Cambridge

8
Lower Secondary
Complete
Mathematics
Second Edition

Deborah Barton

TEACHER HANDBOOK
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2 Expressions

2
• 3 × 5a = 15a b Simplify:
(multiply numbers together, then write i p+ p+ p+ p+ p
Expressions •
in front of the letter)
2 p × 3q = 2 × p × 3 × q
ii G + G
iii b + b + b − b
(multiply numbers first) iv m + m − m − m
2 × 3 × p × q = 6 pq v p× p
• y × y = y 2 ( we say ‘y squared’) vi m × m × m
Objectives • p × p × p = p3 ( we say ‘p cubed’) vii t ÷ p
a c 3 x can be written as 3 × x or in full as
• a÷b= (write as a fraction)
b x + x + x. Write in full:
In this chapter you will learn about z
i 4m ii 5 y
zz expressions, including variables and zz expanding brackets
constants zz forming an algebraic expression 2 Work out:
zz collecting like terms −
a 8 + 10
2 How to add and subtract with negative numbers
b 4 − 12
For example: c 3 + −9
−
−
2+5= 3 d 3− 4
4 + − 7 = 4 − 7 = −3 e −
7 − −5
−
−
6 − −1 = −6 + 1 = −5 f 1 + −8
What’s the point?
3 What is the area of a rectangle of length
The use of symbols or letters 12 cm and width 8 cm?
for numbers helps to describe 3 The area of a rectangle is length × width.
relationships among variables. 4 Find the perimeter of this shape.
For example, the speed (v ) of a race
car is related to the time (t ) it takes to 4 The perimeter of a shape is the distance around it. 3 cm
travel a particular distance (d ) by v =d ÷t. 2 cm
4 cm

5 cm

Before you start

You should know ...
1 The basics of algebra:
• a + a + a = 3 × a or 3a for short. No
need for the multiplication symbol
when letters are used. This is called
simplifying or collecting like terms.
• a × 5 = 5a (write the number first)
• a × b = ab for short
• b × 3 × a = 3ab for short (number
first, then letters in alphabetical order)
Check in
1 a Write the following in a shorter way. 2.1 Expressions Here is some key language about, for example, 3 x + 7.
i 4× p In maths we try to make things simpler by writing zz3 x + 7is an expression, in this case involving
ii t × 3 as few words as possible. For example, these numbers letters and a + symbol.
iii h × k two sentences can be written in a shorter way: zzA constant is a symbol which always means the
iv a × b × c same thing, so 7 is a constant.
3 apples and 7 bananas = 3a + 7b
v 2 × 4m zzA term is part of an expression so 3 x and 7 are the
vi 7 y × 5 6 apples and 12 bananas = 6a + 12b two terms in the expression. 3 x is the algebraic
vii a × 2 × b term and 7 is the number term.
We have used the letter a to represent apples, the letter
viii 3n × 4u zzAn unknown is part of an expression that you
b to represent bananas and the + symbol to replace the
ix 4t × 6r
word ‘and’. The process of using letters to represent don’t know the value of, so x is the unknown.
unknown numbers or variables is algebra. zzThe coefficient is the number part of an algebraic
term so, in 3x, the 3 is the coefficient.

26 27

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Contents
About this book 4
Active learning resources
Negative numbers jigsaw 5
Factorizing expressions wheel 11
Mindfulness fractions and decimals puzzle 18
Dining investigation 20
Equations treasure hunt 24
Angle properties pairs game 33
Statistics word search 36
Transformations puzzle 38
Probability collective memory activity 42

Resources for use with Student Book 8

The sieve of Eratosthenes 44
Percentages game 45

Revision material
Multi-choice Exercise A 49
Multi-choice Exercise B 54
Multi-choice Exercise C 59
Answers to multi-choice Exercises A, B and C 64

Topic tests
Topic test – Chapters 1–5 66
Topic test – Chapters 6–10 74
Topic test – Chapters 11–15 82
Answers to topic tests 93

Progression test-style papers

Paper 1 (non-calculator) 97
Mark scheme for Paper 1 105
Paper 2 (calculator) 108
Mark scheme for Paper 2 119

Worked solutions Additional support can be found on

Worked solutions for some of the more difficult
questions from Student Book 8
Answers
Answers for Student Book 8
Answers for Homework Book 8
Kerboodle. As well as extra assessments to
122 accompany the Teacher Handbook, there
are resources for each chapter in the Student
Book, including interactives and worksheets
for both formative and summative
129
assessment.
169

