MQ9 Book

maths Quest 9
for the australian

Curriculum
maths Quest 9
for the australian
Curriculum
robert CahN Coral CoNNor lyN elms
CatheriNe hughes NilguN saFaK robyN Williams
CoNtributiNg authors
Carol pattersoN | aNita CaNN | lee rolaNd | rosetta batsaKis
douglas sCott | debbie KempFF | eleNa iampolsKy | ireNe KiroFF
First published 2012 by
John Wiley & Sons Australia, Ltd
42 McDougall Street, Milton, Qld 4064
Typeset in 10/12pt Times LT
© John Wiley & Sons Australia, Ltd 2012
The moral rights of the authors have been asserted.
National Library of Australia

Cataloguing-in-Publication data
Title: Maths quest 9 for the Australian curriculum /

Anita Cann [et al.].
ISBN: 978 0 7303 3781 2 (student ed. : pbk)
978 0 7303 3782 9 (student ed. : ebook)
978 0 7303 3784 3 (teacher ed. : pbk)
978 0 7303 3785 0 (teacher ed. : ebook)
Notes: Includes index.
Subjects: Mathematics—Study and teaching (Secondary)
Education—Australia—Curricula.
Other Authors/
Contributors: Cann, Anita.
Dewey Number: 510
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Illustrated by Aptara and the Wiley Art Studio
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10 9 8 7 6 5 4 3 2 1
Contents
Introduction vii 3D Expanding brackets 67
About eBookPLUS ix Exercise 3D 71
Acknowledgements x 3E Expansion patterns 74
Exercise 3E 76
3F More complicated expansions 77
Chapter 1
Exercise 3F 79
Numeracy 1 3G The highest common factor 79
1A Set A 2 Exercise 3G 83
Calculator allowed 2 3H More factorising using the highest common
1b Set B 4 factor 84
Non-calculator 4 Exercise 3H 86
1C Set C 8 3I Applications 87
Calculator allowed 8 Exercise 3I 90
1D Set D 11 Summary 94
Non-calculator 11 Chapter review 96
1E Set E 15 eBookPLUS activities 98
Calculator allowed 15
1F Set F 19 Chapter 4 Number and algebra
Non-calculator 19 Linear and non-linear relationships
Linear equations 101

Chapter 2 Number and algebra
Are you ready? 102
real numbers
4A Solving linear equations 103
Number skills 23 Exercise 4A 108
Are you ready? 24 4B Solving linear equations with brackets 110
2A Real numbers 25 Exercise 4B 111
Exercise 2A 28 4C Solving linear equations with pronumerals
2b Surds 29 on both sides 113
Exercise 2B 33 Exercise 4C 114
2c Indices 35 4D Solving problems with linear equations 115
Exercise 2C 39 Exercise 4D 119
2d Scientific notation and significant figures 39 4E Rearranging formulas 122
Exercise 2D 42 Exercise 4E 125
Summary 44 Summary 127
Chapter review 46 Chapter review 128
eBookPLUS activities 48 eBookPLUS activities 130
Chapter 3 Number and algebra Chapter 5 Measurement and geometry

patterns and algebra Geometric reasoning
Algebra 49 Congruence and similarity 131

Are you ready? 50 Are you ready? 132
3A Using pronumerals 52 5A Ratio and scale 133
Exercise 3A 56 Exercise 5A 136
3B Algebra in worded problems 59 5B Congruent figures 139
Exercise 3B 61 Exercise 5B 142
3C Simplifying algebraic expressions 63 5C Similar figures 145
Exercise 3C 65 Exercise 5C 151
5D Area and volume of similar figures 155 7F Applications of linear graphs to worded
Exercise 5D 158 problems 249
Summary 160 Exercise 7F 252
Chapter review 161 7G Midpoint of a line segment and distance
eBookPLUS activities 164 between two points 254
Exercise 7G 256
7H Non-linear relations (parabolas, hyperbolas,
Chapter 6 Measurement and geometry circles) 258
Pythagoras and trigonometry
Exercise 7H 264
Pythagoras’ theorem and Summary 266
trigonometry 165 Chapter review 269
Are you ready? 166 eBookPLUS activities 272
6A Right-angled triangles 167
Exercise 6A 168 Chapter 8 Number and algebra
6B Finding the length of sides 169 real numbers
Exercise 6B 173 Proportion and rates 273
6C Composite shapes 176
Are you ready? 274
Exercise 6C 178
8A Direct proportion 275
6D Pythagorean triples 180
Exercise 8A 280
Exercise 6D 183
8B Direct proportion and ratio 281
6E What is trigonometry? 184
Exercise 8B 283
Exercise 6E 188
8C Inverse proportion 284
6F Calculating unknown side lengths 192
Exercise 8C 286
Exercise 6F 195
8D Introduction to rates 288
6G Calculating unknown angles 199
Exercise 8D 289
Exercise 6G 202
8E Constant and variable rates 290
6H Extension: angles of elevation and
depression 204 Exercise 8E 294
Exercise 6H 207 8F Rates of change 296
Exercise 8F 299
Summary 211
8G Interpreting rates of change from
Chapter review 214
graphs 300
eBookPLUS activities 218
Exercise 8G 304
Summary 306
projects plus ICT activity
Chapter review 308
pro-0086 Learning or earning? 220 eBookPLUS activities 312
Chapter 7 Number and algebra Chapter 9

Linear and non-linear relationships
Problem solving I 313
Linear and non-linear graphs 223
Are you ready? 224
7A Plotting linear graphs 225
patterns and algebra
Exercise 7A 227
7B General equation of a straight line 229 Indices 327
Exercise 7B 234 Are you ready? 328
7C Sketching linear graphs 236 10A Review of index laws 329
Exercise 7C 240 Exercise 10A 333
7D Graphing calculators and linear graphs 241 10B Raising a power to another power 334
Exercise 7D 242 Exercise 10B 336
7E Determining linear rules 243 10C Negative indices 337
Exercise 7E 246 Exercise 10C 338
vi Contents
10D Square roots and cube roots 339 13C Theoretical and experimental
Exercise 10D 340 probability 437
Summary 342 Exercise 13C 440
Chapter review 344 13D Venn diagrams 443
eBookPLUS activities 346 Exercise 13D 447
13E Complementary, mutually exclusive and
independent events 451
Chapter 11 Number aNd algebra
Exercise 13E 456
moNey aNd FiNaNCial mathematiCs
13F Conditional probability 460
Financial mathematics 347 Exercise 13F 464
Are you ready? 348 Summary 466
11A Spending wisely 349 Chapter review 468
Exercise 11A 353 eBookPLUS activities 472
11b Discount, profit and loss 356
Exercise 11B 360
Chapter 14 statistiCs aNd probability
11C Simple interest 364
data represeNtatioN aNd iNterpretatioN
Exercise 11C 368
Summary 371
statistics 473
Chapter review 373 Are you ready? 474
eBookPLUS activities 374 14A Sampling 475
Exercise 14A 482
14b Collecting data 489
Chapter 12 measuremeNt aNd geometry
Exercise 14B 493
usiNg uNits oF measuremeNts
14C Displaying data 496
measurement 375 Exercise 14C 504
Are you ready? 376 14D Measures of central tendency 508
12A Measurement 377 Exercise 14D 513
Exercise 12A 381 14E Measures of spread 520
12b Area 385 Exercise 14E 526
Exercise 12B 388 Summary 530
12C Area and perimeter of a sector 393 Chapter review 534
Exercise 12C 394 eBookPLUS activities 536
12D Surface area of rectangular and triangular
prisms 398
Chapter 15
Exercise 12D 400
12E Surface area of a cylinder 404 problem solving II 537
Exercise 12E 405
12F Volume of prisms (including cylinders) 408
projeCts plus iCt aCtivity
Exercise 12F 411
Summary 418 pro-0087 Getting the budget in order 562
Chapter review 420
eBookPLUS activities 424 eXteNsioN
Chapter 13 statistiCs aNd probability Chapter 16 Number aNd algebra
ChaNCe liNear aNd NoN-liNear relatioNships
probability 425 Functions 565

Are you ready? 426 Are you ready? 566
13A Introduction to probability 427 16A Introduction to functions 567
Exercise 13A 431 Exercise 16A 569
13b Estimating probability 433 16b Function notation 571
Exercise 13B 435 Exercise 16B 573
Contents vii
16C Fully defining a function
575 Summary 627
Exercise 16C 578 Chapter review 629
16D Working with functions 581 eBookPLUS activities 632
Exercise 16D 583
Summary 585 Chapter 18 Number and algebra
Chapter review 586 Linear and non-linear relationships
Quadratic functions 633
Are you ready? 634
18A Graphs of quadratic functions 635
Linear and non-linear relationships
Exercise 18A 637
Quadratic algebra 589 18B Plotting points to graph quadratic
Are you ready? 590 functions 640
17A Quadratic equations 591 Exercise 18B 643
Exercise 17A 592 18C Sketching parabolas of the form
17B Solving quadratic equations of the form y = ax 2 645
(x - a)(x - b) = 0 594 Exercise 18C 648
Exercise 17B 595 18D Sketching parabolas of the form
17C Factorisation and expansion y = ax 2 + c 650
patterns 596 Exercise 18D 652
Exercise 17C 598 18E Sketching parabolas of the form
17D Solving quadratic equations with two y = (x - h)2 654
terms 601 Exercise 18E 655
Exercise 17D 604 18F Sketching parabolas of the form
17E Factorising quadratic trinomials 605 y = (x - h)2 + k 657
Exercise 17E 606 Exercise 18F 660
17F More quadratic trinomials 608 18G Sketching parabolas of the form
Exercise 17F 610 y = (x + a)(x + b) 662
17G Solving quadratic equations with three Exercise 18G 664
terms 611 18H Applications 665
Exercise 17G 612 Exercise 18H 666
17H Solving quadratic equations in turning point
Summary 669
form a(x - h)2 + k = 0 614
Chapter review 672
Exercise 17H 615
17I Problems and applications using quadratic
equations 616
Exercise 17I 618 Answers 677
17J Simplifying algebraic fractions 619 Glossary 742
Exercise 17J 624 Index 748
viii Contents
Introduction
Australian Mathematics education is entering a historic phase. A new curriculum offers new
opportunities to engage future generations of students in the exciting and challenging world of
Mathematics.
The Australian Mathematics Curriculum provides students with essential mathematical skills
and knowledge through the content strands of Number and algebra, Measurement and geometry
and Statistics and probability. The Curriculum focuses on students becoming proficient in
mathematical understanding, fluency, reasoning and problem solving.
Maths Quest 9 for the Australian Curriculum is specifically written and designed to meet the
requirements and aspirations of the Australian Mathematics Curriculum.
This resource contains:
■■ a student textbook with accompanying eBookPLUS
■■ a teacher edition with accompanying eGuidePLUS
■■ a TI-Nspire CAS Calculator companion
■■ a Casio ClassPad CAS Calculator companion.
Student textbook
Full colour is used throughout to produce clearer graphs and headings, to provide bright,
stimulating photos, and to make navigation through the text easier.
Are you ready? sections at the start of each chapter provide introductory questions to establish
students’ current levels of understanding. Each question is supported by a SkillSHEET that
explains the concept involved and provides extra practice if needed.
The first chapter, Numeracy, consists of six sets of 30 questions. Three sets are calculator-
allowed questions and three sets are non-calculator questions. These questions are designed to
promote the use of mathematics in real life.
Clear, concise theory sections contain worked examples and highlighted important text and
remember boxes.
Icons appear for the eBookPLUS to indicate that interactivities and eLessons are available
online to help with the teaching and learning of particular concepts.
Worked examples in a Think/Write format provide clear explanation of key steps and suggest
presentation of solutions.
Exercises contain many carefully graded skills and application problems, including multiple-
choice questions. Cross-references to relevant worked examples appear with the first ‘matching’
question throughout the exercises.
Each chapter concludes with a summary and chapter review exercise containing examination-
style questions (multiple-choice, short-answer and extended-response), which help consolidate
students’ learning of new concepts.
A glossary is provided to enhance students’ mathematical literacy.
There are two problem-solving chapters designed to encourage students to apply their
mathematical skills in non-routine situations.
Student website — eBookPLUS

The accompanying eBookPLUS contains the entire student textbook in HTML plus additional
exercises. Students may use the eBookPLUS on laptops, tablets, school or home computers, and
cut and paste material for revision, assignments or the creation of notes for exams.
Introduction ix
WorkSHEET icons link to editable Word documents, and may be completed on-screen, or
printed and completed by hand.
Individual pathway activity icons link to online activity sheets below, at and above the level
presented in the text, for each exercise. These activities allow students to work at their own pace
and to engage with the concepts being taught at an appropriate differentiated level.
SkillSHEET icons link to printable pages designed to help students revise required concepts, and
contain additional examples and problems.
Interactivity icons link to dynamic animations, which help students to understand difficult
concepts.
eLesson icons link to videos or animations designed to elucidate concepts in ways that are more
than what the teacher can achieve in the classroom.
Hungry brain activities provide engaging, whole-class activities to introduce each chapter.
Test yourself tests are also available. Answers are provided for students to receive instant
feedback.
Word searches and crosswords are available for each chapter.
Two ProjectsPLUS activities provide students with the opportunity to work collaboratively and
creatively, online, on a mathematics project.
Teacher website — eGuidePLUS

The accompanying eGuidePLUS contains everything in the eBookPLUS and more. Two tests
per chapter, fully worked solutions to WorkSHEETs, the work program and other curriculum
advice in editable Word format are provided. Maths Quest is a rich collection of teaching and
learning resources within one package.
Maths Quest 9 for the Australian Curriculum provides ample material, such as exercises,
problem-solving questions, projects, worksheets and technology files, from which teachers can
assess their students.
x Introduction
About eBookPLUS
Next generation teaching and learning
This book features eBookPLUS:

an electronic version of the
entire textbook and supporting
multimedia resources. It is
available for you online at the
JacarandaPLUS website
(www.jacplus.com.au).
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Acknowledgements
The authors and publisher would like to thank the following copyright holders, organisations
and individuals for their assistance and for permission to reproduce copyright material in this
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xii Acknowledgements
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Acknowledgements xiii
numeracy
1
1A Set A
1B Set B
1C Set C
1D Set D
1E Set E
1F Set F
What do you know ?

1 List what you know about numeracy.
Create a concept map to show your list.
2 Share what you know with a partner,
then with a small group.
Numeracy 3 As a class, create a large concept map

that shows your class’s knowledge of
numeracy.
opening question
It costs $0.75 for one capsicum. We want

to buy two green, one yellow and two red
capsicums. Is $3.50 enough money?
numeracy
In this chapter, there are six sets of questions. These questions provide the opportunity for
students to use their numeracy skills in everyday situations.
1A Set A
Calculator allowed
1 Which of the following is the longest time?
A 95 000 seconds B 22 hours C 1800 minutes D 1 day
2 Anne bought 20 pens and Jo bought 30 pens. Each pen cost the same amount, and the pens
cost $75 altogether. How much did Jo pay for her pens?
3 When a ball is dropped it bounces on the ground. The maximum height reached after each
bounce is half the the distance the ball drops. If a ball is dropped from a ladder 6 m above the
ground, what is the total distance travelled by the time the ball hits the ground the third time?
A 9m B 18 m C 10.5 m D 15 m
4 Last year at Fern Hill High School, there were 985 students. The student population has
increased by 20% this year. How many students are at Fern Hill High School this year?
A 1000 B 1182 C 1218 D 1320
5 The length of a rectangle is 9 cm and its perimeter is 30 cm. What is the area of the rectangle?
6 The graph at right shows the number of juices sold
40
each day of a particular week at a school.
Calculate the mean daily number of juices sold at
Number sold
30
the school that week.
7 (102 + 12 ó 3) ó (-8) = ? 20
A 13 B 14
C -13 D -14 10
3
8
8
expressed as a percentage is:
Mon. Tues. Wed. Thurs. Fri.
A 30.8% B 13%
Day of week
C 37.5% D 0.375%
9 Lena wants to make 2 chocolate cakes. The recipe for a chocolate cake is:
1 12 cups self raising flour
1
2
cup sugar
2 tablespoons cocoa
1 egg
125 grams butter.
How much of each ingredient will she need to use?
cups self raising flour
cup sugar
tablespoons cocoa
eggs
grams butter xè xè
10 In the diagram shown at right, what is the value of x?
160è 160è
A 110è B 105è
C 120è D 100è
11 Express in binary form.
113ten
12 Jen bought a car on sale for 15% off the original price, which was $12 500. How much did she
pay for the car?
A $1875 B $8505 C $10 625 D $10 510
2 Maths Quest 9 for the Australian Curriculum

numeracy
13 Connor climbs to the summit of a mountain 4250 m above sea level. Inga is scuba diving at the
bottom of the ocean. The ocean floor is 27 metres below sea level. What is the vertical distance
between Connor and Inga?
14 The ratio of cordial to water in Shinji’s favourite drink is 2 : 5. How much water does he need
to add to 80 mL of cordial to make his favourite drink?
A 100 mL B 200 mL C 300 mL D 400 mL
15 Which of the following represents the right side view
of the 3 dimensional figure at right?
A B
C D
16 A rectangular paddock is surrounded by a fence. The perimeter of the paddock is 870 m. If the
length of the paddock is 65 m longer than its width, calculate the dimensions of the paddock.
17 Calculate the area of material required to make the
tent shown at right, including the floor. 1.8 m
1.5 m
A 12 m2
B 12.5 m2
C 12.45 m2 1.5 m 2m
D 24.45 m2
18 Write the rule for the following pattern made from sticks.
Let n = number of sticks
Let s = number of squares
A n = 2s + 2 B n = 3s + 1 C n = 4s D n=s+3
19 If 1 teaspoon = 5 mL and 1 tablespoon = 20 mL, how many teaspoons are there in a tablespoon?
A 3 B 4 C 5 D 2
20 The total surface area (TSA) of a cylinder can be found r = 4 cm
using the formula TSA = 2p r (r + h) where r is the radius and h is
the height of the cylinder. Find h when r = 4 cm and the TSA is
377 cm2. h=?
21 A car travelled at 60 kilometres per hour for 2 hours and
15 minutes. How far did it travel?
A 165 km B 120 km
C 75 km D 135 km
22 The table below shows the times for 4 students to run 100 m.
Student Mitch Josh Ben Liam
Time (s) 14.2 15.4 14.8 14.4
What is the average (mean) time the 4 students run 100 m?
23 Which of the following is the smallest number?
3 3
A 6 B 0.18 C 0.52 D 8
Chapter 1 Numeracy 3
numeracy
24 Complete the following to make this equation true.

13 ì (15 - 1) = 180 + ?
25 The figure at right shows a bag of tokens. Aneko chooses
a token from a bag without looking. What is the chance of
Aneko choosing a star token?
3 1
A B
10 3
1 1
C D
4 2
26 Which of the following diagrams shows an equilateral triangle?
A B
C D
27 What is the volume of this rectangular prism?
6 mm
5 mm
12 mm
28 What is the longest pencil that can fit inside
the box shown? (Round to 1 decimal place.)
A 26.9 mm
10 mm
B 25 mm
C 22.4 mm 15 mm
D 24.6 mm 20 mm
29 Which coordinates will the graph of y = -2x + 1 pass through?
A (5, 11) B (5, -9) C (1, 3) D (1, -3)
30 If a = -3, then 3a3 equals:
A 27 B -27 C 81 D -81
1B Set B
Non-calculator
1 How many faces does a rectangular prism have?
A 4 B 6 C 8 D 12
2 Oranges sell for $2.50 per kilogram. What is the total cost of 3 kg of oranges?
A $2.50 B $5.00 C $4.50 D $7.50
3 A fair, six sided die is rolled. What is the chance of it landing on a 2?
1 1 1
A B C D 2
6 3 2
4 7 + (2 ì 5) - 9 = ?
A 36 B 17 C 8 D 7

numeracy
5 Evaluate 1.3 ì 0.6. y

4
6 What is the equation of the graph
at right? 3
A y=x+3
B y=x-3 2
C y = 3x + 3
D y = 3x - 3 1
0 x
-4 -3 -2 -1 1 2 3 4
-1
-2
-3
-4
7 Draw the graph using the table of values below.

x -3 -2 -1 0 1 2 3
y 2 1 0 -1 -2 -3 -4
8 Sivan recorded the colour of cars travelling along her street between 9 am and 10 am.
Colour Blue White Red Silver Black Gold
Number 1 6 2 5 3 3
What was the percentage of white cars?
9 What type of angle is this? C
A Acute
B Obtuse
C Reflex
D Straight A B
10 What is the inequation that represents the interval shown on the number line below?
0 1 2 3 4 5 6
A 1ÇxÇ6 B 1Çx<6 C 1íxí6 D 1<xÇ6
11 A store is having a 25% off sale. What would be the reduced price of an item that was
originally $120?
A $40 B $30 C $100 D $90
12 Two friends share 24 lollies. One friend gets twice as many as the other. How many lollies do
they each receive?
A 10 and 14 B 8 and 16 C 6 and 18 D 4 and 20
3 5
13 Calculate the product of 4
and 6 .
7 9 19 5
A 1 B C D
12 10 12 8
14 The sum of 3 consecutive odd numbers is 21. Which equation best represents this situation?
A x + 3 = 21 B 3x = 21 C 3x + 6 = 21 D 6x + 3 = 21
15 Find the mean and the median of the data below.
2, 1, 5, 5, 4, 0, 2, 5, 2, 6
A Mean = 3, median = 2 B Mean = 3.2, median = 4
C Mean = 3, median = 3 D Mean = 3.2, median = 3
numeracy
16 The following Venn diagram shows the number of x

students in Year 9 who play basketball, tennis and
Basketball Tennis
hockey. Find n(tennis ¶ hockey)Å. 21
11 16
A 61
B 78 14
4 11
C 70
D 64 9 3
17 Evaluate 32 + 23 + 33.
Hockey
A 40 B 44
C 36 D 38
18 What is the missing number?
5000 + 700 + ? + 6 = 5746
19 A piece of string 30 cm long forms a rectangle. If the length of the rectangle formed is 10 cm,
what is its width?
A 5 cm B 10 cm C 15 cm D 20 cm
20 Which of the following is the top view of the figure shown at right?
A B
C D
m
21 The ruler at right is used to measure the height of a teacher. 2.5
How tall is the teacher?
A 1.6 m 2
B 1.75 m
C 1.075 m
1.5
D 175 m
22 A roof makes an angle of 40è with the 1

ceiling. What is the value of x? x
A 50è
B 40è
C 45è 40è 40è
D 90è
23 The stem-and-leaf plot at right shows the number of Stem Leaf

goals scored in each netball match over a season. 1 4 9
The range is: 2 5 7 9
A 48 3 1 2 4 8
B 50 4 0 4
C 14 5 4 7
D 42 6 2
24 A circular spinner with 5 equal-sized sectors is labelled from 1 to 5. The spinner is spun.
What is the probability of it landing on an odd number?
1 3 1
A 3 B
2
C
5
D
3

numeracy
25 Write an expression to represent the following:

p is added to the square of q and then the sum is divided by y.
26 If one hour of parking costs $4.50. How much will it cost to park from 9 am until 2 pm?
A $45 B $22.50 C $20 D $16.50
27 A map has a scale showing that 1 cm on the map represents an actual distance of 2 km. Write
the appropriate scale ratio for this map.
A 1:2 B 1 : 200 C 1 : 2000 D 1 : 200 000
28 The shape at right is rotated 90è in a clockwise direction
around the black dot. Which of the following choices
represents the result?
A B
C D
29 ABC is an isosceles triangle. B

What is the value of y?
A 5 B 7 2y + 5 3y - 2
C 9 D 11
A C
30 Which of the following is the net of a cube?
A B C D
numeracy
1C Set C
Calculator allowed
1 The cube root of 64 is between:
2 A javelin is thrown 3 times. The mean distance of the 3 throws is 55 m. The fourth throw
reaches 63 m. What is the mean distance after 4 throws?
A 52 m B 57 m C 55 m D 60 m
3 The monthly cost (C) of renting a mobile phone is given by the equation C = 20 + 0.2x,
where x is the call time in minutes. If February’s bill was $120, the call time was:
A 300 minutes B 100 minutes C 500 minutes D 450 minutes
4 A music store has two promotions running at the same time:
• Buy 2 CDs for $26.95 each and get the third free
• 30% off all CDs which normally retail at $24.95 each.
If Emma wants to buy three CDs, what is the best price she can get?
A $53.90 B $52.40 C $51.90 D $54.50
5 A number is multiplied by 3, then 12 is subtracted. The final answer is the square of 6. What is
the original number?
6 A painter quotes $448 to paint the walls of a bedroom with the dimensions:
Length = 4 m
Width = 3 m
Height = 3.2 m.
How much extra will he charge to paint the ceiling as well (at the same original cost
per square metre)?
A $100 B $110 C $120 D $150
7 Solve the equation for q.
3 − 4q 1
=
2 4
y
8 What is the equation of the graph shown at right? 6
A y = -2x - 2
B y = 2x - 2 4
C y = -2x + 2
2
D y = 2x + 2
0 x
-4 -3 -2 -1 1 2 3 4
-2
-4
9 For the triangle shown at right, B
x equals: -6
A 16 4x - 3
B 17
C 18
D 19 2x - 1
C
4x + 4
10 The scale 200 cm « 4 m simplifies to the ratio:

A 1:2 B 1:4 C 2:4 D 50 : 1

numeracy
11 A house is bought for $450 000 and sold for $525 000. Express the profit as a percentage of the
cost price. (Round to 2 decimal places.)
A 14.29% B 16.67% C 85.71% D 16.7%
12 A 300-g block of chocolate is to be
broken into its individual squares.
What is the mass of 4 squares of
chocolate?
A 10 g
B 16 g
C 5g
D 20 g
13 The area of this composite shape shown at right is:
10 cm
A 30 cm2
B 40 cm2
C 50 cm2 5 cm
D 45 cm2 2 cm
14 What is the next term in the following pattern?

1, 4, 9, 16, … .
A 20 B 25 C 29 D 36
15 A cyclist travels 15 km in 30 minutes. The speed (in km/h) she is travelling is:
A 40 km/h B 60 km/h C 80 km/h D 30 km/h
16 The intersection point for y = 2x + 4 and x + y = 1 is:
A (-2, 1) B (-1, -2) C (-1, 2) D (2, 1)
17 The factorised form of 2x2y3 - 6xy2 is:
A 2xy2(xy - 3) B 2xy(x2y - 3) C 2xy(xy - 6) D 2x2y(xy - 3)
18 The graph at right shows the frequency of the number
of bread rolls bought at a bakery. What is the total 8
number of rolls bought?
A 200 6
Frequency
B 188
4
C 150
D 168 2
0
4 8 12 16 20
Number of rolls bought
at a bakery
19 What are the mean and median of the

Score (x) Frequency
data shown in the table at right?
A The mean is 3 and median is 4.
1 1
B The mean is 3 and median is 3. 2 2
C The mean is 4 and median is 3. 3 3
D The mean is 4 and median is 4. 4 4
20 Which number is exactly halfway between 3.25 and 4.75?

A 3.95 B 4.15 C 4.25 D 4
21 Write a fraction equivalent to 0.75.
numeracy
22 Which diagram is the net of a square based pyramid?

A B C D
23 The table at right summarises how much time Lian spent

on her Maths project. Time spent on project
What was the average amount of time each day Lian worked Day Time
on her project? Monday 30 minutes
A 25 minutes Tuesday 15 minutes
B 30 minutes
C 43 minutes Wednesday 1 1 hours
4
D 1 hour
Thursday 50 minutes
Friday 45 minutes
24 Draw a line of symmetry through the diagram at right.
2x
25 If x = -2, what is the value of ?
3x − 2
1 1
A B
2 4
2 1
C D
3 3
26 A map of Fern Island is shown below.
Treasure
Point
Shipwreck
What direction is the treasure from Point Shipwreck?

27 The shape at right is to be enlarged by a factor of 3.
The new area will be:
A 3 times the original area
B 6 times the original area
2 cm
C 9 times the original area
D 12 times the original area 12 cm

numeracy
28 Complete the table of values for the rule y = 3x2.
x -3 -2 -1 0 1 2 3
y
29 The population of a city is expected to increase by 2.5% each year for the next 5 years. If this
city’s current population is 300 000, what is it expected to be in 5 years’ time?
A 339 422 B 755 000 C 3 750 345 D 355 406
30 Find the area of material (m2 ) needed to make a circular cushion with a diameter of 110 cm.
Note: Two pieces of material are cut out and sewn together to make the cushion.
A 2.5 m2 B 2.0 m2 C 1.9 m2 D 1.5 m2
1d set d
non-calculator
2
1 What is the equivalent fraction to 3 5 ?
17 11 17 11
A B C D
3 5 5 2
()
2
 1 1 5
2 The value of
 + 2 4  ÷ 7 is:
2 
25 1 1 1
A B 3 C 4 D 2
14 2 2 3
3 A large cube, shown at right, is painted blue. How many cubes,

inside this large cube, have no painted faces?
A 8 B 16
C 36 D 64
4 A glass of water (250 mL) is poured from the jug. How much
water is left in the jug? 2L
A 1.75 L
B 1.5 L 1L
C 1.25 L
D 1L
5 Measure the size of the unknown angle, x, using the protractor.
80 90 100 11
70 0
60 110 100 90 80 70 120
0 60 13
50 12 0
0 50
13
40
14
0
0
40
14
30
15
150
30
0
20
160
60
20
180 170 1
10
170 180
10 0
x
0
A 125è B 66è C 54è D 126è
chapter 1 numeracy 11
numeracy
6 14.076 - 9.25 equals:

A 4.826 B 4.51
C 4.926 D 0.482
7 Jake recorded his classmates’ preferred ice-cream flavours in the table below.
Ice-cream flavour Number of students

Chocolate 14
Vanilla 3
Strawberry 7
Choc-mint 6
What percentage of students prefers choc-mint flavoured ice-cream?

A 60% B 20%
C 6% D 25%
8 A car travels at 75 kilometre per hour. How far will it travel in 4 hours?
A 300 km B 150 km
C 100 km D 250 km
1
9 Which diagram shows the arrow below multiplied by a scale factor of ?
2
A B
C D
10 XZ is 32 cm. XY is a quarter of the distance of XZ. Find YZ.
X Y Z
A 8 cm B 16 cm
C 20 cm D 24 cm

numeracy
11 How many sticks would be needed to make

the 5th shape in this pattern?
A 10
B 16
C 28
D 34
12 To convert from degrees Fahrenheit (èF) to degrees Celsius (èC) the following formula is used:
5
C = 9 (F - 32).
What is the Fahrenheit temperature equivalent to 35 èC?
A 86 èF B 95 èF C 70 èF D 100 èF
13 The two points A and B are on which line? y
A y=1-x 3
B y=x+1 2
C y=x-1 1 A
D y=3-x 0 x
-3 -2 -1
-1 1 2 3
-2 B
-3
4m
14 Solve the equation + 7 = 11.
5
A m=5 B m=4 C m = -5 D m=2
15 A football team played 22 games during a season. The team won 4 more games than it lost.
How many games did the team win?
A 9 B 11 C 13 D 14
16 ±BAD and ±BCD are supplementary angles. C
B
±ABC is 130è. Find the size of ±ADC.
75è
A D
17 Draw the reflection of the shape shown at right.
18 If p = 3 and q = -5, evaluate q2 - 2p.

A -31
B -19
C 21
D 19
19 The area of a circle is A = p r2. Which value best estimates the area of a circle with a radius
of 5 cm?
A 75 cm2 B 15 cm2
C 50 cm2 D 7.5 cm2
20 This dot plot shows the ages of people in a choir.
What is the most common age of the choir members?
A 50
B 58
C 59 50 51 52 53 54 55 56 57 58 59 60
D 60 Ages of people in a choir
numeracy
21 What is the probability of getting Tails when a fair coin is tossed?

1 1
A 0 B C 1 D
2 3
22 Insert ‘<’ or ‘>’ to make this statement true.
43 25
18
23 The following scores were recorded in a test: and 88%.
20
Which is the higher score?
24 The cost of two different books is in the ratio 4 : 5. If the more expensive book costs $25, what
does the cheaper book cost?
A $5 B $10 C $15 D $20
25 Calculate the value of 3 m 75 cm + 5 m 36 cm.
A 8 m 95 cm B 9 m 11 cm C 9 m 20 cm D 8 m 11 cm
2
26 There are 60 squares in a chocolate block. If Stef eats of the block, how many squares are
3
left?
A 30 B 25 C 20 D 15
27 The length of a rectangular sporting field is four times its width. If the perimeter of the field is
200 m, find the length and width.
28 A bag of marbles contains 22 red, 20 yellow, 15 green and 18 blue marbles. Darcy chooses one
marble without looking. What is the chance it will be green?
1 1 1 1
A B C D
3 4 5 6
29 Which pair of shapes fits together to make a cube?

A B
C D
30 What shape is revealed when a triangular prism is cut vertically?

Knife Triangular
prism
A Triangle B Square C Rectangle D Trapezium

numeracy
1E Set E
Calculator allowed
1 The volume of a cylindrical glass with diameter 7.2 cm and height 15.4 cm is:
A 2L B 627 cm3 C 550 cm3 D 750 mL
2 Use the diagram below to determine the values of x and y.
60è
3x
y
3 A square window is to be inserted into a square wall. The side length

of the window is 70 cm. What is the area of the remaining wall?
A 39 200 m2
B 3.92 m2
C 4.41 m2
D 6.8 m2
3x − 4
4 The formula y = rearranged to make x the subject is:
5
5y − 3 4y − 5
A x = B x =
4 3
3y + 4 5y + 4
C x = D x =
5 3
5 How many hours are there in 4 weeks and 3 days?
6 The value of x in the diagram at right is equal to:
x
A 107è
B 110è
C 77è
D 90è 73è
7 An unknown number is multiplied by 6 and then added to 4. The result is 46. Which equation
best describes this?
A 6 + 4x = 46 B 46 + 6x = 4 C 6x + 4 = 46 D 6(x + 4) = 46
8 The number line shown can be described by the equation:
A x < -1
B x í -1
-1 0 1 2 3 4
C x > -1
D x<1
9 Arrange the following in descending order.

2
2.202, 0.12,  1  , 1

, 0.01
2 4
10 A car uses 10 L of fuel to travel 80 km. How much fuel is needed to travel 400 km?
A 30 L B 40 L C 50 L D 60 L
numeracy
11 A length of rope is 7.5 m. It is to be cut into 2 pieces in the ratio of 2 : 3. What will be the two
new lengths?
A 2.5 m and 5 m B 3 m and 4.5 m
C 3.5 m and 4 m D 1 m and 6.5 m
12 A 5 kg bag of potatoes cost $7.99. The cost of loose potatoes is $1.55 per kg. Is it cheaper to buy:
a a 5 kg of loose potatoes?
b a 5 kg bag of potatoes?
13 Which diagram of the net of a cube has opposite faces that sum to 7?
A B
c d
14 Which of the following shapes is represented by the

net shown at right?
A A triangular prism
B A triangular pyramid
C A square pyramid
D A cube
15 If A = {odd numbers between 0 and 10} and B = {3, 6, 9} then A ß B is equal to:
A {1, 3, 5, 7, 9} B {3, 9}
C {2, 4, 8, 10} D {1, 3, 5, 6, 7, 9}
16 The following map shows campsites in a campground.
15
14
13 C D
12
11
10
9
8
7 B Toilet N
6
5
4
3 A E
2
1
A B C D E F G H I J K L MN
Jon is camped at grid reference C2. If he is facing north and looks due east, what is he
looking at?
A Toilets B Campsite C
C Campsite A D Campsite E

numeracy
17 Using the similar triangles shown below, find the value of x.
1.3
3.9
2.1
A 1.3 B 2.6 C 6.3 D 9.3

18 The perimeter of the race track shown below is:
44 m
126 m
A 390.23 m B 395.2 m C 405 m D 309.35 m

19 There are 1500 people in a fun run. 1125 are over 18 years of age. What percentage of people
is aged 18 years and under?
A 25% B 55% C 45% D 35%
20 The vertices of a triangle are: A(1, 1), B(3, 4) and C(4, 2). Give the vertices of the triangle if it
is reflected in the y-axis.
21 The data in the table below shows the number of books read by 6 students in Year 9 during
one month.
Number of books read 3, 6, 8, 4, 4, 2

Which of the following is true?
A Mean = median
B Median = mode
C Mean = mode
D Mean < mode
22 A bike worth $420 has been reduced by $x. The new value of the bike (in dollars) is:
420
A 420 - x B 420x C D 420 + x
x
23 X and Y are 12.5 cm apart on a map.
Calculate the actual distance between X and Y using the given key.
Key: 1 cm « 6 km
A 12.5 km B 7.5 km C 75 km D 42 km
24 Pat bought a packet of 100 marbles for $5.00. The cost of one marble is:
A $0.50 B $0.20 C $0.02 D $0.05
25 A bag contains 6 red, 8 green and 4 blue counters. What is the ratio of red to blue counters?
A 3:2 B 2:3 C 3:4 D 2:1
numeracy
26 The graph at right shows the distance travelled y

by a hiker. The average speed of the hiker is
15
closest to:
A 15 km/h 12
Distance (km)
B 1 km/h
C 2 km/h 9
D 8 km/h
6
0 x
8 am 10 am 12 pm 2 pm 4 pm 6 pm
Time (h)
27 What is the value of x on the number line shown?
x
-5 -4 -3 -2 -1 0 1 2 3 4 5
A −1.5 B −0.5 C 0.5 D 1.5
28 Which window has the largest area?

A B
1.6 m
2.5 m 3.2 m
1.5 m
C D
1.3 m
2.7 m
5.5 m
2.7 m
29 What is the size of ±XYZ?

80 90 100 11
70 0 Z
60 110 100 90 80 70 120
0 0 60 13
5 12 0
0 50
13
40
14
0
0
40
14
30
15
150
30
0
20
160
60
20
180 170 1
10
170 180
10 0
0
X Y
30 24 ì ? = 16
The missing value is:
1 2 1 3
A B C D
3 3 2 4

numeracy
1F Set F
Non-calculator
1 The sum of 11 and a number, r, is 37. What is r?
A 27 B 14 C 26 D 8
2 150 is between:
3 The arrow on the spinner is spun 50 times. Which table most likely represents the results?
Blue
Red Yellow
A B
Colour Number of spins Colour Number of spins
Red 25 Red 16
Blue 17 Blue 25
Yellow 8 Yellow 9
C D
Colour Number of spins Colour Number of spins
Red 8 Red 25
Blue 15 Blue 12
Yellow 27 Yellow 13
1 1
4 You are going to share 3 pizzas with your friends. How many sized slices can you cut from
4 6
the pizzas?
1 1
A 20 B 19 C 18 D 16
2 2
5 2 ì 2 ì 2 ì 2 ì 2 is equal to:
A 22 ì 22 B 8ì2 C 2ì5 D 42 ì 2
6 There are 12 boys and 14 girls in a class. What fraction of the class is boys?
6 6 1 3
A B C D
13 7 2 4
7 Of 100 000 newspapers printed, 5% are delivered to homes, with the remaining papers going to
the newsagent. How many papers are delivered to the newsagent?
A 5000 B 50 000 C 95 000 D 75 000
8 A cricketer played 10 innings and scored the following number of runs.
45, 0, 33, 7, 11, 25, 57, 80, 33, 47 C
What will change if the score 80 is removed from the set?
A Mean and range
B Mean and mode
C Mean and median
D Mean only
B D
9 The side view of an A-frame swing looks like this.
±BCD = 68è.
Find ±BDC and ±DEF.
A E F
numeracy
10 How many faces does the following pyramid have?

A 4
B 5
C 6
D 7
11 For the following graph, state the domain and range.

y
9
1
0 x
-6 -4 -2 -1 2 4 6 8
-3
-5
12 Which of the following represents the reflection of this triangle in the mirror shown below?
B C
A C B B A
A C B
A B C
B C A
C D
A A A A
B C B C B C C B

numeracy
n − qr
13 Which of the following is the rearranged version of the formula m = ?
p
m q m + qr
A p = mn - qr B n = mp + qr C n= + D n=
p r p
14 If a number is halved and then increased by 4, it will be equal to 2 less than the original
number. What is the original number?
A 8 B 10 C 12 D 20
15 When a = 1 and b = -1, the value of (a - b)2 is:
A 0 B 1 C 2 D 4
16 Which linear graph joins the points (5, -9) and (-3, 7)?
A y=x+4 B y = 2x + 1 C y = -x - 4 D y = -2x + 1
17 A T-shirt worth $35 is discounted by 15%. Which of the following calculations gives the new
price?
A 35 ì 0.85 B 35 ì 0.15 C 35 + 0.15 D 35 - 15
18 A fair coin is tossed twice. Write down the four possible outcomes.
19 Which of these patterns does not possess a line of symmetry?
A B C D
20 Arrange the following in ascending order.

2
1
, 0.22, 4 ,  1 
2  2 
4−x
21 The solution to - 5 > 3 is:
3
A x > 20 B x > -20 C x < -20 D x < 20
22 Fill in the missing value to make the following equation true.
2(2h - 1) = 3h - 2 + ?
23 Evaluate (−2)2 + (− 4)2 + 5 .
A 5 B 25 C 10 D 15
24 What is the probability of choosing a 5 in a regular deck of cards (no jokers)?
5 1 1 1
A B C D
52 4 13 2
25 What percentage of this shape is shaded?

A 8%
B 20%
C 50%
D 40%
26 The probability of hiring a certain coloured bicycle is shown in the table below.
Colour White Red Silver Blue

Probability 0.55 0.25 ? 0.05
What is the probability of hiring a silver bicycle if there are no colours other than the ones
shown?
A 0.15 B 0.25 C 0.2 D 0.5
numeracy
27 Two people buy a $5 ticket in a $200 000 lottery. They each contribute $2 and $3. How much
would each collect if they won?
28 Andrew rides x km to school. Isabelle rides 3 km more. Together they ride 13 km. Which
equation represents this situation?
A x - 3 = 13 B 2x + 3 = 13 C x + 3 = 13 D 2x - 3 = 13
29 The maximum temperature recorded for a June day was 14 èC. The minimum temperature
recorded that day was -2 èC. What is the difference between the maximum and minimum
temperatures recorded that day?
30 The mean, median and mode for the following set of data is:
0, 1, 1, 2, 3, 3, 3, 3
A Mean = 2, median = 3, mode = 1
B Mean = 2, median = 3, mode = 3
C Mean = 2, median = 2.5, mode = 3
D Mean = 3, median = 2.5, mode = 3

number AnD AlgebrA • reAl numbers
2
2a Real numbers
2b Surds
2c Indices
2d Scientific notation and significant
figures
WhAT Do you knoW ?

1 List what you know about real numbers.
2 Share what you know with a partner,
3 As a class, create a large concept map
number skills that shows your class’s knowledge of

real numbers.
eBook plus
Digital doc
Hungry brain activity
Chapter 2
doc-6099
openIng QuesTIon
Saturn is approximately 1 500 000 000 km

from the sun. How could you write this
large number and other even larger
numbers without having to write all the
digits?
Are you ready?

Try■the■questions■below.■If■you■have■diffi■culty■with■any■of■them,■extra■help■can■be■obtained■by■
completing■the■matching■SkillSHEET■located■on■your■eBookPLUS.
eBook plus
Operations with directed numbers
1 Perform■each■of■the■following■calculations,■without■the■use■of■a■calculator.
Digital doc
a -6■+■-8■=■ b 5■+■-9■=■
SkillSHEET 2.1
doc-6100 c -7■-■-4■=■ d -3■ì■12■=■
e -20■ó■-5■=■ f -12■ó■-2■ì■3■=■
eBook plus
Calculating the square root of a number
2 Calculate■each■of■the■following,■without■the■aid■of■a■calculator.
Digital doc
SkillSHEET 2.2 a 25 ■=■ b 36 ■=■
doc-6101
c 9 ■=■ d 16 ■=■
e 49 ■=■ f 121 ■=■
eBook plus
Using a calculator to evaluate numbers in index form
3 Use■a■calculator■to■evaluate■each■of■the■following.
Digital doc
a 23■=■ b 35■=■
SkillSHEET 2.3
doc-6102 c 44■=■ d 63■=■
e 54■=■ f 75■=■
eBook plus
Multiplying and dividing by powers of 10
4 Calculate■each■of■the■following,■without■the■use■of■a■calculator.
Digital doc
a 69■ì■10■=■ b 0.65■ì■1000■=■
SkillSHEET 2.4
doc-6103 c 4.9■ì■100■=■ d 395■ó■10■=■
e 1.6■ó■1000■=■ f 0.25■ó■100■=■
eBook plus
Estimating square roots
5 Not■all■numbers■are■perfect■squares,■so■do■not■have■a■whole■number■as■their■square■root.■
Digital doc
In■such■cases,■the■value■of■the■square■root■will■lie■somewhere■between■the■square■roots■of■
SkillSHEET 2.5
doc-6104 two■numbers■that■are■perfect■squares.■Estimate,■to■the■nearest■whole■number,■the■value■for■
each■of■the■following.
a 8 b 12 c 20
8 is■between■4■and■9 12■is■between■9■and■ 20■is■between■ ■and■
8■is■closer■to■ 12■is■closer■to■ 20■is■closer■to■
So,■ 8 ■is■closer■to■ .......... So,■ 12■is■closer■to■■■ .......... So,■ 20■is■closer■to■■ ..........
8 ■ö■ 12 ■ö■ 20■ö■
24 maths Quest 9 for the Australian Curriculum

2A real numbers
■■ The■number■systems■used■today■evolved■from■a■basic■and■
practical■need■of■primitive■people■to■count■and■measure■
magnitudes■and■quantities■such■as■livestock,■people,■possessions■
and■time.
■■ As■societies■grew■and■architecture■and■engineering■developed,■
number■systems■became■more■sophisticated.■Number■use■
developed■from■solely■whole■numbers■to■fractions,■decimals■and■
irrational■numbers.
■■ The■Real■Number■System■contains■the■set■of■rational■and■irrational■numbers.■Real numbers■
are■denoted■by■the■symbol■R.■The■set■of■real■numbers■contains■a■number■of■subsets■which■can■
be■classifi■ed■as■shown■in■the■chart■below.
Real numbers R
Irrational numbers I
(surds, non-terminating
Rational numbers Q
and non-recurring
decimals, p, e)
Non-integer rationals
Integers
(terminating and
Z
recurring decimals)
Positive
Zero
Negative Z+
(neither positive
Z- (Natural
nor negative)
numbers N )
rational numbers (Q)

■■ A■rational number■(ratio-nal)■is■a■number■that■can■be■expressed■as■a■ratio■of■two■whole■
a
numbers■in■the■form■ ,■where■b■ò■0.
b
■■ Rational■numbers■are■given■the■symbol■Q.■Examples■are:
1 2 3 9 .
, , , ,■7,■-6,■0.35,■1.4■
5 7 10 4
Integers (Z )
■■ Rational■numbers■may■be■expressed■as■integers.■Examples■are:
5 −4 27 15
1
■=■5,■ 1 ■=■- 4,■ 1 ■=■27,■- 1 ■=■-15
Chapter 2 number skills 25

number AND algebra • real numbers
■■ The set of integers consists of positive and negative whole numbers and 0 (which is neither
positive nor negative). They are denoted by the letter Z and can be further divided into
subsets. That is:
Z = { . . ., -3, -2, -1, 0, 1, 2, 3, . . .}
Z + = {1, 2, 3, 4, 5, 6, . . .}
Z - = {-1, -2, -3, -4, -5, -6, . . .}
■■ Positive integers are also known as natural numbers (or counting numbers) and are denoted
by the letter N. That is:
N = {1, 2, 3, 4, 5, 6, . . .}
■■ Integers may be represented on the number line as illustrated below.
-3 -2 -1 0 1 2 3 Z 1 2 3 4 5 6 N Z - -6 -5 -4 -3 -2 -1
The set of integers The set of positive integers The set of negative integers
or natural numbers
Note: Integers on the number line are marked with a solid dot to indicate that they are the only
points in which we are interested.
Non-integer rationals
■■ Rational numbers may be expressed as terminating decimals. Examples are:
7 1 5 9
10
= 0.7, 4
= 0.25, 8 = 0.625, 5
= 1.8
These decimal numbers terminate after a specific number of digits.

■■ Rational numbers may be expressed as recurring decimals (non-terminating or periodic
decimals). For example:
1 .
3
= 0.333 333 . . . or 0.3
9 . .
11
= 0.818 181 . . . or 0.81 (or 0.81)
5 .
6
= 0.833 333 . . . or 0.83
3 . .
13
= 0.230 769 230 769 . . . or 0.230 769 (or 0.230 769 )
■■ These decimals do not terminate, and the specific digit -3.743 3 1–

(or number of digits) is repeated in a pattern. Recurring -2–4 2 1.63 3.6
decimals are represented by placing a dot or line above
the repeating digit or pattern. -4 -3 -2 -1 0 1 2 3 4Q
Irrational numbers (I )
■■ An irrational number (ir-ratio-nal) is a number that cannot be expressed as a ratio of
a
two whole numbers in the form , where b ò 0.
b
■■ Irrational numbers are given the symbol I. Examples are:
7
,π
7 , 13 , 5 21,
9
■■ Irrational numbers may be expressed as decimals. For example:
5 = 2.236 067 977 5 . . . 0.03 = 0.173 205 080 757 . . .
18 = 4.242 640 687 12 . . . 2 7 = 5.291 502 622 13 . . .
p = 3.141 592 653 59 . . . e = 2.718 281 828 46 . . .
■■ These decimals do not terminate, and the digits do not repeat themselves in any particular
pattern or order (that is, they are non-terminating and non-recurring).

■■ Rational and irrational numbers belong to the set of real - 12 - 5

- 1–2 p
–
4 2 p
numbers (denoted by the symbol R). They can be
positive, negative or 0. The real numbers may be
represented on a number line as shown at right (irrational -4 -3 -2 -1 0 1 2 3 4R
numbers above the line; rational numbers below it).
Classifying numbers
■■ To classify a number as either rational or irrational:
1. Determine whether it can be expressed as a whole number, a fraction or a terminating or
recurring decimal.
2. If the answer is yes, the number is rational; if the answer is no, the number is irrational.
p (pi)
■■ The symbol p (pi) is used for a particular number; that is, the circumference of a circle
whose diameter length is 1 unit. It can be approximated as a decimal that is non-terminating
and non-recurring. Therefore, p is classified as an irrational number. (It is also called a
transcendental number and cannot be expressed as a surd.)
■■ In decimal form, p = 3.141 592 653 589 793 23 . . . It has been calculated to 29 000 000
(29 million) decimal places with the aid of a computer.
Worked Example 1
Specify whether the following numbers are rational or irrational.

1
16 c 11 d 2p e 0.28 f 3 3 31
a 4
b 64 g 22 h 8
Think Write
1 1
a is already a rational number. a is rational.
4 4
b 1 Evaluate 16 . b 16 = 4
2 The answer is an integer, so classify 16 . 16 is rational.
c 1 Evaluate 11. c 11 = 3.316 624 790 36 . . .
2 The answer is a non-terminating and non-recurring 11 is irrational.
decimal; classify 11.
d 1 Use your calculator to find the value of 2p. d 2p = 6.283 185 307 18 . . .
2 The answer is a non-terminating and non-recurring 2p is irrational.
decimal; classify 2p.
e 0.28 is a terminating decimal; classify it accordingly. e 0.28 is rational.
f 1 Evaluate 3 64 . f 3
64 = 4
3 3
2 The answer is a whole number, so classify 64 . 64 is rational.
g 1 Evaluate 3 22 . g 3
22 = 2.802 039 330 66 . . .
2 The result is a non-terminating and non-recurring 3
22 is irrational.
decimal; classify 3 22 .
1
h 1 3 1. h 31 =
Evaluate 8 8 2
2 The result is a number in a rational form. 31 is rational.

8
Chapter 2 Number skills 27

remember
a
1.■ Rational■numbers■(Q)■can■be■expressed■in■the■form■ ,■where■a■and■b■are■whole■
b
numbers■and■b■ò■0.■They■include■whole■numbers,■fractions■and■terminating■and■
recurring■decimals.
a
2.■ Irrational■numbers■(I )■cannot■be■expressed■in■the■form■ ,■where■a■and■b■are■whole■
b
numbers■and■b■ò■0.■They■include■surds,■non-terminating■and■non-recurring■decimals,■
and■numbers■such■as■p.
3.■ Rational■and■irrational■numbers■together■constitute■the■set■of■Real■numbers■(R).
exerCIse
2A real numbers
InDIvIDuAl fluenCy
pAThWAys
1 We1 ■Specify■whether■the■following■numbers■are■rational■(Q)■or■irrational■(I).
eBook plus
4 7
a 4 b c
5 9
Activity 2-A-1
Reviewing real d 2 e 7 f 0 . 04
numbers
doc-3948 g 21 h 5 i
9
Activity 2-A-2 2 4
Classifying numbers
j 0.15 k -2.4 l 100
doc-3949
Activity 2-A-3
m 14 . 4 n 1 . 44 o p
Understanding real
numbers and order 25
of operations p 9
q 7.32 r − 21
doc-3950
s 1000 t 7.216■■349■■157■■.■■.■■. u − 81
3 1
v 3p w 62 x 16
3
y 0 . 0001
2 Specify■whether■the■following■numbers■are■rational■(Q),■irrational■(I)■or■neither.
1 11
a b 625 c
8 4
0
d e −6 1 f 3
81
8 7
g − 11 h
1 . 44 i π
4
j
8
k 3
21 π
0 l
7
3
m 3 (−5)2 n − 11 o
1
100
64 2 6
p 16 q r 2
25
3 1 22π
s 27 t u
4 7
3 4 6
v −1 . 728 w 6 4 x
4

y 
2 

unDersTAnDIng
3 mC ■Which■of■the■following■best■represents■a■rational■number?
4 9 3
a p b 9
c 12
d 3 E 2
4 mC ■Which■of■the■following■best■represents■an■irrational■number?
6 3
a − 81 b 5
c 343 d 22 E 16
π
5 mC ■Which■of■the■following■statements■regarding■the■numbers■-0.69,■ 7,■ 3 ,■ 49■is■
correct?
π
a 3 ■is■the■only■rational■number.
b 7■and■ 49■are■both■irrational■numbers.
c -0.69■and■ 49 ■are■the■only■rational■numbers.
d -0.69■is■the■only■rational■number.
E 7■and■-0.69■are■both■rational■numbers.
6 mC ■Which■of■the■following■statements■regarding■the■numbers■2 1 ,■− 11 ,■ 624 ,■ 3 99 ■is■
2 3
correct?
a − 11 ■and■ 624 ■are■both■irrational■numbers.
3
b 624 ■is■an■irrational■number■and■ 3 99 ■is■a■rational■
number. refleCTIon
3
c 624 ■and■ 99 ■are■both■irrational■numbers. Why is it important to
understand the real number
d 2 1 ■is■a■rational■number■and■− 11 ■is■an■irrational■number.
2 3 system?
11 1
E −3 ■and■2
2
■are■both■irrational■numbers.
2b surds
■■ A■surd■is■an■irrational■number■that■is■represented■by■a■root■sign■or■a■radical■sign,■
3 4
for■example:■ ■ ■ ■ ■ ■ ■ ■ ■ , ,
3 4
■■ Examples■of■surds■include:■ 7, 5, 11, 15
eBook plus
■■ Examples■that■are■not■surds■include:
Interactivity
9 , 16 , 3 125 , 4 81
Balancing Numbers■that■are■not■surds■can■be■simplifi■ed■to■rational■numbers,■that■is:
surds
3 4
int-2762 9 = 3, 16 = 4, 125 = 5, 81 = 3
WorkeD exAmple 2
Which of the following numbers are surds?

1 3 4 3
a 25 b 10 c d 11 e 59 f 343
4
ThInk WrITe
a 1 Evaluate■ 25. a 25 ■=■5

2 The■answer■is■rational■(since■it■is■a■whole■number),■ 25 ■is■not■a■surd.
so■state■your■conclusion.

b 1 Evaluate■ 10 . b 10 ■=■3.162■■277■■660■■17■■.■■.■■.
2 The■answer■is■ir■rational■(since■it■is■a■non-recur■ring■and■ 10 ■is■a■surd.
non-terminating■decimal),■so■state■your■conclusion.
1 1
c 1 Evaluate■ . c ■=■ 1
4 4 2
2 The■answer■is■rational■(a■fraction);■state■your■ 1
■is■not■a■surd.
4
conclusion.
d 1 Evaluate■ 3 11 . d 3
11 ■=■2.223■■980■■090■■57■■.■■.■■.
3
2 The■answer■is■irrational■(a■non-terminating■and■ 11 ■is■a■surd.
non-recurring■decimal),■so■state■your■conclusion.
e 1 Evaluate■ 4 59. e 4
59■=■2.771■■488■■002■■48■■.■■.■■.
4 4
2 The■answer■is■irrational,■so■classify■ 59■■accordingly. 59■is■a■surd.
f 1 Evaluate■ 3 343 . f 3
343 ■=■7
3
2 The■answer■is■rational;■state■your■conclusion. 343 ■is■not■a■surd.
So■b,■d■and■e■are■surds.
Note:■An■irrational■number■written■in■surd■form■gives■an■exact■value■of■the■number;■whereas■the■
same■number■written■in■decimal■form■(for■example,■to■4■decimal■places)■gives■an■approximate■value.
simplifying surds
■■Some■surds,■like■some■fractions,■can■be■reduced■to■simplest■form.
eBook plus
■■Only■square■roots■will■be■considered■in■this■section.
eLesson
Consider:■ 36 ■=■6
Finding
square roots ■ Now,■36■=■9■ì■4,■so■we■could■say:
by hand
eles–0111 ■ 9 × 4 ■=■6
Taking■ 9 ■and■ 4 ■separately:
■ 9■ì■ 4■=■3■ì■2■=■6
If■both■ 9 × 4 ■=■6■and■ 9 ■ì■ 4 ■=■6,■then■ 9 × 4 ■=■ 9 ■ì■ 4 .
■■ This■property■can■be■stated■as:■■ ab■=■ a ■ì■ b ■and■can■be■used■to■simplify■surds.
■ e.g.■ 8 ■=■ 4 × 2
=■ 4 ■ì■ 2
=■2■ì■ 2■which■can■be■written■as■2 2 .
WorkeD exAmple 3
Simplify each of the following.

a 40 b 72
ThInk WrITe
a 1 Write■the■surd■and■divide■it■into■two■parts,■one■being■ a 40 ■=■ 4 ■ì■ 10

the■highest■perfect■square■that■will■divide■into■the■surd.
2 Write■in■simplest■form■by■taking■the■square■root■
=■2 10
of■the■perfect■square.

b 1 Write the surd and divide it into two parts, one b 72 = 36 × 2

being the highest perfect square that will divide
into the surd.
2 Write in simplest form by taking the square root
=6 2
of the perfect square.
■■ We cannot simplify 22 because no perfect square divides exactly into 22.

■■ If a smaller perfect square is chosen the first time, the surd can be simplified in more than
one step.
72 = 4 ì 18
= 2 18
=2ì 9 ì 2
=2ì3 2
=6 2
hen dividing surds into two parts, it is critical that one is a perfect square.■
W
For example, 72 = 24 ì 3 is of no use because an exact square root cannot be found for
either part of the answer.
Worked Example 4
Simplify 6 20.
Think Write
1 Write the expression and then divide the surd into two 6 20 = 6 ì 4 ì 5
parts, where one square root is a perfect square.
2 Evaluate the part which is a perfect square. =6ì2 5
3 Multiply the whole numbers and write the answer in = 12 5

simplest form.
■■ Sometimes it is necessary to change a simplified surd expression to an entire surd.

■■ The reverse process is applied here where the rational part is squared before being placed
back under the square root sign.
Worked Example 5
Write 5 3 in the form a ; that is, as an entire surd.

Think Write
1 Square the whole number part, then express the whole 52 = 25 so 5 = 25

number as a square root.
2 Write the simplified surd and express it as the product of ■ 5 3 = 25 ì 3
2 square roots, one of which is the square root in step 1.
3 Multiply the square roots to give a single surd. = 25 × 3
= 75

Addition and subtraction of surds

■■ Operations with surds have the same rules as operations in algebra.
■■ Like surds are those that contain the same surd when written in simplest form.
■■ Like surds can be added or subtracted after they have been written in simplest form.
Worked Example 6

a 6 3 +2 3 +4 5 -5 5 b 3 2 -5+4 2 +9
Think Write
a 1 Write the expression. a 6 3 +2 3 +4 5 -5 5

2 All surds are in simplest form, =8 3 - 5
so collect like surds.
b 1 Write the expression. b 3 2 -5+4 2 +9
2 All surds are in simplest form, =3 2 +4 2 -5+9

so collect like terms.
=7 2 +4
■■ Check that all surds are fully simplified before determining whether they can be added or
subtracted as like terms.
Worked Example 7
Simplify 5 75 - 6 12 + 2 8 + 4 3.
Think Write
1 Write the expression. 5 75 - 6 12 + 2 8 + 4 3
2 Simplify all surds. = (5 ì 25 ì 3) - (6 ì 4 ì 3) + (2 ì 4 ì 2) + 4 3

= 25 3 - 12 3 + 4 2 + 4 3
3 Collect like surds. = 17 3 + 4 2
remember
1. A number is a surd if:

• it is an irrational number (equals a non-terminating, non-recurring decimal)
• it can be written with a radical sign (or square root sign) in its exact form.
2. To simplify a surd, divide it into two square roots, one of which is a perfect square.
3. Not all surds can be simplified.
4. ab = a ì b
5. Some perfect squares to learn are: 4, 9, 16, 25, 36, 49, 64, 81, 100, 121, 144 . . .
6. Only like surds can be added or subtracted.
7. All surds must be written in simplest form before adding or subtracting.

exerCIse
2b surds
InDIvIDuAl fluenCy
pAThWAys
1 We2 ■Which■of■the■numbers■below■are■surds?
eBook plus
a 81 b 48 c 16 d 1.6
Activity 2-B-1
3 3 3
Surds in clouds e 0.16 f 11 g h
4 27
doc-3975
3
Activity 2-B-2 i 1000 j 1.44 k 4 100 l 32
Surds in leaves
doc-3976
Activity 2-B-3
2 mC ■Which■of■the■numbers■of■the■set■ { 1 3 1
4
,
27
, 1
8
, 21, 3
}
8 ■are■surds?
Surds on planets a 21■only 1 1

b 8
■only c 8
■and■ 3 8
doc-3977
1 1
d 8
■and■ 21 ■only E 4
■only
{ }
eBook plus
1
3 mC ■Which■statement■regarding■the■set■of■numbers■ π , , 12 , 16 , 3 + 1 ■is■not■true?
Digital doc 49
SkillSHEET 2.7
a 12 is■a■surd. b 12 ■and■ 16 ■are■surds.
doc-6120
c p■is■irrational■but■not■a■surd. d 12 ■and■ 3 ■+■1■are■not■rational.
E 16 ■is■not■a■surd.
4 We3 ■Simplify■each■of■the■following.
a 20 b 8 c 18 d 49
e 30 f 50 g 28 h 108
i 288 j 48 k 500 l 162
a 2 8 b 5 27 c 6 64 d 7 50
e 10 24 f 5 12 g 4 42 h 12 72
i9 45 j 12 242
6 We5 ■Write■each■of■the■following■in■the■form■ a ;■that■is,■as■an■entire■surd.
a 2 3 b 5 7 c 6 3 d 4 5
e 8 6 f 3 10 g 4 2 h 12 5
i 10 6 j 13 2
7 mC ■a■ ■ 1000 ■is■equal■to:
a 31.6228 b 50 2 c 50 10 d 10 10 E 3 10
b 80 ■in■simplest■form■is■equal■to:
a 4 5 b 2 20 c 8 10 d 5 16 E 5 4
c Which■of■the■following■surds■is■in■simplest■form?
a 60 b 147 c 105 d 117 E 75
d Which■of■the■following■surds■is■not■in■simplest■form?
a 102 b 110 c 116 d 118 E 122
e 6 5■is■equal■to:
a 900 b 30 c 150 d 180 E 36
f Which■one■of■the■following■is■not■equal■to■the■rest?
a 128 b 2 32 c 8 2 d 64 2 E 4 8

g Which one of the following is not equal to the rest?

a 4 4 b 2 16 c 8
d 16 E 64
h 5 48 is equal to:
a 80 3 b 20 3 c 9 3
d 21 3 E 16 3
8 Challenge: Reduce each of the following to simplest form.
a 675 b 1805 c 1792
d 578 e a2c f bd 4
g h 2 jk 2 h f3
9 WE6 Simplify each of the following.
a 6 2+3 2-7 2 b 4 5-6 5 -2 5
c -3 3 - 7 3 + 4 3 d -9 6 + 6 6 + 3 6
e 10 11 - 6 11 + 11 f 7+ 7
g 4 2 +6 2 +5 3+2 3 h 10 5 - 2 5 + 8 6 - 7 6
i 5 10 + 2 3 + 3 10 + 5 3 j 12 2 - 3 5 + 4 2 - 8 5
k 6 6 + 2-4 6 - 2 l 16 5 + 8 + 7 - 11 5
10 WE7 Simplify each of the following.
a 8 + 18 - 32 b 45 - 80 + 5
c - 12 + 75 - 192 d 7 + 28 - 343
e 24 + 180 + 54 f 12 + 20 - 125
g 2 24 + 3 20 - 7 8 h 3 45 + 2 12 + 5 80 + 3 108
i 6 44 + 4 120 - 99 - 3 270 j 2 32 - 5 45 - 4 180 + 10 8
11 MC a 2 + 6 3 - 5 2 - 4 3 is equal to:
a -5 2 + 2 3 b -3 2 + 23
c 6 2+2 3 d -4 2 + 2 3
E -3 2 + 2 3
b 6 - 5 6 + 4 6 - 8 is equal to:
a -2 - 6 b 14 - 6
c -2 + 6 d -2 - 9 6
E 14 + 6
c 4 8 - 6 12 - 7 18 + 2 27 is equal to:
a -7 5 b 29 2 - 18 3 c -13 2 - 6 3
d -13 2 + 6 3 E 29 2 + 6 3
d 2 20 + 5 24 - 54 + 5 45 is equal to:
a 19 5 + 7 6 b 9 5 -7 6
c -11 5 + 7 6 d -11 5 - 7 6 E 19 5 - 7 6

unDersTAnDIng
12 If■ ab ■is■not■a■surd■and■1■< a■<■b■and■a,■b■Æ N,■determine■the■smallest■values■a■and■b■can■have.■

13 The■golden■ratio■is■~1.6.■Which■integer■surd■is■this■closest■to?
reAsonIng
14 The■formula■for■calculating■the■speed■of■a■car■before■the■brakes■are■applied■to■bring■it■to■stop■
in■an■emergency■is■v■=■ 20d ■where■v■is■the■speed■in■m/s■and■d■is■the■braking■distance■in■m.
a What■is■the■speed■of■a■car■before■braking■if■the■braking■distance■is■32.50■■m?■
b Explain■why■your■answer■to■part■a■is■an■irrational■number.
c State■your■answer■to■part■a■as■an■exact■irrational■number■in■simplest■form.■Leave■your■
answer■as■an■exact■rational■number■in■simplest■form.
d Convert■the■speed■from■m/s■to■km/h.
e Calculate■the■speed■of■a■car■before■braking■if■the■braking■distance■is■31.25■■m.
f Is■your■answer■to■part■e■rational■or■irrational?
g State■your■answer■to■part■e■in■km/h.■Is■this■number■rational■or■irrational?
15 We■know■that■it■is■possible■to■fi■nd■the■exact■square■root■of■some■numbers,■but■not■
others.■For■example,■we■can■fi■nd■ 4 ■exactly■but■not■ 3■or■ 5.■Our■calculator■can■fi■nd■a■
decimal■approximation■of■these,■but■because■they■cannot■be■found■exactly■they■are■called■
irrational■numbers.■There■is■a■method,■however,■of■showing■their■exact■location■on■a■
number■line.
1 Using■graph■paper■draw■a■right-angled■triangle■with■two■equal■sides■of■length■1■cm■as■
shown■below.■
2
0 1 2 3 4 5 6 7 8
2 Using■a■theorem■called■Pythagoras’■theorem,■which■you■will■learn■in■chapter■5,■we■know■
that■the■longest■side■of■this■triangle■is■ 2■units.■Place■the■compass■point■at■zero■and■make■
an■arc■that■will■show■the■location■of■ 2■on■the■number■line.■
0 1 2 2 3 4 5 6 7 8
3 Draw■another■right■triangle■using■the■longest■side■of■the■fi■rst■triangle■as■one■side■and■
make■the■other■side■1■cm■in■length.
0 1 2 2 3 4 5 6 7 8
eBook plus 4 The■longest■side■of■this■triangle■will■have■a■length■

Digital doc of■ 3■units.■Draw■an■arc■to■fi■nd■the■location■of■ 3■ refleCTIon
WorkSHEET 2.1 on■the■number■line. Are all square roots of numbers
doc-6119 5 Repeat■steps■3■and■4■to■draw■triangles■that■will■ surds?
have■sides■of■length■ 4 ,■ 5,■ 6■units,■etc.
2C Indices
The index laws
■■ Note:■Index■laws■will■be■covered■more■thoroughly■in■Chapter■10.
■■ When■a■number■is■multiplied■by■itself■a■number■of■times,■then■it■can■be■written■in■index form.■
For■example,■3■ì■3■ì■3■ì 3■=■34.■This■reads■as■‘3■to■the■power■of■4’.
■■ The■number■‘3’■in■34■is■called■the■base.

■■ The number ‘4’ in 34 is called the index, exponent or power.

■■ The first two index laws relate to multiplication and division of index expressions.
■■ First Index Law: When numbers with the same base are multiplied, the indices are added.
am ì an = am + n
For example, 53 ì 56 = 59.
■■ Second Index Law: When numbers with the same base are divided, the indices are
subtracted.
am ó an = am - n
For example, 25 ó 22 = 23.
■■ The Third Index Law is used in calculations when a zero index is involved.■
Third Index Law: Any term (excluding 0) with an index of 0, is equal to 1.
a0 = 1
For example, 7 = 1.
0
■■ The Fourth, Fifth and Sixth Index Laws involve removing brackets from an index expression.■
Fourth Index Law: To remove brackets, multiply the indices inside the brackets by the index
outside the brackets. Where no index is shown, assume that it is 1.
(am)n = am ì n
For example, (23)5 = 215.
■■ Fifth Index Law: To remove brackets containing a product, raise every part of the product to
the index outside the brackets.
(ab)n = anbn
For example, (5a)2 = 52a2 = 25a2.
■■ Sixth Index Law: To remove brackets containing a fraction, multiply the indices of both
numerator and denominator by the index outside the brackets.
m
 a am
 b  =
bm
3
 2 23 8
For example,   = 3 = .
 5 5 125
Negative indices
■■ Negative indices occur when the power or exponent is a negative number.■
For example, 3-2.
■■ To explain the meaning or value of negative indices it is useful to consider patterns of
numbers written in index form.
For example, 34 = 81, 33 = 27, 32 = 9, 31 = 3, 30 = 1.
Each number is 1 of the number preceding it.
3
Powers decrease by 1
34 33 32 31 30
81 27 9 3 1
ì 1– ì 1– ì 1– ì 1–
3 3 3 3

It is logical then that the next numbers are:
3-1 = 13, 3-2 = 19 , 3-3 = 1

, 1
3-4 = 81
27
Powers decrease by 1
30 3-1 3-2 3-3 3-4

1– 1– 1 1
1 3 9 27 81
ì 1– ì 1– ì –1 ì 1–
3 3 3 3
■■ The seventh index law:

1
In general, the seventh index law is a-n = .
1
For example, 3-5 = 3 = 1 . 5
an
243
Worked Example 8
Evaluate each of the following.
a 4-1 b 2-4
Think Write
1
a 1 Write 4-1 as a fraction. a 4-1 =
41
1 1
2 Simplify. 1 =
4 4
1
b 1 Write 2-4 as a fraction. b 2-4 =
24
1 1
2 Simplify.
24
= 16
1
Consider the index law a-1 = . Now let us look at the case in which a is fractional.
a
−1
 a
Consider the expression   .
 b
−1
1 b b  a
=1ì =  b  =
a a a
b
We can therefore consider an index of -1 to be a reciprocal function.
Worked Example 9
Write down the value of each of the following.

−1  1  −1  1  −1
 
a  2  b  5  c  1 4 
3
Think Write
−1 −1
 2
a 1 To evaluate  3  take the reciprocal of 23 . a  2
  =
3
3 2

−1 −1
 1 1  1
b 1 To evaluate  5 
take the reciprocal of 5 . b   =
5
5 1
2 Write 5 as a whole number. =5
1
−1 −1
c 1 Write 1 1 as an improper fraction. c  1
=  5 
4 14  4
5 4
2 Take the reciprocal of . =
4 5
remember
1. First Index Law: When numbers with the same base are multiplied, the indices are added.
am ì an = am + n
For example, ì = 53 56 59.
2. Second Index Law: When numbers with the same base are divided, the indices are
subtracted.
am ó an = am - n
For example, 25 ó 22 = 23.
3. The Third Index Law is used in calculations when a zero index is involved.■
a0 = 1
For example, = 1. 70
4. The Fourth, Fifth and Sixth Index Laws involve removing brackets from an index
expression.■
Fourth Index Law: To remove brackets, multiply the indices inside the brackets by
the index outside the brackets. Where no index is shown, assume that it is 1.
(am)n = am ì n
5. Fifth Index Law: To remove brackets containing a product, raise every part of the
product to the index outside the brackets.
(ab)n = anbn
For example, (5a)2 = 52a2 = 25a2.
6. Sixth Index Law: To remove brackets containing a fraction, multiply the indices of
both numerator and denominator by the index outside the brackets.
m
 a am
 b  =
bm
3
 2 23 8
 5 5 125
7. Seventh index law:
1
In general, the Seventh Index Law is a − n = .
an
1 1
For example, 3−5 == .
35 243
8. An index of -1 can be considered as a reciprocal function and applying this to fractions
−1
 a b
gives us the rule   = .
 b a

exerCIse
2C Indices
InDIvIDuAl fluenCy
pAThWAys
1 Simplify■each■of■the■following.■Write■your■answer■in■index■form.
eBook plus
a 57■ì■53 b 62■ì■63■ì■68 c 20■ì■23■ì■2■ì■24 d b4■ì■b3
Activity 2-C-1 e 67■ó■62 f 1523■ó■1512 g 722■ó■719 h f 10■ó■f 4
Line up with cubes A
i 130 j 50 k (32)6 l (57)3
doc-3966 2 4
 1  7
Activity 2-C-2 m (3a3)5 n (d3e6)2 o  3  p  8 
2
(r )
Line up with cubes B
doc-3967
 t4  3
2
q   r
Activity 2-C-3  m
Line up with cubes C
doc-3968 2 We8 ■Evaluate■each■of■the■following.
a 5-1 b 3-1 c 8-1 d 10-1
-3 -2
e 2 f 3 g 5-2 h 10-4
3 Find■the■value■of■each■of■the■following,■correct■to■3■decimal■places.
a 6-1 b 7-1 c 6-2 d 9-3
e 6-3 15-2
f g 16-2 h 5-4
4 Find■the■value■of■each■of■the■following.
a (2.5)-1 b (0.4)-1 c (1.5)-2 d (0.5)-2
-3 -4
e (2.1) f (10.6) g (0.45)-3 h (0.125)-4
5 Find■the■value■of■each■of■the■following,■correct■to■2■decimal■places.
a (-3)-1 b (-5)-1 c (-2)-2 d (-4)-2
e (-1.5)-1 (-2.2)-1
f g (-0.6)-1 h (-0.85)-2
6 We9 ■Write■down■the■value■of■each■of■the■following.
−1 −1 −1 −1
 4  3  7  13 
a  5  b  10  c  8  d  20 
−1 −1 −1 −1
 1  1  1  1
e  2  f  4  g  8  h  10 
(1 ) (2 ) (1 ) (5 )
−1 −1 −1 −1
1 1 1 1
i j k l 2
2 4 10
7 Find■the■value■of■each■of■the■following,■leaving■your■answer■in■fraction■form.
−2 −2 −3
 1  2  2
a  2  b  5  c  3 
(1 ) (2 )
−2 −2 −2
 1 1 1
d e f
 4  2 4
(1 ) (2 )
−3 −3
1 1
g 3
h 5 refleCTIon
8 Consider■the■expression■2-n.■Explain■what■happens■ If a negative number is raised to a
to■the■value■of■this■expression■as■n■increases. power, is the answer ever positive?
2D scientific notation and

significant figures
■■ Scientists■often■work■with■extremely■large■or■extremely■small■numbers.
■■ Often■calculators■cannot■cope■with■these■types■of■numbers■as■all■the■digits■would■not■fi■t■on■
the■screen.
■■ A■more■suitable■method■using■powers■of■10■is■used.
■■ This■is■called■scientific notation or standard form.

Large numbers
■■ To write any number in scientific notation, first express it as a number between 1 and 10.
■■ Next multiply by the correct power of 10 to adjust its value.
■■ For the purpose of scientific notation, a large number is considered to be any number ■
greater than 1.
101 = 10 104 = 10 000
102 = 100 105 = 100 000
103 = 1000 106 = 1 000 000 and so on.
Worked Example 10
Write 600 000 in scientific notation.

Think Write
1 Consider that 600 000 is equal to 6 ì 100 000.

2 Write 100 000 as 105. 600 000 = 6 ì 105
■■ When there is more than one significant figure, move the decimal point between the first
two significant figures.
Next, consider how many places the decimal point has moved.
This corresponds to the appropriate power of 10.
Worked Example 11
Express 723 000 000 in scientific notation.

Think Write
1 Move the decimal point between the first

two significant figures. This gives 7.23.
2 Find the appropriate power of 10; this is the number 723 000 000 = 7.23 ì 108
of digits after the 7. There are eight of them, so
the power is 8. We can think of this as moving the
decimal point 8 places.
■■ When converting from scientific notation back to a basic numeral (that is, an ordinary or
decimal number), multiply by the power of 10.
This may involve adding a certain number of zeros or moving the decimal point a
corresponding number of places to the right.
Worked Example 12
Express each of the following as a decimal number.

a 6 ì 107 b 3.68 ì 105
Think Write
a As the power of 10 is 7, add 7 zeros after the 6. a 6 ì 107 = 60 000 000

b As the power of 10 is 5, move the decimal point b 3.68 ì 105 = 368 000
5 places to the right. There are only two decimal
places in 3.68 so add 3 zeros after the 8.

small numbers
■■ Small■numbers■are■considered■to■be■those■between■0■and■1.
They■can■also■be■expressed■in■scientifi■c■notation.
■■ In■this■case,■the■power■of■10■is■negative.
0.1■=■10-1■ 0.001=■10-3■ 0.000■■01■=■10-5
-2 -4
0.01■=■10 ■ 0.000■1■=■10 ■ 0.000■■001■=■10-6■ ■ and■so■on.
■■ The■methods■are■the■same■as■for■large■numbers;■however,■the■decimal■point■is■moved■in■the■
opposite■direction.
WorkeD exAmple 13
Convert each of the following to scientific notation.

a■ ■0.000 000 03
b■ ■0.000 749
ThInk WrITe
a 1 Consider■that■0.000■■000■■03■is■equal■to■ a
3■ì■0.000■■000■■01.
2 Write■0.000■■000■■01■as■10-8. 0.000■■000■■03■=■3■ì■10-8
b 1 Move■the■decimal■point■between■the■fi■rst■ b
two■signifi■cant■fi■gures■(7.49).
2 Find■the■appropriate■power■of■10.■This■is■the■ 0.000■■749■=■7.49■ì■10-4
number■of■places■the■decimal■point■has■moved■
(4■places,■so■the■power■is■-4).
■■ When■converting■small■numbers■expressed■in■scientifi■c■notation■to■decimal■form,■move■the■
decimal■point■to■the■left■the■number■of■places■indicated■by■the■power■of■10.
■■ Since■there■is■always■one■number■before■the■decimal■point,■zeros■will■need■to■be■added■in■
front.
WorkeD exAmple 14
Express 1.7 ì 10-4 as a basic numeral.

ThInk WrITe
Move■the■decimal■point■4■places■to■the■left.■This■will■ 1.7■ì■10-4■=■0.000■■17
require■placing■3■zeros■in■between■the■point■and■the■
fi■rst■digit.
significant figures
■■ Digits■that■are■classifi■ed■as■signifi■cant■fi■gures■(sig.■fi■gs.)■are:
•■ all■non-zero■digits eBook plus
•■ zeros■appearing■between■two■non-zero■digits Digital doc
•■ trailing■zeros■in■a■number■containing■a■decimal■point. SkillSHEET 2.6
■■ If■a■number■is■expressed■in■scientifi■c■notation■(a■ì■10n),■all■the■ doc-6118
digits■in■a■are■signifi■cant.

WorkeD exAmple 15
Write the following numbers in scientific notation, correct to 3 significant figures.

a■ ■340 000■ b■ ■0.067 59
ThInk WrITe
a 1 Write■the■number■in■scientifi■c■notation. a 340■■000■=■3.4■ì■105
2 Make■sure■there■are■3■digits■in■the■answer.■Add■ ■ =■3.40■ì■105■(3■sig.■fi■gs.)
zeros■after■the■number■if■necessary.
b 1 Write■the■number■in■scientifi■c■notation. b 0.067■■59■=■6.759■ì■10−2
2 Make■sure■there■are■3■digits■in■the■answer.■ ■ =■6.76■ì■10−2■(3■sig■fi■gs.)
Round■the■number■if■necessary.
remember
1.■ To■write■any■number■in■scientifi■c■notation,■fi■rst■express■it■as■a■number■between■1■and■10,■
and■then■multiply■by■the■appropriate■power■of■10.■This■will■involve■placing■a■decimal■
point■between■the■fi■rst■two■signifi■cant■fi■gures■and■counting■the■number■of■places■the■
decimal■point■has■moved.
2.■ For■large■numbers■(greater■than■1)■the■power■of■10■is■positive■while■for■small■numbers■
(between■0■and■1)■the■power■is■negative.
3.■ To■convert■a■number■back■into■decimal■form■when■it■is■written■in■scientifi■c■notation,■
multiply■by■the■given■power■of■10.■This■will■involve■moving■the■decimal■point■to■the■
right■for■large■numbers■and■to■the■left■for■small■numbers.
4.■ If■a■number■is■expressed■in■scientifi■c■notation■(a■ì■10n),■all■the■digits■in■a■are■signifi■cant.
exerCIse
2D scientific notation and significant figures
InDIvIDuAl fluenCy
pAThWAys
1 We10 ■Write■each■of■the■following■in■scientifi■c■notation.
eBoo
eBookk plus a 90■■000 b 7■■000■■000 c 8000
d 200■■000■■000 e 500■■000■■000■■000 f 300
Activity 2-D-1
Playing the 2 We11 ■Express■each■of■the■following■in■scientifi■c■notation.
dice game a 2500 b 36■■000■■000 c 1■■210■■000 d 832■■700 e 459
doc-4113
f 63■■572■■000 g 1■010■■000■■000■■000 h 12 i 53■■600
Activity 2-D-2
Practising the 3 We12 ■Express■each■of■the■following■as■a■decimal■number.
dice game a 4■ì■105 b 7■ì■1010 c 9■ì■101
doc-4114 4
d 4.2■ì■10 e 5.8■ì■109 f 6.35■ì■102
Activity 2-D-3 6
Extending the g 4.629■ì■10 h 8.047■ì■105 i 2.063■04■ì■1013
dice game 4 We13 ■Convert■each■of■the■following■to■scientifi■c■notation.
doc-4115
a 0.000■■5 b 0.000■■000■■7 c 0.000■■000■■000■■2
d 0.009 e 0.6 f 0.004■■37
g 0.000■■082 h 0.000■■000■■073■■5 i 0.000■■000■■000■■010■■7
j 0.375 k 0.002■■498 l 0.061■■06
5 We14 ■Express■each■of■the■following■as■a■basic■numeral.
a 8.4■ì■10-6 b 2.04■ì■10-5 c 3.7■ì■10-4 d 1.875■ì■10-2 e 3.639■ì■10-3
-1 -7
f 4.43■ì■10 g 8■ì■10 h 4■ì■10-2 i 9■ì■10-11

6 We15 ■Write■the■following■numbers■in■scientifi■c■notation,■correct■to■the■number■of■signifi■cant■
fi■gures■specifi■ed■in■brackets.
a 0.046■293■■■ (2■sig.■fi■gs.) b 59■827.000■04■ (4■sig.■fi■gs.)
c 492■000■■ ■ (5■sig.■fi■gs.) d 0.040■37■ ■ (3■sig.■fi■gs.)
e 3.629■451■ì■104■ (1■sig.■fi■g.) f 305.7■ ■ (2■sig.■fi■gs.)
unDersTAnDIng
7 The■average■orbital■velocity■of■the■Earth■around■the■
sun■is■107■■000■kilometres■per■hour.■What■is■this■in■
scientifi■c■notation?
8 The■average■distance■from■the■sun■to■Jupiter■is■
approximately■778■■000■■000■kilometres.■What■is■this■in■
scientifi■c■notation?
9 Jupiter’s■radius■at■its■equator■is■approximately■
71■■500■kilometres.
a Using■the■formula■circumference■=■2■ì■p■ì■radius,■calculate■(to■the■nearest■
1000■kilometres)■the■circumference■of■Jupiter■at■its■equator.
b Write■this■circumference■in■scientifi■c■notation.
10 A■computer■has■8■MB■(megabytes)■of■memory.■1■MB■=■1■048■■576■bytes.
a How■many■bytes■are■there■in■the■8■MB■of■memory,■correct■to■the■nearest■1000?
b What■is■this■in■scientifi■c■notation?
11 The■radioactive■element■plutonium■has■a■half-life■of■24■■360■years.■Express■this■in■scientifi■c■
notation.
12 A■day■on■Venus■lasts■5.81■ì■103■hours.■How■many■hours■is■this?
13 The■speed■of■light■is■3■ì■105■kilometres■per■second.■How■many■kilometres■per■second■is■this?
14 To■escape■Saturn’s■gravitational■pull■requires■a■
velocity■of■1.28■ì■105■kilometres■per■hour.■Write■this■
speed■as■an■ordinary■number.
15 As■a■unit■of■time,■the■second■is■defi■ned■from■the■
frequency■at■which■the■caesium■atom■absorbs■energy,■
which■equals■9.1926■ì■109■hertz■(cycles■per■second).■
Write■this■frequency■as■an■ordinary■number.
16 A■micron■is■a■measure■of■length■that■is■now■
more■commonly■called■a■micrometre.■It■equals■
one■millionth■of■a■metre,■or■0.000■■001■■m.■What■
is■this■in■scientifi■c■notation?
17 The■smallest■viruses■have■the■shape■of■icosahedrons■(a■20-sided■solid).■They■measure■about■
20■nanometres■(0.000■■000■■02■metres)■across.■Write■the■measurement■given■in■metres■in■
scientifi■c■notation.
reAsonIng
18 The■basic■unit■of■electric■current■is■called■the■ampere.■It■is■defi■ned■as■the■constant■current■
fl■owing■in■two■parallel■conductors■one■metre■apart■in■a■vacuum,■which■produces■a■force■
between■the■conductors■of■2■ì■10-7■newtons■per■metre.
Complete■the■following■statement.■
eBook plus 1■ampere■=■2■ì■10-7■N/m■=■_____________■N/m■
as■a■decimal. refleCTIon
Digital doc
WorkSHEET 2.2 19 The■hydrogen■atom■weighs■1.7■ì■10-24■g.■ What is the advantage of converting
doc-6115 Write■this■as■an■ordinary■decimal. numbers into scientific notation?

Summary
Real numbers
a
■■ Rational numbers (Q) can be expressed in the form , where a and b are whole numbers and
b
b ò 0. They include whole numbers, fractions and terminating and recurring decimals.
a
■■ Irrational numbers (I ) cannot be expressed in the form , where a and b are whole numbers
b
and b ò 0. They include surds, non-terminating and non-recurring decimals, and numbers
such as p.
■■ Rational and irrational numbers together constitute the set of Real numbers (R).
Surds
■■ A number is a surd if:
•• it is an irrational number (equals a non-terminating, non-recurring decimal)
•• it can be written with a radical sign (or square root sign) in its exact form.
■■ To simplify a surd, divide it into two square roots, one of which is a perfect square.
■■ Not all surds can be simplified.
■■ ab = a ì b
■■ Some perfect squares to learn are: 4, 9, 16, 25, 36, 49, 64, 81, 100, 121, 144 . . .
■■ Only like surds can be added or subtracted.
■■ All surds must be written in simplest form before adding or subtracting.
Indices
■■ First Index Law: When numbers with the same base are multiplied, the indices are added.
am ì an = am + n
For example, 53 ì 56 = 59.
■■ Second Index Law: When numbers with the same base are divided, the indices are subtracted.
am ó an = am - n
For example, 2 ó 2 = 2 .
5 2 3
■■ The Third Index Law is used in calculations when a zero index is involved.■
a0 = 1
For example, 70 = 1.
■■ The Fourth, Fifth and Sixth Index Laws involve removing brackets from an index expression.■
Fourth Index Law: To remove brackets, multiply the indices inside the brackets by the index
outside the brackets. Where no index is shown, assume that it is 1.
(am)n = am ì n
■■ Fifth Index Law: To remove brackets containing a product, raise every part of the product to
the index outside the brackets.
(ab)n = anbn
For example, (5a) = 5 a = 25a .
2 2 2 2
■■ Sixth Index Law: To remove brackets containing a fraction, multiply the indices of both
numerator and denominator by the index outside the brackets.
m
 a am
 b  = m
b
3
 2 23 8
 5 5 125

■■ Seventh index law:

1
In■general,■the■Seventh■Index■Law■is■a − n = .
an
1 1
For■example,■3−5 = 5
= .
3 243
■■ An■index■of■■-1■can■be■considered■as■a■reciprocal■function■and■applying■this■to■fractions■gives■
−1
 a b
us■the■rule■   = .
 b a
Scientific notation and significant figures

■■ To■write■any■number■in■scientifi■c■notation,■fi■rst■express■it■as■a■number■between■1■and■10,■
and■then■multiply■by■the■appropriate■power■of■10.■This■will■involve■placing■a■decimal■point■
between■the■fi■rst■two■signifi■cant■fi■gures■and■counting■the■number■of■places■the■decimal■point■
has■moved.
■■ For■large■numbers■(greater■than■1)■the■power■of■10■is■positive■while■for■small■numbers■
(between■0■and■1)■the■power■is■negative.
■■ To■convert■a■number■back■into■decimal■form■when■it■is■written■in■scientifi■c■notation,■multiply■
by■the■given■power■of■10.■This■will■involve■moving■the■decimal■point■to■the■right■for■large■
numbers■and■to■the■left■for■small■numbers.
■■ If■a■number■is■expressed■in■scientifi■c■notation■(a■ì■10n),■all■the■digits■in■a■are■signifi■cant.
MaPPING YOUR UNdERSTaNdING

Using■terms■from■the■summary,■and■other■terms■if■you■wish,■construct■a■concept■map■that■
illustrates■your■understanding■of■the■key■concepts■covered■in■this■chapter.■Compare■your■
concept■map■with■the■one■that■you■created■in■What do you know?■on■page■23.
Have■you■completed■the■two■Homework sheets,■the■Rich task■and■two■Code puzzles■in■
Homework
book your■Maths Quest 9 Homework Book?

Chapter review
fluency problem solving
1 Which of the given numbers,

6
, 0.81, 5, -3.26, 1 If your body produces about 2.0 ì 1011 red blood
12
. π cells each day, how many red blood cells has your
3
0.5, , are rational? body produced after one week?
5 12
. 3
a 0.81, 5, -3.26, 0.5 and 12
6 π
b 12
and
5
6
c , 0.81 and 3
12 12
d 5, -3.26, and 6
12
2 For each of the following, state whether the number

is rational or irrational and give the reason for your
answer.
a 12 b 121 c 2
9
. 3
0.08
d 0.6 e
2 If your body produces about 1.0 ì 1010 white blood
3 Which of the numbers of the given set, {3 2, 5 7,
cells each day, how many white blood cells does
9 4, 6 10, 7 12, 12 64, are surds? your body produce each hour?
A 9 4, 12 64 3 If the planet Earth is approximately 1.496 ì 108 km
B 3 2 and 7 12 only from the sun and the planet Mercury is about ■
C 3 2, 5 7 and 6 10 only
5.8 ì 107 km from the sun, what is the closest
distance from Mercury to Earth?
D 3 2, 5 7, 6 10 and 7 12
4 Determine the closest distance between Mars
m 20 3 and Saturn if Mars is 2.279 ì 108 km from the
4 Which of 2m , 25m, , , m , 3 8m are
16 m sun and Saturn is 1.472 ì 109 km from the
surds.
a if m = 4? b if m = 8? sun.
5 Simplify each of the following. 5 Consider the numbers 6 ì 109, 3.4 ì 107 and
1.5 ì 109.
a 50 b 180 c 2 32 d 5 80
a Place the numbers in order from smallest to
6 Evaluate the following. Leave your answers in
largest.
index form.
a 62 ì 64 b 1016 ó 102 c 134è b If the population of Oceania is 3.4 ì 107 and the
d (34)8 e (2c2)5 world population is 6 ì 109, what percentage is
the Oceania population of the world population?
7 Evaluate each of the following.
a 4-1 b 9-1 c 4-2 d 10-3 c What must you multiply 1.5 ì 109 by to get
6 ì 109?
8 Find the value of each of the following, correct to
3 decimal places. d Assume the surface area of the Earth is
a 12-1 b 7-2 c (1.25)-1 d (0.2)-4 approximately 1.5 ì 109 km2 and the world
population is about 6 ì 109. If we divided all the
9 Write down the value of each of the following.
−1 −1 −1 −1
Earth up into equal portions, how much would
 2  7  1  1
a  3  b  10  c  5  d  3  each person get?
4
6 A newly discovered super colony of bees contains
10 The expression 250 may be simplified to:
2.05 ì 108 bees. If 0.4% of these were estimated
a 25 10 b 5 10 c 10 5 to be queen bees, how many queen bees live in the
d 5 50 e 50 5 super colony?

7 The■area■of■Victoria■is■2.27■ì■105■km2.■If■the■ a■single■strand■of■fi■bre■exceed■6■ì■1016■bits■per■
total■area■of■Australia■is■7.69■ì■106■km2,■what■ second.■Explain,■in■detail,■your■solution■process.■
percentage■of■Australia■does■the■state■of■Victoria■
occupy?■Write■your■answer■correct■to■two■decimal■
places.
8 Third■generation■fi■bre■optics■that■can■carry■up■to■
10■trillion■(1■ì■1012)■bits■per■second■down■a■single■
strand■of■fi■bre■have■been■recently■tested.■Currently■
the■amount■that■one■fi■bre■can■carry■is■tripling■
every■6■months■and■is■predicted■to■do■so■for■the■
next■20■years.■In■how■many■years■will■it■take■for■
the■amount■of■bits■per■second■being■carried■down■
eBook plus
Interactivities
Test yourself Chapter 2
int-2683
Word search Chapter 2
int-0684
Crossword Chapter 2
int-0698

eBook plus ACTIvITIes
eLesson
chapter opener
•■ Finding■square■roots■by■hand■(eles-0111) (page 30)
Digital doc Interactivity
•■ Hungry■brain■activity■Chapter■2■(doc-6099) •■ Balancing■surds■(int-2762) (page 29)
(page 23)
2c Indices
are you ready?
Digital docs (page 39)
Digital docs (page 24) •■ Activity■2-C-1■(doc-3966):■Line■up■the■cubes■A
•■ SkillSHEET■2.1■(doc-6100):■Operations■with■ •■ Activity■2-C-2■(doc-3967):■Line■up■the■cubes■B
directed■numbers •■ Activity■2-C-3■(doc-3968):■Line■up■the■cubes■C
•■ SkillSHEET■2.2■(doc-6101):■Calculating■the■square■
root■of■a■number 2d Scientific notation and significant figures
•■ SkillSHEET■2.3■(doc-6102):■Using■a■calculator■to■ Digital docs
evaluate■numbers■in■index■form •■ Activity■2-D-1■(doc-4113):■Playing■the■dice■game
•■ SkillSHEET■2.4■(doc-6103):■Multiplying■and■ (page 42)
dividing■by■powers■of■10 •■ Activity■2-D-2■(doc-4114):■Practising■the■dice■game■
•■ SkillSHEET■2.5■(doc-6104):■Estimating■square■ (page 42)
roots •■ Activity■2-D-3■(doc-4115):■Extending■the■dice■game■
2a Real numbers (page 42)
•■ SkillSHEET■2.6■(doc-6118):■Rounding■to■a■given■
number■of■signifi■cant■fi■gures■(page 41)
•■ Activity■2-A-1■(doc-3948):■Reviewing■real■numbers
•■ WorkSHEET■2.2■(doc-6115):■Scientifi■c■notation■
•■ Activity■2-A-2■(doc-3949):■Classifying■numbers
(page 43)
•■ Activity■2-A-3■(doc-3950):■Understanding■real■
numbers■and■order■of■operations chapter review
2b Surds Interactivities (page 47)
Digital docs
•■ Test■yourself■Chapter■2■(int-2683):■Take■the■end-of-■
•■ Activity■2-B-1■(doc-3975):■Surds■in■clouds■(page 33) chapter■test■to■test■your■progress.
•■ Activity■2-B-2■(doc-3976):■Surds■in■leaves■(page 33) •■ Word■search■Chapter■2■(int-0684)■
•■ Activity■2-B-3■(doc-3977):■Surds■on■planets■ •■ Crossword■Chapter■2■(int-0698)■
(page 33)
•■ SkillSHEET■2.7■(doc-6120):■Simplifying■surds■ To access eBookPLUS activities, log on to
(page 33) www.jacplus.com.au
•■ WorkSHEET■2.1■(doc-6119):■Surds (page 35)

number AnD AlgebrA • pAtterns AnD AlgebrA
3
3A Using pronumerals
3B Algebra in worded problems
3C Simplifying algebraic expressions
3D Expanding brackets
3E Expansion patterns
3F More complicated expansions
3G The highest common factor
3H More factorising using the highest
common factor
3I Applications
WhAt Do You knoW ?
Algebra 1 List what you know about algebra.

Create the first two columns of a K W L
chart to show your list.
2 Share what you know with a partner and
3 As a class, create a large K W L chart that
shows your class’s knowledge of algebra.
eBook plus
Digital doc
Chapter 3
doc-6121
opening Question
Belinda works for an advertising company that produces billboard advertisements.

The cost of a billboard is based on the area of the sign and is $50 per square metre.
If this billboard has its length increased by 2 m and its height by 3 m, would the
increase in cost depend on the initial size of the billboard?
Are you ready?

eBook plus Alternative expressions used for the four operations

1 Write■each■of■the■following■as■a■mathematical■sentence.
Digital doc
a The■sum■of■6■and■4
SkillSHEET 3.1
doc-6122 b The■product■of■2■and■5
c The■difference■between■3■and■7
eBook plus Algebraic expressions

2 Match■the■correct■algebraic■expression■on■the■right■with■each■of■the■descriptions■on■the■left.
Digital doc
a x■is■divided■by■y■ A 3xy
SkillSHEET 3.2
doc-6123 b The■sum■of■x■and■y B x-y
c 3■times■the■product■of■x■and■y C y■-■3x
x
d The■difference■between■x■and■y■ D
y
e 3■times■x■is■subtracted■from■y■ E x■+■y
eBook plus Substitution into algebraic expressions

3 If■x■=■2■and■y■=■5,■evaluate■each■of■the■following.
Digital doc
a 9x■ b -3y
SkillSHEET 3.3
doc-6124 c x■-■y■ d 2x■+■5
e 7y■-■10■ f 8xy
g 3x2y■ h 6x■-■2y
eBook plus Like terms

4 Select■the■like■terms■from■each■of■the■following■lists.
Digital doc 1
SkillSHEET 3.4 a 3a,■3,■-4a,■2c,■a■ b 5x,■xy,■2y,■x,■ 2 x
doc-6125 c 7qp,■7,■7q,■7pq,■7p■ d ab,■ac,■bc,■a2,■2ac,■c
eBook plus Collecting like terms

5 Simplify■each■of■the■following■expressions.
Digital doc
a 8y■+■5y■ b 2n■+■4m■+■n
SkillSHEET 3.5
doc-6126 c 10x■+■4■-■3x■ d 7k■+■3p■+■2k■-■p
eBook plus Multiplying algebraic terms

6 Simplify■each■of■the■following.
Digital doc
a 4x■ì■3■ b 3a■ì■7b
SkillSHEET 3.6
doc-6127 c -5k■ì■p■ d 2mn■ì■3m

eBook plus Dividing algebraic terms

Digital doc
a 12x■ó■4■ b 15y■ó■y
SkillSHEET 3.7
doc-6128 c 8a■ó■2a■ d -21xy■ó■3
eBook plus Expanding brackets

8 Expand■each■of■the■following.
Digital doc
a 2(x■+■3)■ b 3(y■-■k)
SkillSHEET 3.8
doc-6129 c -5(m■+■2)■ d -7(a■-■4)
eBook plus Finding the highest common factor

9 Find■the■highest■common■factor■for■each■of■the■following.
Digital doc
a 3■and■15■ b 8■and■20
SkillSHEET 3.9
doc-6130 c 25■and■35■ d 6a■and■12
e 27x■and■36x■ f 5ab■and■10a
eBook plus Factorising by finding the highest common factor

10 Factorise■each■of■the■following■expressions■by■fi■rst■fi■nding■the■highest■common■factor.
Digital doc
a 4m■+■8■ b 2x2■-■6x c 12ab■+■9a
SkillSHEET 3.10
doc-6131
eBook plus Adding and subtracting fractions

11 Calculate■each■of■the■following.
Digital doc 1 2 2 5 7 4
SkillSHEET 3.11
a ■+ 5■
6
b 3
- 12 c 9
+ 5
doc-6132
eBook plus Multiplying and dividing fractions

12 Calculate■the■following,■expressing■the■answer■in■simplest■form.
Digital docs
1 2 3 8
SkillSHEET 3.12 a 2
ì3■ b 4
■ì■ 27
doc-6133
3 2 5 5
SkillSHEET 3.13 c 8
■ó■ 3 ■ d ■ó■
21 14
doc-6134
eBook plus
Simplifying algebraic fractions
13 Simplify■each■of■the■following■fractions.
Digital doc
3( x + 2) x ( x − 5) 4( x + 7)
SkillSHEET 3.14 a ■ b ■ c
doc-6135 6 x 2( x + 7)
Chapter 3 Algebra 51
3A using pronumerals
the language of algebra: use of pronumerals
■■ Algebra■is■a■type■of■language■used■in■mathematics.
■■ Pronumerals■(letters■or■groups■of■letters)■are■used■to■
represent■unknown■numbers.
■■ Pronumerals■can■also■be■used■to■describe■variables■
(varying■values).
■■ Some■important■words■used■in■algebra■are:■equation,■
expression,■term,■coeffi■cient■and■pronumeral.
4xy■+■5x■-■3y■=■7xy■+■y■-■2
This■can■be■broken■down■as■follows:
Coefficient
Term Pronumeral
Term Term Term Constant term








4xy + 5x - 3y = 7xy + y - 2
   

Expression Expression
 



Equation
■■ Term:■ ■A■group■of■letters■and■numbers■that■form■an■expression■and■are■separated■by■
an■addition■or■subtraction■sign
■■ Coefficient:■ The■number■part■of■the■term
■■ Pronumeral:■ The■letter■part■of■the■term
■■ Constant term:■ ■The■term■that■does■not■have■a■pronumeral■attached■to■it.■The■constant■term■is■
independent■of■the■pronumeral■(or■variable).
■■ Expression:■ ■A■mathematical■statement■made■up■of■terms,■operation■symbols■and/or■
brackets.■It■does■not■contain■an■equality■sign.
■■ Equation:■ ■A■mathematical■statement■containing■a■left-hand■side,■a■right-hand■side■and■
an■equality■sign■between■them
■■ Sum:■ ■To■fi■nd■the■sum■of■algebraic■terms■we■add■and■simplify■if■the■terms■have■
like■pronumerals.
■■ Difference:■ ■To■fi■nd■the■difference■between■algebraic■terms■we■subtract■and■simplify■if■
the■terms■have■like■pronumerals.
■■ Product:■ ■To■fi■nd■the■product■of■algebraic■terms,■the■terms■are■multiplied.
WorkeD exAmple 1
y2
Answer the following for the expression 6x - 3xy + z + 2 + x2z + .
a State the number of terms. 7
b State the coefficient of the second term.
c State the coefficient of the last term.
d State the constant term (if there is one).
e State the term with the smallest coefficient.
f State the coefficient of the x term.

think Write
a Count■the■number■of■terms. 2
a There■are■6■terms.
y
The■terms■are■6x,■-3xy,■z,■2,■x2z■and■ .
7
b Identify■the■second■term■(-3xy).■The■number■part■is■the■ b The■coeffi■cient■of■the■second■term■is■-3.
coeffi■cient.
Note:■The■sign■must■accompany■the■coeffi■cient.
 2
c Identify■the■last■term■ y .■The■number■part■is■the■ c The■coeffi■cient■of■the■last■term■is■ 1 .
 7 7
coeffi■cient.  
d Identify■the■constant■term,■that■is,■a■term■with■no■ d The■constant■term■is■+2■or■2.
pronumeral.
e Identify■the■smallest■coeffi■cient■and■write■the■whole■term■ e The■term■with■the■smallest■coeffi■cient■is■
to■which■it■belongs. -3xy.
f Identify■the■term■that■has■only x■in■it■and■write■the■ f The x■term■is■6x so■the■coeffi■cient■is■6.
number■that■is■at■the■beginning■of■the■term.■(Note■
that■-3xy■is■not■the x term.■The■coeffi■cient■of■the
xy term■is -3.)
■■ Pronumerals■are■used■to■write■general■expressions■or■formulas■that■will■allow■us■to■make■a■
substitution■for■the■pronumeral■when■the■value■becomes■known.
■■ When■writing■a■general■expression,■we■choose■a■pronumeral■that■can■be■easily■identifi■ed■as■
belonging■to■the■unknown■quantity■that■it■represents.■
■■ The■pronumeral■represents■a■number.■
■■ It■is■not■a■description■of■the■object.
WorkeD exAmple 2
Write the following sentences using algebra.

a A number 6 more than Ben’s age
b The product of a and w
c One more than the age difference between Albert and his son Walter
d Five times an unknown quantity is added to six times another unknown quantity.
think Write
a 1 Since■Ben’s■age■is■unknown,■use■a■pronumeral. a Let■b■=■Ben’s■age.
2 Six■more■means■‘add■6’. The■number■is■b■+■6.
b ‘Product’■means■multiply. b aw
c 1 Choose■pronumerals■to■represent■Albert’s■age■ c Let■a■=■Albert’s■age.
and■Walter’s■age. Let■w■=■Walter’s■age.
2 The■age■difference■between■Albert■and■Walter■ a■-■w■+■1
is■a■-■w.■Add■1■more■to■this■difference.
d 1 Choose■pronumerals■for■the■2■unknown■ d Let■x■=■the■fi■rst■unknown■quantity.■
quantities. Let■y■=■the■second■unknown■quantity.
2 The■sentence■can■be■broken■into■three■instructions:■ 5x■+■6y
5■times■an■unknown■quantity■(5x)■■.■■.■■.■■is■added■
to■(+)■■.■■.■■.■■.■■.■■.■■6■times■another■unknown■quantity■(6y).
number AND algebra • patterns and algebra
Substitution and formulas

■■ In mathematics, science and engineering, algebraic expressions and formulas are commonly
used.
■■ For example, in previous years you learned the formula A = pr2, which enabled you to find the
area of a circle with a known radius of r.
■■ We will now look at how to substitute particular values for the pronumerals in an expression
or formula.
Substitution
■■ We can evaluate (find the value of ) an algebraic expression if we replace the pronumerals
with their known values.
This process is called substitution.
■■ Consider the expression 4x + 3y. If we substitute the known values x = 2 and y = 5, we obtain
4 ì 2 + 3 ì 5 = 8 + 15
= 23
■■ Rather than showing the multiplication signs, it is common in mathematics to write the
substituted values in brackets.
We would write the example above as:
4x + 3y = 4(2) + 3(5)
= 8 + 15
= 23
Worked Example 3
If x = 3 and y = -2, evaluate the following expressions.

a 3x + 2y b 5xy - 3x + 1 c x2 + y2
Think Write
a 1 Write the expression. a 3x + 2y
2 Substitute x = 3 and y = -2. = 3(3) + 2(-2)
3 Evaluate. =9-4
=5
b 1 Write the expression. b 5xy - 3x + 1
2 Substitute x = 3 and y = -2. = 5(3)(-2) - 3(3) + 1
3 Evaluate. = -30 - 9 + 1
= -38
c 1 Write the expression. c x2 + y2
2 Substitute x = 3 and y = -2. = (3)2 + (-2)2
3 Evaluate. =9+4
= 13
Substitution into formulas

■■ A formula expresses one quantity in terms of one or more quantities.
■■ Pronumerals are used in these formulas to represent the unknown quantities.
■■ We know that the formula for the area, A, of a rectangle is given by:
Area = A = length ì width = lw

■■ If■a■particular■type■of■rectangular■kitchen■tile■has■length■l■=■20■cm■and■width■w■=■15■cm,■we■
can■substitute■these■values■into■the■formula■to■fi■nd■its■area.
A■=■lw
=■20■ì■15
=■300■■cm2
■■ If■we■are■given■the■area■of■the■
rectangular■tile■to■be■400■■cm2■
and■the■width■to■be■55■■cm,■then■
we■can■substitute■these■values■
into■the■formula■to■calculate■the■
length■of■the■rectangular■tile.
A■=■lw
■ 400■=■l■ì■55
400
l■=■
55
80
■ =■
11
■ ö■7.3■■cm
WorkeD exAmple 4
The formula for the voltage in an electrical circuit can be found using the formula known as
Ohm’s Law:
V■=■IR
where I = current in amperes
R = resistance in ohms
V = voltage in volts.
a Calculate V when:
i I = 2 amperes, R = 10 ohms
ii I = 20 amperes, R = 10 ohms.
b Calculate I when V = 300 volts and R = 600 ohms.
think Write
a i 1 Write■the■formula. a i V■=■IR
2 Substitute■I■=■2■and■R■=■10. =■(2)(10)
3 Evaluate■and■express■the■answer■in■the■ =■20■volts
correct■units. The■voltage■is■20■volts.
ii 1 Write■the■formula. ii V■=■IR
2 Substitute■I = 20■and■R■=■10. =■(20)(10)
3 Evaluate■and■express■the■answer■in■the■ =■200■volts
correct■units. The■voltage■is■200■volts.
b 1 Write■the■formula. b V■=■IR
2 Substitute■V■=■300■and■R■=■600. 300■=■I(600)
300 1
3 Evaluate■and■express■the■answer■in■the■correct■ I■=■ 600 ■=■ 2 ■ampere
units. 1
The■current■is■ 2 ■ampere.
WorkeD exAmple 5
1
The distance (x) travelled by an object in a straight line is given by the formula: x = ut + 2 at2, where
u is the starting speed in m/s, a is the acceleration in m/s2 and t is the time in seconds.
a A car starts at a speed of 50 m/s and accelerates at 6 m/s2 for 7 s. How far has the car travelled?
b If the car travels for 500 m in 10 seconds with a constant acceleration of 7 m/s2, what was the initial
speed of the car?
think Write
1
a 1 Write■the■formula. a x■=■ut■+■ at2
2
1
2 Substitute■u■=■50,■a■=■6■and■t■=■7. =■(50)(7)■+■ 2 (6)(7)2
3 Evaluate■and■express■the■answer■in■ =■350■+■147
the■correct■units. =■497■■m
The■distance■travelled■is■497■■m.
1
b 1 Write■the■formula. b x■=■ut■+■ 2 at2
2 Substitute■x = 500,■a■=■7■and■t■=■10. 1
500■=■u(10)■+■ 2 (7)(10)2
3 Evaluate■and■express■the■answer■in■ 500■=■10u■+■350
the■correct■units. 150■=■10u
u■=■15
The■initial■speed■of■the■car■is■15■■m/s.
remember
1.■ A■pronumeral■is■a■letter■or■a■group■of■letters■that■is■used■in■place■of■a■number.
2.■ The■coeffi■cient■of■a■term■is■the■number■in■front■of■the■pronumeral(s).
3.■ An■expression■is■a■group■of■terms■separated■by■+■or■-■signs.
4.■ A■term■that■does■not■contain■a■pronumeral■part■is■called■a■constant.■That■is,■the■term■is■
independent■of■the■variable(s).
5.■ When■writing■expressions,■think■about■which■operations■are■being■used,■and■the■order■
in■which■they■occur.
6.■ If■pronumerals■are■not■given■in■a■question,■choose■an■appropriate■letter■to■use.
7.■ To■evaluate■(fi■nd■the■value■of)■an■algebraic■expression,■substitute■the■pronumerals■with■
their■known■values.
8.■ Rather■than■showing■the■multiplication■signs,■it■is■common■in■mathematics■to■write■the■
substituted■values■in■brackets.
9.■ An■equation■is■a■mathematical■sentence■that■puts■two■expressions■equal■to■each■other.
exerCise
3A using pronumerals
fluenCY
1 Find■the■coeffi■cient■of■each■of■the■following■terms.
a 3x b 7a c -2m d -8q e w
x y at r2
f -n g h i - j -
3 2 4 9

2 In■each■of■the■following■expressions■state■the■coeffi■cient■of■the■x■term.
inDiViDuAl
pAthWAYs a 6x■-■3y b 5■+■7x c 5x2■+■3x■-■2 d -7x2■-■2x■+■4
e 3x■-■2x 2 f -9x ■-■2x
2 g 5x2■+■3■-■7x h -11x■+■5■-■2x2
eBook plus
x 2x
− bx 2 x2 5 x
Activity 3-A-1
i 2ax − + x 2 j 1■- k + + l x3■+■x■+■4
2 3 6 7 4
Pronumeral memory
doc-3978 m -3x■-■4bx■+■6 n 4cx2■-■2x■+■4ax o 2x2■-■5
Activity 3-A-2
3 We1 ■Answer■the■following■for■each■expression■below.
Language of algebra
doc-3979 i State■the■number■of■terms.
Activity 3-A-3 ii State■the■coeffi■cient■of■the■fi■rst■term.
Reviewing algebra iii State■the■constant■term■(if■there■is■one).
doc-3980
iv State■the■term■with■the■smallest■coeffi■cient.
a 2
5x ■+■7x■+■8 b -9m2■+■8m■-■6■
2 2
c 5x y■-■7x ■+■8xy■+■5 d 9ab2■-■8a■-■9b2■+■4
eBook plus
e 2 2
11p q ■-■4■+■5p■-■7q■-■p 2 f -9p■+■5■-■7q2■+■5p2q■+■q
Digital doc g 4a■-■2■+■9a2b2■-■3ac h 5s■+■s2t■+■9■+■12t■-■3u
SkillSHEET 3.1 i -m■+■8■+■5n m■+■m ■+■2n
2 2 j 7c2d■+■5d2■+■14■-■3cd2■-■2e
doc-6122
4 We2 ■Write■algebraic■expressions■for■each■of■the■following:
a a■number■2■more■than■p b a■number■7■less■than■q
eBook plus c 2■is■added■to■3■times■p d 7■is■subtracted■from■9■times■q
e 4■times■p■is■subtracted■from■10 f 5■is■subtracted■from■2■times■p
Digital doc
SkillSHEET 3.2 g the■sum■of■p■and q h the■difference■between■p■and■q
doc-6123 i the■product■of 3■and■p■is■added■to■q j the■product■of■2■and■q■is■subtracted■from■p
k the■product■of■p■and■q l 4■times■the■product■of■p■and■q
m the■sum■of■2■times■p■and■3■times■q n 3■times■p■is■subtracted■from■2■times■q
o p■is■divided■by■two■times■q p 3q■is■divided■by■p.
5 a■ ■ mC ■There■are■27■students■in■the■classroom■and■x■students■are■called■out■to■see■the■
principal.■The■number■remaining■in■the■room■is:
27
A 27x B 27■-■x C x■-■27 D 27■+■x E
x
b If■y■people■enter■a■shop■where■there■are■11■customers■and■2■sales■assistants,■the■number■
of■people■in■the■shop■is:
13
A y■+■11 B y■-■13 C 13y D 13■+■y E
y
c If■a■packet■of■Smarties■contains■p■Smarties,■and■they■are■to■be■divided■up■among■
4■people,■the■number■of■Smarties■each■person■receives■is:
p
A B 4p C 4■+■p D p■-■4 E 4■-■p
4
d If■a■T-shirt■costs■n■dollars,■ten■T-shirts■would■cost:
n
A n■+■10 B 10n C D 10n■+■10 E 10■-■n
10
6 We3 ■Find■the■value■of■the■following■expressions■if■x■=■2,■y■=■-1■and■z■=■3.
a 2x b 3xy
2
c 2y z d
14
eBook plus
x
Digital docs e 6(2x■+■3y■–■z) f x2■–■y2■+■xyz
SkillSHEET 3.3
doc-6124
7 If■x■=■4■and■y■=■-3,■evaluate■the■following■expressions.
a 4x■+■3y
SkillSHEET 3.16
doc-6137
b 3xy■-■2x■+■4
c x2■-■y2
unDerstAnDing
8 We4 and 5 ■The■formula■for■the■voltage■in■an■electrical■circuit■can■be■found■using■the■formula■

known■as■Ohm’s■Law:■V■=■IR where■I■=■current■in■amperes,■R■=■resistance■in■ohms■and■
V■=■voltage■in■volts.■
a Calculate■V■when:
i I■=■4■amperes,■R■=■8■ohms■ ii■ I■=■25■amperes,■R■=■10■ohms.
b Calculate■R■when:
i V =■100■volts,■I■=■25■amperes■ ii■ V =■90■volts,■I■=■30■amperes.
9 Evaluate■each■of■the■following■by■substituting■the■given■values■into■each■formula.
a If■A■=■bh,■fi■nd■A■when■b■=■5■and■h■=■3.
m
b If■d■= ,■fi■nd■d■when■m■=■30■and■v■=■3.
v
1
c If■A■=■ 2 ■xy,■fi■nd■A■when■x■=■18■and■y■=■2.
1
d If■A■=■ ■(a■+■b)h,■fi■nd■A■when■h■=■10,■a■=■7■and■b■=■2.
2
AH
e If■V■= ,■fi■nd■V■when■A■=■9■and■H■=■10.
3
f If■v■=■u■+■at,■fi■nd■v■when■u■=■4,■a■=■3.2■and■t■=■2.1.
g If■t■=■a■+■(n■-■1)d,■fi■nd■t■when■a■=■3,■n■=■10■and■d■=■2.
1
h If■A■=■ 2 ■(x■+■y)h,■fi■nd■A■when■x■=■5,■y■=■9■and■h■=■3.2.
i If■A■=■2b2,■fi■nd■A■when■b■=■5.
j If■y■=■5x2■-■9,■fi■nd■y■when■x■=■6.
k If■y■=■x2■-■2x■+■4,■fi■nd■y■when■x■=■2.
l If■a■=■-3b2■+■5b■-■2,■fi■nd■a■when■b■=■4.
1
m If■s■=■ut■+■ ■at2,■fi■nd■s■when■u■=■0.8,■t■=■5■and■a■=■2.3.
2
mp
n If■F■= 2 ,■fi■nd■F■correct■to■2■decimal■places,■when■m■=■6.9,■p■=■8■and■r■=■1.2.
r
o If■C■=■p■d,■fi■nd■C■correct■to■2■decimal■places■if■d■=■11.
reAsoning
10 a■ T
■ he■area■of■a■triangle■is■given■by■the■
1
formula■A■=■ 2 ■bh,■where■b■is■the■length■of■
the■base■and■h is■the■perpendicular■height■
of■the■triangle.■
i Show■that■the■area■is■12■cm2■when■
b■=■6■■cm■and■h■=■4■■cm.
ii What■is■h■if■A■=■24■■cm2■and■
b■=■4■■cm?
b The■formula■to■convert■degrees■
Fahrenheit■(F )■to■degrees■Celsius■(C )■is■
5
C■=■ 9 (F■-■32).
i Find■C■when■F■=■59.
■ ■ii Show■that■when■Celsius■(C )■is■15,■
Fahrenheit■(F )■is■59.
c The■length■of■the■hypotenuse■of■a■right-
angled■triangle■(c)■can■be■found■using■
the■formula,■c = a 2 + b 2 ,■where■a■and■
b■are■the■lengths■of■the■other■two■sides.■
i Find■c■when■a■=■3■and■b■=■4.
ii Find■b■if■c■=■13■and■a■=■5.

d If■the■volume■of■a■prism■(V)■is■given■by■
the■formula■V■=■AH,■where■A■is■the■area■
of■the■cross-section■and■H■is■the■height■
of■the■prism,■determine:
i V■when■A■=■7■■cm2■and■H■=■9■■cm■
ii H■when■V■=■120■■cm3■and■
A■=■30■■cm2.
e Using■E■=■F■+■V■-■2■where■F■is■the■
number■of■faces■on■a■prism,■E■is■the■
number■of■edges■and■V■is■the■number■of■
vertices,■calculate:
i E■if■F■=■5■and■V■=■7
ii F■if■E■=■10■and■V■=■2.
f The■kinetic■energy■(E)■of■an■object■is■
1
found■by■using■the■formula■E■=■ 2 ■mv2■
where■m■is■the■mass■and■v■is■the■velocity■
of■the■object.
i Determine■E■when■m■=■3■and■
v■=■3.6.
ii Determine■m■when E■=■25■and■
v■=■5.
g The■volume■of■a■cylinder■(v)■is■given■by■v■=■p r 2h,■where■r■is■the■radius■in■centimetres■
and■h■is■the■height■of■the■cylinder■in■centimetres.■
i Determine■v■correct■to■2■decimal■places■if■r■=■7■and■h■=■3.
ii Determine■h■correct■to■2■decimal■places■if■v■=■120■and■r■=■2.
h The■surface■area■of■a■cylinder■(S)■is■given■by■S■=■2p r(r■+■h)■where■r■is■the■radius■of■the■
circular■end■and■h■is■the■height■of■the■cylinder.■
i Calculate■S■(to■2■decimal■places)■ refleCtion
eBook plus
if■r■=■14■and■h■=■5. Which letters (pronumerals)
Digital doc ii Show■that■for■a■cylinder■of■surface■area■240■and■ should you avoid using when
WorkSHEET 3.1 radius■5■units,■the■height■is■2.64,■correct■to writing algebraic expressions?
doc-6138 2■decimal■places.
3b Algebra in worded problems

■■ An■important■skill■in■algebra■is■to■be■able■to■convert■worded■questions,■or■sentences,■into■
algebraic■expressions.
■■ The■fi■rst■step■in■converting■a■worded■question■into■an■algebraic■expression■is■to■identify■the■
unknown■quantities.
■■ Identify■the■coeffi■cients,■the■constants■and■the■arithmetic■operations■that■connect■them■to■form■
an■algebraic■expression.
■■ Assign■a■pronumeral(s)■to■the■unknown■quantity■(or■quantities).
■■ Defi■ne■the■pronumeral(s)■in■terms■of■the■quantity■it■represents.
WorkeD exAmple 6
Convert the following sentences into algebraic expressions.

a If it takes 8 minutes to iron a single shirt, how long would it take to iron all of Alan’s shirts?
b Brenda has $5 more than Camillo. How much money does Brenda have?
c In a game of Aussie rules, David kicked 3 more goals than he kicked behinds. How many points
did David score? (1 goal scores 6 points; 1 behind scores 1 point.)
Think Write
a 1 Read the question carefully and identify a

any unknown quantities. The number of
Alan’s shirts is unknown.
2 Use a pronumeral for the unknown quantity. Let n = the number of Alan’s shirts.
3 The total time taken is the time taken to iron The total time is 8 ì n = 8n.
1 shirt multiplied by the number of shirts.
b 1 Read the question carefully and identify b
any unknown quantities. The amount of
money that Camillo and Brenda each has
is unknown.
2 Use pronumerals for the unknown Let b = the amount of money (in $) Brenda has.
quantities. Let c = the amount of money (in $) Camillo has.
3 To find the amount of money Brenda b=c+5
has we must add $5 to the amount that Brenda has $ (c + 5).
Camillo has.
c 1 Read the question carefully and identify any c
unknown quantities. The number of goals and
behinds kicked by David is unknown.
2 Use pronumerals for the unknown Let g = the number of goals that David kicked.
quantities. We need only 1 pronumeral The number of behinds kicked was g - 3.
because there were 3 fewer behinds kicked
than goals.
3 One goal is worth 6 points, so multiply the Number of points from goals = 6 ì g
number of goals by 6. One behind is worth = 6g
1 point. Number of points from behinds = g - 3
4 Add the points from goals and behinds to The number of points scored = 6g + g - 3
find the total points scored. = 7g - 3.
■■ To check the reasonableness of the answer obtained, substitute the values into the original
expression or equation.
If n = 2, 8n = 8 ì 2
= 16.
remember
1. If pronumerals or variables are not given in a question, choose an appropriate letter to use.
2. The first step in converting a worded question into an algebraic expression is to identify
any unknowns and assign a pronumeral to each.
3. Worded questions need to be read carefully so that you can decide where to place the
pronumerals, coefficients and constants in an expression.
4. Check to see if an algebraic expression is reasonable by substituting values for the
pronumerals.

exerCise
3b Algebra in worded problems
fluenCY
inDiViDuAl
pAthWAYs 1 Jacqueline■studies■5■more■subjects■than■Helena.■How■many■subjects■does■Jacqueline■
eBook plus study■if:
a Helena■studies■6■subjects?
Activity 3-B-1 b Helena■studies■x■subjects?
Algebra in words
doc-3981 c Helena■studies■y■subjects?
Activity 3-B-2
Using algebra in
worded problems
doc-3982
Activity 3-B-3
Applying algebra in
worded problems
doc-3983
eBook plus
Digital doc
SkillSHEET 3.2 2 Dianne■and■Angela■walk■home■from■school■together.■Dianne’s■home■is■2■km■further■from■
doc-6123 school■than■Angela’s■home.■How■far■does■Dianne■walk■if■Angela’s■home■is:■
a 1.5■km■from■school?
b x■km■from■school?
3 Lisa■watched■television■for■2.5■hours■today.■How■many■hours■will■she■watch■tomorrow■if■she■
watches:
a 1.5■hours■more■than■she■watched■today?
b t■hours■more■than■she■watched■today?
c y■hours■fewer■than■she■watched■today?
unDerstAnDing
4 We6 ■Convert■the■following■sentences■into■algebraic■expressions.
a If■it■takes■10■minutes■to■iron■a■single■shirt,■how■long■would■it■take■to■iron■all■of■Anthony’s■
shirts■if■Anthony■has■n■shirts?
b Ross■has■30■dollars■more■than■Nick.■If■Nick■has■N■dollars,■how■much■money■does■
Ross■have?
c In■a■game■of■Aussie■rules,■Luciano■kicked■4■more■goals■than■he■kicked■behinds.■How■
many■points■did■Luciano■score■if■g■is■the■number■of■goals■kicked?■
(Remember:■1■goal■scores■6■points,■1■behind■scores■1■point.)
5 Jeff■and■Chris■play■Aussie■Rules■football■for■
opposing■teams,■and■Jeff’s■team■won■when■the■
two■teams■played■one■another.■
a How■many■points■did■Jeff’s■team■score■if■
they■kicked:
i 14■goals■and■10■behinds?
ii x■goals■and■y■behinds?
b How■many■points■did■Chris’s■team■score■if■
his■team■kicked:
i 10■goals■and■6■behinds?
ii p■goals■and■q■behinds?
c How■many■points■did■Jeff’s■team■win■by■if:
i Chris’s■team■scored■10■goals■and■
6■behinds,■and■Jeff’s■team■scored■
14■goals■and■10■behinds?
ii Chris’s■team■scored■p■goals■and■
q■behinds,■and■Jeff’s■team■scored■x■goals■
and■y■behinds?
6 Yvonne’s■mother■gives■her■x■dollars■for■each■school■subject■she■passes.■If■she■passes■
y■subjects,■how■much■money■does■she■receive?
7 Brian■buys■a■bag■containing■x Smarties.
a If■he■divides■them■equally■among■n■people,■how■
many■does■each■person■receive?
b If■he■keeps■half■the■Smarties■for■himself■and■
divides■the■remaining■Smarties■equally■among■
n■people,■how■many■does■each■person■receive?
8 A■piece■of■licorice■is■30■■cm■long.
a If■David■cuts■d■■cm■off,■how■much■licorice■
remains?
1
b If■David■cuts■off■ 4 ■of■the■remaining■licorice,■how■much■licorice■has■been■cut■off?
c How■much■licorice■remains■now?
reAsoning
9 One-quarter■of■a■class■of■x■students■plays■tennis■on■
the■weekend.■One-sixth■of■the■class■plays■tennis■and■
swims■on■the■weekend.
a Write■an■expression■to■represent■the■number■of■
students■playing■tennis■on■the■weekend.
b Write■an■expression■to■represent■the■number■of■
students■playing■tennis■and■swimming■on■the■
weekend.
c Show■that■the■number■of■students■playing■only■
x
tennis■on■the■weekend■is■ .
12
10 During■a■24-hour■period,■Vanessa■uses■her■computer■
1
for■c■hours.■Her■brother■Darren■uses■it■for■ 7 ■of■the■
remaining■time.■
a For■how■long■does■Darren■use■the■computer?
b Show■that■the■total■number■of■hours■that■Vanessa■and■Darren■use■the■computer■during■a■
6 x + 24
24-hour■period■can■be■expressed■as■ .
7

11 Marty had a birthday party last weekend and invited n friends where n ≥ 24. The table below
indicates the number of friends at Marty’s party at the specified times during the evening. They
all left the party by 11 pm.
a How many people arrived between 7.00 pm and 7.30 pm?
b Between which times were the most friends present at the party?
c How many friends were invited but did not arrive?
d How many friends were invited in total?
e Between which times did the most friends arrive?
f What assumptions have been made in the previous answers?
Time Number of friends

7.00 pm n – 24
7.30 pm n – 23
8.00 pm n–8
8.30 pm n–5
9.00 pm n–5
9.30 pm n–7 reflection
10.00 pm n – 12 Why is it important to define
10.30 pm n – 18 pronumerals or variables in
terms of what they represent?
11.00 pm n – 24
3c Simplifying algebraic expressions

■■ In this section the methods of simplifying algebraic expressions will be reviewed.
Addition and subtraction of like terms

■■ Like terms contain the same pronumeral parts.
Worked Example 7
For each of the following terms, select those terms listed in brackets that are like terms.
a 4y (y, -y, 4x, 4xy, -4y)
b 5xy (-5xy, 5x, 5yx, 5xz, -xy, -x2y, 5(xy)2)
c -6abc (-6bca, -6abd, -6a2bc, -2acb, -2ac2b)
d - 7q b e
2 3 4 (- 7q2b2e2, -6b3e4q2, 6q2e4b3, 7q4b3e4, - 7q2b2e2)
Think Write
a The pronumeral part of 4y is y. Check the list for a Like terms: y, -y, -4y
terms with the same pronumeral part.
b The pronumeral part of 5xy is xy. Check the list for b Like terms: -5xy, 5yx, -xy
terms with the same pronumeral part.
c The pronumeral part of -6abc is abc. Check the list c Like terms: -6bca, -2acb
for terms with the same pronumeral part.
d The pronumeral part of - 7q2b3e4 is q2b3e4. Check the d Like terms: -6b3e4q2, 6q2e4b3
list for terms with the same pronumeral part.
■■ When like terms appear in an expression, they can be collected (added or subtracted).
■■ Always take note of the sign in front of the term.
WorkeD exAmple 8
Simplify the following expressions.

a 6x + 5y - 4x + 2y b 9a2b - 3ab2 + 2ab c 6a2 + 9b + 7b2 - 5b
d 12 - 4a b + 2 - 2ba
2 2 e -12 - 4c2 + 10 + 2c2
think Write
a 1 Write■the■expression. a 6x■+■5y■-■4x■+■2y
2 Identify■and■collect■the■like■terms. =■6x■-■4x■+■5y■+■2y
3 Simplify■by■adding■or■subtracting■like■terms. =■2x■+■7y
b 1 Write■the■expression. b 9a2b■-■3ab2■+■2ab
2 Identify■the■like■terms.■There■are■none! Cannot■be■simplifi■ed.
c 1 Write■the■expression. c 6a2■+■9b■+■7b2■-■5b
2 Identify■and■collect■the■like■terms. =■6a2■+■9b■-■5b■+■7b2
3 Simplify. =■6a2■+■4b■+■7b2
d 1 Write■the■expression. d 12■-■4a2b■+■2■-■2ba2
2 Identify■and■collect■the■like■terms. =■12■+■2■-■4a2b■-■2ba2
3 Simplify. =■14■-■6a2b
e 1 Write■the■expression. e -12■-■4c2■+■10■+■2c2
2 Identify■and■collect■the■like■terms. = -12■+■10■-■4c2■+■2c2
3 Simplify. = -2■-■2c2
multiplication and division

■■ When■multiplying■and■dividing■algebraic■terms,■it■is■not■necessary■to■have■like■terms.■
■■ To■multiply■or■divide■algebraic■terms,■fi■nd■the■product■or■quotient■of■the■coeffi■cients■
separately■to■the■pronumerals.
WorkeD exAmple 9
Simplify the following.

