5 = 5a (write the number first)
vi 7 y × 5
• a × b = ab for short
vii a × 2 × b
• b × 3 × a = 3ab for short (number
viii 3n × 4u
first, then letters in alphabetical order)
ix 4t × 6r

26
 2 Expressions

• 3 × 5a = 15a b Simplify:
(multiply numbers together, then write i p+ p+ p+ p+ p
in front of the letter) ii G + G
• 2 p × 3q = 2 × p × 3 × q iii b + b + b − b
(multiply numbers first) iv m + m − m − m
2 × 3 × p × q = 6 pq v p× p
• y × y = y 2 ( we say ‘y squared’) vi m × m × m
• p × p × p = p3 ( we say ‘p cubed’) vii t ÷ p
a c 3 x can be written as 3 × x or in full as
• a÷b= (write as a fraction)
b x + x + x. Write in full:
i 4m ii 5 y

2 How to add and subtract with negative numbers. 2 Work out:

−
For example: a 8 + 10
−
2+5= 3 b 4 − 12
4 + − 7 = 4 − 7 = −3 c 3 + −9
− −
6 − −1 = −6 + 1 = −5 d 3− 4
−
e 7 − −5
−
f 1 + −8

3 The area of a rectangle is length × width. 3 What is the area of a rectangle of length
12 cm and width 8 cm?

4 The perimeter of a shape is the distance around it. 4 Find the perimeter of this shape.

3 cm
2 cm
4 cm

5 cm

2.1 Expressions Here is some key language about, for example, 3 x + 7.

In maths we try to make things simpler by writing
as few words as possible. For example, these
two sentences can be written in a shorter way:
The price of 3 apples and 7 bananas = 3a + 7b
The price of 6 apples and 12 bananas = 6a + 12b
We have used the letter a to represent the price of an
apple, the letter b to represent the price of a banana
and the + symbol to replace the word ‘and’. The
process of using letters to represent unknown numbers
or variable values is algebra.
zz3 x + 7is an expression, in this case involving
numbers, letters and a + symbol.
zzA constant is a symbol which always means the
same thing, so 7 is a constant.
zzA term is part of an expression so 3 x and 7 are the
two terms in the expression. 3 x is the algebraic
term and 7 is the number term.
zzAn unknown is part of an expression that you
don’t know the value of, so x is the unknown.
zzThe coefficient is the number part of an algebraic
term so, in 3x, the 3 is the coefficient.

27
 2 Expressions

Example 1
4 − 4n
a Write the following in a shorter way: The
length of a piece of string with 3 cm cut off it. The total cost of
4 pencils 4m
b Write the following in a shorter way: The
length remaining after a 50 cm ribbon has 3
equal lengths cut off it. The total cost of 4n + 4m
c Write the following in a shorter way: The total 4 pens and 4 pencils
number of cakes baked if I bake two cakes for 4n
each of my friends and 5 spare cakes.
How much more
d What sentence could go with: 4h?
4 pens cost than 4n − 4m
4 pencils
a Use the letter s to represent the unknown
length of the string in cm. 4m − 4n
s − 3 represents the length when the constant The change from
3 cm is cut off. $4 in cents when 400 − 4 n
b Use the letter r to represent the lengths cut off you buy 4 pens
the original ribbon. 4n + m
3 × r or 3r represents the 3 lengths that have
been cut off the 50 cm ribbon. 3 Write a sentence to go with the following.
50 − 3r represents the length of ribbon
a p+5 b 3t
remaining.
c 7−m d 3 f +1
c Let f represent the unknown number of
friends.
2 × f or 2 f represents 2 cakes for each of We can also work out areas of rectangles and
my friends. perimeters of shapes using algebra. We do this
2 f + 5 represents 2 cakes for each of my when we have unknown side lengths.
friends and 5 spare cakes.
d If h represented the unknown number of Example 2
horses in my field and 4 h means 4 × h Write an expression for the area of these
which could represent the number of legs on rectangles.
all my horses. a
2q

