01 Ans Coursebook 9 Merged 2

Answers to Coursebook exercises
1 Integers, powers and roots
✦ Exercise 1.1 Directed numbers

1 a 2 b 4.7 c −5.3 d −0.2 e −2.5
2 a 1.5 b −3.5 c −5.5 d 5.5 e −2.37
3 a 11 b −7.4 c 6.6 d −1.1 e −3.3
4 a 4.1 b 4.7 c −6.1 d −6.9 e −2.13
5 −1 °C
6 a −2.5 b 0.4 c −6.4 d −9
7 a −8.1 b 2 c 15.4 d −1
8 + −3.4 −1.2
5.1 1.7 3.9
−1.3 −4.7 −2.5
9 a 22.08 b −9.6 c −2.3 d 44.16 e 4.8

10 a −8.1 b −0.9 c 1.44 d 13 e −7
11 × 3.2 −0.6
−1.5 −4.8 0.9
−2.5 −8 1.5
12 a 6 b −24 c 1.5
13 a −10 b −7.5 c 9 d −1.3
14 a 5.76 b −2.4 c 4.6 d −35
15 One is 5 and the other is −4. We cannot say which is p and which is q.
✦ Exercise 1.2 Square roots and cube roots
1 a 4 < 20 < 5 b 15 < 248 < 16 c 17 < 314 < 18 d 9<

83 .5 < 10 e 12 < 157 < 13
2 Because 63 = 216 < 305 and 73 = 343 > 305
3 a 13 b 6 c 20 d 5
e 17
3 3 3 3
4 a 4 < 100 < 5 b 6 < 222 < 7 c 9 < 825 < 10 d 6 < 326 <
7 e 3 < 3 58 . 8 < 4
5 a 122 = 144 < 160 and 132 = 169 > 160 b 1600
6 a 35 b 11
3
7 125 = 5; 102 = 100 so 125 > 10
8 a 25 b 4.5 c 6.8 d 12
e 1.9
9 a 7.42 b 10.39 c 5.85 d 8.57
e 21.54
Copyright Cambridge University Press 2013 Cambridge

Checkpoint Mathematics 9 1
Unit 1 Answers to Coursebook exercises
F Exercise 1.3 Indices

1 a 1 b 1 c 1 d 1
5 25 125 625
2 a 49 b 1 c 1 d 1
e 343
49 7
3 a 1 b 1 c 1 d 1
e 1 f 1
4 100 8 12 225
400
4 a i 1 ii 1 iii 1 iv
1
b a0 = 1
5 a 1 3 b 13 1 c 3 4
4 3 5
6 a 0.2 b 0.04 c 0.1 d 0.01
e 0.001
7 a 2
3
b2 −1
c 2 −2
d 2 −4
e 20
8 a 211 b 29 c 2−10
F Exercise 1.4 Working with indices

1 a 55 b 67 c 106 d a7
e 46
2 a 28 b 86 c a5 d 26
e b7
3 a 33 b k c 102 d 5−2
e 72
4 a 2 b 2−1 c 2−2 d
22 e 2−2
5 a 87 b 53 c 46 d 19
e 1
144
6 a 2 b −2 c −3 d
3
7 a 117 649 b 49 c 117 649 d 1
e 7
7
8 a 4 ÷ 4 = 4 ; 5 – 2 = 3
5 2 3
b 2 ÷ 2 = 2 ; 10 – 4 = 6
10 4 6
9 a 3−2 and 3−5

b i 3−7 ii 33
10 a 22 or 4 b a3 c d3
d 105
11 a i 24 ii 26 iii 28
iv 212 v 28
b (2 ) = 2 ; the index is m × n.
m n mn
12 a 4K b 32K c K × K or K2 d 1 K
8
13 a 2 b 2 c 4
d 6
2 Cambridge Checkpoint Mathematics 9

Copyright Cambridge University Press 2013
Answers to Coursebook
exercises Unit 1
End-of-unit review
1 a 3 b −2.5 c −9.2
d −2.1
2 a 16 b −14.7 c 12
d 0.1
3 a 11.25 b 2.5 c −5.625
4 a −3.6 b −6.3 c 2.5
5 a 10 < 111 < 11 b 18 < 333 < 19 c 4 < 3 111 <
5 d 6 < 3 333 < 7
6 a 14 b6
7 15.8
8 8.2
9 31 < 1000 < 32; 3 1000 = 10 and 3 × 10 = 30
10 a 0.5 b 0.25 c 0.25
d 0.04
11 a 1 b 1 c 1
d 1
9 8 6 144
12 a 5 1 b 1001.1
4
13 a 102 b 103 c 10−2
d 10−3 e 100
14 a 95 b 83 c 73
d a−2 e n−1
15 a 2−1 or 1 b 152 c 202
d 5−2
2
16 a a6 b a−2 c a2
d a5 e a−2
17 a 43 b a−2 c n
18 a 0 b −1 c 7
d 2

2 Sequences and functions
F Exercise 2.1 Generating sequences

1 a linear, term-to-term rule ‘add 4’
b linear, term-to-term rule ‘add 10’
c non-linear, term-to-term rule ‘add 1, add 2, add 3, add 4, …’
d non-linear, term-to-term rule ‘subtract 2, subtract 3, subtract 4,
subtract 5, …’
e linear, term-to-term rule ‘subtract 5’
f non-linear, term-to-term rule ‘subtract 3, subtract 6, subtract 9,
subtract 12, …’
g linear, term-to-term rule ‘add 0.5’
h non-linear, term-to-term rule ‘add 2, add 4, add 8, add 16, …’
i linear, term-to-term rule ‘subtract 8’
2 a 8, 3, −2, −7 1 , 4, 5 1 , 7
b 2 c 4, 5, 7, 10
d 24, 12, 6, 3
2 2
3 42. Check students’ methods.
5 a 6, 7, 8, 9 b 2, 5, 8, 11 c 5, 8, 13,
20 d 3, 12, 27, 48
6 a i 21 ii 41 iii 81 b
i 23 ii 98 iii 398
7 C
8 Question 1: term = 2 × position number + 7
#Answer: 2nd term = 11 3rd term = 13
#Question 2: term = 5 × position number 2
#Answer: 1st term = 5 3rd term = 45
F Exercise 2.2 Finding the nth term

1 3, 6, 9; 30
2 5, 4, 3; −14
3 11, 15, 19; 207
4 2, 12, 22; 992
5 A vi, B iv, C i, D v, E ii, F iii
6 a 2n + 1 b 3n + 2 c 5n − 1
d 8n − 6 e 10 − 2n
f 15 − 4n g 3 − 5n h 9n − 12
i 12n + 11
7 a 201 b 302 c 499
d 794 e −190
f −385 g −497 h 888
i 1211
2
(2 )
8 #No. The term-to-term rule is ‘add 1 ’, so although Jake got the first part
correct 1 n , the first term 1 + 4 is not 4,
2
so he got the second part wrong. The correct answer 1 n + 3 1 .
2 2
9 T
# he sequence is decreasing, so the nth term expression for this sequence cannot
start with 6n as this would give an
increasing sequence.
10 #Yes. Each pattern increases by 3 squares (the term-to-term rule is ‘add
3’), so the nth term will start with 3n. The
number of squares in the patterns is 5, 8, 11, 14, and 3 × 1 + 2 = 5, 3 × 2 +
2 = 8, 3 × 3 + 2 = 11, 3 × 4 + 2 = 14.

Cambridge Checkpoint Mathematics 9 1
F Exercise 2.3 Finding the inverse of a function

1 a y = x − 9 b y = x + 1 c y = x
d y = 6x
3
2 a x → x − 3 b x → x + 8 c x → x
d x → 3x
4
3 a y = x − 5 b y = x + 7 c y = 2(x − 1)
d y = 3x + 4
2 4
4 a x → − 1
x b x → x + 7 c x → 5(x + 10)
d x → 4x − 9
5 3
5 a i x → 10 − x ii x → x − 1 or 1 − x or 1 − x
−2 2 2
iii x → 4 − x iv x → x − 3 or 3 − x
−4 4
b i and iii
6 a x → 4 (x + 13) b 6 − 13 = −11.5
4
End-of-unit review
1 Non-linear; the term-to-term rule is ‘subtract 1, subtract 2, subtract 3, …’
4 i 0, 6, 16, 30 ii 198 ii 798
5 a 2n + 3 b 12 − 2n c 3n − 11
6 The sequence is increasing so it can’t have a −6n term, as this would make
the sequence decrease.
7 A
# nders. Each pattern increases by 2 dots (the term-to-term rule is ‘add
2’), so the nth term will start with 2n. The
number of dots in the patterns is 4, 6, 8, 10, and 2 × 1 + 2 = 4, 2 × 2 + 2
= 6, 2 × 3 + 2 = 8, 2 × 4 + 2 = 10.
8 a y = x + 2 b y = x8 c y = 5(x −
2) d y = 2x − 1
9 a x → x − 1 b x → 4x c x → x + 7
d x → 10x − 2
3
10 a x → x − 11 b 4 × −1.2 + 11 = 6.2
4
11 a x → 2(x + 22.5) b 50 − 22.5 = 2.5
2

3 Place value, ordering and rounding
F Exercise 3.1 Multiplying and dividing decimals mentally

1 a 1.6 b 3.6 c 5.6 d
5.4 e 6
f 0.3 g 0.36 h 0.66 i 2.4
j 1.8
2 a 20 b 30 c 50 d
30 e 600
f 40 g 300 h 400 i 200
j 300
3 C, D, I, K (0.015); A, F, H, J (0.15); B, G, L (1.5); E (15)
4 a D b B c C
d D
5 a 0.12 b 1.35 c 0.072 d 0.15
e 0.055
f 30 g 9 h 5 i 7
j 40
6 The bottom is 0.12, not 1.2; he wrote the answer with only one decimal
place. Answer = 50
7 a 200 b 120 c 300 d
40
8 a i 0.8 ii 1.6 iii 2.4
iv 3.2 v 4 vi 4.8
b Larger
9 a i 120 ii 60 iii 40
iv 30 v 24 vi 20
b Smaller
F Exercise 3.2 Multiplying and dividing by powers of 10

1 a 1300 b 7800 c 240 d
85 500
e 65 f 8000 g 17 h 0.8
i 0.085 j 0.45 k 0.032 l 1.25
2 a 2.7 b 0.45 c 0.36 d
0.017
e 0.08 f 0.0248 g 9 h
2.5
i 1800 j 47 600 k 70 l 8.5
3 Do not tell anyone the secret!
4 a b
0.8 1011
0.8××10 1000
88÷÷10
32 1022
32÷÷10 0.32 1000
0.32××10
80 10–1–1
80××10 ==88 0.08 10–2–2
0.08÷÷10 3.2
1011
3.2÷÷10 ==0.32
0.32 320 1033
320÷÷10
0.008 1033
0.008××10 800 1022
800÷÷10
32 10–2–2
32××10 3.2 10–1–1
3.2××10
5 a i 400 ii 40 iii 4
iv 0.4 v 0.04 vi 0.004
b Smaller
6 a i 0.12 ii 1.2 iii 12
iv 120 v 1200 vi 12 000
b Larger

F Exercise 3.3 Rounding

1 a 4.8 b 8.79 c 0.477 d
0.97 e 3.5998 f 18.350
2 a 25.497 b 25.5 c 25.496 72 d
25.4967 e 25.50 f 25.496 723 8
3 a 100 b 46 000 c 18.7 d
0.09 e 0.79 f 1.41
4 a D b C c B d
D
5 a 4510 b 5000 c 4509.0 d
4509 e 4500 f 4509.030
6 96 000
7 0.4 g
8 298 000 000 m/s
9 a i 16 ii 16.1 (3 s.f.) b i
700 ii 713 (3 s.f.)
c i 40 ii 42.6 (3 s.f.) d i
80 ii 67.2 (3 s.f.)
F Exercise 3.4 Order of operations

