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    ik O70 0t3.e BoLes oy eee aS Karen Morrison and Nick Hamshaw Cambridge IGCSE® Mathematics Core and Extended Coursebook Second edition Karen Morrison and Nick Hamshaw Cambridge IGCSE® Mathematics Core and Extended Coursebook S CAMBRIDGE UNIVERSITY PRESS CAMBRIDGE UNIVERSITY PRESS. ‘University Printing House, Cambridge CB2 SBS, United ‘One Liberty Plaza, 20h Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, V © 3207, Australia 314-321, 3d Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi ~ 110025, India 79 Anson Road, 06-04/06, Singapore 079905 ‘Cambridge University Pres is part ofthe University of Cambridge, 1t farthers the University’ mission by disseminating knowledge in the pursuit of education, learning and research atthe highest international levels of excellence wee cambridge.org Information on thistle: education cambridge org/9781 108437189 © Cambridge Univesity Press 2018, This publication isin copyright. Subject to statutory exception and tothe provisions of relevant collective licensing agreements, ‘no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2012, Revised Editon First Published 2015 20:19 18.17 16 15 1413 12 1199.8 7654321 Printed in Dubat by Oriental Press A catalogue record for this publication i available rom the British Library ISBN 978-1-108-43718-9 Paperback Cambridge University Press has no responsibility forthe persistence or accuracy ‘of URLs for external or third-party internet websites refered to in this publication, and does not guarantee that any content on such websites of wll emai accurate or appropriate. Information regarding prices, travel timetables and other factual information given in this works correct atthe time of first printing but, ‘Cambridge University Press does not guarantee the accuracy of such information thereatter {Wisilegl to reproduce any part ofthis work in material form (inclding photocopying and electronic storage) except under the following circumstances: (where you are abiding by a licence granted to your school or institution by the Copyright Licensing Agency; (i) where no such licence exists, oF where you wish to exceed the terms ofa licence, and you have gained the writen permission of Cambridge University Press; (it) where you are allowed to reproduce without permission under the provisions ‘of Chapter 3 ofthe Copyright, Designs and Patents Act 1988, which covers, for anthology and reproduction forthe purposes of setting examination questions. GCSE" isa registered trademark. Past exam paper questions throughout are reproduced by permission of (Cambridge Assessment International Education. ‘Cambridge Assessment International Education bears no responsibilty forthe example answers to questions taken from its past question papers which are contained in this publication. Allexamstyle questions and sample answers in this title were written bythe authors, In examinations, the way marks are awarded may be diferent. Contents induction : Acknowedgements wi Unit 1 Chapter 1: Reviewing number concepts 1 Chapter 3: Lines, angles and shapes 4“ I” Dtleen pret nonbes 4 We pace ‘ 1.2. Multiples and factors 3 3.2. Triangles 55 1.3, Prime numbers 6 3.3 Quadrilaterals 59 Sleover si ie 103 apps a 13 rng wh decd numbers B33 te a 1S era opetns 1236 cntcton & ere ere bed Chapter 4: Collecting, organising and Chapter 2: Making sense of leva 23 dap et n 21” tages trees Fang ae sing ta 7 2.2. Substitution 26 4.3 Using charts to display data 86 25 Snap exresios ® 24. wong wah ooces 2 23 aes 3 Unit 2 Cavers chon waned —«=««e1_(Gaper Pure, tad ihe = 5.1 Equivalent fractions 103 7.1. Perimeter and area in two dimensions 135 32 beaten on forons Int 72. thecdmertnal objets ie 53. pacertages Wo 73 Sufceseaenstlonesofsoiés 30 34 und fom me 3 oucatrandstondad frm THE chapter & Inodution to probability te 35 cumaten 19 yeast pebenty me 32 theoeteat platy ta Chapter 6; Equations and rearranging formulae = 123 Sat ates panes ae Tax 53 Tevet tata event doesnot oe "234 fey dogo ws 5) Beeslbog seb: cavers 128 £5 Combining independent and mutually ~ " exclusive events 167 Unit 3 Chapter 9: Sequences and sets 173 —-11.3._ Understanding similar shapes 236 itavan 174 Ta Undestadg conpvnce us 92. falonal and hata! mbes | | capes ieeystendieewd eral) (ash - . 12.1. Different types of average 254 Omari: tae areaLeminctemasae ot gi ee co tor stg nes ie) 2 teas 10.2 Quadratic (and other) expressions 216 12.3. Calculating averages and ranges for Chapter 11: Pythagoras’ theorem and frequency data 258 eae ae) Te, cess rps gs fo emp 11.1 Pythagoras’ theorem. nz continuous data 262 12. Undestaning Slr angles Bi 125. Pocelles od qares is 126 borane pos ie tcannaon pace sched questions for Us 13 in Contents eet eT a ca cect ard Unit 4 Chapter 13: Understanding measurement. 