CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

Check your progress 3 a

1 120 cm3 Mean Median Mode Range

2 14 m2 History 12.9 13 16 7
3 452 cm 3
Chemistry 14 16 18 15
4 The square-based pyramid has the greater
b The Chemistry group has better marks on
surface area.
average, because the mean, median and
Pyramid: SA = 340 cm2, mode are all greater than for the History
Cylinder: SA = 320.44 cm2, 340 > 320.44 group.

5 a The shape has two vertical, one horizontal c The History group has more consistent
and two diagonal planes of symmetry. marks because the range is lower.

b Learner’s own diagrams showing the five Exercise 15.1

planes of symmetry correctly as described
in the answer to part a. 1 a Height, h (cm) Frequency Midpoint
140 ⩽ h < 150 7 145
Unit 15 Getting started
150 ⩽ h < 160 13 155
1 a Age, a (years) Frequency 160 ⩽ h < 170 6 165
10 < a ⩽ 15 3 170 ⩽ h < 180 2 175
15 < a ⩽ 20 6
b Learner’s own diagram. Frequency
20 < a ⩽ 25 7 polygon with points (145, 7), (155, 13),
25 < a ⩽ 30 4 (165, 6) and (175, 2) joined with straight
lines. Make sure that the axes are labelled
b Learner’s own diagram. Frequency correctly and that a sensible scale is used.
diagram showing the data in part a. Make
2 a Mass, m (kg) Frequency Midpoint
sure the axes are labelled correctly and
that a sensible scale is used. Make sure the 40 ⩽ m < 50 4 45
bars are the correct width and height. 50 ⩽ m < 60 12 55
c 11 60 ⩽ m < 70 8 65
2 a Class 9P test results b Learner’s own diagram. Frequency
polygon with points (45, 4), (55, 12) and
0 3 8 9 (65, 8) joined with straight lines. Make
1 2 4 6 7 8 9 sure that the axes are labelled correctly
2 2 3 4 4 6 7 8 and that a sensible scale is used.
3 0 1 6 8 9 9 9 c 24
4 0 0 d
2
3
Key: 0 3 means 03 marks e Arun is incorrect. Learner’s own
explanation. For example: You do not
b 32% know how heavy the heaviest student is.
1 You only know that their mass is in the
c interval 60 kg ⩽ m < 70 kg.
5
d 14

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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

3 a Learner’s own frequency table. For c Learner’s own diagram. Two frequency
example: polygons drawn on one grid. Oaklands
points (5, 25), (15, 10), (25, 12) and (35, 3)
Age, a (years) Frequency joined with straight lines. Birchfields
10 ⩽ a < 25 6 points (5, 8), (15, 14), (25, 17) and (35, 11)
joined with straight lines. Make sure that
25 ⩽ a < 40 9 the axes are labelled correctly and that a
40 ⩽ a < 55 7 sensible scale is used.

55 ⩽ a < 70 4 d Learner’s own comments. For example:

Over three times as many people waited
70 ⩽ a < 85 2 less than 10 minutes in Oaklands surgery
compared to Birchfields surgery. More
b Learner’s own diagram. Frequency
people waited over 10 minutes in Birchfields
polygon with points (17.5, 6), (32.5, 9),
surgery compared to Oaklands surgery.
(47.5, 7), (62.5, 4) and (77.5, 2) joined
with straight lines. Make sure that the 6 a, b Learner’s own comments. For example:
axes are labelled correctly and that a Using Sofia’s method you don’t need
sensible scale is used. to work out the midpoints. When you
c Learner’s own discussions. have drawn the bars it is easy to join the
midpoint of each bar with straight lines.
4 Learner’s own frequency tables and polygons. Her method will take longer though, as
For example: you have to draw all the bars first. Using
a Zara’s method is quicker as you don’t have
Time, t (minutes) Frequency to draw all the bars, but you do need to
10 ⩽ a < 20 4 work out the midpoints, and if you make
a mistake with one of the midpoints you
20 ⩽ a < 30 8 might not notice when you plot the point.
30 ⩽ a <40 9 c Learner’s own discussions.
40 ⩽ a < 50 3 7 a Learner’s own diagram. Frequency
polygon with points (5, 2), (15, 4), (25, 8)
b Learner’s own diagram. Frequency and (35, 6) joined with straight lines.
polygon with points (15, 4), (25, 8), Make sure that the axes are labelled
(35, 9) and (45, 3) joined with straight correctly and that a sensible scale is used.
lines. Make sure that the axes are labelled
correctly and that a sensible scale is used. b Learner’s own comments. For example:
The plants that were grown in the
5 a 50 at each surgery. greenhouse grew higher than the plants
Oaklands Surgery that were grown outdoors. 14 of the
plants grown in the greenhouse were over
Time, t (minutes) Frequency Midpoint 20 cm tall, whereas only six of the plants
0 ⩽ t < 10 25 5 grown outdoors were over 20 cm tall.
10 ⩽ t < 20 10 15 8 a Learner’s own diagram. Two frequency
20 ⩽ t < 30 12 25 polygons drawn on one grid. Boys’ points
30 ⩽ t < 40 3 35 (2, 5), (6, 10), (10, 15), (14, 7) and (18, 3)
joined with straight lines. Girls’ points
(2, 7), (6, 8), (10, 12), (14, 18) and (18, 5)
Birchfields Surgery joined with straight lines. Make sure that
Time, t (minutes) Frequency Midpoint the axes are labelled correctly and that a
0 ⩽ t < 10 8 5 sensible scale is used.
10 ⩽ t < 20 14 15 b Learner’s own comments. For example:
More girls spend between 0 and 4 and
20 ⩽ t < 30 17 25
between 12 and 20 hours doing homework
30 ⩽ t < 40 11 35 each week. More boys spend between 4
and 12 hours doing homework each week.

55 Cambridge Lower Secondary Mathematics 9 – Byrd, Byrd & Pearce © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE
c 40 boys and 50 girls
d Learner’s own comments. For example:
No, as there were 10 more girls than boys
surveyed. There should have been the
same number of boys and girls in order to
make a fair comparison.
9 a Learner’s own diagram. Frequency
polygon with points (200, 5), (220, 8),
(240, 11), (260, 7), (280, 5) and (300, 4)
joined with straight lines. Make sure that
the axes are labelled correctly and that a
sensible scale is used.
b i Length, l (cm) Frequency
190 ⩽ l < 230 13
230 ⩽ l < 270 18
270 ⩽ l < 310 9 16–17.
ii Learner’s own diagram. Frequency
polygon with points (210, 13),
(250, 18) and (290, 9) joined with
straight lines. Make sure that the
axes are labelled correctly and that a
sensible scale is used.
c Learner’s own answers and explanations.
For example: The first frequency polygon
gives you better information because there
are more groups so it shows you more
information on the lengths of the turtles.
The second frequency polygon only has
three groups so less information can be
taken from the graph.
d i 12
ii No, Arun cannot fill in the correct
frequencies in his table. Learner’s own
explanation. For example: From the
first table Arun knows that there are
five turtles between 190 and 210 cm.
But this does not tell him how many
turtles there are between 190 and
200 cm and how many turtles there
are between 200 and 210 cm, so it
is impossible for him to complete
his table. He would have to find the
original data, before it was grouped,
in order to use the groups he wants to.
56 Cambridge Lower Secondary Mathematics 9 – Byrd, Byrd & Pearce © Cambridge University Press 2021
Exercise 15.2
1 a Learner’s own scatter graph. Horizontal
axis showing ‘Hours doing homework’
and vertical axis showing ‘Hours watching
TV’. Points (14, 7), (11, 12), (19, 4),
(6, 15), (10, 11), (3, 18), (9, 15), (4, 17),
(12, 8), (8, 14), (6, 16), (15, 7), (18, 5),
(7, 16) and (12, 10) plotted. Make sure
that the axes are labelled correctly and
that a sensible scale is used.
b Negative correlation. The more time the
student spends doing homework, the less
time they spend watching TV.
c Student’s line of best fit. Strong
negative correlation.
d Correct answer from learner’s line of
best fit. Answer should be within range
2 a Learner’s own answer and explanation.
b Learner’s own scatter graph. Horizontal
axis labelled ‘Maximum daytime
temperature’ and shown from 25 to 35.
Vertical axis labelled ‘Number of cold
drinks sold’ and shown from 20 to 40.
Points (28, 25), (26, 22), (30, 26), (31, 28),
(34, 29), (32, 27), (27, 24), (25, 23), (26, 24),
(28, 27), (29, 26), (30, 29), (33, 31) and
(27, 23) plotted.
c Positive correlation. The higher the
temperature, the more cold drinks were
sold.
d Learner’s own answer.
e Learner’s own line of best fit.
f Learner’s own comments. For example: It is
not possible to predict from a line of best
fit a value higher or lower than the data
given, as there are no data to show that
the correlation is the same after or before
these points. With a temp of 44 °C the store
might not sell many drinks as people might
not go outside in that temperature.
g Learner’s own discussions.
3 a Learner’s own answer and explanation.
 CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

