Class 8 Cambridge

Cambridge University Press
978-1-107-67181-2 - CambridgeMATHS: NSW Syllabus for the Australian Curriculum: Year 8

Stuart Palmer, David Greenwood, Bryn Humberstone, Justin Robinson, Jenny Goodman and Jennifer Vaughan
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More information
year
8
CambridgeMaths
NSW syllabus for the Australian Curriculum
>> Additional resources online

STUART PALMER | David Greenwood
Bryn Humberstone | Justin Robinson
Jenny Goodman | Jennifer Vaughan
© in this web service Cambridge University Press www.cambridge.org

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© Stuart Palmer, David Greenwood, Bryn Humberstone,
Justin Robinson, Jenny Goodman, Jennifer Vaughan 2014
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Frontmatter
More information
table of Contents
strands, substrands and outcomes
About the authors viii

Introduction and guide to this book ix
Acknowledgements xii
1 algebraic techniques 2 and indices 2 Number and algebra

Algebraic Techniques
Pre-test 4
MA4–8NA, MA4–9NA
1A The language of algebra revision 5
1B Substitution and equivalence 10
1C Adding and subtracting terms revision 14
1D Multiplying and dividing terms revision 19
1E Adding and subtracting algebraic
fractions extension 23
1F Multiplying and dividing algebraic
fractions extension 28
1G Expanding brackets 33
1H Factorising expressions 38
1I Applying algebra 42
1J Index laws for multiplication and division 46
1K The zero index and power of a power 51
Investigation 55
Puzzles and challenges 57
Review: Chapter summary 58
Multiple-choice questions 59
Short-answer questions 59
Extended-response questions 61
iii

Frontmatter
More information
2 Equations 2 62 N umber and Algebra

Equations
Pre-test 64
MA4–10NA
2A Reviewing equations revision 65
2B Equivalent equations revision 70
2C Equations with fractions 75
2D Equations with pronumerals on both sides 80
2E Equations with brackets 85
2F Solving simple quadratic equations 89
2G Formulas and relationships extension 92
2H Applications extension 96
2I Inequalities extension 101
2J Solving inequalities extension 105
Investigation 110
3 Measurement and Pythagoras’ theorem 118 Measurement and Geometry

Length
Pre-test 120
Area
3A Length and perimeter revision 121
Volume
3B Circumference of circles revision 127
Time
3C Area revision 132
Right-angled Triangles
3D Area of special quadrilaterals 139
(Pythagoras)
3E Area of circles 144
MA4–12MG, MA4–13MG,
3F Area of sectors and composite figures 149
MA4–14MG, MA4–15MG,
3G Surface area of prisms extension 155
MA4–16MG
3H Volume and capacity 160
3I Volume of prisms and cylinders 165
3J Time revision 170
3K Introducing Pythagoras’ theorem 178
3L Using Pythagoras’ theorem 183
3M Calculating the length of a shorter side 188
Investigation 193
iv

Frontmatter
More information
Fractions, decimals, percentages and Number and Algebra

4 financial mathematics 202
Fractions, Decimals and
Pre-test 204
Percentages
4A Equivalent fractions revision 205
Financial Mathematics
4B Computation with fractions revision 211
4C Decimal place value and fraction/decimal
conversions revision 220
4D Computation with decimals revision 226
4E Terminating decimals, recurring decimals
and rounding revision 233
4F Converting fractions, decimals and
percentages revision 239
4G Finding a percentage and expressing as a
percentage 247
4H Decreasing and increasing by a percentage 253
4I The Goods and Services Tax (GST) 259
4J Calculating percentage change, profit and loss 265
4K Solving percentage problems with the
unitary method and equations 270
Investigation 275
Extended-response question 283
5 Ratios and rates 284 N umber and Algebra

Ratios and Rates
Pre-test 286
Financial Mathematics
5A Introducing ratios 287
5B Simplifying ratios 292
5C Dividing a quantity in a given ratio 297
5D Scale drawings 303
5E Introducing rates 310
5F Ratios and rates and the unitary method 315
5G Solving rate problems 320
5H Speed 325
5I Distance/time graphs 331
Investigation 342
v
Semester review 1 350

Frontmatter
More information
Angle relationships and properties of Measurement and Geometry

6 geometrical figures 1 360
Angle Relationships
Pre-test 362
Properties of Geometrical Figures
6A The language, notation and conventions of
MA4–18MG, MA4–17MG
angles revision 363
6B Transversal lines and parallel lines revision 371
6C Triangles 379
6D Quadrilaterals 386
6E Polygons extension 392
6F Line symmetry and rotational symmetry 397
6G Euler’s formula for three-dimensional
solids fringe 402
Investigation 408
7 Linear relationships 1 416 Number and Algebra

