collecting data

You will learn how to: . . lln methods to investigate pre~ictio~s for a set
• Select and trial data colle<:t1on and sam~ ~hat data to collect (categorical, discrete and
of related statistical questions, considering .
continuous data). ·ze on data collection and analysis.

....................... •.•... .................... .,,,,

d t h ffect of samp 1e st
• Understan ee e e e e. e e
•••••••••••••••••••••• • e I

Starting point

• planning a statistical investigation? ct' between hand

. . • •
For example, planning an rnvest1gat1on to see t 'f there is a conne ton span-
and height.
• making predictions about what you think your data will show?
For exam~le, predicting that taller people will have a larger hand span th an shorter people.
• collecting data to see if your prediction is correct?
For example, collecting data from 15 students in your class.
This will also be helpful when ...
• you learn more about the problems linked with some methods for collecting data
• you learn more about presenting your data in different ways
• you learn more about calculating averages from data to help analyse it.

3.0 Getting started

A person's pulse rate is the number of heartbeats per minute.

Pulse rates are affected by a person's age and weight, health, medication and even air temperature
and body position. A normal pulse rate for a person older than 10 years old is between 60 and 100 ,
beats per minute when they are at rest.

Predict what you think might happen to your pulse rate when
( Ti. )
you exercise. j p !

Let's find out! j To measure your pulse rate,

Measure your pulse rate when you are sitting down. put your fingers on your
1
l wrist and count the beats. .
Jog on the spot for one minute, then measure your pulse rate again. 1 Record the number of beats I
Record the number of beats per minute immediately after you stop
jogging.
\ per minute. !
•••• ••••• •••••• ••• ••• ••• ••••••• •••• •• •••••••••••••• •• •••••••••••••u ,.,••

.. . - '
• What happened to your pulse rate?
1 Did you know? i
: •• •••••• ••••• ••• •••••• •••• ••••• ••• •o •• ••• •••••••• ••• ••••.. , u u•••
• Compare your results to others in your class - what do you
notice? j You can also find your pulse
j in your neck. Place your
• To investigate further, what other information could
you collect? j index and middle fingers
I on your neck to the side of
( your windpip,e.
•, . .... .. .... ... ..... .. .. . ....... . . ... ........ .... , .. , ... ,, •• u., ..

Z4 Stage 7: Studenfs Book

 = z=.J.

3.1 'fypes of data

worked example 1 Key terms

•••••• ••• •• • ••• ••••••Oo•••• ................
Maxine is going to compare some flowers in her local park.
Data types:
she is going to be comparing:
Categorical data are
• the number of petals data that can be put into
• the height of the flower categories. Examples of
• the colour of the petals cate~orical data are country
of birth, favourite subject,
• the name of the flower name and eye colour.
• the diameter of the stem. Discrete data are numerical
categorise these types of data under the headings: categorical values which can be
data, discrete data and continuous data . recorded exactly. Discrete
data usually is counted.
~tegorical data The name and the colour cannot be Examples of discrete data
counted or measured. are number of brothers and
the name of the flower
sisters, number of books and
the colour of the petals number of employees.

Discrete data The number of petals can be counted Continuous data needs
and the results will be given as whole to be measured and then
t he number of petals numbers. rounded to a suitable degree
of accuracy. Examples of
Continuous data The height and diameter are
continuous data are height,
the height of the flower measurements and will be rounded to mass and speed.
perhaps 1 or 2 decimal places.
the diameter of the stem

Exercise 1

0 nm is collecting information from people about their use of mobile phones.

Decide if each of the following variables is categorical, discrete or continuous data.
a) the time spent using their mobile phone yesterday (o!".'·;•,i;<
b) the number of text messages they sent yesterday (' ' · 3/'. ·cc Le..
c) the make of their mobile phone. !:y./.i:'...
0 Sofia is measuring the height of sunflowers in her garden . Is the height of the sunflowers discrete
or continuous data? CO' ·\ jr
0 Humna is collecting data about the voluntary work that some of her friends and family do.
Decide if each of the following variables is categorical, discrete or continuous data.
r,

• time spent per week doing voluntary work '. D(

• age (in years)
• number of volunteers in their organisation di_S
• gender (male or female)
• type of voluntary work undertaken. (,A'..}e_,

Chapter 3: Collecting data 25

 A
V A foot baII coac h wan ts to find out about the fitness levels and performance of his Pl ayers.
He collects the following data from each player:
• heart rate (beats per minute)®
• height t,o\""l6'
• mass unB'r')
• age (in years) ())..i_J.
• time taken to run a 100 metre sprint C.On\:;
• number of goals scored in training.
Write down whether each variable is continuous data or discrete data.
wt.,~
~- ~ obin wants to investigate the shopping habits of his classmates. List two examples of discr
'f data he could collect and two examples of continuous data he could collect. ete

~ ~ rigita says that age is discrete data. Jordan says that age is continuous data. Explain how Brigi
'V and Jordan can both be correct. ta

" Thinking and working mathematically activity

' Copy this table.

Imagine that you want to collect data from people about music.
Think of examples of variables that you could collect data about. Write your examples in the
correct column in the table. Try to find at least two variables for each column.

3.2 Data collection methods

Keytenns
········································..········· ................................................................, .................................................................................................................. .
When you investigate a statistical question, you may need to collect your own data.
There are several common methods for collecting data:
1 Observation - This is when you collect data by observing or counting. For example, you could
count the number of cars that pass along a road .
The collected data can be recorded in a data collection sheet which is a type of table.
2 Interviews - This is when you collect data by asking people questions. For example, you could
ask people about their views on how to protect the environment.
A focus group is a group of people who are brought together to discuss their views on a
particular subject.

