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AQA
GCSE
Maths
Unit 2 Exam
1
BBC - GCSE Bitesize - Common factors 01/03/2011 20:20
Unir 2 Maths Revision
Maths
Common factors
Factorising an expression simplifies it in some way.
Factorising is the reverse of expanding brackets.
Common factors
If you cannot remember what factors are, or how to find them,
have another look at: Algebra / Common factors -
Foundation.
When multiplying out 3(4x - 7), the rule was to multiply
everything in the brackets by 3.
This gives 3(4x - 7) = 12x - 21
So, when asked to factorise 12x - 21 look for the Highest
Common Factor (HCF) of 12 and 21 (in this case 3) and divide
both terms by this number.
12x - 21 = 3(4x - 7)
Question
Factorise 24a + 16
Answer
24a + 16 = 8(3a + 2)
Therefore, the HCF of 24 and 16 is 8.
Factorsing Quadratics
You can also factorise quadratic expressions. Eg x 2+x can be
factorised to x (x+1)
Example
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2
BBC - GCSE Bitesize - Common factors 01/03/2011 20:20
Unir 2 Maths Revision
Factorise 3p 2 - 6p
Solution
3p 2 - 6p = 3p(p - 2)
Remember that most people find expanding brackets easier than
factorising, so always check that your answer is correct by
multiplying out and seeing whether you have what you started
with.
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3
BBC - GCSE Bitesize - Converting fractions, decimals and percentages 01/03/2011 20:24
Unir 2 Maths Revision
Maths
Converting fractions, decimals and percentages
Fractions, decimals and percentages can all represent the
same information. But can you convert between them?
so 3/ 8 = 0.375
Some decimals will terminate (end) like the example above, but
many will not.
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BBC - GCSE Bitesize - Converting fractions, decimals and percentages 01/03/2011 20:24
Unir 2 Maths Revision
etc
If the decimal repeats with a single digit, the denominator will be
9:
0.2222222... = 2/ 9
0.4444444... = 4/ 9
0.6666666... = 6/ 9 = 2/ 3
If the decimal repeats with two digits, the denominator will be 99:
0.24242424... = 24/ 99
etc
If the decimal does not repeat at all it is known as an irrational
number, and you cannot write it as a fraction.
28 = 2 x 2 x 7
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5
BBC - GCSE Bitesize - Converting fractions, decimals and percentages 01/03/2011 20:24
Unir 2 Maths Revision
40 = 2 x 2 x 2 x 5
The prime factors of 40 consist of 2s and 5s, so the decimal will
terminate.
6/
125
125 = 5 x 5 x 5
The decimal will terminate.
71/
120
120 = 2 x 2 x 2 x 3 x 5
There is a 3 in there, so the decimal will recur.
6
BBC - GCSE Bitesize - Converting fractions, decimals and percentages 01/03/2011 20:24
Unir 2 Maths Revision
4% becomes 4/ 100 = 1/ 25
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7
BBC - GCSE Bitesize - Equations with fractions - Higher 01/03/2011 20:16
Unir 2 Maths Revision
Maths
Equations with fractions - Higher
In addition to solving simple equations, at the higher level
you also need to know how to solve equations with
fractions.
Fractions
How do we solve the equation x/ 2 − 4 = 3?
x-8=6
x = 14
Or, alternatively, add 4 and then multiply both sides by 2:
x/ − 4 = 3
2
x/ = 7
2
x = 14
Question
Solve the equation: 4 − x/ 3 = 1
Answer
Method 1
4 − x/ 3 = 1
(multiply by 3) 12 − x = 3
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BBC - GCSE Bitesize - Equations with fractions - Higher 01/03/2011 20:16
Unir 2 Maths Revision
(add x) 12 = 3 + x
(minus 3) x = 9
Method 2
4 − x/ 3 = 1
(add x/ 3) 4 = 1 + x/ 3
(minus 1) 3 = x/ 3
(multiply 3) x = 9
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9
BBC - GCSE Bitesize - Factorising quadratic equations 01/03/2011 20:20
Unir 2 Maths Revision
Maths
Factorising quadratic equations
You can also factorise quadratic equations. Remember that
factorising an equation simplifies it in some way.
Factorising is the reverse of expanding brackets.
So (x +2 ) (x+3) = x2 + 5x + 6
Factorising expressions gets trickier with negative numbers.
Question
Factorise the expression c2- 3c - 10
Answer
Write down the equation:
c2- 3c - 10
Remember that to factorise an expression we need to look
for common factor pairs.
In this example we are looking for two numbers which:
multiply to give -10
add to give -3
Think of all the factor pairs of -10:
1 and -10, -1 and 10, 2 and -5, -2 and 5
Which of these factor pairs can be added to get -3?
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BBC - GCSE Bitesize - Factorising quadratic equations 01/03/2011 20:20
Unir 2 Maths Revision
Only 2 + (-5) = -3
So the answer is:
c2 - 3c - 10 = (c + 2)(c - 5)
Activity
Get up to speed with
multiplying out
brackets and
factorising with the
Snap Game
Play
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11
BBC - GCSE Bitesize - Index notation 01/03/2011 20:15
Unir 2 Maths Revision
Maths
Index notation
You should already have looked at indices in Number /
Powers and roots - Foundation before working through this
Revision Bite.