Exercise 2A 3p

1 Write the following a shorter way.

Area = length × width
a The length of a piece of string with 4 cm = 3 p × 2q
cut off. Let s represent the unknown = 3× p× 2× q
length of string in cm. = 3× 2× p× q
b The total number of apples I am going to = 6 pq
buy if I buy 2 apples for each of my
horses and three spare apples. Use h to b
represent the unknown number of horses. m
c The number of textbooks needed in my
class if the students are sharing textbooks
ym
in pairs. Let n represent the unknown
number of students.
Area = length × width
2 A pencil costs m cents. A pen costs n cents. = m × ym
Match each expression with the correct =m× y×m
amount in cents. The first is done for you. =m×m× y
= m2 y
28
 2 Expressions

Exercise 2B 2 Write expressions for the perimeters of

1 Write expressions for the areas of these shapes.
these rectangles. a a b a
a b
a a b b
3 cm 5
a a
6 cm c d
2a
b b b
c d c

3z y a a
e f
4 6 6 b b

2x
b b
e f a a
a

3n 4q g

3m n
5p

tn

Activity
On this square dotty grid, neighbouring dots can be 1 Ask your teacher for some dotty paper. Make some
joined with a short line, s, or a long line, l as shown. shapes of your own and work out the perimeter.
2 Extension: Try to make a series of shapes with a
s pattern, e.g.
s Diagram 1 Diagram 2 Diagram 3

l
l

Shapes can be made on the grid.

The perimeter of this octagon is 4 s +4l.

Can you find a general rule for the perimeter of

diagram n?

29
 2 Expressions

An algebraic expression is one that contains some

letters instead of numbers. 7 How many days are there in:
a 2 years b 10 years
You have been finding expressions when writing things c y years d 5 y years?
in a shorter way.
8 A week has 7 days. So in x weeks and 3 days
For example, x + y,4 p,  and  2m + 3n − 3t are there are 7 x + 3 days. 
expressions. In the same way, write an expression for the
Exercise 2C covers working with expressions and number of:
how expressions change when you change units a days in x weeks and 4 days
(e.g. from weeks to days). b days in y weeks − 5 days
c days in 2 y weeks
d months in x years − 3 months
Example 3 e months in 2 x years + 5 months
How many days are there in: f months in 3 x years −11 months
g cm in z metres − 30 centimetres
a 4 weeks h cm in z metres + 40 centimetres
b 9 weeks
c x weeks 9 a Adam is 7 years old. How old will he be
d 5x weeks? in 3 years’ time? How did you get your
answer?
a In one week there are 7 days b Waluyo is y years old. How old will he be
In 4 weeks there are 7 × 4 = 28 days  in 3 years’ time?
b In 9 weeks there are 7 × 9 = 63 days  c Johnny is p years old. How old will he be
c In x weeks there are 7 × x = 7 x  days  in 5 years’ time?
d In 5x weeks there are 7 × 5 x = 35 x  days  d Lintang is m years old. How old will she
be in n years’ time?
10 a Sohan got $5 from his father and $8 from
his mother. How much did he get
Exercise 2C altogether? How did you get your answer?
b Avtar got $10 from her father and $d from
1 How many millimetres are there in:
her mother. How much did she get
a 1 cm b 6 cm c x cm?
altogether?
2 How many seconds are there in:
11 a A car can hold 5 people. How many
a 1 minute b 5 minutes
people can fit in 6 such cars? How did you
c x minutes?
get your answer?
3 How many legs have: b How many people could you fit into
a 1 person b 7 people y cars?
c x people? c If a bus holds 48 people, how many
4 How many cents are there in: people can fit in z buses?
a 4 dollars b 15 dollars 12 a Steve has $10. He wishes to share it
c x dollars d 3 x dollars? equally between his 5 friends. How much
5 If one cricket team has 11 players, how many does each friend get? How did you get
players are there in: your answer?
a 2 cricket teams b June has $d. She wishes to share it equally
b 5 cricket teams between 3 friends. How much does each
c y teams friend get?
d 4 y cricket teams? 13 a Ambrose has $14. Peter has $6 less than
6 How many centimetres are there in: Ambrose. How many dollars does Peter
a 6 metres b 16 metres have? How did you get your answer?
c x metres d 8 x metres?

