Answers

1 Powers and indices Powers of 2

Answers
Number 32 16 8 4 2 1
18 1 0 0 1 0
The tower of Hanoi 19 1 0 0 1 1
The number of moves for d discs is 2d –1 20 1 0 1 0 0
21 1 0 1 0 1
1.1 Skill checker 22 1 0 1 1 0
23 1 0 1 1 1
1 2 3 24 1 1 0 0 0
2 1 8 1
25 1 1 0 0 1
4 26 1 1 0 1 0
2 5 7 6
27 1 1 0 1 1
5 28 1 1 1 0 0
6 5 4
29 1 1 1 0 1
6 7 8 30 1 1 1 1 0
9 6 5
31 1 1 1 1 1
9 10 32 1 0 0 0 0 0
2 4 2 0
11 d i 32 ii 42 iii 107 iv 128
7 8 0 0 e Yes; text is converted to binary by assigning each
letter with a number.

Activity Activity
a i 1 ii 2 iii 4 iv 8 v 16 vi 32 ❶ a i 3
b i 21 = 16 + 4 + 1 ii 4
ii 7= 1 + 1 + 2 + 1 iii 9
iii 10 = 8 + 2 b i 37 ÷ 36 = 31
iv 31 = 16 + 8 + 4 + 2 + 1 ii 48 ÷ 47 = 41
v 51 = 32 + 16 + 2 + 1 iii 911 ÷ 910 = 91
c c Any number to the power of 1 equals itself ;
561 = 56
Powers of 2
❷ a i to  iii 1
Number 32 16 8 4 2 1
b i 29 ÷ 29 = 20
9 1 0 0 1
ii 58 ÷ 58 = 50
10 1 0 1 0
11 1 0 1 1 iii 193 ÷ 193 = 190
12 1 1 0 0 c Any number to the power of 0 equals 1 ; 560 = 1
13 1 1 0 1
14 1 1 1 0 1.1 Now try these
15 1 1 1 1 ❶ a 24
16 1 0 0 0 0 b 27
17 1 0 0 0 1
c 212
d 26
1
 ❷ a 73 ⓬ a 1356
b 55 b 77
c 147 c 414
d 126 d 32
e 87 e 1224
f 339 f 1112
❸ a 1 ⓭ a 0.5
b 59 b 0.1
❹ 4 × 4 × 4 × 4 × 4 ; 41 × 44; 42 × 43 c 0.2
42 × 41 × 41 × 41 ; 43 × 41 × 41 ; 42 × 42 × 41 d 0.25
❺ a 16 e 0.01
b 5 f 0.125
c 4 ⓮ 34 × 22 = 81 × 4 = 324 and 66 = 46 656 so they are
❻ a 25 , 62 not equal.
b 27 . 53 The bases are different so you can’t write them a
c 43 , 34 single power.
d 29 = 83 ⓯ a 0.25
e 103 , 210 b 0.01
f 125 . 38 c 0.04
❼ 42 = 16, 32 = 9, 23 = 8, 3 × 2 = 6, 25 = 32, 10 = 2 × 5 d 0.125
e 0.001
❽ a 48
f 0.008
b 616
c 512 ⓰ a 3
b 2
Key Stage 3 Mastering Mathematics: Book 3

❾ a 32
c 5
b 76
c 83 ⓱ a 51 = 5
d 24 b 55
e 105 c 5–6
f 205 d 54
e 50 = 1
❿ a 66
f 50 = 1
b 220
c 1318 ⓲ a 3
b 0
⓫ a 1
c 2
b 49 = 72
d 1
c i 70
ii 1 ⓳ a 33
d 1 b 218
e i 1 c 2–2
ii 1 d 6–4
iii 1 e 55
f N0 = 1 for any number N except 0. f 98

2
⓴ a (53)2 = 53×2 = 56 and (52)3 = 52×3 = 56 1.2 Now try these
b (am)n = am×n = an×m = (an)m
❶ a 106
c Only true when m = n , so sometimes true.
b 108
c 101
1.2 Skill checker

Answers
d 10−2
❶ a 10 e 10−3
b 100 f 105
c 1000 g 109
d 10 000 h 10−4
e 100 000 ❷ a 100 000
f 1 000 000 b 10 000 000 000
❷ a i 1 000 000 c 0.1
ii 106 d 0.01
b i 1 000 000 000 e 0.001
ii 109
❸ a 2600
c 100
b 400
❸ a 2.7 × 10 = 27
c 480 000
2.7 × 102 = 2.7 × 100 = 270 d 13 000
2.7 × 103 = 2.7 × 1000 = 2700 e 24 000 000
2.7 × 104 = 2.7 × 10 000 = 27 000 f 9 300 000
2.7 × 105 = 2.7 × 100 000 = 270 000 ❹ a 5 × 102 = 500
2.7 × 10 = 2.7 × 1 000 000 = 2700 000
6
b 3 × 103 = 3000
c 6 × 106 = 6 000 000
b 2 700 000 000; 2.7 billion. 2 thousand 7 hundred
million is also correct d 3.5 × 102 = 350
e 4.2 × 104 = 42 000
Activity f 4.5 × 105 = 450 000
❶ 102 = 100 ❺ a 2000
10 = 10
1 b 7 000 000
100 = 1 c 420 000
d 71 000 000
10−1 = 0.1
e 8 600 000 000
10−2 = 0.01
−3
❻ a 2 × 102
10 = 0.001
b 5 × 103
−4
10 = 0.0001 c 7 × 106
❷ a i 0.2, 0.02, 0.002 d 3.6 × 103
ii 8.4, 0.84, 0.084 e 7.2 × 106
iii 0.79, 0.079, 0.0079 ❼ a 0.3
b Multiplying by 10–1 is the same as dividing by b 0.04
10 once
c 0.005
Multiplying by 10–2 is the same as dividing by
❽ a 4 × 10–1 = 0.4
10 twice
b 6 × 10–3 = 0.006
Multiplying by 10–3 is the same as dividing by
10 three times c 3 × 10–2 = 0.03
3
 ❾ a 0.000 005 ⓱ a No, as 0.3 is , 1; 3 × 103
b 553 b Yes
c 0.000 000 000 000 000 000 000 000 000  c No, as 10.1 > 10, 1.01 × 10–5
000 911 d No, as 0.5 is not an integer, it can’t be done
❿ a 2.39 × 105 without a calculator.
b 2.2 × 10−4 e No as must be in form A × 10n; 1 × 109
c 1.0 × 10−6 f Yes
⓫ a i 3 × 104 , 3 × 105
ii 4.6 × 106 , 5.8 × 106 1.3 Skill checker
iii 7 × 109 . 5.3 × 109 ❶ a 1, 9, 16, 36, 64, 100
iv 6 × 105 , 1 million b 1, 8, 27, 64
b Compare powers first, if powers are the same c 1, 2, 6, 9, 12, 36
then compare the value of A.
d 2, 5, 7, 11, 37
⓬ 3.4 × 104 , 4.56 × 105 , 563 000, 820 000, e 6, 12, 24, 36, 42
7.4 × 106
f 2 and 5
⓭ Students own answers
❷ 2, 3, 5, 7, 11, 13, 17, 19, 23 and 29
⓮ a i Multiply 2 × 3 = 6
Count the number of zeros after the 2 and 3
(000 + 00) = 5 zeros
Activity
Answer 600 000 Number Answer
ii 6 × 105 2 2 (prime)
b i 6 × 105 3 3 (prime)
ii Multiply the 2 and 3 together = 6 4 2×2
iii Add the powers (3 + 2 = 5) 5 5 (prime)
Key Stage 3 Mastering Mathematics: Book 3

6 2×3
c i 8 × 105
7 7 (prime)
ii 3.6 × 106
8 2×2×2
d e.g. (x × 10a) × ( y × 10b) = (x × y) × 10(a+b)
9 3×3
If x × y is more than 1 e.g. 36 then this
would be written as 3.6 × 101 × 10a + b 10 2×5
11 11 (prime)
= 3.6 × 10a + b + 1
12 2×2×3
e (3 × 10−2) × (4 × 10−3)
13 13 (prime)
= 12 × 10−5
14 2×7
= 1.2 × 10 × 10−5
15 3×5
= 1.2 × 10−4
16 2×2×2×2
⓯ a 1.5 × 101 or 15 kg 17 17 (prime)
b 1188 km 18 2×3×3
c 3.75 × 107 or 37 500 000 19 19 (prime)
d 0.11 mm 20 2×2×5
e 7.5 × 107 or 75 000 000
⓰ a 54 000 years 1.3 Now try these
b 2700 (assuming a 20 year generation gap)
❶ a 105
c none
b 231
c 30
4
 d 66 ⓬ a 90
e 8 b 360
f 16 c HCF was the smaller number of the pair
g 45 LCM was the greater number of the pair.
h 12

Answers
e.g. 150, 600; 315, 2835. Many possible
i 100 answers
❷ a 5, 10, 15, 20, 25, 30, 35, 40, 45, 50 ⓭ a 4199
b 6, 12, 18, 24, 30, 36, 42, 48, 54, 60 b 128
c 30 c e.g. 30, 540. There are many possible answers
❸ a 30, 60, 90, 120, 150, 180, 210, 240 ⓮ a 24 90
b 24, 48, 72, 96, 120, 144, 168, 192
2 2 3
c 120
2 3 5
❹ a 15
b 12
c 36 b HCF = 6 and LCM = 360
❺ a 1, 2, 3, 4, 6, 12 ⓯ 6 cm
b 1, 2, 4, 8, 16 ⓰ HCF 15; LCM 900
c 4 ⓱ a 0 4
7 1 1 3 5
❻ a 5 2 0
6 2
b 6 2 0
3 4
5 3
❼ a 3 4 1
b 18 = 2 × 3 × 3
b 5 complete turns
c 18 = 2 × 32
c 15 complete turns
❽ a 1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30, 60
⓲ 9.40 a.m.
b 2, 3, 5
c 2 × 2 × 3 × 5
❾ a 2 × 2 × 3
Review exercise
b 2×2×2 ❶ a 36
c 3×5 b 75
d 2 ×2 × 5 c 98
e 2×3×5 d 216
❿ a 2 × 52 ❷ a 26
b 22 × 7 × 5 b 43
c 22 × 3 × 7 c 82
d 22 × 32 d 641
e 23 × 52 ❸ a 102
⓫ a i 576 b 10−1
ii 8 c 104
b i 140
ii 5
c i 112
ii 4

5
 ❹ ⓬ a 1.393 × 109
Value of first Value of b 3.3 × 10−9
Number digit Number first digit c 6.695 × 103
6.1 × 104 60 000 2 × 10–2 0.02 d 5 × 10−4
3.52 × 104 30 000 1.46 × 10–2 0.01 e 1.032 × 1010
2.9× 107 20 000 000 3 × 10–4 0.0003
⓭ a 36 b 33 c 38
1.352 × 107 10 000 000 6.2 × 10–4 0.0006
d 50 e 5−2 f 5−1
4.5 × 109 4 000 000 000 5 × 10–6 0.000 005
1.236 × 109 1 000 000 000 3.21 × 10–6 0.000 003 ⓮ a 1 × 107 b 3 × 108
c 5 × 10–4 d 2 × 10–4
❺ a HCF = 2, LCM = 56 1.36 × 103, 5.47 × 103, 2.3 × 104, 32 000,
⓯ a 
b HCF = 5, LCM = 210 40 thousand
HCF = 6, LCM = 72 b 0.000 03, 4 × 10−5, 1.8 × 10−4, 3.7 × 10−4,
❻ a 64 0.000 65
b 32 ⓰ No. She has not fully factorised both answers
c 12 209 × 119 = (11 × 19) × (7 × 17)
d 64 = 7 × 11 × 17 × 19
e 64 187 × 133 = (11 × 17) × (7 × 19)
f 4 = 7 × 11 × 17 × 19
g 23 = 8 ⓱ a 3 × 3 × 3 × 5 × 5 × 5 = 3375
h 1 b 3 × 7 = 21
❼ a HCF = 20; LCM = 400 c 64 = (2 × 2 × 2) × (2 × 2 × 2) or
b HCF = 30; LCM = 1680 (2 × 2) × (2 × 2) × (2 × 2)
❽ a 52 = 25 d 36 = 729 46 = 4096
Key Stage 3 Mastering Mathematics: Book 3

b 152 = 225 or 252 = 625 ⓲ a 35 minutes

c 63 = 216 b Fast car has completed 7 laps. Slow car has
d 36 = 93 or 26 = 43 completed 5 laps.
❾ a 2 × 103 c Yes
b 3.2 × 104 d It happens half way round the track after
17.5 minutes.
c 1.45 × 103
d 3.6 × 107
⓳ a n = 4
b m = −3
❿ a 6.7 × 10−2
b 3.41 × 10−3
c 6 × 10−6
2 Fractions
d 2.3 × 10−1
Fraction arithmagons
⓫ a 2000
❶
b 140 11
13
c 45 600 1
12
13
d 560 000 2 1
ADD
e 3 576 000 000 000 13 13

10 9
f 0.0027 13 13

g 0.000 000 832 8
13

h 0.000 000 000 49

6
 ❷ 2 1
5 ❷ a
9 7
4
20 10
1
1
ADD
3 b
20 10 12

Answers
13 9
20 10 4
3
c
5
9

❸ 8
Discussion activity
11
❶ Amir is right; a fraction is a type of number. Fractions
10 9
11 11 can be used to describe parts of a whole or proportions
2
ADD
1 in the same way that decimals or percentages can.
11 11

1
10 ❷ There are an infinite number of real numbers.
11

9
❸ Only π is not rational. It is irrational.
11
7 1 5
7 = , − is a fraction, 1.25 =
1 2 4
❹ 1
2 There are an infinite number of rational numbers.
5
8
7
8
❹ No, there are an infinite number of both. Every integer
1 3
has a corresponding square, so in fact there are the
ADD
8 8 same number of each.
5 7
8 8

1
2
2.1 Now try these
8
❶ a
❺ 1 9
3
1
4 1 b
9 2 2
1 1
9 ADD 6 1
c
7
9
5
6
4
2 2
3 d
3
❻ 3
2 e
11 4
6
1 11 1
f
9
ADD
4 3
11 11

10 5 ❷ a 0.4
11 11

1
b
0.2
11
c
0.5
d
0.25
2.1 Skill checker
e
0.75
5
❶ a f
0.875
16
7
5 ❸ a
b 12
8
3
1 b
c 4
16
7
 5 19
c e
6 24
5 8
d f
6 21
1 1
e ❿ a
6 10
f 5 b
2
12 21
❹ a 4 1
c
b 4 4
c 6 5
d
d 5 8
e 9 5
e
f 6 22
1 7
❺ a 5 ÷ = 15 f
3 27
1 ⓫ a 12
b 2÷ = 8
4 b 9
1 c 2
c 3 ÷ = 12
4 1
d
1 1 18
d ÷ =6
2 12 1
e
❻ a 8 20
b 30 2
Key Stage 3 Mastering Mathematics: Book 3

c 12 f
25
d 21
2
e 20 ⓬ a
5
f 90
19
1 b
❼ a 20
8 7
b 9 c
8
7
c 1
4 ⓭ a
6
7 3 2 1
❽ , , , b £10
25 10 5 2
3
55 ⓮ a
❾ a 5
63
2
1 b
b 7
6
1
1 c
c 4
2
1
5 d
d 10
12
8
 e
4 2.2 Now try these
27 ❶ a 11
7 11
f b
8 6

Answers
2 ❷ a 7 sectors shaded
⓯ a
3 7
3 b
b 4
16 ❸ a 11 triangles shaded
1 b 16 squares shaded
c
16 ❹ a 3
23 b 4
⓰ a
30 c 5
49 d 6
b
400 e 8
1 f 10
c
3 g 9
⓱ 40 kg h 12
⓲ 250 pages i 15
3
❺ a
2.2 Skill checker 2
5
a b
11
15
4
5
2 1 c
5 3
3
11
2
15
d
6
8 3
b ❻ a =1
19
24
5 5
7 1
3
8
5
12
b =3
2 2
5 11 2
32 c =1
9 9
c 13 5
62
63 d =1
8 8
3 5
7 9 11 2
e =3
5
3 3
21
17 5
f =2
d 29
6 6
30
3 11
7 4 ❼ a 2 =
10 15 4 4
1 13
14
75
b 6 =
2 2
9
 3 13 1
c 2 = ⓫ a 3
5 5 5
4 18 8
d 2 = b 3
7 7 9
1 28 11
e 3 = c 1
9 9 24
3
1 25 d
f 3 = 5
8 8
1
e 8
❽ a 11 8
3
1
13 f 4
b 2 9
40 5
⓬ 1 cups
3 12
c 3
7
1 ⓭ 1 3   9   13   21   21
d 4 4 5 6 5 3
5
1
⓮ a 5
e 8 b 5
3
1
1 c 7
❾ a 1 24
5
4
1 d 1
b 1 5
2 29
e 7
c 1 30
1
6
Key Stage 3 Mastering Mathematics: Book 3

55
f 1
11 56
d 5
28 13
⓯ 36
13 15
e 3
24 4
⓰ a 2
7 5
f 4 3
12 b 3
7 5
❿ a 2
8 c 6
5 5
b 2
6 d 16 000 metres; 6
1 5
c 1
16 2.3 Skill checker
5
d 3 11
6 ❷ 2 =
4 4
11
e 1 5 2 1
24 ❸ - =
7 7 3 21
f 1 2
20 6 2 4
❹ × 1=
7 3 7
10
 44 14 7
❼ =2 b i
15 15 4
2 1 2 2 4 4
❽ ÷ = × = ii
3 2 3 1 3 7

Answers
5 38 9
❿ 3 = c i
11 11 4

2.3 Now try these ii

4
9
2
❶ a 14
5 d i
3 3
b
7 3
ii
4 14
c
9 17
e i
❷ a i 3 5
ii 9 5
ii
iii 9 17
b i 2
23
ii 12 f i
8
iii 12
8
c i 3 ii
23
ii 33
5
iii 33 ❺
8
Answers to parts ii and iii are the same because you 11
can multiply in any order.
❻ a
15
❸ a i 2 5
b
ii 10 7
10 c 3
iii
3 53
d 2
b i 3 56
ii 12 1
e 9
12 4
iii
5 1
f 7
c i 4 8
ii 8 7
❼ a
8 8
iii
5 19
b
5 32
❹ a i 14
2 c
15
2
ii
5

11
 1
5 ⓮ Dan is incorrect. He needs to write 2 as an improper
❽ a i 3
6 1 7 3
fraction first. So 2 = which has a reciprocal of
6 3 3 7
ii 249
5 ⓯ 15  m
250
39 19
b i =1
20 20 Review exercise
20
ii 2 5 7 14
39 ❶ a i , , ,
4 10 14 28
c i 57 = 2 5 9 2 3 11
26 26 ii , , ,
27 6 9 33
26
ii 15 6 9 12
57 iii , , ,
20 8 12 16
They are reciprocals of each other.
3 8 2 3 1 6 3 4 1
❾ a 4  m2 b = ; = ; = ; =
12 3 12 4 10 5 16 4
8
31 ❷ a Correct
b 5  m2
40 1
b False; 10 grams are of a kilogram
3 100
❿ a hour c Correct
4
d Correct
1 5
b 2 hours e False 5 weeks are of a year.
4 52
3 9
c 3 hours ❸ a
4 5
9
9 b
⓫ a 7
10
Key Stage 3 Mastering Mathematics: Book 3

13
b 8 c
9
7
c 14 7
60 ❹ a 2 hours
12
3
d 5
8 b hours = 25 minutes
12
e 5
3 7 3 4 5 9
2 ❺ a , , , , ,
f 10 7 10 4 5 6 10
3 1 9 2 40 15
1 b , , , ,
g 3 3 21 4 50 18
28
13 4 6 16 50
27 c , , , ,
h 1 39 8 10 20 60
28
4 1 11
i
15 ❻ Alfie: ; Ben: ; Chloe
9 4 36
16
21
11 ❼ a 5
⓬ 9  km 40
20
13
3 b 2
⓭ a 18 miles 18
4 1
c 1
b 25 miles 6
12
❽ a 1 3 11 11 11 121 1
7 ⓮ a No 2 = and × = = 30
2 4 4 4 4 4 4
b 16
25 7
c 7 b i =2
9 9
9

Answers
❾ a ii
45 13
20 =2
16 16
9
b 9
20 iii
c Tin B 16
11 9 3 3
❿ a 4 c = ×
15 16 4 4
2 1
b 2 d i
3 5
39 1
c 10 ii
70 10
57 6 1
d 2 iii =1
77 5 5
8
⓯ 5 m
e
15
f
5 3 Accuracy
12
21
g Estimators
40
3 Round 1: 6.3 cm
h 2 Round 2: Students’ own answers
5
3 Round 3: 32 spiders
i 6
8 Round 4: 3.4 cm2
3
⓫ a 3
4 3.1 Skill checker
1 ❶ a 346
b 11
9 b 128
3 c 4368
c 3
4 ❷ a 6.5
1
d 5 b 19.9
5
c 7.0
3
⓬ 2  m ❸ a 1.87
10
b 0.48
1
⓭ a 1  km/h c 0.88
15
3 ❹ a 37.964
b  km/h
8 b 8.675
7 c 90.091
c 1  km/h
8 d 0.667
d 60 km/h

13
 Discussion activity b i 1790
ii 1800
❶ Using ‘half rounds up’ then Jamal is right.
c i 20
Using ‘symmetrical rounding’ or ‘rounding half away
ii 21
from 0’ then Chiara is right.
d i 100
The convention for rounding negative numbers is not
universally agreed. ii 100
❷ Banker’s rounding is rounding ‘half’ to the nearest e i 458 360
even number. ii 460 000
It smooths out the rounding when you have a lot of ❻ a i 34.4
‘halves’. ii 34
❸ Students’ own work b i 12.4
ii 12
3.1 Now try these c i 1.6
❶ a 40 ii 1.6
b 400 d i 0.4
c 9000 ii 0.43
d 20 000 e i 0.3
e 2 ii 0.26
❷ a i 45.3 ❼ a 300 000
ii 12 706 b 320 000
iii 587 210 c 325 000
d 324 900
iv 408
e 324 860
v 301 999
b i 45
❽ a 65.9
Key Stage 3 Mastering Mathematics: Book 3

b 108
ii 13 000
c 0.949
iii 590 000
iv 410 ❾ a 0.003
v 300 000 b 0.000 46
❸ a i 2745.3 c 0.100
ii 127 453 d 0.000 000 9
iii 50 087 210 e 0.071
iv 3002 f 0.701
v 7009 ❿ a 170
b i 2750 b 17.0
ii 127 000 c 0.0170
iii 50 100 000 ⓫ a 4 is only 1 significant figure so Kate is wrong.
iv 3000 b i 20
v 7010 ii 800 000
❹ No, it is the first non-zero number iii 0.860
❺ a i 250 iv 0.003 60
ii 250

