Fa UNDERSTANDING YEAR 8 Oo Author Warwick Marlin B.Sc. Dip. Ed.Editor: Warwick Marlin B.Sc. Dip.Ed. Publisher: Five Senses Edueation ABN; 16 001 414437 2/195 Prospect Highway Seven Hills NSW Australia 2147 sevenhills@fivesensesedueation,com.an www fivesenseseducation.com.au Trade Enquiries: Phone (02) 9838 9265 Fax (02) 9838 8982 Binail: fSonline@fivesenseseducation.com.au -74130-787-0 Detober 2013 Copyright: Warwick Marlin © Five Senses Education Pty. Ltd. All rights reserved: Except under the conditions described in the Copyright Act 1968 of Australia and subsequent amendments, no part of this book may be reproduced, stored in a retrieval system or ‘transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owners. ‘Understanding Year 8 Moths Warwick Marlin © Five Senses Education iiAUTHOR’S ACKNOWLEDGEMENTS To Jones my typesetter | Thave been now working with Jones for more than 2 years on the “Understanding Maths Series” of books. He has done so much excellent and brilliant work in translating our thoughts and ideas, and sometimes our messy hand written pages, into the final high standard of overall presentation shown in this new seties of books. A patient and very professional man, he aims for, and achieves excellence in his work at all times, We hope Jones and his team will work with us on many more projects in the future. ‘To Roger Furniss my publisher Thave had an association with Roger for well over 15 years now, and I thank him most sincerely for publishing, distributing and recommending my books to teachers, parents and other educators. He has been in the publishing and retail industry for many years, and he knows much more about educational books than any other person that I know, Also a very special thanks to all the staff at Five Senses Education who have always proved over the years to be so cooperative, friendly and supportive. 1 started writing the original Understanding Maths Series well over 20 years ago, and during that time many hundreds of parents have either phoned us, or written in to tell us how these summary guides have helped their children in terms of better understanding and improved results. This is a special ‘thanks for all those positive comments, and also to the many Mathematics teachers and other educators who are recommending these books to their students. { hope you will embrace this new updated and superior series with even more enthusiasm and positivity. PARENTS. ‘This book tells you what your teacher does not have the time to explain to you ~ the steps and stages by which each strand in Mathematics will be taught in Australian Schools. It will give you the confidence | to support your child by reinforcing what is being taught at school, and to correctly provide assistance Where weaknesses are identified TEACHERS This book summarises the steps and stages by which Australian children acquire necessary mathematical skills and concepts. It eliminates the need to wade through lengthy curriculum documents, and it provides a clear, easy to follow summary for teachers to use, which they can also confidently recommend to parents, as it supports classroom activities and exercises. B.Ed, Dip.Ed, STUDENT PRIMARY TEACHERS This book provides a concise record of the steps to be taken and the activities suggested to support the acquisition of mathematical concepts. It is the perfect reference book for teaching practice, and during the early years of teaching, when there is so much to learn. io ‘Understanding Year 8 Matis iff Wanviek Marlin © Five Senses EducationAVAILABILITY OF BOOKS IN THIS SERIES All of the books below incorporate the same high presentation, format and philosophy. They can be purchased directly from Five Senses Education, but they are also available in most educational bookshops throughout NSW and Australia (and also some selected bookshops in New Zealand). New National Curriculum titles ‘The eight school titles listed directly below have been rewritten and updated in recent years to closely follow the New National Curriculum. ‘All levels? means that the books have been written for students, of most ability groups (weak, average and gifted). The graded tests at the end of each chapter ensure that students of most ability groups are extended to their full potential Q YEAR 1 ALL LEVELS Q YEAR 2 ALL LEVELS Q YEAR 3 ALL LEVELS Q YEAR 4 ALL LEVELS Q YEAR 5 ALL LEVELS Q YEAR 6 ALL LEVELS Qa YEAR7 ALL LEVELS Q YEAR & ALL LEVELS Other titles in this series The titles listed below are also available, but they will be fully updated during 2014 and 2015 to also closely follow the new curriculum, However, in the meantime, please note, that these books still adequately address the main features of the new syllabus. We firmly believe that the major topics explained in these titles, and our user friendly presentation and development of the different topics, will always continue to form the vital foundations for all future study and applications of mathemati This is especially so for the titles up to, and including, year 10 advanced. a YEAR9&10 INTERMEDIATE Qa YEAR 9 & 10 | ADVANCED a YEAR 11 & 12. GENERAL MATHS, a YEAR II EXTENSION | Q YEAR 12 EXTENSION 1 Also by the same Author and Editor ESSENTIALEXERCISES YEAR1 — ALLLEVELS ESSENTIAL EXERCISES YEAR? ALL LEVELS ESSENTIAL EXERCISES YEAR 3 ESSENTIAL EXERCISES YEAR 4 ESSENTIAL EXERCISES YEAR $ a BSSENTIAL EXERCISES YEAR6 © ALLLEVELS