1 a 20 b 19 c 7 d
−12 e −2
f 8 g 24 h 17 j
100 k 50
2 a = b < c > d
< e < f >
3 a , 12 b  c , −3
4 a i She subtracted first; she should have multiplied first.
ii 17
b i She multiplied by 2 after working out the brackets; she should
have squared the 5. ii 50
c i She did not work out the value of the divisor. ii
8
5 N
# o. Oditi forgot that 5b means 5 × 3, not 53. Shen did not use BIDMAS rules
for working out the
term in brackets. Shen added a + 5 before the multiplication 5b. Answer = 38
6 a 22 b 64 c 36 d
72
End-of-unit review
1 a 2.1 b 6 c 0.63 d
0.36 e 1
f 20 g 70 h 300 i
60 j 500
2 a 0.16 b 0.45 c 0.088 d
0.1 e 0.0016
f 4 g 0.7 h 4 i
5 j 80
3 a i 0.4 ii 0.8 iii 1.2 iv
1.6 v 2
b Larger
4 a i 150 ii 75 iii 50 iv
37.5 v 30
b Smaller
5 a 900 b 3700 c 240 d
5.55 e 0.075
f 534 g 2 h 1 i
0.62 j 76
6 No. Check students’ examples.
7 a 2.8 b 11.86 c 0.555 d 0.30
e 0.1235 f 112.000
g 100 h 230 i 0.65 j
0.02 k 1.00 l 1.0
8 a 4000 b 3900 c 3890 d
3893 e 3893.0
f 3893.0 g 3893.01 h 3893.010 i
3893.0096 j 3893.009 56
9 a 4 b 33 c 37 d
20 e 11
f −1 g 10 h 14 j
25 k 0
10 a 16 b 38 c 121
d 490

4 Length, mass, capacity and time
F Exercise 4.1 Solving problems involving measurements

1 a 45.6 g b 10.8 g
2 8 days
3 4 hours and 40 minutes
4 328 km
5 a 43.5 cm b 3
6 a 1.5 tonnes b $433.50
7 a 80 b 3 (He will need another partial fill.)
c $200
F Exercise 4.2 Solving problems involving average speed

1 29 km/h
2 280 km
3 13 minutes and 20 seconds
4 12 noon
5 10.3 km/h
6 a 1 hour and 4 minutes b 9.375 km/h
c 10 hours and 40 minutes
7 a i 68.75 mph ii 56.25 mph iii 62.5
mph iv 31.25 mph
b No. 75 mph is about 120 km/h; the limit is 130 km/h.
c Yes. 55 mph is about 88 km/h; the limit is 80 km/h.
8 89 m/s
9 253 m/s
F Exercise 4.3 Using compound measures

1 First train. Speed of first train = 168 km/h, speed of second train = 163
km/h
2 Second. Speed for first part = 88 km/h, speed for second part = 91.2 km/h
3 a Tuesday = 0.133 km/min, Friday = 0.15 km/min b Friday
4 a 4 pack = 57 cents each, 9 pack = 55 cents each b 9 pack
5 a 750 ml = 0.24 cents/ml, 1.4 litre = 0.25 cents/ml
b 750 ml bottle
6 500 g bag. 500 g bag = 0.128 cents/g, 2 kg bag = 0.1325 cents/g
7 1.5 litre bottle. 330 ml bottle = 0.127 cents/ml, 1.5 litre bottle = 0.11
cents/ml
8 a 18 numbers = 15 seconds each, 32 numbers = 12 seconds each
b The puzzle with 32 numbers
9 a i 88 km/h ii 94.5 km/h b
Second c 83.5 km/h
10 a i 36 km/h ii 28.8 km/h b
First c 32 km/h

End-of-unit review
1 12
2 a 15 b $180
3 13.5 km/h
4 9.3 km/h
5 31 m/s
6 Cyclist B. A = 23.6 km/h, B = 24.1 km/h
7 a i 8.8 km/h ii 9.5 km/h b Second part c
8.3 km/h
2 Cambridge Checkpoint Mathematics 9 Copyright

Cambridge University Press 2013
5 Shapes
F Exercise 5.1 Regular polygons

1 a i Square ii Equilateral triangle
b i 90° and 90° ii 60° and 120°
2 a 360° ÷ 6 = 60° b 180° − 60° = 120° Check students’
reasons.
3 a 360° ÷ 8 = 45° b 180° − 45° = 135° Check students’
reasons.
4 a 180° − 144° = 36° b 10
5 360 ÷ 30 = 12
6 360 ÷ 18 = 20
7 180 − 168 = 12, 360 ÷ 12 = 30
8 360 − 36 = 324, 324 ÷ 3 = 108, 180 − 108 = 72, 360 ÷ 72 = 5; the shape is a
pentagon
9 360 − 120 − 90 = 150, 180 − 150 = 30, 360 ÷ 30 = 12
10 a No. 360 ÷ (180 − 110) is not a whole number.
b Yes, 6 c No d Yes, 9 e Yes, 12
11 128.6° to one decimal place
12 a 72 b 180
F Exercise 5.2 More polygons

1 a 900° b 1260° c 1440°
2 a 170° b 90°, 80°, 70°, 60°, 50° and 10°. The sum
is 360°.
3 104°
4 It is an octagon so they add up to 1080°.
5 They add up to 530°. For a pentagon they should add up to 540°.
6 (N − 2) × 180 = 1800 → N − 2 = 10 → N = 12. It has 12 sides.
7 a 120°
b No. If four angles are 90° they add up to 360°. Then the fifth must be 540°
− 360° = 180°. This is impossible.

F Exercise 5.3 Solving angle problems

1 a a = 180 − (35 + 40) = 105
b b = 40, corresponding angles
2 a c = 68 + 54 = 122, exterior angle of triangle
b d = 122 − 86 = 36, using exterior angle of triangle
3 T
# hird angle of triangle = 180° − (25° + 40°) = 115°. Angles of square and
equilateral triangle are 90° and 60°.
d = 360 − (115 + 90 + 60) = 95.
4 O
# AC is isosceles so a = (180 − 54) ÷ 2 = 63. The 54° angle is the exterior
angle of isosceles triangle OBC so
b = 54 ÷ 2 = 27.
5 The angles at Y and X are 90° and 105°. The sum of the five angles is 540°.
w = 540 − (90 + 90 + 105 + 105) = 150.
6 a x = 73, alternate angles b y = 46, alternate angles
c z = 73, corresponding angle to x
7 The angles of the pentagon and the hexagon are 108° and 120°. a = 360 − (108
+ 120) = 132
8 Sum of angles = 360° → 5a = 360 → a = 360 ÷ 5 = 72
9 a# = 33, isosceles triangle. Angle WYZ = a° + 33° = 66°, exterior angle of
triangle XWY. b = 180 − 2 × 66 = 48,
angle of isosceles triangle. c = 66 + 48 = 114, exterior angle of triangle
WYZ.
10 Extend AB. e = d, alternate angles.
A B
a + e = 180, angles on a straight line, so a + d = 180.
e° a° b° f °
Similarly, c = f, alternate angles; b + f = 180, so b + c = 180.
d° c°
D C
F Exercise 5.4 Isometric drawings

1
Other diagrams are possible.
a b

exercises Unit 5
2
b
a
3 a 9 cm and 9 cm b 15 cm and 25 cm
4 Other diagrams are
possible.
5 a green b brown
6 Other diagrams are possible.
7 a 3 by 4 b

F Exercise 5.5 Plans and elevations

1 a
A B C
B C
b A
c A B C
d A B C
3 a b
Other diagrams are possible.
4 Cambridge Checkpoint Mathematics 9 Copyright Cambridge

University Press 2013
Unit 5
F Exercise 5.6 Symmetry in three-dimensional shapes

1 a
b c
2 a
Copyright Cambridge University Press 2013 Cambridge Checkpoint

Mathematics 9 5
3 a 8 faces b and c Other diagrams are

possible.
4 a Other diagrams are

possible.
6 Cambridge Checkpoint Mathematics 9 Copyright Cambridge

University Press 2013
exercises Unit 5
5 a and b c
End-of-unit review
1 a 24° b 156°
2 a 40°
b OP and OQ are the same length because O is the centre of the shape.
c 70°
d The interior angle is twice the size of b and 2 × 70 = 140.
3 128°
4 a 46°, corresponding angles
b 152°. Angle ECD = 28°, corresponding angles, and b = 180 − 28, angles on a
straight line
5 c = 105 + 33 = 138, exterior angle of a triangle
d = 180 − (87 + 33) = 60
6
Other views are possible.
7 a
b B C D

6 Planning and collecting data
F Exercise 6.1 Identifying data

1 a More men than women watch sport on the TV.
b Silver is the most popular colour of car that is sold.
c Girls are better than boys at estimating the masses of different objects.
d The more you revise, the better your exam result will be.
2 a 1. For example: Boys are better than girls at maths.
2. #For example: ‘Are you a boy or girl?’, ‘What maths group are you in?’,
‘What were your percentage marks in
the last two maths tests?’
3. For example: maths test marks of boys and girls
4. For example: survey students, survey maths teachers for opinions
5. For example: 80, 40 boys and 40 girls
6. For example: test marks in percentages
b For example: age, maths set, good at other subjects too, like teacher, like
school
c For example: He won’t know the age, maths set or ability most of the other
students in the sample, so it will be
difficult to compare fairly.
3 a 1. For example: The letter ‘e’ is the most commonly used letter in
the book.
2. For example: Is ‘e’ the most commonly used letter in the book?
3. For example: how many of each letter of the alphabet are in the book
4. For example: use a tally chart
5. For example: 12 pages (10% of 120 pages)
6. For example: tally every letter in the pages chosen
b For example: Is 12 pages enough? Has she chosen pages with pictures? Has
she chosen pages without pictures?
Should she bother to tally less usual letters such as q, y, k, z and x?
c The tally chart will be very large with lots of information on it; she may
get confused and put a tally in the
wrong row, although a few errors may not affect the final outcome.
4 a #Need an equal number of boys and girls in the sample. Need to have a
wide range of students, not just good
mathematicians.
b She lives a long way from her school, students from nearby may not use a
bus. She needs to ask students who
live a variety of distances from her school, choosing 52 students (10%
sample) at random.
F Exercise 6.2 Types of data

1 a Secondary. Sasha can’t measure children from 50 years ago.
b Primary. Easy to do a survey.
c Secondary. Impossible for one person to measure the rainfall in the whole
of India.
d Either: Secondary. Can’t find this information for the whole
country/world.
Or: Primary. Could survey the people in street/school/church, etc. what
make of TV they have.
e Secondary. There are millions of government employees.
f Either: Secondary. Can’t find this information for the whole
country/world.
Or: Primary. Could survey all 15-year-old students in my area/school
g Either: Secondary. Can’t find this information for the whole
country/world.
Or: Primary. Could ask a sample of the people in street/school/church,
etc. about their shoe size.
h Either: Secondary. Can’t find this information for the whole
country/world.
Or: Primary. Could survey the people in street/school/church, etc. how
many visits to the dentist
they made last year.
2 a For example: People in the USA and Europe are similar, so they would
have similar taste in car colour.
b For example: Different cars are sold in different parts of the world, so the
most popular colours
may be different too.

