MATHEMATICS

GRADE 8
TERM 3
WORKSHEETS

Term 3 Worksheets
Serial Worksheet Chapter name
no: no
01 01 Trial and Improvement
02 02 Trial and Improvement
03 01 Ratio and Proportion
04 02 Ratio and Proportion
05 01 Compound Measures
06 02 Compound Measures
07 01 Area and Volume
08 02 Area and Volume
09 01 Equations
10 02 Equations
11 01 Expanding Brackets
12 02 Expanding Brackets
13 01 Real life Graphs and direct Proportion
14 02 Real life Graphs and direct Proportion
15 01 Constructions
16 02 Constructions
17 01 Pythagoras theorem
18 02 Pythagoras theorem
19 01 Bearings
20 02 Bearings
21 01 Probability
22 02 Probability

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TOPIC: Trial and Improvement Worksheet No.1 DATE: _________________

Learning Objective:

The students will be able:

 All students should be able to solve a quadratic equation in the form x2+ab=c using trial and
improvement.
 Most students should be able to solve a quadratic and cubic equation using trial and improvement.

1. The equation x3 + 5x = 67 has a solution between 3 and 4

Use a trial and improvement method to find this solution.
Give your answer correct to one decimal place.
You must show all your working.

x =...........................................

2. The equation x3 + 10x = 51 has a solution between 2 and 3

Use a trial and improvement method to find this solution.
Give your answer correct to 1 decimal place.
You must show all your working.

x =...........................................

3. The equation x3 + 4x2 = 8 has a solution between -3 and -3.5

Use a trial and improvement method to find this solution.
Give your answer correct to two decimal places.
You must show allyour working.

x =...........................................

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4. The equation x3 + x2 = 50 has a solution between 3 and 4

Use a trial and improvement method to find this solution.
Give your answer correct to 3 significant figures.
You must show all your working.

x =..........................................

5. The equation x3 − 15x + 3 = 0 has a solution between 3 and 4.

Use trial and improvement to find this solution.
Give your answer to 1 decimal place.
Show clearly the outcomes of your trials.

x =..........................................

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TOPIC: Trial and Improvement Worksheet No.2 DATE: _________________

Learning Objective:

The students will be able:

 To solve any none linear equation using trial and improvements as well as derive the equation using
known facts.

1. Solve x3=100 to 1 decimal place.

X X3 too big/small
4 43=64 small

4.5

4.55

Answer x=______ to 1dp

2. Solve 2x2=61 to 1 decimal place.

x 2x2 too big/small
5 2*52=50 small

6 2*62=

Answer x=______ to 1dp

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3. Solve x2+6=60 to 1 decimal place
X x2+6 too big/small
7 72+6=

Answer x=______ to 1dp

4. Solve x2+x=115 to 1 decimal place

X x2+x too big/small
10 102+10=

Answer x=______ to 1dp

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TOPIC: Ratio and Proportion Worksheet No.1 DATE: _________________

Learning Objective:

The students will be able:

 Students will understand the concepts of ratio.
 Students will know how to determine ratio.
 Students will understand rate and how it relates to ratio.

Q1. Ali and Beth divide £280 in the ratio 2: 5

Work out how much each person gets.

Ali £...........................................................

Beth £...........................................................

Q2. The ratio of the number of boys to the number of girls in a school is 4:5 there are 95 girls in the
school.

Work out the total number of students in the school.

...........................................................

Q3. Kim, Laura and Molly share £385

The ratio of the amount of money Kim gets to the amount of money Molly gets is 2: 5
Kim gets £105 less than Molly gets.

What percentage of the £385 does Laura get?

........................................................... %
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Q4. In a box of pens, there are

Three times as many red pens as green pens

and two times as many green pens as blue pens.

For the pens in the box, write down

the ratio of the number of red pens to the number of green pens to the number of blue pens.

...........................................................

Q5. Frank, Mary and Seth shared some sweets in the ratio 4: 5: 7
Seth got 18 more sweets than Frank.

Work out the total number of sweets they shared.

..........................................................

Q6. Three companies sell the same type of furniture.

