CH 1 Working Mathematically and Year 7 Review PDF

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Contents
1:01 Working mathematically 1:10 3Dspace
1 :02 Problem-solving strategies Investigation 1:10 Identifying 3D Solids
Investigation 1:02 The left-hand rule for mazes 1 :11 Measurement
1 :03 Beginnings in number 1 :12 Directed numbers
1:04 Number: Its order and structure 1 :13 The number plane
1 :05 Fractions 1 :14 Algebra
1 :06 Decimals 1:15 Probability
1 :07 Percentages 1:16 Statistics
1 :08 Angles Assignments
1 :09 2D space
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Syllabus references (See page x for details.)
The Working Mathematically strand is interwoven throughout the content strands Number and Algebra,
Measurement and Geometry, Statistics and Probability.
• Communicates and connects n1athematical ideas using appropriate terminology, diagrams and symbols.
• Applies appropriate mathematical techniques to solve problems.
• Recognises and explains mathematical relationships usi11g reasoning.
• Work covered in Year 7 on numbers, fractions, decimals, percentages, angles, 2D space, 3D space, measurement,
directed numbers, the number plane, algebra, probability and statistics is reviewed in this chapter.
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Working Mathematically
• Communicating • Problem Solving • Reasoning • Understanding • Fluency
• •
Working mathematically in a real-life situation may require us to ask questions, apply problem-
solving strategies, communicate mathematical ideas, apply reasoning, and think about the
mathematical ideas that apply.
D Imagine that you are working on this assembly line. As you work, you begin to think
ni_athematically.
•
•
a Communicating
i Explain how this assembly line works.
ii Make up three questions to do with this assembly line that you could explore.
b Problem solving
i Each carton contains 8 boxes of chocolates. Each person on the asse1nbly line places
5 chocolates into each box. In every hour of a 10-hour working day, 32 cartons are
filled. How many chocolates are packed in one working day?
ii There is a red marker on the conveyor belt. Estimate how far the marker travels in one
working day if the width of a box of chocolates is 20 cm. (If you need help, read the
hints at the bottom of this page.)
c Reasoning
i Which are the most important parts of the process?
ii What are the problems that would need to be addressed to keep the assembly
line going?
iii If the engine running the assembly line broke down, how would you organise the
workers so that the packing could continue in an efficient way?
iv What would you do to improve this assembly line?
-
Hints for Question b ii :

1 It appears that there is a gap after each five boxes, so the belt moves about 8·5 cm in the
picture to allow five boxes to be filled.
2 Use a ruler to measure the width of a box in the picture. This is equal to 20 cm in real life.
3 2560 boxes are filled each day.
Australian Signpost Mathematics New South Wales 8

El Alan drenched 800 sheep. This involved squirting between 8 and 10 mL of a mineral
supplement into the mouth of each sheep to keep them healthy. Using farmhands and dogs,
David, the farmer, herded the sheep along the chute to a conveyor belt that Alan operated
by foot.
-'
'
' .
a Communicating
i How has David organised the drenching to reduce the time taken to finish the task?
ii Explain how he has planned to co1nplete the whole task of drenching the sheep.
iii What questions would you ask the farmer so that you understand all of the
preparations he has made for the sheep drenching? Write at least three questions.
b Problem solving
i How many sheep can be drenched in 3 hours if one sheep is drenched every
30seconds?
ii If one sheep in 60 nnsses treatment, how many of the 800 sheep would miss
treatment? Of the 800 sheep, how many would have been treated?
iii During a drought, a bale of hay cost $380. In a normal year, the cost was $120.What
was the increase in price? What percentage increase is this over the original price?
iv Following the drought it was decided to sell the 800 sheep. The farmer estimates that
by the time of the sale, 18 sheep will have died. Each truck has 12 pens and 23 sheep
fit into each pen. How many truckloads will be needed to take the sheep to market?
If each sheep was sold for $57, how much money was received for the sale?
c Reasoning
i If you had twice as many dogs and three times as many people to help drench the
800 sheep, how much time is likely to be saved?
ii The sheep are harder to handle when they can see shadows as this makes them more
fearful. How would you use this information in the planning of the drenching
of sheep?
iii Could you improve the process shown in the picture? How could it be done in a
different way? The farmer receives money from the sale of his sheep. What costs would
the farmer have in order to earn this money? List as many as you can.
1 Working mathematically and Year 7 review

•
-
•
How many • +"9 • symbols are found on a pack of playing cards?
Here'> tJ,e Jv>t cJioo>e a If it fail>, cJioo>e anotJier

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work
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How do I i> a cJiallen9e,
do it >ir? Bvt wJiat not a barrier.
if it fail>?
Look for patterns. Restate the problem in your own Eliminate possibilities.
words. How many of ttio>e Make a drawing, diagram
or model.
fvnny dot> are on
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2 2. 2. 2.
ttie 52 card>.
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make of view.
chart, table or tally.
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Draw a
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Trial and
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f3vt wtiat abovtttie and refine.
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In Year 7 you were introduced to a variety of problem-solving strategies. These, along with
strategies you have been using all your life, are the skills you bring to a problem. The problem
may be as simple as finding your way from home to a shopping centre or as complex as trying to
balance your budget.
Make an eS'timate
Steps for solving problems
of tJ,e anS'Wer
Step 1 Read the question carefully. before yov be9in
Step 2 Decide what you are asked to find. ea lcv lati n9.
Step 3 Look for information that might be helpful.
Step 4 Decide on the method you will use.
Step 5 Set out your solution clearly.
Step 6 Make sure that your answer makes sense.
To estimate, ask: Useful strategies include:

