G7 Math Binder Vol 1 PDF

Mathematics
Course Book
LEVEL VII
Volume I
Contents
S.No. Topic Page number
UNIT 1 : NUMBER
1.1 The Real number system 1
1.1.1 Rational numbers 5
1.1.2 Introducing irrational numbers 10
1.1.3 Introducing significant digits 15
1.2 Operations with rational numbers 27
1.3 Powers and exponents 37
1.4 Scientific notation 43
1.5 Estimation and approximation 53
1.6 Further percentages 56
1.7 Time 65
UNIT 2 : ALGEBRA
2.1 Expansion of single brackets 72
2.2 Common factors 76
2.3 Expansion of two brackets 79
2.4 Solving linear equations 84
2.5 Algebraic inequalities 92
2.6 Formulae and substitution 96

S.No. Topic Page number
2.7 Sequences 99
2.8 Variation 109
2.8.1 Direct proportion 117
2.8.2 Inverse proportion 122

1.1 THE REAL NUMBER SYSTEM
One of the greatest inventions in the history of civilization is the creation of numbers. You can
imagine the confusion when there were no answers to questions of the type “ How many?,
“How much?” and the like in the absence of the knowledge of numbers. The invention of
number system including zero and the rules for combining them helped people to reply
questions of the type:
1. How many are there in the basket?

2. How many speakers have been invited for addressing the meeting?
3. What is the number of toys on the table?
4. How many bags of wheat have been yield from the field?
The answers to all these situations and many more involve the knowledge of numbers and
operations on them. This points out to the need of study of number system and its extensions
in the curriculum. In this lesson, we will present a briefs review of natural numbers, whole
numbers and integers. We shall then introduce you about rational irrational numbers in detail.
We shall end the lessonafter discussing the about the real numbers
1
After studying this lesson, you will be able to
 Illustrate the extension of system of numbers from natural numbers to real(rational

and irrational ) numbers
 Identify different types of numbers;
 Express an integer as a rational number;
 Express a rational number as a terminating or non-terminating repeating decimal,
and vice-versa;
 Find rational numbers between any two rationals;
 Represent a rational number on the number line;
 Cites examples of irrational numbers;
 Represent 2 , 3, 5 on the number line;
 Find irrational numbers between any two given numbers;
 Round off rational and irrational numbers to a given number of decimal places;
 Perform the four fundamental operations of addition, subtraction, multiplication
and division on real numbers.
RECALL PRIOR KNOWLEDGE

Recognise the numbers given below.
Type of number Whole numbers Negative numbers Fractions Decimals

1 3 19
Examples 0,1,2,3 -1,-2,-3 , , 1.3,2.71
4 5 10
Graph the numbers in the table on a horizontal number line.
You can also graph the numbers on a vertical number line.
2
Comparing decimals
When comparing two decimals, 1.945 and 1.954, you may use a place value chart to determine
which decimal is greater.
The two decimals have the same values in ones and tenths. In the hundredths place, 4< 5. So,
1.954 is greater than 1.945.
You can also use a number line to compare the decimals.
From the number line, you can see that 1.954 lies to the
right of 1.945. So,1.954> 1.945.
ROUNDING NUMBERS
___________________
Sometimes a quantity is estimated by rounding its value to a given place value. Look at the digit
to the right of the given place value to decide whether to round up or round down.
For example, to round a number to the tenths place, look at the digit in the hundredths place.
a) If the digit in the hundredths place is less than 5, round down.

b) If the digit in the hundredths place is more than 5, round up.
1,234.0564 is written as
 1,200 when rounded to the nearest hundred because, looking at the tens place, 3 < 5.
 1,230 when rounded to the nearest ten because, looking at the ones place, 4 < 5.
 1,234 when rounded to the nearest whole number because, looking at the tenths
place, 0 < 5.
 1,234.1 when rounded to nearest tenth because, looking at the hundredths place, 5≥ 5.
 1,234.06 when rounded to 2 decimal places because, looking at the third decimal
place, 6 ≥ 5.
 1,234.056 when rounded to 3 decimal places because, looking at the fourth decimal
place, 4 < 5.
3
Finding squares, cubes, square roots and cube roots
__________________________________________
Find the square and cube of 4. The square of a number is its second power and the cube
of a number is its third power.
42 = 4 . 4
= 16
43 = 4 . 4 . 4
= 64
The square of 4 is 16.
The cube of 4 is 64.
Find the square root of 4 and the cube root of 27.
4 =2
3
27 =3
The square root of 4 is 2, because 22 = 4.
The cube root of 27 is 3, because 33 = 27.
On the number line , 4 is closest to 0 and 43 is farthest from 0. To describe these

numbers in relation to one another, you may express them as follows:
4 < 3
27 < 4 2 < 43
4
1.1.1
m
Express Integers and Fractions in form
n THINK MATH
m
A rational number is a number which can be written as
n You cannot write a rational
m
where m and n are integers with n ≠ 0. The definition of rational number n with n = 0. Why?
numbers comes from the concept of fractions.

m
To express 0 in the form n
1 3 1 you can write 0 as 0
Examples: 1 = . So 1 is a rational number 1
2 2 2
3
3 = . So 3 is a rational number
1
m
Example 2: Express integers and fractions in form.
n
m
Write each number in form where m and n are integers.
n
(a) 23 (b) – 45
7 16
(c) 11 (d) 
9 21
Solution :
23
(a) 23 = Whole numbers have 1 in the denominator
1
45
(b) – 45 =  Negative integers have 1 in the denominator
1
7 11  9  7 106 7
(c) 11 = = Write 11 as an improper fraction
9 9 9 9
16  16 16
(d)  = = Write the negative integer either in the numerator or in the
21 21  21
denominator
5
For negative fractions, the negative integer can be placed
either in the numerator or in the denominator.
Examples:  2   2  2 ; 3
3 3

9 9 9 1 1
m
Express decimals in form
n
You have learned how to express decimals as fractions. Decimals also have their negative
m
counterparts on the number line. So, you can write decimals in form
n
m
Example 3: Express decimals in form
n
m
Write each decimal as where m, n are integers with n ≠ 0
n
(a) 0.4 (b) – 0 . 186
(c) 30.5 (d) – 1.48
Solution :
4
(a) 0.4 = 4 is in tenths place. Use 10 as the denominator
10
2
= Simplify
5
186
(b)  0.186   6 is in the thousandths place. Use 1000 as the denominator
1000
93
= – Simplify
500
1 1
(c) 30.5  30 Write integer 30. Write 0.5 as
2 2
61
 Write as an improper faction.
2
6
48
(d) – 1.48 =  1 Write the integer – 1, since 8 is in the hundredths place
100
Use 100 as the denominator
 148
= Write as an improper fraction.
100
 37
= Simplify.
25
Example 4: Locate the rational numbers on the number line

3
Locate the rational numbers and – 2 .4 on the number line
5
Solution :
STEP 1 Find the integers that the rational number lies between.
3
is a proper fraction so it is located between 0 and 1.
Caution
5
– 2 .4 can be written as a mixed
– 2.4 is located between – 3 and – 2. 2 4
number -2 or -2 . Remember
5 10
that it is a negative mixed
number. Make sure that you do
not graph – 2.4 by counting to
the right of 0.
STEP 2 Graph a number line and label the integers.
-3 -2 -1 0 1 2 3
STEP 3 Divide the distance between the integers into equal distances.
3
STEP 4 Use the segments to locate – 2.4 and
5
7
PRACTICE 1
Find the absolute value of each fraction. Use a number line to show how far the
fraction is from 0.Write fractions in simplest form.
7 18
1) 2) ( Do it yourself )
10 8
5 48
3) - ( Do it yourself ) 4) -
13 15
m
Write each integer or fraction as in simplest form where m and n are integers.
n
5) 67 6) -345 ( Do it yourself )
25 264
7) 8) - ( Do it yourself )
80 90
14 600
9) - 10) ( Do it yourself )
70 480
m
Write each mixed number or decimal as in simplest form where m and n are
n
integers.
7 1
11) 7 12) – 5
9 10
5 11
13) 2 ( Do it yourself ) 14) – 10
12 36
15) 0.4 ( Do it yourself ) 16) - 0.625
17) 5.80 ( Do it yourself ) 18) 9.001
19) -10.68
8
Copy and complete.
20) Locate the following rational numbers correctly on the number line.
1 5
- , - 1.5 , 0.8 ,
4 2
21) Locate the following rational numbers correctly on the number line.
7 13
1 ,- ,2.25,-0.7 ( Do it yourself )
10 5
Graph each rational number on a separate number line.
1 305
22) 67 23) ( Do it yourself )
8 80
98 21
24) ( Do it yourself ) 25) -
28 12
26) -25.8 ( Do it yourself ) 27) -45.3
9
1.1.2 INTRODUCING IRRATIONAL NUMBERS
Lesson objectives
- Understanding irrational numbers and how they fill the number line.
- Use rational numners to locaate irrational numbers approximately
on the number line
2.1 Understanding irrational numbers on number line

1 1
Consider a small portion of the number line close to 0. If is close to 0, then is even closer to
4 8
1 1 1
0 than . In the same way, is closer to 0 than . If you carry on in a similar manner, you can
4 16 8
see that there are infinitely many rational numbers clustering very close to 0. In fact, this
phenomenon appears at every other point on the number line.
1 1 1
0
16 8 4
However, there are holes in the number line. There are numbers which are on the number line
but they are not rational numbers. One such example is 2 , because it cannot be written in
m
the form.
n
Examples of irrational numbers
10
Use Area of Squares to Locate Irrational Numbers Approximately
11
Use Rational approximations to locate Irrational numbers
Square root by long division method
Example 1. Evaluate 2 by division method
∴ 2 = 1.414 (correct to 3 decimal places)
12
PRACTICE 2
Locate each positive irrational number on the number line using rational
approximations. First tell which two whole numbers the square root is between.
1) 3 2) 7 ( Do it yourself ) 3) 11
4) 26 5) 34 ( Do it yourself ) 6) 48
Locate each negative irrational number on the number line using rational
approximations. First tell which two Integers the square root is between.
7)  5 8)  6 ( Do it yourself ) 9)  17
10)  26 11)  5 3 ( Do it yourself ) 12)  80
Find the square root of the following numbers using division method correct to 3 d.p
13) 7 14) 1 1 ( Do it yourself ) 15) 5
13
14
1.1.3 INTRODUCING SIGNIFICANT DIGITS
Learning Objectives
• Introduce rules to identify significant digits in a given number
• Determine if trailing zeros of an integer are significant.
• Round integers and decimals to a specified number of significant digits.
Approximation is about finding a suitable decimal value close to a measured value. So,
non−terminating decimals are usually approximated by rounding.
Whe you measure a quantity, such as length, weight, volume, or temperature, you do not
always get an exact measurement. It is an approximation, rounded either to the degree of
precision of your instrument, or the number of digits you want. For example, you might not be
able to read the liquid level in the measuring cylinder accurately. You may not be sure whether
the measurement should be 39 millilitres or 40 millilitres.
How precise is the measurement of

39 milliliters?
The word "precision" means that you will get a consistent measurement each time
you measure the quantity. Look at the measurement of the liquid in the cylinder. You
are certain of the digits 3 and 9 but are unsure of the quantity between 39 and 40 ml
on the scale. You observe that the liquid level is closer to 40 mlm and you estimate
the level to be 39.8 ml. Here 8 is an estimated digit.
The digits that you are certain of and the digit that you estimate are called significant
digits. Signifiicant digits are importan to scientists who must keep track of how precise
each measurement is in order to draw justifiable conclusions.
15
Apply Rules to Identify Significant Digits in a Given Number
A given number may contain both significant and non significant digits. The rules
for determining which digits in a given number are significant are as follows.
RULE 1: All nonzero digits are significant.
Number of Significant
Number Significant Digits
Digits
487 4,8 and 7 3

65.211 6,5,2,1, and 1 7
12,345,678.54 1,2,3,4,5,6,7,8,5, and 4 10
9,700 9 and 7 2
RULE 2: Zeros in between nonzero digits are significant.
Digits
1,006 1,0,0 and 6 4

2,309,005 2,3,0,9,0,0, and 5 7
51.0007 5,1,0,0,0 and 7 6
16
RULE 3: Trailing zeros in a decimal are significant.
Number
Significant of
Number
Digits Significant
Digits
2,1,3, and
21.30 4
0
7,9,8,0 and
798.00 5
0
40.0 4,0, and 0 3
RULE 4: Zeros on the left of the first nonzero digit are NOT significant.
Number of Nonsignificant
Significant Digits Digits
0.123 1,2, and 3 3 0
0.04 4 1 The two 0s
0.060 6 and 0 2 The first two 0s
0.000385 3,8, and 5 3 The first four 0s
17
RULE 5: Trailing zeros in an integer may or may not be significant due to
rounding.
Number after Significant Number of Nonsignificant

Rounded from 298
Rounding Digits Significant Digits Digits
300 To the nearest 10 3 and 0 2 The last 0
300 To the nearest 100 3 1 The two 0s
18
EXAMPLE: Identify the significant digits
Complete the table. List the significant digits for each number. Then, count the
number of significant digits.
Digits
0.0401 ? ?
3.1208 ? ?
20 ? ?
3.56780 ? ?
70.0 ? ?
Solution
Digits
0.0401 4,0 and 1 3
3.1208 3,1,2,0, and 8 5
20 2 1
3.56780 3,5,6,7,8, and 0 6
70.0 7,0, and 0 3
19
Round Integers and Decimals to a given number of significatnt digits
EXAMPLE:
20
EXAMPLE :
EXAMPLE :
21
22
EXAMPLE :
Understand the meaning of significant digits in a real world situation
23
EXAMPLE :
PRACTICE 3
List the significant digits for each number. Then count the number of significant digits.
1) 0.0017 2) 82.005 ( Do it yourself ) 3) 300.0
4) 0.0600 5) 45.13 ( Do it yourself ) 6) 2.002
Round each integer to the number of significant digits stated in the parentheses.
7) 8,496 (to 2 significant digits) ( Do it yourself ) 8) 187,204 (to 3 significant digits)
9) 39,148 (to 3 significant digits) ( Do it yourself ) 10) 40,100 (to 2 significant digits) ( Do it yourself )
11) 5,300,924 (to 4 significant digits) 12) 111,111 (to 4 significant digits) ( Do it yourself )
13) 99,000 (to 3 significant digits) 14) 820,635 (to 1 significant digits)
24
Round each decimal to the given number of significant digits.
15) 0.7621 (to 1 significant digits) 16) 1.0087 (to 2 significant digits) ( Do it yourself )
17) 45.91082 (to 5 significant digits) 18) 0.08507 (to 3 significant digits)
19) 520.8 (to 3 significant digits) ( Do it yourself ) 20) 4.381 (to 2 significant digits) ( Do it yourself )
21) Round 0.09845 and 109,530 to the given number of significant digits.
a) 1 significant digit
b) 2 significant digit
c) 3 significant digit
25
26
1.2 OPERATIONS WITH RATIONAL NUMBERS
A mixed number can be written as the sum

of an integer and a fraction.
4 4
35 3 5
To add mixed numbers, add the integers and
then add the fractions.
Adding Mixed Numbers

Add. Write each answer in simplest form.
4 2
35 45
4 2 6 Add the integers, and then add the fractions.
35 45 7 5
1 Rewrite the improper fraction
7 15 as a mixed number.
1 Add.
85
2 1
11
5
76
2 1 4 5
1 7 1 7
15 6 30 30 Find a common denominator.
9
8 3
0 Add the integers, and then add the fractions.
9 3
83
0
81
0 Add. Then simplify.
Sometimes, when you subtract mixed numbers, the fraction portion

of the first number is less than the fraction portion of the second
number. In these cases, you must regroup before subtracting.
REGROUPING MIXED NUMBERS

Words Numbers
1 1 Any fraction in which

Regroup. 78 6 1 8 the numerator and
8 1 denominator are
Rewrite 1 as a fraction with 6 8 8 the same nonzero
a common denominator. number is equal to 1.
9
68
Add.
27
Subtracting Mixed Numbers
Subtract. Write each answer in simplest form.
7 2
109 49
Subtract the integers, and then
7 2 5
109 49 69 subtract the fractions.
7 17
128 52
4
7 17 21 17
128 52
4
1224 524 Find a common denominator.
4
72
4
Subtract the integers, and then
subtract the fractions.
1
76 Simplify.
3 4
725 635
3 4 8 4
725 635 715 635 3 5 3
Regroup. 725 71 5 5
4
85 Subtract the integers, and then
subtract the fractions.
E xample
The giraffe beetle can grow about 625 centimeters longer than the
giant green fruit beetle can. The giant green fruit beetle can grow
up to 115 centimeters long. What is the maximum length of the
giraffe beetle?
Think: What is 6 25 cm longer than 115 cm? Use addition to put two
Giant green fruit beetle
measurements together.
2 1 3
65 15 7 5 Add the integers, and then add the fractions.
3
75 Add.
The maximum length of the giraffe beetle is 735 centimeters.

