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ENHANCED
STANDARD GENERAL
MATHEMATICS
978-0-521-61254-8
ENHANCED
ESSENTIAL
Standard General
Mathematics Second edition
ENHANCED
PETER JONES
KAY LIPSON
DAVID MAIN
BARBARA TULLOCH
Second Edition
ESSENTIAL
Guiding students to
VCE success year after year.
The Essential VCE Mathematics series has a reputation for mathematical excellence, with an approach developed
over many years by a highly regarded author team of practising teachers and mathematicians. This approach
encourages understanding through a wealth of examples and exercises, with an emphasis on VCE examinationstyle questions.
Neil Duncan
JONES, LIPSON,
MAIN & TULLOCH
VCE
at
AS
www.cambridge.edu.au/checkpoints
ion
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www.cambridge.edu.au
www.cambridge.org
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PD
and
12
13
4 Data analysis
a Move cursor onto any column. A will
appear and the column data will be
displayed as shown opposite.
b To view other column data values move the
cursor to another column.
Note: If you click on a column it will be selected.
To deselect any previously selected columns
move the cursor to the open area and press x.
Hint: If you accidentally move a column or data point,
press / + d to undo the move.
5 Change the histogram column (bin) width to 4 and the starting point to 2.
a Press / + b to get the contextual menu as shown (below left).
Hint: Pressing / + b with the cursor on the histogram gives you access to a contextual menu
d A new histogram is displayed with column width of 4 and a starting point of 2 but
it no longer ts the viewing window (below left). To solve this problem press /
+ b>Zoom>Zoom-Data and to obtain the histogram as shown below right.
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For example, the median of the following data set is 6, as there are ve observations on
either side of this value when the data are listed in order.
median = 6
5
6
7
11
When there is an even number of data values, the median is dened as the mid-point of the
two middle values. For example, the median of the following data set is 6.5, as there are six
observations on either side of this value when the data are listed in order.
Example 13
median = 6.5
5
6
7
7
11
11
Find the median number of premierships in the AFL ladder using the data in Example 12.
Solution
1 As the data are already given in order, it only remains
to decide which is the middle observation.
16 16 15 12 11 10 10 8 4 4 3 2 1 1 1 0
2 Since there are 16 entries in the table there is no actual
middle observation, so the median is chosen as the value
half-way between the two middle observations, in this
case the eighth and ninth (8 and 4).
3 The interpretation here is, that of the teams in the AFL,
half (or 50%) have won the premiership 6 or more times
and half (or 50%) have won the premiership 6 or less times.
1
median = (8 + 4)
2
=6
For larger data sets, the following rule for locating the median is helpful.
In general, to compute the median of a distribution:
Arrange all the observations in ascending order according to size.
n+1
If n, the number of observations, is odd, then the median is the
th observation
2
from the end of the list.
If n, the number of observations, is even, then the median is found by averaging
n the two
n
+ 1 th
middle observations in the list. That is, to nd the median the th and the
2
2
observations are added together, and divided by 2.
The median value is easily determined from an ordered stem-and-leaf plot by counting to the
required observation or observations from either end.
36
How to calculate measures of centre and spread using the TI-Nspire CAS
The table shows the monthly rainfall gures for a year in Melbourne.
Month
J F M A M J
J A S O N D
Rainfall (mm) 48 57 52 57 58 49 49 50 59 67 60 59
Determine the mean and standard deviation, median and interquartile range, and the range
for this data set. Give your answers correct to 1 decimal point where necessary.
Steps
1 Start a new document: Press c and select
New Document (or press / + N).
2 Select Add Lists & Spreadsheet.
Enter the data into a list named rain as shown.
Statistical calculations can be done in the Lists
& Spreadsheet application or the Calculator
application.
3 Press / + I and select Add Calculator (or
and press )
press c and arrow to
a Press b>Statistics>Stat Calculations>
One-Variable Statistics, then .
b Press the e key to highlight OK and
press
c Use the arrow and to paste in the list
name rain. Press to exit the popup
screen and generate statistical results screen
shown below.
Notes:
x = 55.4, S = 5.8
M = 57, I QR = Q3 Q1 = 59 49.5 = 9.5
R = max min = 67 48 = 19
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41
48
5 Find the largest value which is not an outlier. The largest value which is not an outlier is 226.
The right hand whisker of the boxplot will
nish at this value.
6 The boxplot can now be constructed
as shown.
100
200
300
The graphics calculator will also construct a boxplot with outliers. Consider again the data
from Example 19.
How to construct a boxplot with outliers using the TI-Nspire CAS
Draw a box plot with outliers to show the number of hours spent on a project by
individual students in a particular school.
2
3
4
9
9 13 19 24 27 35 36
37 40 48 56 59 71 76 86 90 92 97
102 102 108 111 146 147 147 166 181 226 264
Steps
1 Press c and select New Document
(or use / + N).
2 Select Add Lists & Spreadsheet
Enter the data into a list called hours as shown.
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49
ISBN 978-1-107-66462-3
Peter Jones, Kay Lipson, David Main, Barbara Tulloch 2012
Photocopying is restricted under law and this material must not be transferred to another party.
50
Exercise 1H
1 A researcher is interested in the number of books people borrow from a library. She decided
to select a sample of 38 cards and record the number of books each person has borrowed in
the previous year. Here are her results:
7
2
0
5
a
b
c
d
28
13
12
11
0
1
28
0
2
1
15
13
38
14
10
0
18
1
1
0
8
0
0
27
2
4
0
0
0
52
1
0
4
11
2 The winnings (in dollars) of the top 25 male tennis players in 2011 are given in the table
shown opposite.
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Novak Djokovic
Rafael Nadal
Roger Federer
Andy Murray
David Ferrer
Robin Soderling
Jo-Wilfried Tsonga
Tomas Berdych
Nicolas Almagro
Bob Bryan
Mike Bryan
Richard Gasquet
Juan Martin del Potro
Alexandr Dolgopolov
Marty Fish
Stanislas Wawrinka
Viktor Troicki
Michael Llodra
Jurgen Mayer
Juan Ignacio Chela
Andy Roddick
Feliciano Lopez
Florian Mayer
Philipp Petzschner
Milos Raonic
51
7 608 673
5 250 169
2 502 919
2 495 054
1 692 314
1 220 729
1 041 323
937 344
857 973
811 264
811 264
748 460
737 508
720 622
710 826
678 075
667 013
659 438
659 362
641 287
621 392
620 824
594 956
575 585
574 005
6
8
11
7
18
60
8
39
6
15
7
6
8
10
14
8
5
15
7
8
6
8
6
7
8
14
6
6
11
5
29
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Review
62
10
50
29
20
11
44
20
16
12
36
19
13
13
26
18
10
a Draw boxplots of the data sets on the same axis. Use a calculator.
b Write a paragraph comparing level of independence for the three birth orders in
terms of shape, centre, spread and outliers.
5 A study was conducted to determine the effect of choice on performance in student
essays. One group of students was allowed to choose their essay topics from a long
list of possibilities. Another group was given the same essay topics but without any
choice of topic. The marks, out of 50, obtained by the students are given below.
36
35
44
No choice
44
Choice
34
37
36
24
37
48
36
49
30
36
35
48
40
50
26
28
35
45
42
42
33
44
21
35
25
30
25
40
a Draw boxplots for each of the sets of marks on the same scale.
b Write a paragraph to discuss the effect of students choice on the distribution of
marks in terms of shape, centre, spread and outliers.
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Example 1
Using a formula
3 Evaluate.
C = 18
Example 2
Using a formula
Solution
1 Write the formula.
P = 2L + H
1+
2
P = 2 16.1 + 3.2 1 +
2
P = 40.4 (correct to 1 dec. place)
Exercise 2A
1 The cost of hiring a dance hall is given by the rule
C = 50t + 1200
where C is the total cost in dollars and t is the number of hours for which the hall is hired.
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b 6 hours
c 4.5 hours.
2 The distance, d km, travelled by a car in t hours at an average speed of v km/h is given by
the formula
d =v t
Find the distance travelled by a car travelling at a speed of 95 km/hour for 4 hours.
3 Taxi fares are calculated using the formula
F = 1.3K + 4
where K is the distance travelled in kilometres and F is the cost of the fare in dollars.
Find the costs of the following trips.
a 5 km
b 8 km
c 20 km
b r = 3 mm
c r = 5.4 cm
d r = 7.2 m
b L = 15 and W = 8
c L = 2.5 and W = 9
6 If A = 12 h (x + y), nd A if:
a h = 1, x = 3, y = 5
7 The formula used to convert temperature from degrees Fahrenheit to degrees Centigrade is
C = 59 (F 32)
Use this formula to convert the following temperatures to degrees Centigrade.
Give your answers correct to 1 decimal place.
a 50 F
b 0 F
c 212 F
d 92 F
a
b
c
d
Frank borrows $5000 at 12% for 4 years. How much interest will he pay?
Chris borrows $1500 at 6% for 2 years. How much interest will he pay?
Jane invests $2500 at 5% for 3 years. How much interest will she earn?
Henry invests $8500 for 3 years with an interest rate of 7.9%. How much interest will he
earn?
67
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x + 6 = 10
x + 6 6 = 10 6
x =4
Example 5
71
LHS = x + 6
= 4+6
= 10
= RHS
Solution is correct.
LHS = 3y
= 36
= 18
= RHS
Solution is correct.
Example 6
12 + 12 = 24 + 12
3 Add 12.
4x = 36
36
4x
4 Divide by 4.
=
4
4
x =9
Solution: Method 2
1 Write the equation.
2 Divide by 4.
3 Add 3.
4(x 3) = 24
24
4(x 3)
=
4
4
x 3=6
x 3+3= 6+3
x =9
LHS = 4(x 3)
= 4(9 3)
= 46
= 24
= RHS
solution is correct.
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Example 7
solve(45b = 8, b)
b = 2.4
LHS = 4 5b
= 4 5 2.4
= 4 + 12
= 8 = RHS
Solution is correct.
Exercise 2C
1 Solve the following linear equations.
a
e
i
m
q
x + 6 = 15
g3=3
x + 11 = 10
2+y =8
4 + t = 6
b
f
j
n
r
y + 11 = 26
f 7 = 12
g 3 = 2
6+e =9
8 + s = 3
c
g
k
o
s
t + 5 = 10
f +5=2
b 10 = 5
7+h =2
9k =2
d
h
l
p
t
m5=1
v +7=2
m 5 = 7
3 + a = 1
5n =1
b 3g = 27
f 4m = 28
j 3s = 9
q
n
=6
5
m
r
= 7
3
c 9n = 36
g 2 f = 11
k 5b = 25
x
o
=6
8
14
s
=7
a
d 2x = 16
h 2x = 7
l 4d = 18
t
=6
p
2
24
t
= 12
f
3 Solve the following linear equations using CAS. Give answers correct to 1 decimal place
where appropriate.
a 3a + 5 = 11
e 3y 5 = 16
b 4b + 3 = 27
c 2w + 5 = 9
f 4f 1=7
g 3 + 2h = 13
2(s 6)
5(t + 1)
=4
k
=8
i 4(g 4) = 18 j
7
2
m 2(x 3) + 4(x + 7) = 10 n 5(g + 4) 6(g 7) = 25 o
d 7c 2 = 12
h 2 + 3k = 6
4(y 5)
= 2.4
5
5( p + 4) = 25 + (7 p)
l
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Exercise 2F
1 Balloons cost 50 cents each and streamers costs 20 cents each.
a Construct a formula for the cost, C, of x balloons and y streamers.
b Find the cost of 25 balloons and 20 streamers.
2 Tickets to a concert cost $40 for adults and $25 for children.
a Construct a formula for the total amount, C, paid by x adults and y children.
b How much money altogether was paid by 150 adults and 315 children?
3 At the football canteen, chocolate bars cost $1.60 and muesli bars cost $1.40.
a Construct a formula to show the total money, C, made by selling x chocolate bars and
y muesli bars.
b How much money would be made if 55 chocolate bars and 38 muesli bars were sold?
