Name: ______________________

Grade 10 going into DP Mathematics

Summer Work:

• Go through all attached prior learning sheets.

• You can work in any order.

• Make sure you read all examples.

• Make sure you solve all exercise questions.

Answers are available, so you have to show your working out clearly and neatly.

• Your teacher will ask to see your work first day back.
Make sure it’s presentable (label the sections, show your work,…etc.)

• There will be a prior learning assessment (second or third week back)

• If you are considering the HL course, make sure you do the additional HL questions.

Note: All these concepts have been previously taught in MYP5 (standard and extended)
 7
Prior learning support

J22 J§,2J§,§
—
are irrational numbers that involve square roots. They are called surds.

In calculations, you can use approximate decimals for these types of irrational number, but for
more accurate results you can use surds.

Surds are written in their simplest form when:

o there is no surd in the denominator

o the smallest possible whole number is under the \/ sign.

If a question asks for an exact value, it means leave your answer in surd form.

Rules of surds

(I)a 2
=a J7 rxr
a b= a b _a = J5
b
_J5
Example 1
Simplify
4
— —
3
a b
J5 J5
Answer

a iié s
=
J57
x
J5
multiply top and bottom by the same quantity

ii
= 4J5
(5)2

=
5

= 3 x
b
J5 E J5
multiply top and bottom by the same quantity

(5)2

=
g simplify

= J5

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Example 2
a J2_0 b J§—J1_8
Answer
a J2_0=JZx~/§=2J5- use Ja x b = J5 x J5
b J8_—~/1_8=Jm—J9TZ look for square numbers that divide into 8 and 18

=26—3J5 use these to write 8 and 18 as products

=«lz‘ use Jaxb =J5xJB

Example 3
Expand the brackets and simplify (1+JiX1—Ji)
Answer
(1+JEX1—Ji)=1—J§+Ji-(J2‘)2 use (a+b)(c+d)=ac+ad+bc+bd
=1—2
=—1

Example4
Rewrite the fraction without surds in the denominator.
(1 +23.)

Answer
_1_= (1+J3‘) XM 1
(1-J3‘)
multiply top and bottom by1 —
J3
(1N?)
_' 1—5 ‘_ 1—J3‘
1—3 —2

Exercise

1 Simplify

a __1
J2—
b _J5 6
%
d %§ e
g
2 Simplify

a 2J1_2 b J75 d 3J§ e 5J2?

3 Simplify

a J§xJ1_2 b Jim/27 J2_xJ3_2 d 25x35 e 3J§x5J7_5

4 Simplify

a 3J§+2J§ U 5J5—3J2‘ Min/1‘2 d Ji—Jé e Jl‘z—zJi

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5 Expand and simplify

a (3+5? b «Eh/332 c (sh/5x145) d (Mme—J?)

e(4+J§)(1—J§)
6 Simplify

1 + J3— 1 Js‘ 4 + Jz‘

b c d
J7 1 —
2J§ 1+ J5 3 — 2J2—

7 Write these without a surd on the denominator. Simplify as much as possible.

a
2
— + 3J3— b
J5 + —
— 5
c 0+
2
—
J5 2 J§ J5

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 ’
.Pri_or learning support

WQNCDI‘ V/H
J
11$”?
Pi)

'Solve an equation' means 'nd the value of the unknown variable' (the letter).

Rearrange the equation so that the unknown variable x becomes the subject of the equation. To
keep the equation 'balanced' always do the same to both sides.