F Exercise 6.3 Designing data-collection sheets
1
Colour Tally Frequency
Red
Yellow
Blue
Green
2
Make of car Tally Frequency
BMW
Ford
Nissan
Toyota
Vauxhall
Other
3
Number of
Tally Frequency
holidays
0
1
2
3
4
5
6
4 Score Tally Frequency

2
3
4
5
6
7
8
5
Flavour Stage 7 Stage 8 Stage 9 Stage 10
Stage 11
Vanilla
Strawberry
Chocolate
Raspberry ripple
Mint choc-chip
Other

Answers to
Coursebook exercises Unit 6
6 a No ‘less than 20’ category, overlapping values, no ‘over 50’ category.
b Age (years) Tally Frequency
10–19
20–29
30–39
40–49
50–59
60+
Total
7 a #No ‘zero’ option, overlapping values, different sized groups, no ‘7 or
more’ option, can’t tell whether
this is for men or women.
b Men Women
Number of times Tally Frequency Tally Frequency
0
1–2
3–4
5–6
7+
F Exercise 6.4 Collecting data

1 a Number Tally Frequency
1 //// / 6
2 //// 4
3 /// 3
4 //// // 7
5 // 2
6 //// /// 8
Total 30
b The number 6 is the most common number rolled. The number 5 is the least
common number rolled.
2 a Number Tally Frequency
0–9 0
10–19 0
20–29 // 2
30–39 //// 4
40–49 //// / 6
50–59 //// 5
60–69 /// 3
Total 20
b The most common score was 40–49 points.
3 a
Number Tally Frequency
50–59 //// 4
60–69 //// /// 8
70–79 //// 5
80–89 //// / 6
90–99 / 1
Total 24
b The most commonly found masses were in the 60–69 kg group.

4 a A suitable question, not requiring measurement of any sort

b A suitable data-collection sheet for the survey
c Completed data-collection sheet
d A valid conclusion
5 a A suitable question, one which requires measurement of some sort
b A suitable data-collection sheet for the survey
c Completed data-collection sheet
d A valid conclusion
End-of-unit review
1 Good basketball players are also good at rugby.
2 a 1. For example: Boys eat more chocolate than girls do.
2. #For example: ‘How much chocolate do you eat per week?’, ‘How
many chocolate bars do you eat,
on average, per week?’
3. For example: amount of chocolate eaten by boys and girls
4. For example: survey
5. #For example: whole class (if there is an equal gender ratio in
the class), or 10% of Maha’s school,
with equal number of boys and girls
6. For example: as accurate as possible
b Will people they tell the truth? Will they remember chocolate bars but
forget individual chocolates
they’ve eaten? She needs to find a way of defining the size of chocolate
bars.
c Some might not want to tell her the truth. Some might not be able to
remember accurately.
3 a #American women and Canadian women must be fairly similar, so they must
have about the same
number of shoes.
b Different climates mean different footwear, possibly American women
have (and spend) more (or less)
money than Canadian women.
4 a For example: This average would have been based on a large sample of
shop assistants.
b For example: Shop assistants in cities might earn more than those not
in cities, so the true average
might be lower.
5 a #No ‘zero’ option, overlapping values, different sized groups, no ‘7 or
more’ option, can’t tell whether
this is for men or women. Note: different number of men and women in the
sample doesn’t affect
her data collection sheet.
b Men Women
Number of films Tally Frequency Tally Frequency
0
1–2
3–4
5–6
7+
6 a Number of goals Tally Frequency

0 //// // 7
1 //// 5
2 //// 4
3 /// 3
4 0
5 0
6 / 1
Total 20
b The most common number of goals scored is 0.

7 Fractions
✦ Exercise 7.1 Writing a fraction in its simplest form

1 a 2 b 4 c 3 d 4 e 2 f
6
3 5 5 5 3
7
2 a 1 b 2 c 2 d 3 e 3 f
3
3 5 3 4 5
5
3 b 13 = 13 × 12 = 156 , wrong. Ansswer = 13
19 19 × 12 228 18
c 34 = 34 × 9 = 306 , wrong. Answerr = 35
37 37 × 9 333 38
4 a 9 b 13 c 11 d 13 e 7 f 3
14 18 21 15 11
5
✦ Exercise 7.2 Adding and subtracting fractions

1 a 5 b 7 c 9 d 4 e 2 f 5
9 10 14 9 3
8
g 17 h 5
118 i 17 j 3 k 2 l
11
15 12 20 15
40
2 a  10 + 12 = 22 , 22 = 1 7  8 + 1 7 = 9 7
15 15 15 15 15 15 15
b  69 − 46 = 23 23 = 1 11
 12
12 12 12 12
3 a 3 1 b 7
5 15 c 5 23 d 5 13 e 18 3 f
10 13
8 36 28 40
30
g 29 h 5
1 24 i 19 j 43 k 45 l
1 23
10 14 4 12
36
4 e.g. 1 + 1 = 1 , 1 + 1 = 2
4 4 2 3 3 3
5 a 31 m
20
b Check students’ answers.
6 a 23 m
24
b Check students’ answers.
✦ Exercise 7.3 Multiplying fractions
1 a 9 b 20 c 36 d 27 e 84 f
140
2 a 13 1 b 17 1 c 62 d 31 1 e 21 f
22 1
2 3 3 2 2
2
3 a 15 b 3 c 18 d 10 e 5 f
8
28 10 55 21 16
39
g 1 h 2 i 3 j 2 k 10 l
6
3 3 8 15 33
35
4 a 52 b 8 14 c 39 d 41
5 16 2
e 17 1 f 10 74 g 1 1 h 39
4 9 11
5 For example, 3 × 32 = 9 , 32 < 9 ; 6 × 6 = 36 = 9 = 2 1 , 6 <21
2 4 4 4 4 16 4 4 4 4
6 a 3 b 1
32 4

F Exercise 7.4 Dividing fractions

1 a 28 b 35 c 63 d 22 e
33 f 40
g 22 1 h 30 1 i 13 1 j 27 1
k 69 1 l 73 1
2 3 2 2 3
2
2 1
a 1 17
b 1 c 1 19 1
d 1 e 1 5 f
1 1
20 18 36 5 9
6
g 4 h 1 1 i 1 1 j 20 k
1 1 l 9
3 4 21 9
10
3 5
a b 1 7 c 99 d 32
6 20 124 39
e 2 2
f 2 g 1 3 h 2
95 8 7
4 1 1 5 3
For example, 2 ÷ 3 = ; 1 ÷ 2 = 3 14
2 2 7 4 8 19
5 14
a 6
b 2 c 1 1 d 1 1 e 11
27
f 1 1
15 7 7 9
11
F Exercise 7.5 Working with fractions mentally

1 a 1 b 7 c 7 d 7 e
1 1 f 1 4
2 8 10 8 6
15
g 8 11
h i 19 j 15 k
33 l 1121
15 28 45 12 40
2 a 2 b 1 c 2 d 1
e 7 f 3
9 8 15 2 10
20
g 1 h 11 i 3 j 13 5
k 24 l
5
6 20 14 28
36
3 a 1 b 2 c 9 d 16
e 8 f 24
15 21 20 63 45
65
g 1 h 1 i 8 j 20
3
k
l 6
6 15 11 27 5
11
4 a 1 b 1 c 5 d 5
e 1 4 f 1 12
2 3 7 8 5
g 5 h 1 3 i 7 j 11 k
1 1 l 8
6 7 8 9 12
9
5 5
12
6 13
30
7 a 9 b 3
20 20
1
8 a b 2
3 9
End-of-unit review
1 a 1 b 4 c 3 d 2
e 5 f 7
3 5 4 5 7
9
2 7
a . Student’s check
9
3 5
a b 1 c 1 7 d 5 1 e
2 11 f 3 19
8 3 30 24 15
24
4 7
a 1 m b Student’s check
20
5 a 9 b 180 c 3 8 d 8 e
2 f 1
9 45 3
4
6 a 1 b 8
16 25
7 a 15 b 24 1 c 62 1 d 1 7
e 1 5 f 1 1
2 2 20 28
5
8 4
For example, ÷ = 3 8
3 2 9

8 Constructions and Pythagoras’ theorem
F Exercise 8.1 Constructing perpendicular lines

1 Check students’ drawings, all measurements ± 2 mm and ± 2°.
2 Check students’ drawings, all measurements ± 2 mm and ± 2°.
3 a Check students’ drawings, all measurements ± 2 mm and ± 2°.
b i 60° ± 2° ii 180° – 90° – 30° = 60°
4 a Check students’ drawings, all angles ± 2°. b Check
students’ drawings, all angles ± 2°.
5 Check students’ drawings, all angles ± 2°.
6 a Check students’ drawings, all angles ± 2°.
b i ∠ABC + ∠BAD = 180° ± 2° ii 360° – 90°
– 90° = 180°
F Exercise 8.2 Inscribing shapes in circles

1 a Check students’ constructions of inscribed square, including
construction lines.
b Check students’ constructions of inscribed regular octagon, including
construction lines.
c Check students’ constructions of inscribed equilateral triangle, including
construction lines.
d Check students’ constructions of inscribed regular hexagon, including
construction lines.
2 a Check students’ constructions of inscribed square, including
construction lines.
All measurements ± 2 mm and ± 2°
b 8.5 cm ± 2 mm
c Area of circle = 113.04 cm²
Area of square: x × x = 8.5* × 8.5* = 72.25** cm2
Shaded area: Area of circle – Area of square = 113.04 – 72.25** =
40.79*** cm2
*Students’ measurements **68.89 to 75.69 inclusive ***37.35 to 44.15
inclusive
3 a 153.86 − 1168394
. = 18.5103 cm2(14.6167 to 22.2783 cm inclusive)
2
b 113.04 − 132665
. = 9.0275 cm2 (5.5107 to 12.4187 cm2 inclusive)
2
c 153.86 − 132.665 = 10.5975 cm2 (6.4527 to 14.6167 cm2 inclusive)
2
4 a Check students’ constructions of inscribed regular octagon,
including construction lines.
All measurements ± 2 mm and ± 2°. Check students’ calculations.
b A statement to the effect that doubling dimensions quadruples area.
c Check students’ constructions of inscribed regular octagon, including
construction lines.
All measurements ± 2 mm and ± 2°. Check students’ calculations based on
diagrams.
F Exercise 8.3 Using Pythagoras’ theorem

1 a 10 cm b 15 mm c 12.21 cm d 10.30 m
2 a 3 cm b 2.4 m c 12 m d 21.35 cm
3 13 cm
4 14.42 km
5 314 cm2

End-of-unit review
1 Check students’ drawings, including construction lines, all measurements ± 2
mm and ± 2°.
2 a Check students’ drawings, including construction lines, all
measurements ± 2 mm and ± 2°.
b i 50° ± 2° ii Angle sum of triangle = 180°, 180° – 90°
– 40° = 50°.
3 Check students’ drawings, all angles ± 2°.
4 C
# heck students’ constructions of inscribed square, including construction
lines. All measurements
± 2 mm and ± 2°.
5 C
# heck students’ constructions of an inscribed equilateral triangle and an
inscribed regular hexagon,
including construction lines. All measurements ± 2 mm and ± 2°.
6 8.94 mm
7 0.33 m
8 12.53 cm
9 60 cm2

9 Expressions and formulae
✦ Exercise 9.1 Simplifying algebraic expressions

1 a x 9
b y 6
c z10 d m14
e n12 f p7
g q5 h r3 i t5 j u2
k v l w7
2 a 6x5 b 12y9 c 30z7 d 4m7
e 4n13 f 8p3
g 3q4 h 3r4 i 3t4 j 2u5
k 2v4 l 5w
3 a D b B c C d D
4 a Group 1: all have an x9 when simplified; 8x6 × x3, 4x5 × 2x4, 12x10 ÷ 2x
Group 2: all have an x6 when simplified; 6x3 × 2x3, 12x8 ÷ x2, 2x3 × 3x3
b 3x2 × 4x3. This card doesn’t fit as it has an x5 when simplified.
✦ Exercise 9.2 Constructing algebraic expressions

