PEARSON EDEXCEL INTERNATIONAL A LEVEL MaePubihed by Pearson Education Lined, 60 Stand, London, WC2R OL. www: pearsonglobalschoos com copies of fal specications for al Pearson qualicatons maybe found onthe website tps /qualifeationspearsoncam Tex © Pearson Edveaton Uinted 2018 Et by Ere Pract Designed by © Pauson Education Limtod 2018 Typeoet by © Tech Set Lid, Gateshead, UK Origa stations © Poaron Eduction Limited 2018 IMusratd by © Toor-Set Lt, Gateshead, UK Cover sign by © Pearson Eaucaton Lied 2018 ‘Te lghts a Greg Atwood, ck Barraclough, en Bettson, Gordon Das, Ket Galick, Dane Gabe, Alstar Macpherson, Anne Neater, Bronwen Moran, SSUNchol¢on, Diane Cine oe Ptran, Kah Pledge, Cang San, Joa Skane, Hay Sith, Gaol Sai, Rohet Wr Penny ae five Wika hit 235 te authors ofthis work have been asserted by them in accordance wih the Copyright, Designs and Patents het 1908 Fret publienes 2018 2201918 s987654921 [teh Loar Cataloging in Pubeaton Dats ‘Acetalogu recor forts books avalaie ram tho Bech Library isan ore 1200048 792 Copyright notice [Alig verve. 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Endoramert of aresouce does ot mean atthe ‘resources requred wo achivethis Person quetiication, nor does mean att {the ony sutable mata avalabeto support the qualitcan, and any resource ts produc by the arcing body shale thi and ater appropiateCy COURSE STRUCTURE iv ABOUT THIS BOOK vi QUALIFICATION AND ASSESSMENT OVERVIEW viii EXTRA ONLINE CONTENT x 1 ALGEBRAIC EXPRESSIONS 1 2 QUADRATICS 18 3 EQUATIONS AND INEQUALITIES 36 4 GRAPHS AND TRANSFORMATIONS 57 REVIEW EXERCISE 1 81 5 STRAIGHT LINE GRAPHS 85 6 TRIGONOMETRIC RATIOS 104 7 RADIANS 133 8 DIFFERENTIATION 150 9 INTEGRATION 170 REVIEW EXERCISE 2 181 EXAM PRACTICE 185 GLOSSARY 187 ANSWERS 190 INDEX 222POS at CHAPTER 1 ALGEBRAIC CHAPTER 4 GRAPHS AND EXPRESSIONS 1 TRANSFORMATIONS 57 1.1 INDEX LAWS 2 4.1 CUBIC GRAPHS 58 1.2 EXPANDING BRACKETS 4 4.2 RECIPROCAL GRAPHS 62 1.3 FACTORISING 6 4.3 POINTS OF INTERSECTION 63 1.4 NEGATIVE AND FRACTIONAL 4.4 TRANSLATING GRAPHS 67 INDICES 9 4.5 STRETCHING GRAPHS 1 1.5 SURDS 12 4,6 TRANSFORMING FUNCTIONS 75 1.6 RATIONALISING DENOMINATORS 13 CHAPTER REVIEW 4 78 CHAPTER REVIEW 1 15 REVIEW EXERCISE 1 81 CHAPTER 2 QUADRATICS 18 2.1 SOLVING QUADRATIC EQUATIONS 19 CHAPTER 5 STRAIGHT LINE 2.2 COMPLETING THE SQUARE 22 2.3 FUNCTIONS 25 eens . 8 eo = a coils OF STRAIGHT LINES a 2.5 THE DISCRIMINANT 30 CHAPTER REVIEW 2 33 5.3 PARALLEL AND PERPENDICULAR LINES 93, 5.4 LENGTH AND AREA 96 CHAPTER 3 EQUATIONS AND CHAPTER REVIEW 5 99 INEQUALITIES 36 St coun gr CHAPTER 6 TRIGONOMETRIC 3.2 QUADRATIC SIMULTANEOUS lad COSINE RULE “ ERATIONS 89 62 THE SINE RULE 110 83 ae — 40 6.3 AREAS OF TRIANGLES 116 ssimenconumes i SASOUNE ARLENE 3.5 QUADRATIC INEQUALITIES 46 : TANGENT * 123 ne aKene = 6.6 TRANSFORMING TRIGONOMETRIC 3.7 REGIONS 51 “ @ S CHAPTER REVIEW 3 54 a = CHAPTER REVIEW 6 129CUS CHAPTER 7 RADIANS 133 7.1 RADIAN MEASURE 134 7.2 ARC LENGTH 135, 7.3 AREAS OF SECTORS AND SEGMENTS: 139 CHAPTER REVIEW 7 145, CHAPTER 8 DIFFERENTIATION 150 8.1 GRADIENTS OF CURVES 151 8.2 FINDING THE DERIVATIVE 154 8.3 DIFFERENTIATING x" 157 8.4 DIFFERENTIATING QUADRATICS 159 8.5 DIFFERENTIATING FUNCTIONS WITH TWO OR MORE TERMS: 161 8.6 GRADIENTS, TANGENTS AND NORMALS 163 8.7 SECOND ORDER DERIVATIVES 165 CHAPTER REVIEW 8 167 CHAPTER 9INTEGRATION 170 9.1 INTEGRATING x" 171 9.2 INDEFINITE INTEGRALS 173 9.3 FINDING FUNCTIONS 176 CHAPTER REVIEW 9 178 REVIEW EXERCISE 2 181ABOUT THIS BOOK The following three themes have been fully integrated throughout the Pearson Edexcel International ‘Advanced Level in Mathematics series, so they can be applied alongside your learning. 1. Mathematical argument, language and proof, ‘© Rigorous and consistent approach throughout. + Notation boxes explain key mathematical language and symbols, 2. Mathematical problem-solving into the main exercises = Hundreds of problem-solving questions, fully integrated ( + Problem-solving + Challenge questions provide extra stretch 3. Transferable skills boxes provide tips and strategies ier recut U eget ntermaion J ‘The Mathematical Problem-Solving Cycle specify the problem } * calles information + Transferable skills are embedded throughout this book, in the exercises and in some examples ‘+ These sills are signposted to show students which skills they are using and developing Finding your way around the book Each chapter stats with a Ist of Leaming objectives The Pir knowledge chack helps make sure you are ready to start the chapter Glossary terms wil be identified by bold bie text, cn their fst appearance Rea Vi rT ates Each chaptor is mapped to the speciticaion contr or easy reference ‘The real word applications of the maths you are about to lear are highighted atthe stat of the chapterCSE Sop by step workes | ‘example focus onthe key types of questions you need to tackle Tmstrabe alow | signposted where they naturally occur inthe exeressoe and examples Frasca qnatons fare carefully graced So they ineraaoa in dificult and gradually bring you upto exam standard Exercise ae packed with exam style ‘Questions to ensure you ate ready forthe exams, Froblen-sohing boxes prove hints tips and straleges, and Watch out Exam-style questions bores highlight areas where students are flagged with @®) ten ose marks in their exams Problem-solving questionsare flagged Each chapter ends with = Chaoter review with © and a Summary of key points After every few chapters, a Review exercise helps you consotdate your eaming with lots of exam-style questions Review exercise’ 1 Each section begins [chatlenge boxes give with an explanation you chance to tackle Jana key fearing ponts | Some more ficult questions Exam praetice Mathematics International Advanced Subsidiary/ ‘Advanced Level Pure Mathematics 1 ‘Atul practice paper al he back ofthe book helps yeu prepare fr the real thing vilPe UO CUE ctssUa ee) QUALIFICATION AND ASSESSMENT OVERVIEW Qualification and content overview Pure Mathematics 1 (P1) is a compulsory unit in the following qualifications: International Advanced Sul iary in Mathematics International Advanced Subsidiary in Pure Mathematics International Advanced Level in Matireratics International Advanced Level in Pure Mathematics Assessment overview The following table gives an overview of the assessment for this unit. We recommend that you