4 At the bread shop, custard tarts cost $1.75 and iced doughnuts $0.70 cents.
a Construct a formula to show the total cost, C, if x custard tarts and y iced doughnuts are
purchased.
b On Monday morning, Mary bought 25 custard tarts and 12 iced doughnuts. How much
did it cost her?
5 At the beach cafe, Marion takes orders for coffee and milkshakes. A cup of coffee costs
$2.50 and a milkshake costs $4.00.
a Using x (coffee) and y (milkshakes),write a formula showing the cost, C, of coffee and
milkshake orders taken.
b Marion took orders for 52 cups of coffee and 26 milkshakes. How much money did this
make?
6 Joe sells budgerigars for $30 and parrots for $60.
a Write a formula showing the money, C, made by selling x budgerigars and y parrots.
b Joe sold 60 budgerigars and 28 parrots. How much money did he make?
7 James has been saving 50c and 20c pieces.
a If James has x 50c pieces and y 20c pieces, write a formula to show the number, N, of
coins that James has.
b Write a formula to show the value, V dollars, of Jamess collection.
c When James counts his coins, he has forty-ve 50c pieces and seventy-seven 20c pieces.
How much money does he have in total?
8 A rectangular lawn is twice as long as it is wide. It has a path 1 metre wide all around it. The
length of the perimeter of the outside of the path is 48 metres. What is the width of the lawn?
Give your answer correct to the nearest centimetre.
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non-linear equations
Not all equations that are solved in mathematics are linear equations. Some equations are
non-linear.
For example:
y = x 2 + 2 is a non-linear equation with two unknowns, x and y.
d 2 = 25 is a non-linear equation with one unknown, d.
6m 3 = 48 is a non-linear equation with one unknown, m.
Example 17
x2 = 81
x2 = 81
x = 9
solve(x 2 = 81, x )
x = 9 or x = 9
Example 18
a3 = 512
3 3
3
a = 512
a = 8
but
8 8 8 = 512
solve(a 3 = 512, a )
a = 8
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Example 19
81
The surface area S of a sphere of radius r is given by the equation S = 4r 2 . Find the radius
of a sphere with a surface area of 600 cm2 .
Solution (using CAS)
1 Write the equation.
2 Substitute S = 600 into the equation.
3 Use the solve( command as shown
opposite to solve the equation.
S = 4r 2
600 = 4r 2
solve(600 = 4r 2, r )
r = 6.90988 or r = 6.90988
Exercise 2G
1 Evaluate the following.
a 42
d 33
g (5)3
b (9)2
e 23
h 44
c 72
f 63
i (10)4
b b2 = 72
e e3 = 300
c c2 = 568
f f 3 = 759
3x 2 = 24
6 f 2 = 33
x 3 = 81
2r 3 = 50
2 p2 1 = 8
b
e
h
k
n
5y 2 = 25
4h 2 = 19
r 3 = 18
4m 3 = 76
3q 3 + 5 = 101
c
f
i
l
o
2a 2 = 11
11c2 = 75
y 3 = 96
8b3 = 21
2(r 2 + 8) = 64
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5 Pythagoras Theorem states that, for any right-angled triangle, the hypotenuse, h, is given by
h 2 = a 2 + b2
where a and b are the other two sides of the triangle.
b Find, to the nearest cm, the height if the radius of the cone
is 7.5 cm and the volume is 562.8 cm3 .
Term
t1 = 2 t2 = 4 t3 = 8 t4 = 16
n1
n+1
83
t1 = 2
On day 1, there are 2 bacteria.
t2 = 2 t1
On day 2, there are 2 2 = 4 bacteria.
t3 = 2 t2
On day 3, there are 4 2 = 8 bacteria.
t4 = 2 t3
On day 4, there are 8 2 = 16 bacteria.
tn = 2 tn1
On day n, there are tn1 2 bacteria
tn+1 = 2 tn
On the (n + 1)th day, there are tn 2 bacteria.
Thus a rule for this recursive relationship is tn+1 = 2tn , with a starting value t1 = 2.
We can use linear recursion on a graphics calculator to generate a sequence of terms.
How to generate a sequence of terms using linear recursion using the TI-Nspire CAS
A slowly developing bacterial population doubles every day. The rule for this recursive
relationship is
tn+1 = 2tn
Show the terms of this relationship, if the starting value is 2.
Steps
1 Press c or (or w then c on the
Clickpad), then A to open
Scratchpad:Calculate.
See Appendix for more details on the
Scratchpad.
Note: You can also use c>New Document
Add Calculator if preferred.
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85
Solution
1 On the calculation
screen, type in 32 and press
(or E)
2 Type in + 14 and press
(or E)
3 Continue pressing
(or E) until ve terms have
been generated.
The first ten terms are 32, 46, 60, 74, 88.
The first six terms are 6, 16, 46, 136, 406, 1216.
Using linear recursion to solve practical problems
Maree has $3000 in her bank account. She adds $45 to it at the end of each month. How much
will she have after 8 months?
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86
Solution
This is a linear recursion relationship for which the starting value is $3000.
1 On the calculation screen,
type in 3000 and press
(or E).
2 Each month, $45 is added
to the account, so type in
+ 45 and press (or
E). At the end of the rst
month, Marie has $3045.
3 Continue pressing (or
E) to generate all eight
values.
A person starts a job on an annual salary of $35 000 and receives annual increases of $3500.
What will be their salary at the beginning of the fth year?
Solution
This is a linear recursion relationship with a starting value of $35 000.
1 On the calculation screen,
type in 35000 and press
(or E)
2 Each year, there is a salary
increase of $3500, so type
in + 3500 and press
(or E).
3 Press (or E) three
more times.
At the start of the second year, the salary will be $38 500.
At the start of the third year, the salary will be $42 000.
At the start of the fourth year, the salary will be $45 500.
At the start of the fth year the salary will be $49 000.
At the start of the fifth year, the salary will be $49 000.
4 Write your answer.
ISBN 978-1-107-66462-3
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Example 24
87
A person inherits $25 000 and invests it at 10% per annum. A linear recursion relationship for
this is given by
tn+1 = 1.1tn
Show how the amount of $25 000 increases over 4 years.
Note: An increase of 10% means that the amount is 110% of the original.
110
= 1.1
100
Each year is therefore multiplied by 1.1. The linear recursion relationship is thus dened by tn+1 = 1.1tn .
110% means
Solution
1 On the calculation screen,
type in 25000 and press
(or E).
2 Each year, there is a 10%
salary increase so type in
1.1 and press (or
E).
3 Press (or E) three
more times.
Example 25
Bruce invests $35 000 at 10% per annum and decides to spend $5000 each year. Show how the
balance changes over a 4-year period.
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88
Solution
The linear recursion relationship is tn+1 = 1.1tn 5000.
1 On the calculation screen,
type in 35000 and press
(or E)
2 Next type in 1.1 5000
and press (or E).
3 Press (or E) three
more times.
Exercise 2H
1 A linear recursion relationship is given by tn+1 = tn 12. Write the rst ve terms if the
starting value is t1 = 200.
2 Sarah is saving up for a new car. She already has $1500 and she is able to save $400
a month. How much will she have:
a after 6 months?
b after 12 months?
3 Peter owes $18 000 to his father. He decides to pay his father $800 every month.
a How much will he owe:
i after 10 months?
ii after 1 year?
iii after 18 months?
b How long will it take Peter to pay the money back to his father?
4 Erica is offered a job with a starting salary of $29 500 per year and annual increases of
$550.
a What her salary be would:
i at the start of her fth year on the job?
ii at the start of her eighth year on the job?
b At this rate, how many years would she have to be in the job to receive a salary of
$35 000?
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90
onto the
and press x.
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Method 2: Elimination
When solving simultaneous equations by elimination, one of the unknown variables is
eliminated by the process of adding or subtracting multiples of the two equations.
Example 29
Example 30
(1) + (2):
3x = 12
12
3x
=
3
3
x =4
Substitute x = 4 into (1).
4+ y = 3
4+ y 4 = 3 4
y = 1
LHS = 2(4) (1)
= 8 + 1 = 9 = RHS
Solution is (4, 1).
(1)
(2)
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Solution
(1) 3
3x + 2y = 2.3
8x 3y = 2.8
9x + 6y = 6.9
(1)
(2)
(3)
(2) 2
16x 6y = 5.6
(4)
(3) + (4)
25x = 12.5
12.5
25x
=
25
25
or x = 0.5
3(0.5) + 2y = 2.3
1.5 + 2y = 2.3
1.5 + 2y 1.5 = 2.3 1.5
2y = 0.8
0.8
2y
=
or y = 0.4
2
2
LHS = 3(0.5) + 2(0.4)
= 2.3 = RHS
Solution is (0.5, 0.4).
Exercise 2J
1 Solve the following pairs of simultaneous equations by any algebraic method (elimination or
substitution).
a y = x 1
3x + 2y = 8
b y = x +3
6x + y = 17
c x + 3y = 15
yx =1
d x + y = 10
xy=8
e 2x + 3y = 12
4x 3y = 6
f 3x + 5y = 8
x 2y = 1
g 2x + y = 11
3x y = 9
h 2x + 3y = 15
6x y = 11
i 3 p + 5q = 17
4 p + 5q = 16
j 4x + 3y = 7
6x 3y = 27
k 3x + 5y = 11
3x 2y = 8
l 4x 3y = 6
2x + 5y = 4
96
2.11
a y =6x
2x + y = 8
b 2x + 3y = 5
y = 7 2x
c 3x + y = 4
y = 2 4x
d 3x + 5y = 9
y=3
e 3x + 2y = 0
3x y = 3
f 4x + 3y = 28
5x 6y = 35
ISBN 978-1-107-66462-3
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97
How to solve a pair of simultaneous linear equations algebraically using the ClassPad
Solve the following pair of simultaneous equations:
24x + 12y = 36
45x + 30y = 90
Steps
1 Open the built-in Main
application.
a Press k on the
front of the calculator
to display the built-in
keyboard.
b Tap the ) tab and
locate simultaneous
equations icon:
c Enter the information
24x + 12y = 36
45x + 30y = 90
x,y
Exercise 2K
Solve the following simultaneous equations:
2.12
a 2x + 5y = 3
x+y=3
b 3x + 2y = 5.5
2x y = 1
c 3x 8y = 13
2x 3y = 8
d 2h d = 3
8h 7d = 18
e 2 p 5k = 11
5 p + 3k = 12
f 5t + 4s = 16
2t + 5s = 12
g 2m n = 1
2n + m = 8
h 15x 4y = 6
2y + 9x = 5
i 2a 4b = 12
2b + 3a 2 = 2
j 3y = 2x 1
3x = 2y + 1
Practical applications of
simultaneous equations
Simultaneous equations can be used to solve problems in real situations. It is important to
dene the unknown quantities with appropriate variables before setting up the equations.
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Example 31
The perimeter of a rectangle is 48 cm. If the length of the rectangle is three times the width,
determine its dimensions.
Solution
Strategy: Using the information given, set up a pair of simultaneous equations to solve.
1 Choose appropriate variables to represent the
dimensions of width and length.
2 Write two equations from the information given
in the question. Label the equations as (1) and (2).
Let W = width
L = length.
2W + 2L = 48
L = 3W
2W + 6W = 48
8W = 48
48
8W
=
8
8
W=6
Example 32
(1)
(2)
99
Solution
Strategy: Using the information given, set up a pair of simultaneous
equations to solve.
1 Choose appropriate variables to represent the
Let r be the cost of a rose and
cost of roses and gardenias.
g be the cost of a gardenia.
2 Write two simultaneous equations using the
information given in the question. Label the
equations (1) and (2).
3 Use your CAS calculator to solve the two
simultaneous equations.
3r + 2g = 15.5
5r + 3g = 24.5
(1)
(2)
r = 2.50 and g = 4
LHS = 5(2.5) + 3(4)
= 12.5 + 12 = 24.5 = RHS
Roses cost $2.50 each and gardenias
cost $4 each.
Exercise 2L
1 Jessica bought 5 textas and 6 pencils for $12.75, and Tom bought 7 textas and 3 pencils for
$13.80.
a Using t for texta and p for pencil, nd a pair of simultaneous equations to solve.
b How much did one pencil and one texta cost?
