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Mathematics
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Copyright 2012 by Ezy Math Tutoring Pty Ltd. All rights reserved. No part of this book shall be
reproduced, stored in a retrieval system, or transmitted by any means, electronic, mechanical,
photocopying, recording, or otherwise, without written permission from the publisher. Although
every precaution has been taken in the preparation of this book, the publishers and authors assume
no responsibility for errors or omissions. Neither is any liability assumed for damages resulting from
the use of the information contained herein.
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Learning Strategies
Mathematics is often the most challenging subject for students. Much of the trouble comes from the
fact that mathematics is about logical thinking, not memorizing rules or remembering formulas. It
requires a different style of thinking than other subjects. The students who seem to be naturally
good at math just happen to adopt the correct strategies of thinking that math requires often they
dont even realise it. We have isolated several key learning strategies used by successful maths
students and have made icons to represent them. These icons are distributed throughout the book
in order to remind students to adopt these necessary learning strategies:
Talk Aloud Many students sit and try to do a problem in complete silence inside their heads.
They think that solutions just pop into the heads of smart people. You absolutely must learn
to talk aloud and listen to yourself, literally to talk yourself through a problem. Successful
students do this without realising. It helps to structure your thoughts while helping your tutor
understand the way you think.
BackChecking This means that you will be doing every step of the question twice, as you work
your way through the question to ensure no silly mistakes. For example with this question:
3 2 5 7 you would do 3 times 2 is 5 ... let me check no 3 2 is 6 ... minus 5 times 7
is minus 35 ... let me check ... minus 5 7 is minus 35. Initially, this may seem timeconsuming, but once it is automatic, a great deal of time and marks will be saved.
Avoid Cosmetic Surgery Do not write over old answers since this often results in repeated
mistakes or actually erasing the correct answer. When you make mistakes just put one line
through the mistake rather than scribbling it out. This helps reduce silly mistakes and makes
your work look cleaner and easier to backcheck.
Pen to Paper It is always wise to write things down as you work your way through a problem, in
order to keep track of good ideas and to see concepts on paper instead of in your head. This
makes it easier to work out the next step in the problem. Harder maths problems cannot be
solved in your head alone put your ideas on paper as soon as you have them always!
Transfer Skills This strategy is more advanced. It is the skill of making up a simpler question and
then transferring those ideas to a more complex question with which you are having difficulty.
For example if you cant remember how to do long addition because you cant recall exactly
how to carry the one:
then you may want to try adding numbers which you do know how
1
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Format Skills These are the skills that keep a question together as an organized whole in terms
of your working out on paper. An example of this is using the = sign correctly to keep a
question lined up properly. In numerical calculations format skills help you to align the numbers
correctly.
This skill is important because the correct working out will help you avoid careless mistakes.
When your work is jumbled up all over the page it is hard for you to make sense of what
belongs with what. Your silly mistakes would increase. Format skills also make it a lot easier
for you to check over your work and to notice/correct any mistakes.
Every topic in math has a way of being written with correct formatting. You will be surprised
how much smoother mathematics will be once you learn this skill. Whenever you are unsure
you should always ask your tutor or teacher.
Its Ok To Be Wrong Mathematics is in many ways more of a skill than just knowledge. The main
skill is problem solving and the only way this can be learned is by thinking hard and making
mistakes on the way. As you gain confidence you will naturally worry less about making the
mistakes and more about learning from them. Risk trying to solve problems that you are unsure
of, this will improve your skill more than anything else. Its ok to be wrong it is NOT ok to not
try.
Avoid Rule Dependency Rules are secondary tools; common sense and logic are primary tools
for problem solving and mathematics in general. Ultimately you must understand Why rules
work the way they do. Without this you are likely to struggle with tricky problem solving and
worded questions. Always rely on your logic and common sense first and on rules second,
always ask Why?
Self Questioning This is what strong problem solvers do naturally when they
get stuck on a problem or dont know what to do. Ask yourself these
questions. They will help to jolt your thinking process; consider just one
question at a time and Talk Aloud while putting Pen To Paper.