Linear Relationships
Pre-test 418
MA4–11NA
7A The Cartesian plane 419
7B Using rules, tables and graphs to explore linear
relationships 423
7C Finding the rule using a table of values 427
7D Gradient extension 433
7E Gradient–intercept form extension 440
7F The x-intercept extension 448
7G Solving linear equations using graphical
techniques 453
7H Applying linear graphs extension 462
7I Non-linear graphs 468
Investigation 474
vi

Frontmatter
More information
Transformations and congruence 484 Number and Algebra

8 Measurement and Geometry
Linear Relationships
Pre-test 486
Properties of Geometrical Figures
8A Reflection 487
MA4–11NA, MA4–17MG
8B Translation 493
8C Rotation 498
8D Congruent figures 504
8E Congruent triangles 509
8F Similar figures extension 515
8G Similar triangles extension 521
8H Using congruent triangles to establish
properties of quadrilaterals 528
Investigation 533
9 Data collection, representation and analysis 542 Statistics and Probability

Data Collection and Representation
Pre-test 544
Single Variable Data Analysis
9A Types of data 545
MA4–19SP, MA4–20SP
9B Dot plots and column graphs 551
9C Line graphs 561
9D Sector graphs and divided bar graphs 568
9E Frequency distribution tables 574
9F Frequency histograms and frequency polygons 580
9G Mean, median, mode and range 588
9H Interquartile range extension 594
9I Stem-and-leaf plots 599
9J Surveying and sampling 606
Investigation 612
Semester review 2 620
Answers 628
Index 693
Note: Students who require additional revision of Computation
with integers may find Appendix 1 useful. This can be accessed vii
online at www.cambridge.edu.au/GO.

Frontmatter
More information
table of
about theContents
authors
stuart Palmer was born and educated in NSW. He is a high school mathematics teacher
with more than 25 years’ experience teaching students from all walks of life in a variety of
schools. Stuart has taught all the current NSW Mathematics courses in Stages 4, 5 and 6
numerous times. He has been a head of department in two schools and is now an
educational consultant who conducts professional development workshops for teachers all
over NSW and beyond. He also works with pre-service teachers at The University of
Sydney and The University of Western Sydney.
David Greenwood is the Head of Mathematics at Trinity Grammar School in Melbourne

and has 20 years’ experience teaching mathematics from Years 7 to 12. He has run
numerous workshops within Australia and overseas regarding the implementation of the
Australian Curriculum and the use of technology for the teaching of mathematics. He
has written more than 20 mathematics titles and has a particular interest in the sequencing
of curriculum content and working with the Australian Curriculum proficiency strands.
Bryn humberstone graduated from University of Melbourne with an Honours degree in

Pure Mathematics, and is currently teaching both junior and senior mathematics in
Victoria. Bryn is particularly passionate about writing engaging mathematical
investigations and effective assessment tasks for students with a variety of backgrounds
and ability levels.
Justin Robinson is Head of Positive Education and a mathematics teacher at Geelong

Grammar School. Prior to this, he spent 20 years teaching mathematics and was a key writer
of in-house maths material. He has a keen interest in engaging all students through a wide
variety of effective teaching methods and materials.
Jenny Goodman has worked for 20 years in comprehensive State and selective high schools
in NSW and has a keen interest in teaching students of differing ability levels. She was
awarded the Jones medal for education at Sydney University and the Bourke prize for
Mathematics. She has written for Cambridge NSW and was involved in the Spectrum and
Spectrum Gold series.
Jennifer Vaughan has taught secondary mathematics for over 30 years in NSW, WA,
Queensland and New Zealand and has tutored and lectured in mathematics at Queensland
University of Technology. She is passionate about providing students of all ability levels with
opportunities to understand and to have success in using mathematics. She has taught special
needs students and has had extensive experience in developing resources that make
mathematical concepts more accessible; hence, facilitating student confidence, achievement
viii and an enjoyment of maths.