study this information closely to help ensure that you are fully prepared for this course and know exactly what to expect in the assessment, = Pi:PureMathematics1 [333% 0fAS——|75 ‘hour30mins | January June and October Paper code WMAII/01 162% of AL Fics assessment January 2019 IAS ~ International Advanced Subsidiary IAL ~ International Advanced A Level Assessment objectives and weightings cory Recall, select and use their knowledge of mathematical facts, concepts and techniques ina variety of contexts, Construct rigorous mathematical arguments and proofs through use of precise statements, logical deduction and inference and by the manipulation of mathematical expressions, including the construction of extended arguments for handling substantial problems presented in unstructured form. 3056 Recall, select and use thelr knowledge of standard mathematical models to represent situations in the real world; recognise and understand given representations involving standard models; present and interpret results from such models in terms of the original situation, including discussion of the assumptions made and refinement of such models 10% ‘Comprehend translations of common realistic contexts into mathematics; use the results of calculations to make predictions, or comment on the context; and, where appropriate, read 5% critically and comprehend longer mathematical arguments or examples of applications. Use contemporary calculator technology and other permitted resources (such as formulae ‘booklets or statistical tables) accurately and efficiently: understand when not to use such 5% technology, and its limitations. Give answers to appropriate accuracy.OTE U Ens esse Mad Relationship of assessment objectives to units Marks out of 5 30-35 25-30 515 5-10) 15 % 40-46 3-40 20 eat the Calculators Students may use a calculator in assessments for these qualifications. Centres are responsible for making sure that calculators used by their students meet the requirements outlined below. Students are expected to have availahle a calculator with at least the following keys: +, -, x, 1 vx, 4 In x, €%, af sine, cosine and tangent and their inverses in degrees and decimals of a degree, and in radians; memory. Prohibitions Calculators with any of the following facilities are prohibited in all examinations: + databanks + retrieval of text or formulae * built-in symbolic algebra manipulations + symbolic differentiation and/or integration + language translators + communication with other machines or the internet inaC Le e Extra online content Whenever you see an Online box, it means that there is extra online content available to support you. SolutionBank SolutionBank provides worked solutions for questions in the book, Download all the solutions as a PDF or quickly find the solution you need online. Use of technology CP Explore topics in more detail, visualise Find the point of intersection problems and consolidate your understanding graphically using technology. Use pre-made GeoGebra activities or Casio resources for a graphic calculator. GeeGebra CASIO. GeoGebra-powered interactives Graphic calculator interactives Interact with the maths you are learning Explore the maths you are learning and gain Using GeoGebra's easy-to-use tools confidence in using a graphic calculator Calculator tutorials Srna CR ees Cth ur helpful video tutorials will guide you through how to use to access the function pres: your calculator in the exams. They cover both Casio scientific and colour graphic calculators. \ QS step-by-step guide with auto nstrutons ‘the “G, and power functions on your calculator. Soe eb tors 2 aves ema should appear on your calculators screeneee After completing this chapter you should be a © Multiply and divide integer powers Expand a single term over brackets and collect. like terms. Expand the product of two or three expressions orise linear, quadratic and simple cubic expressions Simplify a 4mnn + Sinn? — 2ne'n + mn? = 3m? b 3x2-5x4243xt— 7x12 + International GCSE Mathematics sa single por ¢ @) Expand: 3x +4) 6(@x-5y) ite down the highest co! 24and16 b 6xand 8x? nd 3xy—€ Interna + International GCSE Mathematics puter scientists use indices to describe very large numbers. A quantum computer with 1000 qubits (quantum bits) can consider 21000 values simultaneously. This is greater than the number of part in the observable universe.Caan BOE) @Q Index laws ™ You can use the laws of indices to iplify powers of the same base. + a xarzanen + asarsan cD "= ae This is the index, + (ayaa a “ Bs power or exponent. (aby'= anh L_ This is the base, Simplify these expressions: , a xxx brx3t ¢ 2 doxse3x ec @x2e =f Grex | b Ore x Bra 2x 3x rex PF =6xr 5 Cans Expand these expressions and simplify if possible: a -3x(7x-4) b y°-2y) © Ax(QBx- 2x2 + 5x3) 2x(Sx + 3)—S2x+3)PMs racy a -3x(7x- 4) b p23 ~ 2y9) = ay? — 2) © 4x(Sx- 2x2 + 5x) = 12x? - 8x2 + 20x4 = 10x? - 4 Simplify these expressions: ea 5 21x? + 12x POG 20x7 + 15x3 Sx ETE wwerscuron 1. Simplify these expressions: axxat ay az 2» & 10xS+ 2x! i 8p 4p m 9x? x 302) P @y))22)3 Bb 2x3 x 3x? 3x 3x? hwy ert k 2a* x 3a® m 3x3 x 2x? x 4a 4 2a) + 3a x 608 SEE besa ———_ Ea BiOr + 65 108-15 (2a3)?+ 24° lai? Tab Tat x Bat? Bat x as x aoar eT Pes er acs 2. Expand and simplify if possible: a %x-2) b x(x +9) © -34-3y) d xy +5) @ -x3x+5) f -Sx@x+1) g x4 S)r h -3y(5 - 29°) i -2(5x-4) i Gx- 5x2 k 30¢+2)+ (0-7) 1 5x-6-Gx-2) m (e+ 3d2)—3(2e+d2) on (+32 +9)- QP 432-4) 0 xx? = 2x +5) p 772-Sy+ 3p) q 255-1 + 39°) ¥ Tox 2)+ 3x + 4) — 64-2) 8 Sy= 34-2) +6 t 3-xG-4y47 wu Axe + 3)-2xGx-7) vy 3x2 +1) -S4Gx-4) 3 Simplify these fractions a Ost 1Oxé ©®) Expanding brackets To find the product of two expressions you multiply each term in one expression by each term in the other expression. Multiplying each of the 2 terms in the first expression by each of the ae 3 terms in the second expression gives 2 x 3 = 6 terms, a (e+ 5) lx 2y + 3) = xx 2y +3) + 5(dxr-2y +3) NAF a xt 2p 4 3x + 200 -10y + 15. 5x x= 2xy + 23x 10y-+ 15 —— Simplify our answer by collecting ike terms GEIR) BED verve Expand these expressions and simplify if possible: a (xt Sixt 2) b (x22 +1) © (pF 4 (e+ y)Gx- 2-4)POG = Oye 3) (x + S)ix — ee GED re cst, 1 Factorise these expressions completely: a 8- 2y © x9 + Bx? = 103 a Ax t8 b 6x24 © 2x+I5 d2ws4 e 4x? +20 f 6x?-18N gear hoo t4x i j 6x?