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 Answers
1 Integers, powers and roots

FFacebook Twitter
 Exercise 1.1 Arithmetic with integers
1 a  3 b  −10 c  −10 d  5 e  −6
2 a  −3 b  −10 c  6 d  4 e  −13


3 a  −4 b  −10 c  −50 d  −10 e  −13
4 a  10 b  13 c  −5 d  6 e  25
5 a  −3 b  −1 c  1
6 × Email
−3 −1 2 5
−3 9 3 −6 −15
−1 3 1 −2 −5
2 −6 −2 4 10
Did you5find
−15this
−5 document
10 25 useful?
7 a  −10 b  −8 c  11 d  −7 e  2
8 −30 ÷ 6 = −5 and −30 ÷ −5 = 6
9 −5 times −5 is 25.
10 They could be: 1 and −16; −1 and 16; 2 and −8; −2 and 8; −4 and 4.
11 a  −10 b  −3 c  −5 d  7

F Exercise 1.2 Multiples, factors and primes

Is this
1 a content
12, 24, 36 inappropriate?
b  15, 30, 45 c  Report
32, 64, 96 this Document
d  50, 100, 150
2 a  40 b  8 and 12 c  9 d  23
3 41, 43, 47
4 a  96, 98 and 100 b  95 and 100 c  100 d  100 e  97 f   96
5 No. 67 is prime but 57 is not because 3 and 19 are factors.
6 a  True. 84 = 7 × 12. b  False. 75 and 90 are multiples of 15 but not 75. c  True. It is 97.
d  False. It is 18. e False. It is 25.
7 a  12 b  60 c  100 d  42
8 a  1, 3, 9, 27 b  1, 2, 4, 7, 14, 28 c  1, 2, 3, 4, 6, 8, 9, 12, 18, 24, 36, 72 d  1, 2, 41, 82 e  1, 31
9 a  2 b  2 and 3 c  2, 5 and 7 d  3 and 11 e  19
10 a  3 b  6 c  12 d  1
11 Because 17 is a factor of each of them. If 221 was prime, the only factors would be 1 and 221.
12 There are lots of possible answers. One is 4 and 9. Another is 10 and 21.

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 1

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Unit 1 Answers to Practice Book exercises

F Exercise 1.3 More about prime numbers

1 a 88   b 135   c 260

8 11 9 15 26 10

2 4 3 3 3 5 2 13 2 5

2 2

2 a  Several trees are possible. The end numbers are always 2, 2, 2, 2, 5. b  24 × 5
3 a  450 b  432 c  484
4 a  2 × 3 b  2² × 3² × 5 × 7
5 a i  2³ × 3 × 5 ii  25 × 5 b  480 c  40
6 a  12 b  672
7 a  52 b  312
8 24 × 54
9 a  The only common factor of two prime numbers is 1. b  Multiply the two primes together.
4
10 a  3   b  2 × 7 × 11 c  They have no prime factors in common.

F Exercise 1.4 Powers and roots

1 a  8 b  27 c  64 d  125 e  1000
2 a  16 b  81 c  256 d  10 000
3 a  8 b  6
4 a  0 b  −100
5 a  1 and −1 b  6 and −6 c  13 and −13 d  16 and −16 e  19 and −19
− 1 = 52 + 5 + 1
3 3
3 −
1 27 −
1 26 5
6 a = =
 = 13 and 3² + 3 + 1 = 9 + 3 + 1 = 13 b  Both equal 21. c
2 2 2 4
7 a  64  b  16
8 a  11 b  17 c  20 d  1
9 a  2 b  5 c  3 d  10
10 a 14 641  b 11
11 One of the square roots of 25 is −5. That is less that both the square roots of 16, which are 4 and −4.

2 Cambridge Checkpoint Mathematics 8 Copyright Cambridge University Press 2013

 Answers to Practice Book exercises

2 Sequences, expressions and formulae

F Exercise 2.1 Generating sequences

1 a 3, 5, 7 b  2, 0, −2 c  3, 8, 13 d  −1, −6, −11 e  −10, 10, 30 f   −100, −120, −140
2 35. Check students’ explanations, e.g. start with 10 and add 5 five times (or 5 × 5).
3 195. Check students’ explanations, e.g. start with 5 and add 10 nineteen times (or 10 × 19).
4 7. Check students’ explanations, e.g. start with 23 and subtract 4 four times (or −4 × 4).
5 20. Check students’ explanations, e.g. start with 35 and subtract 3 five times (or −3 × 5).
6 40. Check students’ explanations, e.g. start with 20 and add 4 five times (or 4 × 5).
7 10. Check students’ explanations, e.g. the term-to-term rule is ‘add 3’, so start with 16 and subtract 3 twice
(or −3 × 2).
8
Position number  1 2 4 8 50

Term 0 1 3 7 49

9 a  2, 4, 6, 8 b  11, 12, 13, 14 c  5, 7, 9, 11 d  1, 4, 7, 11

10  a  i  110 ii  120 b  i  100 ii  200
c  i  60 ii  110 d  i  40 ii  90
11 C. Sequences A, B, C and D all give the correct third term, but only C gives the correct eighth term.

F Exercise 2.2 Finding rules for sequences

1  a  i  ‘add 3’ iii  3 × position number
b  i  ‘add 2’ iii  2 × position number + 1
c  i  ‘add 6’ iii  6 × position number − 3
2 a  term = 6 × position number
b  term = 3 × position number + 4
c  term = 10 × position number − 2
3  a i  ‘add 1’ iii  term = position number + 1
b  i  ‘add 1’ iii  term = position number + 11
c  i  ‘add 1’ iii  term = position number + 21
4 a  term = position number + 4
b  term = position number + 24
c  term = position number + 124
5  a  7, 10, 13, 16 b  ‘add 3’
c  Three extra grey squares are added to get the next pattern (or term).
d  term = 3 × position number + 4
6 a  b  term = 2 × position number + 1

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 1

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Unit 2 Answers to Practice Book exercises

F Exercise 2.3 Using the n th term

1 a  5, 6, 7; 14 b  2, 4, 6; 20 c  6, 8, 10; 24
  d  −1, 0, 1; 8 e  3, 6, 9; 30 f   1, 4, 7; 28
2  a  3, 5, 7, 9
b  ‘add 2’
c  Two extra grey circles are added to get the next pattern (or term).
d  term = 2 × position number + 1
e  2nd term = 2 × 2 + 1 = 5; 3rd term = 2 × 3 + 1 = 7; 4th term = 2 × 4 + 1 = 9
 3  a  Three extra grey squares are added to get the next pattern (or term).
b  term = 3 × position number − 2
4  a  Check students’ explanations, e.g. he put n + 3, it should have been 3 × n and he should have
put +1 at the end, not +3.
b  3n + 1

F Exercise 2.4 Using functions and mappings

1 a  i    ii
x  1 2 3 4 x  5 6 7 8
 y  6 7 8 9  y  0 1 2 3

b  i  x  0 1 2 3 4 5 6 7 8 9 10

 y  0 1 2 3 4 5 6 7 8 9 10

  ii x  0 1 2 3 4 5 6 7 8 9 10

 y  0 1 2 3 4 5 6 7 8 9 10

c  i   y  = x  + 5 ii   y  = x  − 5

2 a  i   ii
x  1 2 3 4 x  2 5 10 20

 y  7 9 11 13  y  1 7 17 37

  iii x  2 6 10 30
  iv x  5 10 40 50

 y  11 13 15 25  y  −2 −1 5 7
  x    x 
b  i  y  = 2x  + 5  ii  y  = 2x  − 3  iii  y   =   10
+   iv  y  =
  3
−

2 5

  x 
3 a i  ‘subtract 5’ ii  ‘divide by 2’ b  i   y  = x  − 5 ii   y  =

4  y  = 2x  + 5. Check students’ explanations.