Frontmatter
More information
Introduction and
guide to this book
This resource has been developed from an analysis of the NSW Syllabus for the Australian Curriculum
and the Australian Curriculum: Mathematics. It is structured on a detailed teaching program for the
implementation of the NSW Syllabus, and a comprehensive copy of the teaching program can be found
on the companion website.
The chapters are based on a logical teaching and learning sequence for the syllabus topic concerned,
so that chapter sections can be used as ready-prepared lessons. Exercises have questions graded by
level of difficulty, as indicated in the teaching program, and are grouped according to the Working
Mathematically components of the NSW Syllabus, as indicated by badges in the margin of the exercises.
This facilitates the management of differentiated learning and reporting on students’ achievement.
For certain topics the prerequisite knowledge has been given in sections marked as REVISION,
whereas EXTENSION marks a few sections that go beyond the Syllabus. Similarly, the word FRINGE
is used to mark a few topics treated in a way that lies at the edge of the Syllabus requirements, but which
provide variety and stimulus. Apart from these, all topics are aligned exactly to the NSW Syllabus, as
indicated at the start of each chapter and in the teaching program.
In Stage 5, separate textbooks are provided for 5.1/5.2 and 5.1/5.2/5.3. In addition the NSW Syllabus
allocates topics to certain pathways, which are designated 5.2◊, 5.3§ and 5.3#. These categories, together
with Stage 4, 5.1, 5.2 and 5.3, are indicated for each chapter section by ‘ladder icons’ in the Year 9 and 10
textbooks and teaching programs.
Guide to this book 2 Chapter 1 Algebraic techniques 2 and indices
NSW Syllabus
Number and Algebra 3
Features:
for the Australian
Curriculum
Strand: Number and Algebra
Substrand: ALGEBRAIC TECHNIQUES
Outcomes
NsW syllabus for the australian A student generalises number properties to

operate with algebraic expressions.
(MA4–8NA)
1
Curriculum: strands, substrands and
A student operates with positive-integer
and zero indices of numerical bases.
Algebraic (MA4–9NA)
content outcomes for chapter (see techniques 2 Avatar algebra

Chapter and indices Computer gaming is a billion-dollar industry that
teaching program for more detail) employs a range of computer specialists including
game programmers. To create a virtual three-
dimensional world on a two-dimensional screen Algebraic rules linking many varying but
requires the continual variation of thousands of related quantities are programmed into
numbers (or coordinates); for example, if an avatar computer games. Other examples of related
leaps up, the position of its shadow must be changed. variables include how fast the avatar runs
What you will learn: an What you will learn

In the two-dimensional image, the change in any
one measurement results in many, many other
measurement changes in order to produce a
and how fast the background goes past,
the avatar’s direction of movement and the
route that its enemies follow.
1A The language of algebra REVISION realistic image. Computer-game programmers deal with
overview of chapter contents 1B Substitution and equivalence It would be annoying for programmers if every many more complex and sophisticated
1C Adding and subtracting terms REVISION time they changed one measurement they had to issues of input and output. Avatars,
1D Multiplying and dividing terms REVISION write a separate program instruction for hundreds programmed with artificial intelligence,
1E Adding and subtracting algebraic fractions EXTENSION
of changes! If their avatar jumps into a doorway, the can make decisions, react unpredictably,
1F Multiplying and dividing algebraic fractions EXTENSION
door’s dimensions, the light and shadows, the size and interact with the terrain and try to
1G movement of enemies, the viewing angle etc. must outwit their human enemy. Expertise in
Chapter introduction: use

Expanding brackets
1H Factorising expressions all be recalculated. However, a programmer avoids mathematics, physics, logic, problem-
1I Applying algebra such tedious work by using algebra. For example, an solving and attention to detail are all
1J Index laws for multiplication and division algebraic rule making a door height equal twice the essential skills for the creation of realistic
1K The zero index and power of a power avatar’s height can be written into a game’s program. and exciting computer games.
to set a context for students
Pre-test: establishes prior knowledge 4 Chapter 1 Algebraic techniques 2 and indices
(also available as a printable worksheet)

1 Evaluate:
Pre-test
a 8+4×6 b 4×5−2×3
c 12 − (6 + 2) + 8 d 3(6 + 4)
2 Evaluate:
a 10 + 6 − 12 b 4−7
c −3 − 8 d −1 − 1 − 1
3 Write an expression for:

a 5 more than x b 7 less than m
c the product of x and y
e double the sum of p and q
d half of w
ix
4 If y = 2x + 5, find the value of y when x = 1.2.
5 Complete the tables using the given equations.

a M = 2A + 3
A 0 3 7 10
M
1
b y = (x + 1)
2
© in this web service Cambridge University Press x
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1 3 11 0 www.cambridge.org
6 Substitute x = 6 and y = −2 into each expression and then evaluate.
a x+y b xy c 3x − y d 2x + 3y
Frontmatter
More information
5
Guide to this book (continued)
Number and Algebra
10 Chapter 1 Algebraic techniques 2 and indices
Topic introduction: use to relate the topic 1A The language of algebra REVISION
to mathematics in the wider world 1B

