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Fourth edition
Ric Pimentel
Terry Wall
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9781510421660.indb 2 2/21/18 12:37 AM

Contents
Introductionv
ow to use this book
H v
TOPIC 1 Number 2
Chapter 1 Number and language 4
Chapter 2 Accuracy 16
Chapter 3 Calculations and order 24
Chapter 4 Integers, fractions, decimals and percentages 33
Chapter 5 Further percentages 47
Chapter 6 Ratio and proportion 53
Chapter 7 Indices and standard form 63
Chapter 8 Money and finance 75
Chapter 9 Time 89
Chapter 10 Set notation and Venn diagrams 94
Topic 1 Mathematical investigations and ICT 101
TOPIC 2 Algebra and graphs 106
Chapter 11 Algebraic representation and manipulation 108
Chapter 12 Algebraic indices 115
Chapter 13 Equations 118
Chapter 14 Sequences 133
Chapter 15 Graphs in practical situations 140
Chapter 16 Graphs of functions 147
TOPIC 3 Coordinate geometry 164
Chapter 17 Coordinates and straight line graphs 166
TOPIC 4 Geometry 184
Chapter 18 Geometrical vocabulary 186
Chapter 19 Geometrical constructions and scale drawings 196
Chapter 20 Symmetry 204
Chapter 21 Angle properties 208
TOPIC 5 Mensuration 232
Chapter 22 Measures 234
Chapter 23 Perimeter, area and volume 239
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CONTENTS
TOPIC 6 Trigonometry 274

Chapter 24 Bearings 276
Chapter 25 Right-angled triangles 279
TOPIC 7 Vectors and transformations 298
Chapter 26 Vectors 300
Chapter 27 Transformations 306
TOPIC 8 Probability 320
Chapter 28 Probability 322
TOPIC 9 Statistics 340
Chapter 29 Mean, median, mode and range 342
Chapter 30 Collecting, displaying and interpreting data 347
Index 368
iv
9781510421660.indb 4 2/21/18 12:37 AM

Introduction
This book has been written for all students of Cambridge IGCSE®
and IGCSE (9–1) Mathematics syllabuses (0580/0980). It carefully and
precisely follows the syllabus from Cambridge Assessment International
Education. It provides the detail and guidance that are needed to
support you throughout the course and help you to prepare for your
examinations.
How to use this book

To make your study of mathematics as rewarding and successful as
possible, this Cambridge endorsed textbook offers the following
important features:
Learning objectives
» Each topic starts with an outline of the subject material and syllabus
objectives to be covered.
Organisation
» Topics follow the order of the syllabus and are divided into chapters.
Within each chapter there is a blend of teaching, worked examples
and exercises to help you build confidence and develop the skills
and knowledge you need. At the end of each chapter there are
comprehensive student assessments. You will also find short sets of
informal, digital questions linked to the Student eTextbook, which
offer practice in topic areas that students often find difficult.
ICT, mathematical modelling and problem solving

» The syllabus specifically refers to ‘Applying mathematical techniques
to solve problems’, and this is fully integrated into the exercises
and assessments in the book. There are also sections called
‘Mathematical investigations and ICT’, which include problem-
solving questions and ICT activities (although the latter are not part
of the examination). On the Student eTextbook there is a selection
of videos which offer support in problem-solving strategies and
encourage reflective practice.
9781510421660.indb 5 2/21/18 12:37 AM

Callouts Worked examples Exercises
These commentaries The worked examples cover These appear throughout the text,
provide additional important techniques and question and allow you to apply what you have
explanations and styles. They are designed to learned. There are plenty of routine
encourage full reinforce the explanations, and questions covering important
understanding of give you step-by-step help for
Rounding
examination techniques.
mathematical principles. solving problems.
As the third digit after the decimal point is less than 5, the second digit is not
rounded up.
i.e. 5.574 is written as 5.57 to 2 d.p.
Cube numbers
Exercise 2.2 1 Give the following to 1 d.p.
a 5.58 b 0.73 c 11.86
π is the ratio of the circumference of a circle to the length of its d 157.39 e 4.04 f 15.045 Rounding
diameter. Although it is often rounded to 3.142, the digits continue
indefinitely never repeating themselves. g 2.95 h 0.98 i 12.049
The set of rational and irrational numbers together form the set of real 2 Give the following to 2 d.p. As the third digit after the decimal point is less than 5, the second digit is not
numbers ℝ. rounded up.
a 6.473 b 9.587 c 16.476 i.e. 5.574 is written as 5.57 to 2 d.p.
Prime numbers d 0.088 e 0.014 f 9.3048
1 is not a prime A prime number is one whose only factors are 1 and itself. g 99.996 h 0.0048 i 3.0037 Exercise 2.2 1 Give the following to 1 d.p.
number. a 5.58 b 0.73 c 11.86
Reciprocal Significant figures d 157.39 e 4.04 f 15.045
The reciprocal of a number is obtained when 1 is divided by that number. g 2.95 h 0.98 i 12.049
Numbers can also be approximated to a given number of significant 2 Give the following to 2 d.p.
The reciprocal of 5 is 15 , the reciprocal of 25 2is 1 , which simplifies to 25 .
2
5
figures (s.f.). In the number 43.25 the 4 is the most significant figure as it a 6.473 b 9.587 c 16.476
has a value of 40. In contrast, the 5 is the least significant as it only has a d 0.088 e 0.014 f 9.3048
Exercise 1.1 1 In a 10 by 10 square, write the numbers 1 to 100.
Cross out number 1.
g 99.996 h 0.0048 i 3.0037
Cross out all the even numbers after 2 (these have 2 as a factor).
value of 5 hundredths.
Cross out every third number after 3 (these have 3 as a factor). Significant figures
Continue with 5, 7, 11 and 13, then list all the prime numbers less than 100. Numbers can also be approximated to a given number of significant
2 Write the reciprocal of each of the following: Worked examples figures (s.f.). In the number 43.25 the 4 is the most significant figure as it
a 8
1 7
b 12 c 53
has a value of 40. In contrast, the 5 is the least significant as it only has a
1 Write 43.25 to 3 s.f. value of 5 hundredths.
d 1 12 e 3 43 f 6
Only the three most significant digits are written, however the fourth digit Worked examples
Square numbers needs to be considered to see whether the third digit is to be rounded up
Exercise 1.2 1 Write 43.25 to 3 s.f.
In a 10 by 10 square, write the numbers 1 to 100. or not.
Shade in 1 and then 2 × 2, 3 × 3, 4 × 4, 5 × 5, etc. Only the three most significant digits are written, however the fourth digit
These are the square numbers. i.e. 43.25 is written as 43.3 to 3 s.f.
needs to be considered to see whether the third digit is to be rounded up
2 Write 0.0043 to 1 s.f. or not.
The 2 is called 3 × 3 can be written 32 (you say three squared or three raised to the i.e. 43.25 is written as 43.3 to 3 s.f.
an index; plural power of two)
indices. In this example only two digits have any significance, the 4 and the 3. The 4 is 2 Write 0.0043 to 1 s.f.
7 × 7 can be written 72
the most significant and therefore is the only one of the two to be written in In this example only two digits have any significance, the 4 and the 3. The 4 is
Cube numbers the answer. the most significant and therefore is the only one of the two to be written in
the answer.
3 × 3 × 3 can be written 33 (you say three cubed or three raised to the i.e. 0.0043 is written as 0.004 to 1 s.f. i.e. 0.0043 is written as 0.004 to 1 s.f.
power of three)
5 × 5 × 5 can be written 53 (five cubed or five raised to the power of three)
2 × 2 × 2 × 5 × 5 can be written 23 × 52 Exercise 2.3 1 Write the following to the number of significant figures stated: Exercise 2.3 1 Write the following to the number of significant figures stated:
a 48 599 (1 s.f.) b 48 599 (3 s.f.) c 6841 (1 s.f.)
Exercise 1.3 Write the following using indices: a 48 599 (1 s.f.) b 48 599 (3 s.f.) c 6841 (1 s.f.) d 7538 (2 s.f.) e 483.7 (1 s.f.) f 2.5728 (3 s.f.)
a 9×9
c 8×8
b
d
12 × 12
7×7×7
d 7538 (2 s.f.) e 483.7 (1 s.f.) f 2.5728 (3 s.f.) g 990 (1 s.f.) h 2045 (2 s.f.) i 14.952 (3 s.f.)
e 4×4×4 f 3×3×2×2×2 g 990 (1 s.f.) h 2045 (2 s.f.) i 14.952 (3 s.f.) 2 Write the following to the number of significant figures stated:
g 5×5×5×2×2 h 4×4×3×3×2×2 a 0.085 62 (1 s.f.) b 0.5932 (1 s.f.) c 0.942 (2 s.f.)
5
2 Write the following to the number of significant figures stated: d 0.954 (1 s.f.) e 0.954 (2 s.f.) f 0.003 05 (1 s.f.)
g 0.003 05 (2 s.f.) h 0.009 73 (2 s.f.) i 0.009 73 (1 s.f.)
a 0.085 62 (1 s.f.) b 0.5932 (1 s.f.) c 0.942 (2 s.f.)
d 0.954 (1 s.f.) e 0.954 (2 s.f.) f 0.003 05 (1 s.f.)
g 0.003 05 (2 s.f.) h 0.009 73 (2 s.f.) i 0.009 73 (1 s.f.)
Mathematical Student assessments