1 1 2 1 1
Estimate 6 2 1 72 Round 6 5 to 6 2 and 15 to 1.
3 1
75 is close to 72, so the answer is reasonable.
Giraffe beetle
28
PRACTICE 1
Write each answer in simplest form.
7 3
2
1. 35 45
1 2. 28 34 ( Do it yourself ) 3. 17 1
7
9 18
8 4
4. 19 49 ( Do it yourself ) 5. 51 21 1
6. 73 85
1
2 4
1 5 5 7 ( Do it yourself )
7. 62 51 8. 86 26 9. 38 212
3 3
7 7
10. 32 23 11. 75 32 ( Do it yourself ) 12. 11
5
21
0
3 4 8 5
Compare. Write ⬍, ⬎, or .
1 3 1 7 1 4 5 1
13. 124 104 52 31 14. 42 35 47 32 ( Do it yourself )
0
3 3 5 2 1 1 1 1
15. 134 28 56 49 ( Do it yourself ) 16. 43 24 34 16
17. During the California Gold Rush, a miner discovers 4 nuggets that separately weigh
1 ounce, 114 ounces, 112 ounces, and 34 ounce. What is the total weight of the nuggets? ( Do it yourself )
4
18. Todd had d pounds of nails. He sold 312 pounds on Monday and 523
pounds on Tuesday. Write an expr ession to show how many pounds he had left and
t hen simplify it.
Find each sum. ( Do it yourself )
19. 3 9 20. 6 (15) 21. 4 (8) 22. 11 5
29
23. The table shows the distances in miles
between four cities. To find the distance between
on
n
two cities, locate the square where the row for
est
rto
on
arl
he
ily
one city and the column for the
Dix
Ch
Ba
At
other city intersect.
2 5 1
Atherton 40 3 100 6 16 2
a) How much farther is it from
2 3 2
Charleston to Dixon than from Baily 40 3 210 8 30 3
Atherton to Baily? 46.
5 3 3
Charleston 100 6 210 8 98 4
b) If you drove from Charleston to
to Dixon, how far would you drive? Dixon 16
1 2
30 3
3
98 4
2
2
24 Kathy wants to hike to Candle Lake. The waterfall trail is 1 3 miles
long, and the meadow trail is 165 miles long. Which route is shorter and by how
much? Explain how you decided which operation to use to solve this problem. ( Do it yourself )
Spiro needs to draw a 6-inch-long line. He does not

have a ruler, but he has sheets of notebook paper that are 821 in. wide and
11 in. long. D escribe how Spiro can use the notebook paper to measure 6 in.
Find each sum or difference. Write your answer in simplest form.

2 7
25. 5 20
4 1
26. 5 3 ( Do it yourself )
3 7
3 1
27 7 3 ( Do it yourself ) 28. 4 18
30
PRACTICE 2
1. On average, people spend 14 of the time they sleep in a dream state. If Maxwell
slept 10 hours last night, how much time did he spend dreaming? Write your
answer in simplest form.
Multiply. Write each answer in simplest form.

3 2 3 1 2 3
2. 8 4 3. 3 5 ( Do it yourself ) 4. 4 3 5. 5 15
1 4 2 1 5 6 ( Do it yourself )
6. 4 32 7. 9 55 8. 12 19 9. 27 7
10. Sherry spent 4 hours exercising last week. If 65 of the time was spent jogging,
how much time did she spend jogging? Write your answer in simplest form.
Multiply. Write each answer in simplest form.
1 1 5 2
11. 5 8 12. 4 8 13. 3 8 14. 6 3 ( Do it yourself )
2 5 3 2 1 4 5 2
15. 5 7 ( Do it yourself ) 16. 8 3 17. 2 9 18. 6 3 ( Do it yourself )
1 2 2 4 1 5 2
19. 72 25 20. 6 75 ( Do it yourself ) 21. 27 6 22. 28 63 ( Do it yourself )
Complete each multiplication sentence.
1 3 2 1 5 5 3 3
23. 2 8 16
24. 3 4 2 25. 3 8 1
2
26. 5 7 7 ( Do it yourself )
5 3 1 4 4 8 2 9 3 3 1
27. 6 4 28. 5 15
29. 3 11
30. 15 5 2
5
( Do it yourself )
31
32
33
Divide. Write each answer in simplest form.
2 1

3 5
2 1 2 5 1
Multiply by the reciprocal of 5.

3 5 3 1
25
31

130 or 313
3
6
5
3 3 1
6 Multiply by the reciprocal of 6.
5 5 6
1 3 1
5 6 Simplify.
2
1
10

1 1
43 22
1 1 13 5
43 22 3 2 Write mixed numbers as improper fractions.
13 2
3 5 5
26 11
15 or 115
5 1
7
6 7
5 1 5 50
7 1
Write 77 as an improper fraction.
6 7 6 7
5 7
6 5
0
50
1
5 7
6 50 Simplify.
10
7
60
Think and Discuss

1. Explain whether finding half of a number is the same as dividing
1
a number by 2 .
34
PRACTICE 3
3 5 2
1
1. 6 3 ( Do it yourself ) 3 3
2. 5 4 3. 4 8 ( Do it yourself ) 4.
9 5
5 1 4 2 1 3
5. 6 33 5 1
6. 58 42 ( Do it yourself ) 7. 105 55 8. 2
10 5
9. Kareem has 1221 yards of material. A cape for a play takes 365 yards. How many
capes can Kareem make with the material?
Evaluate. Write each answer in simplest form.
7 5
10. 2 8 11. 10 9 3 6
12. 4 7
7 1
13. ( Do it yourself )
8 5
8 1 4
14. 9 4 ( Do it yourself ) 15. 9 12 9
16. 1 6 17. 101 3
0 2 4
7 1 3 1
19. 4 21
冢冣
18. 1 45 1 2
1 0 20. 222 47 ( Do it yourself ) 21. 23 32 1
1
4 3 18
3 5 3 冢
22. 22 1 2 冣冢冣
23. 135 229 ( Do it yourself ) 24. 2
3
1 2
冢
2
5 3 冣 3 15
25. 7 2
8
4
5
26. A juicer holds 4334 pints of juice. How many 212-pint bottles can be filled
with that much juice? ( Do it yourself )
27. How many 2412 in. pieces of ribbon can be cut from a roll of ribbon that is 147 in. long?
28 How many 14 lb hamburger patties can be made from a 1014 lb

package and an 11 12 lb package of ground meat?
29 Explain what it means to divide 23 by 13. Use a model in your explanation.
35
36
1.3Powers and exponents
A knowledge of powers, or indices as they are often called, is essential for an understanding
of most algebraic processes. In this section of text you will learn about powers and rules for
manipulating them through a number of worked examples.
In order to master the techniques explained here it is vital that you undertake plenty of practice
exercises so that they become second nature.
After reading this text, and/or viewing the video tutorial on this topic, you should be able to:
• simplify expressions involving indices

• use the rules of indices to simplify expressions involving indices
• use negative and fractional indices.
Rules of Indices
1. The first rule: am × an = am+n

2. The second rule: (am )n = amn
3. The third rule: am ÷ an = am−n
4. The fourth rule: a0 = 1
5. The fifth rule: 1 1

a−1 = and a−m = m
a a
1 √ 1 √
6. The sixth rule: a 2 = a and a q = q a
37
Work through the following examples:
Example 1
What do we mean by 161/4 ?
For this we need to know what number when multiplied together four times gives 16. The answer
is 2. So 161/4 = 2.
Example 2
What do we mean by 811/2 ? For this√we need to know what number when multiplied by itself
1
gives 81. The answer is 9. So 81 2 = 81 = 9.
Example 3
1
What about 243 5 ? What number when multiplied together five times gives us 243 ? If we are
familiar with times-tables we might spot that 243 = 3 × 81, and also that 81 = 9 × 9. So
2431/5 = (3 × 81)1/5 = (3 × 9 × 9)1/5 = (3 × 3 × 3 × 3 × 3)1/5
So 3 multiplied by itself five times equals 243. Hence
2431/5 = 3
Notice in doing this how important it is to be able to recognise what factors numbers are made
up of. For example, it is important to be able to recognise that:
16 = 24 , 16 = 42 , 81 = 92 , 81 = 34 and so on.
You will find calculations much easier if you can recognise in numbers their composition as powers
of simple numbers such as 2, 3, 4 and 5. Once you have got these firmly fixed in your mind, this
sort of calculation becomes straightforward.
Exercises
3. Evaluate each of the following.

a) 1251/3 b) 2431/5 c) 2561/4
d) 5121/9 e) 3431/3 f) 5121/3
Think
3
What happens if we take a 4 ?
We can write this as follows:
3 1
a 4 = (a 4 )3 using the 2nd rule (am )n = amn
Example
3
What do we mean by 16 4 ?
3 1
16 4 = (16 4 )3
= (2)3
= 8
38
We can also think of this calculation performed in a slightly different way. Note that instead of
writing (am )n = amn we could write (an )m = amn because mn is the same as nm.
Example
2
What do we mean by 8 3 ? One way of calculating this is to write
2 1
8 3 = (8 3 )2
= (2)2
= 4
Alternatively,
2 1
8 3 = (82 ) 3
1
= (64) 3
= 4
Additional note
Doing this calculation the first way is usually easier as it requires recognising powers of smaller numbers.
For example, it is straightforward to evaluate 275/3 as
275/3 = (271/3 ) 5 = 35 = 243
because, at least with practice, you will know that the cube root of 27 is 3. Whereas, evaluation in the
following way
1 1
275/3 = (27 5) /3 = 14348907 /3
would require knowledge of the cube root of 14348907.
PRACTICE 1
Identify the base and exponent in each expression.
1) 105 2) (−7)3 ( Do it yourself ) 3) (0.2)4

5
5 0 4
4) − 6 ( Do it yourself ) 5) 1 6)   ( Do it yourself )
5
Tell whether each statement is correct. If it is incorrect, state the reason.
7) 243 = 2 . 4 . 4 . 4 8) (−2)3 = −2 . −2 . −2
Write in exponential notation

1 1
9) . ( Do it yourself ) 10) 5 . 5 . 5
3 3
11. (−2) . (−2) . (−2) 12) 0.12 . 0.12 . 0.12 . 0.12 ( Do it yourself )
13. a . a . a 14) mn . mn . mn. mn . mn

39
State each expression. Write your answer in exponential notation.
1) (−2)6 . (−2)2 2) 7.22 . 7.23- ( Do it yourself ) 3) 105 . 103
2
2 2
4)   .  5) p . p3 6) m6 ÷ m ( Do it yourself )
3 3
7) xy2 . x4y4 ( Do it yourself ) 8) 2x2y4 . 5x2y 9) 4x5y6 . 2 x2y3
Simplify each expression. Write your answer in exponential notation.
1) (24)2 5 3 3)(103) ( Do it yourself )

2) (3 ) ( Do it yourself )
2
 1  3 
4) (x3)3 ( Do it yourself ) 6)   
5) (252)5/2  3  
PRACTICE 2
1. Find as fractions that do not involve indices, without using a calculator:
(a) 4− 2 = (b) 2− 3 = ( Do it yourself ) (c) 6 −1 =
1
(d) 7 −1 = ( Do it yourself ) (e)

1
92 = ( Do it yourself ) (f) 64 2 =
1 1
(g) 16 4 = ( Do it yourself ) (h) 27 =

1
3 (i) 13 =
5
( Do it yourself ) (j) 5 −2
= (k) 16 4 =
3
(l) 42 =
−3
7 1
( Do it yourself ) (m) 92 = (n) 25 =

3
2 (o) 8 =
2. Complete the missing numbers, without using a calculator.
1 1 1
(a) 3? = (b) 2? = ( Do it yourself ) (c) 5? =
81 2 125
1 7? = 49
(d) 36? = 6 (e) 36? = (f)
6
1 125? = 5
( Do it yourself ) (g) 7? = 343 ( Do it yourself ) (h) 17? = (i)
17
1 1 1
( Do it yourself ) (j) = 2? (k) = 2? ( Do it yourself ) (l) = 10 ?
2 4 100
1 1
(m) 3
= a? ( Do it yourself ) (n) m = m? (o) 2
= p?
a p
40
3 Simplify the following expressions, so that they contain no negative indices.
a6 × a − 7 = a7 a− 5
(a) ( Do it yourself ) (b) = (c) =
a− 3 a− 9
( Do it yourself ) (d) a− 4 × a− 2 = ( Do it yourself ) (e) (a )2 −1

( Do it yourself ) (f) (a )2 −3
=
(a )
−2 −4
(a ) ( )
−2
1
=
5
=
1
(g) (h) 2
= (i) a3
(a ) (a )
1
(a ) − 12 − 4
1
= 9 −3
1
( Do it yourself ) (j) 6 3
( Do it yourself ) (l) =
(k) =
( )
2
 a =
( )
1 4
=
3
(m)
 b (n) a2 × b − 4 = ( Do it yourself ) (o) a3 b 2
4
 a2 
( Do it yourself ) (p) (a 2
b −2 −2
) = (q)  3 =
b 
( Do it yourself ) (r) (m −1
n3 )
−2
=
−2
1
−2
1 1
 a6  2  a2   a8 b 2 
( Do it yourself ) (s)  10  = (t)  4 = (u)  6  =
b  m   c 
−1 −4
 m2   x 2 y
( )
2
 a3 b − 8 −3
1
(v)   = ( Do it yourself ) (w)  3  = (x) =

 x   z   
−
1 a
5. (a) Express 81 2
as a fraction in the form , where a and b are integers.
b
(b) Simplify a 6 ÷ a 2 . ( Do it yourself )
(c) Find the value of y for which 2 × 4 y = 64 .
6 Evaluate each of the following

32 6/5

a) 16 3/4 625 −1/4

243 ( Do it yourself ) b) 81
c) 256
7) Each of the following expressions can be written as an for some value of n. In each case
determine the value of n
a2 ×a5
√ 1
g) (a4 )2 h) ( Do it yourself ) i) a× a−2
(a3 )3
1 1 1
j) a1/2 × a2 ( Do it yourself ) k) a−3
× a−2
( Do it yourself ) l) (a−2 )3
41
42
1.4 Scientific Notation
1. Standard Form
Standard form is a convenient way to write very large or very small numbers. It is
particularly useful when working with a scientific calculator.
In standard form a number is written as
a × 10 n where 1 ≤ a < 10 and n is an integer
That is, a is a number greater than or equal to 1 and less than 10, and n is a positive or
negative whole number.
Note
Because of the way that the powers of 10 are used in standard form, it is important to
remember that:
10 4 = 10 000 and 10 − 4 = 0.0001
10 3 = 1000 10 − 3 = 0.001
10 2 = 100 10 − 2 = 0.01
10 1 = 10 10 − 1 = 0.1
10 0 = 1
Worked Example 1
Write each of the following numbers in standard form.
(a) 346 000 000 (b) 2710 (c) 0.000 543
Solution
(a) 346 000 000 = 3.46 × 100 000 000
= 3.46 × 10 8
(b) 2710 = 2.71 × 1000

= 2.71 × 10 3
(c) 0.000 543 = 5.43 × 0.0001

= 5.43 × 10 − 4
Worked Example 2
Find
(a) 4.21 × 10 2 = (b) 3.1 × 10 5 =
(c) 3.6 × 10 − 2 = (d) 4.7 × 10 − 3 =
43
Solution
(a) 4.21 × 10 2 = 4.21 × 100
= 421
(b) 3.1 × 10 5 = 3.1 × 100 000

= 310 000
(c) 3.6 × 10 − 2 = 3.6 × 0.01

= 0.036
(d) 4.7 × 10 − 3 = 4.7 × 0.001

= 0.0047
Worked Example 3
Write each of the following numbers in normal decimal form.
(a) 3.217 × 10 3
(b) 3.68 × 10 5
(c) 4.7 × 10 − 4
Solution
(a) 3.217 × 10 3 = 3.217 × 1000
= 3217
(b) 3.68 × 10 5 = 3.68 × 100 000

