Signpost10-5 1to5 3 PDF

at e m a t i c s
outh W a l e s
New S
A la n M c S e v
Rob C o n w a y
S te v e W il k e s
at e m a t i c s
outh Wales
New S
A la n McSeveny
Rob C o n w a y
S te v e W il k e s
Understanding is a fountain of life
to those who have it.
Proverbs 16:22
Pearson Australia Acknowledgements

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Author: McSeveny, A. (Ala n), a uthor.
Title: Australian signpost mathematics New South Wales 10 (5 .1-5.3)
Student book / Alan McSeveny, Rob Conway, Steve Wilkes.
ISBN: 978 1486000555 (paperback)
Target Audience: For secondary school age.
Subjects: Mathematics-Study a nd teaching (Seco ndary)--New South
Wales. Mathematics--New South Wales-Textbooks.
Other Authors/Contributo rs: Conway, R. (Robert), a uthor.
Wilkes, S. (Stephen), a uthor.
Dewey Number. 510
Pearson Australia Group Pty Ltd ABN 40 004 245 943
CONTENTS
Features of Australian Signpost Mathematics VI 2:05 Prob lems involving quadratic equations 41
Treatment of syllab us content X Investigation 2:05 Temperature and altitude 45
Iii Digital resources XVI 2:06 Equations redu cible to quadratics 46
Metric equivalents XVIII Fun spot 2:06 Did you know that 2 = 1? 48
The language of mathematics XIX Maths terms, Diagnostic test, Assignments 48
ID Card 1 (Metric units) XIX
ID Card 2 (Symbols) XIX Chapter 3 Properties of geometrical
ID Card 3 [Language) XX figures 53
ID Card 4 [Language) XXI 3:01 Deductive reason ing in numerical exercises 54
ID Card 5 [Language) XXII 3:01A Exercises using parallel lines 56
ID Card 6 [Language) XXIII 3:018 Exercises using triangles 58
Algebra card XXIV 3:01C Exercises using quadrilaterals 60
3:02 Congruent triangle proofs 62
Chapter 1 Review of Year 9 1 3:03 Deducing properties of the special triangles
1:01 Number and measurement 2 and quadrilaterals 66
1:01A Order of operations 2 GeoGebra 3:03 The para llelogram family 68
1:018 Fractions 2 3:04 Proving general resu lts 69
1,01c Decimals 3 3:05 Definitions and proof in deductive geometry 73
1:01D Percentages 4 Investigation 3:05 Theorems and their
1:01E Ratios 4
converses 80
1:01F Rates 5 3:06 Polygons 81
1:01G Significant figures 6 GeoGebra activity 3:06A Convex and concave
1:01H Approximations 6
polygons 81
1:011 Estimations 7
Investigation 3:06A The angle sum
1:01J Using units of measurement 7
of a polygon 82
1:01K Accuracy of measurements 7
GeoGebra activity 3:06B The angle sum
1:02 Algebra 8
of a polygon 82
1:03 Probability 10
Investigation 3:06B The exterior angle
Investigation 1:03 Blaise Pascal 11
sum of a convex polygon 83
1:04 Measurement 12
GeoGebra activity 3:06C The exterior angle
1:05 Indices 13
sum of a convex polygon 84
1:06 Eq uations, ineq ualities and formulas 14
Investigation 3:06C Regular polygons and
1:07 Financial mathematics 16
tessellations 86
1:08 Coordinate geometry 18
Maths terms, Diagnostic test, Assignments 87
1:09 Simultaneous equations 19
1:10 Similarity and scale drawing 20 Chapter 4 Probability 92
1:11 Trigonometry 21
4:01 Probability and language 93
1:12 Statistics 22
Investigation 4:01 Probabilities given as odds 98
1:13 Proportion 24
4:02 Two-step chance experiments 99
1:14 Graphs of physical phenomena 26
Investigation 4:02 Experimental probability
Assignment 27
without replacement 102
Chapter 2 Quadratic equations 28 4:03 Three-step chance experiments 103
2:01 Solution using factors 4:04 The probability of two-and three-step events 107
29
2:02 Solution by completing the square 33 Investigation 4:04 What is the chance
2:03 The quadratic formula 35 of a boy and a girl? 112
Investigation 2:03 How many solutions? 4:05 The mult iplication rule for multi-step events 113
38
2:04 Choosing the best method 39 Fun spot 4:05 The Monty Hall problem 118
Fun spot 2:04 What is an Italian referee? 41 4:06 The mult iplication rule for dependent events 119
•••
Contents Ill
Chapter 5 Surds 132 7:08 Circles and their equations 218
7:09 Curves of the form y = ox3 and y = ox3 + d 221
5:01 The rea l number system 133
7:10 Curves of the form y = ox" and y = ox" + d 224
Cha llenge 5:01 Proof that ✓ 2 is irrational 136
7:11 Curves of the form y = ox" and y = o[x - r)" 228
Investigation 5:01 f-stops and ✓ 2 136
GeoGebra activity 7: 11 Curves involving
5:02 Surds 137
powers 229
5:03 Addition and subtraction of surds 139
7:12 Curves of the form y = (x - r) (x - s) (x - t) 230
5:04 Multiplication and division of surds 141
7:13 The intersection of graphs 234
Fun spot 5:04 What do Inuits sing at birthday
Investigation 7:13 A parabola and a circle 237
parties? 143
GeoGebra activity 7: 13 The intersection
5:05 Binomial products 144
of graphs 238
Investigation 5:05 Iteration to find
7:14 Miscellaneous equations and graphs 238
square roots 146
GeoGebra activity 7:14 Curves and their
5:06 Rationalising the denominator 147
equations 241
Maths terms, Oiagnostic test, Assignments 149
Chapter 6 Financial mathematics 154
Chapter 8 Surface area and volume 248
6:01 Saving money 155
Investigation 6:01 Who can you bank on? 158 8:01 Review of surface area and volume 249
6:02 Simple interest 158 8:02 Surface area ofa pyramid 251
6:03 Solving simple interest problems 161 8:03 Surface area of a cone 256
Investigation 6:03 Financial spreadsheets 164 Investigation 8:03 The surface area of a cone 256
6:04 Compound interest 165 8:04 Surface area of a sphere 259
Fun spot 6:04 What is the difference Investigation 8:04 The surface area of a sphere 259
between a book and a bore? 169 Fun spot 8:04 How did the raisins win the
6:05 Depreciation 169 war against the nuts? 262
6:06 Compound interest and depreciation formulas 172 8:05 Volume of a pyramid 263
Investigation 6:06 Compound interest tables 177 Investigation 8:05 The volume of a pyramid 263
Maths terms, Diagnostic test, Assignments 178 8:06 Volume of a cone 267
8:07 Volume of a sphere 269
Chapter 7 Linear and non-linear Investigation 8:07 Estimating your
relationships 183 surface area and volume 269
8:08 Practical applications of surface area
7:01 Review of coordinate geometry 184
and volume 271
7:02 Parallel and perpendicu lar lines 186
GeoGebra activity 7:02A Parallel lines 190
GeoGebra activity 7:02B Perpendicular lines 190
Chapter 9 Statistics 279
7:03 Using coordinate geometry 191
7:04 Special forms of the parabola 193 9:01 Statistics: A review 280
GeoGebra activity 7:04A Parabolas of the Fun spot 9:01 Why did the teacher wear
2 sunglasses? 288
form y = ox 198
9:02 Measures of spread: Standard deviation 289
GeoGebra activity 7:04B Parabolas of the
2 9:03 Bivariate data 297
formy=ox +k 198
GeoGebra activity 7:04C Parabolas of the 9:04 Scatter plots 304
Challenge 9:04 Further scatter plots 314
form y = (x + o) 2 and y = (x + o) 2 +k 198
Investigation 9:04 Scatter plots using
Investigation 7:04 The graphs of parabolas 199
2 a spreadsheet 315
7:05 Parabolas of the form y = ox +bx+ c 199
9:05 Statistics all around us 316
Fun spot 7:05 Why didn't the bald man
9:06 Statistics: Getting it together 323
need his keys? 206
Investigation 9:06 Opinion poll s:
Investigation 7:05 Describing number patterns 207
How accurate are they? 328
GeoGebra activity 7:05 Parabolas of the
2 Challenge 9:06 Use of Australian census data 329
form y =ox +bx + c 207
9:07 Statistics: Can they be trusted? 331
7:06 Exponentia l graphs 208
GeoGebra activity 7:06 Exponential graphs 212
7:07 The hyperbola 212
Chapter 10 Similarity 346
GeoGebra activity 7:07 Hyperbolas of the form
k k k 10:01 Similar triangle proofs 347
y = - , y = - + c and y = 218 10:02 Sides and areas of similar figures 351
X X x- b
Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3

10:03 Sides and volumes of similar solids 354 13:07 Further circle properties 442
Investigation 10:03 King Kong: Could he GeoGebra activity 13:07 Intersecting
have lived? 359 chords and secants 445
Maths terms, Diagnostic test, Assignments 360 Fun spot 13:07 How do you make a bus stop? 446
13:08 Deductive exercises involving t he circle 447
Chapter 11 Trigonometry 365 Fun spot 13:08 How many sections? 450
11:01 Trigonometric ratios of other angles 366 Maths terms, Diagnostic test, Assignments 451
Investigation 11:01 Trigonometric graphs 370
GeoGebra activity 11:01A Using the unit circle 371 Chapter 14 Polynomials 457
GeoGebra activity 11:01B Trigonometric 14:01 Polynomials 458
graphs and the unit circle 371 14:02 Sum and difference of polynomials 460
GeoGebra activity 11:01C Features of 14:03 Multiplying and dividing polynomials
trigonometric graphs 371 by linear expressions 462
11:02 Trigonometric relationships between 14:04 Remainder and factor t heorems 465
acute and obtuse angles 372 14:05 Solving polynomial equations 467
Fun spot 11:02 Why are camels terrible 14:06 Sketching po lynomia ls 469
dancers? 376 GeoGebra activity 14:06 Sketching
11:03 The sine rule 377 polynomials 473
GeoGebra activity 11:03 The sine rule 3B0 Fun spot 14:06 How do you find a missing
11:04 The sine rule:the ambiguous case 381 hairdresser? 474
11:05 The cosine rule 383 14:07 Sketching curves related toy= P(x) 474
Fun spot 11:05 Why did Tom's mother
GeoGebra activity 14:07 Sketching
feed him Peter's ice-cream? 387
curves related toy= P(x) 480
11:06 Area of a triangle 388
11:07 Miscell aneous problems 390
Maths terms, Diagnostic test, Assignments 392 Chapter 15 Logarithms 486
15:01 Logarithms 487
Chapter 12 Further equations 396
Investigation 15:01 Logarithmic scales 489
12:01 Simultaneous equations involving
15:02 Logarithmic and exponential graphs 490
a non-linear equation 397
15:03 Laws of logarithms 492
Investigation 12:01 Number patterns
Investigation 15:03 Logarithmic sca les
and algebra 401
and the history of calculating 495
12:02 Simple cubic equations: ax 3 = k 402
15:04 Simple exponential equations 496
12:03 Literal equations: Restrictions on variables 404
Fun spot 15:04 What do you ca ll
Fun spot 12:03 What small rivers flow into
lumberjack music? 497
the Nile? 408
Investigation 15:04 Solving harder exponential
Cha llenge 12:03 Fibonacci formula 408
equations by 'guess and check' 498
Challenge 15:04 Further exponential
Chapter 13 Circle geometry 414 equations 498
13:01 Circles 415
Investigation 13:01 Circles in space 418 Chapter 16 Functions and other
GeoGebra activity 13:01 Terms used in circle
geometry 418
graphs 504
13:02 Chord properties of circles (1 ) 419 16:01 Functions 505
GeoGebra activity 13:02 Chord properties 422 16:02 Inverse functions 509
Investigation 13:02 Locating the epicentre Investigation 16:02 Ouadratic functions and
of earthquakes 423 inverses 513
13:03 Chord properties of circles (2 ) 424 16:03 The graphs of y = f (x), y = /(x) + k
13:04 Angle properties of circles (1) 428 andy=/(x - a) 514
GeoGebra activity 13:04 Angle properties ( 1) 431 Fun spot 16:03 Where wou ld you get
13:05 Angle properties of circles (2) 432 a job playing a rubber trumpet? 517
GeoGebra activity 13:05 Angle properties (2) 435 Maths terms, Diagnostic test, Assignments 518
Investigation 13:05 Diameter of a circumcircle 436
13:06 Tangent prop erties of circles 436 Answers 523
Contents
Australian
Signpost Mathematics
New South Wales IO Stages 5.1-5.3
The Aust ralian Signpost Mathematics New South Wales series has been completely updated to comprehensively cover
the NSW Syllabus for the Australian Curriculum. Students and teachers are supported with a Student Book, an eBook, a
Homework Program and a Teacher Companion for each stage of development. Features w ithin each component, along w ith
additional resources on the eBook, allow the creation of a personalised learning package for the individual. Improvements in
technology, teaching resources and design allow students and teachers to approach the NSW Syllabus with confidence.
Student Book Homework Program Teacher Companion

The Australian Signpost Mathematics The Homework Program consists of The Teacher Companion is an invaluable
New South Wales IO Stages 5.1-5.2 and tear-out worksheets that mirror and resource that provides guidance and
Australian Signpost Mathematics New supplement the content of the student support to teachers using the Australian
South Wales IO Stages 5.1-5.3 learning book, providing opportunity for further Signpost Mat hemat ics New Sout h
package addresses Stage 5 of the NSW practice and application of key skills. Wales package. It is a practical resource
Syllabus for the Australian Curriculum. featuring teaching strategies, activities,
This new series continues the Signpost reference to Stage 5 outcomes and
tradition of expanding students' ability content statements, and links to digital
in a broad range of mathematical skills learning materials.
while emphasising problem-solving and
working mathematically.
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Any device, every school
Australian Signpost Mathematics New South
Wales I OStages 5.1-53 eBook lets you use
the Student Book online or offiine on any
device. It allows students to independently
work through each exercise, li nking to a
r ange of technological applications designed
specifically for Signpost users. The eBook
will engage students w hile consolidating
learning and providing opportunities for
increased depth of understanding.
Iii Pearson Digital

Browse and buy at pearson.com.au.
Access your content at pearsonplaces.com.au.
We believe in learning.
All kinds of learning for all kinds of people,
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HOW TO USE THE STUDENT BOOK
The Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3 learning package
covers Stage 5 outcomes of the NSW Syllabus for the Australian Curriculum.
Features of the Student Book Worked examples

take students through key
• a complete year's work with fu ll coverage
of the NSW Syllabus for the Australian processes ,vith step-by-
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How to use the Student Book

TREATMENT OF SYLLABUS CONTENT
The syllabus outcomes and statements relevant to Stages 5..1- 5.3 of the NSW Syllabus
for the Australian Curriculum are listed below. Chapters where the content is treated
are shown.
Working Mathematically (encompassing five components: Communica t ing, Problem Solving ,

Reasoning , Understanding and Fluency) is an integ ral pa rt of the structure of each chapter.
Special attention is given to Working Mat hemat ica lly at the end of each chapter of all Year 9
and 10 Student Books.
Working Mathematically
A student:
> uses appropriate terminology, diagra ms and symbols in mathematical contexts MAS.1-1WM
> selects appropriate notations and conventions to communicate mathematical ideas a nd solutions MAS.2- 1WM
> uses and interprets fo rmal d efinitions and generalisations when explaining solutions a nd/or conjectures MAS.3- 1WM
> selects a nd uses appropriate strategies to solve problems MAS.1-2WM
> interprets mathematical o r real-life situations , systematically applying appropriate s trategies to solve problems MAS.2-2WM
> generalises mathematical ideas and techniques to a nalyse and solve problems efficien tly MAS.3-2WM
> provides reasoning to support conclusions that a re appropriate to the context MAS.1-3WM
> constructs arguments to prove a nd justify results MAS.2-3WM
> uses ded uctive reasoni ng in presenting a rg uments a nd formal proofs MAS.3-3WM
Number and Algebra
A student:
> solves financial problems involving earni ng, spending a nd investing money MAS.1-4NA
> solves financial problems involving compound interest MAS.2-4NA0
> recognises direct a nd indirect proportion, and solves problem s involving direct proportion MAS.2- SNA
> d raws, inter prets a nd analyses graphs of physical phenomena MAS.3-4NA
> simplifies algebraic fractions , and expands and facto rises q uadratic expressions MAS.2-6NA
> selects a nd applies appropriate algebraic techniq ues to operate with algebraic expressions MAS.3-SNA§
> operates with algebraic expressions involving positive-integer a nd zero indices, and establishes the meaning of MAS.1-SNA
negative indices for numerical bases
> applies index laws to operate with algebraic expressions involving integer ind ices MAS.2-7NA
> performs operations with s urds and indices MAS.3-6NA§
> solves linear and simple quadratic eq uations, linear inequalities and linea r simultaneous eq uations , using a nalytical MAS.2-SNA
a nd g raphical techniq ues
> solves complex li near, quadratic, simple cubic and s imulta neous equations, a nd rearranges literal equations MAS.3-7NA§
> d eterm ines the midpoint, g rad ient a nd length of an interval, a nd graphs linear relationships MAS.1-6NA
> uses the gradient-intercept fo rm to interpret a nd g raph li near relationships MAS.2-9NA
> uses fo rmulas to find midpoint, gradient a nd distance on the Cartesian plane, and applies standard forms of the MAS.3-SNA§
eq uation of a straight line
> g raphs simple non-linea r relationships MAS.1-7NA
> connects algebraic and graphical represen tations of simple non-linear relationships MAS.2- 1ONAO
> sketches and inter prets a variety of non-linea r relationships MAS.3-9NA§
> recognises, describes and sketches polynomials , a nd applies the factor and remai nder theorems to solve problems MAS.3-1 ONA•
> uses the definition of a logarithm to establis h and apply the laws of logarithms MAS.3-11 NA"
> uses fu nction notation to d escribe and sketch functions MAS.3-12NA"

Measurement and Geometry
A student:
> calculates the a reas of composite shapes, and the surface a reas of rectangular and triangular prism s MA5.1- 8MG
> calculates the surface a reas of right prisms, cylinders and related composite solids MA5.2- 11MG
> applies form ulas t o find the su rface a reas of right pyramids, right cones, spheres and related composite solids MA5.3-13MG
> applies form ulas t o calculat e the volu m es o f composite solids composed of right prism s a nd cylinders MA5.2- 12MG
> applies form ulas t o find the volumes of right pyramids, right cones, spheres and related composite solids MA5.3-14MG
> inter prets very small a nd very large units o f m easurement, uses scientific notation, and rounds t o significant figures MA5.1- 9MG
> applies trigonom etry, given diagra ms, to solve problem s, including problem s involving angles o f elevation MA5.1 - 10MG
and depression
> applies trigonom etry to solve problems, including problems involving bea rings MA5.2- 13MG0
> applies Pythagoras· theorem, trigonom etric relationships, the sine r ule, the cosine rule a nd the area rule, to solve MA5.3-15MG§
problems, including problems involving three dimensions
> descr ibes and applies the properties of similar figures a nd scale drawings MA5.1- 11MG
> calculates the a ngle sum of any polygon and uses minimum conditions to prove triangles are congruent or simila r MA5.2- 14MG
> proves triangles are similar, and uses formal geometric reasoning to establish properties o f triangles and quadrilaterals MA5.3-16MG§
> applies d ed uctive reasoning to prove circle theorem s and to solve related problem s MA5.3-17MG'
Statistics and Probability
A student:
> uses statistical displays to compare sets of data , a nd evaluates statistical claims m ade in the m edia MA5.1- 12SP
> uses quartiles a nd box plots to compare sets of data , and evaluates sou rces of data MAS.2- 1 ssp•
> uses standard deviation t o analyse d ata MA5.3-18SP
> investigates relationships between two statistical va riables, including their relationship over time MA5.2- 16SP
> investigates the relationship between num er ical variables u sing lines of best fit, and explores how data is used t o MA5.3-19SP
inform decision- m aking processes
> calculates relative frequencies to estimate probabilities o f simple and compound even ts MA5.1- 13SP
> descr ibes a nd calculates probabilities in multi- step chance exper iments MA5.2- 17SP
The NSW Syllabus for the Australian Curriculum has indicated the minimum Stage 5 content
recommendations in relation to current Stage 6 Mathematics B oard Developed Courses.
◊ refers to mini mu,n Stage 5 substrands to be covered by students planning to study Preli,n inary Mathe,natics
General/ HSC Mathernatics General 2. All subtrands of Stage 5.1 are ako part of che recom,nended ntini1n u1n.
§ refers to mi1timu1n Stage 5 substrands to be covered by students planrting to study Mathernatics ('2 Urtit').
Note: 'At least sorne of the content' of the Stage 5.3 subtrands, N on-Linear Relationsltips, Trigono,netry and
Pythagoras' Theore,n and Properties of Geo metric Figures need to be covered.All subtrands of Stage 5.1 and
Stage 5 .2 are also part of the reconunended 1nittin1u1n.
# refers to t he O ptional Stage 5.3 substrands that are part of the reco1n1n ended ntitti1nu1n to be covered by students
planning to study Mat hernatics Extensio n 1.All subtrands of Stage 5.1, Stage 5.2 and Stage 5.3 are also part ofche
reco,nmended nti1timu1n .
Treatment of syllabus content

Stages 5.1-5.3 content
The Stages 5.1 -5.3 content is divided into three strands:
• Number and Algebra
• Measurement and Geometry
• Statistics and Probabil ity
Content statements are listed below with their Australian Curriculum code or NSW syllabus
reference. The chapters th at address each content statement are shown in the right-hand column.
Number and Algebra (5.1 I References Chapter

Financial Mathematics
• Solve problems involving earni ng money. NSW !Stage 5.11 Ch 8 IY9)
• Solve problems involving simple interest. ACMNA211 !Stage 5.11 Ch 8 IY9)
• Connect the compound interest formula to repeated applications o f simple interest using ACM NA229 IStages 5.1. 5.2) Ch 6 IY1 0)
appropriate d igital technologies.
Indices
• Extend and apply the index laws to variables, using positive- integer indices a nd the ACMNA212 IStage 5.11 Ch 6 IY9)
zero index.
• Simpli fy algebraic prod ucts and quotients using index laws. ACMNA231 !Stage 5.11 Ch 6 IY9)
• Apply index laws to numerical expressions with integ er indices. ACMNA209 IStage 5.11 Ch 6 IY9)
Linear Relationships
• Find the m idpoint a nd gradient of a line segme nt (interval) on the Cartesian plane us ing a ACMNA29' !Stage 5.11 Ch 10(Y91
ra nge of strategies, including graphing software.
• Find the distance between two points located on the Cartesian plane using a range o f ACMNA21' !Stage 5.11 Ch 10(Y91
strategies, including graphing softwa re.
• Sketch linear graphs u sing the coordinat es o f two poi nts. ACMNA215 IStage 5.11 Ch 7 IY9).
Ch 10(Y91
• Solve p roblems involving parallel and perpendicular lines. ACMNA238 IStage 5.11 Ch 7 IY1 0I
Non-linear Relationships
• Graph simple non- linear relations, with and without the use of digital technologies. ACMNA296 IStage 5.11 Ch 10(Y91
• Explore the connection between algebraic a nd graphical representations o f relations ACMNA239 IStage 5.11 Ch 7 IY1 0I
such as simple quadratics, circles and exponentials using digital technologies as
appropriate.
Measurement and Geometry (5.1 I References Chapters

Area and Surface Area
• Calculate the a reas of composite shapes. ACMMG216 (Stage 5.1) Ch 5 IY9)
• Solve problems involving the surface areas o f r ight prism s. ACMMG218 (Stage 5.1) Ch 5 IY9)
Numbers of Any Magnitude
• Investigate very small and very large time scales a nd intervals. ACMMG219 (Stage 5.1) Ch 1 IY9)
• Exp ress n umbers in scientific notation. ACMMG210 (Stage 5.1) Ch 1 IY9).
Ch 6 IY9)
Right- angled Triangles (Trigonometry)
• Use similarity to investigat e the consta ncy of the sine, cosine and tangent ratios for a ACMMG223 (Stage 5.1) Ch 13(Y9)
given angle in right -a ngled triangles.
• Apply trigonometry to solve right-angled triangle problems . ACMMG224 (Stage 5.1) Ch 13(Y9)
• Solve r ight-angled triangle problem s, including those involving a ngles of elevation and ACMMG2'5 (Stage 5.1) Ch 13(Y91
d epression.
Properties of Geometrical Figures
• Use the enlargement tra nsform ation to explain similarity. ACMMG220 (Stage 5.1) Ch 11 (Y91
• Solve p roblems using ratio and scale factors in similar figures. ACMMG221 (Stage 5.1) Ch 11 (Y91

Statistics and Probability [5.11 References Chapters
Single Variable Data Analysis
• Iden tify everyday questions and issues involving at least o ne numer ical and at least o ne ACMSP228 !Stage 5.1) Ch 9 IY1 0)
categorical variable, a nd collect d ata di rectly from secondary sources.
• Construct back-to-back stem-a nd-leaf plots and histograms and describe data , using ACMSP282 !Stage 5.11 Ch 14 IY9)
term s i ncludi ng ·skewed', ·symmet ric' a nd 'bi-modal'.
• Compa re data displays us ing mean, med ia n a nd ra nge to descr ibe a nd inter pret ACMSP283 !Stage 5.11 Ch 14 IY9)
numer ical data sets in terms of location !centre) a nd spread.
• Evaluate statistical reports in the med ia a nd othe r places by linking claims to displays, ACMSP253 !Stage 5.11 Ch 9 IY1 0)
s tatistics and representative data.
Probability
• Calculate relative freq ue ncies fro m given or collected data to estimate probabilities of ACMSP226 !Stage 5.11 Ch 4 IY9)
events involving ·a nd ' o r ·or·.
Number and Algebra [5.21 References Chapters

0
Fina ncial Mathematics
• Connect t he compound interest fo rmula to repeated a pplications of simple interest using ACMNA229 IStages 5.1 , 5.21 Ch 6 IY1 0)
appropriate d igital tech nologies.
Ratio and Rates
• Solve problems involving d irect proportion; explore the relations hip between graphs and ACM NA208 IStage 5.2) Ch 15 IY9)
equations corresponding to simple rate problems .
Algebraic Techniques
• Apply the fou r operations to simple algeb raic fractions with numerical denominators . ACM NA232 IStage 5.2) Ch 3 IY9)
• Apply the fou r operations to algebraic fractions with pronume rals in the denominator. NSW !Stage 5.2) Ch 3 IY91
• Apply the distributive law to the expans ion of algebraic expressions , including binomials, ACM NA213 IStage 5.2) Ch 3 IY9)
a nd collect like terms whe re a ppropriate.
• Factorise algebraic expressions by taking out a common algeb raic fac tor. ACM NA230 !Stage 5.2) Ch 3 IY91,
Ch 12 IY9)
• Expa nd binomial products a nd factorise monic q uadratic expressions using a va riety of ACM NA233 IStage 5.2) Ch 12 IY9)
s trategies.
Indices
• Apply index laws to algebraic expressions involving integer ind ices. NSW !Stage 5.2) Ch 6 IY9)
Equations
• Solve linear eq uations . ACMNA215 IStage 5.2) Ch 7 IY91
• Solve linear eq uations involving simple algebraic fractions . ACMNA240 !Stage 5.2) Ch 7 IY91
• Solve simple q uadratic eq uations using a ra nge o f strategies . ACMNA241 !Stage 5.2) Ch 2 IY1 0)
• Substitute values into fo rmulas to determine a n unknown . ACMNA234 IStage 5.2) Ch 7 IY91
• Solve problems involving linear equations , including those derived fro m fo rmulas. ACMNA235 IStage 5.2) Ch 7 IY91
• Solve linear inequalities a nd graph their solutions on a numbe r li ne . ACMNA236 IStage 5.2) Ch 7 IY91
• Solve linear simulta neous eq uations, using algeb raic a nd graphical techniq ues, including ACMNA237 IStage 5.2) Ch 9 IY91
with the use of digital technologies.
Linear Relationships
• Interpret a nd gra ph li near relations hips us ing the gradien t-intercept fo rm of the eq uation NSW !Stage 5.2) Ch 10 IY9)
of a straight li ne.
• Solve problem s involving parallel a nd per pendicu la r li nes . ACMNA238 IStage 5.2) Ch 10 IY9)
Non-linear Relationships•
• Gra ph s imple non -linear relationships with a nd without the use of d igital technologies ACM NA296 IStage 5.2) Ch 10 IY9),
a nd solve simple related equations. Ch 7 IY1 0)
• Explore the connection between algeb raic a nd graphical representations of relations hips ACM NA239 IStage 5.2) Ch 7 IY1 0)
s uch as simple quadratics, circles a nd exponentials using digital technologies as
appropriate.

Measurement and Geometry (5.21 References Chapters
• Calculate the surface a reas of cylinders and solve related problems. ACMMG217 (Stage 5.2) Ch 5 IY9)
• Solve problems involving surface area fo r a range o f prisms, cylinders and composite ACMMG242 (Stage 5.2) Ch 5 IY9),
solids . Ch 8 IY1 0)
Volume
• Solve problems involving the volumes o f r ight prisms. ACMMG218 (Stage 5.2) Ch 5 IY9)
• Solve problems involving volu me fo r a range o f prisms, cylinders and composite solids. ACMMG242 (Stage 5.2) Ch 5 IY9)
Right- angled triangles !Trigonometry]•
• Apply trigonometry to solve right-angled triangle problems. ACMMG224 (Stage 5.2) Ch 13(Y9)
• Solve r ight-angled t ria ngle proble ms, including those involving d irection a nd a ngles of ACMMG245 (Stage 5.2) Ch13(Y9)
elevation and depression.
Properties of Geometrical Figures
• Formulate proofs involving congruent t ria ngles and angle properties. ACMMG243 (Stage 5.2) Ch 3 IY10)
• Use t he enlargement t ra nsformations to explain similarity and to develop t he cond itions ACMMG220 (Stage 5.2) Ch 11 (Y9)
for triangles to be s imila r.
• Apply logical reasoning, including the use of congruence and s imila rity, to proofs and ACMMG244 (Stage 5.2) Ch 3 IY10),
numerical exercises involving pla ne shapes. Ch 10 (Yl O)
Statistics and Probability (5.21 References Chapters

Single Variable Data Analysis•
• Determi ne q uartiles and interquartile range. ACMSP248 (Stage 5.2) Ch14(Y9)
• Construct a nd interpret box plots and use them to compare data sets. ACMSP249 (Stage 5.2) Ch 14 (Y9)
• Compare shapes of box plots to correspond ing histograms and dot plots. ACMSP250 (Stage 5.2) Ch14(Y9)
• Investigate reports o f s urveys in digital media and elsewhere for information on how d ata ACMSP227 (Stage 5.2) Ch 9 IY10)
was obtained to estimate population means and medians.
Bivariate Data Analysis
• Investigate a nd descr ibe bivariate nu merical data where the independent variable is time. ACMSP252 (Stage 5.2) Ch 9 IY10)
• Use scatter plots to investigate and comment on relationships between two numerical ACMSP251 (Stage 5.2) Ch9IY10)
variables.
Probability
• List all outcomes for two-step chance experiments, with a nd without replacement, using ACMSP225 (Stage 5.2) Ch 4 IY9)
tree d iagrams or arrays; assign probabilities to outcomes and determi ne probabilities fo r
events.
• Describe the results of two- and th ree-step chance experiments , with and without ACMSP246 (Stage 5.2) Ch 4IY10I
replacement, assign probabilities to outcomes, and determine probabilities of events;
investigate the concept of independence.
• Use t he language of ·if ... then·, ·given·, ·o r , 'knowing that' to investigate conditional ACMSP247 (Stage 5.2) Ch 4IY10I
statements and to identify common m istakes in interpreting such language.
Number and Algebra (5.31 References Chapters

Rates and Ratio
• Solve problems involving di rect proportion ; explore t he relationship between g raphs and ACMNA208 (Stage 5.3) Ch15(Y9)
equations correspondi ng to s imple rate problems.
Algebraic Techniques§
• Add and subtract algebraic fractions with numerical denominators, including those with NSW !Stage 5.31 Ch 3 IY9)
binomial numerators.
• Expand binomial products using a variety o f strategies. ACMNA233 (Stage 5.31 Ch 3 IY9),
Ch12(Y9)
• Factorise manic and non-monic q uad ratic expressions. ACMNA269 (Stage 5.31 Ch12(Y9)
Surds and lndicesf
• Define rational a nd irrational numbers a nd perform operations with surds and fractional ACMNA264 (Stage 5.3) Ch 6 IY9),
indices. Ch 5 IY10)
Equationsf
• Solve complex linear eq uations involving algebraic fractions. NSW !Stage 5.31 Ch 7 IY9)
• Solve a wide range of q uadratic equations derived fro m a variety of contexts. ACMNA269 (Stage 5.31 Ch 2 IY10)
• Solve s imple cu bic eq uations. NSW !Stage 5.31 Ch 12 (Yl OI
• Rearrange literal equations. NSW !Stage 5.31 Ch 7 IY9)
• Solve s imultaneous equations, where one eq uation is non-linear, using algebraic and NSW !Stage 5.31 Ch 12 (Yl O)
g raphical techniques, includ ing the use of digital technologies.

Linear Relationships§
• Find the midpoint and gradient of a line segment !interval! on the Cartesian plane. ACM NA294 (Stage 5.3) Ch 10 (Y9)
• Find the distance betw een two poi nts located on a Cartesian plane . ACM NA2 14 (Stage 5.3) Ch 10 (Y9)
• Sketch linear graphs using the coordi nates of two points . ACM NA2 15 (Stage 5.3) Ch 10 (Y9)
• Solve problem s using various standard form s o f the equation of a straight li ne . NSW (Stage 5.3) Ch 7 (YlO)
• Solve proble ms involving parallel and perpend ic ular lines . ACM NA238 (Stage 5.3) Ch 9 (Y9),
Ch 7 (Yl O)
Non-linear Relationships§
• Describe, interpret a nd sketch parabolas, hyperbolas, circles and exponen tial fu nctions ACM NA267 (Stage 5.3) Ch 7 (Yl O)
and thei r transform ations.
• Describe, interpret a nd sketch cubics, other curves and their tra nsform ations . NSW (Stage 5.3) Ch 7 (Yl OI
Polynomials'
• Investigate the concept of a polynomial a nd apply the factor and re mainder theo re ms to ACM NA266 (Stage 5.3) Ch 14 (Yl O)
solve proble ms.
• Apply an unde rstanding of polynomials to s ketc h a range of curves and de scribe the ACM NA268 (Stage 5.3) Ch 14 (Yl O)
features o f the se c urves from their equations.
Logarithms•
• Use the definiti on o f a l ogarithm to establish and apply the l aws of logarithms. ACM NA265 IStage 5.3) Ch 15 (Yl O)
• Solve s imple exponential eq uations. ACM NA270 (Stage 5.3) Ch 15 (Yl O)
Functions and Other Graphs'
• Describe, interpret a nd sketch functions. NSW (Stage 5.3) Ch 16 (Yl O)
Measurement and Geometry [5.31 References Chapters

• Solve proble ms involving the s urface areas of right pyra mids , right cones, s pheres and ACM MG27 1 !Stage 5.3) Ch 8 (Yl O)
re lated composite solids.
Volume
• Solve proble ms involving the volume s of right pyramids, right cones, s pheres and related ACM MG27 1 !Stage 5.3) Ch 8 (Yl O)
composite solids.
Tr igonometry and Pythagoras' Theorem§
• Apply Pythagoras· theorem and trigonometry to solve three -dime ns ional problems in ACMMG276 IStage 5.3) Ch 13 (Y9)
r ight-angled triangles.
• Use the unit ci rcle to de fine trigonometric functions, a nd graph them, with a nd without ACMMG274 IStage 5.3) Ch 11 (Yl O)
the u se o f digital technologies.
• Solve s imple trigonometric eq uations . ACM MG275 !Stage 5.3) Ch 11 (Yl O)
• Establis h the s ine , cos ine and a rea rule s for any triangle and solve re lated problems . ACM MG273 !Stage 5.3) Ch 11 (Yl O)
Properties of Geometr ical Figures!
• Formulate proofs involving congrue nt triangle s and a ngle properties. ACM MG243 !Stage 5.3) Ch 3 (Yl O)
• Apply logical reasoning , including the use o f congrue nce and s imilarity, to proofs and ACM MG244 !Stage 5.3) Ch 10 (Yl O)
numerical exercise s involving plane s hapes.
Circle Geometry•
• Prove and apply angle and chord propertie s of ci rcle s. ACM MG272 !Stage 5.3) Ch 13 (Yl O)
• Prove and apply ta nge nt and secant propertie s of ci rcle s. NSW (Stage 5.3) Ch 13 (Yl O)
Statistics and Probability [5.31 References Chapters

Single Variable Data Analysis
• Calculate and interpret the mean and standa rd deviation o f data and use the se to ACMSP278 !Stage 5.3) Ch 9 (Yl O)
compare data sets.
Biva riate Data Analysis
• Use information tech nologies to investigate biva riate numerical data sets; where ACMSP279 !Stage 5.31 Ch 9 (Yl O)
appropriate , stude nts use a s traight line to describe the re lations hip, allowing for
variation.
• Investigate reports of s tudies in digital media a nd elsewhere for information on their ACMSP277 !Stage 5.31 Ch 9 (Yl O)
planning and implementation.

Drag-and-dro11
activities
Technology activities
._.,IEI Pts4...-hll..., .....................,..
Worksheets
l•Dl•ln 181 •lssll..i ~Ptnslll•uuc11c11Jwt ........ ProducllJnk

1 Review of Appendix summary of Year 9
Year9
2 Quadratic Maths ter ms 2 Completing t he square IEI 2:01 Quadratic equations IF)
equations Quadratic equations 1 2:03 The quadra t ic fo rmula IFI
Quadratic equations 2
Comple ting t he square
3 Properties of Angle sum o f polygons The parallelogra m family IG) 3:02 Congruent t ria ngle proofs IFI
geometrical Triangles Convex a nd concave polygons IG) 3:03 Using congruent triangles IFI
figures Quadrilaterals The a ngle su m o f a polygon IG) 3:04 Non -nume rical proofs (FI
Angles and parallel lines The exterior angle sum of a convex 3:06 Formulas (FI
Pythagoras' theorem polygon IGI
Maths ter ms 3
4 Probability Maths ter ms 4 4:01 Probability review IFI
Theoretical probability
5 Surds Simplifying s urds 5:02 Surds (FI
Operations with Surds 5:03 Addition a nd subtraction
Maths ter ms 5 of surds IF)
5:04 Multiplication and division
of surds IF)
5:05 Binomial products- Su rds (FI
--,--
6 Financial Depreciation Who wants to be a millionaire? tEI 6:02 Simple interest IF)
mathematics Com pound interest Compound inte rest (El 6:04 Compound interest (FI
Maths ter ms 6 6:06 Compound interest formula (FI
7 Linear and Transforming curves Parallel lines IG) 7:02 Parallel and perpendicula r
non-linear Parabolas puzzle Pe rpendicula r lines (GI lines (FI
relationships Maths ter ms 7 Cu rve sketching (El 7:03 Coord inate geometry (FI
Identifying graphs fro m Para bolas o f the form y - ax2 (GI 7:05 The para bola y = ax2 +bx+ c IFI
equations Para bolas o f t he form y - ax2 + k (G) 7:10 Cu rves of the form y - ax" a nd
Para bolas o f t he form y - Ix+ a) 2 a nd y - ax" + d (FI
Ix +aJ2 + k (G) 7:11 Cu rves of the form y = ax• a nd
Parabolas of the form y = ax2 +bx+ c IG) y = alx - rl" IF)
Exponential graphs (G) k 7:12 Cu rves of the form
Hyperbolas o f the form y - - , y - alx - r)(x - s)lx - tl (FI
X
k k
y - - + c a nd y • - - (GI
x x- b
Para bolas in real life (El
Curves involving powers tG)
The intersec tion o f graphs (G)
Graphs and equations (G)
8 Surface area Volumes of pyra mids 8:01 Surface area review (FI
and volume Volumes of cylinders, 8:02 Surface area of a pyra mid (FI
cones and spheres 8:03 Surface area of a cone (FI
Maths ter ms 8 8:05 Volume of a pyramid IF)
9 Statistics Maths ter ms 9 Mean a nd standard deviation I El 9:02 Sta ndard deviation IF)
Box-and-whisker plots
Interquartile range
10 Similarity Maths ter ms 10 10:01 Similar t ria ngle proofs (FI
Using the scale factor

• • • Worksheets
Eirat IEI--ProductUnk only Foundallon wtcsllaats IFI
(ProdudUnk onlyl GaoGabra 1111 aBDOkand ProdudUnk alook and ProductUnk
11 Trigonometry Sine rule Using the unit circle IGI 11 :02 Trig ratios of obtuse a ngles IF)
Cosine rule Trigonom et ric graphs and the u nit 11 :03 The sine rule IF)
Mat hs te rms 11 ci rcle IGI 11 :04 The sine rule: The a mbiguous
Features of tr igonometric graph s [G) case IF)
Th e s ine rule IGI 11 :05 The cosi ne r ule IF)
Investigat ing sine curves IE)
12 Further Literal equations Lite ral equations I El 12:03 Literal equations IF)
equations Fu rther simulta neous
equations
Mat hs te rms 12
13 Circle geometry Parts of a circle Te rms used in circle geometry IGI
Circle geom etry puzzle Chord properties IG)
Mat hs te rms 13 Angle prope rties 1 IG)
Angle prope rties 2 IG)
Intersecting chord s and secants (G)
Circle investigations IEI
14 Polynomials Polynomia ls Sketching polynomials IG)
Mat hs te rms 14 Sketching curves related to y - Pix) IG)
15 Logarithms Logarithms
16 Functions and Fu nction notation

their graphs
r----------------------------------------------------------------------,
Teachers also have access to other
digita l resources on the eBook and
Productlink, including:
• syllabus overview document

• editable teaching programs ---- =~--,i,·
--
-- • ---
• answers to all worksheets
-=- --------
·==- __;-...----·
- ----
• answers to Prep quizzes and
Investigations
• answers to the Homework Program.
~----------------------------------------------------------------------~
Iii Digital resources
Metric equivalents
Length Months of the year
30 days each has Septe1nber,
1 tn = 1000 ITil11
April, June and Nove1nber.
= 100c1n
All the rest have 31 , except February alone,
= 10dn1
Wluch has 28 days clear and 29 each leap year.
1 CITI = 10 111111
1 kin = 10001n Seasons
Sun1111er:Decen1ber, January, February
Area
Autu111n: March, April, May
2 2
1111 = 10 000 Cl11 Winter: June,July, August
2
lha = 10000111 Spring: Septe111ber, October, Noven1ber
2
1 kn1 = 100 ha
Mass
1 kg= 1000g
It ir importa"t
1 t = 1000kg tJ.,at yov Iea r"
1 g = 1000,ng tJ.,e5e factr
Volume off by
3 3
/.,eart
1111 = 1000000 Cl11
3
= 1000d1n
1 L = 1000,nL
1 kL = 1000L
3
1111 = 1 kL
3
1 c111 = 1 tnL
3
1000 cn1 = 1 L
Time
1nun=60s
1h = 60nun
1 day= 24h
1 year = 365 days
1 leap year = 366 days

The language of mathematics
You sh ould regularly test your knov.rledge by identifying the iten1s on each card.
ID Card 1 (Metric units] ID Card 2 (Symbols)
1 2 3 4 1 2 3 4
111 dn1 cn1 llll11 - <
5 6 7 8 5 6 7 8
2 2 2
kn1 111 Cl11 kin ./:. >
9 10 11 12 9 10 11 12
ha 111
3
Cl11
3
s ✓2 lfj_
13 14 15 16 13 14 15 16
nun h n1/s k1n/h _L II = Ill
17 18 19 20 17 18 19 20
.
g 111g kg t % . •. e.g. i.e.
21 22 23 24 21 22 23 24
L nil kL oc -
X P(E)
For answers see page 523. For ans,vers see page 523.
5ee 'M at J,, 5 Term r' I..-.?'
at t J,,e en d of
ea c J,, c J,,apt er.
•
IDCards XIX
10 Card 3 [Language)
1 2 3 4
L ,►
• •
'7
,_J 7 r
L.
5 6 7 8
9 10 11 12
All sides
different
13 14 15 16
...
.. .--·········· ··-
..
...,
..
17 18 19 20
.. ..
..
21 22 23 24
.. --.. . . ... -..
For ansv.rers see page 523.

ID Card 4 [Language)
1 2 3 4
B
B B
A.
A
A
A
5 6 7 8
s
R
A C B
.. , I I I I I I I I .,
11 • 11 -4 -2 0 2 4
.................... points C isthe ....................
9 10 11 12
B
B
~ A C
A C one angle greater A, Band Care
all angles less than 90° one angle 90° t han 90° ............ of the triangle.
13 14 15 16
B A B B
,,.
A L__ _ ____, C a•
C A C D
Use the vertices BC is the ............ of
to na1ne t he d . the right-angled d . ao + 1,0 + co = ............ L BCD = ............
17 18 19 20
1,0
Which (a) ao < 1,0 a•

. ,
1s true. (b) ao = 1,0
a 0 + 1,0 + c0 + aJO = .... (c) ao > 1,0 ao - Angle sun1 = ....................
21 22 23 24 .c
__c B '\ D
•
0 A
A f---- - ' - ---l B Ek ~ F
0 ....... •·....
Na1ne of distance 0 AB is a .....................................
AB is a .................... around the circle. CD is an ................................
OC is a ..................... s.......................................... EF is a ......................................
For answers see page 523.
ID Cards
10 Card S [Language)
1 2 3 4
V ..........................................
.................... lines .................... lines h .......................................... .................... lines
5 6 7 8
A/ (between
.L ___ C
(less
than
so·) (90°)
so• and 1ao 0 )
angle .................... .................... angle .................... angle .................... angle
9 10 11 12
(360°)
(180°) (between
1ao• and
0 360°)
.................... angle .................... angle .................... angles
13 14 15 16
a• + b0 = 90° n.o = bo
a• + b = 180°
0
/,·
a• t"
d•
a• ao bo
b•
.................... angles .................... angles .................... angles ao + ho + co + do - ....
17 18 19 20
ao = ho ao = 1,0 a• + b0 = 180°
/,· a• a•
/,· /,·
a•
.................... angles .................... angles .................... angles
21 22 23 24 C
ex A
A-<,1-B E
DX
D
b .................... an interval b .................... an angle L CAB = ................. CD is p................. to AB.
For ansv.rers see page 523.

ID Card 6 [Language)
1 2 3 4
CE BCE am pm
C ............ E .......... . B............ C............ E ........... .
a.................... Ill.................... p .................... Ill....................
AD BC n1eans n1eans
A............ D............ B............ C ............ b .................... Ill.................... a.................... Ill....................
5 6 7 8
100 m
E
-~--+----~
0 '
0
~
area is 1 .................... r.................... shapes .................... of a cube c.................... -s ...................
9 10 11 12
I
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f .................. v.................... e................... a,--ces of ....................
13 14 15 16
r - - --- ',
C-=i.______.r1
----------------- t: ½'' I
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''
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'
[:--J ½ t! ~ : 7 '-1 ~ \ I
V V V V
r.................... t. ................... r.................... t ....................
17 4 -~~~~~ 18 Cars sold 19 Mon• collected 20 Money collected

3 1--1---1--+---I--I
,--
Mon 11!1. I
--,
Mon •••• 70 -
2 1--1---1--1-- ..-1 Tues
Wed
11!111!111!1 I
11!111!1 II
Tues
Wed
••••
•• ..~ 50 - ,
1 1--1---1--+---I--I
OA B C D E F -
Thurs
Fri
11!111!111!1
11!111!1 II -
Thurs
Fri
••••
•••
• stands for $ 10
8 30
1o - r
'--'--'-'--'-'--'--'--'--'-'-
r I
The c.................... M T WT F
of the dot are (E, 2) . t. ................... p .................... graph c .................... graph
21 1 ~ -J_oh_n_'s_h_et~g_ 22 23 24
..•••••
· h1_.. Use of time Smoking
00
80
60 .~ .,.•
•
obbies I People present
-
~
0 ••••
••••••
~~
(/)
40 >,
0 •:,
20
1
•
2 3 4 5
(ll
-Cigarettes smoked
-
Age (years)
!.................... graph s.................... graph b .................... graph s.................... d ....................
For answers see page 523.
ID Cards
Algebra card
A B C D E F G H I J K L M N D
1 2,n X X
1 3 2·1 - ,n - - 3111 5,n2 - 5x - - 3x -- x + 2 x - 3 2x + 1 3x - 8
4 3 6 2
1 ,n X X
2 - 1 - 0·4 - - 4ni - 2,n - 2n13 3x -- 5x2 - x +7 x - 6 4x + 2 x - 1
8 4 3 4
10,n - - - 5111 8,n :,- 10x - - - 8x -
1 Ill 2x 2x
3 5 0·8 - x + 5 x +5 6x + 2 x - 5
3 4 7 5
1 3,n X X
4 -2 1·5 - - 8n1 - - 7,n 6,n2 - 15x - 4
- 4x -- x + 1 x - 9 3x+ 3 2x + 4
20 2 10 5
3 Ill 2 2x 3 X
5 - 8 - 2·5 - 2,n - - 10,n ni 7x - 2x - x + 8 x +2 3x+ 8 3x + 1
5 5 3 3
2 3,n 2x 2 3x
6 10 - 0·7 - - 5ni - - - 6111 - 9ni3 9x - - X - x +4 x - 7 3x + 1 x + 7
7 7 5 5
3 Ill 5x 2x
7 - 6 - 1·2 - 8,n -- 9,n 2,n6 - 6x - 5x2 - x +6 x - 1 x+8 2x - 5
8 6 6 3
9 2,n 3x X
8 12 0·5 - 20,n - - 4111 - 3n13 - 12x - 4x3 -- X + 10 x - 8 5x + 2 X - 10
20 5 4 7
3 3ni 3x 3x
9 7 0·1 -
4
5,n -
5
- 10ni ni7 5x --
7
- 3X :, --7 x + 2 x +5 2x+ 4 2x - 4
7 4ni X :, 2x
10 - 5 - 0·6 - - 9ni - - - 7111 - 8n14 - 3x - - - 7x - x + 1 x - 7 5x + 4 x + 7
10 5 6 9
1 ,n X X
11 - 11 - 1·8 - - 7ni - - 8111 - 4,n - 4x - - x3 - x +9 x + 6 2x+ 7 x - 6
10 5 5 3
2 ,n 3x X
12 4 - 1·4 - 3,n - 12,n 7,n2 - 7x - - x10 - x +3 X - 10 2x+ 3 2x + 3
5 3 4 6
How to use this card

A~ an exan1ple, if the instruction given for the Algebra card is ' coltu1m D + colu1nn F' then you
would ,vrite answers for the follo,ving problen1s.
1 111 + (- 3111) 2 (- 4,n) + 2,n 3 10ni + (- 5n1) 4 (- 8 ,n) + 7,n
5 2n1 + 10ni 6 (- 5,n) + (- 6,n) 7 8n1 + 9111 8 20111 + (- 4111)
9 5n1 + (- 10n1) 10 (- 9,n) + (- 7,n) 11 (- 7n1)+(- 8n1) 12 3,n + 12111

Did !<le learr,
-b
all thir?
Z= 2.Q
00 A ==th (a+b)
_,,.._,,---o
d=
Did I teach
all thir?
Contents
1:01 Number and measurement 1:04 Measurement
1:01A Ord er of operations 1:05 Indices
1:018 Fractions 1:06 Equations, inequalities and formulas
1:01C Decimals 1:07 Financial mathematics
1:01D Percentages 1:08 Coordinate geometry
1:01E Ratios 1:09 Simultaneous eq uations
1:01F Rates 1:10 Similarity and sca le drawing
1:01G Significant figures 1:11 Trigonometry
1:01H Approximations 1:12 Statistics
1:011 Estimations 1:13 Proportion
1:01J Using units of measurement 1:14 Graphs of physical phenomena
1:01K Accuracy of measurements Assignment
1:02 Algebra
1:03 Probability
Investigation 1:03 Blaise Pascal
Syllabus references (See pages x- xv for details.)

Number and Algebra, Measurement and Geometry, Statistics and Probability
• The content covered in Year 9 is revie,ved.
• Conununicating • Proble,n Solving • Reasoning • U nderstanding • Fluency
This chapter is a su1ru11ary of the ,vork covered in Australian Signpost Mathe,natics 9 Neu, South Wciles
Stages 5.1- 5.3. For an explanation of the v.rork, refer to the relevant Appendix on the eBook.
1:01 Number and measurement

Rational nu1nbers include integers, fractions, decin1als and percentages (both positive and negative).
All rational nu1nbers can be ,vritten as ternunating or recurring deci1nals. The follo,ving exercises
revise the basic skills when ,vorking ,vith rational nun1bers.
1:01A Order of operations

r.'11 Appendix A
. . A:OlA
Si,nplify these expressions ,vithout using a calculator.
D a 4- (5 - 3) b 6 - (9 - 4) C -4 + (3 + 1)
d 6 + 4x2 e 9-3x4 f 16 + 4 + 4
g 10 X 4- 4 X 7 h 30 + 3 + 40 + 2 5x8+6x5
J 5X 2
2
k 3 X 10
2
l 32 + 42
m 6 +3x4+ 1 n 8+4+2 +1 0 6 - (-6 - 6)
II a 6 x (5 - 4) + 3 b 27 + (3 + 6) - 3 C 16 - [10 - (6 - 2)]
30+10 15 + 45 14
d e f
30-10 45+5 14-7
g (6 + 3) 2 h (10 + 4) 2 (19 - 9) 2
1:01 B Fractions
p Appendix A
A:0181- A:0189
D Change to 1nixed nun1erals.

a 7 b 49 c 15 d 11
4 6 4 8
II Change to i1nproper fractions.
a 51.2 b 3 17 c gl.4 d 66 23
IJ Sin1plify the follo,ving fractions.
48 b 70 c 200
a so 150 300
D Con1plete the follo,ving equivalent fractions.

a 1=~ b ~= ~ c ~=g d j = 1~0

Find t he sin1plest possible answers w ith out using a calculator.
IJ a L15 + _l15 13
b 20 -
2
5 C 5 + ..1.
8 10 d 76 - 35
11 a 6.1
. 2 + 2 :,~ b 4 34 -2..1.
10 C 4 43 +6· -1
10 d :,- -3 - 1-9
8 10
D a lxi
5 7 b ~x 15
25 16 C 4
9
X 3
1o
7
d 1oo f 2
3
Il a 6x
. 4
3
b 2 .1
2
X 1±
5 C 11 x15 d 10.lx11
2 7
11 a 1o9 + 3 ?
b 83 . 35
7 C i5 ~. 6 d 2 3 ~ 1.1
4 . 2
1:01C Decimals
r.11 Appendix A
g A:01C1- A:01C11
D Place in order fro1n s1nallest to largest.

a 0·606, 0·6, 0·66, 0·066 b 1·53, 0·153, 1·053
C 0·7,0·017, 7,0·77 d 3-5 3-45 3-05 3-4
' ' '
Con1plete the follo,ving questions w ithout using a calculator.
Il a 7-301 + 2 b 3-05 + 0·4 C 0·004 + 3·1 d 6 + 0·3 + 0·02

e 8·67 - 6·7 f 9-12-1-015 9 8-3-112 h 162·3 - 3
II a 0·012 X 3 b 0·03 X 0·2 C 0·45X1·3 d (0·05) 2

D a 3·14x10 b 0·5 X 1000 C 0·0003 X 100 d 3·8 X 104
D a 0·15 + 5 b 1 ·06 + 4 C 15-35 + 5 d 0·01 + 4

11 a 1·3 + 3 b 9-1 + 11 C 14 + 9 d 6+7
D a 48·04 + 10 b 1·6+100 C 0·9 + 1000 d 6·5 + 104

Il a 8·4 + 0·4 b 0·836 + 0·08 C 7·5 + 0·005 d 1·4 + 0·5
II Express as a si1nplified fraction o r nuxed nun1eral.
a 3-017 b 0·04 C 0·86 d 16·005
Ill] Express as a decin1al.
a ~ b 260
C :, d ~
8 11
mExpress t hese recurring decin1als as fractions .

a 0·5555 . . . b 0·2572572 . ..
C 0·72 d 0·642
IE Express t hese recurring decin1als as fractions .
a 0·8333. . . b 0·9151515. . . c 0·435 d 0·8942
1 Review of Year 9
1:01 D Percentages
• 1: Q1D
Exerc1se ffl Appendix A
.. A,0101- A,0107
D Express as a fraction.
a 54% b 203% d 9-1%
II Express as a percentage.
11 2
a 20 b 94 C 11.
4 d 3
IJ Ex'Press as a decin1al.
a 16% b 8·6% C 3%
D Express as a percentage.
a 0·47 b 0·06 C 0·375 d 1·3
11 a Find 36% of 400111. b Find 9% of 84 g. c Find 81 % of$32.

d At a church, the offertories for 2005 an1ounted to $127 000. If 68% of this n1oney was used
to pay the salary of the two full-ti1ne 1ninisters, ho,v 111uch ,vas paid to the nunisters?
II a If9% of Luke's n1oney was spent on a $5.40 fare, how 1nuch n1oney did Luke have?
b 70% of Alana's weight is 17 · 5 kg. Ho,v n1uch does Alana ,veigh?
c Lyn bought a book for a reduced price of70 cents. Tlus was 14% of the book's
reco1nn1ended retail price. W hat ,vas the recon1111ended retail price?
d A total of 54 nunutes of 1nathen1atics lesson tin1e ,vas lost in one ,veek because of other
activities. If tlus represents 30% of the allocated ,veekly ti1ne for 1nathen1atics, what is this
allocated ti1ne?
II a Express 85 cents as a percentage of $2.
b 4 kg of sugar, 9 kg of flour and 7 kg of dried fruit ,vere n1ixed. What is the percentage
(by n1ass) of flour in the 1nixture?
c Of 32 birds in R achel's aviary, 6 are canaries. What percentage of her birds are canaries?
d When Steve Waugh retired fro1n test cricket in 2003, he had scored 32 centuries fron1
260 innings. In ,vhat percentage of his innings did he score centuries?
1:01 E Ratios
D a Si,nplify each ratio.

i $15:$25 ii 9 kg: 90 kg iii 75 ITI: 35 n1
b Find tl1e ratio of 5·6 n1 to 40 cn1 in sin1plest tern1s.
c Nao nu spent $8 of $20 she ,vas given by her grandparents and saved the rest. What is the
ratio of 111oney spent to 111oney saved?
t
d In a class, of the students walk to school and ~ ride bicycles. Find tl1e ratio of students
,vho walk to students ,vho ride bicycles.

e At the end of their test cricket careers, Steve Waugh had scored 50 fifties and 32 hundred~
fron1 260 innings, ,vhereas M ark Waugh had scored 47 fifties and 20 hundreds fron1
209 innings.
Find the ratio of the nun1ber of hundreds scored by Steve to the nun1ber scored
by M ark.
ii Find the ratio of the nun1ber of tin1es Steve scored 50 or n1ore to the nun1ber
of innings.
f Express each ratio in the forn1 X: 1.
i 3:5 ii 2:7 Il l 10:3 IV 25:4
g Ex'Press each ratio in f in the fonn 1 : Y.
El a If x : 15 = 10 : 3, find the value of x .
b If the ratio of the populations of Africa and Europe is 3: 2, find the population of Africa
if Europe's population is 732 nlillion.
2
c T he ratio of the average population density per k1n of Asia to that of Australia is 60: 1.
If the average in Asia is 152 people per kn12 , ,vhat is the average in Australia?
d T he ratio of the population of Sydney to the population of Melbourne is 8 : 7.
If 4·8 nlillion people live in Sydney, ho,v n1any people live in Melbourne?
11 a If 84 jelly beans are divided

bet,veen Naonu and Luke in the
ratio 4 : 3, ho,v 1nany jelly beans
does each receive?
b T he sizes of the angles of a triangle are in the ratio 2: 3: 4. Find the size of each angle.
c A total of 22 1nillion people live in the cities of Tokyo and Moscow. If the ratio of the
populations of Tokyo and Mosco,v is 6: 5, ,vhat is the population of each city?
d In 1914, 60 baptisn1s ,vere recorded in Cobargo. T he ratio of n1ales to fen1ales ,vho were
baptised ,vas 3: 2. How 111any of each ,vere baptised?
1:01 F Rates
Appendix A
p A:OlF
D Co1nplete these equivalent rates.

a 5 kin/ nun = ... kn1/h b 8 k111/L = ... n1/111L
3 3
c 600 kg/h = ... t/ day d 2·075cin /g = ... c111 /kg
El a Find the average speed (to the nearest nlile per hour) if it took 564 hours to travel
3396 nliles by horse and trap.
b Over a period of30 ,vorking days,Aaron earned $1386. Find !us average daily rate of pay.
c Shareen 1narked 90 books in 7 hours. What rate is this in nunutes per book?
d On a hot day, our fanlily used an average of 36 L of water per hour. Change tllis rate to
c1113 per second (c1113 /s).
1 Review of Year 9
1:01 G Significant figures
Appendix A
Iii A:OlG
D State the nu1nber of significant figures in each of the following.

a 21 b 4·6 c 2·52 d 0·616
e 16·32 f 106 g 3004 h 2·03
i 1·06 j 50·04 k 0·5 l 0·003
m 0·000 32 n 0·06 o 0·006 p 3-0
q 25·0 r 2·60 s 13·000 t 6·40
u 41235 v 600 (to nearest hundred) w 482 000 {to nearest thousand)
x 700 {to nearest ten) y 1600 z 16000
II State the nu1nber of significant figures in each of the following.

a 3·0 b 3·00 c 0·3 d 0·03
e 0·030 f 0·0030 g 0·0300 h 3-0300
1:01 H Approximations
p Appendix A
A:OlH
D R .o und each of the follo,ving correct to one deci1nal place.

a 4·63 b 0·81 c 3-17 d 0·062
e 15-176 f 8·099 g 0-99 h 121 ·62
i 0·119 j 47·417 k 0·35 l 2·75
II R .o und each of the follo,ving correct to t\vo decin1al places.
a 0·537 b 2·613 c 7-134 d 1·169
e 12·0163 f 8-399 g 412·678 h 0·0756
i 0·4367 j 100-333 k 0·015 l 0·005
El R .o und each nun1ber correct to: 1 sig. fig. ii 2 sig. fig.
a 7-31 b 84·9 c 0·63 d 2·58
e 4·16 f 0·0073 g 0·0828 h 3-05
0·009 34 j 0·0098 k 7-52 l 0·0359
D R .o und each of the follo,ving to the nun1ber of significant figures indicated.
a 2·3 (1 sig. fig.) b 14·63 (3 sig. fig.) c 2·15 (2 sig. fig.)
d 0-93 (1 sig. fig.) e 4·07 (2 sig. fig.) f 7-368 94 (3 sig. fig.)
g 0·724138 (3 sig. fig.) h 5·716 (1 sig. fig.) 31·685 (4 sig. fig.)
j 0·00716 (1 sig. fig.) k 0·78 (1 sig. fig.) l 0·00716 (2 sig. fig.)
II R .o und each of the follo,ving to the nun1ber of decin1al places indicated.

a 5·61 (1 dee. pl.) b 0·16 (1 dee. pl.) c 0·437 (2 dee. pl.)
d 15·37 (1 dee. pl.) e 8·333 (2 dee. pl.) f 413-789 (1 dee. pl.)
g 71 ·98 (1 dee. pl.) h 3·0672 (3 dee. pl.) 9-99 (1 dee. pl.)
j 4-7998 (3 dee. pl.) k 0·075 (2 dee. pl.) l 0·0035 (3 dee. pl.)

1:011 Estimations
D Give an esti1nate for each of the follo,ving.

a 12·7 X 5·8 b 0·55 X 210 C 17·8 X 5·1 X 0·336
d 15·6 + 2· 165 e {4·62 + 21 ·7) X 4·21 f 7·8 X 5·2 + 21·7 X 0·89
43·7 + 18·2 101-6 - 51·7
g (0·93 + 1·72)(8·5 - 1·7) h
7 ·8 + 2 ·9 21-3-14·8
. 0·68 X 51
k
11-6-3·92 2
l 3·52 x./fi9
J
0·25x78 12·7 + 6·58
3 4
rn J41-7x5·6 n J4·26 X J105·6 o 3-1 X 1·8
4·1 X J48·12 15·7 2 16·7 41-6
p q r -- + --
26·23 1l3x 3·1 2·15 4·7
0·65 0·75 X 3·6
s
0·01 0·478
1:01J Using units of measurement
D Convert the follo,ving.

a 12kL to L b St to kg c 3-85 g to n1g
d 8M111 to 1n e 7111 to µn1 f 2 n1 to ru11
g 6GB to B h 4TB to GB 3TB to GB
.
J 2 5 lllnl to ~ml k 5·4MB to kB l 500 000 ns to µs
El Our co1nputer has a capacity of 1 ·2 terabytes. We have 800 gigabytes of available space left.
Ho,v 111uch space have we used?
1:01 K Accuracy of measurements
D Find the absolute error (greatest possible error) for each of the follov.ring 111easuren1ents.
a 8g b 17·41n c 27·625L
d 32cn1 e 1·8t f 2·76s
g 8000L (111easured to the nearest 1000L)
El a Alana 's bathroon1 scales are n1arked in tenths of a kilogra111. She 111easured her n1ass as 63· 7 kg.
Find the absolute error of the 1neasuren1ent and her sn1allest and largest possible 111ass.
b A 111etal prisn1 is 111easured as 11 · 3 c1n thick. In what range 111ust the actual thickness of the
prisn1 lie?
1 Review of Year 9
D Write an expression for: Wipe tJ..at ex prerrior,
a the stun of 3a and 4b
off ovr face!
b the product of 3a and 4b
c the difference bet\veen k and ,n, if k > ,n
d the difference bet\veen k and ,n, if k < ,n
e the average of x , y and z
f twice the sun1 of 111 and 5
g the square of the difference bet\veen a and b
h the square root of the stun of Sn1 and 4n
the nex'1: even nun1ber after n, if n is even
J the stun of three consecutive integers, if the first is n1.
II If a = 3, b = 5 and c = -6, find the value of:

a 2a + 3b b a+b+c C 2b- c
d ah + be e ac- b2 f a2 + c2
4a 3ab 3b-c
g h
C 3-c 2a
✓a+~+c
J Jab + c k l
~ a
II Sin1plify these expressions.
? ?
a Sa+ 3b- a+ b b Sab- 2ba C 3x-+ x- x- + x
d Sxx 3y e 6ab X 3a f -2,n X Sn111
g 15a + 5 h 24n1 + 12,n 10a2b + Sab
2 2
J n+ 3n k 15n1 + 10n l 12xy + 8x y
m 6a X 7 + 2a n 20y- 2 X Sy o 7x + 2 X 4x - 10x
D Sin1plify these expressions involving fractions.

2a 4a 6x 4x 3 4
a - +- b - - - C - +-
5 5 7 7 y y
a a 2,n ,n 3 4
d - +- e - - - f - - -
3 4 3 5 211 3n
?
a b 111 2,n 9a- xy
g - x- h - x- - x -
3 4 5 3 X3a
5 2 ab a xy . y
J - + - k - +- l - 2 7
111 ,n 5 10 z z
II Ex'Pand and sin1plify these expressions involving products.
a 3(2a + 1) - Sa b 10n1 - 2(n1 + 5) c 6a - (a - 5) + 10
d 3(211 - 1) + 2(n + 5) e 4(2a - 1) - 3(a + 5) f 6(1 - 2x) - (3 - 10x)
g (x + 3)(x + 7) h (y - 4)(y - 1) (k - 7)(k + 9)

j (2p + 3)(p - 5) k (6x + 1)(3x - 2) l (3111 - 1)(2111 - 5)
m (111 - 7)(,n + 7) n (3a - 4)(3a + 4) o (10 - 3q)(10 + 3q)
2
p (a + 8) q (2,n - 1)2 r (4a + 5)2
s (x + y)(x - 2y) t (a + 2b)(a - 2b) u (,n - 311) 2
II Factorise:
a 15a - 10 b 3,n 2 - 6111 C 411 + 61lln.
2 ?
d 611111 - 4,n e 10y + Sy f 6a- - 2a + 4ab
2
g x - 49 h 100 - a2 16a - 9b
2 2
j x2 + 8x + 12 k x-? -x-12 ?
l x - - 6x + 8
2
m a + 6a + 9
2
n y - 10y + 25 0 1 - 4111 + 41112
2 2 ?
p 2x + 7x + 3 q 3,n + 7111 - 6 r 6a- - 11a + 4
2
s 4n. + 12n. + 9 t 25x2 - 10x + 1 u 9 - 24,n + 16,n2
2 2
v ab - 4a + xb - 4x w x + ax - 2x - 2a X 2 ,n + 611111 - ,n - 311
D Factorise these expressions con1pletely.

2 2
a 2x2 - 18 b 4x + 4x - 24 c 3a - 6a - 3ab + 6b
? ?
d Sn.- - 8n +2 e 9 - 9q- f 111 4 - Ill2
g k
4
- 16 h y +
3
y2 + y + 1 x3 - x2 - x+1
II Factorise and si1nplify:
3a + 12 Sx-15 a+S
a b C
2
3 x-3 a +7a + 10
111 2 - Ill 112 -11-6 2x 2 -x-3
d e f
,n 2 -1 n.-? + ::>n
- +6 4x 2 -9
II Sin1plify:
3x + 15 4x a2 -9 a+1
a - - - x - - b - -x - -
2 x +S a-3 a+3
3x+6 x+2 Ill 2 - 2~::> 111 +s
C --~ -- d ? + --
10x Sx 11,- - 5,n 5,n
2
a +7a+12
2
a +6a + 5 n. 2 - 311 - 4 ll
3
- n.
e ? X ? f ? + - ?~ -
a- +Sa+ 4 a- + 12a + 35 3n- -48 n.- + 411
II!J Sin1plify each of t he follov.ring.

1 1 3 5
a + b
a+4 a+3 2x-1 4x + 3
3 2 5 3
C + d
(x + 1)(x + 2) x(x + 2) (x + 3)(x + 5) (x+3)(x+4)
mFactorise each denonlinator ,vhere possible and then sin1plify.
1 1 2 1
a 2 + b 2
a -1 a+1 3x + 6 X -4
2 3 6 3
C
2
+ 2
d 2 2
x +x-6 x +4x+3 X -x-2 X -2x-3
x+l x-1 n+S 11-3
e 2 + 2 f
X -9 X -5x + 6 211 2 + 11-1 211 2 + Sn.-3
1 Review of Year 9
Probability
D Using the figures sh o,vn in the table, find the probab ility of selecting at rando1n a 111atchbox
containing:
a 50 1natches b 48 111atches
c 111ore than 50 111atches d at least 50 111atches.
Number of matches 48 49 50 51 52
Number of boxes 3 6 10 7 4
II A single dice is rolled.What is the probab ility of rolling:

a a five b less than 3
c an even nu1nber d less than 7?
El A bag contains 3 red, 4 white and 5 blue 111arbles. If one is selected fron1 the bag at rando1n,
find t he probability t hat it is:
a ,vlute b red or ,vlute
c not red d pink
D A standard pack of cards has four suits, hearts and dia1nonds (both red), and spades and clubs
(both black). In each suit t here are 13 cards:Ace, 2 , 3, 4, 5, 6, 7, 8, 9, 10,Jack, Queen and King.
The Jack, Queen and King are called picture (court) cards.
A card is drawn fron1 a standard pack. W hat is the probability chat the card is:
a red b not red
c a6 d not a 6
e a picture card f a red Ace
g a spade h a red 13
either a red 5 or a 10 j either a heart or a black Ace
k either a blue 5 or a 7 l either a heart or a black card?
(In each of these cases, t he events 111ay not be 111utually exclusive.)

m either a p icture card or a dian1ond
n either a nun1ber larger than 2 or a club There are 4 suits, w ith 13 cards in
o either a heart or a 5 each suit , so the number of cards
p either a Queen or a black p icture card in a standard pack is 52 . (In some
q either a nun1ber betvveen 2 and 8 or an games a Joker is also used. )
even- nun1bered heart?

II The Venn diagran1 sho,vs t\vo sports played by 90 Year 10 students. Sports played by Year 10
What is the probability that a randonuy chosen student plays:
a both tennis and squash
b neither tennis nor squash tennis squash
10
c tennis 25 2
d tennis or squash but not both?
53
(Give ans,vers as a fraction and as a percentage correct to the
nearest per cent.)
II The table shows how n1any fen1ales and 1nales an1ong 85 Year 10 students are right-handed
or left-handed. What is the probability that a randonuy chosen student is:
a both fen1ale and left-handed
Year 10 left-handed right-handed
b right-handed
c n1ale female 4 41 45
d a right-handed n1ale?
male 7 33 40
(Give ans,vers as a fraction and
as a percentage correct to the 11 74 85
nearest per cent.)
D a There are one red, t,vo green and three yello,v counters in a container. Sho,v all possible
outco1nes, as an array (a table), when t\vo counters are taken fron1 the container, one after
the other, ,vithout replacing the first counter. (Call the green counters G1 and G2, and the
yellow countersY1 ,Y2 andY3.)
b Three counters, one red and two yellow, are in a container. Show all possible outcon1es,
both as an array (a table) and as a tree diagra1n, ,vhen two counters are taken fron1 the
container, one after the other, returning the first choice to the container before n1aking
the second choice (i.e. ,vith replacen1ent).
BLAISE PASCAL
Blaise Pascal (1623-1662) ,vas indeed a genius. Mathen1atician,
physicist, philosopher and theologian, he achieved fai11e in all
these areas in his relatively short lifeti1ne.
After discovering geo1netry at the age of 12, his ability beca1ne

legendary. He invented the first calculating n1achine ,vhen he
,vas 18, but is ren1en1bered n1ost for establishing the foundation
of probability theory (along with Fennat). He often related his
philosophy to n1athen1atics, as ,vith the fa1nous exa1nple called
'Pascal's wager'. Use the internet to discover 1nore about Blaise Pascal.
1 Review of Year 9
Measurement
D Find the peri1neters of the follo,ving figures correct to one deci1nal place.
a 10-4m b c
E-am -- ---- -l---- --
8-6m
9-6m
6-2m
(Use ri = 3-142)
II Find the area of each plane shape correct to tvvo decin1al places.
a c.J I
b c
2 -7m
'
I 5-6m
'
I
d e f Air--1-- -,,, B
' ' Y\..', ,
- ..... )-<,
,, , ''
5-1 cm
D
-
/~-,-__,,
C
7-8cm AC =3-6cm
BD =6-4cm
I" 42cm "I

IJ Find the areas of the following shaded figures correct to three significant figures.
a b p I □ C 5-17km
T
9m
l • 4·1m .
1 I 3m 3·14km
J_
10-1 m
5-2m
f 9·65km
8m
D Find the surface areas of the follov.ring solids.

a 11 -3cm_ . , b 12m C ,, -
10m
_,- xm
6cm ...... J::~--... _ ....
---
4m ,• 12-6m
,, 0 Triangular prism
Rectangular prism 15 m (Note: Use Pythagoras'
Trapezoidal prism theorem to find x .)

II For each of the follov.ring cylinders, find, correct to t\vo decin1al places:
the curved surface area
ii the area of the circular ends
111 the total surface area.
a b C
22~
24cm
5 -6m 1-Bm
' I• 6-84m •1
I• •I
22cm
II Find the volun1e of each pris1n in Question 4.

D Find the volun1e of each cylinder in Question 5.
Indices
D Write in index forn1.

a axaxa b 2x2x2x2 C nXnX11XnXn d 10 X 10 X 10
II Sin1plify, giving your ans,vers in index fonn.
a 24 X 25 b a3 X a2 C 111 X 111
4 d 10 102
6
X
e a10 -,-a
. 2 f 4 . 3 g b3 + b 5
h 10 + 10
2
Y ""'"Y
i (111~4 J (a2)3 k (x4)2 l (105)2
0 0
ma x 3 n b + c0 o 6y
0
p e6 + e6
2 3
q 6a X 5 r 6111 + 3 s 6a X Sa t (4x4)2
El Si111plify.
a 6a 4 X Sab3 b 7a b
2 2
x 8a 3b C 4a2 b3 x 6a2 b4 d 10a X a b
7 3 3
e (7x 3) 2 f (211i2)
4
g (x2y3)3 h (Sxy2)4
i 30a 5 + Sa 3 4
J 100x + 20x
3 4
k 36a b + 12a b
2 4
l Sy7z2 + y7z2
D Re,vrite without a negative index. -1

a 4-1 b 10-1 C X d 2a-1
e s-2 f 2-3 g 111
-3
h 5X
-2
II Re,vrite each of the follo,ving ,vith a negative index.

1 1 1 3
a - b - c d
3 8 a X
1 1 5
f 106 g y4 h n3
1 Review of Year 9
II Find the value of each of the follo,ving.
1 1 1 1
a 92 b 36 2 C 83 d 27 3
II R .e write using fractional indices.
a ✓a b if'i C 5J;, d ~
Ill Sin1plify these expressions.

a x 4 xx-2 b Sn1 3 + ,n-2 C 411-2 X 311 3
4
1
-3 -1 6
1
d 6y x3y 2 e 12x 2 + 6x 2 f (27x ) 3
1
4 5 4 3 3 3 3
5a X 4a 61n X (2111 ) 9x X (2x ) ] 2
g h
10a
8
3ni-
?
X 811/'
-
[ 6x 6· + 3X -2
II Write these nun1bers in scientific (or standard) notation.

a 148000000 b 68000 c 0·00015 d 0·00000165
ll!J Write these as basic nu1nerals.
4 6
a 6·2 X 10 b 1·15 X 10 C 7·4 X 10-3 d 6·91 X 10-s
DJ Write each as bytes (B), using scientific notation.

a 480 000 bytes (B) b 1 ·4 kilobytes (kB) c 3-4 terabytes (TB)
d 8GB e 8·50MB f 4·15GB
IE Write each as seconds (s), using scientific notation.
a 5111s b 4-2~L5 c 7·5ns d 125~s e 65ns f 80111s
liJ Use scientific notation to write:

a 10· 5 1negalitres as litres b 102 gigalitres as litres
c 850 1nilligran1s as gran1s d 67 nanon1etres as 111etres.
Equations, inequalities
and formulas
r.,i Appendix A
. . A:06A- /c06G
D Solve the follo,ving.

a a + 7 = 25 b ,n - 6 = -1 c Sx = 75
d 10 - y = 12 e 3p = 7 f ll =3
4
g 2x+3 = 7 h 8111 + 5 = 21 Sy+ 2 =3
j 9k - 1 = 5 k 5 + 3x = 11 l 15 - 2q = 8

D Solve the follov.ring.
a 5n1 + 2 = 4ni + 7 b 3x- 7 = 2x- 3 c 5x + 2 = 6x - 5
d 2a + 3 = 3a - 5 e 3ni - 2 = 5,n - 10 f q + 7 = 8q + 14
9 10 - 2x = X + 4 h 3z + 7 = z + 10 13 - 2ni = 9 - 5,n
II Solve these equations involving grouping syn1bols.
a 5(a + 1) = 15 b 4(x - 3) = 16 C 3(2x + 5) = 33
d 3(5 - 2a) = 27 e 4(3 - 2x) = 36 f 3(2111 - 5) = 11
g 3(a + 2) + 2(a + 5) = 36 h 2(p + 3) + p + 1 = 31 4{2b + 7) = 2(3b - 4)
j 4(2y + 3) + 3(y - 1) = 2y k 3(n1 - 4) - (n1 + 2) = 0 l 2,n - 3(1 - 111) = 22
m 5(y - 3) - 3(1 - 2y) = 4 n 4(2x - 1) - 2(x + 3) = 5
D Solve these equations.

5x 3,n
a - = 10 b 2a = 6 C - =4
2 3 5
d n+1= 2 x-4 f 2p+5 = 1
e -- = 1
5 2 3
II Solve these equations involving fractions.
a a 2x X 5p - p = 8
a - +- =4 b - - - =3 C
3 3 5 5 3 3
q q 2k k 3x X
d - - - =6 e - - - = 10 f - - - = 15
2 3 3 4 4 2
Ill+ 6 2n1+4 11- 3 11- 7 5x-1 3-x
g h
3 4 2 4 3 2
. x +3 x+5 ni +2 ,n + 3 3a + 4 a-1 2a+3
J + =8 k =1 l
2 5 5 6 2 3 4
II a Translate each sentence into an equation, using n as the unknown nu1nber.
i A certain nu1nber is 1nultiplied by 8, then 11 is added and the result is 39.
ii I think of a nun1ber, double it, add 7 and the result is 5.
iii I think of a nun1ber, add 4 and then divide the result by 10. The ansv.rer is 7.
b Solve each of the follo,ving problen1s by first fornung an equation.
If 5 is added to 3 tin1es a certain nun1ber, the result is 38. What is the nu1nber'
ii If one quarter of a certain nun1ber is added to half the san1e nun1ber, the result is 6 .
W hat is the nun1ber?
111 A rectangle is four ti1nes as long as it is wide. If it has a peri1neter of 340 1n, ,vhat are
its di1nensions?
D Write the inequality for x shown on each nu1nber line below.

a - ...J:!:=======---'-----'--
-4 - 3 -2 - 1 0 1 2 3
b
-2 - 1 0 1 2 3 4 5
C d • 1:1:::1 e • -
3 4 5 6 7 8 9 10 -6 -5 -4 -3 -2 -1 0 1
Ill Solve these inequalities and show each solution on a nun1ber line.
a x+7>11 b a-5<3 c 10-y>8
,n
d 3n1 < 21 e 15 < 4x f - <1
4
g 2x + 1 >5 h 7 - 3n > 4 5x + 6 > x + 18
1 Review of Year 9
J 3x- 5 < x+ 6 k 3 - a< 5 - 2a l 3(n1 + 4) < 2(,n + 6)
X 3x - 2y
m - +1<6 n - -5>1 0 :,- - <6
2 4 3
p-1 4+x <
p <2 q 2p+3 >7 r 1
4 2 5
X X a a X 2x
s - + - >5 t - + - <6 u - - - <3
2 3 4 2 2 3
II 12
a Ifs = ut + at , finds if u = 9 , t = 4 and a = 7.
b Given F= p + qr, find Fif p = 2-3, q = 3 -9 and r= 0 -9 .
c For the forn1ttla T = a+ (n.- l)d, find Tif a = 9-2, n = 6 and d = 1-3.
Iii] a Given that V = lbh, evaluate b when V = 4-32, I = 1 ·2 and h = 0-9.

a
b It is kno,vn that S = - -. Find a when S = 25 and r = 0 ·6 .
1-r
9
c F = 32 + C . Find C if F = 77.
5
2 2
d If v = u + 2as, find a if v = 2·1, u = 1·6 and s = 0-3.
e Given that T = a + (n - l)d, find d if T = 24·6, a = 8·8 and n = 4.
DJ C hange the subject of each forn1ula to y. TJ,,e rvbject 9oer

X y ? or, tl,,e left
a - +- = 1 b ay - = x
a b
C T - ~y
@y d ay = l,y- 1
Financial mathematics
D a Michelle is paid $18 .40 per hour and ti1ne-and-a-half for overtin1e. If a norn1al day's ,vork
is 7 hours, ho,v 1nuch would she be paid for 10 hours ,vork in one day?
b Jake receives a holiday loading of 17 ~ % on 4 weeks nonnal pay. If he ,vorks 37 hours
in a norn1al ,veek and is paid $9 .20 per hour, how n1uch n1oney does he receive as his
holiday loading?
c In a week, a sales,vo111an sells $6000 wort h of equipn1ent.
If she is paid $150 plus 10% conmlission on sales in excess
of$4000, how 1nuch does she earn?
d A waiter works fro1n 5:00 pin until 1 :30 ai11 on four days in
one week. His hourly rate of pay is $14.65 plus an average
of$9.20 in tips per ,vorking night. Find his inco1ne for the ,veek.

El a Find the net pay for the ,veek ifSaransh earns $1115.40, is taxed $226.20, pays $111.50 in
superannuation and his nuscellaneous deductions total $76.34. What percentage of lus gross
pay did he pay in tax? (Ans,ver correct to one decin1al place.)
b Find the tax payable on a ta,'Cable incon1e of $40 180 if the ta,'< is $4650 plus 30 cents for
each $1 in excess of$37000.
c Ja1nes received a salary of $68 300 and an inco1ne of $496 fi-0111 invest1nents. His total tax
deductions ,vere $3050.What is his taxable incon1e?
d Ton1's taxable inco1ne for the year ,vas $13 860. Find the tax that 1nust be paid if the rate
is 15 cents for each $1 in excess of$6000.
El a An ite111 has a 1narked price of$87.60 in t\vo shops. One offers a 15% discount, and the
other a discount of$10.65.Which is the better buy, and by how n1uch?
b Enm1a bought a new tyre for $100,Jade bought one for $85 and Diane bought a retread
for $58. If E1nn1a's tyre lasted 32 000 kn1, Jade's 27 500 kn1, and Diane's 16 000 kn1, which
,vas the best buy? (Assu1ne that safety and perfonnance for the tyres are the sa1ne.)
c Alice ,vants to get the best value ,vhen buying tea.Wluch ,vill she buy if Pet tea costs
$1.23 for 250 g,Jet tea costs $5.50 for 1 kg and Yet tea costs $3.82 for 800 g?
D a Find the GST (10%) that needs to be added to a base price of:
i $75 ii $6.80 I ll $18.75
b For each of the prices in a, ,vhat ,vottld the retail price be? (Retail price includes the GST.)
c Find the GST contained in the retail price of:
i $220 ii $8.25 iii $19 .80
II a What is 111eant by the expression 'buying on tenns' '

Yer, bvtthere'r
b Find the an1ount Jason will pay for a fishing line I'm flov"deri"9
a catch-I'll
,vorth $87 ifhe pays $7 deposit and $5.69 per for mol'\ey-
"eed it i" i,,J.,iti"9!
111onth for 24 111onths. How n1uch extra does ~a" I pay i"firh?
he pay in interest charges?
c Nicholas ,vas given a discount of 10% on the
111arked price of a kitchen table. If the discount
,vas $22, ho,v 111uch ,vas the n1arked price?
d A factory's n1aclunery depreciates at a rate of
15% per annun1. If it is ,vorth $642 000, what
,vill be its value after one year?
e The price of a book ,vas discounted by 20% . A regular custo1ner ,vas given a further
discount of 15% . If the original price was $45, ,vhat was the final price of the book?
II a The cost price of a DVD player was $180 and it ,vas sold for $240.Wl1at was:
i the profit as a percentage of the cost price
ii the profit as a percentage of the selling price?
b A ne,v car worth $32 000 ,vas sold after t\vo years for $24 000. W hat ,vas:
i the loss as a percentage of the original cost price
ii the loss as a percentage of the final selling price?
1 Review of Year 9
1= Coordinate geometry
Exercise 1:08 II !~c:~~t~sH
D Find the gradient of the line that passes through the points:
/ioriZor,tal
a (1, 2) and (2, 3) b (1, 7) and (0, 0) lir,er have
c (-3, -2) and (5, -2) a 9radier,t of
zero (m = 0).
II Find the nudpoint of the interval joining: ,,,.e::;.--,
a (2, 6) and (8, 10) b (-3, 5) and (4, -2)
c (0, 0) and (7, 0)
IJ a Find the distance betv.reen (1, 4) and (5, 2).

b A is the point (-5, 2). Bis the point (-2, -6). Find the distance AB.
c Find the distance betv.reen the origin and (6, 8).
d Find the distance AB ben-veen A(-2, 1) and B(5, 3).
D Sketch each of these lines on a nun1ber plane.

a y = 3x + 4 b 2x + 3y = 12 c y = -3x d x=2
II Find the gradient and y-intercept of the lines:

a y = 3x + 5 b y = -x - 2 c y = -2x + 5
II Write each equation in Question 4 in general forn1.
II Write the equation of the line that has:
a a gradient of 5 and a y-intercept of -2
b a gradient of Oand a y-intercept of 4
c a gradient of2 and passes through (0, 5)
d a gradient of -1 and passes through (-2, 3).
Ill Write the equation of the line that passes through:
a (2, 1) and (4,2) b (-1, 5) and (3, 1)
II Match each equation ,vith the IIi] Match each equation ,vith the corresponding
corresponding parabola in the diagra1n. exponential curve in the diagran1.
a y = -x2 + 3 A y a y = 2x y
2
b y =x + 1 4 b y = 2-x a
C y = 2 + 2x
2
C y =x - 3 7
6
-3 - -1 0 1 3 X
-1
A
-2
- 3--
C
-4
C -3 - 2 - 1 Q 1 2 3 X

Simultaneous equations
Exercise 1:09 II !~J;;~~:tso
D Find the value of y if
a x + y = 12 and x = -3
b 2x - 4y = 1 and x = 4
El Find the value of x if

a y = Sx - 4 and y = 21
b 3x + y = 12 and y = -6
EJ a Does the line 2x - 4y = 12

pass through the point (14, 4)?
b Does the point (4, 8) lie on
the line 6x - 2y = 7'
D Use the graph to solve each pair of sin1ultaneous equations. y =2x - 6
y
a y=2 b y=2
y = 2x-6 x + y+6 = 0 6
y =2
C y= iX d y= 1x
x+y + 6 = 0 y = 2x-6 -8 4 8 X
e y = 2x-6 f y =2
x+y + 6 = 0 y= 1x
II Solve these sin1ultaneous equations using the substitution n1ethod.
a 2x + y = 12 b 4x - 3y = 13 c y=x- 2 d 4a - b = 3
3x + 2y = 22 2x = y + 9 2x + y = 7 2a + 3b = 11
II Solve these sin1ultaneous equations using the elinlination 111ethod.
a Sx - 3y = 20 b 4a - 3b = 11 c 3c + 4d = 16 d 2x + 7y = 29
2x + 3y = 15 4a+2b = 10 7c-2d = 60 3x + Sy = 16
D A theatre has 2100 seats.T he rows of seats in the theatre
have either 45 seats or 40 seats. If there are three tin1es as
n1any ro,vs ,vith 45 seats as there are ,vith 40 seats, how
n1any ro,vs are there?
Ill Fiona has three ti1nes as n1uch n1oney as Jessica. If I give

Jessica $100, she will have twice as 1nuch 1noney as Fiona.
Ho,v 111uch did Jessica have originally?
1 Review of Year 9
1:10 Similarity and scale
drawing
Exercise 1:10 II :~r;;i~~:oe
D a Explain the n1eaning of the tenn 'sinular figures' .
b Which triangle is sinular to A?
c Which triangle is sinular to B?
II True or false?
a When tvvo figures are sinular the n1atching sides are proportional.
b When tvvo figures are sinular the n1atching angles are equal.
El Are the triangles in each pair si1nilar'

a • b
X
52
X 30 32
40 42
D Find the value of the pronu1nerals in each pair of sin1ilar triangles.

a __.._ b
16cm
hem 15cm •
X acm 9cm
20cm 12cm xcm
12cm
X
• •
y cm
12cm
25 cm xcm
y cm
X
45
II A basketball court is rectangular with length 28 n1 and breadth 15 n1. A scale drav.ring is to be
n1ade of the court.
a Calculate the din1ensions of the scale drawing if the scale used is 1 : 200.
b What scale should be used if the length of the scale dra,ving n1ust be 7 cn1?

1:11 Trigonometry
D State the value of tan 0 as a fraction.

C ,--~ 5
a ~ s b a~
3~
12 15
El State the value of each ratio as a fraction.
a 0 b 24 C
3
7 4
n ~ 7 0
24 5
sin 0 = . .. cos0 = . .. sin 0 = .. .
El Find the value of a correct to one decin1al place.

a Sm b 8m C
□
am am
D Find the value of x correct to one decin1al place.

a b C
xm
30°
II Find the value of x correct to one decin1al place.

a xcm •
b 8cm
65
3cm
xcm xcm
so•
II Find 0 to the nearest degree.
a b 10 C
0
5
8 7·8
6·5
6
D Find 0 correct to the nearest nunute.
a C 24
~
6
Ill T he angle of depression of an object on a level plane is observed to be 19° fro1n the top of a
21 n1 to,ver. Ho,v far fro1n the foot of the tower is the object' Ans,ver correct to the nearest
centin1etre.
II T he angle of elevation of the top of a vertical cliff is observed to be 23° fron1 a boat 1801n
fro1n the base of the cliff. What is the height of the cliff' Ans,ver correct to one decin1al place.
1 Review of Year 9
ll!J A ship sails south for 50 kin, then N43°E until it is due east of its starting point. Ho,v far is
the ship fron1 its starting point to the nearest n1etre?
DJ For the rectangular pris1n sho,vn, find: IE The square pyra1nid sho,vn has base edges
a the length of EC (to 2 dee. pl.) of 4cn1 in length. If LEMF = 63°, find
b L CEG (to the nearest n1inute). correct to two deci1nal places:
B a the length EF
A
b the length EB. E
' C
,,F•
,. .....
, '
E ,,_, , ,, D
3cm C
',
5cm G
2cm
H
1:12 Statistics
Exercise 1: 12 II !~fit!l~:2H
D A dice was rolled 50 tin1es and the results are sho,vn belo,v. Organise these results into
a frequency distribution table and ans,ver the questions.
5 4 1 3 2 6 2 1 4 5
5 1 3 2 6 3 2 4 4 1
6 2 5 1 6 6 6 5 3 2
6 3 4 2 4 1 4 2 4 4
2 3 1 5 4
a Which nun1ber on the dice was rolled n1ost often?
2 2 3 2 1
- - 0
•
_,.
~
•
•
•
,
b Which nun1ber had the lowest frequency?

C Ho,v often did a 3 appear?
d For ho,v 1nany throws ,vas the result an odd nun1ber'

e On ho,v n1any occasions ,vas the result greater than 3?
II Use the inforn1ation in Question 1 to dra,v, on separate diagra1ns:

a a frequency histogra1n b a frequency polygon.
II a For the scores 5, 1, 8, 4, 3 , 5, 5, 2, 4 , find:

i the range ii the n1ode iii the n1ean iv the n1edian.
b Use your frequency distribution table in Question 1 to find:
i the range ii the n1ode iii the n1ean iv the n1edian.
c Add a cun1ttlative frequency colu1nn to your frequency distribution table in Question 1.
What is the cun1ttlative frequency of the score 4?
ii Ho,v n1any students scored 3 or less?
111 Does the last figure in your cun1ulative frequency colun1n equal the total of the
frequency colun1n?

D Use your cun1ttlative frequency table in Question 3 to dra,v:
a a frequency histogran1 b a frequency polygon.
II The nun1ber of cans of drink sold by a shop each day was as follo,vs.
It' r fizz-tartic! 30 28 42 21 @) 47 36
37 22 @ 25 26 43 50
23 29 30 19 28 20 40
33 35 31 27 42 26 44 The highest and
53 50 29 20 32 41 36 lowest scores
51 46 37 42 27 28 31 have been circled .
29 32 41 36 32 41 35
41 29 39 46 36 36 33
29 37 38 25 27 19 28
47 51 28 47 36 35 40
a Tabttlate these reswts using classes of 16- 22, 23- 29, 30-36, 37-43, 44-50, 51- 57.
Make up a table using these colun1n headings: Class, C lass centre, Tally, Frequency,
Cun1ulative frequency.
b What was the 1nean nun1ber of cans sold?
c Construct a cu1nttlative frequency histogran1 and cun1ttlative frequency polygon (or ogive)
and find the 1nedian class.
d What is the ,nodal class?
e Over ho,v 111any days was the survey held?
II a Use the data fron1 the first four rows of Question 5 to construct a sten1-and-leaf plot.
b Use the answer to a to 1nake this an ordered sten1-and-leaf plot.
D a Find the interquartile range of the scores:
1, 2, 2, 5, 7, 9, 10, 10, 11, 11, 11, 11
b Dra,v a cu1nttlative frequency polygon using the frequency distribution table belo,v and
use it to find the interquartile range of the scores.
X 10 11 12 13 14 15 16 17 18 19
y 2 0 5 4 5 6 5 6 3 4
c The lengths of 16 fish were 1neasured. •
• •
The resttlts are shov.rn on this dot plot. • • • • •
What is the interquartile range?
• • • • • • • •
20 22 24 26 28 30 32 34
Length of fish (cm)
d What is the interquartile range of the tii11es shov.rn

Time [in days)
in the sten1-and-leaf plot?
Stem Leaf
3 88
4 03458
5 1344
6 0
1 Review of Year 9
Ill Dra,v a box plot for the data in Question 7a .
D These box plots ,vere dra,vn to con1pare the result~ of Year 10 on tvvo tests.
Q, Q2 Q3
- - - - - - c = = = = : : i : = = = } - - (Test 2 I
Q,
ITest 1_ )..L.._...__.,__,..__.___,_ __,__ __.__ _,__......__ _.___ __,___..L.._
30 40 50 60 70 80 90
Score
a By ho,v 111uch ,vas the 111edian for Test 2 higher than the 1nedian of Test 1?
b What ,vas the range and interquartile range of Test 1?
Im Test 1 scores Test 2 scores
12 17 19 12 15 10 21 15 18 7 11 16
9 22 24 11 18 8 20 12 23 12 10 13
25 15 18 20 18 18 12 19 12 14 20 9
a Draw a dot plot for the scores in Test 1.

b Draw a back-to-back stein-and-leaf display to co1npare the scores in Tests 1 and 2.
c Draw a double box plot to con1pare the scores in Tests 1 and 2.
1:13 Proportion
• 1: 13
Exerc1se r.'I Appendix A
.. k13A- k130
D Write each rate in its sin1plest tern1s.

a 200 k:t11 in 4 hours = . .. kn1/h b $56 for 7kg = $ ... /kg
c 60 litres in 2 i hours = . .. L/h d 250g per 10cn13 = . .. g/cn13
D Convert these rates.

a 6 kn1/h = . . . 111/nun b 1200001nL/1nin = ... L/s
?
c 15000kg/day = .. . t/day d $100 per hectare= . .. c/111-
II For each exan1ple below, state ,vhether it is an exan1ple of direct or inverse (indirect)
proportion.
a T he a1nount of ingredients available and the nu1nber of pizzas that can be 1nade.
b T he nun1ber of people eating 10 pizzas and the tin1e taken to eat then1.
c T he speed at which a car travels and the distance covered in a given tin1e.
d T he speed at which a car travels and the tin1e taken to cover a certain distance.
D Mis directly proportional to t, and ,vhen t = 6 , M = 30.
a Given that M = kt, find the value of k.
b Find the value of M when t = 17.
c Find the value oft when M = 174.

II I need 8 eggs to 111ake cakes for 3 people.
a How n1any eggs do I need to n1ake cakes for 15 people?
b If I have 3 dozen eggs, for how 1nany people can I 111ake cakes?
II Travelling at a constant average speed, I can travel a distance D in a certain tin1e T.

If I travel 120 kin in 5 hours:
a Deternune an equation for tlus relationship in the fonn D = kT.
b What is the constant of proportionality'
c How far can I travel in 8 hours?
d How long ,vould it take 1ne to travel 228 kn1?
D This graph sho,vs the nun1ber of cartons a factory C

can produce in a given ti1ne. 100
a By deternuning the gradient of the line, find 90
the constant of proportionality for tlus exai11ple 80
of direct proportion. (/)
70
C
b How 111any cartons could be produced in 0
t'. 60
"'
22 h ours?
c How 111uch ti111e ,vould be needed to produce
-
<.>
0
6
50
z 400
200 cartons? Give your ans,ver in hours 30
and nunutes.
20
10
t
1 2 3 4 5 6 7 8
Time (hours)
Ill T he ti111e taken (t) to clean the ,vindo,vs of a building and the nun1ber of ,vindow cleaners
e1nployed (n) are inversely proportional. A teai11 of 6 windo,v cleaners can clean tl1e ,vindows
in 8 hours.
k
a Find an equation in the forn1 t = - for tlus relationslup.
n
b What is the constant of proportionality?
c How long ,vottld it take 12 cleaners to do the sa1ne job?
d How 111any cleaners are needed to do tl1e job in 3 hours'
II The tin1e taken (T) for Henry to drive hon1e is inversely proportional to the average speed (S)
at ,vluch he drives. If !us speed is 40 kn1/h he gets ho1ne in 3 hours.
a What is the constant of proportionality for tlus relationslup?
b How long does he take ifhe increases !us average speed to 50 kn1/h? (Give your ans,ver
in hours and 1ninutes.)
c At ,vhat speed 111ust he t ravel to get ho1ne in 2 hours?
Ill] The frequency of a note produced on a string is inversely proportional to t he lengtl1 of the
string. If a string of length 50 c1n produces a frequency of 600 Hz:
a ,vhat frequency is produced by a string of length 40 cn1
b ,vhat length of string ,vould produce a frequency of 800 Hz?
1 Review of Year 9
1:14 Graphs of physical
phenomena
Exercise 1:1, II !'.'f:;~~~:4c
D T he travel graph sho,vs the journeys ofJan1es
and Callun1 betv.reen to,vn A and to,vn B. B-50
(They travel on the san1e road.)
a Ho,v far fron1 A is Callun1 when he ~
40
E
con1n1ences his journey? :,(_
~
2l 30
b Ho,v far is Jan1es fro1n B at 2:30 pn1? ., James
-
C
c When do Ja1nes and Callun1 first 1neet? c5 20

d Who reaches to,vn B first?
10
e At what ti1ne does Callun1 stop to rest?
f Ho,v far does Jan1es travel? A-0
g Ho,v far apart are Jan1es and Callu1n ,vhen 10 11 noon 1 2 3 4 5
Time
Callun1 is at to,vn A?
h Ho,v far does Callun1 travel?
D a W hat did the baby weigh at birth? 7000 Baby's weight

increase
b What ,vas the baby's ,veight at 4 ,veeks of age?
c By ho,v 111uch did the baby's weight increase in the
6000
first 2 ,veeks of age'
d By ho,v 111uch did the baby's weight increase fron1
2 ,veeks of age to 4 ,veeks?
-
§
.c
C)
~ 5000
e Considering your answer to parts c and d, in ,vhich
period (0-2 weeks or 2-4 ,veeks) was the baby's rate
4000
of growth the greater?
30000
2 4 6 8 10
Age (weeks)
II A ball was thrown fron1 ground level and landed on a roof.

a To ,vhat height did the ball rise, and ho,v high ,vas 24
the roof?
b After ho,v 111any seconds did the ball reach its
c
greatest height?
What ,vas the height of the ball after 2 seconds'
-
-g, 12
Q)
I
d When did the ball reach a height of 18111? 6
e What ,vas the height of the ball after 1 second,
correct to the nearest n1etre? 0 1 2 3 4 5 6
Time (seconds)

ASSIGNMENT 1A Working mathematically (ii Appendix 8
1 Co1nplete a table of values for each 1natchstick pattern belov.r, and hence find the rule for
each, linking the nun1ber of coloured tr iangles (t) to the nu1nber of 111atches (,n).
!\I\ /\/\/\
b
2 Divide this shape into 6 Fron1 Septe111ber 2007 to Septe1nber 2008,

three pieces that have the unen1ployn1ent rate fell fron1 4·3%
the san1e shape. to 4·2%.
% Source:
I 4·6
Unemployment rate Australian
Bureau of
Trend Statistics,
Labour Force,
4.4 Australia,
3 Ryan ansv.rered all 50 questions in a 111aths Sep. 2008
co1npetition in ,vhich he received 4 111arks 4·2

for each correct ans,ver but lost one ,nark
for each incorrect ansv.rer.
4·0
a W hat is Ryan's score ifhe answered
47 questions correctly?
b How n1any ansv.rers did he get right
if his score was 135?
3·8
Sep
2007
>------------
Dec Mar
2008
Jun Sep
4 It takes 3 nunutes and 15 seconds to join a If the nun1ber of unen1ployed in

two pieces of pipe. Ho,v long would it take Septe1nber 2008 was 474100, what ,vas
to join 6 pieces of pipe into one length? the size of the total ,vorkforce? Answer
5 A nun1ber of cards can be shared betvveen correct to four significant figures.
4 people ,vith no re1nainder.When shared b How nuny people ,vere unen1ployed in
betvveen 5 or 6 people, there are tvvo cards Septe1nber 2007, assunung the workforce
left over. If there are fe,ver than 53 cards, ,vas the sa1ne size as in 2008? Ans,ver
ho,v n1any are t here? correct to four significant figures.
c If the rate of 4· 2% is only correct to one
decin1al place, the rate could really be
fro1n 4· 15% to 4· 25%. Ho,v n1any
people does tlus approxin1ate range
of0·1% represent?
d Find the current unen1ployn1ent rate
and con1pare ,vith t he data sho,vn here.
1 Review of Year 9
... 1jvrt hope
it'r eary!
x2-8x+ 7 = 0
(x - 7)(x -1 ) = 0
:. x - 7 = 0 or x - 1 = 0
x = 7or1
Contents
2:01 Solution using factors 2:05 Problems involving quadratic equations
2:02 Solution by completing the square Investigation 2:05 Temperature and altitude
2:03 The quadratic formu la 2:06 Equations reducible to quadratics
Investigation 2:03 How many solutions? Fun spot 2:06 Did you know that 2 1? =
2:04 Choosing t he best method Maths terms, Diagnostic test, Assignments
Fun spot 2:04 What is an Italian referee?

Number and Algebra
Selections from Equations (Stages 5.2, 5.3§)
• Solve si,nple quadratic equa6ons using a range of strategies (ACMN A241)
• Solve a wide range of quadratic equations derived fron1 a variety of contexts (ACMNA269)
• Conunurticating • Problern Solving • R easoning • Understanding • Fluency
Solution using factors
et PREP QUIZ 2:01
Factorise: 1 x 2 -3x 2 x 2 + 7x 3 x 2 + 3x + 2
?
4 x- - 4x - 12
2 ?
5 x + x- 20 6 x- - 8x + 7
Solve for x: 7 3x = 12 8 7x = 0 9 x-4 = 0 10 x + 6 = 0
In a quadratic equation the highest power of the pronu1neral is 2.

The t erm quadratic
2 2 2 2
e.g. x =9 5x - 8=0 x - 6x = 0 x - 4x + 3 = 0 comes from quadraticus,
which is the Latin word
Equations like the first two above can be solved directly but tl1e second
for square.
t\vo require the expression to be factorised.
2
Equations of the form ax = c
2
To solve x = 9 ,ve find tl1e square root of both tloi-, abovtthat?
sides of the equation. Qvadratic
T he square root of9 is 3 or - 3. eqvatio'l5
ea" have tl-lo
rolvtio'l5-
2
So if x = 9, tl1en x = +3.
T he equation has two solutions: x = 3 and x = - 3
Solve these equations.

2 2
1 x - 16 =0 2 a - 5 =0 3 3ni2 = 10
Solutions
2 2
1 x - 16 =0 2 a - 5 =0
2
x = 16
?
a-= :,-
x =+../16 :. a = +.Js
:. X = +4 (as deci111al approxi111ations
a = 2-236 or -2·236)
2 2
3 3,n = 10 4 k + 4 =0
,n2 = 10 k2 = -4
3
... ni = +N T he square of a real nun1ber is positive.

So this equation has no real solutions!
(as deci1nal approxi1nations

ni = 1 ·826 or - 1-826)
2 Quadratic equations
2
Equations of the form ax +bx+ c = 0 A quadrati c equation is an equation
2
To solve x - 4x + 3 = 0 ,ve need to factorise the algebraic of the 'second degree'.
expression and then use the Null Factor La,v.
Ifp X q = 0, then at least one of p and q n1ust be zero.
2
x - 4x + 3 = 0
(x - 3)(x - 1) = 0
So either x - 3 = 0 or x - 1 = 0
:. x = 3 or x =1
Substituting these values into the original equation ,viii sho,v that they are both solutions.
Solve the quadratic equations.

a If (x - 1)(x + 7) = 0 b If2x(x + 3) =0 c If (2x - 1)(3x + 5) =0
then either then either then either
x - 1 = 0 or x + 7 = 0 2x = 0 or x + 3 = 0 2x - 1 = 0 or 3x + 5 = 0
:. x = 1 or x = -7 :. x = 0 or x = -3 2x = 1 or 3x = -5
· " = .1
.. A 2 or x = -~
A quadratic equation can have tvvo solutions.
To solve these equations, they are factorised first. To factorire a,,

a x 2 + 4x + 3 = 0 expre55io11 like
2
(x + 3)(x + 1) = 0 2x + 'fx - S,
x + 3 = 0 or x + 1 = 0 yov ca11 vre the
:. x = -3 or x = -1 CROSS METHOD .
b x2 - 49 = 0 or x
2
- 49 = 0
2
(x - 7)(x + 7) = 0 x = 49
x - 7 = 0 or x + 7 = 0 :. x = 7 or -7
:. x = 7 or x = -7 i.e. X = +7
2
c 2x + 9x - 5 = 0
(2x - 1)(x + 5) = 0
2x - 1 = 0 or x + 5 = 0
· " = .1
••A· 2 or x = -5
I Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3

Before these equations are solved, all the tenns are gathered to one side of the equation
and equated to zero.
a
?
x-+ x = 12 b =2X - ?
::>X-
x 2 + x- 12 = 0 5x2 - 2x = 0
(x + 4)(x - 3) = 0 x(Sx - 2) = 0
x + 4 = 0 or x - 3 = 0 x = 0 or Sx - 2 = 0
:. x = -4 or x=3 :. x = 0 or x= ~
c 6x2 = Sx + 6
6x2 - Sx- 6 = 0
(3x + 2)(2x - 3) = 0
3x + 2 = 0 or 2x - 3 = 0
:. x = - ~ or = 23 V
A
To solve a quadratic equation:

• gather all the tern1s to one side of the equation
• factorise
• solve the t\,vo resulting sin1ple equations.
You can alv.rays check your solutions by substitution. For Worked Exa1nple 3a:
Substituting x = -4 Substituting x = 3 LHS is left-hand side.
x2 + x = 12 x 2 + x = 12 RHS is right-hand side.
LHS = (-4) 2 + (-4) LHS = (3) 2 + (3)
= 16-4 = 9+ 3
= 12 = 12
= RHS = RHS
:. Both x = -4 and x = 3 are solutions.
Exerc •,se 2•01 ■

r.'I Foundationworksheet2:01
. . Quadratic equations
D Solve t hese equations.

a X
2 = 2-::> b x
2
= 81 C x
2
=1 2
d x = 100
2
f x2 2
e x - 36 =0 - 64 =0 g x2 - 121 = 0 h x - 400 = 0
D Solve t hese equations, leaving your answers in square root fonn.

2 2 2
d k - 15 = 0
?
a x =6 b n =3 c y- - 10 = 0
2 2 2
h 7z - 5 = 0
?
e 4x = 8 f Sp = 3 g Sq- - 10 = 0
El Solve2 t hese equations, evaluating your ans,vers correct to three decin1al places.
? ? ?
a x =2 b 2a- = 7 c c- - 12 = 0 d 8g- - 3 = 0
D a Solve the equation x + 9 = 0.
2
b Give a reason for your answer in a .
II Find the t\vo solutions for each equation. Check your ans,vers by substitution.
a x(x - 5) = 0 b x(x + 7) = 0 C 2x(x + 1) = 0
d Sa(a - 2) = 0 e 4q(q + 5) = 0 f 6p(p- 7) = 0

g (x - 2)(x - 1) = 0 h (x - 7)(x - 3) = 0 (a - S)(a - 2) = 0
J (y + 3)(y + 4) = 0 k (t + 3)(t+2) = 0 l (x + 9)(x + 5) = 0
m (a - 6)(a + 6) = 0 n (y + 8)(y - 7) = 0 0 (n + l)(n - 1) = 0
p (a + 1)(2a - 1) = 0 q (3x + 2)(x - 5) = 0 r 2x(3x - 1) = 0
s (4x - 1)(2x + 1) = 0 t (3a - 4)(2a - 1) = 0 u (6y - 5)(4y + 3) = 0
v 6x(Sx - 3) = 0 w (9y + 1)(7y + 2) = 0 X (Sx - 1) (Sx + 1) = 0
II After factorising the left-hand side of each equation, solve the following.
a x 2 + 3x = 0 2
b ,n - Sn1 = 0 c y2 + 2 y = 0
2 2
d 6x + 12x = 0 e 9,? - 3n = 0 f 4x + 8x = 0
? ? ?
g x- - 4 = 0 h a- - 49 = 0 y- - 36 = 0
2
j a - 1=0 k 112 - 100 = 0 l 11? - 64 = 0
2 2 2
m x + 3x + 2 = 0 n a - Sa+ 6 = 0 o y + 12y + 35 = 0
? ? ?
p a- - 10a + 21 = 0 q x - - 10x + 16 = 0 r 11,- - 11111 + 24 = 0
2
s 1? + h - 20 = 0 t x 2 + 2x - 35 = 0 u a - 4a - 45 = 0
? ? ?
v x - + x - 56 = 0 w y- - 8y + 7 = 0 x a- + 9a - 10 = 0
D 2
a Solve the equation x - 4x + 4 = 0.
Check answers
b Ho,v 111any solutions are there for t his quadratic equation?
by substitution.
c When w ill a quadratic equation have only one solution?
D Solve:
2 2
a x + 4x + 4 = 0 b ,n - 6n1 + 9 = 0 c z 2 + 2z + 1 = 0
d k2 - 8k + 16 = 0 2
e a - 1Oa + 25 =0 2
f y + 20y + 100 = 0
II Factorise and solve the follo,ving.

2
a 2x2 + x - 1 = 0 b 3x + 7x + 2 = 0 TJ,,ere are harder to
2 2 fa ctorire !
c 3x + 17x + 10 = 0 d 2x - 1 lx + 12 = 0
2 2
e 2x - x - 10 = 0 f 2x - 1 lx - 21 = 0
2
g 4x2 + 21x + 5 = 0 h 4x - 19x - 5 = 0
4x2 - 21x + 5 = 0 j Sx2 + 16x + 3 = 0
k 2x2 + 13x - 24 = 0 l 7x2 + 48x - 7 = 0
2 2
m 4x - 4x - 3 = 0 n 6x - x - 1 = 0
2 2
o 9x + 9x + 2 = 0 p 10x + 9x + 2 = 0
2 2
q 12x - 7x + 1 = 0 r 10x - 13x + 4 = 0
ll!J Gather all t he tern1s to one side of the equation and then solve.
? ? 2
a x - = 3x b ,n- = 8n1 C t = - St
? ? ?
d x - = Sx- 4 e a-= 2a+15 f y- = 3y- 2
2
g Ill = 9111 - 18 h n2 = 7n + 18 li2 = 4h + 32
. ? 2 2
J x -+ x = 2 k y + 2y = 3 l X - 7x = -10
? 2 ?
m y-+ 3y = 18 n t + 3t = 28 0 y- + 2y = 15
2 2 2
p 2x + X = 1 q 2x -x = 15 r 4ni - 5111 = 6
2 2
s 3x = 13x -14 t Sp2 = 17p-6 u 2x = 11x - 5

Solution by completing
the square
This 1nethod depends upon con1pleting an algebraic eiq>ression to for111 a perfect square, that is,
2 2
an expression of the forn1 (x + a) or (x - a) .
Reniinder:
2
(x + a) - = x + 2ax + a-
? ?
• T he 1niddle tern1 in the expansion is 2ax.

• T he coefficient of x in the nu ddle tenn is 2a.
So, the value of a can be found by halving the coefficient of the x tern1.
2
Tlus is also true for: (x - a) =x 2 - 2ax + a
2
W hat 1nust be added to the following to 111ake perfect squares?

?
a f + 8x b f ? - 5x
Solutions
? 2
a x- + 8x + ... b x - 5x + ...
Half of 8 is 4, so the perfect square is: Half of - 5 is - ~, so the perfect square is:
2
x - + 8x + 4 = (x + 4)-
? ?
? - ? - ?
x - - 5x + (- ~)- = (x - ~)-
= x 2 + 8x+ 16 = x-? - 5x + ?"
-4"
So 16 111ust be added to nuke a perfect square.
?"
So -4' n1ust be added to n1ake a perfect square.
Nov.r, to solve a quadratic equation using tlu s technique follov,r tl1ese steps.
x2 + 4x - 21 = 0
x2 + 4x = 21 ◄-------c1 Move the constant to the RHS.
x2 + 4x + 2 2 = 21 + 2 2 ◄-1------1 Add ( half of x coefficient ) 2 to both sid es.
2
: . (x + 2) = 25
x + 2 = +.fis
x = -2 + 5
: . x = 3 or - 7
2
Note t hat x + 4x - 21 = 0 could have been solved using t he N ull Factor Lav, as in the previous
exercise.
2
x + 4x- 21 =0
(x - 3)(x + 7) =0
:. x = 3 orx = - 7
In tlus case, this is an easier and quicker ,vay to find tl1e solution. T he 111ethod o f con1pleting
tl1e square, however, can detennine the solution of quadratic equations t hat cannot b e factorised.
Tlus can be seen in tl1e follo,ving exa1nples.
Solve:
a x2+6x +1= 0 b x2 - 3x - 5 = 0 c 3x-? - 4x - 1 = 0
Solutions
2
a x + 6x + 1 = 0 b x2 - 3x - 5 = 0
x2 + 6x = -1 X -? - 3X = ::>-
2 2
2
x + 6x + 3 = -1 + 3 x2 - 3x + (- ~) 2 = 5 + (- ~) 2
?
(x + 3)- = 8 (x - ~)
2
=7 !
x+3 = + .J8
:. X = - 3 + .jg x- ~ = +✓7¾
x = - 3 + .J8 or - 3 - .J8 3
:. x = - + - -
J29
(x : - 0· 17 or - 5-83) 2 2
x = 3+J29 or
3- J29
Note that the solution involves 2 2
a square root, i.e. the solution is (x : 4-19 or - 1-19)
irrational. Using your calcu lator,
approximations may be found .
When the
coeffic ient of x 2
i5 not 1, ~e f irrf
divide each
C 3x2 - 4x - 1 = 0
term bythot
x 1x -
2
- j =0 coeffic ient
2 _ .iv - l
X 3A - 3
X2 _ ; X + (- ~)2 = j + (- ~ )2
(x - ~)2 = ~
? ✓ 7
x- 3= +-
3
2
:. x = - + -
J7
3 3
2+✓7 2-✓ 7 You can use the following fact to check you r answers.
x= or - - -
2
3 3 For the equation ax +bx+ c =0
(x : 1 ·55 or - 0·22) the two solutions must add to - b .
a
In Worked Example 2a, (- 0-17) + (- 5-83 ) =- 6 or 16
In Worked Example 2c, 1-55 + (- 0-22) = 1-33 [: ; ]

Exercise 2:02
D What nu1nber 111ust be inserted into each eiq>ression to co1nplete the square?
2
a x + 6x + . ..2 = (x + ...)2 b x 2 + 8x + .. .2 = (x + ... )2
c x 2 - 2x + . ..2 = (x - ...) 2 d x 2 -4x+ .. . 2 = (x- . .. )2
e x 2 + 3x + . ..2 = (x + ...)2 f 2 2
x -7x+ .. . = (x- . .. )
2
g x 2 + 1 lx + . ..2 = (x + ...)2 x- -x + ... - = (x- .. .)-

? ? ?
h
2 Sx 2 2x
X +- + ... = (x + ... )2 .
J X
2
- - + .. .
2
= (x - .. .)
2
2 3
El Solve the follov.ring equations, leaving your answers in surd forn1.

2 2
a (x - 2) = 3 b (x + 1) = 2 c (x + 5)2 = 5
2
d (x - 1)2 = 10 e (x - 3) = 7 f (x + 2)2 = 11
g (x + 3)2 = 8 h (x + 10) = 12
2 2
(x - 3) = 18
• 1 ?
J (x + 2 )- = 5 k (x - ? ?
)-
3 =3 l {x + 1 21)?- = 12
m (x - 1) = 2 ~
2 2
n (x + 3) = 41 o (x - ~) = ~
2
El Solve the follov.ring equations by co111pleting the square. Also find approxi1nations for your
answers, correct to tvvo decin1al places.
2 2 2
a x + 2x - 1 = 0 b x - 2x - 5 = 0 c x - 4x - 8 =0
2
d x + 6x - 8 = 0
2
e x - 6x + 2 = 0 f x 2 + 4x + 1 = 0
2
g x 2 + 10x = 5 2
h x + 2x = 4 x - 12x = 1
k x 2 + 7x - 3 = 0
?
j x2 + Sx + 2 = 0 l x-+ x-3 = 0
2 2 2
m x + 9x + 3 = 0 n x + 3x - 5 = 0 o x - 1 lx + 5 = 0
2
p x - x=3
2
q x + 3x = 2 r x 2 - Sx = 1
2 2
s 2x - 4x - 1 = 0 t 2x2 + 3x - 4 = 0 u 2x - 8x + 1 = 0
2 2
v 3x2 + 2x - 3 = 0 w 5x - 4x - 3 = 0 X 4x - X -2 = 0
The quadratic formula

As ,ve have seen in the previous section, a quadratic equation is one involving a squared tern1.
In fact, any quadratic equation can be represented by the general form of a quadratic equation:
?
ax- +bx + c = 0
,vhere a, b, care all integers, and a * 0.

If any quadratic equation is arranged in this forn1, a for111ula using the values of a, band c can be
used to find the solutions.
2
The quadratic forn1ula for ax + bx + c = 0 is:
-b ± ✓b
2
- 4ac
x =
2a
Proof of the quadratic forn1ula :
ax 2 +hx + c = 0
2 b c
TJ., ir formvla ir very X +- x +- = 0
vre fvl if yov ca"'t a a
facto ri re a" exprerriofl. 2 b c
X + - x =- -
a a
Note:
00
0
x2 + !:x+(l!...)2
a 2a
=(l!...)2
2a
C
II
This proof uses the
method of completing
• 2 2 the sq uare.
b) h -4ac
( x + -
2a
= 4a-?
b +✓b 2
-4ac
x +- =----
2a 2a
-b ± ✓b 2 - 4ac
x=
2a
Solve the following by using the quadratic fonnula .

2
a 2x + 9x + 4 = 0 b x 2 + 5x + 1 = 0
Solutions
2
a For 2x + 9x + 4 = 0, b For x 2 + 5x + 1 = 0,
11 = 2,
b = 9,c = 4. = = =
a 1, b 5, c 1.
Substituting into the forn1ula gives: Substituting into the forn1ttla gives:
-b ± ✓b2 - 411c -b + ✓b 2 - 4ac
x= x = ------
211 2a
- 9 ± ✓9 2 - 4 X 2 X 4 -5 ± ✓5 2 -4x1 x 1
2x 2 2x 1
- 9 ±.J81- 32 - 5 ± .J25-4
4 2
- 9 ±./49 -5 ± ✓21.
4 2
- 9 ±7
T here is no rational equivalent to ✓21.
4
so the ansv.rer ,nay be left as:
= _ 24 or_ 164 -5 + ✓21. - 5- ✓21.
x = or
:. x = -1 or - 4 2 2
Approxin1ations for these ans,vers 111ay be
found using a calculator.
x : - 0-21 or - 4-79 (2 dee. pl.)

Solve the follo,ving by using the quadratic forn1ula.
a 3x2 = 2x + 2 b 2x2 + 2x + 7 = 0
Solutions
a T he equation 3x2 = 2x + 2 111ust 2
b For 2x + 2x + 7 = 0,
first be ,vritten in the forn1 a = 2, b = 2, c = 7.
2
ax + bx + c = 0: Substituting these values gives:
3x2 - 2x -2 = 0 -2 ± ✓2 2 - 4 X 2 X 7
So a = 3, b = -2, c = -2. x=
2x2
Substituting these values gives:
-2 ± .J-52
-b + ✓b -4ac2
4
x = ------
2a
B u t ~ is not real!
- (-2) ± .j~(--2)-
2 ---4-x-3-x-(--2) 2
So 2x + 2x + 7 = 0 has no real solutions.
2x3
2± ✓4 + 24
lea ,,, thir
6
form via!
2±..fis
6 2
The solutions of the eq uation ax +bx+ c =0
2 + ..fi8 2 - ..fi8
:. x = - - - or - - - - b+Jb 2- 4ac
6 6 are givenby: x= - - - - -
20
x : 1·22 or - 0·55 (2 dee. pl.)
11:11
Foundation worksheet 2:0 3
Exercise 2:03 . . The quadratic formula
D Use the quadratic forn1ula to solve the following equations.All have rational ans,vers.
a x2 + 5x + 6 = 0 b x 2 + 6x + 8 = 0 c x 2 + 10x + 9 = 0
d x2 - 3x - 10 = 0 e x 2 - 2x - 15 = 0 f x 2 + 4x - 12 = 0
2
g x - 9x + 14 = 0 h x 2 - 8x + 12 = 0 x 2 - 6x + 5 = 0
j 3x2 + 7x + 2 = 0 k 2x2 + 11x + 5 = 0 l 4x2 + 11x + 6 = 0
m 2x2 - 5x - 3 = 0 n 5x2 - 9x - 2 = 0 o 3x2 - 5x + 2 = 0
2
p 6x + 7x + 2 = 0
2
q 6x + 7x - 3 = 0 r 8x2 - 14x + 3 = 0
f.l Solve the follo,ving, leaving your answers in surd forn1. (Re111e1nber: A surd is an expression
involving a square root.)
a x2 + 4x + 2 = 0 2
b x + 3x + 1 = 0
2
c x + 5x + 3 = 0
2 2
d x + x - 1=0 e x +2x -2 = 0 f x 2 + 4x - 1 = 0
g x2 - 2x -1 = 0 h x 2 - 7x + 2 = 0 x 2 -6x+3 = 0
j x2 - 1Ox - 9 = 0 2
k x - 8x + 3 = 0 l x 2 - 5x + 7 = 0
2 2 2
m 2x + 6x + 1 = 0 n 2x + 3x - 1 = 0 0 2x - 7 X + 4 = 0
2 2
p 3x + 1Ox + 2 = 0 q 3x -9x+2=0 r 5x2 + 4x - 2 = 0
2 2
s 4x - x + 1 = 0 t 3x2 - 3x - 1 = 0 u 4x - 3x - 2 = 0
v 2x2 + 11x - 5 = 0 2
w 2x - 9x + 8 = 0 x 5x2 + 2x - 1 = 0
El Use the forn1ttla to solve the following. Give ansv.rers as deci1nal approxin1ations correct
to t,vo decin1al places.
2 2
a x - 4x + 1 = 0 b x - 6x + 3 = 0 c x2 + 8x- 5 = 0
d x 2 + 9x + 1 = 0 2
e x + 2x- 5 = 0
2
f x + 3x- 1 = 0
g x2 + 2 = 0 h x 2 - 7x = 2 x2 = 6x- 11
2 2
j 2x + x- 2 = 0 k 2x - Sx - 2 = 0 I 3x2 + 9x + 5 = 0
2 2 2
m 2x = 7x-2 n 5x - 3x = 4 0 6x = X + 3
HOW MANY SOLUTIONS?

Consider these three quadratic equations:
a x2 + 6x + 5 = 0 b x 2 + 6x + 9 = 0 C X-
?
+ 6x + 12 = Q
Use t he quadratic fonnttla to solve each equation.
Solutions
-6 + J6 2 -4x1x5
a x = -------- It appears that a quadratic equation n1ay have
2x1
t\vo, one or no real solutions. The 'key' is the
-6 ± Jf6
part of the fonnula under the square root sign.
2
-6 ± 4
2 The nun1ber of real solutions
2
:. x = -1 or -5 is deternuned by b - 4ac.
2
If b - 4ac is:
b x = -------- • positive then the equation
2x1
,viii have two real solutions
-6 ± .Jo
2
• z ero then the equation
,viii have one real solution
-6
2 • negative then the equation
:. X = -3 ,viii have no real solution.
-6 + J6 2 -4x1x12
e x = --------
2x1
-6 ±.J-12
2
✓-12 has no real solution
:. x has no real solution
Exercises
2
By evaluating b - 4ac for each equation, deternune h o,v b 2 - 4ac is called the discriminant.
1nany real solutions it ,viii have.
2
1 x + 4x + 3 = 0
2
2 x + 4x + 4 = 0 3 x2 + 4x+ 5 = 0
2 ? 2
4 X -x-2 = 0 5 x- -x = O 6 x -x + 2 =0
7 4x2 - 12x + 9 = 0 2
8 4x - 12x + 7 = 0 9 4x
2
- 12x + 11 =0
10 Sx2- X + 7= Q 11 Sx2 - x- 7 = 0 12 9x2 + 6x + 1 = 0
• Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3

•
Choosing the best method
0 PREP QUIZ 2:04
Factorise:
2 x 2 - 5x - 14 2
? ?
1 5x- - 10x 3 x- - 81 4 x + 5x + 6
Solve:
5 (x - 2)(x + 7) = 0 6 (2x - 3)(3x + 1) =0 7 x 2 -16 = 0
2
8 3x -12x = 0 9 x2 - 3x + 2 = 0
10 Write the forn1ula for the solutions of the equation ax2 + bx+ c = 0.
Son1e quadratic equations ,nay appear in a different fonn fro1n those seen so far, but they can
al,vays be sin1plified to the general forn1 ax2 + bx+ c = 0 . T hey n1ay then be solved by factorising
or by using the quadratic fonnula.
Solve the follo,ving equations.