4 xy
a 4a ì 2b ì a b 7ax ì -6bx ì -2abx c d 8ab ó 16a2b
10 yz
think Write
a 1 Write■the■algebraic■expression. a 4a■ì■2b■ì■a
2 Rearrange,■writing■the■coeffi■cients■fi■rst. =■4■ì■2■ì■a■ì■a■ì■b
3 Multiply■the■coeffi■cients■and■pronumerals■ =■8■ì■a2■ì■b
separately. =■8a2b
b 1 Write■the■algebraic■expression. b 7ax■ì■-6bx■ì■-2abx
2 Rearrange,■writing■the■coeffi■cients■fi■rst. =■7■ì■-6■ì■-2■ì■a■ì■a■ì■x■ì■x■ì■x■ì■b■ì■b
3 Multiply■the■coeffi■cients■and■pronumerals■ =■84■ì■a2■ì■x3■ì■b2
separately.■The■simplifi■ed■term■is■often■ =■84a2b2x3
written■with■the■pronumerals■in■alphabetical■
order.

4 xy
c 1 Write■the■term. c
10 yz
2
2 Cancel■4■and■10■(common■factor■2).■ 4 xy
=
Cancel■y■from■the■numerator■and■the■ 5 10 yz
denominator. 2x
=■
5z
d 1 Write■the■algebraic■expression■and■ d 8ab■ó■16a2b
express■as■a■fraction.■The■term■ 8ab
a2■means■aa. =■
16a 2 b
8ab
=■
16aab
1
8ab
2 Cancel■8■and■16■(common■factor■8).■ =■
Cancel■a■and■b■from■the■numerator■and■ 2 16 a a b
the■denominator. 1
=■
2a
remember
1.■ Like■terms■contain■the■same■pronumeral■parts.
2.■ When■like■terms■appear■in■an■expression,■they■can■be■added■or■subtracted.
3.■ When■multiplying■and■dividing■algebraic■terms,■it■is■not■necessary■to■have■like■terms.
4.■ For■multiplication,■we■can■multiply■the■coeffi■cients■(number■parts)■and■the■pronumeral■
parts■separately.
5.■ A■division■problem■should■be■expressed■as■a■fraction.
6.■ For■division,■always■check■to■see■if■the■fraction■can■be■simplifi■ed■by■cancelling■the■
numerator■and■denominator■by■any■common■factors.
exerCise
3C simplifying algebraic expressions
inDiViDuAl fluenCY
pAthWAYs 1 We7 ■For■each■of■the■following■terms,■select■those■terms■listed■in■brackets■that■are■
eBook plus like■terms.
a 6ab■ (7a,■8b,■9ab,■-ab,■4a2b2)
Activity 3-C-1
Reviewing algebraic
b -x■ (3xy,■-xy,■4x,■4y,■-yx)
operations c 3az■ (3ay,■-3za,■-az,■3z2a,■3a2z)
doc-3984 d x2■ (2x,■2x2,■2x3,■-2x,■-x2)
Activity 3-C-2 e -2x2y■ (xy,■-2xy,■-2xy2,■-2x2y,■-2x2y2)
Simplifying algebraic
operations
f 3x2y5■ (3xy,■3x5y2,■3x4y3,■-x2y5,■-3x2y5)
doc-3985 g 5x2p3w5■ (-5x3w5p3,■p3x2w5,■5xp3w5,■-5x2p3w5,■w5p2x3)
Activity 3-C-3 h -x2y5z4■ (-xy5,■-y2z5x4,■-x■+■y■+■z,■4y5z4x2,■-2x2z4y5)
Applying algebraic
operations 2 We8 Simplify■the■following■expressions.
doc-3986 a 5x■+■2x b 3y■+■8y c 7m■+■12m
d 13q■-■2q e 17r■-■9r f -x■+■4x
g 5a■+■2a■+■a h 9y■+■2y■-■3y i 7x■-■2x■+■8x
j 14p■-■3p■+■5p k 2q2■+■7q2 l 5x2■-■2x2

eBook plus
m 6x2■+■2x2■-■3y n 3m2■+■2n■-■m2 o 9x2■+■x■-■2x2
Digital doc p 9h2■-■2h■+■3h■+■9 q -2g2■-■4g■+■5g■-■12 r -5m2■+■5m■-■4m■+■15
SkillSHEET 3.4 s 12a2■+■3b■+■4b2■-■2b t 6m■+■2n2■-■3m■+■5n2 u 3xy■+■2y2■+■9yx
doc-6125
v 3ab■+■3a2b■+■2a2b■-■ab w 9x2y■-■3xy■+■7yx2 x 4m2n■+■3n■-■3m2n■+■8n
y -3x2■-■4yx2■-■4x2■+■6x2y z 4■- 2a2b■-■ba2■+■5b - 9a2
3 mC Simplify■the■following■expressions.
eBook plus
a 18p■-■19p
Digital doc A p B -p C p2
SkillSHEET 3.5 D -1 E 1
doc-6126
b 5x2■-■8x■+■6x■-■9
A 3x■-■9 B 3x2■-■9 C 5x2■+■2x■-■9
D 5x2■-■2x■-■9 E -3x■-■9
eBook plus
c 12a■-■a■+■15b■-■14b
Digital doc A 11a■+■b B 12 C 11a■-■b
SkillSHEET 3.18 D 13a■+■b E 12a■+■b
doc-6140
d -7m2n■+■5m2■+■3■-■m2■+■2m2n
A -9m2n■+■4m2■+■3 B -9m2n■+■8 C -5m2n■-■4m2■+■3
D -5m2n■+■4m2■+■3 E -5m2n■+■3
eBook plus
4 We9a, b Simplify■the■following.
Digital doc a 3m■ì■2n b 4x■ì■5y c 2p■ì■4q
SkillSHEET 3.19 d 5x■ì■-2y e 3y■ì■-4x f -3m■ì■-5n
doc-6141 g 5a■ì■2a h 4y■ì■5y i 5p■ì■p
SkillSHEET 3.6 j m■ì■7m k 3mn■ì■2p l -6ab■ì■b
doc-6127 m -5m■ì■-2mn n -6a■ì■3ab o -3xy■ì■-5xy■ì■2x
p 4pq■ì■-p■ì■3q2 q 4c■ì■-7cd■ì■2c r -3a2■ì■-5ab3■ì■2ab4
5 We9c, d ■Simplify■the■following.
eBook plus 6x 9m 12 y
a b c
Digital doc 2 3 6
SkillSHEET 3.7 8m
doc-6128 d e 12m■ó■3 f 14x■ó■7
2
4m
g -21x■ó■3 h -32m■ó■8 i
8
eBook plus 6x 8mn 16 xy
j k l
18 18n 12 y
Digital doc
WorkSHEET 3.2 2 6ab 28 xyz
doc-6142
m n o
10m 12a 2 b 14 x
70 ab 2 2 x 2 yz
p q r -7xy2z2■ó■11xyz
4b 8 xz
6 Simplify■the■following.
a 5x■ì■4y■ì■2xy b 7xy■ì■4ax■ì■2y c x■ì■4xy■ì■3yx
2 2
6x y −15 x ab 2 p3 q 2
d e f
12 y 2 12b 2 x 2 p3 q 2
g -4a■ì■-5ab2■ì■2a h -a■ì■4ab■ì■2ba■ì■b i 2a■ì■2a■ì■2a■ì■2a
unDerstAnDing
7 Jim■buys■m■pens■at■p■cents■each■and■n■books■at■q■dollars■each.
a How■much■does■he■spend■in:
i dollars?■ ii■ cents?
b What■is■his■change■from■$20?

8 At a local discount clothing store 4 shirts and 3 pairs of trousers cost $138.
If a pair of trousers cost 2.5 times as much as a shirt, determine the cost of each.
Reasoning
9 Class 9A were given an algebra test. One of the questions is shown below:
3ab 4 ac
Simplify the following expression × × 7c
2 6b
Sean who is a student in class 9A wrote his answer as ■ reflection
12aabc
× 7c. Explain why Sean’s answer is Is the expression ab the
12b same as ba ? Explain.
incorrect, and write down the correct answer.
3d Expanding brackets
Expanding single brackets
■■ Expansion means to multiply everything inside the brackets by what is directly outside the
brackets.
■■ This involves applying the Distributive Law.
Recall a(b + c) = a ì b + a ì c
= ab + ac
■■ The Distributive Law can be illustrated using the area of a rectangle.
■■ If one side of the rectangle has a length of (b + c) units and the other side has a length of
a units, then it can be seen that the total area of the rectangle is a(b + c) = ab + ac.
b+c
b c
a ab ac
■■ This method can be confirmed with numbers.

For example 9(5 + 4) = 9 ì 5 + 9 ì 4
= 45 + 36
= 81
5 4
9 9 ì 5 = 45 9 ì 4 = 36
Worked Example 10
Expand the following expressions.

a 5(x + 3) b 8(x - y) c -a(x - y)
Think Write
a 1 Write the expression. a 5(x + 3)
2 Expand the brackets. =5ìx+5ì3
3 Simplify. = 5x + 15
b 1 Write the expression. b 8(x - y)

2 Expand the brackets. = 8 ì x + 8 ì -y
3 Simplify. = 8x - 8y
(Remember that a positive term multiplied by a
negative term gives a negative term.)
c 1 Write the expression. c -a(x - y)
2 Expand the brackets. = -a ì x - a ì -y
3 Simplify. = -ax + ay
(Remember that a negative term multiplied by a
negative term gives a positive term.)
Note: It doesn’t matter what is immediately outside the brackets. It may be a number or a
pronumeral or both. The following expansions are a little more complex, but the Distributive
Law is applied in the same manner.
Worked Example 11
Expand each of the following.

a 5x(6y - 7z) b -4y(2x + 3w) c x(2x + 3y)
Think Write
a 1 Write the expression. a 5x(6y - 7z)
2 Expand the brackets. = 5x ì 6y + 5x ì -7z
3 Simplify. = 30xy - 35xz
(Multiply number parts and pronumeral parts
separately and write pronumerals for each term in
alphabetical order.)
b 1 Write the expression. b -4y(2x + 3w)
2 Expand the brackets. = -4y ì 2x - 4y ì 3w
3 Simplify. = -8xy - 12wy
c 1 Write the expression. c x(2x + 3y)
2 Expand the brackets. = x ì 2x + x + 3y
3 Simplify. = 2x2 + 3xy
(Remember that x multiplied by itself gives x2.)
Expanding and collecting like terms

■■ With more complicated expansions, like terms may need to be collected after the expansion of
the bracketed part.
■■ Remember that like terms contain the same pronumeral parts.
■■ First expand the brackets, then collect the like terms.
■■ This is applying the BIDMAS rule where one always multiplies (or divides) before adding or
subtracting.

Worked Example 12
Expand and simplify by collecting like terms.

a 4(x - 4) + 5 b x(y - 2) + 5x c -x(y - z) + 5x d 7x - 6(y - 2x)
Think Write
a 1 Write the expression. a 4(x - 4) + 5
2 Expand the brackets. = 4 ì x + 4 ì -4 + 5
3 Simplify. = 4x - 16 + 5
4 Write the answer. = 4x - 11
b 1 Write the expression. b x(y - 2) + 5x
2 Expand the brackets. = x ì y + x ì -2 + 5x
3 Simplify. = xy - 2x + 5x
4 Write the answer. = xy + 3x
c 1 Write the expression. c -x(y - z) + 5x
2 Expand the brackets. = -x ì y - x ì -z + 5x
3 Simplify. = -xy + xz + 5x
4 There are no like terms.
d 1 Write the expression. d 7x - 6(y - 2x)
2 Expand the brackets. = 7x - 6 ì y - 6 ì -2x
3 Simplify. = 7x - 6y + 12x
4 Write the answer. = 19x - 6y
Expanding two brackets

■■ When expanding an expression that contains two (or more) brackets, the steps are the same as
before.
Step 1. Expand each bracket (working from left to right).
Step 2. Collect any like terms and simplify.
Worked Example 13
Expand and simplify the following expressions.

a 5(x + 2y) + 6(x - 3y) b -5x( y - 2) + y(x + 3)
c 7y(x - 2y) + y2(x + 5) d -5xy(1 + 2y) + 6x( y + 4x)
Think Write
a 1 Write the expression. a 5(x + 2y) + 6(x - 3y)
2 Expand each bracket. = 5 ì x + 5 ì 2y + 6 ì x + 6 ì -3y
3 Simplify. = 5x + 10y + 6x - 18y
4 Write the answer. = 11x - 8y
b 1 Write the expression. b -5x(y - 2) + y(x + 3)
2 Expand each bracket. = -5x ì y - 5x ì -2 + y ì x + y ì 3
3 Simplify. = -5xy + 10x + xy + 3y
4 Write the answer. = -4xy + 10x + 3y
c 1 Write the expression. c 7y(x - 2y) + y2(x + 5)

2 Expand each bracket. = 7y ì x + 7y ì -2y + y2 ì x + y2 ì 5
3 Simplify. = 7xy - 14y2 + xy2 + 5y2
4 Write the answer. = 7xy - 9y2 + xy2
d 1 Write the expression. d -5xy(1 + 2y) + 6x(y + 4x)
2 Expand each bracket. = -5xy ì 1 - 5xy ì 2y + 6x ì y + 6x ì 4x
3 Simplify. = -5xy - 10xy2 + 6xy + 24x2
4 Write the answer. = xy - 10xy2 + 24x2
Expanding pairs of brackets

■■ In this section, expressions where there are two brackets being multiplied together, such as ■
(x + 2y)(x - 3y), are explored.
■■ When multiplying expressions within brackets, multiply each term in the first bracket by each
term in the second bracket, again applying the Distributive Law.
Therefore (a + b)(c + d) = a(c + d) + b(c + d )
= ac + ad + bc + bd
■■ This can be demonstrated using the area of the rectangle.
c+d
c d
a ac ad
a+b
b bc bd
■■ This method can be confirmed with numbers. 7 3

For example: (7 + 3)(6 + 2) = 7(6 + 2) + 3(6 + 2)
=7ì6+7ì2+3ì6+3ì2
= 42 + 14 + 18 + 6 6 7 ì 6 = 42 3ì6
= 80 = 18
3ì2
2 7 ì 2 = 14
=6
Worked Example 14
Expand and simplify each of the following expressions.

a (x - 5)(x + 3) b (x + 2)(x + 3) c (2x + 2)(2x + 3)
Think Write
a 1 Write the expression. a (x - 5)(x + 3)

2 Expand by multiplying each of the terms = x(x + 3) - 5(x + 3)
in the first bracket by each of the terms in =xìx+xì3-5ìx-5ì3
the second bracket. Finally simplify the = x2 + 3x - 5x - 15
expression by collecting like terms. = x2 – 2x - 15

b 1 Write■the■expression. b (x■+■2)(x■+■3)
2 Expand■by■multiplying■each■of■the■terms■ =■x(x■+■3)■+■2(x■+■3)
in■the■fi■rst■bracket■by■each■of■the■terms■in■ =■x■ì■x■+■x■ì■3■+■2■ì■x■+■2■ì■3
the■second■bracket.■Finally■simplify■the■ =■x2■+■3x■+ 2x■+ 6■
expression■by■collecting■like■terms. =■x2■+■5x■+■6
c 1 Write■the■expression. c (2x■+ 2)(2x■+■3)
2 Expand■by■multiplying■each■of■the■terms■ =■2x(2x■+■3)■+ 2(2x■+■3)
in■the■fi■rst■bracket■by■each■of■the■terms■in■ =■2x■ì■2x■+■2x■ì■3■+■2■ì■2x■+■2■ì■3
the■second■bracket.■Finally■simplify■the■ =■4x2■+■6x■+■4x■+ 6■
expression■by■collecting■like■terms. =■4x2■+■10x■+■6
■■ Another■method■that■can■be■used■to■remember■the■expansion■of■two■binomial■factors■is■
commonly■known■as■the■‘FOIL’■method.
O
■■ This■method■is■given■the■name■FOIL■because■the■letters■stand■for:
First■ —■ multiply■the■fi■rst■term■in■each■bracket. F
Outer■ —■ multiply■the■2■outer■terms■of■each■bracket. (a + b) (c + d)
I
Inner■ —■ multiply■the■2■inner■terms■of■each■bracket.
L
Last■ —■ multiply■the■last■term■of■each■bracket.
■■ An■interesting■application■of■this■expansion■method■is■its■use■in■simplifying■multiplication.
For■example:■98■ì■52■=■(100■-■2)(50■+■2)
■ ■ =■100■ì■50■+■100■ì■2■-■2■ì■50■-■2■ì■2
■ ■ =■5000■+■200■-■100■-■4
■ ■ =■5096
(You■can■check■this■answer■by■multiplying■the■two■numbers.)
remember
1.■ Expansion■means■to■multiply■everything■inside■the■brackets■ O
by■what■is■directly■outside■the■brackets.■By■doing■this■we■are■ F
expanding■the■brackets■and■applying■the■Distributive■Law,■which■ (a + b) (c + d)
states■that■a(b■+■c)■=■ab■+■ac. I
2.■ After■expanding■brackets,■simplify■by■collecting■any■like■terms. L
3.■ You■can■use■a■diagrammatic■method■or■FOIL■to■help■you■keep■
track■of■which■terms■are■to■be■multiplied■together.
exerCise
3D expanding brackets
inDiViDuAl fluenCY
pAthWAYs
1 We10 Expand■the■following■expressions.
eBook plus
a 3(x■+■2) b 4(x■+■3) c 5(m■+■4) d 2(p■+■5)
Activity 3-D-1 e 4(x■+■1) f 7(x■-■1) g -4(y■+■6) h -5(a■+■1)
Reviewing expansion
i -3(p■-■2) j -(x■-■1) k -(x■+■3) l -(x■-■2)
doc-3987
Activity 3-D-2
m 3(2b■-■4) n 8(3m■-■2) o -6(5m■-■4) p -3(9p■-■5)
Expanding brackets
2 We11 Expand■each■of■the■following.
doc-3988
Activity 3-D-3 a x(x■+■2) b y(y■+■3) c a(a■+■5) d c(c■+■4)
Applying bracket e x(4■+■x) f y(5■+■y) g m(7■-■m) h q(8■-■q)
expansion i 2x(y■+■2) j 5p(q■+■4) k -3y(x■+■4) l -10p(q■+■9)
doc-3989
m -b(3■-■a) n -7m(5■-■n) o -6a(5■-■3a) p -4x(7■-■4x)
3 We12 Expand■and■simplify■by■collecting■like■terms.
eBook plus
a 2(p■-■3)■+■4 b 5(x■-■5)■+■8
Digital docs c -7(p■+■2)■-■3 d -4(3p■-■1)■-■1
SkillSHEET 3.4 e 6x(x■-■3)■-■2x f 2m(m■+■5)■-■3m
doc-6125
g 3x(p■+■2)■-■5 h 4y(y■-■1)■+■7
SkillSHEET 3.5 i -4p(p■-■2)■+■5p j 5(x■-■2y)■-■3y■-■x
doc-6126
k 2m(m■-■5)■+■2m■-■4 l -3p(p■-■2q)■+■4pq■-■1
m -7a(5■-■2b)■+■5a■-■4ab n 4c(2d■-■3c)■-■cd■-■5c
o 6p■+■3■-■4(2p■+■5) p 5■-■9m■+■2(3m■-■1)
4 We13a Expand■and■simplify■the■following■expressions.
a 2(x■+■2y)■+■3(2x■-■y) b 4(2p■+■3q)■+■2(p■-■2q)
c 7(2a■+■3b)■+■4(a■+■2b) d 5(3c■+■4d)■+■2(2c■+■d)
e -4(m■+■2n)■+■3(2m■-■n) f -3(2x■+■y)■+■4(3x■-■2y)
g -2(3x■+■2y)■+■3(5x■+■3y) h -5(4p■+■2q)■+■2(3p■+■q)
i 6(a■-■2b)■-■5(2a■-■3b) j 5(2x■-■y)■- 2(3x■-■2y)
k 4(2p■-■4q)■-■3(p■-■2q) l 2(c■-■3d)■-■5(2c■-■3d)
m 7(2x■-■3y)■-■(x■-■2y) n -5(p■-■2q)■- (2p■-■q)
o -3(a■-■2b)■-■(2a■+■3b) p 4(3c■+■d)■-■(4c■+■3d)
eBook plus
5 We13b, c, d Expand■and■simplify■the■following■expressions.
a a(b■+■2)■+■b(a■-■3) b x(y■+■4)■+■y(x■-■2)
Digital docs c c(d■-■2)■+■c(d■+■5) d p(q■-■5)■+■p(q■+■3)
SkillSHEET 3.6
e 3c(d■-■2)■+■c(2d■-■5) f 7a(b■-■3)■- b(2a■+■3)
doc-6127
g 2m(n■+■3)■-■m(2n■+■1) h 4c(d■-■5)■+■2c(d■-■8)
SkillSHEET 3.8 i 3m(2m■+■4)■-■2(3m■+■5) j 5c(2d■-■1)■- (3c■+■cd)
doc-6129
k -3a(5a■+■b)■+■2b(b■-■3a) l -4c(2c■-■6d)■+■d(3d■-■2c)
m 6m(2m■-■3)■- (2m■+■4) n 2p(p■-■4)■+■3(5p■-■2)
o 7x(5■-■x)■+■6(x■-■1) p -2y(5y■-■1)■-■4(2y■+■3)
6 mC ■a What■is■the■equivalent■of■3(a■+■2b)■+■2(2a■-■b)?
A 5a■+■6b B 7a■+■4b C 5(3a■+■b)
D 7a■+■8b E 12a■-■12b
b What■is■the■equivalent■of■-3(x■-■2y)■- (x■-■5y)?
A -4x■+■11y B -4x■-■11y C 4x■+■11y
D 4x■+■7y E 3x■+■30y
c What■is■the■equivalent■of■2m(n■+■4)■+■m(3n■-■2)?
A 3m■+■4n■-■8 B 5mn■+■4m C 5mn■+■10m
D 5mn■+■6m E 6mn■-■16m
7 We14 Expand■and■simplify■each■of■the■following■expressions.
eBook plus
a (a■+■2)(a■+■3) b (x■+■4)(x■+■3) c (y■+■3)(y■+■2)
Digital doc d (m +■4)(m■+■5) e (b■+■2)(b■+■1) f (p■+■1)(p■+■4)
SkillSHEET 3.20 g (a■-■2)(a■+■3) h (x■-■4)(x■+■5) i (m■+■3)(m■-■4)
doc-6143
j (y■+■5)(y■-■3) k (y■-■6)(y■+■2) l (x■-■3)(x■+■1)
m (x■-■3)(x■-■4) n (p■-■2)(p■-■3) o (x■-■3)(x■-■1)
8 Use■the■FOIL■technique■to■expand■the■following.
a (2a■+■3)(a■+■2) b (3m■+■1)(m■+■2) c (6x■+■4)(x■+■1)
d (c■-■6)(4c■-■7) e (7■-■2t)(5■-■t) f (1■-■x)(9■-■2x)
g (2■+■3t)(5■-■2t) h (7■-■5x)(2■-■3x) i (5x■-■2)(5x■-■2)
9 Expand■and■simplify■each■of■the■following.
a (x■+■y)(z■+■1) b (p■+■q)(r■+■3) c (2x■+■y)(z■+■4)
d (3p■+■q)(r■+■1) e (a■+■2b)(a■+■b) f (2c■+■d )(c■-■3d)
g (x■+■y)(2x■-■3y) h (4p■-■3q)(p■+■q) i (3y■+■z)(x■+■z)
j (a■+■2b)(b■+■c) k (3p■-■2q)(1■-■3r) l (7c■-■2d )(d■-■5)
m (4x■-■y)(3x■-■y) n (p■-■q)(2p■-■r) o (5■-■2j)(3k■+■1)

10 mC ■a The■equivalent■of■(x■+■7)(x■-■2)■is:
A x2■+■5x■-■14 B 2x■+■5 C x2■-■5x■-■14
D x2■+■5x■+■14 E x2■-■5x■+■14
b What■is■the■equivalent■of■(4■-■y)(7■+■y)?
A 28■-■y2 B 28■-■3y■+■y2 C 28■-■3y■-■y2
D 11■-■2y E 28■+■3y■-■y2
c The■equivalent■of■(2p■+■1)(p■-■5)■is:
A 2p2■-■5 B 2p2■-■11p■-■5 C 2p2■-■9p■-■5
2
D 2p ■-■6p■- 5 E 2p2■+■9p -■5
unDerstAnDing
11 Expand■the■following■expressions■using■the■FOIL■method,■then■simplify.
a (x■+■3)(x■-■3) b (x■+■5)(x■-■5) c (x■+■7)(x■-■7)
d (x■-■1)(x■+■1) e (x■-■2)(x■+■2) f (2x■-■1)(2x■+■1)
Can■you■see■a■pattern?■If■so,■explain.
12 Expand■the■following■expressions■using■the■FOIL■method,■then■simplify.
a (x■+■1)(x■+■1) b (x■+■2)(x■+■2) c (x■+■8)(x■+■8)
d (x■-■3)(x■-■3) e (x■-■5)(x■-■5) f (x■-■9)(x■-■9)
Can■you■see■a■pattern?■If■so,■explain.
13 Simplify■the■following■expressions.
a 2 ⋅ 1x (3 x + 4 ⋅ 7 y ) − 3 ⋅ 1y (1 ⋅ 4 x + y )
b (2 ⋅ 1x − 3 ⋅ 2 y )(2 ⋅ 1x + 3 ⋅ 2 y ) ■
x+2
c (3 ⋅ 4 x + 5 ⋅ 1y )2
Rectangle A
14 Two■rectangles■are■shown■at■right.
The■difference■between■the■area■of■rectangle■A■and■
rectangle■B■is■4x■+■8.■When■x■=■3,■the■ratio■of■the■
area■of■rectangle■B■to■rectangle■A■is■ 1 .■Find■the■
2
values■of■a■and■b. x+b
Rectangle
B x+2
15 For■the■box■shown■below■fi■nd■the■total■surface■area■and■
the■volume■in■expanded■form.
x+a
3x - 1
x
4x + 3
reAsoning
16 For■each■of■the■following■shapes,
i write■down■the■area■in■factor■form
ii expand■and■simplify■the■expression
iii discuss■any■limitations■on■the■value■of■x.
a (x + 2) m b
(x - 1) m
(2x - 1) cm
(x + 5) cm
17 Show that:
(a - x)(a + x) - 2(a - x)(a - x) - 2x(a - x) reflection
= -(a – x)2 Explain why, when expanded,
(x + y )(2x + y ) gives the same
result as (2x + y )(x + y ).
3e Expansion patterns
■■ Special cases when expanding brackets will be examined in this section.
Difference of two squares

■■ Difference of two squares results from expanding two brackets in which the terms are
identical and the signs are opposite, i.e. + and - .
Consider expanding (x + 3)(x - 3).
(x + 3)(x - 3) = x(x - 3) + 3(x - 3)
= x ì x + x ì -3 + 3 ì x + 3 ì -3
= x2 - 3x + 3x - 9
= x2 - 9
■■ The middle terms, -3x + 3x, cancel each other out.
This is the key to the pattern and will always happen.
■■ Note: The terms left over are the squares of each of the original terms. In other words,
(x + 3)(x - 3) = x2 - 32.
■■ Notice the pattern of terms in the pair of brackets that produce the difference of two squares.
Here are some more examples.
(x + 5)(x - 5) (x + 4)(x - 4) (x + h)(x - h) (2x + 7)(2x - 7)
= x2 - 52 = x2 - 42 = x2 - h2 = (2x)2 - 72
= x - 25
2 = x - 16
2 = 4x2 - 49
■■ In general, (a + b)(a - b) = a - b
2 2
Worked Example 15
Use the difference of two squares rule to expand and simplify each of the following.
a (x + 8)(x - 8) b (6 - x)(6 + x)
c (2x - 3)(2x + 3) d (3x + 5)(5 - 3x)
Think Write
a 1 Write the expression. a (x + 8)(x - 8)
2 Check that the expression can be written as the
difference of two squares by comparing it with
(a + b)(a - b). It can.
3 Write the answer as the difference of two squares = x2 - 82
using the formula (a + b)(a - b) = a2 - b2, where = x2 - 64
a = x and b = 8.
b 1 Write the expression. b (6 - x)(6 + x)
2 Check that the difference of two squares rule can
be used. It can.
Note: (6 - x)(6 + x) is the same as (6 + x)(6 - x).
3 Write the answer as the difference of two = 62 - x2
squares using the formula = 36 - x2
(a + b)(a - b) = a2 - b2, where a = 6 and b = x.

c 1 Write the expression. c (2x - 3)(2x + 3)

2 Check that the difference of two squares rule can
be used. It can.
3 Write the answer as the difference of two = (2x)2 - 32
squares using the formula = 4x2 - 9
(a + b)(a - b) = a2 - b2, where a = 2x and b = 3.
d 1 Write the expression. d (3x + 5)(5 - 3x)
2 Check that the difference of two squares rule can (5 + 3x)(5 - 3x)
be used by rearranging the terms.
3 Write the answer as the difference of two squares = 52 - (3x)2
using the formula (a + b)(a - b) = a2 - b2, where = 25 - 9x2
a = 5 and b = 3x.
The expansion of a perfect square

■■ A perfect square is a number multiplied by itself. For example, 1, 4, 9, 16 … and so on are all
perfect squares since 1 = 1 ì 1 = 12, 4 = 2 ì 2 = 22, 9 = 3 ì 3 = 32, 16 = 4 ì 4 = 42 and so on.
■■ Similarly, (x + 3)2 is a perfect square since it is equivalent to (x + 3)(x + 3). When expanding a
perfect square, the following pattern can be seen.
■■ Consider:
(x + 3)(x + 3) = x(x + 3) + 3(x + 3)
=xìx+xì3+3ìx+3ì3
= x2 + 3x + 3x + 9
= x2 + 6x + 9
■■ Use the FOIL method:
(x + 3)2 = (x + 3)(x + 3)
= x2 + 3x + 3x + 9
= x2 + 6x + 9
■■ In general:
(a + b)2 = (a + b)(a + b)
= a2 + ab + ba + b2 using the FOIL method
= a2 + 2ab + b2
(a - b)2 = (a - b)(a - b)
= a2 - ab - ba + b2 using the FOIL method
= a2 - 2ab + b2
■■ This pattern can also be described in words: Square the first term, add the square of the last
term and then add (or subtract) twice their product.
Worked Example 16
Use the perfect squares technique to expand and simplify the following.
a (x + 1)(x + 1) b (x - 2)2 c (2x + 5)2 d (4x - 5y)2
Think Write
a 1 Write the expression. a (x + 1)(x + 1)

2 Apply the formula for perfect squares: = (x)2 + 2 ì x ì 1 + (1)2
(a + b)(a + b) = a2 + 2ab + b2,
where a = x and b = 1.
3 Simplify. = x2 + 2x + 1
b 1 Write■the■expression. b (x■-■2)2
=■(x■-■2)(x■-■2)
2 Apply■the■formula■for■perfect■squares:■ =■(x)2■-■2■ì■x■ì■2■+■(2)2
(a■-■b)(a■-■b)■=■a2■-■2ab■+■b2,■
where■a■=■x■and■b■=■2.
3 Simplify. =■x2■-■4x■+■4
c 1 Write■the■expression. c (2x■+■5)2
=■(2x■+■5)(2x■+■5)
2 Apply■the■formula■for■perfect■squares:■ =■(2x)2■+■2■ì■2x■ì■5■+■(5)2
(a■+■b)(a■+■b)■=■a2■+■2ab■+■b2,■
where■a■=■2x■and■b■=■5.
3 Simplify. =■4x2■+■20x■+■25
d 1 Write■the■expression. d (4x■-■5y)2
=■(4x■-■5y)(4x■-■5y)
2 Apply■the■formula■for■perfect■squares:■ =■(4x)2■-■2■ì■4x■ì■5y■+■(5y)2
(a■-■b)(a■-■b)■=■a2■-■2ab■+■b2,■
where■a■=■4x■and■b■=■5y.
3 Simplify. =■16x2■-■40xy■+■25y2
remember
1.■ The■difference■of■two■squares■rule■is:■(a■+■b)(a■-■b)■=■a2■-■b2.
2.■ The■expansion■of■a■perfect■square:■The■identical■brackets■(perfect■squares)■rules■are:
(a■+■b)(a■+■b)■=■a2■+■2ab■+■b2
(a■-■b)(a■-■b)■=■a2■-■2ab■+■b2.
exerCise
3e expansion patterns
fluenCY
inDiViDuAl
pAthWAYs 1 We15a, b Use■the■difference■of■two■squares■rule,■to■expand■and■simplify■each■of■the■following.
eBook plus a (x■+■2)(x■-■2) b (y■+■3)(y■-■3)
c (m■+■5)(m■-■5) d (a■+■7)(a■-■7)
Activity 3-E-1 e (x■+■6)(x■-■6) f (p■-■12)(p■+■12)
Exploring expansion
g (a■+■10)(a■-■10) h (m■-■11)(m■+■11)
patterns
doc-3990 2 We15c, d Use■the■difference■of■two■squares■rule■to■expand■and■simplify■each■of■the■following.
Activity 3-E-2 a (2x■+■3)(2x■-■3) b (3y■-■1)(3y■+■1)
Using expansion c (5d■-■2)(5d■+■2) d (7c■+■3)(7c■-■3)
patterns
e (2■+■3p)(2■-■3p) f (1■-■9x)(1■+■9x)
doc-3991
g (5■-■12a)(5■+■12a) h (3■+■10y)(3■-■10y)
Activity 3-E-3
Recognising i (2b■-■5c)(2b■+■5c) j (10 - 2x)(2x + 10)
expansion patterns 3 We16a, b Use■the■perfect■squares■rule■to■expand■and■simplify■each■of■the■following.
doc-3992
a (x■+■2)(x■+■2) b (a■+■3)(a■+■3)
c (b■+■7)(b■+■7) d (c■+■9)(c■+■9)
e (m■+■12)2 f (n■+■10)2
2
g (x■-■6) h (y■-■5)2
2
i (9■-■c) j (8■+■e)2
2
k 2(x■+■y) l (u■-■v)2

4 We16c, d Use■the■perfect■squares■rule■to■expand■and■simplify■each■of■the■following.
a (2a■+■3)2 b (3x■+■1)2
c (2m■-■5)2 d (4x■-■3)2
2
e (5a■-■1) f (7p■+■4)2
2
g (9x■+■2) h (4c■-■6)2
2
i (3■+■2a) j (5■+■3p)2
2
k (2■-■5x) l (7■-■3a)2
m (9x■-■4y)2 n (8x■-■3y)2
5 Expand■and■simplify■the■following■expressions.
a (2.2x■+■4y)2
b (3.2x■-■4.5y)2
unDerstAnDing
6 Francis■has■fenced■off■an■area■in■her■paddock■for■spring■lambs.■The■area■of■the■paddock■is■
9x2■+■6x■+■1■m2.■
By■using■pattern■recognition,■fi■nd■the■side■length,■in■terms■of■x,■of■the■paddock.
reAsoning
7 A■square■of■side■length■x■cm■is■drawn.■
a For■the■square,■write■down■an■expression■for■its:
i perimeter,■in■cm■
ii area,■in■cm2.■
b A■1-cm■strip■is■removed■from■one■side■and■added■to■the■adjacent■side■to■form■another■
plane■fi■gure.
i Determine■the■perimeter■of■the■new■shape.
ii Determine■the■area,■in■cm2,■of■the■new■shape.
c Explain■why■the■perimeter■changes■but■the■areas■remain■the■same.
8
x
y x
a What■is■the■perimeter■of■this■fi■gure?
b What■is■the■area?■(Express■as■an■answer■and■as■the■product■of■the■lengths■of■the■sides.)■
What■have■you■generalised?
refleCtion
How could you represent
(x - 3)2 on a diagram?
3f more complicated expansions

eBook plus expanding more than two brackets
Interactivity
■■ It■is■possible■to■expand■more■than■two■brackets,■such■as■expanding■three■brackets,■four■
Expanding brackets,■and■so■on.
brackets
int-2763
Worked Example 17
Expand and simplify each of the following expressions.

a (x + 3)(x + 4) + 4(x - 2) b (x - 2)(x + 3) - (x - 1)(x + 2)
c (x + 2)(x - 2) - (x + 2)(x + 2) d 2(x + 3)(x - 4) + (x - 2)2
Think Write
a 1 Write the expression. a (x + 3)(x + 4) + 4(x - 2)

2 Expand and simplify the first pair of = x2 + 4x + 3x + 12 + 4(x - 2)
brackets.
3 Expand the last bracket. = x2 + 4x + 3x + 12 + 4x - 8
4 Simplify by collecting like terms. = x2 + 11x + 4
b 1 Write the expression. b (x - 2)(x + 3) - (x - 1)(x + 2)
2 Expand and simplify the first pair of = x2 + 3x - 2x - 6 - (x - 1)(x + 2)
brackets. = x2 + x - 6 - (x - 1)(x + 2)
3 Expand and simplify the second pair of = x2 + x - 6 - (x2 + 2x - 1x - 2)
brackets. Take care to keep the expanded
form of the second pair of factors in a
bracket.
4 Subtract all of the second result from the = x2 + x - 6 - (x2 + x - 2)
first result. Remember that ■ = x2 + x - 6 - x2 - x + 2
-(x2 + x - 2) = -1(x2 + x - 2).
5 Simplify by collecting like terms. = -4
c 1 Write the expression. c (x + 2)(x - 2) - (x + 2)(x + 2)
2 Expand and simplify the first pair of brackets. = x2 - 22 - (x + 2)(x + 2)
It is a difference of two squares expansion. = x2 - 4 - (x + 2)(x + 2)
3 Expand and simplify the second pair of = x2 - 4 - (x2 + 2 ì x ì 2 + 22)
brackets. It is a perfect square expansion = x2 - 4 - (x2 + 4x + 4)
(that is, an identical bracket expansion.)
Remember to keep the second expansion
in brackets.
4 Subtract all of the second result from the = x2 - 4 - x2 - 4x - 4
first result.
5 Simplify by collecting like terms. = -4x - 8
d 1 Write the expression. d 2(x + 3)(x - 4) + (x - 2)2
= 2(x + 3)(x - 4) + (x - 2)(x - 2)
2 Expand the first pair of brackets, and = 2(x2 - 4x + 3x - 12) + (x - 2)(x - 2)
then multiply by the coefficient of 2 = 2(x2 - x - 12) + (x - 2)(x - 2)
outside the pair. = 2x2 - 2x - 24 + (x - 2)(x - 2)
3 Expand the second pair of brackets. It is = 2(x2 - 4x + 3x - 12) + (x2 - 2 ì x ì 2 + 22)
a perfect square expansion (an identical
bracket expansion).
4 Add the two results. = 2x2 - 2x - 24 + x2 - 4x + 4
5 Simplify by collecting like terms. = 3x2 - 6x - 20

remember
1.■ Brackets■or■pairs■of■brackets■that■are■added■or■subtracted■must■be■expanded■separately.
2.■ Read■the■mathematics■slowly■and■identify■if■there■is■an■expansion■pattern■that■can■
be■applied■directly.■That■is,■can■the■difference■of■perfect■squares■or■the■expansion■of■
perfect■squares■be■applied?
3.■ Always■collect■any■like■terms■following■an■expansion.■Take■care■when■the■second■pair■
of■brackets■is■subtracted■from■the■fi■rst■pair;■use■of■another■bracket■is■recommended.
exerCise
3f more complicated expansions
inDiViDuAl fluenCY
pAthWAYs
We17 Expand■and■simplify■each■of■the■following■expressions.
eBook plus 1 (x■+■3)(x■+■5)■+■(x■+■2)(x■+■3) 2 (x■+■4)(x■+■2)■+■(x■+■3)(x■+■4)
3 (x■+■5)(x■+■4)■+■(x■+■3)(x■+■2) 4 (x■+■1)(x■+■3)■+■(x■+■2)(x■+■4)
Activity 3-F-1
Reviewing expansion
5 (p■-■3)(p■+■5)■+■(p■+■1)(p■-■6) 6 (a■+■4)(a■-■2)■+■(a■-■3)(a■-■4)
methods 7 (p■-■2)(p■+■2)■+■(p■+■4)(p■-■5) 8 (x■-■4)(x■+■4)■+■(x■-■1)(x■+■20)
doc-3993 9 (y■-■1)(y■+■3)■+■(y■-■2)(y■+■2) 10 (d■+■7)(d■+■1)■+■(d■+■3)(d■-■3)
Activity 3-F-2 11 (x■+■2)(x■+■3)■+■(x■-■4)(x■-■1) 12 (y■+■6)(y■-■1)■+■(y■-■2)(y■-■3)
Applying expansion 13 (x■+■2)2■+■(x■-■5)(x■-■3) 14 (y■-■1)2■+■(y■+■2)(y■-■4)
methods 15 (p■+■2)(p■+■7)■+■(p■-■3)2 16 (m■-■6)(m■-■1)■+■(m■+■5)2
doc-3994 17 (x■+■3)(x■+■5)■-■(x■+■2)(x■+■5) 18 (x■+■5)(x■+■2)■-■(x■+■1)(x■+■2)
Activity 3-F-3 19 (x■+■3)(x■+■2)■-■(x■+■4)(x■+■3) 20 (m■-■2)(m■+■3)■-■(m■+■2)(m■-■4)
Complex algebraic 21 (b■+■4)(b■-■6)■-■(b■-■1)(b■+■2) 22 (y■-■2)(y■-■5)■-■(y■+■2)(y■+■6)
expansions
23 (p■-■1)(p■+■4)■-■(p■-■2)(p■-■3) 24 (x■+■7)(x■+■2)■-■(x■-■3)(x■-■4)
doc-3995
25 (c■-■2)(c■-■1)■-■(c■+■6)(c■+■7) 26 (f■-■7)(f■+■2)■-■(f■+■4)(f■+■5)
27 (m■+■3)2■-■(m■+■4)(m■-■2) 28 (a■-■6)2■-■(a■-■2)(a■-■3)
29 (p■-■3)(p■+■1)■-■(p■+■2)2 30 (x■+■5)(x■-■4)■-■(x■-■1)2
eBook plus
Digital docs
refleCtion SkillSHEET 3.20
On a diagram how would you show doc-6143
(m - 2)(m + 3) - (m + 2)(m - 4)? SkillSHEET 3.21
doc-6144
3g the highest common factor

■■ The■term■expanding■is■defi■ned■as■changing■a■compact■form■of■an■expression■that■is■in■terms■
of■factors■to■an■expanded■form.■
■■ Factorising■is■the■reverse■operation■of■expansion.■
■■ Factorising■an■expression■transforms■the■expression■to■a■more■compact■form■in■which■it■is■
written■as■a■product■of■factors.■
For■example:■ 12■=■3■ì 4■ (factorised■form)
=■4(2■+■1)■ (factorised■form)■
=■4■ì■2■+■4■ì■1■ (expanded■form)■
■■ To■factorise,■all■factors■of■the■integers■need■to■be■known.
factors
■■ The■factors■of■an■integer■are■two■or■more■integers■that,■when■multiplied■together,■produce■
that■integer.■
For■example:■ 3■ì■2■=■6,■so■3■and■2■are■factors■of■6.
■■ A■factor■of■a■number■is■an■integer■such■that■when■the■factor■is■divided■into■the■number■there■is■
no■remainder.■
■■ Factor■pairs■of■a■term■are■numbers■and/or■pronumerals■that,■when■multiplied■together,■
produce■the■original■term.
WorkeD exAmple 18
Find all the factors of 12 and list them in ascending order.

think Write
1 List■pairs■of■integers■which■when■ 1,■12;■
multiplied■produce■12. 2,■6;■
Note:■5■is■not■a■factor■of■12■because■ 3,■4
12 2
5
■=■2 5 .■It■does■not■divide■exactly■into■12.
2 List■the■factors■of■12■in■ascending■ Factors■of■12■are■1,■2,■3,■4,■6,■12.
order.
finding the highest Common factor (hCf)

■■ The■highest common factor■or■HCF■of■two■or■more■numbers■is■the■largest■factor■that■divides■
into■all■of■the■given■numbers■without■a■remainder.■
This■also■applies■to■algebraic■terms.
■■ The■highest■common■factor■of■xyz■and■2yz■is■yz■because:
xyz■=■x■ì■y■ì■z
■ 2yz■=■2■ì■y■ì■z.
■■ The■HCF■is■yz■(combining■the■common■factors■of■each).
■■ For■an■algebraic■term,■the■highest■common■factor■is■found■by■taking■the■HCF■of■the■
coeffi■cients■and■combining■all■common■pronumerals.
WorkeD exAmple 19
Find the highest common factor (HCF) of each of the following.

a 12, 16 and 56
b 4abc and 6bcd
think Write
a 1 Find■the■factors■of■12■and■write■ a 12:■1,■12;■2,■6;■3,■4
them■in■ascending■order. Factors■of■12■are■1,■2,■3,■4,■6,■12.
2 Find■the■factors■of■16■and■write■ 16:■1,■16;■2,■8;■4,■4
them■in■ascending■order. Factors■of■16■are■1,■2,■4,■8,■16.
3 Find■the■factors■of■56■and■write■ 56:■1,■56;■2,■28;■4,■14;■7,■8
them■in■ascending■order. Factors■of■56■are■1,■2,■4,■7,■8,■14,■28,■56.
4 Write■the■common■factors. Common■factors■are■1,■2,■4.
5 Find■the■highest■common■factor■(HCF). The■HCF■of■12,■16■and■56■is■4.

b 1 Find the factors of 4. b 4: 1, 2, 4

2 Find the factors of 6. 6: 1, 2, 3, 6
3 Write the common factors of 4 and 6. Common factors of 4 and 6 are 1, 2.
4 Find the highest common factor of The HCF of 4 and 6 is 2.
the coefficients.
5 List the pronumerals that are Common pronumerals are b and c.
common to each term.
6 Find the HCF of the algebraic terms by The HCF of 4abc and 6bcd is 2bc.
multiplying the HCF of the coefficients
to all the common pronumerals.
Factorising expressions by finding the highest

common factor
■■ An algebraic expression is made up of terms that are separated by either a + or a - sign.
For example:
4xy + 12x - 4xy2 is an algebraic expression that has 3 terms.
4xy, 12x and 4xy2 are all terms.
■■ To factorise such an expression, find the highest common factor of the terms.
In this expression, 4x is the highest common factor.
4xy + 12x - 4xy2
= 4xy + 3 ì 4x – 4xy2
= 4x(y + 3 – y2)
■■ As can be seen above, each term in the expression is written as a product of two factors, one
being the HCF.
■■ The HCF is placed outside the brackets and the remaining terms are placed inside the brackets.
■■ To check is the factorisation is correct, expand the brackets.
■■ The expanded form should be the original expression, if the factorisation is correct.
Worked Example 20
Factorise each of the following expressions by first finding the highest common factor (HCF).
a 5x + 15y b -14xy - 7y
c 15ab - 21bc + 18bf d 6x2y + 9xy2
Think Write
a 1 Find the HCF of the coefficients. List a The HCF of 5 and 15 is 5.
the pronumerals common to each term. There are no common pronumerals. Therefore
the highest common factor of the expression is 5.
2 Write the expression. 5x + 15y
3 Write each term in the expression as = 5 ì x + 5 ì 3y
a product of two factors, one being
the HCF.
4 Factorise the expression by placing = 5(x + 3y)
the HCF outside the brackets and the
remaining terms inside the brackets. ■
An expansion of the brackets ■
should return you to the original
expression.
b 1 Find the HCF of 14 and 7. List the b The HCF of 14 and 7 is 7.

pronumerals common to each term. The common pronumeral is y.
Therefore 7y is common to both terms.
2 Write the expression. -14xy - 7y
3 Write each term in the expression = 7y ì -2x - 7y ì 1
as a product of two factors, one
being the HCF.
4 It can also be seen that -1 is
common to both terms as well ■
as 7.
5 Place the -7y outside the = -7y(2x + 1)
brackets and the remaining ■
terms inside the brackets. An
expansion of the brackets will
result in the original expression
indicating that the factorisation is
correct.
c 1 Find the HCF of the coefficients, c The HCF of 15, 21 and 18 is 3.
using only positive integer factors. The common pronumeral is b.
List the pronumerals common to Therefore the highest common factor of the
each term. expression is 3b.
2 Write the expression. 15ab - 21bc + 18bf
3 Write each term in the expression = 3b ì 5a - 3b ì 7c + 3b ì 6f
being the HCF.
4 Place the HCF outside the brackets = 3b(5a - 7c + 6f)
and the remaining terms inside
the brackets. Expand your result
to check that your factorisation is
correct.
d 1 Find the HCF of the coefficients. d The HCF of 6 and 9 is 3.
List the pronumerals common to The common pronumerals are x and y.
each term. Therefore the highest common factor of the
expression is 3xy.
2 Write the expression. 6x2y + 9xy2
3 Write each term in the expression = 3xy ì 2x + 3xy ì 3y
being the HCF.
4 Place the HCF outside the brackets = 3xy(2x + 3y)
and the remaining terms inside
the brackets. Expand your result
to check that the factorisation is
correct.

remember
1.■ Factorising■is■the■opposite■of■expanding.■Factorising■is■the■process■that■transforms■an■
expanded■form■to■a■more■compact■form■that■consists■of■two■or■more■factors■multiplied■
together.
2.■ Factor■pairs■of■a■term■are■numbers■and/or■pronumerals■that,■when■multiplied■together,■
3.■ The■number■itself■and■1■are■factors■of■every■integer.
4.■ The■highest■common■factor■(HCF)■of■given■terms■is■the■largest■factor■that■divides■into■
all■terms■without■a■remainder.
5.■ An■expression■is■factorised■by:
(a)■ fi■nding■the■HCF■of■the■terms
(b)■writing■each■term■in■the■expression■as■a■product■of■two■factors,■one■being■the■HCF
(c)■ placing■the■HCF■outside■the■brackets■and■the■remaining■terms■inside■the■brackets.■
Pay■particular■note■to■the■signs■of■the■terms.
6.■ Always■check■that■your■factorisation■is■correct■by■doing■a■quick■expansion■of■the■
brackets,■which■should■result■in■your■original■expression.
exerCise
3g the highest common factor
inDiViDuAl fluenCY
pAthWAYs
1 We18 Find■all■the■factors■of■each■of■the■following■integers.
eBook plus a 36 b 17 c 51 d -14 e -8 f 100
g -42 h 32 i -32 j -9 k -64 l -81
Activity 3-G-1
Reviewing HCF in
m 29 n -92 o 48 p -12
factorisation
2 We19 Find■the■highest■common■factor■(HCF)■of■each■of■the■following. eBook plus
doc-3996
a 4■and■12 b 6■and■15 c 10■and■25
Activity 3-G-2
d 24■and■32 e 12,■15■and■21 f 25,■50■and■200 Digital doc
Using HCF in
SkillSHEET 3.9
factorisation g 17■and■23 h 6a■and■12ab i 14xy■and■21xz
doc-6130
doc-3997 j 60pq■and■30q k 50cde■and■70fgh l 6x2■and■15x
Activity 3-G-3 m 6a■and■9c n 5ab■and■25 o 3x2y■and■4x2z
Applying HCF in
factorisation
p 4k■and■6
doc-3998
3 mC ■What■is■5m■the■highest■common■factor■of?
A 2m■and■5m B 5m■and■m C 25mn■and■15lm
D 20m■and■40m E 15m2n■and■5n2
4 We20 Factorise■each■of■the■following■expressions. eBook plus

a 4x■+■12y b 5m■+■15n c 7a■+■14b
d 7m■-■21n e -8a■-■24b f 8x■-■4y Digital doc
SkillSHEET 3.10
g -12p■-■2q h 6p■+■12pq■+■18q i 32x■+■8y■+■16z
doc-6131
j 16m■-■4n■+■24p k 72x■-■8y■+■64pq l 15x2■-■3y
m 5p2■-■20q n 5x■+■5 o 56q■+■8p2
p 7p■-■42x2y q 16p2■+■20q■+■4 r 12■+■36a2b■-■24b2
5 Factorise■each■expression.
a 9a■+■21b b 4c■+■18d2 c 12p2■+■20q2
d 35■-■14m2n e 25y2■-■15x f 16a2■+■20b
g 42m2■+■12n h 63p2■+■81■-■27y i 121a2■-■55b■+■110c
j 10■-■22x2y3■+■14xy k 18a2bc■-■27ab■-■90c l 144p■+■36q2■-■84pq
m 63a2b2■-■49■+■56ab2 n 22■+■99p3q2■-■44p2r o 36■-■24ab2■+■18b2c
6 Factorise the following expressions.

a -x + 5 b -a + 7 c -b + 9
d -2m - 6 e -6p - 12 f -4a - 8
g -3n2 + 15m h -7x2y2 + 21 i -7y2 - 49z
j -12p - 18q
2 k -63m + 56 l -12m3 - 50x3
m -9a2b + 30 n -15p - 12q o -18x2 + 4y2
p -3ab + 18m - 21 q -10 - 25p2 - 45q r -90m2 + 27n + 54p3
7 Factorise each of the following expressions.
a a2 + 5a b m2 + 3m c x2 - 6x
d 14q - q 2 e 18m + 5m2 f 6p + 7p2
g 7n - 2n
2 h a2 - ab + 5a i 7p - p2q + pq
j xy + 9y - 3y 2 k 5c + 3c2d - cd l 3ab + a2b + 4ab2
m 2x2y + xy + 5xy2 n 5p2q2 - 4pq + 3p2q o 6x2y2 - 5xy + x2y
8 Factorise each of the following expressions.
a 5x2 + 15x b 10y2 + 2y c 12p2 + 4p
d 24m - 6m
2 e 32a2 - 4a f -2m2 + 8m
g -5x + 25x
2 h -7y2 + 14y i -3a2 + 9a
j -12p - 2p
2 k -15b2 - 5b l -26y2 - 13y
m 4m - 18m 2 n -6t + 36t2 o -8p - 24p2
Understanding
9 A large billboard display is in the shape of a rectangle (x + 3 )

as shown at right. There are 3 regions (A, B, C) with
dimensions in terms of x as shown. A
a Determine the total area of the rectangle. Give your 2x
answer in factorised form.
B
b Determine the area of each region in the simplest form as
possible. (x + 1 )
C x
Reasoning
10 On her recent Algebra test, Marcia wrote down her answer of 4ab(a + 1) to the question
‘Using factorisation, simplify the following expression (a + 1)(a + b)2 - (a + 1)(a - b)2 ’. If
Marcia used difference of two squares in her solution, explain the steps she took to get her
answer.
reflection
How do you find the factors of terms
within algebraic expressions?
3h More factorising using the highest

common factor
■■ When factorising, always look for highest common factors first.
The binomial common factor

■■ Common factors can be expressions.
■■ Consider the following expression: 5(x + y) + 6b(x + y).

■■ Both terms contain the bracketed expression (x + y).

■■ Therefore (x + y) is a common factor of both terms.
■■ This is called a binomial factor because it is an expression that contains two terms.
Worked Example 21
Factorise each of the following expressions.

a 5(x + y) + 6b(x + y)
b 2b(a - 3b) - (a - 3b)
In both these expressions it can be seen that the HCF is a binomial factor.
Think Write
a 1 Identify the common factor. a The common factor is (x + y).
2 Write the expression. 5(x + y) + 6b(x + y)
3 Write each term in the expression as a product of = 5 ì (x + y) + 6b ì (x + y)
two factors, one being the HCF.
4 Factorise by taking out the binomial common ■ = (x + y)(5 + 6b)
factor and placing the remaining terms inside
brackets.
b 1 Identify the common factor. b The common factor is (a - 3b).
2 Write the expression. 2b(a - 3b) - (a - 3b)
3 Write each term in the expression as a product of = 2b ì (a - 3b) - 1(a - 3b)
two factors, one being the HCF.
4 Factorise by taking out the binomial common ■ = (a - 3b)(2b - 1)
factor and placing the remaining terms inside
brackets.
■■ These answers can also be checked by expanding the resulting factorised expression using the
FOIL method.
Factorising by grouping terms

■■ If an algebraic expression has 4 terms and no common factor in all the terms, it may be
possible to group the terms in pairs and find a common factor in each pair.
Worked Example 22
Factorise each of the following expressions by grouping the terms in pairs.

a 5a + 10b + ac + 2bc b x - 3y + ax - 3ay c 5p + 6q + 15pq + 2
Think Write
a 1 Write the expression. a 5a + 10b + ac + 2bc

2 Look for a common factor of all 4 terms. (There isn’t
one.) If necessary, rewrite the expression so that the
terms with common factors are next to each other.
3 Take out a common factor from each group. = 5(a + 2b) + c(a + 2b)
4 Factorise by taking out a binomial common factor. = (a + 2b)(5 + c)
b 1 Write■the■expression. b x■-■3y■+■ax■-■3ay
2 Look■for■a■common■factor■of■all■4■terms.■(There■isn’t■
one.)■If■necessary,■rewrite■the■expression■so■that■the■
terms■with■common■factors■are■next■to■each■other.
3 Take■out■a■common■factor■from■each■pair■of■terms. =■1(x■-■3y)■+■a(x■-■3y)
4 Factorise■by■taking■out■a■binomial■common■factor. =■(x■-■3y)(1■+■a)
c 1 Write■the■expression. c 5p■+■6q■+■15pq■+■2
2 Look■for■a■common■factor■of■all■4■terms.■(There■isn’t■ =■5p■+■15pq■+■6q■+■2
one.)■If■necessary,■rewrite■the■expression■so■that■the■
terms■with■common■factors■are■next■to■each■other.
3 Take■out■a■common■factor■from■each■pair■of■terms. =■5p(1■+■3q)■+■2(3q■+■1)
=■5p(1■+■3q)■+■2(1■+■3q)
4 Factorise■by■taking■out■a■binomial■common■factor. =■(1■+■3q)(5p■+■2)
■■ The■answers■found■in■Worked■example■22■can■each■be■checked■by■expanding■the■brackets■
using■the■FOIL■method.
■■ There■are■only■3■possible■pair■groupings■to■consider■with■this■technique:
1st■and■2nd■terms■+■3rd■and■4th■terms■
or■1st■and■4th■terms■+■2nd■and■3rd■terms■
or■1st■and■3rd■terms■+■2nd■and■4th■terms.
remember
1.■ When■factorising■any■number■of■terms,■look■for■the■highest■common■factor■of■all■the■
terms.
2.■ A■binomial■factor■is■an■expression■that■has■2■terms.
3.■ The■HCF■of■an■algebraic■expression■may■be■a■binomial■factor,■which■is■in■brackets.
4.■ When■factorising■expressions■with■4■terms■that■have■no■highest■common■factor:
(a)■ group■the■terms■in■pairs■with■a■common■factor
(b)■factorise■each■pair
(c)■ factorise■the■expression■by■taking■out■a■binomial■common■factor.
exerCise
3h more factorising using the highest common factor
inDiViDuAl fluenCY
pAthWAYs 1 We21 Factorise■each■of■the■following■expressions.
eBook plus a 2(a■+■b)■+■3c(a■+■b) b 4(m■+■n)■+■p(m■+■n)
c 7x(2m■+■1)■-■y(2m■+■1) d 4a(3b■+■2)■-■b(3b■+■2)
Activity 3-H-1
e z(x■+■2y)■-■3(x■+■2y) f 12p(6■-■q)■-■5(6■-■q)
Reviewing HCF in
groups g 3p2(x■-■y)■+■2q(x■-■y) h 4a2(b■-■3)■+■3b(b■-■3)
doc-3999 i p2(q■+■2p)■-■5(q■+■2p) j 6(5m■+■1)■+■n2(5m■+■1)
Activity 3-H-2 2 We22 Factorise■each■of■the■following■expressions■by■grouping■the■terms■in■pairs.
Using HCF in groups
a xy■+■2x■+■2y■+■4 b ab■+■3a■+■3b■+■9
doc-4000
c xy■-■4y■+■3x■-■12 d 2xy■+■x■+■6y■+■3

e 3ab■+■a■+■12b■+■4 f ab■-■2a■+■5b■-■10
inDiViDuAl
pAthWAYs g m■-■2n■+■am■-■2an h 5■+■3p■+■15a■+■9ap
i 15mn■-■5n■-■6m■+■2 j 10pq■-■q■-■20p■+■2
eBook plus
k 6x■-■2■-■3xy■+■y l 16p■-■4■-■12pq■+■3q
Activity 3-H-3 m 10xy■+■5x■-■4y■-■2 n 6ab■+■9b■-■4a■-■6
Applying HCF in o 5ab■-■10ac■-■3b■+■6c p 4x■+■12y■-■xz■-■3yz
groups q 5pr■+■10qr■-■3p■-■6q r ac■-■5bc■-■2a■+■10b
doc-4001
eBook plus
refleCtion
How do you factorise
Digital doc expressions with 4 terms?
WorkSHEET 3.3
doc-6145
3I Applications
■■ A■very■important■skill■is■to■be■able■to■convert■a■worded■or■‘real-life’■problem■into■an■algebra■
‘sentence’■or■expression.
WorkeD exAmple 23
A rectangular swimming pool measures 30 m by 20 m. A path around the edge of the pool is
x m wide on each side.
a Determine the area of the pool.

b Write an expression for the area of the pool plus the path.
c Write an expression for the area of the path.
d If the path is 1.5 m wide, calculate the area of the path.
e If the area of the path is 170 m2, write an equation that could be solved to find the width of the
path around the edge of the pool, correct to 2 decimal places.
think Write/DrAW
a 1 Construct■a■drawing■of■the■pool. a x
x 20 m x
30 m
x
2 Calculate■the■area■of■the■pool. Area■=■length■ì■width
=■20■ì■30
=■600■■m2
b 1 Write■expressions■for■the■total■ b Length■=■30■+■x■+■x
length■and■width. =■30■+■2x
Width■=■20■+■x■+ x
=■20■+■2x
2 Find■an■expression■for■the■area■ Area■=■length■ì■width
using■the■formula:■ =■(30■+■2x)(20■+■2x)
Area■=■length■ì■width. =■30■ì■20■+■30■ì■2x■+■2x■ì■20■+■2x■ì■2x
=■600■+■60x■+■40x■+■4x2
=■(600■+■100x■+■4x2)■■m2
c Find■an■expression■for■the■area■of■the■path■ c Area■of■path■=■total■area■-■area■of■pool
by■subtracting■the■area■of■the■pool■from■ =■600■+■100x■+■4x2■-■600
the■total■area. =■(100x■+■4x2)■■m2
d Substitute■1.5■for■x■in■the■expression■ d When■x■=■1.5,
found■for■the■area■of■the■path. Area■of■path■=■100(1.5)■+■4(1.5)2
=■159■■m2
e Write■down■the■area■of■the■path■in■terms■ e Area■of■path■= 100x■+■4x2■=■170
of■x■and■equate■it■to■170.
■■ The■algebraic■expression■found■in■part■c■of■Worked■example■23■allows■us■to■calculate■the■area■
of■the■path■for■any■given■width,■x.
WorkeD exAmple 24
Suppose that the page of a typical textbook is 24 cm high by

16 cm wide. The page has margins at the top and bottom of
x cm and on the left and right of y cm.
a Write an expression for the height of the page that is inside
the margins.
b Write an expression for the width of the page that is inside
the margins.
c Write an expression for the area of the page that is inside
the margins.
d Show that if the margins on the left and right are
doubled, then the area available to be printed is reduced
by (48y - 4xy) cm2.
e If the margins at the top and the bottom of the page are
1.5 cm and the margins on the left and right of the page
are 1 cm, calculate the size of the area that is available to
be printed.

Think Write/draw
a 1 Construct a drawing, showing the a 16 cm

key dimensions. x
y y 24 cm
2 The real height (24 cm) is Height = 24 - x - x

effectively reduced by x cm at the = (24 - 2x) cm
top and x cm at the bottom.
b The width (16 cm) is reduced by y cm on b Width = 16 - y - y
the left and y cm on the right. = (16 - 2y) cm
c The required area of the page is the c Area = (24 - 2x)(16 - 2y)
product of the width and height. = 24 ì 16 + 24 ì -2y - 2x ì 16 - 2x ì -2y
= (384 - 48y - 32x + 4xy) cm2
d 1 If the left and right margins are d Width = 16 - 2y - 2y
doubled, they become 2y and = (16 - 4y) cm
2y respectively. Determine the
new expression for the width of ■
the page.
2 Determine the new expression for Area = (24 - 2x)(16 - 4y)
the reduced area. = 24 ì 16 + 24 ì -4y - 2x ì 16 -2x ì -2y
= (384 - 96y - 32x + 8xy) cm2
3 Determine the difference in area Difference in area = original area - reduced area
by subtracting the reduced area = 384 - 48y - 32x + 4xy - (384 - 96y - 32x + 8xy)
from the area obtained in part c. = 384 - 48y - 32x + 4xy - 384 + 96y + 32x - 8xy
= 48y - 4xy
So the amount by which the area is reduced is ■
(48y - 4xy) cm2.
e Using the area found in c above, e Area = (384 - 48y - 32x + 4xy) cm2
substitute the values for x and y where = 384 - 48(1) - 32(1.5) + 4(1.5)(1)
x = 1.5 and y = 1. = 294 cm2
remember
1. When working on worded problems, convert the English sentences into algebraic ones.
2. Determine the unknown quantities and use appropriate pronumerals to represent these
unknown values.
3. Drawing a diagram is an excellent aid in problem solving.
exerCise
3I Applications
inDiViDuAl fluenCY
pAthWAYs
1 Answer■the■following■for■each■shape.
eBook plus
i Determine■an■expression■for■the■perimeter.
Activity 3-I-1 ii Determine■the■perimeter■when■x■=■5.
Application problems iii Determine■an■expression■for■the■area■and■simplify■by■expanding■if■necessary.
doc-4005 iv Determine■the■area■when■x■=■5.
Activity 3-I-2 a b c d
More application 4x
problems 3x x+2 4x - 1
doc-4006 x
Activity 3-I-3
Challenging
application problems e 3x + 1 f 5x + 2 g 3x + 5
doc-4007
2x x-3
6x
x+4
3x
unDerstAnDing
eBook plus 2 We23 A■rectangular■swimming■pool■measures■50■■m■by■25■■m.■A■path■around■the■edge■of■the■

pool■is■x■■m■wide■on■each■side.
Digital docs a Determine■the■area■of■the■pool.
SkillSHEET 3.1
doc-6122
b Write■an■expression■for■the■area■of■the■pool■plus■the■path.
SkillSHEET 3.2
c Write■an■expression■for■the■area■of■the■path.
doc-6123 d If■the■path■is■2.3■■m■wide,■calculate■the■area■of■the■path.
e If■the■area■of■the■path■is■200■■m2,■write■an■equation■that■could■be■solved■to■fi■nd■the■
width■of■the■path.

3 WE24 The page of a book is 20 cm high by 15 cm wide.

The page has margins at the top and bottom of x cm, and
on the left and right of y cm.
a Write an expression for the height of the page that is
inside the margins.
b Write an expression for the width of the page that is
inside the margins.
c Write an expression for the area of the page that is
inside the margins.
d Show that if the margins on the left and right are
doubled, then the area available to be printed on is
reduced by (40y - 4xy) cm.
4 A rectangular book cover is 8 cm long and 5 cm wide.
a Calculate the area of the book cover.
b i If the length of the book cover is increased by v cm, write an expression for its new
length.
ii I f the width of the book cover is increased by v cm, write an expression for its new
width.
iii Write an expression for the new area of the book cover and expand.
iv Calculate the area of the book cover if v = 2 cm.
c i If the length of the book cover is decreased by d cm, write an expression for its new
length.
ii I f the width of the book cover is decreased by d cm, write an expression for its new
width.
iii Write an expression for the new area of the rectangle and expand.
iv Calculate the area of the book cover if d = 2 cm.
d i If the length of the book cover is made x times as long, write an expression for its new
length.
ii I f the width of the book cover is increased by x cm, write an expression for its new width.
iii Write an expression for the new area of the book cover and expand.
iv Calculate the area of the book cover if x = 5 cm.
5 A square has dimensions of 5x metres.
a Write an expression for its perimeter.
b Write an expression for its area.
c i If its length is decreased by 2 m, write an expression for its new length.
ii If its width is decreased by 3 m, write an expression for its new width.
iii Write an expression for its new area and expand.
iv Calculate its area when x = 6 m.
6 A rectangular sign has a length of 2x cm and a width of x cm.
c i If its length is increased by y cm, write an expression for its new length.
ii If its width is decreased by y cm, write an expression for its new width.
iii Write an expression for its new area and expand.
iv Calculate its area when x = 4 cm and y = 3 cm using your expression.
7 A square has a side length of x cm.
c i If its side length is increased by y cm, write an expression for its new side length.
ii Write an expression for its new perimeter and expand.
iii Calculate the perimeter when x = 5 cm and y = 9 cm.
iv Write an expression for its new area and expand.
d Calculate the area when x = 3.2 cm and y = 4.6 cm.
8 A■swimming■pool■with■length■(4p■+■2)■metres■and■width■3p metres■is■surrounded■by■a■path■of■
width■p■metres.
Obtain■the■following■in■expanded■form.
a An■expression■for■the■perimeter■of■the■pool
b An■expression■for■the■area■of■the■pool
4p + 2
c An■expression■for■the■length■of■the■pool■and■path
d An■expression■for■the■width■of■the■pool■and■path 3p
e An■expression■for■the■perimeter■of■the■pool■and■path
f An■expression■for■the■area■of■the■pool■and■path p
g An■expression■for■the■area■of■the■path
h The■area■of■the■path■when■p■=■2■■m
reAsoning
9 The■fi■gure■drawn■at■right■is■a■rectangle.■For■the■purpose■of■this■activity■we■are■ x
going■to■call■this■rectangle■an■‘algebra■rectangle’. 1
The■length■of■each■algebra■rectangle■is■x■■cm■and■the■width■is■1■■cm.
These■algebra■rectangles■are■put■together■to■form■larger■rectangles■in■one■of■two■ways.
Long algebra rectangle Tall algebra rectangle
x x x x
1 1 1 1
x x x 1 1
1 1
x
Let’s■fi■nd■the■perimeter■of■each■algebra■rectangle.
Perimeter■of■3-long■algebra■rectangle;■P■=■(x■+■x■+■x■+■x■+■x■+■x)■+■(1■+■1)
=■6x■+■2
Perimeter■of■3-tall■algebra■rectangle;■P■=■(x■+■x)■+■(1■+■1■+■1■+■1■+■1■+■1)
=■2x■+■6
a Find■the■perimeter■of■each■of■the■algebra■rectangles■and■put■your■results■into■the■table■
below.
Type of algebra rectangle Perimeter Type of algebra rectangle Perimeter
1-long 1-tall
2-long 2-tall
3-long 6x■+■2 3-tall 2x■+■6
4-long 4-tall
5-long 5-tall
b Can■you■see■a■pattern?■What■would■be■the■perimeter■of■a■20-long■algebra■rectangle■and■a■
20-tall■algebra■rectangle?
c For■what■values■of■x■will■the■tall■rectangle■have■a■larger■perimeter■than■the■long■rectangle?
10 The■Body■Mass■Index■(B)■is■used■as■an■indicator■of■whether■or■not■a■person■is■in■a■healthy■
m
■ ■ weight■range■for■their■height.■It■can■be■found■using■the■formula■B = 2 ,■where■m■is■the■
h
■ ■ person’s■mass■in■kilograms■and■h■is■the■person’s■height■in■metres.
a Calculate■Richard’s■Body■Mass■Index■if■he■weighs■85■■kg■and■is■1.75■■m■tall.
b A■person■is■considered■to■be■in■a■healthy■weight■range■if■his■or■her■Body■Mass■Index■
lies■in■the■range■of■21■to■25■inclusive.■Comment■on■Richard’s■weight■for■a■person■of■
his■height.

c Calculate■the■Body■Mass■Index■for■each■of■the■following■people:
i Judy,■who■is■1.65■metres■tall■and■has■a■mass■of■52■kilograms
ii Karen,■who■is■1.78■metres■tall■and■has■a■mass■of■79■kilograms
iii Manuel,■who■is■1.72■metres■tall■and■has■a■mass■of■65■kilograms.
d The■Body■Mass■Index■(BMI)■range■for■children■changes■until■adulthood.■These■graphs■
show■the■Body■Mass■Index■for■boys■and■girls■aged■2■to■20■years.■Study■the■graphs■
carefully■and■decide■on■a■possible■age■range■for■Judy,■Karen■and■Manuel■if■their■BMI■
was■in■the■Satisfactory■range.
Body Mass Index for boys and girls 2 to 20 years

33
32 Girls
31 Boys
30
29
28
27
e
26 es
Ob
Body Mass Index (kg/m2)
25
t
24 e igh
23 ve rw
O
22
21
20 ry
fa cto
19 tis
18 Sa
17
16
15 ight
erwe
14 Und
13
12
11
10
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Age (years)
11 Can■you■evaluate■9972■without■a■calculator■and■in■less■than■90■seconds?■We■would■be■able■
to■evaluate■this■using■long■multiplication,■but■it■would■take■a■fair■amount■of■time■and■effort.■
Mathematicians■are■always■looking■for■quick■and■simple■ways■of■solving■problems.■What■if■
we■consider■the■expanding■formula■that■produces■the■difference■of■two■squares?
(a■+■b)(a■-■b)■=■a2■-■b2
Adding■b2■to■both■sides■gives■(a■+■b)(a■-■b)■+■b2■=■a2■-■b2■+■b2.
Simplifying■and■swapping■sides■gives■a2■=■(a■+■b)(a■-■b)■+■b2.
We■can■use■this■new■formula■and■the■fact■that■multiplying■by■1000■is■an■easy■operation■to■
evaluate■9972.
a If■a■=■997,■what■should■we■make■the■value■of■b■so■that■(a■+■b)■equals■1000?
eBook plus
b Substitute■these■a■and■b■values■into■the■formula■to■evaluate■9972.
Digital doc c Try■this■method■to■evaluate■the■following.
WorkSHEET 3.4 i 9952
doc-6148 refleCtion
ii 9902
How can you use algebraic
skills in real-life situations?
Summary
Using pronumerals
■■ A pronumeral is a letter or a group of letters that is used in place of a number.
■■ The coefficient of a term is the number in front of the pronumeral(s).
■■ An expression is a group of terms separated by + or - signs.
■■ A term that does not contain a pronumeral part is called a constant. That is, the term is
independent of the variable(s).
■■ When writing expressions, think about which operations are being used, and the order in
which they occur.
■■ If pronumerals are not given in a question, choose an appropriate letter to use.
■■ To evaluate (find the value of) an algebraic expression, substitute the pronumerals with their
known values.
■■ Rather than showing the multiplication signs, it is common in mathematics to write the
substituted values in brackets.
■■ An equation is a mathematical sentence that puts two expressions equal to each other.
Algebra in worded problems

■■ If pronumerals are not given in a question, choose an appropriate letter to use.
■■ The first step in converting a worded question into an algebraic expression is to identify any
unknowns and assign a pronumeral to each.
■■ Worded questions need to be read carefully so that you can decide where to place the
pronumerals, coefficients and constants in an expression.
■■ We can check to see if an algebraic expression is reasonable by substituting values for the
pronumerals.
Simplifying algebraic expressions

■■ Like terms contain the same pronumeral parts.
■■ When like terms appear in an expression, they can be collected (added or subtracted).
■■ When multiplying and dividing algebraic terms, it is not necessary to have like terms.
■■ For multiplication, we can multiply the coefficients (number parts) and the pronumeral parts
separately.
■■ A division problem should be expressed as a fraction.
■■ For division, always check to see if the fraction can be simplified by cancelling the numerator
and denominator by any common factors.
Expanding brackets
■■ Expansion means to multiply everything inside the brackets by what is directly outside the
brackets. By doing this we are expanding the brackets and applying the Distributive Law,
which states that
a(b + c) = ab + ac.
■■ After expanding brackets, simplify by collecting any like terms.
■■ You can use a diagrammatic method or FOIL to help you keep track of which terms are to be
multiplied together.
Expansion patterns
■■ The difference of two squares rule is (a + b)(a - b) = a2 - b2.
■■ The expansion of a perfect square: the identical brackets (perfect squares) rules are:
(a + b)(a + b) = a2 + 2ab + b2
(a - b)(a - b) = a2 - 2ab + b2.

More complicated expansions

■■ Brackets■or■pairs■of■brackets■that■are■added■or■subtracted■must■be■expanded■separately.
■■ Read■the■mathematics■slowly■and■identify■if■there■is■an■expansion■pattern■that■can■be■applied■
directly.■That■is,■can■the■difference■of■perfect■squares■or■the■expansion■of■perfect■squares■be■
applied?
■■ Always■collect■any■like■terms■following■an■expansion.■Take■care■when■the■second■pair■of■
brackets■is■subtracted■from■the■fi■rst■pair;■use■of■another■bracket■is■recommended.
The highest common factor

■■ Factorising■is■the■opposite■of■expanding.■Factorising■is■the■process■that■transforms■an■
expanded■form■to■a■more■compact■form■that■consists■of■two■or■more■factors■multiplied■
together.
■■ Factor■pairs■of■a■term■are■numbers■and/or■pronumerals■that,■when■multiplied■together,■
■■ Every■integer■has■the■number■itself■and■1■as■factors.
■■ The■highest■common■factor■(HCF)■of■given■terms■is■the■largest■factor■that■divides■into■all■
terms■without■a■remainder.
■■ An■expression■is■factorised■by:
(a)■ fi■nding■the■HCF■of■the■terms
(b)■writing■each■term■in■the■expression■as■a■product■of■two■factors,■one■being■the■HCF
(c)■ ■placing■the■HCF■outside■the■brackets■and■the■remaining■terms■inside■the■brackets.
Pay■particular■note■to■the■signs■of■the■terms.
■■ Always■check■that■your■factorisation■is■correct■by■doing■a■quick■expansion■of■the■brackets,■
which■should■result■in■your■original■expression.
More factorising using the highest common factor

■■ When■factorising■any■number■of■terms,■look■for■the■highest■common■factor■of■all■the■terms.
■■ A■binomial■factor■is■an■expression■that■has■2■terms.
■■ The■HCF■of■an■algebraic■expression■may■be■a■binomial■factor,■which■is■in■brackets.
■■ When■factorising■expressions■with■4■terms■that■have■no■highest■common■factor:
(a)■ group■the■terms■in■pairs■with■a■common■factor
(b)■factorise■each■pair
(c)■ factorise■the■expression■by■taking■out■a■binomial■common■factor.
■■ (x■+■y)■=■1(x■+■y)
Applications
■■ When■working■on■worded■problems,■convert■the■English■sentences■into■algebraic■ones.
■■ Determine■the■unknown■quantities■and■use■appropriate■pronumerals■to■represent■these■
unknown■values.
■■ Drawing■a■diagram■is■an■excellent■aid■in■problem■solving.
MAPPING YOUR UNDERSTANDING

Use■the■summary■above■to■complete■the■L■column■in■your■K■W■L■chart,■that■you■created■
in■What do you know?■on■page■49,■that■illustrates■your■understanding■of■the■key■concepts■
covered■in■this■chapter.■Compare■the■L■column■of■your■chart■to■the■K■column.
Homework
Book your■Maths Quest 9 Homework Book?
Chapter review
fluenCY iii state■the■constant■term
iv state■the■term■with■the■smallest■coeffi■cient.
1 For■the■expression■-5xy2■+ 2y■+■8y2■+■6,■the■
b Write■expressions■for■the■following,■where■
coeffi■cient■of■the■second■term■is:
x■and■y■represent■numbers:
A -5 B 2 C 8
i a■number■8■more■than■y
D 6 E 5
ii the■difference■between■x■and■y
2 Jodie■had■$55■in■her■purse.■She■spent■$x.■The■ iii the■sum■of■x■and■y
amount■left■is: iv 7■times■the■product■of■x■and■y
A x■–■55 B x■+■55 C 55x v 2■times■x■is■subtracted■from■5■times■y.
x
D E 55■–■x
55 11 a■ ■Leo■receives■x■dollars■for■each■car■he■washes.■
If■he■washes■y■cars,■how■much■money■does■he■
3x x
3 What■is■ − ■simplifi■ed? earn?
5 4 b A■piece■of■rope■is■24■metres■long.
7x 2x 2x i If■George■cuts■k■■m■off,■how■much■is■left?
A B C
20 20 1 ii After■George■has■cut■k■■m■off,■he■divides■the■
4x 4x rest■into■three■pieces■of■equal■length.■How■
D E long■is■each■piece?
20 9
3 6 12 Simplify■the■following■expressions■by■collecting■
4 What■does■ ÷ ■equal? like■terms.
p p
1 a 8p■+■9p
A 2 B C 12p b 5y2■+■2y■-■4y2
2
12 c 9s2t■-■12s2t
D 12p2 E d 11c2d■-■2cd■+■5dc2
p2
e n2■-■p2q■-■3p2q■+■6
5 The■volume■V■of■a■sphere■is■given■by■the■formula■ f 8ab■+■2a2b2■-■5a2b2■+■7ab
4
V = pr3■where■r■is■the■radius■of■the■sphere.■The■ 13 Simplify■the■following■expressions.
3 a 6a■ì■2b b 2ab■ì■b
volume,■if■r■=■3,■is:
4x
A 25.12 B 38.37 C 64.05 c 2xy■ì■4yx d
D 113.10 E 339.12 12
e 18■ó■4b
6 What■is■the■equivalent■of■6■–■4x(x■+■2)■+■3x?
A 6■–■4x2■-■5x B 6■+■4x2■+■5x 14 Expand■these■expressions.
2
C 6■–■4x ■+■5x D 6■+■4x2■+■5x a 5(x■+■3) b -(y■+■5)
E 4x ■+■11x +■6
2 c -x(3■-■2x) d -4m(2m■+■1)
7 The■equivalent■of■(3■-■a)(3■+■a)■is: 15 Expand■and■simplify■by■collecting■like■terms.
A 9■+■a2 B 9■-■a2 C 3■+■a2 a 3(x■-■2)■+■9 b -2(5m■-■1)■- 3
D 3■-■a 2 E 9 c 4m(m■-■3)■+■3m■-■5 d 7p■-■2■-■(3p■+■4)
8 The■equivalent■of■(2y■+■5)2■is: 16 Expand■and■simplify■the■following■expressions.
A 4y2■+■20y■+■25 B 4y2■+■10y■+■25 a 3(a■+■2b)■+■2(3a■+■b)
2
C 2y ■+■20y■+■25 D 2y2■+■20y■+■5 b -4(2x■+■3y)■+■3(x■-■2y)
2 c 2m(n■+■6)■- m(3n■+■1)
E 4y ■+■20y■+■10
9 When■factorised,■6(a■+■2b)■–■x(a■+■2b)■equals: d -2x(3■-■2x)■-■(4x■-■3)
A 6■–■x(a■+■2b) B (6■–■x)(a■+■2b) 17 Expand■and■simplify■these■expressions.
C 6(a■+■2b■–■x) D (6■+■x)(a■–■2b) a (x■+■4)(x■+■5) b (m■-■2)(m■+■1)
E (6■+■x)(a■+■2b) c (3m■-■2)(m■-■5) d (2a■+■b)(a■-■3b)
10 a■ For■the■expression■-8xy2■+■2x■+■8y2■-■5: 18 Expand■and■simplify■these■expressions.
i state■the■number■of■terms■ a (x■+■4)(x■-■4) b (9■-■m)(9■+■m)
ii state■the■coeffi■cient■of■the■fi■rst■term c (x■+■y)(x■-■y) d (1■-■2a)(1■+■2a)

19 Expand■and■simplify■these■expressions. 2 A■rectangular■garden■bed■has■a■length■of■15■metres■
a (x■+■5)2 and■a■width■of■8■metres.■It■is■surrounded■by■a■path■
b (m■-■3)2 of■width■p■metres.
c (4x■+■1)2 a Write■down■the■total■area■of■the■garden■bed■and■
d (2■-■3y)2 path■in■factorised■form.
20 Expand■and■simplify■these■expressions. b Expand■the■expression■you■found■in■a.
a (x■+■2)(x■+■1)■+■(x■+■3)(x■+■2) c Find■the■area■of■the■path■in■terms■of■p.
b (m■+■7)(m■-■2)■+■(m■+■3)2 d Write■an■equation■that■could■be■solved■to■
c (x■+■6)(x■+■2)■-■(x■+■3)(x■-■1) fi■nd■the■width■of■the■path■if■the■area■of■the■path■
d (b■-■7)2■-■(b■-■3)(b■-■4) is■200■■m2.
21 Expand■and■simplify■the■following. 3 Find■the■circumference■of■a■circle■whose■area■is■
a (x■+■2)2■+■(x■+■3)2 
2
b (x■-■2)2■-■(x■-■3)2 p  x  cm2.■Give■your■answer■in■terms■of■p.
 y
c (x■+■4)2■-■(x■-■4)2
4 This■large■sign■appears■in■a■parking■lot■at■the■
22 If■y■=■5x2■+■2x■-■1,■fi■nd■y■when:
entrance■to■car■park■5.■It■has■a■uniform■width,■with■
a x =■2 b x■=■5.
the■dimensions■as■shown.
23 The■volume■(V)■of■each■of■the■following■paint■tins■ x
is■given■by■the■formula,■V■=■pr2h,■where■r■is■the■ y
radius■and■h■is■the■height■of■the■cylinder.■Find■V■
(to■2■decimal■places). x
a r■=■7■■cm■and■h■=■2■■cm
b r■=■9.3■■cm■and■h■=■19.8■■cm.
24 Factorise■each■of■the■following■by■fi■nding■common■
factors. x
a 6x■+■12 b 6x2■+■12x3y
2
c 8a ■-■4b d 16x2■-■24xy y
e -2x■-■4 f b2■-■3b■+■4bc ■ x
25 Simplify■each■of■the■following■using■common■ Write■an■algebraic■expression■for■the■area■of■the■
factor■techniques. front■of■the■sign.
a 5(x■+■y)■- 4a(x■+■y)
b 7a(b■+■5c)■-■6c(b■+■5c) 5 At■the■end■of■a■lesson■using■boxes■of■Smarties,■the■
c 15x(d■+■2e)■+■25xy(d■+■2e) remaining■Smarties■are■shared■equally■amongst■
d 2x■+■2y■+■ax■+■ay the■members■of■each■group.■In■one■group■there■are■
e 6xy■+■4x■-■6y■-■4 6■boxes■of■Smarties■left■over■and■42■Smarties■that■
f pq■-■r■+■p■-■rq■ are■no■longer■in■boxes.
a Write■an■expression■for■the■total■number■of■
Smarties■left■over.■(Hint:■Let■n■=■the■number■of■
problem solVing Smarties■in■a■box.)
1 A■rectangular■rug■has■a■length■of■3x■■cm■and■a■width■ b Write■the■expression■from■part■a■in■factorised■
of■x■■cm. form.
a Write■an■expression■for■its■perimeter. c If■there■are■3■people■in■the■group,■write■an■
b Write■an■expression■for■its■area. expression■for■the■number■
of■Smarties■each■person■ eBook plus
c i■ ■If■its■side■length■is■increased■by■y■■cm,■write■
an■expression■for■its■new■side■length. receives. Interactivities
ii Write■an■expression■for■its■new■perimeter■ d If■there■are■x■people■ Test yourself Chapter 3
and■expand. in■the■group,■write■an■ int-0714
expression■for■the■ Word search Chapter 3
iii Calculate■the■perimeter■when■x■=■90■■cm■and■
int-0685
y■=■30■■cm. number■of■Smarties■
Crossword Chapter 3
iv Write■an■expression■for■its■new■area■and■ each■person■receives. int-0699
expand.
v Calculate■the■area■when■x■=■90■■cm■and■
y■=■30■■cm.
eBook plus ACtiVities
Chapter opener •■ Activity■3-C-2■(doc-3985):■Simplifying■algebraic■
Digital doc operations
•■ Hungry■brain■activity■Chapter■3■(doc-6121)■ •■ Activity■3-C-3■(doc-3986):■Applying■algebraic■
(page 49) operations
•■ SkillSHEET■3.4■(doc-6125):■Like■terms
Are you ready? •■ SkillSHEET■3.6■(doc-6127):■Multiplying■algebraic■
Digital docs (pages 50–51) terms
•■ SkillSHEET■3.1■(doc-6122):■Alternative■expressions■ •■ SkillSHEET■3.7■(doc-6128):■Dividing■algebraic■
used■for■the■four■operations terms
•■ SkillSHEET■3.2■(doc-6123):■Algebraic■expressions •■ SkillSHEET■3.5■(doc-6126):■Simplifying■
•■ SkillSHEET■3.3■(doc-6124):■Substitution■into■ like■terms
algebraic■expressions •■ SkillSHEET■3.18■(doc-6140):■Adding■and■
•■ SkillSHEET■3.4■(doc-6125):■Like■terms subtracting■integers
•■ SkillSHEET■3.5■(doc-6126):■Collecting■like■terms •■ SkillSHEET■3.19■(doc-6141):■Multiplying■and■
•■ SkillSHEET■3.6■(doc-6127):■Multiplying■algebraic■ dividing■integers
terms •■ WorkSHEET■3.2■(doc-6142):■Simplifying■algebraic■
•■ SkillSHEET■3.7■(doc-6128):■Dividing■algebraic■ expressions
terms
•■ SkillSHEET■3.8■(doc-6129):■Expanding■brackets 3D Expanding brackets
•■ SkillSHEET■3.9■(doc-6130):■Finding■the■highest■ Digital docs (pages 71–72)
common■factor •■ Activity■3-D-1■(doc-3987):■Reviewing■expansion
•■ SkillSHEET■3.10■(doc-6131):■Factorising■by■fi■nding■ •■ Activity■3-D-2■(doc-3988):■Expanding■brackets
the■HCF •■ Activity■3-D-3■(doc-3989):■Applying■bracket■
•■ SkillSHEET■3.11■(doc-6132):■Adding■and■ expansion
subtracting■fractions •■ SkillSHEET■3.4■(doc-6125):■Like■terms
•■ SkillSHEET■3.12■(doc-6133):■Multiplying■fractions •■ SkillSHEET■3.5■(doc-6126):■Collecting■like■terms
•■ SkillSHEET■3.13■(doc-6134):■Dividing■fractions •■ SkillSHEET■3.6■(doc-6127):■Multiplying■algebraic■
•■ SkillSHEET■3.14■(doc-6135):■Simplifying■algebraic■ terms
fractions •■ SkillSHEET■3.8■(doc-6129):■Expanding■brackets
3A Using pronumerals •■ SkillSHEET■3.20■(doc-6143):■Expanding■a■pair■of■
brackets
Digital docs (pages 57, 59)
•■ Activity■3-A-1■(doc-3978):■Pronumeral■memory 3E Expansion patterns
•■ Activity■3-A-2■(doc-3979):■Language■of■algebra Digital docs (page 76)
•■ Activity■3-A-3■(doc-3980):■Reviewing■algebra •■ Activity■3-E-1■(doc-3990):■Exploring■expansion■
•■ SkillSHEET■3.1■(doc-6122):■Alternative■expressions■ patterns
used■for■the■four■operations •■ Activity■3-E-2■(doc-3991):■Using■expansion■
•■ SkillSHEET■3.2■(doc-6123):■Algebraic■expressions patterns
•■ SkillSHEET■3.3■(doc-6124):■Substitution■into■
•■ Activity■3-E-3■(doc-3992):■Recognising■expansion■
algebraic■expressions
patterns
•■ SkillSHEET■3.16■(doc-6137):■Order■of■operations
•■ WorkSHEET■3.1■(doc-6138):■Introductory■algebra 3F More complicated expansions
3B Algebra in worded problems Interactivity
Digital docs (page 61) •■ Expanding■brackets■(int-2763) (page 77)
•■ Activity■3-B-1■(doc-3981):■Algebra■in■words Digital docs (page 79)
•■ Activity■3-B-2■(doc-3982):■Using■algebra■in■worded■ •■ Activity■3-F-1■(doc-3993):■Reviewing■expansion■
problems methods
•■ Activity■3-B-3■(doc-3983):■Applying■algebra■in■ •■ Activity■3-F-2■(doc-3994):■Applying■expansion■
worded■problems methods
•■ SkillSHEET■3.2■(doc-6123):■Algebraic■expressions •■ Activity■3-F-3■(doc-3995):■Complex■algebraic■
expansions.
3C Simplifying algebraic expressions •■ SkillSHEET■3.20■(doc-6143):■Expanding■a■pair■of■
Digital docs (pages 65–66) brackets
•■ Activity■3-C-1■(doc-3984):■Reviewing■algebraic■ •■ SkillSHEET■3.21■(doc-6144):■Recognising■
operations expansion■patterns

3G The highest common factor 3I Applications
Digital docs (page 83) Digital docs (pages 90, 93)
•■ Activity■3-G-1■(doc-3996):■Reviewing■HCF■in■ •■ Activity■3-I-1■(doc-4005):■Application■problems
factorisation •■ Activity■3-I-2■(doc-4006):■More■application■
•■ Activity■3-G-2■(doc-3997):■Using■HCF■in■ problems
factorisation •■ Activity■3-I-3■(doc-4007):■Challenging■application■
•■ Activity■3-G-3■(doc-3998):■Applying■HCF■in■ problems
factorisation •■ SkillSHEET■3.1■(doc-6122):■Alternative■expressions■
•■ SkillSHEET■3.9■(doc-6130):■Finding■the■highest■ used■for■the■four■operations
common■factor •■ SkillSHEET■3.2■(doc-6123):■Algebraic■expressions
•■ SkillSHEET■3.10■(doc-6131):■Factorising■by■fi■nding■ •■ WorkSHEET■3.4■(doc-6148):■Expanding
the■HCF
Chapter review
3H More factorising using the highest Interactivities (page 97)
common factor •■ Test■yourself■Chapter■3■(int-0714):■Take■the■end-of-
Digital docs (pages 86–87) chapter■test■to■test■your■progress
•■ Activity■3-H-1■(doc-3999):■Reviewing■HCF■in■ •■ Word■search■(int-0685):■Chapter■3
groups •■ Crossword■(int-0699):■Chapter■3
•■ Activity■3-H-2■(doc-4000):■Using■HCF■in■groups
•■ Activity■3-H-3■(doc-4001):■Applying■HCF■ To access eBookPLUS activities, log on to
in■groups
www.jacplus.com.au
•■ WorkSHEET■3.3■(doc-6145):■Factorising
number AnD AlgebrA • lineAr AnD non-lineAr relAtionships
4
4A Solving linear equations
4B Solving linear equations with brackets
4C Solving linear equations with
pronumerals on both sides
4D Solving problems with linear equations
4E Rearranging formulas
WhAt Do You KnoW ?

1 List what you know about linear
linear equations. Create a concept map to

show your list.
equations then with a small group.

linear equations.
eBook plus
Digital doc
Chapter 4
doc-6149
opening Question
John supervises building sites where he regularly

organises concrete pours. There are two companies
that he can use. Angelico’s Concrete charges $700
plus $20 per cubic metre of concrete; Baux Cementing
charges $1200 plus $15 per cubic metre of concrete.
For what volumes of concrete should John use each
of the two companies?
Are you ready?

Try the questions below. If you have difficulty with any of them, extra help can be obtained by
completing the matching SkillSHEET on your eBookPLUS.
eBook plus
Solving one-step equations
1 Solve each of the following equations (that is, find the value for the pronumeral that makes
Digital doc each statement true).
SkillSHEET 4.1
doc-6150
a x+2=8 b y-9=4
x
c 5k = 75 d = -17
3
eBook plus Checking solutions to equations

2 State whether the value given in brackets is the solution to the equation for each of the
Digital doc
SkillSHEET 4.2 following.
doc-6151 a x + 23 = 51 (x = 28) b 4x = 108 (x = 25)
c 2x - 7 = -3 (x = -2) d -5 - x = 2 (x = -7)
eBook plus Solving equations

3 Solve each of the following equations.
Digital doc
a 2x + 1 = 7 b 3a - 5 = 13
SkillSHEET 4.3
doc-6152 c 7m + 3 = 3 d 5y - 3 = -8
eBook plus
Expanding brackets
4 Expand each of the following.
Digital doc
a 6(x - 2) b -2(y + 1)
SkillSHEET 4.4
doc-6153 c 4(2a + 3) d -5(2p - 7)
eBook plus
Writing equations from worded statements
5 Write an equation for each of the following statements, using x to represent the unknown
Digital doc
number.
SkillSHEET 4.5
doc-6154 a When 2 is added to a certain number, the result is 9.
b Eight times a certain number is 40.
c When 11 is subtracted from a certain number, the result is 3.
d Dividing a certain number by 6 gives a result of 2.
eBook plus
Transposing and substituting into a formula
6 a If P = 2l + 2w and P = 22, l = 7, find the value of w.
Digital doc
b If A = lw and A = 78, w = 6, find the value of l.
SkillSHEET 4.6
doc-6155

4A solving linear equations

What is a linear equation?
■ An equation is a mathematical statement of two equal algebraic expressions that contain one
or more variables.
■ Solving linear equations involves finding a numerical value for the unknown pronumeral(s) or
variable.
■ In a linear equation, the variable can only have an index of 1.
WorKeD eXAmple 1
State whether each of the following equations is linear.

1 1 x+2
a 2x + 6 = x + 1 b x2 - 5 = x c - =
2 x 3
thinK Write
a Check that all characteristics have been a The equation 2x + 6 = x + 1 is linear because it is
satisfied for a linear equation and answer the an equation and the variable (x) has a power of 1.
question.
b Check that all characteristics have been b The equation x2 - 5 = x is not linear, because
satisfied for a linear equation and answer the there is a variable with a power of 2; that is, x2.
question.
1 1 x+2
c Check that all characteristics have been c The equation - = is not linear, because
satisfied for a linear equation and answer 2 x 3
the variable that appears in the denominator on
the question.
 1 
the left hand side has a power of -1  = x −1  .
 x 
solving one-step equations

■ For an equation, the expression on the left-hand side of the equals sign has the same value as
the expression on the right-hand side.
■ If the same arithmetic operation is performed to both sides of an equation, the equation
remains valid. That is, the equation remains a true statement.
■ To solve an equation means to find the value of the variable or pronumeral that, when
substituted, will make the equation a true statement.
■ To solve a linear equation, perform the same arithmetic operations to both sides of the
equation until the pronumeral is left by itself.
■ To solve a one-step equation, decide which operation was performed with the pronumeral in
the process of forming the equation and then perform the inverse operation, as shown in the
following table.
This inverse operation has the effect of undoing the original operation.
Operation Inverse operation

+ -
- +
ì ó
ó ì
Chapter 4 linear equations 103

WorKeD eXAmple 2
Solve each of the following linear equations.

a x - 79 = 153 b x + 46 = 82
x
c 6x = 100 d = 19
7
thinK Write
a 1 Write the equation. 79 is taken from a x - 79 = 153

the unknown number x to give 153.
Therefore the inverse of subtraction
must be applied.
2 Add 79 to both sides of the equation. x - 79 + 79 = 153 + 79
(This is the inverse operation.)
3 Simplify both sides to obtain the value x = 232
of x.
b 1 Write the equation. 46 has been added b x + 46 = 82
to x to give 82. Therefore the inverse of
addition must be applied.
2 Subtract 46 from both sides of the x + 46 - 46 = 82 - 46
equation.
3 Simplify both sides to obtain the value of x. x = 36
c 1 Write the equation. The unknown number c 6x = 100
x has been multiplied by 6 to give 100.
Therefore the inverse of multiplication
must be applied.
6 x 100
2 Divide both sides of the equation by 6. =
6 6
2
3 Simplify both sides to obtain the value of x. x = 16
3
x
d 1 Write the equation. The unknown x d = 19
has been divided by 7 to result in 19. 7
Therefore the inverse of division must be
applied.
x
2 Multiply both sides of the equation by 7. ì 7 = 19 ì 7
7
3 Simplify both sides of the equation to x = 133
obtain the value of x.
Note: In each case the result can be checked by substituting the value obtained for x back into the original
equation and confirming that it will make the equation a true statement.
solving two-step equations

■ If two operations have been performed on the pronumeral it is known as a two step equation.
■ To solve two-step equations, establish the order in which the operations were performed.

■ Perform inverse operations in the reverse order to both sides of the equation.
■ Each inverse operation must be performed one step at a time.
■ This principle will apply to any equation with two or more steps, as shown in the examples
that follow.
WorKeD eXAmple 3
Solve the following linear equations.

a 2y + 4 = 12
b -6 - 2x = 12
thinK Write
a 1 Write the equation. Identify the order of a 2y + 4 = 12

operations. y has been multiplied by 2 and
then 4 has been added to give the result
12 (ì 2 then + 4). The inverse operations
needed in reverse order are subtract 4 from
both sides of the equation and then divide
by 2 (- 4 then ó 2).
2 Subtract 4 from both sides of the equation 2y + 4 - 4 = 12 - 4
first, then simplify. 2y = 8
2y 8
3 Divide both sides of the equation by 2 to =
obtain the value of y. 2 2
y=4
b 1 Write the equation and to identify the b -6 - 2x = 12
order of operations. x has been multiplied
by -2 and then 6 is subtracted from the
result to give 12 (ì -2 then - 6). The
inverse operations needed in reverse order
are add 6 to both sides and then divide by
-2 (+ 6 then ó -2).
2 Add 6 to both sides of the equation first, -6 - 2x + 6 = 12 + 6
then simplify. -2x = 18
−22 x 18
−
3 Divide both sides of the equation by -2 to =
−2
−2 −22
obtain the value of x.
x = -9
■ Sometimes there may be just a negative sign in front of the pronumeral in the equation.
This type of equation is still solved like the previous two-step equations because -x is the
same as -1x.
Algebraic fractions — pronumeral in the numerator

■ Situations where there is a pronumeral in a numerator of an algebraic fraction will require an
extra step.
Again it is important to observe the order in which the steps occur, as we will see in these
multi-step equations.

WorKeD eXAmple 4
Solve the following linear equations.
x+1 7−x
a = 11 b = -6.3
2 5
thinK Write
x +1
a 1 Write the equation. Identify the order of operations. a = 11
1 has been added to x and 2 has been divided into this 2
result to give 11 (+ 1 then ó 2). The inverse operations,
in reverse order, are to multiply both sides of the
equation by 2 and then subtract 1 from both sides of the
equation (ì 2 then - 1).
x +1
2 Multiply both sides of the equation by 2. ì 2 = 11 ì 2
2
x + 1 = 22
3 Subtract 1 from both sides of the equation to obtain x + 1 - 1 = 22 - 1
the value of x. x = 21
7− x
b 1 Write the equation. Identify the order of operations. b = -6.3
x has been multiplied by -1 and then 7 has been 5
added. 5 has then been divided into this result to give
-6.3 (ì -1, + 7 then ó 5). The inverse operations,
in reverse order, are to multiply both sides by 5,
subtract 7 from both sides and then divide by
-1 (ì 5, - 7 then ó -1).
7− x
2 Multiply both sides of the equation by 5. ì 5 = -6.3 ì 5
5
7 - x = -31.5
3 Subtract 7 from both sides of the equation. 7 - x - 7 = -31.5 - 7
-x = -38.5
4 Divide both sides by -1 to obtain the value of x. x = 38.5
Algebraic fractions — pronumeral in the denominator

■ If a pronumeral is in the denominator, there is an extra step involved in finding the solution.
Consider the following example:
4 3
=
x 2
In order to solve this equation manipulate the equation so that the x is removed from the
denominator and placed into the numerator.
Step 1: Multiply both sides of the equation by x.
4 3
=
x 2
4 3
×x= ×x
x 2
3x
4=
2

Step 2: The equation can now be solved by multiplying both sides by 2 and then dividing both
sides of the equation by 3.
3x
4=
2
4 × 2 = 3x
4 × 2 3x
=
3 3
8
=x
8 3
Therefore x = .
3
■ This result could also be obtained directly by one of two methods:
Method 1: Inverting each side of the equation
4 3
=
x 2
x 2
=
4 3
2× 4 8
x= =
3 3
Method 2: Cross-multiplication
4 3
=
x 2
4×2 = 3× x
8 = 3x
8
x=
3
2 5
Note: These last two methods can be applied directly to equations of the type = . It cannot
x 7
2 2
be applied to equations of the form + 6 = .
x 5
WorKeD eXAmple 5
Solve each of the following linear equations by using either the method of inverting the equation or
cross-multiplication.
3 4 5 −2 −
a = b =
a 5 b 7
thinK Write
3 4
a 1 Write the equation. a =
a 5
a 5
2 To use the method of inverting the equation, =
invert (interchange) the numerator and the 3 4
denominator on both sides of the equation.
a 5
3 Multiply both sides of the equation by 3 to obtain ì3= ì3
the value of a. 3 4
15
a=
4
3
or a = 34

5 2
b 1 Write the equation. b =-
b 7
2 To use the cross-multiplication method, 5 ì 7 = -2 ì b
multiply the numerator of the first fraction 35 = -2b
by the denominator of the second fraction
and vice versa. (This is called cross-
multiplication.)
3 Divide both sides of the equation by -2. 35 −2 −2b
=
−22 −22
−
1
-17 2 = b
or b = -17.5
remember
1. A linear equation in terms of one variable, x, is an algebraic equation in which the

pronumeral must not have any index or power other than 1. (Remember x1 = x.)
2. To solve an equation means to find the value of the pronumeral that, when substituted,
will make an equation a true statement.
3. If you perform the same arithmetic operation on both sides of an equation, the equation
remains valid.
4. To find the solution to the equation, perform identical arithmetic operations to both
sides of the equation until the pronumeral is left by itself.
5. The solution can be verified by substituting it into the original equation and checking
whether it makes a true statement.
6. The inverse operations, which will allow us to obtain the pronumeral on its own, must
be performed in the reverse order.
7. A CAS calculator can be used to solve linear equations.
eXerCise
4A solving linear equations
inDiViDuAl fluenCY
pAthWAYs 1 We1 Which of the following equations are linear?
eBook plus a x+3=7 b 2a - 5 = 9 c x2 - 2 = 9
1 2a + 1
Activity 4-A-1 d +x=7 e =4 f 5+y=9
Riddle A x 3
doc-4009 y
Activity 4-A-2
g x3 + 3 = 5 h =8 i y2 - x2 = 9
2
Riddle B
doc-4010
j x2 + 2x + 3 = 0 k 5 = 2m - 11 l -9 = m2 + 3
Activity 4-A-3 m 3b + 7 = 16 n y2 = x2 + 1 o -4a3 + 7b = 0
Riddle C 3m − 2
doc-4011 p = 18
5
2 We2 Solve each of the following linear equations. Check your answers by substitution.
a x - 43 = 167 b x - 17 = 35 c x + 286 = 516
d 58 + x = 81 e x - 78 = 64 f 209 - x = 305
g 5x = 185 h 60x = 1200 i 5x = 250

x x x
eBook plus j =6 k = 26 l = 27
23 17 9
Digital doc m y - 16 = -31 n 5.5 + y = 7.3 o y - 7.3 = 5.5
SkillSHEET 4.1
p 6y = 14 q 0.2y = 4.8 r 0.9y = -0.05
doc-6150
y y y
s = 4.3 t = 23 u = -1.04
5 7.5 8
3 We3a Solve each of the following linear equations.
a 2y - 3 = 7 b 2y + 7 = 3 c 5y - 1 = 0
eBook plus d 6y + 2 = 8 e 7 + 3y = 10 f 8 + 2y = 12
Digital doc
g 15 = 3y - 1 h -6 = 3y - 1 i 6y - 7 = 140
SkillSHEET 4.2 j 4.5y + 2.3 = 7.7 k 0.4y - 2.7 = 6.2 l 600y - 240 = 143
doc-6151
4 We3b Solve each of the following linear equations.
a 3 - 2x = 1 b -3x - 1 = 5 c -4x - 7 = -19
d 1 - 3x = 19 e -5 - 7x = 2 f -8 - 2x = -9
g 9 - 6x = -1 h -5x - 4.2 = 7.4 i 2 = 11 - 3x
eBook plus j -3 = -6x - 8 k -1 = 4 - 4x l 35 - 13x = -5
Digital doc
5 Solve each of the following linear equations.
SkillSHEET 4.3 a 7-x=8 b 8-x=7 c 5-x=5
doc-6152 d 5-x=0 e 15.3 = 6.7 - x f 5.1 = 4.2 - x
g 9 - x = 0.1 h 140 - x = 121 i -30 - x = -4
j -5 = -6 - x k -x + 1 = 2 l -2x - 1 = 0
x x x 1 x
a =3 b = -1 c = d - =5
4 3 8 2 3
x x 2x 5x
e - = -8 f - = 11 g =6 h = -3
2 6 3 2
3x 8x 2x 3x 1
i - = -7 j - =6 k = -2 l - =-
4 3 7 10 5
7 We4 Solve each of the following linear equations.
z −1 z +1 z−4 6− z
a =5 b =8 c = -4 d =0
3 4 2 7
3− z −z − 50 z − 4.4 z+2
e =6 f = -2 g = -3 h = 1.2
2 22 2.1 7.4
140 − z −z − 0.4 z−6 z + 65
i =0 j = -0.5 k = -4.6 l =1
150 2 9 73
5x + 1 2x − 5 3x + 4 4 x − 113
a =2 b =3 c = -1 d = -5
3 7 2 9
4 − 3x
3 1 − 2x
2 − 5x − 3 −10 x − 4
e =8 f = -10 g =3 h =1
2 6 9 3
4 x + 2.
26 5 x − 0.7 1 − 0.
0 5x − 3x − 8 1
i = 8.8 j = − 3.1 k = -2.5 l =
5 − 0.3 4 14 2
9 We5 Solve each of the following linear equations by using either the method of inverting the
equation or cross-multiplication.
2 1 3 −4 7 5 −3
a = b =7 c = d =
x 2 x x 2 x 4

0.4 9 8 −4 2 −6 −4
e = f =1 g = h =
x 2 x x 3 x 5
1.7 1 6 4 −15 50 −35
i = j = -1 k = l =
x 3 x x 22 x 43
10 mC a The solution to the equation 82 - x = 44 is:
A x = 126 B x = -126 C x = 122 D x = -38 E x = 38
b What is the solution to the equation 5x - 12 = -62?
A x = -14.8 B x = 14.8 C x = 10 D x = -10 E x = -50
x −1
c What is the solution to the equation = 5.3?
2
A x = 9.6 B x = 10.6 C x = 11.6 D x=2 E x = 12.6
d−4
a 3a + 7 = 4 b 5 - b = -5 c 4c - 4.4 = 44 d =0
67
2f h+2
e 5 - 3e = -10 f =8 g 100 = 6g + 4.2 h = 5.5
3 6
6j −1 12 − k l − 5.2
i 452i - 124 = -98 j =0 k =4 l = 1.5
17 5 3.4
unDerstAnDing
eBook plus
Digital doc 12 Write the following worded statements as a mathematical sentence and then solve for the
SkillSHEET 4.5 unknown.
doc-6154 a Seven is added to the product of x and 3, which gives the result of 4.
2
b Four is divided by x and this result is equivalent to .
3
c Three is subtracted from x and this result is divided by 12 to give 25.
13 Driving lessons are usually quite expensive but a discount of $15 per lesson is given if a
member of the family is a member of the automobile club. If 10 lessons cost $760 (after the
discount), find the cost of each lesson before the discount.
14 Anton lives in Australia and his pen pal, Utan, lives in USA. Anton put a post on his Facebook
page that his home town of Horsham experienced one of the hottest days on record with a
temperature of 46.7 èC. Utan commented on Anton’s status saying that his home town had
experienced a day hotter than that, with the temperature reaching 113 èF. Which hometown
experienced the hotter day?
reAsoning
15 Santo solved the following linear equation 9 = 5 - 4x. His second inverse step was to divide
eBook plus
by 4. Trudy, his mathematics buddy, said that he was incorrect.
a Explain why Trudy thinks Santo’s method is
Digital doc incorrect. refleCtion
WorkSHEET 4.1 How are linear equations
b Using Santo’s second step, add a third step that
doc-6156 defined?
would result in the correct answer of x = -1.
4b solving linear equations

with brackets
■ Equations can be expressed in factorised form (containing brackets).
■ To solve equations containing brackets, either expand the bracket first or divide both sides by
the coefficient of the bracket.
If the coefficient is not a factor of the other side, then a fraction will be created.

WorKeD eXAmple 6

a 7(x - 5) = 28 b 6(x + 3) = 7
thinK Write
a 1 Write the equation. a 7(x - 5) = 28

2 Observe that 7 is a factor of 28, so divide 7( x − 5) 28
=
both sides of the equation by 7. 7 7
3 Add 5 to both sides of the equation to x-5=4

solve for x. x-5+5=4+5
x=9
b 1 Write the equation. b 6(x + 3) = 7
2 Observe that 6 is not a factor of 7, so it 6x + 18 = 7
will be easier to expand the brackets.
(The other method will not give you
an incorrect answer but may make the
calculations more tedious.)
3 Subtract 18 from both sides of the 6x + 18 - 18 = 7 - 18
equation. 6x = -11
6 x −11
4 Divide both sides of the equation by 6 to =
solve for x. 6 6
11 5
x = - 6 (or -1 6)
Note: The equation 7(x - 5) = 28 in part a could also be solved by expanding the brackets; however, it
would take an unnecessary extra step.
remember
If an equation contains brackets, expand the brackets first, unless dividing both sides by
the coefficient in front of the brackets does not create a fraction.
eXerCise
4b solving linear equations with brackets
inDiViDuAl fluenCY
pAthWAYs
eBook plus a 5(x - 2) = 20 b 4(x + 5) = 8
c 6(x + 3) = 18 d 5(x - 41) = 75
Activity 4-B-1
Crossword A e 8(x + 2) = 24 f 3(x + 5) = 15
doc-4012 g 5(x + 4) = 15 h 3(x - 2) = -12
i 7(x - 6) = 0 j -6(x - 2) = 12
k 4(x + 2) = 4.8 l 16(x - 3) = 48

2 We6b Solve each of the following equations.

inDiViDuAl
pAthWAYs a 6(b - 1) = 1 b 2(m - 3) = 3
c 2(a + 5) = 7 d 3(m + 2) = 2
eBook plus
e 5(p - 2) = -7 f 6(m - 4) = -8
Activity 4-B-2 g -10(a + 1) = 5 h -12(p - 2) = 6
Crossword B i -9(a - 3) = -3 j -2(m + 3) = -1
doc-4013 k 3(2a + 1) = 2 l 4(3m + 2) = 5
Activity 4-B-3
Crossword C 3 Solve each of the following equations.
doc-4014 a 9(x - 7) = 82 b 2(x + 5) = 14
c 7(a - 1) = 28 d 4(b - 6) = 4
e 3(y - 7) = 0 f -3(x + 1) = 7
eBook plus g -6(m + 1) = -30 h -4(y + 2) = -12
i -3(a - 6) = 3 j -2(p + 9) = -14
Digital doc
SkillSHEET 4.4 k 3(2m - 7) = -3 l 2(4p + 5) = 18
doc-6153
4 Solve the following linear equations. Round the answers correct to 3 decimal places where
appropriate.
a 2(y + 4) = -7 b 0.3(y + 8) = 1
c 4(y + 19) = -29 d 7(y - 5) = 25
eBook plus
e 6(y + 3.4) = 3 f 7(y - 2) = 8.7
g 1.5(y + 3) = 10 h 2.4(y - 2) = 1.8
Digital doc i 1.7(y + 2.2) = 7.1 j -7(y + 2) = 0
History of Maths:
k -6(y + 5) = -11 l -5(y - 2.3) = 1.6
Grace Murray
Hopper 5 mC a The best first step in solving the equation 7(x - 6) = 23 would be to:
doc-6157
A add 6 to both sides
B subtract 7 from both sides
C divide both sides by 23
D expand the brackets
E multiply both sides by 0.7
b The solution to the equation 84(x - 21) = 782 is closest to:
A x = 9.31 B x = 9.56
C x = 30.31 D x = -11.69
E x = 21
unDerstAnDing
6 In 1974 a mother is 6 times as old as her daughter. The mother turned 50 in the year 2000. In
what year was the mother double her daughter’s age?
7 New edging is to be placed around the perimeter of a rectangular children’s playground. The
width of the playground is x m and the length is 7 metres longer than the width.
a Write down an expression that could be used to determine the perimeter of the
playground. Write your answer in factorised form.
b If the minimum amount, in metres, of edging required is 54. Determine the dimensions,
in metres, of the playground.
reAsoning
8 Juanita is solving the following equation: 2(8 - x) = 10.

She performs the following operations to both sides of refleCtion
the equation in order, +8, ó2. Explain why Juanita will
Explain why there are two
not find the correct value of x using her order of inverse possible methods for solving
operations. equations in factorised form.

4C solving linear equations with

eBook plus pronumerals on both sides
Interactivity ■ Equations can be expressed with pronumerals on both sides of the equation.
Solving
equations
■ To solve these types of equations, perform an operation to both sides of the equation so that
int-2764 the pronumeral is removed from one of the sides.
WorKeD eXAmple 7

a 5y = 3y + 3 b 7x + 5 = 2 - 4x
c 3(x + 1) = 14 - 2x d 2(x + 3) = 4(x + 7)
thinK Write
a 1 Write the equation. We want to move y to the a 5y = 3y + 3

left-hand side of the equation.
2 Create a single pronumeral term by subtracting 5y - 3y = 3y + 3 - 3y
3y from both sides of the equation. 2y = 3
3 Divide both sides of the equation by 2 to find 2y 3
=
the value of y. 2 2
3 1
y = (or 1 2 )
2
b 1 Write the equation. We want to move x to the b 7x + 5 = 2 - 4x
left hand side of the equation.
2 Create a single pronumeral term by adding 4x 7x + 5 + 4x = 2 - 4x + 4x
to both sides of the equation. 11x + 5 = 2
3 Subtract 5 from both sides of the equation. 11x + 5 - 5 = 2 - 5
11x = -3
Divide both sides of the equation by 11 to find 11x −3
4 =
the value of x. 11 11
−3
x=
11
c 1 Write the equation. c 3(x + 1) = 14 - 2x
2 Before we can isolate the pronumeral to one 3x + 3 = 14 - 2x
side of the equation, we have to expand the
bracket.
3 We want to move the x to the left hand side 3x + 3 + 2x = 14 - 2x + 2x
of the equation. Create a single pronumeral 5x + 3 = 14
term by adding 2x to both sides of the
equation.
4 Subtract 3 from both sides of the equation. 5x + 3 - 3 = 14 - 3
5x = 11
5 Divide both sides of the equation by 5. 5x = 11
11
x=
5

d 1 Write the equation. d 2(x + 3) = 4(x + 7)

2 Before we can isolate the pronumeral on one 2(x + 3) = 4(x + 7)
side of the equation, we will have to either
(i) expand the brackets first or
(ii) divide both sides of the equation by 2.
Either method is correct, but the latter will give
a more direct answer.
3 Divide both sides of the equation by 2. 2( x + 3) 4( x + 7)
=
2 2
x + 3 = 2(x + 7)
4 Expand the bracket. x + 3 = 2x + 14
5 Isolate x on one side of the equation. For ease x + 3 = 2x + 14
take x from both sides. x + 3 - x = 2x + 14 - x
3 = x + 14
6 Finally subtract 14 from both sides of the 3 - 14 = x + 14 - 14
equation. -11 = x
\ x = -11
remember
If there are pronumerals on both sides of an equation, combine the pronumeral terms into
one by either addition or subtraction.
eXerCise
4C solving linear equations with pronumerals
inDiViDuAl on both sides
pAthWAYs
fluenCY
eBook plus
Activity 4-C-1 a 5y = 3y - 2 b 6y = -y + 7
What is the word? A c 10y = 5y - 15 d 25 + 2y = -3y
doc-4015 e 8y = 7y - 45 f 15y - 8 = -12y
Activity 4-C-2
g 7y = -3y - 20 h 23y = 13y + 200
What is the word? B
doc-4016 i 5y - 3 = 2y j 6 - 2y = -7y
Activity 4-C-3 k 24 - y = 5y l 6y = 5y - 2
What is the word? C 2 mC a To solve the equation 3x + 5 = -4 - 2x, the first step is to:
doc-4017 A add 3x to both sides
B add 5 to both sides
C add 2x to both sides
D subtract 2x from both sides
E subtract 4 from both sides
eBook plus b To solve the equation 6x - 4 = 4x + 5, the first step is to:
Digital doc A subtract 4x from both sides
SkillSHEET 4.7 B add 4x to both sides
doc-6158 C subtract 4 from both sides
D add 5 to both sides
E add 6x to both sides

3 We7b Solve each of the following linear equations.

a 2x + 3 = 8 - 3x b 4x + 11 = 1 - x
c x - 3 = 6 - 2x d 4x - 5 = 2x + 3
e 3x - 2 = 2x + 7 f 7x + 1 = 4x + 10
g 5x + 3 = x - 5 h 6x + 2 = 3x + 14
i 2x - 5 = x - 9 j 10x - 1 = -2x + 5
k 7x + 2 = -5x + 2 l 15x + 3 = 7x - 3
a x - 4 = 3x + 8 b 3x + 12 = 4x + 5
c 2x + 9 = 7x - 1 d -2x + 7 = 4x + 19
e -3x + 2 = -2x - 11 f 11 - 6x = 18 - 5x
g 6 - 9x = 4 + 3x h x - 3 = 18x - 1
i 5x + 13 = 15x + 3
5 mC a The solution to 5x + 2 = 2x + 23 is:
A x=3 B x = -3 C x=5 D x=7 E x = -7
b The solution to 3x - 4 = 11 - 2x is:
A x = 15 B x=7 C x=3 D x=5 E x = 11
eBook plus
6 We7c, d Solve each of the following.
a 5(x - 2) = 2x + 5 b 7(x + 1) = x - 11
Interactivity c 2(x - 8) = 4x d 3(x + 5) = x
Bad egg e 6(x - 3) = 14 - 2x f 9x - 4 = 2(3 - x)
int-0741
g 4(x + 3) = 3(x - 2) h 5(x - 1) = 2(x + 3)
i 8(x - 4) = 5(x - 6) j 3(x + 6) = 4(2 - x)
k 2(x - 12) = 3(x - 8) l 4(x + 11) = 2(x + 7)
unDerstAnDing
7 Aamir’s teacher gave him an algebra problem and told him to solve it. Can you help him?
3x + 7 = x2 + k = 7x + 15
What is the value of k?
8 A classroom contained an equal number of boys and girls. Six girls left to play hockey, leaving
twice as many boys as girls in the classroom. What was the original number of students present?
reAsoning
9 Express the following information as an equation, then use it to show that n = 29.
n − 36
−98
20n + 50
eBook plus n − 36 n − 36 150 − 31n
refleCtion
Digital doc Draw a diagram that could
WorkSHEET 4.2
represent 2x + 4 = 3x + 1.
doc-6159
4D solving problems with linear

equations
Converting worded sentences to algebraic equations
■ As previously stated, algebra is a form of mathematical language.
■ Translations are required to write statements or words in algebraic form.
■ Looking for keywords such as ‘less than’, ‘larger than’, ‘dividing’ enable translations to be
made.

WorKeD eXAmple 8
Write linear equations for each of the following statements, using x to represent the unknown.
(Do not attempt to solve the equations.)
a When 6 is subtracted from a certain number, the result is 15.
b Three more than seven times a certain number is zero.
c When dividing a certain number by 2, the answer is 4 more than that certain number.
thinK Write
a 1 Let x be the certain number. Break up the sentence a

into parts which indicate the kind of arithmetic or
algebra required.
‘When 6 is subtracted from’: - 6
‘A certain number’: x
The result is 15: = 15.
2 Form the algebraic equation from the individual x - 6 = 15
parts. Note the change in order of the parts.
b 1 Let x be the certain number. Break up the sentence b
into parts that indicate the kind of arithmetic or
algebra required.
‘Three more than’: + 3 ‘Seven times a certain
number’: 7x
Is zero: = 0.
2 Form the algebraic equation from the individual 7x + 3 = 0
parts.
c 1 Let x be the certain number. Break up the sentence into c
parts that indicate the kind of arithmetic or algebra
required.
x
‘When dividing a certain number by 2’:
2
‘The answer is’: =
‘4 more than that certain number’: x + 4.
x
2 Form the algebraic equation from the individual parts. =x+4
2
■ The ability to solve linear

equations is important in
the real-world.
Many different
occupations require
the skill of solving
linear equations,
such as economics,
engineering and computer
programming.
■ Converting worded
problems into algebraic
form requires looking for
keywords in the statement
of the problem.

WorKeD eXAmple 9
If 3 is added to a certain number and the result is multiplied by 12, the answer is 108. Determine the
original number.
thinK Write
1 Define a pronumeral representing the certain Let x = a certain number.

number.
2 Follow the instructions, to build up the equation. 12(x + 3) = 108
‘3 is added to a number’: x + 3.
‘The result is multiplied by 12’: 12(x + 3).
The answer is 108: 12(x + 3) = 108.
3 Solve the equation. Since 12 is a factor of 108, divide 12( x + 3) 108
=
both sides by 12 first. (Then you can omit the brackets.) 12 12
x+3=9
4 Subtract 3 from both sides. x+3-3=9-3
x=6
5 Give a worded answer. The original number was 6.
WorKeD eXAmple 10
Taxi charges are $3.60 plus $1.38 per kilometre for any trip in Melbourne. If Elena’s taxi fare was
$38.10, how far did she travel?

thinK Write
1 The question being asked is how far Elena Let x = distance travelled.
travelled.
Let the pronumeral stand for the distance
travelled.
2 If it costs $1.38 to travel 1 kilometre, write the Distance-based cost = $1.38 ì x
distance-based cost; that is, the cost to travel x = $1.38x
kilometres.
3 Write the constant charge; that is, the cost for Constant charge = $3.60
booking and getting into the taxi, for 0 km
travelled.
4 Write the total cost by adding together the Total cost = $3.60 + $1.38x
constant charge and the distance-based cost.
5 Write the total cost of Elena’s trip, as given in the Total cost = $38.10
question.
6 Form an equation by equating the two 3.60 + 1.38x = 38.10
expressions for the total cost of the trip. (Omit
the dollar signs.)
7 Solve the equation: first subtract 3.60 from 3.60 + 1.38x - 3.60 = 38.10 - 3.60
both sides. 1.38x = 34.50
8 Divide both sides of the equation by 1.38 to 34.50
x=
find the value of x. 1.338
= 25
9 State the solution in words. Elena’s journey was 25 kilometres.
WorKeD eXAmple 11
The SIVA car rental company charges $50 per day plus $1.20 per kilometre for a car rental.
The HURTS company charges $40 per day plus $1.35 per kilometre.
Nathan wishes to rent a car for 3 days.
How far can he travel so that the cost from either company is the same?

thinK Write
1 We need to find the cost of renting a car from Let x = distance travelled in km.
each company. This cost is dependent on
the distance travelled. Define a pronumeral
representing the distance travelled.
2 Write an equation for the total cost of renting Total cost = flat fee ì 3 + cost per km ì x
the car.
3 Write the amount of the flat fee and cost per SIVA: flat fee = $50; cost per km = $1.20
km charged by SIVA.
4 Determine the total cost of renting from SIVA. Total cost = 50 ì 3 + 1.20 ì x
= 150 + 1.2x
5 Write the amount of the flat fee and the cost HURTS: flat fee = $40; cost per km = $1.35
per km charged by HURTS.
6 Determine the total cost of renting from Total cost = 40 ì 3 + 1.35 ì x
HURTS. = 120 + 1.35x
7 Equate the two equations. Total cost (SIVA) = Total cost (HURTS)
150 + 1.2x = 120 + 1.35x
8 Subtract 1.2x from both sides of the equation. 150 + 1.2x - 1.2x = 120 + 1.35x - 1.2x
150 = 120 + 0.15x
9 Subtract 120 from both sides of the equation. 150 - 120 = 120 + 0.15x - 120
30 = 0.15x
30 0.115 x
10 Divide both sides of the equation by 0.15. =
0.115 0.115
200 = x
11 Give a worded answer to the question. If Nathan travels 200 km over 3 days the cost will
be the same.
remember
How to solve worded problems.

1. Identify the unknown quantity and use a pronumeral to represent it.
2. Search for keywords that indicate the steps needed for the solution.
3. Create a linear equation from the information provided in the question.
4. Solve the equation.
5. Interpret the result and write the worded answer.
eXerCise
4D solving problems with linear equations
fluenCY
1 We8 Write linear equations for each of the following statements, using x to represent the
unknown. (Do not attempt to solve the equations.)
a When 3 is added to a certain number, the answer is 5.
b Subtracting 9 from a certain number gives a result of 7.

c Seven times a certain number is 24. eBook plus

inDiViDuAl
pAthWAYs d A certain number divided by 5 gives a result of 11.
e Dividing a certain number by 2 equals -9. Digital doc
eBook plus SkillSHEET 4.5
f Three subtracted from five times a certain number gives a doc-6154
Activity 4-D-1 result of -7.
Linear equations and g When a certain number is subtracted from 14 and this result is then
problem solving multiplied by 2, the result is -3.
doc-4018
h When 5 is added to three times a certain number, the answer is 8.
Activity 4-D-2
Use of linear
i When 12 is subtracted from two times a certain number, the result
equations in worded is 15.
problems j The sum of 3 times a certain number and 4 is divided by 2, which gives a result of 5.
doc-4019
2 mC Which equation matches the following statement?
Activity 4-D-3
Applying linear a A certain number, when divided by 2, gives a result of -12.
equations to real-life −12
problems
A x= B 2x = -12
2
doc-4020
x x
C = -12 D = -2
2 12
2
E = -12
x
b Dividing 7 times a certain number by -4 equals 9.

x − 4x
A =9 B =9
−4 7
7+ x 7x
C =9 D =9
−4 −4
−4
E =9
7x
c Subtracting twice a certain number from 8 gives 12.