A pronumeral is a letter that can represent one or more
Substitution
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a variable.
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Number and Algebra 7
In Australian Rules football, the final team score is given by 6x + y, where x is the number of goals and
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MA
TheSunnySwimmingPoolCompanyconstructsrectangularpoolseach4minbreadthwithvarious
c Infiveyears’timeAlfwillbetwiceasoldashewastwoyearsago.HowoldisAlfnow?
ai xThe sum of 7 than
Y
−always+ +smaller + 2
−
LL
4a b c d j 2a 4b 12b means ×), or k HE A

T
d Thepriceofashirtisincreasedby10%forGSTandthendecreasedby10%onasale.Thenew them and describe how the grouping symbols change

lengths.Therearenon-slipsquaretiles,50cmby50cm,thatcanbeusedfortheexternaledging the meaning. because k is being divided by two. M AT I C
7 plants x
priceis$44.Whatwastheoriginalprice? b x
k 37aless is always
− bthan+cx smaller than x + 2. Bl 8a + c − 3b + d 2
aroundthepoolperimeterwhereswimmerswalk. 3
2
e One-thirdofanumberissubtractedfrom10andthentheresultistripled,givingtheoriginal
9 ccFrancine
x is always
x is earnssmaller
divided
than
$p 2perd week
by (a +xb)for. × her 2(a +She
2 or job. b)C x − 3 The values of a and b are being added and the result is
1 Drawaneatdiagramillustratingthepooledgewithonerowoffl attilesborderingtheperimeterof
numberbackagain.
dworks 1 − for x is 48always
weeks less
each than 4 −Write
year. x. an multiplied by 2. Grouping symbols (the brackets) are
arectangularpool4minbreadthand5mlong.
2 Considerthefollowing‘proof’that0=1. edexpression
xx −
Enrichment: is 3tripled Algebraic
is always
for the aamount
positivealphabet
shenumber.
earns:
D 3x required to multiply the whole result by two and not
2 Developatableshowingthedimensionsofrectangularpoolseachwithbreadth4mandrangingin
2 +5=3x +5 x just the value of b.
2x fea xin+ − 1
isaxsubtractedis alwaysfrom a 3positive number. E
fortnightcontains 26 terms, one for each2letter of the alphabet. It starts
−5 −5
lengthfrom5mto10m.Addacolumnforthetotalnumberoftilesrequiredforeachpoolwhen 16 An expression
onerowofflattilesborderstheoutsideedgeofthepool. 2 =3x
2x 14 Iffbab+xis in4b
isaone
+ 9c year
divided
negative bynumber,
+ 16d 3+ 25e +classify… F x +statements
the following 7 as true or false. Give a brief reason.
aca binWhat
÷
÷x ÷
÷x
3 Developanalgebraicruleforthetotalnumberoftiles,T,requiredforborderingtheperimeterof
2=3 −one4 mustyear
is thebeifcoefficient
her wage is
negative. of increased
f?
rectangularpoolsthatare4minbreadthandxmlong. −2 −2 b b bby + $20
What isper
2 could week
thebe after she
coefficient
negative. of z?has already
WO
R K I NG
0=1
4 cFor c bworked
Which
× 2 could
each of the30 weeks
pronumeral
be inhas
positive.
following the ayear
coefficient of 400?
expressions: U F
4 aUseyouralgebraicruletoformequationsforeachofthefollowingtotalnumberoftileswhena C
d d bi One + term is removed and now the coefficient of k is zero. What was the term? R PS
MA
singlerowofflattilesisusedforpooledging. a Whichstepcausedtheprobleminthisproof?(Hint:Considertheactualsolutiontothe b must be negative. areTV ii list the terms

Y
10 Jon likes state to how

purchasemanyDVDs terms of theresome
LL
HE A
T
i 64tiles ii 72tiles equation.)

iii 80tiles iv 200tiles e Another expression containing 26 terms starts a + 2b + 4c + 8d + 16e + … What is the sum of allM A T I C
ashows. 7a +One 2b +show, c Numbers, costs $a per b 19y − 52x + 32
b Provethat0=1isequivalenttotheequation22=50byadding,subtracting,multiplyingand15 What
b Bymanuallysolvingeachequation,determinethelengthsofthevariouspoolsthatuseeachof is the
the difference between 2a + 5 and 2(a + 5)? Give an expression in words to describe each of
coefficients?
cseason,a + 2b d 7u − 3v + 2a + 123c
andand another show, the Proof by Induction,
dividingbothsides.
them describe how grouping symbols change the meaning.
Chapter summary: mind map of
theabovenumbersoftiles.
3 Findallthevaluesofxthatwouldmakeboththeseinequalitiesfalse. ecosts 10f$b + per
2be season. Write an expression for f the 9 −cost
2b +of:4c + d + e
5 Developanalgebraicruleforthetotalnumberoftiles,T,requiredfortworowsoffl attiles
19−2x<5and20+x>4x+2 ga 54−seasons x2y + 4abc − 2nk
of Numbers h ab + 2bc + 3cd + 4de
borderingrectangularpoolsthatare4minbreadthandxmlong.
key concepts & interconnections 2 Semester reviews per book