Index notation
Index notation is used to repesentent powers, for example
4d 2 means 4 × d × d.
2e 3 means 2 × e × e × e
Index laws
Multiplying and dividing
So it follows that:
p3 × p7 = p10, and s5 ÷ s3 = s2
For the expression:
4s 3 x 3s 2
The numbers in front of the variables follow the usual rules of
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12
BBC - GCSE Bitesize - Index notation 01/03/2011 20:15
Unir 2 Maths Revision
4s 3 × 3s 2 = 12s5
Question
What is 3c 2 × 5c 4?
Answer
To work it out:
Add the indices:
2+4=6
Multiply the numbers in front of the variable:
3x2
Answer:
3c 2 × 5c 4 = 15c 6
3, 4 and 20 are all like terms (because they are all numbers).
a, 3a and 200a are all like terms (because they are all multiples
of a).
a2, 10a2 and -2a 2 are all like terms (because they are all
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BBC - GCSE Bitesize - Index notation 01/03/2011 20:15
Unir 2 Maths Revision
multiples of a2)
Question
What is s2 + 8s 2 - 2s 2?
Answer
Answer: 7s 2
Remember that 1 + 8 - 2 = 7, so s2 + 8s 2 - 2s 2 = 7s 2
Example
3p 2 + 2p + 4 - 2p 2 + 5 = 3p 2 - 2p 2 + 2p + 4 + 5 = p2 + 2p + 9
Substitution
You might be asked to substitue a number into an expression.
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BBC - GCSE Bitesize - Index notation 01/03/2011 20:15
Unir 2 Maths Revision
Question
What is the value of 4y 2 - y, when y = 3?
Answer
33
Remember that (4 × y × y) - y, becomes (4 × 3 × 3) - 3 or 36 -
3.
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15
BBC - GCSE Bitesize - Percentages - Higher 01/03/2011 20:24
Unir 2 Maths Revision
Maths
Percentages - Higher
'Percent' means 'out of 100'. If 90 per cent of the population
owns a mobile phone, this means 90 out of every 100
people have one. The symbol '%' means per cent.
Reverse percentages
Sometimes a question will ask you to work backwards and find
the original price of something after the price has increased. If
you are given a quantity after a percentage increase or
decrease, and you need to find the original amount, use this
method:
Example 1
A radio sells for £63, after a 40% increase in the cost price. Find
the cost price.
Solution
Start with the original amount as 100%.
Cost price = 100%
We are told the selling price is a 40% in the cost price.
So the selling price is 100% + 40% = 140% of the cost price.
We know that the selling price is £63, so 140% = £63.
Now calculate 1%:
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BBC - GCSE Bitesize - Percentages - Higher 01/03/2011 20:24
Unir 2 Maths Revision
140% = £63
1% = £63/140
1% = £0.45
The cost price is 100%, so multiply £0.45 by 100.
Cost price = 0.45 × 100 = £45.
Example 2
A new car falls in value by 30% in a year. After a year, it is worth
£8,400.
Find the price of the car when it was new.
Solution
Remember that the original price of the car is 100%.
Original price = 100%.
Second-hand price = 100% - 30% = 70%.
So £8,400 = 70% of the original price.
So 1% of original price = £8,400 ÷ 70
Original price = 100% = 100 x 1% = 100 x (£8,400 ÷ 70)
= £12,000.
It is easy to go wrong in this type of question. Always check that
your answer is realistic.
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BBC - GCSE Bitesize - Percentages - Higher 01/03/2011 20:24
Unir 2 Maths Revision
= ( 5/ 100 ) × 400
= £20
Interest for 3 years = £20 × 3 = £60.
You can write this in a formula.
Interest = P × R × T
P (principal) is the amount borrowed.
R is the rate of interest per year.
T is the time in years.
Compound Interest
Here the interest is added to the principal at the end of each
year. So the next year the interest is worked out on a larger
amount of money than what was originally borrowed.
This means paying interest on the interest of previous years
(unlike simple interest, where you only pay interest on the
original amount).
This is how it is calculated:
£400 is borrowed for 3 years at 5% compound interest.
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BBC - GCSE Bitesize - Percentages - Higher 01/03/2011 20:24
Unir 2 Maths Revision
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BBC - GCSE Bitesize - Powers and roots - Higher 01/03/2011 20:25
Unir 2 Maths Revision
Maths
Powers and roots - Higher
In this Revision Bite we are going to look at standard index
form and zero, negative and fractional powers.
4.5 × 10 4 + 6.45 × 10 5
= 45,000 + 645,000
= 690,000
= 6.9 × 10 5
Simplify (2 × 10 3) × (3 × 10 6)
Solution
Multiply 2 by 3 and add the powers of 10:
(2 × 10 3) × (3 × 10 6) = 6 × 10 9
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BBC - GCSE Bitesize - Powers and roots - Higher 01/03/2011 20:25
Unir 2 Maths Revision
Question
Simplify (36 × 10 5) ÷ (6 × 10 3)
Answer
Did you get 6 ×10 2?