• Will the answer be big or small? • Eliminating possibilities
• How big? How small? • Working backwards
• Will the answer be a whole number? • Acting it out
•Does my estimate make sense? • Looking for patterns
• Is it reasonable? • Solving a si1npler problem
• Guess, check and refine
• Making a drawing, diagram or model
• Making a list, chart, table or tally
WORKED EXAMPLE 1
Make a drawing, diagram or n-iodel
A firefighter stood on the middle rung of a ladder,

spraying water on a burning house. He then climbed +18
up 6 rungs before the heat of the flames caused him to
come down 10 rungs.After some minutes he was able to
climb 18 rungs to the very top rung of the ladder. How
many rungs did the ladder have?
Solution
First draw a picture of the ladder.
Let the middle rung be the zero position.
To get to the top rung the firefighter has gone up 6,
then down 10, then up 18.
6-10+18==14
.·. there are 14 rungs above the middle rung.
There are also 14 rungs below the middle rung.
14 + 1+14 == 29
There are 29 rungs on the ladder.

WORKED EXAMPLE 2
Guess, check and refine
Jia is told to build 22 stools. Each stool have either 3 or 4 legs and all 81 legs supplied
must be used. How many of each type will she build?
Solution
The total number of stools is 22.
Guess 1: 10 three-legged stools and 12 four-legged stools.
Check 1: Number of legs== (10 X 3) + (12 X 4)

== 30 + 48
= 78
This is 3 legs too few.
(We need to use 3 more legs.)
Check 2: Number of legs== (7 x 3) + (15 x 4)
== 21 + 60
== 81
This is the correct number of legs.
Jia will build 7 three-legged stools and 15 four-legged stools .
•
1:1 Foundation worksheet 1:02
. . Solving problems
Challenge worksheet 1:02
This puzzle is good 'training'
Appendix E:01
Fun spot: The Tower of Hanoi
D Use the suggested strategy to solve each problem.
a Making a list
Three girls, Naomi, Elizabeth and Anna, were being considered for girl's captain and
vice-captain, and two boys, Luke and Kuan, were being considered for boy's captain and
vice-captain. In how many different ways could the captains and vice-captains be chosen?
One choice would be: Naomi (c), Elizabeth (vc), Luke (c), l{uan (vc).
b Eliminating possibilities
Each group in our class selected six bricks and found their
total mass. Each brick selected by my group had a mass
between 1 ·3 kg and 1 ·8 kg. The results from the groups were:
Group A Group B Group C Group D

-
6·3kg 7·8kg 8·6kg 11·1 kg ------..::::r
Which was my group?

WORKED EXAMPLE 2
Guess, check and refine
Jia is told to build 22 stools. Each stool must have either 3 or 4 legs and all 81 legs supplied
must be used. How many of each type will she build?
Solution
The total number of stools is 22.
Check 1: Number of legs= (10 X 3) + (12 X 4)
= 30 + 48
= 78
This is 3 legs too few.
(We need to use 3 n1.ore legs.)
Check 2: Number of legs= (7 X 3) + (15 X 4)
= 21+60
= 81
This is the correct number of legs.
Jia will build 7 three-legged stools and 15 four-legged stools.
-
13
:;::.-
- -•'•• •-'!' r -• ,_---. • - .,•,;:- -., . -· - __;

1·
- 'I -- • -- -- "·
Foundation worksheet 1:02
. . Solving problems
Challenge worksheet 1:02
This puzzle is good 'training'
Appendix E:01
D Use the suggested strategy to solve each problem.

Fun spot: The Tower of Hanoi
a Making a list
Three girls, Naomi, Elizabeth and Anna, were being considered for girl's captain and
vice-captain, and two boys, Luke and Kuan, were being considered for boy's captain and
vice-captain. In how many different ways could the captains and vice-captains be chosen?
One choice would be: Naomi (c), Elizabeth (vc), Luke (c), Kuan (vc).
b Eliminating possibilities
Each group in our class selected six bricks and found their
total mass. Each brick selected by my group had a mass
between 1·3 kg and 1·8 kg. The results from the groups were:
Group A Group B Group C Group D
6·3kg 7·8kg 8·6kg 11·1 kg ------==c

Which was my group?