b 7 seasons of Proof by Induction
4 Thefollowingsixexpressionscouldappearoneithersideofanequation.Usingjusttwoofthe
6 aUseyouralgebraicruletoformequationsforeachofthefollowingtotalnumbersoftileswhen
expressions,createanequationthathasnosolution. 5 For each of Algebraic
Enrichment: the following expressions, state the coefficient of b.
alphabet
58 tworowsofflattilesareusedforpooledging. 2x 3x+1 7x+4 4(x+7) 2+3(x+1) 2(3+x)−1
Number and Algebra
ac59 3a5 seasons
+ 2b + cof both shows b 3a + b + 2c
cd 4a
Chapter 1 Algebraic techniques 2 and indices
i 96tiles ii 120tiles iii 136tiles iv 248tiles
350
16 An all+7 9b
Semester review 1
expressionseasons +ofdeach26show,
+ 2ccontains if the
terms, onefifor
naleach
dprice is−halved
letter
3a f when
of+the
2b purchased
alphabet. in a sale
It starts
5 Acertainpairofscalesonlyregistersweightsbetween100kgand150kg,butitallowsmorethan
Multiple-choice questions
b Bymanuallysolvingeachequation,determinethelengthsofthepoolsthatusethesenumbers
onepersontogetonatatime. aeA+plumber +2a9c+charges
b4b1:+Algebraic+4techniques
16d + a25e + call-out
… fthen2a + 5c
Textbooks also include:
Semester review 1
Pronumeral: a letter which stands Algebraic terms 11 Chapter 2$70