281 Chapter 15: Scale drawings, bearings and BA Understanding units 283. trigonometry 335 132 Time 285 15.1” scale drawings 36 13.3 Upper and lower bounds 289152. Bearings 39 13.4 Conversion graphs 294 15.3 Understanding the tangent, cosine 135, More money 297 and sine ratios 40 — aaa decmmaiiaren 15:4 Solving problems using hates: Fre Song of euatonsand scion woh sos FO teliewermslinenoyusions 353155 Sines, cosines and tangents of angles 14.2. Linear inequalities 310 Mice ene = a: toe 304516. the sine and cosine rules 364 1444 tinea programming sig, 157 Aeaof a tiangle 372 nh tenes 321 15:8 Tiigonometiy in three dimensions 375 146 Quadratic formula 322 chapter 16; Seatter diagrams 1447 Factorsing quadratics where the coefcent and corelation 383 a x isnot 1 324 16.1 Intoduction to bivariate data 384 14.8. Algebraic fractions 326 Wot S$ Chapter 17: Managing money 394 17.1 Earning money 395 17.2 Borrowing and investing money 401 17.3. Buying and selling 409 Chapter 18: Curved graphs as 18.1 Drawing quadratic graphs (the parabola) 416 18.2 Drawing reciprocal graphs (the hyperbola) 424 18.3 Using graphs to solve quadratic equations 428 18.4 Using graphs to solve simultaneous linear and non-linear equations 429 18.5 Other non-linear graphs 431 18.6. Finding the gradient of a curve 4a 18.7 Derived functions 4a3 chapter 21: Ratio, rate and proportion 506 21.1 Working with ratio 507 21.2 Ratio and scale 512 213 Rates 515 21.4 Kinematic graphs 517 21.5 Proportion 525 21.6 Direct and inverse proportion in algebraic terms 528 21.7 Increasing and decreasing amounts by a given ratio 532 Chapter 22: More equations, formulae and functions 536 22.1. Setting up equations to solve problems 337 22.2 Using and transforming formulae 543, 22.3 Functions and function notation 546 Examination practice: structured questions for Units 4-6 Answers Glossary Index Chapter 19: symmetry 459 19.1 Symmetry in two dimensions 461 19.2 Symmetry in three dimensions 464 19.3. Symmetry properties of circles 467 19.4 Angle relationships in circles 470 Chapter 20: Histograms and frequency distribution diagrams 483 20.1 Histograms 485, 20.2 Cumulative frequency 492 Chapter 23: Vectors and transformations 556 23.1. Simple plane transformations 587 23.2 Vectors 570 23.3 Further transformations 582 Chapter 24: Probability using tree diagrams ‘and Venn diagrams 595 24.1. Using tree diagrams to show outcomes 597 24.2 Calculating probability from tree diagrams 598 243 Calculating probability from Venn diagrams 600 24.4 Conditional probability 60a on a7 688 694 Sow ae You leamed how to plotlines from ‘equations in chapter 10. > You will lam more about cancelling ‘and equivalent fractions in pter 5. Introduction ‘This popular and successful coursebook has been completely revised and updated to cover the latest Cambridge IGCSE Mathematics (0580/0980) syllabus. Core and Extended material is combined in one book, offering a one-stop-shop forall students and teachers. Thi required for the Extended course is clearly marked using colour panels; Extended students are given access to the parts of the Core syllabus they need without having to use an additional book. Core students can see the Extencled topics, should they find them of interest. The book has been written so that you can work through it fom start to finish (although your teacher may decide to work diferent). All chapters build on the knowledge and skills you will have learned in previous years and some later chapters build on knowledge developed earlier in the book. The recap, fast forward and rewind features will help you link the content of the ‘chapters to what you have already learnt and highlight where you will use the knowledge later in the course, The suggested progression through the coursebook is for Units 1-3 to be covered in the first year of both courses, and Units 4-6 to be covered in the second year of both courses. On this basis, there isan additional Exam practice with structured questions both at the end of Unit 3 and the end of Unit 6. ‘These sections offer a sample of longer answer ‘structured examination questions that require you to use a combination of knowledge and methods from across all relevant chapters. As with the questions at the end of the chapter, these are a mixture of ‘Exam-style’ and ‘Past paper’ questions. The answers to these questions are provided in the Teachers resource only, so that teachers can set these as classroom tests or homework. Key features ch chapter opens with a list of learning objectives and an introduction which gives an ‘overview of how the mathematics is used in real life. A recap section summarises the key skills and prior knowledge that you will build on in the chapter. There is also a list of key mathematical words. ‘These words are indicated in a bold colour where they are used and explained. If you need additional explanation, please refer to the glossary located after Unit 6, which defines key terms. The chapters ae divided into sections, each covering a particular topic. The concepts in each, topic ae introduced and explained and worked examples are given to present different methods ‘of working in a practical and easy-to-follow way ‘The exercises for each topic offer progressive questions that