= 368000
(c) 4.7 × 10 − 4 = 4.7 × 0.0 001

= 0.00 047
Most calculators can work with numbers in standard form. On a calculator display
3.01 × 1017 would look like
Worked Example 4
Calculate 366 ÷ 0.0012 and write the answer
(a) exactly,
(b) in standard form.
44
Solution
366
(a) 366 ÷ 0.0012 =
0.0012
3 660 000
=
12
= 305 000
(b) 305 000 = 3.05 × 10 5 in standard form.
PRACTICE 1
1. Write each of the following numbers in standard form.
(a) 47 000 (b) 52 100 (c) 32 000 000 ( Do it yourself )
(d) 324 100 (e) 420 (f) 81 000 ( Do it yourself )
(g) 5000 (h) 47 000 000 000 (i) 3 200 000 000 ( Do it yourself )
(j) 0.00062 (k) 0.0571 (l) 0.0000002 ( Do it yourself )
2. Write each of these numbers in standard form.
(a) 1 million (b) 15 thousand (c) 6.4 million ( Do it yourself )
(d) 30.4 million (e) 4 million (f) 0.4 million ( Do it yourself )
3. Write each of the following numbers using normal decimal notation.
(a) 6 × 10 5 (b) 4.31 × 10 2 (c) 5.86 × 10 7 ( Do it yourself )
( Do it yourself )(d) 8.3 × 10 − 4 (e) 4.172 × 10 3 (f) 6.42 × 10 − 5 ( Do it yourself )
(g) 4.7 × 10 1 (h) 3.2 × 10 − 1 (i) 8.47 × 10 − 4 ( Do it yourself )

( Do it yourself )(j) 3.34 × 10 8 (k) 3.471 × 10 − 4 (l) 8.421 × 10 2 ( Do it yourself )
4. For each of the numbers below state whether or not it is in standard form. If it is
not in standard form, write it in standard form.
(a) 3.2 × 10 8 (b) 43.2 × 10 2 (c) 15.6 × 10 − 8 ( Do it yourself )
(d) 0.4 × 10 3 (e) 1.3 × 10 − 8 ( Do it yourself ) (f) 0.7 × 10 − 4 ( Do it yourself )

3
(g) 5.471 × 10 2 ( Do it yourself ) (h) 54.71 × 10 (i) 8.21 × 10 6 ( Do it yourself )
45
5. Give the answers to the following calculations in standard form.
( Do it yourself ) (a) 2000 × 30 = (b) 4000 2 = (c) 50 3 =

4 6
(d) = ( Do it yourself ) (e) = (f) 0.04 2 =
1000 3000
18
( Do it yourself ) (g) 0.004 × 0.7 = (h) 22 × 400 = (i) =
20 000
(j) 30 2 = ( Do it yourself ) (k) 0.02 2 = ( Do it yourself )(l) 100 2 =
6. There are 1000 m in 1 km. Convert the following distances to metres, giving your
answers in standard form.
(a) 50 km (b)620 km ( Do it yourself ) (c)1456 km
7. Find the number of:

(a) hours in a year
(b) minutes in a week
(c) seconds in a day,
giving your answers in standard form.
8. The radius of the earth is 6.37 × 10 3 km .

(a) Write this in a normal decimal form.
(b) Find the radius of the earth in metres and express it in both decimal form and
standard form.
(c) Find the circumference of the earth in metres, giving the answer in standard
form.
9. The mass of the earth is 5.9 × 10 24 kg. Write this as a decimal number. ( Do it yourself )
3
10. The width of a thin strip of metal is mm. Write this in standard form. ( Do it yourself )
100
11. Scientists estimate the mass of a newly discovered planet as 482 000 000 kg.
Write this in standard form. ( Do it yourself )
12. The distance of the earth from the sun varies between 1.53 × 10 8 km and
1.47 × 10 8 km.
(a) Write these numbers in a decimal format.

(b) Convert both distances to metres and write them in standard form.
46
2. ADDING AND SUBTRACTING NUMBERS IN SCIENTIFIC NOTATION
LESSON OBJECTIVES
• Add and subtract numbers in scientific notation

• Introduce the prefix system
1. Add and Subtract Numbers in Scientific Notation with the same power of 10
Example :
A popular social networking site has the most members between the ages of 15 and 28 Within this age
group, there are 5.11 x 107 student members and 9.55 x 107 non student members. What is the total
number of members in this age group?
Total number of members = Student members and non student members
= 5.11 x 107 + 9 .55 x 107
= (5.11 + 9.55) x 107
= 14.66 x 107
= 1.466 x 108 (scientific notation)
Suppose you want to find the difference between student members and non student members, you
have to subtract them.
Difference = Non student members – student members
= 9 .55 x 107 − 5.11 x 107
= (9. 55 – 5.11) x 107
= 4.44 x 107
To add or subtract numbers in

scientific notation, the powers of
10 must be the same
47
3.Calculations with Standard Form
When using standard form it is possible to multiply and divide numbers, taking advantage
of the form in which they are written.
Note that we can use the rules
10 a × 10 b = 10 a + b
10 a ÷ 10 b = 10 a − b
where a and b are numbers.
Worked Example 1
Find 4 × 1018 × 3 × 10 4
Solution
To do this calculation, you multiply together the 4 and the 3 and then multiply together
the 1018 and the 10 4 .
(
4 × 1018 × 3 × 10 4 = 4 × 3 × 1018 × 10 4 )
22
= 12 × 10
This result is not in standard form so the final stage is to convert the result to standard
form.
12 × 10 22 = 1.2 × 10 × 10 22
= 1.2 × 10 23
4 × 1018 × 3 × 10 4 = 1.2 × 10 23
48
Worked Example 2
Find
(a) 3.2 × 10 4 × 5 × 10 − 3 (b) (6 × 10 ) ÷ (3 × 10 )
8 4
(c) (7.2 × 10 ) ÷ ( 6 × 10 )
3 4
Solution
(a) Multiply together the 3.2 and the 5 and then multiply together the 10 4 and the
10 − 3 .
3.2 × 10 4 × 5 × 10 − 3 = 3.2 × 5 × 10 4 × 10 − 3
= 16.0 × 10 1
This number is not in standard form so converting gives
16.0 × 10 1 = 1.6 × 10 × 10 1
= 1.6 × 10 2 .
(b) Division follows a similar approach to multiplication. First divide 6 by 3 and then
divide 10 8 by 10 4 .
(6 × 10 ) ÷ (3 × 10 )
8 4
(
= (6 ÷ 3) × 10 8 ÷ 10 4 )
4
= 2 × 10
This result is in standard form so no further work is required.
(c) First divide 7.2 by 6 and then divide 10 3 by 10 4 .
(7.2 × 10 ) ÷ (6 × 10 ) =
3 4
(7.2 ÷ 6) × (10 3 ÷ 10 4 )
= 1.2 × 10 − 1
This result is in standard form.
Problems can be done directly on a calculator, or by entering numbers using the EE or

EXP keys.
Challenge!
In astronomy, the distance between stars is measured in light years, which is the distance
travelled by light in a year.
One light year = 3 × 10 5 × 60 × 60 × 24 × 365 km.
This is approximately 9 460 800 000 000 km.
How long would it take for light to travel from the Sun to the Earth if their distance apart
is 1.5 × 10 8 km?
49
PRACTICE 2
1. Do the following calculations, making sure that your answer is in standard form.
(a) 3 × 10 8 × 2 × 10 4 = ( Do it yourself ) (b) 2 × 10 5 × 4 × 10 3 =
(c) 9 × 10 6 × 1 × 1010 = ( Do it yourself ) (d) 5 × 10 3 × 4 × 10 8 =
(e) 6 × 10 3 × 4 × 1011 =
( Do it yourself ) (f) 3 × 10 − 2 × 4 × 10 8 =
(g) 1.2 × 10 6 × 2.4 × 10 5 = ( Do it yourself ) (h) 1.1 × 10 6 × 2 × 10 − 4 =
(i) 8.1 × 10 8 × 7.2 × 10 − 2 = ( Do it yourself )(j) 5.2 × 10 3 × 1.3 × 10 − 7 =
2. Give the answers to the following calculations in standard form.

Do not use a calculator.
(a) (8 × 10 ) ÷ (2 × 10 ) =
6 2 ( Do it yourself ) (b) (9 × 10 ) ÷ (3 × 10 ) =
5 2
(c) (8 × 10 ) ÷ (4 × 10 ) =
4 2
( Do it yourself ) (d) (1.6 × 10 ) ÷ (2 × 10 ) =
5 2
(e) (
8
) (
2
3. 6 × 10 ÷ 3 × 10 = ) ( Do it yourself ) (f) (4.8 × 10 ) ÷ (4 × 10 ) =
12 3
(g) (8.1 × 10 ) ÷ (3 × 10 ) =
4 5 ( Do it yourself ) (h) (4.5 × 10 ) ÷ (9 × 10 ) =
3 −5
(i) (1.64 × 10 ) ÷ (4 × 10 ) =
8 − 12
( Do it yourself ) (j) (1.32 × 10 ) ÷ (1.2 × 10 ) =
5 −3
(k) (9.6 × 10 ) ÷ (3.2 × 10 ) =

4 −5 ( Do it yourself ) (l) (1.21 × 10 ) ÷ (1.1 × 10 ) =
−4 6
3. Do the following using a calculator, giving your answers in standard form.
6 2 2
(a) (4.2 × 10 ) = ( Do it yourself ) (b) 3.7 × 10 − 2
( ) =
−5 3
(c) (1.2 × 10 ) = ( Do it yourself ) (d) 8.1 × 10 8 =
(e) 6.2 × 10 8 × 1.2 × 1014 = ( Do it yourself ) (f) 3.8 × 10 4 × 4.1 × 10 − 12 =
4.7 × 10 8
(g) (1.84 × 10 ) ÷ (1.92 × 10 ) =
6 7 ( Do it yourself ) (h)
3.2 × 10 5
=
50
4. There are 8.64 × 10 4 seconds in one day. How many seconds are there in:
(a) 10 days (b) 1 week (c) 1 year?
5. The mass of an electron is 9.1 × 10 − 31 kg. Find the mass of: ( Do it yourself )
(a) 3 × 1018 electrons (b) 4 × 10 32 electrons (c) 7 × 10 8 electrons.
6. A rectangle has sides of length 3 × 10 5 mm and 4.2 × 10 6 mm.

Find the area of the rectangle.
7. The speed of sound is 3.32 × 10 2 m s − 1 .
(a) How far would the noise from a 'bang' travel in:
(i) 10 seconds (ii) 3 × 10 3 seconds (iii) 4 × 10 − 2 seconds?
(b) How long would it take the noise from a 'bang' to travel:
(i) 10 metres (ii) 2 × 10 3 metres (iii) 2 × 10 − 2 metres?
8. The speed of light is 3 × 10 8 m s − 1 . ( Do it yourself )
(a) How far would light travel in 100 seconds?

(b) The mean distance of the earth from the sun is 1.5 × 1011 m.
How long does it take for light to travel from the sun to the earth?
9. The distance from the earth to the moon is 3.84 × 10 5 km. ( Do it yourself )
(a) Find this distance in metres.

(b) How long would it take a spaceship to travel to the moon from earth if
its average speed was 400 m s − 1 ?
51
52
MEP Y9 Practice Book B
1.5 Estimation and Approximation

Rounding
There are three main ways to round numbers:
(i) to the nearest 10, 100, 1000, etc;
(ii) to a certain number of significant figures;
(iii) to a certain number of decimal places.
Note that a measured length such as '12 cm to the nearest cm' means that the
actual length lies between 11.5 cm and 12.5 cm.
By convention, we normally round 0.5 up to the next whole number, so in fact,
11.5 cm ≤ actual length < 12.5 cm
We call 11.5 the lower bound and 12.5 the upper bound. We can also write the
upper bound as
12.4999 . . . . or 12.49˙
where the dot above the 9 means that it is repeated indefinitely, or recurs.
It is important to see that 12.49 is not the upper bound, as, for example, the
length could have been 12.498.
Example 1
A football match is watched by 56 742 people. Write this number correct to the nearest,
(a) 10 000, (b) 1000, (c) 10.
Solution
(a) 56 742 = 60 000 to the nearest 10 000.
(b) 56 742 = 57 000 to the nearest 1000.
(c) 56 742 = 56 740 to the nearest 10.
Example 2
Write each of the following numbers correct to 3 significant figures:
(a) 47 316 (b) 303 971
(c) 20.453 (d) 0.004368
Solution
(a) 47 316 = 47 300 to 3 significant figures.
(b) 303 971 = 304 000 to 3 significant figures.
(c) 20.453 = 20.5 to 3 significant figures.
(d) 0.004368 = 0.00437 to 3 significant figures.
53
Example 5
A rectangular plot of land has sides with lengths
of 38 m and 52 m correct to the nearest m.
Calculate the maximum and minimum possible values of: 52 m
(a) the perimeter of the rectangle,

(b) the area of the rectangle.
Solution
38 m
(a) The sides have been given to the nearest metre, so
51.5 m ≤ length < 52.5 m
37.5 m ≤ width < 38.5 m
Minimum perimeter = 2 (37.5 + 51.5)
= 178 m
Maximum perimeter = 2 (38.5 + 52.5)

= 182 m
(b) Minimum area = 37.5 × 51.5

= 1931.25 m 2
Maximum area = 38.5 × 52.5

= 2021.25 m 2
PRACTICE 1
1. A car park is a square with sides of length 48 m correct to the nearest metre.
Calculate the maximum and minimum possible values for:
(a) the perimeter of the car park, (b) the area of the car park.
2. The radius of a circle is given as 9 cm correct to the nearest cm. Calculate the
maximum and minimum possible values for the area of the circle. Round
your upper and lower bounds to 2 decimal places. ( Do it yourself )
3. A rectangle has sides of length 1.27 m and 2.43 m correct to 2 decimal

places. Calculate the maximum and minimum possible values for:
(a) the perimeter, (b) the area.
54
4. Hannah measures with a ruler that has marks every 0.5 cm. She says that
the lengths of the side of a rectangle are 8.5 cm and 12 cm correct to the
nearest 0.5 cm. ( Do it yourself )
Calculate the minimum possible values of:
(a) the perimeter of the rectangle,
(b) the area of the rectangle.
5. A square has sides with lengths that are given as 1.8 cm ± 0.05 cm .
(a) Write the perimeter of the square in the form a cm ± b cm .
(b) Write the area of the square in the form a cm 2 ± b cm 2 .
6. The area of a square is given as 14 m 2 correct to the nearest m 2 . ( Do it yourself )

Calculate the maximum and minimum possible values for the length of the
side of the square, rounding your answers to 3 significant figures.
55
1.6 FURTHER PERCENTAGE
REVIEW QUESTIONS
1. An athlete has completed 250 m of a 400 m race. What percentage of the

distance has the athlete run?
2. A double decker bus has 72 seats; there are 18 empty seats on the bus.
(a) What percentage of the seats are empty?
(b) What percentage of the seats are being used?
3. Andy buys a bag of 12 apples at a supermarket; there are 4 bruised apples in

the bag.
(a) What percentage of the apples are bruised?
(b) What percentage of the apples are not bruised?
4. Jason took 4 tests at school and his results are given below:
Science 60 out of 80
Maths 75 out of 100
English 38 out of 50
French 28 out of 40
(a) Express his score for each test as a percentage.

(b) Write down his average percentage score for the 4 tests.
Finding Percentages
In this section we revise finding percentages of quantities.
Example 1
Calculate 20% of £120.
Solution
20
20% of £120 = × 120
100
2
= × 120
10
= £24
56
Example 2
Calculate 75% of 48 kg.
Solution
75
75% of 48 kg = × 48
100
3
= × 48
4
= 36 kg
Value Added Tax (VAT) is added to the price of many products; in the UK it is
1 1
currently 17 %. An interesting way to calculate 17 % is to use the fact that
2 2
1 1
17 = 10 + 5 + 2 ; this is illustrated in the next example.
2 2
Example 3
A bike costs £180 before VAT is added. How much VAT must be added to the
1
cost of the bike, if VAT is charged at 17 % ?
2
Solution
10% of £180 = £18
5% of £180 = £9
1
2 % of £180 = £4.50
2
1
17 % of £180 = £18 + £9 + £4.50
2
= £31.50
57
PRACTICE 1
1. Calculate:
(a) 50% of £22 (b) 10% of 70 m (c) 25% of £60 ( Do it yourself )
( Do it yourself ) (d) 30% of 80 m (e) 60% of £40 (f) 90% of 50 kg ( Do it yourself )
( Do it yourself ) (g) 75% of £30 (h) 25% of 6 kg (i) 30% of 32 kg ( Do it yourself )
2. Use the method of Example 3 to calculate the VAT that must be added to the
1
following prices at a rate of 17 %:
2
(a) £200 (b) £300 ( Do it yourself ) (c) £40 ( Do it yourself )
(d) £30 (e) £28 ( Do it yourself ) (f) £38
1
3. (a) Calculate 17 % of £25
2
(b) Describe the most sensible way to give your answer.
1
4. Calculate 17 % of the following amounts, giving your answers to a sensible
2
degree of accuracy:
(a) £15 (b) £75 (c) £7
5. Use a method similar to Example 3 to calculate 15% of £120.
1
6. A computer costs £900, but 17 % VAT must be added to this price. ( Do it yourself )
2
1
(a) Calculate 17 % of £900.
2
(b) Calculate the total cost of the computer.
7. A company employs 240 staff. The number of staff is to be increased by 20%.