? 5x-6
1 x- - 2x + 1 = 3x + 6 2 x(x - 5) =6 3 x = --
x
Solutions
1 In this exa1nple, all the tern1s n1ust be 2 Expand and gather the tern1s to the LHS.
gathered to the LHS. =6
x(x - 5)
x 2 - 2x + 1 = 3x + 6 X - ::>X = .
2 - 6
2
- 3x - 6 = - 3x - 6 x - 5x - 6 = 0
2
x - 5x- 5 = 0
Factorising gives:
T his cannot be factorised, (x - 6)(x + 1) = 0
so the quadratic forn1ula is used. :. x = 6or-1
-b±.Jh2 -4ac 3 x = --
5x-6
x=
2a x
Multiplying both sides by x gives:
5 ± ✓25+ 20
x- = 5x- 6
?
2 ?
x- - 5x + 6 = 0
5±✓
45
2 Factorising gives:
5+ ✓45 5- ✓45 (x - 2)(x - 3) = 0
:. x = or :. x = 2 or 3
2 2
When solving a quadratic equation:
Step 1: Express the equation in general for 111:
ax2 +bx + c = 0
Step 2: Factorise, if you can, and solve it. Focto ri re
or J
-b+ b2 -4ac
if yov co,-,!
use the forn1ula: x =- - - - - -
2a
(a + 7) 2 =6
TJ.,i5 i5 or, exceptior,
to tJ.,e above rvle ! For equations like this, w here one side is a perfect square,
it is easier to follo,v the final steps in the 1nethod of
co1npleting the square.
Wo~! TJ.,ot'r eorier
Solution tJ.,or, ex por,d ir,9 or,d
v5ir,9 tJ.,e formvlo .
(a + 7) 2 = 6
:. a+ 7 = +../6 9,
a = -7 + ../6
a = -7+../6 or-7-../6
Exercise 2:o,
D Solve the follo,ving quadratic equations. Give ans,vers to two deci1nal places if necessary.
? 2 2
a x-+ 7x+6=0 b X - 8x + 12 = 0 C x + Sx- 24 = 0
2 2 2
d X - 3x + 1 = 0 e x + 3x- 3 = 0 f x + 4x + 2 = 0
? 2 ?
g x- + 8x = 0 h X - 10x = 0 Sx- - 10x = 0
2 2 ?
J X - 81 = 0 k X - 121 = 0 l 4x- - 9= 0
2 2 2
m 2x + 4x + 1 = 0 n 3x -x-1 = 0 0 2x - Sx + 1 = 0
2 2 ?
p 2x + 6x + 4 = 0 q 3x + 1Sx + 18 = 0 r 2x- - 6x- 8 = 0
2
s X = 6x + 27 t X 2 = 13x- 36 2
u 2x - Sx = 12
2 ? 2
V 25 = 10x- x w 36 = 13x-x- X 2 = 9x- Sx
El 2
R .e arrange each equation belo,v into the forn1 ax + bx + c = 0, and solve.
2 2
a x + 9x = 2x - 12 b x + 20 = 8x + 5 c x2 - 4x + 10 = 2x + 2
2 2 2 2
d 3x + Sx = 2x - 6 e 4x + Sx = 3x - 2x f x2 + 3x - 10 = 3x - 1
2
g x + Sx = 3x + 1 h x 2 + 7 = 5 - 4x 2x + 1 = x2 + x
j x(x + 5) = 6 k x(x - 7) = 18 l x2 = 4(x + 8)
m (ni - 1)2 = 4 n (x + 3)2 = 9 o (x + 5) 2 = 11
? ? ?
p (2a + 1)- = 16 q (Sy - 3)- = 7 r (6n - 7)- = 3
2x + 15 3x + 28 2-x2
s x = --- t x = --- u 1 = ---
X X X
Sx-3 3(x + 1) 1
V x = -- W --'---'- =X X 2(x+2) = -
X X X

WHAT IS AN ITALIAN REFEREE?
Work out the ans,ver to each question and ,vrite the letter for that part in the box that is above
the correct ans-ver.
Solve:
I came,
A (x + 3)(x - 5) = 0 M (x + l)(x - 1) = 0 Ira~
R (2x - 1)(x - 7) = 0 R (3x + 5) (2x - 3) = 0 and yov're
Solve by factorising: offride!
?
M x- - Sx + 6 = 0 A x2 - x -6 = 0
E x- - Sx- 6 = 0 2
?
I x +x -6 = 0
Solve:
N (x - 2) = 5 =2
2 ?
P (x + 1)-
2
0 (x + 7) = 9 =3
2
U (x + 3)
1 11 1 1 111
-.~ 11
N
•
11
"''"' '°
• •
1
-
~ (') tnl (<""l 'I"""'"
I +I I I I
I
Problems involving
quadratic equations
0 PREP OUIZ 2:05
Fron1 the list of nu1nbers, 1, 2, 31, 5·2, 9, 10, write the nun1bers that are:
1 integers 2 odd 3 square
Write the nell.'1: t\vo consecutive integers after:

4 8 5 II
Write the nell.'1: t\vo consecutive even nun1bers after:
6 10 7 x (x is even)
Write expressions for:
8 a nun1ber that is 3 less than x
9 the area of this rectangle acm
10 the peri1neter of this rectangle.
(a+ 3)cm
When solving a problen1 or applying a given fonnula, a quadratic equation 111ay be involved.
Consider the follov.ring exa111ples.
1 T he product of t,vo consecutive positive even nu1nbers is 48. Find the nu1nbers.
(Hint: If the first nu111ber is x, then the next even nun1ber is x + 2).
2 The length of a rectangle is 5 cn1 longer than its breadth. If the area of the rectangle is
?
84c111-, find the length of the rectangle.
3 A projectile is fired vertically up,vards and its height h, in 1netres, after t seconds is given
by the for111ula:
1, = 40t- 8t2
Find the ti111e taken by the projectile to first reach a height of 48 n1.
Solutions
1 The problen1 gives the equation: 2 If the breadth is x, then
x(x + 2) = 48 the length is x + 5. x cm
Since the area of a
Solving this gives:
rectangle is equal to
x 2 + 2x = 48 (x+ S)cm
length tin1es breadth, then:
x2 + 2x- 48 = 0
x(x + 5) = 84
(x + 8)(x - 6) = 0 2
x + Sx = 84
:. x = -8 or 6 2
x + Sx - 84 = 0
The nu111bers are positive, so x = 6. (x + 12)(x - 7) = 0
:. T he t\vo consecutive nu1nbers are 6 and 8. :. x = -12 or 7
3 "= 40t- 8t2 No,v, since the di1nensions 1nust be

To find the ti111e t ,vhen the height h = 48 positive, the breadth 111ust be 7 c111.
1netres, substitute into the for111ula: : . The length is 12 c111.
48 = 40t- 8t2
Gathering all the ter111s on the LHS: . A projectile car, be
attJ.,e rame J.,ei9J.,t at
8t2 - 40t + 48 = o
o differer,ttimer!
8(t2 - St + 6) = 0
8(t - 2)(t - 3) =0
:. t = 2 or 3
:. The projectile ,vas at a height of 48111
at 2 seconds and 3 seconds. So it took
2 seconds to first reach a height of 48111. •

Exercise 2:05
D Find the two consecutive positive integers:

'C onrecvt ·,ve '
a if their product is 20
meanr 'one after
b if their product is 90 •
tJ,,e other'.
c if they are even and their product is 120
d if they are odd and their product is 63.
El a The stun of a positive integer and its square is 90.

Find the nu1nber.
b The stun of a positive integer and its square is 132.
Find the nu1nber.
c The difference betvveen a positive integer and its square is 56. Find the nu1nber.
d The square of a ntu11ber is equal to 5 tin1es the nw11ber. W hat are the two possible nun1bers'
e When a nun1ber is subtracted fron1 its square, the result is 42. Find the two possible nu1nbers.
El a Find the din1ensions of this rectangle if the length
is 6 c1n longer than the breadth and its area is 40 cn12. X
x+ 6
b T he breadth of a rectangular roon1 is 2111 shorter than its length. x -2

If the area of the roo1n is 255 1112 , find the di1nensions of the roon1.
X
c T he base of a triangle is 5 cn1 longer than its height. If the area

of the triangle is 7 cn12 , find the length of the base.
d A right-angled triangle is drawn so x+ 5

that the hypotenuse is t\vice the
shortest side plus 1 c1n, and the other
side is tvvice the shortest side less 1 c1n.
Find the length of the hypotenuse. 2x - 1
D a Michelle thre,v a ball vertically up,vards. Its height h 1netres

after tin1e t seconds is given by the fonnula:
h = 8t- t 2
Find after what ti111e the ball ,vas first at a height of 12111.
b The stun, S, of the first n positive integers is given by
the forn1ttla:
II
S = - {n+l)
2
Find the ntunber of positive integers needed to give
a total of 78.
c For the fonnula s = ut + ~ at , find the values oft if:
2
s = 18, u = 7 , a=2
ii s = 6, u = 11 , a = 4
111 s = 7, u=1 , a=6 ....,
••
D An n-sided polygon has 1n(n. - 3) diagonals. How 1nany sides has a figure if it has
90 diagonals?
II Jenny is y2 years old and her daughter Allyson is y years old. IfJenny lives to the age of 13y,
Allyson ,viii be y2 years old. Ho,v old is Allyson no,v? (N ote: the difference in ages 111ust
ren1ain constant.)
IJ Kylie bought an iten1 for $x and sold it for $10.56. If Kylie incurred a loss of x per cent, find x.
Ill A relationship that is used to approxi1nate car stopping distances (d) in ideal road and
,veather conditions is: d = t,v + kv2 ,vhere t, is the driver's reaction tin1e, v is the velocity
and k is a constant.
a Stirling's reaction ti1ne was 111easured to be 0·8 seconds. The distance it took hin1 to stop
,vhile travelling at 20111/s (72kn1/h) ,vas 51111. Substitute this inforn1ation into the forn1ttla
to find the value of k. d
b If, for these particttlar conditions, Stirling's breaking distance is 80
given by d = 0·8v + 0·0875v2 con1plete the table belo,v, finding d 70
60
correct to the nearest 111etre in each case.
50
v [m/s] 0 5 10 15 20 25 40
30
d(m) 20
10
c Graph d against v using the nun1ber plane sho,vn on the right. 0 ,__,..__.___.__,___,___
What kind of curve is produced? 5 10 15 20 25 v
d Use your graph to find the velocity (in 111/s) that v.rould produce a stopping distance of 40111.
Check your accuracy by solving the equation 40 = 0·8v + 0·0875v2 using the fonnula
v=
-b + J1, 2
- 4ac
2a
e What factors ,vottld deternune the safe car separation distance in traffic?
II T he rise and tread of a staircase have been connected using the

1 66 rise -..
fonnula r = - (24 - t), or r = - ,vhere rand tare 1neasured
2 t
in inches (1 inch is about 2-54 c1n).
a If the tread shottld not be less than 9 inches, ,vhat can be
tread
said about the rise' \
b Graph both functions on the san1e set of axes and con1pare
the inforn1ation they provide.
c What are the points of intersection of the t,vo graphs?
Check the accuracy of your graphs by solving the two
sin1ttltaneous equations:
1
r = - (24 - t) 1
2
66
r= - 2
t
(Hint: Substitute 2 into 1 and solve the resttlting quadratic equation.)
d Convert the fonnulas 1 and 2 to centi1netres rather than inches.
e Do the n1easure1nents of staircases you have experienced fit these forn1ulas?
Investigate other n1ethods used by builders to deternune rand t.

TEMPERATURE AND ALTITUDE
The following forn1ttla has been used to give the boiling
point of water at various heights above or belo,v sea-level:
h = 520(212 - T) + (212 - T) 2
,vhere height, h, is in feet and the ten1perature, T,
is in degrees Fahrenheit (°F).
1 Show that h = (212 - T)(732 - T).
2 At ,vhat height above sea-level does ,vater boil at:

a 200°F
b 250°F?
3 Plot a graph of h against T. (Use values of T fron1 160°F to 280°f Use values of h fro1n
-30000 feet to 30000 feet.)
T (°F) 160 180 200 220 240 260 280

It (feet] 29744 -30736
4 Use your graph to find the ten1perature at ,vhich

,vater boils, to the nearest degree:
"
30
a at Flinders Peak (1155 feet above sea- level)
b atop Mt Everest (29 000 feet above sea-level) 20
C on t he shore of the Dead Sea (1300 feet -
Q)
belo,v sea level). 0 -

.J!! 10
(/)
-0
5 Check your answers to Question 4 by C
"':::,
(/) 160 200 240 280 T
substituting each height into t he forn1ula 0 Degrees F
and solving the resulting quadratic equation. f=. -10
6 Change the units on the ,Dees of your graph -20

so that they are in degrees Celsius (°C) and
-30
thousands of 1netres. To do this, use t he
forn1ula C = ~ (F - 32) and the approxin1ation, -k
1 foot = 0-305 1netres.
7 Discuss: *
• Over ,vhat ten1perature range is this fonnula
useful or valid'
• Find the height at which the International Space Station
orbits. Can the forn1ttla be used there? Is t he station
pressurised to so1ne equivalent height above sea-level?
Equations reducible
to quadratics
f> PREP QUIZ 2:06
Solve these equations:
1 2a(a - 3) = 0 2 (2a + 1)(a - 5) =0 3 (3a - 4)(5a + 2) =0
4 a2 - Sa+ 6 = 0 5 a2 +14a + 49 = 0 6 a2 - a - 12 = 0
7 3a2 + 7a + 2 = 0 2
8 16a - 24a + 9 = 0
Solve for x :
9 x 2 - 16 = 0
So1ne equations that appear 111ore difficult to factorise ,nay be changed into a quadratic equation
by substituting an appropriate pronun1eral.
4 2
For exa1nple: x - 13x + 36 = 0
2 2
If ,ve let u = x and then substitute, the equation becon1es: u - 13u + 36 = 0
This equation can no,v be solved by factorising:

(u - 9)(u - 4) = 0
:. u = 9 or u = 4
But u = x so
2
x 2 = 9 or
?
x- =4
:. x = +3or x =+2
4 2
So the equation x - 13x + 36 = 0 has four solutions, x = -3, -2, 2 and 3 .
By 111aking suitable substitutions, solve these equations.

4 2
a 3a - 14a +8=0 b 9x - 28(3~) + 27 = 0
Let u = a2 Let u = 3x
So equation becon1es: So equation beco1nes:
3u- - 14u + 8 = 0 u2 - 28u + 27 = 0
?
(3u - 2)(u - 4) = 0 (u - 27)(u - 1) = 0

:. u = ~ or 4 :. u = 27 or 1
? X
But u = x- , so Butu = 3,so
? ?
x- = 3 or 4 3x = 27 or 1
12 or +2
· " = + V3 33 = 27 or 3° = 1
• • A - -
:. x = 3 or 0

By 1naking suitable substitu tions, solve these equations.
6 3 4 ?
a ni - 7111 - 8 = 0 b y - 7y- - 18 = 0
Let X = ,n3 Let A = y-?
So the equation becon1es: So the equation beco1nes:
X 2 -7X-8 = 0 A 2 - 7A - 18 = 0
(X - 8)(X + 1) = 0 (A - 9)(A + 2) = 0
:. X = 8 or -1 :. A = 9 or -2
But X = ,n3 , so But A = y2 ,so
,n3 = 8 or -1 y2 = 9 or -2 (y2 ,t, negative nun1ber)
:. ,n = 2or-1 :. y = +3 are the only solutions
Exercise 2:06
D Use the substitution given to reduce each equation to a quadratic equation and then solve.
4 2 2 4 2 2
a x - Sx + 4 = 0, u = x b a - 10a + 9 = 0, u = a
4 2 2
c 114 -29112 +100 = 0,u = n2 d k -8k +16 = 0,X = k
4 2
e 111 -6,n +8 = 0,A = ni2 f z 4 -14z2 + 45 = 0, Y = z 2
El By using the substitu tion given, solve these equations.

a 4x4 - Sx2 + 1 = 0, u = x 2 4 2
b 9a - 37a + 4 = 0, u = a
2
4 2 2
c 3n4 -28n2 + 9 = 0,u = n2 d 8k -22k + 9 = 0,X = k
El Reduce each equation to a quadratic equation, using t he substitution given, and then solve.
3 3 8 4 4
a y6 -9y +8 = 0,u = y b n1 -17n1 + 16 = 0,u = n1
c x6 -1008x 3 +8000 = 0,X = x 3 8 4
d n -82n +81 = 0,A = n
4
D By using the substitu tion given, solve these e:>.cpo11e11tial equations.

a 4x - 5(2x) + 4 = 0, u = 2x [Note: 4x = (2') 2 ] b 9x - 4(3x) + 3 = 0, u = 3x
C 4x - 12(2x) + 32 = 0, X = 2x d 9x - 12(3x) + 27 = 0, A = 3x
II By using the substitu tion given, solve these equations.

a x 4 + Sx2 - 6 = 0, u = x 2 4 2
b x - Sx + 6 = 0, u = x
2
c x 4 - Sx2 - 6 = 0, u = x 2 d x 4 + Sx2 + 6 = 0, u = x 2
e x 4 - 7x2 + 10 = 0, u = x 2 f a4 - 2a2 - 15 = 0, u = a2
D Substitute u for (x - 1)2 to solve the equation: (x - 1) 4 - 29(x - 1)2 + 100 = 0

D Solve t he equation: (a+ 2) 4 - 20(a + 2)2 + 64 = 0
IJ Solve t hese equations using the substitution X = x 2 - 2x.
a (x2 - 2x) 2 - 23(x2 - 2x) + 120 = 0 b (x
2
- 2x) 2 + 3(x2 - 2x) - 40 = 0
DID YOU KNOW THAT 2 = 1?
Now that your algebra skills are 111ore developed,
you can be let into the secret that 2 really is equal to 1.
Proef: Assun1e that x = y.

Multiply both sides by x: x 2 = xy
2 2 2 2
Subtract y fron1 both sides: X -y = xy-y
Factorise both sides: (x - y)(x + y) = y(x - y)

Divide by (x - y): x+y = y
If ,ve let x = y = 1, then 2 = 1. QED
Of covrre
tJ.,ere ir a fallacy
ir, tJ.,e proof
above. Car,
yov find it?
coefficient factorise
• the nun1ber that n1ttltiplies a pronu1neral • to ,vrite an expression as the product
in an equation or algebraic expression, of its factors
2
e.g. 3x - x + 5 = 0 • the reverse of expand
2
coefficient of x is 3 quadratic equation
coefficient of x is -1 • an equation in ,vhich the highest power
completing the square of the unkno,vn pronu1neral is 2,
2 2
• con1pleting an algebraic eiq,ression e.g. x - 16 = 0, x + Sx + 6 = 0
2
to forn1 a perfect square, i.e. (x + a) • a quadratic equation 111ay have tvvo,
2 one or no solutions
or (x - a) ,
?
e.g. to con1plete the square for x- + 6x, quadratic formula
the nu1nber 9 is added: • a forn1ttla that gives the solutions to
2
2
x + 6x + 9 = (x + 3)
2 equations of the forn1 ax + bx + c = 0
-b ± .J1,2 - 4ac
• X =
2a

•
QUADRATIC EQUATIONS
Each part of this test has si1nilar iten1s that test a certain type of question.
Errors n1ade will indicate areas of ,veakness.
Each ,veakness should be treated by going back to the section listed.
1 Solve these equations, giving the answers correct to three decin1al places if 2:0 1
necessary.
C Ill- - 16 = 0
2 2 ?
a x = 49 b a =7
2 Solve these equations: 2:0 1

a (x + 7)(x - =0
3) b x(x - 5) =0
c (2x - l)(x + 1) = 0 d (3x + 2)(4x - 5) =0
3 Factorise and solve: 2:0 1
2 2
a x + 5x = 0 b x + 9x + 14 = 0
2 2
C x - 49 =0 d 2x + 5x - 3 = 0
4 What nun1ber 111ust be inserted to con1plete the square? 2:02

2 2
a x + 6x + . . . b x - 4x + ...
? ?
c x- + 3x + . . . d x- - x + ...
5 Solve the follo,ving by con1pleting the square. 2:05

2 2
a x + 2x - 2 = 0 b x - 6x + 1 = 0
2
c x - 3x - 5 = 0 d 2x2 - 1Ox = 1
6 Solve using the quadratic fonnula. (Leave ans,vers in surd fonn.) 2:03
2
a x +x - 3= 0 b x 2 - 5x + 2 = 0
2 2
c 2x + 4x + 1 = 0 d 3x + 2x - 2 = 0
7 Solve the follo,ving: 2:04
2
a x - x + 1 = 4x + 7 b x(x - 5) = x - 9
2x + 8
C (x + 4) 2 =6 d x= - - -
x
8 Solve these equations using the substitutions given. 2:06
4 2 2 4 2 2
a x - 20x + 64 = 0, u = x b a - 11a + 18 = 0, u = a
! of t hese gear wheels has 28 teet h

I the other has 29 t eeth. How many
ol utions of each w heel must be
npleted for t he same two t eeth to be
he same position next to each other?
ASSIGNMENT 2A Chapter review
1 Solve the follo,ving quadratic equations 3 Find three consecutive positive integers
using the 111et hod you feel is 111ost if the stun of their squares is 50.
appropriate.
4 Find x in the following figures.
2
a x + x- 30 = 0 a xcm
b x(x - 7) =0
2
C (x + 1) = 9 6cm
2
d 2x + 7x - 15 = 0
-, x cm
e x 2 + 2x = 24
9cm
f (x + 2) (3x - 1) = 0 Area = 50cm 2
2
g x - 14x + 49 = 0
h 5x(2x - 3)
2
=0 b x cm b ._~
7cm
~~
7cm
x -100 = 0
2
J x - 5x - 14 = 0 9cm
2
k x = 28 + 3x
l x 2 + 5x + 1 = 0 x cm
2 Area =21 0cm 2
m (x- 3) = 2
2
n 1Ox - 3x - 1 = 0 5 Ifa rectangular field has an area of0·28ha
2
o x - 20 = 0 and its length is 30 111 1nore than its ,vidth,
2
p 5x + 3x = 0 find the width of the field.
2
q x + 1Ox + 25 = 0 6 Solve each equation using the substitution
.
r x 2 + 2x- 4 = 0 given.
4
2
s 3x - x- 2 = 0 a x - 26x + 25 = 0, u = x 2
2
t 2x2 + 5x + 1 = 0 b
4
11 - 12,? + 27 = 0, u = n2
u x(x + 5) = 24 c z4 - 5z2 - 12 = 0, u = z
2
2
V (x + 2) = X + 2
5x-2
w x = --
x
2
x (2x + 1) = (x + 3)-?
2 Solve by con1pleting
the square.
2
a x + 4x - 32 = 0
2
b x - 3x - 40 = 0
2
.. .. I'm a
c x - 1Ox + 4 = 0 .. PERFECT
2
d 2x + 6x - 3 = 0 : ·· SOUARE
·-.1,.--......,..-r.
, ...
..

ASSIGNMENT 28 Working mathematically
1 An odd nun1ber betvveen 301 and 370 6 T he i1nnugration to Australia for
has three different digits. If the sun1 of 2010-2011 is sho,vn by tlus pie chart.
its digits is five ti1nes the hundreds digit,
Permanent Arrivals 2010-2011
,vhat is the digit?
2 What is the nuni1nu1n nun1ber of colours

needed to shade tlus diagran1 if no tvvo
adjacent regions ,nay have the san1e
colour?
■ Oceania
• North Africa, Middle East
■ North East Asia
3 E1nn1a's passbook savings account allowed ■ Americas
her to deposit or withdra,v at any tin1e. ■ Europe
Her interest, ,vluch ,vas 2· 5% pa, was South East Asia

Southern and Central Asia
calculated on the nunin1un1 n1onthly
■ Sub-Saharan Africa
balance and ,vas paid twice yearly into her
Source: Australian Go~mment
account. She could ,vithdraw up to $500 Dept. of Immigration and Citizenship
in cash per day or any an1ount in the fonn

a Wluch region provided:
of a cheque. Cheques for the payn1ent of
i the n1ost i1nnugrants
bills (tlurd party cheques) were provided
ii the fewest i1n1nigrants?
free of charge. She ,vas able to start her
b Measure the angle of each sector to
account ,vith as little as $1 .
detennine the percentage of inmugrants
a What is the 1ninin1un1 balance required?
fro1n:
b On what a1nount is the interest
i South East Asia
calculated?
ii Europe.
c Does the interest earned in one n1onth
c If the total nun1ber of inunigrants was
auto1natically begin to earn interest
126 536, ho,v 1nany (to the nearest
during the next 111onth?
hundred) ca1ne fron1:
4 Decrease $360 by 20% and then increase the An1ericas
the result by 20%. What is the difference ii Oceania?
betvveen $360 and your final ans,ver?
5 50% n1ore than what nun1ber is 25% less
than 60% 111ore than 10?
ASSIGNMENT 2C Cumulative revision
1 a Find 15% of$125. 1:01D
b What percentage is $25 of$125'
c Decrease a price of$125 by 30%.
d 15% discount of a price is equal to $24. What is the full price?
2 Sin1plify the follo,ving expressions. 1:02

2a 3a 2a 4a
a Sx - 2y - x +y b 10ax + Sa C - +- d - + -
3 5 3x 9y
3 A card is drawn fron1 a standard pack of 52 playing cards. 1:03
What is the probability the card is:
a red b a club c a Jack d the 7 of spades?
4 Find the area of each shape. 1:04

a 6·8cm b .,,.,:··,
.:.i- - - - - - -c
----';>·- - - ~ '
: 4-8cm
'
'
'
12·5cm
5·2cm
.,
8·6cm
5 Evaluate: 2 1:05
2 5
a 5 X2 e 83
6 Sii11plify each expression: 1 :06
a 3✓ 18 b 4../8 - ../32 C (2..fS + 3 ✓2)(2..fS - 3 ✓2)
7 Yvonne is paid an hourly rate of$28.40 for a 36 hour ,veek. The first 6 hours 1 :08
overtin1e are paid at tin1e- and- a-half; after that extra hours ,vorked are paid
double-ti1ne. Find Yvonne's ,vage for a week in vvhich she vvorks 45 hours.
8 For these triangles, find: 1: 12

a the value of x to one decin1al place b the value of x to the nearest degree.
10·6cm
9·7cm
xcm
6·9cm
9 For the set of scores 3 , 5, 4, 7, 5, 4, 8, 3 , 4, find the: 1: 13
a range b n1ode c 1nedian d n1ean e Q,
g interquartile range.

• II
Contents
3:01 Deductive reasoning in numerical exercises 3:06 Polygons
3:01A Exercises using parall el lines GeoGebra activity 3:06A Convex and concave
3:018 Exercises using triangles quadrilaterals
3:01C Exercises using quadrilaterals Investigation 3:06A The angle sum of a polygon
3:02 Congruent triangle proofs GeoGebra activity 3:06B The angle sum of
3:03 Deducing properties of the specia l triangles and a polygon
quadrilatera ls Investigation 3:06B The exterior angle sum of a
GeoGebra activity 3:D3 The parallelogram family convex polygon
3:04 Proving general results GeoGebra activity 3:06C The exterior angle sum
3:05 Definitions and proof in deductive geometry of a convex polygon
Investigation 3:05 Theorems and their converses Investigation 3:06C Regular polygons and
tessellations
Maths terms, Diagnostic test, Assignments

Selections fro,n Properties of Geometrical Figures [Stage 5.2)
• Formulate proofa involving congruent triangles and angle properties (AC MMG243)
• Apply logical reasoning, including the use of congruence and si,nilarity; to proofa and nu,nerical exercises involving
plane shapes (ACMMG244)
• Proble,n Solving • R easoning • Understanding • Fluency • Com1n unicating
Deductive reasoning
in numerical exercises
Throughout Stage 4 n1any geo1netrical facts concerning angles, triangles and quadrilaterals ,vere
discovered. A sun1111ary of these facts follo,vs.
B
Adjac ent ang les
• have a conunon vertex (or point), A
C
• have a conunon arn1, AC
• lie on opposite sides of this conm1on arn1
If t\vo adjacent angles add to 90°, then together they fonn a right angle.
e.g. 28° + 62° = 90°
The con1ple1nentary angles are adjacent, so LBAD is a right angle.
If t\vo adjacent angles add to 180°, then D
together they forn1 a straight angle.
e.g. 68° + 112° = 180°
The supplen1entary angles are adjacent , so ABC is a straight line.
/3
If a series of adjacent angles con1pletes a revolution, a 1
{i
the angles 1nust add to 360°.
We say that the angle sun1 at the point is 360°.

Angle sum = 360°
Vertically opposite angles

When two straight lines cross, two pairs of vertically opposite angles
•
are forn1ed.Vertically opposite angles are equal.
Vertically opposite
angles are equal.
Corresponding angles
If a transversal cuts two parallel lines, then corresponding angles are fonned. Corresponding
angles are equal.

Alternate angles
If a transversal cuts tvvo parallel lines, then alternate angles are for111ed. Alternate angles are equal.
Co-interior angles
If a transversal cuts tvvo parallel lines, then co- interior angles are forn1ed. Co- interior angles are
supple111entary.
Angle sum of a triangle

100°
In any triangle, the angles add to 180°.
so• 30°
Isosceles triangles Equilateral triangles

• have t\vo equal sides • have three equal sides
• have t\vo equal angles • have three equal angles
• have one axis of synunetry • have three :L--<es of
synunetry
Exterior angle of a triangle

The exterior angle o f a triangle is equal to t he stun of the
t\vo interior opposite angles.
o:+ fJ fJ
Angle sum of a quadrilateral

120°
In any quadrilateral, the angles add to 360°. go•
In t he follo,ving exercises you ,viii be asked to find the sizes of unkno,vn sides and angles, and to
give a reason for each state1nent that you n1ake, using the correct ternunology. R .easons are usually
abbreviated, but take care not to abbreviate the1n to such an extent that the 111eaning is lost.
R .en1en1ber t hat problen1s can often be solved in 111ore than one ,vay and that usually one 111et hod
is 111ore efficient than another.
3 Properties of geometrical figures

S01ne co1ru11only used abbreviations and sy1nbols are shov.rn in the following tables.
Term Term
adjacent adj. is perpendicular to ..l

.
alternate alt. isosceles !SOS.
angles Ls equilateral eqw.

co-interior co- int. triangle 11
co1nple1nentary con1p. parallelogra1n par ' 1n
congruent cong't point pt

corresponding corr. quadrilateral quad.
is congruent to - straight str.
is si1nliar to Ill supplen1entary supp.
is parallel to II vertically opposite vert. opp.
3:01A Exercises using parallel lines
1 A EF II CH Solutions
Find t he size of L CCD.
E B 76° F 1 L EBC = 76° (vert. opp. L s)
G ive reasons.
L CCD = 76° (corr. L s, EF II CH)
G C )
H
2 A\ C\ ABIICD 2 L FCC = 81 ° (corr. L s, AB II CD)

Find t he size of L CCH. L CCH = 99° (adj . supp. L s)
s1 °
G ive reasons.
E F G H
B D
3 F EF II CH 3 L BCC = 60° (ale. L s, EF II CH)

A
8
✓ Find t he size of x. x + 60 = 90 (con1p. L s)
so•
G ive reasons. x = 30
E
G
AJ D

Exercise 3:01A
D Find the size of LABC in each diagran1. Give reasons.

a D G b E H C
BJ_ E/ F A 930
A,__,..::r- 125° F
B
C H
C
D
D Find the value of x in each diagra1n. Give reasons.

a
A
H xo
b E G C E G
A B
B C C xo D C 70°
A x'
88° D
D 39°
E
G
F i
F H FI
HI
d 01 E C e
✓
G f A
> x"
B C
30° A B C D
125° G
A
x' 88°
B F HA D
48° E
H
F
El Find the value of x in each diagra1n. Give reasons.

a A
D
b C
A ~
B
28°
82°
B C F~ C ..
-'
xo
F E G Fr D E~ 60° D
d B e f A
Ai ooo B
140°
> B
D C x0
0 E
41° x
D E ( F 128°
C E
D
g B h A C A B ;>
A- <
104°
C
~
138°
c~ D E F
xo G
103° F
E -< F ••
D r-E
B D
LBDF=LFDE

3:01 B Exercises using triangles
1 A B 2 A 3 A
so•
F a2°
xo
55° 55° 125°

C E B C D E
D
110°
AB II CE Find the size of L BCA. B C D
Find the size of x. Give reasons.
Give reasons. Find the value of y.
Give reasons.
Solutions
1 L FDC = 50° (alt. L s, AB II CE)
X + 55 + 50 = 180 (L sun1 of~)
:. X = 75
2 L ADC = 55° (adj. supp. L s)
L BCA = 82° + 55° (ext. L of~) Base angles
:. L BCA = 137° ar e equal.
3 L ACB = 70° (adj. supp. L s)

:. L ABC = 70° (base L s of isos. ~)
y + 70 + 70 = 180 (angle stun of~)
:. y = 40
Exercise 3:01 B
D Find the size of L ABC in each diagrai11. Give reasons.
a E ---➔·-----:-=-,,D b D s:,----::-::,, - - - -- - -E C
40° 30°
B A
100°
60° 40°
C L----' ·- - - ~A
B C
E
A
II Find the value of x in each diagra111. Give reasons.

a E b A C A
D
92°
E 111 ° E
x• C
1oa0 B
A B

El Find the size of L ABC in each diagran1. G ive reasons.
a D b B~ ~ A C A
100° B
C
A L------- B
81 °
C D
68°
C D
a F G b D E C E F
I
E
110°
120° 125° A B C
A B C D A
d E e A f 280°
B A
96°
B
L...::.,~- x°
--"---...o. C
35° so• x• 140° 300°
A B C E C D
Find the value of x in each diagra1n. Give reasons.

• Copy t he diagram.
a A B C b C
B • Write t he sizes of as many
58°
78° angles as you ca n.
so•
A 48° • Look for a connection.
x•
D E
D x°
E
C A d A
42° 122°
B C D E
D
e A f
x•
B
B
55°
C D
AB = AC = AD 0 is the centre.

3:01 C Exercises using quadrilaterals
- PREP QUIZ 3:01C
100° ,,.
Find the value of: Find the value of: Find the value of:
1 X 2 y 3 ,n 4 II 5 a 6 b
For the parallelogran1 sho,vn, find the value of: ,,.

7 a 8 b 9 c
10 Con1plete: The angle sun1 of a quadrilateral is . ..

L ]___ c_,
•
7\
1 A , - - - ->- - - - . B
x"
• » + Oppos ite angles

..... ..... of a parallelogram
, + )),)- •
are equa l.
F
ABDC is a parallelogran1.
Find the size of x. Give reasons.
Solution
L BDC = x 0 (opp. L s of a par' n1)
L BDC = 105° (vert. opp. L s)
:. X = 105
D C
E ABCD is a rectangle.
AF = BF Find the value of x. Give reasons.
Find the size of x . Give reasons.
Solution
Solution
EB = EC (diagonals of a rectangle bisect
L EAC = 360° - (70° + 132° + 110°) each other and are equal)
(L sun1 of quad.)
= 48° :. x = 70 (base L s of isos. /1BEC)
:. x = 48 (base L s of isos. AABF)

Exercise 3:01 C

a F b D C
ao
r
0
B C B x"C C
7, A
A so•
L ~
E
x"
D F
&a• ➔>_] E
D
d A F e A B C f A
x" so•
E 47°
95°
65° B
D E
130° D
ao 0
C
C
II Find the value of L ABC in each diagra1n. Give reasons.

a A B F b A C D C D
65° ao
0
145°
E
C 100° B as• 95°
D E B
F
d B e B f
E
110°
AL~
c _ ___,a""o•J D
D
ao 0
II ABCD is a rectangle. Find the value of x. Give reasons.

a A~--=----=-....,., B
E
~
b A
~,
D
B
C
C A~ - - - - - - ; ;B
E
32°
D C D C
D Find the value of x. Give reasons.

a E b C E
A 40• ➔>-~ D
30°
~
.C---➔>-fl--1
70° x" B 7, _...,C

D ~ C F E

Congruent triangle proofs
Congruent tr iangles can b e superin1posed on one another using one or 111ore t ranslations,
reflections or rotations.
When the angles and sides of congruent triangles are 1natched according to size, three equal pairs
of 111atching sides and angles result.
C F
~ ~
~ 1/~ I ,~
A lit-II- - - - ~ B D~ III E
Matching angles: L A and L D, L B and L E, L C and L F
Matching sides: AB and DE, AC and DF, BC and EF

To prove that two triangles are congruent, one of four congruence tests is used. Each test requires
that three pieces of infonnation about the tvvo triangles be con1pared.
1 SSS (side, side, side)
Tv.ro tr iangles are congruent if t hree sides of one triangle
are equal to three sides of the other.
I.I
2 SAS {two sides and an included angle)
Tv.ro tr iangles are congruent if two sides and the included
angle of one triangle are equal to two sides and the
•-
~
~
• SSS means
'sid e, side, side'.
• SAS means
--J
'sid e, angle, side'.
included angle of the other.
• AAS means
'angle, angle, side'.
,[
• RHS means .I
I
'right angle, I
I
3 AAS {tvvo angles and a 1natching side)

hypotenuse, side'.
.I
Tv.ro triangles are congruent if two angles and a side of
one triangle are equal to t\vo angles and the 111atching side
of the other triangle.
X X

4 RHS (right-angle, hypotenuse and side)
T"vo right-angled tr iangles are congruent if t he hypotenuse and one side of one righ t-angled
triangle are equal to the hypotenuse and one side of the other.
j'1-
□'--lfi---...C::..
w
Two sides (or angles) can be shown to be equal if they are the matching sides
(or angles) of a pair of cong ruent triangles.
Prove that MBC = MDC.

In As ABC and EDC:
1 L ACB =LECD (vert. opp. L s)
2 L CAB = L CED {alt. L s, AB II DE)

D E
3 AB = DE (given)
:. MBC = AEDC (AAS)
congruent
to t:,.OEF,
w e write
t:,.ABC =t:,.OEF
A~--------. Prove that MBC = ABAD and hence t hat AD = BC.

• • B In As ABC and BAD:
/ 1 AB is conunon.
X X
2 L BAC = L ABD (given)
D C 3 L BCA = L ADB (given)

:. MBC = ABAD (AAS)
:. AD = BC (n1atching sides of cong't As)
When writing congruent triangl e

proofs, write the vertices in mat ch ing
order as shown in the examples.

r.'11 Foundation worksheet 3:02
Exercise 3:02 . . Congruent triangle proofs
D Prove that the two triangles in each pair are congruent.

a A b X
B C
C A d A F
X
E
B E B
X
e J\/ T C D
X
Yov i-,ill have to fi"d

0 ~ fa ctr abovt each
0
11,f R s pair of tria"9ler.
Il a Prove that b Prove that

Pvt rea ro"r i"
pare"therer.
MBC =t1DEC. MBD =i1BAC.
A B C
Setting out proofs

In !ls ABC and DEF:
~
E
1 AB = Df(given)
2 ... = ... ( .)
D 3 ... = ... (.. )
: . tlABC= LlDEF ( .. )
c Prove that d Prove that e Prove that

MBD = MCD. MBC = MDC. MBD = MCD.
A B A
~ /,
B D C
D ft I I ~
B D C

f ,:,A;--.... g A E D
•
C
B
\ \ •
B F C
D
0 is the centre ABCD is a square.
of the circle. L AFB = L CED
Prove that Prove t hat
MOB =l1COD. MBF =l1CDE.
El a A b A C A
C
~ - X
~
B C
C B
D
D
D
Prove that Prove t hat Prove that
L BAC =LDAC. L ABC =LCBD. L BAX = L CDX,
and hence that AB II CD.
d e f
~ D
A lo----1--~ \ B
0 /
A
A
---
Prove that Prove t hat Prove that
AD = DB. L OCA = L OCB = 90°. AC = DB and AC II DB.
Da A D b A
They're 11ottric ky.

Jvrtfoll o w
there h i11tr!
D E
B
r-~ C
L DBC = L ACB L ABC =LACB
Hints:
and BD = CA. Prove t hat
1 Write the three sides of each t riangle.
Prove that 11DBC = MCB.
2 Mat ch up the ones that are equal.
MBC =l1DCB.
3 Repeat the above for t he angles.

Deducing properties
of the special triangles
and quadrilaterals
In the follo,ving exa1nples congruent triangles are used to prove the properties of isosceles and
equilateral tr iangles as ,veil as son1e properties of t he special quadrilaterals.
Use congruent tr iangles to prove that the angles opposite equal sides in an isosceles triangle
are equal.
Solution
A Data: MBC is isosceles ,vith AB = AC.
Ain1: To prove that L ABC = LACB.
Construction: Draw AD perpendicular to BC, n1eeting BC at D.
Proof: In As ABD and ACD:
1 AB = AC (given)
2 AD is conu11on.
B D 3 L ADB = LADC (AD.lBC)
:. MBD = MCD (RHS)
:. L ABD = L ACD (n1atching L s of cong't As)
:. L ABC = LACB
Prove that t he opposite sides of a parallelogran1 are equal, given that a parallelogran1 is a
quadrilateral ,vith opposite sides parallel.
Solution
Data: ABCD is a parallelogran1 w ith AB II DC and AD II BC.
Ain1: To prove AB = CD and AD = CB.
Construction: Join BD.
Proof In As ABD and CDB
1 L ABD = L CDB (alt. L s, AB II DC)

2 L ADB = L CBD (alt. L s, AD II BC)
3 BD is con1111on.
: . MBD =ACDB (AAS)
:. AB = CD and AD = CB (111atching sides of cong't As)

Exercise 3:03 . . Using congruent triangles
D MBC has two equal angles. Dra,v AD perpendicular A

to BC (where D is on BC) and use congruent triangles
to prove that AB = AC.
• _ _ _ _ _ _ _-'-"- C
B ,,_:;_ •
El Use congruent t riangles to prove the follov.ring

properties of isosceles triangles. J,., irorceler /:ir
a A line drawn at right angles to the base tJ.,e bare ir tJ.,e
of an isosceles triangle through the third vr,eqval ride.
vertex bisects the base.
B D
b A line drawn fron1 the nudpoint of the base

of an isosceles triangle to the third vertex
is perpendicular to the base.
base
IJ a MBC has all of its sides equal. Use the result that if a triangle A
has t,vo equal sides then the angles opposite the equal sides
are equal to prove the follo,ving:
LA=LB=LC
b How can the result in a be used to sho,v that each angle of
an equilateral triangle is 60°?
D A MBC has three equal angles.

In the first diagran1, a perpendicular has been dra,vn fro111
A to BC.
In the second diagrai11, the perpendicular has been drawn
fro1n C to AB.
Explain ,vhy:
A
a MBD=MCD
b AB=AC
c l:iCBE = l:iCAE
d BC = AC
You have proved that if a triangle has three equal angles,
then it has three equal sides.

11 ABCD is a parallelogran1.
a Why does L BAC equal L DCA'
b Why does L BCA equal LDAC?
c Does LBAD equal L BCD?
d Prove that MBC = t.CDA . Hence prove that:
D C i L ABC = L CDA
ii AB = DC and BC = AD
You have proved that the opposite sides and opposite angles of a parallelogram are equal.
II Using the fact that the opposite sides of a parallelogran1 A » B

are equal, prove that MBE = t.CDE and hence that
AE = EC and BE = ED. ~7
You have proved that the diagonals of a parallelogra111
bisect each other. D C
IJ A rho1nbus is a parallelogran1 with all its sides equal. Explain ,vhy:

A
0~
B<~ / ~ D
C C
a MBD=t.CBD d MBC=MDC
b L ABD = LCBD eLBAC = LDAC
c L ADB = LCDB f LBCA =LDCA
Ill a In the rho111bus sho,vn on the right, ,vhy does AE = EC'

b Prove that AABE = t.CBE and hence that L AEB = L CEB = 90°.
In the last t\vo questions you have proved that the diagonal~ of a
rhombus bisect each other at right angles, and that they bisect the \
angles through ,vhich they pass.
D"'----'l~- - - '
C
II A rectangle is a parallelogran1 ,vith a right angle.

a Prove that all the angles 1nust be right angles.
b Assu1ning the answer to a and the properties of a parallelogra1n,
prove that MBD =WCA and hence AC = DB.
You have proved that all the angles of a rectangle are right angles
and that its diagonals are equal in length.
p THE PARALLELOGRAM FAMILY

C
• Click and drag the points to change a parallelogran1
into a rectangle, square or rho111bus.
22 R .e inforce your kno,vledge of the definitions and
properties of the parallelogra1n fa,nily by using
21 checkboxes to observe the changes to angles, sides
A 24 and diagonals as the shapes change.

Proving general results
0 PREP QUIZ 3:04
Copy the diagran1.
A D 1 Mark LABC with 'x' . 2 Mark L BAC ,vith '•' .
I 3 LABO
In the diagran1, which angle is equal to:
4 LBAO
B E 5 W hich angle is adjacent to LDCP.
6 W hich two adjacent angles 111ake L ACP.
7 Ifa + b = 180,then180-a = .. . 8 Ifa+ c = 180, then c = . ..
9 If b = 180 - a and c = 180 - a, 10 If a = band b = c, what can ,ve say
then b = . .. about a and c?
Many problen1s in geon1etry are non-nun1erical. In th ese proble1ns, the reasoning process
beco1nes 1nore involved. Instead of using given values for side lengths or angles, pronun1erals are
used to represent unkno,vn quantities. With th e use of pronun1erals, the reasoning will involve
algebraic skills covered in other chapters. Questions in this exercise do not involve specific values,
so the results obtained ,viii be true for all values. The process used to ans,ver each question is
called a proof, and the result obtained is called a g eneralisation.
a In the diagran1, prove that x = y. b In the diagran1, prove that L ABD = LCEF.
A C A
G F H
XO
D
F
Solutions
a LCFE = x 0 (vert. opp. Ls) b L ABD = LBDE (alt. Ls, AC II DF)
LCFE = y0 (corr. Ls, AB II CD) L CEF = LBDE (corr. Ls DB II EC)
:. x = y (both equal to LCFE) :. L ABD = LCEF (both equal to LBDE)
There is usually more

than one sol ution . I'll /.,ave to be
wide awake
for tJ.,ir work!

a In t he diagran1, prove that: b MBC is an isosceles tr iangle ,vith
i L ABD =LDAC AB = BC. AB is extended (i.e. produced)
ii L BAD = L ACD to D and BE is drawn parallel to the base
A AC. Prove that BE b isects L CBD.
B D C
Solutions
a A b D
Yo
IVO
B E
Xo zO
B D C
Let L ABD = x 0 , L BAD = y0 ,

L DAC = w0 and L ACD = z 0 . A C
x + y = 90 (con1p. L s in MBD) Let L BAC = a0
w + y = 90 (con1p. L s) :. L BCA = a0 (base L s of isos. ~ )
:. X = UI No,v L EBC = a0 {alt. L s, BE II AC)
:. L ABD = L DAC L DBE = a0 (corr. L s, BE II AC)
ii x + y = 90 (con1p. L s in MBD) :. L DBE = L EBC
x + z = 90 (con1p. L s in MBC) :. BE bisects L CBD.
: . y =z
:. L BAD = L ACD
Exerc •,se 3 ■ 0,
•
l':'I
Ill
Foundation worksheet3:04
Non -numerical proofs
D Prove that x = y in each of the following.

a b X C
A E XO ~ B
A- - ~- -~C
x0 B
c·- ~,..,
YoF'---- - D Yo
D ~ ---+- -'-1 £

El E
D El B
TJ,,e word 'rerpective'
F
meanr ' in tJ,,e order 9iven'.
A B C A C
L ABC is a straight angle. AABC and MDC are
BE and BF bisect LABD isosceles. AC is the base
and LDBC respectively. of both triangles. Prove
Prove that EB is that LBAD = LBCD.
perpendicular to BF.
D B B
D E
E
A D C C
A C
A line dra,vn parallel to the AABC has AB and BC AABC and t:.BDC are
base AC of an isosceles equal. D is any point on isosceles. AB = BC and
AABC cuts the equal sides AC, and DE and DF are BD = DC. BC is a conunon
at D and E. Prove that perpendicular to AB and side. A and D lie on
llDBE is isosceles. BC respectively. Prove that opposite sides of BC. Prove
L EDA =LFDC. that LBCD = 2 x LBCA.
D D D
E
A D C A B C
D is a point on the side AC A, B and C are collinear. AB is a dian1eter and CD

of AABC. D is equidistant AD = AB, BC = EC and is a chord of a circle ,vith
fro1n the three vertices of AD II EC. Prove that LDBE centre 0 . CD produced
the triangle. Prove that is a right angle. 111eets AB produced at E
L ABC is a right angle. and DE = OD. Prove that
LAOC = 3 x LDOB.
B m IE
z..____.,c
A
In AABC, AE and CD are A
perpendicular to BC and AB is the dia1neter of

AB respectively. Prove that 0 is the centre of the circle.
a circle centred at 0.
L BAE = L BCD. Prove that
Prove that L ACB = 90°.
LAOB = 2 x LACB.
Hint' Join CO.

When a result is proved, this result ca11 then be used to prove another result. This is shou,n in the f o/101.ving
set ef questions.
liJ Shov.r that the interior angles of a triangle add up to 180° by con1pleting the proof below.
B ,E Data: MBC is any triangle ,vith angles o:, /3 and 1 .

fJ ,
Ain1:
, To prove that o: + /3 + 1 = 180°
,
,, (i.e. the angle sun1 is 180°).
,
"\
,
, Construction: Extend AC to D. Dra,v CE parallel to AB.
,
a "I fl: ~ Proof LBCE = /3 (... )
A
L.::.'----------'---1!----------
C D L ECD = o: ( ... )
L BCA ='Y (given)
:. -y + /3 + a: = 180° ( ... )
:. The angle sun1 of a triangle is 180°.
le Use the theore1n proved in Question 13 to prove that the interior

A C
B
angles of a quadrilateral add up to 360°. b d
,
II
~
f
D
e
-C
Im It is a ,vell-knov.rn result that 'an exterior angle of a triangle B ,E
,,
is equal to the stun of the interior opposite angles' . fJ
Con1plete the proof started below. ,
,7t
Ai111: To prove that the exterior angle LBCD is equal to the
,
sun1 of the interior opposite angles (i.e. L BCD = a: + /3). a
A
--------- D
C
Construction: Dra,v CE parallel to AB.
Proof: L BCE = /3 (... )
L ECD = o: (. .. )
:. LBCD = ...
mU se the result above to prove that the sun1 of the t' ..
exterior angles of a triangle is 360°. -'
y•
IE U se isosceles triangles and the exterior angle theore1n to prove

that the reflex angle AOB = 2 x LACB.
C
0 is the centre of the circle.

Definitions and proofs in
deductive geometry
If you were asked to define an equilateral triangle, you could say:
/imm ...do"'t ray more
• it is a triangle ,vith all its sides equal, or
• it is a triangle ,vith all its angles equal, or
• it is a triangle ,vith all its sides equal and all it~ angles equal.
---
tha" yov have to!
". M
--
Geon1etrical figures have 1nany properties and it is not practical ---C-1 '
to n1ention the1n all ,vhen defining the figure.
...
-~
,,,, ,,,,i
A definition is the nuni1nun1 a1nount of infonnation
needed to identify a particular figure.
In deductive geon1etry, the definitions serve as starting points. T he properties of the figures can
then be proved using basic geon1etrical facts.
T he proved result is kno,vn as a theoren1, and tlus can then be used to produce other theore1ns.
Observofio11
Definitions: A t ri a"9le i,,ith 3 eqval
• A scalene triangle is a triangle ,vith no rider har at leart
two sides equal in length. 2 rider eqval.
~-'\ Co11cl11sio11
• An isosceles triangle is a triangle ,vith tvvo A tria"9 le that ir
sides equal in length. eqvilateral mvrt
• An equilateral triangle is a triangle ,vith alro be irorceler.
all sides equal in length.
T he definitions in1ply that an equilateral triangle n1ust also be an isosceles triangle. Hence, any
property of an isosceles triangle n1ust also be a property of an equilateral triangle.
Definitions:
• A trapeziun1 is a quadrilateral with at least one pair of opposite sides parallel.
• A parallelogran1 is a quadrilateral ,vith both pairs of opposite sides parallel.
• A rho1nbus is a parallelogra1n ,vith tvvo adjacent sides equal in length.
• A rectangle is a parallelogra1n ,vith one angle a right angle.
• A square is a rectangle with t\vo adjacent sides equal.
or
• A square is a rhon1bus that contains a right angle.

Many people find the definitions above a little unusual at first.
• They start fro111 the si1nplest shape and, by adding 1nore and 1nore constraints, end up at the
n1ost con1plex shape.
• The definitions are hierarchical. Each new shape is defined in tern1s of a sin1pler shape that
has already been defined.
e.g. A rhonibus is a parallelogra,n . ..
This saves repetition and states that a rho1nbus is in fact a special type of parallelogran1.
It has all the properties of a parallelogran1 and so1ne ex'1:ra properties as ,veil.
• The definitions do not list every property of the
shape. T hese can be deduced fro111 the definition If one an9le i5
using otl1er geon1etrical techniques. a ri 9J,,t an9le1
e.g. A rectangle is a parallelogra,n with a right angle. tl,,ey all mvrt be.
There is no need to say that it has four right angles
as this can be derived using the fact that it is a
parallelogra1n and our kno,vledge of co-interior
angles and parallel lines.
In Exercise 3:03 1nany of the properties of the special triangles and quadrilaterals were proved
using tl1e definitions and congruent triangles.
• As ,veil as the above definitions, there are other tests that can be used to sho,v tl1at a given
quadrilateral is a parallelogran1, rhon1bus or rectangle. These are listed belo,v.
Tests for parallelogran1s:

A quadrilateral is a parallelogran1 if any one of tl1e follo,ving is true.
1 Both pairs of opposite sides are equal.

2 Both pairs of opposite angles are equal.
3 One pair of sides is both equal and parallel.
4 The diagonal~ bisect each otl1er.
Tests for a rhon1bus:

A tert ir like
1 All sides are equal. an alternative
or definition.
2 Diagonal~ bisect each other at right angles.
Tests for a rectangle:

1 All angles are equal.
or
2 Diagonal~ are equal and bisect each other.

In t he follov.ring exercise, 111any of these tests, as ,veil as son1e of the properties of the
quadrilaterals, are proved.
Prove that a quadrilateral is a parallelogran1 if its opposite angles are equal.
Solution
Data: ABCD is a quadrilateral in ,vhich L A = L C and L B = L D.
Ain1: To prove t hat AB II DC and AD II BC.
Proof: Let L A = L C = b0 and L B = L D = a0 . A ~- - - - - - : :olB
a•
2(a + b) = 360 (L stun of quad.)
:. a + b = 180
:. L ADC + L DAB = 180° D {!!_a:_
• _ _ _ _...e •C
h:..,
:. AB II DC (co-int. L s are supp.)
Also, L ADC + L DCB = 180°
:. AD II BC (co-int. L s are supp.)
:. ABCD has opposite sides parallel.
:. ABCD is a parallelogran1.
Exercise 3:05
D Redra,v this diagra1n, placing one of the shapes given (and its na1ne) in each box, so that all
shapes possess t he att ributes of the shapes on their left.
/
quadrilateral
I
/
\ -
, 1,
square rectangle kite rhombus parallelogram trapezium
◊
_J L
:-i r V <> <:::

✓

II Match each defnition to the diagrai11 below that sho,vs the inforn1ation in the defnition.
a A scalene triangle is a triangle ,vith no two sides equal in length.
b An isosceles triangle is a triangle with t\vo sides equal in length.
c An equilateral triangle is a triangle ,vith all sides equal in length.
d A trapeziun1 is a quadrilateral ,vith at least one pair of opposite sides parallel.
e A parallelograi11 is a quadrilateral ,vith both pairs of opposite sides parallel.
f A rho111bus is a parallelogran1 ,vith tvvo adjacent sides equal in length.
g A rectangle is a parallelogran1 ,vith one angle a right angle.
h A square is a rectangle ,vith tvvo adjacent sides equal.
-- >·- -
E
~7
',
El Use your anSvver to Question 1 and the definitions in Question 2 to write true or false for
each state111ent.
a Any result proven for a parallelogran1 ,vottld also hold for a rectangle.
b Any result proven for a parallelogran1 ,vottld also hold for a trapeziu111.
c Any result proven for a rectangle ,vottld also hold for a square.
d Any result proven for an isosceles triangle ,vould also hold for an equilateral triangle.
e Any result proven for an equilateral triangle would also hold for an isosceles triangle.
f Any result proven for a rho1nbus ,vould also hold for a square.
g Any result proven for a kite would also hold for a square.
h Any result proven for a rectangle ,vottld also hold for a trapeziun1.
D Give reasons why:
a a square is a rho111bus but a rhon1bus is not necessarily a square
b an equilateral triangle is an isosceles triangle but an isosceles triangle is not necessarily an
equilateral triangle.
11 Use the definition of a parallelogra1n (on page 73) and co-interior

angles to prove that the opposite angles of a parallelogra111 are equal.
II Use the definition of a rectangle (on page 73) and co-interior

angles to prove that a rectangle has four right angles.
» B

D a W hat can you say ab out the opposite sides of a parallelogran1? D
/~-
b G iven that a rh o111bus is a parallelogran1 ,vith two adj acent sides
equal, prove that all the sides of a rh on1bus are equal.
At )I B
II ABCD is a quadrilateral t hat has opposite sides equal.
Prove that it is a parallelogran1 (i.e. that its opposite
,1---,. C
sides are parallel).
A "'-1 1
~
II The 'Data' and 'Ain1' for the congruence proof of Test 4 If a lter11at e a11 9le 5
for parallelogran1s (on page 74) are given belo,v.Ansv,er
are eq v al, the,, the
the questions to give an outline of the proof.
li11er are parallel.
Data: ABCD is any quadrilateral ,vhere diagonals -1i-
AC and BD bisect each other at E. ~r
Ai1n: To sh o,v that ABCD is a parallelogra1n
(i.e. AD II BC and AB II CD).
a W hy does L AED equal L CEB?
b W hy is MED congruent to liCEB?
A ....------~D
c W hich angle in /iCBE is equal to L ADE?Why?
//.. . _ E "
d How does your answer to c prove that AD II BC?
e W hy is MEB congruent to /iCED?
f W hy is L BAE equal to L DCE? B C
g W hy is AB parallel to CD?
Ill] Use congruent t riangles to prove t hat if one pair of sides in a A ~ - ')--lii- - -D
quadrilateral are both equal and parallel, then the quadrilateral

is a parallelogra1n.
),-11- - - 'c
Use t he t ests for parallelograms on page 74 and t he B
properties of parallelograms to do Questions 11 and 12.
mProve that a quadrilateral is a rectangle if all its angles are equal. A ,------,B
111• 11• 1
D
I11•
C
IE Sho,v h o,v Test 1 for a rho1nbus (on page 74) could be proved using Test 1 for a parallelogran1.
The rhon1bus, rectangle and square are all parallelogran1s.
Hence they possess all the properties of a parallelogran1.

liJ Follov,r the £10,vchart belov,r and choose the correct nan1es fro1n the list, to be inserted into
boxes 1 to 6.
START Square
Rectangle
NO Rhombus
0 Parallelogram
YES Trapezium
Quadrilateral
NO
0
YES
NO Are the
N1/ 0 /
YES YES
NO 0
©
YES
0
Im Use the definitions and the properties of the quadrilaterals in Exercise 3:03 to copy and
con1plete this table by writing yes or 110 in each space.
Properties Parallelogram Rhombus Rectangle Square

(1) Opposite sides parallel
(2) Opposite sides equal
(3) Opposite angles equal
(4) Diagonals bisect one another
(5) All sides equal
(6) All angles right angles
(7) Diagonals perpendicular
(8) Diagonals bisect angles
through which they pass
(9) Diagonals are equal
Im Use the table above to nai11e the properties that the follov.ring have in conm1on.
a square and rhon1bus b square and rectangle
c rectangle and parallelogra1n d parallelogran1 and rhon1bus
Im a Use the table above to nai11e the properties of a square that are not properties of a rectangle.
b Use the table above to nan1e the properties of a square that are not properties of a rhon1bus.
c Use the table above to na1ne the properties of a rectangle that are not properties of a
parallelograi11.

liJ a Does a square have all the properties of a rectangle?
b Is a square a special rectangle?
c Is a rectangle a square? Give a reason for your ans,ver.
d Does a square have all the properties of a rho111bus'
e Is a square a special rho1nbus?
f Is a rhon1bus a square? Give a reason for your ansv.rer.
IEJ Use the tests for quadrilaterals to identify each of the following as a rectangle, rhon1bus
or parallelogran1, and then state the test used in each case.
a b C
d e f 4cm
~--➔·---~
----➔--~
4cm
Use the tests for parallelogra1ns and the properties of parallelogran1s in the follo,ving questions.
IIJ In the diagran1, ABCD and ABEF are parallelogran1s.
Prove that DCEF is a parallelogran1.
F E
iiJ ABCD is a parallelogra,n ,vith diagonals produced E F

so that EA = CC and DH = BF. Prove that EFGH B
is a parallelogra1n.
C_
H G
Isosceles tria ngles are often

found in architecture.

THEOREMS AND THEIR CONVERSES
A theoren1 usually connects two pieces of inforn1ation and can be written in the fonn
'If A then B'.
A is usually called the supposition or assuniption. B is called the conclusion.

If A and B are interchanged, then ,ve have the staten1ent 'If B then A'.T his is called the
converse of the theore1n.
Even if a theoren1 is true, its converse n1ay not be, as shown by the following exan1ple.
The orem: If (C\vo angles are vertically opposite), then (the angles are equal). This is true.
C onverse: If (C\vo angles are equal), then (they are vertically opposite). T his is false.
For the following theore1ns, state their converse and whether the converse is true.
1 If a triangle has all its sides equal, then it has all
angles equal. If I J.,ave 9ive,-, 900d service
2 If a quadrilateral is a square, then its diagonals are equal. tJ.,er, I 9et a tip or cor,versely...
if I 9et a tip tJ.,er, I J.,ave
3 If a quadrilateral is a parallelogra1n, then its opposite 9iver, 900d service.
angles are equal.
4 If a quadrilateral is a square, then it has all its sides equal.

5 If a triangle is right-angled, then the square on the
longest side is equal to the stun of the squares
on the t,vo s1naller sides.
Buil ders often use the properties

of quadrilat erals in the
construction of a building.
: I ]I Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3

Polygons
The Pentago n is a famous polygonal building.

1 ree!
• A polygon is a plane figure w ith straight sides. Ti-io convex
• A polygon is said to be regular if all of its sides and angles are and
equal. (If they are not, it is said to be irregular.) one concave.
• S01ne polygons are nan1ed according to the nun1ber of sides.
A regular hexagon An irregular hexagon A concave hexagon
• A polygon can be con.cave or convex.

• In a convex polygon all the angles are acute or obtuse.
• In a concave polygon at least one angle is reflex.
p CONVEX AND CONCAVE POLYGONS

C lick and drag the vertices of a quadrilateral or a
hexagon and change it fron1 convex to concave
and vice versa. Then test your understanding by
identifying a randonuy generated polygon as either
ABCD is a convex quadrilateral. convex or concave.
· Al l its angles are acute or obtuse.
• The diagonals lie inside the quadrilateral.

Angle sum of a polygon
We can use the result for the angle stun of a triangle to ,vork out the angle stun of a polygon,
because all polygons can be divided into triangles.
THE ANGLE SUM OF APOLYGON

1 Divide each of these polygons into triangles by dra,ving diagonals fron1 one vertex.
T he quadrilateral and pentagon have already been done.
Quad rilateral Pentagon Hexagon
Heptagon Octagon No nago n
2 Sketch a decagon (10 sides) and a dodecagon (12 sides) and divide the1n into triangles.
3 Use the results of your work to con1plete this table.
Number of sides in polygon 3 4 5 6 7 8 9 10 11

Number of triangles 1 2 3
4 W hat do you think is the relationship bet\veen the ' nun1ber of sides' and the 'nun1ber
of triangles'?
5 If a polygon had n sides ho,v 111any triangles ,vould be fonned?
6 If the angle sun1 of one triangle is 180°, ,vhat is the angle su111 ofan n-sided polygon?
7 If the polygon is regular (all angles and sides equal), what ,vottld be the size of each angle
in an 11-sided polygon?
p THE ANGLE SUM OF A POLYGON

Use checkboxes to choose either a regular or irregttlar polygon Angle sum= 4 X l80° = 720'°
and use a slider to select the nun1ber of sides (fron1 3 to 12). Angle size = t2Cf A 8
Divide the polygons up into triangles and explore the relationship

betvveen the nu111ber of sides and the angle su111 of a polygon.
Work out the sizes of the internal angles in regular polygons.

The exterior angle sum of a convex polygon
• An exterior angle of a polygon is an An exterior angle
angle that fonns a straight line ,vith
one of the interior angles. An interior angle
• If the interior angle is a reflex angle t hen

no exterior angle exists.
\ No exterior
angle at this
vertex
• T he angles in a convex polygon are acute or obtuse so a pair of interior and exterior angles
will exist at each vertex.
The stun of the exterior angles of a convex polygon is explored in the follov.ring investigation.
THE EXTERIOR ANGLE SUM OF ACONVEX POLYGON

1 At each vertex of the hexagon, a side has been produced
to forn1 an exterior angle. One interior angle/ exterior angle
pair is forn1ed at each vertex. How n1any interior angle/
exterior angle pairs does a hexagon have?
An interior angle
2 At each vertex the exterior angle and interior angle n1ake a
straight angle and so stun to 180°. What is the stun of all the (An exterior angle
interior and exterior angles in the hexagon?
3 What is the stun of all of the interior angles? (Use the result of Investigation 3:06A.)
4 Use the ans,vers to Questions 2 and 3 to find the sun1 of all of t he exterior angles.
5 Repeat Steps 1 to 4 above for the pentagon shown.
6 What do the results ab ove suggest about the stun of the exterior angles
of any polygon?
7 Read through the follo,ving.

Let the stun of the interior angles be I. Let the sw11 of the ex'terior angles be E.
For an 11-sided polygon:
I = (11 - 2) X 180
• The sum of t he int erior angles of a
I+ E = 180n
polygon of n s ides is (n - 2 ) x 180°.
E = 180n - (n - 2) X 180
• The sum of t he exterior angles of any
= 180n - 180(n - 2) convex polygon is 360°.
= 180n - 180n + 360
= 360

1 Find the stun of the interior angles of an octagon and the size of an interior angle, if the
octagon is regular.
2 A regular polygon has an exterior angle of 20°. Ho,v 111any sides does the polygon have'
Solutions
1 Stun of interior angles = (n - 2) X 180° 2 Sun1 of exterior angles = 360°
For an octagon, n i~ equal to 8. For a polygon, the nun1ber of sides is equal
Stun of interior angles = (8 - 2) X 180° to the nu1nber of exterior angles.
= 1080° Nu1nber of angles = \~
If the octagon is regular, all angles are equal. = 18
:. Size of an interior angle = 1080° + 8 :. Nun1ber of sides = 18
= 135°
II GEOGEBRAACTIVITY 3:06C THE EXTERIOR ANGLE SUM

OF ACONVEX POLYGON
C lick and drag the vertices of a polygon. A B C
Observe the relationship between the interior Interior angles 29° 104° 46°
and exterior angle pairs. Find ho,v the sun1 of Exterior angles 151° 76° 134°
A l
the exterior angles is related to the sun1 of the
interior angles.
Exercise 3:06 II ~~~~f:~n worksheet306

D Evaluate (n - 2) X 180 if:
a n=6 b n = 10 C ll = 15
II For each of the follo,ving polygons find:
i the nun1ber of sides ii the interior angle sun1.
a b C
El Find the interior angle sun1 of:

a an octagon b a decagon c a heptagon.

D For each of the follov.ring regular polygons, find the size of the interior angle.
a b c
d a decagon (10 sides) e a nonagon (9 sides) f a regular polygon

with 17 sides
II A polygon has 20 sides. Find:
a the sun1 of the interior angles [ "POLYGON" l
b the sun1 of the exterior angles
c the size of an interior angle if the polygon is regular
d the size of an exterior angle if the polygon is regular.
II Find the nun1ber of sides in a regular polygon that has an ex'1:erior angle of:
a 60° b 40° c 10° d 15°
D Tiles in the shapes of regular polygons have been used to 111ake the following shapes.
Find the value of the pronun1erals.
a b C
Ill Find the value of the pronun1eral in each of the following.

a x° b C
1so 0
140° 140° ao• 100°
140° 140°
d e f 2x0 2x0
300°

REGULAR POLYGONS AND TESSELLATIONS
A tessellation is a tiling pattern. If a shape can forn1 a tile pattern on its o,vn, it is said to tessellate.
T he diagrai11 belo,v is part of a tessellation based on a regular hexagon.
1 W hat is the size of an interior angle in a regular hexagon?
2 How n1any hexagons 111eet at the vertex, A?

3 If a shape tessellates, ,vhat 1nust be the angle sun1 at each
vertex? 108
~ -,i --,;108
4 Use the diagran1 on the right to explain ,vhy a regular ? 108""
pentagon will not tessellate.

5 W hat are the other two regular polygons chat ,vill tessellate?
Polygo ns feature in the design of geodesic domes.
• 'j
• • 1, Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3
alternate angles deductive geometry
• a pair of angles on • a systen1 in ,vhich results called theoren1s
opposite sides of the A - - - =1~ 4:----B are produced fron1 a set of basic facts that
transversal between c - -~2~ 3'---D are accepted to be true
the other two lines exterior angle
• in the diagra1n, the alternate • an angle forn1ed ,vhen the side of a
angles are 1 and 3, 2 and 4 convex polygon is produced
• are equal ,vhen AB II CD matching angles (or sides)
co-interior angles • angles (or sides) that are in the san1e
• a pair of angles on (or corresponding) positions in
the san1e side of the A---:± 1 3
--.B congruent or sinular figures
transversal and betvveen polygon
2 4
the other two lines c - -=-11 . :J-- D • a plane figure ,vith straight sides
• in the diagra1n the • regular polygons have all sides and angles
co-interior angles are equal
1 and 2, 3 and 4 • convex polygons have all angles either
• are supplen1entary ,vhen AB II CD acute or obtuse
congruent triangles • son1e polygons have special nan1es
• triangles that are identical in shape and size proof
congruency tests • a series of steps that establishes the truth
• a set of tests used to prove that t\vo of a result
triangles are congruent quadr ilateral
• the tests are usually referred to by the • a polygon ,vith four sides
abbreviations SSS, SAS,AAS and RHS • there are six special quadrilaterals
corresponding angles triangle
• angles that are in 1 2 • a polygon ,vith three sides
corresponding A- -+4 3
=---B • equilateral, isosceles and scalene triangles
positions at each have three sides, t,vo sides and no sides
5 6 D
intersection C - --+i!-:?---
8 7 equal in length respectively
• in the diagra1n, the • acute-angled triangles have three acute
corresponding angles are angles
1 and 5, 2 and 6, 3 and 7 , 4 and 8 • right-angled triangles have one right angle
• are equal ,vhen AB II CD • obtuse-angled triangles have one obtuse
angle
PROPERTIES OF GEOMETRICAL FIGURES


1 For each figure find the value of x , giving reasons. 3:01
a E b B C J\1
A- ----:7'""-r -- C
'- 130°
A - -7>-~ = ,,- - B
F
40°
C C >- - D D E
x" p
H
2 Prove that the two triangles in each pair are congruent. 3:02
a A -s:::-------,B b C Br r - - - - , ,A
X
E
C / ~ D
0
30°
3 a Prove that b Use congruent c Use congruent 3:03

L ABE =LDCF. triangles to prove triangles to prove
that AD..l BC. that L CAB = L CAD.
A A
••
X X C
B D
4 a b A C A 3:04
C D
C
B C
Prove that x = y. Prove that AB = AD. Given AB = AC, prove
that L ABC = L FTD.
5 Prove the follo,ving. 3:05
D
a If all the angles of a quadrilateral are equal, then it is a rectangle.
b If the diagonals of a quadrilateral are equal in length
and b isect each other at right angles, then it is a square. A ,-,:=:=------~ ,.JC
c What test for parallelogra1ns can be used to prove t hat
ABCD is a parallelogra1n? B
6 a Find the angle stun of a polygon ,vith 15 sides. 3:06

b What is the size of the interior angle in a regular octagon?
c A regular polygon has an ell.'1:erior angle of 20°. How n1any sides does it have?

1 In each of the following, find the value 3 B
of x. Give reasons for your ansv.rer.
a F
E
A -___;~ - =-"-- >-- -B
C
C D
G
MBC is any triangle. D is t he 111idpoint
b E of BC, and BE and CF are perpendiculars
D
A dra,vn to AD, produced if necessary.

Prove that BE = CF.
70°
A C 4 A convex polygon has 20 sides.
B
a Find the sun1 of the interior angles.
C D ➔
b If the polygon is regular (all its sides
and angles are equal) find t he size of:
I an interior angle
A C II an exterior angle.
d A B C 5 Find the value of x.

>:°
>:°
D 72° 72°
96° 225° '

E
2 a Prove that A B 6 Prove that x = y.

MOB =l1COD. A B
70°
0
70°
C
D C
D 7 ABCD is a parallelogran1. AF = EC.

Prove that AE II FC.
b In the figure AD = CD and AB = CB.
A 5 F B
Use congruent triangles to prove that
L ADB =LCDB.
A
D E

1 G iri and Todd decide to cover their 3 T hree views of the sai11e cube are given.
bathroon1 ,vall ,vith cedar board5 as shov.rn Detennine the colour o f the face on the
in the diagrai11. Each board is inclined at botton1 of the third cub e.
45 ° to the h orizontal. What is the longest
length of board that need5 to be bought
so that there would b e no joins'
2400 mm
3300mm
2 The holes on a golf course have to be rated

in order of degree of difficulty. T he scores
of all the players w h o played in a recent
tournan1ent are recorded in the table. 4 In a card gan1e, t\vo points are scored w hen
any con1bination of cards total 15. (Note:
Note that 51 players scored a 3 on h ole
nu1nber 2. Explain ,vhat calculations you An Ace count5 as 1 and t he Jack, Queen
,vottld use to rate the four holes and list and King count as 10.) For exan1ple, for
the hand belo,v, the score is 6.
the h oles, in order of degree of difficulty,
,vith 1 being t he hardest and 4 the easiest. 2 3 5 7
+ + + + ++ + ++ +
R .e1nen1ber that par is the nun1ber of
+ + ++
strokes that are allocated to con1plete a hole
+ ,;l yv y +++
and that in golf a lo,ver score is b etter than + + !, l
a higher score.
2+3 + K = 15
Hole Par Golfers' scores 5 + K = 15
3 + 5 + 7 = 15
2 3 4 5 6 7
What ,vottld the score b e for these hand5?
2 4 1 51 310 85 9 -
a 10, 10, 10, 5,5
7 5 - 20 211 198 23 4 b 4, 5, 6, 5, 6
11 3 25 269 156 4 - -
16 3 50 292 99 13 - -

1 Si,nplify: 1:02
a a a a a a a a
a - x- b - +- C - ..!.. -
d - - -
3 2 3 2 3 2 3 2
2 Si,nplify: 1:02
2 3 2 3
3ab 4 3ab . 9a ni n 15n 9a 18a
a - x- b - 7 - C X d +
2 9a 4 2 6 2,n 3 4y4 2y2
3 Convert: 1 :01 J
a 7·5MB to B b 3· 1111s to ~L5 C 5 TB to GB
4 A 1netal bar ,vas 111easured to be 6· 3 c1n thick. In w hat range 111ust the actual 1:01 K
t hickness lie'
5 For the prisn1 sho,vn calculate: 1·2 m 4·8m 1·2 m 1:04

a the area of the cross-section
b the volu1ne.
3·6m
2·4m
6 Solve, giving anSvvers to t\vo decin1al places ,vhere necessary. 2:02,

2 2
a 3x + Sx = 0 b x - 2x - 63 = 0 2:04
c zx- + 7x + 1 = 0
?
d Solve x(x - 6) = 2(6 - x)
2
e (x - 7) =5
2
7 a Solve x + 2x - 12 = 0 leaving your answer in surd fonn. 2:03,
4 2 2
b Solve this equation x - 15x + 56 = 0 using the substitution, u = x . 2:06
8 T he base of a triangle is 4 c1n longer than its height. If the area of the t riangle is 2:05
48 cn12 , ,vhat is t he length of its base?
Esti mate the total

nu mbe r of people
that could stand
inside this tree.

WHAT'S THE MEANING OF THIS?
Practical
applicatior,f of
probability Sir...
Contents
4:01 Probability and language 4:04 The probability of two- and three-step events
Investigation 4:01 Probabi lities given as odds Investigation 4:04 What is the chance of a boy
4:02 Two-step chance experiments and a girl?
Investigation 4:02 Experimental probability 4:05 The multiplication rule for multi-step events
without replacement Fun spot 4 :05 The Monty Hall problem
4:03 Three-step chance experiments 4:06 The multiplication rule for dependent events

Selections from Probability (Stage 5.2]
• List all outco,nes for rwo-step chance experi,nents, ,vith and without replace,nent, using tree diagra,ns or arrays;
assign probabilities to outcornes and deterinine probabilities for events (ACMSP225)
• Describe the results of rwo- and three-step chance experi,nents, ,vith and ,vithout replace,nent, assign probabilities
to outcornes, and determine probabilities of events; investigate the concept of independence (ACMSP246}
• Use the language of 'if . .. then', 'given','of', 'kno,ving that' to investigate conditional state1nents and to identify
conunon ,n istakes in interpreting such language (ACMSP247)
• Co1n1nunicating • Proble,n Solving • Reasoning • Understanding • Fluency
Probability and language
• Probability, P (E), is the chance of an event happening. This ,vill be a nu1nber fro111 0 to 1 and
can be expressed as a fraction, a deci1nal or a percentage.
The oretical probability is the likelihood of an event occurring under ideal circu1nstances.
e.g. T he probability of rolling a 6 on a nonnal dice is !.
Experimental probability is the predicted chance of occurrence using the relative
frequencies taken fron1 a chance experi1nent.
Subjective probabilities are probabilities based on opinions or judgen1ents.
• The sum of the probabilities of all possible outco1nes is always 1, or 100%.
The theoretical probability of an event, E, is the nun1ber of ti1nes the event can occur, divided
by the total nu1nber of possible outco1nes (as long as each outco1ne is equally likely to occur).
P(E) = u(E)
n(S)
S represent~ the san1ple space, which is the set of possible outco1nes.
Complementary events
• T he complem ent of 'an event happens' is 'the event does not happen'.
T he co1nple1nent of P(E) is written P(E') or P(E) .
T,vo events are con1ple1nentary if the stun of their probabilities is 1.
P(E) + P(E') = 1 or P(E') = 1 - P(E)
Other terms
• T he sample sp ac e is t he set of all possible outco1nes, e.g. 1, 2, 3, 4, 5, 6 on a
norn1al dice.
• C h oosing at random is ch oosing in a ,vay that does not affect the likelihood
of any outcon1e.
• A trial is one case of carrying out a chance experi1nent, e.g. spinning a
--
.
spinner.
• E qually likely outcomes are present w here each of the outco1nes has the
sa1ne chance of occurring.
• Mutu ally ex clusive events have no elen1ents in con1n1011, e.g. tossing
,, ,,
an odd nu1nber and tossing an even nu1nber on a dice.
• N on-mutu ally exclusiv e events have so111e elen1ents in conunon,
,,,,' ' '
. •'
~
• •
- ' ,,"
•• •
e. g. rolling an odd nun1b er and rolling a nun1ber less than 4. •
• The relative frequen cy of an event is the fraction of ti1nes that the
•••
event occurs. (This can also be ,vritten as a percentage.) This is the
sai11e as the experin1ental probab ility of the event occurring.
-
4 Probability
Conditional statements
• Conditional statem ents restrict the sai11ple space by giving extra inforn1ation regarding the event.
Example 1:
G iven that an even nun1ber has been rolled on a norn1al six-sided dice, calculate the
probability that a 4 has been rolled.
T he san1ple space on a norn1al dice is {1, 2, 3, 4, 5, 6}.
T he probability of rolling a 4 on a nonnal dice is ~.
Ho,vever, the sa1nple space has been reduced to {2, 4, 6}.
T his kno,vledge reduces the question to: 'What is the chance of choosing a 4 fron1 {2, 4, 6}?'
T he probability that a 4 has been rolled is clearly 1-
Example 2 :
What is the chance that si,-x heads have been tossed in a ro,v on a fair coin, given that the
first five tosses ,vere heads?
T he chance of tossing si,-x heads in a ro,v is 6~.

We know that the first five tosses are heads, so the only toss in question is the sixth toss.
T he chance of this being a head is ~. The chance that si,-x heads have been tossed in a ro,v
(given the extra inforn1ation) is i.
A card is chosen at randon1 fron1 a standard pack of52 playing cards (A, 2, 3, 4, 5, 6, 7, 8, 9, 10,
Jack, Queen and King in each of four suits: hearts, dia1nonds, clubs and spades).
a What is the probability of choosing the 8 of heart~?
The 8 of hearts is one card out of the 52 in the sai11ple space.
P(E) = n(E)
n(S)
P(8H) = ~ 5_
b What is the probability of not choosing the 8 of heart~?
This is the co1nple1nent of choosing the 8 of hearts.
P(E') = 1 - P(E)
P(not 8H) = 1 - .\~-
- 51
- 52
11:11
Foundation worksheet 4:0 1
I . . Probability review
D Which of these experin1ents have equally likely outco1nes?

A spinning a tennis racquet to detennine ,vho serves
B selecting the ,vinner of a rafile
C choosing a job applicant for an e1nployn1ent position fron1 si,-x people ,vho have been
intervie,ved

D a Describe the chance of each of these events happening, using the tern1s certain, likely,
unlikely, i1npossible and even chance.
A It will snow in Sydney so1ne ti1ne during the next ,veek.
B We ,vill have rain to1norrow.
C T here will b e a h oliday on 25 Decen1b er.
D I can ,valk fron1 h on1e to the Sydney Harb our Bridge ,vithout resting.
E I ,vill travel overseas nex'1: n1ont h.
F I ,vill live to the age of 94.
G I ,vill sit for a 1nathen1atics test during the next three n1onths.
H My favourite sporting tean1 ,viii ,vin at least one of its nex'1: three 1natch es.
b Place the events A to H in order fron1 least likely to n1ost likely.
II a Describe tvvo events that have a probab ility of about 1-

b Describe tvvo events that have a probab ility of less than 1-
c Describe tvvo events that have a probab ility of 1nore than i.
D I. .__c_e_rta_in_ __.l I probable 11even chance 11 in1probable I in1possible
Which of the ,vords above best describes an event that has a probab ility of:
a 0·5 b 2% C 1~ d O e 1 f 50%?
Write the answers t o probabilit y questions as fractions unless told otherwise.
II A glass contains eight counters. One is w hite, three are yello,v,

two are green and two are red. A counter is dra,vn at randon1.
What is the probability that the counter is:
a ,vhite b red c ,vlute or yello,v
d not ,vhite e not red f black or blue?
II A dice is rolled once. What is the probability of thro,ving:

a a2 b a6 c anything bu t a 6
d 2 or less e aO f a nu1nber less than 10?
D A standard pack of cards has four suits: hearts and dian1onds (both red), and spades and clubs
(both black). In each suit there are 13 cards:Ace, 2, 3, 4, 5, 6, 7, 8, 9, 10,Jack , Queen and King.
T he Jack, Queen and King are called picture (court) cards. Fron1 a standard pack of cards,
a card is ch osen at randon1. What is the probability that the card is:
a black b not black c yello,v
d a5 e not a 5 f a p icture card
g a club h not a club an Ace or a King'
Fron1 the results of an experin1ent or san1ple, we can calculate the experi1nental probability.
This is used as an estin1ate of the theoretical probability.
4 Probability
Ill A factory tested a sa1nple of 500 CDs and found four to be
faulty. Use these results to estin1ate the probability that a CD
produced by this factory is:
a faulty b not faulty.
II T"vo dice ,vere thrown 100 ti111es and the sun1 The sum of two dice
21
of the upper faces \,Vas recorded. The results are
sho"vn on this graph. Use these results to find the
experin1ental probability of tl1ro"ving a total:
a of7 b of6
1,-15
C
~12
18
-
_11••
~
······--
9
c greater than 7 d other than 6 u.
·······••-
6
e of6 or 7 f that is even. 3
1
..........
2 3 4 5 6 7 8
Sum
9 10 11 12
ll!J High school students were asked to vote on the

Male Female
predonunant colour to be used on our O lyn1pic Gaines
uniforn1 for the opening cere1nony. The results are sho"vn Green 38 40
in the table on the right. If one of these people is chosen Gold 44 32
at rando1n, ,vhat is the probability (as a percentage) that
Blue 7 8
the person:
a is fe1nale Orange 2 14
b chose gold
Fawn 7 3
c is a 111ale "vho chose orange
d is a fen1ale who chose green Other 2 3
e is not a fen1ale who chose green Total 100 100
f chose either green or gold
g chose neither green nor gold?
Nun1ber of student~ = 200
DJ A barrel contains 100 blue tickets nu1nbered 1 to 100, 50 red tickets nu1nbered 1 to 50, and
50 green ticket~ nun1bered 1 to 50. If a ticket is drawn at rando1n fro1n the barrel, what is the
probability that it is:
a green b green or red
C a 36 d a 72
e less than 51 f less than 60
g not a 50 h not less than 60
either a 36 or a 72?

IE a If I have already tossed three 6s in a row on a nonnal dice, what is the chance that I ,vill
111ake it four 6s in a ro,v with 111y next toss?
b If only heads have been tossed in the first three tosses of a coin, ,vhat is the chance that the
first four tosses will all be heads'
c T,vo nun1bers are to be chosen at randon1 fron1 the nun1bers 1 to 100. The nun1ber 9 is the
first chosen. Fron1 those ren1aining a second nun1ber n1ust be chosen.What is the chance
that the t,vo nun1bers ,vill be 9 and 1O?
A B
clllll D
The spinner is spun. The spinner is spun.

- ~00
A card is chosen The spinner is spun.
at random,
then returned .
IEJ a Using spinner A, I spin a 5 on 1ny first spin. What is the chance that I will spin a 5 on the
second spin?
b Each tin1e a card is chosen at randon1 fi-0111 C it is replaced. If the last three choices have
been red, ,vhat is the chance that the next choice ,vill be red'
c Given that the result of spinning A ,vas an even nun1ber, ,vhat is the probability that the
. ,vas a 6?
spin ..
d Given that spinning D produced a consonant, ,vhat is the probability that U was spun?
e Given that spinning D produced a consonant, ,vhat is the probability that an R . or an S
,vas spun?
f Given that a 2 has been chosen fi-0111 C, ,vhat is the chance that the card is red?
g Of the possible outcon1es in spinning B, ,ve kno,v that 'orange', 'yello,v' and ',vhite' were
not spun.What is the chance that 'pink' ,vas spun?
h Kno,ving that a nun1ber spun on A is greater than 5, what is the probability that the
nu1nber spun ,vas 7?
Kno,ving that a card chosen fi-0111 C is red, what is the probability that it is a 3?
j Spinner A ,vas spun. Knowing that the result was even, ,vhat is the probability that the
nu1nber is 8?
1B a The ,veather prediction on Tuesday ,vas 'for the ,veekend, there is a 50% chance that it ,vill
rain on Saturday, and a 60% chance that it will rain on Sunday'. It did not rain on Saturday.
Discuss ,vhat effect this nlight have on the chance of it raining on Sunday.
b I have tossed a coin 20 ti1nes and it has landed ' heads' every ti1ne. Discuss tllis situation,
and the chance that 111y next toss ,vill be a head.
IE T hree students, A, B and C, are placed in a line in rando1n order.

T he possible orders are ABC,ACB, BAC, BCA, CAB and CBA.
Use tllis list to find the probability that:
a A is placed before B in the order b A is placed before both B and C
c A is placed between B and C d A is placed before either B or C
e A is not placed before either B or C.
4 Probability
Im a T he probability that two cards dra,vn w ithout replacen1ent
fro1n a standard pack of card~ w ill bot h be hearts is / 1 . 1
0 ·2, 20 ¾ or 5 ?
What is the probability that the tvvo cards dra,vn are
not b oth hearts?
b T he probability of t hro,ving a sun1 of either 5 or 6 using
two dice is 0-25.What is the probab ility that the sun1 is
neither 5 nor 6'
c T here is a 37% chance t hat I ,viii be sent overseas next year. Probabilities can be
What is the chance that I ,viii not be sent overseas? given as fractions,
d If 3 coins are tossed, the probab ility of getting 3 heads decimals or
is 0-125. percentages.
What is the probability of getting fewer than 3 heads?

e T he probab ility of 1ny dying this year is 0-5%.
What is t he probability t hat I ,viii not die this year?
ii To insure 111y life for $10000 during this year ,vould
cost 1ne $135. Does this represent good value?
Explain your ans,ver.
PROBABILITIES GIVEN AS ODDS

The use of odds in gambling
• Odds such as 5/1, 11/4, even 1noney, 2/1 and 2/1 on (or 1/2) are used to give t he ratio of
,vhat could be gained to ,vhat could be lost.
• The fact t hat for odd~ of 5/1, $5 nu ght be ,von w hile o nly $1 nu ght be lost, suggests t hat the
probability of success would be 1 chance in 6 . Tlu s is rarely t he case, h o,vever, as o dds are
usually set so that the gan1bler is at a disadvantage. O dds of 5/1 ,nay b e offered ,vhen the
probability is really 1 chance in 10. T his is ho,v the bookn1aker, betting agency or insurance
co111pany 111akes a profit.
Tlus 1neans that the ordinary ga1nbler is sure to lose over ti111e.
• Odds offered on a horse race or a football 111atch are subjective, as each of these events occurs
only once. T his is an application of subjective probability.
Discussion
1 W hat do o dds of 10/1 111ean?
2 Ex'Plain w hy the ordinary gan1bler 111ust lose over ti1ne.
3 Is it healthy for a governn1ent to encourage people to ga111ble? Why, or w hy not?

Two-step chance
experiments
• For a chance experin1ent, listing all possib ilities allo,vs us to find theoretical probabilities.
• Carrying out the eiq,erin1ent allo,vs us to find the experimental probability of each event.
• T he eiq,erin1ent~ belo,v involve sampling , the na1ne given to the repeated drawing of ite1ns
fron1 a collection.
Experiment 1: Choosing two counters with replacement

A bag contains one green, t,vo red and three blue counters.
A counter is chosen at randon1, replaced, and then a second counter is chosen.
Finding the theoretical probabilities (with replace m e nt)

The tree diagra1n shows the possible outco1nes for this t,vo-step chance eiq,erin1ent.
First choice
Second choice - -
First choice
Second choice - -
T his table sho,vs the Second choice

san1e possible outcon1es B, B2 83 R, R2 G,
that are shown in the B, 00 00 0 0
BB BB BB BR BR BG
tree diagra1n ab ove. .,
_<.J
00 00 00
~ BB BB BB BR BR BG
Eac h 1rt c hoice ir
0 00 00 00 follo wed by G, po55ibilitie5
The outco1nes for the .c ~ BB BB BB BR BR BG
(.J
for the 2nd Choice.
t\vo following cases are 1ii
~
R, RB RB RB RR RR 0RG
0
indicated by the R2 RB RB RB RR RR 0RG

0
coloured dots. G, GB GB GB 00 00
GR GR GG
Case 1
a T here are 9 ,vays of choosing tvvo blues out of the 36 possible outcon1es.
P(two blues)= ii, or 0 ·25 or 25%
b What is the effect of kno,ving the result of the first step of this t\vo-step experi1nent?
If ,ve kno,v the first choice was blue, then only the 18 outcon1es starting ,vith 'blue' are
possible. Of these, 9 give us two blues.
P(two blues, kno"ving the first choice is blue) = 198 or 0 ·5 or 50%
Case 2
a T here are 4 ,vays of choosing a red and a green out of 36 possible outcon1es.
P(red and green) = i<, or O·i or 11 % i
b What is the effect of kno,ving the result of the first step of this t\vo-step experi1nent?
If ,ve kno,v that t he first counter ,vas red, then o nly the 12 outco1nes starting ,vith 'red' can
occur. O f these, 2 produce the outcon1e 'red and green'.
P(red and green, kno"ving the first choice is red) = 1~ or 0 ·16 or 16 ~ %
4 Probability
Knowing the result of the first step of a t\,vo-step experin1ent changes the probabilities.
If"ve kno"v that the result of the first step ,vas 'green', then 't\vo blues' can't occur.
Finding experimental probabilities (with replacement)

Here are the results of 100 trials
• If we carry o ut E1q,erin1ent 1 a large nun1ber of tin1es,
of Experiment 1.
,ve can find an eiq,erin1ental probability for each event.
With replacement
• If we carry o ut Eiq,erin1ent 1 1nany tiI11es, ,ve "viii get
a good approxm1ation of the theoretical probabilities. Outcome Frequency
Here 100 trials of Experin1ent 1 have b een used, so \,Ve can two blue 26
eiq,ress the experi1nental probabilities as percentages. two red 12
We can use the table to find the experi1nental probabilities two green 3
of different events. For exan1ple: blue and red 32
P(two blues) = 1t~ or 26% blue and green 16
P(red and green) = 111 or 11 % red and green 11
26+32+16 Total: 100

P(at least one blue) = ----- or 74%
100
32 + 16
P(exactly one blue) = - - - or 48%
100
Experiment 2: Choosing two counters without replacement

A bag contains one green, t\,VO red and three blue counters.
A counter is chosen at randon1 and not replaced. A second counter is t hen chosen.
(This is t he san1e as taking t\vo counters at the sa1ne ti1ne.)
Finding the theoretical probabilities (without replacement)

The tree diagran1 sho,vs tl1e o utcon1es of this two-step chance experm1ent.
The counter drawn in tl1e first choice cannot be chosen as tl1e second ch oice.
First choice
Second choice - -
First choice
Second choice - -
This table shows Second choice

the san1e possible 8 1 82 E'3 R1 R2 G,
00 00
outcon1es that are s, BB BB BR BR BG
shown in the tree 00 00 Each 1st choice ir
~ BB BB BR BR BG
diagran1 above. 00 folloi.,ed by S porri bilitier
E'3 88 BB BR BR BG for the 2nd c hoice. ;::::=-
R, RB RB RB RR ~8
The outcon1es for 00
~ RB RB RB RR RG
the t,vo follo"ving 0 0 00
G, GB GB GB GR GR
cases are indicated
by the coloured dots.

C ase 1
a There are now 6 ,vays of getting tvvo blues out of the 30 possible outcon1es.
J~
P(two blues) = or ~ (This is a 20% chance.)
b W h at is the effect of knov.ring the result of the first step of this t\vo-step exper i1n ent?
If ,ve kno,v the first choice was blue, then no,v, only the 15 outco111es starting ,vith 'blue'
are possible. Of these, 6 are t,vo blues.
P(two blues, kno,ving the first choice is blue) = 1\ or ~ (This is a 40% chance.)
C ase 2
a We can see that there are 4 ways of getting a red and a green out of 30 possible outco1nes.
io
P(red and green) = or / 5 (This is a 13 j % chance.)
b W h at is the effect of kno,ving the result of the first step of this t\vo-step exper i1n ent?
If ,ve kno,v that the first counter ,vas red, then now, only the 10 outco1nes starting ,vith 'red'
can occur. Of these, 2 are 'red and green'.
P(red and green , kno,ving the first choice is red) = ,i or ~ (This i~ a 20% chance.)
Exercise 4:02
D T,vo counters are chosen at randon1, with replacement, fron1 t,vo blue Second choice
counters and one red counter. The table shows all possible outcon1es. 8, 82 R,
Find the probability of choosing: 8 , 00 00 00
BB BB BR
00 00 00
a t\vo blue counters b two red counters 82 BB BB BR
c a blue counter and a red counter d a blue then a red R, 00 00 00
RB RB RR
e t\vo counters that are not the san1e colour.
II T,vo counters are chosen at randon1, without replacement, fron1 tvvo Second choice
blue counters and one red counter. T he table sho,vs all possible outcon1es. 81 ~ R,
Find the probability of choosing:
., 00 0 0
·o 8 1 BB BR
0
.c 00 00
a t\vo blue counters
c a blue counter and a red counter
b two red counters
d a blue then a red - R, RB RB
0
I!!
il:
82 BB BR
00 00
II T,vo counters are chosen at rando111, with replacement, fron1 one blue counter, one red
counter and one green counter. This tree diagran1 sho,vs all possible outco1nes.
First choice
Second choice - - G 8
Find the probability of choosing:

a t\vo blue counters b two counters the san1e colour
c a blue and a green d a blue then a red
If ,ve kno,v that the first choice ,vas blue, ,vhat is no,v the chance of choosing:
f t\vo blue g two red
h a blue and a green i two counters of different colour?
4 Probability
D T"vo counters are ch osen at rando111, without replacement, fron1 one blue, 1 st 2 nd
step
one red and one green. This tree diagra111 sh o,vs all possible outco1nes.
Find the probability of choosing: i
a two blue counters b t\vo counters the sa1ne colour
C a blue and a green d a blue then a green
e a blue as either choice f a blue as the second choice
g no green counter h t\vo t hat are not the sa1ne colour.
If ,ve know that the first choice was blue, w hat is no"v the chance of ch oosing:
two blue j t\vo red
k a blue and a green l t\vo counters of different colour'
D 100 green raffle tickets and 100 orange raffle tickets have been placed in a barrel. Each ticket
displays one of the nun1bers fro1n 00 to 99. The only ticket I bought ,vas Green 23.
a Before the ticket \,Vas ch osen, w hat ,vas 111y chance of "vinning?
b It \,Vas announced that the winning ticket was green. What ,vas then 111y chance of ,vinning?
c It was announced that t he ,vinning ticket was green and had a first digit of 2. W hat was
then 1ny chance of "vinning?
d It was announced that t he ,vinning ticket was nu1nber 23 but no colour ,vas given.
What \,Vas then 111y chance of "vinning?
e If it ,vas announced that t he "vinning ticket was orange, w hat would then be 111y chance
of ,vinning?
II Explain the effect on the probabilities of knowing the result of the first step in a t,vo-step
(or three- step) chance experi1nent. Use your ans,vers to Question 5 to help "vith the
exp Janati on.
EXPERIMENTAL PROBABILITY WITHOUT REPLACEMENT I

Here we will find experi1nental probabilities for Experi111ent 2 on page 100.
A bag contains one green, t\,VO red and three blue counters. One counter is taken at rando1n.
This is not replaced before the second counter is taken.
Results of 100 trials of
1 Use 100 trials so you can eiq>ress the eiq>eri111ental Experiment 2.
probab ilities as percentages. Co1nplete t he table on the With replacement
right (after keeping a tally). Use your results to give the
Outcome Frequency
ell.'Peri111ental probability of:
a two blues two blue
b a red and a green two red

c the t\vo counters having at least one blue two green
d the t\vo counters having exactly one blue.
blue and red
2 Con1pare your results for t his ell.'Peri111ent "vitl1 the result5
blue and green
in the table given for Experi1nent 1 on page 100.
red and green
a Explain why the probabilities are different for 'two green5'.
b List ot her outco111es that have significantly different Toto/: 100
experi1nental probabilities to tl1ose in Experi1nent 1.

Three-step chance
experiments
The n1ethod5 we use here are an ex'1:ension of the n1eth ods used in Exercise 4:02.
Choosing three tickets with replacement

C ase 1
A bag contains one blue, one red and one green ticket.
Three tickets are to be chosen at randon1, ,vith replace1nent after each choice is n1ade. One is
taken at randon1, replaced, and then a second is taken. This is replaced and then a third is taken.
The possible outco1nes can be shown in a tree diagran1 or a list (or even a table).
U sing a tre e diag ram
Start
1 St
choice B R G
2 nd
choice
3 rd
choice B R G B R G B R G B R G B R G B R G B R G B R G B R G
• T here are 27 pos.5ible ordered outco1nes. One outcon1e ,vottld be BRB (i.e. blue red blue).
• T his forn1 of tree diagran1 is of linuted use, as often the nun1ber o f possible outcon1es is large.
Making a list
We could list the outcon1es n1eth odically (i.e. start ,vith the first counter 1nentioned and list all
possib ilities for t hat counter, then do the san1e for each other first choice).
The list ,vould be:
BBB, BBR, BBG, BRB, BRR, BRG, BGB, BGR, BGG,
RBB, RBR, RBG, RRB, RRR, RRG, RGB, R .G R, R .G G,
GBB, GBR, GBG, GRB, GRR, GR.G , GGB, GGR, GGG
U sing a table
Where three ch oices are n1ade, a table is hard to use. In tlus exan1ple we have con1bined the
second and tlu rd choices so that a two-way table could be used.
88 BR BG RB RR RG GB GR GG 2n d and 3rd choice in order

B 888 BBR BBG BRB BRR BRG BGB BGR BGG
l" i
R RBB RBR RBG RB RRR RRG RGB RGR RGG
G GBB GBR GBG GRB GRR GRG GGB GGR GGG
We can use the tree diagram , t he list or the table to write t he

probabilit ies of events for Case 1.
P(three bl ue t ickets )= / 7 IBBB)

P( three tickets of the same colour) = / 7 [BBB, RRR, GGG)
P(not all the same colour)= 1 - z37 = ~~ not (BBB,RRR,GGG)
4 Probability
Choosing three tickets without replacement
Case 2
A bag contains one blue, one red and one green ticket.
Three tickets are to be chosen at randon1 w ithout replacen1ent after each choice is 1nade.
One is taken at rand 0111, not replaced, and a second is taken. T his is not replaced and a third
is taken.
Using a tree diagram
Start
1 St
choice
2 nd
choice
3 rd
choice
• The 6 possible ordered outcon1es are BRG, BGR, RBG, R GB, GBR and GRB.
We can use the tree diagram above to write the probabilities of events for Case 2.
P( three bl ue tickets )= g= 0 (Thi s event is impossible.)
P( three different colours ) = ! = 1 (This event will always happen.)
P(the last choice is green)= ~ = j (We need only consid er the third choi ce.)
Case 3
A bag contains four blue and three red tickets.
A ticket is taken at rand 0111, not replaced, and then a second is taken. This is not replaced and then
a third ticket is taken.
• As there are 1nany identical ch oices possible, ,ve can use
nu1nbers on the joining lines to sh ov,r h o,v 111any of that
1 St
category could be chosen. By 111ultiplying along the lines c hoice
,ve can find t he nu1nber of ,vays each event can occur.
2nd
• There are 7 ways of choosing the first ticket. T his ticket c hoice
is not returned, so t here are only 6 ,vays of choosing the
3 rd
second . This ticket is also not returned, so there are o nly c hoice
5 ,vays of ch oosing the third.
The nu1nber of ,vays of ch oosing three ticket~ = 7 X 6 X 5
= 210
• We can use the tree diagran1 above to find the nun1ber of ,vays of choosing particular colours.
There are 4 ways of choosing the first blue ticket, then 3 ,vays of choosing the second blue
ticket and then 2 ways of ch oosing t he third (once tvvo blue tickets have been ren1oved).
The nu1nber of ,vays of choosing three blue tickets = 4 X 3 X 2
= 24
• A blue and two red tickets can b e ch osen as BRR, RBR. or RRB.
T he nu1nber of ,vays of choosing a blue and tvvo reds = (4 X 3 X 2) + (3 X 4 X 2) + (3 X 2 X 4)
= 24 + 24 + 24
= 72

Exercise 4:03
D A coin is tossed three tin1es. All possible outco1nes are shown HHH
on this tree diagran1. H
a How n1any possible outco1nes are there? T HHT
b How n1any possibilities exist for each of the three tosses? H
HTH
C Is the nun1ber of possible outcon1es 2 X 2 X 2?
T
d How n1any outco1nes contain a head and two tails?
HTT
e How n1any outco1nes contain a tail and tvvo heads?
f How n1any outco1nes contain three tails? THH
H
What is the probability that there will be: THT
g three tails h three heads T
. TTH
a head and two tails J a tail and t\vo heads
T
k no heads l at least two heads?
T TTT
D Rohan chooses an outfit at randon1 that consists of a hat,
a shirt and a pair of pants. He chooses fro1n two different
/CJ GRY
hats, three different shirts and tvvo different pairs of • '- ■
pants. T his tree diagra1n sho,vs all of the possible choices
he can 1nake.
I
.o - i;'"?/CJ
GRR
GYY
LJ '- ■ GYR
In ho,v 1nany ,vays can he choose: \ . ,,,CJ GBY

' A GBR
a a hat b a shirt Start
c a pair of pant~ d an entire outfit? /CJ RRY
• '- ■ RRR
e Is the nun1ber of possible outcon1es 2 X 3 X 2?
I <;'"? / CJ RYY
Ho,v 111any outfits have:
f three red ite1ns
.a\ LJ '- ■
/CJ
RYR
g a green ite1n RBY
h tvvo yello,v iten1s
• '- ■ RBR
a red or green ite111
j a blue ite111 k exactly t,vo red iten1s?
What is the probability that the outfit chosen will have:

l three red ite1ns m a green ite1n
n tvvo yello,v iten1s o a red or green ite111
p a blue ite111 q exactly t\vo red ite1ns'
II Case 1 on page 103 displays a diagra1n, a list and a table that represent the choosing of three
tickets, drawn at rando1n (with replacen1ent) fro1n a bag containing one blue, one red and one
green ticket. Use those displays to ans,ver these questions.
a How n1any possible outco1nes are there?
b How n1any outco1nes have three green tickets?
c How n1any outco1nes have fewer than three green tickets? After each choice the
ticket is replaced.
d How n1any outco1nes have exactly one green ticket?
What is the probability that the tickets chosen ,viii be:
e three greens f three blues
g a green and two reds h a red and tvvo greens
no greens j at least two greens?
4 Probability
D Case 2 on page 104 displays a diagran1 and a list that represent the choosing of three tickets,
dra,vn at randon1 (,vithout replacen1ent) fro1n a bag. T he bag contains one blue, one red and
one green ticket. Use the displays to ans,ver the questions.
a Ho,v 111any possible outcon1es are th ere?
b Ho,v 111any outcon1es have three green tickets?
c Ho,v 111any outcon1es have one green ticket? After each choice the
ticket is not replaced .
d Ho,v 111any outcon1es have green as th e first choice?
What is the probability that the tickets chosen w ill be:

e three greens f no greens g one green
h green as the first choice i red as th e first or second choice?
D T his tree diagra1n represents the choosing of three tickets
fron1 a bag, at rando1n (,vithout replace1nent). T he bag
1 St
contains th ree blue and t,vo yello,v tickets. c hoice
Use this tree diagrai11 to ans,ver these questions. 2 nd

a Ho,v 111any possible outcon1es are th ere? c hoice
b Is the nu1nber of possible outco1nes 5 X 4 X 3? 3rd

c hoice
c Ho,v 111any outcon1es have three blue tickets?
d Ho,v 111any outcon1es produce a blue and
two yellow tickets? ◊ = Number of outcomes in each arm
e Ho,v 111any outcon1es have one yellow
ticket? Note:
f Ho,v 111any outcon1es have yellow as First choice could be any one of the 5 original tickets.
the first choice? Second choice w ill be one of the rema ining 4 tickets.
Third choice w ill be one of the remaini ng 3 tickets.
g Explain ,vhy it is i1npossible to choose
three yello,v tickets. There are 18 ways of choosing 'a blue and 2 yellows':
• 6 in the order BYY
What is the probability of choosing: • 6 in the order YBY
h three blues • 6 in the order YYB.
no yello,vs
j exactly one yello,v
k yello,v as the first choice
l blue as tl1e first or second choice?
II A bag contains four blue and three red tickets. A ticket is taken at rando1n and not replaced.
A second ticket is taken and is not replaced. A third ticket is taken and not replaced.
Use tl1e diagran1 for Case 3 on page 104 to answer tl1e follo,ving questions.
a Ho,v 111any possible outcon1es are tl1ere?
How n1any ,vays are there of choosing:

b three blue tickets c a blue and tvvo red tickets
d three red tickets e less than tl1ree red tickets
f a red ticket as the third choice g a red and two blue tickets?
What is the probability of choosing:
h three blue tickets a blue and tvvo red tickets
j three red tickets?

The probability of two-
and three-step events
To find the total nu1nber of outco1nes in a t,vo-step or three-step experi1nent, 111ttltiply the
ntunbers of possible ch oices in each step of the experin1ent. For exan1ple, if a coin is tossed
and a dice is rolled, the 12 possible outco1nes cottld be sho,vn in a table.
1 2 3 4 s 6
H H1 H2 H3 H4 H5 H6
T Tl T2 T3 T4 T5 T6
We could find this resttlt by 111ttltiplying t he nun1ber of outcon1es for the coin toss (2) by the
ntunber of outco1nes for the dice roll (6).
Total nun1ber of possible outcon1es =2 X 6
= 12
Discussi o n
Two of these counters are to be chosen at randon1,

,vithout replace1nent.
• To ch oose tvvo blue counters, ,ve 111ust choose a blue counter at each choice (i.e. B then B).
There are 5 ,vays of choosing a blue as the first choice.
There are 4 ,vays of choosing a blue as the second choice once a blue is removed.
n(blue then blue with out replacen1ent) = 5 X 4
This is: the nu1nber in choice 1 X the ntunber in choice 2.
• We can choose a blue and a red counter by choosing a blue then a red or by choosing a red
then a blue (i.e. B then R, or R then B).
n(blue then red ,vithout replace1nent) = 5 X 2
n(red then blue ,vithout replace1nent) = 2 X 5
So the nun1b er of ways of choosing a blue and a red = (5 X 2) + (2 X 5)
= 20
• If t\vo coins are tossed at the sa1ne tin1e, or t\vo tickets are ch osen n (E) means the number of
at once, we can treat these as happening one after the other. ways of choosing event E.
0 PREP QUIZ 4:04

Use the diagran1 above sho,ving one green, five blue and tvvo red counters to find the ntunber
of ways o f choosing:
1 any two counters 2 two red counters
3 t,vo blue counters 4 a green then a blue counter
5 a blue then a green counter 6 a green and a blue counter
7 a green then a red counter 8 a blue then a red counter
9 a red t hen a blue counter 10 a blue and a red counter.
4 Probability
To find the numbe r of w ays an event inv olving two or three steps can occur, multiply
together the number of successful ways of p erforming each of the steps involved.
• There are are tvvo square nun1bers (1 and 4) on a dice. Each roll of a dice has tvvo
possible successful outcon1es for square nun1bers. If the dice is rolled three ti1nes,
the nun1ber of ways of obtaining three square nun1bers = 2 X 2 X 2 = 8
, , 1 ..,,;,
·•··
• Four cards 111arked 6, 7, 8 and 9 are used to shov,r a three-digit nu111ber. 0000
Cards can be used only once in each nun1ber.
The nu1nber of ,vays of showing a three-digit nun1ber = 4 X 3 X 2 = 24
• Two cards are chosen randonuy fro1n five cards; three are yellov,r and two ~~~~~
are red.A yellow and a red ticket can be chosen in t,vo ways (YR or RY).
Note that there 111ay be 111ore than one ,vay to obtain a certain outco111e.
The nu1nber of ,vays of choosing a red and yello,v card = (3 X 2) + (2 X 3) = 12
A box contains four yello,v and two red tickets. Two tickets are chosen at rando111 ,vithout
replace111ent.
a What is the probability of choosing tvvo yello,v tickets?
b What is the probability that the t,vo tickets ,viii be different colours?
Solution
t 2nd choice 5 options

a There are 6 options for the first choice and 5 options for the second choice, after the first
ticket has been ren1oved. The total nu1nber of outco1nes = 6 X 5
To obtain tvvo yello,v tickets ,ve 1nust choose a yello,v then a yellow.
We multiply the nu1nber of ,vays of choosing yello,v as the first choice by the nu1nber of
,vays of choosing yello,v as second choice, after the first yellow i~ ren1oved.
The nu1nber of ,vays of selecting tvvo yello,v tickets = 4 X 3
. . k ) nun1ber of ways of choosing two yello,vs
P(c11oos1ng 2 ye 11o,v tJc ets = - - - - - ~ - - - - ~ - - ~ - -
total ntunber of outco1nes
4x 3 P{f ) = n{f )
6x5 n{S)
2
=-
or 40%
5
The probability of choosing t,vo yello,v tickets is ~.
b We can choose one ticket of each colour by choosing yello,v then red, or red then yellow.
So the nu1nber of ,vays of choosing one of each colour = (4 X 2) + (2 X 4) or 16 ,vays.
. d d) nun1ber of ,vays of choosing a yellow and a red
P(c 11oos1ng a ye 11o,v an a re =
total nu1nber of outcon1es -----
(4 X 2) + (2 X 4)
P(f ) = n(E)
6x5 n(S)
16 8
= - or -
30 15

A glass contains three yellow and five red counters. Three counters are
to be chosen at randon1, without replacen1ent.
a What is the probability of choosing three red counters?
b What is the probability of choosing t,vo yello,vs and a red?
Solution
a There are 8 X 7 X 6 ways of selecting three counters, in order, without replacen1ent.
We n1ultiply the 8 optiorL~ for Choice 1 by the 7 options for Choice 2 and then by the 6
options for Choice 3.
There are 5 X 4 X 3 ways of selecting three red counters, in order, ,vithout replace1nent.
. d ) nun1ber of ,vays of choosing 3 red~
P(c 11oos1ng 3 re counters =
total nun1ber of outcon1es
P(E) = n(E)
5x4x3 n(S)
8x7x6
5
28
The probability of choosing three red counters is 2~.
b We can choose t\vo yello,vs and a red by choosing YYR,YRY or RYY.
For YYR (yello,v, yello,v, red) there are 3 ,vays of choosing the first yello,v, 2 ,vays of
choosing the second yellow and 4 ways of choosing the red. So there are 3 X 2 X 4 ways
of choosing YYR.
So the nun1ber of ,vays of choosing t,vo yello,vs and a red
= 0x2x~+0x4x~+0x3x~
P(2 yeIIo,vs and a re d) = nu1nber of ,vays of choosing YYR, YRY , RYY
total nu1nber of outco1nes
P(E) = n(E)
_ (3x2x4)+(3x4x2) + (4x3x2) n(S)
8x7x6
72 3
= - - or -
336 14
Exercise 4:04
A B C D
'
This spinner is spun. This coin is tossed. This dice is rolled. A card is chosen at random.
D Find the nun1ber of outcon1es in the san1ple space if the experi1nent involves the tvvo steps:
a A and B b A and C c A and D d B and C e B and D f C and D
Find the probability of:

g tossing a head and rolling a 6 h choosing the Ace of spades and tossing a tail
i spinning a D and rolling a 5 j spinning a C and rolling an even nun1ber.
4 Probability
II Find the ntunber of outco1nes in the sa1nple space if the experin1ent involves the three steps:
a A, B and C b A, B and D c A, C and D
d B, C and D e B, B and B f A, A and A

g tossing a head, rolling a 6 and choosing a red Ace
h spinning a C , tossing a head and rolling a 5.
El Two cards are to be selected at randon1 fron1 one of the groups shown, E !• •
replacing the first card before the second is chosen. Find the nun1ber
of ways this can be done using the cards in:
a E b f c G F ? ♦ ?♦
.
••••• ;
+
'•
• .
♦•♦
•;
d choosing the 2 of hearts followed by the 4 of hearts using Group E
e choosing a Jack follov.red by a Queen using Group G
f choosing an odd nu1nber followed by a spade using Group F
G .,• •J J• J
•
.·1
s.. Q '
: ♦ •
' •
D Tv.ro cards are to be selected at rando1n fro1n one of the groups above, without replacing
the first card. Find the nun1ber of ways this can be done using the cards in:
a E b f c G

d choosing the 2 of hearts followed by the 4 of hearts fro1n Group E
e choosing a Jack follov.red by a Queen fron1 Group G
f choosing an odd nu1nber followed by a spade fron1 Group F
II Three cards are to be selected at randon1 fron1 one group above, without replac ement .
Find the ntunber of ,vays this can be done using the cards in:
a E b f c G
d choosing Jack, Queen and King in that order fron1 Group G
e choosing a dian1ond then a club then a dian1ond fro1n Group G
f choosing the 2, 4 and 6 in that order fron1 Group E.
II T,vo counters are to be chosen at rando1n fro1n this group @@@@@@@@

of counters, replacing the first counter before the second
is chosen.
a In ho,v 111any ways can the t\.vo counters be chosen? Call this n(S).
b In ho,v 111any ways can ,ve choose two blue counters? Call this n(E1).
ii What is the probability that ,ve ,vill choose two blue counters?
c In ho,v 111any ways can ,ve choose two red counters' Call this 11(E2).
ii What is the probability that ,ve ,vill choose two red counters?
d In ho,v 111any ways can ,ve choose a blue counter follo,ved by a red counter?
Call this n(E3).
ii What is the probability that ,ve ,vill choose a blue counter follo,ved by a red counter?
e In ho,v 111any ways can ,ve choose a red counter follo,ved by a blue counter'
Call this n(E4).
ii What is the probability that ,ve ,vill choose a red counter follo,ved by a blue counter?

f In how 1nany ,vays can we choose a blue and a red counter in any order'
Call this n(E5) .
ii W hat is the probability that we will choose a blue and a red counter in any order?
D Tv.ro counters are to be chosen at randon1 fron1 this group @@@ @@@@@
of counters, without replace ment.
a In how n1any ,vays can the t,vo counters be chosen? Call this 11(S).
b In how 1nany ,vays can we choose tvvo blue counters? Call this n(E1) .
ii What is the probability that we will choose tvvo blue counters?
c In how 1nany ,vays can we choose tvvo red counters? Call this n(E2 ) .
ii What is the probability that we will choose tvvo red counters?
d In how 1nany ,vays can we choose a blue counter followed by a red counter?
Call this n(E3).
ii What is the probability that we will choose a blue counter followed by a red counter?
e In how 1nany ,vays can we choose a red counter follo,ved by a blue counter?
Call this n(E4).
ii What is the probability that we will choose a red counter follo,ved by a blue counter?
f In how 1nany ,vays can we choose a blue and a red counter in any order?
Call this n(E5).
ii What is the probability that we will choose a blue and a red counter in any order'
Ill T,vo nan1es are to be dra,vn fro1n a hat at randon1 to deternune the captain and vice-captain
of our teai11. Because the san1e person cannot be both captain and vice-captain, the first nai11e
is not replaced before the second is chosen. The nai11es being considered are Hannah, Flynn,
Hudson,Alana and Nao1ni.
a In how 111any ,vays can the t,vo roles be chosen? Call tlus n(S).
b What is the probability that ,ve ,vill choose Hannah as captain and Hudson as vice-captain?
c What is the probability tl1at we ,viii choose Hud5on as captain and not Flynn as vice-captain?
d What is the probability that ,ve ,vill choose Flynn or Hudson as captain and Alana or
Nao1ni as vice-captain?
1,1 T,vo tickets are to be chosen at rando1n fro1n tlus group 1v,11v2 11v3 11R,IIR21~1G2 11G3 11G4 11Gsl
of tickets, with replac em ent.
a In how 111any ,vays can the t,vo tickets be chosen' Call tlus n(S).
b In how 1nany ,vays can we choose tvvo yello,v tickets? Call this 11(E1).
ii What is tl1e probability tl1at we will choose tvvo yello,v tickets?
c In how 1nany ,vays can we choose tvvo red tickets? Call this 11(E2).
ii What is tl1e probability tl1at we will choose tvvo red tickets?
d In how 1nany ,vays can we choose a green ticket followed by a red ticket?
Call this n(E3).
ii What is tl1e probability tl1at we will choose a green ticket followed by a red ticket?
e In how 1nany ,vays can we choose a red ticket followed by a green ticket?
Call this n(E4).
ii What is tl1e probability tl1at we will choose a red ticket followed by a green ticket?
f In how 1nany ,vays can we choose a green and a red ticket in any order'
Call this n(E5).
ii What is tl1e probability tl1at we will choose a green and a red ticket in any order'
4 Probability
ll!J T hree counters are to be chosen at randon1 fi-0111 lv,llv211v 11v 11vsllv 11P,!l~IP1~ 1G,IIG2I
3 4 6 3
this group of counters, witho ut replacem ent .
a In h o,v 111any ways can the three counters be chosen? Call this 11(S).
b In ho,v 111any ways can ,ve choose t hree purple counters' Call this 11(E1).
ii What is t he probability t hat ,ve ,viii choose t hree purple counters?
c In ho,v 111any ways can ,ve choose t hree yello,v counters? Call this 11(E2 ).
ii What is t he probability t hat ,ve ,viii choose t hree yello,v counters?
d In ho,v 111any ways can ,ve choose two green counters follo,ved by a yello,v counter?
Call this n(E3 ) .
ii What is t he probability t hat ,ve ,viii choose two green counters follo,ved by a yello,v
counter?
WHAT IS THE CHANCE OF A BOY AND AGIRL?

Consider that, overall, there is an even chance The first two children in a fam ily
of a baby being born a girl or a boy.
Relative
We could use this tree diagrai11 to predict that in a fai11ily frequency
1
of t,vo cluldren, there is a 25% chance of 2 boys, a 50% chance 4
of a boy and a girl, and a 25% chance of 2 girls. 2

4
But is t his true?
GG 1
4
Could so1ne couples tend to have n1ore cluldren of the sai11e
sex, even though about 50% of each sex is born overall' This tree diagram shows
all possible outcomes.
1 Survey as n1any fanulies ,vith tvvo or 1nore cluldren as you can, and record the sex of the
first t\vo children born.
The fi rst two children Ta lly Number Relative freque ncy (%)
2 boys (BB)
a boy and a girl (BG or GB)
2 girls (GG)
Total:
2 Con1bine your data ,vith that of other students, trying not to count the san1e fanuly 111ore
than once. R .en1en1ber that the 1nore cases we consider, the 111ore accurate our conclusions
should b e.
• Based on t he results of your investigation, do you tlunk that there is a 50% chance t hat
the first t\vo children in the sai11e fanuly w ill be a boy and a girl'
• If not, w hat esti1nate ,vottld you give for the chance that the first tvvo cluldren in a fa1nily
,vill be a boy and a girl?
3 Do you clunk you have collected sufficient data to be sure t hat your conclusion is correct'
Explain w hy or ,vhy not.

The multiplication rule
for multi-step events
Independent events
Tv.ro events are independent if the occurrence of the first event does not affect the chance of
the occurrence of the second. The probability of the second ,vill not be affected. (One
happening or not happening does not influence the chance of the other happening.)
1 'Tossing a head' on the first toss of a coin does not affect the
chance of'tossing a head' on a second toss of the coin so
these events are independent events.
2 'Spinning a 5 on a spinner' and 'rolling a 5 on a dice' are
independent events, because the occurrence of the first
has no bearing on the occurrence of the second.
3 T hree tickets are to be chosen at rando1n, ,vith replacen1ent, fi-0111 4 blue and 4 red tickets.
T he probabilities involved in any choice ,vill not be affected by the results of earlier choices,
because tickets are replaced. 'Choosing a blue ticket as Choice 1', 'choosing a blue ticket as
Choice 2' and 'choosing a red ticket as Choice 3' are therefore three independent event~.
Dependent events
T,vo events are dependent event~ if the occurrence of the first event affects the chance of the
occurrence of the second. The probability of the second will be affected by the outcon1e of
the first. (One happening or not happening influences the chance of the other happening.)
A bag contains three red and four blue lollies. Two lollies are
to be chosen at randon1, without replacen1ent.
T he probability of choosing a red lolly as the first choice is ~.
If a red is chosen as the first choice and not replaced, only two
red and four blue lollies ren1ain for the second choice.
T he probability of choosing a red lolly as the second choice is ~.
When the first choice is 111ade, the nun1ber of lollies available for the second choice is reduced.
T he probabilities of the second choice are affected by the first choice, so they are dependent events.
4 Probability
A two-digit nu1nber is to be n1ade by rando1nly choosing tvvo cards in order, ,vithout
replacen1ent, fron1 five cards 1narked 6, 6, 7, 7 and 8.
T he probability of choosing a 7 as the tens digit is ~. If a 7 is chosen as the tens digit and not
replaced, the fours cards ren1aining are 6, 6, 7 and 8.
T he probability of choosing a 7 as the ones digit is ~ .
When the first choice is n1ade, the nun1ber of cards available for the second choice is reduced.
The probabilities of the second choice are affected by the first choice, so they are dependent events.
The multiplication rule for independent events

When two events A and Bare independent, the probability of both occurring is:
P(A and B) = P(A) x P(B)
Explanation
1 A coin is tossed and a dice is rolled. T he tree diagran1 belo,v sho,vs all possible outco1nes.
We can see that there are 2 X 6 possible outcon1es, and that there are 1 X 3 ways of obtaining
a head and an odd nu1nber.
n(E)
P(head and an odd nun1ber) =- - Start
n( S)
1x3
2x6
1 3 1
= - X-
2 6
= (chance of choosing) x (chance of choosing )
a head an odd nu1nber
We can see that the 1nttltiplication rule gives the sa1ne result as a tree diagran1.
2 T hree yello,v and five red counters are in a glass. T,vo counters are chosen
at rando1n, ,vith replacen1ent. What is the probability of choosing 2 red counters?
There are 8 ways of choosing the first counter and there are 8 ,vays of choosing
the second counter because the first counter chosen is replaced.
The total nun1ber of outcon1es n(S) = 8 X 8 = 64
There are 5 ways of choosing red as the first counter and 5 ,vays of choosing red
as the second counter because the first counter chosen is replaced.
nun1ber of ,vays of choosing 2 reds
P(2 red counters) = -----~----~ ---
total ntu11ber of outcon1es P(f) = n(E)
sxs n(S)
8x8
5 5
= - X -
8 8
= (chance of choosing) x (chance of choosing)
a red counter a red counter
We can see that the 1nttltiplication rule gives the sa1ne result as our reasoning.

I have t,vo containers. Container 1 has three green tickets and seven blue tickets. Container 2
has t,vo red tickets and three yello,v tickets. If I choose a ticket fi-0111 each container at randon1,
,vhat is the probability of choosing a green ticket and a yello,v ticket?
Solution
P(green fro1n container 1) = 1~, P(yello,v fro111 container 2) = ~, P(A and B) = P(A) X P(B)
P(green and yello,v) = P(green) X P(yello,v)

-- .lxl.
10 5
= io
The probability of choosing a green ticket and a yello,v ticket is io·
A nonnal dice is rolled, and a fair spinner showing the letters D, E, F and G is spun.
What is the chance of rolling an odd nu1nber on the dice and spinning a G on the spinner?
Solution
P(rolling an odd nu1nber) = ~, P(spinning a G) = J, P(A and B) = P(A) X P(B)
P(odd nu1nber and a G) = P(odd nun1ber) X P(spinning a G)
= 3x 1.
6 4
= l.i (or ~)
The probability of rolling an odd nun1ber and spinning a G is ~.
T,vo of the seven 1narbles in a bag are to be chosen at rando1n, ,vith replacen1ent. T hree n1arbles
are red and four are blue. Find the probability of choosing:
a two red 1narbles b a red 111arble, then a blue 1narble.
Solution
a P(red as 1st choice) =~ b P(red as 1st choice) =~
P(red as 2nd choice) = ~ P(blue as 2nd choice) = j
P(A and B) = P(A) x P(B) P(A and B) = P(A) x P(B)
P(2 red 1narbles) = P(red) X P(red) P(red then blue) = P(red) X P(blue)
= 3x3 = 3x~
7 7 7 7
_ 12
= :9 - 49
T he probability of choosing tvvo red The probability of choosing a red n1arble,

n1arbles is ~ . then a blue 1narble is 1~.
4 Probability
Exercise 4:05
.·..,,, ,,,
A 8 C D
A ticket is chosen
The coin is tossed. The dice is rolled. at random. The spinner is spun.
D R .efer to A to D above, and use the n1ttltiplication rwe P(A and B) = P(A) X P(B)
for t\vo-step events to ans,ver these questions. Find the probability that:
a a head is tossed and a 6 is rolled
b a head is tossed and a red ticket is chosen
c a head is tossed and a T is spun
d a 6 is rolled and a red ticket is chosen
e a 6 is rolled and a T is spun
f a red ticket is chosen and a T is spun
g a yellow ticket is chosen and a nun1ber less than 3 is rolled
h a yellow ticket is chosen and a tail is tossed
a yellow ticket is chosen and P, U or R is spun.
II R .efer to A to D in Question 1, and use the 1nwtiplication rwe P(A and B) = P(A) X P(B)
for t\vo-step events to ans,ver these questions. Find the probability that:
a ,vhen a coin is tossed t\vice, the outcon1e ,vill be t,vo heads
b ,vhen a dice is rolled t\vice, the outco111e will be two sixes
c two red ticket~ are chosen fi-0111 t\vo choices, ,vith replacen1ent
d ,ve ,vottld obtain two Ts fi-0111 two spins of the spinner.
El One blue, three red and four yellow counters are placed in a glass and t\vo
of these counters are chosen at ran do 111, ,vith replacen1ent. Find the probability
of choosing:
a two yellow counters b t\vo red counters
C a yellow then a red d a red then a yellow
e a yellow then a blue f a blue then a yello,v
g a red then a blue h a blue then a red.
D I have t,vo containers. One has five green tickets and four blue tickets.
SG 1R
The other has one red ticket and 10 purple tickets. If I choose a ticket
48 10P
fron1 each container at rando1n, ,vhat is the probability of 111y choosing:
a a green ticket and a purple ticket b a blue ticket and a purple ticket
c a green ticket and a red ticket d a blue ticket and a red ticket?
II A norn1al dice is rolled, and a fair spinner sho,ving the letters
B, C, D, E, F, G and H is spun. Find the chance of:
a rolling a 2 on the dice and spinning a B on the spinner
b rolling an even nu1nber on the dice and spinning a consonant
(not a, e, i, o or u) on the spinner
c rolling a 5 or a 6 on the dice and spinning a vowel (a, e, i, o or u) on the spinner.

II Tv.ro of the 10 n1arbles in a bag are to be chosen at randon1, with replace1nent.
Four of the 1narbles are red and SL'C are blue. Find the probability of choosing:
a tvvo red n1arbles
b a red n1arble, then a blue 1narble
c tvvo blue n1arbles
d a blue 1narble then a red n1arble.
D I have just finished 1ny tenn tests. I esti1nate that the probability of n1y passing Mathen1atics
is : , the probability of 1ny passing English is ~' the probability of 1ny passing Science is ~ and
J.
the probability of n1y passing Indonesian is Assunung that these estin1ates are accurate,
find the probability that I will pass both:
a Mathen1atics and English b Mathen1atics and Science
c Indonesian and English d Science and Indonesian.
II The probability that I ,viii ,vin a raffle is ,&·The probability that I w ill lose 1ny raffle tickets
is ~. Find the probability that:
a I w ill ,vin the raffle and lose 1ny tickets
b I w ill ,vin the raffle and not lose 1ny tickets.
By considering the tree diagran1s in Section 4:03, we can see that ,vhen three events
A , B and C are independent, the probability of all three occurring together is:
P(A and Band C) = P(A) x P(B) x P(C)
D The probability that Sain will pass in the tern1 tests are: Mathe1natics (o, English : , Science J,
Indonesian ~.
Find the probability that San1 will pass in:

a Mathen1atics, English and Science b Mathen1atics, English and Indonesian
c English, Science and Indonesian d Mathen1atics, Indonesian and Science.
A B C D
A ticket is chosen
The coin is tossed. The dice is rolled. at random. The spinner is spun.
mJ Refer to A to D above, to ans,ver these questions. Find the probability of obtaining:

a 3 heads by tossing the coin three tin1es
b 'a nun1ber less than 6' each tin1e, ,vhen rolling the dice three ti1nes
c three red tickets by choosing three tickets, ,vith replacen1ent
d three yello,v tickets by choosing three tickets, ,vith replacen1ent
e the letters S, U and P in that order by spinning the spinner three tin1es
f a head, an even nun1ber and a red ticket using A, B and C
g a tail, a square nun1ber and a yello,v ticket using A, B and C
h a head, a red ticket and a letter fron1 the ,vord 'SPUR' using A, C and D.
4 Probability
mKai-Lin, Su-Lin, Mark and Chris are all to co1npete in a different age race to111orro,v. Kai-Lin
has 1 chance in 4 of winning, Su-Lin has 3 chances in 5, Mark has 1 chance in 6 and Chris
has 7 chances in 8. Find the probability that:
a Kai-Lin and Su-Lin both ,vin their races
b Kai-Lin, Su-Lin and Mark all ,vin their races
c Kai-Lin, Su-Lin and Chris all ,vin their races
d Mark, Chris and Su-Lin all win their races
e Kai-Lin and Su-Lin ,vin but Mark does not win
f Kai-Lin and Mark ,vin but Chris does not win
g all four people win their races.
IE There are tvvo hats. In the first hat there are SL'< 10c coins and four $1 coins. In the second hat
there are three 10c coins and seven $1 coins.
a If one coin is selected at rando1n fro1n each hat, ,vhat is the probability they w ill both be
10c coins?
b If one of the hats is selected at randon1 and then a coin is chosen at randon1 fi-0111 that hat,
,vhat is the probability of selecting a $1 coin? (Hint: The $1 coin could be chosen fro1n
either hat.)
liJ There are 5 goats and 5 sheep in a paddock. An anin1al is selected at rando1n. This is done
three ti1nes. What is the probability of the third anin1al chosen being a goat if:
a after each selection the anin1al is returned to the paddock?
b each anin1al chosen is not returned to the paddock and the first t,vo anin1als are:
i both goats
ii both sheep?
mThe probability of 111y spending Christ1nas Day in Sydney is ,7 the probability of 1ny
0,
1.
spending it in London is / 0 and the probability of 111y spending it elsewhere is 1 E:>q>lain
,vhy the probability of n1y spending the day in both Sydney and London is not 1~ X 1~.
THE MONTY HALL PROBLEM

A quiz show host, Monty Hall, ,vould give his contestants a choice of three doors. Behind one
was a car; behind the other tvvo ,vere goats.After the contestant had nan1ed a door, Monty, who
kne,v where the car was hidden, ,vottld open one of the other doors, to sho,v that it did not
contain the car. He would then offer the contestant the opportunity to s,vitch fro1n their
original choice to the other door not yet opened.
Questions Door2 Door3
1 Wottld the contestant in1prove his or her
Door 1
chances of ,vinning the car if they changed • •
fi-0111 their original choice?
• ?• Contestant's
choice
2 Should the contestant change their choice
or not? Give a reason for your answer.

The multiplication rule
for dependent events
If events are dependent ,ve can still use the 1nultiplication rule, provided that the second step, and
any other steps that follo,v, are the probabilities of the events happening given that the earlier
events have already happened. (These probabilities are conditional probabilities.)
If the events A and B are dependent, the probability of both occurring is:
P(A and B) = P(A) X P(B), ,vhere P(B) is the chance B occurs given that A has already occurred.
T,vo 1novies are to be chosen at randon1 fro1n the n1ovies P, Q, R and S.