allow the student to practise ‘methods that have just been introduced. These range from simple recall and drill activities to applications and problem-solving tasks “There isa summary for each chapter which lists the knowledge and skills you should have once you've completed the work. You can use these asa checklist when you revise to make sure you've covered everything you need to know. At the end of each chapter there are ‘Exam-style’ questions and ‘Past paper’ questions. The ‘Exam-style’ questions have been written by the authors in the style of examination questions and expose you to the kinds of short answer and more structured questions that examinations. The ‘Past paper’ questions are real questions taken from past exam papers. ‘The answers to all exercises and exam practice questions can be found in the answers sections at the end of the book. You can use these to assess your progress as you go along, and do more or less practice as required. TT caesar Remember ‘coefcient isthe rhumber in the term, Tip Watch out for negative numbers in front of Margin features Helpful guides in the margin of the book include (Clues: these are general comments to remind you of important or key information that is usefal to tackle an exercise, or simply useful to know. They often provide extra information or support in potentially tricky topics. Tip: these cover common pitfalls based on the authors’ experiences of their students, and give you things to be wary of or to remember. Problem-solving hints: as you work through the course, you will develop your own ‘tc proble framework and su Ov’ of solving skills and strategies. These hint boxes will remind you of the problem-solving st ways of tackling different types of problems, Links to other subjects: mathematics is not learned in isolation and you will use and apply what ‘you learn in mathematics in many of your other school subjects as well, These boxes indicate where a particular concept may be of use in another subject. Some furth Press website. These include: supporting resources are available for download from the Cambridge University ‘® A‘Calculator support’ document, which covers the main uses of calculators that students seem to struggle with, and includes some worksheets to provide practice in using your calculator in these situations. © A Problem-solving ‘toolbox’ with planning sheets to help you develop a range of strategies for tackling structured questions and become better at solving different types of problems. ‘© Printable revision worksheets for Core and Extended course: ~ Core revision worksheets (and answers) provide extra exercises for each chapter of the book. These worksheets contain only content from the Core syllabus. Extended revision worksheets (and answers) provide extra exercises for each chapter of the book. These worksheets repeat the Core worksheets, but also contain more challenging questions, as well as questions to cover content unique to the Extended syllabus, Additional resources IGCSE Mathematics Online is a supplementary online course with lesson notes, interactive worked examples (walkthroughs) and further practice questions, Practice Books one for Core and one for Extended. These follow the chapters and topics of the coursebook and offer adit I targeted exercises for those who want more practice. They offer a summary of key concepts as well a ‘Clues’ and ‘Tips’ to help with tricky topics, A Revision Guide provides a resource for students to pre} snination, with clear explanations of mathematical skills. and practise skills for There is also hers resource to offer teaching support and advice Acknowledgements The authors and publishers acknowledge the following sources of copyright material and are _grateful for the permissions granted. While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. any ‘omissions are brought to our notice, we will be happy to include the appropriate acknowledgements ‘on reprinting. Past paper exam questions throughout are reproduced by permission of Cambridge Assessment International Education Thanks to the following for permission to reproduce images: Cover image: eugenesergeev/Getty images; Internal images in order of appearance: Sander de Wilde; Littlebloke/iStock/ Getty Images; Axel Heizmann/EyeEm/Getty Images; KTSDESIGN/ Science Photo Library/Getty Images; Laborer/iStock/Getty Images; akiyoko/Shutterstock; Insagostudio/ Getty Images; DEA PICTURE LIBRARY /De Agostini/Getty Images; Fi Images/Heritage Image Stefan Cioata/Moment/Getty Images; Traveler1116/ ‘Stock’ Getty Images; Nick Brundle Photography/Moment/Getty Images: De Agostini Picture Library/Getty Images; Iropa/iStock/ Getty Images: Juan Camilo Bernal/Getty Images; Natalia Ganelin/Moment Open/Getty Images; Photos.com/ Getty Images; Dorling Kindersley/Getty Images; Stocktrek Images/Getty Images: Panoramic Images/Getty Images; Lisa Romerein/ The Image Bank/Getty Images; Paul Tillinghast/Moment/Getty Images; DEA/M, FANTIN/De Agostini/Getty Images; Scott Winer/Oxford Scientific/Getty