Example 1

Solve the equation 3x + 5 = 17

Answer
3x + 5 = 17
3x + 5 - 5 = 17 -5 subtractS
3x = 12

? __ 7
3x 12
divide by 3
x=4

Example 2
Solve the equation 4(x - 5) = 8
Answer
4(x - 5) = 8
4(x — 5)
A 4 divideby4
x-5=2
x-s+5=2+5 adds
x=7

Example 3
Solve the equation 7 - 3x = 1

Answer
7 - 3x =
7-3x-7=1—7 subtract7
-3x = -6
—3x —6
:3—
_

-
-_3
divide by -3
x = 2

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 Prior learning support

Example 4
Solve the equation 3(2 + 3x) = 5(4 - x)
Answer
3(2+3x)=5(4-x)
6+9x=20-5x
6+9x+5x=20-5x+5x add 5x
6+14x=20
6+14x—6=20—6 subtract 6
14x=14
14X_E
14 '14 divide by 14
x=1

Exercise

Solve these equations.

1 3x - 1o = 2 2 §+5=7

3 5x + 4 = -11 4 3(x+ 3) = 18

5 4(2x - 5) = 20 6 §(3x—7)=8

7 21 - 6x = 9 s 12 = 2- 5x
9 2(11 -3x) = 4 1o 4(3 + x) = 3(9 —
2x)

11 2(1o -2x) = 4(3x +1) 12

5X+2=3X+10
3 4

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Prior learning support

Inequalities behave much like equations and can be solved in the same way.

Example 1
Solve the inequalities
32x+5<7 b3(x—2)24
Answers
a2x+5<7 b3(x-2)24
2x < 2 x— 2 a 1%

1
x< 1 x2 3—
3
Take care with + and - signs.
Example 2
Solve the inequality 7 —
2x S 5
Answer
7 2x s 5
—

-2X S -2 Divide by -2
x2 1 Change s to 2
If you either multiply or divide an inequality by a negative value, the signs on both
sides of the inequality will change. The inequality will also be reversed.

Example 3
Solve the inequalities 19 - 2x > 3 + 6x
Answer
19 —
2x > 3 + 6x
19 > 3 + 8x
16 > 8x
2 > x
x < 2 Reverse the inequalities
Sometimes the x ends up on the right-hand side of the inequality.
In this case reverse the inequality as in the example.

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Exercise
1 Solve the inequality for x and represent it on the number line.
a 3x+4513 b5(x—-5)>15 c 2x+3<x+5
2 Solve for x.

a 2(x—2)23(x—3) b4<2x+7 c 7—4x511

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 b
‘Prior {earning support

To add or subtract fractions, rst write them over a common denominator.

Example 1

Combine these fractions, simplifying your answer.

x +
Sx+3
2x+1 2x+1
x +5x+3_x+(5x+3)
keep the common denominator and add the numerators
2x+1 2x+1" 2x+1
_ 6X+3 combine like terms
2x+1

= 3(2x + 1) factorize and simplify whenever possible

2x+1
=3
2x—3 _6x—2
4x-51 4x—5
2x—3 _6x—2 _ (2x—3)—(6x—2)
4x—51 4x—5‘ 4x—5
keep the common denominator and subtract the numerators

_ 2x 3 6x + 2
— —
be sure to distribute the negative
4x — 5
_ —4x—1
combine like terms
4x—5

Example 2
Combine these fractions, simplifying your answer.
3x
+
3x+1
3X—1 2X+5
3x +3x+1_ 3x .2x+5+3x+1x3x—1
3x—1 2x+5‘3x~1 2x+5 2x+1 3x—1
multiply each fraction by one to get a common denominator

‘
_ 3x(2x + S)
+
(3x + 1)(3x — 1)
(3x 1)(2x + 5) (2x + 5)(3x — 1)
—

m
_“ (6x2 + 15x) (9x2 — 1)

-
+ expand the brackets
(3x 1)(2x + 5) (2x + 5)(3x — 1)
—

_ 15x2 +15x-1
combine like terms

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5x 2x+1
X+3 2x—1

5x _2x+1_ 5x _2x—1_2x+1xx+3
x+3 2x—1'x+3 2x—1 2x—1 x+3
multiply each fraction by one to get a common denominator

_ 5x(2x—1) _(2x+1)(x+3)
‘(x+3)(2x—1) (2x—1)(x+3)
_ (10x2—5x) _(2x2+7x+3) expand the brackets
'(x+3)(2x—1) (2x—1)(x+3)