c Working backwards 4
A scientist attached a radio
transmitter to a kangaroo
to record its movements. 1 I
C)
I/
,...
:.
'
She recorded the starting 0
A B C D E F G H I
and finishing points on this
grid. The length of each small square represents 3 km.
After travelling 6 km east, 3 km south, 9 km west, 6 km
north and then 12km west, the kangaroo finished up atA2.
What was the kangaroo's starting point?
d Acting it out
Tia and Rajiv decided to play noughts and crosses using a larger grid.
To win, there must be four noughts or crosses in a line, either across,
down or diagonally.
i How many ways are there to get four in a row?
ii How many ways are there to get three in a row
with no empty squares between them?
e Looking for patterns
A bus that started with no passengers stops at five bus stops.
At the first bus stop, eight people get on, and at each stop
afterwards two fewer people get on than at the previous stop.
Whenever possible, two passengers get off at each stop. How
many people were on the bus when it left the fifth stop?
f Solving a simpler problem
How many faces would be showing if 102 cubes were placed
on a table end to end, in a straight line. (To help find a solution,
first consider the case of three cubes.)
g Guess, check and refine
For our school play, tickets cost $18 for adults and $15 for children.
I was handed $297 as the payment for 17 tickets. How many of
these tickets were for children?
h Making a drawing, diagram or model
Eight tennis players are to play in a round robin, where each player must play all other
players in one set of singles. How many sets must be played?

lfl Use any strategy you like to solve these problems.
a A coin bought for $36 doubled its value each year for 5 years. What was its
value after the 5 years?
b A plant that was bought for $9 .50 had a height of 27 cm. In the first month it
grew 2 cm in height. The growth for each of the next four months was double
the growth of the previous month. How high was the plant after 5 months?
c Milo kept a cube made of heavy wire in his room. Its side lengths were 15 cm.
A fly walked along the edges of the cube, from one vertex (or corner) to the
opposite vertex of the cube. How far did the fly walk?
d The Bills family, the Collison family and the
Foster family live in three houses side by side.
The family in the middle house have no children
and the family on the left do not own a fox
terrier.Jennifer is proud of her whippet.Jennifer
·'"'
Collison and Damien Bills go to the same school. ·· ·- ·--· __..;;_.,......_.__
The whippet and the fox terrier are not

neighbours. Who lives in each house?
e Taronga Park Zoo spent $250 OOO on lions and tigers. They bought at least four lions and
two tigers. If a lion costs $20 OOO and a tiger costs $30 OOO, what possible purchases could
they have made?
f In how many ways can 50 cents change be given if only 5 cent, 10 cent and 50 cent coins
can be used?
g Mr French, Mr English, Mr Kraft and Mr Musik are four teachers who teach French,
English, Craft and Music, however, none of them teaches a subject that sounds like his
name. Mr French does not teach Music. When Mr French and Mr Kraft beat the other
two at tennis, the English teacher is a bad loser but the music teacher is a gracious winner.
What subject does each teacher teach?
h As the horses raced away, we noticed that there were 15 more legs than tails. How many
horses were there?
i Sailors from a shipwreck were lost at sea.
Search parties were sent out to find them.
i
On the first day of the sailors were found.
i
On the second day of those still lost were
found. On the third day %of those then lost
i
were found. of those still lost were found - ......--- -- .-· -
. .
--- -- - - -
- - .--- --
! . .
.
- - - - - - - -. , . ...
on the fourth day. On the fifth day of those .
still lost were found and on the sixth day the

last three sailors were found. How many
sailors were lost originally?

INVESTIGATION 1:02 THE LEFT-HAND RULE FOR MAZES
I
Use a pointer to travel through each of the following mazes in order to investigate these questions.
Can you find your way through these mazes by putting your hand on the left wall and walking
forward?
I
Using this method, in which cases do you visit every part of the maze? For what kind of mazes
would you visit every part?
•
1n out •
In
•
1n •
1n out
out out
By changing these mazes slightly and by drawing others, test your conclusions and ideas .
• • •
Exercises 1:03 to 1:16 are diagnostic check-ups. Complete one row at a time and then check your
answers at the back of the book. If you make mistakes in any row, go to the eBook and click on
the icon next to that row. This will link you to an Appendix page with an explanation and
• •
practice exercise .
..
Write these Roman numerals as basic numerals in our number system.

a LX b XL c XXXIV d CXVIII
e MDCCLXXXVIII f MCMLXXXVIII g VCCCXXI h MDCXV
Write these numerals as Roman numerals.

a 630 b 847 c 1308 d 3240
e 390 f 199 g 10000 h 1773

II Write the basic numeral for:
a six million, ninety thousand
b one hundred and forty thousand, six hundred
c (8 x 10000) + (4 x 1000) + (7 x 100) + (0 x 10) + (5 x 1)
4 3 2
d (7 x 10 ) + (4 x 10 ) + (3 x 10 ) + (9 x 10) + (8 x 1)
B Write each of these in expanded form and write the basic numeral.
2 4 3 5
a 5 b 10 c 2 d 2
II Write 6 X 6 X 6 X 6 as a power of 6.
l'I Write the basic numeral for each of the following.