5 Maha. Check students’ explanations, e.g. all of Maha’s work, but only one of Hassan’s works.
6  y  = 5x  − 3. Check students’ explanations.

2 Cambridge Checkpoint Mathematics 8 Copyright Cambridge University Press 2013

Answers to Practice Book exercises Unit 2

F Exercise 2.5 Constructing linear expressions

3c  3
1 a  c − 2 b  c + 10 c  c 
  d  or c    e  2c + 5
2 4 4
n 
2 a  2n + 7 b  
+ 6
3

3 a  $(4 f  + r )  b  $(12 f  + 3s + 2r )

4 D. Check students’ explanations, e.g. to multiply n + 4 by 3 the n + 4 must be in brackets.
5 2(n – 5)

F Exercise 2.6 Deriving and using formulae

1  a  10 b  2 c  −9 d  −7
e  −2 f   7 g   25 h  −2
i  −22  j  −2 k   −5 l  12
2  a  10 b  −6 c  25 d  −11
e  48 f   501 g   8 h  640
i  6  j  −25 k   32 l  100
m  19 n  −40
3 a  i  number of seconds = 60 × number of minutes ii  s = 60m
b  1800
4 64
5 8
6 24
7 Neither. Volume of pyramid A = 32 cm3, volume of pyramid B = 32 cm 3.
8 477.25 = 12.55 h + 38

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 3

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 Answers to Practice Book exercises

3 Place value, ordering and rounding 

F Exercise 3.1 Multiplying and dividing by 0.1 and 0.01

1  a  i  100 ii  one hundred b  i  10 000 ii  ten thousand
c  i  100 000 000 ii  one hundred million d  i  1 000 000 000 ii  one billion
2 a  101  b  106  c  103  d  107
3 a  3.3 b  99.9 c  3 d  0.87
e  0.77 f   0.7 g   7 h  0.07
4 a  50 b  56 c  556 d  5.5
e  500 f   560 g   5560 h  55
5 a  2.7 b  0.279 c  2 d  270
6 a  ÷ b  × c  ÷ d  × e  ÷ f   ×
7 a  0.1 b  0.1 c  0.01 d  0.1 e  0.01 f   0.01
8 D
9 2.34
10 a  0.1, as 0.1 ÷ 0.1 = 1 b  Use any number smaller than 1.00.

F Exercise 3.2 Ordering decimals

1 a  3.76, 6.07, 7.36, 7.63 b 3.08, 5.99, 8.03, 8.11
c  19.42, 19.44, 23.05, 23.4 d 1.08, 1.18, 1.3, 2.11
e  45.399, 45.454, 45.545, 45.933 f 5.009, 5.077, 5.183, 50.44
g   31.14, 31.148, 31.41, 31.425 h  7.02, 7.052, 7.2, 7.502
2 a  0.2 cm, 7 mm, 27 mm, 4.3 cm b 19.5 mm, 29 cm, 34.5 cm, 500 mm
c  2000 g, 3 kg, 5550 g, 75.75 kg d 0.9 kg, 1.75 kg, 1800 g, 1975 g
e  100 ml, 0.125 l, 150 ml, 0.2 l f 0.05 km, 999 m, 2750 m, 25 km
g   200 g, 50 000 g, 57.725 kg, 359 999 g, 500 kg, 0.75 t, 850 kg, 1.001 t
3 a  < b  > c  > d  > e  > f   < g   < h  > i  >
 j  < k   > l  <
4 a  ≠   b  = c  ≠   d  ≠   e  = f   ≠   g   = h  ≠   i  ≠

5  a  32 km, since it’s much further than the rest. 1.6 m, since it’s only about two steps.
b  No. 0.5 km × 10 = 5 km, but her furthest is only 4 km.
c  Honesty. All her distances are multiples of 250 m; most of Frank’s are not.
6 1.23, 1.32, 2.13, 2.31, 3.12, 3.21, 12.3, 13.2, 21.3, 23.1, 31.2, 32.1

F Exercise 3.3 Rounding 

1 a  10 b  430 c  500 d  300 e  8000
f   35 000 g   70 000 h  350 000 i  800 000
 j  37 500 000  k   37 000 000 l  89 000 000
2 a  83 b  60 c 0 d  523.8 e  37.3 f   1.0
g   0.05 h  2.73 i  60.00
3 a  B b  C c  A d  B e  B f   C
4 a  No. This is to one decimal place; the correct answer is 17.
b  Correct c  Correct d  No. Forgot to change the 5 to a 6, answer is 46.00.
e  No. Did not round up, answer is 40.0.

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 1

Unit 3 Answers to Practice Book exercises

F Exercise 3.4 Adding and subtracting decimals

1  a  14.72 b  65.65 c  13.52 d  21.1
e  6.15 f   86.267 g   33.197 h  22.179
2  a  3.12 b  19.22 c  41.18 d  14.99
e  5.9 f   40.11 g   11.77 h  3.655
3 a  31.7 b  34.7 c  48.45 d  37.78
4 93.24 m
5 Yes, 0.255 m > 0.23 m.

F Exercise 3.5 Dividing decimals

1 a  16.5 b  14.7 c  13.8 d  7.3 e  151.8
f   130.1 g   113.9 h  101.2 i  13.2
2 a 1.10  b  10.97 c  1.10 d  10.93 e  0.11
f   1.09 g   1.08 h  0.11 i  1.10
3 1.95 m
4 0.43 kg
5 7.43 cm
6 2.1 cm
7 $8.23
8 2.34 kg

F Exercise 3.6 Multiplying by decimals

1 a 4.29 × 3 × 10 should be 4.29 × 3 ÷ 10.
  4.29 × 3 equals 12.87, not 12.67
b 1.287
2 a 0.08 = 80 ÷ 100 should be 0.08 = 8 ÷ 100.
  31 × 80 ÷ 100 should be 31 × 8 ÷ 100.
b 2.48
3 a  0.46 b  0.819 c  2.424 d  2.425 e  0.2425
f   0.3744 g   0.252 h  0.584 i  5.616
4 a  10.8 b  19.2 c  25.2 d  244.8 e  2.5
f   0.26 g   0.72 h  1.4 i  20.3
5 a  7.38 b  1.036 c  1.316 d  0.046
6 0.2 × 43.6 = 8.72, 96.8 × 0.09 = 8.712, 8.72 > 8.712, so 0.2 × 43.6 is larger.
7 0.4 × 8491.3 m = 3396.52 m = 3.396 52 km = 3.4 km to one decimal place

2 Cambridge Checkpoint Mathematics 8 Copyright Cambridge University Press 2013

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Answers to Practice Book exercises Unit 3

