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 Answers to Coursebook exercises
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1 Integers, powers and roots

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F Exercise 1.1 Arithmetic with integers

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1 a −3 
c −6  b −11  d −17  e 8
2 a 10  b −180  c −15  d −100  e 5
3 a −2  b −10  c 2  d −12 e  −12
4 a 4 + 6 = 10  b −4 + 6 = 2  c 8 + 2 = 10  d −4 + 6 = 2 e  12 + 10 = 22
5 a 9  b −2  c 16  d 0  e 8
6 a  b  c

Facebook –6 –3
Twitter –12

–2 –4 –5 2 –2 –10

$
3 –5 1 –2 –3 5 2 –4 –6

  d   e 
3 –7

Email 2 1 –1 –6

–3 5 –4 7 –8 2

Did 7you find this document useful?

Second
− −4 −2 0 2 4
4   8 6 4 2 0

2   6 4 2 0 −2

First  0   4 2 0 −2 −4

−2   2 0 −2 −4 −6

−4   0 −2 −4 −6 −8

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8 a −20  20  Report this Document b −48  c d 60  e −40
9 a −2  b −5  c 3  d 10  e −4
10 a  −40  b −4  c −100  d 5  e 48
11 a  −15 ÷ 5 = −3 and −15 ÷ −3 = 5  b 32 ÷ −8 = −4 and 32 ÷ −4 = −8  c −42 ÷ −6 = 7 and −42 ÷ 7 = −6
12
× −3 −2 −1 0 1 2 3
3   −9 −6 −3 0 3 6 9

2   −6 −4 −2 0 2 4 6

1   −3 −2 −1 0 1 2 3

0   0 0 0 0 0 0 0

−1   3 2 1 0 −1 −2 −3

−2   6 4 2 0 −2 −4 −6

−3   9 6 3 0 −3 −6 −9

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 1

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Unit 1 Answers to Coursebook exercises

13 a    b 
–36 100

–6 6 –20 –5

2 –3 –2 –4 5 –1

  c    d 
48 64

–12 –4 –4 –16

–3 4 –1 –2 2 –8

14 a, b  There are six different pairs: 1 and −12; −1 and 12; 2 and −6; −2 and 6; 3 and −4; −3 and 4.
15 a −15  b 2  c 1  d 6  e 16  f −14
16 a −5  b 12  c −7  d −4  e 4  f 1

F Exercise 1.2 Multiples, factors and primes

1 a 1, 2, 4, 5, 10, 20  b 1, 3, 9, 27  c 1, 3, 5, 15, 25, 75  d 1, 23 
e 1, 2, 4, 5, 10, 20, 25, 50, 100  f 1, 2, 7, 14, 49, 98
2 a 8, 16, 24, 32  b 15, 30, 45, 60  c 7, 14, 21, 28  d 20, 40, 60, 80 
e 33, 66, 99, 132  f 100, 200, 300, 400
3 a 24  b 36  c 28  d 60  e 32  f 77
4 8
5 a 1, 2, 3, 4, 6, 8, 12, 24  b 1, 2, 4, 8, 16, 32  c 1, 2, 4, 8  d 8
6 a 1, 5  b 1, 2, 3, 6  c 1, 7  d 1, 2, 4, 8  e 1  f 1
7 a 2  b 6  c 10  d 20  e 1  f 15
8 24 and 56
9 37
10 61 and 67
11 Alicia is correct. 91 = 7 × 13
12 1
13 Because 7 will be a factor.
14 a 2, 3  b 3, 5  c 3, 7  d 7  e 2, 3, 5  f 7, 11
15 a Any three from 2, 4, 8, 16, 32, …, …  b Any three from 3, 9, 27, 81, …, …
c Any three from 5, 25, 125, 625, …, …
16 The first one is 16. The next is 25. Any square number has an odd number of factors.
17 The smallest is 30 (2 × 3 × 5). You could also have 42 (2 × 3 × 7), 66 (2 × 3 × 11), etc.