A 2x - 8 = 12 B 8 - 2x = 12
C 2 - 8x = 12 D 8 - (x + 2) = 12
E 12 = 8x - 2
d When 15 is added to a quarter of a number, the answer is 10.
x
A 15 + 4x = 10 B 10 = + 15
4
x + 15 4
C = 10 D 15 + = 10
4 x
15
E 10 = +x
4
unDerstAnDing
3 We9 When a certain number is added to 3 and the result is multiplied by 4, the answer is the
same as when the same number is added to 4 and the result is multiplied by 3. Find the number.
4 One half my age is 10 years more than one-third my age. How old am I?
5 We10 The Green Cab taxi company charges $3.25 plus $0.72 per kilometre. Michael has $12
to spend on the taxi fare.
a How far can he go in the taxi?
b If he lives 13 km away, will he make it home in the taxi? If not, how far will he have to
walk?

number AND algebra • Linear and non-linear relationships
6 The cost of running a small aeroplane between Geelong and Hamilton is $4000 per round trip.
The plane holds 24 passengers. If the return fare is $180, how many passengers are required so
that the company does not lose money?
7 A maker of an orange-juice drink can purchase her raw materials from two sources. The first
source provides liquid with 6% orange juice, while the second source provides liquid with
3% orange juice. She wishes to make 1 litre of drink with 5% orange juice. Let x equal
amount of liquid purchased from the first source.
a Write an expression for the amount of orange juice from the first supplier, given that x is
the amount of liquid.
b Write an expression for the amount of liquid from the second supplier, given that x is the
amount of liquid used from the first supplier.
c Write an expression for the amount of orange juice from the second supplier.
d Write an equation for the total amount of orange juice in the mixture of the 2 supplies,
given that 1 litre of drink is mixed to contain 5% orange juice.
e How much of the first supplier’s liquid should she use?
8 The cost of producing computer CD-ROMs is quoted as $1200 plus $0.95 per disk. If Maya’s
recording studio has a budget of $2100, how many CDs can she get made?
Chapter 4 Linear equations 121

9 WE 11 Joseph wishes to have some flyers delivered for his grocery business. Post Quick
quotes a price of $200 plus 50 cents per flyer, while Fast Box quotes $100 plus 80 cents
per flyer.
a If Joseph needs to order 1000 flyers, which distributor would be the cheapest to use?
b For what number of fliers will the cost be the same for either distributor?
10 Rachel, a bushwalker, goes on a 4-day journey. She travels a certain distance on the first day,
half that distance on the second day, a third that distance on the third day and a fourth of that
distance on the fourth day. If the total journey is 50 km, how far did she walk on the first day?
Reasoning
11 Svetlana, another bushwalker goes on a 5-day journey, using the same pattern as Rachel in the
previous question (a certain amount, then half that amount, then one third, one fourth and one
123
fifth). If her journey is also 50 km, show that she travelled 21137 km on the first day.
12 Nile.com, the internet bookstore, advertises its shipping cost to Australia as a flat rate of
$20 for up to 10 books; Sheds & Meager, a competing bookstore, offers a rate of $12 plus
$1.60 per book. For how many books (6, 7, 8, 9 or 10) is Nile.com’s cost a better deal?
13 A new internet bookstore, Mississippi.com, is starting up. It offers the following shipping
costs: a flat rate of $10 plus $1.50 for each book over 3 books plus an additional $1 for each
book over 6 books delivered.
a Write an expression for the shipping cost of x books, if x > 6.
b Show that this expression can be simplified to
2.5x - 0.5.
reflection
c Compare the cost of Mississippi.com for 10
books with Nile.com’s flat rate of $20. Why is it important to define the
d Compare the cost of Mississippi.com with pronumeral used in forming a
linear equation to solve a problem?
Sheds & Meager (from question 12) and find
the break-even point.
4E Rearranging formulas
■■ Formulas are written in terms of two or more pronumerals.
■■ One pronumeral is usually written on one side of the equal sign.
■■ When rearranging formulas, use the same methods as for solving linear equations (use inverse
operations in reverse order).
■■ The difference between rearranging formulas and solving linear equations is that rearranging
formulas does not require a value for the pronumeral(s) to be found.
■■ The pronumeral required on the left hand side of the formula is known as the subject of the
formula.

solving for another pronumeral

■ Consider Ohm’s Law, V = IR, where I is the current, R is the resistance and V is the
voltage.
In this form, the voltage, V, can be found if the current, I and the resistance, R are given.
If the resistance, R, is required and the voltage, V and current I are given then the formula
needs to be rearranged.
In this case, dividing both sides by I yields the formula
V IR
=
I I
Which when simplified, gives
V
=R
I
V
or R=
I
■ In summary, use the same technique as for linear equations to obtain the desired pronumeral
(the subject) by itself by performing additions, subtractions, multiplications and divisions.
WorKeD eXAmple 12
Rearrange each formula to make x the subject.

a y = kx + m b 6(y + 1) = 7(x - 2)
thinK Write
a 1 Write the equation. a y = kx + m

2 Attempt to get x by itself. First subtract m y - m = kx + m - m
from both sides of the equation. y - m = kx
y − m kx
3 Divide both sides of the equation by k. =
k k
y−m
=x
k
y−m
4 Rewrite the equation so that x is on the x=
left-hand side. k

b 1 Write the equation. b 6(y + 1) = 7(x - 2)

2 Expand the brackets first. 6y + 6 = 7x - 14
3 Attempt to get x by itself. First add 14 to 6y + 6 + 14 = 7x - 14 + 14
both sides of the equation. 6y + 20 = 7x
6 y + 220 = 7 x
4 Divide both sides of the equation by 7.
7 7
6 y + 220
=x
7
6 y + 220
5 Rewrite the equation so that x is on the x=
left-hand side. 7
WorKeD eXAmple 13
For each of the following make the variable shown in brackets the subject of the formula.
v− u
a g = 6d - 3 (d ) b a= (v)
t
thinK Write
a 1 Write the equation. a g = 6d - 3

2 Attempt to make d the subject. First add g + 3 = 6d - 3 + 3
3 to both sides of the equation. g + 3 = 6d
g + 3 6d
3 Divide both sides of the equation by 6. =
6 6
g+3
=d
6
g+3
4 Rewrite the equation so that d is on the d=
left-hand side. 6
v−u
b 1 Write the equation. b a=
t
2 v−u
Attempt to make v the subject. First at = ìt
multiply both sides of the equation by t. t
at = v - u
3 Add u to both sides of the equation. at + u = v - u + u
at + u = v
4 Rewrite the equation so that v is on the v = at + u
left-hand side.
remember
1. Rearranging a formula may be required when there is more than one pronumeral in the
equation.
2. The pronumeral that is required to be left by itself on the left-hand side of the equal
sign is called the subject.
3. To rearrange the formula so that the required pronumeral is the subject, use the same
techniques as for linear equations, treating the other pronumerals as numbers.

eXerCise
4e rearranging formulas
inDiViDuAl fluenCY
pAthWAYs
1 We12 Rearrange each formula to make x the subject.
eBook plus a y = ax b y = ax + b
Activity 4-E-1 c y = 2ax - b d y + 4 = 2x - 3
Rearranging e 6(y + 2) = 5(4 - x) f x(y - 2) = 1
formulas
doc-4021 g x(y - 2) = y + 1 h 5x - 4y = 1
Activity 4-E-2 i 6(x + 2) = 5(x - y) j 7(x - a) = 6x + 5a
Writing formulas in k 5(a - 2x) = 9(x + 1) l 8(9x - 2) + 3 = 7(2a -3x)
different forms
doc-4022 2 We13 For each of the following, make the variable shown in brackets the subject of the
Activity 4-E-3 formula.
Using formulas in
a g = 4P - 3 (P) b f=
9c (c)
practical situations
doc-4023 5
9c
c f= + 32 (c) d V = IR (I)
eBook plus
5
e v = u + at (t) f d = b2 - 4ac (c)
Digital doc y−k y−a
SkillSHEET 4.6
g m= (y) h m= (y)
h x−b
doc-6155
y−a y−a
i m= (a) j m= (x)
x−b x−b
2π
k C= (r) l f = ax + by (x)
r
eBook plus
1 GM
GMm
m s = ut + 2 at2 (a) n F= (G)
eLesson r2
Formulas in
the real world
unDerstAnDing
eles-0113
3 The cost to rent a car is given by the formula C = 50d + 0.2k, where d = the number of days
rented and k = the number of km driven. Lin has $300 to spend on car rental for her 4-day
holiday. How far can she travel on this holiday?

4 A cyclist pumps up a bike tyre that has a slow leak. The volume of air (in cm3) after t minutes
is given by the formula:
V = 24 000 - 300t
a What is the volume of air in the tyre when it is first filled?
b Write an equation and solve it to work out how long it takes the tyre to go completely flat.
REASONING
5 The total surface area of a cylinder is given by the formula T = 2pr2 + 2prh, where r = radius
and h = height. A car manufacturer wants the engine’s cylinders to have a radius of 4 cm and a
total surface area of 400 cm2. Show that the height of the cylinder is approximately 11.92 cm,
correct to 2 decimal places. (Hint: Express h in terms of T and r.)
reflection
How does rearranging
formulas differ to solving linear
equations?

summary
Solving linear equations
■ A linear equation in terms of one variable, x, is an algebraic equation in which the pronumeral
must not have any index or power other than 1. (Remember x1 = x.)
■ To solve an equation means to find the value of the pronumeral that, when substituted, will
make an equation a true statement.
■ If you perform the same arithmetic operation on both sides of an equation, the equation
remains valid.
■ To find the solution to the equation, perform identical arithmetic operations to both sides of
the equation until the pronumeral is left by itself.
■ The solution can be verified by substituting it into the original equation and checking whether
it makes a true statement.
■ The inverse operations, which will allow us to obtain the pronumeral on its own, must be
performed in the reverse order.
■ A CAS calculator can be used to solve linear equations.
Solving linear equations with brackets

If an equation contains brackets, expand the brackets first, unless dividing both sides by the
coefficient in front of the brackets does not create a fraction.
Solving linear equations with pronumerals on both sides

If there are pronumerals on both sides of an equation, combine the pronumeral terms into one by
either addition or subtraction.
Solving problems with linear equations

How to solve worded problems.
■ Identify the unknown quantity and use a pronumeral to represent it.
■ Search for keywords that indicate the steps needed for the solution.
■ Create a linear equation from the information provided in the question.
■ Solve the equation.
■ Interpret the result and write the worded answer.
Rearranging formulas
■ Rearranging a formula may be required when there is more than one pronumeral in the
equation.
■ The pronumeral that is required to be left by itself on the left-hand side of the equal sign is
called the subject.
■ To rearrange the formula so that the required pronumeral is the subject, use the same
techniques as for linear equations, treating the other pronumerals as numbers.

Use the summary above to construct a concept map that illustrates your understanding of
the key concepts covered in this chapter. Compare this concept map with the one that you
created in What do you know? on page 101.
Have you completed the two Homework sheets, the Rich task and two Code puzzles in
Homework
Book your Maths Quest 9 Homework Book?

Chapter review
fluenCY 11 Solve each of the following linear equations.
1 The linear equation represented by the sentence 2x − 3 5− x
a =5 b = -4
‘When a certain number is multiplied by 3, the 7 2
result is 5 times the certain number plus 7’ is: −3 x − 4 6
A 3x + 7 = 5x B 5(x + 7) = 3x C 5x + 7 = 3x c =3 d =5
5 x
D 5x = 3x + 7 E 3x = 35 + x
4 3 x + 1.7
x e = f = -4.1
2 The solution to the equation = 5 is: x 5 2.3
3
2 12 Solve each of the following linear equations.
A x = -15 B x = 15 C x = 13 a 5(x - 2) = 6 b 7(x + 3) = 40
D x=3 E x=5 c 4(5 - x) = 15 d 6(2x + 3) = 1
3 What is the solution to the equation 7 = 21 + x? e 4(x + 5) = 2x - 5 f 3(x - 2) = 7(x + 4)
A x = 28 B x = -28 C x = -14 13 Liz has a packet of 45 Easter eggs. She saves 21 to
D x = 14 E x=7 eat tomorrow but rations the remainder so that she
4 What is the solution to the equation 5x + 3 = 37? can eat 8 eggs each hour.
A x=8 B x = -8 C x = 6.8 a Write a linear equation in terms of the number
D x = 106 E x = -106 of hours, h, to represent this situation.
5 The solution to the equation 8 - 2x = 22 is: b Work out how many hours it will take to eat
A x = 11 B x = 15 C x = -15 today’s share.
D x=7 E x = -7
6 The solution to the equation 4x + 3 = 7x - 33 is:
36
A x = -12 B x = 12 C x=
11
30 −36
D x= E x=
11 11
7 The solution to the equation 7(x - 15) = 28 is:
A x = 11 B x = 19 C x = 20
D x = 6.14 E x = 10
8 When rearranging y = ax + b in terms of x, we
obtain:
y−a y−b b−y
A x= B x= C x=
b a a
y+b
D x= E x = y - ab
a
9 Which of the following are linear equations?
a 5x + y2 = 0 b 2x + 3 = x - 2
x
c =3 d x2 = 1 14 Solve each of the following linear equations.
2
1 a 11x = 15x - 2 b 3x + 4 = 16 - x
e + 1 = 3x f 8 = 5x - 2 c 5x + 2 = 3x + 8 d 8x - 9 = 7x - 4
x
g 5(x + 2) = 0 h x2 + y = -9 e 2x + 5 = 8x - 7 f 3 - 4x = 6 - x
i r = 7 - 5(4 - r) 15 Translate these sentences into algebraic equations.

Use x for the certain number.
a Twice a certain number is equal to 3 minus that
a 3a = 8.4 b a + 2.3 = 1.7
certain number.
b
c = -0.12 d b - 1.45 = 1.65 b When 8 is added to 3 times a certain number,
21 the result is 19.
e b + 3.45 = 0 f 7.53b = 5.64 c Multiplying a certain number by 6 equals 4.

d Dividing 10 by a certain number is one more problem solVing

than dividing that number by 6.
1 John is comparing two car rental companies,
e Multiply a certain number by 2, then add 5.
Golden Ace Rental Company and Silver Diamond
Multiply this result by 7. This expression
Rental Company. Golden Ace Rental Company
equals 0.
charges a flat rate of $38 per day and $0.20 per
f Twice the distance travelled is 100 m more than
kilometre. The Silver Diamond Rental Company
the distance travelled plus 50 metres.
charges a flat rate of $30 per day plus $0.32 per
16 Samuel decides to go on a holiday. He travels a kilometre. John plans to rent a car for three days.
certain distance on the first day, twice that distance a Write an algebraic equation for the cost of
on the second day, three times that distance on the renting a car for three days from the Golden
third day and four times that distance on the fourth Ace Rental Company in terms of the number of
day. If his total journey is 2000 km, how far did he kilometres travelled, k.
travel on the third day? b Write an algebraic equation for the cost of
renting a car for three days from the Silver
Diamond Rental Company in terms of the
number of kilometres travelled, k.
c How many kilometres would John have to
travel so that the cost of hiring from each
company is the same?
2 Frederika has $24 000 saved for a holiday and a
new stereo. Her travel expenses are $5400 and her
daily expenses are $260.
a Write down an equation for the cost of her
holiday if she stays for d days.
17 For each of the following, make the variable shown Upon her return from holidays Frederika wants
in brackets the subject of the formula. to purchase a new stereo system that will cost
a y = 6x - 4 (x) her $2500.
b y = mx + c (x) b How many days can she spend on her holiday
c q = 2(P - 1) + 2r (P) if she wishes to purchase a new stereo upon her
d P = 2l + 2w (w) return?
e v = u + at (a) eBook plus
 u + v Interactivities
f s= t (t)
 2  Test yourself
Chapter 4
g v2 = u2 + 2as (a) int-2685
h 2A = h(a + b) (b) Word search
Chapter 4
int-0686
Crossword
Chapter 4
int-0700

Chapter opener • Activity 4-C-3 (doc-4017): What is the word? C
Digital doc • SkillSHEET 4.7 (doc-6158): Simplifying like
• Hungry brain activity Chapter 4 (doc-6149) terms
(page 101) • WorkSHEET 4.2 (doc-6159): Solving equations with
Are you ready?
Interactivities
Digital docs (page 102) • Solving equations (int-2764) (page 113)
• SkillSHEET 4.1 (doc-6150): Solving one-step • Bad egg (int-0741) (page 115)
equations
• SkillSHEET 4.2 (doc-6151): Checking solutions to 4D Solving problems with linear equations
equations Digital docs(page 120)
• SkillSHEET 4.3 (doc-6152): Solving equations • Activity 4-D-1 (doc-4018): Linear equations and
• SkillSHEET 4.4 (doc-6153): Expanding brackets problem solving
• SkillSHEET 4.5 (doc-6154): Writing equations from • Activity 4-D-2 (doc-4019): Use of linear equations
worded statements in worded problems
• SkillSHEET 4.6 (doc-6155): Transposing and • Activity 4-D-3 (doc-4020): Applying linear
substituting into a formula equations to real-life problems
4A Solving linear equations • SkillSHEET 4.5 (doc-6154): Writing equations from
worded statements
Digital docs (pages 108–110)
• Activity 4-A-1 (doc-4009): Riddle A 4E Rearranging formulas
• Activity 4-A-2 (doc-4010): Riddle B Digital docs (page 125)
• Activity 4-A-3 (doc-4011): Riddle C • Activity 4-E-1 (doc-4021): Rearranging formulas
• SkillSHEET 4.1 (doc-6150): Solving one-step • Activity 4-E-2 (doc-4022): Writing formulas in
equations different forms
• SkillSHEET 4.2 (doc-6151): Checking solutions to • Activity 4-E-3 (doc-4023): Using formulas in
equations practical situations
• SkillSHEET 4.3 (doc-6152): Solving equations • SkillSHEET 4.6 (doc-6155): Transposing and
• SkillSHEET 4.5 (doc-6154): Writing equations from substituting into a formula
worded statements eLesson
• WorkSHEET 4.1 (doc-6156): Solving linear • Formulas in the real world (eles-0113) (page 125)
equations
4B Solving linear equations with brackets Chapter review
Digital docs (pages 111–112) Interactivities (page 129)
• Activity 4-B-1 (doc-4012): Crossword A • Test yourself Chapter 4 (int-2685): Take the end-of-
• Activity 4-B-2 (doc-4013): Crossword B chapter test to test your progress.
• Activity 4-B-3 (doc-4014): Crossword C • Word search Chapter 4 (int-0686)
• SkillSHEET 4.4 (doc-6153): Expanding brackets • Crossword Chapter 4 (int-0700)
• History of Maths (doc-6157): Grace Murray Hopper
To access eBookPLUS activities, log on to
4C Solving linear equations with
pronumerals on both sides www.jacplus.com.au

• Activity 4-C-1 (doc-4015): What is the word? A
• Activity 4-C-2 (doc-4016): What is the word? B

measurement anD geometry • geometriC reasoning
5
5A Ratio and scale
5B Congruent figures
5c Similar figures
5d Area and volume of similar figures
WHat Do you KnoW ?

1 List what you know about congruent and
similar figures. Create a concept map to
show your list.
Congruence 2 Share what you know with a partner and

and similarity that shows your class’s knowledge of

congruent and similar figures.
eBook plus
Digital doc
Chapter 5
doc -6189
opening Question
Why are these Russian Matryoshka dolls

able to fit neatly inside each other?
are you ready?

eBook plus
Digital doc Simplifying fractions

SkillSHEET 5.1 1 Write■each■of■the■following■fractions■in■simplest■form.
doc-6190 39 18 27 12
a b c d
52 72 36 10
eBook plus
Digital doc Simplifying ratios

SkillSHEET 5.2 2 Simplify■each■of■the■following■ratios.
doc-6191
a 12■:■18 b 1.5■:■0.5 c 4.5■:■2.7
eBook plus
Digital doc
Finding and converting to the lowest common denominator
SkillSHEET 5.3 3 Find■the■lowest■common■denominator■of■each■of■the■following■pairs■of■fractions.
doc-6192 5 1 3 5 7 4 1 3
a
6
■and■ 3 b
8
■and■12 c
18
■and■ 27 d
15
■and■ 20
eBook plus x
Solving equations of the type a = to find x
b
Digital doc
SkillSHEET 5.4
4 Solve■each■of■the■following■equations.
x x x
doc-6193 a 0.6■=■ b 1.45■=■ c 0.7328■=■
20 9 4.7
b
eBook plus Solving equations of the type a = to find x
x
Digital doc 5 Solve■each■of■the■following■equations.
SkillSHEET 5.5 6 2.7 76.95
doc-6194 a 0.25■=■ b 7.5■=■ c 0.1425■=■
x x x
eBook plus
Digital doc Naming angles

SkillSHEET 5.6 6 Name■the■angle■at■right. G
doc-6195
P
K
eBook plus
Digital doc Complementary and supplementary angles

SkillSHEET 5.7
7 a■ Find■the■complement■of■35è.■ b■ Find■the■supplement■of■35è.
doc-6196
eBook plus
Angles in a triangle
8 Find■the■value■of■the■pronumeral■in■each■of■the■following■triangles.■
Digital doc a b c
a
SkillSHEET 5.8 b 55è
doc-6197
43è 53è
c 130è
46è
132 maths Quest 9 for the australian Curriculum

measurement AND geometry • Geometric reasoning
5a Ratio and scale

Ratio
■■ Ratios are used to compare quantities of the same kind.
■■ Ratios therefore do not have a name or unit of measurement. The units of the quantities must
be the same, so they cancel each other out.
■■ They can be written with a colon between, or in fraction form. For example, 1 : 4 is the same
1
as 4 .
■■ The order of the numbers in a ratio is important. The first number in the colon relationship, or
the number in the numerator of the fraction, refers to the first quantity; the second number in
the colon relationship, or the number in the denominator of the fraction, refers to the second
quantity.
Worked Example 1
A lighthouse is positioned on an 1800-m high cliff. A ship at sea is 3700 m from the base of the cliff.
a Write the following ratios in simplest form.
i Height of a cliff to the distance of a ship from shore Lighthouse
ii Distance of a ship from shore to the height of a cliff
b Compare the distance of the ship from shore with the height
of the cliff. 1800 m
3700 m
THINK WRITE
a i 1 Make sure the height and distance are in a Height of the cliff : distance of ship from
the same units, then form the ratio height shore
to distance, writing the height first. = 1800 m : 3700 m
2 Simplify the ratio by cancelling and 1800 m 18
=
writing in simplest form. Note that 3700 m 37
the units cancel out.
3 Write the answer. Height of the cliff : distance of the ship
from shore
= 18 : 37
ii 1 Repeat a i parts 1 and 2, making sure Distance of ship from shore : height of cliff
the distance from the ship to the shore 3700 m 37
= =
is written first. 1800 m 18
2 Write the answer. Distance of the ship from shore : height of
the cliff
= 37 : 18
b 1 The distance from the ship to the b 3700 m ó 1800 m = 2.1
shore is greater than the height of the
cliff. Compare these two lengths to
determine how many times as great.
2 Write the answer. The distance of the ship from shore is
approximately 2.1 times the height of the cliff.
Chapter 5 Congruence and similarity 133

■■ If■the■ratio■of■two■quantities■is■not■a■simple■fraction,■it■is■necessary■to■apply■some■
simplifi■cation■techniques.
WorKeD example 2
Express each of the following ratios in simplest form.

4 2
a ■ 24 : 8■ b ■ 3.6 : 8.4■ c ■ 19 : 13
tHinK Write
a 1
Write■the■question. a ■ 24■■:■■8
2
ó8■ ó8
Divide■both■terms■by■the■highest■common■
■ 3■■:■■1
factor■of■8.
b 1 Write■the■question. b ■ 3.6■■:■■8.4
2 Multiply■both■terms■by■10■to■obtain■whole■ ì10■ ■ì10
numbers. ■ 36■■:■■84
3 ó12■ ■ó12
Divide■both■terms■by■the■highest■common■
■ 3■■:■■7
factor■of■12.
c 1 c 4 2
Write■the■question. 1 9 ■■:■■1 3
2 Change■both■terms■into■improper■fractions. 13 5
■ ■■:■■
9 3
3 Multiply■both■terms■by■the■lowest■common■
ì9■ ■ì9
denominator■of■9■to■obtain■whole■numbers.
■ 13■■:■■15
■■ Proportion■can■be■used■to■simplify■ratio■problems.■This■technique■is■useful■when■two■ratios■
are■equal,■but■one■is■not■a■simple■multiple■of■the■other.
WorKeD example 3
Find the value of x in the ratio 4 : 9 = 7 : x.

tHinK Write
1 Write■the■ratios■as■equal■fractions. 4 7
■=■
9 x
2 Cross-multiply■to■form■an■equation. Cross-multiplying,
4■ì■x■=■9■ì■7
9 × 7 63 3
3 Solve■the■equation. x■= 4
= 4
=■15 4
4 Write■the■answer. 3
The■value■of■x■is■15 4 ■or■15.75.
scale
■■ Scale drawing■is■an■example■of■ratio.■An■enlarged■or■a■dilated■fi■gure■is■produced.
■■ Consider■a■situation■where■DABC■is■to■be■enlarged■to■twice■its■size.
•■ One■method■is■to■take■a■point■external■to■the■triangle,■say■Q.
•■ From■here,■draw■lines■to■each■of■the■vertices■A,■B■and■C.
•■ Measure■the■lengths■of■QA, QB■and■QC.
•■ Extend■these■lines■to■QAÅ, QBÅ■and■QCÅ,■making■them■each■twice■the■original■length■of■the■
lines■to■the■vertices.

•• This produces DAÅBÅCÅ with side lengths twice B'

those of DABC. cm
2.9
•• The ratio of side lengths DAÅBÅCÅ : DABC = 2 : 1. B
cm
•• The scale factor is 2. 2.9
1.5 cm A 1.5 cm
Q A'
■■ By definition: 2.6
cm
image length C
Scale factor = 2.6
object length cm
C'
Worked Example 4
Enlarge triangle ABC by a scale factor of 3, with the centre of enlargement B

at point O.
A C
THINK draw
O
1 Join each vertex of the triangle to the centre of B'
enlargement O with straight lines and extend them.
2 Locate points AÅ, BÅ and CÅ along the lines, three
times as far from O as their corresponding points A,
B and C. A' C'
That is, OAÅ = 3OA, OBÅ = 3OB and OCÅ = 3OC. B
3 Join points AÅ, BÅ and CÅ to complete the image. A C
■■ Enlargements have the following properties.

•• While the side lengths of the enlarged figure are different from those of the original figure,
the corresponding angle size does not change.
•• A scale factor greater than 1 produces an enlarged figure.
•• If the scale factor is a positive number less than 1, the image is smaller than the object
(dilation has taken place).
•• The scale factor allows image sizes to be calculated.
Worked Example 5
A triangle PQR has been enlarged to triangle PÅQÅRÅ. PQ = 4 cm, PR = 6 cm, PÅQÅ = 10 cm and
QÅRÅ = 20 cm. Calculate:
a the scale factor for the enlargement
b the length of PÅRÅ
c the length of QR.
THINK WRITE
image length
a Scale factor is the ratio of the image length to a Scale factor =
the object length. object length
PÅQÅ
=
PQ
10 cm
=
4 cm
= 2.5

b Use■the■scale■factor■to■form■a■ratio.■Solve■the■ b PÅRÅ x cm
equation■to■calculate■the■length■of■PÅRÅ. ■=■ ■=■2.5
PR 6 cm
x■=■2.5■ì■6
=■15
PÅRÅ■is■15■■cm■long.
QÅRÅ 20 cm
c Use■the■scale■factor■to■form■a■ratio.■Solve■the■ c ■=■ ■= 2.5
equation■to■calculate■the■length■of■QR. QR x cm
Cross-multiplying,
x■ì■2.5■=■20
20
■ x■=■ 2.5
■ x■=■8
QR■is■8■■cm■long.
rememBer
1.■ Ratios■are■used■to■compare■quantities■of■the■same■kind.
2.■ They■do■not■have■a■name■or■unit■of■measurement.■The■units■of■the■quantities■must■be■
the■same,■so■they■cancel■each■other■out.
3.■ Ratios■can■be■written■with■a■colon■between■the■numbers,■or■in■fraction■form.
4.■ The■order■of■the■numbers■in■a■ratio■is■important.
5.■ If■the■ratio■of■two■quantities■is■not■a■simple■fraction,■it■is■necessary■to■apply■some■
6.■ Proportion■can■be■used■to■simplify■ratio■problems.■This■technique■is■handy■when■one■
ratio■is■not■a■simple■multiple■of■the■other.
7.■ Scale■drawing■is■an■example■of■ratio.■An■enlarged■or■a■dilated■fi■gure■is■produced.
image■length
8.■ Scale■factor■is■defi■ned■as■ .
object■length
9.■ The■scale■factor■allows■image■sizes■to■be■calculated.
exerCise
5a ratio and scale
inDiViDual fluenCy
patHWays
1 We1 ■This■horse■track■is■1200■m■long■and■35■m■wide.
eBook plus
Finishing
Starting gate post
Activity 5-A-1
Introducing the
Golden Rectangle 1200 m
and the Golden Ratio 35 m
doc-4066
Activity 5-A-2
The Golden Ratio in
the human body
doc-4067 ■
Activity 5-A-3
a Write■the■following■ratios■in■simplest■form.
The Golden Ratio in
nature. i Track■length■to■track■width
doc-4068 ii Tract■width■to■track■length
b Compare■the■distance■of■the■length■of■the■track■with■the■width■of■the■track.

2 A■dingo■perched■on■top■of■a■cliff■spots■
an■emu■grazing■on■the■ground■below.
a Write■the■following■ratios■in■simplest■form.
i Cliff■height■to■ground■distance■from■
cliff■base■to■emu
ii Ground■distance■from■cliff■base■to■
emu■to■cliff■height
b Compare■the■height■of■the■cliff■with■the■
ground■distance■from■the■base■of■the■ 20 m
cliff■to■the■emu.
8m
3 We2a ■Express■each■of■the■following■ratios■in■the■simplest■form.
a 12■■:■■18 b 8■■:■■56 c 9■■:■■27 d 14■■:■■35
eBook plus
e 88■■:■■66 f 16■■:■■60 g 200■■:■■155 h 144■■:■■44
i 32■■:■■100 j 800■■:■■264
Digital doc
SkillSHEET 5.9 4 We2b ■Express■each■of■the■following■ratios■in■simplest■form.
doc-6199 a 1.2■■:■■0.2 b 3.9■■:■■4.5 c 9.6■■:■■2.4 d 18■■:■■3.6
e 1.8■■:■■3.6 f 4.4■■:■■0.66 g 0.9■■:■■5.4 h 0.35■■:■■0.21
i 6■■:■■1.2 j 12.1■■:■■5.5 k 8.6■■:■■4 l 0.07■■:■■14
5 We2c ■Write■each■of■the■following■ratios■in■the■simplest■form.
1 3 1 2 1
a 1 2 ■■:■■2 b 2■■:■■1 4 c 1 3 ■■:■■2 d 1 5 ■■:■■1 4
2 4 1 3 1
e 3■■:■■3 f 7
■■:■■2 g 5■■:■■1 2 h 2 4 ■■:■■1 3
5 1 3 4
i 3 6 ■■:■■2 2 j 1 5 ■■:■■6 8
6 We3 ■Find■the■value■of■the■pronumeral■in■each■of■the■following■ratios.
a a■:■15■=■3■:■5 b b■:■18■=■4■:■3 c 24■:■c■=■3■:■4 d 21■:■d■=■49■:■4
e e■:■33■=■5■:■44 f 6■:■f■=■5■:■12 g 3■:■4■=■g■:■5 h 9■:■8■=■5■:■h
i 11■:■3■=■i■:■8 j 7■:■20■=■3■:■j k 15■:■13■=■12■:■k l 3■:■4■=■l■:■15
7 We4 ■Enlarge■each■of■the■following■fi■gures■by■the■given■scale■factor■and■the■centre■of■
enlargement■marked■O.■Show■the■image■of■each■fi■gure.■
a O b A B
A B
C O
D C SF = 3
SF = 2
c B d A B
A C
O D C
SF = 1.5 O 1–
SF = 2

8 We5 ■A■quadrilateral■ABCD■maps■to■its■image■ C
AÅBÅCÅDÅ■under■an■enlargement.■AB■=■7■■cm,■
AD■=■4■■cm,■AÅBÅ■=■21■■cm,■BÅCÅ■=■10.5■■cm.■Find:
a the■scale■factor■for■enlargement
b AÅDÅ C'
c BC.
9 DABC■maps■to■DAÅBÅCÅ.■By■measuring■the■
side■lengths,■determine■the■scale■factor.
A B A' B'
unDerstanDing
10 The■estimated■volume■of■the■Earth’s■saltwater■is■about■1■■285■■600■■000■cubic■kilometres.■The■
estimated■volume■of■freshwater■is■about■35■■000■■000■cubic■kilometres.
a What■is■the■ratio■of■freshwater■to■saltwater■(in■simplest■form)?
b Find■the■value■of■x,■to■the■nearest■whole■number,■when■the■ratio■found■in■a■is■expressed■
in■the■form■1■■:■■■x.
11 Super■strength■glue■comes■in■two■tubes■which■contain■Part■A■and■Part■B■pastes.■These■pastes■
have■to■be■mixed■in■the■ratio■1■:■4■for■maximum■strength.■How■many■mL■of■Part■A■would■be■
needed■for■10■mL■of■Part■B?
12 A■recipe■states■that■butter■and■fl■our■must■be■combined■in■the■ratio■2■:■7.■How■many■grams■of■
butter■would■be■necessary■for■3.5■kg■of■fl■our?
13 The■diagram■below■shows■the■ground■plan■of■a■house.■Bedroom■1■is■8■m■ì■4■m.
Toilets
Lounge 1 Kitchen Bedroom 2 Gym

Toilet
and
shower
Linen
cupboard
Spa
Carport Bedroom 1 Family
room Bedroom 3
Ensuite
a Using■the■dimensions■given■for■bedroom■1,■fi■nd■the■scale■factor■when■the■actual■house■
(image)■is■built■from■the■plan■(object).
b Give■an■estimate■of■the■dimensions■of:
i bedroom■3
ii the■kitchen.
reasoning
14 Pure■gold■is■classed■as■24-carat■gold.■This■is■too■soft■to■use■as■jewellery,■so■it■is■combined■with■
eBook plus
other■metals■to■form■an■alloy.■18-carat■gold■contains■gold■and■other■metals■in■the■ratio■18■:■6.■
Digital doc The■composition■of■18-carat■rose■gold■is■75%■gold,■
WorkSHEET 5.1
22.25%■copper■and■2.75%■silver. refleCtion
doc-6198
a What■mass■of■silver■would■be■in■a■2.5-gram■rose■
It is possible to have a negative
gold■bracelet? scale factor. How would you
b Give■the■composition■of■a■rose■gold■bracelet■ interpret it?
which■has■0.5■g■of■copper.

■■ Congruent figures■are■identical■fi■gures;■that■is,■they■have■exactly■the■same■shape■and■size.■
They■can■be■superimposed■exactly■on■top■of■each■other.
■■ Congruent■fi■gures■often■result■from■refl■ections,■rotations■or■translations.
B Mirror line B' A B Q P
E T
D C R S
A C C' A'
■■ The■symbol■for■congruence■is■@.■This■is■read■as■‘is■congruent■to’.
■■ When■writing■congruence■statements,■the■vertices■of■the■fi■gures■are■named■in■corresponding■
order.■These■congruent■fi■gures■would■be■written■as■ABC■@■AÅBÅCÅ■and■ABCDE■@■PQRST.
WorKeD example 6
Select a pair of congruent shapes from the following set.

a■ ■ b■ ■ c■ ■ d■
tHinK Write
Figures■a,■c■and■d■have■the■same■shape■(that■is,■a■ Shape■a■@■Shape■c
pentagon).■Figure■b■is■not■a■pentagon;■and■thus■is■not■
congruent■to■any■other■fi■gures.■Figure■d■is■larger■than■
fi■gures■a■and■c;■and■so■is■not■congruent■to■any■one■of■
them.■Figures■a■and■c■are■identical■in■shape■and■size■
(they■just■have■different■orientation)■and■therefore,■are■
congruent■to■each■other.
eBook plus Congruent triangles

■■ Triangles■may■not■be■congruent■even■if■they■have■equal■corresponding■angles.■For■example,■
Digital doc
Investigation compare■triangles■ABC■and■PQR. P
55è Q
doc-6200 ■The■two■triangles■have■the■same■shape■and■the A 45è
55è 45è B
corresponding■angles■are■equal■in■size.■
■However,■their■corresponding■sides■are■of■different■ 80è 80è
lengths. C R
Hence,■the■triangles■are■not■congruent.
■■ It■is■not■necessary■to■know■that■all■three■sides■and■all■three■angles■of■one■triangle■are■equal■
to■the■corresponding■sides■and■angles■of■another■triangle■to■ensure■that■the■two■triangles■are■
congruent.■There■are■certain■minimum■conditions■that■will■guarantee■that■this■is■so.
side-side-side condition of congruence

■■ Since■these■two■triangles■have■equal■corresponding■sides,■the■angles■
opposite■these■corresponding■sides■will■also■be■equal■in■size.
This■makes■these■two■triangles■congruent.
■■ This■is■the■side-side-side■(SSS)■condition■of■congruence.

Side-angle-side condition of congruence

■■ In drawing these two triangles, if the angles between the two
corresponding sides are equal, this then defines the length of the
third side of the triangle, making the three pairs of corresponding
sides equal.
■■ This is the side-angle-side (SAS) condition of congruence.
Angle-side-angle condition of congruence

■■ Since two pairs of corresponding angles are equal in these
triangles, the third pair of angles will also be equal.
■■ One pair of sides is equal, so this then restricts the lengths of the
other two pairs of sides.
■■ This is the angle-side-angle (ASA) condition of congruence.
Right angle-hypotenuse-side condition of congruence

■■ Using Pythagoras’ theorem, since two pairs of corresponding sides
are equal, the third pair of sides will also be equal.
■■ This is the right angle-hypotenuse-side (RHS) condition of ■
congruence.
Summary of congruence tests

Test Description Abbreviation
All corresponding sides are equal in SSS
length. (side–side–side)
Two corresponding sides are equal in SAS

length and the included angles are equal (side–angle–side)
in size.
Two angles are equal in size and there is ASA

one pair of corresponding sides of equal (angle–side–angle)
length.
In a right-angled triangle the hypotenuse RHS

and one pair of corresponding sides are (right angle–■
equal in length. hypotenuse–side)
Worked Example 7
Which of the following triangles are congruent? Give reasons for your answer.
E
L
B 2 cm
2 cm 40° 60°
5 cm 5 cm M
2 cm 60° 5 cm
D
A C F K

Think Write
In all three triangles two given sides are of equal ABC @ MLK (SAS)
length (2 cm and 5 cm). Triangles ABC and KLM
also have the included angle of equal size (60è).
State your conclusion, remembering to write the
vertices in corresponding order and name the
congruency test being used.
Worked Example 8
Given that ABD @ CBD, find the values of the pronumerals B

in the figure at right.
40° z y
A x D C
3 cm
Think Write
1 In congruent triangles corresponding sides ABD @ CBD

are equal in length. Side AD (marked x) AD = CD, AD = x, CD = 3
corresponds to side CD, so state the value of x. So x = 3 cm.
2 Since triangles are congruent, corresponding ±A = ±C
angles are equal. State the angles ±A = 40è, ±C = y
corresponding to y and z and hence find the So y = 40è.
values of these pronumerals. ±BDA = ±BDC
±BDA = z, ±BDC = 90è
So z = 90è.
Worked Example 9
Prove that PQS is congruent to RQS.

Q
P R
S
Think Write
1 Study the diagram and state which sides, QP = QR (given)

and/or angles are equal. PS = RS (given)
QS is common.
2 Select the appropriate congruency test. (In All corresponding sides are equal.
this case it is SSS, as the triangles have all So PQS @ RQS (SSS).
corresponding sides equal in length.)

rememBer
1.■ Congruent■fi■gures■are■identical■in■all■respects;■that■is,■they■have■the■same■shape■and■the■
same■size.
2.■ Triangles■are■congruent■if■any■one■of■the■following■applies:
(a)■ corresponding■sides■are■the■same■(SSS)
(b)■two■corresponding■sides■and■the■included■angle■are■the■same■(SAS)
(c)■ two■angles■and■a■pair■of■corresponding■sides■are■the■same■(ASA)
(d)■■the■hypotenuse■and■one■pair■of■the■other■corresponding■sides■are■the■same■in■a■
right-angled■triangle■(RHS).
3.■ The■symbol■used■for■congruency■is■@.
exerCise
inDiViDual fluenCy
patHWays
1 We6 ■Select■a■pair■of■congruent■shapes■from■the■fi■gures■in■each■part■of■the■following■question.
eBook plus a i ii iii iv
Activity 5-B-1
Matching congruent
figures
doc-4069
Activity 5-B-2
Side lengths and b i ii iii iv
congruent figures 2 cm 3 cm
2 cm
doc-4070
5 cm
Activity 5-B-3 5 cm 3 cm 6 cm
Properties of
congruent figures
doc-4071
3 cm
c i ii iii iv
unDerstanDing
2 mC ■Which■of■the■following■is■congruent■to■the■triangle
shown■at■right? 3 cm
5 cm
35°
A B
5 cm
35°
3 cm
35°

c d
3 cm 35° 3 cm
5 cm 35°
5 cm
E Both A and D are correct
3 WE7 In each part of the question, which of the triangles are congruent? Give a reason for your
answer.
a A N P
5 cm 2 cm 5 cm
2 cm
5 cm
C 4 cm R 30°
30°
4 cm 30° 4 cm Q
B L
2 cm M
b A 2 L P
B 2 3
N Q
2.5 1 1 2.5 3.5 1
C M R
c A N P
4
20° 5 20°
Q
B 5
4 5
C M
20°
4
R
L
d A L P
35° C 45° 35° R

55° 55° N 55°
B 5 M 5 Q 5
e A L P
5 5
3 3
C M 4 N Q R
B 5
f B E
4 5 4
3 3
A F
C D

4 WE 8 Find the value of the pronumeral in each of the following pairs of congruent triangles.
All side lengths are in centimetres.
a b c
80°
4 3
30°
85°
4 x x y
x
d e
x
40°
y n m z
7 30° y
x
5 Find the length of the side marked with the pronumeral in each of the following congruent
triangles.
a A P b P Q
2 cm x 8 cm x
B 110° 110° Q
5 cm 30° R S
30° 5 cm
C R
c 6 mm d A
7 mm x
8 mm
B D
7 mm
x
C
6 Do congruent figures have the same area? Explain.

reasoning
7 We9 ■For■each■of■the■following,■prove■that:
a A b P c D
B C
B D
Q S
R
C A
ABC■@■ADC PQR■@■PSR DBA■@■DCA.

8 Suggest■why■triangles■with■two■sides■of■equal■length■and■a■non-included■angle■of■equal■size■
may■not■be■congruent.
9 Give■an■example■to■show■that■triangles■with■two■angles■of■equal■size■and■a■pair■of■non-
eBook plus
corresponding■sides■of■equal■length■may■not■be■congruent.
Digital doc
WorkSHEET 5.2
doc-6201 refleCtion
What is the easiest way to
determine if two figures are
congruent?
5C similar figures
■■ Similar figures have■identical■shape■but■different■size.■The■corresponding■angles■in■similar■
fi■gures■are■equal■in■size■and■the■corresponding■sides■are■in■the■same■ratio,■called■a■scale■
factor.
■■ The■sign■used■to■denote■similarity■is■~,■which■is■read■as■‘is■similar■to’.
■■ Similar■fi■gures■can■be■obtained■as■a■result■of■an■enlargement■or■reduction.
■■ If■an■enlargement■(or■a■reduction)■took■place,■the■original■fi■gure■can■be■called■the■object■and■
the■enlarged■(or■reduced)■fi■gure■called■the■image.■
■■ It■can■also■be■said■that■the■object■maps to■the■image.
■■ For■any■two■similar■fi■gures,■the■scale■factor■can■be■obtained■using■the■following■formula:
length■of■the■image
Scale■factor■=■ ■
length■of■the■object
Note:■The■size■of■the■scale■factor■indicates■whether■the■original■object■has■been■enlarged■or■
reduced.■
■■ If■the■scale■factor■is■greater■than■1,■an■enlargement■has■occurred.■
■■ If■it■is■positive■but■less■than■1,■a■reduction■has■occurred.
Consider■the■pair■of■similar■triangles■below.■
U
A
10
5 6
3
B C V 8 W
4
■■ The■following■can■be■said■about■these■triangles.
•■ Triangle■UVW■is■similar■to■triangle■ABC■or,■using■symbols,■UVW■~■ABC.

•■ T
■ he■corresponding■angles■of■the■
two■triangles■are■equal■in■size:
±CAB■=■±WUV,■±ABC■=■±UVW■
and■±ACB■=■±UWV.
•■ T
■ he■corresponding■sides■of■the■two■
triangles■are■in■the■same■ratio.
UV VW UW
■ ■ ■ = = = 2;■that■is,
AB BC AC
•■ ■■UVW■has■each■of■its■sides■twice■
as■long■as■the■corresponding■sides■
in■ABC.
•■ The■scale■factor■is■2.
■ he■original■fi■gure,■ABC,■can■be■
•■ T
called■the■object,■while■UVW,■
obtained■as■the■result■of■enlargement,■
is■the■image.■
•■ ■It■can■be■said■that■ABC■maps to■
UVW.
WorKeD example 10
Enlarge the shape at right by a factor of 2. C

1.8 cm 1.8 cm
B D
2 cm 2 cm
tHinK DraW
A E
1 Select■a■point,■O,■somewhere■inside■the■given■shape■ C 3 cm
and■join■it■with■straight-line■segments■to■each■vertex.■
B D
Extend■the■lines■beyond■the■shape.
Note:■These■fi■gures■are■reduced. O
A E
2 The■scale■factor■is■2,■which■implies■that■each■ C'
distance■is■to■be■doubled.■Measure■the■distances■
from■point■O■to■each■vertex■and■multiply■them■by■2.■ B'
C D'
Measure■and■mark■the■new■distances■along■the■lines.■ B
The■resulting■set■of■points■represents■vertices■of■the■ D
enlarged■shape,■each■of■which■is■twice■as■far■from■
O
the■point,■O,■as■the■corresponding■original■vertices.■
A E
That■is,■OAÅ■=■2OA,■OBÅ■=■2OB■and■so■on.
A' E'
3 Join■new■vertices■with■straight■lines■and■add■ C'
measurements.■Each■measurement■of■the■image■ 3.6 cm 3.6 cm
(new■shape)■is■twice■as■large■as■the■corresponding■ B' C D'
measurement■of■the■original■shape. B D
4 cm O 4 cm
E
A
A' E'
6 cm

Testing triangles for similarity

■■ As with congruent triangles, it is not necessary to know that corresponding sides are in the
same ratio and that corresponding angles are equal to ensure that two triangles are similar.
There are certain minimum conditions which will guarantee that this is so.
Angle-angle-angle condition of similarity

■■ Since similar figures, by definition, have the same shape, it follows that corresponding angles
must be equal.
■■ This is the angle-angle-angle (AAA) condition of similarity.
Side-side-side condition of similarity

■■ These two triangles are similar since the one on the right is an enlargement of the one on
the left.
T
D 2 cm
1 cm
E V 4 cm
2 cm
1.5 cm
F 3 cm
■■ The ratio of their corresponding sides is constant as TV = VW = WT = 2.

DE EF FD
■■ If the corresponding angles are measured, these will be found to be equal.
■■ In similar triangles, corresponding sides are in the same ratio.
This the side-side-side (SSS) condition of similarity.
Side-angle-side condition of similarity

■■ When the angle between two corresponding sides in a triangle is fixed, this fixes the length of
the side opposite this angle (the third side of the triangle).
Q
G
3 cm 6 cm
30è
H J 30è
2 cm R S
4 cm
■■ The ratio of the lengths of the third sides will be the same as that for the other two pairs of
corresponding sides.
■■ It must be noted that this condition only applies when the angle in question is the one
included between the two corresponding sides.
This is the side-angle-side (SAS) condition of similarity.
Right angle-hypotenuse-side condition of similarity

■■ Using Pythagoras’ theorem, the third side of N
these right-angled triangles can be calculated as
4 and 6. K
■■ The ratio of corresponding sides is
7.5 4.5 6 7.5 cm
= = = 1.5, so the triangles are similar
5 3 4 5 cm
(by SSS).
■■ This is the right angle-hypotenuse-side (RHS)
condition of similarity. L M P U
3 cm 4.5 cm

■■ Triangles■can■be■checked■for■similarity■using■one■of■the■tests■described■in■the■table■below.
Test description Abbreviation

All■corresponding■angles■are■equal■in■size AAA
(angle–angle–angle)
All■corresponding■sides■are■in■the■same■ratio SSS
(side–side–side)
Two■pairs■of■corresponding■sides■are■in■the■same■ratio■ SAS
and■the■included■angles■are■equal■in■size (side–angle–side)
Both■are■right-angled■triangles;■the■hypotenuses■and■one■ RHS
other■pair■of■corresponding■sides■are■in■the■same■ratio. (right■angle–hypotenuse–side)
■■ Note: When■using■the■AAA■test,■only■two■corresponding■angles■have■to■be■checked.■Since■
the■sum■of■the■interior■angles■in■any■triangle■is■a■constant■number■(180è),■the■third■pair■of■
corresponding■angles■will■automatically■be■equal,■provided■that■the■fi■rst■two■pairs■match■exactly.
WorKeD example 11
Find a pair of similar triangles among those shown. Give a reason for your answer.
a■ ■ b■ ■ c■
15
30°
10 9 20
30°
6 30°
15
tHinK Write
1 In■each■triangle■we■know■the■size■of■two■sides■and■the■ For■triangles■a■and■b:
included■angle,■so■the■SAS■test■can■be■applied.■Since■all■ 15
■=■ 9 ■=■1.5
10 6
included■angles■are■equal■(30è),■we■need■to■fi■nd■ratios■of■ For■triangles■a■and■c:
corresponding■sides,■taking■two■triangles■at■a■time. 20 15
10
■=■2,■ 6 ■=■2.5
For■triangles■b■and■c:
20
. .
■=■1.3,■15■=■1.6
15 9
2 Only■triangles■a■and■b■have■corresponding■sides■in■the■ Triangle■a■~■triangle■b■(SAS)
same■ratio■(and■included■angle■of■equal■size).■State■your■
conclusion,■specifying■the■similarity■test■that■has■been■used.
WorKeD example 12
Prove that ABC is similar to EDC. A D

C
tHinK Write B
E
1 AB■is■parallel■to■DE.■Transversal■BD■forms■two■alternate■ ±ABC■=■±EDC■
angles:■±ABC■and■±EDC. (alternate■angles)
2 Transversal■AE■forms■two■alternate■angles:■±BAC■and■ ±BAC■=■±DEC■
±DEC. (alternate■angles)

3 While■crossing■each■other,■the■two■transversals■form■ ±BCA■=■±DCE■
vertically■opposite■angles■at■C. (vertically■opposite■angles)
4 Triangles■ABC■and■EDC■have■three■pairs■of■corresponding■ ABC■~■EDC■(AAA)
angles■of■equal■size■and■therefore■are■similar.■State■this■
using■appropriate■mathematical■symbols■and■specify■the■
similarity■test■being■used.
■■ The■ratio■of■the■corresponding■sides■in■similar■fi■gures■(that■is,■the■scale■factor■for■the■length)■
can■be■used■to■calculate■missing■side■lengths■or■angles■in■these■fi■gures.■
■■ It■can■also■be■used■to■solve■practical■problems.
WorKeD example 13
A 1.5 metre pole casts a shadow 3 metres long, as shown. Find the height of a building that casts a
15 metres long shadow at the same time of the day.
1.5 m
3m
15 m
tHinK Write/DraW
1 Represent■the■given■information■on■a■diagram.■ B
Straight■lines■from■the■building■and■from■the■top■of■
the■pole■drawn■to■the■end■of■the■shadows■form■two■ E
h
similar■triangles.
1.5 m
A D 3m C
15 m
2 Triangles■ABC■and■DEC■are■similar.■Find■the■scale■ ABC■~■DEC■(AAA)
factor,■using■two■corresponding■sides,■whose■lengths■ AC
Scale■factor■= ■
are■known.■(These■are■the■sides■that■represent■ DC
shadows.) 15
■=■
3
■=■5
3 To■fi■nd■the■height■of■the■building,■multiply■the■length■ AB■=■Scale■factor■ì■DE
of■the■corresponding■side■(the■height■of■the■pole)■by■ =■5■ì■1.5■
the■scale■factor.■ =■7.5■
4 Write■the■worded■answer,■including■units. The■height■of■the■building■is■7.5■m.

■■ The previous problem was solved using the scale factor. An alternative method could be using
the properties of the constant ratio of similar triangles.
Worked Example 14
A 1.5 metre pole casts a shadow 3 metres long, as shown. Find the height of a building that casts a
15 metres long shadow at the same time of the day.
1.5 m
3m
15 m
Think Write
1 Draw a labelled diagram. B
h E
1.5 m
A D 3m C
15 m
2 Prove the two triangles similar. In DABC and DDEC

Provide a reason for their similarity. ±BAC = ±EDC (right angles) 

±ACB = ±DCE (common angle)  DABC ~ DDEC (AAA)

±ABC = ±DEC (third angle) 
3 Write the scale ratio for the triangles, AB BC CA

= =
using corresponding sides. DE EC CD
h BC 15
= =
1.5 EC 3
4 Use the appropriate ratios to form an h 15
=
equation to calculate the unknown. 1.5 3
Ignore the ratio not required. h = 1.5 ì 15
3
h = 7.5
5 Write the worded answer, including The height of the building is 7.5 m.
units.
Note: The same solution is obtained, by using two slightly different methods.

rememBer
1.■ Similar■fi■gures■have■the■same■shape■but■different■size.■
2.■ Corresponding■angles■of■similar■fi■gures■are■equal■in■size.
3.■ Corresponding■sides■of■similar■fi■gures■are■in■the■same■ratio,■called■the■scale■factor.
4.■ Triangles■can■be■tested■for■similarity■using■the■following■requirements:■
(a)■ corresponding■angles■are■equal■in■size■(AAA)
(b)■corresponding■sides■are■in■the■same■ratio■(SSS)
(c)■ ■two■pairs■of■corresponding■sides■are■in■the■same■ratio,■and■angles■included■between■
those■sides■are■equal■in■size■(SAS)
(d)■■one■angle■in■each■triangle■is■right■(90è);■the■hypotenuses■and■one■pair■of■
corresponding■sides■are■in■the■same■ratio■(RHS).
exerCise
5C similar figures
inDiViDual fluenCy
patHWays 1 We10 ■Enlarge■(or■reduce)■the■following■shapes■by■the■scale■factor■given.■
eBook plus
a 8 cm Scale■factor■=■3
Activity 5-C-1
Matching similar 2 cm
figures
doc-4072
Activity 5-C-2
Side lengths and b c
■Scale■factor■=■2 ■Scale■factor■=■0.5
similar figures
2.5 m
doc-4073
5 cm
Activity 5-C-3
Properties of similar
figures 4m
doc-4074
2 We11 ■Find■a■pair■of■similar■triangles■among■those■shown■in■each■part.■Give■a■reason■for■your■
answer.
a i ii iii
40° 60° 50° 60° 40° 60°
b i ii iii
4 8 7
3 6 5
2 4 4
c i ii iii
4 2 8
20° 5 20° 2.5 20° 12

d i ii iii
5 5 10
3 4 6
e i 2 ii 2 iii
4 5 6
3 4 4.5
understanding
3 Name two similar triangles in each of the following figures.

a A B b Q c P Q
D E
R
A C
P R
C
S T
d B e A
D
A C E B D C
4 Study the diagram at right and complete this statement:

A D
ABC is similar to . . .
C
B E
P Q
5 ABCDEF is a regular A B
hexagon, similar to■
PQRSTU.
a What is the length F C
of: i AB? ii RS?
U R
b What is the
E D
scale factor for ■
enlargement?
Note: You need to

measure the lengths. T S

6 a Complete this statement:

AB BC . D
= = 4
AD AE B
2
b Find the value of the pronumerals. A 3
4 f
C
g
E
7 a Find the values of h and i.

A
b Find the values of j and k. 2 2.5
B C
3
3 h
D i E
j 3
F G
k
8 Find the value of the pronumeral in the diagram at right. Q
A
x
2
P
4 B 4 R
9 The triangles shown at right are similar. Find the

value of x and y. 45°
4
45° 1
20° x
9 y
10 Find the values of x and y in the diagram at right.

S
P
1.5 8
3 R
y 6
Q x
T
11 WE 12 Prove that ABC is similar to EDC in each of the following.
a b
D E
A4 A
cm e
d 7.5 cm
C
c m 6 cm C
B3 B
D
E
c D d C
B E D
A B
A C E

Reasoning
12 WE 13, 14 A ladder just touches a bench and leans on a wall

4 metres above the floor, as shown.
If the bench is 50 centimetres high and is one metre
from the base of the ladder, show that the base of the
ladder is 8 m from the wall. 4m
0.5 m
1m
13 Natalie, whose height is 1.5 metres, casts a shadow 2 metres long at a certain time of the day. If
Alex is 1.8 metres tall, show that his shadow would be 2.4 m long.
14 A string 50 metres long is pegged to the ground and tied

to the top of a flagpole. It just touches the head of
Maureen, who is 5 metres away from the point where the 50 m
string is held to the ground. If Maureen is 1.5 metres tall, h
1.5 m
find the height, h, of the flagpole.
5m
15 Two triangles are similar if they have the same shape but
not necessarily the same size. One is an enlargement or
reduction of the other. As with congruent triangles, we do ■
not need to know all the information about the three sides A
and three angles to determine if a pair of triangles is similar.
70°
This question provides practical proof of the similarity ■
tests discussed earlier in this section.
a Draw the ABC shown (it is not drawn to scale).
Draw XYZ, larger than ABC with ±X = ±A,
±Y = ±B and ±Z = ±C. Measure the lengths of 60° 50°
B C
the sides of the two triangles. Determine the ratios ■
of the lengths of the corresponding sides XY, YZ and ZX . Are these ratios constant
AB BC CA
(within the limits of the accuracy of the constructions)? Does it appear that XYZ is a
true enlargement of ABC? Repeat the process, drawing XYZ smaller than ABC. Is
XYZ similar to ABC?

b Construct■the■two■triangles■shown■where■ T
TVW■is■twice■the■size■of■DEF.
D 2 cm
The■ratio■of■their■corresponding■sides■is■ 1 cm
TV VW = WT = E V 4 cm
constant■as■ = 2. 2 cm
DE EF FD 1.5 cm
Measure■their■corresponding■angles.■Are■the■ F 3 cm
two■triangles■similar?
c Construct■GHJ■and■QRS■to■the■ W
measurements■shown■at■right.■Find■ Q
G
the■ratio■of■their■corresponding■sides■ 3 cm 6 cm
(as■in■part■a)■and■measure■all■angles.■ 30°
H J 30°
What■can■be■concluded■from■the■two■ 2 cm R S
triangles? 4 cm
d Draw■the■right-angled■triangles■KLM■ N
and■NPU■to■the■dimensions■given.■
Again,■fi■nd■the■ratio■of■their■
K
corresponding■sides■(as■in■part■a)■and■
eBook plus
measure■all■angles.■What■can■be■ 7.5 cm
Digital doc concluded■from■the■two■ 5 cm
WorkSHEET 5.3 triangles?
doc-6202
e Summarise■the■results■from■parts■a–■d.■
What■are■the■minimum■requirements■ L M P U
3 cm 4.5 cm
to■ensure■the■similarity■of■two■
triangles?
refleCtion
Do similar objects have the
same perimeters?
5D area and volume of similar figures

eBook plus units of length
■■ Metric■units■of■length■include■millimetres■(mm),■centimetres■(cm),■metres■(m)■and■
Interactivity
Similar figures kilometres■(km).
int-2768 ■■ To■convert■between■the■units■of■length,■we■use■the■following■conversion■chart:■
ó 10 ó 100 ó 1000
millimetres centimetres metres kilometres

(mm) (cm) (m) (km)
ì 10 ì 100 ì 1000
■■ When■converting■from■a■large■unit■to■a■smaller■unit,■multiply■by■the■conversion■factor;■when■
converting■from■a■smaller■unit■to■a■larger■unit,■divide■by■the■conversion■factor.
units of area
■■ Area■is■measured■in■square■units,■such■as■square■millimetres■(mm2),■square■centimetres■(cm2),■
square■metres■(m2)■and■square■kilometres■(km2)

■■ Area units can be converted using the chart below.

ó 102 ó 1002 ó 10002
square square square square

(mm2) (cm2) (m2) (km2)
ì 102 ì 1002 ì 10002
■■ Area units are the squares of those for the corresponding linear units.
Units of volume
■■ Volume is measured in cubic units such as mm3, cm3 or m3.
■■ Volume units can be converted using the chart below.
ó 103 ó 1003 ó 10003
cubic cubic cubic cubic

(mm3) (cm3) (m3) (km3)
ì 103 ì 1003 ì 10003
Area and surface area of similar figures

■■ If the side lengths in any figure are increased by a scale factor of n, then the area of similar
figures increases by a scale factor of n2.
For example, consider the following squares:
I II III
2 cm
4 cm
6 cm
The scale factors for the side lengths and the scale factors for the areas are calculated below.
Side length of II 4 Area of II 16

=2=2 = 4 = 4 (22)
Side length of I Area of I
Side length of III 6 Area of III 36
= =3 = = 9 (32)
Side length of I 2 Area of I 4
Side length of III 6 3 Area of III 36  3

2
= = 2 = =
9
 
Side length of II 4
Area of II 16 4 2
ence, if the side lengths in any figure are increased by a scale factor of n, then the area of
H
similar figures increases by a scale factor of n2.
■■ If the side lengths in any solid are increased by a scale factor of n, then the surface area of
similar solids increases by a scale factor of n2.

For example, consider the cubes below.
III
II
I
2 cm
4 cm
6 cm
The scale factors for the side lengths and the scale factors for the surface areas are
calculated below.
Hence, if the side Side length of II 4 Surface area of II 16
=2=2 = 4 = 4 (22)
lengths in any solid are Side length of I Surface area of I
increased by a scale factor Side length of III 6 Surface area of III 36
of n, then the surface area = 2 =3 = = 9 (32)
Side length of I Surface area of I 4
of similar solids increases
by a scale factor of n2. Side length of III 6 3 Surface area of III 36 9  3  2
= = = =  
Side length of II 4 2 Surface area of II 16 4  2 
Volume of similar figures

■■If the side lengths in any solid are increased by a scale factor of n, then the volume of similar
solids increases by a scale factor of n3.
For example, consider the cubes shown above. The scale factors for the side lengths and the
scale factors for the volumes are calculated below.
Hence, if the side
Side length of II 4 Volume of II 64
lengths in any solid are =2=2 = 8 = 8 (23)
increased by a scale factor Side length of I Volume of I
of n, then the volume of Side length of III 6 Volume of III 216
= =3 = = 27 (33)
similar solids increases by Side length of I 2 Volume of I 8
a scale factor of n3.
Side length of III 6 3 Volume of III 216 27  3
3
= = 2 = =  
Side length of II 4 Volume of II 64 8 2
Worked Example 15
The side lengths of a box have been increased by a factor of 3.

a Find the surface area of the new box if the original surface area is 94 cm2.
b Find the volume of the new box if the original volume is 60 cm3.
THINK WRITE
a 1 State the scale factor for side length used a Scale factor for side length = 3
to produce the new box.
2 Calculate the scale factor for surface area. Scale factor for surface area
This is the square of the scale factor for = (scale factor for side length)2
side length. = 32
=9
3 Calculate the surface area of the new box. Surface area of new box
= 94 ì 9
= 846 cm2

b 1 Calculate■the■scale■factor■for■volume.■ b Scale■factor■for■volume
This■is■the■cube■of■the■scale■factor■for■side■ =■(scale■factor■for■side■length)3
length. =■33
=■27
2 Calculate■the■volume■of■the■new■box. Volume■of■new■box
=■60■ì■27
=■1620■■cm3
rememBer
1.■ If■the■side■lengths■in■any■fi■gure■are■increased■by■a■scale■factor■of■n,■then■the■area■of■
similar■fi■gures■increases■by■a■scale■factor■of■n2.
2.■ If■the■side■lengths■in■any■fi■gure■are■increased■by■a■scale■factor■of■n,■then■the■surface■
area■of■similar■fi■gures■increases■by■a■scale■factor■of■n2.
3.■ If■the■side■lengths■in■any■solid■are■increased■by■a■scale■factor■of■n,■then■the■volume■of■
similar■solids■increases■by■a■scale■factor■of■n3.
exerCise
5D area and volume of similar figures
inDiViDual fluenCy
patHWays
1 We15a ■The■side■lengths■of■the■following■shapes■have■all■been■increased■by■a■factor■of■3.■
eBook plus Copy■and■complete■the■following■table.
Activity 5-D-1
Original surface area Enlarged surface area
Introducing area and
volume of similar a 100■■cm2
figures
doc-7789 b 7.5■■cm2
Activity 5-D-2 c 95■■mm2
Area and volume of
similar figures d 918■■cm2
doc-7790
e 45■m2
Activity 5-D-3
Applying area and f 225■■mm2
volume of similar
figures 2 We15b ■The■side■lengths■of■the■following■shapes■have■all■been■increased■by■a■factor■of■3.■
doc-7791 Copy■and■complete■the■following■table.■
Original volume Enlarged volume

a 200■■cm3
b 12.5■■cm3
c 67■■mm3
d 2700■■cm3
e 67.5■m3
f 27■■mm3
3 A■rectangular■box■has■a■surface■area■of■96■■cm2■and■volume■of■36■■cm3.■Find■the■volume■and■
surface■area■of■a■similar■box■that■has■side■lengths■double■the■size■of■the■original.

Understanding
4 The area of a bathroom on a

house plan is 5 cm2. Find the area
of the bathroom if the map has a
scale of 1 : 100.
5 The area of a kitchen is 25 m2.
a Change 25 m2 to cm2.
b Find the area of the kitchen
on a plan if the scale of the
plan is 1 : 120.
6 The volume of a swimming pool
from its construction plan is
calculated to be 20 cm3. Find the
volume of the pool if the plan has
a scale of 1 : 75.
7 The total surface area of the
wings on a 747 is 120 m2.
a Change 120 m2 to cm2.
b Find the total surface area of
the wings on a scale model
built using the scale 1:80.
Reasoning
8 A cube has a surface area of 253.5 cm2.

a Find the side length of the cube.
b Find the volume of the cube.
c Find the volume of a similar cube that has side lengths twice as long.
d Find the volume of a similar cube that has side lengths half as long.
e Find the surface area of a similar cube that has side lengths one third as long.
f Justify your answer to parts a to e.
reflection
Why does a side length scale
factor of 5 result in a volume
that is increased by a scale
factor of 125?

summary
Ratio and scale
■■ Ratios■are■used■to■compare■quantities■of■the■same■kind.
■■ They■do■not■have■a■name■or■unit■of■measurement.■The■units■of■the■quantities■must■be■the■
same,■so■they■cancel■each■other■out.
■■ Ratios■can■be■written■with■a■colon■between■the■numbers,■or■in■fraction■form.
■■ The■order■of■the■numbers■in■a■ratio■is■important.
■■ If■the■ratio■of■two■quantities■is■not■a■simple■fraction,■it■is■necessary■to■apply■some■
■■ Proportion■can■be■used■to■simplify■ratio■problems.■This■technique■is■handy■when■one■ratio■is■
not■a■simple■multiple■of■the■other.
■■ Scale■drawing■is■an■example■of■ratio.■An■enlarged■or■a■dilated■fi■gure■is■produced.
image■length
■■ Scale■factor■is■defi■ned■as■
object■length
■■ The■scale■factor■allows■image■sizes■to■be■calculated.
congruent figures
■■ Congruent■fi■gures■are■identical■in■all■respects;■that■is,■they■have■the■same■shape■and■the■
same■size.
■■ Triangles■are■congruent■if■any■one■of■the■following■applies:
(a)■ ■corresponding■sides■are■the■same■(SSS)
(b)■ ■two■corresponding■sides■and■the■included■angle■are■the■same■(SAS)
(c)■ ■two■angles■and■a■pair■of■corresponding■sides■are■the■same■(ASA)
(d)■ ■the■hypotenuse■and■one■pair■of■the■other■corresponding■sides■are■the■same■in■a■right-
angled■triangle■(RHS).
■■ The■symbol■used■for■congruency■is■@.
Similar figures
■■ Similar■fi■gures■have■the■same■shape■but■different■size.■
■■ Corresponding■angles■of■similar■fi■gures■are■equal■in■size.
■■ Corresponding■sides■of■similar■fi■gures■are■in■the■same■ratio,■called■the■scale■factor.
■■ Triangles■can■be■tested■for■similarity■using■the■following■requirements:■
(a)■ corresponding■angles■are■equal■in■size■(AAA)
(b)■ corresponding■sides■are■in■the■same■ratio■(SSS)
(c)■ ■two■pairs■of■corresponding■sides■are■in■the■same■ratio,■and■angles■included■between■those■
sides■are■equal■in■size■(SAS)
(d)■ ■one■angle■in■each■triangle■is■right■(90°);■the■hypotenuses■and■one■pair■of■corresponding■
sides■are■in■the■same■ratio■(RHS).
Area and volume of similar figures
■■ If■the■side■lengths■in■any■fi■gure■are■increased■by■a■scale■factor■of■n,■then■the■area■of■similar■
fi■gures■increases■by■a■scale■factor■of■n2.
■■ If■the■side■lengths■in■any■fi■gure■are■increased■by■a■scale■factor■of■n,■then■the■surface■area■of■
similar■fi■gures■increases■by■a■scale■factor■of■n2.
■■ If■the■side■lengths■in■any■solid■are■increased■by■a■scale■factor■of■n,■then■the■volume■of■similar■
solids■increases■by■a■scale■factor■of■n3.
MAPPING YOUR UNdERSTANdING

Using■terms■from■the■summary,■and■other■terms■if■you■wish,■construct■a■concept■map■that■
illustrates■your■understanding■of■the■key■concepts■covered■in■this■chapter.■Compare■your■
Homework

Chapter review
Fluency 10 DPQR ~ DDEF. Determine the length of the
missing side in each of the following combinations.
1 Express each of the following in simplest form.
a PQ = 10 cm DE = 5 cm PR = 6 cm Find DF
a 8 : 16 b 24 : 16
b PQ = 4 cm DE = 12 cm QR = 5 cm Find EF
c 27 : 18 d 56 : 80
c DE = 4 cm PQ = 6 cm EF = 8 cm Find QR
e 8 : 20 f 49 : 35
d DF = 5 cm PR = 8 cm DE = 6 cm Find PQ
2 MC There are 9 girls and 17 boys in a Year 9 e QR = 16 cm EF = 6 cm PQ = 12 cm Find DE
maths class. The ratio of boys to girls is:
11 Which of the following pairs of shapes are
A 9 : 17 B 17 : 9 C 17 : 26
D 9 : 26 E 26 : 17
congruent?
a
3 Jan raised $15 for a charity fundraising event, while
her friend Lara raised $25. Determine the ratio of:
a the amount Jan raised to the amount Lara
raised
b the amount Jan raised to the total amount
raised by the pair b
c the amount the pair raised to the amount Lara
raised.
4 A pigeon breeder has 45 pigeons. These include
15 white, 21 speckled pigeons, and the rest grey.
Determine the ratio of: c
a white to grey pigeons
b grey to speckled pigeons
c white pigeons to the total number of pigeons.
5 Express each of the following ratios in simplest
form.
1 12 Name the congruent triangles in these figures and
a 42 : 1
1
find the value of the pronumerals in each case.
b 68 : 9 a
1 1 P D x W
c 74 : 32 2 cm 135º
d 8.4 : 7.2 2 cm
e 0.2 : 2.48
135º
f 6.6 : 0.22 N 3 cm A R
6 MC Jack has completed 2.5 km of a 4.5 km race.
The ratio of distance completed to remaining b B p
x T
distance is: 30è
A 9:5 B 4:5 C 4:9 m
D 5: 9 E 5:4 5c
75è
7 MC If x : 16 = 5 : 4, the value of x is: y z
A 1 B 4 C 16 K q S
D 20 E 24
13 Copy each of the following shapes and enlarge (or
8 MC If 40 : 9 = 800 : y, the value of y is:
reduce) them by the given factor.
A 20 B 40 C 180
a
D 450 E 900
9 Determine the value of the pronumeral in each of
the following.
a a : 15 = 2 : 5 b b : 20 : 5 : 8
c 9 : 10 = 12 : c d 11 : 9 = d : 5
e 7:e=4:5 f 3:4=8:f Enlarge by a factor of 2.

b b
3 3
Reduce by a factor of 3.
c 9 9
12
Enlarge by a factor of 4.
c
14 Determine the enlargement factors that have been
used on the following shapes. 5
a A' B'
A B
2 cm 6 cm 8
D 3 cm C
D' 9 cm C'
b
7
12.5 5
4
10 x
c P
P' d
3
Q R Q' R' 8
5 cm 3 cm
d
2 cm 7 cm
10
15 Each of the diagrams below shows a pair of similar

x
triangles. Find the value of x in each case.
a 16 Find the value of the pronumerals in the pair of
5 congruent triangles shown.
3
10
80è z
6 4
x
12 cm
40è
60è y
x

17 The■area■of■a■family■room■is■16■■m2.■Find■the■area■of■ 3 Slocum■is■a■yacht■whose■length■is■12■m■and■beam■
the■room■on■a■plan■that■uses■a■scale■of■1■:■20. (width)■is■2.5■m.■A■model■is■constructed■for■a■
maritime■museum.■If■the■length■and■width■of■the■
model■are■one■fi■fth■of■the■original■length■and■width,■
how■do■their■volumes■compare?
4 Prior■to■the■start■of■a■yacht■race,■the■judging■offi■cial■
must■certify■that■all■of■the■sails■are■the■same.■
Without■unrigging■the■triangular■sails■from■their■
masts,■which■congruency■rule■can■the■offi■cial■most■
effi■ciently■use■to■determine■if■the■sails■on■each■of■
the■boats■are■exactly■the■same?■Explain■why■this■is■
the■most■appropriate■rule.
5 Rachel■is■given■a■1-metre■ruler■and■asked■to■
estimate■the■height■of■a■palm■tree.■She■places■the■
ruler■vertically■so■that■the■ruler’s■shadow■ends■at■
exactly■the■same■point■as■that■of■the■palm■tree.■The■
ruler’s■shadow■is■2.5■m■long,■while■the■palm■tree’s■
shadow■is■12.5■m■long.
proBlem solVing
1 The■diagram■below■shows■a■ramp■made■by■Josef■
1-m ruler
for■his■automotive■class.■The■fi■rst■post■has■a■height■
of■0.25■■m■and■is■placed■2■■m■from■the■end■of■the■ 2.5 m
ramp. 12.5 m
■ ■ Rachel■performed■some■calculations■using■similar■
triangles■and■calculated■the■height■of■the■palm■
tree■to■be■4■■m.■Her■friend■Sandy■said■that■her■
1.5 m calculations■were■incorrect,■and■that■the■answer■
0.25 m
should■be■5■■m.
2m a Which■is■the■correct■answer?
I■ f■the■second■post■is■1.5■■m■high,■how■far■should■it■ b Explain■the■error■one■of■the■girls■made■in■her■
be■placed■from■the■fi■rst■post? calculations.
2 9
A B
eBook plus
6 y
Interactivities
C Test yourself
2 Chapter 5
4
int-2694
P Q Word search
z Chapter 5
int-2692
a Write■a■formal■proof■for■a■similarity■
Crossword
relationship■between■two■triangles■in■this■ Chapter 5
fi■gure.■Give■a■reason■for■the■similarity. int-2693
b Determine■the■values■of■the■pronumerals.

eBook plus aCtiVities
chapter opener •■ WorkSHEET■5.2■Congruent■fi■gures■(doc-6201)
Digital doc •■ Investigation■(doc-6200):■Investigate■congruent■
•■ Hungry■brain■activity■Chapter■5■(doc-6189)■ triangles■(pages 139)
(page 131) 5c Similar figures
Are you ready? Digital docs (pages 151, 155)
Digital docs■(page 132) •■ Activity■5-C-1■(doc-4072):■Matching■similar■fi■gures

•■ SkillSHEET■5.1■(doc-6190):■Simplifying■fractions •■ Activity■5-C-2■(doc-4073):■Side■lengths■and■similar■
•■ SkillSHEET■5.2■(doc-6191):■Simplifying■ratios fi■gures
•■ SkillSHEET■5.3■(doc-6192):■Finding■and■converting■ •■ Activity■5-C-3■(doc-4074):■Properties■of■similar■
to■the■lowest■common■denominator fi■gures
•■ SkillSHEET■5.4■(doc-6193):■Solving■equations■of■ •■ WorkSHEET■5.3:■Similar■fi■gures■(doc-6202)
x Interactivity
the■type■a = to■fi■nd■x •■ Similar■fi■gures■(int-2768):■Learn■more■about■similar■
b
•■ SkillSHEET■5.5■(doc-6194):■Solving■equations■of■ fi■gures■(page 155)
b
the■type■a = to■fi■nd■x 5d Area and volume of similar figures
x
•■ SkillSHEET■5.6■(doc-6195):■Naming■angles
•■ SkillSHEET■5.7■(doc-6196):■Complementary■and■ •■ Activity■5-D-1■(doc-7789):■Introducing■area■and■
supplementary■angles volume■of■similar■fi■gures
•■ SkillSHEET■5.8■(doc-6197):■Angles■in■a■triangle •■ Activity■5-D-2■(doc-7790):■Area■and■volume■of■
similar■fi■gures
5A Ratio and scale •■ Activity■5-D-3■(doc-7791):■Applying■area■and■
Digital docs (pages 136–138) volume■of■similar■fi■gures
•■ Activity■5-A-1■(doc-4066):■Introducing■the■Golden■ chapter review
Rectangle■and■the■Golden■Ratio
Interactivities■(page 163)
•■ Activity■5-A-2■(doc-4067):■The■Golden■Ratio■and■
the■human■body •■ Test■yourself■Chapter■5■(int-2694):■Take■the■end-of-
•■ Activity■5-A-3■(doc-4068):■The■Golden■Ratio■in■ chapter■test■to■test■your■progress.
nature •■ Word■search■Chapter■5■(int-2692)
•■ SkillSHEET■5.9■(doc-6199):■Highest■common■factor •■ Crossword■Chapter■5■(int-2693)
•■ WorkSHEET■5.1■Ratio■and■scale■(doc-6198) To access eBookPLUS activities, log on to
5B congruent figures www.jacplus.com.au
•■ Activity■5-B-1■(doc-4069):■Matching■congruent■
fi■gures
•■ Activity■5-B-2■(doc-4070):■Side■lengths■and■
congruent■fi■gures
•■ Activity■5-B-3■(doc-4071):■Properties■of■congruent■
fi■gures

measurement anD geometry • Pythagoras anD trigonometry
6
6A Right-angled triangles
6B Finding the length of sides
6C Composite shapes
6D Pythagorean triples
6E What is trigonometry?
6F Calculating unknown side lengths
Pythagoras’
6G Calculating unknown angles
depression
theorem and What Do you knoW ?

1 List what you know about Pythagoras’
trigonometry theorem and trigonometry. Create a

KWL chart to show your list.
3 As a class, create a large KWL chart
Pythagoras’ theorem and trigonometry.
eBook plus
Digital doc
Chapter 6
doc-6203
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
20 ?
oPening Question
Explain how to draw a line correctly

20 cm long?
are you ready?

completing■the■matching■SkillSHEET■on■your■ebookPLUS.
eBook plus Measuring lengths and angles

1 a A ■ b F
Digital doc
SkillSHEET 6.1
doc-6204
D E
B C
i Measure■the■longest■side■in■each■triangle.■ ii■ Measure■the■largest■angle■in■each■triangle.
eBook plus Finding the square of a number
Digital doc 2 calculate■each■of■the■following.
SkillSHEET 6.2 a 62 b 82 c 32■+■42
doc-6205
eBook plus Constructing angles with a protractor

3 Use■a■ruler■and■a■protractor■to■draw■a■right-angled■isosceles■triangle■with■equal■sides■4■■cm■in■
Digital doc
length.■Measure■the■length■of■the■third■side■correct■to■the■nearest■millimetre.
SkillSHEET 6.3
doc-6206
eBook plus
Finding the square root of a number
4 calculate■each■of■the■following.■Where■appropriate,■round■answers■correct■to■1■decimal■place.
Digital doc
SkillSHEET 6.4 a 49 b 26 c 137
doc-6207
eBook plus
Digital doc
Rounding to a given number of decimal places
SkillSHEET 6.5 5 Round■the■following■to■2■decimal■places.
doc-6208 a 3.4254 b 89.796% c 287.9952
eBook plus
Digital doc Converting units of length

SkillSHEET 6.6 6 convert■each■of■the■following■measurements:
doc-6209
a 25■■mm■to■■cm b 0.7■■m■to■mm c 125■■cm■to■km.
eBook plus
Digital doc
SkillSHEET 6.7 Perimeter
doc-6210
7 calculate■the■perimeter■of■the■triangle■drawn■as■the■answer■to■question■3.
eBook plus
Digital doc Area of triangles

SkillSHEET 6.10 8 calculate■the■area■of■the■triangle■drawn■as■the■answer■to■question■3.
doc-6211

measurement AND geometry • Pythagoras and trigonometry
6a Right-angled triangles
■■ Triangles can be classified according to their side lengths or their angles.
■■ Equilateral, isosceles and scalene triangles are classified by the length of their sides.
■■ A right-angled triangle is classified by the type of angle it contains.
■■ The longest side of a right-angled triangle is opposite the right-angle and is called the
hypotenuse.
Hy
po
ten
us
e
■■ In all triangles the longest side is opposite the largest angle.

■■ Pythagoras (580–501 bc) was a Greek mathematician who explored the relationship between
the lengths of sides of right-angled triangles.
■■ The relationship he described, and has been credited with discovering over 2500 years ago, is
known as Pythagoras’ theorem.
Pythagoras’ theorem
X
W
1. The diagram above shows a right-angled triangle with squares drawn on each of its sides.
Trace the figure onto a piece of paper.
2. Cut around the perimeter of the figure, then cut off the two smaller squares from the base and
height of the right-angled triangle. Cut the larger of these two squares into the four pieces
shown.
3. You should now have a right-angled triangle with the square H attached to its hypotenuse and
five smaller pieces (S, T, W, X and Y). Rearrange these five pieces to fit exactly in the area H.
Glue them in place.
Chapter 6 Pythagoras’ theorem and trigonometry 167

4.■ Since■the■squares■from■the■two■shorter■sides■of■the■right-angled■triangle■fi■t■exactly■into■the■
square■on■the■hypotenuse,■what■can■you■conclude?
5.■ Glue■this■diagram■into■your■book■and■write■an■explanation■in■your■own■words.
rememBer
1.■ The■longest■side■of■a■right-angled■triangle■is■called■the■hypotenuse.
2.■ The■hypotenuse■is■always■situated■opposite■the■right-angle.
exerCise
6a right-angled triangles
inDiViDual fluenCy
PathWays
1 For■each■of■the■following■triangles,■carefully■measure■the■length■of■each■side,■in■millimetres,■and■
eBook plus record■your■results■in■the■table■which■follows.■Note■that■the■hypotenuse■is■always■marked■as■c.
a a b c c
Activity 6-A-1
Understanding
doc-4076 a c
Activity 6-A-2 b b
b
Practising c
doc-4077
Activity 6-A-3 a
Verifying Pythagoras’
theorem
doc-4078 d a e f b
a
eBook plus
b a
Digital doc c c
SkillSHEET 6.1 c
doc-6204
b
eBook plus a b c d e f
Digital doc a
SkillSHEET 6.2
doc-6205
b
c
a2
eBook plus b2
Digital doc a2 + b2
History of Maths:
c2
Pythagoras
doc-6157 2 What■do■you■notice■about■the■results■in■the■last■two■rows■of■the■table■in■question■1?
eBook plus unDerstanDing
Digital doc 3 On■a■sheet■of■paper,■carefully■draw■6■right-angled■triangles■of■different■sizes.■You■will■need■to■

SkillSHEET 6.3 use■a■protractor,■set■square■or■template■to■make■sure■the■triangles■are■right-angled.■carefully■
doc-6206
measure■the■sides■of■each■triangle,■and■complete■a■table■like■the■one■in■question■1.■What■do■
you■notice■about■these■results?

4 Now■draw■some■triangles■that■are■not■right-angled,■measure■their■sides■and■complete■the■same■
kind■of■table.■Remember■to■label■the■longest■side■as■c.■What■do■you■notice■this■time?■
reasoning
5 Explain■why■it■is■not■possible■to■have■a■triangle■with■
two■right■angles■in■it. refleCtion
What is the relationship between
the length of the hypotenuse
and the two other sides of a
right-angled triangle?
6B finding the length of sides

■■ Pythagoras■investigated■the■relationship■between■the■lengths■of■sides■of■a■right-angled■
triangle.■This■is■now■known■as■Pythagoras’■theorem.
■■ The■theorem■states■that:■
In any right-angled triangle, the square of the hypotenuse is c
a
equal to the sum of the squares of the other two sides. The rule is:
c2 = a2 + b2
where a and b are the two shorter sides and c is the hypotenuse. b
■■ If■the■lengths■of■two■sides■of■a■right-angle■triangle■are■given,■then■Pythagoras’■theorem■
enables■the■length■of■the■unknown■side■to■be■found.
finding the hypotenuse

■■ To■calculate■the■length■of■the■hypotenuse■given■the■length■of■the■two■other■shorter■sides,■a and■
b,■substitute■the■values■of■a■and■b,■into■the■rule■c2■=■a2■+■b2■and■solve■for■c.■
■■ Remember■that■the■hypotenuse■is■the■longest■side,■so■the■value■of■c■must■be■greater than that
of■either■a■or■b.■
WorkeD examPle 1
For the triangle at right, calculate the length of the hypotenuse, x,

correct to 1 decimal place.
x
4
think Write/DraW 7
1 copy■the■diagram■and■label■the■sides■a,■b■and■c.■
Remember■to■label■the■hypotenuse■as■c.
c=x
a=4
b=7
2 Write■Pythagoras’■theorem. c2■=■a2■+■b2
3 Substitute■the■values■of■a,■b■and■c■into■this■rule■and■ x2■=■42■+■72
simplify. =■16■+■49
=■65
4 calculate■x■by■taking■the■square■root■of■65.■Round■ x■=■ 65
the■answer■correct■to■1■decimal■place.■ x =■8.1

finding a shorter side

■■ When■given■both■the■hypotenuse■and■one■other■shorter■side,■either■a■or■b,■rearrange■
Pythagoras’■theorem■to■fi■nd■the■value■of■the■unknown■shorter■side,■e.g.,■a2■=■c2■–■b2■or■
b2■=■c2■-■a2.
■■ Remember■that■the■value■of■the■unknown■shorter■side,■either■a■or■b,■should■be less than■the■
value■of■the■hypotenuse.
WorkeD examPle 2
Calculate the length, correct to 1 decimal place, of the unmarked

side of the triangle at right.
14 cm
8 cm
think Write/DraW
1 copy■the■diagram■and■label■the■sides■a,■b■and■c.■
Remember■to■label■the■hypotenuse■as■c. a
c = 14
b=8
2 Write■Pythagoras’■theorem■for■a■shorter■side. a2■=■c2■-■b2
3 Substitute■the■values■of■b■and■c■into■this■rule■and■ a2■=■142■-■82
simplify. =■196■-■64
=■132
4 Find■a■by■taking■the■square■root■of■132.■Round■to■ a■=■ 132

1■decimal■place. =■11.5■■cm
Working with different units

■■ Pythagoras’■theorem■is■often■used■in■practical■situations.
In■these■situations,■all■measurements■must■be■in■the■same■unit■(for■example,■centimetres)
■■ Always■convert■the■measurements■to■the■same■unit■before■using■Pythagoras’■theorem.
■■ The■conversion■chart■below■shows■the■conversion■factors.
ó 10 ó 100 ó 1000

(mm) (cm) (m) (km)
ì 10 ì 100 ì 1000
■■ In■summary:■
•■ to■change■to■a■larger■unit,■divide■by■the■conversion■factor
•■ to■change■to■a■smaller■unit,■multiply■by■the■conversion■factor.

WorkeD examPle 3
The hypotenuse and one other side of a right-angled triangle are 450 cm and 3.4 m respectively. Find
the length of the third side, in cm, correct to the nearest whole number.
think Write/DraW
1 Draw■a■diagram■and■label■the■sides■a,■b■and■c.■
Remember■to■label■the■hypotenuse■as■c. c = 450 cm
a
b = 3.4 m
2 check■that■all■measurements■are■in■the■same■units.■ 3.4■■m■=■3.4■ì■100■■cm
They■are■different,■so■convert■3.4■m■into■cm. =■340■■cm
4 Substitute■the■values■of■b■and■c■into■this■rule■and■ a2■=■4502■-■3402
simplify. =■202■■500 -■115■■600
=■86■■900
5 Find■a■by■taking■the■square■root■of■86■900.■Round■to■ a ■=■ 86 900
the■nearest■whole■number. = 295■■cm
6 Answer■the■question■in■a■sentence. The■third■side■will■be■approximately■295■■cm■
long.
Practical problems
■■ When■using■Pythagoras’■theorem■to■solve■practical■problems,■draw■a■right-angled■triangle■to■
represent■the■problem.
•■ Identify■the■unknown■variable■by■reading■what■the■questions■is■asking.■
•■ Identify■the■known■values■and■substitute■these■into■Pythagoras’■theorem.
•■ Solve■for■the■unknown■value.■
•■ Use■the■result■to■write■the■answer■as■a■complete■sentence.■
WorkeD examPle 4
A fire is on the twelfth floor

of a building. A child needs to
be rescued from a window that
is 20 m above ground level. If
the rescue ladder can be placed
no closer than 6 m from the
foot of the building, what is the
minimum length ladder needed
to make the rescue? Give your
answer correct to the nearest
metre.

think Write/DraW
a = 20 m c=xm
b=6m
2 Write■Pythagoras’■theorem. c2■=■a2■+■b2
3 Substitute■the■values■of■a,■b■and■c■into■this■rule■ x2■=■202■+■62
and■simplify. =■400■+■36
=■436
4 calculate■x■by■taking■the■square■root■of■436.■
x■=■ 436
Round■the■answer■correct■to■the■nearest■metre.
=■20.8806
■ ö■21■■m
5 Answer■the■question■in■a■sentence. The■ladder■needs■to■be■at■least■21■metres■
long.
WorkeD examPle 5
A ladder that is 4.5 m long leans up against a vertical wall. The foot of the ladder is 1.2 m from the
wall. How far up the wall does the ladder reach? Give your answer correct to 1 decimal place.
think Write/DraW
c = 4.5 m
a
b = 1.2 m
3 Substitute■the■values■of■b■and■c■into■this■rule■and■ a2■=■4.52■-■1.22
simplify. =■20.25■-■1.44
=■18.81
4 Find■a■by■taking■the■square■root■of■18.81.■Round■ a■=■ 18.81
to■1■decimal■place. =■4.3■m
5 Answer■the■question■in■a■sentence. The■ladder■will■reach■a■height■of■4.3■m■up■
the■wall.

rememBer
1.■ The■hypotenuse■is■the■longest■side■of■the■triangle■and■is■opposite■the■right-angle.
2.■ On■your■diagram■check■whether■you■are■fi■nding■the■length■of■the■hypotenuse■or■one■of■
the■shorter■sides.
3.■ The■length■of■the■hypotenuse■can■be■found■if■we■are■given■the■length■of■the■two■shorter■
sides■by■using■the■formula:■c2■=■a2■+■b2.
4.■ The■length■of■the■shorter■side■can■be■found■if■we■are■given■the■length■of■the■hypotenuse■
and■the■other■shorter■side■by■using■the■formula■a2■=■c2■−■b2■or■b2■=■c2■−■a2.
5.■ When■using■Pythagoras’■theorem■always■check■the■units■given■for■each■measurement.
6.■ If■necessary,■convert■all■measurements■to■the■same■units■before■using■the■rule.
7.■ Worded■problems■can■be■solved■by■drawing■a■diagram■and■using■Pythagoras’■theorem■
to■solve■the■problem.
8.■ Worded■problems■should■be■answered■in■sentence■form.
exerCise
6B finding the length of sides
inDiViDual 1 We1 ■For■the■following■triangles,■calculate■the■length■of■the■hypotenuse,■x.
PathWays a b c
x 7
eBook plus x x
3 5
Activity 6-B-1
24
Investigating side
lengths 4 12
doc-4079 2 We1 ■For■each■of■the■following■triangles,■calculate■the■length■of■the■hypotenuse,■giving■
Activity 6-B-2 answers■correct■to■2■decimal■places.
Calculating side
lengths a 4.7 b 19.3 c
doc-4080
Activity 6-B-3
804
Tricky side-length
calculations 6.3
27.1
doc-4081
562
3 We2 ■Find■the■length,■correct■to■1■decimal■place,■of■the■unmarked■side■in■each■of■the■
eBook plus
following■triangles.
Digital doc a b c 3.2
SkillSHEET 6.4 14
doc-6207 10
17 8.4
8
4 We2 ■Find■the■value■of■the■pronumeral,■correct■to■2■decimal■places.
eBook plus
a s b c
Digital doc u
SkillSHEET 6.5 1.98 8.4
doc-6208 30.1
47.2 2.56 17.52

5 Find the value of the pronumeral in each of the following triangles, correct to 2 decimal
places.
a 0.28 b 896
v
742 x
0.67
c 1.3 d
6.2 468
x x
114
e 2870 f
x
1920 17.5
w
12.2
Understanding
6 MC What is the length of the hypotenuse in this triangle? 4 cm

A 25 cm B 50 cm
C 50 mm D 500 mm 3 cm
E 2500 mm
7 MC What is the length of the third side in this triangle? 82 cm

A 48.75 cm B 0.698 m
C 0.926 m D 92.6 cm 43 cm
E 69.8 mm
8 WE3 A right-angled triangle has a base of 50 mm and a height of 12 cm. Calculate the length
of the hypotenuse in mm.
9 What is the length of the diagonal of a rectangle whose sides are:
a 10 cm and 8 cm? b 620 cm and 400 cm? c 17 cm and 3 cm?
10 WE4 A horse race is 1200 m. The track is straight, and 35 m wide. How much further than
1200 m will a horse run if it starts on the outside and finishes on the inside as shown?
Finishing
Starting gate post
1200 m
35 m
11 WE4 A ladder leans against a vertical wall. The foot of the ladder is 1.2 m from the wall, and
the top of the ladder reaches 4.5 m up the wall. How long is the ladder?

12 WE5 A ladder that is 7 metres long leans up

against a vertical wall. The top of the ladder reaches
6.5 m up the wall. How far from the wall is the foot
of the ladder?
13 A
kite is attached to a string 150 m long. Sam
holds the end of the string 1 m above the ground, ■
and the horizontal distance of the kite from Sam is
150 m
80 m as shown at right. How far above the ground is
the kite? 80 m
14 F
ind the length of the hypotenuse of the following 1m
right-angled triangles, giving the answer in the units
specified.
a Sides 456 mm and 320 mm, hypotenuse
in cm.
b Sides 12.4 mm and 2.7 cm, hypotenuse
in mm.
c Sides 32 m and 4750 cm, hypotenuse
in m.
d Sides 2590 mm and 1.7 m, hypotenuse
in mm.
15 T
wo sides of a right-angled triangle are given. Find the third side
in the units specified. The diagram shows how each triangle is to ■ c
be labelled. ■ a
Remember: c is always the hypotenuse.
a a = 37 cm, c = 180 cm, find b in cm. b
b a = 856 mm, b = 1200 mm, find c in cm.
c b = 4950 m, c = 5.6 km, find a in km.
d a = 125 600 mm, c = 450 m, find b in m.
16 Find the value of the pronumeral, correct to 2 decimal places for each of the following.
a b c 2x
25 3x 3x
4x
6x
18 30
x
Reasoning
17 A rectangular park is 260 m by 480 m. Danny usually trains by running 5 circuits around the
edge of the park. After heavy rain, two adjacent sides are too muddy to run along, so he runs a
triangular path along the other two sides and
the diagonal. Danny does 5 circuits of this
path for training. Show that Danny runs about
970 metres less than his usual training session.
18 An adventure water park has hired Sally to
build part of a ramp for a new water slide. She
builds a ramp which is 12 m long and rises to
a height of 250 cm. To meet the regulations,
the ramp must have a gradient between 0.1
and 0.25. Show that the ramp Sally has built is
within the regulations.

19 We■know■that■it■is■possible■to■fi■nd■the■exact■square■root■of■some■numbers■but■not■others.■
For■example,■we■can■fi■nd■ 4 ■exactly■but■not■ 3 ■or■ 5 .■Our■calculator■can■fi■nd■a■decimal■
approximation■of■these,■but■because■they■cannot■be■found■exactly■they■are■called■irrational■
numbers.■There■is■a■method,■however,■of■showing■their■exact■location■on■a■number■line.
a Using■graph■paper■draw■a■right-angled■triangle■with■two■equal■sides■of■length■1■cm■as■
shown■below.■
2
0 1 2 3 4 5 6 7 8
b Using■Pythagoras’■theorem,■we■know■that■the■longest■side■of■this■triangle■is■ 2 ■units.■
Place■the■compass■point■at■zero■and■make■an■arc■that■will■show■the■location■of■ 2 ■on■the■
number■line.
0 1 2 2 3 4 5 6 7 8
c Draw■another■right■triangle■using■the■longest■side■of■the■fi■rst■triangle■as■one■side■and■
make■the■other■side■1■■cm■in■length.
eBook plus
0 1 2 2 3 4 5 6 7 8
Digital doc
WorkSHEET 6.1 d The■longest■side■of■this■triangle■will■have■a■length■of■ 3 ■units.■Draw■an■arc■to■fi■nd■the■
doc-6198 location■of■ 3 ■on■the■number■line.
e Repeat■steps■c■and■d■to■draw■triangles■that■will■have■sides■of■length■ 4 ,■ 5 ,■ 6 ■units,■etc.
refleCtion
In what real-life scenario would
6C Composite shapes you use Pythagoras' theorem?
■■ Not■all■practical■situations■involve■just■a■right-angled■triangle.
■■ In■some■situations,■more■complex■diagrams■in■which■the■right-angled■triangle■is■not■obvious■
are■given.
■■ In■these■diagrams,■identify■and■highlight■the■right-angled■triangle■fi■rst.
WorkeD examPle 6
Calculate the length of the side, x. Give your answer correct 8 cm

to 2 decimal places.
x
4 cm
10 cm
think Write
1 copy■the■diagram.■On■the■diagram,■create■a■right-angled■ 8 a■=■4
triangle■and■use■the■given■measurements■to■work■out■the■ b■=■10■-■8
lengths■of■2■sides. c =■2
a 4 ■
2 Label■the■sides■of■your■right-angled■triangle■as■a,■b■and■ b
2 8
c.■Remember■to■label■the■hypotenuse■as■c.
3 check■that■all■measurements■are■in■the■same■units.■
They■are■the■same.
4 Write■Pythagoras’■theorem■for■the■hypotenuse. c2■=■a2■+■b2

5 Substitute■the■values■of■a,■b■and■c■into■this■rule■and■ x2■=■42■+■22
simplify. =■16■+■4
■=■20
6 calculate■the■length■of■x■by■taking■the■square■root■of■20.■ x■=■ 20
Round■the■answer■correct■to■2■decimal■places. =■4.47■■cm
■■ Some■situations■will■involve■composite shapes■that■contain■more■than■one■triangle.
In■this■case■it■is■a■good■idea■to■split■the■diagram■into■separate■right-angled■triangles■fi■rst.
WorkeD examPle 7
For the diagram at right, calculate the length of the sides marked x and y
to 2 decimal places. 15
6 x
2
think Write y
1 copy■the■diagram.
2 Find■and■draw■any■right-angled■triangles■contained■in■the■
diagram.■Label■their■sides■a,■b■and■c.■Remember■to■label■ 15
a
c 6 x
the■hypotenuse■as■c. a x c
b b
y ■ 2
3 To■obtain■the■length■of■an■unknown■side■in■a■right-angled■
triangles■we■need■know■2■sides,■so■calculate■x■fi■rst.
4 For■the■triangle■containing■x,■write■Pythagoras’■theorem■ a2■=■c2■-■b2
for■a■shorter■side.■Use■it■to■calculate■x. x2■=■62■-■22
=■36■-■4
=■32
x■=■ 32
=■5.66
5 We■now■know■2■sides■for■the■other■triangle■because■we■
can■substitute■x■=■ 32.
6 For■the■triangle■containing■y,■write■Pythagoras’■theorem■ b2■=■c2■-■a2
for■a■shorter■side■and■use■it■to■calculate■y. y2■=■152■-■(( 32 )2
=■225■-■32
=■193
y■=■ 193
=■13.89
rememBer
1.■ To■examine■more■complex■situations■involving■Pythagoras’■theorem,■a■diagram■is■
essential.
2.■ When■a■diagram■is■given,■try■to■create■or■separate■any■right-angled■triangles■using■
further■diagrams.

exerCise
6C Composite shapes
fluenCy
inDiViDual Where■appropriate,■give■answers■correct■to■2■decimal■places. 8 cm
PathWays
1 We6 ■calculate■the■length■of■the■side■x■in■the■fi■gure■at■right.
eBook plus x
7 cm
Activity 6-C-1
Exploring composite 12 cm
shapes 2 For■the■following■diagrams,■calculate■the■length■of■the■sides■marked■x.
doc-4082
a 12 b x
Activity 6-C-2
Calculating side x
lengths in composite
7 120
shapes 15 200
doc-4083
Activity 6-C-3 100
Tricky composite c x
shapes
doc-4084 37 20
52
3 We 7 ■For■each■of■the■following■diagrams,■calculate■the■length■of■the■sides■marked x■and■y.
a b
10
x 5 12
8 x
3
y
y 4
c 5 d
y 18
x x
12 5
20
10 2
4 mC ■a The■length■of■the■diagonal■of■the■rectangle■below■is■closest■to: 7
A 9.7 B 19 C 13.9
D 12.2 E 5
12
b The■area■of■the■rectangle■below■is:
A 12.1 B 84.9 C 15.7 14
7
D 109.6 E 38
c The■value■of■x■in■the■trapezium■below■is: 20
A 24 B 24.7 C 26 x
D 21.9 E 10 24
30

unDerstanDing
5 A■hobby■knife■has■a■blade■in■
the■shape■of■a■right-angled■
trapezium■with■the■sloping■
edge■2■■cm,■and■parallel■sides■of■
32■■mm■and■48■■mm.■calculate■
the■width■of■the■blade■and,■
hence,■the■area. y
6 Two■buildings,■20■■m■and■36■■m■
high,■are■directly■opposite■
each■other■on■either■side■of■a■
12■■m-wide■street■in■a■city.■What■ 36 m
is■the■distance■between■the■top■
of■the■two■buildings?
7 Jess■paddles■a■canoe■1700■■m■
to■the■west,■then■450■■m■south,■ 20 m
and■then■900■■m■to■the■east.■She■
then■stops■for■a■rest.■How■far■is■
she■from■her■starting■point?
12 m
8 A■yacht■race■starts■and■fi■nishes■at■A■and■consists■of■6■legs;■ B 4 km A
Ab,■bc,■cA,■AE,■Ec,■cA,■in■that■order■as■shown■in■the■fi■gure■
at■right.■If■Ab■=■4■■km,■bc■=■3■■km■and■cE■=■3■■km,■calculate: 3 km
a AE
b Ac
C
c the■total■length■of■the■race.
3 km
9 A■painter■uses■a■trestle■to■stand■on■in■order■to■paint■a■ceiling.■It■ E
consists■of■2■stepladders■connected■by■a■4■■m■long■plank.■The■inner■
feet■of■the■2■stepladders■are■3■■m■apart,■and■each■ladder■has■sloping■
sides■of■2.5■■m.■How■high■off■the■ground■is■the■plank?
10 A■feature■wall■in■a■garden■is■in■the■shape■of■a■trapezium,■ 470 cm
with■parallel■sides■of■6.5■■m■and■470■■cm.■The■wall■is■320■■cm■
high.■It■is■to■have■fairy■lights■around■the■perimeter■(except■ 320 cm
for■the■base).■How■many■metres■of■lighting■are■required?
6.5 m
11 A■garden■bed■is■in■the■shape■of■a■rectangle,■with■a■triangular■pond■at■ 10 m
one■end■as■shown■in■the■fi■gure■at■right.■
5m
■ Tony■needs■to■cover■the■garden■to■a■depth■of■20■■cm■with■topsoil.■ Garden
How■much■soil■(in■cubic■metres)■does■he■need? Pond
3m
reasoning
12 Katie■goes■on■a■hike,■and■walks■2.5■■km■north,■then■3.1■■km■east.■She■then■walks■1■■km■north■and■
2■■km■west.■She■then■walks■in■a■straight■line■back■to■her■starting■point.■Show■that■she■walks■a■
total■distance■of■12.27■■km.
13 A■rectangular■gate■is■3.2■■m■long■and■1.6■■m■high,■and■consists■ 3.2 m
of■three■horizontal■beams,■and■fi■ve■vertical■beams■as■shown■
in■the■diagram■at■right.■Each■section■is■braced■with■
diagonals.■Show■that■the■minimum■amount,■in■metres,■of■ 160 cm
timber■required■to■build■the■gate■is■26.65■■m.

14 The diagram at right shows the cross-section through a roof. L = 5200 mm

a Calculate the height of the roof, h, to the nearest s s h
millimetre.
b The longer supports, L, are 5200 mm long. Show that 9000 mm
the length of the supports, s, are 2193 mm shorter than
the longer supports.
15 a Show that the distance, AB, in the plan of the paddock A 1000 cm C
at right is 18.44 metres.
b Prove that the angle ±ACB is not a right-angle. 10 m
B
1700 cm
16 Calculate the value of a, b, c, d. Leave your answers in surd 1

(square root) form. Describe the pattern. 1
a
1 b
17 Show that the maximum possible area of a triangle with an x-cm
c 1
3x 2
perimeter is .
36 d
1
reflection
What type of triangle will have the
maximum area for a given perimeter?
■■ Pythagorean triples, or Pythagorean triads, are 3 whole numbers that satisfy Pythagoras’
theorem.
This means that the 3 numbers could be the sides of a right-angled triangle.
Worked Example 8
Do the numbers 5, 7 and 10 form a Pythagorean triple?

Think Write
1 Arrange the values so that the largest will be c, the hypotenuse. Let a = 5, b = 7 and c = 10.
2 Write Pythagoras’ theorem. c2 = a2 + b2
3 Substitute the value of c in the left-hand side of the equation LHS = c2
and evaluate. = 102
= 100
4 Substitute the values of a and b in the right-hand side of the RHS = a2 + b2
equation and evaluate. = 52 + 72
= 25 + 49
= 74
5 Answer the question in a sentence.■ c2 ò a2 + b2
Note: If both sides of the equation are equal, the numbers The numbers do not form a
form a Pythagorean triple. Pythagorean triple.
■■ Algebra can be used to find sets of numbers that are Pythagorean triples.
The following three methods show the ways in which this can be done.

method 1
■■ The■numbers■3,■4■and■5■form■a■Pythagorean■triple■because■32■+■42■=■25■and■52■=■25.
eBook plus
■■ If■we■multiply■each■of■these■3■numbers■by■another■number,■the■resulting■numbers■will■also■
Interactivity form■a■Pythagorean■triple.■For■example,■if■we■multiply■3,■4■and■5■by■5,■we■get■15,■20■and■25.■
Pythagorean
These■3■numbers■satisfy■Pythagoras’■theorem.
triples
int-2765 check:■ LHS■=■c2
=■252
=
=■625
■ RHS■=■a2■+■b2
=■152■+■202
=■225■+■400
=■625
so■■ c2■=■a2■+■b2
method 2
■■ Start■with■any■odd■number,■and■make■this■the■shortest■length■of■the■triangle.■
S2 − 1
■■ Use■the■formula■M■=■ ■where■S■=■shortest■side■and■M■=■middle■side,■to■calculate■the■
2
middle■side■of■the■triangle.
■■ Thus■two■sides■of■the■triangle■are■now■known■and■using■c2■=■a2■+■b2■the■third■side■
(hypotenuse,■c)■can■be■calculated.
WorkeD examPle 9
If the smallest number of a Pythagorean triple is 7, find the middle number and, hence, find the
third number.
think Write
1 Write■the■given■information,■and■the■formula■to■fi■nd■ S■=■7
the■middle■side,■M. S2 − 1
M■=■
2
2 72 − 1
Substitute■S■=■7■into■the■formula■and■evaluate. =■
2
49 − 1
=■
2
48
=■
2
=■24
The■middle■number■is■24.
3 Use■Pythagoras’■theorem■to■fi■nd■the■third■number.■ c2■=■a2■+■b2
This■will■be■the■largest■number■(the■hypotenuse). =■72■+■242
=■49■+■576
=■625
c■=■ 625
=■25
The■third■number■is■25.
4 State■the■solution. The■Pythagorean■triple■required■
is■7,■24,■25.■

Method 3
■■ This method takes any 2 numbers, and applies a set of rules to them, in order to generate
Pythagorean triples.
■■ Select 2 whole numbers, x and y, with the following rule:
The number chosen for x must be larger than y; that is x > y.
The Pythagorean triple is given by: 2xy, x2 - y2, x2 + y2.
Worked Example 10
Obtain a Pythagorean triple using the values x = 7 and y = 2 with Method 3.

Think Write
1 Write the values given in the question. x = 7, y = 2

2 Substitute these values into the expression for each 2xy = 2 ì 7 ì 2
term. = 28
x2 - y2 = 72 - 22
= 49 - 4
= 45
x2 + y2 = 72 + 22
= 49 + 4
= 53
3 Check that the numbers obtained satisfy Pythagoras’ LHS = c2
theorem. = 532
Does c2 = a2 + b2? = 2809
RHS = a2 + b2
= 282 + 452
= 784 + 2025
= 2809
Therefore, c2 = a2 + b2.
4 State the solution. The Pythagorean triple required is 28, 45, 53.
Pythagorean triples and similar triangles

■■ Pythagorean triples produce right-angled triangles.
■■ Multiples of Pythagorean triples also produce right-angled triangles.
For example, 3, 4 and 5 form a Pythagorean triple, and result in a triangle like this.
A
5
3
B 4 C
Multiplying the triple by 2 to give 6, 8 and 10 also forms a Pythagorean triple, since ■
102 = 62 + 82. The resulting triangle looks like this.
U
10
6
V 8 W
■■ It follows that these two triangles are similar (ABC ~ UVW), the linear scale factor
being 2.

rememBer
1.■ Pythagorean■triples■consist■of■three■whole■numbers■that■satisfy■Pythagoras’■theorem.
2.■ If■we■multiply■each■number■in■a■triple■by■the■same■whole■number,■it■will■produce■
another■triple.
S 2 −1
3.■ Starting■with■an■odd■number,■S,■we■can■use■the■formula■M = ■to■fi■nd■the■middle■
2
■ ■number,■M,■of■a■Pythagorean■triple.■The■third■number■can■be■found■using■Pythagoras’■
theorem■(c2■=■a2■+■b2).
4.■ We■can■produce■a■Pythagorean■triple■using■chosen■values■of■x■and■y■by■substituting■
these■into■the■expressions■2xy,■x2■–■y2,■x2■+■y2■where■x■>■y.
5.■ Multiples■of■Pythagorean■triples■produce■similar■triangles.
exerCise
fluenCy
inDiViDual
PathWays 1 We8 ■Do■the■numbers■given■below■form■Pythagorean■triples?
eBook plus a 6,■8,■10 b 5,■12,■13 c 4,■5,■6
d 24,■7,■25 e 16,■20,■12 f 14,■16,■30
Activity 6-D-1
Understanding 2 Use■the■triples■below■to■create■three■other■triples,■and■check■that■they■satisfy■Pythagoras’■
Pythagorean triples theorem.
doc-4085
a 3,■4,■5 b 5,■12,■13
Activity 6-D-2
Forming new 3 We9 ■The■smallest■numbers■of■four■Pythagorean■triples■are■given■below.■Find■the■middle■
Pythagorean triples number■and,■hence,■fi■nd■the■third■number.
doc-4086
a 9 b 11 c 13 d 29
Activity 6-D-3
Generating 4 What■do■you■notice■about■the■triads■in■question■3■above?
Pythagorean triples
doc-4087 unDerstanDing
5 We 10 ■For■each■of■the■following,■fi■nd■a■Pythagorean■triple■using■the■given■values■of■x■and■y.■
(In■each■case■check■that■the■3■numbers■found■satisfy■Pythagoras’■theorem.)
a x■=■6■and■y■=■1 b x■=■7■and■y■=■4 c x■=■8■and■y■=■3
d x■=■11■and■y■=■6 e x■=■14■and■y■=■9 f x■=■15■and■y■=■2
6 a Does■the■method■used■in■question■5■work■if■both■x■and■y■are■even?
b Does■it■work■if■both■x■and■y■are■odd?
Try■some■examples■of■your■own.
7 Find■four■different■Pythagorean■triples■of■the■form■(a,■b,■65)■where■a■<■b.
reasoning
8 There■are■formulas■for■generating■Pythagorean■triples■(such■as■3,■4,■and■5).■consider■the■one■
used■in■Method■3■previously.
Let■x■and■y be■any■two■positive■whole■numbers■where■x■is■larger■than■y.
Let■a■=■2xy
■ b■=■x2■–■y2
■ c■=■x2■+■y2
a Prove■algebraically■that■c2■=■a2■+■b2. refleCtion
eBook plus
b by■choosing■various■values■of■x■and■y,■generate■
In Method 2, why does the rule
Digital doc 3■different■Pythagorean■triples. only work when the smallest
WorkSHEET 6.2 c What■values■of■x■and■y■will■generate■the■triple■ side is an odd number?
doc-6201
(3,■4,■5)?

6E What is trigonometry?
■■ The word trigonometry is derived from
the Greek words trigonon (triangle) and
metron (measurement).
Thus, it literally means ‘to measure a
triangle’.
■■ Trigonometry deals with the relationship
between the sides and the angles of a
triangle.
■■ The principles of trigonometry were used,
for example, in the construction of ancient
Egyptian pyramids.
■■ Modern day uses of trigonometry include:
surveying land, architecture, measuring
distances and determining heights of
inaccessible objects.
■■ In this chapter the ratios of the sides, and
angles of a right-angled triangle will be
explored.
Similar right-angled triangles

■■ In the two similar right-angled triangles shown below, the angles are the same and the
corresponding sides are in the same ratio.
D
A 6 cm 10 cm
3 cm 5 cm
x x
B 4 cm C E 8 cm F
■■ The corresponding sides are in the same ratio.

AB AC BC
= =
DE DF EF
■■ Using the side lengths of the triangles in the ratios gives:
AB 3 1
= =
DE 6 2
AC 5 1
= =
DF 10 2
BC 4 1
= =
EF 8 2
Thus for right-angled triangles, when the angles are fixed, the ratios of the sides in the
triangle are constant.
This idea can be examined further by completing the following activity.

Using a protractor and ruler, draw an angle of 70è, measuring

horizontal distances of 3 cm, 7cm and 10 cm as demonstrated in
the diagram at right.
Measure the perpendicular heights a, b and c.
a ö 8.24 cm b ö 19.23 cm c ö 27.47 cm
Calculate the ratios of the side lengths to test the theory that
for right-angled triangles, when angles are fixed, the ratios of
the triangles’ sides are constant.
a 8.24
≈ ≈ 2.75
3 3
b 19.23 c
≈ ≈ 2.75
7 7
c 27.47
≈ ≈ 2.75 b
10 10
■■ The ratios are the same because the triangles are similar.
■■ This important concept forms the basis of trigonometry.
Naming the sides of a right-angled a
triangle
■■ In trigonometry, angles are often named using letters of the 70è
Greek alphabet, such as q (pronounced ‘theta’), a (‘alpha’),
3 cm
b (‘beta’), g (‘gamma’) and others.
■■ The longest side of a right-angled triangle, called the hypotenuse 7 cm
is always opposite the right-angle (which is the largest angle). 10 cm
■■ The other two sides of a right-angled triangle are named B
according to their position with respect to a specific angle.
The side which is opposite to the angle is named opposite.
The side next to the angle is named adjacent.
e
us
In the diagram at right, the longest side, opposite the right angle, is
Opposite
■■
side AB. So AB is the hypotenuse. Side BC is opposite angle q and ten
po
Hy
side AC is next to angle q. So, in relation to this angle, side BC is

opposite and side AC is adjacent.
q
A C
Adjacent
Worked Example 11
Label the sides of the right-angled triangle at right using the words hypotenuse,
adjacent and opposite.
Think Write/draw
1 Identify the hypotenuse. It is opposite the right-angle.

2 Look at the position of each of the other two sides
with respect to angle q. Label the side next to q
se
Opposite
enu
angle q as ‘adjacent’ and the side opposite angle q as

pot
‘opposite’.
Hy
q
Adjacent

trigonometric ratios
■■ In■trigonometry■the■ratios■of■sides■in■right-angled■triangles■are■of■particular■
eBook plus importance.■
■■ In■any■right-angled■triangle■the■ratio■of■the:
Interactivity
Investigation: •■ opposite■side■to■the■hypotenuse■is■called■the■sine■ratio.
Trigonometric •■ adjacent■side■to■the■hypotenuse■is■called■the■cosine■ratio.
ratios
•■ opposite■side■to■the■adjacent■is■called■the■tangent■ratio.
int-0744
length of the side opposite to angle q
sine of angle q =
e
length of the hypotenuse
Opposite
us
ten
po
length of the side adjacent to angle q
Hy
cosine of angle q =
length of the hypotenuse
q
length of the side opposite to angle q
tangent of angle■q = Adjacent
length of the side adjacent to angle q
■■ These■are■abbreviated■to:
O A O
sin(q ) = , cos(q ) = ■and■tan(q ) = ,■where■H■is■the■
H H A H
O
hypotenuse■and■O■and■A■are■opposite■and■adjacent■sides■
q
respectively.
O
■■ The■following■mnemonic■can■be■used■to■help■ H q
remember■the■trigonometric■ratios. A
q
SOH A
■ SOH■–■cAH■–■TOA■
■■ The■value■of■each■of■these■ratios■for■any■angle■can■be■ TOA
calculated■by■measuring■two■specifi■c■side■lengths■of■the■ CAH
right-angled■triangle■containing■that■angle■and■dividing■
them.
WorkeD examPle 12
For this triangle, write the expressions for the sine, cosine and tangent ratios of the given angle.
c
a
q
b
think Write/DraW
1 Label■the■diagram■using■the■symbols■O,■A,■H■with■
respect■to■the■given■angle■(angle■q ).
c=H
a=O
q
b=A

2 From■the■diagram,■identify■the■values■of■O■(opposite■ O■=■a,■A■=■b,■H■=■c
side),■A■(adjacent■side)■and■H■(the■hypotenuse).
3 O A O
Write■the■formula■for■each■of■the■sine,■cosine■and■ sin(θ ) = cos(θ ) = , tan(
, cos( ta θ ) =
tangent■ratios. H H A
a b a
4 Substitute■the■values■of■A,■O■and■H■into■each■ sin(θ ) = , cos(
cos(θ ) = , tan(
ta θ ) =
c c b
formula.
■■ Trigonometric■ratios■are■used■to■determine■the■unknown■side■lengths■and■angles■of■a■right-
angled■triangle.
■■ To■determine■which■one■of■the■three■trigonometric■ratios■to■use■in■each■case,■follow■these■
steps.
Step■1.■ ■Label■the■sides■of■the■triangle,■which■are■either■given,■or■need■to■be■found,■using■the■
symbols■O,■A,■H■with■respect■to■the■angle■in■question.
Step■2.■ ■consider■the■sides■which■are■involved■and■write■the■trigonometric■ratio■containing■
these■sides.■(Use■the■mnemonic■SOH–cAH–TOA■to■assist■you.)
Step■3.■ Identify■the■values■of■the■pronumerals■in■the■ratio.
Step■4.■ Substitute■the■values■of■the■pronumerals■into■the■ratio.
WorkeD examPle 13
Write the trigonometric ratio which must be used in order to find the value of the pronumeral in
each of the following triangles.
a b
18
15
6 x
50è
b
think Write/DraW
a 1 Label■the■sides■of■the■triangle■whose■lengths■are■ a
given,■using■the■appropriate■symbols. 15 = H
6=O
O
2 We■are■given■the■lengths■of■the■opposite■side■ sin(q ) = ■
(O)■and■the■hypotenuse■(H).■Write■the■ratio■that■ H
contains■both■of■these■sides.
3 Identify■the■values■of■the■pronumerals. O■=■6,■H■=■15
4 Substitute■the■values■of■the■pronumerals■into■the■ 6
sin(b) = 15
ratio.■(Since■the■given■angle■is■denoted■with■the■
letter■b,■replace■q■with■b.)
5 Simplify■the■fraction. sin(b)■=■ 25

b 1 Label■the■sides■of■the■triangle■whose■lengths■ b
18 = A
are■either■given,■or■need■to■be■found,■using■the■
x=O
appropriate■symbols. 50è
O
2 The■length■of■the■adjacent■side■(A)■is■given■and■ tan(q )■=■
the■length■of■the■opposite■side■(O)■needs■to■be■ A
found.■Write■the■ratio■that■contains■these■sides.
3 Identify■the■values■of■the■pronumerals. O■=■x,■A■=■18,■q■=■50è
4
x
Substitute■the■values■of■the■pronumerals■into■the■ratio. tan(50è)■=■
18
rememBer
1.■ In■similar■right-angled■triangles■the■ratios■of■corresponding■sides■are■constant.
2.■ The■sides■of■a■right-angled■triangle■are■named■according■to■
their■position■with■respect■to■a■specifi■c■angle.■The■hypotenuse q
represents■the■longest■side■of■a■right-angled■triangle■and■is■always■
Hy
opposite■the■right-angle.■The■side■opposite■angle■q■is■opposite and■
Adjacent
pot
the■side■next■to■angle■q■is■adjacent.
enu
3.■ In■trigonometry,■the■ratios■of■sides■in■right-angled■triangles■are■of■
se
particular■importance.
(a)■ ■The■ratio■of■the■opposite side to■the■hypotenuse is■called■the■sine
Opposite
ratio.
(b)■ The■ratio■of■the■adjacent side to■the■hypotenuse is■called■the■cosine ratio.
(c)■ The■ratio■of■the■opposite side to■the■adjacent side is■called■the■tangent ratio.
4.■ The■three■trigonometric■ratios,■sine,■cosine■and■tangent,■are■defi■ned■as:
O A O
sin(θ ) = , cos(
cos(θ ) = , and tan(θ ) = ,
H H A
■ where■H■is■the■hypotenuse,■O■is■the■opposite■side■and■A■is■the■adjacent■side.
5.■ The■three■ratios■are■abbreviated■to■the■useful■mnemonic■SOH–cAH–TOA.
6.■ To■determine■which■trigonometric■ratio■to■use,■follow■these■steps.
(a)■ ■Label■the■sides■of■the■right-angled■triangle■that■are■either■given,■or■need■to■be■
found,■using■the■symbols■O,■A,■H■with■respect■to■the■angle■in■question.
(b)■ ■consider■the■sides■that■are■involved■and■write■the■trigonometric■ratio■containing■
both■of■these■sides.■(Use■SOH–cAH–TOA■to■assist■you.)
(c)■ Identify■the■values■of■the■pronumerals■in■the■ratio.
(d)■ Substitute■the■given■values■into■the■ratio.
exerCise
6e What is trigonometry?
inDiViDual fluenCy
PathWays
1 We11 ■Label■the■sides■of■the■following■right-angled■triangles■using■the■words■hypotenuse,■
eBook plus adjacent■and■opposite.
a q b c
Activity 6-E-1
Labelling sides in
right-angle triangles
doc-4088
q
q

d e f
inDiViDual q
PathWays q
eBook plus
Activity 6-E-2
Trigonometric q
values of angles
doc-4089
Activity 6-E-3
Using the correct 2 Name■the■hypotenuse,■adjacent■and■opposite■sides,■and■angle■q,■where■appropriate,■in■each■of■
trigonometric ratio the■following■right-angled■triangles.
doc-4090 a b
E Opposite I
G
eBook plus
D t
cen
Digital doc d ja
SkillSHEET 6.8 A
doc-6197 F
H
c K
t
jacen
Ad
J
L
3 The■diagrams■below■represent■three■right-angled■triangles.
eBook plus
O R U
Digital doc
SkillSHEET 6.5
doc-6208
q
S T
q
M N q
P Q
a For■each■triangle:
i use■a■protractor■to■measure■the■angle■marked■q,■to■the■nearest■degree■
ii use■a■ruler■to■measure■the■lengths■(to■the■nearest■millimetre)■of■the■hypotenuse,■the■
side■adjacent■to■angle■q■and■the■side■opposite■angle■q
 opp   adj
ad   opp 
iii calculate■the■sine■ratio■  ,■cosine■ratio■  ■and■tangent■ratio■ ■
 hyp   hyp  ad 
 adj
iv enter■all■of■the■information■into■the■table■below.■
Sine Cosine Tangent

ratio ratio ratio
 opp  adj
ad   opp
Adjacent Opposite  hyp  hyp  adj
Triangle Angle q side side Hypotenuse ad 
MNO ±M■=
PQR ±P■=
STU ±S■=

WX X
b Without■taking■measurements,■what■will■be■the■sine■ratio■ ,■
VW WX VX
cosine■ratio■ ■and■tangent■ratio■ ■in■the■triangle■at■right?■
VX VW
c Verify■your■answer■by■measuring■each■side■and■calculating■the■
three■ratios.
d complete■this■sentence.
In■any■right-angled■triangle,■where■one■angle■is■60è,■the■sine■
ratio■will■be■equal■to■ ,■the■cosine■ratio■will■equal■
■and■the■tangent■ratio■will■equal■ .
60è
4 mC ■Which■answer■correctly■names■the■sides■and■angle■of■the■ V W
triangle■at■right?■ A
A ±c■=■q,■Ab■=■adjacent■side,■Ac■=■hypotenuse,■Ac■=■opposite■side
B ±c■=■q,■Ab■=■opposite■side,■Ac■=■hypotenuse,■Ac■=■adjacent■side
C ±A■=■q,■Ab■=■opposite■side,■Ac■=■hypotenuse,■bc■=■adjacent■side
D ±c■=■q,■Ab■=■opposite■side,■Ac■=■hypotenuse,■bc■=■adjacent■side
E ±b■=■q,■Ab■=■opposite■side,■Ac■=■hypotenuse,■bc■=■adjacent■side B q
C
5 We12 ■For■each■of■the■following■triangles,■write■the■expressions■for■ratios■of■each■of■the■given■
angles:■■ i■ sine■ ■ii■ cosine■■ iii■ tangent.
a d b c
q b
i h
k
a j
f e g
d o e f
a b
g n
b
c u
m v
g
t
6 We 13 ■Write■the■trigonometric■ratio■that■must■be■used■in■order■to■fi■nd■the■value■of■the■
pronumeral■in■each■of■the■following■triangles.
a b c 5
25
q
q
15
12 4
30
d e f 14.3
2.7
p 17
t
q 35è 17.5
a

g 7 h q i
20 31 9.8
a
3.1
x
15è
unDerstanDing
7 mC ■a What■is■the■correct■trigonometric■ratio■for■the■triangle■shown■at■right? g
a c
tan(γ ) =
A tan( B sin(n(γ ) = b
c a a
c c
s(γ ) =
C cos( D sin(n(γ ) =
b b c
a
s(γ ) =
E cos(
c
b Which■trigonometric■ratio■for■the■triangle■shown■at■right■is■incorrect?
b a
n(α ) =
A sin( B sin(n(α ) = a
c c b
a b a q
s(α ) =
C cos( tan(α ) =
D tan( c
c a
a
tan(θ ) =
E tan(
b
c Which■of■the■following■statements■is■correct?■
A sin(55è)■=■cos(55è) B sin(45è)■=■cos(35è)
C cos(15è)■=■sin(85è) D sin(30è)■=■sin(60è)
E sin(42è)■=■cos(48è)
reasoning
8 consider■the■right-angled■triangle■shown■at■right.
a Label■each■of■the■sides■using■the■letters■O,■A,■H■with■ a
respect■to■the■41è■angle.
b Measure■the■side■lengths■(to■the■nearest■millimetre).
c Determine■the■value■of■each■trigonometric■ratio.■
(Where■applicable,■answers■should■be■given■correct■
to■2■decimal■places.)
i sin(41è) ii cos(41è) iii tan(41è)
41è
d What■is■the■value■of■the■unknown■angle,■a ?
e Determine■the■value■of■each■of■these■trigonometric■ratios,■correct■to■2■decimal■places.
i sin(a) ii cos(a ) iii tan(a■)
(Hint:■■First■re-label■the■sides■of■the■triangle■with■respect■to■angle■a.)
f What■do■you■notice■about■the■relationship■between■
sin(41è)■and■cos(a)?
g What■do■you■notice■about■the■relationship■between■ refleCtion
sin(a)■and■cos(41è)? Why does sin(30è) = cos(60è)?
h Make■a■general■statement■about■the■two■angles.

6F Calculating unknown side lengths

■■ There exists only one value for sine, cosine or tangent of a specific angle, regardless of the
size of the right-angled triangle (these would all be similar triangles).
■■ This value of the angle is determined by the ratio of the side lengths as seen in the previous
section.
■■ Since there exists only one value, it is possible to determine unknown side lengths of right-
angled triangles if the size of the angle and the length of one other side are given.
■■ The use of a scientific or graphics calculator, set to degree mode, enables the actual value of
the sine, cosine or tangent of the angle to be accurately determined.
Worked Example 14
Evaluate each of the following, giving answers correct to 4 decimal places.

a sin(53è)
b cos(32è)
c tan(79è)
Think Write
a 1 Make sure the calculator is set in degree mode. a

2 Depending on the type of scientific calculator,
press either 53 sin or sin 53 = . (Check with
your teacher if you are unsure.)
3 Copy the number shown on the display. sin(53è) = 0.798 635 5
4 Round the number to 4 decimal places. ö 0.7986
b Repeat steps 1 to 4 of part a, but press 32 cos b cos(32è) = 0.848 048 1
or cos 32 = to enter cos 32è. ö 0.8480
c Repeat steps 1 to 4 of part a, but press 79 tan c tan(79è) = 5.144 554
or tan 79 = to enter tan 79è. ö 5.1446
Finding side lengths

■■ When given a right-angled triangle, one angle within the triangle and one side-length, the
unknown side length can be found by using the appropriate trigonometric ratio, as shown in
Worked example 15 (following).
■■ In this example, the unknown side length is the numerator of the trigonometric ratio.
■■ Other examples in which the unknown side length is the denominator of the trigonometric
ratio are shown in Worked example 16 (following).
■■ The steps used in solving these types of problems are as follows.
Step 1. Label the sides of the triangle, which are either given, or need to be found, with
respect to the given angle.
Step 2. Consider the sides involved and determine which of the trigonometric ratios is
required. (Use the mnemonic SOH–CAH–TOA to help you.)
(a) Use the sine ratio if the hypotenuse (H) and the opposite side (O) are involved.
(b) Use the cosine ratio if the hypotenuse (H) and the adjacent side (A) are involved.
(c) Use the tangent ratio if the opposite (O) and the adjacent (A) side are involved.
Step 3. Substitute the value of the pronumerals into the ratio.
Step 4. Solve the resultant equation for the unknown side length.