How many new staff will the company employ? ( Do it yourself )
1
8. A bike costs £186. The price is to be reduced by 33 % in a sale.
3
(a) Calculate how much you would save by buying the bike in the sale.
(b) How much would you pay for the bike in the sale?
58
Increasing and Decreasing Quantities
by a Percentage
When increasing or decreasing by a percentage there are two possible approaches:
one is to find the actual increase or decrease and to add it to, or subtract it from,
the original amount. The second approach is to use a simple multiplication. For
example, to increase by 20%, multiply by 1.2. We can illustrate this by
considering a price, say £p , that increases by 20%.
20
The increase is £p × = £0.2 p
100
so the new price is
£ p + £0.2 p = £ (1 + 0.2) p
= £1.2p
and we can see that a 20% increase is equivalent to multiplying by 1.2 to get the
new price.
Note that
120
100% + 20% = 120% ⇒ = 1.2
100
Similarly, a decrease of 20% is equivalent to

80
100% − 20% = 80% ⇒ = 0.8
100
i.e. a multiplication by 0.8.
Example 1
The price of a jar of coffee is £2.00. Calculate the new price after an increase
of 10%.
Solution
10
10% of £2.00 = ×2 or 100% + 10% = 110%,
100
= £0.2 so multiply by 1.1
New price = 2 + 0.2 New price = 1.1 × £2

= £2.20 = £2.20
59
Example 2
In a sale, the price of a TV is reduced by 40%. What is the sale price if the original
price was £170.
Solution
40
40% of £170 = × 170 or 100% − 40% = 60%,
100
= £68 so multiply by 0.6
Sale price = 170 − 68 Sale price = 0.6 × 170

= £102 = £102
Example 3
Jared earns £24 each week by working in a shop. His wages are to be increased by
5%. How much will he then earn each week?
Solution
5
5% of £24 = × 24 or 100% + 5% = 105%,
100
= £1.20 so multiply by 1.05
New wages = 24 + 1.20 New wages = 1.05 × 24

= £25.20 = £25.20
PRACTICE 2
1. Add 10% to:
(a) £40 (b) £136 (c) £262
2. Reduce the following prices by 20%:

(a) £50 (b) £92 (c) £340
3. (a) Increase 40 m by 30% (b) Increase £60 by 5% ( Do it yourself )

(c) Increase £66 by 20% (d) Increase 80 kg by 40% ( Do it yourself )
(e) Increase £1000 by 30% (f) Decrease £60 by 25% ( Do it yourself )
(g) Reduce 70 kg by 5% (h) Reduce £90 by 15% ( Do it yourself )
60
4. A computer costs £600. In a sale there is a 20% discount on the price of the
item. Calculate the sale price of the computer.
5. A shopkeeper increases all the prices in his shop by 4%. What is the new
price of each of the items below? Give your answers to the nearest penny.
Box of chocolates £3
Bag of flour 75p
Packet of sweets 50p
Tin of beans 20p
Can of drink 45p
6. A CD player costs £90. In a sale the price is reduced by 25%. Calculate the
sale price. ( Do it yourself )
7. A certain type of calculator costs £8. A teacher buys 30 of these calculators

for her school and is given a 20% discount. How much does she pay in
total?
1
8. Add 17 % VAT to the following prices, giving your answers to the nearest
2
pence: ( Do it yourself )
(a) £400 (b) £22 (c) £65
9. The population of a town is 120 000. What is the total population of the
town after a 5% increase? ( Do it yourself )
10. Hannah invests £800 in a building society. Every year 5% interest is added
to her money.
(a) Explain why, after 2 years she has £882 in her account.
(b) How much money does she have after 5 years? (Give your answer to
the nearest pence.)
61
Finding the Percentage Increase and Decrease
When a quantity increases, we can find the percentage increase using this formula:
increase
Percentage increase = × 100
original amount
Similarly,
decrease
Percentage decrease = × 100
original amount
Example 1
The price of a drink increases from 40p to 45p. What is the percentage increase?
Solution
Increase = 45p − 40 p
= 5p
5
40
25
=
2
= 12.5%
Example 2
The number of pupils in a school increases from 820 to 861. Calculate the
percentage increase.
Solution
Increase = 861 − 820
= 41 pupils
41
820
= 5%
62
Example 3
Although the lion is thought of as an African animal, there is a small population in
India and elsewhere in Asia. The number of lions in India decreased from 6000 to
3900 over a 10-year period. Calculate the percentage decrease in this period.
Solution
Decrease = 6000 − 3900
= 2100 lions
2100
Percentage decrease = × 100
6000
= 35%
Example 4
The price of cheese, per kg, is increased from £3.26 to £3.84. What is the
percentage increase?
Solution
Increase = £3.84 − £3.26
= £0.58
0.58
3.26
= 17.8% to 1 decimal place
Note: You might find it easier to work through the example in pence, but note
that all quantities must be expressed in pence.
Increase = (384 − 326) p
= 58p
58
326
= 17.8% to 1 decimal place
Example 5
In a sale, the price of a bike is reduced from £180 to £138. Calculate the
percentage reduction in price, correct to 1 decimal place.
63
PRACTICE 3
1. The price of a school lunch increases from £1.40 to £1.54. Calculate the
percentage increase in the price.
2. A television priced at £500 is reduced in price to £400 in a sale. Calculate

the percentage reduction in the price of the television. ( Do it yourself )
3. The price of a car increases from £8000 to £8240. What is the percentage
increase in the price of the car?
4. A shopkeeper buys notepads for 60p each and sells them for 80p each.
What percentage of the selling price is profit? ( Do it yourself )
5. The value of an antique clock increases from £300 to £345. Calculate the
percentage increase in the value of the clock.
6. The number of books in a school library is increased from 2220 to 2354.

What is the percentage increase in the number of books? ( Do it yourself )
7. The height of a tomato plant increases from 80 cm to 95 cm. Calculate the

percentage increase in the height, correct to 1 decimal place.
8. The price of a bus fare is reduced from 55p to 40p. Calculate the
percentage reduction in the price of the bus fare, correct to 1 decimal place. ( Do it yourself )
9. The mass of a person on a diet decreases from 75 kg to 74 kg. Calculate

the percentage reduction in their mass, correct to 3 significant figures.
10. Jasmine invests £250 in a building society. After the first year her account
contains £262.50. After the second year it contains £280.88. Calculate the
percentage increase of the amount in her account:
(a) during the first year,(b) during the second year, (c) over the two years.
Give your answers correct to 2 decimal places.
64
1.7 Time
24
In this section we revise the use of the 23 13
24-hour clock and consider problems 12
22 11 1
involving time and time zones. 14
10 2
21 9 3 15
Example 1
Convert the following times to 8 4
20 5 16
24-hour clock times: 7 6
(a) 7:30 a.m. 19 17
18
(b) 11:45 p.m.
(c) 3:52 p.m.
Solution
(a) 0730
(b) Add 12 to the hours to give 2345.
(c) Add 12 to the hours to give 1552.
Example 2
Convert the following times from 24-hour clock to 'a.m.' or 'p.m.' times:
(a) 1426 (b) 0352 (c) 1833
Solution
(a) Subtract 12 from the hours to give 2:26 p.m.
(b) 3:52 a.m.
(c) Subtract 12 from the hours to give 6:33 p.m.
Note that a colon (:) is used to separate the hours from the minutes when using the
12-hour clock, whereas 24-hour clock times are written without a colon.
Example 3
Molly leaves Huddersfield at 1322 and arrives in London at 1805. How long does
her journey take?
Solution Method A
From 1322 to 1722 is 4 hours.
From 1722 to 1805 is 43 minutes.
Her journey takes 4 hours 43 minutes.
65
Method B
13 14 15 16 17 18 19 Hours
1322 1805
12
4 43 {
38 minutes 5 minutes
144444444
42444444444
3
4 hours
38 mins + 5 minutes = 43 minutes

Total time = 4 hours 43 minutes
Example 4
The time in the United Arab Emirates is 4 hours ahead of the time in the UK.
(a) What is the time in the United Arab Emirates when it is 3:00 p.m. in
the UK?
(b) If it is 2:45 p.m. in the United Arab Emirates, what is the time in the UK?
Solution
(a) The time in the United Arab Emirates is 4 hours ahead, so it is 7:00 p.m.
(b) Four hours behind 2:45 p.m. is 10:45 a.m.
PRACTICE 1
1. Convert the following times to 24-hour clock times:
(a) 6:45 a.m. (b) 6:45 p.m. (c) 2:20 p.m.
(d) 11:40 p.m. (e) 10:30 a.m. (f) 10:15 p.m.
2. Write the following 24-hour clock times in 12-hour clock times, using 'a.m.'
or 'p.m.':
(a) 1642 (b) 0832 (c) 1042
(d) 2236 (e) 2318 (f) 1520
3. Which of the 24-hour clock times below are not possible times. Explain
why. ( Do it yourself )
(a) 1372 (b) 1758
(c) 2302 (d) 2536
66
4. David gets on a train at 0845 and gets off at 1132. For how long is he on the
train? ( Do it yourself )
5. A journey starts at 1532 and ends at 1830. How long does the journey take? ( Do it yourself )
6. Marco boards a ferry at 1842 and gets off at 0633 the next day. For how long
is he on the ferry?
7. In Venezuela the time is 4 hours behind the time in the UK.

(a) What is the time in Venezuela when it is 3:00 p.m. in the UK?
(b) What is the time in the UK when it is 2:30 p.m. in Venezuela?
(c) What is the time in the UK when it is 11:15 p.m. in Venezuela?
8. The time in Norway is 1 hour ahead of the UK. It takes 3 12 hours to fly from
the UK to Norway. ( Do it yourself )
(a) A plane leaves the UK at 10:15 a.m. (UK time). What is the time in
Norway when it lands there?
(b) The plane flies back and lands in the UK at 7:22 p.m. (UK time).
At what time did the plane leave Norway?
9. The time in Paraguay is 4 hours behind the UK.

The time in Macao is 8 hours ahead of the UK.
(a) What is the time in Macao when it is 6:00 a.m. in Paraguay?
(b) What is the time in Paraguay when it is 3:30 p.m. in Macao?
(c) What is the time in Macao when it is 8:30 p.m. in Paraguay?
10. A ferry takes 26 12 hours to travel from the UK to Spain. The time in Spain is
1 hour ahead of the UK.
When do you arrive in Spain if you leave the UK at:
(a) 0830 on Monday (b) 1742 on Friday (c) 2342 on Sunday?
Time and Money

In this section we consider problems that involve both time and money.
Example 1
One day, Zoe works from 0930 until 1800.
She is paid £5.20 per hour.
How much does she earn for her day's work?
67
Solution
1
From 0930 until 1800 is 8 hours, so Zoe earns £5.20 × 8.5 .
2
Now, 520
× _________
85
2600
41600
_________
44200
_________
So 5.20 × 8.5 = 44.200 , and Zoe earns £44.20.
Example 2
Robert works 40 hours each week and is paid £5.10 per hour.
He is given a 5% pay rise.
How much more does he earn per week after his pay rise?
Solution
Each week, Robert earns 510
40 × £5.10 = £204.00 ×_________
40
20400
_________
His increase each week
5
5% of £204 = × £204
100
= £10.20
Example 3
Esther is paid £4.50 per hour. She can work for up to 30 hours per week.
(a) What is the maximum amount of money she can earn in a week?
(b) How many hours should she work if she wants to earn £90 ?
Solution
(a) The most she can earn in one week is 450
30 × £4.50 = £135 × _________
30
1 3 5 00
_________
(b) £90 ÷ 4.50 = 900 ÷ 45 020

= 20 hours 45 900
68
PRACTICE 2
1. The following table shows the times that people in a factory work on one day,
and the rate they are paid per hour.
Start Work Finish Work Hourly Rate
Janice 0830 1530 £3.80

Martin 0745 1415 £5.00
Gail 0950 1720 £4.20
How much does each person earn on this day?
2. Des can choose between two jobs: ( Do it yourself )

Job A pays £3.80 per hour for 40 hours per week,
Job B pays £4.50 per hour for 32 hours per week.
For which job will Des earn the most money per week?
3. Heidi works as a cleaner at a hotel. She is paid £4.20 per hour. One day she
starts work at 0645 and finishes at 1045. How much does she earn on that
day? ( Do it yourself )
4. Briony earns £5 per hour working 12 hours per week in an evening job.
(a) How much does she earn per week?
(b) If she is given a 6% pay rise, how much does she now earn each week?
5. Bill works the following hours in one week:

Monday 0745 to 1300
Tuesday 1400 to 2315
Wednesday 0630 to 1245
Thursday 0745 to 1430
Friday 1300 to 2330
He is paid £6.50 per hour.
(a) How many hours does he work during the week?
(b) How much does he earn for the week's work?
6. Kelly works from 0850 until 1400 on 6 days each week. She earns
£4.30 per hour.
(a) How many hours does she work per week?
(b) How much does she earn per week?
Kelly is given a 10% pay rise.

(c) How much does she now earn per week?
69
In this chapter you will learn
1. Expansion of single brackets
2. Linear equations
3. Expansion of two brackets
4. Solving equations in one variable
5. Solving Algebraic inequalities
6. Sequences
7. Direct and Inverse variation
8. Linear graphs and equations
9. Formulae and substitution
70
UNIT 2 - ALGEBRA
PRIOR KNOWLEDGE
Equivalent expressions
71
2.1 Expansion of Single Brackets
In this section we consider how to expand (multiply out) brackets to give two or
more terms, as shown below:
3 ( x + 6) = 3 x + 18
First we revise negative numbers and order of operations.
Example 1
Evaluate:
(a) − 6 + 10 (b) − 7 + ( − 4)
(c) (− 6) × (− 5) (d) 6 × ( 4 − 7)
(e) 4 (8 + 3) (f) 6 (8 − 15)
(g) 3 − ( − 5) (h)
(− 2) − (− 3)
−1
Solution (d) 6 × ( 4 − 7) = 6 × ( − 3)
(a) − 6 + 10 = 4 = −18
(b) − 7 + ( − 4) = − 7 − 4 (e) 4 (8 + 3) = 4 × 11
= −11 = 44
(c) (− 6) × (− 5) = 30 (f) 6 (8 − 15) = 6 × ( − 7) = − 42
(g) 3 − ( − 5) = 3 + 5 (− 2) − (− 3) = (− 2) + 3 1 = −1
(h) =
=8 −1 −1 −1
When a bracket is expanded, every term inside the bracket must be multiplied by
the number outside the bracket. Remember to think about whether each number is
positive or negative!
72
Example 2 Example 3
Expand 4 ( x − 7) .
Expand 3 ( x + 6) using a table.
Solution
Solution
4 ( x − 7) = 4 × x − 4 × 7
× x 6
= 4 x − 28
3 3x 18
From the table, Remember that every term inside

the bracket must be multiplied by
3 ( x + 6) = 3 x + 18 the number outside the bracket.
Example 5
Example 4
Expand ( − 3) ( 4 − 2 x ) .
Expand x (8 − x ) .
Solution
Solution
x (8 − x ) = x × 8 − x × x
(− 3) (4 − 2 x ) = ( − 3) × 4 − ( − 3) × 2
= 8 x − x2 = − 12 − ( − 6 x )
= − 12 + 6 x
PRACTICE 1
1. Calculate:
(a) − 6 + 17 (b) 6 − 14 (c) −6 − 5
(d) 6 − ( − 9) (e) − 11 − ( − 4) (f) ( − 6) × ( − 4 )
(g) 8 × ( − 7) (h) 88 ÷ ( − 4) (i) 6 (8 − 10)
(j) 5 (3 − 10) (k) 7 (11 − 4) (l) (− 4) (6 − 17)
2. Copy and complete the following tables, and write down each of the
expansions:
(a) (b)
× x 2 × x –7
4 5
4 ( x + 2) = 5 ( x − 7) =
73
3. Expand:
(a) 4 ( x + 6) (b) 3 ( x − 4) ( Do it yourself )
(c) 5 (2 x + 6) (d) 7 (3 x − 4) ( Do it yourself )
(e) 3 (2 x + 4 ) (f) 8 (3 x − 9) ( Do it yourself )
(g) ( − 2) ( x − 4) (h) (− 3) (8 − 2 x ) ( Do it yourself )
(i) 5 (3 x − 4 ) (j) 9 (2 x + 8) ( Do it yourself )
4. Jordan writes 3 ( 4 x − 8) = 12 x − 8.
Explain why his expansion is not correct.
5. Copy and complete the following tables and write down each of the
expansions: ( Do it yourself )
(a) (b)
× x –2 × x –y
x x
x ( x − 2) = x ( x − y) =
6. Copy the following expansions, filling in the missing terms:
(a) 4 x ( x + 8) = 4 x 2 + ? (b) (− 3) (2 x − 7) = ? + 21
(c) 4 x ( x − 9) = 4 x 2 − ? ( Do it yourself ) (d) 6 x ( x − 7) = 6 x 2 − ?
(e) 3 x ( x − y) = 3 x 2 − ? ( Do it yourself ) (f) (− 4 x ) (2 x + 8) = ? − 32 x
7. Expand:
(a) x ( x − 7) (b) x (8 − 2 x ) ( Do it yourself )
(c) 6 x ( x + 2) (d) 4 x (3 x − 5) ( Do it yourself )
(e) x ( x + y) (f) x ( 4 y − 3 x ) ( Do it yourself )
(g) 2 x (2 x + 3 y ) (h) 5 x (2 y − 1) ( Do it yourself )
74
8. Write down expressions for the area of each of these rectangles, and then
expand the brackets:
12
(a) (b)
2 x – 5 ( Do it yourself )
x+4
(c) (d)
2x
2x ( Do it yourself )
x+9
5+x
(e) (f)
2x 6 − 2x
3x − 2 4x
9. Write down an expression for the area