2
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Table of Contents
CHAPTER 1: Basic Arithmetic & Algebra
12
15
20
23
25
28
31
34
37
39
42
46
50
52
56
59
62
64
67
70
73
76
83
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89
95
101
Exercise 1: Continuity
103
105
107
4
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Year 11 Unit 2
Mathematics
Basic Arithmetic &
Algebra
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,0.41 =
,0.213 =
. Simplify
fraction if necessary
To convert a recurring decimal, set the recurring part equal to a
variable, multiply by 100 and solve
o = 0. 1 1
o 100 = 11. 1 1
o 100 = 11 +
o 99 = 11
o =
Distributive law: ( ) + ( ) = ( + )
To rationalize a surd denominator, multiply by its conjugate
Conjugate of + is
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Exercise 1
8
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1)
4)
c) 1 + 3
d)
e) 2 3
f)
2)
b)
c)
5)
d)
e)
f)
b)
are there in
a)
b)
c)
e)
6)
d)
d)
a)
a)
c)
3)
a) +
b)
a)
30%
b)
12.5%
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7)
c)
0.4%
b)
0.91326
d)
2.5%
c)
6139900
d)
0.034
a)
0.01
b)
0.4
c)
d)
e)
8)
b)
c)
d)
0. 1 5
0.2565443
c)
0.00012739
d)
1.128755
b)
c)
( + 1)() +
( + 1)(2) + + 1
()
b)
a)
2 ( )
()()
0.043176
a)
11)
498+ ( 2)
a)
10)
0.625
a)
9)
d)
12)
48 + 22
27 + 23
245 + 320
a)
b)
42731
62 + 22
108 48
32 18
10
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c)
d)
13)
318 128
220 45
a)
b)
c)
d)
e)
12 3
3 27
8 50
18 8
1.6 5
15)
2 + 5
16)
9 45
a)
b)
c)
d)
1.69
5
0.027
f)
14)
g)
a)
b)
c)
d)
11
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Exercise 2
12
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1)
a)
b)
c)
d)
e)
f)
g)
h)
2)
3)
+ 2 < 5
a)
6 42
c) 2( 1) <
b)
3 > 4
5 < 30
> 9
10
<6
2 3
b)
c)
d)
e)
f)
2 + 4 6
4)
g)
h)
+ 10 > 2
< + 1
> 2
f)
g)
h)
Solve
c)
3 4 < 3
+ 4 2
b)
6 3 > 15
3 5 > 4
e)
a)
3 5 10
2+ 3 6
d) 3(4 )+ 2
a)
d)
5)
Solve
a)
b)
c)
> 6
4>
+ 3
| = |3
| = |5
| | 2 = 6
| = |4
| + 2| = 7
| 3| = 4
| + 4| = 10
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13
d)
6)
Solve
a)
b)
c)
d)
7)
Solve
a)
b)
c)
d)
8)
| 2| =
9)
|3 + 4| 5 =
|2 + 1| 4 = 3
a)
|2 3| 2 = 6
| 2| +
b)
c)
| 4| = | + 2|
|2 + 2| = | 1|
| 1| = | + 2| + 2
d) +
1= | 2| 1
| + 6 3| = 4
| + 2 1| = 2
| + 5 2| = 6
| 13| = 4
a)
b)
c)
d)
e)
f)
| + 1| = | 2|
= | + 3|
|2 3| = | + 1|
|3 + 1| = | + 3|
+ 1= |2 3| + 1
|2 5| = | 3| + 6
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Exercise 3
Algebraic Expressions
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15
1)
b)
c)
d)
e)
f)
3 + 4( 2)
4)
2(3 )+ 3(2 + 2)
(5 2 ) ( 3 + 4)
c)
2 + 5(2 4) 4(4 )
d)
2 ( 3 )+ (2 3)
b)
c)
d)
( 4 + 3) +
(2 + 2 6)
b)
5)
c)
d)
e)
c)
(2 + 5()2 4)
From ( + 4) subtract
= 1, = 2, = 3
b) =
2(2 2) 3( 3 3)
From + 4 subtract ( 3)
If =
a)
4(9 ) 3(4 )
e)
when
(2 ) + (2 + 4)
Add 2 + 3 to 3 2
a)
If = 2 , evaluate
b)
(4 + 2) (3 6)
a)
a)
3)
f)
a)
2)
d)
6)
( ) , =
= 2
=
=
, = 2
, =
( 3)
2(3 + 1)( 2)
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7)
, where is the
a)
b)
c)
d)
8)
. What is the
. Calculate the
a)
b)
c)
d)
= = = 2
= 2 , =
3 , = 4