‘_
—
10x2—5x—2x2—7x—3
watch out for negative signs
(x+3)(2x—1)
_ 8x2—12x—3 com b'Ine /‘k
I e terms
(X + 3)(2X _ 1)

Exercise

1 Combine these fractions, simpllfying your answer.

2 +3x—1 4x _3x—1
a b
x+7 X+7 2X+2 2x+2

c
3x+9 3x—1
3x+4 3x+4
+— d
2x
x+5
+—
x+1
2x—1

e 1+2x+1 f 2x—1_ 3x
x x+2 x—2 4x+3
x+1 +
2x
h
x+5 —
x—2
g
5x+1 2x—5 x—4 x+2

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Simultaneous equations involve two (or more) variables. There are two methods which you
can use, called substitution and elimination.

Example 1

Solve the equations 3x + 4y = 17 and 2x + 5y = 16.

Answer

Geometrical/y you could consider these two linear equations as

the equations of two straight lines.
Finding the solution to the equation is equivalent to nding the
point of intersection of the lines.
The coordinates of the point will give you the values for x and y.

Substitution method
3x+4y=17 rearrange one of the equations to make y the subject
2x+5y=16
5y=16—2x

=§_Z
5 5

16 2
3x+4(?—§x)=17 substitute for y in the other equation

64 8
3 X+ ———
5X =17
5

15x+64—8x=85
15x—8x=85—64
7x=21 solve the equation for x
x=3
3(3)+4y=17 substitute for x in one of the original equations
9+4y=17 solve for y
4y=8
y=2
The solution is x=3, y=2.
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Elimination method
3x+4y=17—>(1)
2x+5y=16—>(2)
multiply equation (1) by 2 and equation (2) by 3 to make the coe‘icients ofx equal
6X+8y=34—)(3)
6X+15y =48—>(4)
Subtract the equations [(4)-(3)] to eliminate x from the equations
7y = 14
y=2
3x + 4(2) = 17
3x + 8 = 17
3X = 9
x=3
The solution is x=3, y=2.

Exercise

1 Solve these simultaneous equations using substitution.

a y=3x—2and2x+3y=5
b 4x—3y=10and2y+5=x
c 2X+5y=14and3x+4y=7
2 Solve these simultaneous equations using elimination.

a 2x—3y=15and2x+5y=7
b 3x+y=5and4x~y=9
c x+4y=6and3x+2y=—2
d 3x+2y=8and2x+3y=7
e 4x—Sy=17 and 3x+2y=7

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 Prior learning support
an ~.
‘
y

Consider the quadratic equation x2 + 2x - 8 = 0.

Factor the Ie side into (x + 4)(x - 2) = 0.

Since we have a product that is equal to zero, one of the factors must equal o, hence either x + 4
=oandx= -4,orx-2=oandx=2.
There are two unique solutions, x = -4 or x = 2.

Example 1

Solve the quadratic equation 2x2 + 5x — 3 = 0 by factorizing.

Answer
2x2 + 5X — 3 = (2x — 1)(X + 3) = 0 factorize
2x — 1 = 0 or x + 3 = 0 set each factor equal to 0

x =% or x = —3 solve each linear equation

Example 2
Solve the quadratic equation 4x —x2 = 4 by factorizing.
Answer
4x—x2 =4 so -x2+4x—4=0 set the equation equalto 0
x2 — 4x + 4 = 0 multiply both sides by -1
x2 — 4X + 4 = (x — 2)2 = 0 factorlze
x 2=0
— set the linear factor equal to 0
x=2 solve
In this case there ls only one unique solution, or a repeated solution.

Exercise

Solve these quadratic equations by rst factorizing.

1 X2—8x+15=0 2 x2+6X—16=0

3 X2—8x+16=0 4 28+3X=X2

5 6X2+7x—3=0 6 —ZX2=3X—2

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Prior learning support

You can use completing the square to change a quadratic function from standard form to vertex
form.