30
 2 Expressions

b How many dollars do Ambrose and Example 4

Peter have altogether? How did you Underline the like terms from the lists. Include the
get your answer? sign on the left if there is one.
c Len has $x. Tom has 10 dollars less than a 4 x , 3, −x , 2 y, 3 xy, 5 x
Len. How many dollars has Tom got? b 3 xy, 4 m, −xy, 2, 5 yx
d How many dollars have they got altogether?
14 Amir has x sweets; Debbie has y sweets. a 4 x , 3, − x , 2 y, 3 xy, 5 x : these are all like terms
as they all have the letter x only.
What do each of the following mean?
b 3 xy, 4 m, −xy, 2, 5 yx (since 5 xy can be written
a x+y
as 5 xy): these are all like terms as they all
b 3y
contain xy.
c x−y
d x+2= y
15 Copy and complete the table about the
unknown number n. Exercise 2D
1 Copy these lists and underline like terms.
Expression Meaning a 4 p, 5 y, 4 x , 2 y, 6 xy, − y
Three more than the
n+3
number
b t , 4t 2 , −t , 3 t , 7st , 5, 400t
4
Five times the number c 7 x , 3, 40 xy, − yx , 8 y, 5 xy
n−4 d x, 7, 2y, 8, 4p, −1, 0.2
2n 2 Match these terms into pairs of like terms to
Half the number find the odd one out:
5n − 8 ab cab bc ac abc cb ba
Start with the number, double 3 Jasdeep says these are all like terms:
it, then add five
3r , −r , 100r , 2 R, 1 r
2
Jasdeep is wrong. Which term is the odd
one out?
2.2 Simplifying
Parts of an expression are called terms. 7a is an 4 Copy the boxes below. Tick () which pairs
expression with one term and 5 x − 2 y is an expression are like terms.
with two terms. We separate terms with + or − signs.
The starting term is positive if it has no sign in front of it. 4 x 2 p, 0.4 x 2 p 4 x 2 p, 3 px 2

This is an algebraic expression with three terms: 3 y2 x , 5x 2 y 3x 2 y3 , 4 y 2 x 3

3a + 2b − 5c
In an expression, you can collect like terms:
These are the terms
6x + 2y + x + 3y
Like terms are terms that have the same letter or
letters. They can be collected together by adding or These are These are
subtracting. We can only collect together like terms. like terms like terms

For example, 6 x, − 2 x, x, 2 x are all like terms because

3 = 7x + 5y
they all contain the letter x and only the letter x.
so 6 x + 2 y + x + 3 y = 7 x = 5 y
To simplify an algebraic expression you have to
collect like terms.

31
 2 Expressions

Example 5 2 Rearrange these expressions by putting like

When rearranging the order,
terms together, and simplify.
Simplify: the sign to the left of each
a 2a + b + a − 3b
term stays with the term.
a 9t − 7t + 2t b x + 3y + 2x − 4 y
b 5a + 2b − 3a + 6b − a − b c f + 2g − 3 f + 8 + f − 5
c 2x + 4 y − 6 − 5y − x + 3
3 Simplify:
d 5b + b a 4 a + 2b + 3a + 4 b
2
b a + b + 2a − b
a 9t − 7t + 2t = 4t c c + 3d − 2c + 2d
b 5a + 2b − 3a + 6b − a − b d 2 p − 3q − p + 4 q
= 5a − 3a − a + 2b + 6b − b e −3 x + 5 y + 5 x − 3 y
= a + 7b Numbers are f 4 f + 2g + h + 2 f − g
c 2x + 4 y − 6 − 5y − x + 3 also like terms. g r + 4 s − 2t − r − 3s + t
= 2x − x + 4 y − 5y − 6 + 3 h m + 4 n − 4 p + 2n + p − 2m
= x− y−3 i 5x + 2 y + 3 − 2 x − y − 2
j 14 − 4 x + 3 y = −2 + 6 x − 2 y
d 5b + b x
2 k 15 − + y + 5 x − 3 y + 2
10 b + b 2
= l 3 × 4c 2 + 4 d − 5c 2 − 9d
2
= 11b which can also be written as 11 b 4 From the boxes below, write down which of
2 2 these are equations rather than expressions.
2P − 3 = P 7W + 4M + 6W
An equation is different from an expression. 4y − xy + 3x 7t = 4
An equation contains an equals sign. The equals
sign shows that the expressions either side of it 5 Copy out the boxes below. When these
are equal to each other. expressions are simplified tick () which of
x + 1 = 2 or 40 = 3 x + 5 are examples of equations. them are equal.
You will learn more about equations in Chapter 7. 4 + 2x + 3x x + 5 − 10x − 1 + 4x