1 a 7n b n + 12 c n–2 d 20 – n
e 2n + 9 f n2 g n6 − 4 h n2
i 100 j 2n – 1 k 5(n + 2) l 8(n – 7)
n
2 a i 2x + 2y ii xy
b i 8x + 6y ii 12xy
c i 4x ii x2
d i 8y ii 4y2
3 a P = 2x + 10, A = 3x + 6 b P = 2y – 4, A = 4y – 24
c P = 4n + 8, A = n2 + 4n d P = 10p + 6, A = 4p2 + 12p
4 a i 2 red + 2 yellow = 4 green; both = 8x + 4
ii 3 red + 3 yellow = 6 green; both = 12x + 6
iii 4 red + 4 yellow = 8 green; both = 16x + 8
b n red + n yellow = 2n green (or similar explanation given in words)
c i 3 red + 1 yellow = 6 blue; both = 6x + 6
ii 6 red + 2 yellow = 12 blue; both = 12x + 12
iii 9 red + 3 yellow = 18 blue; both = 18x + 18
d 3n red + n yellow = 6n blue (or similar explanation given in words)
✦ Exercise 9.3 Substituting into expressions

1 a 9 b 4 c 9 d 2
e 8 f 0 g 8 h 30
i 5 j 47 k –30 l –4
2 a 21 b 36 c 10 d 16
e 68 f 64 g 3 h –18
i 18 j –25 k –7 l 5
3 a For example: Let x = 2; 3x2 = 3 × 22 = 12 and (3x)2 = (3 × 2)2 = 36, so 3x2 ≠
(3x)2
b For example: Let y = 4; (–y)2 = (–4)2 = 16 and –y2 = – (42) = –16, so (–y)2 ≠ –
y2
c For example: Let a = 2 and b = 3; 2(a + b) = 3(2 + 3) = 15 and 2a + b = 2 × 2 +
3 = 7, so 2(a + b) ≠ 2a + b
F Exercise 9.4 Deriving and using formulae

1 a S = 60M b S = 900 S
c M = 60 d
M = 22.5
2 a F = 60 b F = –78 c m = 12
d a = –1.75
3 a v = 87 b v = 125 c u = 27
d u = 46
e t = 10 f a = 2
4 a x + 2 b T = 2x + 2 c T = 40
d x = T 2−2 e x = 23
5 a 20% b 60% c 125%
6 a 65 kg b 49.1 kg (1 d.p.) c 95.9 kg (1 d.p.)
d 57.3 kg (1 d.p.)
7 Sasha is correct as 30 °C = 86 °F and 86 °F > 82 °F (or 82 °F = 27.8 °C and
27.8 °C < 30 °C).
8 a She is not underweight as her BMI is 20.05, which is greater than
18.5.
b 3.7 kg
F Exercise 9.5 Factorising

1 a 3(x + 2) b 5(2y – 3) c 6y(x + 2)
d x(4x + 1) e 3(3 – 4y) f y(2y – 7)
2 a 2(x + 2) b 3(y – 6) c 5(2z + 1)
d 4(2a – 1) e 2(2b + 3) f 4(4n – 5)
g 5(2 – x) h 7(2 + 3x) i 2(4 – 5y)
j 6(3 + 4z) k 3(3 + 5m) l 10(3 – 2k)
3 a x(3x + 1) b 6y(y – 2) c z(z + 4)
d 2a(2 – a) e 3b(1 + 3b) f 3n(4 – 5n)
g 9(2y – x) h 3(4y + 3x) i 4y(2x – 1)
j 5z(3 + 2y) k 2m(7 + 3n) l 13k(2 – p)
4 a 2(x + 3y + 4) b 4(y – 2 + x)
c 3(3xy + 4y – 5)
d x(5x + 2 + y) e y(9 – y – x)
f 3y(y – 3 + 2x)
5 5(2x + 6) + 2(3x – 5) = 10x + 30 + 6x – 10 = 16x + 20 = 4(4x + 5)
6 6(3y + 2) – 4(y – 2) = 18y + 12 – 4y + 8 = 14y + 20 = 2(7y + 10) ≠ 2(7y + 2)
#The mistake he has made is when he has expanded. He has done –4 × –2 = –8
and so his expansion is
18y + 12 – 4y – 8 = 14y + 4 = 2(7y + 2).
F Exercise 9.6 Adding and subtracting algebraic fractions

1 a 2x b 4 x c x
d x e 2x f 2x
5 7 4
3 5 3
3y 7y 7y
3y 9y 3y
g h i
j k l
4 9 10
8 25 14
2 a a + a = 5a + 2a b b + b = 3b + 4b
c 5c − 2c = 25c − 14c
2 5 10 10 4 3 12 12
7 5 35 35
= 5a + 2a = 3b + 4b
= 25c − 14c
10 12
35
= 7a = 7b
= 11c
10 12
35
9f 3f 18 f 15 f
d 5d + 3d = 25d + 18d e 5e + 2e = 15e +
16e f + = +
6 5 30 30 8 3 24 24
10 4 20 20
18 f + 15 f
= 25d + 18d = 15e
+ 16e =
20
30 24
43d 31e
33 f
= =
=
30 24
20
3 a x + y b 3x + y c 6x + y
d 4 x − y e 11x − 4 y f 9x − 8 y
5 6 9
10 14 20
g 3a + 4b h 12a + 5b i 10a + 9b
j 8a − 5b k 9a − 2b l 20a − 27b
12 30 24
40 30 45
4 a A, D, F b B, C, E c
G; the answer is x
3
d You can ignore the letter, work out the fractions, then put the letter
back in at the end.

exercises Unit 9
F Exercise 9.7 Expanding the product of two linear expressions
1 a (x + 4)(x + 1) = x2 + 1x + 4x + 4 b (x – 3)(x +
6) = x2 + 6x – 3x – 18
= x2 + 5x + 4 =
x2 + 3x – 18
c (x + 2)(x – 8) = x2 – 8x + 2x – 16 d (x – 4)(x – 1) = x2 – x – 4x + 4
= x – 6x – 16 2
= x2 – 5x + 4
2 a x2 + 10x + 21 b x2 + 11x + 10 c
x2 + 2x – 15
d x2 + 4x – 32 e x2 – 9x + 14 f
x2 – 14x + 24
3 a y2 + 6y + 8 b z2 + 14z + 48
c m2 + m – 12
d a2 – 7a – 18 e p2 – 11p + 30 f
n2 – 30n + 200
4 a C b B c A d
C
5 a (x + 2)2 = (x + 2)(x + 2) b (x – 3)2 = (x – 3)(x –
3)
= x2 + 2x + 2x + 4 = x2 – 3x – 3x +
9
= x2 + 4x + 4 = x2 – 6x + 9
6 a y2 + 10y + 25 b z2 + 2z + 1 c
m2 + 16m + 64
d a2 – 4a + 4 e p2 – 8p + 16 f
n2 – 18n + 81
7 a i x2 – 4 ii x2 – 25 iii x2 – 49
b There is no term in x, and the number term is a square number.
c x2 – 100
d x2 – y2
8 a  33 × 29 = 957,  28 × 34 = 952,  957 – 952 = 5
b  16 × 12 = 192,  11 × 17 = 187,  192 – 187 = 5
c The answer is always 5.
d n n+1
n+5 n+6
e  (n + 5)(n + 1) = n2 + 6n + 5,  n(n + 6) = n2 + 6n,  n2 + 6n + 5 – (n2 +

6n) = 5
The answer is always 5.
End-of-unit review
1 a x5 b y12 c z10 d
15m9 e 6n11 f 6p7
g q6 h r3 i t5 j
2u2 k 3v6 l 7w
2 a 3a b 2b + 16 c 5c + 2d
d 16z – 2
3 a ab b 40cd c w
2
d 9e2
4 a 13 b 19 c 13
d 54
e 3 f 48 g –8 h
21
i 89 j 0 k 84 l
– 42
5 a x = 19 b x = – 4 c y = 65
d y = 60 e z = 2 f z = 6
6 a 2(x + 3) b 4(y – 3) c 3(a – 1) d
10(2 – x) e 6(4 + 5z) f 10(5 – 3b)
g x(5x + 1) h a(3 – 5a) i 8(4y – x) j 3y(2x
– 1) k 2m(9 + 4n) l 3n(8 – 9n)
2y
y
7 a 2x b 3x c 3x d
e 15 y f
3 5 7 15
8 6
g x + y h 12x − y i 5a + 3b j
15a + 8b k 20a − 3b l 12a − 14b
4 20 15 20
24 21
8 a x2 + 7x + 10 b x2 + x – 12 c x2 –
3x – 54
d x2 – 14x + 40 e x2 – 64 f x2 – 12x +
36
9 4(2x + 5) + 3(8x – 4) = 8x + 20 + 24x – 12 = 32x + 8 = 8(4x + 1)

10 Processing and presenting data
F Exercise 10.1 Calculating statistics

1 a i 21 minutes ii 21.125 minutes iii 25
minutes
b i 21 minutes ii 23.375 minutes iii 43 minutes
2 a 51 b 14
3 a 53.5 b 13
4 a 54 b 12.52
5 a 9 years b 4 years
6 a $60–79
b Because the data is grouped. We do not know the exact amounts the workers
earn.
Please note that calculating the mean of grouped data is beyond the scope of
the syllabus and will not be
tested. But, you can inform students, if you wish, that it is only possible
to find an estimate of the mean from
grouped data.
c Xavier could be correct. The range is between 40 (99.5 – 59.5) and 80 (119.5
– 39.5).
7 a The median is between 0 and 4 °C. b The range is
between 10 and 20 °C.
8 52, 57 and 89
9 a 7 b 6.5 c Increases to 13.4
d Increases to 8
10 a Mean = 13.9 kg, median = 13.1 kg, range = 6.1 kg
b Mean = 25.0 kg, median = 23.4 kg, range = 12.2 kg
11 a 30 b 1.50 m c Cannot say
F Exercise 10.2 Using statistics

1 The median is 5 minutes and the mean is 5.3 minutes.
2 T
# he median is 1 day. This is a better average, as there are as many values
above as below. The mean is 1.63 days,
but is affected by one high value. The mode is zero.
3 a 2.58 b The range for League One is 5 goals; for
League two it is 4 goals.
4 The most useful average is the mode, which is 38 cm.
5 The median salary is $29 500. The mean is $33 000, which is affected by three
very high values.
6 The modal class is 110–120 minutes
7 T
# he summer mean is 5.3 and the winter mean is 11.4. On average there are about
twice as many breakdowns
in the winter. The summer range is 7 and the winter range is 13. There is
greater variation in the winter.
8 a The means are 87.7, 89.9 and 91.0 minutes. Andi is fastest, on
average. Bart has the fastest single time.
b The ranges are 8, 22 and 3 minutes. Chris is the most consistent.
9 O
# bi sent more messages (134 compared to 84) and on average they were longer
than Darth’s (the modal class for
Obi is 41–60 and for Darth it is 21–40). The range of lengths was greater for
Obi.