Example 1

Write y = x2 +4x— Sin vertex form.

Answer
y = x2 + bx + c
2 2 2
b = 4 = 22 =4 use c =
b
to complete the square for the x2 and x terms
[E] (3] (a)
XZ+4X+4=(X+2)2
y=x2+4x—5=(x2+4x+4)—5—4
write the complete square on the right -hand side; as this adds 4, subtract 4 at the end
y=x2+4x—5=(x+2)2—9
y =(x+2)2 —9
(x+2)2—9=x2+4x+4—9=x2+4x—5
expand and simplify to check your answer

ax’ + bx +cform of the equation,

Generally, using the y = h=
g and k = f(h).

For y = a(x— h)2 +k the vertex is (h,k).

Exercise

Write each quadratic function in its vertex form.

1 y=x2+4x—3 2 y=x2+3x—2

3 y=x2—2x+3 4 y=3xz+6x+2

5 y=—x2—6X+1 6 y=1—4x—x2

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Prior learning support

In a right-angled triangle ABC with sides a, b and c, where a is the hypotenuse: a2 = b2 + c2

8
C

A b C

Example 1
Find the length marked a. 2.9,"

6.4m

Answer
a2 = 6.42 + 2. 2 You can use Pythagoras’ Theorem to calculate the length of one
a = J6.42 + 2.92 = 7.03 cm side of a n‘ght-ang/ed triangle when you know the other two.

Example 2
Find the length marked b.

9.65m

2.08m
Answer

-
9.652 = b2 + 2.082 Check your answer by making sure that the hypotenuse is
b2 = 9.652 — 2.082 the longest side of the triangle.
a = J9.652 —2.082 = 9.42 cm

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Exercise

In each diagram, nd the length of the side marked x. Give your answer to 3 signicant gures.

1 14.6cm 2 3

2.7m 7.7cm
1.5m
X 23.4cm

6. 1 cm 1‘8 cm

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Pri_or learning support

Both of these lines have gradient m.

Perpendicular lines have gradients m and —% .

Mk
7
A Run ( 2 )
6
5 , 1
RISB(-4) D Line CD has gradient E. Line AB had gradient -2.
4
3
2
1

0
C
X
Run(4) B
are ‘2

_
Notice that the product of perpendicular gradients is -1:

—2 x —
1
2
= —1

1 2 3 4 5 6 7 X

Exercise

1 a Which of these gradients are parallel?

b Which are perpendicular?

1 2 2 2 6
31—31—14-SI_1_1_—I—1-51—
3 3 9 9 2

2 State if the lines in each pair are parallel, perpendicular or neither.

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Line A through (2, 5) and (0, 1) and line B though (4, 10) and (5, 12).

Line C through (3, 14) and (-2, —6) and line D though (12, -3) and (20, -5).

Line E through (1, 10) and (5, 15) and line F through (2, 2) and (4, 2).

Line G through (5, 7) and (2, 4) and line H through (8, -5) and (4, -1).

Line I through (4, 11) and (10, 20) and line J through (2, 1).

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 Prior learning support

These are the formulae for the areas of a number of plane.

Square Rectangle Parallelogram Triangle

a a

a D
a

A=a2 A=ab A=bh A=.:—bh

Trapezium Kite Circle

h
a
AK
b

A=l(a+b)h A=lab
2
A=nr€
2

Example 1 3_7cm
Find the area of this shape.

4.2 cm

Answer
1
6.5 cm
Area = 5(3.7 + 6.5)(4.2) = 21.42 cmz

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Example 2
Find the area of this shape giving your answer
to 3 signicant gures.

Answer
Area = n(7.6)2 = 181 cmz (3 sf)

Exercise
Find the areas of these shapes. Give your answer to 3 significant gures.

1 2 6.2 cm

4.3 cm

4.5cm

7.1cm 4

‘i

4 1cm
6.3 cm

V
7‘
A

2.9cm

I i V
2.7cm

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A measure of central tendency, or average, describes a typical value for a set of data.