14
⓬ a 354 = 350 correct to 2 significant figures e False, 47 132 is about 47 130
b The digit 4 is the third significant figure in the f True
number 20 453 ❷ 40 bags
c 2135 = 2140 correct to 3 significant figures ❸ 40 + 10 + 7 + 6 = 63
d 0.4196 = 0.42 correct to 2 significant figures or

Answers
60 ÷ 4 = £15
0.4196 = 0.420 correct to 3 significant figures
❹ a 1200 × 50 and 1230 × 47
e 0.23 is given to 2 significant figures and 0.230 is
given to 3 significant figures b 1215 ÷ 45 and 1200 ÷ 50
⓭ i 3.445 798 2 → a, i, j c 1200 ÷ 50
3.456 120 7 → c, d, g ❺ 5 days
3.547 103 5 → d, h, m ❻ e.g.
3.556 815 6 → b, e, k a 40 × 10 = 400 eggs
3.467 233 1 → d, f, l b 1800 ÷ 60 = 30 coaches
ii 3.45, 3.46, 3.55, 3.56, 3.47 c 2000 × 10 = 20 000 ml or 2000 × 11
= 22 000 ml
⓮ a 1
d 2000 ÷ 200 = 10 cups
b 1.0
e 200 × 50 = £10 000
c 1.00
f 500 ÷ 20 = 25 pints
d 1.000
e 1.0000 ❼ 4779 is close to 4800 and ends in a 9. The correct
answer must end in a 9 as is 59 × 81
❽ a ii 28.48
3.2 Skill checker b iii 5.76
❶ 4 + 2 × 5 = 30 ✗ Answer should be 14 c i 188
❷ 2 × 52 = 100 ✗ Answer should be 50 ❾
10 – 4 Calculation Estimate Actual
❸ × 12 = 9 ✓
8 130
❹ 32 – 22 + 12 = 1 ✗ Answer should be 6 a = 13 15.1
10
❺ 32 + 4 2 = 7 ✗ Answer should be 5 b 80 × 8 = 640 656.5
c 2 + 50 + 120 = 172 171.9
❻ (2 + 5)(8 – 2 × 3) = 14 ✓
900
1– 2 + 3 – 4 + 5 d = 45 46.6
❼ = 3 ✗ Answer should be –3 20
1+ 2 – 3 + 4 – 5 20 × 50 = 1000
e 1005.4
144 f 60 × 70 × 10 = 42 000 48 384
❽ 3
=4 ✓
27 600
= 150
g 162.6
4
3×4+3
❾ 1 + = 3 ✗ Answer should be 4. 50 + 20
1 + 22 h =7 9.3
10
2
10 – 4 + 3 90 − 10
❿ =3 ✓ i =4 4.04
5 20

3.2 Now try these ❿ a 500 hours

❶ a True b 20 days
b False, 457.8 is about 458 ⓫ a, b, d, g
c True ⓬ a (37 × 21) + 223 = 1000
d True b (756 ÷ 18) × 29 = 1218
15
 c 27 + (36 × 18) = 675 c 67.5 kg, although he can’t weigh 67.5 kg
d 31 × (87 − 19) = 2108 d (66.5  w  67.5) kg
e 476 − (2040 ÷ 24) = 391 ❽ a 
3.5 kg and 4.5 kg (although it cannot equal
f (3461 + 276) ÷ 101 = 37 4.5 kg)
g (967 + 34) × (1023 − 654) = 369 369 b (3.5  x  4.5) kg
h (29 + 82) − 9 = 84 ❾ a 5 ml
i (619 − 316) + 425 + 196 = 924 b 74.5 cl
j 6975 ÷ (36 + 39) = 93 c 75.5 cl, although it can’t equal 75.5
⓭ a 36 and 81 are the closest square numbers d (74.5  x  75.5) cl
b 53.97 ; Yes ❿ a 5p
c i 4 b £4.25
ii 6 c £4.34
iii 1 d £(4.25  x  4.35)

3.3 Skill checker ⓫ If each person’s mass is given to the nearest kg, their
total mass could be 652 kg.
Students’ own work
⓬ a 99.5  a  100.5; 139.5  b  140.5
b 119°
3.3 Now try these
⓭ a 8.75 cm, 6.35 cm; 8.65 cm, 6.25 cm
❶ a 75
b 29.8 cm
b 84
c 30.2 cm
❷ a 350
d 54.0625 cm2, 55.5625 cm2
b 449
⓮ a 273.9025 cm2, 270.6025 cm2
❸ a i 25
b 65.038 821 9 cm2, 62.211 388 52 cm2
ii 35
c 211.691 111 5 cm2
Key Stage 3 Mastering Mathematics: Book 3

b i 1150
d (205.563 678 1  A  211.691 111 5) cm2
ii 1250
c i 2500
ii 3500
Review exercise
d i 14.5 ❶ b, d and f
ii 15.5 ❷ a i 23.7
❹ a The 9 after the 4 means that 4 rounds up to 5. ii 1056
3 and 5 are the 2 significant figures. iii 0.437
b 345, 346, 347, 348 iv 0.002 57
v 759 218
❺ a 
The 3 after the 6 means that 6 does not round
up to 7. b i 24
b e.g. 2.564, 2.5631, 2.5632 ii 1100
c e.g. 2.556, 2.557, 2.558, 2.559 iii 0.44
d 2.564 999..., 2.555 iv 0.0026
❻ a They all round to 1.2 v 760 000
b i 1.15 m and 1.25 m ❸ a 20 000
ii (1.15  l  1.25) m b 17 000
❼ a 67, 67, 67, 67 c 17 000
b 66.5 kg d 17 030

16
❹ a Fish and chips ................ £6 c 18.4
Pie and chips .................. £4 d 2.9
Jumbo sausage ..............£2 e 84.9
b £28 f 10.0

Answers
c Yes ⓯ a 2.65 cm (although it cannot equal 2.65  cm)
❺ a 
746 rounds to 750 to the nearest 10. The zero is b 0.14 mm
not significant.
b 745 Progress review 1
c 754.999... 1
❶ a
❻ a 0.5 cm 2
b 177.5 cm 3
b
c 178.5 cm 4
d (177.5  George’s height , 178.5) cm 5
c
❼ a 18 6
b 41.4 2
d
c 1250 3
d 0.02 3
e
e 500 5
3
f 5000 f
4
g 0.020
3
h 0.110 g
5
❽ £4
2
❾ a 44.5  x , 45.5 h
3
b 123.5  x , 124.5 3 7
c 57.5  x , 58.5 ❷ a <
4 8
d 4.05  x , 4.15 2 5
e 2.4995  x , 2.5005 b <
3 6
❿ a £8 9 3
c >
b £1 more 20 7
⓫ c, and e are clearly wrong. 8 4
d >
⓬ a 62.6 9 5
b 13.7 ❸ 1 2 3
c 65 1 6 3
d 0.000 63 4
4 9
e 2 700 000
5 6
⓭ a Number i ii 5 1
123.5678 123.568 124 7 8
0.123 567 8 0.124 0.124 1 2
9
b 0.123 567 8
1 3 3 1
c Students’ own answers
⓮ a 411.0 1
❹
b 4.1 12
17
 40 ⓭ a 1.5 × 103
❺ a
100 b 3.6 × 106
b 40% c 3 × 103
c English 75%, Science 42%, Maths 45% ⓮ a 0.007
d i English b 1 040 000
ii French c 760 000 000
11 d 0.000 000 000 000 008 68
❻ a
20
e 115 000
1
b ⓯ Student’s own answers
8
3 2
1 ⓰ a 3  m
c 16
16
3 3
❼ 72 m b 3  m2
8
❽ 500 000 minutes
⓱ a 44 cm, 154 cm2
❾ a 27 1
b 66 cm, 346  cm2
25
b 2
26
c c
1 2
22 cm, 38  cm
20
d 2
2−2
e ⓲ a 0.667
26
f b 0.833
7 c 0.455
❿ a
24 d 0.135
7 e 0.417
b 6
15 f 0.714
Key Stage 3 Mastering Mathematics: Book 3

24 g 0.917
c 2
35 h 0.504
⓫
i 0.710
Number i ii
a 49.737 cm2 50 cm2 49.7 cm2 ⓳ a 5
b £283 721 £280 000 £284 000 b 5.34
c 7.8241 cm 7.8 cm 7.82 cm ⓴ 1 × 1012 bytes
d 0.067 36 m 0.067 m 0.0674 m 5x
0.000 484 2 0.000 48 0.000 484
a
e 6
f 8.937 kg 8.9 kg 8.94 kg 9m
g 10.785 m 11 m 10.8 m b
20
h £37 694 £38 000 £37 700
13d
i 40.038 cm2 40 cm2 40.0 cm2 c
14
j 0.706 83 m2 0.71 m2 0.707 m2
19x
k 40.96 kg 41 kg 41.0 kg d
45
l 20.81 litres 21 litres 20.8 litres
2e
m 0.9008 km 0.90 km 0.901 km e
15
n 5.942 m 5.9 m 5.94 m
7h
o 10.94 cm2 11 cm2 10.9 cm2 f
12
43
⓬ 19  km
60
18
 a (272.25 − 240.25) cm2 = 32 cm2 6
1.2 120%
b The possible range will always be twice the 5
length of the square 23
2.3 230%
c Student’s own proof 10
9

Answers
1.8 180%
4 Percentages 5

❻ a i 95%
Find the magic number ii 80%
30 iii 85%
b 44
4.1 Skill checker c 88%
a 20% b 36% c 40% ❼ a 100% is £3900
d 50% e 20% 1% is £3900 ÷ 100 = £39
15% is 15 × £39 = £585
4.1 Now try these b i An increase of 15% gives
❶ a 18 £3900 + £585 = £4485
b 2.8 ii A decrease of 15% gives
£3900 – £585 = £3315
c 6
c 10% is £3900 ÷ 10 = £390
d 18
5% is £390 ÷ 2 = £185
e 5
15% is £390 + £185 = £585
f 1.92
g 148
❽ a
h 13.6 Percentage 100% 10% 5% 1%
Amount £270 £27 £13.50 £2.70
❷ a £18.81
b £360.81 b i 15% of £270 is £27 + £13.50 = £40.50
❸ £470.40 ii 40% of £270 is 4 × £27 = £108
❹ 91 algebra; 65 geometry; 104 arithmetic iii 16% of £270 is £27 + £13.50 + £2.70 = £43.20
❺ iv 35% of £270 is 3 × £27 + £13.50 = £94.50
Fraction Decimal Percentage v 27% of £270 is 2 × £27 + £13.50 + 2 × £2.70
= £72.90
19
0.95 95% vi 110% of £270 is £270 + £27 = £297
20
9 ❾ £69.66
0.9 90%
10 ❿ 11.4 acres
13 ⓫ a 40%
0.65 65%
20
b 24%
6
0.24 24% c 37.5%
25
31 d 62.5%
0.775 77.5% e 62.5%
40
2
27 f 66 %
0.675 67.5% 3
40 g 50%
17 2
0.425 42.5% h 66 %
40
3
i 75%

19
 ⓬ a £7.50 ❸ a £64
b £37.50 b £16
⓭ a 20% ❹ a £18
b i 18 b £54
ii 9 c £90
⓮ a 30 d £30
b 50 ❺ a £240
c 60% b £330
d Carlo is correct. Without arrow C his score would c £15
have been 28 out of 40, which is 70%. ❻ a €36
⓯ a 35 b €58.50
b 20% c €28.80
c 50% ❼ a £30 385
d 29.6% b £885
e Friday morning
❽ £210
4.2 Skill checker ❾ 800 m2
❿ a 50
Old New
Item price Percentage change price b 96
Bag of flour £1 15% increase £1.15 c 2400
Scarf £8.50 20% decrease £6.80 d Increasing by 100% is the same as doubling
Jacket £49.50 10% off in the sale £44.55 e 750
Blueberries £2.90 Reduced by 30% £2.03
f 6
Skirt £36 Price going up by 25% £45
g 180
Jeans £45 Price cut by 40% £27
h Increasing by 200% is the same as trebling
Key Stage 3 Mastering Mathematics: Book 3

Tin foil £1.80 5% added to price £1.89

⓫ a £22.50
4.2 Now try these b £35
❶ a 1.12 c £112.50, £175
b 0.88 d £62.50
c 1.2 ⓬ a 25p
d 0.8 b 30p
e 1.07 c £60
f 0.93 d £10
g 1.8 e 20% of £50 is £10. This is the same as the
h 0.2 answer in part d.
i 2 There are two ways to calculate the profit:
j 0.5 1 Calculate the profit on each bar and multiply by
200.
k 2.5
2 Calculate the profit on the whole box.
l 4
These two methods give the same answer, but
❷ a 25 the second method is quicker.
b £520 ⓭ a i £15
c £9150 ii £30
d 527 m iii £54
e 96 kg iv £66.60
20
 b i £50 hedge trimmers, and some building materials. These
ii £45 are all quite expensive items, so claiming back the
VAT at 20% would be a nice refund to have.
⓮ a 
Cinema £3.39; Salsa dancing £3.69; Ten pin
bowling £3.38; Diving £3.52; Clay pigeon Sally should speak to an accountant. Accountants are
shooting £3.23; Abseiling £3.51 professionals who look after the money in people’s

Answers
businesses. An accountant will charge a small fee,
b Cinema, Ten pin bowling, Clay pigeon shooting
but he or she might save Sally a lot of money with the
⓯ a 5200 cm3 correct advice!
b 260
4.3 Now try these
4.3 Skill checker ❶ a 65
b 1500 metres
1
Start 30 × 13 40 × 1.25 50 × 0.8 40 × 2.5 100
c 160 party hats
× 1.5
1 d 970
99 × 0.9 110 × 1.1 100 × 13 75 × 0.5 150
×3
2 e 7700 cockroaches
66 ×3
2
44 × 1.25 55 × 1.1 60.5 × 0.5 30.25 Finish f 890 litres
g 5900
h 420 cm
Activity: VAT for businesses i 6500 miles
❶ 1.2x = £240 j 2500 kg
£240 ❷ a Towels £15
x= = £200
1.2 b Table lamp £43.75
VAT = £240 – £200 = £40 c Table and chairs £112.50
The price of the printer before VAT was £200. d Cutlery set £562.50
The VAT added was £40, so this is the amount Will can ❸ 600 ml
claim back.
❹ a 103%
❷ 1.175x = £240 b £762 136
£240
x= = £204.26 ❺ a Trainers £50
1.175
b Boots £60
❸ 1.225x = £240
c Shoes £65
£240
x= = £195.92 ❻ a £60
1.225
❹ Many small businesses earning less than the b £200
threshold do not register for VAT. c £1800
There is extra work to do making the correct d £54
calculations and extra paperwork when dealing with ❼ i
the taxman. a £250
Additionally, registering for VAT does not usually save b £50
a small business any money. They can claim back
ii
the VAT they spend on any items for the business,
but they also need to add VAT to all their prices and a £140
give the VAT to the taxman. Increasing prices can b £28
sometimes mean your customers decide not to buy iii
your goods or services. a £170
As a landscape gardener, Sally’s expenses may b £34
involve gardening machinery, such as lawnmowers,
21
 ❽ 10% loss d 5400 litres
❾ a £24 000 e 6.5 cm
b £8420 f 420 m
c £120 g 3400
❿ a £18.75 h 3500 tonnes
b £86 i 8300 years
c £7.60 j 180
d £36 ❺ 37.5%
⓫ a i £150 ❻ a £15 600
ii £30 b £17 680
b i £112.50 c £24 960
ii £22.50 ❼ a £15 925
⓬ a 70p b £10 122
b £1.30 c £13 719
c £2 ❽ a £6
d 75p b £247.50
e £2.50 c £3360
f 40p d £2268
⓭ a 
Prices before VAT: Grand Salisbury Hotel: Friday ❾ a £134.40
£66; Trafalgar Rooms: Sunday £70 b £13.50
b Trafalgar Rooms: Sunday £70; Best Northern c £196
Hotel: Saturday £64.80
d £102
⓮ 30 million km3 ❿ a 80%
⓯ a The simplest rule is: divide by 6.
Key Stage 3 Mastering Mathematics: Book 3

b A i  €0.5  ii  €50 B i  €0.8125  ii  €81.25

b i £90 C i  €0.4  ii  €40
ii £540 ⓫ a £64
iii 540 ÷ 6 = £90 b £45
The answers using the rule from part a and part ⓬ a £280
bi agree.
b £16
c £110
Review exercise d £385
❶ 4% ⓭ a 15%
17 b 72.2 kg; 80 kg
❷ a
20 ⓮ a
b 85%
Number of pupils Percentage
❸ a £27 Type of Film
(out of 20) (of 20 pupils)
b £49.50 Romance 6 30%
c £37.80 Action 5 25%
❹ a 32 Comedy 4 20%
b 5400 Sci Fi 3 15%
Drama 2 10%
c 640

22
 b c Litres needed: 5 orange, 2 red, 1 pink
Number of pupils Percentage d Tins needed: 3 orange, 1 red, 1 pink
Type of Film
(out of 25) (of 25 pupils)
Romance 7 28% 5.1 Now try these
Action 6 24%

Answers
❶ a 7 : 1
Comedy 5 20%
b 1 : 4
Sci Fi 4 16%
c 1 : 9
Drama 3 12%
d 2 : 5
c Of the original pupils 30% said romance. Of the e 9 : 8
extra 5 pupils, 20% said romance. The overall
f 20 : 13
percentage will be between 30% and 20%, i.e.
lower than 30%. g 2 : 3
Of the original pupils 10% said drama. Of the h 3 : 7 : 2
extra 5 pupils, 20% said drama. The overall i 19 : 1 : 6
percentage will be between 10% and 20%, i.e. j 50 : 12 : 5
higher than 10%. ❷ a 4 : 5 = 32 : 40
⓯ a 400 ppm b 1 : 4 = 5 : 20
b i 25% c 1 : 9 = 4 : 36
ii 56.25% d 5 : 4 = 45 : 36
c 
256 ppm e 8 : 3 = 72 : 27
f 9 : 7 = 81 : 63
5 Ratio and proportion g 25 : 6 = 75 : 18
h 1 : 6 : 5 = 5 : 30 : 25
Proportion crossword i 3 : 11 : 2 = 12 : 44 : 8
1 2 3 j 41 : 2 : 6 = 164 : 8 : 24
2 8 8 8 k 12 : 22 = 6 : 11 = 36 : 66
4 5 6 1 1 5 1 7 1 2 3 5
2 1 4 4 ❸ a , , , , , , , ,
2 2 8 2 10 2 3 4 6
7 8
1 2 6 8 b 1 : 1, 1 : 1, 5 : 3, 1 : 1, 7 : 3, 1 : 1, 2 : 1, 3 : 1, 5 : 1

9 10
❹ a £15 and £15
8 1 3 0 b £10 and £20
11 12 c £6 and £24
1 5 2 3 d £5 and £25
13 e £3 and £27
2 1 2 6
f £2 and £28
g £20 and £10
5.1 Skill checker h £12 and £18
A = 20 B=1 C=8 D=3 i £4 and £26
E = 10 F=4 G=9 H=5 j £18 and £12
I=2 J=3 K = 12 L=6 k £9 and £21
l £24 and £6
Activity: proportion m £8 and £22
a 8 litres n £25 and £5
b 5 : 2 : 1 o £12.50 and £17.50
23
 ❺ a 18 : 1 ⓯ a 3 : 1
b 3 : 14 b 1 : 1
c 20 : 3 1
c
d 2 : 7 15
d 1 : 14
❻ a 11 : 12
b 3 : 4
5.2 Skill checker
c 3 : 4
2 cost 26p
d 19 : 20
5 cost 65p
e 25 : 32
100 cost £13
f 23 : 9
15 cost £1.95
❼ a 6 m
12 cost £1.56
b 114 m
8 cost £1.04
❽ a 3 : 2
10 cost £1.30
b 2 : 1
30 cost £3.90
c 2 : 1
❾ Sizes a, b and c. 5.2 Now try these
1
❿ a i ii 1 : 1 : 1 ❶ a €78
3
1 b £87.50
b i ii 1 : 2 : 1
2 c
1 British pounds (£) 25 50 70 17.50 64.17 105
c i ii 5 : 2 : 5
6 Euros (€) 30 60 84 21 77 126
⓫ a 640 ml double cream; 600 ml milk; 280 g caster d Use the graph to find £25 = €30, then multiply
sugar by 10: £250 = €300
Key Stage 3 Mastering Mathematics: Book 3

b 80 ml double cream; 75 ml milk; 35 g caster

❷ a 126
sugar
b 30
c 240 ml double cream; 225 ml milk; 105 g caster
sugar c p = 3q
d 480 ml double cream; 450 ml milk; 210 g caster ❸ a 2
sugar b 4
⓬ a 13.5 c y

b 1350 8
c £40
7
d 7p (nearest penny) or 7.4p (1 d.p.)
⓭ a 4 : 1 6

b 10 : 3 5
c 4 : 5
4
d 4 : 1
e i £700 ii £150 iii £250 3

⓮ a 4 : 21 2
1
b
4 1
c 1 : 3
d 30 0 0.5 1 1.5 2 x

24
❹ a y is directly proportional to x. ⓭ a P = 80d
b 4 b 1040p or £10.40
c 6 c 38
❺ a ⓮ a i £136.36

Answers
50 ii £21.54
iii £1.67
Length of spring (cm)