The first n1ovie chosen ,vill be sho,vn on Monday and not replaced
(so the sai11e n1ovie is not sho,vn on both nights). T he second n1ovie
El
mm
,vill be sho,vn on Tuesday. What is the probability that Movie P will
be sho,vn on Monday and Movie S w ill be shown on Tuesday?
Solution
Once the first n1ovie has been chosen, there ,vill only be three 1novies left fro1n ,vhich to
choose the second 1novie.
P(A and B) = P(A) x P(B)
P(P then S) = P(P) X P(S if P has already been chosen)
= ~ X j (Once the first i~ chosen, only 3 movies remain.)
_ 1
- 12
There is a 1 in 12 chance that Movie P ,vill be sho,vn on Monday and Movie S on Tuesday.
T,vo counters are chosen at randon1 without replacem ent fron1

three red and tvvo green counters. Find the probability of choosing:
a two red counters b a red and a green in any order.
-
....
Solutions
a P(A and B) = P(A) x P(B)
P(two red) = P(red) X P(red if a red has already been chosen)
= ~ X ~ (Once the first red is chosen, 2 of the ren1aining 4 counters are red.)
= ..2...
20
(or .l)
10
b P(a red and a green in any order) = P(R then G) + P(G then R)
= (1.5 X 2)
4
+ (?:, X 3)
4
_ 6 + 6
- 20 20
= 1~ (or ~)
4 Probability
Three counters are chosen at randon1 without replacement fron1 three red and tvvo green
counters. Find the probability of choosing:
a three red counters b two green then a red.
Solutions
a P(A and Band C) = P(A) x P(B) x P(C) b P(t,vo green then a red)
P(3 red) = P(G) X P(G given G on the 1st choice)
= P(red) X P(red if the first choice ,vas red) X P(R given t\vo greens chosen)
X P(red if the first two choices were red)
= 52xlxl.
4 3
_ 6 1
= ~x~x1 - 60 (or 10)
_ 6 (or 1o
-
1 )
60
Using tree diagrams

If the probabilities are placed on
Tree diagra1ns can be used to sho,v the probabilities of the ar1ns of a tree diagra1n, ,ve
events in t,vo- and three-step eiq,erin1ents. We place the
can find the probability of a
probability of each event on the ar111 leading to that event.
1nulti-step event by 1nultiplying
1'\Jote: the probabilities on the arn1s of
• On each ar1n of the tree diagra1n, the probability of that that event. This is aho useful for
choice is shown. To find the probability of a particular co1npound events that can be
outcon1e, ,ve n1ultiply the probabilities on the ar1ns of achieved in n1ore than one ,vay.
that outco1ne.
• In Case A the choices are independent events, as the ticket chosen is replaced after each
choice. The probabilities for each selection do not change fron1 one choice to the nex'1:.
• In Case B the choices are dependent events, as the chosen ticket is not replaced after each
choice. The probabilities for each selection change fron1 one choice to the next, as the nun1ber
of tickets available to be chosen is decreasing. The probabilities for the second selection are not
the san1e as the probabilities for the first.
Case A (Independent events)
Four red and three blue ticket~ are placed in a box and tickets are chosen at rando111 with
replac ement. The probability tree diagrai11s for selecting t\vo and three tickets are shown.
P(RR)= yx y 4 ~ P(RRR) = yx yx y
4/ ~ ~ r,::;i 4 4 3
7 -J!j P(RRB) = 7 x7X 7
P(RB) = yx t 4
P(RBR) = 7 x 7 x 7
3 4
11!] P(RBB) = ~X t t X
Start ~ 3
7 4 R P(BRR) = 7 x 74 x 74
3 4 3
B P(BRB) = 7 x 7 x 7
t ~ P(BB) = t t
X t J. B /7~ P(BBR) = tx tx y
1 st choice l 2 nd choice
1 St choic~' t----@ P(BBB) = t t t X X
2 nd choice L 3 rd choice

• If t\vo ticket5 are ch osen, a blue and a red ticket could be ch osen in t\vo ,vays.
P(blue and red) = P(blue then red) + P(red then blue)
= P(BR) + P(RB)
= (~ X j) + (j X ~)
_ 24
- 49
• If three tickets are chosen, t\vo reds and a blue ticket could be chosen in three ways.
P(2 reds and a blue) = P(2 red5 then blue) + P(red then blue then red) + P(blue then 2 reds)
= P(RRB) + P(RBR) + P(BRR)
= {jXjX~) + {jX~Xj) + (~XjXj)
144
= 343
Case B (Dependent events)

Four red and three blue tickets are placed in a box and tickets are chosen at rando1n without
replacement.T he probability t ree diag ran1s for selecting two and three tickets are sh o,vn.
r;::;i 43 r;::;i 432
~ P(RR) = 7 x 6 2 _,,.~ P(RRR) = 7 x 6 x 5
[( - "' ¾~[!] P(RRB) = o/ X¾X¾

I ~ P(RB) = o/ X ¾ - -.. ----s;:;ys3 _,,.'fil
6 ~
L.'.:l
P(RBR) = o/ X ¾X ¾
s' [!) P(RBB) = o/ x ¾x ¾

Start r;::;i
~ P(BR) = t x ¾ 1,,.~ P(BRR) =
3
7
x 64 x 53
6
3
7\ ~ ~- [!] P(BRB) =
7
x 64 x 52
~
1 st choice t
P(BB) = t x¾ ~l ~v0 P(BBR) =
3
7
x 62 x 54
2 n d choice
1 st choice t i-----lII 3 2
P(BBB) = 7 x 6 x 5
1
2 nd choice
3rd choice
l
• If t\vo tickets are ch osen, a blue and a red ticket could be ch osen in t\vo ,vays.
P(blue and red) = P(blue then red) + P (red then blue)
= P(BR) + P(RB)
= (27 X i)
6
+ (.i7 X 3)
6
= 24
42
(or .i)
7
• If three tickets are chosen, t\vo reds and a blue ticket could be chosen in three ways.
P (2 reds and a blue) = P (2 red5 then blue) + P (red then blue then red) + P(blue then t,vo reds)
= P(RRB) + P(RBR) + P(BRR)
= (i7 X 63 X :,~) + (.i7X63 X1.)
5
+ ( 3 X.i X1.)
76 5
= 108 (or .lli)
210 35
4 Probability
Exercise 4:06
D To select a captain and vice-captain fron1 our teai11 of five players we placed our five naines
in a hat and dre,v out tvvo nai11es at rando111, the first to be captain, the second to be
vice-captain. What is the probability that:
a I ,vill be captain and 111y tean1-111ate,Jo, ,vill be vice-captain
b Jo ,vill be captain and I ,vill not be vice-captain
c neither Jo nor I ,viii be captain or vice-captain?
II T,vo different given nan1es are to be chosen at randon1 fron1 Hannah,Joy,Joanna and Belle.
Hannah Joy is a different outco111e to Joy Hannah. What is the probability that the outco111e:
a ,vill be Hannah Joy b will not be Hannah Joy c ,vill start ,vith Hannah?
El Six cards, nun1bered 1 to 6, are placed in a hat. Two of these are chosen at randon1, ,vithout
replacen1ent, to n1ake a tvvo-digit nun1ber. The cards chosen are placed in order, the first
beco111ing the tens digit. What is the probability that the nun1ber fonned:
a ,vill be 65 b will be 12 or 13 c ,vill not be 12 or 13?
Three of these cards are chosen at rando111, ,vithout replacen1ent, to 111ake a three-digit
nu111ber. T he cards chosen are placed in order of choice, the first becon1ing the hundreds digit.
What is the probability that the nu111ber forn1ed:
d ,vill be 123 e will be 123 or 124 f ,vill not be 123 or 124?
D T,vo tickets are chosen at randon1 without replacement fro111

20 tickets n1arked 1 to 20. Find the probability of choosing: ticket
a the 7 and then the 14 b tvvo even nun1bers

**
7 **
c two odd nu111bers d tvvo one-digit nun1bers
e two tvvo-digit nun1bers f an odd then and even nun1ber
g two three-digit nun1bers h tvvo n1ultiples of 10. ticket
If three of these tickets are chosen at randon1 without replacen1ent, ..14 .•

find the probability of choosing:
three one-digit nun1bers j the 5, the 10 and the 15 in that order
k three odd nun1bers l three nun1bers that are not all odd.
II T,vo counters are chosen at randon1 without replacement fi-0111 two red
and five green counters. Find the probability of choosing counters that are: -
a both red b not both red ..
c both green d a red and a green in either order.
If three counters are chosen at randon1 ,vithout replace111ent,
find the probability of choosing:
e three green counters f three red counters
g two green then a red h tvvo green and a red in any order.

II Ton1's grandchildren each chose one jelly bean at rando1n fro1n a jar
containing eight jelly beans. Six of these ,vere green and tvvo ,vere
red. Find the probability that the first tvvo jelly beans chosen ,vere:
a a green then a red
b both green
c both red
d not both red
e a red then a green
f a green and a red in any order.
Find the probability that the first three jelly beans chosen ,vere:
g tvvo red and then a green h t,vo green and then a red
i all green j not all green.
D Fro111 a hat containing three yello,v and five red tickets, three tickets are chosen at rando1n
without replacement.
a What is the probability of choosing three red tickets?
b What is the probability of choosing one red ticket and t\vo yello,v tickets in any order'
A coin is tossed and a ticket is chosen at rando111 fro111 a hat containing two red and eight
blue tickets. The probability of each step has been placed on the appropriate branch of the
tree diagran1. Find the probability of obtaining:
a a head and a red ticket
b a head and a blue ticket
c a tail and a red ticket
d a tail and a blue ticket
e a tail and any colour of ticket
f a head and any colour of ticket
g a blue ticket with either a head or a tail
h a red ticket ,vith either a head or a tail.
II A coin is tossed, a ticket is chosen at rando1n fro1n a hat containing tvvo red and eight blue
tickets, and a counter is chosen at rando1n fron1 one yellow and two green counters. The
probability of each step has been placed on the appropriate branch of the tree diagra1n.
Find the probability of obtaining:
a a head, a red ticket and a yello,v counter
b a head, a blue ticket and a green counter
c a tail, a red ticket and a yello,v counter
d a tail, a blue ticket and a yellow counter
e a head, a blue ticket and a yellow counter
Start
f a tail, a red ticket and a green counter
g a head, any colour of ticket and a yellow counter
h a tail, any colour of ticket and a green counter.
4 Probability
Tv.ro tickets are chosen at rando1n fro1n a hat containing one purple, five green and SL'C yello,v
tickets. The first ticket is replaced before the second is chosen. The probability of each
step has been placed on the appropriate branch of the tree diagran1. Find the probability
of choosing:
a two purple tickets
b two green tickets
c a green then a yellov,r
d a yellow then a green
e a green and a yellov,r in any order
f no yello,v tickets
g at least one yellov,r
h two green tickets kno,ving that the first ticket was green
two yellow tickets knowing that the first ticket ,vas yellow
J two tickets that are not the san1e colour.
DI T,vo tickets are chosen at rando1n fro1n a hat containing one purple, five green and SL'C yello,v
tickets. The first ticket is not replaced before the second is chosen. The probability of
each step has been placed on the appropriate branch of the tree diagran1. Find the
probability of choosing:
b two green tickets
c a green then a yello,v
e a green and a yello,v in any order
f no yello,v tickets
g at least one yello,v
h two green tickets kno,ving that the first ticket was green
two yellow tickets knowing that the first ticket ,vas yellow
mTwo tickets are chosen at rando1n fron1 a hat containing one purple, two yello,v and three
green tickets. The first ticket is replaced before the second is chosen. Create a probability
tree like the one in Question 10. Place the probability of each step on the appropriate branch
of your tree diagran1, and then use your diagrai11 to find the probability of choosing:
b two green tickets
ticl<.et
c a green then a yello,v •• ••
ticket
e a green and a yello,v in any order •• ••
ticket
f no yello,v tickets ••
•• ticket
g at least one yello,v ticket ••
h two green tickets kno,ving that the first ticket was green tic\<.et
ticket
two yellow tickets knowing that the first ticket ,vas yellow •• •• ••
••

IEJ T"vo tickets are chosen at randon1 fron1 a hat containing two purple, five yellov,r and
three green tickets. T he first ticket is not replaced before the second ticket is ch osen.
Create a probability tree like the one in Question 11 . Place the probability of each step
on the appropriate branch of your tree diagran1, and then use your diagra1n to find the
probability of choosing:
a C\,vo purple tickets b t,vo green tickets
ticl<et
••
..
tic1<et
••
c a green then a yellow d a yellow then a green
ticket ticket
e a green and a yellow in any order •• •• ••
••
f no yello,v tickets ticket
ticket
g at least one yello"v •• ••
tic1<et
h C\,vo green tickets kno,ving that the first ticket \,Vas green •• •• tic\<.et
••
C\,vo yello"v tickets kno,ving that the first ticket \,Vas yello"v
ticl<et
j C\,vo tickets t hat are not the sa1ne colour. •• ••
mT hree tickets are ch osen at randon1 without replacement fro1n a hat containing purple SL"'<
and three green tickets. The probab ility of each step h as been placed on t he appropriate
branch of the tree diagran1. Find t he probability of choosing:
a three purple tickets b fewer than three purple tickets
c three green tickets d fewer than three green tickets
e three tickets that are the san1e colour
f a green then two purples
g C\,vo purples then a green
h a purple then a green t hen a purple
C\,vo greens and a purple in any order
j any outcon1e "vhere the last ticket chosen is green
k any outcon1e "vhere the last ticket chosen is not green
l three green tickets knowing that the first ticket ,vas green
m three purple tickets kno,ving that the first ticket \,Vas purple.
IE T hree ticket~ are ch osen at randon1 without replacement fro1n a hat containing four purple
and six green tickets. Create a probability tree like the one in Question 14. Place the
probability of each step on the appropriate branch of your tree, and then use your diagra1n
to find the probability of choosing:
a three purple tickets b fewer than three purple tickets
c three green tickets d fewer than three green tickets
ticket
e three tickets that are not all the san1e colour tic1<et •• ••
f a green then two purples
g C\,vo purples then a green
··.:::::-
••
ticket
••
h a purple then a green t hen a purple ••
C\,vo greens and a purple in any order ticket
••
j any outcon1e "vhere the last ticket chosen is green ticket ••
k any outcon1e "vhere the last ticket chosen is not green ••
l three green tickets knowing that the first ticket ,vas green ticket licl<et
m three purple tickets kno,ving that the first ticket \,Vas purple. • • •• •• ••
Im Find the probability of ch oosing three consecutive nun1bers at rando1n, ,vithout replacen1ent,
fron1 the nu1nbers 1 to 9. {Hint: Use the n1ttltiplication rule for dependent events.)
4 Probability
complementary event outcomes
• the co1nple1nent of'an event happening' • the possible results ,vhen a trial is to be
is that 'the event does not happen', perfonned,
e.g. If the event is 'throwing a 6', the e.g. the possible outcon1es ,vhen tossing
co1nple1nentary event would be a dice are 1, 2, 3, 4, 5, and 6
'not throwing a 6' probability P(E)
dependent events • the chance of an event happening.
• the occurrence of the first event affects This will be a nu1nber betvveen O and 1
the chance of occurrence of the second or equal to O or 1
event. T he probability of the second event random
is affected by the outco1ne of the first • choosing at randon1 does not affect the
experimental probability likelihood of any outco1ne
• the predicted chance of occurrence based relative frequency
on the relative frequencies taken fro1n a • this is the san1e as the eiq,erin1ental
chance experin1ent probability
experin1ental probability = relative frequency =
nun1ber of ti1nes event occurred frequency of an event
total ntu11ber of trials total frequency
independent events sample space
• the occurrence of the first event does not • the set of all possible outcon1es,
affect the chance of occurrence of the e.g. 1, 2, 3, 4, 5 and 6 on a norn1al dice
second event. The probability of the theoretical probability
second event is not affected by the • the likelihood of an event occurring
outco1ne of the first under ideal circun1stances,
multiplication rule for multi-step events e.g. the probability of rolling a 6 on
• ,vhen t,vo events are independent, the a norn1al dice is J
probability of both occurring is: trial
P(A and B) = P(A) x P(B) • one case of carrying out a chance
• when t,vo events are dependent, the experu11ent,
probability of both occurring is: e.g. one spin of a spinner
P(A and B) = P(A) x P(B), ,vhere P(B) two- and three-step chance experiments
is the chance B occurs given that A has • each step is carried out in turn. T he
already occurred experin1ent n1ay be undertaken ,vith
mutually exclusive events replacen1ent or ,vithout replacen1ent,
• events that cannot occur at the san1e tin1e. e.g. dra,v tvvo counters fi-0111 a bag
T hey have no elen1ents in conm1on, containing t\vo blue and three red
e.g. tossing an odd nun1ber on a dice and counters ,vithout replace1nent
tossing a 4

PROBABILITY
1 a A card is chosen at randon1 fron1 a standard pack. Find the probability that the 4:0 1
card is:
i a red King ii not a red King.
b Given that an odd nun1ber has been rolled on a nonnal dice, find the
probability that the nun1ber is:
. ~
I ::> ii not 5.
2 Using a fair coin, I have tossed five heads in a ro,v. 4:02
Is the probability of tossing a head on the nell.'1: toss:
A less than 50% 8 50% C 1nore than 50%?
3 Three blue, t\vo red and one green counter are placed in a bag. Second choice 4:03
One is taken at randon1, replaced and then a second 8, 82 83 R, ~ G,
00 00 00
counter is chosen. 8, 88 88 88 BR BR BG
00 00 00
The table sho,vs all possible outco1nes. ~ 88 88 88 BR BR BG
a What is the probability that both counters are blue? 00 00 00
~ 88 88 88 BR BR BG
b What is the probability that both counters ,vill be R, RB RB RB RR RR 0RG 0
blue if we already know that the first counter chosen u: ~ RB RB RB RR RR 0RG 0
was blue?
c What is the probability that the t\vo counters ,vill be
G, GB GB GB a~ a~
GG
a red and a green (in any order)?

4 Three blue, t\vo red and one green counter are placed in a bag. Second choice 4:03
One is taken at randon1. This ti1ne, the first counter 8, 82 83 R, R2 G,
00 00
is not replaced before the second counter is chosen. 81 88 88 BR BR BG
The table sho,vs all possible outco1nes. 00 00
82 88 88 BR BR BG
"'u
·5 00 00
a W hat is the probability that both counters are blue? .c 83 88 88 BR BR BG
u 00
b What is the probability that both counters ,vill be R, RB RB RB RR RG
blue if we already know that the first counter R2 RB RB RB RR ~a
chosen ,vas blue?
c What is the probability that the t\vo counters ,vill be
G, GB GB GB a~ a~
a red and a green (in any order)?
5 One blue, one red and one green ticket are 4:03
Start
placed in a bag. T hree tickets are chosen
1 St
,vithout replace1nent after each choice choice
is 1nade. The tree diagra1n sho,vs all
2nd R 8 8
possible outcon1es. choice
Find the probability of choosing three 3rd

G
choice G
tickets so that they are:
a red then blue then green b all blue c three different colours.
4 Probability
6 Find the nu1nber of outco1nes in the san1ple space if: 4:04
a a fair dice is tossed t,vice
b a coin is tossed three tin1es
c two tickets are chosen fron1 five ,vith replace1nent
d two tickets are chosen fron1 five ,vithout replacen1ent
e three tickets are chosen fro1n five ,vith replacen1ent
f three tickets are chosen fro1n five ,vithout replace1nent.
7 Four yellow and tvvo red tickets are in a box. T,vo tickets are to be chosen fron1 4:04
the box at randon1 ,vithout replace1nent.
a What is the probability of choosing t,vo yello,v tickets?
b What is the probability that the two tickets ,vill be different colours?
8 Three yellow and five red counters are in a glass. Three counters are chosen at 4:04
rando1n, ,vithout replace1nent.
a What is the probability of choosing three red counters?
b What is the probability of choosing t,vo yello,vs and a red?
9 a I have tvvo containers. One has three green tickets and seven blue tickets. 4:05
T he other has two red tickets and three yello,v tickets. If I choose a ticket
fro1n each container, ,vhat is the probability of 1ny choosing a green ticket
and a yello,v ticket?
b A norn1al dice is rolled, and a fair spinner sho,ving D, E, F and G is spun.
What is the chance of rolling an odd nun1ber on the dice and spinning a G
on the spinner'
10 T,vo 111ovies are to be shown at randon1 fro1n the 1novies A, B, C , D and E. T he first 4:06
1novie chosen ,vill be sho,vn on Monday and not replaced, and the second chosen
will be sho,vn on Tuesday. What is the probability that n1ovie B ,vill be sho,vn on
Monday and n1ovie D will be shown on Tuesday?
11 a T,vo counters are chosen at randon1 ,vithout replacen1ent fro1n three red and 4:06
two green counters. Find the probability of choosing:
i two red counters
ii a red and a green in any order.
b If three counters are chosen at rando1n without replacen1ent
fro1n three red and t\vo green counters, find the probability
of choosing:
three red counters
ii two green then a red.

1 Fron1 a standard pack of 52 cards, a card is chosen at randon1. What is the probability that the
card ch osen is:
a a nun1ber b et\veen 3 and 8 b a club that is a picture card
c not a red Jack d not a club that is a picture card?
2 An unkno,vn nun1ber of tickets were placed in a hat.

Here is the result of 100 trials,
T,vo tickets ,vere drawn fron1 the hat ,vithout replacing the
taking two t ickets from a hat
first ticket. This was repeated 100 tin1es to obtain t he results
without replacement.
in the table. Use these results to find, as a percentage, the
Outcome Frequency
experi1nental probability of choosing:
a a blue and a green ticket two blue 21
b tvvo blue tickets two red 12
c fe,ver than tvvo blue tickets
two green 8
d exactly one blue ticket
e at least one blue ticket blue and red 30
f tvvo tickets of the san1e colour. blue and green 18
red and green 11
Total: 100
3 I bought 5 of the 100 tickets in a raffle. Three prizes are to be dra,vn in order.
Find the probability that:
a I w ill ,vin tl1e first prize dra,vn
b I w ill ,vin tl1e second prize dra,vn given that I did not ,vin the first prize drawn
c I w ill ,vin tl1e third prize dra,vn given that I did not w in eitl1er of the first tvvo prizes
d I w ill ,vin tl1e third prize dra,vn given that I have already won one prize.
4 Use the pictures on the right to ans,ver t hese questions. Find the probability of:
a spinning a C on the spinner then tossing a tail on a coin
b rolling a 5 on a dice then spinning a D on the spinner
c choosing a green ticket at randon1 fron1 tl1ese tickets then tossing
a head on a coin
d spinning a vo,vel then tossing a head on a coin
e choosing a yello,v ticket at randon1 then spinning a letter of t he
,vord CAFE
f rolling an even nun1ber on a dice tl1en spinning a consonant on the spinner.
4 Probability
1 The travel graph shows the journeys ofJan1es
and Callun1 bet,veen to,vn A and to,vn B. B-50
(They travel on the san1e road.)
a Ho,v far fron1 A is Callun1 w hen he 40
"E
con1n1ences his journey? ~
., 30
b Ho,v far is Jan1es fro1n B at 2:30 pn1' ()
C
James
.ig
c When do Ja1nes and Callun1 first 1neet? i5 20
d Who reaches to,vn B first?
10
e At w hat ti1ne does Callun1 stop to rest?
A- 0
10 11 noon 1 2 3 4 5
Time
2 Water is poured into each container at a constant rate. The graphs indicate the height of the
,vater in each container against ti111e. Match each graph w ith the correct container.
a r '---""' b c d ---
. --- ------
A /, 8 /, C " D"
t I t I
3 Explain ,vhy each of these triangles is i1npossible.

a b C
10cm
22cm
8cm
8cm
4 How n1any sides are drawn ,vhen 40 regular hexagons are joined in a ro,v, as as sho,vn below?
5 How n1any t\vo-digit nun1bers can be 111ade fro1n the digits 0, 1, 2 , 3, 4 and 5 if the nun1ber is
a 1nttltiple of 5, and no digit is used 111ore than once in the san1e nu1nber'

1 a Write an eiq>ression for the average of x, y and z . 1:02
b Write the square of the stun of n1 and n.
c Write the sun1 of three consecutive odd nun1bers if the first is 111.
2 T he points A(-2, 5) and B(4, 7) are joined. Find: 1:10

a the 1nidpoint of AB
b the length of AB
c the gradient of AB
d the equation of the line AB
e the equation of the line that passes through (5, 12) and is parallel to AB.
3 a Solve the equation 7(y + 3) - 2(8 - 3y) = -21. 1:07

b Solve the si1nultaneous equations 4x - 3y = 13 and 2x - y = 9. 1:09
2
c Solve x - 8x + 2 = 0, leaving your ansv.rer in surd forn1. 2:03
4 a P is directly proportional to M, and ,vhen M is 0·3, P is 6. Find the value of P 1:14

,vhen lvf is 5·2.
b B is inversely proportional to E, and ,vhen Eis 5, Bis 8. Find the value of B
,vhen E is 2.
5 Use trigonon1etry to find the value of the pronun1eral, correct to one deci1nal 1:12
place.
a b c xcm
xcm ycm
V 7cm
29° 37°
23cm 20cm
6 Use trigonon1etry to find the size of 0, correct to the nearest 1ninute. 1:12
a ~ 5cm b 10cm c 4-Scm ~B 15cm

6cm
0
12cm □ O
4 Probability
Another 9reat
space raver!
Surd conversions
DONE HERE -
Discover your roots•
~ ..
Contents
5:01 The rea l number system Fun spot 5:04 What do Inu its sing at birthday
Cha ll enge 5:01 Proof that ✓ 2 is irrational parties?
Investigation 5:01 f-stops and ✓ 2 5:05 Binomia l prod ucts
5:02 Surds Investigation 5:05 Iteration to find square roots
5:03 Add ition and subtraction of surds 5:06 Rationalising the denominator
5:04 Mult iplication and division of surds Maths terms, Diagnostic test, Assignments

Number and Algebr a
Selections from S11rds and Indices (Stage 5.3§]
• Define rational and irrational nu,nbers and perform operations ,vith surds and fractional indices (ACMNA264)
The real number system
et PREP QUIZ 5:01
Evaluate:
1 42 2 72 3 20
2
4 62
. + ::>~2
5 .Jsi 6 ../64 7 ✓144 8 ✓4 +✓25
Use a calculator to find an approxin1ation correct to six decin1al places for:

9 ✓2 10 ✓11+5
The real nu1nber systen1 is n1ade up of tvvo groups of nun1bers: rational and irrational nun1bers.
Rational numbers
a
Any nun1ber that can be ,vritten as a fraction, - , ,vhere a and b are ,vhole nun1bers and b -:f. 0,
b
is a rational nun1ber. These include integers, fractions, 1nixed nun1bers, ternlinating decin1als
and recurring decin1als.
7 3 - · [c;";
e.g. 8 , 6 5 , 1·2:,, 0·07, 0·4, v81
These exan1ples can all be ,vritten as fractions.
7335
- - - 7 -49
- -
8'5 '4 '100 ' 9'1
An integer is a rational nun1ber ,vhose deno1ninator is 1.
Irrational numbers
a
It follo,vs that irrational nu1nbers cannot be ,vritten as a fraction -
b
,vhere a and b are w hole nun1bers. We have n1et a few nun1bers
like tllis in our study of the circle and Pythagoras' theoren1.
e.g. 7r, ✓2, lf4, J3 + 2
The calculator can only give approxin1ations for these nun1bers.
The deci1nals continue ,vithout ternlinating or repeating.
3·14159265 .. . , 1·41421356 ... , 1·58740105 .. . ,3-73205080 . ..
Irrational numbers on the number line

Although irrational nu1nbers cannot be given an exact decin1al value, their positions can still be
plotted on the nun1ber line. As can be seen ,vhen using Pythagoras' theoren1, a nun1ber such as
✓ 2 can correspond to the length of a side of a triangle, and so this length can be sho,vn on a
nu1nber line.
5 Surds
Exaniine the diagran1 on the right. ''
fi ''
''
T he position of ✓ 2 can be 111arked on a nun1ber line 1
using a co1npa.5s open to the length of the hypotenuse 1

0
2
of the triangle. (This agrees ,vith the decin1al
approxin1ation fi-0111 the calculator of 1·414213 56.)
The previous construction can be extended to give ------------- ' ----
'
'
the position of other square roots on the nu1nber line. '
'
''
Another irrational nun1ber you have 111et before is 71".

You should know that it ha.5 an approxin1ate value
_ -1 0
It
_,__,__.__.,__..,_
1
~~-
2 3 4 5
of 3-142, so it ,vould lie on the nu1nber line in the
position sho,vn.
Exercise 5:01 That looks ,- - - -
D For each nun1ber write rational or irrational. (A calculator ,night

help you to decide.)
a 7
10 b ✓2 C 0·3 d 1-2l e 1·6
✓16
.
f 7f" g .Js h 3
4 J 0-99
k 22
7
l 9 m J62s n 0·666 0 70
p Ju q 11 r 1+-/3 s Ji t ✓4 + -/9
u 0·0005 V 1--/9 w -./3 X ✓7 +✓2 y m z lf0
II Use your calculator to find an approxin1ation correct to one deci1nal place for the follo,ving.
Also use these values to show the position of each on a nun1ber line.
a ✓2 b ./3 c ../s d J6 e ✓7
f .Js g ../10 h Ji2 J20 J 7f"
El Bet\veen which t,vo consecutive integers does each nun1ber below lie?
a Ji1 b -/18 C J41_ e J95
f ✓125 9 ✓180 h J250 J .J9oi
D Arrange each set of nun1bers belo,v in order, fro1n s1nallest to largest.
a .J5,2, J3 b .Js,3, 7f" c ../10, Ji2, 3
d 7, ✓40,Jso,6-5 e 7f", ✓2,2·1,Ji2 f 5·6,.Ju,6,../36
g 8·1 , .J65, 7-9, M h J98,10, Ji02, 10-1 3·1,71",-/9,3-2
J ✓20,4·1,4·5 , ✓21 k 20,../m, 21 ,,J420 l .J60Ci,../610,24,25

II T his diagra1n sho,vs another construction for locating square roots on the nu1nber line. Use
a set square to dra,v the triangles on graph paper, then use a co1npass to dra,v the arcs on the
nun1ber line. Extend your diagran1 to sho,v ../6. Check the accuracy of your constructions
,vith your calculator.
-- ..... ----- --- .. .. .. -
1 --. . .... .. -.' ..
\
C .. .... .. ..
·-- . ·. ',
1 '' '' ''
V4
I
"'31 / ',
''
'
'..
'
'
''
'. \ ' ..
'
'
'
''
'
'' ' '

V5 V2 '' • • '
1 '' '' •• '•
' • '' '' ''
; '• ' '
' '
0 1 ../2 ../3 2 ../5
II To sho,v 111ultiples of a square root on the nun1ber line ,ve can use a co111pass to 1nark off
equal intervals.
--- 2 2 --- 3V2

a R .e peat the constructions in Question 5 to find the position of J2 on the nun1ber line.
Then use a co1npass to 111ark the position of2-/2 and 3-/2.
b Dra,v a diagran1 and sho,v the position of ./3, 2./3 and -./3 on a nu1nber line.
D The position of 7r on the nun1ber line can be sho,vn by doing the
Why ir itro?
following. Use the dian1eter of a twenty-cent coin to n1ark off units
on a nun1ber line.
-- ...... .......... .. - -....
,,
'
'
' ,,
.- -' ' ' ,,
, - '
'
, '' , ' ' ,, '
'
,,' ,,'
0, ,
,1, , :2, ,
'' '
'' ,, '' ,,
- --- - . '
-- -- -.. - .. -- - .
T hen 111ark a point on the circu1nference of the coin, align it ,vith zero
on the nu111ber line, and roll it along the line carefully until the 1nark 111eets
the nu1nber line again. This ,viii show the position of 7r on the
nun1ber line.
0 1 2 3 4
5 Surds
PROOF THAT ✓2 IS IRRATIONAL
Let us suppose that ✓2 is rational and, therefore, can be ,vritten
/,,ere nvmberr
as a fraction in the fonn p ,vhere p and q are positive integers and are abrvrd.
q
*
q 0, with no common factor . (This assun1ption is essential.) TJ,,ey can' t
be i,.,,itten ar
✓2 =p an exact
q
decimal.
- p2
2- 2 (squaring both sides)
q
2q-? = p2
2
This last step i1nplies that p 111ust be divisible by 2 (2 is pri1ne).
T herefore 2 1nust divide into p exactly. Perhapr
tJ,,at' r
: . p can be expressed in the forn1 2k for so1ne integer k.
:. 2q2 = (2k) 2
? ?
2q- = 4k-
q2 = 2k2
Now, as for p above, it can be argued fro1n this last step that q 1nust be divisible by 2. But p and
q were said to have no con1111on factor, hence a contradiction exists. So our original assu1nption
was ,vrong.
T herefore p and q cannot be found so that ✓2 = qp . Hence, ✓2 111ust be irrational.
• Try to use the 111ethod above to prove that tl1ese are irrational.
1 ✓1 2 ✓5 3M
F-STOPS AND J2
On n1any ca1neras it is possible to change ho,v far the shutter
opens, using ,vhat are called f-stops.
4 5 ·6 8
2 ·8 11
1·4
t 5 ·65685425
1·4142136
2 ·8284271 11 ·313708
l
22·627417
T he f-stops 2 , 4, 8 and 16 are accurate. More accurate readings for

the rest are given below the scale.
• Find the pattern in the accurate f-stops.
- Try squaring each accurate f-stop nun1ber.
- Try dividing each f-stop nun1ber by the one before it.
• Try to discover ho,v f-stops are used.

0 PREP QUIZ 5:02
Find the value of:
1 Ju, 2 .J9 3 -136 4 ✓16 + 9 5 Ju, + .J9
-136
6 ✓16x9 7 .ju, X .)9 8
I! 9
.J9
10 (.Ju,)2
S11rds are nun1erical expressions that involve 5o J5, 3fi, 2 + ~ a11d

irrational roots. They are irrational nun1bers. JIT - Jzo are all rvrdr.
Surds are irrational roots of the forn1 ~ ,
where x is a rational nu1nber, and n is an
integer such that n > 2.
Surds obey the following rules, ,vhich are suggested by Prep quiz 5:02.
[ Rule 1 Fr =✓x xJr_r_.
a ✓100 = ✓4 X ✓2.5 b ✓27 = .,/9 X ,13 c .Js x ✓7 = ✓5x7

= 2X5 = 3x,13 = J3s
= 10 (,vhich is true) = 3,13
Note: .Jx means the positive

Rule 2 square root of x when x > 0 .
.Jx = 0 when x = 0.
a {16 = Ju, b ✓125 + ✓S = ✓125 + 5 C ..J30 + ✓5 = ✓30 + 5

V4 J4 = ✓2.5 =J6
i.e. ✓4 =4 = 5
2
= 2 (,vhich is true)
5 Surds
Rule 3 (✓x )2 =x Note: For Jx to exist, x cannot be negative.
a (✓25)2 = (5)2 b (✓7) 2

=7 C (3 ✓2) 2 = 32 X (✓2) 2
= 25 = 9x2
= 18
A surd is in its sin1plest fonn ,vhen the nun1ber under the square root sign is as sn1all as possible.
To sin1plify a su rd, ex'Press it as the product of t,vo square roots, one being the root of a square
nun1b er.
Si1nplify the following surds.

a Jfs = J9x ✓2 b ✓75 = ✓25 X J3 C 5./48 = 5 X .Jf6 X J3
= 3x ✓2 = 5xJ3 = 5x4xJ3
= 3✓2 =5J3 = 20J3
Exercise 5:02 II ~~~;:ationworks heet502

D Sin1plify:
a J3xJs b JsxJ3 C ✓7 X -/6 d -/6 X ✓7
e JfoxJ3 f ffixJ2 g JDxJs h JfixJ3
✓Sx ✓2
.
I J ✓ 7X✓ 2 k JfixJw l ✓13 x..fi
m .fii + ✓2 n ..fss+ ✓ S o m +.Ju p 54 + ✓ 17
._/38 ✓57 ../60 ✓22
q r s t
✓2 J3 ✓10 .Ju
II Square each of t he surds belo,v (Rule 3).
a .Jf6 b J9 C ✓1 d ✓100
e Js f ✓ 8 g ✓15 h ✓73
2✓ 2
. 3✓5 k 2J3
I J l 5J3
m 7J3 n 2✓ 7 o 9JIT p 6$
q 10✓ 10 r 9.fio s 6✓50 t 15 ✓15
El Sin1plify each of these surds.

a ✓ 8 b .fio C ✓12. d ✓SO
e ✓ 2A f
.
m g ✓45 h ✓54
I ✓28 J .J9o k $6 l J63
m J« n J52 0 ✓108 p J40
q ./99 r ../60 s .J% t ✓76
u ../68 V Jfi6 w Jwo x ✓162,
.........:~ Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3

D Sin1plify each surd and then, taking ✓2 = 1·41 and J3 = 1-73, give a deci1nal approxi1nation
correct to one deci1nal place.
a Jf8 b ✓27 C ✓8 d Ju
e ../32 f ✓48 g ✓so h ✓162
II Write each surd belo,v in its sin1plest fonn.

a 2m b 3✓8 C 2✓ 50 d 4Jfs
e s.fio f 2✓75 g 10✓ 27 h 3✓56
.I 2 ✓125
J 4✓45 k 3./24 l 2✓54
m 7✓56 n 3J"iz o 3J« p sJ9o
q 6✓200 r sJ98 s 9 ✓108 t s./68
II Sin1plified surds can be ,vritten as an entire root by reversing the above process. Express the
following as entire square roots. For exan1ple, 4..fj = Jf6 X J3 = ✓48 .
a 2..f3 b 3✓ 2 c 2✓ 5 d 3J6
e 4✓ 2 f s..fj g 3✓ 7 h 5✓2
i 6'12 J sJ6 k 3M l 4J7
m 6✓ 7 n SM o 7✓2 p 10 ✓2
q 9..fj r 8✓4 s 7../9 t 12..fj
...... Addition and subtraction

of surds
f> PREP OUIZ 5:03
Sin1plify:
1 .f0, 2 .fio 3 & 4 ✓so
Evaluate:
5 ✓ 4+../9 6 ,)4 + 9 (1 dee. pl.) 7 Jf6- ✓ 4
8 ,J16 - 4 (1 dee. pl.) 9 $+~ 10 ,)25 + 36 (1 dee. pl.)
As can be seen fro1n the Prep quiz, if x and y are t\vo positive nun1bers:
• ~ + -fy does not equal ,.}x + y .o
• ~ -Jy does not equal ,.}x - y
✓5 + Ja * ✓13
Jill - g * J3
Only like surds can be added or subtracted. For exa1nple:

2..fj + 4..fj = 6..f3 and 5 ✓2 - 4✓2= ✓2
Ho,vever, ,ve can only tell whether surds are like or unlike if each is expressed in its sin1plest fonn.
5 Surds
When adding or subtracting surds:
• "vrite each surd in its sin1plest forn1
• add or subtract like surds only.
I thil)k I'm be9il)l)il) 9

t o like tJ,i5.
Si1nplify each of the following.

1 4✓ 3 + 7✓3 - 2✓3 2 8✓ 2+✓ 5- ✓2 +2✓5
= 9✓ 3 = 7✓2 +3✓5
3 Js+Jfs 4 ,fis + ✓27 -2 ✓3

Remem ber how in
= 2✓2 + 3✓2 = 5✓3 + 3✓3 - 2✓3
algebra only like
= 5✓2 = 6✓3
terms cou ld be added
5 2✓ 12+3J°48 6 2✓75 - ✓45 + 2✓ 20 or subtracted.
= 2(2✓ 3) + 3( 4✓3) = 2(5 ✓3)- 3✓ 5 + 2(2✓5) e.g. Sx + 3x=8x
= 4✓ 3 + 12 ✓3 = 10 ✓3 - 3✓ 5 + 4✓ 5 7o - 6a =a
= 16 ✓3 = 10 ✓3+✓ 5
Foundation worksheet 5:03

li1 Addition and subtraction of surds
D Sin1plify:
a 3✓ 2+2 ✓ 2 b 4✓3 + 7✓ 3 C 5✓6 + 2✓6
d 10✓ 3 -7 ✓ 3 e 9✓5 -6 ✓ 5 f 4✓2 -3✓2
g .Ji + 4.Ji h 5✓3+✓ 3 9✓6- ✓ 6
J 9✓ 5 + 2✓ 5 + 3✓ 5 k 4M+7Jw-2Jw l 4✓3 - 3✓ 3 + 5✓3
m 10✓ 2 -2✓ 2 - 5✓ 2 n ✓3+7✓3-5 ✓3 o 2.ft + 3.Ji - s.ft
II Sin1plify by collecting like surds.

a 2✓ 5 + 3.Ji +4✓ 5 b .Ji+ 3✓ 7 + 2✓5
C 2✓ 3 + 3✓ 5 + 2✓ 3 + 5✓ 5 d 9✓ 3 + 2✓2 - 7✓ 3 + 3✓ 2
e 6.Jio + s.Ji - sJfo - .Ji f 3✓ 3 + 6✓5- ✓ 3 - 4✓ 5
9 6-lTT - 2..Ji + 2-JTT + s.Ji h 9J2 + 3 ✓3 + 9✓ 3 - 8✓ 2
5✓ 2 + 4✓ 5 - 3✓ 5 - 6✓ 2 j 10.Ji - 2✓5 - 8✓7 - 3✓5
IJ Sin1plify con1pletely.
a Js + ✓ 2 b ✓12 + 2.,/3 C 2✓2. + .Jfs d 2✓5 + 2✓20
e ✓ 27 + 2 ✓3 f 3✓6+ ✓ 24 g 2Js- ✓ 2 h 3✓5- ✓ 20
.
I J32-3J2 J Jfs + J32 k .Ji6 + ✓45 l 2✓27-J°48
m fts-2✓12 n J98 + 3Jso o 3.Jso + 2.ffj, p sJ28+2J63
q 4✓45-2✓20 r 2✓75 - 3J°48
D Sin1plify:
a 2Js - Jf8 + 3J2 b 2.Js+fts- ✓20 C ✓2.7
+ 2✓48 - 5-/3
d 5✓7- J63 + 2J28 e 5✓3 +Jso- ✓12 f 2✓45 + ✓20 + J32
g 9Js + 3✓12 - ✓27 h SM + .fn.- ✓75
........,....,I Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3
Multiplication and division
of surds
_..- - - - - - - - - - --{ Uri119 tJ.e rvrd
rvler, tJ.ere are
Sin1plify the follo,ving. eary!
1 ✓7x..fS 2 ./% +.Ju

3 3-J2 X 5-J2 4 5.Js X 3./6 JxxJy=fiy
4..fj X ✓18 6 ..fS(2..fS - ✓5) Jx+jy=Jx+y
5 Ju
Solutions
1 ✓7 X ..fj = ✓7 X 3 2 ./% + ..f0. = ..J96 +12
= .fii =Js
= 2-fi.
3 3$_ X 5$_ = 3 X 5 X $_ X $_ $_ X $_ = 2 4 5.Js X 3./6 = 5 X 3 X .J8 X ./6

= 15 x2 = 15x ✓48
= 30 = 15x4..fS
= 60..fS
4.fj X ✓18 4..fj X 3$_
5 Ju = 2.fj 6 J3(2J3 - ✓5) = J3 X 2J3 - J3 X Js
= 2x3 - ✓3x5
- 4x3xJ3x $. =6-✓15
2.fj
- 12 X ./6
2.fj
At t his point we cou ld cancel like thi s:
✓
J x Jz =6.Jz
2
f( x 3 x
1tE1
5 Surds
Exercise 5:o, r.'I Foundation worksheet 5:04
. . Multlpllcatlon and division of surds
D Sin1plify these products.

a ✓ 2 X .f5 b ✓5X✓7 C .fj X ✓ll
d ✓Sx ✓2 e .f5 X ✓7 f M X .fi
g ✓2. xJs h .f5x ✓12 ✓5 X .J20
j ./3x ✓6 k ✓5 x.ffo l ✓2XM
m 2./3 X ✓5 n 3✓2. X4 ✓5 o 7✓2 X 2./3
p 5✓2 X 2✓2 q 3./3 X 2./3 r 4✓5X✓5
s 4✓2x3.ffo t 2✓6 X Jg U 4./3 X 2ffi
V 2✓x X3✓x w Jg; x ✓2 x a✓x xa ✓x
II Sin1plify:
a .ffo+ ✓ 2 b Jf5. + J4 C J6 + .fj
d ✓27 + .fj e Jyj_ + Jg f J4s + ✓5
g 5✓2+✓2 h 6✓5+✓5 10./3 + 5./3
j 16.Js +8 k 30✓5 + 10 l 24✓ 7 +24
m 12.ffo+2../s n 9✓12 + 3./6 o 10../ls + 5 ✓5
p .J20 +2 q ..fis+5 r 5Js +10
s ff;+ ✓2 t Js;, + ✓a u .j20p + 2Jp
II Sin1plify fully.
2./3 x2✓6 4✓5 x2./6 2✓5 x3Js
a
4 b .Jfo C
6.fio
../ls x./3 2./3 X J6 3✓7 X 2./6
d
3✓5
e
✓12 f ✓21
2✓6 x5✓5 ✓12. xffi
g
10../ls Jg X 2./6
D Ex'Pand and sin1plify.
a ✓ 2(./3 + ✓ 2) b ✓5(✓5+✓2) C ✓7 (2✓7- ✓2)
d ./3(5 - ./3) e ✓2(2./3 -1) t M(5✓2-4)
g 2✓2(✓2 + 1) h 3✓5(✓5 +2) 4./3(✓2 -./3)
j 3✓6(✓5+ ✓6) k 2✓7(✓7- ✓2) l ./3(7 - 3./3)
m 2✓2(./3 + 2✓2) n 4✓5(✓2 - 2✓5) o 5./6(2✓6 - 3✓2)
p ✓a (✓a +1) q ✓x(2✓x +3) r 2jy(3Jy +2✓x)

WHAT DO INUITS SING AT BIRTHDAY PARTIES?
Ans,ver each question and write the letter for that question in
the b ox above t he correct answer.
Solve:
X X X
A - =5 E - =3 E - = 1-86
2 ~
::> 10
X X X
L - = 0·185 E - = 0·5 ~
0 0·560 = - ~
7 ::> ::>
14
W 5x+3 = 21 y - =1 z 2x-5 = 7-6x
X
Si,nplify:
L 5x-x 0 5x + x y 5xxx E 2xx3y
L x x53
X 0 X
6 .
~ x2 F (2x5)3 G 5x x4
0
D 35x 10-2 E ./169 F ftxft G (3,./3)2

H ✓2+ ✓2 I ✓SO J J3x~ L 3✓7- ✓7
N ✓SO +Jfs 0 5✓2x3../2 R JYi. +../2 s ~+✓2
T J3 + 2J3
1 1 1 1 1 1 11 111 1 1 111
l() 0
N,.....
II II 11 II
~ ~ k k
1 111 1 1 111 11 1 1 111

~
0
(<)
00
~
~N
-.:I' ~
Lf)
r---
N
00 ...
N
. k
LO
(<) - ~
.
I.O ;:...
~ ~u;; l()
'°
(<)
(<)
II
k
0 00
'° N N .
..... II
k
II
~
The design of the Parthenon

is said to be based on the
gol den ratio, 1 : cp
1+ -./5
~iil:l:ii::.!:....:i;i.~~=-.:;.;..-.h..._ _;:::,_____...J where ip = 2
(cp "' 1-618)
5 Surds
Binomial products
f> PREP QUIZ 5:05
Si1nplify the following.
1 ✓ 3x$ 2 ..ffsx.Ji 4 (3✓2) 2 5 3✓2 + 7✓2
6 9✓ 3- ✓ 3 7 3✓ 3 - 3✓3
Expand and si1nplify w here possible.

8 5(,/7 -4) 9 M(M + ✓3) 10 2 ✓3(3✓2- ✓3)
In Year 9, we sav,r ho,v to expand a binon1ial product.
(a + b)(c + d) = a(c + d) + b(c + d)

= ac + ad + be + bd
The sai11e procedure is used if son1e of the tenns are not
pronun1erals but surds. Exanune the follo,ving exan1ples.
Expand and si1nplify:

1 a (✓ 2 + 3)(✓ 2 -5) b (3 ✓2 -../5)(2✓ 2 + 3../5)
=✓ 2 (✓ 2 - 5) + 3( ✓2 - 5) = 3✓ 2(2 ✓ 2 + 3../5)-../5(2✓2 + 3../5)
= (✓ 2) 2 -5✓ 2 + 3✓ 2-15 = 12+9✓ 10-2✓ 10-15
= 2-2 ✓ 2-15 = 7 ✓10 - 3 TJ,,ere ore
=-13-2 ✓ 2 'perfect
J
2 a (2 ✓3 + 5) 2 b ( J7 _ ✓3) 2 ._rq:._v_o ,_e-;;r..,.·;~ ...,.,"-=

= (2✓3) 2
+ 2 X 2✓3 X 5 + (5) 2 = (✓7 ) -2 X ✓7 X ✓3 + (✓3)
2 2
= 12 + 20 ✓3 + 25 = 7 - 2..fii + 3
= 37+20 ✓ 3 =10 - 2..fii Remember
2 2
1
2
(o+b) =a +2ob+b
(o - b) 2 =a 2 - 2ob +b 2
TJ,,ere 9ive
'tJ,,e differe11ce
of t\.lo rqvorer'. 3 a (../s- ✓2)($+ ✓2) = (../5)2-(✓2)2
= 5-2
=3
Remember' b (5 ✓2 - ft)(5 ✓2 + ft) = (5✓2) 2 -( ,/7) 2
(a+b)(a - b) =o 2 - b 2 = 50-7
= 43

Exercise 5:05 . . Binomial products- surds
Expand and sin1plify the follo,ving.
D a (✓2 + 3)(✓2+1) b ( J3 + 5)( J3 -1) C (✓7 - 2)(✓7 - 5)
d (✓2 + J3)(✓2 + $,) e (ft - ,/2)(../5 - J2) t (M + J2)(-F> + J3)

g (5 + ✓2)(-13 + ✓2) h (2-J3)(2 - ✓5) (../6- ✓2)(5-../6)
j (✓2 + -13)(2,/2 + 1) k (J3 + 2../s)(J3+../5) l (2J3 + J2)(J3 + 2,/2)

m (5 ✓2-✓7)(✓7 - 2✓2) n (2✓5 -J3)(5J3 + ✓5) o (✓7-5✓2)(✓2-5✓7)
p (SJ3 + 2.fi)(2J3 - s.fi) q (10M + ft)(2.fi + M) r (SJ3 + 7J2)(7J3-2J2)

s (9✓2 - -13)(4✓2 + 2-13) t (5✓7 + 4)(2✓7 - 7) u (6J3 + 5)(7 - 2J3)
V (..Jx + 3)(.-Jx + 2) w ( ..,/;i + ✓II ) (2 .,f;; + -✓n, ) X (3✓a -2 ✓b)(2✓a +3 ✓b)
El a (J2 + 1)
2
b (J3- 5)
2
C (✓5 +2)2
d (J3 + ✓2)2 e (✓5- ✓2)2 f (J3+.fw)2
g (2J3 + 1)2 h (3,/2 -4) 2 (5+2$) 2

. (2✓2 +✓7)2 k (3✓5+✓10) 2 l (✓7 - 3✓5) 2
J
2 2
m (5J3 + 2,/2) n (7J3 - 2../5) 0 (SM -10-13) 2
p (✓x+✓Y)2 q (2.,f;; + 5)
2
r (3Jp- 2.{q) 2
11 a (✓2 + 1)( ✓2 -1) b (5 + J3)(5-J3)
C (✓10 - 7)(✓10 + 7) d (4 - ✓2)(4 + ✓2)
e (✓2 + J3)( ✓2-J3) f (✓7- ✓5)(✓7 +✓5)
g (M-Js)(M + Js) h (.JIT + ft)(.JIT-ft)

(2J3 - 5)(2J3 + 5) j (6- 3 ✓2)(6 + 3✓2)
k (ft +2J3)(ft-2J3) l (3../5 -J3)(3 ✓5 + J3)

m (5 ✓2-2J3)(5✓2 + 2J3)
Important notice 1
n (2J3 + 3,/2)(2-13 - 3,/2) The two binomials in each part of Question 3 are
conjugate surds.
0 (✓x+Jy)(✓x- ✓r)
Not e that when a binom ial surd is multipl ied by its
p (2 ✓a + 3✓b)(2 ✓a - 3 ✓b) 'conjugat e', the answer is always a rational number.
5 Surds
ITERATION TO FIND SQUARE ROOTS
Iteration is the repetition of a process.
To iterate, repeattJ.,e
We can use a si1nple process to find square roots. proce55 over and over
Example
W ithout using a calculator find J3 correct to four decin1al places.
Step 1 Estin1ate the value of./3.
?
Let E = 1·6 (E- should be close to 3)
To iterate, repeattJ.,e
Step 2 Divide by your estin1ate.
proce55 over and over
3 + 1·6 = 1·875
1·6 X 1·875 = 3
T herefore, J3 1nust lie ben-veen 1 ·6 and 1·875.
Step 3 Average these t\vo nun1bers to get a better estiI11ate.
1 · 6 + 1 · 875
- - - - = 1 · 7375
2
:. J3 : 1 · 7375
• Use 1 ·7375 as the ne,v estin1ate and repeat the steps above (iterate).
E = 1-7375
3 + 1 -7375 : 1 · 72662
1 · 7375 + 1 · 72662 06
- - - - - - = 1·732
2
:. .JS : 1 · 73206
• If,ve use 1·73206 as our next estin1ate ,ve get a better approxin1ation
(i.e. .JS : 1 · 732051).
Now .JS lies ben-veen 1·73206 and 1·732051.
:. .JS =1 · 7321 (4 dee. pl.) Can yov find
ot/.,er v5e5 for
Questions iteration?
1 Use iteration to find each of the follo,ving, correct
to four deci1nal places.
a J2 b Js c .,/io d .JTTo
2 Investigate finding the square root of a nun1ber n,
using iteration of the forn1ula:
2
Ne,v esti1nate = - +-II
x
2x
where x is your last esti1nate and we ,vish to find 01.

Rationalising the
denominator
0 PREP OUIZ 5:06
Sin1plify the follo,ving:
1 .Jsx.Js 2 JwxJw 3 2J3xJ3
4 5✓ 2 xJz 5 2.J6 X J6 6 (✓2 + 1)(✓2-1)
7 (./3- ✓ 2)(✓'3 + ✓ 2) 8 (5- ✓2)(5 + ✓2) 9 (2✓'3 - ✓2)(2✓'3 + ✓2)
10 (5✓ 2-3✓'3)(5✓ 2+3J3)
If a fraction has a surd (i.e. an irrational nu1nber) in its denonlinator, we generally re,vrite the
fraction with a 'rational' deno1ninator by using the n1ethods sho,vn belo,v.
Monomial denominators
For there fractionr, i,.,e multiply top 1 -- ~
and bottom by the rqva re root in

the denom inator.
R .e write ,vith rational denonlinators.
3 3 ✓'3 1 1 ✓2
1 .fj = .fj x.fj 2 5✓2 = 5✓2 X ,J2
t .fS ✓2
- - --
t 5x2
= J3 ✓2
10
✓5 ✓5 J3 2+./3 2 + ✓'3 ✓'3
✓12. = 2 ✓'3 X ✓'3 2✓'3 = 2✓'3 X ✓'3
3
✓15
- --
4
- ✓'3(2 + ✓'3)
Note:
Mult ipl ying by 1is the
2x3 2x3 same as mult iply ing by 1.

✓15 2 ✓'3 + 3
- -- - ---
6 6
5 Surds
Binomial denominators
For t J,,ere fra ct io,., 51
!Ne mvlt iply t op
Rationalise the denonunators for each expression. a,.,d bottom by
5 5 5+ ✓2 tJ,,e c o,.,jv9at e
1 - -= - -X- - of tJ,,e de,.,om i,.,ator.
5-✓ 2 5- ✓2 5+ ✓2
Note:
_ 5(5+ ✓2)
The product of a
25-2 binom ial surd and
25 + 5 ✓2 its conjugate is
- ---
23 alway s rational.
= ✓3- ✓2 2✓3 +✓5 2../3 + ✓S 2../3 + ✓5

2
✓
1
3 +✓2 ✓3 +✓2
1 X
✓3- ✓2
3 ~--
2✓3- ✓5
=~--x~--
2../3 - ✓5 2../3 + ✓S
../3- ✓2 - (2../3 + ✓5)2
- ---
3-2 12-5
= ../3- ✓2 17 + 4✓15
- ---
7
Exercise 5:06
D Rationalise t he denonunator for each of t he follov.ring:

1 1 2 5 3 6
a b C d e f
✓2 ✓S ✓3 Jw ✓2 ../3
10 2 ✓2 ✓3 ✓S ../3
g h J k l
✓S ✓11 ../3 ✓S Jw ✓15
1 2 7 10 $, ✓S
m n 0 p q r
2✓2 s../3 2✓5 2../3 2✓3 5✓2
2../3 sft 2+ ✓3 1+ ✓5 J7 + ✓3 Jfo-./5

s t u V w X
3✓2 3✓5 ✓3 ✓2 2ft SM
II Ex'Press ,vith a rational deno1ninator.
1 1 1 1
a b C d
1+ ✓2 ✓3-1 ✓7 -✓S ✓10+ ✓2
3 5 10 12
e f g h
✓3+2 5- ✓2 ✓5- ✓2 ✓7-✓3
1 . 2 3 1
J k l
2✓3+5 5-2 ✓2 3✓2 +2✓3 4✓3-3 ✓2
5+ ✓2 4+ ✓3 ✓5- ✓3 3✓2- ✓3
m n 0 p
5- ✓2 4- ✓3 ✓5 +✓3 3✓2+✓3
..........:~ Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3

El Evaluate each fraction correct to three significant figures (using your calculator).
T hen rationalise the denonlinator and evaluate the fraction again. Con1pare tllis
answer ,vith your first calculation.
2 3 J3 ✓7
a b C d
✓5 ✓7 2✓2 3✓5
1 J3 ✓5+ ✓7 2../3- ✓7
e f g h
✓7- ✓5 J3 + ✓2 ✓5- ✓7 2../3 + ✓7
D Rationalise each denonlinator, then express as a single fraction.

1 1 1 1 1 1
a - +- b - - -
../6+ Js
✓2 J3 ✓5 ✓2 C
3 5 2 1
f
e ../8 + ✓2 2../3 3✓2
2 5 Js Js ✓
-
2
- -
J3
g 5✓2 + ..ffo h ✓2 + ../3 Js ✓2
1 1 1 1 5 3
J - - - + - - - l ---+ ---
2-../3 2+../3 k Js-../3 6-../3 5 + ../3
conjugate rational numbers

• binonlials that 111ultiply to give the • nun1bers that can be written in the forn1
difference of two squares are the ~ ,vhere a and b are integers (b ,t, 0)
'conjugate' of each other, b
e.g. (a - b) and (a+ b) • they can be eiq>ressed as a ternlinating or
(../3 + 5) and (../3- 5) repeating deci1nal
are conjugate pairs e.g. integers, fractions, percentages
irrational numbers real numbers
• nun1bers that can.not be expressed in the • the con1bination of rational and irrational
forn1 ~ , ,vhere a and b are integers nun1bers
b surds
• they cannot be given an exact decin1al • nun1erical expressions that involve
value, irrational roots,
e.g. 7r, J3, 3✓ 2 +1 e.g. ../3, ~, 2✓ 7+5
5 Surds
SURDS
Each part of this test has si1nilar ite1ns that test a certain type of question.
Errors 1nade ,vill indicate areas of weakness.
Each weakness should be treated by going back to the section listed.
1 For each expression, state ,vhether it is ration.al or irrational. 5:01

a ✓ SO b 0·4 C ✓ 2 d ✓1€,
2 Evaluate correct to three decin1al places: 5:01

a Js b ✓ 13 C .fii d ✓47
3 Sin1plify each surd. 5:02

a J20 b ffi C 3Js d 2.fis
4 Express each of the following as an entire square root. 5:02
a 2✓5 b 3✓ 2 C 5✓ 7 d 4✓5
5 Sin1plify con1pletely. 5:03
a 213 +4../3 b 6✓5-✓5 C Js- ✓2 d ✓27 +2../3
6 Sin1plify: 5:04
a Jsx../6 b fix.Ju C 213 x ✓S d 3.js X2✓2
7 Sin1plify: 5:04
a .Ju + ✓2 b J32 +Js C 5J3 +../3 d 10 ✓10 +2 ✓5
8 Expand and sin1plify: 5:05

a (2 + ✓5)(3 + ✓5) b (2../3 + ✓2)(../3- 3✓2)
C (fi + J3)2 d (5 - ./3)(5 + ./3)
9 Rationalise the deno1ninator of: 5:06
3 ~
::> J3 +1 5- ✓2
a b C d
✓2 Js 2./S 5✓2
10 Ex'Press ,vith a rational denonunator. 5:06
1 J3 ✓10-2 Js+J7
a b C d
5+ ✓2 J3-.Jz ✓10+2 3J7-2Js
CASIO
,........__
... x> ... X, I
,. ,. ... 11
·~ ~-
!I x' ~
,_, .... .,. Can you use yo ur calculator to find
"' ...
"" the value of 2500? What is the la rg est
I
... - j powe r of 2 t hat ca n be calculated
7 8 9 Cl'O ' using your calculator?
I
LA........ Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3
ASSIGNMENT SA Chapter review
1 Bet\veen ,vhich two consecutive integers 7 Expand and sin1plify:
does each square root lie? a ../3(../3 + M)
a ✓ 7 b ..ffo C .j9Q
b (Js + .J2)(Js + ✓-3)
d Jfso e J4'io f J899
C (2./fi + ✓-3)( ./fi - 2 ✓-3)
2 Sin1plify each surd .
d (✓7 - .J2)2
a Jf8 b $4 C 2-&
e (2../5 - 4 ✓-3)(2../5 + 4 ✓-3)
d s.fi4 e 10✓40 f 9✓75
f {J;,+J;;)2
3 Re,vrite as an entire surd.
(e.g. 3-/s = ✓'45) g {J;,+J;;)(J;,-J;;)
a 4 ✓-3 b 3✓7 8 Rationalise the deno1ninator of each

.
C s./fi d 10.Js expression.
5 2✓-3
4 Sin1plify these eiq>ressions. a b
2../s 3✓2
a 6../5 + 3../5 1 1 3 2
b 6-/s- 3../5 C ..J2 + ✓-3 d 2../5- 3✓ 2
C 6../5 X 3../5
9 Rationalise the deno1ninator of each
d 6-/s + 3-/s .
expression.
5 Sin1plify con1pletely. 2 1
a 3../5 + ..fio
a
Js-1 b ✓7 + .J2
b Jf8 + 3'13 Js-2 .J2 + ✓-3
C 2✓5Q- .Jyj_
C
Js + 2 d .J2 - ✓-3
d 3J24-2$4 10 Sin1plify each expression, writing the
ans,ver ,vith a rational denonunator.
e 4✓12 2..fii
+
5 2
f J98-Jn a ✓-3- ✓-3-1
9 3✓50 + 4./48 - s.Js
3 2
h 3.Jis - 4..fii + 2M - J63 b Js + 2x ../5 + 1
6 Sin1plify: ✓7+2 2 ✓-3+1
a 2../5 X ..fio C ✓-3 + 1 + 2✓7-1
b 2✓7 X 3.J2
C 3./fi X ✓12.
(SCHOOL)
d 4 ✓-3 X 2./fi . •
e 6✓50 + 3✓10 SPEED

4 ✓40 + 8✓10
.
f
LIMIT
9 1s ✓ 12 + s./fi
h 3../3o + 6./fi
✓900
• .'
~
5 Surds
1 How n1any digits are needed to nun1ber the pages of:
a a SO-page book
b a 500-page book
c a 5000-page book?
2 a A cube 1nade up of27 sn1aller cubes is painted on
the outside. So1ne of the sn1aller cubes are painted
on 3 faces, son1e on 2 faces, so1ne on 1 face and
son1e on no faces at all. Ho,v 1nany sn1all cubes
are painted on:
i 3 faces ii 2 faces 111 1 face iv no faces?
b A larger cube with 4 sn1aller cubes along each edge
(i.e. 64 cubes altogether) ,vas painted.
Ho,v 111any s1nall cubes ,vould be painted on:
3 faces 11 2 faces
111 1 face iv no faces?
3 a Ho,v n1any s1nall equilateral triangles are
contained ,vithin each figure below?
11 Ho,v n1any s1nall triangles ,vottld be contained in a sinular large triangle that had a
side length of 10 units?
b T he second figure is a triangle with a side length of 2 units. How n1any of this size triangle
can be found in the next tvvo figures?
1 2 3 4
4 a Ho,v 111any tenns are in the sequence of nun1bers: 1, 2, 2, 3, 3 , 3, 4, 4, 4, 4?

b If tlus sequence ,vere to be continued up to, and including, nine 9s, how 1nany tern1s
,vould there be?
c Detennine a rule that ,vottld give the nun1ber of tern1s if tl1e sequence ,vere continued to
include n lots of the nun1ber n.
d Find tl1e value of the:
i 100th tern1 ii 1000th tern1.
5 Ha,vker and Saines both started driving at 9:00 a,n.
They drove the san1e distance and arrived at their
destination at the sa1ne ti1ne. Ha,vker drove for t\vice
as long as Saines rested and Saines drove for three
tin1es as long as Ha,vker rested. Who drove tl1e fastest?

ASSIGNMENT SC Cumulative revision
1 Rev.rrite each of these nun1bers correct to tvvo significant figures. 1:01 G
a 2-357 b 0·02357 c 2357000
2 Expand and si1nplify the following expressions. 1:02
a 4(3x - 5) - 3(2 - 5x) b (2a - 5)(3a + 7) C (4y + 1)(4y- 1)
2
d (3n1 + 2) e (a + b) 2 - (a - b) 2
3 Make the subject of each fonnula the variable x. 1:06
a y = 3x - 5
X y
b - +- = 1
Ill ll
C Y=H
4 Find the equation of the line in the nun1ber plane v.rhich: 1:09
a has a gradient of 5 and a y-intercept ,vith the coordinates (0, 4)
b has a gradient of 3 and passes through the point (2, -1)
c passes through the tvvo points (3, 5) and (6, -1)
d intersects the x-axis at (6, 0) and the y-axis at (0, 3).
5 a Find x correct to one deci1nal place. b Find 0 correct to the nearest nunute. 1:11
0
x cm 17-Scm
9-6cm 9-Bcm
36°15'
6 It takes 5 people 6 days to paint a house, working 8-hour slufts. 1:13

a How long ,vottld it take 4 people to con1plete the san1e job?
b Ho,v 111any people wottld be needed to co1nplete the sa1ne job in less than 4 days?
7 Solve these quadratic equations. 2:04

? 2
a (2x - 1)(3x + 2) = 0 b x - - 5x - 24 = 0 c 4x - 4x + 1 = 0
f 2x2
2 2
d 18 + 7x - x = 0 e x + 5x + 2 = 0 - 3x - 1 = 0
8 WXYZ is a quadrilateral where WX = YZ and WZ = YX. 3:02

a Prove that triangles WYX and YZW are
congruent.
b Hence prove that WX is parallel to YZ.
w\~_-_\~y
9 Four cards 1narked 4, 5, 6 and 8 are placed in a hat. One card is dra,vn out and 4:02
placed on a table. T his is to be the tens digit of a tvvo-digit nun1ber. Another card is
then dra,vn out and placed beside the first card to con1plete the nun1ber.
a How 1nany t,vo-digit nun1bers can be forn1ed' That is, ho,v 1nany are in the
san1ple space?
b What is the probability of fonning:
i a nu1nber greater than 65 ii an odd nun1ber?
10 Four black 111arbles and six white 111arbles are placed in a bo,vl. T hree 1narbles are 4:06
chosen at rando1n, ,vithout replace1nent. W hat is the probability of choosing:
a three black 1narbles
b three ,vhite 1narbles
c at least one of each colour?
5 Surds
* 0..
~
?
,?I
> " \ ~ (7
,.,
'
~
" '1'~. ,~
~
Contents
6:01 Saving money 6:05 Oepreciat ion
Investigation 6:01 Who can you bank on? 6:06 Compound interest and depreciat ion formulas
6:02 Simple interest Investigation 6:06 Compound interest tables
6:03 Solving simple interest problems Mat hs t erms, Diagnostic test, Assignments
Investigation 6:03 Financia l spreadsheets
6:04 Compound interest
Fun spot 6:04 What is the difference between
a book and a bore?

Number an d Algebra
Selections from Fi11a11dal Mathematics [Stages 5.1, 5 .2◊)
• Solve problems involving si,nple interest (ACM NA211)
• Connect the cornpound interest formula to repeated applications of simple interest using appropriate digital
technologies (ACM NA229}
In Year 9 ,ve concentrated on aspects of earning and spending 111oney. No,v we will consider
aspect~ of saving and investing 1noney.
Saving money
Savings Target and award Term deposit
accounts saver accounts accounts
Meaning
Usually a transaction card is A savings account fron1 ,vhich Your n1oney is invested for a
used to deposit or ,vithdra,v you cannot ,vithdra,v 111oney fixed period of tin1e, usually
your 1noney. ,vithout forfeiting interest. at an agreed interest rate.
Advantages
You can deposit and withdraw Better interest rate than Higher interest rates than
,vithout notice. savings account. Encourages savings accounts and this rate
Safe, encourages saving and saving by reducing the is usually fixed for the period
111ay help you get a loan. ten1ptation to withdra,v of the investn1ent. No extra
your 111oney. bank charges.
Disadvantages
Lo,ver interest rates are If you ,vithdra,v your 111oney It usually requires the
offered for savings accounts. early you do not receive the investn1ent of a 111inin1un1
Bank fees apply. higher rate of interest, but an1ount. T he fixed a1nount
receive a lo,ver rate instead. invested cannot be ,vithdra,vn
T his causes inconvenience before the end of the agreed
if son1e of the n1oney is period (or tern1) ,vithout
needed urgently. reducing the interest rate for
the invest1nent.
My tar9et i5 $2000. * INVEST~*

I l#antto bvy a boat FO~ YOUl2 0<..0
Au£
Follo,v these steps ,vhen saving or investing 111oney.

1 Co1npare rates of interest (they are continually changing).
2 Consider the tern1s of the investn1ent carefully.
3 Ask questions about tenns, services and safety.
4 When 111aking your choice, re1nen1ber that lligher interest rates are often given ,vhere there is
inconvenience or son1e risk to your 111oney.
Exercise 6:01
D Write answers in your own ,vords. R .efer to the table on the previous page if necessary.
a What are the advantages of a nonnal savings account? f.,)
b What is a tern1 deposit account? .,.,...,.,,
000
<!)
c What are the advantages of a ter111 deposit account?
d What are the disadvantages of a tenn deposit account'
e What are the disadvantages of a nonnal savings account?
f What are the advantages of a target savings account?
g What are the disadvantages of an award saver account?
D Angus decided to open an award saver account. He chose to bank $200 each n1onth, starting
,vith a balance of$200.The n1oney ,viii earn 2·65% p.a. interest calculated daily and paid
n1onthly as long as no withdrawals are n1ade during that n1onth. If a ,vithdra,val is n1ade,
the interest rate for that 1nonth falls to 0·5% p.a.
a What rate of interest applies if a ,vithdra,val is n1ade?
b What rate of interest applies if no ,vithdra,val is n1ade?
c Ho,v often is interest calculated?
d Ho,v often is interest paid?
e If2·65% interest is given for 1 year (365 days), ,vhat percentage interest ,vould be given
for one day? (Give your ans,ver correct to three decin1al places.)
II Ton1eka ,vas given the follo,ving inforn1ation ,vhen asking about a tenn deposit account.
Term rates-Interest paid at maturity-Interest rates p.a.
3-<6 6- <8 8-<10 10-<12 12- <24 24

n1onths 1nonths n1onths n1onths 1nonths n1onths
$500-$4999 4·10% 4·10% 4-15% 4·20% 4-25% 4-35%
$5000- $9999 4·60% 4·60% 4-65% 4-70% 4-75% 4·85%
$10000- $19999 4·60% 4·65% 4-70% 4-75% 4-85% 4-92%
$20 000- $49 999 4·65% 4-70% 4-75% 4·80% 4-87% 4-95%
a IfT01neka has $4000 to invest, ,vhat is the shortest tenn necessary to receive 4·20% p.a. for
the invest111ent?
b What interest rate is given on:
$12 000 invested for 10 n1onths
ii $9000 invested for 7 n1onths
111 $45 000 invested for 18 n1onths?
Australian Signpost Mathematics New Soutl" Wa es 10 Stages 5.1-5.3

D E1nn1a opened a special cash n1anage1nent account that offered interest of2·5% p.a. for a
balance under $5000, 4·25% p.a. for a balance bet\veen $5000 and $10 000, 4-75% p.a. for a
balance between $10 000 and $20 000, and 6% p.a. for a balance over $20 000. Her first five
cash or personal cheque ,vithdra,vals each n1onth are free of bank transaction fees.After that
she pays $3 per transaction. She needed $5000 to open this account.
a How n1any transactions are allowed each 1nonth before bank transaction fees are charged?
What are these transaction fees?
b What interest rate ,vould Enuna receive if her balance is:
i $8150 ii $1809 Ill $17080?
c How n1uch did Enm1a need to open this account?

II A n1ajor Australian bank was offering these interest rates for their ordinary savings accounts
in 2012.
Balance Interest rate

Balances fron1 $0 to less than $10000 0·01 % p.a. Note:
Th is is 0-01%
Balances between $10000 and $19999 0·01 % p.a. 1
,.e. - - -
Balances between $20 000 and $49 999 0·01 % p.a. 10000
[Not 1%]
Balances between $50 000 and $99 999 0·05% p.a.
Balances over $100 000 0·20% p.a.
For these savings accounts a n1onthly account-keeping fee of $4 applied, unless you satisfied
a condition that granted an exe1nption. One such condition was being under 21 years of age.
a Calculate the interest a balance of$1000 ,vottld earn in an ordinary savings account for:
i 1 year ii 1 1nonth (nearest cent)
b How n1uch ,vottld have to be in the account each 1nonth to earn enough interest to cover
the $4 account-keeping fee?
D T he bank in Question 5 also had special youth savings accounts for those under 18. T hese
accounts paid 4·00% p.a. interest on top of the rates sho,vn in the table. Ho,vever, this extra
interest is only paid at the end of each 1nonth if there is at least one deposit during the n1onth
and no withdrawals are n1ade.
a What interest rate applies for a youth savings account w ith a balance of$1000?
b If the extra conditions did not apply, calculate the interest a balance of $1000 ,vottld earn
in a youth savings account for:
i 1 year
ii 1 n1onth (Give your ans,ver to the nearest cent.)
c Henry opened a youth savings account on his 16th birthday on 31 Jttly ,vith a deposit of
$5000 given to hin1 by his grandparents. He deposited a further $100 on 1 Septe1nber.
i How 1nuch interest did Henry earn for the n1onth of August?
ii How 1nuch interest did Henry earn for the n1onth of Septe1nber?
WHO CAN YOU BANK ON?
Most people have son1e type of savings account ,vith a bank.
T hey all offer a range of accounts that have different tenns and
conditions. T he interest rates ,nay vary as well as the fees and
charges that often go unnoticed by custo111ers ,vhen they sign up.
Go to the ,vebsites of the 1najor banks and con1111unity banks,

and look for the follo,ving inforn1ation.
• The types of savings accounts on offer.
• Interest rates paid on deposits, including how often the interest is paid.
• Fees that are charged, including 111onthly fees, withdrawal fees, service fees and ATM fees.
• Tern1 deposits on offer and the interest rates that apply.
You could also seek this inforn1ation fro1n other financial institutions such as credit unions and
co1npare with the 111ajor banks.
Simple interest
f> PREP QUIZ 6:02
What fraction of a year is:
1 1 1nonth 2 5 n1onths 3 11 111onths
4 1 day 5 7 days 6 128 days?
To find 9-5% of$800 press:
9.5 G 100 0 800 0
Find:
7 9% of$650 8 13·6% of$800 i
9 37 % of$40000 10 95% of$7.80
• Interest is the payn1ent 111ade for the use of 111oney

invested (or borro,ved).
• The 111oney invested (or borro,ved) is called the
principal.
• Simple interest is interest paid on the original
principal. The san1e interest is paid for each tin1e period.
This is also called a flat rate of interest. Amount Interest
borrowed paid
What is the si1nple interest on $750 invested at 8% p.a.
for 3 years?
Interest for 1 year is 8% of$750 = $60
p.a. means per
For sin1ple interest, the sa1ne a1nount of interest is earned each year. annu m or per year
Si,nple interest = (interest for 1 year) X (nun1ber of years)
•
• Australia Signpost Mathematics New Soutl' Wa es 10 Stages 5.1-5.3
Interest for 3 years = (8% of$750) X 3
= $60 X 3
= $180
Interest on $100 at a rate of 15% p.a. sin1ple interest for 1 year

= $100 X 15% X 1
= $100x0-15x1 or
Interest on $100 at a rate of 15% p.a. sin1ple interest for 7 n1onths

= $100 X 15% X ti (7 111onths = i72 of a year)
Simple interest
I=PRN where I is the si1nple interest

• If R is given as % per annu1n, P is the principal invested
then N n1ust be in years. R is the rate of interest
• If R is given as % per n1onth, 1\J is the nun1ber of ti1ne period~
then N n1ust be in 111onths.
i
1 Find the sin1ple interest paid on $860 invested at 6 % p.a. for 5 years.
2 What is the si1nple interest on $2400 at 8% p.a. for 5 111ont hs?

3 Find the siI11ple interest on $900 for 240 days at a rate of 11 % p.a.
4 What is the si1nple interest paid on $1950 invested for 7 1nonths at 0·75% per 1nonth?
Solutions
1 I = PRN 2 I = PRN
5 months
= 860 X 6~ % X 5 = 2400 X 8% X t~ . 5
1s 12 years
= 860 X 0 ·065 X 5 = 2400 X 0 ·08 X 5 + 12
= $279.50 = $80
:. The sin1ple interest is $279.50. : . T he sin1ple interest is $80.
3 I = PRN 4 I = PRN
= 900 X 11% X 240
365 = 1950 X 0 ·75% X 7
= 900 X 0 ·11 X 240 + 365 = 1950 X (0·75 + 100) X 7
: $65.10 = 1950 X 0 ·0075 X 7
:. The sin1ple interest is $65.10. : $102.38
:. The sin1ple interest is $102.38.
To change 0-75%t o a decimal, press -75 f-;-J 100 ( J on your calcu lator.
e.g. 1950 x O 75%x 7 becomes 1950 X -75 : .;. ] 100 @ 7 : ]

r.11 Foundation worksheet 6:02
Exercise 6:02 . . Simple interest
D Find the sin1ple interest charged for a loan of:

a $620 at 18% p.a. for 4 years b $4500 at 26% p.a. for 5 years
c $15.60 at 15% p.a. for 3 years d $391 at 9% p.a. for 7 years
e $90 000 at 7% p.a. for 25 years f $90 000 at 11 % p.a. for 25 years
g $500 for 2 years at 14% p.a. h $25 000 for 6 years at 8% p.a.
$16860 for 10 years at 9% p.a. j $2758 for 5 years at 10% p.a.
II Find the sin1ple interest earned on:
a $98 at 6·4% p.a. for 5 years b $9500 at 7-2% p.a. for 3 years
i
c $120.80 at 6 % p.a. for 2 years d i
$8.40 at 5 % p.a. for 7 years
e $600 at 5·8% p.a. for 4 years f $850 at 7-1% p.a. for 6 years
!
g $138 at 8 % p.a. for 2 years h $140 at 10 !% p.a. for 14 years
II Find the sin1ple interest charged for a loan of:
a $2000 for 3 n1onths at 1 ·1% per 1nonth Give anr"'1err to
b $8550 for 2 n1onths at 1 ·6% per 1nonth the nearert cent
c $96 for 7 n1onths at 0-9% per n1onth
d $900 for 18 n1onths at O· 7% per 1nonth
e $280 000 for 6 n1onths at 1 ·2% per 1nonth
f $89.75 for 1 1nonth at 0-9% per 1nonth
g $697 .80 for 5 n1onths at 1 ·25% per n1onth
h $896. 40 for 3 n1onths at O· 25% per n1onth
$30 465 for 7 1nonths at 1-3% per 1nonth
J $806 for 9 1nonths at 1·125% per n1onth
D Find the sin1ple interest on:
a $6200 at 12% p.a. for 6 n1onths 11 months is g years
b $1150 at 10% p.a. for 1 n1onth
c $1150 at 10% p.a. for 7 n1onths d $20 000 at 7% p.a. for 11 n1onths
e $8400 at 17% p.a. for 9 n1onths f $9516 at 13% p.a. for 11 1nonths
g $28.20 at 12% p.a. for 5 n1onths h $708 at 8% p.a. for 1 n1onth
$1848 for 5 n1onths at 14% p.a. j $540 for 7 n1onths at 4% p.a.
D Find the sin1ple interest (to the nearest cent) earned on:
a $490 for 76 days at 16% p.a. b $1096 for 207 days at 26% p.a.
c $740 for 9 days at 37% p.a. d $9700 for 304 days at 9% p.a.
!
e $6000 for 40 days at 10 % p.a. f $50000 for 30 days at 6 % p.a. i
g $3865 for 23 days at 9 ~ % p.a.
i
h $65 for 203 days at 3 % p.a.
10~% = 10 25 + 100
$961.80 for 407 days at 11 ·8% p.a.
=01025
j $4150 for 15 days at 12-75% p.a.

......... Solving simple interest
problems
0 PREP OUIZ 6:03
Write each of these percentages as a decin1al.
1 18% 2 5% 3 5·4%
If I = PRN:
6 find I ,vhen P = 2000, R = 5% and J\/ = 2
7 find I ,vhen P = 100, R = 0· 1 and N = 3
8 findPv.rhenl = 5,R = 0·1 andN = lO
9 find R when I = 32, P = 80 and J\/ = 4 Simple interest formula: /= PRN
10 find N ,vhen I = 120, P = 500 and R = 0·08.
Rhonda borrov.red $78 000 for 4 1nonths at 12-75% p.a. sin1ple interest to pay the deposit for
her ne,v house while her old one ,vas being sold. Ho,v n1uch interest did she pay?
Solution
P = $78000 I= PRN
N = 4 n1onths or 14z years = 78 000 X 12-75% Xti
R = 12-75% or 0·1275 = 78000 X 0·1275 X ti
I = ... = $3315
:. Rhonda paid $3315 in interest.
I paid $8000 to borro,v $50 000 for 2 years. W hat ,vas the rate of si1nple interest charged?
Solution
I = $8000 I = PRN
P = $50000 8000 = 50 000 X R X 2
N = 2 years = 100000 R
R = ... Divide b oth sides by 100000.
0·08 = R
R = 8%
:. I ,vas charged interest at a rate of 8% p.a.
Greg borro,ved $1200 at 1·5% si1nple interest per n1onth. Which is the best estin1ate of the
interest charged for 6 n1onths: $20, $100, $200 or $1800?
Solution
Here we are asked to n1ake an esti1nate.Your reasoning could be as follo,vs.
Each 1nonth Greg pays $1.5 for every $100 borrov.red (i.e. 1·5%).
T hat's $15 for $1000, so it's n1ore than $15 for $1200.
He'd pay 6 tii11es as 111uch for 6 1nonths, so the interest 111ust be 111ore than $90.
T he best of these esti1nates is $100.
Exercise 6:03
D a Jack borro,ved $14 695 at 8% p.a. sin1ple interest for 5 years so that he could buy a car.
At the end of the 5 years, both interest and loan had been paid.
i Ho,v n1uch interest ,vas charged?
ii Ho,v n1uch ,vas paid back altogether?
b Scott borrowed $4000 fro111 Mona to be repaid after 3 years, along with 9% p.a. sin1ple
interest. How 1nuch will Mona receive after 3 years?
c Erika invested $8400 in the credit union for 11 n1onths at 1·2% per 111onth si1nple interest.
Ho,v 111uch interest did she earn?
d Jenny invests $4000 for 3 years at 6·5% p.a. si1nple interest, while Robert invests $4000 for
3 years at 5-8% p.a. si1nple interest. How 111uch n1ore interest does Jenny receive than Robert?
e San1 borro,ved $60 000 and paid it back over 5 years. During this tii11e he ,vas charged
9-5% p.a. si1nple interest on the original an1ount borrowed. Ho,v 111uch interest did he pay?
!
f What sin1ple interest ,vottld $8000 earn in 3 1nonths if the rate of interest is 11 % p.a?
g A building society pays interest daily. If an an1ount of$15 640 is invested at 5-5% p.a, ho,v
n1uch siinple interest ,vottld be earned in:
i 1 day ii 3 days iii 29 days?
II a Each year 350 people are allo,ved to join a club.

Of these an average of 46% are ,vo1nen. Ho,v How ma"Y rJ..ovelr fvll
111any ,von1en would you expect to join the club of roil make 3·5%?
in 4 years?
b T,venty-five loads of soil, each 9-6 tonnes when
loaded, ,vere taken to the sports co111plex to
top-dress the ne,v oval. An average of 3 -5% of each
load ,vas lost in transit. How n1uch soil was lost?
c When Ja111es got a job, he decided to give his
parents 22% of his weekly net pay. This was his contribution to fanuly expenses. If his
,veekly net pay ,vas $316.80, ho,v 111uch did he give his parents in the first 15 weeks?
d Jtilia heard that a fanline ,vas causing great suffering to n1any people in Africa. She decided
that for the nell.'1: 7 1nonths she ,vould give 15% of her savings of$248 per 111onth towards
relief for fanline victin1s. Ho,v 111uch did she give?

Do not use a calculator for Question 3 .
EJ a Morgan borrov.red $7000 at 8· 25% p.a. sin1ple interest. Which is the best estin1ate of the
interest charged for 6 years: $35, $350, $550 or $3500?
b Luke borrowed $880 at 11% p.a. sin1ple interest for 9 n1onths. Which is the best estin1ate
of the interest charged: $8, $80, $800 or $8000?
c Tess borro,ved $140000 at 9-75% p.a. interest over 20 years.Which is the best estin1ate
of the interest charged: $2800, $28 000, $280 000 or $2 800 000?
d Rajiv invested $40 000 at 4-9% p.a. interest for 7 n1onths. Which is the best estin1ate of
the interest earned: $100, $1000, $10000 or $100 000?
D When I invest n1oney, at the end of the tin1e of investn1ent I an1 given the principal invested
plus the interest. How 1nuch ,vill I receive after:
a 3 years if I invest $10000 at 7% p.a. sin1ple interest
b 18 n1onths if I invest $3 700 at 10% p.a. si1nple interest
c 7 1nonths if I invest $30 000 at 1· 1% per n1onth sin1ple interest
d 10 n1onths if I invest $14600 at 9-5% p.a. si1nple interest?
II When an an1ount of 1noney is borro,ved over a period of ti1ne, the a1nount to be repaid is
equal to the an1ount borro,ved plus the interest charged. How 1nuch n1ust I pay back if
I borro,v:
a $10000 for 3 years at 10% p.a. si1nple interest
b $108000 for 25 years at 6·25% p.a. sin1ple interest
c $5000 at 81 % si1nple interest for 6 years
d $30 000 at 12% p.a. sin1ple interest for 3 n1onths'
D a Find the sin1ple interest rate (to the nearest per cent) that will allow $2500 to earn $675
interest in 3 years.
b What sun1 of 1noney ,vottld you have to invest for 5 years at 11 % si1nple interest to
produce interest at $3080?
c For ho,v n1any years ,vottld $8000 have to be invested at 111 % si1nple interest to produce
$5520 interest'
d What sin1ple interest rate ,vould allo,v $6000 to grow to an an1ount of$14550 in 10 years?
Discussion
If the interest paid on $50 000 is S8000, what nlight be the interest rate and ti1ne period?
FINANCIAL SPREADSHEETS
Belo,v are two versions of a spreadsheet.
• The first table sho,vs the incon1e earned by a student over 4 years.
• The nu1nbers dov.rn the left and t he letters across the top allo,v us to use coordinates to nan1e
any cell of the spreadsheet.
• The second table shows the fonnulas used to obtain the values in colun1n F and row 10.
A B C D E F
1 Income 2003 (Y7) 2004 (Y8) 2005 (Y9) 2006 (Y10) Total
2 Odd jobs 212 264 220 160 $856
3 Selling newspapers 364 380 0 0 $744
4 Mowing lawns 60 260 180 45 $545
5 Baby-sitting 0 140 235 380 $755
6 Typing 0 0 20 110 $ 130
7 Cashier 0 0 1654 1840 $3,494
8 Washing cars 104 260 86 52 $502
9
10 Total $740 $1,304 $2,395 $2,587 $7,026
A B C D E F
1 Income 2003 (Y7) 2004 (Y8) 2005 (Y9) 2006 (Y10) Total
2 Odd jobs 212 264 220 160 =SUM(B2:E2)
3 Selling newspapers 364 380 0 0 =SUM(B3:E3)
4 Mowing lawns 60 260 180 45 =SUM(B4 :E4)
5 Baby-s itting 0 140 235 380 =SUM(B5:E5)
6 Typing 0 0 20 110 =SUM(B6:E6)
7 Cashier 0 0 1654 1840 =SUM(B7:E7)
8 Washing cars 104 260 86 52 =SUM(B8:E8)
9
10 Total =SUM(B2:68) =SUM(C2:C8) =SUM(D2:D8) =SUM(E2:E8) =SUM(F2:F8)
1 W hat is referred to in cell:

a D6 b B3 C AS d F8 e C10'
2 W hat is 1neant by:

a =SUM(B2:E2) b =SUM(C2:C8)?
3 W hat is the value of '=SUM(B10:E10)'?
4 W hy do '=SUM(B10:E10)' and '=SUM(F2:F8)' have the san1e value'
Make a spread5heet of your o,vn on a subject of your choice.
Australia Signpost Mathematics New Soutt' Wa es 10 Stages 5.1-5.3

Compound interest
0 PREP QUIZ 6:04
What an1ount ,vould be returned after 1 year if the rate of si1nple interest is 10% p.a. and the
principal invested is:
1 $10000 2 $11000 3 $12100 4 $13310 5 $14641?
What a1nount would be returned after 1 1nonth if the rate of sm1ple interest is 12% p.a.
and the principal invested is:
6 $100000 7 $101000 8 $102010 9 $103030.10?
10 $2000 is invested for 1 year at 10% p.a. si1nple interest. The n1oney received is then invested
for 1 year at 10% p.a. sin1ple interest. How n1uch is received at the end of the second year?
• When si111ple interest is applied, the interest earned in one year (or tin1e period) does not itself
earn interest in following years. T he interest in any ti1ne period is calculated using the original
principal and so is the sa1ne for each tin1e period.
• When co,npound interest is applied, the interest earned in one year (or ti1ne period) itself earns
interest in following years. The interest is added to the previous principal and so the a1nount
of interest in each tm1e period increases fro1n one period to the next.
For con1pound interest, interest earned in previous ti1ne periods also earns interest.
Consider ,vhat happens ,vhen $40000 is invested for 4 years at 15% p.a. co1npound interest.
Find the total ai11ount of interest earned.
An1ount after 1 year = principal + interest
We covld /,,ave mvltiplied
An1ount after 1 year = $40000 + 15% X $40000 tJ,,e principal by 1 ·15
= $40 000 + $6000 each time.
= $46000
An1ount after 2 years = $46000 + 15% X $46000
= $46 000 + $6900
= $52900
An1ount after 3 years = $52900 + 15% X $52900
= $52 900 + $7935
= $60835
An1ount after 4 years = $60 835 + 15% X $60 835
= $60 835 + $9125.25
= $69960.25
:. Total interest = final a1nount - original principal
= $69960.25 - $40000
= $29960.25
Find the con1pound interest earned if $9000 is invested for 3 years at 13% p.a. and interest is
co1npounded yearly. Ans,ver to the nearest cent .
Solution
In each year, t he principal will increase by 13%.
Method 1 Method 2
An1ount after 1 year An1ount after 1 year
= $9000 + 13% of$9000 = $9000 X 1 ·13
= $10170 = $10170
An1ount after 2 years A111ount after 2 years
= $10170 + 13% of$10170 = $10170X1·13
= $11492.10 = $11492.10
An1ount after 3 years A111ount after 3 years
= $11492 + 13% of$11492.10 = $11492.10 X 1·13
: $12 986.07 : $12986.07
:. Interest earned in 3 years = final a1nount - original principal

= $12986.07 - $9000
= $3986.07
$12000 is invested at a co1npound interest rate of9% p.a. Interest, h o,vever, is con1pounded
1nonthly. Calculate the a1nount by ,vhich the invest1nent will gro,v in 2 1nonths.
Solution
9% p.a. is the sa1ne as 1
~ % per 1nonth . 0-75%= 0-75 + 100
1~ %= t % = O· 75% = 00075
Method 1 Method 2
An1ount after 1 111onth A 1 = $12 000 X 1·0075
= $12000 + 0·75% of$12000 = $12090
= $12090
A2 = $12090 X 1·0075
An1ount after 2 111onths
: $12180.68
= $12090 + 0·75% of$12090
: $12180.68
:. Interest earned in 2 1nonths = final an1ount - original principal

= $12180.68 - $12 000
= $180.68
• • Australian Signpost Mathematics New Soutl' Wa es 10 Stages 5.1-5.3

Finding compound interest by repeated
multiplication using a calculator
In Method 2 in the previous exa1nples, we can see that to calculate
the an1ount accu1nulated after n ti1ne periods, ,ve sin1ply have to
n1ultiply the principal by (1 + interest rate) n ti1nes. The an1ount
$9000 accun1ulates to, at 13% p.a., after 3 years is given by:
A1nount = $9000 X 1·13 X 1·13 X 1·13
= $12986.07
:. Interest earned = $12 986.07 - $9000
= $3986.07
r.11Foundation worksheet 6:04

. . Compound Interest
D Co1npare the n1oney earned at sin1ple interest and at con1pound interest in the tables below.
Rate Simple interest on $100 for:

2 years 4 yea rs 6 years 8 years 10 yea rs
10% p.a. $20 $40 $60 $80 $100
Rate Compound interest [monthly) on $100 for:

"
2 years 4 years 6 years 8 yea rs 10 years
10% p.a. $22.04 $48.94 $81.76 $121.82 $170.70
Ho,v n1uch 1nore interest is earned on $100 invested at 10% p.a. co111pound interest
(co1npounded 1nonthly) than is earned on $100 invested at 10% p.a. si1nple interest invested
for a period of:
a 2 years b 6 years c 8 years d 10 years?
In Questions 2 to 5, interest is co111pounded annually.
II By repeated 1nultiplication by (1 + interest rate)
find ho,v n1uch each principal accun1ulates to,
Remember!
for the given nun1ber of years.
Express interest rate as a decimal.
a $2000 at 10% p.a. for 2 years 12%= 0·12
b $5000 at 12% p.a. for 3 years 6% = 0-06
c $10000 at 7% p.a. for 2 years 7-5% = 0-075
d $50000 at 61 % p.a. for 3 years
e $25000 at 7·5% p.a. for 4 years
El Find the an1ount received and the co1npound
interest earned if: I,-,terert ir
a $400 is invested for 2 years at 12% p.a. compovr,ded

ar,r,vally. Give
b $1900 is invested for 3 years at 13% p.a.
ar,fi,.terr to the
c $5350 is invested for 2 years at 9% p.a.
r,ea re rt ce,-,t
d $100 is invested for 3 years at 8% p.a.
e $2874 is invested for 2 years at 7·5% p.a.
f $650000 is invested for 2 years at 6% p.a.
g $85 700 is invested for 3 years at 121 p.a.
D Nao1ni invested $5000 for 4 years at a rate of10% p.a. con1pound interest.To ,vhat a1nount
did the invest111ent grow in this ti1ne, and ,vhat ,vas the total interest earned?
II Joni ,vas given 8% p.a. con1pound interest on an invesunent of $80 000 over 3 years.
What interest did she earn altogether'
II Find the an1ount of con1pound interest earned (to the nearest cent) if:
a $400 is invested for 3 111onths at 1% per n1onth, con1pounded 1nonthly
b $53000 is invested for 2 111onths at 0·8% per 1nonth, co1npounded 111onthly
c $8000 is invested at 12% p.a. for 2 n1onths, con1pounded 1nonthly
d $2870 is invested at 6% p.a. for 3 111onths, con1pounded n1onthly.
D Luke could invest $1000 at a sin1ple interest rate of 11 % p.a. for 4 years or at 10% p.a.
con1pounded interest for the san1e period of tin1e. Which is the better invest111ent and by
ho,v 111uch?
D The population of Kangaroo Creek is 200 and is e:>q,ected to increase each year by 80% of
the previous year's population.What is the expected population in 3 years' ti1ne?
II The value of a house has increased by 20% of the previous year's value in each of the last
4 years. If, 4 years ago, the value of the house ,vas $100 000, ,vhat is its value no,v?
IIlJ If ,ve assun1e an inflation rate of 8% p.a, ,vhat ,vould you expect to pay in 3 years' tin1e for :
a a garage that now costs $30 000
b a container of ice-crean1 that no,v costs $4.50
c a toothbrush that no,v cost~ $2.85?
• • Australia Signpost Mathematics New Soutl' Wa es 10 Stages 5.1-5.3

~ FUN SPOT 6:04 WHAT IS THE DIFFERENCE BETWEEN ABOOK
ANDA BORE?
AnSvver each question and write the letter for that question in the b ox above the correct anSvver.
Write as a percentage:
H 2~ 0 3
4
T 0·85 U 0·02
Write as a decirnal:
0 3% U 12·5%
Calculate:
A 1% of$1 B 15% of$1
C 4% of$810 1
E S % of$8000
Find the sin1ple interest earned by investing
$100 at 12% p.a.for:
H 1 year K 4 years N 6 n1onths
Interest ef 10-25% p.a. 1.vas charged on a loan, where interest 1.vas calculated daily. What percentage interest
(given to three deci,nal places) u1ould be charged for:
0 1 day
P the n1onth of April' (Take 1 year to be 365 days.)
S Given that I = PRN, find the value of R if I = 180, P = 600 and N = 3 .
A watch 1.vas bought for $200. Find its value efter 1 year if it depreciated:
T 20% U 11% Y 1-5%
IIII I I I I I I I I I I I I I I I I
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0
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'°""'00.....;:.R, ..... ..... '.f. ,...._ '$.. 0..... '.f. 0 ...... '.f. '$..,...._
N Lt)
N
""' 0.
l(')
00
-
00
N
'St '° Lt)
""' 0 ""' ""' ""' 00

00
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00
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Depreciation
0 PREP OUIZ 6:05
1 100%- 20% 2 100%- 7% 3 20% + 80%
4 7% + 93% 5 Reduce $350 by 20%. 6 Find 80% of$350.
7 Reduce $800 by 7%. 8 Find 93% of$800.
9 Is reducing an a1nount by 20% the sa1ne as finding 80% of the a1nount?
10 Is reducing an a1nount by 7% the sa1ne as finding 93% of t he an1ount ?
• When the value for an ite1n decreases year by year it is said to be depreciating. Many of the
things we o,vn depreciate at 111ore or less a constant rate. This ,nay be caused by age or by the
availability of new 1nodels.
• Depreciation is the loss in value of an object over a period of tin1e.
Consider ,vhat happerL~ ,vhen 111achinery ,vorth $40000 depreciates for 4 years at a rate of 15% p.a.
Find the total an1ount of depreciation.
Value after 1 year = original value - depreciation for that year
Value after 1 year = $40000 - 15% X $40000

= $40 000 - $6000 We covld /,,ave
= $34000 multiplied tJ,,e valve by
0 ·85 each time, i,-,rtead.
Value after 2 years = $34000 - 15% X $34000
= $34000 - $5100
= $28900
Value after 3 years = $28900 - 15% X $28900
= $28 900 - $4335
= $24565
Value after 4 years = $24 565 - 15% X $24 565

= $24 565 - $3684.75
= $20880.25
: . Total depreciation = original value - final value

= $40000 - $20880.25
= $19119.75
A ne,v con1puter depreciates by 30% per year. If it costs $4000 ne,v, ,vhat ,vould it be worth in
3 years?
Solution
Each year the value decreases by 30%.
Method 1 Method 2
Value after 1 year Value after 1 year
= $4000 - 30% of$4000 = 70% of$4000
= $2800 = $2800
Value after 2 years Value after 2 years
= $2800 - 30% of $2800 = 70% of $2800
= $1960 = $1960
Value after 3 years Value after 3 years
= $1960 - 30% of$1960 = 70% of$1960
= $1372 = $1372
: . T he value of the co1nputer after 3 years would be $1372.
I Australian Signpost Mathematics New Soutl' Wa es 10 Stages 5.1-5.3

If the population of Bilby Do,vns is decreasing by 20% every year, ,vhat would be the
population in 2 years if it is now 700?
Solution
After a 20% decrease, 80% of the population ren1ains.
Method 1 Method 2
Population after 1 year Population after 1 year
= 700 - 20% of 700 = 80% of700
= 560 = 560
Population after 2 years Population after 2 years
= 560 - 20% of 560 = 80% of560
= 448 = 448
:. The population of Bilby Downs after 2 years would be 448.
Exercise 6:05
D a In the first year after purchase, a car costing $24 300

Give ann..,err to
depreciated 18%.What was its value after 1 year?
the nearert dollar.
b Find the depreciation during the first year if a ring bought for
$2300 depreciated at a rate of9·3% p.a.
f.l a Find the value of a yacht after 2 years if its original value was
$136000 and the rate of depreciation is 12% p.a.
b A 111achine is purchased for $81 600. If it depreciates at a rate
of 8% p.a, what ,vill be its value after 2 years?
c Furniture purchased for $4350 depreciates at a rate of 11% p.a.
What would be its value after 3 years?
d Find the value of a teacher's library after 3 years if its original
value was $9800 and it depreciated at a rate of 10% p.a.
e If the ,vallaby population of our district is 840 and is dropping by 12% p.a, how 1nany
,vallabies ,vottld you eiq,ect to be in the district in 2 years?
f T he population ofKangaburra is dropping at a rate of 4% p.a. If its popttlation in 2000 was
56 700, ,vhat ,vas its likely population in the year 2003?
II Find the depreciation (i.e. loss) for each of the exan1ples in Question 2.
D a Elena bought a video can1era for $1350. Find the value of the video ca1nera after 3 years if
it depreciated at a rate of 16% p.a.
b If the $1350 had been invested for 3 years at 6% p.a. con1pound interest, what an1ount
,vould she have received'
II a T in1 b ought a second-hand car for
$35 000. If it depreciates at a rate of 3%
p.a, ,vhat would be its value in 2 years?
b If $35 000 is invested at 5% p.a.
co1npound interest Gust covering the
inflation rate), ,vhat ,vould it gro,v to
in 2 years?
II Julia and Lillian each invested $5000.Julia's

investn1ent depreciated at a rate of 3% p.a.
for 3 years, ,vhile du ring that ti1ne Lillian's
investn1ent grew at a rate of 9% p.a.
(con1pou nded yearly). Find the difference
in the value of their investn1ents at the
end of the 3 years.
IJ W hich of the rates 5% p.a, 6% p.a, 7% p.a. or 8% p.a. ,vould cause a car valued at $6000 to
drop in value to $4826 in 3 years'
Ill Calculate the nu1nber of years it ,vould take for a 1nachine valued at $11 000 to drop belo,v
$7000 in value if the rate of depreciation is 14% p.a.
Compound interest and

depreciation formulas
PREP QUIZ 6:06
Write each percentage as a deci1nal.
1 9% 2 6 .1%
2
3 11 -25%
Give the rate per 1nonth correct to t\vo decin1al places:
4 9% p.a. 5 8% p.a. 6 6·5% p.a.
Evaluate:
7 1+R, ifR = 0·15 8 1-R, if R = 0-15
9 P(1 + R)", if P = $40000, R = 0·15 and n = 4
10 P(1 - R)", if P = $40000, R = 0·15 and n = 4
Compound interest
On page 165 ,ve sa,v ,vhat happens ,vhen $40000 is invested for 4 years at 15% p.a. co1npound
interest.
We can find t he an1ount to w hich the investtnent gro,vs in each year by 1nultiplying the a1nount
of the previous year by 1·15 (i.e. 1 + 15%).
Australia Signpost Mathematics New Soutl°' Wa es 10 Stages 5.1-5.3

An1ount after 1 year = principal + interest
$'/0 000 + 15% X $'10 000
An1ount after 1 year = $40000 + 15% of$40000
= $'10000 + 0·15 x $'10000
= $40000 X 1·15 = $'10000(1 + 0·15)
= $46000 = $'10 000 X 1·15
An1ount after 2 years = $46000 + 15% of$46000
= $46000 X 1·15
= $52900
An1ount after 3 years = $52900 + 15% of$52900
= $52900 X 1·15
= $60835
An1ount after 4 years = $60 835 + 15% of $60 835

= $60 835 X 1·15
= $69960.25
T he working above could have been sho,vn as: Hey! I can
1 see a pattern
Atnount after 1 year = $40000(1 + 0·15)
2 here.
Atnount after 2 years = $40000(1 + 0·15)
3
4
= $69960.25
Clearly if $P ,vere to be invested at a rate of r per year, then the ai11ount A to ,vhich the
invest111ent ,vould grow in n years ,vottld be given by A = P(1 + R)".
Con1pound interest forn1ttla

A= P(1 + R)n
where P is the principal invested
n is the nu1nber of tin1e periods
R is the rate of co1npound interest for one ti1ne period as a deci1nal
A is the a1nount after n ti1ne periods.
Find the con1pound interest earned if$9000 is invested for 5 years at 13% p.a.
(Answer to the nearest cent.) Here I) ir tl,,e
nvmber of
Solution
P = $9000 A = P(1 + R)"
n= 5 = $9000(1 + 0· 13)"
5
R = 13% = $9000(1 ·13)
= 0·13 = $16581.92 Use the
:. Interest = $16581.92 - $9000 ?) key
= $7581 .92
:. The con1pound interest earned in 5 years is $7581 .92.
$12500 is invested at a co1npound interest rate of9% p.a. Interest, ho,vever, is con1pounded
1nonthly. Calculate the a1nount to ,vhich the investn1ent ,vill gro,v in 4 years.
Solution Here r,
Here: ir the A= P(1 + R)"
P = $12500 r,vmber of = $12 500(1 + 0·0075) 48
T i,ne = 4 years · mor,thr. = $12500(1·0075) 48
= 48 n1onths = $17 892.567
:. n = 48 : $17892.57
Rate = 9% p.a. : . T he a1nount to ,vhich
= 9 + 12% per 1nonth
the investn1ent ,vill gro,v
= 0·75% per 1nonth
in 4 years is $17 892.57.
: . R = 0·0075
Depreciation
On page 170 ,ve sa,v ,vhat happens to the value of 1nachinery ,vorth $40 000 ,vhen it depreciates
for 4 years at a rate of 15% p.a. We found the value of the 111achinery each year by 111ultiplying the
value of the previous year by 0·85 (i.e. 1 - 15%).
Value after 1 year = original value - depreciation for that year
Value after 1 year = $40000 - 15% of$40000

= $40 000 X 0·85
$1/0 000 - 15°/4 X $1/0 000
= $34000 = $'10000 - 0·15 x $'10000
Value after 2 years = $34000 - 15% of$34000 = $'10 000(1 - 0·15)
= $34 000 X 0·85 = $1/0 000 X 0·85
= $28900
Value after 3 years = $28900 - 15% of$28900
= $28 900 X 0·85
= $24565
Value after 4 years = $240 565 - 15% of $24 565
= $24 565 X 0·85
= $20880.25
The ,vorking above could have been shown as:

Value after 1 year = $40000(1 - 0·15) 1 Cor, yov ree
the pattern?
Value after 2 years = $40000(1 - 0·15) 2
Value after 3 years = $40000(1 - 0·15) 3
Value after 4 years = $40000(1 - 0·15) 4 ((
= $20880.25
Clearly, if an iten1 of value $P ,vere to depreciate at a rate R per year, then the value A,
after n years, ,vottld be given by A = P(1 - R)".
Australian Signpost Mathematics New Soutl' Wa es 10 Stages 5.1-5.3

Depreciation fonnula
A= P(1 - R )n
,vhere P is the original value
n is the nun1ber of tin1e periods
R is the rate of depreciation for one tin1e period as a decin1al
A is the value after n tin1e periods.
1 Adan1 buys a second-hand car for $13400.What ,vill the car be ,vorth in 5 years,
to the nearest dollar, if each year it depreciates 18%'
2 Carol paid $2200 for a new co1nputer. Find the Arn,me that
value of the unit in 6 years, to the nearest dollar, depreciatio" a"d
if the rate of depreciation is 28% p.a. compov"d i"terert are
calcvlated yearly v"lerr
Solutions told ot.herwire.
1 P = $13400 A = P(1 - R)"
5
n= 5 = 13400(1 - 0·18)
5
R = 18% = 13 400(0·82)
= 0·18 : $4967.91
:. The value of the car in 5 years is $4968.
2 P = $2200 A = P(1 - R)"

6
n=6 = $2200(1 - 0·28)
R = 28% = $2200(0·72) 6
= 0·28 : $306.49
:. After 6 years, the value of the co1nputer is $306.
r:I Foundation worksheet 6:06

. . Compound Interest formula
D Use the forn1ula A = P(1 + R)" to find the a1nount received if:
a $4000 is invested for 5 years at 12% p.a.
b $860 is invested for 7 years at 7% p.a.
c $17 360 is invested for 20 years at 6·25% p.a.
d $4 76.50 is invested for 6 years at 51 % p.a.
El Find the interest earned for each of the invest1nents in Question 1.

El Use the forn1ula A = P(1 - R)" to find the value of an iten1 worth:
a $3000 after it depreciates 9% p.a. for 12 years
b $35 000 after it depreciates 25% p.a. for 4 years
c $465 after it depreciates 30% p.a. for 7 years.
D Find the an1ount of con1pound interest earned (to the nearest cent) if:
a $400 is invested for 5 years at 12% p.a. co1npounded 111onthly
b $5350 is invested for 10 years at 9% p.a. con1pounded 111onthly
c $2874 is invested for 20 years at 7-5% p.a. con1pounded n1onthly
d $500 is invested for 6 years at 8% p.a. con1pounded half-yearly.
II Jenny Chew discovered that she was to inherit the a1nount to ,vhich an investn1ent of her
great-grandfather had gro,vn. He had invested 50 pounds at 9% p.a. con1pound interest,
100 years ago. Find ho,v 111uch she ,vill receive if one pound is equal to tvvo dollars.
(Assun1e that interest is con1pounded annually.)
II Luke Travers had to decide bet\veen investing his $1000 at a si1nple interest rate of 16% p.a.
for 8 years or investing it at 11% p.a. con1pound interest for the sai11e period of ti1ne.
Which ,vottld be the better investn1ent and by ho,v 111uch?
IJ A library depreciates at a rate of 15% p.a. If its value no,v is $18 700,
,vhat w ill be its value in:
a 8 years b 15 years c 21 years?
D Find the value of a $20 nullion slup after 10 years if its rate of
depreciation is:
a 9% p.a. b 18%p.a. C 171 % p.a.
D After having depreciated at a rate of 12% p.a, a printing 1naclune is no,v

,vorth $2000.What ,vas the 1naclune's value 7 years ago?
ll!'J A library now worth $17 600 has been depreciating at a rate of 9% p.a.
for the last 8 years. What ,vas its value 8 years ago?
m$1000 is invested for 5 years at 12% p.a. con1pound interest. To ,vhat does tlus invest1nent
gro,v if interest is con1pounded:
a yearly b 6 1nonthly c 3 111onthly
d n1onthly e fortnightly f daily?
Is there a linut to ,vluch the invest1nent can gro,v as ,ve reduce the tin1e period for
co1npounding the interest? (Consider con1pounding the interest each hour, nunute and second.)
IE Ada1n invests $10 000 at 9% p.a. sin1ple interest ,vlule Su-Lin invest~ $10000 at 9% p.a.
con1pounded n1ontluy.What is the difference in tl1e value of their investn1ents after:
a 1 year b 5 years c 10 years?
If this car depreciat es at

15% a year, how long will it
take to halve its price if its
original price is $ 150 OQQ?
Australia Signpost Mathematics New Soutl°' Wa es 10 Stages 5.1-5.3

COMPOUND INTEREST TABLES
If a calculator ,vith a po,ver key or a con1puter is not available, a table could be used that sho,vs
the effects of co1npound interest. T he sa1nple table belo,v shows the an1ount $1 ,vill grow to for
various interest rates and tin1e periods.
Accumulated value of $1 [ to four decimal places)

Number Interest rate
of time
periods 0- 5% 1% 5% 6% 7% 8% 10% 12% 15%
1 1 ·0050 1·0100 1·0500 1 ·0600 1·0700 1 ·0800 1· 1000 1 ·1200 1-1500
2 1·0100 1·0201 1· 1025 1·1236 1· 1449 1 ·1664 1·2100 1 ·2544 1-3225
3 1·0151 1-0303 1·1576 1-1910 1·2250 1-2597 1-3310 1 ·4049 1·5209
4 1·0202 1·0406 1·2155 1·2625 1-3108 1-3605 1·4641 1-5735 1·7490
5 1 ·0253 1·0510 1-2763 1-3382 1 ·4026 1·4693 1·6105 1-7623 2·0114
6 1-0304 1·0615 1-3401 1·4185 1-5007 1·5869 1-7716 1-9738 2-3131
7 1-0355 1·0721 1 ·4071 1·5036 1 ·6058 1·7138 1-9487 2·2107 2·6600
8 1·0407 1·0829 1 ·4775 1-5938 1 ·7182 1·8509 2 ·1436 2-4760 3-0590
9 1·0459 1-0937 1-5513 1·6895 1-8385 1-9990 2 -3579 2-7731 3 -5179
10 1-0511 1 ·1046 1·6289 1-7908 1-9672 2-1589 2 -5937 3-1058 4 ·0456
11 1-0564 1 ·1157 1·7103 1-8983 2·1049 2-3316 2-8531 3-4785 4 ·6524
12 1·0617 1 ·1268 1-7959 2 ·0122 2-2522 2·5182 3-1384 3-8960 5-3503
18 1-0939 1-1961 2·4066 2 ·8543 3.3799 3 -9960 5.5599 7-6900 12-3755
24 1· 1272 1 ·2697 3-2251 4 ·0489 5-0724 6 -3412 9-8497 15-1786 28-6252
Exercises
Find the accun1ulated value and hence the co1npound interest earned ,vhen:
1 $10000 is invested for 10 years at 8% p.a. co111pounded annually
2 $50000 is invested for 18 n1onths at 12% p.a. co111pounded annually.
Solutions
1 If interest rate = 8% and ti111e periods = 10, then $1 ,vill grow to $2.1589.
:. $10000 ,vill grow to:
$2.1589 X 10000 = $21589
:. Interest = $21589 - $10 000
= $11589
2 If interest rate = 12% p.a, then interest rate per 1nonth = 1%.
So for 18 1nonths, $1 ,viii gro,v to $1 .1961 .
:. $50000 ,vill grow to:
$1 .1961 X 50000 = $59805
:. Interest = $59 805 - $50 000
= $9805
Exercises
1 Find the accu1nulated a1nount and the interest earned ,vhen:
a $20 000 is invested for 12 years at 7% p.a. co1npounded annually
b $150000 is invested for 24 years at 10% p.a. con1pounded annually
c $7500 is invested for 8 years at 6% p.a. co1npounded annually.
2 Find an accun1ttlated an1ount ,vhen $100000 is invested at:

a 12% p.a. for 2 years, interest co1npounded annually
b 1% per 111onth for 24 n1onths, interest con1pounded 111onthly.
3 W hy are the ans,vers different for parts a and b of Question 2 when the interest rate
and tern1s are the san1e? (2 years = 24 n1onths, 12% p.a. = 1% per 1nonth)
compound interest flat rate

• interest earned is added to the principal • the sa1ne as a si1nple interest rate
so that the interest earned for the next instalment
tin1e period is calculated on this greater • a regular pay1nent 1nade to reduce the
an1ount an1ount o,ving on a loan
• the interest earned in previous ti1ne interest
periods also earns interest • the payn1ent 111ade for the use of 111oney
• the forn1ula for co1npound interest is: invested or borro,ved
A = P(l + R)" • usually expressed as a percentage of the
w here A = an1ount after II ti1ne periods an1ount borrowed
P = principal invested principal
n = nu1nber of tin1e periods • the a1nount of n1oney invested or
R = rate of interest for one borrowed
tin1e period as a decin1al repayment
depreciation • a payn1ent 111ade to reduce the an1ount
• the loss in value of an object over a o,ving on a loan
period of ti1ne simple interest
• the forn1ula for calcttlating the reduced • interest is paid on the original principal
value of an object is: throughout the tern1 of the loan
A = P(1 - R)" • the fonnula for calcttlating si1nple interest is:
w here A = value after II tin1e periods I=PRN
P = original value ,vhere I = sin1ple interest
n = nu1nber of tin1e periods P = principal invested
R = rate of depreciation for one R = rate of interest
tin1e period as a decin1al N = nun1ber of tin1e periods
• Australian Signpost Mathematics New Soutl' Wa es 10 Stages 5.1-5.3

•
FINANCIAL MATHEMATICS
1 a Find the si1nple interest charged on $600 at 12% p.a. for 5 years. 6 :02
b Find the si1nple interest earned by $14260 invested for 3 years at 4% p.a.
c Find the interest charged on a loan of $85 000 taken over 15 years if a sin1ple
interest rate of 8% p.a. is charged.
6:02
2 a Find the si1nple interest charged on $860 at 6~ % p.a. for 5 years.
b Find the interest paid on $25 000 invested for 6 years at a sin1ple interest rate
of9-3% p.a.
c Find the si1nple interest earned if$9000 is invested for 3 years at a rate of 6 t% p.a.
3 a W hat is the sin1ple interest on $2400 at 8% p.a. for 5 n1onths? 6:02
b Find the si1nple interest on $900 for 240 days at a rate of 11 % p.a.
c What is the sin1ple interest paid on $19 500 invested for 7 n1onths at 0· 75% per
1nonth?
4 a Jodie borro,ved $78 000 for 4 1nonths at 12-75% p.a. sin1ple interest to pay 6 :03
for her ne,v house while her old one ,vas being sold. Ho,v n1uch interest did
she pay?
b I paid $8000 to borro,v $50 000 for 2 years. What ,vas the rate of si1nple interest
charged?
c Troy borrowed $2400 at 1·5% per n1onth si1nple interest. Which is the best
estin1ate of the interest charges for 3 1nonths:
$20, $100, $200 or $1800'
5 a Find the con1pound interest earned if$9000 is invested for 3 years at 13% p.a. 6:04
if interest is con1pounded yearly. Ans,ver correct to the nearest cent.
b $12000 is invested at a con1pound interest rate of9% p.a. Interest, ho,vever,
is con1pounded 1nonthly. Calculate the ai11ount to ,vhich the investn1ent ,vill
gro,v in 2 n1onths.
c $12500 is invested at a con1pound interest rate of9% p.a. Interest, ho,vever,
is con1pounded 1nonthly. Use the forn1ula to calculate the a1nount to ,vhich
the invest1nent ,vill gro,v in 4 years.
6 a A ne,v con1puter depreciates by 30% per year. It costs $4000 new.What will it 6:05
be worth in 4 years?
b If the population of Bilby Do,vns is decreasing by 20% every year, what ,vould
be the population in 2 years if it is no,v 800?
c Carol paid $2200 for a ne,v bicycle. Use the depreciation forn1ttla to find the
value of the bicycle in 6 years if its rate of depreciation is 15% p.a.
1 A bank pays 4·5% p.a. for a target savings 6 Machinery valued at $140 000 depreciates
account. at a rate of 16% p.a. Find the value of the
a What ,vould be the interest earned on 111achinery after 3 years.
a balance of$3240 for one n1onth?
7 Terry invested $250 000 in an account
b If this interest is added to the account,
that earned 6% p.a. con1pound interest.
how 111uch interest ,vould be earned
a How 1nuch ,vould be in the account
in the nell.'1: n1onth?
at the end of 10 years if:
2 Annabelle invested $60 000 in a ter111 interest ,vas calculated annually
deposit that paid interest at a rate of ii interest ,vas calculated every
4·35% p.a. for 6 n1onths or 4·45% p.a. 3 n1onths
for 12 n1onths. 111 interest ,vas calculated n1onthly?
a Annabelle chose to invest for 6 1nonths. b How 1nuch 111ore interest is earned by
Ho,v n1uch interest did she earn? calculating the interest 1nonthly rather
b At the end of the 6 n1onths she added than annually?
the interest to the original $60 000 and
8 Margaret decided to invest $50 at 5% p.a.
invested it again for another 6 n1onths
co1npound interest for 200 years, ,vith the
at the san1e rate. How 1nuch interest did
interest to be added annually. Her nearest
she earn for this 6 n1onths?
living relative after 200 years ,vould inherit
c If Annabelle had chosen to invest the
the proceeds.
$60 000 initially for 12 n1onths at the
a Find the ai11ount the relative should
higher rate, ,vould she have earned n1ore
inherit.
or less interest, and ,vhat would have
b Find the a111ount if the interest rate had
been the difference?
been 5% p.a. si1nple (flat) interest.
3 Detern1ine the a1nount of sin1ple interest
9 A printing n1achine bought for $245 000
earned by the follo,ving:
,vill depreciate at the rate of 17 · 5% p.a.
a $1500 at 7% p.a. over 5 years
When the value of the 1nachine falls belo,v
b $9500 at 9 -5% p.a. over 31 years
$100000, it is replaced by a ne,v n1odel.
c $2200 at 8% p.a. over 5 1nonths
After ho,v n1any years ,vill the printing
d $660 at 1 · 5% per 1nonth over 9 111onths
111achine be replaced?
4 Kate's savings account pays interest of
10 Bilbo invested $2000 in an account that
5% p.a. Interest is calculated and added to
,vill earn 5· 5% p.a. con1pound interest
the account every 6 111onths. If she starts
calculated n1onthly. T he interest is added to
,vith $2000 in the account and does not
the balance each 1nonth. At the end of the
use the account for 2 years, ,vhat w ill her
year, for the next two years, he deposited
ne,v balance be at the end of the 2 years?
another $2000 into the account. Ho,v
5 $24 000 is invested for 2 years. Interest is n1uch ,vill Bilbo have in the account at
paid at a rate of 6% p.a. and is con1pounded the end of 3 years?
annually. Interest is not ,vithdra,vn. Ho,v
n1uch interest will have been earned after
2 years?
: I Australian Signpost Mathematics New Soutl' Wa es 10 Stages 5.1-5.3

1 Find the nun1ber of three- digit nun1bers b Where did Australia rank a1nong these
possible if only the digits 0, 1, 2, 3, 4 and 20 OECD countr ies in tern1s of least
5 111ay be used, t he nu1nber n1ust be a fatalities per 100 000 population?
n1ttltiple of 5, and no digit 111ay be used c Co1npared to 2005, ,vhich country
n1ore than t\vice in the san1e nun1ber. in 2007 had:
t he greatest decrease in fatalities
2 O f the 30 students in 10M, 13 love surfing,
ii t he greatest increase in fatalities?
15 love hiking and 7 love neither.
a How n1any students love both surfing Road safety comparisons:
and hiking? fata lit ies DECO countries 2007
b How n1any love surfing but not hiking?
Number of fatalities in 2007
c How n1any love hiking but not surfing?
Fatalities
3 Roger started a trip to the country %
per
betvveen 8 a1n and 9 a1n w h en the hands of 2007 compared
100000
the clock were together. He arrived at his to 2005
persons
destination betvveen 2 pin and 3 pin, ,vhen
Australia 1603 -1 ·5% 7·6
the hands of the clock ,vere exactly 180°
Austria 691 -10·0% 8·3
apart. For how long did he travel?
Czech Republic 1222 -5·0% 11 ·9
4 3! = 3 X 2 X 1 (pronounced 3 factorial) Denn1ark 406 22·7% 7.4
5! = 5 X 4 X 3 X 2 X 1 Finland 380 0 ·0% 7·2
10! = 10 X 9 X 8 X 7 X 6 X 5 X 4 X 3 X 2 X 1 -13-1% 7.5
France 4620
Ho,v 111any zeros are t here at tl1e end of
Gern1any 4949 -7-7% 6·0
the ans,ver to 20!? (A calcttlator ,viii be
Hungary 1232 -3-6% 12·2
of no help.)
Iceland 15 -21 ·1% 4.9
Japan 6639 -16·3% 5·2
Netl1erlands 709 -5-5% 4.3
N ew Zealand 422 4 ·2% 10·0
Norvvay 233 4 ·0% 5·0
Poland 5583 2 ·6% 14·7
Portugal 974 -21 -9% 9-2
Slovenia 293 13-6% 14·6
Spain 3823 -13-9% 8·6
5 a Use tl1e data for Australia in 2007 in t he
S,veden 471 7 ·0% 5·2
table on the right to ans,ver the
follo,ving questions. S,vitzerland 384 -6·1% 5·1
How 1nany people ,vere killed on United States 41059 -5-5% 13·6
tl1e road? Total 75708 -8·8% 7-8
ii How 1nany fatalities were there
per 100000 people?
111 Therefore, ,vhat is an esti1nation
of Australia's population according
to these figures?
1 a Find the GST that needs to be added to a price of$43.SO before a sale. 1 :08
b Ho,v n1uch GST is contained in a selling price of$S7.20?
2 Solve each pair of sin1ultaneous equations. 1 :09

a 2x +Sy = 3 b Sa - 3b = 2
3x - 4y = 16 b = 6a + 8
3 Solve these quadratic equations. 2:01
2
a x - 64 = 0 b (x - 9)(x + 2) = 0
x2
?
C - x- 12 = 0 d 6x- + 13x - S = 0
4 Use the quadratic forn1ula to solve t hese equations correct to three decin1al places. 2:03
2 2
a x - 3x - 1 = 0 b 2x + Sx + 1 = 0 c x 2 - 4x + S = 0
5 Find the value of the pronun1eral in each figure. 3:01

a b C ~
115° 140°
·······~ ··········· ~
,,o ~; 7
6 In the diagran1, L ACB = L DBC and AE = DE. A D 3:02

Show that MBC = D.DCB and hence that AB = DC. ~
B C
7 For a regular octagon, what is the size of each: 3:06
a interior angle
b eJl.'terior angle?
8 There are 10 red and 10 blue 111arbles in a bag.A 1narble is selected and its colour 4:02
noted. This is done three tin1es. Find t he probability of the third 111arble chosen
being blue if:
a after each selection the 1narble is put back in the bag
b each 1narble is not put back in the bag and the first t,vo 1narbles are:
i blue ii red
9 There are t\vo boxes. In one box there are ten $10 notes and ten $20 notes. 4:05
In the second box there are fifteen $10 notes and five $20 notes.
a If one note is selected at randon1 fi-0111 each box, ,vhat is the probability they ,vill
both be $20?
b If only one box is chosen at rando1n and a note is selected, ,vhat is the
probability of selecting a $20 note?
3 3
10 Write t hese fractions ,vith rational denonunators: a
2.16 b 4- ✓10 5:06
• Australian Signpost Mathematics New Soutl' Wa es 10 Stages 5.1-5.3

•
LINEAR AND
NON-LINEAR
RELATIONSHIPS
Contents
7:01 Review of coord inate geometry 7:06 Exponential graphs
7:02 Parallel and perpendicular lines GeoGebra activity 7:D6 Exponential graphs
GeoGebra activity 7:D2A Parallel lines 7:07 The hyperbola
GeoGebra activity 7:D2B Perpendicular lines GeoGebra activity 7:D7 Hyperbolas of the form
7:03 Using coordinate geometry k k k
y =- , y = - + c and y = - -
7:04 Specia l forms of the parabola x x x-b
GeoGebra activity 7:D4A Parabolas of the form 7:08 Circles and their equations
2 3 3
y = ox 7:09 Curves of the form y = ox and y = ox +d
GeoGebra activity 7:D4B Parabolas of the form 7:10 Curves of the form y =ox" and y = ox" + d
y = ox2 + k 7:11 Curves of the form y =ox" and y =o (x - r)"
GeoGebra activity 7:D4C Parabolas of the form GeoGebra activity 7:11 Curves involving powers
y = (x + o) 2 and y = (x + o) 2 + k =
7:12 Curves of the form y (x - r)(x - s)(x - t )
Investigation 7:D4 The graphs of parabolas 7:13 The intersection of graphs
2
=
7:05 Parabolas of the form y ox +bx + c Investigation 7:13 A parabola and a circle
Fun spot 7:DS Why didn't the bald man need GeoGebra activity 7: 13 The intersection of graphs
his keys? 7:14 Miscellaneous equations and graphs
Investigation 7:DS Describing number patterns GeoGebra activity 7:14 Curves and their equations
GeoGebra activity 7:DS Parabolas of the form Maths terms, Diagnostic test, Assignments
y = ox2 + bx + c

Number and Algebra
Selections fro,n Li11ear R elatio11sliip s [Stages 5.2, 5.3§1 and No11-Li11ear R elatio11sl,ips [Stages 5.1, 5.2°, 5.3§1
• Solve proble,ns involving parallel and perpendicular lines (ACMNA238)
• Solve proble,ns using various standard forrns of the equation of a straight line (NSW)
• Explore the connection bet\veen algebraic and graphical representations of relationships such as si,nple quadratics,
circles and exponentials using digital technologies as appropriate (ACMNA239)
• Graph simple non- linear relationships, with and ,vithout the use of digital teclu1ologies, and solve si,nple related
equations (ACM NA296}
• Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and their transforrnations
(ACM N A267)
• Describe, interpret and sketch cubics, other curves and their transfonnations. (NSW)
Review of coordinate
geometry
The techniques listed below ,vere studied in Year 9 and ,vere revie,ved in Exercise 1 :08.T hese
skills will be used in the next two sections.
Length, gradient and midpoint

The follo,ving fonnulas are used to find the length, gradient and nudpoint of the interval joining
the points A(x1,y1) and B (x2 ,y2).
Length of AB (or distance bet\veen A and B)

I 2
d = '\J(X2 -x1) + (r2 - Y1)
2
r R
y
B
Y2 • • • • • • • • • • • • • • • •
X2 , Y2)
Gradient (or slope) of AB r2 - r, ,

.
nse Y? - Y1
ni = -=~--~
n1n x 2 -x1
1 Y1 $..... ········ ~ C
: A(x1 , y1) :
Midpoint of AB '
'L
0 M
M = ( X1 + X2 Y1 + Y2 ) 0 x, x2 X
2 ' 2 I- X2 - X 1 - I
Graphing straight lines

To graph a straight line ,ve use the equation to find the x-and y-coordinates y
for t\vo (or 1nore) points on the line. These points are then plotted on a .,~intercept
nun1ber plane. T,vo of the easiest points to use are the x- and y-intercepts. X
The x-intercept is found by substituting y = 0 into the line's equation and

' y-intercept
then solving for x. The y-intercept is found by substituting x = 0 into the
equation and then solving for y.
Equations of lines
The equation of a line is uniquely deternuned by certain sets of conditions. Three sets of
conditions lead to the following equations, ,vluch are used to find the equation of a straight line.
Gradient-intercept form
A line ,vith gradient 111 and y-intercept b has the equation y = ,nx + b.
Point-g radient form

A line ,vith gradient 111 that passes through the point {x1, y 1) has the equation y - y 1 = 111(x - x 1).
Two-point form
The equation of a line that passes through the point~ (x1, y1) and (x2 , y2) is:
y-yl = Y? -y, (x-x,)

Xz -x,

•
General form
There are n1any different ,vays of ,vriting the equation of a line.W hen an equation is written in
the forn1 ax + by+ c = 0 w here a, b and care integers and a > 0, it is said to be in general forn1.
There is only one ,vay to ,vrite the equation of a line in general fonn.
1 Find the equation of AB in general fonn.

