MARK’S MATHS GCSE REVISION SHEET

RATIONALISING THE DENOMINATOR HISTOGRAMS PERCENTAGES

Maths “doesn’t like” having a square root on Divide Frequency
Freq OF: 12.5% of £44 :
the bottom of fractions so to remove: by Class Width
to find Freq. 44 x 0.125 = £ 5.50
1 (x √2) = √2 = √2 No longer a ‘root’ FD CW
Density. INCREASE £44 by 12.5% :
on the bottom!
√2 (x √2) √2√2 2
44 x 1.125 = £ 49.50
ALGEBRA DIFFERENTIATION DECREASE £44 by 12.5% :
( x + 3 )2 = ( x + 3 )( x + 3 ) !! If y = axb 100% - 12.5% = 87.5 %
Then dy/dx = (ab)xb-1 “bring the power down so: 44 x 0.875 = £ 38.50
D.O.T.S: down and reduce by 1”
COMPOUND INTEREST :
x 2 — 16 = ( x + 4 )( x — 4 ) This creates a “gradient finder” equation: 3.5% interest, 5 years: £300
4x 2 — 9y 2 = (2x+3y)(2x—3y) y = x3 + 2x2 +3x + 4 ⇒ dy/dx = 3x2 + 4x + 3 300 x 1.035 ⇒ 1 yr
(300 x 1.035) x 1.035⇒ 2 yrs
POWER LAWS Harder problems: (convert to axb first!) etc.

1) ma x mb = ma+b x2 becomes 1 x2 3 becomes 3x —2 Total = 300 x (1.035)5

3 3 x2 increase years
2) ma = ma-b REVERSE:
3x2 becomes 3 x2 1 becomes x —1
mb 4 4 x
£56 shirt in 30% sale, orig?
100% - 30% = 70%
3) (ma)b = mab
70 % > £ 56.00
For velocity questions differentiate to change these:
4) m-a = 1 (÷7) (÷7)
10 % > £ 8.00
displacement (dist) ⇒ velocity ⇒ acceleration (×10) (×10)
ma 100 % > £ 80.00
5) m1/2 = √m CIRCLE THEOREMS “angles at the circumference
are equal” a
6) ma/b = b√ma “chord bisector
“angle at the centre
is a diameter” a
m a ma
( )
7) is double the angle at
= circumference” a
“opposite
n na “angle in a semi-
circle = 90°” angles in a cyclic
m0 = 1 a 2a
quadrilateral
add to180°” a+b=180°
“angles in opposite a
ADDING FRACTIONS b
“tangent-radius meet at 90°” segments are equal”
a + c = ad + cb a
Recurring Decimals:
b d bd bd
a = 0.232323… RATIOS
10a = 2.323232… (not the same) * Create a RATIO TABLE first!
= ad + cb
100a = 23.23232… (decimals now match) Convert to fractions: 3 : 2 : 4 (3 + 2 + 4 = 9)
bd
* subtracting is the same [100a — 1a = 99a] & [23.23…—0.23… = 23] Then make this number the denominator:
but use minus at end. so: 99a = 23 = 3 : 2 : 4 = 9
a = 23 / 99 (then simplify) 9 9 9 9

SETS ANGLE RULES (LEARN NAMES) “supplemental

a
angles add
n(A) − Num. of elements in A “vertically opp. a up to 180o” b
∪ − Union (all) angles equal” a
∩ − Intersection (overlap only) “angles on
∈ − Member Of “alternate a a straight line”
angles” a b
⊂ − Subset Of A a
B
∅ − Empty Set “corresponding “base angles in
ξ − Universal Set B⊂A angles”
b an iscos. triangle
’ − Complement (“Not in”) are equal”
eg. (A ∪ B)’ − “everything NOT in b a a
A and B”
© Mark Maclaine Education 2019
INTERSECTING CHORDS ESTIMATING THE MEAN
If you are given a table showing the first two columns (below), add the
A D
next two columns. This table show the hourly-pay rate for 50 people:
O
OA x OB = OC x OD
B cost frequency mid-point mp x freq.
C

B 0 < x ≤ 10 5 5 25
OA x OB = OC x OD A
(same) O
10 < x ≤ 20 10 15 150
C
D
20 < x ≤ 30 20 25 500
HCF and LCM
Use Prime factors then a Venn Diagram: 30 < x ≤ 40 15 35 525
40 70
2 20 35 2 This is the (estimated)
This is the total 50 1200
10 2 7 5 number of results eg. total amount of money
how many people earned by all the
2 5
surveyed. people surveyed in 1hr.
40 = 2 x 2 x 2 x 5 70 = 2 x 5 x 7