End-of-unit review
1 a 1 b 1.5 c 1.75 d 4
2 a 1 b 2 c 1.96 d 8
3 a 4 b 4.54 c 4
4 T
# he children are better. Use either the modal class or the median. The
modal class for the children is 70–74 and
for adults is 75–79. The median for the children is in the class 70–74 and
that for adults is in the class 75–79. Also
the range for children is smaller because there are no children’s estimates
above 84.
5 F
# ind either the medians or the means, and the ranges. The medians are Coola
58 and Freezy 63. The means are
55.6 and 61.4. Freezy has a higher average. The ranges are Coola 37 and
Freezy 64. Freezy sales are more varied.
6 a #You can use the median or the mean. The medians are 32 and 38.5 so
Clancy has a better median. The means
are about 38.5 and 39, which are about the same.
b The ranges are 95 and 41 so Bristoe has more varied scores.

11 Percentages
F Exercise 11.1 Using mental methods

1 a 29.4 b 112.7 c 3388 d 7821
e 25 200
2 a 50% + 25% + 10% is a possible answer. There are others.
b i 6120 g ii $54.4 iii 3.06 m iv
1530 ml v 72.25 seconds
3 a 10 b 35 c 93 d
325 e 39.6
4 a $40.56 b 10.14 kg c 50.7 km d
81.12 million
5 a 24.32 b 24.32 c 97.28 d 48.64
6 a They are both 19.5. b They are both 9. c
A% of B is the same as B% of A.
7 Percentage 5% 20% 40% 60% 80%
120%
Amount ($) 9 36 72 108 144 216
F Exercise 11.2 Comparing different quantities

1 a Cinema 62%, theatre 51% b Cinema 38%,
theatre 49%
2 a 7% (or 7.3%) b 13% (or 12.6%)
c 10% (or 9.8%)
3 a Alphatown 37% (or 36.7%); Betatown 30% (or 30.1%)
b Alphatown
4 a 16% (or 15.8%)
b #The percentage of women who are non-smokers (78%) is less than the
percentage
of non-smoking men (84%).
5 3# 9% of the engineers own a car less than five years old but only 29% of
accountants do. (Or any
equivalent statement.)
F Exercise 11.3 Percentage changes

1 Game 25%, phone 8%, computer 2%
2 a 6.6 kg, 15.4 kg and 27.5 kg
3 a 17% (or 16.7%) b 39 cm (or 39.2 cm)
4 7% (or 7.1%)
5 a 33.3% b i 37.5% increase ii 27.3%
increase iii 42.9% decrease
6 a The sale price was $19 200. So the second percentage should be based
on $19 200, not $20 000.
b $19 968
7 a 57% b 92% c 200%

F Exercise 11.4 Practical examples

1 25%
2 40% (or 40.3%)
3 a $287 b $1107
4 $3.90
5 a i $48.53 ii $22.42 or $22.43 iii $74.52
b i $0.84 ii $0.39 iii $1.30
6 a $360 b $4860
7 a $25.20 b 3.8%
8 $1408
9 a $8293.50 b 15.3% c $1382.25
10 15% discount is best. 15% is $1046.25 and 1 off is $871.88.
8
11 53% (or 53.1%) profit
12 a Clock 71% profit, necklace 126% profit, 19% loss b
3% (or 2.6%) loss
End-of-unit review
1 a 50.4 b 288 c 6.39 d 195.3
2 a 700 mm b 384 kg c 912 hours
3 a 232.2 b 11.61 c 116.1 d 580.5
4 a 27% b 68% c No. 32% of the women
cycle and only 27% of the men.
5 School A 67%, school B 91%. The percentage from school B is greater.
6 a The population is 9600. b The price is $40 420.
c The mass is 5.76 kg.
7 A price can increase by any percentage. It cannot decrease by more than
100%.
8 $123.76
9 The percentage profit is 53% (or 53.3%).
10 $590.75
11 a $11 172 b 21.2%

12 Tessellations, transformations and loci
F Exercise 12.1 Tessellating shapes

1 Chek students’ diagrams showing tessellations of each shape.
2 Exterior angle = 360° ÷ 6 = 60°
Interior angle = 180° − 60° = 120°
Angles around a point = 360°, 360 ÷ 120 = 3 hexagons
Three hexagons will fit around a point, leaving no gaps.
3 a Exterior angle = 360° ÷ 8 = 45°
Interior angle = 180° − 45° = 135°
Angles around a point = 360°, 360 ÷ 135 = 2.6... hexagons
Only two octagons will fit around a point, leaving a gap of 360° − 270°
= 90°.
b Same working as for part a.
Only two octagons will fit around a point, leaving a gap of 360° − 270°
= 90°.
A square tile has an interior angle of 90°, so will fit around a point
with two octagons, leaving no space.
F Exercise 12.2 Solving transformation problems

1 y
3
c 2 a
1
A 0 x
–4 –3 –22 –11 1 2 3 4
–11
d –2 b
–3
2 a y b
y
iv
iii
6 6
5 5
ii
iv
4 4
3 3
ii i
2 B i iii 2
B
1 1
0 0
x
x
0 1 2 3 4 5 6 7
0 1 2 3 4 5 6 7
3 y
6
5 b
c
4
3
a
2
1
0
x
0 1 2 3 4 5 6 7 8 9 10

4 a y b
(1, −2)
4
3
2
X
1
0 x
–4 –3 –2 –1 1 2 3 4
–1
Y
–2
Z
–3
–4
5 a A (2, 5), B (6, 5), C (5, 1), D (1, 3) b

y=x
B′
6
C′ A B
5
4
3
D
2
A′
1
D′ C
0
0 1 2 3 4 5 6 7
c A'(5, 2), B'(5, 6), C'(1, 5), D'(3, 1)
d The x and y coordinates have changed places.
F Exercise 12.3 Transforming shapes

1 a y b
y
4
4
3
3
A
A
2
2
1
1
0 x
0 x
–4 –3 –2 –1 1 2 3 4
–4 –3 –2 –1 1 2 3 4
–1
–1
–2
–2
2 y
6
5
4
c 3 a
2
b 1
0 x
–6 –5 –4 –3 –2 –1 1 2 3 4 5 6
–1
–2
d
B –3
–4
–5
–6

Answers to Coursebook exercises Unit 12
3 a Reflection in the y-axis b
Reflection in the x-axis
c Reflection in the line y = 1 d Reflection
in the line x = 1
   
   
4 a Translation  4  b Translation  3
 c Translation  0  d Translation −2 
2 −2 
−3 1
 −1  
e Translation   f Translation −5 
−4  3
5 a Rotation 90° anticlockwise about (−1, 2)

b Rotation 90° clockwise about (−3, 2)
c Rotation 180° about (−1, 1)
d Rotation 180° about (2, −1)
e Rotation 90° anticlockwise about (0, −4)
6 y
6
aii 5
4
Y X
3
ci
2
1
0 x
–6 –5 –4 –3 –2 –1 1 2 3 4 5 6
–1
bii Z bi
–2
ai
–3
–4
–5
cii
–6
d i The positions of the shapes are different, even though the

elements of the transformations are the same.
ii Yes, as a different order often results in a different finishing
position.
iii For example: Reflect in line y = −2, then reflect in line x = 3
 
7 a i Rotation 90° clockwise, centre (1, 2)
ii Translation  2 
−4 
iii Reflection in the line x = 4.5
 
b i For example: Translation  0  then reflection in the line x =
1
 2
 2
ii For example: Rotation 90° anticlockwise, centre (−3, −6)
followed by a translation  
8
F Exercise 12.4 Enlarging shapes

1 y
4
3
2
1
0 x
–4 –3 –2 –1 1 2 3 4
–1
–2

2 a y b
y c y
4
4 4
3
3 3
2
2 2
1
1 1
0 x
0 x 0 x
–4 –3 –2 –1 1 2 3 4 –4 –
33 –22 –11 1 2 3 4 –4 –3 –22 –11 1 2 3 4
–1
–1
–1 –1
–1
–2
–2
–2 –22
–3
–33 –3
–4
–4 –4
3 a Enlargement scale factor 2, centre (−5, 2)

b Enlargement scale factor 4, centre (−6, −2)
4 Enlargement scale factor 3, centre (4, −5)
5 a y
10
9
8
7
6
5
4
3
2
1
0
x
0 1 2 3 4 5 6 7
b For example, triangle with vertices at (1, 1), (2, 1) and (1, 3);
enlargement scale factor 2, centre (0, 1).
If Ahmad is correct, the coordinates of the vertices of the
enlargement should be at (2, 2), (4, 2) and (2, 6).
y
6
5
4
3
2
1
0
x
0 1 2 3 4 5 6
Vertices are at (2, 1), (4, 1) and (2, 5), not (2, 2), (4, 2) and
(2, 6).
F Exercise 12.5 Drawing a locus

1
5 cm

exercises Unit 12
2
2 cm 2 cm
2 cm 2 cm
3 3 cm
3 cm B
A 6 cm
3 cm 3 cm
4 The circle needs to have a radius of 4 cm.
4 cm
5 C
1.5 cm
10 cm
12 cm
6 a b c
7 W X
Z Y
8
P Q
70 km
End-of-unit review
1 Exterior angle = 360° ÷ 5° = 72°.
Interior angle = 180° − 72° = 108°
Angles around a point = 360°, 360 ÷ 108 = 3.3... pentagons.
Only three pentagons will fit around a point, leaving a gap of 360° − 324° =
36°.
2 y
6
5 C
4 D
3
2
A B
1
0
x
0 1 2 3 4 5 6 7
3 a Reflection in the line y = −1 b

Rotation 180°, centre (1, 0)
4
 
c Translation   d Rotation
90° anticlockwise, centre (−3, 2) e Translation −2 
−4 
5
4 a y b
y
4
4
3
3
2
2
1
1
0 x
0 x
–4 –3 –2 –1 1 2 3 4
–7 –6 –5 –4 –3 –2 –1 1 2 3 4
–1
–1
–2
–2
–3
–3
–4
–4
5 Enlargement scale factor 3, centre (1, 2)

6
4 cm
7 2 cm 2 cm Y
X 8 cm 2 cm
2 cm

13 Equations and inequalities
F Exercise 13.1 Solving linear equations

1 a x = 1.5 b x = −1.5 c x = −5.5
d x = −1.5
2 a a = −11 b a = 5 c a = 6
d a = −6
3 a y = 8 b y = 16 c y = 4
d y = 8
4 a d = 5 b d = 7 c d =
−1 d d = −2
5 a 2x + 24 = 4x − 6 → x = 15 b x + 12 = 2x − 3 →
x = 15
6 a x = 1 b x = −0.25 or − 1 c x =
−1
4
7 a p = 0.5 b p = 3.5 c p = 1.5
d p = −1.5
8 a x = 1 17 b y = 7 c z = 3 13
9
9 2x + 16 = 18 − 3x → 5x = 2 → x = 0.4
10 a 5x = 65 → x = 13 b 2(x − 4) = x + 5 → 2x − 8 = x + 5 →
x = 13 c Both are correct.
11 a Add 2x to both sides. b −19 = 5x → x =
−3.8
c Subtract 6 from both sides. d −5x = 19 → x = −3.8
12 2(x + 3) + x = 0 x=8
x + 2(x − 3) = 0 x=6
3x − 2(x + 3) = 0 x=2
−(x + 2) + 2(x − 3) = 0 x=1
x − (2 − x) = 0 x = −2
13 a m = 11 b m = −5 c m =
11
14 a x = 2 b x = 4
F Exercise 13.2 Solving problems

1 a 4 b 3a + 6 = 100 c a =
31 13 d 31 13 , 33 13 , 35 13
2 a x − 2 b 4x − 4 = 84 c x = 22
d 440 cm2
3 a 6N + 3 = 141 b 23 c 69 and 72
4 a i A + 10 ii A − 6 b A + 10 =
2(A − 6) c 22
5 a 5x + 2 = 57 b 11 cm, 19 cm and 27 cm
6 a 9a = 4a + 20 b a = 4 c
Triangle sides 12 cm, rectangle sides 7 cm by 11 cm
F Exercise 13.3 Simultaneous equations 1