What are its x- and y- intercepts?
\ B(5, 6)
2 Find the equation of BC and its y-intercept.
Solutions X
1 Use the point-gradient fonn: 2 Use the t,vo-point forn1:

=1n(x-x1) y -y
y-y1 y-yl = 2 l (x-x1)
- 6 - ? _ 4 _1 X2 -xl
I 11 - 5 - -3 - 8 - 2
(x 1,y 1) = (5,6), (x2,Y2) = (8,0)
(x 1,y 1) = (5,6)
0-6
:. y - 6 = 1(x - 5) y- 6 = _ {x- 5)
8 5
2y-12 = x-5 y - 6 = -2(x - 5)
x-2y + 7 = 0 y-6 = -2x + 10
When y = 0, x = -7 y = -2x+16
: . x-intercept = -7 :. y-intercept = -16
When x = 0, y = 3i This can also be don e by using the two
.
: . y-1ntercept = 3 21 points to calculate the gradient and then
using the point-gradient form.
Using (x 1 ,yiJ =
(-3, 2 )
will give the same answer.
Exercise 7:01
D If A is the point (-2, 2) and B is the point (4, 5) find:
a the length AB b the gradient of AB c t he n1idpoint of AB.
fJ Find the x- and y-intercepts of the follo,ving lines and sketch the graph of each line.
a x+ y=5 b 4x - y = 2 c 2x + 3y = 6 d 4x - Sy = 12
El Rearrange each equation into y =,nx + b fonn to find t he gradient and y-intercept of the line.
a x + y = -4 b x - 3y - 9 = 0 c 5x + 2y - 10 = 0 d 4x - Sy+ 37 = 0
D Find the equation of the line in gradient-intercept forn1 that:

a passes through (1, 4) and has a gradient of -2
b has a gradient of J and passes t hrough t he point (-1, -2)
c has a y-intercept ;f 6 and a gradient of - ~
d passes through the points (3, 0) and (-2, 4)
e has x- and y-intercepts of 3 and -4 respectively.
7 Linear and non-linear relationships

II Write each of the ans,vers in Question 4 in general forn1. y
II a Find the lengths of AB and AC. E

b Find the equations of AC and AB. A(3, 6)
c Use your ansv.rers in b to find the coordinates of D and E. D
C B
-2 8 X
IJ a Find the slope of the line AB. y

b Find the equation of AB. D
c Write the coordinates of C

10 X
C
E B(1 , -3)
ii D A(- 4, - 6)
Ill E /
Parallel and
perpendicular lines
0 PREP QUIZ 7:02
y
4
3 4 5 6 X
2 3 4 X
-2 In the diagra1n AB ..l BC and DE ..l EF.

C
5 Find the gradient of AB. Call this n11.
1 W hat is the gradient of each line?
6 Find the gradient of BC. Call this ,~.
2 Are the lines parallel?
7 Using your ans,vers to Questions 5 and 6,
3 If EF ,vas dra,vn parallel to AB, ,vhat find the product of the gradients, ,n 1,~.
would its gradient be?
8 Find the gradient of DE. Call this 111 3 •
4 Is it possible for two lines ,vith different
9 Find the gradient of EF. Call t his ,n4 .
gradients to be parallel?
10 Using your ans,vers to Questions 8 and 9,
find the product of the gradients, ,n3 ,n4 .
Questions 1 to 4 in the Prep quiz renlind us that:

• t,vo straight lines are parallel if t heir gradients are equal
• the gradients of tvvo lines are equal if the lines are parallel.
.• ''• Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3

Questions 5 to 10 in the Prep quiz suggest that a condition for t\vo lines to be perpendicular
nught be that the product of their gradients is equal to -1 .
We do not intend to prove this here, but let us look at several pairs of lines ,vhere the product
of the gradient is -1 to see if the angle bet\veen the lines is 90°.
A Line R has gradient -1 ... ,n1 = -1 y
Line S has gradient 1 ... 'I½ =1 5
Note that ,n 1'I½ = -1 V 4
B Line T has gradient 1 . ,n1 -1.

•• - 2
2 T
Line Uhas gradient -2 :. 'I½ = -2
1
Note that ,n 1'I½ = -1
C Line V has gradient - ~ :. ,n, = - ~ -2 - 1 0
-1
1 2 3 4
Line W has gradient ~ :. 'I½ = ~ -2

I
Note that ,n 1'I½ = -1 -3 S R
Using n1easuren1ent or Pythagoras' theore1n, ,ve can sho,v that
the angle between each pair of lines is 90°.
• If t\vo lines are perpendicular then the product of their gradients is -1.
• ,n 11112 = -1 (,vhere neither gradient is zero).
• If the product of the gradients of t\vo lines is -1, then the lines are perpendicular.
( ,......,....._
( For y =3
T,vo lines ,vith gradient~ of ,n I and 'I½ are: t m1 = 0.
For x = 4
• parallel if ,n 1 = n12 3
m2 = ?
• perpendicular if ,n1 n12 = -1 'l
(or ,n1 = - -1 ) ,vhere neither

.
,n1 nor ,n2 can equal zero.
t1l2
T he syinbol for parallel lines is II-

The syinbol for perpendicular lines is .1..
Which of the lines y = 4x, y = 3x + 2 and y = x is perpendicular to x + 4y + 2 = O?

Solution
Step 1 Find the gradient of x + 4y + 2 = 0.
!
Writing this in gradient forn1 gives: y = - x - 2
:. T he gradient of tlus line is - !-
Step 2 Find the gradients of the other lines.
T he gradient of y = 4x is 4.
T he gradient of y = 3x + 2 is 3 .
T he gradient of y = x is 1.
Step 3 Find ,vluch gradient in Step 2 w ill n1ultiply - ! to give -1.
!
Conclusion: - X 4 = -1
:. x + 4y + 2 = 0 is perpendicular to y = 4x.

Find the equation of the line that passes through the point (2, 4) and is perpendicular
to y = 3x - 2.
Solution
Let the equation of the line be y = nix + b.
Now, the gradient of y = 3x - 2 is 3.
:. ni = -~ -j x3 = -1
:. r = -1 x + b
4= -1 (2) + b (2, 4) lies on line
4 = -~ + b
:. b = 4 3
?
:. T he equation of the line is y = -1 x + 4 ~.
Find the equation of the line that passes through the point (1, 4) 111 i5 the 9radierit.
and is parallel toy = 3x - 2. b ir the y-irite rcept.
Solution
Let the equation of the line be y = nix + b.
y = 3x - 2 has gradient 3
:. ni = 3 parallel lines have equal gradients
:. y = 3x + b
4 = 3(1) + b, (1, 4) lies on the line
:. b = 1
:. T he equation of the line is y = 3x + 1.
• 7
Exerc1se : Q2 1:11
.. Foundation worksheet 7:02
Parallel and perpendicular lines
D Are the follo,ving pairs of lines parallel?

a y = 3x + 2 and y = 3x - 1 b y = Sx - 2 and y = 2x - 5
c y = x + 7 and y = x + 1 d y = x - 3 and y = lx + 2
e y = 3x + 2 and 2y = 6x - 3 f y = 2x + 1 and 2x - y + 3 = 0
g 3x + y - 5 = 0 and 3x + y + 1 = 0 h x + y = 6 and x + y = 8
II Are the follo,ving pairs of lines perpendicular'
a y = ! x + 3, y = -5x + 1
~
b y = 3x - 2 , y = -1 x + 7
C y = 2x - 1, y = - JX +3 d y = ~x+4 ,y = -~x-5
e y = 4x, y = ~ x - 3 f r = 1x-1,y = -1x
g y = 3x - 1, X + 3y + 4 = Q h x + y = 6, x - y - 3 = 0
• • Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3

• •
EJ a Which of the following lines are parallel to y = 2x + 3?
y = 3x + 2 2x - y + 6 = 0 2y = x + 3 y = 2x - 3
b Tv.ro of the follov.ring lines are parallel. Which are they?
y=X - 3 X + y = 3 y = 3x 3y = X y = -x+8
c A is the point (1, 3), Bis (3, 4), C is (6, 7) and Dis (8, 8).
Which of the lines AB, BC, CD and DA are parallel?
D a Which of the follov.ring lines are perpendicular to y = 2x?
y = 3x y =2x -3 x +2y = 4 y = -0·5x+5
b Tv.ro of the follov.ring lines are perpendicular. Which are they?
y = -1i x +2 y = i x -1 y = ~x
c A is the point (2, -1), Bis the point (3, -2) and C is (4, -1).
Prove that AB ..l BC.
II a Find the equation of the line that has y-intercept 3 and is
parallel to y = 5x - 1.
b Line AB is parallel toy = 3x - 4. Find the equation of AB if its y-intercept is -1.
c Line EF is parallel to y = x + 5. Its y-intercept is 3 .What is the equation of EF?
d A line has a y-intercept of 10 and is parallel to the line x + y = 4.What is the equation of
this line?
II a Find the equation of the line that has a y-intercept of 5 and is perpendicular to y = -1 x + 1.
b The line AB is perpendicular toy = -x + 4. Its y-intercept is 3.What is the equation of AB?
c Find the equation of CD if it is perpendicular to the line y = - i x and ha5 a y-intercept of O.
d A line ha5 a y-intercept of 1·5 and is perpendicular to the line y = -2x + 1. Find the
equation of the line.
D a AB is a line that passes through the point (2, 3).What is the equation of AB if it is parallel
toy= 5x + 2?
b Find the equation of the line that passes through (1, 0) and is parallel to y = -3x - 1.
c A is the point (0, 0) and B is the point (1, 3). Find the equation of the line that has
y-intercept 5 and is parallel to AB.
d Find the equation of the line that has y-intercept -3 and is parallel to the x-axis.
e What is the equation of the line that is parallel to the x-axis and passes through the point
(-2, -3)?
II a If AB passes through the point (2, 3) and is perpendicular to y = 2x - 7, find the equation
of AB in general forn1.
b Find the equation of the line that passes through (1, 0) and is perpendicular to y = -3x - 1.
Write your ansv.rer in general forn1.
c A is the point (0, 0) and Bis the point (1, 3). Find the equation of the line that has
y-intercept 5 and is perpendicular to AB. Give the answer in general fonn.
d Find the equation of the line that has y-intercept -3 and is perpendicular to the y-axis.
e What is the equation of a line that is perpendicular to the x-axis and passes through (3, -2)'
D a Find the equation of the line that is parallel to the line 2x - 3y + 6 = 0 and passes through
the point (3, -4). Give the ansv.rer in general forn1.
b A line is dra,vn through (-1, 2), perpendicular to the line 4x + 3y - 6 = 0. Find its equation
in general forn1.

c A line is drawn through the point (-1 , - 1),parallel to the line 2x - 3y + 9 = 0.Where ,vill
it cross the x-axis?
d A line is drawn parallel to 4x - 3y + 1 = 0, through the points (1, 3) and (6, a).What is the
value of a?
DlJ In the diagra1n, the line Sx + 2y + 5 = 0 cuts the x-axis and y

y- ,ncis at E and C respectively. BD is the line x = 2, AB is
parallel to the x -axis and BE and CD are perpendicular to B
AC. Find the coordinates of the points A , B, C , D and E.
p PARALLEL LINES
1 Use the sliders to change the slopes of the
4
lines and investigate ,vhen the lines ,vill be
parallel. How are the equations of parallel
lines sin1ilar? Ho,v are they different? 2
2 T his activity uses a variable line and point.

0
Move the point and ,vork out the equation -2 0 4 6
of the line through the point parallel to the
given line. Use the checkbox to see if you -2 ,,c-=-'m = 1
1
are correct.
-4
-6
p PERPENDICULAR LINES
1 Con1pare the gradients of tvvo lines
in this activity to investigate the
g
condition for two lines to be
perpendicular.
2 T his activity uses a variable line and

point. Move the point and work out 3
m1 = - -
35
the equation of the line through the m2= - D
4 m1 - -0.6
point perpendicular to the given line. 3 3 I m2 = 0,75
m1 X m2 = - - X --
Use the checkbox to see if you are g 5 4 1
=--
correct. 20
0
-8 -6 -4 -2 0 2 4 6 g
:~ I Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3

Using coordinate geometry
The techniques of coordinate geo1netry can be used to study nonnal geo1netric problen1s.
In t he follov.ring exan1ples we look at son1e sin1ple uses of these techniques.
A triangle is forn1ed by the points 0(0, 0), A(2, 3) and B(4 , 0). E and Fare the nudpoints of the
sides OB and AB. Sho,v:
a that dOAB is isosceles b that EF is parallel to OB.
Solution
a OA = ✓(2-0) 2 +(3-0) 2 AB = ✓(4-2) 2 +(0-3) 2 y
3 A(2, 3)
= ✓4 + 9 = ✓4+9
=✓13 =✓13 2
E.~ _ _ _.,,_,F
:. dOAB is isosceles (tvvo equal sides).
1
b Now, Eis (1, 11) and Fis (3, 11)-
B(4, O)
:. EF is horizontal (E and F have san1e y-coordinates). 0 1 2 3 4 X
OB is horizontal.
:. EF is parallel to OB.
W(-3, 0), X(2, 2), Y(4, 0) and Z(-1, -2) are the vertices y
of a quadrilateral. 3
a Sho,v that Jif/XYZ is a parallelogran1.

y
b Sho,v that the diagonals bisect each other.
4 5 X
Solution
a Calculating the slopes of the four sides gives the follov.ring.
2-0 0-(-2)
Slope of Jif/X = - - - Slope of ZY = - - -
2 - (-3) 4-(-1)
- 2 - 2
5 5
0-(-2) 2-0
Slope of WZ = ----'----'-- Slope of XY = - -
-3 - (-1) 2- 4
= -1 = -1
:. JiVX II ZY (equal slopes) and WZ II XY (equal slopes)
:. Jif/XYZ is a parallelogran1 (opposite sides are parallel).
b Midpoint of XZ = ( 2 + (-l) , 2 + (-2 )) = (1 , 0) Midpoint of WY = (1, 0)

2 2 -
:. (i, 0) is the 1nidpoint of both diagonals.
:. T he diagonals XZ and WY bisect each other.

l:tl Foundation worksheet 7:03
Exercise 7:03 . . Coordinate geometry
D a Sho,v that the triangle fonned by the points 0(0, 0), A(3, 1) and B(l, 3) is isosceles.
b Sho,v that the triangle fonned by the points (0, 0), (1, 3) and (7, 1) is right- angled.
c Sho,v that the triangle ,vith vertices at (0, 0), (-2, 2) and (2, 2) is bot h r ight-angled
and isosceles.
II a Sho,v that the quadrilateral ,vith vertices at A(O, 2), B(3, 0), C(O, -2) and D(-3, 0)
is a rhon1bus.
b A quadrilateral is forn1ed by joining the points 0(0, 0), B(1 , 2), C(S, 0) and D(4, -2).
Sho,v that it is a rectangle.
c T he points A(O, 2), B(2, 0), C(O, -2) and D(-2, 0) are joined to forn1 a quadrilateral.
Sho,v that it is a square.
y
El a If OABC is a rectangle, ,vhat are the coordinates of B?
B
b Find the length of OB and AC.What property of a 2 C
rectangle have you proved?
c Find the 1nidpoint of OB and AC. What does your ans,ver
tell you about the diagonals of a rectangle? A
0 3 X
D The points A(O, 0), B(6, 4) and C(4, -2) forn1 a triangle.
a Find the 1nidpoints of AB and AC.
b Find the slope of the line joining the 1nidpoints in a .
c What is the slope of BC?
d What do your ans,vers to parts b and c tell you?
11 The points A(4, 0), B(4, 4), C(O, 4) and D(O, 0) forn1 a square. Find the slopes of BD and AC.
W hat does your result say about t he diagonals BD and AC?
y
II A right-angled triangle OAB is sho,vn. 4 B
a Find the coordinates of E, t he nlidpoint of AB.
b Find the length of OE. E
c Find the length of EA.
d What can you say about the distance of E fron1 0 , A and B?
0 6 X
D A triangle has its vertices at t he points A(-1, 3), B(2, 4) and C(1, 1).
a Sho,v that the triangle is isosceles.
b Find E, the 1nidpoint of AC.
c Find the slope of the line joining E to B.
d Sho,v that EB is perpendicular to AC.
e Describe how you could find the area of MBC.
y
A
D a Find the 1nidpoints of OA and AB. 2
b Find the length of t he line joining the nlidpoints in a.

1
c Sho,v that your ans,ver in b is half the length of OB.
B
1 2 3 X

D In the diagran1 D , E and Fare the nlidpoints of the sides of the y
triangle OBC. DT and ET are the perpendiculars of the sides OC C (6, 4)
and OB.
a Find the equation of the perpendicular bisectors DT and ET.
b Use si1nultaneous equations to find the point of intersection, T. X
c Find the equation of the perpendicular bisector of BC and

sho,v that it passes through T.
d How far is T fro1n the points C , B and O? B(4, - 4)
lllJ A 111edian is a line joining a vertex of a triangle to the A (-1 , 2l ~y--l-- -B

~ (3, 2)
nlidpoint of the opposite side.
a Find the equations of the n1edians.
1
b Find the point of intersection of t,vo of the 111edians.
c Sho,v that the tllird 111edian passes through the point of -3 -12 - 1 1 2 3 X
intersection of the other tvvo.
-1
C(-3, -2)
-2
Special forms of the

parabola
In Year 9 you were introduced to a curve called the parabola.
2 2
The sin1plest parabolas are described by the equations y = x and y = -x and their graphs can be
obtained by con1pleting a table of values.
y y
8
-3 -2 2 3 X
6
y =-x2
4 -4
y = .~
-6
-8
-3 -2 - 1 0 1 2 3 X
X -3 -2 -1 0 1 2 3 X -3 -2 -1 0 1 2 3
y 9 4 1 0 1 4 9 y -9 -4 -1 0 -1 -4 -9
Features of parabolas:
• they are sy1ru11etrical about an axis of syn1n1etry
• they have a turning point called the vertex
• they are either concave up or concave down.
In the follo,ving exercise ,ve ,vill look at so1ne special forn1s of the parabola and ho,v they are
related. The connection between the forn1 of the equation and the graph of the parabola will also
be investigated.

Exercise 7:o,
Note: A graphics ca lculator or graphing software could be used

in the following exercises as an alternative to plotti ng points.
D Con1plete the follo,ving tables and then graph all four curves on one nu1nber plane.
Hint: On the y- axis, use values fron1 0 to 12.
2 2
a y= x b y = 2x
X -3 -2 -1 0 1 2 3 X -2 -1 -0·5 0 0-5 1 2
y y
y = 3x- 2
?
C d y = 0·5x
X -2 -1 -0·5 0 0·5 1 2 X -3 -2 -1 0 1 2 3
y y
2
• For the equation y = ax , ,vhat is the effect on the graph of varying the value of a?
II Match each of t he parabolas A to D ,vith the equations belo,v.

2
a y = 0·25x
2
b y = 5x y
C y = 2x-
? 20
D
? C
d y = O·lx-
16
12
A
- 10 -8 -6 -4 -2 0 2 4 6 8 10 X
-4
El Con1plete the follo,ving tables and then graph all four curves on one nu1nber plane.
Hint: On the y- axis, use values fron1 -2 to 13.
2 ?
a y =x b y =x - + 2
X -3 -2 -1 0 1 2 3 X -3 -2 -1 0 1 2 3
y y

? 2
C y = x- +4 d y =x - 2
X -3 -2 -1 0 1 2 3 X -3 -2 -1 0 1 2 3
y y
• W hat is the difference in the curves y = x 2 and y = x 2 + 2?

• Can you see that the shape of the curve is the sa1ne in each case?
2
• For the equation y = x + c, ,vhat is the effect on the graph of varying the value of c?
D a Con1plete the table of values for y = -x2 and sketch its graph.
X -3 -2 -1 0 1 2 3
y
?
b Sketch the graph of y = -2x-.
c For y = ax2 , ,vhat does the graph look like if a is negative?
II On the san1e nu1nber plane, sketch the graphs of y = -x2 - 1 and y = -x2 + 2.
II Match each of the follo,ving equations y

,vith the graphs A to E. 10
?
a y = -x- - 2
2
b y = x +2
2
C y = x -2
?
d y = x- -4
e y =4 - x2
-4 -3 3 4 X
-6
-8
- 10
D
D The graphs of y = x 2 and y = (x - 2) 2 y

are sho,vn on the diagra1n. y=x2
a How are the tvvo graphs related? 8
2
b Graph the parabola y = (x + 2) .
How is it related to the graph of y = x 2?
2
c Sketch the graphs of y = (x - 4) and
2
y = (x + 1) on different nun1ber planes. 4
2
d How is the graph of y = (x + a)
related to the graph of y = x- ,vhen:
? = (x -2)2
2
a is positive
ii a is negative' -5 -4 -3 - 2 -1 0 1 2 3 4 5 X

D T he graphs of y = (x - 3)2 and y = (x - 3)2 + 2 y y =(x -3)2 + 2
are shown on the diagran1.
2
a Ho,v is the graph of y = (x - 3) + 2
?
related to the graph of y = (x - 3)- ?
?
b Ho,v ,vould the graph of y = (x - 3)- - 2 6
be obtained fi-0111 the graph of y = (x - 3)2?
?
c Sketch the graph of y = (x + 3)- + 2. 4
d Use your ans,vers for a to c to
explain the connection betvveen
2
the equation of the parabola y (x -3)2
and the coordinates of its vertex.
e Sketch the graph of each parabola 1 2 3 4 5 X
on a separate nu1nber plane.

2 2
i y = (x - 2) + 3 ii y = (x + 2) + 3
2
iii y = (x - 4) - 2
2
IV y = (x+1) -2
D On separate nun1ber planes, sketch the follo,ving parabolas.

2
a y = (x + 4) b y = -(x + 4) 2 C y = -(x + 4) + 3
2
ll!J Find the equation of the parabola that results fron1 perfonning the following transfonnations
on the parabola y = x2 .
a 111oving it up 2 units b 111oving it do,vn 2 units
c 111oving it 2 units to the right d 111oving it 2 units to the left
e turning it upside down and then 111oving it up 4 units
f turning it upside down and then 111oving it down 2 units
g 111oving it up 2 units and then reflecting it in the x-axis
h 111oving it 2 units to the right and then turning it upside down
n1oving it up 2 units and then n1oving it 2 units to the left
J turning it upside down, 111oving it 3 units to the left and then 1noving it do,vn 2 units
mM atch each equation ,vith the corresponding A

y
parabola in the diagra1n. 6

?
a y = zx- b y = -1x2
B
2 2 5
C y= x +1 d y = x +3
2 2
e y = -x -1 f y = 1-x 4
TJ,,ir rervlt ir vred

i,,J,,er, findir,9 tJ,,e
eqvatior, of parabolar. 2
A point lies on a
parabola if its
coordinates satisfy the
equation of the parabola:
-3 3 X
e.g.(1, 3) lies on the
parabola y = 2x2 + 1
2
because 3 = 2 X 1 + 1
.
• ''• Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3
IE Match each equation ,vith the D E
corresponding parabola A to F C F
in the diagra1n.
2
a y = (x - 3)
b y = (x + 3)-
?
c y = -(x + 2) 2 + 4
d y = -(x - 2) 2 + 4
2
e y = (x + 3) - 2
X
2 3
f y = (x - 3) - 2
-3
A B
IEJ T he parabolas shown are the result of translating and/or reflecting the parabola y = x2 .
Find the equation of each parabola.
a y b y c y
6 6
4 4
2 2 2
-6 -4 2 0 4 6 X -6 -4 -2 0 2 4 6 X -6 -4 -2 0 2 4 6 X
-2 -2 -2
-4 -4
-6 -6 -6
d y e Y. f y
6 6
4 4
-6 -4 -2 0 2 4 6 X -6 -4 -2 0 2 4 5x -6 -4 -
-2 -2 -2
-4 -4 -4
-6 -6 -6

p PARABOLAS OF THE FORM y = ax2
This activity uses sliders to change t he value of a.
You can see instantly ,vhat changing tl1e value of
a does to the shape of the graph.
• 1)
You can then ch oose to find the equation of an
unkno,vn parabola that is rando1nly generated .
-2 -1 1 2
-1
-2
p 2
PARABOLAS OF THE FORM y = ax + k
Investigate ho,v changing the values of a and c change
t he shape of t he parabola. Test your skills by finding t he 2 C = (0, 2)
equation of a rando1nly generated parabola.
0
0 2
-1
Iii GEOGEBRA ACTIVITY 7:04C PARABOLAS OF THE FORM y = (x + a) 2

2
AND = x+a +k
Use t he checkboxes and sliders to change the
values of a and k. Ho,v are the curves related
?
toy = x -?
Test your kno,vledge of tl1e relationship b etvveen

an equation and its graph by finding tl1e equation
of a rando1nly generated curve.
k= 2
-2 0 2 4
•• •• Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3

THE GRAPHS OF PARABOLAS
Use the GeoGebra activities on page 198 or other graphing
Loft tJ.,e plot?
technologies to investigate graphs of parabolas given in the
Ure orie of
--
follo,ving forn1s for varying values of a and k. Consider both
tJ.,ere!
positive and negative values of a and k.
2
1 y = ax
?
2 y = ax- + k
2
3 y = (x + a)
4 y = (x + a) 2 + k
Write a report on each of the fonns, explaining ho,v the features of the graph such as the
concavity, the axis of sy1ru11etry, the position of the vertex, the coordinates of the y-intercept
and the nu1nber of x-intercepts are related to the values of a and k.
Parabolas of the form

y=ax2+bx+c
All parabolas have the san1e basic shape.
• T hey are all concave up or concave do,vn with a single vertex or turning point.
• T hey are synm1etrical about an axis of sy1n1netry.
We have looked at what nun1bers in these equations influence the steepness, the concavity and
the position of the graph on the nun1ber plane.
In this section ,ve look at ho,v to sketch a parabola ,vhen its equation is given in the forn1
2
y = ax + bx + c. We will also look at ho,v to find features of the parabola, such as the x- and
y-intercepts, the axis of sy1n1netry and the vertex.

Finding they-intercept y
3
To find the y-intercept of TJ., ir o"e ♦
2 •
y = x + x - 12, ,ve let x = 0. lookr
2 :1
y = x + X -12 J.,appy! (- 4 , O) (3, 0)
When x = 0, y = -12 i:)o ~ -2 2 4 X

...!1
:. T he y-intercept is -12. ♦
•
:. T he curve cuts the y-axis at (0, -12). •
-i3
Finding the x-intercepts •

...!5
To find the x- intercepts of y = x 2 + x - 12, '
'
we let y = 0. '
2 ..!.7
y = x + X -12 y = x2 +x - 12
?
When y = 0, 0 = x· + x - 12
_;9
Solving this, 0 = (x + 4)(x - 3) '
:. x = -4 or 3
axis of '
- 11
:. T he x-intercepts are -4 and 3 . symmetry '
~ (0, - 12)
:. T he curve cuts the x-axis at (-4, 0) and (3, 0). '
- 13
2 '
1\/ote: If x + x - 12 = 0 ,vas difficult to factorise,
2
'
then the forn1ttla x = -b +- .Jb - 4ac
could have been used to find the x-intercepts.
2a
Finding the axis of symmetry

I tJ.,i" k
The parabola y = x 2 + x - 12 has a vertical axis
I'll jvrt vre
of synm1etry that cuts the x-axis half- ,vay between -b
(-4, 0) and (3, 0), which are the two x- intercepts. x=-
la
T he axis of sy1ru11etry has the equation: •
-4+3
x =
2 For the parabola y =ax 2+bx +c, t he
x-intercepts are found by solving
" = _.1
2
0 =ax2 +bx + c.
A
?
For the parabola y = x· + x - 12, a = 1, b = 1, c = -12. - b + J b2 - 4ac
x = --~--
:. T he axis of sy1ru11et ry is: 2a
-1 The axis of symmetry will cut t he x- axis
x=- half-way between t hese two v alues.
2(1)
The axis of synunetry of the - b + J b2 - 4ac + - b - J~b2~--4-a-c )
x=-i 2
parabola y = ax + bx + c is ( 2a 2a
X= -'------------~
given by the equation: 2
b - 2b )
x=- - (
x = 2a = - 2b +
2a 2
2 2a
-b
x=-
2a
:. The axis of symmetry is x =_ ..!?___
2a
I I Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3

Finding the vertex ( or turning point)
Method 1
As the vertex lies on the axis of synm1etry, its x- coordinate ,vill r
be the sa1ne as that of the axis of sy1ru11et ry. T he y- coordinate
can be found by substituting this x- value into the equation of -4 3 X
the parabola.
2
For y = x + x - 12, the axis of syn1111etry is x = -1-
No,v, ,vhen x = -1,
y= <-1)2 + <-1) -12
y = -12 ~ y = x2+x - 12
:. The vertex of the parabola 1·s (- 21 ,-12 41 ).
Method 2
The vertex can also be found by finding the nlidpoint of the
interval joining the x-intercepts.
-4 + 3 1
Here the x-intercepts are -4 and 3. The 1nidpoint is x = or x = - - .
2 2
. .
Su b stJtutJngx =-2 1 .
1ntoy = x-? +x- 12 g1vesy
. = - 12 4 .
1
Hence the vertex is (-1, -12 ~ ).
Method 3
The 111ethod of co1npleting the square can also be used to find the vertex.
?
y = x- + x-12
y = (x2 + X + 41) - 1 -
,f 12
y = (x+ 1 )2 -12 41
2
2
t
Tllis parabola is the result of n1oving the parabola y = x horizontally half a unit to the left
and then vertically do,vn 12 ~ units. Hence the vertex of the parabola is (-1 ,-12 ~ ).
The sha pe of the

pa rabola is clea rly
demo nstrated by
the wate r arcs of
this fountain.
7 Linear and non-linear relationships "• I

For each equation, find:
a the y-intercept b the x-intercept
c the axis of synunetry d the vertex (turning point).
Use these results to sketch each graph.

1 y = x 2 + 2x - 3 2 y = 2x2 + 4x + 3 3 y = 4x- x
2
Solutions
2
1 y = x + 2x - 3
a For the y-intercept, let x = 0.
2
y = (0) + 2(0) - 3
7~pts --- y
They-intercept is -3. ' X

b For the x-intercepts, let y = 0.
-3 -2 :-1 0
O= x2+2x-3
axis of l'
symmetry :
(x + 3)(x - 1) = 0 y = - 1 :'
The x-intercepts are -3 and 1.
c Axis of synunetry: y-intercept
x
-3 + 1 (nu.dpoint
= --- . o f x-1ntercepts
. )
y = x2+2x -3
2
:. x = -1 is the axis of syi11111etry.
d To find the vertex, substitute x = -1 into the (- 1, / i -4
equation to find the y- value. vertex ,

2 ''
y = (-1) + 2(-1) - 3 t
y = -4
:. The vertex is (-1, -4).
We now plot the above inforn1ation on a nun1ber plane and fit the parabola to it.
2
2 y = 2x + 4x + 3 y
2
a To find the y-intercept of y = 2x + 4x + 3, +
reflection
of (0, 3) 4
let x be zero. y-inter~pt
2
y = 2(0) + 4(0) + 3
:. The y-intercept is 3.
\-. 3
3
2
b For the x-intercepts, solve 2x + 4x + 3 = 0. 2
Use the forn1ttla: '' 1
-4 ± ✓4 -4x2x3
2 vertex~
(-1 , 1) '
axis of symmetry
x= -1
x=
2x2
-2 -'1 0 1 2 X
'
-4±.J-8
4 i
This gives us a negative nun1ber under the t
square root sign.
You can't find the square root of a n egative nun1ber!
Hence there are no real solutions, so the parabola does not cut or touch the x-axis.

2
c y = 2x + 4x + 3 y
a = 2 , b = 4 , c= 3
4
:. Axis of sy1nn1etry: y = 2x2 + 4x + 3
b 3
x = - -
2a
-4
x = --
2x2 1
:. The axis of synunetry is x = -1.
d The vertex is the turning point of the curve,
-2 -1 0 1 2 X
and is on the axis of sy1n1netry x = -1.
2 -1
When x = -1, y = 2(-1) + 4(-1) + 3
= 1
:. The vertex is (-1, 1).
2
3 y = 4x- x y
•''
2
a For y = 4x - x , if x = 0, then y = 0. :' (2, 4)
4
:. The curve cuts the y-axis at the origin.
?
b Wheny = O, 4x-x-= O 2
y = 4x - x
x(4 - x) = 0 3
:. The x-intercepts are O and 4 .

c Axis of syn1111etry: 2
x = 2 (nudpoint of x-intercepts) axis of

2 1 symmetry
d When x = 2 , y = 4(2) - (2)
x=2
= 4
:. The vertex is (2, 4). 0 1 2 3 X
'
''
''
''
T hir ir a 'rad' 9raph

becavre the coefficierit
o f x2.,r rie9a t·,ve.
Water spurts
are in the sha pe
of parabolas.

l:tl Foundation worksheet 7:0 5
Exercise 7:05 . . The parabola !I= ax2 + bx + c
D For each of the graphs, find:

..
the y-intercept II the x-intercepts
111 the equation of the axis of synu11etry IV the coordinates of the vertex.
a y b y C
6 4 X
4 3 2
2
-4 -2 2 4X
1
2
-2 2 6X - 5-4 -2 -1 1 2 3x
-1
-2
-2
-4
-3 -8
-6 -4 - 10
II Find the y-intercepts of the following parabolas.

? ?
a y = x- - 6x + 5 b y = 2x- - 8 c y = (x - 2)(x + 3)
El Find the x-intercepts of the following parabolas.
? ?
a y = x- - 2x - 8 b y = 3x- + 1Ox - 8 c y = (x - 3)(4x + 7)
D Find the equation of the axis of synu11etry and the coordinates of the vertex of the follo,ving
parabolas.
a y = (x - 3)(x - 5) b y = 3(x - 2)(x + 6)
?
c y = - ~ (x + 4)(2 - x) d y = x- -6x+7
e y = 3x2 - 9x + 14 f y = 4 - 3x -x
2
11 2
For the parabola y = x + 2x - 8, find:
Wheri firid iri9
a the y-intercept
b the x-intercepts
the x - iriterceptr, r~
c the axis of synunetry
if yov cori't
· , . :11 ~
•••
foctorire, ther,
d the vertex. vre the formvlo.
e Hence, sketch its graph.
• --• .
~ I
II R .e peat the steps in Question 5 to graph the following equations, showing all the relevant
features.
a y = x 2 - 6x + 5
?
b y = x- -6x
? ?
c y = 2x- - 8x - 10 d y = -x- + 6x - 9
2 2
e y = x - 3x- 4 f y = -2x - 3x - 1

D Match each parabola w ith one of the equations
,vritten belo,v the diagran1.
y 1 Find the turning point.

A 2 Is it happy U (a is +ve)
C or sad i\ (
a is - ve)?
3 Visualise the graph
D before you sketch.
-6 -4 -2 0 4 X
~
I
-2
J F
E
-4 ff ))
? 2
a y = -x- +3 b y =x 2x + 2
-
-'
2 2
c y =x 8x + 12
- d y = x + 8x + 16
e y = -x- - 6x - 10 f y = x 2 - 8x + 18
?
Ill Sketch each set of three parabolas on the san1e nu1nber plane.
a y = x2 - 4 ii y = x 2 - 4x I ll y = x 2 -4x + 4
2 2 ?
b y= 9- x ii y = 9x - x I ll y = 10 + 9x - x-
c y = (x - 3)(x + 5) ii y = 2(x - 3)(x + 5) i ii y = (3-x)(5+x)
d y = x 2 -2x-8 ii y = 2x2 -4x-16 I ll y = 8 + 2x - x 2
II Sketch the graph of each quadratic relationship, sho,ving all relevant features.
2 2
a y = 2x - 8 b y = 16 - x c y = x 2 - 8x + 7
d y = (3 - x)(7 + x) e y = 24 - 2x - x 2 f y = 4x2 + 16x + 7
Ill] a Sketch the graphs of y = x 2 + 3x and y = 2x2 + 6x. Co1npare the two graphs and describe
the differences between the1n.
b Sketch the graphs of y = (x - 3)(x + 2) and y = 3(x - 3)(x + 2). Con1pare the tvvo graphs
and describe the differences betvveen then1.
mThe parabola in the diagra,n has its vertex at (-1, -8) and passes y
through the point (1, 4).
2 (1, 4)
T he equation of the parabola has the forn1 y = ax + bx + c. 4
a Use the y-intercept to sho,v that c = -5.

b Use the equation of the axis of synunetry to show that b = 2a and 2
that the equation of the parabola is of the fonn y = ax2 + 2ax - 5.
c Substitute the coordinates of the vertex or the point (1, 4) to find
-2 2 X
the value of a.
d W hat is the equation of the parabola? -2
-4
(- 1, -8) 8

IE Use the 1nethod in Question 11 to find the equation of each of the follo,ving parabolas.
a y b y c y
2 4 X
8 10
-2 (3, - 2)
6
-4 (- 5 , 6)
6
4
-6 4
-8 2
-4 -2 2 X
-6 -4 -2 X
d y e y f y
8
4 2
6
4
2 4
2 X
2
-2
-4 -2 X 2 4 X
-2
-4 [3, -4)
-4
-6
-6
-4
-8
WHY DIDN'T THE BALD MAN NEED HIS KEYS?

Work out the answer to each question and write the letter
for that part in the box that is above the correct answer.
Factorise:
? 2
E x- - 3x-4 S x - 16
?
0 x- - 4x S x 2 + 3x- 4
What is the axis ef syn11netry for each parabola?

? 2
H y = x- - 4x + 4 S y = x + 4x
K y = x-? - 4 0 y = x 2 - 3x - 4
Where does each parabola belou1 cut the y-axis?
?
I y = x- - 4x + 4
H Y = x~ - 4x I I..... I I I I I I I I I I I I I
T y = x- -4
What is the vertex for each parabola?
~
0
0~
•
~
~
~ MIN
+ .....I• II
~
~
'St
+
~
~
'St
I
0~
•
N
II
~
~
'St
0~
•
N
I
II
~
~
0
N
~
•
~
'St
~
I
~
'St
N
I
•
0
II
~
-
~
~
I
?
L y = x- - 4x + 4
~
'St
-.!... ~
'St
~ -.!... ~
'St
?
C y = x- + 4x I I +
~ ~ ~
L y = x- + 2x- 3
?

DESCRIBING NUMBER PATTERNS
If ,ve kno,v that a table represents a parabola, Solving the sin1ultaneous equations gives the
,ve can generate its equation fi-0111 the table solution:
using the general equation of the parabola a+b = 3 1
and sin1ultaneous equations. 2a + b = 4 2
a = 1, b = 2
Consider the table belo,v.
Substituting a = 1, b = 2 , c = 3 into
X 0 1 2 3 4 5 y = ax2 + bx+ c gives the rule y = x 2 + 2x + 3.
This 1nethod ,viii al,vays ,vork, but solving the
y 3 6 11 18 27 38
sin1ultaneous equations is difficult if the table
If the values in the table are thought of as does not contain a point ,vith an x-value of 0.
points on a parabola, ,ve can substitute the x-
and y- values of three points into the equation Exercise
?
y = ax- + bx + c to produce a set of three Find the equation of the parabola that would
si1nultaneous equations. produce each of the following tables of values.
To find the equation of the parabola we need
1 X 0 1 2 3 4 5
to find the values of a, b and c.
2
y = ax +bx+ c y 2 6 12 20 30 42
:. c = 3 substituting (0, 3)
(Substituting x = 0 ,viii always give the value 2 X 0 1 2 3 4 5
of the constant tern1 c.) y 16 7 0 -5 - 8 -9
We no,v kno,v that the parabola has an
equation of the forn1 y = ax2 + bx + 3 . 3 X 0 1 2 3 4 5
2
y = ax +bx+ 3 - 4 -1 17 32 51
y 6
6 = a+b+3 substituting (1, 6)
:. a+ b = 3 1 4
2
X -2 -1 0 1 2 3
y = ax +bx+ 3
11 = 4a + 2b + 3 substituting (2, 11) y 19 10 5 4 7 14
:. 2a + b = 4 2
p PARABOLAS OF THE FORM y = ax2 + bx + c

Change the sliders for a, b and c in this
activity to explore parabolas of the fonn
Axis of symmetry
y =x 2
+4x •
X =- 2
y = ax2 + bx + c. You can also use the Vertex (-2, -4)
equation to detennine the features of Concavity Up
the parabola and check your skills y- intercept 0
by using a checkbox. x - intercepts O, - 4
.,. ·• ·• .,
·•

Exponential graphs
X X X
When equations such as y = 2 , y = -2 and y = 2- + 1 are graphed, the resulting curves are
called eiq,onential curves. Exponential equations involve calculating varying po,vers of a fDced
positive nun1ber, often called the base. In the exan1ples above the base is 2.
Exponential graphs can be dra,vn by producing a table of values and plotting the resulting points
on a nu1nber plane. This is sho,vn for the curves y = 2x and y = 1 + 3-x_
- 2x
y- y
8
• T he curve increases as the x- values increase.
7
• T he curve rises steeply for positive values of x .
6
• T he curve flattens out for negative values of x and the sn1aller x
5
beco1nes the closer the curve gets to the x-axis. The x-;ncis is an
4
asyn1ptote for this part of the curve.
3
• Because 2x is always positive the curve is alv.rays above the x-axis.
2
• T he curve passes through (0, 1) on the y-axis because 2° = 1.
T he y-intercept is 1.
-3 - 2 - 1 Q 1 2 3 X
-1
y = 1 + 3- x y
• T he curve decreases as the x-values increase. 10
• As x increases, the curve gets closer to the line y = 1.We say that 9
y = 1 is an asy1nptote and that the curve is asyn1ptotic. 8
• T he curve is alv.rays above the line y = 1 becatt~e 3-x is al,vays positive. 7
• T he curve passes through (0, 2). They-intercept is 2. 6
5
In the follo,ving exercise the sinularities and differences bet\veen
different curves w ill be investigated. Analysing the equation of the
curve will enable you to predict the shape of the curve.
-3 - 2 - 1 Q 1 2 3 X
-1
Exponential curves
are used in the study
of popula tion growth.
I : Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3

Exercise 7 :06
y
D The graphs of y = 2x, y = 3x and y = 5x are sho,vn on the 10 y :5X
y =3
X
nun1ber plane. 9
8
Co1npare the graphs.
7
a W here do the curves cross?
6
b Is y = 5x ahvays above y = 3x?
5
c W hich graph increases the fastest?
4
W hich graph increases the slo,vest?
ox
d If you were asked to graph y = 1 on this graph, ,vhere ,vottld
it be in relation to the other curves?
e If you were asked to graph y = 1 ·8x on this graph, ,vhere ,vottld
it be in relation to the other curves? -3 -2 - 1 0 1 2 3 X
-1
II In each of the following, n1atch each curve ,vith its equation.

a y = 2\ y = 3x, y = 6x b y = 4x, y = 1·9x, y = 8x
y y
B A
10 A 10 B
9 9
C C
8 8
7 7
6 6
5 5
4 4
3 3
2 2
-3 -2 - 1 0 1 2 3 X -3 - 2 - 1 0 1 2 3 X
-1 -1
El a Con1plete the table of values for y = 2-,Y and 2-' when x = - 2 ir 2-!- 2l ___
graph the curve on a nu1nber plane. That' r the rame ar 2 2 !
X -2 -1·5 -1 -0·5 0 0·5 1 1·5 2

y
b Con1pare your graph w ith y = 2x. W hat do you notice?

y
D Match each of the graphs A to D to the following equations.
B
D
10
C
A
a y = 3x b y = Sx C y = 5-x d y = 3-x 9
8
II If each of the follo,ving curves is reflected in the y-axis, 7
,vhat is the equation of the curve that is obtained? 6
a y = 4x b y = 6x C y = 8-x 5
d y = 1·2X e y = 3·6-X· 4
-3 - 2 - 1 Q 1 2 3 X
-1
II T he graphs y = 2x and y = -2x have been graphed

on the nun1ber plane.
a Look at each pair of points ,vith the san1e y =2"
5
x-coordinate e.g. (1, 2) and (1, -2). Is each pair
of points equidistant fi-0111 the x- axis?
b Are these curves reflections of each other in -4 2 3 4 X
the x-axis?
-5 .,
c Draw on the san1e nu1nber plane the graphs of y= - 2
y = 2-x and y = -2-x? Are these curves reflections
of each other in the x-axis? - 10
D If each of the follo,ving curves is reflected in the x- ;ncis, ,vhat is the equation of the curve that
is obtained?
a y = 3x b y = 4-x C y = 1·8-x d y =-(1·2~) e y = - 6-x
Ill a Ho,v are the graphs of y = ax and y = a- x related?

X X
b Ho,v are the graphs of y = a and y = -a related?
D Study the graphs of the curves y = 2x, y = 2x + 1 and y = 2x - 1 on the diagra1n.

a What transforn1ation will change: y
i y = 2x into y = 2x + 1 1O
ii y = 2x into y = 2x - 1?
b What is the equation of the curve that results if
5
y = 2x is translated:
i 3 units vertically up,vards y =2·'+ 1
ii 4 units vertically downwards?
c Sketch on the sa111e nun1ber plane the curves 1 2 3 X
-1
y = 2x + 2 and y = 2x - 3.
ll!J Find the equation of the curve that results ,vhen the curve y = 3x is:
a reflected in the x-axis
b reflected in the y- ;ncis
c translated 1 unit vertically up,vards
d translated 1 unit vertically do,vn,vards
e reflected in the y- ;ncis and then translated 1 unit vertically downwards
f reflected in the x-axis and then translated 1 unit vertically upwards.

mFor each of t he curves A to D ans,ver the follo,ving questions.
y D y C
__ ,. ____________ _
B 6
4 5
--------------- · 4
1 2
-3 - 2 -1 0 1 3 X
---------- -----.
-1
-3 - 2 1 2 3 X
-2
-3 ·---- ----- ----- 2 ---------------·
a Is the curve increasing or decreasing?

b Is the curve concave up or concave do,vn?
c W hat happens to the y-values as the x- values becon1e:
i very large ii very sn1all?
d W hat is the y-intercept?
IE Fro111 the list of equations belov.r, select t hose that would fit into each of t he categories a to f.
A y = 3x 8 y = z-x C y = _4x D y = 3- x
E y = zx + 1 F y = 1 - 3x G y = 4x H y = -2-x
I y = 1 - zx J y = 4- x + 3 K y = -3x L y = 4X - 1
a The curves that can b e forn1ed fro1n y = 3x using reflections and/ or translations.
b The curves that are increasing.
c The curves that are decreasing.
d The curves that are increasing and concave up.
e The curves that are increasing and concave dov.rn.
f The curves that have a y-intercept of:
i 1 ii -1
The basic exponential curve shapes (a> 1)
y y y
y
_,
y =aX y =a
1 I/ 1
X X -1 X
,,...-- X
X
y =- a -1/ y =- a -x

p EXPONENTIAL GRAPHS
Investigate four basic types of exponential graphs:
2
y = a· + c, y = a · + c, y = -a' + c an d y = -a-x + c
x - ·x x
Change the values of a and c to observe the changes to y = 1 .5 "'

the graph. -8 6 8
Test your skills by finding the equation of a randontly y=-1.5"'

generated parabola. -2
The hyperbola
The basic form y = }
The graphs below have been produced using k = 2 and k = -2.
2 y 2 y
y =- 8 y=- - 8
x x
6
2
4 2
y=x Y =--.x
2
-8 -6 -4 - 2 0 i-iro 8 .
-2
-4
-6
-8
Features of}' = -k
X
• No value for y exists ,vhen x = 0 . T his is because no nun1ber can be divided by zero.
• T he graph has two parts. T hese parts are in opposite quadrants and are the san1e shape and size.
• If k is positive then the curve is in the 1st and 3rd quadrants.
If k is negative it is in the 2nd and 4th quadrants.
• T he curve is synunetrical.
• T he curve approaches two lines (the x- and y-:uces) but ,vill never touch the111.
T hese lines are called asy111ptotes.

Graphs of the form y = f+c
As ,ve have seen ,vith the parabola, the addition of a constant translates the curve vertically.
. 2 . 2
• Moving y = - up 1 unit produces the curve y = - + 1 .
X X k
T he curve y = - +c
. 2 . 2 X
• Moving y = - down 1 urut produces the curve y = - - 1 . is obtained by
X X
translating the
y y k
5 2 5 curve y = - :
4
Y = -X + 1 4 X
Horizontal
asymptote
3 / y = -X
2
3
• c units up if c is
2 2 positive
y =1 y = :;:
2
-- -----------1 1
• c units down if
123 4 5 x 1 2 . .
.................. . . . ...
,>~
~
X
c is negative .
Horizontal
2
y =-
X
- 1 asymptote T he asy1nptotes are
y= - 1 x = 0 and y = c.
M oving the curve vertically ,viii also change the horizontal asy1nptote.
Graphsoftheformy= x~b
2
The follo,ving diagran1s show the relationships between the curve y = - and the curves
2 2 X
y = - - and y = - -
x -1 x+1
2 2
• Moving y = - right 1 unit produces the curve y = - -
x x -1 The hyperbola
2 2 k
• Moving y = - left 1 unit produces the curve y = - - y = - - is obtained
x x+1 x-b
y y by translating the
k
5
4
♦
' y -- x..1...
- 1 Vertical
tt
: I
curve y = - :
X
asymptote ''' • b unit~ to the right

3
2 x=-1 : 2 if b is positive
1 •' '' 1
' '
- -1 1 2 3 4 5 X =-3 - 2 -1 1 2 3 4 5 X
• b unit~ to the left
1 • '- 1 if b is negative.
2 Vertical '2
2
y = £X asymptote y = x+ 1 The asy1nptotes are
~
x=1
x = bandy = 0.
I
~ t
Notice that w hen the curve is 111oved horizontally, the vertical asy111ptote 1noves as ,veil.

T he curves A and B have been produced by translating the curve y = -1 .What are the equations
X
of A and B'
y y
A
5
4
B
5
4
•
3 3
2 2
y= l
1 -' 1
1 2 3 4 5 X
~~ 1 ? 3 4 5 X
_-:s--r-s-~~
---- --------- -~
Horizontal
r =;
''
'
I'
'
i Vertical
asymptote
asymptote
y= - 2
I'
''
'' 3 •
x =2
Solution
Curve A has been produced by 111oving Curve B has been produced by 1noving
1 . 1
y = - do,vn 2 units. y = - right 2 units.
X X
See point~ (1, 1) and (1, - 1). See the point~ (1, 1) and (3, 1).
1 1
Hence the equation of curve A is y = - - 2. Hence the equation of curve B is y = - -
X x- 2
Sketch the follo,ving curve and label the asyn1ptote and the x- and y-intercepts.
1
y = - - +2
X
Solution
y =- -1 + 2 has co1ne fi-0111 1nov1ng
.
y
X Asymptote
x =O
y =- -1 up 2 uruts.
.
X Asymptote
y =2
As x increases, y approaches 2.
: . y = 2 is an asyn1ptote. ----------- -2- -- I ______ _
*
Now, x 0 because you cannot divide by 0. ,'' 1
. - . ., - --
:. x = 0 is an asy111ptote and there is no y-intercept. -5-4 - 3 - 2 - 1 '-t , -2- • 3 · ,t·· !, X
-1
1
If y = O, 0 = - - +2 -2 ,':'\ -'~intercept
X -3 ,
1 -4
- =2
X -5
:. x = -1 1s. cl1e x-1ntercept.
.
2

Sketch the follo,ving curve and label the asyn1ptote and the x- and y-intercepts.
2
y=
x-1
y
Solution
2 2
7
'
6 •'
•''
I
y = - - has con1e fro1n n1oving y = - 5 •'' ''
x-1 X
~,'• I
1 unit to the right.

4
.
3 •'• I'
'
Asymptote
Asymptote x=l
Nov,r x ,t, 1 because you cannot divide by 0. y =O 2 '''.I
I '
:. There is an asyn1ptote at x = 1. \ 1 ..........

·-- 1 2 3 4 5 X
If x = 0, y = -2. '
~- 2 'I '
:. y-intercept = -2 '. ~ y-intercept
2.3 I
'' 'I
Nov.r, as x becon1es large y approaches 0. -i1 ''
:. y = 0 is an asyn1ptote.
-5 t
Exercise 7 :07
D Co1nplete the table belo,v (correct to one decin1al place) for each of the follo,ving hyperbolas.
Use the points obtained to graph the curve.
4 1 1 -1
a y= - b y = - - (Note: y = - - is the san1e as y = - )
X X X X
X -8 -4 -2 -1 -0·5 0·5 1 2 4 8
y
El Match each of the graphs A to F ,vith the following equations.

4 4 20 10 12 16
a y =- b y =- - c y= - - d y =- e y =- - f y =-
x X X X x x
y
10
8
6
4
2 2
4 6 8 1o x
~i
2 - 10 - 8 - 6 -4 - 2 X
2 -2
A
-4
B
6 -6
1~ -8
1 - 10

k
II a What does the sign of k indicate about the graph of y = -
X
'
k
b What happens to the graph of y = - as the value of k increases?
X
D a Does the point (4, 2) lie on the hyperbola y = ~?

X
k
b If the point (3, -6) lies on the hyperbola y = - , ,vhat is the value of k?
X
k
c T he hyperbola y =- passes through the point (10, 2). What is the value of k?
X
II For each of the follo,ving, find a point that the hyperbola passes through and, by substituting
k
this into the equation y = - , find the equation of the hyperbola.
X
y y
a b 10
0
8 8
6 6
4 4
2 2
- 10-8 -6 -4 - 2 2 4 6 8 1 X - 10 -8 -6 -4 - 2 2 4 6 8 10 X
-2 -2
-4 -4
-6 -6
-8 -8
- 10 10
II Use a table of values to sketch each of the follo,ving hyperbolas. Find the asyn1ptotes for each
curve and the x- and y-intercepts ,vhere they exist.
1 3 -1
a y =- +2 b y = - -1 C y=
X X x-2
. 3
D The curves A, B, C and D have been produced by translating the curve y = - . What are the
X
equations of A, B, C and D?
y
C 7 D
7
6 6
5
5 y= ~
4 y=~
3
2 B
1
B
- 7--6..:5 -4 -3~ -1 1 3 4 5 6 7 X
"=5:---4-3 - -1 1 2 3 4 5 6 7 X
~~ A
-2
A 3 3
D
-4
Js
C -p
-r

Ill What is the equation of the curve that results fro111 translating the curve y = -X1 :
a 1 unit up b 1 unit down c 1 unit to the right d 1 unit to the left?
II Write the translation that changes y = -4 into: X

4 4 4 4
a y =- -3 b y = - +2 C y= d y =--
X X x-3 x +2
Ill] Match each of the g raphs A to F ,vith the following equations.
3 -3 3
a y =- +2 b y =-- C y =- - -2
x x +2 X
-3 3 3
d y =-- e y = - - +2 f y = --
x -2 X x-2
A y 8 y C • y
8 8 '' 6
6 6 4
4 4 2
2 -.. ------- 2 --------►
.. --4 =2 2 4 6 8 X -4 - 2 0 2 4 X
'
-2 ''
F
'
-4
-6
-8
D E y F Yf
8
6
4 4
-6 2 4 6 X
---- - ---· ~2 - ----------- 2 ---------- ~ ------------ ►
-4
-4 - 2 0 2 4 - 6-4 - 20
-6 -2 -2
-8 -4 -4
-6
-8
mGraph the follo,ving curves, sho,ving the asy1nptotes and the x- and y-intercepts if they occur.
-2 2 1
a y =-- b y = - -1 c y = --
x- 1 x x+2

IE Find the equation of each of the following hyperbolas.
a y b y C y
4 6
j 2 4
~ ············ - - 6-4 - 20 2 4
···---·-2' ------·---- •
6 x
2
- 6-4 - 20
-2
2 4 6 x
~-2
2 4 6 X
-4 -6 -4
-8 -6
HYPERBOLAS OF THE FORM

k k k
y = -, y = - + c AND y = - -
x X x-b
Use the checkboxes and the sliders to investigate the effect
4
that changing the values of k , c and b has on hyperbolas
k k k 2
of the fonn y = - , y = - + candy = - -. You can then y =- 2
x x x -b X
test your knowledge by finding the equation of a rando1nly 0

-2 0 2 4
generated curve.
-2
1= Circles and their equations

The fact that every point on a circle is the sa1ne distance away y
fi-0111 the centre allows us to derive its equation.
, P(x, y)
,,
Let P(x, y) be any point on a circle that has its centre at A(p, q) , , 'r
and a radius of r units. A··
(p, q)
No,v, AP = r
Using coordinate geo1netry:
X
AP = ✓~(X-'.--p-)_2 _+_(_y __-q-)
2
:. ✓~(X-'.-- p-)_2_+-(y- - q)-2 = r

?
(x - p)- + (y -q)-
?
= ,-?
T he equation of a circle that has centre (p, q) and radius r is given by the equation:
(x _ p)2 + (y _ q)2 = ,2

•
a What is the equation of a circle that has cent re (- 3, 4) and radius 5?
b Find the centre and radius of t he circle (x - 6) 2 + (y + 7) 2 = 9.
Solutions
2
a T he circle forn1ula is (x - p) + (y - q) 2 = ,2 .
Here, (p, q) is (-3, 4) and r = 5.
2 2 2
: . (x - -3) + (y - 4) = 5
T he equation of the circle is (x + 3)2 + (y - 4) 2 = 25.
2
b (x - 6) + (y + 7) 2 = 9 can be written as (x - 6) 2 + (y - -7) 2 = 3 2
T his circle has centre (6, -7) and radius 3.
Find the cent re and radius of the circle x 2 + y2 + 6x - 2y + 6 = 0.

Solution
Here, we ,vrite the equation in the forn1 y
2
(x - p)+ (y - q) 2 = r 2 by con1pleting the squares. 3
2 2
x + y + 6x - 2y + 6 = 0 2
x- + 6x + y- - 2y = -6
? ?
1
Con1pleting each square.
2 2
(x + 6x + 9) + (y - 2y + 1) = -6 + 9 + 1 -5 -4 -3 -2 -1 0 1 X
2 2
(x + 3) + (y - 1) = 4
2 2 2 -1
(x - -3) + (y - 1) = 2
This circle has centre (-3, 1) and radius 2.
0
0 4 6
Changing the equation produces

many int eresting curves.
-4
The curves shown here are both
different t ypes of hype r bolas.
-6
Their equation s are x2 - y2 = 4
andy2 - x2 =4.

Exercise 7:08
D Find the equation of the following circles.

a centre (1 , 1), radius 7 units b centre (5, 0), radius 2 units
c centre (-3, -5), radius 4 units d cent re (2, -5), radius 1 unit
e centre (0, 2), radius ~ unit f centre (0, 0), radius 3 units
Once yov know ·
II Find the centre and radius of each of the following circles.
? ? J,,owto take
a (x - 2)- + (y - 3)- = 64
2 2 tJ,,i5 eqvation
b (x + 4) + (y - 1) = 4 apart and pvt it
C (x + 3) 2 + (y + 3) 2
d (x - 6) + (y - 2
=9
5) 2 = 100
s~~t•',J.,h
-
back to9et/,,er,
it'5 eary!
2 2
e x + (y + 5) = 16
f (x - 3)2 + y2 = 1
? ?
g x- + y- = 81 (x + 3) 2 + (y - 4)2 = 16
2 2
h x + y = 49
.I x- + y- = 11
7 7 i.--,4 -♦- t-~
x-coordinate y-coordinate radius {is
2 2
j (x - 7) + (y - 8) =2 (x - (-3))2 + (y - (4))2 42
El Find the centre and radius of each of the following circles.

? ?
a x - - 1Ox + y- + 8y + 32 = 0 x 2 + 2ax + a2
2 2 = (x + o ) 2
b x + y + 8x - 14y = 35
? ?
C x- + y- - 18x - 20y + 60 =0
d x
2
+ y 2 - 9x + 13 ~ =0
D On the one nun1ber plane, dra,v the graphs of:
2 2 2 2
a x + y =4 b (x + 3) + (y + 3) =9
2 2 2 2
C (x - 4) + y = 1 d (x - 1) + (y - 1) = 16
II Find the x- and y-intercepts of the circles:
2 2
a x + (y - 2) = 9
II a A circle ,vith its centre at (3, 4) passes through the origin.What is its equation?
b Which of the follo,ving represents the equation of a circle'
7 7
•I x- - y- = 16 . .. 4x-7 + 4 y2 = 8
11
7 7
111 6. x- + 3 y- = 6
D T he circle x2 + y2 = 4 is translated to ne,v positions. y

What is the equation of the circle if it is translated: 2
a (horizontally) 2 units to the right
b (horizontally) 2 units to the left
c (vertically) 2 units up
-2 2 X
d (vertically) 2 units do,vn?
D Write the ne,v equation if the circle with equation

2 2 -2
(x - 2) + (y + 2) = 4 is translated 2 units to the right
and then 1 unit down.

Curves of the form
y=ax3 and y=ax3 + d
Curves of the for111 y = ax3 + d are called cubics because of the y y = x3
x 3 tenn. T he si111plest cubic graph is y = x 3. 8
7
As ,vith other graphs, a table of values can be used to produce
6
the points on the curve.
5
y = x3 4
3
X -2 -1·5 -1 -0·5 0 0·5 1 1·5 2
2
y -8 -3·4 -1 -0·1 0 0· 1 1 3.4 8 1
2
Features of y = x 3 : -2 -1
-1
1 X
• It is an increasing curve.
-2
• As x increases, the value of x3, and hence y, beco111es large
-3
very quickly. This 111eans it is difficult to fit the points on
-4
a graph.
3 -5
• When x is positive, x , and hence y, is positive.
-6
When x is negative, x 3, and hence y, is negative.
. 3. -7
WI1en x 1s zero, x 1s zero.
-8
• T he x- and y-intercepts are both zero.
In this section, the relationship betv.reen the curve y = x 3 and the curves y = ax3 and y = ax3 + d
for various values of a and d will be investigated.
Exercise 7 :09
A B
D a M atch each of the equations belov,r ,vith the graphs 2~t
18
A, B and C.
16
y = 2x3 14
12
ii y = 1x3 10
3
Ill y = 3x 8
6
b W hich graph increases the fastest? 4
(Which is the steepest?) 2
c W hich graph increases the slov.rest? -3 -2 1 2 3x
d How can you tell ,vhich graph is the steepest by looking -4

-6
just at the equations? -8
- 10
- 12
- 14
- 16
- 18
- 20

II State which curve in each pair is steeper.
3
a y = x or y = 3x
3 3
b y = x or y = i x3 c y = 2x3 or y = 3x3
IJ T he graphs of y = i x 3 and y = - i x 3 are shov.rn. y
8
a Ho,v are the graphs related?
b What is the effect on y = ax of the sign of a?
3 6
-3 -2 ,,.
-2
-4
-6
-8
D Fron1 your results so far, you should have noticed that all the curves are either decreasing
or increasing. Without sketching, state ,vhether the follo,ving are increasing or decreasing.
3
a y = 4x3 b y = -10x c y = 0·25x 3
x3
l 3 3
d y = 5X e y -- -1.x
3 f y = - -_
:,
II a Copy and con1plete the tables of values for the y

A
three curves y = x 3, y = x3 + 2 and y = x 3 - 2. 10
9
8 B
X -2 -1 0 1 2 7
3 6
X -8 -1 0 1 8 5
4
3
x +2 3
3
X - 2 1
-1 2x
b What are the equations of curves A and B?
c Ho,v is the graph of y = x 3 + 2 related to the -3
-4
graph of y = x 3 ? -5
3
d Ho,v is the graph of y = x - 2 related to the -6
-7
graph of y = x 3 ? -8
-9
- 10
II i
Given the graph of y = x 3 , describe ho,v you ,vottld obtain the graphs of:
a y= ix 3
+1 b y= ix3 - 1 c y= i x3 + 2
y = -1x3 y = -1 x + 1
3
e f

D In each diagra1n the t\vo curves A and B were obtained by 1noving the other curve up or
do,vn. Give the equations of the curves A and B.
a y b y C y
A
A
6 10
y=x3
X X X
=_i_ .. 3
Y 10"
B - 15
Ill Sketch each pair of graphs on the sa1ne nun1ber plane.

3 3 ·1 3
a y = 2x b y = -x C y = 4x
y = 2x3 - 2 y = -x3 + 2 !
y= x +4
3
II Sketch each pair of graphs on the sa1ne nun1ber plane.

3
a y= x + 1 b y = 2x3 + 1
y = -x3 + 1 y = x3 + 1
3
Ill] Fron1 the list of equations, ,vrite the letter or letters A y = 2x
3
corresponding to the equations of the curves: 8 y = x -1
3
a that can be obtained by n1oving y = x up or do,vn C y = 3 - ~x
3
b that are the san1e shape as A D y = 2x3 -1

c that are decreasing E y = 3 + 2x3
d that pass through (0, 0) F y= -lx3
e that can be obtained fi-0111 the curve y = x
3
-1 G y-1.x
- 3
3
by reflection in the y-axis 3

H y =2 + x
f that have the largest y-intercepts.
I y= -lx
3
- 2
mGiven that each of the graphs is of the forn1 y = ax 3

+ d, find its equation.
a y b y
(2, 20) \
(-2, 12) Thir car,
be dor,e ir,
(0, 1O) another way.
X
X (0, -4)
IE 3
For equations of the forn1 y = ax + d, describe the effect on the graph of different values of
a and d.

Curves of the form
y= axn and y= axn + d
Curves of the form y = axn
Curves of t he forn1 y = ax" include t hese basic shapes.You have already graphed the parabolas
and cubics.
y y y y
X
y -- x 4 y =-x 5
y =-x2
X X
X y = x3 y = xs
Graphing curves of the forn1 y = ax" is sin1ple if you recognise the relationship between the signs
of x and y for different values of a and 11.
• To find t he sign of y ,vhen y = ax" ,ve need to realise that:
When considering whether
If II is even: x" is al,vays positive (except for x = 0).
a number is large or sm all,
If II is odd: x" is positive ,vhen x is positive.
we are concerned only with
x" is negative w hen x is negative. its s ize and not its sign.
The signs of a and x" ,viii then deternune t he sign of y.
Num bers close to zero are
• As x beco1nes s1naller, ax" (and therefore y) beco1nes sn1aller.
small in size.
As x beco1nes larger, ax" (and therefore y) becon1es larger.
• If x = 0, y = O; and if y = 0, x = 0. Hence, the curve only crosses Num bers far from zero are
large in size.
the x- axis once, at the point (0, 0).
Fro1n tlus inforn1ation ,ve can deduce the follo,ving.
• Curves ,vith an even value of n ,viii have shapes like parabolas (y = ax2).
• Curves ,vith an odd value of 11 ,viii have shapes like cubics (y = ax3 ) .
Curves of the forn1 y = ax"

n even 11 odd
y y y y
X X
a>O a<O a>O a<O

4 2
• As n increases, the steepness of the curve increases, e.g. y = x will be steeper than y = x .
T he curve with the higher value of n w ill be above the other curve for all values of x except
fron1 -1 to 1.
• As we have already seen in 7:09 for the curve y = ax3, changing a changes the 'steepness' of
the curve. Hence, for the sa1ne value of n, a larger value of a ,vill result in a steeper curve.
5 5
e.g. y = 2x ,vill be steeper than y = x .
y
Curves of the form y = axn + d
10
y = -0-5.--3 + 2
Curves of the forn1 y = ax" + d can be obtained by translating 8 y =-0-5x 3
the curve y = ax" up or do,vn. 6 y= -O-Sx3 - 4
• If d is positive, translate it up d units. 4
• If d is negative, translate it down d units.
This is illustrated in the diagran1 on the right for the curves X

-2
y = -O·Sx3, y = - 0·5x3 + 2 and y = -0·5x3 - 4.
-6
-8
-10
Sketch each of the following curves.

4 5 6
1 y = ~x 2 y = -2x 3 y = -1-2x
Solutions
1 y
t 4
As x is positive for all x (except x = 0), then y is positive
(except ,vhen x = 0).
When x is sn1all (close to 0), y is sn1all.
X
As x becon1es larger (n1oves away fro1n 0), 1x 4
, and hence y,
becon1es larger.
y 5
2 When x is positive, -2x is negative and y is negative.
When x is negative, -2x" is positive and y is positive.
X When x is sn1all (close to 0), y is sn1all.
As x becon1es larger, y becon1es larger.
3 y y = -1 - 2x6
' ' X
:. y = -2x6 - 1
' ''-,,..,. ..... ' '
' ' 6
This is the curve y = -2x (sho,vn as a dotted line) n1oved down
'
'' ' '•
'
' •
'•
1 unit to get y = -2x6 - 1.
' •
' '
'' ''
' '
'
'

Exercise 7:10 . . Curves of the form
y = ox" and y = ox"+ d
D Choose ,vhich of the curves A, B, C or D belo,v is the best sketch for each of the following.
a y= x
4
b y = -x" c y = 2x
7
d y = -3x6 e y = 4x4
xs 1 7
f y = -4x" g y= h y= - x y = -2x8
10 10
y y y y
X X X X
A B C D
II In each diagran1, the two curves labelled i and ii ,vere obtained by n1oving the blue curve up
or do,vn. Give the equation of each curve.
a y b y C y
10 2"
10 8 .
8 6 y =2x 1 -4 -2 r
2 4 X
4 2
6 y =-5x6
ii ii 2
y -- 1,.-4
2· 4
-4 -2 2 4 X
- i
2
6"
-4 -2 2 4 X
2 ~-r- ii
no•
f
-6
IJ In each of the follo,ving, 111atch the curves A, B and C with the equations belo,v.
a y b y B C A B y
A B C A C
10 10 10
8 8
8
6 6
6 4 4
2 2
4
-2 1 2 X
-2 -1 2 X
-2 -2
2 -4 -4
-6 -6
-2 -1 1 2 X -8 -8
-2 - 10 - 10
C
y = 2x4 y = -5x 4
:,
y=x
..II y = O·Sx4 ..II y = x7
..II y = x 6
6
111 y = 2x 111 y = 4x5 111 y = -0·25x
5

D Sketch the follov.ring on separate nu1nber planes.
When graphing y =ox" +d,
a y = 21 x s b y = 2X4
lo ok first at n, then a, then d.
c y = -2x6 5
d y= x - 1
6
e y= x + 1 f y = -2x4 + 4
II Sketch each pair of graphs on the sa1ne nun1ber plane.

5
a y=~ b y=~ C y =x _
y =x 6 y = - x4 y = 1 + x"
d y = x6 + 1 e y = 2x 5 + 1 f y = 1 - x6
y = x6 - 1 y = 2x3 + 1 y = -1 -x
6
II a How do each of the nu1nbers in the equation y = -2x

4
+ 1 deternune the features
of the curve?
3
b Describe the shape and features of the curve y = 2x - 3.
c What is the relationslup betvveen the curves y = 2x5 and y = -2x5 '
D Fro111 the curves of the forn1 y = ax", sketch a possible curve, given that:
a a is positive and II is even b a is negative and II is even
c a is positive and II is odd d a is negative and II is odd.
Ill Fro111 the curves of the forn1 y = ax" + d, sketch a possible curve, given that:
a a is positive, n is odd and d is negative b a is negative, 11 is even and d is positive.
II Each of the curves belo,v has the fonn y = ax" + d. For each curve, state the signs of a and d,
and state ,vhether n is even or odd.
a y b y C y
X
X
0
0 2
The curve shown has t he equation y = x2 + .!.

It is a hybrid
of a para bol a and an hype r bola. x
It is call ed a trident and was studied by Isaac Newton.

7:11 Curves of the form
y= axn and y= a(x-r)n
The diagraJn shows the graphs of y
y = x3 y = (x -2)3
y = x3, y = (x - 2) 3 and y = (x + 2) 3 (0, 8) ~
The cu rves are all t he san1e shape. 8 (4, 8)
3
• If y = x is translated 2 units to t he right t he (2, 8)
3
curve y = (x - 2) is obtained.
3
• If y = x is translated 2 units to t he left the
3
curve y = (x + 2) is obtained.
y = (x+ 2)}
I
-4 -2 0 2 4 X
T he above case is an exaJnple of the general result. 2
-4
If the curve y = ax" is 111oved (horizontally):
(-2, - 8) -6
• r units to the right, the equation of the
. y = a(x - r)"
nev,r curve JS (- 4 , - 8) - 8 (0, -8)
-1
• r units to the left, the equation of the
. y = a(x + r)".
nev,r curve JS
T J.,05e tJ.,ree cvrver
ore i der,ticol except
for tJ.,eir poritior, or,
tJ.,e r,vmber plor,e. ;:::,,-
Sketch each of the follov,ring curves.

4 5
1 y = 2(x + 1) 2 y = - 1(x - 1) You must kn ow how to
y • y
graph y=ax" before you
can graph y =a(x - r] or
0
•
• ,' '•
'• ' ' y= a (x +r)0 .
'• '
,'' ''
' '
''
'
'•
'. )2 :
''
' , ,,'
't
'-
'
X
'
-1
' -, '•
X •
•
y = 2(x + 1) has b een

4
y= -1 (x - 1) has been 5 •
produced by n1oving produced by Jnoving
the cu rve y = 2x
4
the curve y = - x
5
i
1 unit to the left . 1 unit to the right.

•
y = ax" and y = a(x- r]"
C y D
D B y
10 -
A
10
a-
8
6
4 - 6
2
• . 4
-6 /-4 - 2 'O 4 6X
-2
2
'. -4 -
-6 -
-6 -4 -2 0 2 4 6X
-8
-10 - -2
Diagram 1 Diagram 2
5
a The blue curve in D iagra1n 1 is y = x . It has been translated horizontally to produce
curves A and B. What are their equations?
4 4
b T he blue curve in Diagra1n 2 is y = 2x . What curve has the equation y = 2(x - 3) ?
D Write the equation of the curve that is obtained by translating the curve y = x 4 (horizontally):
a 4 units to the left b 4 units to t he right c 1 unit to the right d t unit to the left.
El Describe ho,v y = -2x 5 n1ust be translated to produce curves ,vith the equations:
5 5 l 5
a y = -2(x - 1) b y = -2(x + 3)· c y = -2(x - 2
)
D Make sketches on separate nun1ber planes of:

4 4
a y = - (x + 1) b y = (x + 1) c y = (x - 1) 4 d y = -(x - 1)
4
II Sketch on separate nun1ber planes the follo,ving curves.

2 5 4 6
a y = 3(x + 2) b y = 2(x - 3) c y = -2(x - 4) d y =-(x+ 1)
II Make sketches of each pair of curves on the san1e nun1ber plane.

2 3
a y = - (x - 1) b y = (x - 3) c y = 2(x - 3)3 d y = 2(x+ 1)
2
? 3 - 4
y = (x + 1)- y = -(x - 3) y = 2(x - 3)" y = 2(x + 1)
p CURVES INVOLVING POWERS

Use the checkboxes and the sliders to investigate the effect
that changing the values of a, n, k and r has on curves of the
fonn y = ax", y = ax" + k and y = a(x - r)". T hen you can test
your knowledge by finding the equation of a rando1nly .5 x 3
generated curve. 0
·• 0 ' •
•2 = 0. 5 (x - 2)"
·•

7:12 Curves of the form
y=a(x-r)(x-s)(x t)
In the work so far, the sign analysis for x and y has been of great i1nportance. In this section, it is
also in1portant, though not as sin1ple.
Discussion
Consider the exan1ple y = 3(x - 2)(x + l)(x - 4). y
• Nov.r, x can take any value and for every x value
there is a corresponding y-value. Hence, the
curve has no gaps. -1 2 4 X
• First, find the x-intercepts of the curve.

If y = 0 then:
3(x - 2)(x + l)(x - 4) = 0
:. x - 2 = 0 or x + 1 = 0 or x - 4 = 0
:. x = 2 or - 1 or 4
Plot these x-intercepts.
• Nov.r, for all the other values of x, . y
If x =O, ''
y is either positive or negative. If x = 5,
y is positive :' y is positive
The three x-intercepts divide the ~
'
'
x-axis into four sections. In each -, 2, ,4 X
of these sections the y values ,viii '
be either positive or negative. ( ~\...'' If

Testing a point in each of the If x = - 2, x = 3,
y is negative
sections will deternline ,vhether y is negative
that section is positive or negative.

• Also, as x increases past 4, y
increases, and as x decreases
belov.r - 1, y decreases.
• Putting all the infonnation together y
allov.rs us to sketch the curve.
Testing a value: X
When x = S, y =3 (+ )(+][+)positive
When x = 3, y =3 (+ )(+)(- )negative
y = 3(x -2)(x + l)(x - 4)d
These ideas are explored further in the following exan1ples.

Make sketches of the follo,ving curves.
1 y = 2(x - l)(x - 4)(x + 2)

2 y = -2(x - 1)(x - 4)(x + 2)
3 y = (x - 1)2 (x - 4)
Solutions
1 y = 2(x - l)(x - 4)(x + 2) y
• T he curve has x-intercepts at x = 1,
x = 4 and x = -2.
• Testing values of x sho,vs that the
'
'
''
'''
'
'
''
'
'' 1
1• ,4
~ ' '
X
curve is in the coloured regions. '

''
'
''
' '
X -3 -2 0 1 3 4 5
sign of y (-) 0 (+) 0 (-) 0 (+)
• Conside ring the size of y when x is

greater than 4 and less than -2 gives
the correct shape.
2 y = -2(x - 1)(x - 4)(x + 2) y

• T he curve has x-intercepts at x = 1,
x = 4 and x = -2.
• Testing values of x sho,vs that the -2• 4,
' ~ '
X
curve is in the coloured regions. '

''
'
''
'
''
' ' \
X -3 -2 0 1 3 4 5 ''''
\
sign of y (+) 0 (-) 0 (+) 0 (-)
• Considering the size of y when x is
greater than 4 and less than -2 gives
the correct shape.
3 y = (x - 1)2 (x - 4)
r/
y
1,, thir
• ~~intercepts occur at x = 1 and x = 4.
example
• Testing values shows that the curve is in '
there are
the coloured regions. ,4 or,ly 2
~ X
'
'' ir,terceptr.
~
X 0 1 2 4 5 '
sign of y (-) 0 (-)
• Consider ing the size of y when
0 (+)
t
x is greater than 4 and less
than 1 gives the correct shape.

l:tl Foundation worksheet 7:12
y = a [x - r )[x - s )[x - t I
D Con1plete the sign analysis tables for each of the given curves.
a y = 2(x + 4)(x + 2)(x + 1)
X -5 -4 -3 -2 -1·5 -1 0
y 0 0 0
b y = -4(x + 2)(x - 2)(x - 5)
X -3 -2 0 2 4 5 6
y 0 0 0
c y= J (x - 2
1) (x - 4)
X 0 1 2 4 5
y 0 0
2
d y = -(x + l)(x - 2)
X -2 -1 0 2 3
y 0 0
II Find the x-intercepts for each of the

To find where a cu rve
follo,ving curves.
crosses the x-axis
a y = (x - l)(x - 2)(x - 4)
( i.e. x-intercepts) ,
b y = (1 - x)(x + 2)(4 - x)
? substitute y =0.
c y = (x - 2)-(x + 5)
d y = 2x(x + 4)(x - 2)
II Make sketches of the follo,ving curves

on separate nun1b er planes.
a y = (x - 2)(x + 2)(x - 4)
b y = -(x - 2)(x + 2)(x - 4)
c y = 2(x - 1)(x - 3)2
2
d y = -2(x - 1)(x - 3)
D a Find the y-intercepts of the curves in Question 3.

b Ho,v can the y-intercepts be used to check your sketches?
II Write a possible equation for each of the curves sh o,vn.

a y b C y
-1 1 X 1 '--" 3 X
-4 2 X

d y e y f y
\-2 2 2 X
/1 3 X
II What additional infonnation ,vould have been needed in Question 5 to find the actual
equation of the curve?
D a Match each of the curves to the following equations. y
y = x(x - 3)(x + 2)
ii y = 2x(x - 3)(x + 2)
iii y = 0·25x(x - 3)(x + 2)
b On the san1e nun1ber plane, sketch the curves: 2 3 X
y = -x(x - 3)(x + 2) and y = -2x(x - 3)(x + 2) A
II The equation of the curve shown is y = x(x + 2)(x - 3). y

Give the equation of the curve that ,vould result if this 8
curve was: 6
a translated 1 unit to the right 4
b translated 2 units to the left
c reflected in the x-axis
d reflected in the y-axis. -4 -3 2 2 4x
-8
II a A cubic curve is known to have x-intercepts of -1, 1 and 4 and y-intercept of 8.

What is its equation?
b A cubic curve has x-intercepts of2 and -2 and passes through the point (3,-10).
What is its equation?
IIiJ Sketch the graph of y = (x - r)(x - s)(x - t) if , = s = t.

7:13 The intersection of graphs
In this section, bot h graphical and algebraic 1nethods ,vill be used to find the point or points
of intersection of a line ,vith a parabola, circle or hyperbola.
y
Graphical method y = 4x2
2 5
• In the diagran1, t he points of intersection of the parabola y = 4x
and t he line y = x + 3 are A and B. It ,vould appear fi-0111 the
4 ••••• :It
graph that: A is the point (1, 4) and B is the point (- 0·7, 2 ·2) .
• Ho,vever, the only ,vay to be certain that these are t he exact
points of intersection is to substitute the coordinates into the
original equations and see if true state111ents result. B
2
y = x+ 3
Check A(l, 4):
For y = 4x-
?
and y =x +3 1
2
4 =4 X 1 4= 1+3
Both of these state1nents are tru e.
1 X
:. A(l, 4) is the exact point of intersection.
Check B(-0·7, 2·2):
For y = 4x-
?
and y =x +3
2
2·2 = 4 X (-0·7) 2 ·2 = - 0·7 + 3
Both of these state1nents are false.
intersection graphically:
:. B(-0·7, 2 ·2) o nly approxin1ates the point
1 Draw the graphs.
of intersection. T he accuracy of the esti111ate
2 Read off coordinat es.
can be in1proved by trial and error.
3 Check the solutions
Even t hough t he graphical 1nethod is slo,v
by substitution.
and often cannot give us an exact solution ,
it is still a valuable technique.
We vrvally
Algebraic method retthem ovt
T his n1ethod is based on th e fact that at a point like thir.
of intersection th e x- coordinates on both curves
are equal and t he y- coordinates on bot h curves
are equal. y=4x2
2 y=x + 3
So, for the curves y = 4x and y = x + 3:
Subsitute 1 in 2
If th e y- coordinates are equal, th en:
2 4x2 =x+3
4x = X + 3
4x2 - x - 3=0
4x2 - x- 3 = 0 (4x + 3l[x - 1) =0
(4x + 3)(x - 1) = 0 x= -43 or 1
x =- tor 1 Substitute in 2
2
Substitu tion of th ese values into eith er y = 4x Whenx= - 3 4 , y= 2!
or y = x + 3 gives: x=l ' y=4
y = 4 (when x = 1) :. Points of intersection are:
!
y = 2 (,vhen x = - ~) ( 1, 4) and ( - !,2 ! l

:. Points of intersection are:
(1, 4) and ( - ~, 2 !)
These should be checked by substituting each point
into both equations.
The points of intersection can also b e found using
the fact that the x- coordinates are equal, but in this It is important to check all
case it requires n1ore work. possible solutions in both
of the original equations.
y = 4x2 1
y = x+3 2
R .e arranging these equations gives:

x2 =y 3
4
x = y-3 4
Substituting 4 into 3 gives:

The sketch below shows that
=y
(y- 3)2 there are only two solutions.
4
2
4(y- 3) = y
2 y
4(y - 6y + 9) = y
2
4y - 24y + 36 = y
2 4
y - 25y + 36 = 0 (- 1, 4) (1 , 4)
(4y - 9)(y - 4) = 0
y = ! or 4
Substituting in 1 gives:
When y = 94' x = +~
y = 4, x = +1 X
Checking in both 1 and 2 sho,vs that the points

of intersection are (1, 4) and (-~ , 2 !)-
Exercise 7: 13
D Find the points of intersection of the graphs in each part. Check that the coordinates of each
point of intersection satisfy both equations.
a y b
y =x2 y =x+ 2 4
4
1
x+ y =2
/ 2 -1 0 1 2 X
-2 -1 0 1 2"\._

C y d y
6 4
6 r =:;:
-4 -2 4 X
2 4 6 X
-4 -4
y Use this diagran1 to find the point or

points of intersection of the parabola
9 2
y = x ,vith the line:
2 x+ y =3
y = :l a y = x +6
b x=2
C y = x+2
d 2x+ y = 3
x =2
5
y = x+ 2
y = x+ 6 The 9raphical
method doern't
3
alwayr 9ive
exact anrwerr.
-3 -2 -1 0 2 3 X
El Use the diagran1 to answer the following

questions. 3x+ 4 y =25
a What are the points of intersection
2 2
of the circle x + y = 25 and the line 4
3x + 4y = O?
b T he line 3x + 4y = 25 is a tangent
2 2
to the circle x + y = 25.What is the
point of intersection?
-6 -4 4 6 X
c T he line 3x + 4y = 7 n1eets the circle
at A(-3, 4) and at B. Use the graph -2
to estin1ate the coordinates of B.
-4
2 2
.>: + y = 25
-6

D In each, estin1ate the coordinates of the points of intersection, A and B.
a y b y
5 5
4 4
y = x2
3 3
2 2
1 1
-2 1 2 4 X -2 1 2 X
-1
3x - 4y+2=0
II Find the points of intersection of the following pairs of equations using the graphical n1ethod.
? ?
a y = x- b y = x- c y= x
1
y = 2x y -2x = 3 y =-
X
d y = x -2 e x
2
+ y2 = 4
?
f x- + y-
?
=4
1
y =- y =x 2x-y=2
x
II Find the points of intersection of the equations in Question 5 using the algebraic 111ethod.
D Find the points of intersection of the equations:
2
a y = x + 1 and y = x - 1 b .xy = 2 and x + y = 4
Ill Use the algebraic 111ethod to find the coordinates of A and B in Question 4.
APARABOLA AND A CIRCLE
2 2 2
Consider the parabola y = k - x and the circle x + y = 4.
1 Use the graphical 1nethod to find the nun1ber of points of intersection if:
a k = -2 b k=0 c k=2 d k=4
2 Use the algebraic 1nethod to find the points of intersection of y = k - x 2 and x 2 + y2 = 4
,vhen k = 4.
3 Deternune the 1naxin1un1 value of k for ,vhich there is at least one point of intersection.

p THE INTERSECTION OF GRAPHS
Use graphical n1eans to find the point or points
of intersection of a straight line ,vith a parabola,
hyperbola or circle. Sliders can be used to vary
the equations and you can use a checkbox to test
the accuracy of your solution.
-2
-4
•
'
'
-6
7:14 Miscellaneous equations

and graphs
For all the graphs ,net in this chapter it is in1portant that you can:
• identify different types of graphs fron1 their equations
• detennine a possible equation of a given graph.
Inforn1ation about the features of graphs can be obtained fron1 the equation.You need to kno,v
how to find these features fron1 the equation before atte1npting the next exercise.
Type of Graph Features Graph

Straight line y y
• x- and y-intercepts
• slope
• horizontal and vertical lines
/ X X
/
Parabola y
• x- and y-intercepts (,vhen they exist)
• vertex
"
• axis of synunetry
• concavity X
~ X
y y
Hyp erbola • x- and y-intercepts (,vhere they exist)
• asyn1ptotes '-.
)
• orientation (Quadrants 1 and 3 or
' (
X X
Quadrants 2 and 4)

•
Type of Graph Features Graph
Circle y y
• centre
• radius --
l: 1
X X
Cu bic y l I y
• basic shape (Is it an increasing or
decreasing curve?) J \
X X
Exponential • x- and y-in tercepts (where t hey exist) !y y

'
•
•
concavity
Is it increasing or decreasing?
\
X
I X
------- -------
• asyn1ptote
y y
y = axII • x- and y-intercepts
• basic shape (Does it look like a parabola
or a cubic?) X X
• concavity (/ \
--
Translation: Tern1s in an equation indicate that the cu rve has been fonned by t ranslating a
sin1pler curve in either a vertical or h orizontal direction.
y = ax3 + d has been forn1ed by translating y = ax3 , d u nits in a vertical direction.
2 2
y = a(x - r) has been forn1ed by translating y = x , r units in a h orizontal direction.
Symmetry : Graphs that contain an even po,ver of x have an axis of sy1ru11et ry. If the y-;ncis is an
axis of synunetry then t he equation ,viii be identical when x is replaced by -x.
2 2 2
e.g. y = x + 4, y = 1 + x6, x + y = 1
Exercise 7:14
D Fron1 the list of equations given below, ch oose those that represent:
a a straight line b a circle c a parabola d a hyperb ola e an exponential.
1
A x 2 + y2 = 4 B y = (x - 4) 2 C y = -- D y = 4x - 1
x-4
?
E y= 4 F y = x-4 G x =4 H y = 4-x-
4 ? ?
I y =- J y = (x + 4)-? K y=x
4
L (x - 4)- + y- =4
x
1 1
M y = -x
4
N y = 4- x + 1 0 y = - -+ 4 p y = - -4
X X

II Select the equatio n fro n1 the list in Questio n 1 that 111atches each of the graphs belo,v.
a y b y c y d y
X ·--- ---- - --- ---- X X
e y f y g h
t
I
y
X X X X
y
\ .
y k y l
J y
X X X
m y n y 0 y p y
------ --- ---- -·

X X X X
II Detern1ine the equation of each graph.

a y b y C
4 6
2 2 4
-2 0 4 6X -2 0 2 X
2
-2
-2 0 2 4 6X
d y e y f y
6 6
4
..................... .................. - 4
2 2
-4 - 0 2 4x
-2 0 2 4 6X -4 -2 0 2 4x
-2
-2 -2
-4
-4

g y h y y
6
4 2
--- ----4 ----- ------ 1
2 -2 2 X
2
-2
-2 2 X
-4 -2 2 4 X
-2
-2
-6
-4
-6 -8
-6
-8 - 10
-8
J y k y l y
2
4
6
2 -4 -2 2 4 X
4
-2
~
X
2 ------------- -- --------------
-2 -4
-4 2 2 4 X
-2 -\
-i
m n 0
y y y
6 6 6
4 4 4
2 2 2
-------- ----- -- ------ ---- -- ---·
-2 0 2 X -4 -2 6 X -6 -4 -2 4 6X
-2 -2 -2
-4 -4 -4
-6 -6 -6
p CURVES AND THEIR EQUATIONS

Find the equations of five randontly generated d C
graphs. Tick the checkboxes to check your ansv.rers. •

A suggestion box gives inforn1ation about each graph. l
·• _, 0
•
·• 2
a : y =- - 4.x_:t 2
b: (x - 4)1 +y2
C :y = 4 - • ·•
d : y = - 4x
e: y= -
- 4
X
-•

circle (equation of) parabola
2
• the equation of a circle with its centre • a curve with the equation y = ax + bx + c
at the point (p, q) and a radius of r is y y
(x _ p)2 + (y _ q)2 = ,2
X
cubic
. 3 .
• a curve t 11at contains an x tern1 as its
highest pov.rer X
equation
• an algebraic state1nent that expresses
the relationship betvveen the x- and
• the line of sy1ru11etry of the parabola is its
y-coordinates of every point (x, y)
axis of syn1n1etry. The equation of the axis
on the curve b
exponential curve of synunetry is x =- -
2a
• a curve whose basic equation has one
X X - X • parabolas can be concave up or concave
of the forn1s: y = a· , y = -a , y = a
down
or y = -a-'\ where a> 0
• the point where the parabola turns around
graph (of a curve)
is its vertex (or turning point)
• the line that results ,vhen the points that
reflect (a curve)
satisfy a curve's equation are plotted on a
• to flip a curve about a line, usually the
nun1ber plane .
x- or y-axis
horizontally
sketch (a curve)
• in the direction of the x-axis
• an approxin1ation of a graph
hyperbola
translate (a curve)
• a curve with an equation of the fonn
• to slide the curve in the direction of a
k k k
y = - , y = - + c or y = - -, line, usually the x- or y-axis
x x x-b
vertically
where k, b and care constants. It has t,vo
• in the direction of the y-axis
asy1nptotes ,vhich are lines that the curve
x-intercept
approaches but never reaches
• the point where a line or curve crosses
the x-axis
y-intercept
• the point where a line or curve crosses
the y-axis

LINEAR AND NON-LINEAR RELATIONSHIPS
1 Find the equation of the line that: 7:02

a has a y-intercept of2 and is parallel to y = 4x - 1
b passes through (1, 7) and is parallel toy = -3x + 4
1
c is perpendicular to y = x + 1 and passes through (-1, 4)
d is perpendicular toy = 1 - 2x and passes through (-1, 4).
2 On the sai11e nu1nber plane, sketch the graphs of: 7:04
? ? ?
a y = x· b y = x· - 4 C y = x· + 2
3 On the sai11e nu1nber plane, sketch the graph of 7:04

a y = 2x
2
b y= x
2
J C y = -x
2
4 Sketch the graphs of: 7:04

? ? ?
a y = (x - 1)- b y = (x + 3)- C y = (x - 2)- + 1
5 Find the y-intercept of the parabolas: 7:05

?
a y = (x - l)(x + 3) b y = x· -6x
c y = 8- 2x- x· 2
?
d y = 4x + 8x - 5
6 Find the x-intercepts for each of the parabolas in Question 5. 7 :05
7 Find the equation of the axis of synm1etry for each of the parabolas in Question 5. 7 :05
8 Find the vertex of each of the parabolas in Question 5. 7 :05
9 Sketch each of the parabolas in Question 5. 7 :05
10 Sketch, on the sa1ne nun1ber plane, the graphs of: 7:06

a y = 2x b y = 3x C y = 2-x - 1

2 2 2
a y =- b y=- - C y=
x x x-2
y 7:08
12 a What is the equation of this circle?
b What is the equation of a circle that has its 2
centre at the origin and a radius of7 units?

c State the centre and radius of the circle: -2 0 2 X
2 2
(x - 2) + (y + 1) = 16
-2

a y = x 3 +1 b y = 1 - x3 C y = 2x3 - 1
14 Sketch the curves: 7:10

l 6
a y = 2x" b y = 2X C y = -2x4

15 Sketch the curves: 7: 10
a y = - 1x 3 - 1 C y = -x5 + 1
y = - ~ (x - 1)
5
3) 3 4
a y = (x - b y = 2(x + 1) C

a y = x(x - 2)(x - 3)
b y = 2(x + l)(x - 2) 2
c y = -(x + 1)(x - 2)(x + 3)
18 Use the graph to find the points 7: 13
of intersection of: 10
y =-2x y= x +2
8 8
a y = - and y = x + 2
X 6
8 4
b y = - and y = -2x
X
8
c y = - and y = 10 - 2x -6 -4 2 4 6x
X
7: 13
19 Find the points of intersection of: -4 y =10-2x
2
a y = x and y = 12 - x
2
b y = x - 3 and y = - -
X
- 10
2 2
c y = x + 2 and x + y = 1O
20 Match each graph with its equation fi-0111 the list. 7: 14

2
A y = x2 - 2 8 y = 2x - 2 C y = --
x+2
? ? ? 3
D y = 1 - 2x- E x- + y- = 2 F y = -2(x - 2)
a y b C y
X X X
d y e y f y
X X X

5
1 Find the equation of the line that passes a y =x
5
through the point (3, 4) if it is: b y =x - 2
a parallel to the line y = 2x + 10 C y= x J 6
b perpendicular to the line y = 2x + 10. d y = .:_3(x - 2) 3

2 Find the coordinates of B. 7 Sketch the follo,ving curves on the sa1ne
nu1nber plane.
y = 2x 2
y a y = (x - 2) (x - 4)
b y = 2(x - 2) 2 (x - 4)
c y = (x - 2)- (4 - x)
?
A(3, 4)
8 M ake sketches of the curves:
a y = 2x
7
X
b y = -2x
7
C y = 2x - 1
7
3 Describe the relationship bet,veen the
7
d y = 1 - 2x
?
graph of y = x- and the graph of:
7
a y = x-? +:,- e y = 2(x-1)
b y = x 2 -:,- 9
2 y
C y = (x - 5)
2
d y = (x + 5)
2
e y = (x - 5) + 5
4 A parabola has an equation of

A B
y = 4x2 - 4x - 3. 3
-3 X
a Find:
the y-intercept
ii the x-intercepts
111 the equation of the axis of synunetry
1v the coordinates of the vertex.
b Sketch the graph of the parabola.
T he tvvo sn1all circles have their centres at
5 State the equation of each curve that A and B.T he larger circle's centre is also at
4
,vottld result if the curve y = ,vas: Band it passes through A.What is the
X
a translated 2 units up equation of
b translated 2 units to the right a the circle centred at A
c translated 2 units to the left b the larger circle ,vith its centre at B?
d reflected in the y-axis 10 Find the points of intersection of the line
e reflected in the y-axis and translated y = 2x + 3 with:
2 units up. 2
a the parabola y = x
6 What is the equation of the curve that 9
b the hyperbola y = - .
results ,vhen the follo,ving curves are X
reflected in:
i the x-axis
ii the y-axis?

1 You are given an equation of the forn1 6 T he concentration of an acid is 1neasured
y = ax" + d. Describe ho,v you ,vottld by its pH.An acid with a concentration of:
sketch the curve. • 0· 1 1nole/L has a pH of 1
• 0·01 111ole/L has a pH of2
2 Describe briefly the features of the curves
• 0·001 111ole/L has a pH of 3 .
,vith the follo,ving equations.
'
y = -4x
y = 4x2
y = -4x-? - 4
3
y = (x - 4)
y = 4x
y = x4 - .sooml
! S"
x2 + y2 = 4
,,.-
,2
3 Fence
Wall
A rectangular pen is to be fenced on three

sides with 20 n1 of fencing n1aterial. W hat
is the largest area that can be enclosed and
,vhat are its din1ensions?
a Write each of 0· 1, 0·01, and 0·001 in
4
index notation.
b Explain ho,v the pH is related to the
" D
concentration of the acid.
c If acid had a concentration of
0·000 01 1nole/L, ,vhat is its pH?
A pair of concentric circles is as sho,vn. d W hat is the concentration of an acid
,vith a pH of 4·5?
If you are given the circunuerence, C, of
the outer circle and the difference betvveen e One acid has a pH of2 and the other
the radii, d, find a forn1ula for the inside has a pH of 4.Which is the 111ore
concentrated acid? Ho,v 1nany tin1es
dian1eter D in tern1s of C and d.
is it 111ore concentrated?
5 A ne,v nu1nber plate consists of tvvo letters,
follo,ved by tvvo digits, follo,ved by two
letters as sho,vn.
• •
•
AB07XY •
How n1any different nu1nber plates are

possible?

1 Solve the quadratic equations. 2:01,
2 2
a x = 6x b (x + 6) = 16 2:02
c (x + 6)(x - 16) = 0 d (x + 6)(x - 6) = 6x
2 a A regular polygon has 60 sides. Find the size of its: 3:06,
i interior angle 3:01
ii exterior angle.
b Find the value of x in the follov.ring diagran1s.
..
3_.-0
II
/
foF
6x
0
3 If three nonnal dice are rolled, find the probability of obtaining: 4:05
a three 6s b no 6s c one 6 d at least one 6.
4 Si,nplify 5:03,
a 3✓2- ✓2 +5✓2 b ✓27 + 2,/3 5:04
✓5 X 2,/3 X ✓2
(3✓5)
2
C d
4✓15
5 Zara ,vished to invest $10000. Use a 'guess and refine' strategy to find the 6:06
1ninin1un1 nu1nber of years it ,vould take to 111ore than double her invest1nent if
interest is con1pounded yearly at a rate of:
a 3·6% p.a. b 4·8% p.a.
6 T he value of a library is depreciated at a rate of 17·5% p.a. If the library is presently 6:06
valued at $600000, what will its value be after 4 years'
7 Solve the following pairs of si1nultaneous equations. 1:09

a 2x-y = 6 b 2a-3b=-2 c 3n1 - =6
n
x - y= 4 a + 2b = 6 2111 + 511 = 8

How mvc/,, poi"t
will I "eed?
Contents
8:01 Review of surface area and volume 8:05 Volume of a pyramid
8:02 Surface area of a pyramid Investigation 8:05 The volume of a pyramid
8:03 Surface area of a cone 8:06 Volume of a cone
Investigation 8:03 The surface area of a cone 8:07 Volume of a sphere
8:04 Surface area of a sphere Investigation 8:07 Estimating your surface area
Investigation 8:04 The surface area of a sphere and volume
Fun spot 8:04 How did the raisins win the war 8:08 Practica l applications of surface area and volume
against the nuts? Maths terms, Diagnostic test, Assignments

Selections from:Area and S11,face Area (Stages 5.2, 5.3) and Vo/11nre (Stages 5.2, 5.3)
• Solve problems involving surface area for a range of pris,ns, cylinders and composite solids (ACMMG242}
• Solve problems involving the surface areas of right pyrarnids, right cones, spheres and related co,nposite solids
(ACMMG271)
• Solve problems involving volurne for a range of pris,ns, cylinders and cornposite solids (ACMMG242)
• Solve problems involving the volurnes of r ight pyranuds, r ight cones, spheres and related co,nposite solids
(ACMMG271)
• Conununicating • Problern Solving • R easoning • Understanding • Fluency
Review of surface area
and volume
In Year 9 the surface area and volu1ne of pris1ns, cylinders, prisn1-like solids and co111posite solids
,vere calculated.
The follo,ving forn1ulas n1ay be needed.
Area formulas
1 square: A = s 2 8 Surface area of a rectangular prisn1: I
2 rectangle: A = LB A = 2/b + 2/h + 2bh

/:.' I ,,
--
' -----------
3 triangle: A = t bh , , ' lb
4 trapeziun1: A = 1h(a + b)
5 parallelogran1: A = bh 9 Surface area of a cylinder: r --...
_., v
6 rho1nbus: A = 1xy A = 21rrh + 21rr 2
~ r - ,,
2
7 circle: A = 7Tr
'- _., -
Use this forn1ula to calculate the volun1es of all pris1ns and prisn1-like solids w ith uniforn1
cross-sections:
V = Ah
,vhere A = area of the cross-section of the base
h = height of the solid.
,__A__ /<
Calculate the surface area and volu1ne of the pris1n-like solid sho,vn.
Surface area = 2 X area of the sector + area of the rectangles + area of curved surface.
70 2 70
= (2x x1rx6 )+(2x6x8)+( x21rx6x8)
360 360
= 198·6 cn12 (1 dee. pl.)
70°
Volun1e = Ah 6cm
7 8cm
= ( 0 X7TX6 2 )x8
360
= 175·9 c1n (1 dee. pl.)
8 Surface area and volume

Find the surface area and volun1e of this co1nposite solid.
2 2
Surface area = 2 x (14 x 14)-(?T x 4 ) + 4 x (14 x 6)+ (27T x 4 x 4) + (7T x 4 )
= 728+327T
2 2
= 829 c1n (nearest c1n )
14cm
Volun1e = volun1e of rectangular pris1n - volun1e of cylinder
2
= (14x14x6)-(1rx4 x4)
= 1176-647T The hole is 4 cm deep.
2 3
= 975 cn1 (nearest cn1 )
Exerc •1se 8•01

•
l':'I
11111
Foundationworksheet8:01
Surface area review
D Find the surface area of the follov.ring pris1ns.

a ,, b 16 cm
,, 10cm ,
,,
, ________
, _
14cm
8 cm
14cm
12 cm 33-6 cm
II In each of the follov.ring questions use Pythagoras' theoren1 to

Caution '
calculate the unknown length x, correct to t,vo decin1al places,
c 2= a2+ b2
and then calculate the surface area.
a b , ,
,,
(
a
, ,,
, 7
xcm ,
..------------ ,,
' b
6cm 11 cm ,.,
12cm l i')
14cm
Right-angled triangles
9 cm L___;:jcm
_~,,
7 cm 7 cm
El The follo,ving solids have unifonn cross- sections t hat are sectors. Find the volun1es of the
solids correct to the nearest cubic centi1netre.
a b C
8 cm
6cm
5 cm 30cm
15cm
D Find the surface area of each of the solids in Question 3 correct to the nearest square
centin1etre.

II Calculate the volun1es of the follo,ving solids correct to the nearest cubic centi1netre.
All 111easuren1ents are in centin1etres.
a 10
b C
12 5-8
60 ~ -1450 ~ 50
' y"'
All radii = 4 60
All radii= 10
II Find the surface area of each of the solids in Question 5 to the nearest square centi1netre.
D Calculate the volun1es of the follo,ving con1posite solids. All 111easure1nents are in 111etres.
Give the answers correct to one decin1al place.
a b C 2-8
~ ---,, ---- --~
,
0-8 1-8 3 ,,
1-2
5-6
5.5
6-8
2-1 1-6
3-6
1-4
Ill Calculate the surface areas of the solid5 in Question 7. Give the ansv.rers correct to
one decin1al place.
Surface area of a pyramid

'
,,' perpend icular height
,' ,
,, , ,
,
,, ,' ,, ,,
,' , , ,• -
~--- - ~-------- ,'- -- ---- , ;<
slant height
, ,
, ~
, ,,
The diagra1ns above shov.r a square pyranud, a rectangular pyranud and an hexagonal pyra1nid.
These pyranuds are all right pyranud5 because the apex is directly above the centre of the base.
The interval joining the apex to tl1e centre is called the perpendicular height of the pyra1nid.
The surface area of a right pyra1nid is found by adding

the area of the base to the area of tl1e triangular faces.
To find the area of the triangular faces we need to find the perpendicular height of each face.
Tlus is called the slant height. The calculation of the slant height uses Pythagoras' theore1n.
Tlus is sho,vn on the follo,ving page for both tl1e square and rectangular pyra1nids.

Square pyramid
ABCDE is a square pyranud with a base edge of a units and E
a perpendicular height of h units. Mis the 1nidpoint of t he
''
base edge, BC. EO is the perpendicular height of the pyranud. ''
'
''
EM is the slant height of the triangular face EBC. ''
\ /
'
OM is half of the side length of the square. '
''
2 2 2
D.__
Using Pythagoras' theoren1 in AEMO gives / = i, + ,n ,
w here h = perpendicular height of the prisn1, / = slant height
1
and 111 = a .
a
Rectangular pyramid
Tlus diagran1 sho,vs a pyra1nid ,vith a rectangular base E
18 units by 10 units and a perpendicular height of 12 units. ,
, ''
EN and EM are slant heights of the pyranud. , ,'
,, ,' ''
,, , ,, '
In AENO, In AEJ\10, , '' ''
,"- - -•-,-\- _,?

_ _ _ _'
' 12 ''
EN2 = 52 + 122 EM2 = 9 2 + 122 , ' ''
= 169 = 225 , '' '
:. EN = 13 :. EM = 15 ,
,' , '' '' 0 '
\J
,,' : ~> --------·-----'
' ,,-ri
10
,,
, ' ,
f\T, / 5
9
As EN -:f. EM, rectangular pris1ns have t\vo different slant •
heights. 18
When calculating the surface area of a pyran1id, Pythagoras' theoren1

is used to calculate the slant height of the triangular faces.
Calculate the surface area of the right square pyrai11id.
Solution I'
'
'
'
Surface area = (area of square) + 4 X (area of a triangular face) ' '
= (10 X 10) + 4 X ( 10x13) 10cm

2
= 100 + 260
= 360c,n2
In right square pyram ids,

a II the triangu lar faces are
congruent. This simplifies the
ca lculation of the surface area.

Calculate the surface areas of the follo,ving right square and rectangular pyranlids.
a E D b T LIW =B cm
' MN =6 cm
X '' 0
' T0 =7 cm
'~ II
B
.. N
AO =B cm
X
BC =6 cm
L
A
Solutions
a As the slant height of the triangular face is not given, this 111ust be calculated.
In the diagran1, AM is the slant height of the face.
In MOM
A 1\-12 = A02 + 0 1\-12 (Pythagoras' theore1n)
= 32 + 32 1
(Note: 0 1\-1 = CD)
= 64 + 9 AO =B cm
= 73 BC =6 cm
AM = ./13 A
Surface area = (area of square) + 4 X (area of a triangular face)
= (6 x6) + 4 x( 6 x ;73)
= 36+12./73
= 138·5 cn12 (1 dee. pl.)
b T he slant heights TA and TB 111ust be calculated, as these are not given.

In f).TOA,
TA2= A02 + OT 2 08 = 2l LM T
= 32 + 72 OA =½MN
= 58 E
'
:. TA = ../58 Cl11 ''
(J
r--
'
Pi-
,
,,
In {).TQB, ,,
,,
TB 2 = B02 + OT 2 ,,
,
= 42 + 72 L A 1\/1
= 65
:. TB = J65 CITI
Now, Surface area = (area of rect. LMNP) + 2 X (area of{). TMN) + 2 X (area of{). TLM)
= (LMxMN)+2x( MN2xTB)+2x( LM;TA)

2x6x../6s 2x8x../58
=8 X 6 + - ---+---- In right rectangular py ramids,
2 2 the opposite triangular faces
= 48 + 6J65 + 8../58 are congruent.
= 157-3 cn1-? (1 dee. pl.)

Exercise 8:02 . . Surface area of a pyramid
D The follo,ving diagra1ns represent the nets of pyranlids. Calculate the area of each net.
a , b 12cm
'
E• '
u:
(0,
CL
6cm
-------[_
II Calculate the surface areas of the follo,ving right square and rectangular pyranlids.
a b ,__7-5cm _ c
7
7-5cm
, '
'--~
' _,:
f:.'
(J,
'"
___ ! ,0 ----
6cm
,,
, t ,' -~
6cm ~ '
'
'J / 2CIT
---4cm---
II a ABCDE is a square pyran1id. b ABCDE is a rectangular pyranlid.

Find: Find:
OM
..II EM
E ox
..II EX E
'
111 area of AABE ' 111 OY
'
.IV '
' .IV
EY
r
surface area '
'
'
of ABCDE. '
'
' cm V the area of /1EBC '
' . D', ''.
, - - --------- C VI the area of AABE
,,
VII
.. the surface area
,,'
,,--'! ~- ----ft
~-~- C
0 8cm
of ABCDE. , , 1
✓
/ 0 12
A A1 B A y B
10
D Use Pythagoras' theore1n to calculate the perpendicular

height of each face and then calculate the surface area
of each square pyranlid. Give the ans,vers in surd fonn.
a E b T
,,
L
A B
AB = 10cm LA1 = 10cm
T0=10cm
E0=12cm

II C alculate the surface areas of the following pyranlids. G ive all answers correct to one decin1al
place ,vhere necessary.
a A b J\1 C A
z
--------- C
F t] ______ __
0
X y
E D
H WXYZ is a square.
MO = 3 cm, XY = 11 cm BCDE is a rectangle
EFGH is a rectangle AO = 4cm, ED = 10cm
A0 =8 cm, HG = 12 cm DC=6 cm
GF = 9cm
II Find the surface areas of the following right pyranlids:

a a square pyranlid, base edge 6 c1n, height 5 cn1
b a rectangular pyra1nid, base 7 cn1 by 5 cn1, h eight 10 cn1
D Find the surface areas of the following solid5. Give all ansv.rers correct to three significant figures.
a M b A C 2 cm
~ // - 7 '
,
- ,
'
'H '
,,,
~ G
,
, '' . E /
[);' ... ....
0 .
C - ~ - ------ E 0
' '9
E F , •o "'
C
. ''
'
- - -•- Yr.I
A B .
' ' 4cm
ABCD is a square
AB =5 cm, M0 =3 cm
CG =2 cm B
AO = 0B =9 cm
CD = DE = FE = FC = 6cm
IJ Find the surface area of a right pyra1nid that has a regular

hexagonal base of edge 6 c1n and a height of 8 cn1.
D A square pyranlid has a surface area of 2000cn12 .

If the base edge is 20 cn1, calculate: '
i,cm '' •
'•
xcm
a the perpendicular height, x cn1, of one of the tr iangular faces '
'
' '
b the perpendicular height, /, c1n, of the pyranlid. ' ''•
''
.. ,,----, -- '~---
.... ~- \
, ,' 20cm
20 cm

......... Surface area of a cone
f> PREP QUIZ 8:03
What fraction of a circle is each of the follov.ring sectors?
G
1 Area= ...
5 :·-· S":J
·' .. 0 , ,'
.. . .. .
6 :·~
·' . 0 , ,'
........
o• 7
circumference = 9 cm
2 Circuniference = ...
3 s·1111prfy 2 1Tr 9 10 Evaluate 1Trl if r= 3-5

l : 7T/
2 and / = 6·5, correct
0 to one deci1nal place.
4 Sin1plify: !'.. X 1r/2 '
0 , ,' ' .. .. - .. ,
I ' .... - ....
circumference = 2-rr/
THE SURFACE AREA OF A CONE

The surface area of a cone con1prises tvvo parts: a circle and a curved surface.
The curved surface is forn1ed fi-0111 a sector of a circle.
• This investigation involves 1naking tvvo cones
The ce11tre of A8 011 the
and calculating their surface areas. remicircle ir the poi11t of the co11e.
Step 1 Dra,v a se1nicircle of radius 10 c1n.
Step 2 Make a cone by joining opposite sides of the
senlicircle, as shov.rn belo,v.
Step 3 Place the cone face do,vn and trace the
circular base. Measure the dian1eter of tllis base.
Step 4 Calculate the area of the original senlicircle plus
tl1e area of the circular base. This ,vould be tl1e
total surface area of the cone if it ,vere closed.
1 2 3 4
B A B
10cm 10cm
~ - -
10cm
-••- - -
10cm
~
i-d-i
sticky tape
G A=-rrr 2
• R .e peat the steps above, 1naking the original sector a quarter circle of radius 10 c1n.
What is tl1e surface area of a closed cone of these din1ensions?
., .
. . • Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3
A
A cone n1ay be thought of as a pyranlid ,vith a circular base.
Consider a cone of slant height / and base radius r.
I, '' I
• In1agine w hat would happen if ,ve cut along a straight line '
''
.,.
'
joining the vertex to a point on t he base.
-· '' --
• By cutting along tllis line, ,vllich is called the slant height, ::i. •.( .... B
we produce the net of the curved surface. The net of the
curved surface is a sector of a circle, radius /.
A
,
, If yov brin9 t J,,e two ' B 'r
,
, t o9ether1 t J,,e rector
•' ~ ill bend t o form
:I r
------
,,, .' a cone .
.-- ... -, ---·
'
',
, ,,
I•
, ''
''
'
\\..Bt _ / ) B
'
B
base
~ 21 r r ~ curved surface
To calculate the area of a sector, we 1nust find ,vhat fraction it is

of the co1nplete circle. Nonnally this is done by looking at the Surface area of a cone:
sector angle and co1nparing it to 360°, but it can also be done by Surface area = 7Tr/ + -rr,2
con1paring the length of t he sector's arc to the circun1ference of
the circle. Hence, if the sector's arc length is half the
circu1nference of the circle, then the sector's area is half the area I
I, ''
of the circle. (See Prep quiz 8:03.) '
--- .,' _
length of sector's arc
I
' .
.. -. ..
::i. ••. ! ....

:. Area of sector = - --='--- - - - - - x area of circle
circun1ference of circle
= 21Tr X -rr/2 ,vhere
21rl r = radius of the cone
= -rrrl I = slant height of the cone
No,v, since the area of the sector = area of the curved surface,
Note: I= ✓lz 2 + , 2
curved surface area = 7Tr/
Find the surface area of a cone w ith a radius of 5 cn1 and:

a a slant height of 8 c1n b a height of 12 cn1.
Solutions
2 b First the slant height n1ust be calculated.
a Surface area = 1rrl + 1rr
2 2 2
/ = 5 + 12 (Pythagoras' theoren1)
= 1T X 5 X 8 + 1T X 52
= 401T + 257T = 169
2 I= 13
= 651rcn1
2
= 204·2 cn1 (1 dee. pl.) Surface area = 1Trs + 1rr2
= 65-rr + 257T
The height of a cone is 2
= 901rcn1
the perpendicular height. 2
= 282·7 cn1 (1 dee. pl.)

Exercise 8:03 . . Surface area of a cone
D Find the curved surface areas of the follo,ving cones, giving answers in tern1s of 7r.
a b c d
8cm 10cm
... ,."' . .. '
-·· :i::. 40cm
~J __ _ ___ _
10 .
l- 1ocm :..i
.. --~- ----~
::1 ..... ::.
.-· -~~,=-
20c r = 40cm
II Find the surface area of each of the cones in Question 1, giving all ans,vers in tern1s of 7r.
II Calculate the surface areas of the follo,ving cones,

giving all answers in tenns of 7r.
a radius 8 cn1 and height 6 c1n
Do"'t for9et,
b radius 1·6n1 and height 1·2n1 vre the rla"t
c dia1neter 16 cn1 and height 15 c1n hei9ht, "otthe
d dia1neter l n1 and height 1·2 n1 vertical hei9ht,
of the co/le.
D In each of the follo,ving, find the surface area of the cone correct to four significant figures.
a radius 16 c1n and height 20 cn1 b radius 5 c1n and slant height 12 cn1
c radius 12·5 cn1 and height 4·5 c1n d dian1eter 1·2111 and height 60 c1n
e dia1neter 3-01n and slant height 3-5 n1
D Find the surface areas of the follo,ving solids. Give all ans,vers correct to one decin1al place.
a ,,
A b , c
''' AB =12cm E''
'' ' '' u:
a,,
' ' '' ' ' B0=12cm
' ' •
''...--=:--:• BC =Scm
B:"J •• • 0D =10cm T
'
-· -······--. 7cm
-- i
--''' - -.. - Note: This is half a cone.
' . . .... . . D
::I
0
II A cone is to be fonned by joining the radii of the sector shown.

In the cone that is fonned, find:
a the slant height
b the radius 15cm 120°
c the perpendicular height. 15cm
IJ 2
a A cone ,vith a radius of5cn1 has a surface area of2001rcn1 . What is the perpendicular
height of the cone?
b A particular cone cannot have a surface area greater than 10001rc1112 . What is the largest
radius, correct to one decin1al place, that ,vill achieve this if the slant height is 20 cn1?

•
Surface area of a sphere
THE SURFACE AREA OF A SPHERE
Carry out the experin1ent outlined belov,r to de1nonstrate
that the reasoning is correct. It ir imporrible to dra~
tJ.,e riet of a rpJ.,e re iri
Step 1 Cut a solid polystyrene ball or an orange into t\.lo dimeririorir...
t,vo halves. T he faces of the two henuspheres
Step 2
are identical circles.
Push a long nail through the centre of
..
Step 3
a he1nisphere, as shown.
Using tluck cord, cover the circular face of one
-
of the he1nispheres as sho,vn, carefully ,vorking
fron1 the inside out. M ark the length of cord
needed. Call this length A. Length A covers
2
the area of the circle, ie 1rr .
Step 4 Put a second ,nark on the cord at a point that is double the length A.
T he length of the cord to the second 111ark is 2A, ,vluch covers the area
2
of t\vo identical circles, i.e. 21rr .
Step 5 Turn the other henusphere over and use the cord of length 2A to cover
the outside of the henusphere.
It should fit nicely.
It seen1s that 2A covers half of the sphere.
It ,vottld take 4A to cover the whole sphere.
Surface area of a sphere = 4A
Surface area = 41r,-
?
1 2 3

The surface area of a sphere is given by the forn1ttla:
?
SA = 47l'r-
"vhere SA is the surface area and r is the radius.
- -- .
-- ---r ......
- ----- -
The proof of the forn1ttla for the surface area of a sphere is beyond the scope of this course.
1 Find the surface area of a sphere 2 Find the surface area of the
of dia1neter 12 cn1. he11usphere sho"vn here.
--
--- --- --
7cm ' -
' • --------
Solutions
1 D iai11eter = 12 c111 2 SA = area of curved surface + area of circle
:. Radius = 6cn1 471',2
- - + 1TY2
Now, SA = 41Tr 2 2
2
= 4 X 1T X 6 = 37Tr2 Dori'tfor9etthe flat n,rface
= 14471' Clll2 = 37!' X 72 i,.,heri firidiri9 the rvrface area
--
2 2
= 452cn1 = 1471Tcn1
2 of a hemirphere.
(3 sig. fig.) = 461·8c111 .....
(1 dee. pl.)
Exercise 8:o,
D Find the surface area of a sphere with:

a radius=Sc1n b radius=7·6cn1 c radius = 3-2 111
d dia1neter = 18cn1 e diai11eter = 1·6111 f diai11eter = 8000 k111
Give all answers as exact ansv,ers (n1ttltiples of 71') and also as approxin1ations correct to three
significant figures.
II Calculate the exact surface area of a he1nisphere w ith:
a radius = 12 c111 b diai11eter = 12 c111

El C alculate the surface area of each solid correct to two deci1nal places.
a b C ...
,4- - - 22m ~,
, -- - · scm·-- ... •
19-4m
D A cylinder is 31n long and has a radius of 80 cn1. A he1nispherical cap is placed on each end
of the cylinder. Calculate the surface area of the solid correct to four significant figures.
II 2
A sphere has a surface area of 200cn1 . Find its radius correct to one deci111al place.
D C alculate the surface areas of each of t he follov.ring solid~, correct to three significant figures.
(All 111easuren1ents are in centi1netres unless stated othen-vise.)
a b C A
, :,
BC = 0·6 m
- ------ .. .. , . :' '' '' \
AB = 0·8m
, C
f
8
0D =3·0m
A0 = 4·0 m
'
10 :' '
- • • ,I
'
..
' -- -.. -
--- ,' 0
::1. ....... D
A
0 is the centre of ~ 16 ~
the hemisphere.
The dimetrod on was a dinosaur

that had a large sail to absorb
and dissipate heat efficient ly.
Dimetrodons of different sizes
had a slightly different shape.
Larger specimens had
proportionally larger sails.
These sails va ried according
t o t he volume rather t han t he
surface area or t he length of
' the creat ure. Being cold
blooded, t hey needed to remove
or absorb heat according to
their body mass.

HOW DID THE RAISINS WIN THE WAR AGAINST THE NUTS?
Work out the ans,ver to each question and ,vrite
t he letter for that part in the box that is above t he
correct answer.
Siniplify tvhere possible:
B 8x + x C 8x+x
D 8x x x E 8x-x
H xy + yx E 2x-2
E 3x - 4 + 3x E 3(2x - 4) - 6x
T 3x x 3x T -2x - Sx
Solve:
X X 1 1 3 3
G - =3 H - = - E 3x = - H- x = -
3 3 3 3 4 8
2 X
I x =9 I 0·3x = 3 J £ =9 L x = -
2
Find the value of the pronun1eral in each of the following:
L M 3~ N
X
8 X
8
30°
Find the value of b2 - 4ac if:

N a = 2 b = 10 c = 5 N a = 3 b = -2 c = 4
' ' ' '
0 a = 1 b = -1 c = 4 S a = 6 b = -3 c = -1
' ' ' '
Siniplify:
s (a-1)-2 s a-1 Xa 1 E (2a2) 3 T R6 .
a a a2 ~
:, a 3a
T - +- E - x-
~
T 3a + - u a- -
4 5 :, a 4 16
y 6a + 3a + 3
1 111 11 11111 111 1111

II 11
~ ~
I"loI I I I I I I I I I I I I I I I I
Lt"l
OSN .-,
I -
0
II
~
0
\0
~
~ N
I
~
,.
-.:I"
- -a
"'
00
<')
<')
N
~
I
~
0
II
~
-
II '° + I '° II
-.:I"
<') 0--
~
N \0 ~

........ Volume of a pyramid
THE VOLUME OF A PYRAMID
• Photocopy the nets belo,v onto light cardboard.
• Use these nets (,vith tabs) to construct an open rectangular pris1n of length 4·2cn1,
breadth 4·2 c1n and height 2·8cn1 and an open pyranud of length 4·2cn1, breadth 4·2cn1
and height 2·8cn1.
(Note: To produce this pyranud, each triangle 1nust have a height of 3·5 cn1.)
tab
tab
-"'
.0
• Fill the pyranud ,vith sugar or sand

and tip the content~ into the rectangular
prisn1. Ho,v 111any ti1nes 1nust this be
done before the prisn1 is full?
1
• Co1nplete: T he volun1e of the pyra1nid =D
of the volu1ne of the pris1n.
Investigation 8:05 de1nonstrates that the volun1e of a pyra1nid is one-tlurd of the volu1ne
of a prisn1 with the san1e base area and height.

The volun1e of a pyranud is given by the fonnula:
V = jAh
1I,
where V = volu1ne, A = area of base and h is the height , I

of the pyranud.
''
, ~----- ·---- -~
,,
,' A
'
2
a Find the volun1e of a rectangular pyra1nid b A square pyran1id has a volu1ne of 625 cn1
that has a base 6 ·2 cn1 long and 4· 5 c1n ,vide and a height of of 12 c1n. W hat is the length
and a height of9·3cn1. of the side of the square?
Solutions
a V= jAh b Let the side length of the square be x cn1.
A= 6-2 X 4·5cn12 V = jAh
h= 9·3cm 625 = j X x 2 X 12
:. V = j X 6·2 X 4 ·5 X 9·3c1n3 x2 = 156·25
= 86·49cn13 --- x = 12·5 cn1-
?
Calculate the volun1es of the pyra1nids pictured.

A
a A b
'
""
' '
' '
' '
' '
}'Q~-- ------ C
i-7 ,
6 \ A0 = 12cm B
E B BC = 26·6cm
BC = 6·5cm
DM= 16-Bcm
EB = 6·5cm
AO = 10·5cm
Solutions
a V = jAh b V = lAh
h = 12c1n BCxD1vf ?
A = - - - - cin-
A = 6-5 X 6-5 cn12 2
--- V = j X 6·5 X 6 ·5 X 12 26·6 X 16·8 cnl2
= 169c,n3 2
I, = 10·5c1n
-·· V = 1x 6·6x 16·8 x10·5

2
= 782·04cn13

Exercise 8:05 . . Volume of a pyramid
D Calculate the volun1es of the square and rectangular pyra1nids drawn belo,v.
a A b A
A0=10cm
... ,______ .,. ____ _

,
:--,
0 6-Scm
12cm 14-2cm
f.l a Calculate the volun1e correct to two deci1nal places of a square pyranud with a base edge
of 3 ·25 111 and a height of 6·3 n1.
b A rectangular pyranud is 16·2 cn1 lugh. Its base is 5·8 cn1 long and 7 -5 cn1 ,vide.
Find its volu1ne.
II a A pyranud has a triangular base ,vith an area of 4·321n .

2
r,, Overtio,, 'I yov rvbrtitvte
Find the volun1e of the pyranud if it has a height of 2 ·5 111. i11to the formvlar a11d the,,
b Find the volun1e of a hexagonal pyranud of height 15 cn1 rolve the eqvatio11.
2
if the hexagonal base has an area of6·2c1n .
D a A square pyranud has a volu1ne of18000cn1 . If the side

3
length of the square is 30 cn1, ,vhat is its height?

b A pyra1nid has a 12 cn1 square as its base. Ho,v lugh 1nust 1
3 V= 3 Ah
the pyranud be if it is to have a volun1e of 500 c1n '
18000 = ½x30 x 30xh
c A square pyranud ,vith a height of 120 c1n has a volun1e
3 h=?
of 64 000 c1n . What is the area of its base and the length
of the side of the square?
d A rectangle that is t,vice as long as it is wide fonns the base of a rectangular pyranud that
is 60 c1n lugh. If the volu1ne of the pyranud is 4000 cn13, ,vhat are the di1nensions of the
rectangle'
Calculate the volun1es of the triangular pyra1nids belo,v. T he base of each pyranud has been
drawn separately alongside it.
a B ,....--- - --., D b A B. . - - - - - -= D
~
12-3cm
~~
B ----- ; "~
B ----- : ----- D
0
' \ c '
0
D
~ c
C C
AO = 12-0cm AO= 16-2cm
II Calculate the volun1es of the pyra1nids drawn belo,v.

Watch there two-they' re tricky.
a A b A
Cha119e ce11timetrer to metrer
,
,, before doi119 a11y calcvlatio11r.
,'
,,' ,,
,'
, .'E
.. - - - - - - _,_ - - - ........... D
,, '
h ,
,, f' 1-2m
, 0 85cm ,, 0
85cm B 1-6m C
A0=1 -2m A0 =95cm

II Calculate the volun1es of the following solids.
a b
, , E''
L C
..L'
,'• "\
,
,' ' ,'" '
,' ''
I ' I I \
, ":" '
"''
I I t I \
,, ,, '' t
t
I
I O 1
I I
\
\
,. ... - - - - - - r - - - , '
'D ,
, ......: _ - - - - - _["! 1-6m
,
,, .
,{----,--
' ,....
' C
,,
,··· ·--; -' ,o
'
A '
7-5m
' C
''
_____ __ _Co
'
J\,,f
A
ABCD is a square. ABCD and EFGH are squares.