and indices fee and $90 per hour. Write an expression for the
oftiles. a Ifthreepeopleweighthemselvesinpairsandthefi rstpairweighs117kg,thesecondpair
Chapter summary
2
1 Consider the expression 5a − 3b + 8. Which one of the following statements is true?
for one or more numbers
Concise form Expanded form a What is the coefficient of f ?
Multiple-choice questions
A The coefficient of a is 5. B It has 5 terms. 7 −cost
gtotal 54cof+callingd a plumber out for x hours. h 5a − 6b + c
5x 2y 5xxy weighs120kgandthethirdpairweighs127kg,whataretheirindividualweights?
C The constant term is 8. D The coefficient of b is 3. 1 3 4
8 × 8 is the same as:
bi A 8What
Language
4a − bis+Bthe c64+coefficient of z? D 8
–2abb
7 Determineanalgebraicruleforthetotalnumberoftiles,T,requiredforrequiredfornrowsoffl j 2a + 4b2 − 12b
–2ab 2
7p q
4ab
7ppqqq
4abb
E The coefficient of a2 is 10.
2 3
2
at
b Ifanotherthreepeopleweighthemselvesinpairsandgetweightsof108kg,118kgand130kg, −1 7
d C 8 7 12
+ – × ÷ – –
tilesborderingrectangularpoolsthatare4minbreadthandxminlength. ck A 7xWhich
5c 5ccc
Complete answers
3
sum
more than
difference
less than
product
times
quotient
divide
whataretheirindividualweights?
2 Half the sum of double x and 3 can be written as:
1 2x + 6 2x + 3 2( x − 3) 7a pronumeral
2 4x + 5 + 3xx is the same as:
+ 5 − b +B c12x 12x
has a coefficient
C 12 + x 2 + 12
D 2x 2
of l400?8a + c − 3b + d
added
increased
minus
decreased
double (2×)
twice (2×)
one third
one half
8 Usethisalgebraicruletoformequationsforeachofthefollowingpools,andthenmanuallysolve
triple (3×) quarter Variables have identical
like terms
Like terms Adding and subtracting A
2
× 2x + 3 B
2
C x+6 D
2
E
c Agroupoffourchildrenwhoallweighlessthan50kg,weighthemselvesingroupsofthree,
2
3d 12mOne term
+ 18 factorises
■
to: is removed and now the coefficient of k is zero. What was the term?
expanded form. • Count ‘how many’
gettingtheweights122kg,128kg,125kgand135kg.Howmuchdotheyeachweigh?
• Don’t change variables.
3 If n + 2 is an odd integer, the next odd integer can be written as: A 2(6m – 9) B −6(2m – 3) C 6(3 – 2m) D 6(2m + 3)
e Another expression containing 26 terms starts a + 2b + 4c + 8d + 16e + … What is the sum of all
Index
eachequationtodeterminethelengthofeachpool.
an expression
terms
×÷
not used in
6a m
–2a m
6aam
–2aam
–6a +4a –3 +9a –12a
2
2
A n+3 B n+4 C n+5 2 D n+1
2 E n
4 5a + 5 – 4a – 4 – a – 1 equals:
5ma 2
■
algebraic 5maa = 5aam sign in front belongs to term
4 Find the value of 5 − 4a2 given a = 2. A a–1 B 0 C 2–a D a+1
5 is the
5x –7xy
Pool
–8
expressions
Breadth of pool 4 m
6a 2m, –2a 2m and 5ma 2 are
Length of pool x m
like terms
= –6a – 12a + 4a 2 + 9a 2 – 3
= –18a + 13a 2 – 3
Number of layers n A 3 numberB of
Total −3tiles T C 21 D −11 E 13 the coefficients?
ab = ba 5 Which answer is NOT equivalent to (m × n) ÷ (p
( × q)?
coefficient of x constant term is –8 a stays a 2 stays
■ Using technology
–7 is the coefficient of xy Expanding brackets the same the same 5 3 × x × y is equivalent to: mn n m n mnq
m× ×
A
Substitution
4 3(x+y) = x + y + x + y + x + y 3 A 3x + y 228
B xy C 3+x+y D 3x + 3y E xy + 2xy
A pq B pq C p q D p
= 3x + 3y
‘evaluate’ ‘substitute’ Distributive law 12ab
B
replace variables with numbers
and calculate answer
4 a(b +c) = ab + ac 4 6
24 a 2 288 ed to:
can be simplifi
Short-answer questions
5(2a +m) = 5(2a) +5(m)
activities
7a =10a + 5m 5(2a –3) – 7(4 + a) 2a b ab b
+ 3(a + b) + 4b 2 A 2ab B C D E
4
a=8b=2 C 4
Algebraic
techniques 2
7(k – 3a ) = 7(k ) – 7(3a)
= 7k – 21a
= 5(2a) – 5(3) – 7(4) + –7(a)
= 10a – 15 – 28 – 7a 5 500 b 2a 2 2 1 Write an expression for:
7 × 8 + 3 × (8 + 2) + 4 × 2 × 2 = 3a – 43 a the sum of p and q b the product of p and 3
= and indices a(b –c) = ab – ac 7 The expanded form of 2x(3 + 5y) is:
4 c half the square of m d the sum of x and y, divided by 2
= 14 + 30 + 16 A 6x + 5y B 3x + 5y C 6x + 5xy D 6 + 10y E 6x + 10xy
= 60 Factorising
2 If a = 6, b = 4 and c = −1, evaluate:
8 Simplifying 3a ÷ 6b gives: a a+b+c b ab – c c a(b2 – c)
Equivalent expressions 12x + 6a (HCF = 6) 12a 2m + 8am 2 a 2a ab a
7 − 3x 2 − 3x + 5 = 6 × 2x + 6 × a = 12aam + 8amm HCF = 4am A 2 B C D E ab
x=2 7−6=1 2−6+5=1 = 6(2x + a) = 4am × 3a + 4am × 2m b b 2 2b d 3a + 2b2
e abc f
= 4am(3a + 2m)
c
x = 10 7 − 30 = –23 2 − 30 + 5 = –23
9 57 × 54 is equal to: 3 Simplify each algebraic expression.
7 − 3x = 2 – 3x + 5 Index notation Index laws Examples A 2511 B 528 C 253 D 53 E 511 a 4 × 6kk b a+a+a c a×a×a 7 ÷ 14
d 7p
Chapter reviews with multiple-choice, short-answer and extended-response questions