Images; Urbanbuzz/iStock/Getty Images; StephanieFrey/iStock/Getty Images; Vitaly ty Images; John Ha Photolibrary/Getty Images; David Caudery/Digital Camera, ia Getty Images; Karen Morrison; PHILIPPE WOJAZER/AFP/Getty Images; Mircea_pavel/iStock/ Getty Images; ErikdeGraaf/iStock/ Getty Images; joeygil/iStock/Getty Images eArt Reviewing number concepts ‘Natural number Integer Prime number symbol Multiple Factor Composite numbers Prime factor Square Square root Cube Directed numbers BODMAS In this chapter you will learn how to: *+ “identity and classify erent types of numbers find common factors and ;mmmon multiples of + caleuate squares, s ‘ots, cubes and cube root of numbers + work with integers used in feal-ife situation * ‘revise the basic rules fo operating with numb * perform basic calculations This statue a replica of in the Congo. The real bone is only 10cm long and it tusing mental methods and _—_iscarved with groups of notches that represent numbers. One column lists the prime numbers from 10 to 20. with a calculator Ris one of the earliest examples of a number system using tallies Our modern number system is called the Hindu-Arabic system because it was developed by Hindus and spread by Arab traders who brought it with them when they moved to different places in the world. The Hindu-Arabic system is decimal, This means it uses place value based ‘on powers of ten. Any number at al, including decimals and fractions, can be written using. Ce ed eta ey <> ‘You wil lear about the deren betieen rational and intional numbers in chapter 9. ve ‘produet’ means ‘multiply the product of 5 and 4 is 12, ie 3x4=12 Exercise 1.1 You will lean much more about ets in chapter 9. For now, just think of a set as alist of numbers or other items that are often placed inside curly brackets. B Remember that a sum is the result of an addition. The term is. often used for any calculation in early mathematics but its meaning is very spect at ths level. a You should already be familiar with most of the concepts in t chapter will help you to revise the concepts and check that you remember them. is chapter; This Different types of numbers Make sure you know the correct mathematical words for the types of numbers in the table. Natural number | Any whole number from 1 to infinity, sometimes | 1.2.34, | called ‘counting numbers! 0 is not included, ‘A whole number that cannot be divided exactly by2. (Odd number A whole number that can be divided exactly by 2 Integer “Any ofthe negative and positive whole numbers, | ...-3,—2,—1,0,1,2. including zero. * Prime number | A whole number greater than 1 which has only | 2,3,5,7,11, two factors: the number itself and 1 Square number | ‘The product obtained when an integer is J 1.4.9, 16, multiplied by ise | Fraction A number representing parts ofa whole number, | : can be written asa common (vulgar) fract the form of for as a decimal using the decimal | 0-5+0.2, 0.08, 1.7 point. l 1 Here isa set of numbers: (~ 1,0, 4.0.75, 3,4, 6,11, 16, 19, 25 List the numbers from this set that are a natural numbers b 4 integers e 8 square numbers ‘odd numbers even numbers « negative integers f prime numbers i neither square nor prime 2 List a thenext four odd numbers after 107 b four consecutive even numbers between 2008 and 2030 ¢ allodd numbers between 993 and 1007 the first five squar f numbers four decimal fract four vulgar fractions that are greater than + but smaller than 3 ns that are smaller than 0.5 3 State whether the following will be odd or even; a the sum of two odd numbers b> thesum of two even numbers € thesum of an odd and an even number the square of an odd number f an odd number multiplied by an even number eS aa key ‘Being able to communicate information accurately is 2 key skill {or problem soking. Thnk about ‘what you ae being asked to do in this task and how best to present your answers, Exercise 1.2 =iseq 10 is not equal to is appronimately equal to is greater than > is greater than or equal 10 2. therefore the square root of Remember that the efferenc between two numbers s the result ofa subtraction, The order of the subtraction matters. 1.2 Applying your skills 4 There are many other types of numbers, Find out what these numbers are and give an example of each, a Perfect numbers, Bb Palindromic numbers ¢ Narcissistic numbers. (In other words, numbers that love themselves!) Using symbols to link numbers Mathematicians use numbers and symbols to write mathematical information in the shortest, clearest way possible. You have used the operation symbols +, ~, x and + since you started school. Now you will also use the symbols given in the margin below to write mathematical statements. 