1 x = 5, y = 9
2 x = −5, y = −14
3 x = 7, y = −5
4 a x = 3, y = −2 b x = 3, y = 16 c x = 4, y =
−6
5 x = 8, y = 24
6 x = 3, y = 6
7 x = −3, y = 6
8 x = 6, y = 2

F Exercise 13.4 Simultaneous equations 2

1 a x = 9, y = 6 b x = 15.5, y = 14.5 c x = 8, y =
−6
2 a x = 8 b y = 3
3 a y = 2 b x = −3
4 a 40 b x = 10, y = 4
5 a x = 9, y = 4 b x = 5, y = −2 c x = −4, y =
8
F Exercise 13.5 Trial and improvement

1 a x = 5 b x = 10 c x = 4
d x = 7
2 a x = 1.5 b x = 5.5 c x = 4.5
d x = 10
3 a 18 b x = 5.8
4 a w = 7 b w = 7.2 c w = 7.4
5 a = 4 gives 36; solution is a = 3.6.
6 x = 4.3
7 a 8² + 10 × 8 = 144 < 150; 9² + 10 × 9 = 171 > 150 b
x = 8.2
8 x = 1.5
9 y = 4.3
10 a x = 2.8 b x = 7.2
F Exercise 13.6 Inequalities

1 a x ≤ 2 b x > −2 c x ≥ 10
d x < −20
2 a
0 3
b
–3 0
c
0
d
–20 0
3 a 7 b −4 c –2, –1, 0
or 1
4 a x > 1.4 b x ≤ 3.5 c x < −2 13
d x ≥ −3
5 a
0 1.4
b
0 3.5
c
–2 13 0
d
–3 0
6 a 2z + 9 > 13 b 3(z − 4) > −6 c 4 + 2z > 8
d 5(3z − 2) > 20
7 a a < 3.5 b b ≥ 11 c c ≤ 6
d d > −27
8 a 5n + 5 ≤ 30 b n ≤ 5 c 5, 12 and 13
9 a 4x + 30 < 360 b x < 82.5 c 90 > 82.5

exercises Unit 13
End-of-unit review
1 a x = 9 b x = 12 c
x = −4.5 d x = −9
2 a m = 8.5 b m = 22 c m =
4.25
3 a 8x = 2x + 36 or 4x = x + 18 b x = 6
c 14 cm
4 a 2(N + 10) = 4(N − 10) b N = 30
5 a x = 8, y = 16 b x = 30, y = 40 c x =
15, y = 11
6 Solve the equations x + y = 100 and x – y = 95 to get the numbers 2.5 and
97.5.
7 x = 6.4. Here are some possible values.
x 6 7 6.5 6.4 6.3

3x + x² 54 70 61.75 60.16 58.59
8 a x ≥ 7 b x ≤ −4 c
x > 14.5
9 a
0 7
b
–4 0
c
0 14.5
10 a 6x + 3 < 50 b x < 7 5 c 7
6
11 a True b True c False

14 Ratio and proportion
F Exercise 14.1 Comparing and using ratios

1 a Sky blue 1 : 1.67, Sea blue 1 : 1.75 b Sky blue
2 a Angelica 1 : 2.5, Shani 1 : 2.2 b Angelica’s
3 a 1 : 1.38 b 1 : 1.35 c The Seals
4 200 g
5 a 7.5 kg cement and 30 kg gravel b 52.5
kg
6 Child : staff Number of
Number of
Age of children
ratios children staff
up to 18 months 3 : 1 10 4
18 months up to 3 years 4 : 1 18 5
3 years up to 5 years 8 : 1 15 2
5 years up to 7 years 14 : 1 24 2
Total: 13
7 a 13 g b 16 g c 9 g
F Exercise 14.2 Solving problems

1 a Yes, as the number of cartons bought increases, so does the total cost
(the ratio stays the same).
b No, the ratio does not stay the same.
c Yes, as the number of tickets bought increases, so does the total cost
d Yes, as the distance increases, so does the number of litres of petrol
(the ratio, on average, stays the same).
e No, the ratio does not stay the same.
f No, the ratio does not stay the same.
2 a $6 b $18 c $4.50
3 a $28.50 b $13.30
4 a $0.65 b $0.62 c 750 ml
5 a Box of 150 paper towels b 400 g
pack of cheese
6 £160
7 a €383.50 b £68
8 $449 = €342.75; €359 = $470.29. She should buy the camera in America.

End-of-unit review
1 a Sea green 1 : 1.4, Fern green 1 : 1.375 b Fern green
2 a 1 : 1.5 b 1 : 1.75 c The Dales
3 160 ml
4 a 42 g b Check students’ checking methods.
5 a Yes, as the number of packets bought increases, so does the total cost
b No, the ratio does not stay the same as the numbers are not related.
c Yes, as the amount of fuel bought increases, so does the total cost
d No, the ratio does not stay the same as the numbers are not related.
6 a $44 b $13.75
7 a $3.28 b $3.16 c 300 g jar
8 a €522 b £55
9 $695 = £439.87, £479 = €756.82. He should buy the laptop in America.

15 Area, perimeter and volume
F Exercise 15.1 Converting units of area and volume

1 a 40 000 cm2 b 5000 cm2 c 16 500 cm2
d 800 mm2 e 80 mm2 f 1240 mm2
g 5 m2 h 4.2 m2 i 0.8 m2
j 9 cm2 k 7.6 cm2 l 0.2 cm2
2 a 7 000 000 cm3 b 750 000 cm3 c 1 200 000 cm3
d 3000 mm3
e 400 mm3 f 6350 mm3 g 6 m3
h 0.35 m3
i 12.3 m3 j 4 cm3 k 0.54 cm3
l 62.5 cm3
3 a 60 ml b 125 ml c 4700 ml
d 8 litres e 2.4 litres f 0.85 litres
g 3000 cm3 h 4200 cm3 i 750 cm3
4 a 44.8625 m2 (Check students’ explanations of estimation.)
b $2520 (Check students’ explanations of inverse operations.)
5 2 tins (Check students’ explanations.)
6 67.5 (Check students’ explanations.)
7 a 196 cm3 or 196 ml
b 1 jar holds about 200 ml, so 10 of these would be 2 litres, so Eloise is
wrong as she only has 1.2 litres.
c 5 large + 3 small = 1205 ml (1 jar with a 5 ml gap) or 3 large + 8 small =
1188 ml (wasting 12 ml, but
all jars full)
F Exercise 15.2 Using hectares

1 a 30 000 m2 b 46 000 m2 c 8000 m2
d 124 000 m2 e 7500 m2 f 250 m2
2 a 5 ha b 8.9 ha c 24 ha
d 0.15 ha e 0.09 ha f 126.5 ha
3 a 429 000 m2 b 42.9 ha
4 a 47.3 ha b $186 835 c 50 × 4000 =
$200 000
5 3567 ha × $5120 = $18 263 040
They cannot afford to buy the land as $18.26 million > $16 million.

F Exercise 15.3 Solving circle problems

1 a A = 201.1 cm2, C = 50.3 cm b A = 706.9
cm2, C = 94.2 cm
c A = 38.5 m2, C = 22.0 m d A = 113.1
cm2, C = 37.7 cm
e A = 63.6 m2, C = 28.3 m f A = 490.9
mm2, C = 78.5 mm
2 a A = 56.55 cm2, P = 30.85 cm b A = 157.08
cm2, P = 51.42 cm
c A = 31.81 m2, P = 23.14 m d A = 127.23
cm2, P = 46.27 cm
e A = 226.19 mm2, P = 61.70 mm f A = 5.09
m2, P = 9.25 m
3 a d = 18 cm b d = 25 mm c d = 13 m
d d = 2 m
e d = 90 mm f d = 64 cm
4 a r = 8.7 cm b r = 6.1 cm c r = 2.5 m
d r = 1.4 m
e r = 9.0 mm f r = 12.4 cm
5 0.9 cm (9 mm)
6 5.23 m
7 121 cm2
8 a 104.55 cm2 b 36.15 m2 c 1539.38 mm2
d 20.26 cm2
F Exercise 15.4 Calculating with prisms and cylinders

1 a 120 cm2 b 130 cm2 c
134.4 cm2
2
Area of cross-section Length of prism Volume of prism
a 12 cm 2
10 cm 120 cm3
b 24 cm2 8.5 cm 204 cm3
c 18.5 m 2
6.2 m 114.7 m3
3 a V = 490 cm3, SA = 406 cm2 b V = 456

cm3, SA = 438 cm2
c V = 462 cm3, SA = 522 cm2
4 a V = 942.5 cm3, SA = 534.1 cm2 b V = 353.4 cm3, SA
= 322.0 cm2
c V = 17 592.9 mm3, SA = 4272.6 mm2
5
Radius of circle Area of circle Height of cylinder
Volume of cylinder
a 2.5 m 19.63 m 2
4.2 m
82.47 m3
b 6 cm 113.10 cm2 4.48 cm
507 cm3
c 2.52 m 20 m2 2.5 m
50 m3
d 4.56 mm 65.25 mm 2
16 mm
1044 mm3
6 a 5.5 cm b 4.2 cm c 2.1
cm

exercises Unit 15
End-of-unit review
1 a 50 000 cm2 b 4 m2 c 900 mm2
d 8.2 cm2 e 90 00 000 cm3 f 24.5 m3
g 7000 mm3 h 0.27 cm3 i 80 ml
j 450 cm3 k 9 litres l 3600 cm3
2 a 18.6875 m2 (Check: 6 m × 3 m = 18 m2) b $988
3 a 30 000 m 2
b 46 000 m 2
c 8000 m2
d 2 ha e 9.4 ha f 0.56 ha
4 a 153.9 cm2 b 44.0 cm
5 7 cm
6 3.4 cm
7 a 152.5 cm2 b 46.8 cm
8 a 192 cm 3
b 180 cm3 c 444 cm3
9 b 222 cm2 c 492 cm2
10 V = 3619 mm3, SA = 1508 mm2
11 5.2 cm

16 Probability
F Exercise 16.1 Calculating probabilities

1 a 5% b 65% c
95%
2 a 11 b 25
36 36
3 a 1 b 1 c 1
2 4 8
4 a 0.04 b i 0.90 ii 0.84
5 a 30% b 60% c 10%
F Exercise 16.2 Sample space diagrams

1 a, b T + + + + + + c i
1 ii 1 iii 1
2
4 4
H + + + + + +
1 2 3 4 5 6
2 a 1 b 1 c 16 =
4
9 4 36 9
3 a 1 b 1 c 1
4 4 2
4 a 1, 2, 3 on one; 1, 2, 3, 4, 5 on the other b i 2
7
ii 15 iii 4
5
15
5 a 6 + + + The axes can be the other way
round.
4 + + +
2 + + +
1 2 3
b i 13 ii 0 iii 2
iv 5
9
9
6 a 43 b 2 11
c 12
3
7 a
1
b i 100 ii 19 81
iii 100 iv 1
9 + + + + + + + + + +
100 4
8 + + + + + + + + + +
7 + + + + + + + + + +
6 + + + + + + + + + +
5 + + + + + + + + + +
4 + + + + + + + + + +
3 + + + + + + + + + +
2 + + + + + + + + + +
1 + + + + + + + + + +
0 + + + + + + + + + +
0 1 2 3 4 5 6 7 8 9
8 a T + + + + + + + + + +
3
b i 20 ii 1
5
H + + + + + + + + + +
1 2 3 4 5 6 7 8 9 10

9 a D + + + + The letters can be in any

order.
A + + + +
O + + + +
R + + + +
D E A R
b i 1 ii 7 iii
3 iv 13
16 16 16
16
F Exercise 16.3 Using relative frequency

1 a 0.45 b 0.75
2 a 0.21 b 0.47 c
0.63 all to 2 d.p.
3 a 0.13 b 0.31
4 a 0.016 (to 3 d.p.) b 0.984 (to 3 d.p.)
5 a i A 0.26, B 0.18 ii A 0.39, B 0.58
b A; it is more likely to last a long time and less likely to last a
short time.
6 a Solong 0.07, HQ 0.18, Tooloo 0.05.
b The probability it is faulty is 0.11. Better than HQ, not as good as
the others.
7 T
# he probabilities for germination are A 0.71, B 0.55, C 0.84; C is most
likely, as it has the greatest relative
frequency.
8 a i 0.65 ii 0.73
b Yes. The probability of 9 or 10 increased.
End-of-unit review
1 a 0.98 b 0.89 c 0.66
2 a 0.60 b 0.20 c 0.04
3 a 5 + + + + +
4 + + + + +
3 + + + + +
2 + + + + +
1 + + + + +
1 2 3 4 5
b i 1 ii 8 iii 6
c i 2 ii 14 1
iii 25
5 25 25
5 25
4 a T + + + + + + + + b i
1 ii 1 iii 7
4
4 16
H + + + + + + + +
1 2 3 4 5 6 7 8
5 a i 0.4 ii 0.72 b 0.875

c Hassan because his probability of scoring two baskets is greater.