F Exercise 3.7 Dividing by decimals

1 a (24 × 4) ÷ 10 should be 24 × 10 ÷ 4.
b 60
2 a 0.06 = 0.6 ÷ 100 should be 0.06 = 6 ÷ 100.
  (35.4 × 100) ÷ 0.6 should be (35.4 × 100) ÷ 6.
b 590
3  a  60 b  70 c  60 d  60 e  6
f   54 g   39 h  6 i  765
4  a  1100 b  900 c  700 d  300 e  20
f   60 g   7100 h  106 i  3780
5 a  58.8 b  31.8 c  29.38 d  20 433.33
6 12.46

F Exercise 3.8 Estimating and approximating 

1 a  100 b  100 c  4 d  15 000
2 a i  600 + 400 = 1000 ii  1013 − 424 = 589
b i  70 − 50 = 20 ii  28 + 46 = 74
c i  900 ÷ 30 = 30 ii  29 × 32 = 928
d i  50 × 20 = 1000 ii  1128 ÷ 24 = 47
3 i  $80 ii  total trolleys collected = 401, 401 × $0.20 = $80.20 iv 20¢ = $ 51 , 400 × $ 15  = $80
4 a i  $128 ii  3.5 × $28 = $98, add call-out fee $30, total $128
  iv estimate $30 call-out fee + 3 hours at $30 per hour = $120
b i  1 hour and 15 minutes ii  $65 − $30 (call-out fee) = $35, 35 ÷ 28 = 1.25 hours = 1 hour 15 minutes
5 i  $2120 ii  cash price $17 995, payment plan price = $4995 + 36 × $420 = $4995 + $15 120 = $20 115 and
$20 115 − $17 995 = $2120
iv  estimate: first payment $5000 + 40 × $400 = $5000 + $16 000 = $21 000; difference $21 000 − $18 000 = $3000
6 i  $19 118.75 ii  total muffins = 70 × 5 × 46 = 16 100; payment = 16 100 ÷ 4 × 4.75 = $19 118.75
iv estimate: 400 muffins per week × 40 weeks = 16 000 per year; 16 000 is 4000 batches of 4 muffins;
4000 batches × $5 per batch = $20 000

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 3

 Answers to Practice Book exercises

4 Length, mass and capacity 

✦ Exercise 4.1 Choosing suitable units

1 a m  b cm (or mm)  c t  d g  e ml  f l
2 a km2  b cm2  c m3  d cm3
3 a T  b F  c T  d F  e F  f F
4 No. Check students’ explanations, such as: a car is usually less tall than most adults and 2.5 m is much greater than
most adults’ heights.
5 Yes. Check students’ explanations, such as: some of my friends weigh about this much.
6 No. Check students’ explanations, such as: he could not walk as fast as 10 km per hour.
7 67.5 kg
8 10 kg
9 3–6 kg
10 a 6.5–7.5 m  b 11–13 m

✦ Exercise 4.2 Kilometres and miles

1 a T  b F c F  d T  e  F
2 No, a kilometre is shorter than a mile.
3 a 10 miles  b 32 ÷ 8 = 4, 4 × 5 = 20 miles   c 80 ÷ 8 = 10, 10 × 5 = 50 miles
4 a 55 miles  b 45 miles  c 75 miles  d 125 miles
5 a 24 km  b 25 ÷ 5 = 5, 5 × 8 = 40 km   c 55 ÷ 5 = 11, 11 × 8 = 88 km
6 a 48 km  b 480 km  c 72 km  d 7200 km
7 128 km. 128 km = 80 miles and 75 miles = 120 km.
8 296 km. 180 miles = 288 km and 296 km = 185 miles.
9 a 65 miles  b 152 km  c, d 105 miles = 168 km,  304 km = 190 miles
10 $11 077.40, possibly rounded to $11 000 or $11 100

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 1

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 Answers to Practice Book exercises

5 Angles

F Exercise 5.1 Parallel lines

1 a They are vertically opposite angles.  b   c

°
x 
°
 y 

2 a = 75°, vertically opposite angles; b = 75°, corresponding to the given angle; c = 105°, angles on a straight line;
d  = 105°, alternate angle to c.
3 a  g  and i  b c and e
4 a i  BEF ii  DEB iii  EBC  b No
5 Lines l  and n are parallel because corresponding angles (80° and 100°) are equal. The angles are not the same for
line m so that is not parallel to the other two.
6

t °   s °

120°

  s = 120°, vertically opposite angles; s = t , corresponding angles; hence t  = 120°.
7 Yes. The angle vertically opposite 50° is also 50°. That angle and the 75° add up to 125° and that makes an angle
alternate to the 125° marked.
8
°
a 

°
b 
°
c 
  a = c, corresponding angles; b + c = 180°, angles on a straight line; hence a + c = 180°.

F Exercise 5.2 Exploring angle properties

 There are alternative explanations for some of the answers in this exercise.
1 120°
2 Each one is 165°.
3 Angle WXV = angle XYZ, corresponding angles; angle VXZ = angle XZY, alternate angles; angles
WXV + VXZ + ZXY = 180°, angles on a straight line; hence angle X + angle Y + angle Z = 180°.
4 Alternate angles; alternate angles; angles on a straight line.
5 Divide the shape into two triangles. Show the angles of the two triangles are the same as the four
angles of the quadrilateral.
6 a = c + d , exterior angle; e = g  + h, exterior angle; a + e + f  + b = 360°, angles at a point;
hence c + d  + g  + h + f  + b = 360° and these are the angles of PQRS.
7 a The six angles of the two triangles add up to 2 × 180 = 360°. The four angles A, B, C and D must total
less than 360°.
b  The 120° angle is the exterior angle of both triangles. Angles at A and D add up to 120° and so do angles
at B and C. Hence A + B + C + D = 240°.

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 1

Unit 5 Answers to Practice Book exercises

F Exercise 5.3 Solving angle problems

 There are alternative explanations for many of the answers in this exercise.
1
° °
b  c 
°
a 

  a + b = 180°, angles on a straight line, so a = 180 − b; b + c = 180°, angles on a straight line, so c = 180 − b;
hence a and c are equal.
2 a ° ° ° °
x  b  a    y 
°
c 
°
z 

  x  = a + c, exterior angle; y  = b + c, exterior angle; z  = b + a, exterior angle; x  + y  + z  = a + c + b + c + b + a =
2(a + b + c) = 2 × 180 = 360°.
b 
°
°
x  b 
°
°
a  w 

° °
° °
d  z   y  c 
  a + w = b + x  = c + y  = d  + z  = 180°, angles on a straight line; hence ( a + b + c + d ) + (w + x  + y  + z ) =
4 × 180 = 720°; but w + x  + y  + z  = 360°, angles of a quadrilateral; Hence a + b + c + d  = 720° – 360° = 360°.
3 A

w °   x °
B

D  y °
z °
C

a  x  = y , alternate angles; w = z , alternate angles; hence x  + w = y  + z  or angle A = angle C.
b  Prove that angle B = angle D in a similar way, by drawing the diagonal BD.
4 a = 110 – 40 = 70°, exterior angle of a triangle; b = 110 – 55 = 55°, exterior angle; c = 110 – 70 = 40°,
exterior angle.
5
x ° y °
b °
a °

118° 74°

a = 118 – 74 = 44°, exterior angle; so x  = 44°, vertically opposite angle.
b = 74°, alternate angle;  y  = 180 – 44 – 74 = 62°, angles on a straight line.
6 Divide the hexagon into two quadrilaterals by joining two opposite vertices. Show that the angles of the
quadrilaterals make the angles of the hexagon, so the angle sum is 2 × 360 = 720°.
7
°
a 

°
b 
°
c 

c = a, corresponding angles; c + b = 180°, angles on a straight line; hence a + b = 180°.