Developed and written in 2012, this excellent nev series of books closely follows the Australian National Curriculum, ecooaa ‘Understanding Year 8 Maths ‘Warwick Marlin © Five Senses Education ivCONTENTS INTRODUCTION NUMBER AND ALGEBRA NUMBER AND PLACE VALUE Q REAL NUMBERS O MONEY AND FINANCIAL MATHEMATICS. Q PATTERNS AND ALGEBRA. Q LINEAR AND NON-LINEAR RELATIONSHIPS: MEASUREMENT & GEOMETRY Q USING UNITS OF MEASUREMENT O GEOMETRIC REASONING STATISTICS & PROBABILITY Q CHANCE Q DATA REPRESENTATION AND INTERPRETATION SOLUTIONS NOTE: The Australian National Curriculum has been split into 3 major strands: ® Number & Algebra ® Measurement & Geometry Inthe Year content descriptions, these 3 majorstrands have been further subdi shown above, Page vi 33 63 85 iit 141 71 195 221 247 © Statisties & Probability ded intothe sub-strands ‘Understanding Year 8 Maths Worvick Marlin © Five Senses EducationINTRODUCTION Page ACKNOWLEDGMENTS iii AVAILABILITY OF BOOKS IN THIS SERIES WHY ARE YEARS 7 AND 8 SO IMPORTANT? HOW CAN THIS BOOK HELP? HOW TO USE THIS BOOK EFFECTIVELY? ‘THE NEWLY REVISED NATIONAL CURRICULUM PROFICIENCY LEVELS CALCULATORS AND COMPUTERS oococood The 3 fundamental steps leading to success in mathematics are shown below: ‘A journey of a thousand leagues ‘must begin with a single step.” Lao Ta Understanding Year 8 Maths Warwick Marlin © Five Senses Edueation viWHY ARE YEARS 7 & 8 SO IMPORTANT? In addition to consolidating and extending on the ideas covered in Year 7, many important new concepts will also be introduced in Year 8. Most of the problems given cannot be done mentally, and often several skills such as reading, comprehension, lateral thinking and the use of several logical steps will be required to atrive at the final solution. Thete is also a significant jump in the overall complexity of work from Year 7 to Year 8 Some problems can only be solved with the use of algebraic techniques, ‘The other important factor that students and parents should know is that the topics covered in Year 7 and Year 8 are part of a two year syllabus. This means that the Department of Edueation has written down a detailed syllabus which all schools should try to complete by the end of Year 8. Since it isa two year syllabus, students sitting tests and exams at the end of Year 8 will also be automatically tested on al the work covered in Year 7, The results of these exams will ina large way determine which level of Maths. student is capable of studying in Years 9 and 10. At the beginning of Year 9 they will be streamed into 3 separate courses, each of which use a different textbook and follow a different syllabu: The above factors have been taken into consideration in the development of this book. We start each chapter by firstly revising all the important ideas that should have been covered and understood in ‘Year 7. once a student has been assigned to a particular course in Year 9, it then becomes very difficult to move up into a higher level. ‘This in tum will affect the level of Maths they are capable of doing in Years 11 and 12, and ultimately their career options. If students areconfident,achievinghighresultsandenjoyingthesubjectin Year8, (You will see me on many then it is highly likely that they will continue with the same success ‘of the pages... I will be throughout their Middle and Senior High School years. eee ee ‘Therefore it can be seen that Year 8 exams are vital, because oy wt “The best teacher is not the one who knows the most, but the one who is most capable of reducing knowledge to that simple compound of the obvious and wonderful..”” HLL, Menken . ‘Understanding Year 8 Mths vii ‘Worwiek Marlin © Five Senses EducatiHOW CAN THIS BOOK HELP? Some parents have asked what advantage does a summary book like this have over the normal conventional textbooks, or the student’s own notes. Before listing the advantages on the following, page, it must be remembered that students in Year 8 have to understand and start memorising a large number of facts, ideas, techniques, rules and formulae, One problem is that many students have little or no idea of how to go about writing good summaries, because they are often not taught these essential skills, If they are written, then important facts could be left out, and many of these summaries on odd sheets of paper tend to be thrown away afier the test. In addition, some topics are briefly skimmed over or not taught at all, cither because of lack of time in order to try to complete the syllabus, or because of frequent teacher changes from one year to the next. Absenteeism through sickness is another obvious factor which causes students to possibly miss out on the understanding of fundamental concepts. ‘There are variety of options available which can cost many thousands of dollars. These involve trying fo leam Maths through computers, video or private tuition .... some of these options may or may not work for your particular child, Most parents are aware of these factors, and there are many who would like to help, stimulate or extend their children towards greater enjoyment and success in the subject. However there are several reasons why they might not: (They may feel unqualified to help because it has been so long since they went to school. (ii) Some parents were weak in Maths when they went to school and therefore feel that their children will automatically be weak as well. (iil) Most, if