Stage 7: Student's Book

 3 Questionna(res - A questionnaire is a set of questions that y d
You can design a questionnaire for people to complete onlinoeui::n o~t for people to complete.
For example,
. . you could prepare a questionnaire to ask peopl e a bout ptheir
P7r.holidays
.
Questions m a questionnaire should be clear and easy to answe A . . ·
yes/no answers, tick boxes, numbered responses word respons:· ~uest1o~na1re can include
longer written answer. ' s an questions requiring a
A question is said to
. be biased if it is worded such that a particular answer 1s
• favoured
answers. To get reliable data from a questionnaire ' the questions sho u Id be un b"1ased. over other

worked example 2
A website manager wants to find out about the age and gender of people who use the ·t d
· o · h · • f s1 e an
how often t hey use 1t. es1gn a s ort quest1onna1re or users to complete to collect this data,
The manager wants to find out about the age and The manager wants to know three things·
ot
gender people who use the site and how often 1) age ·
they use 1t. 2) gender
3) how often people use the site.
The first question is about age so you can
1) What is your age? either ask for an exact age or provide
• Under 18 • 18-30 0 categories.
• 31-60 • 61 or over Categories are easier to analyse. Make sure
that the options do not overlap and that every
possible age is included.
The second question is about gender, so you
)2) What is your gender? can ask a simple male or female question here.
1 Female
• Male • For the th ird question you can use option
3) How often do you use this site per w eek?
boxes to make the data easier to analyse.
• 0 or 1 t imes Ma ke sure t he options do not overlap and that
• 2 or 3 times every possible answer is included.
• 4-10 t imes Make sure you give a time period for people
to base t heir answer on, for example, per
• more than 1O times month o r per week.

Exercise 2

8 Mo has been asked to explore the question :

Do adults sleep more than children?
He has decided to collect data from people in a local town centre.
Which two of these things will it be most useful for him to collect data about?

a) gender of person
b) age of person
c) number of hours slept last night
d) time they woke up this morning.

Chapter 3: Collecting data 27

 . d . ks are its bestsellers. .
e .
A cafe owner is trying to in
f d out which rin
b one morning. Copy_ and complete the dat
She will record the drinks that '"\to,;:'ne~iti~ames of possible drinks. a
collection sheet. Fill in the first co u

········································
········································
········································
········································
········································
········································
0 Valeria is researching students' favourite subjects.
'What is your favourite subject?'
She completes a survey of students and asks t hem,
Design a table for Valeria to use to record her results.
C, Write a questionnaire question that could be used to collect data in each of these situations.
Include some response boxes for each of your questions.
a) Moira wants to find out how many hot drinks people have in a day.
b) Amol wants to find out how far (in kilometres) students in his school travel to school.

0 A mobile phone company believes that young people use their phones more than older people.
Write a questionnaire of at least three questions to help the company collect data to test their
theory. Try to include response boxes for some of the questions.
""C ,"'iaspreet wants to collect information about how many times people play sport.
V Here is the question she has written:
How many times do you play sport?
Oto20 2to4 0
4 to 6 0 more than 6 0
a) Identify two problems with this question.
b) Write a suitable question for Jaspreet to use.

~, ~ ewrite the following questions so they are not biased.

a) Do you agree that the environment is important?
b) The business has made a profit for the last five years. Do you think the business is successful?
c) Are you in favour of opening a new cinema to give young people more to do?

Stage 7: Student's Book

1-
J .
.
 .., Thinking and working mathematically activity
V Design a questionnaire for collecting data about music. Write questio th .
collect information about things like: ns at will help you to
• age and gender
• the type of music people like
• how people listen to music (radio, streaming, ... )
• the amount of time people listened to music yesterday.
Include some tick boxes for each of your questions.
Give your- questionnaire to a few friends to complete. Ask them to tell you how easy it w t
· k · as o
complete. Use their comments to ma e some improvements to your questionnaire.

e Jana wants to know how many passengers there are in cars using a specific road. Suggest a way
that Jana can collect suitable data. .

f) Lucasz is opening a book shop in a town. He wants to find out whether people in the town
would use his shop. Suggest a way that Lucasz can collect suitable data.

@ A chocol~te company has devel~ped a new type of cho~ol_ate ba~. The company wants to find out
the opinions of people about this chocolate bar before 1t 1s sold in the shops. Suggest a way that
the company can get this information.

~4D°"c;eraldine is investigating the ~verage height of people in different countri~s around the world.
'Y Which would be the most sensible way for her to collect useful data? Explain your answer.
a) measure her own height b} measure the height of people in her class
d} phone up people in different cities and ask
c} look on the internet
them for their height.

~ - ~ lliot is researching what people think about libraries. He designs a survey to complete.
f Which would be the best group of people for him to survey? Explain your answer.
a} people in his local library b} children at a school

c} people in a town centre d} people in a local bookshop.

3.3 Choosing a sample

Key terms
.........................................................................................................................................................................................................................................
The set of all people or things you want to find out about is called the population.
You may not want (or be able) to collect information from everybody in the population. Instead,
you can collect information from a sample. A sample is a selection of people from the population
from which data is obtained. The sample should be representative of the population - this means
that the sample should be as similar as possible to the whole population.
A sample is called a random sample if every member of the population has an equal chance of
being picked. An easy way to get a random sample is to pick names from a hat. Another way is to
number everyone in the population and then pick the sample using a random number generator.
The sample size is the number of people you decide to survey from the total population.