There are three common types of average:

- The mode - this is the data value that occurs most often.

o The median —
this is the middle item when the data is arranged in order of size.

o The mean - this is what most people mean when they use the word “average”. It is found by
adding up all of the data and dividing by the number of pieces of data.

Example 1

Find a the mode b the median and c the mean of this data set:
2,5,4,9,1,3,2,6,9,2,5,13,4
Answers
a The mode is 2 2 occurs the most often
b 1, 2, 2, 2, 3, 4, 4, 5, 5, 6, 9, 9, 1 3 Write them in order and nd
the middle one
The median is 4

c Mean =
1+2+2+2+3+4+4+5+5+6+9+9+B Add them all together. There
13

= 65 = 5 .

B are 13 pieces of data, so

divide by 13.

Exercise

1 Find a the mode b the median and c the mean of

a 1,4,1,5,6,7,3,1,8 b4,7,5,12,5,~3,-2
c 2, 3, 8, 2, 1, 7, 9, 8, 5 d 25, 28, 29, 21, 25, 20, 27

e 7.4, 10.2, 12.5, 6.8, 10.2

2 Fifteen students were asked how many brothers and sisters they had. The results were:

2, 2, 1, O, 3, 5, 2, 1 ,1, 0, 1, 4, 1, 0, 2.

Find a the mode, b the median and c the mean number of brothers and sisters.

-
3 My last nine homework scores, marked out of 10, were:

8, 7, 9, 10, 8, 9, 6, 8, 7

Find a the mode b the median and c the mean homework score.
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4 A sprinter’s times in seconds for the 40 m dash were:

5.1 3, 4.82, 5.25, 4.94, 5.06, 4.82, 5.12

Find a the mode, b the median and c the mean of the times.

5 Seven farmers own different numbers of chickens.

These numbers are:

253, 78, 497, 166, 710, 497 and 599

Find a the mode, b the median and c the mean number of chickens.

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A measure of dispersion is a value that describes the spread of a set of data.

The range and interquartile range are two measures of dispersion. The range shows how
spread out the data is.

Range = highest value - lowest value

The quartiles divide a set of data into four equal amounts.

The lower quartile Ql is 25% of the way through the data and its position is found using the
formula:

Q1
= n; 1 , where n is the number of items in the data set.
The upper quartile Q3 is 75% of the way through the data and its position is found using the
formula:

Q3=3
T
n+1 m
value

The interquartile range shows how spread out the middle 50% of the data is.
Inter quartile range = Q3
' Q1

Exarnpe 1
Here are the shoe sizes of tteen boys:
42, 42, 38, 40, 42, 40, 34, 46, 44, 36, 38, 40, 42, 36, 42
Find
a the range b the interquartile range.
Answers
a 34, 36, 36, 38, 38, 40, 40, 40, 42, 42, 42, 42, 42, 44, 46 arrange the data in order ofsize
range = 46 —
34 = 12

b Lower quartile = $th value n 15

=4”‘ value
=38
Upper quartile = 3 x 4‘“ value
=12'" value
=42
Interquartile range = 42 - 38 = 4

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Exercise

1 Here are the shoe sizes of een girls:

26, 28, 28, 36, 34, 32, 30, 34, 32, 28, 36, 38, 34, 32, 30

Find a the range and b the interquartile range of the shoe sizes.

2 23 students were asked how many pets they had at home.

Here are the replies:

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

Find a the range and b the interquartile range for the number of pets.

3 The average daily temperatures in °C in Bucharest during the 31 days of January were:

-6, -4, -4, -2, -1, 0, 4, 5, 7, 4, 2, 1, 0, -3, -4, -6, —7, -5, -3, -1, 1, 3, 4, 7, 7, 8, 3, -2, 0, -2, -5

Find a the range and b the interquartile range for the daily temperatures.