not all, parents are capable of helping their children, but are unsure of what is important in terms of the syllabus. (iv) Parents can easily solve the majority of Year 7 and 8 problems, but are w about teaching a method different to the one used by the teacher, T have outlined in the last two pages just some of the reasons why a well structured book of this nature, which covers the syllabus topic by topic, is so urgently required. It has been developed because of a need by students, parents, teachers and coaches for a comprehensive, well presented, easy to understand Maths summary book which covers the most important ideas in the recently developed National Year 8 Maths Curriculum throughout Australia. ‘The majority of teachers and parents would agree that students who wish to achieve confidence and success at this level should: (i) Understand all the basic ideas and rules: (ii). Practice these rules and ideas by going through graded exercises, s (ili) “Understand why and how they made errors, so that hopefully they are reduced or eliminated in further exercises, (iv). Memorise all important rules and formulae. Understanding Year 8 Maths Warwick Marlin © Five Senses EducationThis book has been written to fulfill these 4 the following benefits: al requirements by incorporating 1) Firstly, the book has been split up into the 9 MAJOR IMPORTANT SUB-STRANDS which are covered at all schools in Year 8 throughout Australia (i, Number and Place Value, Real Numbers, Patterns & Algebra, Geometric Reasoning, Measurement, Statistics, ete. 2) Each of these major topics has been broken down into a number of simpler ideas and rules, thus saving students valuable TIME in research. 3) Most pages cover only one idea or rule, thus giving students CLARITY. 4) Each concept is thoroughly, but simply, explained for UNDERSTANDING. 5) Each formula, rule or set of steps is highlighted in larger print for ease of MEMORISING. 6) Each formula and page contains at least one fully worked example. This not only reinforces understanding, but also shows the student how to APPLY each formula to typical questions. 1) At the end of each chapter, there are usually at least $ comprehensive graded exercises for PRACTICE which cover all the ideas in the topic. Ifa student is not sure how to do a particular problem, all they need to do is tum back to the page number shown in order to find a very similar example. (Please read more about these exercises in the next section.) 8) In addition, a great deal of extra time and expense has gone into the development of the text presentation, in order to make the subject matter more APPEALING and USER FRTENDLY to this age group. ‘As you can see, this book should prove (o be an invaluable aid for teachers and coaches, because it thoroughly covers the 9 major topics of the recently developed Australian National Curriculum. In addition, there are carefully graded exercises which will provide confidence and sucess to lower ability students, while at the same time there are more difficult levels to extend students of all ability groups. Itwill be very beneficial to parents, because it will provide them with a very structured and clear idea of the new syllabus, and what their children should know by the end of Year 8. IF their child has a particular problem (say on adding algebraic fractions) it is very easy to find the page and explanations relating to that idea ~ and hence help their child, ‘Most importantly ofall, twill prove to bean excellent text and reference for students of all ability groups. The user friendly and well structured format and layout makes it very much easier for a pupil to thoroughly master one major topic in a relatively short period of time, because itis so easy to sez how each new idea is linked to the previous one. It has all the rules and corresponding examples clearly set out topic by topic, page by page. In addition it teaches the pupils to read explanations, as well as to look back and research similar problems. Maihs is understood more through practice and doing, and therefore I have tried to keep the explanations short and clear, while at the same time I have illustrated ideas with examples and diagrams wherever possible. In summary, I sincerely believe that this book will provide greater understanding, confidenee, enjoyment and success to all students who use it Understanding Year 8 Maths ix Worvick Martin © Five Senses EducationHOW TO USE THIS BOOK EFFECTIVELY? ‘As stated in the previous section, each chapter has been carefully split up into all the important ideas relating to that particular major topic. After carefully reading through and understanding a chapter, the next stage is for the student to work through some of the revision exercises given at the end. “These have been carefully graded into different levels of difficulty, and most Year 8 students should try to complete the first 3 levels. Remember that completing a level involves careful marking of your answers from the solutions given at the back of the book, If you got any questions wrong, then it is very important to find out why you got them wrong, before you move onto the next level EASIER These questions given in level I (sometimes also in level 2) are intended to build QUESTIONS up confidence. Most of the questions are almost identical to the examples given throughout the chapter ~ except with the numbers