-2" Kk 10y?-5y 1352-28 mx +2 nm 3y+2y 0 4+ p Sy°—20y @ oxy? + 12x © Gab —2ab 8 5x? -25xy t uw I5y - 20y2? ¥ 12x*-30 w x 12° -ayxWea acs y POG 2 Factorise: av tdy b 2x74 6x © e+ lly 24 d e+ 8x4 12 e 430-40 f e-8v412 BES +6 hoe-2r-24 i e-3x-10 j e+x-2 k aes sv42 1 3x?+ 10v-8 —— oe LLL For part n, take 2 out as acommon One elt? peers factor frst. For part p, let y re-49 t 98-257 u 360-4 w ox? = 1044 x [sx 4420-9 3. Factorise completely: a xt+2x bv-ettx © xt- Sx e = 12x f x84 11x? + 30x g 8-724 6x h x3 64x i 2x3 52-3 J 2x + 132+ 15x k 8-4 1 3x3 +2742 + 60x @®) 4 Factorise completely x4 - 4 (2 marks) ed Watch out for terms that can be written as a function of a function, for example: a(R, © 5 Factorise completely 6x° + 7x? — Sx. (2 marks) Write 4x4 — 13,2 +9 as the product of four linear factors. @® Negative and fractional indices Indices can be negative numbers or fractions. C= Rational numbers are those that «an be written as 5 where and bare integers, and b20. similarly x! x0! x terms ® You can use the laws of indices with any rational power. + alata CED Gi-aistne Positive square root of u For example:9=\9 =3 but 93 +3, + at=Yar .anLat R Pest) Meats} ser Evaluate:Given that y = 7 ais) POG n 76°, express each of the following in the form kx, where k and 7 are constants. bes ee) h Sxiexs xk k (xP x Gay a4? 2 (i) 1 Gy 3 Simplify: a (64x!) Dees? © 4 4 Find the value of 81!. b Simplify x(2x~')% ‘Check that your answers are in the correct form. If and m are constants they could be positive or negative, and they could be integers, fractions or surds. © 5 Given that y= 4x3, express each of the following in the form kx", where k and are constants. ayt Lye bby © (125x!2)5 ax + 9x? = 15x p Sete? 3x 1x3 (1 mark) (2 marks) (@ marks) @ marks)are ats eM ST eee shy © sis Ifris an integer that is not a square number, then any multiple of vi is called a surd. Examples of surds are v2, v19 and 5,2. Surds are examples of irrational numbers. CELE rationst numbers cannot be written The decimal expansion of a surd is never-ending in the form “ where a and b are integers. and never repeats, for example v2 = 1.414213562.. 6 You can use surds to write exact answers to calculations. = You can manipulate surds using these rules: Simplify: - a viz Bra © 5V6 - 2/24 + 294 a Wi = 4x3) 214 38 = AS p2olaxs © SiG ~ 2124 + (294 = SVG - 246 x A + VE x VE GS - 24 + JAB) eG -2«2+7) = 1G) é eeCoG sy POG OM 23) ESTED vroscr-scums Expand and simplify if possible: a y(5-V3) b (2-v3)(5 +3) a 25-3) = 52 ~ 2B = 52 ETE) rrencrsnime Do not use your calculator for this exercise. 1 Simplify: a VB bz © 50 32 e 90 f 2 2 a i 200 +18 - 72 j 17S +63 + 228 1 80 - 2:20 + 3/45, am 380 — 2/20 + 5/45 ir o 12 + 3/48 +75 2 Expand and simplify if possible: a V3(2+V3) b V5(3-V3) © V2(4-V5) d (2-V2)(3+V5) e (2-V3)3-y7) £ 44V5)2+V5) g (5-V3)-V3) h (44/3)(2-¥3) i (7-VINQ+VT1) © 3 Simplify (75 - V12 giving your answer in the form a/3, where a is an integer. (2 marks) @ Rationalising denominators Ifa fraction has a surd in the denominator, it is sometimes useful to rearrange it so that the denominator is a rational number. This is called rationalising the denominator. = The rules to rationalise denominators are: + For fractions in the form, multiply the numerator and denominator by vas Ya * For fractions in the form aR multiply the numerator and denominator by (a — vb). ati + For fractions in the form. multiply the numerator and denominator by (a + Jb). ea 8aCe as ee OR Sesh Rationalise the denominator: ays b 1 ¢ B42 a a 340 3-2 oe v3 V3 x v3 348 + 213-) “9 = BW + 32-2 ie BANE _ 5 +1205 +12) 2 W5 - v2K5 + v2) 5458 425 42 1x4 + 203) 4 — 2:8N4 + 208) _ 4428 16 + 83 — 3-12 pAt NS _ 248 aCoG sy POG GEE) EXD w= Do not use your calculator for this exercise, 1 Simplify: at p+ 5 vl 5 180 ® 56 2. Rationalise the denominators and simplify: 1 1 4 1 ot aot a 148 245 = °B-5 3-2 Si 7 —" , B77 ri2 8 ic ;2 4-5 245 34\i1 Baa vi7 -vi : V4 +29 IT +11 v41 = 29 3. Rationalise the denominators and simplify: a b— . 1 6-2)? one 6-2" 3 1 2 - oe 1 Ge GDB -W2) G6-3)2+/3) 4 Simplify. 35 28 giving your answer in the cae You can check that your answer isin the correct form pt where p and gare rational form by writing down the values of p and q and numbers. (4 marks) checking that they are rational numbers. SE 2) SLES eccorwermnenon 1 Simplify: ay xys b 3x2 x 2x8 ¢ (4x27 = 2x5 d 4B x 303 x bt 2 Expand and simplify if possible: a (x+3(x-5) b Qx- 7x41) © Qx45\3x-y+2) 3. Expand and simplify if possible: a x(r+d)(v=1) D(x 2Yx-3e+T) — € Ax 43\e-DEx-1) 4 Expand the brackets: a 36y+4) b Sx3-Sx420°) © SxQv+3)-2x(1-3x) ed 30° + 3x) - 2x32) oTSCM LUatc RT assy 5. Factorise these expressions completely: a 3x +4y b 4y° + Loy ex d 8xy" + 10s¢y 6 Factorise: a x43rd2 b 3x2 + 6x © x8 2-35 e Sx- 13-6 ff 65x 7 Factorise a 2+ 6x b x - 36x ¢ 28477 -15¢ 8 Simplify a 9x 43x bay © 3a? x xt d Sah + Gxt 9 Evaluate, without using your calculator: 8\i 225) + (5) » GS) 10 Simplify, without using your calculator: 11 a Find the value of 35x* + 2x - 48 when x = 25. b By factorising the expression, show that your answer to part a can be written as the product of two prime factors. 12, Expand and simplify if possible, without using your calculator: a 1264) b (2-\5)5+v3) © (6-\24-V7) 13. Rationalise the denominator and simplify: t “ ‘ae = ° araP GP ek 3 \2-1 14 Do not use your calculator for this question, a Given that x° — x? 17x — 15 = (x + 3)(x° + bx + c), where b and c are constants, work out the values of b and c b Hence, fully factorise x° — x? - 17x - 15. Given that y express each of the following in the form kx", where k and 7 are constants ay! (1 mark) bay? (1 mark) Show that 7a be written in the form va +b, where a and b are integers. (5 marks) Expand and simplify (JT — 5)(5 — /17), without using your calculator. (2 marks) Factorise completely x — 64x". (3 marks) Express 27°**! in the form 3°, stating y in terms of x. (2 marks)Wea acs y POG 20 Solve the equation 8 + «12 = 8 Give your answer in the form av, where a and d are integers. (4 marks) Do not use your calculator for this question. A rectangle has a length of (1 + y3)em and area of VI em Calculate the width of the rectangle in em, Express your answer in the form a+ bv3, where « and b are integers to be found. wat Show that E can be written as 4x-1-44.x!. (2 marks) Given that 243/3 = 3, find the value of a. GB marks) Given that a 2 can be written in the form 4x4 x}, write down the value ofa andthe value of b @ marks) Challenge b Simplify (Va + vb) (va — vB). 