2 Cambridge Checkpoint Mathematics 8 Copyright Cambridge University Press 2013

Answers to Coursebook exercises Unit 1

F Exercise 1.3 More about prime numbers

1 Different trees are possible.
2 a Many different trees are possible. They should end with the same primes as the trees in question 1.
b i  24 × 3 ii  22 × 52  iii  22 × 33
2
3 20 • • 2  × 5
  24 • • 2×3×7
  42 • • 2
2
 × 32 × 5
  50 • • 2×5
2

  180 • • 23 × 3
4 a 60  b 54  c 363  d 392  e 144  f 325
5 a 23 × 3  b 2 × 52  c 23 × 32  d 23 × 52  e 3 × 5 × 11  f 23 × 17
6 a i  32 × 5 ii  3 × 52  b  225  c 15
7 a i  2 × 32 × 5 ii  22 × 5 × 7  b 1260  c 10
8 a 1  b 1739

F Exercise 1.4 Powers and roots

1 a 9  b 27  c 81  d 243
2 a 100  b 1000  c 10 000
3 1 000 000 and 1 000 000 000
4 a 35  b 26  c 45
5 a 3  b 4
6 Possible values are 2 and 4.
7 a 3 and −3  b 6 and −6  c 9 and −9  d 14 and −14  e 15 and −15  f 20 and −20
8 256, 289 or 324
9 343
10 a 10  b 20  c 3  d 5  e 10
11 The smallest possible value is 64. Other possible values are 729 and 4096.
12 a 2048  b 4096  c 512
13 a i  9 ii  3  b 6  c 10  d 15 (Compare the sequence of triangular numbers.)

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 3

Unit 1 Answers to Coursebook exercises

End-of-unit review
1 a 2  b −8  c −15  d −10  e −14
2 a 7  b 1  c 17  d 7  e 0
3 a 27  b −2  c −80  d 6  e −2
4
× −2 3 5
−4   8 −12 −20

−3   6 −9 −15

6   −12 18 30

5 −8 and 32
6 a 1, 2, 3, 6, 7, 14, 21, 42   b 1, 2, 4, 13, 26, 52  c 1, 5, 11, 55  d 1, 29 
e 1, 2, 4, 8, 16, 32, 64  f 1, 3, 23, 69
7 a, b, c  There are three pairs: 3 and 37; 11 and 29; 17 and 23.
8 a 2 × 32  b 25 × 3  c 23 × 52  d 24 × 3 × 5  e 33 × 5  f 52 × 7
9 a 40  b 5  c 288  d 1200
10 a 5 and −5  b 9 and −9  c 13 and −13  d 16 and −16
11 a 8  b 4
12 a 1024  b 2048  c 4096
13 a Shen worked out 3 × 5 and 5 × 3; both equal 15.  b 35 = 243 and 5 3 = 125
14 18

4 Cambridge Checkpoint Mathematics 8 Copyright Cambridge University Press 2013

 Answers to Coursebook exercises

2 Sequences, expressions and formulae

F Exercise 2.1 Generating sequences

1 a 1, 6, 11  b 20, 16, 12  c 2, 14, 26
d 6, 1, −4  e −5, −3, −1  f −3, −9, −15
2 43. Check students’ explanations: e.g. start with 15 and add 7 four times (or 7 × 4).
3 a Yes.
b Check students’ explanations: e.g. 9 more terms with differences of 12 so 9 × 12, then add first term of 3.
c i 77 ii  157 iii  397
4 18. Check students’ explanations: e.g. subtract 7 three times.
5 43. Check students’ explanations: e.g. add 3 nine times.
6
Position number    1 2 3 4 5 10 20

Term   8 9 10 11 12 17 27

7 a 6, 12, 18, 24  b −3, −2, −1, 0  c 3, 5, 7, 9  d 2, 5, 8, 11

8 a i  15 ii  25 iii  105
b i  20 ii  40 iii  200
c i  48 ii  88 iii  408
d i  25 ii  75 iii  475
9 C. Terms increase by 3 each time; C is the only rule that allows this.
10 No. He has used the term, not the position, to find the last two answers.