1. 5m × 5n = 5m+n 1. 32 × 35 = 37
a n = a × a × a × .... × a
2. 5m ÷ 5n =
5m
= 5m–n
5
2. 122 = 123 10 The factorised form of 3a2 − 6ab is: e 3ab + 2 + 4ab f 7x + 9 – 6xx – 10 g 18xy ÷ 9xx h m + n – 3m + n
Algebraic fractions 5n 12
base n ‘lots’ of a A 3a2(1 – 2b) B 3a(a – 2b) C 3a(a – b) D 6a(a – b) E 3(a2 – 2ab)
Adding and subtracting Multiplying
3. (5m ) n = 5mn 3. (23) 4 = 212 4 Simplify:
3a + 7m = 3a × 5 + 7m × 2 1 4 5 xy 3x 2 x w w a
2 5 2 ×5 5 ×2 7a 12m a b − c + d 3a +
× a
= 15a + 14m
10 10
31
= 28m
2a Short-answer questions 5 7 7 5 2 2
= 15a + 14m a +a 5 Simplify:
10
a =1 ÷a
a
×a 1 State whether each of the following is true or false. m 5 ab 1 m n mn
‘unit’ is tenths 1 a2
a The constant term in the expression 5x + 7 is 5. a × b ÷ c × ÷
–a 5 6 7 7 3 2 4
Dividing
O b 16xy and 5yx are like terms.
6 Expand, and simplify where necessary.
3a ÷ 2 15x ÷ c The coefficient of d in the expression 6d 2 + 7d + 8abd + 3 is 7.
4 3 y 20x a 6(2m – 3) b 10 + 2(m – 3) 5( + 2) + 4(A
c 5(A 4( – 1)
= 15x 1 2x 3 d The highest common factor of 12abc and 16c is 2c.
y × 20x
= 3a × 3 3 1
e The coefficient of xy in the expression 3x + 2y is 0. 7 Factorise:
4 2 = 15x × 1 +x 3
y 420x1
1
÷x 3
x3
×x 3 6
x a 18a – 12 b 6m2 + 6m c −8m2 – 16mn
= 9a =3
8 4y –x 3 2 For the expression 6xy + 2x − 4y2 + 3, state:
a the coefficient of x b the constant term
a ÷ a = a × 1a = a
a =1
O
c the number of terms d the coefficient of xy

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All exercises are divided into sections marked by Working Mathematically badges, such as this example:
Understanding & Fluency & Problem-solving & Reasoning &
Communicating Communicating Communicating Communicating
R K I NG R K I NG R K I NG
WO WO WO WO
R K I NG
U F U F U F U F
C C C C
R PS
MA
R PS
MA
Y
R PS R PS
MA
MA
Y
Y
Y
LL
LL
HE
LL
HE
LL
M AT I C A HE
M AT I C A M AT I C A
HE
M AT I C A
T
T
T
T
The letters U (Understanding), F (Fluency), PS (Problem-solving), R (Reasoning) and C (Communication) are
highlighted in colour to indicate which of these components apply mainly to the questions in that section. Naturally
there is some overlap between the components.
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The authors and publisher wish to thank the following sources for permission to reproduce material:
Cover: Shutterstock.com / ollyy
Images: Photo by Andargor / Wikimedia Commons, p.178; © Commonwealth of Australia. Creative

Commons Attribution-NonCommercial-NoDerivs 3.0 Australia licence, p.269(b); © Bidgee. Creative
Commons Attribution-Share Alike 3.0 Unported license, p.548(t); © Jastrow. Creative Commons
Attribution 3.0 Unported license, p.127; Photo by Mark A. Wilson, Department of Geology, The College
of Wooster, p.363; © Mike Young. Creative Commons Attribution-Share Alike 3.0 Unported license,
p.329(b); 2013 Used under license from Shutterstock.com / Shawn Pecor, pp.5, 525 / Galina Barskaya,
p.8 / kotomiti, p.17 / Andresr, pp.18, 19, 242 / Vartanov Anatoly, p.22 / flashgun, pp.27, 451 / corepics,
p.31 / Gl0ck, p.32 / Jacek Chabraszewski, p.36 / Sergielev, p.40 / Racheal Grazias, p.42 / Radu Razvan,
pp.43, 68(b) / erwinova, p.44 / Dmitriy Bryndin, p.45 / Christophe Rolland, p.50 / alin b., p.54 / Orla, p.55
/ Robert Cumming, p.61 / Natursports, pp.62-63 / Roobcio, p.67 / Lasse Kristensen, p.68(t) / corepics,
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/ Oleksiy Mark, p.89 / Committer, p.91 / Neil Balderson, p.94 / Giuseppe_R, p.95(t) / Lucky Business,
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Faraways, p.163(t) / Wire_man, p.163(b) / Valerie Potapova, p.170 / Diego Cervo, p.177 / Jiri Foltyn,
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Flippo, p.253 / ImageryMajestic, p.254 / Ingvar Bjork, p.256(t) / iDesign, p.256(b) / gorillaimages,
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OlegDoroshin, p.271 / photobac, p.272 / Tatiana Belova, p.273 / Tomasz Trojanowski, p.274 / benicce,
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aslysun, p.292(c) / Nazarenko Andril, p.292(b) / irabel8, p.295 / Dennis Donohue, p.296 / Bailey Image,
p.297 / Bogdan Vasilescu, p.298 / Sven Hoppe, p.301(t) / Steve Cukrov, p.301(b) / Christopher Meder
Photography, p.302 / spe, p.305 / Ilike, p.306 / oliveromg, p.308(b) / Ashley Whitworth, pp.309, 513 /
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Smokovski, p.337(t) / Tropinina Olga, p.337(b) / Ilia Torlin, p.339 / Ehrman Photographic, p.341 / Tania
A, p.342 / Olaru Radian-Alexandru, p.349 / MQ Naufal, p.359 / StudioSmart, pp.360-361 / ssguy, p.367 /
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978-1-107-67181-2 - CambridgeMATHS: NSW Syllabus for the Australian Curriculum: Year 8