If not, remember that you should first work out 36 ÷ 6, then
work subtract the powers of 10 (because it is division), like
this:
a0 1 4 0 = 11000 = 137 0 = 1
Anything to the power 0 is equal to 1.
a -b
a 1/2
a 1/3
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21
BBC - GCSE Bitesize - Prime factors - Higher 01/03/2011 20:26
Unir 2 Maths Revision
Maths
Prime factors - Higher
If you have worked through Factors and multiples, you will
know that the factors of a number are all the numbers that
divide into it. In this Revision Bite we are going to look at
HCF and LCM.
Question
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BBC - GCSE Bitesize - Prime factors - Higher 01/03/2011 20:26
Unir 2 Maths Revision
Answer
90 = 2 x 3 x 3 x 5
175 = 5 x 5 x 7
HCF = 5
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23
BBC - GCSE Bitesize - Quadratic sequences - Higher 01/03/2011 20:22
Unir 2 Maths Revision
Maths
Quadratic sequences - Higher
A sequence is a set of numbers that are connected in some
way. In this section we will look at quadratic sequences
where the difference between the terms changes.
Quadratic sequences
If the difference between the terms changes, this is called a
quadratic sequence.
24
BBC - GCSE Bitesize - Quadratic sequences - Higher 01/03/2011 20:22
Unir 2 Maths Revision
Question
Write down the next two terms and find a formula for the nth
term of the sequence:
5, 12, 23, 38, _, _,
Answer
Find the first differences between the terms:
7, 11, 15
Find the second differences between the terms.
The terms increase by 4 each time, so the second
difference is 4.
So, continuing the sequence, the differences between
each term will be:
15 + 4 = 19
19 + 4 = 23
So the next two terms in the sequence will be:
38 + 19 = 57
57 + 23 = 80
So the sequence will be:
5, 12, 23, 38, 57, 80
To calculate the formula for this sequence we know that the
second difference is 4. The start of the formula will therefore
be 2n 2.
To work out the next part of the sequence have a look at the
table below.
n th term 1 2 3 4 5 6
Sequence 5 12 23 38 57 80
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BBC - GCSE Bitesize - Quadratic sequences - Higher 01/03/2011 20:22
Unir 2 Maths Revision
2n 2 2 8 18 32 50 72
Sequence - 2n 2 3 4 5 6 7 8
So for the sequence 5, 12, 23, 38, the formula for the nth
term is 2n 2 + n + 2
Activity
Click here to play the
activity
Play
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26
BBC - GCSE Bitesize - Ratios 01/03/2011 20:25
Unir 2 Maths Revision
Maths
Ratios
Ratios
A ratio is a way to compare amounts of something. Recipes, for
example, are sometimes given as ratios. To make pastry you
may need to mix 2 parts flour to 1 part fat. This means the ratio
of flour to fat is 2 : 1.
Question
There are 15 girls and 12 boys in a class. What is the ratio of
girls to boys? Give your answer in its simplest form.
Answer
The ratio of girls to boys is 15:12
However, both sides of this ratio are divisible by 3
Dividing by 3 gives 5:4
5 and 4 have no common factors (apart from 1).
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BBC - GCSE Bitesize - Ratios 01/03/2011 20:25
Unir 2 Maths Revision
Activity
Ratios activity
Play
Question
A newspaper includes 12 pages of sport and 8 pages of
TV. What is the ratio of sport to TV? Give your answer in
Answer
The answer is 3:2
You can divide both sides of 12:8 by 4.
If your answer was incorrect, try to fill in the blanks here:
The ratio is 12:8.
Both of these numbers are divisible by 4.
Dividing by ? gives 3:2.
You have to be sure that the things you are comparing are
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BBC - GCSE Bitesize - Ratios 01/03/2011 20:25
Unir 2 Maths Revision
Question
Anna has 75p.
Fiona has £1.20.
What is the ratio of Anna's money to Fiona's money, in its
simplest form?
Answer
One amount is in pence, the other in pounds. We have to
convert Fiona's amount into pence first:
£1.20 = 120p.
Now the ratio is 75:120. Both sides are divisible by 15.
Dividing both sides by 15 gives 5:8
So the ratio is 5:8.
29
BBC - GCSE Bitesize - Ratios 01/03/2011 20:25
Unir 2 Maths Revision
2:5 = 2/ 2 : 5/ 2
= 1 : 2.5
If we were asked to write 2:5 in the form n:1, we would need to
make the right-hand side equal to 1. So we would divide both
sides by 5:
2:5 = 2/ 5 : 5/ 5= 0.4 : 1
Question
Write the ratio 6:9 in:
a) the form 1:n
b) the form n:1
Answer
a) Did you get 1 : 1.5? You divide both sides by 6.
b) You should have divided both sides by 9 to get 0.6667 : 1
Using ratios
Ratios can be used to solve many different problems - for
example, with recipes, scale drawings or map work. A typical
question will expect you to change a ratio - the reverse of
cancelling down.
Question
Sam does a scale drawing of his kitchen. He uses a scale of
1:100. He measures the length of the kitchen as 5.9m.