Chapter 3: Collecting data 29

.i - 3 - . stigate the average time that stud J
1
worked e:xamp e her wants to ,nve el'lts 1
. 0 students. The head teac
A school has 10~nd travelling to school. 's investigation.
at her school sp lation for the head teacher f their journey time to school.
a) Write down the popu ten students in Year 7 or
decides to ask a sample of
b) She omments about her sample. t who will be in her sample.
Write down two c e the studen s
lain how the head teacher could choos The population is ~II of the_ people that she
c) Exp . . II t dents in the school. t to find out information about.
a) The population 1s a s u wan s re students you survey, the more
.
b) Selecting ten students is too sma
to gain a variety of results.
II a sample size The mo I ·11 b In this · t
reliable your resu ts w1 . e.
it may be more appropriate to as
k ance
out 10()
m;
students.
A ction of students from all year groups
I
The head teacher's sample will not be sh~:~d be used, not just students from
representative of all students in the school as one year group.
she is only asking students from Year 7- She should choose her sample r~ndomly. This Wi
c) She could put the names of _all the stud_ents into h I to make sure the students ,n her sample ar~
a hat and pick out names without looking. reep~esentative of those in the whole school. ""'

.-······························· .........
! Discuss
: ································································•.
Exercise 3 i Why in Worked example 3
! why might the journey
O A gym has 500 members. The manager wants to select a sample 1 times to school for Year 7
of gym members to ask them what they think about the gym. ! students be different to
a) Explain why asking a sample of five gym members may not
i the journey times for older
give reliable results.
j··························
students? .
...........................................
b) Suggest a more suitable sample size.

e Pippa wants to select a sample of people who wor~ at her office.

She has a list of all 100 people who work at the office. She selects
······················································· ......... ..
/ Did you know?
: ························
the first person on the list and then every fifth person. ! A sample that is chosen
! by selecting people at
How many people does Pippa select?
! regular intervals is called a
'"f' '"'oecide whether each statement below is true or false. l_ __ systematic. sample .........................

a) A very small sample is likely to be representative of the whole

population.
b) Data from a large sample takes longer to analyse than data from a small sample.
cJ Results from a large sample are likely to be more reliable than results from a small sample.

30 Stage 7: Student's Book

 0 Mathias wants to find out how often people from his town go to th I
interview people for his survey. e c nema. He decides to

a) What is the population for his survey?

b) Give a reason why Mathias is unlikely to want to collect information fro .
population. m everyone in the

c) Mathias decides to interview 50 people from the town. He plans to co d ct . .

asking people in the street. Suggest a suitable time and place where Mnatuh' intervl ,ews by
1as cou d conduct
the survey.

e Amy wants to investigate how happy residents living in an apartment block are w'th
apartments. She decides to select a sample of residents.
1 th .
e,r
a) Write down the population for her investigation.
b) Amy decides to ask all the residents living on the first floor. Explain why her sample is not
random sample of residents living in the block. a
c) Explain how Amy could obtain a random sample of residents.

~ ~ ndrei wants to_ know how many hours per week people spend exercising. He asks 30 people
y at his local running club.
Give one disadvantage of this approach.

~ 1'jeremy has been asked to investigate the ages of people who use the library. He stands in the
y library between 10 a.m. and 11 a.m. on a Wednesday and he tallies the number of people who
come in during that period.
Give two disadvantages of this method.

8 A college has 2000 students and 100 staff. The college wants to
.fnp )..
find out what students and staff think about a new timetable. .
Write down a plan for data collection. Ensure that you include j In question 8, include j
all of the details. l information like: l
l • how many students 1
«r Thinking and working mathematically activity l and how many staff the 1
Y Use the questionnaire that you designed in section 3.2 to l. college should question I.
collect some data about music from students in your school. I • how these students and I
Think about: l staff could be selected l
• What do you expect to find out? (These are your conjectures.) l • how the college could j
• Who do you want to collect data from? Who is your target i collect information from I
population? l these students. 1
.........................................................................
• How many people will you give your questionnaire to?
• How will you select the people you will ask to complete your
questionnaire?
Explain why your choices will lead to reliable data being
collected.
After you have collected your data, make some conclusions.
Were your conjectures shown to be true?

Chapter 3: Collecting data 31

7
Consolidation exercise

"9"copy this table onto a piece of paper.

V

Write these statements in the correct place in th e table:

• number of pets is continuous data
• area is continuous data
• favourite TV program is categorical data
• speed is discrete data.
"91"here are 500 nurses who work at a hospital. Jill_ wa~ts_ to fi nd out what t~:Y think abo
f work rota. She decides to ask five nurses for their opinion. Comment on Jill s sarnple sil lJta,
e.
0 George owns a fruit shop. He wants to find out what type of fruit his customers like best.
a) What is the population for his investigation?
b) George decides to interview 30 of his customers. Suggest one way he can select these
....-.-r.: . . . CUst~
V Emily designs a questionnaire to find out about Mathematics homework. Here is her
V questionnaire:

0 Do you agree that Mathematics homework is very useful?

• Yes
• No

8 How long do you spend doing your Mathematics homework per week?
• 0-30 minutes
• 30-60 minutes
• 60-90 minutes

0 Where do you usually complete your homework?

• In the library
• At home

0 What do you think of your homework? r··n ;······. . . ........ . . . . . .......... . ... .. . . .. . .i
• Always interesting
I ·········································..·····......... . . ...... :
• Sometimes interesting ! Try answering the .
• Always boring ! questionnaire yourself to j
! see what the issues are. ·
·........................................................................