The price of the furniture from Pooles of London is £1480

The price of the furniture from Jardins of Paris is €1980
The price of the furniture from Outways of New York is $2250

The exchange rates are

£1 = €1.34

£1 = $1.52

Which company sells this furniture at the lowest price?

You must show how you get your answer

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TOPIC: Ratio and Proportion Worksheet No.2 DATE: _________________

Learning Objective:

The students will be able:

 Students will understand the concepts of proportion.
 Students will know how to determine proportion.

Q1. y is inversely proportional to x

When x = 1.5, y = 36
Find the value of y when x = 6

..........................................................
Q2. T is inversely proportional to the cube of u.
When u = 5, T = 0.0096
Find the value of u when T = 0.15

...........................................................
Q3. d is inversely proportional to c
When c = 280, d = 25
Find the value of d when c = 350

d =..........................................................
Q4. At a depth of x metres, the temperature of the water in an ocean is T ºC.
At depths below 900 metres, T is inversely proportional to x.
T is given by

(a) Work out the difference in the temperature of the water at a depth of 1200 metres and
the temperature of the water at a depth of 2500 metres.

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........................................................... ºC

. Here are four graphs.

One of the graphs could show that T is inversely proportional to x.

(b) Write down the letter of this graph.

.........................................................

5. It takes 6 men 3 days to lay the foundations of a building of size 30m 2.

On one site they have to lay the foundations of a building of size 50m2 and it needs to be completed
in 2 days.

How many men will they need?

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TOPIC: Compound Measures Worksheet No.1 DATE: _________________

Learning Objective:

The students will be able:

 Students learn how to calculate speed, density and pressure as compound measures.
1) I run around Claygate across 5km of woodland. I run at 2.5m/s. How much time does it take me in
minutes and seconds?

2) I have a cube of Solid Awesome with side length 2cm. Its mass is 4kg. What is the density of Solid
Awesome? (in g/cm3)

3. A cylinder of Kryponite is bought by Lex Luther to defeat Superman. The cylinder has radius 10cm
and length 30cm. The density of the Kryponite is 3.5g/cm3. What is its mass in kg?

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4. An athletics track consists of 2 straight lengths of 100m and two semicircular arcs at either end of
radius 31m. How many laps can Mo Farah run round the track if he runs for 43 minutes 13
seconds at 5.78m/s? (to the nearest lap)

5. I walk each day to school. By what percentage would I need to increase my usual average speed
in order for the journey to take 20% less time than usual?

6. Jack and Jill went up the hill. They started at the same time, but Jack arrived at the top one-and-
a-half hours before Jill. On the way down, Jill calculated that, if she had walked 50% faster and
Jack had walked 50% slower, then they would have arrived at the top of the hill at the same time.
How long did Jill actually take to walk up to the top of the hill?

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TOPIC: Compound Measures Worksheet No.2 DATE: _________________

Learning Objective:

The students will be able:

 Students learn how to calculate speed, density and pressure as compound measures.

1. Anna drove 35 miles from Southampton to Basingstoke.

She drove at an average speed of 20 mph for the first 5 miles

and then at an average speed of 60 mph for the remaining 30 miles.

Calculate her average speed for the whole journey.

.................................... mph

2. Smita took part in a sponsored walk.

The first part of the walk was 12·6 miles

She walked this at an average speed of 2·4 mph.

Calculate how long she took to walk 12·6 miles.

Give your answer in hours and minutes.

............ h ............ min

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3.

3 cm

2 cm
4 cm

A solid cuboid is made of brass.

It measures 4 cm by 2 cm by 3 cm.
It weighs 204 g.

Calculate the density of the brass.

............................... g/cm3

4. The area of Trinidad and Tobago is 1980 square miles.

The population density is 460 people per square mile.

Work out the population of Trinidad and Tobago.

5.

This graph represents Sarah’s journey home.

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Distance from home (km)

20

15

10

0
0 2 4 6 8 10 12 14
Time (minutes)

Calculate Sarah’s speed.

Give your answer in kilometres per hour.

................................. km/h

6. Daniel leaves his house at 07 00.He drives 87 miles to work. He drives at an average
speed of 36 miles per hour. At what time does Daniel arrive at work?

.............................