of this triangle, that: ( Do it yourself )
(a) contains brackets, x+2
(b) does not contain brackets.
10 Write down an expression for the volume

of this cuboid, that:
3x – 5
(a) contains brackets,
(b) does not contain brackets.
2x
2x
75
2.2 Common Factors
As well as being able to remove brackets by expanding expressions, it is also
important to be able to write expressions so that they include brackets; this is
called factoring or factorisation.
Example 1
Factorise
4x + 6
Solution
First write each term as a product of factors:
4x + 6 = 2 × {
2×x+2×3
4 x + 6 = 2 ( 2 x + 3)
[Note that 2 is the only factor common to both terms and is placed outside the
brackets.]
Now you can check your answer by expanding it.
Example 2
Factorise
18 n + 24
Solution
18 n + 24 = 2 × 3 × 3 × n + 2 × 2 × 2 × 3
123 123
= 6 (3 n + 4 )
Note that both 2 and 3 are factors of both terms, and so 2 × 3 = 6 is placed
outside the brackets.
Example 3
Factorise
4 x2 + 6 x
Solution
4 x2 + 6 x = 2 × 2 × x × x + 2 × 3 × x
= 2 x (2 x + 3)
Note that both 2 and x are factors of both terms, and so 2 × x = 2 x is placed
outside the brackets.
76
Example 4
Factorise
5 x + 20 x 2
Solution
5 x + 20 x 2 = 5 × x + 4 × 5 × x × x
= 5 x (1 + 4 x )
Note that because 5 and x are factors of both terms, a 1 must be introduced in the
bracket when the 5 x is placed outside the brackets.
You can check the calculation 'backwards':
5 x (1 + 4 x ) = 5 x × 1 + 5 x × 4 x
= 5 x + 20 x 2
Example 5
Factorise
3 x y 2 + 12 x 2 y
Solution
3 x y 2 + 12 x 2 y = 3 × x × y × y + 3 × 4 × x × x × y
= 3 x y ( y + 4 x)
Note that 3, x and y are factors of both terms, and so 3 × x × y = 3 x y is
placed outside the brackets.
PRACTICE 2
1. Factorise:
(a) 2x + 4 (b) 5 x + 15 (c) 6 x + 18 ( Do it yourself )
(d) 5 x − 25 ( Do it yourself ) (e) 3 x − 21 (f) 7 x + 35 ( Do it yourself )
(g) 9 x − 12 ( Do it yourself ) (h) 15 x + 20 (i) 42 x + 15 ( Do it yourself )
2. Factorise:
(a) 3 x2 + x (b) 5 x 2 + 10 ( Do it yourself ) (c) 6 x − 3x2
(d) 6 x2 −
4x (e) 21 x 2 + 14 x ( Do it yourself ) (f) 15 x −
25 x 2
3. Denise states that
4 x + 6 x 2 = x (4 + 6 x )
(a) Is her statement true?
(b) Describe how it could be improved.
77
4. For each statement below, decide if it has been fully factorised and if not,
complete the factorisation:
(a) x 2 + x = x ( x + 1) (b) 3 x 2 + 9 x = 3 ( x 2 + 3 x ) ( Do it yourself )
(c) 5 x − 30 x 2 = x (5 − 30 x ) (d) 8 x 2 − 32 x = 4 ( 2 x 2 − 8 x ) ( Do it yourself )
(e) 6 x 2 − 18 x = 3 x (2 x − 6 ) (f) 15 x − 6 x 2 = 3( 5 x − 2 x 2 ) ( Do it yourself )
5. Explain why the following factorisation is incorrect:
15 x + 24 x 2 = 3 x (5 + 24 x )
6. Factorise:
(a) xy + xz (b) x y z + 3 y z ( Do it yourself )
(c) 4 pq − 8q r (d) 5 x y z + 20 u x y ( Do it yourself )
(e) 5x y − 4 py (f) 7 x y + 12 x z ( Do it yourself )
7. Factorise:
(a) x 2 y + x y2 (b) 3 x 2 y 2 + 6 x y 2 ( Do it yourself )
(c) 5 x 2 y − 35 x y (d) 22 x y + 4 x y 2 ( Do it yourself )
(e) x 2 y z + x y2 z (f) x 2 y − x 3 z ( Do it yourself )
(g) x 6 y2 + x y3 (h) x 4 y 3 + x 2 y 6 ( Do it yourself )
8. (a) Expand x ( x + y + z) .
(b) Factorise 5 x2 + 2 x y + 4 x z .
9. Factorise:
(a) 3 x + 9 y + 18 z (b) 4 x 2 + 2 x + 8 x y ( Do it yourself )
(c) 6 x − 3 x y + 12 x z (d) 5 x z + 20 x − 35 x y ( Do it yourself )
(e) 7 x 2 + 14 x y − 21 x y 2 (f) 4 x + 6 x z + 15 x y ( Do it yourself )
10. Factorise:
(a) 4 x 2 y + 12 x 3 y 2 + x 2 (b) 6 x 7 y 2 − 4 x 5 y − x 4 y 2 ( Do it yourself )
(c) 3 x 2 y2 − 4 x y3 + x 4 y (d) 5 x 7 y − x 2 y 3 + 4 x 3 z ( Do it yourself )
78
2.3 Expansion of Two Brackets
When two brackets are multiplied together, for example,
( x + 2) ( x + 3)
every term in the first bracket must be multiplied by every term in the second
bracket.
Example 1
Use a table to determine
( x + 2) ( x + 3)
Solution ( x + 3)
× x 3 The multiplication table is formed

using the two brackets.
x x2 3x
( x + 2) The contents of the table give the
2 2x 6 expansion.
( x + 2) ( x + 3) = x2 + 3 x + 2 x + 6 or x2 + 3 x
= x2 + 5 x + 6 + 2x + 6
= x2 + 5 x + 6
Example 2
Use a table to determine
( x − 6) ( x + 2 )
Solution
× x 2 ( x + 2)
x x2 2x
( x − 6)
–6 − 6x –12
So,
( x − 6) ( x + 2 ) = x 2 + 2 x − 6 x − 12 or x2 + 2 x
= x 2 − 4 x − 12 − 6 x − 12
= x 2 − 4 x − 12
79
An alternative method for expanding two brackets is shown in the next example.
Example 3
Determine
( x + 2) ( x − 7)
Solution
( x + 2) ( x − 7) = x ( x − 7) + 2 ( x − 7)
= x 2 − 7 x + 2 x − 14 or x2 − 7 x
= x 2 − 5 x − 14 + 2 x − 14
= x 2 − 5 x − 14
Note how each term in the first bracket multiplies the whole of the second
bracket.
PRACTICE 3
1. Copy and complete the following tables and write down each of the
expansions:
(a) (b)
× x 5 × x –7
x x
4 4
( x + 4) ( x + 5) ( x + 4) ( x − 7)
(c) (d)
× x 4 × x –5
x ( Do it yourself ) x ( Do it yourself )
–1 –2
( x − 1) ( x + 4) ( x − 2) ( x − 5)
2. Expand:
(a) ( x + 3) ( x + 4) (b) ( x − 2) ( x + 5) ( Do it yourself )
(c) ( x − 5) ( x − 1) (d) ( x + 7) ( x − 3) ( Do it yourself )
(e) ( x + 2) ( x − 3) (f) ( x + 4) ( x − 1) ( Do it yourself )
80
3. Expand:
(a) ( x − 1) ( x + 1) (b) ( x + 2) ( x − 2) ( Do it yourself )
(c) ( x − 5) ( x + 5) (d) ( x − 7) ( x + 7) ( Do it yourself )
How are the answers to this question different from the others you have done?
4. Explain what is wrong with this statement:
( x + 5)2 = x 2 + 25
5. Expand:
(a) ( x + 1)2 (b) ( x − 1)2 ( Do it yourself )
(c) ( x + 3)2 (d) ( x − 5)2 ( Do it yourself )
6. (a) Copy and complete this table:
× x 6
2x
1
(b) What is the expansion of

(2 x + 1) ( x + 6) ?
7. Expand:
(a) (2 x + 1) (2 x + 4) (b) (3 x + 1) (4 x + 1) ( Do it yourself )
(c) (2 x − 1) (3 x + 2) (d) (4 x − 1) (5 x + 1) ( Do it yourself )
(e) (2 x + 1)2 (f) (4 x − 3)2 ( Do it yourself )
8. Write out the following expansions, filling in the missing terms:
(a) ( x + 7) ( x + 6) = x 2 + ? + 42 (b) ( x + 6 )2 = x 2 + ? + 36 ( Do it yourself )
(c) ( x − 2) ( x − 5) = x 2 + ? + 10 (d) ( x − 1) (2 x + 1) = 2 x 2 − x − ? ( Do it yourself )
(e) ( x + 3) (2 x + 1) = ? + 7x + 3 (f) ( x − 7)2 = x 2 − ? + 49 ( Do it yourself )
9. Explain what is wrong with this statement:
( x + 4) ( x − 5) = x 2 − 20
81
Practice 4
1. The figures show rectangle A and rectangle B. Write and simplify an algebraic expression
for each of the following.
a) The perimeter of rectangle A.
b) The perimeter of rectangle B.
c) The sum of the perimeters of the two rectangles.
2. The length and width of two rectangular gardens are shown. Find the sum of the areas
of the two gardens in simplest form.
82
83
2.4 Solving linear equations
Solving equations in one variable
To solve simple equations you must carry out the same operation (addition, subtraction,
multiplication or division) on both sides of the equation so that the new equation is still
balanced.
Worked Example 1
Solve each of the following equations.
x
(a) x+3 = 8 (b) x − 8 = 11 (c) 4 x = 32 (d) = 7
6
Solution
(a) To solve this equation, subtract 3 from both sides.
x+3 = 8
x+3−3 = 8−3
x = 5.
(b) To solve this equation, add 8 to both sides.

x − 8 = 11
x − 8 + 8 = 11 + 8
x = 19 .
(c) To solve this equation divide both sides by 4.

4 x = 32
1
4x 32 8
=
1
4 41
x = 8.
(d) To solve this equation multiply both sides by 6.

x
= 7
6
x 1
×6 = 7×6
6
1
x = 42 .
84
Worked Example 2
A packet of sweets is divided equally among 5 children and each child is given 4 sweets.
Write down an equation to describe this situation and solve it to find the number of
sweets in the packet.
Solution
Let x be the number of sweets in the packet.
x
Then = 4,
5
since the 5 children have 4 sweets each. Now the equation can be solved by multiplying
both sides by 5.
x 1
×5 = 4×5
5
1
x = 20 .
PRACTICE 5
1. Solve each of these equations.
(a) x + 6 = 10 (b) x−7 = 3 (c) x + 4 = 7 ( Do it yourself )
(d) x − 1 = 11 (e) x−6 = 8 (f) x + 5 = 3 ( Do it yourself )
(g) 5 x = 45 (h) 6 x = 24 (i) 6 x = 108 ( Do it yourself )
(j) 7 x = 56 (k) 3 x = 102 (l) 6 x = 42 ( Do it yourself )

x x
(m)
x
= 5 (n) = 12 (o) = 10 ( Do it yourself )
2 2 5
x x
(p)
x
= 4 (q) = 3 (r) = 11 ( Do it yourself )
3 7 6
(s) x−5 = 3 (t) x + 8 = 14 (u) 4 x = 104 ( Do it yourself )
(v)
x
= 18 (w) x − 3 = 12 (x) x + 7 = 11 ( Do it yourself )
2

(a) x+6 = 2 (b) x+8 = 3 (c) x − 5 = − 2 ( Do it yourself )
(d) x + 2 = −4 (e) x − 2 = −6 (f) x + 4 = − 10 ( Do it yourself )
(g) 2 x = − 12 (h) 3 x = − 24 (i) 5 x = − 60 ( Do it yourself )
x
(j) = −8 (k) x − 2 = −5 (l) x + 6 = − 14 ( Do it yourself )
2
(m) x − 10 = − 2 (n) x − 12 = − 4 (o) x − 7 = − 1 ( Do it yourself )
(p) x + 4 = −1 (q) x + 12 = 2 (r) x + 10 = − 16 ( Do it yourself )
85
3. The angles on a straight line add up to 180° . Write down and solve an equation for
each diagram shown below.
(a) (b)
110˚ x 92˚ x ( Do it yourself )
(c) (d)
x
x 31˚ 42˚ 40˚ ( Do it yourself )
4. Sanjit is two years older than his brother. His brother is 16. Write down an
equation which uses x to represent Sanjit's age. Solve the equation for x..
5. To pay for a school trip, 12 children take the same amount of money to school. If
the total money collected is £54 and the amount each child takes is x, write down
an equation to describe this situation. Solve your equation for x. ( Do it yourself )
6. The train fare for a long journey increases by £3 to £41. If x is the old fare, write
down an equation to describe this situation. Solve your equation for x.
7. Majid knows that when a certain number is doubled, the answer is 52. Explain in
words, starting with 52, how he can work out the number. ( Do it yourself )
8. Tim thought of a number. He doubled his number. His answer was 24.
What number did Tim think of?
9. Ali is twice as old as Sue. Sue is 2 years younger than Philip. Philip is 11 years
old.
(a) How old is Sue? (b) How old is Ali?
Multi step equations

Most equations require a number of steps to solve them. These steps must be logical so
that the new equation still balances. Whatever you do to one side of an equation you
must do the same to the other side. The following examples illustrate these steps.
Worked Example 1
Solve the following equations.
x
(a) 3 x + 7 = 13 (b) 5 x − 8 = 13 (c) −2 = 3
5
(d) 4 ( x − 3) = 8
86
Solution
(a) First subtract 7 from both sides of the equation.
3 x + 7 = 13
3 x + 7 − 7 = 13 − 7
3x = 6
Next divide both sides of the equation by 3.
1 2
3x 6
=
31 31
x = 2.
(b) First add 8 to both sides of the equation.

5 x − 8 = 13
5 x − 8 + 8 = 13 + 8
5 x = 21.
Then divide both sides of the equation by 5.
1
5x 21
=
51 5
21
x =
5
= 4 15 .
(c) First add 2 to both sides of the equation.

x
−2 = 3
5
x
−2+2 = 3+2
5
x
= 5
5
Then multiply both sides of the equation by 5.
x 1
×5 = 5×5
51
x = 25.
(d) First remove the brackets, multiplying each term inside the bracket by 4.
4 ( x − 3) = 8
4 x − 12 = 8 .
Then add 12 to both sides of the equation.
87
4 x − 12 + 12 = 8 + 12
4 x = 20 .
Finally divide both sides by 4.
1 5
4x 20
=
41 41
x = 5
Sometimes equations may contain the letter x on both sides of the equation or a − x term.
The next examples show how to deal with these cases.
Worked Example 2
Solve these equations.
(a) 4 x + 6 = 3 x + 10 (b) 6 − 2x = 8 (c) 4x − 2 = 8 − 6x
Solution
(a) As x appears on both sides of the equation, first subtract 3x from both sides.
4 x + 6 = 3 x + 10
4 x + 6 − 3 x = 3 x + 10 − 3 x
x + 6 = 10 .
Then subtract 6 from both sides.

x + 6 − 6 = 10 − 6
x = 4.
(b) As the left-hand side contains − 2x , add 2x to both sides.