= 0.5 , =
2 , = 0.25
=
, =
(express
a)
b)
formula =
9)
c)
d)
e)
f)
4 2
3 + 2
6 + 4 + 2
10 4 + 8
4 3
a)
b)
c)
d)
e)
f)
4 9
25 25
100
2
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17
6 + 9
+ 4 5
8 + 12
2 + 9 + 10
3 + 5 12
6 14 + 8
d)
e)
f)
a)
b)
b)
c)
d)
e)
f)
c)
+ 3 3
+
4 + 8 4
+ 1
27
+ 125
d)
e)
a)
b)
c)
()
a)
b)
c)
16) Simplify
d)
()
e)
f)
15) Simplify
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18
f)
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19
Exercise 4
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20
1)
b)
c)
d)
2 + 4 = 10
4)
3 + 7 = 4
a)
4 = 5
b)
c)
11 = 11
e)
a)
g)
b)
c)
d)
f)
d)
2 = 6
f)
= 3
= 4
= 8
= 10
= 6
= 3
e)
f)
a)
b)
c)
=
=
5)
+ 6 = 8
e)
3)
d)
a)
2)
2 + 2 > 6
4 3 9
2 6 10
1 < 3
| 2| < 5
| + 1| 3
| + 1| + 1 < 2
a)
b)
c)
d)
e)
f)
g)
+ 5 6 = 0
5 + 6 = 0
+ 2 + 1 = 0
2 + 7 9 = 0
6 14 + 8 = 0
10 + 6 4 = 0
10 6 4 = 0
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6)
a)
b)
c)
d)
e)
f)
7)
6 =
8 + 2 1 = 0
= 8
( 4) = 9
2 + 4 + 4 = 0
= 4 2
a)
b)
c)
d)
e)
f)
2 + 3 = 5 and
+ = 2
4 = 10 and
= 1
+ =
2 = 3
and
4 2 = 3 and
+ = 0
= 4 and + = 8
= 2 and
+ = 2
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22
Year 11 Unit 2
Mathematics
Real Functions
Useful formulae and hints
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23
The domain of a function is the set of all values of for which the
values of the function are real
The range of a function is the set of all values that result from
applying the function rule to all values in the domain
A function can have only one value for each value in the
domain
The intercepts of a function are the values (if any) at which the
function equals zero
The intercept of a function is the value of the function when
=0
An asymptote is a value that a curve approaches but never reaches
A discontinuity is a point where a function is not defined
The general equation of a circle is ( ) + ( ) = ,
where and are the co-ordinates of the centre, and r is the
radius
The general equation of a parabola is: ( ) = 4 ( ) ,
where and are the co-ordinates of the vertex. The vertical (or
horizontal) distance from the vertex to the focus, and from the
vertex to the directrix is A. The focus lies within the parabola, the
directrix is a line that lies outside the parabola
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24
Exercise 1
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25
1)
a)
b)
c)
d)
e)
f)
2)
4)
b)
c)
d)
( = ) 1
b)
( = )
(= )
(= )
c)
d)
5)
( = )+ 1
( = )
b)
c)
d)
b)
c)
d)
( = )+ 1
e)
( = ) 2
( = )+
( = )
( = ) + 1
( = ) 2
( = ) +
f)
6)
( ( = )+ 1)
( ( = ) 2)
( ( = )+ 4)
( ( = )+ )
a)
( = )+ 2
a)
a)
a)
3)
(= )
( = )2
( ) 2 = 3
() 2 = 3
=2
+ = 4
a)
b)
c)
d)
=
=
=
=
+ 1
1
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26
7)
a)
b)
c)
d)
8)
=
=
=
=
a)
b)
c)
d)
e)
f)
g)
|| =
| = + 1|
| = 2|
| = + |
|| = + 1
|| = 2
|| = +
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Exercise 2
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28
For each question below, sketch the graph of the function, and determine the following
properties.