7. The volume of a gold bar is 100 cm3.The density of gold is 19.3 grams per cm3.Work out the mass
of the gold bar.

.................................... grams
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TOPIC: Ratio and Proportion Worksheet No.1 DATE: _________________

Learning Objective:

The students will be able:

 To be able to work with simple ratios
 Convert between fractions, decimals and percentages
1. The total number of marks for a test is 40.

(a) The marks are divided between Section A and Section B in the ratio 4: 1

(i) How many marks are there for Section B?

...................................................................................................................................

................................................................................................................................

(ii) How many more marks are there for Section A than for Section B?

...................................................................................................................................

(b) Shahid gains 24 marks out of 40 in the test.

Work out his mark as a percentage.

.............................................................................................................................................

.............................................................................................................................................
2. This is a list of ingredients to make 12 rock cakes.

Rock cakes (makes 12)

240 g flour
75 g margarine
125 g sugar
150 g fruit
1
4
teaspoon spice

You have plenty of margarine, sugar, fruit and spice but only half a kilogram of flour.

What is the largest number of rock cakes you can make?

......................................................................................................................................................
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......................................................................................................................................................

......................................................................................................................................................

3. Craig and Sophie share 60 chocolates.

They divide them in the ratio 2: 3 with Sophie having the larger share. How many chocolates
does Sophie have?

......................................................................................................................................................

......................................................................................................................................................

4. The frequency diagram shows the distribution of shoe sizes for a class of 40 pupils.

10

8 Boys
Girls
6
Frequency
4

0
2 3 4 5 6 7
Shoe size

(a) What is the ratio of girls to boys in the class?

Give your answer in its simplest form.

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

(b) What percentage of the class have shoe size 6?

.............................................................................................................................................

.............................................................................................................................................

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.............................................................................................................................................

(c) By working out the range and mode for the boys and for the girls, compare and
comment on the shoe sizes for boys and girls.

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

5. In a school, there is a total of 640 children.

The ratio of the number of girls to the number of boys is 7 : 9

How many boys are there in this school?

6. The interior angles of a quadrilateral are in the ratio 3: 5 : 7 : 9.

What is the difference in size between the largest and smallest interior angle?

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TOPIC: Ratio and Proportion Worksheet No.2 DATE: _________________

Learning Objective:

The students will be able:

 explain the meaning of ratio, proportion and percentage
 find percentages of different quantities
 Calculate percentage increases and decreases.

1. (a)

Tamasin and Charles go strawberry picking.

Tamasin pays £8·40 for 2 kg of strawberries.
1
Charles picks 4 kg of strawberries.
2

How much does Charles pay?

£ ...................................

2. Edie drinks 12 litres of water in 5 days.

At this rate, how much water would she drink in 3 days?

................................. litres

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3. The cost of net curtain material is proportional to the length of the material.

Complete the table below.

Length 4m 5·2 m ............ m

Cost £15·40 £ ............ £9·24

4. It takes one person 3 hours to wallpaper a wall which has an area of 25m 2.
Obtain an estimate for how long will it take this person to wall-paper a wall which has an area of
19m2. Give your answer to the nearest minute.

5. Mortar is made by adding water to dry mix. To lay 1000 bricks, 0·54 m 3 of mortar is used.

How much mortar is needed to lay 1800 bricks?

............................. m3
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TOPIC: Area and Volume Worksheet No.1 DATE: _________________

Learning Objective:

The students will be able:

 Students will learn how to calculate the volume of different prisms and 3D shapes!
 Students will learn how to calculate the surface area of different prisms and 3D shapes

Cuboid – Surface area

Here is a cuboid.

Find the surface area.

The cuboid is 6 cm by 1.5 cm by 1.5 cm.

6.5 cm
3 cm
Work out the total surface area of the
cuboid.
4.5 cm

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Which has the biggest surface area? Work out the surface of this cuboid.
Show your working. Give your answer in terms of x.

A 3 cm 2.8 cm

8.7 cm
6 cm

12.3 cm 9 cm

B
3 cm 2.8 cm
x+2

8.7 cm
cm
2x + 1
9 cm
5x

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TOPIC: Area and Volume Worksheet No.2 DATE: _________________

Learning Objective:

The students will be able :

 Students will learn how to calculate the volume of different prisms and 3D shapes!
 Students will learn how to calculate the surface area of different prisms and 3D shapes
 Cuboid – Volume

Here is a cuboid. A cuboid has a volume of 120 cm3,

Work out the volume of the cuboid. a length of 6 cm,
a width of 5 cm.