F Exercise 2.2 Finding rules for sequences

1 a term = position number + 5
b term = 3 × position number − 2
2 a i  ‘add 2’ iii  2 × position number
b i ‘add 5’ iii  5 × position number
c i ‘add 3’ iii  3 × position number + 2
d i ‘add 2’ iii  2 × position number + 4
e i ‘add 4’ iii  4 × position number + 3
f i ‘add 5’ iii  5 × position number + 2
3 a i  ‘add 1’ iii  term = position number + 3
b i ‘add 1’ iii  term = position number + 9
c i ‘add 1’ iii  term = position number + 23
d i ‘add 2’ iii  term = 2 × position number − 1
e i ‘add 4’ iii  term = 4 × position number − 2
f i ‘add 5’ iii  term = 5 × position number − 3
4 a 4, 7, 10, 13  b ‘add 3’
c 3 extra blue squares are added to make the next pattern.
d term = 3 × position number + 1
5 a The term-to-term rule is ‘add 2’, so the position-to-term rule will start: term = 2 × position number.
b term = 2 × position number + 2

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 1

Unit 2 Answers to Coursebook exercises

F Exercise 2.3 Using the n th term

1 a 7, 8, 9; 16  b −2, −1, 0; 7  c 4, 8, 12; 40  d 6, 12, 18; 60
e  7, 9, 11; 25  f 2, 5, 8; 29  g 8, 13, 18; 53   h 1, 5, 9; 37
2 a 4, 7, 10, 13  b ‘add 3’
c Three extra pink squares are added to make the next term.
d term = 3 × position number + 1
e second term = 3 × 2 + 1 = 7; third term = 3 × 3 + 1 = 10; fourth term = 3 × 4 + 1 = 13
3 Yes. Check students’ reasoning.

F Exercise 2.4 Using functions and mappings

1 a i    ii
 x    1 2 3 4  x    4 5 6 7

 y    4 5 6 7  y    1 2 3 4

b i x  0 1 2 3 4 5 6 7 8 9 10   ii x  0 1 2 3 4 5 6 7 8 9 10

 y  0 1 2 3 4 5 6 7 8 9 10  y  0  1 2 3 4 5 6 7 8 9 10

c i  y  = x  + 3 ii   y  = x  − 3

2 a i    ii
 x    1 2 4 6  x    3 5 9 12

 y    5 7 11 15  y    8 14 26 35

  iii    iv
 x    4 8 10 20  x    2 4 8 14

 y    7 9 10 15  y    −2 −1 1 4

  x    x 
b i   y  = 2x  + 3 ii   y  = 3x  − 1 iii   y   =
2
  5
+   iv  =
 y  
2
  3 −

3 a i  ‘add 8’ ii  ‘multiply by 5’

b i   y  = x  + 8 ii   y  = 5x 
4 Razi. Check students’ explanations: e.g. all of Razi’s work, but only one of Mia’s works.
5  y = 3x  + 2 Check students’ explanations.
x   y 

1 5
2 ×3 +2 8
3 11

F Exercise 2.5 Constructing linear expressions

1 a x  − 7  b x  + 8  c x 
  d 2x  + 1
2
2 a 6n + 1  b n 
  5
+   c 2n − 3  d n 
 
+ 7
4 10
3 a $(c + 3s)  b $(3c + 4 g  + 6s)
4 C. Check students’ explanations: e.g. to multiply n − 3 by 2 the n − 3 must be in brackets.

2 Cambridge Checkpoint Mathematics 8 Copyright Cambridge University Press 2013

Answers to Coursebook exercises Unit 2

F Exercise 2.6 Deriving and using formulae

1 a 2  b −2  c −18  d −5  e 3  f −7
g −21  h 4  i 23  j −7  k −3  l 2
2 a 21  b −15  c 45  d −15  e 16  f 51
g 1  h 54  i 3  j −44  k 8  l 200
3 a −3 × −3 = +9, not −9  b 1  c 29
4 a She should have worked out the value of the brackets first.
b −40 c −54
5 a i  months = years × 12 ii  m = 12 y   b 96
6 a 125  b 158  c 200
7 a 12  b 54  c −32
8 a 145 cm  b 157.5 cm  c 132.5 cm  d 175 cm e  160 cm  f 120 cm
9 Prism B, by 18 cm3.
10 a i  −5.8 °C ii  9.2 °C iii  31.4 °C
b i  54 = 5F  − 160 ii  162 = 5F  − 160 iii  270 = 5F  − 160