40 70 MEAN (AVERAGE): so you work out the amount of money made in total
2 2 (ie. sum of all mid-points x frequency) and divide it by the num of people.
7
2 5 total earned by everyone = £ 1200 = £ 24 (average rate)
number of results 50 people
HCF = intersection LCM = everything so
so 2 x 5 = 10 2 x 2 x 2 x 5 x 7 = 280
PROPORTIONALITY QUESTIONS
FUNCTIONS
The question will tell you A is proportional to B and in what way. This
Functions are something is being would be shown as:
“done” to x: Proportional: A = kB. Inversely proportional: A = k
eg. f(x) = x2 + 1 B
f : x → x2 + 1 Part (a) of the question will then give you a value for A and a value for B
⇒ means square x and add one and ask you to form an equation. Find a value for “k” and use this to form
So: f(3) means (3)2 +1 the equation.
Eg. A = kB when A = 1500 then B = 300
If f(x) = 10 1500 = k x 300 Now you have an equation:
⇒ Then you need to work out k = 1500 ÷ 300 A = 5 x B
what’s in the brackets so k = 5
The equation has an “=” sign and
x2 + 1 = 10
only has A and B (not k!)
x2 = 9 Part (b) will then say when A = 3000
∴ x =3 what will B equal?
COMPOUND FUNCTIONS: Simply substitute your value for A
into this new equation:
When f(x) = x2 + 1 and g(x) = 3x
3000 = 5 x B
Find gf(x) Speed = Distance /
B = 3000 ÷ 5 Time
⇒ do the one closest to the
B = 600 1 km = 1000 m
brackets first, in this case f.
1 m2 = 10,000 cm2
g(f(x)) = g(x2 + 1)
⇒ then do the next one 1 m3 = 1,000,000 cm3
gf(x) = 3(x2 + 1) PROBABILITY: AN
D= x
INVERSE FUNCTIONS [f−1(x)]:
A∝B A ∝ B2 OR = +
f(x) = x2 + 1 (change f(x) for y) MEAN (add up, then
divide)
y = x2 + 1 (then swap x and y) REMEMBER: ! MODE (most “fashion
able”)
x = y2 + 1 f f-1 (x) cancel out to
MEDIAN (middl
just make x e, when in
Now rearrange to make y subject. order)
So: f−1(x) = √x − 1 so: f f-1 (2) = 2 A∝1/B
© Mark Maclaine Education 2019
 TRANSFORMATIONS SURDS RULES THINGS YOU CAN’T DO:

aaaa a “Translation” (move)

1)
2)
√xy = √x√y
√m√m = m
[ √12 = √4√3 = 2√3 ]

[ √2√2 = (√2)2 = 2 ] *CANNOT divide by 0

() 4
-2
NT T
x movement
y movement
-
3) m
m
= √m
√m
[ √50 =

√2
50 = √25 ]

2
*CANNOT √ a minus number

Write this as:

●
a r gi a
“4 units right, 2 units down”
-
√360 = √2√2√2√3√3√5
= 2 x √2 x 3 x √5
You will often get things written like:
f(x) = 5 (domain: x ≠ 3)
3-x
= 6√2√5 same as 6√10
f(x) = √x (domain: x ≥ 0)
●
CUMULATIVE FREQUENCY
a1

saal (pick a point on the shape and

Remember to use the
maximum value from
the data, not the max
2 5 T ra n s fo r m a t io n s

L E/ 1 ta a l m a l
4 it by this “translation”)
move
value on the axis!
:t
12
“Enlargement” (growth)

10
aaaa a When you plot the graph use
these values as your x-axis

an g le Q •
NT T
time freq cum freq.
-

e sc r i b e f u l ly t h e s i n g l e t r a n s f o r m a t i o n w h i c h m a p s t r i a n g l e P o n t o
8
( 2)

6 F -

tr i a n g le P o n to t r i a n g l e R
a r gi a
e sc r i b e f u l l y t h e si n g l e t r a n s f o r m a t io n w h i c h m a p s :
0 < x ≤ 10
-
5
0 < x ≤ 15 10
5
15
tr i an g le R o n to tr i an g le P (3 ) 43
0 < x ≤ 20 65
.
50 Use these
Lower 1 3 L in e a Upper
r g ra p h s
0 < x ≤ 25 15 80 values as
(T o ta l S n m r k s )
Quartile Median Quartile
your y-axis
Centre of

o
sa●al1 3enlargement
Lin e a Notice
r ghow the
0 -> 10,
r values
a go from h sAdd up the frequencies as you
0 -> 15, 0 ->p20 etc. go down the table.The last
Inter Quartile Range:
IQR = UQ - LQ (range)
L L E/ 1 4 ta a l m a l Look out for this! value should be the total.
Note: when talking about ‘spread’ of data it is
-
2 (join corresponding points on
each shape as shown) STRAIGHT LINE EQUATIONS acceptable to say “more spread out” (larger
l A(x1, y1) B(x2, y2) IQR) and “less spread out” (for smaller IQR).
a ) D e sP
c r—>
i b R:
e fenlargement
u l l y t h e s iby
n gscale
le t r an sfo rm atio n w h ic h m a p s t r ia n g le P o n t o

t r i a nfactor
g le Qof 2, centre (2 , 0)
•
B VECTORS ( 2)
GRADIENT
b) D e sR
c r—>
i b P:
e fenlargement
u l l y t h e s iby
n gscale
l e t r a n s f o r m a t io n w h ich m a p s: B
“translations” m= △Y = y2 — y1
i) t r i a n gofl 1/2,
factor e P centre
o n t o (2
t r i, a0)
n gle R