4 3 5 2
a 8 x 10 b 6 x 10 c 9 x 10 d 2 x 10
II Use leading digit estimation to find an estimate for each of the following.
a 618+337+159 b 38346-16097 c 3250x11·4
d 1987+4 e 38·6X19·5 f 84963+3·8
•
•
D Simplify:
a 6x2+4x5 b 12 - 6 x 2 Remember!
c 4 + 20 + (4 + 1) d (6 + 7 + 2) x 4 xand+
e 50 - (25 - 5) f 50 - (25 - [3 + 19]) come before
+and-
lfl Simplify:
a 347 x 1 b 84 x0 c 36 + 0
d 3842 + 0 e 1 x 30 406 f 864 x 17 x 0
II Decide if each of the following is true or false.

a 879 + 463 == 463 + 879 b 76 x 9 == 9 x 76
c 4+169+96==(4+96)+169 d 4 x 83 x 25 == (4 x 25) x 83
e 8 x (17 + 3) == 8 x 17 + 8 x 3 f 4 x (100 - 3) == 4 x 100 - 4 x 3
g 7 x 99 == 7 x 100 - 7 x 1 h 17 x 102 == 17 x 100 + 17 x 2
B List the set of numbers graphed on each of the number lines below.
a 41 • • • b • I .. 41 • I • • I • ! ..
-1 0 1 2 3 4 5 6 7 -1 0 1 2 3 4 5 6 7
c • I • • • • • • .. d ... ! • • I • ! ..
15 16 17 18 19 20 21 22 23 6 6·5 7 7 ·5 8 8·5 9 9·5 10

e .! • I • • • I . .. f
3
.
0 0·1 0·2 0·3 0·4 0·5 0·6 0·7 0·8 0 1.. 1.. 1 11.. 11- 11- 2
4 2 4 4 2 4

II Use the nu1nber lines in Question 4 to decide whether each of the following is true or false.
a 3<5 b -1 < 0 c 7>4 d 0 > -1
e 7·5 < 9 f 0 > 0·7 g .14 < .12 h 1.1
4 > l.
4
1:1 Which of the numbers in the set {0, 3, 4, 6, 11, 16, 19, 20} are:
a cardinal numbers b counting numbers c even numbers
d odd numbers e square numbers f triangular numbers?
iJ List all factors of

a 12 b 102 c 64 d 140
D List the first four multiples of:
a 7 b 5 c 12 d 13
II Find the highest common factor (HCF) of
a 10 and 15 b 102 and 153 c 64 and 144 d 294 and 210
Im Find the lowest common multiple (LCM) of

a 6 and 8 b 15 and 9 c 25 and 20 d 36 and 24
m Write these using index notation.

a 10 x 10 x 10 x 10 b 7 x 7 x 7 C 2 X 2 X 2 X 2 X2
Write these as basic numerals.
3 4 3 5
d 5 e 10 f 7 x 10 g 2 x 10
IE a List all of the prime numbers that are less than 30.
b List all of the composite numbers that are between 30 and 40.
Ii] a Use a factor tree to write 252 as a product

of prime factors.
b Write 400 as a product of prime factors.
c Write 1080 as a product of prime factors.
d Find the highest common factor (HCF) of
400 and 1080.
e Find the lowest common multiple (LCM)
of 400 and 1080.
- ·c• "
Find the smallest number that is greater than
. -
2000 and is divisible by:

a 2 b 3 c 4 d 5 e 6 f 8
g 9 h 10 i 11 j 25 k 100 l 12
Complete the foil owing.

a If 15 2
= 225, then 225 = ___ b If 8 3
= 512, then 512 = ___
3
2
c If 13 = 169, then 169 = _ __ d If 4 = 64, then VfA = _ _
3

•
D Change each fraction to a whole

or mixed numeral.
a 10 b 2
2 4
c 87 d 11
10 8
Change each mixed numeral to

an improper fraction.
a 31 b 5
c 1f d 3f
IJ Simplify each fraction.
a s b 20
10 50
15 d 18
c 100 24
Complete the following equivalent fractions.

2_ 0
a 5 - 10 b 3_ 0 C
4 _D d 3-1 _ D
4- 100 T- 10 120
El a 3
10 +
4
10 b 19 - 6
100 100
c l+l
8 8
Da c l+.2.
4 5
d 31 _ 1
100 5
IJI a Which fraction is the smaller: f or 6

10 ?
b Which fraction is the larger: or !?
c Arrange in order, from smallest to largest: { , f}. ,
d Arrange in order, from largest to smallest: {1, i, t,
c s-215
IJ a b 3
10 x
7
10 d 9
10 x
15
16
d 2!x1!
ma -9 -. -
10 . 2
1
b 8 . 5 c 4+i d 11+3f
IB a Find of2km.i
b What fraction of 2 m is 40 cm?
Ii] A jar contains 20 blue counters and 30 red counters. What is the:
a ratio of blue counters to red counters
b ratio of red counters to blue counters
c fraction of blue counters in the jar?

•
D a Write (1 x 10) + (7 x 1) + (5 x 1b) + (3 x 160 ) + (7 x lobo) as a decimal.

b Write (6 X 100) + (8 X 10) + (4 X 1) + (0 X 1b) + (2 X 160 ) as a decimal.
Change each decimal to a fraction or mixed numeral in simplest form.
a 0·7 b 2·13 c 0·009 d 5·3
e 0·85 f 0·025 g 1·8 h 9·04
EJ Change each fraction or mixed numeral to a decimal.