AB = 12cm AB = 20cm, EF = 10cm
L O = MO = 10cm 1\10 = 15cm, LJW = 15cm
d e ~ - -7._,-5 m
7-5 m ',
--- , ·· 1:;A
'
)o
, '
,, ' The solid in
, '
part c is a
' '
truncated
12-6cm '
' ' ' pyramid. Its
'
' ' 6-0m
" volume is
"•'
The height of the pyramid 'B calculated by
is 8-5 cm. (Answer correct ---- subtraction.
to 3 sig. fig.) 3-0m
3-0m
A0 = 4-5m
B0 =3-0m
Ill a Calculate the volun1e of a right square pyra1nid if it has a base A.,__ _...,_B
2
area of 64 c1n and the distance fro1n the apex to a corner of the
base is 15 cn1. F 0 C
b Calculate the volun1e of a pyra1nid that has a height of 8 cn1.
T he base of the pyra1nid is a regular hexagon ,vith a side length
of 6 c1n. The base is shown in the diagran1. E D
0 is the centre of the base.
D A tetral1edron is a triangular pyra1nid in ,vhich each face is an equilateral triangle. Calculate

the volun1e of a tetrahedron that has all its edges 6 c1n in length. Hint: You w ill need to kno,v
so1ne geon1etry and trigono1netry. Diagran1s of the pyran1id and its base are drawn belo,v.
D A
( Yov'II J.,ave to be wide
awake for tJ.,ir 011e.
B C
C ·····•··· :·
0
A

Just as the cylinder could be thought
of as a 'circular prisn1', so the cone can The volun1e of a cone is given
by the fonnula:
be thought of as a 'circular pyranlid' .
The volun1e of a cone is one-tllird of

V= j 1r,21, l
I,
......... --
tl1e volu1ne of a cylinder ,vith the san1e
base area and height.
where r is the radius of the
circular base and h is the height.
! r
1 Find the volun1e of a cone ,vith a 2 Use Pythagoras' theoren1 to

radius of 6 ·2 cn1 and a height of calculate the height, h, correct
7-5cm
5·8 cn1. Give your ans,ver correct to tl1ree deci1nal places and
to three significant figures. then use tllis value to calculate . !"~~ ~
t] ___ :::
the volun1e correct to three
3-6c
significant figures .
Solutions
1 v -11r,2h 2 By Pythagoras' tl1eoren1
- 3
2 2 2
r = 6·2c1n i, + 3-6 = 7-5
h = 5·8 CITI h2 = 7-52 - 3-62
h = ✓7·5 2 - 3·6 2
2
:. V = j X 7r X (6·2) X 5·8
= 233 cn13 (3 sig. fig.) = 6 ·580 (3 dee. pl.)
V = 1.1r,
3
2
h
= 3-6
r
h = 6-580
:. V = j x 1r x 3-62 x 6 ·580
= 89·3 c1n3 (3 sig. fig.)
Exercise 8:06
D Find the volun1es of the follo,ving cones correct to t\vo decin1al places.
a b 2-5m
c
~ ......... .
''
''
--
:s.gm
-. - - '
- --
- 1- ---
!-=== 17-5cm

II a A cone has a base radius of 5·2 cn1 and a height of 7 ·8 cn1. Calculate its volun1e correct
to n.vo significant figures.
b T he dia1neter of the base of a cone is 12·6cn1. If the cone has a height of 15·3 cn1, find its
volun1e correct to three significant figures.
c A cone has a base dian1eter of2·4111 and a height of 45 c1n. Calculate its volun1e to the
nearest tenth of a cubic n1etre.
El Use Pythagoras' theore1n to calculate h, correct to three decin1al places, and then use this
value to calculate the volun1e correct to three significant figures.
a b c
3-6m
---------c
5-6m 15-Scm
--- -,-' I • .,.,
i,m :1,m
, ,-- - .. - - - hem 4-8m '
'
2-7c
D A right-angled triangle ,vith sides of 5, 12 and 13c1n

is rotated to forn1 a cone. What is the volun1e of the
cone if it is rotated about:
a the 12 c1n side
b the 5 cn1 side?
II a A cone has a radius of 10 c1n. It has a volun1e

3
oflOOOcn1 . Calculate the height of the cone
In Question S, substitute into the formula
b A cone ,vith a height of 20 cn1 has a volun1e V=½'rrr2h and then solve the equation.
3
of1500cn1 . Calculate the radius of the cone
3
c T he height of a cone is n.vice its radius and the cone's volu1ne is exactly lOOOcn1 .
Calculate the di111ensions of the cone correct to one deci1nal place.
d A conical flask filled ,vith liquid has a radius oflO cn1 and a height of10cn1. How high
n1ust a cylinder be to hold the san1e a1nount of liquid if its radius is 5 cn1?
II Calculate the volun1es of tl1e following solid~. Give all ans,vers correct to tlrree significant figures.
a f b ,f. c ·:.
, - ----- .. _ -
8·5Cm
~
8•2 m '
, ,,
\ 3-8m
,' . ,
, , , AB =4·8cm
B0=6·4cm
f
I \ / : \
Ar - D Br - D
' BD= 3·6cm
5-8cm OC =4·8cm
.t 'r - r
' _____
:-l C o':'::l.. ______ c
l--17-Scm--j 0 7-6m
IJ T he sector sho,vn is fonned into a cone by joining its t\vo radii. 240°
Calculate the volun1e of the cone correct to the nearest cubic centi1netre.
12cm )

Volume of a sphere
ESTIMATING YOUR SURFACE AREA AND VOLUME
• Describe how you could esti1nate your surface area using a suitable roll of 1naterial.
• T he volun1e of a solid can be established by placing it in a container of ,vater. T he a1nount

of ,vater that it displaces is equivalent to the volun1e of the solid. Describe how you could
use this principle, ,vhich was discovered by Archin1edes, to calculate your volun1e.
A~ with the pyra1nid and cone,

the forn1ttla for the volun1e of The volu1ne of a sphere is given by the forn1ttla:
a sphere is hard to prove. V= j 1T,3
Here the fonnula is just stated where r is the radius of the sphere.
,vithout proof.
1 Find the volun1e of a sphere that has a radius of5·20cn1. Do yov remember hoi,,
Give your answer correct to three significant figures. !x
to vre the 1'] bvtto,,
011 yovr calcvlator?
3
2 A sphere has a volu1ne of1000n1 . Calculate its radius
correct to the nearest centi1netre.
3 If the Earth is considered to be a sphere of radius 6378 ki11,
find its volun1e correct to four significant figures.
Solutions
3 2 v -.!1r,3
1 V= ; 1rr - 3
= ; X 7r X (5·20)3 1000 = j 1rr3

= 589 cn13 (3 sig. fig.) 3 3000
r = --
3 V= ; 1rr
3 471"
= ; X 7r X 63783 r = ~3000
= 1·087 X 1012 ki11 3 (4 sig. fig.) 471"
:. r = 6·201n (nearest c1n)

Exercise 8:07
D Find the exact volun1es of the following spheres:
a radius = 3 cn1 b dian1eter = 4 111
c radius = 3-6 ,n d dian1eter = 4·81n
II Find the volun1es of the following solids. Give the ansv.rers correct to three significant figures.
a sphere, radius 1·2111 b sphere, dian1eter = 25·6cn1
c henlisphere, radius 3·15cn1 d henlisphere, dian1eter = 2·40111
El Calculate the volun1es of the following solids, correct to three significant figures.
a b C I
2-0cm
, - I -
T 4-0cm
, . .---------------- . l
.
8-4cm
+
4-0cm
1- - 12-6cm ::::J I
D Calculate the volun1e of a spherical shell that has an inner radius of 5 cn1 and an outer radius
of 6 cn1. Give the ans,ver in tern1s of 1r.
II 3
a A sphere has a volun1e of2000 cn1 . Calculate its radius correct to one decin1al place.
b What is the sn1allest radius a sphere can have if it has to have a volun1e greater than
3
5000 c1n ' R .o und your answer up to the nearest ,vhole nun1ber.
3
c A sphere has to have a volu1ne of 1111 . What is the radius of the sphere' Round your
answer up to the nearest centi1netre.
'- --:[ ~
• , ,j J, I
.'•
I
'
' ''
.i :'
' '
-
.
r1..·
,.... :tlI
r?
"-.
t' . ·' •
'
l . . '• '
..
--~
Why is gas stored
in spherical tanks?
Estimate the volume
of gas held in one of
t hese ta nks.

1=
......... Practical applications of
surface area and volume
A buoy consists of a cylinder ,vith tvvo henuspherical ends, 1·1m
as shown in the diagran1. Calculate the volun1e and surface
area of tlus buoy, correct to one deci1nal place.
2,4m
.... -. - -
'
1•1mu --/
Solution
TJ,,ir meor,f tJ,,e
T he two he1nispheres have the sa1ne radius, so
hemirpJ,,erer or,d tJ,,e
they will fonn a sphere ifjoined.
Volu1ne = volun1e of sphere + volun1e of cylinder
= j ?Tr 3 + 1Tr2h
cylir,der J,,ove tJ,,e
rome rodivr. o
..,_
The height of the

= j7T(1 ·1) 3 + 7T X 1-1 2 X 2·4 hem isphere is
= 14·71n3 (1 dee. pl.) equal to its rad ius.
Surface area = surface area of sphere + curved surface area of cylinder

= 41rr2 + 21rrh
= 47T X 1-1-? + 2 X 7T X 1 ·1 X 2·4
= 31·81n2 (1 dee. pl.)
Exercise 8:08
D Assun1ing that the Earth is a sphere of radius 6400 kin,

find correct to two significant figures:
a the volun1e of the Earth in cubic 1netres
b the 1nass of the Earth if the average density
- 4 tonnes I 1n3
. ::>·
1s
c the area of the Earth's surface covered by water
if 70% of the Earth is covered by ,vater.

II A house is to be built on a concrete slab that is r-- 6-Bm
2 -1 m
- -,
20 c1n thick. T he cross-sectional shape of the slab I
is shov.rn in the diagra111. Calculate the volu1ne
'---"'s-sm
--'~--
10-Bm
of concrete needed for the slab.
4-7m
2-1 m
El A glasshouse is in the shape of a square pyran1id. Calculate the area of the four triangular
faces to the nearest square 111etre if the side of the square is 20 1n and the height of the
pyranud is 17 111.
D A special chocolate is n1ade in the shape of a spherical shell. T he outside dia111eter of the shell
is 4 c1n v.rlule the inside dia111eter is 3-7 c111. Calculate the volun1e of chocolate required.
II A gas tank consists of a cylinder with a he111isphere on top. It is 111ade of 111etal that is 1 c111
thick. It has an overall height of 90 c111 and an external dia1neter of20 c111. Calculate:
a the surface area of the tank
b the internal volu111e of the tank.
(Give answers correct to t\vo significant figures.)
II The cross-section of a swi111111ing pool consists of a rectangle ,vith t\vo se1nicircular ends.
The depth of the ,vater in the s111aller se1nicircular end is 0·2 111 ,vlule the depth in the other
senucircular end is 1111. T he rectangular part has a depth of0-6111. Calculate:
a the capacity of the pool to the nearest kilolitre
Remember:
b the cost of tiling the ,valls and floor of the pool, to the nearest $100, 3
2 1 kl = 1 m
at $100 per 1n .
6m _ _ _ _ _4m
.:..:..:.;,,41..,
~:..:---~ 0-2m
1 m ,' _:-.::-,.-- d.=,-:;z:.:_-:,.;,-::.. ~
' ----! "
t / ✓ 0-6m
Bm

D The diagra1n sho,vs the cross-sectional area
of part of a landscape design. The shaded
area is to be concreted ,vhile the re1naining
area is to fonn two fish ponds.
a Calculate the volu111e of concrete needed
if it is to have a unifor111 depth of 100 1ru11. 55° 55°
3m Sm 5 m------=
3-m~
(Answer correct to one deci111al place.)
b Calculate the capacity of the fish ponds in Remember: 1 L= 1000 cm
3
kilolitres if the depth of water is 60 c111.

Ill The structure shown is 111ade to support 0-4m 0-4m
a ,vater pipe. The t\vo identical ends are
0-4 m~ ~ , 0-8 m
trapezoidal prisn1s that join a rectangular
pris1n with a half-cylinder re1noved.
Calculate the volun1e of concrete needed
to 1nake the structure, correct to tvvo 1-2m
0-2m 0-2m
deci111al places.
II The large tank in the photo consists of
two cones and a cylinder. If the dian1eter
of the cylinder is 5·2 n1 and the heights of
the botto1n cone, cylinder and top cone
are 2·8111, 8·5111 and 1·8111 respectively,
calculate the volu111e of the tank correct
to one deci1nal place.
Ill] A storage bin has been 111ade fro1n a square 3-6m

pris1n and a square pyranud. The top 1 ·8111
of the pyra1nid has been re1noved.
Calculate the volu111e of the bin.
AB = 4-5m c.
BC=3-6m 1-2 m

ma The solid shov.rn is knov.rn as a frustrun1. ,
,"'''' '
,
' '
It is fonned by re1noving the top part of the cone. ,, , '' ' ' '
,
''
,_-,:'1""!':1 '_'
'
;2-7m
_,_
::i ______ _
2 -5
By co111paring the values of
xm
tan 0 in two different triangles,
0
find the value of x.
ii Find the volu1ne of the frustrun1. 2 -7m
r
D
1m
2 -Sm
1-m
b A storage bin for 111ixing cen1ent is forn1ed fro1n t,vo truncated ' -
'
cones (frustrun1s). Calculate the volu1ne of this bin. E:'
,-.. '
-
N ',
..' --------
; 2-Sm
.__6,:'. .•- -
'
"'. '
N,
composite solid slant height (of a cone)

• a solid that is fonned • the distance fi-0111 a point on
by joining si111ple solids the circun1ference of the
circular base to the apex --
prism (right) of the cone
• a solid that has t\vo ; slant height (of a pyramid)
identical ends joined by • the perpendicular height
rectangular faces ~ ... of the triangular face of a
pyranud. (i.e. the distance
pyramid I-
fi-0111 the apex of the ,,' 7
• a solid that has a base fro1n , ,
pyranud to the 1nidpoint ,
w hich triangular faces rise
of the base edge)
to 111eet at a point (called
surface area
the apex)
• the sun1 of the areas of the faces or
perpendicular height (of a cone or
surfaces of a three-din1ensional figure
a pyramid)
(or solid)
• the distance fi-0111 the apex of a cone or
volume
a right pyra1nid to the centre of the base
• the a1nount of space (cubic units) inside
a three-din1ensional shape

SURFACE AREA AND VOLUME
Each part of this test has si1nilar iten1s that test a certain question type.
1 Calculate the surface areas of the follo,ving right pyra1nids. 8:02

a b c
E
8, E•'
" u:
-
0
/I
/
12cm "'
-
c.;,
<O
,
~-
C\I,
;------''- ---
- 1 2cm , ''
,,
8cm 10cm
10cm
2 Calculate the surface areas of the follo,ving cones correct to one decin1al place. 8:03
b ' C
'
'
E:' E ;'
-~-·'
(.)
N: -
., - - -~~ --
~ . -- -:-
C\I'
-- .... ................ -
'.)
' ______ _
2-6m
1-8cm
3 Calculate the surface areas of the follo,ving solid5 correct to t\vo decin1al places. 8 :04
a a sphere of radius 5 c1n
b a sphere of dia1neter 16·6 c1n
c a henlisphere of radius 3 c1n
4 Calculate the volun1es of the follo,ving solids. 8:05
a b C
7-6c,i('
r.
'
T
5-4m
~- 16.4cm
r::
5-4m 8-4m
5 Calculate the volun1es of the follo,ving solids correct to one decin1al place. 8:06
a b c
:6-Sc '
'
''
'
- -- h __ ::: _
- L -
2-6c
Im
'
-- '
6 Calculate the volun1es of the follo,ving solids correct to one decin1al place. 8:07
a a sphere of radius 5 c1n
b a sphere of dia1neter 8·6cn1
c a henlisphere of diai11eter 15 cn1

ASSIGNMENT BA Chapter review
1 Calculate the volun1e 6 C alculate the surface area
and surface area of of the solid sho,vn. Give
'
the pyranlid sh o,vn. the ans,ver correct to
9 cm
three significant figures.
9 cm
2 A cone has a dia1neter of 16 cn1 and a 17-0cm

height of 15 cn1. Calculate the surface area
7 A tank for holding liquid chen1icals
of the cone in tern1s of 7r.
consists of a cylinder ,vith tvvo
3 Calculate the surface area of a henlisphere henlispherical ends as shown in the
that has a dia1neter of 16 cn1. Give your diagran1. Calculate its volu1ne correct
ans,ver correct to tvvo significant figures. to three significant figures.
3
4 A spherical tank is to h old 100111 . 3-62 m •I
W hat radius (to the nearest 111illin1etre)
,viii give a volun1e closest to 1001113 ?
'
' \~
: 1-BOm
'
''
5 Calculate the volun1e of the solid pictured. ' _.__.iL_L
G ive t he ans,ver correct to three significant 8 An octal1edron is a double
figures. pyranlid ,vith all its
edges equal in length. , '
.... ~·-· ~·-
C alculate the surface - '
''
'
area and volu1ne of an '
6c m
octahedron w ith all its
edges 6 c1n in length.
Engineers
solve many
surface area
and volume
prob lems in
- . ..
' '•
the design and
constru ction
of buildings.

1 T he value of a library is depreciated at a 4 Three positive ,vhole nun1bers are
rate of 15% pa. If the library is presently 111ultiplied in pairs. T he ans,vers obtained
valued at $800 000, what ,viii its value be are 756, 1890 and 4410. What are the
after 4 years? nu1nbers?
2 MBC is equilateral ,vith a side of length 5 The dot indicates the position of one chess
a units. AT, BS and RC are perpendicular queen on a chess board. How 111any 111ore
heights of the triangle that n1eet at X. queens can you place on the board so that
Find the lengths: A none of the queens threatens another?
a BX
b XT
R
B T C
3 ABCD is a right triangular pyrainid. Its base •

is an equilateral triangle of side .Jn units, 6 One large sheet of paper
and the edges AB, AC and AD are all ,vas ruled up and folded.
6 units long. Find the height, AX and the It ,vas then cut along the
volun1e of the pyra1nid.
A
fold sho,vn in the diagrai11
on the top to forn1 an
8-page booklet. On the
- - ----
'O.✓
/'
4 I
I
--
--
--
--
diagra1ns to the right,

,vrite the page nun1ber on
each quarter (as has been ;k 0
done for pages 2 and 4). Front
C ' J .,11
-0.-
,,,
Back
~:-i A glass and

steel pyramid
forms t he
ent rance to t he
. . __ _ _ _ _ _ _ _ _ _i...;_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __, Louvre in Paris.

ASSIGNMENT SC Cumulative revision
1 a Find the equation of the line that is parallel to the line y = 3x - 5 and passes 7 :02,
through the point (1, 7). 7:03
b A line is perpendicular to the line y = -2x + 4 and has a y-intercept of -3.
What is the equation of the line?
2 Fron1 the follo,ving list of equations choose those that represent: Chapter
a lines b parabolas c circles d exponentials 7
?
y = x - -2 y = 2x y = 1-2x 2 y = x -2
y = -2x 2 y = -x-2 y = 2-x -2 y = -2
y = 2-2x x ?- + y-? = 1 y = -2 x x =2
3 Expand and sin1plify: 5:05

a (2+ Js)(3-Js) b (✓7-Js)(✓7 + Js)
4 Express each of the follo,ving ,vith a rational deno1ninator. 5:06

6 6✓2 ✓2
a - b .Jj c 2.Jj
.JS
5 Hyun buys 10 tickets in a charity raffle in which 1000 tickets are sold. 4:05
Three tickets ,vill be selected at rando1n, ,vith each ticket ,vinning a prize.
What is the probability (as a percentage correct to one decin1al place) that Hyun:
a does not ,vin any prizes b ,vins at least one prize?
12
6 a Given that s = ut + at , find t given that s = 1000, u = 5 and a = 10. 2:05
b T he sun1 of the squares of three consecutive nun1bers is 20 669.
What are the nun1bers? (Hint: let the 1niddle nun1ber be x.)
7 The diagrai11 shows a regular hexagon and octagon. 3:06

Find the values of the pronun1erals in the diagran1.
__ Xo
__,_,,,.o___ __.... ,..

•
Ovt of thore 3 family memberr
rvrveyed, G,G, 0/4 had e"joyed
Dad, cvt it
their meal, i-ihile 33%...
ovt already!
THE
STATISTICIAN
AT HOM E ...
Contents
9:01 Stat istics: A review 9:05 Statistics all around us
Fun spot 9 :01 Why did the teacher wear 9:06 Statistics: Getting it together
sunglasses? Investigation 9:06 Opinion polls: How accurate
9:02 Measures of spread : Standard deviation are they?
9:03 Bivariate data Chall enge 9:06 Use of Australian census data
9:04 Scatter plots 9:07 Statistics: Can t hey be trusted?
Challenge 9:04 Further scatter plots Maths terms, Diagnostic t est, Assignments
Investigation 9:04 Finding the line of best fit
using a spreadsheet

Selections fro,n Single l,i,riable Data Analysis (Stages 5.1, 5.2°, 5.3) Bfoariate D ata A11alysis (Stages 5.2, 5.3]
• Identify everyday questions and issues involving at least one nu,nerical and at least one categorical variable, and
collect data directly fro,n secondary sources (ACMSP228)
• Evaluate statistical reports in the media and other places by linking clairns to displays, statistics and representative
data (ACMSP253)
• Investigate reports of surveys in digital ,nedia and else,vhere for information on ho,v data ,vas obtained to estirnate
population means and medians (ACMSP227)
• Calculate and interpret the ,nean and standard deviation of data and use these to cornpare data sets (ACMSP278)
• Investigate and describe bivariate numerical data where the independent variable is ci,ne (ACMSP252)
• Use scatter plots to investigate and com1nent on relationships between two numerical variables (ACMSP251)
• Use information technologies to investigate bivariate nu,nerical data sets; ,vhere appropriate, students use a straight
line to describe the relationship, allo,ving for variation (ACMSP279)
• Investigate reports of studies in digital rnedia and else,vhere for infonnation on their planning and irnplernentation
(ACMSP277)
Statistics: A review
Types of data
The data we collect is 111ade up of variables. These are pieces of inforn1ation like a quantity or a
characteristic that can be observed or 111easured. T hey 111ay change either over tin1e or bet\veen
individual observations. The 1nain types of data are:
C Categorical - variables are categories Numerical - variables are numbers
~~
Ordered
e.g. exam grades,
Distinct =--i
e.g. types of cars,
Discrete
e.g. goals scored,
Continuous
e.g. height of a person,
garment sizes eye colour number of pets distance thrown
Collecting data
Three 1nain ,vays of collecting data are sho,vn in the follo,ving table.
Census Sample Observation
A whole population is A selected group of a Nun1erical facts are

surveyed, population is surveyed, collected and tabulated,
e.g. every student in the e.g. a sn1all nun1ber in each e.g. sports data, weather,
school is questioned. class is questioned. sales figures, etc.
A sample is usually random to linut the chance of bias occurring. However, it 111ay be
sy stematic if the 111en1bers of the san1ple are chosen according to a rule, such as every
10th 1nen1ber of a population. If a population is co1nposed of various sub-groups, the san1ple
could be stratified to ensure a proportionate representation of each group in the san1ple.
Primary sourc e data is collected first-hand by observation or survey.
Secondary source data is obtained fro1n an ell.'1:ernal source such as a ne,vspaper, website or
another person's research.
Sorting data
A large an1ount of data needs to be tabulated (organised into a table) so that it can be analysed.
A con1111011 forn1 of table is the frequency distribution table. T he first table on the following page
is for discrete data. The second is for grouped data that 111ay be used to cluster discrete data into
groups or to divide continuous data into adjoining groups.

Outcome Tally Frequency Jxx Cumulative
(x ) (J) Frequency [cJ]
1 remember
1 III 3 3 3 doiri9 tJ., ir.
2 IIII 4 8 7
3 tHt I I 7 21 14
4 tHt I I I I 9 36 23
5 .i-m 5 25 28
6 II 2 12 30
Total: 30 105
Class Class Tally Frequency J x c.c. Cumulative

Centre (J) Frequency
[c.c. ] (cJ]
1- <5 3 III 3 9 3
5- <9 7 IIII 4 28 7
9 - <13 11 tHt 11 7 77 14
13- <17 15 tHt 11 11 9 135 23
17- <21 19 .i-m 5 95 28

21 - <25 23 II 2 46 30
Total: 30 390
After t he data has been sorted, certain key nun1bers can be deternlined. S01ne 1neasure how t he
data clusters around the 'centre' . These are called measures of central tendency (or 1neasures
of location). O thers n1easure ho,v the data spreads fron1 the centre. T hese are called measures
of spread.
Measures of central tendency

Mode
• T he score or outco1ne that occurs the 111ost, i.e. ,vith the llighest
frequency. For the data in the table above the ,node is 4 (llighest
frequency of9).
• For grouped data tllis becon1es the ,nodal class. For the table above,
t he n1odal class is 13-< 17.
Mean
• T he sun1 of the scores divided by t he nu1nber of scores, i.e. t he usual definition of'average'.
sun1 of f X x colun111 sun1 of f X c.c. colu1nn
• For tabulated data: n1ean = or 1nean =
stun of freq. colun111 sun1 of freq. colu1nn
1nean = ~~ = 13·0
1
For the tables ab ove: n1ean = ~ = 3-5
9 Statistics
Me dian
• The 'nuddle' score ,vhen the scores are placed in order. If there is an even nun1ber of scores the
111edian is the average of the tvvo nuddle scores. T he frequency table on the previous page has
30 scores, so the 1nedian is the average of the 15th and 16th scores. Looking do,vn the c.f.
colun111, the 15th and 16th scores are both 4. So the 111edian is 4.
• For grouped data this becon1es the 1nedian class. In the grouped frequency table on the previous
page, the 15th and 16th scores both lie in the class 13-<17. So this is the 111edian class.
Measures of spread
Rang e
• T he highest score 1ninus the lo,vest score. In the first table on the
previous page, the lughest score is 6 and the lo,vest score is 1.
Range = 6 - 1 = 5
• For grouped data, unless the original scores are known, the 1naxin1un1 possible range can be
detennined by using the class groupings. In the second table on the previous page, the lughest
possible score is close to 25 and the lowest is 1.
Range = 25 - 1 = 24
Interquartile range (IQR)
• T he range of the nuddle 50% of scores, i.e. the difference bet\veen the
first and third quartiles: IQR = Q3 - Q1
• For the 30 scores sho,vn here:
1 2 2 3 3 3 4 G) 5 5 5 6 6 6 1 1 I 1 s s s 9 9 ® 10 10 10 10 11 11 12
Q, 1nedian ( Q7 ) Q3
:. IQR = 9 - 4
=5
• T he interquartile range is not very 111eaningful for a s1nall set of scores.
• Associated ,vith these 111easures of spread is the 'five-nun1ber sun1n1ary' of a set of data that
is defined as: nunin1un1 score, first quartile Q1, 111edian Q2, tlurd quartile Q3, 1na,,an1un1 score.
• T he five-nun1ber su1ru11ary for the scores above is (1, 4, 7, 9, 12).
Displaying data
A visual display of data is useful in giving an overall in1pression. So1ne are revie,ved here, the first
three using the data in the previous tables.
Dot plot ••
• A sin1ple display w here each score is represented by a dot. •• ••
• T he 111ode is easy to identify as the lughest colunm of dots.
•• ••• ••• ••• •••
• T he highest and lo,vest scores deternune the range. • • •• •• •• ••
• A clear in1pression of the spread of the scores is given. 1 2 3 4 5 6
• Any outliers are easily identified. Outcomes

Frequency histog ram and polyg on 10
• The frequency of each score is represented by a colun1n in a 9
histogran1 and a dot in a polygon. These dots coincide with the 8
centre top of each colun1n. The dots are joined to forn1 the 7
>,
polygon, which is co1npleted by joining to the axis as shown. 0
C
6
Q)
• T he ,node is identified by the highest colun1n. :,
er 5
• A clear i1npression of the spread of the scores is given. ...
Q)
~
4
• Any outliers are easily identified. 3
• For grouped data the classes can be represented on the 2
horizontal axis by the class centres. 1
0 I
1 2 3 4 5 6
Outcomes
C umulative frequency histog ram and polygon 30 "

/
• Graphing the ctunulative frequency results in colu1nns of
increasing height, the last colunm representing the total frequency.
• T he polygon is forn1ed by joining the corners of adjoining ~
25
Q3=4 I
C
colu1nns as shown. ~ 20 >-
• T his polygon is useful for indicating the n1edian and quartiles,
as sho,vn. ~
l median(~)
{
.. 15
"':,
E
:,
0 10 >-
Q, =3
5 >-
I
0
/ '. ' '' ' ' •
1 2 3 4 5 6
Outcomes
Box plot
• T his is drawn using the five-nun1ber sununary for a set of data.
• It gives an in1pression of the spread of the data and also ,vhether it is symmetrical or skew ed
fron1 its centre. T his ,vill be indicated by the box being nearer to one end than the other.
• If there are 1nore low scores the ske,v is said to be positive; 111ore high scores would 111ean
the data is negatively ske,ved.
Using the five-nun1ber su1ru11ary (1, 4, 7, 9, 12):
med ian
Q, =4 (~ =7 ~=9
min1= 1 I I I max1= 12
0 1 2 3 4 5 6 7 8 9 10 11 12 13
T his set of data is fairly syn1111etrical. It is only slightly negatively ske,ved.
9 Statistics
Stem-and-leaf plot 1/7 represe nts 17
• A stein-and-leaf plot resen1bles a histogra1n (on its side) in ,vhich
Stem leaf
the data has been grouped.
• The individual scores can still be identified. 0
• The data n1ay be unordered, as in the plot to the right. 1 7669
• Two sets of data can be co1npared using a back-to-back sten1-and- 2 408
leaf plot like the one belo,v. T he data in this plot has been ordered. 3 622209
• The range and n1ode are easily identified. 4 95561788
• The scores are ordered so the n1edian and quartiles can be 5 9929
detennined by counting. 6 0
Range = 55 - 8 Stem leaf Stem Range = 60 - 16

= 47 =44
988 0
Mode = 12 (frequency of 3 ) Mode = 32 ( frequency of 3)
There are 26 scores.
7432220 1 6679 There a re 26 scores.
Median = average of 13th a nd
9887731 2 048 Median = average of 13th and
14th scores (27, 27) 96644 3 022269 14th scores (39, 41)
=27 322 4 15567889 =40
01 = 12 (7thscore ) 5 5 2999 0 1 = 28 (7th score]
03 =36 (20th score ) 6 0 0 3 = 48 ( 20th score)
IOR =36 -12 IOR = 48 - 28
=24 = 20
Exercise 9:01
D Find the follo,ving n1easures for each set of discrete nun1erical data.
i range ii n1ode 111 n1ean iv n1edian
a 3, 4, 4, 5, 7, 9, 10
b 13, 14, 17, 16, 14, 19
C 1·7, 1·9,1·6, 1·7,1·4, 1·9,2·0
, 1·5
d Outcome f fx cj e Outcome f fx cj
6 2 12 2 5 4 20 3
7 3 21 5 10 6 60 9
8 6 48 11 15 8 120 17
9 7 63 18 20 5 100 21
10 2 20 20 25 2 so 25
Total: 20 164 Total: 25 350
II Which of the follo,ving can be applied to this Type of car Frequency

categorical data: the 1node, the 1nean or the 1nedian?
Find its value for this data. Toyota 250
Mazda 185
Nissan 146
Hyundai 127

El a Deternune the n1ode, 1nean and 1nedian for the scores: 5, 8, 7, 5, 5, 4, 8
b Another score of 6 is added to this data set. What are the new values for the n1ean
and n1edian?
D a Deternune the n1edian for the scores: 12, 9, 13, 1, 16, 10, 15
b Find the nev,r n1edian caused by an additional score of:
i 15 ii 9
II For the data in tlus table find the:
a range b ,node c n1ean d n1edian
Score 10 12 14 16 18 20
Frequency 5 7 10 4 2 2
II For this grouped data, find the:

a n1aX1n1u1n range b ,nodal class TJ.,ir ir
c n1edian class d 1nean co,,ti,,vovr
Class ,,vmerical data.
c.c. f Jx c.c. cf
0-<10 5 4 20 4
10- <20 15 8 120 12
20- <30 25 10 250 22
30- <40 35 11 385 33
40-<50 45 7 315 40
Total: 40 1090
D a Copy and co1nplete these frequency distribution tables and for each find the mean and 1nedian .
..
II
Score Tally f fx cf Score Tally f fx cf
1 III 0 .J.+rt 11
2 .J.+rt 1 Utt .J.+rt I I

3 .J.+rt 11 11 2 Utt .J.+rt
4 .J.+rt 11 3 Utt I ll
5 IIII 4 Utt 11
6 II 5 IIII
Total: 6 III
7
8 I
Total:
b Construct a frequency histogra1n and polygon for the data in each table.
9 Statistics
D a Co1nplete this table of grouped data. Class c.c. Tally f Jx c.c. cj
b What is the n1axi1nun1 possible value
for the range? 0-4 2 IIII
c What is the n1odal class? 5- 9 7 Utt 1 11 1
d Find the 1nedian class.
e Use the total of the Jx c.c. colun1n
10-14 Utt Utt Utt
to calculate an estin1ate for the 1nean. 15- 19 Utt Utt I
f Draw a cun1ulative frequency
20-24 Utt 11
histograi11 and polygon for this data.
Identify the n1edian class. 25- 29 III
Total:
IJ a For each set of data, identify the n1edian first, then the first quartile ( Q1) and the third
quartile (Q,).Also state the interquartile range. (Note: T he scores n1ust be in order.)
2 4 5 7 8 8 9 9 10 12 ii 3 3 4 5 6 6 7 7 8 9 10 10
Ill 5 6 3 2 3 6 7 1 8 iv 9 4 3 3 6 2 7 8 9 1 2 5 5
b Use your ansv.rers to a to ,vrite the five-nun1ber su1ru11ary for each set of data.
ll!J a Use this cun1ulative frequency histogra1n and polygon to deternune the follo,ving:
the total nun1ber of scores
40
ii the range
111 the n1edian
35
iv the value of Q1
v the value of Q3
30
vi the interquartile range
>-
u
vii the five-ntunber su1ru11ary. C
~ 25
b Use the graph to co1nplete tlus frequency 0-
distribution table. First enter the data in the

i.,
-~ 20
ctunulative frequency colunm. 1ii
::,
E
Outcome f fx cj ::,
U 15
1
10
2
3 5
4
1 2 3 4 5 6 7 8 9 10
5
Outcome
6
7
c Use the table to:
8 identify the ,node
9 ii calculate the n1ean.
10
Total:

ma For the data sho,vn in this dot plot find:
7
the range
ii the 1nedian 6 •
111 the first quartile
>,
(,)
C
5 • • •
1v the third quartile.
Q)
5-
4 • • • •
b Construct a ctunulative frequency histogran1 and ~ 3
u. • • • • • •
polygon and indicate on it the quartiles and 1nedian. 2 • • • • • • • •
c Dra,v a box plot for this data. 1 • • • • • • • •
1 2 3 4 5 6 7 8 9
Outcome
IE a Write the five-nun1ber sununary for each of these box plots .

.II.
- L L _J
0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 10 11
Outcome Outcome
.IV
111
. ' .
'
'
I
10 11 12 13 14 15 16 17 18 20 22 24 26 28 30 32 34 36
Outcome Outcome
b W hich box plot sho,vs sy1ru11etrical data?
c Which box plot sho,vs the data that is 1nost skewed? Is it negatively or positively ske,ved'
IEJ a For this ordered sten1-and-leaf plot, detennine: Stem Leaf
the range
ii the ,node 0 489
111 the 1nedian
1 128
2 255579
iv the interquartile range.
b Construct a box plot for this set of data.
3 04477
4 126
5 147 9
6 5
I! This back-to-back sten1-and-leaf plot sho,vs Class A Class B

the percentage test results for two classes.
a How n1any students are in each class? 64 3 9
b What is the ,nodal score for each class? 9950 4 688
c Deternune the n1edian for each class. 97331 5 35679
d Calculate the n1ean for each class. 9887730 6 47779
e Deternune the values of the first and tlurd 761111 7 22449
quartiles for each class. 852 8 349
f Construct a box plot for each class against tl1e 2 9 15
.
san1e axis.
g For ,vluch class is the data n1ore ske,ved?
h Class A has four n1ore students tl1an Class B. If the lo,vest four scores were re1noved fro1n
class A, which class would then have the:
lower n1edian
ii lower n1ean?
9 Statistics
IE T he results of a rando111 survey of Income [x $1000) c.c. f Jxc.c. cj
adult residents in a particular suburb
are shown in this table, indicating their 30- <40 5
level of inco1ne. 40-<50 8
a Copy and con1plete this frequency
50-<60 14
distribution table.
b Calculate an approxin1ate value for 60-<70 13
the 111ean.
70- <80 10
c Construct a cun1ulative frequency
histograi11 and polygon. 80- <90 4
d Use the graph to find the 1nedian class 90-<100 2
and the first and third quartile classes.
e Using the class centres to represent
Total: 56
each class, write the five-nun1ber
sunu11ary for this grouped data.
f Use the five-nun1ber su1ru11ary to draw a box plot.
g Does the box plot show the data to be synm1etrical or skewed?
WHY DID THE TEACHER WEAR SUNGLASSES?

Answer each question and write the letter for that question in the box above the correct answer.
For this set of data 3 4 5 5 7 8 9 11 find:

D the range G the n1ode S the 111ean
A the 1nedian I Qt E Q3
H interquartile range
For the data in this table find: Score f fx cj

R the range
T the ,node 10 4 40 4
L the 1nean 12 5 60 9
S the 1nedian
14 8 112 17
H Qt
C Q3 16 7 112 24
A interquartile range 18 108 30
6
20 5 100 35
Total: 35 532
For this box plot find:

S the range A the 111edian
B Qt H Q3 2 3 4 5 6 7 8 9 10 11
111 1111 1 1 11 111 1 1 1 1 1

16 12 8·5 4 6 8 6 3-5 10 4.5 5 7-5 14 18 15·2 5-5 6·5 9

Measure of spread:
Standard deviation
The previous reviev,r section re1ninded you of two 111easures of spread, the rang e and the
interquartile range .
Another 111easure of spread is standard deviation.
The standard deviation is a 1neasure of ho,v far the scores are spread about the n1ean.
It can be thought of as the average distance of the scores fi-0111 the n1ean.
The sn1aller the standard deviation, the less the spread of the scores.
T he graphs belo,v sho,v the distr ibution of four sets of nine scores. Each set of scores has a n1ean
of 7 , but clearly the spread of each set of scores is different.
Set A Set B
>,
3 -
(J
C The rc:H19e ir al ro a
~ 2-
er rimple m earvre of rpread.
~
... 1 -
.
4 5 6 7 8 9 10
4 5 6 7 8 9
Score
Score
SetC Set D
3 - 3
>,
(J >,
(J
~ 2 - ~ 2
a- :,
i
~ 1 - it 1
. .
4 5 6 7 8 9 10 4 5 6 7 8
Score Score
How do the standard deviations for the sets vary?

• Set D clearly has t he sn1allest spread of scores ab out the n1ean. T hree of the scores are on the
1nean and the other SL"'< scores are only one fron1 the 1nean. It ,vill have the s1nallest standard
deviation.
• Sets A and C are identical except for the distr ibution of the scores fro1n six to eight. In this
range, it can be seen t hat set A has three scores on the 111ean and two scores t hat are one unit
fi-0111 t he n1ean, ,vhile set B has only one score on the 111ean and four scores that are one unit
fi-0111 t he 111ean. So the scores in set C are spread further fro1n t he n1ean than those of set A.
Hence, t he standard deviation of set C is greater than the standard deviation of set A.
• T he scores in set B are not as spread as the scores of sets A and C , bu t are further spread than
t hose of set D.
• T he standard deviation for set B ,vill be higher than that of set D, but lower than that of set A.
9 Statistics
Calculating the standard deviation (uxl using a formula
T he standard deviation is defined by the fonnula b elow.
The squares of the distances
from the mea n of each score
2 are averaged, and then the

E(x - x)
Standard deviation = , :E means square root of the answer is
n 'the su m of'. taken to, in a way , compensate
,vhere x is each score for using the squares of the
x is the 1nean deviations rather than the
11 is the nu1nber of scores deviation s themselves.
Step 1 Calculate the 1nean x .

Step 2 Find the difference bet\veen each score and the 1nean.
Step 3 Square each difference.
Step 4 Find the sun1 of these squares, and divide by n.
Step 5 Take the square root of this result.
Find the standard deviation of these scores: 9 , 6, 8, 5, 2, 7, 4, 7.
Solution
Step 1 T he 1nean , x =6
Step 2 T he difference bet\veen each score and the 1nean is sho,vn in the table.
Step 3 Each difference in the table has been squared.

Sqva ri11 9 remover
a11y m i11 vr ri911r.
X 9 6 8 5 2 7 4 7
x - x- 3 0 2 -1 -4 1 -2 1
(x - x) 2 9 0 4 1 16 1 4 1
9 + 0 + 4 + 1 + 16 + 1 + 4 + 1
Step 4
n 8
= 4.5
~
2
E(x - x)
,____ = -v4·5 <lx is the sy mbol for population
Step 5
II standard deviation.
: . (1x = 2·12 (2 dee. pl.)

Calculating the standard deviation (ux) using a calculator
The instructions for the exan1ple b elow are for a Casio fx-82AU PLUS. Consult your calculator's
111anual if you have a different brand or n1odel.
To find the standard deviation for the scores in the table sh ov.rn:
Outcome Frequency
I
• Press [SHIFT) then SET UPI and toggle to t he second screen of
functions. Select 3: [STAT). Then select 1:0N to choose a 0 2
frequency colu1nn. (Select 2:0FF for a set of individual scores) 1 3
• Press [MODEi then select 2: [ STAT) to enter statistics n1ode. 2 4
• Select 1: [1-VAR] and t\vo colu1nns sh ould appear on the screen. 3 7
• Enter the scores in the ' O utcon1e' colun1n labelled 'x' using t he 4 3
I 12[ I
equals key: G[ l [ etc. 5 1
• Toggle across to the second colunm labelled 'FREQ' and up to
t he top of the colunm and enter the frequency for each score:
2 G) 3 G) l/ G) etc.
No,v this step is IMPORTANT!

Note: If you don't enter any numbers
Press the [AC) (All Clear) key to re1nove t he table
in t he frequency column the ca lculator
fro111 the screen.
assumes there is on ly 1 of each score.
• Press [SHIFT! then [STATI (located above the 1 key).
• Select 4: [ VAR ].You ,viii be presented ,vith four ch oices.
• Select 2: x and then press the equals key. T his ,viii give the n1ean of2·45.
• Again: Press [ilfili] then [iTAi]. Select 4: fi'.Alf].
• Select 3: <Tx and then press the equals key. This w ill give you the standard
deviation of 1·32, correct to t\vo decin1al places.
The ax or an sym bol is used to represent t he

population standa rd deviation.
Note: There are two sta ndard deviations: the
population standa rd deviation ( axl and t he sample
sta ndard deviation (a._ 1 or sx) . In this course
we will only use the population standard deviation.
9 Statistics
Comparing performances using the standard deviation
• The standard deviation ,nay be used to con1pare perfonnances on different tests.
• We co1npare n1arks by seeing ho,v n1any standard deviations each n1ark is above or belo,v
the 1nean.
• Consider the results below.
Score X a,, Of covrre, yov'II

Maths 72 60 12 want to know how
.....:::::;. rta,, da rd d eviatio,,
English 72 60 4 is vred.
The scores seen1 the sa1ne until we notice

that the English ,narks have a n1uch sn1aller
standard deviation.
• A sn1all standard deviation n1eans that the scores are clustered together, so an English ,nark
of 72 is probably the highest English n1ark.
• A large standard deviation n1eans that the scores are well spread. T he Maths ,nark of 72 is above
average but no,vhere near the top of the class.
For Maths, 72 is 1 standard deviation above the n1ean.

For English, 72 is 3 standard deviations above the 1nean.
The Engli~h mark is far more i1npressive.
The ,narks fron1 t\vo tests are sho,vn belo,v. In ,vhich test ,vould a result of 15 be n1ore
in1pressive?
Test A : 9, 11, 12, 12, 13, 13, 14, 15, 15, 16
Test B: 5, 7, 9, 10, 12, 13, 13, 15, 17, 19
Solution
Using the calculator, ,ve can find the n1ean and standard deviation for each test.
Test A : X = 13 , a,, =2·0

Test B: X = 12 , a,, = 4· 1 (1 dee. pl.)
For test A, 15 is 1 standard deviation above the 1nean. (13 + 2·0 X 1 = 15)
For test B, 15 is 0·73 standard deviations above the 1nean. (12 + 4·1 X 0·73 = 15 Note: ,?1 = 0·73)
This n1eans that a result of 15 on test A is 1nore in1pressive.
r.11 Foundation worksheet 9 :02

. . Standard deviation
D Detern1ine the n1ean of the scores 5, 9, 7 , 6, 3 and then find their standard deviation using
I:(x - x) 2
the forn1ula: a x =
n

fJ Each of the follo,ving sets of scores has a 111ean of 7. Which set of scores has:
the s1nallest standard deviation ii the largest standard deviation?
a f Set A f Set B f SetC
30 30 >- 30
f-
20 20 >- 20
10 10 10
7 X 6 7 8 X 5 6 7 8 9 X
Score Score Score
b f Set A f Set B f SetC

15 15 15 -
10 10 10 -
5 5 5
6 7 8 X 0 5 6 7 8 9 X 6 7 8 X
Score Score Score
C f Set A f Set B f Set C

15 >- 15 >- 15 f-
10 >- 10 >- 10 f-
5 5 f- 5 "
56789 x 0 56789 x 56789 x

Score Score Score
El Each of the sets of scores A to D has a 1nean of 60. Without calculating the standard
deviations, arrange the sets in order of increasing standard deviation.
f SetA f SetB f SetC f Seto
2 f- 2 - 4
1 1 - 2 1
' ' '

40 50 60 70 80 X 50 60 70 X 60 X 40 45 50 55 60 65 70 75 80 X
Score Score Score Score
D Which of the sets of scores A to D has a standard deviation of:

A 0 B1 C4 D 0·8 (1 dee. pl.)?
f SetA f Set B f SetC f Set D

10 14 11
8 X 11 12 13 X 15 16 17 X 56 60 64 X
Score Score Score Score
T he 111ean for each set is coloured red.
9 Statistics
II Use your calculator to find the 1nean (x) and standard deviation (a,,) for each set of scores
(correct to one decin1al place).
a 5, 3, 7, 9, 8, 8, 6, 3 b 11, 9, 15, 16, 8, 14, 14, 10
2, 1, 9, 7, 6, 6, 5, 2 12, 13, 17, 17, 10, 8, 19, 11
C 9, 7, 2, 5, 6, 3, 9, 7 d 61, 92, 47, 32, 56, 72, 39, 51
3, 9, 4, 8, 8, 4, 5, 2 27, 32, 84, 90, 67, 59, 77, 66
4, 6, 3, 2 53, 67, 75, 81, 49, 72, 36, 29
II Set A: 20, 60, 65, 68, 73
Set B : 58, 60, 65, 68, 73
a Calculate the standard deviation for both sets of scores.
b What is the only difference betvveen the sets of scores?
c Do you think that the standard deviation is influenced by an outlier?
II Use your calculator to detennine the 1nean and standard deviation of each set of scores
represented in the tables below. Give ansv.rers correct to tvvo decin1al places.
a b c
Score Frequency Score Frequency Score Frequency
1 2 8 1 10 5
2 5 9 5 20 9
3 7 10 9 30 14
4 4 11 11 40 11
5 2 12 3 50 8
13 2 60 3
d
Score 47 48 49 50 51 52
Frequency 8 11 16 21 14 10
e
Score 5 10 20 25 30 35 40 45 50
Frequency 3 9 11 16 22 17 12 8 2
Ill Sets A and B are identical except for the nuni1nun1 score.
Set A: 15, 48, 50, 58, 60, 60, 70, 70, 75, 80, 82, 84, 85, 86
Set B : 48, 48, 50, 58, 60, 60, 70, 70, 75, 80, 82, 84, 85, 86
a Calculate the 1nean and standard deviation for both sets of scores.
b Do you think the effect of an outlier is as great ,vhen there are a larger nun1ber of scores?
II A building supervisor 1neasured the tin1e it took in days for t\vo builders to build the san1e
houses under sinular conditions. Both builders had the san1e n1ean of 190 days, but the
standard deviation for builder A was 21 days, ,vlule for builder B it was 12 days.
On the basis of this data, which builder is 111ore likely to finish a house:
a in 170 days
b in 210 days
c in closer to 190 days?

IIiJ R ick and George have played 20 rounds of golf on their local golf course.
T he n1ean and standard deviation for each ,vas:
Mean Standard deviation In golf, low scores are
Rick better than high scores.

105 5-6
George 105 9-2
a On the basis of these results, in their nex'1: ga1ne, ,vho is 1nost likely to have:
i a score of 87
ii a score of 125
iii a score closer to 105?
b W h o do you think is t he better golfer? Give a reason for your answer.
mBron,vyn \Vas considering ,vorking for a year in two different cities. After researching
the internet, she found the following infonnation about their te1nperatures.
Temperatures
Summer Winter
X a,, X a,,
City A 32° 10 24° 20
City B 32° 40 24° 60
a W hich city is n1ore likely to experience the hottest sun1n1er ten1peratures?

b W hich city is 111ore likely to experience the coldest ,vinter ten1peratures?
c Bronwyn prefers a cli1nate ,vhere the ten1perature does not fluctuate greatly.
W hich city sh ould she choose to work in?
IE For a class of20 stu dents, the percentage M aths and English 111arks were:
Maths 72, 63, 87, 94, 55, 46, 66, 81, 62, 84
97, 59, 75, 77, 49, 57, 68, 77, 51, 70
English 61, 39, 52, 45, 79, 59, 51, 63, 71, 75
66, 60, 53, 48, 59, 68, 61, 72, 46, 59
For each set of 1narks, calculate the 111ean and standard deviation correct to one decin1al place.
If To111 scored 75 in Maths and 70 in English, ,vhich is the better n1ark relative to the class
results?
9 Statistics
IE For each of the follo,ving, indicate ,vhich you think is the better score.
Score Mean <Yn
a Andrew 70 60 5
Tom 75 60 10
b Klare 62 55 7
Jane 74 70 8
C James 63 57 12
Cate 63 59 4
d Allyson 18 20 4 'cr,,' referr to
John 16 22 6 rta"dard
deviatiofl.
e Kylie 41 so 6
Adam 40 49 9
f Michelle 50 62 8
Alan 48 55 7
mThe 111ean ofa set of20 scores is 10 and the standard deviation of the scores is 2·5.
Describe the effect that an additional score will have on the 1nean and the standard
deviation if the score is:
a 6 b 11 C 13
Im a Find the range, 1nean and standard deviation for the data shov.rn in the histogran1s below.
Test marks II Test marks
f f
"
3
. 3 ~
2 " 2 -
1 " 1 "
. . . . . .
5 6 7 8 9 X 5 6 7 8 9 X
Score Score
Ill f Test marks
3
2
1
56789 X
Score
b Co1npare the range, 111ean and standard deviation for the histogran1s. Give a,, correct to
one decin1al place.
c Investigate what happens to the range, 111ean and standard deviation of each set of n1arks
in part a, ,vhen 10 is added to each n1ark.
d Investigate what happens to the range, 111ean and standard deviation of each set of scores
in part a, ,vhen each ,nark is n1ultiplied by 10.

Bivariate data
Statistics ,net in previous years involved analysing data for a single variable. Measuring heights,
counting types of vehicles and tabulating exa1n result~ are all exa1nples of collecting single-variable
data (univariate data). Son1eti1nes data 111ay be obtained about two different variables that ,nay, or
111ay not, be related. For exan1ple, 111easuring the arn1 span and height of a group of people or the
English ,narks and Mathe1natics 111arks for a class of students. T his is called bivariate data, and ,ve
can analyse t his data to see if a relationship exists bet\veen the t\vo variables.
In son1e cases one of t he variables is ti1ne, and we n1easure another variable against it to
deternline if any pattern exists. For exan1ple, we could 111easure the height of a young cllild each
111onth. In tllis case:
• t he dependent variable is height (in cn1) because each 1neasuren1ent depends upon the
1nonth in wllich it ,vas taken
• t he independent variable is age (in n1onths).
Tllis table sho,vs the average height of a particular young child fro1n 18 n1onths to 24 1nonths.
Age (months] 18 19 20 21 22 23 24
Height [ cm] 76·1 77·2 78·1 78·3 78·8 79.7 80·2
Notice that the height is increasing each 1nonth. For this 6-111onth period the cllild has gro,vn
4· 1 c1n. T his is an average increase of approxi111ately O·7 c111 per n1onth.
Tllis data is best viewed as a line graph, ,vllich gives Child's height
a visual i111pression of the relationsllip. 81
Conclusions nlight be dra,vn fi-0111 any observed pattern in

80
bivariate data. Take care not to n1ake assun1ptions that cannot
be supported.
79
For exan1ple, it ,night be assu111ed fro1n tllis data that the E
cllild ,vill gain 0 ·7 c111 in height every n1onth. A~sunling -
~
.c
O>
78
tllis is true, t he newborn baby's lengtl1 ,vould have been: I
Q)
Height = 76·1 - 18 x 0 ·7 77
= 76·1 - 12·6
= 63·5cn1 76
Does tllis see111 a reasonable length for a ne,vborn baby?

75
At age 10, the child's height ,vould be:
18 19 20 21 22 23 24
Height = 80·2 + 0·7 X 12 1nonths X 8 years Time (months)
= 147·4c111
To extend the data beyond
At age 21 , the height ,vould be:
the data that has actually
Height = 80· 2 + 0· 7 X 12 1nonths X 19 years been measured is to
= 239·8c111 'ext rapolat e' the data.
Do these heights see1n reasonable?
9 Statistics
It is obvious that an incorrect assun1ption has been n1ade.You cannot eiq,ect the gro,vth rate to
be constant throughout the child's life. In other exa1nples, incorrect assun1ptions n1ay not be so
obvious. Ensure that conclusions you drav.r can be supported by the data.
T his table sho,vs tvvo sets of data 111easured against the ti1ne of year. For each 1nonth the highest
ten1perature ( °C) for the 30- year period 1981-2010, and the single year 2011 , ,vas recorded at
Observatory Hill in Sydney.
Month Jan Feb Mar Apr May Jun Jui Aug Sep Oct Nov Dec
Max. te1np (°C) 1981-2010 44-2 40·8 39-8 33-9 29-0 25·2 25-9 31 -3 34-5 38-2 41·8 40-9
Max. te1np (°C) 2011 35-4 41-5 33-6 27-0 23-3 21·0 21·4 25-7 32-5 34-3 37-2 26·8
a Graph these sets of data on the san1e diagran1.Join the plotted point~ to forn1 continuous
line graphs. Does the line joining adjacent points have 1neaning?
b For ,vhich 111onth was a 111axi1nu1n ten1perature recorded in 2011 that was higher than for
the previous 30 years?
c What feature is unusual for 2011 con1pared to the previous 30 years?
Solution
a The graph has been constructed ,vith 1nonths Max daily temperature
on the horizontal ;ncis and ten1perature on the 50
vertical axis, which has been 'truncated' fron1
0 to 20 because there is no data in this range.
Tin1e is usually sho,vn on the horizontal axis.
Point~ along the line seginents cannot be read
as data points but the line does indicate a trend
between the data points.
b February recorded a 1naxin1un1 te1nperature
greater than any in the past 30 years during 20
February. C.D 5_>-c - O>Q.Q > <J
~ ~ ~ ~ ~ ~ ~ ~ ~ ~
L-
; 0
c The 111axi1nu1n ten1peratures recorded during
Month
the sununer 111onths of January and Dece1nber
see1n n1arkedly lo,v. Note these are at opposite
ends of 2011. T hey are not part of the san1e
su1ru11er season. This should evoke interest in
data for the follo,ving years.

The NSW Centre for R .o ad Safety published these figures for car driver deaths in 2010
sho,ving the age and sex of the driver.
Age (years] 17-20 21-25 26-29 30-39 40-49 50-59 60-69 ;:: 70 Total
Male 16 17 5 13 14 13 9 16 103
Fen1ale 10 4 0 5 2 6 5 9 41
Sub-total: 26 21 5 18 16 19 14 25 144
a Draw a colunm graph shov.ring both n1ale and fen1ale data on the san1e graph.
b Why is a line graph not suitable for this data?
c Which group appears to be the safest drivers?
d Which group appears to be 111ost at risk?
e Has the data been organised to give a fair picture of the driving risk of various ages?
f Ho,v ,vould data such as this be useful?
g Has the nu1nber of drivers in each age category been given?
Solutions
a T he colu1nn graph has been dra,vn w ith colunms for 1nales and fen1ales placed together for
.
co1npanson.
Road fatalities by age 201 o
20 I-
□ females
-
18
16 - □ males
-
-"' -
c/)
.c
~ 12
-
14
- -
0
~
Q)
.D
10
8
-
- -
E
:::,
6
- - -
z
4
2
h n
0
7
a, a, ,.._
~
0
~ LO
Al
(£) 0 ' 0
N LO (£)
b T he age groups on the horizontal axis are 'categories'. T he scale is not continuous.
c For 2010 the group ,vith the safest driving record appears to be fe1nale drivers in the
category 26-29 years.
d T he group ,vith the worst record appears to be 111ales in the 21-25 years category. However,
it should be noted that this category spans 5 years but the 17- 20 category spans only 4 years.
T his represents a worse average.
e T he data is distorted because the age groups are not of equal spreads. T he >70 group
represents n1ore than 10 years. If the 17- 20 and 21- 25 categories were con1bined it ,vould
represent a 9-year spread and the data ,vottld sho,v a 111ore dran1atic picture.
9 Statistics
f Insurance con1panies rely on this type of data
to assess the risk ,vhen setting the prenuun1s.
Also goverru11ents and road safety groups need
to know ,vhere to target their efforts, and
funding, in order to in1prove road safety.
g No. Kno,ving the nun1ber in each category
,vould help to draw sensible conclusions.
Exercise 9:03
D Tlus chart shows Henry's ,veight for the first 2 years of !us life.
a What ,vas lus weight at birth? Baby's weight chart
b What ,vas lus approxin1ate ,veight ,vhen 14
he ,vas 1 year old? 12 • •
•
c What percentage increase was tlus of his
•
•
oi 10
•
birth weight?
d What ,vas Henry's weight on lus second
-
~
~
.c 8
C) •
birthday'What percentage increase was ~ 6 •
tlus of !us ,veight at 1 year old? 4
e What ,vottld be his approxin1ate ,veight
2
•
at 27 111onths?
f Can you predict Henry's ,veight ,vhen 0 3 6 9 12 15 18 21 24 27 30
he is 10 years old? Months
D T his table shows Henry's height for the first 24 111ontl1s

of lus life, 1neasured at 3 111onthly intervals to the nearest cn1.
Age (months) 0 3 6 9 12 15 18 21 24
Height [cm) 50 61 67 72 76 79 82 85 87
a Plot this data on a graph siI11ilar to the one shown in Question 1.
(The vertical ;ncis sho,ving the height in cn1 cottld be started
fro1n 40.)
b Join the plotted points to fonn a line graph. Does the shape of
the graph appear sinlilar to tl1e graph in Question 1?
c Do you think this sho,vs that the age and height of a baby are related variables?
d Use the line graph to estiI11ate Henry's height at 14 111ontl1s.
e Would you expect the shape of the graph to continue until Henry reaches adulthood?
Give a reason for your answer.

El T his table shows t he 111ean rainfall for each 1nonth o f the year 1neasured fi-0111 1858 to 2012
for Sydney. It also sh o,vs the rainfall for the single year 2012. Note that the yearly total for
2012 is very close to the 111ean.
Month Jan Feb Mar Apr May Jun Jui Aug Sep Oct Nov Dec Year
Mean r.unfall (111111)

101 ·5 118·0 130·2 126·7 120·6 131·2 98·3 80·3 68·6 77· l 83·6 77·6 1213·0
1858- 2012
Rainfall (111m)
138·8 111 ·0 269·8 187·0 37·2 244·2 56·2 l 9-0 23·8 29·4 52·0 45·2 1213·6
2012
T he histogra1n shows the 111ean rainfall data fron1 the table.

Sydney's annual rainfall
150
E°
E 100
~
-
ol
C
·a;
a: 50
c.ri L.. Lo. >. c - cna. - > u

~ ,f ~~ ; ~~~ Jl 8~~
Month
a For ,vhich 1nonth is the 1nean rainfall the:

i lowest? ii highest?
b W hich appears to be wetter: the first half of the year or t he second?
c Dra,v a sin1ilar colu1nn graph sh o,ving the 1nonthly rainfall for 2012.
(Note the 111axi1nu1n value needed on the vertical axis.)
d Con1pare the tvvo graphs. Conu11ent on sinillarities and differences.
D This table sh o,vs the final position of each tea1n Pos Team GF GA
in the 2012 ANZ Netball Con1petition as ,veil
as the goals scored for and against each tean1. 1 ViJcens 645 569
a Dra,v a colun1n graph showing the goals scored 2 Mystics 667 633
for and against on the san1e graph.
b Use the graph to detern1ine w hich variable seen1s 3 Magic 699 594
to be the greater indicator of con1petition success: 4 T'b irds 670 589
goals for (attack) or goals against (defence)? ~
::> Swifts 624 638

How nlight a coach be interested in the result?
c W hy is either variable not a perfect predictor 6 Fireb irds 686 640
of w here a tea1n will finish in the co1npetition?
7 Pulse 585 626
8 Fever 608 673
9 Steel 639 728
10 Tactix 634 767
9 Statistics
II T he table sho,vs the life expectancy for people in Country Life GOP per
20 countries as ,veil as a n1easure of their wealth, Expectancy person
the Gross Do,nestic Product (GDP) per person in (years) ($)
US dollars. Belo,v is a colu1nn graph for each of
Afghanistan 44·6 222
these variables.
Australia 81 ·6 32170
The difference in ,vealth is vast, w ith so1ne
Bangladesh 60·2 467
colunms barely visible.
a List the top 8 countries in order according
Brazil 72.0 3455
to their GDP per person. Canada 81·2 32546
b List, in order, the 8 countries ,vith the greatest Chad 47.7 396
life expectancy. Denn1ark 78·3 47363
c Ho,v n1any countries appear in the 'top 8'
Ethiopia 55·4 156
of both lists?
d Identify the 'botton1 8' fro1n each graph. France 81.0 35854
e Which country is in the botton1 8 for GDP Ghana 59.9 452
but not for life eiq,ectancy' Iran 71 ·1 2771
f Which country is in the botton1 8 for life 57.9
Kenya 527
expectancy bu t not for GDP'
M acau* 84·4 15413
g T his data ,vould suggest a strong link bet,veen
these two variables. How could this be further Nepal 65·5 268
investigated? New Zealand 80·4 25942
h What other factors nught be investigated to Russia 66.0 4466
deternune their effect on life eiq,ectancy?
South Africa 49.0 4959
*Note: Macau is a self- governing region of Cluna. United Kingdon1 79.0 37632
United States 78·1 43743
Zi,nbab,ve 45·8 343
GDP per capita ($) Life expectancy

50000 90
45000
.;;-80 > M
lo
- - - ;
-
40000
~ 70 I
" 1-
~ 35000
>-
0
' I I
.,
-
·a. 30000 -i&! 60
-I: f•
' <
~
lo 25000
~ 50
CD ' - -
~
a. J!1
Q. :::; 40 f;
0 20000
(!)
15000 30
'
10000 20
"
5000
. [] f] . -, n 10
'
I

D The table shows the road fatalities for 2010 State Fatalitites Vehicles Pop'n
against the nu1nber of registered vehicles and
('0000) ('0000)
the population of each state or territory.
Colun1n graphs have been drav.rn below NSW 405 463 722
coinparing the nun1ber of fatalities ,vith Vic 288 411 554
each of the other variables.
a Calculate the nu1nber of fatalities per Qld 249 336 451
10 000 vehicles for NT by dividing 49 by WA 193 187 229
14. Ho,v is this figure sho,vn in graph A?
SA 118 124 164
b By looking at graph A, ,vhich state or
territory has the nex'1: ,vorst rate of Tas 31 41 51
fatalities per 10000 vehicles? ACT 19 25 36
c W hich state or territory has the lo,vest
rate of fatalities per 10 000 vehicles? Use NT 49 14 23
the table to calculate this rate correct to
tvvo decin1al places.
d Looking at graph B, detennine the states
or territories ,vith the t\vo lo,vest rates of
fatalities per 10 000 population.
e W hich variable ,vottld you expect to
have a greater influence on the nun1ber
of fatalities: the nun1ber of vehicles or
the population? Does the data support
you r answer' •
f Can you tell ,vhich state or territory has

the best or ,vorst drivers fro1n this data?
W hat other factors nught be considered?
"
A 8
Fatalities vs vehicles Fa taIT
, 1es vs popu Iat",on
500 • 800 "

- 700 -
400 -- 600
-
~ 500
~ 300 -
(I)
i -
.0
E
:,
z 200
- E
:,
z
400 -
300
200
h
-- - -
100
100 -
- r,
I 11 I , .... n-,r1-, ....r
State State
D fatalities □ fatalities
D vehicles ('0000) D population ('0000)
9 Statistics
D The colunm graph belov,r sh ov.rs a surplus for t he Australian econon1y ,vhen the colunm is
above the horizontal axis, and a deficit w hen it is belo,v. It is expressed as a percentage of the
Gross D0111estic Product (GDP).A su rplus can be viev.red as a saving and a deficit as an
overspending.
a For the 20 years sh o,vn, in ,vhat year did the greatest surplus occu r?
b What year registered the greatest deficit?
c What ,vorld event caused the large 'drop' in the econon1y fron1 2008 to 2009?
d T hese results are in1portant to governn1ents as they try to '1nanage' the econo1ny.
Ho,v nu ght their policies affect these figu res?
B aIancing t h e Austrar,an economy

3 -
-
2
...... -- -
0..
Q
(!)
0
1
N
'
a,
a,
'
(')
a,
a, "
a,
a,
a,
a,
'
l{)
'
<D
a,
a,
,-...
a,
a,
.
co
a,
a,
.
.......,
a,
a,
a,
'
0
0
-
0
N
0
'
-
.
8
-
"
0
'
l{)
0
'
<D
0
,-...
0
.
co
0
'
a,
0
0
~
~
~
.
Q) 0 0 0 0 0 0 0 0 0 0 0 0
N N N N N N N N N N N N
-
-"'5i -1 ~ ~ ~ ~ ~ ~ ~ ~
Cl
Year
~
~
-2 w LJ
-
.....
-3
-4 - - -
-5 -
Scatter plots
S01netin1es t,vo sets of data are collected fron1 the sa1ne population or san1ple that is representing
tvvo different variables. A question often asked is: 'Are these t\vo variables related, and if so, h o,v
strongly does the value of one variable reflect the value of the other?'
Before investigating any such relationslup a convenient 111eth od of analysis is needed. A very
useful and easily constructed tool is a scatter plot or scatter diagram.
For exa1nple, t he Grade test results out of 50, and Class quiz 111arks out of 20 for a class of 20
students are sh o,vn in the table belo,v.
Student 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Test 23 20 17 25 30 28 35 26 30 31 36 29 33 36 38 42 40 48 46 43
Q uiz 8 10 11 11 12 13 13 13 14 14 15 15 16 16 17 18 18 19 19 20
The test results and the quiz 111arks for each student are plotted as an ordered pair to produce a
scatter plot, ,vluch is shown on the follo,ving page.

Looking at this scatter plot gives the Lowest grade Highest class
test result quiz result
general in1pression that as one variable
increases, so does the other. This is said
N
20
• •
!
•
. ... Highest grade
test result
to be a positive relationship. But the
relationship is not exact. T he student
5-
c/)
~
15
•
•..
•
• •
♦ ♦
.
,vith the lo,vest quiz 111ark did not get U 10 •
• ------------ Lowest class
the lov.rest test result. If there ,vas an quiz result
exact relationship bet,veen the tvvo +"··································· .

15 20 25 30 35 40 45 50
variables the points would lie along Grade test
a straight line.
Consider these scatter plots that show different patterns. Cooling cup of tea
100
T his scatter plot indicates that as tin1e increases 90
the ten1perature of a cup of tea decreases. This is said
6
80 •
to be a neg ative relationship bet,veen these t,vo -
0
Q)
~
:::,
70
60 •
variables. If a line was dra,vn connecting any pair of 1ii
50
~ • •
points it ,vould have a negative slope. ~ • •
E
i2 30
40
•
• •
20 •
10
2 4 6 8 10 12 14 16 18 20
Time (min)
T his scatter plot see1ns totally randon1. It would Height and family
suggest there is no direct relationship between the 6 •
height of students and the nun1ber of children in >, 5 •
their fan1ilies. E
.S! 4
C
• •
·-
C
(I)
-0
~
3 • • • • •
.c
(.) 2 •• • •
1 ••
,d11 1 1 1 1 1 1 1 l 1 1 11 1 1e 1 1 l 1 11 1 11 1 11 I 11
150 160 170 180

Height (cm)
T his scatter plot sho,vs a linear pattern, but because Height and time of day
200
the 'line' of points is horizontal it suggests that the
tin1e of day has no bearing on the height of a person.
So as ,vith the scatter plot above, there is no E° 180
relationship linking the variables. -

s.
.c
.Q>
Q)
160
♦
• • • • •
I
140
120-f,<,d-.L.....J'---'----'----'---L..-'-_._.L.....J.___.__.__
8 10 12 14 16 18 20
Time of day (24-hour clock)
9 Statistics
Line of best fit
For scatter plots that appear to show a relationship between the t\vo variables, a line can be dra,vn
that ru ns through the 'nliddle' of the plotted points. In tllis chapter only linear relationships ,vill
b e exan1ined but it is possible for other relationships, such as parab olic or hyperb olic, to exist
b et\veen variables. As an exa1nple, consider the scatter plot dra,vn previously.
Tllis ti1ne the full ,Dees have been sh o,vn and a line that
Equation of a straight line
seen1s to 'best fit ' the data has been dra,vn and extended
gradient-intercept form
to th e vertical axis.
y=mx+b
CQ where: m =gradient
(20, 10) (35, 15)
b =y-intercept
-~
20
15
.l.... -->""r< )'
111
rise
= run
::,
0- rise
:g 10
"'
(.)
• I, run
.l
5
5 1O 15 20 25 30 35 40 45 50 GT X
Grade test
T he gradient of t he line is calculated by selecting two convenient points through ,vllich the line
. . _ 15 - 10 1
passes. Using the poin ts (20, 10) and (35, 1:,): 111 = _ = -
3:, - 20 3
T he line intersect~ the vertical axis close to 3, so using tllis as a convenient approxin1ation for
the 'y- intercept', t he equation of tllis ' line of best fit' on a nun1b er plane would be: y = j x + 3.
So in tern1s of t he variables in this exan1ple: CQ = j GT + 3
Estin1ating the line of best fit by 'eyesight' is going to b e of linlited accuracy. T he n1ethod of
locating tl1e 1nost accurate line of best fit involves li1niting the total distance t he data points are
fron1 the line. It is called t he niethod of least squares. The vertical distance of each poin t fron1 the
line is n1easured and squared. (Squaring elinlinates the need to 1neasure ab ove and b elow t he line
as positive and negative.) T hese squared n1easu re1nents are then sununed. T he ai1n is to find t he
line tl1at nu ninlises tllis sun1. T lus calculatio n is beyond tl1e scope of tllis cou rse but tl1e result
can be obtained using technology.
T llis diagran1 sh o,vs tl1e vertical CQ
distances fron1 each poin t to the
line of best fit. Using a grapllics
progran1, these distances have b een
squared and sun1n1ed. T he line
dra,vn sho,vs the case ,vhen this is
a nlinin1un1. Using this progra1n:
= 0·352235
111
y-intercept = 3-029 089 10 15 20 25 30 35 40 45 50 G T

5
Grade test
T herefore line is:
CQ = 0·35GT + 3-03 (2 dee. pl.)
Finding the line o f best fit using an Excel spreadsheet is sho,vn in Investigation 9:04.

y
a Add a line of best fit to this scatter plot. 10
b Detennine the gradient of the line.

9 •
8 • •
C Extend the line to the y-axis and find the 7
y-intercept. 6 • •
5
d Write the equation of the line. 4
3
•
2
1
0 1 2 3 4 5 6 7 8 9 10 11 12 X
Solution
a T he line has been drav.rn as shov.rn. y
10
b Using the points (8, 8) and (0, 3) to find 9
8- 3 5 8 •
the gradient: 111 =
8-0 7
8
C T he line has been extended to cut the
6 • • •, 5
5 '
y-axis at 3.
d Using the gradient and the y-intercept,
4
3
•
------- -------------- ---------·
8
2
the equation of the line of best fit is:
1
5
y =- x+3 0 1 2 3 4 5 6 7 8 9 10 11 12 X
8
T he table shov.rs the nun1ber of a product

Price($) 10 11 12 13 14 15 16 17 18
sold as its price increased.
a Plot the data on a scatter plot. Number sold 25 24 20 19 16 13 12 12 10
b Does a pattern exist between the variables?
c Describe the relationship between the variables.
d Draw the line of best fit and estin1ate its equation.
Solution
a N Sales
30
/ (10, 25)
25
•
't:J
g
20 • (15, 15)
~
(I)
.0
15
/
E
:, • • •
z 10
p
8 9 10 11 12 13 14 15 16 17 18 19 20
Price($)
9 Statistics
b The scatter plot sho,vs that as the price increased the sales decreased.
c This is a negative relationship. As the data points are close to lying on a straight line, this
relationship ,vould be classified as a strong negative relationship.
d A line of best fit has been dra,vn on the graph. Hov.rever, this graph has a truncated x-axis,
so ,ve cannot see they-intercept. The tvvo convenient points, (10, 25) and (15, 15) ,viii be
used to deternline its equation.
Gradient= fg : ~~ = -2 Using point-gradient forn1: y - y1 = ni(x - x 1)
i.e. N - 25 = -2(P- 10)
= -2P + 20
So the equation is: N = -2P + 45
This table sho,vs the average 1nonthly ten1perature and rainfall for the town of Sidnee.
Month Jan Feb Mar Apr May Jun Jui Aug Sep Oct Nov Dec
Ten1p (°C) 25·8 25·7 24·7 22·4 19·3 16·9 16·2 17·7 19·9 22·0 23·6 25·1
Rainfall (nun) 103 117 131 127 123 128 98 82 69 77 83 78

a Plot tllis data on a scatter plot ,vith axes that are applicable for the data sho,vn.
b Deternline the nature of any relationsllip bet\veen these variables.
Solution
Sidnee weather
a Appropriate scales would start at 60 1ru11 140
for rainfall and 15°C for ten1perature as •
no 111easuren1ent falls below these values. • •
~ 120 •
b The pattern sho,vn by the scatter plot E •
appears randon1. There is certainly no -.!!!
E
100 •
increasing or decreasing pattern. According C •
"'
a:
to tllis set of data there is no relationship • •
80 •
between average 1nonthly ten1perature and •
rainfall for Sidnee.
•
60
-t,'-15 20 25 30
Temperature (°C)

Suvir's 111other 111easured his height every
Age (years] 4 6 8 10 12 14 16
year on his birthday. His height for the even
nu1nbered years is shown in the table. Height [cm) 103 114 129 140 152 169 178
a Sho,v this bivariate data on a scatter plot.
b Draw a line of best fit and deternune its equation.
c Can you estin1ate Suvir's height ,vhen he ,vas 11 years of age'
d Can you estin1ate Suvir's height ,vhen he ,vas born and at 25 years of age?
Solution
a Age/height b The plotted data points have been joined
200
sho,ving a pattern close to a straight line.
180
160
Therefore the variables exlubit a strong
E 140 positive relationslup for the measured
-
.!,l..120
-.,a, 100
.
data .
An approxin1ate line of best fit has been

I 80
60
dra,vn that has a y-intercept of 80 and
40 passes through the point (10, 140).
20
The gradient= ig : go
1
2 4 6 8 10 12 14 16 18
Age (years)
= ~
=6
The equation of t he line is:
H = 6A+80,
where H is Suvir's height (in cn1) and
A is Suvir's age (in years).
c It is reasonable to assun1e that the pattern d If tlus pattern continued beyond t he

continues bet\veen the data points. So an 1neasured data Suvir's height at birth would
approxin1ation for Suvir's height at age 11 have been about 78 cn1 and his height at
,vould be t he average of !us height at ages 25 years ,vottld be over 230 cn1. Both of
10 and 12, which is 146cn1. these estin1ates are unreasonable and sho,v
the danger of assu1ning all patterns ,vill
T his is also obtained by substituting A = 11
continue, ,vithout supporting evidence.
into the equation of the line of best fit.
Clearly, for tlus exan1ple, gro,vth rates
H = 6(11) + 80 change ,vith age.
= 146cn1
• Interpolation is the process of esti1nating data that lie ,vithin the don1ain of tl1e values
given. This is valid ,vhen a definite relationship exists betvveen tl1e tvvo variables.
• Extrapolation is the process of predicting data beyond tl1e values given. This is often
not useful and can lead to false results as there is no guarantee that an observed pattern
will continue beyond the data presented.
9 Statistics
The range, mode and median can be deternuned for each of t he variables fro1n a scatter plot
by observation and counting. For tlus scatter plot there are 15 data point~, so the n1edian ,vottld
be represented by the 8th data point.
lowest height mode= 160 median= 166 greatest height
= 153 (freq= 2) (8th score) = 180
6
·----LI greatest number
=6
For height:
Range= 180-153
>- 5 =27cm
E median =3 Median = 166cm
~
~
C
C
4
3 -
-~••L--:--~1-~•'.__:-----~77
-- +' -- - - -t----• ---- --
(8th score)
---- - - +- - --- - --- --- • -- mode= 3
Mode= 160cm
For children in family:

-0 ' (freq= 5) Range= 6 - 1
.c
(.) 2 • •' • ♦
=5
1 ••---•.....---------1[ lowes~~umber I Mode=3

Median =3
1/~~~~~~~~~~~~~~~~~~~-
150 160 170 180 Height (cm)
Exercise 9:o,
D State whether the variables A and B plotted against each other in each scatter plot sho,vs a
linear relationslup or not. If so, is it a positive or negative relationship?
a B b B C B
• • •
• • •
•
• • • • •
• •
•• •
• •
•
A A A
d B e B f B
• •
• •
• • • •
• •
• • •
• • •
•
A A A
II Plot each set of data on a scatter plot and deternune the type of relationship that exists
between the t\vo variables.
!~ ~ ~ ~
b t 4 5 7 7 8 10 10 12
a I ; I I I : I I : I : I I I N 6 9 9 12 11 12 14 15
C
3 4 5 6 7 8 9 10 d 2 4 10 12 14 16
t X 6 8
s 22 23 23 24 25 24 25 26 It 9 6 10 3 9 5 9 4
e f p
K 16 18 20 22 24 26 28 30 1 2 3 4 5 6 7 8
p 50 45 38 36 32 24 19 15 Q 7 6 6 7 7 6 7 6

II Detennine the equation of the line of best fit sho,vn on each scatter plot.
a y b II
8 8
7
7
6 • 6 •
5 • • 5 • •
4 ♦
• 4 • •
• 3
•
3 •
2
2
1
1
t
0 X 0 1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7 8 9 10
C L d T
30 60
28 50
26 • 40 • •
24 •
• ♦ • •
22 30
20
•
20
18
10
16
I p
0 20 40 60 80 100 0 2 4 6 8 10 12 14
D Dra,v a line of best fit for each set of data. Find an approxi1nation for the gradient and the
y-intercept, and then deternune the equation for each line.
a y b D
12 • 14
10 • 12 •
• • 10 •
8 •
•
8 •
6 •
4 •
6 • ♦
4
2 •
2
X
0 1 2 3 4 5 6 7 8 910 11 12 I
0 1 2 3 4 5 6 7 8 9101112
C T d II
40 60
36 55
•
32 • 50 •
28 • • 45
• •
24
♦
40
• •
20
• •
16 35
12 30
•
•
8 25
t p
0 1 2 3 4 5 6 7 8 9101112 0 1 2 3 4 5 6 7 8 9101112 13 1415
9 Statistics
II These scatter plots have truncated axes. Use the lines of best fit dra,vn to deternune an equation
that represents the relationship between the variables X and Y. (See Worked Exan1ple 2.)
a y b y
48 48
44 • 44
40
•
•
40 • 36 • •
• • 32
36 • • 28
• •
24
32 •
20
28 :i,.,,,,___ _.__ __,__ _..___ _,___ __,'--X 16
~,,___ _,__ ___.___.___...,___ _,_. x
8 10 12 14 16 18 10 12 14 16 18 20
II Mark drove in a rally fron1 Penrith to

Time (hours] 1 2 3 4 5 6
Coffa Harbour and checked his trip 111eter
every hour. The total distance travelled at Distance (km] 82 191 295 369 487 561
the end of each hour is sho,vn in this table.
a Plot this data on a scatter plot.
b Describe the relationship between tin1e and the distance travelled.
c What ,vas Mark's average speed for journey?
d What does the gradient represent in this exan1ple?
II This sho,vs the points table after 10 rounds in the Team G. For G. Agt Points
A-League 2012 football con1petition as ,veil as the
C .C . Mariners 19 8 23
goals for and against each tea1n. Adelaide United 17 9 22
a Draw a scatter plot with points on the horizontal Melb.Victory 17 20 16
;ncis and goals for on the vertical axis. W.S. Wanderers 6 8 13
b Draw a si1nilar scatter plot plotting points Nev,1cascle Jets 14 19 13
on the horizontal axis and goals against on Wei. Phoenix 13 12 12
the vertical axis. Melb. Heare 12 12 12
c Co1npare the two scatter plots. Wluch appears to Perch Glorv 9 10 11
have a greater relationship ,vith the con1petition Brisbane Roar 13 13 10
points: goals for or goals against? Sydnev F.C. 14 23 10
Ill This scatter plot shows the Maths n1arks plotted

Comparison of marks
against the English 1narks for a class of students.
20
a Ho,v 111any students are in the class? Luke •
b Write the Maths and English 111arks scored by: • •
•
•
• •
i Chris ii Luke iii Ian iv Rachael -l!: 15
•
c What is the 111ode Maths 111ark?
"'E Ian • •• • •
d What is the 111edian Maths 111ark?
.c
= 10
(/)
• •• t
••• Rachael
• • •
O>
C
e What is the 111ode English 1nark? w
•
f What is the 111edian English 1nark? 5
Chris
t
g What relationship is suggested by this scatter plot?
h If a line of best fit ,vas drawn connecting Chris's
n1arks ,vith Luke's n1arks, what ,vottld be the 0 5 10 15 20
Maths mark
equation of tlus line in tern1s of the variables
M (Maths n1arks) and E (English 111arks)?

II The exa1n results in nud-year and end-of-year exa1ns
for Mr Justin's class are given below.
Name Mid-year Year Name Mid-year Year

Ure a 9raph
Achnid, Rex 27 45 Madeit, Ena 48 54 like thir.
Anune, X avier 69 72 Merit, David 63 69
Bandon, Alice 45 42 N ight, Unice 60 66
Beese, Owen 66 69 Press, Mark 69 63
Comparison of marks
Care, Ivy 96 90 Reason, C hris 84 69 100
Deals, Ian 93 90 Share, Ir is 96 87
80
Deavo ur, N ell 90 78 S\verthy, Eve 87 72
Fend, Dina 54 57 Team,Sue 75 75 ~ 60
84 78 75 81 Sl
H ance, N ina Tist, Ross
s
H o nest, Ban 75 63 Vee,Tony 30 36 <j> 40
-0
C
Ickle, Vicki 39 48 Walker,Joy 57 51 w
20
Loyal, Betty 93 84 Wander,Yin 78 72
a Dra,v a scatter plot to show these results. o ~~~~~~-~~~~~-
20 40 60 80 100
b W hat relationslup is there betvveen the results? Mid-year (%}
c W hat was the position of 0 . Beese in the end-of-year exan1?
d W hat was the position of D. Merit in the nud-year exa1n?
e W hat was the 1node in the nud-year exan1?
f W hat was the 1nedian in the end-of-year exan1?
g Dra,v a line of best fit and esti1nate its equ ation in tern1s of M Y (nud-year) and
Y (end-of-year) 1narks.
II!J There are 16 tean1s in the NRL Rugby League Team Points Pts for Pts against
Co1npetition. T his table shows the position each
tean1 finished as ,veil as point~ gained on the Bulldogs 40 568 369
co1npetition table. The points scored for each tean1 Storn1 38 579 361
as ,veil as those scored against each tean1 are also R abbitohs 36 559 428
shov.rn for the 2012 season. Sea Eagles 36 497 403
a Construct three scatter plots using:
Cowboys 34 597 445
points and points for
R aiders 30 545 536
ii points and points against
iii points for and points against. Sharks 29 445 441
b W hich scatter plot shov.rs a positive relationslup Broncos 28 481 447
betv.reen the variables' Dragons 26 405 438
c W hich scatter plots shov,r a negative relationslup West T igers 26 506 551
betv.reen the variables'
T itans 24 449 477
d Between w hich t\vo variables does the
relationslup appear the strongest?
Knights 24 448 488
Roosters 21 462 626
Warriors 20 497 609
Panthers 20 409 575
Eeh 16 431 674
9 Statistics
ma Draw a scatter plot for the data below using a scale of l 1ru11 =2 111arks on each axis.
b Detennine the range and 111edian for both sets of results.
c Describe the relationship that exists bet\veen the sets of data.
d Draw a line of best fit and deternune an approxin1ate equation for the relationship between
English n1ark E and Mathen1atics ,nark M.
e If an additional student sat for the Maths exa1n and scored 70, what ,vottld you expect
her English 111ark to be?
Name Maths English Name Maths English
Able, Nancy 76 64 Pea,Ton1 58 62

Ure 9rapJ,,
Argue,Youst 82 78 Pen, Owen 48 46 paper for tJ,,ir.
Beaudy, Un~vin so 70 Podd, Peter 80 74
Cycle, Ivan 63 74 Pott, T i,nothy 65 60
Deer, Ivy 46 50 Saidit, Unice 72 78
Evator, Lois 38 38 Saw, Carol 56 62
Eye, Graha1n 68 54 Shooter, Petra 68 68
Force, Neil 98 86 Side, Cicile 50 46
Hale, Xavier 60 60 Snore, Invin 60 80
Hance, Neville 78 68 String, Barry 46 56
!ting, Xavier 82 76 Table, Theresa 84 76
Leave, Ben 38 60 Tee,Mandy 52 56
Mitt, Ona 66 50 Tension, Dennis 74 82
Muse, Betty 78 78 Toteler, T ina 66 56
Pand, Xavier 20 50 Tsa, Patil 70 80
FURTHER SCATTER PLOTS

Gather data fron1 students in your class or year group to investigate the relationslup bet\veen
other variables. Choose variables that you suspect of having a positive or negative relationslup
as ,veil as so1ne you ,vottld not expect to be related.
You could select t\vo sets of data fro1n tlus suggested list. If I have more letterr
i,-, my r,ame I am
• Age in 111onths • Weight at birth probably better at
• Day of the n1onth • Head circunuerence cov,,ti,,9. That covld
_ , affect my
you ,vere born • Tin1e to get to school Mathr rervltr.
• Weight in kg • Nun1ber of tunes on a phone I~ better
• Height in cn1 • Exan1 or test ,narks i'lverti9ate.
• Nu1nber of pets • Nun1ber of CDs owned
• Shoe size • Letters in your nan1e
• Arn1 length • Hours of TV watched

FINDING THE LINE OF BEST FIT
USING A SPREADSHEET
• Enter the data sh o,vn for the
Grade test/Class quiz on
q
~JM)lt
,,,,. f!
Ttbft F\ctutt O,p SNptt S-.rtArt
Art
•unr~t ,,1
7A,
.... • ::t
al ,if:x
(0-..fl'IA .., ~. ( l\fth
'
CPI.arts •
Hyptf111'11'
l1nli
page 304. This data is sho,vn
in colunms A and B.
A2 • • I• 2J • H ighlight t his data, select
A 8 C 0 E F G H J
I Grt1de Cl.us the Insert tab in the n1enu
2 2J 8
10
as shown, and then choose
3 20
4 17 1l 2S Scatter. A scatter plot ,vill
5 2S 11
• u appear as sho,vn.
30 ,o • ••
u
••
..
7 28
u • • 'Right click' on any data
8 35
u IS •
'
10
:Ni
30 1 ••• • point in the scatter plot.
11 31 14 10 • • The n1enu as sho,vn here
11
,.
36 15
• ,vill appear.
" "
:f
14 n 1
Choose 'Add Trendline' .
IS
16
36
38
1
17
I -., ,
(This is the sa1ne as a
..
17
19
42
40
48
18
11
19
10 20
"'
Qelde
60
line of best fit.)

20 19 ~ Reset to Mjt<h Style • T he 1nenu 'Forn1at
~
T--
Change Suits Chart T.u,t...
formlt Trffldhne Trendline' w ill appear.
~ Sflo<I Data ...
Trendline Options Ensure the 'Linear' Trend
--- ·--
lttc.b Tr~C1aln T-,w
AddData La]2els
AddT1endl1nt.,.
Type is selected . At t he
botto1n of the n1enu tick
-- - ~
::t fomat Data S.triu ... the b ox for 'Display
Equation on chart' .
-
2
• T he trendline (line of b est
..::J fit) ,vill appear on the
_:J t,ow,vA,,.-v,t PI, ~ l
scatter plot as well as t he
TtetdnieNne
- 0 ~OC :
.........
fot',t«d: 0..0
Lnt• (Sef'IHI)
_]
oe'IOds
25
equation of the line.
~d: 0.0 l)e"l)dl

y = 0.3547x + 2.965
20
15
.-_ I 10
5
•
TJ,,ir ir pretty treridy! 0
Ure data from Exercire 'f:O'I 0 10 20 30 40 50 60
to draw ariother lirie of bertfit
(treridlirie) vriri 9 a rp readrJ,,eet. Note: Right clicking on the axes or t he
points wil l prov ide menus to refi ne the
graph . Experiment with the options to
see t heir various effects.
9 Statistics
..... Statistics all around us
We are surrounded by statistics; technology has enabled the collection,
storage and analysis of data to be 111uch 111ore accessible. Statistics help
us to understand the ,vorld around us. T hey are a key to producing
sununaries of data, dra,ving inferences and predicting the future.
Meaningful and useful statistics depend upon reliable and adequate
data. Governn1ents rely on the use of statistics to run their country.
It was this use of such data, 'data about the State' that led to the use
of the ,vord 'statistics'.
Statistics are crucial to scientific discovery, business operations,

1nedicine, sociology, engineering, sport and n1any other forn1s of
hun1an endeavour.
- =-- -.-
--
-,. ...
~-•
~
--
* -~o,, 1
::!.:
This exercise will highlight so1ne secondary sources of statistics that are used in our society today.
Exercise 9:05
D Every sport is a source of statistics; none n1ore so than cricket. T he table belo,v sho,vs the test
111atch record of Michael C larke after 87 tests. Often you have to be fa,niliar ,vith the sport to
understand the data. Do you knov,r ,vhat each piece of data n1eans or how it is calculated?
a A ,natch nonnally has tvvo innings.
Batting Bowling
If he played in 87 1natches, in ho,v 111any
did Michael Clarke only bat once? Innings 145 Overs 374
b For the 145 tin1es he batted, how 1nany Not outs 15 Balls 2244
ti1nes was he given 'Out'' Aggregate 6804 Maidens 56
c T he 'Aggregate' is the total runs scored. 52-34
Average Runs 1098
Divide this nu1nber by your answer for
Highest score 329 Wickets 30
part b.What piece of data does this give'
d As a bowler, Michael Clarke had 1098 50s 24 Average 36-60
runs scored off his 374 overs. Dividing 100s 21 5 wicket/innings 2

1098 by 374 gives which statistic? 200s 4 10 wicket/ innings 0
e Dividing the nun1ber of balls bo,vled 300s 1 Best (lnns) 6/9
by the nun1ber of wickets taken yields Ducks 6 Best (Match) 6/9
,vhich statistic?
Pairs 0 Econon1y rate 2.94
If there are any other tern1s you are not Scoring rate 55-98 Strike rate 74-80
fan1iliar ,vith, ask a cricket fan in your class.

D The ratings for television nen,vorks are Year ABC Seven Nine Ten SBS
shov.rn in this table. The figures are
percentages but what do they n1ean? 2003 15·6% 25·6% 31·2% 23·2% 4·5%
a Add the percentages for 2010 for each 2004 16·9% 24-9% 29-9% 23·2% 4·6%
nen,vork.What is the total?
b Each figure is a percentage of ,vhat
2005 15·7% 27·1% 29·2% 23·8% 6·1%
quantity? 2006 15·4% 27·8% 29·1% 22·5% 5·4%
c Fron1 2003 to 2010, for ,vhich
2007 16·3% 29·0% 27·4% 21·6% 5·6%
nen,vorks did the ratings:
.1 increase
. 2008 17·5% 28·7% 27·2% 21·0% 5·6%
ii decrease? 2009 16·4% 28·8% 26·8% 22·2% 5·8%
d Why are these ratings in1portant?
e How could a network i111prove it~ 2010 16·9% 28·6% 27·7% 21·2% 5·6%
ratings?
El T he cost of electricity is of concern to 1nany households. On the bill the electricity provider
indicates the power used for the three-1nonth period as ,veil as a 1neans of co111paring the
usage to si1nilar households. This is sho,vn in the follo,ving diagra1n.
Compare your usage in this billing period with households in your area
Number of people Average seasonal

11104·89 kW~
in household household usage (kWh)"
•• 1058·4 YOUR TOTAL USAGE
••
•• 1318·8
OVER THIS BILLI NG PERIOD
"Average household usage data
••••
•••• 1848·0
supplied by the Australian
Energy Regulator. For more
••••••
•••••• 2368·8 information and energy
efficiency tips, vistt
energymadeeasy.gov.au
a The bill is for a n,vo person household.

3000
What is the total usage for this period?
b How does the usage con1pare ,vith other
si1nilar households? ~ 2500
c Construct a scatter plot using the axes sho,vn, !:g, 2000

by plotting the usage for households ,vith iJ!
:::,
1, 2, 4 and 6 people. -0
o 1500
d Is there a relationship between these variables? .s:::
3:
How ,vould you describe it? :::,
0
I 1000
e By drawing a line bet\veen the dots in this
plot, esti1nate the average usage for a
household ,vith 5 people. 500
f Ex1:rapolate this pattern to esti1nate the usage

for a household ,vith: 1 2 3 4 5 6 7 8
.
1 no one Number in household
ii 8 people
iii 20 people.
Are these esti111ates reasonable?
9 Statistics
D The Departn1ent of hnnugration and C itizenship published these figures for the Financial
Year 2010-11 showing the change in the nun1ber of pern1anent residents for each state and
territory. Also sh o,vn is the population for each state and territory as at June 2011 .
Resident NSW Vic Old SA WA Tas NT ACT Australia·
Arrivals 38816 33632 25827 7204 18 441 949 960 l 623 127 458
Departures 34802 19 320 17 851 3 636 10256 803 526 1 259 88 461
Population 7211468 ::,- ::,- 34 ::,_

- 76 4474098 1638232 2 352 215 511195 231331 367752 22 323933
• Incl ud es Te r r itory of Chri st mas Island, Territory of Cocos (Keeli ng) Islands and Jervis Bay.
a C alculate the net increase in Australia's population due to nugration. W hat percentage
of the total population is this'
b Which State or territory experienced the greatest increase in population due to 1nigration?
c Which State or territory experienced the greatest percentage increase in its population?
II T he price of h ousing can fluctuate ,vith econo1nic conditions

What is a median price?
and be detennined by location. To con1pare prices the 111edian
The ,nedian price is the
is usually used as a 111easure. T he explanation on the right ,vas
middle price in a series of sales.
given on the Property Data ,vebsite. For exarnple, if 15 sales are
recorded in a suburb and
T he figures for three adj oining suburbs are shown in tlus table
arranged in order front lowest
and a graph con1paring t he 111edian prices is sh o,vn b elow. to highest value, the eighth sale
price is the ,nedian price. In
SUBURB TREND COMPARISON
the case where there are an
.....
$85JK
'
even nurnber of sales in a series,
the median is the average of the
se,eK
$7&ZK ♦ • ' • rniddle two prices.
$747K
s~11K • • Median prices are used rather
SG7'K
$i-4CK • than average prices because
$t;.C,SK
$~9K
$'SJo4K4
rnedian prices are unaffected
$498K by a few unusually high or lo,v
S4'3K~ ==-~(._----..:.=-------
$3 .JK r
~-------=-:-.__/
prices, making the,n a ,nore
...
S4V• --...___
S3SGK accurate indicator of true
Sl21K
• rnarket activity. The lo,ver
.....
:Jl5Cll<
s.,, Dec .... Ju" S.., DK Ma, Jui, S9P O.C Mai Jun 5.-cJ DK Ma, Ala Si,p DK M.v Jur
quartile is the point ,vhere one
quarter of the sales are of lesser
01 01 08 08 08 08 09 09 09 09 10 10 10 10 11 11 11 11 12 12
■ K NCUMBER ■ AVOCA iE.A< ■ GRl.EN POINT value and the upper quartile is
the point ,vhere one quarter of
the sales are of a higher value.
Add S-u bu rl)S Penod s years •
I Pt.OT GRAPH ) I
a T he 111edian price of w hich suburb seen1s

Location Lower Median Upper
to fluctuate the 111ost? Quartile Price Quartile
b T he figures sh o,vn in the table are based
Avoca Beach $512500 $557500 $845500
on quarterly sales figures for the 3 111ontl1s
ending June 2012. Can you tell ho,v 1nany Green Point $422500 $467500 $519250
houses ,vere sold? Does it ,natter? Kincu,nber $295500 $364925 $417775
c T he 111edian indicates the '1niddle' h ouse
price. If tl1e 1nean was used instead, ,vluch suburb 's 'average' figure ,vould change tl1e ,nose?
d Which suburb's house prices seen1 sy1ru11etr ical, and w hich are ske,ved?

II According to the Depart1nent of hnnugration and Citizenslup n1ore than 4· 5 nullion people
have becon1e citizens since Australian citizenslup ,vas introduced in 1949.
In 1949, during the inaugural year of the Nationality and Citiz enship Act 1948, Australian
citizenslup was granted to 2493 people fron1 just over 35 different nationalities. T he top 5
nationalities (and nu1nber of grants) at that tin1e according to the Australian Yearbook 1953,
ABS ,vere: Italian (708) Polish (597) Greek (276) Gern1an (225) and Yugoslav (80)
In 2011-12, 84183 people fro1n at least 180 different countries beca1ne Australian citizens by
conferral. T he follo,ving table sho,vs the nun1ber of people who ,vere conferred as Australian
citizens at ceren1onies in 2011-12, according to their fonner nationality/citizenslup.
Former citizenship Persons Per cent
United Kingdon1 16401 19-5

UK
India
_______ ...,
India 10076 12·0 China
a.
China 6876 8·2 .s::. Phil > - - - ~
--~
<I)
Philippines 5592 6 ·6 -~ Sth Afr

""
(J
South Africa 4206 5·0 <ii

E NZ ._.,.,__.
~
~ Viet ,_....,
New Zealand 3458 4 ·1
Vietna1n 1929 2 -3
Sri Lanka 1671 2 ·0
South Korea 1570 1-9 2 4 6 8 10 12 14 16 18 20

Percentage of new cit izens
Malaysia 1487 1 ·8
Other 30917 36·7

Total: 84183 100·0
a T he graph sho,vs the 'top 10' sources of nugrants for 2011-12.What group listed in the
table is not sho,vn on the graph?
b At least how n1any countries, apart fron1 the 'top 1 O', are a country of origin for
Australian n1igrants?
c Why ,vere the top 5 nationalities in 1949 European'
d Why do you think the United Kingdon1 ,vas not a1nong the top 5?
e Apart fro1n the United Kingdo1n,
ho,v 1nany of the 2011-12
top 10 are European?
f How n1any of the top 10
nationalities are Asian?
9 Statistics
II In Feb ruary 2012, the head of the Reserve Bank's financial stability departt11ent reckoned t hat
Australia would avoid a US-style h ouse price 1neltdo,vn. The chart produced shows house
prices as a percentage of annual household disposable inco1ne. T he ratio peaked in 2003 due
to boosted inco111es. The spike down in 2008 relates to the GFC (Global Financial Crisis).
The bounce back reflects the govern1nent's atten1pts to reinflate the 111arket ,vith the first
h on1eo,vner's grant.
a What year does the graph indicate Dwelli ng prices
recorded the lowest percentage of Per cent to average annual household disposable income·
%
annual incon1e needed to purchase
a h ouse? 500
b Why is the graph higher for Capital cities
capital cities? 400

C In 2011 , ,vas the percentage going
up or down? 300
d If h ouses are going to be 1nore A ll Australia
affordable in the future, at least 200
one of two things n1ust happen.

100
What are they?
0 ........................_.__._.....,__._........_.__._.....,__._..__.__._.__.__._..........,__.__
1981 1986 1991 1996 2001 2006 20 11
• Household disposab le income excludes unincorporated enterprises
and is before interest payments.
Source: ABS; APM; RBA; REIA
D T his graph sho,vs the fatality rate per 30

10 000 vehicles, 10 000 licence h olders and
100 000 population for years 1950 to 2010
25
inNSW
a T he line graphs sh o,ving the fatality rate
per 10 000 vehicles and 10 000 licences are 20
sinular. They are progressively falling, but
until t he early 1980s the rate per 100 000 15
people was increasing. Ex'Plain ho,v this ''
' -'
could happen. 10
''
'-'•
b T he blue and red lines 111erge in the '....' ' ' ,. '
' -, ' ' , .. ' " , ....'', ' '- ..
2000s. Why do you dunk they ,vere so
5
. .. - ..
,, .. ..' - .. .
,: ,
different in 1950? .--... : : ., -
,,
• :::::, ..- -- 1 •.-:~ .. ...
c What caused the significant decrease
0 =~......~~,....._~ ......~~,....._~......~~'---
in the 1980s for the purple graph? 1950 1960 1970 1980 1990 2000 2010
d Road Safety authorities have t ried to - - - - - Rate per 1O000 licences
introduce 111easures to ensure the rate - - - - - Rate per 1O000 vehicles
- - Rate per 100000 population
keeps decreasing. What 111easures have
contributed to safer road t ravel? Statistical statement for the year ended 31 De<:ember 201O
Prepared by the Centre for Road Safety, Transport for NSW

D The Australian Bureau of Statistics (ABS) collected the data belov,r sho,ving the 'average'
incon1e for the States and Territories of Australia. ('Equivalised' 111eans that adjust1nents have
been n1ade to take into account the nu1nber of people living in each household.)
Equivalised disposable NSW Vic Old SA WA Tas NT ACT Aust

household income per week $ $ $ $ $ $ $ $ $
Mean incon1e 859 818 817 798 966 708 938 1101 848
Median incon1e 718 695 705 685 770 613 885 1009 715
'While the 1nean equivalised disposable household incon1e of all households in Australia in
2009- 10 was $848 per week, the n1edian (i.e. the 1nidpoint when all people are ranked in
order of inco111e) was lower at $715 per ,veek. This difference reflects the typically asynu11etric
distribution of incon1e ,vhere a relatively s1nall nu1nber of people have relatively high
household inco111es, and a large nun1ber of people have relatively lower household incon1es.'
Distribution of equivalised disposable

household income 2009-1O
%
median
8
P10 mean P90
7
0
500 1000 1500 2000 2500
Income($ per week)
Source: Household Income and Income Distribution, Australia (6523.0)
a Which state or territory has the highest average inco1nes?Why do you think this is the case?
b Which state or territory has the greatest difference betvveen the n1edian and 1nean
inco1nes? Can you chink of a reason for this large difference?
c The quote above says the graph shows an 'asynunetric' distribution. This 1neans it is skewed.
Is it skewed positively or negatively?
d On the graph are lines n1arked as PlO and P90.What do you think they indicate?
e Which line could be n1arked as P50: the 1nedian or the 111ean?
9 Statistics
mJ In January 2012, Dr Alex Cov.rie, Editor of 'Diggers & Drillers' ,vrote:
Property 111akes up a cornerstone of 1nany Australian's ,vealth. And Aussie property has had
a bull 1narket like no other. It started in the 1970s, decades before things got going in the
United States. Over 40 years, Aussie property has gained an average of about 3% a year.
Doesn't sound like 1nuch, but it adds up quickly. Fron1 the 1990s onwards, Australian house
prices went up a few gears, and never looked back. Prices rose at an average rate of 6% a year
at that tin1e.
Is the party over? Australian property prices pulled back fron1 gravity-defying heights by at
least 3-7% last year. Melbourne houses are do,vn 9%. Many ho1ne o,vners are nervous. Is this
pullback the start of son1ething bigger' Nearly every property 1narket else,vhere in the ,vorld
has spent the last fe,v years in1ploding. US property prices are do,vn by 40% in SL"'< years.
Con1pare US prices in blue on the chart belo,v against Australian house prices (in red)
Is the 40- year run up in Aussie property setting us up for the crash of all crashes?
Real home price Index (index 100 = 1890)
400 ~- - - - - - - - - - -
- US Robert J. $H iller
350 - AUS Nigel Stapledon

- - AUS ABS 6414.0.6401.0
300
250
Great Depression
200
150
World War I World War II
100
1970s 1980s
boom boom
50
,. ,.,. ,. "' "' l:5 l:5 l:5
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
,. __,
,.
(£> (£> (£> (£> (£> (£> (£> (£> (£> (£> (£> (£> (£> (£> (£> (£> (£> (£> (£>
0) 0) 0) 0) 0)
__, (£> (£> (£> (£> (£> (£>
0)
,.
0) 0) (£> (£> 0 ,.0 0 ~ ~
"' ,.
"' "' "' "' O> O> O> 0)
,.
0) 0) (£> (£> 0 0 0
0 0)
"' O> 0 0)
"' O> 0
"' 0) O>
"' 0 0) O> 0 0)
"' O> 0 0)
"' O> 0 0)
Source; US Robert J . Shiller whocrashedtheeconomy.oom

AUS Nigel Stapledon
a What is n1easured on the vertical axis in this graph and ho,v is it 1neasured?
b When were houses relatively cheapest in Australia?
c T he article finishes with a question. Can you answer it using this graph?
d What factors nlight cause a property 'crash'?

Statistics: Getting it
together
Over the years, various forn1s of data collection and recording have been used. This infonnation
has then been used to change societies and justify actions. It is in1portant that the processes of
inforn1ation collection are open to scrutiny in order for the results to be accepted as valid. We can
forn1ulate key questions in order to investigate issues concerned with the collection, organisation,
display and analysis of data.
1 Design an experiment
Ask:
• What question do I ,vish to ans,ver?
• What data is needed?
• Ho,v could this data be best obtained?
• What results do I expect?
Questionnaires:
• Bias should not be present. For exai11ple, do ,ve ask: 'What do you think of the n1ayor?'
or 'W hat don't you like about the 1nayor?'
• If the questions are poorly worded, the infonnation collected is inaccurate.
• Be prepared to refine questions, if necessary.
• Do the responses t ruly reflect the person's vie,vpoint?
2 Plan the collection of data

Ask:
• Ho,v n1uch data should be collected?
Should a san1ple be used or the ,vhole population?
• Ho,v should the data be collected?
• Is the n1ethod of collection practical and relevant?
• Ai11 I collecting fact or opinion?
• Can I easily display the inforn1ation being collected?
Sampling :
• Decide between a census (everyone) and a sa1nple.
• Does each person have the sa1ne chance of being selected in a rando1n sa1nple?
• Are there subgroups in a population that requires stratified random sampling '
• W ill the size of the sa1nple ensure a fair investigation ,vith unbiased result~?
9 Statistics
3 Collect the data
Ask:
• Have I collected enough inforn1ation to 1nake it useful?
• Ho,v can I check the data for possible errors or bias?
• Ho,v should I tabulate the data?
• Is the inforn1ation discrete or continuous (v.rhere
rounding needs to be done during n1easuren1ent)?
4 Describe the methods used

What doer it all
Report: mean?
• Explain the 1nethods used to collect the data.
• Explain the san1pling n1ethods used.
5 Analyse and display the data

Choose techniques:
• Classify, sequence and tabulate data, using grouped
intervals ,vhere appropriate.
• Carry out appropriate statistical calculations.
• Choose suitable graphs to display the data.
• Organise data into tables. Choose scales and drav,r
appropriate graphs.
6 Discuss your observations

Consider the following :
• Make inferences fron1 tables and graphs.
• Be ,vary ofju1nping to conclusions.
• Does any relationship exist, and if so, ,vhat type?
• Ho,v strong is any relationship?
• Ho,v reliable are the findings?
• Ho,v can the results be sununarised?
• Can any results be generalised to other situations?
• Test conclusions by discussing then1 ,vith others.

Example: How do the heights of males and females compare
in secondary schools?
1 Design an experime nt
• 'Let's con1pare the heights of 111ales and fen1ales .'
• Measure the heights of equal nun1bers of 111ales and fen1ales in each year group. Provide
111easuring instrun1ents. Decide ho,v heights will be 1neasured (shoes on or off, back to the
,vall, etc).
2 Plan the collec tion of data

• Collect inforn1ation fi-0111 both sexes and a variety
of age groups. Stratified randon1 san1pling should
be used.
• For each year group, keep 111ale and fe1nale results separate,
and exanune the data in separate year groups.
3 C ollect the data
• Choose at least 10 1nales and 10 fen1ales at randon1 fro1n
each year group.
• Clear directions on ho,v to 1neasure n1ust be given.
• Measuren1ents ,vould be continuous, so data ,vottld need
to be rounded to the nearest centi1netre.
4 Describe the methods used
• Every tenth n1ale and fen1ale could be chosen fron1 class lists of both boys and girls.
• Heights ,vill be n1easured ,vithout shoes and ,vith students standing with their backs against
the wall, ,vhere a 111easuring tape will be fastened.
• Use a ruler, placed on the student's head, to read the n1easure1nent.
5 Analyse and display the data

• Check the ra,v data for obvious errors (e.g. a height of 12 c1n).
• Dot plots and box plots should be used to sho,v the spread of scores for each sex in each
year group, and to co1npare then1.
• The 111ean, range and standard deviation should be calculated for each group and any trends
in the data deternuned.
• Back-to-back sten1-and-leaf displays ,vould be usefttl to con1pare the heights of boys and
girls in each year group.
• The inforn1ation and graphs would be studied to detern1ine trends.
6 Discuss the observ ations

• Conclusions ,vould be dra,vn fi-0111 the displays and the statistical results.
• The resttlts and observations ,vould be recorded and fro1n these, ne,v questions nught arise.
• The resttlts would be shared ,vith others and discussed.
9 Statistics
Exercise 9:06
D Care n1ust be given to possible responses to a particular question. Consider these questions.
X Do you think school should start 30 nunutes early? (Yes/No)
Y Do you clunk school should start 30 nunutes earlier if you ,viii still finish at the sa1ne
ti1ne? (Yes/No)
Z If you think it is a good idea to start school 30 1ninutes earlier, state why.
a Which question asks for an opinion?
b Which question is tl1e clearest in what it is asking?
II a Trial the follo,ving questionnaire with tl1ree people. It is investigating people's attitudes
to,vards changing our flag.
A Do you like the colours red, ,vlute and blue? (Yes/No)
B Do you like the Union Jack? (Yes/No)
C Do you like our national flag? (Yes/No)
b Ask each of the tl1ree people if they felt that the questions allowed then1 to express
an opinion about changing Australia's flag in the future.
c Write a better set of questions for this purpose and trial it on the san1e people.
Does your questionnaire allo,v tl1en1 to better express their vie,vs'
II There are different ways of presenting questions in order to collect infonnation.You are given
the task of surveying Year 12 students to find out ,vhat tl1ey hoped to do in the year
follo,ving tl1eir HSC. Make up a short questionnaire to obtain tlus infonnation using:
a open questions
b yes/no questions
c tick-a-box questions
d responses using a 1 to 5 scale.
D Con1pile a questionnaire that could be used to collect

vie,vs fron1 students concerning:
• the legal driving age
• the age for con1pulsory education
• the tiI11e they spend using a co1nputer
• the tm1e they spend doing so1ne fonn of exercise or sport.

II Using the outline suggested in the exa1nple before this Exercise, investigate one of the
following:
• ho,v the heights of 111ales and fen1ales co1npare in each year in your school
• the nun1ber of books read in the past 12 111011ths by students in each year
• the nun1ber of online friends of students in Years 10, 11 and 12
• the views of students ,vith reference to son1e relevant political or social issue
II Insurance co1npanies use statistics to detern1ine the pre1niun1 (pay1nent) it ,viii charge to
insure a vehicle. S01ne factors are listed below. What data do you think the insurance co1npany
assesses for each of these factors and ho,v ,vould you expect it to affect the prenuun1?
a location; ,vhere you live
b use of velucle
c previous insurance clain1s lustory
d type of vehicle
e extra coverage
D Are 1nales 111ore likely to be killed on the roads than fen1ales? Consider the data in the table
belo,v supplied by the Departn1ent of Infrastructure and Transport.
a What conclusions, if any, can be drawn fron1 the data?
b What other infonnation would be useful? Do any other factors need to be taken into
account?
Annual road deaths per 100 000 population by gender and age group
Age in years 0- 16 17- 25 26-39 40- 59 60- 69 <:: 70 All deaths
Male 2·2 14·0 9-6 8·6 7 ·1 12·1 8·3
Female 1·5 5·1 2-7 2·8 2·7 6·1 3-1
Total: 1-9 9.7 6·2 5.7 4.9 8·7 5.7
IJ Critically conu11ent on each of these staten1ents.

a Hon1e is a dangerous place because 1nore
accidents occur at hon1e than a,vay fi-0111 hon1e.
b Most accidents at hon1e occur in the kitchen,
so houses should be built ,vithout one.
c Many deaths occur in hospitals, therefore it is
not a good place to go ,vhen you are sick.
d More road accidents occur close to hon1e,
so short trips should be avoided.
9 Statistics
OPINION POLLS: HOW ACCURATE ARE THEY?
We are bon1barded by the 111edia ,vith opinion For a san1ple to be a reliable representation
polls and surveys of all kinds, but fe,v people of the popttlation every person n1ust have
recall being asked for their opinion. Political a chance of being surveyed.
polls are of concern to politicians to see if • It n1ust be randon1.
their policies and perforn1ance are favourable. • It 111ust 111atch the n1ake-up of the popttlation
Market polls are i1nportant to business so they in gender, age groups and location.
can see ,vhere their advertising needs to be • It n1ust consider other factors ,vhen the
focused or their products i1nproved. If only survey is co1npleted such as the tiJ11e of day,
a sai11ple of a population is surveyed, ho,v the day of the ,veek, the tiJ11e of the year or
can its accuracy be ensured? T he following even the ,veather ,vhich, depending on the
exan1ple is cited by Data Analysis Australia, subject of the survey, 111ay have an effect.
a group of strategic inforn1ation consultants.
An exai11ple of a 111arket survey is shown in
this table. It lists the top 10 TV progra1ns
'Modern political polling began in 1936, ,vith t\VO 1 ,vatched in Sydney duringJttly 2012,
poll, atternpting to predict the outcorne of the
Atnerican presidential e lection. The Literary Digest according to the Roy Morgan research group.
conducted its poll by sending out 10 rnillion post Only a san1ple of households ,vas surveyed, but
cards asking people ho,v they ,votild vote. They those asked would have been carefully selected
received alrnost 2· 3 1nillion back and said that to represent the viewing population.
Alfred Landon ,vas leading Franklin Roosevelt
The percentage sho,vn is the percentage of
by 57-43 per cent. In contrast, market researcher
those ,vatching TV at that ti1ne.
George G allup e1nployed a rnuch srnaller sa1nple
of only 5 ,000, but because he ensured that it ,vas Top 10 TV results for Sydney: July 2012
representative of the American voting public, he
Rank Channe l Program %
predicted R oosevelt to ,vin by a landslide. In the
event, Roosevelt won 600/4 and Landon just 37%. 1 9 Rugby Le ague: State of l 9-5
The Literary Digest lost credibility and subsequently Origin (Wed)
rnerged ,vith Time ,nagazine in 1938.' 2 9 NR.L (Fri) 12·4
3 7 Downton Abbey (Sun) 12·0
T he Literary Digest thought it ,vottld be 4 7 Seven N ews (Mon-Sun) 11 · l
accurate because of its large san1ple size but it 5 9 N ine N e,vs (Mon- Sun) l O· l
was not representative. It chose it~ sai11ple fro1n 6 7 R evenge (Mon) 9.5
its o,vner reader lists, telephone subscribers 7 7 Sunday N ight (Sun) 8·7
and car o,vners. Today these lists ,night be
8 7 Home and Away (Mon-Fri) 8·7
1nore representative but in 1936 these ,vere
9 7 Today Tonight (Mon-Fri) 8· l
indicators of wealth and so n1any ,vho ,vere
10 2 ABC Ne,vs (Mon-Sun) 8·0
poor due to the Depression ,vere not included.
Suggested research
• Use the internet to research polling organisations such as 1narket research con1panies and
ne,vspapers.
• Gain further insights into polling 1nethods fro1n sites such as Data Analysis Australia.
• Investigate the accuracy of previous political polls in predicting the result of an election.

USE OF AUSTRALIAN CENSUS DATA
Australian census data can be, and should be, T he Indigenous population is projected to
used by governn1ent at national, state or local increase across all age groups bet\veen 2006
levels to identify issues that need attention, and 2021 . The nu1nber of Indigenous cllildren
or are likely to need attention in the future. (0-14 years) is projected to increase fro1n
It should guide govern1nent and other 194 200 in 2006 to bet\veen 242 600 and
conm1unity organisations in the allocation 243 400 in 2021. T llis equates to an increase
of resources. of 25% over the period. The nu1nber of young
The Australian Bureau of Statistics adults (15- 24 years) is expected to increase by
,vebsite could be used to exanline 111any sets a si1nilar proportion (29%), fron1 99 700 to
of data that ,vould pron1ote discussion of betvveen 128600 and 128800.
goverru11ent policy. A statistical overvie,v of Estimated and projected Indigenous population,
Aboriginal and Torres Strait Islander peoples 30 June
has been chosen here as an exan1ple.
Age group 1991 2006 2021
The estin1ated resident Indigenous population [yea rs]
of Australia at 30 June 1991 ,vas 351 000
people. In 2006, there ,vere 517 000 people, 0-14 137749 194249 243429
representing 2-5% of the total Australian 15- 24 73355 99722 128 781
population. Bet\veen 1991 and 2006 the
25- 34 59091 73149 117515
Indigenous population increased by 2-6% per
year on average, con1pared w ith 1-2% for the 35- 44 38742 65011 78599
total Australian population. T he population of 45- 54 20431 44885 66190
Indigenous Australians is projected to increase
to betvveen 713 300 and 721100 people in 55- 64 11 831 24112 49 027
2021, at an average gro,vth rate of2-2% per 65- 74 6706 10768 26 704
year. In con1parison, the average gro,vth rate
75 and over 3080 5147 l 0819
of the total Australian population is projected
to be between 1 ·2% and 1 ·7% per year over Total: 350985 517 043 721 064
the sa1ne period.
Age group (years)
Estimated and projected
Indigenous population
' 85+ fj
~ 80- 84 lr
73 75- 79 IT
D 2006
D 2021 c::::a70- 74 b
I
a 65-69 5
a 60-64 Li
55- 59 I •
50- 54
45-49
40-44
35- 39
30- 34
25-29
20-24
15-1 9
10-1 4
5- 9
0-4
50 40 30 20 10 0 0 10 20 30 40 50
000
Males Females
9 Statistics
The Indigenous population has a different age structure to the rest of the Australian population.
In conunon with 111any other developed countries, the non-Indigenous population of Australia
is ageing, ,vhereas Indigenous peoples are facing increased growth in younger age groups. This
can be seen in the graph belo,v.
In 2006, the 111edian age ,vas 21 years for Indigenous Australians, and 37 years for the
non-Indigenous population. Of the Indigenous population, 3% ,vere aged 65 years and over,
and 38% were under 15 years of age (con1pared ,vith 19% of the non-Indigenous population).
Estimated resident population , comparing Indigenous

and non-I ndigenous age structures, 2006
D non-I ndigenous ci 75+ b

D Indigenous c:I 70- 74 5
ci 65-69 b
60-64
55- 59
50- 54
45-49
40-44
35- 39
30- 34
25- 29
20- 24
15- 19
10- 14
5- 9
0-4
7 6 5 4 3 2 1 0 0 1 2 3 4 5 6 7
Mates % Females
Sources: Australian Human Rights Commission website- 'A statistical ove.view of Aboriginal and
Torres Straight Islander peoples in Australia'
ABS-Experimental estimates and projections, Aboriginal and Torres Straight Islander
Australians, 1991 to 202 1 (cat no. 3238.0)
Discussion
• How would this data prove useful to governn1ent?
• What further data should be considered in light of the inforn1ation presented here?
• What factors ,nay be causing the differences in the population pyranuds sho,vn above?
• Why is the Aboriginal population gro,ving at a faster rate than the rest of the Australian
population?
Consider studying the ABS website for further population data and infonnation. It is an1azing
w h at lies ,vitlun!

Statistics: Can they be
trusted?
There are three kinds of lies: lies, dan1ned lies, and statistics.' This staten1ent
,vas 1nade popular by Mark Tv.rain, ,vho attributed it to the British Pri1ne
Minister Benjanun Disraeli. It points to the suspicion that statistics are used
to strengthen ,veak argun1ents or even pron1ote an untruth.
In lus book The Dictionary ef Misinfor,nation, Ton1 Burnan states:
'No n1atter ho,v 1nuch reverence is paid to anything purporting to be
statistics, the tern1 has no 1neaning unless the source, relevance, and truth are
checked ... The worslup of statistics has had the particularly unfortunate
result of n1aking the job of the plain, outright liar that n1uch easier.'
And a quote reportedly by Charles H Grosvenor:

'Figures don't lie, but liars do figure.'
Suspicion is also caused by those ,vho selectively choose statistics to support a particular argun1ent
,vhen the sai11e set of data can be used to support an alternative argu1nent. Of course, the problen1
is not ,vith the statistics but with ho,v they are used, ho,v they were produced and what they
truly represent. Problen1s occur ,vhen people nusunderstand ,vhat the data is saying or wilfully
nusrepresent it.
Incorrect conclusions can be dra,vn by not looking carefully at ho,v the data ,vas collected and
ho,v it has been presented. In previous years son1e exa1nples of ho,v statistics and their graphs can
be nusused have been sho,vn. Tlus exercise ,vill revie,v son1e of those and encourage the
questioning of conclusions presented in the 1nedia and other sources.
Exercise 9 :07
D Graphs are often used to grab our attention. Tlus graph is
All OROS Australia
sho,ving the n1oven1ent of the 'All Ordinaries' index in the
business section of the ne,vspaper.
a What initial i1npression is given by this graph?
b The horizontal axis is labelled Dec 03 - Dec 07. What is the
scale on tlus ax:is?To ,vhat do the points on the graph
correspond?
c What is n1easured by the vertical axis?
DEC 03-Dec 07
d Looking at the )ugh and lo,v figures, ,vhat do you clunk tl1e
HIGH......4555.9 4555.9
scale is on the vertical axis? LOW 451 1.7 A 37.9 (0.8%)
Source: Bloomberg
e The difference of37·9 (0·8%) is not the difference bet,veen the
high and lo,v figures. Subtract 37·9 fro1n 4555·9.What point on Source: Sydney Morning
Herald 8- 9 Dec 2007
the graph does this figure represent?
9 Statistics
II The diagran1 on the right indicates the recent gains
and losses on the stock n1arket. T he black bars
indicate gains, the red bars indicate losses. Energy World 11.86% -
a Do the lengths of the bars for Energy World and
APN News 7.14% -
In1dex look the san1e?
ALS 5.52% -
b T he length of the bar for Intrepid Mines looks
twice the length of the bar for BOQ Peps. Transfield Services 5.39% ■
Do the percentage figures support this?
c Are the lengths of the bars in the diagrai11
lmdex
-
Aquila Resources -
3.67%
3.37%
-I
proportional to the percentages shown'
d Why do you think the inforn1ation has been Intrepid Mines 3.34%
presented in this ,vay? BOO Peps 2.99%
Source: Daily Telegraph 29 Nov 2012
II T he graph belo,v represents the cricket career of Michael Hussey in test 111atches.
T he line graph connects the points sho,ving his average nun1ber of runs for each year.
100 ~
80 ...
I
...
60
40 1-1 ~
_,,.. - - _...
. . .
20
2005 2006 2007 2008 2009 2010 2011 2012
• Average runs
Number of tests
Source: Daily Telegraph Dec 2012
a What does the yello,v colun111 graph shov.r?

b Can you say how n1any test n1atches Michael Hussey played in 2005? What is nlissing fro1n
the graph?
c Michael Hussey played four tests in 2007 and 14 in 2008. If the colun1ns have been dra,vn
to scale, ho,v 1nany tests did he play in 201 O?
d In a cricket ,natch there are two 'innings' but a bats111an ,nay not always bat tv.rice. In 2007
Michael Hussey played in four tests but only batted six tin1es. In 2009, he played in 13 tests
and batted 23 tin1es. Is it easier to have a lligher average if you bat less? Does tllis graph
support your ansv.rer?

D T he article belo,v is titled ' Health v wealth' .
Data mine
Health v wealth ■ Obesity ■ Alcohol

36
Percentage with body Litres per person
More than a third of US 30 29 mass index of 30 or more a year
citizens and a quarter of 26 26 25 24 23
~~?.; ii Iii ii d1L b liliLililli6lllilibiiilii

industrialised countries' body. gi
But the average Australian
drinks a litre a year more than
the average American.
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Rounded to the nearest whole number Sources: OECO. MCT
Source: Sun-Herald 16 Dec 2012
a How is the health of each nation being represented?

b How is the ,vealth of each nation being represented?
c What do the figures on the top of each colu1nn represent?
d T he heights of the colun1ns seen1 to be in proportion to these
nu1nbers. That is, the red colu1nn for the US is four tin1es the height
of the brown colun1n. Does this 111ean that if people in a country
drank 1 litre of alcohol per year on average, this should equate to
1% of the population being obese?
e Does this dual colunm graph suggest the t\vo variables are related?
f Dra,v a scatter plot for these variables.
g Does any relationship exist?
h W hy is this not a fair co1nparison of the wealth and health of a nation?
II Son1etin1es an argun1ent ,viii be supported by the selective use Year Mean

of data. T he graph and table belo,v sho,v the 1nean 1naxii11un1 maxtemp
ten1perature for Sydney for the years 1992- 2011 .
1992 2 1·5
24 1993 22·3
1994 22·6
1995 2 1·8
23 1996 22· 1
~
0
'2...- 1997 22·4
~ 1998 22·7
2 22
"'lii 1999 22· 1
a.
E 2000 22·7
~ 21 2001 23· 1
2002 23·0
2003 22·7
20
2004 23·4
C\I ..,. u:, ,-... co a> 0 C\I (') ..,. u:, ,-... co a> 0
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a>
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2005 23·4
~ ~ ~ ~ ~ ~ ~ ~ C\I C\I C\I C\I C\I C\I C\I C\I C\I C\I C\I C\I
2006 23· 1
Year 2007 22·7
2008 22· 1
2009 22·9
2010 22·6
2011 22·6
9 Statistics
A general trend upv.rards nught be detected but the line graph j oirung the points is quite
'saw- toothed', i.e. up and do,vn, ,vith a peak shov.ring in the years 2004-2005. By selecting
only son1e of the data, tvvo very different t rends can be sho,vn, as in the graphs belov.r.
24
23
2?
.a 22
;
Q.
E
{E. 21
20
N (') u:, ,-... co a> 0 N (') u:, ,-... co a> 0
" "' " "'
~ ~
a, a> a, a, a> a, a, a> 0 0 0 0 0 0 0 0 0 0 ~ ~

a, a> a, a, a> a, a, a> 0 0 0 0 0 0 0 0 0 0 0 0
~ ~ ~ ~ ~ ~ ~ ~ N N N N N N N N N N N N
Year
24
23
~
~
.,
~
.a 22
;
Q.
E
{E. 21
20
N (') u:, ,-... co a> 0 N (') u:, ,-... co a> 0
" "' " "'
~ ~
a, a> a, a, a> a, a, a> 0 0 0 0 0 0 0 0 0 0 ~ ~

a, a> a, a, a> a, a, a> 0 0 0 0 0 0 0 0 0 0 0 0
~ ~ ~ ~ ~ ~ ~ ~ N N N N N N N N N N N N
Year
T he sa1ne data p oints have been used fro1n the data,

Further stati stics can be found on the
but o nly son1e of then1, for each graph.
Bureau of Met eorology website. The site
a What trend for the ten1perature of Sydney for the
used is Observat ory Hill in Sydney.
20 years sh o,vn is suggested by:
i graph A ii graph B?
b Using interpolation, estin1ate a n1ean 111axi1nu1n ten1perature for 2001 , using:
i graph A ii graph B.
c Do either of the ansv.rers to b 111atch the figu re in the table?
d Extrap olate each grap h to predict the te1nperature for years after 2011.
Ho,v confident could you be of your prediction?

II Another exan1ple of using selective or inadequate data can be seen in the graphs below.
T he original graph is sho,vn on the left. T he later graph is shown on the right.
cm Spencer's Creek snow depths- 2003 and 1973 cm Spencer's Creek snow depths- 2007 and 1977
300 300
Key: Key:
1973 1977
250 250
2003 2007
200 200
150 150
100 100
50 50 I
1 ~ 1 M~ 1J~e 1Ju~ 1 ~ 1Sep 1 ~ 1~ 1~ April May June July Aug Sep Oct Nov Dec
Month Month
a T he question for the original graph ,vas: ' Looking at the snow depths for these 2 years
it ,vould seen1 that the depths have significantly increased over this 30-year period.
Is this a reasonable conclusion?' What ,vould have been your ans,ver?
b T he question for the later graph
cm Spencer's Creek snow depths- 201 2 and 1982
,vas exactly the san1e, except the 300
Key:
,vord ' increased' was changed to
2012
'decreased' . Ho,v ,vould this have 250
1982
changed your ans,ver?
c T he graph on the right shows the 200
data again collected in a further
5 years' tin1e. Using this 30-year 150
con1parison, has the snow depth
increased or decreased over tin1e? 100
d How could a 1nore reliable vie,v
be obtained to deternune if there 50
is any pattern for the sno,v depth
over tin1e?
April May June July Aug Sep Oct Nov Dec
Month
9 Statistics
D This first table sho,vs the annual carbon dioxide (C0 2) enussions, in nullions of tonnes, for
the top five countries plus Australia for 2009.
Rank 15 5 4 3 2 1
Country Australia Japan Russia India USA Cluna
C0 2 emissions 418 1098 1572 1602 5425 7711
%of world emissions 1 ·4 3-6 5·2 5.3 17·8 25·4
The second table sho,vs C02 enussions, in tonnes, per capita (per person) for these countries
in order.
Country India Cluna Japan Russia USA Australia

C0 2 emissions per capita 1-38 5-83 8·64 11-23 17-67 19-64
a If you ,vanted to argue that Australia needs to reduce its C0 2 enussions, ,vluch table of
data are you 1nore likely to present to support your case'
b If you ,vanted to argue that any reduction in Australia's C02 enussions ,viii have little
global effect, ,vluch table of data ,vould you n1ost likely use?
c T he second table takes into account each country's population size. Consider the countries
in tl1e list. W hat other factors nught be relevant to your argt1n1ent apart fron1 population size?
d T he table belo,v list~ the ranking of each country in the world according to its per capita
e1nissions. Ho,v nught tlus table influence your argu1nent?
Country India Cluna Japan Russia USA Australia

C0 2 emissions per capita rank 143 75 53 32 17 13
A snow depths ca lculato r can be fou nd at the Snowy Hydro website.

bivariate data dot plot
• data that has t,vo variables • a type of graph that uses one axis
box plot (box-and-whisker plot) and a nun1ber of dots above the axis
• a diagra1n obtained fron1 the five-nu1nber ••
sunm1ary • •• • •• •• ••• • ••
• the box sho,vs the 1niddle 50% of scores 20 22 24 26 28 30 32 34
Length of fish (cm)
(the interquartile range)
• the ,vhiskers sho,v us the ex'1:ent of the extrapolation
botto111 and top quartiles as ,veil as • predicting data beyond the range
the range of values given
five-number summary
--:___._II~ I> --- • a set of nun1bers consisting of the
nunin1un1 score, the three quartiles
4 6 8 10 12 14
and the n1axin1un1 score
census frequency
• a survey of a ,vhole populations • the nu1nber of tin1es an outcon1e occurs
cumulative frequency in the data,
• the nu1nber of scores less than or equal e.g. for the data 3, 6, 5, 3, 5, 5, 4, 3, 3, 6
to a particular outcon1e, the outco1ne 5 has a frequency of 3
e.g. for the data 3, 6, 5, 3, 5, 5, 4, 3, 3, 6 frequency distribution table
the ctunulative frequency of 5 is 8 • a table that shows all the possible
(there are 8 scores of 5 or less) outcon1es and their frequencies (it usually
cumulative frequency histogran1 is ex'1:ended by adding other colunms such
(and polygon) >- as the cun1ulative frequency),
10
• these sho,v the ~ 8 e.g.
Outcome Frequency Cumulative
outcon1es and i
,l=
6
frequency
their cun1ttlative E 4
frequencies 8 2 3 4 4
3 4 5 6 4 1 5
Outcome
5 3 8
data
• the pieces of inforn1ation (or 'scores') 6 2 10
to be exan1ined
frequency histogram
• categorical: data that uses non-nun1erical
• a type of colu1nn graph sho,ving the
categories
- ordered data involves a ranking, outcon1es and their frequencies
e.g. exai11 grades, garn1ent sizes 4
>-
- distinct data has no order, <.> 3
5i
:::, 2
I
e.g. colours, types of cars CT
~ 1
• n.u,nerical: data that uses nun1bers to show u.
0 ' '
' ho,v 111uch' 3 4 5 6
Outcome
- continuous data can have any nun1erical
value ,vithin a range, e.g. height
- discrete data is restricted to certain
nun1erical values, e.g. nun1ber of pets
9 Statistics
frequency polygon median
• a type of line graph shov.ring outcon1es • the 1niddle score for an odd nun1ber of
and their frequencies scores or the n1ean of the nuddle two
• to co111plete the polygon, the outco111es scores for an even nun1ber of scores
i1nn1ediately above and below the actual • the 1nedia11 class in grouped data contains
outco1nes are used (the height of these the 1nedian
colunms is zero), mode (modal class)
e.g. 4 • the outcon1e or class that contains the
g3
Q) .
n1ost scores
:::, 2
0-
ogive
~ 1 • tlus is anotl1er nan1e for tl1e cun1ulative
u.
a._~~~~~-- frequency polygon
3 4 5 6
Outcome outcome
grouped data
• a possible value of the data
• data that is organised into groups or classes
outlier
• class intervals: the size of the groups into • a score that is separated fro1n the 111ain
,vhich the data is organised,
body of scores
e.g. 1- 5 (5 scores); 11- 20 (10 scores)
quartiles
• class centre: the nuddle outco111e of a class, • tl1e points that divide the scores up into
e.g. the class 1- 5 has a class centre of 3
quarters
interpolation
• tl1e second quartile, Q2, divides the scores
• estin1ating data that lie ,vitlun the do111ain
into halves ( Q2 = n1edian)
of the values given • tl1e first quartile, Q1 , is the 111edian of the
interquartile range lower half of scores
• the range of the 1niddle 50% of scores • tl1e third quartile, Q3 , is the 111edian of the
• the difference between the n1edian of the upper half of scores
upper half of scores and the 111edian of the
4 56 I 6 7 7 I 7 9 9 I 11 12 15
lower half of scores
Q, = 6 Q2 = 7 Q3 = 10
IQR = Q3 - Q1
range
line of best fit
• tl1e difference between the lughest and
• a line that 'best fits' the data on a scatter
lowest scores
plot 111ean
mean
• the nun1ber obtained by 'evening out'
all the scores until they are equal,
e.g. if the scores 3, 6, 5, 3 , 5, 5, 4, 3, 3, 6
were 'evened out', the nun1ber
obtained ,vould be 4-3
• to obtain the n1ean, use the for111ula:
sun1 of the scores
1nean = - - - - - - - - -
total nun1ber of scores

sample stem-and-leaf plot
• a part (usually a sn1all part) of a large • a graph that shows the spread of scores
population ,vithout losing the identity of the data,
• randoni san1ple: a san1ple taken so that each e.g. Test results, 8M
n1e1nber of the population has the sa1ne (6/8 represents 68)
chance of being included
Stem Leaf
• syste1natic saniple: a san1ple selected
according to so1ne ordering schen1e, 4 18
e.g. every tenth 1nen1ber 5 93704
• stratified sa1nple: a sa1nple is proportionally 6 85672486
taken fron1 each subgroup in a population 7 3731935
scatter plot 8 54804
• a graph that uses points on a nu1nber 9 371
plane to show the relationship bet,veen
t,vo categories • ordered stein-and-leaf plot:
e.g. HeighVshoe size the leaves are placed in order,
e.g.
•• Stem Leaf
•• •
~ •
•••• • • 4 18
.c
(/l ••• • •• 5 03479
•
6 24566788
Height
7 1333579
shape (of a distribution) 8 04458
• a set of scores can be syiru11etrical or 9 137
ske,ved
sources of data • back-to-back stein-and-leaf plot:
• pri1nary: the data has been collected this can be used to ca1npare t\vo sets
by yourself of scores, one set on each side,
• secondary: the data has co1ne fron1 an e. g. Test results
external source, (4/1 represents 41)
e.g. ne,vspapers, internet
Stem Leaf Stem
standard deviation
• a n1easure of spread that can be thought 98660 3
of as the average distance of scores fro1n 9773111 4 3668
the n1ean 885330 5 1799
• the larger the standard deviation, the 98753 6 389
larger the spread 7 055589
statistics 0 8 2677
• the collection, organisation and 9 0013
interpretation of nu1nerical data variable
• son1ething that can be observed,
n1easured or counted to provide data
9 Statistics
STATISTICS
Each part of this test has sinular ite111s that test a certain type of question.
Errors 111ade ,vill indicate areas of ,veakness.
1 For each data set find the: 9:01

1 range 11 ,node 111 1nean 1v 1nedian
v first quartile Q1 v1 third quartile Q3 v11 interquartile range.
a 2 3 3 7 8 9 10
b 6 4 3 9 5 9 4 8
2 a Co1nplete this frequency 9:01

Outcome Tally f Jxx. cj
distribution table.
b Find the:
6 .J.-1-tt 11
range 7 .J.-1-tt .J.-1-tt I
11 ,node 8 .J.-1-tt I I I
111 1nean 9 .J.-1-tt
1v 1nedian 10 IIII
v first quartile Q1 11 III
v1 third quartile Q3 . 12 II
Total:
3 a For this table of grouped 9:01

Class c.c. f Jxc.c. cj
continuous data find:
0-<10 ~
::> 4 20 4
1 the 111odal class
ii the 111edian class

10-<20 15 6 90 10
iii an estin1ate for the 111ean.
20-<30 25 9 225 19
30-<40 35 15 525 34
b Construct a cun1ulative frequency
40-<50 45 10 450 44
histogra1n and polygon and sho,v
on it the position of the 111edian
50-<60 55 6 330 50
and quartiles. TcotaI: c;o
J 1640
c Find an esti111ate for the
interquartile range.
4 a For this sten1-and-leaf plot find the: 9:01

Stem Leaf
range
11 ,node 4 37
111 1nedian 5 148
1v lo,ver (first) quartile Q1 6 25579
v upper (third) quartile Q3 7 136668
v1 interquartile range. 8 4577
b Write the five-nu1nber sun1111ary for this set of data. 9 025
c Using the five-nun1ber sununary, construct a box plot.