Work out the height of the cuboid.

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Jane has a carton of orange juice.

The carton is in the shape of a cuboid.

Which has the biggest volume?
Show your working.

A 3 cm 2.8 cm

8.7 cm
6 cm

12.3 cm 9 cm
The depth of the orange juice in the carton
is 8 cm.
B
3 cm 2.8 cm
Jane closes the carton.
8.7 cm Then she turns the carton over so that it
cm
stands on the shaded face.
9 cm
Work out the depth, in cm, of the orange
juice now.

Here is a cuboid.

Work out the volume this cuboid.

Give your answer in terms of x.

x+2

All measurements are in centimetres.

x+1 x is an integer.
2x - 2 The volume of the cuboid is less than 900cm3

Show that x ≤ 5.

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TOPIC: Equations Worksheet No.1 DATE: _________________

Learning Objective:

The students will be able:

 To solve linear equations algebraically.

1. Solve these equations.

Show your working.

8k  1 = 17

k =............................
2m + 5 = 10

m =............................

3t + 4 = t + 13

t =............................

2. Solving

(a) When x = 5, work out the values of the expressions below.

2x + 13 =........................

5x – 5 =..........................

3 + 6x =........................

(b) When 2y + 11 = 17, work out the value of y
Show your working.

y =.................
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(c) Solve the equation 9y + 3 = 5y + 13
Show your working.

y =................

3. Thinking Equations

(a) Solve this equation.

7 + 5k = 8k + 1

k = ……….…………

(b) Solve this equation. Show your working.

10y + 23 = 4y + 26

y = ……….…………

4. Solving

Solve these equations.

Show your working.

(a) 4y = 2y + 13

y= ........

(b) 3y + 10 = 2y + 7

y= ........

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5. Solving

Solve this equation to find the value of y

Show your working.

4y – 3 = 2y + 27

y=.....
6. How much can you do??

1) 3n + 4 = 19 2) 4n + 5 = 13 3) 4n - 3 = 25

4) 2n + 6 = 18 5) 3n - 2 = 16 6) 5n + 4 = 34

7) 3n + 7 = 19 8) 5n - 6 = 14 9) 3n - 3 = 21

10) 3n + 2 = 17 11) 4n + 6 = 14 12) 6n + 5 = 41

13) 5n - 3 = 7 14) 3n - 4 = 11 15) 7n + 3 = 24

16) 6n + 5 = 35 17) 9n + 1 = 100 18) 3n - 5 = 10

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TOPIC: Equations Worksheet No.2 DATE: _________________

Learning Objective:

The students will be able:

 To solve linear equations algebraically.

1. Solve 3(2x – 5) = 2(x – 4)

........................................

2. Solve.

x
(a) =7
5

...................................
10  2 x
b) =7
3

...................................

(c) 3(2x + 4) = x – 13

...................................

3. Solve.

9x – 15
(a) =x
4

.......................................

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(b) 3(2x – 1) – 2(x – 4) = 19

.....................................
4. How much can you do??

1) 7n + 3 = 3n + 27 2) 7n + 5 = 5n + 25 3) 10n + 2 = 7n +14

4) 5n + 4 = 2n + 22 5) 6n + 8 = 2n + 36 6) 7n - 3 = 4n + 12

7) 5n - 2 = n + 10 8) 9n - 7 = 5n + 13 9) 11n - 9 = 5n + 27

10) 5n - 10 = 3n + 50 11) 8n - 3 = 2n + 39 12) 9n + 14 = 6n + 29

13) 10n + 17 = 3n + 52 14) 5n - 16 = n + 20 15) 3n + 3 = 2n + 8

16) 6n + 5 = 4n + 18 17) 9n + 1 = 6n + 9 18) 5n - 5 = n + 10

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TOPIC: Simultaneous Equations Worksheet No.1 DATE: _________________

Learning Objective:

The students will be able:

 To solve simultaneous equations algebraically.