9 b 13 11 d 99
2 100
a 10 100 c 2
e l f 33 g 2
5 200 8
B Write in ascending order (smallest to largest).

a {0·3,0·33,0·303} b {2,0·5,3·1} c {0·505,0·055,5·5}
Do not use a calculator for the following questions.
El a 3·7 + 1·52 b 63·85 - 2·5 c 8 + 1 ·625 d 8 - 1 ·625
11 a 0.006 x 0.5 b 38·2 x 0· 11 c (0·05) 2

d 1 ·3 x 19· 1
11 a 0·6 x 100 b 0·075 x 10 c 81·6 + 100 d 0·045 + 10
D a 48·9 + 3 b 1·5 + 5 c 8·304 + 8 d 0·123+4
e 3·8 + 0·2 f 0·8136 + 0·04 g 875 + 0·05 h 3·612 + 1·2
IJ a $362 + $3.42 b $100 - $41.63 c $8.37 x 8 d $90 + 8

II!] a Round 96 700 OOO to the nearest million.
b Round 0·085 to the nearest hundredth. When you round, you are
c Round 86· 149 to one decimal place . making an approximation.

•
d Write 0·6 correct to two decimal places.
D Write each percentage as a fraction or mixed numeral in simplest form.

a 9% b 64% c 125% d
II Write each fraction or mixed numeral as a percentage.

3
a 4
b 13
8
37
C 300
d 43
S

EJ Write each percentage as a decimal.
a 4 7% b 4% c 325% d 300%
e 50% f 104% g 12·7% h 0·3%
B Change each decimal to a percentage.

a 0·87 b 1·3 c 5 d 0·825
II a Find 8% of 560 L. b Find 70% of 680 g.
c Find 5% of $800. d Find 10% of 17·9 m.
e Jon scored 24 marks out of 32. What percentage did
she score?
f 250 g of sugar is mixed with 7 50 g of flour.
What percentage of the mixture is sugar?
Fractions, decimals and percentages are called rational '.

II
numbers as they can be written in the form !!:_ where

b
a and b are integers and b ::t 0.
I :
II Name each angle marked with a dot, using the letters in the diagrams.
a A b s D c P d B
Q
•
B •
c
E T M D
N
Use a protractor to measure LABC.
a A b A c
c B
B
EJ Classify each angle using one of these terms: acute, right, obtuse, straight, reflex, revolution.
a b c .. . d
e f g h

Draw a pair of
a adjacent complementary angles b vertically opposite angles
c alternate angles d adjacent supplementary angles.
Find the value of the pronumeral in each.
a b c d
47° b0
co
e f g h
120°
··- _,, - - . - .
l':W
Exe.rcis.e 1:,0,.9·
- -- -- ' - . -- --- _-- --_ -- __- - -- '
Append ix A
_ . . . A:07A, A:07D, A:07F, A:07G
D a What is the name of the shape on the right?

b How many vertices has this shape?
c How many sides has this shape?
d How many angles has this shape?
e How many diagonals has this shape?
Choose two of the fallowing names for each triangle and find the value of the pro numeral:
equilateral, isosceles, scalene, acute-angled, right-angled, obtuse-angled
a b c d
110°
e f g h

EJ Calculate the value of the pronumeral in each quadrilateral.
a ao I b ho C d 120° 100°
80°
n
B a Give the special name of each shape in Question 3.
b Which of the shapes in Question 3 have:
i opposite sides equal ii all sides equal
iii two pairs of parallel sides iv only one pair of parallel sides
v diagonals meeting at right angles?
I
I
I
/,_ - - -!-
....L
/
/
/
D a Give the name of each solid above. b Which of these solids have curved surfaces?
c For solid B, find:
i the number of faces (F) ii the number of vertices ( V)
iii the number of edges (E) iv number of edges + 2 (E + 2)
v number of faces + number of vertices (F + V)
B Name the solid corresponding to each net.
a b c
EJ a Draw the front view of this prism.

b Draw the side view of this prism.
c Draw the top view of this prism.

INVESTIGATION 1:10 IDENTIFYING 3D SOLIDS
List the three-dimensional
solids that you can find in
this picture .
. •' _ __,.. .· __ - .. ------ ,/ _.--·. -· - ------- .. _- _ _,.· - ,--- .----- - _-_,. --· -------- - . _- ,,,..-- -- . -- ... --·------ --- _.-·'_ .-.- _ ...... __ . -- _ ...... - --- __ ,. ____ .- _--_, .- --- ·--· --· -- __ / __ -
D Write down each measurement in centimetres, giving answers correct to one decimal place.
a b c d e
• •
' '
0 mm 10 20 30 40 50 60 70 80 90 100 110 120
Complete each of these conversions.

a 3000mm = cm b 2500mL = L c 630mg= _ _ g
d 7km= m e 7·8kg= g f 2·5m = - - cm
EJ An interval is 8·4 cm long. It must be divided into 12 equal parts. How many millimetres
would be in each part?
B Find the perimeter of each of these shapes.