2 Peter buys 50 L of petrol and 5 L of motor oil for $93. His brother Anthony buys 75 L of
petrol and 5 L of motor oil for $122. How much do a litre of petrol and a litre of motor oil
cost each?
3 Six oranges and ten bananas cost $7.10. Three oranges and eight bananas cost $4.60. Find
the cost each of oranges and bananas.
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4 The weight of a box of nails and a box of screws is 2.5 kg. Four boxes of nails and a box of
screws weigh 7 kg. Determine the weight of each.
5 An enclosure at a wildlife sanctuary contains wombats
and emus. If the number of heads totals 28 and the
number of legs totals 88, determine the number of each
species present.
6 The perimeter of a rectangle is 36 cm. If the length of
the rectangle is twice its width, determine its dimensions.
7 Find a pair of numbers whose sum is 52 and whose
difference is 8.
8 Bruce is 4 years older than Michelle. If their combined age is 70, determine their individual
ages.
9 A chocolate thickshake costs $2 more than a fruit smoothie. Jack pays $27 for 3 chocolate
thickshakes and 4 fruit smoothies. How much do a chocolate thickshake and a fruit
smoothie cost each?
10 In 4 years time a mother will be three times as old as her son. Four years ago she was ve
times as old as her son. Find their present ages.
11 The fees for registering in a mathematics competition between two neighbouring schools
are $1.20 for students aged 812 and $2 for students 13 years and over. An amount of
$188.40 has been collected and 125 students have already registered. How many students
between the ages of 8 and 12 have registered?
12 A computer company produces 2 laptop models: standard and deluxe. The standard laptop
requires 3 hours to manufacture and 2 hours to assemble. The deluxe model requires 51/2 to
manufacture and 11/2 hours to assemble. The company allows 250 hours for manufacturing
and 80 hours for assembly over a limited period. How many of each model can be made in
the time available?
13 A chemical manufacturer wishes to obtain 700 litres of a 24% acid solution by mixing a
40% solution with a 15% solution. How many litres of each solution should be used?
14 In a hockey club there are 5% more boys than there are girls. If there is a total of 246
members in the club, what is the number of boys and the number of girls?
15 The owner of a service station sells unleaded petrol for $1.42 and diesel fuel for $1.54. In
ve days he sold a total of 10 000 litres and made $14 495. How many litres of each petrol
did he sell? Give your answer to the nearest litre.
16 James had $30 000 to invest. He chose to invest part of it at 5% and the other part at 8%.
Overall he earned $2100 in interest. How much did he invest at each rate?
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60
70
80
90
100
110
120
130
140
150
160
3 An electrician charges $80 up front and $45 for each hour, h, that he works.
a Write a linear equation for the total charge, C, of any job.
b How much would a 3-hour job cost?
4 Two families went to the theatre. The rst family bought tickets for 3 adults and
5 children and paid $73.50. The second family bought tickets for 2 adults and
3 children and paid $46.50.
a Write down two simultaneous equations that could be used to solve the problem.
b What was the cost of an adults ticket?
c What was the cost of a childs ticket?
5 A bank account has $5000 in it. At the end of each month $300 is withdrawn.
a How much is in the account at the end of 6 months?
b How much is in the account after 1 year?
c How long until there is no more money left?
6 Mark invests $3000 at 3% per annum. The linear recursion relationship describing
this investment is given by tn+1 = 1.03tn . Show how $3000 increases over 5 years.
7 The perimeter of a rectangle is 10 times the width. The length is 9 metres more than
the width. Find the width of the rectangle.
8 A secondary school offers three languages: French, Indonesian and Japanese. At the
Year 9 level, there are 105 students studying one of these languages. The Indonesian
class has two-thirds the number of students that the French class has and the
Japanese class has ve-sixths the number of students of the French class. How many
students study each language?
Review
Extended-response questions
108
How to draw a straight-line graph and show a table of values using the TI-Nspire CAS
Use a graphics calculator to draw the graph y = 8 2x and show a table of values.
Steps
1 Start a new document (/ + N) and select Add
Graphs
2 Type in the equation as shown. Note that f1(x)
represents the y. Press to obtain the graph
below.
Hint: If the function entry line is not visible, press e
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Solution
y2 y1
x2 x1
x 1 = 2, y 1 = 1; x 2 = 4, y 2 = 10
y2 y1
10 1
=
= 4.5
x2 x1
42
y y 1 = 4.5(x x 1)
y 1 = 4.5(x 2)
y 1 = 4.5x 9
y = 4.5x 8
Slope =
Exercise 3E
1 Find the equation of each of the lines
(A, B, C) shown on the graph below.
y
(1, 10)
(5, 10)
(3, 10)
10
10
(5, 8)
C
4 (0, 2)
2
(1, 0)
0
(2, 10)
(1, 10)
(1, 0)
(2, 1) (3, 1)
2
(5, 4)
x
5
x
2
121
How to nd the equation of a line from two points using the TI-Nspire CAS
Find the equation of the line that passes through the two points (2, 1) and (4, 10).
Steps
1 Write the coordinates of the two points.
Call one point A, the other B.
To construct a scatterplot
a Press e and select the variable x
from the list. Press to paste the
variable x to the x-axis.
b Press e again and select the variable
y from the list. Press to paste the
variable y to the y-axis axis to generate
the required scatter plot.
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How to nd the equation of a line from two points using the ClassPad
Find the equation of the line that passes through the two points (2, 4) and (4, 10).
Steps
1 Open the Statistics application
and enter the coordinate values
into lists named x and y, as
shown.
2 Plot the two points on a
scatterplot.
from the toolbar to
a Tap
open the Set StatGraphs
dialog box.
b Complete the dialog box as
follows. For
r Type: select Scatter ( )
r XList: select main \ x ( )
r YList: select main \ y ( )
Leave Freq: as 1
Tap h to conrm your selections.
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16
14
Price ($000)
142
12
10
8
0
2
4
Age (years)
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143
3 To construct a scatterplot
a Press e and select the variable time from the
list. Press to paste the variable time to the
x-axis.
b Press e again and select the variable mark
from the list. Press to paste the variable
mark to the y-axis axis to generate the required
scatter plot. The plot is automatically scaled.
Note: To add colour (or change colour), move cursor
over the plot and press / + b>Color>Fill Color.
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25
Velocity (m/s)
20
15
10
5
0
2
3
Time (s)
16
14
Price ($000)
Review
168
12
10
8
0
4
Age (years)
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172
4 The following table gives the gold-medal winning distance, in metres, for the mens
long jump for the Olympic games for the years 1896 to 1996. (Some years are
missing owing to the two world wars.)
Year
1896 1900 1904 1908 1912 1920 1924 1928 1932 1936 1948 1952 1956
Distance (m) 6.35 7.19 7.34 7.49 7.59 7.16 7.44 7.75 7.65 8.05 7.82 7.57 7.82
Year
1960 1964 1968 1972 1976 1980 1984 1988 1992 1996 2000 2004
Distance (m) 8.13 8.08 8.92 8.26 8.36 8.53 8.53 8.72 8.67 8.50 8.55 8.59
a
b
c
d
5 To test the effect of driving instruction on driving skill, 10 randomly selected learner
drivers were given a driving skills test. The number of hours of instruction for each
learner was also recorded. The results are displayed in the table below.
Hours
19 2 5 9 16 4 19 26 14 8
Test score 32 12 17 19 23 16 28 36 30 23
a Which is the independent variable and which is the dependent variable?
b Construct a scatterplot of these data.
c Describe the relationship between the number of hours of instruction and the
score.
d Determine the value of the q-correlation coefcient for these data and classify the
strength of the relationship.
e Determine the equation for a line by eye and write down, in terms of the variables,
the number of hours of instruction and score.
f Use the equation to predict the score after 10 hours of instruction.
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2 Calculate the missing dimensions, marked x and y, in these pairs of similar triangles.
a
x cm
9 cm
6 cm
10 cm
18 cm
y cm
52 m
48 m
xm
20 m
ym
10 m
3 A triangle with sides 5 cm, 4 cm and 8 cm is similar to a larger triangle with a longest side
of 56 cm.
a Find the lengths of the larger triangles other two sides.
b Find the perimeter of the larger triangle.
4 A tree and a 1 m vertical stick cast their shadows at a particular time in the day. The shadow
lengths are shown in the diagram below (not drawn to scale).
a Give reasons why the two triangles shown are similar.
b Find the scale factor for the side lengths of the triangles.
c Find the height of the tree.
Shadow of tree
30
1m
30
Shadow of stick
4m
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5 John and his younger sister, Sarah, are standing side by side. Sarah is 1.2 m tall and casts a
shadow 3 m long. How tall is John if his shadow is 4.5 m long?
1.2 m
Johns shadow 4.5 m
Sarahs shadow 3 m
9 cm
3 cm
8cm2
Triangle B
Triangle A
3 cm
6 cm
9 cm
Cuboid A
2 cm
1 cm
3 cm
Cuboid B
963
162
27
33
=
=
=
321
6
1
1
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Equilateral triangles
Squares
Regular hexagons
These are called regular tessellations. The reason why these shapes tessellate is that, at each
point where the shapes meet, their angles sum to 360 . A combination of these shapes could
therefore also tessellate.
When two different types of regular polygon are used to tessellate, the pattern is called a
semi-regular tessellation. A pattern that includes one or more types of irregular polygons is
called an irregular tessellation.
Semi-regular tessellation
Irregular tessellation
The 20th-century Dutch artist M. C. Escher is famous for his tessellations. Many of his works
can be seen in calendars, books and posters, and involve changing the original shape so that the
area remains the same. You can view much of his work online at http://www.mcescher.com.
Further information on tessellations can be found on the website
http://www.tessellations.org/.
Other tessellating shapes can be made by starting with a regular polygon, cutting out a shape
and placing that shape on the opposite side of the polygon.
Example 24
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Exercise 5N
1 Which of the following shapes will tessellate on a at surface? Explain each of your
answers.
a
c
b
d
2 The measure of one interior angle of a regular decagon (10-sided polygon) is 144 . Explain
whether or not a regular decagon will tessellate.
3 Suggest three other regular polygons that will not tessellate. Give a reason for each.
4 Choose a polygon that will tessellate and use it to make an interesting pattern on square or
dot paper.
5 Does the following shape form a semi-regular tessellation? If so, copy and continue the
pattern.
6 Choose another combination of two or three polygons that will tessellate and use them to
make an interesting pattern.
7 Draw a regular polygon that tessellates and then use it to make other interesting patterns by
cutting a piece out.
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222
24 cm
9 For the solid shown on the right, nd, correct to 2 decimal places:
a the area of rectangle BCDE
b the area of triangle ABE
A
c the length AE
3m
d the area of rectangle AEGH
B
e the total surface area.
C
10 m
G
3m
F
E
12 m
D
10 Find the volume of a rectangular prism with length 3.5 m, width 3.4 m and height
2.8 m.
Extended-response questions
16 m
8m
8m
8m
16 m
2 Chris and Gayle decide to build a
swimming pool on their new housing
12 m
block. The pool will measure 12 m by 5 m
10 m
5m
and it will be surrounded by timber decking
in a trapezium shape. A safety fence will
surround the decking. The design layout of
4m
4m
the pool and surrounding area is shown in the diagram.
a What length of fencing is required? Give your answer correct to 2 decimal places.
b What area of timber decking is required?
c The pool has a constant depth of 2 m. What is the volume of the pool?
d The interior of the pool is to be painted white. What surface area is to be painted?
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If the money is invested for more or less than 1 year, the amount of interest payable is
proportional to the length of time for which it is invested.
Example 6
Calculate the amount of simple interest that will be paid on an investment of $5000 at 10%
simple interest per annum for 3 years and 6 months.
Solution
Apply the formula with P = $5000, r = 10%
and t = 3.5 (since 3 years and 6 months is
equal to 3.5 years).
Example 7
I=
10
Prt
= 5000
3.5
100
100
= $1750
Find the total amount owed on a loan of $16 000 at 8% per annum simple interest at the end of
2 years.