17
investigations and ICT 17

nd-of-chapter questions to test
E
More real world problem solving your understanding of the key topics
activities are provided at the end and help to prepare you for your
of each section to put what you've exam. Directed numb
learned into practice.

ers
10 Without using
a calculator, find:
a 3 27
11 Using a calcu b 3 1000 000
c 64
lator if necessary 3
a 35 ÷ 37 work out: 125

b 5 4 × 4 625
c 7
2187 ÷ 3 3
Student assess
ment 2
l
matica ICT
Date
Mathe ations and

Event
2900bce Great The table show
Pyramid built
s dates of some
significance to
1
g
mathematics.
ti
1650bce Rhind
inve s . All
learning ian has
540bce
Papyrus writte
Pythagoras born
n Use the table to
answer Q.1−6.
matical matic 300bce Euclid born
of mathe t a mathe
nt part a tha ce290
importa an ide Lui Chih calcul
tio ns are an es stem from it can see
m ated π as 3.14
iga eri tio n, ce150 0
Invest discov investiga may Leonardo da Vinci
matical igates. matical d example
below born
mathe ce190 0
n invest mathe
with a e structure
an Albert Einstein
and the faced Th ce1998
born
es when to start. cases.
Fermat’s last theor
Sometimto know how h sim ple em proved
lt start wit
difficu 1 How many
u. lly and years before Einst
help yo estion
carefu lp.
le. was the Great ein was born
the qu he
ms to in a tab Pyramid built? 2 How many
1 Read simple diagra simple cases 3 How many
years before Leon
ardo was born
m results. was Pythagoras
2 Draw results fro years after Lui born?
the in your . of π was Ferm Chih’s
3 Put for a pattern l rule in words at’s last theorem calculation 4 How many
4 Look find a genera ebraically. proved? years were there
to alg ered. 5 How long befor births of Eucli between the
5 Try ss your rule mple. en answ e Fermat’s last d and Einstein?
new exa ion has be proved was the theorem was
6 Expre rule for a est Rhind Papyrus 6 How old was
the ginal qu written? the Great Pyram
7 Test that the ori on the 7 A bus route
runs past Dann Leonardo was id when
spaced to every born?
8 Check evenly Smith Street is y’s house. Each
ple points h poi nt
the positive direct stop is given the
d exam ber of from eac ion. name of a street
Worke created by placinhtglines are thee wit
n drawn nts.
a num . From home to
h 20 poi Van
rose is le. Straig stic ros Bridge Home
A mystic ence of a circ m shows a my
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circum nt. The diagra Smith
poi James
other Wilson Free
East
Pear
Find where Dann Jackson
y is after the stage West
a +4−3 s of these journ Kent
d +3−2 eys from home
b +2−5 :
g −1+3−5 e −1−1 c +2−7
j −5+8−1 h −2−2+8 f +6−8+1
i +1−3+5
8 Using the diagr
am from Q.7, and
journeys if they starting from home
end at the stop each time, find
nts? a +3+? given: the missing stage
100 poi Pear s in these
re? e with d −5+? b +6+?
are the stic ros shapes
James Jackson
t lines on a my g ?+2 e + 5 + c −1+?
straigh there be er of the East ? Home Van
w many would w eith j ?+4 h ?−5 f ?−2
a Ho t lines ed to dra Pear Van Smith
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101
15
vi
9781510421660.indb 6 2/21/18 12:37 AM

Assessment
For Cambridge IGCSE Core Mathematics there are two examination
papers, Paper 1 and Paper 3. You may use a scientific calculator for both
papers.
Length Type of questions

Paper 1 1 hour Short-answer questions
Paper 3 2 hours Structured questions
Examination techniques
Make sure you check the instructions on the question paper, the length
of the paper and the number of questions you have to answer. In the
case of Cambridge IGCSE® Mathematics examinations you will have
to answer every question as there will be no choice.
Allocate your time sensibly between each question. Every year, good
students let themselves down by spending too long on some questions
and too little time (or no time at all) on others.
Make sure you show your working to show how you’ve reached your
answer.
Command words
The command words that may appear in your question papers are listed
below. The command word will relate to the context of the question.
Command word What it means

Calculate work out from given facts, figures or information,
generally using a calculator
Construct* make an accurate drawing
Describe state the points of a topic / give characteristics and main
features
Determine establish with certainty
Explain set out purposes or reasons / make the relationships
between things evident / provide why and/or how and
support with relevant evidence
Give produce an answer from a given source or recall/memory
Plot mark point(s) on a graph
Show (that) provide structured evidence that leads to a given result
Sketch make a simple freehand drawing showing the key
features
Work out calculate from given facts, figures or information with or
without the use of a calculator
Write give an answer in a specific form
Write down give an answer without significant working
vii
9781510421660.indb 7 2/21/18 12:37 AM

*Note: ‘construct’ is also used in the context of equations or expressions.
When you construct an equation, you build it using information that
you have been given or you have worked out. For example, you might
construct an equation in the process of solving a word problem.
viii
9781510421660.indb 8 2/21/18 12:37 AM

From the authors
Mathematics comes from the Greek word meaning knowledge or
learning. Galileo Galilei (1564–1642) wrote ‘the universe cannot be
read until we learn the language in which it is written. It is written in
mathematical language.’ Mathematics is used in science, engineering,
medicine, art, finance, etc., but mathematicians have always studied the
subject for pleasure. They look for patterns in nature, for fun, as a game
or a puzzle.
A mathematician may find that his or her puzzle solving helps to solve
‘real life’ problems. But trigonometry was developed without a ‘real life’
application in mind, before it was then applied to navigation and many
other things. The algebra of curves was not ‘invented’ to send a rocket
to Jupiter.
The study of mathematics is across all lands and cultures. A
mathematician in Africa may be working with another in Japan to
extend work done by a Brazilian in the USA.
People in all cultures have tried to understand the world around
them, and mathematics has been a common way of furthering that
understanding, even in cultures which have left no written records.
Each topic in this textbook has an introduction that tries to show
how, over thousands of years, mathematical ideas have been passed
from one culture to another. So, when you are studying from this
textbook, remember that you are following in the footsteps of earlier
mathematicians who were excited by the discoveries they had made.
These discoveries changed our world.
You may find some of the questions in this book difficult. It is easy
when this happens to ask the teacher for help. Remember though that
mathematics is intended to stretch the mind. If you are trying to get
physically fit, you do not stop as soon as things get hard. It is the same
with mental fitness. Think logically. Try harder. In the end you are
responsible for your own learning. Teachers and textbooks can only
guide you. Be confident that you can solve that difficult problem.
Ric Pimentel and Terry Wall
ix
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TOPIC 1
Number
Contents
Chapter 1 Number and language (C1.1, C1.3, C1.4)
Chapter 2 Accuracy (C1.9, C1.10)
Chapter 3 Calculations and order (C1.6, C1.8, C1.13)
Chapter 4 Integers, fractions, decimals and percentages (C1.5, C1.8)
Chapter 5 Further percentages (C1.5, C1.12)
Chapter 6 Ratio and proportion (C1.11)
Chapter 7 Indices and standard form (C1.7)
Chapter 8 Money and finance (C1.15, C1.16)
Chapter 9 Time (C1.14)
Chapter 10 Set notation and Venn diagrams (C1.2)
Course
C1.1 C1.5
Identify and use natural numbers, integers (positive, Use the language and notation of simple vulgar and
negative and zero), prime numbers, square and cube decimal fractions and percentages in appropriate
numbers, common factors and common multiples, contexts.
rational and irrational numbers (e.g. π, 2), real Recognise equivalence and convert between these
numbers, reciprocals. forms.
C1.2 C1.6
Understand notation of Venn diagrams. Order quantities by magnitude and demonstrate
Definition of sets familiarity with the symbols =, ≠, >, <, , .
e.g. A = {x: x is a natural number} C1.7
B = {a, b, c, …} Understand the meaning of indices (fractional, negative
C1.3 and zero) and use the rules of indices.
Calculate squares, square roots, cubes and cube roots Use the standard form A × 10n where n is a positive or
and other powers and roots of numbers. negative integer, and 1  A < 10.
C1.4
Use directed numbers in practical situations.
9781510421660.indb 2 2/21/18 12:37 AM

C1.8 C1.13
Use the four rules for calculations with whole Use a calculator efficiently.
numbers, decimals and fractions (including mixed Apply appropriate checks of accuracy.
numbers and improper fractions), including correct
ordering of operations and use of brackets. C1.14
Calculate times in terms of the 24-hour and 12-hour
C1.9 clock.
Make estimates of numbers, quantities and lengths, Read clocks, dials and timetables.
give approximations to specified numbers of significant
figures and decimal places and round off answers to C1.15
reasonable accuracy in the context of a given problem. Calculate using money and convert from one currency
to another.
C1.10
Give appropriate upper and lower bounds for data given C1.16
to a specified accuracy. Use given data to solve problems on personal and
household finance involving earnings, simple interest and
C1.11 compound interest.
Demonstrate an understanding of ratio and proportion.
Extract data from tables and charts.
Calculate average speed.
Use common measures of rate. C1.17
Extended curriculum only.
C1.12
Calculate a given percentage of a quantity.
Express one quantity as a percentage of another.
Calculate percentage increase or decrease.
The development of number