40
iv £17.06
30 b €209
20
⓯ a 24 s
b T = 30V
10
c 10.8
d 13 p
0 50 100 150 200 250
Weight (kg)
e C = 16.25V

b 120 g 5.3 Skill checker

c Seema is correct
1 3x = 18 2 x = 17
❻ a r ∝ s 4
x = 18 ÷ 3
b 8 x = 17 × 4
x = 6
c r = 8s x = 68
d i 80 3 5x = 95 4 x = 12
x = 95 ÷ 5 6
7 x = 6 × 12
ii x = 19
8 x = 72
1 5 5 2x = 10 x
❼ a and 6 = 12
50 8 x = 10 ÷ 2 3
x = 3 × 12
1 5 x = 5
b a = b and b = c x = 36
50 8
1 5  1 5.3 Now try these
So a = c = c
50  8  80
❶ a 3
1
So a ∝ c with constant of proportionality b If 30 people at party, only 2 cakes each (fewer,
80
1 not more)
c The constant of proportionality is the product
1 5 80 c
of and
50 8 Number of people Number of cakes
5
❽ Yes, d ∝ e with constant of proportionality 1 60
8 2 30
1
❾ Yes, b ∝ a. The constant of proportionality is 3 20
k 4 15
❿ 400 000
5 12
⓫ a T = kD
6 10
1
b 4 = k ( 400 000) ⇒ k = 10 6
100 000
c 700 days 12 5
d 100 000 000 days 15 4
⓬ a 3360 calories 20 3
30 2
b 3080 calories
60 1
c 280 calories
25
 ❷ a £30 b
y
b £7.50
12
❸ 100 × 14 = 1400; 200 × 7 = 1400; 70 × 20 = 1400
Since ab is constant, a and b are inversely 10
proportional.
❹ 8

c 16 8 4 32
d 2 4 8 1 6

500 4
❺ jk = 500, j =
k
❻ 2

v 0.2 0.3 0.1 24

w 6 4 12 0.05 0 2 4 6 8 10 12 x

❼ a 9 days c i 24
b 6 days ii 120
c 72 days d The curve does not touch either axis. It gets
d 72 closer and closer to them.
❽ a i 10 days e Yes
ii 4 days ⓮ a 16x2
iii 8 days b
b 360 days p 2x 4x 4x2 4xy
c Some of the food may go off in that time
4x
❾ a 40 days q 8x 4x 4
Key Stage 3 Mastering Mathematics: Book 3

y
b 30 days
❿ a 14 times per second ⓯ a and b
b 1.2  m
l 1 2 4 5 10 20 25 50 100
⓫ a 18 hours w 100 50 25 20 10 5 4 2 1
b 3 hours Total
202 104 58 50 40 50 58 104 202
c nt = 72 length (m)
⓬ c 40 m
Equilateral Regular Regular
Shape Square
triangle pentagon hexagon
Number
Review exercise
of sides 3 4 5 6 ❶ 180
n
❷ Lily £300, Harry £240
Exterior
120° 90° 72° 60° ❸ a 12
angle a
b 48 days
an = 360 for all shapes; therefore Luca is correct ❹ School 98; House 14
⓭ a
❺ a IR = 11200
x 1 3 4 6 12
b 186.7 ohms (1 d.p.)
y 12 4 3 2 1
❻ At least 10

26
❼ d 23.49 tonnes
p 3 15 25 30 e 38.54 km
q 50 10 6 5 f 3.92 cm
g 52.2 mm
❽ a

Answers
400
h 16.83 g
Weight on Mars (N)

❷
300
Fraction Decimal Percentage
200
17
100 0.85 85%
20
0 100 200 300 400 500 600 700 800 900 1000 7
0.7 70%
Weight on Earth (N) 10
b 100 N
11
c 900 N 0.55 55%
20
d Read from the graph (300 N on Mars is 750 N on
Earth) and then multiply by 20. 7
0.14 14%
6000 N on Mars is 15 000 N on Earth. 50
❾ w and y are inversely proportional since wy is a 21
0.525 52.5%
constant: 40
52.5 × 4 = 210, 35 × 6 = 210, 21 × 10 = 210, 7
14 × 15 = 210 0.875 87.5%
8
❿ a 3
5
b 2 0.625 62.5%
8
c 0.5
11
Mass in kilograms = 1 × Height of newspaper
⓫ a  2.2 220%
2 5
stack in cm
b M = H ❸ a 16 500 women; 18 720 men
2
c 35 kg b 6.7%
⓬ a 480 kg ❹ a 30%
b M = 480 V b i 12
c 3120 kg ii 9
⓭ a 475 steps iii 6
b Roughly 1200 steps iv 3
c Roughly 83 minutes ❺ a 1.12
⓮ a i 240 b 0.8
ii 24 c 1.07
b 24 d 0.2
c k is the speed in km/h e 5
⓯ π ❻ a 50 kg
b 156 cm
Progress review 2 c 2684 metres
❶ a 66 mm d £263.50
b 24 cm2 e 402
c 150 kg
27
 ❼ a £175 6.1 Skill checker
b £36 a A = 3 × 6 = 18
c £480 b P = −7 × 6 = −42
❽ a £6.75 12
b £8.75 c Z = = 3
4
c For £450: £20.25; for £500: £26.25 d m = 5 × 3.5 = 17.5
d £6 20
e s = =8
❾ 330 ml 2.5
❿ a i £35 ii £7 f a = 1.5 × 10.5 = 15.75
b i £9.80 ii £1.96 2 1
g k = =
16 8
c i  £4 ii £0.80
1 7
d i £32 ii £6.40 h c = × 7 =
5 5
⓫ 5:16 1/ 8 1
⓬ F and L are not inversely proportional: i d = =
1/ 4 2
2 × 12 = 24; 6 × 4 = 24; but 7 × 3 = 21
F × L does not give a constant value.
6.1 Now try these
⓭ Cost and distance are neither directly proportional ❶ a 120 minutes g 150 seconds
nor inversely proportional. They are not directly b 135 minutes h 140 seconds
proportional as a conversion graph for directly c 165 minutes i 72 hours
proportional quantities always passes through the d 145 minutes j 56 hours
origin.
e 120 seconds k 30 hours
They are not inversely proportional as cost ×
l 54 hours
f 150 seconds
distance does not give a constant value.
⓮ a C × S = 20xy ➋ a 12 m/s
Key Stage 3 Mastering Mathematics: Book 3

b b 1.25 m/s
C 5x 5y 2xy 20x
c 0.625 m/s
S 4y 4x 10 y
d 320 miles per hour
120 m2 for Mr Benjamin and 80 m2 for Mrs
⓯ a  e 0.5 km/s or 30 km per minute
Abraham.
❸ a 10 m/s
b Mrs Abraham is not correct. Multiplying the
b 36 km/h
two areas does not give a constant value, for
example 140 × 60 = 8400, whereas 120 × 80 = ❹ a 70 km/h
9600. b i 0.25 m/min
ii 0.42 cm/s
6 Using measures c 0.40 m/s
❺ a 48 km/h
b 16 km/h
Guess the formula c 32 km/h
distance
❶ speed = ❻ 75 mph
time
❼ Car: 60 mph = 96 km/h
mass Bird: 45 m/s = 162 km/h
❷ density =
volume
The bird is faster.
force ❽ 339.9 m/s
❸ pressure =
area

28
❾ 11.25 mph Activity
❿ 1667 m
⓫ 9.46 × 1012 km Density
Mass 2.4 g
Density
Start Volume
1.2 g/cm3 0.75 g/cm3
⓬ Jackson: 35 mph = 56 km/h 2 cm3

Answers
Carol: 12.5 m/s = 45 km/h
Mass 0.9 g
Jackson is travelling faster. Volume
1.2 cm3
⓭ a i 400 m
Mass 1.6 g Mass 2.4 kg
ii 1 km Volume
Density
0.8 g/cm3
Volume
Density
12 kg/m3
Density
20 kg/m3
2 cm3 0.2 m3
b i 200 m/min
Mass 1.9 g
ii 12 km/h Density
0.75 g/cm3
Volume Mass 2 kg
0.5 cm3 Volume
c i 100 m/min 0.1 m3

ii 6 km/h Mass 1.2 g

Density
Mass 1.7 kg
Density
Finish Volume Volume
d Chuck cycles 1.6 cm3
3.8 g/cm3
2.5 m3
0.68 kg/m3

⓮
Speed (metres per Speed (kilometres
second) per hour) 6.2 Now try these
Swallow 13.9 50
❶ a 9 g/cm3
Penguin 2.2 8
b 1 g/cm3
Ostrich 16.7 60
c 0.92 g/cm3
⓯ a d 0.714 g/cm3
Average ❷ a 4.8 g/cm3 b 2.4 g/cm3 c 1 g/cm3
Distance
Leg Start End Time speed ❸ A 5 g/cm3
(km)
(km/h)
B 12 000 kg/m3
1 Penzance Swansea 200 20 minutes 600
2 Swansea Carlisle 370 1 hour 370 ❹ a 6.5 g/cm3
3 Carlisle Newcastle 100 30 minutes 200 b 52 kg
4 Newcastle Aberdeen 243 45 minutes 324 ❺ a 50 cm3
5 Aberdeen Penzance 814 2 hours 407 b 750 g
❻ Peter is wrong. A lighter object may have a higher
6.2 Skill checker density. For example, 500 g of metal is denser than
1 kg of water.
❶ a A = wh
❼ a i Rock: density 2.25 g/cm3 – sinks
A
b w = ii Ice cube: density 0.92 g/cm3 – floats
h
A iii Iceberg: density 920 kg/m3 – floats
c h = iv Tree trunk: density 650 kg/m3 – floats
w
❷ a P = VT v Oil spill: density 0.8 g/cm3 – floats
P b No, density is not the only factor that decides
b V =
T whether an object floats. Examples:
P A metal boat floats, even though the density of
c T =
V the metal is greater than the density of water.
❸ c is correct The shape of the boat is also important.
❹ b is correct Some insects can float on the surface of the
water using the water’s surface tension.
Cooking oil 0.9 g/cm3; Water 1 g/cm3; Washing up
❽ a 
liquid 1.05 g/cm3; Honey 1.45 g/cm3

29
 b i On top of the oil ⓬ a 0.01 kg or 10 grams
ii The marble will sink to the bottom b
iii On top of the washing up liquid Overall
iv On top of the water density
Mass of Mass of Total
Volume (kg/m3)
❾ a balloon helium mass
(m3) (Total
(kg) (kg) (kg)
Planet Mass (kg) Volume (m3) Density (kg/m3) mass ÷
Mercury 3.3 × 1023 6.08 × 1019 5427 volume)
Venus 4.87 × 1024 9.29 × 1020 5242 Start 0.01 0.01 0.02 0.05618 0.356
Earth 5.97 × 1024 1.08 × 1021 5514 After 1
0.01 0.009 0.019 0.051 0.376
Mars 6.41 × 1023 1.63 × 1020 3933 day
Jupiter 1.9 × 1027 1.43 × 1024 1329 After 2
0.01 0.008 0.018 0.045 0.401
Saturn 5.68 × 1026 8.27 × 1023 687 days
Uranus 8.68 × 1025 6.83 × 1022 1271 After 3
0.01 0.007 0.017 0.039 0.432
days
Neptune 1.02 × 1026 6.23 × 1022 1637
After 4
0.01 0.006 0.016 0.034 0.475
b Saturn days
c Earth After 5
0.01 0.005 0.015 0.028 0.534
days
d Only one – Saturn
After 6
e The four planets closest to the sun are rocky days
0.01 0.004 0.014 0.022 0.623
planets whereas the four outer planets are
After 7
largely made up of gases, making them less 0.01 0.003 0.013 0.017 0.771
days
dense.
After 8
❿ a 0.01 0.002 0.012 0.011 1.068
days
Mass (g) Volume (cm3) After 9
0.01 0.001 0.011 0.006 1.958
Fat Density 0.9 g/cm3 16 560 18 400 days
Key Stage 3 Mastering Mathematics: Book 3

Non-fat Density 1.1 g/cm3 55 440 50 400 c The balloon takes 9 days to fall to the floor.
Totals 72 000 68 800

b 23% 6.3 Skill checker

c 1.05 g/cm3 ➊ To convert from metres to centimetres multiply by 100.
⓫ a 2.65 g/cm3 To convert from centimetres to metres divide by 100.
b 1.06 g/cm3 Examples: 5.5 m = 550 cm
c The stone has the highest density. The jar has 659 cm = 6.59 m
air between and above the stones, which makes
the average density lower. ➋ To convert from centimetres to millimetres multiply by 10.
To convert from millimetres to centimetres divide by 10.
Examples: 7.4 cm = 74 mm
25.9 mm = 259 cm
➌ To convert from kilometres to metres multiply by 1000.
To convert from metres to kilometres divide by 1000.
Examples: 19 km = 19 000 m
25 700 m = 25.7 km

30
6.3 Now try these Step 1: 1 cm = 10 mm
1 cm3 = 10 × 10 × 10 = 1000 mm3
❶ a True
Step 2: 152 mm3 = 152 ÷ 1000 = 0.152 cm3
b False – 1 cm2 = 100 mm2
⓭ a 120 mm2
c False – 1 cm3 = 1000 mm3

Answers
b 10 000 000 cm2
d True
c 50 m2
e False – 1 m2 = 10 000 cm2
d 0.0613 km2
f False – 1 m3 = 1 000 000 cm3
e 4000 mm2
g True
f 0.07155 m2
h False – 1 km2 = 1 000 000 m2
⓮ a 4 × 10−12 km3
i False – 1 km3 = 1 000 000 000 m3
b 200 000 mm3
➋
c 8.75 × 10−13 km3
b 600 000 cm2
d 1.85 × 10−5 m3
c 4 cm2
e 0.000 027 m3
d 100 000 m2
f 1.69 × 1015 mm3
e 3 000 000 cm3
⓯ Convert all areas to m2 and all volumes to m3:
f 55 000 000 cm3
g 0.25 cm3 Shape Surface area (m2) Volume (m3)
h 9 300 000 000 m3 A 70 m2 11.5 m3
B 75 m2 8.96 m3
➌ 5 000 000 cm2
C 65 m2 9.25 m3
❹ 50 000 000 cm3
a Shape B has the largest surface area
❺ a 0.78 cm2
b Shape A has the largest volume
b 0.165 m2
c 260 cm2 Review exercise
d 1.35 km3 ➊ a 255 s
e 64 cm2 b 195 mins
f 0.19 m2 ➋ a 4 km/h
❻ 30 000 cm2 b 94 km/h
❼ 12 800 000 cm3; 12 800 000 000 mm3 c 68.6 mph
56 cm3; 56 000 mm3 ➌ 362.5 km/h
➑ 20.22 m2 ❹ 188.6 km/h
➒ a 870 m3 ❺ a 3 000 000 m3
b 870 000 000 m3 b 17 000 mm3
❿ 3 200 000 000 m3 c 600 000 cm3
⓫ a 1.728 cm3 d 236 000 000 km3
b 1728 mm3 e 0.054 mm3
c 5184 mm3 ❻ a 114 hours
⓬ Q1 b 24 miles per hour
Step 1: 1 m = 100 cm c Ivan travels fastest (Ivan 28 mph; Sue 24 mph)
1 m2 = 100 × 100 = 10 000 cm2 d Sue arrives at 9:10; Ivan arrives at 9:15. Sue
Step 2: 5.8 m2 = 5.8 × 10 000 = 58 000 cm2 arrives first.
Q2 ❼ 96.5 g
❽ 300 cm3
31
 ❾ 7 Equations, expressions
Object Mass Volume Density and formulas
A 30 kg 1200 cm3 0.025 kg/cm3
B 18 700 g 220 m3 85 g/m3
Magic square
C 10.2 g 0.68 cm3 15 g/cm3
a
❿ a 134.04 cm3 17 24 1 8 15
b 362 g 23 5 7 14 16
⓫ a i 108 km 4 6 13 20 22
ii 18 km 10 12 19 21 3
iii 4.5 km 11 18 25 2 9
iv 1.5 km
b 675 mph b 65
⓬
7.1 Skill checker
21 mm
7.2 cm2 = 11 =4
3 cm 720 mm2
cm2 4.2 cm2
2 cm 2.6 420 mm2 2 cm
260 mm2

=6 =9
1.3 cm 2.4 cm

1.2 cm2
120 mm2 =5 =2
6.75 cm2 7.02 cm2 26 mm
2.5 cm
675 mm2 702 mm2
1.5 cm
=8 =1
27 mm 8 mm 27 mm
Key Stage 3 Mastering Mathematics: Book 3

⓭ a 11 cm3, 21.6 cm3 Activity

b 11 000 mm3, 21 600 mm3
840 ❶ Substitute the answers into the original equations to
⓮ Density of wooden block is = 0.75 g/cm3. This is
1120 check them.
lower than the density of water, so the block floats.
❷ a The second line should say –6r = –12
⓯ a
b The second line should say x – 28 = 16
Average
Distance ❸ a r = 2
From To Time speed
(km) b x = 44
(km/h)
South- 1 hour
Ferry Port ern 18 km 15 14.4 7.1 Now try these
Friday Cliffs mins
Southern Banana 45 ❶ a 7
19 km 25.3 b 16
Cliffs Beach mins
Banana 21 c 2
Saturday Clifton 32.5 km 2 13
Beach hours d 30
North- e 3
ern 1 f 6
Clifton 6.3 km 12.6
Light- 2 hour
Sunday house g –3
Northern h 10
Eel Cove 10.5 km 3 hour 14
Lighthouse 4 i 5
Ferry 3 hour j 12
Monday Eel Cove 12 km 16
Port 4
32
❷ a 1 ❾ a i £30, £20, £15
b 2 ii £16, £13, £8
c 3 b Total prize money must be at least £45
d 3 ❿ a 10 cm by 5 cm

Answers
e 2 b 8 cm by 7 cm
f 4 ⓫ x + x – 32 + x + x –32 = 360 ⇒ x = 106°
g 9 Obtuse 106°, Acute 74°
h –2 ⓬ x + 3 + 3 = 11 ⇒ x = 5 m
i 3 ⓭ a 3x + 7 = 31
j 2 x x x 7
❸ a 36 31
b 4
c 45 x x x
1 24
d
4
1 x
e
5 8
f 1
2 b 5x + 8 = 23
❹ a 2.1
x x x x x 8
b 4.8
23
c 2.6
d 3.9 x x x x x
e 0.8 15
f 4.6
x
❺ a i 3x – 2 = 10 ⇒ x = 4
3
ii 5x – 1 = 24 ⇒ x = 5
1 ⓮ 5x + 7 = 3x + 29
iii 4 x + 11 = 17 ⇒ x = 1 5x – 3x = 29 – 7
2
1 2x = 22
iv 2x + 5 = 10 ⇒ x = 2
2 x = 11
v 3x – 33 = 0 ⇒ x = 11 ⓯ a 2
b x = 3 is not used. b 3
Example equation: 2x = 6 c 1
❻ a a + b = 12 In total Jo and Humza have 12 d 4
pencils e 1
b a – b = 4 Jo has four more pencils than Humza ⓰ a 6
c a = 8 Jo has 8 pencils b 2.5
d a = 2b Jo has twice as many pencils as Humza c 10.2
❼ a 3f + 4 = 13 d 4.4
b f = 3 e 3.3
8
c 3 × 3 + 4 = 13 f – 9
❽ a 5p = 120
⓱ a 6x + 7 = 19 ⇒ x = 2
b p = 24
b 2x – 6 = 18 ⇒ x = 12
One pen costs 24p
33
 ⓲ Jamie 20 minutes; Holly 1 hour 20 minutes b
b12
⓳ 8 × 0.5 + 6x = 16 ⇒ x = 2
⓴ a 0 b5 b7

b 1 b2 b3 b4
c 1
❹ a
a –3 n7
b –5
n4 n3
c 3.5
n3 n n2

7.2 Skill checker

b
a 65 b 56 c 42 n12

d 33 e 84 f 106 n8 n4

n5 n3 n
7.2 Now try these
c
➊ a a2 n10
b b4
n4 n6
c c5
d d3 n0 n4 n2

e f  6 ❺ a 18a8
f g6 b 54b12
❷ a a9
c 6c14
b b9
d 600d100
c c9
❻ a 10a12
Key Stage 3 Mastering Mathematics: Book 3

d d 51
b 6b5
e e 2
c 12c13
f f  4
d 10d4
g g0 = 1
❼ a 15a3b2
h h1 = h
b 42b6c5
i i7
c 12c4d3
j j4
d 6d3e7
k k35
e 36e3f  9
l l6
f 70f  175g75
m m3
❽ a 5a2
n n4
b 3b5
o p99
c 10c18
p q0 = 1
d 25d9
❸ a
a12 e 3f
f 4g
a4 a8
g 2
a a3 a5
h 2h6

34
❾ a a2 ❷ a i
b b5 x 4
c c–5 x x2 4x
d d–9 5 5x 20

Answers
e e8
ii x2 + 9x + 20
f f–2
b i x2 + 5x +6
❿ a 9a–1b2 ii x2 + 3x + 2
b 21b6c–1 iii x2 – x – 2
c –20c–5d–1 iv x2 – x – 6
d 20d–6e–8 ❸ a (x + 10)(x + 2) = x2 + 12x + 20
e 4e–1f  –9 b (x + 3)(x + 1) = x2 + 4x + 3
⓫ a 6a–8 c (x + 7)(x + 4) = x2 + 11x + 28
b 5b8 ❹ a (x + 2)(x + 6) = x2 + 8x + 12
c 10c–4 b (x + 3)(x + 7) = x2 + 10x + 21
d 6d–9 c (x + 2)(x – 6) = x2 –4x – 12
e 2f d (x – 3)(x – 7) = x2 – 10x + 21
⓬ a x12 ❺ a (a + 2)(a + 3) = a2 + 5a + 6
b a–6 b (b + 1)(b + 4) = b2 + 5b + 4
c 8c6 c (c – 3)(c + 5) = c2 + 2c – 15
d y–15 d (d + 4)(d – 6) = d2 – 2d – 24
e z12 e (e + 7)(e – 1) = e2 + 6e – 7
f 9d–4 f (f – 3)(f – 4) = f 2 – 7f + 12
g 56c8 g (g – 2)(g + 2) = g2 – 4
2 −6 2
h e f ❻ a Sarah
9
b Substitute a value for b (other than zero) into
7.3 Skill checker both expressions to show that they are not
equal.
➊ England
c i n2 + 6n + 9
❷ Ireland
ii x2 – 6x + 9
❸ Spain
iii y2 – 60y + 900
❹ Greenland
❼ a (x + 5)2 = x2 + 10x + 25
b Use x = 20
7.3 Now try these
252 = (20 + 5) = 202 + 10(20) + 25
2