5 Use a calculator to find the standard deviation for each of these tests (correct to 9:02
t,vo decin1al places). In which test ,vottld the result of15 be 1nore in1pressive?
Test A : 9, 11, 12, 12, 13, 13, 14, 15, 15, 16
Test B : 5, 7, 9, 10, 12, 13, 13, 15, 17, 19
Test C : 10, 15, 16, 8, 13, 3, 6, 16, 8, 5
6 T his histogran1 sho,vs the nun1ber of fatal crashes that occurred during a year 9 :02
according to the ti1ne of day, organised in 2-hour periods. This is an exa1nple
of bivariate data.
Time of fatal crashes
60
50
i',' 40
iii
::, 30
I 20
10
0 2 4 6 8 10 12 14 16 18 20 22 24
Time (hours)
a What is the independent variable?

b What is the dependent variable?
c Which t\vo-hour period registered the highest nun1ber of fatalities?
d Which t\vo-hour period registered the lo,vest nun1ber of fatalities?
e Does this data sho,v the tin1e ,vhen it is safest to drive' What other factors need
to be considered?
7 Which of these scatter plots sho,v a linear relationship bet\veen the variables 9:03
X and Y. State ,vhether the linear relationship is positive or negative.
a y b y C Y
• • •
• • •
• • •
• •
•
•
• • • • •
• • •
~ - - - -- x ~ - - - -- x ~ - - - -- x
8 Plot each set of data on a scatter plot and detennine ,vhat type of relationship 9 :03
exists betvveen the two variables.
~
2 6
a l ~ I l 1o l 1~ l 2 3 1 ;6 1 :1 I bl ~ l ~ l ~ l ! l ! l ~ l ~ I
I~ ~
2 5 7
c I 2 3 I ~o I 1~ I 14 1 10 I I dl ~ l ~ l ! l : l ~ l ~ l ~ I
9 Statistics
9 Deternune the equation of the line of best fit sho,vn on each scatter plot. 9:04
a y b D
10 16
9 • 14
8
12
7 • •
6 • 10
5 • 8
•
4 • 6
3
4 •
2
1 2
•
0 1 2 3 4 5 6 7 8 9 10 11 12 X 0 1 2 3 4 5 6 7 8 I
10 This scatter plot sho,vs the result for t\vo class tests, one out of 50 n1arks and the 9:04
other out of 30 n1arks. T here are 19 in the class.
Comparison of class tests
30
•
25 • • • •
20 • • •
CD
•
• •• ••
• •
•
10 •
•
5
0 40
10 20 30 50
Test A
a What did the student who scored 32 for Test A receive as a result for Test B?
b What did the student who scored 24 for Test B receive as a result for Test A?
c For Test A deternune:
i the range ii the n1edian iii Q1
d Write the five-nu1nber sun1n1ary for Test A.
e For Test B detennine:
i the range ii the n1edian 111 Q1
f Write the five-nu1nber sun1n1ary for Test B.
g Construct a box plot for each test.
h Which test has result~ that are:
i negatively ske,ved ii positively skewed?

1 T his dot plot sho,vs the nun1ber of ,vhole hours spent doing hon1e,vork by a Year 10 class in
a particular week. •• • •
a How n1any students are in the class?
• •• •• •• •• • •
b W hat is the 1nost conunon nun1ber of hours • • • • • • • • • • • •
spent (the 111ode)' 3 4 5 6 7 8 910 11 12 131415 16 17
Hours
c Calculate the 111ean nun1ber of hours spent.
d Find the 111edian and quartiles for this data and hence write its five-nun1ber sununary.
e Dra,v a box plot for this data.
f Looking at the dot plot and box plot, is this data syn1111etrical or skewed?
2 a Use the data shown in the Stem Leaf Class c.c. f Jx c.c. cf
ste111-and-leaf plot to co1nplete
1 69 1~19 14·5
the frequency distribution table
2 24779 2~29 24·5
using the classes shown.
b Use the discrete data in the 3 04 55599 3~39
sten1-and-leaf plot to calculate 4 13 68 4~9
the 1nean. 5 24667889 5~59
c Calculate a value for the 1nean 6 335688 6~9
using the totals of the frequency 7 0 13 69 7~79
andfx c.c. colu111ns fron1 the
8 0 257 8~89
table.
9 14 9~99
Con1pare it to the anSvver for
part b. Totals:
d Find the 111ode fron1 the sten1-and-leaf plot. Does it fall in the n1odal class fron1 the table?
e Find the 1nedian fro1n the sten1-and-leaf plot. Does this fall in the 1nedian cla5s fron1 the table?
3 A class perforn1ed ,veil in a test, all scoring over 60% except Sanm1y, who had been away sick
before the test. He scored 31 %. The teacher decided not to include Sanm1y's result when
recording the class statistics for this test. W hat effect would this have on the 111ean and
standard deviation?
4 Nick and Dylan are golfers. Each has played 10 rounds of golf on the sa111e course and their
scores have been recorded belo,v.
Nick's scores: 73, 81 , 77, 85, 76, 76, 84, 73, 80, 75
Dylan's scores: 70, 84, 82, 78, 83, 73, 73, 74, 85, 78
a Calculate the 111ean and standard deviation for each set of scores.
b Considering these calculations, ,vho is the n1ore consistent golfer?
5 This scatter plot sho,vs the tin1e calculated by Liai11 Time to travel 600 km
30
to drive a distance of 600 kin at average speeds of
30, 40, 50 and 60 k1n/h. He concluded that a ~
~ 20 •
negative linear relationship existed between these
two variables. -0
.s::
Q)
E 10
•
• •
a How long ,vottld Lia111 take for the trip at i=
40kn1/h?
b To co1nplete the trip in 10 hours, what average 10 20 30 40 50 60 70 80
speed is required? Speed (km/h)
9 Statistics
c Increasing the average speed fron1 30 kn1/h to 60 kn1/h reduces the tin1e taken by 10 hours.
If the relationship is linear then if Lian1 could increase the average speed to 90 kn1/h, he
could save another 10 hours and take no tin1e at all.What is ,vrong ,vith this reasoning?
d T he relationship is negative but is it linear?
6 The graphs belo,v show the fatalities by ti1ne of day and day of ,veek of crashes for 111ajor
road user categories, Australia, 2005-2007.
(/)
Drivers aged less than 26 (/)
~
Drivers aged 26 and over
~ 10 Q)
> 10
~ ·.:::
·.:::
-0 <O
-N
0 iii
8
-ill
-0
0
~
~ 8
0
-0
ill .c 6
~
6 ~
:e ~
:E -;
2!
2! ill 4 l <O 4
-.gg>
~
~ Ol N ~
"' - 2
~
~
::: -0
21 Q)
~
~
~
~
~
~
~~
- -0
.l!! I•
g Cl 2 ~
- "'
Q)
~
0 0 0 0
-,f.
Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat Sun
□ Early morning D Afternoon □ Early morning D Afternoon
D Morning D Evening D Morning D Evening
a What do the graphs above suggest is the 1nost dangerous tin1e of day for:
i drivers aged less than 26 ii drivers aged 26 and over?
b Suggest a reason ,vhy the tin1es in a are the 111ost dangerous.

1 You have forgotten the last three digits of 4 A tapered shaft has a length of 60 cn1.
your PIN.You do ren1en1ber, ho,vever, that T he dia1neter at the sn1aller end is 20 cn1.
the digits are different and they add up to If the taper is 3° (as sho,vn), find the
6. Ho,v 111any possible endings are there to dia1neter, d cn1, of the larger end of
your PIN? the shaft.
30
2 Find the nu1nber of 2oc~,m
~ -~,..,....-·,...,'-;(i'I tfcm
r
routes through the ' '
' '
'
I '
net\vork (S to F), s F ' '
' '
' '
assu1ning that travel - --60cm---
111ust always be fro1n
left to right. 5 Max's best tin1e for 50 n1 freestyle is
40 seconds. Joshua's best tin1e is 25 seconds.
3 S0111e nu1nbers are the stun of t,vo squared If they both s,van1 in the sa1ne 50111
,vhole nun1bers. For exan1ple, 13 = 2 2 + 3 2 freestyle race, how far behind Joshua ,vould
and37 = 12 +62 . Max be ,vhen Joshua finished? (Assun1e
a Ho,v 111any nun1bers fro1n 100 to 120 that they both s,vi1n at constant rates.)
are the sun1 of t\vo squared ,vhole
nun1bers'
b T he nun1ber 685 can be written as the
sun1 of t\vo squared whole nun1bers in
two ,vays. What are they'

J 2
1 Using the forn1ula S = ut + at , find the value of: 1:07
a S ,vhen u = 9, a = 6 and t = 5 b S ,vhen u = 3·6, a = 9·8 and t = 2·5
c u ,vhen S = 180, a = 20 and t = 4 d a when S = 123, u = 10 and t = 6
2 Five bottles of drink and seven ice-creai11s cost $35 and seven bottles of drink and 1:09
five ice-crean1s cost $37. Write equations to represent this and solve then1
si111ultaneously to find the price of each bottle of drink and each ice- crea1n.
3 For the two points A(3, 5) and B(9 , -3), find: 1: 10

a the length of the interval AB b the nudpoint of AB
c the gradient of line AB.
4 For the line y = 4x - 5, find the line that is: 1: 10
a parallel to it and passes through the point (1, 3)
b perpendicular to it and passes through the point (4, 3).
5 Solve the equations: 2:04

2
a x - 100 = 0 b (3x - 5)(2x + 3) =0
2 2
C x - x- 56 = 0 d 2x - x- 5 = 0
6 T,vo six-sided dice have on their faces the letters A, B, C, D , E and F. W hen the 4:04
dice are rolled, ,vhat is the probability that the tvvo uppennost faces ,vill:
a both sho,v an A b sho,v the san1e letter
c sho,v different letters? (Hint: A t ree diagra111 nught help.)
7 Si1nplify these surds: 5:03,

a ..fis b -✓18-Js 5:05
C (.J5- 2)(.J5 + 2) d (✓7- ✓5)2
8 A su111 of$12000 is invested at 5·4% p.a. interest for 10 years. 6:02,

a Find the a111ount of interest earned if tlus is si1nple interest. 6:06
b Find the interest earned if it is co1npound interest and the interest is calculated:
i annually ii 111011thly
9 Write the equations of these graphs. 7: 14

a Y b y C y
4 3 5
3 4
2 1 3
1 2
-3 - -1 0 1 3 X
-1
-3 - 2 - 1 0
1
I
-3
-3 -2 -1
-1
Q 1 2 3 X
10 a Find the surface area of tlus closed cone to the 8:03,

nearest square centin1etre. 15·5cm 8:06
b Find the volun1e of this cone to the nearest -.. - - -,'-' - - .... --
'
cubic centi1netre.
- 18·6cm - -
9 Statistics
0
0
0
. 0
0. 0
c30 0
0
Contents
10:01 Similar triangle proofs 10:03 Sides and volumes of similar solids
10:02 Sides and areas of sim ilar figures Investigation 10:03 King Kong: Could he have lived?
Maths terms, Oiagnostic test, Assignments

Selections from Properties of Geometrical Fig11res (Stage 5.3§)
• Apply logical reasoning, including che use of congruence and sirnilaricy, to proofs and numerical exercises involving
plane shapes (ACMMG244)
&l•S:1$1 Similar triangle proofs
• Two figures are si1nilar ,vhen one figure can be enlarged and
superin1posed on the other so that they coincide exactly.
Ill means 'is s imilar t o'.
• Si,nilar figures have the sa1ne shape, but different size.
If two figures are sinular then:

• 1natching angles are equal, and
• t he ratios of 1natching sides are equal.
The second figure on the right is an enlargen1ent

of the first figure. The enlarge1nent factor is 3. 6 units
B
Each lengtl1 in the second figure is 3 tin1es the
A C
111atching length in the first figure. Matching
• 2 units
angles are equal.
D E s T
The conditions needed for t\vo triangles to be si1nilar are sununarised belo,v. Conditions 1 to 3
,vere investigated in Year 9. The fourth condition is a special case of Condition 1 ,vhen applied to
right-angled tr iangles.
1 T,vo triangles are sinular if the lengths 2 T,vo tr iangles are sinular if two angles of
of n1atching sides are in the san1e ratio. one are equal to tvvo angles of the otl1er.
~
•
21 32 •
48
f~ = ~~ = j~ (The third angles are also equal.)
3 T,vo triangles are sinular if the lengths of 4 T,vo tr iangles are sinular if b oth tr iangles
tvvo pairs of sides are in the sa1ne ratio and are right-angled and t he ratio of the
the angles included by tl1ese sides are equal. hypotenuse to one side in one tr iangle
equals the ratio of the hypotenuse to one
side in t he other triangle.
20
• •
21
40 22
20 = TT
In the following exercise, the sinularity conditions ,viii be used to:
• write forn1al proofs of sin1ilarity of triangles and hence find unknown lengtl1s and angles
• prove and apply further theoren1s.
10 Similarity
AB 11DE. P rove that M BC 111 ~EDC. H ence, find the value of x. Units are in n1etres.
Solution
In ~ s ABC and EDC 6
A B
L ABC = L EDC (alt. angles AB II DE)
L ACB = L ECD (vert. opp. angles)
:. M BC Ill ~EDC (equiangular)
X
. -X = -9 (ratio of 1natching sides are equal)
5 6
5x 9 D E
9
x = --
6
•
..
V
A
-
-
71.
2
In the diagran1 sh ov.rn, E is t he n1idpoint C

of AC and ED is parallel to AB.
Prove that CD = DB.
Solution
In ~ s CED and CAB A~L
__ ·- - ~- - - - ~ B
L CED = L CAB (corr. L s, ED II AB)
C
L CDE = L CBA (corr. L s, ED II AB)
:. ~ CED Ill ~ CAB (2 pairs of equal angles) ~
. -CB = -CA (ratios of 111atching sides are equal)

E X )
CD CE
CB 2
- = - (CA = 2 x CE)
CD 1
:. CB = 2 x CD
If yov ea11 9atl,,er
But CB = CD + DB
tJ,,e ri9J,,t evide11 e e
:. CD = DB yov ea11 prov e
a11ytJ,,i119 !
This exan1ple proves the follo"ving theoren1:
A line drawn through the 1nidpoint of a side
of a triangle parallel to another side bisects
Reminder:
the third side.
IIis congruent t o
Ill is similar to
A table of commonly used abbreviations
and symbols can be found on page 56.

Exercise 10:01 . . Similar triangle proofs
D For each part, prove that the triangles are sinular and then find the value of the pronun1eral.
a A b A 44 B C J
D
75° 26 26
4 E
C 42
35
16 16
E 25
C E X D
83° XO
F 20 C 28 H
d B e A
18 24
no C 10 D C
30 21 •
A
53°
24 32 y
D
E E
f.l State ,vhat condition could be used to prove that the triangles are sinular, and then find the
value of the pronun1erals.
a Q b C C
1 ·9
3·8 E~ 8
50 R
23° x 24 D 40~
p
4·6
u ,
~
A i -- 55 - - c
- - - 6 6 - - - -,
s 23° 'f A
e T
d e A f A
D
A
1,0
9
42°
15
F 6 E
E
y
94°
C 10 B D X
D C C
375
IJ In the diagran1, E and Dare the nudpoints of AC and BC respectively. C

Prove that ED II AB and ED = AB. i
Question 3 proves the following theoren1:

The interval joining the nudpoints of t\vo sides of a
triangle is parallel to the tlurd side and half its length.
10 Similarity
D Use the theore1ns on pages 348 and 349 to find the value of the pronun1erals in each of
the following.
a b II C
y
12 15
"7
42
20 20
>- -
11 a B b F
D 4------~H- - ~C
D divides BC in the ratio 4 : 5. DE : EF = 3 : 2, DH: HG= 3 : 2

AC II ED, BA = 35111 Find DE :DF.
Prove that !1EBD Ill MBC, ii Find DH : DC.
g1v1ng reasons. 111 Prove that !1EDH Ill !1FDG.
ii Find the ratio of BD to BC. iv Is LDEH equal to LDFG?Why?
111 Find the length of BE. v Is LDHE equal to LDGF?Why?
iv Find the length of EA. vi Is EH II FG? Why?
v Find the ratio of BE to EA. You have shov.rn that if a line divides t\vo
vi Sho,v that ED divides BA and sides of a triangle in the sa1ne ratio it 111ust
BC in the san1e ratio, i.e. sho,v be parallel to the third side.
BE BD
that - = - -.
EA DC
Fron1 Question 5a, we see that:

A line parallel to one side of a triangle divides
the other tvvo sides in the sa1ne ratio.
II Find the value of the pronu1neral in each of the follo,ving. Lengths are in 1netres.
a b 28 b c ~ -21 15
26 28 24
(
33
20
->

Da A
•
b
;:-7D C A
I;
E *
b (
B
(
B B a C a D b C
D
Prove that 11s ABC and ADC LBAC = 90° and

MDE Ill 11CBE are isosceles ,vith AD .l BC.
2
and hence that LBAC= LADC. Prove that ah= c .
AE X EB = CE X ED. Prove that ac = b2 .
&k•a•;J Sides and areas

of similar figures
0 PREP QUIZ 10:02
p A.,,,----.....
A - ~B
T R
r B
Sy 0
3x
D Sx C R b s
The rectangles are si1nilar. The triangles are si1nilar. The circles are si1nilar.
Find the ratio: Find the ratio: Find the ratio:
1 AD :EH 3 PQ:TR 5 OA: OB
2 area ABCD : area EFGH. 4 area !1PQR : area 11 TRS. 6 area of large circle to
B C-~-➔> -__,,D area of s111all circle.
D B1 - 7G __ f l
l 22
I detect that the a rear
are proportional to the
- - - -kx - -_,
A~ ~~----'---
20 F 10 E
rqvarer or, the
matchir,9 rider.
MBC Ill MDE. Parallelogran1 ACDE Ill parallelogra1n ABGF.

Find the ratio: Find the ratio:
7 AC:AE 9 AE:AF
8 area MBC: area MDE. 10 area ACDE: area ABGF.
10 Similarity
In the Prep quiz, ,ve investigated the relationship betvveen the sides of si1nilar figures and the areas
of those san1e figu res.
Results: Similar figures Ratio of sides Ratio of areas
R .e ctangles 5 :3 52: 32
2
Triangles a :b a : b2
Circles R :r R 2 : r2
Triangles k:1 k2: 12
Parallelogra1ns 3 :2 32: 22
In sinular figures:
If the ratio of n1atching sides is a: b,
then the ratio of their areas is a2 : b2 .
The areas of sin1ilar figures are proportional to the squares on n1atching sides.
1 T he pages of t,vo 1norning ne,vspapers are sinular in shape, and the ,vidths are in t he
ratio 3: 5. Find the area of t he larger page if the sn1aller one has an area of 1080 c1n2.
2 T,vo sinular decorative stickers of boo1nerangs were produced for the Australia Day
celebrations. The area of t he larger boon1erang sticker is 108 c1n2 and t he area of the
s1naller is 48c,n2. If t he length of the larger is 18cn1, find the length of the sn1aller.
Solutions
1 area of ABCD 52
A B
area of EFGH = 32
E F area of ABCD 25
? = -
1080 1080 9
cm 2
25 X 1080
area of ABCD =
D Sn C H 3n G 9 sides is S : 3 t hen
2
= 3000cn1 the ratio of the
: . T he area of t he larger page is areas is 5 2 : 3 2.
3000cn12.
2 Let the length of the sn1aller sticker be x cn1.

2
x 48
182 = 108
18cm
? 48 X 182
x- = ----
108 A length must be pos it ive
2
x = 144 so we ignore the - 12.
:. X = +12
: . T he length of the s1naller sticker is 12 cn1.

Exercise 10:02
D In each of the following, the figures are sinular. Find the ratio of the sn1aller area to the larger.
a b c
21m
Bern 5cm
2m 3m
d e
Sa
9a
10a
El 2
a In 1a, the area of the larger triangle is 5·851n . Find the area of the s1naller triangle.
2
b In 1b, the area of the larger rhon1bus is 367·5 c1n . Find the area of the sn1aller rhon1bus.
2
c In 1c, the area of the larger trapeziun1 is 40 cn1 . Find the area of the s1naller trapeziun1.
d In 1d, the area of the sn1aller octagon is 1621n2. Find the area of the larger octagon.
2
e In 1e , the area of the s111aller sector is 86·4 cn1 . Find the area of the larger sector.
f In 1f, the area of the sn1aller ellipse is 17·0n12 (to 1 dee. pl.). Find the area of the larger
ellipse correct to one deci1nal place.
II In each part belo,v, the figures are sinular. Find the ratio of a side on the s1naller figure to the
n1atching side on the larger, then find the value of the pronun1eral.
a 25m xm
If the ratio of the
p Q a rear ir a2 : b2, then
the ratio of the
rider ir a:b.
Area P AreaQ
=375m2 = 135m2 b
32m
p
Area P AreaQ
=592m 2 =333m2
C xm d e
16·5m
p p
Q Q
2cm
ycm
Area P 22·5m
AreaQ
Area P AreaQ
=272-25m2 =900m2 Area P AreaQ
= 6-875cm2 = 4-4cm2 = 135m2 = 303-75m2
10 Similarity
D a If the di1nensions of an equilateral triangle are trebled, ho,v is the area affected?
b If the areas of sinular quadrilaterals are in the ratio 16 : 25, what is the ratio of 1natching sides?
c T he ratio of a length in a house to the n1atching length on the house plan is 150: 1. Find the
ratio of the area of the house to its area on the plan.
d T he ratio of 1natching sides of tvvo sinular figures is 4: 7. W hat is the ratio of the perin1eters
of the si1nilar figures?
II The n1atching sides of tvvo sin1ilar kites are in the ratio 11: 16. Find the area of the s1naller if
the larger has an area of 1·441n2.
II 2
a A photograph has a ,vidth of9·5cn1 and an area of104·5cn1 . An enlargen1ent is to be
n1ade that has a ,vidth of 19 cn1. What ,vill be the area of the enlarge1nent?
b A postcard is 8 cn1 ,vide and has an area of 96 cn12 . If the postcard is enlarged so that its area
2
is 1536cn1 , ,vhat is the breadth of the enlarge1nent?
II M y neighbour, ,vhose la,vn is a si1nilar shape to nune but has din1ensions ~ as large,
,vas surprised to hear that I used 90 kg of a1ru11oniun1 sulfate to treat n1y la,vn.
How n1uch ,vottld he need to treat !us la,vn in the san1e ,vay?
D A DE II AC and CE: EB = 2: 3. Find:

a AD : DB
b AC : DE
C area DBE : area ABC
d area DBE : area ADEC
C E B e area ABC : area ADEC
A doll twice as high as

anothe r wo uld have four
times the surface area.
A doll twice as high as

anothe r wo uld have eight
- ... times the vo lume.
5t•a•Fl Sides and volumes

of similar solids
Sinular solids: • have the san1e shape
• have n1atclung angles of equal size
• have n1atclung side lengths in the san1e ratio.

0 PREP QUIZ 10:03
_ ____J\/
These rectangular pris1ns are sinular.
I 1 What is the ratio DC: KJ'
)----..,,, J\1
2 What is the ratio CE :JL?
D
0 p K
Q
3 What is the ratio
E area ABCD : area HI]K?
C
L 4 What is the ratio
Solid P Solid Q J
area BCEF: area IJLM?
DC=xl K]= yl
5 What is the ratio
CE=xb ]L= yb
volun1e of P: volu111e of Q'
CB= xh JI= yh
These t,vo cylinders are sinular.

6 What is the ratio ST: QR? ar
0 ------1S br
P- -'-'-----lQ
7 What is the ratio OS : PQ?
8 What is the ratio of the cross-section
bi,
of A to the cross-section ofB'
9 What is the ratio of the curved surface
A "" B
R
area of A to the curved surface area ofB? T
10 What is the ratio
volun1e of A: volu111e ofB? 0 and Pare centres.
T,vo cubes have the lengths of 111atching edges in the ratio 4: 3. Find the ratio of:
a the areas of 1natching faces
b their volun1es. /
A /
/ / /
/
/
/
/
/
/ / / /
Solutions ,, / / /
/
/
/
All cubes are sinular. ,, / /
/
a Areas are proportional to the squares of sides. / /
/
? 4k /
areaofA (4k)- /
- 2 / /
area ofB (3k) /
,, /
16
= - 4k
9
2
(Note: The area of each face of A is 16k . T he area 8 / / ./
/ / /
/ /
of each face ofB is 9k2 .) / / / /
/
b Volun1es are proportional to the cubes of sides. V
/
3 /
volun1e of A 4 3k V
/
volu1ne ofB = 33 L/
/
/
64
= - 3k
27
3 3
(Note: The volu1ne of A is 64k . The volun1e of B is 27 k .)
10 Similarity
T,vo sinular statues ,vere to be 1nade at Naonli's studio. She first co1npleted the sn1aller one
and painted it ,vith a special gold paint. The s1naller statue was 1·6111 tall, had a volun1e
2
of 0·384111 and needed 400 n1L of gold paint to con1plete the required tvvo coats.
a What volu1ne will the larger statue have if it is to be 2111 tall?
b How 1nuch gold paint ,viii be required to give the larger statue t,vo coats?
Solutions
The statues are sinular solids.
a Volun1es are proportional to the cubes
of lengths.
volun1e L 23
-----
volun1e S 1-63
volun1e L 23
3
-
0·384 1n 1-63
23 3·384 3
X
: . volu1ne L = 3 111
1-6
= 0·751113
b Paint required is proportional to area to be covered.
Areas are proportional to the squares of length. In si1nilar objects, if the
ratio of 1natching sides
paint for L 22
- is a: b then:
paint for S 1-62
paint for L 22 • the ratio of 111atching
- . ? l1
areas 1s a-: ,-
400 nlL 1-62
2 • the ratio of 111atching
2 X 400
:. paint for L = 2
nlL vo1tunes .1s a3 : l, 3 .
1-6
= 625n1L
Exercise 10:03
D In each, the solids are sinular. Find:
the ratio of 1natching areas (sn1aller to larger)
ii the ratio of their volu1nes (s1naller to larger).
a b C
2·5 m 2m
9cm 7-Scm

d /
' e f
..,
f
32 m
'-
- f
28 m
l '--
!
El 2
a In 1a, t he area of the base of the sn1aller solid is 780111 . Find the area of the base of the
larger solid.
3
b In 1a, t he volun1e of the larger solid is 30564111 . Find the volun1e of the sn1aller solid.
3
c In 1b, the volu1ne of the sn1aller solid is 10·08n1 .What is the volu1ne of the larger solid?
3
d In 1c, the volun1e of the larger solid is 243cn1 .What is the volu1ne of the sn1aller solid?
2
e In 1d, the cross- section of t he larger cylinder has an area of 400 n1 . Find the cross-sectional
area of t he sn1aller cylinder.
2
f In 1e, the surface area o f the sn1aller triangular prisn1 is 27n1 .What is the surface area of
the larger triangular pris1n?
3
g In 1e, the volun1e of the s111aller pris1n is 8·1111 . Find the volun1e of the larger pris1n.
2
h In 1f, the surface area of the larger cone is 226 cn1 . Find the surface area of the s111aller
cone correct to the nearest square centin1etre.
3
In 1f, the volu1ne of the larger solid is 287 cn1 .What is the volun1e o f the sn1aller solid
correct to the nearest cubic centi111etre?
El In each part, t he solids are sinular. Find t he ratio of a side on the sn1aller solid to the 1natching
side on the larger solid. Hence, find the ratio of their surface areas.
a ..-- b
p Q p Q
Volume P Volume Q
Volume P VolumeQ = 4-096 cm3 = 8m3
=125 cm3 =343 cm3
C
If the ratio of matching volumes= m: n,
p
the ratio of matching sid es= 'ef; : '(;_
Volume P Volume Q
=27m3 =32-768m3
D a In 3a, t he surface area of solid P is 63 cn12 . Find the surface area of solid Q .
b In 3b, the length fron1 end to end (i.e. the height) on prisn1 P is 0·7111.What is the
111atching length on prisn1 Q?
2
c In 3b, the area of the botto1n face of solid Q is 5·04111 . Find the area of the 1natching face
of solid P
d In 3c, the dian1eter of the cross- section of pris1n P is 16111. Find the dia1neter of t he
cross-section of prisn1 Q.
2
e In 3c, the curved surface area of solid Q is 721r111 .What is the curved surface area
of solid P'
10 Similarity
II T"vo sinular vases ,vere to be 1nade in Nao1ni's studio. She first
con1pleted the s1naller one and gave it t,vo coats of lacquer.
3
The sn1aller vase \,Vas 40 cn1 tall, had a volun1e of 2625 c1n
and needed 100n1L of lacquer to co1nplete the t,vo coats.
a What volun1e "viii the larger vase have if it is to be 60 cn1 tall?
b Ho,v 111uch lacquer w ill be required to give the larger vase
two coats?
II The volu1ne of 1netal in a scale ,node! of a 111etal high-tension to"ver is 54cn1 .

3
The scale used \,Vas 1 : 50. It required 50 ,nL of paint to give the 111odel one coat.
a What volun1e of 1netal ,vould be required to build the high-tension to"ver'
b Ho,v 111uch paint ,vottld be required to give the real tower one coat?
II Let us assun1e that a boy and his father are sin1ilar solids. Each is "vearing si1nilar s,vinuning
costu111es. T he boy is one-quarter as tall as his father.
a If the boy loses 1 unit of heat fron1 his exposed skin, ho,v 111any units of heat \,VOttld you
expect his father to lose?
3
b If the father displaces 72 000 c1n of water "vhen he dives into the pool, what volun1e
of ,vater would the son displace?
D T,vo si1nilar glasses have heights in the ratio 3: 5. If, ,vhen using the larger glass, it takes
54 glasses of water to fill a fish tank, how 111any glasses of water "vould be needed to fill
it using the sn1aller glass?
II T his Giant Rain in Wagin,Western Australia,

took the sculptor, David Chappell, 8 111011ths
to con1plete and is 9 ti1nes as tall as a live ran1.
Its height is 9 111.
Con1plete:
a T he surface area is . .. tin1es greater than that
of a live ran1.
b T he volun1e is ... ti111es greater than that
of a live ran1.
ll!J i
A 111odel is 3 of the real object's height. Con1plete:
a T he surface area of the 111odel is ... of the surface area of the real object.
b T he volun1e of the ,node! is .. . of the volun1e of the real object.
3
c If the real object has a volu1ne of 90 000 cn1 , w hat ,vottld be the volun1e of the 111odel?
(Ans"ver correct to C\,VO decin1al places.)

KING KONG: COULD HE HAVE LIVED?
Could an ape be 101n, 20 n1, 30111 or even 40 111 high? Would its enonnous size cause it
proble1ns? T he relationship bet\veen area and volun1e gives us the answer.
Model of King Kong

Let an ordinary ape be represented
by a square prisn1 ,vith a height 3 ti1nes
the width as sho,vn. Its base of one square
unit (feet) can co1nfortably carry the /
/
/
/
,, ,;I
3 units of n1ass above it. (Each unit of /

/
volu1ne is one unit of 111ass.) /

/
1 T he n1odel of the giant ape is twice /

/ ~ /
as high as the n1odel of a nonnal ape. /
I,- /
a What is its volun1e?
b What is its base area? ,,. /
/
c How n1any unit~ of 1nass n1ust LI

.,.,
each unit of area in the base
support no,v?
2 hnagine an ape 50 ti1nes as high as a non11al ape.

a What is its volun1e?
b What is its base area?
c How n1any unit~ of 1nass n1ust each unit of area in the base support now?
• Note:
a T he area of a scaled-up object goes up ,vith the square of the enlargen1ent factor.
T he volu1ne of a scaled-up object goes up ,vith the cube of the enlarge1nent factor.
b In general, if the enlarge1nent factor is F, the pressure on the botto1n face ,vill be F tin1es
as n1uch.
c At so1ne point, the botto111 face (the skin and bone) ,vill exceed its ability to ,vithstand
that pressure. Using this concept, Galileo ,vas able to give a good estiJ11ate for the
1naxiI11u1n height of trees. His esti1nate of90111 was close to the ,vorld's highest of110n1.
3 Does the above suggest that there n1ay be a 111a,xi1nun1 height for 1nountains and buildings?
Write your opinion and give your reasons.
4 Consider the effect of enlarging a ,node! aeroplane. T he ,node! plane ,night fly, but when
it is enlarged the increase in 111ass (proportional to the cube of the din1ensions) is 111ore than
the increase in ,ving-surface area (proportional to the square of the din1ensions). How
,vottld you change the design of the enlargen1ent so that the larger aeroplane nught fly'
(The ideas here are taken fi-0111 the ABC series 'For All Practical Purposes: Gro,vth and
Forn1' fi-0111 the NSW Mathen1atics Syllabus.)
10 Similarity
matching angles (or sides) scale factor
• sides (or angles) that are in the sa1ne • the ratio of the lengths of 1natching sides
(or corresponding) positions on a pair of sinular figures
A • it can be given as either an enlargen1ent
factor or a reduction factor
E
similar figures
D • figures that have the san1e shape but a
H different size
• they have n1atching angles equal and
C B G F 111atching sides in the san1e ratio
Matching sides Matching angles • the ratio of 111atching sides gives us the
• AB and EF • L A and LE scale factor
• BC and FG • LB and LF similar triangles (tests for)
• CD and CH • LCand L G • a set of four tests that can be used to
• DA and HE • LDand LH prove that t,vo triangles are sinular
scale drawing superrmpose
• a drawing that is sinular to the original • the placen1ent of one figure upon another
in such a ,vay that the parts of one
coincide ,vith the parts of the other
SIMILARITY
1 Use si1nilar triangles to find the value of the pronun1eral in each case. 10:0 1
a /4 b X C
a
~ ➔
/2 24
<----➔----~
40
36

2 a B C b A C A 10:01
::!
D
B
15 E B
12
10
A ➔> E D 8 C
C D
Prove that Prove that AE = ED, AB = BC

MBC Ill t.DEA. MBD Ill t.BDC. Prove that
t.AEB Ill MDC.
3 a b C C A B F 10:02
E
20 m
C E .___ __,D
D 30m CH 21 m G A E D
ABCD Ill EFGH BE II CD Area ABC = 243 n1n12

Find: Find: Area EDF = 300 n1n12
area ABCD : area area ABE : area Find AB :ED.
EFGH ACD 11 Find the length
11 area ABCD if area 11 area ABE if area of EF if
EFGH is 269·5 ,n2 . ACD is 5121112 . AC= 18111111.
4 a Solids P and Q are si1nilar. A 10:03
D& H
E
Find:
p
1 area ABC: area EFG
B .___3~0-m_ _,_
C F 20m G
ii volu1ne P: volu111e Q
3
iii the volun1e of P if the volu111e ofQ is 2000111 .
b T he solid 111odels of fish P and Q are si11ular.
Surface area of P = 44·8c1112
Surface area of Q = 179·2 cn12
Find the ratio, length of P: length of Q.
11 Find the ratio, volun1e P: volu1ne Q.
3
111 Find the volu111e of Q if the volun1e of P is 18·2 c1n •
c T he heights of two si1nilar statues are 3·2 tn and 3·6111. If the volu1ne of the
s1naller is 80·641n3 , find the volun1e of the larger statue.
10 Similarity
ASSIGNMENT 1OA Chapter review
1 Each pair of tr iangles is sinular. Find the 3 T he diagran1 belo,v sho,vs a p iece of
value of t he pronu1nerals. jev.rellery based on sinular triangles.
a Triangle A has sides of length 10 1n1n,
16cm 12 cm
15 1n1n and 22 nm1.
12 cm Triangles B and C have been produced
xcm
X • fro1n triangle A by successive enlargen1ents
20cm X • using an enlarge1nent factor of 1·6.
ycm
Triangle C has been reduced and reflected
b
to produce t riangle D. T he reduction factor
is 0· 75.
Triangles E and F have been produced
acm 15 cm
• fro1n triangle D by successive reductions
9cm
using the sa1ne reduction factor of 0·75.
12 cm Calculate the side lengths o f triangles C
12 cm and F.
C
25cm
X
ycm
B
\
2 Find the value of the pronu1nerals in each
of the following.
a
4 Prove that MBC Ill !1CBD and hence find
sc;J ~m ycm
the values of x and y.
9cm C
> y
xcm 5 4
b 30cm
• 0
A L.::.--'....L.1.------~ D
3 B x
0
20cm
0 5 Solids A and B are
•
xcm sinlilar. Find the B
C ratio of their:
a 111atching sides 5-6cm
b surface areas 8 cm
c volun1es
___
4·_6_m_ _ _ ___,/

1 4 W hy are each of these triangles in1possible
to drav.r to scale?
BOAT a
HARBOUR 22 cm b ~
Tomaree
National 8cm
Park 8cm
wcr. 5 W hy is the diagran1 sh ovvn in1possible

to drav.r to scale?
•,
f "'!! h,
~
6 T he nu1nbers 74, 75, 77, 77, 78, 79 and 83

111ust be placed in the coloured circles so
that t he nun1ber in each rectangle is the
Scale = 1 : 17 ooo stun of the nun1bers in the circles on either
side of it. Which of these nu1nbers 111ust be
a W hat is the scale of this 111ap? placed in the centre circle?
b W hat distance would 1 cn1 on this
111ap represent? l------ll156 :-I ---{
c W hat is the real length of
Richardson Avenue?
d W hat is the real length of
Ocean Parade?
1----1 161 >------< >-----< 157 1-----1
2 Sharon n1akes a regular pentagon fro1n
three isosceles triangles as sh ov.rn. Fin d
the sizes of the angles in the triangles.
b0 ~' b0
I \ a• ,-----, 152 ,__...
(
I \
~'(i_
,•J
d•
_jj·
I
JO
3 a If 6 people can do a piece of ,vork

in 8 days, in ,vhat tin1e ,viii 18 people
do it, ,vorking at the san1e rate?
b If 14 people can do a p iece of ,vork
in 12 days, how 1nany people ,viii be
needed to do the ,vork in 21 days,
vvorking at t he san1e rate?
10 Similarity
ASSIGNMENT 1OC Cumulative revision
1 Solve: 1 :06
a 3(2x + 5) s 8 b 5 - 3x > x - 10 c 5(1 - x) - 2(x - 3) ~ 10
2 Find the x- and y-intercepts of each parabola. 2:02,
2 2
a y = x - 3x - 4 b y = 2x + 7 x - 15 7:05
3 Find the values of the pronun1erals. , - - - -111- >--- - 3:01
/ 1200
J1
*
4 Sin1plify each of the follov.ring. 5:04,

a 2J3(2J3 - 5) b (2J3 - 5)(2J3 + 5) C (2J3 - 5) 2 5:05
5 Express ,vith a rational deno1ninator. 5:06
a l b J3 C
J3 +1
J3 - 1 J3 - 1 J3 - 1
8
6 What is the equation of the curve that results ,vhen the curve y = - 2x is translated: 7:10
a up 2 units b do,vn 2 units
c left 2 units d r ight 2 units?
7 Calculate t he volun1e and surface area of a square pyra1nid that has a base edge of 8:02,
12 c1n and a perpendicular height of 8 c1n. 8:05
8 The solid consists of a henusphere that has a henuspherical bo,vl cut fron1 it. 8:04,
a Find the volu1ne of ,vater that t he bowl could hold. 8:07
b Find the volu1ne of the con1plete solid.
c Find the surface area of the solid.
(Give the answers correct to t\vo significant figures.)
10cm
20cm

WJ.,at do 1 do
Jvrt ri11e
to joi11 tJ.,e /.,ere !
Mat/.,ematicr Clvb?
ABSOLUTELY
NO TRIG.
PUNS
IN THIS AREA!
Contents
11:01 Trigonometric ratios of other angles 11:03 The sine ru le
Investigation 11:01 Trigonometric graphs GeoGebra activity 11:03 The sine rule
GeoGebra activity 11:01A Using the unit circle 11:04 The sine ru le: the ambiguous case
GeoGebra activity 11:01B Trigonometric graphs 11:05 The cosine rule
and the unit circle Fun spot 11 :05 Why did Tom's mother feed him
GeoGebra activity 11:01C Features of Peter's ice-cream?
trigonometric graphs 11:06 Area of a triangle
11:02 Trigonometric relationships between acute and 11:07 Misce llaneous problems
obtuse angles Maths terms, Diagnostic test, Assignments
Fun spot 11:02 Why are camels terrible dancers?

Selections fro,n Trigonometry and Pythagoras' Theorem (Stage 5.3§)
• Use the unit circle to define trigono,netric functions, and graph the1n, ,vith and without the use of digital
teclu1ologies (ACMMAG274)
• Solve sirnple trigono,netric equations (ACMMG275}
• Establi~h the sine, cosine and area rules for any triangle and solve related problem~ (ACMMG273)
• Conununicating • Proble1n Solving • Reasoning • U nderstanding • Fluency
11:01 Trigonometric ratios
of other angles
To this point ,ve have only needed to kno,v the trigono1netric ratios for acute angles. T he ,vay
in which the trigonon1etric ratios were defined for acute angles needs to be refined so that the
trigonon1etric ratios of larger angles can be calculated.
Let' r bvild ori
The unit circle
Sine, cosine and tangent ratios can be defined in tern1s of a circle
of radius 1 unit.
• We refer to a unit circle that has its centre at (0, 0) on the nun1ber
plane. If ,ve take a radius OP initially along the x-axis and rotate it
anticlock,vise about 0 , of course point P ,viii still lie on the circle.
1 y 1 y 1 y
p p
1 8
p "(/
-1 0 0 1x 1 X
-1
T he coordinates of Pon the nu1nber plane ,viii depend on the size of 0, the angle of rotation.
If a perpendicular PM is dra,vn as in this diagran1, y
the n1ethod of defining the trig ratios that we ,net 1
p
in Year 9 would suggest that:
OM adj. . PM . opp. 1
cos 0 = -- (i.e. ---''-) sin 0 = - (1. e. ---"-''-)
1 hyp. 1 hyp. 0
-1 0 M 1
=OM = PJ\1 X
= x-coordinate of P = y- coordinate of P
:. P is the point (cos 0, sin0).
Hence, the previous 111ethod of defining the trig ratios using -1
side ratios suggests a ne,v way of defining the trig ratios as the
coordinates of the point P.
T his 111ethod is used to give the trig ratios for acute angles and, in fact, angles of any size.
For a point P on a unit circle that has been rotated

through an angle 0 about O &0111 the positive x-axis: P(cos8, sin 0)
cos 0 = the x-coordinate of P

sin 0 = the y-coordinate of P.
1 X

• T he t riangle on the previous page can also be used to redefine the tangent function.
_ PJ\1 ('
tan 0 - - - 1.e. ~~
opp.)
OM adj.
_ y- coordinate of P sin0
tan 0 = - -
x - coordinate of P cos0
sin0
cos0
The values of the trig ratios are calculated using a calculator, but it is iI11portant to u nderstand
the unit circle definitions. T he unit circle explains:
• w hy the ratios vary betv.reen positive and negative
• how the ratios change as the angle increases fro111 0° to 360°.
M any relationships exist between the trig ratios, and so1ne of these ,vill be investigated in the
follo,ving exercise.
Ren1e111ber: Each point on the circle has coordinates (cos 0, sin 0).
y
100°
so• 80°
110° 70°
120°
0·9
130° 0·8 so•
140° 0 -7 40°
0·6
150° 30°
0-5
0·4
20°
•
~
170° ' ' 10°
'' '
+'
180°
-1 - 0·9 - 0·8 - 0·7 - 0·1,) - 015 - 01 ·3-0·2 - 0·1 0·3 0 •4 0·5 0·6 0·7 0 •8 0 -9: 1 ·0 X
- ·1 •'
235° '
190° - 0·2 350°
- 0·3 340 °
200° 340°
- 0·5
2 10° '' 330°
'' - 0·6
''
220°
r:-' - 0·7 3 20°
- 0·8
230° 310°
- 0·9
240°
290°
260° 270• 280·
R .efer to t his unit circle in the follo,ving exa1nples and in Exercise 11 :01.
11 Trigonometry
1 State the sign of: Ure tl,,e v"it ci rcle
a cos 150° and sin 150°
b sin235° and cos235°
----",. o" pa9e 3(,,7.
c sin340°and cos340°
2 What are the coordinates of P ,vhen 0 is 180°?
Use these to state the value of cos 180°.
3 What can you say about the sign of sin 0 for 180° < 0 < 360°?
4 Find two values of 0 for which sin 0 = 0· 34.

Solutions
1 a When 0 = 150°, the x-coordinate of P is negative and they-coordinate is positive.
:. cos 150° is negative; sin 150° is positive
b When 0 = 235°, the x-coordinate of P is negative and the y-coordinate is negative.
:. cos235° is negative; sin235° is negative
c When 0 = 340°, the x-coordinate of P is positive and they-coordinate is negative.
:. cos 340° is positive; sin 340° is negative
2 When 0 = 180, P is the point (-1, 0).
:. cos 180° = -1 (cos 0 = x-coordinate of P)
3 When 0 is between 180° and 360°, Plies on the y

unit circle in either the 3rd or 4th quadrant, 11- r----
(on the blue part of the unit circle).
Hence the y-coordinate of P is negative.
:. sin0 is negative for 180° < 0 < 360°. 0 X
P(cos 0, sin 0)
4 If sin 0 = 0 ·34, we need to find two points y

on the unit circle with a y-coordinate of 0·34.
Dra,v a horizontal line through 0 ·34 on the
y-axis to 111eet the unit circle. It will give the
tvvo ans,vers as 20° and 160°.

Exercise 11 :01
y
D In ,vhich quadrant of the nun1ber plane will P be 2 nd Quadrant ...--'l-t--...___ 1 st Quadrant
,vhen 0 is:
P(cos o, sin 0) ________ _
a 120° b 240° C 330° d 70°?
f.l Use the coordinates of P to find the sign of: X

a sin 120° b sin 240° c sin 330° d sin 70°
e cos120° f cos240° g cos330° h cos70°
3 rd Quadrant ~ - '1-1-- 4 th Quadrant
El In ,vhich quadrants of the nun1ber plane could a point P be if

a the x-coordinate is positive b the x-coordinate is negative
c the y- coordinate is positive d the y-coordinate is negative?
D P is a point on the unit circle. State in which quadrants P could be if it is known that:
a sin 0 is positive b sin 0 is negative
c cos 0 is positive d cos 0 is negative
e sin 0 is negative and cos 0 is positive.
II Describe ,vhat happens to sin 0 as 0 increases fron1:

a 0° to 90° b 90° to 180° c 180° to 270° d 270° to 360°
II Describe ,vhat happens to cos 0 as 0 increases fro1n:
a 0° to 90° b 90° to 180° c 180° to 270° d 270° to 360°
D a If X is negative and y is positive ,vhat is the sign of r?

X
b In ,vhich quadrant~ do the x-coordinate and the y-coordinate have opposite signs?
c In ,vhich quadrants is tan 0 negative?
d In ,vhich quadrants is tan0 positive?
Ill a What is the largest and sn1allest y-coordinate of any point on the unit circle?
b Given your ans,ver to a, ,vhat are the largest and sn1allest values of sin 0 that are possible?
c What are the largest and s1nallest possible values of cos 0?
5ee the vr,it c ircle
II a What is happening to the value of tan 0 as 0 increases fron1 0° to,vards 90°? or, pa9e 3fo7.
b Why can there be no value for tan 90°?
lllJ Esti1nate each of the following pairs of values. What do you notice?
a sin 75 ° and sin 105° b sin 80° and sin 100°
c cos 70° and cos 110° d cos 40° and cos 140°
mUse the unit circle to find tvvo values of 0 to the nearest degree if
a sin0 = 0·5 b sin0 = 0·77 c sin0 = 0·17
d sin0 = -0·5 e sin0 = - 0·77 f sin0 = - 0·17
lfJ Use the unit circle to find tvvo values of 0 to the nearest degree if
a cos0 = 0·5 b cos0 = 0·64 c cos0 = 0·87
d cos0 = - 0·5 e cos0 = -0·64 f cos0 = - 0·87
11 Trigonometry
TRIGONOMETRIC GRAPHS
The unit circle can be used to define: y y
• angles t hat are greater than 360°
• negative angles (i.e. angles that are .. - - .. - - J:>
n1easured in a clockwise direction). 3QQ• ,,-r--..
X X
1 a Use a calculator to co1nplete t he table correct

0 300° 660° -600 I
to three decin1al places.
b Are the trig ratios for each of t he angles equal? sin0
cos0
tan0
2 Use the unit circle to explain ,vhy angles that differ by 360° have the san1e trig ratios.
3 T he graph sh o,vs y = sin 0 for 0° < 0 < 360°. y
1
a If you added 360° to all the values on the horizontal
axis ,vould the shape of the curve change?
so• 270° 60° 0
b If you subtracted 360° fro1n all the values on the
-1
horizontal axis ,vould the shape of the curve change?
c Ho,v could you use the graph shown to obtain the
graph of the following curves?
i y = sin0 for 360° < 0 < 720°
ii y = sin0 for -360° < 0 < 0°
4 Sketch the graph of y = cos0 for 0° < 0 < 360°. Is the graph synu11etrical about the y- axis?
5 How could you use the graph in Question 4 to obtain the graph of y = cos0 for the
follo,ving sets of values?
a 360° < 0 < 720° b -360° < 0 < 0°
6 Part of the graph of y = tan 0 is sho,vn. y

a Co1nplete the graph for values of 0 bet,veen 90°
and 360°.
1so• 270• 350• o
b Why do vertical asyn1ptotes appear at 0 = 90°
and 0 = 270°?
c Sketch y = tan 0 for 360° < 0 < 720°.
d Ho,v long does it take for y = tan 0 to repeat its shape?
7 Curves that repeat their shapes are said to be periodic. The perio d (or periodicity) of the
curve is the distance that the curve needs to be translated horizontally so t hat it is
superin1posed on itself. State the period of each of t he follo,ving graphs.
a y = sin 0 b y = cos 0 c y = tan 0

p USING THE UNIT CIRCLE
Use the slider to change the position of P on the unit circle.
As P changes position the coordinates of P and hence the
values of the trig ratios for the given angle are displayed.
o.s
Checkboxes can be used to sho,v positive angles, negative
angles, the definitions and the signs of the trig ratios.
-1 -o.s Oo ;_o.s I
cos tl
-0.S
-1
II GEOGEBRA ACTIVITY 11:018 TRIGONOMETRIC GRAPHS AND

THE UNIT CIRCLE
Drag a point around the unit circle and observe ho,v the three trigono1netric graphs are
generated.
p 1
139° 90° 139• 18 0 270° 360°
- 1
p FEATURES OF TRIGONOMETRIC GRAPHS

Choose a graph and look at the curve fi-0111 -360° to 720°. Use a copy of the curve to study its
sy1nn1etry and periodicity.
3
2
-360--27u-~0-
!!../-90~ 1 00° so· 10° 300• 450 540• 030• 120°
-2
11 Trigonometry
11:02 Trigonometric
relationships between
acute and obtuse angles
f> PREP QUIZ 11:02
Evaluate the following correct to t,vo decin1al places.
1 sin 40° 2 sin 140° 3 cos 40° 4 cos 140°
5 Can an acute angle and an obtuse angle have
y
equal sine ratios?
so•
What is the sign of sin 0 if: P(cos o, sin 11)
6 0 is acute
7 0 is obtuse?
8 Can an acute angle and an obtuse angle have
-1 1X
equal cosine ratios?
Use the unit circle on the right to find 0 if:

9 sin0=0·5
10 cos0 = 0·5
• It is possible for an acute angle and an obtuse angle to have the sai11e sine value.
y
1
[cos (180° - 0), sin (180° - O)] (cos 0, sinO)
B(- x , y) A(x, y)
1 1
y
1s •-0
0
-1 N O i - - - x - -- M 1 X
• There is a relationship between the trigonon1etric ratios of acute and obtuse angles.
To investigate this, OA and 0B have been dra,vn at an angle 0 to the
positive arn1 of the x-;ncis and the negative arn1 of the x- axis respectively.
Hence, LBOM = 180° - 0

:. The coordinates of A are (cos 0, sin0).
0 J.,ar v alve r fro m O• t o 180~
The coordinates of B are [cos (180° - 0) , sin (180° - 0)].
t J.,ro v9J.,o vt t J.,i r re ctior,.
Nov.r, ~ s AMO and B1''10 are congruent (AAS).
:. A1\1 = BN and OM = 01''1.
If A is t he point (x, y) then B is the point (-x, y).
A has coordinates (cos 0, sin0) or (x, y), so:

cos0 = x, sin0 = y and tan0 = l .
X
B has coordinates [cos (180° - 0) , sin (180° - 0)) or (-x, y), so:
cos (180° - 0) = -x, sin (180° - 0) = y and tan (180° - 0) = .l'......

-x
Equating the tvvo sets of ratios gives these results.
sin (180° - 0) = sin 0, cos (180° - 0) = -cos 0, tan (180° - 0) = -tan 0
This 1neans, for exan1ple, that:

sin 120° = sin (180° - 60°) = sin60°
cos 160° = cos (180° - 20°) = -cos 20°
tan 141 ° = tan (180° - 39°) = - tan 39°
For acute angles the trig ratios are positive.

For obtuse angles only sine is positive.
Because 0 and 180 - 0 are supple1nentary angles we can say that:
• the sines of supple1nentary angles are equal
• the cosines and tangents of supple1nentary angles have equal nu1nerical
values but they have the opposite sign.
Finding the angle of inclination of a line .

• In coordinate geon1etry ,ve have seen that the slope of a line is given by the forn1ula ni = nse.
n1n
An angle can also be used to 111easure the slope of a line. If 0 is t he angle betv.reen the line and
t he positive direction of the x-axis then two cases arise.
Case 1: ,n is positive and 0 is acute. Case 2: n1 is negative and 0 is obtuse.
y y
rise rise
0 0
run X run X
In both of these cases ni and 0 are connected by the forn1ula ni = tan 0.
11 Trigonometry
Which acute angle has the sa1ne sine as 150°?
sin(180° - 0) = sin0
180° - 0 = 150°
0 = 30°
:. sin30° = sin 150°
W/,,er, Bir obtvre,

If 0 is an angle betvveen 0° and 180°, find 0 to the nearest degree if:
try tl,,ir rl,,ortcvt._
a cos0 = 0·6 ( :. 0 is acute)
Press: @_HIFTI ~osl0.6 0
0 = 53-13° (fro1n t he calculator)
0 = 53° (nearest degree)
b tan0 = -0·8 ( :. 0 is obtuse)
Let 0 = 180° - o: (o: is acute)
tan (180° - o:) = -0·8
- tan et = -0·8 {tan (180° - et) = -tan et
tan o: = 0·8
0B
Press: [-SH- IF~Tj [ta n) 0.8 If 0 is obtuse, solve tan 8= 0 -8 and
et = 38°40' (nearest nunute) subt ract the answer from 180°.
But 0 = 180°-o:
:. 0 = 180° - 38°40'
= 141° (nearest degree)
Give an acute and obtuse value of 0 (to t he nearest nunute) for ,vluch sin 0 = 0·354.
sin0 = 0-354 ,,.,,,_ _, o o
I
Press: (SHIFT] sin j 0.35l/ GB To firi d B,
0 _ 200 44, (nearest nunute
. ) prerr there
keyr.
Now sin(180° - fJ) = sin0
If 0 = 20°44' then 180° - 0 = 159°16'.
:. 0 = 20°44' or 159°16'
Find the angle of inclination of the line y = 2x - 3 to the nearest degree.

ni= tan0
ni = 2 (using y = 111x + b forn1)
tan0 = 2
I II 120 B
Press: SHIFT tan
:. 0 = 63° (nearest degree)

Exercise 11 :02 . . Trig ratios of obtuse angles
D Use a calculator to evaluate the follov.ring correct to three decin1al places.

a sin 167°30' b cos 140°20' c tan 150°19'
D Use the result~ on page 373 to express each of the follo,ving as a ratio of an acute angle.
a sin 150° b cos 100° c tan 140°
d sin125° e sin 140°32' f cos167°31'
g tan 101 °03' h cos 92°50'
El If 0 is an angle between 0° and 180°, find 0 to the nearest 1ninute if:

a cos0 = 0·716 b cosB = -0·716
c tan0 = 8·215 d tanB=-8·215
e cosB = -0·5 f tanB = -1
g cos0 = 0-906 h cos0 = -0-342
tan0 = 1·881 j tan0 = -1-192
k cos0 = -0-966 l cos0 = 0·602
m tanB = -0-754 n cosB = -0·760
o tan0 = 3·323 p cosB = -0-997
D If0° < 0 < 180°, give two possible values for 0

(to the nearest nlinute) if sin 0 is equal to:
a 0·5 b 0-73
c 0·36 d 0·453
e 0-990 f 0-3665
g 0·7083 h 0·0567
II Co1nplete the table belo,v and use it to sketch y = sinx0 for 0° < x 0 < 180°.
XO oo 20° 40° 60° 80° 90° 100° 120° 140° 160° 180°
sinx0
II Make a sketch of y = cosx0 for 0° < x 0 < 180°.

D Find the angle of inclination to the x-axis of each line to the nearest degree.
a y = 3x b y= x +2 c y= ~x +5
d y = 3-x e y = -x + 1 f x-J3y = 10
3
Ill Find the angle of inclination {to the nearest degree) of the line that passes through the points:
a (1, 2) and (6, 9) b (-3, 6) and (0, 1).
11 Trigonometry
WHY ARE CAMELS TERRIBLE DANCERS?
Answer each question and ,vrite the letter for
that question in the box above the correct answer.
Find: y
E the 1nidpoint of AB
T the distance fron1 A to B 6 c.
L the gradient of CB 4
E the equation of BD A •
T the equation of the x-axis 2 •D
A the equation of AC 0 2 4 6 X
F the area of MBD.
E Through ,vhich of the points A, B, C or D
does the line 2x - Sy = 4 pass?
Find the equation linking x and y for each table.

H L T
X 0 1 2 3 X 0 1 2 3 X 2 3 4 5
y 3 4 5 6 y 2 5 8 11 y 4 9 16 25
Use the triangle to find the value ef:

E sin0 A cos0 F tan0
1 1 1
H L 0
sin 0 cos 0 tan 0
E (sin0) 2 + (cos0) 2
2
2
T (tan0) -( l )
cos 0
Solve:
2 1 7 ?
V x = 49 W-=- Y x- - 6x + 9 =0
x 2
1 111 1 1 11 1 11 1 1 1 11 1 11 1 1 1 1
"'~ N lr-- ~ I'° N i.nlt'") i.ol('I O ('h
II
;:....
II
~
+
~
II
;:....
· a
;::l
<')
l()
II ,...._
;:....

11:03 The sine rule
Nov,r that trig ratios can be calculated for obtuse angles, trigono1netry can be applied to any type
of triangle.
In the triangles belov.r:
• side a is opposite L A
• side b is opposite L B
• side c is opposite L C.
Note: sin (180° - B) = sin B
C
b I,
A B
- ---c---- A
ABC is an acute-angled triangle. ABC is an obtuse-angled triangle.

CD is perpendicular to AB. CD is perpendicular to AB (produced to D).
I, h
In MCD, sin A = - In MCD,sinA = -
b b
:. I, = b sinA 1 :. h = b sin A 1
h I,
In !!BCD, sin B = - In !!BCD, sin (180° - B) = -
a a
: . I, = a sin B 2 :. h = a sin (180° - B)
:. h = a sinB 2
Equating 1 and 2 fron1 either triangle gives:
a sinB= b sinA To make it eorier tJ.,ere
ore two formf of tJ.,e
. a b
i.e. - - ri11e rvle.
sinA sinB
Sin1ilarly, it can be sho,vn that:
b C
sinB sinC
Note: To use the sine rule, at least one angle
~-•
To find a s ide use
the fi rst form.
To fi nd an angle use
and the side opposite it 1nust be known. the secon d form.
Thus, ,ve obtain:
a b C sinA sinB sinC

or
sinA sinB sinC a b C
11 Trigonometry
Find the value of x in this triangle. Ans,ver correct to one decin1al place. x cm 9cm
Here, t\vo angles and two sides are involved. When finding a side, it is 38° so•
best to use the first forn1 of the sine rule.
C a b Press g(xJ(sinJsam .,.,(sin] 3B R

x cm 9cm sin A
X
sinB
9
------~~-------
B .c.._3~8e_0_ _ _ _.50° A
sin50° sin38°
9sin50°
Remember: :. x = - - -
side o is opposite LA sin38°
side b is opposite L B : 11·2c1n
LX = 32°50', x = 15·6cn1, y = 9-7 cn1. Find LY correct to the nearest nunute.

Always draw a diagra1n if one is not given ,vith the question.When finding an angle, the second
forn1 of the sine rule is easier to use.
sin Y sinX z
y X
sin32°50' 9-7c 15-6cm
sinY
...
9·7 15·6 32°50'
X y
9·7 sin 32°50'
sin Y =
15·6
~ 0-3371
I I
Press: !SHIFT] sin 0.33"/7 BB
: . LY= 19°42'
To,vn Bis 20k1n due east of A. If the bearing of town C is N35°E fro1n A and N65°W fro1n B
find the distance fron1 A to C and fro1n B to C.
L CAB = 90° - 35° = 55°
b C a C
L CBA = 90° - 65° = 25°
sinB sinC sinA sinC
:. L ACB = 180° - (55° + 25°)
AC 20 BC 20
= 100°
sin 25° sin 100° sin 55° sin 100° N
C
AC = 20sin25 BC= 20sin55°
350 100°
sin 100° sin 100°
: 8·6 kin : 16·6 kn1 55°
A 20km B
The distance AC is 8·6 kn1 and the distance BC is 16·6kn1 (1 dee. pl.).

r.'11
Exercise 11 :03 Foundation worksheet 11:03
. . The sine rule
D Solve the follov.ring equations.

a 12·5 a 7·8 a 12 a 20·6
a -- -- b C d
0 ·866 0·48 0·4356 0·648 sin20° sin60° sin 70° sin 50°
D For each triangle, part of the sine rule has been ,vritten. Copy and con1plete the rule,
then find x correct to one decin1al place.
a •---- b c
12cm
60°
9cm 36° 120°
6cm
55°
X 9 X 12 X 6
sin55° sin 71 °
El Find x in the follo,ving diagran1s, correct to one decin1al place.

a b 10-5cm c x cm
32° ~ 1°19'
6·2cm
xcm
22-6cm '- \ _190 35,
51 °15'
D In each of the following, find the value of 0:

correct to the nearest degree
ii correct to the nearest nunute.
a sin0 = 0·7178 b sin0 = 0·8164 c sin0 = 0·2
. 14·6sin48° sin0 sin63°
d Sill 0 = ----- e
12·6 11-4 16·2
For each triangle, part of the sine rule has been ,vritten. Copy and con1plete the rule and then
find the angle 0, correct to the nearest degree.
a b C 8·9m
0
10m
4-2m 66°
sin0 sin63° sin0 sin39° sin0 sin66°

9
II Find the value of 0 to the nearest nunute.

a b ..,.--;;--------::-:-:-:c=c7 C
0 51°15'
9m 11 m
6-2m 7-1m 10-6m
0 42°31'
11 Trigonometry
II Find 0 to the nearest degree, noting that in each triangle 0 is obtuse.
a b o c
37°
11 -Bcm 12-4cm
D Answer the following by first drawing a diagran1.

a In MBC, LA= 30°, L B = 52°, a = 9cn1; find b (1 dee. pl.).
b In /1PQR, L P = 51 °, LR = 77°, r = 10·2cn1; find p (1 dee. pl.).
c In /1.XYZ, L Y = 19°,y = 19·1 cn1; x = 15·7cn1; find L X (nearest 1ninute).
d In /1LMN, L M = 37°, 111 = 8-7,n; n = 4·6111; find L N (nearest nlinute).
D PQRS is a parallelogra1n, ,vhere PQ = 8cn1, QR = 5 c1n, and LPRQ = 68°.

Find:
a L RPQ (nearest degree)
b L PQR (nearest degree)
c the diagonal PR (1 dee. pl.).
C Three to,vns are situated so that the distance fron1 A to C is 27 kin,

27km the distance fro1n B to C is 19 kin and the bearing of C fron1 A is
19km N50°E. If B is due east of A, find:
so•
a L ABC (nearest degree)
A B b L ACB (nearest degree)
c the distance of B fro111 A (2 sig. fig.).
y
DJ T hree posts X, Y and Z are situated so that L X is 32°17'
and L Z is 62°57'. If the distance between Y and Z is 22 n1,
find the distance betvveen X and Y to the nearest n1etre.
62°57'
X z
A n1an at P observes a plane to the south at an angle of elevation
of 42°25', ,vhile a second n1an at Q observes the san1e plane to
42°25' 27°1 O' the north at an angle of elevation of27°10'. If the distance
P 1·2km Q
between the observers is 1·2 ktn, find the distances of each
observer fro1n the plane, to the nearest n1etre.
p THE SINE RULE

C lick and drag the vertices of a triangle A
and verify the sine rule for varying angle C 6.05
sizes and side lengths. Then use the sine sin 82.47° sin 61.93°
rule to calculate the values of either a side
or an angle. T ick the checkbox to see if 6.05 X sin 82.47°
c= - - - - - - -
sin 61 .93°
you are correct.
C = 6.8
B 6.05

11:04 The sine rule:
The ambiguous case
When an equation like sin 0 = 0· 5 is solved, there is an acute and an obtuse ans,ver.
Hence, ,vhen the sine rule is used to find an angle, it is possible to have two solutions.
When this occurs, ,ve have what is called the an1biguous case.
• T he acute angle ,vill ahvays be a solution.
• T he obtuse angle ,vill only be a solution if it gives an angle stun less than 180° when added
to the other angles in the triangle.
Both the one-solution and two-solution cases are sho,vn in the exai11ples below.
1 Use the sine rule to find the size of angle C.

sinC sin A B
C a
sinC sin40° 15m
15 10
. C 15sin40° 40°
sin = ---- A
10
: 0 ·964 B
:. C = 74-6° (fi-0111 the calculator)

15m
Ho,vever:
sin (180° - 74-6°) is also equal to 0 ·964.
40
:. C = 74-6° or 105-4° A C C
105-4° + 40° < 180°, so 105-4° is also a solution. 105-4° 74-6°
The diagran1 shows the t,vo possible solutions.
2 Find the size of angle Z. y

Remember tl,e
sinZ sin70°
Ambi9vov5 Care!
35 45
45mm
. z = 35sin70°
sin
45
: 0 -731 X z
:. z : 47°
sin (180° - 47°) is also equal to 0-73
:. Z = 47° or 133° (to the nearest degree)
70° + 133° > 180°, so it is in1possible for Z to be 133°.
We therefore reject the ans,ver 133°.
:. Z = 47°
11 Trigonometry
1:1 Foundation worksheet 11:04
Exercise 11 :04 . . The sine rule: The ambiguous case
D Find the acute and obtuse angles that are solutions to the equations.
a sin0 = 0·8563 b sin0 = 0·216
. 15sin60° . 20sin15°
C Sill 0 = - - - - d Si ll 0 = - - - -
20 15
II
4.7 cm
4.7cm
I n bot11 t nang . 0= -
. 1es, sin -. F.1n d 0 1n
sin-250
4·7- . bo cl1 tr1ang
. 1es.
3
G ive answers to tl1e nearest degree.
A
IJ Tr iangles ABC and DBC bot h have sides 4cn1 and 2·9cn1
in length and a non-included angle of 45°.
4sin45° D
a Sho,v that sinx0 and sin y0 botl1 equal - - - x• 2-9 cm
2·9
0 0
b Find x and y to the nearest degree. 45°
B"--c.::..-------
4cm c
D Find (to the nearest nlinute) tl1e angle required in each
Yo v c ovld "eed t hir
of the following.
i " Overtio" 'I.
a In ~YZ' L X = 30°, x = 5 cn1' y = 9 cnr,
find L Y.
b In /1PQR, L Q = 19°20', q = 2·9cn1,
r = 3-7 c1n; find L R .
c In MBC, L B = 32°17', b = 10·7 c1n,
a = 12· 1 cn1; find L A. 21'.
d In /1KLM, L M = 27°51', 111 = 8·7 cn1, - - -(flJ- """'tA'.,U- - ,
k = 9·8cn1; find L K. Naming sides and angles in triangles:
x is opposite LX, y is opposite LY
m is opposite LM, k is opposite LK
11 Find the possible values of 0 in each of the following.

a b C
12 7
12 15
30° 0
10 so•

11:05 The cosine rule
Like the sine rule, the cosine rule can be used to find unknown sides or angles in triangles.
It is applied to situations where three sides and one angle are involved.
In the triangles belov,:
• CD is perpendicular to AB.
• Let AD be equal to x.
• In triangle A, BD = c - x .
Using Pythagoras' theore1n:
A C 8 C
' '
a :' h b a :' J,
'
' '
c- x X
'
B D A B < A\- ; (~~~- A)
l+--- C -----+l
Fron1 ABCD: Fro1n ABCD:

a-? = (c - x)-? + 1,-? ?
a- = (c + x) ?- + 1i-?
= c2 - 2cx + x 2 + !? 1 = c2 + 2cx + x2 + Ji2 3
Fron1MCD: Fro1n MCD:

b2 = x 2 + Ji2 b-? = x-? + J,2
Substituting in 1 gives: Substituting in 3 gives:

a2 = c2 - 2cx + b2 a2 = c2 + 2cx + b2
? 2 ?
a2 = b2 + c2 - 2cx 2 a- = b + c- + 2cx 4
Fron1MCD: Fro1n MCD:

-X = cosA X
- = cos (180° - A)
b b
x = b cos A x = b cos(180° - A)
= -b cos A
Substituting in 2 gives:
a2 = b2 + c2 - 2bc cos A Substituting in 4 gives:
? 2 ?
a- = b + c- - 2bc cos A
For any triangle ABC: TJ.,ir ir tJ.,e

coririe rvle.
a2 = b2 + c2 - 2bc cos A
To find an angle, this rule can be rearranged to give:
b2 + c2 -a2
cosA = - - - - -
2bc
11 Trigonometry
Find x in each triangle, correct to one deci1nal place.
a b
9m xm
132°
37°
12m 9-7m
Solution
a- = b- + c- - 2bc cos A
? ?
a c-? - 2bc cos A
a- = b- + b
? ? ?
Applying this forn1ula gives: That is:

x 2 = 122 + 9 2 - 2 X 12 X 9 cos37° x 2 = 6-1 2 + 9-7 2 - 2 X 6·1 X 9-7 cos 132°
= 144 + 81 - 216 cos37° = 37-21 + 94-09 - 118-34 cos 132°
= 52-494 729 = 210-48491
:. X = .)52·494 729 X = .)210·48491
= 7-2 (1 dee. pl.) = 14·5 (1 dee.pi.)
Evaluate 0, correct to the nearest nunute.

a b 0
6cm 8 cm 4·6 cm 7·9 cm
B 10·3 cm
7 cm
Solution
b2 + C2 -a 2 b2 + C2 -a 2
a cosA = - - - - b cosA = - - - -
2bc 2bc
Applying tlus forn1ula gives: That is:
4·6 2 + 7·9 2 -10·3 2
62 +72 -82 cos0 = - ·- - - - - -
cos0 = - - - - - 2 X 4·6 x7·9
2x6x7 21-16 + 62·41-106·09
36+49-64 72·68
84 : -0-3098
= 0-25 :. 0 = 108°03' (nearest nunute)
:. 0 = 75°31' (nearest nunute)
The cosine rule can be used in any triangle to find :

• the tlurd side, given the other sides and their included angle
• any angle, given tl1e three sides.

r.'11
Exercise 11 :05 Foundation worksheet 11:05
. . The cosine rule
D 2
Find a to one decin1al place if a = b
2
+ c2 - 2bc cos A and:
a b = 10, c = 12, A = 60° b b = 6·8, c = 9-4, A = 120°
c b = 15,c = 12,A = 75° d b = 24·5,c = 18·2,A = 45°
f.l Find A to the nearest degree if:

a cosA = 0 ·6 b cos A = -0·6
62 + 102 -82 62 + 82 -12 2
c cos A = - - - - - - d cos A = - - - - -
2 x6 x10 2x 6x 8
El Find the value of the pronun1eral in the following, correct to one deci111al place.
a b .-- xm __ c
10-6m
6m
21°07'
12 m 15-3 m
45°
Sm
d e f xm
119°
Sm 1m 8·6m
km
Sm
D Find the size of angle 0, correct to the nearest nunute.

a b C 6m
6m 7m
10m
0
9m
0
d e f
4-6m 13-2 cm 15-3 cm
7-9 m
3-6m
0
17-3 cm
II Answer the following by first drawing a diagra111. Angle A is oppos ite s ide a.
a In AABC, L A = 75°, b = 9cn1, c = S c1n; find a (1 dee. pl.).
B
b In b.DEF, L F = 61°, d = 2·3111, e = 3 -1111; findf(l dee. pl.). (
c In ALMN, L M = 163°, I = 9-4 c111, n = 8·2 c111; find ,n (1 dee. pl.).

A
d In APQR, p = 9111, q = 7111, r = 8111; find L P (nearest degree). b C
e In ATUV, t = 2·3c1n, u = 1·9c1n, v = 1·7c111;
find L V (nearest 111inute).
11 Trigonometry
II T hree to,vns, P, Q and R, are connected by straight roads. The distance p~ _1_5_k_
m_ ~ Q
fron1 P to Q is 15 la11 and the distance fron1 P to R is 23 Ian. If the roads
111eet at Pat an angle of 50°, ho,v far is to,vn Q fron1 town R, to the
23km
nearest kilo1netre'
D If a soccer goal is 8 111 ,vide and a player shoots for goal ,vhen he is
18 111 fron1 one post and 22111 fron1 the other, within what horizontal
angle 1nust the shot be 111ade to score the goal? Give your answer
correct to the nearest degree.
D In a parallelogra1n ABCD, AB is 9 cn1, BC is 15 cn1, and L ABC is 130°.

Find the length of the diagonal AC, correct to the nearest 111illi1netre.
II An observer at fire to,ver A observes a fire 18 kin a,vay to have

a bearing S67°E. If tower B is 12 kn1 due south of tower A, N
ho,v far is to,ver B fro1n the fire? ',
t
To find the length of a pond, a surveyor ,valks 350 111 fron1 point X
',
to point Z , then turns 80° and ,valks 290 111 to point Y. Find the
,'
,, '
' length of the pond to the nearest 111etre.
y ( ---- ----- --- -_3X
mIn a (square) baseball diai11ond ,vith sides of length 27·4111, the centre 2nd
of the pitcher's 1nound is 18·4 111 fron1 hon1e plate. Ho,v far is it fron1
the centre of the pitcher's 1nound to third base? Give your ans,ver Mound
3rd 1St
correct to one decin1al place.
45°
Home
Im T he section of rail,vay track shown is a circular arc that has a chord

length of 500 111 and subtends an angle of 40° at the centre of the circle.
-::4§;)··
r ,, ,. ,, ,.
soom !
\
-f '
'
s
Find the radius r of the circular arc and the length s of that arc.
. !'
.. .. .. '
r ....... .. '
1

WHY DID TOM'S MOTHER FEED HIM PETER'S ICE-CREAM
AnSvver each question and write the letter for that question in the box above the correct anSvver.
y
B
0
-6 -4 - 4 6 X
• ~-~ ~;
,, ....,
-6
-8
. -
.
,:·· .,,]
.
.,- . • 1I
-1 0
DE
Match each of the parabolas A to E u1ith its equation.

2
E y = (x - 2) 2 T y = -x2 F y = (x + 2) 2 H y =x - 2
2
0 y =2 - x
Use the diagra,ns on the right to give the exact value of:
E cos 60° T sin 60° S tan 60° 30°
2 2
F (sin30°) H (cos30°) I (tan30°) 2 2
E (sin 30°)2 + (cos 30°)2

so•
1
Give the resulting coordinates if the point A is: y
4
E reflected in the x-axis
T translated 4 units left
2
K rotated 90° anticlockv,ise about (0, 0) ♦A
M reflected in the y-ax:is -4 -2 2 4 X

0 reflected in the line y = x
-2
P translated two units left, then 3 units up.
For each point belotv, what is its reflection in the line y = x?

E (2, 0) R (5, -2) S (-1 , -2) T (0, -1)
I I I Iu I I I I I I I--,~I ..... I I I I Iu:;-I I I I½;I

µ.i ~
'SI"
~
~
'SI"
.....• .....•
-.!.,
- --.. ("")I~ - It'") --..
'SI"•
N
~
- •
'SI"
-.!.,
Q <(
11
~
0~•
,:Q ~
I
•
'SI" N
~
;:-- l!;il<N
•
I N
•
-.!.,
N---IN 0
0~
•
- •
-.!.,
-.!.,
~✓--- ✓- ✓✓-✓///////////// ✓✓--✓✓/////////// ✓//✓//////////////////✓///
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . -
11 Trigonometry
D'1•?·1 Area of a triangle
To calculate the area of a triangle, the fonnula A = Jbh is used, where b is the length of the base
and h is the perpendicular height. So, to calculate the area of any triangle, these t\vo 111easure111ents
need to be kno,vn.
No,v, consider the triangle ABC below.

A
( I,
To vre th ir formvlo,
B D C 111eed to k110~ 2 rider
1- - - - a - - -- i
011d the i11clvded 011 le.
AD is perpendicular to BC.
The area of AABC is given by:
Area = i BC x AD 1
Fro1n MCD,
AD
- - = sinC
AC
AD = ACsinC
Substituting this into 1,

Area = i BC x AC sin C
= 1absinC Area = 1ab sin C
,vhere a and b are t,vo sides and C is the included angle.
Find the area of each triangle correct to the nearest square centin1etre.
1 2 ,--_10-6cm
113°25' ----::"7
73°
9cm
Solutions
1 A = i absinC 2 A = iabsinC
That is: T hat is:
i
A = X 6 X 9 X sin 73° t
A = X 10·6 X 7·2 X sin 113°25'
= 25·820228cn12 = 35·017106cn12
= 26 cn12 ( to nearest cn12) = 35 cn12 {to nearest cn12)

Exercise 11 :06
D Find the area of each triangle correct to one deci1nal place.
a b c
8m
10m 61°30'
11 m
6m
d e f
8-3m 141 °54'

13-1 m
El Find the area enclosed by each figure to the nearest square centi1netre.
a b
Sm
8cm 11cm
63°
i:J
12cm
El For LlXYZ, find its area, to the nearest square unit, if:
a x = 7,y = 10,Z = 47° b x = 14·6,y = 17·2,Z = 72°31'
c y = 2-3, z = 3-9, X = 62° d y = 52, z = 63, X = 127°55'
e x = 20, z = 31, Y= 53°24' f x = 72-3, z = 91 ·6, Y = 142°07'
Da 40°
60cm b C C
60cm
'
95cm
~'~ 5cm
Calculate the area of the Calculate the area of the Calculate the area of the
kite correct to the nearest hexagon correct to one quadrilateral BCDE.
square centin1etre. decin1al place. All 111easure1nents are
in centin1etres.
1:1 Find the value of x correct

to one deci1nal place.
xcm
30°
30cm
11 Trigonometry
11:07 Miscellaneous problems
When solving nuscellaneous problen1s, ,ve need to identify ,vluch trigonon1etry rule should
be used. T he standard congruence tests for triangles can be used to help decide ,vhether the
inforn1ation in a question applies to the sine rule or cosine rule.
To use the cosine rule you need: To use the sine rule you need:
• Three sides (SSS). • T,vo angles and a side (AAS).
T lus allows you to find • T lus allo,vs you to find •
all the angles. the other angle and the
•
other sides.
• T,vo sides and an included angle (SAS). • T,vo sides and a non-included angle (SSA).
T lus allows you to find T lus allo,vs you to find the
all other angles and the • unknown angle opposite the •
other side. kno,vn side. T here could be
• •
t,vo solutions for the angle,
so tlus is the a1nbiguous case.
(Hence, SSA is not a congruence test.)
Exercise 11 :07
D Use the inforn1ation above to identify ,vhether the sine rule or the cosine rule is needed and
then find the value of the pronun1eral correct to one deci111al place.
a b c
X
79°
5-2
32°
9-6 5-7
d e X
10-7
X
40°13
~
II Evaluate 0, correct to the nearest nunute.
a 7 b 8-9 C
0 10-1 9·6
6 3
12-2 0 25°12'
B
e ~- 8-3 f 11 -3
d ~ 17 0
4-7
4-2

EJ For a triangle XYZ:
a Find L X correct to the nearest 11unute if x = 9-2, y = 5·6, LZ = 90°.
b Find x correct to one decin1al place if L X = 36°, L Y = 4 7°, y = 9-6.
c Find z correct to one decin1al place if LZ = 14°25', x = 4·2, y = 3-7.
d Find x correct to one decin1al place if L Y = 95°17' , L Z = 47°05', y = 11 ·3.
e Find x correct to one decin1al place if L X = 90°, L Y = 23°17', y = 5· 2.
f Find L Y correct to the nearest n1inute if x = 10·3, y = 9-6, z = 8·7.
D Three posts, A , Band Care positioned so that AB is 33 n1,

B
BC is 45 tn and AC is 51 ,n. Find the angle subtended at
post A by BC to the nearest 1ninute.
A C
II P and Q are two points on the shore 950 1n apart. R is a buoy out at sea so that the angles
RPQ and RQP are 73°19' and 68°32', respectively. Find the distance of P fro1n R.
II Fron1 to,vn A , the bearings of towns B I.I A far111er has a piece of land as sho,vn in
and C are 050° and 330° respectively. the diagran1. What is the area of the land,
If A is 65 k111 fi-0111 Band 135 kin fro1n C, to the nearest square n1etre?
ho,v far is to,vn B fron1 town C? D
North 150m
C 150m
A •
200m•
' •
'' •• C
135km ' '. 180m ••
' •
,, -
'' • 100m
, 65km
330° \ - B
A
Ill T he diagonals of a parallelogra111 bisect II Town A is 12·5 kn1 North

North
each other at an angle of 40°. S46°E of to,vn B;
- town C is 19·6k111 , C
9cm - --
,'40° fron1 town A and C
· -· 1:tc11i · ·:-'' · ·12c·m· bears N59°E fron1 B.
.9cm 59~---
-
--- Find the bearing of B(
''
A fi-0111 C.
If the diagonals are 24 c1n and 18 cn1 long,
'
''
find: '
''
a the area of the parallelogran1 A
b the lengths of the sides of the
s
parallelogran1.
Give ans,vers correct to one decin1al place.
m:J The diagra1n represents a crane ,vhere AB is 7-5 111,

AC is 12·6 tn and BC is 9-6111. Find the angle ABC
and the height of C above the ground.
11 Trigonometry
angle of depression sine rule
• when looking do,vn, the angle betvveen • a rule used to find an angle or side of a
the line of sight and the horizontal triangle ,vhen either tvvo angles and a side
horizontal (AAS), or t,vo sides and a non-included
angle of depression angle (SSA), are kno,vn
trigonometric (trig) ratios
• a set of ratios (sine, cosine and tangent)
line of sight
that have constant values for any
angle of elevation particular angle
• when looking up, the angle betv.reen • for acute angles, these can be defined
the line of sight and the horizontal in tern1s of the side lengths of a
right-angled triangle
line of sight
H
0
angle of elevation A
horizontal . 0 A 0
Sill 0= - COS 0= - tan 0 = -
H' H' A
bearing
• an angle used to n1easure the direction of • for acute or obtuse angles, they are
a line fron1 north defined in tern1s of the coordinates of
• bearings can be recorded in t\vo ways, a point P that has its position on a unit
e.g. 120° or S60°E circle deternlined by a radius dra,vn at
North an angle of 0 to the horizontal
y 1
P(x, y)
120°
-1 1 X
so• A
S -1
cosine rule sin0 = y , cos0 = x , tan0 = 1'..

• a rule that is used to find either the third X
side of a triangle ,vhen the other tvvo

sides and the included angle (SAS) are
kno,vn, or an angle when the three sides
are known (SSS)

TRIGONOMETRY
Errors n1ade w ill indicate areas of ,veakness.
1 Which obtuse angle has the sa1ne sine ratio as: 11 :02
a 30° b 50° c 80°
2 Write as the trig ratio of an acute angle: 11 :02

a sin 140° b cos 140° c tan 140°
3 If90° < 0 < 180°, find 0 correct to t he nearest nu nute, if: 11 :02
a cos0 = -0·625 b sin0 = 0·257 c cos0 = -0·018
4 Find the value of x, correct to one decin1al place. 11 :03
a b C
107°
12 m
XC 9 cm 5 cm
~ 50°
48° xm
11:03,
5 Find the value of 0, correct to the nearest degree.
11:04
a 40• o b C
9-7 cm
28 mm 22 mm 15 m 0
32°50'
6 Find the value of x, correct to one decin1al place. 11 :05

a b C
9m xm xm s1•1 9' 24cm
37° 132°
12 m 9-7 m
x cm
7 Evaluate 0, correct to the nearest 1ninute. 11 :05

C
a b 4-6~
Bern ~
10-3 cm
7 cm 72 m
8 Find the area of each triangle, correct to the nearest square centin1etre. 11 :06
a b 10-6 cm c
2-4cm 3-3 cm
73° 49°22' 33°30'

9 cm
11 Trigonometry
1 Find 0 if 0 is obtuse and: 5 a A triangle has sides that are 8 c1n, 12 cn1
a sin0 = 0·5 b cos0 = -0·5 and 10 cn1 in length. Find the size of the
c tan0 = -1 largest angle.
b Find t he size of 0 to the nearest degree.
2 Use the sine rule to find t he value of the
pronun1eral in each of the following.
10m
a 15cm b 26cm
76°
40° 8
12 m
x cm
6 Fro1n a position X on a ,nap, A has a
bearing of N27°E and B has a bearing of
3 Find 0, </> and x if:
N 67°E. To,vn C is 7·5 k:111 due east of X.
a 0 is acute
Find the distance betv.reen A and B,
b 0 is obtuse.
v.rhich are both north of C (1 dee. pl.).
N
4 Find the areas of the following pentagons.
a b A
/ x,__
=
II \\. N
B
- "'
-
6 cm 6cm
X C
ASSIGNMENT 11 B Working mathematically

1 i - - - - - -1500 - - - - - - 2 Study the diagrai11 and give three different
descriptions of how it could be drawn.
A ~~--
~ ----'➔·------:,.- B
0
0
C >
"
3 Use t he inforn1ation in the diagran1 to find
the area of the shaded rectangle.
X
y
A rectangular table top has a length of
1500 1ru11 and a b readth of 400 nun. The 1
top has 4 rows of 11 tiles in the cent re.

Each rectangular tile is 120 111111 by 80 1ru11. ---------------~<
/ ,
There is a 5 1ru11 gap between each ro,v of / :
tiles. Find x and y in the diagra1n.
/
4 X

4 In the diagran1, the 5 T he diagran1 sho,vs
side length of the a t rapeziun1 divided
sn1aller square is into four t riangles by
40 cn1 and the side its diagonals. Prove
length of the larger that t he areas of the
square is 60 Clll. T he coloured triangles are equal.
large square intersects t he s111aller square ~
6 Calculate the C
of the way along the t\vo sides of the
surface area
sn1aller square, as sh o,vn. W hat is the area
of the pyran1id. '
of the overlapping region if the vertex of :s
the large square is at the centre of t he : D 4
sn1all square? 6 ...... ..
t1J- --- --···-· B
,
A
ASSIGNMENT 11 C Cumulative revision

1 Match each of graphs A to E w ith an equation: 1 :08,
2
a y=x +1 7:04
b y = l-2x2
2
C y =1 - x
d y = l-2x
e y=x + 1
B E
2 Find the si1llple interest on $18000 at 5% pa. ifit is invested for 120 days. 6:02
(Assu1lle that 1 year = 365 days.)
3 T,vo sin1ilar t rapeziun1s have n1atching sides 3·6 Ill and 1 ·2 Ill long. 10 :02
a What is the ratio of their areas?
b If t he sn1aller trapeziun1 has an area of2·81112, ,vhat is the area of t he larger
trapeziu1ll?
4 The table on t he right gives the x and y- coordinates of 1:08

X 6 10 4 47
t hree points on a line. Use tvvo of the first three points
to find t he equation of the line and t hen find the value y 4 10 1 ?
of the nu ssing nun1ber.
5 Si1llplify: 5:03,
a 6✓8 +3 ✓2 b 6✓8 x3 ✓2 C 6✓8 + 3✓2 d (3✓5 )3 5:04
6 Solve: 2:03
2 2
a x + 5x + 2 = 0 b 4x - 3x - 5 = 0
7 On the san1e nun1ber plane sketch the graphs of: 7:09

a y = 2x 3 b y = -2x3
11 Trigonometry
Ho~ do 1 rolve .,,. - -b
~ - 21:1
tJ.,i5 one?
A=- ±A {~1-c
0
cJ == c~~~J2.
WJ.,icJ., formvla
rhovld 1 vre?
Contents
12:01 Simultaneous eq uations involving a non-linear 12:03 Litera l equations: Restrictions on variables
equation Fun spot 12:03 What small rivers flow into
Investigation 12:01 Number patterns and algebra the Nile?
3
12:02 Simple cubic eq uations: ax = k Challenge 12:03 Fibonacci formula

Number and Algebra
Selections from Equations (Stage 5.3§]
• Solve si,nple cubic equations (NSW)
• R earrange literal equations (NSW}
• Solve si,nultaneous equations, where one equation is non-linear, using algebraic and graphical techniques, including
the use of digital technologies (NSW)
• Conununicating • Problern Solving • R easoning • Understanding • Fluency
12:01 Simultaneous equations
involving a non-linear
equation
0 PREP QUIZ 12:01
Solve these quadratic equations.
1 (x + 3)(x - 2) =0 2 (2x-1)(x+ 7) = 0 3 Sx(x + 4) =0
?
4 x- - 4 =0 5 x2 - 3x + 2 = 0 6 2x
2
+ 7X - 4 =Q
Solve these equations. 7 x2 - x+5 = 3x + 2 8 2x
2
- x =3 - 2x
Solve these sin1ultaneous equations by substitution.
9 x + y = 5,y = 2x-1 10 3x-y-13 = 0,y = 7-2x
In Year 9 ,ve sa,v how to solve tvvo sin1ultaneous equations when both equations ,vere linear, such
as y = 3x + 2 and 3x - 2y = 6. Now vve shall see how to find the conm1on or si1nultaneous
solutions ,vhen one equation is linear but the other is non-linear.
2
Solve the si1nultaneous equations y = x and y = x + 2 using the substitution n1ethod.
Solution y
2
y =x 1 5
y = x2
y=x +2 2 y = x+ 2
4
2
Fron1 1 we see that x is equal to y.
If ,ve substitute x2 for y in 2 ,ve have: 3
2
=X + 2
x
x2 - x- 2 = 0
(x + l)(x - 2) = 0
:. x = -1 or 2
X
These values for x can no,v be substituted into either
-1 x =-1
equation 1 or 2 to find corresponding values for y. or 2
Substitute x = -1 in 1 Substitute x = 2 in 1
y = (-1)2 y = (2)2
= 1 =4 TJ,,e 9 rapJ,,5
1
:. {; ~ is a solution. . {Xy =
.. = 24 is a solution.
of tJ,,e5e
eqvation5
cro55 at
(Check answers by substituting in 2 .)
(-1, 1) and
x = -1
The solutions are { y =
{X= 2
and y = (2, 'I).
1 4
12 Further equations
Use the substitution 1nethod to find the conunon
solutions to the equations y = x 2 - 4 and 3x + y = 6. (- 5, 21)
- --- --- - - --- 21
Solution
)' = x2 - 4
2
y =x - 4 1
3x + y = 6 2
2
Fro1n 1 ,ve see that x - 4 is equal to y.
If ,ve substitute x 2 - 4 for y in 2 , ,ve have:
?
3x + (x- - 4) = 6
x2 + 3x- 10 = 0 6
(x + 5)(x - 2) = 0
: . x = -5 or 2
Substituting these values into 1 or 2 ,ve have: - 5' 0
If x = - 5, y = 21
X = 2,y = 0
: . T he solutions are {xy -- 5 and

21
{xy- 02 2
Graphical solutions t oy =x - 4 and 3x + y = 6.
Find the solutions conunon to the equations y

y= x + ::>- and y = -6 . 8
X 6
Solution 6
y= x
y = x+5 1 2
6 -4 - 2 0 2 4 6 8
y =- 2 X
x (- 6, - 1 - 2
Fro1n 1 ,ve see that x + 5 is equal to y.

If ,ve substitute x + 5 for y in 2,
we have:
6
x + 5 =- (Note: x -:t,. 0)
X
x(x + 5) = 6
2
x + 5x - 6 = 0
(x + 6)(x - 1) = 0
:. x = - 6 or x = 1
Substituting these values into 1 or 2 ,ve have:
If x = - 6, then y = -1
x = 1, then y = 6
. {X= - 6 {X= 1
:. T he solutions are y = _ and y =
1 6

Exercise 12:01
D Use this diagran1 to solve these
sin1ultaneous equations.
a y =x +6 x=2
x =2
b y =x +6
y=x
2x + y = 3
2
C y =x
x =2
2 2
d y=x
y =x +6
2
e y=x
y =x +2
2 y = .,:+ 6
f y =x
2x + y = 3
-3 -2
f.l Solve each pair of equations in Question 1 using the substitution 111ethod and check your
solutions with those for Question 1.
El Use the substitution 1nethod to solve these si111ttltaneous equations.

a y = x2 b y =x
2
C y = x2
y = -4x- 3 y = 49 y = 3x
2 2 2
d y=x e y =x f y =x
y = X + 56 y = 10x- 21 y = -3x-2
2 ?
g y = x-? +:,- h y =x + 7 y = x- - 10
y = 4x + 50 y = 8x y = -9x
D Solve each pair of sin1ultaneous equations y
using the substitution 1nethod.
?
a y = x- and y = x + 2 y = .,2,
2
b y = x and y = 2x - 1
?
c y = x- and y = x - 1
Looking at the graphs of these equations,

explain ,vhy a has t,vo solutions, b has one
solution, and c has no solutions. y= x - 1
2 3
. 4
11 a Solve the equations y = 2x + 2 and y = - y
4
y = 2x+ 2
sin1ttltaneously. Check your solution x
3
,vith the graphs of these equations. 4
2 y = :;:
b Solve the sin1ttltaneous equations
4
y= 4 - x and y= - '
X 1 2 3 4 X
ii Ho,v n1any solutions are there?
111 What does this say about the
relationship bet\veen the graphs
4
of y = 4 - x and y = - '
X
II Solve these pairs of sii11ttltaneous equations.

a y = Sx + 6 b y=x +3 C y = 4x + 9
y = x2 y = x2 + 1 y = x 2 -3
d y = 2x + 4 e y = 2x+ 14 f y = 7- 3x
y = x 2 -x y = x 2 -3x y = x 2 + 3x
g y = 4x h y = 2x+ 6 r = 1x+2
4 8
y= - y=- xy = 6
X X
II By solving these sin1ttltaneous equations, find the point(s) of intersection of their graphs.
? 2 ?
a y = x- - 2 b y = x - 10 c y = x- + 2
y= X y = 10 - X y = 4x - 2
d y = x 2 + 2x - 20 e y = x 2 + 4x + 7 f y = x2 + x - 2
x+y=8 2x+y+2 = 0 y = x-3
2
g y = x + x - 10 h y = x 2 + 2x - 8 y = 4x + 1
y = 2x + 10 3x + y = 6 y = 2x2 - x - 2
I I Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3

NUMBER PATTERNS AND ALGEBRA
Football scores
In Australian Rules Football, 6 points are awarded for a goal, and 1 point for a behind.
• Investigate scores of the fonn 2.12.24, where the product of the nun1ber of goals and
the nu1nber of behinds equals the nun1ber of points.
• Note that xy = 6x + y, where x is the nu1nber of goals and y is the nun1ber of behinds.
T he solutions for x and y 111ust, of course, be positive integers.
Number patterns
1 Find three consecutive integers such that the first nun1ber plus the product of the other two
is equal to the first nun1ber ti1nes the sun1 of the other t\vo.
Hint: Let the sn1allest integer be n. T he other t\vo integers ,vould be n + 1 and n + 2.
Forn1 an equation and solve for n. (N ote: Only integers can be considered to be
consecutive nu1nbers.)
2 Show that it is not possible to find three integers consecutively differing by 2 that would
satisfy the condition given in Question 1. (Such integers ,vould be either consecutive even
nun1bers or consecutive odd nun1bers.)
3 Would it be possible to find integers consecutively differing by 3, 4 , 5 or 6 that would
satisfy the condition? If so, find the1n.
N ote: T he condition can be expressed as:
n. + (11 + a)(n + b) = n.(11 + a + n + b)
,vhere a = 3 and b = 6 if the nu1nbers differ by 3
a = 4 and b = 8 if the nu1nbers differ by 4
a = 5 and b = 10 if the nun1bers differ by 5
a = 6 and b = 12 if the nun1bers differ by 6.
12 Further equations I
&fh•iJ Simple cubic equations:
3
ax =k
f> PREP QUIZ 12:02
Solve these equations:
1 x-1 = 0 2 x 2 -1 = 0 3
3 x - 1 =0
4 x+1 = 0 5 x2 + 1 = 0 6 x 3 +1 = 0
Evaluate:
7 JM 8 ✓-64 9 ™ 10 ~-64
In previous studies you have seen that a sin1ple linear equation such as x - 3 = 5 or 2y = 7 has
one solution. Sin1ple quadratic equations, ho,vever, could have tvvo, one or no real solutions.
X =4
2
\ y
y= 4
:. x = +2 or -2
3
2
1
x-? = 0 '
:. X =0 -2 - 1 0 1
'
2 X
-1
-2
2 -3
X = -4
y = -4
(x2 -:t: a negative nun1ber)
:. no real solutions
Remember: ( rea l number ) 2 -:/= negat ive number
2
Looking at t he graph of y = x it can be seen that:
• it cuts t he line y = 4 tvvice, indicating the solutions of x = 2 and x = - 2
• it touches the line y = 0 once, indicating the solution x = 0
• it does not touch the line y = -4 at all, indicating no real solutions.
No,v consider son1e sin1ple cubic equations. y = x3
3
x =8 y
y =8
It can b e seen fron1 th e graph that the ansv.rer x =W
3
to any si111ple cub ic equation ax = k ,viii only ••• V ·
A =2 6
have one real solution, but unlike a quadratic 4
equation it will always have a solution. 2
-2 - 1 2 X
3
x = -8
•' -4
x=H -6
:. X = -2 y =-8

Solve each equation:
3
1 2x = 54 2 311 = 15
3
3 5z3 + 320 = 0
x 3 = 27 3
11 = 5 5z3 = - 320
x = lfn :. II = ~ z 3 = - 64
:. X =3 [n = 1· 71 (2 dee. pl.)] z = ~
:. z = -4
Exercise 12:02
D Solve these cubic equations, leaving the answers in exact surd forn1 if necessary.
a x 3 = 1000 b a3 = -125 c p3 = 1
d k3 = -27 3
e y = 10 f t3 = -7
g q3 = 2 h n3 = -20 z 3 = -216
H = -~
j 2x 3 = 16 k 3z3 = -3 l 5p3 = 20
f.l Solve these cubic equations, leaving the answers as an approxin1ation,
Ure yovr
correct to 2 decin1al places, ,vhen necessary. calcvlator!
a x 3 = 20 b 1113 = -20 3
C y = 100
d a3 = 2 3
e x = 3-375 f i3 = -13-824
g z 3 = 343 h 113 = -6·5 x3 = -1728
El Solve these cubic equations, leaving the answers in exact forn1.
a 8x3 - 8 = 0 b 5ni3 + 625 = 0 c 3t3 - 3000 = 0 3
d 8z + 1 = 0
3
e 2x - 6 = 0 f 3,i3 + 30 = 0 g 5t3 - 100 = 0 h 6z3 + 2 = 0
D The intersection of the curve y = x 3 and the line y = 8 y = x3
sho,vs the solution to the equation x3 = 8 as x = 2. y =B
y
(The x-value of the point of intersection.)
3
a What are the point~ of intersection of the curve y = x with 6
the line y = 4x?

b Use your anSvver to part a to deternune the solutions to the
.
equatJon x 3 = 4x. -2 2 X
c How n1any solutions are there to the equation in part b?

d What are the point~ of intersection of the curve y = x 3 ,vith
the line y = 3x + 2? y = 3x+ 2
-6
e Use your anSvver to part d to detennine the solutions to the -8

3 y =4x
equation x = 3x + 2.
f How n1any solutions are there to the equation in part e?
g What is the n1axin1un1 nu1nber of points of intersection a straight line can have ,vith the
3
curve y = x ?
D Use the graph to solve each equation. y = x3 y =3x -2
3
a x =1 y
8
b x 3 = 2-x
c x 3 -x = O 6
(Note: T his is the san1e equation as x 3 = x.)

3
d x - 3x + 2 = 0 y =1
-8 -6 -4 2 4 6 8 X
&fh•F) Literal equations:

Restrictions on variables
- PREP QUIZ 12:03
Co1nplete t he follo,ving:
1 a + 15 = 27 2 n1 + n = p 3 5x = 35 4 ah = c
35 C
:. a = 27 - . . . :. ,n = p - ... :. x = - :. b = -
Solve:
7 2,n =3 x-3
5 3x + 13 = 22 6 6 - 511 = 21 8 -- = 5
5 2
Find x if:
9 ✓ x=9
In Year 9 you ,vere sh o,vn how to change the 'subject' of a forn1ula

to a specified variable. This ,vas the sa1ne as 'solving' the literal equation
Another name
for that variable. for a 'formula'
is a 'literal
For exa1nple, for v = u + at we could say:
equation'.
'Change the subject of this fonnula to a.'
or 'Solve this literal equation for a.'
v-u
In each case, the ans,ver is a = - -.
t A pronumera l is a letter or symbol
t hat represents a variable.
Follo,v these steps ,vhen solving a literal equation.
1 R .en1ove fractions.
2 Ex'Pand grouping sy1nbols.
3 Use inverse operations to isolate the pronun1eral required.
4 If the required pronu1neral appears in 1nore than one tern1 in the equation, gat her t he tern1s
together and factorise.

Solve each equation for a.
Inverse operations
2 a
1 v = u2 + 2aS 2 3 y= + H-
2 2 a+2
v - u = 2aS XH+
2 2 ? ax y(a + 2) = a ( )2 H ,._/
V - u R-= -
--- = a b ay + 2y = a
2S
2 bR2 = ax 2y = a-ay
V -u 2 bR 2
:. a = - - - 2y = a(1 - y)
-- = a
2S X
2
2y =a
bR 1- y
:. a = - -
X :. a = 2y
1-y
1
4 - = -1 + -1 Son1eti1nes a different set of steps nught be follo,ved to arrive at the sa1ne
x a b
correct result.
Method 1 Method 2
1 1 1 1 . 1 b+ a
- - - subtract - fro1n both sides re,vrite LHS ,vith a
X b a b x ab
con1mon denominator
b-x 1
rewrite LHS ,vith a ah = x(b + a) cross-multiply
bx a ah = bx + ax expand grouping
conunon denominator
bx a sy1nbols
invert both sides
b-x 1 ah - ax = bx subtract ax fro,n
bx both sides
:. a = - -
b-x a(b - x) = bx factorise LHS
bx
:. a = - - divide both sides by
b-x
(b-x)
When using forn1ulas or literal equations, we should be a,vare t hat there n1ay be restrictions on
the values a variable 111ay take. Exanune the following for111ulas and their restrictions.
Formula Restriction
y = ✓x-a X > a, because eiq>ressions under a square root sign cannot b e negative.
y > 0, because ✓ by definition is positive.
y = S(x - a) 2 y > 0, because (x - a) 2 n1ust be greater than or equal to zero, i.e. (x - a)2 > 0.
a r ,t: 1, because the denonunator can't equal zero.
y=
1-r (The fraction would be undefined.)
Also, there ,nay b e assun1ptions in1plicit in the forn1ula that ,viii restrict the values a variable
can take. For exan1ple, in a for111ttla such as v = u + at ,vhere t represents ti111e, it is assu1ned that
t > 0. (Assu1ne that ti1ne is not negative.)
r.11 Foundation worksheet 12:0 3
Exercise 12:03 . . Llteral equations
D Make S the subject of each forn1ula.

a 2S + k = 1 b a = b + cS c n = aS- ,n d Sx - y = z e x =y - aS
b aS St
f g = Sp -q g a= - h x=- - = v
S b u
II Expand the grouping syn1bols, then solve each equation for x .

a 3(x - a) = b b 5(111 + x) = n c a(x + p) = q
d 4(2 - x) = y e t(v - x) = w f 111 = 3(x + 4)
g t = a(2 + x) h v = u(1 + x) h = k(x + 111) Don'tfo r9et
' pIV5 or mrnv5
. , .I
II Solve each literal equation for x .
?
a n,x2 = 11 b a = bx2 C Sx- =JJ
2
d x - a= b
2
e t= x +u f w = v- x 2
2 2 2
X X nx
g - =y h z =- Ill =
a k 3
r
then x = +vo
D Make a the subject of each forn1ttla.
a ✓cdJ = c b t = Fn c c = ✓a-b
d y = ✓a+S e r = ✓b-a f Ill = ll + ✓a
g p=✓a -q h X = y✓a u = ,✓a +t
D Solve each for x. (R.e arrange to n1ake x the subject.)
a x +a = b-x b ax = px+q
c x +a = ax+b d bx- c= e - dx
Gather the x terms
X X ax bx ');
e - +- =a f - - - =1 together and factorise,
3 5 b 4
takingx out as a
---~
X x +2 common factor.
g =a h a= --
x +2 x -3
II Change the subject of each forn1ula to the letter sho,vn in brackets.

A 8 C
a P = xy [x] p = q+ r [q] P = Q- R [R]
b b = xy 3r 2a
[y] A =- [r] 11 = - [111]
a s Ill
c a = 3x + y [x] ,n = n + at [a] v2 = u2 + 2as [a]

d x = S(a + b) [b] ,n = 3(n - ni) [n] P = Q(r + t) [t]
t = v- - U-
? ?
e ni = a+ ,c? [n] [u] A = x2 + y2 [x]
f a = ._fec [c] Y= a£ [x] X = .Ja+ y [a]
at 2
g x =l [Y] [x] V =- [a]
2
a b 111 n A+x _ A+y
h y=- +- [a] x = - - - [A]
3 2 5 3 3 2
k T=! F,
111 =1 ¥ [b] h= --
2k + 1
[k]
a v-;;
D In these fonnulas, what values can x possibly take?
a y = ✓x-4 b A = ✓x+3 c M = ..fx-N
d y = ../4-x e K = ../10-x f Z = ../Y-x
g y = ../3x + 1 h A = ..f5x-2 P = ✓Q-2x
J What is the s1nallest value that each of the subject~ of these forn1ttlas can have?
Ill What value (or values) can r not take in these equations?
ni 3 c S = 1+r
a A = -- b M= - -
r-3 10+ r 1-r
a 5 a+r
d P = -- e K = f Y = --
r-q r+ s a-r
g 1vf = l h Z- y R- 3
2
- r -16 - r2 -3r+2
(r-2)(r + 2)
D The equation H = 10 + 9t - t2 gives the height Hof a ball
above the ground at a tin1e t. AHvme
a At ,vhat height above the ground did the ball start? that t ime
ir root
(i.e. t = 0)
b At ,vhat tin1e ,viii the ball hit the ground? roe9ative!
(i.e. H = 0)
lllJ a Mr Saines earns $350 plus $20 conunission on each ite1n I
that he sells. His wage W cottld be given by the forn1ttla:
W = 350 + 20!
What is the s1nallest possible value for I and hence
the 1ninin1un1 ,vage, W'
b T he surface area of a sphere is given by S = 41rr 2,
,vhere r is the radius of the sphere.
What can be said about the value of r?
Hence, change the subject of the forn1ttla to r.
c The area of a rectangle is given by A = LB.
Change the subject of the fonnula to B.
11 What can be said about the value of L?
111 For a given area A, if the value of L increases,
,vhat ,viii happen to B?
d The tin1e T taken by a pendulun1 for one s,ving
is given by T = 21r E, where g = 9-8 n1/s2
and / is the length of the string in 111etres.

What can be said about the value of/?
11 What w ill happen to T as the value of/
increases?
This giant pendulum swings in an
111 Solve this literal equation for /.
office building in Vanco uve r, Cana da.
WHAT SMALL RIVERS FLOW INTO THE NILE?
Work out the answer to each question and write the letter for th at part in the box that is above
the correct ansv.rer.
Solve these equations for y.

•
I 2x + y = 5 E 4x - 2y = 7 s 2x = 5 + y 0 0
0
X + 3y _ J X y
L 4 - + -= 1 E 2(x + 1) = S(y - 2)
2 3 2
y y+2 y +3 _ 5+y
V x =~- N 2x = ~ - u
y+1 y-2 x + l -5-y
0
IIIIIIIIII
;ii - " "'"I-" 11,,,
I "' -.:I'
I :..; "....
I I N+ I
c!:J
I oo
"'
+"' I
Lf)
..0
11
}t V
I 11 11 II
V C"l
Lt) II "'"II ~
N
>- II >- >- >- II >- >- II
>-
/////////////////////////////✓//✓//✓/////////✓////////////✓/////✓//
. . . . . . . . . . . . . . . . . . . .
FIBONACCI FORMULA
The interesting set of nun1bers below is kno,vn as
Li brary research:
the Fibonacci sequence.
Who was Fibonacci ?
1,1, 2, 3,5, 8,13,21, 34 ... What was his interest in
a The first nine tern1s are given; what are the next three tern1s? these numbers ?
b This sequence has n1any curious properties. One curiosity is that
the ratio of successive tenns gets closer to a particular value.
To find this value, evaluate the ratios belov,r correct to four decin1al places for the first
12 Fibonacci nun1bers.
.l 5 £ ll 21 34
2 ' 3 ' 5 ' 8 ' 13 ' 21 · · ·
1+.Js
The ratios of the tern1s are approaching the decin1al value of the nun1ber T = ---.
2
This number is usually denoted by the Greek letter cp (phi). cp : 1 is called the golden ratio.
c It is easy to see that each tern1 is being generated by adding the previous t\vo together.
We could represent this by the staten1ent:
F,, = F,,_ 1 + F,,_ 2
A forn1ula that will calculate the nth Fibonacci nu1nber is reasonably con1plex.
Curiously, a fairly sin1ple forn1ula contains the expression for cp given above.
The value of F,, is given by the nearest integer to the expression: Js ( 2✓5
1
+ )"
Use this expression to verify the values of F8 and F12 above.
Then use the eiq>ression to find:
i F15 ii F20 iii F30
I : Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3

cubic equation subject
• an equation in which the highest po,ver is • the subject of a fonnula is the pronun1eral
three by itself, on the left-hand side,
• x 3 = 8 and 3x3 - 12 = 0 are si1nple cubic e.g. in the fonnula v = u + at, the subject
.
equations IS V
formula (plural: formulas) substitution

• a forn1ula represents a relationship betvveen • the replace1nent of a pronun1eral ,vith a
physical quantities nun1eral or another variable in a fonnttla
• it ,vill al,vays have 111ore than one or expression,
pronu1neral, e.g. to substitute 3 for a in the expression
e.g. A = IX b represents the relationship 4a - 2 would give:
between the area (A) of a rectangle and 4(3) - 2 = 12 - 2
it~ length (0 and breadth (b) = 10
literal equation To substitute (a + 3) for x in the expression
• another na1ne for a forn1ula 2x + 1 ,vould give:
• it ,vill al,vays have 111ore than one 2(a + 3) + 1 = 2a + 6 + 1
pronu1neral, = 2a + 7
e.g. v = u + at substitution method
quadratic equation • solving si1nttltaneous equations by
• an equation in which the highest pov.rer of substituting an equivalent expression for
the unknown pronun1eral is 2, one pronun1eral in tern1s of another,
2 2
e.g. x - 16 = 0, x + Sx + 6 = 0 obtained fron1 another equation,
• a quadratic equation nuy have two solutions e.g. If y = x + 3 and x + y = 7, then the
simultaneous equations second equation could be written as
• two or n1ore equations that have one or x + (x + 3) = 7 by substituting for y
n1ore identical (sin1ultaneous) solutions using the first equation
• the equations can be solved to find the variable
siI11ttltaneous solution or solutions, • another nan1e for a pronun1eral in an
e.g. the equations x + y = 10 and x - y = 6 algebraic expression or equation
have 1nany solutions but the only • variables can be given specific values in
siinultaneous solution is x = 8 and y = 2 order to evaluate an expression
Rubik "s cube is a famous

mathematical puzzle. The squares on
each face ca n be rotated so that each
face is com posed of nin e squares of
the same colour.
FURTHER EQUATIONS
Each part of this test has sinular iten1s that test a certain type of question.
Errors n1ade ,vill indicate areas of ,veakness.
1 Use the diagran1 to solve these pairs of 12:0 1

y = .~ - 4
y
si1nultaneous equations.
2 8 y = x+ 2
a y = x - 4 and y = x + 2
2 6
b y = x - 4 and y + 3 = 0
2
c y = x - 4 and 2x + y + 1 = 0
4 X
-6
-8
2x+ y + 1=0
2 Solve each pair of si1nultaneous equations. 12:0 1

?
a y = 7x + 8 b y = x + 10 C y = x- + 4x - 5
2 2
y=x y = x - 10 x-y = 5
3 Solve these cubic equations, correct to two deci1nal places if necessary. 12:02
3 3
a x - 27 = 0 b Sa = 40 c ,i3 - 12 = 0
4 Solve these literal equations for a. 12:03
a2 +b2
a S = ,n - an b P = ---
2
3a
d L = --
a-111
5 In these forn1ulas, ,vhat values can x not take? 12:03
a y = .Jx-1 b lvf = .Js+2x

3x d p- 2
c A =--
x-4 - x2 -9

1 Solve these pairs of si1nultaneous equations. 5 Solve these equations.
a y =x +6 a y + 64 = 0
? ?
y = x- + 6x b y- + 64 = 0
b y = 2x(x + 4)
3
C y + 64 = 0
3x- y + 3 = 0
? 6 Solve these literal equations for the variable
C y = x- - 4x + 3
2 indicated.
y = 3x- x
a P = ab - be [a]
2 a Find the point ,vhere the two parabolas, b P = ab - be [e]
? ?
y = x- - 4x and y = x- - 8x + 12, C P = ab - be [b]
intersect.
d h = Ja2 + 1,2 [a]
b Sketch these parabolas on the san1e
nu1nber plane, labelling this point of e Z=p+q [p]
intersection.
p-q
3 a The diagra1n sho,vs the graphs of xy = 4

7 What values can a take in these
expressions?
and y = 2x - 2.What are the sin1ultaneous
solutions for the equations xy = 4 and a .Ja-4 b J4-a
y = 2x- 2? C .Ja + 4 d Ka
b Find algebraically the sin1ultaneous
8 What values can n. not take in these
solutions to the equations .xy = 4 and
expressions?
X + 2y- 6 = Q.
1 1
c Using your answers to parts a and b, a b
11- 3 n+3
find the solution to the sin1ttltaneous
1 1
equations y = 2x - 2 and x + 2y - 6 = 0. C d
3n.
y
8 9 The equation h = 60t - 10t2 gives the
6 height, in 1netres, of a ball above the
4 ground at ti111e t seconds.
2 xy = 4 a Find ,vhen h = 0, and therefore the tin1e
'- 8 4 6 8 X
taken for the ball to return to the
ground.
b Detennine the 111axin1u1n height of the
ball. (Hint: Find the vertex of the
parabola.)
c Hence, ,vhat are the possible values for h
4 Solve these equations, giving the answers and tin this forn1ula'
correct to 3 dee. pl. 10 R .e arrange this fonnula to 111ake Z the
a 8x- 3 = 0 subject.
2
b 8x - 3 = 0
3 X= 5
C 8x - 3 = Q 2
Z + 4Z+4
1 Natasha had a large bag of lollies. After 5 T he partly con1pleted diagran1 sho,vs how
counting then1, she realised that ,vhen the two of the points on tl1e circle have been
total ,vas divided by 2 or 3 or 4 or 5 or 6 connected to ten other points around tl1e
there was a ren1ainder of one each tin1e, circle by straight line segn1ents. If every
but when the total was divided by 7 there point has to be connected to every other
,vas no ren1ainder. What is the s111allest point, ho,v 111any straight line segn1ents
nu1nber of lollies that could have been in ,vill there be?
the bag?
2 A ball is known to rebound to half the

height that it drops. If the ball is initially
dropped fi-0111 a height of 12111, how far
,viii it have travelled by the ti1ne it hits the
ground for the 6th tin1e?
3 The distance fron1 P to Q is 36 c1n. How
6 A point inside a rectangle is 3 units fro1n
far is the point A fi-0111 P if it is four ti1nes
one corner, 7 units fro1n another and
as far fi-0111 Q as it is fron1 B, the 1nidpoint
9 units fron1 another. Ho,v far is the point
of PQ'
fro1n the fourtl1 corner?
p AB Q _ 9__ _
3
4 A snail begins to cli1nb a ,vall. Every hour ~
it 111anages to clin1b up 30 c1n but it gets ?
7
tired and slides back 10 c1n. Ho,v long will
it take for the snail to clin1b up the ,vall if I
the wall is 2·98111 high?
Does this ca r go further on a litre of petrol?

1 Solve these equations. 1:06,
x-3 x+l 2 4 2 2:01,
a -- --= 7 b 6x - 13x - 5 =0 c x - 37x + 36 =0 2:06
2 5
2 Si,nplify: 5:03,
a J32 + 2M- 4Js b 3J6 x 2M C (5-/3 - 3$)(5-/3 + 3$) 5:04,
5:05
2
3 Sketch the graph of the parabola y = 7 + 6x - x and ansv.rer the follov.ring. 7:05
a W hat are the x-intercepts?
b Where does it cut the y-axis?
c What are the coordinates of the vertex?
2
d W hat is the niinin1u1n or 111axin1u1n value of 7 + 6x - x ?
4 Detennine the volun1e and surface area of this solid, 0 8:03,

,
, ''
Given that OP = PQ = 8 cn1, AP = 6 cn1 and , '' 8:06
,, '
BQ = 12cn1. (Ansv.rer correct to one decin1al place.) ,
,, '
'
,,
, '
, , ''
''
-- - ---
Q
5 A class of 15 students received the following scores for a test. 9:02

72 67 81 84 59 42 66 76 62 73 75 53 89 48 63
a Calculate the n1ean and standard deviation for these scores.
(Answer correct to one decin1al place.)
b Jackie ,vas av.ray for the test and so co1npleted it later. What 1nust she score for
the class 111ean to be exactly 68?
c If she achieves exactly this score, ho,v ,viii it affect the standard deviation?
6 In the diagran1 sho,vn, LADE = LACB. A 10:01

Prove that MBCIII MED and hence 5-2 cm
find the values of x and y.
E
ycm xcm
1-9cm
B • C
13-4cm
7 Detennine the unkno,vn pronun1erals in these triangles. Ans,ver correct to: 11:03
a one decin1al place b the nearest 1ninute.
0
a
6-7
23°41'
11 -3 15-6
I seem to be
9oi"9 arov"d
;,, circle r.
Contents
13:01 Circles 13:05 Angle properties of circles (2)
Investigation 13:01 Circles in space GeoGebra activity 13:05 Angle properties (2)
GeoGebra activity 13:01 Terms used in circle Investigation 13:05 Diameter of a circumcircle
geometry 13:06 Tangent properties of circles
13:02 Chord properties of circles (1) 13:07 Further circle properties
GeoGebra activity 13:02 Chord properties GeoGebra activity 13:07 Intersecting chords
Investigation 13:02 Locating the epicentre and secants
of earthquakes Fun spot 13:07 How do you make a bus stop?
13:03 Chord properties of circles (2) 13:08 Deductive exercises involving the circle
13:04 Angle properties of circles ( 1) Fun spot 13:08 How many sections?
GeoGebra activity 13:04 Angle properties ( 1) Maths terms, Diagnostic test, Assignments

~
Selections from Circle Geometry (Stage 5.3")

• Prove and apply angle and chord properties of circles (ACMMG272)
• Prove and apply tangent and secant properties of circles (NSW)
13:01 Circles
0 PREP QUIZ 13:01
For 1 to 9, give the nan1e of that part,
,
-I' 8 (I 10
o·
The distance around Ho,v 1nany
7 the circle, sectors are shov.rn?
0 is the centre,
T he Prep quiz above has reviewed the tern1s associated ,vith circles ,vith
,vhich you should be fa,niliar. In later sections ,ve ,vill investigate son1e
relationships bet,veen angles in circles, Before ,ve can do this ,ve need
to define son1e new tenns,
Secant
A line that intersects a curve in t\vo places,
Ang le at the centre

An angle fonned by joining the ends of an arc or chord to the
centre of a circle, (:We say L AOB is an angle at the centre standing
on the arc or chord AB,) 0
A
Ang le at the circ umference
An angle fonned by joining the ends of an arc or chord to another
point on the circu1nference, (:We say LACB is an angle at the
circunuerence standing on the arc or chord AB,)
Ang les in the same segment

A chord divides a circle into two segn1ents, T he larger segn1ent is
called the major se gm ent and the sn1aller is called the minor
segment, In the diagran1, L AXB is in the 111ajor segn1ent and LAYB
is in the nunor segn1ent,Angles AXB and ATB are in the san1e segn1ent,
13 Circle geometry
Angles standing on the same arc , - - -__,major arc AB
Two points A and B divide a circle into n,vo arcs. T he
major
larger arc is called the m ajor arc and the s1naller is segment
called the minor arc. When the ends of an arc or
A · • · · ·minor
· · · • · •· · · B
chord are joined to n,vo different points in the san1e
segment
seginent, the angles are said to be standing on the
minor arc AB
sa1ne arc.
A
A ··· · ········ · B B
--------·y
L s AXB and AYB are L s AXB and AYB are L s AXB and AYB are
standing on the nlinor standing on the 111ajor not standing on the
arc AB. arc AB. san1e arc.
Subtend
If the ends of an interval AB are joined to a point C, the angle forn1ed C
,.
, '
(LACB) is the angle subtended at C by the interval AB. In circle geon1etry, '
' ''
' ''
we speak about angles subtended at the circunuerence by the arc (or chord) ''
'
'•
''
, : . - - - - - ' "'B
'
AB or angles subtended at the centre by the arc (or chord) AB. A
Exercise 13:01
D Copy the diagra111 and show on separate drav.rings:
B
a the angle at the centre standing on the arc AC
b the angle at the cent re subtended by the arc AD
C ·o
c the angle subtended at D by the arc BC
D
d the angle at C standing on the arc AD. A
II a Na111e an angle at the circunuerence that is standing on the arc:

i AX ii BY
b Na111e two angles at the circunuerence that are standing on the arc:
i XY ii AB
II a W hich t,vo angles are standing on the arc EA?

b Wllich three angles are standing on the arc AC?
c Ho,v 111any angles does the arc DB subtend at the circu1nference?
d T he chord DA divides the circle into nlinor and 111ajor segn1ents.
Na111e the angle in the nlinor seginent.
e Only one angle is subtended at the centre. On ,vllich chord
is it standing?

D a Nan1e t\vo angles standing on: ,...----..D
i the nunor arc BC
ii the 1najor arc BC.
b The chord BC divides the circle into 1najor and
nunor segn1ents. Nan1e t\vo angles in:
i the 1ninor segn1ent A
ii the 1najor seginent.
II The diagra1n sho,vs a nun1ber of parallel lines and a circle. The tangent
is coloured green. T is the point of contact (,vhere the tangent and the
circle 111eet) and O is the centre of the circle.
a Use the diagran1 to co1nplete the follo,ving. The angle bet\veen 0
a tangent and the radius drawn to the point of contact is . ..
b Dra,v a circle and n1ark a point, X, out~ide the circle. Use a ruler
to dra,v t,vo tangents to the circle through X. Join the points of
contact to the centre and 111easure the angles between the • X
tangents and the radii. Are they right angles?
Yov' II need tJ.,ere B
II Use a ruler and co1npass to perforn1
the follo,ving constructions
involving tangents.
a Construct a tangent to a circle at a given point on the circle .
...----.....T .,.----..._T .,.----..._T
+-
• 0 0 0
0
b Construct the tangent to a given circle fro1n an ex'1:ernal point.
p p p p
•
0
• 0 0 0
c Construct a circle given its centre and a tangent .
• • • 0
0 0 0 0
13 Circle geometry
CIRCLES IN SPACE
The properties of circles have been used to discover
1neasuren1ents related to the Earth and the Moon. Measured to be
• Eratosthenes, in 200 BCE, noticed that the Sun ,vas directly ; of a full circle
0
overhead at a certain ti1ne in Syene in Egypt. At exactly the

san1e tin1e in Alexandria, ,vhich ,vas due north of Syene, the
------ A ~ ---~ Rays
from sun
1 1
Sun ,vas about 5 of a circle south of the zenith (i.e. 5 of a C
1
full circle away fro1n being directly overhead). He reasoned 50
of the
circumference
tl1erefore tl1at the distance bet\veen tl1e cities 111ust be about
1
5
of the Eartl1's circu1nference.
• Aristarchus devised an ingenious n1ethod for detennining the ratio betvveen the distance to
tl1e Moon and the radius of the Earth using the average duration of a lunar eclipse and tl1e
length of tl1e 1nonth. A sin1ple property of circles ,vas used in his derivation, nan1ely that the
arc of a circle subtended by an angle at its centre is proportional to the radius of the circle.
That is, if you double the radius, you double the arc length.
• Aristarchus' n1ethod, involving sin1ple t riangle and circle geon1etry, resulted in an estin1ate
for the Moon's distance fron1 Earth of80 Earth radii. The actual distance is in fact about
60 Earth radii.
Modern measurements of astronomical distances

Measure Measurement (km]
Radius of the Sun 695000
Radius of the Earth 6378

Radius of the Moon 1738
Eartl1 to the Sun (centre to centre, average distance) 149594000
Eartl1 to the Moon (centre to centre, average distance) 384393
p TERMS USED IN CIRCLE GEOMETRY

C lick and drag points to learn about J
1najor and nunor arcs and segn1ents as
well as angles standing on arcs or angles
at the centre. Then choose tl1e exercise
to test your kno,vledge of angles at the
centre standing on various arcs.
Angles can stand on either a major arc or a mino r arc.

Angles are said to be subtended by an arc.