In Africa, bones have been discovered with marks cut into
them that are probably tally marks. These tally marks may
have been used for counting time, such as numbers of days
or cycles of the moon, or for keeping records of numbers of
animals. A tallying system has no place value, which makes
it hard to show large numbers.
The earliest system like ours (known as base 10) dates to
3100bce in Egypt. Many ancient texts, for example texts from
Babylonia (modern Iraq) and Egypt, used zero. Egyptians used
the word nfr to show a zero balance in accounting. Indian
texts used a Sanskrit word, shunya, to refer to the idea of
the number zero. By the 4th century bce, the people of south-
central Mexico began to use a true zero. It was represented
by a shell picture and became a part of Mayan numerals. By
ce130, Ptolemy was using a symbol, a small circle, for zero.
This Greek zero was the first use of the zero we use today.
The idea of negative numbers was recognised as early as
100bce in the Chinese text Jiuzhang Suanshu (Nine Chapters Fragment of a Greek
on the Mathematical Art). This is the earliest known mention papyrus, showing an early
of negative numbers in the East. In the 3rd century bce version of the zero sign
in Greece, Diophantus had an equation whose solution was
negative. He said that the equation gave an absurd result.
European mathematicians did not use negative numbers until the 17th century,
although Fibonacci allowed negative solutions in financial problems where they
could be debts or losses.
9781510421660.indb 3 2/21/18 12:37 AM

1 Number and language
Natural numbers
A child learns to count ‘one, two, three, four, …’ These are sometimes
called the counting numbers or whole numbers.
The child will say ‘I am three’, or ‘I live at number 73’.
If we include the number zero, then we have the set of numbers called
the natural numbers.
The set of natural numbers ℕ = {0, 1, 2, 3, 4, …}.
Integers
On a cold day, the temperature may drop to 4 °C at 10 p.m. If the
temperature drops by a further 6 °C, then the temperature is ‘below
zero’; it is −2 °C.
If you are overdrawn at the bank by $200, this might be shown as −$200.
The set of integers ℤ = {…, −3, −2, −1, 0, 1, 2, 3, …}.
ℤ is therefore an extension of ℕ. Every natural number is an integer.
Rational numbers
A child may say ‘I am three’; she may also say ‘I am three and a half’, or
even ‘three and a quarter’. 312 and 3 14 are rational numbers. All rational
numbers can be written as a fraction whose denominator is not zero.
All terminating decimals and recurring decimals are rational numbers
as they can also be written as fractions, e.g.
0.2 = 15 3
0.3 = 10 7 = 17 153
1.53 = 100 0.2 = 29
A The set of rational numbers ℚ is an extension of the set of integers.
Irrational numbers
Numbers which cannot be expressed as a fraction are not rational
numbers; they are irrational numbers.
1
Using Pythagoras’ rule in the diagram to the left, the length of the
hypotenuse AC is found as:
AC2 = 12 + 12
AC2 = 2
B
1
C AC = 2
2 = 1.41421356… . The digits in this number do not recur or repeat.
This is a property of all irrational numbers. Another example of an
irrational number you will come across is π (pi).
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Cube numbers
π is the ratio of the circumference of a circle to the length of its

diameter. Although it is often rounded to 3.142, the digits continue
indefinitely never repeating themselves.
The set of rational and irrational numbers together form the set of real
numbers ℝ.
Prime numbers
1 is not a prime A prime number is one whose only factors are 1 and itself.
number.
Reciprocal
The reciprocal of a number is obtained when 1 is divided by that number.
The reciprocal of 5 is 15 , the reciprocal of 25 is 12 , which simplifies to 25 .
5
Exercise 1.1 1 In a 10 by 10 square, write the numbers 1 to 100.

Cross out number 1.
Cross out all the even numbers after 2 (these have 2 as a factor).
Cross out every third number after 3 (these have 3 as a factor).
Continue with 5, 7, 11 and 13, then list all the prime numbers less than 100.
2 Write the reciprocal of each of the following:
1 7
a 8 b 12 c 53
3
d 1 12 e 34 f 6
Square numbers
Exercise 1.2 In a 10 by 10 square, write the numbers 1 to 100.
Shade in 1 and then 2 × 2, 3 × 3, 4 × 4, 5 × 5, etc.
These are the square numbers.
The 2 is called 3 × 3 can be written 32 (you say three squared or three raised to the
an index; plural power of two)
indices. 7 × 7 can be written 72
Cube numbers
3 × 3 × 3 can be written 33 (you say three cubed or three raised to the
power of three)
5 × 5 × 5 can be written 53 (five cubed or five raised to the power of three)
2 × 2 × 2 × 5 × 5 can be written 23 × 52
Exercise 1.3 Write the following using indices:

a 9×9 b 12 × 12
c 8×8 d 7×7×7
e 4×4×4 f 3×3×2×2×2
g 5×5×5×2×2 h 4×4×3×3×2×2
9781510421660.indb 5 2/21/18 12:38 AM

Factors
The factors of 12 are all the numbers which will divide exactly into 12,
i.e. 1, 2, 3, 4, 6 and 12.
Exercise 1.4 List all the factors of the following numbers:

a 6 b 9 c 7 d 15 e 24
f 36 g 35 h 25 i 42 j 100
Prime factors
The factors of 12 are 1, 2, 3, 4, 6 and 12.
Of these, 2 and 3 are prime numbers, so 2 and 3 are the prime factors of 12.
Exercise 1.5 List the prime factors of the following numbers:

a 15 b 18 c 24 d 16 e 20
f 13 g 33 h 35 i 70 j 56
An easy way to find prime factors is to divide by the prime numbers in

order, smallest first.
Worked examples
1 Find the prime factors of 18 and express it as a product of prime numbers:
18
2 9
3 3
3 1
18 = 2 × 3 × 3 or 2 × 32
24
2 12
2 6
2 3
3 1
24 = 2 × 2 × 2 × 3 or 23 × 3
75
3 25
5 5
5 1
75 = 3 × 5 × 5 or 3 × 52
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Rational and irrational numbers
Exercise 1.6 Find the prime factors of the following numbers and express them as a
product of prime numbers:
a 12 b 32 c 36 d 40 e 44
f 56 g 45 h 39 i 231 j 63
Highest common factor

The factors of 12 are 1, 2, 3, 4, 6, 12.
The factors of 18 are 1, 2, 3, 6, 9, 18.
So the highest common factor (HCF) can be seen by inspection to be 6.
Exercise 1.7 Find the HCF of the following numbers:

a 8, 12 b 10, 25 c 12, 18, 24
d 15, 21, 27 e 36, 63, 108 f 22, 110
g 32, 56, 72 h 39, 52 i 34, 51, 68
j 60, 144
Multiples
Multiples of 5 are 5, 10, 15, 20, etc.
The lowest common multiple (LCM) of 2 and 3 is 6, since 6 is the
smallest number divisible by 2 and 3.
The LCM of 3 and 5 is 15. The LCM of 6 and 10 is 30.
Exercise 1.8 1 Find the LCM of the following numbers:

a 3, 5 b 4, 6 c 2, 7 d 4, 7
e 4, 8 f 2, 3, 5 g 2, 3, 4 h 3, 4, 6
i 3, 4, 5 j 3, 5, 12
2 Find the LCM of the following numbers:
a 6, 14 b 4, 15 c 2, 7, 10 d 3, 9, 10
e 6, 8, 20 f 3, 5, 7 g 4, 5, 10 h 3, 7, 11
i 6, 10, 16 j 25, 40, 100
Rational and irrational numbers

Earlier in this chapter you learnt about rational and irrational numbers.
A rational number is any number which can be expressed as a fraction.
Examples of some rational numbers and how they can be expressed as a
fraction are:
153 2
0.2 = 15 3
0.3 = 10 7= 7
1
1.53 = 100 0.2 = 9
An irrational number cannot be expressed as a fraction. Examples of
irrational numbers include:
2, 5, 6 − 3, π
9781510421660.indb 7 2/21/18 12:38 AM

In summary
Rational numbers include:
● whole numbers
● fractions
● recurring decimals
● terminating decimals.
Irrational numbers include:
● the square root of any number other than square numbers
● a decimal which neither repeats nor terminates (e.g. π).
Exercise 1.9 1 For each of the numbers shown below state whether it is rational or
irrational:
a 1.3 b 0.6 c 3
3
d −2 53 e 25 f 8
g 7 h 0.625 i 
0.11
2 For each of the numbers shown below state whether it is rational or
irrational:
a 4× 3 b 2+ 3 c 2× 3
d 8 e 2 5 f 4 + ( 9 − 4)
2 20
3 Look at these shapes and decide if the measurements required are
rational or irrational. Give reasons for your answer.
a Length of b Circumference
diagonal of circle
3 cm 4 cm
4 cm
c Side length d Area of circle

of square 1
π
72 cm
Calculating squares
This is a square of side 1 cm.
This is a square of side 2 cm.