Give feedback on Emily's questionnaire and make . ·t

suggestions about how she could improve 1•

Stage 7: Student's Book

J
>
""fA "fsophie wants to find out what people thin~ about government spending on roads.
T Which of these questions is the best? Explain your answer.
A: Do you think you pay too much tax?
B: Do you think our roads are good?
C: would you be prepared to pay more tax if the money raised was spent on improving roads?
D: Do you think the government spends too much money on themselves and not enough
on roads?
O vocabulary question Copy and compete the sentences below and fill in the blanks using the list
of words in the box.
sample size discrete
exact
categorical results
survey continuous
measurements
When conducting a _ _ _ _ it is important that your _ _ _ _ is large enough to give

reliable----
sometimes the data you collect will be _ _ _ _ , such as eye colour or favourite sport.
Other data is numerical. _ _ _ _ data is counted data and is _ _ _ _ values, such as the
number of students in a class. _ _ _ _ data (for example height or mass} are _ _ _ _ and
cannot be written down exactly.

End of chapter reflection

Identify data that is categorical, Which of the following
There are different types of continuous and discrete. variables are continuous?
data. height, number of siblings,
mass, number of press ups

Identify which information James is going to investigate

There are different ways
of collecting data such as
questionnaires, face-to-face
interviews or by observation.
Questions in a questionnaire
should be clear and simple to
answer.
It is usually simpler to collect
data from a sample rather
than from everyone in the
population.
A larger sample size gives more
reliable results.
needs to be collected.
Decide which method of data
collection is appropriate.
Design a questionnaire to find
out relevant data.
Decide on a suitable way to
choose a sample.
Choose an appropriate sample
size for the population you are
investigating.
whether adults eat more or less
chocolate than teenagers.
a} What information should he
collect?
b} How could James collect the
information he needs?
Design a questionnaire to find
out how much money people
spend on chocolate.
Serena wants to choose a
sample of 20 houses from the
200 houses on a road.
How could Serena choose her
sample?
Explain why a sample of 10
from a population of 1000 may
be an inappropriate size.

Chapter 3: Collecting data 33

 . numbers ana 1na1ces
Negattve

I
You will learn how to: ising generalisations. . .·
. dd and subtract integers, re_cogndi where one integer 1s negative.
; ::::;:::: ~ultiply an_d divl_de integers m~l:re;;nd corresponding square roots,
• Understand the relat1onsh1p between s:
and cubes and corresponding cube roo .

•••••••••••••••••••••
•
..................
• ••• •••• •••• • •
•••••••••••••••••••••• • ••••
.,

Do yo u r,· · • t ger is negative?

• how to add and subtract integers where one in e
For example, what is -3 + 8? .. subtraction of .integers.
• how to estimate the answer to an add 1t1on or
For example, estimate the answer to 81 - 32.
• the square numbers between 1 and 1007 .
4 847
For example, which o~ these are square numbers: 1, 2, 10, 36, 50, 6 ,
• the cube numbers between 1 and 125?
For example, which of these are cube numbers: 1, 3, 8, 27, 32, 64,757
This will also be helpful when ...
• you learn to manipulate algebraic expressions involving negative terms
• you learn to recognise squares of negative numbers
• you learn to use higher indices than squares and cubes.

4.0 Getting started

Use a calculator to explore the four operations with positive and negative numbers.
Work systematically and write down your findings. The table shows some ideas you could use.

Investigate Exampfes(/'QJestld~ tb~hink'. a6o~~~;~·~~Jt~· ··

_ a."'f .' _,.,,..d -l'~J;.lft~~,,, W.,.:~ "..J..!(1115':!..~~ ~ - ~. ~!._ - •" •.,

Adding a negative number to 6 + (-3) Is 6 + (-3) the same as 6 - 3, 6 + 3, -3 + 6 or -3 - 6? ,j

another number -4+ 5 Can you write -4 + 5 in another way?
-4 + (-5) Is -4 + (-5) the same as -4 - 5, -4 + 5, -5 + 4 or -5 - 47

/ Subtracting a negative number 7 - (-3) Is 7 - (-3) the same as 7 + 3, -3 + 7 or -3 - 7?

'
from another number Can you write -7 - (-3) in another way?
j

-7 - (-3)
I
Multiplying a positive number 3 X (-5) Does -5 x 3 give the same answer as 3 x (-5)? i

1
by a negative number
1
Dividing a positive number by 8 + (-2) How is the answer different from the answer to 8 + 27
a negative number •

Dividing a negative number by -8+2 Can you find other integer divisions that give the same
1
a positive number answer?
-·
34 Stage 7: Student's Bo.ok I
 4.1 Adding and subtracting integers

Key terms

;:;:;:~ :;::~:;:· ;~; :~;~~--~:;:·;;:; :::~;;~: :;;: =~: ~:-;;:;~; ;)_ ·· · · · · ···· · · · · · .
positive numbers are numbers greater than zero (for example, 1000, 8, . , ~).
01
Negative numbers are numbers less than zero (for example, -1 ooo, -8, _ _1, _ 2 ).
0
The four operations are multiplication,. division, addition and subtraction. 1
The sum of two or more numbers is the answer when you add them.
For example, the sum of 4 and 5 is 9.
The difference between two numbers is the answer when you subtract one number f h
For example, the difference between 10 and 3 is 7. rom t e other.

(~;~;;~;i~i. . .'
l over two thousand years ago, Chinese mathematicians used rods to represent numbers. They u~~d-· j
!red rods for positive numbers and black rods for negative numbers. For example, 1111 represented 4 I
Ij theif therodsrodswerewereblack.
red, and -4 if the rods were black. T represented 6 if the rods were red and _ if I
6 :

l In many countries todar, however, the opposite colours are used whe~ ~riting amounts of money. j
1 Red represents a negative amount (a debt) and black represents a pos1t1ve amount (a credit). In :
1 En lish, the phrase 'in the red' means 'in debt'.
:........ ..................................................................................................................................................................................................................................1

worked example 1 i)
Find:
a) 5 + (-3) b) -2 - (+3) c) 3 - (-2)
a) 5 + (- 3) = 5 - 3 5 + (-3) means 'positive 5 plus Three of the +1s and the three -1 s

Jpaa
=2 negative 3'. make 0, leaving +2.
Adding a negative number is the
same as subtracting a positive
number.