2 Cambridge Checkpoint Mathematics 8 Copyright Cambridge University Press 2013

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 Answers to Practice Book exercises

6 Planning and collecting data

✦ Exercise 6.1 Collecting data

1 a experiment  b survey   c survey   d observation  e experiment
f   observation  g survey   h experiment  i survey 
2 a Cheaper, quicker, easier.  b 41
3 A sample. It would take too long to ask 394 people.
4 a No b 48
5 a Yes b 89
6 a population  b population  c sample is much easier, 43  d population
7 a B (unless you are at a very large school)  b C  c A  d C
8 a About 10%, and can be done fairly easily – a good decision.
b  Confusing and has nowhere for zero or for more than 10 pairs of shoes. It has overlapping numbers of pairs
of shoes – someone with three or four pairs of shoes could be put in two different categories.
c  It depends on what you think of as ‘lots’.
d  The data-collection sheet should include non-overlapping numerical values that allow for zero and extreme
data. It is better to use tallies for counting.
9 a Not really enough, he should have at least 30.
b  Not good as it has not given numbers. People will have different opinions of what ‘often’ means.
c  It depends on what you think of as ‘a lot’.
d  The data-collection sheet should include non-overlapping numerical values that allows for zero and
extreme data.

✦ Exercise 6.2 Types of data

1 a discrete  b discrete  c continuous  d continuous  e discrete
f   discrete  g continuous  h discrete  i discrete  j continuous
2 No, height is a measurement, which is continuous data.
3 Yes, but because weight is a measurement which is continuous data, not because some of the values
given are in halves.

✦ Exercise 6.3 Using frequency tables

1 a T  b F  c F  d T
2 a
Length, l  (cm) Tally Frequency  
1 < l  ≤ 5 /// 3
5 < l  ≤ 9 //// 4
9 < l  ≤ 13 /// 3
13 < l  ≤ 17 //// / 6
17 < l  ≤ 21 //// 4
Total 20
b  6
c  13. Add up the last three frequencies; all in these groups are longer than 9 cm.
d  10. Add up the first three frequencies; all in these groups are shorter than 13 cm.

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 1

Unit 6 Answers to Practice Book exercises

3 a Height, h (cm) Tally Frequency  

90 ≤ h < 110 //// 4
110 ≤ h  < 130 //// 4
130 ≤ h  < 150 //// // 7
150 ≤ h  < 170 // 2
170 ≤ h  < 190 / 1
Total 18

b  18  c 3  d 8
4 a 7  b 8  c 30  d 11
5 a  Arabian Morgan Thoroughbred Other Total
Female owner  42 18 55 4 119
Male owner  26 44 25 8 103
Total 68 62 80 12 222
b  44  c 142
6  AAA AA C cell Total
Ordinary  3000 6000 15 000 24 000
Rechargeable 1000 4000 1500 6500
Total 4000 10 000 16 500 30 500

7 Chocolate bar Ice cream Popcorn Total

Boys 3 3 8 14
Girls 10 2 4 16
Total 13 5 12 30

2 Cambridge Checkpoint Mathematics 8 Copyright Cambridge University Press 2013

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 Answers to Practice Book exercises

7 Fractions

F Exercise 7.1 Finding equivalent fractions, decimals and percentages

1 a 30%  b
  e  20%  f
2   c 0.8  d 10%
5
3 9
  g 0.5  h 90% =
4 10

99 88 22
2 a i 0.99  ii   b i 0.88  ii =

100 100 25
16 4 4 1
  c i 0.16  ii =
  d i 0.04  ii =

100 25 100 25

49 39
3 a i 98%  ii   b i 78%  ii
50 50
3 1
  c i 12%  ii   d i 5%  ii
25 20

4 a i 0.45  ii 45%  b i 0.06  ii 6%

c i 0.85  ii 85%  d i 0.96  ii 96%
5 a i 0.375  ii 37.5%  b i 0.025  ii 2.5%  c i 0.08  ii 8%
d i 0.136  ii 13.6%  e i 0.525  ii 52.5%  f i 0.4  ii 40%
g i 0.625  ii 62.5%  h i 0.602  ii 60.2%
6 75
= 0.075 = 7.5%, not 75%.
1000

F Exercise 7.2 Converting fractions to decimals

1 a 0.875  b 0.4375  c 0.35  d 0.28  e 0.175 f 0.0875
• • • • • • • • • • • •
• •

2 a 0.2   b 0.0 2   c 0.002  or 0.002   d 0.18   e 0.0 6   f 0. 0 3

3 a 0.429 b 0.273  c 0.231  d 0.214  e 0.136 f 0.115

4 No. Ahmad must not double 0.006. Double 0.00666666... is 0.0133333...
5 No. Some calculators round the display.

F Exercise 7.3 Ordering fractions

1 1 2 + 10 12
1 a 3 × 5 = 15, so =  should be 3 × 5 = 15, so =
3 ×5 15 5 + 10 15
2 + 10 12  should 2 ×3 6
  5 + 10 = 15, so = be 3 × 5 = 15, so =
5 + 10 15 5 ×3 15
  b 4 1 2
, ,
15 3 5

2 a  3 1 3   b  5 1 1   c  3 11 5   d  2 3 1   e  4 18 7
, , , , , , , , , ,
4 2 8 12 4 6 4 16 8 5 10 4 5 25 10
3 1 2 3 6 1 13 5 19   5 11 7 10 7 5 67 23 31
3 a  , ,
7 2 3
  b  , ,   c  , , d  , ,   e  , ,   f   , ,
10 19 3 21 8 30 9 19 12 13 9 6 90 30 40

4 5 12 17 3
, , ,
8 17 24 4
5 The numerators are all the same number. The bigger the denominator, the smaller the fraction.
She must be correct.

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 1

Unit 7 Answers to Practice Book exercises

F Exercise 7.4 Adding and subtracting fractions

3 1 5 1 1
1 a   b   c   d   e
4 2 6 4 3

2 a  1   b 7   c 1   d 11   e  7
1 1 1
14 12 6 24 24

2 1 8 5 13 , 7 13
3 a + = + =
5 4 20 20 20 20
1 5 3 10 13 13 1 1 1
  b  + = + = , = 1 ,9 + 1 = 10
4 6 12 12 12 12 12 12 12

23 21 115 63 52 7
4 a − = − = =
3
3 5 15 15 15 15

42 59 84 59 25 5 1
  b  5
−

10
=

10
−

10
=

10
=

2
=
2
2

5 a 1   b  11   c  5
  d 13   e  9
3 4 2 2 6
2 12 12 16 32

  f 1   g  1   h 5   i 42   j 23
1 15 2 6 1
2 10 6 55 24

5 11 1  5
6 B, 3 + 4  =8 ; the other two equal 8
18
.
9 18 6

19 7 1 1
7 A, 4
20
−
2
10
  =
2 ;
4
the other two equal 2
3
.