17 Bearings and scale drawing
F Exercise 17.1 Using bearings

1 a 070° b 150° c 230° d 300°
2 a 045° b 225°
3 a 050° b 165° c 260° d 335°
e 120°
4 a i The bearing of Y from X is 058°, the bearing of X from Y is
238°.
ii The bearing of Y from X is 142°, the bearing of X from Y is
322°.
iii The bearing of Y from X is 033°, the bearing of X from Y is
213°.
b Check students’ own diagrams and answers.
c The bearing of Y from X + 180° = the bearing of X from Y.
d When the bearing of Y from X is m°, the bearing of X from Y is m° + 180°.
5 a i 077° ii 257°
b i 118° ii 298°
c i 016° ii 196°
6 a i 244° ii 064°
b i 348° ii 168°
c i 204° ii 024°
F Exercise 17.2 Making scale drawings

1 a Check students’ scale drawings. b 128 km
c 249°
2 a Check students’ scale drawings. b 12.4 km
c 143°
3 8.2 km, 137°
4 No, they will not collide – students should draw a diagram to show this.
5 a 67 km b 49 km
6 a 4.5 km b 36 cm
7 a 20 km b €1120
End-of-unit review
1 a 085° b 138° c 245° d 330°
2 a i 065° ii 245°
b i 124° ii 304°
c i 308° ii 128°
d i 236° ii 056°
3 a Check students’ scale drawings. b 150 km
c 267°
4 10.7 km, 075°
5 a 5.5 km b 56 cm
6 $1920

18 Graphs
F Exercise 18.1 Gradient of a graph

1 a 3 b 1
4
2 a 1 b 4 c 1
3
3 a −4 b −1 c − 1
2
4 p 1 q −2 r − 1
2 3
5 a Gradient of d = 52 = 2.5 b Gradient of e is 5, of
f is −10.
6 a 1 b 1 c − 1
2 20 50
7 a y
b 1
2
6
5
4
3
2
1
x
–4 –3 –2 –1 0 1 2 3 4
–1
8 a 2 b 1 c −4
d 0
9 a 6 b −4 c 12
d 0.1
F Exercise 18.2 The graph of y = mx + c

1 a, b, c y
d The gradient of every line is 1.5.
7
b
6
a
5
4
3 c
2
1
x
–3 –2 –1 0 1 2 3 4
–1
–2
–3
–4
–5
–6
2 a 2 b −2 c 3
d −3
3 a A and C b A c B and C
d D
4 a y = 6x b y = 6x + 8
5 a 5 b 2 c −5
d −2
6 A and C are parallel; B, D and E are parallel.

F Exercise 18.3 Drawing graphs

1 a y = −x + 10 b y = −2x + 10
c y = − 1 x + 5 d y = − 1 x + 2 1
2
2 2
2 a y = 2x − 5; this is of the form y = mx + c, which is the equation of a
straight line.
b 2
c y
2
1
x
–1 0 1 2 3 4
–1
–2
–3
–4
–5
–6
3 a y = − 1 x − 2; this is of the form y = mx + c, which is the equation

of a straight line.
2
b − 1
2
c y
3
2
1
x
–4 –3 –2 –1 0 1 2
–1
–2
–3
4 a y = − 2 x + 8; this passes through (0, 8) and (12, 0).

b − 2
3
3
5 a i y = x + 6 ii y = 2 x + 2
3
b y
8
y=x+6
7
6
5
4
2
3 y=3x+2
2
1
x
–3 –2 –1 0 1 2 3 4
–1
c i 1 ii 2
3
6 a C b B
c D dA
7 a y = − 1 x + 10 b B
4
c A is x + 4y = 80 or y = − 1 x + 20; C is x + 4y = 0 or y = − 1 x.
4 4

8 a i y = 10x − 7.5 ii y = 0.05x − 3
b i 10 ii 0.05
c i y ii
Other scales are possible.
20
15 y
10 2
5 1
x
x
–1 0 1 2 3 –20 0 20
40 60 80
–5 –1
–10 –2
–15 –3
–20
9 a 1 or 0.05 b (40, 2)
c y = 0.05x + 4 or an equivalent equation
20
10 a y
60
50 5x + 2y = 100
40
30
20
10 2x + 5y = 100
–20 –10 0 x
10 20 30 40 50 60
–10
–20
b i −2.5 ii −0.4
c At approximately (14, 14)
F Exercise 18.4 Simultaneous equations

1 a x = −2 and y = −6 b x = 2
and y = 2 c x = 4 and y = 0
2 a x = −2 and y = −3 b x = 2
and y = 5 c x = 8 and y = 2
3 a y
8 i
ii
6
iii
4
2
x
–4 –2 0 2 4 6 8 10
–2
–4
b i x = 5 and y = 2 ii x = 8
and y = 5 iii x = 4 and y = 3
4 Answers from the graph should be approximately these.
a x = 17.5 and y = 3.75 b x = 21.4 and y = 5.7
c x = 12.0 and y = 11.9
5 y x = 2.2 or 2.3; y
= 4.7 or 4.8
8
6
4
2
x
–6 –4 –2 0 2 4 6
–2
–4

6 y x = 3.0; y =
−1.6
8
6
4
2
x
–4 –2 0 2 4 6 8
–2
–4
–6
7 a y = −1.5x + 6 b
y = − 1 x − 1 c x = 6 and y = −3
F Exercise 18.5 Direct proportion

1 a C
70
60
50
Cost ($)
40
30
20
10
0 2 4 6 8
10 M
Length (metres)
b 6.2 c C = 6.2M
d i $77.50 ii 32 or 32.3
2 a p = 16m b p
100
80
Pages
60
40
20
0 1
2 3 4 5 m
Minutes
c 16 d i 120
ii 19.5 minutes
3 a 5 g b m = 5n
c m
d 77
2500
Mass (grams)
2000
1500
1000
500
0
n
100 200 300
400 500
Sheets

Answers to
4 a $4.17 b y
c 4.17 d 120 or 119.9
400
Cost (dollars)
300
200
100
0
x
20 40 60
80 100
Fuel
(litres)
F Exercise 18.6 Practical graphs

1 a y = 0.5x + 6 b y
c i 8.5 m ii 8 years
10
8
6
4
2
0 x
2 4 6 8 10
2 a h = 30 − 2t b h
c i 22 cm ii 7.5 hours
30
25
20
15
10
5
0 t
2 4 6 8 10
3 a c = 5d b c
c i $32.50 ii 11 km
60
50
40
30
20
10
0
d
2 4 6 8 10 12
4 a y = 2t + 6 b y
28
24
d
20
16
12
8
4
0
t
2 4 6 8 10 12
c i 16 ii 9 minutes
d The graph becomes horizontal.

5 a c = 20 − 0.5t b c
c $13.50
20
16
12
8
4
0 t
4 8 12 16 20
6 a P = 8000 − 500Y b P
c i 6000 ii 8 years
8000
7000
6000
5000
4000
3000
2000
1000
0
y
1 2 3 4 5 6 7
8 9
7 a 12 million b 15 million
c 0.1 d P = 0.1t + 12
8 a A = 2000 + 50t b A
c i $2250 ii 12 years
2800
2600
2400
2200
2000
1800
1600
0 y
2 4 6 8 10 12
End-of-unit review
1 a − 1 b 7
c 1
3
2
2 a 0.2 b −2
c 1
2
3 a 4 b −5
c 3 d −1
4 a y = −2x + 4 b y = − 1 x + 1
c y = 1 x − 2 d y = x − 2
4 2
2 3
5 a −2 1
b
c 2
2
6 A and C are parallel; B and E are parallel
7 a x = 4.2 and y = 0.4 b x = 6.4 and y = −0.7
c x = 5.5 and y = −3.5

8 a y
b x = −1.7 and y = 1.8 or 1.9
3
2
1
0 x
–4 –2 2 4
–1
9 a $100 b c = 30d + 40 c
c d 6 days
300
Cost in
dollars
250
200
150
100
50
0 1 2 3 4 5 6 7 8 d
Days
10 a y
b about 41 HK$ c 40.98 HK$
1500
Pakistani rupees
1000
500
0 x
20 40 60 80 100
Hong Kong dollars
19 Interpreting and discussing results
F Exercise 19.1 Interpreting and drawing frequency

diagrams
1 a Mass, m (kg) Frequency Midpoint
40 ≤ m < 50 4 45
50 ≤ m < 60 12 55
60 ≤ m < 70 8 65
b Masses of students in 9T
y
14
12
Frequency
10
8
6
4
2
0 x
40 45 50 55 60 65 70
Mass (kg)
c 24 d 2
3
2 a 50 at each surgery
b Oaklands Surgery
Birchfields Surgery
Time, t (minutes) Frequency Midpoint Time,
t (minutes) Frequency Midpoint
0 ≤ t < 10 25 5 0
≤ t < 10 8 5
10 ≤ t < 20 10 15 10
≤ t < 20 14 15
20 ≤ t < 30 12 25 20
≤ t < 30 17 25
30 ≤ t < 40 3 35 30
≤ t < 40 11 35
c Waiting times at two doctors’ surgeries
Oaklands Birchfields
y
30
25
Frequency
20
15
10
5
0 x
0 10 20 30 40
Waiting time (minutes)
d Over three times as many people had to wait less than 10 minutes in Oaklands
surgery compared to
Birchfields. More people had to wait over 10 minutes in Birchfields surgery
compared to Oaklands.