6 − 2x = 8
6 − 2x + 2x = 8 + 2x
6 = 8 + 2x
Then subtract 8 from both sides.
6 − 8 = 8 + 2x − 8
− 2 = 2x .
−1 1
−2 2x
=
21 21
− 1 = x or x = −1.
(c) As one side contains − 6x , add 6x to both sides.

4x − 2 = 8 − 6x
4x − 2 + 6x = 8 − 6x + 6x
10 x − 2 = 8
88
Then add 2 to both sides of the equation.
10 x − 2 + 2 = 8 + 2
10 x = 10
1 1
10 x 10
=
1
10 101
x = 1.
Worked Example 3
Use the information in the diagram to write down 170˚ x – 10˚
an equation and then find the value of x.
2 x + 50˚
Solution
The three angles shown must add up to 360° , so
170 + 2 x + 50 + x − 10 = 360
210 + 3 x = 360 .
Subtracting 210 from both sides gives

210 + 3 x − 210 = 360 − 210
3 x = 150 .
Then dividing both sides by 3 gives
1 50
3x 150
=
1 3 31
x = 50 .
PRACTICE 6
(a) 3 x + 6 = 48 (b) 5 x − 6 = 39 (c) 2 x − 6 = 22 ( Do it yourself )
(d) 6 x − 7 = 41 (e) 8 x − 3 = 29 (f) 6 x + 12 = 20 ( Do it yourself )
(g) 4 x + 18 = 2 (h) 5 x + 10 = 5 (i) 3 x + 6 = 1 ( Do it yourself )
(j) 5 ( x + 2) = 45 (k) 3 ( x − 2) = 12 (l) 2 ( x + 7) = 10 ( Do it yourself )
(m) 3 (2 x − 1) = 57 (n) 3 (2 x + 7) = 27 (o) 5 (5 x + 1) = 20 ( Do it yourself )
89
2. Solve these equations.
(a) 2x + 6 = x + 3 (b) 4 x − 8 = 5 x − 2 ( Do it yourself )
(c) 6 x + 7 = 2 x + 20 (d) x + 6 = 2x − 8 ( Do it yourself )
(e) 3 x + 7 = 2 x + 11 (f) 10 x + 2 = 8 x + 22 ( Do it yourself )
(g) 6−x = 5 (h) 2−x = 5 ( Do it yourself )
(i) 3 − x = − 10 (j) 14 − 3 x = 5 ( Do it yourself )
(k) 3 ( x + 2) = 5 ( x − 2) (l) 4 ( x − 2) = 3 ( x + 2) ( Do it yourself )
3. For each diagram below, write down an equation involving x and solve it.
(a) (b)
x + 10˚
80˚ x
x x + 30˚ ( Do it yourself )
3x + 40˚
2 x + 30˚
(c) (d)
x + 10˚ 140˚ – x
x + 30˚
180˚– x 120˚– x ( Do it yourself )
x – 10˚
4. A rope of length 10 m is used to mark out a rectangle, so that the two long sides are
1 m longer than the short sides. If x is the length of the short sides, write down an
equation to describe this situation and hence find x.
5. You ask a friend to think of a number, double it and add 10. His answer is 42.
If x is the number your friend thought of, write down the relevant equation and
find x. ( Do it yourself )
90
6. Six teams enter a competition. There are x members in each team. If 8 people drop
out and 34 complete the competition, write down an equation and solve it to find
the number in each team at the start of the competition.
7. Three people drive a car on a long journey. John drives for 2 hours more than
Mary. Philip drives for twice as long as Mary. The whole journey takes 6 hours.
Use an equation to find out for how long each person drives. ( Do it yourself )
8. A driver travels 80 miles to a motorway and then travels at a steady 60 mph for
x hours. Write down and solve equations involving x if the driver travels a total of
(a) 290 miles (b) 220 miles.
Give your answers in hours and minutes.
9. A child was asked to think of a number and follow these instructions. In each case,
let x be the number the child thinks of, write down an equation, and find the value
of x.
(a) Think of a number, add 6 and double it. Answer 18
(b) Think of a number, divide by 2 and add 10. Answer 16
(c) Think of a number, divide by 2, add 2 and multiply by 2. Answer 9
(d) Think of a number, subtract 7, divide by 2 and multiply by 10. Answer 115
10. Four consecutive numbers, when added together, give a total of 114. If x is the
lowest number, write down an equation and solve it. ( Do it yourself )
11. Adrian thinks of a number. He doubles it and then adds 5. The answer is 17.
What was his number?
91
2.5 Algebraic Inequalities
Solution of Linear Inequalities

Inequalities such as 6 x − 7 ≤ 5 can be simplified before solving them. The process is
similar to that used to solve equations, except that there should be no multiplication or
division by negative numbers.
Worked Example 1
Solve the inequality
6x − 7 ≤ 5
and illustrate the result on a number line.
Solution
Begin with the inequality
6x − 7 ≤ 5.
Adding 7 to both sides gives
6 x ≤ 12 .
Dividing both sides by 6 gives
x ≤ 2.
This is represented on the number line below.
x
–2 –1 0 1 2 3
Worked Example 2
4 ( x − 2) > 20 .
Solution
4 ( x − 2) > 20 .
First divide both sides of the inequality by 4 to give

x − 2 > 5.
Then adding 2 to both sides of the inequality gives x > 7 .
92
Worked Example 3
5 − 6 x ≥ − 19 .
Solution
5 − 6 x ≥ − 19 .
In this case, note that the inequality contains a ' − 6 x ' term. The first step here is to add 6x
to both sides, giving
5 ≥ − 19 + 6 x .
Now 19 can be added to both sides to give

24 ≥ 6 x .
Then dividing both sides by 6 gives
4 ≥ x
or x ≤ 4.
Worked Example 4
− 10 < 6 x + 2 ≤ 32 .
Solution
− 10 < 6 x + 2 ≤ 32 .
The same operation must be performed on each part of the inequality. The first step is to
subtract 2, which gives
− 12 < 6 x ≤ 30 .
Then dividing by 6 gives

− 2 < x ≤ 5.
The result can then be represented on a number line as shown below.
x
–2 –1 0 1 2 3 4 5
An alternative approach is to consider the inequality as two separate inequalities:

(1) − 10 < 6 x + 2 and (2) 6 x + 2 ≤ 32 .
These can be solved as shown below.
93
(1) − 10 < 6 x + 2 ( − 2) (2) 6 x + 2 ≤ 32 ( − 2)
− 12 < 6x ( ÷ 6) 6 x ≤ 30 ( ÷ 6)
−2 < x x ≤ 5
Both inequalities can then be displayed as shown below.

(1)
(2)
x
–4 –3 –2 –1 0 1 2 3 4 5 6 7 8
Where the two lines overlap gives the solution as
x
–3 –2 –1 0 1 2 3 4 5 6
PRACTICE 1
1. Solve each inequality below and illustrate the solution on a number line.
(a) 4 x + 6 ≤ 18 (b) 5 x − 8 > 27 (c) 6 x + 7 < 37 ( Do it yourself )
2x − 6
(d) 5 x − 7 ≥ − 17 (e) < 1 (f) 4 (2 x − 3) ≥ − 8 ( Do it yourself )
4
2. Solve the following inequalities.

(a) 5 x − 6 < 29 (b) 7 x + 2 ≥ − 19 (c) 5 x − 8 ≤ 12 ( Do it yourself )
(d) 6x − 3 ≥ 1 (e) 5 x + 7 < 11 (f) 7 x − 8 > − 2 ( Do it yourself )
4 − 2x ≥ − 8 5 − 6x < − 7 3x − 4
(g) (h) (i) ≥ 3 ( Do it yourself )
2
3. Solve each of the following inequalities and illustrate them on a number line.
(a) 5 < 3 x + 2 ≤ 11 (b) 3 ≤ 4 x − 5 < 15 ( Do it yourself )
(c) 11 ≤ 4 x + 7 < 27 (d) 5 < 6 x − 7 < 29 ( Do it yourself )
(e) − 24 ≤ 3 x − 9 ≤ − 14 (f) − 3 ≤ 4 x + 5 < 17 ( Do it yourself )
4. Solve each of the following inequalities.

(a) − 3 < 5x + 2 ≤ 6 (b) 1 ≤ 4 x − 7 < 11 ( Do it yourself )
(c) 22 < 3 ( x + 7) < 23 (d) − 8 ≤ 4 (2 x − 3) ≤ 3 ( Do it yourself )
1 4x + 5 6x − 1
(e) ≤ ≤ 1 (f) 1 < < 7 ( Do it yourself )
2 2 5
94
5. Chris runs a barber's shop. It costs him £20 per day to cover his expenses and he
charges £4 for every hair cut.
(a) Explain why his profit for any day is £ ( 4 x − 20 ), where x is the number of
haircuts in that day.
He hopes to make at least £50 profit per day, but does not intend to make more than
£120 profit.
(b) Write down an inequality to describe this situation.
(c) Solve the inequality.
6. The distance that a car can travel on a full tank of petrol varies between 200 and
320 miles. ( Do it yourself )
(a) If m represents the distance (in miles) travelled on a full tank of petrol, write
down an inequality involving m.
(b) Distances in kilometres, k, are related to distances in miles by
5k
m = .
8
Write down an alternative inequality involving k instead of m.
(c) How many kilometres can the car travel on a full tank of petrol?
7. A man finds that his electricity bill varies between £50 and £90.
(a) If C represents the size of his bill, write down an inequality involving C.
The bill is made up of a standing charge of £10 and a cost of 10p per kilowatt hour
of electricity.
(b) If n is the number of kilowatt hours used, write down a formula for C in
terms of n.
(c) Using your formula, write down an inequality involving n and solve this
inequality.
8. In an office, the temperature, F (in degrees Fahrenheit), must satisfy the inequality
60 ≤ F ≤ 70 .
The temperature, F, is related to the temperature, C (in degrees Centigrade), by

9
F = 32 + C.
5
Write down an inequality which involves C and solve this inequality.
9. (a) List all the integers which satisfy ( Do it yourself )

− 2 < n ≤ 3.
(b) Ajaz said, "I thought of an integer, multiplied it by 3 then subtracted 2.

The answer was between 47 and 62."
List the integers that Ajaz could have used.
95
2.6 FORMULA AND SUBSTITUTION
In formulae, letters are used to represent numbers. For example, the formula
A = lw
l
can be used to find the area of a rectangle. Here A is the
area, l the length and w the width. In this formula, l w
w
means l × w . Formulae are usually written in this way
without multiplication signs.
The perimeter of the rectangle would be given by the formula
P = 2l + 2w
Here again there are no multiplication signs, and 2 l means 2 × l and 2w means 2 × w .
Worked Example 1
The perimeter of a rectangle can be found using the formula
P = 2l + 2w
Find the perimeter if l = 8 and w = 4 .
Solution
The letters l and w should be replaced by the numbers 8 and 4.
This gives
P =2×8+2×4
= 16 + 8
= 24
Worked Example 2
The final speed of a car is v and can be calculated using the formula
v = u + at
where u is the initial speed, a is the acceleration and t is the time taken.
Find v if the acceleration is 2 m s–1, the time taken is 10 seconds and the initial speed is 4
m s–1.
Solution
The acceleration is 2 m s–1 so a = 2 . The initial speed is 4 m s–1 so u = 4 .
The time taken is 10 s so t = 10 .
Using the formula
v = u + at
gives
v = 4 + 2 × 10
= 4 + 20
= 24 m s −1
96
PRACTICE 2
1. The area of a rectangle is found using the formula A = l w and the perimeter
using P = 2 l + 2 w . Find the area and perimeter if:
(a) l = 4 and w = 2 (b) l = 10 and w = 3 ( Do it yourself )
(c) l = 11 and w = 2 (d) l = 5 and w = 4 ( Do it yourself )
2. The formula v = u + a t is used to find the final speed.

Find v if`:
(a) u = 6, a = 2 and t = 5 (b) u = 0, a = 4 and t = 3 ( Do it yourself )
(c) u = 3, a = 1 and t = 12 (d) u = 12, a = 2 and t = 4 ( Do it yourself )
3. Use the formula F = m a to find F if:

(a) m = 10 and a = 3 (b) m = 200 and a = 2
4. The perimeter of a triangle is found using the formula

P = a+ b +c ( Do it yourself ) b
a
Find P if:
c
(a) a = 10 , b = 12 and c = 8
(b) a = 3 , b = 4 and c = 5
(c) a = 6 , b = 4 and c = 7
5. The volume of a box is given by the formula

V = abc
a c
Find V if:
b
(a) a = 2 , b = 3 and c = 10
(b) a = 7 , b = 5 and c = 3
(c) a = 4 , b = 4 and c = 9
97
6. Find the value of Q for each formula using the values given.
(a) Q = 3x + 7y (b) Q = x 2 + y ( Do it yourself )

x = 4 and y = 2 x = 3 and y = 5
(c) Q = xy + 4 (d) Q = 5 x − 2 y ( Do it yourself )

x = 3 and y = 5 x = 10 and y = 2 6.
x
(e) Q = x y − 2 ( Do it yourself ) (f) Q=
y
x = 10 and y = 2 x = 24 and y = 2
x +4 4x + 2
(g) Q = ( Do it yourself ) (h) Q =
y y
x = 8 and y = 3 x = 5 and y = 11
(i) Q = 3x + 2 y + z (j) Q = x y + y z ( Do it yourself )

x = 4, y = 2 and z = 10 x = 2, y = 5 and z = 8
(k) Q = x yz ( Do it yourself ) (l) Q = x y + 4z

x = 2, y = 5 and z = 3 x = 8, y = 3 and z = 4
x+y x
(m) Q = ( Do it yourself ) (n) Q =
z y+z
x = 8, y = 10 and z = 3 x = 50, y = 2 and z = 3
7. This formula is used to work out Sharon's pay.

Sharon works for 40 hours.
Her rate of pay is £3 per hour.
Pay = Number of hours worked × Rate of pay + £10 .
Work out her pay.
8. A rectangle has a length of a cm and a width of b cm. ( Do it yourself )

The perimeter of a rectangle is given by the formula p = 2 ( a + b) .
Calculate the perimeter of a rectangle when a = 4.5 and b = 4.2 .
98
2.7 Sequences
Simple Number Patterns
A list of numbers which form a pattern is called a sequence. In this section, straightfor-
ward sequences are continued.
Worked Example 1
Write down the next three numbers in each sequence.
(a) 2, 4, 6, 8, 10, . . . (b) 3, 6, 9, 12, 15, . . .
Solution
(a) This sequence is a list of even numbers, so the next three numbers will be
12, 14, 16.
(b) This sequence is made up of the multiples of 3, so the next three numbers will be
18, 21, 24.
Worked Example 2
Find the next two numbers in each sequence.
(a) 6, 10, 14, 18, 22, . . . (b) 3, 8, 13, 18, 23, . . .
Solution
(a) For this sequence the difference between each term and the next term is 4.
Sequence 6, 10, 14, 18, 22, . . .
Difference 4 4 4 4
So 4 must be added to obtain the next term in the sequence. The next two terms are
22 + 4 = 26
and 26 + 4 = 30 ,
giving 6, 10, 14, 18, 22, 26, 30, . . .
(b) For this sequence, the difference between each term and the next is 5.
Sequence 3, 8, 13, 18, 23, . . .
Difference 5 5 5 5
Adding 5 gives the next two terms as
23 + 5 = 28
and 28 + 5 = 33 ,
giving 3, 8, 13, 18, 23, 28, 33, . . .
99
PRACTICE 1
1. Write down the next four numbers in each list.
(a) 1, 3, 5, 7, 9, . . . (b) 4, 8, 12, 16, 20, . . . ( Do it yourself )
(c) 5, 10, 15, 20, 25, . . . (d) 7, 14, 21, 28, 35, . . . ( Do it yourself )
(e) 9, 18, 27, 36, 45, . . . (f) 6, 12, 18, 24, 30, . . . ( Do it yourself )
(g) 10, 20, 30, 40, 50, . . . (h) 11, 22, 33, 44, 55, . . . ( Do it yourself )
2. Find the difference between terms for each sequence and hence write down the
next two terms of the sequence.
(a) 5, 8, 11, 14, 17, . . . (b) 2, 10, 18, 26, 34, . . . ( Do it yourself )
(c) 7, 12, 17, 22, 27, . . . (d) 6, 17, 28, 39, 50, . . . ( Do it yourself )
(e) 8, 15, 22, 29, 36, . . . (f) 2 12 , 3, 3 12 , 4, 4 12 , . . . ( Do it yourself )
(g) 4, 13, 22, 31, 40, . . . (h) 26, 23, 20, 17, 14, . . . ( Do it yourself )
3. In each part, find the answers to (i) to (iv) with a calculator and the answer to (v)
without a calculator.
(a) (i) 2 × 11 = ? (b) (i) 99 × 11 = ?
(ii) 22 × 11 = ? (ii) 999 × 11 = ?
(iii) 222 × 11 = ? (iii) 9999 × 11 = ?
(iv) 2222 × 11 = ? (iv) 99999 × 11 = ?
(v) 22222 × 11 = ? (v) 999999 × 11 = ?
4. (a) (i) Complete the following number pattern:

11 = 11
11 × 11 = 121
11 × 11 × 11 = ?
? = ?
(ii) Look at the numbers in the right hand column. Write down what you
notice about these numbers.
100
(b) Use your calculator to work out the next line of the pattern. What do you
notice now?
9 × 2 = 18
9 × 3 = 27
9 × 4 = 36
9 × 5 = 45
9 × 6 = 54
9 × 7 = 63
9 × 8 = 72
9 × 9 = 81
5. (a) (i) Complete the statement,

The units digits in the right hand column, in order, are 8, 7, 6, . . .
(ii) Complete the statement,
The tens digits in the right-hand column, in order, are 1, 2, 3, . . .
(iii) What is the connection between the answers to parts (i) and (ii)?
(b) The numbers in the right-hand column go up by 9 each time. What else do
you notice about these numbers?
Recognising Number Patterns

This section looks at how the terms of a sequence are related. For example the Fibonacci
sequence:
1, 1, 2, 3, 5, 8, 13, . . .
is obtained by adding together two consecutive terms to obtain the next term.
1+1 = 2
1+2 = 3
2+3= 5
3+5 = 8
5 + 8 = 13
Worked Example 1
The sequence of square numbers is
1, 4, 9, 16, 25, 36, . . .
Explain how to obtain the next number in the sequence.
Solution
The next number can be obtained in one of two ways.
101
(1) The sequence could be written,
12 , 2 2 , 32 , 4 2 , 52 , 6 2 , . . .
and so the next term would be 72 = 49 .
(2) Calculating the differences between the terms gives
Sequence 1, 4, 9, 16, 25, 36, . . .