Solution
1 Apply the formula with P = $16 000,
r = 8% and t = 2 to nd the interest.
2 Find the total owed by adding the
interest to the principal.
8
Prt
= 16 000
2
100
100
= $2560
A = P + I = 16 000 + 2 560
= $18 560
I=
The graphics calculator enables us to investigate simple interest problems using both the tables
and graphing facilities of the calculator.
How to solve simple interest problems using the TI-Nspire CAS
How much interest is earned if $10 000 is invested at 8.25% simple interest for
10 years? Show that the graph of simple interest earned is linear.
Steps
1 Substitute P = $10 000 and r = 8.25%
in the formula for simple interest.
I=
10 000 8.25 t
Prt
=
100
100
= 825t
231
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242
8
A = 2000 1 +
100
t
this.
From the plot we see that, for compound interest, the graph of amount of money
accumulated curves upwards with time.
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249
How to determine at rate depreciation and book value using the TI-Nspire CAS
Michael purchases a new car for $24 000. If it decreases in value by 10% of the purchase
price each year:
a What is the amount of the annual depreciation?
b What is the amount of the depreciation after 4 years?
c What is its book value after 4 years?
Steps
1 Substitute P = $24 000 and r = 10 into
the formulae for depreciation and book
value under at rate depreciation.
24 000 10 t
100
= 2400t
24 000 10 t
V = 24 000
100
D =
write as bookvalue.
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254
The graphics calculator can be set up to generate a table for reducing balance depreciation over
time.
How to determine reducing balance depreciation and book value using a TI-Nspire CAS
The factory manager in Example 16 decided that it was better to depreciate the machine,
purchased for $30 000, using the reducing balance method. If he depreciates the machine
at 15% per annum, what is its book value after 4 years? By how much has it depreciated
in value? Draw a graph of book value against time for 10 years.
Steps
1 Substitute P = $30 000 and r = 15 into the
formulae for book value and depreciation
under reducing balance depreciation.
15
V = 30 000 1
100
t
15
D = 30 000 30 000 1
100
t
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255
How to determine reducing balance depreciation and book value using a ClassPad
The factory manager in Example 16 decided that it was better to depreciate the machine,
purchased for $30 000, using the reducing balance method. If he depreciates the machine
at 15% per annum, what is its book value after 4 years? By how much has it depreciated
in value? Draw a graph of book value against time for 10 years.
Steps
1 Substitute P = $30 000 and
r = 15 into the formulae for
book value and depreciation
under reducing balance
depreciation.
2 To form a table of values, open
15 t
V = 30 000 1
100
15 t
D = 30 000 30 000 1
100
the Sequence (
) application.
Select the Explicit tab.
Opposite
r a E: type in
n
30 000 (1 15/100) n
and press E.
r b E: type in 30 000 a E
n
n
and press E.
Note: To obtain an E, tap n,an in the
menu bar and select an E (i.e. the
depreciation value).
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f 125%
b increase $580 by 8%
5 When decreasing a quantity by a given percentage, subtract the percentage change of the
original quantity.
Example: Find the new amount if $65 is decreased by 15%.
15
65 = $9.75.
The decrease = 15% of $65 =
100
Thus, the decreased amount = $65 $9.75 = $55.25
85
Alternatively: The decreased amount = 85% of $65 =
65 = $55.25.
100
Exercise 5: Calculate the decreased amount for the following:
a decrease $2050 by 9%
d decrease $10 600 by 3%.
Review
270
Try drawing any right-angled triangle with an angle of 30 and check that the
opposite
ratio
= 0.5
hypotenuse
Similarly, for any right-angled triangle with an angle of 30 the ratios cos 30 and tan 30
always have the same values:
adjacent
3
is always
= 0.8660 (to 4 decimal places)
cos 30 =
hypotenuse
2
1
opposite
tan 30 =
is always = 0.5774 (to 4 decimal places).
adjacent
3
A calculator gives the value of each trigonometric ratio for any angle entered.
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Example 11
A
200 m
h
100 m
41
B
Solution
Strategy: Find h in triangle ABC, then use this value to nd in triangle ABD.
a
A
1 Draw triangle ABC showing the given and
required information.
h
100 m
B
2 The opposite and hypotenuse are involved, so use sin .
3 Substitute in the known values.
4 Multiply both sides by 100.
5 Evaluate 100 sin(41 ) using your calculator and store
the answer as the value of the variable h for later use.
41
opposite
hypotenuse
h
sin 41 =
100
h = 100 sin 41
h = 65.605 . . .
sin =
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Chapter 7 Trigonometry
b
1 Draw triangle ABD showing the given
and required information
A
200 m
opposite
sin =
hypotenuse
h
sin =
200
1
h
200
= sin
= 19.149...
Exercise 7E
1 After walking 300 m away from the base of a tall building,
on level ground, Elise measured the angle of elevation to
the top of the building to be 54 . Find the height of the
building, to the nearest metre.
54
300 m
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b
1 Show the direction on the diagram of the
compass points.
2 Add the angles clockwise from north to
the required direction.
or
Example 14
90
70
20
S 160
N
280
W
10
90
80
E
90
90
25
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Chapter 7 Trigonometry
Solution
291
Compass bearing
1 Calculate the angle from the direction of south.
W
Notice that the swing is towards west.
25 65
Three-gure bearing
1 Calculate the total angles swept out clockwise
from north.
There is an angle of 90 between each of the
W
four points of the compass.
90
25 65 90
Navigation problems
Navigation problems usually involve a consideration of not only the direction of travel, given
as a bearing, but also the distance travelled.
In many practical applications we need to know the distance that has been travelled after
moving at a particular speed for a given time. If a car moved at 60 km/h for 2 hours, the
distance travelled would be 2 60 = 120 km.
Distance travelled and speed
When travelling at a constant speed:
Distance travelled = time taken speed
Make sure that the same units of length and time are used for the speed, distance and time. If a
car moved at 60 km/h for 90 minutes, convert 90 minutes to 1.5 hours before multiplying by
the speed. The distance travelled would be 1.5 60 = 90 km.
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Example 15
Q
N
20
Solution
x
a
1 Show the given and required information in a
right-angled triangle.
20
x = 10.260 . . .
b
1 Draw the compass points at Q.
2 Enter the alternate angle 20 .
20
20
P
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Chapter 7 Trigonometry
293
Exercise 7F
1 Give the compass bearing (from north or south) and the three-gure bearing of each of the
directions:
a SE
b SW
c NW
2 State the compass bearing and three-gure bearing of each of the points A, B, C and D.
a
N A
D
E W
25
W
W
70
E
B
60
10
E
N
B
65
A
River
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6 A ship left port and sailed east for 5 km, then sailed north. After some time an observer at
the port could see the ship on a bearing of 050 .
a How far north had the ship travelled? Answer correct to 1 decimal place.
b Looking from the ship, what would be the three-gure bearing of the port?
7 A woman walked from point A for 2 hours on a bearing of 060 to reach point B. Then she
walked for 3 hours heading south until she was at point D. The woman walked at a constant
speed of 5 km/h. Give the following distances correct to 1 decimal place and directions to
the nearest degree.
a
b
c
d
e
N
60
A
D
8 A ship left port P and sailed 20 km on a bearing of 230 . It then sailed north for 30 km to
reach point C. Give the following distances correct to 1 decimal place and directions to the
nearest degree.
C
a
b
c
d
e
N
30 km
B
P
230
20
km
C
This notation is used for the sine rule and cosine rule
(see Section 7.8). Both rules can be used to nd angles
and sides in triangles that do not have a right angle.
b
a
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A
9 km
70
8 km
6 km
100
6.76 km
10 cm
12 A large rectangular area of land, ABCD in the diagram, has been subdivided into three
regions as shown.
8 km
4 km
3 km
6 km
P
3 km
D
3 km
9 km
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Review
314
tan = 0.8333
= tan1 (0.8333) = 39.8
SOH CAH TOA
Degree mode
Applications of
right-angled triangles
Angle of elevation
Angle of depression
angle of elevation
horizontal
horizontal
angle of depression
Angle of elevation =
angle of depression
Compass bearings
N 60E
60
E
40
S 40W
Three-gure bearings
S
N
060
60
E
40
180 + 40
S
=220
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328
How to use recursion to generate the terms of an arithmetic sequence with the ClassPad
Generate the rst six terms of the arithmetic sequence: 2, 7, 12, 17, 22, . . .
Steps
1 Locate the Main application. Tap
to open.
2 Starting with a clean screen, enter
the value of the rst term, 2.
Press E.
The calculator stores the value 2
as ans. (You cant see this yet.)
3 The common difference for this
sequence is 5. So, type + 5. Then
press E. The second term in the
sequence, 7, is displayed.
344
How to use recursion to generate the terms of a geometric sequence with the ClassPad
Generate the rst six terms of the geometric sequence: 1, 3, 9, 27, . . .
Steps
1 Locate the Main application. Tap
to open.
2 Starting with a clean screen, enter
the value of the rst term, 1.
Press E.
The calculator stores the value 1
as answer. (You cant see this yet.)
3 The common ratio for this
sequence is 3. So, type 3. Then
press E. The second term in the
sequence (i.e. 3) is displayed.
ISBN 978-1-107-66462-3
Peter Jones, Kay Lipson, David Main, Barbara Tulloch 2012
Photocopying is restricted under law and this material must not be transferred to another party.
363
How to generate a sequence dened by a difference equation using the TI-Nspire CAS
Generate the rst ve terms of the sequence dened by the difference equation
tn+1 = 3t 1 where t1 = 2.
Steps
1 Go to Scratchpad:Calculate
Note: You can also use c>New Document>Add
Calculator if preferred.
ISBN 978-1-107-66462-3
Peter Jones, Kay Lipson, David Main, Barbara Tulloch 2012
Photocopying is restricted under law and this material must not be transferred to another party.
y
2 Graph the inequality 6x + 4y 36 in the
rst quadrant.
(0, 9)
r Plot the boundary line 6x + 4y = 36,
marking and labelling the y-intercept
(0, 5)
(0, 9) and the x-intercept (6, 0).
x + 2y = 10
r Shade in the region bounded by the
x- and y-axes and the line. Here it
6x + 4y = 36
has been shaded pink, but it becomes purple
O
(6, 0)
where it overlaps the blue region.
(10, 0)
387
(0, 9)
Feasible
region
(0, 5)
x + 2y = 10
(4, 3)
6x + 4y = 36
(6, 0)
(10, 0)
x + 2y = 10
6x + 4y = 36
The lines intersect at the point (4, 3).
Mark this point on the graph.
y 0,
x + 2y 10,
6x + 4y 36
Because x 0 and y 0, the feasible region is restricted to the rst quadrant. We take
this into account when setting the viewing window on the calculator.
Steps
1 To graph the inequalities x + 2y 10 and
6x + 4y 36 with a graphics calculator,
we rst need to rearrange both inequalities
so that y is the subject.
(10 x)
2
(36 6x)
6x + 4y 36 becomes y
4
x + 2y 10 becomes y
388
press e.
389
y 0,
x + 2y 10,
6x + 4y 36
Because x 0 and y 0, the feasible region is restricted to the rst quadrant. We take
this into account when setting the viewing window on the calculator.
Steps
1 From the Application menu, locate and open the
) built-in application.
Graph and Table (
To graph the inequalities x + 2y 10 and
6x + 4y 36, rst we need to rearrange both
inequalities so that y is the subject.
Hence,
(10 x)
2
(36 6x)
6x + 4y 36 becomes y
4
x + 2y 10 becomes y
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Chapter 10 Networks
409
2 For each of the graphs shown, complete the associated statements by lling in the boxes.
a
i The graph has vertices.
A
B
ii The graph has edges.
iv deg(C ) =
iii deg(A) =
v The graph has odd vertices.
D
b
C
A
E
D
i
ii
iii
v
i
ii
iii
v
3 The game of Sprouts is played between two people and involves drawing a network.
Rules for the game of Sprouts
Two or more points are drawn on a piece of paper. These are network vertices. Players then
take turns adding edges according to the following rules:
1 Each edge must join two vertices or itself.
2 Every time a new edge is drawn, a new vertex must be added somewhere on the edge.
3 Edges cannot cross nor pass through a vertex.
4 No vertex may have a degree greater than 3.
5 The last player able to add a new edge wins.
For more information see: http://nrich.maths.org/2413 A sample game of Sprouts is played on
the following page.