x intercept
y intercept
Where the function is increasing
Where the function is decreasing
Where the function is positive, negative, and zero
Any horizontal or vertical asymptotes
The maximum and minimum values of the function
If there are any discontinuities
Use the last equation in each question to generalize the above properties of functions of
that type
1)
a)
b)
c)
d)
2)
b)
c)
d)
= 3 + 1
d)
= 4 2
e)
= +
= + 1
= 2
= +
Inverse functions
a)
c)
= 2
Quadratic functions
a)
3)
b)
Linear functions
f)
4)
=
=
=
=
=
+ 1
2
Radicals
a)
b)
c)
d)
e)
f)
= + 1
= 2
= + 1
= 2
= +
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29
g)
5)
= +
Absolute value
a)
b)
c)
d)
e)
f)
g)
6)
|| =
| = + 1|
| = 2|
|| = + 1
|| = 2
| = + |
|| = +
Miscellaneous functions
a)
< = +
1,
b) =
c) =
d) =
e)
||
= +
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30
Exercise 3
Geometric Representation
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31
1)
b)
c)
b)
c)
d)
e)
f)
= 2 4 + 4
6 = + 4 + 16
16 = + 6 + 73
8 = + 4 12
26 = +
d)
e)
a)
f)
b)
Vertex at 0, , focus at
4)
b)
c)
d)
e)
f)
+ = 9
+ 4 + 2 = 0
+ 2 2
+ 4 + 4 = 2
(0, 4)
a)
3)
a)
a)
2)
c)
d)
Vertex at , , focus at
= 0
e)
f)
+ 6 + + 2 + 9 = 0
+ + + = 0
5)
, 0
a)
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32
b)
c)
d)
e)
f)
6)
Vertex at , 1, directrix
=4
Vertex at , , directrix
=3
a)
b)
c)
d)
e)
f)
7)
a)
b)
c)
d)
e)
f)
+ = 16
= 4 2 + 8
+ + 4 6 + 10
= 10 6 + 3
+ 2 = 2 4 + 6
2 + 8 4 = 2
Focus at , , directrix
Focus at 2, , directrix
=
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33
Exercise 4
Graphing Inequalities
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34
1)
f)
a)
b)
c)
d)
e)
f)
2)
b)
c)
d)
e)
c)
d)
+ 1
b)
<
a)
a)
3)
4)
and <
a)
b)
c)
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35
d)
e)
f)
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36
Year 11 Unit 2
Mathematics
Basic Trigonometry
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37
Angle of depression
Angle of elevation
Sine rule:
sides , , respectively
Cosine rule: = + 2cos
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38
Exercise 1
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39
1)
For each point on the unit circle write a co-ordinate pair that represents (cos , sin ),
where x is the angle measurement shown on the appropriate point
2)
a)
b)
c)
d)
3)
4)
tan =
csc =
sec =
cot =
5)
a)
b)
c)
a)
b)
sin( ) = ___________
cos(90 ) = ___________
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40
c)
d)
e)
6)
b)
c)
d)
e)
7)
csc(90 ) = ____________
sec( ) = ________
b)
c)
d)
e)
f)
8)
a)
b)
1 + cot = _______
d)
1 + tan = _______
sin(2) = _______
cos(2) = _______
a)
g)
tan(180 + ) = ___________
a)
c)
e)
f)
cos 30 tan 30
sec 45 sin 45
csc 60 sec 30
sin 27 + cos 27
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41
Exercise 2
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42
1)
a)
3)
4)
h)
300
i)
345
030
2)
b)
075
c)
120
a)
Due South
d)
135
b)
South-East
e)
180
c)
North-West
f)
240
d)
North-East
g)
280
e)
Due North
a)
b)
c)
d)
A man travels on a bearing of 330 for x km, then on a bearing of 210 for y km
e)
A man travels due South for x km, then travels due East for y km, he then walks
back to his starting point for z km.
a)
A man travels due East for 3 km, then travels due South for 4 km. What is the
shortest distance back to his original starting position?
b)
A man travels North-East then turns and travels due South for 15 km until he is
due East of his starting position. How far due East of his starting position is he?
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43
5)
6)
c)
d)
A man travels on a bearing of 330 for 4 km and then on a bearing of 210 for 4
km. How far and on what bearing is his shortest path back to his original starting
position?
e)
A man travels due South for 6 km, then due East for 6 km. On what bearing must
he travel and for what distance to take the shortest path back to his starting
position?
a)
Two friends Bill and Ben leave from the same point at the same time. Bill walks
North-East at 4 km per hour for 2 hours. Ben walks at a rate of 3 km per hour for
2 hours South-East. How far apart are they at this time?
b)
Fred travels due East then walks on a bearing of 300 for 8 km until he is due
North of his original starting position. How far away from his original position is
he? How far due East did he walk?
c)
Alan and Ken each start rowing a boat from the same position. Alan rows due
west for 10 km, whilst Ken rows for 20km at which time he is directly South of
Alan. On what bearing did Ken row, and what distance was he away from Alan
when he was due south of him?
a)
A 3 meter ladder leans against a wall and makes an angle of 50 with the ground.