4 The grocer sells potatoes by the kilogram. I bought 1kg of potatoes every day of the week and
counted the number of potatoes each time. Here are the results:

Day Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Potatoes 18 15 20 17 14 12 15

Find a the range and b the interquartile range for the number of potatoes in 1 kilogram.

5 The time (in seconds) taken for eleven players in a soccer team to prepare for a free kick is
given:

12.4, 2.45, 3.75, 10, 3.5, 8.4, 9.6, 23.5, 2.48, 15.6, 5.2

Find a the range and b the interquartile range for the time taken.

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 ndAW‘onal HL QuesFons =-

Prior learning topics

It is expected that all students entering Mathematics HL have extensive previous

mathematical experiences, but we realise these will vary. Students must be familiar
with the following topics before they take examinations, because questions assume
knowledge of them. To get through the course in the allotted time it is unlikely that
the class can spend time looking at these topics again. They are already covered in
Grade 9 and Grade 10.

Number Routine use of addition, subu'action, mulplicadon and division, using integers, dec'nnals
and actions, inchiding order of opaau'ons.

Rational monens.

Simplication of emmssions involving roots (studs or radicals), including rationalin'ng the

denominator.

Prime numbers and ctors (divisors), including yoatest common divisors and last
comm muln'pla.
Simple applications of ratio, pmmtage and proportion, linked to s..|._
Deniu‘on and elementary ueaunent of absolute value (modulus), lal-
Rounding, decimal approximations and sipicant gures, including apprecianon of arms.

Expression ofnumbers in sundard form (scienn'fic nomu'on). diatis, a xlok , IS a < 10,
kez.

Powers and Indices

all xam = an+m all _am :a-m

a‘” = —n
1
l
a" = (/2
a

n
a"
o
a =1
a
— -—
[b j b”

Simplifying Roots
Remember the basics such that «lazxb =ax/5
JZxJZ=W but Wan/2+6
11}
=—x—=— x . .

3x J; Jx x
. .
, 1t ls preferable not to have a root 1n the denominator.

1 X1-JE
To simplify W1:
a
we need to multiply by the conjugate
a+\/l; l—Jg
 “d 3m
I

59‘s I
Concept and nomn'on of sets. elunents. universal (reference) set. empty (null) set,
complunent, subset, equality of sen, disjoint sets. Opaau'ons on sets: union and
intersecon. Commumu've, associaxivc and disuibutivc propetu'csV Venn diagnms.

Number systans: namml numbers; integexs, Z; mtionals. Q. and nationals; real numbcxs, R.
Intervals on the real number line using set notation and using inequalities. Expressing the
solution set of a linear inequality on the number line and in set nonu'on‘

Mappings of the elemms of one set to another, sets of ordered pairs.

“80b" Manipulation of linear and quadrant expressions. including ctorimu'on. expansion,

compleu'ng the square and use of the formula

Rwmgemmt. evaluation and combination of simple formulae. Examples om other

subject arus, particularly the scimces. should be mcluded.

Linear functions, their gaphs. gadients and y-intercepts.

Addition and subuacn'on of simple algebraic acn'ons,

The properties ofordu relations: <, S. . >. 2.

Solution of linear equations and inequalities in one variable, including cases with radonal
coefcimts.

Sohmofquadmcequadommdmequaneqmmmmdomledngmesqum.
Solution of simultaneous linear equations in two variables.

Remember the basic fraction rules when dealing with algebraic fractions.

Coordinate geometry y = mx + b
Given the gradient, m , and a point (x, ,yl) , then y— y] = m(x — x.)

Gradient between two points (x1 ,yl) and (xvyz) is m : x2 _ xi

The distance between two points (x, ,yl) and (x2 ,yz) is d = (x2 — x,)2 + (yz — y, )2
x + +
The midpoint between two points (xnyl) and (xvyz) is
.

(%,z%)
There are two methods for solving systems of equations, substitution and
elimination.

Tmnomeu'y Angle measurement in degees. Campus diecuons. Right-angle uigonometry. Simple

applications for solving triangles.