1 1 1 Hence show that ———+ ————+ —"+... + vi+\2 2413 B44 ve6 +25 Summary of key points You can use the laws of indices to simplify powers of the same base. + atxateanen sateataan* s@yean + (aby Factorising is the opposite of expanding brackets. A quadratic expression has the form ax? + bx + ¢ where a, b and c are real numbers and a #0. P= (e+ 0-9) You can use the laws of indices with any rational power sansa a" same m You can manipulate surds using these rules + sab = Va xb : The rules to rationalise denominators are: + For fractions in the form —L, multiply the numerator and denominator by va. + For fractions in the form multiply the numerator and denominator by (a ~ vb). at + For fractions in the form multiply the numerator and denominator by (a + vb). a-\ba’ 4 i \ eh ry After completing this chapter you should © Solve quadratic equations using factorisation, the quadratic formula and completing the square pages 19-26 Read and use f(x) notation when Learning objectives working with functions > pages 25-27 ‘Sketch the graph and find the turning point of a quadratic function > pages 27-30 Find and interpret the discriminant of a quadratic expression > pages 30-32 Cae eked Solve the following equations: a 3x+6 a 248x415 © 3x2= 14x -5 dx? 400 means ‘implies that. a 2K 15 This statement says If.x+ 3 =0, then x =—3. (e+ Bie - 5) Then either x +3 of the equation. Can b x x? - 9x x(x - 3) Then either x or x-9=04x=9 The solutions are x = O and x =9, © Gxt418x-5=0 Gx- 02x45) Then either 3x —1 a eo 5r 48 x - x +16 (r= Ate 4) Then either x 4 or x-4 CEEEED wren a quadratic equation exactly one root it is called a repeated root. You canalso say that the equation has two equal roots.Pe Vals WT le In some cases it may be more straightforward to solve a quadratic equation without factorising. xxx) Solve the following equations: c= aie ap The symbol + lets you write two a a ‘statements in one line of working, You say plus or minus. a @x-3) 2x-3 2x Then either 2x or 2x=3- ees x The solutions are x = 4 and f ene GREENS) BD vena snne 1 Solve the following equations using factorisation: a xr43y+2 e 28x 415=0 Tx+10=0 g Y-Sx-6= © 2 Solve the following equations using factorsation: a adv e 2x4 7x4+3=0 € 3x°=6r Sx? = 30x £ 6x? -Sx-6=0 h ay? — 16x + 15=0 3 Solve the following equations: a 3x24 5x =2 b Qx-3P=9 c (x= =36 d 2x e355 f (x-3P=13 g Gx-1P=1 h Sx? = 10x?=-7 4.4.27 i 6x?-7= 11x j 4x2 + 17x = 6x-202 ecu vide the shape into two sections: 4 This shape has an area of 44m? Find the value of x. t + 3m, —ia— ® 5 Solve the equation 5x + 3=CUTIES} Coa Some equations cannot be easily factorised. You can also solve quadratic equations using the quadratic formula, * The solutions of the equation Watch out ax? + bx + ¢= Oare given by the formula: -b +b? - hae 2a wo Solve 3x? - 7-1 = 0 by using the quadratic formula. CEEEED in ase + tx-+ c= 0, the constants i band care called coefficients, Bx? - 7x ~ Or x= 247 (3 st) or x = -0135 (3 si) 1 Solve the following equations using the quadratic formula. Give your answers exactly, leaving them in surd form where necessary. axte3y¢1=0 9 baxt-3y-2=0 e+ 6x46=0 0 d x= 5Sx- e 3x74 10x-2=0 f 4x?-4r-1=0 — g 4x?-7v=2 hh L1x? 4 2x- 2 Solve the following equations using the quadratic formula. Give your answers to three significant figures. a e44y42=0 bxe-8r41=0 ¢ PHIly-9=0 d ¥°-Tx-17=0 © 5x24 9x- f 22-3x-18=0 — g 3x°48= 16x ho2x? + Lv = 5x? - 18 3. For each of the equations below, choose a suitable method and find all of the solutions, ‘Where necessary, give your answers to three significant figures. 0 bxte9x-11=0 © 8-9x-1=0 2x?+5x42=0 GED sou can use any method you are confident with to solve e 2x48) = 100 f 6x2 4+6= 12x eaperae g tse FyVat ©® 4 This trapezium has an area of 50m? Show that the height of the trapezium is equal to 5(\5 - 1) m. ene Height must be positive. You will have to discard the negative solution of your quadratic equation. —+1m—> ners GED write the equation inthe Form ‘ax? + bx + ¢ = O before using the quadratic Given that x is positive, solve the equation Gralaee eens pees 2a x x42 195° ©) completing the square Itis frequently useful to rewrite quadratic expressions by completing the square: by? _ (by? = x4 b= (x44)°- (8) You can draw a diagram of this process when xand b are positive: 4 2 The original rectangle has been rearranged into the | shape of a square with a smaller square missing. : The two areas shaded blue are the same. att bx z (x+8) -( Gx) CLE a cuasiticonrestion inte form fo ge + rh br ae real constants i ‘Complete the square for the expressions: etree ax +8x ’- ¢ 2? - 1 | a | = (x4 42-16 79-0 _CUTIES} Coa axis bev c=a(x+ 2) + (c~ 2a Write 3x2 + 6x + 1 in the form p(x + g)? +r, where p, q and r are integers to be found, Cans Bx? + 6x41 = 307+ 2x) +1 = 3+ P41 = 34-341 = arte -2 Sop=3 aes (2c) inrenPReraTION and r= 1 Complete the square for these expressions: eee as 2 es 28 Ki =16x+ 10 then axtedy bxe-6x ea l6r dex ele Bae oe 2 Complete the square for these expressions: of the first two terms to get A(x? + 4x) +10, a 224 16x b 3x22 © Sx2+20y d Qx?-Sy ee 8x— 2x? 3. Write each of these expressions in the form p(x + q)? + r, where p, q and r are constants to be found: a 2y?+ 8x41 hb Bet- Iie 0 etter 1 d 10-16x—4x? @ 2x-8x?+ 10 © 4 Given that x2 + 3x +6 = (x +a)? +b, find the values of the constants a and b. (2: marks) ® 4 Write 2 +0.8x — 0.04: in the form 4 — ROe+ CP, where A, Band Care constants to be determined, (3 marks) GEES) BED w= Solve the equation x + 8x + 10 = 0 by completing the square. Give your answers in surd form, + Bx + I x2 + 8x=-10 wrap 4 So the solutions are 23Pat WT le Solve the equation 2° 8x +7 = 0. Give your answers in surd form. eens Thisis an equation so you can divide every term by the same constant. Divide by 2 to get x? on its (own. The right-hand side is s0 it is unchanged. EMD sour csedaer tw check ks ‘solutions to quadratic equations quickly. cs eet 1 Solve these quadratic equations by completing the square. Leave your answers in surd form. b 2412x4320 @ x-10x=5 a xts6r41 2. Solve these quadratic equations by completing the square. Leave your answers in surd form, a 2x?+6r-350 — b Sx?+8¥-2=0 d 15-6x-2x?