WorkeD examPle 15
Use the appropriate trigonometric ratio to find the length of the unknown 16.2 m
side in the triangle shown. Give your answer correct to 2 decimal places.
58è
x
think Write/DraW
1 •■ ■Label■the■sides■of■the■triangle■using■the■symbols■O■ 16.2 m = A
and■A■with■respect■to■the■58è■angle.
• ■H■is■not■required■because■there■are■no■ 58è
x=O
measurements■of■unknowns■on■the■hypotenuse.
2
O
We■are■fi■nding■the■opposite■side■(O),■given■the■ tan(q )■=■
adjacent■side■(A).■Write■the■ratio■containing■these■ A
sides■(TOA).
3 Identify■the■values■of■the■variables. q■=■(58è),■O■=■x,■A■=■16.2■m
x
4 Substitute■the■appropriate■values■(the■values■of■q,■ tan(58è) =■
O■and■A)■into■the■tangent■ratio. 16.2
x
5 Make■x■the■subject■of■the■equation■by■multiplying■ ■16.2 ì■tan(58è)■=■ ■ì 16.2
both■sides■by■16.2. 16.2
■16.2 ì■tan(58è) =■x
x = 16.2■tan(58è)
6 Use■a■calculator■to■evaluate,■then■round■the■answer■to■ x =■25.925■■419■■37
2■decimal■places. x ö■25.93■■m
WorkeD examPle 16
Find the length of the side marked m in the triangle at right. Give your 17.4 cm
answer correct to 2 decimal places.
22è
m
think Write/DraW
1 •■ ■Label■the■sides■of■the■triangle■using■the■symbols■A,■ 17.4 cm = A
H■with■respect■to■the■22è■angle.
• ■O■is■not■required■because■there■are■no■
measurements■or■unknowns■on■the■opposite■side. 22è
m=H
A
2 We■are■fi■nding■the■hypotenuse■(H)■given■the■adjacent■ cos(q■)■=■
side■(A).■Write■the■ratio■containing■these■sides■(cAH). H
3 Identify■the■values■of■the■variables. q■=■22è,■A■=■17.4■■cm,■H■=■m

17.4
4 Substitute■the■appropriate■values■(the■values■of■q,■ cos(22è)■=■
m
A■and■H)■into■the■cosine■ratio.
17.4
5 •■ ■Make■m■the■subject■of■the■equation■by■fi■rst■ m■ì cos(22è) = ■ì■m
m
multiplying■both■sides■by■m.
m■cos(22è)■=■17.4
•■ Divide■both■sides■by■cos(22è).
m cos(22°) 17.4
■=■
22°)
cos(22° cos(22° )
17.4
■ m■=■
cos(22° )
6 Use■a■calculator■to■evaluate,■then■round■the■answer■to■ ■ m■= 18.766■■504■■52
2■decimal■places. ■ m■ö■18.77■■cm
WorkeD examPle 17
Benjamin set out on a bushwalking expedition. Using

a compass, he set off on a course N 70è E (or 070è T) and
travelled a distance of 5 km from his base camp.
E
5 km
70è
Base camp
a How far east has he travelled?

b How far north has he travelled from
the base camp?
Give answers correct to 2 decimal places.
think Write/DraW
a 1 Label■the■sides■of■the■triangle,■using■the■ a x=O
symbols■O,■A,■H■with■respect■to■the■70è■
angle.■The■length■of■the■opposite■side■gives■
the■distance■travelled■in■the■easterly■direction.■
Label■it■x.■The■length■of■the■adjacent■side■ A=y 5 km = H
gives■the■distance■travelled■in■the■northerly■
direction.■Label■it■y. 70è
2 Identify■the■values■of■the■pronumerals. q■=■70è,■O■=■x,■H■=■5,■A■=■y
3 To■fi■nd■x,■we■need■the■sine■ratio,■since■the■ O
sin(q)■=■
length■of■the■hypotenuse■(H)■is■given■and■the■ H
length■of■the■opposite■side■(O)■needs■to■be■
found■(SOH).

x
4 Substitute■the■values■of■the■pronumerals■into■the■ sin(70è)■=■
sine■ratio. 5
5 Make■x■the■subject■of■the■equation. x■=■5■sin(70è)
6 Evaluate,■using■a■calculator. =■4.698■■463■■104
7 Round■the■answer■to■2■decimal■places. ö■4.70■■km
8 Answer■the■question■in■sentence■form.■ benjamin■has■travelled■4.70■km■east■of■
Remember■to■include■an■appropriate■unit. the■base■camp.
A
b 1 To■fi■nd■y,■we■can■use■the■cosine■ratio,■since■the■ b ■cos(q )■=■
length■of■the■hypotenuse■(H)■is■given■and■the■ H
length■of■the■adjacent■side■(A)■needs■to■be■found■
(cAH).
y
2 Substitute■the■values■of■the■pronumerals■into■the■ ■cos(70è)■=■
cosine■ratio. 5
3 Make y■the■subject■of■the■equation. y■=■5■cos(70è)
4 Evaluate,■using■a■calculator. ■ =■1.710■■100■■717
5 Round■the■answer■to■2■decimal■places. ■ ö■1.71■■km
6 Answer■the■question■in■sentence■form,■including■ benjamin■has■travelled■1.71■■km■north■
units. of■the■base■camp.
rememBer
To■decide■which■particular■ratio■to■use■in■a■given■problem,■follow■these■steps:
1.■ Label■the■sides■of■the■triangle■which■are■either■given,■or■need■to■be■found,■with■respect■
to■the■given■angle.
2.■ consider■the■sides■involved■and■determine■which■trigonometric■ratio■is■required.■
(Use■the■mnemonic■SOH–cAH–TOA■to■help■you.)
(a)■ Use■the■sine■ratio■if■the■hypotenuse■(H)■and■the■opposite■side■(O)■are■involved.
(b)■Use■the■cosine■ratio■if■the■hypotenuse■(H)■and■the■adjacent■side■(A)■are■involved.
(c)■ Use■the■tangent■ratio■if■the■opposite■(O)■and■the■adjacent■(A)■sides■are■involved.
3.■ To■fi■nd■the■value■of■the■unknown■side,■substitute■the■given■information■into■the■chosen■
formula■and■solve■the■equation.■Note■the■difference■in■solving■the■equation■when■the■
unknown■is■in■the■denominator■of■the■fraction■formed.
exerCise
6f Calculating unknown side lengths
inDiViDual fluenCy
PathWays 1 We 14 ■Evaluate■each■of■the■following,■giving■answers■correct■to■4■decimal■places.
eBook plus a sin(47è) b cos(16è) c tan(51è) d cos(5è)
e tan(88è) f sin(65è) g tan(30è) h sin(82è)
Activity 6-F-1
i cos(82è) j sin(0è) k cos(59è) l tan(43è)
Calculating side
lengths using 2 a Draw■a■right-angled■triangle■with■an■angle■of■35è.■
trigonometry b Measure■the■length■of■each■side.
doc-4091
c Use■the■length■measurements■to■calculate:
i sin(35è)■ ii cos(35è)■ iii■ ■tan(35è).

d Use■a■calculator■to■obtain■values■for:
inDiViDual
PathWays i sin(35è)■
ii cos(35è)■
eBook plus
iii tan(35è).
Activity 6-F-2 e compare■the■answers■obtained■to■parts■c■and■d.
Applying
trigonometry to 3 Use■a■calculator■to■check■the■answers■you■obtained■in■Exercise■6E,■question■8c.
simple figures 4 We 15 ■Use■the■appropriate■trigonometric■ratios■to■fi■nd■the■lengths■of■the■unknown■sides■in■the■
doc-4092
triangles■shown.■Give■the■answers■correct■to■2■decimal■places.
Activity 6-F-3
Practical applications a b c
of trigonometry
doc-4093
17 m 27è z
x
7.9 m y
31è
eBook plus 50è 46 mm
eLesson
Using an
inclinometer
eles-0116 d e f s
78è 13.4 cm
p z
29.5 m
12è
37.8 m
22è
5 We 16 ■Use■the■appropriate■trigonometric■ratio■to■fi■nd■the■lengths■of■the■unknown■sides■in■each■
eBook plus
of■the■triangles■shown.■Give■the■answers■correct■to■2■decimal■places.
Digital doc
SkillSHEET 6.11 a b 16 cm c q 5è
doc-6217 k 11 cm 52è
75è s
16.1 cm
d 5.72 km e e f
eBook plus
66è 24è 72è t
Digital doc
SkillSHEET 6.12 7.7 km
doc-6218 p
29.52 m
6 Find■the■length■of■the■unknown■side■in■each■of■the■following■triangles.■(Note:■In■
eBook plus
some■cases■the■unknown■will■be■in■the■numerator■and■in■other■cases■it■will■be■in■the■
Digital doc denominator.)■
SkillSHEET 6.13
doc-6219 a l b c
39è x
a
46.7 cm
13è 119.83 mm 0.95 km
62è

d e 39.75 m f 40.25 m
33è 8è
d y
1.73 km 75è
g h i
z
67è
m 17è
63.2 m n 312.18 mm
30è
98 cm
7 Find the lengths of the unknown sides in the triangles shown, correct to 2 decimal places.
a b c
18
a b
58.73 30è 40è 38
a c
17.8è
b 42è 63è
c a
b
Understanding
8 MC a The value of x in the triangle at right, correct to

2 decimal places is:
A 59.65 B 23.31 C 64.80 67è 25.32
D 9.89 E 27.51
x
b What is the value of x in the triangle shown at right, 135.7 mm

correct to 2 decimal places? 47è
A 99.24 mm B 92.55 mm C 185.55 mm x
D 198.97 mm E 134.66 mm
c What is the value of y in the triangle shown, correct y

to 2 decimal places?
A 47.19 B 7.94 C 1.37
D 0.23 E 47.31 3.3
86è
d The value of y in the triangle shown, correct to y

2 decimal places, is: 25è
A 0.76 km B 1.79 km C 3.83 km
D 3.47 km E 3.43 km 1.62 km

9 WE 17 A ship that was to travel due north veered off course N
and travelled N 80è E (or 080è T) for a distance of 280 km,
as shown in the figure at right. E
a How far east had the ship travelled?
b How far north had the ship travelled?
80è 280 km
10 A rescue helicopter spots a missing surfer drifting out to sea on his damaged board. The
helicopter descends vertically to a height of 19 m above sea level and drops down an
emergency rope, which the surfer grips. Due to the wind the rope swings at an angle of 27è to
the vertical, as shown in the diagram. What is the length of the rope?
27è
19 m
11 Walking along the coastline,

Michelle (M) looks up
through an angle of 55è and
sees her friend Helen (H) on
top of the cliff at the lookout
point. How high is the cliff if
Michelle is 200 m from its H
base? (Assume both girls are
the same height.)
12 Draw a right-angled isosceles
triangle and use Pythagoras’
theorem to find the exact
value of cos(45è), sin(45è) and 55° M
tan(45è). Leave your answer in 200 m
surd (square root) form.
13 Draw an equilateral triangle
and use Pythagoras’ theorem
to find the exact value of
cos(30è), sin(30è) and
tan(30è). Leave your answer
in surd (square root) form.

14 One■method■for■determining■the■distance■across■a■body■of■water■is■shown■in■the■diagram■
below.
q
A 50 m C
The■required■distance■is■Ab.■A■surveyor■moves■at■right-angles■50■m■to■point■c■and■uses■a■tool■
called■a■transit■to■measure■the■angle■q■(±Acb).
a If■q■=■12.3è,■show■that■the■length■Ab■is■10.90■m.■
b Show■that■a■value■of■q■=■63.44è■gives■a■length■of■Ab■=■100■m.
c Find■a■rule■that■can■be■used■to■calculate■the■length■Ac.
reasoning
15 The■opening■of■the■goal■mouth■of■a■soccer■goal■is■7.32■m.■
The■penalty■spot■(a■spot■marked■on■the■fi■eld)■is■found■16.5■m■out■
perpendicular■from■the■middle■of■the■goal■mouth.■Explain■why■the■
goal■keeper■often■charges■at■the■striker■(goal■kicker)■in■the■fi■eld■of■
play■in■an■attempt■to■intercept■the■ball■on■its■way■to■goal.■Assume■ q
the■striker■will■kick■the■ball■from■the■penalty■spot.
16.5 m
eBook plus
Digital doc
WorkSHEET 6.3 refleCtion
doc-6220 What does sin(60è) actually mean?
3.66 m
6g Calculating unknown angles

■■ If■the■value■of■sine,■cosine■or■tangent■of■an■angle■is■known,■the■size■of■this■angle■can■be■found■
with■the■aid■of■either■a■scientifi■c,■graphics■calculator■or■a■cAS■calculator.■
■For■example,■if■given■cos(q )■=■0.5862,■then■the■value■of■q■can■be■obtained■by■‘undoing’■the■
cosine■function.■
■■ The■inverse■of■cosine,■denoted■by■cos-1,■‘undoes’■the■cos,■thus■leaving■q■on■its■own.
■■ When■fi■nding■the■inverse■trigonometric■ratios,■the■answer■is■the■angle■that■has■that■ratio.
■■ In■the■following■exercise,■angles■will■be■given■correct■to■the■nearest■degree■(whole■number).
WorkeD examPle 18
Evaluate cos-1(0.3678), correct to the nearest degree.

think Write
1 Make■sure■the■calculator■is■set■in■‘degree’■ cos-1(0.3678)■=■68.419■■998■■59
-
mode.■Using■the■cos 1■command,■enter■the■
required■number.
2 Round■the■answer■to■the■nearest■whole■ ■ ö■68è
number■and■include■the■degree■symbol.

Worked Example 19
Determine the size of angle q in each of the following. Give answers correct to the nearest degree.
a sin(q) = 0.6543 b tan(q) = 1.745
Think Write
a 1 Write the question. a sin(q ) = 0.6543

2 To find the size of q, we need to undo ‘sine’ q = sin-1(0.6543)
with the ‘inverse sine’ function.
3 Use the inverse sine function on a calculator. = 40.866 593 54
Record the number shown on the calculator
display.
4 Round the answer to the nearest degree. ö 41è
b 1 Write the question. b tan(q) = 1.745
2 To find the size of q, we need to undo ‘tangent’ q = tan-1(1.745)
with the ‘inverse tangent’ function.
3 Use the inverse tangent function on a = 60.184 448 64
calculator. Record the number shown on the
calculator display.
4 Round the answer to the nearest degree. ö 60è
Finding the angle when 2 sides are known

■■ The size of any angle in a right-angled triangle can be found, if the lengths of any 2 of the
3 sides of the triangle are known, by following these steps.
Step 1. Label the sides of the triangle with respect to the angle to be found using the symbols
O, A and H.
Step 2. Select the trigonometric ratio that relates the 2 sides whose lengths are given. (Use
SOH–CAH–TOA to assist you.)
Step 3. Find the size of the angle using an appropriate inverse trigonometric function.
Worked Example 20
Determine the value of q in the triangle at right. Give your answer correct
to the nearest degree.
63
q
12
Think Write/draw
1 Label the sides of the triangle whose lengths are

given, using the symbols O, A, H with respect to
angle q.
63 = H
q
12 = A

2
A
We■are■given■the■lengths■of■the■adjacent■side■(A)■ cos(q■)■=■
and■the■hypotenuse■(H).■Determine■which■of■the■ H
trigonometric■ratios■is■required■(the■ratio■that■
contains■both■of■these■sides■—■cAH).
3 Identify■the■values■of■the■pronumerals. A■=■12,■H■=■63
4 12
Substitute■the■given■values■into■the■cosine■ratio. cos(q■)■=■ 63
5 To■fi■nd■q■undo■‘cosine’■with■‘inverse■cosine’. ■ q■=■cos-1  12 

63 
6 Evaluate,■using■a■calculator. ■ =■79.019■■424■■57
7 Round■the■answer■to■the■nearest■degree. ■ ö■79è
WorkeD examPle 21
Roberta enjoys water skiing and is about to try a new ramp on the Hawkesbury River. The
inclined ramp rises 5 m above the water level and spans a horizontal distance of 12.5 m. What is the
magnitude (size) of the angle that the ramp makes with the water? Give the answer correct to the
nearest degree.
5m
12.5 m
think Write/DraW
1 On■the■diagram■mark■the■angle■that■needs■to■be■
found■and■label■the■sides■of■the■triangle■whose■ 5=O
lengths■are■given■with■respect■to■that■angle,■using■the■ q
symbols■O,■A,■H. 12.5 = A
O
2 We■are■given■the■lengths■of■the■adjacent tan(q )■=■
A
(A)■and■opposite■(O)■sides.■Write■the■trigonometric■
ratio■containing■these■sides■(TOA).
3 Identify■the■values■of■the■pronumerals. O■=■5,■A■=■12.5
4 5
Substitute■the■values■of■the■pronumerals■into■the■ tan(q■)■=■12.5
tangent■ratio.
 5 
5 To■fi■nd■q,■undo■‘tangent’■with■‘inverse■tangent’. q■=■tan-1  12.5 
6 Evaluate. =■21.801■■409■■49
7 Round■the■answer■to■the■nearest■degree. ■ ö■22è
8 Write■the■worded■answer. The■ramp■makes■an■angle■of■22è■with■the■
water.

rememBer
1.■ If■the■value■of■sine,■cosine■or■tangent■of■an■angle■is■known,■the■size■of■this■angle■can■be■
found■using■the■appropriate■inverse■function■on■scientifi■c,■graphics■or■cAS■calculators.■
2.■ The■trigonometric■inverses■are■denoted■with■symbols■sin-1,■cos-1■and■tan-1.
3.■ The■size■of■any■angle■in■a■right-angled■triangle■can■be■found■if■the■lengths■of■any■two■
of■the■three■sides■of■the■triangle■are■known,■by■following■these■steps.
(a)■ Label■the■sides■of■the■triangle■with■respect■to■the■angle■to■be■found■using■the■
symbols■O,■A■and■H.
(b)■Select■the■trigonometric■ratio■that■relates■the■two■sides■whose■lengths■are■given.■
(Use■SOH–cAH–TOA■to■assist■you.)
(c)■ Find■the■size■of■the■angle■using■an■appropriate■inverse■function.
exerCise
6g Calculating unknown angles
inDiViDual fluenCy
PathWays 1 We 18 ■Evaluate■each■of■the■following,■correct■to■the■nearest■degree.
eBook plus a sin-1(0.6294) b cos-1(0.3110) c tan-1(0.7409)
-1 -1
d tan (1.3061) e sin (0.9357) f cos-1(0.3275)
Activity 6-G-1 -1 -1
g cos (0.1928) h tan (4.1966) i sin-1(0.2554)
Calculating angles
using trigonometry 2 We 19 ■Determine■the■size■of■the■angle■in■each■of■the■following.■Give■answers■correct■to■the■
doc-4094 nearest■degree.
Activity 6-G-2
a sin(q■)■=■0.3214 b sin(q ) =■0.6752 c sin(b ) =■0.8235
Calculating angles in
simple figures d cos(b ) =■0.9351 e cos(a) =■0.6529 f cos(a) =■0.1722
doc-4095 g tan(q■) =■0.7065 h tan(a)■=■1 i tan(b)■=■0.876
Activity 6-G-3 j sin(c)■=■0.3936 k cos(q■) =■0.5241 l tan(a) =■5.6214
Angles in everyday
objects 3 We 20 ■Determine■the■value■of■q■in■each■of■the■following■triangles.■Give■answers■correct■to■
doc-4096 the■nearest■degree.
a b q c 16.54
q
72
60 15.16
eBook plus 85
Digital doc
q
SkillSHEET 6.14 49
doc-6221 d e f 6.9
41.32 38.75 q
12.61
q 21.8
q
12.61
g 26 h 21.72 i
q
q 76.38
28.95
105.62 78.57

4 MC a If cos(q) = 0.8752, the value of q, correct to 2 decimal places is:

A 61.07è B 41.19è C 25.84è D 28.93è E 28.36è
b If sin(q ) = 0.5530, the value of q, correct to 2 decimal places is:
A 56.43è B 33.57è C 28.94è D 36.87è E 33.37è
c The value of q in the triangle shown, correct to 2 decimal
places, is:
A 41.30è
B 28.55è 136.21
C 48.70è 119.65
D 61.93è
E 61.45è
q
d The value of q in the triangle shown, correct to 2 decimal

places is: q
A 42.10è 785.2
B 64.63è
C 25.37è 709.5
D 47.90è
E 26.00è
5 a Copy and fill in the table below.
x 0.0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0
y = cos-1 (x) 90è 60è 0è
b Plot the above table on graph paper or with a spreadsheet or suitable calculator.
Understanding
6 WE 21 A piece of fabric measuring 2.54 m by 1.5 m has a 2.54 m

design consisting of parallel diagonal stripes. What angle does
each diagonal make with the length of the fabric?
1.5 m
7 Danny dingo is perched on top of a cliff 20 m high watching an emu feeding 8 m from the
base of the cliff. The dingo has purchased a flying contraption, which he hopes will help him
capture the emu. At what angle to the cliff must he swoop to catch his prey?
20 m
8m

8 During a science excursion, a group of students visited an underground cave to observe rock
formations. They were required to walk along a series of paths and steps as shown in the
diagram below. Calculate the angle of the incline (slope) at each site and, hence, determine
which path would have been the most challenging; that is, which path had the steepest gradient.
Site 3
1.6 km 1.4 km
Site 2
2.1 km
Site 1
2 km
3.8 km
1 km
reasoning
9 Jenny and Les are camping with friends Mark and Susie. Both couples have a 2-m high tent.
The top of a 2-m tent pole is to be tied with a piece of rope that will be used to keep the pole
upright. So that the rope doesn’t trip a passerby, Jenny and Les decide that the angle between
the rope and the ground should be 80o.
a Find the length of the rope needed from the top of the tent pole to the ground to support
their tent pole.
b Further down the camping ground, Mark and Susie also set up their tent. However they
want to use a piece of rope that they know is in the range of 2 to 3 metres in length.
i Explain why the rope will have to be greater than 2 metres in length.
ii Show that the minimum angle the rope will make with the ground will be 41.8è.
10 Safety guidelines for wheelchair access ramps state that the gradient must be in the ratio 1 : 8.
a Using this ratio, show that the angle that the ramp must make with the horizontal is
closest to 7è.
b New regulations have changed the ratio of the
gradient, so the angle the ramp makes with the reflection
horizontal is now closest to 6è. Explain why, using Why does cos(0è) = 1?
this angle size, the new ratio could be 1 to 9.5.

depression ion
■■ The angle of elevation is measured up from the horizontal f vis
eo
line to the line of vision. Lin
Angle of elevation
Horizontal
Horizontal
■■ The angle of depression is measured down from the Angle of depression

Li
horizontal line to the line of vision. ne
of
vis
ion

WorkeD examPle 22
The passengers on a ship, 3700 m from the base of an

1800-m high cliff are able to see a lighthouse on top of Lighthouse
a cliff. Find the angle of elevation from the ship to
the top of the cliff.
1800 m
3700 m
think Write/DraW
1 The■angle■of■elevation■of■the■top■of■the■cliff,■as■seen■
from■the■ship,■is■the■angle■between■the■horizontal■
line■and■the■line■of■vision■(the■line■joining■the■ship■
with■the■top■of■the■cliff).■Label■this■angle■q.■Label■ 1800 m = O
the■sides■of■the■triangle■whose■lengths■are■given■with■
the■symbols■O■and■A■with■respect■to■angle■q. q
3700 m = A
2
O
We■are■given■the■lengths■of■the■adjacent■(A)■and■ tan(q)■=
opposite■(O)■sides.■Write■the■ratio■containing■these■ A
sides■(TOA).
3 Identify■the■values■of■the■pronumerals. O■=■1800,■A■=■3700
1800
4 Substitute■the■given■values■into■the■tangent■ratio■ tan(q)■=■ 3700
and■simplify■the■fraction■by■dividing■numerator■and■ 18
tan(q)■=■ 37
denominator■by■100.
5 To■fi■nd■q,■undo■‘tangent’■with■the■‘inverse■tangent’■ q■=■tan-1■ 18 
37 
function.
6 Evaluate,■using■a■calculator. =■25.942■■295■■49
7 Round■the■answer■to■the■nearest■degree. ö■26è
8 Write■the■worded■answer. The■angle■of■elevation■from■the■ship■to■the■
top■of■the■cliff■is■26è.

WorkeD examPle 23
A lighthouse, built on top of a cliff that is 1800 m Angle of depression q

high, is 70 m tall. Find the angle of depression (q ) of a 70 m
ship from the top of the lighthouse, if the ship is
3700 m from the bottom of the cliff. 1870 m
1800 m
3700 m
think Write/DraW
1 Draw■a■diagram■to■represent■the■situation.■ q
Note:■The■height■of■the■triangle■is■given■by■the■sum■of■
the■height■of■the■cliff■and■the■height■of■the■lighthouse■
(1800■■m■+■70■■m■=■1870■■m).■The■angle■of■depression■ 1870 m = O
is■outside■the■triangle.■Find■the■angle■alternate■(and,■
hence,■equal)■to■the■angle■of■depression,■which■is■
q
inside■the■triangle■and■label■it■q.■Label■the■sides■of■the■ 3700 m = A
triangle■whose■lengths■are■given■using■the■symbols■O■
and■A■with■respect■to■angle■q.
2
O
consider■the■sides■whose■lengths■are■known■and■ tan(q )■=■
write■the■ratio■containing■these■sides. A
3 Identify■the■values■of■the■pronumerals. O■=■1870,■A■=■3700
4 Substitute■the■given■values■into■the■ratio■and■simplify■ tan(q )■=■1870
3700
the■fraction.
tan(q )■=■187
370
5 Undo■the■‘tangent’■with■the■‘inverse■tangent’■function■ q■=■tan-1■ 187 

370
to■fi■nd■the■value■of■q.
6 Evaluate. =■26.812■■280■■62
7 Round■the■answer■to■the■nearest■degree. ö■27è
8 Write■the■worded■answer. The■angle■of■depression■of■the■ship■from■the■
top■of■the■lighthouse■is■27è.
■ Note:■In■Worked■example■23,■the■angle■of■depression■from■the■ Angle of depression q

top■of■the■lighthouse■to■the■ship■is■equal■to■the■angle■of■
elevation■from■the■ship■to■the■top■of■the■lighthouse.■This■is■
because■the■angle■of■depression■and■the■angle■of■elevation■
are■alternate■(or■‘Z’)■angles.
Angle of
q elevation
■■ This■can■be■generalised■as■follows: B
Angle of depression q
For any two objects, A and B, the angle of elevation of A from B
of B, as seen from A, is equal to the angle of
depression of A, as seen from B. Angle of elevation
q of B from A
A

rememBer
1.■ The■angle■of■elevation■is■measured■up■from■the■
horizontal■line■to■the■line■of■vision.
Angle of elevation
2.■ The■angle■of■depression■is■measured■down■from■the■
Angle of depression
horizontal■line■to■the■line■of■vision.
3.■ For■any■two■objects,■A■and■b,■the■angle■of■elevation■of■b,■
as■seen■from■A■is■equal■to■the■angle■of■depression■of■A,■as■
seen■from■b.
B
of A from B
Angle of elevation
q of B from A
A
exerCise
6h extension: angles of elevation and depression
1 We22 ■building■specifi■cations■require■the■angle■of■elevation■of■
inDiViDual 1m
PathWays any■ramp■constructed■for■public■use■to■be■less■than■60è.
■ Ramps■being■constructed■at■a■new■shopping■centre■are■each■ 7m
eBook plus made■in■the■ratio■7■■m■horizontal■length■to■1■■m■vertical■height.■
Activity 6-H-1
Find■the■angle■of■elevation■of■these■ramps■and,■hence,■decide■
Identifying elevation whether■they■meet■building■specifi■cations.
and depression
doc-4097
Activity 6-H-2
Calculating elevation
and depression
doc-4098
Activity 6-H-3
Applications of
elevation and
depression
doc-4099
2 A■lifesaver■standing■on■his■tower■3■■m■above■the■
12è
ground■spots■a■swimmer■experiencing■diffi■culty.■
The■angle■of■depression■of■the■swimmer■from■
the■lifesaver■is■12è.■How■far■is■the■swimmer■from■ 3m
the■lifesaver’s■tower?■(Give■your■answer■correct■to■
2■decimal■places.)

3 From■the■top■of■a■lookout■50■■m■above■the■ground,■the■angle■of■depression■of■a■camp■site■which■
is■level■with■the■base■of■the■lookout■is■37è.■How■far■is■the■camp■site■from■the■base■of■the■
lookout?
37è
50 m
4 From■a■rescue■helicopter■1800■■m■above■the■ocean,■the■angles■of■depression■of■two■shipwreck■
eBook plus
survivors■are■40è■and■60è■respectively.
Digital doc a Draw■a■labelled■diagram,■which■represents■the■situation.
SkillSHEET 6.15
b calculate■how■far■apart■the■two■survivors■are.
doc-6222
5 The■angle■of■elevation■of■the■top■of■a■tree■from■a■point■on■the■ground,■which■is■60■■m■from■the■
tree,■is■35è.
a Draw■a■labelled■diagram,■which■represents■the■situation.
b Find■the■height■of■the■tree.
6 Miriam,■an■avid■camerawoman■from■Perth,■wants■to■record■her■daughter■Alexandra’s■fi■rst■
attempts■at■crawling.■As■Alexandra■lies■on■the■fl■oor■and■looks■up■at■her■mother,■the■angle■of■
elevation■is■17è.■If■Alexandra■is■5.2■■m■away■from■her■mother,■how■tall■is■Miriam?
17è
5.2 m
7 We23 ■Stan,■who■is■1.95■■m■tall■measures■the■length■of■the■shadow■he■casts■along■the■ground■as■
0.98■■m.■Find■the■angle■of■depression■of■the■sun’s■rays.
q
q = angle of depression
1.95 m
8 What■angle■does■a■3.8■■m■ladder■make■with■the■ground,■if■it■reaches■2.1■■m■up■the■wall?■How■far■
is■the■foot■of■the■ladder■from■the■wall?■(Give■your■answer■to■the■nearest■metre.)
3.8 m 2.1 m

9 con■and■John■are■both■clear■to■shoot■for■a■goal.■con■is■3.6■■m■away■from■the■goal■while■John■is■
4.2■■m■away,■as■shown■in■the■diagram.■If■the■height■of■the■goal■post■is■2.44■■m,■what■is■the■
maximum■angle■of■elevation■each■can■kick■the■ball■in■order■to■score■a■goal?
2.44 m
Con
3.6 m
4.2 m
John
10 A■spotlight,■attached■to■the■top■of■an■elevated■ Platform
50è
platform,■shines■a■beam■of■light■onto■a■stage■
500■■m■horizontally■away.■If■the■bases■of■the■
stage■and■the■platform■are■level,■and■the■angle■ Stage
of■depression■of■the■spotlight■to■the■stage■is■50è,■
fi■nd■the■height■of■the■platform. 500 m
11 While■fi■shing■at■Lake■Argyle■in■North■West■Australia,■
Michael■anchors■his■boat■with■a■60■■m■long■cable■which■is■
inclined■at■65è■to■the■vertical■as■shown■in■the■fi■gure.■What■
is■the■depth■of■the■water?
65è
60 m
12 mC ■The■angle■of■elevation■of■the■top■of■a■lighthouse■tower■which■is■78■■m■tall,■from■a■point■b■
on■the■same■level■as■the■base■of■the■tower■is■60è.■The■correct■diagram■for■this■information■is:
A B C
78 m
78 m
60è 60è
B B
78 m
60è
B
D E
60è
60 60è
60
78 m
B B
78 m

13 A■boat■is■x■metres■from■the■base■of■a■50■■m■cliff.■A■man■on■the■boat■is■looking■up■to■the■top■of■
the■cliff■as■the■boat■travels■away■from■the■cliff.
a copy■and■fi■ll■in■the■table■below.
x (metres) Angle of elevation

■ 0 90.0è
■ 100
■ 200
■ 300
■ 400
■ 500
■ 600
■ 700
■ 800
■ 900
1000
b Plot■the■above■table■on■graph■paper■or■with■a■spreadsheet■or■suitable■calculator.
reasoning
14 Two■buildings■are■100■■m■and■75■■m■high.■From■the■top■of■the■north■side■of■the■taller■building,■
the■angle■of■depression■to■the■top■of■the■south■side■of■the■smaller■building■is■20è■as■shown■
below.■Show■that■the■horizontal■distance■between■the■north■side■of■the■taller■building■and■south■
side■of■the■smaller■building■is■closest■to■69■metres.
North
side
South 20è
side
100 m
75 m
15 Life■saver■Sami■spots■dolphins■playing■near■a■marker■at■sea.■He■is■sitting■in■the■tower■which■is■
situated■30■metres■from■the■water’s■edge■and■is■12■metres■tall.■The■marker■is■100■metres■from■
the■water’s■edge.■
a Draw■a■diagram■to■represent■this■information.
b Show■that■the■angle■of■depression■of■Sami’s■view■of■the■dolphins,■correct■to■one■decimal■
place,■is■5.3è.
c The■dolphins■swim■closer■to■the■shore.■Would■Sami’s■angle■of■depression■increase■or■
decrease■as■the■dolphins’■distance■to■the■shore■decreases?■Justify■your■answer■in■terms■of■
the■tangent■ratios.
eBook plus refleCtion

Digital doc Why does the angle of elevation
WorkSHEET 6.4 have the same value as the angle
doc-6223 of depression?

summary
Right-angled triangles
■■ The■longest■side■of■a■right-angled■triangle■is■called■the■hypotenuse.
■■ The■hypotenuse■is■always■situated■opposite■the■right-angle.
Finding the length of sides

■■ The■hypotenuse■is■the■longest■side■of■the■triangle■and■is■opposite■the■right-angle.
■■ On■your■diagram■check■whether■you■are■fi■nding■the■length■of■the■hypotenuse■or■one■of■the■
shorter■sides.
■■ The■length■of■the■hypotenuse■can■be■found■if■we■are■given■the■length■of■the■two■shorter■sides■
by■using■the■formula■c2■=■a2■+■b2.
■■ The■length■of■the■shorter■side■can■be■found■if■we■are■given■the■length■of■the■hypotenuse■and■
the■other■shorter■side■by■using■the■formula■a2■=■c2■-■b2■or■b2■=■c2■-■a2.■
■■ When■using■Pythagoras’■theorem■always■check■the■units■given■for■each■measurement.
■■ If■necessary,■convert■all■measurements■to■the■same■units■before■using■the■rule.
■■ Worded■problems■can■be■solved■by■drawing■a■diagram■and■using■Pythagoras’■theorem■to■solve■
the■problem.
■■ Worded■problems■should■be■answered■in■a■sentence.■
Composite shapes
■■ To■examine■more■complex■situations■involving■Pythagoras’■theorem,■a■diagram■is■
essential.
■■ When■a■diagram■is■given,■try■to■create■or■separate■any■right-angled■triangles■using■further■
diagrams.
Pythagorean triples
■■ Pythagorean■triples■or■triods■consist■of■three■whole■numbers■that■satisfy■Pythagoras’■
theorem.
■■ If■we■multiply■each■number■in■a■triple■by■the■same■whole■number,■it■will■produce■another■
triple.
S2 − 1
■■ Starting■with■an■odd■number,■S,■we■can■use■the■formula■ M = ■to■fi■nd■the■middle■
2
number,■M,■of■a■Pythagorean■triple.■The■third■number■can■be■found■using■Pythagoras’■
theorem■(c2■=■a2■+■b2).
■■ We■can■produce■a■Pythagorean■triple■using■chosen■values■of■x and■y by■substituting■these■into■
the■expressions■2xy,■x2■-■y2,■x2■+■y2■where■x■>■y.
■■ Multiples■of■Pythagorean■triples■produce■similar■triangles.
What is trigonometry?
■■ In■similar■right-angled■triangles,■the■ratios■of■corresponding■sides■are■constant.
■■ The■sides■of■a■right-angled■triangle■are■named■according■to■their■position■with■respect■to■a■
specifi■c■angle.■The■hypotenuse represents■the■longest■side■of■a■right-angled■triangle■and■is■
always■opposite■the■right-angle.■The■side■opposite■angle■q■is■opposite and■the■side■next■to■
angle■q■is■adjacent.
■■ In■trigonometry,■the■ratios■of■sides■in■right-angled■triangles■are■of■particular■
importance.
(a)■ The■ratio■of■the■opposite side to■the■hypotenuse is■called■the■sine ratio.
(b)■The■ratio■of■the■adjacent side to■the■hypotenuse is■called■the■cosine ratio.
(c)■ The■ratio■of■the■opposite side to■the■adjacent side is■called■the■tangent ratio.

■■ The■three■trigonometric■ratios,■sine,■cosine■and■tangent,■are■defi■ned■as:
O A O
sin(q■) = , cos(q■) = and■tan(q■) =
H H A
■■ The■three■ratios■can■be■abbreviated■to■the■useful■mnemonic■SOH–cAH–TOA.
■■ To■determine■which■trigonometric■ratio■to■use,■follow■these■steps.
(a)■ ■Label■the■sides■of■the■right-angled■triangle■that■are■either■given■or■need■to■be■found,■using■
the■symbols■O,■A,■H■with■respect■to■the■angle■in■question.
(b)■■consider■the■sides■that■are■involved■and■write■the■trigonometric■ratio■containing■both■of■
these■sides.■(Use■SOH–cAH–TOA■to■assist■you.)
(c)■ Identify■the■values■of■the■pronumerals■in■the■ratio.
(d)■Substitute■the■given■values■into■the■ratio.
Calculating unknown side lengths
To■decide■which■particular■ratio■to■use■in■a■given■problem,■follow■these■steps:
■■ Label■the■sides■of■the■triangle■which■are■either■given,■or■need■to■be■found,■with■respect■to■the■
given■angle.
■■ consider■the■sides■involved■and■determine■which■trigonometric■ratio■is■required.■(Use■the■
mnemonic■SOH–cAH–TOA■to■help■you.)
(a)■ Use■the■sine■ratio■if■the■hypotenuse■(H)■and■the■opposite■side■(O)■are■involved.
(b)■Use■the■cosine■ratio■if■the■hypotenuse■(H)■and■the■adjacent■side■(A)■are■involved.
(c)■ Use■the■tangent■ratio■if■the■opposite■(O)■and■the■adjacent■(A)■sides■are■involved.
■■ To■fi■nd■the■value■of■the■unknown■side,■substitute■the■given■information■into■the■chosen■
formula■and■solve■the■equation.■Note■the■difference■in■solving■the■equation■when■the■
unknown■is■in■the■denominator■of■the■fraction■formed.
Calculating unknown angles

■■ If■the■value■of■sine,■cosine■or■tangent■of■an■angle■is■known,■the■size■of■this■angle■can■be■found■
using■the■appropriate■inverse■function■on■scientifi■c■or■graphics■calculators.
■■ The■trigonometric■inverses■are■denoted■with■symbols■sin-1,■cos-1■and■tan-1.
■■ The■size■of■any■angle■in■a■right-angled■triangle■can■be■found■if■the■lengths■of■any■two■of■the■
three■sides■of■the■triangle■are■known,■by■following■these■steps.
(a)■ Label■the■sides■of■the■triangle■with■respect■to■the■angle■to■be■found■using■the■symbols■O,■
A■and■H.
(b)■■Select■the■trigonometric■ratio■that■relates■the■two■sides■whose■lengths■are■given.■
(Use■SOH–cAH–TOA■to■assist■you.)
(c)■ Find■the■size■of■the■angle■using■an■appropriate■inverse■function.
Extension: angles of elevation and depression

■■ The■angle■of■elevation■is■measured■up■from■the■horizontal■line■to■the■line■of■vision.
Angle of elevation
Angle of depression
■■ The■angle■of■depression■is■measured■down■from■the■horizontal■line■to■the■line■of■vision.

■■ For■any■two■objects,■A■and■b,■the■angle■of■elevation■of■b,■as■seen■from■A■is■equal■to■the■angle■
of■depression■of■A,■as■seen■from■b.
B
of A from B
Angle of elevation
q of B from A
A

Use■the■terms■in■the■summary■above,■and■the■other■terms■if■you■wish,■to■complete■the■
L■column■in■your■K■W■L■chart■that■you■created■in■What do you know?■on■page■165■that■
illustrates■your■understanding■of■the■key■concepts■covered■in■this■chapter.■compare■the■L■
column■of■your■chart■to■the■K■column■from■the■beginning■of■the■chapter.
Homework Have■you■completed■the■Homework sheets, the■Rich task■and■two■Code puzzles■in■your■
Book
Maths Quest 9 Homework Book?■

numBer anD anD
measurement algeBra
geometry • Pythagoras anD trigonometry
Chapter review
fluenCy D ±c■=■q,■Ab■=■opposite■side,■
Ac■=■hypotenuse,■bc■=■adjacent■side
1 What■is■the■length■of■the■ E ±A■=■q,■Ab■=■adjacent■side,■
third■side■in■this■triangle? Ac■=■hypotenuse,■bc■=■opposite■side
A 34.71■■m 394 cm
B 2.96■■m 6 Which■one■of■the■following■statements■is■correct?
C 5.89■■m 4380 mm A sin(60è)■=■cos(60è)
D 1722■■cm B cos(25è)■=■cos(65è)
E 4.4■■mm C cos(60è)■=■sin(30è)
D sin(70è)■=■cos(70è)
2 The■most■accurate■measure■ E sin(12è)■=■sin(78è)
for■the■length■of■the■third■
side■in■the■triangle■at■right■is: 7 What■is■the■value■of■x■
16.31
A 4.83■■m in■the■triangle■shown,■ 52è
5.6 m correct■to■2■decimal■
B 23.3■■cm
C 3.94■■m 2840 mm places? x
D 2330■■mm A 26.49
E 4826■■mm B 10.04
C 12.85
3 What■is■the■value■of x■ D 20.70
in■this■fi■gure? E 12.74
A 5.4 x
B 7.5 5 8 Which■one■of■the■
C 10.1 following■could■be■used■
29è
D 10.3 to■fi■nd■the■value■of■x■in■
2 7 x
E 4 the■triangle■shown■at■right?
172.1
4 Which■of■the■following■triples■is■not■a■Pythagorean■ A x■=■
triple? cos(29è)
A 3,■4,■5 172.1 172.1
B x■=■
B 6,■8,■10 sin(29è)
C 5,■12,■13
C x■=■172.1■ì■sin(29è)
D 2,■3,■4
D x■=■172.1■ì■cos(29è)
E 900,■1200,■1500
E x■=■172.1■ì■tan(29è)
5 Which■of■the■following■correctly■names■the■sides■
9 Which■of■the■following■could■be■used■to■fi■nd■the■
and■angle■of■the■triangle■shown?
value■of■x■in■the■triangle■shown?
A
67è x
q
115.3
115.3
A x■=■
C sin(23è)
B
B x■=■ 115.3
A ±c■=■q,■Ab■=■adjacent■side,■
cos(67è)
Ac■=■hypotenuse,■bc■=■opposite■side
C x■=■115.3è■ì■sin(67è)
B ±c■=■q,■Ab■=■opposite■side,■
D x■=■115.3è■ì■cos(67è)
Ac■=■hypotenuse,■Ac■=■adjacent■side
C ±A■=■q,■Ab■=■opposite■side,■
115.3
E x■=■
Ac■=■hypotenuse,■bc■=■adjacent■side cos(23è)

10 Which■of■the■following■could■be■used■to■fi■nd■the■ b 117 mm
value■of■x■in■the■triangle■shown?
28.74 82 mm x
17è
x c t
28.74 10.3 cm
A x■=■
cos(17è) 117 mm
B x■=■28.74■ì■sin(17è)
C x■=■28.74■ì■cos(17è)
D x■=■28.74■ì■cos(73è) 15 The■top■of■a■kitchen■table■measures■160■■cm■by■
E x■=■28.74■ì■tan(17è) 90■■cm.■A■beetle■walks■diagonally■across■the■table.■
How■far■does■it■walk?
11 The■value■of■tan-1(1.8931)■is■closest■to:
A 62è B 0.0331è C 1.08è 16 A■broomstick■leans■against■a■wall.■The■stick■is■
D 69è E 63è 1.5■■m■long■and■reaches■1.2■■m■up■the■wall.■How■
far■from■the■base■of■the■wall■is■the■bottom■of■the■
12 What■is■the■value■of■q■in■the■triangle■shown,■correct■
broom?
to■2■decimal■places?
A 40.89è B 60.00è 17 calculate■the■unknown■values■in■the■fi■gures■
C 35.27è D 30.00è 12 below.
6
E 26.57è a
q
13 calculate■x■to■2■decimal■places. 17
x
a 7.2 m
8 4
b
8.4 m x
20 l
13
b
k 6
x
8.2 cm 18 An■ironwoman■race■ 75 m
involves■3■swim■legs■ Beach
and■a■beach■run■back■to■
9.3 cm the■start■as■shown■in■the■
fi■gure. Sea
c 2.89 m
■ What■is■the■total■ 100 m
318 cm distance■covered■in■the■
race? 250 m
x
14 calculate■x,■correct■to■2■decimal■places.
a
x
123.1 cm 19 Which■of■the■following■are■Pythagorean■triples?
a 15,■36,■39
b 50,■51,■10
48.7 cm
c 50,■48,■14

20 Label■the■unlabelled■sides■of■the■following■right- 23 Find■the■values■of■the■pronumerals■in■each■of■
angled■triangles■using■the■words■hypotenuse,■ the■following■triangles.■Give■answers■correct■to■
adjacent■and■opposite,■and■the■symbol,■q,■where■ 2■decimal■places.
appropriate. a
a 30
q x
15è
b
y 36
45è
45
b c ■
1.87 m
Opposite
z
43è
c 29
q x
t
en
41è
jac
Ad
21 Write■trigonometric■ratios■that■connect■the■lengths■ x
of■the■given■sides■and■the■size■of■the■given■angle■in■
each■of■the■following■triangles.■Use■your■ratio■to■ 6.82 km 5è
then■calculate■the■size■of■the■angle.
f 631 mm
a
32è
x
7
q 24 Evaluate■each■of■the■following,■correct■to■the■
6 nearest■degree.
b 5 a sin-1(0.1572)
b b cos-1(0.8361)
c tan-1(0.5237)
12 25 Find■the■size■of■the■angle■in■each■of■the■following.■
Give■answers■correct■to■the■nearest■degree.
a sin(q )■=■0.5321
b cos(q )■=■0.7071
c
c tan(q )■=■0.8235
11
d sin(a )■=■0.7891
g e cos(a )■=■0.3729
13 f tan(a )■=■0.5774
g sin(b )■=■0.8660
22 Use■a■calculator■to■fi■nd■the■value■of■the■
h cos(b )■=■0.5050
following■trigonometric■ratios,■correct■to■
4■decimal■places. i tan(b )■=■8.3791
a sin(54è) 26 At■a■certain■time■of■the■day■a■6.7■■m■tree■casts■a■
b cos(39è) shadow■1.87■■m■long.■Find■the■angle■of■depression■
c tan(12è) of■the■rays■of■the■sun■at■that■time.

ProBlem solVing 3 calculate■the■length■of■the■shortest■distance■

between■points■b■and■D.■The■shortest■distance■must■
1 A■10-m■high■fl■agpole■is■in■the■corner■of■a■ be■inside■the■fi■gure.
rectangular■park■that■measures■240■■m■by■150■■m.■
B 12 m
10 m
240 m A
150 m 30 m
40 m
B
25 m
a Find:
i the■length■of■the■diagonal■of■the■park 10 m
ii the■distance■from■A■to■the■top■of■the■pole D
iii the■distance■from■b■to■the■top■of■the■pole.
4 Two■towers■are■30■metres■apart.■From■the■top■of■the■
b A■bird■fl■ies■from■the■top■of■the■pole■to■the■
fi■rst■tower,■the■angle■of■depression■to■the■second■
centre■of■the■park.■How■far■does■it■fl■y?
tower’s■base■is■60o,■while■the■angle■of■depression■
2 Find■the■perimeters■of■the■shapes■below. to■the■top■of■the■second■tower■is■30o.■What■is■the■
a 20 cm height■of■the■second■tower?
5 Determine■the■angles■of■a■triangle■whose■sides■are■
8 cm given■by■the■Pythagorean■triple■3,■4,■5.
14 cm
6 A■stack■of■chairs■reaches■2■m■in■height.■They■must■fi■t■
15 cm into■a■doorway■which■is■1.8■m■high.■The■janitor■can■
safely■lean■them■to■an■angle■of■25o■to■the■vertical.■
can■the■janitor■move■the■stack■through■the■doorway?
b
28 m 7 The■longest■side■of■a■right-angled■triangle■is■twice■
as■long■as■one■of■the■other■sides.■What■is■the■length■
22 m
of■the■remaining■side,■in■terms■of■the■other■two■
7m sides?■Give■your■answer■in■exact■form.
8 What■is■the■side-length■of■the■largest■square■that■
4m can■be■drawn■within■a■circle■of■radius■r?■Give■your■
answer■as■an■exact■value.
eBook plus
Interactivities
Test yourself
Chapter 6
int-2695
Word search
Chapter 6
int-0889
Crossword
Chapter 6
int-0703

Chapter opener 6C Composite shapes
Digital doc Digital docs (page 178)
•■ Hungry■brain■activity■chapter■6■(doc-6203) •■ Activity■6-c-1■(doc-4082):■Exploring■composite■
(page 165) shapes
•■ Activity■6-c-2■(doc-4083):■calculating■side■lengths■
Are you ready? in■composite■shapes
Digital docs (page 166) •■ Activity■6-c-3■(doc-4084):■Tricky■composite■shapes
•■ SkillSHEET■6.1■(doc-6204):■Measuring■lengths■and■ 6D Pythagorean triples
angles
•■ SkillSHEET■6.2■(doc-6205):■Finding■the■square■of■ Digital docs (page 183)
a■number •■ Activity■6-D-1■(doc-4085):■Understanding■
•■ SkillSHEET■6.3■(doc-6206):■constructing■angles■ Pythagorean■triples
with■a■protractor •■ Activity■6-D-2■(doc-4086):■Forming■new■
•■ SkillSHEET■6.4■(doc-6207):■Finding■the■square■root■ Pythagorean■triples
of■a■number •■ Activity■6-D-3■(doc-4087):■Generating■Pythagorean■
triples
•■ WorkSHEET■6.2■(doc-6201):■Pythagoras’■theorem
number■of■decimal■places
Interactivity
•■ SkillSHEET■6.6■(doc-6209):■converting■units■of■
•■ Pythagorean■triples (int-2765)■(page 181)
length
•■ SkillSHEET■6.7■(doc-6210):■Perimeter 6E What is trigonometry?
•■ SkillSHEET■6.10■(doc-6211):■Areas■of■
triangles •■ Activity■6-E-1■(doc-4088):■Labelling■sides■in■right-
6A Right-angled triangles
angled■triangles
•■ Activity■6-E-2■(doc-4089):■Trigonometric■values■of■
Digital docs (page 168) angles
•■ Activity■6-A-1■(doc-4076):■Understanding■ •■ Activity■6-E-3■(doc-4090):■Using■the■correct■
Pythagoras’■theorem trigonometric■ratio
•■ Activity■6-A-2■(doc-4077):■Practising■Pythagoras’■ •■ SkillSHEET■6.8■(doc-6197):■Measuring■angles■with■
theorem a■protractor
•■ Activity■6-A-3■(doc-4078):■Verifying■Pythagoras’■ •■ SkillSHEET■6.5■(doc-6208):■Rounding■to■a■given■
theorem number■of■decimal■places
•■ SkillSHEET■6.1■(doc-6204):■Measuring■lengths■and■ Interactivity
angles •■ Investigation:■Trigonometric■ratios■(int-0744)■
•■ SkillSHEET■6.2■(doc-6205):■Finding■the■square■of■ (page 186)
a■number
•■ SkillSHEET■6.3■(doc-6206):■constructing■angles■ 6F Calculating unknown side lengths
with■a■protractor elesson
•■ History■of■Maths■(doc-6157):■Pythagoras •■ Using■an■inclinometer■(eles-0116)■(page 196)
(pages 195–196, 199)
Digital docs
6B Finding the length of sides •■ Activity■6-F-1■(doc-4091):■calculating■side■lengths■
Digital docs (pages 173, 176) using■trigonometry
•■ Activity■6-b-1■(doc-4079):■Investigating■side■ •■ Activity■6-F-2■(doc-4092):■Applying■trigonometry■
lengths to■simple■fi■gures
•■ Activity■6-b-2■(doc-4080):■calculating■side■lengths •■ Activity■6-F-3■(doc-4093):■Practical■applications■of■
•■ Activity■6-b-3■(doc-4081):■Tricky■side-length■ trigonometry
calculations •■ SkillSHEET■6.11■(doc■6217):■Solving■equations■of■
x
•■ SkillSHEET■6.4■(doc-6207):■Finding■the■square■root■ the■type■a■=■ ■to■fi■nd■x
of■a■number b
•■ SkillSHEET■6.5■(doc-6208):■Rounding■to■a■given■ •■ SkillSHEET■6.12■(doc-6218):■Solving■equations■of■
b
number■of■decimal■places the■type■a■=■ ■to■fi■nd■x
•■ WorkSHEET■6.1■(doc-6198):■Finding■the■length■of■ x
sides •■ SkillSHEET■6.13■(doc-6219):■Rearranging■formulas
•■ WorkSHEET■6.3■(doc-6220):■Trigonometry

6G Calculating unknown angles •■ Activity■6-H-3■(doc-4099):■Applications■of■elevation■
and■depression
•■ SkillSHEET■6.15■(doc-6222):■Drawing■a■diagram■
•■ Activity■6-G-1■(doc-4094):■calculating■angles■using■
from■given■directions
trigonometry
•■ WorkSHEET■6.4■(doc-6223):■Trigonometry■using■
•■ Activity■6-G-2■(doc-4095):■calculating■angles■in■
elevation■and■depression
simple■fi■gures
•■ Activity■6-G-3■(doc-4096):■Angles■in■everyday■ Chapter review
objects Interactivities (page 217)
•■ SkillSHEET■6.14■(doc-6221):■Rounding■angles■to■ •■ Test■yourself■chapter■6■(int-2695):■Take■the■end-of-
the■nearest■degree chapter■test■to■test■your■progress.
•■ Word■search■chapter■6■(int-0889)
•■ crossword■chapter■6■(int-0703)
depression
Digital docs (pages 207–208, 210) To access eBookPLUS activities, log on to
•■ Activity■6-H-1■(doc-4097):■Identifying■elevation■and■ www.jacplus.com.au
depression
•■ Activity■6-H-2■(doc-4098):■calculating■elevation■
and■depression

eBook plus
iCt aCtiVity
Process
■■ Open■the■ProjectsPLUS■application■for■this■chapter■
in■your■ebookPLUS.■Watch■the■introductory■video■
learning or earning? lesson,■click■the■‘Start■Project’■button■and■then■
set■up■your■project■group.■You■can■complete■this■
SEARCHLIGHT ID: PRO-0086 project■individually■or■invite■other■members■of■
your■class■to■form■a■group.■Save■your■settings■and■
the■project■will■be■launched.
■■ Navigate■to■your■Media Centre.■Read■the■articles■
and■complete■the■task■below.■Answer■the■questions■
provided■in■the■Are■Young■People■Learning■or■
Earning■fi■le■in■the■Media■centre.■Summarise■the■
thoughts■of■the■article■in■200■words■or■less.
■■ Wordle■is■a■site■that■creates■an■image■of■the■
words■in■an■article■according■to■the■frequency■
of■their■usage.■Use■the■Wordle■weblink■in■your■
ebookPLUS■and■select■the■create■tab.■copy■the■
summary■of■your■article■into■the■text■box.■Keep■
Scenario
selecting■the■randomise button■until■you■are■happy
Year■9■Students■at■Progressive■High■School■have■seen■ with■the■result.■Print■your■fi■nal■choice.■Take■a■
the■paper■Are young people learning or earning?■ screenprint■of■your■fi■nal■choice.■Take■it■into■Paint
produced■by■the■Australian■bureau■of■Statistics.■They■ for■use■as■a■slide■in■your■presentation.■Save■your■
start■the■week■discussing■their■thoughts■and■then■ Paint■fi■le
decide■to■do■their■own■research.■Simon■decides■that■ ■■ Use■Surveymonkey to■survey■100■students■at■your■
he■will■use■this■research■to■demonstrate■to■his■parents■ school■to■determine■who■has■part-time■jobs■and■
that■life■is■very■different■to■when■they■were■his■age■ how■long■they■work■at■these■each■week.■You■are■
and■that■he■is■capable■of■undertaking■a■part-time■job■ only■able■to■ask■10■questions■per■survey.■Record■
and■keeping■up■with■his■studies.■ your■10■questions■in■Word.■When■planning■your■
Task survey■think■carefully■about■the■types■of■questions■
Read■the■article,■summarise■it■and■design■a■survey■ you■want■to■ask.■For■example,■do■you■want■to■know■
to■research■the■topic.■Your■fi■ndings■will■refl■ect■the■ why■they■have■a■part-time■job?■
work–study■balance■of■the■students■in■your■school■ Your■100■students■need■to■represent■the■school■
and■demographic.■You■will■produce■a■presentation■for■ as■a■population.■How■will■you■make■your■sample■
your■parents■outlining■the■article■and■detailing■their■ representative■of■this?■Will■it■be■a■random■sample■or■
research■and■the■conclusions■you■have■drawn. a■stratifi■ed■sample?■Explain.■What■about■the■gender■

balance?■Justify■your■decision.■How■will■you■notify■ ■■ Visit■the■Media■centre■
the■chosen■students■that■they■need■to■do■the■survey?■■ and■download■the■Prezi■ SUGGESTED
What■instructions■will■you■give■to■the■students■ sample■and■the■Prezi■ SOFTWARE
• ProjectsPLUS
completing■your■survey?■How■long■will■they■have■to■ planning■template■
• Microsoft Word
complete■it?■What■will■you■do■to■ensure■they■have■ to■help■you■prepare■ • PowerPoint, Prezi,
all■completed■it?■complete■the■survey■table■provided■ your■presentation.■ Keynote or other
in■the■Media■centre.■Type■your■instructions■to■each■ Your■Media■centre■ presentation
person■completing■the■survey.■copy■this■into■the■ also■includes■images■ software
Survey■instructions■template■in■the■Media■centre. that■can■help■to■liven■ • Microsoft Excel
■■ Analysis.■Record■the■results■from■your■survey■in■a■ up■your■presentation.■ • Surveymonkey
• Wordle
frequency■distribution■table.■Use■the■Results■table■ As■you■arrange■your■
provided■in■the■Media■centre.■Write■a■paragraph■ images■on■your■Prezi■
summarising■your■fi■ndings.■Include■mean,■median,■ page■make■them■form■a■large■circle■so■that■they■
mode■and■range■for■each■year■group.■What■ fl■ow■smoothly■when■they■are■linked■and■presented.
percentages■of■the■students■have■part-time■jobs?■ ■■ Use■the■Prezi■template■to■develop■your■
Is■there■a■trend■as■the■students■get■older■(are■more■ presentation.■Remember■that■you■are■trying■to■
or■less■students■working)?■Include■a■statement■ convince■your■parents■that■you■should■be■able■to■
as■to■why■you■still■want■to■get■a■part-time■job.■ undertake■a■part-time■job.■Make■sure■you■include■
Represent■your■fi■ndings■in■a■frequency■histogram■ all■the■results■of■your■research,■and■that■your■
and■frequency■polygon.■Use■the■Excel■template■ presentation■will■grab■their■attention.■To■include■
for■your■results■and■include■your■graphs■on■that■ tables■in■Prezi■you■need■to■take■them■into■paint■
sheet.■If■you■were■to■do■this■research■again,■is■there■ and■save■the■fi■le■as■a■jpeg■in■order■to■upload■them.■
anything■that■you■would■change?■Why?■Are■there■ Use■Word■to■type■up■your■dialogue■to■your■parents■
any■better■resources■for■your■research?■What■is■the■ when■you■present■your■case■(200–500■words).
mean,■median■and■mode■and■range■of■your■results?
■■ Research.■Visit■the■Media■centre■in■your■
ebookPLUS■and■open■the■Suburb statistics
labour force by age■weblink.■Type■in■your■
postcode.■Follow■the■prompts■to■download■the■
labour■force■statistics■by■age,■and■by■sex■for■your■
postcode,■and■save.■If■you■live■in■an■urban■area■
repeat■for■a■rural■region,■if■you■live■in■a■rural■
region,■repeat■for■an■urban■area.■Save■the■Excel■
fi■les■columns■for■the■rural■and■urban■postcodes.■
Use■Excel■to■create■a■column■graph■with■a■series■of■
columns.■See■Sample■spreadsheet■fi■le.■Include■the■
graph■in■your■Prezi■fi■le■with■an■explanation■of■what■
you■did.
iCt activity — projectsplus 221

7
7A Plotting linear graphs
7B General equation of a straight line
7C Sketching linear graphs
7D Graphing calculators and linear
graphs
7E Determining linear rules
linear and
7F Applications of linear graphs to
worded problems
7G Midpoint of a line segment and
distance between two points
non-linear 7H Non-linear relations (parabolas,

hyperbolas, circles)
graphs WhAt Do You knoW ?

1 List what you know about linear graphs.
linear graphs.
eBook plus
Digital doc
Chapter 7
doc-6160
opening Question
Michael sells prints of his works of art at the local art gallery. His profit (P) is given by
the equation P = 200n − 800, where n is the number of prints sold.
How is an artist able to determine the number of prints he must sell in order to
break even?
Are you ready?

completing the matching SkillSHEET located on your eBookPLUS.
eBook plus Plotting coordinate points

1 Plot the following points on a Cartesian plane (number plane).
Digital doc
a A (1, 4) b B (-2, 3)
SkillSHEET 7.1
doc-6161 c C (3, -5) d D (-4, 0)
e E (0, 0) f F (0, -2)
eBook plus Substituting into a rule

2 Substitute 5 for x in each of the following rules and then find the value of y.
Digital doc
a y=x+2
SkillSHEET 7.2
doc-6162 b y=x-4
c y = 2x + 1
eBook plus Completing a table of values

3 Complete the table of values for each of the following.
Digital doc
a y=x+4 b y = 3x - 2
SkillSHEET 7.3
doc-6163 x -2 -1 0 1 2 x -2 -1 0 1 2
y 2 3 y
eBook plus Plotting a line from a table of values

4 Draw up a table of values and plot the graph for each of the following rules.
Digital doc
SkillSHEET 7.4
a y=x+3
doc-6164 b y=x-2
c y = 2x
eBook plus Transposing a linear equation to general form

5 In each of the following equations, make y the subject of the formula.
Digital doc
a 2x + y = 8
SkillSHEET 7.5
doc-6165 b 3x - y + 4 = 0
c 4x + 2y - 1 = 0
eBook plus Solving linear equations that arise when finding intercepts
6 For the equation 3x + 4y - 2 = 0:
Digital doc
a find the value of x when y = 0
SkillSHEET 7.6
doc-6166 b find the value of y when x = 0.

7A plotting linear graphs

identifying linear graphs
■ Rules (and their corresponding graphs) are called linear if the graph formed is a straight line.
■ A linear rule or equation can be recognised if it displays both of the following
characteristics:
• both x and y have a power of 1 and they are both in the numerator.
• the equation can be written in the form y = mx + c, where m and c are constants (numbers).
■ Linear equations can be written in the form y = mx + c, where m is the gradient (or steepness)
of the line and c is the y-intercept.
This concept will be explored further later in the chapter.
■ Recall the vertical and horizontal axes divide the plane into four regions or quadrants, labelled
quadrant 1, 2, 3 and 4, as shown in the Cartesian plane below.
y
Quadrant Quadrant
2 1
0 x
Quadrant Quadrant
3 4
WorkeD exAmple 1
Determine which of the following rules will yield a linear graph.

5
a y = -5x b y=− +2 c y = -5x2 + 2
x
d y = x+4 e 3y + 6x = 10
think Write
a 1 Write the rule. a y = -5x
2 Analyse the rule and state your conclusion. The rule will yield a linear graph.
Note: Both x and y are to the power of 1, and
the equation is written in the form
y = mx + c, where m = -5 and c = 0.
5
b 1 Write the rule. b y=− +2
x
2 Analyse the rule and state your conclusion. The rule will not yield a linear graph.
Note: Both x and y appear as the power of 1,
but x is in the denominator of a fraction and so
is actually to the power of -1.
c 1 Write the rule. c y = -5x2 + 2
Note: The x is not to the power of 1 (in fact, it
is to the power of 2).
Chapter 7 linear and non-linear graphs 225

d 1 Write the rule. d y= x+4

Note: In this case, the square root symbol
indicates that the rule is not a linear equation.
1
It is of the form y = ( x + 4) 2 .
e 1 Write the rule. e 3y + 6x = 10
2 Analyse the rule and state your conclusion.
Note: Both x and y are to the power of 1.
3 Attempt to rearrange the equation so that it is
in the form y = mx + c.
i First subtract 6x from both sides. 3y = 10 - 6x
ii Divide both sides by 3. 3 y 10 6 x
= −
3 3 3
y = 103 - 2x
iii Rearrange the right-hand side so that the y = -2x + 103
x-term is first.
The rule will yield a linear graph.
Note: The equation is in the form of
y = mx + c with m = -2 and c = 103 .
This example introduces another general form
of the linear equation, namely ax + by = c,
which can always be shown to be equivalent to
y = mx + c.
plotting from a rule

■ A linear graph can be drawn by plotting points on a Cartesian plane. This involves
substituting values for x and finding the corresponding y-values. Each set of x- and y-values is
plotted as a point on the Cartesian plane.
In summary:
Step 1: Select x-values
Step 2: Substitute each x-value into the linear equation to find the corresponding y-value
Step 3: Plot these coordinates as points on a Cartesian plane
Step 4: Rule a straight line through the plotted points
Step 5: Label the line with its rule
WorkeD exAmple 2
Plot the graph specified by the rule y = x + 2 for the x-values -3, -2, -1, 0, 1, 2, 3.
We would expect this graph to be a straight line since it is of the form y = mx + c.
think Write/DrAW
1 Draw the table and write in the required x-values.

x -3 -2 -1 0 1 2 3

2 Substitute each x-value into the rule y = x + 2 to x -3 -2 -1 0 1 2 3

obtain the corresponding y-value.
When x = -3, y = -3 + 2 = -1. y -1 0 1 2 3 4 5
When x = -2, y = -2 + 2 = 0…
When x = 3, y = 3 + 2 = 5.
Write the y-values into the table.
3 Plot the points from the table. y
7
4 Join the points with a straight line and label the 6 y=x+2
5
graph with its equation, y = x + 2. 4
3
2
1
x
-4 -3 -2 -1 -10 1 2 3 4
-2
-3
■ Note: In Worked example 2, did we really need to find all the 7 points in order to draw the
straight line?
No. A straight line is always defined by two points, so in the example above we would have
been able to draw the exact same linear graph by using any two points. Later we will see that
the most common two points that are used to sketch a graph are the x- and y-intercepts, in this
case (-2, 0) and (0, 2).
remember
1. A linear graph can always be drawn through two points.

2. When graphed, the rule will yield a linear graph if it can be shown that:
(a) both x and y are to the power of 1 and are in the numerator and
(b) the equation can be written in the form y = mx + c, where m and c are constants
(numbers).
3. A linear graph of the form y = mx + c or ax + by = c always forms a straight line.
4. When a linear equation is written in the form y = mx + c then m is the gradient
(or steepness) of the line and c is the y-intercept.
exerCise
7A plotting linear graphs
FluenCY
inDiViDuAl
pAthWAYs 1 Plot the points from each of the following tables of values. Join the points with a line and
eBoo
eBookk plus comment on which set of points is part of a linear graph.
a
Activity 7-A-1 x -8 -5 -1 2 6 8 10
Reviewing linear
patterns
y 5 4 8 3 -2 3 7
doc-4028 b
Activity 7-A-2
x -4 -2 0 2 4 6 8
Identifying linear y -11 -6 7 -2 5 -1 0
patterns
doc-4029 c
x 0 2 4 6 8 10 12
y -5 -3 -1 1 3 5 7

d
inDiViDuAl x -10 -6 -2 2 6 9 11
pAthWAYs
y 10 -4 4 7 -4 3 2
eBoo
eBookk plus
2 We1 i Determine which of the following rules will yield a linear graph.
Activity 7-A-3
Linear applications ii Of those graphs that are linear, state the gradient (m) of the graph and the
doc-4030 y-intercept (c).
1 1
a y = 5x - b y = x5 - c x+y=0
2 2
d x + y - 2xy = 0 e y= 32x + 22 f 3x + 5y = 1
eBook plus 2 2
g 3x + 5y = 6x - 2y + 1 h 3(y - 2) = x i y= -
Digital doc x y
SkillSHEET 7.1 1 2y
doc-6161 j 5y = x - 2 k = l y2 = x2 + 52
2 x
3 mC a The point with coordinates (-2, 3) is:
A in quadrant 1 B in quadrant 2 C in quadrant 3
eBook plus
D in quadrant 4 E on the x-axis
Digital doc b The point with coordinates (-1, -5) is:
SkillSHEET 7.4 A in the first quadrant B in the second quadrant C in the third quadrant
doc-6164 D in the fourth quadrant E on the x-axis
c The point with coordinates (0, -2) is:
A in the third quadrant B in the fourth quadrant C on the x-axis
D on the y-axis E at the origin
eBook plus
4 We2 Plot the graphs specified by each of the following rules for the x-values -10, -8, -6, -4,
Digital doc
SkillSHEET 7.3
-2, 0, 2, 4, 6, 8, 10.
doc-6163 a y=x-2 b y=x+3 c y=x
x
d y = -x + 2 e y = - 4x - 2 f y=
2
5 Write down the gradient (m) and the y-intercept (c) of the following lines.
eBook plus a y = 2x + 7 b y = -3x + 5 c y = -10 - 8x
5x − 6
Interactivity d y - 5x = 10 e y=
Drawing a graph 4
int-1020 6 An on-site typing service’s fee is made up of a fixed call-out charge and a charge
depending on how long the job takes. The total charge for a 15-minute job is $29, a
40-minute job $64 and a 1 1 -hour job $134.
2
eBook plus a What is the charge for a job taking 80 minutes?
Digital doc
b What does the technician charge as a call-out fee?
SkillSHEET 7.2 c What is the charge for each minute of work?
doc-6162 7 A graph is plotted on a Cartesian plane as shown.
y
6
0 x
-6 -4 -2 2 4 6
-2
-4
-6

number AND algebra • linear and non-linear relationships
How would this graph look if the axes were incorrectly labelled as shown?
y
-6
-4
-2
0 x
6 4 2 -2 -4 -6
2
reflection
4 In linear equations, what
does the coefficient of x
6 determine?
7B General equation of a straight line

■■ Any equation of a straight line can be written in the form y = mx + c, where m and c are
constants (numbers) and m is the slope of the line and c is the y-intercept.
■■ This is one of the general equations for a straight line, the other general equation being of the
form ax + by = c, which can be algebraically manipulated to give y = mx + c.
The gradient (m)

■■ The gradient (m) of a straight line is a measure of the steepness of that line.
■■ The gradient is often referred to as the slope.
■■ The steeper the line, the greater the gradient.
■■ In this section two methods of finding the gradient of a line, will be considered.
Method 1: From the coordinates of any two points on the line
Method 2: From the rule.
Method 1: Finding the gradient of a line passing through

two points
■■ The gradient of the line can be calculated by choosing any two points that lie on the line.
■■ Consider the line with the equation y = 2x and two points that lie on this line, namely (1, 2)
and (10, 20).
Chapter 7 Linear and non-linear graphs 229

■ The vertical distance between these two points is called the rise, while the horizontal distance
is called the run.
■ The ratio of the vertical distance (the rise) and the horizontal distance (the run) is called the
gradient.
rise 20 − 2 18
Gradient (m) = = = =2 y
run 10 − 1 9
(10, 20)
rise = 20 - 2 = 18
(1, 2)
run = 10 - 1 = 9
x
■ Any two points that lie on this line will have the same value for this ratio.
■ Consider another two points that also lie on this line, namely (-1, -2) and (-4, -8).
Using these two points the ratio can be found to be the same.
rise −2 − − 8 6
Gradient (m) = = = =2
run −1 − − 4 3 y
(10, 20)
rise = 20 - 2 = 18
(1, 2)
run = 10 - 1 = 9
(-1, -2) x
rise = -2 - -8 = -2 + 8 = 6
(-4, -8)
run = -1 - -4 = 3
■ The gradient of a straight line is constant anywhere along that line.

■ If a line passes through the points (x1, y1) and (x2, y2), then the gradient of a line passing
through these two points can be calculated using the formula:
rise y2 − y1
gradient = = .
run x2 − x1
■ The numerator (y2 - y1) represents the difference in y-values, or the vertical distance between
the two points on the line, that is, the rise.
■ Similarly, the denominator (x2 - x1) represents the difference in x-values, or the horizontal
distance between these two points, that is, the run.
WorkeD exAmple 3
Find the gradient of the line passing through the points (-2, 5) and (1, 14).
think Write
1 Let the two given points be (x1, y1) and (x2, y2). Let (x1, y1) = (-2, 5) and (x2, y2) = (1, 14).
y −y
2 Write the formula for calculating the gradient of the Gradient = 2 1
x2 − x1
line passing through two given points.

14 − 5
3 Substitute the coordinates of the given points into Gradient =
1 − −2
the formula and evaluate.
9
m= 3
=3
Alternatively, let (x1, y1) = (1, 14) and (x2, y2) = (-2, 5).
y −y
Gradient = 2 1
x2 − x1
5 − 114
m=
−2 − 1
−9
=
−3
=3
Note: The gradient is the same.
WorkeD exAmple 4
Calculate the gradient of the lines shown.
a y (10, 13) b y
10 40
5 20
(0, 6)
-10 -5 0 5 10 x -10 -5 0 5 10 x
(0, -2)
-5 -20
(10, -24)
-10 -40
c y d y
10 10
5 5
-10 -5 0 5 10 x -10 -5 0 5 10 x
-5 -5
-10 -10
think Write
a 1 Write down two points that lie on the line. a Let (x1, y1) = (0, -2) and (x2, y2) = (10, 13).
Rise = y2 - y1 = 13 - -2 = 15
Run = x2 - x1 = 10 - 0 = 10
rise
2 Calculate the gradient by finding the m=
rise run
ratio . 15
= 10
run
= 32 or 1.5

b 1 Write down two points that lie on the line. b Let (x1, y1) = (0, 6) and (x2, y2) = (10, -24).
Rise = y2 - y1 = -24 - 6 = -30
Run = x2 - x1 = 10 - 0 = 10
rise
2 Calculate the gradient. m=
run
−30
=
10
= -3
c 1 Write down two points that lie on the line. c Let (x1, y1) = (5, -6) and (x2, y2) = (10, -6).
2 There is no rise between the two points. Rise = y2 - y1 = -6 - -6 = 0
Run = x2 - x1 = 10 – 5 = 5
rise
run
Note that the gradient of a horizontal line is
always zero. The line has no slope. 0
=
5
=0
d 1 Write down two points that lie on the line. d Let (x1, y1) = (7, 10) and (x2, y2) = (7, -3).
2 The vertical distance between the selected Rise = y2 - y1 = -3 - 10 = 13

points is 13 units. There is no run between Run = x2 - x1 = 7 – 7 = 0
the two points.
rise
run
Note: The gradient of a vertical line is
always undefined. 13
= undefined
0
method 2: Finding the gradient of a straight

line from its rule
■ The general form of a linear equation is y = mx + c.
■ The coefficient of x is the numerical value of the gradient.
Hence, m = the numerical value of the gradient.
■ The value of the gradient can be positive, negative or zero.
WorkeD exAmple 5
Find the gradients of the straight lines whose rules are given.
a y = -2x + 3
b 2y - 3x = 6
c y=4
think Write
a The equation is in general form, y = mx + c, a y = -2x + 3

so to find the gradient simply state the value of the m = -2
coefficient of x.

b 1 First rearrange the given rule so that it is in b 2y – 3x = 6

the form y = mx + c. (Add 3x to both sides, 2y = 6 + 3x
then divide both sides by 2.) 6 3
y= + x
2 2
3
= x+3
2
3
2 State the value of m that is the coefficient m=
of x. 2
c 1 In this rule the x-term is missing. Add 0x to c y=4

the right-hand side of the equation. This will y = 0x + 4
not change the rule (as 0x is equivalent to
no x) but will turn it into the form
y = mx + c.
2 State the value of the gradient. m=0
the y-intercept
■ The y-intercept is the point where the graph cuts the y-axis.
■ It is at this point that x always has the value of zero.
■ When the linear equation is in the form, y = mx + c, c represents the value of the y-intercept.
■ If the linear equation is in the form ax + by = c or ax + by + c = 0, then to find the y-intercept
substitute x = 0 into the equation and solve for y.
WorkeD exAmple 6
Find the y-intercepts of the lines whose linear rules are given, and hence state the coordinates of the
y-intercept.
a y = -4x + 7 b 5y + 2x = 10 c y = 2x d y = -8
think Write
a The rule is in the form y = mx + c. State the value a y = -4x + 7

of the constant term, c, and hence the coordinates c=7
of the y-intercept. y-intercept: (0, 7)
b 1 To find the y-intercept, let x = 0. b 5y + 2x = 10
2 Substitute x = 0 into the equation. 5y + 2(0) = 10
3 Divide both sides of the equation by 5. 5y = 10
y=2
4 Hence, the coordinates of the y-intercept. y-intercept: (0, 2)
c The rule is already in the form y = mx + c. The c y = 2x
absence of the constant term implies that it is equal y = 2x + 0
to 0. State the y-intercept. c=0
y-intercept: (0, 0)
d The rule is in the form y = mx + c. Obtain the d y = -8
y-intercept directly from the rule. y = 0x - 8
c = -8
y-intercept: (0, -8)

remember
1. The gradient gives a measure of how steep the line is. The gradient can be calculated
rise
using the formula m = .
run
2. The gradient of the line passing through the points (x1, y1) and (x2, y2) can be calculated
y − y1 y1 − y2 rise
using the formula m = 2 = = .
x2 − x1 x1 − x2 run
3. Horizontal lines have a zero gradient. Vertical lines have an undefined gradient.
4. The gradient of a straight line is constant (that is, the gradient of the graph has the same
value anywhere along the line).
exerCise
7b general equation of a straight line
inDiViDuAl FluenCY
pAthWAYs
1 We3 Find the gradient of the lines passing through the following pairs of points.
eBoo
eBookk plus a (2, 10) and (4, 22) b (1, -2) and (3, -10) c (-3, 0) and (7, 0)
Activity 7-B-1
d (-4, -7) and (1, -1) e (0, 4) and (4, -4.8) f (-2, 122) and (1, -13)
The general linear g (2, 3) and (17, 3) h (-2, 2) and (2, 2.4) i (1, -5) and (5, -15.4)
equation j (-12, -7) and (8.4, -7) k (-2, -17.7) and (0, 0.3) l (-3, 3.4) and (5, 2.6)
doc-4031
Activity 7-B-2
2 We4 Calculate the gradient of the lines shown.
Features of the
general linear a y b y c y
equation
doc-4032
Activity 7-B-3
Interpreting the
general linear 0 0.5 x 0 x 0 x
21
equation -3
doc-4033 -21
-2
eBook plus d y e y f y
(1, 200)
Digital doc
SkillSHEET 7.7
doc-6167
0 0.5 x 0 x 0 x
-200
-10 (5, -26)
g y h y i y
1000 2
(-1, 100)
0 x 0 2– x 0 x
5
-200

j y k y l y
eBook plus
Digital doc (2, 24)

5
SkillSHEET 7.5
doc-6165 2
0 x 0 6 x 0 5 x
eBook plus 3 We5 Find the gradients of the straight lines whose rules are given below.
a y = 5x + 23 b y = 54 - 3x c y = 3(x - 2)
Digital doc 1 x
SkillSHEET 7.8 d y = 70 - 2x e y = (x + 2) f y= + 5.2
2
doc-6168
2
g y = 100 - x h y = 100 i y = -87 + 23x
j 2y - 4x - 5 = 0 k 2y + 4x = -5 l 6y - 21x = -19
4 Find the y-intercepts of the lines whose linear rules are given in question 3.
5 We6 Find the gradient and y-intercept of the lines defined by the following rules.
a y = 4x + 8 b y = -4x + 8 c y = -2x + 7
d y = 12x e y = 0.5x + 2.5 f y = -40x + 83
x 3
g y + 4x = -18 h 5y – 6x = -18 i y= +
2 2
j 15y - x = 0 k 3y - 9x = 15 l 8x - 2y = 16
eBook plus
6 mC Which of the following statements about linear graphs is false?
A A gradient of zero means the graph is a horizontal line.
Digital doc B An undefined gradient means the graph is a vertical line.
SkillSHEET 7.9
doc-6169
C A linear graph can have two x-intercepts.
D In the form y = mx + c, the y-intercept equals c.
E In the form y = mx + c, the gradient equals m.
unDerstAnDing
7 In the general form y = mx + c, the y-intercept is c and the gradient is m. Find a formula for the
x-intercept in terms of m and c. (Hint: The x-intercept is the point where the graph crosses the
x-axis. At such a point y = 0.)
8 Find the coordinates of y-intercepts of lines that are defined by the following rules.
a y = -6x - 10 b 3y + 3x = -12 c 7x - 5y + 15 = 0
d y=7 e x=9
9 Water is leaking out of a water tank, such that the amount of water remaining in the tank is
given by the formula V = 3000 – 48t, where V is the volume of water in the tank in litres and
t is the time it takes to drain in minutes.
a How much water was in the tank before it started leaking?
b How much water is left in the tank after leaking for 20 minutes?
c Show that if the tank is checked after 65 minutes there will be no water left.
d Use this information to plot the graph and state the intercepts.
e In the context of this problem, explain what the gradient of –48 means.
10 A linear equation such as 2x + 3y = 10 is in what is called parametric form. The general
eBook plus
equation of such a form is ax + by = c. Show that, in this case, the formulas for gradient and
Digital doc intercepts are:
WorkSHEET 7.1
−a c c reFleCtion
doc-6170 gradient = y-intercept = x-intercept = .
b b a
Why is the y-intercept of a graph
found by substituting x = 0?

7C sketching linear graphs

■ In this section two methods of sketching linear graphs whose rules are given will be
discussed: the x- and y-intercept method, and the gradient–intercept method.
■ Each method uses only two points.
method 1: the x- and y-intercept method

■ This method is most commonly used to sketch a linear graph.
■ The x-intercept and y-intercept are two distinct points and are important features of a linear
graph; they should always be labelled on a sketch.
■ The x-intercept is where the graph cuts or intersects the x-axis (that is, where y = 0).
■ The y-intercept is where the graph cuts or intersects the y-axis (that is, where x = 0).
■ The steps are as follows.
Step 1: Find the y-intercept by substituting x = 0 into the rule and solving for y. (If the rule is
in the form y = mx + c, simply look at the value of c.)
Step 2: Find the x-intercept by substituting y = 0 into the rule and solving for x.
Step 3: Plot the x- and y-intercepts and rule a straight line through them.
WorkeD exAmple 7
Using the x- and y-intercept method, sketch the graph of:

a 2y + 3x = 6
4
b y = x + 5.
5
think Write/DrAW
a 1 Write the rule. a 2y + 3x = 6

2 At the y-intercept, x = 0. Substitute 0 for x into y-intercept: when x = 0,
the rule and solve for y. 2y + 3 ì 0 = 6
2y = 6
y = 62
=3
So the y-intercept is (0, 3).
3 At the x-intercept, y = 0. Substitute 0 for y into x-intercept: when y = 0,
the rule and solve for x. 2 ì 0 + 3x = 6
3x = 6
x = 63
=2
So the x-intercept is (2, 0).
4 Plot and label the x- and y-intercepts on a set of y 2y + 3x = 6
axes and rule a straight line through them.
3 (0, 3)
(2, 0)
0 x
2
5 Label the graph.

b 1 Write the rule. b y = 45 x + 5

c=5
2 The rule is in the form y = mx + c, therefore the y-intercept: (0, 5)
y-intercept can be read directly from the equation.
3 At the x-intercept, y = 0. Substitute 0 for y into x-intercept: when y = 0,
the rule and solve for x.
y = 45 x + 5
0 = 45 x + 5
−5 = 45 x
x = − 254
25
So the x-intercept is (− 4 , 0).
4 Plot and label the x- and y-intercepts on a set of y
axes and rule a straight line through them. 6
5
(0, 5)
4
4 3
y= 5
x +5
2
(-25, 0) 1
4
x
-8 -7 -6 -5 -4 -3 -2 -1-10 1 2 3
-2
-3
5 Label the graph.
method 2: the gradient–intercept method

■ This method is convenient to use if the rule is in the form y = mx + c.
■ To sketch the graph of the straight line, using the gradient–intercept method, follow these steps.
Step 1: Plot a point at the y-intercept.
rise
Step 2: Write the gradient in the form m = . (To write a whole number as a fraction,
run
place it over a denominator of 1.)
Step 3: Starting from the y-intercept move up the number of units suggested by the rise
(move down if the gradient is negative).
Step 4: Move to the right the number of units suggested by the run and plot the second point.
Step 5: Rule a straight line through the two points.
Step 6: Find the x-intercept by letting y = 0 and solving the equation for x.
WorkeD exAmple 8
Sketch the graph of y = 43 x + 2 using the gradient–intercept method.

think Write/DrAW
1 Write the equation of the line. y = 43 x + 2

2 Compare the given equation with the form, y = mx + c, c = 2; so y-intercept: (0, 2).
and identify the value of c. Plot and label this point.
3
3 Write the gradient, m, as a fraction. (In this case it m= 4
is a fraction already.)

rise
4 Since m = , interpret the numerator of the So, rise = 3; run = 4.
run
fraction as the rise and the denominator as the run.
5 Starting from the y-intercept at 2, move 3 units y
up and 4 units to the right to find the second (4, 5)
5 3
point (4, 5). 4 y = 4x + 2
3 Rise
6 Rule a straight line through the two points (0, 2) 2
and (4, 5). (- –38 , 0) 1 (0, 2) Run
x
-3 -2 -1-10 1 2 3 4
-2
-3
-4
7 Find the x-intercept and label it on the graph. x-intercept: y = 0

y = 43 x + 2
0 = 43 x + 2
−2 = 43 x
−2 × 43 = x
x = − 83
 −8
8 Label the graph. x-intercept:  3 , 0

Vertical and horizontal lines

■ Vertical lines are of the form x = a.
■ The gradient of this line is undefined.
■ The line intersects the x-axis at a and runs parallel to the y-axis.
■ Horizontal lines are of the form y = c.
■ The gradient of this line is equal to zero.
■ The line intersects the y-axis at c and runs parallel to the x-axis.
Note: Vertical and horizontal lines cannot be sketched using the x- and y-intercept method, as
these lines have only one intercept.
WorkeD exAmple 9
Sketch the graph of: a x = -3 b y = 4.
think Write/DrAW
a 1 Write the rule. a x = -3
2 This is a vertical line such that all the points y
that lie on it have the x-coordinate as -3. x = -3
4
So the points (-3, 10), (-3, 9), (-3, 8), . . . all
2
lie on this line. That is, this line is the set of (-3, 0)
points (-3, y), where y is an element of set of x
the real numbers. -4 -3 -2 -1 0 1 2 3 4
-2
Note: The gradient of a vertical line is
undefined. -4

b 1 Write the rule. b y=4
2 This is a horizontal line such that all the points y

that lie on the line have the y-coordinate equal (0, 4)
4
to 4. y=4
2
So the points (-3, 4), (-2, 4), (-1, 4) . . . all lie
on the line. That is, this line is the set of points x
(x, 4), where x is an element of the set of real -3 -2 -1 0 1 2 3
-2
numbers.
Note: The gradient of a horizontal line is zero. -4
lines through the origin

■ If the rule is of the form y = mx, it means that the constant term, c, is equal to 0.
This in turn means that the y-intercept is at (0, 0) or at the origin.
1
■ To sketch such a graph, for example y = − 2 x, the x- and y-intercepts are the same. Therefore
another point is needed to draw the line.
Select an x-value to substitute into the equation.
Let x = 1 then y = − 12 (1) = − 12 , so the line goes through the points (0, 0) and (1, − 12 ).
■ The gradient–intercept method to sketch y = − 12 x could also be used.
Starting from the origin, move 1 unit down and 2 units to the right (as rise = -1 and run = 2).
y
y = - 12 x
(0, 0)
x
-2 -1 0 1 2
-1
(2, -1)
remember
1. The y-intercept is the point where the graph crosses the y-axis. At the y-intercept, x = 0.
2. The x-intercept is the point where the graph crosses the x-axis. At the x-intercept, y = 0.
3. Only two distinct points are needed to sketch a straight line.
4. To sketch a line using the x- and y-intercept method:
(a) Find the x-intercept by substituting y = 0 into the rule and solving for x.
(b) Find the y-intercept by substituting x = 0 into the rule and solving for y.
(c) Plot and label the x- and y-intercepts and rule a straight line through the two points.
This method can be used on a linear equation of the form y = mx + c as well as on a
linear equation of the form ax + by = k.
5. If the rule is in the form y = mx + c, the gradient–intercept method may be used to
sketch the graph.
(a) Plot and label the y-intercept, c.
(b) Write the gradient (m) as a fraction and identify the values of rise and run.
(c) Starting from the y-intercept move up (or down) and to the right the number of units
suggested by the rise and run, then plot the second point.
(d) Rule a straight line through the two points.
(e) Find the x-intercept by letting y = 0 and plot and label this on the graph.

6. Lines with a rule of the form y = mx pass through the origin. These graphs can be
sketched by determining another point that lies on the line by using one of two methods:
(a) Substitute a value for x into the equation to find y. For example, substitute x = 1 into
the equation to find the corresponding value for y.
or
(b) Use the gradient–y-intercept method.
7. Lines with a rule of the form y = c are horizontal lines, intersecting the y-axis at c.
8. Lines with a rule of the form x = a are vertical lines, intersecting the x-axis at a.
9. On a sketch graph, it is important to always label the x- and y-intercepts with their
coordinates. If the graph goes through the origin, then the intercepts are the same and
another point should be labelled.
exerCise
7C sketching linear graphs
inDiViDuAl FluenCY
pAthWAYs
1 We7 Sketch the graphs of each of the following by finding the x- and y-intercepts.
eBoo
eBookk plus a 5y - 4x = 20 b 0.2y = x + 2
c 0.1y = 0.2x + 1 d 3y + 4x = -12
Activity 7-C-1
Understanding linear e 2y = 5x - 2 f 4y - 2x = 5
graph sketching g 2y + 3x + 5 = 0 h 2y + 7x - 8 = 0
doc-4034 i 4y - 2x + 11 = 0
Activity 7-C-2
Sketching linear 2 We8 Sketch the graphs of each of the following using the gradient–intercept method.
graphs a y=x-7 b y = 2x + 1
doc-4035 c y = 2x + 2 d y = -2x + 2
Activity 7-C-3 1
Sketching tricky
e y= x-1 f y=4-x
2
linear graphs 5
doc-4036
g y= x +5 h y = -x - 10
4
3 We9 Sketch the graphs of each of the following.
a y=4 b y = -3
4
eBook plus c y = -12.5 d y=
5
Digital doc 4 Sketch the graphs of each of the following.
SkillSHEET 7.10 a x=2 b x = -6
doc-6171 3
c x = -2.5 d x=
4
5 Sketch the graphs of each of the following.
a y = 3x b y = -2x
eBook plus
3 1
c y= x d y = −3x
Digital doc 4
SkillSHEET 7.6 6 mC a Which of the following statements about the rule y = 4 is not true?
doc-6166
A The gradient m = 0.
B The y-intercept is at (0, 4).
C The graph is parallel to the x-axis.
D The point (4, 2) lies on this graph.
E The graph cannot be sketched using the x- and y-intercept method.
3
b Which of the following statements is not true about the rule y = - x?
5
A The graph passes through the origin.
3
B The gradient m = - .
5
C The x-intercept is at x = 0.
D The point (5, -3) lies on the graph.
E The graph can be sketched using the x- and the y-intercept method.

Understanding
7 a 2x + 5y = 20 is a linear equation in the form ax + by = c.
i Rearrange this equation into the form y = mx + c.
ii What is the gradient?
iii State the x- and y-intercepts.
iv Sketch this straight line.
b If the x-intercept of a straight line is -3 and the y-intercept is 5:
i state the gradient
ii draw the graph
iii write the equation in the form y = mx + c and the form ax + by = c.
Reasoning
8 Consider the relationship 4x – 3y = 24.
a Rewrite this relationship, making y the subject. reflection
b Show that the x- and y-intercepts are (6, 0) and (0, -8) Why are gradients of
respectively. vertical lines undefined?
c Sketch a graph of this relationship.
7D Graphing calculators and

linear graphs
■■ A graphing calculator can be used to graph linear relationships.
■■ These calculators can be used to locate key points such as the x- and y-intercepts.
They are also very useful when drawing multiple graphs and describing their
features.
Parallel lines
■■ Lines with the same gradient are called parallel lines.
That is, m1 = m2.
For example, y = 3x + 1, y = 3x - 4, y = 3x are all parallel lines, as m = 3.
Perpendicular lines
■■ Lines which meet at right angles are called perpendicular lines.
■■ The product of the gradients of two perpendicular lines is equal to -1.
That is, m1 ì m2 = -1

For example, y = 2x + 1 and y = - 12 x + 6 are perpendicular because 2 ì - 12 = -1.
remember
1. A graphing calculator can be used to graph linear relationships.

2. Lines with the same gradient are called parallel lines. That is, m1 = m2.
3. Lines which meet at right angles are called perpendicular lines.
The product of the gradients of two perpendicular lines is -1. That is,
m1 ì m2 = -1
exerCise
7D graphing calculators and linear graphs
inDiViDuAl unDerstAnDing
pAthWAYs Use technology wherever possible to answer the following questions.
eBook plus 1 On the same Cartesian plane, sketch the following graphs.
a y=x b y = 2x c y = 3x
Activity 7-D-1
The steepness of a graph is called the gradient of the line.
The Cartesian plane
doc-4025 i What happens to the steepness of the graph as the coefficient of x increases in value?
Activity 7-D-2 ii Where does each graph cut the x-axis? (That is, what is the x-intercept?)
Using the Cartesian iii Where does each graph cut the y-axis? (That is, what is the y-intercept?)
plane
doc-4026
2 On another Cartesian plane, sketch the following graphs.
a y = -x b y = -2x c y = -3x
Activity 7-D-3
Extending the i What happens to the steepness of the graph as the magnitude of the coefficient of
Cartesian plane x decreases in value? (The coefficient becomes more negative.)
doc-4027 ii Where does each graph cut the x-axis? (That is, what is the x-intercept?)
iii Where does each graph cut the y-axis? (That is, what is the y-intercept?)
3 Copy the following sentences, deleting the incorrect response.
i If the coefficient of x is (positive/negative), then the graph will have an upward slope to
the right. That is the gradient of the graph is (positive/negative).
ii If the coefficient of x is negative then the graph will have a (downward/upward) slope
to the right. That is the gradient of the graph is (positive/negative).
iii The bigger the magnitude of the coefficient of x (more positive or more negative), the
(bigger/smaller) the steepness of the graph.
iv If there is no constant term in the equation, the graph (will/will not) pass through the
origin.


a y=x b y=x+2 c y=x–2
i Is the coefficient of x the same for each graph? If so, what is it?
ii Does the steepness (or gradient) of each graph differ?
iii Where does each graph cut the x-axis? (That is, what is the x-intercept?)
iv Where does each graph cut the y-axis? (That is, what is the y-intercept?)
a y = -x b y = -x + 2 c y = -x – 2
i Is the coefficient of x the same for each graph? If so, what is it?
ii Does the steepness (or gradient) of each graph differ?
iii Where does each graph cut the x-axis? (That is, what is the x-intercept?)
iv Where does each graph cut the y-axis? (That is, what is the y-intercept?)
i For a given set of linear graphs, if the coefficient of x is the (same/different), the graphs
will be parallel.
ii The constant term in the equation is the (y-coordinate/x-coordinate) or where the graph
cuts the (y-axis/x-axis).
iii The (y-intercept/x-intercept) can be found by substituting x = 0 in the equation.
iv The (y-intercept/x-intercept) can be found by substituting y = 0 in the equation.
2
a y=x+5 b y = -x + 5 c y = 3x + 5 d y = −5x + 5
i Is the coefficient of x the same for each graph?
ii Does the steepness of each graph differ?
iii Write down the gradient of each linear graph.
iv Where does each graph cut the x-axis? (That is, what is the x-intercept?)
v Where does each graph cut the y-axis? (That is, what is the y-intercept?)
One of the general forms of the equation of a linear graph is y = mx + c, where m is the
(steepness/x-coordinate) of the graph. We call the steepness of the graph the gradient. The
value of c is the (x-coordinate/y-coordinate), where the graph cuts the (x-axis/y-axis).
All linear graphs with the (same/different) gradient are (parallel/perpendicular). All
linear graphs that have the same y-intercept pass through (the same/different) point on the
y-axis.
9 For each of the following lines, write down:
i the gradient ii the y-intercept. reFleCtion
a y = 2x b y=x+1 If two lines look like they
2 intersect at right angles, can you
c y = -3x + 5 d y= x-7
3 assume they are perpendicular?
7e Determining linear rules

Finding the equation of a straight line from its graph
■ Only two pieces of information about a linear graph are needed in order to know everything
about it! These two pieces of information are either:
1. the gradient of the line and the coordinates of one point that lies on the line
or
2. the coordinates of two points that lie on the line.

Finding the rule given the gradient and the coordinates

of one point
■ Using the linear rule y = mx + c, if the value of the gradient, m, is given then the value of c,
the y-intercept is all that is needed.
■ If the point given is the y-intercept, then the rule can be found by substituting the value of c
into y = mx + c.
WorkeD exAmple 10
Determine the rule of the line whose gradient is -2 and y-intercept is 3.

think Write
1 Write the general equation of a straight line. y = mx + c

2 Since we have both the gradient and y-intercept, we m = -2, c = 3
can state the rule directly. y = -2x + 3
WorkeD exAmple 11
Determine the rule of a straight line that goes through the point (1, -3) if its gradient is -2.
think Write

2 Substitute the value of the gradient for m. y = -2x + c
3 Since the line passes through the point (1, -3), When x = 1, y = -3
substitute the coordinates of this point into -3 = -2 ì 1 + c
y = -2x + c to find the value of c.
4 Solve for c. -3 = -2 + c
-3 + 2 = c
c = -1
5 Substitute the value of c into y = -2x + c. y = -2x - 1
Finding the rule given the coordinates of 2 points

■ Given the coordinates of any 2 points on the line, (x1, y1) and (x2, y2) the following steps are
necessary to find the rule of the linear graph
rise y2 − y1
Step 1: The gradient can be calculated by finding the ratio m = = .
run x2 − x1
Step 2: To find the value of c in the linear equation, y = mx + c, substitute the coordinates of
either point into this equation.
WorkeD exAmple 12
Determine the rule for the linear graph that has an x-intercept at 2 and a y-intercept at -3.
think Write

y2 − y1
2 Calculate the gradient of the line using m = . The two points that are given
x2 − x1
are (2, 0) and (0, -3). Therefore
Let (x1, y1) and (x2, y2) be the 2 points (2, 0) and y −y −3 − 0 −3 3
(0, -3) respectively. Substitute the values of the m= 2 1 = = =
x2 − x1 0 − 2 −2 −2 2
pronumerals into the formula to calculate the gradient.
3 State the value of c, the y-intercept (which is given). c = -3
4 Substitute the values of m and c into the general y = 32 x – 3 or y = 1.5x – 3

equation and, hence, state the rule for the linear graph.
WorkeD exAmple 13
Find the rule of the straight line passing through the points (-2, 6) and (3, -2).
think Write

y −y
2 Write the formula for calculating the gradient of a line m= 2 1
x2 − x1
passing through the 2 points.
−2 − 6
3 Let (x1, y1) and (x2, y2) be the 2 points (-2, 6) and m=
(3, -2) respectively. Substitute the values of the 3 − −2
pronumerals into the formula to calculate the gradient. −2 − 6
=
3+ 2
8
=-5
= -1.6
8
4 Substitute the value of the gradient into the general y = - 5x + c
rule. = -1.6x + c
5 Select either of the 2 points, say (3, -2) and substitute Point (3, -2):
its coordinates into y = -1.6x + c. 8
-2 = - 5 ì 3 + c
24
6 Solve for c. -2 = - 5 + c
24
−2 + 5
=c
−10 + 24 14
c= = = 2.8
5 5
−8 14
7 To state the rule, substitute the value of c into y= 5 x + 5
y = -1.6x + c.
= -1.6x + 2.8
■ The equation of the straight line passing through the origin is y = mx, where m is the gradient
of the line.
The y-intercept is zero.

WorkeD exAmple 14
Find the rule for a straight line passing through the origin and through the point (-5, 7).
think Write
1 Write the general equation of the straight line y = mx

passing through the origin. The y-intercept is zero. since c = 0
2 Since the line passes through (-5, 7), substitute the y = mx
coordinates of that point into the equation to find m. 7 = -5m
3 Divide both sides by -5 to find the value of m. m = - 75
= -1.4
4 State the rule. y = - 75 x or y = -1.4x
remember
1. To find the linear rule of the line when given the gradient and the coordinates of one
point (which is either the x- or y-intercept, the origin, or any other point not lying on
either axis), substitute the gradient and the coordinates of that point into the general
equation y = mx + c to find the value of c.
2. The equation of any line passing through the origin is y = mx since the value of c = 0.
3. To find the linear rule of a line when given the coordinates of 2 points (which are either
x- and y-intercepts, the origin and another point, or any 2 points, not lying on either
axes), calculate the gradient first.
4. When given the coordinates of any 2 points on a line, (x1, y1) and (x2, y2), the gradient
rise y2 − y1
can be calculated by using the formula m = = .
run x2 − x1
exerCise
7e Determining linear rules
inDiViDuAl FluenCY
pAthWAYs
1 We10 Determine the rules of each straight line with the gradient and y-intercept given below.
eBoo
eBookk plus a Gradient = 4, y-intercept = 2 b Gradient = -4, y-intercept = 1
c Gradient = 4, y-intercept = 8 d Gradient = 6, y-intercept = 7
Activity 7-E-1
Writing linear rules
e Gradient = -2.5, y-intercept = 6 f Gradient = 45, y-intercept = 135
doc-4037 2 Find the rule for each straight line passing through the origin and with the gradient given.
Activity 7-E-2 a Gradient = -2 b Gradient of 4 c Gradient = 10.5
Understanding d Gradient of -20 e Gradient = 1.07 f Gradient of 32
linear rules
doc-4038 3 We 11 Determine the rule for each straight line with the gradient and passing through the point
Activity 7-E-3 as given below.
Applying linear rules a Gradient = 1, point = (3, 5) b Gradient = -1, point = (3, 5)
doc-4039 c Gradient = -4, point = (-3, 4) d Gradient = 2, point = (5, -3)
e Gradient = -5, point = (13, 5) f Gradient = 2, point = (10, -3)
g Gradient = -6, point = (2, -1) h Gradient = -1, point = (-2, 0.5)
i Gradient = 6, point = (-6, -6) j Gradient = -3.5, point = (3, 5)
k Gradient = 1.2, point = (2.4, -1.2) l Gradient = 0.2, point = (1.3, -1.5)

4 Determine the rules when:

a gradient = -4, x-intercept = -6
b gradient = 2, x-intercept = 3
c gradient = -2, x-intercept = 2
d gradient = 5, x-intercept = -7
e gradient = 1.5, x-intercept = 2.5
f gradient = 0.4, x-intercept = 2.4.
5 We12 Determine the rules for the linear graphs that have the following x- and
y-intercepts.
a x-intercept = -3, y-intercept = 3
b x-intercept = 4, y-intercept = 5
c x-intercept = 1, y-intercept = 6
d x-intercept = -40, y-intercept = 35
e x-intercept = -8, y-intercept = 8
f x-intercept = 3, y-intercept = 6
g x-intercept = -7, y-intercept = -3
h x-intercept = -200, y-intercept = 50
i x-intercept = -1.5, y-intercept = 3
j x-intercept = -4, y-intercept = 2.5
k x-intercept = -31, y-intercept = 13
l x-intercept = 54.2, y-intercept = 15.3
6 We13 Find the rule for each straight line passing through the given points.
a (-6, 11) and (6, 23) b (1, 2) and (-5, 8)
c (4, 11) and (6, 11) d (3, 6.5) and (6.5, 10)
e (1.5, 2) and (6, -2.5) f (-7, 3) and (2, 4)
g (25, -60) and (10, 30) h (5, 100) and (25, 500)
i (1, 3) and (3, 1) j (2, 5) and (-2, 6)
k (9, -2) and (2, -4) l (1, 4) and (-0.5, 3)
7 We14 Find the rule for each straight line passing through the origin and:
a the point (4, 7) b the point (5, 5)
c the point (-4, 8) d the point (-1.2, 3.7)
e the point (-2.2, 4.8) f the point (-105, 35).
8 mC a Which of the following pairs of information will not yield a unique straight-
line rule?
A A point and a gradient
B The origin and x = 2
C Two points with the same x-value
D The x- and y-intercepts
E An x-intercept and a gradient
b The gradient of the straight line which passes through (3, 5) and (5, 3) is:
A -2 B -1 C 0 D 1 E 2
c A straight line with an x-intercept of 10 and a y-intercept of 20 has a gradient of:
A -2 B -1 C -0.5 D 0 E 2
d The rule 2y – 3x = 20 has an x-intercept at:
3 2 2
A - B - C 0 D E None of these
2 3 3
unDerstAnDing
9 Given that the x-intercept of a straight line graph is (–5, 0) and the y-intercept is (0, –12):
a determine the equation of the straight line
b find the value of y when x = 19.3.

10 a Determine the equation of the straight line as shown in red in the graph below.
Use the fact that when x = 5, y = 7.
y
15
10
0 x
-15 -10 -5 5 10 15
-5
-10
-15
b Determine the x-intercept.
reAsoning
11 Mean annual CO2 concentration
450
CO2 concentration (ppm)
400
350
300
250
200
1920 1940 1960 1980 2000 2020 2040
Year
The graph above shows the carbon dioxide (CO2) concentration in the atmosphere, measured
in parts per million (ppm).
a If the trend follows a linear pattern, find the equation for the line.
b Explain why c cannot be read directly from the graph.
c From the graph, what was the concentration of CO2 in 1960? Verify this using the
equation.
d What would be the concentration of CO2 in 2020? What is the assumption that is made
when finding this value?
12 A set of scales is no longer zeroed and cannot be read. The diagram
0g
at right illustrates measurements taken from weighing objects of known 22 mm
weights 5 g and 12 g. Use the information in the diagram to determine a 5g
linear equation. Use the linear equation to show that the mass of a watch
that moves the pointer 14.4 cm from the zero is 35.5 g. 50 mm
12 g
eBook plus
reFleCtion
Digital doc
WorkSHEET 7.2 Why are only 2 points needed to find the rule
doc-6172 for the line that passes through the points?

7F Applications of linear graphs to

worded problems
The skills acquired in the previous sections will be applied to practical situations involving graphs.
Dependent and independent variables

■ For the general equation of linear graphs, y = mx + c, the pronumeral, x, represents the
independent variable.
Any value can be substituted into for this variable, x.
■ The pronumeral, y, represents the dependent variable.
The value of y depends on the value substituted for x.
■ The independent variable is always graphed on the horizontal axis.
■ The dependent variable is always graphed on the vertical axis.
■ In worded problems other pronumerals are often used to stand for the quantities that they
represent.
For example, the relationship between the total cost for a taxi ride, C, in dollars, and the
distance covered, d, in kilometres, could be described by the relationship C = md + c.
In this example, the total cost, C, is dependent on the total distance, d, travelled. Hence, the
distance travelled is the independent variable.
Determining linear rules

■ Given sufficient information, the rule for a linear graph can be found.
■ In this section, how written information concerning two linearly related variables is
interpreted in order to find the rule relating those variables will be discussed.
WorkeD exAmple 15
For a period of 6 months after planting a sapling, a certain kind of sunflower exhibits linear growth.
After 3 months the height was 36 cm, and after 4 months the height was 45 cm.
a Find the rule connecting the height of the sunflower, H (in cm), and the time, t (in months).
b How tall will the sunflower be after 6 months?
c How tall was the original sapling?
think Write
a 1 Determine the independent and dependent a Height is the dependent variable.

variables. Because the height of the plant is Time is the independent variable.
dependent on the time it is growing, height, H = mt + c
H, is the dependent variable and time, t, is
the independent variable. We are told that the
sunflower exhibits linear growth; therefore, the two
variables will follow the rule y = mx + c, where H
is written instead of y, and t is written instead of x.
rise y2 − y1
2 Calculate the gradient from the information given. m= =
run x2 − x1
When t = 3, height = 36
Therefore let (t1, H1) = (3, 36). H − H1
m= 2
When t = 4, height = 45 t2 − t1
Therefore let (t2, H2) = (4, 45). =
45 − 36
4 − 3
9
m= 1
=9

3 Substitute 9 for m into the general equation. H = 9t + c

4 Use one of the given points to calculate c. For (3, 36); when t = 3, H = 36
36 = 9 ì 3 + c
36 = 27 + c
36 - 27 = c
9=c
5 Substitute 9 for c into H = 9t + c. H = 9t + 9
b 1 To find the height of the sunflower at 6 months, b When t = 6,
substitute 6 for t into the rule and evaluate. H=9ì6+9
= 54 + 9
= 63 cm
2 Write the answer in a sentence. After 6 months, the sunflower will be
63 cm tall.
c 1 We want to know the height of the original sapling, c When t = 0,
which means the height at 0 months. Substitute 0 for H=9ì0+9
t into the rule and evaluate. = 9 cm
2 Write the answer in a sentence. The original sapling was 9 cm tall.
■ Observe that the functional rule can be used as a prediction tool.

For instance, in Worked example 15, the rule enabled us to predict the height of the flower
at any time within the first 6 months. For example, after 2.3 months the height should be:
H = 9 ì 2.3 + 9
= 29.7 cm.
WorkeD exAmple 16
Rachel is given 5 CDs for her birthday and decides to purchase 2 CDs per month for the next 2 years.
a Determine the linear rule that connects the number of CDs, N, and the time (in months) since
her birthday, t.
b How many CDs will she have on her next birthday?
c How many CDs will she have after 1 year and 7 months?
d When will Rachel’s collection reach 35 CDs?
think Write
a 1 Decide which variable is the dependent and the a The number of CDs, N, is the
independent variable. The number of CDs Rachel dependent variable.
purchases is dependent on the number of months Time, t, is the independent variable.
since her birthday. Therefore the number of CDs, N = mt + c
N, is the dependent variable, and the number of
months, t, since her birthday, is the independent
variable.
2 Use the information given to determine two points. Initially Rachel starts with 5 CDs;
Note: Each month the number of CDs increases therefore t = 0, N = 5 or (0, 5). After
by 2. 1 month Rachel will have 7 CDs;
therefore t = 1, N = 7 or (1, 7).
That is: (t1, N1) = (0, 5)
and (t2, N2) = (1, 7).

y2 − y1 N 2 − N1
3 Calculate the gradient. m= =
x2 − x1 t2 − t1
7 − 5
= 1− 0
2
= 1
=2
4 State the value of c. c=5
Note: The point (0, 5) represents the N-intercept.
5 Substitute the values of m and c into the general N = 2t + 5
equation to determine a rule that represents the
size of Rachel’s CD collection at any time, t.
b 1 Rachel’s next birthday occurs in 12 months time; b When t = 12,
that is, when t = 12. Substitute 12 for t into the rule N = 2 ì 12 + 5
and simplify. = 24 + 5
= 29
2 Write the answer in a sentence. Rachel will have 29 CDs on her next
birthday.
c 1 As 1 year and 7 months = 19 months, substitute 19 c When t = 19,
for t into the rule and simplify. N = 2 ì 19 + 5
= 38 + 5
= 43
2 Write the answer in a sentence. Rachel will have 43 CDs after 1 year
and 7 months.
d 1 Substitute 35 (the required number of CDs) for N d When N = 35,
into the rule and solve for t. (Subtract 5 from both 35 = 2t + 5
sides, then divide both sides by 2.) 35 - 5 = 2t
30 = 2t
30
t= 2
t = 15
2 Write the answer in a sentence. It will take 15 months for Rachel’s
collection to reach 35 CDs.
Note: In Worked example 16, the gradient (m) may be interpreted as a growth rate, that is,
2 CDs per 1 month, and the y-intercept (c) as the initial amount.
remember
1. If 2 variables are known to be related linearly, the rule that connects them will be in the
form y = mx + c, where m and c are constants, x is the independent variable and y is the
dependent variable.
2. Once the rule is obtained, x and y must be replaced with the pronumerals specified in
the problem.
3. Rules can be used to predict the y-value for various x-values and vice versa.
4. The initial amount should be interpreted as the y-intercept (c).
5. The growth rate should be interpreted as the gradient (m).
6. If the rate decreases, such a rate should be interpreted as a negative gradient.

exerCise
7F Applications of linear graphs to worded problems
inDiViDuAl FluenCY
pAthWAYs 1 State the independent and dependent variables for the following worded problems.
eBoo
eBookk plus a The time, t, taken to travel d kilometres on your bike to school.
b If you bought n items in the January sales, the total cost you pay in dollars is C.
Activity 7-F-1
Modelling 1
c A plumber charges a fixed fee, c, and then an hourly rate of $50 for each hour worked, h.
doc-4040 The total cost is T.
Activity 7-F-2 d The number of phone calls, n, made on your mobile phone and the monthly fee, F,
Modelling 2 paid.
doc-4041
2 mC Greg and Tanya hire a car. They are charged a fixed fee of $150 for hiring the car and
Activity 7-F-3
Modelling 3 then $25 per day. They hire the car for, d, days. Which one of the following could describe the
doc-4042 rule that describes the number of days the car is hired and the total cost, C, they are charged?
A C = 25d B C = 150d C C = 175d
D C = 25d + 150 E C = 150d + 25
unDerstAnDing
3 We15 Nathan’s bank account increases

linearly each week. If after 20 weeks of
work his bank account is at $560, and after
21 weeks of work it is at $585, find:
a the rule that relates the size of his
account, A, and the time (in weeks)
worked, t
b the amount in his account after
200 weeks
c the initial amount before Nathan started
working.
4 The cost (C) of producing shoes increases linearly as the size of the shoe (s) increases. It costs
$5.30 to produce a size 6 shoe, but $6.40 to produce a size 8 shoe.
a Determine the rule relating cost (C ) to shoe size (s).
b How much does it cost to produce a size 12 shoe?
5 The number of publications in
a library (N ) is increasing
linearly with the time t (in
years). After 10 years there
were 7200 publications in the
library, and after 12 years
there were 9000 publications.
a Determine the rule
predicting the number of
publications in the library.
b How many publications
were there after 5.5 years?
c How many publications
will there be after 25 years?
6 The number of bugs in a computer program varies linearly after the program is first released.
Initially there were 300 bugs, and after 2 months there are only 240 left.
a Determine the rule predicting the number of bugs left, N, and the time in months, t, since
the program was first released.
b How long will it take to fix all the bugs?

7 WE 16 A software company claims that its staff can fix 22 bugs per month. Initially there were
164 bugs.
a Determine the linear rule connecting the number of bugs left, N, and the time in months,
t, from the beginning of eradication.
b How many bugs will there be left after 2 months?
c After how many months will there be 54 bugs left?
d How long will it take this company to eradicate all bugs?
8 A skyscraper can be built at a
rate of 4.5 storeys per month.
a How many storeys will be
built after 6 months?
b How many storeys will be
built after 24 months?
9 The cost of a taxi is $3.20 flag
fall plus $1.60 for each
kilometre travelled.
a Determine the linear rule
connecting the cost, C, and
the distance travelled,
d (in kilometres).
b How much will an 11.5 km
trip cost?
c How much will a 23.1 km trip cost?
10 Another taxi company charges $3.15 flag fall plus $1.55 for each kilometre travelled.
a Determine the linear rule connecting the cost, C, and the distance travelled,
d (in kilometres).
b How much will an 11.5 km trip cost with this taxi?
c If I have $22 in my pocket, how far can I travel?
reasoning
11 A certain kind of eucalyptus tree grows at a linear rate for
its first 2 years of growth. If the growth rate is 5 cm per
month, show that the tree will be 1.07 m tall after
21.4 months.
12 The pressure inside a boiler increases as the temperature
increases. For each 1 èC, the pressure increases by
10 units. At a temperature of 100 èC the pressure is
600 units. If the boiler needs to withstand a pressure of
2000 units, show that the maximum temperature it can
reach is 240 èC.
13 Michael sells prints of his art at a local gallery.
Michael’s profit (P ) is given by the equation
P = 200n - 800, where n is the number of prints sold.
a Draw the graph of this rule by hand.
b What is the y-intercept? What does this mean in this
example?
c What is the x-intercept? What does this mean in this
example?
d What is the gradient of this function? What does this mean in this example?
e Will Michael make a profit of $400 if he sells 6 art works? Explain your answer using
calculations.

14 Ray decides to sell prints of his art at the same gallery. His prints sell for $150 each and his
fixed costs total $500.
a Write a linear rule for the profit, P, he can expect to make if he sells n prints.
b Draw a graph of this rule.
c If Ray sells 3 prints, does he make a profit or a loss?
d The art gallery charges Ray and Michael commission
on any art work sold. Michael is charged 1.5% reFleCtion
commission and Ray is charged x% commission.
How are the dependent
If both Michael and Ray make the same amount and independent variables
of profit selling 6 art works, show that the value of determined?
x is 2.
7g midpoint of a line segment and

distance between two points
Finding the midpoint of a line segment
■ The midpoint of a line segment is the half-way point.
eBook plus
■ The x- and y-coordinates of the midpoint are half-way between those of the coordinates of the
end points.
Interactivity ■ The coordinates of the midpoint of a line segment joining the points (x1, y1) and (x2, y2) can be
Distance
between two
found by averaging the x- and y-coordinates of the endpoints.
points
int-2766 y
(x2, y2)
M
(x_____,
1
2
2
2 )
+ x _____
y +y 1 2
(x1, y1)
x
The coordinates of the midpoint of the line segment joining (x1, y1) and (x2, y2) are:
 x1 + x2 y1 + y2 
 2 , 2  .
WorkeD exAmple 17
Find the midpoint of the segment joining (5, 9) and (-3, 11).
think Write
1 Match (5, 9) and (-3, 11) with (x1, y1) and (x2, y2). (x1, y1) (x2, y2)
(5, 9) (-3, 11)
x +x y +y 
2 Substitute values into the formula for M and M = 1 2 . 1 2
simplify.  2 2 
 5 + −3 9 + 11
=  2 , 2 
 2 20 
=  2 , 2 
= (1, 10)

Worked Example 18
The coordinates of the midpoint, M, of the line segment AB are (7, 2). If the coordinates of A are
(1, -4), find the coordinates of B.
Think Write
1 Label the start of the line segment (x1, y1) and the Let (x1, y1) = (1, -4) and (x, y) = (7, 2)
midpoint (x, y).
x1 + x2
2 Find the x-coordinate of the end point. x=
2
1 + x2
7 =
2
14 = 1 + x2
x2 = 13
y1 + y2
3 Find the y-coordinate of the end point. y=
2
−4 + y2
2 =
2
4 = -4 + y2
y2 = 8
4 Give the coordinates of the end point. Hence, the coordinates of point B are (13, 8).
y (x2, y2)
Distance between two points y2
■■ The distance between two points on the Cartesian plane is
calculated using Pythagoras’ theorem applied to a right- d (y2 - y1)
angled triangle. (x1, y1)
■■ The distance between the points (x1, y1) and (x2, y2) is y1 (x2-x1)
calculated using the formula:
d = ( x2 − x1 )2 + ( y2 − y1 )2
x1 x2 x
Worked Example 19
Find the distance between the points (-3, 7) and (5, -2) correct to 3 decimal places.
Think Write
1 Match up (-3, 7) and (5, -2) with (x1, y1) and (x1, y1) (x2, y2)
(x2, y2). (-3, 7) (5, -2)
2 Substitute into the formula for d and simplify. d = ( x2 − x1 )2 + ( y2 − y1 )2
= (5 − −3)2 + (−2 − 7)2
= (8)2 + (−9)2
= 64 + 81
= 145
= 12.042

remember
• The coordinates of the midpoint of the line segment y

joining (x1, y1) and (x2, y2) are: (x2, y2)
 x1 + x2 y1 + y2  M
 2 , 2 
• The distance between the points (x1, y1) and (x2, y2) is
(x_____,
2
2
2 )
+ x _____
1 y +y 1 2
(x1, y1)
calculated using the formula: x
2 2
d = ( x2 − x1 ) + ( y2 − y1 )
exerCise
7g midpoint of a line segment and distance
between two points
inDiViDuAl FluenCY
pAthWAYs 1 We17 Find the midpoint of the segment joining each of the following pairs of points.
eBoo
eBookk plus a (1, 3) and (3, 5) b (6, 4) and (4, -2)
c (2, 3) and (12, 1) d (6, 3) and (10, 15)
Activity 7-G-1 e (4, 2) and (-4, 8) f (0, -5) and (-2, 9)
Exploring midpoints
and lengths of line
g (8, 2) and (-18, -6) h (-3, -5) and (7, 11)
segments i (-8, -3) and (8, 27) j (-4, 1) and (-2, 13)
doc-4043 2 Find the midpoint of the segment joining each of the following pairs of points.
Activity 7-G-2
Finding midpoints
a (7, -2) and (-4, 13) b (0, 22) and (-6, -29)
and lengths of line c (-15, 8) and (-4, 11) d (-3, 40) and (0, -27)
segments 3 The vertices of a triangle are A(-3, 10), B(7, 8) and C(1, 2).
doc-4044
a Sketch the triangle, and label the coordinates of each vertex.
Activity 7-G-3
Applying midpoint
b Calculate the gradient of each side.
and lengths of line c Calculate the coordinates of the midpoint of each side (X, Y and Z clockwise around ABC).
segments d Find the gradients of the segments joining the midpoints.
doc-4045 e Compare your answers to b and d. What do you notice?
4 We18 Find the value of a in each question below so that the point M is the midpoint of the
segment joining points A and B.
3
a A(-2, a), B(-6, 5), M(-4, 5) b A(a, 0), B(7, 3), M(8, )
2
1 1
c A(3, 3), B(4, a), M(3 2 , -6 2 ) d A(-4, 4), B(a, 0), M(-2, 2)
5 a Find a and b if the midpoint of the segment joining (a, b) and (-2, 5) is (3, -8).
b Find a and b if the midpoint of the segment joining (a, b) and (-9, 3) is (-7, 1).
c Find a and b if the midpoint of the segment joining (a, b) and (0, 5) is (0, 6).
d Find a and b if the midpoint of the segment joining (a, b) and (-20, -11) is (14, 16).
6 Find the equation of a line that has a gradient of 5, and passes through the midpoint of the
segment joining (-1, -7) and (3, 3).
7 We19 Find the distance between each of the following pairs of points.
a (4, 5) and (1, 1) b (7, 14) and (15, 8)
c (2, 4) and (2, 3) d (12, 8) and (10, 8)
e (14, 9) and (2, 14) f (5, -13) and (-3, -7)
g (-14, -9) and (-10, -6) h (0, 1) and (-15, 9)
i (-4, -8) and (1, 4) j (12, 9) and (-4, -3)
8 Calculate the distance between the pairs of points below, accurate to 3 decimal places.
a (-14, 10) and (-8, 14) b (6, -7) and (13, 6)

c (-11, 1) and (2, 2) d (9, 0) and (5, -8)

e (2, -7) and (-2, 12) f (9, 4) and (-10, 0)
9 Find the perimeter of each shape below.
a y b y
5 5
x x
-5 5 -5 5
-5 -5
10 Find the perimeter of each shape, given the coordinates of the vertices.
a y b y
(6, 7)
(5, 5)
(-3, 4)
(8, 2)
(2, 2)
x x
(-2, -3)
unDerstAnDing
11 Two hikers are about to hike from A to B (shown on the map below). How far is it from A to B
in a straight line?
N
50 m
100 m
200 m
100 m
200 m B (E7, N4)
300 m
Lake Phillios
W E
A (W12, S5)
S
Grid spacing : 1 km

12 In the process of decorating a garment, Terrence places a sheet of material on a grid board as
shown. He needs to stitch between the two points marked. What distance is this?
Top
= 10 cm
(R1, T1)
Left Right
reFleCtion
IF the two end points of a line
(R3, B5) segment both have negative
x- and y-coordinates,
Bottom the distance formula still
produces a positive answer.
Why is this so?
7h non-linear relations
(parabolas, hyperbolas, circles)
■ There are many examples of non-linear relationships in mathematics. Some of them are the
parabola, the hyperbola and the circle.
Note: This section introduces these non-linear relationships; parabolas will be explored in
more depth in chapter 18.
the parabola
■ The parabola is a curve that is found in many phenomena such as those shown in the images
below.

■■ These images reveal a number of common features of parabolic shapes.

•• They are all symmetrical. Specifically, a line of symmetry can be drawn in the middle of
the parabola, such that, each half is an exact reflection of the other.
•• They have either a maximum (highest) point or a minimum (lowest point) — both are
known as turning points.
•• All parabolas have the same basic shape; however, they can be wider or narrower
depending on the equation.
■■ The most basic parabolic graph is produced by the equation:
y = x2
■■ The graph of y = x2 can be plotted using a table of values as shown in Worked example 20.
Worked Example 20
Plot the graph of y = x2 for values of x from -3 to 3. State the equation of the axis of symmetry and
the coordinates of the turning point.
Think Write
1 Write the equation. y = x2

2 Produce a table of values using x-values from
x -3 -2 -1 0 1 2 3
-3 to 3.
y 9 4 1 0 1 4 9
3 Draw a set of clearly labelled axes, plot the y y = x2
points and join them with a smooth curve. The 10
scale on the y-axis would be from -2 to 10 and 8

from -4 to 4 on the x-axis. 6
-4-3-2-1 0 1 2 3 4 x
-2 (0, 0)
4 Write the equation of the line that divides the The equation of the axis of symmetry is x = 0.
parabola exactly in half.
5 Write the coordinates of the turning point. The turning point is (0, 0).
■■ A parabola can be sketched using its key features, such as its general shape, its axis of
symmetry and its turning point or vertex.
■■ A parabola can be seen to undergo transformations by making changes to the equation y = x2.
Some transformations include:
– vertical translations
– horizontal translations y
y = x2 + 2
– reflections.
Vertical translation y + x2
■■ Compare the graph of y = x2 + 2 with that of y = x2.
•• The whole graph has been moved or translated 2 units
upwards. (0, 2)
•• The turning point has become (0, 2). x
•• The y-coordinate of the turning point has increased by
2 units to show that the graph has been moved up 2 units.

■■ Compare the graph of y = x2 - 3 with that of y = x2. y y = x2

•• The whole graph has been moved or translated 3 units
downwards. y = x2 - 3
•• The turning point has become (0, -3).
•• The y-coordinate of the turning point has decreased by
3 units to show that the graph has been moved down x
3 units.
(0, -3)
Worked Example 21
State the vertical translation (when compared with the graph of y = x2) and the coordinates of the
turning point for the graphs of each of the following equations.
a y = x2 + 5 b y = x2 - 4
Think Write
a 1 Write the equation. a y = x2 + 5
2 +5 means the graph is translated upwards Vertical translation of 5 units up
5 units.
3 Translate the turning point of y = x2, which is The turning point becomes (0, 5).
(0, 0). The x-coordinate of the turning point
remains 0, and the y-coordinate has 5 added
to it.
b 1 Write the equation. b y = x2 - 4
2 -4 means the graph is translated downwards Vertical translation of 4 units down
4 units.
3 Translate the turning point of y = x2, which The turning point becomes (0, -4).
is (0, 0). The x-coordinate of the turning
point remains 0, and the y-coordinate has
4 subtracted from it.
Horizontal translation
y
■■ Compare the graph of y = (x - 2)2 with that of y = x2.
•• The whole graph has been moved or translated 2 units to y = x2
the right.
•• The turning point has become (2, 0). y = (x - 2)2
(0, 4)
•• The x-coordinate of the turning point has increased by
2 units to show that the graph has been moved 2 units to (2, 0) x
the right.
■■ Compare the graph of y = (x + 1)2 with that of y = x2.
y y = (x + 1)2
•• The whole graph has been moved or translated 1 unit left.
•• The turning point has become (-1, 0). y = x2
•• The x-coordinate of the turning point has decreased by
(0, 1)
1 unit to show that the graph has been moved left 1 unit.
(-1, 0) x

Worked Example 22
State the horizontal translation (when compared to the graph of y = x2) and the coordinates of the
turning point for the graphs of each of the following equations.
a y = ( x - 3)2
b y = (x + 2)2
Think Write
a 1 Write the equation. a y = (x - 3)2
2 -3 means the graph is translated to the right Horizontal translation of 3 units to the
3 units. right
3 Translate the turning point of y = x2, which is The turning point becomes (3, 0).
(0, 0). The y-coordinate of the turning point
remains 0, and the x-coordinate has 3 added
to it.
b 1 Write the equation. b y = (x + 2)2
2 +2 means the graph is translated to the left Horizontal translation of 2 units to the left
2 units.
3 Translate the turning point of y = x2, which The turning point becomes (-2, 0).
is (0, 0). The y-coordinate of the turning
point remains 0, and the x-coordinate has 2
subtracted from it.
Reflection
■■ Compare the graph of y = -x2 with that of y = x2.
•• In each case the axis of symmetry is the line x = 0 and the turning point is (0, 0).
•• The only difference between the equations is the - sign in y = -x2 and the difference
between the graphs is that y = x2 ‘sits’ on the x-axis and y = -x2 ‘hangs’ from the x-axis.
(One is a reflection or mirror image of the other).
•• y = x2 has a minimum turning point and y = -x2 has a maximum turning point.
y
y = x2
x
(0, 0)
y = -x2
■■ Any quadratic graph where x2 is positive has a ß shape and is said to be concave up.
Conversely, if x2 is negative the graph has a ¶ shape and is said to be concave down.
The hyperbola
■■ A hyperbola is a non-linear graph whose equation is:
1
y = or xy = 1
x

Worked Example 23
1
Complete the table of values below and use it to plot the graph of y = .
x
1 1
x -3 -2 -1 -2 0 2 2 3
y
Think Write
1 Substitute each x value into the 1 1

x -3 -2 -1 - 2 0 2 1 2 3
1
function y = to obtain the - 13 - 12 -1 -2 Undefined 2 1
1 1
x y 2 3
corresponding y-value.
2 Draw a set of axes and plot the points y
from the table. Join them with a
2 y = —1x
smooth curve.
1
-3 -2 -1
0 1 2 3 x
-1
-2
The graph in Worked example 23 has several important features.