End-of-unit review
1 a 7, 10, 13  b 11, 6, 1  c 8, 16, 24  d 1, 5, 9
2 B. Rules B, C and D give the correct 3rd term, but only B gives the correct 8th term.
3 a i  ‘add 6’ ii Position number    1 2 3 4

Term   6 12 18 24

iii  term = 6 × position number iv  Look for evidence of students’ checks.

b i  ‘add 5’ ii
Position number    1 2 3 4

Term   6 11 16 21

iii  term = 5 × position number + 1 iv  Look for evidence of students’ checks.

c i  ‘add 1’ ii Position number    1 2 3 4

Term   8 9 10 11

iii  term = position number + 7 iv  Look for evidence of students’ checks.
4 Yes. Check students’ explanations: e.g. term-to-term rule is ‘add 3’, so rule starts 3n. 3 × 1 + 3 = 6,
3 × 2 + 3 = 9, 3 × 3 + 3 = 12 and 3 × 4 + 3 = 15
5 a i   x    1 2 5 8
  ii   x    1 2 5 11

 y    10 11 14 17  y    –1 1 7 19

b i   y  = x  + 9 ii   y  = 2x  − 3

6 a 4x b 2x  + 7  c x 
3
−  10   d 5(x  + 4)
7 a −5  b −22  c −17  d 40  e −1  f 32
8 150
9 No. 42 = 32 + 2 × 7 × s simplifies to 16 = 9 + 14s.

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 3

 Answers to Coursebook exercises

3 Place value, ordering and rounding 

F Exercise 3.1 Multiplying and dividing by 0.1 and 0.01

1 a i  1000 ii  one thousand  b i  100 000 ii  one hundred thousand
c i 10 000 000   ii  ten million  d i  10 ii  ten
2 a 102  b 107  c 104  d 1010
3 a 6.2  b 5  c 12.5  d 0.32
e 0.37  f 6  g 7.5  h 0.04
4 a 70  b 45  c 522  d 6.7
e 200  f 850  g 32  h 722.5
5 a 1.8  b 0.236  c 6  d 450
6 a ÷  b ×  c ×  d ×  e ÷  f ÷
7 a 0.01  b 0.1  c 0.01  d 0.1  e 0.1  f 0.1
8 B.
9 125
10 a Multiply by any negative number.  b Use any number less than 1.0.

F Exercise 3.2 Ordering decimals

1 a 2.06, 5.49, 5.91, 7.99  b 2.55, 2.87, 3.09, 3.11  c 11.82, 11.88, 12.01, 12.1
d 8.9, 9.09, 9.4, 9.53  e 23.592, 23.659, 23.661, 23.665  f 0.009, 0.084, 0.102, 0.107
g 6.17, 6.178, 6.71, 6.725  h 11.02, 11.032, 11.1, 11.302
2 a 780 g, 1950 g, 2.18 kg, 2.3 kg   b 0.8 cm, 9 mm, 12 mm, 5.4 cm
c 0.5 m, 53 cm, 650 cm, 12 m  d 95 ml, 450 ml, 0.55 l, 0.9 l,
e 780 m, 1450 m, 6.4 km, 6.55 km  f 50 kg, 0.08 t, 0.15 t, 920 kg
g 0.009 km, 9800 mm, 0.85 km, 920 m, 95 000 cm
3 a <  b >  c >  d >  e >  f <
g >  h <  i <  j <  k >  l <
4 a ≠   b ≠   c =  d ≠  e =
f ≠   g ≠   h =  i =
5 a 25 km, much further than other distances
b Yes, 0.2 km × 8 = 1.6 km and her furthest is more (1.64 km)
c Shen: all his lengths are multiples of 25 m; some of Mia’s are not.
6 a A: 2.5, B: 2.4, C: 2.3, D: 2.1, E: 2.25, F: 2.45
b 2.1, 2.25, 2.3, 2.4, 2.45, 2.5

F Exercise 3.3 Rounding 

1 a 40  b 160  c 200  d 500  e 4000  f 13 000
g 30 000  h 130 000  i 500 000  j 1 400 000  k 8 000 000  l 25 000 000
2 a 75  b 10  c 20  d 11.5  e 0.9  f 125.9
g 9.45  h 12.92  i 0.08  j 146.80