➊ a x2 – 5x
b 2x2 + 4x = 400 + 200 + 25 = 625
152 = (10 + 5) = 102 + 10(10) + 25
2
c 3x2 –5x c i
d 8x2 + 20x = 100 + 100 + 25 = 225
e 5x – x2
ii 1052 = (100 + 5) = 1002 + 10(100) + 25
2

f 4x + 2x2
g x – 3x2 = 10 000 + 1000 + 25 = 11 025
h 44x + 8x2 iii
10052 = (1000 + 5) = 10002 + 10(1000) + 25
2

= 1 000 000 + 10 000 + 25 = 1 010 025

35
 d (x + 2)2 = x2 + 4x + 4 ⓫ Possible answers: a2 – b2, a(a – b) + b(a – b), (a – b)
522 = 50 + 2 2 = 502 + 4 50 + 4 (a + b)
( ) ( )
⓬ a Area large square = (a + b)2 = a2 + 2ab + b2
= 2500 + 200 + 4 = 2704
b i c2
❽ a Yes
1
b i 2.25 ii ab
2
ii 6.25
iii Area large square = c2 + 4  ab = c2 + 2ab
1
iii 30.25 2 
iv 110.25 c a2 + 2ab + b2 = c2 + 2ab ∴ a2 + b2 = c2
 1
2
1  1
2
1 ⓭ a ( x + 4 )( x + 5) = x2 + 9x + 20
c 1+  = 1 + 1 +   = 1 + 1 + = 2
2

 2 2  4 4 b ( x + 2)( x + 3) = x2 + 5x + 6
2 2
c ( x + 2)( x + 6) = x2 + 8x + 12
 1  1  1 1
d  x +  = x + 2  x +   = x + x +
2 2
d ( x + 5)( x + 8) = x2 + 13x + 40
2 2 2 4
1
e ( x + 10)( x + 1) = x2 + 11x + 10
= x( x + 1) +
4 f ( x + 1)( x + 1) = x2 + 2x + 1
❾ c If the two numbers are x and 1 – x, then Factorise the expression in the top brick by finding
two numbers that multiply to give the number in
x2 + (1 – x) = x2 – x + 1; and
the expression in the top brick and add to give the
x + (1 – x)2 = x + (1 – 2x + x2) = x2 – x + 1 coefficient of the x term. (Note: this rule applies only
❿ a i (a + 3)(a – 3) = a2 – 9 when the coefficient of the x2 term is 1.)
ii (a + b)(a – b) = a2 – b2 ⓮ a Area = 3( x + 6) + x ( x + 4 )
iii (2c + 7)(2c – 7) = 4c2 – 49
= 3x + 18 + x2 + 4 x = x2 + 7x + 18
 1  1 1
iv  d −   d +  = d 2 − b Area = ( x + 3)( x + 4 ) + (3 × 2)
 2  2 4
Key Stage 3 Mastering Mathematics: Book 3

b A square term minus another square term. The = x2 + 3x + 4 x + 12 + 6 = x2 + 7x + 18

word difference refers to the subtraction.
⓯ a x ( x + 1)( x + 2) = x3 + 3x2 + 2x
c i a2 – 16 = (a – 4)(a + 4)
b x ( x − 2)( x + 4 ) = x3 + 2x2 − 8x
ii a2 – 36 = (a – 6)(a + 6)
iii a2 – 64 = (a – 8)(a + 8)
c ( x + 6)( x − 1)( x + 2) = x3 + 7x2 + 4 x − 12
d (2x − 1)( x + 1)( x − 1) = 2x3 − x2 − 2x + 1
iv a2 – 1 = (a – 1) (a + 1)
e ( x − 1)( x + 1)(2x − 1) = 2x3 − x2 − 2x + 1
1  1  1
v a2 − =  a −   a +  ⓰ ( x + 1)4 = x 4 + 4 x3 + 6x2 + 4 x + 1
9  3  3

d i 262 − 162 = (26 − 16)(26 + 16)

7.4 Skill checker
= (10)( 42) = 420
❶ Face
ii 378 – 376 = (378 − 376)(378 + 376)
2 2
❷ Badge
= (2)(754 ) = 1508 ❸ Beef
iii
10252 − 10242 = (1025 − 1024 )(1025 + 1024 )
= (1)(2049) = 2049

36
Activity ❻ a C = 275W + 25N + 150
b i £800
1 2 3 4
3 9 1 2 2 5 ii £1025
5 6
c 3 weeks

Answers
3 5 2 1 ❼ Ben is correct.
7 8 9 Joe has multiplied b by 2 rather than by itself.
5 6 8 0
Mary has calculated 5 × 42 – 32 = 80 – 32
10
7 0 8 Myra has calculated 542 – 32 = 2916 – 32
11 12 13
❽ a c = 15h + 25
2 5 9 2 b i £55
14 15 16 ii £77.50
4 1 5 5 c − 25
c h =
17 18 15
1 5 9 2 2 2
d i 6 hours
ii 8 hours
iii 31 hours
2
7.4 Now try these ❾ a i 3 + 42 = 25 and 52 = 25; 122 + 52 = 169
2

❶ a 35 and 132 = 169; both the triangles are right-

b –25 angled.
c 3.1 ii Area of triangle a: 6 cm2; area of triangle b:
30 cm2
d –1.4 1
❷ a i 36 iii For triangle a, s = ( a + b + c ) = 6, so
2
ii 100 A = 6 × 3 × 2 × 1 = 36 = 6 cm2
b It is a draw 24–24 1
❸ a P = 2l + 2w For triangle b, s = ( a + b + c ) = 15,
2
b A = lw so A = 15 × 10 × 3 × 2 = 900 = 30  cm2
c i Perimeter 26 m; Area 22 m 2
1
ii Perimeter 26 m; Area 36 m2 b i s = ( a + b + c ) = 9,
2
iii Perimeter 26 m; Area 42 m2
so A = 9 × 5 × 3 × 1 = 135 =11.6 cm
2
y
❹ a x = 1
2 ii s = ( a + b + c ) = 14.45 ,
b x = 2y 2
c x = y – 3 so A = 14.45 × 7.75 × 5.15 × 1.55 = 893.9 = 29.9
d x = y + 3 A = 14.45 × 7.75 × 5.15 × 1.55 = 893.9 = 29.9 cm2
❺ a B = 180 – A – C
❿ a a + b + c
P
b w = − l b a + b + c + a + b + c + d + d + d;
2
V 2a + 2b + 2c + 3d
c R = c (0.5 × a × b) × 2 + ( d × a ) + ( d × b) = ab + ad + bd
I
(0.5 × a × b) × 2 + ( d × a ) + ( d × b) = ab + ad + bd

37
 ⓫ a Ellipse: 1.0565 × 1020 ❼ a a2 + 8a + 15
b Circle: 1.0568 × 1020 b b2 + 10b + 25
⓬ a 14x + 10 c c2 + c – 6
b i 35.2 m d d2 – 3d + 2
ii 1.07 m e e2 – 1
iii 1.43 m f f 2 – 6f + 9
V ❽ a x + 75 + 75 = 180 ⇒ x + 150 = 180
⓭ a h =
π r2 ⇒ x = 180 − 150 = 30°
2A
b b = −a b b + 4 + 4 = 11 ⇒ b + 8 = 11
h
⇒ b = 11 − 8 = 3 cm
c l = ± A
❾ a 4b + 2(24) = 128
⓮ l = mn
b ⇒ 4b + 48 = 128 ⇒ 4b = 80 ⇒ b = 20p
Review exercise ❿ 100 cm2
➊ a a = 4 ⓫ a Peter’s age Tara’s age
b b=2 Now 4x x
c x = 10 In 5 years 4x + 5 x+5
d d = 20 b 4 x + 5 + x + 5 = 50 ⇒ 5x + 10 = 50
e a=8 ⇒ 5x = 40 ⇒ x = 8
f q = 20 c Peter 32, Tara 8
❷ a z=0 ⓬ a i 4x + 2
b x=2 ii 2x + 4
c a=7 b 4x + 2 = 2x + 4
d f =3 c ⇒ 2x = 2 ⇒ x = 1
Key Stage 3 Mastering Mathematics: Book 3

e g=3 ⓭ a 2x + 7 = 19
❸ a x = 60 x x 7
b x = 133.3 (1 d.p.) 19
c g = 25
d t = 36 x x
e x = 10 12
f f=8
g m = 96 x
6
h a = –12
i m = –24 b 4x + 6 = 2x + 39
j a = 60 x x x x 6
V x x 39
❹ a h =
lw
x x x x
b a = 4 m – b – c – d
x x 33
❺ a a7
x x
b 12b6
33
c 10c7
x
❻ a a5b2
16.5
b 10b3c8
38
⓮ a p = 3 d a = – 12
b c=3 1
e s =
c x=4 6
d x = 14 ❹ 08:50

Answers
e x=8 ❺ 7.14 m/s
⓯ a 6a ❻ 6480 kg
b b3c2 ❼ 11350 kg/m3
c 6b2 ❽ 378 miles per hour
⓰ a –1 ❾ 92.5 m/s
b 7 ❿ a 90 mm3 and 160 cm3
c –2 b 90 000 mm3 and 160 000 mm3
1
d –2 ⓫ a –30
2
e 27 b 0
f 0 c 20
g 5 d 25
⓱ a 0 ⓬ Mahogany
b 2 ⓭ 3x + 6 = 39
c 40 x x x 6
d 199 39

A x x x
⓲ a r=
π 33
b V = x3 x
c h = 5t 2 11
⓮ a x = 3
Progress review 3 x=2
b
➊ a j=3 r=2
c
b d = 3 x=5
d
c s = 5 w=1
e
d n = 6 1
⓯ a –
e b = 2 2
b 3
➋ a c = 4
c –1
b x = 20
d –4.5
c y = 12
e 62
d z = 10
⓰ a 4( x + 2) + 2x ( x + 4 ) = 4 x + 8 + 2x2 + 8x
e b=7
f c = 10 = 2x 2 + 12x + 8
g t=5  4x + 2x2 + 4x + 4x + 8
b 2(2x) + (x + 2)(2x + 4) =
h k=4 = 2x2 + 12x + 8
i h=1 d 2.5 cm
❸ a r = 40 s
⓱ a v =
b y = 7 t
c n = 40 C
b r =
2π 39
  t 
2 c –2
⓲ a l = g  
 2π  d –1
❸ a 4
b a = h2 − b2
b –3
c 0
8 Graphs
❹ a i (6, 5) and (5, 5)
ii 0
Who wants to be a straight-lines b i (4 , 6) and (4, 5)
pro? ii not possible
1 c i (6, 6) and (5, 5)
❶ ii 1
2
❷ They both have the same gradient d i (6, 4) and (5, 3)
❸ –1 ii 1
❹ (2, 5) e i (4, 6) and (3, 5)
ii 1
❺ y=x+1
f i (0, 6) and (1, 5)
❻ 2
ii –1
❼ It has the equation y = x + 1
g i (0, 4) and (1, 3)
❽ y = 2x – 2
ii –1
Many other solutions are possible.
8.1 Skill checker ❺ a Examples:
a i (0,0) and (1,1)
Line x –2 –1 0 1 2 ii (0,0) and (1,2)
1 y =x+1 –1 0 1 2 3
Key Stage 3 Mastering Mathematics: Book 3

iii (0,0) and (1,3)

2 y = –x + 1 3 2 1 0 –1 b y Key
y=x
b–c y Line 1 12
Line 3 Line 4 y = 2x
4
y = 3x
A B C D E 10
3
Line 6
F G H I J
2 8
K L M N O
1
Line 5
P Q R S T 6

–2 –1 0 1 2 3 x
–1 4
U V W X Y Line 2

2
d ENIGMA

8.1 Now try these 0 1 2 3

x

❶ a 2 c y = x: gradient =1; y = 2x: gradient = 2;

b 1 y = 3x: gradient = 3
c 2 d A higher gradient gives a steeper line.
❷ a 2 The gradient is the coefficient of x.
1 e 20
b
40 3
❻ a x –1 0 1 2 3 b y Key
10 y = 2x + 2
y = 3x – 2 –5 –2 1 4 7
8 y = 2x – 1

x –1 0 1 2 3 6

y = 2x – 2 –4 –2 0 2 4 4

Answers
2
b y Key
y = 3x – 2
8 –2 –1 0 1 2 3 x
y = 2x – 2 –2
7
–4
6
–6
5
4
c Both lines have a gradient of 2. From the
3
graph you can see that the gradients are equal
2
because the lines are parallel.
1
d
–1 0 1 2 3 x x –2 –1 0 1 2 3
–1
–2 y = 2x –4 –2 0 2 4 6
–3
x –2 –1 0 1 2 3
–4
y = 2x + 4 0 2 4 6 8 10
–5

❾ a 1 : 5
c y = 3x –2 has gradient 3
b 1 : 10
y = 2x – 2 has gradient 2
❿ a y
❼ a Examples: 6
B C
Line p: (–5, 3) and (–4, 3) 5
Line q: (–4, 2) and (–4, 1) 4

Line r: (0, 3) and (1, 2) 3

2
Line s: (0, 0) and (1, 1)
1
Line t: (4, 0) and (3, –1)
b Line p: 0 –2 –1 0 1 2 3 4 5 6 x
–1
D
Line q: impossible or infinite –2
A
Line r: –1
Line s: 1 1 1
b 7, , 7,
Line t: 1 4 4
c Parallelogram
❽ a
⓫ a (8, 1)
x –2 –1 0 1 2 3
b 0
y = 2x + 2 –2 0 2 4 6 8
4
c or 0.8
x –2 –1 0 1 2 3 5
y = 2x – 1 –5 –3 –1 1 3 5 ⓬ a A square has two pairs of sides that have the
same gradient.
b A rectangle has two pairs of sides that have the
same gradient.
c A trapezium has one pair of sides that have the
same gradient.

41
 d A rhombus has two pairs of sides that have the ❷
same gradient. a
e A kite has no pairs of sides that have the same
n 1 2 3 4 5
gradient.
f A parallelogram has two pairs of sides that have 1
n+2 2.5 3 3.5 4 4.5
the same gradient. 2

8.2 Skill checker b

5

Term of sequence
Union Jack
4
y
3
6
2
5
1
4
3 0 1 2 3 4 5 n
2 c The equation of the straight line through the
1 1
points is y = x + 2
2
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 x
–1
–2 8.2 Now try these
–3 ❶ a
–4
y
–5 6
iii ii
–6 5
4

Activity 3
2
❶ a 1
Key Stage 3 Mastering Mathematics: Book 3

n 1 2 3 4 5 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 x
–1
2n – 1 1 3 5 7 9
–2
b i
–3
11
–4
10
–5
9
–6
8
Term of sequence

7
b i y = x
6
ii y = x – 3
5
4
iii y = –x + 7
3 ➋ a
2 y Key
1 15 y = 2x + 2
y=x+4
10
5 n
0 y = 2x – 3
1 2 3 4
5 y = 4 + 2x
y=x+2
c Arithmetic sequences are sometimes called y=x–3
linear sequences because, when the terms of –4 –3 –2 –1 0 1 2 3 4 5 6 x
–5
the sequence are plotted on a graph, the points –10
lie on a straight line. –15
d The equation of the straight line through the
points is y = 2x –1
42
 b y = x – 3, y = x + 4 and y = x + 2 have the same
gradient;
y = 2x – 3, y = 4 + 2x and y = 2x + 2 have the
same gradient. The coefficient of x is the same
in lines with the same gradient.
❻ a Gradient 2, y-intercept 3
b Gradient 3, y-intercept –4
c Gradient 1, y-intercept 4
d Gradient 1, y-intercept –1

Answers
e Gradient 4, y-intercept 0
c The following pairs of lines have the same
1
y-intercept: f Gradient– , y-intercept 0
2
y = x – 3, y = 2x – 3;
g Gradient –2, y-intercept 7
y = x + 4, y = 4 + 2x;
❼ a gradient = 4, y-intercept = (0, 2), y = 4 x + 2
y = x + 2, y = 2x + 2. 3 3
b gradient = 1, y-intercept = (0, −1), y = x−1
The number term is the same in equations with
the same y-intercept. c gradient = 1, y-intercept = (0, 1), y = 1 x + 1
2
d y = 3x – 5 d gradient = 2, y-intercept = (0, 4), y = 2x + 4
❸ a y e gradient = 2, y-intercept = (0, 0) y = 2x
Key
6 y=5 ❽ a y = 2x + 2 Gradient 2, y-intercept 2
y=3 b y = x – 2.5 Gradient 1, y-intercept –2.5
5
x=4
4 x=2 c y = 3x – 2.5 Gradient 3, y-intercept –2.5
3 d y = 2 – x Gradient –1, y-intercept 2
2 e y = 2x – 7 Gradient 2, y-intercept –7
1
❾ a y = x and y = x + 3
0 x
1 2 3 4 5 b 1
b y = 3 and y = 5 are parallel to the x axis; c y = 3 – x and y = x + 3
x = 4 and x = 2 are parallel to the y axis. ❿ a
c y axis: x = 0; x axis: y = 0 L(mm)

❹ a i (0, 0), (1,1), (2, 2), (3, 3), (4, 4), (5, 5) 140
ii (6, 0), (5, 1), (4, 2), (3, 3), (2, 4), (1, 5)
120
iii (–1, 1), (0, 2), (1, 3), (2, 4), (3, 5), (4, 6)
100
iv (–2, 5), (–1, 5), (0, 5), (1, 5), (2, 5), (3, 5)
b i y = x 80

ii y = 6 – x 60
iii y = x + 2
40
iv y = 5
❺ a–b y 20
Key
8 x=2
y=5 0 1 2 3 4 5 6 7 8 9 F(N)
7
x=5
6 y=x
y=2
5
x+y=7 b F = 6 N, L = 100 mm; correct value = 94 mm
4 c 24 mm
3
d 11.5 (±0.1)
2
e L = 11.5F + 24 (or correct equation using
1
answers from parts c and d)
0 1 2 3 4 5 6 7 8 x

c x = 3.5, y = 3.5

43
 ⓫ a ⓯ a 3, 1, –1, –3, –5
b–c
5
6 4
3
5 2
1

Term of sequence
Voltage V (volts)

4 0
1 2 3 4 5 n
–1
3 –2
–3
2 –4
–5
1 –6
–7

0 0.2 0.4 0.6 0.8 1 1.2

Current I (amps) Equation of line y = 5 – 2x
b i 0.5 A (or 3.0 V)
ii Ignore it
8.3 Skill checker
c 0.9 A 1 Substitute x = 2 into 3x2 + 5x 3 Substitute x = –2 into
3x2 + 5x x2 – 4x
d 5.5 V
= 3 × 22 + 5 × 2 x2 – 4x
e 5.0 ohms = (–2)2 – 4 × –2
= 3 × 4 + 10
⓬ Students’ own answers = 22✓ =4+8
⓭ a  Cost £C = basic charge + mileage = £20 + 30x 2 Substitute x = –3 into = 12 ✓
pence = 20 + 0.3x pounds x2 + 5x – 1 4 Substitute x = –5 into
Key Stage 3 Mastering Mathematics: Book 3

x2 + 5x – 1 1 – x2
b The graph is a straight line from (0, 20) to (200, 80).
=(–3)2 + 5(–3) – 1 1 –x2
c £44 = 1 – (–5)2
= 9 – 15 – 1
d 120 miles = – 7✓ =1 – 25
⓮ a 
Bill £B = standing charge + cost of units used –24 ✓
= £15 + 10x pence = 15 + 0.1x pounds
b The graph is a straight line from (0, 15) to 8.3 Now try these
(800, 95).
c £42.50 When x = –3, y = (–3)2 – 2
❶ a
d 740 units = 9 – 2
=7
When x = –2, y = (–2)2 – 2
=4–2
=2

44
 b –1, 2, 7 ❸ a
c x –1 0 1 2 3
x –3 –2 –1 0 1 2 3 y = 3x2 + 7 10 7 10 19 34
y = x2 –2 7 2 –1 –2 –1 2 7 b y
40

Answers
d Quadratic equation 35
e–f 30
y = 3x2 + 7
y 25
20
8 15
10
7 5

–1 0 1 2 3 x
6
c Approximately 1.6
5 ❹ a
y = x2 – 2 x –1 0 1 2 3 4 5 6 7
4 y = (x – 3)2 16 9 4 1 0 1 4 9 16
b
3 y

15
2

1 y = (x – 3)2
10

–3 –2 –1 0 1 2 3 x

–1 5

–2

0 x
–1 1 2 3 4 5 6 7

❷ a
c x=3
x –4 –3 –2 –1 0 1 2 3 4
❺ a
y = 10 – x2 –6 1 6 9 10 9 6 1 –6
x –4 –3 –2 –1 0 1 2 3 4
b y= 3x2 + 2 50 29 14 5 2 5 14 29 50
y

10
y = 10 – x2

0 x
–4 –3 –2 –1 1 2 3 4
–5

45
 b c x = 3.5
y d 12.25
50 ❽ a
y = 3x2 + 2 x –4 –3 –2 –1 0 1 2 3 4
40
y = 20 – x2 4 11 16 19 20 19 16 11 4
30
b
20 y

10 20
y = 20 – x2

15
0 x
–4 –3 –2 –1 1 2 3 4
10

c y ≈ 21 5
❻ a
x –1 0 1 2 3 4 5 6 7 x
–4 –3 –2 –1 0 1 2 3 4
y = 6x − x2 –7 0 5 8 9 8 5 0 –7
c x = 0
b d Example: when a ball is thrown.
y ❾ a
15 x 0 1 2 3 4
y= x2 – 4x + 4 4 1 0 1 4
10
b
5
y = 6x – x2 y

0 x 4
Key Stage 3 Mastering Mathematics: Book 3

–1 1 2 3 4 5 6 7
y = x2 – 4x + 4
–5
3

2
c x ≈ –0.4 and x = 6.4
❼ a 1
x –1 0 1 2 3 4 5 6 7
0
y = 7x – x2 –8 0 6 10 12 12 10 6 0 0 1 2 3 4
x

b –1

y
–2
15
–3
10
y = 7x – x2
–4
5
c x=2
0 x
–1 1 2 3 4 5 6 7
–5

46
 d c 16.2 m
y d 1.8 s
4 e 3.6 s
y = x2 – 4x + 4 f The stone falls to the beach below the cliff
3

Answers
g 35 m
2 h 0.3 s and 3.3 s after throwing the stone
i 2.2 s
1
⓫ a
0 x 0 1 2 3 4 5 6
0 x
1 2 3 4
–1
y = (x – 2)(x – 4) 8 3 0 –1 0 3 8

–2 b
y
–3

8
–4
y = (x – 2)(x – 4)
e (0, −4) (2, 0) (4, −4)
6
f Yes (2, 0)
❿ a 4
x 0 1 2 3 4 5
y = 18x – 5x2 0 13 16 9 –8 –35 2

b B C
y 0 1 2 3 4 5 6 x

–2
15
c x = 3
10 d 8 units2
⓬ a
5
y

0 4
x
1 2 3 4 5 6
h = 4t – t2
–5

3
–10

–15
2

–20

–25 1

–30

0 1 2 3 4 t
–35

47
 b 4 m ⓯ a i
c No y

⓭ a V = 2b2 14
b
12
V
y = x2 + 5
10
35
8
30 y = x2 + 2
V = 2b2
6
25
4
20
2
15

10 0 x
–3 –2 –1 1 2 3

5
ii The c determines where the graph passes
through the y-axis.
0 1 2 3 4 b
b i
c Roughly 3.2 cm y
d Solve the equation 2b2 = 20 30
⓮ a
25
v 10 20 30 40 50 y = 3x2
v2 – 40v + 600 300 200 300 600 1100 20

b 15
Key Stage 3 Mastering Mathematics: Book 3

y = 2x2
C 10

1200 5

1000 x
–4 –3 –2 –1 0 1 2 3

ii The a determines how stretched the graph is

800
in the vertical.
600
Review exercise
400 ❶
a y = 2x + 5 Gradient 2, y-intercept 5
200
b y = 3x + 2 Gradient 3, y-intercept 2
c y = 4x – 5 Gradient 4, y-intercept –5
0 10 20 30 40 50 V d y = 7 + 3x Gradient 3, y-intercept 7
c Roughly £440 e y = 10x Gradient 10, y-intercept 0
d 20 mph f y = –2x Gradient –2, y-intercept 0
2 1 1 2
g y = + x Gradient , y-intercept
3 2 2 3

48
➋ a v b ii c iii d (4, 6)
d i e vi f iv e This line also passes through (4, 6).
❸ a y = x – 2 has gradient 1 and y = 2x has gradient 2. ❼ a
140
b y = 2x is steeper

Answers
c y = x – 2 has y-intercept (0, −2) and y = 2x has 120
y-intercept (0, 0).