■■ There is no function value (y-value) when x = 0. At this point the hyperbola is undefined.
When this occurs, the line that the graph approaches (x = 0) is called a vertical asymptote.
■■ As x becomes larger and larger, the graph gets very close to but will never touch the x-axis.
The same is true as x becomes smaller and smaller. The hyperbola also has a horizontal
asymptote at y = 0.
■■ The hyperbola has two separate branches. It cannot be drawn without lifting your pen from
the page and is an example of a discontinuous graph.
k 1
■■ Graphs of the form y = are the same basic shape as y = but they are wider or narrower
x x
depending on the value of k.
■■ Hyperbolas can be transformed in the same way as parabolas; this will be covered in later years.
The circle
■■ A circle is the path traced out by a point at a constant distance (the y
radius) from a fixed point (the centre).
■■ Consider the circles shown at right. The first circle has its centre at
P(x, y)
r
the origin and radius r. y
•• Let P (x, y) be a point on the circle. x x
•• By Pythagoras’ theorem: x2 + y2 = r2.
•• This relationship is true for all points, P, on the circle.
•• The equation of a circle, with centre (0, 0) and radius r, is:
y
x 2 + y 2 = r 2 y P(x, y)
•• If the circle is translated h units to the right, parallel to (y – k)
the x-axis, and k units upwards, parallel to the y-axis, then: k
the equation of a circle with centre (h, k) and (x – h)
radius r is:
(x - h)2 + (y - k)2 = r2 h x x

WorkeD exAmple 24
Sketch the graph of x2 + y2 = 49, stating the centre and radius.
think Write
1 Write the equation. x2 + y2 = 49

2 State the coordinates of the centre. Centre (0, 0)
3 Find the length of the radius by taking the r2 = 49
square root of both sides. (Ignore the negative r=7
results.) Radius = 7 units
4 Sketch the graph. y
7
-7 (0, 0) 7
x
-7
WorkeD exAmple 25
Sketch the graph of (x - 2)2 + (y + 3)2 = 16, clearly showing the centre and radius.
think Write
1 Express the equation in general form. (x - h)2 + ( y - k)2 = r 2

(x - 2)2 + ( y + 3)2 = 42
2 State the coordinates of the centre. Centre (2, -3)
3 State the length of the radius. r2 = 16
r=4
Radius = 4 units
4 Sketch the graph. y
1
-2 2 6 x
-3 4
-7
remember
The parabola
1. If the graph of y = x 2 is translated c units vertically, the equation becomes y = x 2 + c.
2. If the graph of y = x 2 is translated b units horizontally, the equation becomes
y = (x - b) 2.
3. If the x 2 term is positive, the graph is concave up (ß); if there is a negative sign in front
of the x 2 term, the graph is concave down (¶).

The hyperbola
k
4. A hyperbola is a function of the form y = .
x
5. To obtain the graph of a hyperbola, construct a table of values. Plot the points and join
them with a smooth curve. Alternatively, use a graphics or CAS calculator.
6. A hyperbola will often have both a horizontal and a vertical asymptote.
The circle
7. x2 + y 2 = r 2 centre (0, 0) radius r
8. (x - h) + ( y - k) = r
2 2 2 centre (h, k) radius r
exerCise
7h non-linear relations (parabolas, hyperbolas,
circles)
inDiViDuAl FluenCY
pAthWAYs
1 We21 State the vertical translation and the coordinates of the turning point for the graphs of
eBoo
eBookk plus each of the following equations.
Activity 7-H-1 a y = x2 + 3 b y = x2 - 1
Plotting non-linear c y= x2 -7 d y = x2 +
1
graphs 4
doc-6736 2 We22 State the horizontal translation and the coordinates of the turning point for the graphs
Activity 7-H-2
of each of the following equations.
Sketching non-linear
graphs a y = (x - 1)2 b y = (x - 2)2
doc-6737 c y = (x + 10) 2 d y = (x + 4)2
Activity 7-H-3
Tricky non-linear 3 For each of the following graphs give the coordinates of the turning point and state whether it
graphs is a maximum or a minimum.
doc-6738
a y = -x2 + 1 b y = x2 - 3
c y = -(x + 2)2
10
4 We23 Complete the table of values below and use it to plot the graph of y = .
x
x -5 -4 -3 -2 -1 0 1 2 3 4 5
y
5 a Plot the graph of each hyperbola.
b Write down the equation of each asymptote.
5 20 100
i y= ii y= iii y =
x x x
2 3 4
6 On the same set of axes, draw the graphs of y = , y = and y = .
x x x
7 Use your answer to question 6 to describe the effect of increasing the value of k on the graph
k
of y = .
x
8 We24 Sketch the graphs of the following, stating the centre and radius of each.
a x2 + y2 = 49 b x2 + y2 = 42
c x + y = 36
2 2 d x2 + y2 = 81
e x2 + y2 = 25 f x2 + y2 = 100

9 WE 25 Sketch the graphs of the following, clearly showing the centre and the radius.
a (x - 1)2 + ( y - 2)2 = 52 b (x + 2)2 + ( y + 3)2 = 62
c (x + 3) + ( y - 1) = 49
2 2 d (x - 4)2 + ( y + 5)2 = 64
e x + ( y + 3) = 4
2 2 f (x - 5)2 + y2 = 100
10 MC The gratph of (x - 2)2 + ( y + 5)2 = 4 is:
A y B y
5
-2 x
-2 x
C y D y
2 x x
2
-5 -5
E y
x
2
reflection
How can you tell whether the equation
of a non-linear relationship represents a
parabola, a hyperbola or a circle?

summary
Plotting linear graphs
■ A linear graph can always be drawn through two points.
■ When graphed, the rule will yield a linear graph if it can be shown that:
(a) both x and y are to the power of 1 and are in the numerator, and
(b) the equation can be written in the form y = mx + c, where m and c are constants
(numbers).
■ A linear graph of the form y = mx + c or ax + by = c always forms a straight line.
■ When a linear equation is written in the form y = mx + c then m is the gradient (or steepness)
of the line and c is the y-intercept.
General equation of a straight line

■ The gradient gives a measure of how steep the line is. The gradient can be calculated using
rise
the formula m = .
run
■ The gradient of the line passing through the points (x1, y1) and (x2, y2) can be calculated using
y −y y −y rise
the formula m = 2 1 = 1 2 = .
x2 − x1 x1 − x2 run
■ Horizontal lines have a zero gradient. Vertical lines have an undefined gradient.
■ The gradient of a straight line is constant (that is, the gradient of the graph has the same value
anywhere along the line).
Sketching linear graphs

■ The y-intercept is the point where the graph crosses the y-axis. At the y-intercept, x = 0.
■ The x-intercept is the point where the graph crosses the x-axis. At the x-intercept, y = 0.
■ Only two distinct points are needed to sketch a straight line.
■ To sketch a line using the x- and y-intercept method:
(a) Find the x-intercept by substituting y = 0 into the rule and solving for x.
(b) Find the y-intercept by substituting x = 0 into the rule and solving for y.
(c) Plot and label the x- and y-intercepts and rule a straight line through the two points.
This method can be used on a linear equation of the form y = mx + c as well as on a linear
equation of the form ax + by = c.
■ If the rule is in the form y = mx + c, the gradient–intercept method may be used to sketch the
graph.
(a) Plot and label the y-intercept, c.
(b) Write the gradient (m) as a fraction and identify the values of rise and run.
(c) Starting from the y-intercept, move up (or down) and to the right the number of units
suggested by the rise and run, then plot the second point.
(d) Rule a straight line through the two points.
(e) Find the x-intercept by letting y = 0, and plot and label this on the graph.
■ Lines with a rule of the form y = mx pass through the origin. These graphs can be sketched by
determining another point that lies on the line by using one of two methods:
(a) Substitute a value for x into the equation to find y. For example, substitute x = 1 into the
equation to find the corresponding value for y.
or
(b) Use the gradient–y-intercept method.
■ Lines with a rule of the form y = c are horizontal lines, intersecting the y-axis at c.
■ Lines with a rule of the form x = a are vertical lines, intersecting the x-axis at a.

■ On a sketch graph, it is important to always label the x- and y-intercepts with their
coordinates. If the graph goes through the origin, then the intercepts are the same and another
point should be labelled.
Graphing calculators and linear graphs

■ A graphing calculator can be used to graph linear relationships.
■ Lines with the same gradient are called parallel lines. That is, m1 = m2.
■ Lines which meet at right angles are called perpendicular lines.
The product of the gradients of two perpendicular lines is -1. That is, m1 ì m2 = -1
Determining linear rules

■ To find the linear rule of the line when given the gradient and the coordinates of one point
(which is either the x- or y-intercept, the origin, or any other point not lying on either axis),
substitute the gradient and the coordinates of that point into the general equation y = mx + c to
find the value of c.
■ The equation of any line passing through the origin is y = mx since the value of c = 0.
■ To find the linear rule of a line when given the coordinates of 2 points (which are either the
x- and y-intercepts, the origin and another point, or any 2 points not lying on either axis),
calculate the gradient first.
■ When we are given the coordinates of any 2 points on a line, (x1, y1) and (x2, y2), the gradient
rise y2 − y1
can be calculated by using the formula m = = .
run x2 − x1
Applications of linear graphs to worded problems

■ If 2 variables are known to be related linearly, the rule that connects them will be in the form
y = mx + c, where m and c are constants, x is the independent variable and y is the dependent
variable.
■ Once the rule is obtained, x and y must be replaced with the pronumerals specified in the
problem.
■ Rules can be used to predict the y-value for various x-values and vice versa.
■ The initial amount should be interpreted as the y-intercept (c).
■ The growth rate should be interpreted as the gradient (m).
■ If we are given the rate at which something is decreasing, such a rate should be interpreted as
a negative gradient.
Midpoint of a line segment and distance between two points

■ The coordinates of the midpoint of the line segment y
joining (x1, y1) and (x2, y2) are: (x2, y2)
 x1 + x2 y1 + y2  M
 2 , 2 
(x_____,
1
2
2
2 )
+ x _____
y +y 1 2
■ The distance between the points (x1, y1) and (x2, y2) is (x1, y1)
calculated using the formula: x
d = ( x2 − x1 )2 + ( y2 − y1 )2
Non-linear relations (parabolas, hyperbolas, circles)

The parabola
■ If the graph of y = x 2 is translated c units vertically, the equation becomes y = x 2 + c.
■ If the graph of y = x 2 is translated b units horizontally, the equation becomes y = (x - b) 2.
■ If the x 2 term is positive, the graph is concave up (ß), while if there is a negative sign in front
of the x 2 term, the graph is concave down (¶).

The hyperbola
k
■ A hyperbola is a function of the form y = .
x
■ To obtain the graph of a hyperbola, construct a table of values. Plot the points and join them
with a smooth curve. Alternatively, use a graphics or CAS calculator.
■ A hyperbola will often have both a horizontal and a vertical asymptote.
The circle
■ x2 + y 2 = r 2 centre (0, 0) radius r
■ (x - h)2 + ( y - k)2 = r 2 centre (h, k) radius r

Use the terms in the summary above, and other terms if you wish, to construct a
concept map that illustrates your understanding of the key concepts covered in this
chapter. Compare this concept map with the one that you created in What do you know?
on page 223.
Homework

Chapter review
FluenCY 13 Plot the following points.
1 For the rule y = 3x – 1, what is y when x = 2? x -6 -4 -2 0 2 4 6 8

A -1 B 1 C 2 D 3 E 5
y 12 7 -1 5 -3 5 5 3
2 What is the gradient of the linear rule y = 4 – 6x?
A 6 B -6 C 4 D -4 E
2 14 For the rule y = 2x - 7:
3
a create a table of values for the x-values
3 The graph with the rule 2y – x + 6 = 0 has an -15, -10, -5, 0, 5, 10, 15
x-intercept of: b plot these points on a graph, joining them to
A -2 B 0 C 2 D 4 E 6 form a single straight line.
4 The graph with the rule 2y – x + 6 = 0 has a
15 Determine which of the following rules will yield a
y-intercept of:
linear graph.
A -6 B -3 C 0 D 3 E 6 1 1
a 3y = -5x - b y = 3x2 - 2
5 Consider a linear graph that goes through the points 2 2
(6, -1) and (0, 5). c 3x + 4y + 6 = 0 d x + y - 2xy = 0

The gradient of this line is: 3 −77
e 2y = 42x + 92 f =
A 5 B -5 C 1 D -1 E - 65 2 y 5x
6 A straight line passes through the points (2, 1) and 16 Find the gradient of the lines shown.
(5, 4). Its rule is: a y
A y=x–1 B y=x+1 C y = 2x 10
D 4y = 5x E y = -x – 1
7 The rule for a line whose gradient is -4 and
0 x
y-intercept = 8 is: -5
A y = -4x + 32 B y = -4x + 8 C y = 4x – 32
D y = 4x – 8 E y = -4x – 2
8 Which of the following linear rules will not
intersect with the straight line defined by y = 3x? b y
A y = 3x + 2 B y = -3x + 1 C y = -3x + 2
D y = -2x + 1 E y = -2x + 2
9 If y = 2x + 1, then a point that could not be on the
line is: 0 x
A (3, 7) B (-3, -5) C (0, 1)
(5, -2)
D (-3, 0) E (-1, -1)
10 The solution to y = 3x + 1 and y = -3x + 1 is:
1
A (0, 1) B (1, 0) C (0, - 3 )
c y
−1
D ( , 0) E (-3, 0) 17
3
11 Write down i the gradient and ii the y-intercept of

the following linear graphs.
a y = 8x - 3 b y = 5 - 9x 0 x
c 2x + y - 6 = 0 d 4x - 2y = 0
2x − 1
e y=
3
12 Which of the following lines are parallel to the line 17 Find the gradient of the line passing through the
with the equation y = 6 - x? following pairs of points:
a y+x=4 b y = 13 - x a (2, -3) and (4, 1)
c 2y - 2x = 1 d x + 2y - 4 = 0 b (0, -5) and (4, 0).

18 For each of the following rules, state the gradient 26 Sketch each of the following, comparing it with the
and the y-intercept. graph of y = x2.
a y = -3x + 7 b 2y - 3x = 6 a y = x2 - 3
c y=- x
2
d y=4 b y = (x + 2)2
5
27 Sketch each of the following.
19 For the following rules, use the gradient–intercept
4
method to sketch linear graphs. a y=
a y = -x + 5 b y = 4x - 2.5 x
2 5 2
c y= x-1 d y=3- x b y=−
3 4
x
20 For the following rules, use the x- and y-intercept 28 Sketch each of the following circles. Clearly show
method to sketch linear graphs. the centre and radius.
a y = -6x + 25 b y = 20x + 45 a x2 = y2 = 16
c 2y + x = -5 d 4y + x - 2.5 = 0 b (x - 5)2 = (y + 3)2 = 64
21 For the following rules, use the appropriate method
to sketch linear graphs. problem solVing
1
a y = -3x b y= x 1 Louise owes her friend Sula $400 and agrees to pay
4
c y = -2 d x=3 her back $15 per week.
a State a linear rule that demonstrates this
22 Find the rule of the lines shown. reducing debt schedule and sketch the graph.
a y b How many weeks does it take her to repay the
(3, 6)
debt?
c How much does she owe after 15 weeks?
d After how many repayments does she
owe $85?
0 x
2 A bushwalker is 40 km from his base camp when
he decides to head back.
b y
2
0 x
7
23 Determine the linear rules given the following

pieces of information:
a gradient = 2, y-intercept = -7
b gradient = 2, x-intercept = 7
c gradient = 2, passing through (7, 9)
d gradient = -5, passing through the origin
e y-intercept = -2, passing through (1, -3)
f passing through (1, 5) and (5, -6)
g x-intercept = 3, y-intercept = -3
h y-intercept = 5, passing through (-4, 13).
If he is able to walk 3.5 km each hour:
24 Find the midpoint of the line joining the points a determine the linear rule that describes this
(-2, 3) and (4, -1). situation and sketch its graph.
25 Find the distance between the points (1, 1) b how long will it take him to reach base camp?
and (4, 5). c how far will he have walked in 6.5 hours?

3 Sue is writing test questions. She has already a Describe the relationship between the date and
written 25 questions and can write a further the sunrise time in words.
5 questions per hour. b Could this relationship be considered a linear
a Represent this information as a linear equation relationship? Explain your answer.
where t hours is the time spent writing test 8 Consider a graph of the following equation.
questions and n is the number of questions
written.  1   1 
 x   
b Predict the total number of questions written y = 1− ÷ 1 + x 1
after a further 8 hours assuming the same linear 1 
 1+ x  1− x
rule.    
c How long, to the nearest minute, will it take
Sue to have 53 written questions? What are the coordinates of its x- and y-intercepts?
9 An experiment was conducted, and data collected
4 Catherine earns a daily rate of $200 for working
for two variables p and t.
in her mother’s store. She receives $5 for each
necklace that she sells. −1 1
a Write an equation to show how much money p 2 2 3.6
(m) Catherine earned for the day after selling 1
t 24 1.75 -5.95
(n) necklaces.
b Graph the equation that you created in part a,
showing the two intercepts. It is known that the relationship between p and t is
c Which part of the line applies to her earnings?
a linear one. What are the two missing data values?
Explain. 10 The distance from the origin to the y-intercept of
d Which part of the line does not apply to her a linear graph is three times the distance from the
earnings? Explain. origin to the x-intercept. The area of the triangle
5 Calculate the gradient of the line passing through formed by the line and the axes is 3.375 units2.
the points (2, 3) and (6 + 4t, 5 + 2t). Write your The line has a negative gradient and a negative
answer in simplest form. y-intercept. What is the equation of the line?
6 What is the point on the line y = 2x + 7 that is also
eBook plus
5 units above the x-axis?
7 The table below shows the sunrise times in Interactivities
Adelaide in January. int-2689
Date Sunrise time int-2687
1 January 6.05 am Crossword Chapter 7
int-2688
2 January 6.06 am
3 January 6.07 am
4 January 6.08 am
5 January 6.09 am
6 January 6.10 am
7 January 6.11 am
8 January 6.12 am
9 January 6.13 am
10 January 6.14 am

Chapter opener • SkillSHEET 7.6 (doc-6166): Solving linear
Digital doc
equations that arise when finding intercepts
• Hungry brain activity Chapter 7 (doc-6160) • SkillSHEET 7.10 (doc-6171): Graphing linear
(page 223) equations using intercepts
7D Graphing calculators and linear graphs
Are you ready?
Digital docs (page 224) • Activity 7-D-1 (doc-4025): The Cartesian plane
• SkillSHEET 7.1 (doc-6161): Plotting coordinate points • Activity 7-D-2 (doc-4026): Using the Cartesian plane
• SkillSHEET 7.2 (doc-6162): Substituting into a rule • Activity 7-D-3 (doc-4027): Extending the Cartesian
• SkillSHEET 7.3 (doc-6163): Completing a table of plane
values
• SkillSHEET 7.4 (doc-6164): Plotting a line from a 7E Determining linear rules
table of values Digital docs (pages 246, 248)
• SkillSHEET 7.5 (doc-6165): Transposing a linear • Activity 7-E-1 (doc-4037): Writing linear rules
equation to general form • Activity 7-E-2 (doc-4038): Understanding linear rules
• SkillSHEET 7.6 (doc-6166): Solving linear • Activity 7-E-3 (doc-4039): Applying linear rules
equations that arise when finding intercepts • WorkSHEET 7.2 (doc-6172): Linear rules
7A Plotting linear graphs 7F Applications of linear graphs to worded
Digital docs(pages 227–228) problems
• Activity 7-A-1 (doc-4028): Reviewing linear patterns Digital docs (page 252)
• Activity 7-A-2 (doc-4029): Identifying linear patterns • Activity 7-F-1 (doc-4040): Modelling 1
• Activity 7-A-3 (doc-4030): Linear applications • Activity 7-F-2 (doc-4041): Modelling 2
• SkillSHEET 7.1 (doc-6161): Plotting coordinate points • Activity 7-F-3 (doc-4042): Modelling 3
• SkillSHEET 7.2 (doc-6162): Substituting into a rule
• SkillSHEET 7.3 (doc-6163): Completing a table of 7G Midpoint of a line segment and distance
values between two points
• SkillSHEET 7.4 (doc-6164): Plotting a line from a Digital docs (page 256)
table of values • Activity 7-G-1 (doc-4043): Exploring midpoints and
Interactivity lengths of line segments
• Drawing a graph (int-1020) (page 228) • Activity 7-G-2 (doc-4044): Finding midpoints and
7B General equation of a straight line lengths of line segments
• Activity 7-G-3 (doc-4045): Applying midpoints and
lengths of line segments
• Activity 7-B-1 (doc-4031): The general linear equation
Interactivity
• Activity 7-B-2 (doc-4032): Features of the general
linear equation • Distance between two points (int-2766) (page 254)
• Activity 7-B-3 (doc-4033): Interpreting the general 7H Non-linear relations (parabolas,
linear equation hyperbolas, circles)
• SkillSHEET 7.5 (doc-6165): Transposing a linear
equation to general form
• SkillSHEET 7.7 (doc-6167): Finding the gradient • Activity 7-H-1 (doc-6736): Plotting non-linear graphs
given two points • Activity 7-H -2 (doc-6737): Sketching non-linear
• SkillSHEET 7.8 (doc-6168): Measuring the rise and graphs
the run • Activity 7-H-3 (doc-6738): Tricky non-linear graphs
• SkillSHEET 7.9 (doc-6169): Finding the gradient of Chapter review
a line from its equation Interactivities (page 271)
• WorkSHEET 7.1 (doc-6170): Linear graphs • Test yourself Chapter 7 (int-2689): Take the end-of-
7C Sketching linear graphs chapter test to test your progress.
• Word search Chapter 7 (int-2687)
• Activity 7-C-1 (doc-4034): Understanding linear • Crossword Chapter 7 (int-2688)
graph sketching
• Activity 7-C-2 (doc-4035): Sketching linear graphs. To access eBookPLUS activities, log on to
• Activity 7-C-3 (doc-4036): Sketching tricky linear
www.jacplus.com.au
graphs

8
8A Direct proportion
8B Direct proportion and ratio
8C Inverse proportion
8D Introduction to rates
8E Constant and variable rates
8F Rates of change
8G Interpreting rates of change from
graphs
proportion
WhAT Do you knoW ?
1 List what you know about proportion and
rates. Create a concept map to show
and rates your list.

then a small group.
proportion and rates.
eBook plus
Digital doc
Chapter 8
doc-6173
opening QuesTion
Will a cup of coffee cool faster

if I put milk in now or later?
Are you ready?

eBook plus Measuring the rise and the run

1 Calculate■the■gradient■of■the■straight■lines■shown.
Digital doc y y
a b
SkillSHEET 8.1
doc-6174
2
0 0.5 x 0 2– x
5
-2
c y d y
0 x 0 x
-3
eBook plus
(5, -26)
Digital doc
SkillSHEET 8.2
doc-6175
Rounding to a given number of decimal places
2 Round■each■of■the■following■to■the■number■of■decimal■places■shown■in■brackets.
eBook plus
a 4.95■(1) b 3.8265■(2) c 428.6724■(3) d 58.39■(0)
Finding the gradient given two points
Digital doc
SkillSHEET 8.3 3 Find■the■gradient■of■the■line■passing■through■the■following■pairs■of■points.
doc-6176 a (2,■1)■and■(4,■6) b (3,■1)■and■(5,■0) c (6,■2)■and■(12,■10) d (1,■10)■and■(4,■3)
Conversion of units
eBook plus 4 Convert■each■of■the■following■to■the■units■shown■in■brackets.
a 6■■m■(cm) b 3.4■■m■(mm) c 2.85■■km■(m)
Digital doc
SkillSHEET 8.4 d 9■■kg■(g) e 0.2■■t■(kg) f 8.1■■L■(mL)
1
doc-6177 g 12.5■■kL■(L) h 5■min■(s) i 3■2■hours■(minutes)
j 8■weeks■(days) k 2■years■(months) l 4■years■(weeks)
eBook plus Multiplying decimals by 10, 100 and 1000
5 a■ ■■4.6■ì■10 b 0.087■ì■10
Digital doc
c 0.75■ì■100 d 5.73■ì■1000
SkillSHEET 8.5
doc-6178 e 1.3■ì■100 f 32.0■ì■10
g 81.356■ì■1000 h 27.013■ì■100
eBook plus Finding and converting to the lowest common denominator
6 Write■each■of■the■following■fraction■pairs■over■the■lowest■common■denominator.
Digital doc
2 3 5 11
SkillSHEET 8.6 a 3
■and■ 4 b 8
■and■ 12
doc-6179 3 1 1 3
c 10
■and■ 4 d 2
■and■ 8
eBook plus Converting a mixed numeral into an improper fraction

7 Write■the■following■mixed■numerals■as■improper■fractions.
Digital doc
SkillSHEET 8.7 a 13 b 21
8 4
doc-6180
c 3 5
d 12 2
6 5

■■ The■time■that■it■takes■for■a■student■to■travel■
eBook plus to■school■each■day■on■a■particular■tram■route■
varies■according■to■the■distance■travelled.■
Interactivity
Direct
Philip,■who■catches■the■tram■at■7■am■and■
proportions follows■the■entire■route■to■school,■will■take■
int-2767 longer■than■Jan■who■lives■near■the■school■
and■travels■for■only■three■stops.■This■kind■of■
relationship■is■called■proportion.
plotting direct linear

proportion
■■ Consider■the■relationship■between■the■
side■length■and■the■perimeter■of■a■square■
and■plot■one■against■the■other■on■a■Cartesian■plane.■
WorkeD exAmple 1
Prepare a table of values and then plot the relationship between the side length and the perimeter of
a square, P = 4s, for values of s from 1 to 20.
Think WriTe/DrAW
1 Prepare■a■table■of■values■from■s■=■1■to■s■=■20. s 1 2 5 10 15 20
P
2 Calculate■the■corresponding■values■of■P. s 1 2 5 10 15 20
For■example,■when■s■=■1,■P■=■4■ì■1■=■4.
P 4 8 20 40 60 80
3 Plot■these■values■on■a■Cartesian■plane,■using■the■ P
horizontal■axis■for■s,■and■the■vertical■axis■for■P. 100
80
60
40
20
0
0 5 10 15 20 25 s
■■ The■important■features■of■the■graph■shown■in■Worked■example■1■that■are■true■of■all■direct■
proportions■are:
1.■it■is■a■straight■line■(with■a■constant■gradient■in■this■case■of■4)
2.■it■passes■through■the■origin
3.■as■the■values■on■the■horizontal■axis■increase,■the■values■on■the■vertical■axis■also■increase.
■■ We■can■say■that■‘P■is■directly■proportional■to■s’■or■that■the■perimeter■of■a■square■is■directly■
proportional■to■the■length■of■its■side.
Another■way■of■expressing■this■concept■is■to■say■that■P■varies■directly■as■s.
Note:■We■can■use■the■graph■of■P■=■4s■to■fi■nd■values■of■P■for■other■values■of■s,■such■as■s■=■4.5,■
s■=■100,■or■s■=■0.001.■
Chapter 8 proportion and rates 275

number AND algebra • Real numbers
A general equation for direct proportion

■■ All linear graphs are of the form y = mx + c, where m is the gradient, and c is the y-intercept.
■■ For direct proportion the same rule applies, where c = 0 because the y-intercept is 0 and k is
used for the gradient. This will be explored further in a later section.
■■ If a is directly proportional to b, then the graph of a against b is a straight line passing
through the origin. To draw the graph we need one other point on the line. In this case a is the
dependent variable and is graphed on the vertical ( y) axis, while b is the independent variable
and is graphed on the horizontal (x) axis.
Worked Example 2
q is directly proportional to r and q = 21 when r = 7.

a Plot the graph relating q and r.
b Determine the value of q when r = 4.
c Determine the rule relating q and r.
Think Write/draw
a 1 State the coordinates of the points on the a (0, 0) and (7, 21)
line including the origin.
2 Draw a set of axes with ‘r’ on the q
horizontal axis and ‘q’ on the vertical 25
axis.
3 Mark the two points and rule a straight 20
line through the origin and the point 15
(7, 21). 10
5
0
0 2 4 6 8 10 r
b From the graph determine the value of q when b q
r = 4. 25
20
15
10
5
0
0 2 4 6 8 10 r
r = 4, q = 12
c 1 Write the general equation using q and r c q = kr + c
instead of y and x, and k instead of m.
2 Find the gradient of the line and state that rise = 21, run = 7
c = 0 because the graph passes through rise
k=
the origin. run
= 21
7
=3
k = 3, c = 0
3 Substitute values of c and k into the q = 3r + 0
equation and state the rule relating q and r. q = 3r

Distance–time relationships
■■ Perhaps the most common example of direct proportion is that of an object moving at a
constant speed. The relationship between time and the distance travelled is a direct one.
Worked Example 3
Lara can travel 900 m in 6 minutes on her bicycle.

a Show that this is an example of direct proportion.
b Find how long it takes Lara to travel 3 km.
c Find the rule relating time (t minutes) and distance (d metres).
Think Write/draw
a 1 If Lara can travel 900 m in 6 minutes, a (0, 0), (1, 150),

then she could travel 450 m in (3, 450), (6, 900)
3 minutes, or 150 m in 1 minute. If she
remains stationary, she can travel 0 m
in 0 minutes. List the points.
2 Plot the points on a graph. 3000
Distance travelled (m)
3 Check that the graph is a straight line.■ 2500

Check that it passes through the origin.■ 2000
Check that the variable on the vertical
1500
axis increases as the variable on the
horizontal axis increases. 1000
500
0
0 5 10 15 20 25
Time taken (min)
4 Write the answer in a sentence. This graph has all the features of direct proportion.
b 1 Change the distance measurement b 3 km = 3000 m
from km to m.
2 Draw a horizontal line from 3000 m When d = 3000, t = 20
until it meets the line and read the 3000
corresponding value of t.
Distance travelled (m)
2500
2000
1500
1000
500
0
0 5 10 15 20 25
Time taken (min)
3 Write the answer in a sentence. It takes 20 minutes to travel 3 km.
Chapter 8 Proportion and rates 277

c 1 Write the general equation of a straight c d = kt

line passing through the origin using ■
d and t.
2 Find k, the gradient of the line. rise = 900, run = 6
rise
k=
run
900
=
6
= 150
3 Substitute the value of k in the equation d = 150t
and state the rule.
■■ Other examples of direct linear proportion include:

•• the labour cost of a builder performing home renovations over a number of days
•• the relationship in physics between force and acceleration
•• the time taken to back up a computer hard drive depending upon the total size of files backed up
•• the length that a flexible spring will extend directly proportional to the mass of an object
attached to one end.
The constant of proportionality

■■ As we have seen, if one quantity ( y) is directly proportional to another quantity (x), the rule
y = kx can be used to relate the two quantities. A straight line graph that passes through the
origin can be drawn.
■■ Using mathematical notation, y is directly proportional to x can be written as:
yîx
■■ Generally, for any two variables x and y where y î x, then
y = kx
where k is the constant of proportionality (or constant of variation).
Finding the constant of proportionality

Worked Example 4
If y î x and y = 12 when x = 3, find k, the constant of proportionality.

Think Write
1 Write the relationship between the variables yîx

using î.
2 Replace the variation symbol with an equals y = kx
sign and the constant of proportionality.
3 Substitute the given values of the variables 12 = 3k
and find the value of k. k= 3
12
=4
4 Answer the question in a sentence. The constant of proportionality is 4.
y
■■ If y = kx then the constant of proportionality can be expressed as k = .
x
y
If k is a constant, then the ratio is also a constant.
x

Worked Example 5
The cost of cashews is directly proportional to their

mass. If 1 kg costs $12.00, what mass of cashews
could be bought with $100?
Think Write
1 Define the variables. Let $c be the cost of the cashews and

w kg be their mass.
2 Write the relationship between the variables using î. cîw
3 Rewrite as an equation using k, the constant of c = kw
proportionality.
4 Substitute the given values of the variables and find the 12 = k ì 1
value of k. k = 12
5 Write the original equation using the value of k. c = 12w
6 Use the equation to find the required mass. If c = 100,

100 = 12w
100
w= 12
1
w = 83
1
7 Answer the question in a sentence. 83 kg of cashews could be bought with $100.
remember
1. If one quantity is directly proportional to another, then:

(a) as one quantity increases so does the other quantity if the constant of variation, k, is
positive
(b) the graph of the relationship is a straight line, passing through the origin
(c) the rule is of the form y = kx, where x and y are the quantities, and k is the gradient.
2. To graph a direct proportion we need one point other than the origin.
3. The graph of a proportion can then be used to find the value of one variable when given
another.
4. The notation used to express that y is directly proportional to x (or y varies directly as x) is
y î x.
5. y î x can be replaced with the equation y = kx, where k is the constant of proportionality.
The constant of proportionality is also called the constant of variation.
y
6. For any point in the relationship, the ratio is the constant of proportionality.
x

exerCise
inDiViDuAl FluenCy
pAThWAys 1 We 1 ■Prepare■a■table■of■values,■and■then■plot■the■relationship■between■side■length■(s■units)■and■
eBoo
eBookk plus perimeter■of■a■regular■hexagon■(P■units),■for■values■of■s,■10,■20■etc.
2 The■following■table■shows■the■relationship■between■the■force■(F■newtons)■and■acceleration■
Activity 8-A-1
Reviewing direct (a■m/s2)■of■a■car■when■it■starts■moving■after■a■traffic■light■has■just■turned■green.
proportionality
doc-4047 a 0 2 4 6 8 10 12 14 16
Activity 8-A-2 F 0 3000 6000 9000 12■■000 15■■000 18■■000 21■■000 24■■000
Using direct
proportionality a Plot■the■values■and■confi■rm■that■it■is■an■example■of■direct■proportion.
doc-4048 b What■is■the■force■when■acceleration■is■15■■m/s2?
Activity 8-A-3
3 We2 ■a■is■directly■proportional■to■b,■and■a■=■10■when■b■=■5.
Applying direct
proportionality a Plot■the■graph■relating■a■and■b.■ b■ ■■Find■the■value■of■a■when■b■=■12.
doc-4049 c Find■the■rule■relating■a■and■b.
4 A■bricklayer■charges■$0.80■for■each■brick■laid.■If x is■the■
eBook plus number■of■bricks■laid,■and■$y■is■the■total■cost:
a plot■the■graph■relating y and■x,■for■values■of x in■
Digital doc
SkillSHEET 8.1 units■of■100.
doc-6174 b determine■the■value■of y when x =■650
c determine■the■rule■relating y and■x.
5 We3 ■When■travelling■at■a■constant■speed,■Bettina’s■car■can■travel■50■■km■in■25■minutes.
a Show■that■this■is■an■example■of■direct■proportion.
b Determine■how■long■it■takes■Bettina■to■travel■160■km.
c Determine■the■rule■relating■time■(t■min)■and■distance■(d■km).
6 The■following■table■shows■the■distance■a■new■motorcycle■travels■over■time.■The■time■(t)■is■
measured■in■minutes■and■the■distance■(d )■in■metres.
t 0 1 2 3 4 5 6 7
d 0 3000 6000 9000 12■■000 15■■000 18■■000 21■■000
a Find■the■rule■relating■distance■and■time.
b Find■how■long■it■takes■the■motorcycle■to■travel■50■■km.
unDersTAnDing
7 The■time■taken■to■complete■a■multiple■choice■mathematics■
test■is■directly■proportional■to■the■number■of■questions■on■
the■test.■It■takes■40■minutes■when■there■are■15■questions.
a Find■the■rule■relating■time■(t■minutes)■and■the■number■of■
questions■(n).
b Plot■this■relationship■on■a■graph.
c Determine■the■number■of■questions■that■would■be■
required■for■a■2-hour■test.
8 p■is■directly■proportional■to■d,■and■the■gradient■is■4.3.■When■
d■=■5,■what■is■p■equal■to?
9 We4 ■If y î■x,■and y =■10■when x =■15,■find■k,■the■constant■of■proportionality.
10 If■a■î■b,■and■a■=■2.5■when■b■=■5,■find■k,■the■constant■of■proportionality.
11 If■c■î■d,■and■c■=■460■when■d■=■300,■find■k,■the■constant■of■proportionality.
12 If w î■t,■and w =■41■when■t■=■2.05,■find■k,■the■constant■of■proportionality.
13 If■q■î■r,■and■q■=■50■when■r■=■2.5,■find■k,■the■constant■of■variation.

14 The cost of producing steel rods is directly proportional to their length. If it costs $3.00 to
produce a 4 m steel rod, find the constant of proportionality.
Reasoning
15 A crude weighing device consists of a stiff spring with a hook on one end from which to hang
objects of various masses. If the extension of the spring is proportional to the mass of the
attached object and the spring extends 2 cm for a 4 kg mass:
a calculate the constant of proportionality
b calculate the mass of the object if the spring extended 3.5 cm.
reflection
16 WE5 The time taken to travel along a bush trail varies directly
How do you know
with the length of the trail. If it takes 4 hours to travel a 10 km when two quantities are
trail, how long would it take to travel a 6 km trail? Justify your directly proportional?
answer.

■■ Direct proportion is governed by the rule y = kx, where k is the gradient of the straight line.
y
We can write this rule as k = where k is a constant.
x
y
■■ This implies that for any point (x, y), the ratio (or rate) is a constant.
x
■■ There are many quantities in our daily lives that are expressed exactly as a ratio (or rate),
implying direct proportion. The next few worked examples will introduce some rates and
show how they can be used.
Worked Example 6
Research conducted by a physiotherapist has determined that the height-to-mass ratio (in cm/kg) of
adult males is 2.26. Use this information and round answers to 1 decimal place, to predict:
a the height of a 70 kg adult male b the mass of a 180 cm adult male.
Think Write
a 1 Define the variables. a Let h cm be the height of an adult male.

Let w kg be the mass of an adult male.
2 Use the given ratio to find the rule h = 2.26 cm/kg

relating height and mass. w
h = 2.26w
3 Use the rule to predict the height. If w = 70,
h = 2.26 ì 70
= 158.2
4 Answer the question in a sentence. The height of an adult male with a mass of
70 kg is 158.2 cm.
b 1 Use the rule to predict the mass. b If h = 180,
180 = 2.26w
180
2.26
=w
w = 79.6
2 Answer the question in a sentence. The mass of an adult male who is 180 cm tall
is about 79.6 kg.

Worked Example 7
A factory employs apprentices at $5.50 an hour and experienced workers at $12.25 an hour. The
manager has a budget, which allows for three experienced workers to work a 40-hour week. How
many apprentices, working a 30-hour week, could be employed for the same amount of money?
Think Write
1 Define the variables. Let h be the number of hours worked.

Let c be the total cost in dollars.
c
2 Find the ratio relating the variables for experienced For experienced workers: = $12.25/h
workers. h
3 Use the ratio to find the rule relating the total cost c = 12.25h
and the number of hours worked.
4 Use the rule to find the cost of employing one If h = 40,
experienced worker for a week. c = 12.25 ì 40
= 490
One experienced worker costs $490 per week.
5 Find the cost of employing three experienced For three workers: c = 3 ì 490
workers. = 1470
So three experienced workers cost $1470.
c
6 Find the ratio relating the variables for apprentices. For apprentices: = $5.5/h
h
7 Use the ratio to find the rule relating the total cost c = 5.5h
and the number of hours worked.
8 Find the number of hours that apprentices could work If c = 1470,
for the same amount of money. That is, when ■ 1470 = 5.5h
c = 1470. h = 1470
5.5
= 267.27
Apprentices could work a total of
267.27 hours.
9 Find the number of apprentices that would be hired If each works 30 hours, the number of
if they each work a 30-hour week. Round the answer 267.27
to the nearest whole person. (Round down since apprentices needed is or
approximately 8. 30
9 apprentices would work more than 267.27 hours.)
Worked Example 8
A new car has a fuel consumption rate of 7.2 L/100 km

(it requires 7.2 L of petrol to travel 100 km).
a How much fuel is required for a journey of 1134 km?
Round your answer to 2 decimal places.
b The previous model of the same car had a fuel
consumption rate of 7.8 L/100 km. Which model is more
economical to run?

Think WriTe
a 1 Defi■ne■the■variables. a Let■L■be■the■number■of■litres■of■fuel.
Let■d■km■be■the■distance■travelled.
L 7.2
2 Find■the■rate■relating■the■variables. ■=■ ■■L /km
d 100
L
■=■0.072
d
3 Use■the■rate■to■fi■nd■the■rule■relating■the■ L■=■0.072d
number■of■litres■and■the■distance■travelled.
4 Use■the■rule■to■fi■nd■the■number■of■litres■ If■d■=■1134,■
required■for■a■journey■of■1134■■km. L■=■0.072■ì■1134
=■81.648
5 Answer■the■question■in■a■sentence. It■takes■about■81.65■L■of■fuel■to■travel■
1134■■km.
b Select■the■car■which■uses■less■fuel■per■ b 7.2■litres■<■7.8■litres
100■kilometres. The■newer■model■is■more■economical■to■run■as■it■
uses■less■fuel■to■travel■100■kilometres.
remember
1.■ If■two■quantities■have■a■constant■ratio■(or■rate),■then■one■quantity■is■directly■proportional■
to■the■other■quantity.
2.■ The■constant■ratio■(or■rate)■is■equal■to■k,■the■constant■of■proportionality.
3.■ The■constant■ratio■(or■rate),■k,■is■also■the■gradient■of■the■straight■line■graph■representing■
the■two■quantities■or■variables.
4.■ The■ratio■(or■rate)■can■be■used■to■fi■nd■the■value■of■any■variable■given■its■corresponding■value.
exerCise
8b Direct proportion and ratio
inDiViDuAl FluenCy
pAThWAys 1 We6 ■a■ ■In■a■study■of■a■group■of■adult■women,■it■was■found■that■the■height-to-mass■ratio■
eBoo
eBookk plus (in■cm/kg)■is■2.48.■Use■this■information■to■predict:
i■ the■height■of■a■60■■kg■woman■in■this■group.
Activity 8-B-1
(Give■the■answer■correct■to■1■decimal■place.)
Reviewing ratio and
proportion ii■ the■mass■of■a■170■■cm■woman■in■this■group.
doc-4050 (Give■the■answer■correct■to■1■decimal■place.)
Activity 8-B-2 b Find■the■height-to-mass■ratio■if■the■height■is■measured■in■metres.
Using ratio and (Give■the■answer■correct■to■4■decimal■places.)
proportion
doc-4051 2 An■architect■determines■that■all■the■windows■in■a■new■building■will■have■a■height-to-width■
Activity 8-B-3 ratio■of■10■■:■■7■or■10.■
7
Tricky ratio and
proportion problems
a Determine■a■rule■relating■height■and■width.
doc-4052 b If■a■window■is■60■■cm■wide,■how■high■is■it?
(Give■your■answer■correct■to■1■decimal■place.)
c If■a■window■is■100■■cm■high,■how■wide■is■it?

eBook plus
3 The■top■gear■ratio■on■a■bicycle■is■7■to■1.■If■the■
larger■sprocket■contains■140■teeth,■how■many■
Digital doc teeth■does■the■smaller■sprocket■contain?
SkillSHEET 8.2
doc-6175 4 We7 ■A■large■computer■company■can■
hire■graduate■computer■programmers■for■a■
salary■of■$40■■000■per■year,■or■experienced■
professional■programmers■at■$55■■000■per■year.
a If■there■is■a■budget■of■$480■■000■how■many■
i■ graduates■and■ii■ professionals■could■be■
hired?
b How■many■professional■programmers■
are■equivalent■(in■salary)■to■23■graduate■
programmers?
unDersTAnDing
5 In■Pearl■Fisher■Bay,■land■can■be■purchased■for■a■price■of■$5.50■per■square■metre.■
a How■much■land■can■be■purchased■for■$10■■000?
b What■would■be■the■cost■of■a■block■of■land■of■6500■square■metres?
6 An■experienced■cyclist■can■travel■at■an■average■speed■of■26■■km/h.
a How■far■can■she■travel■in■24■hours?
b How■long■will■it■take■her■to■travel■1000■■km?
c If■she■rests■1■hour■after■every■4■hours■travel,■how■long■will■it■take■her■now■to■travel■1000■■km?
reAsoning
7 We8 ■A■new■sports■car■has■a■fuel■
consumption■rate■of■10.5■■L/100■■km■
(it■requires■10.5■■L■of■petrol■to■travel■
100■■km).
a How■much■fuel■is■required■for■a■
journey■of■5430■■km?
eBook plus
b A■Nissan■Pulsar■has■a■fuel■
Digital doc consumption■rate■of■9■L/100■■km.■
WorkSHEET 8.1
Which■of■the■cars■is■more■economical■
doc-6181
to■run?■Justify■your■answer.
reFleCTion
What is a ratio?
introduction
■■ If■20■lollies■are■shared■among■four■friends,■each■person■
will■have■more■lollies■than■if■they■share■the■same■
20■lollies■among■fi■ve■friends.■As■the■number■of■friends■
receiving■a■share■of■the■lollies■increases,■the■number■of■
lollies■that■each■person■receives■decreases.■
■■ This■is■called■inverse proportion or inverse variation.■
The definition of inverse proportion

■■ If y varies■inversely■as■x,■it■is■written■mathematically■as:■y■î■ 1
k x
■■ This■mathematical■statement■can■be■replaced■by:■y■=■
x

Worked Example 9
y is inversely proportional to x and y = 10 when x = 2.

a Calculate the constant of proportionality, k, and hence the rule relating x and y.
b Plot a graph of the relationship between x and y, for values of x which are positive factors of k less
than 11.
Think Write/draw
a a
1
1 Write the relationship between the variables yî x
using î.
2 Rewrite as an equation using k, the constant y= k
x
of proportionality.
3 Substitute the given values of the variables 10 = k
and find the value of k. 2
k = 20
20
4 Write the rule relating the variables by y=
k x
substituting k = 20 into y = x .
b 1 Set up a table of values for x and y, taking b
x 1 2 4 5 10
values for x which are positive factors of k so
that only whole number values of y are obtained. y 20 10 5 4 2
2 Plot the points on a clearly labelled set of y

axes and join the points with a smooth curve. 25
20
15
10
5
0
0 2 4 6 8 10 x
Features of the graph

■■ The graph is a curve, is called a hyperbola. (The positive section only is drawn here.)
■■ As the x-quantity increases, the y-quantity decreases.
■■ The product of the two variables is equal to the constant of proportionality, k. That is, xy = k.
■■ The graph does not go through the origin. Neither variable is equal to zero.
■■ With inverse proportion, because we need to find only the value of k, we need only one point
to determine the rule. We can then use the rule to predict other values.
Worked Example 10
When a force is applied to a certain object, its acceleration is inversely proportional to its mass.
When the acceleration of an object is 12 m/s2, the corresponding mass is 3 kg.
a Calculate the constant of proportionality.
b Determine the rule relating acceleration and mass.
c Determine the acceleration of a 1.5 kg object.
d Determine the acceleration of a 6 kg object.

Think Write
a 1 Define the variables. a Let the mass of the object be m kg.
Let the acceleration be a m/s2.
1
2 Write the relationship between the variables aî
m
using î.
3 Rewrite as an equation using k, the constant a= k
m
of proportionality.
k
4 Substitute the given values of the variables 12 =
and find the value of k. 3
k = 36
The constant of proportionality is 36.
b Write the rule by substituting the value of k into the b a = 36
m
equation a = k .
m
c 1 Substitute the value of the mass into the c If m = 1.5,
equation to find the acceleration. 36
a=
1.5
= 24
2 Write the answer in a sentence. The acceleration is 24 m/s2.
d 1 Substitute the value of the mass into the d If m = 6,
equation to find the acceleration. 36
a=
6
=6
2 Write the answer in a sentence. The acceleration is 6 m/s2.
Note that, if the mass is halved, the acceleration is doubled as in part c of Worked example 10.
If the mass is doubled, the acceleration is halved as in part d.
remember
If one quantity varies inversely as or is inversely proportional to another then:

1. one variable increases as the other decreases
2. neither variable is equal to zero
1
3. we can say that y î
x
k
4. the rule relating x and y is y = , where k is the constant of proportionality
x
5. the product of any pair of corresponding values is constant and equal to k
6. the graph that represents the relationship between the variables is called a hyperbola.
Exercise
fluency
1 WE 9 y varies inversely as x and y = 100 when x = 10.
a Calculate the constant of proportionality, k, and hence the rule relating x and y.
b Plot a graph of the relationship between x and y, for values of x which are positive factors
of k less than 21.

2 p■is■inversely■proportional■to■q■and■p■=■12■when■q■=■4.
inDiViDuAl
pAThWAys a Calculate■the■constant■of■proportionality,■k,■and■hence■the■rule■relating■p■and■q.
b Plot■a■graph■of■the■relationship■between■q■and■p,■for■values■of■q■which■are■positive■factors■
eBoo
eBookk plus
of■k■less■than■11.
Activity 8-C-1 3 y varies■inversely■as x and y =■42■when x =■1.
Reviewing inverse
a Calculate■the■constant■of■proportionality,■k,■and■hence■the■rule■relating x and■y.
proportion
doc-7792 b Plot■a■graph■of■the■relationship■between x and■y,■for■values■of x from■1■to■10.
Activity 8-C-2
Using inverse unDersTAnDing
proportion
doc-7793 4 We10 ■When■a■force■is■applied■to■a■certain■object,■its■acceleration■is■inversely■proportional■to■
Activity 8-C-3 its■mass.■When■the■acceleration■of■an■object■is■40■■m/s2,■the■corresponding■mass■is■100■■kg.
Applying inverse a Calculate■the■constant■of■proportionality.
proportion b Determine■the■rule■relating■mass■and■
doc-7794
acceleration.
c Determine■the■acceleration■of■a■200■■kg■object.
d Determine■the■acceleration■of■a■1000■■kg■object.
5 The■number■of■colouring■pencils■sold■is■inversely■
proportional■to■the■price■of■each■pencil.■
Two■thousand■pencils■are■sold■when■the■price■is■
$0.25■each.
a Calculate■the■constant■of■proportionality.
b Determine■the■number■of■pencils■that■could■be■
sold■for■$0.20■each.
c Determine■the■number■of■pencils■that■could■be■
sold■for■$0.50■each.
6 The■time■taken■to■complete■a■journey■is■inversely■
proportional■to■the■speed■travelled.■A■trip■is■
completed■in■4.5■hours■travelling■at■75■■km■
per■hour.
b Determine■how■long,■to■the■nearest■minute,■the■
trip■would■take■if■the■speed■was■85■■km■per■hour.
c Determine■the■speed■required■to■complete■the■journey■in■3.5■hours.
d Determine■the■distance■travelled■in■each■case.
7 The■cost■per■person■travelling■in■a■charter■plane■is■inversely■proportional■to■the■number■of■
people■in■the■charter■group.■It■costs■$350■per■person■when■50■people■are■travelling.
a Calculate■the■constant■of■variation.
b Determine■the■cost■per■person■if■there■are■75■people■travelling.
c Determine■how■many■people■are■required■to■reduce■the■cost■to■$250■per■person.
d Determine■the■total■cost■of■hiring■the■charter■plane.
reAsoning
8 The■electrical■current■in■a■wire■is■inversely■proportional■to■the■resistance■of■the■wire■
to■that■current.■There■is■a■current■of■10■amps■when■the■resistance■of■the■wire■is■
20■ohms.
b Determine■the■current■possible■when■the■
resistance■is■200■ohms.■ reFleCTion
c Determine■the■resistance■of■the■wire■when■the■ Explain what is meant by inverse
current■is■15■amps. proportion.
d Justify■your■answer■to■parts■b–c■using■a■graph.

Time
■■ Travelling■distances■are■sometimes■measured■by■time.■For■example,■comments■such■as■‘we■
are■about■20■minutes■from■Melbourne■Airport’■are■often■made.
■■ Some■units■for■measuring■time■include■hours,■minutes■or■seconds,■where■1■■h■=■60■■min■and■
1■■min■=■60■■s.
Average speed
■■ Speed■is■a■common■rate■measurement,■where■distance■travelled■is■compared■with■the■time■taken■
for■the■journey.■For■example,■if■a■distance■of■160■■km■is■covered■in■2■■h,■the■average speed■is■
80■■km/h.■This■is■an■average■speed■because■the■actual■speed■at■any■time■can■vary.■One■can■travel■at■
100■■km/h■at■one■time■and■50■■km/h■at■another■time.■However,■the■average■speed■will■be■80■■km/h■and■
it■can■be■concluded■that■the■car■was■travelling■at■the■average■speed■at■least■once■during■the■journey.
distance
Average■speed =
time
WorkeD exAmple 11
Joseph drove from Melbourne to a country farm. Joseph covered the total distance of 350 km in
4 hours. What was his average speed for the journey?
Think WriTe
distance
1 Write■the■formula■for■calculating■the■average■speed. Average■speed■=■
time
2 State■the■distance■travelled■and■the■time■taken. Distance■=■350■■km,■time■=■4■■h
3
350 km
Substitute■the■values■of■distance■and■time■into■the■ Average■speed■=■
formula■and■evaluate. 4h
=■87.5■■km/h
Density
■■ When■oil■and■water■are■put■in■the■same■container,■oil■fl■oats■on■water.■Oil■fl■oats■on■water■
because■of■its■density.■It■is■less■dense■than■water.
■■ Density■is■a■ratio■of■the■mass■and■volume■of■a■substance.
mass
Density =
volume
■■ The■unit■for■density■is■mass■unit■per■the■volume■unit,■for■example,■g/cm3.
WorkeD exAmple 12
A block of wood of volume 8 cm3 has a mass of 20 g. Find its density.

Think WriTe
1
mass
Write■the■formula■for■the■density. Density■=■
volume
2 State■the■values■of■mass■and■volume. Mass■=■20■■g,■volume■=■8■■cm3
20 g
3 Calculate■the■density■by■dividing■mass■by■volume. Density■=■
8cm 3
=■2.5■■g/cm3

Concentration
■■ How■is■a■cordial■concentrate■different■from■an■ordinary■drink■of■cola■or■lemonade?■Normally,■
water■is■added■to■the■cordial■before■it■is■drunk.■The■cordial■is■diluted.
■■ When■a■substance■(solute)■dissolves■in■a■liquid■(solvent)■a■solution■is■formed.■The■strength■of■
the■solution■depends■upon■how■much■solute■is■added■to■a■given■amount■of■solvent.■The■more■
solute■there■is,■the■stronger■the■solution.
■■ Concentration■measures■the■strength■of■a■solution.■
solute
Concentration =
solvent
WorkeD exAmple 13
Twenty-five grams of salt is dissolved in 100 mL of water. What is the concentration of this solution
in grams per litre?
Think WriTe
1 Since■we■are■required■to■give■the■ 100■■mL■=■0.1■■L
concentration■in■grams■per■litre,■convert■
millilitres■to■litres■fi■rst■by■dividing■by■1000.
2 25■■g■of■salt■is■dissolved■in■0.1■■L■of■water,■so■to■ Concentration■=■25■■g/0.1■■L
fi■nd■the■concentration■per■litre,■divide■25■by■0.1. =■250■■g/L
remember
1.■ Time■can■be■measured■in■hours,■minutes■or■seconds.
2.■ A■rate■is■a■comparison■of■two■unlike■quantities■where■the■second■quantity■is■usually■time.
distance
3.■ Average■speed■=■
time
mass
4.■ Density■=■
volume
5.■ Concentration■measures■the■strength■of■a■solution.
solute
6.■ Concentration■=■
solvent
exerCise
inDiViDuAl FluenCy
pAThWAys 1 We11 ■Hayden■drove■from■his■school■to■another■school■and■back.■He■covered■a■total■
eBoo
eBookk plus distance■of■96■■km■and■took■1.5■hours■for■the■trip.■What■was■Hayden’s■average■speed■for■
the■journey?
Activity 8-D-1
Introducing rates 2 Find■the■average■speed■in■km/h■for■each■of■the■following.
doc-4053 a 90■■km■in■45■■min■
Activity 8-D-2 b 100■■m■in■12■■s■■
Applying rates
c 5500■■km■in■3■■h■15■■min
doc-4054
3 At■an■average■speed■of■80■■km/h,■how■far■will■a■car■travel■from■10.15■■am■to■1.45■■pm?

inDiViDuAl 4 Yuki’s■airline■ticket■reads■as■follows.
pAThWAys
Canberra Depart 0630 Monday
eBoo
eBookk plus
Sydney Arrive 0720 Monday
Activity 8-D-3 Sydney Depart 0930 Monday
Tricky rates
doc-4055 Launceston Arrive 1145 Monday
a At■what■time■does■Yuki■leave■Canberra?
b How■long■is■her■fl■ight■from■Canberra■to■Sydney?
c How■long■does■she■wait■in■Sydney■before■she■fl■ies■out■
to■Launceston?
d How■long■is■the■fl■ight■from■Sydney■to■Launceston?
5 We12 ■A■metal■bolt■of■volume■25■■cm3■has■a■mass■of■100■■g.■
Find■its■density.
unDersTAnDing
6 Find■the■density■of■each■of■the■objects■with■the■given■mass■and■volume.
a Mass■=■250■■g,■volume■=■50■■cm3■ b■ Mass■=■2.2■■kg,■volume■=■0.11■■m3
c Mass■=■780■■g,■volume■=■20■■mm3
7 Complete■the■table■by■filling■in■the■missing■values.
Mass (g) Volume (cm3) Density (g/cm3)
a ■■■■■■■■■■■■■■52.5 15
b 2500 100
c 28.5 ■ 20
reAsoning
8 We13 ■One■hundred■and■twenty■grams■of■sugar■is■dissolved■in■200■■mL■of■water.■What■is■the■
eBook plus concentration■of■this■solution■in■g/L?■Explain■your■answer.
reFleCTion
Digital doc 9 A■solution■has■a■concentration■of■60■■g/L.■The■amount■
WorkSHEET 8.2 of■solvent■is■doubled■to■dilute■the■solution.■What■is■the■ What is an example of
doc-6182 a rate that is not listed
concentration■of■the■diluted■solution?■Justify■your■answer.
in this section?
8e Constant and variable rates

rates
■■ In■the■real■world■quantities■will■change.■For■example,■things■can■grow,■shrink,■accelerate■and■
move.■A■rate■measures■the■change■in■one■quantity■with■respect■to■another.
change■in■Y
Rate■of■change■of■Y■with■respect■to■X =
change■in■X
WorkeD exAmple 14
A car travels 120■■km in two hours. Express this rate in km/h.

Think WriTe
change■in■distance
1 Write■out■the■rate■formula■with■the■specifi■c■types■of■change■ Rate■=
(distance■and■time).■The■required■rate■is■km/h,■therefore■ change■in■time
distance■is■the■numerator■and■time■is■the■denominator.

120 km
2 Substitute■the■known■quantities■into■the■formula. =
2h
3 Express■as■a■simplifi■ed■rate. =■60■■km/h
WorkeD exAmple 15
If a person’s average heart rate is 80 beats/minute, how many heartbeats will a person have over
their lifetime of 70 years?
Think WriTe
heartbeats
1 Write■out■the■rate■formula■with■the■specifi■c■types■of■ Rate■=
change■(heartbeats■and■time). time
heartbeats
2 Substitute■the■known■quantities■into■the■formula.■The■ 80■=
time■is■70■ì■365■ì■24■ì■60■minutes. 70■ì■365■ì■24■ì■60
heartbeats
■ =
36■■792■■000
3 Solve■for■heartbeats■by■multiplying■both■sides■of■the■ Heartbeats■=■80■ì■36■■792■■000
equation■by■36■■792■■000. =■2■■943■■360■■000■beats
WorkeD exAmple 16
If a pine tree grows at a rate of 1.5 metres/year, how long will it take to grow
18 metres?
Think WriTe
height
1 Write■out■the■rate■formula■with■the■specifi■c■types■of■ Rate■=
change■(height■and■time). time
18
2 Substitute■the■known■quantities■into■the■formula. 1.5■=
time
3
18
Remove■time■from■the■denominator■by■multiplying■ 1.5■ì■time■= ■ì time
both■sides■of■the■equation■by■time. time
■ = 18
18
4 Solve■for■time■by■dividing■both■sides■of■the■equation■ Time■=
by■1.5. 1.5
■ = 12 years
Constant rates
■■ A■rate■is■constant■when■the■rate■of■change■does■not■vary.
■■ The■relationship■between■the■two■quantities■with■a■constant■rate■is■said■to■be■linear.■An■
example■of■a■constant■rate■is■the■speed■of■a■car■with■cruise■control■set■at■100■■km/h■while■on■a■
straight■highway.

WorkeD exAmple 17
The table below shows the petrol used, P, measured in litres, as a vehicle travels a distance D km.
D (km) 0 50 150
P (litres) 0 25 ■ 75
a Find the rate of km/L over the first 50 km.

b Find the rate of km/L over the following 100 km.
c Is the rate constant?
Think WriTe
a 1 Calculate■the■change■in■distance■and■ a Rate■=
petrol■over■the■fi■rst■50■■km.■ change■in■petrol
(50■-■0)■■km
■ =
(25■-■0)■■L
2 50■■km
Calculate■the■rate. ■ =
25■■L
■ = 2■■km/L
b 1 Calculate■the■change■in■distance■and■ b Rate■=
change■in■petrol
petrol■between■the■50■■km■and■150■■km.■
(150■-■50)■■km
■ =
(75■-■25)■■L
100■■km
2 Calculate■the■rate. ■ =
50■■L
■ = 2 km/L
c Compare■the■rates■in■part■a■and■b.■They■are■ c Yes,■the■rate■is■constant.
both■2■■km/L,■so■the■rate■is■constant■from■the■
information■given.
Variable rates
■■ A■rate■is■variable■when■the■rate■of■change■is■different■over■time.
■■ The■relationship■between■the■two■quantities■with■a■variable■rate■is■said■to■be■non-linear.■An■
example■of■a■variable■rate■is■a■person’s■heart■rate■during■a■5■■km■jog.■The■heart■rate■will■start■as■
a■low■resting■rate,■increase■and■then■level■out■until■the■end■of■the■jog.
WorkeD exAmple 18
The table below shows the number of heartbeats, B, as a person runs for T seconds.
T (s) 20 60 ■ 600
B (beats) 20 80 1160
a Find the rate of beats/s between the first 20 seconds and a minute.
b■ Find the rate of beats/s after running for a minute.
c Is the heart rate linear?

Think WriTe
change■in■heartbeats
a 1 Calculate■the■change■in■beats■and■time■ a Rate■=
between■20■and■60■seconds.■ change■in■time
(80■-■20)■beats
■ =
(60■-■20)■■s
2 60■beats
40■■s
■ = 1.5 beats/s
change■in■heartbeats
b 1 Calculate■the■change■in■beats■and■time■ b Rate■=
between■60■and■600■seconds.■ change■in■time
(1160■-■80)■beats
■ =
(600■-■60)■■s
2 1080■beats
540■■s
■ = 2 beats/s
c Compare■the■rates■in■part■a■and■b.■The■rates■are■ c No,■the■rate■is■non-linear.
different,■so■the■rate■is■variable■or■non-linear.
Travel graphs
■■ A■journey■or■a■trip■can■be■represented■by■travel graphs.
■■ The■displacement■covered■is■shown■on■the■vertical■axis,■with■time■taken■on■the■horizontal■
axis.
WorkeD exAmple 19
Lena left home at 8.00 in the morning and drove to the beach. On the way she stopped for 5 minutes
to buy lunch and pick up some friends. After spending some time at the beach she left at 12.25 pm
and drove straight back home. Her journey is shown by the travel graph below.
Distance from home (km)
50
40
30
20
10
0
8.00 8.30 9.00 9.30 10.00 10.3011.00 11.30 12.00 12.30 1.00
Time
a How long was Lena’s journey to the beach?

b For how long did she stay at the beach?
c How much time did she take to drive back home?
d What was her average speed for the trip?

Think WriTe
a She■started■at■8.00■■am■and■arrived■at■the■beach■ a The■journey■to■the■beach■took■1.5■■h.
at■9.30■■am.
b She■stayed■at■the■beach■from■9.30■■am■to■12.25■■pm. b She■stayed■at■the■beach■for■2■■h■55■■min.
Note:■A■horizontal■line■indicates■Lena■was■not■
travelling.
c She■left■the■beach■at■approximately■12.25■■pm■ c The■journey■back■home■took■approximately■
and■arrived■home■at■1.00■■pm. 35■■mins.
d 1 Calculate■the■total■distance■covered. d Distance■=■40■+■40
Note:■The■graph■indicates■Lena■travelled■ =■80■km
40■■km■to■the■beach■and■40■■km■back■home.
2 Calculate■total■driving■time. Time■=■1■■h■30■■min■+■35■■min■-■5■■min
Note:■From■the■previous■parts■it■is■known■ =■2■■h
that■it■took■Lena■1.5■■h■to■get■to■the■beach,■
with■a■5■■min■stop■to■buy■lunch,■and■35■■min■
to■get■back.
3
distance
Write■the■average■speed■formula. Average■speed■=■
time
4
80
Substitute■and■evaluate. Average■speed■=■
2
=■40■■km/h
remember
1.■ A■rate■measures■the■change■in■one■quantity■with■respect■to■another.
change■in■Y
2.■ Rate■of■change■of■Y■with■respect■to■X =
change■in■X
3.■ A■rate■is■constant■or■linear■when■the■rate■of■change■does■not■vary.
4.■ A■rate■is■variable■or■non-linear■when■the■rate■is■not■constant.
5.■ A■travel■graph■represents■the■relationship■between■distance■and■time.
exerCise
8e Constant and variable rates
inDiViDuAl FluenCy
pAThWAys
1 Which■of■the■following■represent■a■rate?
eBoo
eBookk plus
a 60■■km/h b $50■per■hour c 14% d 4■people
Activity 8-E-1 e 5■per■person f 60■beats■per■minute g $4.99■per■kilo h 4
Reviewing constant i 75■joules■per■second j A■gradient■of■0.1
and variable rates
doc-4056
2 Match■each■of■the■rates■you■identified■in■question■1■to■the■most■appropriate■description.
Activity 8-E-2 a Heart■rate■while■resting b Price■of■grapes
Using constant and c Cards■dealt■in■a■game■of■poker d Car■speed
variable rates e Pay■rate f Light■globe■energy■usage
doc-4057
g Steepness■of■a■road h Number■of■students■per■100■who■walk■to■school
Activity 8-E-3
Application of constant 3 We 14 ■a■ ■■Petrol■costs■$60■to■fill■an■empty■40-litre■tank.■Express■this■rate■in■cents/L.
and variable rates b A■3000-litre■water■tank■takes■1■day■to■fi■ll.■Express■this■rate■in■L/minute■to■2■decimal■
doc-4058
places.
c A■light■uses■6480■kilojoules■over■a■day.■Express■this■rate■in■joules/second■(watts).

eBook plus
4 We15 ■a■ ■■How■much■does■it■cost■to■fill■an■empty■30-litre■petrol■tank■when■petrol■costs■
136■■cents/litre?■
Digital doc b How■far■do■you■have■to■travel■vertically■to■travel■100■meters■horizontally■if■the■gradient■
SkillSHEET 8.8
doc-6183
of■a■track■is■0.2?
c How■much■petrol■is■required■to■travel■30■■km■if■your■car■uses■0.1■litres/km?
5 We16 ■a■ ■■How■long■does■it■take■to■fill■a■1500-litre■water■tank■at■a■rate■of■12■litres/minute?
b How■long■does■it■take■for■a■100-watt■(100■joules/second)■light■globe■to■use■10■kilojoules?
c How■far■do■you■have■to■travel■horizontally■to■climb■50■meters■if■the■gradient■of■a■track■
is■0.5?
6 a■ ■How■much■water■is■used■if■a■tank■releases■12■■L/minute■and■the■lawn■is■watered■for■
half■an■hour?
b Find■the■cost■of■7■dozen■eggs■at■$0.15■per■egg.
c How■long■does■it■take■to■travel■960■■km■at■an■average■of■80■■km/hour?
d Find■the■cost■of■3.3■■m3■of■tan■bark■at■$24■per■m3.
unDersTAnDing
7 We 17 ■The■table■below■shows■the■distance■travelled,■D,■as■a■person■
runs■for■R■minutes.
R (minutes) 10 20 50
D (km) ■2 ■4 10
a Find■the■rate■of■km/minute■between■the■time■10■■minutes■and■
20■minutes.
b Find■the■rate■of■km/minute■between■the■distance■4■■km■and■10■■km.
c Is■the■person’s■speed■constant?■Why?
8 We 18 ■The■table■below■shows■the■water■used,■W,■after■the■start■of■the■
shower,■where■T■is■the■time■after■the■shower■was■started.
T (minutes) 0 ■1 ■2 ■■4 ■ 10
W (litres) 0 20 30 100 100
a Find■the■rate■of■L/minute■for■the■4■stages■of■the■shower.
b Was■the■rate■of■water■usage■constant?
c How■long■did■the■shower■really■last?■
reAsoning
eBook plus
9 We 19 ■Svetlana■left■home■at■11.00■■am■to■see■a■friend.■She■spent■some■time■at■her■friend’s■
place■then■drove■to■a■shop.■From■the■shop■she■drove■back■home.■Her■journey■is■shown■by■the■
Digital doc travel■graph■below.
SkillSHEET 8.9
doc-6184 a How■far■away■was■Svetlana■from■
50 home■at■11.30■■am?
b How■long■was■Svetlana’s■journey■to■
40
her■friend’s■place?
30 c For■how■long■did■Svetlana■stay■at■her■
20 friend’s■place?
d How■much■time■did■Svetlana■take■to■
10
drive■back■home■from■the■shop?
0 e At■what■time■did■she■arrive■home?
11.00 11.30 12.00 12.30 1.00 1.30 2.00
am pm f What■is■her■average■speed■for■the■trip■
Time back■home■from■the■shop?

10 Margaret■and■Brian■left■Brisbane■airport■at■9.00■■am.■They■travelled■separately■but■on■the■same■
road■and■in■the■same■direction.■Their■journeys■are■represented■by■the■travel■graph■below.
300
Distance from Brisbane

Brian Margaret
250
Airport (km)
200
150
100
50
0
9.00 10.0011.00 12.00 1.00 2.00
am pm
Time
a At■what■distance■from■the■airport■do■their■paths■cross?
b How■far■apart■are■they■at■1.00■■pm?
c For■how■long■does■each■person■stop■on■the■way?
d What■is■the■travelling■time■and■distance■for■each■person?
e Calculate■the■average■speed■for■each■person.
11 Hannah■rode■her■bike■to■school■one■morning.■She■left■home■at■7.30■■am■and■covered■12■■km■in■
the■first■hour.■She■felt■tired■and■rested■for■half■an■hour.■After■resting■she■completed■another■
8■■km■in■the■next■hour■to■reach■school.
a How■long■did■Hannah■take■for■the■entire■
journey? reFleCTion
b What■is■the■total■distance■for■which■she■ How can you tell the difference
actually■rode■her■bike? between constant and variable rates?
c Draw■a■travel■graph■for■Hannah’s■journey.
8F rates of change
■■ The■relationship■between■two■quantities■with■a■constant■rate■is■said■to■be■linear.■The■linear■
relationship■can■be■seen■when■a■graph■of■the■two■quantities■is■plotted■from■a■table■of■values.
Developing a table
■■ Given■a■relationship■with■a■constant■rate,■a■table■of■values■can■be■generated■based■on■the■
following■formula.
change■in■Y
change■in■X
Direct proportion
■■ As■discussed■earlier■in■this■chapter,■when■there■is■a■direct■proportion■between■the■two■quantities,■
the■value■of■Y■equals■0■when■X■equals■0■(the■linear■graph■will■pass■through■the■origin).■For■direct■
proportion,■we■can■then■assume■all■change■is■from■0■and■the■formula■becomes:
Y
rate■of■Y■with■respect■to■X =
X
■■ When■calculating■multiple■values■using■the■same■formula,■it■is■often■better■to■rearrange■the■
formula■initially,■so■the■variable■with■the■missing■values■becomes■the■subject.
Y■=■(rate■of■Y■with■respect■to■X )■ì■X
Y
X =■
rate■of■Y■with■respect■to■
Y
Y■with■respect■to■X

WorkeD exAmple 20
A vehicle uses petrol at a rate of 2.5 L/km. Fill in the table below.
x = distance (km) 0 10 20 30 40 50
y = petrol (L) 0
Think WriTe
petrol
1 Write■out■the■rate■formula■with■the■specifi■c■types■ Rate■=
of■change■(petrol■and■distance).■The■rate■is■L/km,■ distance
therefore■petrol■is■the■numerator■and■distance■is■the■
denominator.
y
2 Substitute■the■rate■(2.5)■and■the■variables■x■and■y■into■ 2.5■=
x
the■equation.
y
3 The■missing■values■in■the■table■are■y-values,■so■make■ 2.5■ì■x■= ì■x
x
y■the■subject■of■the■equation.■Multiply■both■sides■of■ y■=■2.5x
the■equation■by■x■to■make■y■the■subject.
4 Copy■out■the■table. x 0 10 20 30 40 50
y 0
5 Use■the■formula■y■=■2.5x■to■calculate■y-values■from■ y■=■2.5x
x-values.■For■example,■when■x■=■10,■y■=■25. y■=■2.5■ì■10
y■=■25
6 Fill■in■the■table■with■the■calculated■y-values. x 0 10 20 30 ■ 40 ■ 50
y 0 25 50 75 100 125
WorkeD exAmple 21
Current flows through a wire at a rate of 5 coulombs/second (amps). Fill in the table below.
x = time (seconds) 0
y = charge (coulombs) 0 50 100 200 500 1000
Think WriTe
1
charge
Write■out■the■rate■formula■with■the■specifi■c■types■ Rate■=■
of■change■(charge■and■time).■The■rate■is■coulombs/ time
second,■therefore■charge■is■the■numerator■and■time■is■
the■denominator.
2
y
Substitute■the■rate■(5)■and■the■variables■x■and■y■into■ 5■=■
the■equation. x
y
3 Multiply■both■sides■by■x■to■remove■x■from■the■ 5■ì■x =■ ■ì■x
x
denominator■on■the■right■hand■side■of■the■equation.

5× x y
4 The missing values in the table are x-values, therefore =
5 5
make x the subject of the equation. Divide both sides
of the equation by 5 to make x the subject. y
x=
5
5 Copy out the table.
x 0
y 0 50 100 200 500 1000
6 y y
Use the formula x = to calculate x-values from x=
5 5
y-values. For example, when y = 50, x = 10. 50
x=
5
x = 10
7 Fill in the table with the calculated x-values.

x 0 10 20 40 100 200
y 0 50 100 200 500 1000
Graphing
■■ Once a table of values is developed, a linear graph of the two quantities can be plotted on a
Cartesian plane.
■■ The x-values are the horizontal positions and the y-values are the vertical positions.
Worked Example 22
A vehicle uses petrol at a rate of 2.5 L/km. Plot a graph of the table below.
x = distance (km) 0 10 20 30 40 50
y = petrol (L) 0 25 50 75 100 125
Think Write/draw
1 Rule up a Cartesian plane showing distance on the

horizontal axis (x-axis) up to 50 km, with ticks evenly 125
spaced, and petrol on the vertical axis (y-axis) up to
100
125 L, also with ticks evenly spaced.
Petrol (L)
75
50
25
0 5 10 15 20 25 30 35 40 45 50
Distance (km)

2 Plot■the■points■on■the■Cartesian■plane.■The■x-values■
are■the■horizontal■distances■and■the■y-values■are■the■ 125
vertical■distances.
100
Petrol (L)
75
50
25
0 5 10 15 20 25 30 35 40 45 50
Distance (km)
3 Rule■a■straight■line■through■all■the■points.
125
100
Petrol (L)
75
50
25
0 5 10 15 20 25 30 35 40 45 50
Distance (km)
remember
1.■ If■two■quantities■have■a■constant■rate,■they■have■a■linear■relationship.
2.■ The■constant■rate■can■be■used■to■generate■a■table■of■values.
3.■ The■table■of■values■can■be■used■to■plot■a■linear■graph.
4.■ If■two■quantities■have■direct■proportionality,■the■linear■graph■will■pass■through■the■origin.
exerCise
8F rates of change
inDiViDuAl FluenCy
pAThWAys
1 We 20 ■A■waitress■is■paid■at■a■rate■of■$18■per■hour.■Fill■in■the■table■below.
eBoo
eBookk plus
x = time (hours) 0 2 4 6 8 10
Activity 8-F-1
Reviewing rates of y = pay ($) 0
change
doc-4059 2 We 20 ■An■empty■truck■is■filled■with■sand■at■a■rate■of■2.2■■m3/minute.■Fill■in■the■table■below.
Activity 8-F-2
Using rates of change x = time (minutes) 0 0.5 1.0 1.5 2 2.5
doc-4060
y = sand (m3) 0
Activity 8-F-3
Applications of rates
of change 3 A■race■car■takes■4■hours■to■finish■a■1000■■km■race.
doc-4061 a What■is■the■average■rate■in■km/h?
b How■far■did■the■race■car■travel■in■150■minutes?

eBook plus
4 We 21 ■The■rain■is■filling■an■empty■bucket■at■a■rate■of■1.6■■L/hour.■Fill■in■the■table■below.
Digital doc x = time (hours) 0

SkillSHEET 8.10
doc-6185
y = water (L) 0 2 4 10 20 50
5 We 21 ■An■author■is■writing■4■pages■per■day.■Fill■in■the■table■below.
x = time (days) 0
y = pages 0 10 20 30 40 50
unDersTAnDing
6 An■ant■nest■collects■43.8■■kg■of■food■over■a■year.
a What■is■the■average■rate■in■kg/hour?
b How■many■hours■will■it■take■the■nest■of■ants■to■collect■200■grams?
7 After■corn■is■planted,■the■plant■has■a■constant■rate■of■growth.■What■is■the■rate■of■mm/week?■Fill■
in■the■table■below.
x = time (weeks) 0 2 5 9 10
y = height (mm) 0 33 55
eBook plus
8 We 22 ■Plot■a■graph■of■the■tables■created■in:
a question■1
reFleCTion
Digital doc b question■2
SkillSHEET 8.11 What is a rate of change?
c question■4
doc-6186
d question■5
8g Interpreting rates of change

from graphs
■■ The■steepness■of■graphs■can■be■interpreted■as■the■rate■of■change.
change■in■Y
change■in■X
■■ The■rate■of■change■formula■is■the■same■as■the■gradient■formula:
rise
Gradient =
run
If■you■let■rate■of■change■in■Y■with■respect■to■X■=■gradient,
change■in■Y■=■rise
change■in■X■=■run.

WorkeD exAmple 23
The graph below shows the direct proportionality between the mass and volume of oil. What is the
rate of mass with respect to volume g/L (density)?
10 000
9000
8000
Oil mass (g)
7000
6000
5000
4000
3000
2000
1000
0 1 2 3 4 5 6 7 8 9 10
Oil volume (L)
Think WriTe
1 When■there■is■a■direct■proportionality■only■one■point■ Rise■=■9000■■g
is■required.■Use■the■extreme■point■(10■■L,■9000■■g)■for■ Run■=■10■■L
the■rise■and■run.
rise
2 Calculate■the■gradient. Gradient■=■
run
9000■■g
■ =■
10■■L
■ =■900■■g/L
3 The■gradient■is■equal■to■the■rate. Rate■=■gradient
=■900■■g/L
partial variation
■■ When■a■graph■passes■through■the■origin,■it■shows■a■direct■proportion■or■variation.
■■ There■are■situations■where■the■graph■is■still■a■straight■line■but■does■not■pass■through■the■
origin.■This■is■called■partial variation.
WorkeD exAmple 24
The graph below shows the partial variation between the total weight of a truck and number of bricks
placed on that truck. What is the rate of weight with respect to the number of bricks kg/brick?
10 000
Total weight of truck (kg)
9000
8000
7000
6000
5000
4000
3000
2000
1000
0 100 200 300 400 500 600 700 800 900 1000
Bricks

Think WriTe
1 Pick■the■two■extreme■points■on■the■graph■ Rise■=■8000■-■5000■=■3000■■kg
((0,■5000■kg)■and■(1000,■8000■kg)).■Then■calculate■ Run■=■1000■-■0■=■1000■bricks
the■rise■and■run.
2
rise
Calculate■the■gradient. Gradient■=■
run
3000■kg
■ =■
1000■bricks
■ =■3■■kg/brick
■ =■3■■kg/brick
negative rates
■■ A■negative■rate■indicates■a■decrease■of■y■with■respect■to■an■increase■in■x.■When■there■is■a■
negative■rate,■the■gradient■is■also■negative.■
WorkeD exAmple 25
The graph below shows the total weight of a passenger plane as it travels from Melbourne to
Brisbane. What is the rate of plane weight with respect to the distance travelled tons/km? Interpret
the rate of the graph.
480
440
Weight (metric tons)
400
360
320
280
240
200
160
120
80
40
0 200 400 600 800 1000 1200 1400
Distance (km)
Think WriTe
1 Pick■the■two■extreme■points■on■the■graph■ Rise■=■300■-■440■=■-140■■tons
(0■■km,■440■■tons)■and■(1400■■km,■300■tons),■then■ Run■=■1400■-■0■=■1400■■km
calculate■the■rise■and■run.■The■rise■will■be■negative■
(the■weight■decreases■as■the■distance■increases).
rise
2 Calculate■the■gradient. Gradient■=■
run
-140■■tons
■ =■
1400■■km
■ =■-0.1■■tons/km
■ =■-0.1■■tons/km
4 The■weight■loss■is■most■likely■to■be■due■to■the■ 0.1■■tons■=■100■■kg
consumption■of■fuel. The■passenger■plane■uses■100■■kg■of■fuel■per■
kilometre■fl■own.

Variable rates
■■ If■the■rate■of■change■is■not■constant,■then■it■must■be■a■variable■rate.
■■ A■non-linear■graph■has■a■variable■rate.
■■ The■different■rates■can■be■calculated■over■straight■segments■of■the■graph,■by■selecting■the■
segment■end■points■for■the■calculations.
WorkeD exAmple 26
The graph below shows the bank balance of a family over the year.
a During what time are they saving?
b At what rate are they saving during the first part of the year?
c During what time are they spending more than they are saving?
d At what rate is their bank balance changing over the period found in part c?
e What would a possible explanation be for their saving pattern?
$7000
$6000
$5000
Bank balance
$4000
$3000
$2000
$1000
$0
Jan. Feb. Mar. Apr. May June July Aug. Sept.Oct. Nov.Dec. Jan.
Think WriTe
a They■are■saving■when■their■bank■balance■is■ a They■are■saving■between■the■start■of■January■
increasing■(positive■gradient). and■the■start■of■November.
rise
b Calculate■the■rate■between■the■start■of■January■ b Rate■=■
run
and■the■start■of■November.■There■are■10■months■
during■this■time. $(6000■- 1000)
■ =■
10■months
■ =■$500/month
c They■are■spending■more■than■they■are■saving■ c They■are■spending■more■than■saving■between■
when■their■bank■balance■is■decreasing■ the■start■of■November■and■the■start■of■
(negative■gradient). January.
rise
d Calculate■the■rate■between■the■start■of■November■ d Rate■=■
run
and■the■start■of■January.■There■are■2■months■
during■this■time. $(1000■- 6000)
■ =■
2■months
■ =■-$2500/month
e Think■about■what■would■cost■a■lot■of■money■over■ e The■family■could■be■saving■for■an■annual■
that■2-month■period. holiday■between■the■start■of■January■and■■
the■start■of■November,■then■spending■that■
amount■during■their■2-month■holiday.

remember
1.■ The■rate■of■change■of■y■with■respect■to■x■is■the■gradient■of■a■graph.
2.■ A■graph■of■direct■variation■passes■through■the■origin.
3.■ A■graph■of■partial■variation■does■not■pass■through■the■origin.
4.■ A■negative■rate■(or■gradient)■indicates■a■decrease■of■y■with■respect■to■an■increase■in■x.
5.■ A■non-linear■graph■has■a■variable■rate.
exerCise
8g Interpreting rates of change from graphs
inDiViDuAl FluenCy
pAThWAys 1 We 23 ■The■graph■at■right■shows■ 12
eBoo
eBookk plus the■direct■variation■between■the■
Acceleration (m/s2)
10
force■(Newtons)■and■acceleration■
Activity 8-G-1 8
Reviewing graphs of
(m/s2)■as■a■meteorite■heads■towards■
rates of change Earth.■What■is■the■rate■of■ 6
doc-4062 acceleration■with■respect■to■force■ 4
Activity 8-G-2 m/s2/N?
Interpreting graphs of 2
rates of change
doc-4063 0 20 000 40 000 60 000 80 000 100 000
Activity 8-G-3
Rate of change
Force (N)
stories 2 We 24 ■The■graph■at■right■shows■the■
doc-4064 12
partial■variation■between■the■voltage■(volts)■
10
Voltage (Volts)
applied■across■a■semiconductor■device■and■
eBook plus current■(amps)■flowing■through■the■device.■ 8
Digital doc
What■is■the■rate■of■voltage■with■respect■to■the■ 6
SkillSHEET 8.1 current■(in■volts/amps,■or■ohms)? 4
doc-6174
2
0 1 2 3 4 5 6 7 8 9 10
Current (Amps)
unDersTAnDing
3 We 25 ■The■graph■below■shows■the■petrol■in■the■tank■as■a■Corolla■travels■from■Montrose■to■
Rosebud.■What■is■the■rate■of■change■of■petrol■in■the■tank■with■respect■to■the■distance■travelled■
in■L/km?■
45
40
35
Petrol in tank (L)
30
25
20
15
10
5
0 10 20 30 40 50 60 70 80 90
Distance (km)

reAsoning
4 We 26 ■Kyle’s■number■of■heartbeats■were■recorded■over■the■day■on■a■24-hour■clock■starting■at■
midnight.
Time Heartbeats
■0 0
■7 ■ 21■■000
■8 ■ 30■■600
21 ■ 100■■800
23 ■ 106■■800
24 106■■800
a What■was■his■heart■rate■while■he■slept■in■beats/minute?
b When■is■the■most■likely■period■he■did■some■exercise?
c What■was■his■maximum■heart■rate■in■beats/minute?
d What■time■did■he■go■bed?
e What■event■can■be■concluded■from■Kyle’s■heart■rate■between■23■and■24■hours?
1 20 000
1 00 000
80 000
Heartbeats
60 000
40 000
eBook plus
20 000
Digital doc
WorkSHEET 8.3
doc-6187 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
Time (hours)
reFleCTion
How can you tell from a graph
whether the rate of change is
constant or variable?

summary
Direct proportion
■■ If■one■quantity■is■directly■proportional■to■another,■then:
(a)■ as■one■quantity■increases■so■does■the■other■quantity
(b)■the■graph■of■the■relationship■is■a■straight■line,■passing■through■the■origin
(c)■ the■rule■is■of■the■form■y■=■kx,■where■x■and■y■are■the■quantities,■and■k■is■the■gradient.
■■ To■graph■a■direct■proportion■we■need■one■point■other■than■the■origin.
■■ The■graph■of■a■proportion■can■then■be■used■to■fi■nd■the■value■of■one■variable■when■given■
another.
■■ The■notation■used■to■express■that■y■is■directly■proportional■to■x■(or■y■varies■directly■as■x)■
is■y■î x.
■■ y■î■x■can■be■replaced■with■the■equation■y■=■kx,■where■k■is■the■constant■of■proportionality.■The■
constant■of■proportionality■is■also■called■the■constant■of■variation.
y
■■ For■any■point■in■the■relationship,■the■ratio■ x ■is■the■constant■of■proportionality.
Direct proportion and ratio

■■ If■two■quantities■have■a■constant■ratio■(or■rate),■then■one■quantity■is■directly■proportional■to■
the■other■quantity.
■■ The■constant■ratio■(or■rate)■is■equal■to■k,■the■constant■of■proportionality.
■■ The■constant■ratio■(or■rate),■k,■is■also■the■gradient■of■the■straight■line■graph■representing■the■
two■quantities■or■variables.
■■ The■ratio■(or■rate)■can■be■used■to■fi■nd■the■value■of■any■variable■given■its■corresponding■value.
Inverse proportion
If■one■quantity■varies■inversely■as■or■is■inversely■proportional■to■another■then:
■■ one■variable■increases■as■the■other■decreases
■■ neither■variable■is■equal■to■zero
■■ we■can■say■that■y■î
1
x
k
■■ the■rule■relating■x and■y is■y = ,■where■k is■the■constant■of■proportionality
x
■■ the■product■of■any■pair■of■corresponding■values■is■constant■and■equal■to■k
■■ the■graph■that■represents■the■relationship■between■the■variables■is■called■a■hyperbola.
Introduction to rates
■■ Time■is■measured■in■hours,■minutes■and■seconds.
■■ A■rate■is■a■comparison■of■two■unlike■quantities■where■the■second■quantity■is■usually■time.■
distance
■■ Average■speed■=■
time
mass
■■ Density■=■
volume
■■ Concentration■measures■the■strength■of■a■solution.
solute
■■ Concentration■=■
solvent
Constant and variable rates

■■ A■rate■measures■the■change■in■one■quantity■with■respect■to■another.
change■in■Y
■■ Rate■of■change■of■Y■with■respect■to■X =
change■in■X

■■ A■rate■is■constant■or■linear■when■the■rate■of■change■does■not■vary.
■■ A■rate■is■variable■or■non-linear■when■the■rate■is■not■constant.
■■ A■travel■graph■represents■the■relationship■between■distance■and■time.
Rates of change
■■ If■two■quantities■have■a■constant■rate,■they■have■a■linear■relationship.
■■ The■constant■rate■can■be■used■to■generate■a■table■of■values.
■■ The■table■of■values■can■be■used■to■plot■a■linear■graph.
■■ If■two■quantities■have■direct■proportionality,■the■linear■graph■will■pass■through■the■origin.
Interpreting rates of change from graphs

■■ The■rate■of■change■of■y■with■respect■to■x■is■the■gradient■of■a■graph.
■■ A■graph■of■direct■variation■passes■through■the■origin.
■■ A■graph■of■partial■variation■does■not■pass■through■the■origin.
■■ A■negative■rate■(or■gradient)■indicates■a■decrease■of■y■with■respect■to■an■increase■in■x.
■■ A■non-linear■graph■has■a■variable■rate.

Use■terms■from■the■summary,■and■other■terms■if■you■wish,■to■construct■a■concept■map■
that■illustrates■your■understanding■of■the■key■concepts■covered■in■this■chapter.■Compare■
your■concept■map■with■the■one■that■you■created■in■What do you know?■on■page■273.
Homework

Chapter review
fluency of 2 : 3 : 5. The difference between the largest and
smallest share of fuchsias is:
1 t is directly proportional to s and the gradient
A 12
m = 1.5. When s = 2, t is equal to:
B 18
A 1.5
C 36
B 0.66
D 42
C 0.75
E 30
D 3
8 A speed of 60 km/h is equivalent to approximately:
E none of these
A 17 m/min
2 y is directly proportional to x and y = 450 when B 1 km/s
x = 15. The rule relating x and y is: C 1 m/s
A y = 0.0333x D 17 m/s
B y = 30x E 1000 m/s
C y = 60x 9 A metal part has a density of 37 g/mm3.
D y = 6750x If its volume is 6 mm3, it has a mass of:
E none of these A 6.1 g B 6.1 kg
3 If y î x and y = 10 when x = 50, the constant of C 222 kg D 222 g
proportionality is: E 37 g
A 10 10 Which of the following is not a rate?
B 5 A 50 km/h B 70 beats/min
C 1 C $4.99 per kg D Gradient
D 0.5 E 40 kg
E 0.2 11 How long does it take to travel 240 km at an
4 If y î x and y = 10 when x = 50, the value of average of 60 km/hour?
x when y = 12 is: A 0.25 hours B 240 minutes
A 6 C 180 hours D 14 400 hours
B 60 E 240 hours
C 40 12 A plane takes 2 hours to travel 1600 km. How long
D 2.4 does it take to travel 1000 km?
E 12 A 150 minutes B 48 minutes
5 If y is inversely proportional to x, then which of the C 2 hours D 75 minutes
following statements is true? E 1 hour
A x + y is a constant value 13 The graph below is of Sandy’s bank balance. How
B y ó x is a constant value many months during the year has she been saving?
C y ì x is a constant value
D y - x is a constant value $7000
E x ó y is a constant value $6000
6 The number of calculators a company sells is $5000

Bank balance
inversely proportional to the selling price. If a

$4000
company can sell 1000 calculators when the price
is $22, how many could they sell if they reduced the $3000
price to $16? $2000

A 2000
$1000
B 727
C 6000 $0
Jan. Feb.Mar.Apr.MayJune JulyAug.Sept.Oct.Nov.Dec.Jan.
D 1600
E 1375 A 2 months B 5 months
7 Maya is sharing her collection of 60 fuchsia plants C 10 months D 12 months
among three members of the family in the ratio E 13 months

14 If w î v, and w = 7.5 when v = 5, calculate k, the 2 Lisa drove to the city from her school. She covered
constant of proportionality. a distance of 180 km in 2 hours.
15 The gear ratio for front and back sprockets of a
bicycle is 10 : 3. If the front (large) sprocket has
40 teeth, how many teeth does the back sprocket
have?
16 Calculate the missing quantities in the table
below.
Mass Volume Density

500 g 20 cm3
1500 g 50 g/cm3 a What is Lisa’s average speed?

b Lisa travelled back at an average speed of
120 cm3 17 g/cm3
60 km/h. How long did she take?
17 a A 2000-litre water tank takes 2 days to fill. 3 Seventy grams of ammonium sulfate crystals are
Express this rate in L/hour with 2 decimal dissolved in 0.5 L of water.
places. a What is the concentration of the solution in
b How far do you have to travel vertically to g/mL?
travel 600 metres horizontally if the gradient of b Another 500 mL of water is added. What is the
a track is 0.3? concentration of the solution now?
c How long does it take for a 60-watt (60 joules/ 4 Karina left home at 9.00 am. She spent
second) light globe to use 100 kilojoules? some time at a friend’s house then travelled ■
d Find the cost of 2.3 m3 of sand at $40 per m3. to the airport to pick up her sister. She then ■
18 The graph below shows the partial variation travelled straight back home. Her journey is ■
between the height of a child over time. What is the shown by the travel graph below.
rate of change of height with respect to age in ■
cm/year? 45
40
120
110 35
100
90 30
Height (cm)
80
25
70
60 20
50
40 15
30
20 10
10
5
0 1 2 3 4 5
0
Age (years) 9.00 9.15 9.30 9.45 10.00 10.1510.30 10.45 11.00
Time
PROBLEM SOLVING
a How far from Karina’s house is her friend’s
1 The authors of a Physics textbook are going to house?
share royalties from sales of the book in the ratio b How much time did Karina spend at her
proportional to the number of chapters each has friend’s place?
written. Miss Alan wrote 4 chapters, Mr Bradley c How far is the airport from Karina’s house?
wrote 3 chapters, Mrs Cato wrote 7 chapters and d How much time did Karina spend at the
Ms Dawn wrote 6 chapters. If the expected amount airport?
to be shared is $28 000, how much money will each e How much time did Karina take to drive
author get? home?

f Find the average speed of Karina’s journey: 6 A certain kind of eucalyptus tree grows at a linear
i from her home to the friend’s place rate for its first 2 years of growth. If the growth rate
ii from her friend’s place to the airport is 5 cm per month, how long will it take to grow to
iii from the airport to her home. be 1.07 m tall?
5 A skyscraper can be built at a rate of 4.5 storeys per
month.
a How many storeys will be built after 6 months?
b How many storeys will be built after
24 months?
7 The pressure inside a boiler increases as the

temperature increases. For each 1 èC, the
pressure increases by 10 units. At a temperature
of 100 èC the pressure is 600 units. If the boiler
can withstand a pressure of 2000 units, at what
temperature does this occur?
8 Hector has a part-time job as a waiter at a local café
and is paid $8.50 per hour. Complete the table of
values relating the amount of money received to the
number of hours worked.
Number of hours 0 2 4 6 8 10
Pay

9 A■fun■park■charges■a■$10■entry■fee■and■an■additional■
$3■per■ride.■Complete■the■following■table■of■values■
relating■the■total■cost■to■the■number■of■rides.
Rides 0 2 4 6 8 10
Cost
10 Change■the■following■24-hour■times■to■12-hour■
times.
a 1730■■h
b 0645■■h
c 2210■■h a At■what■time■does■Michelle■leave■Melbourne?
11 Michelle’s■airline■ticket■reads: b How■long■does■she■wait■for■her■next■fl■ight■in■
Sydney?
Melbourne Depart 0730 c At■what■time■does■she■leave■Sydney?
Sydney Arrive 0900 d How■long■is■the■fl■ight■from■Sydney■to■
Sydney Depart 1020 Brisbane?
Brisbane Arrive 1240 eBook plus
Interactivities
int-2691
int-2941
Crossword Chapter 8
int-2690

eBook plus ACTiViTies
Chapter opener 8D Introduction to rates
Digital doc Digital docs (pages 289–290)
•■ Hungry■brain■activity■Chapter■8■(doc-6173)■(page 273) •■ Activity■8-D-1■(doc-4053):■Introducing■rates
Are you ready? •■ Activity■8-D-2■(doc-4054):■Applying■rates
•■ Activity■8-D-3■(doc-4055):■Tricky■rates
Digital docs (page 274) •■ WorkSHEET■8.2■(doc-6182):■Rates
•■ SkillSHEET■8.1■(doc-6174):■Measuring■the■rise■and■
the■run 8E Constant and variable rates
•■ SkillSHEET■8.2■(doc-6175):■Rounding■to■a■given■ Digital docs (pages 294–295)
number■of■decimal■places •■ Activity■8-E-1■(doc-4056):■Reviewing■constant■and■
•■ SkillSHEET■8.3■(doc-6176):■Finding■the■gradient■ variable■rates
given■two■points •■ Activity■8-E-2■(doc-4057):■Using■constant■and■
•■ SkillSHEET■8.4■(doc-6177):■Conversion■of■units variable■rates
•■ SkillSHEET■8.5■(doc-6178):■Multiplying■decimals■ •■ Activity■8-E-3■(doc-4058):■Application■of■constant■
by■10,■100■and■1000 and■variable■rates
•■ SkillSHEET■8.6■(doc-6179):■Finding■and■converting■ •■ SkillSHEET■8.8■(doc-6183):■Converting■time■in■
to■the■lowest■common■denominator minutes■and■seconds■into■seconds■only.
•■ SkillSHEET■8.7■(doc-6180):■Converting■a■mixed■ •■ SkillSHEET■8.9■(doc-6184):■Equivalent■rates
numeral■into■an■improper■fraction
8F Rates of change
Interactivity •■ Activity■8-F-1■(doc-4059):■Reviewing■rates■of■
•■ Direct■proportion■(int-2767) (page 275) change
Digital docs (page 280) •■ Activity■8-F-2■(doc-4060):■Using■rates■of■change
•■ Activity■8-A-1■(doc-4047):■Reviewing■direct■ •■ Activity■8-F-3■(doc-4061):■Applications■of■rates■of■
proportionality change
•■ Activity■8-A-2■(doc-4048):■Using■direct■ •■ SkillSHEET■8.10■(doc-6185):■Completing■a■table■of■
proportionality values
•■ Activity■8-A-3■(doc-4049):■Applying■direct■ •■ SkillSHEET■8.11■(doc-6186):■Plotting■from■a■table■
proportionality of■values
•■ SkillSHEET■8.1■(doc-6174):■Measuring■the■rise■and■
the■run 8G Interpreting rates of change from graphs
•■ Activity■8-G-1■(doc-4062):■Reviewing■graphs■of■
Digital docs (pages 283–284) rates■of■change
•■ Activity■8-B-1■(doc-4050):■Reviewing■ratio■and■ •■ Activity■8-G-2■(doc-4063):■Interpreting■graphs■of■
proportion rates■of■change
•■ Activity■8-B-2■(doc-4051):■Using■ratio■and■ •■ Activity■8-G-3■(doc-4064):■Rate■of■change■stories
proportion •■ SkillSHEET■8.1■(doc-6174):■Measuring■the■rise■and■
•■ Activity■8-B-3■(doc-4052):■Tricky■ratio■and■ the■run
proportion■problems •■ WorkSHEET■8.3■(doc-6187):■Problems■using■rates■
number■of■decimal■places Chapter review
•■ WorkSHEET■8.1■(doc-6181):■Direct■proportion Interactivities (page 311)
•■ Test■yourself■Chapter■8■(int-2691):■Take■the■end-of-
chapter■test■to■test■your■progress.
Digital docs (page 287) •■ Word■search■Chapter■8■(int-2941)
•■ Activity■8-C-1■(doc-7792):■Reviewing■inverse■ •■ Crossword■Chapter■8■(int-2690)
proportion
•■ Activity■8-C-2■(doc-7793):■Using■inverse■proportion To access eBookPLUS activities, log on to
•■ Activity■8-C-3■(doc-7794):■Applying■inverse■
www.jacplus.com.au
proportion

problem solving
9
problem
solving I
opening QUesTion
When solving a problem, how do you

know which method to use?
problem solving
1 1
1 Francine has $78.60 in her purse. Lachlan and Ethan have only 4 and 3 as much respectively.
a Who has more — Lachlan or Ethan?
b How much does Ethan have?
c Does any person have less than $20.00?
d The three friends want to go to the zoo but it costs $25 each for entry and another $15
each for their lunches and travel costs. If they pooled their money would they have
enough for this trip?
e How much would Lachlan and Ethan owe Francine at the end of the day?
2 The formula v = u + at gives the velocity of an object v (in m/s), in terms of the initial
velocity u (in m/s), the acceleration a (in m/s2) and the time t (sec).
a Calculate the velocity of a falling book, which is dropped from the balcony of a
two storey building and hits the ground 3 seconds later. (Use a = 10 m/s2)
b Rearrange the formula to make t the subject.
c A train is travelling along a straight section of rail. If its initial speed is 20 m/s and its
acceleration is constant at –5 m/s2, find the time it takes the train to stop.
3 Penny and Paul play tennis at night under floodlights. When Penny stands 2.5 m from the
base of the floodlight, her shadow is 60 cm long.
a If Penny is 1.3 m tall, how high is the floodlight?
b If Paul, who is 1.6 m tall, stands in the same place, how long will his shadow be?
4 Denise works for a real estate agent. She receives a basic wage of $250 per week plus
commission on sales. The rate of commission is variable. For houses up to $300 000, the
commission is 0.5%. For houses over $300 000, the commission is an additional 0.25% on the
amount over $300 000. How much pay did she receive in the week she sold a house for:
a $280 000
b $428 000?
5 Ted and John are good friends and keen walkers.
a Ted leaves home and walks at 5 km/h in the same direction. John leaves an hour later,
but walks at 6 km/h. When do they meet (show graphically)?
b Ted leaves town A and walks at 5 km/h towards Town B, which is 30 km away. John
leaves town B and walks at 6 km/h towards town A.
i When do they meet? Write your answer in exact form. Justify you answer
algebraically.
ii If Ted and John met exactly half way, show that that John left town B 30 minutes
after Ted left town A.
c Ted leaves home and walks at 5 km/h. If John leaves an hour later and walks in the same
direction as Ted, at what speed does John need to walk so that he catches up to Ted
2 hours later? Justify your answer algebraically.
6 A child builds a pyramid as shown.
a Which rule below represents the number of blocks required on the bottom layer, b, for a
tower that is h blocks high?
A b = 3h - 1 B b = 2h - 1 C b = 4h + 3 D b = 7h
b If the child wishes the tower to be 10 blocks high, how many blocks should she begin
with on the bottom layer?

problem solving
7 A school wishes to hire a bus to travel to a football game. The bus holds 28 passengers and the
school will contribute $48 towards the cost of the trip. If the hiring of the bus is $300 + 10% of
the price of all the tickets, what should be the cost per person?
8 Jenny visits her friend Peter and then returns home by the same route. She walks 1 km/h
when going uphill, 3 km/h when going downhill and 1.5 km/h when on level ground. If her
total walking time is 4 hours, how many kilometres does she walk?
9 Charlie and Travis are both competing in a 100-metre race. The table below shows their
individual times, in seconds, and the distance travelled, in metres.
Distance 0 15 30 50 80 90 105 120
Time Charlie 0 1.79 3.57 5.95 9.52 10.71 12.5 15.5
Time Travis – 1.70 3.50 5.90 9.50 10.70 12.49 16.2
Travis and Charlie both claim they won the race. Charlie is declared the winner.
a Explain why Travis may have no time entered against 0 metres.
b Should Charlie receive 1st place? By finding the equations of both Travis’ and Charlie’s
race in terms of distance, d and time, t, justify your answer. Hence state the times in
which both Travis and Charlie cross the 100-metre finishing line.
c Explain why the distance from 105 m to 120 m should not be included to determine the
winner of the race.
10 The area of a square is x cm2. Would the side length of the square be a rational number?
Explain your answer.
11 a When I think of a number, double it, subtract 4 from it and divide the result by 5, the
answer is half the number minus 6. Find the number.
1
b Consider an unknown number, such that 4 divided by the number is the same as 6 plus
2 divided by the number. Find the number.
12 Sound travels at approximately 340 m/s, whereas at short distances light travels essentially
instantaneously. Fred sees a flash of lightning and hears the thunder 10 s later. How far away
in the storm (to the nearest km)?
13 If two congruent triangles have a right angle, is the reason always ‘right angle, hypotenuse
and corresponding side’? Justify your answer.
14 If a $2 coin weighs 6 g, $1 coin weighs 9 g, 50c coin weighs 15 g, 20c coin weighs 12 g, 10c
coin weighs 5 g and 5c coin weighs 3 g, explain what the maximum value of the coins would
be if a bundle of them weighed 10 kg.
15 A rectangle of perimeter, 14x + 2, has a width of 2x.
a Which equation below can be used to find the length of the rectangle? Explain your choice.
14 x + 2 − 2 x
A l=
2
14 x + 2 − 2(2 x )
B l=
2
C l = 2(14x + 2 – 2(2x))
D l = 14x + 2 – 2x
E None of the above.
b Given your answer to part a, show that the length of the rectangle can be expressed as
l = 5x + 1.
16 A grandfather has four grandchildren to buy birthday presents for. To calculate the cost of a
gift to each of his grandchildren, he takes their age, doubles it and then adds three times the
youngest grandchild’s age. The eldest grandchild is 8 years older than the youngest. What are
the ages of the grandchildren if their birthday gifts were $35, $37, $45 and $51 in order of
their ages?
Chapter 9 Problem solving I 315

problem solving
17 Two friends compare the fuel economy of their cars. One friend states his fuel economy as
‘8.5 litres per 100 kilometres’, while the other states he gets ‘12.2 kilometres to the litre’.
Which stated fuel economy is the better?
18 This year Tom is 4 times as old as his daughter, while in 5 years’ time he will only be 3 times
as old as his daughter. Find the ages of Tom and his daughter now.
2
19 Consider the formula d = b − 4 ac .
a Rearrange the formula to make a the subject.
b What value of b will make d = 2, when a = 5 and c = 6?
20 A swimming pool manager has to make up a solution of chlorine each week to pour into the
pool. She has a supply of 80% chlorine and a supply of 10% chlorine and wishes to mix them
to produce 5 litres.
a For example, if she wished to produce 45% chlorine she would take 2.5 litres from both.
Why?
b If she wishes to produce 20% chlorine, how much should she take from each supply?
c If she wishes to produce Q% chlorine, determine a formula that enables her to do this.
21 Rhonda, Greg and Nerada attend the same school. Rhonda lives x km from the school. Greg
lives three times as far as the total distance Nerada and Rhonda live from the school. Nerada
lives twice as far as Rhonda from the school.
a Write down an expression, in terms of x, that represents the total distances,
in kilometres, Rhonda, Greg and Nerada live from the school.
b If the total distance Rhonda, Greg and Nerada live from the school is 36 km, how far
does each student live from the school?
22 Consider these two linear graphs.
y - ax = b and y - cx = d.
Show that if these two graphs intersect where both x and y are positive, then a > c when
d > b.
23 Triangle ABC is right angled at B and triangles ADE and CEF are isosceles as shown below.
E
x
D
B F C
Show that the angle DEF (x) is 45è.

24 A recipe for a butter cake has:
250 g butter
1 cup sugar
4 eggs
3
4
cup milk
2 cups S.R. flour.
Marcele wants the make a mixture one quarter of this size. What realistic quantities of each
ingredient does she use?
25 Both the equations k + (k + 5) + (k + 10) = 150 and (k + 1) + (k + 6) + (k + 11) = 150 can be
used to find three consecutive numbers, divisible by 5, that add to 150.
a Explain how this is possible.
b Show how both equations can be used to find the numerical values of the three numbers.
c Explain the difference in meaning, of the variable k, in each equation.

problem solving
26 As a particular chemical reaction

proceeds the temperature 30
increases at a constant rate up
25
to a point. The graph at right
represents the same chemical 20
Temp (èC)
reaction with and without
stirring. How does stirring affect 15
the reaction?
10
27 A father wants to administer with stirring
Children’s Panadol® to his without stirring
5
child. The recommended dosage
is a range, 7.5–9 mL for an
average weight of 12–14 kg. 0 1 2 3 4
The child weighs 12.8 kg. The Time (min)
father uses the lower values
from the stated recommended ranges, to calculate an exact dosage. What dosage does the
father calculate?
28 Last year x number of families attended the local show. This year it is predicted that 50 more
families will attend. The cost to enter the show this year is $40 per family. The total value
of tickets sold, in dollars, is 10% more than last year’s total. Show that last year the cost of
40 x + 2000
one family ticket, in dollars, can be represented by the expression .
1.1x
29 An elevator is descending to the ground floor of a building at a steady rate. It descends
5 metres every 4 seconds and it reaches the basement (H = 0) after 44 seconds.
a Sketch a graph that describes the relationship between the height, H, of the elevator and
the time, t.
b Find the gradient of the graph and hence, the rate of descent of the elevator.
c Write down an equation that describes the relationship between the height, H, of the
elevator and the time, t.
d How high is the elevator in the building when t = 0?
30 An unknown number is multiplied by 4 and then has five subtracted from it. It is now equal to
the square root of the original unknown number squared.
a Is this a linear algebra problem? Justify your answer.
b How many solutions are possible? Explain why?
c Find all possible values for the number.
31 A rectangle has a width, in metres, given by the expression w = x2 + 3x and a perimeter, in
metres, given by the expression P = 6x2 – 4x.
a Determine the value of the length (l) of the rectangle in terms of x.
b Is it possible that x = 0.5 metres? Justify your answer.
32 The three equations below relate to the distance, d, in kilometres and time, t in hours,
travelled by four different students from their homes to school. Each of the equations
represents a different mode of travel, namely, walking, riding a bike, riding in a car and in
a bus.
A d = 2 - 4t B d = 10 - 30t
C d = 18 - 45t d d = 2 - 12t
a Match each equation to the most likely mode of transportation. Explain your answer.
b Who travels the:
i most distance?
ii least distance?
c If the students left their houses simultaneously, in what order would they arrive at
school?

problem solving
33 Graham begins the year with $100, earns $8 per week in pocket money and spends $20 per
month on his mobile phone. At the end of the year Graham plans to divide his remaining
funds evenly between his four favourite charities. Graham completes the following
calculation to determine how much money he will donate to each of the charities,
100 - 12 ì 20 + 52 ì 8 ó 4. Explain why Graham’s calculation is incorrect.
34 If B = 3x – 6xy, write x as the subject. Explain the process by showing all working.
35 A hills hoist washing line has four wires on each side. The length of each wire (on one side) is
0.5 m, 1 m, 1.5 m and 2 m, and the join takes 0.3 m.
a How many metres of wire is needed to be bought to replace the line?
b If the new wire costs $1.75 per metre, what will be the minimum replacement cost, in
dollars?
36 The temperature of water in a kettle is 15 èC before the temperature increases at a constant rate
for 20 seconds to reach boiling point (100 èC). A classmate argues that T = 5t + 15 describes
the water temperature, citing the starting temperature of 15 èC and that to reach 100 èC in
20 seconds an increase of 5 èC for every second is required. Explain why the equation is
incorrect and devise another equation that correctly describes the temperature of the water.
37 An efficient employee can assemble 7 toasters in an hour and another slower employee can
only assemble 5 toasters per hour. If both employees work together, how long will it take to
assemble 26 toasters?
38 A petrol tank which can hold 60 L is 3 full at the beginning of a trip.
4
a If the car runs for 18 km on one litre of petrol, how much petrol is in the tank at the end
of a trip of 225 km?
b If this trip takes 3 hours and 36 minutes, what is the average speed of the car during the
trip?
39 Joshua works as a clerk for an accounting firm. His hours are from 0800 until 1700.
He spends five times as much time on computing as he spends having lunch. He spends
twice as much time writing as he does filing, and twice as much time filing as he does
having his lunch. Calculate how long Joshua spends on each activity.
40 Lilly has entered the competition for the Readers’ Award which awards prizes for the students
who read the most books from 1 February to 31 May. First prize is awarded to a student who
has read more than 50 books over the four months, second prize is awarded to a student who
has read from 30 to 50 books and third prize is awarded to a student who has read between
15 and 30 books. At the beginning of the nth week, Lilly had read 5 books.
Lilly then read b books each week until the end of the competition and qualified for second
prize. Explain why the least value of b must be 1.67. What assumptions are made in this
problem?
41 The area of a children’s square playground is 50 m2.
a What is the exact length of the playground?

b Pine logs 3 m long are to be laid around the playground. How many logs will need to be
bought?

problem solving
42 A block letter neon sign for Olly Secondary College is shown below.
Three different types of neon tubes have been used. The letters are w metres wide and
(w + 0.2) metres high.
a Write expressions for the length of each type of tubing.
b Write an expression for the total length of neon tubing required.
c If the letters are 0.8 m wide what is the total length of tubing required?
43 A technician in a lab conducts a seed count by
weighing 100 sunflower seeds.
a Based on this seed count, how many seeds
(to the nearest 1000 seeds) are expected
to be contained within a 10 kg bag of
sunflower seed?
b A 8.3-ha block is to be planted out with
sunflower. The recommended planting
rate is 60 000 plants/ha. However, 15% of
seed planted is expected not to germinate
and 10% of germinated seed is expected
to die through disease and insect attack.
How many bags are required to achieve
60 000 live plants/ha?
44 It is known that the mass of a certain kind of genetically modified tomato increases linearly
over time and the following results were recorded.
Time (weeks) 1 4 6 9 16
Mass (grams) 6 21 31 46 81
a Plot the above points on a Cartesian plane.

b Determine the rule connecting mass with time.
c Confirm your results by showing that the mass after 20 weeks is 101 grams.
45 Sweet-tooth Sammy goes to the corner store and buys an equal number of 25 cent and 30 cent
lollies for $16.50. How many lollies did he buy?
46 Gordon is a tourist at Kakadu National Park. He takes a picture of a two-metre crocodile
beside a cliff. When he develops his pictures, the two-metre crocodile is 2.5 cm long and the
cliff is 8.5 cm high. What was the actual height of the cliff in cm?
47 To allow traffic to flow more consistently in peak hours, the traffic lights along the
major roads are synchronised. When traffic lights at a major intersection change to
green, the next set of lights, 6 kilometres away, are programmed to change to green four
minutes later. Each set of traffic lights is programmed to change between the colours;
red and green, every 3 minutes. When the lights are green they change to amber for
30 seconds before changing to red. If the lights change to amber once a car has entered
the intersection, the car is allowed to keep travelling through the intersection. Every
intersection is 20 metres wide.
Bert is waiting at the first set of traffic lights. His car is behind two other cars. Once the
lights turn green, it takes his car 30 seconds before it reaches the intersection. Assume that
once Bert passes the set of lights he is able to travel at a constant speed.

problem solving
a S
how that if he travels at 56 km/h he will be able to drive straight through the next
intersection.
The car in which Bert was travelling in was behind a car travelling at 50 km/h. The car
in front of Bert took 45 seconds to reach the intersection and took another 50 seconds
to drive through the intersection and then travelled at a constant speed of 50 km/h. Bert
does not make it to the next set of lights before the lights change to red.
b Show that Bert has to wait 1 minute and 43 seconds before the lights turn green at the
next set of lights.
48 Veronica hires out surfboards on a popular surf beach. She charges an hourly rate of $3.50 for
the first hour, $5.50 per hour for the next two hours, $7.50 for each hour after three hours for
a total of 6 hours. Less than one hour rates are charged at $4.00 per half hour. She also offers
a daily rate of $25.
1
a Gerald wants to hire a surfboard for 4 2 hours. Which option would be the most cost
efficient?
b Gidget has a total of $15 in her purse. She is disappointed because the amount of time
she wants to surf for is $3.50 more than she has. How many hours does she wish to surf
for?
49 a Write algebraic expressions for the perimeter and area of the following rectangle.
2x + 3y
4x
b Write algebraic expressions for the perimeter and the sum of the angles in the following
triangle.
4n
4p 3p
3m − n 2m + 3n
2q + 1
50 Greta is 2 years and 7 months old when her only brother is born.
a Using s to represent the Greta’s age and b to represent the brother’s age (both in
months), write an equation to represent Greta’s age in terms of her brother’s age.
b Use algebra to calculate the ages of the children when the Greta is exactly twice the age
of her brother.
51 A calculation for the heat capacity of 125 g of water is C = 125 g ì 4.184 J/g/èC. The heat
capacity of water is 4.184 joules per gram per èC. Explain why the answer will be in units
of J/èC.
52 A square piece of metal has four small corners cut out of it x x
as shown in the figure at right. x x
a If the perimeter of the original square piece of metal
was 100 cm, write an expression for the area of the
remaining octagon in terms of x.
b If x = 2 cm, what percentage of the original square is
occupied by the octagon?
x x
x x

problem solving
53 AB and CD are parallel lines in the figure below.
A 12 cm B
x y
10.5 cm
C D
21 cm 23 cm
a State the similar triangles.

b Calculate the values of x and y.
54 A Year 9 student consumes two bottles of water every day, except on every 5th day she only
has one bottle of water. Calculate her annual bottled water consumption.
55 Joel realises he can express the balance in his bank account as 3x + 20.
a What piece of information is missing in the question?
b If Joel uses B for his bank balance and B = 3x + 20, rewrite the equation with x as the
subject. Explain the process by showing all working.
c If B = 3x2, write x as the subject. Explain the process by showing all working.
56 A knitting pattern needs the tension to be 17 stitches to 10 cm on a garment with 85 stitches
to fit properly. If the tension is 16 stitches to 10 cm, what effect will this have on the
measurement of the garment?
57 Five cartons of non-branded cola costs x dollars while 5 cartons of branded cola costs two and
a half times as much. Explain which is cheaper — 1 carton of branded cola or 5 cartons on
non-branded cola?
58 This graph shows the number of thousands
of people catching the train on the Melney– 500
Sybourne line at ten-yearly intervals in the
400
commuters ‘000’s
Number of train
years 1950 to 2008.

a How many people caught the train in 300
1960?
b During which ten-year interval did the 200
number of commuters increase the most?
c During which interval did the number of 100
commuters decrease?
d The rate of increase during each ten-year 0
1950 1960 1970 1980 1990 2000 2010
interval is x. The value of x between 1950
Year
and 1960 is +3000. Write down the value
of x between:
i 1970 and 1980 ii 1980 and 1990.
e Estimate the number of commuters in 2010. Explain your assumptions for choosing this
value.
59 To determine the height of a flagpole, Jenna and Mia decided to measure the shadow cast by
the flagpole. They place a 1 metre ruler at a distance of 3 metres from the base of the flagpole
and measure the shadows that both the ruler and flagpole cast. Both shadows finished at the
same point. After measuring the shadow of the flagpole, Jenna and Mia calculate that the
height of the flagpole is 5 metres. Determine the length of the shadow cast by the flagpole,
in metres, as measured by Jenna and Mia.

problem solving
60 Sarah, Bob and Nellie are cousins. Sarah is half the age of Bob. In three years’ time Nellie
will be twice as old as Sarah. Their ages at the moment add to 38 years. Determine the ages of
Sarah, Bob and Nellie.
61 Plastic chairs can be stacked on top of each other. Two stacked chairs have a height of 82 cm,
while five stacked chairs have a height of 102 cm.
Write an equation that can be used to work out the height in centimetres of a stack of n
chairs, then find the height in centimetres of a stack of 15 chairs.
62 Ben ate 4 pieces (or one fifth) of Jenny’s chocolate stash. What fraction of the original
32 piece chocolate block was there before Ben took his pieces?
63 100 g ham costs $1. . If 1 kg costs $14.99 to $16.99, what range of numbers can &  have?
64 Jean has just started a new job. On her first day, the boss gave her two choices for her salary.
First choice: Start at $30 000 and get a 5% raise at the end of every year.
Second choice: Start at $23 000 and get a $5000 raise at the end of each year. Calculate
how much Jean would be making at the start of the 5th year. Which is the better choice?
Explain how you got your answer.
65 If 10% of x% is 1%, find the value of x.
66 Mietta’s parents give her a weekly allowance of $22.
a Mietta wants to buy a DVD player that costs $163.00. How many whole weeks will it
take for her to save enough money for the DVD player?
b Her birthday is 5 weeks away and Mietta’s grandmother always gives her $50. Will
she have enough money for the DVD player after she receives the $50 from her
grandmother? Explain.
67 Tracy has three different measuring cylinders that measure the following amounts of liquid:
•• Cylinder A: x mL
•• Cylinder B: x + 3 mL
•• Cylinder C: x + 8 mL.
If only the maximum volume (i.e. Cylinder A only has the line x mL marked) is marked,
explain how Tracy can accurately measure 11 mL.
68
q
x
y
For the diagram given, show that if the base of the triangle is raised to half the height of
the triangle, the length of the base of the newly formed triangle will always be half of its
original length.
69 ABC ô DEF (two sides and included angle). If the two triangles were similar for the same
reason, explain how the reason for their similarity would be expressed.
70 a If a $2 coin weighs 6 g and a $1 coins weighs 9 g, evaluate how much more money someone
can carry in a bag weighing 20 kg when it is filled with $2 coins rather than $1 coins.
b Use the weights in part a together with the fact that a 50c piece weighs 15 g, 20c weighs
12 g, 10c weighs 5 g and 5c weighs 3 g. Having at least two of each coin in the bag,
calculate the maximum value of a bag that weighs exactly 10 kg.
71 Help Carl with his number skills.
Carl was asked to list the first 10 multiples of 15. He wrote 1, 3, 5 and 15.
a Explain why Carl has answered the question incorrectly.
b Based on Carl’s response to this question, write down a question for which Carl’s
response would have been correct.
c Carl was asked to find the highest common factor of 6 and 15. Write down simple
instructions that would help Carl to answer this question.

problem solving
72 Deena was asked to solve an equation for her Maths homework. The teacher found two errors
in her solution shown below.
6x − 2
= 16
5
6x − 2
=8 Line 1
5
6x – 2 = 40 Line 2
6x = 38 Line 3
38
x = Line 4
6
a Which lines do NOT follow correctly from the previous line? Explain the error.
b Find the correct solution.
73 Risky Rita works for McScrooge Machinery. Each day she is supposed to start work at
8.00 am. McScrooge penalises all staff half an hour’s pay for being 5 or more minutes
late.
a Risky Rita clocks in her card each day. Below shows the hours that appeared on her
work card.
Monday 8.06 am– 4.00 pm
Tuesday 8.03 am– 4.00 pm
Wednesday 8.05 am– 4.00 pm
Thursday 8.13 am– 4.00 pm
Friday 8.01 am– 4.00 pm
How many hours’ pay will she lose if she works these hours in one week?
b Risky Rita considers, given that she’ll be docked half an hour each time for being late,
she may as well be a half hour late each time. Is this a wise decision for Risky Rita to
make? Explain your answer.
74 One fifth of an 80-cm length of jewellery wire is cut off. A further 22-cm length is then
removed. Is there enough wire remaining to make a 40-cm long necklace?
75 Compare and contrast similarity and congruence. For example, list information about symbol,
shape, size and angles.
76 Madina initially has twice as much money as Hae-Jin, then spends three times as much as
Hae-Jin spends. If Madina and Hae-Jin both have the same amount of money remaining show
that Hae-Jin has spent half of his original money.
77 If you multiply an unknown number by 6 and then add 5, the result is 7 less than the unknown
number plus 1 multiplied by 3. Find the ‘known number’.
78 What day of the week is tomorrow if four days before the day after tomorrow was Saturday?
79 Sarah went into a store, spent half of her money on one purchase and then spent $10 on
another purchase. She went to a second store and spent half of her remaining money. She
went into a third store and spent $10. She then had no money left. How much money did she
have when she went to the first store?
5
80 Write the following numbers in ascending order: 14%, 0.753, , 2 , 0.52 , 3 2 , 1.5 × 10 −2
8
81 You’re a cook in a restaurant where the clock has just broken. You have a four minute
hourglass, a seven minute hourglass, and a pot of boiling water. A very famous fussy food
critic enters the restaurant and orders a pasta dish. You remember from a TV show that she
appeared on that she likes her pasta cooked for nine minutes exactly. How will you measure
9 minutes using the hourglasses?
82 In a cannery, cans are filled by two machines which together produce 16 000 cans during an
8-hour shift. If the newer machine produces 340 more cans per hour than the older machine,
how many cans does each machine produce in an 8-hour shift?

problem solving
1 1 1 fv
83 Use algebra to show that = − can also be written as u =
v u f v+ f
84 Is the sum of any three consecutive numbers always divisible by 3? Justify your answer.
85 Elena does a lot of babysitting. When parents drop their children off to Elena, she charges
$8 per hour. If Elena travels to the child’s house, there is an additional $5 travel cost that
she charges.
a Graph the lines y = 8x and y = 8x + 5.
b Explain how these lines are related to the costs Elena charges to babysit.
c What feature do these lines have in common? How is it related to the babysitting charges?
d What feature do these lines have that is different? How is this feature related to the
babysitting charges?
e On public holidays, the graph y = 10x + 5 can be used to show Elena’s babysitting costs.
What is the cost per hour on public holidays?
86 A teacher asked his class to each draw a triangle that has side lengths of 5 cm and 4 cm, and
an angle of 45 degrees that is not formed at the point joining the 5 cm and 4 cm side. Would
the triangles drawn by every member of the class be congruent? Explain why.
87 Two boys sell apples. Each sells thirty apples per day. The first boy sells his apples at two
for fifty cents. The second boy sells his apples at three for fifty cents. One day the first
boy is sick, and the second boy takes over his friend’s apple-selling duties. How should he
group and sell all the apples to make the same amount for each of them as they normally
earn?
88 Digit addition is a process which can be used to check the accuracy of addition of two or
more numbers. This is particularly useful if the numbers are large, or if you wanted to check
a calculator answer. The process involves doing the digit addition of each of the numbers,
performing digit addition on these, then comparing it with the digit addition of the answer.
To perform digit addition on a number, continue to add the digits until a single digit is
formed. For example, the digit addition of 8 748 596 is 2.
8 + 7 + 4 + 8 + 5 + 9 + 6 = 47
Then 4 + 7 = 11
Then 1 + 1 = 2
A calculator gave the answer to
96 782 + 43 976 + 7692 as 148 550.
Use the process of digit addition to check whether this answer is correct.
89 How many 5s does it take to number a book from 1 to 121?
90 Arrange the digits 1 to 9 inclusive into the form of a fraction which has a decimal value
of 0.5.
91 The Fibonacci sequence is a set of numbers named after the Italian mathematician Leonardo
of Pisa, known as Fibonacci. Each number after the first two is formed by adding the previous
two numbers. So, starting with 1, 1, the series continues: 1, 1, 2, 3, 5, 8, 13, 21, …….
A property of the sequence is that half the sum of any three consecutive Fibonacci numbers
has the same value as the third number. Explain why this is so.
92 Al, Ben, Chris, Don and Ed are running a 200 m race. At one stage in the race, Al is 20 m
behind Don; Don is 50 m ahead of Chris; Chris is 10 m behind Ben and Ed is 30 m ahead of
Al. What distance separates Don and Ben?
93 Consider the following statement.
3 1 4
< <
80 x 101
What whole-number value of x will make the statement true?
94 A soccer ball is the shape of a buckyball, named after Richard Buckminster Fuller who invented
the geodesic dome. The shape consists of sets of regular pentagons and hexagons. The surface

problem solving
of the ball, however, is not flat. Since it is made of leather, which stretches slightly, when it is
inflated these faces bulge out slightly, making the ball take the shape of a sphere.
In the construction of the ball, each pentagon is surrounded by a ring of hexagons. Draw a
section of the ball and explain why the surface is not flat.
95 The graph of y = 2x - 8 shows a straight line with the range -14 Ç y < 2. The description of
the graph is: y = 2x - 8, x Æ [__ , __), x Æ Z.
Complete the two missing entries in the description of the domain.
96 A person starts at 2, then continues counting by adding on 3 each time. The person’s nth
number is 449. What is the value of n?
97 Sam gets paid double time for working in the bakery on a Sunday. He was rostered to work
every Sunday in November. He was overjoyed when he looked at his calendar to find there
were five Sundays in that month. On which day of the week did 1 November fall that year?
98 Robert works in a jewellery store. Melinda has come in to the store with a broken chain
necklace. She has lost some of the links, but has brought in 5 separate pieces of the chain,
each with 3 links. Two of these pieces still have the ends attached, so the chain will slip
together at these points. Melinda wants to use all the pieces to make a bracelet.
Ends
Robert tells her that it costs $2 to open a link, and $3 to close a link. He quotes her $15 to
form all the pieces into a bracelet, and says that’s the best quote he can give her. How does
he do it?
99 Three black and three white disks are lined up in a row with the colours alternating.
➊➁➌➃➎➅
Adjacent pairs of disks are moved into spaces by jumping over other disks. The aim is to
get all one colour together on the left, and all of the other colour together on the right in as
few moves as possible.
What is the minimum number of possible moves?
100 Suppose that x ✵ y = x - y + xy.
If 3 ✵ 4 = 6 ✵ , what is the value of ?
101 Tickets in a raffle are sold at $1 each or 3 for $2. Altogether 18 raffle books, each containing
20 tickets were sold. The total amount raised was $310. How many tickets were sold at
3 for $2?
102 A store uses the following equation to calculate the price of an item in their store after GST of
10% has been applied.
t = p + 0.1p, where p represents the price of the item prior to GST being applied.
The owners of the store want an equation to calculate the price of the item prior to GST
from the GST-included price. Suggest an appropriate equation.
103 I have a pair of socks with a motif embroidered on the upper outer-leg section of both socks.
I accidentally put them on the wrong feet. If I then take the sock off my right foot, turn it
inside out, and put it on my left foot, where will the motif be located?
104 A millipede takes 2 seconds to travel 1 cm. It can travel through a twig of its same length in
24 seconds. How long is the millipede?

problem solving
105 In a large sample of written English prose there are about 7 vowels to every 11 consonants.
The letter e accounts for about one-third of the occurrence of vowels. How many times would
you expect the letter e to occur in a passage of 100 000 letters? Round your answer to the
nearest 100.
106 There are 200 people in a room — 198 men and 2 women. This means that 99% of the people
in the room are men. How many men would have to leave the room for their percentage to
drop to 98%?
107 An area in regional Australia was experiencing drought-breaking weather. It rained
continuously for 2 weeks. The first rainy day produced 5 mm of rain. Every day thereafter,
there was 50% more rain than on the previous day. The township had to be evacuated after a
total of 250 mm of rain fell. On what day did evacuation occur?
108 Three water pipes are used to fill a pool. If the first pipe was used on its own, it would take
8 hours to fill the pool. If the second pipe was used on its own, it would take 12 hours to fill
the pool. The three pipes used together take 4 hours to fill the pool. How long would it take
for the third pipe to fill the pool if it was used on its own?
109 In the Tigers Football Club, there are 9 players to each coach, while in the Eagles Football
club, there are 17 players to every 2 coaches. If the total number of players and coaches in the
two clubs is 232, how many players and coaches are in each club?
110 The symbol ! represents the term factorial in mathematics.
n! (factorial n) is the product of all positive integers less than or equal to n.
So, 5! (factorial 5) = 5 ì 4 ì 3 ì 2 ì 1
8! − 6!
Show how to calculate the value of without actually multiplying out all the
individual factorial values. 3! × 5!
12
111 The value of the expression is an integer. What are the possible values for x, given that
x is also an integer? x −2
112 I have a number of bottles. Each bottle must contain 1 or more pebbles. There is to be a
different number of pebbles in each bottle, except for two bottles which will contain the same
number of pebbles. I have 29 pebbles to use. What is the maximum number of bottles I can
use in this situation?
113 If a boy and a half can eat a pie and a half in a minute and a half, how many pies can six boys
eat in six minutes?
114 Cara and Sam were trying to climb up a sand dune. For each step, they climbed 1 m and
slipped back 50 cm. If the sand dune was 10 m high, how many steps would they take to
reach the top?
115 A farrier’s total charge (call-out fee + hourly rate) for 1, 2 and 3 hour jobs is $85, $130 and
$175 respectively. In a fee restructuring attempt, the farrier will drop the call-out fee and
alter the hourly rate to $65/hour. Describe how the new fee structure will compare with the
existing structure.