= © 3 ¥ = e+ 1 = (r+ p)? +g, where p and gare constants, a Find the values of p and g. (2 marks) b Using your answer to part a, or otherwise, show that the solutions to the equation x8 = [4x-+ 1 = O can be written in the form r + s\3, where r and s are constants to be found. (2 marks) @®) 4 By completing the square, show that the solutions to Soto the equation x° + 2bx +e = 0 are given by the formula eae) x=— bbe. (4 marks) if the coefficients were numbers. a Show that the solutions to the equation foe ax? + 2he + em 0 areghen by x=-2+ B=ae, GED start by divicing the whole cat ‘equation by a. b Hence, or otherwise, show that the solutions to the equation ax? + bx + ¢ = 0 can be written as ULSD You can use this method to pained prove the quadratic formula, aa Section 2.1CUTIES} Coa @) Functions ‘A function is a mathematical relationship that maps each value of a set o toa single output. The notation f(x) is used to represent a function of x. puts = The set of possible inputs for a function is called the domain. Comain.—_fG)=9 Range = The set of possible outputs of a function is called the range. This diagram shows how the function f(x) = x? maps five values in its domain to values in its range. = The roots of a function are the values of x for which f(x) = 0. The functions f and gare given by f(x) = 2x - 10 CEEED ithe input ofa function, and g(x) =x? -9, ER. x, can be any real number, then the a Find the values of £(5) and g(10) domain can be written asx €R. b Find the value of x for which f(x) = a(x). The symbol € means ‘is a member of’ and the symbol R represents the a {(5) = 25)- 10 = 10 - 10=0 set of real numbers. afl) = (10% - 9 = 100-9 = 91 The function f is defined as f(x) =x? + 6x - 5,4 ER. a Write f(x) in the form (x + p+ q. b Hence, or otherwise, find the roots of f(x), leaving your answers in surd form. ¢ Write down the minimum value of f(x), and state the value of «x for which it occurs. aig)=x+6x-5 —] -¢:3-5-s| —__ =r+3r-14_| b ie (w+ 3" -14=0 (w+ 3P=14 ait -3 + V4 f(x) has two roots: -3 + Vid and -3 - via PyPoe) dt a i) ile) So the minimum value of f(x) is -14. Find the roots of the function f(x) x64 73 -8,.xER. ene (9) can be written asa function of a function. The only powers of xin f(x) are 6,3 and 0 so you OF +70 can write it as a quadratic function of x. (x? — 5 + 8) So x8 =lorx= texs1 ~O$x=-2 Hix) = x6 + 7x3 - 8 = (xP + 71x95) = (u = Xu + 8) So when fix) = O,u=1oru= toast usta Nus-65 82-85 x=-2 The roots of f(x) are 1 and -2. SEE 2S) LED wera 1. Using the functions f(x) = 5x + 3, gx) 2 and h(x) = vx +1, find the values of: a fl) b 9G) © h(8) @ f(.5) © 2) f hel) £14422) hb MO) + e)+hO) i a ® 2 The function f(x) is defined by flx) = x? - 2x, xER. Given that f(a) = 8, find two possible values for a. ESSE Ote set the resulting expression equal to 8, 3 Find all the roots of the following functions: a f(x) = 10~ 15x b g(x) = (0+ 9(x-2) © h(y)=x? + 6x-40 d je) = 144-8 34 5x2 24xCUTIES} Coa 4 The functions p and q are given by p(x Find the two values of x for which p(x) = q(x). 3wand q(x) = 2v- 6, xER. 5 The functions f and g are given by f(x) = 2x3 + 30vand g(x) = 177, xR. Find the three values of x for which f(2 © 6 The function f is defined as f(x) a Write f(x) in the form (x + p+ g, where p and g are constants to be found (2 marks) b Hence, or otherwise, explain why f(x) > 0 for all values of x, and find the minimum value of f(x). (1 mark) 7 Find all roots of the following functions: a fix)= 3849x848 b g(x) 2x? + 32 GBD Tre function in © h(x) = 27x8 + 26x81 (x) = 328! - 33x 41 part b has four roots. © kx Wx +10 f mo #4 2xt— 12 8 The function f is defined as f(x) = 3° - 28(3") +27. ER. Soca a Write f(x) in the form (3* - a)(3" - 6), where a and b are real constants. (2 marks) eccsiden Ces function of a function. b Hence find the two roots of f(x). (2 marks) @ Quadratic graphs When f(x) = ax? + bx + ¢, the graph of y= f(x) has a curved shape called a parabola. You can sketch a quadratic graph by identifying key features. The coefficient of a2 determines the overall shape of the graph. When a is positive, the parabola will have this shape: \/_ ‘When a is negative, the parabola will have this shape: /\ © The graph crosses the y-axis when x= 0 The »-coordinate is equal to. nm @ @ The graph crosses the s-axis when y = 0. The x-coordinates are roots of the function f(x). ©) © uartratic graphs have one turning point. This can be a minimum or @ maximum. Since a parabola is symmetrical, the turning a oS * point and line of symmetry are half-way or? io between the two roots. * You can find the coordinates of the turning point eD - “s The h of y= alx + pF +q of a quadratic graph by completing the square. wrap of Ys ee FY ois IF F(x) = alx+ p)? +q, the graph of turning point at (-p, 9). attain the gph ot yea: a 7 ion paar (2) sectionPate Example @ ETOP renererarion Sketch the graph of y = x° - 5x + 4, and find the coordinates of its turning point. As a= 1s positive, the graph has a \/ shape and a minimum point the y-axis at (0, 4). -5x+4=0 x = 1or.x = 4,50 the graph crosses the x-axis at (1, O) and (4, O). Completing the square: x? - 5x +4 =(x-3)?- = (x-3)?- So the minimum point has coordinates (3-9) Watch out Alternatively, the minimum occurs when Xs half-way between 1 and 4, 3)°-5 x (2)+4=-3 +4 30 the minimum has coordinates (3, ~$). The cketch of the graph ice msCUTIES} Coa Sketch the graph of y = 4 ~ 2x? 3. Find the coordinates of its turning point and write down the ‘equation of its line of symmetry. As a= -2 is negative, the graph has a /\ shape and 2 maximum point. | When x = 0, y = -3, 50 the graph crosses the y-axis at (0, -3) When y = 0, -2x° + 4x-3=0. Using the quadratic formula, 4 (2 — ACES 2x2) 428 | There are no real solutions, 50 the graph does not cross the x-axis Compieting the square’ 2x8 + Ax = 3 =2(x? = 2x) 3 EEL (aeons = 2-9-3 =-2- 1 +2-3 =-2e- FP =1 So the maximum point has coordinates a0. The line of symmetry is vertical and goes through the maximum point. It has the equation x PeCoarse QUADRATICS FED om 1 Sketch the graphs of the following equations. For each graph, show the coordinates of the point(s) where the graph crosses the coordinate axes, and write down the coordinates of the turning point and the equation of the line of symmetry. - 6x48 by +6x+7 9 fya2tedvel0 g y= 5x? + O.2x + 0.02 e+Wv-15 ee y= 25- d yaate are? Wt Ix-15 hb p= 6x?