448
57
63
Steps
1 Go to Scratchpad:Calculate
2 Press / + b>Math Templates. Use the
cursor arrows to highlight the matrix
template shown. Press .
Note: Math Templates can also be accessed by
pressing t on the CX/Touchpad or / r on the
Clickpad.
48 51.
39 45
6 To display element b2,1 (the element in position
Row 2, Column 1), type in b[2,1] and press .
ISBN 978-1-107-66462-3
Peter Jones, Kay Lipson, David Main, Barbara Tulloch 2012
Photocopying is restricted under law and this material must not be transferred to another party.
458
Example 7
5
1
2 1
If A =
and B =
, nd the matrix equal to 2A 3B.
3 4
6 5
5
1
2 1
2A 3 B = 2
3
3 4
6 5
10
2
6 3
=
6 8
18 15
4 5
=
12 7
Solution
1 Write 2A 3B in expanded matrix form.
How to add, subtract and scalar multiply matrices using the TI-Nspire CAS
If A =
a
2
5
A+B
3
7
and, B =
4
6
1 2
AB
c 9A
nd:
d 15A 11B
Steps
1 Go to Scratchpad:Calculate
2 Enter the matrices A and B into your
calculator.
Note: refer to page 448 if you are unsure how
to enter a matrix into your calculator.
ISBN 978-1-107-66462-3
Peter Jones, Kay Lipson, David Main, Barbara Tulloch 2012
Photocopying is restricted under law and this material must not be transferred to another party.
Chapter 11 Matrices
459
b To calculate A B, type A B
and then press to evaluate.
2 9
AB =
4
9
c To calculate 9A, type 9A and then
press to evaluate.
18 27
9A =
45
63
d To calculate 15A 11B, type
15A 11B and then press to
evaluate.
14 111
15A 11B =
64
127
How to add, subtract and scalar multiply matrices using the ClassPad
2 3
4
If A =
and B =
5
7
1
a
A+B
AB
6
, nd:
2
c 9A
d 15A 11B
Steps
1 Enter the matrices A and B into
your calculator.
Note: Refer to page 449 if you are unsure
how to enter a matrix into your calculator.
a To calculate A + B, type A + B
and then press E to evaluate.
6 3
A+B =
6 5
ISBN 978-1-107-66462-3
Peter Jones, Kay Lipson, David Main, Barbara Tulloch 2012
Photocopying is restricted under law and this material must not be transferred to another party.
466
11 5
6
If C =
and D =
, nd the matrix CD.
10 9
1
Steps
1 Go to Scratchpad:Calculate
2 Enter the matrices C and D into your calculator.
3 To calculate matrix CD, type in c d. Press
to evaluate.
Note: you must put a multiplication sign
between the c and d.
71
CD =
69
7 4 1
8
6 2 5
A=
B = 2 0 3 5
4 8 1
9 2 0 1
Steps
1 Enter the matrices A and B
into your calculator.
Note: Refer to page 449 if you are unsure
how to enter a matrix into your calculator.
2 To calculate A B, type A B or
AB and then press E to evaluate.
3 Check: A has dimensions 2 3 and
B has dimensions 3 4. So, matrix
AB should be a 2 4 matrix,
which it is.
83 34 12 33
AB =
21 18 28 9
Note: Only a square matrix (number of rows = number of columns) can be multiplied by itself.
ISBN 978-1-107-66462-3
Peter Jones, Kay Lipson, David Main, Barbara Tulloch 2012
Photocopying is restricted under law and this material must not be transferred to another party.
Chapter 11 Matrices
det(A) = ad bc
= 8243
= 16 12 = 4
An inverse exists.
0.5
=
0.75
8
1
AA =
3
1
=
0
3
4
5
6
2 4
3
8
1
2
4
0.5 1
2
0.75
2
0
=I
1
9 6
B=
3 2
3
4
5
6
1
=
4
b
1 Write the given matrix.
473
a b
.
c d
a = 9, b = 6, c = 3, d = 2
det(B) = ad bc
= 9 2 6 3
= 18 18 = 0
No inverse exists.
How to nd the determinant and inverse of a matrix using the TI-Nspire CAS
Find the determinant and the inverse of the matrix A =
8
3
4
.
2
Steps
1 Go to Scratchpad:Calculate
2 Enter the matrix A into your calculator.
Note: refer to page 448 if you are unsure how
to enter a matrix into your calculator.
ISBN 978-1-107-66462-3
Peter Jones, Kay Lipson, David Main, Barbara Tulloch 2012
Photocopying is restricted under law and this material must not be transferred to another party.
474
(k).
1
2
=
3
1
.
8
Find the determinant and the inverse of the matrix A =
3
4
.
2
Steps
Enter the matrix A into your calculator.
Notes:
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r=0
x 0
r = +1
x 0
r = 1
Otherwise, 1 r + 1
The following scatterplots show linear relationships of various strengths together with the
corresponding value of Pearsons product-moment correlation coefcient, r.
r = 0.915
r = 0.874
r = 0.767
r = 0.551
r = 0.501
r = 0.150
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492
Exercise 12A
1 By comparing the plots given to those on page 490, estimate the value of Pearsons
correlation coefcient, r.
a
2 Use the guidelines on page 491 to classify the strength of a linear relationship for which
Pearsons correlation coefcient is calculated to be:
a r = 0.20
e r = 0.95
i r = 0.48
b r = 0.30
f r = 0.74
j r = 0.29
c r = 0.85
g r = 0.65
k r =1
d r = 0.33
h r = 0.24
l r = 1
coefficient, r
After the mean and standard deviation, Pearsons product-moment correlation coefcient, r, is
one of the most frequently computed descriptive statistics. It is a powerful tool, but it is also
easily misused. The presence of a linear relationship should always be conrmed with a
scatterplot before Pearsons product-moment correlation is calculated. And, like the mean and
the standard deviation, Pearsons correlation coefcient, r, is very sensitive to the presence of
outliers in the sample.
While there is a formula for calculating the value of correlation coefcient, r, in practice
you will use your CAS calculator.
493
8.9
7.5
23.0
12.0
7.5
6.0
8.0
1.8
18.0 16.7
7.7 5.7
5.2
3.8
Steps
1 Start a new document by pressing
/+ .
2 Select Add Lists & Spreadsheet.
Enter the data into lists named
income and co2.
3 Statistical calculations can be done in
the Calculator application (as
used here) or the Lists & Spreadsheet
application. Press / +
and select Calculator.
Method 1
Using the Linear Regression (a+bx) command:
1 Press b>Statistics>Stat Calculations>
Linear Regression (a+bx) to generate the
screen opposite.
ISBN 978-1-107-66462-3
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Photocopying is restricted under law and this material must not be transferred to another party.
494
Method 2
Using the corrMat(x, y) command, in the
Calculator application, type in corrmat(x, y)
and press .
Alternatively:
1 C to access the Catalog, scroll
a Press
down to corrMat( and press to select and
paste the corrMat( command onto the Calculator
screen.
b Complete the command by typing in
income, co2 and press .
The value of the correlation coefcient is r = 0.818344 . . . or 0.818, correct to
3 decimal places.
8.9
7.5
23.0
12.0
7.5
6.0
8.0
1.8
18.0 16.7
7.7 5.7
5.2
3.8
Steps
1 Open the Statistics application and
enter the data into columns labelled
income and co2. Your screen should
look like the one shown.
2 Select Calc from the menu bar, and then
Linear Reg and press E.
This opens the Set Calculation dialog
box show on the next page (left).
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Exercise 12B
1 The distance travelled to school (in km) and time taken (in minutes) for a group of 14
students on a particular day is given in the following table:
Distance (km)
8
8
12
15
20
23
25
40
45
50
50
3
7
8
10
Time (mins)
18
30
15
75
45
60
47
50
80
75
90
5
10
10
10
a Construct a scatterplot of these data with distance travelled (the IV) plotted on the
horizontal axis.
b Determine the value of Pearsons correlation coefcient, correct to 3 decimal places.
c Using the scatterplot and the guidelines on page 491 to help classify the strength of the
relationship, write a sentence describing the relationship between the distance travelled
and time taken.
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Hours
10
11
12
15
20
21
25
35
40
Amount ($)
500
530
300
750
1000
1200
2000
2300
5000
Region
Australia
Other Oceania countries
United Kingdom
Other North-west Europe
Southern & Eastern Europe
North Africa & the Middle East
South-East Asia
All other countries
Percentage of population
with eye disease
Male
Female
40.7
49.1
46.1
66.2
74.5
75.0
71.2
71.5
71.6
74.6
52.2
57.5
47.7
54.8
56.0
62.0
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4 The price and age of several motorbikes are listed in the table.
Age (years)
7
7
8
9
4
8
Price ($)
9 600
7 800
8 550
7 800
13 800
13 000
Age (years)
1
10
9
9
11
3
Price ($)
22 800
17 400
3 900
6 600
3 300
19 200
Husbands age
29
43
33
22
27
36
26
25
Wifes age
22
17
22
23
27
20
35
21
Husbands age
26
21
24
28
27
20
25
19
12.3
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498
Your CAS calculator can be used to determine the equation of the least squares regression line
for a given set of data.
How to determine and graph the least squares regression line using the TI-Nspire CAS
The following data show the per capita income (in $000) and the per capita carbon
dioxide emissions (in tonnes) of 11 countries.
Income ($000)
CO2 ( tonnes)
8.9
7.5
23.0
12.0
7.5
6.0
8.0
1.8
18.0 16.7
7.7 5.7
5.2
3.8
a Determine and graph the equation of the least squares regression line that will
enable CO2 emissions to be predicted from income.
b Write the equation in terms of the variables income and co2 with the coefcients
given correct to 3 decimal places.
c Determine and write down the value of the correlation coefcient, r, to 3 decimal
places.
Steps
1 Start a new document by pressing / +
499
5 Press b>Analyze>Regression>Show
Linear (a+bx) to display the least squares
regression line on the scatterplot.
Note that, simultaneously, the equation of the
regression line is shown.
r = 0.818
ISBN 978-1-107-66462-3
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How to determine and graph the least squares regression line using the ClassPad
The following data show the per capita income (in $000) and the per capita carbon
dioxide emissions (in tonnes) of 11 countries.
Income ($000)
CO2 (tonnes)
8.9
7.5
23.0
12.0
7.5
6.0
8.0
1.8
18.0 16.7
7.7 5.7
5.2
3.8
a Determine and graph the equation of the least squares regression line that will
enable CO2 emissions to be predicted from income.
b Write the equation in terms of the variables income and co2 with the coefcients
given correct to 3 decimal places.
c Determine and write down the value of the correlation coefcient, r, to 3 decimal
places.
Steps
1 Open the Statistics application and
enter the data into columns
labelled income and co2.
2 Tap
to open the Set StatGraphs
dialog box and complete as shown.
For
r Draw: select On
r Type: select Scatter ( )
r XList: select main \ income ( )
r YList: select main \ co2 ( )
r Freq: leave as 1
r Mark: leave as square
Tap h to conrm your
selections.
3 Tap
in the toolbar at the top of
the screen to plot the scatterplot in
the bottom half of the screen.
4 To calculate the equation of the
least squares regression line, tap
Calc from the menu bar, and then
tap Linear Reg.
This opens the Set Calculation
dialog box shown on the next page.
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Interpreting the slope and the intercept of the least squares line
The slope and the intercept of the least squares line
For the regression equation y = a + bx:
The slope, b, predicts the average change in y (the dependent variable) when the value
of x (the independent variable) is changed by one unit:
If the slope, b, is positive, then y increases as x increases.
If the slope, b, is negative, then y decreases as x increases.
The y-intercept predicts the average value of y when x = 0.
After the equation of the least squares line has been determined, we can interpret the intercept
and slope in terms of the problem at hand, and use the equation to make predictions.