It has four squares of side 1 cm in it.
9781510421660.indb 8 2/21/18 12:38 AM

Square roots
Exercise 1.10 Calculate how many squares of side 1 cm there would be in squares of side:
a 3 cm b 5 cm c 8 cm d 10 cm
e 11 cm f 12 cm g 7 cm h 13 cm
i 15 cm j 20 cm
In index notation, the square numbers are 12, 22, 32, 42, etc. 42 is read as
‘4 squared’.
Worked example
This square is of side 1.1 units. 1.1
Its area is 1.1 × 1.1 units2.
A=1×1=1
B = 1 × 0.1 = 0.1 1.1 A 1 B
B = 1 × 0.1 = 0.1
C = 0.1 × 0.1 = 0.01 1
Total = 1.21 units2 B C
Exercise 1.11 1 Draw diagrams and use them to find the area of squares of side:
a 2.1 units b 3.1 units c 1.2 units
d 2.2 units e 2.5 units f 1.4 units
2 Use long multiplication to work out the area of squares of side:
a 2.4 b 3.3 c 2.8 d 6.2
e 4.6 f 7.3 g 0.3 h 0.8
i 0.1 j 0.9
3 Check your answers to Q.1 and 2 by using the x2 key on a calculator.
Using a graph
Exercise 1.12 1 Copy and complete the table for the equation y = x2.
x 0 1 2 3 4 5 6 7 8
y 9 49
Plot the graph of y = x2. Use your graph to find the value of the following:
a 2.52 b 3.52 c 4.52 d 5.52
e 7.2 2 f 6.4 2 g 0.8 2 h 0.22
i 5.3 2 j 6.3 2
2 Check your answers to Q.1 by using the x2 key on a calculator.
Square roots
The orange square (overleaf) contains 16 squares. It has sides of length
4 units.
So the square root of 16 is 4.
This can be written as 16 = 4.
9
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Note that 4 × 4 = 16 so 4 is the square root of 16.
However, −4 × −4 is also 16 so −4 is also the square root of 16.
By convention, 16 means ‘the positive square root of 16’ so 16 = 4

but the square root of 16 is ±4, i.e. +4 or −4.
Note that −16 has no square root since any integer squared
is positive.
Exercise 1.13 1 Find the following:

a 25 b 9 c 49 d 100
e 121 f 169 g 0.01 h 0.04
i 0.09 j 0.25
2 Use the key on your calculator to check your answers to Q.1.
3 Calculate the following:
1 1 1 1
a b c d 49
9 16 25
e 1 f 4 g 9 h 49
100 9 100 81
i 2 97 j 6 14
Using a graph
Exercise 1.14 1 Copy and complete the table below for the equation y = x .
x 0 1 4 9 16 25 36 49 64 81 100
y
Plot the graph of y = x . Use your graph to find the approximate values
of the following:
a 70 b 40 c 50 d 90
e 35 f 45 g 55 h 60
i 2 j 3 k 20 l 30
m 12 n 75 o 115
2 Check your answers to Q.1 above by using the key on a calculator.
Cubes of numbers
The small cube has sides of 1 unit and occupies 1 cubic unit of space.
The large cube has sides of 2 units and occupies 8 cubic units of space.
That is, 2 × 2 × 2.
10
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Further powers and roots
Exercise 1.15 How many cubic units would be occupied by cubes of side:
a 3 units b 5 units c 10 units
d 4 units e 9 units f 100 units?
In index notation, the cube numbers are 13, 23, 33, 43, etc. 43 is read as ‘4 cubed’.
Some calculators have an x3 key. On others, to find a cube you multiply
the number by itself three times.
Exercise 1.16 1 Copy and complete the table below:

Number 1 2 3 4 5 6 7 8 9 10
Cube 27
2 Use a calculator to find the following:

a 113 b 0.53 c 1.53 d 2.53
e 20 3 f 30 3 g 33 + 23 h (3 + 2)3
i 73 + 33 j (7 + 3)3
Cube roots
3
is read as ‘the cube root of …’.
3
64 is 4, since 4 × 4 × 4 = 64.
3
Note that 64 is not −4
since −4 × −4 × −4 = −64
3
but −64 is −4.
Exercise 1.17 Find the following cube roots:

a 38 b 3 125 c 3
27 d 3
0.001
e 3
0.027 f 3
216 g 3
1000 h
3 1000 000
3 3 3 3
i −8 j −27 k −1000 l −1
Further powers and roots

We have seen that the square of a number is the same as raising that number
to the power of 2. For example, the square of 5 is written as 52 and means
5 × 5. Similarly, the cube of a number is the same as raising that number to the
power of 3. For example, the cube of 5 is written as 53 and means 5 × 5 × 5.
Numbers can be raised by other powers too. Therefore, 5 raised to the
power of 6 can be written as 56 and means 5 × 5 × 5 × 5 × 5 × 5.
You will find a button on your calculator to help you to do this. On most
calculators, it will look like y x.
11
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We have also seen that the square root of a number can be written using
the √ symbol. Therefore, the square root of 16 is written as 16 and is ±4,
because both 4 × 4 = 16 and −4 × −4 = 16.
The cube root of a number can be written using the 3 symbol.
Therefore, the cube root of 125 is written as 3 125 and is 5 because
5 × 5 × 5 = 125.
Numbers can be rooted by other values as well. The fourth root of
a number can be written using the symbol 4 . Therefore, the fourth
root of 625 can be expressed as 4 625 and is ±5 because both
5 × 5 × 5 × 5 = 625 and (−5) × (−5) × (−5) × (−5) = 625.
You will find a button on your calculator to help you to calculate with
roots too. On most calculators, it will look like x y .
Exercise 1.18 Work out:

(34 )
4 5 4 2
a 6 b 3 +2 c
6 4 8
d 0.1 ÷ 0.01 e 4
2401 f 256
( ) ( )
3 9
g 5
243 h 9
36 i 2 × 17
4
( )
1 4 2
j 6 × 27 k 54 l 10 59 049
64
Directed numbers
Worked example
–20 –15 –10 –5 0 5 10 15 20
The diagram shows the scale of a thermometer. The temperature at 04 00 was

−3 °C. By 09 00 it had risen by 8 °C. What was the temperature at 09 00?
(−3)° + (8)° = (5)°
Exercise 1.19 1 Find the new temperature if:

a The temperature was −5° C, and rises 9° C.
b The temperature was −12 °C, and rises 8 °C.
c The temperature was +14 °C, and falls 8 °C.
d The temperature was −3 °C, and falls 4 °C.
e The temperature was −7 °C, and falls 11 °C.
f The temperature was 2 °C, it falls 8 °C, then rises 6 °C.
g The temperature was 5 °C, it falls 8 °C, then falls a further 6 °C.
h The temperature was −2 °C, it falls 6 °C, then rises 10 °C.
i The temperature was 20 °C, it falls 18 °C, then falls a further 8 °C.
j The temperature was 5 °C below zero and falls 8 °C.
12
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Directed numbers
2 Mark lives in Canada. Every morning before school he reads a

thermometer to find the temperature in the garden. The thermometer
below shows the results for 5 days in winter.
Monday Friday Tuesday Wednesday Thursday
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
Find the change in temperature between:

a Monday and Friday b Monday and Thursday
c Tuesday and Friday d Thursday and Friday
e Monday and Tuesday.
3 The highest temperature ever recorded was in Libya. It was 58 °C. The
lowest temperature ever recorded was −88 °C in Antarctica. What is the
temperature difference?
4 Julius Caesar was born in 100bce and was 56 years old when he died. In
what year did he die?
5 Marcus Flavius was born in 20bce and died in ce42. How old was he
when he died?
6 Rome was founded in 753bce. The last Roman city, Constantinople, fell
in ce1453. How long did the Roman Empire last?
7 My bank account shows a credit balance of $105. Describe my balance
as a positive or negative number after each of these transactions is
made in sequence:
a rent $140 b car insurance $283
c 1 week’s salary $230 d food bill $72
e credit transfer $250
8 A lift in the Empire State Building in New York has stopped
somewhere close to the halfway point. Call this ‘floor zero’. Show on a
number line the floors it stops at as it makes the following sequence of
journeys:
a up 75 floors b down 155 floors
c up 110 floors d down 60 floors
e down 35 floors f up 100 floors
9 A hang-glider is launched from a mountainside. It climbs 650 m and
then starts its descent. It falls 1220 m before landing.
a How far below its launch point was the hang-glider when it landed?
b If the launch point was at 1650 m above sea level, at what height
above sea level did it land?
10 The average noon temperature in Sydney in January is +32 °C. The
average midnight temperature in Boston in January is −12 °C. What is
the temperature difference between the two cities?
11 The temperature in Madrid on New Year’s Day is −2 °C. The
temperature in Moscow on the same day is −14 °C. What is the
temperature difference between the two cities?
13
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Exercise 1.19 (cont) 12 The temperature inside a freezer is −8 °C. To defrost it, the temperature
is allowed to rise by 12 °C. What will the temperature be after this rise?
13 A plane flying at 8500 m drops a sonar device onto the ocean floor. If the
sonar falls a total of 10 200 m, how deep is the ocean at this point?
14 The roof of an apartment block is 130 m above ground level. The car
park beneath the apartment is 35 m below ground level. How high is the
roof above the floor of the car park?
15 A submarine is at a depth of 165 m. If the ocean floor is 860 m from the
surface, how far is the submarine from the ocean floor?
Student assessment 1
1 List the prime factors of the following numbers:
a 28 b 38
2 Find the lowest common multiple of the following numbers:
a 6, 10 b 7, 14, 28
3 The diagram shows a square 6 cm
with a side length of 6 cm.
6 cm
Explain, giving reasons, whether the following are rational or

irrational:
a The perimeter of the square. b The area of the square.
4 Find the value of:
a 92 b 152 c (0.2)2 d (0.7)2
5 Draw a square of side 2.5 units. Use it to find (2.5)2.
6 Calculate:
a (3.5)2 b (4.1)2 c (0.15)2
7 Copy and complete the table for y = x .
x 0 1 4 9 16 25 36 49
y
Plot the graph of y = x. Use your graph to find:

a 7 b 30 c 45
8 Without using a calculator, find:
a 225 b 0.01 c 0.81
d 9 e 54 f 2 4239
25 9