= 19x +10 bx te. ca Check your answers by substituting values into the function. In part e the graph passes ‘through (0, -18), 50 h(0) should be -18. 2 These sketches are graphs of quadratic functions of the form a: Find the values of a, 0 and ¢ for each function. 3 The graph of y= ax? + by +c has a minimum at (5, ~3) and passes through (4, 0) Find the values of a, b and c (3 marks) @® The discriminant IF you square any real number, the result is greater than or equal to 0. This means that if y is negative, jy cannot be a real number. Look at the quadratic formula: — IF the value under the square root sign is negative, x cannot be xb vb = hae a ee 2 real number and there are no real solutions. If the value under the square rot is equal to0, both solutions willbe the same 2a "= For the quadratic function f(x) = ax® + bx + c, the expression 6? — 4ac is called the discriminant. The value of the discriminant shows how many roots f(x) has: + If? — 4ac > 0 then f(x) has two distinct real roots. + IF? ~ 4ac=0 then f(x) has one repeated root. + IF? — 4ac < 0 then f(x) has no real roots.CUTIES} Coa You can use the discriminant to check the shape of sketch graphs. Below are some graphs of y = f(x), where f(x) = ax? + bx +c. ” ” x = . _/ a ° a Pe hac>0 hac =0 BR —tac<0 Two distinct real roots One repeated root No real roots ” ms 0) 0) x a O. #-4xixk>O 16-4k>0 16> 4k 4>k Sok<4Coarse QUADRATICS EXITED eres a Calculate the value of the discriminant for each of these five functions: i fxyer+ 8x43 fi g(x)=28-3x44 fii h(x) =-x2 + 7-3 iv j(x) =? - 8x4 16 Vv k(x) = 2x 3x? = 4 'b Using your answers to part a, match the same five functions to these sketch graphs. PITY 2 Find the values of & for which x? + 6x + k = 0 has two real solutions. (2 marks) (>) 3 Find the value of ¢ for which 2 = 3x+1=0 has exactly one solution. (2 marks) 4 Given that the funetion f(x) of the positive constant. (2 marks) @ ce 5 Find the range of values of & for which 3x’ @ @ +8x +s has equal roots, find the value 4x + k= Ohas no real solutions, (2 marks) (2P) 6 The function g(x) = x? + 3px + (14p ~ 3), where p is an integer, has two equal roots. a Find the value of p. (marks) (2 marks) b For this value of p, solve the equation x? + 3px + (14p ~ 3) 7 hexy= 28+ (k+4)x+ k, where kis a realconstant. GES ERPTA a Find the discriminant of h(x) in terms of k. (3 marks) _ Ifa question part says ‘hence or b Hence or otherwise, prove that h(x) has two distinct. _ otherwise" its usually easier to use your real roots for all values of k. (Bmarks) answer to the previous question part. Challenge 2a Prove that, ifthe values of a and c are given and non-zero, itis always possible to choose avalue of b so that f(x) = ax* + bx + ¢ has distinct real roots. b Is it always possible to choose a value of b so that f(x) has equal roots? Explain your answer.CUTIES} Coa Chapter review EEE eecurve rancron Solve the following equations without a calculator. Leave your answers in surd form. where necessary. a +3p+2=0 b 3x°+ 13-10 © Sx? = 10x 4x43 d Qx-5P=7 2. Sketch graphs of the following equations: a yaat4 5x44 — 10x - 4x? © 3 fx)=a? + 3x— Sand g(x) = 4x + k, where k is a constant, a Given that (3) = (3), find the value of k. (marks) b Find the values of » for which f(x) = 2() (marks) 4 Solve the following equations, giving your answers correct to 3 significant figures: a K4+11k-1=0 b 2F-St+1=0 © 10- =7 d Gx-1 5 Write each of these expressions in the form p(x + q)? +r, where p, q and rare constants to be found: ax+l2v-9 b Sx? = 40x + 13 d 3x2-(v+ 1? © 8x- 6 Find the value k for which the equation 5x2 ~ 2x +k —O has exactly one solution. (2 marks) that for all values of x: 38+ Iv 4 Seplrt ge tr find the values of p, q and r. (marks) b_ Hence solve the equation 3x? + 12x +5 =0. (2 marks) 8 The function f is defined as f(x) = 2° — 20(2*) + 64, x eR. a. Write f(x) in the form (2* — a)(2* — h), where a and 6 are real constants. (2marks) b Hence find the two roots of fix). (2 marks) 9 Find, as surds, the roots of the equation 2(x + I)(xv—4) - (x = 2) 10 Use algebra to solve (x ~ I(x + 2)= 18.Coarse QUADRATICS G®) 11 A diver launches herself off a springboard. The height of the diver, in metres, above the pool r seconds after launch can be modelled by the following function: h(t) = 5t- 107+ 10,120 a How high is the springboard above the water? (1 mark) b Use the model to find the time at which the diver hits the water. (G marks) © Rearrange h(() into the form 4 — B(/ ~ C)? and give the values of the constants 4, B and C. (3 marks) Using your answer to part ¢, or otherwise, find the maximum height of the diver, and the time at which this maximum height is reached, (marks) 12. For this question, f(x) = dex? + (Ake + 2) + 1, where kis a real constant a Find the discriminant of f(x) in terms of k (marks) b By simplifying your answer to part a, or otherwise, prove that fx) has two distinct real roots for all non-zero values of k. (2 marks) © Explain why f(x) cannot have two distinct real roots when k = 0. (1 mark) 13 Find all of the roots of the function r(x) Challenge ‘a The ratio of the lengths a:b in this line is the same as the ratio of the lengths b:c. 11x + 16. (S marks) SS =5 145 2 ‘Show that Unis ratio i b Show also that the infinite square root \ls\ieyietedeey Cea oe 1. To solve a quadratic equation by factorising: + Write the equation in the form ax? + bx + e=0 + Factorise the left-hand side + Set each factor equal to zero and solve to find the value(s) of x 2 The solutions of the equation ax? + bx + = 0 where a # O are given by the formula: b vb? = hac 2a 3 xetbx=(x+4)-(4)° 6 axtsbrscna(x+2)'+(c-2) 5c 5. The set of possible inputs of a function is called the domain. The set of possible outputs ofa function is called the range. 6 The roots of a function are the values of x for which f(x) = 0. 7 You can find the coordinates of a turning point of a quadratic graph by completing, the square. If f(x) = a(x + p)? + g, the graph of y =f(x) has a turning point at (-p, 4). 