1 3
8 a 2  km b 19  km
8 8

F Exercise 7.5 Finding fractions of a quantity 

1 a $7.50  b 9 mm  c 20 km  d 15 kg  e 20 cm f 10 g
 9 13
2 a 6
2  cm  b 23
1  ml  c $ 20 5   d 10
2  kg  e 9  mm f 1
20
m
3 4 6 9 10

7
3 A,  of 24
8

3
4 B,  of 25
4

3
5 4  of 24 = 19
1
, 7  of 28 = 19 , 11  of 27 = 19
4
5 5 10 5 15 5

F Exercise 7.6 Multiplying an integer by a fraction

1 a 25  b 45  c 25  d 20  e 33  f 10
2 4 2 7  4    7
2 a 14   b 12   c 10   d 7   e 8 f 5
3 5 7 9 11 13

3 a 1   b 1   c 3   d 1   e 1   f 1
13 17 13 13 10 19
2 2 4 3 2 4

4 No. Oditi divided the 68 by 4 and the 12 by 3. The divisors must be the same when cancelling.
  Then 85 ÷ 4 = 21
1
4
, 20 54  gives the same decimal (21.25), but it has not been simplified enough.
17
5 1
  The correct answer is × 68 , 5 × 17 = 85, 85 ÷ 3 = 28
3
.
12
3

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Answers to Practice Book exercises Unit 7

F Exercise 7.7 Dividing an integer by a fraction

1 a 28  b 24  c 30  d 28  e 50  f 28
2 a 1   b 1   c 1   d 2   e 1   f 3
38 12 46 56 33 24
2 2 2 3 3 4

3 C,   6 ; the other two have whole-number answers.

26 ÷
11

F Exercise 7.8 Multiplying and dividing fractions

1 a 1   b 9   c 5
  d 9
  e 6   f 5
12 16 42 20 35 12

2 2 3 1 7 2
2 a   b   c   d   e   f
5 5 10 2 11 5

3 5 6 35 18 7
3 a   b   c   d   e   f
4 12 7 54 25 30

1  1 1 5  7 10
4 a 1   b 1   c 1   d 1   e 4   f 2
2 20 6 9 12 21

5 a 1   b 1   c 1   d 3   e 3  f 2
1 1 1 4
4 3 2 5 3

720 1 2 3 4 5 6 1
6 a   b × × × × × =
5040 2 3 4 5 6 7 7

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 Answers to Practice Book exercises

8 Shapes and geometric reasoning 

F Exercise 8.1 Recognising congruent shapes

1 a WX   b PQ  c TV
2 The angle ABC is not 90°.
3 C, F
4 a i  10.3 m ii  5.1 m iii  12 m
b i 96°  ii  25°  iii  59°
5 a i  WX ii  XY iii  PQ iv  PS
b i  XYZ ii  YXW iii  RSP iv  SPQ

F Exercise 8.2 Identifying symmetry of 2D shapes

1 a b c d

e f g h

i j k l

2 a 2  b 1  c 1  d 2  e 6  f 1  g 4
h 1  i 1  j 2  k 3  l 1
3 a 2  b 5  c 0  d 2  e 2  f 8  g 8  h 4
4 a 2  b 5  c 2  d 2  e 2  f 8  g 8  h 4
5 a b c

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 1

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Unit 8 Answers to Practice Book exercises

F Exercise 8.3 Classifying quadrilaterals

1 a rhombus  b kite  c rectangle
2 a square: 2  b rhombus: 8  c rectangle: 7  d parallelogram: 3
e trapezium: 1  f isosceles trapezium: 1  g kite: 2
3 a (2, 4)  b (3, 3)  c (4, 5)

F Exercise 8.4 Drawing nets of solids

1 There are many possible nets, e.g.  a b

2 C, D, F
3 There are several possible nets, e.g.

4 Students’ nets must be accurate to ±2 mm.

5 a D  b F  c B  d H
6 a Students’ nets must be accurate to ± 2 mm.
b 25.5 cm (allow 24.6 cm to 26.3 cm)

F Exercise 8.5 Making scale drawings

1 a 80 m  b 24 cm
2 a 1.2 m  b 11 cm
3 a Check students’ scale drawings are accurate, with scale marked as 1 : 200 or equivalent.
b i 24 m ii  6 m iii  8 m iv  10 m  v 16 m  vi  16 m
c 5.5 cm  d 1.5 cm

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Answers to Practice Book exercises Unit 8

4 a   b 3.30 m (allow 3.23 m to 3.37 m)
8 cm

21 cm

5 122 m (allow 119 m to 125 m)

6 a Students’ drawings must be accurate to ±2 mm. 12 cm
b 7.8 m (allow 7.65 m to 7.95 m) A

14 cm

4 cm

14 cm

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 3

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 Answers to Practice Book exercises

9 Simplifying expressions and solving equations

F Exercise 9.1 Collecting like terms

1 a 8a  + 7  b b  + 8  c 3c   d 5dy   e 11e  + 6x   f 5 f  − 3
g 3g  + 10  h 3hw   i 8i  + 4v   j 5u – 2 j   k 3 – 9kt   l –3ls  – 4qr 
2 a 3a 2: A, E, G
  3a  + 3: B, D, L
  3a  – 3: C, H, I
  3a  + 3b: F, J
  b i  3 – a  × 3 ii  3 – 3a 
3 a 11a   b 2b   c –2c d 3d  + e   e 2 f  – 4g   f 7ef 
g 12gh  – 2ab   h h  + 9  i 14i – 13 j  j 5 j 2 + 12 j   k 5k 2 – 2k   l 2l 2 + 6
4
25x + 10 y 

16x + 2 y  9x + 8 y 

8x  8x + 2 y x + 6 y

2 y + 3x  5x – 2 y  3x + 4 y 2 y – 2x 

5
15ab – 6cd 

10ab  5ab – 6cd 

8ab + 3cd 2ab – 3cd 3ab – 3cd

7ab + cd ab + 2cd ab – 5cd 2ab + 2cd 

  For questions 6 and 7, check students have drawn two pyramids. Each adjacent pair of blocks in the bottom row
must add to give the block directly above them.
6
7d + 4ef 

Students’ own answers

7 
9ef + 5mn 

6ef + 2mn  3ef + 3mn 

Students’ own answers

8 a 1. You can’t simplify 10xy  and 5xz  by adding them together as the algebraic terms are different.
  2. You can simplify 4cb  – bc  by subtraction to 3bc  as the algebraic terms are the same.
b 1. 10xy  + 5xz   2. 2a 2 + 3bc 