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Example 1
Interpreting the least squares regression line and using the line to make
predictions
100
502
equation of line:
expenditure on fast food = 6.0 + 0.52 income
80
60
40
20
0
60
80
100
120
Income
140
160
slope
intercept
Note: The prediction that people on zero income spend $6 on junk food clearly does not make sense.
Predictions like this can occur because we are extrapolating well beyond the data used to calculate the least
squares line. As a rule the intercept is unlikely to have a meaningful interpretation unless the data includes
values near zero for the independent variable.
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Exercise 12C
1 The data for this question is shown below.
Income ($)
134
129
148
75
55
115
108
64
137
93
Expenditure ($)
62
69
84
5
20
62
56
49
37
43
Use the data to conrm that the equation of the least squares line that can be used to predict
expenditure from income is: expenditure = 6.0 + 0.52 income
2 The following data give a girls height (in cm) between the ages of 36 months and 60 months.
Age (x)
Height (y)
36
84
40
87
44
90
52
92
56
94
60
96
a Using the method of least squares, nd the equation of a straight line which can be used
to predict a girls height (in cm) from her age in months.
b Interpret the slope and intercept (if appropriate) of the least squares line in this context.
c Use your equation to estimate (correct to 1 decimal place) the girls height at age:
i 42 months
ii 6 years
3 The following table gives the adult heights (in cm) of 10 pairs of mothers and daughters.
Mothers height (cm)
Daughters height (cm)
170
178
163
175
157
165
165
173
175
168
160
152
164
163
168
168
152
160
173
178
a Using the method of least squares, nd the equation of a straight line which can be used
to predict the daughters height from their mothers height.
b Interpret the slope in this context.
c Predict the daughters height whose mother is 170 cm tall. Give answer correct to
1 decimal place.
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4 The manager of a company that manufactures DVD players keeps a weekly record of the
cost of running the business (in dollars) and the number of units produced. The gures for a
period of eight weeks are:
Cost
Number
27 500
1000
42 500
1600
22 500
800
27 500
1000
54 900
2200
40 000
1500
44 300
1700
53 000
2000
9.5
64
10.0
85
10.5
70
10.5
80
11
82
9.0
73
8.5
70
9.5
66
7.5
55
8
70
a Using the method of least squares, nd the equation of a straight line which enables
weight to be predicted from shoe size.
b Interpret the slope in this context.
c Predict the weight of an adult male with a shoe size of 10. Give answer correct to
1 decimal place.
6 The distance travelled to school (in km) and time taken (in minutes) for a group of
11 students on a particular day is given in the following table:
Distance (km)
1.0
1.4
2.0
2.0
2.5
2.8
4.0
5.0
5.4
7.8
12.0
Time (mins)
15
18
18
22
25
30
35
45
40
54
60
a Using the method of least squares, nd the equation of a straight line which relates the
two variables. Time is the DV.
b Interpret the slope and intercept (if appropriate).
c Use your equation to predict the time taken to travel for a student who lives 3 km from
school. Give answer correct to 1 decimal place.
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7 The amount of a particular pain relief drug given to each patient and the time taken for the
patient to experience pain relief are shown in the following table.
a Using the method of least squares, nd
the equation of a straight line which
enables response time to be predicted
from drug dose.
b Interpret the slope and intercept (if
appropriate).
c Use your equation to predict the time
taken for the patient to experience pain
relief if 6 mg of the drug is given. Is this
answer realistic?
8 A small business recorded the amount spent on internet advertising and the business income
from that advertising for each month for a year, with the following results.
a We wish to predict business
income from the amount spent on
internet advertising. Which is the
dependent variable?
b Using the method of least squares,
nd the equation of a straight line
that can be used to predict
business income from the amount
spent on internet advertising.
c Interpret the intercept and slope
(if appropriate).
d Use your equation to predict to the
nearest dollar the income which
would be generated if the business
owner spent the $2500 on internet
advertising. Give the answer
correct to the nearest dollar.
12.4
Month
1
2
3
4
5
6
7
8
9
10
11
12
Income ($)
37 800
40 280
37 520
36 440
20 880
12 400
32 240
28 120
46 000
51 120
42 240
39 400
Advertising ($)
1400
1800
1600
2000
1000
600
1400
1200
2200
2400
2200
1800
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9 10
2 In each section determine the median x-value and the median y-value visually, and
locate the point which these values describe on the graph. For the left third we will call
these (xL , yL ), for the middle third (xM , yM ), and for the right third (xR , yR ).
yR
yM
yL
10
9
8
7
6
5
4
3
2
1
0
0
xL
xM
9 10
xR
3 Join (xL , yL ) and (xR , yR ) with a straight line. While this is not the three-median line, it
has the same slope as the three-median line.
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10
9
(xR, yR)
7
6
5
(xL, yL)
3
2
1
0
0
10
4
2
84
yR yL
= =
=
xR xL
82
6
3
4 Finally, move the line constructed above one-third of the distance towards (xM , yM ),
ensuring that the slope is unchanged. The resulting line is now the three-median line.
10
9
(xM, yM)
(x , y )
10
7
6
5
(xL, yL)
3
2
1
0
0
5 To nd the equation of the three-median line, select two points on the line, say (1, 4)
and (7, 8), and substitute into the formula which gives the equation for a straight line
between two points.
y2 y1
y y1
=
x x1
x2 x1
Substituting gives:
84
2
y4
=
=
x 1
71
3
which can be simplied to give the equation:
10 2
+ x
3
3
Alternatively, you can use your calculator to nd the equation joining two points, as
described on page 121.
y=
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Exercise 12D
1 Locate the median point in each of the plots and write down its coordinates.
a
b
6
5
2
4
3
2
1
0
1
d
5
3
2
1
0
1
1
e
5
2 Give the number of data points in each section for each of the upper, middle and lower
thirds you would use to nd the equation for the three-median line when there are:
a 6 data points
b 11 data points
c 10 data points
d 22 data points.
(xM , yM ) = (3, 6)
(xR , yR ) = (5, 2)
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Height (months)
4 The following scatterplot displays the heights (in cm) and ages (in months) six of girls
between the ages of 36 months and 60 months.
100
98
96
94
92
90
88
86
84
82
80
36 38 40 42 44 46 48 50 52 54 56 58 60
Age (months)
a Write down the coordinates of the three points (xL , yL ), (xM , yM ) and (xR , yR ) used to t a
three-median line to the data.
b Determine the slope of the three-median line.
c Draw the three-median line on the scatterplot.
5 The following scatterplot displays the adult heights (in cm) of 10 pairs of mothers and
daughters.
Daughters height (cm)
180
170
160
150
150
155
160
165
170
Mothers height (cm)
175
a Write down the coordinates of the three points (xL , yL ), (xM , yM ) and (xR , yR ) used to t a
three-median line to the data.
b Determine the slope of the three-median line.
c Draw the three-median line on the scatterplot.
6 The following scatterplot plots the shoe sizes (x) and the weights in kilograms (y) of 10
adult males.
90
Weight (kg)
80
70
60
50
9
10
Shoe size
11
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a Write down the coordinates of the three points (xL , yL ), (xM , yM ) and (xR , yR ) used to t a
three-median line to the data.
b Determine the slope of the three-median line.
c Draw the three-median line on the scatterplot.
7 The scatterplot below plots the amount of a particular pain relief drug given to a patient and
the time taken for the patient to experience pain relief for nine patients.
70
60
50
40
30
20
10
0
1
3
4
Drug dose (mg)
510
50
40
30
20
10
0
4 5 6 7 8 9 10 11 12
Distance travelled (kms)
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If a linear relationship is indicated by the scatterplot, a measure of its strength can be found
by calculating Pearsons product-moment correlation, r.
The values of Pearsons product-moment correlation, r, lie in the range 1 r 1. Values
close to 1 indicate strong correlation, and those close to 0 indicate little correlation.
If a linear relationship is indicated from the scatterplot, a straight line may be tted to the
data graphically by eye or using the three-median line method or, computationally, by using
the two-mean or the least squares method.
The equation of the line tted is y = a + bx, where a is the y-intercept and b is the slope of
the line. For all methods, the intercept of the line predicts the value of the y-variable when
x = 0 while the slope of the line predicts the average change in y associated with changing
x by one unit.
Once found, the equation of the line may be used to predict values of the dependent variable
(y) from the independent variable (x).
Multiple-choice questions
1 For which of the following pairs of variables would it be appropriate to construct a
scatter plot in order to investigate a possible relationship?
A Car colour (blue, green, black, . . .) and its size (small, medium, large)
B A foods taste (sweet, sour, bitter) and its sugar content (in grams)
C The weights (in kilograms) of 12 oranges and the lengths (in centimetres) of
9 bananas
D The time people spend exercising each day (in minutes) and their resting pulse
rates (in beats/minute)
E The arm spans (in centimetres) and gender (male, female) of a group of students
2 For which of the following plots would it be appropriate to calculate the value of r,
the product-moment correlation coefcient?
A
30
B
0
10
20
20
30
10
40
50
0
0
10
10
20
30
Review
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512
30
100
20
50
10
0
0
10
10
E
0
10
15
0
10
40
35
30
25
20
15
0
10
15
20
25
30
35
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Income ($/week)
150 250 300 600 300 380 950 450 850 1000
Expenditure ($/week) 40 60 70 120 130 150 200 260 460 600
6 The value of the Pearson product-moment correlation coefcient r for these data is
closest to:
A 0.2
B 0.4
C 0.6
D 0.7
E 0.8
7 The least squares regression line which would enable weekly expenditure (in dollars)
on food to be predicted from weekly income (in dollars) is closest to:
A expenditure = 0.482 + 42.864 income
B expenditure = 0.482 42.864 income
C expenditure = 42.864 + 0.482 income
D expenditure = 239.868 + 1.355 income
E expenditure = 1.355 + 239.868 income
Review
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Short-answer questions
1 The distance travelled to travel to work and the time taken for a group of company
employees are given in the following table. Determine the value of the Pearson
product-moment correlation coefcient, r, for these data.
Distance (km)
12
50
40
25
45
20
10
3
10
30
Time (min)
15
75
50
50
80
50
10
5
10
35
2 The scatterplot below plots the percentage of children enrolled in secondary school
against and the percentage of children aged 1223 months who have been
immunised against measles, for nine countries.
100
Review
514
95
90
85
80
75
70
65
60
55
50
0
10
20
30
40
50
60
70
80
90
100
a Write down the coordinates of the three points (xL , yL ), (xM , yM ) and (xR , yR ) used
to t a three-median line to the data.
b Determine the slope of the three-median line.
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1 The following table gives the number of times the ball was inside the 50-metre line
in an AFL football game, and the teams score (in points) in that game.
Inside 50
Score
64
90
57
134
34
76
61
92
51
93
52
45
53
120
51
66
64 55
105 108
58
88
71
133
a Determine the correlation coefcient r between the score and the number of
inside 50s. Give your answer correct to four decimal places.
b Fit a least squares regression line to these data and write down its equation in
terms of the variables score and inside 50s. Score is the dependent variable (DV).
c Use the regression line to predict the score of a team that achieves 80 inside 50s
in a game. In making this prediction, are you interpolating or extrapolating?
2 The time (in seconds) taken to complete a task, and the number of errors on the task,
were recorded for a sample of 10 primary school children.
Time (seconds) 22.6 21.7 21.7 21.3 19.3 17.6 17.0 14.6 14.0 8.8
Errors
2
3
3
4
5
5
7
7
9
9
a Determine the equation of the least squares regression line that enables the
number of errors made to be predicted from the time taken to complete the task.
Write the equation in terms of the variables errors and time.
b Interpret the slope and the intercept (if appropriate) of the least squares regression
line.
c Use the least squares regression line to predict the number of errors made by a
child who takes 10 seconds to complete the task. Give the answer correct to the
nearest whole number.
3 A marketing company wishes to predict the likely number of new clients each of its
graduates will attract to the business in their rst year of employment. They plan to
use the scores obtained by the graduates on a marketing exam in the nal year of
their course as the predictor.