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BBC - GCSE Bitesize - Ratios 01/03/2011 20:25
Unir 2 Maths Revision
Answer
The answer is 59mm.
You need to convert 5.9m to mm, then divided by 100 to give
the answer.
If you did not get the correct answer, remember that the scale
of 1:100 means that the real kitchen is 100 times bigger than
the scale drawing.
5.9m = 590cm (multiplied by 100) = 5900mm (multiplied by
10)
So the scale drawing would be 5900 ÷ 100 = 59mm.
Question
A recipe to make lasagne for 6 people uses 300 grams of
minced beef. How much minced beef would be needed to
serve 8 people?
Answer
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BBC - GCSE Bitesize - Ratios 01/03/2011 20:25
Unir 2 Maths Revision
The best way to approach a problem like this is to find out how
much 1 person would need first.
Six people need 300g.
So 1 person needs 50g (300 ÷ 6).
So 8 people need 50g × 8 = 400g.
Question
A recipe for flapjacks requires 240g of oats. This makes 18
flapjacks.
What quantity of oats is needed to make 24 flapjacks?
Answer
The answer is 320g.
You divide 240 by 18, then multiply the answer by 24.
If you had problems working out the answer, try to fill in the
blanks here:
Eighteen flapjacks need 240g.
So 1 flapjack needs ?g (240 divided by 18).
So 24 flapjacks need 13.3333 × ? = 320g.
Dividing in a ratio
Ratios are also used when dividing up amounts. The basic
method is:
1. Simplify the ratio, if possible (not essential, but it makes
life easier in the long run).
2. Add the numbers in the ratio together (to get the total
number of parts needed).
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BBC - GCSE Bitesize - Ratios 01/03/2011 20:25
Unir 2 Maths Revision
Question
Amit is 12 years old. His brother, Arun, is 9.
Their grandfather gives them £140, which is to be divided
between them in the ratio of their ages. How much does each
of them get?
Answer
The ratio of their ages is 12:9
We can simplify this. Dividing by 3 gives 4:3.
So Amit gets 4 parts, and Arun gets 3.
This means that the money has to be divided into 7 parts (4 +
3).
£140 ÷ 7 = £20, so 1 part is £20.
Amit gets 4 parts: 4 × £20 = £80.
Arun gets 3 parts: 3 × £20 = £60.
(Check that they add to make the total amount: £80 + £60 =
£140.)
Question
The angles in a triangle are in the ratio 1:2:9. Find the size of
the largest angle.
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BBC - GCSE Bitesize - Ratios 01/03/2011 20:25
Unir 2 Maths Revision
Answer
1 + 2 + 9 = 12 so in total, there are 12 parts.
The angles in a triangle add up to 180 degrees.
So 1 part is 180 ÷ 12 = 15
The largest angle in the ratio is the 9.
9 × 15 = 135 degrees.
Question
In a certain town, the ratio of left-handed people to right-
handed people is 2:9. How many right-handed people would
you expect to find in a group of 132 people?
Answer
Did you get the answer 108?
You divide 132 by 11, and multiply by 9.
If you did not get the correct answer, see if you can fill in the
blanks here:
2 + 9 = 11
132 ÷ 11 = ?
9 × ? = 108 people.
Direct proportion
Two quantities are in direct proportion when they increase or
decrease in the same ratio. For example, you could increase
something by doubling it, or decrease it by halving.
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BBC - GCSE Bitesize - Ratios 01/03/2011 20:25
Unir 2 Maths Revision
Question
Twelve pencils cost 72p. Find the cost of 30 pencils.
Answer
To solve this problem, we need to know the cost of one pencil.
We know that 12 pencils cost 72p, so if we divide 72 by 12 to
give us the cost of one pencil:
72 ÷ 12 = 6
So 1 pencil costs 6p. Now we need to know the cost of 30
pencils. We multiply 6p by 30.
6 × 30 = 180p.
So 30 pencils cost £1.80.
If you had a problem working out the answer, the basic
method to remember is to divide by how many you know, then
multiply by what you want to know.
Question
Jenny buys 15 felt-tip pens. It costs her £2.85. How much
would 20 pens have cost?
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BBC - GCSE Bitesize - Ratios 01/03/2011 20:25
Unir 2 Maths Revision
Answer
The answer is £3.80.
You divide 2.85 by 15, then multiply the answer by 20.
If you had problems working out the answer, see if you can fill
in the blanks here:
15 pens cost £2.85
1 pen costs £2.85 ÷ ? = £0.19
So 20 pens would cost £0.19 × ? = £3.80.
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BBC - GCSE Bitesize - Re-arranging symbols 01/03/2011 19:17
Unir 2 Maths Revision
Maths
Re-arranging symbols
In algebra, we often get very long expressions that we need
to make simpler. Simpler expressions are easier to solve.
Question
Simplify this expression: x + 5 + 3x- 7 + 9x+ 3 - 4x
Answer
To work it out:
Write down the expression
x + 5 + 3x - 7 + 9x + 3 - 4x
Collect all the terms together which are alike. Remember
that each term comes with an operation (+, -) which goes
before it.
x + 3x + 9x - 4x + 5 - 7 + 3
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BBC - GCSE Bitesize - Re-arranging symbols 01/03/2011 19:17
Unir 2 Maths Revision
Different terms
To answer some exam questions you will have to simplify an
expression that has many different terms or letters.