changed. If the student does have difficulty, then he/she can easily refer back fo a similar example on the page number shown in the margi AVERAGE The questions in Level 2 and Level 3 ave of average difficulty level, and will QUESTIONS give all students (weak, average and gifted) a good opportunity to practice and consolidate the ideas and rules given throughout most of the chapter. Once again, if a student does have difficulty with a particular problem, then he/she can quickly refer back fo a similar example on the page number shown, AlL students should try to complete and understand the questions in the first 3 levels. HARDER ‘The questions in this level are more difficult than the ones in level 2 and 3. The QUESTIONS numbers involved are larger, and some of the more difficult ideas in the topie are tested. Reference page numbers haven’t been included in the margin, in order to make students who reach this level more skillful in researching through the chapter for their own information. Level 4 should be done by more capable students, or those students who have found earlier levels straightforward, PROBLEM This more difficult level has been included to challenge those students who are SOLVING more gifted at Maths, Usually the questions are more sentence and problem oriented, and therefore they involve more reading and comprehiension skills. I is unlikely that any of the questions in this level can be done mentally, because several different ideas, rules or steps are usually required. EXTENSION As the name implies, these questions cover extension work which is usually QUESTIONS —_ moreclosely related to theory in later years, These problems are more suitable for students who are keen and talented in Maths, and who require more stimulation and challenges. y Note: Most chapters have five graded exercises atthe end, but longer chapters have up to 8 graded exercises. ‘The reference pages work in the following way. For example: 117, 178 in the margin means turn back to page 177 and page 178. However 173-176 means turn back to pages 173, 174, 175 and 176, All students should try to ccomiplete at least the first 3 levels. The last 2 levels are ‘aimed at keener and more gilled students. nerstanding Year & Maths Warwick Marlin © Five Senses Education xTHE NEW NATIONAL AUSTRALIAN CURRICULUM ‘Warwick Marlin acknowledges the dedicated work of the Australian Curriculum, Assessment and Reporting Authority (ACARA) and the many others who have contributed to the development of the ‘Australian curriculum in response to the aims of the 2008 Melbourne Declaration on Educational Goals for Young Australians. This book provides a summary and interpretation of their guidel developing mathematical understanding in Year 8 students, es for those interested in ‘The Australian National Curriculum, developed by ACARA, states that, by the end of Year 8, students should be able to do the following: Solve everyday problems involving rates, ratios and percentages. 1 Recognise index laws and apply them to whole numbers. Qi Describe rational and irrational numbers. Q Solve problems involving profit and loss. Q Make connections between expanding and factorising algebraic expressions. 2 Solve problems relating to the volumes of prisms. Q Make sense of time duration in real applications, 2 Identify conditions for the congruence of triangles and deduce the properties of quadrilaterals. Q Model authentic situations with two-way tables and Venn diagrams. Choose appropriate language to describe events and experiments. C1 Explainissues related to the collection of data and theeffect of outliers on means and mediansin that data C1 Use efficient mental and written strategies to carry out the four operations with integers. C Simplify a variety of algebraic expressions. Q Solve linear equations, Q Graph linear relations on the Cartesian plane. Q Convert between units of measurement for area and volume. U Perform calculations to cletermine the perimeter and area of parallelograms, rhombuses and kites. C1 Name the features of circles and calculate the area and circumference of circles. Q Determine complementary events and calculate the sum of probabilities. ‘The advancement and perfection of Mathematics are intimately connected with the prosperity of the state.’ Napolean i ‘Understanding Year 8 Maths xi ‘Wanvick Marlin © Five Senses EducationTHE MATHEMATICS CURRICULUM OPERATES ON ANOTHER LI PROFICIENCY LEVEL. VEL, THE SO CALLED ‘The Proficiency strands at this level ate: 1, Understand includes describing patterns involving indices and recurring decimals, identifying commonalities between operations with algebra and arithmetic, connceting rules for linear relations and their graphs, explaining the purpose of statistical measures, and explaining measurements of perimeter and area, 2. Fluency: includes calculating accurately with simple decimals, indices and integers, recognising equivalence of eommion decimals and fractions including recurring decimals, factorising and simplifying basic algebraic expressions, and evaluating perimeters, areas of common shapes and their volumes and three dimensional shapes. 3, Problem Solving: includes formulating, and modelling practical situations involving ratios, profit and loss, areas and perimeters of common shapes, and using two-way tables and Venn diagrams to caleulate probabilities. 