1 Rewrite each of these statements using mathematical symbols. @ 19isless than 45 12 plus 18 is equal to 30 € 05 is equal to} d_ 08s not equal to 80 € —Misless than 2 times—16 £ therefore the number x equals the square root of g anumber (x) is less than or equal to negative 45, h_ risapproximately equal to 3.14 i 5.1 is greater than 5.01 J the sum of 3 and 4 is not equal to the product of 3 and 4 k. the difference between 12 and -12 is greater than 12 1 the sum of -12 and ~24 is less than 0 ‘m the product of 12 and a number (x) is approximately —40 2. Say whether these mathematical statements are true o false a 0599>60 © 81=8% € 20x9>21x8 g -12> i 1000> 1995 k 35x5x2#35 m 20-444-20 3. Work with a partner 5 x 1999 = 10000 62443243462 6 19.9< 20 Vi6=4 20+4=5+20 20x444%20 Look at the symbols used on the keys of your calculator. Say what each one means b_ List any symbols that you do not know. Try to find out what each one m Multiples and factors You can think of the multiples of a num 3,3x2=6,3% multiples of 3 are 3% 1 Multiples er asthe ‘times table’ for that number. For example, the and so on. A multiple of a number is found when you multiply that number by a positive integer. The first ‘multiple of any number is the number itself (the number multiplied by 1). eae Cenk What are the first three multiples of 12? 1s 300 a multiple of 12 a 12,24,36 b Yes, 300 is a multiple of 12. Exercise 1.3 Worked example 2 To find these multiply 12 by 1, 2 and then 3. 2x1=12 12x2=24 12x3=36 To find out, divide 300 by 12. Ifit goes exactly, then 300 is a multiple of 12. 300+ 12=25 1. List the first five multiples of a2 b3 3 ds 9 f 10 g 2 h 100 2. Usea calculator to find and list the first ten multiples of: a2 b 44 © 75 aa © 29 «=f 350g 1012, 9123 3 List a the multiples of 4 between 29 and 53 b_ the multiples of 50 less than 400 © the multiples of 100 between 4000 and 5000. 4 Here are five numbers: 576, 396, 354, 792, 1164. Which of these are multiples of 12? 5 Which of the following numbers are not multiples of a 3b 783 e816 d 337 116 The lowest common multiple of two or more numbers isthe smallest number that is a multiple of all the given numbers. Find the lowest common multiple of 4 and 7. M,=4, 8, 12, 16, 20, 24, 28, 32 M, =7, 14, 21, 28, 35, 42 LCM = 28 Exercise 1.4 Im Later inthis chapter you will see w prime factors can be used to find LCM, Unit: Naber List several multiples of 4, (Note: M, means multiples of 4.) List several multiples of 7, Find the lowest number that appears in both sets, This is the LCM. 1 Find the LCM of a 2and5 b Sand 10 © 6and4 d 3and9 e 35and55 fF Gand g 24and8 oh 4,Sand6 i 6,8 and9 j L3and7 — k 45and8 13,4 and 18 a gcd F,, means the factors of 12. To list the factors in numerical order .g0 down the left side and then up the right side ofthe factor pairs Remember not to repeat Factors. Exercise 1.5 op Later inthis chapter you will lam ‘more about divsibility tests and how to use these to decide whether Cor not one number is a factor of another. B 2 Isit possible to find the highest common multiple of two or more numbers? Give a reason for your answer. Factors A factor is a number that divides exactly into another number with no remainder. For example, 2s a factor of 16 because it goes into 16 exactly 8 times. 1 isa factor of every number. The largest factor of any number is the number itself. (eee) Find the factors of: a2 b 25 © 0 a F,=1,2,3,4,6,12 Find pairs of numbers that multiply to give 12: 1x12 2x6 3x4 Write the factors in numerical order. 5,25 1x25 5x5 Do not repeat the 5. © Fyp=1,2-5, 10, 11, 22, 55,110 1110 2x55 5x22 10x11 1. List all the factors of a4 bs c8 an e 18 f 2 g 35 h 40 157 j 90 k 100 1 m 160 nl © 360 2. Which number in each set is not a factor of the given number? au (1,2,4,7, 14) bis (1.3.5, 15,45), © (1,3,7,14,21) 433 (1,3, 11, 22,33) ea (3,6,7.8, 14) 3 State true or false in each case a Bisa factor of 313 b isa factor of99 € 3isa factor of 300 d. 2isa factor of 300 @ 2isa factor of 122488, F Iisa factor of 60 § 210isa factor of 210 h Bisa factor of 420 4 What is the smallest factor and the largest factor of any number? eee ace aN et The highest common factor (HCF) The highest common factor of two o more numbers is the highest number that isa factor of all en numbers DTS us Find the HCF of 8 and 24. F=1248 List the factors of each number. F.= 1.2.3.4, 6,8, 12,24 Underline factors that appear in both sets. HF =8 Pick out the highest underlined factor (HCF) Exercise 1.6 1 Find the HCE of each pair of numbers, > «= 8 Bando b 24and16 —c 1Sand40. ed. 42 and 70 You wl eam how to find HCFs e 32and36 © f 26and36 © g <22and44. hand as by using prime factors later in the 2. Find the HCE of each group of numbers. ae E a 39and15 — b 36,63and84 © 22,33and121 3. Not including the factor provided, find two numbers less than 20 that have a anHCFof2 b anHCFof6 4. What is the HCF of two different prime numbers? Give a reason for your answer. és Applying your skills Recogni of problem oncom 5 Simeon has two lengths of rope. One piece is 72 metres long and the other is 90 metres lo ‘mathematical techniques for He wants to cut both lengths of rope into the longest pieces of equal length possible. How solving it long should the pleces bet Word problems involving HCF ‘usually involve spiting thingsinfo 6 Ms Sancher has 40 canvases and 100 tubes of paint to give to the students in her art group. smaller pieces or aranging things ‘What isthe largest number of students she can have if she gives each student an equal in equal groups or rows. ‘number of eanvasses and an equal number of tubes of paint? 