Have a look at this typical exam question. You will notice that
there are three different terms in this question: x, y and z.
Question
Simplify the expression 5x + 3y - 6x + 4y + 3z
Answer
To work it out:
Write down the expression
5x + 3y - 6x + 4y + 3z
Collect the like terms together - i.e., re-order them
5x - 6x + 3y + 4y + 3z
Simplify your expression, x first
5x - 6x = -x (ie, -1x)
Then simplify y
3y + 4y = 7y
Then simplify z
3z
The answer is: -x + 7y + 3z
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BBC - GCSE Bitesize - Re-arranging symbols 01/03/2011 19:17
Unir 2 Maths Revision
a2 means a times a.
Question
Multiply out 2(9y + 5)
Answer
Every term in the brackets gets multiplied by 2.
2 × 9y = 18y
2 × 5 = 10
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BBC - GCSE Bitesize - Re-arranging symbols 01/03/2011 19:17
Unir 2 Maths Revision
Question
Multiply out the following:-
a(2a - 5)
Answer
a × 2a = 2a 2
a × -5 = -5a
a(2a - 5) = 2a 2 - 5a
Question
Multiply out the expression:
- 5(4e - 2c)
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BBC - GCSE Bitesize - Re-arranging symbols 01/03/2011 19:17
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Answer
Every term in the bracket gets multiplied by -5.
-5 × 4e = -20e
-5 × -2c = 10c
Therefore, -5(4e - 2c) = - 20e +10c
Example
Multiply out these two brackets:
(x + 4) (x + 3)
Multiply everything in the first bracket by the second bracket:
x (x + 3) + 4 (x + 3)
= x2 + 3x + 4x + 12
= x2 + 7x + 12
Try the activity below.
Question
Multiply out (a - 5)2
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BBC - GCSE Bitesize - Re-arranging symbols 01/03/2011 19:17
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Answer
To work it out:
a × a = a2
a × -5 = -5a
- 5 × a = -5a
- 5 × - 5 = 25
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BBC - GCSE Bitesize - Recognising sequences 01/03/2011 20:21
Unir 2 Maths Revision
Maths
Recognising sequences
A sequence is a set of numbers that are connected in some
way. For your exam, you will need to learn how to recognise
different types of sequence, how to find missing terms, and
how to find a general term.
Recognising sequences
A sequence is a list of numbers. The numbers are called the
terms of the sequence.
There are many well-known sequences of numbers which you
should be able to recognise.
Even numbers
2, 4, 6, 8, 10, 12…
Odd numbers
1, 3, 5, 7, 9, 11…
Square numbers
1, 4, 9, 16, 25, 36, 49, 64…
Cube numbers
1, 8, 27, 64, 125…
Powers of 2
2, 4, 8, 16, 32, 64…
Powers of 10
10, 100, 1,000, 10,000, 100,000, 1,000,000…
Triangle numbers
1, 3, 6, 10, 15, 21, 28…
Linear sequences
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BBC - GCSE Bitesize - Recognising sequences 01/03/2011 20:21
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You are often asked to find a formula for the nth term.
Question
Find the nth term in the sequence 1, 5, 9, 13.
Answer
n th term 1 2 3 4 5
Original number 1 5 9 13 17
Difference between each term 4 4 4 4
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term.
The formula for the sequence is 4n - 3.
Activity
Click here to play the
activity
Play
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BBC - GCSE Bitesize - Rounding and estimating 01/03/2011 20:23
Unir 2 Maths Revision
Maths
Rounding and estimating
Some exam questions may ask you to give the answer in a
simplified form. Rounding and estimating are two ways to
make numbers easier to manage.
Rounding numbers
Giving the complete number for something is sometimes
unnecessary. For instance, the attendance at a football match
might be 23745. But for most people who want to know the
attendance figure, an answer of 'nearly 24000', or 'roughly
23700', is fine.
We can round off large numbers like
these to the nearest thousand,
nearest hundred, nearest ten, nearest
whole number, or any other specified
number.
Round 23745 to the nearest thousand.
football
First, look at the digit in the thousands
place. It is 3. This means the number lies between 23000 and
24000. Look at the digit to the right of the 3. It is 7. That means
23745 is closer to 24000 than 23000.
Remember
The rule is, if the next digit is: 5 or more, we 'round up'. 4 or
less, it stays at it is.
23745 to the nearest thousand = 24000.
23745 to the nearest hundred = 23700.
Question
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BBC - GCSE Bitesize - Rounding and estimating 01/03/2011 20:23
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Answer
Did you get the answer 23750?
If so, well done! You saw that 23745 lies between 23740 and
23750, but is closer to 23750.
If you did not get the correct answer, remember that the tens
digit is 4. This means that the number lies between 23740 and
23750. The next digit is 5, so we round up: 23745 = 23750 to
the nearest ten.
Decimal places
Sometimes, rather than rounding off to the nearest whole
number, you might need to be a little more accurate. You might
need to include some of the digits after the decimal point.
In these cases, we can round off the number up to a certain
number of decimal places.