4, Reasoning: includes justifying the result of a calculation or estimation as reasonable, deriving probability from its complement, using congruence to deduce properties of triangles, finding estimates of means and proportions of populations, Asalteady stated earlier, itisimporant (28) to always keep in mind thatthe syllabus 3 follows a spiral pattern, This means ‘a that each year there is some repetition and revision ofthe previous years work in order to reinforce and consolidate ideas, Although students may revisit some familiar theory and concepts, the exercises in Year 8 are completely different and also significantly more difficult and challenging to those given in the ‘Understanding Year 7" book. Understanding Year 8 Maths Wank Marlin © Five Senses Education xiiCALCULATORS AND COMPUTERS CALCULATORS are useful tools, giving opportunities, for example, to check whether or not an answer is correct, to explore number patterns and place value, to develop problem solving skills, ete. Calculators ean be used to check if an answer is correct or reasonable, ‘They allow children to take risks and experiment with numbers privately, * Playing with calculators gives opportunities for discovery, often stimulating learning and interest in mathematical processes. * Calculators quickly provide answers allowing children to work through a problem involving large numbers which would otherwise require unnecessarily time ~ consuming and unwieldy pencil and paper calculations. The most important part of problem solving is understanding which operation or process is used to get the answer. * Calculators empower children who have difficulty manipulating numbers but who, nevertheless, understand which operations are required to solve a problem, There are however four points which must be made. 1. With simpler problems, the brain is often quicker than the calculator: 2. It is easy to press a wrong key, so it is essential to estimate the answer to ensure the caleulator’s answer is a reasonable one to a particular problem, 3. Ifa child does not know which operation, or series of operations is needed, a calculator Itdoes as it’s told! 4. Calculators do noteliminate the need o thoroughly know addition/ subtraction facts or timestables, Also if one cannot understand how to apply the 4 operations (4+ = x 3) to ordinary numerical fractions, then it will be impossible to apply these operations to algebraic fractions. useless, COMPUTERS provide access to many websites, thus giving unlimited practice with a particular mathematical concept, and allowing children to explore Mathematics at a greater depth and to develop probtem solving skills and special awareness. Many programs allow children to take risks and explore alternative strategies. They involve decision making and interpretation of information, often involving analysis and evaluation, Word processing and design programs can be used effectively to improve presentation, Graphing, data bases and spread sheets provide links with other curriculum areas. In summary, the author fully acknowledges that, if used correctly, internet technology can enhance earning and complement basic learning skills, However, due to the very large range and diversity of calculators and computers in the market place, each with their own different function keys, it is almost impossible in this type of summary book to incorporate them into the exercises. Also the author feels strongly, particularly in these early yearsofschooling, thatathorough understanding of the fundamentals of mathematics is far more important than knowing which buttons to press. Consequently there is very little mention of calculators and computers in this book, and most exercises (with the exception of Measurement) can be completed without the aid of calculators, ‘Understanding Year & Maths Wanvick Marlin © Five Senses BdveationNUMBER AND PLACE VALUE The “Australian Curriculum Mathematics” (ACM) references for this sub-strand of “Number and Algebra’ (NA) are below: + Use index notation with numbers to establish the index laws with positive integral indices and the zero index (ACMNNA 182). Carry out the four operations with Integers, using efficient mental and written strategtes and appropriate digital technologies (ACMINA 183). BRIEF SUMMARY OF YEAR 7 THE BINARY NUMBER SYSTEM IMPORTANT WORDS IN MATHS PACTOR TREES & SQUARE ROOTS AVERAGI ORDER OF OPERATIONS (BODMAS) BRACKETS OR GROUPING SYMBOLS INDEX OR EXPONENTIAL NOTATION, INDEX NOTATION AND PLACE VALUE ‘MULTIPLYING WITH INDICES DIVIDING wrTH INDICES POWERS OF INDICES. ‘THE POWER OF ZERO NEGATIVE NUMBERS & THE NUMBER LINE, NEGATIVE OR MINUS TEMPERATURES ADDING AND SUBTRACTING INTEGERS FURTHER EXAMPLES FURTHER PRACTICE ON THE BASICS OTHER USES OF NEGATIVE NUMBERS ‘MULTIPLYING NEGATIVE NUMBERS DIVIDING NEGATIVE NUMBERS SUBSTITUTION Cocooooo ooooeco cooooco o OD coraneo exercises "7 ’ 2 a 2 2 2 ayy as ‘Undersionding Year § Maths Warwick Marlin © Five Senses EducationBRIEF SUMMARY OF YEAR 7 Q INTRODUCTION Please keep in mind that continual revision and reinforcement of important ideas from previous years is an essential part of the learning process. Therefore I have started this chapter with a very brief summary of some important words and ideas from Year 7. The exercises at the end of this chapter will primarily focus on the new Year 8 work as outlined by the ACARA statements and syllabus references at the top of the opening