( 23 )
3
a 43 b (0.1)3 c
14
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Directed numbers

64
a 3 27 b 3 1000 000 c 3
125
11 Using a calculator if necessary work out:
5 7
a 3 ÷3 b 5 4 × 4 625 c 7
2187 ÷ 3 3
Student assessment 2
Date Event he table shows dates of some
T
significance to mathematics.
2900bce Great Pyramid built
Use the table to answer Q.1−6.
1650bce Rhind Papyrus written
540bce Pythagoras born
300bce Euclid born
ce290 Lui Chih calculated π as 3.14
ce1500 Leonardo da Vinci born
ce1900 Albert Einstein born
ce1998 Fermat’s last theorem proved
1 How many years before Einstein was born 2 How many years before Leonardo was born
was the Great Pyramid built? was Pythagoras born?
3 How many years after Lui Chih’s calculation 4 How many years were there between the
of π was Fermat’s last theorem proved? births of Euclid and Einstein?
5 How long before Fermat’s last theorem was 6 How old was the Great Pyramid when
proved was the Rhind Papyrus written? Leonardo was born?
7 A bus route runs past Danny’s house. Each stop is given the name of a street. From home to
Smith Street is the positive direction.
Home
Van Bridge Smith James Free
Wilson East Pear Jackson West Kent
Find where Danny is after the stages of these journeys from home:
a +4−3 b +2−5 c +2−7
d +3−2 e −1−1 f +6−8+1
g −1+3−5 h −2−2+8 i +1−3+5
j −5+8−1
8 Using the diagram from Q.7, and starting from home each time, find the missing stages in these
journeys if they end at the stop given:
a +3+? Pear b +6+? Jackson c −1+? Van
d −5+? James e +5+? Home f ?−2 Smith
g ?+2 East h ?−5 Van i ?−1 East
j ?+4 Pear
15
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2 Accuracy
Approximation
In many instances exact numbers are not necessary or even desirable.
In those circumstances approximations are given. The approximations
can take several forms. Common types of approximation are dealt with
in this chapter.
Rounding
If 28 617 people attend a gymnastics competition, this figure can be
reported to various levels of accuracy.
To the nearest 10 000 this figure would be rounded up to 30 000.
To the nearest 1000 the figure would be rounded up to 29 000.
To the nearest 100 the figure would be rounded down to 28 600.
In this type of situation it is unlikely that the exact number would be
reported.
Exercise 2.1 1 Round these numbers to the nearest 1000:

a 68 786 b 74 245 c 89 000
d 4020 e 99 500 f 999 999
2 Round these numbers to the nearest 100:
a 78 540 b 6858 c 14 099
d 8084 e 950 f 2984
3 Round these numbers to the nearest 10:
a 485 b 692 c 8847
d 83 e 4 f 997
Decimal places
A number can also be approximated to a given number of decimal places
(d.p.). This refers to the number of digits written after a decimal point.
Worked examples
1 Write 7.864 to 1 d.p.
The answer needs to be written with one digit after the decimal point.
However, to do this, the second digit after the decimal point needs to be
considered. If it is 5 or more then the first digit is rounded up.
2 Write 5.574 to 2 d.p.
The answer here is to be given with two digits after the decimal point.
In this case the third digit after the decimal point needs to be considered.
16
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Rounding
As the third digit after the decimal point is less than 5, the second digit is not
rounded up.
Exercise 2.2 1 Give the following to 1 d.p.

a 5.58 b 0.73 c 11.86
d 157.39 e 4.04 f 15.045
g 2.95 h 0.98 i 12.049
2 Give the following to 2 d.p.
a 6.473 b 9.587 c 16.476
d 0.088 e 0.014 f 9.3048
g 99.996 h 0.0048 i 3.0037
Significant figures
Numbers can also be approximated to a given number of significant
figures (s.f.). In the number 43.25 the 4 is the most significant figure as it
has a value of 40. In contrast, the 5 is the least significant as it only has a
value of 5 hundredths.
Worked examples
1 Write 43.25 to 3 s.f.
Only the three most significant digits are written, however the fourth digit
needs to be considered to see whether the third digit is to be rounded up
or not.
i.e. 43.25 is written as 43.3 to 3 s.f.
2 Write 0.0043 to 1 s.f.
In this example only two digits have any significance, the 4 and the 3. The 4 is
the most significant and therefore is the only one of the two to be written in
the answer.
i.e. 0.0043 is written as 0.004 to 1 s.f.
Exercise 2.3 1 Write the following to the number of significant figures stated:
a 48 599 (1 s.f.) b 48 599 (3 s.f.) c 6841 (1 s.f.)
d 7538 (2 s.f.) e 483.7 (1 s.f.) f 2.5728 (3 s.f.)
g 990 (1 s.f.) h 2045 (2 s.f.) i 14.952 (3 s.f.)
2 Write the following to the number of significant figures stated:
a 0.085 62 (1 s.f.) b 0.5932 (1 s.f.) c 0.942 (2 s.f.)
d 0.954 (1 s.f.) e 0.954 (2 s.f.) f 0.003 05 (1 s.f.)
g 0.003 05 (2 s.f.) h 0.009 73 (2 s.f.) i 0.009 73 (1 s.f.)
17
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2 Accuracy
Appropriate accuracy
In many instances, calculations carried out using a calculator produce
answers which are not whole numbers. A calculator will give the answer
to as many decimal places as will fit on its screen. In most cases this
degree of accuracy is neither desirable nor necessary. Unless specifically
asked for, answers should not be given to more than two decimal places.
Indeed, one decimal place is usually sufficient.
Worked example
Calculate 4.64 ÷ 2.3, giving your answer to an appropriate degree of accuracy.
The calculator will give the answer to 4.64 ÷ 2.3 as 2.017 391 3. However, the
answer given to 1 d.p. is sufficient.
Therefore 4.64 ÷ 2.3 = 2.0 (1 d.p.).
Estimating answers to calculations

Even though many calculations can be done quickly and effectively on a
calculator, often an estimate for an answer can be a useful check. This is
done by rounding each of the numbers so that the calculation becomes
relatively straightforward.
Worked examples
1 Estimate the answer to 57 × 246.
Here are two possibilities:
a 60 × 200 = 12 000
b 50 × 250 = 12 500.
2 Estimate the answer to 6386 ÷ 27.
6000 ÷ 30 = 200.
3 Estimate the answer to 3 120 × 48.
≈ is used to
state that the As 3 125 = 5, 3 120 ≈ 5
actual answer is Therefore 3 120 × 48 ≈ 5 × 50
approximately ≈ 250
equal to the 2 5 × 4 600
4 Estimate the answer to
answer shown. 8
An approximate answer can be calculated using the knowledge that 25 = 32
and 4 625 = 5
4
Therefore 2 × 600 ≈ 30 × 5 ≈ 150
5
8 8 8
≈ 20
18
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Estimating answers to calculations
Exercise 2.4 1 Without using a calculator, estimate the answers to:

a 62 × 19 b 270 × 12 c 55 × 60
d 4950 × 28 e 0.8 × 0.95 f 0.184 × 475
2 Without using a calculator, estimate the answers to:
a 3946 ÷ 18 b 8287 ÷ 42 c 906 ÷ 27
d 5520 ÷ 13 e 48 ÷ 0.12 f 610 ÷ 0.22
3 Without using a calculator, estimate the answers to:
a 78.45 + 51.02 b 168.3 – 87.09 c 2.93 × 3.14
× 752 (9.8) 3
d 84.2 ÷ 19.5 e 4.315.6 f (2.2) 2
3
78 × 6 × 63
g h 38
4 i 4
25 × 4
25
53 9900
4 Using estimation, identify which of the following are definitely incorrect.