3 − x + 1 + x + 3x 2 − x + 6x + 2
Exercise 2E
x + 2 + 3x − 2 + x 6 − 2x + 8x − 2 − x
1 Simplify:
a 3p + 2p + 5p 6 Add together tpm, mtp and ptm.
b 5s + 8s − 4 s
c 15t − 3t + 8t 7 Write an expression for the perimeter of these
d 6l + 14l − 9l shapes (the distance around the edge).
e 4 m + m − 8m Simplify your expression where possible.
f a2 + 5a2 − 2a2 a
g 3x + x
2
3 x
3a
h x+
5 10
3x x
i − +x
8 4
b
j 2c − 3d × 4e
k 3c 2 × 4 d 2a
l 5c 2 + 2c − 3c 2 + 5c
4b

32
 2 Expressions

c c 10 x − 2 y + 5 x = 10 x − 5 x + 2 y
= 5x + 2 y
7t
d 4 + 3p − 2 = 3p + 4 − 2 = 3p + 2
e x + x + x = x3
f 3 x × 5 y = 8 xy
d g 4p− p = 4
h m × m × m = 3m
i 3 × 4 x + x = 15 x
j 2c 2 × d = 4c 2 d
4x + 5
11 Find the missing expressions or numbers.
a 2x − 3 + − x = x 
b x +3+ x +8− = x 
2x c 2x − 5 + x − 1 + = x 
e 12 a To complete the pyramid shown, each
6
block is found by adding the two blocks
2x + 6 5 below it. The second row of this pyramid
has been completed for you. What goes in
the top block? Simplify your answer.
x+5
f h–4 +
k
4x + 2 2 + 3x

4x 2 3x
k+8

b Fill in the missing blocks in this pyramid.

(Hint: Simplify all expressions and put
the terms in alphabetical order with spare
2
numbers at the end, e.g. 2 x + 3 y + 4,
8 Copy and complete this diagram with four not 3 y + 4 + 2 x.)
more equivalent expressions for 3p − 4q.
15 y
2 p − 2q + p − 2q
−18 x + 9 y
−12
3 p − 4q 25 x + y
+8
p − 6q + 4 p + 2q − 2 p −6 x + 3 y

9 Copy and complete: 26 x


a 6r + − 2r + 4 s = 4r + 7s
b 
− 2q − 2 p − q = 2 p − 3q
 
c 2m − 4 w − − = −4 m − 7 w
Investigation
 
d 20 x + 15 y − 17 x + − = 6 x + y
10 Mariam has made some mistakes in her Here is a rectangle measuring 4n + 2 by 10.
homework. Which are wrong? What should The 10 could be the width or the length.
the answers be?
a 12 + 2 x = 14 x
b 4 p − 3p = 1

33
 2 Expressions

Example 6
The rectangle is cut along the dotted line and the
two pieces joined back together to make a new Expand the brackets.
rectangle like this. a 5(6 x − 3 y)
b 4(3 p − q + 5)
−
a Write down both of the possible perimeters for c 2(4 y − 8)
the new rectangle.
b Choose your own algebraic expressions for the a 5(6 x − 3 y) = 5 × 6 x − 5 × 3 y
length and width of the first uncut rectangle. = 30 x − 15 y
Then find the perimeter of the new rectangle
using your expressions. Compare the perimeter b 4(3 p − q + 5) = 4 × 3 p − 4 × q + 4 × 5
of the uncut rectangle to the perimeter of the = 12 p − 4 q + 20
new rectangle, is there a rule?
c Investigate further. Consider things such as: c −
2(4 y − 8)
z cutting the rectangle in half the other way,
as below If 2(4 y − 8) = 2 × 4 y − 2 × 8 = 8 y − 16
then − 2(4 y − 8) = −8 y + 16
The negative number
outside the brackets
changes the sign of
z cutting into quarters every term inside
z cutting into other fractions. the brackets.