3
 About this book
This book is designed to provide teachers with useful
resources to support teaching of the Cambridge
Secondary Stage 8 Mathematics curriculum
framework in preparation for the Cambridge
Checkpoint assessments and further study at IGCSE.
The active learning resources included ensure that
there is plenty of scope for discussion and group work,
which are valuable tools for reinforcing learning.
Often students complete such activities thinking that
they have done very little work as they have written
little or nothing down. However, the work completed
is often of greater value than a written task, as there is
more scope for sharing knowledge and eliminating
common misconceptions than when students work
individually. There is less pressure than in a written
exercise as these resources can have different starting
points, meaning students can work in an order that
suits them and their level of understanding.
Often there are no limits to learning, particularly
when using the creative alternative approaches. You
will find many students work at higher levels than
expected, because of their natural competitiveness and
desire to improve. Also, in group work and discussion,
students are required to articulate sometimes quite
complex mathematical ideas that wouldn’t be covered
when working individually. Not everyone learns best
by writing things down. These activities address
alternative learning styles, particularly if you find
your classes often take the ‘teacher gives examples,
students do an exercise’ approach.
All good resources should provide you with the
opportunity to simplify or extend the resource as
necessary. Explanations are provided here for how to
differentiate the resources to cater for differing ability
levels. Sometimes an activity takes less time than
4 About this book
anticipated and this can be difficult to manage in
lessons, so there are sections suggesting alternative
ways to use the resources.
There are also resources for exercises in the Student
Book that promote active learning; this ensures better
understanding, and consequently better retention of
the subject knowledge.
Revision material is included in the book in the form
of multi-choice questions. These can be given to the
students as worksheets at the end of a chapter or
series of chapters, or they could be used in a more fun
approach, for example as a quiz.
Assessment materials are provided in the form of topic
tests and end-of-year progression tests. The assessment
materials are balanced between all the content areas in
the framework: number, algebra, geometry and
measure, statistics and probability. They are also
underpinned by thinking and working mathematically
questions, providing a structure for the application of
mathematical skills. Mental strategies are tested
throughout. Mark schemes are included for all topic
tests, and these are provided in great detail for the end-
of-year progression tests (all mark schemes have been
written and developed by the author).
There are worked solutions to some of the more
difficult questions in the Student Book and answers to
all of the exercises in the Student Book and the
Homework Book and of course, don’t forget
Kerboodle, where you will find yet more resources.
Finally, I hope that all the material in this book is
extremely useful for you, both in monitoring your
students’ progress and helping them increase their
understanding and enjoyment of maths.
Deborah Barton
Active learning resources

Mindfulness fractions and decimals puzzle

For use with Chapter 6 of Student Book 8
Teacher’s notes Example 6
This mindfulness colouring activity is a fun Work out 6 2 × 4
alternative to a written exercise. This activity requires 5
students to be able to: = 6×4+ 2 ×4
5
• multiply and divide by 0.1 and 0.01 = 24 + 8
5
• round to given significant figures = 24 + 1 3
5
• change a fraction to a recurring decimal = 25 3
5
• subtract mixed numbers
• divide by a proper fraction Mindfulness activity
Give each student a copy of the puzzle page. Ask
• multiply by a mixed number. them to colour in all the correct answers to the
Introductory activity questions until they find a shape.
This activity can be used as a plenary or revision Differentiation
exercise supporting the work completed in Chapter 6. To make it more difficult, students could be asked to
You may find that little introduction is necessary. write questions that give the ‘solutions’ around the
Alternatively, you may want to go through the outside edges of cat shape.
following examples.
Alternative approaches
Example 1 You could ask students to make an entirely new
17 × 0.1 = 17 ÷ 10 = 1.7 puzzle of their own.
4.2 ÷ 0.01 = 4.2 × 100 = 420 Answers
Example 2 .
0. 4 0.12 4
30 524 to 2 s.f. is 31 000
7
0.004 231 to 2 s.f. is 0.0042 4500 0.073
9
.
Example 3 18 39 0. 6
5
Change the fraction to a recurring decimal
9 38
0.03 1300
0. 5 5 5… 5 .
= 0.5 45
9 5.505050… 9 1000 0.08 25.5
Example 4 1 11
17 3
2 30
Work out 4 1 − 1 2
5 3
= 3 10
4 −1
15 15
= 18 10
3 −1
15 15
= 8
2
15
Example 5
Work out 5 ÷ 2
3
= 5× 3
2
= 5 3
×
1 2

= 15
2
1
= 7
2

18 Active learning resources

 Active learning resources

Mindfulness fractions and decimals puzzle

300 17.5
13
1
18 1 14
0.3
13 000 130
30 3000 4
999
17 12 7
12 10
51
0.4 2
35
2
25 12 0.6
2 0.0 1300 18
0.6
0.03 3 67 0.09
3.25 7 38
0.1 45
9
8 1200 0.13 1
7.9 5 32
4.9 0.12 4
2 5
4.5
. 14
2.3 3 11
30
0 0.3 5
101 7
3 30
30 4500
7 20 25. 5
5
2
8000 1000 14 9 4520 4.4
0.073
4 40
35 5 10 000
0.08 0.085 45
80% 900
0.07 3 1 39
34
1.2 0.04
1200

Shade in the regions with the answers to these:

4 12 × 0.01 0.4 ÷ 0.1

The fraction as a recurring decimal
9
.
4524 rounded to 2 s.f. 0.07251 rounded to 2 s.f. 0. 7 as a fraction its simplest form

8 4
16 ÷ 7 ×5 2
9 5 The fraction as a recurring decimal
3

4 3
0.3 × 0.1 13 ÷ 0.01 2 −1
9 5

999 rounded to 1 s.f. 0.08499 rounded to 1 s.f. 3 as a decimal

8×3
16

2 7 1
7÷ as a mixed number in its simplest form 5 − 2 as a mixed number in its simplest form
5 10 3

Mindfulness fractions and decimals puzzle 19

Cambridge Lower Secondary
Complete
Mathematics
Teacher Handbook
Second Edition
8
Cambridge Lower Secondary Complete Mathematics embeds an excellent
understanding of the Cambridge Lower Secondary Mathematics curriculum.
The stretching approach helps learners to develop the skills required to
®
progress to Cambridge IGCSE with confidence.
● Fully prepare for exams – comprehensive coverage of the course
● Develop advanced skills – thinking and working mathematically
● Progress to the next stage – differentiated extension material eases
the transition to 14–16 study

Student Books, Homework Books and Kerboodle online support

are also available as part of this series.
www.oxfordsecondary.com/cambridge-lowersecondary-maths

Empowering every learner to succeed and progress

Full Cambridge curriculum coverage

Reviewed by subject specialists
Stretching extension activities
Embedded critical thinking skills
Progression to the next educational stage

For additional practice

can be used flexibly across the whole school and alongside
any other maths resources.

How to get in touch: ISBN 978-1-382-01883-8

web www.oxfordsecondary.co.uk
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tel +44 (0)1536 452620
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