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 1

Unit 9 Answers to Practice Book exercises

F Exercise 9.2 Expanding brackets

1 a 6a  + 36  b 5b  + 35  c 7c  – 56  d 6d  – 54  e 5e  + 40  f 7 f  + 49
g 36 – 6g   h 35 – 5h   i 56i  + 63  j 42 j  + 48  k 30k  – 35  l 56 – 63l 
m 54a  + 48m  n 35b  + 30n   o 49c  – 56x   p 54 px  + 48 y   q 35qy  – 30x   r 49r  + 7s  + 56
s 3a  – 9b – 3  t 5x – 5 y – 5z 
2 No. 4(a  − 7) = 4a  − 28 and 4(7 − a ) = 28 − 4a 
3 a 14a  + 114  b 38b  + 92  c 70c  + 128  d 48d  + 7  e −20e  − 33  f 108 f  + 33g 
4 a a 2 + a   b b 2 − 5b   c 3c 2 + 6c d 3dx  − 3d   e 3e 2 + 6e   f 5 f 2 + f  
g   7g  − 3gx   h  6h  − hx   i  3i 2 + 7ix    j  3aj  − 7 j 2  k   3k 2 − 6kx   l  3lx  − 6lz  
m  3m 2 + 9mx   n  18n 2 − 18n   o  24x 2 − 12xy   p  18 p 2 + 18 p   q  30q 2 + 36qx   r   9r 2 − 3rx  − 9r 
s 4a 2 + 2ab + 6a   t –3x 2 – 3xy – 3xz 
5 a 2a 2 + 7a   b 5b 2 + 8b   c 8c 2 + 10c   d 2d 2 − d   e 9e  − e 2  f 39 fg  − 27 f 2
6 a 1. He wrote –3(3a  + 5) instead of –5(3a  + 5), and that 3a  – 9a  = 6a instead of −6a .
  2. He wrote 4 pq  − 4 pq  = pq  instead of zero.
3 pr  + pq  can’t be simplified by adding them together as the algebraic terms are different.
3. He multiplied the 5b  in front of the first bracket with the a  in front of the second bracket. He forgot to
include the 15ab  when adding the ab  terms.
b 1. −12a  − 10 2.  pr  + 2qr   3. 4a 2 + 5b 2 + 21ab 
7 Yes. x (x  − 3) + x (x  + 5) = x 2 − 3x  + x 2 + 5x  = 2x 2 + 2x  and 2x (x  + 1) = 2x 2 + 2x .

F Exercise 9.3 Constructing and solving equations

1 a a  = 2, b  = 4  b c  = 2, d  = 3  c e  = 7, f  = 3  d g  = 20, h  = 7  e i  = 5, j  = 4  f k  = 8, m = 1
2 a a  = 8  b b  = 5  c c  = 6
3 a x  = 5  b x  = 4  c x  = 3
n 
4 a 2n  + 8 = 20, n  = 6  b 4
− 3 = 2, n  = 20  c 4n  − 6 = 2n  + 12, n  = 9
d 5n  + 10 = 7n , n  = 5  e 3(n  + 1) = 4n  − 4, n  = 7  f 5(n  − 6) = 4(n  − 5), n  = 10

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 Answers to Practice Book exercises

10 Processing and presenting data

✦ Exercise 10.1 Calculating statistics from discrete data

1 a 4  b 3  c 2.6
2 a i  51 ii  51 iii  50.6 iv  7  b No. All three averages are over 50.
3 a i  6 ii  8 iii  8.0 iv  5  b 13  c 13.0  d 5
4 a 17  b 9  c 1.8
5 a 1, 2 and 3  b 2  c 2.2
6 a i  25 minutes ii  45 minutes iii  45 minutes iv  46.5 minutes
b The mode. This is the most popular and it would be interesting to find out why.
c i 20 minutes ii  still 45 minutes iii  still 45 minutes iv  47.5 minutes.

✦ Exercise 10.2 Calculating statistics from grouped or continuous data

1 a 20–  b 25–  c 29.5  d The maximum possible value for the range is 45 − 20 = 25.
2 a There are two modal classes, 8–10 and 17–19.
b i 13 ii  13 iii  15 or 16 is a reasonable estimate.
3 a 14–  b i  16 ii  18.5 iii  About 18
4 The median is in the class 6– and the mean is 6.64. Both of these averages are more than five minutes.
5 a 90–95%  b The mean is 90.7%.
6 a About 45 or 46 is a sensible estimate.  b About 72  c 72.5

✦ Exercise 10.3 Using statistics to compare two distributions

1 The average age of the men is about 9 years more than the average age of the women. The range of the men’s ages
is 48 years and of the women’s ages is 34 years. There is more variation in the men’s ages.
2 Mean: girls 9.3, boys 8.5. Median: girls 9, boys 8.5. Mode is 10 for both. Range: girls 2, boys 4. Girls were better
attenders than boys.
3 a The mean is the best average to use because it uses all the scores.
b The mean for men is 2.3 and for women is 2.7. The women’s average is slightly better but there is little
difference between the two.
4 The new mean and range are about 53.1 and 28. The mean has increased by about 12 and the range of marks has
increased by about 10.
5 a With fertiliser the range has increased by about 10 cm.
b With fertiliser the mean has increased from 21.3 to 28, an increase of about 7 cm.

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 1

 Answers to Practice Book exercises

11 Percentages

F Exercise 11.1 Calculating percentages

1 a 0.3, 0.08, 0.125, 1.8 b 3 , 2 , 1, 4
1
10 25 8 5

2 a 21 m  b 120 people  c 64 kg  d 100

3 a 13.11  b 3569  c $18.59   d $364
4 a 16  b 15.21  c $147  d 10
Only  b needs a calculator.
5 The missing numbers are 16.065, 32.13, 96.39 and 128.52.
6 85, 417, 150
7 a 48  b 120  c 16
8 527, 86, 1005
9 996 milllion, 132 million, 24 million
10 Sasha had a better score because 48 out of 65 is 74%.

F Exercise 11.2 Percentage increases and decreases

1 a 3.6  b 33.6 kg  c 26.4 cm
2 a 1900  b 3900 people  c 100 hours
3 a $690  b $3910
4 a 1260  b 6216  c 8736
5 625 g
6 a $770  b $277  c $2115  d $708
7 $20.60, $11.20, $17.70 and $56.90
8 a 3800 km  b 1200 km
9 DVD $9.60, computer game $34, monitor $76

F Exercise 11.3 Finding percentages

1 a 72.5%  b 58%  c 76%  d 71.25%
2 a 34% men, 44% women and 22% children
3 a 75% red and 25% blue b 83% red and 17% blue
4 a 30.2%  b 69.8%  c 37.9%
5 a 40% increase  b 10.8% increase  c 85.7% increase  d 2.5% increase
e 20% decrease  f 90% decrease
6 No. The decrease is only 9.2%.
7 a 25% decrease  b 25% increase  c 87.5% increase  d 100% increase
e 150% increase
8 First 10%, second 20%, third 15.4%.
9 a 7.9% decrease  b 8.3% increase  c 0.2% decrease
10 a 80%  b 125%  c 85.1%  d 117.5 %

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Unit 11 Answers to Practice Book exercises

F Exercise 11.4 Using percentages

48 127  (78.9%)
1 a  (81.4%)  b
59 161
2 a Highballs 62.5%, Spikers 70%  b Spikers
3 a USA  b China 51%, USA 32.7%, Russia 31.5%   c China
4 a Type A 84%, type B 70%  b Type A
5 a Store X 62.5%, store Y 28.9%
  b Store X. The extra number sold was less than Y but the percentage increase was much larger.
6 They were similar. Class A was slightly better with a decrease of 16.1%. Class B’s decrease was 15.1%.