Extension of string, E (mm)

100
d The lines cross at (−2, −4)
❹ a y = 2x + 1 80

b y = 3x – 2 60
y Key
8 y = 2x + 1 40
y = 3x – 2
7
20
6
5
4 0 2 4 6 8 10 12 14 16
Force, F (N)
3
2 b Roughly 9.5, E = 9.5F
1
c E is directly proportional to F
–2 –1 0 1 2 3 4 5 6 7 8 x ❽ a
–1
–2 x –3 –2 –1 0 1 2 3
y= 4x2 +9 45 25 13 9 13 25 45
c The lines cross at (3, 7) b
❺ a y + 3x = 0 y
b y = –3
40
c y + 3x = 0, y = 3 – x and x + y = 5
y = 4x2 + 9
d y = 3x + 5
30
e y = 2x – 3 and 3y = 6x + 10
f y + 3x = 0 20
g y = 4x – 7
h x + y = 5 and y = 3x + 5 10
❻ a–c
y 0 x
–3 –2 –1 1 2 3
8
7
6 c 9
5 ❾ a
4
x –3 –2 –1 0 1 2 3
3
y= x2 – 2x – 3 12 5 0 –3 –4 –3 0
2
1

–2 –1 0 1 2 3 4 5 6 7 8 x
–1
–2

49
 b b x = 2
y c –1
d x = 1, 3
14
⓫ a Area = height × width = x(x + 20) = x2 + 20x
12 b
x 2 4 6 8 10
10
y= x2 + 20x 44 96 156 224 300
y = x2 – 2x – 3
8 c
A
6
300
4

250
2

200

–4 –3 –2 –1 0 1 2 3 x
150
–2

100
–4

50

c –4
0 x
❿ a 2 4 6 8 10 12

y d 8.8 cm
Key Stage 3 Mastering Mathematics: Book 3

8
⓬ a A line that passes through the origin: y = 3x
b A line that has a gradient of 5: y = 5x + 2
7 c A line that has a gradient of –1: y = 2 – x
d A line that passes through the point (0, 3):
6 y = 6x + 3
y = x2 – 4x + 3
e A line that is parallel to y = 4x: y = 4x – 3
5
f A line that passes through the point (0, –4):
y = 3x – 4
4
g A line that is parallel to y = 5 – 4x: y = 3 – 4x
3 h A line that passes through the point (1, 5):
y = 3x + 2
2 i A line with a zero gradient: y = 7
j The steepest line: y = 8x – 5
1

–1 0 1 2 3 4 5 x

–1

50
9 Real-life graphs d 1 minute
1
e 1 minutes
2
Fractal triangles ❹ a 8 a.m.
a b 4 km

Answers
c 30 minutes
Pattern Pattern Pattern Pattern Pattern
1 2 3 4 5 ❺
Length of 1 1 1 1
1

Distance
side (m) 2 4 8 16

b
Pattern Pattern Pattern Pattern Pattern
1 2 3 4 5 Time
Number 1 4 16 64 256
❻ a 1.12 m
c Pattern 9 b 0.75 s
d Pattern 5 c i The cat descends from its maximum height
onto the 1 m high fence.
9.1 Skill checker ii The cat lands on the fence after 1 second. Its
a i 2 km/h height remains constant.
ii 0.5 km/h ❼ a 9 a.m.
iii 1 km/h b 20 km
iv 4 km/h c 1:30 p.m.
b iv d Between 11:00 and 11:30 a.m.
c The steepest graph shows the object travelling at the She may have been running downhill between
highest speed. these times.
The graph with the smallest gradient shows the e
40
object travelling at the lowest speed.
30
Distance (km)

9.1 Now try these

Paula
➊ a 
The graph tells us she walked 800 metres 20

from home, she stayed at that distance for 10

minutes and then she returned home. 10

b 800 m
0
c 10 minutes 9 am 10 am 11 am 12 noon 1 pm 2 pm
d 8 minutes Time

❷ a 2 m f Between 9:00 and 9:30 a.m.

b Roughly 1.75 s g 11 a.m.
c 2.5 m h 4 hours
d Roughly 2.5 s
❸ a 60 m
b 9 minutes
c 50 m

51
 ❽ a
3

Distance (m) 2

0 5 10 15 20 25
Time (minutes)

b 12.6 km/h
❾
1800
1600
1400
Distance (m)

1200
1000
800
600
400
200

0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42
Time (minutes)
❿ a 4 c i After 4 seconds
b 2500 m (2.5 km) ii After 6.5 seconds
Key Stage 3 Mastering Mathematics: Book 3

c The gradient of the lines represents the speed at iii 2.5 seconds
which Sebastian was cycling. His route probably
has a steeper section in the middle, so he cycles ⓬ a
Distance

more slowly then.

d 1
e 5
Time
f 3
⓫ a 
In reality a bus slows down gradually. The graph b
Distance

would be a smooth curve, eventually becoming flat.

If a bus stopped this suddenly the passengers
would be thrown forwards out of their seats.
b Time
y
c
60
Distance

Bus stop 50
Distance (metres)

40
30
Time
20
10

0 x
1 2 3 4 5 6 7 8 9 10
Time (seconds)

52
 d d 8.25

Distance
e –0.3, –3.7

9.2 Now try these

Time

Answers
❶ a 8 September
e
b 22 September
Distance

c No. Roughly 16 cm left.

❷ a 50 m
Time b 25 m, 50 m, 75 m
❸ a
9.2 Skill checker Time
0 20 30 50 70 90 100
(seconds)
❶ a
Speed
x –5 –4 –3 –2 –1 0 1 0 10 10 10 10 10 0
(m/s)
y = x2 + 4x + 6 11 6 3 2 3 6 11
b
b
y 10

12 8
Speed (m/s)

11 6

4
10
2
9
0 10 20 30 40 50 60 70 80 90 100
8
Time (seconds)

7 c 10 m/s
6
d 10 s and 95 s
❹ a 4 m
5
b 5.8 m
4 c 8.4 m
❺ a 6 years
3
b 20 000 Australian dollars
2 c Before drawing the straight line, she should
either
1
• remove the point that is wrong; or
0 x • correct the estimate of the value and replot
–6 –5 –4 –3 –2 –1 1 2
the point.
–1
❻ a Roughly 120 m
–2 b Roughly 150 m
c Roughly 8:25 a.m. and 4:45 p.m.
❼ a Roughly 8.6 miles
b Roughly 67 feet

53
 ❽ a e 3 minutes
Width f Another 3 minutes
5 10 15 18 20 24 36 72
(m) g Exponential decay
Length
72 36 24 20 18 15 10 5
(m)
Review exercise
b There are many ways, e.g. width = 60 m, length = 6 m ➊ a 9:30 a.m.
c b 11:00 a.m.
c 25 km
80 ❷ a 9 a.m.
b 30 minutes
70
c 300 m
60 ❸ a 9 a.m.
b 2 hours
Length (m)

50
c 6 km
40
d 1 hour
30 e 10 km
f
20
Distance from London (km)

10
10
8
6
0 10 20 30 40 50 60 70 80
4
Width (m)
2
d 12 m 0
Key Stage 3 Mastering Mathematics: Book 3

e Roughly 14 m 9 a.m. 10 a.m. 11 a.m. 12 noon 1 p.m. 2 p.m. 3 p.m.

Time
❾ a Approximately 80
b Approximately 110 g Roughly 1:30 pm. Leonard is taking a rest.
This is an approximate figure because it is not h 4 km
possible to read accurately from the graph. ❹ a 5000
c 14 minutes b Roughly 950
d Seema’s colony grows faster. You can tell c 10th June
because the curve is steeper. d It is not possible. The smallest number is 640.
e 10 minutes ❺ a i 10:00 a.m.
f 9 minutes ii 10:15 a.m.
Yes. Seema’s population doubles again between iii 5 minutes
9 and 18 minutes.
iv 12 km/h
This is exponential growth.
v 4 km
❿ a 80 °C
b 12 minutes
c 16 °C
d 64 °C

54
 b i c Roughly 37 m
d 14 m. This is an approximate reading.
C
7 e 15.8 m
❼ a 
Seth was slightly below the average weight for a
6

Answers
boy.
1
Distance from stop A (km)

5 b Around Nov 2014, when Seth was 1 years old,

his weight was average. 2
4 c Roughly 16.5 or 17 kg
1
B d Somewhere between 5 and 15 years old.
3 2
e Above
2 ❽ a 2400
b The fish population first reaches 5000 shortly
1 after Richard surveyed the lake in 2015
c 15%
A
0 10:00 10:15 10:30 10:45
d Yes, this is exponential growth. The population
Time doubles in 5 years between 2010 and 2015;
then it doubles again in the next 5 years.
ii 10:30
iii Roughly 2.6 km
10 Transformations
❻ a
x
(metres)
0 2.5 5 7.5 10 12.5 15 Translation code words
y a SLIMMER
50 48.75 45 38.75 30 18.75 5
(metres)
b VECTOR CODES ARE EASY.
b
10.1 Skill checker
50 ❶ a
45 y
7
40 6
Height of car above ground (m)

y=x
5
35
4
30 3
2
25 y=2
1

20
–2 –1 0 1 2 3 4 5 6 7 x
–1
15 –2

10 b (2, 2)
❷ x = 1 and y = −x
5

0 2 4 6 8 10 12 14 16
Distance from cliff (m)

55
 Activity ❸
  y
❶ Translation vector  − 4  Y
7
 −10  X 6
  5
❷ Translation vector  4  4
 −10 
3
❸
2
14
P 1 R
Z
12 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 x
–1
–2
10
–3 S
Q –4
8
–5
–6
6
–7

4
❹
2 Translation Translation vector
1 3 2
4  8 
A→B  
0 2 4 6 8 10  1 

❹ Students’ own diagrams  5 
A→C  
10.1 Now try these  −2 

Key Stage 3 Mastering Mathematics: Book 3

❶ a 4 squares right, no squares up or down  11 

b 3 squares right, 1 square up
A→H  
 −6 

c 4 squares left, 1 square down
d 3 squares left, 1 square up  3 
C→B  
❷  3 

y  −7 
5 C→G  
4  −3 

3
b a  7 
2 C→D  
 1 
1
d  −4 
–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 x
–1 E→D  
 2 
–2
c
–3  −14 
E→F  
 −1 

 14 
G→D  
 4 

56
 Translation Translation vector ❽ a–d
y
 2  7
G→A  
 5  6

5

Answers
 13 
4
G→H   B C
 −1  3

2
❺ a–b 1

y
–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 x
7 –1
6 –2
5 –3
P A D
4 –4

3 –5
Q
2 –6

1 –7

–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 x e Triangle A is a reflection of triangle D in the y axis.

–1
–2
–3 ❾ a y
4
–4
3
–5
2
–6
1
–7

–4 –3 –2 –1 0 1 2 3 4 x
 
5 left and 2 up, or vector  −5 
–1
c
 2  –2
–3
Reflection in the line x = 0 or translation by
❻ a  –4
 7 
vector  
 0  In the image the letter y appears back to front.
 0  b y
b Translation by vector  
 −9  5
c Reflection in the line y = 1 4

❼ 3
2
1

–5 –4 –3 –2 –1 0 1 2 3 4 5 x
–1
–2
–3
–4
–5

In the image the letter A appears the right way

round.
c The letter A has a vertical line of symmetry.
The letter y does not.
57
 ❿ a–c ❺ There are several different types of transformation. For
y
example, you can TRANSLATE, reflect or ROTATE a shape.
10 ❻ You can use a  VECTOR to translate a shape
8 (7, 7) ❼ (1, 3) is an example of a POINT
6
K Q F Z T R D U R
4
W T U C P O I N T
2
Y C L A N T E O F
x
–10 –8 –6 –4 –2 0 2 4 6 8 10
–2 J E L S R A O N E
–4
N L I B A T H R G
–6
–8 R F T H R E E U P

–10 U E V E C T O R L

d An octagon T R A N S L A T E

⓫ a–c, e, f
y
8 10.2 Now try these
7
❶ a–b y
6 6
5
D 5
4
A 4
3
B
3
2 A
1 2
1
–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 x
–1
x
–2 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
–1
–3
Key Stage 3 Mastering Mathematics: Book 3

B –2
–4
C C –3
–5
–6 –4
–7 –5
–8 –6

c Rotation through half a turn about the origin

d (1, −2), (3, −7), (6, −1) ❷ a y
 5  5 B
g Translation by the vector  
 −1  4
 0  3
⓬ a  
 0  2
1
A C
 1   0   −1 
b Example:  , ,  –5 –4 –3 –2 –1 0 1 2 3 4 5 x
 0   1   −1  C” A” –1
A´ B´
10.2 Skill checker –2
–3
❶ A 90° angle is a QUARTER of a  FULL turn –4
C´
❷ 180° is half a TURN –5
B”
❸ 270° is THREE quarters of a circle
❹ 360° is  ONE full turn b A′(1, −2), B′(5, −2), C′(1, −4)
c A″(−2, −1), B″(−2, −5), C″(−4, −1)
58
❸ a–c y
c i Yes
5 ii Shapes A and D are congruent because they
4 are exactly the same shape and size.
3 ❻
2

Answers
1
D A
–5 –4 –3 –2 –1 0 B 1 2 3 4 5 x
–1 c, d 0
C
–2
–3
–4 a, b
–5
❼
d The image of shape A after a 360° rotation would Second hand Minute hand Hour hand
be shape A; the shape is mapped onto itself. 360° ÷ 60
a 1 minute 360° 6°÷ 60 = 0.1°
❹ a = 6°
y
5 b 30 seconds 180° 3° 0.05°
4 c 15 seconds 90° 1.5° 0.025°
A
3
❽ a–c y
2 6
1 5
4 B
–5 –4 –3 –2 –1 0 1 2 3 4 5 x
–1 A 3
–2 2
B
–3 1
C
–4
x
–5 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
–1
–2
b (2, −1), (5, −1), (5, −3), (2, −5) –3 C
c (−1, −2), (−1, −5), (−3, −5), (−5, −2) –4

d Rotation by a quarter turn clockwise about the –5

origin –6

❺ a i Rotation through 90° clockwise about the d Rotation through 180° about origin
origin ❾ a i
ii Rotation through 90° anticlockwise about
the origin
iii Rotation through 90° anticlockwise about
the origin
C O1
b y
4 T1
3
2
A
1

–4 –3 –2 –1 0 1 2 3 4 x
–1
–2
D
–3
–4

59
 ii c i Translation by 1 km due east followed by a
rotation through 180° about Q
ii rotation through 180° about Q followed by a
T2
translation by 1  km due west

O2 C
10.3 Skill checker
❶ True. Ratio of width to height is 1.5.
❷ True. Ratio of height to width is 6.4 : 1.
1
b  i Rotation 180° clockwise or anticlockwise ❸ False: the area of the scale drawing would be of
the real classroom. 100
about C
 ii Rotation 180° clockwise or anticlockwise ❹ False: the ratio of width to height should be 7:9. Ben’s
about C photo has ratio 7 : 8.
 −5  ❺ False: the curved sections must be doubled in length
❿ a Translation by vector   as well as the straight edges.
 −2 
❻ False: if the height and width of the tree have doubled
 3  the surface area of the trunk has increased by a
b Translation by vector    ; Reflection in line x = 4 factor of 4.
 0 
c Rotation 180° about (2.5, 1); Reflection in line y = 1, ❼ True: the length and width of the scale model must be
there is no translation. in the same ratio to the actual length and width.
d The difference occurs because each shape has a ❽ False. The length of the road does not need to change.
vertical line of symmetry, but no horizontal line
of symmetry. 10.3 Now try these
e Rotation 180° about (0, 0) ❶ a The lengths are doubled.
⓫ a Translation by 6 right and 3 up b The angles stay the same.
b Translation by 6 right and 3 down ❷
Key Stage 3 Mastering Mathematics: Book 3

c Reflection in the y axis

y
d Rotation through 180° about the origin 10
b
e Reflection in the x axis 9
8
f Rotation through 90° anticlockwise about the origin
7
g Rotation through 180° about (6, −3) a
6
h Translation by 16 left 5
i Reflection in the y axis 4

j Reflection in the line x = 1.5 3

2
k Reflection in the line y = x
1
l Translation by 4 down
m Translation by 16 left and 4 up –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10 x
–1
⓬ a It appears the same. –2
–3
b Any three multiples of 60° about C, e.g. 120°,
–4
180°, 240°
c Any two multiples of 60° about C, e.g. 60°, 120°
d Rotational symmetry of order 6
⓭ a Translation by 1 km due west
b Rotation through 180° about P

60
❸ Shape C Shape G

Answers

Shape D Shape H

❹ a–b y
8
Shape E
6

P Q R
2

0 2 4 6 8 x

Shape F  4 
c Translation by the vector  
 0 
❺ a   y
10

8
D C

A B
0 x
2 4 6 8 10

61

 b y c i (14, 5)
7 1
ii
6
D C
2
5 ❽ a i 90%
4 ii 140%
3 iii 75%
2 b i 240 cm2
1 ii 375 cm2
A B
0 x
iii 56.25%
1 2 3 4
❾ a
c y Width (cm) Height (cm)
8
1 2
7
2 4
6
F E 3 6
5
4 8
4
D C 5 10
3
2 1
1
b The scale factor is
5
A B ❿ C–K squares scale factor 2
0 1 2 3 4 5 6 x A–J circles scale factor 2
H–I right-angled triangles scale factor 2
❻ a and c
y L–M scalene triangles scale factor 2
8 D–G rectangles scale factor 2
7 B–F hexagons scale factor 2
T
6 Rectangle E has no match
Key Stage 3 Mastering Mathematics: Book 3

5
⓫ a–c
4
y
3 Z”
9
2 8
Y”
1 Z’
7
Y’
0 x 6
1 2 3 4 5 6 7 8 9 Z
Y 5
b 63°, 63° and 27° (to the nearest degree) 4
P
d The corresponding angles in T and its image are 3
the same. X
2
W
❼ a–b 1
y X” W” X’ W’
P Q
8 –11 –10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 x
Q” –1
7 P”
P’ Q’ –2
6
5 d Enlargement, scale factor 1.5, centre P
4
S’ R’ 1
⓬ Enlargement, scale factor , centre (6,6)
3 2
S” R”
1
2
S R ⓭ a
1 4
1
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
x b
3
1
c
62 2
Review exercise iv C to E Rotation clockwise or anticlockwise
180° centre (–1, 1)
 −3  ❺ a, c
❶ a i A to B Translation vector  
 0 
 −1 

Answers
ii A to C Translation vector   b
 −5 
 
iii A to D Translation vector  4 
 −3 
 2 
iv B to C Translation vector  
 −5   
❻ Translation  4 
 7  ❼ a 5  2 
v B to D Translation vector  
 −3  1
b
 5  5
vi C to D Translation vector   ❽ a Horizontal line of symmetry
 2  b No
b The shapes A and E are not congruent. c Vertical line of symmetry
❷ y d Examples: TAT, TUT, AHA
7
❾ a
6
A’ y
5 14
B
13
4 C
B’ 12
A
3 11
L
10
2 D
C’ 9
1 K
8
7 M
x F
–3 –2 –1 0 1 2 3 4 5 6 7 8 G
6
–1 5
D’ J
–2 4
3
–3 E
2
H
❸ The missing letter is d/D. 1