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 1

Unit 3 Answers to Coursebook exercises

F Exercise 3.4 Adding and subtracting decimals

1 a 14.59  b 36.81  c 13.21  d 29.28
e 28.72  f 26.27  g 23.62  h 133.17
i 8.28  j 72.715  k 10.428  l 20.176
2 a 2.21  b 14.43  c 11.29  d 12.73
e 35.87  f 30.78  g 56.84  h 38.07
i 71.23  j 7.44  k 26.13  l 1.062
3 a 20.35  b 44.24  c 73.55  d 222.51
e 15.24  f 37.34  g 48.94  h 216.82
4 66.84 m
5 Yes, 2.69 m > 2.67 m

F Exercise 3.5 Dividing decimals

1 a 29.7  b 13.1  c 9.3  d 8.1
e 125.6  f 197.3  g 16.1  h 91.7
2 a 1.88  b 1.82  c 0.25  d 0.14
e 1.27  f 1.43  g 0.27  h 0.23
3 6.24 g

F Exercise 3.6 Multiplying by decimals

1 a 0.496  b 0.528  c 2.088  d 4.635  e 0.2508
f 0.203  g 1.168  h 1.359  i 3.04  j 10.74
2 a Multiplying by 0.06 is the same as multiplying by 6 then dividing by 100.
b i 0.854 ii  2.142 iii  0.696 iv  0.536
3 a 86.4  b 8.64  c 0.864  d 0.00864
4 0.6 × 6839.5 kg = 4103.7 kg = 4.1037 t = 4.1 t to one decimal place.

F Exercise 3.7 Dividing by decimals

1 a 160  b 150  c 25  d 78  e 765
f 500  g 800  h 700  i 700  j 850
k 1350  l 435  m 870  n 42  o 2240
2 a 108.3  b 8.7  c 207.1  d 92.14  e 13.17
3 a 0.6  b 60  c 6  d 600
4 39.74

2 Cambridge Checkpoint Mathematics 8 Copyright Cambridge University Press 2013

Answers to Coursebook exercises Unit 3

F Exercise 3.8 Estimating and approximating 

1 $45
2 a $115  b 4 hours 15 minutes
3 $72
4 $325

End-of-unit review
1 a 10 000  b ten thousand
2 108
3 a 4.1  b 0.23  c 72  d 24
4 a 10.09, 10.8, 10.9, 10.98  b 0.7 m, 77 cm, 7 m, 750 cm
5 a >  b <  c >
6 a ≠   b =  c ≠

7 a 6700  b 240 000  c 8 000 000  d 64  e 12.6  f 7.57

8 a 57.02 m  b 2.44 m
9 a 13.7  b 92.7
10 a 1.41  b 0.97
11 a 0.624  b 1.41  c 28.8  d 7.12
12 a 420  b 7  c 900  d 70
13 35.52
14 i $796
ii 18 × $15 + 12 × $28 + 5 × $38 = $270 + $336 + $190 = $796
iv 20 × $15 + 10 × £30 + 5 × $40 = $300 + $300 + $200 = $800

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 3

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 Answers to Coursebook exercises

4 Length, mass and capacity 

✦ Exercise 4.1 Choosing suitable units

1 a m  b mm  c g  d kg  e l  f ml
2 a m2  b km2  c cm2  d m3  e km3  f mm3
3 a T  b T  c F  d T
4 Possible if she has a huge house, but probably not sensible.
5 Yes, any sensible reason, e.g. a standard egg weighs about 60 g, so a large egg may weigh 75 g; two eggs
weigh about the same as an apple which could be 150 g.
6 No, he would not drive at 200 km/h.
7 9 kg
8 16 l
9 1 to 2 kg
10 Yes, 500 kg ÷ 8 = 62.5 kg and most adults would weigh more than 62.5 kg.
11 9 × length of car (3 m to 5 m) = 27 m to 45 m
12 1.7 m × 8 = 13.6 m or 1.8 m × 8 = 14.4 m