chapter page. However, there will also be some questions relating to the Year7 work as outlined on the next few pages. If you require more ‘comprehensive explanations, and more examples, then please refer to the ‘Understanding Year 7 book by the same author. Q) PLACE VALUE Since this chapter is entitled ‘NUMBER & PLACE VALUE’, the first important idea is to understand the value of each of the different columns. Our number system today is based on the Hindu-Arabic system where the VALUE ofa number is determined by its PLACE in a particular column, For example, what does 3 520 697 really mean? fe a & 3 sy Aa Y It can be seen that each y colin has a diferent PLACE VALUE, The place value of 9 is 90 or ninety. ‘The place value of 2 is 20 000 or twenty thousand, The pluce value of 6 is 600 or six hundred. w]1 000 000 [100 000 ‘There are 3 ways or notations of describing a whole number: 1. AS AN ORDINARY NUMERAL: 3 520 697 2, IN WORDS: Three million, five hundred and twenty thousand, six hundred and ninety seven. 3. INEXPANDED NOTATION: (3 * 1 000 000) + (5 100.000) + (2 x 10 000) + (0 x 1.000) + (6 « 100) +(9 « 10) +(7« 1) Q racrors A factor is a number which leaves ‘The factors of 12 are no remainder after divi (1,2, 3.4, 6, 12}. Q HIGHEST COMMON FACTOR (HCF) ‘This is the highest factor which is common to 2 or more numbers. Example: Find the highest common factor of 12 and 20. Factors of 12 are {1, 2,3, 4, 6, 12} Factors of 20 ate {1, 2, 4, 5, 10, 20} os The HCF of 12 and 20 is 4. ‘Understanding Year & Maths Warwick Marlin © Five Senses Education 2Q MULTIPLEs To find the multiples of a particular number, simply multiply it by the counting numbers. Say we wished to find the first 5 multiples of 7. Therefore the first 5 multiples of 7 are: {7, 14, 21, 28, 35}. Q LOWEST COMMON MULTIPLE (LCM) ‘This is the lowest multiple which is common to 2 or more numbers. By Find the LCM of 8 and 10. Multiples of 8 are {8, 16, 24, 32, 40, 48, Muttiples of 10 are {10, 20, 30, 40, 50,....}. . The LCM of 8 and 10 is. 40, Q) AVERAGE ‘The average of a set of scores is obtained by finding ies the total, and dividing by the number of scores. Please refer to page oY ‘The average of 7, 11 and 15 = 24+ ieee Q. PRIME AND COMPOSITE NUMBERS All counting numbers from 2 onwards (i.e. 2, 3, 4, 5, 6,....efe.) can be split up into two major groups of numbers, which are called either PRIME or COMPOSITE. A prime number is any counting number which has only 2 factors, itself and 1. A composite number has more than 2 factors. - Note: The number 1 is neither prime nor composite, Example 1: State whether the following numbers are prime or composite: (a) 15 (b) 1 @19 (27 Solutions: (a) 15 is COMPOSITE because it has more than 2 factors {1, 3, 5, 15}. (b) 11 is PRIME because it has only 2 factors (1, 11} (©) 19 is PRIME because it has only 2 factors {1, 19}. (d) 27 is COMPOSITE because it has more than 2 factors {1, 3, 9, 27}. Understonding Year 8 Maths 3 Warvick Marlin © Five Senses ducationrc OQ sQUARE NUMBERS ‘These are obtained from squaring each of the counting numbers. To square a number means to multiply the number by itself. 1 x 1,2 2,3 3,4 x4, 5X Sn 17, 2, 32, 42, 9% ete. or 1, 4,9, 16, 25, 36, 49, ete. ce See Sees (sumcumtenes i} a ae eevee pattern of dots forms a. AS txt 2x2 3x3 4x square. Steed =9 6 ‘TRIANGULAR NUMBERS: ‘These can be obtained by starting with the number 1, and then adding on the next counting number, as shown below. They can also be obtained from building up triangles from dots ~ this is how they got their name. When you add on the next column of dots, you simply get the picture of a bigger triangle. ° ° oe ° ee eee ° oe eee ee oe ° ee eee eee e ee © © ete, 1 142 14243 1424344 1+2434445 1 3 6 10 15 ROUNDING OFF In some situations in Maths, particularly when using a calculator, we do not require the exact answer, but an approximate answer only, The question will then ask you to ROUND OFF the given number to the nearest fen, nearest hundred or nearest thousand. Example If we round off 73 to the nearest ten, then the answer is 70, because 73 is closer to 70 than it is to 80. Ifwe round off 659 to the nearest hundred, then the answer is 700, because 659 is closer to 700 than itis to 600. ESTIMATING When using a calculator, you will be surprised how easy it is to press the wrong button and then get a ridiculous answer which is way out from the correct answer. If we quickly and mentaily estimate an approximate answer to begin with, then this will prevent us from making careless blunders. acre Estimate the answer to 469+ 1 728. 469 rounds off to 500, 1 728 rounds off to 1 700. Therefore ESTIMATE = 500 + 1 700 =2200 Understanding Year 8 Maths War ‘Marlin Five Senses Education 4THE BINARY NUMBER SYSTEM As you know, the Hindu-Arabie number system we use in everyday living is based on the 10 digits 0, 1,2, 3,4, 5, 6, 7, 8, 9. ‘s, ‘s It can be seen that each column has a different place value based on an increasing power of 10. 10°] 10"] 10° | 10" 10" 10° is 7x 10*= 70 000 000 The place value of 3|7)2]/0]5]8 ‘The place value of 2 is 2 x 10" 3 x 10°) + (7 x 10°) + (2 x 10) + (0.x 10) + (5 x 10!) + (8.x 104 = 300 000 + 70 000 + 2.000 + 0+ 50+8 Note: 10°= 1 and hi will be mote fly explained on page 16 However, a computer uses electric currents, and a particular wire either has a current flowing through it or not. Itis therefore either OFF (0) or ON (1). All electronic computerised machines therefore work on two digits or a base-two system (0) and (1) which also uses idea of place value, It ean be seen that each column in the binary system has a place value based on increasing powers of 2. s2}te}s}aj2}a 28] 2h) 22 122.) 