Explain your reasoning clearly.
a 95 × 212 = 20 140 b 44 × 17 = 748
c 689 × 413 = 28 457 d 142 656 ÷ 8 = 17 832
8.42 × 46
e 77.9 × 22.6 = 2512.54 f = 19 366
0.2
5 Estimate the shaded area of the following shapes. Do not work out an
exact answer.
a 17.2 m
6.2 m
b 9.7 m
2.6 m
4.8 m
3.1 m
c 28.8 cm
4.4 cm
16.3 cm
11 cm
19
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Foster thrust his legs into the opening, slid over the edge,
disappeared. I followed him. I eased down a few feet, glanced back
for a last look at the night sky, then lost my grip and slid. I hit bottom
hard enough to knock the wind out of me, and found myself lying on a
level floor.
"What is this place?" I dug the flashlight out of the rubble, flashed it
around. We were in a low-ceilinged room ten yards square. I saw
smooth walls, the dark bulks of massive shapes that made me think
of sarcophagi in Egyptian burial vaults—except that these threw back
highlights from dials and levers.
"For a couple of guys who get shy in the company of cops," I said,
"we've got a talent for doing the wrong thing. This is some kind of Top
Secret military installation."
"Impossible," Foster replied. "This couldn't be a modern structure, at
the bottom of a rubble-filled shaft—"
"Let's get out of here, fast," I said. "We've probably set off an alarm
already."
As if in answer, a low chime cut across our talk. Pearly light sprang
up on a square panel. I got to my feet, moved over to stare at it.
Foster came to my side.
"What do you make of it?" he said.
"I'm no expert on stone-age relics," I said. "But if that's not a radar
screen, I'll eat it."
I sat down in the single chair before the dusty control console, and
watched a red blip creep across the screen. Foster stood behind me.
"We owe a debt to that Ancient Sinner," he said. "Who would have
dreamed he'd lead us here?"
"Ancient Sinner, Hell," I said. "This place is as modernistic as next
year's juke box."
"Look at the symbols on the machines," Foster said. "They're identical
with those in the first section of the Journal."
"All pot-hooks look alike to me," I said. "It's this screen that's got me
worried. If I've got it doped out correctly, that blip is either a mighty
slow airplane—or it's at one hell of an altitude."
"Modern aircraft operate at great heights," Foster said.
"Not at this height," I said. "Give me a few more minutes to study
these scales...."
"There are a number of controls here," Foster said. "Obviously
intended to activate mechanisms—"
"Don't touch 'em," I said. "Unless you want to start World War III."
"I hardly think the results would be so drastic," Foster said. "Surely
this installation has a simple purpose, unconnected with modern wars
—but very possibly connected with the mystery of the Journal—and
of my own past."
"The less we know about this, the better," I said. "At least, if we don't
mess with anything, we can always claim we just stepped in here to
get out of the rain—"
"You're forgetting the Hunters," Foster said.
"Some new anti-personnel gimmick," I said.
"They came out of this shaft, Legion. It was opened by the pressure
of the Hunters, bursting out."
"Why did they pick that precise moment—just as we arrived?" I
asked.
"I think they were aroused," Foster said. "I think they sensed the
presence of their ancient foe."
I swung around to look at him.
"I see the way your thoughts are running," I said. "You're their Ancient
Foe, now, huh? Just let me get this straight: that means that umpteen
hundred years ago, you personally, had a fight with the Hunters—
here at Stonehenge. You killed a batch of them and ran. You hired
some kind of Viking ship and crossed the Atlantic. Later on, you lost
your memory, and started being a guy named Foster. A few weeks
ago you lost it again. Is that the picture?"
"More or less."
"And now we're a couple of hundred feet under Stonehenge—after a
brush with a crowd of luminous stinkbombs—and you're telling me
you'll be nine hundred on your next birthday."
"Remember the entry in the journal, Legion? 'I came to the place of
the Hunters, and it was a place I knew of old, and there was no hive,
but a Pit built by men of the Two worlds....'"
"Okay," I said. "So you're pushing a thousand."
I glanced at the screen, got out a scrap of paper, and scribbled a
rapid calculation. "Here's another big number for you. That object on
the screen is at an altitude—give or take a few percent—of thirty
thousand miles."
I tossed the pencil aside, swung around to frown at Foster. "What are
we mixed up in, Foster? Not that I really want to know. I'm ready to go
to a nice clean jail now, and pay my debt to society—"
"Calm down, Legion," Foster said. "You're raving."
"OK," I said, turning back to the screen. "You're the boss. Do what
you like. It's just my reflexes wanting to run. I've got no place to run
to. At least with you I've always got the wild hope that maybe you're
not completely nuts, and that somehow—"
I sat upright, eyes on the screen. "Look at this, Foster," I snapped. A
pattern of dots flashed across the screen, faded, flashed again....
"Some kind of IFF," I said. "A recognition signal. I wonder what we're
supposed to do now."
Foster watched the screen, saying nothing.
"I don't like that thing blinking at us," I said. "It makes me feel
conspicuous." I looked at the big red button beside the screen.
"Maybe if I pushed that...." Without waiting to think it over, I jabbed at
it.
A yellow light blinked on the control panel. On the screen, the pattern
of dots vanished. The red blip separated, a smaller blip moving off at
right angles to the main mass.
"I'm not sure you should have done that," Foster said.
"There is room for doubt," I said in a strained voice. "It looks like I've
launched a bomb from the ship overhead."
The climb back up the tunnel took three hours, and every foot of the
way I was listening to a refrain in my head: This may be it; this may
be it; this may be it....
I crawled out of the tunnel mouth and lay on my back, breathing hard.
Foster groped his way out beside me.
"We'll have to get to the highway," I said, untying the ten-foot rope of
ripped garments that had linked us during the climb. "There's a
telephone at the pub; we'll notify the authorities...." I glanced up.
"Hold it," I said. I grabbed Foster's arm and pointed overhead.
"What's that?"
Foster looked up. A brilliant point of blue light, brighter than a star,
grew perceptibly as we watched.
"Maybe we won't get to notify anybody after all," I said. "I think that's
our bomb—coming home to roost."
"That's illogical," Foster said. "The installation would hardly be
arranged merely to destroy itself in so complex a manner."
"Let's get out of here," I yelled.
"It's approaching us very rapidly," Foster said. "The distance we could
run in the next few minutes would be trivial by comparison with the
killing radius of a modern bomb. We'll be safer sheltered in the cleft
than in the open."
"We could slide back down the tunnel," I said.
"And be buried?"
"You're right; I'd rather fry on the surface."
We crouched, watching the blue glare directly overhead, growing
larger, brighter. I could see Foster's face by its light now.
"That's no bomb," Foster said. "It's not falling; it's coming down slowly
... like a—"
"Like a slowly falling bomb," I said. "And it's coming right down on top
of us. Goodbye, Foster. I can't claim it's been fun knowing you, but it's
been different. We'll feel the heat any second now. I hope it's fast."
The glaring disc was the size of the full moon now, unbearably bright.
It lit the plain like a pale blue sun. There was no sound. As it dropped
lower, the disc fore-shortened and I could see a dark shape above it,
dimly lit by the glare thrown back from the ground.
"The thing is the size of a ferry boat," I said.
"It's going to miss us," Foster said. "It will come to ground to the east
of us."
We watched the slender shape float down with dreamlike slowness,
now five hundred feet above, now three hundred, then hovering just
above the giant stones.
"It's coming down smack on top of Stonehenge," I yelled.
We watched as the vessel settled into place dead center on the

ancient ring of stones. For a moment they were vividly silhouetted
against the flood of blue radiance; then abruptly, the glare faded and
died.
"Foster," I said. "Do you think it's barely possible—"
A slit of yellow light appeared on the side of the hull, widened to a
square. A ladder extended itself, dropping down to touch the ground.
"If somebody with tentacles starts down that ladder," I said, in an
unnaturally shrill voice, "I'm getting out of here."
"No one will emerge," Foster said quietly. "I think we'll find, Legion,
that this ship of space is at our disposal."
"I'm not going aboard that thing," I said. "I'm not sure of much in this
world, but I'm sure of that."
"Legion," Foster said, "this is no twentieth century military vessel. It
obviously homed on the transmitter in the underground station, which
appears to be directly under the old monument—which is several
thousand years old—"
"And I'm supposed to believe the ship has been orbiting the Earth for
the last few thousand years, waiting for someone to push the red
button? You call that logical?"
"Given permanent materials—such as those the notebook is made of
—it's not impossible—or even difficult."
"We got out of the tunnel alive," I said. "Let's settle for that."
"We're on the verge of solving a mystery that goes back through the
centuries," Foster said. "A mystery that I've pursued, if I understand
the Journal, through many lifetimes—"
"One thing about losing your memory," I said. "You don't have any
fixed ideas to get in the way of your theories."
Foster smiled grimly. "The trail has brought us here. I must follow it—
wherever it leads."
I lay on the ground, staring up at the unbelievable shape, and the
beckoning square of light. "This ship—or whatever it is," I said: "It
drops down out of nowhere, and opens its doors—and you want to
walk right into the cosy interior—"
"Listen!" Foster cut in.
I heard a low rumbling then, a sound that rolled ominously, like distant
guns.
"More ships—" I started.
"Jet aircraft," Foster said. "From the bases in East Anglia probably. Of
course, they'll have tracked our ship in—"
"That's all for me!" I yelled, getting to my feet. "The secret's out—"
"Get down, Legion," Foster shouted. The engines were a blanketing
roar now.
"What for? They—"
Two long lines of fire traced themselves across the sky, curving down
—
I hit the dirt behind the stone in the same instant the rockets struck.
The shock wave slammed at the earth like a monster thunderclap,
and I saw the tunnel mouth collapse. I twisted, saw the red interior of
the jet tail-pipe as the fighter hurtled past, rolling into a climbing turn.
"They're crazy," I yelled. "Firing on—"
A second barrage blasted across my indignation. I hugged the muck
and waited while nine salvoes shook the earth. Then the rumble died,
reluctantly. The air reeked of high explosives.
"We'd have been dead now if we'd tried the tunnel," I gasped, spitting
dirt. "It caved at the first rocket. And if the ship was what you thought,
Foster, they've destroyed something—"
The sentence died unnoticed. The dust was settling and through it the
shape of the ship reared up, unchanged except that the square of
light was gone. As I watched, the door opened again and the ladder
ran out once more, invitingly.
"They'll try next time with atomics," I said. "That may be too much for
the ship's defenses—and it will sure as hell be too much for us—"
"Listen," Foster cut in. A deeper rumble was building in the distance.
"To the ship!" Foster called. He was up and running, and I hesitated
just long enough to think about trying for the highway and being
caught in the open—and then I was running, too. Ahead, Foster
stumbled crossing the ground that had been ripped up by the rocket
bursts, made it to the ladder, and went up it fast. The growl of the
approaching bombers grew, a snarl of deadly hatred. I leaped a still-
smoking stone fragment, took the ladder in two jumps, plunged into
the yellow-lit interior. Behind me, the door smacked shut.
I was standing in a luxuriously fitted circular room. There was a