&~n•iJ Chord properties of
circles (1)
A perpendicular drav.rn to a chord fron1 the centre of a circle bisects the chord,
and the perpendicular bisector of a chord passes through the centre.
' - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - --1 Perpe"di c v lar li"er
We can use congruent triangles to prove this result. form r i9J.,t a" 9ler...
Prove that AM = MB if O is the centre and

OM is perpendicular to the ch ord AB.
Construction: Draw in OA and OB.
Proof: In 6-s OAM and OBM:
1 L AMO = L BMO = 90° (OJ\1 ..l. AB)
.l means 'is 2 AO = BO (radii of the circle)

perpendicular to'. 3 OM is conm1on.
:. t.OAM = t.OBM (RHS)
:. AM = MB (1natching sides of congruent 6-s)
: . The perpendicular bisects the ch ord. QED

T here is only one perpendicular bisector of a chord, so it 1nust b e t he
one that passes through the cent re.
The line fron1 the centre of a circle to the nudpoint of the chord n1eets the chord at right angles.
We can use congruent triangles to prove this result. WJ.,e" vri" 9 c o" 9rve"t
Data: 0 is t he centre of the circle and M tria"9ler, do"' t be foo led
is the nudpoint of the chord AB. by tJ.,eir orie"tatiofl f.
Ai1n: To prove that OM is perpendicular to AB.
Construction: Draw OA and OB.
Pro of: In 6-s OAM and OBM:
1 A 1\1 = MB (J\1 i~ the midpoint of AB)

2 AO = BO ~~oftheciocl~
3 OM is conm1on.
:. t.OAM = t.OBM (SSS)
:. L OMA =L OMB (n1atching angles of congruent &)
Note: Unless But L OMA + L OMB = 180° (adjacent angles on a straight line)
otherwise st at ed, :. L OMA = 90°
0 w i 11 be the centr e OED: quod erot demonstrondum
:. OM ..l. AB QED
of the circle. 'which was to be demonstrated'
13 Circle geometry
1 BL--- ~ 2 3
Q
A1r--~ A
0 2m 0
2m
A
p B
AB = 15cn1 Give reasons why PQ AO = 26 Cl11, OM = 10 CITI

Find the length of MB, 111ust pass through the Find the length of AB,
g1v1ng reasons. cent re of the circle. g1VIng reasons.
Solutions
1 MB = of AB 1 2 PQ passes through the 3 OA 2 = AM2 + OM2
(the perpendicular fro111 centre because it is the (Pythagoras' theore111)
0 bisects chord AB) perpendicular bisector 262 = AM2 + 102
:. MB = 7.5 CITI of chord AB. :. AM2 = 576
:.AM= -✓ 576
= 24c111
Now AB = 2 xAM
(01vl is the perpendicular
bisector of AB)
:. AB = 48c111
Exercise 13:02
b
D a C-,'--- ~M~ _...,D
C
G
0 0 F 0
J\1
E H
CD = 35c1n EM = 27c111 G1vl = 18 cn1
Find the length of MD, Find the length of MF, Find the length of GH,
g1VIng reasons. g1v1ng reasons. giving reasons.
d e R f T
K M
>---+-- 0 0 - -'-IJ\1
0
s ----- ------- u
JM = 9c111 1vlS = MR TU = 18·6c1n
Find the length Find the size of L RMO. Find the length of
ofMKand]K. TM and MU.

Ba Give reasons why MP passes through the centre of the circle.
A
ii Give reasons why NP passes through the centre of the circle.
111 Which point is the centre here?Why? p D
B C
b Dra,v any circle. Use the 111ethod in 2a to find the centre of your
circle.
c T he sa111e 111ethod can be used to draw a circle that passes through
any three non-collinear points. Choose any three non-collinear
points, and by constructing tvvo perpendicular bisectors, locate the
centre and then dra,v the circle that passes through these points.
El Dra,v any triangle and then construct the perpendicular

bisectors of each side. T hese lines should be concurrent.
T he point of intersection is called the circu111centre.
A circle (the circu111circle) can be dra,vn, ,vith this point
as its centre, that ,viii pass through the three vertices of
the triangle.
D Use Pythagoras' theore111 in each of the following. Answer correct to one deci111al place.
a A B b c
E
C 0 0
0
A1
D F
OM .1 AB, AO = 5 CITI, OM .1 CD, MO = 6 n1, 0 1\1 .l EF, OM = 1211m1,
OM = 4c1n OD = 8n1 OF= 131ru11
Find the length Find the length Find the length
of A 1\1 and AB. of MD and CD. of FM and FE.
d G e K f
M
0
0 "'---r-lJ\1
o---~H
.._____.,. J
OM .1 CH, MH = 8 Cl11, OM .l]K, K] = 14cn1, 0 1\1 .1 LP, OL = 10 111,

OM = 6c1n OM = 3n1 LP = 18111
of OH and CH. of KM and OK. ofLMand OM.
13 Circle geometry
g A ch ord of length 12 cn1 is drawn on a circle of radius 8 c1n. Ho,v far is this ch ord fi-0111 the
centre of the circle?
h A ch ord of length 10 cn1 has a perpendicular distance of 4 c1n fro1n the cent re of the circle.
What is the radius of the circle?
D a Use t rigono1netry to find x in each diagran1, correct to one decin1al place .

..
I II ~ :;:----.. Il l
X
0 0
X 0
L MOB = 50° L POQ = 140° L MON = 126°

AB = 10cn1 PQ = 12·6c1n OM = 7·3cn1
b Find the radius of a circle in ,vhich a ch ord of length 14cn1 subtends an angle of70° at the
centre. G ive the answer correct to one decin1al place.
c A ch ord subtends an angle of 110° at the centre of a circle of radius 5·6 c1n. Find the length
of the chord correct to one decin1al place.
II T hese tvvo circles have as their centres points O and C.

PQ is the co1ru11on chord joining the points of p
intersection of the t\vo circles. N is the point ,vhere
O.-- N •
PQ intersects the line OC, ,vhich joins the cent res. • •
•• ,, C
a Prove that the triangles POC and QOC are congruent. ••
b Hence, show that L POC = L QOC.

c Now, prove that the tr iangles POJ'v and QON are
congruent.
d Hence, show that N bisects PQ and t hat PQ ..l OC.
When tvvo circles intersect, the line joining their centres

bisects their con1111011 chord at right angles.
p CHORD PROPERTIES
Five different chord properties are investigated
in this activity. By 111oving points and changing
t he length of chords you can investigate different B
ch ord properties.
0
You can also see h o,v the ch ord properties can
b e used to dra,v a circle t hrough any three
non- collinear points.
The line from the centre of a circle to the midpoint

of a chord is perpendicular to the chord.

LOCATING THE EPICENTRE OF EARTHQUAKES
T he epicentre of an earthquake can be located
using three intersecting circles.
• At seisn1ograph stations, the distance to the epicentre
epicentre of earthquakes is calculated by
exan1ining the graphs of ,vaves detected.
• T he position of the epicentre can be
To;vnsville
deternuned by drav.ring circles ,vith radii
equal to the distances to the epicentre
fro1n three different stations.
• T he point of intersection of the three
circles is the epicentre.
• H
c•
0 1000 2000km
• Use the scale of the 111ap and the distances fro1n stations given belo,v, to find the point that
is the epicentre of each earthquake.
1 T he epicentre is 1770 kn1 fi-0111 A, 1140 kin fro1n C and 3140 kin fro1n E.
2 T he epicentre is 1450 kn1 fi-0111 D, 1020 kin fro1n F and 1410 kn1 fi-0111 A.
3 T he epicentre is 1750 kn1 fi-0111 A, 4070 kin fro1n C and 2160 kin fro1n E.
4 T he epicentre is 2640 kn1 fi-0111 D, 2290 kin fro1n C and 2770 kn1 fro111 F.
• What is the Richter scale' Find out what you can about the scale and its use.
13 Circle geometry
5Fa•Fl Chord properties of
circles (2)
Equal chords of a circle are the san1e distance fro1n the centre and subtend
equal an gles at the centre.
Once again ,ve use congru ent t riangles to prove t hese properties.
Data: AB and CD are equal ch ords of the san1e circle.
Ain1: To prove t hat equal chords subtend equal angles at the
'
, centre of the circle and that these ch ords are t he san1e
A I'-- - -' =.:''------~ D
distance fro1n t he centre.
0
(L AOB = L COD and OM = ON)
Proof: In t.s ABO and CDO:
1 AB = CD (given)
2 OA = OC (radii of the circle)
The altitude (height )
of a triangle is
3 OB = OD (radii of the circle)
perpend icular to the
:. MBO = t.CDO (SSS)
base. Each triangle :. L AOB = L COD (111atching angles of congruent t.s)
has three possible :. Equal chords subtend equal angles at the centre. QED
altitudes. No,v, t.s ABO and CDO are congruent {t he san1e shape
and size) so the height of each triangle (dotted line on t he
figu re) n1ust be the sa1ne.
:. OM = ON
:. The ch ords are t he san1e distance fi-0111 t he centre. QED
1 2 E 3 K
iW
F
0
A D
s
AB = CD, OM = 6cn1 OM = ON, EF = 13111 ]K = RS, L]OK = 70°
Find the length of ON, Find t he length of GH, Find the size of L ROS,
g1v1ng reasons. g1v1ng reasons. g1v1ng reasons.
Solutions
1 ON = 6 cn1, as equal chords of a circle are the san1e distance fro1n the centre.
2 GH = 13111, as ch ords that are equidistant fi-0111 t he centre are equal in length.
3 L ROS = 70°, as equal chords subtend equal angles at the centre of the circle.

To construct regular figures ,vithin a circle, construct the required nun1ber
of equal sides by 1neasuring equal angles at the centre of the circle.
T he regular pentagon ABCDE has b een drawn

The term ·subt ended by '
,vithin the circle.
means 'standing on'.
As the angles at the centre are subtended by
E C equal chords, the five angles are equal.
A regular figure has
: . 5 x angle size = 360° (angles at point)
sides of equal length .
D : . angle size = 72°
Steps for constructing regular figures within a circle

• Divide 360° by the nun1b er of sides in the regular Drawing a pentagon:
figure to find the size of the angle subtended at the 360° + 5 = 72°
centre by each side.
• Use a protractor to draw the angles at the centre and
ex'1:end the arn1s until they 1neet the circle.
• Join these points on the circle to forn1 the regular figure.
A compass can be used when

one chord l engt h is k nown.
Exercise 13:03
Da b C
E
0
0
G~- '-:N'-:--?'H, p R
EF = GH, ON = 8111 Find the value of x, PQ = QR = 15 CITI

Find the length of OM, g1v1ng reasons. OJ\1 = 3-5c1n
g1v1ng reasons. Find the length of ON ,
g1v1ng reasons.
d e E f K_ ]
C
iWl-'--~0- H L
0
0
D
OM = ON, AB = 11-5111 OM = ON = 12,n, OJ\1 = ON, H] = 13-8,n
Find the length of CD, EF = 20 ,n Find the length of KL,
g1v1ng reasons. Find the length of FG, g1v1ng reasons.
g1v1ng reasons.
13 Circle geometry
Il a C
B
b
sin H C
o#' 86° 0
55° 0
A F 86°
0 51°
E I
AB = CD, L AOB = 55° L GOH = L FOE, I] = ]K, LIO]= 51°
Find the size of L COD, CH = 8111 Find the size of LJOK,
g1VIng reasons. Find the length of FE, giving reasons.
g1v1ng reasons.
d S,l"-----'rr---"'.R f
W,- ~M~_.._.X
z
0 0
p
y
WM = 6111, YZ = 12111, OM = ON, AC = BD, L AOC = 125°
OM = Sin QR = 14 n1 Find the size of LBOD,
Find the length of ON, Find the length of QM, giving reasons.
g1VIng reasons. g1v1ng reasons.
El Find the size of the angle subtended at the centre by one side of each of these regular figures.
a b c
d e f
D In circles of radius 3 c111, construct:

Yov al1-1ayr dral-!
a an equilateral triangle
the a119 le5 at the
b a square
c a regular hexagon __ ......,__ f_..__,,,...,,
ce11tre irrt Oo,
d a regular octagon.

II Use a ruler and co1npass to copy the constructions of the follo,ving regular figu res.
AB is a dia1neter in b and d.
a b
B Why are the ride

C
le119th5 of the hexa9011
the rame ar the radivr?
The method of constructing a regular pentagon with a ruler

and compass is very complicated, and t he construction
of a regular heptagon ( 7 sides) and a regular nonagon
(9 s ides) with a ruler and compass is impossi ble.
An arc illu m inate d

on t he c ircu mference
of t he Earth.
13 Circle geometry
5Fa•td Angle properties of
circles (1)
f> PREP QUIZ 13:04
1 2 3 so•?""
100° so• 7m 7m
so• •• b• so• 30° ~
a = . .. b = ... C = ... d = ...
5 eo 6 7 8
go
40° 0
n,O 47°
0
47°
e = .. . f = .. . g = . .. ,n = . . .
9 25° 10 Into how 1nany
( 25° segn1ents does a

ch ord divide a circle?
ll = ...
The angle subtended by an arc (or chord) at the centre of a circle is

double the angle subtended by the arc (or chord) at the circunlference.
TJ.,e aro9le attJ.,e centre B

ir t\.lice ar bi9.
93°
Al l°:-;!;Os._~
186°
C
C
More than one proof ,vill be required in order to cover all possibilities in establishing the above
result. (Refer to the follo,ving Figures 1, 2 and 3 on the following page.)
Data: A , B, C and Pare points on the circu1nference of a circle ,vith centre 0 .

L AOC is subtended at centre Oby arc APC, L ABC is subtended at the
circunlference by arc APC. In Figure 2, A, 0 and B are collinear.
Ain1: To prove that L AOC = 2 x L ABC. Collinear points lie in a straight line.

Construction: In Figures 1 and 3, join BO and produce to D .
p
Figure 1 Figure 2 Figure 3
Proof:
In Figure 1: In Figure 3:
Let LOBA be equal to a, and L OBC Let L OBC be equal to a, and L OBA be equal
be equal to /3. to /3.
Nov.r, MOB is isosceles Now, MOB is isosceles
(OA = OB, radii of circle) (OB =OC, radii of circle)
:. L OAB = a, (base angles of isosceles Li) :. L OCB = a, (base angles of isosceles Li)
:. L AOD = a,+ a, (el\.'1:erior angle of MOB) :. LDOC = 2a, (exterior angle ofLiOBC)
= 2a,
Sinularly,
Sinularly, L DOA = 2/3
LCOD = 2/3 :. LAOC = L DOC - LDOA
:. LAOC = 2a + 2/3 = 2a,- 2/3
= 2(a, + /3) = 2(a, - /3 )
LABC = L OBC - LOBA
and LABC = a + /3
:. L AOC = 2 x LABC = a- /3
:. LAOC = 2 x LABC
In Figure 2:
Let LABC be equal to /3.

Nov.r, LiBOC is isosceles (OB = OC, radii of circle)
:. L OCB = /3 (base angle of isosceles Li)
:. L AOC = 2/3 (exterior angle of LiBOC)
:. L AOC = 2 x LABC
:. The angle subtended at the centre is tv.rice the angle subtended at the circu1nference. QED
Angles subtended at the circu1nference by the sa1ne or equal arcs (or chords) are equal.
The angle subtended at the centre is t\vice the angle subtended

at the circun1ference:
If LABC = 0
then L AOC = 20 (angle at centre)
and L ADC = 0 (angle at circunuerence)
:. L ABC = LADC
:. Angles subtended at the circu1nference by the san1e or equal
arcs (or chord~) are equal.
13 Circle geometry
Find the value of the pronun1erals, giving reasons.
1 2 3
69°
so• 0 0
0
Solutions
1 a = 40° 2 /3 = 47° 3 0 = 138°
(Angle at the (Angles subtended at the (Angle at the centre is
circunuerence i~ half the circumference by the san1e t,vice the angle at the
angle at the centre.) arc are equal.) circu1nference.)
Exercise 13:04
D Find the value of the pronu1nerals in each part.
a b C
d e f
78°
0
g h
48°
0
75°
II Find the value of each pronun1eral.

a b C
124°

d f
g h
0
/lo
II a Using the figures to the right, find the size of:

LBAO
ii LAOC
35°
Ill LDEO a
IV LEOF
v L ABO+ LODE
F ...___ _,- E
vi L AOC + L EOF
b Using the figure to the right, find the size of
LDAO 35°
ii L AOC
Ill LDEO
IV L EOC
v L ADE
vi obtuse L AOE c------
E
vii Is the angle at the centre (LAOE) tvvice the angle at the circunuerence (LADE)?
c d e
0 250° 102° zo
240° 0 0
yo
X = ... y = ... z = ...

p ANGLE PROPERTIES (1)
Use a slider to change the size of the angle at the centre of the circle. At the sa1ne tin1e the size
of an angle at the circunuerence is given. Click and drag points to investigate the relationship
between angles subtended by the san1e arc.
10 .s·
0
•
13 Circle geometry
5Fa•1-i Angle properties of
circles (2)
An angle subtended by a dian1eter at the circun1ference of a circle is called the angle in
a se1nicircle.
The angle in a se1nicircle is a right angle.
T his result is easy to prove, as the dia1neter 1nakes an angle of 180° at

A the centre.
0 Proof: LAOB = 180° (AOB is a straight line)

C B
:. LACB = 90° (The angle at the centre is t\vice the
angle at the circu1nference.)
:. The angle in a senucircle is a right angle. QED
Opposite angles of a cyclic quadrilateral A circle

are supple1nentary. (They add up to 180°.) ca11 be
draw,, throv9J.,
the verticer
B Data: ABCD is any cyclic of a cyclic
a,
quadrilateral. qvadrilateral.
2/J Ain1: To prove that opposite

2a O angles add up to 180°.
Construction: Dra,v in the radii AO and OC.
Proof: Let LABC be a, and LADC be /3.

Obtuse L AOC = 2a (angle at centre is twiceLABC)
Reflex LAOC = 2/3 (angle at centre is twice LADC)
No,v, 2a + 2/3 = 360° (angles at a point make 1 revolution)

QED? :. Cl' + /3 = 180°
Qvite :. L ABC + L ADC = 180°
earily
do11e. Sinularly, L BAD + LBCD = 180°
:. Opposite angles of a cyclic quadrilateral
are supplen1entary. QED

Find the value of the pronu1nerals, giving reasons.
1 2 3
0
100°
a2°
Solutions
1 x = 90 2 L ACB = 90° 3 a+ 82 = 180 b + 100 = 180
(angle in a se,nicircle) (angle in a seinicircle) :. a = 98 :. b = 80
:. y = 58 (opposite angles in a cyclic
(angle sum of a ~) quadrilateral are supplementary)
An exterior angle of a cyclic quadrilateral is equal to the interior opposite angle.
Data: ABCD is a cyclic quadrilateral, ,vith DC produced to E,

A~ B fonning the exterior angle BCE.
Ai1n: To prove that L BCE = LBAD.
Proof: Let L BAD = a

Then, L BCD = 180° - a (opp. Ls in cyclic quad.)
Nov.r, L BCD + L BCE = 180° (Ls on a straight line)

:. L BCE = a
:. T he ex'1:erior angle of a cyclic quadrilateral is equal
to the interior opposite angle.
Exercise 13:05
D Find the value of the pronun1eral in each, giving reasons.

a b c
0 0
13 Circle geometry
d e E f
F
g h j• k•
76° ao• a2°
II Find the value of the pronu1nerals in each part.

a b C
d e f
150°
140° O 0
g h
ln gand h,
0 m+n=90.
aa• s2°
El Can each quadrilateral have a circle dra,vn through its vertices? Explain ,vhy it is possible
in each such case.
a b
/ / C
/,-/ 1
)
~- 1 - □ L J
d e
r
<~
f >
V
D Find the value of the pronun1eral, giving reasons.
a b C
70°
110°
j•
d e
The exterior angle is always equal
to t he interior oppos ite angle.
120°
J,•
p ANGLE PROPERTIES (2)

In this activity you can 1nove a point around a senlicircle and
investigate the size of the angle that is fonned w hen tllis is joined a•
to the endpoints of a diai11eter.
You can also change t he angles of a cyclic quadrilateral and look

for tl1e relationsllip t hat exists betvveen the angles.
a= 124, b = 56
13 Circle geometry
DIAMETER OF A CIRCUMCIRCLE
The circun1circle of a triangle is the circle that passes through all three A ----
vertices, as in the diagran1. But for a particular triangle ABC, can ,ve
find a 1neasure for the dia1neter of its circun1circle'
Follo,v carefully the steps of this investigation.
• Let LA in triangle ABC be A 0 .What is the size of LBOC and v,hy?
• The centre O ,vill lie on the perpendicular bisector of BC.
What can be said about LDOC and L DOB and ,vhy? C
• What is the size of LDOC?
• Noting that DC= ta r
and letting OC = (radius), ,vrite do,vn an expression for sin (L DOC).
• R .e arrange this expression to 1nake r the subject and hence find an expression for d, the
dian1eter of the circu1ncircle.
A
Co1npleting this investigation should lead you to the following result.
For a triangle ABC, the dia1neter d of it~

a
circu1ncircle will be given by: d = -.- -
sin A C
iFa•?-1 Tangent properties

of circles
0 PREP QUIZ 13:06 D
1 A 3
B
E
0
---.w
AB = 12111, MB = . .. Nan1e the axis of synu11etry. Na,ne the axis of sy1ru11etry.
4 Na,ne the tangent 5 In Question 2, ,vhat nan1e 6

I
in Question 2. is given to interval OT?
30°
7 8 9 xm 10
3m Sm
0
Sm
34:;.........,_
a = ... b = ... X = ... y = ...

A tangent is a straight line that touches the circle at only one point. This point is called the point
ef contact.
The size of the angle bet\,veen a tangent and the radius drav,rn to the point of contact is 90°.
Here, we ai1n to prove that OT .1 TP.

TP is a tangent and T is the point of contact.
r p
Construction: Join Oto any point Pon the tangent (other than T) .
. . -·r . . .. . . "'if\
.
0 ', ',
• Proof: The shortest distance fron1 a point to a line is the
perpendicular distance.
It lookr Let r be the radius of the circle.
like OT = r
a ri9J.,t
a"9le. Every point other than T is outside the circle.
PO = r + d, where d is a positive quantity.
:. OT< OP
:. OT is the shortest distance to the line TP.
:. OT .1 TP
:. LOTP= 90° QED
Fron1 any external point, t\,vo equal tangents 1nay be dra"vn to a circle. T he line joining this
point to the centre is an axis of sy1nn1etry.
PT and PW are tangents dra,vn to the circle fro1n the point P.

Our ain1 is to prove that PT = PW and that OP is an axis of
0 sy1nn1etry of the figure.
Construction: Dra,v in OT and OW, the radii dra,vn to the point~
_j:i.£:__-~P of contact.
w
Proof: In ~s OTP and O WP:
1 LOTP= L OWP = 90°

Dirta"ce PT (The angle bet\,veen the tangent and radius is 90°.)
ir called tJ.,e 2 OP is conm1on
le"9tJ., of tJ.,e
ta"9e"tfrom P. 3 OT = OW (radii of the circle)
:. ~OTP=~OWP (RHS)
:. PT = PW (n1atching sides of congruent ~s)
Also OP is an axis of sy1nn1etry as ~OTP is
congruent to ~OWP.
:. The t\,vo tangents dra"vn fro1n an ex'1:ernal point are equal and the line joining this point to the
centre is an axis of synm1etry. QED
13 Circle geometry
Find the value of each pronu1neral, giving reasons. In each case, PT and PW are tangents.
1 2 3 T
24°
0
0
so• P
Solutions
1 LOTP = 90° 2 PT = PW 3 d + 24 = 90
(radius OT ..l tangent TP) (equal tangents fro1n P) (radius OT ..l tangent TP)
a + 90 + 65 = 180 :. b = c (isosceles Li) :. d = 66
:. a = 25 :. C + C + 50 = 180 PT = PW (equal tangents)
(angle su111 of a Li) (angle sum of a Li) :. e = 66 (isosceles LiPTTIV)
:. c = 65 and b = 65 :. f = 48 (angle stun of a Li)
The angle in the alternate segment

• L B TW is the acute angle between the tangent PW and the chord BT.
• The shaded segn1ent of the circle is called the alternate seg111ent to
L B TW, ,vhile LBAT is an angle in the alternate seginent. 0
• L BCT is an angle in the alte rnate seg111ent to L BTP. •
An angle for111ed by a tangent to a circle ,vith a chord drav.rn to

the point of contact is equal to any angle in the alternate seg111ent.
Data: The chord BT 111eets the tangent PW at the point of contact, T.

0 is the centre of the circle.
LBATis any angle in the seg111ent alternate to LBTW.
LBCT is any angle in the segn1ent alternate to LBTP. ,.
0 ,--
Ain1: To prove: 1 that LBTW = LBATand

2 that LBTP = L BCT.
Construction: Dra,v OT and OB.

Proof: 1 Let L BTW be x 0 •
Now L OTW = 90° (radius OT ..l tangent PW)
:. LOTB = 90° - x 0
:. LOBT = 90° - x 0 (Li TOB is isosceles, OT and OB are radii)
:. L TOB = 180° - 2(90° - x0 ) (angle su111 of Li TOB)
= 2x 0
:. LBAT = x 0 (angle at circu,nference is half the angle

at the centre on the same arc)
:. LBTW = L BAT QED

2 L BTP = 180° - x 0 (LPTW is a straight angle)
but L BCT = 180° - x 0 (supple111entary to LBAT, as ABCT is cyclic quad.)
:. L BTP = L BCT QED
:. The angle betvveen the tangent and a chord dra,vn to the point of contact is equal to any angle
in the alternate seg111ent.
Find the value of ,n.
Solution
p B
L ABT = 67° (angle in the alternate segment)
Ill + 60 + 67 = 180 (angle su111 of .1)
: . ,n = 53 A
Exercise 13:06
D Find the value of the pronun1erals in each , giving reasons.
a ....--- b .---T
p
p
In this exercise
PT and PW are
tangents.
0 is the centre.
C d ---T e
0
p
----~w
f g
13 Circle geometry
II Find the value of each pronun1eral. PT is a tangent in each diagran1.
a T b D
..-7'-::C--~
p
530 B
120°
A
C d
E, ---.fi6 0°
F
p
Q QR is also a tangent.
El Find the value of the pronu1nerals in each.

a T b P. C p A
co p 1,0
1,0
550 ko
B go 0
T
T
d e p T f
no
1l B
zo
0 89° ro
T ko ,nO Q ,,o 0
25° p
p w w A
g --- B h
0 p
p ----~ w

D Use Pythagoras' theoren1 to find the value of the pronun1erals.
a b --.. T Yov'II have to
12cm be wide awake
9cm
0
acm 0 '----,1-___.,.
bcm
p
C d _.,I. p e w
dm f em/'~
c• 3m
7m
T
0 10cm 12cm 4m
l Sm em
A
0
_,_a,::_ _ _ _ ~p
T T
8m
II O is the centre of the circle. BT is a chord that subtends L BAT

at the circun1ference and LBOT at the centre. PT and PB are
tangents to the circle. Prove that:
a LBOT = 2LBTP
b LATQ + LRBA + LPBT = 180°
c LBPT = 180° -2LBAT
D Fron1 a point Ton a circle, chords of equal length are drawn to n1eet the circle at A and B.
Prove that the tangent at T is parallel to the chord AB.
D a T,vo circles, with centres at O and C, touch externally, thus A

having a conunon tangent at T. Prove that the interval OC
joining the centres is perpendicular to the co1n1non tangent.
b Tv.ro circles, ,vith centres at O and C , touch internally, thus A

having a conunon tangent at T. Prove that the interval OC
produced is perpendicular to the co1ru11on tangent.
0 C
• • T
13 Circle geometry
Ill T"vo circles touch externally, having a co1ru11on tangent at T. p
Fron1 a point Pon this tangent, a second tangent is dra"vn to A
each of the circles as sho"vn, touching t he circles at A and B,
respectively. Prove that PA = PB. B
•
•
II Prove that the t hree angle bisectors of tr iangle PQR are p

concurrent and that their point of intersection is t he centre '
'
'
' C
of a circle, ,vhich touches each side of the t riangle. (T his is '
A '
'
called the incircle of t he triangle.)
,,
' ....0_-
Q R
B
ll!J T hree different-sized circular discs touch each other.

Prove that the t hree co1n1non tangents are concurrent.
• •
Concurrent lines
intersect at a point.
•
iFa•iA Further circle properties

Intersecting chords and secants
• AB and CD divide each other internally at X.
AX and XB are called the intercepts of ch ord AB. A
CX and XD are called the intercepts of chord CD.
• EF and GH divide each ot her ell.'1:ernally at Y. X F
EY and YF are called the intercepts of secant EY. y
GY and YH are called the intercept~ of secant GY. D
• N ote:
Be
(length AX) . (length XB) = (length CX ) . (length XD)
A dot can be used t o
(length EY) . (length YF) = (length GY) . (length YH)
show mult i plication.
T he products of intercepts of intersecting chords or secants are equal.

Whe n a chord
E
extendr beyond
a circle it ir
X
called a 'recant'.}
y
Data: C h ords AB and CD n1eet at X. Data: T he secants EY and GY cut the

circle at F and H, respectively.
Ain1: To prove that AX. XB = CX. XD.
Ain1: To prove that EY. YF = GY. YH.
Construction: Dra,v AC and DB.
Construction: Draw FG and EH.
Proof: In As ACX and DBX:
Proof: In As EYH and GYF:
1 L ACX=LDBX (angles subtended
by the sa1ne arc AD) 1 L EYH = L GYP (sa,ne angle)
2 L AXC =LDXB (vert. opp. angles) 2 L YEH = L YGF (angles subtended
:. MCX III WBX (equiangular) by the san1e arc FH)
AX ex :. AEYH Ill A GYF (equiangular)
:. - - - - (n1atching sides are EY YH
XD XB
in same ratio) ... (1natching sides are
GY YF
:. AX. XB = CX. XD QED in sa1ne ratio)
:. EY . YF = GY. YH QED
: . The products of intercepts of intersecting chords or secants are equal.
A dot can be used to show multi plicat ion.
The square of the length of a tangent is equal to the product of the intercepts of a secant
dra,vn fro1n an eJl.'ternal point.
(PT) 2 = AP . PB
Data: PT is a tangent to the circle. PA is a secant that cuts the circle at A and B.
(Th e chord AB is divided eJl.'ternally at P.)
Ain1: To prove t hat (PT) 2 = AP . PB.

p
Construction: Draw AT and BT.
Proof: In As PTB and PAT:

1 L PTB =LPAT (angle in alternate segn1ent)
2 L TPB =LAPT (same angle)
:. APTB III APAT (equiangular)
PT PB
... (matching sides of sinular As are proportional)
AP PT
:. (PT)- = AP . PB
?
QED
13 Circle geometry
Find the value of each pronu1neral, giving reasons.
1 A 2 3 P..,-----'-Y- ---::,,--'T....__
C , . -4- ~ - D x -7 £
-r-
10 40
3
20 X
e A
B 50
D
A
B
AX = 10 nun, CX = 8 nm1, CD = 4111, AB = 1 n1, PT = ycn1,AP = 40c1n,
DX = 20111111, XB = enm1 BE = 31n, DE = x1n AB = SOc,n
Solutions
2
1 AX. XB = CX. XD 2 GE . ED = AE. EB 3 (PT) = BP. PA
(products of intercepts (products of intercepts (square of the tangent
of intersecting chords) of intersecting secants) equals the product of
10e = 8 X 20 :. (4 + x) . x = (1 + 3) . 3 the intercepts)
:. e = 16 4x + x 2 = 4 x 3 2
:. y = (50 + 40) . 40
x2 + 4x-12 = 0 2
y = 3600
(x + 6)(x - 2) = 0 :. y = + .J~36_0_0
:. x = -6 or 2 = + 60
x =2 y = 60
(a length must be positive) (a length 111ust be positive)
Exercise 13:07
D Find the value of each pronun1eral. All lengths are in centin1etres and PT is a tangent
,vherever it is used.
a A
E
b F C
b 9 8
Q
M
5
C
D K
e f F
G I,
8 H
\ - -- - , , - - - - \ T f
A C 6
e S
R 2 'J

g h T 8
T p
P.
k
5 4
R p B
Q T
.
J T k l
p 8 A X B X
p
8
I,
T
a Find PT if AB = 9 n1
E
A
P
and BP = 31n.
b Find AB if BP = 10 cn1 0
G and PT = 13c1n.
D
C c Find CD if DP = 5111,
F
AB = 81n, BP = 61n.
PT is a tangent
d Find EC if CF = 20 n1,
CC = 30111, GD = 25111.
e Find CD if CC = 15 n1,
EF = 35 n1, EC = 22 n1.
f Find CD if TP = 9 cn1 and DP = 5 c1n.
g Find PT if CD = 8cn1 and DP = 10 cn1,
correct to one decin1al place.
D AB is the dia1neter of a circle. AB b isects a chord CD at the point E.
Find the length of CE if AE = 3 ,n and BE = 9 111.
D PT is a direct conm1on tangent of the circles dra,vn. AB is a
co1n1non chord that has been produced to 111eet t he conunon
tangent at C. Use the 'square of the tangent' result to prove
that CP = CT. B
p
T
p INTERSECTING CHORDS AND SECANTS

Click and drag point~ to
investigate intersecting ch ords
and secants. You can then use a
set of rando1n exercises to test
the knowledge you have learnt. AE X BE = 5 X 2.88 = 14.4 to l dec. pl.
CE x DE = 5 x 2.88 = 14.4 t o 1 dee. pl.
The products of the intercepts of intersecting chords are equal.
13 Circle geometry
HOW DO YOU MAKE A BUS STOP?
Answer each question and ,vrite the letter for that
question in the box above the correct ans,ver.
Fron, the circle belotv, give the nuniber ef the:

A sector A dia1neter
B radius C arc
D tangent E seginent
E chord 4
In all these circles, 0 is the centre.
A ---~-E
D
H
J
p w
J\t! 0
0
B
F
Q' z T V
Fron, the figures above,find u1hat is equal to:

G AC H L DOE H L KHL I 2(L KJL)
I L UOW N L VWO N UW N 180° - L RQT
1
0 L MOP S 90° - L NMP S L QTZ
T W hat is the size of L OUW?
If L KHL = 40°,find the size of
T L K]L W L KOL WL OKL
1 11 1 1 1 1 1 11 1 1 11 1
~ v g \0 ~
~ :z:
'-.J '-.J

&~S:•1=) Deductive exercises
involving the circle
0 PREP OUIZ 13:08
Use ID Card 5 on page xxii to identify nu1nber:
1 13 2 14 3 15 4 16 5 18 6 19 7 20
G ive reasons w hy the fact under each figure is true.
8 9 10
fJ
Cl = /3 a =/3 Cl + /3 + 'Y = 180°
In t his section, reasons n1ust be given for any clain1 n1ade in nun1erical exercises.
Find the value of each pronun1eral, giving reasons.

1 2 3
D E
A - - - - --.--,--
0 f-.!f-'·11 s•
65° ,,.
A
B B - c
Solutions
1 L OBC = 65° (alternate to LAOB, AO II BC)
L OCB = 65° (llOBC is isosceles)
n + 130 = 180 (angle sum of llOBC)
: . n = 50
2 L AOB = 40° (cointerior to LDBO, AO II DC)

L ACB = 20° (half the angle at the centre)
:. p = 20
3 L ADC = 65° (LADE is a straight angle)

L ABC = 115° (opposite angles of a cyclic quadrilateral are supple,nentary)
:. x = 115
13 Circle geometry
Exercise 13:08
0 is the cent re. PT
D Find the value of each pronun1eral, giving reasons.
and PW are tangents.
a A b
B
•• 0
d A e
A
D
B
f A..---- g T h
0
D t--- --,_r,.::::--:"'C
60° ':::~ ~1;2:;;'.0°::3-_--I'

B..____ _...
- T
.
J k
Gm•
117°
H K
l B A n
m A;,.:::.:=-iT'-
x•
0 p
0 b•
D
Il a b C
as•
c,--~_J. 0--71B
E D
F A
Q p
p
L FHG = 40°, CE = 8 cn1, ED = 2 c1n, L PTC = 30°,

L GFQ = 85°, OB = Scn1, BE = xc1n, L COB = 130°,
L PTF = e0 OE = ycn1 L BAT = x 0

El PT is a tangent to a circle, cent re 0, and the tangent touches the circle at T. A is a point on
the circle and AP cuts the circle at B such that AB = BP. Find the length of AB if PT is 8 cn1.
D PT is an indirect conm1on tangent of t he t,vo
circles that have centres O and l\J. OP = 6cn1,
NT = Scn1 and ON = 15cn1. OS II PT.
0
a Sho,v that L OSN = 90°.
b Sho,v that OPTS is a rectangle.
c Find the length of PT.
s
II PQ is a conu11on tangent. AB and CD intersect
at the point w here t he tangent 1neets the circles. ..----- D
Prove that AC 11 DB.
c--- Q B
D The t\vo circles are concentric. AB and CB are chords A

of the larger circle and tangent~ to the s1naller circle.
Prove that AB = CB.
O•
D PQRS is a cyclic quadrilateral. Side PQ has been

produced to Tso that PTRS is a parallelogran1.
Prove that RQT is an isosceles triangle.
s R
IJ A, B and C are three points on a circle ,vhere AC = BC.

ED is a tangent to the circle at C. Prove that AB II ED.
A ,'<:-- - - - ---;,B
E C D
D In the diagran1, 0 is the centre of two concentric circles.

ABCD is a straight line. Prove that AB = CD.
o.
A B
----- C D
13 Circle geometry
IIlJ EB is the conm1on ch ord o f the intersecting circles. E
AB is a dian1eter of the s1naller circle t hat is produced D,f---- - - ---¥-- - -~A
to n1eet the larger circle at C. DA passes through E.
0
a Prove that MEB is si1nilar to MCD.
b Hence or otherwise prove that L ACD = 90°. B ....__...,.
C
mAT is a tangent and is parallel to BP

ACP is a straight line.
Prove that L ABP = L ACB.
HOW MANY SECTIONS?

Belo,v are a series of circles. On t he1n have been placed 1 dot, 2 dots, 3 dots and 4 dots. Chords
have been dra,vn connecting every possible pair of dots. T he nun1b er of chords and the nun1b er
of divided sections of each circle ,vere counted and recorded in the table.
8
3
1 1 2 1 2 1
1 dot 2 dots 3 dots 4 dots
Dots Chords Sections

Yov' II riever
1 0 1
9et it c orrect
2 1 2 ~ itJ..ovt
dra~iri9
3 3 4
tJ..e ci rcler.
4 6 8
5
,. ,. Make sure your dots are
6
,. ,. spread unevenly around
t he circle.
Can you find the nex'1: tvvo lines of the table?

arc secant
• part of the circuniference • a line that intersects a
-
of a circle
chord
circle in two places
sector
-0
• part of the area of a circle
• an in terval joining two point~
cut off by tvvo radii
on the circunuerence o f a circle
segment
circumference
• part of the area of a circle
• the perin1eter of a circle
cut off by a chord
semicircle
diameter
• half a circle
• a chord that passes through
•
the cent re of a circle
' ... __ __ , I
' I
'
• the ,vidth of a circle tangent

• a line that touches a
radius (plural: radii)
circle at one point
• an in terval joining the cent re
• a tangent and a radius
of a circle to its circu nuerence
are perpendicular at t he
• a radius is half the length of a
point of contact
dia1neter
This med ieval table hangs in the

Great Ha ll in Winchester, England.
It represents the Round Table of
the legendary Ki ng Arthur.
13 Circle geometry
CIRCLE GEOMETRY
1 Fron1 the figure shown, nan1e: 13:01

a an angle subtended at the centre 0
b an angle standing on the arc AB,
subtended at the circunuerence
c an angle in the san1e segn1ent as LBAC,
standing on BC.
2 a A b --~ A C 13:02
0
Q - - -'--+-'M
-'-'---,,-- P
0
c•-
A1
-'-1'-'-'-----,tD
'
-----~ B
AB = 9c1n AM = MB CJ\1 = 18111
Find the length of Give reasons ,vhy PQ Find the length of CD,
AM, giving reasons. 111ust pass through the giving reasons.
centre of the circle.
3 a b C 13:02
0
0 0
D 'c---+---:M'-;-i- 3/E
1
A
B0 = 261n, OJ\1 = 9cn1, OM = 401n,

AB = 48111 ME = 12c1n OG = 50111
of OM. of OE. ofFG.
4 a B b C z 13:03
C
F 0 G
A
0 N
D
X
AB = CD, OJ\1 = ON, OM = 0 1Y,
OM = 81n EF = 11 k111 WX = 141n
Find the length of Find the length of Find the length of
ON, giving reasons. G1Y, giving reasons. YZ, giving reasons.

5 a b C 13:03
H
A
D
AB = CD, L COD = 69° L GOH =LEOF, In this regular
Find the size of L AOB, GH = 1·1 n1 polygon, find the
g1v1ng reasons. Find the length of EF, size of LBOC and
g1v1ng reasons. obtuse LBOD.
Find the value of the pronu1nerals in the follo,ving questions. 13:04
6 a b C
220°
0
7 a b C 13:04
8 a b C 13:05
0
,,. 53°
0
9 a b C 13:05
102°
b• 87° co do
e• J• A·
In Questions 10 to 13, PT and PW are tangents. 13:06
10 a b C T
0
0
T P
13 Circle geometry
11 a b T 13:06
p a
w
C T
p
dm ( 8m
15m 0
w
12 a A b C 13:06
T
•• p
A 0
.,:0 B
y~ B
A
T p p T Q
13 a A b C 13:06
C 14m D
10m C 6m B 4cm p
p rem
A
Sm
ym
6cm
B B
D
The circ le in the sky

seen throu ghout
the world.

0 is the centre of each circle. PT and PW are tangents.
1 Find the size of the pronun1erals in each diagran1.

a b C
u ~=~-P
T
d B e f T 6-6m
A s"> p
n:,<f:'
7m
0 D p">
..._'l,<f:'
A
g h ... ~~~
u,o
45°
~ 3-3m
35°
60°
'\
1-e
,,., -
J k l
0
1,0
26°
13 Circle geometry
2 a AB is the conm1011 chord of two circles b Prove that the bisector of the angle
and has been produced to P. Fron1 P, between the tangents drawn to a circle
tangents PT and PW have been dra,vn fron1 an external point passes through
to the circles. the centre.
Prove that WP = PT. c If AB, AC are t\vo tangents to a circle
11 If BP = 14·6 c1n and PT = 19·4 c1n, and L BAC = 84°, what are the sizes of
find the length of AB correct to the angles in the t\vo segn1ents into
three significant figures. ,vhich BC divides the circle?
d P is a point within a circle of radius 13 cn1
A
and XY is any chord drawn through P so
that XP . PY = 25. Find the length of OP
if O is the centre of the circle.

1
• •••• 4 Four people are to be acconm1odated in
• • •
••• •• • • t\vo roo1ns. In ho,v 1nany ,vays can the
people be arranged if there is at least one
•••• •
Move three dots in the diagran1 on the left
person in each roo1n?
5 What is the s1nallest ,vhole nu1nber that,
to obtain the diagran1 on the right. ,vhen 111ttltiplied by 7 , ,viii give an ans,ver
consisting entirely of 8s?
2 A ladder hangs over the side of a ship.
T he rungs in the ladder are each 2·5 c1n 6 a Ho,v 111any digits are needed to nun1ber
thick and are 18 cn1 apart. The fifth rung the pages of a SO-page book?
fro1n the botto111 of the ladder is just above b Ho,v 111any digits are needed to nun1ber
the ,vater level. If the tide is rising at a rate the pages of a 500-page book?
of15·5cn1 per hour, how 111any rungs will c If a book had 5000 pages, ho,v 111any
be under ,vater in 3 hours? digits ,vould be needed?
d Can you deternune an expression
3 T hree circles are touching each other so
that ,viii give the nun1ber of digits
that the distance between each pair of
needed for a book ,vith II pages if
centres is 8 cn1, 9 cn1 and 13 cn1. What
100 < n < 1000?
is the radius of each circle?

I've 9ot rome 9reat r,e1,,1 modelr.
I've 9ot or,e that'r mor,ic, de9ree 5 Wo1,,1/ That or,e rhovld
ar,d 1,,1ith dovble ar,d triple rootr! really be able to
har,dle the cvrver.
Contents
14:01 Polynomia ls 14:06 Sketching po lynomia ls
14:02 Sum and difference of polynomials GeoGebra activity 14:06 Sketching
14:03 Multiplying and dividing polynom ials polynomials
by linear expressions Fun spot 14 :06 How do you find a missing
14:04 Remainder and factor theorems hairdresser?
14:05 Solving po lynomia l equations 14:07 Sketching curves related toy = P(x)
GeoGebra activity 14:07 Sketching curves
related toy = P(x)
Maths terms, Oiagnostic test, Assignments

Number and Algebra
Selections fro,n Poly110111ia/s (Stage 5.3#)
• Investigate the concept of a polynontial and apply the factor and rernainder cheorerns co solve problems
(ACMNA266)
• Apply an understanding of polynontials to sketch a range of curves and describe the features of these curves
from their equations (ACMNA268)
• Co1t11nunicating • Proble,n Solving • Reasoning • U nderstanding • Fluency
Polynomials
You should be fanliliar with the tenns 1nono1nial, bino1nial and trinonual, which are used
to describe algebraic expressions ,vith one, two and three tern1s, respectively.
• T he na1ne polynomial is used to describe an algebraic expres.5ion that is the sun1 of any
nun1ber of tenns, ,vhere each and every tenn is of the forn1 ax" (and II is a positive integer
or zero).
A polynonual P(x) can be written in the fonn:

P(x) =a x 11
11
+ a,, _ 1x 11 - I + a,, _ 2x11 - 2 + . . . + a2x2 + a x 1 + aox0
1
,vhere x is the variable

a11, a,, _ 1 , . .. a2 , a 1 , a0 are the coefficient5
11
a11x 1•s tI1e Iea ding tenn
n is the degree of the polynonual (only if a,, ,t, 0) (note that n is the lughest po,ver of x)
a11 is the leading coefficient
a0 is the constant tern1 (since x 0 = 1)
• Note that expressions such as x + .!. , x 2 + ✓x or 2x + x are not
't.
X
polynonuals in x, since each tenn is not a positive integral po,ver of
x or a constant. P(x)
• T he notation P(x) is used for polynonuals. P(c) refers to the value
of P(x) at x = c.
•
'''(t, .~.
'
• If the leading coefficient is 1, the polynonual is said to be 111onic.
• Linear, quadratic and cubic expressions, ,vluch have been n1et in earlier
chapters, are polynonuals of degree 1, 2 and 3 respectively.
For each polynonual, state the degree, leading coefficient, constant tern1 and nu1nber of tern1s.
a 3x5 - 7x4 + 2x 2 - 5 b 7x - 4x
2
+ x3
Solutions
a degree = 5 · 1n
b rearranging · ord er: x 3 - 4?
x- + 7x
leading coefficient = 3 degree = 3
constant tenn = -5 leading coefficient = 1 (1nonic)
nu1nber of tern1s = 4 constant tern1 = 0
nun1ber of tern1s = 3

P(x) is a n1onic quadratic polynonual ,vith a constant tern1 of -2. If P(2) = 8, find the
polynonual.
Solution
P(x) is quadratic (degree 2),
n1onic (leading coefficient = 1)
and has a constant tern1 equal to -2.
:. P(x) = x 2 + bx - 2
Now, P(2) = 2 2 +bx 2 - 2
:. 8 = 2b + 2
:. b = 3
:. P(x) = x 2 + 3x - 2
Exercise 14:01
D Wluch ex'Pression (A, B or C) in each set is not a polynonual?
A B C
1
a x 2 + 7x- 3 5x + 10 3- -
X
2 3
b x£+4x 5x -7x 7x
C 5 2x + 1 -2x-?
2 - ?
d X +x - 4x3 -x+3 9-x-? +x4
• I
3
e 9x- x + x5 9-x4 ~
X + X 2 -
2
II Wluch of the follo,ving are 111onic polynonuals?

2
a 2x - x + 7 b x
2
3x - 1
- C X5-x3 - l
3
d 9x - 4x
4 5
e x + 2x
6
f 6-x-x2
g 5+x
3
+ x6 4x2 + 2x3 +x4
El For each polynonual, state the degree, the leading coefficient and the constant tenn.
a 2x3 + x 2 - x + 3 b x 5 - x3 + x - 2 c 9x4 + x 2
6
d 5 - 2x e 7x f 5 - 2x + x 2
g 9 - x2 + x4 - x6 h 3 x 3 - 2x·5
4 2
2 3 3x 4 X X 1
j J3x + .J2x + 1 k Sx + -- l - +- + -
2 3 2 5
D If P(x) = x2 + x - 3, then P(2) is found by substituting 2 for x . So the value of P(2) = 3.
Sinularly, find the value of P(2) if:
2 2
a P(x) = 3x - x + 5 b P(x) = 5 - 3x + x
x4 x2
3 2
c P(x) =x - x +x - 2 d P(x) = - - - +1
2 4
14 Polynomials
II For each polynonual belov.r, detennine the values indicated.
2
a P(x) = 2x - 3x + 4 P(l) ii P(-2) Il l P(O)
3 2
b P(x) = x - 2x + x - 3 i P(O) ii P(10) 111 P(-2)
c P(x) = 6 - x 3 + x6 i P(2) ii P(S) 111 P(-1)
II Eiq>and and sin1plify the follo,ving polynonuals and state the degree, leading tenn and
constant tern1 for each.
a (2x + 3)
2
b (x + 2) 2 - (x2 + x + 1)
2 2 3 2 2 2
c (x + 3) - (x - 3) d 2x(x - x + 1) + x (x + 2x - 1)
2 2
e (3x - 6x ) f (x + 7)(2x - 3) - (x + 3)(2x - 7)
2
g (x + 1)(x + 2)(x + 3) h {4x + 1)(3x - 1)
IJ a P(x) is a quadratic polyno1nial ,vith t\vo tern1s. It is known that P(O) = 3 and P(l) = 5.
What is the polynonual?
b P(x) is a cubic polynonual ,vith a constant tenn of zero. If all its coefficients are equal
and P(2) = 28, ,vhat is the polyno1nial?
c A 1nonic cubic polynonual P(x), has a constant tern1 equal to 4. If the polyno1nial only
has three tenns and P(2) = 14, give the possible solutions for P(x).
tr1i•iJ Sum and difference

of polynomials
0 PREP QUIZ 14:02
A: 3x
2
- x +5 8 : X 3 - 2x C: 6 - x 2 + x 4
What is the degree of:
1 A 2 B 3 C?
What is the leading coefficient of:
4 A 5 B 6 C?
What is the constant tenn of:
7 A 8 B 9 C?
10 W hich polynonuals above are 1nonic?
When adding or subtracting polyno1nials, sin1ply collect like tenns. Re,,., ember!
Like te rmr wi II
If ,ve have two polynonuals P(x) and Q(x), then the sun1 have the rame
P(x) + Q(x) ,viii also be a polynonual and the difference de9ree.
P(x) - Q(x) ,vill like,vise be a polyno1nial.
If 111any tenns are involved, the setting out in the ,vorked

exan1ples on the follo,ving page 111ay prove helpful.

4 3 3
If P(x) = 5x + 2x - x + 7 and Q(x) = 2x4 - x + 3x
2
- 1, find:
a P(x) + Q(x) b P(x) - Q(x)
Solutions
4
a - 4
::>X + 2X 3 - X +7 b Sx + 2x3 - x +7
4 3 2 +
2x - x + 3x - 1 2x4 - x 3 + 3x2 - 1
7x 4 + x 3 + 3x2 - x + 6 3x4 + 3x3 - 3x2 - x +8

:. P(x) + Q(x) =7x4 + x 3 + 3x2 - x +6 :. P(x) - Q(x) = 3x4 + 3x3 - 3x2 - x + 8
3
If A(x) = x - x 2 + x - 2 and B(x) = x 3 + x 2 - x + 1, deternune the degree and leading tern1 of:
a A(x) + B(x) b A(x) - B(x)
The process sho,vn in Worked Exa1nple 1 can be done 111entally.
Solutions
a A(x) + B(x) b A(x) - B(x)
= (x3 - x 2 + x - 2) + (x3 + x 2 - x + 1) = (x3 - x-? + x - 2) - (x3 + x 2 - x + 1)
= 2x3 - 1 = x3 - x2 + x - 2 - x 3 - x 2 + x - 1)
T he degree of A(x) + B(x) is 3 and the = -2x2 + 2x-3
3
leading tern1 is 2x . The degree of A(x) - B(x) is 2 and the
2
leading tern1 is -2x .
Exercise 14:02
3 ? ? 3 .
D If P(x) = x + 2x- - 4x + 1, Q(x) = x- + 3x - 2 and R(x) = x + 3x - 1, deternune each
of the follo,ving.
a P(x) + Q(x) b P(x) + R(x) c Q(x) + R(x)
d P(x) - Q(x) e P(x) - R(x) f Q(x) - R(x)
g R(x) - P(x) h P(x) + Q(x) + R(x) P(x) + Q(x) - R(x)
.
J P(x) - Q(x) + R(x) k P(x) - Q(x) - R(x) l R(x) + Q(x) - P(x)
El Si111plify the following.
2 3 2
a (Sx - 2x + 7) + (x - Sx - x + 3)
3 2 3 2
b (x - x + x + 1) + (x + x - x - 1)
4 2 4 3
c (2x + x - 1) + (x - x + x + 1)
4 3 2 3 2
d (x - 2x + 3x - 4x + 5) + (Sx - x + 7x - 3)
3 2 2 3
e (2x + 3x - Sx + 1) + (6 - 2x + 3x - x )
2 2
f (4x - x + 3) - (3x + x + 1)
3 2 3 2
g (2x + x + Sx - 7) - (x - 2x + Sx + 4)
14 Polynomials
4
h (9x + x 3 + 2x - 3) - (5x4 + 7x2 - 2x + 3)
2 2 2
(5x + 7x + 1) + (2x + x - 3) + (x - 10x + 7)
3 2 3 2
J (x - x + 3) + (x - 3x + 4) + (2x - x + 5)
4 3 2 3 4 2
k (x + x + x - x - 1) + (2x - x + 5) - (x + 2x - 7)
5 3 2 4 3 5 4 2
l (4x + x - 2x + 7x) - (x + 2x - 7) + (2x - x + 3x + 5)
II For each of the follo,ving, state the degree of A (x) + B(x) and its leading tern1.
3 2 2
a A(x) = x + x - x + 1 B(x) = x - 2x + 7
4 4 2
b A(x) = 2x + 1 B(x) = 2x + 3x - 7
2
c A(x) = 3x3 - 2x + x B(x) = 5x4 - 3x3 + 2x2 + 7
?
d A(x) = 7x + 1 B(x) = 3x- + 7x + 1
e A(x) = 2x5 - x 3 + x 3
B(x) = 4x + 2x - 1
f A(x) = 7 + 3x - x2 2
B(x) = x - 2x - 7
What can be said about th e degrees of A(x), B(x) and A(x) + B(x)?
D For each pair of polynonuals A(x) and B(x) in Question 3, deternune the degree
of A(x) - B(x) .What can be said about th e degrees of A(x), B(x) and A(x) - B(x)?
11 a P(x) = x
3
+ x 2 - x + 1 and Q(x) = x 2 + 2x + 3.
Deternune A(x) and B(x) if A(x) = P(x) + Q(x) and B(x) = P(x) - Q(x).
b Evaluate A(2), B(2), P(2) and Q(2).
c Evaluate A(-1), B(-1), P(-1) and Q(-1).
Yov rhovld
"otice t.hir lfA [x ) =P(x) ± O(x),then for any
relatio l'lf.hip. x-va/ue, a, A[a) =P(a l ± O(a )
i&•Fl Multiplying and dividing

polynomials by linear
•
expressions
A linear expression is of the fonn ax + b, ,vhere a and b are constants. It is a polynonual
of degree 1.
Multiplication
To 111ttltiply polynonuals by a linear expression, ,ve ex'1:end the procedure used in binonual
ex'Pans1ons.

Ell.'J)and and sin1plify (x + 5)(x 3 + 2x2 - x + 1).
Solution
- 3 ?
(x + :,)(x + 2x- - x + 1) = x(x3 + 2x2 - x + 1) + S(x3 + 2x-? - x + 1)
= X 4 + 2 X 3 - X 2 + X + :,x
- 3 + 10X 2 - :,x
- + 5
= x 4 + 7 x 3 + 9x2 - 4x + 5
Division
TJ.,i5 lookr
When dividing a polyno1nial by another polynonual, familiar.
a process is used that is sinular to that kno,vn as p
'long division' for integers.
Tlus is sho,vn to the right for the case 9736 + 27.

9736 is the dividend 360
27)9736
27 is the divisor
360 is the quotient
81~1
163
162
16 is the re111ainder 16
_Q
Note that: 16
Dividend = quotient X divisor + ren1ainder :. 9736=360x27+ 16
These tern1s are also used in polynonual division.
Find the quotient and re1nainder when 2x2 + Sx - 7 is divided by x + 2.
Solution
• At each step, ,ve si1nply divide leading tern1s.
2x2 + x = 2x 2x + 1
2
x + 2)2x + Sx - 7 Bring down
• T hen 111ultiply (x + 2) 2x2 + 4x l next tenn.
by 2x and subtract. - - - - - - - - - - - - - - x -7
• Now, repeat the above procedure, x +2
tlus ti1ne dividing (x - 7) by (x + 2). -9
So the quotient for tlus division is 2x + 1 and the ren1ainder is -9.
Note:
• T he procedure is an iterative one: divide, n1ttltiply, subtract, divide, 111ultiply, subtract ... until
the division process can no longer be carried out.
• T he degree of the ren1ainder 1nust alv.rays be less than the degree of the divisor.
• If one polynonual is exactly divisible by another, tl1e re1nainder ,viii be zero. Thus, the divisor
and quotient ,viii be factors of the dividend.
14 Polynomials
x 2 + 10x + 49
x - 5)x3 + 5x2 - x + 7 • D .tVl.de x 3 by x; wnte
. x 2 on top.
x
3
- 5x: 1 •
2
Multiply (x - 5) by x and subtract.
2
10x - x • Divide 10x by x; ,vrite 10x on top.
10x2 - 50x • Multiply (x - 5) by 10x and subtract.
49x + 7 • Divide 49x by x; write 49 on top.
49x - 245 • Multiply (x - 5) by 49 and subtract.
252
I see !#hat's 9oir,9 or,.
The result of this division n1ay be ,vritten in the following way.
3 2 2 Very clever!
x + 5x - x + 7 = (x - 5)(x + 10x + 49) + 252
dividen d = divisor x quotient + remainder
Exercise 14:03
D Ex'Pand and sin1plify the follo,ving.
2
c (x - 2)(x2 + 5x - 4)
?
a (x + 2)(x + 3x + 1) b (x + 4)(x- - 2x + 3)
d (2x - l)(x-? - 2x + 5) e (3x - 2)(x3 - x + 1) 3 2
f (5 - x)(x - 2x + 1)
II Check that the follo,ving are true using 1nultiplication.

x 2 - 2x - 3 3
x - 3x + 2 2
a - - - - = x -3 b - - - - = x -2x+ 1
x+1 x+2
IJ a If P(x) is of degree 3, what is the degree of (x - 3) X P(x)?
. . . P(x)
b If P(x) 1s of degree 3, what 1s the degree of Q(x) if Q(x) = - -?
x -3
D 3 2
a If P(x) = x + 2x + x - 1 and Q(x) = x + 4,
find R(x) if R(x) = P(x) . Q(x). A dot is sometimes
b Evaluate P(1), Q(1) and R(l). used for multiplication.
c Evaluate P(-2), Q(-2) and R(-2).
d What relationship exists between P(a) , Q(a) and R(a)'
II Con1plete the follo,ving divisions, expressing each result in the fonn

dividend = divisor X quotient + ren1ainder.
? 2
a (x- + 2x - 3) + (x + 1) b (x - 5x + 1) + (x - 3)
2 2
c (3x + x - 2) + (x + 3) d (2x - 4x + 3) + (x - 5)
e (x3 + 2x2 + x - 7) + (x + 1) 3
f (3x - 2x + 6) + (x - 3)
g (2x3 - x 2 + x - 1) + (x - 2) h (3x 3 + 2x - 5) + (x - 1)
II Detern1ine the quotient and ren1ainder for the follo,ving divisions.
? 3 ?
a (6x- - x + 2) + (x - 3) b (x - 2x- + x + 1) + (x + 2)
3 ? 3 - ?
c (2x - x- + 3x + 3) + (2x + 1) d (6x - :,x- - 8x + 3) + (2x - 3)
5 4 3 2 4 2
e (x - x + 2x - x + x + 3) + (x + 1) f (2x6 + 2x - 3x + 4) + (x - 1)
D Sho,v that the re1nainder is zero in each of the follo,ving, and hence ,vrite the dividend
as the product of t\vo factors.
a (x3 + 2x2 + 3x + 2) + (x + 1) 3 2
b (2x - 3x + 4x + 3) + (2x + 1)
3 2 3 2
c (2x - 3x + 1) + (x - 1) d (2x + x + 1) + (x + 1)

14:04 Remainder and
factor theorems
• In the last section, it ,vas seen that if P(x) is divided by (x - a), t he result can be expressed
in t he forn1:
P(x) = (x - a)Q(x) + r
O(x ) - quotient
w here Q(x) is the quotient and
/ - a ] P (x ) - dividend
r is the re1nainder.
divis or
N o,v, if ,ve let x equal a in this
staten1ent, it beco111es: r - remaind er
P(a) = (a - a)Q(a) + r P (x ) = (x - a ) O(x ) + r
= 0 X Q(a) + r
:. P(a) = r
• If a given polyno1nial P(x) is divided by (x - a),
t hen the re1nainder w ill be P(a), w hich is t he
value of P(x) ,vhen a is substitu ted for x.
T his is called the remainder theorem.
Ren1ai11der theorern: If a given polynonual P(x) is divided

by (x - a), then the re1nainder is P(a).
• Fro1n the ren1ainder theoren1, it can be

seen that if r = 0 then P(x) = (x - a) Q(x) .
T his 111eans th at (x - a) is a factor of P(x),
and leads to t he factor theorem.
Note: 'if and only if means that the
s tatement is a ls o true in reverse, that is:
Factor theoreni:
• If (x - o ) divide s P(x). then P[a ) =0.
(x - a) divides P(x) if and only if P(a) = 0. • If P(a ] = 0, then (x - o ) dividesP(x) .
Deternune the ren1ainder w hen x 3 - 2x2 + x - 1 is divided by x - 2.

ls x - 2 a factor of x 3 - 2x2 + x - 1?
Solution
D ivisor is x - 2 , so ren1ainder r = P(2) .
3 2
Let P(x) = x - 2x + x - 1
:. P(2) = 2 3 - 2(2) 2 + 2 - 1
= 8-8 + 2-1
=1
:. Re,nainder = 1
x - 2 is not a factor because th e re1nainder is not zero.
14 Polynomials
Sho,v that x - 3 is a factor of P(x) = x3 - 2
2x - Sx + 6, and hence express P(x) as a product
of it~ factors.
Solution
If (x - 3) is a factor of P(x), then P(3) will equal zero.
Now P(3) = (3)3 - 2(3)2 - 5(3) + 6
= 27 - 18 - 15 + 6
=O
:. (x - 3) 111ust be a factor of P(x).
x - 3)x3 - 2x2 - Sx + 6
If P(x) is no,v divided by x - 3, this ,vill enable the x 3 - 3x2
other factors to be found. 2 -
X - ::>X
2 x 2 - 3x
:. P(x) = (x - 3)(x + x - 2)
-2x+ 6
2
Further factorising x + x - 2 gives: -2x+ 6
:. P(x) = (x - 3)(x - l)(x + 2) 0
Iff(x) = x 3 + ax +bis divisible by both x + 2 and x - 3, find the values of a and b.
Solution
Iff(x) = x 3 + ax +bis divisible by x + 2 and x - 3,
TJ,i5 i5 really a
thenf(-2) = 0 and j(3) = 0
3 3 5imvlta"eov5 eqvatio'l5
(-2) + a(-2) + b = 0 (3) + a(3) + b = 0
-8- 2a + b = 0
2a - b = -8
27 + 3a + b = 0
3a + b = -27 - qvertio" i" d ir9v i5e.
--
Solving si1nultaneously: 2a - b = -8
+
3a + b = -27
Sa = -35
... a = -7
b = -6
T he values of a and bare a = -7, b = -6.
:. f (x) = x 3 - 7x - 6
Exercise 14:04
D Use the re1nainder theoren1 to find the ren1ainder for the following divisions.
Check your ans,ver by carrying out the division.
2
a (x2 + 7x-5)+(x-1) b (x - 3x - 10) + (x + 2)
2 ?
c (2x + 3x + 7) + (x + 1) d (Sx- + 4x - 10) + (x - 2)
e (x3 - 3x2 + 7x - 5) + (x - 3) f (x4 + Sx-? - 6) + (x - 1)

El Find the re1nainder for each division ,vhen P(x) is divided by A(x).
? ?
a P(x) = x- + 5x + 7, A(x) = x - 1 b P(x) = x- - 2x - 9, A(x) =x + 4
c P(x) = 2x2 + x - 11, A(x) = x - 3
2
d P(x) = 3x - 4x + 1, A(x) =x + 3
3 3 2
e P(x) = 2x + 7x - 13, A(x) = x - 1 f P(x) = 5x + x - 4x, A(x) = x -2
g P(x) = x 4 - x2 + 1, A(x) = x - 2 h P(x) = x 5 - x 3 + 4x2 + 7, A(x) =x + 2
El Detennine the ren1ainder ,vhen x 4 + 2x3 - 5x2 -7x + 2 is divided by:
a (x + 1) b (x - 1) c (x - 3) d (x + 3)
D 3 2
a If x - 4x - 7x + k is divided by (x - 4), the ren1ainder is 2. Find the value of k.
4 2
b When x - 3kx + 5k is divided by (x + 1), the ren1ainder is 5. Find the value of k.
c When x2 + x - 1 is divided by (x - k), the ren1ainder is 5. Find all possible values of k.
II Find ,vhether each polynonlial P(x) has the linear polyno1nial indicated as a factor.
2
a P(x) = x + 7x - 18; x + 9 b P(x) = 5x2 - 9x - 2; x + 2
c P(x) = x 3 +x-2;x+1 d P(x) = x 3 -2x2 +1;x-1
3 2
e P(x) = 2x +3x -1;x + 1 f P(x) = x 3 -x2 -10x-8;x+2
II Show that the first polynonlial is a factor of P(x) and then detennine all the factors of P(x).
2
3
a x - 1, P(x) = x + 4x +x - 6 b x + 1, P(x) = x 3 -
2
6x + 5x + 12
c x + 1, P(x) = x 3 + 4x2 + 5x + 2 d x - 2 , P(x) = x
3
- 5x2 + 8x - 4
D Detennine the factors of the following polyno1nials.
2
a x 3 - 2x2 - 5x + 6 b x 3 - 6x2 - 13x + 42 c x3 4x + x + 6
-
d x 3 - 21x + 20 e x3 + 4x2 - 15x - 18 f 2 + 3x - 14x2 - 15x3
Ill For what value of k is:
2 2
a x - 1 a factor of x - 5x + k b x + 2 a factor of2x - x+k
c x + 1 a factor of x 2 + kx - 7 d x - 4 a factor of3x
2
- kx - 32?
II If (x + 1) and (x + 2) are both factors of x 3 + ax2 + bx - 10, find the values of a and b.
IIiJ If x 3 + px + q is divisible by both x - 3 and x + 2, find the values of p and q.
&tf•I-i Solving polynomial

equations
• A polyno1nial P(x) can take 1nany values. The values of x that 111ake P(x) zero are called,
appropriately enough, zeros. T hese zeros 111ust also be the solutions to the equation P(x) =0 .
T he solutions to equations are often called the roots of the equation.
• T he factor theoren1 is the basis for solving equations of the fonn P(x) = 0.
• If a polyno1nial is of degree n, it can have at 1nost n. factors,
1
i.e a,,x" +a,,_ 1 x" - + ... + a1x + a0 = (x - 0:1)(x - a 2 )(x - a 3 ) . .. (x - a,,)
n. factors
Tllis 1neans that a polyno1nial of degree n can have a 111axin1u1n of II zeros and that the equation
P(x) = 0 can have a 111axin1u1n of n solutions (or roots).
14 Polynomials
T he following exan1ple sho,vs the steps involved in solving equations of this type.
Solve t he equation x
3
- x2 - 10x - 8 = 0 .
Solution
Step 1 Find a value of x for ,vhich P(x) = 0 Step 2 Use the factor theore1n.
Let P(x) = x
3
- x2 - 10x - 8 = 0 Since P(-1) = 0, then x + 1
is a factor.
T he values of x to try are the factors
of the constant tern1, -8, nan1ely Step 3 Divide P(x) by the factor.
{1, -1, 2, -2, 4, -4, 8, -8}. 2
x - 2x- 8
Starting with the sn1allest value, ,ve x + 1)x3 - x2 - 10x - 8
use trial and error to find one that x3 + x2
n1akes P(x) equal zero. -2x2 -10x

-2x2 - 2x
Now P(l) = 1 - 1 - 10 - 8 0 * -8x-8
but P(-1) = -1 - 1 + 10 - 8 = 0.
-8x-8
0
If abc =0
the11 a = 0 or
b = 0 or c = 0.
Step 4 Write P(x) as a product of it~ factors. Step 5 Write the solutions.
3 2
x - x - 10x - 8 = (x + l)(x2 + 2x - 8) x 3 - x 2 - 1Ox - 8 = 0
= (x + l)(x + 2)(x - 4) :. (x + l)(x + 2)(x - 4) =0
:. x = -1,-2or4
Exercise 14:05
D 3 2
The first step in solving the equation x - 2x - 1 lx + 12 = 0 is to find a value of x that
solves the equation.What values of x should be tried?
I.I 3 2
You have found that x = 3 is a solution to the equation x - 2x - 1 lx + 12 = 0. How do you
3 2
use this to factorise x - 2x - 1 lx + 12?
II Factorise:
a x 2 -x -12 2
b 2x - Sx +2
D Solve:
2
a (x - 3)(x - 2)(x + 1) = 0 b (x + l)(x - 4) = O
2
d (x - 2) (x + 3)- = 0
?
c (2x- l)(x + 4)(x- l){x+ 2) = 0

II Factorise co1npletely and solve:
2
a (x - 2)(x - 2x - 8) = 0 b (p + 3)(2p2 + Sp - 3) = 0
c (x - 1)(x3 + 4x2 + x - 6) = 0 d (p + 2)(2p3 - p-? - 13p - 6) =0
II T hese questions refer to the equation 2x4 - 7x3 - 2x2 + 13x + 6 = 0.
a Shov,r that x = -1 is a solution.
4 3 2
b If Q(x) = (2x - 7x - 2x + 13x + 6) + (x + 1), find Q(x).
c Shov,r that x - 2 is a factor of Q(x).
d Write 2x4 - 7x3 - 2x2 + 13x + 6 as a product of its linear factors.
4 3 2
e Using your answer to d, write the roots of the equation 2x - 7x - 2x + 13x + 6 = 0.
D Find all real roots of these equations.
a x 3 - 4x2 + x + 6 = 0 b x
3
+ 3x2 + 7x + 10 = 0
c x 3 - x2 - x + 1 = 0 d x
3
+ 2x2 - 9x - 18 = 0
f x 3 + 2x2 + 4x + 21 = 0
3 2
e x - 3x + 3x - 1 = 0
Ill a Solve the equation x 4 - 4x3 - 7x2 + 22x + 24 = 0.

b Solve the equation y2(y - 3) = 6y - 8.
c A box is to have a square base and a height that is 10 c1n longer than the length of the base.
If the volun1e of the box is to be 2000cn13 , write a polyno1nial equation to represent this
inforn1ation and, by solving the equation, find t he din1ensions of the box.
&tf•?-1 Sketching polynomials

f> PREP OUIZ 14:06
What is the degree of these polynonuals?
2 3
1 2x - 3 2 x + Sx - 6 3 4x - 10
4 Expand x(x - 1)(x + 2).
5 What are t he zeros of the polynonual x(x - 1)(x + 2)?
6 Where ,viii the curve y = x(x - 1)(x + 2) cut the x- a,'<is?
7 What is they-intercept of the curve y = x(x - 1)(x + 2)? Polynomials
3 2 Linear: degree 1
8 Is x - 1 a factor of x + 2x - 3?
Quadratic: degree 2
9 If x = 1000000, v.rluch tenn of the polynonual Cubic: degree 3
x 4 + 100x3 + 1000x2 + 1 000 000 has the greatest value?
10 For t he polynonual y = x 3 - 2x2 + x - 6, ,vhich tern1 ,viii
have the biggest influence on the value of y w hen x is large?
• The definition of a polynonual in Section 14:01 re1ninds us that linear, quadratic and cubic
eiq>ressions are in fact all polynonuals. Hence, ,ve already kno,v how to sketch a considerable
nun1ber of polynonuals.
The curves sketched in Exercises 7:04- 7:05 and 7:09- 7:12 are polynonuals, and all of the
techniques learnt there are applicable in this section of ,vork.
14 Polynomials
• The x -and y-intercepts are in1portant in sketching any curve.
As x-intercepts occur ,vhen y = 0, the x-intercepts of y = P(x) are the roots of the equation
P(x) = 0. T he y-intercept occurs ,vhen x = 0 . So for y = P(x) , the y-intercept is P(O).
P(O) is the constant tern1 of the polynonual, so they-intercept is the constant ter111 of P(x).
• Polynonuals are exai11ples of continuous functions.
Air 13 ir
T lus 1neans they have no gaps. Polynonuals can have cor,tir,vovr... r,ot
any x-value fro111 negative infinity (-oo) to positive
infinity (+oo), and every x- value has a corresponding
y-value.
• Questions 9 and 10 in the Prep quiz illustrate that as
x beco111es very large or very s111all (i.e. as x approaches
positive or negative infinity), the sign of P(x) is the y
sa111e as the sign of the leading ter111, ax".
X X
For the polynonual y = P(x) , as x ➔ +oo, P(x) ➔ ax"

B A
• In this section we ,vill consider only the graphs of polynonuals that can be factorised.
• We will now see how we use these ideas in conjunction ,vith what we have learnt in
Chapter 7 to sketch the graphs of polynonuals.
Sketch the graph of the polynonual y = x(x + 1)(x - 2)(x + 3).
• W hen y = 0, A y B y
x(x + 1)(x - 2)(x + 3) =0
:. x = 0, - 1,2, - 3
The curve has 4 x-intercepts.
2 X 2 X
• As the curve is continuous,
there are only t,vo possible
shapes, i.e A or B.
Different fact ors produce

different x-intercepts. Oor,'tfor9etto
vre tl-,e 5i9r, c/.,art
• If the polynonual ,vere expanded it ,vould be of
degree 4, ,vith a leading tenn of x 4 . As x ➔ +oo --- to c/.,eck tl-,e 5/.,ape.
it w ill beco111e like x 4 . Hence, sketch A is correct.

1
X -4 -3 -2 -1 - 2 0 1 2 3
y (+) 0 (-) 0 (+) 0 (-) 0 (+)

Sketch the graph of the polynonual: y = (x - 2) 2 (x + 2) 2 Don't forget to che ck the
• If this ,vere expanded, it ,vould be of degree 4 with y-intercept. When x = D, y = 16.
4
leading tern1 x .
• It has only two x-intercepts, nan1ely at x = 2 and -2. y
Each of these is said to be a double root.
• A sign analysis, the y-intercept and an analysis of the leading
tern1 as x ➔ + oo will confinn the shape of the curve.
X -3 -2 0 2 3
-2 2 X
y (+) 0 (+) 0 (+)
Sketch the graph of the polynonual: y = - (x + 1)(2x - 5)3 y

• If expanded it ,vould be of degree 4 with leading tenn -x4 .
• It has only two x-intercepts, at -1 and 21.T he polyno1nial
has a single root at x = -1 and a triple root at x = 2 i.
T he triple root has the effect of turning the curve over, 1 X
as shov.rn in the sketch.

• Sign analysis and the y-intercept ,vill
confirn1 the rest of the shape.
If X =3,
y= - (3 + 1)(6 - 5)3
= - (4)(1)3
=-4
4 3 2
Sketch the graph of the polynonual: y = - x + 2x + x - 2x
• First, ,ve need to factorise - x 4 + 2x3 + x 2 - 2x.
-x4 + 2x3 + x2 - 2x = -x(x 3 - 2x2 - x + 2)
Using the factor theore1n on (x 3 - 2x2 - x + 2) shows that x - 1 is a factor.
2
Dividing gives y = - x(x - 1)(x - x - 2)
:. y = - x(x - 1)(x - 2)(x + 1) y
:. T he polynonual has 4 single roots: 0, 1, 2 and -1 .
4
• T he leading tern1 is - x , so y behaves
like - x 4 as x ➔ + oo.
As x ➔ +oo, y ➔ -oo. X
Hence, the sketch is as sho,vn.

\
14 Polynomials
• When sketching y = P(x), the nature of the roots ,vill control the shape of the curve.
y y
\
I X
single roots single root double roots

y
double root
\
I
X
triple root
• If the degree of the polyno1nial is odd, the arro,vs on the ends of the curve will point
in opposite directions. y
y
• If the degree of the polyno1nial is even, the arro,vs on the ends of the curve will point
in the sa1ne direction.
y y
X X
Exercise 14:06
D T he follo,ving polynonuals are given in factored forn1. Detennine their zeros and sketch their
graphs, indicating clearly where they cut the x-axis.
a y = (x + l)(x - 3) b y = 2x(x - 5)
c y = x(x + l)(x - 1) d y = (x - 2)(x - l)(x + 1)
e y = (x + 4)(x + 1)(x - 2) f y = x(x - 3)(x + 5)
g y = - x(x + 2)(x - 1) h y = (3 - x)(x + l)(x + 2)
y = (x - 2)(x + 1)(1 - x) j y = (2 - x)(x + l)(x + 4)
k y = x(x + 2)(x + l)(x - 3) l y = (x + 3)(x + l)(x - 1)(3 - x)

fJ Each polynonlial has a repeated root. Sketch the graph of each neatly.
a y = (x - 1)2 b y = -(x + 2)
2
c y= x(x + 2) 2
d y = (x + 1)(x - 2) 2 2
e y = (x + 3) (x - 1) f y= -x(x - 1)2
2 3
g y = x (5 - x) h y = (x + 3) y= -(x + 3)(x - 5) 2
j y = (5 - x) 3 k y = x(x + l)(x - 2) 2 l y= (x + l)(x - 2) 3
El Use the factor theore1n to factorise the follov.ring and hence sketch their graphs,
shov.ring clearly the zeros of each polynonlial.
a y =x
3
+ 4x2 + x - 6 b y = x 3 + 6x2 + 11x + 6
c y = x 3 - 6x2 + 5x + 12 3 2
d y = x - 5x + 8x - 4
3 2
e y = x + 8x + 1 7 x + 10 f y = x 3 - 3x2 + 3x - 1
3 2
g y = -x + 2x + 5x - 6 h y = -x3 + 4x2 - x - 6
2 4
4
y = x - 17x + 16 J• y = x - x3 - 10x-? - 8x
D Write an equation that could represent each of the follo,ving and sketch the curve.
a P(x) is of degree 3 and has a double root at 2 and a single root at -1 . It has a negative
y-intercept.
b The polynonlial y = P(x) has a double root at -2 and a triple root at 1. It is of degree 5
,vith a leading ter111 of -2x-'.
c The polynonlial is quartic (of degree 4). It has roots at -3, -1 and 4 and a positive
.
y-1ntercept. TI1e Iead 1ng
. tern1 1s . I1er x 4 or -x4 .
. e1t
d The polynonlial is quartic (of degree 4). It has roots at -3, -1 and 4 and a negative
.
y-1ntercept. T I1e Iea di ng tern1 1s . I1er x 4 or -x4 .
. e1t
II Can a cubic equation have no roots? Give exan1ples of cubic equations that have 1, 2 and
3 roots.
D A polynonlial is 1nonic and of degree 5. It has two double roots and a single root. Sketch the
possible shapes of this polynonlial.
In tllis activity you can study the graphs 4
of different polyno1nials given in factored

fonn and investigate the effect that repeated
2
factors have on the shape. You can then test
your skills by seeing if you can predict the
0
equation of a randonuy generated curve. -4 -2 0 2 4
Another activity allows you to choose a

polynonlial that has an equation that is -2
not in factored forn1.You ,vill need to y = 0.1 (x - 3) (x - 1) (x + 1) (x + 3)

factorise it and sketch the curve in your
,vorkbook.You can then tick a checkbox
to see the solution.
14 Polynomials
HOW DO YOU FIND AMISSING HAIRDRESSER?
Answer each question and write the letter for that part in the box that is above the correct ansv.rer.
Consider the polyno,nial P(x) = x 3 - 2x2 - x + 2.
E What is the degree? N What is the leading coefficient?
A What is the constant tern1? 0 Evaluate P(1).
Y What is the re1nainder ,vhen P(x) is divided by x + 2?
For the circle (x - 2) 2 + (y - 3) 2 = 16,find:
B the radius I the coordinates of the centre.
For the circle (x + 2) 2 + (y + 3)2 = 25,find:
A the radius E the coordinates of the centre.
3
M What is the y-intercept of the curve y = x + 8?
E Find a if the curve y = ax3 - 5 passes through the point (1, 10).
T Find kif the curve y = k(x + l)(x - 1)(x - 2) 2 passes through (3, -16).
What would be the equation of the curve that is obtained if y = x 3 is translated:
H up 1 unit O do,vn 1 unit E 1 unit to the right R 1 unit to the left'
Solve the equations:
T (x - l)(x + 2)(x - 3) = 0 U (x + 1)(x - 2)(x + 3) = 0
R x 3 - 2x2 - x + 2 = 0 3
C x + 2x
2
- x - 2= 0
I I I I I I I I I I I I I I~ I"' I I I I II
- - --
N
I
<')
I
•
•
0 N
I
"<I" 00
I - --
+
<')<'>
~
N
- - --
<')
•
<')
•
~
Lt) N N
•
<')
I
Lt)
- -
N
"'~ N
•
I
• "'~ I I
•
~
+ •
N
•
II
N
II ~ ~ I .J..,
I I
;:,.... ;:,.... II II
;:,.... ;:,....
W•iJ Sketching curves related

toy= P(x)
Usingy = P(x) to sketchy= P(x) + c
In Chapter 7 we sav.r ho,v y = ax" + d ,vas obtained by 111oving the curve y = ax" vertically
by d units.
The tables belo,v sho,v that the sa1ne results hold for the curves y = P(x) +candy = P(x).
Clearly, y = P(x) + c is obtained by 111oving y = P(x) vertically c units.
y = P(x) y = P(x) + c
X -2 -1 0 1 2 X -2 -1 0 1 2
y P(-2) P(-1) P(O) P(1) P(2) y P(-2) + c P(-l)+c P(O) + C P(1) + c P(2) + c
The tables sho,v that if c is added to each of they-values in the table for y = P(x) , the values in the
table for y = P(x) + care obtained.

If y = P(x) is translated vertically by c units, it p roduces the curve y = P(x) + c.
y = P(x)
(
y =P(x) + c is obt ained by tra nslat ing
the curve y =P( x) vertically by c units.
• If c is positive it moves up.
X • If c is negative it moves down.
y = P(x)+c (
Using y = P(x) to sketchy= -P(x)

y = P(x) y = - P(x)
X -2 -1 0 1 2 X -2 -1 0 1 2
y P(- 2) P(- 1) P(O) P(l) P(2) y - P(- 2) - P(- 1) - P(O) - P(1) - P(2)
T he tables sho,v that the curves have the san1e x- values but opposite y- values. H ence, to obtain
the curve y = - P(x) fron1 y = P(x), si1nply replace all they- values in the table for y = P(x) w ith
their opposites.
N ov.r, by keeping the x -values the san1e and changing the y- values to t heir opposites, we are in
fact producing a curve that is the reflection of the first curve in the x- axis.
y = - P(x) 8 y = P(x) y =- P(x ) is obtained by reflecti ng

the curve y =P(x ) in the x-axis.
TJ,,e e vid e11ce sv99e rts tJ,,at:

• 1;,11,,e,, P(x) is posit ive, tJ,,e,,
-4 4 X
- P(x) is 11e9ative.
• l#he11 P(x) is 11e9ativ e, tJ,,e,,
-4 - P(x) is po sit ive.
• 1;,11,,e,, P(x) = 0, tJ,,e,, - P(x) = 0.
14 Polynomials
Usingy = P(x) to sketchy= aP(x)
y = P(x) y = aP(x)
X -2 -1 0 1 2 X -2 -1 0 1 2
y P(-2) P(-1) P(O) P(1) P(2) y aP(-2) aP(-1) aP(O) aP(1) aP(2)
To obtain the values for y = aP(x) fron1 the values for y = P(x), ,ve su11ply 111ultiply all the
y-values by a.
T he size and sign of a are both in1portant in deternuning the shape of y = aP(x).
For positive a:
If a> 1, y = aP(x) is obtained by stretching y = P(x) vertically.

If a< 1, y = aP(x) is obtained by squashing y = P(x) vertically.
If y = 0 on y = P(x), then y = 0 on y = aP(x).
y = P(x) a"d Yov mea" they

y both cross the
y = aP(x) have the
x -axis at the
same x-i"tercepts.
same place.
y = /l(x)
y = 2/l(x)
For negative a:
If a < - 1, y = aP(x) is obtained by reflecting y = P(x) in the x- axis and then stretclung it vertically.
If - 1 < a < 0, (i.e. a is a negative fraction), y = aP(x) is obtained by reflecting y = P(x) and then
squaslung it vertically.
y y = - 2/l(x)
y = l'(x)

Using y = P(x) to sketchy= P(-x)
T he table for y = P(x) is sho,vn on the right. Table 1 y = P(x)
Consider y = P(-x) . -2 -1
X 0 1 2
As x and -x are opposites, s,vapping each x- value
y P(-2) P(-1) P(O) P(1) P(2)
in Table 1 w ith its opposite (-x) (i.e. -2 ,vith 2,
-1 ,vith 1, 1 w ith -1 and 2 ,vith -2) will give Table 2 y = P(-x)
you the values in Table 2.
X 2 1 0 -1 -2
R .e arranging the values in Table 2, so that the
x-values are in ascending order, produces Table 3, y P(-2) P(-1) P(O) P(1) P(2)
,vhich is the table for y = P(-x).
Table 3 y = P(-x)
Hence, the points on y = P(-x) can be obtained
by 1noving each point on y = P(x) horizontally X -2 -1 0 1 2
fron1 one side of the y- axis to an equal distance y P(2) P(l) P(O) P(-1) P(-2)
on the other side.
Geo111etrically, this 111eans that y = P(-x) can

be obtained by reflecting y = P(x) in the y- axis.
The diagra1n below sho,vs this procedure.
y
(- 2, 2) (2, 2)
(-3, 1-5) (3 , 1-5)

(- 1, 1-3) (1, 1-3)
1 y = P{- x) is obtained
by reflecting the curve
(-4, 0) (- 1, O)
y = P{x) in t he y-axis.
'...4 -3 -2 - 1'--. 2 3 X
y = P(- x) (-½, -½) (1 1

2' - 2) y = P(x)
Use this graph of y = P(x) to 111ake sketch graphs of:

y
1 y = P(x) + 1
6
2 y = P(x) - 2
4 1,, eac /,, dia9ram,
3 y = 1P(x)
y = P(x) ir
4 y = -P(x) rJ,,01,1,, i11
2
pvrple.
5 y = P(-x)
6 y= 1- t P(-x) 2 4 X
-2
-4
14 Polynomials
Solutions
y y
1 6 2 6
4 4
2 2
2 4 X
t "-2 2 4 X
-2
-4 -4
y = P(x) + 1 is obtained by 1noving y = P(x) - 2 is obtained by n1oving

each point o n y = P(x) up 1 unit. each point o n y = P(x) do,vn 2 units.
y y
3 4
6 6
4 4
2 2
2 4 X 2 4 X
-2 -2
-4 -4
y = JP(x) is obtained by halving the y = - P(x) is the reflection of y = P(x)

y- coordinate of each point on y = P(x) . in t he x -axis.
5 y 6 y
6 6
4 4
2 2
t 2
-2 -2
2 4 X
-4 -4
y = P(- x) is the reflection of y = P(x) y= 1- i P(- x) is built fron1 y = P(x) in

in the y- axis. stages. P(x) is reflected in the y- axis and
t hen the x- axis to give - P(- x) . This is
t hen halved and n1oved up 1 unit.

Exercise 14:07
D Use the graph of y = P(x) shown to sketch: y
a y = P(x) + 1 4
b y = P(x) - 2 3
c y = iP(x) 2
d y = 2P(x) 1
e y = -P(x) 4
-3 -2 -1 0 1 2 X
f y = P(-x) -1
-2
-3
-4
fJ Use the graph of y = H(x) sho,vn to sketch: y

a y = H(x) + 1 4
b y = H(x) -1
3
c y = iH(x)
d y = 2H(x) 2
e y = -H(x) 1
f y = H(-x)
-2 - 1 2 3 5 X
-1
-2
EJ Use the graph of y = Q(x) shov.rn to sketch: y

a y = Q(x) + 1 4
b y = Q(x) - 1
3
i
C y = Q(x)
d y = 2Q(x)
e y = -Q(x) 1
f y = Q(-x)
-1
-1
\J \x
D Make a sketch of the polyno1nial y = x(x - 1)(x + 2). Use this sketch to 111ake sketches of:
i
a y = x(x - 1)(x + 2) b y = 2x(x - 1)(x + 2)
c y = -1x(x-1)(x+2) d y = -2x(x-1)(x+2)
14 Polynomials
D T he polynonual y = P(x) is shown in the diagra1n. y
a Sketchy = -P(x) and then use this to produce
a sketch of y = 1 - P(x) . 2
b Sketch y = P(-x) and then use this to produce

a sketch of y = P(-x) + 1. 1
-1 0 1 2 X
-1
II Using the sketch of y = H(x) in Question 2, 111ake sketches of:

a y = ~ H(x) - 1 b y = ~ H(-x) c y = 2 - H(x)
iJ If P(x) = (x - 3)2 (x + 1)3 , sketch:
a y = P(x) b y = P(-x) c y = -P(x)
d y = 1 - P(x) e y = P(-x) + 1
p SKETCHING CURVES RELATED TO y = P(x)

In tlus activity you can use sliders to create
the polynonual y = P(x) . Use a checkbox to 0
co1npare its graph ,vith the graphs of y = aP(x),
y = P(x) + c, y = P(-x) or y = -P(x).
y = P(x)
JO 17 y = aP(x)
y = P(x)+c
0
• ID -s y 'If,'
A time for
reflection.

.
constant term momc
• the tern1 in a polynonual that does not • a polynonual that has a leading
change in value as the variable changes, coefficient of 1
2
e.g. in P(x) = x + 6x - 2, the constant polynomial
tern1 is -2 • an expression that is the stun of any
continuous (curve) nun1ber of tenns of the fonn ax"
• a curve ,vith no gaps (where n is a positive integer or zero),
4
e.g. P(x) = x + 3x- - 6x + 8
?
• no 111atter ,vhat x-value is chosen, a
2 3
corresponding y- value can al,vays be found Q(x) = 2x - x
degree remainder theorem
• the highest po,ver of any tern1 in a • a theoren1 that is used to find the
polynonual re1nainder ,vhen a polynonual is
dividing (a polynonual) divided by (x - a)
• the divisor, dividend, quotient and root
re1nainder are nan1es given to the • a solution of the polynonual equation
different parts of the division process, P(x) = 0
e.g. ,--.,.....,~.,....- quotient • the degree of the polynonual gives the
x + .,....- dividend 1naxirnun1 nu1nber of roots that are
x + 3 -- + Sx + possible. A polyno1nial of degree 3,
/ X + 3x ~ for exa1nple, can have at 111ost 3 roots
divisor 2x + 8 • roots can be single, double or triple roots,
2x+ 6
e.g. y = (x - 1)(x - 2)(x - 3)
/ 2 three single roots at x = 1, 2, 3
ren1ainder 2
y = (x - 1)(x - 2)
factor ( of a polynomial) single root at x = 1, double root at x = 2
• an expression that will divide into a y = (x - 1)
3
polynonual and leave a re1nainder of zero triple root at x = 1

factor theorem zero
• a theoren1 that is used to find factors • a value of the variable that gives the
of a polyno1nial polyno1nial a value of zero
leading coefficient
• the coefficient of the leading tenn
leading term
• the tern1 that has the lughest po,ver
of the variable
14 Polynomials
POLYNOMIALS
Each part of this test has sinular iten1s that test a certain type of question.
1 What is the degree of each polyno1nial? 14 :0 1

2
a Sx + 7x + 3
7 5
b x - x +x
3
+x C 9 - 2x + X 2 - X
3
2 What is the leading tern1 for each polynonlial? 14 :0 1

2 3
a x - Sx + 3 b 9x4 + 7x2 - 1 ~
C ::> + 3 X + x-?
3 Which expression,A or B, is not a polynonlial' 14 :0 1
a A: x - x
3
+1 b A: x 2 + -vrx c A: 2 - 3x + x 3
B: x 2 + x _, + 3 B: 1 - Sx B: x 2 + 2x
Questions 4 to 6 refer to the follo,ving polynonlials: 14 :02
2 3 2
P(x) = x + 2, Q(x) = 2x + 3x - 2, R(x) = 2x + x - Sx + 2
4 Deternline the follo,ving.
a Q(x) + R(x) b R (x) - P(x) c R(x) - Q(x)
5 Find the follo,ving products. 14 :03
a P(x) . Q(x) b P(x) . R (x) c (2x - 1) . P(x) . R(x)
6 Find: 14 :03
a Q(x) + P(x) b R (x) + P(x) c R(x) + (x - 1)
7 Find the ren1ainder for the follo,ving divisions. 14 :04
2
a (x + 3x - 1) + (x - 2)
3 2
b (x + 2x - 7) + (x + 3)
c (2x3 - x 2 + x - 4) + (x - 5)
8 For the follo,ving, state ,vhether or not A (x) is a factor of B(x). 14 :04
2
a A(x) = x - 3, B(x) = x - Sx +3
b A(x) = x + 1, B(x) = x 3 + x2 - x - 1
c A(x) = x - 2, B(x) = x 4 - 2x2 - x - 6
9 Solve the equations: 14 :05
a x(x - 1)(x + 2) = 0
b x3 - 3x- 2 = 0
c x3 - 4x2 + x + 6 = 0
10 Make sketch graphs of the following. 14 :06
a y = -x(x + l)(x - 2)
b y = (x + 1) (x - l)(x +3)
2
3
c y = (x - 1)(x + 2)

11 The graph represents the polynonual y = P(x). y 14:07
8
Use the graph to 111ake sketches of
a y = -P(x)
6
b y = P(x) + 1
c y = P(-x) 4
d y = iP(x)
2
-2 X
-6
Many mathematical curves can be seen in bridges.
14 Polynomials
2 3
1 A(x) = Sx - 3x + Sx - 3. 5 T he graph of y = P(x) is sho,vn.
a State the degree, leading tern1 and Use the graph to sketch:
constant tern1 of A(x). a y = P(x) + 1 b y = -O·SP(x)
b Evaluate A(-1). c y = P(-x)
c If A(x)(ax + b) is n1onic and has a y
constant tern1 of -6, ,vhat is the value 7
of a and b?
6
d What ,viii the ren1ainder be ,vhen A(x)
is divided by (x + 2)' 5
2 Solve these polynonual equations. 4

a 2x(x - 3)(x + 4) = 0
b (x - 3) (2x + 3) (3x - 1) = 0 3
c x 3 - 4x2 + 4x = 0
4 2 2
d x - 8x + 16 = 0
3 Sketch the graphs of the follo,ving

polynonuals.
5 x
a y = (x - l)(x + 1)(x - 4) -2 2 4
?
b y = (x+l)-(x-4) -1
? ?
c y = -(x + 1)-(x - 4)-
6 a Give an equation of a polynonual
4 A polynonual has zeros at 1, 2 and 4 and
of degree 4 that has:
a y-intercept of 5. Make a possible sketch
no zeros ii 1 zero
of the polynonual if it is of
iii 2 zeros 1v 3 zeros
a degree 3
v 4 zeros
b degree 4
b Sketch the polyno1nial y = x(x - 2) 2.
How 1nany zeros will each of the
follo,ving polynonuals have?
i y = x(x - 2) 2 + 1
ii y = x(x - 2) 2 - 1
Rive rs can look like

po lynomia l c urves
winding their way
to the sea.

1 What can be learned about the shape 4 A tank can be filled by a tap in 3 hours,
of a polyno1nial fi-0111 its leading tenn? and it can be e1nptied via a plug hole in
7 hours. If the tank is en1pty, ho,v long will
2 Find the equations of the parabolas
it take to fill if the tap is turned on and the
A, B and C.
plug hole is left open? (A~sun1e that water
B drains out at a constant rate.)
5 T,vo identical squares are overlapped so
that the vertex of one square is at the
centre of the other. What fraction is the
overlapping area of either square?
A B
L
-2 2 6 X
J\1
D
-6
C J\J
3 Bradley 111ust travel fi-0111 his ho111e to 6 If the line ax + by + c = 0 has a negative
T i,n's ho1ne regularly. He decides to travel gradient, ,vhat does this say about a and b?
a different route each day but, while
travelling, he ai,vays chooses a ,vay that
,viii take hi1n closer to Ti111's ho111e
(see the diagra1n below).
Ho,v 111any days can he travel before
he has to repeat an earlier route?
----c-----.;,t.----➔---•
Bradley' s Tim' s
home home
14 Polynomials
Solve
Eary ar falliri9
off a 109! _., lo9 x ::: 3109 2
0 0
l09ax =- l09a5 -+
I~ better riote
all tJ.,i5 iri my 109 book.
Contents
15:01 Logarithms 15:04 Simple exponential eq uations
Investigation 15:01 Logarithmic scales Fun spot 15:04 What do you call lumberjack music?
15:02 Logarithmic and exponential graphs Investigation 15:04 Solving harder exponentia l
15:03 Laws of logarithms equations by 'guess and check'
Investigation 15:03 Logarithmic scales and the Challenge 15:04 Further exponential equations
history of calculating Maths terms, Diagnostic test, Assignments

Number and Algebra
Logarit/11ns (Stage 5.3#]
• Use the definition of a logarithm to establish and apply the la,vs of logaritluns (ACM NA265)
• Solve si,nple exponential equations (ACMNA270)
15:01 Logarithms
et PREP QUIZ 15:01
Evaluate:
1 32 2 43 3 26
Solve the follo,ving:
4 64 = 8x 5 64 = 4x 6 64 = 2x
Write as powers of 2:
7 4 8 8 9 21 10 ✓2
In t he Prep quiz, we sa,v that:

• t he san1e n.u,nber could be expressed as a po1.ver of a different ntunber or base
64 = f 64 = 43 64 = ~
• different n.u111bers could be expressed as pou1ers of the sa1ne nun1ber or base.
4 = 22 8 = 23 .1
2
= 2- 1
Nu1nbers in index forn1 are expressed as pov.rers (indices) of another ntunber (base).
Logarithn1s are indices. More specifically:
T he logarith1n of a ntunber to any base is the index ,vhen the

nun1ber is expressed as a po,ver of the base. If y = ? then log.y = x.
If 64 = 82 , then log8 64 = 2.
If 64 = 43, then lo~ 64 = 3.
Also if log2 64 = 6, then 2 6 = 64.
Evaluate:
a lo~ 16 b log2 1
Solution
a To evaluate an expression such as c If log9 ( 2;) = x, then
lo~ 16, we need to ask this question: 9x = -1
27
'4 raised to w hat po,ver ,vill equal 16'' Solving: 32x = 3-3
If 42 = 16, then log4 16 = 2. _ _ 3
X - 2
b Iflog2 1 = x, then 2x = 1. ··· log9 (1) _
27 -
3
- 2
If 2o = 1, t hen log2 1 = 0.
15 Logarithms
Solve the following logarithnuc equations.
a log27 3 = x b lo~x = -2 C logx8 = 1·5
Solution
a If log27 3 = x b Iflo~x = -2 C Iflogx8 = 1·5
then 27x = 3 then 4-2 = x t 11en x 1-5· = 8
33x = 3 1 • X -
.·
1
- 16
l.
x2
.L
= 23
3x = 1 x =2
2
.•. 31 :. X = 4
X --
X
y = a <=> log. y = x
Exercise 15:01
D Write each of these in logarith1nic forn1.
a 8 = 23 b 16 = 4
2
C 7 =7
1
d 64 = 26
4 4 5
e 3 = 81 f 4 = 256 g 2 = 32 h 3° = 1
2
.
I
1 _
- - 2
-1
J. 1 - 3-?- k .Js
= 5½ l 9 = 27'
2 .l 9 - .L
=! 3-t = 3i
3
m 25 = 125 2
n 36- 2
0 16' = 8 p
II R .e write each of these in index fonn.

a log2 4 = 2 b log3 9 = 2 c log5 1 = 0 d lo~4 = 1
e log10 1000 = 3 f log327 = 3 g log2 16 = 4 h lo~ 16 = 2
i log7 243 = 3 j log5 625 = 4 k log2 128 = 7 l log6 6 = 1
m log2 .J2 = i n log3 (j) = -1 o log2 (~) = -2 p lo~8 = ~
El Evaluate the follo,ving.

a log39 b log2 8 c log5 25 d log7 1
e log33 f log2 32 g log4 64 h log8 64
i lo&216 j log10 1 k log1o10000 l log3 81
m lo~2 n lo~3 o log7 (~) p lo~8
--
D Solve for x.
a log2 16 = x b log327 = x c log5 625 = x d log7 49 = x
e lo~ 1 = x f lo~3 = x g log6 6 = x h log10 ..ffo = x
i log9 (i) = x j log2 (~) = x k log8 4 = x l log16 64 = x
m log2 (0·5) = x n log5 (0·04) = x o log8 ✓ 2=x p log100 1000 = x
11 Find x.
a log2x = 5 b lo~x = 3 C log2 x = 7 d log-x
:, =0
e 1og7 x =2 f lo&x = 3 g log3 x = -1 h 1o~x = ~
i log9 x -- l2
.
J lo~x = -2 k log2 x = -3 l log8. x = _ 1.
3
m log25 x = 1 ·5 n log10 x = -1 0 log5 x
.
= -~- p log16 x = J

II Solve the follov.ring.
a logx 16 = 4 b log.,. 9 = 2 C logx5 = 1 d logx81 = 4
e logx 125 = 3 f log.,. 100 = 2 g logx8 =3 h logx 729 = 6
.I 1ogxv::>
r?
= ?, l loo 3
j log.,.(1) = -1 k logx2 = -1 ox 8 = ?
m logx3 = j - n log,.,. 4 = .!
2 O logx4 = j p logx27 -J
LOGARITHMIC SCALES
In n1ost n1easure1nent situations, the 1neasuring scales are linear. In son1e situations, ho,vever,
a linear scale ,vottld produce a large range of 1neasuren1ents. To overcon1e this, scales based on
indices are used. These are called logarith1nic scales.
1 Electromagnetic spectrum
-
X-rays Visible light Microwaves
-
Power
10- 14
I
Gamma
10-12
I
10-10
I -
I
UV
10-8
I
10-6
Infra-red
I
10-4 10-2 1
Radio
102 104 106

Wavelength (metres)
The diagra1n above sho,vs the variation in ,vavelength for different types of electron1agnetic
radiation. A logarithnuc scale is used for ,vavelength.
a Copy the scale and n1ark approxin1ately the position on the scale of the nun1bers:
i 1000 ii 10 iii 0·1 iv 0·000005
b T he scale is n1arked with equally spaced 1narkings, but the difference in value bet,veen
n1arkings is not equal.What is the difference in value of:
i 1 and 102 ii 104 and 106 iii 10-2 and 1'
c Where ,vottld zero be in relation to the nun1bers on tlus scale?
d What is the range in wavelength of:
i radio ,vaves ii visible light'
2 Richter scale
Another exa1nple of a logarith1nic scale is the Richter scale, -
,vluch n1easures the n1agnitude of earthquakes. In tlus question,
,ve will assu1ne that it is the san1e as the scale in tl1e last question,
in that every unit is ten ti1nes bigger than the unit before it.
The scale is sho,vn below.
a Ho,v n1any ti1nes bigger is: Reading of 5 Reading of 6
i a reading of 6 than a reading of 5
ii a reading of7 than a reading of5' I ~ / ,
b Where ,vottld a reading of 5·5 be on
the scale?
c Ho,v n1any ti1nes bigger is a reading of5·5 than a reading of5'
3 pH scale
The concentration of an acid is n1easured by its pH. (See Assigru11ent 7B Question 6.)
15 Logarithms
5~1l•iJ Logarithmic and
exponential graphs
To dra,v the graph of an exponential function such as y = 2x, ,ve can plot the points in the
follo,ving table of values.
y
X -2 -1 0 l 1 11 2 I Wol'\der
2 2
1 1 4 why?
y 4 2 1 1·4 2 2·8 4
3
All exponential graphs
2
cut t he y -axis at 1.
-2 -1 0 X
1 2
To draw the graph of a logarithniic function such as y = log2 x, ,ve can use the fact that this is
equivalent to x = 2r. (The x- and y-values have changed places fron1 y = 2.-') .
y
X 1 l 1 1·4 2 2·8 4
4 2 y = log x
2 2
y -2 -1 0 1 1 11 2
2 2
1
A logarit hmic graph always

0 1 2 3 4 X
cuts t he x-axis at 1.
-1
-2
No,v we have seen that y = log0 x is the san1e as x = aY. y

Interchanging the x and y in x = aY produces its inverse
function, y = ax. y = x,.
,,
,
, ,,
,,
y = log0 x and y = ax (for a > 0) are inverse functions ,
, ,,' y = log.x
and hence their graphs are reflections of each other ,,
,,
in the line y = x . ,,
,,
,
,,
,,
, ,
,,
1 X
, ,,
,
, ,,
,,

Exercise 15:02
D Copy and con1plete these tables of values and then dra,v their graphs on the san1e nu1nber
plane. (Approxin1ate to one deci1nal place ,vhen necessary.)
a y = 3x b y = log3 x, (x = 3Y)
1 112
X -2 -1 0 2 1 2 X
1 l
y y -2 -1 0 2 1 12 2
f.l a Using the fact that y = log2 x and x = 2r are equivalent functions, con1plete the table of
values belo,v and use it to construct a graph of y = 1og2 x (correct to t\vo decin1al places).
y = log2 x
X
y -3 -2i -2 -1i -1 - 2
1
0 1
2 1 11
2 2 21
2 3
b Fron1 your graph, esti111ate correct to one decin1al place, the value of
i log2 3 ii log2 5 iii log2 1·5 1v log2 0·8
IJ T he graphing of y = log10 x is aided by the use of the Qi) key on your calculator.
a Con1plete the table of values belo,v using your calculator (correct to two deci1nal places).
y = log10 x
X 0·2 0·4 0·6 0·8 1 2 3 4 5 6 7 8 9 10
y
b Using your table of values, dra,v a graph of y = log10 x like the one belo,v. Use scales sinular
to those shown for each axis.
y
1
0-5
0 2 3 4 5 6 7 8 9 10 X
-0 -5
-1
c Using your graph, find approxi1nate solutions for the follo,ving equations.
i log10 x = 0·7 ii log10 x = 0·25 iii log10 x = - 0·5
15 Logarithms
D On the sai11e ntu11ber plane, sketch the graphs of the following, shov.ring their relative positions.
a y = log2 x b y = log3 x c y = log5 x
i~1t•Fl Laws of logarithms

0 PREP QUIZ 15:03
Co1nplete:
3
1 If 8 = 2 then log2 8 = .. . 2 If ,n = 2X then log2 1n = .. .
3 If n1 = ax then loga ,n = . . . 4 If n = aY then loga n = . . .
5 If p = ax + Y then logap = .. .
Si,nplify:
6 a·:< xay X y
7 a+ll' 8 (ax)"'
1
9 Write - in index fonn. 10 Since 3° = 1 then log3 1 = ...
X
Logarith1ns are indices, so the index la,vs can be used to deduce the logarith111 laws.
Proof Let x = a"' and y = a" Qogax = ,n and logay = 11)

xy = a"' x a"
= am+ ,,
:. loga xy = ,n + n
= logax + log,,11
Proof: Let x = a"' and y = a" Qogax = ,n and logay = 11)
-X = am +a 11
y =a"' -" I'd better

"ote all tJ.,ir
.
'" my
109 book.
= logax - log,,y
Proof Let x = a"' (loga x = ,n)

xf' = (a"')P
= a"'P
:. log. x!' = ,np
= plogax

The follov.ring logarith1ns can be deduced fro1n the four index equations:
0 1 -1 1
a =1 a =a a
X
=aX
X
X
log0 1 = 0 log.a = 1 loga ax = x. log.(~) = -log0 x
fxpa11di119 tvr11r
T he two 111ain logarith1n lav.rs can be used to eiq,and or contract 011e term i11to
expressions involving logarithn1s. Both processes are ,veil illustrated two.

in the following exan1ples.
Sin1plify:
a log10 25 + log10 4
c Slog.a - log0 a4
Contraction
Solutions log xy =log x + logy

Expansion
a log10 25 + log10 4 = log10 (25 x 4) b log3 54 - log3 18 = log3 (~;)
= log10 100 = log33
=2 = 1
4 log0 x 3 _ log 0 x 3
c Slog.a - log0 a = Slog0 a - 4 log0 a d
~
log. ',/X 1oga x-¼
= log0 a
= 1 - 3log0 x
1log. x
=6
Iflog.3 = 1·4 and log0 4 = 1·6, evaluate:

a log. 12 b log0 (11) c log0 9
Solutions
a log.12 = log,,3 + log.4 b log0 (1 3l ) = log0 ( 34 )
= 1·4+1·6 = log0 4 - log0 3
= 3 -0 = 1·6-1·4
= 0·2
2
c log. 9 = log.3 I
d log0 2 = log0 4 2
= 2 log0 3
= ;- loga 4
= 2 X 1·4
= 2·8 = 1X 1·6
= 0 ·8
15 Logarithms
Solve:
a log10 2x + log10 5 = 3
Solutions
a log10 2x + log10 5 = 3 b log5 x-log5 (x-1) = 1
log10 (2x X 5) = 3
log10 10x = 3
10x = 103
log5 ( x: l)
X
= 1
-- = 5
= 1000 x-1
:. X = 100 x = 5x- 5
4x = 5
:. X =~
Use t he logarith1n lav.rs:

2
a to expand loga x
(
y )
Solutions
b logax + log0 y - 21og0 z = 1ogaxy-1ogaz 2

xy
= loga ----:,
z-
Exercise 15:03
D Evaluate:
a lo&,9 + lo&,4 b log5 20 - log5 4 c log2 48 - log2 3
d log102 + log10 5 e log0 4 + log0 (~) f log5 1000 - log5 8
g log2 18 - 2 log2 3 h 2log10 5 + log10 40 i log3 24 - 3 log3 2
J log10 125 - log10 4 + log10 32 k 3log2 4 + 1log2 81 - log2 18
II Ifloga2 = 0-301 and log0 3 = 0-477, evaluate:
a loga6 b log. 1-5 c log0 9 d log0 0·5
e loga ../3 f log. 18 g log0 8 h log0 24
k log0 ( 4l ) l log0 Jfi.
?
i loga36 j log.( 3 )
II Iflogx3 = 1·5, logx5 = 1-8 and log... 10 = 3 -0, evaluate:
a logx15 b logx2 C logx9 d log,... ../5
e logx 150 f logx 250 g logx 45 h log... (1)
logx 1000 j logx 6 k logx -✓SO l log... 1-5

D Sin1plify: ?
a log0 (a-) b log0 Sa - log0 5
5
d log0 (x )
e log0 ( ; ) + log0 ( ~)
log 0 x
II Use the logarithn1 la,vs to expand the follo,ving expressions.

xy xa X
a log 0 - b log0 7 c log0 2
z z- (x +1)
x(a + b)
d log 0 x.Jx + 1 f Iogy ?
y-
D Use the logarithn1 la,vs to contract the follo,ving expressions.
a log0 x-log0 y + 2log0 z b 2 log0 x-?l log0 y + log0 z
c 1log x + i log y
0 0
d log0 (x + 1) - log0 x + log0 (x + 2)
3
e 2 logyx - logyz + logy y f 2 log0 x + log0 y - 3
D Find a relationship betvveen x and y that does not involve logarith1ns.
a log0 x + log0 y = log0 (x+y) b 2 log0 x+ log0 S = log0 y
c 2log2 x + log2 y = 3 d log5 x = 3 + log5 y
e log0 (1 + x) - log0 (1 - x) = log0 y f log0 y = log0 S + 7log0 x
Ill Solve t he follov.ring equations for x.
a log0 x = log0 S + log0 2 b log0 x = log0 10 - log0 S
c log0 x = 3log0 2 + log0 4 J
d log0 x = log0 9 - log0 2
e log0 2 + log0 x = log0 8 f log0 10 - log0 x = log0 S
g log0 x + log0 3 = log.(x + 1) h log.(4x) - log.3 = log.(x + 4)
D Find values for x if:
a log10 2 + log10 x = 2 b log2 x - log2 3 = 3
c log10 x = logtO 8 d log10x + 3 = 4log10 x
log10 2
e log10 x- log10 (x-1) = 1 f log10x = log10 5 - log10 2 - 1
g log2 x + log2 (x + 1) = 1 h log3 2x + log3 (x - 1) = 1
.BJ INVESTIGATION 15:03 LOGARITHMIC SCALES AND THE HISTORY OF

CALCULATING
The use of electronic calculators to do n1athe1natical calculations only beca1ne widespread in
Australia during the late 1970s. Prior to then, 111any calculations ,vere done using logarit/11n tables.
Another conu11on calculating device ,vas a slide-rule. This consisted of a pair of
logarithnlic scales: one fixed and the other sliding.
1 Investigate t he use of logarith1ns as a calculating tool.

See if you can find a set of logarith111 tables and find
out ho,v they ,vere used.
2 Investigate t he use of a slide-rule and t ry to

construct one yourself using logarithnlic
graph paper.
15 Logarithms
5~1l•td Simple exponential
equations
f> PREP QUIZ 15:04
Write as powers o f 2:
1 4 2 8 3 l2 4 ✓2
5 Write 125 as a pov.rer of 5. 6 Write 243 as a power of 3 .
. 1
7 Write ✓2 as a pov.rer of 2.
3
9 If X-3 -- 4 , W hat . '
IS X. 10 If2x = 2~, find x .
In an exponential equation the pronun1eral is involved in the 'exponent' or 'power'.

X X- 1
e.g. 2 = 16 or 5 = 125
For sin1ple equations of this type, both sides of the equation are ,vritten as po,vers of t he san1e
nun1b er or base and then a co1nparison of powers is used to find the solu tion.
Find the pronun1eral in each of the following.
1 2x = 32 2 3Zx- 1 = 27
3zx- 1 = 33
Each s ide of the equation must be
2x = 2~
written with the same base; then the
:. X =5 2x-1 = 3 indices must be equa l.
:. X =2
3 4X = 8 4 2x- 1 =~ Po i,.,er y ovr
(22)x = 2 3 x- 1 = 2-2 i,.,ay tJ,,rov9 J,,
2
2 zx = 2 3 X -1 = -2
t J,, ir o,..e !
2x = 3 :. X = -1
:. x =~ or 11
To solve si1nple exponential equations, re,vrite each side of
the equation ,vith the san1e base, and then equate the indices.
Exercise 15:04
D Solve these equations.
a 2x = 16 b 2x = 128 C 3x = 81 d 3x =1
e 4x = 64 f 5x = 5 g 6x = 216 h 2x = 512

i 3x = 243 j 4X = 256 k 10x = 10000 l 9x = 729
m 8x = 4096 n 11x = 1331 0 7X = 16807 p 6x = 1296
II Find x.
a 4X = 2 b 9x = 3 C 16x = 2 d 25x = 5
e 27x = 3 f 32x = 2 g 16x = 4 h 100x = 10
• 2x _ 1 k 4x -1 l 2 X = 41
I - 2 J 3x -- 1.
9 - 4
m 5x -
-
_1
25
n 3x = _127 0 4x -1.
- 2
X
p 9 - - -
1
3
El Evaluate the pronu1neral.

a 9x = 27 b 4x = 32 C 8x = 4 d 27x = 81
e 25x = 125 f 1000x = 100 g 128x = 64 h 32x = 8
·I 3x -_ 16
1 j 4X =i k 27x = l
9
l 16x = 1. s
m (~)x = 8 n (j)x = 9 0 (i)x = 27 p (0·01 )x = 1000
D Solve:
a 2x- 2 = 8 b 3 1 -x = 27 C 2 2x = 32
d 42x- 1 = 64 e 4x-1 = ✓2 f (.J3)x = 81
g 22-x = J8 h :,-3x-2 = 12 ::>~ 32-x = 4
J 9 1 + 2x = 243 k 33x = 32 l 1003x- t = 100000
82x- 1 = 4 Js
X +1 1 n 2-x 1
m4 =8 ✓ 2 0
3 = 3..fj
93x-5 = ..fj r 93x = 27x+ 1
p 27
5 42x- l = (~)x
WHAT DO YOU CALL LUMBERJACK MUSIC?

Ans,ver each question and ,vrite the letter for that question in the box above the correct anSvver.
Solve for x:
T 4x = 64 0 8x = 4
H log3 x = 2 S log5 625 = x
Si,nplify:
G logaa R lo~(:)
Evaluate:
H lo~24 - lo~3
G log10 2000 + log1o500
Solve for n:
R 3" + 5 = 9
0 2 6 1 2 -3 -1 3 5 3 9 -2 4
3 2
15 Logarithms
~ INVESTIGATION 15:04 SOLVING HARDER EXPONENTIAL EQUATIONS BY
'GUESS AND CHECK'
Equations like 3x = 5 are n1ore difficult than those in the previous exercise because the solution
is obviously not an integer or sin1ple fraction.
Later in this chapter, we will use logarithn1s to find the exact solution, but an approxi1nate
solution can be found by the 'guess and check' n1ethod.
Example
Find an approxin1ate solution for 3x = 5.
1 2
Now 3 = 3 and 3 = 9.
As 5 is bet\veen 3 and 9, x 1nust be betvveen 1 and 2.

15
• x = 1·5 gives 3 · = 5-196 ... (too big)
14
• x = 1·4 gives 3 · = 4·655 ... (too sn1all)
:. x n1ust be between 1·4 and 1 ·5.
1 45
• x = 1·45 gives 3 · = 4·918 ... (too sn1all)
:. x n1ust be between 1·45 and 1·5.
Repeating this procedure gives the solution:
x = 1·47 (2 dee. pl.)
Exercises W/,,y ir 3x + 2 bi99er t J,,a,,

5 a11d rma ller t l,,a,, 6?
Use t he 'guess and check' n1et hod to solve:
1 5x = 500 2 3x = 1690
3 7 3x + 2 = 19 187
Hint: If 3x + 2 > 5 and 3x + 2 < 6, then x > 1 and x < 11.
:. x is between 1 and 11.
4 52x- 3 = 16755
i r CHALLENGE 15:04 FURTHER EXPONENTIAL EQUATIONS

In Exercise 15:04 the solution of eiq,onential equations of the fonn ax = b was investigated.
In all cases, b could be ,vritten as a power of a, and a con1parison of the indices then allo,ved
x to be found.
If b could not be ,vritten as a po,ver of a, then we had to resort to the 'guess and check ' n1eth od
as outlined in Investigation 15:04.
Now, using the theory oflogarith1ns, a quicker 1nethod can be found to solve t hese equations.
T he 1nethod outlined belo,v n1akes use of the ~ key on your calculator. T his key gives the
logarith1n of a nu1nber to the base 10.

Examples
Solve the follo,ving:
1 5x = 12 2 3x+ 2 = 7
Solutions
The first step is to take logs of both sides, to base 10.
1 5x = 12 2 3x+ 2 = 7
log1o 5x = log1o 12
x+2
log10 3 = log10 7
xlog10 5 = log10 12 (x + 2) log10 3 = log1o 7
log10 12 x + 2 = log, o 7
x =
log10 5 log10 3
Press: Qi) 12 (D 8 Qi) 5 G x + 2 = 1·77 (2 dee. pl.)
= 1 ·54 (2 dee. pl.) :. X = -0·23
3 2 x = 5x-1 TJ.,ir orie

x x- l
log10 2 = log10 5 ir qvite
x log102 = (x - 1) log10 5 tricky!
= xlog10 5 - log10 5
xlog10 5 - xlog102 = log10 5
x(log10 5 - log102) = log10 5
log10 5
:.x = - -~~- -
log10 5- log10 2
: . x = 1·76 (2 dee. pl.)
Exercises
1 Solve x correct to three decin1al places.
a 10x = 700 b 10x = 41·6 C 10x = 49168
d 2x = 7 e 5x = 100 f 6x = 2
2 Solve for x correct to three decin1al places.

a 102x- 3= 1500 b 5x + l = 8 C 2x- l = 12
d 3 2x = 15 e 92x- 1 = 900 f 5 1 - 3x = 27
3 Deternune the value oft correct to three deci1nal places.

2 81
6(3 21 - 1) + 3 = 27
a 1000 = 1·8(10 ') b 1000000 = 100(2°· ) C
4 Deternune the value of x correct to three decin1al places.

a 3x = 6x-1 b 2x = 7x- 3 C 32x = 7x
d 5x+1 = 8x-1 e 6x + 2 = lOx-7 f 122x = 9x +7
15 Logarithms
exponent logarithm
• another nan1e for a pov.rer or index, • an index
e.g. for 2 3 , the nun1b er 3 is an exponent • if y = aX, t hen log.y = x,
exponential equation e.g. if 32 = 2~ then log2 32 = 5
• an equation ,vhere the u nkno,vn is part of power
an exponent, • repeated as a factor,
x- 1
X
e.g. 2· = 8 or 3 =7 e.g. 3 to the po,ver of 5 = 3~
index (indices) = 3x3x3x3x3
• the raised syn1b ol ,vhen
a nun1ber is ,vritten as
a po,ver
The nautilus shell is in the shape of a logarithmic spiral.

LOGARITHMS
These questions reflect the in1portant skills introduced in this chapter.
1 Re,vrite each eiq,ression in the fonn x = al'. 15:01

a log2 8 = 3 b log3 9 = 2 C log4 2 = 1 d log5 1 = 0
2 Re,vrite each expression in the fonn log.x = y. 15:01
I
5 3
a 2 = 32 b 4 = 64 C 27' = 3 d 10- 1 = 0·1
3 Evaluate: 15:01
a log3 3 b log5 25 c log10 1000 d log2 ~
4 Find x. 15:03
a log9 81 = x b logx4 = 2 c log2 x = 5 d loR'" 7 = 1
5 Sin1plify: 15:03
a log.7 + log.3 b log.15 - log.5
C log.6 + log.10 d log. 20 - log. 4
6 Re,vrite in the forn1 n log.3: 15:03

4
a log.3 b log.9 c log.J3 d log.1
7 Use the logarithn1 la,vs to ,vrite in expanded forn1. 15:03

2 X
a log.xy b log.,Fr c log. ✓Y
8 Use the logarithn1 la,vs to ,vrite in contracted fonn: 15:03

a log.x - log.y - log.z
b 2log.x+3 log.y+ 1log.z
1 1
c log.x + 2 log.(x - 1) - 2 log.(x + 1)
9 Solve these equations. 15:04

a zx = 128 X _
b 2 - 4
1
C 10 1 -x = 1000 d 92x -1= 3
15 Logarithms
ASSIGNMENT 1SA Chapter review
1 R .e ,vrite each expression in the forn1 x = aY. b y
a log10 1000 = 3 y = log:?-'"
b log2 0 ·125 = -3
c log927 = ~
2 Evaluate: X
a log2 128 b log10 0·001

c log16 4 d log25 125
3 Solve:
a 5x = 625 b 9x = 3" 6 Si1nplify and evaluate:
C 4x = 8 d 31-x = _1
27 a log3 54 - log3 2
4 Iflogx5 = 0·56, find: b log6 18 + log6 2
a logx25 b logx.Js c log5 150 - 0og5 2 + log5 3)
C 1ogx5x d logx0·2 d 2lo~ 6 - 2 log4 3
5 For each graph give the coordinates of A, 7 Si1nplify :

?
Band C. a log(x- - x - 2) - log(x + 1)
a y b log.Jx 2 -4x + 4 - log(x - 2)
y = 3-'
8 Find the value of n1 if:
y = log3 x a log0 41n - log0 3 = log0 (1n + 4)
A B b log0 n1 + log0 (1n - 2) = log0 3
X
9 Find a relationship betvveen x and y,
not involving logarithn1s.
a logx - logy = log(x + y)
2
b log( xy ) = log2
c 51ogx + 3logy = log2
John Napier was a mathematician

who l ived in t he 16th century. His
main achievement was t he invent ion
of logarithms, but he also invent ed
a calculating device that was in use
until the 20t h cent ury. The device was
made of ro ds and the most expensive
exampl es of these rods were ma de
of horn or ivory. Hence, t hey became
known as Napier"s bones.

1 a If 6 111en can do a piece of work in 4 T hree vie,vs of the san1e 'unusual' dice are
9 days, in ,vhat tin1e ,vill 18 111en do it, given. Deternline the nu1nber of spots on
,vorking at the san1e rate? the face on the botton1 of the tllird cube.
b If 14 111en can do a piece of ,vork in
12 days, ho,v 1nany 111en ,vill be needed
••••• •
••• •
to do the ,vork in 21 days, working at •• • • • ••
•
the sa1ne rate?
2 A goods train con1pletes a journey in 5 A 111an and his granddaughter share
61 hours at an average speed of 42 kn1/h. the sa1ne birthday. For six consecutive
What ,vould be the average speed if the birthdays the n1an's age is an exact 1nultiple
1
train con1pleted the journey in S hours? of !us granddaughter's age. Ho,v old is each
(Answer correct to three significant figures.) of the1n on the sixth of these birthdays?
(Assun1e that the grandfather is less than
120 years old.)
3 A SL'C-pointed star is forn1ed by t,vo

intersecting equilateral triangles. Place the
integers fron1 1 to 12 in the circles so that
6 What is the edge length of the largest cube
that can fit inside a sphere ,vith a dian1eter
the stun of the four nun1bers along any
of100c1n?
side of a triangle, as well as the sun1 of the
six integers fornling the inner hexagon,
is 26. (There is 111ore than one solution to
tllis problen1.)
15 Logarithms
Somehow, tJ.,ir warr,'t qvite It'r r,early tJ.,e
tJ.,e kir,d of 'fvr,ctior,' er,d of tJ.,e book, rir!
I J.,ad ;,, ,,.,;,,d .... WJ.,y fhovld,,'t we
throw a party?
Contents
16:01 Fu nctions 16:03 The graphs of y = J(x). y = J(x) + k and y = J(x - a)
16:02 Inverse functions Fun spot 16:03 Where would you get a job playing
Investigation 16:02 Ouadratic functions and a rubber trumpet?
inverses Mat hs t erms, Diagnostic test, Assignments

Number and Algebra
F1111ctio11s and Other Grap/rs (Stage 5.3#)
• Describe, interpret and sketch functions (N SW)
16:01 Functions
• Graphs are used to sho,v the relationship bet\veen variables.
• Graphs originate fro1n ordered pairs, ,vhich in turn con1e fro1n tables, as shown belo,v.
Weight of Cost Order pairs

8
butter (kg) ($) (W,C) (5, 7-5)
7
1 $1 .50 (1, 1-5) ~6
!!!, (4, 6)
1ii 5
2 $3 (2, 3)
~ 0
04 (3, 4-5)
3 $4.50 (3, 4-5) 3 (2, 3)
4 $6 (4, 6) 2
1 (1 , 1-5)
5 $7.50 (5, 7-5)
1 2 3 4 5
Weight (kg)
• Tables cannot include every possible ordered pair, so the relationship bet,veen variables is
usually eiq>ressed as a rule or forn1ttla .
In this case, C = 1 ·5 W.
T he value of C depends on the value of W, so it is called the dependent variable.
W is called the independent variable .
• It shottld be clear that the rule C = 1 ·5 W ,vill produce an infinite set of ordered pairs (W, C)
and that every value of W ,vill produce only one value of C .
When a set of ordered pairs has this property it is called a function.
• Functions can be thought of as being produced by a n1achine. The 'function n1achine' is given
an input value, and using a rule produces a unique output value.
T he output value is dependent on both the input value and the rttle being used.
A function is a special rule or relationship that assigns

a single output value to each input value.
Function notation
• T he relationship betvveen the input value and the output value
is represented by a staten1ent such as f(x) = 2x + 1.
T his tells us that the function f turns the input value x into the
output value 2x + 1. x is IN PUT
f{x) is OUTPUT
Hence, j(l) = 2 X 1 + 1 and j(2) = 2 X 2 + 1
=3 =5
16 Functions and other graphs

• Different letters can be used to represent different functions.
2
e.g. g(x) = x H(x) = (1 + x) 2
g(3) = 3 2 H(4) = (1 + 4) 2
=9 = 25
• The input value is usually represented by x, but other
pronu1nerals can be used, as in the previous exan1ple
concerning the cost of butter.
e.g. f(W) = 1 ·5 W Wis INPUT
f(W) is the OUTPUT
j(3) = 1·5X3
= 4.5
• Co1nparingf(x) = 2x + 1 and y = 2x + 1 suggests that y = f(x) and, hence, there is an inm1ediate
connection ,vith the nun1ber plane as (x, y) b econ1es an (input value, output value) pair.
Graphs of functions
A~ stated earlier, a function is a set of ordered pairs, ,vhere each input value produces a unique
output value.
This 1neans that no t\vo ordered pairs can have the sa1ne j(x)
input value, or the san1e input value cannot produce different
(4, 2)
output values.
This gives rise to an easy test for deciding w hether a graph
is the graph of a function.
X
In this graph the vertical line sho,vn cuts the graph at the
points (4, 2) and (4, -2) .
(4, - 2)
Because the graph has t,vo ordered pairs w ith the san1e input
value, it cannot represent the graph of a function .
This gives us the vertical line test.
If a vertical line can be dra,vn to cut a graph in t\vo

or n1ore places then the graph is not a function.
Exercise 16:01
D In each of the follo,ving, state ,vhether the set of ordered pairs represents a function .
a (1, 5), (2, 6), (3, 7), (4, 8) b (8, 4), (7, 5), (6, 6), (5, 4)
c (9, 3), (16, 4), (25, 5), (36, 6) d (1, 3), (1, 4), (0, 3), (2, 4)
e (-1, 1), (1, 1), (2, 4), (-2, 4)
II In each of the follo,ving diagran1s, an input value is joined to an output value by an arrow.
State w hether each diagra1n represents a function.
a 1 - -- - 2 b _, ~~~~~1 C 1 ~~~~~-1
2-+----+- 4 1 1
3 _,___ _ ___.,. 5 2Z:: : : : : : :~ 4
-22
-2

El If the arrows in the diagra1ns of Question 2 are reversed, state whether each diagra1n
represents a function.
D Iff(x) = 2x - 5, find:
a j(O) b j(2) C j(-2)
II If H(x) = 2x + 1, find:
a H(1) b H(O) c H(-1)
2
x +1
II If g(x) = - -, calculate:
X
a g(l) b g(2) C g(t)

D It is kno,vn that H(x) = 3x - 2. Find x if:
a H(x) = 13 b H(x) = -14
Ill Given that f(x) = 2x - 5, ,vrite an expression for:

a j(2a) b f(a + 1)
II It is kno,vn that C(W) =W2 - 2W+ 5.

a Find C(-1) b Find C(l) - C(-1) c Find C(W + 1)
n:, F(p + h)-F(p)
u:.i If F(p) =p2 , find an expression for ----"~-'---"'-'-.
h
ma 2
Iff(x) = x , show thatf{-x) = j(x).
b Iff(x) = x 3, show thatf{-x) = -f(x).
IE Which of the follo,ving are graphs of functions?

a y b y C y
3
- 2
'
'
' '
'
-3 3 X -2 2 X -2 - 1 1 2 X
- - - - -~ -
d y e y f y
3 ------------
X -1 1 X 9 X
'
'
--3 -------------- '

g y h y
-4 4 X -5 5 X
• Remember
-2$-- - - - '
tJ,,e vertical
- line tert !
....
y
-2 -1 1 2 X
D] Does a straight line graph always represent a function?
mUse this notation to Mathemati cians are often interest ed in the permissibl e X· and y-va lues that
describe the pennissible
a function can take. For example, in Question 12a, the possible x-va lues run
x- and y-values for each from - 3 to 3 inclusive. We writ e this as {- 3 < x < 3 }. Similarly, they-va lues
of the graphs in run from - 3 to 3 inclusive. This is written as {- 3 < y < 3 }.
Question 12.
Im Write the possible y-values for each of the follo,ving fu nctions.

a y b y c y
y =4
X
X
X
2
y=1 - X
-4
Im Write the possible x-values for each of the follo,ving functions.

a y b y c y
X
X 0 X
y =x
y = -X1

liJ By graphing each of the following or othenvise, write the pernussible x - and y-values for
each function.
2 1
a y = 2x-1 b y =x +1 C y=
? x-1
d y = 2x e y = (1 + x)-
Ill] a T he distance a stone falls ,vhen dropped fro1n a cliff is a function of the tin1e elapsed since
it ,vas dropped. T he function is given by f(t) = 4-9? , ,vhere t is the tin1e in seconds and
j(t) is the distance in 111etres. Explain in ,vords ,vhat is n1eant by each of the following.
. f
(1-6)- f (1·5)
i j(1 ·5) ii j(1 ·6) iii j(1 ·6) - j(1 ·5)1- - lS IV
6
b T he period of a pendulun1, T, is kno,vn to be a function of the length, L, ,vhere T is
111easured in seconds and L is n1easured in n1etres.
If j(L) = 21r l ,vhere g = 9-8:
find f (9·8)
11 find the value of the period when L = 4·9
111 ,vhat does f(l ·5) - f (l) represent in tenns of the pendulun1's 111oven1ent?
&t-l•iJ Inverse functions

In a function, an input value produces a unique output value. T he follo,ving diagran1s represent
t\vo different types of functions.
One-to-one function: M any-to-one function:
Each input produces one output and each Each output is produced fron1
output is produced fro111 only one input. 111ore than one input.
1 2 1
2
3
4
6
2
3
-~
4 8 4 -
- -1
5 10 5
Input x Output y Input x Output y
Given a certain function,!, ,ve are now interested in finding a function that reverses f If ,ve can
find such a function, it is called the inverse function and is denoted by f - 1 .
To find the inverse function, it would see1n that all ,ve have
to do is s,vap the input and output values or interchange If a fv"ctio" re"dr A to B,
the x and y in the original function. the illVerre mvrt re"d B to A.
T lus has been done for the tvvo functions above on the
follo,ving page.