2" | 2° a1 B=2x2 2=2x2x2=8, ele, Therefore 110101,,, = (1x 2+ (1x2) +O x2) + (1x 24) + Ox2+ (1X 1) = (1x 32) + (1 x 16) + (0 8) +1 xd) + OX 2) +(1 x 1) =53, Example: Change 99,, into a binary number of base two. Solution: 99,.= 1X 644+1X32+0X16+O0X84+OX441X241X1 = 1100011 ‘Understanding Year 8 Maths 5 Wanvick Marlin © Five Senses EducationIMPORTANT WORDS IN MATHS: SUM means ADD DIFFERENCE means SUBTRACT PRODUCT means MULTIPLY DIVIDEND is divided by the DIVISOR to give the answer as a QUOTIENT INCREASE means to ADD ON DECREASE means to SUBTRACT FROM. = means EQUALS # means NOT EQUAL TO > means GREATER THAN 2 means GREATER THAN OR EQUAL TO. < means LESS THAN Smeans LESS THAN OR EQUAL TO .'. means THEREFORE, e.g, means EXAMPLE ie, means THAT IS or THEREFORE, means APPROXIMATELY EQUAL ‘ SQUARED means POWER OF 2 VY" means SQUARE ROOT CUBED means POWER OF 3 © means CUBE ROOT EVALUATE means work out the final answer SIMPLIFY means find the simplest answer, and this is usually applied to fraction questions ‘The sum of 17 and 21 is 17 + 21 = 38 ‘The difference between 10 and 4 is 10-4=6 ‘The product of 9 and 6 is 9 x 6 = 54 9-= quotient 8)72-< dividend divisor Increase 10 by 7 means 10+ 7= 17 Decrease 23 by 8 means 23 — 8 = 15 3+ 5=8 34+5#10 8>5 x24 means.v~4 or 5 or 6 or 7, ete 3<4 x2 10 means x = 10 or 9 or 8 or 7, ete. O+5=7 eg. 6x2=12 = 124743, ie.x1=22 If the cost of a tennis racket is $89.73 we can say the cost ~ $90.00 Four squared means 4? = 16 V9 =3 what number multiplied by itself is equal to 9? ‘Ten cubed means 10°=1 000 ¥8 =2 What number multiplied by itself 3 times is equal to 8? 2x 2x 2=8 Evaluate 3+2x 5 Answer = 13 Simplify & ir oa Answer 5 Understanding Yeor 8 Maths Warwick Marlin‘D Five Senses Education 67 FACTOR TREES & SQUARE ROOTS Tt is often easier to find all the prime factors of large numbers by using what is called a FACTOR TREE. A factor tree is obtained by continually dividing numbers up into products, until only prime factors remain. Example 1: Use a factor tree to find 400 as a product of its prime factors. 400 400 7 20 20 4° 100 /\ /\ OR /\ a ‘an you see why AA + (\{ 8 55 w re w ‘Therefore: 400 2x2x2xK2% 5x5 4 xs Written in index notation. Factor trees are also very useful for finding the square root ({— ) of large numbers without using the aid of a calculator. ~ Example 2: Find (7329. = (2XTRIKIXINIXIKG Using a factor tree. CEXDRSKI)K(DRAX IRI) — Split the prime factors into 2 identical groups. (2%2x3x3) 36 The square root is one of the groups. ‘Understanding Year 8 Maths 7 Worvick Marlin © Five Senses EducationAVERAGE Average really means the middle score. Therefore it is easy to see at a glance that the average of two scores 6 and 10 is 8. Another way of working this out is to add the two scores together to give a total of 16, Then di ivide this total by 2 to give the average of 8, GENERAL RULE: ‘Average of a set of scores (or numbers) = -&4d up all the scores | total number of scores Example 1: Example 2: Example 3: Example 4: Find the average of 7, 5, 9and 1, 3 7454941 Add up all the scores: 4 Average =F (2) and divide by the Sez 2 number of scores (H, 4 =8 Ina cricket series, Alan Simpson obtained the following scores: 72, 35, 48, 6 and 59. ‘What was his batting average? Average = B38 448-4 6459 é U3 = 220 ‘Add up the 5 batting scores 5 and divide the total by 5 =44 The average of 4 numbers is 9. A fifth number is added onto the total and the new average is 12. What is the fifth number? Tolal of first 4 numbers = 4 x average =4 x 9 = 36 ‘Total of $ numbers = 5 x new average = 5 x 12 = 60 ‘The fifth number is therefore 60 — 36 = 24. My average in 3 Maths tests is 58%, If] scored 94% in my fourth test, what is my new average? ‘Total macks in first 3 tests =3 x average = 3 x 58 = 174 Total marks in four tests = 174 + new mark = 174 + 94 = 268 New average = oa = 67% Understanding Year 8 Maths ‘Warwick Marin © Five Senses Education 8~\ THE ORDER OF OPERATIONS Mathematicians around the world have agreed on a definite order of doing brackets and the 4 operations (4-2), otherwise confusion would occu For example, wh ch is the correct answer to the problem below? 64+2x4=32 or 6+2x4=14 Do we add the 6 + 2 and then Do we multiply the 2 times 4, multiply this by 4 to equal 32? and then add the six to equal 14? THE AGREED ORDER OF OPERATIONS First, work out the answer to the brackets, ©) “Secondly, work out any division and multiplication as they occur from Jeft to right in the number sentence. ie x ‘Thirdly, work out any addition and subtraction as they ‘occur from left to right in the given number sentence. + — ‘This is often remembered by students as: Equal priori Equal priority- depends which comes first. depends which comes fits. B oO D M A Ss Brackets of Division Multiplication Addition Subtraction < Note: Do not worry about the letter O = of at this stage!! Example t: 6+2x4 Multiplication first 3 6+8 Addition next. ald Example 2: 18-3x4+1 Multiplication first, 18-1241 ‘Then addition & subtraction as they occur =64+1 from left to right in the given number sentence. 