pedestal in the center of the floor, from which a polished bar
projected. The bones of a man lay beside it. While I stared, Foster
sprang forward, seized the bar, and pulled. It slid back easily. The
lights flickered, and I had a moment of vertigo. Nothing else
happened.
"Try it the other way," I yelled. "The bombs will fall any second—" I
went for it, hand outstretched. Foster thrust in front of me. "Look!"
I stared at the glowing panel he was pointing to—a duplicate of the
one in the underground chamber. It showed a curved white line, with
a red point ascending from it.
"We're clear," Foster said. "We've made a successful take-off."
"But we can't be moving—there's no acceleration. There must be
sound-proofing—that's why we can't hear the noise of the bombers."
"No sound-proofing would help if we were at ground zero," Foster
said. "This ship is the product of an advanced science. We've left the
bombers far behind."
"Where are we going? Who's steering this thing?"
"It steers itself, I would judge," Foster said. "I don't know where we're
going, but we're well on the way. There's no doubting that."
I looked at him in amazement. "You like this, don't you, Foster? You're
having the time of your life."
"I can't deny that I'm delighted at this turn of events," Foster said.
"Don't you see? This vessel is a launch, or lifeboat, under automatic
control. And it's taking us to the mother ship."
"Okay, Foster," I said. "I'm with you." I looked at the skeleton on the
floor behind him, and added; "But I sure hope we have better luck
than the last passenger."
CHAPTER VII
It was two hours later, and Foster and I stood silent before a ten-foot
screen that had glowed into life when I touched a silver button beside
it. It showed us a vast emptiness of bottomless black, set thick with
corruscating points of polychrome brilliance that hurt to look at. And
against that backdrop: a ship, vast beyond imagining, blotting out half
the titanic vista with its bulk—
But dead.
Even from the distance of miles, I could sense it. The great black
torpedo shape, dull moonlight glinting along the unbelievable length
of its sleek flank, drifted: a derelict. I wondered for how many
centuries it had waited here—and for what?
"I feel," said Foster, "somehow—I'm coming home."
I tried to say something, croaked, cleared my throat.
"If this is your jitney," I said, "I hope they didn't leave the meter ticking
on you. We're broke."
"We're closing rapidly," said Foster. "Another ten minutes, I'd
guess...."
"How do we go about heaving to, alongside? You didn't come across
a book of instructions, did you?"
"I think I can predict that the approach will be automatic."
"This is your big moment, isn't it?" I said. "I've got to hand it to you,
pal; you've won out by pluck."
The ship appeared to move smoothly closer, looming over us, fine
golden lines of decorative filigree work visible now against the black.
A tiny square of pale light appeared, grew into a huge bay door that
swallowed us.
The screen went dark, there was a gentle jar, then motionlessness.
The port opened, silently.
"We've arrived," Foster said. "Shall we step out and have a look?"
"I wouldn't think of going back without one," I said. I followed him out
and stopped dead, gaping. I had expected an empty hold, bare metal
walls. Instead. I found a vaulted cavern, shadowed, mysterious, rich
with a thousand colors. There was a hint of strange perfume in the
air, and I heard low music that muttered among stalagmite-like
buttresses. There were pools, playing fountains, waterfalls, dim vistas
stretching away, lit by slanting rays of muted sunlight.
"What kind of place is it?" I asked. "It's like a fairyland, or a dream."
"It's not an earthly scheme of decoration," Foster said, "but I find it
strangely pleasing."
"Hey, look over there," I yelped suddenly, pointing. An empty-eyed

skull stared past me from the shadows at the base of a column.
Foster went over to the skull, stood looking down at it.
"There was a disaster here," he said. "That much is plain."
"It's creepy," I said. "Let's go back; I forgot to get film for my Brownie."
"The long-dead pose no threat," said Foster. He was kneeling,
looking at the white bones. He picked up something, stared at it.
"Look, Legion."
I went over. Foster held up a ring.
"We're onto something hot, pal," I said. "It's the twin to yours."
"I wonder ... who he was."
I shook my head. "If we knew that—and who killed him—or what—"
"Let's go on. The answers must be here somewhere." Foster moved
off toward a corridor that reminded me of a sunny avenue lined with
chestnut trees—though there were no trees, and no sun. I followed,
gaping.
For hours we wandered, looking, touching, not saying much but
saturated in wonder, like kids in a toy factory. We came across
another skeleton, lying among towering engines. Finally we paused in
a giant storeroom stacked high with supplies.
"Have you stopped to think, Foster," I said, fingering a length of rose-
violet cloth as thin as woven spider webs. "This boat's a treasure-
house of marketable items. Talk about the wealth of the Indies—"
"I seek only one thing here, my friend," Foster said; "my past."
"Sure," I said. "But just in case you don't find it, you might consider
the business angle. We can set up a regular shuttle run, hauling stuff
down—"
"You Earthmen," sighed Foster. "For you, every new experience is
immediately assessed in terms of its merchandising possibilities.
Well, I leave that to you."
"Okay okay," I said. "You go on ahead and scout around down that
way, if you want—where the technical-looking stuff is. I want to
browse around here for a while."
"As you wish."
"We'll meet at this end of the big hall we passed back there. Okay?"
Foster nodded and went on. I turned to a bin filled with what looked
like unset emeralds the size of walnuts. I picked up a handful, juggled
them lovingly.
"Anyone for marbles?" I murmured to myself.
Hours later I came along a corridor that was like a path through a
garden that was a forest, crossed a ballroom like a meadow floored in
fine-grained rust-red wood and shaded by giant ferns, and went
under an arch into the hall where Foster sat at a long table cut from
yellow marble. A light the color of sunrise gleamed through tall
pseudo-windows.
I dumped an armful of books on the table. "Look at these," I said. "All
made from the same stuff as the Journal. And the pictures...."
I flipped open one of the books, a heavy folio-sized volume, to a
double-page spread in color showing a group of bearded Arabs in
dingy white djellabas staring toward the camera, a flock of thin goats
in the background. It looked like the kind of picture the National
Geographic runs, except that the quality of the color and detail was
equal to the best color transparencies.
"I can't read the print," I said, "but I'm a whiz at looking at pictures.
Most of the books show scenes like I hope I never see in the flesh,
but I found a few that were made on Earth—God knows how long
ago."
"Travel books, perhaps," Foster said.
"Travel books that you could sell to any university on Earth for their
next year's budget. Take a look at this one."
Foster looked across at the panoramic shot of a procession of
shaven-headed men in white sarongs, carrying a miniature golden
boat on their shoulders, descending a long flight of white stone steps
leading from a colonnade of heroic human figures with folded arms
and painted faces. In the background, brick-red cliffs loomed up,
baked in desert heat.
"That's the temple of Hat-Shepsut in its prime," I said. "Which makes
this print close to four thousand years old. Here's another I
recognize." I turned to a smaller, aerial view, showing a gigantic
pyramid, its polished stone facing chipped in places and with a few
panels missing from the lower levels, revealing the cruder structure of
massive blocks beneath.
"That's one of the major pyramids, maybe Khufu's," I said. "It was
already a couple thousand years old, and falling into disrepair. And
look at this—" I opened another volume, showed Foster a vivid
photograph of a great shaggy elephant with a pinkish trunk upraised
between wide-curving yellow tusks.
"A mastodon," I said. "And there's a woolly rhino, and an ugly-looking
critter that must be a sabre-tooth. This book is old...."
"A lifetime of rummaging wouldn't exhaust the treasures aboard this
ship," said Foster.
"How about bones? Did you find any more?"
Foster nodded. "There was a disaster of some sort. Perhaps disease.
None of the bones was broken."
"I can't figure the one in the lifeboat," I said. "Why was he wearing a
necklace of bear's teeth?" I sat down across from Foster. "We've got
plenty of mysteries to solve, all right, but there are some other items
we'd better talk about. For instance: where's the kitchen? I'm getting
hungry."
Foster handed me a black rod from among several that lay on the
table. "I think this may be important," he said.
"What is it? a chop stick?"
"Touch it to your head, above the ear."
"What does it do—give you a massage?" I pressed it to my temple....
I was in a grey-walled room, facing a towering surface of ribbed
metal. I reached out, placed my hands over the proper perforations.
The housings opened. For apparent malfunction in the quaternary
field amplifiers, I knew, auto-inspection circuit override was necessary
before activation—
I blinked, looked around at the rod in my hand.
"I was in some kind of power-house," I said. "There was something
wrong with—with...."
"The Quaternary field amplifiers," Foster said.
"I seemed to be right there," I said. "I understood exactly what it was
all about."
"These are technical manuals," Foster said. "They'll tell us everything
we need to know about the ship."
"I was thinking about what I was getting ready to do," I said, "the way
you do when you're starting into a job; I was trouble-shooting the
Quaternary whatzits—and I knew how...."
Foster got to his feet and moved toward the doorway. "We'll have to
start at one end of the library and work our way through," he said. "It
will take us awhile, but we'll get the facts we need. Then we can
plan."
Foster picked a handful of briefing rods from the racks in the