✦ Exercise 4.2 Kilometres and miles

1 a T  b F c F  d T  e  F
2 Yes, a kilometre is shorter than a mile.
3 a 40 miles  b 25 miles  c 35 miles
4 a 15 miles  b 30 miles  c 60 miles  d 110 miles
5 a 88 km  b 32 km  c 136 km
6 a 16 km  b 160 km  c 200 km  d 288 km
7 70 miles; 104 km = 65 miles or 70 miles = 112 km
8 152 km; 152 km = 95 miles or 90 miles = 144 km
9 a 75  b 168  c 184 km = 115 miles  d 140 miles = 224 km
10 a 1392 km  b $278

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 1

Unit 4 Answers to Coursebook exercises

End-of-unit review
1 a m  b mm  c kg  d g  e ml  f l
2 a m2  b mm2  c cm3  d m3
3 Possible if she has a very small house, but probably not sensible as a door is 2 m high.
4 4m
5 8 × (70 to 80 kg) + 6 × (30 to 60 kg) = 740 to 1000 kg
6 6 × (1.7 to 1.8 m) = 10.2 to 10.8 m, rounded to 10 or 11 m
7 a T  b F c  T
8 a 70 miles  b 130 miles
9 a 72 km  b 328 km
10 300 miles; 472 km = 295 miles or 300 miles = 480 km
11 a 235 miles  b $94

2 Cambridge Checkpoint Mathematics 8 Copyright Cambridge University Press 2013

 Answers to Coursebook exercises

5 Angles

✦ Exercise 5.1 Parallel lines

1 a  p and t , q and u, s and w, r  and v   b q and w, r  and t 
2 a b  b d 
3 a q, r , u  b  p, s, t 
4 a corresponding  b alternate  c CQX   d BPY
5 a E  b H, N, W
6 If they were parallel, then the angles XSA and XTC would be equal. This is not the case.
7 a b, f , j  b, c  c and e; c and i
8 a i and q; i and k  b o and j; o and t 
9 a neither  b corresponding  c corresponding  d alternate  e neither

✦ Exercise 5.2 Explaining angle properties

  lternative explanations are possible for some questions.
A
1 a 125°  b 40°  c 48°
2 a 72° and 73°  b 145° and 107°
3 a Draw a line from R parallel to PQ; x  = p, corresponding angles; y  = q, S
°
alternate angles; the exterior angle is angle SRQ = x  + y  = p + q; this is the R  x 
°

required result. °  y 

r 
b x  + y  + r  = 180, angles on a straight line; hence  p + q + r  = 180, which is the °
° q 
required result.  p 
  Q
P
4 a alternate angles  b alternate angles
c angle XAB + angle BAC + angle YAC = 180°, angles on a straight line;
angle ABC + angle BAC + angle ACB = 180°. This proves the result.
5 Draw HF to divide the quadrilateral into two triangles. Show that the six triangle angles are the four
quadrilateral angles.
6 a alternate angles  b corresponding angles  c x  = a + y  = a + c
7 a x  is the exterior angle of triangle PQR.
b  y  = d  + e
c x  + y  + c + f  = 360, angles at a point; hence a + b + d  + e + c + f  = 360. These are the angles of the quadrilateral.
8 a alternate angles  b corresponding angles
c angle CBD = angle XDY, corresponding angles; angle BCD = angle CDX, alternate angles. The six angles
round D add up to 360°. The result follows from this.

✦ Exercise 5.3 Solving angle problems

 Alternative explanations are possible in some questions.
1 Because 30° and 20° are opposite angles and should be equal. Similarly, 150° and 160° are opposite angles and
should be equal.
2 a = 136°, alternate angles; b = 136°, corresponding angles; c = 180° − 136° = 44°, angles on a straight line;
d  = 44°, alternate angles.
3 a d  + b = 180°, angles on a straight line and b + a + c = 180°, angle sum of a triangle, so d  = a + c
b e = a + b; f  = b + c
c d  + e + f  = 2(a + b + c) = 360