>> Additional resources online

© in this web service Cambridge University Press www.cambridge.org

477 Williamstown Road, Port Melbourne, VIC 3207, Australia

Cambridge University Press is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the pursuit of

© in this web service Cambridge University Press www.cambridge.org

About the authors viii

1 algebraic techniques 2 and indices 2 Number and algebra

© in this web service Cambridge University Press www.cambridge.org

2 Equations 2 62 N umber and Algebra

3 Measurement and Pythagoras’ theorem 118 Measurement and Geometry

© in this web service Cambridge University Press www.cambridge.org

Fractions, decimals, percentages and Number and Algebra

5 Ratios and rates 284 N umber and Algebra

© in this web service Cambridge University Press www.cambridge.org

Angle relationships and properties of Measurement and Geometry

7 Linear relationships 1 416 Number and Algebra

© in this web service Cambridge University Press www.cambridge.org

Transformations and congruence 484 Number and Algebra

9 Data collection, representation and analysis 542 Statistics and Probability

Semester review 2 620

© in this web service Cambridge University Press www.cambridge.org

David Greenwood is the Head of Mathematics at Trinity Grammar School in Melbourne

Bryn humberstone graduated from University of Melbourne with an Honours degree in

Justin Robinson is Head of Positive Education and a mathematics teacher at Geelong

© in this web service Cambridge University Press www.cambridge.org

Guide to this book 2 Chapter 1 Algebraic techniques 2 and indices

NsW syllabus for the australian A student generalises number properties to

content outcomes for chapter (see techniques 2 Avatar algebra

What you will learn: an What you will learn

Chapter introduction: use

to set a context for students

Pre-test: establishes prior knowledge 4 Chapter 1 Algebraic techniques 2 and indices

(also available as a printable worksheet)

3 Write an expression for:

5 Complete the tables using the given equations.

10 Chapter 1 Algebraic techniques 2 and indices

to mathematics in the wider world 1B

ii expression with a number to obtain a final value.

Examples: solutions with explanations and Example 1c,d 2 The expression 5a +

the working mathematically

Questions are linked to examples ■ The product

i x isstate ii list the terms

■ a b 7a 15−+x 22b + 2+ycof + xa =isless

112 c 5 is added to one half of k d sum of a and b is doubled

cost is $x for each plant, an H EM A T I C A

Example 2a,b 13 3 If Match i aeach

4a b c d j 2a 4b 12b means ×), or k HE A

d Thepriceofashirtisincreasedby10%forGSTandthendecreasedby10%onasale.Thenew them and describe how the grouping symbols change

singlerowofﬂattilesisusedforpooledging. a Whichstepcausedtheprobleminthisproof?(Hint:Considertheactualsolutiontothe b must be negative. areTV ii list the terms

10 Jon likes state to how

i 64tiles ii 72tiles equation.)

key concepts & interconnections 2 Semester reviews per book

Pronumeral: a letter which stands Algebraic terms 11 Chapter 2$70

Chapter reviews with multiple-choice, short-answer and extended-response questions

© in this web service Cambridge University Press www.cambridge.org

Working Mathematically badges

Additional resources online

The integrated program is linked from icons and the topic

All HOTmaths features are included in the program, eg:

Maths dictionary with links to

2 Equations 2 62 N umber and Algebra

3 Measurement and Pythagoras’ theorem 118 Measurement and Geometry

5 Ratios and rates 284 N umber and Algebra

7 Linear relationships 1 416 Number and Algebra

Transformations and congruence 484 Number and Algebra

9 Data collection, representation and analysis 542 Statistics and Probability

Semester review 2 620

d Thepriceofashirtisincreasedby10%forGSTandthendecreasedby10%onasale.Thenew them and describe how the grouping symbols change

singlerowofﬂattilesisusedforpooledging. a Whichstepcausedtheprobleminthisproof?(Hint:Considertheactualsolutiontothe b must be negative. areTV ii list the terms

i 64tiles ii 72tiles equation.)