Graduate
1
2
3
4
5
6
7
8
9
10
Exam score
65
72
68
85
74
61
60
78
70
82
Review
Extended-response questions
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a Determine the equation of the least squares regression line and write down in
terms of the variables number of new clients and exam score. Exam score is the IV.
b Interpret the intercept and slope of the least squares regression line in terms of the
variables in the study.
c Use your regression equation to predict the number of new clients for a graduate
who scores 100 on the exam. Give the answers correct to the nearest whole
number.
d How reliable is the prediction made in part c?
4 To investigate the relationship between marks obtained by students on an assignment
and their nal examination mark, a sample of 10 students was taken. The table below
gives their marks for the assignment and the nal exam marks for each individual
student.
Assignment mark (max. = 80) 80 77 71 78 65 80 68 64 50 66
Final exam mark (max. = 90) 83 83 79 75 68 84 71 69 66 58
+
: switch applications
in split screen
: backspace deletes a
character
+
: clear clears an
entry line
: shift key
+
: display lists of stored
variables
+
: store command ( )
: degree sign ()
: fraction template
524
ISBN 978-1-107-66462-3
Peter Jones, Kay Lipson, David Main, Barbara Tulloch 2012
Photocopying is restricted under law and this material must not be transferred to another party.
525
: fraction template
: shift key
: completes commands
and displays results.
: display lists of
stored variables
: store command ( )
+
: fraction template
: shift key
: completes commands
and displays results.
: display lists of
stored variables
: store command ( )
+
ISBN 978-1-107-66462-3
Peter Jones, Kay Lipson, David Main, Barbara Tulloch 2012
Photocopying is restricted under law and this material must not be transferred to another party.
526
, then press
rst.
2 Use the
key to move down to the box that displays Angle. Use the then to select
. Continue using the
key until you reach the Calculation Mode box.
Degree, press
.
Use the then to select Approximate, then press
3 Press the
key until you reach the
.
Make Default box and press
again to accept the change
Press
to the settings.
ISBN 978-1-107-66462-3
Peter Jones, Kay Lipson, David Main, Barbara Tulloch 2012
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527
The home screen is divided into two main areas Scratchpad and Documents.
Scratchpad
Note: The Scratchpad is only available on OS 2.0 or higher.
A: Calculate this is a fully functional CAS calculation platform that allows for quick and
easy access to the home screen and menus. It can be used for most calculations such as
arithmetic, algebra, nance, trigonometry and matrices. Scatchpad is similar in functionality to
the Documents: Calculator application, but saves opening up a new document every time you
want to do a calculation.
Calculating
1 Press
(or
and c on the grey
Clickpad) then to open the Scratchpad:
Calculate.
If you prefer to use the Documents platform
for your calculations then press
c >New Document>Add Calculator and
follow the same steps.
Hint: You can undo your action using
(or
).
ISBN 978-1-107-66462-3
Peter Jones, Kay Lipson, David Main, Barbara Tulloch 2012
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528
Solving equations
Using the Solve command
Solve 2y + 3 = 7 for y.
ISBN 978-1-107-66462-3
Peter Jones, Kay Lipson, David Main, Barbara Tulloch 2012
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529
ISBN 978-1-107-66462-3
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530
Documents
Documents must be used to access the following:
Data & Statistics, Lists & Spreadsheets, Graphs
(for the full range of features) and Geometry.
All of the examples described in the Scratchpad
section earlier can also be done using the
Documents platform if preferred.
Steps
1 Start a new document:
Males
80 73 73 78 75 65 69 70 70 78 58 77
64 76 67 69 72 71 68 72 67 77 73
ISBN 978-1-107-66462-3
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Photocopying is restricted under law and this material must not be transferred to another party.
531
a Press
to show the list of
variables. Select the variable,
to paste the
females. Press
variable to the x-axis.
A dot plot is displayed by default as
shown.
ISBN 978-1-107-66462-3
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532
4 Data analysis
Use b >Analyze>Graph Trace and use the
cursor arrows to navigate through the key
points.
Starting at the far left of the plots, we see
that, for females, the
minimum value is 59: MinX = 59
rst quartile is 68: Q1 = 68
median is 76: Median = 76
third quartile is 81: Q3 = 81
maximum value is 95: MaxX = 95
and for males, the
minimum value is 58: MinX = 58
rst quartile is 68: Q1 = 68
median is 72: Median = 72
third quartile is 76: Q3 = 76
maximum value is 80: MaxX = 80
ISBN 978-1-107-66462-3
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Answers
12 a
Class B
3 2
Class A
9
2
9
5 7 8
5 8
5 8
1 6 7 9 9
0 1 2 2 5 5 9
1 9
1
2
3
4
5
6
7
8
9
9
6 4 3 3 2 2 1 0 0
8 8 4 4 3 2 1 1 0 0
8 1
9 | 6 represents 69 marks
7 | 1 represents 71 marks
4
6|2 represents 26
0
0
1
1
2
2
3
3
4
Australia
2 3 3 3 4 4
5 5 6 7 7 8 9
1 1 4
5 7
1 3
Exercise 1G
1 a and b
8 12 16 20 24
Weeks in charts
c The distribution is slightly positively skewed.
Singles appear to stay in the charts for around
8 weeks, with the middle 50% staying in from
around 4 to 13 weeks.
3 a and b
10
25
15
20
Pocket money ($)
c The distribution is approximately symmetric
and centred on $12. The middle 50% of
students receive pocket money of about
$7.75$15.
4 a and b
0
1|5 represents 15
Exercise 1F
1a5
b5
c 15
d 101 e 2.8
2a5
b 4.5 c 15
d 99.5 e 2.1
3 a x = 12.5 ha, M = 7.4 ha
b The median, as it is typical of more suburbs
4 a x = $393 386, M = $340 000
b The median, as it is typical of more house
prices
5 a IQR = 10.5, R = 21 b IQR = 8, R = 11
c IQR = 7, v = 12
d IQR = 4.5,R = 8
e IQR = 1.1,R = 2.7
6 x = 365.8, s = 8.4, M = 366.5,
IQR = 12.5, R = 31
7 x = 214.8, s = 35.4, M = 207.5,
IQR = 42, R = 145
8 x = 3.5 kg, s = 0.6 kg, M = 3.5 kg,
IQR = 1 kg, R = 2.4 kg
9 a i x = 6.79, M = 6.75
ii IQR = 1.45, s = 0.93
b i x = 13.54, M = 7.35
ii IQR = 1.8, s = 18.79
c The error does not affect the median or
interquartile range very much. It doubles the
mean and increases the standard deviation by a
factor of 20.
10 15 20 25 30
Years employed
c The distribution is positively skewed, centred
at 7.5 years. Half of the employees have been
employed by the company for 4 to 14.5 years.
5 a and b
0
10 20 30 40
Time (seconds)
c The distribution is positively skewed, centred at
8 seconds. While 50% of the children take from
6 to 11 seconds to tie a shoelace, there were 3
students who took 29, 35 and 39 seconds.
6 a Year 12; higher median
b Year 12; larger IQR
7 The distributions of ages in both groups are
slightly positively skewed, with the mothers in
1970 (M = 24.5) being generally younger than
the mothers in 1990 (M = 28). The variability in
both groups is the same (IQR = 10 for both
groups).
8 a male
female
0
10
20
30 40 50
Smoking rate
60
70
Answers
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Male
Exercise 1H
1 a m = 3, Q 1 = 0, Q 3 = 13, min = 0, max = 52
b 38, 52
c
*
*
0 10 20 30 40 50
d The distribution of number of books borrowed
is positively skewed, centred at 3. While 75%
of people borrowed 13 books or less, one
student borrowed 38 books and another
borrowed 52.
2a
*
*
*
0
0 10 20 30 40 50 60
b The distribution is positively skewed, centred
at 8 seconds. While fty percent of the
students take from 6 to 11 seconds to complete
the puzzle, there were three students who took
29, 39, and 60 seconds respectively.
4a
*
0
0 10 20 30 40 50
b The distribution for the number of sit-ups is
negatively skewed before the course, centred at
26. After the course, the distribution is more
symmetric, centred at 30, indicating that the
course has been effective. The distribution
after the course is more variable than before
the course, showing the course has not had the
40
50
60
70
80
90
Multiple-choice questions
1D
6D
11 D
16 B
21 C
2D
7D
12 A
17 B
3C
8D
13 C
18 B
4B
9D
14 C
19 C
5D
10 E
15 A
20 A
Short-answer questions
1 a Numerical
2 a Categorical
3 12
b Categorical
b 7.5%
10
Frequency
Answers
540
8
6
4
2
0
5 10 15 20 25 30 35
Cigarettes smoked
4a
20
30
40
50
60
Time (minutes)
70
Time (minutes)
2
3
4
5
6
7
2
9
3 4 5 7 9
0 1 1 2 2 4 5 6 6 7 9 4|7 represents 47 minutes.
5 8 9
2
c M = 52 minutes, Q 1 = 47 minutes,
Q 3 = 57 minutes
5 x = $283.57,
s = $122.72, M = $267.50, IQR = $90,
R = $495
6 x = 178.89 minutes, s = 13.99 minutes
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542
Yes
5a
Exercise 2C
No
20
25
30
35
40
45
50
Mark
b The distributions of marks for both groups are
approximately symmetric, and in each group
50% of the students scored 36 or more in the
essay. However, the marks for the students who
were able to choose their topic were much less
variable (IQR = 8.5) than those for students
who were not able to choose (IQR = 16).
There are no outliers.