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 1

Unit 5 Answers to Coursebook exercises

4 angle BAC = 180 – (2 × 68) = 44°, isosceles triangle; angle EDC = 44°, corresponding angle
5 Show that the angles of the triangle and the quadrilateral together make the angles of the pentagon. The sum
of the angles is 180° + 360°.
6 The angles at A and D are equal (corresponding angles); the angles at B and E are equal (corresponding angles);
the angle at C is common to both triangles.
7 Angle BAC = q, alternate angles; r  = angle BAC +  p, exterior angles. The result follows.
8 a w = a + c, exterior angle of a triangle;  y  = b + d , exterior angle of a triangle. The result follows.
b w +  y  = the sum of two angles of the quadrilateral; x  + z  = the sum of the other two angles of the quadrilateral;
w + x  + y  + z  = the angle sum of the quadrilateral = 360°.
9 a exterior angle of a triangle
b exterior angle of a triangle
c a + x  +  y  = 180°, angle sum of a triangle; hence a + (b + d ) + (c + e) = a + b + c + d  + e = 180°.

End-of-unit review
1 a e  b  f   c c  d d , f , b or h
2 a = 45°, corresponding angles; b = 45°, vertically opposite angles or alternate angles; c = 45°, vertically opposite
angles; d  = 135°, angles on a straight line.
3 a and b, or f  and g 
4 82° + 27° = 109° so the angle between 82° and 27° is 180° – 109° = 71°; hence a = 71°, alternate angles.
b = 27°, corresponding angles.
5 a = 125° − 41° = 84°, external angle. b = 84° − 35° = 49°, external angle.
6 a corresponding angles  b alternate angles  c corresponding angles  d alternate angles
7 Angle ADB = angle ABD, isosceles triangles; angle CDB = angle CBD, isosceles;
Angle B = ABD + CBD = ADB + CDB = angle D.

2 Cambridge Checkpoint Mathematics 8 Copyright Cambridge University Press 2013

 Answers to Coursebook exercises

6 Planning and collecting data

F Exercise 6.1 Collecting data

1  a  experiment b  observation c  survey d  survey 
  e  experiment f   observation g   survey 
2 All. There are only 38 members, a sample would be too small.
3 a  Cheaper, quicker, easier. b  86
4 34
5 95
6 a  B b  C c  B
7  a  i  Not enough, should have at least 24.
  ii  Not good, has not given numbers. People will have different opinions of how often ‘sometimes’ is.
  iii  It seems to be true, but he would need to ask more people, to be sure.
  b  i  Students’ data collection sheets must include non-overlapping numerical values that allows for zero and
extreme data.
  ii, iii Check students’ results and conclusions.
8  a  i  About 10%, and can be done fairly easily, so is a good decision.
  ii  Confusing and has overlapping numbers of pets – someone with three pets could be put in two different
categories.
  iii  It depends on what you mean by ‘lots’.
  b  i  Students’ data collection sheets must include non-overlapping numerical values that allows for zero and
extreme data.
  ii, iii  Check students’ results and conclusions.

F Exercise 6.2 Types of data

1  a  discrete b  continuous c  continuous d  discrete e  discrete
f continuous g   discrete h  continuous i  discrete  j  discrete
2 No. Shoes are sold in whole and half sizes, no other. This is discrete data.
3  No. Age, like any time, is continuous data.

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 1

Unit 6 Answers to Coursebook exercises

F Exercise 6.3 Using frequency tables

1  a 
Height, h (cm) Tally Frequency  
150 < h ≤ 160   //// 4

160 < h ≤ 170 //// 5

170 < h ≤ 180 //// // 7

180 < h ≤ 190   /// 3

190 < h ≤ 200   / 1

Total 20

  b  3
  c  11. Add up last three frequencies; all are taller than 170 cm.
d 16. Add up the first three frequencies; all are shorter than 180 cm.
2  a 
Time, t  (seconds) Tally Frequency  
25 < t  ≤ 30 // 2

30 < t  ≤ 35 //// / 6

35 < t  ≤ 40 //// //// 9

40 < t   ≤ 45 //// // 7

45 < t  ≤ 50 /// 3

Total 27

b 27 c  7 d  19 e  8
3 a 
Height, h (cm) Tally Frequency  
10 ≤ h < 18 //// /// 8

18 ≤ h < 26 //// 5

26 ≤ h < 34 // 2

34 ≤ h < 42 /// 3

Total 18

  b 18 c  5 d  15 e  5
4 a  4 b  6 c  30 d  14
5 a
Maths Science English Other subject Total
Girls 8 4 5 1 18