In Example 6, part c can be completed a different way.

2.3 Expanding brackets If you are happy multiplying with negative numbers
then:
The distributive law says that when a sum is being
−
multiplied by a number, each number in the sum can 2(4 y − 8) = − 2 × 4 y − − 2 × 8
be multiplied by the number first, then these products = − 8 y − − 16
are added. = − 8 y + 16
e.g. 4 × (7 + 3) = 4 × 10 = 40 If you are going to do it this way, don’t forget that
or 4 × 7 + 4 × 3 = 28 + 12 = 40 multiplying by a negative number reverses the sign of
This also applies when finding a difference. the number you are multiplying. A positive number
becomes negative and a negative becomes positive.
e.g. 2 × (7 − 3) = 2 × 4 = 8
or 2 × 7 − 2 × 3 = 14 − 6 = 8
Exercise 2F
This also applies with algebra. We can’t
1 Expand the brackets.
e.g. 5 × ( x + 9) simplify any
a 3 × ( p + q) b 5 × ( p − q)
= 5× x +5×9 further as
these are c 4 × (l + m) d 3( x − y)
= 5 x + 45 e 6 × (r + s) f 5 × (l − m)
not like
terms. g 8( p + 5q) h 9(2 x + y)
i 3(2 x + 5) j 5(3 y − 2)
Usually 5 × ( x + 9) is written without the multiplication k 7( p + 3q) l 4(2u − 5v )
sign as 5( x + 9)
2 Expand the brackets.
The process of multiplying out the brackets is called a 5(2 x + y − 7) b 4(5m − 8t + 1)
expanding. c 11(1 − x + 4 y) d 8(4 m − 3 + 9n)

34
 2 Expressions

3 Expand the brackets.

−
Exercise 2G
a 3(2 x + 4) b 3(2 x + 4)
c 7(10t − 1) d −
7(10t − 1) 1 Simplify:
e 10(11 p − 3) f −
10(11 p − 3) a 3( x + y) + 7( x + y)
−
g 4(8 − 2 x + y) h 4(8 − 2 x + y) b 6( p + q) + 5( p + q)
4 Copy and complete:
c 5(r + 2s) + 3(r + s)

a 6(10 m − ) = 60 m − 6
b 
(4 x + 3) = 8 x + 6 d 3(2r − 2s) + 4(r + 3s)
c (8 x + 3) = 56 x + 21 e 7(q − 4 p) + 6(2q + 5 p)

d − 5( x − 4) = −25 x + 20
f 4(3 x − 4 p) + 6(2q + 5 p)
5 a, b and c are answers to expanding brackets
questions. g 7(3 − 2 z ) + 3(2 z − 2)
Write as many possible questions as you can h 14 + 3( y + 4) − 2 y
that would give each of these answers. You
i 7 p + 6(4 − 2 p) − 7
must do at least three for each answer and
outside the brackets use only integers. You are j 3( x + 2) − 4 + 4( x − y)
not allowed to use 1 outside the brackets. 1
k (49 x + 7) + 1 (64 x + 8)
a 10 x + 30 7 8
b 12 x + 24 l 1 1
(6 x + 2) + (25 x − 10)
c 16 x 2 − 20 2 5

2 Write an expression for the area of these shapes,

In Chapter 1, you learned about the order of operations expanding and simplifying where necessary.
and how they apply to numbers: a x+5
Brackets first BIDMAS tells you
3
Then Indices the order in which
Then Division and Multiplication you should do
operations. b 2
Then Addition and Subtraction
The same rules apply to algebra.
3b – 4
Example 7
Simplify: a 4 x + 2 × 3 x + 8 x c 3x + 8
b 4t + 5(3 p + 2t ) − 4 p
c 6(2 x − y) − 3(5 x + 2 y) 5