Do not confuse this with rounding off using significant figures
(intermediate), as this is slightly different!
Remember
The same rules for rounding up apply here:
5 or more, we 'round up'.
4 or less, it stays as it is.
Question
Write 2.6470588 to 2 decimal places (dp).
Answer
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BBC - GCSE Bitesize - Rounding and estimating 01/03/2011 20:23
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Did you get the answer 2.65? You needed to round up. We
want 2 decimal places.
Look at the 2nd decimal digit.
Question
On a calculator, work out , giving your answer correct to
one decimal place.
Answer
On a calculator, work out = 7.874007874...
We need one decimal place. That means one number after
the decimal point. The 1st number after the decimal point is 8.
This means the answer lies between 7.8 and 7.9. The next
digit is 7. This means we have to round up.
So the answer is = 7.9 to 1 dp.
Question
Round off the number 3.9762645 to 1 dp.
Answer
The number lies between 3.9 and 4.0. The 7 after the 9
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BBC - GCSE Bitesize - Rounding and estimating 01/03/2011 20:23
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Significant figures
Sometimes we do not always need to give detailed answers to
problems - we just want a rough idea. When we are faced with a
long number, we could round it off to the nearest thousand, or
nearest million. And when we get a long decimal answer on a
calculator, we could round it off to a certain number of decimal
places.
Another method of giving an approximated answer is to round
off using significant figures.
The word significant means important. The closer a digit is to
the beginning of a number, the more important - or significant - it
is.
With the number 368249, the 3 is the most significant digit,
because it tells us that the number is 3 hundred thousand and
something. It follows that the 6 is the next most significant, and
so on.
With the number 0.0000058763, the 5 is the most significant
digit, because it tells us that the number is 5 millionths and
something. The 8 is the next most significant, and so on.
We round off a number using a certain number of significant
figures. The most common are 1, 2 or 3 significant figures.
Remember the rules for rounding up are the same as before:
If the next number is 5 or more, we round up.
If the next number is 4 or less, we do not round up.
Question
What would you get if you wrote the number 368249 correct
to 1 significant figure?
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BBC - GCSE Bitesize - Rounding and estimating 01/03/2011 20:23
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Answer
Did you get the answer 400000?
3 is the first significant figure, and the digit after it is more than
5, so you round up.
Question
What would you get if you wrote the number 0.00245 correct
to 1 significant figure?
Answer
Did you get the answer 0.002?
2 is the first significant figure and the digit after this is less
than 5, so you do not round up.
Higher only
Question
What would you get if you wrote 0.0000058763 correct to 2
significant figures?
Answer
Did you get the answer 0.0000059?
You had to round up the 8 to 9.
If you had problems, remember that the 2 most significant
figures are 5 and 8. The digit after 8 is 7, so we have to round
up 8 to 9.
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BBC - GCSE Bitesize - Rounding and estimating 01/03/2011 20:23
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Estimating
We can use significant figures to get an approximate answer to
a problem.
We can round off all the numbers in a maths problem to 1
significant figure to make 'easier' numbers. It is often possible to
do this in your head.
Question
Find a rough answer to
Answer
We first round off both numbers to 1 significant figure (s.f.):
19.4 = 20 (1 s.f.)
0.0437 = 0.04 (1 s.f.)
So we now need to make the denominator a whole number.
We can do this by multiplying both 20 and 0.04 by 100.
Divide everything by 4.
Question
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BBC - GCSE Bitesize - Rounding and estimating 01/03/2011 20:23
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Answer
Did you get the answer 400000 × 0.007 = 2800?
If so, well done! You rounded off correctly and worked out the
approximate answer.
Rounding to 1 s.f.
386062 = 400000
0.007243 = 0.007
So 400000 × 0.007 = 2800
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BBC - GCSE Bitesize - Simultaneous equations - Higher 01/03/2011 20:18
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Maths
Simultaneous equations - Higher
Sometimes you will be asked to find 2 unknown values by
solving 2 equations at the same time. These types of
equations are called simultaneous equations.
Simultaneous equations
Simultaneous equations are two equations with two unknowns.
They are called simultaneous because they must both be solved
at the same time.
The first step is to try to eliminate one of the unknowns.
Example
Solve these simultaneous equations and find the values of x and
y.
Equation 1: 2x + y = 7
Equation 2: 3x - y = 8
Add the two equations to eliminate the ys:
2x + y = 7
3x - y = 8
------------
5x = 15
x=3
Now you can put x = 3 in either of the equations.
Substitute x = 3 into the equation 2x + y = 7:
6+y=7
y=1
So the answers are x = 3 and y = 1
Sometimes you will need to multiply one of the equations before
you can add or subtract. Have a look at the activity below.
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BBC - GCSE Bitesize - Simultaneous equations - Higher 01/03/2011 20:18
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Question
Solve the two equations:
Equation 1: 2a - 5b = 11
Equation 2: 3a + 2b = 7
Answer
4a - 10b = 22 (Multiply by 2)
15a + 10b = 35 (Multiply by 5)
----------------------
19a = 57 (Adding)
a=3
Put a = 3 into the equation 3a + 2b = 7:
9 + 2b = 7
2b = -2
b = -1
So the answers are a = 3 and b = -1.