The reverse o f the one-to - one T he reverse of the 1nany- to-one
function is also a function. function is not a function.
2 1 1
4 2 1 2
6 3 3
8 4 4
-1-
10 5 5
Input x
~
Output y Input x
- -Output y
Reversing the process ,vill only produce a function if the original function is one-to-one.
When the function is given in notation for111 rather than as a set of ordered pairs, the inverse
function is produced by si1nply interchanging the x and y in the original equation and then
1naking y t he subject. T his is shown in the exa1nple belo,v.
Find the inverse function of the function y = 3x + 1.
Solution
y = 3x + 1 where f(x) = 3x + 1
Interchange the x and y to obtain the inverse.
X = 3y + 1
x- 1 = 3y
x-1
y= wheref- (x)
I
= -x-1
-
3 3
x-l.
H ence, y = - - is t I1e inverse
. . o f y = 3 x + 1.
functJon
3
If y =f(x) is a one-to-one function, then the inverse function is found by:

1 interchanging x and y and then
2 111aking y the subject.
Exercise 16:02
D W hich of the follo,ving functions ,vill have an inverse function?
a b c
f
X y X _ _ _ _g~- - -- y X " y
1 5
I l 1
5 2 2
2 6 6
3 - - o
3 7 7 - 1 4
4 8 8-

El a A function His represented by the ordered pairs { (0, 2), (2, 4), (3, 6), (4, 8) }. Does H have
an inverse function? If so, list the ordered pairs of the inverse function.
b A functionfis represented by the ordered pairs { (-1, 1), (1, 1), (0, 0), (-2, 2), (2, 2) }.
Does fhave an inverse function? If so, list the ordered pairs of the inverse function.
II Find the inverse function of each of the follo,ving.

x-1
a y = 2x b y = 3x + 5 C y=
3
D The function y = x 2 is an exan1ple of a y
111any-to-one function as it has 111ore than A a"d /3 /,,ave tl,,e
A B same y-coordi"ater.
one point ,vith the sa1ne y- value. As such it
does not have an inverse function. Use the
X
above to state whether the functions sho,vn
in the graphs belo,v are one-to-one or
111any-to-one.
a y b y C y
X X X
d y e y f y
y=x
X X X
II Do all straight lines that are functions have inverses? Explain your ans,ver.
II Can you think of a rule (sin1ilar to the vertical line test for functions) that could be used ,vith
the graph of the function to deternline ,vhether the function has an inverse or not?
D Find the inverse function for each of these linear functions.

2-x
a j(x) = 4x b f(x) = 1 - x C j(x) = - 3 -
Ill a W hat is the inverse function of the line y = x?
1
b The inverse of the line y = 2x is y = x. Graph both lines and the line y = x on the sa1ne
nu1nber plane.What do you notice?
c On the san1e nun1ber plane graph y = x + 1, its inverse y = x - 1, and y = x.What do
you notice?

II On the sa1ne nun1b er plane graph the lines y = x, and the line through the points A(1 , 1)
and B(3, 2).
a Why do the points (1 , 1) and (2, 3) lie on t he inverse of line AB?
b Find the equation of the line AB and hence find the equation of its inverse.
c Sho,v that the points (1, 1) and (2, 3) satisfy the equation of the inverse.
1
IIl] Copy the graphs below and add to each the graph of the inverse function y = J- (x).
a y b y
y =x
y =j(x)
y =j(x)
(2, 1)
X X
C y
(- 1, 2)
y= X
y = j(x)
mThe function y = x 2
does not have an inverse as it is a 111any-to- one function. If it is divided
into tvvo parts (each of ,vhich is one- to- one) it is then possible to find the inverse function.
2 2
a Sketchy = x , x > 0 (i.e. the part of y = x that has zero or positive x -values).
b Use t he fact that the inverse function is a reflection in t he line y = x to sketch the inverse
function.
c Find the equation of the inverse function.
2
d Sketch the function y = x , x < 0 and its inverse. W hat is the equation of the inverse function?
Im 3
Shov.r on a graph the function y = x . Find the equation of its inverse and graph it on t he
san1e diagra1n.

QUADRATIC FUNCTIONS AND INVERSES
2
In Question 11 of Exercise 16:02, we considered y = x and ,vhy it didn't have an inverse
function. We no,v ex'1:end these ideas to any quadratic function.
1 The t,vo quadratic shapes ,ve have n1et are given belo,v.
y y
I, .....
(a,.,..,.
X X
(a, b)
a Why don't the parabolas have inverse functions?

b How can the parabolas be divided to give t,vo parts, each of ,vhich will have an
inverse function?
2 This graph sho,vs y = (x - 1)2.
a What are the coordinates of its vertex?
b Where n1ust the parabola be divided to give two parts
chat ,vill have inverse functions'
2
c Sketch the function y = (x - 1) , x > 1.
d Sketch the inverse of the function y = (x - 1)2, x > 1.
e What is the equation of the inverse function?
1 X
3 a Sketch the function y = 4 - x 2 , x > 0. 1

f(x) and J - (x)
b Sketch the inverse of the function
are reflectionr
and find its equation.

&r-111F) The graphs of y= f(x),
y= f(x) + k and y= f(x- a)
A relationship exists between these three curves t hat allo,vs the
Addin9 k
graphs of y = f(x) + k and y = f(x - a) to be graphed given
li~r tl,,e c v rv e
t he shape of y =f(x). by k vnit r.
-,.
Graphs of y - f (x) and y f (x) + k
X 1 2 3 -1 a
f(x) f(1) f(2) f(3) f(-1) f (a)
f (x ) + k f(l) + k f(2) + k f(3) + k f(-1) + k f(a) + k
T he table sho,vs that for the san1e x-values the y-values on the curve y =f(x) + k are k n1ore
(or less) than they-values on the curve y =f(x).
T his 111eans that the points on the curve y =f(x) + k can be obtained by 111oving all the points on
t he curve y =f(x) by k units vertically.
1 .
Sketch t he curve y = - and use 1t to sketch the curves:
X
1 1
a y= - +2 b y = - -2
X X
Solutions
. 1 1 . . 1 1 .
a To obtain y = - + 2 , 1nove y = - up 2 uruts. b To obtain y = - - 2, 111ove y = - do,vn 2 uruts.
X X X X
y y
1
4 y= x + 2 4 1
y= x
. . . . ...... 2 .. 2
2 4 X
\ 2 4 X
1
---------------- - -----------------
y= x
1
y = x -2

The curve y = f(x) + k is obtained by 111oving the curve y = f(x):
• up k units if k is positive
• dov.rn k units if k is negative.
Graphs of y f (x) and y =f (x- a)

• y = f(x + a) mover a cvrve a vriitr
X 0 1 2 -1 to tl,,e left
• y = f(x - a) mover a cvrve a vriitr
f(x) f(O) f(l) f(2) f(-1)
to tl,,e ri9J,,t
X a a+1 a+2 a-1

f(x- a) f(O) f(l) f(2) f(-1)
The tables sho,v that ,vhen the y- values on

y = f(x) and y = f(x - a) are equal, the x-values
differ by a units.
Hence, the points on the curve y =f(x - a) can

be obtained by 111oving all the points on the curve
y =f(x) a units horizontally.
Use the graph of y =f(x) to sketch the follo,ving: y

a y =f(x - 1) 4
b y =f(x + 1)
-4 4 X
Solution
a To obtain y = f(x - 1), 111ove y = f(x) 1 unit b To obtain y = f(x + 1), n1ove y = f(x) 1 unit
to the right. to the left.
y y
4 4
y =f(x - 1)
y =f(x+1)
-4 -2 4 X
-2

• The curve y = f(x - a) is obtained by 1noving the curve y = f(x):
a units to the right if a is positive
l a units to the left if a is negative.
Exercise 16:03
D State how the curve y = x 2 could be 1noved to produce each of the follov.ring curves.
? ? ? ?
a y = (x +1)- b y =x-+1 c y = x - -1 d y = (x -1)-
D Give the equation of the curve that v.rould result if the curve y = 2x ,vas n1oved:
a 1 unit up b 1 unit do,vn
c 1 unit to the right d 1 unit to the left
II Use the given graph of y = f(x) to sketch y
the following functions.
a y = f(x) + 1 b y = f(x) - 2 y =J (x) 4
c y = f(x - 1) d y = f(x + 2)
2
-2 2 4 X
-2
D Use the given graph of y = H(x) to sketch y

the following functions. 4
a y = H(x - 2) b y = H(x) + 2
c y = H(x) - 1 d y = H(x + 1) 2
y = H(x)
-4 -2 4 X
-2
D Use the given graph of y = P(x) to sketch the y

follo,ving functions.
a y = P(x) + 2
b y = P(x + 1)
c y = P(x - 2) -4
\ -2
y = P(x)
2 4 X
d y = P(x) - 1
-2
II Sketchy = F(x) + 1 and y = F(x + 1) if: 1

2
a F(x) = x 3 b F(x) = x - 1 C y=-
X

~ FUN SPOT 16:03 WHERE WOULD YOU GET AJOB PLAYING A RUBBER
TRUMPET?
Work out the ansv.rer to each part and ,vrite the
Hey jazzmartl Play
letter for that part in the box that is above the If I I.ad
rometJ,i,..9 ~itJ, a bit
correct ans,ver. a dollar for
of bov,..ce i,.. it!
2 2 every time
Iff(x) = x and g(x) = (x + 1) , evaluate:
I've bee,.. told
N f(2) T g(-2) I f[g(2)]
tJ.at ..
State the pennissible y-valuesfor each of the functions:
C y = 4 - x2 B y = x2 + 1
2 2
A y = (x + 1) I y= x - 4
State the inverse fi,nction of·

N y = 2x - 1 D y= i x +1
State the equation of the resulting curve if the graph of
y
y = 2x is ,noved:
A up 1 unit
\
L left 1 unit.
The function y = H(x) is shown on the right.
Moving this curve produces the four curves belo,v. -2 2 X
What is the equation of each curve?
A y s y
-2 2 X -2 2 X
E y N y
2 2r ,....____
2 X 2 X
I I I I I I I..... I..... I I I I..... I I I I

'St
I
/\I
;:,....
'St Q
/\I
;:,....
.-IN
+}t
.-IN
'I"""'"
,-...
~
N
+ + +
~ ~ E
- - 00
'St
VI /\I
;:,.... ;:,....
..... .....
~
+
~
~
~
N
I
~
II
;:,....
l':
II
II
;:,....
II
;:,....
:r:II :r:II :r:II
~~
II
;:,....
;:,.... ;:,.... ;:,.... ;:,....

dependent variable independent variable
• a variable that depends on the value • a variable that does not depend on the
of another variable, value of any other variable,
? 2
e.g. for y = x- + 1 e.g. for y = x + 1
y is the dependent variable because x is the independent variable
its value depends on the value of x inverse function
function • denoted by 1-1
• a special rule or relationship that assigns • an inverse functionl-t reverses the
a single output value to each input value functionl
function notation e.g. ifl(x) = 2x + 1,
2
e.g.l(x) = x + 1 tells us that the function x-1
then l -1(x) = - -
l turns the input value x into the output 2
2
value x + 1
~--✓✓/////////////// ✓✓- ✓/////////////////////// ✓✓-✓////////////✓-✓/
. . . . . . . .
FUNCTIONS AND OTHER GRAPHS

Each part of this test has si1nilar ite1ns that test a certain type of question.
Errors 1nade ,vill indicate areas of weakness.
Each weakness should be treated by going back to the section listed.
1 a Ifg(x) = 3x - 1, find g(3). 16:0 1

2
b Ifl(x) = x + x , findl(-1) .
2
c If H(a) = 3a + a , find H(1)-
2 Ifl(p) = 2p - 5, ,vrite an expression for: 16:0 1

a l(2p) b l(a + 1)
3 W hich of the following represent graphs of functions? 16:0 1

a y b y C y
/\ X
/ X
4 Write the possible set of x- and y-values for each of the follo,ving. 16:0 1
a y b y c y
/_ y=x2 -2
/ y=x
______,.
/ .____ X X X
-2
y=- -ix

5 a If y = 2x - 1, find the inverse function. 16:02
1
b Iff(x) = 3 -2x, findj- (x).
3x + 1 _1
c Ifg(x) = - -, findg (x).
2
6 Which of the functions in Question 4 would have an inverse function? 16:02
7 Copy the follo,ving and add a sketch of the inverse function. 16:02
a y b y c y
,
,
,, ,,
2 , ,, ,,
, ,
,
,, ,, ,,
,
, ,,
, ,,
, ,
1 X , ,
,, ,,
X X
, ,
, ,, , , , ,
,
, ,, ,
,,
,
,,
, , ,
,, ,, ,,
8 Use the sketch of y = H(x) to sketch: y 16:03

a y = H(x) + 1
b y = H(x - 1)
c y = H(x + 1)
d y = H(x) - 1
2 X
The curve formed by the

c hain is calle d a catenary.

1 A function is defined by f(x) = 2x + 1. 5 For the graphs sho,vn in Question 4,
a Findf(-2). deternune all the possible values for x and y.
b Iff(a) = -5, find a.
1 1
6 Find the inverse function g_, (x) for:
c Findf- (x) and hence findf- (2).
5-2x
2 Sketch the function f(x) = x 2 for the
a g(x) = 4x + 3 b g(x) = - -
3 4
c g(x) = (x + 1)
do1nain -2 < x < 2. For what values of
x w ill f(x) = 2? Does this function have 7 Tlus is the graph of the function y = ✓x + 2.
an inverse?
2
3 Iff(x) = x + x + 1, ,vrite an expression in
:t------
its sin1plest fonn for: - 20 2 468 X
a f(3x) b f(-x) c f(x - 1)
a What are the possible x-values for tlus
4 State whether each of the following graphs function?
represents a function. b What are the possible y-values for tlus
a function?
c Deternune the equation of the inverse
function of y = .Jx + 2.
d What are the possible x-values for tlus
-5 0 inverse function?
e What are the possible y-values for tlus
-5 inverse function?
f Copy the diagran1 above and add the
graph of the inverse function.
b y
8 a Find tl1e inverse function for f(x) = x + 1.
x-1
b Considering your ans,ver to part a, ,vhat
relationslup exists between the graph of
0
y = f(x) and the line y = x'
5 X
9 The graph of y = G(x) is sho,vn below.

Sketch the graphs of:
a y = G(x) + 2 b y = G(x + 2)
c y = G(x - 2) d y = G(x + 2) - 2
C y
y
4
6
3
2
-6 0 6 X
-2 1 2 X
-2
-6
-3
-4

1 A solid is fonned fron1 a cube by cutting 3 John is given $10 each n1onth for a year.
off the corners in such a ,vay that the vertices Anna is given 5 cents for the first 1nonth,
of the nev,r solid ,vill be at the nudpoints of 10 cents for the second, 20 cents for the
the edges of the original cube. Ho,v 1nany third and so on until the tvvelfth 1nonth.
edges ,vill the ne,v solid have? Who is given the 111ost in the year and by
ho,v 1nuch is the a1nount bigger'
4 The table below gives the nun1ber of car
occupant~ in various seating positions, and
the nun1ber who died as a direct result of
an in1pact to the side of the car. T he figures
exclude 38 occupants as there ,vas
insufficient inforn1ation to deternune
their exact seating positions at the tin1e
of the crash.
2 The diagra1n sho,vs a
a Ho,v 111any occupants were in:
sphere of radius rcn1
1 t he driver's seat
,vhich fits inside a
11 t he front left side seat
cylinder. The cylinder rem
0 111 a front seat
has the san1e dia1neter
iv a passenger's side seat?
and height as the sphere.
b What percentage of drivers died?
Calculate (in tenns of r):
c What percentage of all the occupants
a the volun1e of
,vho died ,vere drivers'
the sphere
d For each of the six seating positions,
b the volun1e of the cylinder
calculate the nun1ber of deaths as a
c the volun1e of the cylinder not occupied
percentage of the total ntu11ber of people
by the sphere
in that seat. Can you infer anything
d the volun1e of a cone ,vith a radius of
about the relative safety of the various
rc1n and a height of2rc1n.
seating positions fron1 tlus infonnation?
e What relationship can you see bet\veen
Give reasons for your ans,ver.
the answers to part~ a , b and d?
Seating position All occupants

Left side Centre seat Right side
(passenger's side] (driver's side]
Dead Total Dead Total Dead Total Dead Total
Front seat 114 187 0 1 199 316 313 504
Rear seat 29 63 2 19 20 44 51 126
All occupants 143 250 2 20 219 360 364 630

Answers
ID Cards
ID Card 1 (Metric Units)
1 rnetres 2 deci,netres 3 centi111erres 4 milli,netres
5 kilometres 6 square ,netres 7 square centirnetres 8 square kilornetres
9 hectares 10 cubic rnetres 11 cubic centi1netres 12 seconds
13 ntinutes 14 hours 15 1netres per second 16 kilo,netres per hour
17 grains 18 milli grarns 19 kilograrns 20 tonnes
21 litres 22 millilitres 23 kilolitres 24 degrees Celsius
ID Card 2 (Symbols)
1 is equal to 2 is approxirnately equal to 3 is not equal to
4 is less than 5 is less than or equal to 6 is not less than
7 is greater than 8 is greater than or equal co 9 4 squared
10 4 cubed 11 the square root of2 12 the cube root of2
13 is perpendicular to 14 is parallel to 15 is congruent co
16 is similar to 17 per cent 18 therefore
19 for exarnple 20 that is 21 p1
22 the stun of 23 the ,nean 24 probability of event E
ID Card 3 (Language)
1 square 2 rectangle 3 parallelograrn 4 rhornbus
5 trapeziurn 6 regular pentagon 7 regular hexagon 8 regular octagon
9 kite 10 scalene triangle 11 isosceles triangle 12 equilateral triangle
13 circle 14 oval (or ellipse) 15 cube 16 rectangular pris,n
17 triangular pris,n 18 square pyramid 19 rectangular pyrantid 20 triangular pyrantid
21 cylinder 22 cone 23 sphere 24 he,ni~phere
1 point A 2 interval AB 3 line AB 4 ray AB
5 collinear points 6 midpoint 7 nu,nber line 8 diagonal~
9 acute-angled triangle 10 right-angled triangle 11 obtuse-angled triangle 12 vertices
13 MBC 14 hypotenuse 15 1so 0
16 tlo + bo
17 360° 18 (b) a 0 = b0 19 a0 = 60° 20 3x 1so 0
- s40°
21 AB is a diarneter: OC is a radius. 22 circu,nference 23 semicircle
24 AB is a tangent. CD is an arc. EF is a chord.
1 parallel lines 2 perpendicular lines 3 vertical, horizontal 4 concurrent lines
5 angle ABC or CBA 6 acute angle 7 right angle 8 ol,111se angle
9 straight angle 10 reflex angle 11 revolution 12 adjacent angles
13 co1nple1nentary angles 14 supple,nentary angles 15 vertically opposite angles 16 360°
17 transversal 18 corresponding angles 19 alternate angles 20 co- interior angles
21 l,iseai11g an interval 22 biseai11g an angle 23 L CAB • 60" 24 CD i~ perpendia,lar to AB
1 Conunon Era, Anno Do,nini 2 Before Conunon Era, Before Christ 3 ante rneridiem, before 1nidday
4 post meridie,n, after ntidday 5 hectare 6 regular shapes
7 net of a cube 8 cross-section 9 face
10 vertex 11 edge 12 a.xes of synunetry
Answers
13 reflection (or flip) 14 transla6on (or slide} 15 rota6on (or turn)
16 tessella6on 17 coordinates 18 tally
19 picture graph 20 colurnn graph 21 line graph
22 sector (or pie) graph 23 bar graph 24 scatter diagratn
Chapter 1
Exercise 1:01A Exercise 1:01E
1 a 2 b 1 C 0 d 14 e -3 1 a I 3:5 ii 1 : 10 Ill 15:7 IV 3 : 1
I 17 9 12 h 30 70 J 20 b 14:1 C 2:3 d 15:4
k 300 l 7_ :,
- m 19 n 11 0 18 e 8:5 ii 41 : 130
2 a 9 b 0 C 10 d 2 e 1 !, .. ? 1 10 . l r 1
f ¾: 1 II 7 : Ill 3 . IV d4 ..
I 2 9 81 h 196 100
9 1 ·. i3 ii 1 : f
Ill 1 . 3
·w IV 1 : 254
2 a x = 50 b 1098 nullion
Exercise 1:01B ?
C 2·5 people per km- d 4·2 1n illion
1 a 1 .J.
4
b 8 1.
6
C 3.J.
4
d 1 83 3 a Naon-u gets 48, Luke gees 36
II
2 a 2 b :; C
35
4 d 200
3
b 40°' 60°' 80°
2 C Tol..')'O, 12 million; Mosco,v, 10 ,nillion
3 a .J.
5 b .2
15 C 3 d 95
18 20 8 40 d 36 ,nales, 24 fernales
4 a 24 b 50 C 28 d 120
8 I 37 9
5 a 15 b 4 C 40 d 35 Exercise 1:01F
6 a 9 1b b 2 ..2...
20 C 10 12
20 d 3.12.
40 1 a 300 knvh b 8 111/tnL
12 27 2 7 C 14·4t/day d 2075cni3/kg
7 a 35 b 40 C
T5 d 15
8 a 4.l b 4.l C 20 d 15
2 a 6 ,n iles per hour b $46.20
2 2
b 2. 2
C 4 f minutes/book
3
d lOcrn /s
9 a l{o 8
C
15
d 1i6
Exercise 1:016
Exercise 1:01C
1 a 2 b 2 C 3 d 3 e 4
1 a 0 ·066, 0 ·6, 0 ·606, 0 ·66 b 0·153, 1·053, 1·53 f 3 h 3
9 4 3 J 4
C 0 ·017,0·7,0·77, 7 d 3·05, 3·4, 3·45, 3·5 k 1 l 1 m 2 n 1 0 1
2 a 9 ·301 b 3 ·45 C 3 ·104 d 6 ·32 p 2 q 3 r 3 5 5 t 3
e 1 ·97 I 8 ·105 9 4·888 h 159·3 u 5 V 1 w 3 X 2
3 a 0 ·036 b 0 ·006 C 0·585 d 0 ·0025 y It is arnbiguous, 2 z It is arnbiguous, 2
4 a 31 ·4 b 500 C 0 ·03 d 38000 2 a 2 b 3 C 1 d 1 e 2
5 a 0 ·03 b 0 ·265 C 3 ·07 d 0 ·0025 f 2 h 5
9 3
6 a 0·43 b 0·827 C 1·5 d 0·857 142
7 a 4·804 b 0 ·016 C 0 ·0009 d 0 ·00065 Exercise 1:01H
8 a 21 b 10 ·45 C 1500 d 2 ·8
I 43 1
1 a 4·6 b 0·8 C 3·2 d 0·1
9 a 3 ...ll...
I000 b r_, C 50 d 16 -200-
e 15·2 f 8· 1 9 1·O h 121 ·6
10 a 0 ·8 b 0 ·035 C 0 ·625 d 0·72 0 ·1 47·4 k 0·4 l 2·8
J
8
11 a 95 b
257
999 C TI d 214
333 2 a 0 ·54 b 2·61 C 7·13 d 1·17
12 a 65 b 151
165
C
98
_,
?r d 14.~9
1665
e 12·02 f 8·40 9 412·68 h 0·08
0 ·44 J 100·33 k 0·02 l 0·01
Exercise 1:010 3 a 7 ii 7·3
b 80 ii 85
1 a 27
b 203 or 2 ...J.... C
49
d ...2L
50 100 100 400 1000 C 0·6 ii 0 ·63
2 a 55% b 44 49 % C 125%d 66 32 % d 3 ii 2·6
3 a 0 ·16 b 0 ·086 C 0 ·03 d 0·1825 e 4 ii 4·2
4 a 47% b 6% C 37·5% d 130% f 0·007 ii 0 ·0073
5 a 144m b 7 ·56g C $2.72 d $86360 9 0·08 ii 0 ·083
6 a $60 b 25kg C $5 d 180 nun or3h h 3 ii 3· 1
7 a 42·5% b 4 5% C 18·75% 0·009 ii 0 ·0093
d 12% (co nearest ,vhole %) J 0·01 ii 0 ·0098

?
k 8 ii 7· 5 k 18x- - 9x - 2 l 6m2 17m + 5 -
?
l 0·04 ii 0 ·036 m ,,,- - 49 n 9a2 - 16
? ?
4 a 2 b 14·6 c 2· 2 d 0·9 0 100 - 9q- p a- + 16a + 64
? 2
e 4·1 f 7·37 g 0 ·724 h 6 q 4,,,- - 4m + 1 r 16a + 40a + 25
? ?
31 ·69 J 0 ·007 k 0 ·8 l 0 ·0072 s x- - xy - 2y- t a2 - 4b2
? ?
5 a 5·6 b 0 ·2 C 0 ·44 d 15·4 u ,,,- - 6m11 + 9,,-
e 8·33 f 413·8 g 72·0 h 3·067 6 a 5(3a - 2) b 3m(m - 2}
l O·O J 4·800 k 0 ·08 l 0·004 C 211(2 + 3111) d 2111(311 - 2)
e 5y(2y + 1) I 2a(3a - 1 + 2b)
Exercise 1:011 g (x - 7)(x + 7) h (10 - a)(tO + a)
1 At1s,vers near these are acceptable. (4a - 3l,)(4a + 3/,) J (x + 6}(x + 2}
a 74 b 120 c 31 d 7·2 e 110 k (x - 4 )(x + 3) l (x - 4}(x - 2}
f 60 g 18 h 5·8 7· 7 J 1 ·8 m (a+ 3)2 n (y - 5,2
k 0 ·4 l 52 m 15 n 21 o 310 0 (1 - 2111)2 p (2x + l )(x + 3)
p l ·l q 7·0 r 17 5 59 q (3m - 2)(m + 3) r (3a - 4)(2a - l}
? 2
5 (211 + 3t t (5x - 1}
?
Exercise 1:01J u (3 - 4mr v (a + x)(I, - 4)
w (x - 2)(x + a) x (2111 - l}(m + 311)
1 a 12000L b 5000kg c 3850,ng
7 a 2(x - 3)(x + 3} b 4 (x + 3}(x - 2)
d 8000000 ,n e 7000000µm f 2000000000n,n ?
c 3(a - b)(a - 2) d 2(211 - lJ-
,
g 6000000000B h 4000GB 3000GB
e 9(1 - q}(l + q) I ,,,- (m - l )(m + l}
J 25 000 µ111 k 5400 kB l 500µs ?
g (k2 + 4)(k - 2)(k + 2} h (y- + l )(y + l}
2 400 GB of space has been used. ?
(x + l)(x - 1)-
1
Exercise 1:01K 8 a a+ 4 b 5 C
a+2
1 a 0·5 g b 0 ·05111 c 0 ·0005 L d 0 ·5 Ctll
Ill 11 - 3 x+l
e 0 ·05 t f 0 ·005 s g SOOL d e I
m+ l 11+3 2x+3
2 a 0 ·05 kg, srnallest = 63·65 kg, largest = 63·75 kg
b fron1 l l ·25 cm up to 11·35 c,n 9 a 6x b a+ 1 C l.2
a+3 1
d 5 e I
Exercise 1:02 a+7 3(11 - l}
1 a 3a + 4b b 12ab c k- m 2a + 7 2x+ 14
10 a b
x+y + z (a+ 3)(a + 4) (2x - 1)(4 x + 3)
d Ill - k e f 2(m + 5)
3 5x + 2 2x+5
C d
g (a - b}
2
h ✓5m + 4 11 I 11 + 2 x(x + 2)(x + l} (x + 3}(x + 4)(x + 5)
J m + (111 + l) + (m + 2) • 3m + 3 a 2x - 7
11 a b
2 a 21 b 2 c 16 d - 15 (a - l}(a + 1) 3(x + 2)(x - 2)
e - 43 f 45 g -2 h 5 Sx - 4 3x - 12
C d
22 or 3 .l
2 J 3 k l l 3 (x + 3}(x - 2}(x + 1) (x - 2)(x + t)(x - 3)
2 ?
3 a 4a + 4b b 3ab c 2x+2x 2x- +x - 5 1011 + 18
2 e I
d 15xy e 18a b I - 1011.211 (x - 3}(x + 3)(x - 2) (211 - 1)(11 + 1)(11 + 3)
g 3a h 2 2a
I 3m 3y Exercise 1:03
J 3 k l 1
211 2x l a .l b -10 ell d.1...
3 30 10
m 21 n lOy o Sx 2 a .l b .l C .l d 1
6 3 2
6a 2x 7 7a 3 a .1... l.
4 a b C d I
3 b 12
C
4 d 0
5 7 y 12
2m- ? 4 a ½ b ½ c TI
I
d 12
TI e .l
13
7m 1 ab
e -
15
f
611
g
12
h
15
I 2~ g 4
I
h 0 .l
26 J -,15
,_
k I 3 m ll 37 4
13 l 4 26 n s2 o TI
3ay J i k 2b l xz
2 2 2.)
5 a a+3 b 8m - 10 p 13 q 52
5 a .!ll. (or l ) 11% b 53 5901,
7 ll
c Sa + 15 d 811 + 7 90 9 ' 90'
e Sa - 19
?
f 3 - 2x
?
c ~ (or .78 ), 39% d ~ (or t), 30%
1
g x- + 10x+21 h y- - Sy+ 4
2 ?
k + 2k - 63 J 2p- - 7p - 15
Answers
4 l 2
6 a ,,
8
., 5% b ~; , 87% 4 a I
4
I
b 10 C - d
~~ (or 1\), 47% d ~~' 39%
X {I
c
I I l 5
7 a Second choice e r_, I 8 9 3 h
x-?
(without replacement) Ill
5 a 3- I b 8-1 C {I
-1 d 3X -1
R G1 G2 Y1 Y2 Y3 6 -4
e 2-4 I 10- 9 y h 5 -3
R RG RG RY RY RY 6 a 3 b 6 C 2 d 3
"
G1 GR GG GY GY GY 7 a a2 ' b y'
.L
C 5m2' d 4x''
G2 GR GG GY GY GY ,
8 a x2 b 5,,,5 C 12n d l8y2
Y1 YR YG YG YY yy e 2x I 3x-
?
9 2a h 2
u. Y2 YR YG YG yy yy 6x2
8 4
Y3 YR YG YG yy YY 9 a 1·48 X 10 l0 b 6·8 X
C 1·5 x l0- 4 d 1·65 x 1 6 o-

b Second choice 10 a 62 000 b 1150000
Red Yellow 1 Yellow 2 C 0 ·0074 d 0 ·0000691
Red RR RY RY 5 3
11 a 4·8 x l 0 B (2 sig. fig .) b l ·4 x l 0 B
Yellow 1 YR yy YY C 3·4 x l0 12 B d 8 x 109 B
Yellow 2 YR yy YY
e 8·50 x l06 B I 4·15 x 109 B
(with replacement) 12 a 5 X 10- 3 s b 4·2 X 10- s
6
First 7·5 x l o- 9 s -4
R Yl Y2 C d l ·25 x l O s
choice e 6·5 x 10- 8 s I 8·0 X l 2 s o-
13 a 1·05 x l07 L 11
b l ·02 x l 0 L
C 8·50 x 10- 1g (2 sig. fig.) d 6·7 x 10- 8 0 1
nd
Se<:o R Y1 Y2 R Yl Y2 R Yl Y2
choice Exercise 1:06
1 a a = 18 b m =5 C X • 15
Exercise 1:04 d y = -2 e p= 2j I II= 12
1 a 4 5·6m b 24·4cm C 39·3 tn 9 x =2 h 111 = 2 y = !,
2 ?
C 23·04 ,n -
2 a 15·12m b 88·25cni2 ?
2 2 J k=3 k x =2 l q= 3 ~
d 28·08e,n e 17·85 crn f 11·52em2
2 a m• S b x =4 C x• 7
3 a 63·9m2 b 35·7,n2 c 23·3kni2
2 d • =8 e 111 =4 I q= - 1
4 a 370·88e,n b 6481112
2
c 333·55 m (approx.) 9 x• 2 h z = 1.l2 m• -11
5 a 77·41111 2 ii 30·41 ,n 2 iii 107·82 ni2 3 a a= 2 b x=7 C x• 3
b 1658· 76 c,n 2 11 760·27 cm
2 d a=- 2 e x =- 3 I Ill = 4 j
2
Ill 24 l 9 ·03 cm 9 a =4 h p=8 b = -18
? ?
C 38·68 ,11-
, II 73·49 Ill- J y= -1 k 111 = 7 l m= 5
Ill 11 2·17111- m y -2 n x =2½
461·04 e ,n 3 b 8 10m3
6 a
c 247 ·15 m 3 (approx.)
4 a x• 4 b {I - 9 C m• 6;
3 3 d II = 9 e x =6 I p• -1
7 a 85·15 m (2 dee. pl.} b 91 23·19crn (2 dee. pl.)
3 5 a a=6 b X = 15 C p- 6
c 66·14 m (2 dee. pl.}
d q = 36 e k = 24 I x = 60
9 m• 6 h -1 11
X •
Exercise 1:05 11 -
13
1 a {13 b 24 C ,,s d 103 J X
~
55
• T k m = 33 l • =-1s 9
2 a 29 b as C ,,,5 d ,os 6 a 811 + 11 - 39 II 2n + 7 • 5

e {18 I y 9 1,2 h 103 11 1
n+4
= 7 or (11 + 4) + 10 = 7
12 6 8 1010 10
m J {I k X l
m 3 n 2 6 0 p ,o or l b 11 ii 8
q 30a2 r 21113 s 30a
2 16x8 or 4 2x 8
t iiiwid th = 34 m, length = 136 111
3 a 30a5b3 b 56a b
5 3
C 24a4b7 d 10a10/,3 7 a xsl b x2:0 C x >6 d x <-2
6 8 6 9 4 8
e 49x I 16111 9 xy h 625x y 8 a x >4
6a2 J
-::ix3 k 3a l 8
3 4 5

b a< 8 9 a 92 b 5·81 C 15·7
- 7 8 9
10 a 4
e 5·26
b 10 C 25 d 3·083
C y S 2
ah -1,x /,(a - x)
11 a y • (or y • )
1 2 3 a a
d ms 7
6 7 8
-1 1
e X > 31 d y= -
a- b
(or y = -
b- a
)
3i4 5
Exercise 1:07
f Ill S 4
1 a $211.60 b $238.28
3 4 5 C $350 d $534.90
9 X > 2 2 a 701 ·36, 20·3% b $5604
C $65 746 d $1179
1 2 3 3 a The 15% discount is the best, by $2.49.
h 11 < 1 b Jade's buy c Yet tea
4 a $7.50 II $0.68 Ill $1.88
0 1 2
b i $82.50 II $7.48 Ill $20.63
x >3
C i $20 II $0.75 Ill $1.80
2 3 4 5 a Buying on tern1.~ is a way of having an ite1n ,vhile

x < 5l2 spreading the payrnent over a period of ti,ne.
J
Interest is charged.
4 5 5! 6 b He pays $143.56. Interest is $56.56.
2
c $220 d $545 700 e $30.60
k a< 2
6 a I 33 l. % ii 25%
3
1 2 3 b I 25% ii 3313 %
l m<0
Exercise 1:08
-1 0 1
l al b 7 c O
m X < 10
2 a (5,8) b (½,t1) c (31,0)
9 10 11 3 a ✓'20 units b ✓73 units c 10 units
n X 2: 8 d ./53 units
7 8 9 4 y
10
y =-3x
o y2:-l~
-3
8
I
• y 3x+ 4
p p<9 x =2
8 9 10
2 x+ 3 y = 12
q p > 5~
5 5!2 6 7
- 4 6 X
r xs l
5 a gradient • 3, y- intercept • 5
0 1 2 b gradient = - 1, y- intercept = -2
5 X > 6 c gradient • -2, y- intercept • 5
?
6 a y = 3x +4 b y =- 3x +4
5 6 7
c y = - 3x d x =2
t as 8
7 a y =5x -2 b y =4
7 8 9 C y =2x +5 d y =- x + 1
U X2: - 18 8 a y = ~x b y =- x + 4
9 a C b B c A
- 19 - 18 - 17
10 a B b C c A
Answers
Exercise 1:09 2 a
15
Frequency histogram
1 a y = 15 b y = 134 (>'
cQ) 10
2 a X =5 b x• 6 :::,
3 a yes b no ~5
u.
4 a X = 4, y = 2 b X = - 8, y = 2
C X = - 4, y = - 2 d x • 4,y = 2 0'--'-'-- - ' ---'--'-----,!,---±--'--:-
1 2 3 4 5 6 7
e X = 0, y = - 6 I x = 4,y = 2 Number
5 a X = 2, y = 8 b x • 7,y = 5 b Frequency polygon
C X = 3, y = 1 d a = lf,1, = 2~ 15
- y= 1'J >-
6 a X = !>, b a = 2~b
:, , =- !:, <>10
C
Q)
c c • 8, d- - 2 d X • - 3, y = 5 :::,
7 48 i 5
~
u.
8 $20
O"--'---'-- - ' --'-~!,---±--=-
1 2 3 4 5 6 7
Number
Exercise 1:10
3 a 7 ii 5 Ill 41 IV 4
1 a Sirnilar figures are figures that have the sa1ne shape 9
but differet size. (Matching angles are equal and b 5 ii 2 Ill 3·3 IV 3
matching sides are in the sa1ne ratio.) C Number Frequency Cumulative
b C C E Frequency
2 a true b true I 8 8
3 a yes 2 12 20
b no (as :g
does not equal ~)
3 7 27
4 a x = 9, y = 15 b a• 16, b = 20
C X = 32, y = 30 d X = 35, y = 81 4 10 37
5 a 14 c1n by 7·5cm b 1 : 400 5 6 43

6 7 50
Exercise 1:11 r.f- 50
5 15 4
1 a 12 b 8 C 3 37 ii 27 111 yes
24 7 3
2 a 25 b r_, C 5 4 50
3 a 2·5 b 5·0 C 34·9
4 a 5 b 6·9 C 6 ·5 ~ 40
C
Q)
5 a 7 ·1 b l 0 ·4 C 14·6
6"30
6
7
a 40°
a 36°52'
b 51°
b 62°11'
C
C
40°
53°8' -!!?
Q)
-~ 20
8 60·99 Ill 1ii
:::,
9 76·4111 E 10
:::,
10
11
46·626k1n
a 6·l6c1n b 29°7'
(.)
o~/
~ ~~~~~
1 2 3 4 5 6
12 a 3 ·93c1n b 4·84c1n Number
5 a Class Class Tally Frequency Cumulative

Exercise 1:12 centre Frequency
16-22 19 tH-l. II 7 7
1 Number Tally Frequency
23-29 26 tH-l. tH-l. 18 _,
,-
I tH-l. I ll 8 tH-l. 11 1
2 tH-l. tH-l. II 12 30-36 33 tH-l. tH-l. 18 43
tH-l. 11 1
3 tH-l. II 7
37-43 40 tH-l. tH-l. 15 58
4 tH-l. tH-l. 10 tH-l.
5 tH-l. I 6 44-50 47 tH-l. 11 1 8 66
6 tH-l. II 7 51- 57 54 11 11 4 70
"E.f • 50 "E.f • 70
a 2 b 5 C 7 d 21 e 23 b 34· l using table (34·6 using the individual

nurnbers)

C 9 a 25 b range = 60, interquartile range * 22
>,
70
60
Histogram
Polygon---
10 a
.... :
,. 1 1 1 1 1 1 1 1 1 1
8
: • •i ••
10 12 14 16 18 20 22 24 26
...
1 1 1 1 1 1 1 1 1 1 1 .,
0
C
Q)
50 Scores on Test 1
:::,
0-
-
~ 40
~
__.,.. ___ _ _/I
I
b
Test 1
Sc.ores
Stem Test2
~30 I
I Leaf Leaf
:::,
§ 20 t 98 0 79
()
988887552210 I 0 12222345689
5420 2 00 1 3
10
/. 26;,-'--3~3~4-t;0~4;';7,--'--;;5;';;4~ ~
0.._.'-,-1';,-9-'-z
C
I
, ..
(0
Class centre '

I
Median cla.~~ = 30-36 '

N
d 23-29 and 30-36 cans.
e The survey ,vas held over 70 days.
·Rl-
6 a Stem Leaf
0
I 89
2 81256398076
~-
3 0670351
m
4 273024 ~
5 40 '- -
,.,1r t
b Stem Leaf
''
i
1r t
,~
~
,-=---
0
I 89
'
I
•'
--
2 01235667889 -
I -
~
3 00 1 3567
4 022347
5 04 -
~
7 a 7·5 < tt ,, s:,_

b ~
40
36 h
~
f+'-vi ,.., f+ ' oo~

i,- 32
-- --Q3• -- -- --- -- --- ---- - ' 1" ~
~ 28
:::,
~
f 24 ·<O-
-~ 20
•l
.; 16 [7
g
: :, ---------v.
12 Q,
Exercise 1:13
() : ,,.---,!7 ! 1 a 50krn/h
3
b $8/kg C 24L/h
c:? d 25g/cm
O 10 11 12 13 14 15 16 17 18 19
2 a l OOm/rnin b 2 L/s C 15 t/day
Score ?
d 1 c/n1-
Interquartile range = Q3 - Qt 3 a direct b indirect C direct d indirect
• 17 - 13 4 a k=5 b 85 C 34·8
- 4 5 a 40
c 2·5 c,n d 12 days b 13 (Nu1nber of people must be a ,vhole nu1nber.)
8 . 6 a D•24T b k•24 C 192km d 9 h 301nin
. '- I 7 a k • 12 b 264 C 16h 40nun
,. I l 48
8 a I= - b k = 48 C 4 hours d 16
11
2
j t 1J 12 . 9 a k • 120 b 2h 24 nun C 60ktn/h
10 a 750 Hz b 37·5cm
Answers
Exercise 1:14 9 q= :tJt h z = :t.Jf
1 a 10km b 20 k,n C 11:30a,n 3a x = :t 1·414 b a = :t l ·871
d Calh un e 11 :30a,n I 50krn C ( • :t 3·464 d g• :t 0·612
h 90k,n 4 a no real so lu6ons
9 30km
2 a 3000g b 4400g C 900g b square root of a negative nurnber is not a real
d 500g e 0-2 ,veeks nurnber
3 a The 1na,xi1nu1n height is 24 ,n.The height of the 5 a 0, 5 b 0, - 7 C O- 1
'
roof is l 8111. d 0, 2 e 0, - 5 I 0, 7
b after 4 seconds g 2, l h 7, 3 5,2
C 18m
J - 3, - 4 k -3 -2 l -9 -5
' '
d after 2 seconds (on the way up) and m 6, - 6 n - 8, 7 o -1 l
'
after 6 seconds (on the way do,vn) P - 1 .!
' 2
q ? -
-3,:, r 0, 1
e llm I I I I u 5 _ d.
s 4,- 2 t 1 3, 2 6' 4
I 2 I I
V O• 35 w - 9, -7 X 5, - 5
ASSIGNMENT 1A
6 a O-3 b 5, 0 C 0, - 2
'
1 a d 0, - 2 e 0, ½ I 0, - 2
g 2, - 2 h 7 -7 6, - 6
'
J l -1
'
k 10, - 10 l 8, - 8
b t 2 4 6 St m - 1 -2 n 2, 3 o -5 -7
m=- ' '
Ill 5 10 15 ' 2 p 7, 3 q 8, 2 r 8,3
s 4 -5 t 5, - 7 u 9 -5
6 I· 111 • 31 V
'
7, - 8 w 7, 1
'
X 1, - 10
18 _
7 a x• 2 b one
2 Cut along lines as shown. c when the expression can be factorised as a
~
'perfect square'
8 a x• - 2 b m =3 C Z • - ]
d k =4 e a=5 I y =-10
I 9 a .l
2' - 1
b 3, - 2
_.! C
?
-3, -
-~
d 4, 1½ e 2½, - 2 I 7 ' - 1.l
2
9
I
-;r, - ::i- - -;rI
h :,, 5, ¼
3 a 185 b 37
J - -l-, ' - 3 k 2, - 8
1.l l .l
7'
-7
4 16min 15s
m 1.l2 • _ .!2 I I
5 32 n 2•- 3
2 I I I
6 a 11 290000 b 485 400 P - 5, -2 q 3, 4
C 11300 (3 sig. fig.) 10 a 0, 3 b 0,8
d AnS\vers will vary. d 4, l e 5, - 3 I 2, l
g 6,3 h 9, - 2 8, - 4
J l, - 2 k 1 -3 l 5, 2
Chapter 2 m 3, - 6
'
n 4 -7
'
o 3 -5
'
r 7- , _ 24
P .l
2'
-1 q 3 • _ 7- .l
2
Prep quiz 2:01 s 2 l, 2 t ?
3, 5 u 5, 1
1 x(x - 3) 2 x(x + 7)
3 (x + l)(x + 2) 4 (x - 6)(x + 2) Exercise 2:02
5 (x + 5)(x - 4) 6 (x - 7)(x - 1)
1 a 3 b 4 c l d 2
7 x= 4 8 x=O 9 x= 4 10 X = - 6 II
e J.
2 I l 2 9 2 h ½
I
Exercise 2:01 ¾ J 3
1 a = :t5
X b X = :t9 C X = :tl 2 a 2:t ✓3 b -1 :t ✓Z C -5 :t ../5
d X = :tlO e X • :t6 I X = :t8 d l:t ✓lO e 3:t ✓7 I - 2 :t .Jit
9 X = :tll h X = :t20 g -3:t2 ✓2 h -10 :t 2 ✓3 3 :t 3.fi.
2 a X = :t ✓6 b II = :t✓3 C y = :t ✓lO J - ½:t ✓S k -½:t ✓3 l - 1½:t 2✓3
d k • :t1fs e :t..J2 I ,
-3I :t -✓5
X • p = :t.Jf 3
m l:t~ n - 3 :t .fi. 0
2 3

3 a 0·41 , - 2·41 b 3·45, - 1·45 Investigation 2:03
C 5·46, - 1·46 d 1·12, - 7·12
1 2 2 1 3 0 4 2
e 5·65, 0·35 f - 0·27, - 3·73
5 2 6 0 7 1 8 2
g 0·48, - 10·48 h 1·24, - 3·24
9 0 10 0 11 2 12 1
12·08, - 0·08 J - 0·44, - 4·56
k 0·41, - 7·41 l 1·30, - 2·30
Prep quiz 2:04
m - 0·35, - 8·65 n 1·19, - 4·19
1 5x(x - 2) 2 (x - 7)(x + 2)
o 10·52, 0·48 p 2·30, - 1·30
3 (x - 9)(x + 9) 4 (x + 2)(x + 3)
q 0·56, - 3·56 r 5·19, - 0·19
5 2, - 7 6 1.1 _.1 7 4, - 4 8 0, 4
s 2· 22, - 0·22 t 0·85, - 2·35 2• 3
u 3·87, 0·13 V 0·72, - 1·39
9 1, 2 10
-b± J1, 4ac
x = -----
2
-
w 1·27, - 0·47 X 0·84, - 0·59 2a
Exercise 2:03 Exercise 2:04

1 a - 2, - 3 b - ?- , -4 C -1 -9 1 a - 1, - 6 b 6, 2
'
d 5, - 2 e 5 -3 f 2, - 6 C 3, - 8 d 2·62, 0·38
'
g 7, 2 h 6,2 5, 1 e 0·79, - 3·79 I - 0·59, - 3·41
J _.l3, - 2 k - .1
2• - 5 l _ l4 , - 2 g 0, - 8 h 10, 0
n 2 _.). 1, 3
? 2,0 J 9, - 9
' , 0
.1 - 1.l ·t I I k 11, - 11 l 1.l - 1.l

q 3• 2 r 2•4 2• 2
m - 0·29, -1·71 n 0·77, - 0·43
2 a
-4 :.fs
b
-3:Js o 2·28, 0·22 p - 1, - 2
2 2
q - 2, - 3 r 4 -1
'
-5± ✓13 - 1±-Js 5 9' - 3 t 9, 4
C d
2 2 u 4 ' - 1.l2 V 5, 5
-2:M -4 ± ✓
20 w 9, 4 X 1·54,0·26
e f
2 2 2 a - 3 -4 b 5, 3 C 4,2
'
g
2± J8
h
7± J4'i d - ?- , - 3 e O-7
'
I 3, - 3
2 2
g
- 2:.fs
h
-4 :.fs 1± Js
6:ffe 10± Ji36 2 2 2
J J 1, - 6 k 9, - 2 l 8, - 4
2 2
8:./52 m 3 -1 n O-6 o - 5± JTT
' '
k l no real solutions 3± ft
2 7:J'J
q r
- 6:.fi?. -3:ffi 5 6
m n s 5 -3 t 7 -4 u 1, - 2
4 4 ' '
5± ✓13 3± ..fii
7:ffi -10:'176 V w
0 p 2 2
4 6
-4 ± ✓
24 - 2 ± J6
9: ✓57 -4 ±$6 X = ---
q r 4 2
6 10
3:-.fii
s no real solutions t Prep quiz 2:05
6
1 1,2,9, 10 2 1,9 3 1, 9
-11 ± ✓t6l 6 12, 14
V 4 9,10 5 n + l,n+2
4 7 X+ 2, X + 4 8 x - 3
?
- 2± ffe 9 a(a + 3} or a- + 3a 10 4a + 6
X
4 10
3 a 3·73, 0·27 b 5·45, 0·55 Exercise 2:05
C 0·58, - 8·58 d - 0· 11, - 8 ·89 1 a 4, 5 b 9, 10 c 10, 12 d 7,9
e 1·45, - 3·45 f 0·30, - 3·30 2 a 9 b 11 c 8 d 0, 5
g no solu6ons h 7·27, - 0·27 e 7, - 6
no so lu6ons J 0·78, - 1· 28 3 a 10c,n, 4 cm b 17m,15m
k 2·85, - 0·35 l - 0· 74, - 2·26 c 7c,n d 17c,n
m 3·19,0·31 n 1·24, - 0·64 4 a 2s b 12
o 0·80, - 0·63
Answers
- 1 :t -185 Investigation 2:05
C 2, - 9 II
2• - 6
.! Ill
6 1 I,• (212 - 7)(520 + (212 - 7])
5 15 = (212 - 7)(732 - 7)
6 7 2 a 6384ft (or 1947 111)
7 12 or 88 b - 18316 ft (or - 5586 ,n), - 18316fr rneans
8 a 0·0875 l 8 316 ft belo,v sea level.
b V 0 5 JO 15 20 25 3 T in°F 160 180 200 220 240 260 280
d 0 6 17 32 51 75 It in feet 29744 17664 6384 - 4096 - 13776 - 22656 - 30736
c parabola /1
d 30
80 20
70 -
" ' 10
60
-.g
.J!!
0
C
50 ili - 10
:::,
0
.s:::
40 1- - 20 (Degrees F)
30 - 30
20
4 a 210°F b 161°F c 215°F
10
- /, :t Jb 2 - 4ac
5 Check each using T = - - - - -.
2a
5 10 15 20 25 V
6
d approx. 17·21n/s; by formula, l 7·2927 m/s
e road and ,veather conditions, tyre and brake 9
"
conditions on vehicles, physical conditions of
6
drivers, other possible distractions, etc.
.,
c/)
Q)
~
9 a The rise must be no greater than 7·5 inches by 3 100°c
b
formula 1 or 7-3 inches by formula 2.
r
-
E
0
c/)
-0 71 93 115 137 T
C
12 ii!:::, -3
10 0
i= -6
8
6 -9
4
2 7 Students' ans,vers will vary.
0 4 8 12 16 20 24 I Prep quiz 2:06

c The points of intersection are: (8·5, 7·7) and 1 a = 0 or 3 2 a=-½ or 5 3 a= 34• or - ,~
(15·5, 4·3) By fonnula the solutions are:
4 a = - 2 or - 3 5 a= - 7 6 a= 4 or - 3
I : 8·536
and
{ I : 15·464 7 a• - 2 or --½ 8 (I - J.
4
9 X•:t 4
{ r : 7·732 r : 4·268 10 X = :t 2
r • ½(60·960 - 1) r = ½(61 - 1} Exercise 2:06

d or 1 a x • :t 1 or :t 2 b a = :tlor:t3
,- 66 X (2 ·54) 2
(
,- -426( c 11 = :t2or:t5 d k = :t 2
r and I are in c,n. e m• ::t 2 or :t ✓2 f z • :t 3 or :t ✓5
e Students' anS\vers will vary. 2 a x = :t l or:t 1 b a = :t2or:t1
1 3 1
c 11 = :t3or:t ../3 d k = :t ~ or :t -
2 ✓2

3 a y = l or 2 b m = ± 1 or ± 2 5 401n
c x = 2 o r 10 d = ± l or ± 3
11 6 a x = ± 1, ± 5 b 11 = ± 3, ± ✓3
4 a x•Oor2
c x = 2or3
5a x•±l
b x • 0 or l
d x = 1 or 2
b x• ± ✓2 or± ✓3
c z = ± 2·602 (3 dee. pl.) (i .e. z = ± J¥>
C X = ±J6 d no real solu6ons ASSIGNMENT 2B
x• ± ✓
e 2 or± Js f a = x = ±Js 1 357
6 x = -4, - 1,3,6 2 3
7 a = - 6, - 4, 0, 2 3 a $1
8 a X • -3 -2 4 5
' ' '
b x • 1+ .P,, l - -✓6 b the nuni1nu1n rnonthly balance
c no
Fun spot 2:06 4 $14.40
If x = y, then x
- y = O; thus dividing by x - y in the 5 8
second last line is undefined. 6 a Oceania and Antar6ca
11 A1nericas
Diagnostic test 2 b 14% 11 17%
C 3800 11 29 100
1 a X • % 7 b a = ± 2·646
/JJ = :i: 4
C d y = ± 1·291 ASSIGNMENT 2C
2 a -7 3 b 0,5 C l. - 1 d _1 i
' 2' 3• 4
1 a $18.75 b 20% C $87.50 d $160
3 a 0 -5 -,-7
b -7 C -7 7 d l. - 3
' ' 2' 19a 3y
2. l. 2 a 4x - y b 2x C d
4 a 9 b 4 C d 15 2x
4 4
5 a - 1± ✓3 b 3:2 ✓2 3 a
I
2 b 4
I
C
13
_I
d ,_
I ..,
? ?
3 ✓ 29 5 ± 3✓3 4 a 40·04 c,n - b 78·1 c,n - (1 dee. pl.)
C - : -- d I I
2 2 2 5 a 800 b 4 C
16 d 8 e 4
- 1 :i: v'13 5:J\7 6 a 9✓2 b 4✓2 C -6
6 a b
2 2 7 $1448.40
- 2 :i: ✓2 - 1 :i: .ft 8 a X = 9·6 b X = 45
C d 9 a 5 b 4 C 4 d 42
2 3 9
e 3·5 I 6 g 2·5
7 a 6 -1 b 3
'
C - 4 ± -✓6 d 4, - 2
8 a X • % 2, % 4 b a = ± 3, ± ✓2 Chapter 3
ASSIGNMENT 2A
Exercise 3:01A
1 a 5 -6 b 0, 7 C - 4, 2 1 a L HEB = 55° (adj. angles on straight line)
'
d 2• - 5
J. e 4, - 6 f - 7- , l.
3 L ABC = 55° (corresp. to L HEB, DC II CH)
g 7 h 0 ' 23 l 0, - 10 b L EFB • 93° (vert. opp. LHFC)
L ABC = 93° (corresp. to L EFB, AD II EC)
- 5 :i: 51 c L BDC • l 06° (supp. adj . angles)
J 7, - 2 k 7 -4 l
' 2 L ABC • 106° (corresp. to L BDC, HC II FC)
m 3± ✓2 I
n 2• -
I
5 0 ±✓20 2 a L CBE = 39° (alt. co L DEB, A C II DF)
p 0 ' _ J_5 q -5 r - 1± ✓S x = 141 (adj . angles on a straight line)
b L EBC = 88° (vert. opp. L ABF}
-5± ffi
x = 88 (corresp. to L EBC, EF II CH)
?
5 l' - =
3 t u 3, - 8
4 c L EBC • 70° (corresp. to L CCD, EF II CH)
5:J\7 x = 70 (vert. opp. L EBC)
V -1 -2 w X 7- , - .:!.
3
' 2 d L DAB • 92° (co- int. to L CBA, AD II BC)
2 a 4, - 8 b 8, - 5 C 5:51 x = 62 (since x 0 + 30° = 92°}
e L DCH = 125° (corresp. co L CBF, EF II CH)
- 3 :i: Jts
d x = 35 (since x 0 + 90° • 125°)
2
I L CBE = 48° (alt. co L BED, AC II DF)
3 3,4,5
x = 42 (supp. adj . angles)
4 a 5 b 7
Answers
3 a LBCE = 82° (alt. to L ABC, AB II ED) 3 a LBCA = 80° (suppl. adj . angle)
x = 98 (co- int. co LBCE, BC 11 FG) LBAC = 80° (base ang. of isos. t.)
b LBCD • 77° (ale. co L ABC, AB II CD) 80° + 80° + L ABC • 180° (angle sum of t.)
L CDE = 103° (co- int. co LBCD, BC II ED} LABC= 20°
x = 103 (ale. to L CDE, EF II CD) b L CAB = 81° (alt. co LACD, AB 11 DC)
c LBCF • 152° (co- inc. co L ABC, AB II FC) LABC = 81° (base angles of isos. t.)
LDCF = 120° (co- int. co L CDE, FC II ED} c L CBD = L CDB (base angles ofisos. t.)
x0 + 272° • 360° (angles at a point) 68° + 2 x L CBD • 180° (angle stun of a t.)
x = 88 L CBD = 56°
d L ACF • 45° (ale. co LBAC, AB II FC) LABC = 124° (suppl. adj . angles)
LDCF • 18° (alt. co L CDE, FC II DE) 4 a L EBC = 60° (suppl. adj . angles)
x = 63 (LACF + LDCF) L ECB = 55° (suppl. adj . angles)
e LBCF • 100° (ale. to L ABC, AB II CF) LBEC = x0 (vert. opp. angles)
LDCF = 59° ( LBCF - LBCD) x0 + 55° + 60° = 180° (angle su ,n of a t.)
x = 121 (co- int. co LDCF, DE 11 CF) x = 65
I Draw CF r ight front C II AB and DE b x • 110 (alt. co L EBC, DE 11 AC}
L ACF = 40° (co- inc. co L CAB, AB II CF} c LDBC = 70° (corresp. co L EAB, EA II DB}
LDCF • 52° (co- int. co L CDE, CF II DE) 95° • x0 + 70° (ext. angle of t.DBC)
x = 92 (LACF + LDCF) x•25
g L ABD = 42° (co-inc. to L CDB, AB II CD) d 30° + 35° + L ABD = 180° (angle stun of a t.)
L ABF = 77° (co-int. to LEFB, AB II EF} LABD•ll5°
x = 35 (LABF - L ABD) LDBC = 65° (suppl. adj . angles)
h Draw El up fro,n E II AB and CD. x0 = 50° + 65° (ext. angle oft.BCD)
L GEl • 73° (co- inc. co L CGE, CD 11 El} X • 115
LFE l = 106° (co-int. to LAFE, AB II EI) e LBCE = 40° (suppl. adj . angles)
x = 33 (LFEl - L GEl) 96° • x0 + 40° (ext. angle oft.BCE)
LBDE = 76° (co-int. to LDBC, AC II DE) x = 56
LFDE = 38° (LBDF = L FDE, given) f acute LBAC = 80° (angle of revol'n)
x = 142 (co- inc. co LFDE, FG II DE) acute LABC • 60° (angle of revol'n)
x0 + 60° + 80° = 180° (angle su ,n of a t.)
Exercise 3:01B x• 40
1 a LDCA = 40° (alt. co L EDC, ED II CA) 5 a LBED • 58° (ale. to L CBE, AC II DE)
L ABC + 60° + 40° • 180° (angle stun of a t.) x0 + 78° + 58° = 180° (angle su ,n of a t.)
L ABC = 80° x• 44
b LDCB = 30° (ale. co L EDC, ED 11 BC) b LBDA = x0 (corresp. to L CED, BD II CE)
L ABC + 30° + 100° • 180° (angle stun of a t.) x0 + 48° + 60° • 180° (angle su ,n of a t.)
L ABC = 50° x• 72
c L CDE + 40° + 75° • 180° (angle su,n of at.) c L CED = 55° (DEF is a straight line)
L CDE• 65° LBCE = x0 (corresp. to L ABF, BF II CE)
L ABC = 115° (co- int. co L CDE, AB 11 ED} x0 = 46° + 55° (ext. angle of t. CDE)
X = 101
2 a L CDB • 88° (suppl. to L EDB)
LDBC = 72° (suppl. to LDBA) d LACD = x0 + 42° (ext. angle of MBC)
x0 + 72° + 88° = 180° (angle stun of a t.) L CAD = x 0 + 42° (base angles of isos. t.DAC)
x = 20 122° • 2x0 + 84° (ext. angle of t.ACD)
X • 19
b L ABD = 48° (vert. opp. co L CBE)
x0 + 75° + 48° = 180° (angle stun of a t.) e LBCD = 125° (co-int. to L ADC, BE II AD)
X = 57 LACD = 55° (base angles ofisos. MCD)
c LDBC = 111 ° (vert. opp. to LABE) LBCA = 70° (LBCD - LACD)
x0 + 111 ° + 25° = 180° (angle stun of a t.) LABC = 70° (base angles of isos. MBC)
X = 44
x0 + 140° • 180° (angle stun of t.ABC)
x = 40

f iiOAB and ii OBC are isosceles (radij equal) e L BAC + 80° + 110° + 90° = 360° (angle sun1 of
LABO = 60° (base angles of isos. MBO) a quad.)
L COB • 120° (ext. angle M BO) L BAC• 80°
L OCB = x 0 (base angles of isos. iiOBC) L ACB = 80° (base angles of isos. ii)
2x0 + 120° • 180° (angle stun of ii OBC) L ABC + 80° + 80° • 180° (angle su,n of a ii)
x= 30 L ABC = 20°
t L EAD = 80° (base angles of isos. ii)
Prep quiz 3:01C L BAC + 30° + 80° • 180° (angle stun of Ii)
1 120 2 60 3 80 4 105 L BAC = 70°
5 so 6 80 7 110 8 70 L ABC • 70° (base angle of isos. ii)
9 110 10 360° 3 a AE • EB (diag. of a rect. bisect each o ther)
x = 30 (base angle of isos. ii)
Exercise 3:01C b EB = EC (diag. of a rect. bisect each other and are
1 a L CBE = 80° (vert. opp. L FBA) equal)
x • 80 (opp. angles of a par'rn) L ECB = x0 (base angles of isos. ii)
b LABE = 78° (opp. angles of a par',n)
x0 + x0 + 40° • 180° (angle stun of a Ii)
x = 78 (vert. opp. LABE) x = 70
c L CBE = 110° (vert. opp. LAB/--) c DE• EC (diag. of a rect. bisect each o ther and
x0 + 60° + 110° + 90° = 360° (angle sum of a quad.) are equal)
X • 100 x = 32 (base angles of isos. ii)
0
d L FBC = 80° (suppl. adj . angles) 4 a L EAD• x (base angles of isos. ii)
L CDF = 85° (suppl. adj. angles) L ADC = 2x0 (ext. angle of M DE)
x0 + 85° + 80° + 80° • 360° (angle surn of a quad.) 2x0 • 70° (opp. angles of par',n are equal)
X = 115 X = 35
e L EBC + 60° + l 00° + 70° = 360° (angle stun of b L GCF = 70° (corresp. angles, AD II BC)
a quad.) L CFC = x 0 (corresp. angles, BE II AF)
L EBC = 130° L CGF = 30° (vert. opp. angles)
x • 50 (suppl. adj . angles) x0 + 30° + 70° = 180° (angle stun of a Ii)
f R eflex LAD C = 360° - 130° = 230° x = 80
(angle sum at point Dis 360°) c L ADB = 40° (alt. angles, AE II BD)
x0 + 342° • 360° (angle stun of quad. ABCD) L ADB = x 0 (alt. angles, AD II BC)
X = 18 x = 40
2 a L CAB + 65° + 145° + 100° = 360° (angle stun of
a quad.) Exercise 3:02
L CAB = 50° 1 a In Lis ABC and DEF:
L CAB = L ABC (base angles of an isos. ii) (1) AB • FE (data)
LABC = 50° (2) AC = FD (data)
b L BAC + 70° + 150° + 85° • 360° (angle stun of (3) L ABC = L FED (data)
a quad.) :. MBC • iiDEF (RHS)
L BAC = 55° b In Lis XYZ and ACB:
L BCA = 55° (base angles of an isos. ii) (1) XY • AC (data)
LABC + 55° + 55° = 180° (angle stun of a ii) (2) XZ = AB (data)
LABC = 70° (3) YZ = CB (data)
c L CAB + 95° + 80° + 115° • 360° (angle stun of :. iiXYZ • MCB (SSS)
a quad.) c In Lis ABC and AED:
L CAB = 70° (1) BC = ED (data)
LABC = 70° (base angles of an isos. ii) (2) L BCA = L EDA (data)
d L EAD = L EDA (base angles of isos. ii) (3) CA = DA (data)
2 L EAD + 100° = 180° (angle stun of a Ii) :. MBC • MED (SAS)
L EAD = 40° d In Lis ABC and DEF:
L BAD + L ADC + L DCB + LABC = 360° (1) L BCA = L EFD (data)
(angle sum of a quad.) (2) L BAC = L EDF (data)
60° + 110° + 100° + LABC = 360° (3) CA = FD (data)
LABC = 90° :. MBC • iiDEF (AAS)
Answers
eIn /!,,s LM1\/ and TRS: c In /!,,s AXB and DXC:
(1) L NLJ\1 = LSTR (data) (1) AX = XD (given)
(2) L NML • LSRT (data) (2) BX = X C (given)
(3) N1"1 = SR (data} (3) LAXB = L CXD (vert. opp. L s)
: . t,.LJ\,11\/ • t,. TRS (AAS) : . MXB • t,.DXC (SAS)
2 a In t,.s ABC and DEC: : . LBAX = L CDX (1natclting L s of cong't Li.s)
(1) BC= CE (given) But LABX and LDCX are alternate angles
(2) AC = DC (given) II
: . AB CD (equal ale. L s}
(3) L ACB = LDCE (vert. opp. Ls) d In t,.s AOD and BOD:
:. MBC a /!,,DEC (SAS) (1) AO • OB (radii of a circle)
b In /!,,s ABD and BAC: (2) OD is co,mnon
(1) BD = AC (given) (3) LADO = LBDO (given)
(2) L ABC = LBAC (given) : . MOD • t,.BOD (RH$)
(3) AB is conunon : . AD = DB (rnatching sides of cong't Li.s)
:. MBD • t,.BAC (SAS} e In t,.s OAC and OBC:
c In /!,,s ABD and ACD: (1) OA • OB (radii of circle)
(1) AB = AC (given) (2) AC = CB (given)
(2) AD is co,mnon (3) OC is co,nmon
(3) L ADB • L ADC (given) : . t,.OAC • t,.OBC (SSS)
:. MBD • MCD (RH$) : . LOCA = L OCB (matching L s of cong't /!,,s)
d In /!,,s ABC and ADC: Now L OCA + L OCB • 180° (adj . supp. L s)
(1) AB = AD (given) :. 2 x L OCA = 1so0
(2) BC = DC (given) : . L OCA • 90°
(3) AC is co,n,non : . L OCA • L OCB • 90°
:. MBC • MDC (SSS) f In t,.s AOC and BOD:
e In /!,,s ABD and ACD: (1) OA • OB (radii of circle)
(1) L ABD = L ACD (given) (2) OC = OD (radii of circle)
(2) L ADB = L ADC (given) (3) LAOC = LBOD (vert. opp. angles)
(3) AD is co,mnon : . MOC• t,.BOD (SAS)
:. MBD • MCD (AAS} AC = DB (matching sides of cong. /!,,s)
I In t,.s AOB and COD: L CAO • LDBO (corresp. angles of cong. &)
(1) OA = OC (radii of circle) : . AC 11 DB (ale. angles CAO, DBO are equal)
(2) OB = OD (radii of c ircle) 4 a In t,.s ABC and DCB:
(3) L AOB • L COD (given) (1) LACB = LDBC (given)
:. MOB• t,. COD (SAS} (2) AC = DB (given)
g In /!,,s ABF and CDE: (3) BC is conunon
(1) L AFB = L CED (given) : . MBC • t,.DCB (SAS}
(2) AB = CD (sides of a square are equal) b In t,.s DBC and ECB:
(3) L ABF = LEDC (angles of a square are equal) (1) LBDC • L CEB (given)
:. MBF • t,.CDE (AAS} (2) LABC = L ACB (given)
3 a In t,.s ABC and ADC: (3) BC is conunon
(1) AB • AD (given) : . t,.DBC • t,.EBC (AAS)
(2) BC = DC (given)
A
(3) AC is co,n,non Exercise 3:03
:. MBC • MDC (SSS) 1 LB= L C (data)
:. LBAC = LDAC (1natching L s of cong't /!,,s) Draw a perpendicular line
b In /!,,s ABC and DBC: from A to BC,
(1) AC = CD (given) meeting BC at D .
(2) AB • DB (given) In /!,,s ABD and ACD
(3) BC is co,n,non (1) L ABD = L ACD (data)
:. MBC a l!,,DBC (SSS) (2) L ADB • L ADC • 90° (by construction)
:. LABC = L CBD (rnatclting L s of cong't &) (3) AD is co,mnon
MBD • MCD (AAS)
:. AB • AC (rnatclting sides of cong't /!,,s)

2 a In Lis ABD and ACD But L AEB + LBEC = 180° (adj . supp. L s)
(l} AB = AC (data) :. 2 x LAEB = 180°
(2) AD is conunon :. LAEB • 90°
(3) LADB = L ADC = 90° (by construction) :. LAEB = LBEC = 90°
: . MBD • MCD (RHS) 9 a LDAB • 90° (co- int. L s, AB 11 DC)
: . BD = CD (matching sides of cong't Lis) L ABC • 90° (co- int. L s, AD II BC)
: . AD bisects BC LBCD = 90° (co- int. L s,AB 11 DC)
b In Lis ABD and ACD b In Lis ABD and DCA:
(l} AB = AC (data) (1) AB = DC (opp. sides of a par'rn are equal)
(2) AD is conunon (2) AD is co,n,non
(3) BD = CD (data} (3) L ADC • LDAB (L s of a rectangle)
: . MBD • MCD (SSS) :. MBD • LiDCA (SAS)
: . LADB = LADC (rnatching L s of cong't Lis) :. AC• DB (rnatching sides of cong't Lis)
LADB + LADC = 180° (adj . supp. L s)
: . 2 x L ADB = 180° Prep quiz 3:04
LADB-90° 1 and 2 A D
: . AD.L BC
./\ /
3 a LB= L C(AC • AB)
LA • LB (AC= BC)
: . L A = LB= L C
B,~ C
E
b LA+ LB + L C = 180° (L Slllll of Li) 3 LDCE 4 L ACD

: . 3 x L A = 180° (using (a)) 5 LACD (or LBCD)
LA• 60° 6 LACD and LDCE 7 I,
4 a AAS 8 1$0 - a 9 C 10 a • c
b 1natchi11g sides of cong'c Lis
C AAS Exercise 3:04
d 1natchi11g sides of cong'c Lis 1 a L AEF = x 0 (vert. opp. L s)
II
5 a air L s and lines
L AEF = y0 (corresp. L s, II lines)
II
b air. L s and lines
y
:. X •
C yes
b LDBC = x 0 (vert. opp. L s}
d In Lis ABC and CDA:
LBDE = 180° - x 0 (co- int. L s, BC II DE}
(l} LBAC • LDCA (air. L s and II lines) LBDE = 180° - y0 (co- int. L s, DB II EC)
(2) LBCA = LDAC (alt. L s and II lines) : . l $0 - X = l $0 - y
(3) AC is conunon
:. X • y
: . MBC • Li CDA (AAS}
c L EFG = y0 (equal L of isos. Li)
: . L ABC • L CDA (,natching L s of cong't Lis) L EFG = x 0 (air. L , AB II CD)
AB • DC (,natching sides of cont'g Lis)
:. X • y
BC= AD (nucching sides of cong't Lis) Note: Other proo(s ,nay exist for exercises
6 In Lis ABE and CDE:
in deductive reasoning.
(1) AB = DC (opp. sides of a par'rn)
2 D
(2) LBAE = LDCE (air. L s, AB 11 DC) E
(3) L EBA • L EDC (air. L s, AB II DC) F
:. MBE • LiCDE (AAS}
:. AE = EC (,natching sides of cong't Lis)
:. EB • ED (,natching sides of cong't Li.s)
7 a SSS A B C
b and c rnatching L s of cong't Li.s Let LABD be 2a0 and LDBC be 21,0 .
d SSS : . L ABC = 2a 0 + 2b 0 (LABD + LDBC)
e and f matching L s of cong't Lis 2(a + 1,) 0 • 180° (LABC is a straight angle}
8 a Diagonals of a parallelogra,n b isect each other. (a+ b} = 90°
b In Lis ABE and CBE: Now L EBD = a 0 (BE bisects LABD given)
(l} AE • EC (diag. of par' m bisect each other) LDBF = b0 (BF bisects LDBC; given)
(2) BE is co,mnon :. L EBF = (a+ b) 0 = 90° (L EBD + LDBF)
(3) AB = BC (sides of a rho,nbus are equal) :. EB .L BF
: . MBE • LiCBE (SSS)
: . L AEB = LBEC (matching L s of cong't Lis)
Answers
3 B 7 B
A t' C
D
Let LDAC and LDCA be a0
Let LBAD be a0 and LBCD be c0 .
(base angles of isos. MDC).
:. LABD = a 0 (base angles of isos. !!.ABD)
Let LBAC and LBCA be b0
LDBC • c0 (base angles of isos. !!.BCD)
(base angles of isos. MBC).
2a0 + 2c0 • 180° (angle Stun of MBC)
: . LBAD • b0 - a 0 (LBAC - LDAC}
a0 + c0 = 90° (dividing both sides by 2}
LBCD = b0 - a 0 (LBCA - LDCA)
:. LABC = 90° (LABD + LDBC)
: . LBAD = LBCD
8 D F
4 B
D E
1 E
A C Construction: Dra,v BF II AD and CE.

0
Let LBAC and LBCA be a Let L ABD be a 0 and L CBE be b0 •
(base angles of isos. MBC). L ADB = a0 (base angles of isos. MDB)
LBDE = a0 (corresp. to LBAC, DE II AC) L CEB = 1,0 (base angles of isos. !!.BCE)
LBED • a0 (corresp. to LBCA, DE II AC) LFBD = a0 (alt . to L ADB, BF II AD)
: . LBDE = LBED (ie base angles of !!.DBE are equal) LFBE = b0 (alt. to L CEB, BF II CE)
: . !!.DBE is isosceles 2a0 + 2b0 = 180° (LABC is a straight angle)
5 B :. a 0 + b0 • 90° (dividing both sides by 2)
LDBE = 90° (LFBD + LFBI:l
9 C_,...--......
A D
Let LBAD and LBCD be a0 Let LDOB and LDEO be a0

(base angles of isos. MBC) . (base angles ofisos. !!.ODE) .
LAED • L CFD • 90° (DE.LAB, DF .L BC) L CDO • 2a0 (ext. angle of !!. ODE)
LEDA = 180° - a0 - 90° (angle sum of MED} L OCD = 2a0 (base angles of isos. I!. OCD, radii equal)
LFDC = 180° - a0 - 90° (angle sum of l!.DFC) :. LAOC • LDEO + L OCD (ext. angle of !!.OCE)
: . LEDA • LFDC :. LAOC • a0 + 2a 0 • 3a 0
6 A --s;::------;,----- 1 - -B~;--;;--tt--- ,D :. LAOC = 3 x LDOB
ao 2 ao
10 B
C C
0
Let LBAC and LBCA be a
(base angles of isos. MBC). A
: . LDBC = 2a 0 (ext. angle of MBC)
Let LBAE • x 0 , L ABE = y 0 and LBCD • z 0 .
LDCB • 2a 0 (base angles of isos. !!.BDC)
x + y = 90 (co,np. L s in MBE)
: . LBCD • 2 x LBCA
z + y = 90 (comp. L s in !!.BCD)
.". X =Z
:. LBAE = LBCD

11 (x0 + y0 + z 0 ) + (a0 + b0 + c0 ) = 540°
But x 0 + y 0 + z 0 = 180° (L Slltll ofa Li)
: . 180° + (a0 + b0 + c0 ) = 540°
1° c• = 360°
... a• +:,+
A t' B 17
2x" 2Y°
Construc6on: Draw interval OC 0
OA = OC = 0B (radii of c ircle)
Let L OAC = a0 and L OBC • c0 .
L ACO • a0 (base angles of isos. MCO)
C
LBCO = c0 (base angles of isos. LiBCO)
Produce CO to D
2a0 + 2c0 = 180° (angle Slllll of MBC)
AO = BO= CO (radij of circle)
a0 + c0 = 90°
Let L OCA • x 0 and L OCB = y 0 •
:. LACB = 90° (LACO + LBCO)
: . L ACB = x 0 + y0
12 c L OAC = x 0 (base L s of i~os. LiOAC)
LAOD • 2x0 (ext. L of LiAOC)
L OBC = y0 (base L s of isos. LiOBC)
y• LBOD • 2y0 (ext. L of LiBOC)
R eflex LAOB = LAOD + LBOD
= 2x0 + 2y0
= 2(x0 + y0 )
Construc6on: Join CO and extend it to D . = 2 x LACB
OA • 0B • OC (radii of c ircle)
Let LACO = x0 and LBCO = y0 . Exercise 3:05
L ACB • L ACO + LBCO 1 Q uadrilateral
•XO+ YO
L CAO = x 0 (base angles of isos. Li OAC)

L AOD • 2x0 (ext. angle of LiOAC)
Sirnilarly,
L CBO = y0 and LBOD = 2y0
L AOB • L AOD + LBOD Trapezium Kite
= 2x0 + 2y0
• 2(x0 + y0 )
= 2 x L ACB
13 LBCE = /3 (alternate to LABC, AB II CE)
L ECD = o (corresponding to LBAC, AB II CE)
½I
Parallelogram
LBCA = 'Y (given)
~:;✓
:. /3 + o + 'Y = 180° (LACD is a straight angle)
:. the angle sum ofa triangle is 180°.
14 N o,v a + I, + c = 180° (angle su ,n of LiABD)
and d + e + J- 180° (angle SUlll of LiBCD)
L A + LB +L C +LD= /,+ (c+ d) + e + (a+f)
= (a + b + c) + (d + e + f) Rectangle Rhombus
- 1so0 + 1so0 ,,..............>

= 360°
15 LBCE • /3 (alt. L s, AB II CE)
<....._,,,,
L ECD = o (corresp. L s, AB II CE)
:. LBCD = LBCE + L ECD
•o+ /3
Square
16 x + c = 180° (adj . L s Oil a St. line)
0 0
◊
0 0
y + b • 180° (adj . L s on a st. line)
z 0 + a0 • 180° (adj . L s on a st. line)
(x0 + c0 ) + (y0 + b0 ) + (z 0 + a 0 ) = 540°
Answers
2 a C b B C A d E 9 a Vertically opposite L s
e F I G 9 H h D b SAS
3 a true b fake C true c L CBE (rnatching. L s of congruent Lis)
d true e fake I true d LADE and L CBE are equal alternate L s.
g true h fake e SAS
4 a A square is a parallelogram and it has two adjacent I ,natclting L s of congruent Lis
sides equal in length so it fits the defittition of a g Pairs of alternate angles are equal.
rhotnbus. H o,vever, a rhombus is not necessarily a 10
rectangle as it need not contain a r ight angle. T ltis
is part of the square's definition.
b An equilateral triangle has two sides equal so it
satisfies the defini6on of a isosceles triangle.
However, an isosceles triangle does not necessarily
D C
have three sides equal so it can't be called an
equilateral triangle. Data: ABCD is a quadr ilateral with AB = DC and
5 AB II DC
D•- - - - - C
Aitn:To prove AD II BC.
Construction: Join BD.
Proof: In Lis ABD and CBD
A B (1) AB = DC (given)
(2) BD is conunon .
Let L DAB• a0
: . L ADC = 180° - a0 (co-int. L s, AB II DC) (3) L ABD = L CDB (alt. L s, AB II DC)
LABC = 180° - a0 (co-int. L s, AD II BC) :. MBD ■ LiCBD (SAS}
Now, L DCB + L ABC • 180° (co- int. L s, AB II DC) :. LADB • L CBD (,natching L s of cong't Lis)
L DCB = 180° - L ABC But L ADB and L CBD are also alternate L s
:. AD II BC (pair of alt. L s are equal)
- 1 so· - so• -
(1 •·i
=a 0 :. ABCD has both pairs of opposite sides parallel.
: . L DAB = L DCB = a 0 :. ABCD is a parallelogra,n.
and L ABC • L ADC • 1S0° - a0 11 A d'B
a•
: . Opposite L s of par'n1 are equal .
6 LADC • 90° (co- int. L s, AB II CD)
LABC = 90° (co-int. L s, AD II BC) a• d'
D•' - - - - - - - ' _ JC
L BCD = 90° (co-int. L s, AB II CD)
Proof: ABCD is a parallelograrn (opposite L s equal)
7 a Opposite sides of a parallelogratn are equal .
4a 0 = 360° (angle sutn of quad.)
b AB = DC (opp. sides of a par'm)
AD = BC (opp. sides of a par'm) a• 90
:. ABCD is a parallelograrn ,vith a r ight angle.
But AB • AD (given)
:. ABCD is a rectangle.
:. AB = AD = DC = BC
12 A l' - - B
8
D ' - -t'- - 'c

A
In Lis ABC and CDA Proof: ABCD is a parallelograrn. (Both pairs of
(1) AB • CD (given) opposite sides are equal .)
(2) BC = DA (given) AB = BC (given)
(3) AC is conunon :. ABCD is a parallelograrn ,vith a pair of adjacent
: . MBC ■ LiCDA (SSS) sides equal.
L BCA = L CAD (nutclting angles of cong. Lis) :. ABCD is a rho,nbu.s. (See defittition p. 73.}
: . BC II DA (alt. angles equal) 13 1 quadrilateral 2 trapeziurn
L BAC = L DCA (,natclting angles of cong. Lis) 3 parallelogra,n 4 rectangle
: . AB II CD (alt. angles equal) 5 square 6 rho1nbus
: . Opposite sides are parallel.
: . ABCD is a parallelogram.

14 Properties Parallelogram Rhombus Rectangle Square 4 If a quadrilateral has all its sides equal then it is a
square. (Tlus converse is not true.)
1 Opposite sides yes yes yes Y""
parallel 5 If the square on the longest side of the triangle is
? 0 pposue
. s1'd es equal to the sum of the squares on the t\VO s,naller
_ yes yes yes Y""
equal sides then the triangle is right-angled. (Tlus converse
3 Opposite angles yes yes yes is true.)
Y""
equal
4 Diagotl.als bisect yes yes yes Y""
Investigation 3:06A
one another 1
5 All sides equal no yes no Y""
6 All angles right no no yes yes
angles
7 Diagotl.als no yes no yes
perperldicular Quadrilateral Pentagon
8 Diagorl.als bisect no yes no yes
angles through
which they pas.~
9 Diagorl.al~ are no no yes yes
equal
The nurnbers below refer to the table in Question 14 .

15 a 1,2,3,4,5,7,8 b 1,2,3,4,6,9 Hexagon Heptagon
C 1,2,3,4 d 1,2,3,4
16 a 5,7,8 b 6,9 c 6,9
17 a yes b yes
c No, because it does not have all its sides equal.
d yes e yes
f No, because it does not have all its angles equal. Octagon
Nonagon
18 a Parallelogra,n; both pairs of opposite sides are equal.
b R ectangle; diagonals are equal and bi~ct each other. 2
c Rho,nbus; all sides are equal.
d R ectangle; all angles are equal.
e R ho,nbus; diagonals bisect each other at right angles.
f Parallelograrn; one pair of sides is both equal
and parallel.
19 Proof: DC = AB (opp. sides of par',n ABCD) Decagon Dodecagon
AB • FE (opp. sides of par'n1 ABFE)
:. DC = FE 3 No. of sides in polygon 3 4 5 6 7 8 9 10 12
II
Also DC AB and AB II FE No.of triangles 1 2 3 4 5 6 7 8 10
:.DC II FE
:. DC and FE are parallel and equal. 4 The 'number of triangles' is t\VO les.~ than the 'nu ,nber
: . DCEF is a parallelogra,n. of sides' .
20 Proof: AK = KC (diag. of par'rn bisect each other) 5 II - 2
EA • CC (given) 6 (11 - 2) X 180
:. AK+ EA = KC + CC (11 - 2) x 180
7
EK = KG II
Sintilarly it can be sho,vn that KH • KF. Investigation 3:06B

:. D iagonal~ EC and FH bisect each other.
1 6
: . EFGH i~ a parallelograrn.
2 6 X 180° • 1080°
3 720°
Investigation 3:05 4 1080° - 720° = 360°
1 If a triangle has all angles equal then it has all its sides 5 (1) 5 (2) 5 X 180° = 900° (3) 540°
equal. (Tlus converse is true.) (4) 900° - 540° = 360°
2 If a quadrilateral has its diagonal~ equal then it i~ a 6 The exterior angles su,n to 360°.
square. (Tlus converse is not true.)
3 If a quadrilateral has its opposite angles equal then
it is a parallelogra,n. (This converse is true.)
Answers
Exercise 3:06 (3) AE = FD (opp sides of rect ADFI:)
:. MBE • t.DCF (RHS)
1 a 720 b 1440 c 2340
:. LABE • LDCF
2 a 5 ii 540°
(rnatching L s of cong't t.s)
b i 6 ii 720°
b In t.s ABD and ACD,
C i 7 ii 900°
(l) AD is co111111on
3 a 1080° b 1440° c 900°
(2) L ABD = LACD (given)
4 a 108° b 120° C 135° d 144°
0
(3) LBAD • L CAD (given)
e 140° I 1581.i.
17 :. MBD • MCD (AAS)
5 a 3240° b 360° C 162° d 18°
:. LADB = L ADC (rnatching angles of
6 a 6 b 9 C 36 d 24
cong't t.s)
7 a 240° b 228° C 315°
L ADB + LADC = 180° (adj . supp. L s)
8 a 80° b 110° C 120° d 135°
2 x L ADB • 180°
e 125° I 60° L ADB = 90°
:. AD .L BC
Investigation 3:0GC c In t.s CAB and CAD,
1 120° (l) AC is conunon
2 3 (2) AB • AD (given)
3 360° (3) BC= DC (given)
4 A regular pentagon will not tessellate because the :. t.CAB • t.CAD (SSS)
interior angles (l 08°) cannot add at a vertex co :. L CAB • L CAD (,natching L s of cong't t.s)
give 360° 4 a LDBA = x 0 (alt. L s, AB 11 CD)
5 Square and equilateral triangle. LDBA = y0 (alt. L s, AC BD) II
: . X =y
Diagnostic test 3 b L CBD = L CDB (base L s,ofisos.t.)
1 a LFGC = 130° (corresp. L s, AB II CD) : . LABD • 90° - L CBD
x 0 + 130° = 180° (adj. supp. L s) LADB = 90° - L CDB
X = 50 : . LABD = LADB
b LDBE = L EDB (base L s of isos. t.) : . AB • AD (equal sides ofisos. t.)
2 x L EDB + 40° = 180° (L stun of t.) c Let LABC = L ACD = x 0
:. L EDB• 70° : . L CAD • 90° - x 0 (comp. L s, MDC)
L EDB = x 0 (alt. L s, AC DE) II LATE• x 0 (co,np. L s, MTE)
:. X = 70 : . LF'I'D = x 0 (vert. opp. L s)
c LLON + 90° + 70° + 85° • 360° (L stun of quad.) : . LABC = LFTD
:. LLON = 115° 5 a A - - - - - - ~B
ao ao
LLO P = x 0 (base L s of isos. t.)
x 0 + 115° • 180° (adj. supp. L s)
X = 65
2 a In t.s ABE and DCE, D
~C
(1) AE = DE (given) Proof: ABCD is a parallelograrn (opposite L s equal)
(2) BE =CE (given) 4a0 • 360° (angle su,n of quad .}
(3) LAEB • LDEC (vert. opp. L s) a= 90
:. t.ABE • t.DCE (SAS) : . ABCD is a parallelogra,n ,vich a right angle.
b In t.s ACO and BCO, : . ABCD is a rectangle.
(1) AC • BC (given) b A ~ - - - ~D
(2) AO = BO (radii of circle)
(3) OC is conunon
:. t.ACO • t.BCO (SSS)
c In t.s ABC and ADC,
(1) LABC • LADC (given)
B C
(2) LACB = L ACD (given)
ABCD is a rectangle (diagonals are equal and
(3) AC is conunon
bisect each other}
:. t.ABC • MDC (AAS)
3 a In t.s ABE and DCF, MDE • t. CDE (SAS)
(1) LAEB • LDFC (given)
: . AD = DC (rnatching sides of cong't t.s)
: . ABCD is a square (rectangle ,vith a pair of
(2) AB = DC (given)
adjacent sides equal)

c One p.ur of sides is both equal and parallel. ASSIGNMENT 3B
6 a 2340° b 135° c 18
1 One side of a triangle fo rrned by the projection of
ASSIGNMENT JA one end of the board is 145·84.
3394·11 + 145·84 = 3550 1nm (rounded up)
1 a LBEG = 70° (comp. L s} 2 The ,nedian and mode ,vould not be useful as these
x0 + 70° • 180° (co- int. L s, AB II CD) are the sa,ne as the par of the hole in each case.
X • 110
Calculating the mean for each hole and the
b L EBA = 70° (base L s of isos. iiEAB}
percentage of players ,vho scored par or better gives
LDBC = 60° (L of equil. Ii)
a better indication of the degree of difficulty.
: . L EBD = 50° (adj . L s on a st. line)
Hole Par Mean score %of players scoring par or better
LBDE = 50° (base L s of isos. iiEBD}
2 4 4· I 79%
X + 50° + 50° • 180° (L Sl ltll of ll)
x = 80 7 5 4·5 94%
c LBAC • x 0 (alt. L s, DB II AC) 11 3 3·3 65%

LBCA = x 0 (base L s of isos. Ii) 16 3 3·2 75%
2x0 + 52° = 180° (L Slllll of Ii) Both the ,nean and % of players scoring par or better
X • 64 indicate that the d egree of difficulty of the holes are
d LBCD + 74° + 138° + 96° = 360° (L srnn of quad.} (1) Ho le 11; (2) Ho le 16; (3) Hole 2; (4) H ole 7
LBCD = 52° 3 green
LBDC = x 0 (base L s of isos. Ii) 4 a 12 points b 8 points
2x0 + 52° = 180° (L Sl llll of Ii)
X • 64 ASSIGNMENT JC
2 a In Lis AOB and COD, a-? 5a 2 a
(1) AO = CO (radii of circle) 1 a b C d
6 6 3 6
(2) BO • DO (radii of circle)
2b b 5114 1
(3) LAOB = L COD (given) 2 a - b C d
: . MOB ■ iiCOD (SAS) 3 6 4111 4ay2
b In Lis ABD and CBD, 3 a 7500000B b 3100µs C 5000GB
(1) AB = CB (given) 4 Fro,n 6 ·25 up to 6·35
2 3
(2) AD = CD (given) 5 a 15·84 m b 79 ·2 Ill
(3) DB is conunon 6 a x = 0 or - 1 ~ (or -1·67)
: . MBD ■ iiCBD (SSS) b x = - 7 or 9 c x = - 0·15 or -3·35
: . L ADB = L CDB d x = -2 or 6 e x = 4·76 or 9·24
(rnatching L s of cong't Lis)
7 a x = -1 + .Ji3 or x = -1 - ffi
3 In Lis BED and CFD,
(1) BD = CD (Dis rnidpoint of BC)
b x = - ../7, ../7, - .Js or ../8
8 Length of base • 8crn
(2) LBED = L CFD (BE .L AD, CF.LAD)
(3) LBDE = L CDF (vert. opp. angles)
:. iiBED ■ iiCFD (AAS}
BE= CF (,natching sides of cong't Lis) Chapter 4
4 a 3240°
b i 162° ii 18° Exercise 4:01
5 X = 126 1 A. Not B, as so,ne people would have ,nore than one
6 L CAB = x 0 (equal L s ofisos. ll) ticket. N ot C, as the person ,nost suited is ,nore likely
L CAB • y0 (alt. L s, AB II DC} to be chosen.
:. X • y 2 Answers ,viii vary.
7 AF = EC = 5 (given) 3 Answers ,viii vary.
AF 11 EC (Since AB II DC} 4 a even chance b i1nprobable C probable
:. AFCE is a parallelogra,n d irnpossible e cert.un I even chance
(One pair of sides is both equal and parallel). 5 a
I
b
I
C
I
li 4 2
:. AE II FC 7
d li e 34 I 0
I I 5
6 a 6
b 6
C
6
d .l e 0 I 1
3
7 a .l b l. C 0
2 2
Answers
_I 12 .1.
d 13
e 13
I 13 Investigation 4:02
9 l
4
h 14 2
13 1 AnS\vers will vary.
4 I ) 496 ( 124 )
8 a -oo
:, (or 1r_., b -oo
:, or 1r_ :, 2 a H ere there is no replacement, so it is itnpossible
9 a 16 ( 4) b 14 ( 7) C
43 to choose !\VO greens (as ,ve started with only
100 or 25 100 or 50 100
86 43 30 3) 50 I 1 green counter).
d 100 (or sol e 100 (or To I 100 (or 2)
b Answers ,viii vary.
10 a 50% b 38% C 1% d 20%
e 80% I 77% 9 23% Exercise 4:03
I I _J_ I 1
11 a 4 b 2 C 200 d 200 e 4 1 a 8 b 2 (a head and a tail) C yes
159 197 41 I
I 200 9 200 h 200 50 d 3 e 3 I 1
I
12 a 6
I
b 2
I
C
I
99 9 8 h 8I 1
8
5
J 1 ~
I I
13 a 8 b 8 C 4 d 0 8 k l8 l 8
(or 12 )
I I
e 1.
4
(or l2 ) I 2 9 4
h 3I 2 a 2 b 3 C 2
l d 12 e yes I 1
5 J l4
14 a AnS\vers will vary. Kno,ving that it has not rained 9 6 h 2 12
I
J 4 k 4 l 12
on Saturday gives us more information than the
,vead1er forecaster had ,vhen he gave his prediction m 1\ (or ~) n 2 ( I
12 or 6) 0 g (or 1}
on Tuesday.This ,viii affect the probability that it p 4 ( I
12 or 3) q I~ (or 1)
,viii rain on Sunday.We say chat these t\VO events 3 a 27 b 1 C 26
are dependent events. d 12 e I
I I
27 27
b The chance that the next toss is a head, ,vould be
.1. h .1. JL
½if the coin is a fair coin. However, the chance 9 27 27 27
of getting 20 heads in a ro,v is 104 576 so one J J L

27
,vould have to expect that the coin either has C\VO 4 a 6 b 0 C 6
heads or is strongly biased towards heads. d 2 e 0 I 0
~ j j ~ j ~ (or j) ?)
-64 (or =
15 a b c d e 9 1 h 3
48 5 a 60 b yes C 6
16 a 51 b 0·75 c 63% d 0·875
e 99·5% d 18 e 36 I 24
11 No, as $135 is 1·35% of$10000 and 9 There are only 2 yello,v tickets, and there is no
this is clearly ,nore than 0·5%. (There is replacernenc.
1 chance in 200 that I will die this year. h ~ (or 1~) ~ (or 1~) J 36
60
(o r 3)
5
200 x $135 = $27 000. As I a,n i11.~ured 24
k 60 2
(or 5) l ~ (or 1~)
for only $10000, it does not represent 6 a 210 b 24 C 72
good value.) d 6 e 204 I 90
9 108 h 22410 ( or 35)
4 72 ( 12
210 or 35)
Exercise 4:02 6 ( _I )
J 2 10 or 35
1 a 94 b
I
9 C i.
9 d 1
9 e 94
4
2 a 2
6 b 0 C 6 d 2
6 e 64 Prep quiz 4:04
I 3 I
3 a 9 b 9 C
2
9 d 9 e 96 1 56 2 2 3 20 4 5 5 5
I I 2 6 10 7 2 8 10 9 10 10 20
I 3 9 0 h 3 3
4 a 0 2 I 4
b 0 C
6 d 6 e 6 Exercise 4:04
I 1
6 9 1 6
h 1 0 J 0
1 a 10 b 30 C 20
k l2 l 1 d 12 e 8 I 24
_ I_ _ I_ _I l I
5 a 200
b 100
C
10
d 2
e 0 9 12 h 8I I
30
6 If the result of the first step is known, then only the
outco,nes starting with che known result should be
J io (or i~l
2 a 60 b 40 C 120
considered.Tlus reduces che number of possible
d 48 e 8 I 125
outco,nes, and probably changes che number of 2 (
9 48 or
I
24) h _I
60
ways that the event can occur.
3 a 16 b 9 C 49
d
I
16 e 8
49 I i (or 1)

4 a 12 b 6 C 42 9 a 36 ( 9) b 72 (or r12) 8 ( 4
100 or 25 1·0
:, _:, C 30 or 15)
I
d i2 e 8 ( 4
42 or 21l f ! (or 1) d 18 (or .1.)
60 10
5 a 24 b 6 C 210 I 125 I ?"
...ad
I
10 a li b 2 16 C 5 12
8
d 210 4 ) e 6 ( 3 ) f
(or 105 2 10 or 105 24 27 I 5
d 5 12
e 125 f 32
6 a 11(S) • 64
b 11(£1) = 25 II
r
.:.2. 9 ~ (or 1~) h 20
so
I
(or 4)
64
3 21
..2... 11 a b l~O (or ~) C
C 11(£2) = 9 II
64
20 160
21 7 15 ( I) I
d 11(£3) = 15 II
15 d 240 (or sol e 120 or 8 f 192
64
15 9 2 1 (or ..2...)
e 11(£4) = 15 II 64
960 320
12 a 18 ( 9)
f 11(£5) = 30 II 30 (or 15) 100 or 50
64 32
II
7 a 11(S) • 56 b 20 (The coin can be chosen front hat 1
b 11(£1) = 20 II ~
:,6
5)
(or 14 or fro,n hat 2.)
I
C 11(£2) = 6 II ! (or i~) 13 a 2
12 b 3 5
d 11(£3) = 15 II
56 8 II
8
e 11(£4) = 15 II 12 14 Spending the day in both Sydney and London are
56
f 11(£5) = 30 ~ (or ~5 dependent events. I cannot spend the day in both
II 56 _g )
I Sydney and London. If I spend the day in Sydney
8 a 11(S) = 20 b 20 then the probability of ,ny also spending the day in
C 2. 20 d 4 ( I)
20 or 5 London is O not 1~, so the probability of spending
9 a 11(S) • 100 the day in both Sydney and London • ?o x O (or 0) .
b 11(£1) = 9 II
9
100
C 11(£2) = 4 II 1cio (or 2~)
Fun spot 4:05
d 11(£3) = 10 II 10 ( I ) 1 The contestant ,vould irnprove their chance of
100 or 10
10 ( I )
choosing the car if they changed their choice.
e 11(£4) = 10 II 100 or 10 2 Yes. Originally the contestant had one chance in
f 11(£5) = 20 II 20 (or!)
100 :, three of choosing the car.There ,vere t\VO chances
10 a 11(S) • 1320 in three that they had not chosen the car. Of the t\VO
24 t
b 11(£1) • 24 II 1320 (or 55) doors not chosen, Monty ahvays opened the door
120 I that did not contain the car, so the chance of the car
C 11(£2) - 120 II 1320 (or nl
12 I )
being behind the other door is j . Changing choices
d 11(£3) = 12 II 1320 (or 110 at tlus point doubles the chance of choosing the car.

_I 5 _I
1 a 12 b 16 C
10 1 a I
b 3 C
6
_I
20 20 20
2.
d 48 e 30 f 4~ (or ~) 2 a
_I
12 b l!
12 C .l
4
9 4~~ (or ~) h .l.
16
..2...
40 3 a
_I
30 b
2
30
I
(or Tsl C 28 (
30 or 15
14)
I I r
=2
2 a 4 b C _ I_ 2 ( I ) .!.lli ( or 59)
36 64 d 120 e 120 or 60 f 120 60
I
d I 90 ( 9) 90
4 a 380 (or ..2...)
25 b 380 or 38 C
380 38
.!.!\. (or .l) 9 12 (or .l.)
3 a b C 72 ( 18 110 (or ll) 100 (or 5)
64 4 64 64 16 d 380 or 95) e 380 38 f 380 19
12 3) 4 I
d 64 (or 16 e (or 16) f 6~ (or 1~) 2 ( I ) 504 ( 7
64 9 0 h 380 or 190 6.~40 or 95)
3 3
9 64 h 64 I
k 720 ( ?) l 6120 ( 17)
J 6840 6840 or 19 6.~40 or T9
4 a 50 b 40 C
5 ? I
99 99 99 5 a (or 21l b 40 ( 20) 20 ( 10)
42 42 or 2T C 42 or 21
d ..i.
99 d 20 (or .!.Q.) e 60 ( 2
2 10 or r l f 0
42 21
_I 18 (or J.) 2 I
5 a 42 b 42 7 C 42 (or 21l 40 ( 4 h 120 (or:!.)
9 210 or 21l 2 10 7
6 a 16 ( 4)
100 or 25 b 24 6)
100 (or 25 C ~ (or isl 6 a 12 ( 3
56 or 14) b ~o (or ;5) C 2 ( I
56 or 28 l
,6 28
d 24 ( 6)
100 or 25 d ~4
56
(or 27)
28 e 12 (or .l.)
56 14 f ~ (or ~)
8 12 2
7 a 15 b r_, C 6 (or .l)
3 9
12 (or _1 )
336 28 h 60 (or 5)
336 28
120
336
(or 5 )
14
3
d 10 216 (or ..2...)
J 336 14
9 15 (or ..1...)
8 a 800 b 800 160 7 a 60 ( 5 b 90 (or 15)
336 or 2sl 336 56
Answers
8 a 2 ( I
20 or wl b ;~
_o (ori) =>
C 2 (
20 or
I
10)
15
.v0
d 20 (or i)
JL e 1.Q. ( or .!) I 1.Q. (or .!)
~
9 ~
,
20 (or 4-)
:,
2 (or 30
9 a 60
8 2
I)
h
b
20
2~ (or ~)
~
60
(or I:>
2
'!.)
8 (or 15
2)
C
20
2 (
60 or
4
2
I)
30
I
A 9"'-[g/ .y-@][a
~
~
d 60 (or 15) e I 60 (or 15)
:Z (or ¾l h
60
20 (or .l)
G , B'
s G [g
9 60 3
r_,
10 a
d
I
144
30
144 (or 24
5)
b
e
144
I~ (or I~ )
C
I
30 (
144 or 24
36 (or .!)
144 4
5)
~ p /8
v ea
2.. 1) 9 s-- G
9 108
144
(or 3)
4 h 12 I~ (or
G
82 (or ~ )
J 144 72 v [a
11 a 1~ (or 0) b 1~ (or f3) C 30 (or 5 )
132 g"lcl/8
'1--lcl
??
d 30 (or ??
132
5) e if2 (or i51) I 30 (or 5 )
132 22
102 (or 12) h 4 5
9 132 ?? TI TI 24 (or 30
I) 696 (or 29) 120
a 720 b 720 30
c 720 (or .!)
6
J
12 a
82
~
41
132 (or 66) d m (or~ ) e 5~6
7 _0
72
(or~)
:>
I
f 72 (or To
720 I)
9
72 (or To
720 I) h 120 (or wl 360(or l )
720 2
b .2..
36
(or 14 ) 20 5
J 432 (or 1)
720 5 k 2&~ (or~) l 72 (or 13)
720 :>
c J\.. (or 16 )
36 6 (or 12
m 72 I)
d J\..
36
(or 16 )
16 5~ (or7~)
e 12 (or l3 )
36
I ~ (or i) Diagnostic test 4
36 9
9 20 (or i) 2 ( I ) 50 ?'"
36 9 1 a 52 or 26 II 52 (or ~)
h ¾(or½) b .! II 1
3 3
1 (or .!) 2 B 500/4
6 3
J 22 (or ll)
36 18 3 a 1 (or ¼l b i
1 (or½) c ..:!...
36
(or 19 )
4
4 a Jo (or ¼l b -16•:, (or ~:>2) c 30 (or 15 )
?
5 I
6a b (or 0) c i
(or 1} *
2 ( or 45
I) 6 a 36 (6 X 6} b 8 (2 x 2 x 2) C 25 (5 X 5)
13 a 90
d 20 (5 x 4) e 125 (5 X 5 X 5)
6 ( I )
b 90 or 15 f 60 (5 X 4 X 3)
c 15
90(or 6I ) 12 (or 1) b ~ 8
7 a 30 5 30 (or .)
t:,
d .ii
90 (or l6 ) 8 a ~ (or{.~ ) b i~ (or !~)
e : (or l 1 9 a
9
50 b i (orf)4
I : (or ~) 10 2~
g ~g (or ~) 11 a J\..
20 11
12
20 (or~)
,
h 2
9
b fi.i (or 1~) 11 fi.i (or 1~)
4
9
ASSIGNMENT 4A
31
J 45
1 a 13
.±. b .,
.l.
,_ C
50
52
49
d 52
2 a 18% b 21% C 79"/4
14 a 120 5 b 384 (or li) 6 I
504 (or 21) 504 21 C 504 (or 54) d 48% e 69% f 41 %
~98 (or 83 )
d ,04 84 e 126 (or .l..)
504 28
I : 4 (or i's) 3 a 1~ (or 5%) b 5
99
C
5
98
(or 5 ) 90 (or 2..) 270 (or 15)
9 ,_90
04 28 h 504 28 504 28 d ..:!...
98
2 ( _I _I
J !68 (or .!) k ~(or~) l 56 or 28
I ) 4 a b .1..
, 04
m 56
3
20 (or 14
5)
16
d 162 (or 8I)
"'~
12 (or .l.)
e 80
C
f
20
.!ll. (or 3 )
20 48 8

ASSIGNMENT 48 b ✓3
1 a 10km b 20krn c ll :30arn -1 0 1 2 3

d Callurn e 11:30a,n ✓3 * 1-7
2 a D b C d B
c A C ✓5
3 a One side is longer than the sum of the other rwo.
0 1 2 3 4
This cannot happen in any triangle.
✓5 * 2 ·2
b The angle sum to rnore than 180°.
c In a r ight-angled triangle the longest side n1ust be d Js
opposite the right angle. 0 1 2 3
4 201 ✓6 * 2·4
5 9 e ✓7
ASSIGNMENT 4C 0 1 2 3
✓7 * 2·6
x+y+ z
1 a
3 f Ja
b (m + nr
? ?
or ,,,- + 2m11 + ,.-
?
0 1 2 3
c 3m + 6 Ja * 2·8
2 a (1, 6} g .Jio
b ./40 units (or 2M units) 0 1 2 3 4
C l.
3 .Jio * 3·2
d x - 3y+l7•0
e x - 3y+31 = 0
h ./12
0 1 2 3 4
3 a y• -2 b x • 7,y • 5
C x = 4 +Mor 4 - M
/12 ,;, 3 ·5
4 a 104 b 20 ✓
20
5 a 12·7 b 12·0 C 32·1 1 2 3 4 5
6 a 22°37' b 36°52' C 72°33' J20 * 4 .5
J 1i
Chapter 5 1
7i
2
* 3 ·1
3 4
Prep quiz 5:01 3 a 3,4 b 4,5 C 6, 7

d 8,9 e 9, l 0 f 11, 12
1 16 2 49 3 400 4 61
g 13, 14 h 15, 16 19,20
5 9 6 8 7 12 8 9
9 1·414 214 10 8·316625 J 30, 31
4 a ✓ 3, 2, Js b Js, 3, 7i
Exercise 5:01 C 3,M, ✓12 d ./40, 6-5, 7, ✓50
1 a rational b irrational c rational
e ../2, 2 1, 7i, ✓12 f ../26, J3o, 5·6, 6
d rational e rational f irrational g J6o, 7·9, ✓65, 8-1 h fas, 10, ..Jwi, 10·1
g irrational h rational rational .J9, 3·1, 7i, 3·2 J 4·1, .Jio, 4·5, $1
J rational k rational l rational k Jm,20,.J420,21 l 24,.J6oo,.J610,25
m rational n rational o rational 5-7 Students' own diagrarns.
p irrational q rational r irrational
5 rational t rational u rational Prep quiz 5:02
V rational w irrational x irrational 1 4 2 3 3 6 4 5 5 7
y rational z irrational 6 12 7 12 8 2 9 2 10 16
2 a ✓2
-1 0 1 2 3 Exercise 5:02
✓2 ,;, 1 ·4 1 a Jts b Jts C ../42 d ../42
e ✓30 f ✓46 g J65 h ✓33
M J ffe k .JITo l ../9l
m Jo n JTT 0 .J7 p ../2
q ✓19 r ✓19 5 J6 t ../2
Answers
2 a 16 b 9 C 1 d 100 q 18 r 20 s 24✓5 t 8../3
e 5 I 8 g 15 h 73
24✓5 2
u V 6x w 4£ X ax
8 J 45 k 12 l 75 2 a ✓5 b ../3 C ..fi d 3
m 147 n 28 0 891 p 180
e 2 I 3 9 5 h 6
q 1000 r 1620 s 1800 t 3375
2 J 4..fi k 3 ✓5 l .Ji
3 a 2.fi b 2 ✓5 C 2.,/3 d 5.fi
m 6✓2 n 3✓2 0 2✓3 p ✓5
e 2✓6 I 4✓2 9 3✓5 h 3../6
q ../3 r ..fi s ✓x t ✓5
2.Ji 1 3M k 2M l 3.Ji
u ✓5
m 2,/TT n 2M 0 6../3 p 2,/fo
3 a 3✓2 b 8✓3 C ✓2
q 3,/TT r 2,115 s 4✓6 t 2 ✓19
d 1 e ../6 I 6.fi
u 2ffi v 3M w 10.fi X 9...}2
9
4 a 4·2 b 5·2 C 2·8 d 3·5 9 ..fi h 3
4✓3
e 5·6 I 6·9 g 7·1 h 12·7
5 a 4../3 b 6.fi C 10.fi d 12...}2 4 a ✓6 +2 b 5+ ✓10 C 14 - ffe
e 10✓5 I 10✓3 g 30✓3 h 6M d 5✓3-3 e 2../6 - ..fi I 10✓5 - 4✓10
10✓5 J 12✓5 k 6../6 l 6../6 9 4 + 2.fi h 15 + 6 ✓ 5 4../6 - 12
m 14ffe n 18✓2 0 6,/TT p 15$0 J 3✓30+18 k 1 4-2✓14 l 7✓3-9
q 60✓2 r 35 ✓2 s 54✓3 t 10✓17 m 2../6+8 n 4✓10 -40 0 60 - 30../3
6 a .Ju b ✓18 C ✓20 d .,/54 p a+ J;, q 2x+ 3.[; r 6y + 4 .Jxy
e ../32. I .Jis 9 ../63 h .jso
✓72 J ✓ISO k J9Q l ✓112
Prep quiz 5:05
m ✓252 n ../250 0 ~ p ✓ZOO 1 .jfs 2 6 3 5
4 18 5 10✓ 2 6 8✓3
q ../243 r ../256 s ,./441 t Jm. 7 0 8 5✓ 7-20
9 10 + ✓30 10 6 ✓6 -6
Prep quiz 5:03
1 2✓ 3 2 2✓5 3 4..fi 4 5..fi 5 5
Exercise 5:05
6 3·6 7 2 8 3·5 9 11 10 7·8
1 a 5 + 4✓2 b 4✓3- 2
Exercise 5:03 c 17 -7 ✓7 d 2+ -✓6+ ✓10 +../fs
1 a 5.fi b 11../3 C 7../6 d 3.,/3
e 3✓5 1 ✓2 e -✓
35- ✓10-M+2
g 5.fi h 6✓3
8../6 J 1 4✓5 k 9$0 l 6✓3 I 5✓2 + ✓10 + ✓30 + ✓6
m 3...}2 n 3../3 0 0 9 5../3 + 5.fi + ../6 + 2
2 a 6✓5 + 3.Ji b 4.Ji + 2✓5 h 4 -2 ✓5-2../3+.Jfs
C 4✓3 +8 ✓5 d 2✓3 + 5.fi 5../6 - 6 - 5...}2 + 2../3
e M+ 4.fi I 2../3 + 2✓5 J 4 + ..fi + 2../6 + ✓3
g 8JTT + 3.fi h ✓2 +12✓3
k 13 + 3../fs l 10 + 5../6
Js - ..fi J 2.Ji - 5✓5
m 7✓14-27 n 9✓15 -5
3 a 3...}2 b 4../3 c 5.fi d 6✓5
o 26M- 45 p -2151 - 40
e 5✓3 I 5../6 g 3✓2 h ✓5
q 11 4 +21✓70 r 77 + 39 ✓6
.J2 J 7✓2 k 5✓5 l 2✓3
m ✓3 n 22..fi o 23.fi p 16.Ji s 66+14 ✓6 t 42 -27 ✓7
q 8✓5 r -2 ✓3 u 32../3-1 V X + 5.[; +6
4 a 4✓2 b 3✓5 c 6✓3 w 2m+ 3.J;;;;; +n x 6a + 5✓,J - 6b
d 6.fi e 3../3 + 5.fi t 8✓5 + 4..fi 2 a 3 + 2..fi b 28-10✓3
g 18✓2 + 3✓3 h 21 ✓2 - 5✓3 C 9 + 4✓5 d 5+2../6
e 7-2$0 I 13+ 2✓30
Exercise 5:04
g 13+ 4 ✓3 h 34-24 ✓2
1 a ✓6 b ✓35 C ✓3J d Jfo
45+20 ✓5 J 15+ 4ffe
e Jzi I ✓70 9 4 h 6
I 10 J 3...}2 k 5.fi l 2✓5 k 55+ 30 ✓2 l 52-6 ✓35
m 2../fs n 12M o 14 ../6 p 20 m 83+20 ✓6 n 167 - 28.Jfs

o 550 - 100../30 p X + 2,/ry + y 19 -451
g -11 ·9, - 6 - ✓35 h 0·134, - - -
q 4m + 20✓,;; + 25 r 9 p - 12.jpq + 4q 5
3 a l b 22 c - 39 d 14 3✓2 + 2✓3 2✓5 - 5✓2
4 a b
e -1 f 2 g 2 h 4 6 10
- 13 J 18 k -5 l 42 s-16 + 6../5 ✓10 - 3../5
C d
m 38 n -6 0 x- y p 4a - 9b 30 5
13✓2 2✓3-✓2
Prep quiz 5:06 e
4
I
6
1 5 2 10 3 6 4 10 5 12 2✓2+5-fio 3✓10 + 2✓15
6 1 7 1 8 23 9 10 10 23 g h
10 6
2✓10 - 5J6
Exercise 5:06 J 4
10
1 a
..fi b
../5
C
2../3
2✓5+✓ 3-✓7 105+ ✓3
2 5 3 k l
2 66
✓10 3-.fi
d e f 2../3
2 2 Diagnostic test 5
2✓11 J6
g -?✓5~ h
11 3
1 a irrational b rational C irrational d rational
2 a 2·236 b 3·606 C 4·583 d 6·856
ff, ..fi ../5 3 a 2✓5 b 3✓3 C 6✓ 2 d 1 0✓ 3
J k l
5 2 5
4 a -./20 b ✓18 C ✓175 d .Jso
✓2 2✓3 7✓5
m n - 0 - 5 a 6✓3 b 5Js C ✓2 d 5-/3
4 15 10
5../3 ..fi ✓10
6 a J30 b 6 C 2,R, d 24
p q r 7 a J6 b 2 C 5 d 5✓2
3 2 10
J6 ✓35 2✓3+3 8 a 11 + 5../5 b - 5-16 C 10 + 2-.fit d 22
5 I - u
3 3 3 3✓2 3+ ✓3 5✓2- 2
9 a b Js C d
..fi + ✓10 7+51 2-✓2 2 6 10
V w X
2 14 10 5 - ..fi 7 - 2./tO
10 a b 3+ .J6 C
1- ..fi ../3 + l 23 3
2 a - ✓2 - 1 b
31 +5 ✓35
-1 2
d
✓7 + ../5 ✓10 - ✓2 43
C d
2 8
ASSIGNMENT SA
3✓3- 6 25 + 5-.fi
e =-3✓3+6 f
-1 23 1 a 2 and 3 b 5 and 6 C 9 and 10
10../5 + 10..fi d 12 and 13 e 20 and 21 I 29 and 30
g h 3✓7 +3✓3 3✓2 8✓2
3 2 a b 3J6 C
2✓3-5 10+ 4 ✓2 d 10-16 e 20.jfo I 45../3

J
- 13 17 3 a 148 b ../63 C Jtso
3-.fi - 2../3 4../3 + 3-.fi d ✓SOO
k l
2 30 4 a 9✓5 b 3✓5 C 90
27 + 10..fi 19+8../3 d 2
m n
23 13 5 a sJs b 9✓2 C 6✓2
o 4- R, p
7 - 2--16 d 0 e 14../3 I ..fi
5 g 5-.fi + 16../3 h 3._fi - 12../3 + 6-.fi
3 a 0·894
2
../5
3-./7
b 1·13 - 6 a 20 b 6✓14 C 18 ✓2
' 5 ' 7 d 24 ✓2 e 2✓5 I 1
C 0·612, -
J6 d 0·394 ✓35 3✓2
✓5
' 15 g h
4 2
✓7+✓5
e 2·44, - - - f 0·551, 3 - J6 7 a 3 + 3Js b 5 + ff> + .Jfo+.J6
2
C 6 - 9✓2 d 9 - 2✓14
Answers
e - 28 I m + 2 ..r,;;;; + n 8 a In triangles WYX and YZW
WX = YZ (given)
9 m - 11
WZ = YX (given)
8 a
./5
b
J6 WY = WY (co,n,non)
2 3
: . t,. WYX • t,. YZW (SSS)
2✓3 + 3✓2 9✓5 - 10 ✓2 b L XWY • L ZYW (,natching angles in congruent
C d
6 30 triangles)
2./5 + 2 ft - ✓2 : . WX II YZ (equal alternate angles)
9 a b
4 5 9 a 12
I I
C 9 - 4✓5 d -5- 2J6 b 3 II 4
2✓3- 3 21 - 9../5 10 a b I 4
5
10 a b 3~ 6 C
3 2
84 - 36../3 + 21ft - 9 ✓2
C
22 Chapter 6
ASSIGNMENT 5B
Exercise 6:01
1 a 91 b 1392 C 18893 1 For the ans,vers to this question, see the table on
2 a 8 ii 12 I ll 6 IV 1 page 155.
b 8 ii 24 iii 24 iv 8 2 a 0 ·5% p.a. for that 111011th
3 a I 1, 4, 9, 16 ii 100 b 2·65% p.a. c daily
b 3, 7 (6 pointing up, 1 pointing down) d ,nonthly e 0 ·007%
II 3 a 10 ,nonths
4 a 10 b 45 c - (11 + l}
2 b i 4· 75% ii 4·60% I ll 4·87"/4
d I 14 ii 45 4 a 5, $3 per transaction
5 If A = tirne H a,vker drove, B = ti,ne Saines drove b i 4·25% p.a. 11 2·5% p.a. I ll 4· 75% p.a.
Then Ha,vker drove A and rested for B hours 1 C $5000
and Saines drove Band rested for½ A hours. 5 a i 10 cents 11 1 cent
b $96000
So A + 1B • B+ 1A 6 a 4·01% p.a.
i.e. A = ; B b $40 .10 ii $3.34
: . Ha,vker drove for a longer tirne to go the sarne C 4 cents (only O·Ol¾p.a.)
distance, so Saines was driving faster. II $17.04 (4·01% p.a.)
ASSIGNMENT SC Prep quiz 6:02

I 5 II 4 I
1 a 2·4 b 0 ·024 C2 400000 1 12
2 i2 3 12 365
2 128
2 a 27x - 26 b 6a - a - 35 5 ..L
365
6 365 7 $58.50 8 $108.80
? ?
C 16y- - 1 d 9,,,- + 12m + 4 9 $15000 10 $7.41
e 4ab
y+5 Exercise 6:02
3 a x =
3
1 a $446.40 b $5850 $7.02
C d $246.33
11111 - my my
b x = or x = m - - e $157 500 f $247 500 g $140 h $12000
II II
$15174 J $1379
a 2 a $31.36 b $2052 C $15.70 d $3.23
C x = y2
e $139.20 f $362. 10 9 $22.77 h $210.70
4 a y = 5x + 4 b y = 3x - 7 3 a $66 b $273.60 C $6.05 d $113.40
C y =-2x+ 11 d y= - ½x + 3 e $20160 f $0.81 9 $43.61 h $6.72
5 a 16·2 b 55°57' $2772.32 j $81.61
6 a 7 days and 4 hours b 8 rnen 4 a $372 b $9.58 C $67.08 d $1283.33
I ? e $1071 f $1133.99 g $1.41 h $4.72
7 a x= 2 or - 3 b x • 8or - 3
$107.80 J $12.60
C x =1 d x = 9or - 2 5 a $16.32 b $161.61 C $6.75 d $727.10
-5 :i: Jfj 3 :i: Jfj e $67.40 f $267.12 9 $23.75 h $1.27
e I X •
2 4 $126.55 J $21.74

Prep quiz 6:03 Prep quiz 6:05
1 0·18 2 0·05 3 0·054 4 0·055 1 80% 2 93% 3 100% 4 100%
5 0·0525 6 200 7 30 8 5 5 $280 6 $280 7 $744 8 $744
9 0·1 10 3 9 yes 10 yes

1 a i $5878 ii $20573 1 a $19926 b $213.90
b $5080 C $1108.80 d $84 2 a $105318.40 b $69066.24 C $3066.62
e $28500 I $225 d $7144.20 e 650 I 50165
g i $2.36 ii $7.07 111 $68.34 3 a $30681.60 b $12533.76 C $12$3.3$
2 a 644 b 8·41 C $1045.44 d $260.40 d $2655.80 e 190 I 6535

3 a $3500 b $80 C $280000 d $1000 4 a $800.15 b $1607.87
4 a $12100 b $4255 C $32310 d $15755.83 5 a $32 931.50 b $38587.50
5 a $13000 b $276 750 C $7550 d $30900 6 $1911.78
6 a 9"/4 p.a. b $5600 7 7% pa
C 6 d l 4·25% p.a. 8 3 years
Investigation 6:03 Prep quiz 6:06

1 a Money earned from typing in 2005 (Y9). 1 0·09 2 0·065
b Money earned from selling newspapers in 2003 (Y7) . 3 O·l 125 4 0·75% per n1onth
c The category 'Babysitting'. 5 0·67% per 1nonch 6 0·54% per n1onth
d The total amount earned washing cars fro1n 2003 7 l ·l 5 8 0·85
co 2006. 9 $69960·25 10 $20 880·25
e The total inco1ne from these sources in 2004 (Y8) .
2 a B2 + C2 + D2 + E2 Exercise 6:06
b C2 + C3 + C 4 + CS + C6 + C7 + CS 1 a $7049.37 b $1380.97 C $5$361.7$
3 $7026 d $657.02
4 The su1n of the ro,vs and the stun of the colunu1s are 2 a $3049.37 b $520.97 C $41001.7$
the sarne as they contain the sarne nurnbers. d $180.52
3 a $967.43 b $11 074.22 C $3$.29
Prep quiz 6:04 4 a $326.68 b $7764.76 C $9946.39
1 $11 000 2 $12 100 3 $13310 d $300.52

4 $14641 5 $16 105.10 6 $101 000 5 $552904.08
7 $102010 8 $103 030.10 9 $104060.40 6 l 1% p.a. compound interest; $24.54
10 $2420 7 a $5095.57 b $1633.52 c $616.08
8 a $7788322.36 b $2748960.63
Exercise 6:04 C $2 921255.0$
1 a $2.04 b $21.76 c $41.82 d $70.70 9 $4893.86

2 a $2420 b $7024.64 c $11 449 10 $37 426.70
d $60397.48 e $33386.73 11 a $1762.34 b $1790.85 c $1806.11
3 a A = $501.76, I= $101.76 d $1816.70 e $1819.40
b A = $2741.50; I= $841.50 I $1821.94 Ho,vever sn1all ,ve make the tirne
c A = $6356.34, I= $1006.34 period, the investtnent ,viii not exceed $1822.12
d A = $125.97, I= $25.97 in 5 years.Therefore there is a limit to ,vhich the
e A = $3321 .27, I= $447.27 investment will gro,v.
I A = $730 340, I • $80 340 12 a $38.07 b $1156.81 C $5513.57
g A = $122 022.07, I= $36322.07

4 A = $7320.50, I = $2320.50 Investigation 6:06
5 $20776.96 1 a a1nount • $45044, int. • $25 044
6 a $12.12 b $851.39 b a1nount = $1477 455, int. = $1 327 455
C $160.80 d $43.27 c a1nount • $11 953.50, int. • $4453.50
7 10% pa co1npound interest is better by $24.10 2 a a1nount • $125440
8 1166 b a1nount = $126970
9 $207360 3 For b, interest is calculated rnore often. It accurnulates
10 a $37791.36 b $5.67 C $3.59 24 ri1nes instead ofjust twice as in part a.
Answers
Diagnostic test 6 7 a 135° b 45°
I
1 a $360 b $1711.20 C $102000 8 a 2
2 a $279.50 b $13950 C $1822.50 b 4 II
5
9 9
3 a $80 b $65. l 0 C $1023.75 I
9 a b .J.
4 a $3315 b 8% p.a. C $100 8 8
5 a $12 986.07 b $12180.68 C $17892.57 ✓6 4+ ✓10

10 a b
6 a $960.40 b 512 C $829.73 4 2
ASSIGNMENT 6A
1 a $12.15
2 a $1305
b $12.20
b $1333.38
Chapter 7
c $2670; ,nore interest of$31.62 Exercise 7:01
3 a $525 b $3158.75 c $73.33
1 a ✓45 = 3✓5 b ~ c (l , 3 ~)
d $89.10
4 $2207.63 2 a x- int =5, y- int = 5
5 $2966.40 y
6 $82978.56
7 a i $447711.92 ii $453504.60
iii $454849.18
b $7137.26
8 a $864 629.04 b $550
9 5
5 X
10 $6702.71
. I • 2
ASSIGNMENT 6B b X- ltlt = z, y- 1nt = -
1 59 y
2 a 5 b 8 c 10
3 6 hours, because in 6 hours (half of 12} the hour hand
will be pointing in the opposite direction to the X
present, and the rninute hand ,viii be in the sa,ne -2 1
place.
4 4
c
7 2
x- int = 3, y-int = 2
5 a 1603 II 7·6 Ill 21092105
b 10th y
C i Portugal 11 Den,nark
ASSIGNMENT 6C
3 X
1 a $4.35 b $5.20
2 a x =4,y =-1 b a• - 2 b = -4
' d x-int • 3, y-int • - 2·4
3 a x = :8 b x = 9or - 2
y
c x = 4 or - 3 d x =-½ or - ~
4 a x = 3·303 or - 0·303
b x = - 0·219 or - 2·281 3 X
c no real solutions - 2-4

5 a a = 115 b x = 50 c n = 25
6 CE • BE (equal sides of isosceles liBEC)
AE = DE (given) 3 a y =- x - 4· 111 = - 1 I, = -4
' '
So AC• D B (CE + AE • BE+ DE) b y • ½x - 3;111 •½, b - -3
Now in liABC and W CB
C y =- s2X+ 5 ;m = - s2,'JI = ~-
BC is co,nmon
AC • DB (proved above) d y = :,~x +~ ·m = 45 • l, = 357
:> '
LACB = L DBC (given)
: . liABC ■ liDCB (SAS}
4 a y • - 2x + 6 b r• ½x- 1
: . AB • DC (corres. sides of cong. lis) d y • - -54 x+ -aa
J?
,

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Pearson Australia Acknowledgements

Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3

Student Book Homework Program Teacher Companion

Iii Pearson Digital

Features of the Student Book Worked examples

Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3

digital resources. -·---

How to use the Student Book

Working Mathematically (encompassing five components: Communica t ing, Problem Solving ,

Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3

Treatment of syllabus content

Number and Algebra (5.1 I References Chapter

Measurement and Geometry (5.1 I References Chapters

Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3

Number and Algebra [5.21 References Chapters

Treatment of syllabus content

Statistics and Probability (5.21 References Chapters

Number and Algebra (5.31 References Chapters

Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3

Measurement and Geometry [5.31 References Chapters

Statistics and Probability [5.31 References Chapters

Treatment of syllabus content

l•Dl•ln 181 •lssll..i ~Ptnslll•uuc11c11Jwt ........ ProducllJnk

Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3

16 Functions and Fu nction notation

• syllabus overview document

Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3

ID Card 1 (Metric units] ID Card 2 (Symbols)

5ee 'M at J,, 5 Term r' I..-.?'

.. --.. . . ... -..

For ansv.rers see page 523.

Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3

.................... points C isthe ....................

Which (a) ao < 1,0 a•

For answers see page 523.

.................... lines .................... lines h .......................................... .................... lines

angle .................... .................... angle .................... angle .................... angle

.................... angle .................... angle .................... angles

.................... angles .................... angles .................... angles ao + ho + co + do - ....

.................... angles .................... angles .................... angles

For ansv.rers see page 523.

Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3

area is 1 .................... r.................... shapes .................... of a cube c.................... -s ...................

f .................. v.................... e................... a,--ces of ....................

r.................... t. ................... r.................... t ....................

17 4 -~~~~~ 18 Cars sold 19 Mon• collected 20 Money collected

of the dot are (E, 2) . t. ................... p .................... graph c .................... graph

For answers see page 523.

How to use this card

Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3

Syllabus references (See pages x- xv for details.)

1:01 Number and measurement

1:01A Order of operations

Si,nplify these expressions ,vithout using a calculator.

D Change to 1nixed nun1erals.

D Con1plete the follo,ving equivalent fractions.

Australian Signpost Mathematics New South Wales 10 Stages 5.1-5.3

D Place in order fro1n s1nallest to largest.

Il a 7-301 + 2 b 3-05 + 0·4 C 0·004 + 3·1 d 6 + 0·3 + 0·02

II a 0·012 X 3 b 0·03 X 0·2 C 0·45X1·3 d (0·05) 2

D a 0·15 + 5 b 1 ·06 + 4 C 15-35 + 5 d 0·01 + 4

D a 48·04 + 10 b 1·6+100 C 0·9 + 1000 d 6·5 + 104