❹ a A vector –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 x
b Direction, angle and centre of rotation b Cuboid
 −2  ❿ d  Letter N   h  Letter Z
c i A to E Translation vector  
 2  y
A”’ B”’
8
 2  7
ii A to C Translation vector  
 −6  6
5
 4  C”’ D”’
iii E to C Translation vector   4
 −8  B D B’ D’ A” B”
3
 −8  2
iv B to D Translation vector   A C A’ C’ C” D”
 −4  1
M
d i A to B Rotation clockwise 90° centre (0, 0) x
–3 –2 –1 0 1 2 3 4 5 6 7 8
–1
ii A to C Rotation clockwise or anticlockwise N
–2
180° centre (0, 0)
iii B to D Rotation clockwise or anticlockwise
–3

180° centre (–1, –1) 63

 ⓫  8 
❻ a 
A translation using vector   ; or a reflection
From shape 0  
A B C D
using mirror line x = 4
A 1 2 3 4 b
y
1
B 1 1.5 2 6
2 5
To
1 2 4 4 B
shape C 1 A
⅓3 3 3 3
2
1 1 3
D 1 1
4 2 4 C
–3 –2 –1 0 1 2 3 4 5 6 7 8 9 10 11 x
–1
Progress review 4 –2
❶ a Gradient 5, y-intercept (0, 3) –3

b Gradient 7, y-intercept (0, 6)

c Gradient –10, y-intercept (0, 5) ❼ a 400 km
d Gradient 7, y-intercept (0, 0) b 5 days
e Gradient –1, y-intercept (0, 0) c Half a day
f Gradient 2, y-intercept (0, –1) d 800 km
g Gradient 8, y-intercept (0, 4) ❽ a A and B; C and D; E and F
h Gradient –3, y-intercept (0, 5) b A and C; B and D
i Gradient 3, y-intercept (0, 8) ❾ a–b
2
❷ y = x −2 y
3 4
❸ a 15 km B
Key Stage 3 Mastering Mathematics: Book 3

3
b 9:30 a.m. and 3:30 p.m. 2
C
c 12:30 p.m. 1

❹ a –2 –4 –3 –2 –1 0 1 2 3 4 x
–1
b 1.5 A
–2
1
c − –3
D
3 –4
d –1.2
❺ a 30 minutes
1
b 2 km c Both −
3
c 15:30 (3:30 p.m.) d Trapezium
d 5.5 km ❿ a
e 1 hour 30 minutes
Number of
f 1 2 3 4 5
hours worked n
3
Charge C £35 £55 £75 £95 £115
Distance (km)

0
09:00 10:00 11:00 12:00 13:00 14:00 15:00 16:00 17:00
Time
64
 b c x = 1.3 and x = 4.7
d
120
y
110
100 7

Answers
90
80 6
Charge (£)

70
60 5

50
4
40
30
3
20
10 2

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5

1
Number of hours worked

c C = 20n + 15 0 x
–1 1 2 3 4 5 6
d £85
–1
1
e 2 hours
2 –2
⓫ a
x 0 1 2 3 4 5 6 –3

y= x2 − 6x + 6 6 1 –2 –3 –2 1 6
–4
b
y –5

7 –6

6 –7

5
e (0, –6) and (2, 2)
4
f (1.3, 0) and (4.7, 0)
3
⓬ a 2 cm
b 16 minutes
2 c 7 cm
d 16 minutes and 21 minutes
1
e 4 minutes
f Piece-wise linear
–1 0 1 2 3 4 5 6 x
⓭ a 14
–1 b 28
1
c Roughly 11 hours
–2 2
⓮ One way is this:
1
–3 Enlargement: scale factor , centre (0, 0)
2
Reflection: mirror line y = 0
–4
Rotation: 180° clockwise, centre (0, 0)
65
 11 Prisms and cylinders Trapezium
a

Water pouring puzzles

h
{5 litre jug, 3 litre jug}: {5,0} → {2,3} → {2,0} → {0,2} →
{5,2} → {4,3}
{9 litre jug, 4 litre jug}: {9,0} → {5,4 } → {5,0} → {1,4} → b
{1,0} → {0,1} → {9,1} → {6,4}
c Formulas for rectangle and parallelogram can be
{8 litre jug, 5 litre jug, 3 litre jug}: {8,0,0} → {3,5,0} → interchanged.
{3,2,3} → {6,2,0} → {6,0,2} → {1,5,2} → {1,4,3}
11.1 Now try these
11.1 Skill checker
❶ a 6 cm3
1 b 12 cm3
a Triangle: bh
2 c 18 cm3
Rectangle: lw
Parallelogram: bh d 11 cm3
Square: s2 e 33 cm3
f 8 cm3
Trapezium: 1 (a + b)h g 16 cm3
2
b Square: ❷ a 32 cm3
b 84 cm3
c 2.7 m3
s ❸ a 125 cm3
b 15.625 m3
c 27 000 mm3
❹ a 9000 cm3
Key Stage 3 Mastering Mathematics: Book 3

Rectangle: b 50 m3
c 1500 mm3
w
d 2500 m3
❺ a 99.2 cm3
l b 5.92 m3
Parallelogram c 260 mm3
❻ a 36 m3
h
b 16 cm3
c 30 cm3
❼ a i Parallelogram
b
ii 70 cm3
Triangle b i Trapezium
ii 48 cm3
❽ 957.6 cm3
h ❾ 7 cm
❿ 8 m
⓫ x = 6 and y = 8
b ⓬ 5.1 cm

⓭ 12 cm
⓮ 26.8 cm3

66
11.2 Skill checker ⓮ 116 cm3
❶ Area = π r2 ⓯ 7.1 cm
❷ a 50.3 cm2 (to 3 s.f.)
b 1.13 m2 (to 3 s.f.)
11.3 Skill checker

Answers
c 302 cm2 (to 3 s.f.) ❶ C = πd where d is the diameter of the circle or C = 2πr
where r is the radius.
❸ 5.64 cm
❷ a 25.1 cm
11.2 Now try these b 3.8 m
c 61.6 cm
❶ a 628 cm3
❸ a i 6
b 2310 cm3
ii square
c 37.7 m3
b i 5
d 5650 mm3
ii triangle, rectangle
❷ a 113
c i 8
b 201
ii hexagon, rectangle
c 314
❸ a 503
Activity
b 6790
a The length of the paper is the same as the
c 113
circumference of the circle.
❹ a 141
The width of the paper is the same as the length
b 679 or height of the cylinder.
c 616 Area of curved surface = circumference × length
❺ a 80 cm3 or height.
b 1360 cm3 b i 20 × 15 = 300 cm2
c 42 m3 ii 6.4 cm or 4.8 cm
❻ a i 78.5 cm2 c i 37.7 × 25 cm
ii 132 cm2 ii 942 cm2
iii 63.6 cm2
b i 942 cm3 11.3 Now try these
ii 1190 cm3 ❶ a 6
iii 700 cm3 b 25 cm2
❼ 7.5 m3 c 150 cm2
❽ a 75.4 cm3 ❷ a 24 cm2
b 198 cm3 b 54 cm2
❾ a i 78.54 m2 c 294 cm2
ii 113.1 m2 ❸ a 6
iii 34.6 m2 b i 12 cm2
b 1.73 m3 ii 32 cm2
❿ 5 cm iii 24 cm2
⓫ 12 glasses c 136 cm2
⓬ a 39.3 cm ❹ a 40 cm2
b 7.46 cm b 40 cm2
c 6 cm c The surface area is the same as the area of the net.
⓭ 50.3 cm3 d 80 cm3
67
 ❺ a 214 cm2 ❼ a Volume 16 cm3, surface area 46 cm2
b 700 cm2 b Volume 48 cm3, surface area 88 cm2
❻ a Volume 64 cm3, surface area 96 cm2 c Volume 108 cm3, surface area 156 cm2
b Volume 120 mm3, surface area 158 mm2 ❽ Volume 875 cm3, surface area 750 cm2
c Volume 24 m3, surface area 52 m2 ❾ a i 24 600 cm3
❼ a 1 800 000 cm3 ii 4750 cm2
b 1800 litres b i 1560 cm3
c 90 000 cm2 ii 767 cm2
❽ a 6 ❿ a 378 cm3
b 12 cm2 b 360 cm2
c 132 cm2 ⓫ 12.5 cm
❾ a 22.2 m2 ⓬ a 3 cm2
b 920 cm2 b 320 cm2
❿ a 46 cm2 ⓭ a 65 000 cm3
b 112 cm2 b 44 100 cm2
⓫ 729 cm3 ⓮ a 12 500 cm3
⓬ x = 216 b 976 cm3
⓭ 6 cm
⓮ a x = 12 12 Constructions
b y = 10
⓯ a 151 cm2 Accuracy: Allow ±2° and ±2 mm for all answers in this
chapter.
b 132 cm2
c 24.2 mm2
d 1296 m2
The Penrose Triangle
Students’ own diagrams.
Key Stage 3 Mastering Mathematics: Book 3

⓰ 32 tins
⓱ Students’ own proofs.
12.1 Skill checker
Review exercise Students’ own diagrams.
❶ a Volume 200 cm3
b Volume 96 cm3 Activities
c Volume 72 cm3 Students’ own work
❷ a 112 cm2
b 12.22 cm2 12.1 Now try these
c 157 386 mm2 ❶ a 
Students’ own diagrams; missing angles: 60°,
❸ a 27 m3 60°; missing side 5 cm
b 54 chickens b Students’ own diagrams; missing angles: 77.5°,
c 3 tins 77.5°; missing side 2.6 cm
❹ a 25 m3 ❷ a Students’ own diagrams; missing angle: 110°;
missing sides 4.9 cm, 4.9 cm
b 400 m3
b Students’ own diagrams; missing angle: 40°;
c 425 000 litres missing sides 5.4 cm, 3.5 cm
d 385 m2 ❸ a Students’ own diagrams; missing angle: 30°;
❺ Volume = 138 000 mm3; surface area = 23 100 mm2 missing sides 5.1 cm, 7.5 cm
❻ a Volume (in cm3) = lwh b Students’ own diagrams; missing angles: 70°,
b Surface area (in cm2) = 2lw + 2lh + 2wh 82°; missing side 2.8 cm
68
 c Students’ own diagrams; missing angles: 70°,
40°; missing side 5.8 cm
d Students’ own diagrams; missing angle: 75°;
missing sides 5.3 cm, 7.5 cm
❹ a Students’ own accurate diagrams
Activities
When you construct a triangle make sure you:
● Always start with the base line of the triangle.
Measure the angles and other lines from this starting

Answers
point
b 4.2 cm, 4.2 cm
● Measure the lines and angles as accurately as you
It is an isosceles triangle. can
❺ a  Students’ own accurate diagrams; 82°, 38° ● Use a sharp HB pencil
and 60° ● Make sure your compasses are not too loose
b Students’ own accurate diagrams; 32°, 21° ● Don’t rub out your construction marks
and 127°
❻ 61°, 47°, 72° 12.2 Now try these
❼ a Students’ own accurate diagrams.
❶−❹ Students’ own accurate diagrams.
i Equilateral triangle
❺ a Students’ own accurate diagrams.
ii Isosceles triangle
b 45°
b It is not a triangle, because the two short sides
❻ a Students’ own accurate diagrams.
do not meet.
b The perpendicular bisector is BD, so the
❽ a–b Students’ own accurate diagrams.
diagonals bisect at right angles
❾ a Students’ own accurate scale drawings.
❼ a Students’ own accurate diagrams.
b 4.5 m
b The perpendicular bisector is BD, so the diagonal
c 58° BD bisects AC at right angles
❿ a Students’ own accurate scale drawings. ❽−⓭ Students’ own accurate diagrams.
b 10 km ⓮ a Students’ own accurate diagrams.
c 62 + 82 = 102; 36 + 64 = 100 b Isosceles triangle
⓫ a Students’ own accurate scale drawings. c Own accurate diagram
b 135.8 cm d BD = DC = 4 cm
⓬ Own accurate diagrams e BD and DC are the same length.
a Equilateral triangle ⓯ a–b Students’ own accurate diagrams.
b Isosceles triangle c Square
c Right-angled triangle d and e Students’ own accurate diagrams.
d Right-angled isosceles triangle f Octagon
⓰ a–b Students’ own accurate diagrams.
12.2 Skill checker c Rhombus
Diagram 1 is impossible as angle sum is 190°
Diagram 2 is impossible as the two of the sides sum to 12.3 Skill checker
give the 3rd side
A, F, J and K are congruent
Diagram 3 is impossible as two angles already sum to 180°
B, D and G are congruent
Diagram 5 is impossible as angles in an equilateral
C, H and I are congruent
triangle are all 60°
E is the odd one out

Activity
Activity
Students’ own work
R can only be drawn one way
Every point on the line XY is the same distance from A as it
is from B. S can be drawn in many different ways
T can be only drawn in one way

69
 U can only be drawn in one way b Triangles have SSS congruency as AB = AC, AD is
V can be drawn in two different ways common to both and BD = DC
W can only be drawn in one way ⓮ Triangles have ASA congruency as angle ABC = angle
CDE, AB = DE and angle CAB = angle CED.
12.3 Now try these
❶ A, C, H, J, L are congruent
Review exercise
B, F, G are congruent ❶ a 55°, 9.8 cm, 5.6 cm
D, E, I, K are congruent b 30°, 30°, 5.2 cm
❷ a No, they could be different sizes. ❷ a Students’ own diagrams.
b There is only one way to draw this triangle so all b Student’s own measurements.
their drawings will be the same. c All sides are equal
❸ a Students’ own accurate diagrams. d Equilateral
b SSS ❸ B and D. SSS congruency.
❹ a i Congruent ❹ Students’ own accurate diagrams.
ii Not congruent ❺ Students’ own accurate diagrams.
iii Not congruent a 3.8 cm
b RHS b i 135°
❺ A and C; B has one side of 7 cm ii 135°
❻ B and C; the 6 cm and 7 cm need to form the ‘arms’ of iii 90°
the angle so A is not congruent. c 30.6 cm
❼ A and C; B doesn’t have the side of 4 cm between the ❻ a–b Students’ own accurate diagrams.
two angles. c The perpendicular bisector of AC passes through B.
❽ Yes, both triangles have the same side lengths so ❼ Students’ own accurate diagrams.
they have SSS congruency.
❽ Yes, both triangles have the same sides lengths so
❾ a RHS
Key Stage 3 Mastering Mathematics: Book 3

they have SSS congruency.

b ASA ❾ Students’ own accurate diagrams.
c SSS All three bisectors intersect at one point.
d SAS ❿ a–b Students’ own accurate diagrams.
❿ a  Triangles are not congruent as don’t have two c 60° and 30°
equal sides and an included angle.
d Students’ own accurate diagrams.
b Triangles have ASA congruency. GI = LK, HI = JK
⓫ a Students’ own accurate diagrams.
and angle GIH = angle JKL
b The circle passes through the vertices of the
c Triangles have RHS congruency as both triangles
triangle.
are right-angled and have equal hypotenuse and
one other side equal. ⓬ 17.7 m
⓫ Kim is not right. The triangles have ASA congruency ⓭ A is congruent to D and E. SAS congruency.
as angle DEF is 65°. So AB = DE, and angle CAB = ⓮ Students’ own diagrams.
angle FDE and angle ABC = angle DEF
⓬ Ellie is wrong as they will only be congruent if the angle
is drawn between the two sides of 5 cm and 8 cm.
13 Trigonometry
⓭ a A
Enlargements
When the scale factor is 2, the original shape fits into the
enlarged shape 4 times.
When the sale factor is 3, the original shape fits into the
B D C enlarged shape 9 times.
70
For some shapes you will need to cut up the original shape ❻ a E 20 cm, F 40 cm, G 22.5 cm
to make it fit. b 1 : 2
c E 600 cm2, F 2400 cm2, G 337.5 cm2
❼ a Angles are all the same so the triangles are similar.

Answers
b p = 11.2, q = 6.25
❽ The following results need to go into the table:
A4 297 210 1.41
A5 210 148.5 1.41
A6 148.5 105 1.41

❾ a x = 60, y = 84
b i A:156 m, B:260 m C:312 m
ii A:B = 3:5, A:C = 1:2, B:C = 5:6
c i A:1512 m2 B:4200 m2 C:6048 m2
ii A:B = 9:25 A:C = 1:4 B:C = 25:36
13.1 Skill checker d A: 1.8 cm × 2.1 cm B: 3 cm × 3.5 cm
C: 3.6 cm × 4.2cm
A, E, G
❿ a All the angles are the same for both triangles
K, I
b i 13.2 cm
B, D, F, H, J
ii 39 cm
C is the odd one out.
⓫ a 
Share angle A, angles C and E are equal, angles B
and D are equal so triangles are similar
13.1 Now try these
b i 7.5 cm
❶ Similar shapes have all angles the same and all sides ii 3 cm
in the same ratio.
⓬ a 
angle DCE = angle ACB
They are enlargements of each other.
angle DEC = angle CAB
➋ A is true, all squares are similar.
angle CDE = angle ABC
B is not true. Not all rectangles are enlargements of so triangles are similar.
each other.
b i 3.2 cm
For example, these rectangles are not similar.
ii 10.5 cm
 
❸ a Rectangles E, F, G and H 13.2 Skill checker
b E: scale factor 2 a Students’ own accurate diagrams.
F: scale factor 1.75 b 36.9° and 53.1° in both triangles
G: scale factor 2.5 c 5 cm and 10 cm
H: scale factor n The length in the second triangle is twice the
❹ a 14 cm first.
b 6 cm 4
d i = 1.333...
❺ a i 12 cm 3
ii 8 cm 4
ii = 0.8
iii 4 cm 5
3
b 1 : 4 iii = 0.6. The ratios are the same for both
5
triangles.

71
 Activity c Opposite

1 2
q Adjacent
Hypotenuse Hypotenuse
q
Hypotenuse Opposite Adjacent

adjacent
q ❷ a cos θ =
Adjacent Opposite hypotenuse
opposite
3 Adjacent 4 b tan θ =
Adjacent adjacent
q Opposite
Opposite opposite
Hypotenuse q c sin θ =
Hypotenuse
hypotenuse
❸ a 0.707
5 Adjacent 6 Hypotenuse b 0.707
q q c 1
Opposite Adjacent d 0.966
Opposite
Hypotenuse
e 0.966
f 1.73
g 0.577
1
h
Activity 2
opposite ❹ a 1.81
➊ When θθ = 30°, hypotenuse = 0.5 b 2.7
❷ a = 11.2 cm c 2
b = 4.3 m d 3.71
Key Stage 3 Mastering Mathematics: Book 3

c = 30° e 16
f 10.1
Activity g 24
h 2.06
a 36 cm
b 9.65 m ❺ a x = 5
b y = 7.27

13.2 Now try these ❻ a x = 6.4

b y = 6.80
➊ a Opposite
❼ a x = 5.88
b y = 9.33
Adjacent
Hypotenuse ❽ a i Students’ own diagrams.
q ii H known, O to be found
iii sin
iv 6.00 m
b
b i Students’ own diagrams.
Opposite Adjacent
ii H known, A to be found
q
Hypotenuse
iii cos
iv 4.50 cm

72
 c i Students’ own diagrams. 13.3 Now try these
ii A known, O to be found
➊ a θ = 60°
iii tan
b θ = 30°
iv 6.93 mm
c θ = 0°

Answers
❾ a 6.86 cm
❷ a x = 11.5°
b 18.7 m
b y = 63.3°
c 24.5 mm
c z = 38.7°
d 6.81 cm
20
❿ 18.2 cm2 ❸ a cos θ =
29
⓫ £1980 21
b sin θ =
⓬ 9 cm 29
21
c tan θ = =1.05
13.3 Skill checker 20

❶ ❹ a θ = 19.5° (1d.p.)
Adjacent Opposite b θ = 33.3° (1d.p.)
q ❺ a θ = 29.0° (1d.p.)
Hypotenuse b θ = 44.6° (1d.p.)
➋ a x = 8; y = 3.6 ❻ a θ = 42.5° (1d.p.)
b i cos θ = 0.6 b θ = 29.3° (1d.p.)
4 ❼ a 36.87°
c ii tan θ =
3 b 66.42°
c 30.26°
Activity ❽ a 45.92°
❶ 6 cm b 32.78°
adj c 46.88°
➋ a cos θ =
hyp ❾ x = 48.2°
6 ❿ 36.9°
=
10 ⓫ Statement A cos θ is less than 1 is always true as the
= 0.6 adjacent is always less than the hypotenuse.
So θ = cos–1 0.6 Statement B sin θθ could be greater than 1 is
= 53.1° (to 1 d.p.) never true as the opposite is always less than the
opp hypotenuse.
b tan θ =
adj Statement C tan θθ is greater than 1 is sometimes
8 true as the opposite could be either longer or shorter
= than the adjacent.
6
8
So θ = tan–1 Statement D is tan θθ could equal 1 is sometimes true
6 as the opposite could equal the adjacent.
= 53.1° (to 1d.p.)
It doesn’t matter which ratio you use, the answer for 13.4 Skill checker
the angles is the same. ➊ a2 + b2 = c2
❷ a Students’ own diagrams.
b 9.40 cm
c 6.04 cm
73
 ❸ a Students’ own diagram ⓭ a i √2 cm
b 2.7 cm ii √3 cm
c 38.7° iii √4 = 2 cm
b i 6 triangles
13.4 Now try these ii The 16th triangle does not quite complete
360° so the 17th triangle will be needed. It
➊ a z
will overlap the first.
b w
See “Spiral of Theodorus” on the internet.
c w
d sight
Review exercise
❷ a x = 29.2°
b y = 68.2° ➊ cos θ' × hypotenuse = adjacent and
opposite
❸ a 217 m hypotenuse =
sin θ
b 16.8 m
❷ a–b Students’ own accurate diagrams.
c 1.49 miles
c 125.1°, 24.1°, 30.8°
d 617 m
The angles are the same because the triangles
❹ 5.64 m are similar.
❺ a 36.87° ❸ Triangles C, E and I are similar.
b 200 m Triangles B, F and H are similar.
❻ 24.1 m Triangles A, D and G are similar.
❼ 8.72° ❹ a 5 cm
❽ a 50.2° 5 5 12
b tan θ = , sin θθ = , cos θ =
b 50.2° 12 13 13
❾ 6.47 km north and 4.70 km east c 22.62°
Key Stage 3 Mastering Mathematics: Book 3

❿ 13.0 m ❺ a 36 cm
⓫ a About 037° b 17 cm
b 5 km ❻ a 6 cm
c About 217° b 3.5 cm
1 ❼ a 6 m
⓬ a tan a = so a = 18.435°
3 b 5.66 m
1 c 20.69 cm
tan b = so b = 26.565°
2 ❽ a a = 30°
tan c = 1 so c = 45° b b = 60°
a + b + c = 90° c c = 38.7°
b In the smallest triangle, the other angle is also c d d = 62.6°
since it is an isosceles triangle.
e e = 19.7°
In the largest triangle, the angles are 90°, a and
f f = 27.6°
(c + d).
So a + c + d = 90° (Angles in a triangle add up to ❾ a 2.80 cm
180°) b 16.8 cm2
From part a, a + b + c = 90° also.
So b = d, as required.