Example
Solve the simultaneous equations:
Equation 1: y - 2x = 1
Equation 2: 2y - 3x = 5
Rearranging Equation 1, we get y = 1 + 2x
We can replace the ‘y’ in equation 2 by substituting it with 1 + 2x
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BBC - GCSE Bitesize - Simultaneous equations - Higher 01/03/2011 20:18
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Linear equations
The graphs of linear equations will give straight lines.
Example
Solve these simultaneous equations by drawing graphs:
2x + 3y = 6
4x - 6y = - 4
For example, to draw the line 2x + 3y = 6 pick two easy
numbers to plot. One when x = 0 and one where y= 0
When x = 0 in the equation 2x + 3y = 6
This means 3y = 6 so y = 2
So one point on the line is (0, 2)
When y = 0
2x = 6 so x = 3
So another point on the line is (3 ,0)
In an exam, only use this method if you are prompted to by a
question. It is usually quicker to use algebra if you are not asked
to use graphs.
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BBC - GCSE Bitesize - Simultaneous equations - Higher 01/03/2011 20:18
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BBC - GCSE Bitesize - Solving and using quadratic equations 01/03/2011 20:21
Unir 2 Maths Revision
Maths
Solving and using quadratic equations
Quadratic equations can be solved by factorising and
completing the square.
Example
Solve the equation x2 - 9x + 20 = 0
Solution
x2- 9x + 20
Substituting 4 gives:
4 2 - 9 × 4 + 20 = 16 - 36 + 20 = 0
Substituting 5 gives:
5 2 - 9 × 5 + 20 = 25 - 45 + 20 = 0
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BBC - GCSE Bitesize - Solving and using quadratic equations 01/03/2011 20:21
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Example 1
Rewrite x2 + 6x as a square plus another term.
The coeffient of x is 6. Dividing 6 by 2 and squaring it gives 9.
x2 + 6x = (x2 + 6x + 9) - 9
= (x + 3)2 - 9
Example 2
We have seen in the previous example that x 2 + 6x = (x + 3)2 -
9
So work out x2 + 6x - 2
x2 + 6x - 2 = ( x2 + 6x + 9 ) - 9 - 2 = (x + 3)2 - 11
Now try one for yourself.
Question
Solve x2 + 6x - 2 = 0
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BBC - GCSE Bitesize - Solving and using quadratic equations 01/03/2011 20:21
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Answer
From the previous examples, we know that x2 + 6x - 2 = 0
can be written as (x + 3)2 - 11 = 0
So, to solve the equation, take the square root of both sides.
So (x + 3)2 = 11
x+3=+
or x + 3 = -
x=-3+
or x = - 3 -
x = - 3 + 3.317 or x = - 3 - 3.317 ( is 3.317)
x = 0.317 (3 s.f) or x = - 6.317 (3 s.f)
Example 3
Rewrite 2x 2 + 20x + 3
2( x2 + 10x ) + 3
The coefficient of x is 10. Divide 10 by 2, and square to get
25.
= 2 ( ( x + 5)2 - 25) + 3
= 2 (x + 5)2 - 50 + 3
= 2 (x + 5)2 - 47
Question
Now use the previous example to solve 2x 2 + 20x + 3 = 0
Answer
From the previous example, we know that 2x 2 + 20x + 3 can
be rewritten as:
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BBC - GCSE Bitesize - Solving and using quadratic equations 01/03/2011 20:21
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2 (x + 5)2 - 47
Therefore, we can rewrite the equation as:
2(x + 5 )2 - 47 = 0
2(x + 5 )2 = 47
(x + 5 )2 = 23.5 (dividing both sides by 2)
Take the square root of both sides.
x+5=
or x + 5 = -
x=-5+
or x = - 5 -
x=-5+
or x = - 5 -
x = - 0.152 (3 s.f) or x = - 9.85 (3 s.f)
This formula will work for all equations that can be solved.
Always try to factorise first. If the equation factorises, this is
the easier method. In an exam, any question that asks for an
answer to a quadratic equation correct to x decimal places
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BBC - GCSE Bitesize - Solving and using quadratic equations 01/03/2011 20:21
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Solve 2x 2 - 5x - 6 = 0
Here a = 2, b = -5, c = -6
Substituting these values in the formula, gives you:
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BBC - GCSE Bitesize - Solving equations 01/03/2011 20:15
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Maths
Solving equations
Do you go blank when you see x, y and z in maths? Well,
this is your abc to solving equations.
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BBC - GCSE Bitesize - Solving equations 01/03/2011 20:15
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1. choose a number
2. work it out
3. then move the number up or down
However, sometimes the answers are negatives or decimals,
and the trial and improvement method will take a long time.
Luckily, there is a better method.
Using inverses
The best way to solve an equation is by using 'inverses', or
undoing what the equation is doing.
To use this method to solve equations remember that:
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BBC - GCSE Bitesize - Solving equations 01/03/2011 20:15
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Question
Solve the equation 2y = 6 to find the value of y.
Answer
To get y on its own, we need to divide it by 2. As you already
know, you must always perform the same operation on both
sides of the equation.