b Learner’s own scatter graph. Horizontal b Weak negative correlation.

axis labelled ‘History result’ and shown
from 0 to 100. Vertical axis labelled ‘Music
result’ and shown from 0 to 100. Points
(12, 25), (15, 64), (22, 18), (25, 42), (32, 65),
(36, 23), (45, 48), (52, 24), (58, 60), (68, 45),
(75, 68), (77, 55), (80, 42), (82, 32) and
(85,76) plotted.
c No correlation. Getting a good result in
one subject does not mean a student will
get a good, or bad, result in the other
subject.
d Learner’s own answer and explanation.
4 a Strong positive correlation.
b 6 km in 16 minutes. Learner’s own
explanation. For example: It should have
taken less time, so the taxi might have
been delayed in traffic.
5 a Learner’s own answers.
b Learner’s own answers. For example: Try
to get an equal number of points on either
side of the line (not always possible). The
line can go through some of the points.
Make lines long enough to go through all
the data, don’t make the lines too short.
Work out the mean of the data and make
the line go through this point.
c Learner’s own line of best fit, and correct
answer from their line, for number of fish
when the temperature is 27 °C. Answers
should be within range 74–78.
d It is not a good idea to use the line of
best fit to predict the number of fish in
the Red Sea when the temperature of the
sea is 30 °C, 35 °C or even higher, because
you do not know what happens beyond
the data you are given. There may be no
fish at 30 °C and the number cannot keep
dropping after that.
e Learner’s own answers.
Reflection: Learner’s own answers.
7 a Learner’s own explanation. For example:
It is a coincidence that the graph shows a
positive correlation. In a school the older
learners might have longer feet, and they
might be better at maths as they have been
in school longer than the younger students,
but they might not. Also, when your feet
stop growing, it doesn’t mean that you are
going to stop getting better at maths. Your
ability in maths does not depend on the
length of your foot. Your ability in maths
depends on how hard you work.

c Learner’s own discussions. b Learner’s own discussions.

d It is not a good idea to use the line of

best fit to make predictions outside the
range of the data, because you do not
know what happens beyond the data you
are given. It could be that after a body
length of 60 cm, a bird’s wingspan hardly
changes in length.
6 a
Number of fish at different points in the Red Sea
150
140
130
Number of fish

120
110
100
90
80
70
18 20 22 24 26 28 30
Temperature (ºC)

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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

Exercise 15.3
1 a Shop A Shop B

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

Key: 9 0 means 9 years old Key: 3 6 means 36 years old

b Shop A Shop B

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

Key: 9 0 means 9 years old Key: 3 6 means 36 years old

c Learner’s own checks.

d i Shop A
ii Shop B
e Learner’s own answers. For example: Shop A sells clothes for younger people and shop B sells
clothes for older people.
2 a Beach car park City car park

3 0 4 9
7 6 6 6 5 4 2 5 5 5 7
9 7 7 6 5 4 6 9
2 2 1 0 0 6 8 8 9
Key: For the Beach car park, 5 4 means 45 ice-creams
For the City car park, 3 0 means 30 ice-creams

b i Mode ii Median iii Range

Beach
46 57 17
car park
City car
45 46 39
park

c Learner’s own answers. For example: On average the vendor had better sales at the Beach car park.
Their median was higher. This shows that 50% of their daily sales were 57 ice-creams or more,
compared to only 46 for the City car park. Their mode was also higher. The range was smaller,
showing that their sales were more consistent. However, it was at the City car park where they had
their highest daily sale of 69 ice-creams.
d Learner’s own answers. For example: No. The vendor’s sales were better at the Beach car park as
they had a higher median and mode and sales were more consistent.
e Learner’s own discussions.