74
❿ a 17.5° ❽ a Students’ own accurate diagrams.
b i Yes; 32 – 0.92 = 2.86 m b i 12.0 cm
ii 3cos 17.45...° = 2.86 m or ii 9.3 cm, 4.8 cm
0.9 iii 4.5 cm
= 2.86 m

Answers
tan17.5...° iv 11.6 cm, 10.0 cm
⓫ a False v 5.6 cm
b True vi 7.0 cm
c True Triangles ii, iv and vi are similar and triangles
i, iii and v are similar, but none of them are
d True
congruent.
e True
❾ a Students’ own accurate diagrams.
⓬ a 3.89 km
b i 36.9°
b 333° (to nearest degree)
ii 5 cm
⓭ 74.6 cm2 iii 7.1 cm
⓮ a 4.05 m ❿ Students’ own accurate diagrams.
b 49.8° 1
⓫ a whl
⓯ 22.75 m 2
b hw + lw + hl + l h2 + w2
Progress review 5 ⓬ a–b Students’ own accurate scale drawings.
➊ a 72 cm2 c i 16.5 m
b 164 cm2 ii 13.8 m
c 150 cm2 ⓭ Students’ own diagrams.
d 190 cm2 ⓮ 10 cm
➋ No; although both boxes have the same volume, ⓯ Students’ own diagrams showing perpendicular
sugar is denser than tea. bisector of AB
❸ a Cuboid ⓰ a 2 : 3
b 400 m3 b 12 cm
c 400 000 litres c 20 cm by 16 cm by 24 cm
d 320 m2 d i 2368 cm2
❹ a–b Students’ own accurate diagrams. ii 592 cm2
c 6 cm, 8 cm e i 4  : 1
ii 22 : 12
❺ Volume 96 cm3, surface area 152 cm2
f Volume of larger box = 7680 cm3, volume of
❻ a Volume 204 cm3, surface area 224 cm2 smaller box = 960 cm3
b Volume 224 mm3, surface area 336 mm2 Volume of larger : volume of smaller = 7680 : 960
❼ a i 200 000 cm3 = 8 : 1 
ii 7000 cm3 g 23 : 13
iii 255 000 cm3 ⓱ Volume 96 cm3, surface area 152 cm2
b 462 000 cm3 ⓲ 59 cm2
c i 540 kg ⓳ a 1440 cm3
ii 18.9 kg b 2548 cm3
iii 688.5 kg ⓴ 75.2 cm2 (to 3 s.f.)
a–b Students’ own diagrams.
c 63.43°
75
 14 Working with data 14.1 Now try these
➊ a 7
Roll the dice! b 5000
a C and D are not correct c 5000
b A3  B1  C4  D2 d 100%
c A pie chart should not be used to show numerical ❷ a 4
data. Its sectors are proportional to the score not the
b
frequency of the score. Graph D again uses the size 18
of the score, not the frequency of the score.
d Although both graphs can be used to make correct 16
statements about the data, the area of the section
representing the higher scores gives a misleading 14
picture of the distribution. The sixes make more
impression.
12
e Both correct graphs show the distribution of the
scores more clearly. It is also easier to pick out the

Frequency
10
modes and medians of the data.

8
14.1 Skill checker
➊ a False 6

b True
4
c False
d True
2
➋ a i True. There are more 2s than any other
number.
Key Stage 3 Mastering Mathematics: Book 3

0
ii False. The middle two are 5 and 9 so 1 2 3 4 5 >5
median 7. Length of words

iii False. Range is 30 − 2 = 28. ❸ a 10

❸ a Dawn 14, James 6 b JW 3.505, DR 3.285, ZT 3.915
b Dawn 6.2, James 3.6 c JW 1.35, DR 0.87, ZT 0.82
❹ £2.50 d JW 4.12
e JW has the highest range, so if the longest jump
Activity wins then he is the best choice. Or, ZT has the
highest average and the shortest range, so he is
Same: There are 4 groups; the frequencies are the same; the most consistent.
the scores of 10, 20, 30, 40 are in both
❹ 9 km
Different: Just 4 values in the first and a group of values in
the second; you can reproduce the raw data in the first but ❺ a
not in the second. Number of pets 0 1 2 3 4 5 22
Frequency 2 3 3 6 4 1 1
Activity b 22 Accept it if it is a genuine figure and reject it
a 25 if it is an error or if it is not representative of the
b 35 class.
c 30 c i Without 2.53, with 3.5
d It is likely to be nearer to 30 as that is based on half- ii 3 for both
way values (actually, 29.3 from raw data). iii 3 for both
76
 d Without 5, with 22 b 20  n , 30, 27
e The outlier increases the mean and the range c 26.3
substantially, but has no effect on the median ❿
and the mode.
Speed, v mph Midpoint, m Frequency, f m×f
❻ a 30

Answers
0  v , 10 5 1 5
b 147
10  v , 20 15 3 45
c 4.9
20  v , 30 25 12 300
❼ a 30  v , 40 35 38 1330
Time, t (minutes) Tally Frequency 40  v , 50 45 6 270
0  t , 99 4 Totals 60 1950
      
100  t , 199 3
     a 30  v , 40
200  t , 299 6 b 30 mph because most drivers go slightly over
           
the speed limit.
300  t , 399 8
              c 32.5 mph
400  t , 499 6
         ⓫ a 20  b , 30
500  t , 599 3 b 0  b , 10
    
c 20  b , 30
b There are 6 easily identifiable groups. d The range has a maximum of 50 and a minimum
c 300  t , 399 of 30.
❽ a 13 e 23.4
b ⓬ a i Halley 17, Malini 21.6
ii Halley 14  x , 18, Malini 18  x , 24
Length of call, t (minutes) Tally Frequency
2t,4 4
b No, because the means are different and the
       modal groups are different as well.
4 t,6    2 ⓭ a 175  h , 180
6t,8    2 b
8  t , 10 3 Height, Midpoint ×
     h (cm)
Frequency Midpoint
frequency
10  t , 12    2 155  h , 160 2 157.5 315
12  t , 14        4 160  h , 165 6 162.5 975
165  h , 170 8 167.5 1340
14  t , 16      3
170  h , 175 10 172.5 1725
c i 9 175  h , 180 11 177.5 1952.5
ii 8 180  h , 185 7 182.5 1277.5
d There is no unique modal group. Two groups 185  h , 190 4 187.5 750
each have a frequency of 4. 190  h , 195 2 192.5 385
❾ a Totals 50 8720
Number of
Midpoint, m Frequency, f m × f Estimated mean is 174.4
magazines sold, n
10  n , 20 15 3 45 c The clothing company need to know how many
of each size to make of each item of clothing.
20  n , 30 25 7 175
⓮ a 350
30  n , 40 35 5 175
b 449
Totals 15 395
c 351
77
 ⓯ a 14.7 Activity
b 32 (32–0) a Measurements are always rounded as they
c The first garage has a slightly lower average cannot be recorded exactly
waiting time (by 3 minutes) but the range is b They can be recorded exactly
much larger so there is a possibility that some c 7
customers will wait a long time. d All of the lengths are different
⓰ a A 26.9, B 29.4
b B has a higher mean and so it has done better 14.2 Now try these
on average by 2.5 cm.
❶ a Categorical
⓱ a 35 b Numerical
b 34.4 c Categorical
c i d Categorical
Time in minutes, t Frequency e Categorical
0  t , 20 8 f Numerical
20  t , 40 15 ❷ a 
Times between 0 and 5, including 0 but not
40  t , 60 8 including 5.
60  t , 80 4 b 5  t , 10
c It’s easier to count up in 5s
ii 34.6
❸ a Discrete
d The first estimate should be more accurate as
there are more groups. They are very close in value. b Continuous
c Continuous
⓲ a 1.64 g, 1.64 g, 2.5 g
d Discrete
b 1.84 g, 1.8 g, 4.0 g
e Continuous
c B has a higher average so the fish generally
grow to a heavier size, but the range for B is f Continuous
Key Stage 3 Mastering Mathematics: Book 3

much greater and that is explained by the three ❹ Scales on graphs should be linear. They should look
heaviest being fed on food B. like part of a number line.
❺ a
14.2 Skill checker Height, h (cm) Tally Frequency
❶ 12, 46, 70 110  h , 115 1
❷ a Bus; column for bus is tallest 115  h , 120    2
b 9 120  h , 125 3
    
c 16
125  h , 130             7
d 28
130  h , 135          5
e
Walk
135  h , 140            6
Bus
140  h , 145    2
Car
145  h , 150 1
Bike
b 125  h , 130
= 2 students
❻ a 27
❸ a 1 and 6
b 57
b 4
c 10
❹ There are 8 easily identifiable groups d 7 to 8
78
❼ a ❾ a
Ages ( y years) Tally Frequency Group Tally Frequency
0y,5    2 0–49 1
5  y , 10 3

Answers
     50–99 3
    
10  y , 15               8
100–149      4
15  y , 20    4
150–199            6
20  y , 25    2
200–249      4
25  y , 30    3
250–299           5
30  y , 35           5
300–349           5
35 ⩽ y , 40    1 28
40  y , 45    1
b Students’ own answers.
45  y , 50    3 c After a few more weeks, people will be better
at the game as they have played it more often.
50  y , 55    2
The early classes will be empty and there will be
55  y , 60 2 more results in the higher classes. New classes
  
for numbers above 349 might have to be added.
60  y , 65    1
❿ a 40
65  y , 70 0 b Students’ own diagrams
70  y , 75    1 c 30 to 40. Yes, it is in the modal group.
d 30 to 40
b Students’ own graphs
⓫ a Students’ own diagrams.
c 38
b i 5 days
d 10–14 year olds
ii 10 days
iii 27 days
❽ a
c Most temperatures were in the range 12 to 18
Grade Mark Tally Frequency and it is symmetrical about the modal group.
E 0 , m 10 1 ⓬ a 14
D 10 , m 20 2 b There are a lot of pensioners so this points to
  
the morning but there are also a lot of children
C 20 , m 30             7 and they would be at school in the morning.
However, the child age group goes from 0 to 15
B 30 , m 40                       14
so they could be pre-school children attending
A 40 , m 50 6 with their parents, so probably in the morning.
          
Total 30 ⓭ a 
Students’ own diagrams.
b Stephen has used the computer every day.
b B Anna hasn’t. However, when Anna does use the
c Students’ own graphs computer she often spends a long time on it.
d 20.5 marks would get a grade C ⓮ a Students’ own diagrams.
b 60  m , 70
c 58.7

79
 d It is easier to pick out the modal group with 14.3 Skill checker
the diagram but it is easier to use the table to
estimate the mean. ❶ A (–4, 7), B (3, 5), C (–8, –5), D (6, –1.5)
e 53.3 % ❷ a 4.6
⓯ a 20 b 5.8
b 0 m c 7.4
d 8.2
c Students’ own diagrams.
d Most of them can only swim less than 20 m and ❸ The older car is cheaper. True
few of them can swim far. (It is skewed towards The more expensive car is older. False
the lower end.) ❹ The taller person is younger. False
e 55% The older person is shorter. False
⓰ a
Activity
Goals scored Frequency
a At the right of the graph
0g,5 7
b At the bottom of the graph
5  g , 10 2
c At the bottom left of the graph
10  g , 15 2
d Katherine’s result will be to the left of Marc’s as
15  g , 20 3 she has a longer name.
20  g , 25 1 e A short name
b
14.3 Now try these
Height, h (cm) Frequency
❶ a Increases, increases, positive
120  h , 130 3
b Increases, decreases, negative
130  h , 140 5
c No
140  h , 150 4
❷ A Ursula  B Suzi  C Penny  D Tim  E Rob
150  h , 160 2
Key Stage 3 Mastering Mathematics: Book 3

❸ Fertiliser helps plants grow so more fertiliser would

160  h , 170 1
make the plant grow taller.
c ❹ A high mileage means the car is likely to have
significant wear and tear and that reduces its value.
Age Frequency
11 5 ❺ a Positive correlation
12 4 b i The axes have been ‘broken’ and values left
13 5 out.
14 1 ii All of the data would be in a small area on the
graph
d Goals scored 7, height 138 cm, age 12 c 57
e Students’ own diagrams. ❻ It is not necessary for the scales to start at zero in a
f Stuart, because he is nearest to the medians. scatter graph. They should span the data which may
g Yousef is the tallest and has scored 0 goals. be clustered in one part of the scale.
⓱ a Students’ own diagrams. ❼ a None or slight positive
b They have the same modal group and roughly b Positive
the same range. However, the boys have more c None
in the heavier groups and fewer in the lighter d Negative
groups, so male babies are heavier than female ❽ a 
The line of best fit should be roughly through the
babies on average. middle of the crosses, with roughly half of the
⓲ a Students’ own answers. crosses on each side.
b Students’ own answers. b Answers will vary according to the line of best fit.
80
❾ a 45 ⓬ A line of best fit must follow the direction of the data
with the points evenly balanced on each side. This
40 usually means the line of best fit does not go through
35 (0, 0).
⓭ a

Answers
30
Number of lengths

25
25
20

Number of desks
20
15
15
10
10
5
5
0
0 10 20 30 40 50 60 70
0 Area (m2)
10 20 30 40 50 60
Age
b 16 to 17
b Negative c There is some weak positive correlation.
c i Clara
⓮ a The diagram has positive correlation
ii No, Terry might be a very good swimmer
b 60
❿ a and c
90 50

40
80
Cost (£)

30
70
20
Practical (%)

60
10
50
0
40 0 50 100 150 200 250 300 350
Weight (g)
30
c Neither opinion is reliable because if you treat
20 the top one as an outlier, then there is negative
30 40 50 60 70 80 90
Theoretical (%) correlation in the diagram, but Julie supposed
positive correlation and Robert supposed none.
b Positive
⓯ a 180
d 54. No, she might be much better or much worse
at the practical. 160
⓫ a 5
140
Number of reported crimes

4
Number of football
matches attended

120
3
100
2
80
1
60
0
0 1 2 3 4 5 6 7 40
Number of books read
20
b None, unless you consider Ben an outlier then it
is negative. 0
0 5 10 15 20 25 30
c No, because there is Ben who goes against this Number of police officers
trend. Or yes, if you take Ben to be an outlier.
81
 b (Weak) negative ⓴ Data should be collected using a method such as
c The locality, the time of day, time of year or the catching a dropped ruler or an online tool. A scatter
economic environment. graph should be drawn and interpreted.
⓰ a 15
Review exercise
❶ a 64.5
10
Mass (kg)

Score, s Frequency, f Midpoint, m m×f

40  s , 50 5 45 225
5 50  s , 60 10 55 550
60  s , 70 12 65 780

0
70  s , 80 8 75 600
0 10 20 30 40 50 80  s , 90 5 85 425
Length (cm)
Totals 40 2580
b Positive
c 38, using line of best fit b 19
⓱ a 2.5 ❷ 150.32 cm
❸ The data extends from 4 to 69 so groups from 0 to 70.
2 Groups of width 5 would mean 14 groups, width
10 means 7 groups and width 20 means 4 groups.
Distance jumped (m)

1.5 Theresa’s choice gives a better overall idea without

too much detail.
1 ❹ a Discrete
b Discrete
0.5 c Continuous
Key Stage 3 Mastering Mathematics: Book 3

d Continuous
0 e Discrete
0 5 10 15 20 25 ❺ a and c
Time to run 100 m (s)
10
b Yes, it appears that the faster they are at
sprinting, the longer the jumps are. 9
c 14.15
8
d 1 .825. No, it is none of these as there are 14
data items so the middle one is between the 7th 7
and the 8th.
6
e Yes, the top three sprinters are 12.5, 12.7 and
Judge 2

12.8 and they are the top three jumpers, all 1.94 5
and over.
4
⓲ Students’ own answers.
3
⓳ a 
It is possible to draw a line of best fit. As it is
vertical it does not show one variable increasing 2
as the other variable increases as is required for
positive correlation. 1

b It is possible to draw a line of best fit. As it 0

is horizontal it does not show one variable 0 1 2 3 4 5 6 7 8 9 10
Judge 1
increasing as the other variable increases as is
required for positive correlation. b Yes, positive
82
❻ A positive, B none, C none, D negative ⓬ a–b
❼ a, c and e categorical; b and d numerical 15

❽ a 31.4 minutes
b 30  t , 40 minutes

Hours of sunshine

10

Answers
c 3 or 4
❾ a
Time t (minutes) Tally Frequency 5

0  t , 50          5

50  t , 100                10 0

0 5 10 15 20 25 30
100  t , 150          5 Max temp (°C)

c 7 to 8
150  t , 200          5
d 29
200  t , 250   1 ⓭ a and c
35
250  t , 300    2 30
25
300  t , 350    2 Hours of TV
20
Total 30 15
10
b Students’ own diagrams. 5

c They are on holiday so this may increase; 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85

therefore the frequencies in the higher groups Age

will increase. b There is modest negative correlation. Older people

❿ a tend to watch less TV. Middle aged people may be
too busy. Aged people may be too tired.
Time, t (s) Tally Frequency
d 11 hours, but the estimate should be treated
10  t , 15          5 with caution.
15  t , 20 4 e 68 years, but this should be treated with
      caution. He could be young and involved in many
20  t , 25      3 activities that prevent him watching TV a lot.
25  t , 30 6 ⓮ a 845 g
        
b 200 g (950–0) g
30  t , 35          5 c 10.56
35  t , 40    2 ⓯ a 16.9
b 16  t , 17
b Students’ own diagrams. There is a fairly broad c
spread of times with a slight tendency towards 10
the ones that last longer.
8
⓫ a 145  w , 150
b 135  w , 140
Frequency

6
c 136.7
d 166. These may be adult birds. 4

0 14 16 18 20 22
Time in seconds 83
 d 17.1 e The final group does not contain 35.
e Answers should include a reference to the graph f Time, t (seconds) Frequency
and calculations supporting a recommendation.
10  t , 20 9
For example, ‘Looking at the frequency diagram
suggests that there are many around the 20  t , 30 7
mean that could improve slightly so a focus on 30  t , 40 3
marginal gains is recommended.’
g 10  t , 20
⓰ a Good as the ruler has not fallen far
⓳ a
b Positive correlation
c That people with good reactions do so with 14
either hand
12
d

Second test
25 10
Other hand

20 8

15 6

10 4

0 10 15 20 25 0 4 6 8 10 12 14
Dominant hand First test
e The line where the coordinates are equal.
f The line of best fit is above the other line b There is no correlation. Suja can conclude
showing that the non-dominant hand has slower that there is no link between the number of
reactions. things remembered and the way they are
presented.
⓱ a 48.3
b 30  q , 40
⓴ Data should be collected using a method such
as drawing the lines on two pieces of plain
Key Stage 3 Mastering Mathematics: Book 3

c 40  q , 50
paper and asking a sample of students to
d 69 (99–30) estimate their length. A statistical graph should
e 15 be drawn, and appropriate measures should be
f calculated. All graphs and measures should be
80 interpreted.
Frequency

60

40
15 Probability
20

0
30 40 50 60 70 80 90 100 Heads or Tails?
Number of correct answers
a The person with TH wins more often.
g 8
b Anouk fails to reach her target by throwing T. She
⓲ a 18 then has to wait at least two throws before she
b 10 seconds can win. Mustapha fails to reach his target by
c 15  t , 20 throwing T as well but only potentially needs one
d more throw to win.
Time, t (seconds) Frequency
c Various answers depending on the new rules.
10  t , 15 3
15  t , 20 6
20  t , 25 4
25  t , 30 3
30  t , 35 2
84
15.1 Skill checker Fish and chips, Cheesecake
1 Lasagne, Chocolate brownie
❶ a Lasagne, Sticky toffee pudding
6
1 Lasagne, Apple crumble
b

Answers
2 Lasagne, Cheesecake
1 b Using initials or abbreviations for the meals is a
c
11 good way. Using a table to summarise the options is
d 2 another.
11
❷ a 45 15.1 Now try these
b 59
❶
c 32
Tops Trousers/shorts
d 14%
Blue Green
❸ a 1 Blue Navy
2 Blue Cream
2 Blue Black
b Red Green
3
Red Navy
1 Red Cream
c
6 Red Black
3 Cropped Green
d Cropped Navy
4
Cropped Cream
❹ a 0 Cropped Black
b 1 White Green
White Navy
Activity White
White
Cream
Black
a Carbonara, Chocolate brownie Pink Green
Carbonara, Sticky toffee pudding Pink Navy
Pink Cream
Carbonara, Apple crumble Pink Black
Carbonara, Cheesecake
Burger, Chocolate brownie b 5 × 4
Burger, Sticky toffee pudding ❷ a 12
Burger, Apple crumble b
Burger, Cheesecake Soup Spaghetti bolognese
Pizza, Chocolate brownie Soup Curry
Soup Lemon chicken
Pizza, Sticky toffee pudding
Soup Sausages and chips
Pizza, Apple crumble
Crispy chicken wings Spaghetti bolognese
Pizza, Cheesecake
Crispy chicken wings Curry
Steak, Chocolate brownie Crispy chicken wings Lemon chicken
Steak, Sticky toffee pudding Crispy chicken wings Sausages and chips
Steak, Apple crumble Garlic flatbread Spaghetti bolognese
Steak, Cheesecake Garlic flatbread Curry
Fish and chips, Chocolate brownie Garlic flatbread Lemon chicken
Fish and chips, Sticky toffee pudding Garlic flatbread Sausages and chips
Fish and chips, Apple crumble