2y ÷ 2 = 6 ÷ 2
y=3
Question
Solve the equation 3b + 4 = b + 12, and find the value of b.
Answer
First, you need to get all the bs on the same side of the
equation.
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BBC - GCSE Bitesize - Surds - Higher 01/03/2011 20:25
Unir 2 Maths Revision
Maths
Surds - Higher
Basic rules
A surd is a square root which cannot be reduced to a whole
number. For example, is not a surd, as the answer is a
whole number. But is not a whole number. You could use a
calculator to find that but instead of this we often
leave our answers in the square root form, as a surd.
You need to be able to simplify expressions involving surds.
Here are some general rules that you will need to learn.
Question
Simplify
Answer
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BBC - GCSE Bitesize - Surds - Higher 01/03/2011 20:25
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Question
Simplify
Answer
= = =6
Question
Simplify
Answer
Rationalising
Rationalising an expression means getting rid of any surds from
the bottom of fractions. Usually when you are asked to simplify
an expression it means you should also rationalise it.
Question
Rationalise
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BBC - GCSE Bitesize - Surds - Higher 01/03/2011 20:25
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Answer
We need to get rid of the surds on the bottom of the fraction.
We can do this by multiplying top and bottom of the fraction
like this:
= = =
Simplifying surds
Question
Simplify
Answer
Question
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BBC - GCSE Bitesize - Surds - Higher 01/03/2011 20:25
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Simplify
Answer
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BBC - GCSE Bitesize - Symbols, solving inequalities and graphs 01/03/2011 20:19
Unir 2 Maths Revision
Maths
Symbols, solving inequalities and graphs
You need to have revised Solving equations before trying
this Revision Bite.
Symbol Meaning
< is less than, so 2 < 5 is a true statement.
> is more than, so 6 > 4 is a true statement.
is less than or equal to
so 2 5 is true
and so is 2 2.
Solving inequalities
An expression such as 3x - 7 < 8 is similar to the equation 3x - 7
= 8. However, this time we are looking for numbers which if you
multiply by 3, then subtract 7, you get an answer of less than 8.
Unlike 3x - 7 = 8, which has just one answer, there are lots of
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BBC - GCSE Bitesize - Symbols, solving inequalities and graphs 01/03/2011 20:19
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Question
Solve the expression 3x - 7 < 8.
Answer
First, write down the expression:
3x - 7 < 8
Then add 7 to both sides, to cancel out the -7:
3x < 15
Next, simplify the expression by dividing both sides by the
number in front of x - in this case 3.
x<5
So the inequality in 3x - 7 < 8 is satisfied when x is less than
5. (Note that this does not include 5 itself.)
Example
Solve:
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BBC - GCSE Bitesize - Symbols, solving inequalities and graphs 01/03/2011 20:19
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-4 < 2x - 6 < 12
Cancel out one of the numbers by adding or subtracting that
number in all three parts of the inequality. Here we can add
6 to all the parts.
2 < 2x < 18
Divide all three parts by the number in front of the x term.
Here we can divide all the parts by 2.
1<x<9
Question
Solve the inequality -4 < 2x - 6 < 12
Answer
Add 6 to all parts: 2 < 2x < 18
Divide all parts by 2: 1 < x < 9
So the inequality is satisfied when x is between 1 and 9 (not
including 1 and 9).
Example
Solve 2 < 3x + 5 17, and show the solution on a number line.
2 < 3x + 5 17
-3 < 3x 12
-1 < x 4
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BBC - GCSE Bitesize - Symbols, solving inequalities and graphs 01/03/2011 20:19
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Regions on a graph
Another way to show inequalities is by shading regions on a
graph.
Example
On a graph, show the region where:-
x 1 and y 3.
Draw on the lines x = 1 and y = 3.
The possible values of x and y are shown by the area between
these two lines.
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BBC - GCSE Bitesize - Trial and improvement 01/03/2011 20:17
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Maths
Trial and improvement
If you are asked to solve an equation where there is no
exact answer, you might need to use trial and improvement.
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BBC - GCSE Bitesize - Trial and improvement 01/03/2011 20:17
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Question
Solve the equation y² + 2y = 40, correct to 1 decimal place.
Answer
Here is a worked solution:
y² + 2y = 40
Let's start with y = 5:
5 × 5 + 2 × 5 = 25 + 10 = 35 - too small!
y = 6?
6 × 6 + 2 × 6 = 36 + 12 = 48 - too big!
So the answer lies between 5 and 6.
y = 5.5?
5.5 × 5.5 + 2 × 5.5 = 30.25 + 11 = 41.25 - too big!
y = 5.4?
5.4 × 5.4 + 2 × 5.4 = 29.16 + 10.8 = 39.96 - too small!
So the answer lies between 5.4 and 5.5, but must be closer to
5.4
y = 5.4 (1 d.p.)
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So y = 5.4
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BBC - GCSE Bitesize: More than one inequality 01/03/2011 20:19
Unir 2 Maths Revision
Home > Maths > Algebra > More than one inequality - Higher
Maths Print
Make sure that you are familiar with Algebra / Solving equations before
trying this Revision Bite.
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