10
10A Review of index laws
10B Raising a power to another power
10C Negative indices
10D Square roots and cube roots
WhAt Do you knoW ?

1 List what you know about indices. Create
a concept map to show your list.
indices indices.
eBook plus
Digital doc
Chapter 10
doc-6224
opening Question
If you could count all the stars in the sky,

how might you write the number?
Are you ready?

eBook plus Index form
Digital doc
1 State■the■base■and■power■for■each■of■the■following.
doc-6225
eBook plus Using a calculator to evaluate numbers in index form

Digital doc
a 24 b 53 c 46
SkillSHEET 10.2
doc-6226
eBook plus Linking squares with square roots

3 Complete■the■following■statements.
Digital doc
SkillSHEET 10.4 a If■32■=■9,■then■ 9 ■=■.■■.■■. b If■112■=■121,■then■ 121 ■=■.■■.■■.
doc-6227
c If■172■=■289,■then■ 289 ■=■.■■.■■.
eBook plus Calculating square roots

Digital doc
doc-6228
eBook plus
Linking cubes with cube roots
Digital doc 5 Complete■the■following■statements.
SkillSHEET 10.6 3 3
doc-6229
a If■23■=■8,■then■ 8 ■=■.■■.■■. b If■53■=■125,■then■ 125 ■=■.■■.■■.
3
c If■93■=■729,■then■ 729 =■.■■.■■.
eBook plus Calculating cube roots

Digital doc
3 3 3
doc-6230
eBook plus Estimating square roots and cube roots

7 Estimate,■to■the■nearest■whole■number,■the■value■of■each■of■the■following.■(Do■not■use■a■
Digital doc
SkillSHEET 10.8
■calculator.)
doc-6231 a 23 b 102 c 40
3 3 3
d 60 e 11 f 120
eBook plus Using a calculator to evaluate square roots and cube roots
8 Use■a■calculator■to■fi■nd■the■value,■correct■to■4■decimal■places,■of■each■square■root■or■cube■root■
Digital doc
SkillSHEET 10.9
in■question■7.
doc-6232

10A review of index laws

index notation
■■ The■product■of■factors■can■be■written■in■a■shorter■form■by■using■index■notation.
■■ There■are■two■parts:■a■base■and■a■power■(also■called■index,■exponent■or■logarithm).
■■ The■base■indicates■what■will■be■multiplied.
■■ The■power■(index■or■exponent)■indicates■how■many■times■the■base■will■be■written■and■
multiplied■by■itself.
eBook plus
■■ When■written■in■factor■form,■all■the■multiplications■are■shown.
Interactivity ■■ When■the■answer■corresponds■to■a■number,■it■is■called■a■basic■numeral.
Index laws
int-2769 Power, index, exponent
Base 64 = 6 ì 6 ì 6 ì 6 Factor
form
= 1296
Basic numeral
■■ Any■composite■number■can■be■written■as■a■product■of■powers■of■prime■factors■using■a■
factor■tree.
100
2 50
2 25
5 5
100 = 2 ì 2 ì 5 ì 5
= 22 ì 52
WorkeD exAmple 1
Express 360 as a product of powers of prime factors using index notation.

think Write
1 Express■360■as■a■product■of■a■factor■pair. 360■=■6■ì■60
2 Determine■whether■each■number■of■the■factor■pair■is■ ■ =■2■ì■3■ì■4■ì15
prime.■If■the■factors■are■prime,■no■further■calculations■are■
required.■If■the■factors■are■not■prime,■then■each■must■be■
expressed■as■a■product■of■another■factor■pair.
3 Repeat■step■2■until■each■of■the■factors■is■prime. ■ =■2■ì■3■ì■2■ì■2■ì■3■ì■5
4 Group■the■prime■factors■of■the■same■type■together. ■ =■2■ì■2■ì■2■ì■3■ì■3■ì■5
5 Write■the■answer■using■index■notation. 360■=■23■ì■32■ì■5
Note:■The■factors■are■generally■expressed■with■bases■in■
ascending■order.
Chapter 10 indices 329

Multiplication using indices

■■ The First Index Law states: am ì an = am + n
■■ In algebraic expressions, multiply the coefficients of the base number and apply the First
Index Law to the pronumeral indices separately.
Worked Example 2
Simplify 5e10 ì 2e3.

Think Write
1 Write the problem. 5e10 ì 2e3

2 The order is not important when multiplying, so = 5 ì 2 ì e10 ì e3
place the coefficients first.
3 Multiply the coefficients. = 10 ì e10 ì e3
4 Check to see if the bases are the same. They are = 10e10 + 3
both e.
5 Simplify by using the First Index Law (add the = 10e13
indices).
■■ When more than one type of base is involved, apply the First Index Law to each pronumeral
base separately.
Worked Example 3
Simplify 7m3 ì 3n5 ì 2m8 ì n4.

Think Write
1 Write the problem. 7m3 ì 3n5 ì 2m8 ì n4

2 The order is not important when multiplying, = 7 ì 3 ì 2 ì m3 ì m8 ì n5 ì n4
so place coefficients first and group the same
pronumerals together.
3 Simplify by multiplying the coefficients and = 42 ì m3 + 8 ì n5 + 4
using the First Index Law for bases that are the = 42m11n9
same (add the indices).
Division using indices

■■ The Second Index Law states: am ÷ an = am − n
■■ In algebraic expressions, divide the coefficients normally and apply the Second Index Law to
each base separately.

Worked Example 4
6 9
Simplify 25 v × 8 w .
10 v4 × 4 w5
Think Write
1 25v 6 × 8w 9
Write the problem.
10 v 4 × 4 w 5
200 v 6 w 9
2 First multiply the coefficients in the numerator =
and then the coefficients in the denominator. 40 v 4 w 5
Write the pronumerals as a single term.
5
200 v 6 w 9
3 Simplify by dividing the coefficients and = 4 5
applying the Second Index Law for each 1 40 v w
pronumeral separately (subtract the indices). = 5v6 - 4w9 - 5

= 5v2w4
■■ Where the coefficients do not divide evenly, simplify by cancelling.
Worked Example 5
7 t3 × 4 t8
Simplify .
12 t 4
Think Write
1 7t 3 × 4t 8
Write the problem.
12t 4
28t11
2 Multiply the coefficients in the numerator and =
apply the First Index Law in the numerator. 12t 4
7
28 t11
3 Simplify the fraction formed and apply the = 4
Second Index Law for the pronumeral base. 3 12 t
11−4
7t
=
3
7
7t
=
3
Zero index
■■ Any base that has an index (power) of zero is equal to 1.
■■ This is the Third Index Law: a0 = 1, where a ò 0.
Chapter 10 Indices 331

Worked Example 6
9 g7 × 4 g4
Simplify .
6 g3 × 2 g8
Think Write
1
9g7 × 4 g4
Write the problem.
6 g 3 × 2 g8
36 g11
2 First multiply the coefficients in the numerator and then the =
coefficients in the denominator. Then apply the First Index 12 g11
Law in both the numerator and denominator.
3
3 36 g11
Divide the coefficients and simplify using the Second Index = 11
Law. 1 12 g
11 - 11
= 3g
= 3g0
4 Simplify using the Third Index Law. =3ì1
=3
remember
1. A number written in index form has two parts:

(a) a base, and
(b) a power (index, exponent or logarithm).
For example
Power, index, exponent
form
= 1296
Basic numeral
2. The base tells us what will be multiplied.
3. The power tells us how many times the base will be written and multiplied by itself.
4. Factor form is when all the multiplications are shown.
5. When the answer to a problem is a number we call it the basic numeral.
6. Numbers can be written as a product of powers of prime numbers.
7. We can add the indices when multiplying bases that are the same. This is known as
the First Index Law.■
First Index Law: am ì an = am + n
8. Whole number coefficients of the bases can be multiplied as usual.
9. We can subtract the indices when dividing bases that are the same. This is known as
the Second Index Law.■
Second Index Law: am ó an = am - n
10. Any base that has an index (power) of zero is equal to 1. This is known as the Third
Index Law.■
Third Index Law: a0 = 1 where a ò 0

exerCise
10A review of index laws
inDiviDuAl fluenCy
pAthWAys
1 We1 ■Express■each■of■the■following■as■a■product■of■powers■of■prime■factors■using■index■
eBook plus ■notation.
Activity 10-A-1
a 12 b 72 c 75
Reviewing the first d 240 e 640 f 9800
four index laws 2 We2 ■Simplify■each■of■the■following.
doc-4101
a 4p7■ì■5p4 b 2x 2■ì■3x 6 c 8y6■ì■7y4
Activity 10-A-2
7
Using the first four d 3p■ì■7p e 12t■3■ì■t 2■ì■7t f 6q2■ì■q5■ì■5q8
index laws 3 We3 ■Simplify■each■of■the■following.
doc-4102
a 2a2■ì■3a4■ì■e3■ì■e4 b 4p3■ì■2h7■ì■h5■ì■p3
Activity 10-A-3
Applying the first c 2m3■ì■5m2■ì■8m4 d 2gh■ì■3g2h5
four index laws e 5p4q2■ì■6p2q7 f 8u3w■ì■3uw2■ì■2u5w4
doc-4103
g 9y8d■ì■y5d3■ì■3y4d7 h 7b3c2■ì■2b6c4■ì■3b5c3
i 4r 2s2■ì■3r6s12■ì■2r8s4 j 10h10v2■ì■2h8v6■ì■3h20v12
15 p12 18r 6 45a 5
a 8
b 2
c
5p 3r 5a 2
60 b 7 100r 10 9q 2
d e f
20 b 5r 6 q
8 p6 × 3 p 4 12b 5 × 4 b 2 25m12 × 4 n7
a b c
16 p5 18b 2 15m 2 × 8n
27 x 9y 3 16h 7 k 4 12 j8 × 6 f 5
d e f
12 xy 2 12h6 k 8 j3 × 3 f 2
8 p3 × 7r 2 × 2s 27a 9 × 18b 5 × 4 c 2 81 f 15 × 25g12 × 16h34
g h i
6 p × 14r 18a 4 × 12b 2 × 2c 27 f 9 × 15g10 × 12h30
2a 3 × 6a 2 3c6 × 6c3
a b
12a 5 9c 9
5b 7 × 10 b 5 8f3 ×3f7
c d
25b12 4f5 ×3f5
9k12 × 4 k10 2h 4 × 5k 2
e f
18k 4 × k18 20 h 2 × k 2
p3 × q 4 m 7 × n3
g 3
h
5p 5m3 × m 4
8u 9 × v 2 9 x 6 × 2 y12
i j
2u 5 × 4u 4 3 y10 × 3 y 2
unDerstAnDing
7 mC ■a■ ■12a8b2c4(de)0f■when■simplifi■ed■is■equal■to:
A 12a8b2c4 B 12a8b2c4f C 12a8b2f
8 2
D 12a b E 12f

0
b  6 a 2 b 7  ì -(3a2b11)0 + 7a0b when simplified is equal to:

 11  
A 7b B 1 + 7b C -1 + 7ab D -1 + 7b E 6
c You are told that there is an error in the statement 3p7q3r 5s6 = 3p7s6. To make the
statement correct, what should the left-hand side be?
A (3p7q3r5s6)0 B (3p7)0q3r5s6 C 3p7(q3r5s6)0
D 3p7(q3r5)0s6 E 3(p7q3r5s6)0
8 f 6 g 7 h3 8f2
d You are told that there is an error in the statement = . To make the statement
6 f 4 g2h g2
correct, what should the left-hand side be?
8 f 6 ( g 7 h3 )0 8( f 6 g 7 h3 )0 8( f 6 g 7 )0 h3
A 0 4 2 0 B C
(6) f g (h) (6 f 4 g 2 h)0 (6 f 4 )0 g 2 h
8 f 6 g 7 h3 8 f 6 ( g 7 h3 )0
D E
(6 f 4 g 2 h)0 6( f 4 g 2 h)0
6k 7 m 2 n8
e What does equal?
4 k 7 (m6 n)0
6 3 3n8
A B C
4 2 2
3m 2 3m 2 n8
D E
2 2
reflection
How do the index laws aid
calculations?

■■ (32)3 can be written as 32 ì 32 ì 32.
■■ It can then be simplified using the First Index Law as 32 + 2 + 2 = 36.
From this, and other similar examples, it can be seen that (32)3 = 32 ì 3.
■■ The indices are multiplied when raising a power to another power.
This is the Fourth Index Law: (am)n = am ì n.
■■ The Fifth and Sixth Index Laws are variations of the Fourth Index Law.
Fifth Index Law: (a ì b)m = am ì bm.
m
 a am
Sixth Index Law:   = .
 b bm
■■ Remember that a base which does not have an index really has an index of 1.
Worked Example 7

a (74)8 b (3a2b5)3
Think Write
a 1 Write the problem. a (74)8

2 Simplify using the Fourth Index Law = 74 ì 8
(multiply the indices). = 732

b 1 Write the problem. b (3a2b5)3

2 Simplify using the Fifth Index Law for each = 31 ì 3a2 ì 3b5 ì 3
term inside the brackets (multiply the indices). = 33a6b15
3 Simplify the coefficient. = 27a6b15
Worked Example 8
Simplify (2b5)2 ì (5b8)3.

Think Write
1 Write the problem. (2b5)2 ì (5b8)3

2 Simplify using the Fifth Index Law. = 21 ì 2b5 ì 2 ì 51 ì 3b8 ì 3
= 22b10 ì 53b24
3 Calculate the coefficient. = 4b10 ì 125b24
= 500b10 ì b24
= 500b10 + 24
4 Simplify using the First Index Law. = 500b34
Worked Example 9
3
 2 a5 
Simplify   .
 d2 
Think Write
3
 2a 5 
1 Write the problem.  2 
 d 
21 × 3 a 5 × 3
2 Simplify using the Sixth Index Law for each term =
inside the brackets. d2 × 3
23 a15
=
d6
3 Calculate the coefficient. 8a15

=
d6
remember
1. When raising a power to another power, we multiply the indices. This is known as the
Fourth Index Law. ■
Fourth Index Law: (am)n = am ì n
2. The Fifth and Sixth Index Laws are really variations of the Fourth Index Law.■
Fifth Index Law: (a ì b)m = am ì bm
m
 a am
Sixth Index Law:   = m
 b b

exerCise
10b raising a power to another power
inDiviDuAl fluenCy
pAthWAys
eBook plus a (e2)3 b (f 8)10 c (■p25)4
d (r12)12 e (a2b3)4 f (■pq3)5
Activity 10-B-1
Reviewing powers of g (g3h2)10 h (3w9q2)4 i (7e5r2q4)2
powers 2 We8 ■Simplify■each■of■the■following.
doc-4104
a (■p4)2■ì■(q3)2 b (r5)3■ì■(w3)3 c (b5)2■ì■(n3)6
Activity 10-B-2 6 3 4 3
d (■j ) ■ì■(g ) e (q2)2■ì■(r4)5 f (h3)8■ì■(■j2)8
Using powers of 4 4 7 3
powers g (■f ) ■ì■(a ) h (t 5)2■ì■(u4)2 i (i3)5■ì■(j2)6
doc-4105 3 We9 ■Simplify■each■of■the■following.
Activity 10-B-3 2 2 3
Applying powers of
 3b 4   5h10   2k 5 
a   b   c  8
powers
 d3   2 j2   3t 
doc-4106
2 3 4
 7p9   5y 7   4 a3 
d   e   f  5
 8q 22   3z13   7c 
3 4
 −4 k 2   −2 g 7 
g   h  
 7m6   3h11 
unDerstAnDing
a (23)4■ì■(24)2 b (t7)3■ì■(t3)4 c (a4)0■ì■(a3)7
6 2 4 3
d (b ) ■ì■(b ) e (e7)8■ì■(e5)2 f (g7)3■ì■(g9)2
2 4 6 2
g (3a ) ■ì■(2a ) h (2d7)3■ì■(3d2)3 i (10r12)4■ì■(2r3)2
5 mC ■What■does■(■p7)2 ó p2■equal?
A p7 B p12 C p16
4.5
D p E p
( w 5 ) 2 × ( p 7 )3
6 mC ■What■does■ ■equal?
( w 2 ) 2 × ( p3 ) 5
A w2p6 B (wp)6 C w14p36
2 2 3
D wp E (wp)
7 mC ■What■does■(r )3■ó■(r4)2■equal?
6
A r3 B r4 C r8 D r 26 E r10
a (a3)4■ó■(a2)3 b (m8)2■ó (m3)4 c (n5)3■ó (n6)2 d (b4)5■ó (b6)2
7 3 2 2 8 2 5 2
e (■■f ) ■ó (■■f■■ ) f (g ) ■ó (g ) g (■p9)3■ó (■p6)3 h (■y4)4■ó (■y7)2
6 5 5 3
(c ) (f ) (k 3 )10 ( p12 )3
i j k l
(c 5 ) 2 ( f 2 )4 (k 2 )8 ( p10 )2
reAsoning
9 a■ Simplify■each■of■the■following.
eBook plus
i (-1)10 ii (-1)7 refleCtion
15
iii (-1) iv (-1)6 What difference, if any, is there between the operation
Digital doc b Write■a■general■rule■for■the■ of the index laws on numeric terms compared with
WorkSHEET 10.1
result■obtained■when■-1■is■ similar operations on algebraic terms?
doc-6233
raised■to■a■positive■power.

10c Negative indices

■■ Using the Second Index Law,
23 23 8
4
= 23−4 Also 4
=
2 2 16
= 2−1 1
=2
1
It then follows that 2−1 = 2 .
1
This can be generalised as a−1 = .
a
Worked Example 10
1
a Write 3-1 in fractional form b Write in index form.
y
Think Write
1 1
a Use the rule a-1 = . a 3-1 =
a 3
1 1
b Reverse the rule a-1 = . b = y-1
a y
■■ This rule can be extended for negative indices other than −1.
For example, using the Second Index Law,
x2
= x2 − 4
x4
= x−2
Also
x2 x×x
=
x4 x × x × x × x
1
=
x2
1
It then follows that x−2 = 2 .
x 1
In general, a−n = .
an
Worked Example 11
1
a Write 4-2 in fractional form. b Write using a negative index.
a4
Think Write
1 1
a Use the rule a-n = . a 4-2 =
a n
42
1
=
16
1 1
b Reverse the rule a-n = . b = a-4
a n
a4

remember
1.■ A■negative■index■is■used■to■represent■a■fractional■expression.
1
2.■ a-1■=■
a
1
3.■ a-n■=■ n
a
exerCise
10C negative indices
inDiviDuAl fluenCy
pAthWAys
1 We10a ■Write■each■of■the■following■in■fractional■form.
eBook plus a 4-1 b 6-1 c m-1 d p-1
Activity 10-C-1 2 We10b ■Write■each■of■the■following■using■a■negative■index.
Reviewing negative 1 1 1 1
a b c d
indices 5 8 a q
doc-4107
3 We11a ■Write■each■of■the■following■in■fractional■form.
Activity 10-C-2
a 5-2 b 2-3 c g-4 d k-6
Using negative
indices 4 We11b ■Write■each■of■the■following■using■a■negative■index.
doc-4108 1 1 1 1
Activity 10-C-3
a b c d
5
Applying negative 7 2
y z4 v3
indices
doc-4109 unDerstAnDing
5 Simplify■each■of■the■following■using■only■positive■indices.■(That■is,■if■a■negative■index■appears■
in■the■answer,■write■the■answer■in■frac■tional■form.)
a x3■ó■x4 b a8■ó■a9
b4 w10
c d
b5 w11
6 Simplify■each■of■the■following■giving■your■answer■in■fractional■form.
a x5■ó■x8 b y6■ó■y10
c z■ó■z7 d q2■ó■q9
0 4
e m ■ó■m f 12m3■ó■4m5
20 pq 5m 2
g h
4 p2 30 m3
7 Use■the■index■laws■to■simplify■each■of■the■following.■Express■each■of■your■answers■with■
positive■indices.
a a3■ì■a-4 b 12p-2■ì■3p-3
c 7g5h-2■ì■3gh-1 d 4p■ì■5p-2
-2 -3
e s ■ó■s f 42p2q-3■ó■6p-2q
g 6r2■ó■2r-4 h 45a2b-3c■ó■3abc
reAsoning
3
8 What■is■the■ten’s■digit■of■33 ?
refleCtion
9 What■is■the■one’s■digit■of■6305?
What strategy will you use to
10 What■is■the■one’s■digit■of■81007?
remember the index laws?

10d Square roots and cube roots

Square root
■■ The symbol means square root — a number that multiplies by itself to give the original
number.
■■ Each number actually has a positive and negative square root. For example, (2)2 = 4 and
(-2)2 = 4. Therefore the square root 4 is +2 or -2. For this chapter, assume is positive
unless otherwise indicated.
■■ The square root is the inverse of squaring (power 2).
1
■■ For this reason, a square root is equivalent to an index of 2 .
1
■■ In general, a = a 2 .
Worked Example 12
Evaluate 16 p2 .
Think Write
1 We need to obtain the square root of both 16 and p2. 16 p2 = 16 × p2

1
2 Which number is multiplied by itself to give 16? ■ = 4 × ( p2 ) 2
It is 4. Replace the square root sign with a power of 1 .
2 1
2×
3 Use the Fourth Index Law. = 4× p 2
4
= 4 ì p1
Simplify.
= 4p
Cube root
■■ The symbol 3 means cube root — a number that multiplies by itself three times to give the
original number.
■■ The cube root is the inverse of cubing (power 3).
1
■■ For this reason, a cube root is equivalent to an index of 3 .
1
■■ In general, 3 a = a 3 .
Worked Example 13
Evaluate 3 8 j 6 .
Think Write
1 We need to obtain the cube root of both 8 and j 6. 3

8 j6 = 3
8 × 3 j6
1
2 Which number, written 3 times and multiplied gives 8? (2). = 2 × ( j6 ) 3
Replace the cube root sign with a power of 1 .
3
1
6×
3 Use the Fourth Index Law. = 2× j 3
4 Simplify. = 2 ì j2
= 2j2

remember
1.■ Obtaining■a■square■root■is■the■inverse■of■squaring.
2.■ To■fi■nd■a■square■root,■ ,■you■must■fi■nd■the■number■that■can■be■multiplied■by■itself■to■
give■the■original■number.■For■example■ 25■=■5. 1
3.■ A■square■root■is■equivalent■to■an■index■of■ 1 ;■ a = a 2 .
2
4.■ Obtaining■a■cube■root■is■the■inverse■of■cubing.
5.■ To■fi■nd■a■cube■root,■ 3 ,■you■must■fi■nd■a■number■that■can■be■written■3■times■and■
multiplied■to■give■the■original■number.■For■example■ 3 27 ■=■3.
1
6.■ A■cube■root■is■equivalent■to■an■index■of■ 1 ;■ 3 a= a3 .
3
exerCise
10D square roots and cube roots
inDiviDuAl fluenCy
pAthWAys
1 Evaluate■each■of■the■following.
eBook plus
a 4 b 16 c 100
Activity 10-D-1 d 49 e 81 f 144
Reviewing square
roots and cube roots 2 We12 ■Evaluate■the■following.
doc-4110 a b2 b c2
Activity 10-D-2
Using square roots c d2 d a4
and cube roots
doc-4111
Activity 10-D-3 a 4t 2 b 9b 2
All about indices
doc-4113 c 100 f 2 d 81g 4
e 25h 4 f 16 y 4
4 Evaluate■each■of■the■following.■Where■appropriate,■write■answers■cor■rect■to■4■decimal■places.
3 3
a 8 b 1
3
c 64 d 3 42 875
3 3
e 125 f 10
3 3
g 15 h 20
5 We13 ■Simplify■the■following.
3 3 3
a e3 b t
3 3
c b d
3
y6
unDerstAnDing
3
a 3
8 p3 b 64 x 3
3
c 125a3t 3 d 3
1000 p6
e 3
216 y 6 f 3
3375z 6t 3
3
g 27e3 d 6 h 3
343 f 6 g6

7 mC ■a■ ■What■does■ 3 8000 m6 n3 p3 q 6 ■equal?

A 2666.6m2npq2 B 20m2npq2 C 20m3n0p0q3
D 7997m2npq2 E 2666.6m3n0p0q3
3
b What■does■ 3375a 9 b 6 c3 ■equal?
A 1125a3b2c B 1125a6b3c0 C 1123a6b3
eBook plus D 15a3b2c E 15a6b3c0
3 6 9
c What■does■ 3 15 625 f g h ■equal?
Digital doc 2 3
WorkSHEET 10.2 A 25fg h B 25f 0g3h6 C 25g3h6
doc-6234 D 5208.3fg2h3 E 5208.3g3h6
refleCtion
n b
How would a be written in
index form?

Summary
Review of index laws
■■ A number written in index form has two parts:
(a) a base, and
(b) a power (index, exponent or logarithm).
For example
Power, index, exponent
form
= 1296
Basic numeral
■■ The base tells us what will be multiplied.
■■ The power tells us how many times the base will be written and multiplied by itself.
■■ Factor form is when all the multiplications are shown.
■■ When the answer to a problem is a number we call it the basic numeral.
■■ Numbers can be written as a product of powers of prime numbers.
■■ We can add the indices when multiplying bases that are the same. This is known as the First
Index Law.■
First Index Law: am ì an = am + n
■■ Whole numbers in front of the bases can be multiplied as usual.
■■ We can subtract the indices when dividing bases that are the same. This is known as the
Second Index Law.■
Second Index Law: am ó an = am - n
■■ Any base that has an index (power) of zero is equal to 1. This is known as the Third Index Law.
Third Index Law: a0 = 1 where a ò 0
Raising a power to another power

■■ When raising a power to another power, we multiply the indices. This is known as the Fourth
Index Law. ■
Fourth Index Law: (am)n = am ì n
■■ The Fifth and Sixth Index Laws are really variations of the Fourth Index Law.■
Fifth Index Law: (a ì b)m = am ì bm
m
 a am
Sixth Index Law:   = m
 b b
Negative indices
■■ A negative index is used to represent a fractional expression.
1
■■ a-1 =
a
1
■■ a-n = n
a
Square roots and cube roots

■■ Obtaining a square root is the inverse of squaring.
■■ To find a square root, , you must find the number that can be multiplied by itself to give the
original number. For example 25 = 5.

1
■■ A■square■root■is■equivalent■to■an■index■of■ 1 ;■ a = a 2 .
2
■■ Obtaining■a■cube■root■is■the■inverse■of■cubing.
■■ To■fi■nd■a■cube■root,■ 3 ,■you■must■fi■nd■a■number■that■can■be■written■3■times■and■multiplied■to■
give■the■original■number.■For■example■ 3 27 ■=■3.
1
■■ A■cube■root■is■equivalent■to■an■index■of■ 1 ;■ 3 a = a 3 .
3

Use■the■terms■in■the■summary,■and■other■terms■if■you■wish,■to■construct■a■concept■map■
this■concept■map■with■the■one■that■you■created■in■What do you know?■on■page■327.
Homework

Chapter review
fluency o 4e2f 0 - 36(a2b3)0 p -8(18x2y4z6)0
0
1 State the base for each of the following.  3x 
q 15 - 12x 
a 48 b 59  8 
4
c a d x7
r -4p0 ì 6(q2r3)0 ó 8(-12q2)0
2 State the power or index for each of the following. s 3(6w0)2 ó 2(5w5)0
a 103 b 612
8 Raise each of the following to the given power.
c g 89 d 40
a (b4)2 b (a8)3
3 Write each of the following as a basic numeral. 7
c (k ) 10 d ( j100)2
a 52 b 42 c 25 5
e (a b )2 3 f (m7n12)2
3 4
d 10 e 3 f 128 6
g (st ) 3 h (qp30)10
4 Express each of the following as a product of 3
 4b4 
powers of primes. 9 MC What does   equal?
a 100 b 121 c 104  d2 
d 225 e 588 f 10 080
4 b3 12b12 64 b12
A B C
5 Simplify each of the following. d3 d6 d6
a b7 ì b3 b m9 ì m2
c k ìk
3 5 d f 2 ì f 8 ì f 4 64 b 7 7b 7
D E
e h ìh ìh
4 5 f 2q5 ì 3q2 ì q10 d5 d5
g 5w ì 7w ì w
3 12 14 h 2e2p3 ì 6e3p5
10 Write each of the following with positive indices.
i 5a b ì 3a b ì 7a b
2 4 8 5 6 8
a a-1 b k-4
6 Simplify each of the following. c 4m ó 2m
3 7 d 7x3y-4 ì 6x-3y-1
a a5 ó a2 b t5 ó t 11 Write each of the following using a negative index.
c r ór
19 12 d p8 ó p5 1 2
a b
f 17
y100 x y4
e f
f 12 y10 c z ó z4 d 45p2q-4 ì 3p-5q
m 24 g4 × g5 12 Simplify each of the following.
g h
m14 g2 a 100 b 36 c a2
i x6 × x 2 × x d6 × d7 × d2 d b2 e 49 f 4 f 3
27
j
8 8
x d 3
g 1000 h 3
x3 i 3
8d 3
7 3 5 3 4
k
t ×t ×t p × p × p× p
l
2 4
p2 × p4 × p2
j 3
64 f 6 g3
t ×t
16k13 8k 9 22b15 2b8 Problem solving
m ÷ n ÷ 6
21 42 c c The chessboard problem
9d 8
2d 10 Legend has it that an ancient Chinese king challenged
o
10
÷ the people around him to invent a game that would
16e e16 keep him amused for hours on end and would
7 Simplify the following. challenge him mentally. Days later the king was
a 50 b 120 presented with the game of chess.
c 3450 d q0 The king thought that this was a marvellous game
e r0 f ab0 and wanted to reward the inventor. The inventor said,
g 3w0 h 5q0 - 2q0 ‘I do not ask much for my king’s pleasure. All I ask
i 100s0 + 99t 0 j a7b0 for is one grain of rice for the first square, two grains
k v10w0 l prt0 of rice for the second square, four grains of rice for
m a9b4c0 n j8k0m3 the third square and so on.’

The■king■was■amazed■that■one■could■ask■for■ 2 We■can■write■4■as■2■ì■2,■8■as■2■ì■2■ì■2■and■so■on.■
so■little■for■such■a■wonderful■game.■He■sent■his■ Write■each■of■the■amounts■of■grain■for■the■fi■rst■row,■
mathematician■away■to■calculate■exactly■what■the■ in■index■form.
inventor■was■to■be■paid. 3 For■each■square■on■the■board,■write■the■number■of■
The■mathematician■came■back■and■said■that■the■ grains■of■rice■to■be■paid,■in■index■notation.
inventor■had■asked■for■more■than■all■the■rice■in■the■
4 Complete■the■table■below■for■the■fi■rst■row.
Kingdom■of■China!
Square number Grains paid Total paid
1 1 1
2 2 3
3 4 7
4 8
5
6
7
Questions 8
1 The■inventor■asked■for■one■grain■of■rice■for■the■fi■rst■
5 Can■you■see■a■pattern■between■the■numbers■in■the■
square,■two■for■the■second,■four■for■the■third■and■so■
total■paid■column■and■in■the■grains■paid■column?
on.■For■the■fi■rst■row■of■the■board,■write■down■the■
number■of■grains■of■rice■for■each■square. 6 Calculate■the■total■number■of■rice■grains■to■be■paid.
eBook plus
Interactivities
int-2698
int-2696
Crossword Chapter 10
int-2697

eBook plus ACtivities
Chapter opener •■ Activity■10-B-2■(doc-4105):■Using■power■of■
powers
Digital doc
•■ Activity■10-B-3■(doc-4106):■Applying■power■of■
•■ Hungry■brain■activity■Chapter■10■(doc-6224)■
powers
(page 327)
•■ WorkSHEET■10.1■(doc-6233):■Indices■1
Are you ready?
10C Negative indices
Digital docs (page338)
•■ SkillSHEET■10.1■(doc-6225):■Index■form
•■ Activity■10-C-1■(doc-4107):■Reviewing■negative■
•■ SkillSHEET■10.2■(doc-6226):■Using■a■calculator■to■
indices
evaluate■numbers■in■index■form
•■ Activity■10-C-2■(doc-4108):■Using■negative■
•■ SkillSHEET■10.4■(doc-6227):■Linking■squares■with■
indices
square■roots
•■ Activity■10-C-3■(doc-4109):■Applying■negative■
•■ SkillSHEET■10.5■(doc-6228):■Calculating■square■
indices
roots
•■ SkillSHEET■10.6■(doc-6229):■Linking■cubes■with■ 10D Square roots and cube roots
cube■roots Digital docs
•■ SkillSHEET■10.7■(doc-6230):■Calculating■cube■roots •■ Activity■10-D-1■(doc-4110):■Reviewing■square■roots■
•■ SkillSHEET■10.8■(doc-6231):■Estimating■square■ and■cube■roots (page 340)
roots■and■cube■roots •■ Activity■10-D-2■(doc-4111):■Using■square■roots■and■
•■ SkillSHEET■10.9■(doc-6232):■Using■a■calculator■to■ cube■roots■(page 340)
evaluate■square■roots■and■cube■roots •■ Activity■10-D-3■(doc-4113):■All■about■indices■
10A Review of index laws (page 340)
•■ WorkSHEET■10.2■(doc-6234):■Indices■2■
Interactivity
(page 341)
•■ Index■laws■(int-2769) (page 329)
Digital docs (page 333) Chapter review
•■ Activity■10-A-1■(doc-4101):■Reviewing■the■fi■rst■four■ Interactivities(page 345)
index■laws •■ Test■Yourself■Chapter■10■(int-2698):■Take■the■end-
•■ Activity■10-A-2■(doc-4102):■Using■the■fi■rst■four■ of-chapter■test■to■test■your■progress.
index■laws •■ Word■search■Chapter■10■(int-2696)
•■ Activity■10-A-3■(doc-4103):■Applying■the■fi■rst■four■ •■ Crossword■Chapter■10■(int-2697)
index■laws
Digital docs (page336) www.jacplus.com.au
•■ Activity■10-B-1■(doc-4104):■Reviewing■power■of■
powers

number AnD AlgebrA • money AnD finAnciAl mAthemAtics
11
11A Spending wisely
11B Discount, profit and loss
11C Simple interest
WhAt Do you Kno W ?

1 List what you know about money?
financial 3 As a class, create a large concept map

money.
mathematics eBook plus
Digital doc
Chapter 11
doc-6236
opening Question
How would you define ‘Spending wisely’?

How can you recognise a person who
spends wisely?
Are you ready?

eBook plus Converting units of time

1 Convert■each■of■the■following■to■the■units■shown■in■brackets.
Digital doc
a 2■years■(months) b 3■years■(weeks)
SkillSHEET 11.2
doc-6237 c 42■weeks■(fortnights) d 60■months■(years)
eBook plus Multiplying and dividing a quantity (money) by a whole number

Digital doc
a $23.50■ì■26 b $31■■432.70■ó■12
SkillSHEET 11.3
doc-6238 c $528.72■ì■52 d $45■600■ó■52
eBook plus Multiplying and dividing a quantity (money) by a fraction

Digital doc 1
SkillSHEET 11.4 a $76.42■ó■4 2
doc-6239 1
b $456.50■ó■33 2
eBook plus Converting a percentage to a decimal

4 Convert■each■of■the■following■percentages■to■a■decimal.
Digital doc
a 34% b 79%
SkillSHEET 11.8
doc-6240 c 4% d 67.2%
e 8.25% f 17.5%
eBook plus Finding a percentage of a quantity (money)

5 Find■each■of■the■following.
Digital doc
a 10%■of■$350 b 25%■of■$1424
SkillSHEET 11.9
doc-6241 c 18%■of■$9000 d 12.5%■of■$4570
eBook plus Expressing one quantity as a percentage of another

6 For■each■of■the■following■pairs,■express■the■fi■rst■quantity■as■a■percentage■of■the■second■
Digital doc
quantity.
SkillSHEET 11.11
doc-6242 a $56,■$400 b $13,■$20
c $125,■$625
348 maths Quest 9 for the Australian curriculum

number AND algebra • Money and financial mathematics
11a Spending wisely

■■ The basic principal of spending money wisely is to ‘never spend more than you earn’.
Earning money with a part-time job

■■ Many Year 9 students have part-time jobs, either after school or on weekends or both.
Worked Example 1
Both Adele and Beth have part-time jobs. Adele works at a fast-food restaurant for 13 hours per
week earning $12.90 per hour, while Beth works at her father’s electronics store for 11 hours per
week earning $14 per hour.
a How much will each girl have earned after 6 months (26 weeks)?
b How long will it take each girl to earn $2000 for a summer holiday overseas?
THINK WRITE
a 1 Calculate the amount of money Adele earns in a Hourly wage = $12.90

a week. Hours worked = 13
Adele’s wages per week = 12.90 ì 13
= $167.70
Calculate the amount of money Adele earns in Adele’s wages for 6 months
26 weeks. = 26 ì 167.70
= $4360.20
2 Calculate the amount of money Beth earns in Hourly wage = $14.00
a week. Hours worked = 11
Beth’s wages per week = 14.00 ì 11
= $154
Calculate the amount of money Beth earns in Beth’s wages for 6 months
26 weeks. = 26 ì 154
= $4004
3 Answer the question. In 6 months, Adele earns $4360.20 and
Beth earns $4004.00.
b 1 Calculate the number of weeks it would take b Time for Adele to earn $2000
Adele to earn $2000 based on a weekly wage = 2000 ó 167.70
of $167.70 (step 1 above). Divide 2000 by = 11.9 weeks
167.70.
2 Calculate the number of weeks it would take Time for Beth to earn $2000
Beth to earn $2000 based on a weekly wage of = 2000 ó 154
$154 (step 2 above). Divide 2000 by 154. = 13.0 weeks
3 Answer the question. It would take Adele 12 weeks and Beth
13 weeks to each earn $2000.
Spending with a budget

■■ When a young person begins to earn money via a part-time job it is important to develop a
budget, so that:
•• money spent is less than that earned
•• any expensive items can be saved for over a number of weeks
•• expenses can be accounted for.
Chapter 11 Financial mathematics 349

Worked Example 2
Carlotta earns $13.40 per hour for a 9.5-hour part-time job each week. Her expenses are as follows:
■■ casual expenses: $28 per week
■■ school supplies: $12 per week
■■ cosmetics: $11 per week.
Carlotta wishes to save up for a fancy leather jacket costing $200 and a book about Australian
Aborigines costing $37. How many weeks will it take her?
Think write
1 Calculate Carlotta’s weekly wages. Hourly wage = $13.40
Hours worked = 9.5
Weekly wages = 13.40 ì 9.5
= $127.30
2 Calculate Carlotta’s weekly expenses. Add up the Weekly expenses = 28 + 12 + 11
cost of casual, school supplies and cosmetics. = $51
3 Calculate how much Carlotta saves each week Weekly savings = 127.30 - 51
after her regular expenses. Subtract the expenses = $76.30
from the wages.
4 Calculate the value of the items she is saving for. Cost of items = 200 + 37
Add up the cost of the jacket and the book. = $237
5 Calculate the length of time it takes to save up $237 Saving time required = 237 ó 76.30
based on the result from step 3. Divide 237 by 76.30. = 3.11 weeks
6 Answer the question. It will take Carlotta 4 weeks to save for the
jacket and the book (rounded up to the nearest
whole week).
Saving and borrowing

■■ Sometimes it may be necessary to borrow money in order to afford to purchase an
expensive item.
■■ Normally banks will not lend money to teenagers, so one has to go to parents, relatives or
(wealthy) friends.
Worked Example 3
It is 1 August, just 19 weeks before Christmas. Two Year 9 boys, Dean and Don both work as maths
tutors for 6 hours a week earning $20 per hour. They each wish to buy themselves a fancy mountain
bicycle for Christmas, costing $780 each. Dean has a budget of $40 per week for general expenses
and can save the rest, while Don spends $90 each week.
a How much money will each boy be able to save in 19 weeks?
b How much will either boy have to borrow from their respective parents, in order to purchase the
bike before Christmas?
c If either boy needs to borrow money, how many weeks, at their current rate of savings, will it take
to pay back the loan?
THINK WRITE
a 1 Calculate Dean’s and Don’s weekly wages. a Hourly wage = $20

Hours worked = 6
Weekly wages = 20 ì 6
= $120

2 Calculate how much each boy can save after Dean saves: 120 - 40 = $80 per week
subtracting their weekly expenses. Don saves: 120 - 90 = $30 per week
3 Calculate how much each boy can save after After 19 weeks,
19 weeks at the current rate of savings. Dean saves 19 ì 80 = $1520
Don saves 19 ì 30 = $570
4 Answer the question. Dean saves $1520, while Don saves $570
in 19 weeks. Don does not have enough
money to buy the bicycle.
b 1 Calculate how much money either needs to b Since Dean saves $1520 he does not need
borrow based on the result of part a above. to borrow any money.
Subtract their savings from the cost of the Don needs to borrow 780 - 570 = $210.
bicycle.
2 Answer the question. Don needs to borrow $210 from his
parents.
c 1 Calculate the length of time it takes to repay c Time taken to repay loan
the loan based on the fact that Don can save = 210 ó 30
$30 per week (part a, step 2). = 7 weeks
2 Answer the question. It will take Don 7 weeks (after he buys the
bike in December) to repay his parents.
Savings goals
■■ One of the main reasons for saving money is to purchase items in the future. These are called
savings goals.
■■ There are three main types of savings goals:
•• Short-term: To purchase an item within a few months
•• Medium-term: To purchase an item within about 6 months to 2 years.
•• Long-term: To purchase an item 2 or more years in the future
Worked Example 4
Savings goals: Kim, a Year 9 girl has three savings goals: university tuition fees, a new jumper
costing $75 and a new laptop computer costing $675 that she will need for Year 10.
a Identify the goals as short-, medium- or long-term
b Kim has a part-time job working 10 hours per week at $15 per hour. She wishes to put 10% of
her earnings towards the jumper, $40 per week towards the computer and the rest towards her
university tuition. Calculate how long it will take her to save for the jumper.
c After the jumper is paid for, she wishes to put $25 per week towards the computer and the rest
towards university. Calculate how long it will take her to save for the computer.
d After the computer is paid for, all the money goes towards university. How much will she have
saved for university during the year (52 weeks)?
THINK WRITE
a Identify the type of goals based upon the length of a The shortest goal is the jumper.
time required to meet them. The longest goal is university tuition.
The medium-term goal is the computer.
b 1 Calculate Kim’s weekly wages. b Hourly wage = $15
Hours worked = 10
Weekly wages = 15 ì 10
= $150

2 Calculate how much she puts towards Amount put aside for jumper
the jumper at 10% of 150. = 10% of 150
= $15
3 Calculate how long it will take her to Time taken to save for jumper
save for the $75 jumper. = 75 ó 15
= 5 weeks
4 Answer the question. It will take Kim 5 weeks to save for the jumper.
c 1 State the amount of money saved for c Over the 5-week period, savings are:
each goal during the first 5 weeks. $15 per week for the jumper for a total of $75
$40 per week for the computer for a total of $200
$150 - 15 - 40 = $95 per week for university
for a total of $475.
2 Calculate the amount required to Kim needs 675 - 200 = $475 for the computer.
purchase the computer.
3 Calculate the time required to Time taken to save $475 for the computer
purchase the computer at $25 per = 475 ó 25
week. = 19 weeks
4 Answer the question. Kim will need 5 + 19 = 24 weeks to save for the
computer.
d 1 Calculate the total amount of money d Yearly income
earned in a year (52 weeks). = 52 ì 150
= $7800
2 Subtract the cost of the computer Amount towards university tuition
($675) and the jumper ($75). = 7800 - 675 - 75
= $7050
3 Answer the question. Kim will have saved $7050 towards her
university tuition in 52 weeks.
Best buys
■■ A wise shopper is always on the look-out for the best buy for a particular item.
■■ Supermarkets in Australia are now obliged to provide the unit cost on most products; this
makes the comparison of prices of similar items simple.
■■ Unit price is the price per unit, for example per 100 g, per 100 mL.
Worked Example 5
The supermarket displays three brands of frozen mixed vegetables.

Brand X: $1.06 for 250 g
Brand Y: $1.56 for 350 g
Brand Z: $2.11 for 500 g
Use the unit price per 100 g to determine which brand is the best buy.
Think write
1 Determine the unit price (price per 100 g) Brand X:

for Brand X. Don’t round off at this stage. No. of lots of 100 g in 250 g = 250 ó 100
= 2.5
Cost per 100 g = $1.06 ó 2.5
= $0.424

2 Determine■the■unit■price■(price■per■100■g)■ Brand■Y:
for■Brand■Y.■Round■to■3■decimal■places. No.■of■lots■of■100■g■in■350■g■■=■350■ó■100
=■3.5
Cost■per■100■g■■=■$1.56■ó■3.5
=■$0.446
3 Determine■the■unit■price■(price■per■100■g)■ Brand■Z:
for■Brand■Z.■Round■to■3■decimal■places. No.■of■lots■of■100■g■in■500■g■■=■500■ó■100
=■5
Cost■per■100■g■■=■$2.11■ó■5
=■$0.422
4 Compare■the■three■unit■prices■and■write■an■ The■unit■prices■for■Brands■X,■Y■and■Z■are■$0.424,■
answer. $0.446■and■$0.422■respectively.■This■means■that■
Brand■Z■is■the■cheapest,■followed■by■Brand■X,■then■
Brand■Y.
remember
1.■ It■is■always■better■to■spend■less■than■you■earn.
2.■ Students■can■save■money■from■part-time■jobs■in■order■to■buy■things■they■want.■
3.■ Savings■goals■can■be■considered■as■short,■medium■or■long■term.
4.■ Use■unit■pricing■to■compare■product■prices.
exercise
11A spending wisely
inDiViDuAl fluency
pAthWAys
1 We 1 ■Clarissa■has■a■part-time■job■earning■
eBook plus $13.25■per■hour■for■11■hours■per■week.
a How■much■does■Clarissa■earn■in■
Activity 11-A-1
Introduction to unit 45■weeks?
price b If■she■puts■all■of■her■earnings■towards■
doc-4126 a■home-theatre■TV■costing■$1350,■how■
Activity 11-A-2 long■will■it■take■her■to■save■for■it?
Comparing prices
doc-4127
Activity 11-A-3
More complex price
comparisons 2 Dawn■earns■$10.95■per■hour■working■in■her■mother’s■dress■shop.■
doc-4128
She■works■from■6■pm■to■9■pm■on■Thursdays■and■Fridays■and■
9■am■to■1■pm■on■Saturdays.
a How■much■will■Dawn■earn■in■26■weeks?
b Dawn■wishes■to■save■for■a■dress■to■wear■to■the■semi-formal,■
costing■$260.■If■she■puts■40%■of■her■earnings■towards■the■
cost,■how■many■weeks■will■it■take■her■to■save■for■the■dress?
3 Edmond■makes■$13.40■per■hour■as■a■bicycle■repairman.■He■
works■8■hours■per■week.
a How■much■will■Edward■earn■in■2■years■(104■weeks)?
b Edmond■wishes■to■save■up■for■a■new■bicycle■costing■$380.■
If■he■puts■one-third■of■his■earnings■towards■this■purchase,■
how■long■will■it■take■to■pay■for■it?
chapter 11 financial mathematics 353

4 WE 2 Louis, a Year 9 boy earns $12.75 per hour for a 10-hour part-time job each week. His
expenses are as follows:
■■ casual expenses: $38 per week
■■ school supplies: $16 per week
■■ car magazines: $8 per week.
Louis wishes to save up for a new laser printer ($190) and a book about Australian car
manufacturing costing $45. How many weeks will it take him?
5 Greta and Georgette have identical
jobs at a video store, earning $15.50
per hour for 9 hours’ work each
week after school. Greta spends all
her money, except for $20 that she
puts in a savings account at the bank.
Georgette spends $50 per week on
going out with friends and saves the
rest.
a How much will each girl have
saved after 40 weeks?
b The girls wish to go on an
overseas holiday costing $2500
each. How long will it take each
girl to save this amount?
6 WE3 Horace has a part-time job as a cleaner in an office building after school. He works
7.5 hours per week at a rate of $14 per hour. He wants to buy a bicycle costing $560. He plans on
saving his earnings for 3 weeks to put towards the purchase and borrowing the rest from his father.
a How much does Horace contribute towards the purchase?
b How much does he borrow from his father?
7 WE4 Ingrid, a Year 9 student, wishes to save for a new winter coat ($240) and a car for when
she turns 17. She has a part-time job working at Larson E. Daily’s used-car lot as a typist.
She earns $13.20 per hour for an 8-hour week. She decides to put one-quarter of her earnings
towards the coat and the rest towards the car.
a Identify Ingrid’s savings goals as short, medium or long-term.
b How long will it take her to save for the coat?
c In 4 months (17 weeks) how much will she have put towards the car?
8 MC Which of these savings goals can be considered long-term?
A A new album from iTunes
B The latest crime thriller novel
C Next week’s school excursion
D A trip to Bali
E A donation to the charity Medecins Sans Frontieres
9 MC Jeffrey has a part time job earning $13.60 per hour
for a 13 hour week. He has three savings goals and
wishes to put money towards them in the ratio of 1 : 2 : 5,
with the largest amount going towards a new scooter, the
next largest towards a computer and the smallest amount
towards new t-shirts. How much does he put towards the
computer each week?
A $27.20
B $44.20
C $110.50
D $176.80
E None of the above.

10 WE 5 The supermarket displays three different packaged bags of tomatoes.

Brand A: $1.95 for 500 g
Brand B: $3.15 for 750 g
Brand C: $4.62 for 1.2 kg
Use the unit price per 100 g to determine which brand is the best buy.
Understanding
11 Klaus wishes to purchase a new stereo system which is on sale this week for $1250. He works
for a restaurant as a busboy for 16 hours per week earning $11.20 per hour. He decides to put
half of last week’s earnings towards the stereo and borrow the rest from his mother.
a How much does he have to borrow?
b He offers to repay his mother 30% of his earnings each week. How long will it take to
repay the loan?
c During the time he is repaying the loan to his mother, he decides to put half of his
remaining weekly earnings towards the purchase of CDs. How much, in total, does he
spend on CDs during this period?
12 Francisco and Fiorello both work 12 hours per
week, each earning $150.60 per week.
a What is their hourly rate of pay?
b Both boys wish to save for an expensive surfboard
that costs $430. Francisco normally spends $60
per week on entertainment and $15 per week on
internet access and the rest he’ll put towards his
surfboard. Fiorello decides to save 40% of his
wages for his surfboard. How long will it take
each boy to save for his surfboard?
13 Herman, a Year 9 boy has three savings goals: money towards a large 21st birthday party, a
new pair of hi-tech runners ($140) and the latest mobile phone ($320), which won’t be released
for another 6 months. He has a job working at his uncle’s factory earning $14.50 per hour for a
12-hour week.
a Identify his savings goals as short, medium or long-term.
b Herman decides to put away 20% of his earnings towards the phone, $20 per week
towards the runners and the rest for the 21st birthday party. How long will it take him to
save for the runners and the phone?
c In 40 weeks, how much will he have saved towards his party?
14 Jackson has a part-time job which earns $15 per hour. Over the last 4 weeks he worked 5, 8, 11
and 6 hours per week.
a How much did Jackson earn over the last 4 weeks?
b His boss offers him a 10% raise. What is hourly rate of pay now?
c However, with the new wages, his boss can only offer him a maximum of 6 hours of
work per week. Based upon the 4 weeks’ average number of hours, is he going to make
more or less money in the future?
15 There is the misconception that buying in bulk is always cheaper. A certain brand of soap
powder costs $4.49 for 750 g. What is the most you could pay for a 2.5-kg packet of another
brand of similar soap powder for it to be a better buy?
Reasoning
16 Nancy, a Year 9 girl, earns $17.20 per hour for 9 hours as a typist at an accountant’s office. Her
budget is as follows:
•• 10% for weekly expenses of a casual nature
•• $30 per week for cosmetics

•• 20% per week for new clothes

•• the rest is put in a bank account for university.
a How long would it take her to save for a new business suit costing $265 from her clothing
budget?
b In 52 weeks, how much will she have saved for university?
c Which of her goals can be considered long-term?
d How much has she spent on casual expenses over a 30-week period?
17 Orrin J. Sampson is a Year 9 boy who wants to save for a 4-wheel drive (4WD) when he is old
enough to drive. He works as a football player in a local club earning $120 per match for a
16-match season. During the off-season he works as a fitness trainer for 32 weeks per year at
$14.50 per hour for 12 hours a week.
a How much does Orrin earn in a year?
b If he puts 60% towards the 4WD and spends $40 per month on various items, how much
can he save in a year?
c If he reduces his monthly expenses by $15 and reduces reflection
his savings by $200, how much extra would he have to Why is it important to have
spend each year? Explain. savings goals?
11B Discount, profit and loss

Discount
■■ Stores offer discounts in order to sell slow-moving stock, unfashionable items and stock that
is out of season.
■■ A discount can be quoted in terms of money, or a percentage of the original price of the item.
■■ Two common methods are used to determine the sale price of an item after a percentage discount.
1. Subtract the discount percentage from 100%. ■
Multiply this new percentage (the % of the marked price to be paid) by the original price.
100% - discount % ì % of original price
% of original price ì original price = discounted price

2. Find the actual discounted dollar price by multiplying the discount percentage by the
original price, then subtract the discount amount from the original price.
Original price ì % = discount ($)
Original price - discount = discounted price
Worked Example 6
Find the sale price on a hat marked $72 if a 10% discount is given.
Think write
1 Find the percentage of the marked price that 100% - 10% = 90%
is paid by subtracting the percentage discount
from 100%.
90
2 Find the sale price of the hat. 90% of $72 = × 72
100
= 0.9 ì 72
= 64.80
3 Write the answer in a sentence. The sale price of the hat is $64.80.

Worked Example 7
Peddles is a bicycle store that has offered a discount of 15% on all goods. Find:
a the cash discount allowed on a bicycle costing $260
b the sale price of the bicycle.
THINK WRITE
a Find the discount, which is 15% of the marked a Discount = 15% of 260
price. 15
= × 260
100
= 0.15 ì 260
= 39
The cash discount allowed is $39.
b 1 To find the sale price, subtract the b Sale price = marked price - discount
discount from the marked price. = 260 - 39
= 221
2 Answer the question in a sentence. The sale price of the bicycle is $221.
■■ To calculate the percentage discount, we write the monetary amount of discount as a

percentage of the original price and multiply by 100%.
cash discount 100
■■ Percentage discount = × %.
original price 1
Worked Example 8
At Peddles, the price of a bicycle is reduced from $260 to $200. Calculate the percentage discount.
Think write
1 Calculate the amount of the discount. Discount = 260 - 200

= $60
2
60
Write the discount as a percentage of the Percentage discount = ì 100%
original price, correct to the nearest whole 260
number. = 23.076 923 08
ö 23%
3 Answer the question in a sentence. The percentage discount is about 23%.
Finding the original price

■■ Sometimes it is important to know what the original price was, given the new, discounted one.
There are two cases.
•• For a fixed dollar amount discount:
Original price = new price + discount amount
•• For a percentage discount:
new price
Original price =
(100% - discount percentage)

WorKeD exAmple 9
Find the original prices for the following sale items.

a A winter coat labelled ‘reduced by $60 — now $135’
b A stereo amplifier labelled ‘reduced by 15% — now $239’
thinK Write
a 1 Identify■the■type■of■discount■—■fi■xed■ a Based■on■the■statement,■this■is■a■fi■xed■
amount■or■percentage. amount■discount.
2 Apply■the■appropriate■formula: New■price■=■$135
Original■price■=■new■price■+■discount■amount Discount■amount■=■$60
Original■price■=■135■+■60■=■$195
3 Answer■the■question. The■original■price■of■the■coat■was■$195.
b 1 Identify■the■type■of■discount■—■fi■xed■ b Based■on■the■statement,■this■is■a■percentage■
amount■or■percentage. discount.
2 Apply■the■appropriate■formula Discount■=■15%
new■price New■price■=■$239
Original■price■=■
(100%■-■discount■percentage) New■percentage■=■100%■-■15%
239
Original■price■=■
(100% − 15%)
239
3 Complete■the■calculation. Original■price■=■
85%
239
=■
0.85
=■$281.20■
(rounded■to■the■nearest■5■cents)
4 Answer■the■question. The■amplifi■er’s■original■price■was■$281.20.
profit and loss

■■ When■a■retailer■calculates■the■price■to■be■marked■on■an■article,■many■overhead■costs■must■be■
taken■into■account:■staff■wages,■rent,■electricity,■advertising■and■so■on.
■■ These■costs■must■be■covered,■and■the■business■must■be■profi■table.
■■ Profit or loss■is■the■difference■between■the■total■of■the■retailer’s■costs■(cost■price)■and■the■fi■nal■
selling■price■of■the■goods■(selling■price).
eBook plus selling at a profit

eLesson
Profi■t:■selling■price■-■cost■=■positive■$■amount■
eles-0117 profit
Small
Percentage■profi■t■=■ ■ì■100%
cost
business
selling at a loss
Loss:■selling■price■-■cost■=■negative■$■amount
loss
Percentage■loss■=■ ■ì■100%
cost

Worked Example 10
A music store buys CDs at $15 each and sells them for $28.95 each. What is the percentage profit
made on the sale of a CD?
Think write
1 Calculate the profit on each CD; that is, ■ Profit = 28.95 - 15

selling price - cost. = $13.95
profit 13.95
2 Calculate the percentage profit; that is, ì 100%. Percentage profit = ì 100%
cost 15
= 93%
3 Write the answer in a sentence, rounding to the The profit is 93% of the cost price.
nearest percentage if applicable.
Worked Example 11
Ronan operates a sports store at a fixed profit margin of 65%. For how much would he sell a pair of
running shoes that cost him $40?
Think write
1 Find the selling price by first adding the percentage Selling price = 165% of 40
profit to 100% then multiply the percentage by the 165
cost price. = × 40
100
= 1.65 ì 40
= 66
2 Write the answer in a sentence. The running shoes would sell for $66.
Worked Example 12
In the same sports store, Ronan sells a tracksuit for $99.95. What would Ronan have paid for the
tracksuit?
Think write
1 Write the selling price as 165% of the cost price. 165% of cost price = $99.95
165
2 Write the percentage as a fraction and change the ‘of’ ì cost price = 99.95
to a ‘ì’. 100
3 Write the percentage as a decimal. 1.65 ì cost price = 99.95
99.95
4 Divide both sides of the equation by 1.65. Give your cost price =
answer to the nearest cent. 1.65
= 60.58
5 Write the answer in a sentence. Ronan would have paid $60.58 for the
tracksuit.

remember
1.■ A■discount■is■usually■a■percentage■of■the■marked■price.
2.■ To■fi■nd■the■discounted■price■of■an■item■use■either■of■the■following■formulas:
100%■-■discount■%■=■%■of■original■price
%■of■original■price■ì■original■price■=■discounted■price
■ ■ or
Original■price■ì■%■=■discount■($)
Original■price■-■discount■=■discounted■price
3.■ To■fi■nd■the■percentage■discount:■
cash■discount 100 .
Percentage■discount■= × %
original■price 1
4.■ The■original■price■can■be■calculated■from■the■new■price■and■the■discount■offered:
For■fi■xed■dollar■amount■discounts:■ original■price■=■new■price■+■discount■amount
new■price
For■percentage■discounts: original■price■=■
(100%■-■discount■percentage)
5.■ (a)■ Profi■t:■selling■price■-■cost■=■positive■$■value
(b)■ Loss■=■selling■price■-■cost■=■negative■$■value
profi■t
6.■ (a)■ Percentage■profi■t■=■ ■ì■100%
cost
loss
(b)■ Percentage■loss■=■ ■ì■100%
cost
7.■ (a)■ Selling■price■=■(100%■+■percentage■profi■t)■of■cost■price
=■(100%■+■percentage■profi■t)■ì■cost■price
(b)■ Selling■price■=■(100%■-■percentage■loss)■of■cost■price
=■(100%■-■percentage■loss)■ì■cost■price
exercise
11b Discount, profit and loss
inDiViDuAl fluency
pAthWAys 1 We 6 Find■the■sale■price■of■each■article■when■the■marked■price■and■discount■are■shown■as■in■
eBook plus this■table.
Activity 11-B-1 Marked price (RRP) Discount
Reviewing discount,
profit and loss a $1000 15%
doc-4129
Activity 11-B-2 b $250 20%
Using discount, profit
and loss c $95 12%
doc-4130 1
d $156 33 3 %
Activity 11-B-3
Calculating discount, 1
profit and loss e $69.95 72 %
doc-4131
2 We 7 A■sale■discount■of■20%■off■was■offered■by■the■music■store■Solid■Sound.■Find:
a the■cash■discount■allowed■on■a■$350■sound■system
b the■sale■price■of■the■system.

eBook plus
3 mc ■A■calculator■wristwatch■is■advertised■at■$69.95,■less■10%■discount.■Find■the■sale■price.
A $7.00 B $59.95 C $62.96
Digital doc D $49.95 E $60.00
SkillSHEET 11.10
doc-6244 4 A■store-wide■clearance■sale■advertised■15%■off■everything.
a What■would■be■the■selling■price■of■a■pair■of■jeans■marked■at■$49?
b If■a■camera■marked■at■$189■was■sold■for■$160.65,■was■the■correct■percentage■deducted?
eBook plus
5 T-shirts■are■advertised■at■$15.95■less■5%■discount.■How■much■would■Jim■pay■for■fi■ve■T-shirts?
6 We8 Find■the■percentage■discount■given■on■the■items■shown■in■the■table.■Round■to■the■nearest■
Digital doc
SkillSHEET 11.11
percent.
doc-6242
Original price Selling price
a $25 $15
b $100 $72
c $69 $50
d $89.95 $70
7 mc ■Calculators■were■advertised■at■$20,■discounted■from■$25.■What■percentage■discount■was■
given?
A 20% B 25% C 5%
D 0.2% E 2%
8 A■tennis■racquet■marked■at■$79.95■sells■for■$60.■What■percentage■discount■is■this,■to■the■
nearest■whole■number■percentage?
9 CDs■normally■selling■for■$28.95■were■cleared■for■$23.95.■What■percentage■discount■was■
given?
10 All■sports■cleared■their■stock■of■soccer■balls■for■$39.95.■They■had■been■priced■at■$49.95.■What■
percentage■discount■was■given?
11 We9 Calculate■the■original■price■of■these■following■sale■items.
a A■shirt■selling■for■$31.40■at■a■15%■discount
b A■digital■watch■selling■for■$42.40■at■a■20%■discount
c A■dishwashing■machine■selling■for■$667.80■at■a■discount■of■16%
12 mc ■A■mobile■phone■is■offered■at■82%■of■its■regular■price.■If■the■new■price■is■$134.50,■the■
original■price■was:
A $164 B $146 C $747
D $447 E None■of■the■above.
13 We 10 ■A■supermarket■buys■frozen■chickens■for■$3.50■each■and■sells■them■for■$5.60.■What■is■
the■percentage■profi■t■made■on■the■sale■of■each■chicken?
14 A■restored■motorbike■was■bought■for■$350■and■
later■sold■for■$895.
a How■much■profi■t■was■made?
b What■percentage■was■profi■t?■Give■your■
answer■correct■to■the■nearest■whole■number.
15 For■each■of■the■following■items,■fi■nd■the■
percentage■profi■t■or■loss.
Cost price Selling price
a $15 $20
b $40 $50
c $40 $30
d $75 $85
e $38.50 $29.95

16 Running■shoes■bought■for■$139.95■were■sold■after■six■months■for■$60.
a How■much■was■the■loss?
b What■was■the■percentage■loss?■Give■your■answer■to■the■nearest■whole■number.
17 A■sports■card■collection■costing■$80■was■sold■for■$65.■What■was■the■percentage■loss?
18 Running■shoes■bought■by■a■sports■store■for■$30■per■pair■were■sold■at■$79.95.■What■percentage■
profi■t■was■made?
19 We 11 ■Kyle■runs■a■jewellery■business■that■uses■
a■fi■xed■profi■t■margin■of■98%.■For■how■much■would■he■sell■a■
necklace■that■cost■him■$830?
20 Find■the■selling■price■for■each■of■the■following■items.
eBook plus
a Jeans■costing■$20■are■sold■with■a■profi■t■margin■of■95%.
Digital doc b A■soccer■ball■costing■$15■is■sold■with■a■profi■t■margin■of■80%.
SkillSHEET 11.12
c A■sound■system■costing■$499■is■sold■at■a■loss■of■45%.
doc-6245
d A■skateboard■costing■$30■is■sold■with■a■profi■t■margin■of■
120%.
21 We12 ■ mc ■A■camping■goods■shop■operates■on■a■profi■t■margin■
of■85%.■How■much■would■the■shop■have■paid■for■a■sleeping■bag■
that■sells■for■$89.95?
A $174.95 B $13.49 C $48.62
D $76.46 E $85.00
unDerstAnDing
22 A■discount■of■15%■reduced■the■price■of■a■CD■by■$3.20.
a What■was■the■original■price■of■the■CD?
b What■was■its■selling■price?
23 A■discount■of■22%■reduced■the■price■of■an■outfi■t■by■$48.
a What■was■its■original■price?
b At■what■reduced■price■was■it■selling?
24 mc ■I■pay■$1290■for■10■identical■articles,■being■allowed■a■total■discount■of■$130.■The■marked■
price■of■each■article■is:
A $142 B $116 C $1420
D $2590 E $259
25 mc ■I■am■allowed■a■discount■of■10%■off■the■total■price■of■6■articles■which■cost■$x■each.■The■
fi■nal■price■paid■is:
A $60x B $6x C $0.06x
D $0.6x E $5.4x
26 A■major■department■store■marks■up■each■item■using■a■profi■t■margin■of■120%.
a How■much■did■it■cost■the■store■to■buy■a■shirt■if■it■is■sold■for■$55?
b How■much■did■it■cost■the■store■to■buy■perfume■that■is■sold■for■$106?
c What■was■the■cost■to■the■store■of■a■kitchen■appliance■sold■for■$89.95?
27 Sonja■bought■an■old■bike■for■$20.■She■spent■$47■on■parts■and■paint■and■renovated■it.■She■then■
sold■it■for■$115■through■her■local■newspaper.■The■advertisement■cost■$10.
a What■were■her■total■costs?
b What■percentage■profi■t■did■she■make■on■costs?
c What■percentage■profi■t■was■made■on■the■selling■price?
28 mc ■A■fruit■and■vegetable■retailer■buys■potatoes■by■the■tonne■for■$180■and■sells■them■in■5-kg■
bags■for■$2.45.■What■percentage■profi■t■is■made?
A 58% B 310% C 172%
D 272% E 245%

29 During■a■sale,■a■retailer■allows■a■discount■of■15%■off■the■marked■price.■His■sale■price■of■$60■
still■gives■him■a■profi■t■of■10%.
a What■did■the■article■cost■him?
b What■was■the■marked■price?
30 mc ■A■clothing■store■operates■on■a■profi■t■margin■of■150%.■The■selling■price■of■an■article■
bought■for■$p■is:
A $151p B $150p C $2.5p D $1.5p E None■of■these
31 Chris■calculated■the■costs■of■producing■a■new■diving■
mask■would■be■$20,■but■he■needed■to■have■a■60%■
profi■t■margin.■What■price■will■Chris■have■to■charge■in■
order■to■retain■this■profi■t■margin?
reAsoning
32 mc ■Dale■saw■an■ad■in■the■local■paper■for■a■rental■tuxedo.■The■tuxedo■cost■$120■to■rent■for■
the■evening.■When■Dale■arrived■at■the■store■to■pay■for■his■tuxedo,■the■owner■offered■him■a■
10%■discount■on■the■$120■advertised■cost.■After■Dale■paid■the■discounted■price,■the■owner■
realised■that■Dale■was■a■member■of■the■local■surf■club■and■offered■him■a■5%■discount■on■the■
price■Dale■had■already■paid.■What■was■the■fi■nal■price■of■the■tuxedo?
A $108 B $102 C $102.60 D $105 E $95.50
33 A■student■received■a■10%■discount■on■mathematical■books■during■the■bookstore’s■sale.■He■was■
then■offered■another■5%■frequent■customer■discount■to■be■applied■to■the■discounted■price.■If■
the■customer■paid■$220■for■the■books,■what■was■the■original■price■of■the■books?■Justify■your■
answer.
34 Glen’s■surf■shop■increased■their■profi■t■margin■on■wetsuits■to■200%,■while■Melissa’s■surf■shop■
increased■their■profi■t■margin■on■wetsuits■to■50%.■After■the■changes■in■profi■t■margin,■both■
surf■shops’■prices■were■equal.■If■Glen’s■original■cost■was■$120■for■a■wetsuit,■then■what■was■
Melissa’s■original■cost■for■a■wetsuit?■Justify■your■answer.
35 Chilee’s■dress■shop■is■going■out■of■business■and■selling■20■dresses■at■a■loss■in■order■to■pay■
outstanding■debts.■If■Chilee’s■cost■for■each■of■these■dresses■is■$120,■by■what■percentage■should■
she■decrease■the■price■of■her■dresses■in■order■to■obtain■$1680■in■cash?
36 The■cost■of■producing■a■litre■of■milk■is:
•■ milk■payment■to■farmers:■$40■per■100■litres
•■ packaging■$0.12■per■litre
•■ transportation■from■farm■to■dairy■$45■per■200■litres
•■ dairy■processing■costs■$10.50■per■25■litres.
a What■is■the■cost■of■producing■a■litre■of■milk?
b If■the■dairy■wishes■to■make■a■profi■t■of■$1000■per■4000■litres,■what■is■the■selling■price■of■a■
litre■of■milk?
c The■government■decides■to■force■dairies■to■reduce■their■selling■price■by■$0.10■per■litre.
What■is■the■profi■t■per■litre■now?■Justify■your■answer.
37 A■set■of■reference■books■originally■costs■$780■and■
is■offered■at■a■20%■discount■in■March.■In■April■the■
eBook plus
discounted■price■is■increased■by■20%. reflection
Digital doc a Does■the■price■in■April■equal■the■price■before■ Why is profit an important part of
WorkSHEET 11.1 March? all buying and selling transactions?
doc-6243
b If■the■answer■to■part■a■is■no,■explain■why.

11c simple interest

eBook plus the time-value of money
Interactivities
■■ If■you■borrow■$10■from■a■friend■(or■a■bank),■she■expects■to■get■paid■back,■in■the■future,■more■
Simple interest than■$10.■Should■it■be■$10.01,■$10.10,■$11■or■some■other■value?
int-2770 ■■ This■is■known■as■the■time-value■of■money■—■the■fact■that■over■time■a■sum■of■money■will■
Effects of P, r,
increase■in■value■if■invested■wisely.
i and t
int-0745
■■ If■you■borrow■money■it■is■called■a■loan;■the■person■(or■bank)■you■borrow■from■makes■an■
investment.
■■ In■the■above■example■the■$10■is■the■principal■and■the■amount■over■$10■is■the■interest.
■■ The■length■of■time■between■the■borrowing■and■the■paying■back■is■called■the■time■period.
WorKeD exAmple 13
A young apprentice butcher agrees to borrow $100 and pay $110 back in 4 months’ time.
a Identify the amount of principal and interest in this transaction.
b Based on the rate of interest above, how much interest would be charged if the apprentice
borrowed $500 for 3 months?
thinK Write
a 1 Calculate■the■difference■between■what■was■ a Interest■=■110■-■100■=■10
borrowed■and■what■was■paid■back.■This■is■ The■interest■was■$10.
the■interest.
2 The■amount■borrowed■is■the■principal. The■principal■was■$100.
b 1 Determine■the■rate■of■interest,■that■is,■how■ b Interest■=■$10
much■interest■was■charged■per■month. Principal■=■$100
10
Rate■of■interest■=■
100
Percentage■interest■rate■
10 100
=■ ■ì■
100 1
=■10%■per■4■months■or■2.5%■per■month.
2 Use■that■rate■of■interest■(2.5%■per■month)■ Interest■on■$500■for■1■month■
to■calculate■the■interest■on■$500■for■ =■2.5%■of■500■
1■month. 2.5
=■ ■ì■500
100
=■$12.50
3 Multiply■the■monthly■interest■charge■ Interest■for■3■months■■=■12.50■ì■3
($12.50)■by■the■number■of■months■(3). =■$37.50
4 Answer■the■question. The■amount■of■interest■on■$500■for■3■months■
is■$37.50
simple interest
■■ Worked■example■13■is■an■example■of■a■loan■(or■investment)■using■simple interest
calculations.■
■■ The■amount■of■interest■is■proportional■to■the■principal,■the■time■period■and■the■rate■of■
interest.

■■ Let P = the amount of the principal, T = the time period and r = the interest rate per unit of
time. Then the amount of interest (I ) is given by the formula:
P ×r ×T
I= .
100
■■ Note that r and T must be in the same units; that is, if the interest rate (r) is in months, then
the length of time (T ) must be in months also.
■■ The amount (A) of the loan (or investment) is the sum of the principal and interest.
Amount = principal + interest
A=P+I
Worked Example 14
Using the simple interest formula, calculate the interest, and then the amount of the following
investments.
a Gerry invests $400 at 7% per year for 6 years.
b Hetty invests $500 at 6% per year for 10 months.
THINK WRITE
a 1 Identify the principal, interest rate and time a Principal = $400

period. Ensure that the interest rate and Interest rate (r) = 7% per year
time are in the same units. In this case they Time period (T) = 6 years.
are both in years.
PrT
2 Use the simple interest formula with the Interest =
principal as given ($400). 100
400 × 7 × 6
=
100
= 168
Interest = $168
3 Calculate the amount of the investment Principal = $400
using the formula: Interest = $168
Amount = principal + interest. Amount = 400 + 168
= $568
4 Answer the question. The investment will amount to $568.
b 1 Identify the principal, the interest rate and b Principal = $500
annual interest rate
time period, ensuring that they are in the Monthly interest rate =
same units. In this case interest rate is in 12
6
years while time period is months. Convert =
12
interest rate into a monthly rate by dividing
by 12. = 0.5%
Interest rate (r) = 0.5% (per month)
Time period = 10 months
PrT
principal as given ($500). 100
500 × 0.5 × 10
=
100
= 25
Interest = $25

3 Calculate the mount of the investment Principal = $500

using the formula: Interest = $25
Amount = principal + interest. Amount = 500 + 25
= $525
4 Answer the question. The investment will amount to $525.
An application: term deposits

■■ A term deposit is a form of savings account, where the money is left in the bank for a long
time (term) and (generally) cannot be accessed until the term is completed.
■■ Term deposits usually pay a higher interest rate than regular savings accounts.
■■ In Australia, taxation law requires that any term deposit where the term is 1 year or longer can
only pay simple interest.
■■ The interest paid each year is given to the depositor in cash or deposited into a regular savings
account.
Worked Example 15
Calculate the interest paid each year and over the length of the term deposit for the following.
a Ina invests $2530 for 5 years at 6.5% per year.
b Jose invests $4280 for 3.3 years at 9.5% per year.
THINK WRITE
a 1 Identify the principal, interest rate and a Principal = $2530

time. Interest rate (r) = 6.5% per year
Time = 1 year
PrT
principal as given ($2530) for 1 year 100
(T = 1). 2530 × 6.5 × 1
=
100
= $164.45
3 Multiply the value of the 1st year’s interest Total interest = 5 ì 165.45
by the length of the term (5 years). = $822.25
4 Answer the question. Total interest paid is $822.25.
b 1 Identify the principal and interest rate. b Principal = $4280
Interest rate (r) = 7.5% (per year)
PrT
principal as given ($4280) for 1 year 100
(T = 1). 4280 × 7.5 × 1
=
100
= $321
3 Multiply the value of the 1st year’s interest Total interest = 3.3 ì 321
by the length of the term (3.3 years). = $1059.3
4 Answer the question. Total interest paid is $1059.30.

Developing a simple interest spreadsheet

■■ The spreadsheet below calculates the total amount of simple interest for a given number of
years.
A B C D E F
1
2 Principal 1000
Interest rate
3 (per year) 5
4 Time (years) 6
5
New
6 Year Principal Interest value
7 1 1000 50 1050
8 2 1000 50 1100
9 3 1000 50 1150
10 4 1000 50 1200
11 5 1000 50 1250
12 6 1000 50 1300
13
■■ Inputs (yellow cells)

•• Cell D2: the amount of principal. Above, the principal is $1000.
•• Cell D3: the interest rate, as a percentage. Above, the interest rate is 5%.
•• Cell D4: the term. Above, the term is 6 years.
■■ Outputs (Row 7 and beyond)
•• Column B: shows the years: 1, 2, 3, . . . 6
•• Column C: shows the principal each year. Set C7 = $D$2 and fill down.
•• Column D: shows the interest calculation. Set D7 = C7*$D$3/100 and fill down.
•• Cell E7: Shows the new value after year 1. Set E7 = C7 + D7.
•• Cell E8: Shows the new value after year 2. Set E8 = E7 + D8 and fill down.
■■ For time periods greater than 6 years, highlight Row 12’s cells and fill down.
remember
1. If one borrows or lends money, its value increases over time. This is called the
time-value of money.
2. The amount of money borrowed or loaned is called the principal (P).
3. The increase in value is called the interest (I ).
4. The length of the loan or investment is called the time period (T).
5. With simple interest, the amount of interest is proportional to P, r and T:
PrT
I=
100
6. The amount of the loan or investment is the sum of principal and interest:
Amount = principal + interest
7. A term deposit is a form of savings account where money is left in the bank for a long
time (term) and cannot be accessed until the term is completed.

exercise
11c simple interest
inDiViDuAl fluency
pAthWAys
1 We13 ■A■Year■9■girl■agrees■to■borrow■$200■and■pay■$225■back■in■5■months’■time.
eBook plus a Identify■the■amount■of■principal■and■interest■in■this■transaction.■
b Based■on■the■rate■of■interest■above,■how■much■interest■would■be■charged■if■the■girl■
Activity 11-C-1
Calculating simple borrowed■$700■for■4■months?
interest 2 Jan■borrowed■$1000■for■4■months■and■paid■back■$1050.■How■much■would■she■have■to■pay■
doc-4135
back■if■she■borrowed■for■9■months■instead?
Activity 11-C-2
Rearranging the 3 We14 ■Using■the■simple■interest■formula■calculate■the■interest,■and■then■the■amount■of■the■
simple interest following■investments.
formula a Huey■invests■$800■at■4%■per■year■for■3■years.
doc-4136
b Dewey■invests■$1200■at■7%■per■year■for■13■months.
Activity 11-C-3
c Louie■invests■$1600■at■0.5%■per■month■for■2■years.
Comparing
investments 4 Use■the■simple■interest■formula■to■calculate■the■interest■on■the■following■loans.
doc-4137 a Larry■borrows■$6200■at■8.5%■per■year■for■5■years.
b Moe■borrows■$7200■at■9.5%■per■year■for■10■months.
c Curly■borrows■$7200■at■10.5%■per■year■for■13■years.
5 A■construction■company■borrows■money■to■fi■nance■its■projects.■It■offers■investors■10%■per■
year■simple■interest■for■amounts■over■$20■■000.■Calculate■the■interest■and■total■value■for■the■
following■investors.
a Stanley■invests■$65■■000■for■2.5■years.
b Oliver■invests■$82■■000■for■11■months.
6 We15 ■Calculate■the■interest■paid■each■year■and■over■the■length■of■the■term■deposit■for■the■
following:
a George■invests■$6520■for■2.6■years■at■6.2%■per■year.
b Gracie■invests■$5250■for■2.4■years■at■6.8%■per■year.
7 mc ■If■a■$4000■investment■returns■$550■in■interest■over■a■1.5■year■term■then■the■annual■
interest■rate■is:
A 13.75%
B 9.17%
C 5%
D 10%
E 4.58%
8 For■each■of■the■fi■ve■loans■in■the■table,■calculate:
i the■simple■interest
ii the■amount■repaid.
Principal ($) Interest rate per annum Time

a 1■000 5% 2■years
b 4■000 6% 3■years
c 800 4.5% 48■months
d 2■700 3.9% 2■years■6■months
e 15■678 9.2% 42■months
9 Find■the■fi■nal■value■of■each■of■the■following■investments:
a $3000■for■2■years■at■5%■p.a.
b $5000■for■3■months■at■4.3%■p.a.

Understanding
10 A woman purchases a term deposit for 3 years at 6.5% per annum. What percentage of the
principal is paid out in interest over the 3 year period?
11 One million dollars was invested for 5 days at 6.2% p.a. How much interest was earned on this
investment?
12 Carla borrows $3762 for an overseas trip at 8.9% p.a. simple interest over 20 months. If
repayment is made later in equal monthly instalments over the same time period, how much is
each instalment?
13 Jodie wants to earn $200 in interest over the next two years. If she can invest her money at
8% p.a., how much does she need to invest to earn the $200?
14 Find the missing quantity in each row of the table.
Principal Rate of interest p.a. Time Interest earned
a $2 000 6% $240.00
b $3 760 5.8% $545.20
c 7% 3 years $126.00
d 4.9% 1 year 9 months $385.88
e $10 000 1 $1200.00
1 2 years
f $8573 40 months $1085.91
15 MC If an investment of $400 pays 8% simple interest per year for 3 years, then the amount of
the investment is:
A $32
B $96
C $432
D $496
E $1296
Reasoning
16 A $269 000 business is purchased on $89 000 deposit and the balance payable over 5 years at
8.95% p.a. flat rate.
aHow much money is borrowed to purchase this business?
bHow much interest is charged?
cWhat total amount must be repaid?
dFind the size of each of the equal monthly repayments.
17 A construction worker agrees to the following contract.
She starts out earning $1000 per week, then every 5 weeks her wages increase by a certain
amount. If over a 25-week period she earns a total of $38 750, what was the increase every
5 weeks? ■
(Hint: Try to set up a spreadsheet for this problem.)
18 Olivia and Anita go to the same bank, and Olivia invests $5000 more than Anita. Olivia
receives an annual interest rate of 6%, while Anita receives 5%. After one year Olivia received
$1560 simple interest. Determine:
a how much Olivia invested
b how much Anita invested
c how much simple interest Anita earned.

eBook plus
19 You■have■been■given■$20■■000■from■your■parents■to■place■in■two■different■investments■(Silicon■
World■and■Solar■Energy).■Silicon■World■offers■an■annual■interest■rate■of■10%■and■Solar■Energy■
Digital doc offers■a■6%■annual■interest■rate.■Together■the■investments■return■a■total■of■$1800■at■the■end■of■
WorkSHEET 11.2
doc-6246
the■year.■Determine■the■amount■of■money■placed■in■each■investment.■Justify■your■answer.
reflection
What is the easiest way to
memorise the simple interest
formula?

Summary
Spending wisely
■■ It is always better to spend less than you earn.
■■ Students can save money from part-time jobs in order to buy things they want.
■■ Savings goals can be considered as short, medium or long term.
■■ Use unit pricing to compare product prices.
Discount, profit and loss

■■ A discount is usually a percentage of the marked price.
■■ To find the discounted price of an item use either of the following formulas:
100% - discount % = % of original price
% of original price ì original price = discounted price

or
Original price ì % = discount ($)
Original price - discount = discounted price

■■ To find the percentage discount:
cash discount 100
Percentage discount = × %.
original price 1
■■ The original price can be calculated from the new price and the discount offered:
For fixed dollar amount discounts: original price = new price + discount amount
new price
For percentage discounts: original price =
(100% - discount percentage)
■■ (a) Profit: selling price - cost = positive $ value
(b) Loss = selling price - cost = negative $ value
profit
■■ (a) Percentage profit = ì 100%
cost
loss
(b) Percentage loss = ì 100%
cost
■■ (a) Selling price = (100% + percentage profit) of cost price
= (100% + percentage profit) ì cost price
(b) Selling price = (100% - percentage loss) of cost price
= (100% - percentage loss) ì cost price
Simple interest
■■ If one borrows or lends money, its value increases over time. This is called the time-value of
money.
■■ The amount of money borrowed or loaned is called the principal (P).
■■ The increase in value is called the interest (I ).
■■ The length of the loan or investment is called the time period (T ).
■■ With simple interest, the amount of interest is proportional to P, r and T :
PrT
I=
100

■■ The■amount■of■the■loan■or■investment■is■the■sum■of■principal■and■interest:
amount■=■principal■+■interest.
■■ A■term■deposit■is■a■form■of■savings■account,■where■money■is■left■in■the■bank■for■a■long■time■
(term)■and■cannot■be■accessed■until■the■term■is■completed.

Homework

chapter review
fluency 9 To■increase■sales,■the■manager■of■a■clothing■store■
offers■the■following■discount■on■a■$400■overcoat.
1 Claire■wishes■to■save■$1000■for■a■holiday■in■
The■1st■week■it■is■sold■at■the■regular■price,■but■
Hawaii.■She■works■part-time■earning■$120■per■
each■week■thereafter■the■price■is■reduced■by■10%■
week■and■can■save■40%■each■week.■How■long■will■
over■the■previous■week’s■price.■Determine■the■
it■take■to■reach■her■savings■goal?
price■in■weeks■2,■3,■4■and■5.
A 17■weeks B 7■weeks
C 3■weeks D 20■weeks
problem solVing
E 21■weeks
2 If■a■trendy■sports■coat■is■sold■for■3■times■what■it■ 1 Bargain■Barry■loves■to■shop.■After■receiving■a■
cost■to■make,■then■the■profit■as■a■percentage■of■the■ 15%■discount■on■his■chainsaw■and■35%■off■his■
selling price■is:■ lawnmower,■he■tells■his■friend■Cheap■Chris■about■
A 66.7% B 75% his■bargain.■Chris■told■Barry■that■he■was■cheated■
C 100% D 200% because■he■would■have■received■a■better■deal■if■the■
E Cannot■be■determined■from■the■given■ total■prices■were■added■together■and■discounted■
information. by■25%.■The■cost■of■the■lawnmower■was■twice■the■
amount■of■the■chainsaw.
3 If■a■person■invests■$400■and■it■earns■$300■simple
a Explain■why■Chris■is■not■correct■in■his■advice.
interest■in■6■years,■then■the■interest■rate■per■year■is:
b When■would■Chris’■advice■be■correct?
A 16.7% B 20% C 8%
D 12.5% E 75% 2 Sara■borrows■$10■■000■from■one■bank,■and■Jose■
borrows■$2000■from■another■bank.■Sara’s■account■
4 Marie-Louise,■a■Year■9■girl,■earns■$13.40■per■hour■
pays■3%■more■than■Jose’s■account.■If■together■the■
for■an■18-hour■fortnight.■After■her■expenses■of■
accounts■earn■$800■simple■interest■in■one■year,■
$40■per■fortnight,■she■saves■one-third■of■the■rest■to■
what■is■the■annual■interest■rate■for:
put■towards■her■college■education.■She■decides■that■
a Sara’s■account?
she■needs■to■save■$8000■in■total.■After■50■weeks,■
b Jose’s■account?
how■much■more■does■she■need■to■save?
5 A■digital■wristwatch■has■$5.70■worth■of■material,■ 3 Cory■is■offered■two■different■deals■on■a■$25■■000■
$1.80■worth■of■packaging■and■$0.22■worth■of■ motorcycle:■
advertising.■In■addition■it■costs■$42■to■transport■ Deal■A:■an■initial■discount■of■15%,■and■an■8%■
200■watches.■If■the■watch■sells■for■$30■how■much■ discount,■applied■to■the■discounted■price,■for■
profi■t■is■made■on■200■watches? being■the■100th■customer■of■the■day
Deal■B:■a■22%■discount■on■the■original■price.
6 Calculate■the■original■prices■on■the■following■sale■
a What■is■the■overall■discount■amount■for■Deal■A?
prices.
b What■is■the■overall■discount■percentage■for■
a A■cot■on■sale■for■$78■at■a■discount■of■20%
Deal■A?
b A■single■bed■on■sale■for■$420■at■a■discount■of■
c Which■deal■would■save■you■the■most■money?
30%
c Last■year’s■model■mp3■player■on■sale■for■ 4 Catherine■increased■the■cost■of■dresses■by■20%■in■
$109.20■at■a■discount■of■40%. her■boutique■for■one■week,■then■reduced■the■new■
price■by■30%■the■following■week■to■$60.■What■was■
7 Mary■wishes■to■purchase■a■very■expensive■pair■of■
the■original■price■of■the■dresses?
dress■shoes.■They■cost■$160■but■she■only■has■$30■to■
spend.■The■store■agrees■to■a■lay-by■where■she■must■
pay■an■equal■amount■each■week■for■7■weeks.■How■ eBook plus
much■is■her■weekly■payment?
Interactivities
8 Calculate■the■simple■interest■on■the■following■ Test yourself Chapter 11
savings■accounts. int-2701
a $520■at■4.5%■per■year■for■2■years Word search Chapter 11
int-2699
b $1230■at■5.5%■per■year■for■3.5■years
c $3457■at■6.5%■per■year■for■14■months int-2700

eBook plus ActiVities
Chapter opener •■ Activity■11-B-2■(doc-4130):■Using■discount,■profi■t■
and■loss (page 360)
Digital doc
•■ Activity■11-B-3■(doc-4131):■Calculating■discount,■
profi■t■and■loss (page 360)
(page 347)
•■ SkillSHEET■11.10■(doc-6244):■Decreasing■a■
Are you ready? quantity■by■a■percentage (page 361)
•■ SkillSHEET■11.11■(doc-6242):■Expressing■one■
•■ SkillSHEET■11.2■(doc-6237):■Converting■units■of■ quantity■as■a■percentage■of■another (page 361)
time. •■ SkillSHEET■11.12■(doc-6245):■Increasing■a■quantity■
•■ SkillSHEET■11.3■(doc-6238):■Multiplying■and■ by■a■percentage (page 362)
dividing■a■quantity■(money)■by■a■whole■number. •■ WorkSHEET■11.1■(doc-6243):■Financial■
•■ SkillSHEET■11.4■(doc-6239):■Multiplying■and■ mathematics (page 363)
dividing■a■quantity■(money)■by■a■fraction. 11C Simple interest
•■ SkillSHEET■11.8■(doc-6240):■Converting■a■
Interactivities
percentage■to■a■decimal.
•■ Simple■interest■(int-2770)■(page 364)
•■ SkillSHEET■11.9■(doc-6241):■Finding■a■percentage■
•■ Effects■of■P,■r,■i■and■t■(int-0745)■(page 364)
of■a■quantity■(money).
•■ SkillSHEET■11.11■(doc-6242):■Expressing■one■
•■ Activity■11-C-1■(doc-4135):■Calculating■simple■
quantity■as■a■percentage■of■another.
interest
11A Spending wisely •■ Activity■11-C-2■(doc-4136):■Rearranging■the■simple■
interest■formula
•■ Activity■11-A-1■(doc-4126):■Introduction■to■unit■ •■ Activity■11-C-3■(doc-4137):■Comparing■investments
price •■ WorkSHEET■11.2■(doc-6246):■Simple■interest
•■ Activity■11-A-2■(doc-4127):■Comparing■prices Chapter review
•■ Activity■11-A-3■(doc-4128):■More■complex■price■
Interactivities (page 373)
comparisons
•■ Test■Yourself■Chapter■11■(int-2701):■Take■the■end-of-
11B Discount, profit and loss chapter■test■to■test■your■progress.
eLesson
•■ Word■search■Chapter■11■(int-2699)
•■ Small■business■(eles-0117) (page 358) •■ Crossword■Chapter■11■(int-2700)
Digital docs
•■ Activity■11-B-1■(doc-4129):■Reviewing■discount,■
profi■t■and■loss (page 360) www.jacplus.com.au

MeAsureMent AnD geoMetry • usIng unIts oF MeAsureMents
12
12A Measurement
12B Area
12C Area and perimeter of a sector
12D Surface area of rectangular and
triangular prisms
12E Surface area of a cylinder
12F Volume of prisms (including cylinders)
WhAt Do you knoW ?

1 List what you know about measurement.
Measurement then with a small group.

measurement.
eBook plus
Digital doc
Chapter 12
doc-6293
openIng QuestIon
How many litres of water are in an

Olympic swimming pool, and what is the
area of walls that needs to be kept clean?
Are you ready?

completing the matching SkillSHEET located on your eBookPLUS.
eBook plus
Converting units of length
1 Convert each of the following measurements.
Digital doc
a 54 m to cm b 8.7 cm to mm c 25 mm to m
SkillSHEET 12.1
doc-6294
eBook plus Substitution into perimeter formulas

2 Substitute the values of the pronumerals into each of the following perimeter formulas and
Digital doc
hence find the value of P (or C ). All lengths are in cm.
SkillSHEET 12.3
doc-6295 a P = 4l where l = 5 b P = 2(l + w) where l = 7 and w = 2
c C = p d where d = 10 and p ö 3.142 d C = 2p r where r = 4.1 and p ö 3.142
eBook plus Perimeter of squares, rectangles, triangles and circles

3 Find the perimeter of each of the following shapes correct to 2 decimal places where necessary.
Digital doc a b c d
SkillSHEET 12.5 20 m 15 m
doc-6296 3 mm 12 m
25 m 3m
8 mm
5 cm
eBook plus Substitution into area formulas

4 Substitute the values of the pronumerals into each of the following area formulas and hence
Digital doc
find the value of A.
SkillSHEET 12.7
doc-6297 a A = l2 where l = 6 cm b A = lw where l = 11 m and w = 4 m
1
c A = 2 bh where b = 8 cm and h = 13 cm d A = p r2 where r = 15 cm and p ö 3.142
eBook plus Area of squares, rectangles, triangles and circles

5 Find the area of each of the shapes shown in question 3.
Digital doc
SkillSHEET 12.9
doc-6298
eBook plus Surface area of cubes and rectangular prisms

6 Find the surface area of each a b
Digital doc
of the prisms at right.
SkillSHEET 12.10
doc-6299 3m
4 cm 5m 7m
eBook plus Volume of cubes and rectangular prisms

7 Find the volume of each of the prisms in question 6.
Digital doc
SkillSHEET 12.12
doc-6300

12A Measurement
timescales
■ Time is one of our most useful measurements. We use it to relate events in the past, present
and future.
■ Time is used to measure periods such as the numbers of weeks until a birthday, the number of
days until the holidays, or the number of minutes left in a Maths lesson.
large timescales
■ Scientists sometimes need to work with very large or very small timescales.
■ Very large or very small numbers are best written in scientific notation (as described in
Chapter 2).
Numbers written in scientific notation are in the form a ì 10n where a is a number between 1
and 10 and n in an integer.
For example, 250 000 000 000 = 2.5 ì 1011
WorkeD exAMple 1
Alpha Centauri is the closest star system to Earth at a distance of 4.3 light-years. Light travels at
300 000 km/s.
a Write the speed of light in scientific notation.
b Determine the distance travelled by light in 1 minute.
c Determine the distance travelled by light in 1 day.
d Determine the length of a light-year in kilometres.
e Determine the distance, in km, of Alpha Centauri from Earth.
thInk WrIte
a Light travels at 300 000 km/s. Write this in the a 300 000 = 3.0 ì 105 km/s
form a ì 10n.
b Light travels at the rate of 3.0 ì 105 km per second. b 3.0 ì 105 ì 60 = 180 ì 105
To calculate this as a rate per minute, multiply by = 1.8 ì 107 km/min
60. Express the answer in scientific notation.
c Light travels at the rate of 1.8 ì 107 km per c 1.8 ì 107 ì 60 ì 24 = 2592 ì 107
minute. To calculate this as a rate per hour = 2.592 ì 1010 km/day
multiply by 60 and then to calculate this as a
rate per day, multiply by 24. Express the answer
in scientific notation.
d Light travels at the rate of 2.592 ì 1010 km/day. d 2.592 ì 1010 ì 365.25 = 946.728 ì 1010
To calculate this as a rate per year, multiply by = 9.46728 ì 1012 km/year
365.25 (to take leap years into account). The length of a light-year is 9.46728 ì 1012 km.
e Alpha Centauri is 4.3 light-years from Earth. e 9.46728 ì 1012 ì 4.3 = 40.7093 ì 1012
Multiply 4.3 by the previous answer. Express the = 4.07093 ì 1013 km
answer in scientific notation. Alpha Centauri is 4.07093 ì 1013 km from Earth.
eBook plus
small timescales
Weblinks ■ Slow motion cameras have made it possible to watch events in ultra slow motion, often
Professor Brian Cox
1000 times slower than normal, allowing every detail to be revealed in extreme detail.
explores Time in
Super Slow Motion For example, a 1 second recording could take 15 minutes to watch.
10 Ultra Slow ■ There are many examples of slow motion recordings on the internet. Some useful weblinks
Motion Videos have been provided on your eBookPLUS.
Chapter 12 Measurement 377

measurement AND geometry • USING UNITS OF MEASUREMENTS
Worked Example 2
Mary bought a new camera that could record at the rate of 16 000 frames per second.
a Write this speed in scientific notation.
b She records a balloon bursting which takes 2 seconds. How many frames is this?
c She replays the video and slows it down so that it takes 15 minutes to play. How many frames per
second is this?
Think Write
a Write the speed in the form a ì 10n. a 16 000 = 1.6 ì 104
b Multiply by 2 (seconds). b 1.6 ì 104 ì 2 = 3.2 ì 104 frames
c 1 First calculate the number of seconds in c 15 ì 60 = 900 seconds

15 minutes by multiply 15 by 60.
3.2 × 10 4
2 Mary plays 3.2 ì 104 frames in 900 seconds. = 0.003 556 ì 104
To calculate the number of frames per second 900
divide 3.2 ì 104 by 900. = 3.556 ì 10
= 36.56
3 Write the answer in words. Mary slows the camera down to show the
video at approximately 35.56 frames per
second.
The metric system

■■ Millimetre (mm): approximately the width of the letter i
■■ Centimetre (cm): roughly the thickness of your little finger (= 10 mm)
■■ Metre (m): roughly the length of an adult’s stride (= 100 cm)
■■ Kilometre (km): approximately the distance you can walk in 15 minutes (= 1000 m)
■■ The chart below can aid in converting between these units.
ó 10 ó 100 ó 1000
Millimetres Centimetres Metres Kilometres

(mm) (cm) (m) (km)
ì 10 ì 100 ì 1000
■■ When converting to a smaller unit (m to cm), multiply by an appropriate power of 10.

■■ When converting to a larger unit (m to km), divide by an appropriate power of 10.
Worked Example 3
Fill in the gaps by converting the units:

a 30 mm = cm
b 2.54 km = m.
Think write
a To convert from mm to cm, divide by 10. a 30 mm = 3.0 cm
b To convert from km to m, multiply by 1000. b 2.54 km = 2540 m

Perimeter
■■ The perimeter of a (closed) shape is the distance around the edge of the shape.
For example in a 6 cm ì 12 cm rectangle, the perimeter is 6 + 12 + 6 + 12 = 36 cm.
Worked Example 4
Find the perimeter of this figure, in millimetres.
Think Write/draw
1 Measure each side accurately and write the

lengths in mm, as required in the problem.
45 mm
23 mm
40 mm
2 To find the perimeter, add the side lengths P = 45 + 40 + 23
together. = 118 mm
(Hint: Start at one corner and add all the
sides going clockwise.)
■■ Some basic shapes have formulas for their perimeter as shown below.
Square Rectangle Circle

l l
w d
l l
r
l
Perimeter = 4l Perimeter = 2(l + w) Circumference = 2p r
= pd
■■ Observe that for circles the term circumference is used instead of perimeter, but
mathematically they are identical concepts.
■■ When using a formula for perimeter, first write the formula then substitute the known
quantities that are needed to perform the calculation.
■■ Make sure that all the units are the same. You cannot add cm to mm without converting the
cm to mm (or the mm to cm).
Worked Example 5
Find the circumference of the circle at right. Give your answer

correct to 2 decimal places.
Think Write 2.5 cm
1 Since radius is known, choose the C = 2p r
formula for the circumference that
contains radius.

3 Substitute the value of the pronumeral into the C = 2 ì p ì 2.5

formula.
4 Use a calculator to multiply and include the C ö 15.71 cm
appropriate units.
■■ Sometimes a standard formula will only form part of the calculation of perimeter.
Worked Example 6
Find the perimeter of the shape shown below. Give your answer correct to 2 decimal places.
25 mm
23 mm
Think Write
1 The perimeter of the given shape consists of two straight C = pd
sections and 2 semicircles. The 2 semicircles together
make up a full circle, whose diameter is known. Write
the formula for the circumference that contains diameter.
2 State the value of the pronumeral. d = 25
3 Substitute the value of the pronumeral into the formula C = p ì 25
and evaluate using a calculator. ö 78.54
4 To find the perimeter, add the lengths of the 2 straight P = 78.54 + 23 + 23
sections and the length of the circumference together. = 124.54 mm
Remember to include the correct units.
remember
1. Time is used to measure periods such as the numbers of weeks until a birthday, the
number of days until the holidays, or the number of minutes left in a maths lesson.
2. The metre is the standard unit of length in the metric system.
3. (a) When converting to a larger unit, divide.
(b) When converting to a smaller unit, multiply.
4. 1 cm = 10 mm 1 m = 100 cm 1 km = 1000 m
5. The perimeter of a shape is the total distance around that shape.
6. For circular figures the term circumference is used instead of perimeter.
7. A formula can be used to find the perimeter (or circumference) of each of the following
shapes.
(a) Square P = 4l (l = side length)
(b) Rectangle P = 2(l + w) (l = length, w = width)
(c) Circle C = 2p r (r = radius) or
C = pd (d = diameter)
8. When finding the perimeter of a shape, make sure that all measurements have the same
units.

exerCIse
12A Measurement
InDIVIDuAl FluenCy
pAthWAys
1 We1 NGC 6782 is a relatively nearby galaxy, residing about 183 million light-years from
eBook plus Earth. Light travels at 300 000 km/s.
a Write the speed of light in scientific notation.
Activity 12-A-1
Reviewing b Determine the distance travelled by light in 1 hour.
distance and time c Determine the distance travelled by light in 1 week.
measurements d Determine the length of a light-year in kilometres.
doc-4142
e Determine the distance, in km, of NGC 6782 from Earth.
Activity 12-A-2
Calculating distances 2 We2 John bought a new camera that could record at the rate of 12 000 frames per second.
and time a Write this speed in scientific notation.
doc-4143 b He records his friend surfing a wave which takes 3 minutes. How many frames is this?
Activity 12-A-3 c He replays the video and slows it down so that it takes 25 minutes to play. How many
Applications of
distance and time
frames per second is this?
measurements 3 Pick ten different objects in the room. Estimate their length, then actually measure them with a
doc-4144 ruler or tape measure. Fill in the table.
Object Estimated length Actual length in cm Actual length in m
4 We3 Fill in the gaps for each of the following.

a 5 cm = mm b 1.52 m = cm
c 12.5 mm = m d 0.0322 m = mm
57
e 6100 m = km f 64 cm = km
7
g 0.000 014 35 km = mm h 18 20 cm = km
5 We4 Find the perimeter of the following figures, in millimetres, after measuring the sides.
a b
c d

6 Find the perimeter of each of the figures below. Give your answers in centimetres (cm).
a 4.2 m b 25 cm c 30 cm
48 cm
170 cm
4.7 m 35.4 cm
0.80 m
d e f 18 mm
350 mm 32 cm
18 mm 27 mm
460 mm
38 mm
98 mm
7 Find the perimeter of each of the squares below.

a 2.4 cm b c 7.75 km
11.5 mm
8 WE5 Find the circumference of the circles below. Give your answer correct to 2 decimal
places.
a b c
4m
8 cm
22 mm
d e f
3142 km
7.1 cm 1055 mm
9 Find the perimeter of the rectangles below.

a 60 m b 500 mm c
110 mm
36 m 50 cm
0.8 m
d e f 100 cm
9 mm
2.8 cm 3 km
3m
1.8 km
10 MC A circle has a radius of 34 cm. Its circumference, to the nearest centimetre is:
A 102 cm B 214 cm C 107 cm
D 3630 cm E 427 cm

understanding
11 Timber is sold in standard lengths, which increase

in 300 mm intervals from the smallest available
length of 900 mm. (The next two standard lengths
available are therefore 1200 mm and 1500 mm.)
a Write the next 4 standard lengths (after
1500 mm) in mm, cm and m.
b How many pieces of length 600 mm could be
cut from a 2.4 m length of timber?
c If I need to cut 8 pieces of timber each 41 cm
long, what is the smallest standard length I should buy?
Note: Ignore any timber lost due to the cuts.
12 The world’s longest bridge is the Akashi-Kaikyo
Bridge which links the Honshu and Shikoku
islands of Japan. Its central span covers 1.990 km.
a How long is the central span, in metres?
b How much longer is the span of the Akashi-
Kaikyo Bridge than the Sydney Harbour
Bridge, which spans 1149 m?
13 WE6 Find the perimeter of the shapes shown below. Give your answer correct to
2 decimal places.
a b 21 cm c
30 cm
20 cm
25 cm 12 cm
d e f
66 cm
160 cm 80 mm 99 cm
0.6 m
g h i
20 cm 40 m
60 m
8.5 cm
11.5 mm

14 Find the perimeter of the racetrack shown in the plan at right.

39 m
50 m
15 Yacht races are often run over a triangular course as shown at

right. What distance would the yachts cover if they completed
3 laps of the shown course?
5.5 km 5.1 km
1900 m
4m
16 Use Pythagoras’ theorem to find the length of the missing side and,
hence, find the perimeter of the triangular frame shown at right.
3m
reAsonIng
17 The orange roughy is a valuable fish found in Australian waters at depths of up to

1.2 kilometres. The Southern Bluefin Tuna inhabits the top 30 metres of the ocean.
a What is the difference between the depths at which these different fish live?
b How long will it take to retrieve a fishing line from a depth of 1.2 kilometres if it is drawn
into a boat at the rate of 60 m per minute?
18 A European satellite that forms part of a huge radio telescope network orbits the Earth at a
height of about 70 000 km. If the radius of the Earth itself is about 6378 km, find the distance
that the satellite covers in one orbit of the Earth.
Earth
m
0k
00
70
r = 6378 km

19 A bullet can travel in air at 500 m/s.

a How many centimetres does it travel in 1 second?
b How long does it take for the bullet to travel 1 centimetre?
A very special camera can take 100 000 pictures each second.
c How many shots would be taken by this camera to show the bullet travelling 1 cm?
20 Edward is repainting all the lines of a netball court at the local sports stadium. The dimensions
of the netball court are shown below.
Diameter 4.9 m
0.9 m radius
15.25 m
30.5 m
a Calculate the total length of lines that need to be repainted.

1
dward starts painting at 8 pm when the centre is closing. It takes him 1 2 minutes to paint
E
each metre of line using his special equipment.
b How many minutes will it take him to do the job?
c If it takes him 5 minutes to pack up and leave, how much time is left before the stadium
alarms are activated if they are turned on at midnight?
21 The radius of the Earth is accepted to be roughly 6400 km.
a Calculate the circumference of the Earth.
b As the Earth spins on its axis once every 24 hours,
reflection
how fast is it spinning?
What are some ways to
c If the Earth is 150 000 000 km from the sun, and it
remember how to convert
takes 365 days to circle around the sun, how fast is between the various metric
the Earth’s orbit around the sun? Give your answer units?
in km/h.
12B Area
■■ The area of a closed shape measures the amount of surface enclosed by the shape.
■■ Area is measured in square millimetres (mm2), square centimetres (cm2), square metres (m2)
and square kilometres (km2).
■■ In addition there is the hectare, which is 10 000 m2 (or a 100 m ì 100 m square), most
commonly used to measure land areas.
■■ The chart below may help in remembering how to convert between square units.
ó 102 ó 1002 ó 10002
Square Square Square Square

(mm2) (cm2) (m2) (km2)
102 = 100 1002 = 10 000 10002 = 1 000 000
ì 102 ì 1002 ì 10002

■■ The area of simple shapes can be calculated using appropriate formulas. Some common ones
that have been discussed previously are in the chart below.
Square Rectangle Triangle

l l
h
w
b
1
A = l2 A = lw A = 2 bh
Circle Parallelogram Trapezium
a
h
r h
b
b
1
A = pr2 A = bh A= 2
(a + b)h
Worked Example 7
Calculate the area of this shape.
40 cm
88 cm
Think Write
1
1 Write the formula for the area of a triangle. A = 2 bh
2 Identify the values of the pronumerals. b = 88, h = 40
3 Substitute the values of the pronumerals into A = 12 ì 88 ì 40
the formula.
4 Evaluate. Remember to include the correct A = 1760 cm2
units in the answer.
Composite shapes
■■ A composite shape is made up of smaller, simpler shapes.
Here are two examples.
Area = Area + Area + Area

Area = Area - Area - Area
■■ Observe that in the second example the two semicircles are subtracted from the square to
obtain the shaded area on the left.
Worked Example 8
Calculate the area of the composite shape shown at right,

giving your answer correct to 1 decimal place.
50 mm
Think Write/draw
1 Divide the shape into parts using a dotted line.
50 mm
2 Identify the shapes that constitute the Total area = Asemicircle + Asquare
total area.
1
3 The area of a semicircle is half the area of a Asemicircle = 2 p r2
complete circle.
4 State the value of the pronumeral: the diameter r = 25
of the circle is 50 mm; hence, its radius is
25 mm.
1
5 Substitute the value of the pronumeral into the Asemicircle = 2 ì p ì 252
formula and evaluate.
ö 981.7 mm2
6 Write the formula for the area of a square. Asquare = l 2
7 State the value of the pronumeral. l = 50
8 Substitute the value of the pronumeral into the Asquare = 502
formula and evaluate. = 2500 mm2
9 Add the two areas together to find the total area Total area = 981.7 + 2500
of the given shape. = 3481.7 mm2

reMeMber
1. The area of a shape is a measure of the amount of surface enclosed by that shape.
2. Area is measured in units based on the square metre, such as the square centimetre (cm 2).
The conversion between square units is the square of the conversion between linear units.
3. A formula can be used to calculate the area of simple shapes.
(a) Square A = l2 (l = length)
(b) Rectangle A = lw (l = length, w = width)
1
(c) Triangle A = 2 bh (b = base, h = height)
(d) Circle A = pr 2 (r = radius)
(e) Parallelogram A = bh (b = base, h = height)
1
(f) Trapezium A = 2 (a + b)h (a, b = parallel sides, h = height)
4. The area of a composite shape can be found by dividing the shape into simpler shapes
and using the appropriate formula.
exerCIse
12b Area
InDIVIDuAl FluenCy
pAthWAys 1 We7 Calculate the area of each of the following shapes. (Where appropriate, give your
eBook plus answer correct to 2 decimal places.)
a 6 cm b c
Activity 12-B-1
Exploring area 25 cm
doc-4145
4 cm
Activity 12-B-2
Calculating area 4 mm 43 cm
doc-4146
Activity 12-B-3 d e f 2 cm
Tricky area problems
doc-4147 13 cm 4.8 m
3 cm
23 cm
6.8 m
5.5 cm
g 30 cm h i
1 cm 25 m
58 m
13 cm
2.5 cm 50 m
15 cm
j k l
3.4 m
4m
2 mm
2 MC To convert an area measurement from square kilometres to square metres:

A divide by 1000 B multiply by 1000 C divide by 1 000 000
D multiply by 1 000 000 E divide by 100 000
3 Fill in the gaps:
a 13 400 m2 = km2 b 0.04 cm2 = mm2
c 3 500 000 cm2 = m2 d 0.005 m2 = cm2
e 0.043 km2 = m 2 f 200 mm2 = cm2

4 WE8 Calculate the area of the composite shapes shown. Where appropriate, express your
answers correct to 1 decimal place.
a b c 21 cm
2m
20 cm
3m
50 mm
d e 120 m f 1.5 m
80 m
3.0 m
1.2 m
18 cm
g h i 26 cm
40 m 18 cm
60 m 8 cm 29 cm
23 cm
11.5 mm
5 Calculate the area of glass in the window shown, correct to 2 decimal places. (Ignore the
supports.)
0.9 m
0.8 m
1.8 m

Understanding
6 What would be the cost of covering the sportsground

shown in the figure at right with turf, if the turf costs
$7.50 per square metre? 43 m
58 m
7 The Murray–Darling River Basin is Australia’s largest catchment. Irrigation of farms in the
Murray–Darling Basin has caused soil degradation due to rising salt levels. Studies indicate
that about 500 000 hectares of the basin could be affected in the next 50 years.
a Convert the possible affected area to square kilometres. (1 km2 = 100 hectares)
b The total area of the Murray–Darling Basin is about 1 million square kilometres, about
one seventh of the continent. What percentage of this total area may be affected by
salinity?
8 The plan at right shows two rooms, which 7m 9m

are to be covered with carpet. Calculate the
cost of carpeting the two rooms if the carpet 7.5 m
costs $45 per square metre.
13 m
8.5 m
9 Calculate the area of the regular hexagon shown at right by dividing it

into two trapeziums. cm
21
cm
24
cm
12

10 Calculate the area of the regular octagon by dividing it

2 cm
into two trapeziums and a rectangle, as shown in the
figure. 1.45 cm
5 cm
11 An annulus is a shape formed by two concentric circles (two circles with a common centre).
Calculate the area of the annulus shown below by subtracting the area of the smaller circle
from the area of the larger circle. Answers to be given correct to 2 decimal places.
a b
2 cm
6 cm 18 m
20 m
c d
3 mm
4 mm
10 cm
22 cm
12 MC A pizza has a diameter of 30 cm. If your sister eats one-quarter, what is the remaining
area of the pizza?
A 168.8 cm2 B 530.1 cm2 C 706.9 cm2
D 176.7 cm2 E 397.6 cm2
13 A circle has an area of 4500 cm2. Calculate its diameter to the nearest mm.
Reasoning
14 A sheet of paper measures 29.5 cm by 21.0 cm.

a What is the area of the sheet of paper?
b What is the radius of the largest circle that can be drawn on this sheet?
c What is the area of this circle?
d If the interior of the circle is shaded red, what percentage of the paper is red?

15 Draw a parallelogram with a base length of 4 cm and a height of 2 cm.

a What is the area of the parallelogram?
Draw a triangle within the parallelogram that has the same base and height.
b What is the area of the triangle?
Draw a different triangle within the parallelogram that has the same base and height.
c What is the area of the second triangle?
d What conclusion can you make about the area of a parallelogram and triangle if both
have the same base and height?
16 Liselle is an avid Hawthorn supporter and is making a noisy tin to 24 cm
shake every time Hawthorn kicks a goal. The top circle of the tin has a
diameter of 24 cm, and the height of the tin is also 24 cm. Liselle has
bought some 2 cm wide brown and gold ribbons to go around the tin
in alternate stripes. 24 cm
Liselle is allowing a 2-cm overlap to glue each length of ribbon
around the tin.
a What length of ribbon is required to go around the tin once
allowing for the overlap?
If the top strip of ribbon is brown, then the second strip is gold, the third strip is brown and
so on:
b how many brown strips of ribbon will there be?
c how many gold strips of ribbon will there be?
The ribbon comes in rolls of 2 metres at a cost of $5.45 each.
d What change will Liselle have from $50?
e If Liselle decides to cover the ribboned section of her tin with brown paper to protect the
tin while in the train, what area of paper will she need?
17 a Find the area of a square with side lengths 40 cm.
b If the midpoints of each side of the previous square are joined
by straight lines to make another square, find the area of the
smaller square.
c Now the midpoints of the previous square are also joined with
straight lines to make another square. Find the area of this
even smaller square.
d This process is repeated again to make an even smaller square.
What is the area of this smallest square?
40 cm
e What pattern do you observe?
f What percentage of the original square’s area does the smallest square take up?
g Find the area of the combined figure that is coloured red.
18 A chessboard is made up of 8 rows and 8 columns of squares. Each little square is 42 cm2 in
area. Calculate the distance from the upper right to the lower left corner of the chessboard.
eBook plus
19 Two rectangles of sides 15 cm by 10 cm and 8 cm by
Digital doc 5 cm overlap as shown. What is the difference in area 10 cm
WorkSHEET 12.1
doc-6303
between the two non-overlapping sections of the
rectangles?
reFleCtIon 15 cm
If you know the conversion factor
between two units of length, for example y
mm and m, how can you quickly work x 5 cm
out the conversion factor between the
corresponding units of area?
8 cm


■■ A sector is a part of a circle formed by two radii and the section of Arc r
circumference between them.
■■ The curved part of the sector is called an arc.
■■ If the sector is a specific fraction of an entire circle (e.g., one-quarter), that
r
fraction is used to calculate the area.
Worked Example 9
Calculate the area enclosed by the figure at right, correct to 1 decimal place.
Think Write
1
1 The given shape is a quadrant and thus its area can be Aquadrant = 4 p r 2 11 cm
found by dividing the area of a circle by 4. Write the
appropriate formula.
2 State the value of the pronumeral. r = 11
1
3 Substitute the value of the pronumeral into the formula. A = 4 ì p ì 112
4 Evaluate and round the answer correct to 1 decimal ö 95.0 cm2
place. Include the appropriate units.
The general formula for the area of a sector

■■ Usually sectors are specified by the angle (q ) between the two radii.
■■ If q = 360è, the sector would be an entire circle and its area would be: Arc r
360
p r2 or ì p r2. q
360
■■ For any other value of q, then, the area of the sector is given by: r
θ
Area = ì p r2.
360
Worked Example 10
Calculate the area of the sector shown, correct to 1 decimal place.
30è
5m
Think Write
θ
1 Write the formula for the area of the sector. A= pr2
360
2 Identify the values of the pronumerals. q = 30è, r = 5
30
3 Substitute the values of the pronumerals into the A= 360
ì p ì 52
formula.
4 Evaluate and round the answer correct to 1 decimal ö 6.5 m2
place. Include the appropriate units.

The perimeter of a sector

■■ If q = 360è, the sector would be an entire circle, and its perimeter (circumference) would be:
360
2p r or ì 2p r.
360
■■ For any other value of q, the length of the curved part (arc) of the sector is given by:
θ
l= ì 2p r.
360
■■ For the total perimeter of a sector, add the length of the two radii (r), and the length of the arc
so that: θ
P= ì 2p r + 2r.
360
Worked Example 11
Calculate the perimeter of the sector shown, correct to 1 decimal place. 3 cm
80è
Think Write
θ
1 Write the formula for the length of the curved side. l= 2p r
360
2 Identify the values of the pronumerals. q = 80è, r = 3
80
3 Substitute the values of the pronumerals into the formula. l = 360 ì 2 ì p ì 3
4 Evaluate and round the answer correct to 1 decimal place. ö 4.2 cm
5 Add all the sides together to calculate the perimeter. P = 4.2 + 3 + 3
Include the appropriate units. = 10.2 cm
remember
1. A sector is a portion of a circle formed by two radii and the arc between them.
θ
2. To find the area of a sector, use the formula A = 360 p r2, where q is the angle included
between the radii.
θ
3. To find the perimeter of a sector, use the formula l = 360 ì 2p r, where q is the angle
included between the radii, to find the curved side. Then add the lengths of all sides to
find the total perimeter.
Exercise
Fluency
1 Calculate the area of the semicircles below, correct to 2 decimal places.
a 6 cm b c d
r
r = 4.2 cm D
20 cm D = 24 mm

2 We9 For each of the quadrants shown, calculate to 1 decimal place:

InDIVIDuAl
pAthWAys i the perimeter
ii the area enclosed.
eBook plus
a b
Activity 12-C-1
Exploring perimeter
and area of sectors
doc-4148 4 cm
Activity 12-C-2
Calculating perimeter
and area of sectors 12.2 cm
doc-4149 c d
Activity 12-C-3
Applications of
perimeter and area a
of sectors
1.5 m
doc-4150 a = 11.4 m
3 MC Which is the correct formula for calculating the area of this sector?
1 3 r
A A = 4pr2 B A = p r2
4
1 1 36è
C A = 2 p r2 D A= p r2
10 r
1
E A = 12 p r 2
4 We 10, 11 For each of the sectors shown, calculate to 1 decimal place:

i the perimeter ii the area.
a b c
30 cm
9 cm
60è
238è
45è
24 m
d e f 48 cm
10è
77 m
r
140è 200è
r = 74 cm
240 m
5 A searchlight lights up the ground to a distance of 240 m.
What area does the searchlight illuminate if it can swing
through an angle of 120è, as shown in the diagram at right? Illuminated
120è area
(Give your answer correct to 1 decimal place.)
Searchlight

Understanding
6 Calculate the perimeter, correct to 1 decimal place, of

the cartoon figure at right.
7 A goat is tethered by an 8.5 m rope, to the outside of a corner post
in a paddock, as shown in the diagram below. Calculate the area 40è
of grass (shaded) on which the goat is able to graze. (Give your
answer correct to 1 decimal place.)
80 cm
8.5 m
Fence
8 A beam of light is projected onto a theatre stage as shown in the diagram.
20 m
Illuminated 5m
area
17 m 68è Light
a Calculate the illuminated area (correct to 1 decimal place) by finding the area of the
sector.
b Calculate the percentage of the total stage area that is illuminated by the light beam.
9 MC A sector has an angle of 80è and a radius of 8 cm, while another sector has an angle of
160è and a radius of 4 cm. The ratio of the area first sector to the area of the second sector is:
A 1:2
B 2:1
C 1:1
D 1:4
E 4:1
10 Calculate the radius of the following sectors.
a Area = 100 m2, angle = 13è
b Area = 100 m2, curved arc = 12 m
c Perimeter = 100 m, angle = 11è
11 Four baseball fields are to be constructed inside a
rectangular piece of land. Each field is in the shape of a
sector of a circle, as shown in light green. The radius of
each sector is 80 m.
a Calculate the area of one baseball field.
b What percentage of the total area is occupied by the
four fields?
c The purchase of the land is $24 000 per hectare.
What is the total purchase price of the land?

Reasoning
12 a A donkey inside a square enclosure is tethered to a post
at one of the corners. Determine the length of the rope
required so that the donkey eats only half of the grass in
the enclosure.
b Suppose 2 donkeys are tethered at opposite corners of
the square region shown at right. How long should the
rope be so that the donkeys together can graze half of the
150 m
area?
c This time four donkeys are tethered, one at each corner
of the square region. How long should the rope be so that
all the donkeys can graze only half of the area? 100 m 100 m
d Another donkey is tethered to a post inside an enclosure
in the shape of an equilateral triangle. The post is at
one of the vertices. Calculate how long the rope should 100 m
be so that the donkey eats only half of the grass in the
enclosure.
e This time the donkey is tethered halfway along one side
of the equilateral triangular region shown at right. How 100 m 100 m
long should the rope be so that the donkey can graze half
of the area?
100 m
13 John and Jim are twins, and on their birthday they have two identical birthday cakes. Each cake
has a diameter of 30 cm. Grandma Maureen cuts John’s cake into 8 equal sectors. Grandma
Mary cuts Jim’s cake with a circle of diameter 8 cm in the centre and then 6 equal portions
from the rest.
John’s cake Jim’s cake
8 cm
30 cm 30 cm
a At the centre of John’s cake, what angle does each sector make?
b What area of cake is a slice of John’s cake?
c What area of cake is the small central circular part of Jim’s cake?
d What area of cake is the larger section of Jim’s cake?
e If each boy eats one slice of the largest part of their own cake, who eats the most cake?
14 A lighthouse has a light beam in the shape of a sector
of a circle that rotates at 10 revolutions per minute and
covers an angle of 5è at all times. A person stands reflection
200 m from the lighthouse and is spotted by the beam. What is the relationship
How long after he was last illuminated does he have between the curved arc of
until the beam comes around and spots him again? a sector and the area of the
sector?

12D surface area of rectangular and

triangular prisms
eBook plus
■ A prism is a solid object with a uniform cross-section.
■ Here are three examples of prisms.
Interactivity
Surface area
of prisms
int-2771
Hexagonal prism
Rectangular prism (cuboid)
Triangular prism
■ Imagine slicing the prism in such a way that each ‘slice’ is identical. The area where the knife
travels through is the cross-section.
‘Slicing’ a prism into pieces produces congruent cross-sections.
■ The following objects are not prisms because they do not have uniform cross-sections
Sphere
Cone
Square pyramid Triangular pyramid
■ Cylinders are also prisms; however, they will be explored later on.
surface area of prisms

■ The surface area of a prism is the sum of all its (outside) faces.
■ For example, a cube has six faces. Each face has the same area such that:
Total surface area = 6 ì (area of 1 face). h
■ For the cuboid (box) at right there are also 6 faces — 3 pairs of 2 equal
area faces.
Total surface area = 2(l ì h) + 2(l ì w) + 2(w ì h) l
SA = 2(l ì h + l ì w + w ì h) w

Worked Example 12
Find the surface area (SA) of this fish tank, which is a rectangular prism (cuboid). The fish tank
has a lid.
24 cm
20 cm 50 cm
Think Write
1 The aquarium is a rectangular prism. Write the formula SA = 2(lh + lw + wh)

for the surface area of a rectangular prism.
2 Identify the value of the pronumerals. l = 50, w = 20, h = 24
3 Substitute the values of the pronumerals into the SA = 2 ì (50 ì 24 + 50 ì 20 + 20 ì 24)
formula.
4 Evaluate. Remember to include the appropriate units. = 5360 cm2
Worked Example 13
Find the surface area (SA) of this triangular prism.
18 cm
4c
m
4c
4 cm 3.5 cm
Think Write
1
1 The ends of the triangular prism (the front and back) Afront = Aback = 2 bh
are congruent triangles. Write the formula for the area
of a triangle.

2 Identify the value of the pronumerals. b = 4, h = 3.5

1
3 Substitute the values of the pronumerals and calculate Afront = Aback = 2 ì 4 ì 3.5
the area of each end.
= 7 cm2
4 The other faces are congruent rectangles. Write the Aleft side = Aright side = Abottom = lw
formula for the area of a rectangle.
5 Identify the values of the pronumerals. l = 18, w = 4
6 Substitute the values of the pronumerals into the Aleft side = Aright side = Abottom = 18 ì 4
formula and so calculate the area of each rectangular = 72 cm2
face.
7 To find the surface area, add areas of all faces together. SA = (2 ì 7) + (3 ì 72)
Remember to include the appropriate units. = 230 cm2
reMeMber
1. Prisms are 3-dimensional figures, which have uniform cross-sections (that are
polygons).
2. The surface area of a prism is the area of its outside surface.
3. To find the surface area of a prism, find the area of each face using the correct area
formula, and add them together. Consider the front, back, left, right, top and bottom
sides.
4. Look for identical faces, which will have the same area.
5. The surface area (SA) of a rectangular prism (or a cuboid) of length l, width w and
height h is given by the formula SA = 2(lh + lw + wh).
exerCIse
12D surface area of rectangular and
triangular prisms
InDIVIDuAl FluenCy
pAthWAys
1 We 12 Find the surface area (SA) of the rectangular prisms (cuboids) below.
eBook plus
a b c
Activity 12-D-1
Exploring TSA of
rectangular and 3m
triangular prisms 3 cm 1.1 m
doc-4151
Activity 12-D-2 2m 5m
Calculating TSA of 3 cm 4 cm 0.8 m 1.3 m
rectangular and
triangular prisms
doc-4152
d e f
Activity 12-D-3
Applications of TSA
of rectangular and 0.5 m 0.2 m
triangular prisms 25.8 cm
doc-4153 0.7 m
0.9 m
0.8 m 140 cm 41.2 cm 70.5 cm

eBook plus
2 We 13 Find the surface area (SA) of each of the triangular prisms below.
a 3.5 cm 6 cm b c 2.5 cm
Digital doc
SkillSHEET 12.11 7m
6.1 m 1 cm
doc-6301
h
4 cm h = 0.87 cm
8m
3 Find the surface area (SA) of each of the triangular prisms below.
a b c
8.8 cm 44 mm
6.2 36
cm mm mm 14 mm
17 cm 15 cm 7.2 cm 25
18 cm
8 cm
4 Maya is planning to buy and paint the outside surface of one of these shipping containers. How
many cans of paint should Maya buy, if the base of the container is not painted, and each can
of paint covers about 40 m2?
6.5 m
3.2 m
2.8 m
5 The aim of the Rubik’s cube puzzle is to make each face

of the cube one colour. Find the surface area of the
Rubik’s cube if each small coloured square is 1.2 cm in 1.2 cm
length. Assume that there are no gaps between the
squares.

6 How many square metres of iron sheet are needed to construct the water tank shown?
1.4 m
1.9 m 3.2 m
7 What is the surface area of the tank in the previous question if no top is made?
Understanding
8 What area of cardboard would be needed to construct a box to pack this prism assuming that
no overlap occurs?
5 cm
16 cm
4.3 cm
9 An aquarium is a triangular prism with the dimensions 50 cm
shown at right. The top of the tank is open. What area of
h h = 43 cm
glass is required to construct the tank?
1.4 m
10 A tent is constructed as shown. What area of canvas is needed to make the tent, if a floor is
included?
m
2.0
1.6 m 1.2 m
2.0 m

11 How many square centimetres of cardboard

320 mm
are needed to construct the shoebox at
right, assuming no overlap and ignoring the
m
m
overlap on the top? Draw a sketch of a net
160
that could be used to make the box.
12 Find the surface area of a square-based
prism of height 4 cm, given that the side m
length of its base is 3 cm. 0m
11
13 A prism has an equilateral triangular base with a perimeter of 12 cm. If the length of the
prism is 24 cm, determine the total surface area of the prism. (Hint: What is the area of
1 triangle?)
reAsonIng
14 a Find the surface area of the toy block shown.