1. Solve

2x – 3y = 11
5x + 2y = 18

2. Solve the simultaneous equations

2x + 3y = –3

3x – 2y = 28

3. Solve the simultaneous equations

6x – 2y = 33

4x + 3y = 9

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4. ABC is an isosceles triangle.

A
x°
Diagram NOT
accurately drawn

B C

AB = AC
Angle A = x

(a) Find an expression, in terms of x, for the size of angle B.

.................................

(b) Solve the simultaneous equations.

3p + q = 11

p+q=3

5. Solve

x + 2y = 4

3x – 4y = 7

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TOPIC: Simultaneous Equations Worksheet No.2 DATE: _________________

Learning Objective:

The students will be able:

 To solve simultaneous equations algebraically.

1. Solve the simultaneous equations

3x + 7y = 26
4x + 5y = 13

2. Solve the simultaneous equations.

5a + 3b = 9
2a – 3b = 12

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3. By eliminating y, find the solutions to the simultaneous equations

x2 + y2 = 25
y=x–7

x = .............................. y =..............................

Or x = .............................. y =..............................

4. Bill said that the line y = 6 cuts the curve x2 + y2 = 25 at two points.

(a) By eliminating y show that Bill is incorrect.

(b) By eliminating y, find the solutions to the simultaneous equations

x2 + y2 = 25

y = 2x – 2

x = ........................ y =...................

or x = ........................ y = ...................

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5. Solve the simultaneous equations

x2 + y2 = 29

y–x=3

………………………………

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TOPIC: Expanding Brackets Worksheet No.1 DATE: _________________

Learning Objective:

The students will be able:

 To be able to expand brackets and solve them.

1. Expand:

a) 3( x  4) b) 6( x  2) c) 5( x  4) d) 3( x  9)

e) 4(2 x  3) f) 5(4 x  2) g)  ( x  1) h)  (4 x  2)

i)  2( x  1) j)  4(2 x  5) k)  ( x  9) l)  (2 x  8)

2. Expand and Simplify:

a) 2( x  1)  3( x  2) b) 4( x  3)  2( x  7)

c) 5( x  3)  2( x  7) d) 8( x  10)  2( x  4)

e) 2(2 x  1)  3(4 x  2) f) 3(5 x  7)  2(6 x  1)

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3. Expand and Simplify: (watch out for the negative signs)

a) 4( x  4)  3( x  2) b) 5( x  2)  2( x  1)

c) 7( x  3)  4( x  2) d) 2(5 x  10)  2(3x  1)

e) 4(5 x  5)  4(2 x  2) f) 7(2 x  4)  4(3x  6)

g) 5(3x  9)  2(7 x  22) h) 8(2 x  10)  4(4 x  20)

4. Expand and Simplify: (slightly harder…)

a) 5( x  2)  3( x  3) b) 4( x  8)  3( x  5)

c) 6(2 x  8)  3(3x  6) d) 5(4 x  9)  3(3x  8)

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5. Expand and Simplify: (as tricky as they get)

a) 4( x  5)  2( x  3) b) 4( x  2)  6( x  4)

c) 4(2 x  4)  5(2 x  1) d) 6(3x  2)  4(5 x  9)

6. A rectangle measures ( x  3) m by 5m. Write an expression for the:

a) area of the rectangle b) perimeter of the rectangle

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TOPIC: Expanding Brackets Worksheet No.2 DATE: _________________

Learning Objective:

The students will be able:

 To be able to expand brackets and solve them.
1.
1. (𝑥 + 2)(𝑥 + 3)
2. (𝑥 + 3)(𝑥 + 4)
3. (𝑥 + 7)(𝑥 + 9)
4. (𝑥 + 2)(𝑥 − 5)
5. (𝑥 − 4)(𝑥 + 2)
6. (𝑥 − 2)(𝑥 − 3)

2.