7 Indira has 300 blue beads, 750 red beads and 900 silver beads. She threads these beads to make wire bracelets. Each bracelet must have the same number and colour of beads. What is the maximum number of bracelets she can make with these beads? 1.3 Prime numbers Prime numbers have exactly two factors: one and the number itsel Compo: fe numbers have more than two factors The number 1 has only one factor so itis not prime and itis not composite Finding prime numbers (Over 2000 yeas ago, a Greck mathematician called Eratosthenes made a simple tol for sorting cut prime numbers. Ths tool is called the ‘Sieve of Eratosthenes’ and the figure on page 7 shows how it works for prime numbers up to 100 Pea gees ed ‘You should ty to memorise which numbers between 1 and 100 are prime. Exercise 1.7 i ‘A good knowledge of primes can help when factonsing quadratic in hapter 10. OL-TOL-1TO Gat om rise pe OL27@ S| O © Cire 2, then eross ou other Ho 1 eee 13216 x € ‘hereon eoealaree, DAR 5 © Reta etal a obey a 2 3 [307] Moetearsthrote 21 3 The irted numbers ae the primes (Other mathematicians over the years have developed ways of finding larger and larger p numbers. Until 1955, the largest known prime number had less than 1000 digits. Since the 1970s and the invention of more and more powerful computers, more and more prime numbers have been found. The graph below shows the number of digits in the largest known primes since 1996, Number of di inst year found In largest known prime number a ee ° a ° 200.090 . ° Yeu Source: http://www.mersenne.org/primes/ Today anyone can join the Great Internet Mersenne Prime Search. This project links thousands ‘of home computers to search continuously for larger and larger prime numbers while the ‘computer processors have spare capacity 1 Which is the only even prime number? 2. How many odd prime numbers are there less than 50? 3a b_ Try to write each composite number on your list as the sum of two prime numbers. List the composite numbers greater than four, but less than 30, 345. ee ie ca ceed 4 Twin primes are pairs of prime numbers that differ by two, List the twin prime pairs up to 100 5 Is 1494 prime number? Explain how you decided. 6 Super-prime numbers are prime numbers that stay prime each time you remove a digit (starting with the units). So, 59 isa super-prime because when you remove 9 you are left with 5, which is also prime. 239 is also a super-prime because when you remove 9 you are left with 23 which is prime, and when you remove 3 you ate left with 2 which is prime. Tip Whitt super-prime e numbers are interesti not on the a Find two three-digit super-prime numbers less than 400, b Can you find a four-digit super-prime number less than 3000? € Sondra telephone number is the prime number 987-6413. Is her phone number a super-prime? Prime factors Prime factors are the factors of a number that are also prime numbers, Remember a producti the answer 0.2 multiplication. So fyou wnie a Every composite whole number can be broken down and written as the product of ts prime factors number 25 the prodct of ts prime You can do this using tree diagrams or using division, Both methods are shown in worked example 5. factors you are wing it using rmulipeation sigs The ths: 12=2x2x3, De aed ‘ite the following numbers as the product of prime factors. a 36 bas Using a factor tree | i ® 48 White the number as two LN factors | a factor is a prime 4 2 number, circle it. 6 2 /\ /\ /\ Ifa factor is a composite 4 ime mb ny hae 0 ® Keep sping uni you end fare ae te nner peat be pines epee sen beled eerie ite the primes in snmeciere rece ® @ —@ | esconding onder thx ses B6=2x2x3K3 4B=2x2*D«IWS signs. Using division 2|36 248 Divide by the smallest alte eed prime number that will go 2 [24 3/9 she into the number exactly, sis pe Continue dividing, using 1 the smallest prime number 36=2x2x3x3 & 2 that will go into your new answer each time. MB IKIn2nIAnd ‘Stop when you reach 1. Write the prime factors in best for you and stick toi. Always show your method when using ascending order with» prime facie signs Unit: Humber Choose the method that works ue Exercise 1.8 1 Express the following numbers as the product of prime factors. a 30 bow © 100 a2 © 360 \When you write your number as : a o :> aprodiict of partes: oun al f 50¢ g 6530) 1125756 5 9240 ‘occurences of the same prime rpumber together. Using prime factors to find the HCF and Lcm When you are working with larger numbers you can determine the HCF or LCM by express TTY ach number as a product ofits prime factors You canal se ple facts to find the square and cube root Coren ‘of rumbers if you don't have a ‘caleulator. You will deal with this in Find the HCF of 168 and 180. more detail late in this chapter. 