0 0 O

Chapter 4: Negative numbers an d m

· d'ces
I 35
 b) - 2 - (+3) = -2 - 3 _2 _ (+3) means 'negative 2 minus 1Thereareno+1sin- 2 .
8
= -5 positive 3'. possible to add (+1 _1) Pu~ it is ai\v
-2 - (+3) is the same as - 2 - 3 equal 0. Add three (+ 1 _~rs, ~itice t~s
Qr;-, Qr-:-, Pairs to ~s1
= oaGG] '<.
I, . GG]~
Now you can subtract +3 lea .
Q , V1ng ,5

_ _ __ _ _ _ _ _0
_ 0~
c) 3 - (- 2) = 3 + 2 3 - (-2) means 'positive 3 minus There are no -1s in 3. Add two (+i
=5 negative 2'. pairs to 3. '1)
Subtracting a negative number
is the same as adding a positive
1 '= BBB =BBElGG
number.
'I GG
Now you can subtract -2, leaving +S.

BBBG~
f21~
Worked example 2 (I--
Find:
a) -18 + 23 b) -39-17
a) -18 + 23 = 5 Reversing the order of the numbers makes this +18 +5
calculation easier: 23 - 18 = 5.
Alternatively, sketch a number line and do the -18 0 5
calculation in shorter 'jumps'.
b) -39 - 17 = -56 Start at -39. Move 17 along the number line in the -7 -10
negative direction.

-56 -49 -39

Exercise 1

0 Copy and fill in the missing numbers.

a) 8 °C warmer than -1 °c is _ _ _ 0 C. b) 5 °C warmer than -12 °C is _ _ _ C. 0

c) 15 °C colder than 3 °C is _ _ _ c. 0
d) 7 °C colder than -6 °c is _ _ _ °C.
e) _ _ _ _ °C warmer than -10 °C is -4 °C. f) 12 °c colder than ____ °C is -2 °C.

g) ____ °C colder than -3 °C is -14 °c. h) 30 °C warmer than _ _ _ °C is 21 °C,

36 Stage 7: Student's Book

 0 copy and write the missing numbers.
7-2=5
!Disc~~~...... ......................... ..

7-1=
7-0=
I . ... . .
1 incorrect. What mistakes
7-(-1)= _ ! have been made?
7-(-2)= _ 1 5-7=2
7-(-3)= _ 1 -5-4 = g
Describe the pattern . \.5-(-2)=-7 ,
·······································································}
f) Copy and find the missing numbers.
a) -12+4=·--- b) -12-4=
--- c) ---+22=3
d) _ _ _+ 22 -3 = e) -5 +_ _ _ =17
f) - 5 - =-17
g) 11 - 11 = - - - h) 42 - 60 =- - - i) -25 + 52 =
j) _ _ _ +8=0 ---
~ 1iow many pairs of integers between -20 and 20 can you find
[ Think about ··································.1
y with a sum of 7? How do you know you have found them all?

6)Find:
I n~mbers in real-life? When
j
1
a) 5 - (+3) b) 7 + (-4) c) -3 + (-2) d) 4 - (-8) d? add or subtract
1
e) -6 + (-7) f) 5 - (-8) g) -2 - (-6) h) 7 - (+9)
l pps1t1ve and negative
i·. numbers in real-life? .
i) 9 - (-9) j) -5 + (-9) k) -8 - (-9) I) -7 + (-2) ....................................................................... :.

,,._...,Write your own addition and subtraction questions that have the answers below.
V Only use the numbers 8, -10 and -5. .
a) 3 b) -2 c) -18 d) 5

0 In a magic square, all the rows, columns and diagonals add to !Tip ···········.i
the same total.
Copy and complete these magic squares. j First, find the sum of a l
t.......................................................................·)
complete row or diagonal.

-5 2

-5 6

-4 7 0 -12

~O "°"Explain, using examples, whet~er each statement is always true, sometimes true, or never true.
V a) When you add a positive integer to a positive integer, the answer is positive.
b) When you add a negative integer to a negative integer, the answer is negative.
c) When you subtract a positive integer from a positive integer, the answer is positive.
d) When you subtract a negative integer from a positive integer, the answer is positive.
e) When you subtract a positive integer from a negative integer, the answer is negative.
f) When you subtract a negative integer from a negative integer, the answer is negative.

Chapter 4: Negative numbers and indices 37

 0 Use a calculator to find:
a) 145 - (-254) b) -829 + (-764) c) 45 - (-199)

-...::-, Thinking and working mathematically activity

Draw a pyramid like the one below.

In each box on the bottom row, write a positive integer or a negative integer.
In the rows above, write in each box the sum of the two numbers below it.
Is the top number of your pyramid positive or negative?
Try to create an addition pyramid whose top number has the opposite sign from the bottom
middle number. .
Investigate addition pyramids further. Try to find a rule that relates the sign of the top number to
the values of the bottom numbers. When is the top number zero?

4.2 Multiplying and dividing integers

Worked example 3 (i)

Find:
8) 2 X (-6) b) - 15 + 3 c) 12 + (-4)

I Work out 2 lots of -6.

8) 2 X (-6) : -12
-6 -6 (-2 x 6 also equals -12. Can you see why?)