a 4 x + 2 × 3x + 8 x Multiplication first
= 4 x + 6x + 8x Then Addition to d 2
= 18 x simplify
x
b 4t + 5(3 p + 2t ) − 4 p Expand Brackets first x+3
= 4t + 15 p + 10t − 4 p Then Addition and 3
= 14t + 11 p Subtraction to
e
simplify
4
c 6(2 x − y) − 3(5 x + 2 y) Expand Brackets first 10
x
= 12 x − 6 y − 15 x − 6 y Then Subtraction to
= − 3 x − 12 y simplify
3x + 2
Watch out for this red minus sign. Most Write an expression for the blue shaded area.
people forget to change both signs when a
negative number is outside the brackets!

35
 2 Expressions

3 Simplify: b Write an expression for the area of this

rectangle.
a 4(2 x + y) − 3(5 x + 4 y)
b 8 − ( x − 4) − 2 x + 3(5 − x )
c 2 w + 7 × 8 w − 50 w
d 3(4 x − 5 y) − 2(7 x − 3 y) 5
e 10(3 p − 8t ) − 5(2 p − 5t )
f 6(2m − 5 p + q) − 5(5m + 2 p − 3q)
g g − (h − 2 g) + 6 × 3h − 5g
r+4
h 7r + 10 − 2(2r + 3s − 5t ) + 2(4 s − t ) + 5

4 Pair up equivalent expressions to find the odd 5 A man walks 2z km on the first day, 8 km on the
second day and ( z + 3) km on the third day.
one out.
How far does he walk in three days?
−
8x − 7 21x + 28
6 In a test, Matt got 15 more marks than Nana,
−
8 x + 13 3 − 2(4 x + 5) who got x marks.
a How many marks did Matt get?
7(3 x + 4) − 2 x + 1 Percy got y marks more than Matt.
b How many marks did Percy get?
5(4 x − 1) − ( x − 34) c How many marks did the three get
altogether?
4 − 3(2 − 7 x ) + 30
7 Lorne buys 5 books at x dollars each,
and y books at 7 dollars each.
How much does she spend altogether?
Exercise 2H – mixed questions
8 Write an expression for the perimeter of
1 Simplify: this shape.
a 3x + 7 x + 5x 3p
b 9x + 3y + y − 2x
c 10 n + 8 + 2m − 3n − 1
d 5x × 3 y 6p
5p
e 3m + 6 × 9m − 40 m
f 2 + 8 p − 2 × 5 p + 20 p − 6
2 Expand and simplify where necessary:
a 4(1 + 3w) 5p 3p
b −5(2 x − 3) 9 Find the area and perimeter of this shape.
c 3(4t − 5s) + 4(8t + s) 2x +10
d 6( y − 4) − 2(3 y + 1)
e 15 + 4( x − 8) + 3 x
f 1 − (4 x − 3) + 2 x
3 Write an expression for the number of:
a cents in $d + p cents 8 3x
b days in 3 x weeks + 5 days
c metres in k kilometres + s metres. 3
4 a Write an expression for the perimeter of
this shape.

2a b

2a
b a
36
 2 Expressions

Consolidation
Example 1
Simplify these algebraic expressions.
Exercise 2
a 3a + b + b − a + 4 b b 6a × 4 b 1 Simplify:
a b+b−a+a+b
a 3a + b + b − a + 4 b b 3a − 2b + 4 a + 6b
= 3a + 2b − a + 4 b c 6a × 12b
= 3a − a + 2b + 4 b 2 How many minutes are there in:
= 2a − 6b a 3 hours b x hours
b 6a × 4 b c 1 day d y days
=6×a×4×b e 2 days x hours f y days 14 hours
= 24 × a × b g y days x hours?
= 24 ab
3 What is the total value of:
Example 2 a six $5 notes
b x $5 notes
How many hours are there in:
c y $20 notes
a x days b p weeks q days?
d y $20 notes and six $5 notes
e x $5 notes and y $20 notes?
a There are 24 hours in 1 day so there are
24 × x hours = 24 x hours in x days. 4 Write down the perimeter of these shapes.
b Number of hours in 1 day = 24 a 7
Number of hours in 1week = 24 × 7
= 168 x
Hours in p weeks q days = 168 × p + 24 × q
= 168 p + 24 q
b
Example 3
Write expressions to represent these situations. y+1
a Rhoda scored 17 marks on her first maths test and
x marks on her second test.
b The perimeter of a rectangle of length 5 and width y. y