Chapter 2
Exercise 2A
2
3
40
41
42
43
44
45
46
47
0.2
0.3
0.4
0.5
0.6
48
0.7
49
50
0.8
0.9
1.0
A(cm 2 ) 0 0.031 0.126 0.283 0.503 0.785 1.131 1.539 2.011 2.545 3.142
n 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200
C($) 49 50.8 52.6 54.4 56.2 58 59.8 61.6 63.4 65.2 67 68.8 70.6 72.4 74.2 76
E(k J ) 650 695 740 785 830 875 920 965 1010 1055 1100 1145 1190
3
10
6a
10
E($) 680 740 800 860 920 980 1040 1100 1160 1220 1280
b 6 cars
7
T (years) 1
t(years)
I ($)
dm =6
h v = 5
l m = 2
p a = 4
tn=4
d x = 8
h x = 3.5
l d = 4.5
p t = 12
t f = 2
dc=2
h k = 3.3
ly=2
Exercise 2E
C($) 86 88.15 90.3 92.45 94.6 96.75 98.9 101.05 103.2 105.35 107.5
r (cm) 0 0.1
ct =5
g f = 3
kb=5
o h = 5
sk =7
cn=4
g f = 5.5
k b = 5
o x = 48
sa=2
cw =2
gh=5
k t = 2.2
o p=2
b P = 4x
1 a P = 27 + x
d P = 19 + y
c P = 2a + 2b
b 8 cm
2 a P = 22 + m
b 13 cm
3 a P = 4y
b8
4 a n + 7 = 15
56
6 59
b 18 cm c 24 cm, 18 cm
7 a P = 4x + 12
8 140 tickets 9 145 minutes
10 Anne $750, Barry $250
c $30
b $14.40
b 18.85 mm
d 45.24 m
c P = 23
b P = 46
b A = 14.25 c A = 5.67
b 17.8 C
d 33.3 C
b $180
d $2014.50
b 37 points c 68 points
c t50 = 101
b t11 = 23
Exercise 2B
1
b y = 15
f f = 19
jg=1
ne=3
r s = 11
bg=9
fm =7
j s = 3
n q = 30
r m = 21
bb=6
f f =2
j s = 20
n g = 37
Exercise 2D
c $1425
b $1500
1 a $1400
2 380 km
3 a $10.50
4 a 157.08 cm
c 33.93 cm
5 a P = 14
6a A=4
7 a 10 C
c 100 C
8 a $2400
c $375
9 a 15 points
10 a t6 = 13
1ax =9
eg=6
i x = 1
my=6
q t = 10
2ax =3
e j = 4
iy=5
m r = 12
q h = 40
3aa=2
ey=7
i g = 8.5
m x = 2
10
b x = 11 + 4y
= 22 7y
d x = 5y + 12
= 5 6y
f x = 8 4y
= 2y 5
h x = 23 y + 53
= 2y 3
j x = 6 3y
= 5 2.5y
l x = 75 y 8
= 6 + 1.5y
C
S + 360
2r =
3an=
b 7 sides
2
180
v u
2A
5h=
4at =
b 3.6 seconds
a
b
5(F 32)
100I
6C =
b 5 years
7aT =
9
PR
1ax
cx
ex
gx
ix
kx
Exercise 2F
1 a C = 0.5x + 0.2y
b $16.50
2 a C = 40x + 25y
b $13 875
3 a C = 1.6x + 1.4y
b $141.20
4 a C = 1.75x + 0.7y
b $52.15
5 a C = 2.5x + 4y
b $234
6 a C = 30x + 60y
b $3480
7aN =x+y
b V = 0.5x + 0.2y c $37.90
8 6.67 m
750 1500 2250 3000 3750 4500 5250 6000 6750 7500
Exercise 2G
A($)
10
15
20
25
1 a 16
f 216
b 81
g 125
c 49
h 256
d 27
i 10 000
e8
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Answers
4 1.43 cm
6 a 5 cm
b b = 8.49
e e = 6.69
b y = 2.24
e h = 2.18
h r = 2.62
k m = 2.67
n q = 3.17
c c = 23.83
f f = 9.12
c a = 2.35
f c = 2.61
i y = 4.58
l b = 1.38
o r = 4.90
5 15.7 cm
b 10 cm
1 a x = 10 b x
ex =1 fx
ix =3 jx
2 a P = 40
3 a A = 30
4 94.25 cm
5 x 20 15
b (3, 2)
b (3, 2)
e (0, 6)
h (1, 5)
k (8, 20)
c (1, 1)
d (1, 1)
c (1.5, 2.5)
f (7, 2)
i (0.4, 2.6)
l (3, 10)
b (2, 5)
e (3, 2)
h (2.4, 3.4)
k (2, 1)
b (4, 1)
e (2, 3)
c (3, 4)
f (1, 1)
i (1, 4)
l (3, 2)
c (2, 10)
f (7, 0)
Exercise 2K
(4, 1)
( 12 , 2)
(2,3)
( 15 , 15 )
3D
8B
13 C
18 D
4B
9D
14 D
19 D
5A
10 B
15 A
= 11 c x = 8
= 7 g x = 6
= 3 k x = 15
b P = 130
b A = 54
10
dx =6
h x = 11
l x = 24
10 15 20 25
Exercise 2J
a
d
g
j
2B
7D
12 D
17 D
Short-answer questions
Exercise 2I
1 a (2, 1)
d (9, 1)
g (4, 3)
j (2, 5)
2 a (2, 4)
d (2, 3)
Multiple-choice questions
1C
6A
11 C
16 A
Exercise 2H
1 a (1, 1)
2 a (2, 4)
d (2, 1)
g (0, 3)
j (7, 25)
11 77 students
12 10 standard, 40 deluxe
13 252 litres (40%), 448 litres (15%)
14 126 boys, 120 girls
15 7542 litres unleaded, 2658 litres diesel
16 $10 000 at 5%, $20 000 at 8%
b
e
h
k
( 12 , 2)
c (1, 2)
(3, 1)
f ( 32
, 28 )
17 17
4 7
(3, 2)
i (1.5, 2.25)
(1.5, 0.6) to 1 d.p.
Exercise 2L
1 a 5t + 6 p = 1275 and 7t + 3 p = 1380
b Texta $1.65, pencil $0.75
2 Petrol $1.16/L, motor oil $7/L
3 Banana 35c, orange 60c
4 Nails 1.5 kg, screws 1 kg
5 12 emus, 16 wombats
6 6 cm, 12 cm 7 22, 30
8 Bruce 37, Michelle 33
9 Chocolate thickshake $5, fruit smoothie $3
10 Mother 44, son 12
a x = 10
b x = 5
6 a a = 7 b b = 94 c c = 8 d d = 3
e e = 4
f f =3
g g = 2 h h = 5
71
85
9 a (1, 3)
b (4, 1)
c (5, 1)
10 a (2, 8)
b (3, 2.5)
c (5, 2)
d (5, 2)
e (2, 1)
11 14, 31, 48, 65, 82, 99
12 75, 146, 288, 572, 1140, 2276, 4548, 9092
Extended-response questions
1 a $57
2a
b 7 hours
b $105
3 a C = 80 + 45h
b $215
4 a 3a +5c = 73.5
b $12
c $7.50
2a +3c = 46.5
5 a $3200
b $1400
c 17 months
6 End of rst year:
$3090
End of second year: $3182.70
End of third year:
$3278.18
End of fourth year: $3376.53
End of fth year:
$3477.82
73m
8 Indonesian 28; French 42; Japanese 35.
Chapter 3
Exercise 3A
1 a (0, 4), (2, 6), (3, 7), (5, 9)
b (0, 8), (1, 6), (2, 4), (3, 2)
Answers
2 a a = 3.46
d d = 4.24
3 a x = 2.83
d f = 2.35
g x = 4.33
j r = 2.92
m p = 2.12
543
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Distance
5 a i 8.5 cm
b i 10.6 cm
6 17 cm
ii 9.1 cm
ii 3.8 cm
7 13 cm
8 25 cm
Exercise 5C
8.50
8.00
7.50
7.00
6.50
6.00
1900 1920 1940 1960 1980 2000
Year
Test score
Answers
548
30
20
1 a i 60 cm
ii 225 cm2
b i 22.4 cm
ii 26.1 cm2
c i 312 cm
ii 4056 cm2
d i 44 cm
ii 75 cm2
2 a 56.2 m2
b 16.7 m2
c 103.6 cm2
d 73.8 cm2
e 28 cm2
f 35.9 cm2
2
2
g 29.9 m
h 312.5 m
3 100 m2 4 63 375 m2 5 40 tiles 6 3 L
Exercise 5D
1 a i 31.4 cm
ii 78.5 cm2
b i 53.4 cm
ii 227.0 cm2
c i 25.6 m
ii 52.3 m2
d i 49.6 mm
ii 196.1 mm2
e i 47.1 cm
ii 176.7 cm2
f i 1.3 m
ii 0.1 m2
2 a i 25.71 cm
ii 39.27 cm2
b i 1061.98 mm ii 14167.88 mm2
c i 203.54 cm
ii 2551.76 cm2
d i 53.70 mm
ii 150.80 mm2
3 a 343.1 cm2
b 34.9 m2
c 19.2 cm2
d 177 377.5 mm2
4 a 1051.33 m
b 37 026.55 m2
10
0
10
20
30
Hours
Chapter 5
Exercise 5E
1 a 125 cm3
b 49 067.8 cm3
d 3182.6 mm3 e 29 250 cm3
g 6756.2 cm3 h 47.8 m3
2 424 cm3
3 516 cm3
4 a 20 319.82 cm3
b 20 L
5 20.785 cm3
c 3685.5 cm3
f 0.3 m3
Exercise 5A
1 a 4.9 cm
b 83.1 cm
d 2.4 mm
e 15.8 mm
g 6.4 cm
h 141.4 mm
2 2.9 m 3 3.8 m
4 5.3 m
6 15 km 7 12.81 km 8 20 cm
10 61.717 m 11 4.24 cm
c 24 mm
f 7.4 cm
i 15.4 m
5 48.88 km
9 9.4 m
Exercise 5B
1 a 4.243 cm
2 a 10.77 cm
3 a 27.73 mm
4 9.54 cm
b 5.20 cm
b 11.87 cm
b 104.79 mm
Exercise 5F
1 a 9500.18 cm3
c 59.69 m3
2 a 153.94 cm3
c 102.98 cm3
3 392.699 cm3
b 16.36 m3
d 2356.19 mm3
b 705.84 m3
d 1482.53 cm3
Exercise 5G
c 6.40 cm
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20
45
g
j
3
4
10
1 0.5
13 5
h
i
19
2
1.5
20 8
1 0
1
l
k2
0 1
2
Extended-response questions
1 a 40 pigs
2 a 21 pies
104
c
103
b 320 sheep
b $2
b r = 0.850
c For this sample of students there is a strong
positive linear relationship between distance
travelled and time taken. Students who travel
further tend to take longer to get to school.
2 a IV = number of hours spent gambling, DV
= amount spent gambling
c Farm A
b
5000
4000
5 a 6x + 5y = 14
Amount
20
Hours
30
40
75
70
Female
65
60
55
50
45
40
50
60
Male
70
80
c r = 0.894
d There is a strong positive linear relationship
between the percentage of males with eye
disease and the percentage of females with eye
disease. Those countries with high percentages
of males with eye disease also tended to have
a high percentage of females with eye disease.
4 a IV = age, DV = price
Exercise 12B
100
80
60
40
20
0
10
10
c r = 0.922
d For this sample of gamblers there is a strong
positive linear relationship between the
number of hours spent gambling and the
amount of money spent gambling. Those who
gambled for longer tended to spend more on
gambling.
3 a Either variable could be the IV.
b
1 a 0.9
b 0.7
c 0.6
d 0.1 (estimates could vary by 0.2)
2 a none
b weak negative
c strong negative
d weak positive
e strong positive
f moderate negative
g moderate positive
h none
i weak negative
j weak positive
k perfect positive or strong positive
l perfect negative or strong negative
2000
Exercise 12A
1 a
3000
1000
Chapter 12
Time
Answers
568
20
30
Distance
40
50
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Answers
25000
Price
20000
15000
10000
5000
0
6
8
Age
10
12
c r = 0.755
d There is a strong negative linear relationship
between the age and price of motorbikes.
Older motorbikes tended to have a lower price.
5 a Either variable could be the IV
b
45
Husband
40
35
30
25
20
15
15
20
25
Wife
30
35
c r = 0.607
d There is a moderate positive linear
relationship between the age of a wife and her
husband. Men and women tend to marry
partners of a similar age.
Exercise 12D
1 a (2, 5)
b (3, 2)
c (2.5, 2.5)
d (3, 2)
e (4, 3)
f (2, 3)
2 a (2, 2, 2)
b (4, 3, 4)
c (3, 4, 3)
d (7, 8, 7)
3 a2
b 2.5
c 3
d 0.5
4 a (38, 85.5), (48, 91) and (58, 95)
b slope = 0.475
c 100
Height (cm)
Exercise 12C
98
96
94
92
90
88
86
84
82
80
36 38 40 42 44 46 48 50 52 54 56 58 60
Age (months)
5 a (157, 160), (164.5, 170.5) and (173, 178)
b slope = 1.125
Answers
569
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Extended-response questions
180
170
160
150
150
175
Weight (kg)
Answers
570
80
70
60
50
7
10
9
Shoe size
11
Multiple-choice questions
1D
6E
2E
7C
3A
8C
4D
9A
5B
Short-answer questions
1 r = 0.927
2 a (22, 65), (62, 92) and (96, 94)
b slope = 0.4
1 a r = 0.4865
b score = 18.4 + 1.38 inside 50s (correct to
3 sig. gures)
c 129; extrapolating
2 a errors = 14.9 0.533 time (correct to 3
sig. gures)
b slope = 0.533; the average number of
errors made is reduced by 0.533 for every
extra second taken to complete the task. The
intercept does not have a meaningful
interpretation.
c 9.6 errors
3 a number of new clients = 3.99 + 0.173
exam score (correct to 3 sig. gures)
b On average, the number of clients attracted by
the graduates increased by 0.173 for each
extra 1 mark obtained on the nal exam. The
intercept has no sensible interpretation.
c 13
d Not very reliable: you are making a prediction
that takes you well beyond the range of the
data.
4 a The statement is questionable because it
implies causality. The existence of even a
strong relationship between two variables is
not, by itself, sufcient information to
conclude that one variable causes a change in
the other.
b exam mark = 24.7 + 0.699 assignment
mark (correct to 3 sig. gures)
c Intercept: on average those who score 0 on the
assignment will score about 25 on the nal
exam. Slope: on average students exam marks
were 0.7 marks higher for each additional
mark they obtained on the assignment.
d 60
e Reliable: you are making a prediction that
falls well is within the range of the data.