2 Cambridge Checkpoint Mathematics 8 Copyright Cambridge University Press 2013

 Answers to Practice Book exercises

12 Constructions

✦ Exercise 12.1 Drawing circles and arcs

1 Check students have drawn circles, radii:  a 5 cm  b 3.7 cm  c 6 cm  d 4 cm
Allow ±2 mm.
2 a, b  Check students’ drawings.  c cone
3 Check students’ drawings:  a radius 6 cm and angle 60°  b radius 6 cm and angle 135°
  Allow ±2 mm and ±2°.
4 100°. Allow ±2°.

✦ Exercise 12.2 Drawing a perpendicular bisector 

1 Check students’ drawings of perpendicular bisector of AB; all construction lines must be visible.
2 Check students’ drawings of midpoint of CD; all construction lines must be visible.
3 a He has not kept the radius of the compasses the same. He has not put the compass point at the ends of the line
segment AB.
b He measured the line and drew the dot at the midpoint, then used the compasses to make it look like he did it
properly – he cheated!
4 a–e  f It is a rectangle, with all sides half as long as the original.

✦ Exercise 12.3 Drawing an angle bisector 

1 Check students’ drawings of bisecting a 60° angle ABC. All construction lines must be visible.
2 Check students’ drawings of bisecting angle ABC – angle to be anything between 20° and 90° [student’s choice],
except 60°. All construction lines must be visible.
3 Check students’ drawings of bisecting angle DEF – angle to be anything between 100° and 170° [student’s choice].
4 Check students’ drawings of landing sector for the javelin, with dotted line bisecting the angle.

✦ Exercise 12.4 Constructing triangles

1 Check students’ accurate drawings of triangles. All construction lines must be visible.
2 Check students’ accurate drawings of triangles. All construction lines must be visible.
3 a, b  Check students’ accurate drawings of two triangles, both using the diameter as a base. All construction lines
must be visible.
c Both are right-angled triangles.
4 a Check students’ accurate drawings of two triangles, both using the diameter as a base. All construction lines
must be visible.
b Both are right-angled triangles.

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 Answers to Practice Book exercises

13 Graphs

F Exercise 13.1 Drawing graphs of equations

1 a  The values of  y  are −6, −5, −4, −3, −2, −1, 0, 1. b, c   y 
2

0   x 
–2 –1 1 2 3 4 5
–1

–2

–3

–4

–5

–6

2 a The values of  y  are −3, −1, 1, 3, 5, 7, 9, 11. b, c   y 

11

10

0   x 
–3 –2 –1 1 2 3 4
–1

–2

–3

3 a The values of  y  are 7, 6, 5, 4, 3, 2, 1, 0, −1. b, c   y 

8

0   x 
–2 –1 1 2 3 4 5 6
–1

–2

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Unit 13 Answers to Practice Book exercises

4 a The values of  y  are −10, −7, −4, −1, 2, 5, 8. b, c   y 

8

0   x 
–3 –2 –1 1 2 3
–1

–2

–3

–4

–5

–6

–7

–8

–9

–10

5 a The values of  y  are 2, 1.5, 1, 0.5, 0, −0.5, −1, −1.5, −2.   b  y 
2

0   x 
–4 –3 –2 –1 1 2 3 4
–1

–2

6 a The values of  y  are 3, 2, 1, 0, −1, −2, −3, −4, −5.   b  y 

3

0   x 
–4 –3 –2 –1 1 2 3 4
–1

–2

–3

–4

–5

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Answers to Practice Book exercises Unit 13

7 a This is a possible table.  b  y 
9

x  −3 −2 −1 0 1 2 3 8

 y  −9 −6 −3 0 3 6 9 7

  0   x 
–3 –2 –1 1 2 3
–1

–2

–3

–4

–5

–6

–7

–8

–9

8 a This is a possible table.  b  y 

8
x  −4 −3 −2 −1 0 1 2 3 4
7

 y  −5 −3.5 −2 −0.5 1 2.5 4 5.5 7 6

0   x 
–5 –4 –3 –2 –1 1 2 3 4 5
–1

–2

–3

–4

–5

–6

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Unit 13 Answers to Practice Book exercises

F Exercise 13.2 Equations of the form y  = mx  + c 

1 a The values of  y  are −80, −60, −40, −20, 0, 20, 40, 60, 80. b, c   y 
80

70

60

50

40

30

20

10

0   x 
–4 –3 –2 –1 1 2 3 4
–10

–20

–30

–40

–50

–60

–70

–80

2 a The values of  y  are −8, −4, 0, 4, 8, 12, 16, 20, 24. b, c   y 
24

20

16

12

0   x 
–4 –3 –2 –1 1 2 3 4
–4

–8

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Answers to Practice Book exercises Unit 13

3 a
x  −4 −3 −2 −1 0 1 2 3 4

2x + 3 −5 −3 −1 1 3 5 7 9 11

2x – 2  −10 −8 −6 −4 −2 0 2 4 6

b, c, d  y    e a  = 63 and b  = 58

10

0   x 
–4 –3 –2 –1 1 2 3 4
–1

–2

–3

–4

–5

–6

–7

–8

–9

–10

4 a The values of  y  are 4, 3, 2, 1, 0, −1, −2, −3, −4.

b  y    c −3.6  d 12.5
4

0   x 
–40 –30 –20 –10 10 20 30 40
–1

–2

–3

–4

5 a The values of  y  are −48, −40, −32, −24, −16, −8, 0, 8, 16.   b  y 
20

10

0   x 
–4 –3 –2 –1 1 2 3 4
–10

–20

–30

–40

–50

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Unit 13 Answers to Practice Book exercises

F Exercise 13.3 The midpoint of a line segment

1 a (2, 0)  b (4, −3)  c (−2, −3)
2 a (7, 7)  b (1, −5)  c (1, 1)
3 a (0.5, −0.5)  b The midpoint is ( 4 + –3 ,  – 1 + 0
2 2 ) = (0.5, −0.5) which is the midpoint of AC.
4 PQ (12.5, 5), QR (−5, −12.5), PR (−2.5, 7.5)
5 a (−15, 20)  b (−5, 40)
6 a (3.0, 4.3)  b (−0.7, 2.4)
7 (−2.5, −3.5)
8 (10, 5)
9 (6, 5)

F Exercise 13.4 Graphs in real-life contexts

1 a 60 km/h  b 50 km/h  c 4 seconds
2 a twice  b 4 hours  c 10 30  d about 190 km
3 a, b    c 4 km
6
Asif 
    ) 5
  m
    k
    (
  e
4
  c
  n
  a
   t 3
  s
   i
   D 2
Nawaz
1

0
0 10 20 30 40
Time (minutes)

4 a, b    c 6 seconds, about 37 or 38 km/h

60
Second car
    ) 50
    h
   /
  m
    k 40
    (
    d 30
  e
  e First car
  p
   S 20

10

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

6 Cambridge Checkpoint Mathematics 8 Copyright Cambridge University Press 2013

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 Answers to Practice Book exercises