5 cm
b If two of the blocks are placed together as shown, what is 5 cm

the surface area of the prism which is formed?
c What is the surface area of the prism formed by
three blocks?
d Use the pattern to determine the surface area of a prism
formed by 8 blocks arranged in a line. Explain your
reasoning.
15 Consider the following block figure.
a i Draw the front view of the block figure.

ii How many squares are there in the front view?
b i Draw the back view of the block figure.
ii How many squares are there in the back view?
c i Draw the left view of the block figure.
ii How many squares are there in the left view?
d i Draw the right view of the block figure.
ii How many squares are there in the right view?
e i Draw the top view of the block figure.
ii How many squares are there in the top view?
f i Draw the bottom view of the block figure.
ii How many squares are there in the bottom view?
g What is the total number of squares seen on the surface of the block figure?
h If each block has a side length of 1 cm, what is the surface area of the block figure?
i How many blocks that are 1 cm wide, 1 cm long and 1 cm high are required to build
this figure?

16 A car trailer 4.5 metres long, 2.5 metres wide and 20 cm

20 cm deep needs to be reclad with metal on the
inside and outside. Assume there is negligible m
2.5
thickness between the sheets. 4.5 m
a What is the total amount of surface area that
needs recladding?
b The metal sheets can be purchased either in the large size, 5 metres by 3 metres at
$145 per sheet, or the small size, 3 metres by 2 metres at $95 per sheet. How many sheets
of each size must be purchased?
c What is the total cost if delivery will cost $5.75
per sheet? reFleCtIon
eBook plus 2 What is the quickest method
17 A box is to be constructed from 1000 cm of wood.
Digital doc The height of the box is 10 cm, and its width is half its of calculating the total surface
WorkSHEET 12.2 area of a six-sided box?
length. Show that, if the perimeter of the base of the box
doc-6304
is 60 cm, all the wood can be used in its construction.
12e surface area of a cylinder

■ A cylinder consists of three parts — a curved surface or side, a circular top and a circular bottom.
2p r
h Side or
curved surface
h
r
A = p r2
Top Bottom
■ The length of the curved surface, when it is flattened out, is the circumference of the circular
top and bottom of the cylinder (2p r).
■ If the height of the cylinder is h and its radius is r (as shown in the drawing), then the area of
the side, which when opened up is a rectangle, is 2p r ì h.
■ The area of the top and bottom is the area of two circles — 2 ì p r2.
Therefore, the total surface area = area of rectangle + area of 2 circles:
SA = 2p rh + 2p r2.
This can be simplified to:
SA = 2p r(h + r).
WorkeD exAMple 14
a Use the formula A = 2p rh to calculate the area of the curved

surface of the cylinder, correct to 1 decimal place. 2m
b Use the formula SA = 2p rh + 2p r 2 to calculate the surface area
of the cylinder, correct to 1 decimal place. 3m
thInk WrIte
a 1 Write the formula for the area of the curved a A = 2p rh
surface of a cylinder.
2 Identify the values of the pronumerals. r = 2, h = 3

3 Substitute the values of the pronumerals A=2ìpì2ì3

into the formula.
4 Evaluate, round to 1 decimal place and A ö 37.7 m2
include the appropriate units.
b 1 Write the formula for the surface area of a b SA = 2p rh + 2p r2
cylinder.
2 Identify the values of the pronumerals r = 2, h = 3
(these are the same as in part a).
3 Substitute the values of the pronumerals SA = (2 ì p ì 2 ì 3) + (2 ì p ì 22)
into the formula.
4 Evaluate, round to 1 decimal place and ö 62.8 m2
include the appropriate units.
reMeMber
1. The outer surface of a cylinder is made up of two circles and a rectangle.

2. The area of the rectangular curved surface is given by the formula A = 2p rh.
3. To find the surface area of a cylinder, use the formula SA = 2p rh + 2p r 2, where r is the
radius of the base and h is the height of the cylinder.
4. The formula can be simplified to SA = 2p r(r + h).
exerCIse
12e surface area of a cylinder
InDIVIDuAl FluenCy
pAthWAys
1 We 14 a Use the formula A = 2prh to find the area of the curved surface of each of the
eBook plus cylinders below. (Express your answers correct to 1 decimal place.)
Activity 12-E-1
a b 3 cm c
Reviewing SA of 3m
cylinders 1.5 cm
doc-4154 4m 20 m
Activity 12-E-2
Calculating SA of
cylinders
32 m
doc-4155
Activity 12-E-3
Applications of SA of d 17 cm e f h
cylinders
doc-4156 1.4 m
r
h
1.5 m
h = 21 cm
r = 2.4 m
h = 1.7 m

2 WE 14 b Use the formula SA = 2p rh + 2p r2 to find the total surface area of each of the
cylinders in question 1.
3 Calculate the surface area of the cylindrical marzipan bar 15 cm
shown at right.
45 mm
4 A cylinder has a radius of 15 cm and a height of 45 mm.
Determine its surface area.
5 If the radius of a cylinder is twice its height, write a formula for the surface area in terms of its
height only.
6 A cylinder has a surface area of 2000 cm2 and a radius of 8 cm. Determine the cylinder’s height.
Understanding
7 A 13 m-high storage tank was constructed from stainless steel (including the lid and the base).
The diameter was 3 metres as shown.
a What is the surface area of the tank?
b How much did the steel cost for the side of the tank if it comes in sheets 1 m wide that
cost $60 a metre?
13 m
3m

8 The concrete pipe shown in the diagram at right has the l

following measurements: t = 30 mm, D = 18 cm, l = 27 cm t
a Calculate the outer surface area.
D
b Calculate the inner surface area.
c Calculate the total surface area of both ends.
d Hence calculate the surface area for the entire shape.
9 Wooden mouldings are made by cutting cylindrical dowels in
12 cm
half as shown at right. Calculate the surface area of the moulding.
45 mm
10 Crafty Kiara has a rectangular sheet of cardboard with dimensions 25 cm by 14 cm. She rolls
the cardboard to form a cylinder so that the shorter side, 14 cm, is its height. She glues the
edges together with a 1-cm overlap.
14 cm
14 cm
25 cm
a What is the radius of the circle Kiara needs to construct to put at the top of her cylinder?
b What is the total surface area of her cylinder if she also makes the top and bottom of her
cylinder out of cardboard?
Kiara’s brother Nathaniel also uses a rectangular sheet of cardboard with the same
dimensions, but he rolls the cardboard to form a cylinder so that the height is the longer
side of 25 cm. He also allows a 1-cm overlap to glue the sides together.
c What is the radius of the circle Nathaniel needs to construct to put at the top of his
cylinder?
d What is the total surface area of his cylinder if he also makes the top and bottom of his
cylinder out of cardboard?
Reasoning
11 a A new soft-drink is being produced and the supplier wishes to use a slightly different
shaped can instead of the usual cylinder (radius = 3 cm, height = 12.5 cm). However, she
also wishes to keep the cost of the can as low as possible. It costs $0.005 per cm2 to make
the circular tops and bottoms and $0.0042 per cm2 to make the curved side. Which of the
following sets of dimensions has the lowest cost?
i r = 3 cm, h = 12.5 cm
ii r = 3.2 cm, h = 11 cm
iii r = 3.4 cm, h = 9.73 cm
iv r = 3.6 cm, h = 8.68 cm
v r = 2.8 cm, h = 14.35 cm
vi r = 2.6 cm, h = 16.66 cm
vii r = 2.4 cm, h = 19.55 cm
b What do these 7 choices have in common?
12 Cylinder A has a 10% greater radius and a 10% greater reflection
height compared with Cylinder B. What is the ratio of Devise an easy way to
their surface areas? remember the formula for the
surface area of a cylinder.

12F Volume of prisms (including

cylinders)
Volume
■■ The volume of a 3-dimensional object is the amount of space it occupies.
■■ Volume is measured in cubic units, such as mm3, cm3, m3 and even km3.
■■ The chart below may be useful when converting between units of volume.
ó 103 ó 1003 ó 10003
Cubic Cubic Cubic Cubic

(mm3) (cm3) (m3) (km3)
ì 103 ì 1003 ì 10003
■■ The volume of some solids can be found by dividing it into small cubes with 1-cm sides.
2 cm
This solid contains 1 cm

3 cm 12 cubic centimetres.
2 cm
The volume of this cuboid is 12 cm3
Volume of a prism
■■ The volume of a prism can be found by multiplying its cross-sectional
area (A) by its height (h).
Volume = A ì h
■■ The cross-section (A) of a prism is often referred to as the base, even if
it is not at the bottom of the prism.
■■ The height (h) is also not always a vertical distance, as shown in the
drawing below. h
Height
Base

Volume of prism formulas

■■ In some cases, a specific formula can be developed from the formula: volume = A ì h.
Cube Volume = base area ì height

= area of a square ì height
l = l2 ì l
= l3
Rectangular prism Volume = base area ì height

h = area of a rectangle ì height
= lw ì h
= lwh
w
l
Worked Example 15
Calculate the volume of the hexagonal prism.

8 cm
Think Write
1 Write the formula for the volume of a prism. V = Ah

A = 40 cm2
2 Identify the values of the pronumerals. A = 40, h = 8
3 Substitute the values of the pronumerals V = 40 ì 8
into the formula and evaluate. Remember to = 320 cm3
include the correct units.
Worked Example 16
Calculate the volume of the prism.
3 cm
Think Write 8 cm
4 cm
1 Write the formula for the volume of a prism. V = Ah
1
2 The cross-section of the prism is a triangle. A = 2 ì base ì height of triangle
Write the formula for the area of the triangle.
1
3 Substitute the known values into the formula =2ì4ì3
and evaluate the area of the cross-section.
= 6 cm2

4 State the value of h — the height of the prism. h=8

3 Substitute the values of the cross-sectional V=6ì8
area and the height into the formula for the = 48 cm3
volume and evaluate. Remember to include the
appropriate units.
Volume of a cylinder
■■ A cylinder is a prism with a circular base.
■■ A formula for the volume of a cylinder can be developed using the same method.
Cylinder r Volume = base area ì height
= area of a circle ì height
= pr 2 ì h
h = p r 2h
Capacity
■■ The capacity of a container is the amount (volume) that it can hold.
■■ Capacity is usually applied to the measurement of liquids.
■■ The units of capacity are litre (L), millilitre (mL), kilolitre (kL) and megalitre (ML).
■■ The units of capacity are related to each other as follows:
•• 1000 millilitre (mL) = 1 litre (L)
•• 1000 litres (L) = 1 kilolitre (kL) = 1 000 000 millilitres (mL)
•• 1 000 000 litres (L) = 1000 kilolitres (kL) = 1 megalitre (ML).
■■ The units of capacity are related to the units of volume by the following:
•• 1 mL = 1 cubic centimetre (cm3)
•• 1000 mL = 1 L = 1000 cubic centimetres (cm3)
•• 1000 L = 1 kilolitre = 1 cubic metre (m3)
•• 1 000 000 L = 1 megalitre = 1000 cubic metres (m3)
Worked Example 17
Calculate the volume of water, in litres, in a cylindrical water tank that has a diameter of
5.4 m and a height of 3 m. (Give your answer correct to 1 decimal place.)
Think Write/draw
1 Draw a diagram of the tank, including all given 5.4 m

measurements.
3m
2 Write the formula for the volume of a cylinder. V = Ah

3 The base is a circle, so write the formula for A = p r2
the area of a circle.
4 The diameter is known, so halve the diameter r = 2.7
to find the size of the radius.

5 Substitute the value of r into the formula and A = p ì 2.72

find the area of the cross-section. = 22.9022 m2
6 State the value of h: the height of the h=3
cylinder.
7 Substitute the values of A and h into the V = 22.9022 ì 3
formula to find the volume of the tank, in = 68.7066 m3
cubic metres (m3).
8 Convert this volume to litres. 1 m3 = 1000 L, V = 68.7066 ì 1000
so multiply by 1000 by moving the decimal = 68 706.6 litres
point 3 places to the right.
reMeMber
1. The volume of a solid is the amount of space it occupies.

2. Volume is measured in cubic units, such as cubic millimetres (mm3), cubic centimetres
(cm3) and cubic metres (m3).
3. The volume of any prism can be found by multiplying the area of its cross-section (or
base), A, by its height, h; that is, V = Ah.
4. The volume of a cylinder is given by the formula V = p r 2h.
5. Capacity is a term usually applied to the measurement of liquids.
6. The capacity of a solid figure is the same as its volume, if the thicknesses of the walls
of the figure are ignored.
7. The most commonly used units of capacity are the litre (L) and the millilitre (mL).
8. The units of capacity and volume are connected as follows:
(a) 1 millilitre (mL) = 1 cubic centimetre (cm3)
(b) 1 litre (L) = 1000 cubic centimetres (cm3)
(c) 1000 litres (L) = 1 kilolitre (kL) = 1 cubic metre (m3)
(d) 1 megalitre (ML) = 1000 cubic metres (m3).
exerCIse
12F Volume of prisms (including cylinders)
InDIVIDuAl FluenCy
pAthWAys
1 Which of the following figures are not prisms?
eBook plus
a b c d
Activity 12-F-1
Reviewing volume
of prisms
doc-4157
Activity 12-F-2
Calculating volumes
of prisms
doc-4158 e f g h
Activity 12-F-3
Applications of
volume of prisms
doc-4159

eBook plus
2 Calculate the volume of the cuboids below. Assume that each small cube has sides of 1 cm.
a b c
Digital docs
SkillSHEET 12.13
doc-6302
SkillSHEET 12.14
doc-2837
3 We 15 Calculate the volume of these objects.

a b c h
A A
4 cm A = 3.2 m2
3 cm
h = 3.0 m
A
A = 4 cm2
A = 17 cm2
d e f 6 mm
18 mm 14 mm
15 cm 26.5 mm
[Base area: 35 mm2]

[Base area: 28 cm2]
g
15 mm
8 mm 6 mm
4 Calculate the volume of these rectangular prisms.

a b c
3m
3 cm 1.1 m
2m 5m
3 cm 4 cm 0.8 m 1.3 m
5 We 16 Calculate the volume of the prisms shown below.

a b
2.4 m
26 cm
30 cm
18 cm

c 15 m d 28 cm
8m
17 cm
5m 37 cm
6 Calculate the volume of the cylinders below. Give your answers correct to 1 decimal place.
a b 17 cm
20 m
h
32 m
h = 21 cm
c d h
1.4 m
r
1.5 m
r = 2.4 m
h = 1.7 m
e 3.8 m f 6 mm
2 mm
2.7 m
7 WE 17 Calculate the volume of water, in litres (L),

in a cylindrical water tank that has a diameter of
3.2 m and a height of 1.8 m. (Express your answer
correct to 1 decimal place.)
8 What volume of goods can be stored in the
Esky shown at right if it is completely filled?
9 MC A board which has an area of 1 m2 and is
1 cm thick, has a volume of: 0.5 m
A 1 m3 B 0.1 m3 0.42 m
3
C 0.01 m D 0.001 m3
E None of the above. 0.84 m

Understanding
10 Calculate the total volume, in litres, of the cylindrical storage tank for toxic waste shown below.
7.4 m
3.6 m
11 What is the capacity (in mL) of the cylindrical coffee

plunger shown, when it is filled as shown at right?
9 cm
18 cm
12 One of the world’s biggest landfill garbage dumps is Fresh Kills, on Staten Island outside
New York City. (New Yorkers throw out about 100 000 tonnes of refuse weekly.) Calculate the
approximate volume (m3) of the Fresh Kills landfill if it covers an area of 1215 hectares and is
about 240 m high. (Remember: 1 hectare = 10 000 m2.)

13 Sudhira is installing a rectangular pond

in a garden. The pond is 1.5 m wide, 2.2 m
long and has a uniform depth of 1.5 m.
a Calculate the volume of soil (m3) that
Sudhira must remove to make the hole,
prior to installation of the pond.
b What is the capacity of the pond in litres?
(Ignore the thickness of the walls in this
calculation.)
14 Calculate the volume of plastic needed to make
the door wedge shown at right.
3.5 cm
3.5 cm
7.5 cm
15 Calculate the internal volume of the wooden chest

shown (ignore the thickness of the walls).
27 cm
95 cm
52 cm
16 An internal combustion engine consists of 4 cylinders. In each cylinder a piston moves up and
down. The diameter of each cylinder is called the bore and the height that the piston moves up
and down within the cylinder is called the stroke (stroke = height).
a If the bore of a cylinder is 84 mm and the stroke is 72 mm, calculate the volume
(in litres) of 4 such cylinders.
b When an engine gets old, the cylinders have to be ‘re-bored’, that is, the bore is increased
by a small amount (and new pistons put in them). If the re-boring increases the diameter
by 1.1 mm, what is the increase (in litres) of the volume of the 4 cylinders?
17 Calculate the volume, in litres, of the refrigerator shown below.
90 cm 85 cm
1.5 m

Reasoning
18 A cylindrical glass is designed to hold 1.25 L. Use trial and error

to find some possible measurements for the height and radius of
the glass so that its volume would be 1.25 L.
19 a A local water board is constructing a storage tank with

28 m
the dimensions shown at right. Calculate the volume of
the tank, in kilolitres (kL).
b Water is leaking out at a rate of 12 000 mL/min from
the bottom of the tank. If the tank was two-thirds full at 12.5 m
the time the leak started, how long does it take for the
tank to have 5% of its capacity remaining in the tank?
20 Marge is having trouble getting all her frozen food into her
freezer. She measures what space is available as shown below.
29 cm
40 cm
47 cm
a Calculate the amount of space available in the freezer for Marge to put her food.
Marge decides to defrost the freezer. It now has more space available as shown below.
35 cm
40 cm
56 cm
b What is the volume of usable space when the freezer has no ice?
c How many litres of ice were melted when the freezer was defrosted?
d i Marge’s kitchen sink is 22 cm wide by 20 cm
long and 15 cm deep. How many litres of water
can be contained in this sink?
ii Could all the ice from the freezer fit in the sink?
e How many 2-litre ice-cream containers with
dimensions 17.5 cm by 11.5 cm and 13 cm high
can Marge place in the defrosted freezer with their
lids up?

21 On a country property, all the run-off rainwater is collected from the house into two small
cylindrical water tanks. Each tank is 1.4 metres high and has a diameter of 1.6 metres.
a How many litres of water can each tank hold?
When the tanks are full, the water is pumped up to a much larger cylindrical water tank.
b If the pump can pump water up at a rate of 18.5 litres per minute, how long will it take to
empty the two smaller tanks when they are full? (Allow 5 minutes to reconnect the hoses
between the tanks.)
The much larger water storage tank is 4 metres high and has a diameter of 3.2 metres.
c How many litres of water can the larger tank hold?
d How many of the smaller water tanks of water will fill the larger water tank?
It has not rained on this property for a very long time, and water has to be carted to the
property. This costs $85 per 1000 litres and a $45 delivery fee.
e Calculate the cost to have water carted to fill the larger tank.
22 Mark is responsible for the maintenance of the Olympic (50 m) pool at an aquatic centre. The
figure below shows the dimensions of an Olympic pool.
50 m
2m
1m
22 m
a What is the shape of the pool?
b Calculate the area of the ‘base’ of the prism.
c Calculate the volume of the pool, in cubic metres.
d What is the capacity of the pool, in litres?
e Mark needs to replace the water in the pool every 6 months. If the pool is drained at
45 000 L per hour and refilled at 35 000 L per hour, how long will it take to:
i drain?
ii refill (in hours and minutes)?
f When the pool is empty, Mark decides to have the bottom and sides resurfaced. Calculate
the area that needs to be resurfaced.
g How many litres of sealant will be needed to cover the walls and bottom, given that it
will need two coats of sealant and each litre of sealant has a coverage of 5 m2?
h If it takes a gang of painters 1 hour to reseal 400 m2, how long will it take them reseal the
pool twice?
i The pool closes for draining Sunday night at 8.00 pm. The painters need to reseal the
sides and bottom, then allow 5 hours to dry before resealing again, then allow another
6 hours for the sealant to dry before the pool can start to be refilled. What morning can
the pool reopen at 7.00 am?
23 A cylinder has a volume of 500 cm3 and is used to hold soft-drink. The manufacturer of the can
wishes to use the least amount of material to make the can.
a Express the height of the can (h) in terms of volume (500 cm3) and radius (r cm).
b Express the surface area of the can in terms of volume (500 cm3) and radius (r cm).
c By trial and error, or another method, determine the value of the radius that provides the
smallest surface area.
d Determine the dimensions of the can.
24 Consider a can that has a surface area of 200 cm2. By repeating the process from question 23,
determine the dimensions of the can that can hold the largest volume of soft drink.
eBook plus reFleCtIon

Digital doc Why is a cylinder classed as
WorkSHEET 12.3 a prism?
doc-6305

Summary
Measurement
■■ Time is used to measure periods such as the numbers of weeks until a birthday, the number of
days until the holidays, or the number of minutes left in a maths lesson.
■■ The metre is the standard unit of length in the metric system.
(a) When converting to a larger unit, divide.
(b) When converting to a smaller unit, multiply.
■■ 1 cm = 10 mm 1 m = 100 cm 1 km = 1000 m
■■ The perimeter of a shape is the total distance around that shape.
■■ For circular figures the term circumference is used instead of perimeter.
■■ A formula can be used to find the perimeter (or circumference) of each of the following
shapes.
(a) Square P = 4l (l = side length)
(b) Rectangle P = 2(l + w) (l = length, w = width)
(c) Circle C = 2p r (r = radius) or
C = pd (d = diameter)
■■ When finding the perimeter of a shape, make sure that all measurements have the
same units.
Area
■■ The area of a shape is a measure of the amount of surface enclosed by that shape.
■■ Area is measured in units based on the square metre, such as the square centimetre (cm2). The
conversion between square units is the square of the conversion between linear units.
■■ A formula can be used to calculate the area of simple shapes.
(a) Square A = l2 (l = length)
(b) Rectangle A = lw (l = length, w = width)
1
(c) Triangle A = 2 bh (b = base, h = height)
(d) Circle A = pr2 (r = radius)
(e) Parallelogram A = bh (b = base, h = height)
1
(f) Trapezium A = 2 (a + b)h (a, b = parallel sides, h = height)
■■ The area of a composite shape can be found by dividing the shape into simpler shapes and
using the appropriate formula.
Area and perimeter of a sector

■■ A sector is a portion of a circle formed by two radii and the arc between them.
θ
■■ To find the area of a sector, use the formula A = 360 p r2, where q is the angle included between
the radii.
θ
■■ To find the perimeter of a sector, use the formula l = 360 ì 2p r, where q is the angle
included between the radii, to find the curved side. Then add the lengths of all sides to find the
total perimeter.
Surface area of rectangular and triangular prisms

■■ Prisms are 3-dimensional figures, which have uniform cross-sections (that are polygons).
■■ The surface area of a prism is the area of its outside surface.
■■ To find the surface area of a prism, find the area of each face using the correct area formula,
and add them together. Consider the front, back, left, right, top and bottom sides.
■■ Look for identical faces, which will have the same area.
■■ The surface area (SA) of a rectangular prism (or a cuboid) of length l, width w and height h is
given by the formula SA = 2(lh + lw + wh).

Surface area of a cylinder

■ The outer surface of a cylinder is made up of two circles and a rectangle.
■ The area of the rectangular curved surface is given by the formula A = 2p rh.
■ To find the surface area of a cylinder, use the formula SA = 2p rh + 2p r 2, where r is the radius
of the base and h is the height of the cylinder.
■ The formula can be simplified to SA = 2p r(r + h).
Volume of prisms (including cylinders)

■ The volume of a solid is the amount of space it occupies.
■ Volume is measured in cubic units, such as cubic millimetres (mm3), cubic centimetres (cm3)
and cubic metres (m3).
■ The volume of any prism can be found by multiplying the area of its cross-section (or base),
A, by its height, h; that is, V = Ah.
■ The volume of a cylinder is given by the formula V = p r 2h.
■ Capacity is a term usually applied to the measurement of liquids.
■ The capacity of a solid figure is the same as its volume, if the thicknesses of the walls of the
figure are ignored.
■ The most commonly used units of capacity are the litre (L) and the millilitre (mL).
■ The units of capacity and volume are connected as follows:
(a) 1 millilitre (mL) = 1 cubic centimetre (cm3)
(b) 1 litre (L) = 1000 cubic centimetres (cm3)
(c) 1000 litres (L) = 1 kilolitre (kL) = 1 cubic metre (m3)
(d) 1 megalitre (ML) = 1000 cubic metres (m3).

Use the terms in the summary, and other terms if you wish, to construct a concept map
that illustrates your understanding of the key concepts covered in this chapter. Compare
this concept map with the one that you created in What do you know? on page 375.
Homework

Chapter review
Fluency 9 Fill in the gaps by converting the units of length.
a 26 mm = cm
1 Which of the following is true? b 1385 mm = cm
A 5 cm is 100 times as big as 5 mm. c 1.63 cm = mm
B 5 metres is 100 times as big as 5 cm. d 1.5 km = m
C 5 km is 1000 times as small as 5 metres. e 0.077 km = m
D 5 mm is 100 times as small as 5 metres. f 2850 m = km
E 50 cm is 1000 times as small as 5 km.
10 Calculate the cost of 1.785 km of cable, if the cable
2 The circumference of a circle with a diameter of costs $4.20 per metre.
12.25 cm is:
A 471.44 cm B 384.85 mm 11 Calculate the circumference of circles with the
following dimensions (correct to 1 decimal place).
C 76.97 cm D 117.86 cm
a radius 4 cm
E 490 mm b radius 5.6 m
3 The area of the following shape is: c diameter 12 cm
A 216 m2 12 Calculate the perimeter of the following shapes
B 140 m2 12 m
(correct to 1 decimal place).
10 m
C 150 m2 a 294 mm
D 90 m2 18 m 11 cm
E 52 m2
4 The area of a circle with diameter 7.5 cm is: 30 cm
A 176.7 cm2 B 47.1 cm2
b 9 mm
C 23.6 cm2 D 44.2 cm2
E 56.25 cm2
6.2 mm
5 The perimeter of the shape shown is:
A 1075.2 cm
B 55.5 cm c 8.5 m
C 153.2 cm
D 66.1 cm
E 305.8 cm
18.5 m
6 The surface area and volume of a cube with side
length 7 m are respectively: d
A 294 m2, 343 m3 B 49 m2, 343 m3
2 3
C 147 m , 49 m D 28 m2, 84 m3
2 3
E 14 m , 84 m
7 The surface area of a rectangular box with
dimensions 7 m, 3 m, 2 m is:
A 41 m2 B 42 m2
48 mm
C 72 m2 D 82 m2
2
E 84 m e
8 The surface area and volume of a cylinder with
radius 35 cm and height 40 cm are:
A 16 493.36 cm2 and 15 3938 cm3 3.6 m
B 8796.5 cm2 and 11 246.5 cm3
C 15 3938 cm2 and 11 246.5 cm3
D 8796.5 cm2 and 15 3938 cm3
E 11 246.5 cm2 and 15 3938 cm3 1.9 m

f f
31 cm
120 m 70 cm
18.5 cm
g
30.2 cm
94 mm
17 cm
14 Calculate the area of the following 2-dimensional

24 mm shapes by dividing them into simpler shapes.
(Where necessary, express your answer correct to
1 decimal place.)
a 26 cm
13 Calculate the area of the following shapes.
a
30 cm
5m
b
b 38 cm 9m
23 m
23 m
25 cm
14 m
c
c
31 cm
22 cm
25 cm
d 64 m 25 cm
60 m d 7 cm
140 m
e 20 mm 23.9 cm
9 mm
10 mm 9.9 cm

15 Calculate the area of the sectors below (correct to b

2 decimal places). 7 cm
a b
8.7 cm 8 cm
20 m 12 cm
c d c
35 cm
40°
70° 40 cm
18 cm
124 m d
16 Calculate the perimeter of the sectors in

question 15, correct to 2 decimal places.
17 Calculate the inner surface area of the grape 3.7 m
collecting vat using the dimensions for length,
width and depth shown. 1m
10 cm
70 cm 30 cm
82 cm
12 cm
1.6
m
Problem solving
1 Calculate the cost of painting an outer surface

18 Calculate the surface (including the lid) of a cylindrical water tank,
22 cm
area of the triangular which has a radius of 2.2 m and a height of 1.6 m,
prism at right. if the paint costs $1.90 par square metre.
2 A harvester travels at 11 km/h. The comb
(harvesting section) is 8.7 m wide. How
many hectares per hour can be harvested with
25 cm this comb?
40 cm
3 A block of chocolate is in the shape of a
triangular prism. The face of the prism is an
19 Calculate the volume of each of the following.
equilateral triangle of 5-cm sides, and the length
a
is 22 cm.
a Determine the area of one of the triangular
faces.
b Calculate the total surface area of the block.
c Calculate the volume of the block.
d If it cost $0.025 per cm3 to produce the block,
7 cm what is the total production cost?

4 An A4 sheet of paper has dimensions a What area of floor space is available?

210 mm ì 297 mm and can be rolled two b The area of an inflatable mattress is 1.02 m2.
different ways (by rotating the paper) to make Nina’s best friend suggests that by dividing the
baseless cylinders as illustrated below. available floor space by the area of an inflatable
mattress the number of mattresses that can
fit into the bedroom can be calculated. Is the
friend correct?
c How many self-inflatable mattresses can fit in
the room as it is?
d How would this change if the bed could be
moved within the bedroom?
Which cylinder has the greater volume? 6 These congruent squares have shaded parts of
circles inside them.
5 Nina decides to invite some friends for a sleepover.
(i) (ii)
She plans to have her guests sleep on inflatable
mattresses with dimensions 60 cm by 170 cm. A
plan of Nina’s bedroom is shown below.
4m
1.2 m
Compare the shaded area in figure (i) with that in
1.8 m figure (ii).
7 An isosceles triangle has its base on the side of
Bed 1m
a square. The areas of the two figures are equal.
3.6 m What is the length of one of the equal sides of the
isosceles triangle in terms of the length of one side
of the square? Give an exact answer.
eBook plus
1.8 m
Interactivities
Chest of Door Test yourself Chapter 12
0.5 m
drawers int-2710
0.8 m 1.1 m int-2708
int-2709

eBook plus ACtIVItIes
Chapter opener 12D Surface area of rectangular and
Digital doc triangular prisms
• Hungry brain activity Chapter 12 (doc-6293) Digital docs
(page 375) • Activity 12-D-1 (doc-4151): Exploring TSA of
Are you ready? rectangular and triangular prisms (page 400)
• Activity 12-D-2 (doc-4152): Calculating TSA of
rectangular and triangular prisms (page 400)
• SkillSHEET 12.1 (doc-6294): Converting units of • Activity 12-D-3 (doc-4153): Applications of
length TSA of rectangular and triangular prisms
• SkillSHEET 12.3 (doc-6295): Substitution into (page 400)
perimeter formulas • SkillSHEET 12.11 (doc-6301): Surface area of
• SkillSHEET 12.5 (doc-6296): Perimeter of squares, triangular prisms (page 401)
rectangles, triangles and circles • WorkSHEET 12.2 (doc-6304): Surface area
• SkillSHEET 12.7 (doc-6297): Substitution into area (page 404)
formulas Interactivity
• SkillSHEET 12.9 (doc-6298): Area of squares, • Surface area of prisms (int-2771) (page 398)
rectangles, triangles and circles
• SkillSHEET 12.10 (doc-6299): Surface area of 12E Surface area of a cylinder
cubes and rectangular prisms Digital docs (page 405)
• SkillSHEET 12.12 (doc-6300): Volume of cubes and • Activity 12-E-1 (doc-4154): Reviewing SA of
rectangular prisms cylinders
12A Measurement • Activity 12-E-2 (doc-4155): Calculating SA of
cylinders
Weblinks (page 377) • Activity 12-E-3 (doc-4156): Applications of SA of
• Professor Brian Cox explores Time in Super Slow cylinders
Motion
• 10 Ultra Slow Motion Videos 12F Volume of prisms (including cylinders)
Digital docs (page 381) Digital docs
• Activity 12-A-1 (doc-4142): Reviewing distance and • Activity 12-F-1 (doc-4157): Reviewing volume of
time measurements prisms (page 411)
• Activity 12-A-2 (doc-4143): Calculating distances • Activity 12-F-2 (doc-4158): Calculating volumes of
and time prisms (page 411)
• Activity 12-A-3 (doc-4144): Applications of distance • Activity 12-F-3 (doc-4159): Applications of volumes
and time measurements of prisms (page 411)
12B Area • SkillSHEET 12.13 (doc-6302): Volume of triangular
prisms (page 412)
Digital docs (pages 388, 392) • SkillSHEET 12.14 (doc-2837): Volume of cylinders
• Activity 12-B-1 (doc-4145): Exploring area (page 412)
• Activity 12-B-2 (doc-4146): Calculating area • WorkSHEET 12.3 (doc-6305): Volume (page 417)
• Activity 12-B-3 (doc-4147): Tricky area problems
• WorkSHEET 12.1 (doc-6303): Length and area Chapter review
12C Area and perimeter of a sector Interactivities (page 423)
• Test Yourself Chapter 12 (int-2710): Take the end-
of-chapter test to test your progress.
• Activity 12-C-1 (doc-4148): Exploring perimeter • Word search Chapter 12 (int-2708)
and area of sectors • Crossword Chapter 12 (int-2709)
• Activity 12-C-2 (doc-4149): Calculating perimeter
and area of sectors To access eBookPLUS activities, log on to
• Activity 12-C-3 (doc-4150): Applications of
www.jacplus.com.au
perimeter and area of sectors

statistics aND probability • chaNce
13
13a Introduction to probability
13b Estimating probability
13c Theoretical and experimental
probability
13d Venn diagrams
13e Complementary, mutually exclusive
and independent events
13F Conditional probability
What Do yoU kNoW ?

1 List what you know about probability.
probability 2 Share what you know with a partner and

probability.
eBook plus
Digital doc
Chapter 13
doc-6306
opeNiNg QUestioN
The card game of poker is becoming very popular in Australia. There

are many varieties of poker, the simplest of which is ‘5-card draw’. In
5-card draw you are given 5 cards and have to make the best poker hand
possible, then bet against other players’ best possible hands. There are
311 875 200 different possible 5-card poker hands. How was this number
obtained?
are you ready?

completing■the■matching■SkillSHEET■located■on■your■eBookPLUS.■
eBook plus
Probability scale
Digital doc 1 Use■the■probability■scale■below■to■assign■a■value■from■0■to■1■inclusive■to■the■probability■of■
SkillSHEET 13.1 occurrence■of■each■of■the■following■events.
doc-6307
a This■week■Wednesday■will■follow■Thursday.
b You■roll■a■standard■die■and■an■even■number■appears■uppermost.
c There■will■be■a■high■tide■at■the■beach■some■time■today.
d Next■summer■in■Melbourne■there■will■be■two■consecutive■days■with■the■temperature■
above■35■degrees.
Highly Unlikely Even Likely Highly
unlikely chance likely
Impossible Very Less than Better than Very Certain
unlikely even chance even chance likely
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

0% 50% 100%
eBook plus
Understanding a deck of playing cards
2 For■a■standard■deck■of■52■playing■cards,■state■the■number■of:
Digital doc a red■cards b jacks c black■queens
SkillSHEET 13.2
doc-6308
d kings■of■diamonds e eights f number■cards■greater■than■7.
eBook plus Listing the sample space

3 List■the■sample■space■(possible■outcomes)■for■each■of■the■following.
Digital doc
a Rolling■a■die b Tossing■a■coin c Spinning■a■circular■spinner■numbered■from■1■to■5
SkillSHEET 13.3
doc-6309
eBook plus
Theoretical probability
4 In■a■box■of■chocolates,■there■are■6■soft-centred■chocolates,■4■hard-centred■chocolates■and■
Digital doc 5■nut-centred■chocolates.■A■chocolate■is■selected■at■random.
SkillSHEET 13.4
doc-6310
a What■is■the■probability■of■selecting■a■hard-centred■chocolate?
b What■is■the■probability■of■selecting■a■soft-centred■chocolate?
c What■is■the■probability■of■selecting■a■nut-centred■chocolate?
d What■is■the■sum■of■the■probabilities■calculated■in■parts■a,■b■and■c ?
eBook plus
Determining complementary events
5 List■the■complementary■event■for■each■of■the■following.
Digital doc a A■card■is■drawn■from■a■standard■deck■of■playing■cards.■What■is■the■complementary■event■
SkillSHEET 13.5
doc-6311 for■‘the■card■is■a■spade’?
b A■die■is■rolled.■What■is■the■complementary■event■for■‘the■number■that■appears■uppermost■
is■4■or■greater’?
eBook plus
Calculating the probability of a complementary event
6 If■the■probability■that■it■will■rain■tomorrow■is■0.6,■what■is■the■probability■that■it■will■not■rain■
Digital doc tomorrow?
SkillSHEET 13.6
doc-6312
426 maths Quest 9 for the australian curriculum

statistics AND probability • chance
13A Introduction to probability

■■ Probability is the likelihood, or ‘chance’, that something, an ‘event’, will happen.
■■ If the event is certain, for example, the sun rising in the east tomorrow morning, we assign a
probability of 1 to the event.
■■ If the event is certain not to occur, for example, the sun rising in the west tomorrow morning,
we assign a probability of 0 to the event.
■■ All other events have probability values, if they can be computed, between 0 and 1.
■■ There are many descriptive words used to describe the probability of an event, such as almost
impossible, rare, unlikely, even chance, likely, very likely, . . .
Highly Unlikely Even Likely Highly
unlikely chance likely
Impossible Very Less than Better than Very Certain
unlikely even chance even chance likely
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

0% 50% 100%
Worked Example 1
On the probability scale given below right, insert each of the following events at appropriate points.
a You will sleep tonight.
b You will come to school the next Monday during a school term. 0 0.5 1
c It will snow in Victoria this year.
Think Write/draw
a 1 Carefully read the given statement a a

and label its position on the
probability scale.
0 0.5 1
2 Provide reasoning. Under normal circumstances, I will certainly sleep
tonight.
b 1 Carefully read the given statement b b
probability scale.
0 0.5 1
2 Provide reasoning. It is very likely but not certain that I will come to
school on a Monday during term. Circumstances
such as illness or public holidays may prevent me
from coming to school on a specific Monday during a
school term.
c 1 Carefully read the given statement c c (Summer) c (Winter)
probability scale.
0 0.5 1
2 Provide reasoning. It is highly likely but not certain that it will snow in
Victoria during winter. The chance of snow falling
in Victoria in summer is highly unlikely but not
impossible.
Chapter 13 Probability 427

Key terms
Throughout this chapter we will use terminology specifically related to probability.
Key word Meaning

Trial The number of times an experiment is conducted;
for example, if a coin is tossed 20 times, we say there
were 20 trials.
Outcome The results obtained when an experiment is
conducted; for example, when a die is rolled, the
outcome can be 1, 2, 3, 4, 5 or 6.
Event The desired (favourable) outcome or an outcome of
interest; for example, if a die is rolled and we are
interested in the chance of getting an even number, the
event could be 2, 4 or 6.
Equally likely outcomes Outcomes that have the same chance of occurring; for
example, when a coin is tossed, the outcomes (Heads
or Tails) are equally likely.
Worked Example 2
A die is rolled. Indicate whether the following outcomes are equally likely.
a Even numbers and odd numbers
b Factors of 6 and factors of 4
Think Write
a 1 Read the statement and write the results of a Even numbers: 2, 4, 6

each outcome. Odd numbers: 1, 3, 5
2 Compare the number of results for each The outcomes: even numbers and odd
outcome and answer the question. numbers are equally likely, as they each
have three results.
b 1 Read the statement and write the results of b Factors of 6: 1, 2, 3, 6
each outcome. Factors of 4: 1, 2, 4
2 Compare the number of results for each The outcomes: factors of 6 and
outcome and answer the question. factors of 4 are not equally likely,
as they have a different number of
results.
Sample space
■■ Probability experiments have a finite number of possible outcomes. For example, when
tossing a single die there are only 6 possible outcomes.
■■ The list, or set, of possible outcomes is called the sample space and is represented by the
symbol x .
■■ For the sample space of tossing a single die, x = {1, 2, 3, 4, 5, 6}.
■■ For 2-step, multi-step or other more complex experiments, tables and graphs can be used to
list the sample space.

■■ The sample space below is a two-way table for two dice.

Die1 1 2 3 4 5 6
Die2
1 (1, 1) (2, 1) (3, 1) (4, 1) (5, 1) (6, 1)
2 (1, 2) (2, 2) (3, 2) (4, 2) (5, 2) (6, 2)
3 (1, 3) (2, 3) (3, 3) (4, 3) (5, 3) (6, 3)
4 (1, 4) (2, 4) (3, 4) (4, 4) (5, 4) (6, 4)
5 (1, 5) (2, 5) (3, 5) (4, 5) (5, 5) (6, 5)
6 (1, 6) (2, 6) (3, 6) (4, 6) (5, 6) (6, 6)
■■ The tree diagram below is a sample space that is used for two coins being tossed.
Coin 1 Coin 2
Heads
Heads
Tails
Heads
Tails
Tails
Worked Example 3
a A coin is tossed, then a die is rolled. Model this experiment using a tree diagram, and then list the
sample space.
b A coin is tossed, then a circular spinner with seven equal sectors labelled R O Y G B I V is spun.
Display all possible outcomes in a two-way table, then list the sample space for this experiment.
Think Write/draw
a 1 Draw a point and two branches going in a Coin Die

different directions. These two branches outcomes outcomes
represent the Head and Tail outcomes for 1
the coin toss. 2
2 3
Draw points at the end of these branches. H
Then draw six branches from each of these 4
points to represent the six die outcomes. 5
6
1
2
3
T
4
5
6
3 Label the ‘Coin outcomes’ and ‘Die outcomes’.
4 Follow the head branch and write down all
of the Head combinations. Do the same for
Tail combinations.
5 List the sample space of the experiment. S = {(H, 1), (H, 2), (H, 3), (H, 4), (H, 5), (H, 6),
(T, 1), (T, 2), (T, 3), (T, 4), (T, 5), (T, 6)}

b 1 Rule a table consisting of 8 rows and b 1

3 columns. Leave the first cell blank. H T
2 Label the second and third cells of the first R HR TR
row as H and T respectively. Place a 1 above
O HO TO
the first row.
Y HY TY
3 Label cells 2 to 8 of the first column as
2 G HG TG
R, O, Y, G, B, I, V respectively. Place a 2
beside the first column. B HB TB
4 Combine the outcome pairs in the order they I HI TI
occur in each of the remaining cells, that is, V HV TV
the first event result followed by the second
event result.
5 List the sample space of the experiment. S = {(H, R), (H, O), (H, Y), (H, G), (H, B),
(H, I), (H, V), (T, R), (T, O), (T, Y), (T, G), ■
(T, B), (T, I), (T, V)}
■■ If there are more than two stages, the tree continues to branch out. The new branches of the
tree are drawn from the end of the branch for the previous stage.
■■ At each stage, the number of branches is the same as the number of possible outcomes for
that stage.
■■ Two-way tables are not used for experiments involving more than two stages.
Worked Example 4
A coin is tossed three times. Draw a tree diagram and use it to list the sample space for this
experiment.
Think Write/draw
1 There are three stages to the experiment, with two 1st 2nd 3rd Sample
outcomes (Heads or Tails) at each stage. So draw coin coin coin space
the tree diagram branching out three times with two H HHH
H
branches at each stage. T HHT
H
T H HTH
2 List the sample space by following the path to the T HTT
end of each branch.
H THH
H T THT
T
T H TTH
T TTT

remember
1.■ Probability■is■the■likelihood■or■chance■of■something■occurring.
2.■ The■probability■scale■ranges■from■and■includes■all■values■between■0■(an■impossible■
event)■and■1■(a■certain■event).
3.■ Outcomes■are■results■of■experiments.
4.■ An■event■is■a■desired■or■favourable■outcome.
5.■ Equally-likely■outcomes■have■the■same■chance■of■occurring.
6.■ A■sample■space■(x■or■S)■is■the■list■of■all■the■possible■outcomes■obtained■from■an■
experiment■and■enclosed■in■a■pair■of■curled■brackets■{■}.
7.■ A■two-way■table■and■tree■diagram■provide:
•■ each■step■of■a■particular■experiment■
•■ the■total■possible■outcomes.
8.■ Tree■diagrams■are■used■to■display■the■outcomes■of■experiments■involving■more■than■
two■stages.
exercise
13a introduction to probability
iNDiviDUal flUeNcy
pathWays 1 We 1 ■On■the■given■probability■scale,■insert■each■of■the■following■events■at■appropriate■
eBoo
eBookk plus points.
a The■school■will■have■a■lunch■break■on■Friday.
Activity 13-A-1
b Australia■will■have■a■swimming■team■in■the■Commonwealth■Games.
Odds and roulette
doc-4161 c Australia■will■host■two■consecutive■Olympic■Games.
Activity 13-A-2 d At■least■one■student■will■obtain■an■A■for■Mathematics.
Odds and the e Mathematics■will■be■taught■in■secondary■schools.
game of two-up f In■the■future■most■cars■will■run■without■LPG■or■petrol.
doc-4162
g Winter■will■be■cold.
Activity 13-A-3
Odds and the h Bean■seeds,■when■sown,■will■germinate.
game of craps 2 Indicate■the■chance■of■each■event■listed■in■question■1■using■one■of■the■following■terms:■certain,■
doc-4163
likely,■unlikely,■impossible.
3 We2 ■A■pack■of■cards■is■shuffl■ed■and■a■card■is■then■randomly■drawn.■Indicate■whether■the■
outcomes■listed■in■each■case■are■equally■likely.
a Drawing■a■heart■or■drawing■a■spade
b Drawing■a■red■card■or■drawing■a■black■card
c Drawing■an■ace■or■drawing■a■king
d Drawing■a■picture■card■(jack,■king,■queen)■or■not■drawing■a■picture■card
4 We3 ■ mc ■Toss■two■coins■and■record■all■possible■combinations■of■Heads■and■Tails■using■a■
tree■diagram.■
Which■of■the■following■represents■the■correct■sample■space?
a {HT,■TH,■TT}
b {H,■T,■H,■T,■H,■T,■H,■T,)
c {H,■T}
d {HT,■TT,■HH,■TH}
e None■of■the■above
5 A■circular■spinner■with■seven■equal■sectors■labelled■R■O■Y■G■B■I■V■is■spun,■then■a■die■is■
rolled.■Display■all■possible■combinations■in■a■two-way■table,■then■list■the■sample■space■for■this■
experiment.
chapter 13 probability 431

6 A bag has 7 red marbles, 5 blue marbles and 4 yellow marbles. All marbles are of the same
size. A marble is drawn from the bag, and the colour is noted.
a List the sample space.
b Is choosing a green marble possible?
7 WE4 Draw a tree diagram to show all possible combinations of boys and girls in a family
with three children.
8 A card is randomly drawn from a standard deck of playing cards, and its suit (hearts, clubs,
spades or diamonds) is noted. The card is replaced and another card is randomly drawn and its
suit recorded.
List the sample space for this pair of events.
Understanding
9 A bag contains cards with the letters A, B and C. Two cards are drawn (with replacement of the
first card before drawing the second) and paired up.
b If event A is defined as ‘the first letter drawn is A’, choose the correct pairs of letters for
this event.
10 Five cards are numbered 1, 2, 3, 4 and 5. Two cards are selected and the sum of the numbers on
the cards is noted. The cards are replaced and another pair of numbers is selected.
a List the sample space for this experiment.
b If event B is defined as ‘the total is even’, list this event.
11 If S = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} where P = {even numbers} and Q = {factors of 8}, then:
a list P
b list Q
c list the numbers that belong to both P and Q; that is, P ¶ Q, the intersection of sets P and Q.
12 A die is rolled twice and the sum of the numbers shown is noted.
a Show the sample space using a two-way table.
b Highlight the sum of the numbers being seven.
c Highlight the sum of the numbers being six.
13 Flip a coin, then roll a die.
a Show the sample space using a tree-diagram
b How many elements are in the sample space?
14 A mixed-doubles tennis team needs to be selected. The female is chosen from Madeline,
Patricia, Cassie, Leigha and Grace; the man is chosen from Daniel, Tyler, Scott and Byron.
Draw a tree diagram and list the sample space for all possible mixed-doubles teams.
15 A coin is tossed four times.
a List the sample space for this series of events.
b Underline the elements of the sample space where two Heads were obtained.
Reasoning
16 A car dealership offers the following options for car buyers.

• Colour: 10 colours
• Models: 8 different models
• Transmission: Automatic or Manual
How many different cars can be created, using all three options?
17 Choose four of your favourite horses (A, B, C, D) for the Melbourne Cup. If you buy a four-
horse trifecta box ticket, you receive all the possible 1st, 2nd and 3rd place combinations, with
your four horses.
a What is the sample space for this experiment? (Hint: (C, B, D) and (D, B, C) are different
outcomes.)
b How many different combinations were included in this bet?

18 A coin is tossed four times. Rank the following outcomes from least likely to most likely.
i Obtaining 3 Heads in a row ii Obtaining 3 Heads
iii Obtaining 2 Tails in a row iv Obtaining 4 Tails
v Obtaining the sequence H – H – T – T
19 A bag contains 10 marbles numbered 1 to 10. One is drawn at random and its number
recorded. It is then replaced. This is repeated a second time. If the number on both marbles is
greater than 6, you win a prize.
b How many ‘chances’ do you have of winning the prize?
20 The digits 4, 5, 7 and 8 are used to form a three-digit number. If no digits can be used more
than once, list the sample space.
21 The Jones family is planning a holiday to Disneyland. They have the choice of Disneyland in
California, Disney World in Florida or Euro Disney in France. The holiday can be taken during
one of two seasons — Peak season or Off-peak season. They can fly Economy, Business or
First class.
a Use a tree diagram to list all combinations of holiday reflection
that could be taken by choosing a destination, season When is it best to use a tree
and class. diagram and when is it best
b Assuming that all choices are equally likely, find the to use a table to display all
probability that a certain holiday package involves the outcomes of a series of
travelling in Business class during the Off-peak season. events?
13B Estimating probability

Sampling
■■ It is often impossible to know the exact or true probability of an event, for example the
probability that an Australian has blue eyes.
■■ In this case, taking a sample of the Australian population, and determining the frequency of
blue-eyed people provides an estimate of the true probability.
■■ This process is called sampling and only requires a small percentage of the total population to
obtain a reasonably accurate estimate.
■■ However, it is important that a random sample is taken, that is, where every one in the
population has an equal chance of being chosen for the sample.
■■ The methods of determining the size of the sample and the selection of who (or what) is in the
sample are techniques beyond the scope of this course.
The following worked example describes one technique of making the selection of a sample.
Worked Example 5
At Jacaranda College a survey is to be conducted to estimate the proportion of students who believe
the canteen needs to provide a more nutritious menu. If there are 800 students at the school and we
wish to survey 50, describe how the 50 students would be randomly selected.
Think Write
1 Describe how to obtain information about the Obtain a list of all 800 students enrolled at the
population. school.
2 Describe how to anonymously identify each Assign a number to each student.
member of the population.
3 Describe how to randomly choose ■ Generate 50 random numbers between 1 and
50 students for the sample. 800 using a calculator or spreadsheet. List your
50 numbers.

4 Describe■what■to■do■if■any■number■is■ Generate■a■new■random■number■for■any■that■are■
repeated. repeated.■Write■any■replacement■numbers.
5 Explain■how■these■random■numbers■are■to■be■ Use■these■numbers■to■select■the■sample■of■
used. 50■students■to■be■surveyed.
eBook plus simulation

Interactivity
■■ Instead■of■sampling■real■events■or■people,■by■using■simple,■random■devices■such■as■coins,■dice■
Random and■cards,■one■can■simulate■such■real■events.■
number ■■ For■example■a■coin■can■be■used■to■simulate■the■outcome■of■a■tennis■match■between■two■
generator
int-0089
players■of■roughly■equal■ability,■instead■of■actually■playing■the■match■itself.
WorkeD example 6
Four students wanted to determine the chance that at least 2 of them were born on the same day of
the week. They made 7 cards and numbered them 1 to 7, where 1 represented Sunday, 2 represented
Monday and so on. Each student selected a card, recorded the number and replaced the card. They
repeated the activity 5 times. The results are shown below.
What is the chance that at least 2 of them were born on the same day?
Trial Days
1 3,■4,■5,■4
2 2,■2,■1,■1
3 3,■3,■4,■5
4 1,■3,■4,■5
5 5,■5,■7,■2
thiNk Write
1 Carefully■examine■the■table■and■make■a■note■ Trial■1:■card■4■(Wednesday)■is■repeated.
of■any■numbers■that■are■repeated. Trial■2:■■cards■1■(Sunday)■and■2■(Monday)■are■both■
repeated.
Trial■3:■card■3■(Tuesday)■is■repeated.
Trial■4:■no■repetitions.
Trial■5:■card■5■(Thursday)■is■repeated.
2 Determine■how■many■of■the■5■trials■show■ Four■of■the■5■trials■show■that■at■least■2■students■
that■at■least■2■students■were■born■on■the■ were■born■on■the■same■day■of■the■week;■that■is,■ 45 .
same■day■of■the■week,■and■express■the■
proportion■as■a■fraction.
4 4
3 Convert■the■fraction■to■a■percentage. 5
■=■ 5 ■ì■100%
=■80%
4 Answer■the■question. According■to■this■activity,■the■chance■that■at■least■
2■of■the■4■students■were■born■on■the■same■day■of■
the■week■is■ 4 ■or■80%.
5

■■ Note■that■because■of■the■small■size■of■the■sample,■the■estimate■of■the■probability■(80%)■is■
quite■different■from■the■true■probability,■obtained■from■theory,■of■65%.
■■ The■larger■the■sample■size,■the■more■accurate■the■answer.■For■example,■a■simulation■of■
2000■trials■yielded■a■probability■of■63.6%.
remember
1.■ Predictions■of■future■outcomes■are■made■by■sampling■and■estimation.
2.■ In■a■random■sample,■every■element■of■the■population■has■an■equal■chance■of■selection.
3.■ Simulation■involves■modelling■real■events■by■using■activities■such■as■rolling■a■die■or■
tossing■a■coin.
exercise
13b estimating probability
iNDiviDUal flUeNcy
pathWays
1 We5 ■At■Jacaranda■Secondary■College■there■are■150■students■in■Year■9.■Thirty■Year■9■students■
eBoo
eBookk plus are■to■be■surveyed■about■whether■they■are■for■or■against■school■uniforms.
a Describe■how■to■generate■a■
Activity 13-B-1
Tossing a coin random■sample■of■30■students.
doc-4164 b Write■the■sequence■of■numbers■
Activity 13-B-2 that■you■need■in■order■to■
Rolling a die produce■a■random■list■for■this■
doc-4165
problem■on■your■graphics■
Activity 13-B-3
Rolling two dice
calculator.■
doc-4166 c What■does■each■number■in■your■
random■list■represent?
d Will■the■sample■of■30■students■
be■an■accurate■portrayal■of■
the■views■of■the■150■students?■
Explain.
2 Students■at■Jacaranda■College■were■asked■to■design■a■survey■and■make■a■decision■on■the■issue■
‘Student■Representative■Councils■should■be■abolished■in■schools’.■How■could■the■group■of■
students■gather■an■accurate■sample?■Explain.
3 An■apple■plantation■has■2000■apple■trees,■each■with■a■different■number■of■apples.■Using■
sampling,■how■could■you■estimate■the■proportion■of■trees■with■100■or■more■apples?
4 We6 ■ mc ■A■group■of■4■students■wanted■to■determine■the■chance■that■at■least■2■of■them■were■
born■on■the■same■day■of■the■week.■They■made■7■cards■and■numbered■them■1■to■7,■where■1■
represented■Sunday,■2■represented■Monday■and■so■on.■Each■student■picked■a■card,■recorded■the■
number■and■replaced■the■card.■The■cards■were■then■reshuffl■ed■each■time■they■were■replaced.■
They■repeated■the■activity■10■times.■The■following■results■were■obtained.
Trial 1 2 3 4 5 6 7 8 9 10
Days 2,■4,■ 1,■3,■ 3,■5,■ 4,■1,■ 4,■6,■ 1,■3,■ 2,■3,■ 6,■4,■ 4,■5,■ 7,■3,■
4,■4 3,■7 3,■4 5,■6 7,■4 4,■6 4,■7 3,■4 5,■6 6,■3
What■is■the■chance■that■at■least■2■of■them■were■born■on■the■same■day?
a 60% b 70%
c 10% d 80%
e 20%

5 In a recent survey conducted in a shopping mall, 40 people were asked the following two
questions.
i Are you going to a supermarket here in the shopping mall?
ii Do you intend to spend any money here in the shopping mall?
Twenty-three people answered yes to the first question and 38 people answered yes to the
second question.
a What is the chance that a person coming to the shopping mall will spend no money?
b What is the chance that a person coming to the mall does not go to a supermarket?
6 A standard deck of playing cards can be used to simulate many sampling problems.
a What is the chance that a card, drawn at random, is a heart?
b What is the chance that a card, drawn at random, is a king?
Understanding
7 Six football teams are competing in a winter competition and a summer competition. Simulate
the winter competition and the summer competition separately.
a Who won the summer competition?

b Who won the winter competition?
c Who won the overall competition?
d What are the chances that the winner of the overall competition will win next year?
e Explain why the computation in problem d can be incorrect.
8 An Australian bowler wants to estimate how many wickets he will take in the next 50 cricket
matches using random numbers. The digits 0, 1, 2, 3, 4 and 5 refer to the number of wickets
taken. Simulate this experiment using your graphics calculator. How many total wickets did he
achieve in the 50 matches?
9 Instead of a graphing calculator, use a single die to perform the simulation from question 8.
Explain how your simulation works.
10 In pairs, play the following cricket simulation using a die. Rolling 1 represents one run, rolling
2 represents two runs, 3 represents a batsman being out, 4 represents a boundary (4 runs),

5 represents no runs and rolling a 6 represents a six. Each team has 11 batsmen, and the team
bats until 10 of them are out. Batsmen are interchanged when an odd number of runs is scored,
and an over is represented by 6 throws of the die.
After the game has been played, answer the following questions.
a What was the lowest number of runs made by any batsman for each team?
b What was the highest number of runs made by any batsman for each team?
c What was the final number of runs for each team?
d Will these results be the same for the next game? Explain your answer.
11 Imagine a friend fishing 50 days in a row. On each day, he catches only one fish, multiple
fish, or come home empty handed. (Assume that all outcomes have an equal chance of
occurring.)
a Simulate the experiment on your graphics or CAS calculator and record the results.
b Determine the chance your friend caught:
i one fish
ii multiple fish
iii no fish.
c Determine the chance that one or more fish are caught two days in a row.
Reasoning
12 Jared takes a sample of students at his university to determine what percent of the student
population is employed. There are 20 000 students and he takes a random sample of ■
50 first-year students living in the dormitories. Do you think Jared will receive accurate results
from his sample? Why or why not?
13 Instead of a graphing calculator, a spreadsheet can be used as a simulation device. The function
RAND() provides a random number between 0 and 1 (excluding both 0 and 1).
a Write a spreadsheet formula that produces a random number between 0 and 6 (excluding
0 and 6)
b The INT(xxx) function calculates the integer value of xxx. For example INT(6.7) = 6.
Write a spreadsheet formula that produces a random integer in the range 0 to 10.
c Write a spreadsheet formula that simulates the tossing
of a single die. reflection
d Develop a spreadsheet that simulates the total of
What are the most
2 dice for, at least, 100 times. Use your spreadsheet to important ‘rules’ of
determine the probability of getting a total of 7 (true sampling a population?
probability = 1 ).
6
13C Theoretical and experimental

probability
■■ It would be preferable to be able to determine probabilities from a theory or formula instead
of having to perform surveys or simulations.
■■ If a situation is such that there are a number of equally likely outcomes (for example, tossing
a die) one can determine the probability of a particular outcome using the formula:
number of ways an outcome can occur
Probability of a particular outcome = .
total number of possible outcomes
■■ The symbol P(x) is used to denote the probability of outcome x:
1 2 1
The probability of getting a 5 with a single die, P(5) = 6 , while P(5 or 6) = 6 = 3 .
■■ Experimental probability requires a form of survey or simulation, and in that case:
number of times the outcome occurred
Probability of a particular outcome =
total number of trials performed

■■ The following table shows the similarities and differences between theoretical and
experimental probabilities.
Theoretical probability Experimental probability

Equations P(event) = P(event) =
number of ways an event can occur number of times this event occurred
total number of equally likely outcomes total number of trials
or
n( E )
P(E) =
n(S )
Examples What is the probability of rolling a 5 on a Mike scored 50 goals out of 80 attempted
fair die? goals during the soccer season.
• The event is the occurrence of number 5. • The event is a goal, and this occurred
• The event can only occur one way, because 50 times.
there is only one 5 on the die. • The number of trials is the number of
• There are six equally likely outcomes: attempted goals, which is 80.
{1, 2, 3, 4, 5, 6}. Therefore the experimental probability is 85.
Therefore the theoretical probability of rolling
a 5 is 16 .
Important The experimental probability of an equally likely event will usually be higher or lower than ■
facts the theoretical probability. However, if too few trials are conducted, there is a high possibility
that the experimental probability will differ significantly from the theoretical probability.
According to the Law of Large Numbers, if a very large number of trials is conducted, the
experimental probability will approach the theoretical probability. For example, if you flip a
coin 10 000 times, according to theoretical probability, Heads should appear on 12 of the flips,
or 5000 times. If you completed the actual experiment, the result is likely be more or less ■
than 5000.
Worked Example 7
If a card was drawn from a shuffled pack of 52 cards, find the theoretical probability of selecting
an ace.
Think Write
n( E )
1 Write the rule for theoretical probability. P(E ) =
n(S )
2 Write the number of ways an event can n(E ) = 4
occur and the number of equally likely n(S) = 52
outcomes.
4
3 Substitute the known values into the rule P(ace) = 52
and simplify. 1
= 13
4 Answer the question. The theoretical probability of selecting ■
an ace is 1 .
13

Worked Example 8
If a fair coin is tossed 2000 times, approximately how many Heads are expected?
Think Write
1 Write the number of trials. Number of trials, n = 2000

2 Write the theoretical probability of Probability of obtaining Heads, p = 1
2
obtaining Heads.
3 According to the Law of Large Numbers, Approximate number of Heads = 1 ì 2000
2
approximately 1 of the 2000 tosses should
2
produce heads.
2000
4 Simplify and evaluate. =
2
= 1000
5 Answer the question. The expected number of Heads is 1000.
Worked Example 9
A survey was conducted among 900 students to determine whether blazers should be introduced as
part of the school uniform. 480 students voted yes and 420 voted no. What is the probability that a
random student voted yes?
Think Write
1 Write the number of students who voted yes Number of students who voted yes = 480
and the total number of students. Total number of students = 900
number of times this event occurred

2 Write the rule for probability. P(event) =
total number of trials
480
3 Substitute the known values into the rule. P(Yes) = 900
8
4 Simplify and evaluate. = 15
5 Answer the question. The probability that the student chosen voted■
8
yes is 15 .
remember
1. Theoretical probability is determined by predicting the results of an event that has

equally likely outcomes.
number of ways an event can occur
2. The theoretical probability of an event = .
total number of equally likely outcomes
3. Experimental probability is determined by observing an experiment and gathering the
appropriate data.
4. The experimental probability of an event = .
5. The Law of Large Numbers states that as the number of trials for an experiment that
has equally likely outcomes approaches infinity, the results will come close to the
theoretical probability.

exercise
13c theoretical and experimental probability
iNDiviDUal flUeNcy
pathWays
1 We7 ■A■random■card■is■drawn■from■a■shuffl■ed■pack■of■52■cards.■Find■the■probability■of■
eBoo
eBookk plus selecting:
a an■ace b a■black■card
Activity 13-C-1
Snakes and c a■heart d a■7.
ladders 1
doc-4167
Activity 13-C-2
Snakes and
ladders 2
doc-4168
Activity 13-C-3
Snakes and
ladders 3
doc-4169
2 A■pencil■case■contains■4■blue■pens,■7■black■pens■and■9■red■pens.■If■a■pen■is■chosen,■at■random,■
from■the■pencil■case,■fi■nd:
a P(red■pen) b P(black■pen) c P(not■a■blue■pen).

3 A coin is tossed and a die is rolled simultaneously.

a Use a two-way table to list the sample space.
b What is the probability of getting a Head on the coin and an even number on the die?
4 MC A random number is picked from N = {1, 2, 3, 4 . . . 100}. What is the probability of
picking a number that is a multiple of 2?
49 51 50 50 49
a b c d e
100 100 100 101 50
5 A green die and a blue die are rolled together. The number on each die is added to obtain the
outcome.
a Display all possible outcomes graphically. How many outcomes are there?
b What is the most probable outcome?
c What is the least probable outcome?
d What is the probability of an outcome being less than 5?
e What is the probability that the outcome is 6?
6 MC Eight Nissans, six Toyotas, four Holdens and two Mitsubishis enter a car rally. Assuming
that all cars have equal chances of winning, what is the probability that a Toyota wins the rally?
4 3 1 3 1
a b c d e
10 20 5 10 4
7 At a birthday party, some cans of soft drink were put in a container of ice. There were 16 cans
of Coke, 20 cans of Sprite, 13 cans of Fanta, 8 cans of Sunkist and 15 cans of Pepsi.
If a can was picked at random, what is the probability that it was:
a a can of Pepsi?
b not a can of Fanta?
8 MC In Tattslotto, 6 numbers are drawn from the numbers 1, 2, 3, . . . 45. The number of
different combinations of 6 numbers is 8 145 060. If you buy 1 ticket, what is the probability
that you will win the draw?
1 1 45 1 6
a b c d e
8 145 060 45 8 145 060 6 8 145 060
9 WE8 If a fair coin is tossed 400 times, how many tails are expected?
10 If a fair die is rolled 120 times, how many threes are expected?
11 WE9 MC A survey of high school students asked ‘Should Saturday be a normal school
day?’ 350 students voted yes, and 450 voted no. What is the probability that a student chosen at
random said no?
7 9 7 9 1
a b c d e
16 16 9 14 350

12 In a poll of 200 people, 110 supported party M, 60 supported party N and 30 were undecided.
If a person is chosen at random from this group of people, what is the probability that he or
she:
a supports party M? b supports party N?
c supports a party? d is not sure what party to support?
Understanding
13 A random number is picked from N = {1, 2, 3, . . . 100}. What is the probability of picking a
number that is:
a a multiple of 3? b a multiple of 4 or 5?
c a multiple of 5 and 6?
14 The numbers 3, 5 and 6 are combined to form a three-digit number such that no digit may be
repeated.
a i How many numbers can be formed?
ii List them.
b Find P(the number is odd).
c Find P(the number is even).
d Find P(the number is a multiple of 5).
15 MC In a batch of batteries, 2 out of every 10 batteries in a large sample were faulty. At this
rate, how many batteries are expected to be faulty in a batch of 1500?
a 2 b 150 c 200 d 300 e 750
16 Svetlana, Sarah, Leonie and Trang are volleyball players. The probabilities that they will score
a point on serve are 0.6, 0.4, 0.3 and 0.2 respectively. How many points on serve are expected
from each player if they serve 10 times each?
17 MC A leisure activity survey of 200 Year 9 students produced the following results.
Activity Playing sport Fishing Watching TV Video games Surfing

Number of 58 26 28 38 50
students
The probability (given as a percentage) that a student selected at random from this group
will have surfing as their favourite leisure activity is:
A 50% B 100% C 25% D 0% E 29%
18 The numbers 1, 2, and 5 are combined to form a three-digit number, allowing for any digit to
be repeated up to three times.
a How many different numbers can be formed?
b List the numbers.
c Determine P(the number is even).
d Determine P(the number is odd).
e Determine P(the number is a multiple of 3).
Reasoning
19 John has a 12-sided die and Lisa has a 20-sided die. They are playing a game where the first
person to get the number 10 wins. They are rolling their dice individually.
a Find P(John gets a 10). b Find P(Lisa gets a 10). c Is this game fair? Explain.
20 At a supermarket checkout, the scanners have temporarily broken down and the cashiers must
enter in the bar codes manually. One particular cashier overcharged 7 of the last 10 customers
she served by entering the incorrect bar code.
a Based on the cashier’s record, what is the probability of making a mistake with the next
customer?
b Should another customer have any objections with being served by this cashier?
c Justify your answer to part b.

21 If■you■fl■ip■a■coin■6■times,■how■many■of■the■possible■outcomes■could■include■a■Tail■on■the■
second■toss?
22 In■a■jar,■there■are■600■red■balls,■400■green■balls,■and■an■unknown■number■of■yellow■balls.■If■the■
probability■of■selecting■a■green■ball■is■15,■how■many■yellow■
balls■are■in■the■jar? reflectioN
eBook plus 23 In■another■jar■there■are■an■unknown■number■of■balls,■N,■ What are the most
with■20■of■them■green.■The■other■colours■contained■in■the■ important similarities
Digital doc between theoretical and
WorkSHEET 13.1
jar■are■red,■yellow■and■blue,■with■P(red■or■yellow)■=■ 12 ,■
1 1 experimental probability
doc-6313 P(red■or■green)■=■ 4 ■and■P(blue)■=■ 3 .■Determine■the■number■
calculations?
of■red,■yellow■and■blue■balls■in■the■jar.
13D venn diagrams

summary of set notation
eBook plus
■■ A■set■is■a■collection■of■elements.■The■elements■have■to■meet■specifi■c■requirements■to■be■
members■within■the■set.
Interactivity •■ Example:■The■set■of■Melbourne■AFL■clubs■{Hawthorn,■St.■Kilda,■Richmond,■North■
Two-step
chance
Melbourne,■Melbourne,■Carlton,■Collingwood,■Western■Bulldogs,■Essendon}.
int-2772 ■■ The■universal set■x■(or■sample■space■S)■is■the■largest■set■possible■that■contains■all■the■
elements.
•■ Example:■Rolling■a■single■die■x■=■{1,■2,■3,■4,■5,■6}.
■■ The■intersection■(¶)■of■two■sets■A and■B■are■those■elements■that■are■in■both■A and■B.
•■ Example:■If■A =■{1,■2,■3,■4}■and■B■=■{2,■4,■6},■then■A■¶■B■=■{2,■4}
■■ The■union (ß)■of■two■sets■A■and■B■are■those■elements■that■are■in■either■of■A■or■B.
•■ Example:■If■A■=■{1,■2,■3,■4}■and■B■=■{2,■4,■6},■then■A■ß■B■=■{1,■2,■3,■4,■6}
■■ The■complement of■a■set■A,■written■as■A’■are■those■members■that■are■in■x■■but■not■in■A.
•■ Example:■If■x■=■{1,■2,■3,■4,■5,■6}■and■A■=■{1,■2,■3,■4},■then■AÅ■=■{5,■6}
■■ If■A■is■a■subset■of■B,■written■as■A■´■B,■then■all■the■elements■of■A■are■also■in■B■(but■not■
vice■versa).
•■ Example:■If■A■=■{1,■2,■3,■4}■and■B■=■{1,■2,■3,■4,■5,■6},■then■A■´■B,■but■B■™■A.
■■ Disjoint sets■are■sets■that■have■no■elements■in■common.
•■ Example:■If■A■=■{1,■2,■3,■4}■and■B■=■{5,■6},■then■A■and■B■are■disjoint.
■■ An■empty,■or■null set,■written■as■•■or■{},■is■a■set■with■no■elements.
•■ Example:■The■set■of■all■humans■who■can■live■under■300■m■of■water■=■•.
venn diagrams x
■■ Venn■diagrams■are■used■to■show■the■relationship■between■ A
two■or■more■sets. B
■■ The■diagram■at■right■shows■the■relationship■between■5■sets■
F
(A, B, C, D, F)■and■the■universal■set■x.
D
■■ Circles■represent■the■different■sets. C
■■ Shading■shows■the■overlap■between■some■of■the■sets.
Represents■the■intersection■of■A,■B■and■C,■and■is■written■as■A■¶■B■¶■C.
Represents■the■intersection■of■A■and■B,■and■is■written■as■A■¶■B.
Represents■the■intersection■of■B■and■C,■and■is■written■as■B■¶■C.
Represents■the■intersection■of■A■and■C,■and■is■written■as■A■¶■C.
Set■F■is■a■subset■of■set■D,■written■as■F■´■D.
Sets■F■and■D■are■disjoint■from■sets■A,■B■and■C.

Worked Example 10
Using the given Venn diagrams, indicate the set each of the following shaded areas represents for a
group of students’ preferred sports.
a x b x
Tennis Football Tennis Football
Cricket Cricket
c d
x x
Tennis Football Tennis Football
Cricket Cricket
Think Write
a Analyse the given Venn diagram. The a The students in this Venn diagram prefer all three
shaded region shows the intersection of all sports.
three sets.
b Analyse the given Venn diagram. The b The students in this Venn diagram either prefer only
shaded region corresponds to the cricket cricket or only football, but not both.
only and football only sets.
c Analyse the given Venn diagram. The c The students in this Venn diagram prefer both tennis
shaded region shows the intersection of and football but not cricket.
tennis and football.
d Analyse the given Venn diagram. The d The students in this Venn diagram prefer either tennis
shaded region represents either tennis or or football, or both, but not cricket.
football, or both, but not cricket.
Worked Example 11
In a class of 38 students doing Maths, Science and Information Technology, 8 students like all three
subjects. Twelve of the students like Maths and Science, 15 students like Maths and Information
Technology and 10 students like Science and Information Technology. Also, 24 students like Maths,
20 students like Science and 20 students like Information Technology. Three students do not like any
of the subjects.
a Show this information on a Venn diagram.
b Find the probability of randomly selecting a student who:
i likes Maths only
ii likes all three subjects
iii likes Maths and Science, but not Information Technology
iv does not like Information Technology.

Think Write/draw
a 1 Draw a rectangle with three large partly a x

intersecting circles. Label each of the circles as
Maths Science
Maths, Science and Information Technology. (M) (S)
Information
Technology
(IT)
2 Extract the information relating to students

S x
liking all 3 subjects and place it into the M
appropriate position. 8
Note: The central overlap is the key to solving
these problems. IT
Eight students like all three subjects, so place 8
into the intersection of the three circles.
3 Extract the relevant information from x

the second sentence and place it into the M 4 S
appropriate position. 8
7 2
Twelve students like Maths and Science.
Of these students, 8 have been accounted IT
for in step 2. The remaining 4 will fill the
intersection of Maths and Science.
Of the 15 who like Maths and Information
Technology, 7 will fill this intersection.
Of the 10 students, 2 will fill the intersection
of Science and Information Technology.
4 Extract the relevant information from the

M x
third sentence and place it into the appropriate 4 S
position. 5 6
8
7 2
Of the 24 students who like Maths, 19 have 3
already been accounted for. IT
Five students correspond to Maths only.
Of the total of 20 students who like Science,
6 students like Science only.
Of the total of 20 students who like
Information Technology (IT), 3 students like
IT only.
5 Extract the relevant information from the

M S x
final sentence and place it into the appropriate 4
position. 5 6
8
7 2
The 3 students who do not like any of the 3
subjects are placed in the rectangle but away IT 3
from the three circles.
b i 1 Write the number of students who like b i Number of students who like Maths only,
Maths only and the total number of n(E ) = 5
students in the class. Total number of students, n(S ) = 38

n( E )
2 Write the rule for probability. P(E ) =
n(S )
3 5
Substitute the known values into the P(likes Maths only) = 38
rule.
4 Answer the question. The probability of selecting a student
5
who likes Maths only is 38 .
ii 1 Write the number of students who like ii Number of students who like all
all three subjects and the total number 3 subjects, n(E ) = 8
of students in the class. Total number of students, n(S) = 38
n( E )
2 Write the rule for probability. P(E) =
n(S )
8
3 Substitute the known values into the P(likes all 3 subjects) = 38
rule and simplify. 4
= 19

4
who likes all three subjects is 19 .
iii 1 Write the number of students who like iii Number of students who like Maths and
Maths (M) and Science (S) but not Science but not Information Technology,
Information Technology (IT) and the n(E ) = 4
total number of students in the class. Total number of students, n(S ) = 38
2 Write the rule for probability. n( E )

P(E ) =
n(S )
4
3 Substitute the known values into the P(M and S not IT) = 38
= 19

who likes Maths and Science but not
Information Technology is 192 .
iv 1 Write the number of students who do iv Number of students who do not like IT,
not like IT and the total number of n(E ) = 18
students in the class. Total number of students, n(S) = 38
n( E )
2 Write the rule for probability. P(E ) =
n(S )
18
3 Substitute the known values into the P(does not like IT) = 38
= 19

who does not like Information
Technology is 9 .
19

remember
■ 1.■ Venn■diagrams■are■primarily■used■to■show■the■relationships■among■sets.
■ 2.■ Venn■diagrams■typically■include■the■following■components:
•■ A■rectangle■representing■the■universal■set.
•■ Circles■(inside■the■rectangle)■representing■different■sets.
•■ Shading■representing■the■relationship■between■different■sets.
■ 3.■ A■set■is■a■collection■of■elements.■The■elements■have■to■meet■specifi■c■requirements■for■
membership■within■the■set.■
■ 4.■ The■universal■set,■x■(or■sample■space,■S)■is■the■largest■set■that■contains■all■possible■
elements.
■ 5.■ The■intersection■of■sets■(symbol■¶)■is■represented■by■the■common■elements■in■the■sets.
■ 6.■ The■union■(symbol■ß)■of■the■sets■A■and■B■is■represented■by■the■elements■in■A■or■B.
■ 7.■ The■complement of■the■set■A,■written■AÅ,■is■the■set■of■elements■that■are■in■x■but■not■in■A.
■ 8.■ If■A■is■a■subset■(symbol■´)■of■B,■then■all■the■elements■of■A■are■also■in■B.
■ 9.■ The■empty■set■or■null■set■is■a■set■that■contains■no■elements■and■is■represented■by■•■or■{}.
10.■ Disjoint■sets■have■no■elements■in■common■with■each■other.
exercise
13D venn diagrams
iNDiviDUal flUeNcy
pathWays 1 We10 ■In■the■following■Venn■diagrams,■determine■the■sets■that■represent■the■shaded■areas.
eBoo
eBookk plus a Lunch b Leisure activity
x x
Activity 13-D-1
Odd sets
doc-4170 Sandwich Chips Fishing Video
Activity 13-D-2
Square sets
doc-4171
Activity 13-D-3 Surfing
Even and
odd sets
doc-4172 c Leisure activity d Golf club used for chipping
x x
7 iron 9 iron
Fishing Video
Sand iron Wedge

Surfing
e Evening activity f Homework

x x
Homework
Maths Science
TV Reading
Others

2 A sports centre has its members playing different sports, x

as shown by the given Venn diagram. Golf Bowls
a Copy the given Venn diagram and shade areas that 8
11 7
represent:
i members playing golf only
ii members playing volleyball only 12
Volley
iii members playing both volleyball and tennis. 3 Tennis
ball
8
b MC How many members play both golf and bowls?
A 7 B 18 C 26 D 11 E 8
c MC How many members do not play tennis?
A 37 B 8 C 34 D 11 E 26
3 WE 11 A class of 35 students is asked if they like Physical Education, Drama and Music.
Six students like all three subjects.
Eight of the students like Physical Education and Drama.
Ten students like Physical Education and Music.
Twelve students like Drama and Music.
Twenty-two of the students like Physical Education, eighteen students like Drama and
seventeen like Music.
Two students don’t like any of the subjects.

b Find the probability of randomly selecting a student who:
i likes Physical Education only
ii likes all three subjects
iii likes Drama and Music only
iv likes Music and Physical Education, but not Drama
v does not like Music
vi likes none of the three subjects
vii likes either Drama or Physical Education or both, but not music.

Questions 4 and 5 refer to the following information. Computer software

Susan organised her computer disks and found them to contain material x
in different software packages as shown by the Venn diagram at right. Word Excel
3
4 a How many disks does Susan have all together? 7 5
b How many disks does she have that are in Word only? 2
4 3
c How many disks have both Excel and Publisher only?
6
d How many disks have material in all three software programs? Publisher
e How many disks have material that has not used any of the 2
three programs given?
5 Susan selects a disk at random. What is the probability that the disk has materials in the
following software?
a Word only b Excel only
c Publisher only d Both Word and Publisher only
e All three — Word, Excel and Publisher
6 Use the Venn diagram at right to answer the following questions. x
a Find: A B
i n(x ), the number of elements in the universal set
ii n(A ¶ B), the number of elements belonging to both
sets A and B
iii n(AÅ), the number of elements in AÅ, the complement
of set A.
b Find the following probabilities.
i P(A) ii P(A ¶ B) iii P(AÅ )
7 MC The number of elements in sets A and B is shown x
by the Venn diagram at right. A B
a For the given Venn diagram, n(A) is equal to:
A 12 B 7 C 19 12 7 10
D 29 E 31 4
b For the given Venn diagram, n(A only) is equal to:
A 12 B 7 C 19 D 29 E 10
c For the given Venn diagram, n(A ¶ B) is equal to:
A 12 B 7 C 10 D 29 E 5
d For the given Venn diagram, n(AÅ) is equal to:
A 17 B 10 C 14 D 4 E 12
e For the given Venn diagram, n(x ) is equal to:
A 19 B 17 C 29 D 33 E 4
Understanding
8 A group of 30 students had their uniforms checked on a Monday morning. Twenty students
wore the school jumpers and school trousers, 6 had only the school jumpers and 4 had only the
school trousers.
b If a student is picked at random, what is the probability that the student has the full
uniform?
9 Each of the numbers from the following set {1, 2, 3, . . . 20} is written
on a corresponding golf ball. The 20 balls are then placed in a bag. ■
One ball is drawn at random to check the following events.
Event A represents a number less than 10, event B represents a multiple
of 4 and event C represents even numbers.
a List the events A, B and C.
b Show events A, B and C on a Venn diagram.

c Find:
i P(A) ii P(C ) iii P(A ¶ B)
iv P(BÅ) v P(B ¶ C ).
10 In a class of 22 students, 10 are boys and 12 are girls. Six of the boys and 8 of the girls wear
watches.
b The principal selects a student at random. What is the probability that the student
selected is:
i a girl?
ii a girl wearing a watch?
iii a student wearing a watch?
iv a boy not wearing a watch?
11 A total of thirty-five students entered either a Maths competition, an English competition, or
both. If 25 students entered the Maths competition and 15 entered the English competition,
how many students entered both competitions? What is the probability of selecting a student
who entered both competitions?
12 Place the elements of the following sets of numbers in their correct position in a single Venn
diagram.■
A = {prime numbers from 1 to 20}
B = {even numbers from 1 to 20}
C = {multiples of 5 from 1 to 20}
Reasoning
13 One hundred Year 9 Maths students were asked to indicate their favourite topic in
mathematics. Sixty chose Probability, 50 chose Measurement and 43 chose Algebra.
Some students chose two topics, 15 chose Probability and Algebra, 18 chose
Measurement and Algebra while 25 chose Probability and Measurement. Five students
chose all three topics.
x
a Copy and complete the Venn diagram at right.
b How many students chose Probability only?
c How many students chose Algebra only? Probability 20 Measurement
d How many students chose Measurement
only? 5
e How many students chose any two of the
three topics?
A student is selected at random from this group. Algebra
Find the probability that this student has chosen:
f Probability
g Algebra
h Algebra and Measurement
i Algebra and Measurement but not Probability
j all of the topics. x 8
A B
14 Create a Venn diagram using two circles to accurately
describe the relationships between the following ■ 1 4 5
quadrilaterals: rectangle, square, and rhombus.
15 Use the Venn diagram at right to write the numbers of 3
2 6
the correct regions for each of the following problems.
a AÅ ß (BÅ ¶ C)
b A ¶ (B ¶ CÅ ) 7
c AÅ ¶ (BÅ ß CÅ ) C
d (A ß B ß C)Å

16 A■recent■survey■taken■at■a■cinema■asked■90■teenagers■what■they■thought■about■three■different■
movies.■In■total,■47■liked■‘Hairy■Potter’,■25■liked■‘Stuporman’■and■52■liked■‘There’s■Something■
About■Fred’.
16■liked■‘Hairy■Potter’■only.
4■liked■‘Stuporman’■only.
27■liked■‘There’s■Something■About■Fred’■only.
There■were■11■who■liked■all■three■fi■lms■and■10■who■liked■
none■of■them. reflectioN
eBook plus a Construct■a■Venn■diagram■showing■the■results■of■the■
How will you remember
survey. the difference between
Digital doc b What■is■the■probability■that■a■teenager■chosen■at■ intersection and union and
WorkSHEET 13.2
random■liked■‘Hairy■Potter’■and■‘Stuporman’■but■not■ their symbols?
doc-6314
‘There’s■Something■About■Fred’?
13e complementary, mutually exclusive

complementary events
■■ The■complement■of■an■event,■A,■is■the■exact■opposite,■ x 4
or■negation,■and■is■denoted■by■AÅ. A B
■■ Consider■the■fi■gure■at■right.■AÅ■includes■areas■3■and■4,■
while■BÅ■includes■areas■1■and■4. 1 2 3
■■ Complementary■events■cannot■occur■at■the■same■time.
■■ Mathematically:
•■ P(A)■+■P(AÅ)■=■1
•■ P(A)■=■1■–■P(AÅ)■
•■ P(AÅ)■=■1■–■P(A).
WorkeD example 12
If a card is drawn from a pack of 52 cards, what is the probability that the card is not a diamond?
thiNk Write
1 Determine■the■probability■of■drawing■a■diamond. Number■of■diamonds,■n(E )■=■13

Number■of■cards,■n(S )■=■52
n( E )
P(E)■=■
n(S )
13
P(diamond)■=■ 52
1
=■ 4
2 Write■the■rule■for■obtaining■the■complement■ P(AÅ)■=■1■-■P■(A)
of■drawing■a■diamond;■that■is,■not■drawing■a■ P(not■a■diamond)■=■1■-■P(diamond)
diamond.
1
3 Substitute■the■known■values■into■the■given■rule■and■ =■1■-■ 4
simplify. 3
=■ 4
4 Answer■the■question. The■probability■of■drawing■a■card■that■is■not
a■diamond■is■ 3 .
4

Mutually exclusive events (‘or’)

■■ If two events cannot possibly occur at the same time then it is said the two events are
mutually exclusive.
For example, when tossing a die, getting a 1 is mutually exclusive from getting a 5.
■■ If two sets are disjoint, then the sets are mutually exclusive.■
For example, if A = set of prime numbers > 10 and B = set of even numbers, then A and B are
mutually exclusive.
■■ Mathematically, if A and B are two mutually exclusive events (or sets) then P(A ¶ B) = •
■■ Consider the Venn diagram below. Since A and B are disjoint, then A and B are mutually
exclusive sets and cover the entire sample space x = {1, 2, 3, 4, 5, 6}.
x
A B
2 4
1 6
5
3
■■ In the Venn diagram below, A and B are mutually exclusive, but do not cover the entire sample
space x = {1, 2, 3, 4, 5, 6, 7, 8}, as elements 7 and 8 belong to neither A nor B.
x
A B
2 4
1 6
5
3
8
7
■■ If two events A and B are mutually exclusive then P(A or B) = P(A ß B) = P(A) + P(B)
Examples of mutually exclusive events

■■ Draw a card from a standard deck: the drawn card is a heart or a club.
•• Reason: it is impossible to get both a heart and a club at the same time.
■■ Record the time of arrival of overseas flights: a flight is late, on time or it is early.
•• Reason: it is impossible for the flight to arrive late, on time or early all at the same time.
Examples of non-mutually exclusive events

■■ Draw a card from a standard deck: the drawn card is a heart or a king.
•• Reason: it is possible to draw the king of hearts.
■■ Record the mode of transport of school students: count students walking or going by bus.
•• Reason: a student could walk (to the bus stop) and take a bus.
Worked Example 13
A card is drawn from a pack of 52 cards. What is the probability that the card is a diamond or a
spade?
Think Write
1 The events are mutually exclusive because diamonds The two events are mutually exclusive as ■
and spades cannot be drawn at the same time. P(A ¶ B) = •.

2 Determine the probability of drawing a diamond Number of diamonds, n(E1) = 13

and the probability of drawing a spade. Number of spades, n(E2) = 13
Number of cards, n(S) = 52
n( E )
P(E ) =
n(S )
13 13
P(diamond) = 52 P(spade) = 52
1 1
= 4 =4
3 Write the equation for adding two mutually P(A ß B) = P(A) + P(B)
exclusive events. P(diamond or spade)
= P(diamond) + P(spade)
1 1
4 Evaluate and simplify. =4 +4
1
=2
Independent events
■■ Two events are considered independent if the result of one event is not dependent on the result
of another event.
For example, if event E1 is rolling a 4 on the first die and event E2 is rolling a 2 on the
second die, then the result of event E1 is not dependent on the result of E2.
Worked Example 14
Three coins are flipped simultaneously. Draw a tree diagram for the experiment. Calculate the
following probabilities.
a P(3 Heads) b P(2 Heads) c P(at least 1 Head)
Think Write/Draw
1 Use branches to show the individual The event of flipping each of the three coins is
outcomes for the first part of the experiment independent.
(flipping the first coin). Place a 1 above the
coin flip outcomes. Label the ends of the
branches H and T and place the probabilities
along the branches.
2 Link each outcome of the first flip with the
outcomes of the second part of the experiment
(flipping the second coin). Place a 2 above
the second flip outcomes. Label the ends
of the branches H and T and place the
probabilities along the branches.
3 Link each outcome from the second flip
with the outcomes of the third part of the
experiment (flipping the third coin). Place a
3 above the third flip outcomes. Label the
ends of the branches H and T and place the
probabilities along the branches.
4 List each of the possible outcomes on the
right-hand side of the tree diagram.

5 Determine the probability 1 2 3 Outcomes Probability

1– 1– 1– 1– 1–
of each result. Note: The 2 H HHH 2 ì 2 ì 2 = 8
probability of each result 1– H T HHT 1–
ì 1–
ì 1–
= 1–
1– 2 2 2 8
is found by multiplying 2 2 1–
1– 1– 1– 1–
along the branches and in 1– H 2 H HTH 2 ì 2 ì 2 = 8
1– T
each case this will be ■ 2 2 1– T HTT 1–
ì 1–
ì 1–
= 1–
1 1 1 1 2 2 2 2 8
2
ì 2 ì 2 = 8. 1–
1– 1– 1– 1–
2 H THH 2 ì 2 ì 2 = 8
1– 1–
2 2 H T THT 1– 1– 1– 1–
T 1–
2 ì 2 ì 2 = 8
2 1–
1– 2 1– 1– 1– 1–
2 T
H TTH 2 ì 2 ì 2 = 8
1– 1– 1– 1– 1–
2
T TTT 2 ì 2 ì 2 = 8
—
1
6 Place calculations and results next to the

respective outcomes. Note that in this
example, each of the outcomes has the same
probability, therefore each outcome is equally
likely.
a Refer to the listed outcomes and calculations a The probability of obtaining three Heads is 1 .
8
next to the tree diagram and write your
answer.
b 1 Refer to the listed outcomes and b P(2 Heads)
calculations next to the tree diagram. = P(H, H, T) + P(H, T, H) + P(T, H, H)
1 1 1
Note: This combination occurs three =8+8+8
times. 3
=8
2 Write your answer. The probability of obtaining exactly 2 Heads is 83 .
c 1 Refer to the listed outcomes and c P(at least 1 Head)
calculations next to the tree diagram. = 1 - P(T, T, T)
Note: At least 1 Head means any outcome 1
=1-8
that contains one or more Head. This 7
=8
is every outcome except three Tails.
That is, it is the complementary event to
obtaining 3 Tails.
2 Write your answer. 7
The probability of obtaining at least 1 Head is 8 .
Note: The probabilities of all outcomes add to 1.
Dependent events
■■ Many real-life events have some dependence upon each other, and their probabilities are
likewise affected.
Examples include:
•• the chance of rain today and the chance of taking my umbrella to work
•• the chance of growing healthy vegetables and the availability of good soil
•• the chance of Victory soccer club winning this week and winning next week
•• drawing a card at random, not replacing it, and drawing another card.
■■ It is important to be able to recognise the difference between dependent events and
independent events.

Worked Example 15
A jar contains three black marbles, five red marbles, and two white marbles. Find the probability of
choosing a black marble (with replacement), then choosing another black marble.
Think Write/draw
1 The events, Draw 1 and Draw 2, are independent E1 and E2 are independent events.
because the result of the first draw is not dependent
on the result of the second draw.
2 3
Demonstrate using a tree diagram. ––
10 B
5
––
10
B R
3 2
––
10 –– W
10
3
––
10 B
5
–– 5
10 ––
10
R R
2
–– W
10
2 3
––
––
10 10 B
5
––
10
W R
2
–– W
10
3 Determine the probability. P(E1 and E2) = P(E1) ì P(E2)

P(black and black) = P(black) ì P(black)
3 3
Evaluate and simplify. P(black and black) = 10 ì 10
9
= 100
■■ If the first marble had not been replaced in the previous worked example, the second draw
would be dependent on the outcome of the first draw, and so it follows that the sample space
for the second draw is different from that for the first draw.
Worked Example 16
Repeat Worked example 15, without replacing the first marble before the second one is drawn.
Think Write/draw
1 The words ‘without replacing’ indicate that the There are 10 marbles and 3 of these are black.
two events are dependent. The sample space is:
Write the sample space and state the probability {B, B, B, R, R, R, R, R, W, W}
3
of choosing a black marble on the first selection. P(E1) = P(black) = 10
2 Assume that a black marble was chosen in A black one was chosen, leaving 2 black ones
the first selection. Determine how many and a total of 9 marbles.
black ones remain, and the total number of The sample space is:
remaining marbles. {B, B, R, R, R, R, R, W, W}.
2
Write the sample space and state the P(E2) = P(black) = 9
probability of choosing a black marble on the
second selection.

3 Demonstrate using a tree diagram. 2–

9 B
5–
9
B R
3 2–
––
10 W
9
3–
9 B
5
–– 4–
10 9
R R
2– W
9
2 3–
––
10 9 B
5–
9
W R
1– W
9
4 Multiply the probabilities. P(E1 and E2) = P(E1) ì P(E2)

3 2
= 10 × 9
1
= 15
5 Answer the question. The probability of choosing two black marbles,

1
without replacing the first marble is 15 .
remember
1. Complementary events occur if:

• both events cannot occur at the same time
• P(A) + P(AÅ) = 1.
2. If events A and AÅ are complementary, then P(A) + P(AÅ) = 1. This equation can be
algebraically manipulated to P(AÅ) = 1 - P(A) or P(A) = 1 - P(AÅ).
3. Mutually exclusive events occur when an experiment is conducted and:
• P(A ¶ B ) = •
• both events cannot occur at the same time.
4. If A and B are mutually exclusive events, then P(A ß B) = P(A) + P(B).
5. If the results of two events do not depend on each other, then the events are considered
independent.
6. If two events are dependent, the outcome of the second event is dependent on the
outcome of the first event, and the two events have to be considered separately.
Exercise
13E Complementary, mutually exclusive
Fluency
1 WE 12 MC If a card is drawn from a pack of 52 cards, what is the probability that the card is
not a queen?
4 4 13
A B C
52 48 12
48 13
D E
52 52

2 mc ■Which■statement■does■not■involve■complementary■events?
iNDiviDUal
pathWays a Drawing■a■queen■or■a■jack■from■52■playing■cards
b Drawing■a■red■card■or■drawing■a■black■card■from■52■playing■cards
eBoo
eBookk plus
c Drawing■a■vowel■or■consonant■from■cards■representing■the■26■letters■of■the■alphabet
Activity 13-E-1 d Obtaining■an■even■number■or■odd■number■on■a■six-sided■die
Rolling dice e Obtaining■a■Head■or■Tail■when■tossing■a■coin
doc-4173 1
Activity 13-E-2
3 When■a■six-sided■die■is■rolled■3■times,■the■probability■of■getting■3■sixes■is■ 216 .■What■is■the■
Tricky dice 1 probability■of■not■getting■3■sixes?
doc-4174
4 mc ■Eight■athletes■compete■in■a■100-m■race.■
Activity 13-E-3
Tricky dice 2 The■probability■that■the■athlete■in■lane■1■will■win■
doc-4175 is■15 .■What■is■the■probability■that■one■of■the■other■
athletes■wins?■(Assume■that■there■are■no■dead■
heats.)
1
a
5
■ ■ ■ ■ b■ ■■5 ■ ■ ■ ■ c■ ■■85
8
4 7
d 5
■ ■ ■ ■ e■ ■■8
5 A■pencil■case■has■4■red■pens,■3■blue■pens■and■5■black■
pens.■If■a■pen■is■randomly■drawn■from■the■pencil■
case,■fi■nd:
a P(drawing■a■blue■pen)
b P(not■drawing■a■blue■pen).
6 Seventy■Year■9■students■were■surveyed.■Their■ages■
ranged■from■13■years■to■15■years,■as■shown■in■the■
table■below.
Age 13 14 15 Total
Boys 10 20 9 39
Girls 7 15 9 31
Total 17 35 18 70
A■student■from■the■group■is■selected■at■random.■Find:
a P(selecting■a■student■of■the■age■of■13■years)
b P(not■selecting■a■student■of■the■age■of■13■years)
c P(selecting■a■15-year-old■boy)
d P(not■selecting■a■15-year-old■boy).
7 We 13 ■A■card■is■drawn■from■a■pack■of■52■cards.■What■is■the■probability■that■the■card■is■a■king■
or■an■ace?

8 MC A die is rolled. Find the probability of getting an even number or a 3.

A 3 B 4 C
1
D
5
E 1
6 6 6 6 3
4 1
3 2
9 If you spin the spinner shown above, what is the probability of obtaining:
a a 1 or a 3? b an even number or an odd number?
10 The probabilities of Dale placing 1st, 2nd, 3rd or 4th in the local surf competition are:
1st = 16 2nd = 15 3rd = 25 7
4th = 30
Find the probability that Dale places:
a 1st or 2nd b 3rd or 4th c 1st, 2nd or 3rd d not 1st.
11 WE 14 A circular spinner is divided into two equal
halves, coloured red and blue, and spun 3 times.
a Draw a tree diagram for the experiment.
b Calculate the following probabilities.
i P(3 red sectors)
ii P(2 red sectors)
iii P(1 red sector)
iv P(0 red sectors)
v P(at least 1 red sector)
vi P(at least 2 red sectors)
12 WE 15 There are two yellow tickets, three green
tickets, and four black tickets in a jar. Choose one
ticket, replace it, then choose another ticket. Find the
probability that a yellow ticket is drawn first, then a
black ticket.
13 WE 16 Repeat question 12 with the first ticket not being replaced before the second ticket is
drawn.
14 A coin is tossed two times. Determine the probability of a Heads–Tails combination.
15 A coin is tossed three times. Determine the probability of Heads–Heads–Tails combination
(in that order) occurring.
16 A coin and a die are tossed. What is the probability of a Heads–2 outcome?
Understanding
17 Holty is tossing two coins. He claims that flipping two Heads and flipping zero Heads are
complementary events. Is he correct? Explain your answer.
18 Each of the numbers 1, 2, 3, . . . 20 is written on a card and placed in a bag. If a card is drawn
from the bag, find:
aP(drawing a card numbered a multiple of 3 or a multiple of 10)
bP(drawing a card with an odd number or a multiple of 4)
cP(drawing a card with a 5 or a 7)
dP(drawing a card with a number less than 5 or more than 16).
19 From a shuffled pack of 52 cards, a card is drawn. Find:
a P(hearts or a jack of spades) b P(a queen or a jack)
c P(a 7, a queen or an ace) d P(neither a club nor the king of spades).

20 MC The statement that does not represent mutually exclusive events is:
A obtaining an odd number on a die or obtaining a 4 on a die
B obtaining a Head on a coin or obtaining a Tail on a coin
C obtaining a red card or a black card from a pack of 52 playing cards
D obtaining a jack or a king from a pack of 52 playing cards
E obtaining a diamond or king from a pack of 52 playing cards.
21 Greg has a 30% chance of scoring an A on an exam, Carly has 70% chance of scoring an A on
the exam, and Chilee has a 90% chance of scoring an A on the exam. What is the probability
that all three can score an A on the exam?
22 From a deck of playing cards, a card is drawn at random, noted, replaced and another card is
drawn at random. Find the probability that:
a both cards are spades
b neither card is a spade
c both cards are Aces
d both cards are the Ace of spades
e neither card is the Ace of spades.
23 Repeat question 22 with the first drawn card not being replaced before the second card is
drawn.
24 Assuming that it is equally likely that a boy or a girl will be born, answer the following.
a Show the possibilities of a 3-child family on a tree diagram.
b In how many ways is it possible to have exactly 2 boys in the family?
c What is the probability of getting exactly 2 boys in the family?
d Which is more likely, 3 boys or 3 girls in the family?
e What is the probability of having at least 1 girl in the family?
Reasoning
25 Give an example of mutually exclusive events that are not complementary events using:
a sets
b a Venn diagram.
26 Explain why all complementary events are mutually exclusive but not all mutually exclusive
events are complementary.
27 A married couple plan to have four children.
a List the possible outcomes in terms of boy(s) and girls(s).
b What is the probability them having exactly two boys?
c Another couple plan to have two children. What is the probability that they have exactly
one boy?
28 A bag contains 6 identical marbles, 2 of which are red, 1 green and 3 blue. A marble is drawn,
the colour is noted, the marble is replaced and another marble is drawn.
a Show the possible outcomes on a tree diagram.
b List the outcomes of the event ‘the first marble is red’.
c Calculate P(the first marble is red).
d Calculate P(2 marbles of the same colour are drawn).
29 A tetrahedron (prism with 4 identical triangular faces) is numbered 1, 1, 2, 3 on its 4 faces. It is
rolled twice. The outcome is the number facing downwards.
a Show the results on a tree diagram.
b Are the outcomes 1, 2 and 3 equally likely?
c Find the following probabilities:
i P(1, 1)
ii P(1 is first number)
iii P(both numbers the same)
iv P(both numbers are odd).

30 Robyn is planning to watch 3 footy

games on one weekend. She has a
choice of two games on Friday
night; (A) Carlton vs West Coast
and (B) Collingwood vs Western
Bulldogs. On Saturday, she can
watch one of three games; ■
(C) Geelong vs Brisbane Lions,
(D) Melbourne vs Fremantle and
(E) Kangaroos vs Adelaide. On
Sunday, she also has a choice of
three games; (F) St Kilda vs
Sydney, (G) Essendon vs Port
Adelaide and (H) Richmond vs
Hawthorn.
a To determine the different combinations of games Robyn can watch, she draws a tree
diagram using codes A, B, . . . H. Suggest a sample space for Robyn’s selections.
b Robyn’s favourite team is Carlton. What is the
probability that one of the games Robyn watches reflection
involves Carlton? What is the difference
c Robyn has a good friend who plays for St Kilda. What between independent
is the probability that Robyn watches both the matches events and mutually
involving Carlton and St Kilda? exclusive events?
13F Conditional probability

■■ The probability that an event occurs given that another event has already occurred is called
conditional probability.
■■ The probability that event B occurs, given that event A has already occurred is denoted by
P(B | A). The symbol ‘|’ stands for ‘given that’.
P ( A ∩ B)
■■ The formula for conditional probability is P(B | A) = , P(A) ò 0.
P( A)
Worked Example 17
This Venn diagram below shows the results of a survey where students were asked to indicate
whether they liked apples or bananas.
x
A B
12 7 10
a What is the probability that a randomly selected student likes bananas?

b What is the probability that a randomly selected student likes bananas, given that they also like
apples?
c Comment on any differences between the answers for parts a and b.
Think Write
a 1 Find the total number of students. a Total number of students in survey

= 12 + 7 + 10 + 4
= 33

2 Find the total number of students who Total number who like bananas
like bananas. = 7 + 10
= 17
3 Determine the probability using the P(bananas) = P(B)

correct formula. Total number who like bananas
=
Total number of students
17
= 33
17
4 Write the answer. The probability that a student likes bananas is .
33
b 1 Determine the number of students who b Number of students who like apples
like apples. = 12 + 7
= 19
2 Find the probability that a student likes P(apples) = P(A)

apples. Number of students who like apples
=
Total number of students
19
= 33
3 Note the number liking both apples and Number who like both apples and bananas
bananas. This is the overlapping region = n(A ¶ B)
of the two sets. =7
7
4 Determine the probability a student P(A ¶ B) = 33
likes both apples and bananas.
P ( A ∩ B)
5 Apply the formula to determine the P(B | A) =
P( A)
conditional probability. 7
33
= 19
33
7
= 19
6 Write the answer. The probability that a student likes bananas, given
7
that they also like apples is 19 .
This answer is also supported by the figures in the
Venn diagram.
c Why aren’t the answers for parts a and b both c The answer for part a determines the proportion
the same? of students who like bananas out of the whole
group of students. The part b answer gives the
proportion of students who like bananas out of
those who like apples.
Note: These probabilities could also be expressed as decimals or percentages.
■■ It is possible to transpose the conditional probability formula to determine the probability of

the intersection of two sets.
P(A ¶ B) = P(A) ì P(B | A)

Worked Example 18
Consider the previous worked example.

19
In a student survey, the probability that a student selected at random likes apples is 33 . The
7
probability that a student likes bananas, given that she also like apples, is 19 . What is the probability
that a student selected at random likes both apples and bananas?
Think Write
19
1 This is a conditional probability problem since P(A) = 33
there is a ‘given’ statement in the question. 7
P(B | A) = 19
Identify the probabilities given.
2 Apply the rearranged conditional probability P(A ¶ B) = P(A) ì P(B | A)
19 7
formula. = 33 × 19
7
= 33
3 Answer the question. The probability that a student selected at random
7
likes both apples and bananas is 33 .
Note: It can be seen from the previous worked example, this answer is correct.
■■ Conditional probability can also be determined by examining outcomes from a tree ■

diagram.
Worked Example 19
Three coins are flipped simultaneously.

a Display the outcomes as a tree diagram.
b Determine the probability that a Head will result from the third coin, given that the first two
coins resulted in a Head (H) and a Tail (T).
Think Write/draw
a Draw a tree diagram to display the a 1 2 3 Outcomes

flipping of three coins. Write the H HHH
individual outcomes.
H T HHT
H H HTH
T
T HTT
H THH
H T THT
T
H TTH
T
T TTT
b 1 Look for the outcomes where b There are four outcomes where the first two flips are a
the first two flips resulted in a Head and a Tail — HTH, HTT, THH and THT.
Head and a Tail.
2 How many of these outcomes There are two of these outcomes where the third flip
have a Head for the third flips? resulted in a Head — HTH and THH.

3 Calculate the probability. From four possible outcomes, two satisfy the conditions.
P(H on third flip | H and T on first two flips)
2
=4
1
= 2
■■ A two-way table can also be used to determine conditional probability.
Worked Example 20
Two dice are rolled and the outcome is a pair of numbers.

a Show the results in a two-way table.
b Determine the probability that the sum of the two dice is 7, given that their total is greater than 6.
Think Write/display
a Show the results of rolling two dice in a a Die 2 outcomes

two-way table.
1 2 3 4 5 6
1 (1, 1) (1, 2) (1, 3) (1, 4) (1, 5) (1, 6)
2 (2, 1) (2, 2) (2, 3) (2, 4) (2, 5) (2, 6)

Die 1 outcomes
3 (3, 1) (3, 2) (3, 3) (3, 4) (3, 5) (3, 6)
4 (4, 1) (4, 2) (4, 3) (4, 4) (4, 5) (4, 6)
5 (5, 1) (5, 2) (5, 3) (5, 4) (5, 5) (5, 6)
6 (6, 1) (6, 2) (6, 3) (6, 4) (6, 5) (6, 6)
b 1 Which outcomes have a total greater b There are 36 outcomes. 21 of these have a total
than 6? greater than 6 (6, 1), (5, 2), (4, 3), (3, 4), (2, 5), ■
(1, 6), (6, 2) . . . . . . etc.
2 Which of these outcomes have a total There are 6 of these outcomes which have a total of
equal to 7? 7 − (6, 1), (5, 2), (4, 3), (3, 4), (2, 5), (1, 6).
3 Write the probability. 6 2
P(total of 7 | total greater than 6) = 21
= 7
remember
1. The probability that an event occurs given that another event has already occurred is
called conditional probability.
2. The probability that event B occurs, given that event A has already occurred, is denoted
by P(B | A). The symbol ‘|’ stands for ‘given that’.
P ( A ∩ B)
3. The formula for conditional probability is P(B | A) = , P(A) ò 0.
P( A)
4. Transposing the conditional probability formula to determine the probability of the
intersection of two sets gives the formula P(A ¶ B) = P(A) ì P(B | A).
5. Conditional probability can be determined using a Venn diagram, tree diagram or a
two-way table.

exercise
13f conditional probability
iNDiviDUal flUeNcy
pathWays
1 We17 ■A■group■of■motocross■racers■was■asked■to■comment■on■which■of■two■tracks,■A■or■B,■
eBoo
eBookk plus they■used.■The■results■were■recorded■in■the■Venn■diagram■below.
Activity 13-F-1 x
Introducing A B
conditional probability
doc-4176
Activity 13-F-2 23 16 15
Practice with
doc-4177
6
Activity 13-F-3
Tricky conditional
probability problems a How■many■motocross■racers■were■surveyed?
doc-4178 b Calculate■P(A■¶■B).
c Calculate:
i■ P(A)■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ii■ ■■P(B■|■A).
d Calculate:
i■ P(B)■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ii■ ■■P(A■|■B).
2 We18 ■Consider■your■answers■to■question■1.
a Use■your■answers■from■part■c■to■determine■P(A■¶■B).
b Use■your■answers■from■part■d to■determine■P(A■¶■B).
c Comment■on■your■answers■to■parts■a■and■b■in■this■question.
3 A■survey■was■conducted■to■determine■whether■a■group■of■students■preferred■drink■A■or■drink■B.■
The■results■of■a■survey■produced■the■following■probabilities.
7 3
■ P(A)■=■10 ■and■P(B■|■A)■=■ 7 .■Determine■P(A■¶■B).
4 We19 ■Two■fair■coins■are■tossed.
a Display■the■outcomes■as■a■tree■diagram.
b Determine■the■probability■that■a■Head■results■on■the■second■coin,■given■that■the■fi■rst■coin■
also■resulted■in■a■Head.
5 We20 ■Two■standard■dice■are■rolled.■The■outcome■is■a■pair■of■numbers.
a Show■the■results■in■a■two-way■table.
b Determine■the■probability■that■the■sum■of■the■two■dice■is■even,■given■that■their■total■is■
greater■than■7.
UNDerstaNDiNg
6 A■group■of■40■people■was■surveyed■regarding■the■types■of■movies,■comedy■or■drama,■they■
preferred.■The■results■are■shown■below.
28■preferred■comedy
17■preferred■drama
11■liked■both■comedy■and■drama
6■did■not■like■either■type
a Draw■a■Venn■diagram■to■display■the■results■of■the■survey.
b Determine■the■probability■that■a■person■selected■at■random:
i■ likes■comedy
ii■ likes■drama
iii■ likes■both■comedy■and■drama
iv■ likes■drama,■given■that■he■also■likes■comedy
v■ likes■comedy,■given■that■he■also■likes■drama.
c Arrange■the■probabilities■in■part■b■in■order■from■least■probable■to■most■probable.

7 A■teacher■gave■her■class■two■tests.■25%■of■the■class■passed■both■tests,■and■40%■of■the■class■
passed■the■fi■rst■test.■What■percentage■of■those■who■passed■the■fi■rst■test■also■passed■the■second■
test?
8 The■probability■that■a■student■is■absent■from■school■on■a■Friday■is■0.03.■There■are■5■school■
1
days■in■a■week,■this■means■that■the■probability■that■the■school■day■is■a■Friday■is■ 5 .■What■is■the■
probability■that■a■student■is■absent,■given■that■today■is■Friday?■Give■your■answer■as■a■decimal.
reasoNiNg
9 If■P(A)■=■0.3,■P(B)■=■0.5■and■P(A■ß■B) =■0.6,■calculate:
■
a P(A■¶■B)
b P(B■|■A)
c P(A■|■B).
10 A■group■of■80■boys■is■auditioning■for■the■school■musical.■They■are■all■able■to■sing,■and■or■play■
a■musical■instrument.■Of■the■group,■54■can■play■a■musical■instrument,■while■35■are■singers.■
What■is■the■chance■that■a■randomly■selected■student■is■a■singer■who■can■also■play■a■musical■
instrument?
11 A■white■die■and■a■black■die■are■rolled.■Consider■the■following■events.
Event■A:■the■white■die■shows■a■6.
Event■B:■the■black■die■shows■a■2.
Event■C:■the■sum■of■the■two■dice■is■4.
Determine■the■following■probabilities.
a P(A■|■B)
b P(B■|■A)
c P(C■|■A)
d P(C■|■B)
12 Amon,■Bill■and■Chris■are■seated■in■a■room■with■their■eyes■closed.■A■hat■is■placed■on■each■of■
their■heads■from■a■box■which■they■are■told■contains■2■green■hats■and■3■yellow■hats.
Amon■opens■his■eyes,■looks■at■the■hats■on■the■other■two,■and■says,■‘I■don’t■know■the■colour■
of■my■hat.’
Bill■opens■his■eyes,■looks■at■the■hats■on■the■other■two,■and■says,■‘I■don’t■know■the■colour■of■
my■hat■either.’
Chris,■without■even■opening■his■eyes,■says,■‘I■know■the■colour■of■my■hat.’
a Explain■why■Amon■can’t■deduce■the■colour■of■his■hat.
b Explain■why,■even■knowing■Amon’s■response,■Bill■
eBook plus can’t■deduce■the■colour■of■his■hat. reflectioN
c Explain■how■Chris■knows■the■colour■of■his■hat,■from■ How can you determine
Digital doc the■responses■of■the■other■two,■without■even■looking■
WorkSHEET 13.3
when a probability question
doc-6315 at■their■hats. is a conditional one?
d What■colour■hat■does■each■have?

Summary
Introduction to probability
■■ Probability is the likelihood or chance of something occurring.
■■ The probability scale ranges from and includes all values between 0 (an impossible event) and
1 (a certain event).
■■ Outcomes are results of experiments.
■■ An event is a desired or favourable outcome.
■■ Equally-likely outcomes have the same chance of occurring.
■■ A sample space (x or S) is the list of all the possible outcomes obtained from an experiment
and enclosed in a pair of curled brackets { }.
■■ A two-way table and tree diagram provide:
•• each step of a particular experiment
•• the total possible outcomes.
■■ Tree diagrams are used to display the outcomes of experiments involving more than two
stages.
Estimating probability
■■ Predictions of future outcomes are made by sampling and estimation.
■■ In a random sample, every element of the population has an equal chance of selection.
■■ Simulation involves modelling real events by using activities such as rolling a die or tossing
a coin.
Theoretical and experimental probability

■■ Theoretical probability is determined by predicting the results of an event that has equally
likely outcomes.
number of ways an event can occur
■■ The theoretical probability of an event = .
total number of equally likely outcomes
■■ Experimental probability is determined by observing an experiment and gathering the
appropriate data.
■■ The experimental probability of an event = .
■■ The Law of Large Numbers states that as the number of trials for an experiment that has
equally likely outcomes approaches infinity, the results will come close to the theoretical
probability.
Venn diagrams
■■ Venn diagrams are primarily used to show the relationships among sets.
■■ Venn diagrams typically include the following components:
•• A rectangle representing the universal set.
•• Circles (inside the rectangle) representing different sets.
•• Shading representing the relationship between different sets.
■■ A set is a collection of elements. The elements have to meet specific requirements for
membership within the set.
■■ The universal set x (or sample space, S) is the largest set that contains all possible
elements.
■■ The intersection of sets (symbol ¶) is represented by the common elements in the sets.
■■ The union (symbol ß) of the sets A and B is represented by the elements in A or B.
■■ The complement of the set A, written AÅ, is the set of elements that are in x but not in A.
■■ If A is a subset (symbol ´) of B, then all the elements of A are also in B.
■■ The empty set or null set is a set that contains no elements and is represented by • or {}.
■■ Disjoint sets have no elements in common with each other.

complementary, mutually exclusive and independent events

■■ Complementary■events■occur■if:
•■ both■events■cannot■occur■at■the■same■time
•■ P(A)■+■P(AÅ)■=■1.
■■ If■events■A■and■AÅ■are■complementary,■then■P(A)■+■P(AÅ)■=■1.■This■equation■can■be■
algebraically■manipulated■to■P(AÅ)■=■1■-■P(A)■or■P(A)■=■1■-■P(AÅ).
■■ Mutually■exclusive■events■occur■when■an■experiment■is■conducted■and:
•■ P(A■¶■B )■=■•
•■ both■events■cannot■occur■at■the■same■time.
■■ If■A■and■B■are■mutually■exclusive■events,■then■P(A■ß■B)■=■P(A)■+■P(B).
■■ If■the■results■of■two■events■do■not■depend■on■each■other,■then■the■events■are■considered■
independent.
■■ If■two■events■are■dependent,■the■outcome■of■the■second■event■is■dependent■on■the■outcome■of■
the■fi■rst■event,■and■the■two■events■have■to■be■considered■separately.
■■ The■probability■that■an■event■occurs■given■that■another■event■has■already■occured■is■called■
conditional■probability.
■■ The■probability■that■event■B■occurs,■given■that■event■A■has■already■occurred■is■denoted■by■
P(B■|■A).■The■symbol■‘|’■stands■for■‘given■that’.
P ( A ∩ B)
■■ The■formula■for■conditional■probability■is■P(B |■A)■=■ ,■P(A)■ò■0.
P( A)
■■ Transposing■the■conditional■probability■formula■to■determine■the■probability■of■the■
intersection■of■two■sets■gives■the■formula■P(A■¶■B)■=■P(A)■ì■P(B |■A).
■■ Conditional■probability■can■be■determined■using■a■Venn■diagram,■tree■diagram■or■a■two-way■
table.
MaPPING YOUR UNdeRSTaNdING

Homework
book your■Maths Quest 9 Homework Book?

Chapter review
1
Fluency C
3
3
2 D
1 In a trial, it was found that a drug cures of those
5
4
1
treated by it. If 700 sufferers are treated with the E
15
drug, how many of them are not expected to be
6 From a normal pack of 52 playing cards, one card
cured?
is randomly drawn and replaced. If this is done
A 280
B 420
208 times, the number of red or picture cards
C 140
expected to turn up is:
A 150
D 350
B 130
E None of these
C 128
2 Two dice are rolled and their numbers added. The D 120
probability that their total is odd, given that the E 104
total is less than 5 is:
2
7 A cubic die with faces numbered 2, 3, 4, 5, 6 and 6 is
A 5 rolled. The probability of rolling an even number is:
1 1
B A
2 3
2
3 B
C 5
3
1
1 C
D 3
6
1
2 D
E 2
3 1
E
12
3 If a die is rolled and a coin tossed, what is the
probability of a 6–Heads result? 8 The probability of rolling an odd number or a
1 multiple of 2 using the die in question 7 is:
A
6 A 1
1
B 1
2 B
1 3
C 1
8 C
1 4
D 3
12 D
1 4
E E 2
3
7
4 Which one of the following does not represent The following information applies to questions 9
independent events? and 10.
A Flipping a coin, then rolling a die Students in a Year 9 class chose the following
B The colour of your hair, and your marks in activities for a recreation day.
school
Activity Tennis Fishing Golf Bushwalking
C Choosing a card from a standard deck of cards
without replacing it, then choosing another Number of 8 15 5 7
card from the same deck students
D Flipping a coin ten times 9 If a student is selected at random from the class, the
E Rolling a die six times probability that the student chose fishing is:
5 Twelve nuts are taken from a jar containing 1
A
7
macadamias and cashews. If 3 macadamias are 2
B
obtained, the experimental probability of obtaining 7
3
a cashew is: C
7
1 4
A D
12 7
1 8
B E
4 35

10 If a student is selected at random, the probability 14 Insert each of the letters a to d to represent the
that the student did not choose bushwalking is: following events at appropriate places on the given
A
1 probability scale below.
35
2
B 0 0.5 1
5
C
3 a You will go to school on Christmas Day.
5
b All Year 9 students can go to university without
4
D doing Year 10.
5
E 1 c Year 9 students will study Maths.
5 d An Australian TV channel will telecast the
11 The mass of 40 students in a Year 9 Maths class news at 6.00 pm.
was recorded in a table. 15 Indicate the set that each of the shaded regions
Mass Less 50–< 55–< 60–< 65 represents.
(kg) than 55 60 65 and a Subject preference
50 over xε
Number 4 6 10 15 5
Music Textiles
of
students
What is the experimental probability of selecting a
student who has: b Leisure activity
a a mass of 55 kg or more, but less than 60 kg? x
b a mass less than 50 kg?
c a mass of 65 kg or greater? Surfing Golf
12 Calculate the following expected values.
Reading
c Favourite drinks
x
Coke Fanta
Sprite
16 A normal six-sided die is rolled. What is the

probability of getting an odd number or a multiple
of 4?
17 A card is drawn from a pack of 52 cards. What is
the probability that the card is a heart or a club?
18 An equal number of red (R), black (B) and
yellow (Y) counters makes up a total of 30 in a
a The number of Heads in 80 tosses of a coin bag.
b The number of sixes in 200 rolls of a die a List the sample space for picking a counter
c The number of hearts if a card is picked from a from the bag.
reshuffled pack and replaced 100 times b Event A is ‘the first counter is yellow’ if two
13 Consider a family of three children. Given that the counters are selected. List the sample space.
first child is a girl, what is the probability that the c Is ‘choosing a green counter’ an outcome?
other two children are both boys? Explain your answer.

Problem solving 3 The following are options for dorm rooms at a

1 Teachers at a school opted for the choice of
university. You are required to choose one option
morning recess refreshments shown in the Venn from each of the four categories. How many different
diagram below. combinations of rooms are there to choose from?
• Upstairs or downstairs rooms
x • Single or double rooms
Tea Cake
• Male or female roommates
8 2 • A choice of 10 different locations on campus
10
Milk 4 Use the Venn diagram to calculate each of the
12 following.
6
17 x 8
Coffee A B
5
4
1 5
3
2 6
7
C
a AÅ ß (BÅ ¶ CÅ)
b AÅ ¶ (B ¶ CÅ)
a How many teachers are in the set ‘cake ¶ c A ¶ (BÅ ß CÅ)
coffee’? d (A ß B ß C )Å ¶ (A ß B ß C)
b What is the total number of teachers surveyed? 5 A witness described a getaway car as having a
c If a teacher is selected at random, find the Victorian registration plate starting with TLK. The
probability that the teacher: witness could not remember the three digits that
i chose tea followed, but recalled that all three digits were
ii chose coffee only different. How many cars in Victoria could have a
iii chose milk registration plate with these letters and numbers?
iv did not choose tea, coffee, cake or milk 6 There are 12 people trying out for a badminton
v did not choose coffee. team. Five of them are girls. What is the probability
2 Thirty-two students ordered fried rice, chicken that a team chosen at random to play is a mixed
wings and dim sims for lunch. Four students ordered doubles team?
all three, 2 ordered fried rice and chicken wings,
3 ordered fried rice and dim sims, and 3 ordered
chicken wings and dim sims. When the waiter
organised the orders, he found that 16 students
ordered fried rice and 18 students ordered dim sims.
b How many students ordered chicken wings
only?
c If a student is picked at random, find the
probability that the student has:
i ordered chicken wings and dim sims
ii ordered fried rice
iii not ordered dim sims.

7 An■ace■is■choosen■from■a■deck■of■standard■cards■ 9 If■you■fl■ip■a■coin■8■times,■how■many■of■the■
and■not■replaced.■A■king■is■then■choosen■from■the■ outcomes■will■have■a■Head■on■the■second■toss?
deck.■What■is■the■probability■of■choosing■an■ace■ 10 Any■future■king■is■the■oldest■male■child.■The■future■
and■a■king■in■this■order? king■of■Mainland■has■two■siblings.■What■is■the■
8 If■you■randomly■select■one■number■from■1–500■ probability■he■has■an■older■sister?
(inclusive),■what■is■the■probability■that■the■selected■
number■will■have■at■least■one■four■in■the■digits? eBook plus
Interactivities
int-2713
int-2711
int-2712

eBook plus activities
chapter opener •■ Activity■13-C-3■(doc-4169):■Snakes■and■Ladders■3
•■ WorkSHEET■13.1■(doc-6313):■Probability■I
Digital doc
•■ Hungry■brain■activity■Chapter■13■(doc-6306)■ 13d Venn diagrams
(page 425) Interactivity
are you ready? •■ Two-step■chance■(int-2772)■(page 443)
•■ SkillSHEET■13.1■(doc-6307):■Probability■scale •■ Activity■13-D-1■(doc-4170):■Odd■sets
•■ SkillSHEET■13.2■(doc-6308):■Understanding■a■deck■ •■ Activity■13-D-2■(doc-4171):■Square■sets
of■playing■cards •■ Activity■13-D-3■(doc-4172):■Even■and■odd■sets
•■ SkillSHEET■13.3■(doc-6309):■Listing■the■sample■ •■ WorkSHEET■13.2■(doc-6314):■Probability■II
space 13e complementary, mutually exclusive and
•■ SkillSHEET■13.4■(doc-6310):■Theoretical■ independent events
probability
•■ SkillSHEET■13.5■(doc-6311):■Determining■
•■ Activity■13-E-1■(doc-4173):■Rolling■dice
complementary■events
•■ Activity■13-E-2■(doc-4174):■Tricky■dice■1
•■ SkillSHEET■13.6■(doc-6312):■Calculating■the■
•■ Activity■13-E-3■(doc-4175):■Tricky■dice■2
probability■of■a■complementary■event
13F conditional probability
13a Introduction to probability
Digital docs
•■ Activity■13-F-1■(doc-4176):■Introducing■conditional■
•■ Activity■13-A-1■(doc-4161):■Odds■and■roulette
probability■(page 464)
•■ Activity■13-A-2■(doc-4162):■Odds■and■the■game■of■
•■ Activity■13-F-2■(doc-4177):■Practice■with■
two-up
conditional■probability■(page 464)
•■ Activity■13-A-3■(doc-4163):■Odds■and■the■game■of■
•■ Activity■13-F-3■(doc-4178):■Tricky■conditional■
Craps
probability■problems■(page 464)
13b estimating probability •■ WorkSHEET■13.3■(doc-6315):■Probability■III■
Interactivity
(page 465)
•■ Random■Number■Generator■(int-0089)■(page 434) chapter review
•■ Activity■13-B-1■(doc-4164):■Tossing■a■coin
•■ Test■Yourself■Chapter■13■(int-2713):■Take■the■end-
•■ Activity■13-B-2■(doc-4165):■Rolling■a■die
of-chapter■test■to■test■your■progress.
•■ Activity■13-B-3■(doc-4166):■Rolling■two■dice
13c Theoretical and experimental probability •■ Crossword■Chapter■13■(int-2712)
Digital docs (pages 440, 443) To access eBookPLUS activities, log on to
•■ Activity■13-C-1■(doc-4167):■Snakes■and■Ladders■1
•■ Activity■13-C-2■(doc-4168):■Snakes■and■Ladders■2 www.jacplus.com.au

StatiStiCS aND probability • Data repreSeNtatioN aND iNterpretatioN
14
14A Sampling
14B Collecting data
14C Displaying data
14D Measures of central tendency
14E Measures of spread
What Do yoU kNoW ?

1 List the types of data you know is
collected by the Australian Bureau of
Statistics every 5 years. Create a concept
map to show your list.
Statistics then with a small group.

that shows your class’s knowledge of the
types of data collected by the ABS every
5 years.
eBook plus
Digital doc
Chapter 14
doc-6247
opeNiNG QUeStioN
How can the ABS web site provide help

for students of statistics?
are you ready?

eBook plus
Presenting data in a frequency table
1 Copy■and■complete■the■following■frequency■table■for■the■scores■listed■below.■
Digital doc
1,■3,■2,■6,■4,■4,■3,■5,■2,■3,■1,■3,■4,■2,■5,■3,■6,■2,■3,■6,■1,■3,■2,■4
SkillSHEET 14.1
doc-6317
Score (x) Tally Frequency (f)
1 |■|■| 3
2
3
4
5
6
eBook plus Finding the mean

2 a■ ■■Find■the■sum■of■the■following■data:■6,■3,■5,■4,■5,■4,■6,■7.
Digital doc
b Divide■this■sum■by■the■number■of■items■in■the■data■set.
SkillSHEET 14.4
doc-6318
eBook plus Arranging a set of data in ascending order

3 Arrange■each■of■the■following■sets■of■data■in■ascending■order.
Digital doc
a 25,■20,■22,■21,■29,■34,■25
SkillSHEET 14.5
doc-6319 b 215,■381,■276,■345,■298,■277,■325,■400,■304
c 4.6,■0.3,■3.6,■5.8,■2.9,■1.8,■3.5,■5.8,■3.1,■2.8,■3.6
eBook plus
Finding the middle score
4 Find■the■middle■score■for■each■set■of■data■in■question■3■when■arranged■in■numerical■order.
Digital doc
SkillSHEET 14.6
doc-6320
eBook plus
Finding the middle score for data arranged in a dot plot
5 Find■the■middle■score■of■each■of■the■following■data■sets.
Digital doc
a b
SkillSHEET 14.8
doc-6321
4 5 6 7 8 9 10 11 0.1 0.2 0.3 0.4 0.5 0.6 0.7
eBook plus
Finding the most frequent score
6 For■each■of■the■following■data■sets,■fi■nd■the■score■that■occurs■most■frequently.
Digital doc a 1,■1,■2,■2,■2,■2,■3,■4,■4,■5,■5
SkillSHEET 14.9
doc-6322
b 23,■29,■25,■24,■23,■21,■25,■26,■25,■29
c 7,■12,■8,■3,■5,■11,■8,■4,■2,■1,■6,■10,■13
474 Maths Quest 9 for the australian Curriculum

statistics AND probability • Data representATION and interpretation
14A Sampling
Introduction
■■ Statistics is collecting, displaying and summarising data collected to arrive at a conclusion or
answer to a puzzling question.
■■ The process involves many stages as shown in the flow chart below.
UNIVARIATE ANALYSIS
A puzzling question
TYPE of data
TYPE of survey
COLLECT &
ORGANISE DATA
- frequency tables
- stem plots
- dot plots
DISPLAY CATEGORICAL DISPLAY NUMERICAL

DATA DATA
- bar charts - histrograms
- pie charts - dot plots
- pictograms - line plots
- box plots
SUMMARY MEASURE SUMMARY

- mode MEASURE
SYMMETRIC DISTRIBUTION SKEWED DISTRIBUTIONS

central tendency central tendency
MEAN MEDIAN
spread spread
STANDARD DEVIATION INTERQUARTILE RANGE
MAKE CONCLUSION
Answer the puzzling question
Chapter 14 Statistics 475

Types of data
■■ When performing statistical analyses, the type of data being collected is important.
■■ The different types of data determine the choice of displays, tables and evaluations that are
best used.
■■ The types of data can be classified as follows.
Data collected
Categorical data Numerical data
Data recorded is non- Data is recorded in

numerical, and uses numerical form. For
labels or categories. example, values can
For example, hair be the number of family
colour or year level. members or the heights
of students in Year 9.
Nominal Ordinal Discrete Continuous
Categories that are Categories that are Numerical values Numerical

named for each named with some that can only values that can
of the possible notion of order, be expressed in be expressed as
responses, such as such as quality of integer form or fractions, decimals,
types of pets; cat, work; excellent, whole numbers, as well as rounded
dog, bird, fish, and good, satisfactory, such as counting off integer values,
others. not satisfactory, the number of such as the
poor. stamps in a stamp measured heights of
collection, or basketball players,
counting the or the change in
number of goals temperature during
kicked each game the day.
by a full forward.
Examples of some types of Statistical Tools that can be used for each type of data include:
frequency tables, frequency tables, frequency tables, frequency tables

bar charts, pie bar charts, pie histograms, box (grouped),
charts, percentages, charts, percentages, plots, mean, histograms
and mode and mode median, and range (grouped), box
plots, mean,
median, range

Worked Example 1
Classify each of the following data as categorical data or numerical data.

a Favourite sport watched on TV
b Quantity of books carried in a school bag by 20 Year 9 students
c Cars passing your home each hour of a day
d Eye colour of 100 pre-school children
Think Write
Decide how the data would initially a Favourite sport watched on TV

be recorded, as either numbers or labels. Possible data could include football, netball, soccer, and
tennis. These are labels so it is categorical data.
b Quantity of books carried in a school bag by
20 Year 9 students
The recorded data would be gathered by counting the
number of books in a school bag. This is numerical data.
c Cars passing your home each hour of a day
The recorded data would be the number of cars. This is
numerical data.
d Eye colour of 100 pre-school children
The records kept would be blue, brown, green or hazel.
These are labels and so it is categorical data.
Worked Example 2
Classify each of the following data into the correct groups, stating if it is categorical and nominal or
ordinal, or numerical and discrete or continuous.
a Incomes of the senior Essendon football players b Type of transport used to go to work
c Attendance at a zoo each day d Hair colour of 100 Year 9 students
e Mass of an individual Easter egg being manufactured f A student’s behavioural report
Think Write
1 For each, determine whether the data a Incomes of the senior Essendon football players
collected is a numerical value or a As there is a wide range of incomes and not accurately
category. stated, they will be grouped in categories such as
$50K–<$100K, $100K–<$150K, and so on. As these are
labels and have order it is more appropriate to classify the
data as categorical ordinal data.
2 If numerical data, decide if it is b Type of transport used to go to work
collected by counting (numerical A worker’s transport mode could include car, bus or train.
discrete data) or collected by As these are labels with no logical order it is classified as
measuring (numerical continuous categorical nominal data.
data).
c Attendance at a zoo each day
You would count the number of zoo patrons and record
them as whole numbers (integer) therefore, it is classified
as numerical discrete data.