85
 ❸ a 12 ❾ a 0 1 2 3 4
b H1, H2, H3, H4, H5, H6, T1, T2, T3, T4, T5, T6 0 0 1 2 3 4
❹ a 16 1 1 2 3 4 5
b 1, 1 1, 2 1, 3 1, 4 2 2 3 4 5 6
2, 1 2, 2 2, 3 24 3 3 4 5 6 7
4 4 5 6 7 8
3, 1 3, 2 3, 3 3, 4
4, 1 4, 2 4, 3 4, 4 2
b
❺ a 2 25
b 16 ❿ a 1 2 3 4 5 6 7 8
1 2 1 0 1 2 3 4 5 6
c
64 4 3 2 1 0 1 2 3 4
❻ a cod and chips with apple pie 6 5 4 3 2 1 0 1 2
cod and chips with cheesecake 8 7 6 5 4 3 2 1 0
cod and chips with trifle 5
b
lasagne with apple pie 32
lasagne with cheesecake ⓫ a
First ball
lasagne with trifle R G B Y
cheese salad with apple pie R RR GR BR YR

Second ball
cheese salad with cheesecake G RG GG BG YG
cheese salad with trifle B RB GB BB YB
chicken curry with apple pie Y RY GY BY YY
chicken curry with cheesecake
b 16
chicken curry with trifle 1
b Multiply the number of mains by the number of c
16
Key Stage 3 Mastering Mathematics: Book 3

desserts
⓬ It avoids missing or duplicating outcomes; it makes it
❼ a easier to work out the probabilities of events.
Blue ⓭ a
1 2 3 4 5 6 7 8 Blue
1 2 3 4 5 6 7 8 9
1 2 3 4 5 6
2 3 4 5 6 7 8 9 10
Red 1 (1, 1) (1, 2) (1, 3) (1, 4) (1, 5) (1, 6)
3 4 5 6 7 8 9 10 11
2 (2, 1) (2, 2) (2, 3) (2, 4) (2, 5) (2, 6)
4 5 6 7 8 9 10 11 12
Red 3 (3, 1) (3, 2) (3, 3) (3, 4) (3, 5) (3, 6)
b 1
4 (4, 1) (4, 2) (4, 3) (4, 4) (4, 5) (4, 6)
1
c 5 (5. 1) (5, 2) (5, 3) (5, 4) (5, 5) (5, 6)
32
d 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 b ( 1, 2) is 1 on red and 2 on blue, (2, 1) is 2 on red
❽ a and 1 on blue.
0 1 2 3 4 5
0 0 1 2 3 4 5 2 1
c =
1 1 2 3 4 5 6 30 15
2 2 3 4 5 6 7
3 3 4 5 6 7 8
4 4 5 6 7 8 9
5 5 6 7 8 9 10
1
b
36
86
⓮ a ⓱ a
Spinner 2 1st 2nd 3rd
+ 1 2 3 4 5 6 H H H
1 2 3 4 5 6 7 H H T

Answers
2 H T H
Spinner 1

3 4 5 6 7 8
3 4 5 6 7 8 9 H T T
T H H
4 5 6 7 8 9 10
T H T
5 6 7 8 9 10 11
T T H
2 1 T T T
= b
30 15
b There are only two winning outcomes for James
c The totals are already worked out
and six for Kate.
d It can only be used for the totals. The one in
c Examples include James wins if he gets two
question 13 can be used for a variety of ‘rules’
heads (3 favourable outcomes) and Kate wins
⓯ a otherwise (5 favourable outcomes)
6 6 12 18 24 30 36 ⓲ a
5 5 10 15 20 25 30 Second dice
Number on blue dice

–2 –1 0 1 2 3
4 8 12 16 20 24 28
–2 –4 –3 –2 –1 0 1
3 3 6 9 12 15 18 –1 –3 –2 –1 0 1 2
First dice

0 –2 –1 0 1 2 3
2 2 4 6 8 10 12
1 –1 0 1 2 3 4
1 1 2 3 4 5 6 2 0 1 2 3 4 5
3 1 2 3 4 5 6
0 1 2 3 4 5 6
Number on red dice b Kamala wins if the total is 4 or more, Hilary wins
the rest of the time.
b 4
c Kamala wins if the result is positive, Hilary wins
c 0 the rest of the time.
d 6 and 12
⓰ a 15.2 Skill checker
Spades ❶ 1, 2, 4, 5, 10, 20
2 3 4 5 6 7 8 9 10 ❷ 7, 14, 21, 28, 35
2 2, 2 2,3 2, 4 2, 5 2, 6 2, 7 2, 8 2, 9 2, 10
❸ 5
3 3, 2 3, 3 3, 4 3, 5 3, 6 3, 7 3, 8 3, 9 3, 10
❹ 56
4 4, 2 4, 3 4, 4 4, 5 4, 6 4, 7 4, 8 4, 9 4, 10
5 5, 2 5, 3 5, 4 5, 5 5, 6 5, 7 5, 8 5, 9 5, 10
Activity
Hearts

6 6, 2 6, 3 6, 4 6, 5 6, 6 6, 7 6, 8 6. 9 6, 10
a 1 and 9 are both square numbers and odd numbers
7 7, 2 7, 3 7, 4 7, 5 7, 6 7, 7 7, 8 7, 9 7,10
so they have to be placed in both sets.
8 8, 2 8, 3 8, 4 8, 5 8, 6 8, 7 8, 8 8, 9 8, 10
b 2, 6, 8 and 10 are not square numbers and they are not
9 9, 2 9, 3 9, 4 9, 5 9, 6 9, 7 9, 8 9, 9 9, 10
odd numbers so have to be placed outside both sets.
10 10,2 10,3 10,4 10,5 10,6 10,7 10,8 10,9 10,10
c 4 is the only even square number out of the numbers
b 81 1 to 10.
1 d 11 goes in the part with 3, 5 and 7 as it is odd but not
c square.
81
87
 15.2 Now try these ⓫ a
❶ a 4 A B
b 6 3
2
c Her name does not have 4 letters and it does not 5 3
2
begin with J 2

❷ 6
❸ 44 = 2 × 2 × 11
❹ 36 b i 4
❺ a 2, 3 ii 360
b 72 ⓬ a 4
c 72 b 9
d 6 9 3
c i =
❻ a 16 30 10
b 14 10 1
ii =
30 3
c 3
19
❼ a 3 iii
30
3 1 ⓭ a
b =
30 10
C T
11
c
30
17 35 2
6 1
d =
30 5 26
❽ a 66
b i 0.57 b 26
Key Stage 3 Mastering Mathematics: Book 3

ii 0.79 c 35
iii 0.09 43
d
❾ a 11 people play just squash and 6 people play 80
squash and tennis, so 17 people play squash. ⓮ iii is not a description of set B. Set B has to have all of its
20 people play just tennis and 3 people play members in set A as well. 1, 2, 3, 4, 5, 6 are all factors of
neither, so there are 40 people in the club 360. 72 and 45 are factors of 360 so all of the factors
altogether. of 72 and 45 are also factors of 360. Multiples of 60
include 300 which is not a factor of 360.
17
P(person plays squash) ⓯ a 0.48
40
6 3 b 0.81
b =
20 10 c 0.22
23
c ⓰ a  6, it is the overlap between all three sets of
40 prime factors.
❿ a 10; 2 and 5 are prime factors of both numbers b There are no prime factors of 18 that are not also
and 2 × 5 = 10 prime factors of 54.
b 420; 2, 2, 3, 5 and 7 are all of the prime factors c The prime factors of 18 are also prime factors of
of both of the numbers and 2 × 2 × 3 ×5 ×7 = 54 so 18 is a factor of 54.
420
d 540, it is the product of all the prime factors in
the diagram.

88
⓱ a 15.3 Now try these
12 42 ❶ a 6
2 1
2 b i
6

Answers
3
7 1
ii
6
5 2 1
105
iii =
6 3
❷ a 8
b 3
1
c 420 b i
8
⓲ a
2 1
C N ii =
8 4
0 6 4 1
7 iii =
8 2
0
8 0 ❸ a 4
1
4
b i
4
F 2 1
ii =
4 2
15 3 1
b i = iii
25 5 4
10 2 ❹ a Multiply 2 and 6
ii =
25 5 3 1
b i =
15.3 Skill checker 12 4
6 1
3 ii =
❶ a 12 2
4 2 1
2 iii =
b 12 6
3 iv 0
3 ❺ a The numbers on the dice have been added
❷ a
4 1
b i
5 16
b
8 4 1
❸ 64 ii =
16 4
2 1 iii 0
❹ =
6 3 c 1
Activity ❻ a 64
a Some numbers may not have occurred, others b 15
may have repeated many times. 32 1
b Bingo card should address some of the issues c i =
64 2
noted in a. 23
c The numbers may have over-compensated for ii
64
the issues first time. For example, using 7 in all 12 3
nine spaces. iii =
64 16
d Bingo card should address some of the issues
noted in c.
89
 13 7
iv c
64 16
16 1 6 3
v = d =
64 4 16 8
⓫ a
❼ a 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Dice 2
4 1
b i = 1 2 3 4 5 6 7 8
32 8
1 0 1 2 3 4 5 6 7
6 3
ii = 3 2 1 0 1 2 3 4 5
32 16 Dice 1
10 5 5 4 3 2 1 0 1 2 3
iii = 7 6 5 4 3 2 1 0 1
32 16
c Examples include a total of 4, a total of 10, a 4 1
total less than 4, a total more than 10 b i =
32 8
6 1 7
❽ a = ii
36 6 32
1 6 3
b iii =
36 32 16
5 6 3
c iv =
36 32 16
c 7
❾
⓬
0 1 2 3 4
1 2 3 4 5 6
0 0 0 0 0 0
1 2 3 4 5 6 7
1 0 1 2 3 4
2 3 4 5 6 7 8
2 0 2 4 6 8
3 4 5 6 7 8 9
Key Stage 3 Mastering Mathematics: Book 3

3 0 3 6 9 12
4 5 6 7 8 9 10
4 0 4 8 12 16
5 6 7 8 9 10 11
a 25 5 7 8 9 10 11 12
b 10 7 is the most common with 6 and 8 being next.
1 6, 7, 7, 8 would be a good choice.
c i
25 ⓭ a
4
ii Blue
25 2 2 3 4 5 6
6
iii 1 1, 2 1, 2 1, 3 1, 4 1, 5 1, 6
25
9 1 1, 2 1, 2 1, 3 1, 4 1, 5 1, 6
iv 3 3, 2 3, 2 3, 3 3, 4 3, 5 3, 6
25 Red
❿ a 4 4, 2 4, 2 4, 3 4, 4 4, 5 4, 6

First ball 5 5, 2 5, 2 5, 3 5, 4 5, 5 5, 6

W G B Y 5 5, 2 5, 2 5, 3 5, 4 5, 5 5, 6

W WW GW BW YW 4 1
Second ball

b i =
G WG GG BG YG 36 9
B WB GB BB YB 4 1
ii =
Y WY GY BY YY 36 9
10 5
4 1 iii =
b = 36 18
90 16 4 iv 0
⓮ The outcomes are not equally likely. Each ticket is 36 4
more likely to lose than to win. c =
81 9
5 1 25
⓯ a =
30 6 d
81
10 1

Answers
b = 16
30 3 e
81
15 1
c = 4
30 2 f
81
5 1
d = ⓲
30 6
⓰ a Spinner 2
1 2 3 4 5 6
White
1 2 3 4 5 6 7
1 2 3 4 5
2 3 4 5 6 7 8
1 1, 1 1, 2 1, 3 1, 4 1, 5
Spinner 1 3 4 5 6 7 8 9
2 2, 1 2, 2 2, 3 2, 4 2, 5
4 5 6 7 8 9 10
Black 3 3, 1 3, 2 3, 3 3, 4 3, 5
5 6 7 8 9 10 11
4 4, 1 4, 2 4, 3 4, 4 4, 5
5 5, 1 5, 2 5, 3 5, 4 5, 5 5 1
a =
30 6
4
b i 5 1
25 b =
9 30 6
ii 10 1
25 c =
5 1 30 3
c i = 20 2
25 5 d =
10 2 30 3
ii = 15 1
25 5 e =
10 2 30 2
iii = 15 1
25 5 f =
d 1, there are no other possible outcomes. 30 2
6 1
⓱ g =
30 5
Spades 24 4
2 3 4 5 6 7 8 9 10 h =
30 5
2 2, 2 2,3 2, 4 2, 5 2, 6 2, 7 2, 8 2, 9 2, 10
⓳ 1, 3, 5, 7, 9, 11
3 3, 2 3, 3 3, 4 3 , 5 3, 6 3, 7 3, 8 3, 9 3, 10
4 4, 2 4, 3 4, 4 4, 5 4, 6 4, 7 4, 8 4, 9 4, 10
5 5, 2 5, 3 5, 4 5, 5 5, 6 5, 7 5, 8 5, 9 5, 10
Review exercise
Hearts

6 6, 2 6, 3 6, 4 6, 5 6, 6 6, 7 6, 8 6, 9 6, 10 ❶ a green top and blue shorts

7 7, 2 7, 3 7, 4 7, 5 7, 6 7, 7 7, 8 7, 9 7,10 green top and green shorts
green top and black shorts
8 8, 2 8, 3 8, 4 8, 5 8, 6 8, 7 8, 8 8, 9 8, 10
white top and blue shorts
9 9, 2 9, 3 9, 4 9, 5 9, 6 9, 7 9, 8 9, 9 9, 10
white top and green shorts
10 10,2 10,3 10,4 10,5 10,1 10,7 10,8 10,9 10,10
white top and black shorts
9 1 blue top and blue shorts
a =
81 9 blue top and green shorts
72 8 blue top and black shorts
b =
81 9 red top and blue shorts
91
 red top and green shorts b i 4
red top and black shorts ii 2 and 6
yellow top and blue shorts 2
yellow top and green shorts c i
9
yellow top and black shorts 3 1
2 ii =
b 9 3
15 3 1
❷ a 5 iii =
9 3
b 330 5
c 2 × 3 × 5 = 30 and the answer to b is 11 times 30 iv
9
❸ a Tea and pastries, tea and muffins, tea and
cheese scones, coffee and pastries, coffee and ❾ a
muffins, coffee and cheese scones, orange juice Second dice
and pastries, orange juice and muffins, orange 1 2 3 4 5 6
juice and cheese scones 1 1 2 3 4 5 6
b Started with 1 drink and listed the possibilities 2 2 2 3 4 5 6
with the snack, then did the same with the
First 3 3 3 3 4 5 6
second drink and the third drink.
dice 4 4 4 4 4 5 6
❹ a 4
b 7 5 5 5 5 5 5 6
6 3 6 6 6 6 6 6 6
c =
10 5 b 1
❺ a 7 7
c i
1 36
b i
16 27 3
ii =
4 1 36 4
ii =
16 4 32 8
Key Stage 3 Mastering Mathematics: Book 3

iii =
12 3 36 9
iii =
16 4 ❿ a i 28 = 22 × 7
c All of the outcomes are either two the same ii 48 = 24 × 3
colour or two with different colours b
❻ a 15
Prime factors Prime factors
b 16 of 28 of 48
c 6 changes to 5 and 9 changes to 10 2
2
❼ a 16 7
3
b 6 2
2
4 1
c i =
16 4
7 c i 4
ii
16 ii 336
12 3 ⓫ a 19%
iii =
16 4 b
❽ a History Geography
Spin 2
1 2 3
18% 19% 33%
1 2 3 4
Spin 1 2 3 4 5
30%
3 4 5 6
92
 c i 0.37 ⓯ a
ii 0.48 Second dice
iii 0.18 1 2 3 4 5 6
⓬ a 1 1 1 1 1 1 1

Answers
2 1 2 1 2 1 2
Second ball
First 3 1 1 3 1 1 3
R R B B
dice 4 1 2 1 4 1 2
R RR RR RB RB
5 1 1 1 1 5 1
R RR RR RB RB
First ball 6 1 2 3 2 1 6
B BR BR BB BB
B BR BR BB BB b 1, three of the numbers are prime, and 1
features in 11 throws so 1 is likely to be the
8 1
b i = most likely score.
16 2
13
12 3 c i
ii = 36
16 4
ii 0
8 1
iii = 9 1
16 2 iii =
⓭ 36 4
13
⓰
Cat Dog 25
⓱ a
Prime 4 Multiple of 2
25 23 39 5 7 11
8 10
13 2 14 16
17 20
33 19
3 6 12
18
⓮ a 
breakfast included/not included and sea view/
no sea view
b 9 15 Multiple of 3

Breakfast included Room only

Grand Hotel King’s Reach 10
Sea view b i
Urban Lodge Sea Spray 19
Courtlands Hotel 6
Oriental House ii
No sea 19
Royal Albion 3
view Old Palace Guest iii
House 19
Kings Arms
8
iv
c Customers would want to know for example: 19
Price for a room per night 1
Whether rooms are free on their chosen date(s) v
19
If there is are en-suite facilities c Because prime numbers cannot be multiples of
Where it is on a map 2 and 3 otherwise they would have at least three
Supplements for single occupancy factors (1, 2 and 3) and prime numbers have two
If there have been any customer reviews. factors only.

93
 ⓲ a ❺ a
18 21

3 3
80

Leg length (cm)

2 7 75

5 70

70 65

b 1 60

⓳ One spinner has the numbers 2, 4, 6 and the other 0 36 38 40 42 44 46 48 50

has the numbers 1, 2, 3, 4, 5 Arm length (cm)
⓴ 1 blue ball b Positive
c Yes
Progress review 6 d (36, 64), yes, probably as it could be a genuine
result
❶ a discrete
7
b categorical ❻ a
30
c continuous 25 5
d categorical b =
30 6
e continuous ❼ a 20%
❷ a 5  x , 7 b 14.2
b i 5.6 c 0.2
ii 10 ❽ a
c It could help them decide how much to charge Second dice
for tickets 0 1 2 3 4 5
❸ a 0 0 0 0 0 0 0
Key Stage 3 Mastering Mathematics: Book 3

Second dice 1 0 1 2 3 4 5
1 2 3 4 2 0 2 4 6 8 10
First dice
1 0 1 2 3 3 0 3 6 9 12 15
2 1 0 1 2 4 0 4 8 12 16 20
First dice 5 0 5 10 15 20 25
3 2 1 0 1
4 3 2 1 0 11
b i
36
b 1 24 2
6 3 ii =
c = 36 3
16 8 iii 0
❹ a 9 ❾ a Ages Frequency
7 15  a , 20 25
b
20 20  a , 25 13
25  a , 30 6
30  a , 35 7
35  a , 40 3
40  a , 45 4
45  a , 50 1
50  a , 55 1

94
 b You are not allowed to take a driving test until b Negative correlation. The richer the country is,
you are 17 the lower its child mortality rate.
c 15 < a , 20 year because it contains 17-year- d 18 000
olds ⓭ The highest common factor of 30 and 48 is 6. Diane
d 20 < a , 25 years; not particularly has not noticed that 3 is a factor of both numbers and

Answers
e so has not included it in the intersection between the
25 sets.
20
⓮ The highest common factor is 4, the lowest common
Frequency

multiple is 18 900
15
⓯ a
10
200
5
180
0
20 30 40 50
160
Age

Number of ice-creams sold

f
Most of the data is near the start of the scale. 140

People want to learn to drive as soon as they 120

reasonably can
100
g 58%
❿ a 19.2 80

6 2 60
b = or equivalent, e.g. 40%
15 5
⓫ 40

a 20

P Q 0
0 5 10 15 20 25 30 35
Temperature (°C)
20 15 30
b Positive
35 c They know how much ice-cream to take with
them if they know the temperature.
15 3 d (20, 36) It might have been raining.
b i =
100 20 e 190. The seller will know the maximum number
35 7 of ice-creams to take with him.
ii =
100 20 f 18
45 9 g 120 to 124
iii =
100 20 h 149.69 This would give a daily total over a long
⓬ a and c period of time and allow him to estimate his
25 000 takings for a week or a month.
⓰ a
Income GDP per capita

20 000
Second dice
15 000
1 2 3 4 5 6
10 000 1 1 2 3 4 5 6
5000 2 2 2 6 4 10 6
First 3 3 6 3 12 15 6
0
0 20 40 60 80 100 120 140 dice 4 4 4 12 4 20 12
Child mortality before 5 per 1000 5 5 10 15 20 5 30
6 6 6 6 12 30 6

95
 27 3 ⓳
b i =
36 4 Mathematics English
4 1
ii =
36 9 16 11 12
32 8
iii = 7
36 9 13 10
c They add up to 1. Any score is either less than
3 or at least 3 so you are certain to score one or 11
20
the other.
⓱ a  Scheme 1 benefits people on the highest Biology

salaries who will be the three who earn over

£30 000. Scheme 2 will benefit those with the ⓴ a
lowest salaries who will be the six who earn less Second dice
than £10 000 and Scheme 3 will benefit the 1 2 3 4 5 6
same people as Scheme 2.
1 1 1.5 2 2.5 3 3.5
b Mean = £17 400, median = £16 364
2 1.5 2 2.5 3 3.5 4
He will choose Scheme 3 because the estimate
First 3 2 2.5 3 3.5 4 4.5
of the median is less than the estimate of the
dice 4 2.5 3 3.5 4 4.5 5
mean so the increases will be smaller. Schemes
1 and 2 will cost the same amount to him. 5 3 3.5 4 4.5 5 5.5
⓲ a Students’ own graphs. 6 3.5 4 4.5 5 5.5 6
b Both graphs show few people at the shortest or 18 1
very tallest heights. Most people are clustered in b i =
36 2
the middle of the graphs and the men are taller
6 1
than the women. ii =
36 6
c The modal class for men is (175 ≤ h < 180) cm,
the modal class for women is iii 0
Key Stage 3 Mastering Mathematics: Book 3

(165  h , 170) cm. c They are half the results of adding the two
This might suggest that the men are taller than numbers because the mean is the sum divided
the women. by 2. Or they go up by half along the rows and
d i The women have the greatest range of down the columns because the total increases
heights. by 1 and this is halved.
ii This means that the company has to
produce garments, such as trousers, in
several lengths/ sizes.
e Weight or waist size would be useful to collect as
it affects the fit of the garments.
f 0.4

96