14 Ratio and proportion

F Exercise 14.1 Simplifying ratios

1 a 1:3  b 1:9  c 1:8  d 1:4  e 1:3  f 1:3  g 5:1  h 9:1
  i 10:1  j 4:1  k 5:1  l 11:1  m 70:1  n 1:70  o 1:1
2 a 3:4  b 2:3  c 4:5  d 3:5  e 5:7  f 5:8  g 4:3  h 9:8
  i 3:2  j 5:3  k 5:2  l 11:4  m 15:2  n 2:15  o 3:40
3 a 1 : 5 : 6  b 2 : 3 : 4  c 4:2:5
d 5 : 6 : 2  e 4 : 1 : 8  f 12 : 3 : 5
4 a 1 : 4  b 40 : 3  c 21 : 10  d 4 : 1  e 10 : 7  f 7:2
5 a 20 : 40 : 3  b 20 : 11 : 4  c 90 : 3 : 1
d 9 : 3 : 40  e 2 : 30 : 1  f 60 : 11 : 50
6 a 1 : 5  b 1 : 2  c 1 : 4  d 1 : 5  e 2 : 1  f 7:5
g 5 : 12  h 3 : 2  i 1 : 6 : 20
7 No. 450 g : 550 g : 1100 g simplifies to 9 : 11 : 22.
8 a The ratio shows that route 3 takes longer than route 2, but the notes say it’s the other way around.
b She swapped the times for route 2 and 3 around.
  55 mins is 0.91666… (or 11
 hour), not 0.55
12
  1 hour 10 mins is 1.1666… (or 1 1  hour), not 1.1
6
  1.1 × 100 = 110, not 11
  1.5 × 100 = 150, not 15
  11 ÷ 5 = 2.2, not 2
c 11 : 18 : 14

F Exercise 14.2 Sharing in a ratio

1 a $10, $30, $50  b $60, $80, $100  c $300, $500, $200  d $125, $50, $175
2 a $20, $40, $50  b $30, $60, $75  c $64, $128, $160
3 a i  560 ii  448 iii  1232
b 112
c 672
4 a i  35 ii  7 iii  14
b i 24 ii  12
5 Alton $125, Dianne $300, Fredda $100 and Nia $225
6 $750, $1000, $1375, $1625
7 20
8 $30 000

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 1

Unit 14 Answers to Practice Book exercises

F Exercise 14.3 Solving problems

1 a $2  b $10  c $16
2 a $2.50  b $7.50  c $22.50
3 $36
4 a 288 g plain flour, 24 ml baking powder, 288 g castor sugar, 12 eggs
b 108 g plain flour, 9 ml baking powder, 108 g castor sugar, 4.5 eggs (allow 4 or 5)
c 180 g plain flour, 15 ml baking powder, 180 g castor sugar, 7.5 eggs (allow 7 or 8)
5 a 21  b 35
6 a 75 g  b 375 g
7 a 24, 42  b 120
8 550 ml of vanilla ice cream, 2200 ml of grape juice and 2750 ml of ginger ale
9 650 ml

2 Cambridge Checkpoint Mathematics 8 Copyright Cambridge University Press 2013

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 Answers to Practice Book exercises

15 Probability 

F Exercise 15.1 The probability that an outcome does not happen

1 a 0.8  b 0.3  c 0.9  d 0.95
2 5%
3 a 0.9  b 0.05
4 a 0.4  b 0.7  c 0.8
5 a 5   b 35
6 36
6 a 0.9  b 0.7  c 0.65
7 a 0.9  b 0.4  c 0.3
8 a 40%  b 15%  c 5%

F Exercise 15.2 Equally likely outcomes

1 a 1   b 19   c 3   d 3   e 2
20 20 5 10 5

2 a 2   b 1   c 1  d 1
3 3 2

3 a i  5   ii  4   iii  9   iv  27

31 31 31 31

b i 1   ii  4   iii  3
5 5 5

4 a i  3   ii  4   iii  1   b i  3   ii  1   iii  1

10 25 50 5 3 15

5 a 61   b 10   c 5
100 49 12

6 a Names on paper would be one method.  b i  5   ii  3   c i  5   ii  2

8 8 7 7

7 There are four equally likely outcomes, HH, HT, TH and TT. Two heads is one of these options so
the probability is 1 .
4

8 a Some students are more likely to be first than others.

b  Names on paper is one method, or using a random-number generator.

F Exercise 15.3 Listing all possible outcomes

1 a $5 and $10, $5 and $20, $5 and $50, $10 and $20, $10 and $50, $20 and $50   b i  1   ii  1
2 2

2 a 
+ 1
1 2
2 3
3 4
2 3
3 4
4 5
5 6

b i 2   ii  1   iii  5   iv  0

9 3 9

c  × 1 2 3
1 1 2 3
2 2 4 6
3 3 6 9

d i 2 ii  1 iii  5 iv  1

     
9 9 9 9

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 1

Unit 15 Answers to Practice Book exercises

3 a 1 2 3 4 5 6
1 0 1 2 3 4 5
2 1 0 1 2 3 4
3 2 1 0 1 2 3
4 3 2 1 0 1 2
5 4 3 2 1 0 1
6 5 4 3 2 1 0

b i 1 ii  5 iii  2 iv  1

     
6 18 9 18

4 a AX, AY, BX, BY, CX, CY  b i  1   ii  1   iii  1

6 3 2

5 a + 3 4 5 6
7 10 11 12 13
8 11 12 13 14
9 12 13 14 15

b i 1   ii  1   iii  1   iv  0

4 2 12

c  − 3 4 5 6
7 4 3 2 1
8 5 4 3 2
9 6 5 4 3

d i 1   ii  1   iii  1
4 2 12

e 2
3

6 a Red Green Black  

Red RR RG RB
Yellow YR YG YB
Green GR GG GB

b i 1 ii  4 iii  7
   
9 9 9

F Exercise 15.4 Experimental and theoretical probabilities

1 a green 0.15, blue 0.4, red 0.25, yellow 0.2
b  20 is not enough spins to decide.
c  green 0.24, blue 0.35, red 0.17, yellow 0.24
d  It could be biased. The theoretical probabilities are 0.25 if the spinner is fair and the values for blue
and red are not very close to that.
2 a 0.58, 0.54, 0.527, 0.535
b  The experimental probabilities become close to the theoretical probability of 0.5. It looks fair.
3 a 6 and 36  b 0.52, 0.57, 0.595, 0.62, 0.6125, 0.622   c 0.62 is a sensible estimate.
4 a There is a lot of variation between the experimental probabilities.
b  0.75  c 0.725  d It is based on the most experiments.

2 Cambridge Checkpoint Mathematics 8 Copyright Cambridge University Press 2013

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 Answers to Practice Book exercises

16 Position and movement 

F Exercise 16.1 Transforming shapes

1 a  y    b  y    c  y 

7 7 7

6 6 6

5 5 5

4 4 4

3 3 3

2 2 2

1 1 1

0 0 0
x  x  x 
0 1 2 3 4 5 6 7 0 1 2 3 4 5 6 7 0 1 2 3 4 5 6 7

mirror line  y  = 4 mirror line x  = 4 mirror line  y  = 3.5

2 a b c d

3 a  y    b  y    c  y 

6 6 6

5 5 5

4 4 4

3 3 3

2 2 2

1 1 1

0 0 0
x  x  x 
0 1 2 3 4 5 6 7 0 1 2 3 4 5 6 7 0 1 2 3 4 5 6 7

4  y 

6
A
5

4
 3

2   C
B
1
D
0
x 
0 1 2 3 4 5 6 7

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 8 1

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