a 9m b 1 c
Sm - -8·2m 3·8cm
5m D
11
6·2cm
10m

Write the time on each clock in both conventional and digital time.
a 12 b 12 c d
12 12
9 3 9 3 9 3 3
6 6 6
II a Rajiv ran at a speed of 5 ml s for 20 s. How far did he run?

b Taya walked at a constant speed for 50 s. During this time she travelled 150 m.
What was her speed?
c A train travelling with a speed of 30 km/h travelled a distance of 120 km.
How long did this take?
Find the area of each shape below.
a b 1m c ?mm
3cm 30cm
'
4·5cm 50cm
30cm
d e f I
I
I
I
I
I
5cm 15cm
I
I
I
Sm I
"'""--------1- - - - - - L.! 12cm

?cm
B Find the volume of each prism.

a b c d
3cm
2cm
20m
3cm
?cm 5cm
11 m
II Select the most likely answer.

a A teaspoon of water would contain: A SL B SmL C SkL
b A milk carton would contain: A 1mL B 1kL C 1L
3 3 3
c 1 mL is the same volume as: A 1m B 1 cm C 1mm
d A small packet of peas has a mass of A Skg B 50g C Sg
e A bag of potatoes has a mass of A 20kg B 20g C 20mg
II!] The gross mass, net mass and container's mass of a product are required.
Find the missing mass.
a Gross mass == 500 g, net mass == 400 g, container's mass == g.
b Net mass == 800 g, container's mass == 170 g, gross mass == g.

•
D Which members of the fallowing set are integers: {- 3, ! ,-1·5, 4, 0, -10}?

fl Give the basic numeral for each of the fallowing.
a -7+11 b -3 + 15 c -9 + 2 d -25 + 5
e 2-13 f 7 - 10 g -7- 5 h -10 - 3
i 6 - (-10) j 14 - (-1) k 3 + (+7) l 15 + (+1)
m 10 - (3 - 9) n 15 - (2 - 5) 0 3+(-7+11) p 11 + (-5 + 18)
IJ Simplify:
a -4 x -3 b -8 x-2 c -0·2 x -3 d -0·1 x -15
e -4 x 14 f -5 x 8 g 7 x (-1·1) h 6 x (-12)
•
i -35 + (-5) J (-40) + (-10) k 60 + -6 l 14 +-7
-21 -24 -48 -1·8
m- n 0 p
-3 -4 6 2
B Write down the basic numeral for:

a -3+6x 2 b -4 - 8 x 2 C 6-4X4 d -30 + 2 x 10
e -8 + 6 x -3 f 10 + 5 x -2 g (2 - 20) + 3 h (8 - 38) + -3
i 8 x $1.15 -18 x $1.15 j 35° + 2 x 15° - 4 x 20°
D Find the coordinates of each of the points A to].
y
3
B (0,0)is-
c; • tJ-,e
D
• 2
A
• •
or191n
1 • c The negatives are on the
R left on the x-axis.
....3 -2 -1 0 1 2 3 x
-1 The negatives are at the
•r
E bottom on the y-axis.
-2 •
-3 F
f]

fl On a number plane like the one in Question 1, plot the following points.
Join them in the order in which they are given, to draw a picture.
(2,0) (3,0) (3,-1) (1,-1) (1,-1·5) (2,-1·5) (2,-1) (-2,-1) (-2,-1·5)
(-1, -1 ·5) (-1, -1) (-3, -1) (-3, 0) (-2, 0) (-1, 1) (1, 1) (2, 0) (-2, 0)
• r.11 Appendix A
. . A:11A, A:11B, A:12A-A:121
D Ifs represents the number of squares formed and m is the number of matches used, find a rule
to describe each pattern and use it to complete the table.
a
' ' ' ...

m= _ _ _ _ __
s 1 2 3 4 10 20 30 100
b c::::::::===:::1•
' ' ' ...

m= _ _ _ _ __
'
s 1 2 3 4 10 20 30 100
fl Rewrite each of these without the use of X or+ signs.

a 5 x h+ 2 b a+ 3 x y c 6 x (a + 7) d 5Xa+7
EJ Rewrite each of these, showing all multiplication and division signs.

a+7
a 3a + 8 b 5p - 6q c 4(x + 2) d
3
B Given that x = 3, find the value of each expression.
2
a 6x b 2(x + 5) c 5x d 10 - 3x
II If a = 2 and b = 5, find the value of each expression.
a 3a+7b b iOa c 4a(b-a)

b
II If m = 2t + 1, find the value of m when t = 100.