c w
a 17 + x
b Perimeter = 5 + y + 5 + y 3p w–5
= 10 + 2 y
2p + 4
Example 4
a Expand 3(4 x − 5)
5 Write down the area of these rectangles.
b Expand and simplify 3(4 x + y) − 5(5 x − 2 y)
a

a 3(4 x − 5) = 3 × 4 x − 3 × 5 = 12 x − 15 a
b 3(4 x + y) − 5(5 x − 2 y)
= 12 x + 3 y − 25 x + 10 y 6
= −13 x + 13 y Brackets first
Then Addition and b
Subtraction to simplify 4
in any order
r+2

37
 2 Expressions

6 The bus fare from the coast to the city is $9 e 10 + 2( R − 7) − 3 R

for adults and $5 for children. f 40 − 4(8n + 6) − 2n
a What is the bus fare for 3 adults and g 2(3c − 4 b + d ) − 3(3c + 2b − d )
2 children?
b What is the bus fare for d adults and 8 Write an expression for the blue shaded area:
c children?
7 Expand and simplify where necessary:
a 3(4 p + 1) 4 6
b −6(3T + 5) 2x + 3
c 4(3 x − 2 y) + 4( x + 4 y)
3x + 5
d 7(2m − 3) − 9( y − 1)

Summary

You should know ... Check out

1 You can add, subtract and multiply symbols. 1 Simplify:
For example: a 2a + 3a − 2b
x + x + x + y + y = 3 × x + 2 × y = 3x + 2 y b 5x × 2 y
x × x × x × y = x3 y c b×b×c×c×c
2 You can write an algebraic expression to describe a situation. 2 a Mary has $2x and Lilly
For example: has 7 dollars more.
John is 4 years old. In d years time, John will be How much money
4 + d years old. does Lilly have?
b Susie shares t cakes
among her 4 friends.
How many cakes does
each child receive?
3 An algebraic expression is one which contains some letters 3 a How many terms are
instead of numbers. there in these
For example: expressions?
3 x + 2 y , 4m, and 5 p + 23q − 3 i 2 p − 4t + 5
ii 0.6x
Parts of an expression are called terms.
b Are these
For example:
expressions or
3 x + 2 y is an expression with two terms.
equations?
Like terms contain the same letters. i 4b − 2
For example: ii 8 x = 3
3 p, − 2 p and p are like terms. iii 4 A + W
c Copy this list and
An equation contains an equals sign to show that the expressions
underline the like terms.
either side of it equal to each other.
3t , 2m, − t ,5 x , 12 t , 7,
For example:
400t, k, 5T
3x + 2 = 4
d Write down the
The coefficient of a term is the number part.
coefficient of:
For example:
i 3x ii − 2 p
the coefficient of 5 y is 5

38
 2 Expressions

4 You can expand brackets and use the order of operations with algebra. 4 Expand:
For example: a 10(4r − 3)
10 − 3(2 x − 4) + 3 x b −3(1 − 4 x )
= 10 − 6 x + 12 + 3 x c 2(5t − 4 f ) + 4(2t + 3 f )
= 22 − 3 x d 20 − 3(5W + 2) − 4W

5 You can work out the area and perimeter of shapes with unknown side 5 Work out:
lengths. i the area
For example: ii the perimeter of these
rectangles.
6 a
2x + 5 2
8p
The area is length × width = 6 × (2 x + 5)
6(2 x + 5) = 6 × 2 x + 6 × 5 = 12 x + 30 b
The perimeter is the distance around the outside 10
= 6 + 2 x + 5 + 6 + 2 x + 5 = 4 x + 22 4x – 1

6 You can simplify when you have fractional coefficients. 6 Simplify:

For example:
2m
2x
+x a + 3m
5
3
2 x + 3x b 17 y 3y
= −
3 20 10
5x
= which can also be written as 5 x
3 3

39
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Second Edition
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