Difference 3 5 7 9 11
The difference increases by 2 each time so the next term would be 36 + 13 = 49 .
Worked Example 2
Describe how to obtain the next term of each sequence below.
(a) 3, 10, 17, 24, 31, . . . (b) 3, 6, 11, 18, 27, . . .
(c) 1, 5, 6, 11, 17, 28, . . .
Solution
(a) Finding the differences between the terms gives
Sequence 3, 10, 17, 24, 31, ...
Difference 7 7 7 7
All the differences are the same so each term can be obtained by adding 7 to the
previous term. The next term would be
31 + 7 = 38 .
(b) Here again the differences show a pattern.

Sequence 3, 6, 11, 18, 27, ...
Difference 3 5 7 9
Here the differences increase by 2 each time, so to find further terms add 2 more
than the previous difference. The next term would be
27 + 11 = 38 .
(c) The differences again help to see the pattern for this sequence.
Sequence 1, 5, 6, 11, 17, 28, . . .

Difference 4 1 5 6 11
If the first difference, 4, is ignored, the remaining pattern of the differences is the
same as the sequence itself. This shows that the difference between any two terms
is equal to the previous term. So a new term is obtained by adding together the two
previous terms. The next term of the sequence will be
17 + 28 = 45 .
102
Worked Example 3
A sequence of shapes is shown below.
Write down a sequence for the number of line segments and explain how to find the next
number in the sequence.
Solution
The sequence for the number of line segments is
4, 8, 12, 16, . . .
The difference between each pair of terms is 4, so to the previous term add 4. Then the
next term is 16 + 4 = 20 .
This corresponds to the shape opposite, which has 20 line segments.
PRACTICE 2
1. Find the next two terms of each sequence below, showing the calculations which
have to be done to obtain them.
(a) 5, 11, 17, 23, 29, . . . (b) 6, 10, 15, 21, 28, . . . ( Do it yourself )
(g) 6, 11, 16, 21, 26, . . . (h) 0, 3, 8, 15, 24, . . . ( Do it yourself )
(i) 3, 6, 12, 24, 48, . . . (j) 1, 4, 10, 22, 46, . . . ( Do it yourself )
(k) 4, −1, −11 , − 26 , − 46 , . . .
2. A sequence of numbers is
1, 8, 27, 64, 125, . . .
By considering the differences between the terms, find the next two terms.
3. Each sequence of shapes below is made up of lines which join two points.
For each sequence:
(i) write down the number of lines, as a sequence;
(ii) explain how to obtain the next term of the sequence;
(iii) draw the next shape and check your answer.
(a)
103
(b)
(c)
(d)
4. Write down a sequence for the number of dots in each pattern. Then explain how
to get the next number. ( Do it yourself )
(a)
(b)
(c)
(d)
104
5. (a) Describe how the sequence
1, 4, 9, 16, 25, 36. . . .
is formed.
(b) What is the relationship between the sequence in (a) and the sequences
below? For each sequence explain how to calculate the terms.
(i) 3, 6, 11, 18, 27, 38, . . . (ii) −1, 2, 7, 14, 23, 34, . . .
(iii) 2, 8, 18, 32, 50, 72, . . . (iv) 4, 16, 36, 64, 100, 144, . . .
6. (a) Describe how the sequences below are related. ( Do it yourself )

(i) 1, 1, 2, 3, 5, 8, 13, 21, . . .
(ii) 4, 4, 5, 6, 8, 11, 16, 24, . . .
(iii) −1, −1, 0, 1, 3, 6, 11, 19, . . .
(b) Describe how to find the next term of each sequence.
105
Extending Number Patterns
A formula or rule for extending a sequence can be used to work out any term of a sequence
without working out all the terms. For example, the 100th term of the sequence,
1, 4, 7, 10, 13, . . .
can be calculated as 298 without working out any other terms.
Worked Example 1
Find the 20th term of the sequence
8, 16, 24, 32, . . .
Solution
The terms of the sequence can be obtained as shown below.
1st term = 1× 8 = 8
2nd term = 2 × 8 = 16
3rd term = 3 × 8 = 24
4th term = 4 × 8 = 32
This pattern can be extended to give
20th term = 20 × 8 = 160
Worked Example 2
Find the 10th and 100th terms of the sequence
3, 5, 7, 9, 11, . . .
Solution
The terms above are given by
1st term = 3
2nd term = 3+ 2 = 5
3rd term = 3+ 2× 2 = 7
4th term = 3+ 3× 2 = 9
5th term = 3 + 4 × 2 = 11
This can be extended to give
10th term = 3 + 9 × 2 = 21
100th term = 3 + 99 × 2 = 201.
106
Worked Example 3
Find the 20th term of the sequence
2, 5, 10, 17, 26, 37, . . .
Solution
The terms of this sequence can be expressed as
= 1 +1
2
1st term
2nd term = 22 + 1
= 3 +1
2
3rd term
4th term = 42 + 1
5th term = 52 + 1
Extending the pattern gives
20th term = 20 2 + 1 = 401.
PRACTICE 3
1. Find the 10th and 20th terms of each sequence below.
(a) 4, 8, 12, 16, 20, . . . (b) 5, 10, 15, 20, 25, . . . ( Do it yourself )
(c) 11, 21, 31, 41, 51, . . . (d) 7, 9, 11, 13, 15, . . . ( Do it yourself )
(e) 5, 9, 13, 17, 21, . . . (f) 20, 19, 18, 17, 16, . . . ( Do it yourself )
2. Find the 14th and 18 th terms of each sequence below.
(g) 50, 44, 38, 32, 26, . . . (h) 22, 25, 28, 31, . . . ( Do it yourself )
(i) 8, 7, 6, 5, 4, . . . (j) −
4 , 0, 4, 8, 12, . . . ( Do it yourself )
(k) 7, 12, 17, 22, 27, . . . (l) 3, −
2, −
7, −
12 , . . . ( Do it yourself )
107
3. (a) Find the 20th term of the sequences below.
(i) 4, 9, 14, 19, 24, . . . (ii) 3, 5, 7, 9, 11, . . .
(b) Use your answers to (a) to find the 20th term of the sequence
12, 45, 98, 171, 264, . . .
4. (a) By considering the two sequences

1, 4, 9, 16, 25, . . .
1, 2, 3, 4, 5, . . .
find the 10th term of the sequence
0, 2, 6, 12, 20, . . .
(b) Find the 10th term of the sequence
0, 6, 24, 60, 120, . . .
5. For each sequence of shapes below find the number of dots in the 10th shape.
(a)
(b)
( Do it yourself )
108
2.8 Variation
Simple Ratios
Ratios are used in many situations to describe how two quantities are related. For
example, a cake recipe requires twice as much flour as margarine. The ratio of flour to
margarine is 2 : 1. Sometimes ratios can be simplified; for example, the ratio 100 : 50 is
the same as the ratio 2 : 1. Ratios are simplified in a very similar way to fractions.
Worked Example 1
Simplify each of the following ratios.
(a) 48 : 12 (b) 27 : 9 (c) 35 : 49
Solution
(a) Both numbers in the ratio can be divided by 12. This gives
48 : 12 = 4 : 1
Alternatively, the ratio can be simplified in a number of steps.

48 : 12 = 24 : 6
= 12 : 3
= 4:1
(b) Here both numbers in the ratio can be divided by 9. This gives
27 : 9 = 3 : 1
Alternatively, the ratio can be simplified in steps to give

27 : 9 = 9 : 3
=3:1
(c) Here both numbers can be divided by 7 to give

35 : 49 = 5 : 7
Worked Example 2
A school class contains 12 girls and 20 boys. Find the ratio of:
(a) girls to boys,
(b) boys to girls.
Solution
(a) The ratio of girls to boys is:
12 to 20 or 12 : 20
This can be simplified by dividing both numbers by 4, to give

12 : 20 = 3 : 5
109
(b) To find the ratio of boys to girls, reverse the ratio of girls to boys, to give
5 : 3.
Worked Example 3
A glass contains 300 cm 3 of drink. The drink is made by mixing 50 cm 3 of concentrate
with water. Find the ratio of concentrate to water.
Solution
Amount of water = 300 − 50
= 250 cm 3
The ratio of concentrate to water is

50 : 250
which simplifies to
1:5
Worked Example 4
The ratio of blue Smarties to other coloured Smarties in one packet is 1 : 12. How many
Smarties would there be in the packet if it contained:
(a) 3 blue Smarties?
(b) 5 blue Smarties?
Solution
The ratio of 1 : 12 means that for every blue Smartie there are 12 Smarties of other
colours.
(a) This packet contains 3 blue Smarties and 3 × 12 = 36 other Smarties.
In total the packet contains 3 + 36 = 39 Smarties.
(b) This packet contains 5 blue Smarties and 5 × 12 = 60 other Smarties.

This give a total of 65 Smarties.
PRACTICE 1
1. Simplify each of the following ratios.
(a) 4:2 (b) 8:2 (c) 3 : 6 ( Do it yourself )

(d) 9 : 12 (e) 5 : 30 (f) 8 : 42 ( Do it yourself )
(g) 3 : 18 (h) 25 : 75 (i) 8 : 100 ( Do it yourself )
(j) 30 : 240 (k) 64 : 80 (l) 21 : 15 ( Do it yourself )
(m) 81 : 48 (n) 32 : 100 (o) 50 : 49 ( Do it yourself )
(p) 4.8 : 1.2 (q) 10.5 : 3.5 (r) 8.6 : 30.1 ( Do it yourself )
110
2. A school contains 300 girls and 320 boys. Find: ( Do it yourself )
(a) the ratio of girls to boys,
(b) the ratio of boys to girls.
3. The shape of a room is a rectangle with sides of length 5 m and 3.5 m. Find the
ratio of: ( Do it yourself )
(a) the length to the width,
(b) the width to the length.
4. Two different bus companies have different pricing policies.

For Company A on one route the adult fare is £1.20 and the child fare is 40p.
For Company B on a different route, the adult fare is £1.40 and the child fare is
70p.
(a) Find the ratio of the child fare to the adult fare for each company.
(b) Which company gives children the better deal?
5. A library contains 720 non-fiction books and 400 fiction books. ( Do it yourself )
(a) Find the ratio of fiction books to non-fiction books.
(b) Find the new ratio if 40 new fiction books are bought for the library.
6. A fizzy drink contains lemonade and 60 cm 3 of orange juice. Find the ratio of
juice to lemonade in:
(a) a 100 cm 3 drink, (b) a 300 cm 3 drink.
7. A car park contains 400 parking spaces. Of these spaces, 60 are short term and the
rest long term. Find the ratio of short term spaces to long term spaces. ( Do it yourself )
8. In a season a football team played 60 matches. They won 18, lost 20 and the rest
were draws. Find the following ratios:
(a) number of matches won to number of matches drawn,
(b) number of matches won to other matches,
(c) number of matches lost to number of matches won.
9. Orange squash is mixed with water in the ratio 1 : 8, i.e. 1 part orange squash to
8 parts water. How much water is mixed with:
(a) 100 cm 3 of squash, (b) 20 cm 3 of squash, (c) 5 cm 3 of squash?
10. In a school the ratio of teachers to pupils is 1 : 20. If there are 12 teachers, how
many pupils are there in the school?
111
Proportion and Ratio
When solving problems that contain ratios like 4 : 5 or 3 : 7, it is often useful to write the
ratios in the form n : 1 or 1 : m.
5 4
So 4 : 5 is equivalent to 1 : or :1
4 5
7 3
and 3 : 7 is equivalent to 1 : or : 1.
3 7
Worked Example 1
In a fruit drink, orange juice and pineapple juice are mixed in the ratio 3 : 7. Find how
much pineapple juice would be mixed with 500 cm 3 of orange juice.
Solution
The ratio of orange juice to pineapple juice is
7
3 : 7 or 1 :
3
7
So for every 1 cm 3 of orange juice, cm 3 of pineapple juice is needed.
3
For 500 cm 3 of orange juice, the amount of pineapple juice needed is
7 2
500 × = 1166 cm 3 .
3 3
Worked Example 2
Jason buys 8 m of wire netting to make a rabbit run. This costs him £5.04.
Ramada is also making a rabbit run. He needs 6.8 m of wire netting. How much will this
cost?
Solution
The cost per metre of the wire netting is:
£5.04
= £0.63 or 63p per m.
8
112
Ramada needs 6.8 m. This will cost
6.8 × 63p = 428.4 p
= £4.28 (to the nearest penny)
This is equivalent to using the ratio 6.8 : 8; so solving this problem as a ratio, you take
6.8
× £5.04 = £4.28 , to the nearest penny (as before).
8
Worked Example 3
Three men are digging trenches to install cables to connect computers to the internet.
They can dig 12 m of trench each day.
(a) How long will it take 2 men to dig 120 m of trench?
(b) How many men will be needed to dig 80 m of trench in 2 days?
Solution
As 3 men dig 12 m each day, 1 man digs 4 m each day.
(a) As each man digs 4 m per day, 2 men dig 8 m per day. The time taken to dig 120 m
is given by
120
= 15 days
8
Alternatively, 2 men can dig
2
× 12 = 8 m
3
of trench each day, so it will take
120
= 15 days
8
to dig the trench.
(b) As each man digs 4 m per day, each man digs 8 m in 2 days, The number of men
needed is given by
80
= 10 men .
8
PRACTICE 2
1. The ratio of the length to width of a photograph is 3 : 2. The photograph is
enlarged so that the length is 9 inches.
What is the width of the enlarged photograph?
2. The ratio of flour to sugar in a recipe is 5 : 4. ( Do it yourself )

(a) How much flour should be mixed with 100 grams of sugar?
(b) How much sugar should be mixed with 200 grams of flour?
113
3. The manager of a music store estimates that the ratio of sales of cassettes to CDs
is 4 : 7. ( Do it yourself )
(a) In one day, 92 cassettes were sold. How many CDs were sold that day?
(b) On another day, 84 CDs were sold. How many cassettes were sold that day?
4. A 6 m length of rope costs £2.70. Find the cost of the following lengths of rope.
(a) 1m (b) 15 m (c) 22 m
5. A greengrocer sells potatoes by the kilogram. She sells 5 kg of potatoes for 60p.
Find the cost of: ( Do it yourself )
(a) 7 kg of potatoes,
(b) 20 kg of potatoes,
(c) 2 kg of potatoes.
6. Ribbon is sold from a roll. Rachel buys 3 m for £1.71. Find the cost of each
length of ribbon below.
(a) 5m (b) 12 m (c) 70 cm
7. A recipe uses 200 grams of flour to make 8 cakes. ( Do it yourself )

(a) How much flour would be needed for 20 cakes?
(b) How many cakes could be made with 325 grams of flour?
8. Ben bought 12 litres of petrol for £7.08.