Pythagoras” theorem and is converse.

This has all been covered in grade 9 and grade 10. Formulae are given. You need to
recognize when you are looking for a ratio and when you are looking for an angle.
Trig ratios, Sine, Cosine and Tangent, will nd their way into algebra and functions
many times.
 Geometry Simple geometric mformztions: unashu'on. teech'on, tendon, mlaxganent.
Conguence and similarity, including the concept ofscale factor of an mlargelmnt

The circle, its came and radius. area and circumference. The terms arc. sector, chord,
tangent and segment.

Perimeter and area ofplane gures. Properties ofuiangles and quadrilamnls, including
parallelogams, drombuses, recnngles. squares. kites and uapea'ums (napaoids);
conmound shapes. Volumes of cuboids, pyramids. spheres. cylinders and cones.
Classicau'on of prisms and pyramids. including teuahedra.

Here are 106 examples of algebraic and number problems to try. A little bit of
problem solving may be needed. Accuracy and following the rules is necessary.

Simplify;
1) z-sJ 2) %J2§%J2_1

3) “36—? 4) J§+2J§6—3JE

5) (2JE—3J§+5JE)~/E 6) [1+2]2+[#]2

7) (4J§+2)(4J§—2~/7) 8) J3—J§-J3+J§

Prove the following identities

9) (2J1_2—4J2—7+3J7?+7J§—3J5)(4J4_8—3J2_7-5~/§+2J5_0)=97

10) (3+JENJE— =J7+3J€

Simplify
9(a + b)6 c4 4a‘b2 + 12a‘b’
11) 12)
25d2e6

13) 6x‘i63xy3 -3 1 12x3y3 +2xy‘i343xy — Sy‘i28x3y

14)
)5))3)3))x—y
Express as a single radical

15) (aZ—bz) L+L

a—b a+b
16) U_ y
—y—,
xy—y
3
 —
Rationalise the denominator
x2_y2
18

Simplify

19)
f
mmJ2 20)
fl+a+
l-a
l+a
(l—a

’aa
1+ a _
l—
l—a 1+ a
Solve the following equations

21) 2Jx+1—3=1 22) J5+Jx+1= 3

Calculate

23) 3—0125 24) (a3—25Ia“a+18—laJ—-%</a—3)+[a\/Z-%</E]

25) (35+ {/33 26) J4 32%? +4 wig 4323/5

Express the following sets on a number line

27) {xz—25x<5,xelR} 28) {x:x<3,xelR}

29) {xz-ZSx<5,er} 30) {xz—l>xUx24,xelR}

31) What is the maximum and minimum value in the set {x : —7 S x < 13,x e Z*}?

32) Enter the elements into the Venn diagram

1R 56 Nlw 5n
Factoring
Common factors. The technique is to look for the largest number and/or variable
which forms a part of all terms. This should be done whenever possible.

Factorise
33. abzc + azbc 34. 5xy—2ny

3S. 3x—2xy+ 7x2yz 36. 7rr2h—7rr2

37. 1+ xzyz
b
38. sin xcosx+ sin x
xy

Quadratic factorizations. Quadratic functions which factorise can be written as the

product of two linear functions.
Remember x2 + (a + b)x + ab = (x + a)(x + b).

Factorise
39. x2 +7x+12 40. x2—13x+42

41. x2 —6x—91 4-2. x2+5x—14

43. e“ +8e’ +12 44. sin2x+23inx+l

with common factors

45. 3x2 —6x—24 46. 36+33x—3x2

47. 6x2 +108x+336 48. 7tan2x—21tanx—196

with coefcients of x2 greater than 1

49. 5x2 + 26x + 5 50. 7x2 —23x+6

51. 6x2+17x+12 52. 12x2 —28x+15

Difference of two squares. Any expression which can be written generally as

A2 — B2 can be factorised and written as the product of two terms in brackets. The
terms inside the brackets are identical except for the signs.