168 =2%2x2x3x7 First express each number as a product of prime 180 =2%2x3x3x5 factors. Use tree diagrams or division to do this. 2x2x3=12 Underline the factors common to both numbers. HF = 12 Multiply these out to find the HCF. SS CLL a Find the LCM of 72 and 120, T2=2x2x2x3x3 First express each number as a product of prime 120=2%2x2%3x5, factors. Use tree diagrams or division to do this. 2x2x2x3x3x5=360 Underline the largest set of multiples of each factor. Lem = 360 List these and multiply them out to find the LCM. Exercise 1.9.1 Find the HCF of these numbers by means of prime factors. a 48and108 —b 120and216¢ 72and90 dd. S2and78 © 100and125 f 154and88 gg S46and624 fh 95and 120 2. Use prime factorisation to determine the LCM of a Stand60 — b Sdand72 € @and72 © d_ 48.and 60 € 120and180 ff 95and150 g Stand9% fh 90and 120 3. Determine both the HCF and LCM of the following numbers. a 72and108 —b 2Sand200 € 9Sand120 84 and 60 Youworttbe toldtousetheHHCF Applying your skills ‘oF LCM to solve a problem, you will need to recognise that word 4 A radio station runs a phone-in competition for listeners. Every 30th caller gets a free airtime probs mating Oo uly voucher and every 120th caller gets a free mobile phone. How many listeners must phone in Fepeating events. You may before one receives both an airtime voucher and a free phone? ee han airtime voucher and fre pl need to enough’ oF 5 Lee runs round a track in 12 minutes. James runs round the same track in 18 minutes. If they Bere sarin the same place atthe sare tine, how many minutes wl pass before they both croe the start ine together again? Divisibility tests to find factors easily Sometimes you want to know ifa smaller number will divide into a larger one with no remainder. In other words, is the larger number divisible by the smaller one? Cea ea eta Utd Tip Divisiblity tests are not pat of the sylabus. They are just useful to know when you work with, factors and prime numbers Exercise 1.10 14 to make a true statement. a 208 » aD ¢ 23 4 f 201 s 2041 h -20}20 k-pO4 1 203 m of) a 2. Arrange each set of numbers in ascending order. 7,10, -1,-12 b 10,9,-8 7,0,-12 d -94,-50,~83,~90,0 3 Study the temperature graph carefully Temperature change during two we 10 4 Temperature (°C) 4 SundyM oT WoT F S$ SunyM T WoT F 14 21 Day of the week ‘What was the temperature on Sunday 14 January? By how much did the temperature drop from Sunday 14 to Monday 15? ‘What was the lowest temperature recorded? sance What is the difference between the highest and lowest temperatures? ‘On Monday 29 January the temperature changed by ~1 temperature on that day? 12 degrees. What was the 4 Matt has a bank balance of $45.50. He deposits $15.00 and then withdraws $32.00, What is his new balance? 5 Mr Singh’s bank account is $420 overdrawn. a Express this as a directed number. b_ How much money will he need to deposit to get his account to have a balance of $500? € He deposits $200. What will his new balance be? 6 A diver 27m below the sur © of the wa rises 16m. At what depth is she then? 7 Onacold day in New York, the temperature at 6.m, was ~5°C. By noon, the temperature had risen to 8°C. By 7 pam. the temperature had dropped by 11°C from its value at n What was the temperature at 7p.m.2 raged 8 Local time in Abu Dhabi is four hours ahead of Greenwich Mean Time, Local time in Rio de Janeiro is three hours behind Greenwich Mean Time: a Ifitis 4pm. at Greenwich, what time is it in Abu Dhabi? b_Ifitis 3a.m. in Greenwich, what time is it in Rio de Janiero? € Ifitis 3pm. in Rio de Janeiro, what time is it in Abu Dhabi? 4 Ifitis 8am. in Abu Dhabi, what time isit in Rio de Janeiro? Order of operations A this level of mathematics you are expected to do more complicated calculations involving ‘more than one operation (+,~, x and +). When you are carrying out more complicated calculations you have to follow a sequence of rules so that there is no confusion about what ‘operations you should do first. "The rules governing the order of operations are © complete operations in grouping symbols frst © do division and multiplication next, working from left to right ‘© do addition and subtractions last, working from left to right. Many people use the letters BODMAS to remember the order of operations. The letters sta fr: Brackets Or (Sometimes, T for ‘indices is used instead of 0 for of”) Divide Multiply Add Subtract BODMAS operations, ndicates that indices (powers) are considered after brackets but before all other Grouping symbols The most common grouping symbols in mathematics are brackets, Here are some examples of the different kinds of brackets used in mathematics: (449) (102) [2(4+9)~4(3) - 12] (2-[4@2-7)- 43 +8)]-23} When you have more than one set of brackets ina calculation, you work out the innermost set first Other symbols used to group operations are: fraction bars, eg, 5—! 