-12 -6 0

b) -15 + 3 = -5 How many threes make -15? -+ +=-

3 X (-5) : -15
so-15 + 3 = -5
A negative number divided by a positive
_ _________:n:.:.u=m
= b=
er:_e
=q~u=a=l:..
s..:a..:..n.:.:e:.::g'..:a:.ti:.:. .v..:
.:. e..:..n.:.:u:.m
:. : .:.b
:..e:.:r~.______________.
12 + (- 4) = -3 . A positive number divided by a negative
number equals a negative number.
 £,cercise 2

The temperature changes by -2 °C every hour. What is the

after 7 hours? total change in temperature

"
f,Jfind:
a) -4 x 4
b) 5 x {-7) C) -5 X 9
d) -10 x 2
e) -3 x 6
f} 7 X 5 Q) 8 X {-4)
h) Sx(-11)
OFind:
a) -4 + 4
b) 20 + {-2) c) -25 + s
d) -42 + 7
f) 45 + {-9) g) 8 + {-4)
e) 32 + 8 h) -28 + 4
0 Write true or false for each calculation. If it is false, correct it.
a) -49+7=7 b)-7x4=-21 c) 80+{-10)= 8 d) 3 x (-2) = -6
Write two multiplication calculations and two division calculations th at give
• each answer.

a) -10 b) 32 c) -12

e
"
Find the missing numbers.
a) _ x {-4) = -28 b) 6 x _ = 30 c) 22 +_=-11
d) _ + {-5) = -6 e) 9x_ = -63 f) _+4=-6

"f:O"fvou are given the result -288 + 24 = -12. Without doing any
, working, write at least six other calculations that must be true. f!"::~. . . . . . .: : : : ::: : :::::: : : :·.·..·:·.··..·..·. -i-!
~e "1selow are two puzzles. Copy each puzzle and write numbers in ! write
In question 7, can you
another division !
"f the four boxes to make all of the calculations correct. ! and a multiplication? If ·!
b>D+D =6
! you change the signs on !
X :-8 ! numbers, can you write more !
X + + X
\ multiplications and divisions? !
'• •········ .............................................................·
=6
=6 =-2 = -3 = 25

C) Use a calculator to find:

a) 38 X {-69) b) -87 x 6 c) 4050 + {-SO)

d) 9126+{-3) e) -189+3 f} -341 X 214

-r Thinking and working mathematically activity

V x and y are integers. Look for values of x and y that give each of the types of result below.
• x + y is less than both x and y.
• x + y is greater than y.
• x + y is greater than x.
• x + y is greater than both x and y.
Write rules to summarise your findings. Try to explain why each rule works.

Chapter 4: Negative numbers and iil dices 39

 Key terms
;~·:~~~-;~;: ·;~-~~:. ~;::·;~;:·:· :;·:·;:·;~:;:~;-:~·:· ;:;·: ~:~;: . :~:ct Val ...................... .... . .
ue of 99 · · •. ·•. .
A result that is approximate is not exactly correct. For example, an approxin, )( 3 is< ·
is 300. The symbol == means 'approximately equals'. For example, 99 x 3::: 30o~te Value of :)·
9
To round a number is to write its approximate value. For example, 388 rounded ~l
10 is 390, and 388 rounded to the nearest 100 is 400. to the nea
To estimate is to find an approximate answer to a calculation. For example, an esti re st
to 99 x 3 is 100 x 3 = 300. . rnated ans
~,~r

Worked example 4
Estimate:
a) 58 - 81 b) -289 - 324 C) 518 X (-42) d) 208 + (-11)
Then use a calculator to find the exact answers.
a) 58 - 81 == 60 - 80
Round each number so that you can do the
=-20 calculation mentally or using a sketch. i
58

Exact answer = -23 Round 2-digit numbers to the nearest 10.

58 lies between 50 and 60, &)
81
and it is closer to 60.
. 81 lies between 80 and 90, t
and it is closer to 80. 80
Find 60-80. -20 -60

-20 0 60
b) -289 - 324 ::: - 300 - 300 Round 3-digit numbers to the nearest 100. -289
=-600
Exact answer= -613
-289 lies between -300 and -200,
and it is closer to -300.
t
-300 -250 -200
-324 lies between -400 and -300, -324
and it is closer to -300.
Find -300 - 300.
l
-400 -350 -300

-300

- 600 -300
 (-42)"" 500 >< (-40) 518 lies between 500 and so~o:--- - - - -~518;-- - - - -
d 518 ,c = -20000
,]
and it is closer to 500. ,u,
ct answer = -21 756 -42 lies between -50 and _40
i
exa and it is closer to -40. ' 500
I

600
If you are not sure how to find -42
500 >< (-40), rewrite it like this:
500 >< (-40) = 5 >< 100 >< (-4) >< 10 I i
-so I
= 5 >< (-4) >< 100 >< 10 -40
= -20 >< 1000
= -20 000
os .s. (-11) 200 + (-10) 208 lies between 200 and 300, 208
d) 2 . = - 20 and it is closer to 200.
-1 1 lies between -20 and -10
!
200 250 '
and it is closer to -1 O. ' 300
Find 200 + (-1 O). -1 1
½
-20 - 10

IThink ........................................
Exercise 3
I . ~~~f~i··;~· i
e BY rounding each number to the nearest 1o, estimate: 1 ~ea I-life? When is estimation
1 inappropriate, or even
!
i
a) 39+92 b) 27-(-51) t_ dangerous? i
···································································.. •·
c) -94 - 22 d) 38 - (+40)
e By rounding each 2-digit number to the nearest 10, estimate: ( Tip
.
·····················································1
.
a) 8 x 62 b) 19 x (-37) I·~~·~·~·d··~h·;·~~~·b·~;~·~~····........... I
c) -93 x 29 d) 51 x (-48) j that you only need to use I
e By rounding each 2-, 3- or 4-digit number to the nearest
10, 100 or 1000 respectively, estimate:
j times table knowledge and
t.........................................................................
multiplication by 10. j
I

a) -581 + 10 b) 302 + 107

c) 399 + (-4) d) -1072 + 98

G By rounding each number to the nearest 100, estimate:

a) 198 - 307 b) -520 + 879 c) -477 - 406 d) 621 - 888

0 By rounding each 2- or 3-digit number to the nearest 10 or 100 respectively, estimate:

a) -22 x 503 b) 70 x 288 c) -98 x 909 d) 43 x (-393)

Chapter 4: Negative numbers and indices 41

 Ton wants to estimate 328 • (-211). His working is below.