(a) How much would 40 litres of petrol cost?
(b) How much petrol could be bought for £10?
9. Shakeel adds the following spices to a recipe for 4 people.

2 teaspoons turmeric
1 teaspoons coriander
1
2 teaspoon hot chilli powder
How much of each ingredient should he use for a recipe for:

(a) 8 people, (b) 10 people, (c) 3 people?
10. Mr Mosafeer employs 5 men who together can build a wall 12 m long in 3 days.
(a) How long would it take the men to build a wall 20 m long?
(b) How long would it take 3 men to build the 12 m wall?
(c) If the 12 m wall must be built in 2 days, how many more men must
Mr Mosafeer employ?
114
Proportional Division
Sometimes a quantity has to be divided in a certain ratio. For example, two waiters may
divide their tips in the ratio 2 : 3 because one has worked longer than the other. If they
had £5 of tips, one would get £2 and the other £3. If they had £20 of tips, one would get
£8 and the other £12.
Worked Example 1
Medrine and Nikki earn £285 by making curtains. Because Medrine did more of the
work they decide to divide the £285 in the ratio 3 : 2. How much do they earn each?
Solution
This problem is solved by dividing the £285 into 5 parts and giving 3 parts to Medrine
and 2 parts to Nikki. It is divided into 5 parts because the ratio is 3 : 2.
285
= £57
5
Medrine's share = 3 × 57
= £171
Nikki's share = 2 × 57
= £114
Worked Example 2
Pineapple, orange and apple juices are mixed in the ratio 2 : 3 : 5 to make a new drink.
Find the volume of each type of juice contained in 250 cm 3 of the new drink.
Solution
Adding the terms of the ratio gives
2 + 3 + 5 = 10
So the volume of the drink must be divided into 10 parts.
250
= 25 cm 3
10
Now the volume of each type of juice can be calculated.
Volume of pineapple juice = 2 × 25

= 50 cm 3
Volume of orange juice = 3 × 25

= 75 cm 3
Volume of apple juice = 5 × 25

= 125 cm 3
115
PRACTICE 3
1. The ratio of the volume of oxygen to nitrogen in the air is 1 : 4. Find the volume of
oxygen and the volume of nitrogen in 10 litres of air.
2. The ratio of boys to girls in a school play is 2 : 5. Find the numbers of boys and
girls in the play if there were 63 children in the play. ( Do it yourself )
3. Ben and Emma collect 140 conkers. They share them out in the ratio 4 : 3. How
many conkers do they get each?
4. Claire and Laura work as waitresses. Each week, Claire works on 5 evenings and
Laura on 4 evenings. They share any tips in the ratio 5 : 4 at the end of each
week. How much do they get each if the total of tips for the week is:
(a) £12.69,
(b) £33.57,
(c) £24? (Give the answer to the nearest penny.)
5. In packs of Fruit and Nut, raisins and peanuts are mixed. The ratio of the weight of
nuts to the weight of raisins is 5 : 3. Find the weight of nuts and the weight of
raisins in: ( Do it yourself )
(a) 800 grams,
(b) 200 grams,
(c) 300 grams of the mix.
6. A football team arranges for £1000 to be divided among its players in the ratio of
the goals scored. Goals are scored by the three players listed below.
Tim Nicholson 5
Ben Townsend 6
Kris Penk 9
How much cash does each player get?
7. Hannah, Adam, Lucy and Jacob are left £20 000 by a long lost relative. They
divide the money in the ratio 4 : 3 : 2 : 1. How much does each of the children get?
8. Ahmed and Afzal win a jar containing 500 sweets in a competition. They divide
the sweets in the ratio 3 : 7. Ahmed shares his in the ratio 3 : 2 with his wife and
Afzal shares his is the ratio 3 : 4 with his girlfriend.
How many sweets do Ahmed and Afzal have each?
9. Apples, bananas and oranges are mixed in the ratio 5 : 6 : 4 respectively by weight,
to make a fruit salad. What weight of each type of fruit would be needed to make
6 kg of fruit salad? ( Do it yourself )
10. A music shop sells a total of 240 albums in one day. Some are on cassette and
some on CD. The ratio of CDs to cassettes is 1 : 2. For the cassettes the ratio of
pop to classical sales is 7 : 1. For CDs the ratio of classical to pop is 1 : 3. Find the
total number of classical albums sold.
116
2.8.1 Direct Proportion
If two quantities increase or decrease at the same rate, they are said to be directly
proportional. For example, the table shows the distance travelled by a cyclist and the
number of revolutions of the wheels of the bicycle.
Distance travelled (m) 18 36 90 180 360
Number of revolutions 10 20 50 100 200
Note how, if one quantity is doubled, then the other is also doubled. The distance
travelled is directly proportional to the number of revolutions. This can be written as
d∝N
where d is the distance and N is the number of revolutions. The relationship between the
two quantities can be written as d = k N where k is a constant.
In fact, d = 1.8 N in this example.
The number 1.8 is called the constant of proportionality.
Worked Example 1
The table shows values of the quantities x and y. If y is directly proportional to x, find
the relationship between x and y and fill in the missing numbers in the table.
x 3 6 8
y 15 80 120
Solution
As y is directly proportional to x, the relationship must be of the form y = k x . To find
the value of k use the first two values, x = 3 and y = 15 . This gives
15 = k × 3 ,
15
so k =
3
= 5
and y = 5x
Now the missing values can be found.

Using x = 6 gives
y=5×6
= 30
Using x = 8 gives
y=5×8
= 40
117
Using y = 80 gives
80 = 5 x
80
x=
5
x = 16
Using y = 120 gives

120 = 5 x
120
x=
5
x = 24
So the completed table is
x 3 6 8 16 24
y 15 30 40 80 120
Worked Example 2
The table gives values for the quantities P and Q.
P 5 11 12
Q 35 77 81
Is Q directly proportional to P?
Solution
Q
If Q is directly proportional to P, then Q = k P and k = .
P
Q
If is the same for each pair of values then Q will be proportional to P.
P
Q 35
Using P = 5 and Q = 35 gives =
P 5
=7
Q 77
P 11
=7
118
MEP Pupil Text 15
Q 81
P 12
= 6.75
As these values are not all the same, Q is not directly proportional to P.
Worked Example 3
The age of a certain species of tree is directly proportional to the diameter of its trunk.
A 4-year-old tree has a trunk diameter of 12 mm.
(a) Find the relationship between the age and the trunk diameter.
(b) Find the age of a tree with a trunk diameter of 276 mm.
(c) Find the trunk diameter of a tree 50 years old.
Solution
(a) Let A be the age of the tree and d the diameter of its trunk.
As the age is directly proportional to the diameter of the trunk we can write
A∝d
or A = kd
Using A = 4 and d = 12 gives

4 = k × 12
4
k =
12
1
=
3
1
So the relationship is: A= ×d
3
(b) Using the relationship with d = 276 gives

1
A= × 276
3
= 92 years
(c) Using the relationship with A = 50 gives

1
50 = ×d
3
d = 3 × 50
= 150 mm
119
PRACTICE 4
1. Using the data given in each table check whether the statement given could be
correct.
(a) x 3 7 11 (b) p 8 11 52
( Do it yourself )
y 39 91 143 q 9.6 13.2 62.4
y∝x q∝p
(c) r 7 8 9 (d)
1 1 1
( Do it yourself ) x
2 4 8
s 11.2 13.6 14.4
s∝r y
1 1 1
10 20 40
y∝x
2. Copy and complete each table using the statement beside it.
(a) x 8 10 15 22
y∝x
y 24
(b) p 5 7 9 11
q∝p ( Do it yourself )
q 42
(c) r 2 3 5 7
s∝r
s 30
(d) w 4 8 9
z∝w ( Do it yourself )
z 28 84
(e) x 5 6 7
y∝x
y 17.5 31.5
(f) t 3 4
h∝t ( Do it yourself )
h 29.4 58.8 88.2
(g) p 7
q∝p
q 19.8 26.4 38.5 77
120
(h)
v 12
p∝v
p 1.80 4.32 6.84 10.44
3. The cost, C, of building the roof of a house is proportional to the area, A, it has to
cover. A roof costs £6000 and covers an area of 36 m2.
(a) Find the relationship between C and A.
(b) Find the cost of a roof to cover an area of 27 m2.
(c) A roof costs £7500. What area does it cover?
4. A spring stretches when a force is applied to one end. The extension, x, of the
spring is proportional to the size of the force, F. When the force is 20 N the
extension is 8 cm. ( Do it yourself )
(a) Find the relationship between x and F.
(b) What extension would be produced by a force of 25 N?
(c) What force is needed to produce an extension of 13 cm?
5. A bicycle has wheels with a radius of 30 cm. The distance, d, travelled by the
bicycle is proportional to the number of revolutions, n, of the wheels.
(a) Find an expression of d in terms of n.
(b) How far would the bicycle travel if the wheels completed 80 revolutions?
(c) How many times would the wheels go round if the bicycle travelled 2 km?
6. A car travels at a constant speed of 70 mph along a motorway. The distance, d,

travelled is proportional to the time, t, the car has been driven.
(a) Find a relationship between d and t.
(b) How far does the car travel in:
(i) 2 hours, (ii) 5 mins, (iii) 1.2 hours?
(c) How long does it take the car to travel:
(i) 210 miles, (ii) 14 miles, (iii) 2 miles?
7. The circumference of a circle is proportional to the radius.

(a) Write down the formula for the circumference of a circle and state the value
of the constant of proportionality.
(b) It is also possible to state that the circumference of a circle is proportional to
the diameter. What would be the constant of proportionality in this case?
121
2.8.2 Inverse Proportion
Two quantities may vary so that when one is doubled the other is halved. This is an
example where the quantities are said to be inversely proportional. For example,
consider how long it takes to complete a 300 km journey when travelling at different
speeds.
Speed (km/hr) 100 60 50 40 30
Time (hours) 3 5 6 7.5 10
Note that if the speed is halved from 100 km/h to 50 km/h, the time is doubled from
3 hours to 6 hours. The time taken is inversely proportional to the speed.
Also note that the speed × time is always equal to 300. If we use v for speed and t for
time, we can write:
vt = 300
300
or t=
v
If y is inversely proportional to x, we write
1
y∝
x
k
or y=
x
where k is a constant.
Worked Example 1
Determine whether the relationship given with each table is true or false.
(a) (b)
x 8 12 24 p 10 7 5
y 6 4 2 q 3 6 8
1 1
y∝ q∝
x p
Solution
1
(a) If y ∝ , then x × y will always give the same value.
x
8 × 6 = 48
12 × 4 = 48
24 × 2 = 48
1 48
As the value 48 is always obtained, y ∝ and in fact, x y = 48 or y = .
x x
122
1
(b) If q ∝ , then p × q will always give the same value.
p
10 × 3 = 30
7 × 6 = 42
5 × 8 = 40
As these values are not all the same, q is not inversely proportional to p.
Worked Example 2
The rectangle in the diagram has an area of 20 cm2.
Show that a is inversely proportional to b. 20 cm 2 b
Solution
a
As the area is 20 cm2,
a × b = 20 cm2
20
or a= cm
b
1
So a ∝ , that is, a is inversely proportional to b.
b
Worked Example 3
1
Copy and complete the table below if y ∝ .
x
x 2 5 6
y 12 4 3
Solution
1
As y ∝ , the relationship between x and y will be of the form
x
k
y=
x
Using the values y = 12 and x = 5 allows the value of k to be found.
k
12 =
5
k = 12 × 5
= 60
60
So y =
x
123
If x = 2 , the relationship gives,
60
y =
2
= 30
If x = 6 , the relationship gives,
60
y =
6
= 10
If y = 4 , the relationship gives,
60
4 =
x
4x = 60
60
x =
4
= 15
If y = 3, the relationship gives,
60
3 =
x
3x = 60
60
x =
3
= 20
The table can then be completed as shown below.
x 2 5 6 15 20
y 30 12 10 4 3
PRACTICE 5
1. For each table of values below, determine whether the relationship given is true
or false.
(a) x 3 4 5 (b) q 2 4 8
( Do it yourself )
y 8 6 4 p 14 7 3.5
1 1
y∝ p∝
x q
(c) (d)
r 2 3 7 1 1
( Do it yourself ) x 1
4 2
s 42 28 12
1 1 1 1
s∝ y
r 10 5 20
1
y∝
x
124
2. Use the relationship given beside each table to complete a copy of the table.
(a) x 10 20 25 50
1
y 10 y∝
x
(b)
1
p 32 8 4 1
2 q∝ ( Do it yourself )
p
q 2
(c) r 1 3 5 10
1
s∝
s 15 r
(d) a 0.9 2.4 4.8

1
b∝
b 0.6 0.2 a
(e) g 1 2 9 1
h∝ ( Do it yourself )
h 8.1 0.2 g
(f) u 2
1
v∝
v 6.8 3.4 1.7 0.8 u
3.
The triangle shown has an area of 8 cm2.

1
Show that b ∝ , and state the constant of proportionality.
h
4. In an electric circuit the current, I, is inversely proportional to the resistance, R, of

the circuit. ( Do it yourself )
(a) If, when R = 1000, I = 0.5 , find the relationship between I and R.
(b) If the resistance increases to 1500, what is the current?
(c) What happens to I if R is doubled?
125
8. The wavelength of sound waves is inversely proportional to their frequency. When
the wavelength is 0.25 m the frequency is 1360 Hz.
(a) Find the frequency when the wavelength is 0.8 m.
(b) Find the wavelength when the frequency is 850 Hz.
9. The number of hours it takes to mow nine lawns is inversely proportional to the number of
gardeners. It takes three gardeners four hours to mow nine lawns. How many hours would it
take one gardener to mow the same nine lawns?
10. The number of minutes it takes to download a file is inversely proportional to the download
speed. It takes Jolene 12 minutes to download a file when the download speed is 256 kilobytes
per second. How long will it take her to download the same file if the download speed is 512
kilobytes per second?
126
CONCEPT MAP
127

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Mathematics

1.1 The Real number system 1

1.1.1 Rational numbers 5

1.1.2 Introducing irrational numbers 10

1.1.3 Introducing significant digits 15

1.2 Operations with rational numbers 27

1.3 Powers and exponents 37

1.4 Scientific notation 43

1.5 Estimation and approximation 53

1.6 Further percentages 56

2.1 Expansion of single brackets 72

2.2 Common factors 76

2.3 Expansion of two brackets 79

2.4 Solving linear equations 84

2.5 Algebraic inequalities 92

2.6 Formulae and substitution 96

2.8 Variation 109

2.8.1 Direct proportion 117

2.8.2 Inverse proportion 122

1. How many are there in the basket?

 Illustrate the extension of system of numbers from natural numbers to real(rational

RECALL PRIOR KNOWLEDGE

Type of number Whole numbers Negative numbers Fractions Decimals

Graph the numbers in the table on a horizontal number line.

You can also graph the numbers on a vertical number line.

You can also use a number line to compare the decimals.

right of 1.945. So,1.954> 1.945.

a) If the digit in the hundredths place is less than 5, round down.

The square of 4 is 16.

The cube of 4 is 64.

Find the square root of 4 and the cube root of 27.

The square root of 4 is 2, because 22 = 4.

The cube root of 27 is 3, because 33 = 27.

On the number line , 4 is closest to 0 and 43 is farthest from 0. To describe these

numbers comes from the concept of fractions.

(a) 0.4 (b) – 0 . 186

(c) 30.5 (d) – 1.48

Use 100 as the denominator

Example 4: Locate the rational numbers on the number line

STEP 2 Graph a number line and label the integers.

15) 0.4 ( Do it yourself ) 16) - 0.625

17) 5.80 ( Do it yourself ) 18) 9.001

Graph each rational number on a separate number line.

26) -25.8 ( Do it yourself ) 27) -45.3

2.1 Understanding irrational numbers on number line

Square root by long division method

Example 1. Evaluate 2 by division method

∴ 2 = 1.414 (correct to 3 decimal places)

10)  26 11)  5 3 ( Do it yourself ) 12)  80

13) 7 14) 1 1 ( Do it yourself ) 15) 5

How precise is the measurement of

RULE 1: All nonzero digits are significant.

487 4,8 and 7 3

RULE 2: Zeros in between nonzero digits are significant.

1,006 1,0,0 and 6 4

51.0007 5,1,0,0,0 and 7 6

40.0 4,0, and 0 3

Number after Significant Number of Nonsignificant

300 To the nearest 10 3 and 0 2 The last 0

300 To the nearest 100 3 1 The two 0s

0.0401 4,0 and 1 3

3.1208 3,1,2,0, and 8 5

3.56780 3,5,6,7,8, and 0 6