( )( )
AB = x2 — x1 = 2 (3 ) △X x2 — x1 △Y
i iii ) Remember:
:
t r i an g le R
Scale Factors
o n to tr i an g le P .

y2 — y1 T o t a4l S “rise”

can be fractions for

( n m r k s )
A (“rise over run”) A
4reductions in size i n aa l △X “run”

la r g e t r i a n g le P w i t h sc a l e f a c t o r l l a n dMID t r e (1 4 )
c e nPOINT ,

Bearings
o py o f the grid , e n

, y +y BT i ) t a l 3MAGNITUDE / LENGTH

( x1+ x2
)
’ MP = 1 2 ( m a r k s)
Length = √(x2 — x1)2 + (y2 — y1)2
Remember 0° is alw
North!
ays
AL TI
(move clockwise from Nor
th rou nd 360°) (average of each)
2

A
2
MP ●
(pythagorus’ theorem a2 + b2 = c2)

c
B

a
2 •
a) O n a c o p y o f th e g r id . Dr a w t h e lin e x + y
-
3 ( i“rise”
)
a i i i : b) Fi n d t h c c re
o ove
r drse
INT & EXT ANGLES EXT
i n a te s o f t h e p o in t o f i n te r sec t io n o f t h e lin es w h o se e q u at io n s a r e
45° A
X + -
3 be
a nar
d ing
i
- -

1 EXT b “run” (2)

in
’

0
bear 4 ing y
aa l EXT. = 360°
On a co p y
(<o18
f t0°
h e) g r i d e n la r g e t r i a n g le P w i t h sc a l e f a cnum l asides
t o r l of n d c e n t r e (1 4 ) , (T o ta l 3 m a rk s)
45° + 180° = 225° First Prime number:
,

EXT
(T i ) t a l 3 m ark s)

2
2
To ge u O n a c o p y o f th
t a Reverse Be aring:
e g r id , dra w t h e li n e y -
9t -

2 (3)
INT EXT EXT
angle under 180° V+
add 180° EXT
INT. = 180° - EXT.

f ass asga © Mark Maclaine Education 2019

 SECTORS AND ARC LENGTHS EXACT VALUES FOR SIN, COS & TAN (GCSE ONLY)
For GCSE it is required that students learn the exact values below. In
A= x x πr 2
most cases TAN can be ignored but they are included here in case.
xº 360
r
C= x x 2πr Sin Cos Tan
360
30º 1/2 ⎷3 / 2 1 / ⎷3
QUADRATIC SEQUENCES
(GCSE only) For sequences with a changing
difference use the following rules: 45º ⎷2 / 2 ⎷2 / 2 1

2 —> n2
60º ⎷3 / 2 1/2 ⎷3
4 —> 2n2
6 —> 3n2
Translating Graphs

BOX PLOTS
y = f(x) y = f(x) + a
IQR
Outlier e.g. y = x2 e.g. y = x2 + 4
x ↑+a

Lowest LQ Median UQ Highest

Value Value
(25%) (50%) (75%) → ←
y = f(x + a) y = f(ax)

MAKING X THE SUBJECT e.g. y = (x + 4)2 e.g. y = (2x)2 *

* (This would
For changing the subject of an equation use the ←
following steps: -a compress to half the
1) get everything on one line width)

2) get rid of all brackets ↑xa

3) get x’s on same side (use y = -f(x) y = af(x)
addition or subtraction) e.g. y = -x2 e.g. y = 3x2
4) factorise to get x outside
brackets

PERCENTAGE CHANGE: Remember: anything applied outside the brackets is done

change x 100 to the y-values (it does what is says). Anything applied to
original the x, inside the bracket, is done to the x values, and it
does the opposite of what is says.
STRAIGHT LINE GRAPHS:
y = mx + c
m = gradient (rise/run)
c = y-intercept (crossing)
EVEN NUMBER: 2n
ODD NUMBER: 2n
+1
CONSECUTIVE OD
DS:
[2n + 1] then [2n +
3]
CONSECUTIVE 5’s
:
[5n] then [ 5(n + 1)
]

Equation of a circle
:
x2 + y2 = r2 (r = radius)

© Mark Maclaine Education 2019