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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

3 a Learner’s own answers. For example:

i Mode ii Median iii Range iv Mean
Website A and Website B both had the
Boys’ same mode and almost the same median.
17.4 s 16.3 s 2.9 s 16.56 s
times The median for Website B was only one
Girls’ more than Website A, so this average is
16.8 s 17.5 s 4s 17.72 s almost the same. The mean was also very
times
similar with only a difference of 2.8 hits
per day. So, on average Website B had
b Learner’s own answers. For example: On
slightly more hits than Website A. Website
average the boys ran faster than the girls,
B’s range is a lot higher than Website A,
as their mean and median were lower.
showing that the number of hits it had per
The girls had the fastest modal time, but
day varied a lot more.
they had a larger range showing that their
times were more varied than the boys. c Learner’s own answers. For example:
Neither website appears to be better.
c Learner’s own answers. For example: No,
Website A was more consistent. Website
as the girls’ mean and median are both
B was only slightly better on average than
slower. This shows that on average the
Website A.
boys are faster.
1 d Learner’s own discussions.
4 a A ,B2
4 3
b A 25%, B 0% Exercise 15.4
c The variation is the same for A and B.
1 a i 150 cm ⩽ h < 160 cm
They both have a range of 31 g.
. ii 150 cm ⩽ h < 160 cm
d A: mean = 408.83
. g, median = 409 g
B: mean = 395.6 g, median = 395 g b Learner’s own explanation. For example:
You can only give the modal class and
e Learner’s own answers. For example:
class where the median lies, because the
Location A because on average the mass
data is grouped and you don’t know the
of the hedgehogs is greater.
individual values.
5 a c 40 cm
Website A Website B
d
12 8 9
Midpoint Frequency Midpoint × frequency
4 3 0 0 13 4 6 8
145 7 145 × 7 = 1015
8 7 6 5 5 5 2 1 14 5 5 5 6 6 8 155 13 155 × 13 = 2015
165 6 165 × 6 = 990
9 8 5 3 3 2 2 15 4 5 6 7 7 8
175 2 175 × 2 = 350
1 0 16 6 7 8 9 Totals: 28 4370

4370
Key: For Website A, 0 13 means 130 hits Estimate of mean = = 156 cm
For Website B, 12 8 means 128 hits 28
2 a i 50 kg ⩽ m < 60 kg
b Mode Median Range Mean ii 50 kg ⩽ m < 60 kg
.
Website b i 56.6 kg or 57 kg
145 147 31 147.1
A ii 30 kg
Website c Learner’s own explanation. For example:
145 148 41 149.9
B Answers are estimates because the data
is grouped and you do not know the
individual values.

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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

3 a Learner’s own answers and explanations. Table B

For example: Using the midpoint would
be best. If you use the smallest value in Score Tally Frequency
each class the estimate of the mean will be 2–5 llll l 6
too low, because not all the values will be 6–9 llll lll 8
the smallest value. If you use the highest
10–13 llll l 6
value the estimate of the mean will be too
high, because not all the values will be the e
highest value.
Class
b Learner’s own discussions. Modal
interval Estimate
class
4 a 40 at The Heath and 50 at Moorlands. where the of mean
interval
median lies
b
Table A 8–10 8–10 7.2
Class
Modal
interval Estimate Table B 6–9 6–9 7.5
Hospital class
where the of mean
interval
median lies
f i Learner’s own answers. For example:
The 10 ⩽ t < 20 10 ⩽ t < 20 17.25 When there are more groups, the
Heath minutes minutes minutes estimate of the mean is closer to the
19.4 accurate mean.
Moorlands 0 ⩽ t < 10 20 ⩽ t < 30
minutes minutes minutes ii Learner’s own answers. For example:
The accurate median lies in both the
c Learner’s own answers. For example: class intervals containing the median.
The modal class interval is lower for
iii Learner’s own answers. For example:
Moorlands than The Heath, but the class
The accurate modal value is 3, but
interval containing the median is lower
this isn’t reflected at all in either of
for The Heath than Moorlands. The mean
the modal class intervals, which are
is just over 2 minutes less waiting time in
totally different.
The Heath than Moorlands.
g Learner’s own discussions.
d Learner’s own answers. For example: The
Heath, because the mean is lower and the
median is lower. Even though the modal
Activity 15.4
group is lower at Moorlands, on average I a 1
think waiting times will be less at b 36
The Heath.
c–i Learner’s own data, tables, answers and
5 a 2 discussions.
b 13 6 a i 750 g ⩽ m < 800 g
c Mean = 7.15, Median = 8, Mode = 3 ii 750 g ⩽ m < 800 g
d b i 798 g ii 400 g
Table A
Score Tally Frequency c Mass, m (g) Frequency
2–4 llll l 6 600 ⩽ m < 700 7
5–7 lll 3 700 ⩽ m < 800 19
8–10 llll lll 8 800 ⩽ m < 900 18
11–13 lll 3 900 ⩽ m < 1000 6