Unit 19 Answers to Coursebook
exercises
3 a Number of hours year 9 students spend

doing
homework each week
y Boys Girls
20
16
12
8
4
0
0 4 8 12
16 20 x
b More girls spend between 0 and 4, and 12 and 20 hours doing homework
each week, whereas more boys spend
between 4 and 12 hours doing homework each week.
c 40 boys and 50 girls
d No, as there were 10 more girls than boys surveyed. There should have
been the same number of boys and girls
in order to make a fair comparison.
F Exercise 19.2 Interpreting

and drawing line graphs
1 a y Monthly
rainfall in Lima, Peru
5
Rainfall (mm)
4
3
2
1
0
J F M A M J J A
S O N D x
Month
b Example: Rainfall decreases steadily from January to April, then

increases between April and July. Apart from
an increase between August and Spetember there is a steady decrease
between July and November. The year
finishes with a small increase between November and December.
c June and July
2 a y Number of
tourists worldwide
Number of tourists (millions)
1000
950
900
850
800
750
700
650
x
2002 2004 2006
2008 2010 2012
Year
b Number of tourists is increasing each year. The number increased at a

similar rate between 2002 and 2008,
then from 2008 to 2010 it increased at a smaller rate.
c 880 million
d Answer between 950 and 970 million

3 a Daily temperatures recorded in
Athens in one week
Maximum temperature (°C)
y Minimum temperature (°C)
24
22
Temperature (°C)
20
18
16
14
12
10
x
Mon Tues Wed Thur Fri
Sat Sun
Day of week
b For example: The maximum temperatures increased gradually during the week,
peaked on Thursday, then
gradually decreased for the rest of the week. The minimum temperatures
started increasing from Tuesday,
peaked on Thursday, dropped back down on Friday and Sunday, with a slight
increase on Saturday.
c Friday
4 a 43 million b 1998 and 2000 c 2000 and 2002
d No because the graph is increasing and decreasing by different amounts.
There is no real pattern to the figures.
5 a Mass is increasing every year. b Age 10 and Age 12
c 50 kg
d No because by age 18 a girl should be almost fully grown. You cannot tell
whether she will put on more mass
or stay the same.
F Exercise 19.3 Interpreting and drawing

scatter graphs
1 a
Hours spent by students doing
y homework and watching TV
Hours watching TV
20
15
10
5
0
x
0 5 10 15 20
Hours doing homework
b Negative correlation. The more homework the students does, the less TV they
watch.
2 a History and music test
y results of 15 students
80
70
60
Music result (%)
50
40
30
20
10
0
x
0 20 40 60 80
100
History result (%)
bNo correlation. Getting a good result in one subject doesn’t mean a student
will get a good, or bad,
result in the other.

3 a Temperature and number of cold drinks sold

y over a 14 day period
cold drinks sold 32
Number of
28
24
20
x
25 30 35
Maximum daytime temperture (°C)
b Positive correlation. The higher the temperature the more cold drinks
were sold.
4 a Positive correlation. The greater the distance, the longer the journey
took.
b 6 km in 16 minutes. It should have taken less time, so the taxi may
have been delayed in traffic.
F Exercise 19.4 Interpreting and drawing stem-

and-leaf diagrams
1 a Beach car park
City car park
3 0
4 9
7 6 6 6 5 4 2
5 5 5 7
9 7 7 6 5 4
6 9
2 2 1 0 0 6 8
8 9
Key: For the Beach car park, 5 | 4 means 45 ice-creams
For the City car park, 3 | 0 means 30 ice-creams
b i Mode ii
Median iii Range
Beach car park 46 57
17
City car park 45 46
39
c For example: On average Antonino had better sales at the Beach car
park. His median was higher. This shows
that 50% of his daily sales were 57 ice-creams or more, compared to only
46 for the City car park. His mode
was also higher. The range was smaller, showing that his sales were more
consistent, however it was at the City
car park where he had his highest daily sale of 69 ice-creams.
d For example: No, Antonino’s sales were better at the City car park as
he had a higher median and mode and
sales were more consistent.
2 a
i Mode ii Median
iii Range iv Mean
Boys’ times 17.4 s 16.3 s
2.9 s 16.56 s
Girls’ times 16.8 s 17.5 s
4s 17.72 s
b For example: On average the boys ran faster than the girls, as their
mean and median were lower. The girls had
the fastest modal time, but they had a larger range showing that their
times were more varied than the boys.
c For example: No, as the girls mean and median are both slower. This
shows that on average the boys are faster.
3 a Website A
Website B
12
8 9
4 3 0 0 13
4 6 8
8 7 6 5 5 5 2 1 14
5 5 5 6 6 8
9 8 5 3 3 2 2 15
4 5 6 7 7 8
1 0 16
6 7 8 9
Key: For Website A, 0 | 13 means 130 hits
For Website B, 12 | 8 means 128 hits

Answers to
b i Mode ii Median iii Range iv Mean
Website A 145 147 31 147.1
Website B 145 148 41 149.9
For example: Website A and Website B both had the same mode and almost the
same median. The median for
Website B was only one more than Website A, so this average is almost the
same. The mean was also very similar
with only a difference of 2.8 hits per day. So on average Website B had
slightly more hits than Website A. Website
B’s range is a lot higher than Website A, showing that the number of hits it
had per day varied a lot more.
c Example: They could use either website. Website A was more consistent.
Website B was only slightly better on
average than Website A.
F Exercise 19.5 Comparing distributions and drawing conclusions

1 F
# or example: The heights of the Stage 7 students are more varied. There were no
Stage 8 students between 120 cm
and 130 cm tall, compared with three Stage 7 students. The greatest difference
was between 160 cm and 170 cm
tall where there were nine more Stage 8 students than Stage 7 students.
2 F
# or example: The number of goals scored at home matches was less varied than at
away matches i.e. they were
more consistent at home. The greatest number of goals they scored at a home
match was 5 (twice), compared
to 4 (once) at an away match. They never scored less than 2 goals at a home
match, whereas at 9 away matches
they scored less than 2 goals.
3 a #For example: The scatter graph showing monthly milk production and
average daytime temperature has
positive correlation. The scatter graph showing monthly milk production and
average rainfall has negative
correlation.
b Yes, because the graphs show that in warmer months more milk is produced,
and in wetter months less
milk is produced.
c
Mode Median Range Mean
2010 59 000 59 000 20 000 63 000
2011 52 000 61 000 17 000 60 700
For example: Claude is correct because the mean milk production was
higher in 2010 than 2011, so on average
his cows produced more milk per month. Although the median was higher in
2011, there were a few months
when milk production was low and so the overall mean was less than for
2010. The range in 2011 was less than
2010, which means that milk production in 2011 was more consistent.
4 a #For example: In 1960 there were more people aged under 40 years in the
village, compared to 2010. In 2010
there were 8 people in the village over the age of 80, compared with none in
1960. There were nine times as
many people aged 60 to 80 in the village in 2010 as there were in 1960.
b In 1960, 37 were over the age of 40 out of 158 altogether, 37 × 100 = 23.4%
(approx 25%)
158
In 2010, 96 were over the age of 40 out of 162 altogether, 96 × 100 =
59.3% (approx 60%)
162
Yes they are correct.
c For example: People are living longer, so there are more people in the older
age ranges. The number of young
people may be declining as they move to towns or cities to look for work.
End-of-unit review
1 a 60
b Andersons Supermarket
Chattersals Supermarket
Time, t (minutes) Frequency Midpoint Time, t
(minutes) Frequency Midpoint
0 ≤ t < 15 5 7.5 0 ≤ t <
15 32 7.5
15 ≤ t < 30 8 22.5 15 ≤ t <
30 13 22.5
30 ≤ t < 45 38 37.5 30 ≤ t <
45 10 37.5
45 ≤ t < 60 9 52.5 45 ≤ t <
60 5 52.5

Unit 19 Answers to Coursebook
exercises
c
Time it takes employees
to travel to work
Andersons supermarket
y Chattersals supermarket
40
Frequency
30
20
10
0
x
0 15 30 45
60
Time (minutes)
d For example: More than 6 times as many employees took less than 15
minutes to travel to work to Chattersals
than Andersons, whereas nearly 4 times as many took between 30 and 45
minutes to travel to Andersons than
Chattersals. Only 5 employees (8%) from Chattersals took longer than 45
minutes to travel to work, compared
with 9 employees (15%) from Andersons.
2 a
Number of visitors (millions)
Number of visitors
y
to a theme park
3
2.5
2
1.5
1
x
2002 2004 2006 2008
2010 2012
Year
b Visitor numbers are steadily increasing.
c 1.65 million
d Answer between 2.5 and 2.6 million (inclusive)
3 a i Mode ii
Median iii Range iv Mean
Boys times 67 s 69 s
32 s 69.1 s
Girls times 56 s 63 s
32 s 64.5 s
b The range is the same for the boys and the girls so they are both as
varied as each other. The median and the
mean for the boys and girls are all over 60 seconds. The boys’ mean and
median are higher than the girls’. The
girls’ mean and median are closer to 60 seconds. The girls’ mode is only
4 seconds under 60 seconds, whereas
the boys’ mode is 7 seconds over 60 seconds.
c No, the boys’ median is higher, but is further away from 60 seconds,
as is their mean, so the boys are worse at
estimating 60 seconds.


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Answers to Coursebook exercises

1 Integers, powers and roots

✦ Exercise 1.1 Directed numbers

9 a 22.08 b −9.6 c −2.3 d 44.16 e 4.8

✦ Exercise 1.2 Square roots and cube roots

1 a 4 < 20 < 5 b 15 < 248 < 16 c 17 < 314 < 18 d 9<

Copyright Cambridge University Press 2013 Cambridge

F Exercise 1.3 Indices

F Exercise 1.4 Working with indices

9 a 3−2 and 3−5

2 Cambridge Checkpoint Mathematics 9

Copyright Cambridge University Press 2013 Cambridge

F Exercise 2.1 Generating sequences

F Exercise 2.2 Finding the nth term

Copyright Cambridge University Press 2013

F Exercise 2.3 Finding the inverse of a function

2 Cambridge Checkpoint Mathematics 9

F Exercise 3.1 Multiplying and dividing decimals mentally

F Exercise 3.2 Multiplying and dividing by powers of 10

32÷÷10 0.32 1000

0.32 320 1033

32××10 3.2 10–1–1

Copyright Cambridge University Press 2013

F Exercise 3.3 Rounding

F Exercise 3.4 Order of operations

2 Cambridge Checkpoint Mathematics 9

F Exercise 4.1 Solving problems involving measurements

F Exercise 4.2 Solving problems involving average speed

F Exercise 4.3 Using compound measures

Copyright Cambridge University Press 2013

2 Cambridge Checkpoint Mathematics 9 Copyright

F Exercise 5.1 Regular polygons

F Exercise 5.2 More polygons

Copyright Cambridge University Press 2013

F Exercise 5.3 Solving angle problems

F Exercise 5.4 Isometric drawings

2 Cambridge Checkpoint Mathematics 9

Copyright Cambridge University Press 2013

F Exercise 5.5 Plans and elevations

Other diagrams are possible.

4 Cambridge Checkpoint Mathematics 9 Copyright Cambridge

F Exercise 5.6 Symmetry in three-dimensional shapes

Copyright Cambridge University Press 2013 Cambridge Checkpoint

3 a 8 faces b and c Other diagrams are

4 a Other diagrams are

6 Cambridge Checkpoint Mathematics 9 Copyright Cambridge

Copyright Cambridge University Press 2013 Cambridge

F Exercise 6.1 Identifying data

F Exercise 6.2 Types of data

Copyright Cambridge University Press 2013

F Exercise 6.3 Designing data-collection sheets

4 Score Tally Frequency

2 Cambridge Checkpoint Mathematics 9

F Exercise 6.4 Collecting data

Copyright Cambridge University Press 2013

4 a A suitable question, not requiring measurement of any sort

6 a Number of goals Tally Frequency

b The most common number of goals scored is 0.

4 Cambridge Checkpoint Mathematics 9

✦ Exercise 7.1 Writing a fraction in its simplest form

✦ Exercise 7.2 Adding and subtracting fractions

Copyright Cambridge University Press 2013

F Exercise 7.4 Dividing fractions