How high up the wall does the ladder reach?
b)
The light from a tower shines on an object on the ground. The angle of
depression of the light is 75. If the tower is 20 metres high, how far away is the
object from the base of the tower?
c)
A 4 meter pole casts a 10 metre shadow. What is the angle of elevation of the
pole from the end of the shadow?
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d)
From the top of a cliff the angle of depression to a boat on the ocean is 2. If the
cliff is 100 metres high, how far out to sea is the boat?
e)
A fire fighter has to use his 20 metre ladder to reach the window of a burning
apartment building. If the window is 15 meters from the ground, on what angle
would the ladder be placed so it can be reached?
f)
A peg on the ground sits between two poles. The first pole is 2 metres high and
the other is 7.66 metres high. From the peg a rope of length 4 metres is attached
to the top of the first pole. Another rope of length 10 metres is attached to the
top of the second pole. What angle is made between the two ropes?
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Exercise 3
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46
1)
Solve the following using the sine rule. Note for questions where the angle is unknown,
round your answer to one decimal place, and ensure all possible solutions are found.
(Diagrams are not drawn to scale)
a)
4
30
80
b)
6
40
70
x
c)
x
y
50
50
10
d)
10
45
12
e)
13.5
20
f)
2
12
4
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47
2)
Solve the following using the cosine rule. Note for questions where the angle is
unknown, round your answer to one decimal place, and ensure all possible solutions are
found. (Diagrams are not drawn to scale)
a)
10
40
b)
x
12
60
13
c)
2
35
30
d)
20
12
25
e)
16
16
24
f)
50
12
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48
3)
Find the area of the triangles in question 2 by using the sine formula
4)
Solve the following by using the sine rule or cosine rule; draw a diagram to help solve
5)
a)
A post has been hit by a truck and is leaning so it makes an angle of 85 with the
ground. A surveyor walks 20 metres from the base of the pole and measures the
angle of elevation to the top as 40. How tall is the pole if it is leaning toward
him? How tall is the pole if it is leaning away from him?
b)
Boat A travels due east for 6 km. Boat B travels on a bearing of 130 for 8 km.
How far apart are the boats?
c)
A mark is made on the side of a wall. A man 40 metres from the base of the wall
measures the angle of elevation to the mark as 20, and the angle of elevation to
the top of the wall as 60. How far is the mark from the top of the wall?
d)
What is the perimeter of a triangle with two adjacent sides that measure 15 and
18 metres respectively, with the angle between them 75?
e)
The pilot of a helicopter hovering above the ocean measures the angle of
depression to ship A on its left at 50, and the angle of depression to ship B on its
right at 70. If the ships are 200 metres apart, how high above the ocean is the
helicopter hovering?