8 4 root signs, such as square roots and cube roots, eg. VOFT6 © powers,eg. Sor 4? ea simplify: a 7x44) b (10-4) x(a+9) © 45-[20x(4~3)] a 7x7=49 b 6x13=78 € 45~ [20x 1]=45-20 =25 eT ae aaa) Exercise 1.14 A bracket type’ is aways twinned with another bracket of the same type/shape. Ths helps ‘mathematicians o understand the order of calculations even mote easily You will ap rules to fractions, decima algebraic expressions as you progress through the course. P Exercise 1.15 Caen oka Calculate: ' 4428 — 2 348 6 < (3654+ \100-36 a 3+(6x8) b (4428)+(7-9) © 56nd + I-36 =3+64 =32+8 = 19+ Vea =67 =4 aie n 1 Calculate. Show the steps in your working. a +7)x3 b (20-4) +4 © 50+Q0+5) — d_6x(2+9) © (447)x4 £ (100-40)x3 gg :16+(25+5) 19-1242 1 4042-4) j 10084416) #343) ISK CL 2 Calculate a (4+8)x(16-7) b (12-4) x(6+3) € (9+4)-(446) 4 (3417)+0=5) ee (4x2) +183) £ (9x7)+07-20) B (105-85) +(16+4) (12+ 13) +5 1 (56-6) x (443) Simplify. Remember to work from the innermost grouping symbols to the outermost, a 4+[12-(@-5)] b 6+[2-(2x0)) © 8+(60-(2+8)] 4 200- [4+ 12)-(6+2)] © 200x (100~ [4x (2+8)]} £ (6+(5x(2+30)]) x10 g [030+ 12)-(7+9)] x10 h 6x {(20+4)-(6-3)+ 1 1000~ [6x (4+20)—4x(3+0)] 4 Calculate a 6+ b 29-23 © axa eee ¢ 100-40 3x4 g vi00=36 h i 90-9 5 Insert brackets into the following calculations to make them true a 3x446=30 b 25-15<9=90 © 40-10%3=90 @ 14-9x2=10 f 19-9x15=150 g 104106 i 9-4x7+2=45 j 10-4x5. 1 15-6+2=12 m 1+4x20+ 0 36+3x3-3=6 p 3x4-2+6=1 Fr 64+2x842=24 Working in the correct ord Now that you know what to do with grouping symb of operations to perform calculations with numbers. s. you are going to apply the rules for order 1. Simplify. Show the steps in your working. a 5x10+3 b 5x (1043) © 2410x3 d (2+10)x3 © 2347x2 £ 6x2+G+3) Peake In this section you will use your calculator to perfor operations in the correc erder. However, you will need to remember the order of operations rules and apply them throughout the book as you do mote complicated examples using your calculator Experiment wit your calculator by rmeking several calculations wth and without brackets. For example: 3x24 6and $x Q+6).Do you understand why these are diferent? Your calculator might only have one type of bracket _(_] and If there are two diferent shaped brackets in the calculation (such as [4x 2 ~3)] enter the calulator bracket symbol for each type. Exercise 1.16 ‘Some calculators have two‘ buttons: _— J and _(C) | the fest means Subaet andis ved to subtract ene number from anche “he second means make negate Experment wt the butors and rake sre that your cleus doing what you expect tte do! 15-5 6-4 bo (7+1)+942 i 5 ox 4 j 74321 k 48-Q43)x2 112x448 m 15+30+3+6 n 20-6+343 © 10-4x242 2 Simplify: ais M4— (2143) © U+8x(6-5) d 2+6- © 54+36+6-8 f (843)x(043)411 3. State whether the following are true or false. a (144) x2045=14(4%20)+5 ——b 6x (442)x3>(6x4)42%3 © 8+(5-3)x2<8+5-(x2) d_ 100+ 10+ 10> (100+ 10) + 10 4 Place the given numbers in the correct spaces to make a correct number sentence, a 0,2,5,10 O-oO-0-0 b 9, 11,13, 18 O-oO-0-0 © 13,814 16 O-O-D-0-0 d 4,5,6,9,12 D-c-0-0 Using your calculator A calculator with algebraic logic will apply the rules for order of operations automatically. So, if you enter 2+3 4, your calculator will do the multiplication first and give you an answer of 14. (Check that your calculator does this!) When the calculation contains brackets you must enter these to make sure your calculator does the grouped sections first. Peo cm Pa . Use a calculator to find: a 342x9 b B+ax4 © @x8-4)-@x5+1) a2 Enter 3 JU + Ji2)_xJ_9 j=) bo 4 enter CJLSIL+ Ie IL IL Js dle) ions Enter CJL 3 Ji xjiaji-ji4jijji-) COG GCI IE te 1 Use a calculator to find the correct answer. a W-4x5 b 124647 © 344x5-10 @ 1843x5342 € 5-3x8-6+2 f 7434441 g (1+4)x20+5 h 36+6x(3-3) 1 (8+8)-6x2 j 100~30%(4~3) k 244 045)x6 1 [(60—40) — (53~43)] x2 m [(12+6)+9] x4 n [100+ (4+ 16)]x3 © 4x [25+(12~7)] 2. Use your calculator to check whether the following answers are correct, If the answer is incorrect, work out the correct answer. a 12x4+76=124 b 8475x8=698 © 12x 18~4x23= 124 d (16+4)x(7+3x4) © (82-36) x (2+6)=16 f Qx7=4)-(446+2)=12 eT ees a ued The more effectively you ae able to Use your calculator, the faster and ove eccutate your calculations are likely to be mp When you work with indices and standard form in chapter 5, you will eed to apply these skils and se iculator effectively to solv problems involving any powers or foots. B Paw © The idea of ‘rounding ns through all subjects renumerical datas, collected. Masses in phy: smperatures in biology, prices in economics: these all need to be recorded sensibly and will be rounded toa degree of accuracy ppropriate for the situation, 17 Cine) Round 64.839906 to: a the nearest whole number a 64839906 64.839906 65 (to nearest whole number) b 64.839906 64.839906 = 64.8 (1dp) © 64839906 64.839906 = 64.840 (3dp) 3. Each represents a missing operation, Work out what itis, a 127 (28424) =3 b sat 1o+s=4 c H*2"1N=1 e 40°5 4 Calculate 2x6 rn , oom @ 307+2x4) 36-316 h 8 5-343 5. Usea calculator to find the answer 0.345, 1232%0.0378 Vi6 0.087 q 1923x0087 13444267 Vi6-+ 8.05 245° =1.03 6 Use your calculator to evaluate a JeaxIas cfs ai9 a Var 36 h ra aus iff fi a e BFF ft Yas 003 &

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