8 For the quadratic function f(x) = ax? + bx + ¢ = 0, the expression b¢ — ac is called the discriminant. The value of the discriminant shows how many roots f(x) has: + If 62 ~4ae > O then the quadratic function has two distinct real roots. + If 2 — 4ac = 0 then the quadratic function has one repeated real root. + IF? —4ae <0 then the quadratic function has no real roots.eee Nae ae AYR Sea Pea es After completing this chapter you should be able to: © Solve linear simultaneous equations usin or substitution ~ pages 37-38 ‘lve simultaneous equations: one linear and one quadra Interpret algebraic solutions of equations Solve linear inequalities Solve quadratic inequalities Interpret inequalities graphically Represent linear and quadratic inequalities graphica ic aad B= {factors of Write down t! numbers in each of th aad + International GCSE Mathematics Simplify these expressions, a5 «Section 1.5 Match the equations graph. Label the points of intersection with the axes and the coordinates of the turning point. a y=9-x b y=(x-22+4 =(e-N@r+5) eo Food scientists use regions on graphs to optimise | athiet and ens the minimum di requirements for calories and + Section 2.4 vitamins.PSE Peas 7 Linear simultaneous equations in two unknowns have one set of values that will make a pair of ‘equations true at the same time. ‘The solution to this pair of simultaneous equations is x= 5, =5+6=11V¥ x43y21 0 (Q)———- 538) 4x—Sy=10 (2) ——_______ 4) -5@ * Linear simultaneous equations can be solved using elimination or substitution. CEN) ED ores ne Solve the simultaneous equations: b 4x—Sy=4 Gx + 2y =25 20-10=10Voats) EQUATIONS AND INEQUALITIES ax Solve the simultaneous equations: ax-y=t 4x + 2p=-30 ysex-1 4x + 22x-1) 4x +4x-2=-30 Ponousoone 1 Solve these simultaneous equations by elimination: b 7x4 3y=16 © Sx+2y=6 2+ 9p = 29 3x — 10y = 26 @ Bx-2y=~6 f B+ 8y=33 6xtay= 6x=3+5y 2 Solve these simultaneous equations by substitution: axt3pell b 4x—3y=40 © 3y-ys7 d 2y=2x-3 4x-Ty=6 Qweyas 10x +3y=-2 3 1 3 Solve these simultaneous caine LED Fist rearrange a3x-2r45=0 0 b= Sag © 3y=5(e-2) both equations into the same form, S(xty)= 6x41) Ww43p+d=0 B-N+y+4=0 — egaxeby ©) 4 3xtky are simultaneous equations where k is a constant. ‘kisa constant, soit has the a Show that x= 3. (marks) same value in both equations. determine the value of k. (1 mark) b Given that y ©) 5 2x-py=5 Axe Sy+q=0 are simultaneous equations where p and g are constants, The solution to this pair of simultaneous equations is Find the value of p and the value of y. (Smarks)UT UDP UDA an Neus} CONG) Er) You must be able to solve simultaneous equations where one equation is linear and one is quadratic. To solve simultaneous equations involving one linear equation and one quadratic equation, you need to use a substitution method from the linear equation into the quadratic equation. Simultaneous equations with one linear and one quadratic equation can have up to two pairs of solutions. You need to make sure the solutions are paired correctly. The solutions to this pair of simultaneous equations are x= 4, y=-3 and x=5.5,y=—1.5: -ys7 ebay eae QQ) 6-9) Tv and 55-15) TV TF + YE) +210) = 9-12 + ax) C15 + G5)C15) +26. Solve the simultaneous equations: ¥ and 225-825 + = SV xt2ys3 22+ 3xy = 10 xtey=3 o x + Bxy = 10 @ 2y2 4 3y4 ye iy +1 i Solutions are x = 4, y and x= 5, y a ETE wens 1 Solve the simultaneous equations: axty=ll b 2x+ xy =30 d dat 3a + b= 28 bxty=9 WP Bay +2y"=0 =41Cease} EQUATIONS AND INEQUALITIES 3 Solve the simultaneous equations, giving your answers in their simplest surd form: ax b 2x4 3-13 Use brackets when you are aye + substituting an expression into an equation. 4 Solve the simultaneous equations: xtys3 aye (6 marks) @®) 5 a By eliminating y from the equations =2-dy 3x tay+1l=0 show that x? - 2v—11 =U. (2 marks) b Hence, or otherwise, solve the simultaneous equations ye2-4y 3x +ay+11=0 giving your answers in the form a + 6\3, where a and b are integers. (5 marks) ©® 6 One pair of solutions for the simultaneous equations SE yokx-5 IF, p) isa solution, then x= 1, 4 (Lp) satisfies both equations. is (1, p) where k and p are constants, a Find the values of k and p. b Find the second pair of solutions for the simultaneous equations Cars poxsk tyes Given Uhat Ue simultaneous equations have exactly one palit of solutions, show that kane €©) Simultaneous equations on graphs You can represent the solutions of simultaneous equations graphically. As every point on a line or curve satisfies the equation of that line or curve, the points of intersection of two lines or curves satisfy both equations simultaneously. = Solutions to a pair of simultaneous equations represent the points of intersection of their graphs. a On the same axes, draw the graphs of: 2x+ 3x-y=23 b_ Use your graphs to write down the solutions to the simultaneous equations.EQUATIONS AND INEQUALITIES CONG) : 2 END tite pinto > By t ~Imersecton graphically using technology. 2x + 3ys8 - | P B Ihe solution is (%, -2) or x = y= 2. ex) a On the same axes, draw the graphs of: et tax+ 4 PE (3-9 ext} “Plot the curve and the tine b The solitons are (<1, 5) orx = =1, 9 =5. Using technology to find the two and (2, -1) or x = 2, y = -1 points of intersection. The graph of a linear equation and the graph of a quadratic equation can either: * intersect twice * intersect once + not intersect After substituting, you can use the discriminant of the resulting quadratic equation to determine the number of points of intersection. aCMa) COU Dee UD en eu sy ™ For a pair of simultaneous equations that produce a quadratic equation of the form ax + bx + + B-hac>0 + Bhac=0 + Bhac<0 ‘two real solutions one real solution no real solutions vA VA Uf ‘The line with equation y = 2x + 1 meets the curve with equation kx? + 2y + (k~2 one point, Given that & is a positive constant a find the value of k > Explorehowthevalueof — & b for this value of , find the coordinates of fects the line and the curve - fe a the point of intersection. (eeeeseceae) a xt! () kx? + 2y + k= 2)=0 @ kx? + 20x + 1) +k 2) ky? + 4x 24k-2 kx? ax ¢k=0 Se Fe act elleto You are told that the line meets the curve at exactly one point, so use the discriminant of the ie=aeho resulting quadratic. There will be exactly one solution, so b?— ac = 0. Oat exactly RS K-4=0 xe + Ox t (r+ ere ya acpi Point of intersectpe SU Sy Pek rerun 1 Ineach case: draw the graphs for each pair of equations on the same axes find the coordinates of the point of intersection. a y=3v-5 b y=2x-7 © ys3x+2 ys3- ys8-3x Bxtyel=0 2 a Use graph paper to accurately draw the graphs of 2y = 2x-+ 11 and y = 2x2 — 3x—5 on the same axes. b Use your graphs to find the coordinates of the points of intersection. ¢ Verify your solutions by substitution. 