f)
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Year 11 Unit 2
Mathematics
Lines & Linear
Functions
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2
2
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Exercise 1
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1)
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
2)
2 4 = 0
2 = 3 + 1
+ 5 = 0
1
= 2
2
3 = 6 + 2
4 + 2 = 0
3 + 1 = 0
= 8
= 0
4)
= 0
3 = 3 + 2
4 = 5
2
3 = + 2
3
b)
c)
4 = 6 1
d)
3 = 6 4
e)
2 = 2 + 3
1
= 6
2
1
1
= + 4
3
2
= 3
3 2 = 3
4 = 2 1
Column 2
2 = + 3
1
= 3
2
a)
2 + 4 = 6
Column 1
= 3 + 1
1
= + 2
2
= 2 2
4 2 = 0
3)
Column 1
= + 4
3 3 = 0
Column 2
= + 9
5
5
=
2
4
= 3 + 10
6 = 3 + 2
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f)
g)
h)
h)
6)
b)
c)
d)
5)
a)
b)
c)
d)
e)
f)
k)
j)
(, 2) and ( , 4)
a)
i)
g)
= 2 and passing
e)
f)
g)
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7)
a)
= + 1 and passing
through the point (0,0)
b)
= 2 and passing
through the point (1,-1)
c)
d)
e)
f)
g)
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Exercise 2
Intersection of Lines
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1)
a)
2 + 3 + 2 = 0 and
b)
c)
d)
e)
f)
2)
= 2
3)
2 = 2 + 4 and = 2
= 0 and + = 0
2 = and =
b)
a)
d)
e)
a)
d)
c)
4 + 3 = and
4 + 3 =
b)
2 + 4 3 = + 5 and
= 0
c)
f)
g)
h)
= + 2 and 2 = 4
2 + 4 = 0 and
+ 4 + 2 = 0
= + 1
2 = 4 6 and 3 6 +
9= 0
2 + 1 = 0 and
3 = 4
=
a)
b)
+ 5 and 2 +
= and =
2 = + 3 and
4= 0
4)
+ 3 = 3 and
= 6
The line that has a slope of -2, and passes through the point of intersection of the
lines = 2 1 and = 3 2
The line that passes through the origin, and also passes through the intersection
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c)
d)
e)
5)
The line that passes through the intersection of the lines 2 + = 5 and
+ = 4, and is also perpendicular to the second line
The line that passes through the point (-2,-1) and also passes through the
intersection of the lines =
+ 2 and = 1
Shade the region(s) of the number plane as defined in the following questions
a)
b)
c)
d)
6)
+ 4
a)
b)
The equations of the lines that pass through each of the following pairs of points
i.
ii.
iii.
c)
d)
Show in your diagram and by substitution into the inequalities that the point (3,2)
lies within the triangle.
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Exercise 3
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1)
b)
c)
d)
c)
d)
e)
e)
f)
f)
4)
a)
b)
c)
d)
3)
b)
a)
2)
e)
f)
a)
( , ) and ( , 0)
5)
( , ) and ( 6 , )
( 0 , ) and ( , 4 )
(
( , ) and (
( , ) and (
, )
, )
a)
b)
c)
d)
e)
f)
a)
b)
c)
d)
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e)
f)
6)
f)
7)
a)
b)
c)
d)
e)
8)
( , ) and ( , 0)
( , ) and ( 6 , )
( 0 , ) and ( , 4 )
(
( , ) and (
, )
( , ) and (
, )
a)
b)
c)
d)
e)
(1,-1)
f)
Draw the line segment (A) connecting the points (1, 2) and (3, 8). Also draw the line
segment (B) connecting the points (-2,-10) and (1,-1). Find the midpoint of each line
segment, the length of each line segment, and the equation of the line joining the
midpoint of A to the midpoint of B.
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Year 11 Unit 2
Mathematics
Quadratic
Polynomials
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Exercise 1
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1)
f)
a)
b)
c)
d)
e)
f)
g)
h)
g)
= 0
h)
4 = 0
i)
+ 6 = 0
j)
6 + 9 = 0
4 + 3 = 0
5 6 = 0
k)
3)
2 + 8 + 8 = 0
a)
+ + 8 = 0
c)
+ 2 + 3 = 0
e)
b)
4 + 4 + 1 = 0
d)
f)
j)
k)
a)
b)
c)
d)
e)
g)
h)
= + 6
j)
= 4
i)
= 6 + 9
k)
= 4 + 3
= 5 6
= 2 + 8 + 8
= 3 10
= + + 8
= 4 + 4 + 1
= + 2 + 3
3 10 = 0
i)
2)
= 4
= + 6
= 6 + 9
= 4 + 3
= 5 6
= 2 + 8 + 8
= 3 10
= + + 8
= 4 + 4 + 1
= + 2 + 3
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4)
a)
b)
c)
d)
e)
5)
6)
4 < 0
+ 6 > 0
6 + 9 < 0
f)
g)
h)
i)
j)
k)
4 + 3 < 0
5 6 0
2 + 8 + 8 < 0
3 10 > 0
+ + 8 < 0
4 + 4 + 1 > 0
+ 2 + 3 > 0
a)
From your previous answers, what is the relationship between the solutions to a
quadratic equation and the point(s) where the graph of the equation intersects
the x axis?
b)
From your previous answers, what is the relationship between the solutions to an
inequality and the graph of the equation?