comfortably furnished library and started in. The first thing we needed
was a clue as to where to look for food and beds, or for operating
instructions for the ship itself. I hoped we might find the equivalent of
a library card-catalog; then we could put our hands on what we
wanted in a hurry.
I went to the far end of the first rack and spotted a short row of red
rods that stood out vividly among the black ones. I took one out,
thought it over, decided it was unlikely that it was any more
dangerous than the others, and put it against my temple....
As the bells rang, I applied neuro-vascular tension, suppressed
cortical areas upsilon, zeta and iota, and stood by for—
I jerked the rod from my head, my ears still ringing with the shrill
alarm. The effect of the rods was like reality itself, but intensified, all
attention focussed single-mindedly on the experience at hand. I
thought of the entertainment potentialities of the idea. You could kill a
tiger, ride an airplane down in flames, face the heavyweight champion
—I wondered about the stronger sensations, like pain and fear.
Would they seem as real as the impulse to check the
whatchamacallits or tighten up your cortical thingamajigs?
I tried another rod.
At the sound of the apex-tone, I racked instruments, walked, not ran,
to the nearest transfer-channel—
Another:
Having assumed duty as Alert Officer, I reported first to coordination
Control via short-line, and confirmed rapport—
These were routine SOP's covering simple situations aboard ship. I
skipped a few, tried again:
Needing a xivometer, I keyed instruction-complex One, followed with
the code—
Three rods further along, I got this:

The situation falling outside my area of primary conditioning, I
reported in corpo to Technical Briefing, Level Nine, Section Four,
Sub-section Twelve, Preliminary. I recalled that it was now necessary
to supply my activity code ... my activity code ... my activity code.... (A
sensation of disorientation grew; confused images flickered like
vague background-noise; then a clear voice cut in:)
YOU HAVE SUFFERED PARTIAL PERSONALITY-FADE. DO NOT
BE ALARMED. SELECT A GENERAL BACKGROUND
ORIENTATION ROD FROM THE NEAREST EMERGENCY RACK.
ITS LOCATION IS ...
I was moving along the stacks, to pause in front of a niche where a U-
shaped plastic strip was clamped to the wall. I removed it, fitted it to
my head—
(Then:) I was moving along the stacks, to pause in front of a niche—
I was leaning against the wall, my head humming. The red stick lay
on the floor at my feet. That last bit had been potent: something about
a general background briefing—
"Hey, Foster!" I called, "I think I've got something...."
"As I see it," I said, "this background briefing should tell us all we
need to know about the ship; then we can plan our next move more
intelligently. We'll know what we're doing." I took the thing from the
wall, just as I had seemed to do in the phantom scene the red rod
had projected for me.
"These things make me dizzy," I said, handing it to Foster. "Anyway,
you're the logical one to try it."
He took the plastic shape, went to the reclining seat at the near end
of the library hall, and settled himself. "I have an idea this one will hit
harder than the others," he said.
He fitted the clamp to his head and ... instantly his eyes glazed; he
slumped back, limp.
"Foster!" I yelled. I jumped forward, started to pull the plastic piece
from his head, then hesitated. Maybe Foster's abrupt reaction was
standard procedure. In any case whatever harm this gadget could do
to Foster's brain had already been done. I might as well let the
process take its course. But I didn't like it much.
I went on reasoning with myself. After all, this was what the red rod
had indicated as normal procedure in a given emergency. Foster was
merely having his faded personality touched up. And his full-blown,
three-dimensional personality was what we needed to give us the
answers to a lot of the questions we'd been asking. Though the ship
and everything in it had lain unused and silent for forgotten millennia,
still the library should be good. The librarian was gone from his post
these thirty centuries, and Foster was lying unconscious, and I was
thirty thousand miles from home—but I shouldn't let trifles like that
worry me....
I got up and prowled the room. There wasn't much to look at except
stacks and more stacks. The knowledge stored here was fantastic,
both in magnitude and character. If I ever got home with a load of
these rods....
I strolled through a door leading to another room. It was small,
functional, dimly lit. The middle of the room was occupied by a large
and elaborate divan with a cap-shaped fitting at one end. Other
curious accoutrements were ranked along the walls. There wasn't
much in them to thrill me. But bone-wise I had hit the jackpot.
Two skeletons lay near the door, in the final slump of death. Another
lay beside the fancy couch. There was a long-bladed dagger beside
it.
I squatted beside the two near the door and examined them closely.
As far as I could tell, they were as human as I was. I wondered what
kind of men they had been, what kind of world they had come from,
that could build a ship like this and stock it as it was stocked.
The dagger that lay near the other bones was interesting: it seemed
to be made of a transparent orange metal, and its hilt was stamped in
a repeated pattern of the Two Worlds motif. It was the first clue as to
what had taken place among these men when they last lived: not a
complete clue, but a start.
I took a closer look at an apparatus like a dentist's chair parked
against the wall. There were spidery-looking metal arms mounted
above it, and a series of colored glass lenses. A row of dull silver
cylinders was racked against the wall. Another projected from a
socket at the side of the machine. I took it out and looked at it. It was
of plain pewter-colored plastic, heavy and smooth. I felt pretty sure it
was a close cousin to the chop sticks stored in the library. I wondered
what brand of information was recorded in it as I dropped it in my
pocket.
I lit a cigarette and went back out to where Foster lay. He was still in
the same position as when I had left him. I sat down on the floor
beside the couch to wait.
It was an hour before he stirred. He reached up, pulled off the plastic
head-piece, dropped it on the floor.
"Are you okay?" I asked.
Foster looked at me, his eyes travelling up to my uncombed hair and
down to my scuffed shoes. His eyes narrowed in a faint frown. Then
he said something—in a language that seemed to be all Z's and Q's.
"Enough surprises, Foster," I said hoarsely. "Talk American."
He stared into my eyes, then glanced around the room.
"This is a ship's library," he said.
I heaved a sigh of relief. Foster was watching my face. "What was it
all about?" I said. "What have you found out?"
"I know you," said Foster slowly. "Your name is Legion."
I nodded. I could feel myself getting tense again. "Sure, you know
me." I put a hand on his shoulder. "You remember: we were—"
He shook my hand off. "That is not the custom in Vallon," he said
coldly.
"Vallon?" I echoed. "What kind of routine is this, Foster?"
"Where are the others?"
"There's a couple of 'others' in the next room," I snapped. "But they've
lost a lot of weight. Outside of them there's only me—"

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Cambridge IGCSE Core Mathematics

4th edition Ric Pimentel

Cambridge IGCSE Mathematics Core and Extended 4th

Cambridge IGCSE® Mathematics Core and Extended

Cambridge IGCSE Biology Workbook with Digital Access 2

Cambridge IGCSE Chemistry Coursebook with CD ROM

Cambridge IGCSE Chemistry Coursebook 4th edition

Cambridge IGCSE and O Level Environmental Management

Cambridge IGCSE Arabic as a First Language Coursebook

Cambridge IGCSE Biology Coursebook with Digital Access

●● Teaching materials, for example worksheets or glossaries

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Cambridge IGCSE® Core Mathematics Fourth edition is available as a Whiteboard eTextbook

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TOPIC 6 Trigonometry 274

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How to use this book

ICT, mathematical modelling and problem solving

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Mathematical Student assessments

investigations and ICT 17

learned into practice.

a 35 ÷ 37 work out: 125

Mathe ations and

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Length Type of questions

Command word What it means

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The development of number

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π is the ratio of the circumference of a circle to the length of its

Exercise 1.1 1 In a 10 by 10 square, write the numbers 1 to 100.

Exercise 1.3 Write the following using indices:

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Exercise 1.4 List all the factors of the following numbers:

Exercise 1.5 List the prime factors of the following numbers:

An easy way to find prime factors is to divide by the prime numbers in

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Highest common factor

Exercise 1.7 Find the HCF of the following numbers:

Exercise 1.8 1 Find the LCM of the following numbers:

Rational and irrational numbers

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c Side length d Area of circle

This is a square of side 2 cm.

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2 Check your answers to Q.1 by using the x2 key on a calculator.

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