3 a On the same axes, sketch the curve with equation x2 + y = 9 and the line with equation 2x + y =6. b Find the coordinates of the points of intersection. ¢ Verify your solutions by substitution. 44 Onthe same aes rine oe curve with cauation EEDD vou need to use algebra in y= (x2)? and the line with equation y = 3x — part bto find the coordinates. b Find the coordinates of the point of intersection, 5 Find the coordinates of the points at which the line with equation y with equation 17. 4 intersects the curve 6 Find the coordinates of the points at which the line with equation y = 3x — 1 intersects the curve with equation y+ 5. ©® 7 Determine the number of points of intersection for these pairs of simultaneous equations. a y=6x2+3x-7 b y=4x2- 18x +40 yr2x48 y= l0x-9 2) 8 Given the simultaneous equations Qe-ysl x + 4ky + 5k=0 where k is a non-zero constant a show that x7 + 8kx +k=0. Qmarks) Given that «7 + 8kx +k = O has equal roots b find the value of & (marks) ¢ for this value of &, find the solution of the simultaneous equations. (3 marks)COM dt Kg PSE ey You can solve linear inequalities using similar methods to those for solving linear equations. = The solution of an inequality is the set of all real numbers x that make the inequality true. GEENA) ED was Find the set of values of » for which: a Syt9=x420 b12-3x<27 CEEEED vou can write the solution to this © 3(x-5)>5-2Ax-8) inequality using set notation as {x:.x > 2.75). ‘This means the set of all values x for which x is eas | >S+16+15 Sx > 36 1 x>72 You may sometimes need to find the set of, COED ih troiaion values for which two inequalities are true FSa Taree ea een together. Number lines can be useful to find accra eee the solution. x -lorx>3iswritten fx:x = —TU br: x>3) For example, in the number line below the solution set is.x>-2 and <4. = ee ee © is used for and means eS the end value isnot included. 1 eis used for = and = and means the end value is included. These are the only real values that satisfy both equalities, ex Here the solution sets are.x<—Lorx>3, simultaneously so the solution is -2-<.x <4 Here there is no overlap and the two inequalities have to be written separately a5 x -1orx>3.EQUATIONS AND INEQUALITIES CONG) Gg Find the set of values of x for which: a 3y-Sx-8 b x-S>1-xor 1S-3x>5+2v a Bx-5ex48 Sx>x-68 2x-5 <8 ax>-8 eau axed x>-2 - x<65 a2 oR 4 EB << «65 o> «> -2 So the required set of valuesis -2 1-x 15-3x>5 42x ax-5>1 10-3 > 2x 2x>6 10> 5x xo 2>x xed 4 20 8 4 6 8 o> 5 The solution io x > 3 or x< 2. 1 Find the set of values of x for which: a 2v-3<5 b Sx+4>39 © 6x-3>2v47 d Sx+6<-12-x e 1S-x34 f 21-2v>843x g ltx<25+3r h Ix-7< 7-76 i 5-05x>1 jo Sv+4> 12-20 rreae} EQUATIONS AND INEQUALITIES 2. Find the set of values of x for which: a Ar-3)=0 b 8(L-x)>x-1 © +7) d Axv-3)-(412)<0 ee 1+ 1Q-x)< 10(v-4) f Ax-5)= 34-0) g 12v-3(v-3)<45 hb x-2%5+2y<11 i x(v-4) = P42 x(x + 3) x(G-x) 334x- k 3x42x(v- 3) < 25+) 1 xQx-5) 3. Use set notation to describe the set of values of x for which: a (x 2)> 0-4 and 4x4 12> 20417 b 2v-S23-x © 2y-3>2and Sx+2)< 124+ x @ 15x <2(11 ~ x) and S3x-1)> 12x +19 e 3x +8 <2 and 23x-7) = +6 f Sy+3<9 or 5(2v4 1) >27 g T-6x 43x +7) < 20 or 23x -5) = Cer A=(e:3x4+5>2) B~{x:5 +1 <3} C-bit <2x-1) Given that A (BU C)=te:p- are the x-values when the cure is above the x-axis (the darker P ~~ part of the curve). This is when x < -1 or > 5. ln set notation, the solution is Greet} U (ix > 5) The sketch shows the graph of f(x) =? ~ 4x5 The solutions to f(x) =0 pepe The solutions to the quadratic inequality x?—4y—5.< Oare the x-values when These are called the a 5+ the curve is below the x-axis (the ccitteal Walites lighter part of the curve). This is when x>-Land x<50r-14 a Find the set of values of x for which 12 + 4x > 2° CONG) Quadratic equation Multiply by —1 (so it's easier to factorise). and -3 are the critical values. Draw a sketch to show the chape of the graph and the critical values. Since the coefficient of x? is negative, the graph is ‘upside-down U-shaped! It crosses the x-axis at ~3and } «Section 2.4 35x - 2x? <0 ()'<0) for the outer parts of the graph, below the x-axis, as shown by the lighter parts of the curve, In set notation this can be written as (rix<—-3)U (xi x> 4. b Hence find the set of values for which 12 + 4x > x? and Sx-3>2 a 12+4x>x O> x? = ax xt = 4x12 4x12 Solution: ~ -12 <0 x? gives -2 2 gives x>1 EN This question is easier if you represent the 42624 6 8 : Information in more than one way, Use a sketch SS =e ‘raph to solve the quadratic inequality, and SS al, ‘use a number line to combine it with the linear The two sets of values overlap where inequality lex<6, EXE crc Find the set of values for which ©>2, x20 Gx > 2x? 6x- 2x2 >0 éx- 2x*=0 x6 - 2x)=0 x=Oorx GEE) HED vrs 1 Find the set of values of » for which: a wally 424<0 b 12-x-x?>0 ¢ x8-3x- 1050 @ 247x412 30 € 7+ 13x - 2750 f 1+x-22<0 g dx?- 8043 <0 h -2+7x-3x°<0 i -9<0 j 6x24 11-1050 = 5x30 1 ave3r<0 2. Find the set of values of x for which: a <10-3x b il1 @ see tt) <3l—)eT eu) CONG) 3. Use set notation to describe the set of values of x for which: a x2-7x4100and 10-2<5 3x - 1 Oand 3x +17>2 f x2-2v-30 © 4 Given that x # 0, find the set of values of x for which: 2 ate bsot e 443>2 5.8 1 6 dorimh erst or & 5 a Find the range of values of & for which the Teen ee equation x? - kx + (k + 3) =0 has no real roots. has real roots if? —4ac>0. «-Section2.5 b Find the range of values of p for which the roots of the equation px? + px ~ 2 = O are real. © 6 Find the set of values of x for which x3 - Sx = 14> 0. (4 marks) © 7 Find the set of values of x for which x-1)<4-3x (2 marks) 2-5y-3<0 (4 marks) © both 23x — 1) <4~3x and 2x2 -5x—3<0 @ marks) 8 Given that x2 3, find the set of values for which bd Multily both sides ofthe (6 marks) inequality by (2 =39 2kx + 3 = 0, where k is a constant, has no real roots. 9 The equation k Prove that & satisfies the inequality 0 < k < 3. (4 marks) Qa You may be asked to interpret graphically the solutions to inequalities by considering the graphs of functions that are related to them. = The values of x for which the curve y = f(x) is below the curve y= g(x) satisfy the inequality FO) < E00). * The values of x for which the curve x= f(a) is above the curve y = g(x) satisfy the inequality fl) > ga. rr