Boys 6 5 1 2 14

Total 14 9 6 3 32

b 5 c  3
6 Car Bus Bicycle Total
Male 7 8 5 20

Female 10 9 3 22

Total 17 17 8 42

2 Cambridge Checkpoint Mathematics 8 Copyright Cambridge University Press 2013

Answers to Coursebook exercises Unit 6

End-of-unit review
1 a  experiment b  observation c  survey 
2 All. A 10% sample would be too small.
3 99 or 100 for a 10% sample.
4 a  C b  C
5 a  discrete b  continuous
6 a  Weight, w   (g) Tally Frequency  
150 < w  ≤ 170 / 1

170 < w  ≤ 190 //// 5

190 < w  ≤ 210 //// // 7

210 < w  ≤ 230 /// 3

Total 16

  b  5 c  10 d  13 e  16
7
 A B C Total
Maths 4 9 5 18

Science 5 2 3 10

Total 9 11 8 28

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 3

 Answers to Coursebook exercises

7 Fractions

✦"Exercise 7.1 Finding equivalent fractions, decimals and percentages

1 a 1   b 0.4  c 80%  d 1   e 0.6  f 1   g 7   h 75% = 0.75
4 2 5 10
2 a i  0.14 ii  14 = 7   b i  0.74 ii  74 =
37
100 50 100 50
c i 0.24 ii  24 = 6   d i  0.08 ii  8 =
2
100 25 100 25
3 a i  34% ii  17   b i  6% ii  3
50 50
c i 68% ii  17   d i  81% ii  81
25 100
4 a i  0.36 ii  36%  b i  0.35 ii  35%
c i 0.04 ii  4%  d i  0.95 ii  95%
5 a 12.5%  b 87.5%  c 7.5%  d 47.5%  e 3.2%  f 53.6%
  g 25.5%  h 1.5%  i 66.5%  j 94.2%  k 3.4%  l 1.8%

✦"Exercise 7.2 Converting fractions to decimals

1 a 0.68  b 0.55  c 0.125  d 0.3125  e 0.90625
• • • • • • • • • • •

2 a 0.6   b 0.1   c 0.63   d 0.39   e 0.123  or 0.123

3 a 0.385  b 0.857  c 0.762  d 0.514  e 0.436

4 Yes. Both 1  and 4  have one number that is recurring and both 1  and 7  have two recurring decimals.
15 15 22 22

✦"Exercise 7.3 Ordering fractions

1 a 3 , 5 , 11   b 1 4 9   c 5 11 2   d 3 4 9
, , , , , ,
4 6 12 2 7 14 9 18 3 4 5 10
e 5, 3, 5   f 1, 4 , 7
8 4 6 6 15 10

2 a 4 1 3   b 4 11 8   c 18 , 5 , 2   d 11 , 3 , 12
, , , ,
11 3 10 7 20 15 61 18 9 16 5 21

e 17 9 19   f 17 11 32
, , , ,
20 11 25 18 12 35

3 1 11 5 4
, , ,
3 27 12 9

4 1  is smaller than 1 , so 5  is closer to one than 4 , so is bigger. Same reasoning for 4  and 3 , etc.
6 5 6 5 5 4

✦"Exercise 7.4 Adding and subtracting fractions

7 7   1 11 11 58
1 a   b c   d   e   f  
8 10 2 15 12 99
g 5   h 1   i 1   j 7   k 7   l 5
8 3 4 18 15 24
4 1   1 16  8 11
2 a 1   b 1 c 1   d 1   e 1   f 1
9 3 9 45 21 36
  g 1   h  3   i 1   j  4   k  1   l 5
1 1 2 2 1 1
4 10 2 15 12 6
3 a 7 15 22 , 22 1 ,  1
+ = =
1 7
21 21 21 21 21 21
b 8 27 35 , 35 7 1 , 1
+ = =
1 14
=

30 30 30 30 6 6 6

4 a 85 32 53 13   b 55 41 110 41 69 23 3
− = =
2 − = − = = =
5
20 20 20 20 6 12 12 12 12 4 4

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 1

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