By graphing the quadratic equations determine which values of makes the following
inequalities true
a)
b)
c)
d)
e)
f)
g)
+ 1 0
+ 3 < 2
h)
12 + 10 > 10
5 + 7 > 3
2 8 < 12
+ 17 > 5
+ 2 + 3 < 2
+ 8 > 2
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Exercise 2
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1)
a)
b)
c)
d)
e)
f)
g)
h)
i)
2)
= 3 + 2
= 2 + 4
g)
h)
i)
3)
= + 6 9
b)
c)
d)
e)
f)
= 1
= 3 3 3
= 3 + 3 + 1
a)
b)
c)
d)
e)
f)
= 4 8 + 4
= 3 + 5
2 + 1
2 6 5
g)
a)
h)
i)
= + 5 + 6
= 2 + 8
= 2
= 2 3 + 6
= 4 + 3 5
=
j)
4)
(2,4) ( , ) (-3,9)
(1,2) (-2,20) (0,2)
a)
+ 6 = 0
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b)
c)
d)
e)
f)
g)
h)
i)
j)
4 + 4 = 0
4 + 2 8 = 0
8 + 4 1 = 0
( + 2) = 4 + 1
( 3) + 2 = ( + 1) 1
( 4) 12 = + 1
4 2(2) + 1 = 0
16 5(4) + 6 = 0
81 4(3) + 3 = 0
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Exercise 3
Equations of Parabolas
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1)
a)
b)
c)
d)
2)
b)
c)
d)
directrix =
4)
b)
b)
c)
d)
c)
Focus at (2,1), axis = 2,
directrix = 1
a)
d)
5)
a)
a)
3)
a)
b)
c)
d)
e)
= + 4
= 3 + 2
= 2 + 3 2
=
+ 1
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f)
6)
7)
= 4 6 + 2
Find the general equation of the parabola with axis = 2, and vertex at the point (2, )
by considering the values of to be
a)
-1
b)
-4
c)
d)
e)
f)
Find the general equation of the parabola with axis = 3, having a focal length of A by
considering the values of A to be
a)
b)
c)
d)
-3
e)
f)
-2
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Year 11 Unit 2
Mathematics
Plane Geometry
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o Trapezium:
parallel sides
75
Exercise 1
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1)
From the diagram below, give examples of the following pairs of angles
a)
Vertically opposite
b)
Alternate interior
c)
Corresponding
d)
Co-interior
e)
Alternate exterior
B
A
C
D
F
2)
E
G
Identify which diagrams show parallel and which show non parallel lines; give reasons for
your answers
a)
70
70
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b)
70
70
110
c)
110
80
d)
100
70
3)
For each of the diagrams below, state which of the lines A, B and C are parallel to each
other, giving reasons for your answers. Assume that the transversals are parallel to each
other
a)
120
C
60
60
A
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b)
70
C
60
B
60
A
c)
130
C
50
B
50
d)
100
60
C
B
60
A
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4)
a)
b)
38
c)
51
d)
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e)
3
2
f)
70
5)
6)
a)
b)
c)
What is the sum of the external angles of a regular nonagon (Taking one angle per
vertex only)?
a)
AB || CD
A
60
B
40
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b)
110
c)
80
AB || CD
A
B
50
d)
AB || CD
AD
BC
AD = AC
55
A
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Exercise 2
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1)
Determine if each pair of triangles is similar. If so, state the similarity conditions met
a)
E
13
112
55
A
112
b)
10cm
8cm
C
25cm
20cm
c)
AB || DC
A
80
80
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d)
S
V
30cm
20cm
6 cm
5cm
15cm
10cm
e)
30cm
12cm
16cm
C
40cm
30cm
77.5cm
f)
B
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2)
A tower casts a shadow of 40 metres, whilst a 4 metre pole nearby casts a shadow of 32
metres. How tall is the tower?
3)
A pole casts a 4 metre shadow, whilst a man standing near the pole casts a shadow of 0.5
metres. If the man is 2 metres tall, how tall is the pole?
4)
A ladder of length 1.2 metres reaches 4 metres up a wall when placed on a safe angle on
the ground. How long should a ladder be if it needs to reach 10 metres up the wall, and
be placed on the same safe angle?
5)
A man stands 2.5 metres away from a camera lens, and the film is 1.25 centimetres from
the lens (the film is behind the lens). If the man is 2 metres tall how tall is his image on
the film?