7 In this example, the subtraction must be done before the addition. Example ‘Work out the answer inside the brackets. Divide 30 by 6 Finally do the addition, Understanding Year 8 Maths 9 Warwick Marlin © Five Senses EducationBRACKETS OR GROUPING SYMBOLS Brackets are often called “grouping symbols’ and they show us which operation to do first. You will use 3 main types of grouping symbols: _ Parentheses Brackets ~ Braces Ce) bed =e) When doing problems which involve grouping symbols enclosed inside other grouping symbols, always start by working out the previous page. Example 1: Evaluate 30 - (15 + 40 +5)}. =30~ {15 +8} =30-23 =7 answers to the innermost ones first. All other operations (4 still follow the same strict order of BODMAS as explained on the =x) Firstly work out (40 + 5)~8. Then work out {15 + 8} = 23. Finally do the subtraction. Example 2: Give the simplest answer for: 24 + [54 ~ 28 + 18)). = 24 + [54 - 46] Example 3: Simplify {{85 - (3 + 2)] +4} +18 x2. = ((85 - 5] +4} 182 804} + 18x 2 0+ 18 X2 =56 Evaluate Note: Simplify Give the simplest answer for fi are all different ways of asking the same question. @. Firstly work out (28 + 18) = 46. Secondly work out [54 ~ 46] = 8 Finally work out 24 = Firstly work out (3 +2) = 5. scondly work out [85 ~ 5] = 80 hirdly work out {85 + 4} =20. Finally work out 18 x 2 = 36. 2 Understanding Year 8 Maths ‘Wark Marlin © Five Senses EducationINDEX OR EXPONENTIAL NOTATION In Maths, we often have to multiply a number by itself several times. Consider the number 7 multiplied by itself’S times, ie, TXIXTX TXT We can write this in a shorter and simpler way using a method called ¢ Index notation’ 5 times or ‘Exponential notation’ ‘Therefore: 5 <— index or exponent TTR dade ae or power base The index or exponent is the number of times the base has been multiplied by itself. ‘The number in the top right handl corner is ealled the index’ or ‘exponent? or ‘power’. We say it in English as ‘seven to the power of S°.The powers of 2 and 3 occurs so frequently in Maths, and therefore they have been given special names, Example 1: 5? is usually read as *S squared? instead of 'S to the power of 2’, 8° is usually read as ‘8 cubed” instead of 8 to the power of 3 10x10 = 10? Read as ‘10 squared” 10x10 x 10 = 10° Read as ‘10 cubed” 10x 10x 10x10 = 10 Read as ‘10 to the power of 4? 10x 10x 10x 10x 10 = 10° Read as ‘10 to the power of 5° ete. ete, ete. etc. Example 2: Write the following multiplications using index notation (a) 6x6x6 (bl) 9x9x9x9 (©) 3X3X3xX3X3x3X3 Solutions: (a) 6x 6x6 =6° (6 multiplied by itself 3 times) () 9X 9X9X9 = 9 (mu by itself 4 times) () 3X3x3x3X3x3x3 =37 (3 multiplied by itself7 times) Understanding Year 8 Maths u \Wanvick Marlin © Five Senses EducationINDEX NOTATION AND PLACE VALUE From page 2 we explained to you the very important idea of PLACE VALUE. We explained that the number 3 520 697 can be described in 3 different ways: 1, Asan ordinary numeral: 3 520 697 2. In words: Three million, five hundred and twenty thousand, 3. In expanded notation: (3 x 1 000 000) + (5 x 100 000) + (2x 10.000) + (0x 1.000) (6x 100) + (x 10) + 7x1) hundred and ninety seven We can now also deseribe the number in a fourth way using index or exponential notation. 4, In exponential notation: (3 x 109 + (5x 105) + (2x 105) + Ox 10) + (6x10) + x10) + 7x1) Example 1; Write (3x 10 000) + (5 x 1000) + (7 x 100) + (8x 10) + (@x 1) n exponential notation, 10000 = 10! 1.000 = 10° 100 = 10? 10 = 10! Answer: 3.x 108) + (5.x 10) + (7x 102) + (8x 109 x @x 1) NNotet Wecould also write dx 198 4x 10, Example 2: Write 95 362 in (a) expanded notation —_(b) index notation (a) 95362 = (9 x 10.000) + (5 x 1000) + Gx 100) + Gx 10) + @x1) (b) 95 362 = (9x 10%) + (Sx 10) + Bx 10%) + (6x 10) + 2X1) Example 3: Write (4 x 10°) + (7x 109 + (Sx 10) + (8x 10) + Bx 1. (a) asam ordinary numeral (b) in words Solution: 4x 10° = 4x 10x 10x 10x 10x 10 = 400 000 7x10! = 7x 10x 10x 10 x 10 70 000 5x10? = $x 10x10 = 500 8x10 = 80 =3x1 S 3 Asanumeral: 470 583 Tn words: Four hundred and seventy thousand, five hundred and eighty three ‘Understanding Year 8 Maths \Warwiek Marlin © Five Seuses Eduestion 12MULTIPLYING USING INDICES. The importance of index notation for ordinary numbers has already been explained on the previous pages. However, you will find that index notation is used even more extensively in algebra, The 4 index laws explained on the following pages work for both numerical expressions and also algebraic expressions. Consider simplifying @ x ‘Thed INDEX LAWS explained on these pages are very important fo understand ‘and memorise. This problem could be done as follows: @ xa! =(axaxa)x(axaxaxa) However, the above method can be long and time consuming, and there is much quicker method which uses the following important law: When multiplying like terms add the indices (or powers). LAW |: s ie a"xa'= g's Indices is the plural of the word index. Add the indices therefore simply means “add the powers”. Example 1; Simplify 10? x 10', Numerical expression 10 x 10° 108" Ada the powers ie Example 2: Simplify af xo Algebraic expression Ox e Add the powers ae Example 3: Simplify 4m x Snr. ee Am? x Sm?= 20m ‘Add the powers = 20m! Multiply the numbers 4 and 5 before the letters in the usual way to obtain 20, Example 4: Simplify 4x x x x 67 Remember that x = dadyitet Maltiply 4x 6=24 = ay" Add the powers Understanding Year 8 Maths 13 Warwick Marlin D Five Senses Baveation