II Discover the rule connecting x and y in each table.
a x 1 2 3 4 s b x 1 2 3 4 s
y 7 10 13 16 19 y 11 1S 19 23 27
0 Simplify:
a 1m b 1X a c 4x y d y+y+y+y
e fx S f axb g Sxk h Sxaxb
• •
I 8xx 0 J 4y x 0 k 6m+O l 3a X 1
m 7a +Sa n 10a +a 0 7b- b p 114a - 64a
2 2
q m-3m r 4b - 6b s 4x + 3x t 6ab - Sab
II Simplify:
a 3 x Sa b 6 x 10b c 7m X 3p d 8x X 4y
e a x 4b f 6m X S g -3k x -s h -6y x 3
• •
I 12t + 3 J 30t + 3 k 6m+ 2a l 10a +Sb
m 1Sr+ 10 n 8m+ 6 o 3ab X 7a p Sab X 4b
Im Simplify:
a Sm+7m-10m b 8x - 6x - x c Sx + 2y + 7y
d 12a + 3b - 2a e 7p + 2q + 3p + q f 3r + 2A + 3A + Sr
g 6a+7b-2a+Sb h 4m + 3 - 2m + 1 i 8m + 2a - 2m - 8a
2 2 2 2
j 7 a - 4a + 2a k 2x + 3x + 2x l 2x + 3x + 2x + 3
m Expand each expression by removing the grouping symbols.

a 3(a + 9) b S(x + 2) c lO(m - 4) d 9(2a - 3) e 6(4t + 3)
f S(2 + 4x) g m(m + 7) h a(a - 3) i a(6 +a)
IE Simplify:
a aXaXaXa b pXpXpXpXpXpXp c bx b
d m x m Xm x b Xb Xb Xb x b e S X t Xt X 7 X t
Ii] Solve these equations.

a x+S=9 b x + 4 = 28 c 12 - a= S d 6-a=-1
e 6m = 42 f Sm=lOO g m+7=2 h m-1=-S
m The sum of two consecutive numbers is 91. What are the numbers? m
9
7
' ' ' ...
This pattern of triangles formed from matches gives the
following table. 5
Number of triangles (t) 1 2 3 4

3
Number of matches (m) 3 s 7 9
Plot these ordered pairs on a number plane like the one 1
to the right. 0 1 2 3 4 5 t

D Match each term to its meaning and its percentage chance of occurring.
impossible
0% certain The event is more likely to happen than not.
50% unlikely The event is more likely not to happen.
between 50% and 100% likely The event will always happen.
100% even chance The event will never happen.
between 0% and 50% fifty-fifty chance The event is as likely to happen as not.
no chance
fl Write the sani_ple space for each of these experini_ents.

a I will drop a cone (3D solid) onto the floor to find how it lands.
b I will toss a normal dice to see what number shows on the top face.
EJ Rohan throws a dice.Write, as a fraction, the probability that he will throw:

a a5 b a0 c an odd number
B What is the probability, as a percentage, that the spinner will stop on red?
a b c d
II My last ten test scores have been 47, 58, 63, 65, 68, 72, 77, 81, 89 and 95. If one of these scores
is chosen at random, what is the probability that it will be:
a 58 b greater than 75 c less than 45?
II I tossed two coins 20 times. I tossed two heads (HH) 6 times, a head and a tail (HT) 10 times
and two tails (TT) 4 times. Use these results to give the experimental probability of tossing:
a two heads b a head and a tail c two tails.

D Organise the data below into a frequency
Score Tally Frequency
distribution table. - -
6
Spelling test results
7
10,8,9,8,9, 7, 10, 10,9,
10, 10,9,9,7,8,8,8,6,8, 8
9, 10, 10, 10,8,9,9, 10, 9
10,9, 10
10
Total
Draw a frequency histogram and polygon for the information in Question 1.
IJ Find the range, mode, median and mean of the scores in Question 1 .
B Is the dot plot shown a correct graph of the list of scores given?
Use the dot plot to find the range, mode, median and mean.
Scores on 8M's test
Scores on 8M's test
•
• •
4 6 8 7 6 5 2 • • • •
• • • • •
7 7 8 9 7 5 9 ., •
I
• • •
I I
• • • •
I I _.
5 6 7 6 10 8 2 4 6 8 10
For this stern-and-leaf plot:

Stem Leaf
a list all scores in order from smallest score to largest
4 1 8
b find the range of the scores
5 0 3 4 17 9
c find the mode and median.
6 2 4 s \6 .6 . 7 1a· 8
7 1 3 3 13 5 719
8 0 4 . 4 15 . 8
9 1 3 7
t
tens
t----ones

ASSIGNMENT 1A hapter review
1 Change these Roman numerals into our 10 a Change 9% into a decimal.
own numerals. b Write 60% as a fraction in its
a XXXIV b MDCXL simplest form.
c MMCDXIII d MCMXCII c Change to a percentage.
4 d Find 8% of 560 km.
2 Write 3 in expanded form and write its
basic numeral. 11 Classify the following angles as acute,
5 obtuse or reflex.
3 What is the basic numeral for 9 X 10 ?
a 78° b 155° C 98°
4 Simplify: d 185° e 278°
a 15-4X3
12 Complete the following conversions.
b (6 + 4) + (15 - 11)
a Sm== mm
c 50 - (16 - 10)
b 2·5m == cm
5 Plot {0, 3, 4} on the number line. c 5·2 g== mg
6 Answer true or false. d 560 kg== t
a 0 <-4 e 3300mL == L
2 2
b (-3) > 2
c 1<1.
5 4
2·5m
7 List all of the factors of 24.
8 Simplify: Bm
20 40
a 50
b 5 b 42mm
I
I
9 3- 2
c 4
- d -
5 10
I
I
:68mm
3 7 4-.-1
e 10 x 10 f -
5 . 5
_______________ J
9 Answer true or false.