328 x (-211) "'330 x (-210)

330

-x210
000
3300
66000
69300
330 >< (-210) = -69300
Criticise Jon's method of estimation and write an easier method.
0 Four of the calculations below are incorrect. use estimation to show which calculations are

a) 38 • (-9) -342=
incorrect. Do not calculate the exact answers.
b) 79 _ 83 161 = c) -788 =-97
+ 81
dl -278 - (-411) 689 = el 4 1s + (-39) -106 = fl -903 • 28 =-25284

"'8~>Write three additions with estimated answer -SO.

Y b) Write three subtractions with estimated answer -50.
c) Write three multiplications with estimated answer -200·
d) Write three divisions with estimated answer -10.

Thinking and working mathematically activity

V Sometimes the estimated answer to a calculation is very close to the exact answer.

• Sometimes
Choose one ofitthe
is not
foursooperations:
close. addition, subtraction, multiplication or division.
• Using 2-digit numbers only, find calculations where the estimated answer is close to the exact
answer. Can you find calculations where the estimated answer equals the exact answer?
• Using 2-digit numbers only, find calculations where the estimated answer is not so close to the

• exactthe
Find answer.
calculation, or calculations, where the answer is furthest from the exact answer.

Try to explain why.

Choose a different operation and repeat the steps above.

' ,'

4.4 Indices · · ... ' /.-:~

Key terms
........................................................................................................................................................................................ -~
Squaring a number means multiplying the number by itself. The result is2 the square of thenumll<
For example, the square of 5 (also called '5 squared' and written 5' ) is 5 5 x 5 25. = =
The square root of a number squares to make the number for example the square root of 9
(also called 'root 9') is 3 because 3 x 3 = 9. The symbol for ~qua re root i; .[.
For example, the square root of 9 is written J9. Square roots do not have to be integers.

42 Stage 7: Student's Book

 number (or perfect square) is the product of two copies of an integer.
A square 1 36 is a square number because 6 >< 6 = 36.
r examP e, I · I · th · f h b
fo mber means mu tip ying ree copies o t e num er together. The result is the be
cubing a nu For example, the cube of 2 (also called '2 cubed' and written 21) is 21 = x ;~ of
number. 2 2 x - 8.
the t of a number cubes to make the number. For example, the cube root of 2 is
rt,e cube3~~ • 3 = 27. The symbol for cube root is lr. For example, the cube root of 2 7can3 be
because ef27.
Cube roots do not have to be integers. 7
written umber (or perfect cube) is the product of three copies of an Integer. For example, Is a
Acube n b because 5 x 5 >< 5 = 125.
num er 125
cube wer shows you how many copies of a number to multiply together. It is written
or po per right of the number. For example, in 10 3 the index is 3, and it tells you to
r,.n indexth
small, to e u~Os together, or to cube 10. The plural of index is indices.
multiply three

,~;d;;:k~~;; · i
: ..............:....····:~
1..~~·~~lled because it is the ~ame as t he method_ i
! squ~nn~ the area of a square: mult1~ly a_number (the side i
l;;;r;i~".I!: ".v.~Y ox°.~ t~in ''. :~lle~7. )

worked example 5
. the value of:
Write
a) 42
b) 53 c) $1 d)

a) 42 = 4 x 4 42 means '4 squared', or 'multiply 4 by

:16 itself'.

42 is the area of a square of side

length 4.

b) 53 = 5 x 5 x 5 53 means '5 cubed', or 'the product of /

/ /
/
/ /

/ / / /

= 125 three copies of 5' • / / / / /

1,/
,,,v
v"'
v
,,,I--'
,,vv

,,,, ,,v
i., ,_Y
,,v
v

53 is the volume of a cube of edge

length 5.

. num be rs and indices 43

Chapter 4: Negative
 J81 means 'the square root of 81', or
c)J81=9 'what number multiplies by itself to
make 817'
Use knowledge of square numbers up
to 100 to find the answer.
The answer is 9 because 9 x 9 = 81 .

______________________:_.:_.:.:.~-------=-==-----.
is area 81 the of a 9 x 9 square.
- ~
,
/
- ~ ,
means 'the cube root of 64', or I,

d) ~=4 'the product of three copies of what

I,
I,
number makes 64?' L
I,
Use knowledge of cube numbers up to
125 to find the answer. L

The answer is 4 because 4 x 4 x 4 = 64.

64 is the volume of a 4 >< 4 >< 4 cube.

Exercise 4
1-3,5-10 ®
8 Write the value of: d) 12
e) 202
c) 52 j) Jg
a) 92 b) 72
ffe i) J100
f) g) J64 h)

e a) Find the area of the square.

b) Find the side length of the square.