1. (𝑥 − 2)(𝑥 + 3)
2. (𝑥 + 3)(𝑥 − 4)
3. (𝑥 + 3)(𝑥 − 3)
4. (𝑥 + 2)2
5. (𝑥 − 4)2
6. (4𝑥 2 − 2)(2𝑥 2 − 3)

3. Expand and simplify

a. x(x + 2)(x + 3)

b. (x + 1) (x + 3) (x – 4)

c. (x + 3) (x – 4) (x – 2)

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d. (x + 4)3

e. (x + 5)2(x + 3)

f. (x – 3) (x – 1)2

g. (2x + 1) (x + 2) (x + 3)

h. (3x – 1) (x + 3) (x – 3)

4. If (x + k)2(x + 2) = x3 + 14x2 + 60x + 72

Find the value of k.

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TOPIC: Real life graphs and direct proportion Worksheet No.1 DATE: _________________

Learning Objective:

The students will be able:

 to plot linear graphs and use them to estimate the solutions to equations.

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TOPIC: Real life graphs and direct proportion Worksheet No.2 DATE: _________________

Learning Objective:

The students will be able :

 To plot linear graphs and use them to estimate the solutions to equations.

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TOPIC: Constructions Worksheet No.1 DATE: _________________

Learning Objective:

The students will be able:

 To construct triangles, perpendicular bisectors and polygons using a protractor and straight edge.

1. Two towns, Hilldon and Baton are 20 miles apart. It is proposed to build a new shopping Centre
within 15 miles of Hilldon but nearer to Baton than Hilldon. Using a scale of 1cm: 5 miles, make a
scale drawing and show the region where the shopping Centre can be built.

2. Kirsty has a triangular patio with sides of 6m, 4m and 5m. She wants to put a plant pot on the
patio more than 2m from any corner. Using a scale of 1 cm: 1 m, construct a drawing and show,
by shading, where she can put the plant pot.

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3. Construct the perpendicular bisector of each of these lines

4.

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TOPIC: Constructions Worksheet No.2 DATE: _________________

Learning Objective:

The students will be able:

 To construct triangles, perpendicular bisectors and polygons using a protractor and straight
edge.

1. A toy is made by cutting a circle, radius 6 cm,

out of a circular piece of plastic, radius 9 cm.

9 cm

6 cm

Calculate the shaded area.

Give your answer in terms of , as simply as possible.

..................................... cm2

2.
Not to scale

6cm

8cm

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A logo consists of two quarter circles, one of radius 8 cm and
the other of radius 6 cm.Find the total area of the logo.Leave your answer in terms of .

................................ cm2
3.

A solid cylinder has diameter 8 cm and height 6 cm.

Find the total surface area of the cylinder.

6 cm Leave your answer as a multiple of .

8 cm

.................................... cm2

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TOPIC: Pythagoras Theorem Worksheet No.1 DATE: _________________

Learning Objective:

The students will be able:

 To recognize a right triangle from other types of triangles

1.

2.

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3.

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TOPIC: Pythagoras Theorem Worksheet No.2 DATE: _________________

Learning Objective:

The students will be able:

 To recognize a right triangle from other types of triangles

1. Calculate the length of the hypotenuse on each of the following triangles, showing all your workings.
Give answers to the appropriate number of decimal places.

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TOPIC: Bearings Maps and Loci Worksheet No.1 DATE: _________________

Learning Objective:

The students will be able :

 To apply their conceptual understanding of other topics to solve multi-step problems N
involving bearings.

1 For each diagram write down the three figure bearing represented.

40º
70º

145º

2 Draw an accurate diagram for each of the following bearings.

(i) An aircraft flying on a bearing of 075º.
(ii) A submarine travelling on a bearing of 150º.
(iii) A rocket travelling on a bearing of 200º.
(iv) A car travelling on a bearing of 048º.
(v) A helicopter flying on a bearing of 310º.

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3 Use a protractor to measure accurately the bearings the ships are travelling on.

 

4 Sketch each bearing roughly and then use a protrator to measure how accurate your intial
guess was. Each time write down how many degrees out your sketch was.
(i) 50º (ii) 260º (iii) 130º (iv) 335º (v) 212º

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TOPIC: Bearings Maps and Loci Worksheet No.2 DATE: _________________

Learning Objective:

The students will be able:

 To apply their conceptual understanding of other topics to solve multi-step problems
involving bearings.

1. A ship (S) is located on a bearing of 065º from Port A and a bearing of 285º from Port B. Copy the
diagram below and use the bearings to mark accurately the position of the ship (S).