l
36y‘ —§=(6y2)2 —[—j
2
Example

464414;)
 Factorise
53. 16—x2 54. —2——2

55. l—coszx 56. axZ—ayz

Difference {and sum] of two cubes. Any expression that can be written generally as
A3 — B3 or A3 + B3 can be factorised. Just follow the two identities

a’ —b3 =(a—b)(a2 +ab+b2)

a3+b3 =(a+b)(a2—ab+b2)

8+27x’ =23 +(3x)3

Example
= (2+3x)(4-6x+9x2)

Factorise
57. x3—1 58. 125—123

59. 64b3—i3 60. l25(x+y)3+64(x—y)3

a

61. 27a6—b3 62. x6-y6

63. x‘+y‘ 64. 64a6+1

Grouping. Sometimes a term in a bracket can be treated as a common factor, or a

combination of terms without a common factor can be partially factorised and then
one bracket can appear as a common factor.

Example 1. a(x + 4) —b(x + 4) here the x + 4 bracket is a common factor

= (x + 4)(a — b)

2. 2x — 6 + an; — 3y partially factorise two terms at a time.

= 2(x—3) + y(x —3) here the x — 3 is a common factor
-
= (x 3X2 + y)

Factorise
65. x(a—3)—5(a—3) 66. 2(k+1)+(k+1)2

57. ax—4a+3x—12 68. x+1—(x+1)’

69. 2ax—3by+bx—6ay 70. Ah+ar—Ar-ah

 #
Simplify using Factoring

3 2_ 2_
71. 72. “—2—“? 73. f—4
ab—ab ab—2b a +a—6

(2a _ 3)(a _ 12)

a 2_ b
2
x 2 +2§+2 2_ 4(2a _ 3)
74' 2 2
75- 76.
a —a—b—b (x+l) —1 (a+1) (a—3)

Factor

77. 2(a+1)2+4a(a+1) 78. x(y—1)’—x2(y—1)

79. 6a3—2a2b+3ab—b2 80. ax2+a+ax—bx2—bx—b

81. 1f (A+ BY = A2 + 2A3 + 32 then factor 9a2b2 + 12abc + 4c2

82. If i i
(A B)3 = A3 3AZB+ 3A8: i B3 then factor 8a3b3 + 36a2b2c+ 54abc2 + 27c3
83. Factor (a2 +b2)3 —4a2b2 (a2 +b2)

84. 1f A3B3=(Ai3)(A2:AB+BZ) thenfactor 24a4—3ab3

W
Simplify, giving answers with positive exponents

85'
x
211-5
86 ' m
(16a‘8b'2)5
l 81
WET

[WT %
.

38, 89, 90.

“2:320?”

91. The volume and surface area of a cylinder are given, respectively, by the
formulas V = mzh and SA = 27trh + 27rr2 . Give the surface area-to-volume
ratio in its simplest form.

Simplify the fractions

_ Z
92. y x 93. x— y 94. 1+
1

l ——
— 1 x y
—+— 1+ — 1

x2 yz y x l+x
 a—b
_ a+b 1
___.l 1+— 1

95. a b
96. a+h a 97.
c—l
a_b a+b
+ h 1—— 1

b a c—l

Solve the following equations

2 2

98_
x+1+3x—2=x+5_7x—1_ 99. (2H1) _(2x-5] =_Z
3 4 8 6 12 3 3 2

x—l_x—3
100. ———23x+1 +2x"5=2 101. ——x+4
X—2_x+3
“5 =1
x +6x+9 x+3 2
x+4 x+5

Solve the simultaneous equations

5_ 2

102.
( ) (y +5 ) =1
32x—1—22
103.
H 4' y —1

2(3x+2)—(2y+4)=10 3
=
4
x+2 y+l

_+2=8 =0.1
1

x _ 1+2+1 _x— y
104. 105.
g f
___=3 T 1
+ =0.3
y x—y+2 x+y—l

nm+y=m
106. Discuss the possible solutions of the system with m e IR
2mx+nw=4