2
Area= 25 cm

3cm

0 Write t he value of:

d) 2 3 e) 1003
b) 3 3 c) 43
a) l3
h) ~1000 i) iffj j) ifi
f) g)M
0 Use a ca lculator to find:
a) 25 2 b) 533 c) ./256 d) V1331

4 Stage 7: Student's Book

 f Write these in ascending order.
a) 22 5 Jg 42 Jf6 12 r"~•iii:;~.~... . .::: ::: :: •. . . . ... . .. . . . 1
b) 102 50 ~125 52 ../100 10 3 1 ~s the square root . . . . . .. . l
~• -fwrite these in ascending order.
V
!! ~~:;;~el~rger or smaller
integer? Is the cube
1
i
53 5 52 Js I root of an integer larger or I
:. smaller than the square root?
"'{O
" ~)Write a square number that is greater than 70 and less than 90 _................................................................... '..)
1

V b) Write a cube number that is greater than 1oo and less ( ... :..................................................................
: Tip ·
than 200. ! ..............................
~ ...-Th• square root of 26 lies between 5 and 6, because 26 lies
V 52 and 62
/ :~ quertion 7-~~;·;),"fj~;j'"••·
1 e nearest square numbers i
i
, between · \ above and below 6. \
Between which pair of integers is each of the square roots below? ......................................................................)

a) /6 b) Jio c) J7s d) ../180 e) .Jfi2

A a) Nina works out the val~e of 5.3 2 to be 24.89.
V use estimation to explain why her answer is incorrect.
b) samir works out the value of 2.8 3 to be 37.848.
use estimation to explain why his answer is incorrect.
191iXin is investigating square numbers. : ........................................
V First, he finds the differences between consecutive 1 Tip
square numbers:
j 'Consecutive' means in .. \
square 25 36 j·. order, with no gaps.
1 4 9 16 ........................................................................·.
number

difference 3 5

a) Copy the lines above and fill in the gaps.

b) Describe the pattern in the differences.
Zi Xin draws diagrams to try to understand the pattern.

••••••
The diagrams represent the first six square numbers.

•••••
c) Describe how the diagrams show the differences between square numbers.

Thinking and working mathematically activity

V Show that 64 is both a square number and a cube number.
Show that 729 and 4096 are also both square and cube numbers.
Can you find a pattern to help identify numbers that are both square numbers and cube numbers?
Use the pattern to find more numbers that are both square numbers and cube numbers.

Chapter 4: Negative numbers and indices 45

 V G
~ O'Here are sorn
e nurnber cards.

-7
a) Choose two car
G GJ
.
r:;i igl
W
0 5
b) Chaos ds with a sum of 5.
e two cards With .
c) Choose two a difference of 2
cards With .
d) Ch a sum of -9
e
..
oose two cards With .
Which. a product of-18.
is the odd one out?
a) -15 - 7
.,,.. b) - 24 - (-2)
~ a ) Copy and cornpl t h'
c) 30 - 52
d) -27 - s e) -21 - 1
V e et is multiplication grid.
x· II
' -4

8 40
l Discuss ··················--·······•...... .,

-36 I Which coi~~--~-~-~~d·;~~~•..

l could have different
6 -42 l answers? Which could
t Why? non
···········•......... . .
b) Compare your answers with other students.

' en11.. ~ays t h at -12 + 35 has a negative answer, because a negative and a positive make
Y negative. Explain why Benji is incorrect. a

~. '"'Decide whether each statement is always true, sometimes true or never true.
V a) If you add an integer to zero, the answer is positive.
b) If you add two negative integers, the answer is negative.
c) If one of the four operations is used with a positive number and a negative number,
then the answer is negative.
d) The square of a number does not equal the number.
e) The square of a number does not equal the cube of the number.

D For each calculation below, one of the four options A-D is the correct answer.
Use estimation to choose the correct answers.
a) 223 - (-486) A: -263 8: -163 C:609 D: 709

C:-183 0: -163
b) 23 x (- 81) A:-1863 8:-1603
C: 323750
o:493750
c) 625 x 790 A: 32750 8: 49350
o:47
d) -517 + 11 A: -47 B: -1 7 C; 17
 wri·te the value of:
Oa) Ci b) /30x./30
0 :;at's garden is square with an area of 289 m2 He puts a f
is the total length of the fence? · ence arou
nd
three sides of the garden.

················ . ································································
...........:... ..;bout ·i
1 'fhl~ ........................................................................................................,., .......................... ,, .. 1
! ........... ate the values of these expresssions. What do you notice? 1
!: calcU 3 · :i '
! a) 13 + 2 i
: 3 33 :
i b) 13+ 2 + i
:1 c) 13+ 23+ 33+ 43 1

:~.~.x. ... ... . . . . . . . . . . . . . . . . . . . . . . . .. .. . . ... . . . . ...... . . . . . ........ ... . . . . . ... . .

3 3 3 3 :
/ ou predict the value of 1 + 2 + 3 + 4 + 537 1
t..

End of chapter reflection

Add positive and negative Find: a) 7 + (-6)

Adding a negative nu~ber
integers.
is the same as subtracting a b)-17+(-12)
positive number.
Subtract positive and negative Find: a) 4 - (-2)
btracting a negative number
5 integers. b) -13 - (-9)
itthe same as adding a positive
number.
Multiply positive and negative Find: a) 6 x (-8)
The product of a positive
number and a negative number integers. b)-10 x 5
is a negative number.
Divide a positive integer by a Find: 28 + (-4)
A positive number divided by
negative integer.
a negative number gives a
negative answer.
Divide a negative integer by a- Find: -16 + 8
A negative number divided
by a positive number gives a positive integer.
negative answer.
Estimate the answers to Estimate: a) -67 + 817
You can use rounding to
additions, subtractions, b) 206 x (-79)
estimate the answers to
multiplications and divisions
calculations using the four
operations with positive and with positive and negative
negative numbers. numbers.
2
Recognise square numbers to at Write the value of: a) 8
The square root of a number
squares to make the number. least 100 and know their square b) -149
roots.
3
Recognise cube numbers to at Write the value of: a) 3
The cube root of a number
cubes to make the number. least 125 and know their cube b)~
roots.

Chapter 4: Negative numbers and indices 47