Port B

Port A
Land

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2. For each of the following questions draw accurate diagrams, use a scale of 1 cm=1 km.

(i) A person walks on a bearing of 120º for 5 km. They then walk on a bearing of 040º for 3
km. How far, in a straight line, is the person from their starting point?

(ii) Runners in a cross country race run on a bearing of 055º for 4 km. The runners then
change direction and then run the next 6 km on a bearing of 100º. How far, in a straight line,
are the runners from the starting point?

(iii) A car travels on a bearing of 200º for 5 km, and then on a bearing of 300º for another 5 km.
How far, in a straight line, is the car from its starting point?

(iv) A yacht sails from a port on a bearing of 085º for 10 km, and then on a bearing of

240º for 6 km. How far, in a straight line, is the yacht from the port?

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TOPIC: Probability Worksheet No.1 DATE: _________________

Learning Objective:

The students will be able:

 To to be able to understand the probability scale and calculate total probability
 To be able to write probabilities as fractions, percentages or decimals and calculate the
probability of an event not happening
1.

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2.

What’s the probability of getting:

a) Orange twice? _____________

b) Seeing different colours? _____________

c) Seeing the same colour twice? _____________

2. The probability of getting Heads on a biased coin is 0.9.

a) Complete the tree diagram.

b) What is the probability of getting Heads twice? __________

c) What is the probability of seeing one each of Heads and Tails? __________

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3. A bag contains the letters of ‘TRANSFORMATION’. I pick two letters from the bag without
replacement.

Complete the probability tree.

What is the probability of getting two consonants? _____________

What is the probability of getting exactly one vowel? _____________

4. There are 3 purple sweets and 7 blue sweets in a bag. I take two sweets without replacement.

a) Complete the probability tree.

b) What is the probability that I get two sweets of different colours? _____________

a) What is the probability that I get two sweets of the same colour? _____________

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TOPIC: Probability Worksheet No.2 DATE: _________________

Learning Objective:

The students will be able:

 To be able to find the expected number of outcomes in an experiment
 To be able to understand that relative frequency can be used to estimate probability .

1. The probability that Bob eats a burger today is 0.3. The probability that his wife Bobette eats a burger
today is 0.6. The probability that they both eat a burger is 0.2. Are the events of Bob and Bobette
eating burgers independent? Give a reason.

_________________________________________________________________________________

_________________________________________________________________________________

2. The table shows the probability of each outcome on an unfair 4-sided spinner.

Outcome: 1 2 3 4

Probability: 0.5 0.2 𝑥 2𝑥

I spin the spinner 200 times. How many times do I expect to see a 4?

_____________________________________________________________________________

_____________________________________________________________________________

3. I spin two 3-sided spinners, each with the numbers 1, 2 and 3 on them. I multiply the numbers from
the two spinners.
a. Draw a sample space diagram to indicate the possible outcomes.

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b. Use your sample space diagram to calculate the probability that the product of the two
numbers is prime (note that 1 is not a prime number).

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

4. Bart and Bertie go to see a movie. The probability that Bart enjoys the movie is 0.6. The probability
that Bertie enjoys the movie is 0.3. These two events are independent.
a. What’s the probability they both enjoy the movie?

________________________________________________________________________

b. What’s the probability that exactly one of them enjoys the movie?

________________________________________________________________________

________________________________________________________________________

5. Here are seven tiles.

Jim takes at random a tile.

He does not replace the tile.

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Jim then takes at random a second tile.

(a) Calculate the probability that both the tiles Jim takes have the number 1 on them.

..............................................

(b) Calculate the probability that the number on the second tile Jim takes is greater than the number on the first
tile he takes.

..............................................

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6. Let 𝐻 be the event that I did my homework and 𝐷 the event that I get a detention next lesson.
The probability that I do my homework is 0.8. The probability I get a detention next lesson if I do my
homework is 0.05, and 0.9 if I didn’t.
a. Use this information to complete the probability tree:

𝐷
𝐻
𝐷′

𝐷
𝐻′
𝐷′

b. Use your tree to work out the probability that I get a detention next lesson.

________________________________________________________________________________

________________________________________________________________________________

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