d i 700 g ⩽ m < 800 g

ii 700 g ⩽ m < 800 g
e i 796 g ii 400 g

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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

f i Learner’s own answers and work to Shoprite than Kabayan, whereas

explanations. For example: I think the
answers in parts a and b are the more
accurate answers because the groups
are smaller in size so the individual
values are more likely to be nearer the
midpoints in the smaller groups than
in the bigger groups. The range is the
same for both sets of answers because
2 a
the smallest and greatest possible
values are the same.
ii Learner’s own answers and
explanations. For example: The
answers in parts d and e were quicker
to work out because there were fewer
groups, so there were fewer calculations
to do for the median and mean.
Check your progress
1 a 60
b 9600–10 400.
nearly four times as many employees
took between 30 and 45 minutes to
travel to Kabayan than Shoprite. Only
five employees (8%) from Shoprite took
longer than 45 minutes to travel to work,
compared with nine employees (15%)
from Kabayan.
Learner’s own scatter graph. Horizontal
axis labelled ‘Age (years)’ and shown
from 0 to 16. Vertical axis labelled
‘Value ($)’ and shown from 0 to 16 000.
Points (8, 8500), (10, 6000), (2, 13 500),
(3, 12 500), (15, 3500), (1, 15 000),
(12, 4000), (5, 10 000), (9, 6500) and
(4, 12 000) plotted.
b Negative correlation.
c Learner’s own line of best fit and correct
estimate of the value of a car that is six
years old. Answer should be within range

Kabayan Supermarket 3 a i–iv

Time, t (minutes) Frequency Midpoint i Mode ii Median iii Range iv Mean

0 ⩽ t < 15 5 7.5 Boys’
67 s 69 s 32 s 69.1 s
times
15 ⩽ t < 30 8 22.5
Girls’
30 ⩽ t < 45 38 37.5 56 s 63 s 32 s 64.5 s
times
45 ⩽ t < 60 9 52.5
b Learner’s own answers. For example: The
Shoprite Supermarket range is the same for the boys and the
Time, t (minutes) Frequency Midpoint girls so they are both as varied as each
other. The median and the mean for the
0 ⩽ t < 15 32 7.5 boys and girls are all over 60 seconds. The
15 ⩽ t < 30 13 22.5 boys’ mean and median are higher than
the girls’. The girls’ mean and median
30 ⩽ t < 45 10 37.5 are closer to 60 seconds. The girls’ mode
45 ⩽ t < 60 5 52.5 is only 4 seconds under 60 seconds,
whereas the boys’ mode is 7 seconds over
c Learner’s own diagram. Two frequency 60 seconds.
polygons drawn on one grid. Kabayan c Learner’s own answers. For example:
Supermarket points (7.5, 5), (22.5, 8), No, the boys’ median is higher, but is
(37.5, 38) and (52.5, 9) joined with further away from 60 seconds, as is their
straight lines. Shoprite Supermarket mean, so the boys are worse at estimating
points (7.5, 32), (22.5, 13), (37.5, 10) and 60 seconds.
(52.5, 5) joined with straight lines. Make
sure that each line is labelled clearly. Make 4 a i 6 ⩽ t < 8 hours
sure that the axes are labelled correctly ii 6 ⩽ t < 8 hours
and that a sensible scale is used. .
b i 7.26 hours or 7 hours 16 minutes or
d Learner’s own answers. For example: 7.3 hours
More than six times as many employees
ii 6 hours
took less than 15 minutes to travel to

61 Cambridge Lower Secondary Mathematics 9 – Byrd, Byrd & Pearce © Cambridge University Press 2021