6)
4 cm
3 cm
3 cm
4 cm
10 cm
7)
State which of the following pairs of triangles are congruent, and the reasons for their
congruency
a)
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b)
c)
d)
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e)
f)
g)
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Exercise 3
Pythagoras Theorem
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1)
a)
cm
3 cm
4 cm
b)
cm
8 cm
6 cm
c)
cm
6 cm
9 cm
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d)
cm
12cm
22 cm
e)
13.5 cm
cm
6 cm
f)
11.5 cm
7.5cm
cm
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2)
a)
13cm
cm
12 cm
b)
25 cm
7 cm
cm
c)
25cm
11 cm
cm
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d)
10 cm
cm
e)
cm
12 cm
f)
cm
4 cm
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3)
A man walks 5 km east then turns and walks 8 km south. How far is the shortest distance
to his starting position?
4)
A ladder 2 meters long is placed against a wall and reaches 1.5 meters up the wall. How
far is the foot of the ladder from the base of the wall?
5)
A farmer wishes to place a brace across the diagonal of a rectangular gate that is 1.8
metres long and 0.6 metres wide. How long will the brace be?
6)
A square room measures 11.7 metres from corner to corner. How wide is it?
7)
The size of television sets are stated in terms of the diagonal distance across the screen.
If the screen of a set is 40 cm long and 30 cm wide, how should it be advertised?
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Exercise 4
Area Calculations
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1)
a)
6cm
10cm
b)
5cm
3cm
8cm
c)
10cm
7cm
d)
10cm
5cm
4cm
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e)
Perimeter = 12 cm
Perpendicular height = 4cm
2)
a)
6 cm
4 cm
12 cm
2cm
b)
22 cm
8 cm
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c)
8 cm
15 cm
2 cm
d)
3 cm
3)
A badge is in the shape of an equilateral triangle with a perimeter of 18cm. What is the
area of the badge?
4)
A rhombus has one diagonal measuring 8cm and the other measuring 6cm. What is its
area?
5)
What height must an isosceles triangle of base 2cm be in order to have an area the same
as an equilateral triangle of side length 4cm?
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6)
a)
6cm
4cm
b)
8cm
6cm
20cm
c)
14cm
8cm
30cm
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d)
8 cm
2cm
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Year 11 Unit 2
Mathematics
Derivative of a
Function
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Exercise 1
Continuity
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1)
a)
b)
c)
d)
e)
f)
2)
3)
Exercise 1: Continuity
( = )
( = )2 + 3
(= )
c)
d)
e)
c)
(= )
d)
e)
(= )
(= )
(= )
( = )
( = )( 1)
(= )
(= )
(= )
(= )
(= )
+ ( 1)
()
(= )
g)
( = ) +
+ 2
( = )
(= )
f)
h)
, (= )
(= )
, = )( 1
b)
b)
Let ( = ), (= )
a)
a)
4)
< 0
0
||
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Exercise 2
Secant to a Curve
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1)
2)
a)
b)
c)
d)
e)
, and ,
(-4,16)
b)
(-3,9)
c)
(-2,4)
d)
e)
f)
g)
h)
4)
,
(2,4)
j)
(4,16)
b)
c)
(0,0)
(3,9)
a)
(-1,1)
i)
(5,25)
3)
a)
k)
5)
a)
(-1,1)
b)
(2,4)
c)
(-4,16)
d)
(3,9)
e)
(10,100)
106
Exercise 3
Methods of Differentiation
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1)
()()
d)
calculate
a)
b)
c)
d)
e)
f)
2)
3)
4)
( = )at = 1, = 2
e)
5)
( = ) + 3 at = 2, =
1
( = ) 3 at
= 1, = 3
( = )+ 2 + 4 at
= 1, = 1
( = ) + 2 + 1 at
= 1, = 2
b)
e)
c)
functions
a)
b)
c)
+ + 100
2 4
a)
= + 3 4 + +
a)
d)
6)
c)
( = ) 6 at
= 0, = 2
b)
d)
e)
f)
( = )
( = )
(= )
(= )
() = +
( = )
= 2 + 12
= 2 2
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7)
a)
b)
c)
d)
e)
f)
8)
(2 3)
( 4)
(2 1)
a)
b)
c)
d)
e)
f)
g)
(( = ) 2)
(( = ) + 1)
() =
(= )
(= )
()
(= )
( = ) 3
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