c 2·1 m
a 0·7 > 0·65
2
b (0·05) == 0·0025
--- 6·5 m
c (_1_)2
2
_ J_
- 4 4m
I
I

ASSIGNMENT 1B orkin mathematically
1 Refer to ID Card 7 on page xx to If this was completed on 10 May 2002, find:
identify the figures numbered: a the number of days that passed until all
a 5 b 7 c 8 debris was removed
d 17 e 18 f 19 b the average mass of debris that was
g 20 h 21 i 22 removed in each hour of labour
j 23 c the number of tonnes of debris removed
Con>ecvtive number> follow if 1 ton == 907 kilograms.
one after ttie ottier. (Remember: 1 tonne== 1000 kg.)
5 This graph appeared in the Sunday Telegraph
where a survey carried out by the
Commonwealth Bank of Australia
suggested that Australians are not saving
enough of their income.
Mortgage/rent Savings
-12·7%
2 Use a calculator to find: 17 ·6 %
a three consecutive numbers that have a
Entertainment
sum of822
' 10·3%
b three consecutive numbers that have a
sum of 1998 Credit card
c three consecutive numbers that have a "7---8·2%
sum of24852 Motoring
d three consecutive numbers that have a '-6·4%
product of 336
e three consecutive numbers that have a
product of 2184
f three consecutive numbers that have a a If the wage represented here is $960 per
product of 15 600. week, how much is allocated to:
i savings ii mortgage/ rent
3 Which counting number, when squared, is
iii credit card iv motoring?
closest to:
b What do you think was the most
a 210 b 3187 c 2·6?
popular reason for saving?
4 After the twin towers of the World Trade c The three top reasons for saving were
Centre fell in New York on 11 September given in the article. Try to guess these
2001, it took 3 .1 million hours of labour to three reasons.
remove 1590227 tons of debris.

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better Work

I J,,ope yov remember

Hints for Question b ii :

Australian Signpost Mathematics New South Wales 8

1 Working mathematically and Year 7 review

How many • +"9 • symbols are found on a pack of playing cards?

Here'> tJ,e Jv>t cJioo>e a If it fail>, cJioo>e anotJier

••• ••• .,, 4 4+ 4-

Australian Signpost Mathematics New South Wales 8

To estimate, ask: Useful strategies include:

A firefighter stood on the middle rung of a ladder,

1 Working mathematically and Year 7 review

Check 1: Number of legs== (10 X 3) + (12 X 4)

Group A Group B Group C Group D

Australian Signpost Mathematics New South Wales 8

- -•'•• •-'!' r -• ,_---. • - .,•,;:- -., . -· - __;

D Use the suggested strategy to solve each problem.

Group A Group B Group C Group D

6·3kg 7·8kg 8·6kg 11·1 kg ------==c

Australian Signpost Mathematics New South Wales 8

1 Working mathematically and Year 7 review

The whippet and the fox terrier are not

on the fourth day. On the fifth day of those .

still lost were found and on the sixth day the

Australian Signpost Mathematics New South Wales 8

Write these Roman numerals as basic numerals in our number system.

Write these numerals as Roman numerals.

1 Working mathematically and Year 7 review

l'I Write the basic numeral for each of the following.

II Decide if each of the following is true or false.

15 16 17 18 19 20 21 22 23 6 6·5 7 7 ·5 8 8·5 9 9·5 10

Australian Signpost Mathematics New South Wales 8

iJ List all factors of

Im Find the lowest common multiple (LCM) of

m Write these using index notation.

Ii] a Use a factor tree to write 252 as a product

2000 and is divisible by:

Complete the foil owing.

1 Working mathematically and Year 7 review

D Change each fraction to a whole

Change each mixed numeral to

Complete the following equivalent fractions.

IJI a Which fraction is the smaller: f or 6

d Arrange in order, from largest to smallest: {1, i, t,

Australian Signpost Mathematics New South Wales 8

D a Write (1 x 10) + (7 x 1) + (5 x 1b) + (3 x 160 ) + (7 x lobo) as a decimal.

EJ Change each fraction or mixed numeral to a decimal.

B Write in ascending order (smallest to largest).

Do not use a calculator for the following questions.

El a 3·7 + 1·52 b 63·85 - 2·5 c 8 + 1 ·625 d 8 - 1 ·625

11 a 0.006 x 0.5 b 38·2 x 0· 11 c (0·05) 2

IJ a $362 + $3.42 b $100 - $41.63 c $8.37 x 8 d $90 + 8

c Round 86· 149 to one decimal place . making an approximation.

D Write each percentage as a fraction or mixed numeral in simplest form.

II Write each fraction or mixed numeral as a percentage.

1 Working mathematically and Year 7 review

B Change each decimal to a percentage.

Fractions, decimals and percentages are called rational '.

numbers as they can be written in the form !!:_ where

Australian Signpost Mathematics New South Wales 8

D a What is the name of the shape on the right?

1 Working mathematically and Year 7 review

EJ a Draw the front view of this prism.