3 If categorical, decide the types of d Hair colour of 100 Year 9 students.

labels possible, and if the labels The students’ hair colour would include blonde, brunette,
can be ranked in a logical order redhead and so on. These are labels with no logical order
(categorical ordinal data) or if so it is categorical nominal data.
they cannot be logically ranked e Mass of an individual Easter egg being manufactured.
(categorical nominal data). You would measure the mass of each egg on a scale. The ■
mass of each egg can then be recorded as a whole number ■
(i.e. 55 grams), or more accurately as a decimal number ■
(i.e. 55.23). Therefore, the data is numerical continuous data.
f A student’s behavioural report
The student’s behaviour could be stated as: excellent, good,
satisfactory, or improvement need. These are labels that do
have a logical order; therefore, it is categorical ordinal data.
Collecting data — how and how many?

Size of data sets
■■ The size of the data collected comes under two categories; population and sample.
■■ In statistics population refers to every element or identity that relates to the investigation.
A population can be as small as 10 or as large as 6 billion. It depends on what the outcome
relates to. For instance, to find the average age of Year 9 students for your school then the
population contains only Year 9 students from your school. If the average age of Year 9
students in Australia was needed, then the population includes all Year 9 students in Australia.
■■ A sample is a representative portion of the population. Sampling is preferred to population
data sets as the time and effort is greatly reduced. For a sample to be a reasonable,
approximation of a population, if it was surveyed, the sample size needs to be reasonable,
relatively large and selected without bias. A typical sample size is 50 or more.
■■ A piece of data is often referred to as a score. It is represented by the symbol x.
Types of data collection
■■ There are three basic types:
1. Survey — data collected from a portion of the population or sample. This type of data
collection is most commonly used in market research. It is important that surveys are
correctly conducted as the conclusions drawn from the data should represent those of the
population from which they were drawn.
2. Census — data collected from an entire population. The most common is the one conducted
by the Australian Bureau of Statistics. Every five years the entire nation takes part in a census.
3. Experimental — data collected by measuring or counting or assigning labels.
Question design
■■ This topic has been dealt with in previous years. It is important to keep in mind that the
questions of a survey or census need to be clear and unambiguous.
■■ Questions should be unbiased, not too personal, and able to be answered by most respondents.
■■ The design of the questionnaire should enable the collected data to be analysed easily.
How data are collected
■■ How the data are collected is important, as it can bias the results of the analysis leading us to
incorrect conclusions. This is most important when designing surveys.
■■ The sample for the data set can be collected by either a random or a stratified technique.
•• Random selection ensures all elements of a population have an equal chance of being
selected.
•• Stratified selection ensures that groups within a population have a similar representation in
a sample.

Worked Example 3
For the following data collection activities, define whether the size of the data collected is a sample or
population and the type; census, survey or experimental, and random, stratified or biased.
a 60 Year 7 students collected data on the amount they contributed to a charity, then used this data
to find the average donation from the Bolan College’s 1523 students.
b A data set of the force, measured in newtons, needed to break wooden ice block sticks.
c The average age of the members of your own family.
Think Write
Know the key terminology used by statisticians. a It is a sample because only 60 of the Bolan
Decide if it is a: College’s 1523 students were surveyed. The
• sample or population data are biased as only Year 7 students were
• census, survey or experimental surveyed.
• random, stratified or biased.
b It is a sample as there is an unknown number
of wooden ice block sticks, It is impossible to
collect data on the entire population. The data
are experimental as the sticks are randomly
supplied or collected.
c Survey of all members of a family about the
family is a population.
Worked Example 4
A health club is planning on conducting a survey to research the needs of its members. Fifty
members of the club will be asked to participate in the survey. The club has 120 male adult, 90 male
adolescent, 60 female adult and 30 female adolescent members. Determine the number of members
required from each group to perform a stratified sample survey that is an accurate approximation of
the needs of the whole population.
Think Write
1 Determine what fraction of the population is Total population is 120 + 90 + 60 + 30

to be used in the sample. = 300 members.
50
Fraction of members surveyed = 300 = 16
2 Use this fraction to calculate the number 1
Number of male adults = 6
ì 120
1
= 20
to be surveyed from each group within the
1
population. Number of male adolescents = 6
ì 90
1
= 15
Number of female adults = 16 ì 60

1
= 10
Number of female adolescents = 16 ì 30 1

=5
3 Summarise the sampling strata. 50 members surveyed will be:
20 male adults
15 male adolescents
10 female adults
5 female adolescents.

Random number generators

■■ Random numbers can be obtained from number generators built into most calculators and
computers.
■■ Computer programs and the scientific calculator function RAND randomly select a number
from 0 to less than 1. This value multiplied by the size of the sample (plus 1 to avoid choosing
the value zero) will ensure any sample size selected is unbiased.
Below is an example of randomly selecting a whole number (integer) from 1 to 15.
Button Possible outcome Example 1 Example 2 Example 3

RAND 0.000 to 0.999 0.456 0.056 0.932
ì15 (multiply) 0.000 to 14.985 6.84 0.84 13.98
+1 1.000 to 15.985 7.84 1.84 14.98
INT 1 to 15 7 1 14
(ignore decimal part)
■■ CAS and graphics calculators can also be used to generate random numbers.
Worked Example 5
Use an appropriate random number generator to select a sample for the following surveys.
a Randomly select 35 days from a year’s worth of maximum temperature.
b Randomly select 15 months from January 2006 to December 2010.
Think Write/Display
a Using a graphics calculator a Julian date system
1 Use the Julian date, which

associates each day with the
numbers 1 to 365.
2 Use the random number
generator function as
follows: randint (first
number, last number, sample
size).
Complete the entry line as:
randInt(1,365,35).
Then press ENTER.
Note: Make the sample size

sightly bigger than needed in
case numbers double-up.
3 Scroll to the right to view all
35 random numbers that are
in the range 1 to 365.
4 Use the Julian calendar to Day 256 is 15 September
convert the number to a Day 323 is 21 November
calendar date. Day 136 is 18 May

b Using a scientific calculator b Label the months numerically as:

Use the random number button 1. January 2006
to generate a number from 0 to 2. February 2006
less than 1, then multiply the …
generated number by 60. Finally
add 1 to the generated number 60. December 2010.
(only use the integers, ignore the
decimals).
Random number =
integer(random number ì 60 + 1)
Repeat until 15 months have been 29.632 becomes the 29th month — May 2008.
selected. 13.775 becomes the 13th month — January 2007.
(Repeat this 15 times ignoring any doubling up of months.)
Generating random numbers using an Excel spreadsheet

■■ The command RANDBETWEEN in an Excel spreadsheet generates a random number within
the values that you specify.
■■ If your spreadsheet does not have this function,
press the Office Button and choose Excel
options. Choose Add-Ins from the menu on the
right, click on Analysis Toolpak, and press Go at
the bottom of the page. Tick Analysis ToolPak,
and press OK.
1. In order to enter 20 random numbers, enter the
function =RANDBETWEEN(1,20) into cell
A1. A random number in the range 1 to 20 will
appear in cell A1.
2. Use the Fill Down function to fill this formula
down to cell A20. You should now have
20 random numbers as shown in the screen shot
on the right.
Note that each time you perform an action on this
spreadsheet, the random numbers will automatically
change. In order to switch to manual mode:
•• Choose the Calculator Options menu
•• Select Manual
•• Press F9 to obtain a recalculation of your
random numbers.
remember
Types of data
• Categorical data can be sorted using labels.
– Ordinal data can be placed in a logical order, e.g. 1st, 2nd, 3rd . . .
– Nominal data has no logical order, e.g. blue, brown, green, . . .
• Numerical data are numbers.
– Discrete data are whole numbers only, and are collected by counting.
– Continuous data are any forms of numbers and are collected by measuring.

Size of data sets

•■ The■size■of■the■data■collected■comes■under■two■categories:■population■and■sample.
•■ ■Population, in■statistics,■refers■to■every■element■or■identity■that■relates■to■the■
investigation.■A■population■can■be■as■small■as■10■or■as■large■as■6■billion.
•■ A■sample■is■a■representative■portion■of■the■population.
•■ A■piece■of■data is■often■referred■to■as■a■score.■It■is■represented■by■the■symbol■x.
•■ ■Surveys■—■data■collected■from■a■portion■of■the■population■or■sample.■Surveys■are■most■
commonly■used■in■market■research.
•■ ■Census■—■data■collected■from■an■entire■population.■The■most■common■is■the■one■
conducted■by■the■Australian■Bureau■of■Statistics■every■5■years.
•■ ■Experimental■—■data■collected■by■measuring■or■counting■or■assigning■labels.
Question design
•■ ■It■is■important■to■keep■in■mind■that■the■questions■of■a■survey■or■census■need■to■be■clear■
and■unambiguous.
•■ ■Questions■should■be■unbiased,■not■too■personal,■and■able■to■be■answered■by■most■
respondents.
•■ The■design■of■the■questionnaire■should■enable■the■collected■data■to■be■analysed■easily.
•■ The■sample■for■the■data■set■can■be■collected■by■either■a■random■or■stratifi■ed■method.
–■ Random■selection■ensures■all■elements■of■a■population■have■an■equal■chance■of■
being■chosen.
–■ Stratifi■ed selection■ensures■that■groups■within■a■population■have■a■similar■
representation■in■a■sample.
•■ ■Most■calculators■and■spreadsheets■have■a■function■which■generates■random■numbers.
exerCiSe
14a Sampling
iNDiViDUal flUeNCy
pathWayS
1 We1 ■Classify■each■of■the■following■data■according■to■whether■they■are■numerical■or■
eBoo
eBookk plus categorical■data.
a Favourite■TV■programs■of■each■student■in■your■year■level
Activity 14-A-1
Reviewing sampling b Shoe■size■of■the■top■ten■international■models
methods and types c Hours■of■computer■games■played■at■home■each■week■by■each■student■in■your■class
of data d Birth■weight■of■each■baby■in■a■young■mothers’■group
doc-4180
e The■favourite■colours■for■cars■sold■in■Canberra■in■the■last■month■
Activity 14-A-2
Using sampling 2 We2 ■Classify■each■of■the■following■numerical■data■according■to■whether■they■are■discrete■
methods and or■continuous.
selecting data a Length■of■a■stride■of■each■golfer■in■a■local■golf■club■
doc-4181
b Distance■travelled■on■one■full■tank■from■the■top■ten■most■popular■vehicles
Activity 14-A-3
Applying sampling
c Rainfall■recorded■for■each■day■during■spring
and data collection d Shoe■size■of■each■student■in■your■class
methods e Membership■size■of■the■16■AFL■teams
doc-4182
3 Classify■each■of■the■following■categorical■data■as■nominal■or■ordinal.
a Favourite■magazine■of■each■student■in■your■year■level
b Sales■ranking■of■the■top■ten■magazines
c Age■group■of■the■readers■of■the■top■ten■magazines

d Gender of the 100 randomly chosen readers of each of the top ten magazines
e Type of magazine of the top ten magazines
4 WE3 Classify each of the following data collections according to whether they are samples
or populations.
a Favourite TV programs of secondary school students by surveying students in Year 8
b Size of shoes to be stocked in a department store determined by measuring the feet of the
top ten international models
c Number of hours computer games played by your class at home each week by surveying
each student in your class
d Survey of first 40 customers at the opening of a new store to gauge customer satisfaction
e The most popular duco colours for cars sold in the last month in Victoria, taken from the
registration board database of all 2310 cars registered last month.
5 For those surveys that involve sampling from question 4, classify the sample as random,
stratified and/or biased.
6 WE4 Determine the number of people needed to be surveyed from each of the following
groups if stratified surveying is to be conducted.
a Survey of 40 members from a club of 1500 members, with 1200 males members and
300 female members
b Survey of 10% of all clients from a database of 10 000 clients where an appropriate
representation of the 70% female customers and 30% male customers is maintained.
c Survey of 100 students from a school with a population of 900 students. There are
90 Year 12 students, 135 Year 11 students, 153 Year 10 students, 180 Year 9 students, and■
180 Year 8 students, with the remainder of the population being Year 7 students.
d Survey 8 class members such that there is an unbiased gender representation of the
20 girls and 12 boys.
Understanding
7 WE5 Devise a strategy for randomly selecting samples for the following scenarios.
a Select four AFL clubs from the sixteen clubs available to represent the league at an
international sporting convention.
b Select 5 students from your class.
c Select 50 students from your school.
d Select 65 consecutive days from a non-leap year for analysis of the daily maximum
temperatures.
8 MC A tennis club has 400 members where 280 members are male. If the club wants to
conduct a sample survey of 80 members, the number of males needed for an unbiased ■
survey is:
A 32 B 24 C 40
D 56 E 50
9 MC Which of the following statements is false?
A A good sample size is 50 or more.
B Results from samples give an estimate.
C Results from a population give an estimate.
D The use of random numbers or a stratified selection process ensures unbiased results.
E A score is a piece of data collected.
10 MC If a random number generator is used and the first two numbers are 0.796 and 0.059, the
first two random numbers, respectively, for a selected sample of size 50 are:
A 2.95 and 39.8
b 2 and 39
c 4 and 41
d 3 and 40
e 3.95 and 40.8

11 Randomly select 5 days of a non-leap year.

12 Use random number generators for the following unbiased selection processes. For each case
show:
i an association table
ii the random numbers chosen
iii how to convert the random numbers to a random choice from a population.
a An unbiased selection of 6 days from the month of March
b An unbiased selection of 5 students from your mathematics class
c An unbiased selection of 30 randomly chosen student lockers numbered
from 001 to 860
13 Using the AFL past Indigenous players list on pages 485 to 488, use a random number generator
to select 20 players for the following unbiased selection processes. For each case show the:
i random numbers chosen
ii number of games played by each selected player
iii final year of the player selected.
a An unbiased selection from the entire list of 127 Indigenous AFL past players
b An unbiased selection representing the four eras of pre-1939, 1940 to 1979, 1980 to 1999
and 2000 to 2009
c A biased selection and explain on what basis the selection you used was biased.
Reasoning
14 The following are 2006 statistics for motorcycle and car fatalities in the United States.
Motorcycle fatalities: 4810
Car fatalities: 17 800
Registered motorcycles: 6 686 147
Registered cars: 136 866 137
Vehicle miles travelled motorcycles (millions): 12 401
Vehicle miles travelled cars (millions): 1 613 599
Population of USA (thousands): 298 755
Source: National Highway Traffic Safety Administration, http://www-nrd.nhtsa.dot.gov, 2006.
a According to the data, which is the safer mode of transport, a motorcycle or car?
Explain.
b What ratios or percentages could be extracted from this data to reinforce your
conclusion?
c If you wanted to advocate driving a motorcycle, which information would you include?
Which information would you omit?
d Write a sentence that could convince your readers that a motorcycle is a safer mode of
transport.
e Write a sentence that could convince your readers that a car is a safer mode of
transport.
15 A stratified random sample was taken from two high schools, a 200-student high school and a
larger high school. The sample assessed how many students watched more than four hours of
television per day. If the small school represented 12.5% of the total students surveyed and a
total of 208 students were randomly surveyed:
a How many students were surveyed in the small reflection
school?
What is the chance any five
b How many students were surveyed in the large students chosen in your
school? class are born on the same
c How many students were in the large high school? day of the month?
d How many students were in both schools?

Past Indigenous AFL players 1906 to 2009

Final Career Career
First name Surname Teams year games goals
1 Joe Johnson Fitzroy 1906 55 15
2 Norm Byron Fitzroy 1918 2 1
3 George Simmonds Melbourne 1924 4 4
4 Norm Le Brun South Melbourne, Essendon, 1935 50 31
Collingwood, Carlton
5 Doug Nicholls Fitzroy 1937 54 2
6 Shadrach James Fitzroy 1941 18 20
7 Eddie Jackson Melbourne 1952 84 10
8 Norm McDonald Essendon 1953 128 3
9 Jim Wandin St Kilda 1953 17 3
10 Percy Johnson North Melbourne 1955 52 4
11 Cyril Collard Hawthorn 1958 13 3
12 Charlie Stewart Western Bulldogs 1961 20 4
13 Ted Lovett Fitzroy 1964 9 2
14 Percy Cummings Hawthorn 1965 5 1
15 Elkin Reilly South Melbourne 1966 51 2
16 Graham Farmer Geelong 1967 101 65
17 Bert Johnson North Melbourne 1968 31 5
18 Reuben Cooper South Melbourne 1969 2 0
19 Alan Bloomfield North Melbourne 1971 13 7
20 Derek Peardon Richmond 1971 20 1
21 Syd Jackson Carlton 1976 136 165
22 Barry Cable North Melbourne 1977 115 133
23 Colin Graham Melbourne 1978 35 32
24 Eric Clarke St Kilda 1980 6 6
25 Wally Lovett Collingwood, Richmond 1984 28 17
26 Robert Muir St Kilda 1984 68 23
27 Kevin Taylor South Melbourne, Fitzroy 1984 15 25
28 Rod Waddell Carlton, Geelong 1984 25 12
29 Greg McAdam St Kilda 1985 10 13
30 Maurice Rioli Richmond 1987 118 80
31 Les Bamblett Melbourne, Western Bulldogs 1988 48 71
32 Shane Cable West Coast Eagles 1989 1 0
33 Bob Jones St Kilda 1989 20 2
34 Kevin Caton West Coast Eagles, Fitzroy 1990 18 18
35 Robert Cummings Fitzroy 1990 1 0
(continued)

Past Indigenous AFL players 1906 to 2009 (continued)

Final Career Career
36 Andrew L. Krakouer North Melbourne 1990 8 1
37 Wally Matera West Coast Eagles, Fitzroy 1990 56 65
38 Phil Narkle St Kilda, West Coast Eagles 1990 66 55
39 Phil Egan Richmond, Melbourne 1991 126 117
40 Eddie Hocking Adelaide 1991 11 4
41 Jim Krakouer North Melbourne, St Kilda 1991 147 236
42 Phil Krakouer North Melbourne, Western 1991 148 231
Bulldogs
43 Michael Mitchell Richmond 1991 81 103
44 Brian Stanislaus Sydney Swans 1991 1 0
45 Willie Dick Essendon 1992 7 6
46 Russell Jeffrey St Kilda, Brisbane Lions 1992 50 4
47 Adam Kerinaiua Brisbane Lions 1992 3 1
48 Stevan Jackson West Coast Eagles, 1993 59 98
Richmond
49 Troy Ugle West Coast Eagles 1993 43 43
50 Matthew Ahmat Brisbane Lions, Sydney 1994 8 1
Swans
51 Jamie Lawson South Melbourne — Sydney 1994 61 29
Swans
52 Lachlan Ross Essendon 1994 2 1
53 Alan Thorpe Sydney Swans, Western 1994 15 28
Bulldogs
54 Shane Tongerie Adelaide 1994 4 3
55 Russell Williams Essendon 1994 3 1
56 Warren Campbell North Melbourne 1995 19 17
57 Shawn Lewfatt Essendon 1995 3 2
58 Adrian McAdam North Melbourne 1995 36 92
59 Clinton Wolf Fremantle 1995 4 0
60 Peter Bird Fitzroy 1996 15 7
61 Derek Kickett North Melbourne, Essendon, 1996 152 179
Sydney Swans
62 Gilbert McAdam St Kilda, Brisbane Lions 1996 111 89
63 David Cockatoo- Melbourne 1997 2 0
Collins
64 Trent Cummings Fitzroy, West Coast Eagles 1997 29 19
65 Michael McLean Western Bulldogs, Brisbane 1997 183 40
Lions

Final Career Career

66 Donald Cockatoo- Melbourne 1998 9 3
Collins
67 Andy Lovell Melbourne, West Coast 1998 164 166
Eagles
68 Neil Marshall West Coast Eagles 1998 4 0
69 Mark West Western Bulldogs 1998 16 3
70 Ashley Blurton West Coast Eagles, 1999 24 9
Richmond
71 Nicky Winmar St Kilda, Western Bulldogs 1999 251 317
72 Laurie Bellotti West Coast Eagles 2000 24 2
73 Shane R. Bond West Coast Eagles, Port 2000 91 31
Adelaide
74 Troy Bond Carlton, Adelaide 2000 94 77
75 Fred Campbell Sydney Swans, St Kilda 2000 12 7
76 Sean Charles Melbourne, Carlton, St Kilda 2000 56 66
77 Scott Chisholm Fremantle, Melbourne 2000 81 33
78 Gary Dhurrkay Fremantle, North Melbourne 2000 72 66
79 Chris Lewis West Coast Eagles 2000 215 259
80 Clem Michael Fremantle 2000 43 11
81 Gavin Mitchell Fremantle, St Kilda 2000 88 82
82 Shannon Rusca Brisbane Lions 2000 2 0
83 Garth Taylor Fremantle 2000 15 13
84 Winston Abraham Fremantle, North Melbourne 2001 110 159
85 Robert Ahmat Collingwood, Sydney Swans 2001 67 68
86 Fabian Francis Melbourne, Brisbane Lions, 2001 109 61
Port Adelaide
87 Michael Long Essendon 2001 190 143
88 Ricky O’Loughlin Adelaide 2001 9 2
89 Lionel Proctor Richmond 2001 20 4
90 Dwayne Simpson Fremantle 2001 2 1
91 Keren Ugle Fremantle 2001 4 2
92 Dale Kickett Fitzroy, West Coast Eagles, 2002 181 64
St Kilda, Essendon
93 Peter Matera West Coast Eagles 2002 253 217
94 Derek Murray Port Adelaide 2002 23 7
95 Che Cockatoo- Essendon, Port Adelaide 2003 160 215
Collins
96 Marty McGrath Richmond 2003 4 6
(continued)

Past Indigenous AFL players 1906 to 2009 (continued)

Final Career Career
97 Ronnie Burns Geelong, Adelaide 2004 154 262
98 Steven Koops Fremantle, Western Bulldogs 2004 89 49
99 Phillip Matera West Coast Eagles 2005 179 389
100 Justin Murphy Richmond, Carlton, Geelong, 2005 185 151
Essendon
101 Darryl White Brisbane Lions 2005 268 165
102 Dion Woods Fremantle 2005 59 7
103 Cory McGrath Essendon, Carlton 2006 78 18
104 Harry Miller Hawthorn 2006 18 13
105 Shannon Motlop North Melbourne, Melbourne 2006 64 36
106 Allan Murray Port Adelaide, St Kilda 2006 16 13
107 Dean Rioli Essendon 2006 100 91
108 Ashley Sampi West Coast Eagles 2006 78 97
109 Gavin Wanganeen Essendon, Port Adelaide 2006 300 202
110 Elijah Ware Port Adelaide 2006 2 1
111 Richard Cole Collingwood, Essendon 2007 63 6
112 Clayton Collard Fremantle 2007 1 1
113 Troy Cook Sydney Swans, Fremantle 2007 193 77
114 Cameron Faulkner Western Bulldogs 2007 18 9
115 Chris L. Johnson Fitzroy, Brisbane Lions 2007 264 172
116 Andrew J. Krakouer Richmond 2007 102 102
117 Byron Pickett North Melbourne, Port 2007 204 177
Adelaide, Melbourne
118 Djaran Whyman North Melbourne 2007 3 4
119 Chris Egan Collingwood 2008 27 22
120 Jeff Farmer Melbourne, Fremantle 2008 249 483
121 Eddie Sansbury North Melbourne 2008 40 21
122 Isaac Weetra Melbourne 2008 2 0
123 Peter Burgoyne Port Adelaide 2009 240 193
124 Michael O’Loughlin Sydney Swans 2009 303 521
125 Jarrad Oakley- Richmond 2009 13 1
Nicholls
126 Jason Roe Brisbane Lions 2009 50 7
127 Matthew Whelan Melbourne 2009 150 15

14B Collecting data

Organising data
■■ Data need to be organised so that further analysis can be completed promptly and accurately.
Type of data Categorical Numerical discrete — Numerical discrete or

ungrouped continuous — grouped
Type of summary Frequency table Frequency table Frequency table
Dot plot Dot plot Dot plot
Stem plot
When organising data it is often best practice to group the data.

■■ Categorical data is self-evident as each category would be labelled as unique from the others.
■■ Numerical continuous data will always be grouped.
■■ The general rule is that data should have from five to no more than fifteen groups.
■■ The size of the interval is usually in 1s, 2s, 5s or 10s, with other intervals used as the need
arises. To judge this correctly, look at the highest and lowest value and divide by a suitable
grouping interval to find the number of intervals. The grouping should be chosen such that
there are from five to no more than fifteen groups.
■■ Numerical discrete data can be left ungrouped if there are fewer than fifteen different scores.
Worked Example 6
The following is a result of a survey of 30 students showing the number of people in their family
living at home. Draw a frequency table to summarise the data.
2 4 5 6 4 3 4 3 2 5 6 6 5 4 5 3 3 4 5 8 7 4 3 4 2 5 4 6 4 5
Think Write/draw
1 Identify the data as numerical discrete data.

2 There are only 7 different scores so the data can
be left ungrouped.
3 Use a frequency table of two (or three) columns.
Number of
The first column is for the possible scores (x)
members in Number of
and can be labelled as ‘Number of members in
the family families
the family’. The last column is for the frequency
(x) Tally (f )
(f) and can be labelled ‘Number of families’. An
optional column between these two can be used 2 ||| 3
as a tally for very large sets of data. 3 |||| 5
4 |||| |||| 9
5 |||| || 7
6 |||| 4
7 | 1
8 | 1
Sf = 30
4 Add up the frequency (Sf ) to confirm scores from

30 students have been recorded.

Worked Example 7
A survey was conducted, asking students the type of vehicle driven by their parents. The responses
were collected and recorded as shown below. Display the data as a frequency table and as a dot plot.
Sedan 4WD Sedan Sedan 4WD
SUV SUV Station wagon SUV Convertible
Station wagon 4WD Sedan Sports car Convertible
Station wagon Sedan Station wagon SUV Station wagon
SUV SUV Sedan Sedan
Think Write/draw
1 Identify this data as categorical ordinal data.

2 There are 6 different scores or categorical labels.
3 Use a frequency table of two (or three) columns. Type of vehicle Number of
The first column is for the possible scores (x) (x) Tally vehicles (f )
and can be labelled as ‘Type of vehicle’. The
last column is for the frequency (f) and can 4WD ||| 3
be labelled ‘Number of vehicles’. An optional SUV |||| | 6
middle column can be used as a tally for very Sedan |||| || 7
large sets of data.
Station wagon |||| 5
Sports car | 1
Convertible || 2
Sf = 24
4 Add up the frequency (Sf ) to confirm 24 scores
have been recorded.
5 Place a dot to for each vehicle type in the Type of vehicle
appropriate column.
4WD
SUV
Sedan
Station wagon
Sports car
Convertible
Worked Example 8
The golf scores for 30 golfers were recorded as follows. Summarise the data as a frequency table.
73 69 75 79 68 85 78 76 72 73 71 70 81 73 74
87 78 79 68 75 76 72 63 72 74 71 70 75 66 82
Think Write/draw
1 Identify the data as numerical discrete data.

2 There are scores from 63 to 87 so it can be
grouped as 2s or 5s.

3 For this example it will be grouped by 2s where

Number of
the range is from 63 to 87 or 24 units.
Golf scores players
Grouping in 2s will give 24 ÷ 2 = 12 groups and
(x) Tally (f )
this is acceptable.
The group have been made to start with even 62–63 | 1
numbers, giving us 13 groups.
64–65 0
66–67 | 1
68–69 ||| 3
70–71 |||| 4
72–73 |||| | 6
74–75 |||| 5
76–77 || 2
78–79 |||| 4
80–81 | 1
82–83 | 1
84–85 | 1
86–87 | 1
4 Sum the frequencies to check all 30 scores were
Sf = 30
recorded.
Stem plots
■■ A stem plot or stem-and-leaf plot is a useful technique for summarising numerical data.
■■ Unlike grouped frequency tables, stem plots retain all values. Frequency tables like that in
Worked example 8 lose individual values.
■■ Stem plots have two main columns: the stem holds the group value while the leaf holds the
final digit in the recorded data or data collected.
■■ The following stem plot shows the sizes of 20 students’ CD collections.
The features of a stem plot are:
1. title CD collection size of 20 students
2. key or legend Key: 2 | 5 = 25 CDs
3. column heading
Stem Leaf
4. data values summarised
0 4
5. keeping data in neat columns with the final
1 46
digits shown in increasing order from the
2 2358
stem
3 0446779
4 1359
5 46
■■ From the stem plot shown, the scores collected were 4, 14, 16, 22, 23, 25, 28, 30, 34, 34, 36,
37, 37, 39, 41, 43, 45, 49, 54, 56.
■■ One of the benefits of using a stem plot is that all the individual scores are actually displayed,
and are not lost like they would be in a grouped frequency table.
■■ Also, a stem plot visually displays the shape of the distribution. In this example, it is a normal
or symmetrical distribution.

Worked Example 9
The following scores represent the distance (in km) travelled by a group of people over a particular
weekend. Summarise the data in a stem plot.
48 67 87 2 34 105 34 45 63 98 12 23 35 54 65 41 34 23 12 38 18 58 53 44 39 29
Comment on what the shape of the distribution tells us.
Think Write/draw
1 Identify the data as numerical discrete data. Write Distance travelled over one weekend
a title and a key. Key: 4 | 7 = 47 km
2 There are scores from 2 to 105 so it can be Stem Leaf
grouped in 10s. The stem will hold the tens 0 2
place value and leaf holds the last digit ■ 1 228
(the unit/ones place value) for each score. 2 339
3 444589
3 Transfer each score by recording its last digit in
4 1458
the leaf alongside the row corresponding to the
5 348
stem with it tens place digit.
6 357
4 Reorder each row in the leaf so the digits are in 7
ascending order from the stem. 8 7
5
9 8
Comment on the shape of the distribution.
10 5
The distribution is not symmetrical. Most
people travelled around 20 km to 50 km
over the weekend, with only 3 people
travelling more than 70 km.
■■ Sometimes the leaves in the rows of a stem plot become too long. This can be overcome by
breaking the stems into smaller intervals. The second part of the interval is identified with an
asterisk (*).
Worked Example 10
The heights of 30 students are measured and recorded as follows.

125, 143, 119, 136, 127, 131, 139, 122, 140, 118, 120, 123, 132, 134, 127,
129, 124, 131, 138, 133, 122, 128, 130, 135, 141, 139, 121, 138, 131, 126
Represent the data as a suitable stem plot.
Think Write/draw
1 Write a title and key, then draw up the stem plot Heights of 30 students (in cm)
with the numbers in each row of the leaf column in Key: 11 | 8 = 118 cm
ascending order from the stem. Stem Leaf
11 89
12 012234567789
13 0111234568899
14 013

2 The leaves of the two middle stem values are long, Heights of 30 students (in cm)
and they do not distinguish the data. It would be Key: 11* | 8 = 118 cm
easier to read with the stem broken up into smaller Stem Leaf
intervals, i.e. intervals of 5. The stem of 12, 11* 89
would then include the numbers from 120 to 124 12 012234
inclusive, while the stem of 12* would include the 12* 567789
numbers from 125 to 129 inclusive. 13 0111234
13* 568899
14 013
Reconstruct the stem plot. This stem plot with groupings of 5 cm is a
better display of the data.
remember
Organising data
Stem plot
• In organising the data there is often need to group the data.
– Categorical data is self-evident as each category has a unique label.
– Numerical continuous data will be grouped. The general rule is that there should be
no fewer than five groups and no more than fifteen groups. The size of the interval is
usually in 1s, 2s, 5s or 10s, with others as the need arises.
– Numerical discrete data can be ungrouped if there are fewer than fifteen different
scores. Grouping occurs for more than fifteen scores.
Stem plots
• A stem plot or stem-and-leaf plot is used for summarising numerical data.
• A stem plot retains all values.
• Stem plots have two main columns where the stem holds the group value while the leaf
holds the final digit.
• The features of a stem plot are:
– title
– key
– column heading
– summarised data values
– final digits in neat columns in increasing order from the stem.
• Sometimes smaller groupings within the stem plot display the data better
Exercise
14B Collecting data
Fluency
1 WE6,7 The following set of data represents the scores a class of students achieved in a
multiple choice maths test.
4, 6, 8, 3, 6, 9, 1, 3, 5, 6, 4, 7, 5, 9, 3, 2, 7, 8, 9, 6, 5, 4, 6, 5, 3, 5, 7, 6, 7, 7
a Present the data as a dot plot. b Present the data in a frequency table.

2 The■following■set■of■data■shows■the■types■of■pets■kept■by■20■people.
iNDiViDUal
pathWayS cat,■dog,■fi■sh,■cat,■cat,■cat,■dog,■dog,■bird,■turtle,■
dog,■cat,■snake,■cat,■dog,■dog,■frog,■bird
eBoo
eBookk plus
a Present■the■data■as■a■dot■plot.
Activity 14-B-1 b Present■the■data■in■a■frequency■table.
Organising c Explain■whether■this■data■can■be■presented■in■a■stem■plot.
data sets
doc-4183 3 We8,9 ■
Activity 14-B-2 State Death by motor vehicle accidents — by State/Territory
Representing
Rates per 100 000 people
data sets
doc-4184
2008 2009 2010 2011
Activity 14-B-3
Interpreting NSW Males■aged■15–24■years 14 13 18 9
data sets
doc-4185
Vic. Males■aged■15–24■years 19 25 14 12
Qld Males■aged■15–24■years 25 17 26 15
SA Males■aged■15–24■years 23 34 22 26
WA Males■aged■15–24■years 22 24 36 27
Tas. Males■aged■15–24■years 42 18 36 42
NT Males■aged■15–24■years 43 60 71 45
ACT Males■aged■15–24■years ■0 11 14 21
a Present■the■data■shown■in■the■table■above■as■a■frequency■table■by■grouping■the■data■in■
intervals:■0–9,■10–19,■.■■.■■.■etc.
b Present■the■data■as■a■stem■plot.
4 A■sample■of■students■surveyed■for■the■Australian■Bureau■of■Statistics■were■asked:■‘What■is■the■
colour■of■your■eyes?’■The■results■were■as■follows:
Brown Hazel Blue Brown Brown Green Green Brown Brown Hazel
Brown Brown Brown Brown Blue Brown Green Blue Blue Blue
Brown Brown Brown Brown Hazel Blue Hazel Blue Brown Blue
Brown Blue Green Hazel Hazel Hazel Green Blue Blue Brown
a Construct■a■dot■plot■for■the■data.
b Set■up■frequency■table■for■the■data.
c Comment■on■the■proportion■of■people■who■have■brown■eyes.
5 Draw■a■stem-and-leaf■plot■for■each■of■the■following■sets■of■data.■Comment■on■each■
distribution.
a 18,■22,■20,■19,■20,■21,■19,■20,■21
b 24,■19,■31,■43,■20,■36,■26,■19,■27,■24,■31,■42,■29,■25,■38
c 346,■353,■349,■368,■371,■336,■346,■350,■359,■362
d 49,■43,■88,■81,■52,■67,■70,■85,■83,■44,■47,■82,■55,■77,■84,■48,■46,■83
e 2.8,■3.6,■1.5,■1.3,■1.9,■2.4,■2.7,■3.3,■4.1,■2.9,■1.1,■4.6,■4.2,■3.9
6 We10 ■Redraw■the■stem■plots■in■question 5■so■that■the■stems■are■intervals■of■5■rather■than■
intervals■of■10.
7 The■following■times■(to■the■nearest■minute)■were■achieved■by■40■students■during■a■school■
outdoor■running■activity.
23■ 45■ 25■ 48■ 21■ 56■ 33■ 34■ 63■ 43■ 42■ 41■ 26■ 44
45■ 41■ 40■ 39■ 37■ 53■ 26■ 55■ 48■ 39■ 29■ 52■ 57■ 33
31■ 32■ 71■ 60■ 49■ 52■ 32■ 28■ 47■ 42■ 37■ 33
a Construct■a■stem■plot■with■groupings■of■5■minutes.
b Construct■a■frequency■table.■(Use■groupings■of■5■minutes.)

c If the top 10 runners were chosen for the representative team, what was the qualifying
time as given by:
i the stem plot
ii the frequency table.
d How many times was the time of 33 minutes recorded? Explain which summary (stem
plot or frequency table) was able to give this information.
8 The ages of participants in a Pump class at a gym are listed below:
17, 21, 36, 38, 23, 45, 32, 53, 18, 25, 14, 29, 42, 26, 18, 27, 37, 19, 34, 20, 35.
Display the data as a stem plot using an interval of 5.
9 MC Consider the stem plot shown.
7 | 6 = 7.6
Stem Leaf
7 8
8 089
9 1678
10 358
11 2
Which of the following data sets matches the above stem plot?
A 78 80 88 89 91 96 97 98 103 105 108 112
B 8 0 8 9 1 6 7 8 3 5 8 2
C 7.8 8.0 8.8 8.9 9.1 9.6 9.7 9.8 1.03 1.05 1.08 1.12
D 7.8 8.0 8.8 8.9 9.1 9.6 9.7 9.8 10.3 10.5 10.8 11.2
e 8.0 8.8 8.9 9.1 9.6 9.7 9.8 10.3 10.5 10.8
10 Write down all the recorded data from the stem plot below.
Weights of 21 ten-pin bowling balls (in pounds lbs)
14 | 6 = 14.6 lb
Stem Leaf
13 89
14 0899
15 1566678
16 3578
17 02
18 35
Understanding
11 The following data represents the life expectancy (in years) of Australians in 40 different age
groups.
83.7 84.5 84.7 85.2 84.6 84.5 85.9 84.9 88.3 86.5
84.1 84.6 84.8 84.4 84.7 84.5 86.0 85.0 88.5 86.6
84.2 84.6 84.8 84.4 84.7 85.7 87.3 85.0 88.8 86.8
84.3 84.6 84.9 84.5 87.1 85.8 87.6 85.1 89.0 86.9
a Present the data as a frequency table.
b Present the data as a stem plot.
c Comment on the distribution of life expectancy for the 40 different age groups.

12 Median■Age■of■Australian■females■and■males■from■2002■to■2009
Year Females Males

2002 36.6 35.2
2003 36.9 35.3
2004 37.1 35.5
2005 37.3 35.7
2006 37.4 35.9
2007 37.6 36.1
2008 37.6 36.1
2009 37.7 36.1
For■the■above■median■ages■from■2002■to■2009■data,■choose■the■most■appropriate■technique■
for■summarising■the■data.■Justify■your■choice.
13 Use■the■table■of■past■Indigenous■AFL■players■on■pages■485■to■488■for■this■question.
a Summarise■the■data■relating■to■the■fi■nal■year■of■playing■as■a■grouped■frequency■table.
b Comment■on■the■distribution■of■Indigenous■players■over■the■past■century.
c Suggest■why■a■stem■plot■would■not■be■appropriate.
14 Using■the■table■of■past■Indigenous■AFL■players■on■pages■485■to■488,■randomly■select■20■players■
and■summarise■the■data■relating■to■teams■they■played■for.■Use■the■current■AFL■teams■i.e.■assign■
players■from■Fitzroy■to■Brisbane■Lions,■and■players■from■South■Melbourne■to■Sydney■Swans.■
a Summarise■the■data■as■a■frequency■table.
b Comment■on■the■distribution■of■Indigenous■players■over■the■16■AFL■teams.
reaSoNiNG
15 The■dots■below■are■arranged■in■a■particular■pattern,■even■though■they■may■appear■to■be■
randomly■coloured.■Each■row■is■generated■by■the■row■immediately■above■it.
refleCtioN
eBook plus a Can■you■work■out■the■pattern■and■add■the■next■3■rows? What are two things that
need to be considered
Digital doc b Do■you■think■a■row■could■ever■have■all■red■dots?
when deciding on the most
WorkSHEET 14.1 c Do■you■think■a■row■could■ever■have■all■black■dots? suitable method to collect
doc-6323 d Does■a■row■ever■repeat■itself? data?
14C Displaying data

■■ Displaying■data■in■a■visual■form■reveals■many■important■features■at■a■glance.
■■ There■are■many■representations■available■to■a■statistician,■but■they■must■be■correctly■matched■
with■the■type■of■data.■These■can■be■summarised■in■the■table■below.
Most■appropriate■visual■displays■
Categorical data Numerical discrete data Numerical continuous data
Dot■plots Dot■plots Histograms
eBook plus
Line■plots■ Line■plots■ Frequency■polygons
Interactivity
Back-to-back Pictographs Histograms■—■ungrouped Box■plots
stem plot Bar■charts Histograms■—■grouped
doc-2773
Pie■charts Frequency■polygons
Stem■plots

Bar charts
■■ For categorical data only.
■■ The height of each bar represents frequency, relative frequency or percentage frequency.
■■ The width of bars and spaces between bars need to be kept uniform.
Note: Bars cannot touch one another.
Pie charts
■■ Pie charts (circle graphs or sector graphs) use pieces of the pie or sectors to represent a
category.
■■ The size of the piece of pie is in proportion to the frequency (as a percentage) compared with
the total (100%).
■■ The size is measured as a proportion of the 360 degrees in a circle.
Worked Example 11
The Kelly Clan is having a major family reunion. The age groups of the 200 family members that are
attending have been recorded, as shown below.
Age group Number

Baby 20
Toddler 24
Child 34
Teenager 36
Adult 50
Pensioner 36
Display the frequency table as a:

a percentage bar chart b pie chart.
Think Write/draw
a 1 Add two extra columns a

Age Number Percentage
to the frequency table to group f frequency Size of sector
calculate the percentage
frequency and the size of Baby 20 20
×
100
= 10% 20
ì 360è = 36è
200 1 200
the sector.
For percentage use the Toddler 24 24
×
100
= 12%
24
ì 360è = 43.2è ö 43è
200 1 200
rule:
f 100 Child 34
%= × . 34
×
100
= 17%
34
ì 360è = 61.2è ö 61è
∑f 1 200 1 200
For size of sector use the
Teenager 36 36
×
100
= 18%
36
ì 360è = 64.8è ö 65è
rule: 200 1 200
f
degreesè = = 360è. Adult 50 50 100 50
∑f 200
× 1
= 25% 200
ì 360è = 90è
Pensioner 36 36
×
100
= 18%
36
ì 360è = 64.8è ö 65è
200 1 200
S Sf = 200 100% 360è

2 Give the bar chart a Bar chats of Kelly Clan age goups categories include: Baby,
suitable title. Toddler, Child, Teenager, Adult, Pensioner.
3 Identify the category Kelly Clan age groups

25
names and label the
Percentage frequency
horizontal axis with the 20
names of the categories
of people. A space 15
between each category
is the convention for bar 10
charts.
5
4 Label the vertical axis
with a suitable scale and 0
Baby Toddler Child Teenager Adult Pensioner
title.
Age groups
5 Draw the bars to the
correct percentage
frequency height for
each category.
b 1 Use the information b Kelly Clan age groups
calculated in the
extended frequency table Baby
from a1. Toddler
Child
2 Give the pie chart a Teenager
suitable title. Adult
3 Create a legend with a Pensioner
suitable colour for each
category.
4 Draw a circle.
5 Using a protractor,
measure and draw the
correct angle of each
sector.
6 Colour the sectors using
the legend.
Histograms and frequency polygons

■■ Histograms are similar to bar charts except the columns have no gaps between them.
■■ The shape of the histogram is similar to that shown in a stem plot: however, histograms are
used as a formal display when presenting the results of statistical analysis in reports.
■■ There are two types of histograms — grouped and ungrouped.
■■ Histograms should be drawn on graph paper and include:
•• a title
•• clearly labelled axes
•• separate axes scaled evenly
•• columns of equal width, with no gaps between

•• columns that straddle the scores Histogram

15
on the x-axis 14
13
•• a half-interval gap at each end of 12
11
the graph. 10
Frequency
9
8
7
6
5
4
3
2
1
0
0 1 2 3 4 5 6 7 8 9 10 11 12
Results
Mass of people joining

■■ Grouped histograms are for numerical a weight loss program
continuous data as well as discrete data ■ 12
with more than fifteen groupings.
10
■■ Each column of the histogram has the ■
range of values shown either edge of the■ 8
Frequency
column. 6
4
2
0
60 70 80 90 100 110 120 130
Mass (kg)
Histogram of hours
■■ Alternatively, the centre score (midpoint) 10 of television watched
of each class interval can be marked.
■■ The midpoint is calculated by taking the ■
8
Frequency
average of the two extreme values of that class ■ 6

interval. 4
2
0
7.5 12.5 17.5 22.5 27.5
Number of hours of television
watched
Histogram and frequency polygon

■■ Frequency polygons are constructed 15
14
by connecting the midpoints of the 13
12
tops of the columns in the 11
10
Frequency
histograms with straight lines. 9

■■ The lines close the polygon on 8
7
either side of the histogram on the 6
5
horizontal axis. 4
3
■■ There should be a half-unit or 2
half-interval gap at each end of the 1
0
polygon. 0 1 2 3 4 5 6 7 8 9 10 11 12
Results

Worked Example 12
A sample of 40 people was surveyed regarding the number of hours per week they spent watching
television. The results are listed below.
12.9, 18.3, 9.9, 17.1, 20, 7.8, 24.2, 16.7, 9.1, 27, 7.2, 16, 26.5, 15, 7.4, 28, 11.4, 20, 9, 11, 23.7, 19.8, 29,
12.6, 19, 12.5, 16, 21, 8.3, 5, 16.4, 20.1, 17.5, 10, 24, 21, 5.9, 13.8, 29, 25
a What is the range for the data.
b Organise the data into 5 class intervals and use this to create a frequency distribution table that
displays the class intervals, midpoints and frequencies.
c Construct a combined histogram and frequency polygon to suit the table.
Think Write/draw
a Determine the range of the number of hours of a Range = largest value – smallest value
television watched. = 29 – 5
Note: The range is the difference between the = 24
largest and smallest values.
b 1 Determine the size of the class intervals. b Class intervals of 5 hours will create ■
Class intervals have been recorded as 5 groups, and cover a range of 25 numbers.
5−<10, 10−<15 and so on to accommodate Since 25 > 24, the range of data is covered.
the continuous data.
2 Rule a table with three columns, headed Hours of
‘Hours of television watched’ (class television
interval), ‘Midpoint’ (class centre) and watched Midpoint Frequency
‘Frequency’.
5–<10 7.5 9
Note: The midpoint of a class interval is
calculated by taking the average of the two 10–<15 12.5 7
extreme values of that class interval. For 15–<20 17.5 10
example the midpoint of the 5–10 class
5 + 10 20–<25 22.5 8
interval is = 7.5.
2 25–<30 27.5 6
Total 40
3 Systematically go through the list,
determine how many times each score
occurs, and enter the information into the
frequency column.
4 Calculate the total of the frequency column.
c 1 Rule a set of axes on graph paper. Title the c Histogram of hours
graph. Label the horizontal axis Number of 10 of television watched
hours of television watched and the vertical
8
axis Frequency.
Frequency
1
6
2 Leaving a 2 -unit or interval space, draw in
4
the first column so that it starts and finishes
halfway between class intervals and reaches 2
a vertical height of 9 people. 0
3 7.5 12.5 17.5 22.5 27.5
Draw the columns for each of the other
scores.
watched

4 Mark the midpoints of the tops of the Frequency polygon of hours

columns obtained in the histogram. 10
of television watched
5 Join the midpoints by straight line 8
Frequency
intervals.
6
6 Close the polygon by drawing lines
4
at each end down to the class interval
(horizontal) axis. 2
0
7.5 12.5 17.5 22.5 27.5
watched
Worked Example 13
A stem plot was used when collecting the weight of airline luggage for flights to the Gold Coast.
a Convert the stem plot into a suitable histogram to be used as a formal visual display of the
weights of airline luggage.
b Show the frequency polygon without the histogram superimposed.
Weights of airline luggage
Key: 21 | 3 = 21.3 kg
Stem Leaf
18 5 8 9
19 2 3 6 7
20 5 7 8 8 9 9
21 0 2 6 9
22 0 1 9
23 2
Think Draw
Histogram
a 1 Identify the data as numerical a
Number of luggage pieces
continuous data with six groups Histogram of weights of

7 airline luggage
or class intervals. Label the 6
x-axis as Weight of airline 5
luggage (kg). Leave a half- 4
interval gap at the beginning 3
and scale the x-axis with 2
the label at the ends of each 1
column. 0
18 19 20 21 22 23 24 25
2 Label the y-axis as frequency Weights of luggage (kg)
(or number of luggage pieces).
3 Draw the first column on
the x-axis to a height of its
frequency.
4 Repeat for all class intervals.

b Frequency (histogram) polygon b
Number of luggage pieces

Frequency polygon of
Use the same procedure as for the 7 weights of airline luggage
histogram, except the columns are 6
replaced with lines with end points 5
lined up with the middle of the class 4
3
intervals shown on the x-axis and
2
to the height of the frequency on 1
the y-axis. Do not forget to take the 0
polygon to the x-axis at either end. 17 18 19 20 21 22 23 24 25
Weights of luggage (kg)
Comparing data sets

■■ It is important to be able to compare data sets when the data is related.
Back-to-back stem-and-leaf plots

■■ When two sets of data are related, we can present them as back-to-back stem-and-leaf plots.
Worked Example 14
The ages of male and female groups using a tenpin

bowling centre are listed.
Males: 65, 15, 50, 15, 54, 16, 57, 16, 16, 21, 17, 28, 17,
27, 17, 22, 35, 18, 19, 22, 30, 34, 22, 31, 43, 23, 48, 23, 46,
25, 30, 21.
Females: 16, 60, 16, 52, 17, 38, 38, 43, 20, 17, 45, 18, 45,
36, 21, 34, 19, 32, 29, 21, 23, 32, 23, 22, 23, 31, 25, 28.
Display the data as a back-to-back stem-and-leaf plot
and comment on the distribution.
Think Write
1 Rule up three columns, headed Leaf Key: 1 | 5 = 15

(female), Stem, and Leaf (male).
2 Make a note of the smallest and largest Leaf Leaf
values of both sets of data (15 and 65). (female) Stem (male)
List the stems in ascending order in the 987766 1 5566677789
middle column. 8 5 3 2 3 3 1 91 0 2 1872223351
1224688 3 50410
553 4 386
2 5 047
0 6 5
3 Beginning with the males, work through
the given data and enter the leaf (unit
component) of each value in a row
beside the appropriate stem.

4 Repeat step 3 for the female’s set of data.

5 Include a key to the plot that informs the
reader of the meaning of each entry.
6 Redraw the stem-and-leaf plot so that the Key: 1 | 5 = 15
numbers in each row of the leaf columns Leaf Leaf
are in ascending order. (female) Stem (male)
Note: The smallest values are closest to 987766 1 5566677789
the stem column and increase as they 9 8 5 3 3 3 2 11 0 2 1122233578
move away from the stem. 8864221 3 00145
553 4 368
2 5 047
0 6 5
7 Comment on any interesting features. The youngest male attending the tenpin bowling
centre is 15 and the oldest 65; the youngest and oldest
females attending the tenpin bowling centre are 16 and
60 respectively. Tenpin bowling is most popular for
men in the teens and 20s, and for females in the 20s
and 30s.
remember
Most appropriate visual displays

Dot plots Dot plots Histograms
Line plots Line plots Frequency polygons
Pictographs Histograms — ungrouped Box plots
Bar charts Histograms — grouped
Pie charts Frequency polygons
Box plots
Stem plots
Bar charts
• For categorical data only.
• Height of each bar represents frequency, relative frequency or percentage frequency.
• Width of bars and spaces between bars need to be kept uniform.
Pie charts
• Pie charts (circle or sector graphs) use pieces of the pie or sectors to represent the
category.
• The size of the piece of pie is in proportion to the frequency compared with the total.
• The size is measured as a proportion of the 360 degrees in a circle.
• Histograms are similar to bar charts except the columns have no gaps.
• Used only for numerical data collected.
• There are two types of histograms — grouped and ungrouped.

•■ H■ istograms■should■be■drawn■on■graph■paper■and■include:
–■ ■a■title
–■ ■clearly■labelled■axes
–■ ■separate■axes■scaled■evenly
–■ ■columns■of■equal■width,■with■no■gaps■between
–■ ■columns■that■straddle■each■score■on■the■x-axis
–■ ■a■half-interval■gap■at■each■end■of■the■graph.
•■ ■Each■column■of■a■grouped■histogram■has■the■range■of■values■shown■at■either■edge■of■
the■column,■or■the■middle■of■the■interval■at■the■centre■of■the■column.
•■ ■Frequency■polygons■are■constructed■by■connecting■the■midpoints■of■the■tops■of■the■
columns■in■the■histograms■with■straight■lines.
•■ ■The■lines■close■the■polygon■on■either■side■of■the■histogram■on■the■horizontal■axis.
•■ ■There■should■be■a■half-unit■or■half-interval■gap■at■each■end■of■the■polygon.
Comparing data sets
•■ ■Back-to-back■stem-and-leaf■plots■present■two■related■sets■of■data■simultaneously.
exerCiSe
14C Displaying data
iNDiViDUal flUeNCy
pathWayS
1 We11 ■The■number■of■participants■in■various■gym■and■fi■tness■classes■for■the■local■fi■tness■
eBoo
eBookk plus club■is■given■as:
Activity 14-C-1
Aerobics■—■120■members■ Boxing■—■15■members■ ■ Pilates■—■60■members
Displaying Spin■—■45■members■ ■ Aqua■Aerobics■—■30■members■ Step■—■90■members
data sets Represent■this■information■as■a:
doc-4186 a bar■chart■ b■ pie■chart.
Activity 14-C-2
Graphing data sets 2 We12 ■In■a■survey,■40■people■were■asked■about■the■number■of■hours■a■week■they■spent■
doc-4187 watching■television.■The■results■are■listed■below.
Activity 14-C-3 10.3,■13,■7.1,■12.4,■16,■11,■6,■14,■6,■11.1,■5.8,■14,■12.9,■8.5,■27.5,■17.3,■13.5,■8,■14,■10.2,■13,■
Graphing and
interpreting 7.9,■15,■10.7,■16,■8.4,■18.4,■14,■21,■28,■9,■12,■11.5,■13,■9,■13,■29,■5,■24,■11
data sets a Are■the■data■continuous■or■discrete?
doc-4188 b What■is■the■range■of■the■data?
c Organise■the■data■into■class■intervals■and■create■a■frequency■distribution■table■that■
displays■the■class■intervals,■midpoints■and■frequencies.
d Construct■a■combined■histogram■and■frequency■polygon.
3 The■number■of■phone■calls■made■per■week■in■a■sample■of■56■people■is■listed■below.
21,■50,■8,■64,■33,■58,■35,■61,■3,■51,■5,■62,■16,■44,■56,■17,■59,■23,■34,■57,■49,■2,■24,■50,■27,■33,■
55,■7,■52,■17,■54,■78,■69,■53,■2,■42,■52,■28,■67,■25,■48,■63,■12,■72,■36,■66,■15,■28,■67,■13,■23,■
10,■72,■72,■89,■80
a Organise■the■data■into■a■grouped■frequency■distribution■table■using■a■suitable■class■interval.
b Display■the■data■as■a■combined■histogram■and■frequency■polygon.
4 For■the■following■data,■construct:
a a■frequency■distribution■table■ b■ a■combined■histogram■and■frequency■polygon.
Class sizes at Jacaranda Secondary College

38 24 20 23 27 27 22 17 30 26
25 16 29 26 15 26 19 22 13 25
21 19 23 18 30 20 23 16 24 18
12 26 22 25 14 21 25 21 31 25

5 WE 13 The number of bananas sold each recess at a high school canteen for the past five
weeks was recorded as shown.
4 6 3 1 3 4 5 7 2 1 6 2 3 5 7 3 4 2 2 5 8 4 2 1 4
Represent this information as a:
a histogram
b frequency polygon without the histogram superimposed.
6 The distances 300 students have to travel to attend a primary school are summarised in the
table below:
Distance km Number of students
0–<2 112
2–<4 65
4–<6 56
6–<8 44
8–<10 15
10–<12 8
Represent this information as a:
a histogram
b frequency polygon without the histogram superimposed.
7 MC
Transport mode of 300 students from
Collingwood Primary School
140
Number of students
120
100
80
60
40
20
0
Car Tram Train Walk Bicycle
Type of transport
From the bar chart, the number of students who catch public transport to school is:
A 80 B 100 C 120 d 200 e 300
Understanding
8 An investigation into transport needs for an outer suburb community recorded the number of
passengers boarding a bus during each of its journeys.
12 43 76 24 46 24 21 46 54 109 87 23 78 37 22 139 65 78 89 52 23 30 54 56
32 66 49.
Construct a histogram using class intervals of 20.
9 A drama teacher is organising his DVD collection into categories of ‘Type of show’. He
recorded the following for the first 20 shows nominated.
musical musical drama pantomime horror musical pantomime action drama■
pantomime drama drama musical drama pantomime romance drama musical■
romance drama
a Show the data set as a bar chart.
He continued on with the task, and the classification for his collection of 200 DVDs is
summarised in the frequency table shown next page.

Type of album Number of albums Size of sector for a pie chart

Musical 52
Drama 98
Pantomime 30
Horror 10
Action 5
Romance 5
Total 200 360è
b Copy and complete the frequency table.
c Construct a pie chart for the 200-CD collection.
10 The height, in centimetres, of 30 students in Year 9 was recorded as follows.
146.5, 163, 156.1, 168, 159.4, 170.1, 152.1, 174.5, 156, 163, 157.8, 161, 178, 151, 148, 167,
162.9, 157, 166.7, 154.6, 150.3, 166, 160, 155.9, 164, 157, 171.1, 168, 158, 162
a Is the data continuous or discrete? Explain.
b Organise the data into 7 classes, starting at 145 cm and draw up a frequency distribution
table.
c Display the data as a histogram.
d Is it possible to obtain the range of heights from the frequency distribution table, without
any other information? Explain.
e MC How many students stood at least 160 cm tall?
A 15 B 16 C 14 D 7 E 8
f MC What percentage were under the minimum height of 165 cm for the basketball
team?
A 21% B 30% C 87% D 70% E 7%
g Reorganise the data into class intervals of 4 cm; that is, 145–<148 cm.
h Draw a new histogram and compare it to the previous one. Discuss any advantages or
disadvantages of having a smaller class interval.
11 Could the following histograms be produced from the same data sets? Explain.
Histogram of cars per Histogram of cars per household
Frequency
Frequency
15 household 30
10 20
5 10
0 0
1 2 3 4 5 1.5 3.5 5.5
Number of cars per household Number of cars per household
12 The following histogram illustrates the number of days that tennis team members practised in
one week.
Histogram of tennis practice
Frequency
4
3
2
1
0
3 5 7
Number of days spent practising
tennis in one week
a What does the frequency represent in this problem?
b What is the average number of days the team members practised in one week?
13 From the list of past Indigenous AFL players on pages 485 to 488, display the number of games
played by all players as a histogram with class intervals of 20 (e.g. 0–<20, 20–<40, 40– ).
Comment on the distribution, stating the typical number of games played.

14 a From the list of past Indigenous AFL players on pages 485 to 488, display the number of
players that played for each of the 16 current clubs as a bar chart.
b Do you think any team is more prominent in playing Indigenous players?
15 From the list of past Indigenous AFL players on pages 485 to 488, display the number of
career goals by all players as a histogram. Comment on the distribution, stating the typical
number of career goals.
Reasoning
16 WE 14 The number of goals scored in football matches by Mitch and Yani were recorded as
follows:
Mitch 0 3 1 0 1 2 1 0 0 1
Yani 1 2 0 1 0 1 2 2 1 1
Display the data as a back-to-back stem-and-leaf plot and comment on the distribution.
17 Answer the following questions for the back-to-back stem-and-leaf plot in question 16.
a How many times did each player score more than 1 goal?
b Who scored the greatest number of goals in a match?
c Who scored the greatest number of goals overall?
d Who is the more consistent performer? Explain.
18 Percentages in a mathematics exam for two classes were as follows:
9A 32 65 60 54 85 73 67 65 49 96 57 68
9B 46 74 62 78 55 73 60 75 73 77 68 81
a Construct a back-to-back stem-and-leaf plot of the data.

b What percentage of each group scored above 50?
c Which group had more scores over 80?
d Compare the clustering for each group.
e Comment on extreme values.
f Calculate the average percentage for each group.
19 MC The back-to-back stem-and-leaf plot displays the heights of a group of Year 9 students.
Key: 13 | 7 = 137 cm
Leaf Leaf
(boys) Stem (girls)
98 13 78
98876 14 356
988 15 1237
7665 16 356
876 17 1
a The total number of Year 9 students is:
A 13 B 17
C 30 D 36
E 27 reflection
b The tallest male and shortest female heights
Give two reasons why
respectively are: stem plots are preferred
A 186 cm and 137 cm B 171 cm and 148 cm by statisticians rather than
C 137 cm and 188 cm D 178 cm and 137 cm frequency tables.
E none of these


■■ The typical, central value or middle score of a set of data is a useful summary of a distribution
in any analysis of univariate data. The measures of central tendency are:
Mean — the average of all the scores.
•• When used for a population the mean is precise and accurate.
•• The mean for a sample is an estimated average or sample mean (symbol x).
•• To calculate the mean from a set of raw scores use:
∑ x sum of all scores
x= =
n number of scores
•• To calculate the mean of data organised in a frequency table use:
∑ xf sum of ( scores × frequency)

x= =
∑f sum of frequenncies
Median — the middle score (symbol M or Q2) of a set of data organised from lowest to
highest.
n +1
•• The median score = th score, where n is the number of pieces of data or scores.
2
•• If n is odd then the median is the middle score.
•• If n is even then the median is the average of the two middle scores.
Mode — the score (or scores) that occurs most frequently.
•• This is used predominantly for categorical data. It identifies the most popular category,
e.g. most favoured colour.
•• This is not a preferred method for measuring central tendency of numerical data. Often the
mode is the same as the median or mean, and so is redundant. It is best used for very small
data sets or when it highlights unusual data points that do not line up with either the mean
or median.
Worked Example 15
3 7 4 5 6 2 8 3 3 5
For the above raw data, calculate the:
a median
b mean
c mode.
Think Write
a Median a Median
1. Organise the data or scores 2 3 3 3 4 5 5 6 7 8
from smallest to highest.
n +1
2. Median or middle score is Median score = th score
found by first counting how 2
10 + 1
many scores there are. If there = = 5.5th score
is an even number of scores, 2
The median score is between the 5th and 6th score, ■
then it is the average of the
which is between 4 and 5.
two middle scores. Use the
n +1 \ median = 4.5.
rule: median score = th
2
score where n is the number of
scores.

b Mean b Mean
1. Add up all the scores. Mean = x
2. Divide by the number of scores. ∑ x sum of all scores
= =
n number of scores
3+ 7+ 4+ 5+6+ 2+8+3+3+ 5
x=
10
46
= = 4.6
10
c Mode is the score that occurs the c Mode = 3
most frequently in the list.
Worked Example 16
In the 2010 World Cup, the combined number of goals scored in each of the 48 first round games is
summarised in the frequency table below.
Total combined Number of

goals scored matches
0 6
1 13
2 12
3 9
4 5
5 2
6 0
7 1
“f 48
Find the:
a median number of goals scored
b mean number of goals scored
c modal number of goals scored.
Think Write/draw
a Median a Median
n +1
The sum of the frequencies is the Median score = th score
number of scores, n. If there is an 2
even number of scores, then it is the 48 + 1
= = 24.5th score
average of two middle scores. 2
This score is between 24th and 25th match
Find where the 24th and 25th scores
24th score is 2 combined goals
lie, or match them in the table by
25th score is 2 combined goals
looking at the cumulative frequencies
Median = 2 combined goals
that is
0 goals scored 6 games
0 or 1 goals total of 19
0, 1 or 2 goals total of 31.
Both 24th and 25th scores lie in the
2 goals scored in total.

b Mean b Mean
Set up a third column on the frequency Combined Number of
table and multiply the score and its goals matches
frequency. x f xìf
Add up all the products of xf. 0 6 0
1 13 13
Divide by the sum of the frequencies, 2 12 24
S f.
3 9 27
4 5 20
5 2 10
6 0 0
7 1 7
Sf 48 S xf = 101
∑ xf sum of (scores × frequency)
x= =
∑f sum of frequenncies
101
=
48
= 2.1
c Mode c Mode = 1 combined goal scored
Look for the score with the highest
frequency.
■■ Sometimes data may not be supplied as raw data or in the form of a frequency table.
Worked Example 17
Find the median of each data set.

a Stem Leaf b
1 89
2 225778
16 17 18 19 20 21 22 23 24
3 01467
4 05
Think Write/display
a 1 Check that the scores are arranged in a

ascending order.
2 Locate the position of the median using Key: 1 | 8 = 18
n +1 Stem Leaf
the rule where n = 15.
2 1 89
Note: The position of the median is
15 + 1 2 225778
= 8 (the eighth score). 3 01467
2
4 05
3 Answer the question. The median of the set of data is 28.

b 1 Observe the data in the given dot plot. b

19 + 19
2 Locate the position of the median using Median =
n+1 2
the rule where n = 12.
2
Note: The position of the median is
12 + 1
= 6.5; that is, between the sixth
2
and seventh scores.
38
3 Obtain the average of the two middle =
scores. 2
= 19
4 Answer the question. The median of the set of data is 19.
Grouped data
■■ Data that have been grouped generally result in the actual raw scores no longer being
available. To determine the central tendency requires assumptions to be made about the scores
in the data set.
■■ To calculate the mean, the middle value or midpoint of a class interval will is used.
■■ The median is a proportion of the class interval based on the median score’s position within
the scores in the interval.
■■ The mode is determined by stating the group or class interval that has the highest frequency,
referred to as the modal class.
Worked Example 18
The actual diagonal lengths of 45 plasma and LCD televisions in a store are presented as a frequency
table. Calculate the:
a median (to the nearest cm)
b mean (to the nearest cm)
c modal class interval.
Diagonal length (centimetres) Number of TVs
10–<20 1
20–<30 3
30–<40 8
40–<50 19
50–<60 9
60–<70 3
70–<80 2
Sf 45
Think Write/Display
a 1 Median a Median
n +1
The sum of the frequencies is the Median score = th score
number of scores, n. If there is an odd 2
45 + 1
number of scores, then the median is the = = 23rd score
middle score. 2

2 Find where the 23rd score lies in the The 23rd score is in the 40–<50 cm class. It is the
table by looking at the cumulative 11th score in a group of 19 scores.
11
frequencies. ì 10 cm = 5.79 cm
19
<20 cm 1 TV Median = 40 + 5.79 cm
<30 cm 4 TVs = 45.79 cm
<40 cm 12 TVs ö 46 cm
<50 cm 31 TVs
The 23rd score is in the 40–<50 cm
group and the 23rd score is the 11th
score in that group of 19 televisions.
b 1 Mean b Mean
Set up a third and fourth column in the
Class
frequency table.
Diagonal midpoint
2 Record the midpoint as the middle value length Number (cm) Product of
10 + 20 (cm) of TVs xmidpoint xmid and f
of each interval. e.g., = 15.
2
3 Multiply the midpoint of each 10–<20 1 15 1 ì 15 = 15
interval, xmidpoint and the interval’s 20–<30 3 25 3 ì 25 = 75
frequency, f.
30–<40 8 35 8 ì 35 = 280
4 Add up all the products of xmidpoint ì f.
5 Divide xmidpoint ì f by the sum of the 40–<50 19 45 19 ì 45 = 855
frequencies, S f . 50–<60 9 55 9 ì 55 = 495
6 Write your answer.
60–<70 3 65 3 ì 65 = 195
70–<80 2 75 2 ì 75 = 150
Sf= 45 S xmid ì f = 2065
∑ xf sum of (score × frequency)

x= =
∑f sum of frequuencies
2065
=
45
= 45.89 ö 46 cm
The mean TV size is 46 cm.
c The modal class is the class interval with the c Modal class is 40 to less than 50 cm.
highest frequency.
Sample averages and population averages

■■ If a sample is carefully selected, the calculated averages should match those of the
population.
■■ The difficulty often lies in areas such as media reports of sample results where it is not clear
which average is being referred to.
For example, a local real estate agent may advertise the average price of properties he has sold
(referring to the mean price that has been inflated by a few outliers), when it would be more
appropriate to quote the median or modal price. We would be inclined to accept this figure as
being representative of house sale prices in his local area.
Always question the use of averages in reports.

remember
Measures of central tendency

• When used for a population the mean is precise and accurate.
• The mean for a sample is an estimated average or sample mean (symbol x).
• To calculate the mean from a raw scores use:
∑x sum of all score

x= =
n number of scores
• To calculate the mean of data organised in a frequency table use:

x= =
Median — the middle score (symbol M or Q2) of a set of data organised from lowest to
highest.
n +1
• The median score = th score, where n is the number of pieces of data or scores.
2
• If n is odd then the median is the middle score.
• If n is even then the median is the average of the two middle scores.
• This is used predominantly for categorical data. It identifies the most popular category,
• This is not a preferred method for measuring central tendency of numerical data. Often
the mode is the same as the median or mean, and so is redundant. It is best used for
very small data sets or when it highlights unusual data points that do not line up with
either the mean or median.
Grouped data
• Data that have been grouped generally result in the actual raw scores no longer being
available. To determine the central tendency requires assumptions to be made about the
scores in the data set.
• To calculate the mean, the middle value or midpoint of a class interval will is used.
• The median is a proportion of the class interval based on the median score’s position
within the scores in the interval.
• The mode is determined by stating the group or class interval that has the highest
frequency, referred to as the modal class.
• Always question the use of ‘average’ in reports.
Exercise
Fluency
1 WE 15 Calculate the median, mean and mode for the small raw data sets given. Confirm your
answers for the median and mean using a graphics calculator.
a 27 32 45 48 53 55 55 57 59 61 75 81
b 8 8 2 8 8 8 8 8 9 9 1 9 5 9 7 10 0

2 We16 ■Calculate■the■median,■mean■(to■2■decimal■places)■and■mode■for■this■ungrouped■
iNDiViDUal
pathWayS frequency■table.
eBoo
eBookk plus
Score Frequency
0 ■2
Activity 14-D-1
1 ■5
Reviewing
measures of centre 2 12
doc-4189 3 10
Activity 14-D-2
Using measures 4 ■7
of centre 5 ■2
doc-4190
Activity 14-D-3 3 We17a Find■the■median■of■each■of■the■following■data■sets.
Interpreting a Key:■1■|■0■=■10 b Key:■10■|■0■=■100 c Key:■6.1■|■8■=■6.18
measures of centre
doc-4191
Stem Leaf Stem Leaf Stem Leaf
1 0■2 10 0 6.1 8■8■9
2 1■3■3■5 11 0■2■2■2 6.2 0■5■6■8
3 12 0■4■6■6 6.3 0■1■2■4■4■4
4 4 13 3
4 We17b Find■the■median■of■each■of■the■following■data■sets.
a b
0 1 2 3 4 5 6 7 8 9 10 11
78 79 80 81 82 83 84 85 86 87
c
2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 3.0 3.1
5 We18 ■Calculate■the■median,■mean■and■mode■for■the■following■grouped■frequency■tables.
a Score Frequency b Score Frequency
x f 120–129 ■2
120–<130 ■2 130–139 ■8
130–<140 ■8 140–149 10
140–<150 10 150–159 16
150–<160 ■5 160–169 ■5
160–<170 ■1 170–179 ■1
Hint:■The■above■is■grouped■discrete■data,■where■the■midpoint■of■the■fi■rst■class■interval■is
120 + 129
■=■124.5.
2
6 For■the■stem■plot■given■below,■calculate:
a median■ b■ mean■(to■2■decimal■places)■ c■ mode.
Key:■3*■| 7■=■37
Stem Leaf
1 3■4
1* 5■6■7■9
2 0■2■3■3■4
2* 5■5■5■6■6■7■8
3 1■2■3■4
3* 5■7
4 1

7 MC For the following set of data:

1, 5, 2, 8, 7, 3, 5, 7, 2, 8, 7, 6, 4, 5, 5
the median, mean and mode is best given by:
a 5, 6, 5 b 6, 3, 5 C 5, 5, 5 D 5, 5, 7 E 5, 4, 5
8 MC The median number of members per family surveyed and presented in this frequency
table is:
Number of
members per family Frequency
3 19
4 53
5 21
6 4
7 2
8 1
A 3 b 4 C 4.5 D 4.6 E 5

9 MC For this grouped frequency table, the best estimate of the mean score is:
Score Frequency
0–<50 1
50–<100 4
100–<150 10
150–<200 3
200–<250 1
250–<300 1
A 100 b 150 C 125 D 110 E 130
Understanding
10 The frequency table below is a summary of 100 long jump attempts by a group of primary
school students during a recent school sports carnival. For the data given, determine the:
a type of data b median
c mean d mode.
Long jump distance (cm) Number of jumps

120–<140 22
140–<160 44
160–<180 17
180–<200 14
200–<220 2
220–<240 0
240–<260 0
260–<280 1

11 The grouped frequency table below is a summary of 40 golf scores recorded at the local
council’s 9-hole golf course. For the data given, determine the:
a type of data
b median
c mean
d modal class.
Golf score Number of games
30–39 4
40–49 32
50–59 2
60–69 1
70–80 1
12 A survey of the number of people living in each house on a residential street produced the
following data:
2, 5, 1, 6, 2, 3, 2, 1, 4, 3, 4, 3, 1, 2, 2, 0, 2, 4.
a Prepare a frequency distribution table with an f ì x column and use it to find the average
(mean) number of people per household.
b Draw a dot plot of the data and use it to find the median number per household.
c Find the modal number per household.
d Which of the measures would be most useful to:
i a real estate agent renting out houses?
ii a government population survey?
iii an ice-cream mobile vendor?
13 Using the table of past Indigenous AFL players on pages 485 to 488:
a randomly select 25 players
b record their number of career games played
c determine the median, mean and mode of number of career games played.
14 Using the table of past Indigenous AFL players on pages 485 to 488:
a complete the table for all players.
Career games Number of players

0–<50
50–<100
100–<150
150–<200
200–<250
250–<300
300–<350
Sf = 127
b determine the median, mean and modal class of career games played using the
summarised results in the above grouped frequency table
c compare results with those of question 13 and explain why there is a difference.
15 Using the table of 2010 Indigenous AFL players on pages 518 to 520
a randomly select 25 players
b record their heights (cm) and weights (kg)
c determine the median, mean and mode of players’ heights sampled
d determine the median, mean and mode of players’ weights sampled.

Reasoning
16 A small business pays these wages (in thousands of dollars) to its employees:
18, 18, 18, 18, 26, 26, 26, 35, 80 (boss).
a MC What is the wage earned by most workers?
A $29 400 B $18 000
C $29 000 D $26 000
E $80 000
b What is the average wage?
c MC Find the median of the distribution.
A $26 000 B $26 500
C $18 000 D $18 500
E $80 000
d Which measure might be used in wage negotiations by:
i the union, representing the employees (other than the boss)?
ii the boss?
Explain each answer.
17 A class of 26 students had a median mark of 54 in Mathematics; however, no-one actually
obtained this result.
a Explain how this is possible.
b Explain how many must have scored below 54.
18 A soccer team had averaged 2.6 goals per match after 5 matches. After their sixth match, the
average had dropped to 2.5. How many goals did they score in that latest match?
19 A tyre manufacturer selects 48 tyres at random from the production line for testing. The total
distance travelled during the safe life of each tyre is shown in the table.
Distance in km (’000) 82 78 56 52 50 46
Number of tyres 2 4 10 16 12 4
a Calculate the mean, median and mode.

b Which measure best describes average tyre life? Explain.
c Recalculate the mean with the 6 longest-lasting tyres removed. By how much is it lowered?
d If you selected a tyre at random, what tyre life would it most likely have?
e In a production run of 10 000 tyres, how many could be expected to last for a maximum
of 50 000 km?
f As the manufacturer, for what distance would you be prepared to guarantee your tyres?
Why?
20 If the mean = 11, mode = 4, and the median = 9 (and the missing values are positive integers):
a find two values for the following set of numbers: 4, ___, 19, ____, 21, 4
b find two different values that meet the stated criteria
c can you substitute 9 for both missing values? Explain.
21 a Create a data set of 8 numbers that meet the following criteria.
• Data values are positive integers
• Mean = 9.5
reflection
• Median = 7
• Mode = 6 What is the unique feature
of the data collected when
• Maximum value in data set = 21
all three measures of
• Minimum value in data set = 1 central tendency are the
b Is there only one data set that can meet this criteria? same or very similar?
Explain.

2010 Indigenous AFL players list

Height Weight Date of
No. Player’s name 2010 Football Club cm kg birth
1 Tony Armstrong Adelaide Football Club 183 72 29/09/1989
2 Jonathon Griffin Adelaide Football Club 201 97 14/01/1986
3 Jarrhan Jacky Adelaide Football Club 179 76 5/04/1989
4 Graham Johncock Adelaide Football Club 180 84 21/10/1982
5 Andrew McLeod Adelaide Football Club 181 82 4/08/1976
6 Jared Petrenko Adelaide Football Club 176 74 22/12/1989
7 Xavier Clarke Brisbane Lions 182 78 28/09/1983
8 Ashley McGrath Brisbane Lions 182 81 20/05/1983
9 Albert Proud Brisbane Lions 180 83 6/09/1988
10 Sam Sheldon Brisbane Lions 183 80 8/03/1989
11 Joseph Anderson Carlton Football Club 188 86 24/12/1988
12 Eddie Betts Carlton Football Club 172 78 26/11/1986
13 Jeffrey Garlett Carlton Football Club 180 74 3/08/1989
14 Andrew Walker Carlton Football Club 190 89 18/05/1986
15 Chris Yarran Carlton Football Club 180 83 19/12/1990
16 Anthony Corrie Collingwood Football Club 186 83 22/06/1984
17 Leon Davis Collingwood Football Club 177 77 17/06/1981
18 Brad Dick Collingwood Football Club 181 73 25/07/1988
19 Sharrod Wellingham Collingwood Football Club 185 81 7/07/1988
20 Jarrod Atkinson Essendon Football Club 192 88 21/02/1985
21 Alwyn Davey Essendon Football Club 173 70 15/05/1984
22 Courtney Dempsey Essendon Football Club 186 75 28/08/1987
23 Leroy Jetta Essendon Football Club 178 74 6/07/1988
24 Anthony Long Essendon Football Club 187 74 1/06/1991
25 Nathan Lovett-Murray Essendon Football Club 190 87 18/11/1982
26 Patrick Ryder Essendon Football Club 197 90 14/03/1988
27 Mark Williams Essendon Football Club 180 88 13/04/1983
28 Antoni Grover Fremantle Football Club 189 97 11/03/1980
29 Roger Hayden Fremantle Football Club 182 82 9/12/1980
30 Des Headland Fremantle Football Club 186 91 21/01/1981
31 Stephen Hill Fremantle Football Club 184 69 1/05/1990
32 Joel Houghton Fremantle Football Club 194 82 26/11/1991
33 Michael Johnson Fremantle Football Club 194 94 20/10/1984
34 Casey Sibosado Fremantle Football Club 192 85 13/10/1990
35 Michael Walters Fremantle Football Club 177 73 7/01/1991
36 Allen Christensen Geelong Cats 176 77 19/05/1991


37 Nathan Djerrkura Geelong Cats 176 84 19/09/1988
38 Steven Motlop Geelong Cats 182 67 12/03/1991
39 Mathew Stokes Geelong Cats 177 80 22/11/1984
40 Adam Varcoe Geelong Cats 180 64 31/12/1990
41 Travis Varcoe Geelong Cats 180 80 10/04/1988
42 Chance Bateman Hawthorn Football Club 175 77 21/06/1981
43 Shaun Burgoyne Hawthorn Football Club 185 88 21/10/1982
44 Lance Franklin Hawthorn Football Club 196 101 30/01/1987
45 Rhan Hooper Hawthorn Football Club 177 78 9/01/1988
46 Carl Peterson Hawthorn Football Club 183 70 3/07/1987
47 Cyril Rioli Hawthorn Football Club 177 80 14/07/1989
48 Cameron Stokes Hawthorn Football Club 174 74 2/07/1989
49 Jamie Bennell Melbourne Football Club 179 68 7/06/1990
50 Aaron Davey Melbourne Football Club 177 74 10/06/1983
51 Neville Jetta Melbourne Football Club 180 77 12/02/1990
52 Liam Jurrah Melbourne Football Club 188 78 22/09/1988
53 Austin Wonaeamirri Melbourne Football Club 176 76 2/10/1988
54 Warren Benjamin North Melbourne Football Club 187 85 10/05/1990
55 Matt Campbell North Melbourne Football Club 174 69 21/01/1987
56 Cruize Garlett North Melbourne Football Club 174 77 6/03/1989
57 Lindsay Thomas North Melbourne Football Club 181 79 28/02/1988
58 Daniel Wells North Melbourne Football Club 180 78 3/02/1985
59 Nathan Krakouer Port Adelaide Football Club 182 78 5/05/1988
60 Daniel Motlop Port Adelaide Football Club 185 93 16/03/1982
61 Marlon Motlop Port Adelaide Football Club 179 80 17/04/1990
62 Danyle Pearce Port Adelaide Football Club 179 77 7/04/1986
63 Wade Thompson Port Adelaide Football Club 174 84 28/08/1988
64 Shane Edwards Richmond Football Club 180 76 25/10/1988
65 Alroy Gilligan Richmond Football Club 177 72 9/07/1990
66 Relton Roberts Richmond Football Club 178 75 1/03/1986
67 Richard Tambling Richmond Football Club 180 81 12/09/1986
68 Troy Taylor Richmond Football Club 189 77 12/09/1991
69 Raphael Clarke St Kilda Football Club 189 85 24/09/1985
70 Nicholas Winmar St Kilda Football Club 189 77 27/04/1991
71 Adam Goodes Sydney Swans 194 96 8/01/1980
72 Lewis Jetta Sydney Swans 181 69 7/02/1991
(continued)

2010 Indigenous AFL players list (continued)

73 Byron Sumner Sydney Swans 174 68 16/05/1991
74 Lewis Broome West Coast Eagles 170 67 2/03/1991
75 Adam Cockie West Coast Eagles 180 82 18/04/1989
76 Jarrad Oakley-Nicholls West Coast Eagles 188 82 9/02/1988
77 Koby Stevens West Coast Eagles 187 83 18/05/1991
78 Gerrick Weedon West Coast Eagles 183 79 25/05/1991
79 Jarrod Harbrow Western Bulldogs 178 74 18/07/1988
80 Joshua Hill Western Bulldogs 186 79 19/01/1989
81 Liam Jones Western Bulldogs 195 86 24/02/1991
82 Brennan Stack Western Bulldogs 184 80 26/05/1988
83 Shane Thorne Western Bulldogs 183 66 25/11/1986

■■ Measures of spread are another important feature used to describe a distribution. There are
three common measures of spread.
■■ Range — the difference between the highest and lowest scores
Range = highest score - lowest score
= xH - xL
■■ Interquartile range (IQR) — the range of the middle 50% of all the scores or the range
from the middle score of the bottom half of a data set to the middle score of the top half of
a data set.
Interquartile range = median of upper group - median of lower group
IQR = Qupper - Qlower
•• The quartiles are also referred to as:
– median = 2nd quartile = Q2
– median of lower group = 1st quartile = Q1
– median of upper group = 3rd quartile = Q3
– IQR = Q3 - Q1
25% 25% 25% 25%
Minimum Q1 Q2 Q3 Maximum
Lower Median Upper
quartile quartile
■■ Standard deviation — a unique measure for symmetrical or normal distributions that
measures the average deviation of all the scores from the mean of the data set.
•• For data from a sample use: ■
∑( x − x ) 2
Sample standard deviation = s = .
n −1
•• For data that is from a population use:
∑( x − x ) 2
Population standard deviation = s = .
n
Note: This value is best calculated using a calculator with a statistical function.

Worked Example 19
Find the range and interquartile range of the following data set.
5 6 8 4 12 5 7 8 4 10 9 6 5
Think Write
1 Arrange data from lowest to highest score. 4 4 5 5 5 6 6 7 8 8 9 10 12

2 Calculate range. Range = highest score - lowest score
= xH - xL
= 12 - 4
=8
n +1
3 Find the median by using the rule: Median score = th score
n +1 2
median score = th score. 13 + 1
2 = = 7th score
2
Median is the 7th score.
\ median = 6
4 Find the lower quartile, 1st quartile (Qlower) from 4 4 5 5 5 6 6 7 8 8 9 10 12
the 6 scores in the lower half of the data set. Qlower is between 3rd and 4th scores
Qlower = 5
5 Find the upper quartile, 3rd quartile (Qupper) Qupper is between 3rd last and 4th last scores.
from the 6 scores in the upper half of the data 8+ 9
Qupper = = 8.5
set. 2
6 Subtract the lower quartile from the upper IQR = Qupper - Qlower
quartile to find the interquartile range. = 8.5 - 5
= 3.5
Worked Example 20
For the given stem plot at right, determine the range and the Key: 4 | 7 = 4.7 kg
interquartile range using the stem plot Stem Leaf
1 9
2 27
3 0137
4 24578
5 128
6 0
Think Write
1 Calculate the range from the lowest and Range = highest score - lowest score
highest scores. = xH - xL
= 6.0 - 1.9
= 4.1 kg
2 Count the number of scores, n. n = 16
n +1
3 Find the median by using the rule: Median score = th score
n +1 2
median score = th score. 16 + 1
2 = = 8.5th score
2
Median is between 8th and 9th scores, i.e. between ■
4.2 and 4.4.
\ the median = 4.3 kg.

4 Find the lower quartile, Qlower (1st quartile) Stem Leaf

from the 8 scores in the lower half of the 1 9
data set. 2 27
3 0137
4 24578
5 128
6 0
Qlower is between 4th score (3.0) and
5th score (3.1).
\ Qlower = 3.05 kg
5 Find the upper quartile, Qupper (3rd quartile) Qupper is between 4th last score (5.1) and
from the 8 scores in the upper half of the 5th last score (4.8) that is 4.95 kg.
data set. \ Qupper = 4.95 kg
6 Determine the interquartile range by IQR = Qupper - Qlower
subtracting the lower quartile from the upper = 4.95 - 3.05
quartile. = 1.9 kg
Types of distributions
■■ There are three main types of distributions. Depending on how data are distributed or spread
out, perticular measures of centre and spread may provide different results for the data.
■■ Symmetrical distributions, also referred to as a bell-shaped or normal distributions, have a
clear centre of the distribution and an even spread on either side.
Stem Leaf
0 7
Frequency
1 23
2 24579
3 023688
4 47899
5 278
6 13
•• For symmetrical distributions, all three measures of central tendency give similar results.
Central tendency
Mean (also median and mode)
4
3 4 5
2 3 4 5 6
The mean is the preferred measure of central tendency.

Standard deviation is the preferred measure of spread.
■■ A skewed distribution is a non-symmetrical distribution.
•• Right or positively skewed distribution has few high scores ■

that are spread over a large range to the right. The most ■
common scores are located to the left. Positively skewed distribution

•• Left or negatively skewed distribution has few low scores

that are spread over a large range to the left. The most ■
common scores are located to the right.
•• For skewed distributions, the mean is affected by outlier(s) ■
or unusual scores.
Central tendency Negatively skewed distribution

Median
Mean (skewed towards outliers)

3
3
3 4 (Outlier)
3 4 5 9
•• The mean is shifted towards the outlier(s).

•• The median is not affected by outliers and is thus the preferred measure of central tendency.
•• Interquartile range is the preferred measure of spread.
■■ Bi-modal distributions have two peaks. When this occurs it indicates that the measurement
or observation includes two different groups. An example would be measuring the heights of
100 adults. We could find two modes, one for the heights of adult males and the other mode
for adult females. Such distributions would then suggest that the data analysis be modified to
separate the two unique groups.
10
9
8
7
Frequency
6
5
4
3
2
1
1 2 3 4 5
Score
■■ Measures of central tendency and spread are paired with an appropriate distribution as
summarised in the table below.
■■ For skewed distributions, the mean is affected by outliers or unusual scores. The median is
not affected and is thus the preferred measure of central tendency. The mean is affected by
outliers and is shifted towards the outlier.
Symmetric distribution Skewed distribution

Central tendency Mean Median
Spread Standard deviation Interquartile range
■■ Mode is used primarily for categorical data.

■■ In general, range is not as appropriate a descriptor of spread as standard deviation or
interquartile range.

Worked Example 21
For each of the distributions shown, describe the type of distribution, determining its centre and
spread using the most appropriate measures.
a
9 Histogram of number of TVs in a household
Number of households
8
7
6
5
4
3
2
1
0
1 2 3 4 5 6 7
Number of TVs
b Histogram of number of members in families

50
45
Number of families
40
35
30
25
20
15
10
5
0
1 2 3 4 5 6 7 8 9
Number of members in a family
Think Write
a 1 Describe the shape of the a The graph is symmetrical.

distribution.
2 Select an appropriate measure Measure of centre: mean
of centre and spread. Measure of spread: standard deviation.
3 Determine the mean and ∑ x sum of all scores

Mean = x = =
standard deviation. n number of scores
120
= = 4.3
28 ∑( x − x ) 2
Sample standard deviation = s =
n −1
59.7
= = 1.5
27
4 State the answer. The mean number of TVs per household is 4.3 and the
standard deviation is 1.5.
b 1 Describe the shape of the b The graph is positively skewed.
distribution.
2 Select an appropriate measure Measure of centre: median
of centre and spread. Measure of spread: interquartile range.

3 Determine the median and The median is the average of the 61st and 62nd
interquartile range. scores.
2+2
Median = −2
2
Qlower is the 31st score.
Qlower = 2
Qupper is the 92nd score.
Qupper = 3
=3-2=1
4 State the answer. The median number of members in a family is 2 and
the interquartile range is 1.
Worked Example 22
Determine the best measures of central tendency and spread for the Key: 17 | 8 = 178 cm
heights of 25 people shown in the stem plot at right. Give your answer Stem Leaf
to the nearest centimetre. 14 8
15 3 6
16 1 4 7
17 0 0 7 8 9
18 1 2 2 4 6 8 8
19 3 4 7 7
20 0 2
21 2
Think Write/display
1 Describe the distribution. A symmetrical or normal distribution.

2 State the most appropriate Measure of centre: mean
measures of centre and spread. Measure of spread: standard deviation.
∑ x sum of all scores
3 Calculate the mean. Mean = x = =
n number of scores
4509
= = 180.36
25
4 Use a calculator to determine the Sample standard deviation = 1
standard deviation. s = 16.29
5 State the answer. The mean height of the 25 people is 180 cm and the standard
deviation is 16 cm.
remember
Measures of spread
• There are three common measures of spread.
• Range — the difference between the highest and lowest scores
= xH - xL

• I nterquartile range (IQR) — the range of the middle 50% of all the scores or the range
from the middle score of the bottom half of a data set to the middle score of the top
half of a data set.
• Standard deviation — a unique measure for symmetrical or normal distributions that
measures the average deviation of all the scores from the mean of the data set.
• There are three main types of distributions.
• Symmetric distributions, also referred to as a bell-shaped or normal distributions, have
a clear centre of the distribution and an even spread on either side.
– For symmetrical distributions, all three measures of centre give similar results.
– The mean is the preferred measure of central tendency.
– Standard deviation is the preferred measure of spread.
• A skewed distribution is a non-symmetrical distribution.
– A right or positively skewed distribution has few high scores that are spread over a
large range to the right. The most common scores are located to the left.
– A left or negatively skewed distribution has few low scores that are spread over a
large range to the left. The most common scores are located to the right.
– For skewed distributions, the mean is affected by outlier(s) or unusual scores.
– The mean is shifted towards the outlier(s)
– The median is not affected by outliers and is thus the preferred measure of central
tendency.
– Interquartile range is the preferred measure of spread.
• Bi-modal distributions have two peaks. When this occurs it indicates that the
measurement or observation includes two different groups.
• Mode is used primarily for categorical data.
• Range is not as appropriate as standard deviation or interquartile range.
Exercise
Fluency
1 WE 19 Find the range and interquartile range for the following raw data sets.
a 120 124 125 135 135 137 141 145 151
b 18 22 25 27 29 31 35 37 40 42 44
2 WE20 The following stem plot gives the spread of 25 cars caught by a roadside speed
camera.
Key: 8 | 2 = 82 km/h
8* | 6 = 86 km/h
Stem Leaf
8 224444
8* 55667999
9 01124
9* 569
10 02
10*
11 4
Determine the:
a range b interquartile range c sample standard deviation of the distribution.

3 For■the■following■raw■data■sets:
iNDiViDUal
pathWayS i fi■nd■the■range■and■interquartile■range■
ii use■a■statistical■function■on■a■calculator■and■fi■nd■the■sample■standard■deviation■
eBoo
eBookk plus
(to■2■decimal■places).
Activity 14-E-1 a 20■ 45■ 73■ 65■ ■85■ 127■ ■101
Reviewing b 1.22■ 1.28■ 1.48■ 1.52■ 1.62■ 1.72■ 1.85■ 1.95■ 2.03
measures of
4 For■the■following■ungrouped■frequency■table■calculate■the:
spread
doc-4192 a spread■—■the■range,■interquartile■range■and■sample■standard■deviation
Activity 14-E-2 b central■tendency■—■the■mode,■the■median■and■mean.■
Calculating
measures of spread Score Frequency
and describing 0 24
distributions of
data sets 1 17
doc-4193
Activity 14-E-3
2 12
Analysing 3 ■7
measures of spread
and distributions of 4 ■2
data sets
doc-4194
5 ■1
5 For■each■of■the■following■histograms,■describe■the■shape■of■the■distribution■of■the■data■and■
comment■on■the■existence■of■any■outliers.
a b
Frequency
Frequency
c d
Frequency
Frequency
e f
Frequency
Frequency
6 For■each■of■the■stem■plots■following,■state■the■type■of■distribution.
a Key:■14■| 6■=■14.6 b Key:■14■| 6■=■146
Stem Leaf Stem Leaf
12 0 13 1■2■4■6■7■8■9
13 8■9 14 0■4■5■6■8■9■9
14 0■8■9■9 15 1■5■6■6■7■8
15 1■5■6■6■6■7■8 16 3■7■8
16 3■5■7■8 17 0■2
17 0■2 18 3
18 3■5

c. Key: 14 | 6 = 1.46 d Key: 14 | 6 = 1.46

Stem Leaf Stem Leaf
12 78 1 1
13 6789 2
14 09 3 69
15 156 4 049
16 37899 5 13568
17 02 6 237899
18 3 7 046778
Understanding
7 WE21 This histogram represents the results of data collected from households in a suburban
street.
Children per household

7
6
5
Frequency
4
3
2
1
0
0 1 2 3 4 5
Number of children per household
Describe the type of distribution, determining its centre and spread using the most
appropriate measure.
8 WE22 The number of customers served each hour for the past 24-hour period is summarised
in this stem plot.
Number of customers served each hour in a 24-hour period
Key: 2 | 4 = 24 customers
Stem Leaf
0 0014
0* 5 5 8 8 9 9 9
1 123444
1* 5 5 5 7
2 02
2*
3 4
a State the type of data and type of distribution.
b Choose the most appropriate measure of central tendency and spread. Give a reason for
your choice.
c Calculate the centre and spread chosen in b.
9 MC Which of the following statements is false?
A Median and interquartile range are not affected by outliers
B Mean and standard deviation are affected by outliers
C Interquartile range is a good measure of spread for skewed distributions.
D Standard deviation is best used for symmetrical distributions.
E Range and interquartile range can be used on categorical data.

10 MC ■
Score 0 1 2 3 4 5 6 7
Frequency 3 4 5 7 10 22 34 45
For■the■frequency■table■above,■the■most■likely■type■of■distribution■is■a:
A negatively■skewed■distribution
B positively■skewed■distribution
C bimodal■distribution
D normal■distribution
E symmetrical■distribution.
11 Consider■the■distribution■shown■at■right.
30
a Are■the■data■symmetrical?
25
Frequency
b What■is■the■modal■class? 20
c Can■the■mean■and■median■be■seen■from■the■graph■and,■if■so,■ 15
what■are■their■values? 10
12 Using■the■table■of■past■Indigenous■AFL■players■on■pages■485■to■488,■ 5
select■the■fi■rst■thirty-three■players■from■1906■to■1989,■record■their■
1–10
11–20
21–30
31–40
41–50
number■of■career■games■and:
a summarise■as■a■stem■plot
Score
b describe■the■shape■of■the■distribution
c determine■the■most■appropriate■measures■of■centre■and■spread.
13 Using■the■table■of■past■Indigenous■AFL■players■on■pages■485■to■488,■select■the■last■
thirty-six■players■from■2002■to■2009,■record■their■number■of■career■games■and:
a summarise■as■a■frequency■table
b display■as■a■histogram
c describe■the■shape■of■the■distribution
d determine■the■most■appropriate■measures■of■centre■and■spread
e compare■the■results■with■question■12,■noting■differences■and■similarities.
eBook plus
Digital doc refleCtioN

WorkSHEET 14.2 A famous phrase possibly
doc-6324
first used by Mark Twain
was ‘Lies, damned lies
and statistics’. This phrase
suggests statistics can be
used to twist the truth.
Suggest a golden rule to
avoid statistics being used
inappropriately.

Summary
Sampling
Types of data
■■ Categorical data can be sorted using labels.
•• Ordinal data can be placed in a logical order, e.g. 1st, 2nd, 3rd, . . .
•• Nominal data has no logical order, e.g. blue, brown, green, . . .
■■ Numerical data are numbers.
•• Discrete data are whole numbers only, and are collected by counting.
•• Continuous data are any forms of numbers and are collected by measuring.
Size of data sets
■■ The size of the data collected comes under two categories: population and sample.
■■ Population, in statistics, refers to every element or identity that relates to the investigation.
A population can be as small as 10 or as large as 6 billion.
■■ A sample is a representative portion of the population.
■■ A piece of data is often referred to as a score. It is represented by the symbol x.
■■ Surveys — data collected from a portion of the population or sample. Surveys are most
commonly used in market research.
■■ Census — data collected from an entire population. The most common is the one conducted
by the Australian Bureau of Statistics every 5 years.
■■ Experimental — data collected by measuring or counting or assigning labels.
Question design
■■ It is important to keep in mind that the questions of a survey or census need to be clear and
unambiguous.
■■ Questions should be unbiased, not too personal and able to be answered by most respondents.
■■ The design of the questionnaire should enable the collected data to be analysed easily.
■■ The sample for the data set can be collected by either a random or stratified method.
•• Random selection ensures all elements of a population have an equal chance of being
chosen.
•• Stratified selection ensures that groups within a population have a similar representation in
a sample.
■■ Most calculators and spreadsheets have a function which generates random numbers.
Collecting data
Organising data
Stem plot
In organising the data there is often need to group the data.
■■ Categorical data is self-evident as each category has a unique label.
■■ Numerical continuous data will be grouped. The general rule is that there should be no fewer
than five groups and no more than fifteen groups. The size of the interval is usually in 1s, 2s,
5s or 10s, with others as the need arises.
■■ Numerical discrete data can be ungrouped if there are fewer than fifteen different scores.
Grouping occurs for more than fifteen scores.

Stem plots
■■ A stem plot or stem-and-leaf plot is used for summarising numerical data.
■■ A stem plot retains all values.
■■ Stem plots have two main columns where the stem holds the group value while the leaf holds
the final digit.
■■ Features of a stem plot are:
•• title
•• key
•• column heading
•• summarised data values
•• final digits in neat columns in increasing order from the stem.
■■ Sometimes smaller groupings within the stem plot display the data better.
Displaying data
Most appropriate visual displays
Dot plots Dot plots Histograms
Line plots Line plots Frequency polygons
Pictographs Histograms — ungrouped Box plots
Bar charts Histograms — grouped
Pie charts Frequency polygons
Box plots
Stem plots
Bar charts
■■ For categorical data only.
■■ Height of each bar represents frequency, relative frequency or percentage frequency.
■■ Width of bars and spaces between bars need to be kept uniform.
Pie charts
■■ Pie charts (circle or sector graphs) use pieces of the pie or sectors to represent the category.
■■ The size of the piece of pie is in proportion to the frequency compared with the total.
■■ The size is measured as a proportion of the 360 degrees in a circle.
■■ Histograms are similar to bar charts except the columns have no gaps.
■■ Used only for numerical data collected.
■■ There are two types of histograms — grouped and ungrouped.
■■ Histograms should be drawn on graph paper and include:
•• a title
•• clearly labelled axes
•• separate axes scaled evenly
•• columns of equal width, with no gaps between
•• columns that straddle each score on the x-axis
•• a half-interval gap at each end of the graph.
■■ Each column of a grouped histogram has the range of values shown at either edge of the
column, or the middle of the interval at the centre of the column.
■■ Frequency polygons are constructed by connecting the midpoints of the tops of the columns
in the histograms with straight lines.
■■ The lines close the polygon on either side of the histogram on the horizontal axis.
■■ There should be a half-unit or half-interval gap at each end of the polygon.

Comparing data sets

■■Back-to-back stem-and-leaf plots present two related sets of data simultaneously.

■■ When use for a population the mean is precise and accurate.
■■ The mean for a sample is an estimated average or sample mean (symbol x).
■■ To calculate the mean from a raw scores use:
∑x sum of all score

x= =
n number of scores
■■ To calculate the mean of data organised in a frequency table use:
x= =
Median — the middle score (symbol M or Q2) of a set of data organised from lowest to highest.
n +1
■■ The median score = th score, where n is the number of pieces of data or scores.
2
■■ If n is odd then the median is the middle score.
■■ If n is even then the median is the average of the two middle scores.
■■ This is used predominantly for categorical data. It identifies the most popular category
■■ This is not a preferred method for measuring central tendency of numerical data. Often the
mode is the same as the median or mean, and so is redundant. It is best used for very small
data sets or when it highlights unusual data points that do not line up with either the mean or
median.
Grouped data
■■ Data that have been grouped generally result in the actual raw scores no longer being
available. To determine the central tendency requires assumptions to be made about the scores
in the data set.
■■ To calculate the mean, the middle value or midpoint of a class interval will is used.
■■ The median is a proportion of the class interval based on the median score’s position within
the scores in the interval.
■■ The mode is determined by stating the group or class interval that has the highest frequency,
referred to as the modal class.
■■ Always question the use of averages in reports.
Measures of spread
Measures of spread
■■ There are three common measures of spread.
■■ Range — the difference between the highest and lowest scores
= xH - xL
■■ Interquartile range (IQR) — the range of the middle 50% of all the scores or the range from
the middle score of the bottom half of a data set to the middles score of the top half of a data
set.
■■ Standard deviation — a unique measure for symmetrical or normal distributions that measures
the average deviation of all the scores from the mean of the data set.

■■ ■There■are■three■main■types■of■distributions.
■■ Symetrical■distributions,■also■referred■to■as■a■bell-shaped■or■normal■distribution,■have■a■clear■
centre■of■the■distribution■and■an■even■spread■on■either■side.
•■ For■symmetrical■distributions,■all■three■measures■of■centre■give■similar■results.
•■ The■mean■is■the■preferred■measure■of■central■tendency.
•■ Standard■deviation■is■the■preferred■measure■of■spread.
■■ A■skewed■distribution■is■a■non-symmetrical■distribution.■
•■ A■right■or■positively■skewed■distribution■has■few■high■scores■that■are■spread■over■a■large■
range■to■the■right.■The■most■common■scores■are■located■to■the■left.
•■ A■left■or■negatively■skewed■distribution■has■few■low■scores■that■are■spread■over■a■large■
range■to■the■left.■The■most■common■scores■are■located■to■the■right.
•■ For■skewed■distributions,■the■mean■is■affected■by■outlier(s)■or■unusual■scores.■
•■ The■mean■is■shifted■towards■the■outlier(s)
•■ The■median■is■not■affected■by■outliers■and■is■thus■the■preferred■measure■of■central■tendency.■
•■ Interquartile■range■is■the■preferred■measure■of■spread.
■■ Bi-modal■distributions■have■two■peaks.■When■this■occurs■it■indicates■that■the■measurement■or■
observation■includes■two■different■groups.■
■■ Mode■is■used■primarily■for■categorical■data.
■■ Range■is■not■as■appropriate■as■standard■deviation■or■interquartile■range.

Use■the■terms■in■the■summary,■and■other■terms■if■you■wish,■to■construct■a■concept■map■that■
illustrates■your■understanding■of■the■key■concepts■covered■in■this■chapter.■Compare■this■
Homework

Chapter review
Fluency A 63 B 90 C 92
D 100 E 150
1 MC Which one of the following is an example of
6 MC The range and IQR for the following set of
numerical discrete data?
data is:■
A Your favourite weeknight television show
46, 46, 49, 53, 61, 63, 67, 72, 81, 84, 93
B The speed of a car recorded on a speed camera
A 46 and 34 B 46 and 65 C 47 and 63
C The number of home runs by a baseball player
D 47 and 32 E 93 and 63
D Placing in a field of eight swimmers of a 100 m
freestyle race 7 MC The sample standard deviation for the
E The water level of a backyard water tank over a following set of data is (to 1 decimal place):■
15-day period 25, 27, 33, 42, 47, 54, 58, 59, 65, 66
A 15.3 B 14.5 C 47.6
The following information relates to questions 2
D 26.0 E 41.0.
and 3
8 For the following surveys or studies conducted,
Number of bedrooms 1 2 3 4 5 6 decide what type of data would be collected.
Number of homes 4 9 32 36 7 2 a The blood type of all workers at a shoe factory
b A survey of 500 Australians’ views (strongly
2 MC For the data summarised, the most likely type
of distribution is: agree, agree, disagree, strongly disagree) on
A a negatively skewed distribution bringing in corporal punishment
c Mobile phones owned in the households of
B a positively skewed distribution
C skewed to the left students in your class
d The top 20 fastest recorded times for the
D a bimodal distribution
E a symmetric distribution. women’s 100 metres butterfly
9 Classify each of the following data collections
3 MC The mode for the data collected is:
A 36 B 5 C 4
according to whether they are samples or populations.
a A survey of 1000 travellers on the quality of
D 3 E 3.1.
train service provided.
4 MC The results of a Science test marked out of 60 b A survey of all the students at a secondary
are represented by the stem plot shown below. college about the state government’s rules on
Key: 2 | 3 = 23 under-age alcohol laws.
Stem Leaf c Local school’s mathematics performance
0 8 in this year’s Year 9 cohort of all this year’s
1 8 students’ assessed examination results.
2 35 10 Determine the number from each group to be
3 036 surveyed in the following, if stratified sampling was
4 245558 to be conducted.
5 47889 a Survey of 60 members from a tennis club of
6 0000 600 members with 200 male adult members,
The median, mean and mode, respectively, are: 100 female adult members and 300 teenage
A 60, 42, 52 B 40, 45, 60 members.
C 45, 60, 45 D 45, 44, 60 b Survey of 100 students from a school
E 60, 44, 45 population of 1250 students where there are
5 MC The following is a grouped frequency table. 100 Year 12s, 150 Year 11s, 250 Year 10s,
The best estimate of the mean score is: 250 Year 9s, 250 Year 8s and 250 Year 7s.
Score Frequency 11 The following set of data shows the types of
0–<50 12 mobiles owned by the first 30 shoppers surveyed.
Nokia, Samsung, LG, Nokia, Nokia, Nokia,
50–<100 24
Samsung, Samsung, Blackberry, LG,
100–<150 23
Samsung, Nokia, LG, Nokia, Samsung, Samsung,
150 –<200 4 LG, Nokia, Samsung, Blackberry,

■ ■ Samsung,■LG,■Nokia,■Nokia,■Nokia,■Nokia,■ d The■company■is■trying■to■avoid■paying■the■rise.■
Samsung,■Samsung,■Blackberry,■LG Explain■the■statistics■you■think■they■would■quote■
a Present■the■data■as■a■dot■plot. about■last■year’s■rise.■Give■your■reason.
b Present■the■data■in■a■frequency■table. e What■statistics■do■you■think■the■trade■union■
12 The■following■data■represent■the■number■of■mp3■ would■quote■about■wage■rises?■Explain■why.
songs■found■on■rented■laptops.■An■initial■analysis■ f Which■statistic■do■you■think■is■the■most■‘honest’■
of■30■laptops■resulted■in■the■following■data■being■ refl■ection■of■last■year’s■wage■rises?■Explain■why.
collected.■ 2 A■stratifi■ed■random■sample■was■taken■from■two■
47,■103,■45,■111,■67,■54,■59,■44,■31,■89,■34,■2,■ high■schools;■a■312-student■high■school,■and■a■
43,■96,■70,■90,■66,■48,■67,■82,■74,■56,■35,■9,■77 larger■high■school.■The■sample■would■assess■how■
a Present■the■data■as■stem■plot. many■students■watched■more■than■four■hours■of■
b Comment■on■the■shape■of■distribution. television■per■day.■If■the■small■school■represented■
c Present■the■data■as■a■frequency■table■grouped■ 12.5%■of■the■total■students■surveyed,■and■200■total■
in■intervals■of■20. students■were■randomly■surveyed:
d State■the■type■of■data,■type■of■distribution■and■ a How■many■students■were■surveyed■in■the■small■
give■the■most■appropriate■measures■of■central■ school?
tendency■and■spread. b How■many■students■were■surveyed■in■the■large■
13 The■following■table■shows■the■salaries■for■AFL■ school?
players■in■2004. c How■many■students■were■in■the■large■high■
school?
AFL players salaries Number of players d How■many■students■were■in■both■schools?
0–$100■■000 146 3 If■the■mean■=■15,■mode■=■8■and■the■median■=■14■
$100■■001–$200■■000 188 (and■the■missing■values■are■positive■integers):
$200■■001–$300■■000 107 a fi■nd■two■values■for■the■following■set:■8,■___,■
25,■____,■21,■8
$300■■001–$400■■000 ■ 57
b fi■nd■two■different■values■that■meet■the■stated■
$400■■001–$500■■000 ■ 24 criteria.
$500■■001–$600■■000 ■ 12 4 Create■a■data■set■of■9■numbers■that■meet■the■
$600■■001–$700■■000 ■■4 following■criteria.
$700■■001–$800■■000 ■■0 •■ Data■values■are■positive■integers
$800■■001–$900■■000 ■■4 •■ Mean■=■8
•■ Median■=■7
Total■number■of■players 542 •■ Mode■=■10
a Draw■a■histogram■to■display■the■data. •■ Maximum■value■in■data■set■=■14
b Describe■the■type■of■distribution■the■histogram■ •■ Minimum■value■in■data■set■=■3
displays. 5 Using■the■2010■Indigenous■AFL■players■list■
c Calculate■the■median■salary■of■these■football■ (pages■518■to■520),■appropriately■analyse■the■
players■(to■the■nearest■thousand). heights,■weights,■club■and■month■of■birth■and■
d Find■the■modal■salary■for■AFL■footballers■in■ make■valid■conclusions.
2004.
6 Using■the■table■of■data■on■past■
eBook plus
probleM SolViNG
Indigenous■AFL■players■(pages■
485■to■488)■and■2010■Indigenous■ Interactivities
1 The■workers■in■an■offi■ce■are■trying■to■obtain■a■wage■ AFL■players■(pages■518■to■520)■ Test Yourself
rise.■In■the■previous■year,■the■ten■people■who■work■ Chapter 14
show■by■appropriate■statistical■
int-2716
in■the■offi■ce■each■received■a■2%■wage■rise,■while■ analysis■that■the■following■ Word search
the■company■CEO■received■a■42%■wage■rise. statement■is■valid. Chapter 14
a What■was■the■mean■wage■rise■received■in■the■ ■ ■ ‘AFL■indigenous■players■are■
int-2714
offi■ce■last■year? Crossword
highly■sought■after■to■be■a■part■ Chapter 14
b What■was■the■median■percentage■wage■rise■ of■the■AFL■experience■by■all■ int-2715
received? AFL■football■teams■in■the■21st■
c What■was■the■modal■percentage■wage■rise■ century.’■
received?

eBook plus aCtiVitieS
Chapter opener 14C Displaying data
Digital doc Digital docs (page 504)
•■ Hungry■brain■activity■Chapter■14■(doc-6247)■ •■ Activity■14-C-1■(doc-4186):■Displaying■data■sets
(page 473) •■ Activity■14-C-2■(doc-4187):■Graphing■data■sets
•■ Activity■14-C-3■(doc-4188):■Graphing■and■
Are you ready? interpreting■data■sets
Digital docs (page 474) Interactivity
•■ SkillSHEET■14.1■(doc-6317):■Presenting■data■in■a■ •■ Back-to-back■stem■plot■(int-2773)■(page 496)
frequency■table
•■ SkillSHEET■14.4■(doc-6318):■Finding■the■mean 14D Measures of central tendency
•■ SkillSHEET■14.5■(doc-6319):■Arranging■a■set■of■ Digital docs (page 514)
data■in■ascending■order •■ Activity■14-D-1■(doc-4189):■Reviewing■measures■of■
•■ SkillSHEET■14.6■(doc-6320):■Finding■the■middle■ centre
score •■ Activity■14-D-2■(doc-4190):■Using■measures■of■
•■ SkillSHEET■14.8■(doc-6321):■Finding■the■middle■ centre
score■for■data■arranged■in■a■dot■plot •■ Activity■14-D-3■(doc-4191):■Interpreting■measures■
•■ SkillSHEET■14.9■(doc-6322):■Finding■the■most■ of■centre
frequent■score
14A Sampling Digital docs
Digital docs (page 482) •■ Activity■14-E-1■(doc-4192):■Reviewing■measures■of■
•■ Activity■14-A-1■(doc-4180):■Reviewing■ spread■(page 527)
sampling■methods■and■types■of■data■ •■ Activity■14-E-2■(doc-4193):■Calculating■measures■
•■ Activity■14-A-2■(doc-4181):■Using■sampling■ of■spread■and■describing■distributions■of■data■sets■
methods■and■selecting■data (page 527)
•■ Activity■14-A-3■(doc-4182):■Applying■sampling■and■ •■ Activity■14-E-3■(doc-4194):■Analysing■measures■of■
data■collection■methods spread■and■distributions■of■data■sets■(page 527)
•■ WorkSHEET■14.2■(doc-6324):■Statistics■II■(page 529)
14B Collecting data
Chapter review
Digital docs
•■ Activity■14-B-1■(doc-4183):■Organising■data■ Interactivities (page 535)
sets■(page 494) •■ Test■Yourself■Chapter■14■(int-2716):■Take■the■end-
•■ Activity■14-B-2■(doc-4184):■Representing■data■ of-chapter■test■to■test■your■progress.
sets■(page 494) •■ Word■search■Chapter■14■(int-2714)
•■ Activity■14-B-3■(doc-4185):■Interpreting■data■ •■ Crossword■Chapter■14■(int-2715)
sets■(page 494)
•■ WorkSHEET■14.1■(doc-6323):■Statistics■I
(page 496) www.jacplus.com.au

problem solving
15
problem
solving II
lygon
cy po
equen
and fr
gram
a=4 c=x Histo
15
x+m -m 14
y = k = kx + m 13
12
m b=7
y- = kx
11
10
y - m kx c2 = a2 + b2
ency
9
y−m = k x2 = 42 + 72 8
Frequ
7
k = 16 + 49 6
5 1 12
y −m = x = 65 4
3 8 9 10 1
k 6 7
x = 65 2 5 ts
Resul
1 3 4
x = 8.1 0 2
0 1 Compu
ter soft
ware
Word Excel x
7 3
2 5
Area 4
= Area 3
+ Area + Area 6
Publish
er
2
Die
Coin tcomes y
m e s o u
outco 6
1
5
2
4
3 4 3
y= x +5
H 4 5
2 150 m
5 1
6 1m 80 m
x
-8 -7 -6 -5 -4 -3 -2 -1-10 1 2 3
-2
1 -3
2
3 opening QUesTion
T 4
Why is it important to communicate
5
solutions to problems in a clear manner?
6
problem solving
1 A sandpit is designed in the shape of a trapezium, with the dimensions shown. If the area of the
sandpit is 14 m2, what will be its perimeter?
(x + 4) m
5m
(x + 10) m
2 General admission to an exhibition is $55 for an adult ticket, $27 for a child and $130 for a
family of two adults and two children.
a How much is saved by buying a family ticket instead of buying two adult and two child
tickets?
b Is it worth while buying a family ticket if the family only has one child?
3 A church needs to repair one of its regular hexagonal shaped stained glass windows. Use the
information given in the diagram to find the width of the window.
Height: 80 cm
Width: w cm
4 An above-ground swimming pool has the following shape.
4.5 m
1.5 m
6.2 m
How much plastic would be needed to line the base and sides of the pool?
5 Consider this pattern of squares on the grid shown.
0 x
-2 2 4 6 8 10 12 14 16
-2
What would be the coordinates of the centre of the 20th square?

problem solving
6 120 children attended a school holiday program during September.

They were asked to select their favourite board game from Cluedo, Monopoly and Scrabble.
They all selected at least one game.
70 chose Monopoly while 55 chose Scrabble.
Some children wanted to select 2 games — 12 chose Cluedo and Scrabble, 15 chose
Monopoly and Scrabble while 20 chose Cluedo and Monopoly.
4 children chose all three games.
a Draw a Venn diagram to represent the children’s selections.
b What is the probability that a child selected at random did not choose Cluedo as a
favourite game?
7 Lou travels on a bearing of 027èT for 2 km, followed by a bearing of 117èT for 6 km.
a How far is Lou now from his starting position?
b What bearing would he have to travel on to return to his starting position?
8 A number is multiplied by 8 and 16 is then subtracted. The result is the same as 4 times the
original number minus 8. What is the number?
9 A length of wire 20 cm long is cut into two parts. One part is bent to form a square, the other
is formed into a circle. If the side of the square is a cm long, write an expression (in terms of a
and p ) for the area of the circle.
10 The area of a sector of a circle is p cm2, and the length of its arc is 2 cm. What is the radius of
the circle (in terms of p )?
11 Use this histogram to determine the
mean age of this group of people.
30
25
Frequency
20
15
10
0
0 10 20 30 40 50 60 70
Ages
12 In a jar there are 10 red balls and 6 green balls. Jacob takes out two balls, one at a time, without
replacing them. What is the probability that both balls are the same colour?
13 Calculate the mean for this data set.
Score 4 8 12 16 20 24
a a
Frequency 4a 3a 2a a
2 4
14 What is the value of x in this triangle (to the nearest cm)?
10 cm
35è 65è
x cm
Chapter 15 Problem solving II 539

problem solving
15 ZÅ
Z
XÅ X Y
Use the diagram above to find the value of a if XZ = 8 cm, XÅZÅ = 12 cm, XÅX = a cm and
XY = (a + 1) cm.
16 A right-angled triangle XYZ is inscribed inside a circle on its diameter as shown. The diameter
XY measures 24 cm, and ZY measures 8 cm.
X Y
O
Show that the area of the shaded region is 8(9p - 8 2 ) cm2.

17 A regular octagon is perfectly inscribed within a square of side A X B
length 24 cm as show in this figure.
What is the exact length of the side XY? Y
D C
18 A family’s favourite television channels are 2, 3, 6, 7, 10, 11, 9 and 13. If the family selects a
favourite channel at random to view each night, what is the probability that they choose exactly
two even numbered channels in three nights? Express your answer as a decimal rounded to
4 decimal places.
19 Anneke could not remember her scores from five mathematics tests. She did remember that
the mean (average) was exactly 80, the median was 81, and the mode was 88. If all her scores
were integers with 100 the highest score possible and 0 the lowest score possible, what was the
lowest score she could have received on any one test?
20 a Create a set of five values with a mean of 4 and a median of 5. Demonstrate that this is true.
b Change only one of your numbers in the set so that the mean is now 5 and the median
remains 5. Demonstrate that this is true.
21 Margaret works in a calculator assembly line. She is paid according to how many calculators
she assembles every week. These are the pay rates for x calculators assembled:
x Ç 100: $5 per calculator within this range
100 < x Ç 150: $10 per calculator in this range
x > 150: $20 per calculator
a How many calculators does Margaret need to assemble during an normal work week in
order to earn $1100?
b Can Margaret earn exactly $1450? Explain.
22 a Are all squares similar? Explain your answer.
b Are all rectangles similar? Explain your answer.

problem solving
23 A cube has a side length of x cm. What is the exact length of the diagonal of the cube?
24 Glen works 32 hours per week at $22/h and is paid overtime for any time worked over the
32 hours per week. In one week Glen worked 42 hours and was paid $814. Overtime is paid at
1.5 times the standard wage. Was Glen paid the correct amount? (yes or no). If no, then provide
the correct amount.
25 An agricultural machine used for planting seed is 15 m wide. A strip of land 180 m wide
remains to be sown.
a How many rounds (laps) need to be done to complete the sowing? (Assume no overlap
and no gaps.)
b If each round takes half an hour, how long until the strip is finished?
c If each round actually takes 2 minutes less than the previous one, how long until the
paddock is finished?
26 Ken wants to paint his son’s bedroom blue and the ceiling white. The room measures 3 m
by 4 m with a ceiling height of 2.6 m. There is one 1 m by 2 m door and one 1.8 m by 0.9 m
window. Each surface takes two coats of paint and 1 L of paint covers 16 m2 on the walls and
12 m2 on the ceiling. Cans of wall paint cost $33.95 for 1 L, $63.90 for 4 L, $147 for 10 L and
$174 for 15 L. Ceiling paint costs $24 for 1 L and $60 for 4 L. What is the least it would cost
Ken to paint the room?
27 Information about water pressure in homes is available from local water boards in each state.
Plumbers know that maximum water consumption for bathroom outlets should not exceed
8 litres per minute. The flow rate of a fire hydrant is much higher, such that water could pump
out at a rate of 1800 L per minute.
1
It took 3 2 hours to fill a new school swimming pool with water from a nearby fire hydrant.
What is the capacity of the pool (in kL)?
28 A number is chosen at random from the set of numbers: {1, 2, 3, 4}. This is noted and then
replaced. A second number is chosen and also noted. The two chosen numbers are used as
numerator and denominator of a fraction.
a What is the probability that the fraction represents a whole number?
b If a set of numbers from 1 to 5 was used in the same way, would the answer be the same
as for part a? Explain.
29 The histogram below shows the results of a group of students from a test of 40 multiple choice
questions.
y
14
12
10
Frequency
0 x
10 20 30 40
Results
Determine the class mean (to the nearest whole number).
Chapter 15 problem solving II 541

problem solving
30 A cylindrical container of water has a diameter of 16 cm and is 40 cm tall. How many full
cylindrical glasses can be filled from the container if the glasses have a diameter of 6 cm and
are 12 cm high?
31 This back-to-back stem and leaf plot displays the speeds of 25 cars caught by a speed camera
on a major highway on Easter Sunday and Christmas Day.
Easter Sunday Christmas Day
8 6 3 6 2 3 6 9 9
8 7 4 1 7 1 2 2 4 5 5 7 8
6 6 5 4 2 1 8 0 0 3 4 6 7
9 8 7 7 5 2 1 9 1 2 3 3
7 7 5 2 1 10 2 4
The police commissioner was heard to comment that he was surprised to find drivers
behaved better on Christmas Day than they did on Easter Sunday. His department had done
an analysis of the data and found that both the mean and the interquartile range of speeds on
Easter Sunday were greater than those for Christmas Day. Discuss his statement.
32 A lucky dip box at a school fete contains 1200 plastic tokens which can be exchanged for
prizes. Some of the tokens have a yellow diamond on them, some have a green star, some have
both a yellow diamond and a green star symbol, and some tokens have no symbols at all. It is
known that 35% of the tokens have a yellow diamond on them, 40% of them have a green star
and 30% have no symbols. Find the probability of choosing a token that has a yellow diamond
and a green star or no symbol.
33 Seven students did a very difficult Science test. The test was out of 15. Six of the students got
the following marks: 4, 4, 5, 5, 5, 6. Determine the mark that the 7th student obtained if:
a the mean is the same as the median
b the mean is greater than the median
c the mean is equal to the mode
d the mean is greater than 6.
34 Although the number p is irrational, and therefore has no exact value, there are techniques for
calculating an approximate value for p.
a Consider the following method.
 2 2 4 4 6 6 8 8
p = 2 ì ì ì ì ì ì ì 
 1 3 3 5 5 7 7 9
Add 2 more fractions and calculate the estimate for p.
b Add 4 more fractions and calculate a second estimate.
c Comment on these results.
35 A local pinball arcade offers its regular customers the following deal. For a monthly fee of $40
players get 25 $2 pinball games. Additional games cost $2 each. After a player has played 50
games in a month, all further games are $1.
a If Tom has $105 to spend in a month, how many games can he play if he takes up the
special deal?
b Explain Tom’s situation if he had not taken up the special deal.
36 A boat sails on a bearing of 056èT for 30 km, then changes course to 072èT and sails towards a
port which is 50 km east of the boat’s starting point. How far does the boat travel on its second leg?
37 At their mid-winter sale, a store reduced the price of all their stock by P%. After the sale, the
store increased the price of all their remaining stock by P%. Let the original price of a stocked
item be $S. Show that the price of an item after this reduction then increase is represented by
the formula:
 P2 
Final price = S  1 − .
 10 000 

problem solving
38 A symmetric distribution is one where the mean, median and mode are all equal. A uniform
distribution (one where the elements are all the same) is symmetric. Give an example of a
non-uniform distribution which is symmetric.
39 A cylinder has a volume of 500 cm3. A manufacturer wishes to make this with a minimum of
materials (i.e. surface area).
a Write a formula for the volume of the cylinder in terms of radius (r), height (h) and a
volume of 500 cm3.
b Write a formula for the surface area of the cylinder in terms of r and h (include top and
bottom).
c Using the result for part a, write a formula for h in terms of r and the value of the volume.
d Substitute this formula for h into the surface area formula, so that the surface area
depends on r only.
e The value of r that makes the surface area a minimum value is 4.3 cm. Determine the
height of this special cylinder.
40 Three dice are tossed and the total is recorded.
a What are the smallest and largest possible totals?
b Calculate the probabilities for all possible totals.
41 At a fund-raising dinner the following game is played. There is a bag of 20 marbles, with
4 reds and 16 whites. A player takes out 3 marbles without looking and if they are all 3 red a
prize of $100 is paid out. What is the probability of winning?
42 A recipe for chocolate biscuits includes:
1
1 2 tablespoons cocoa
2 cups flour
1
cup butter
2
1
cup caster sugar
2
1
13
cup of milk
The number of biscuits this recipe makes is 48.
William needs to make 100 biscuits for his class’s cake stall.
a By how much does he need to increase each ingredient so that there will be enough to
make 100 biscuits. Express your answer as an improper fraction.
1
b In the pantry, he has 2 kg flour, 500 g cocoa and 0.8 kg of caster sugar. If 6
1 4
tablespoons is equivalent to 2 cup and 1 tablespoon is equivalent to 20 g, how much
caster sugar, in grams, will he have left from the original 1 kg? Write your answer to
the nearest gram.
43 The diagram below shows Alpha Beta High School’s athletics track. There are 8 lanes which
are 1 metre wide.
A B
31.52 m
x y
D C
a Along the inside edge, the distance around the track is 400 metres, determine the length,
in metres, between points A and B. Write your answer correct to the nearest centimetre.
b The entire running track is to be resurfaced (not the area inside the track). Assuming that
the points ABCD form a rectangle and the arc subtended between points AD and BC is a
semi circle, determine the area to be resurfaced. Write your answer correct to the nearest
square metre.

problem solving
44 You draw two cards, one after the other without replacement, from a deck of 52 cards.
a What is the probability of drawing two aces?
b What is the probability of drawing two face cards (J, Q, K)?
c What is the probability of getting a ‘pair’? (22, 33, 44 . . . QQ, KK, AA)?
45 Justine and Mary have designed a new darts game for their Year 9 Fete Day. Instead of a
circular dart board, their dart board is in the shape of two equilateral triangles. The inner
triangle (bullseye) has a side length of 3 cm, while the outer triangle has side length 10 cm.
10 cm
3 cm
Given that a player’s dart falls in one of the triangles, what is the probability that it lands in
the bullseye? Write your answer correct to two decimal places
46 Three kindergarten children, Walter, Frederick and Bob ran a 20-metre race. Each child ran
according to the following equations, where d is the distance, in metres, from the starting line,
and t is the time, in seconds.
Walter: d = 2.4 + 0.5t
Frederick: d = 0.1t(t - 5)
Bob: d = 0.2t(t - 5)(t - 9)
The following sketch shows their running paths.
d
Bob Bob
Walter Frederick
Walter
Frederick
2.4
0 t
5 9
a Describe the race style of Bob
b How long did it take Frederick to start running?
c At the start of the race, how far was Walter from the starting line?
d If the winner of the 20-metre race won the race in 10.66 seconds, determine whether
Frederick or Bob won the race. Justify your answer using calculations.
47 In the game of ‘Texas Hold’Em’ poker, there are 5 cards progressively placed face up in the
centre of the table for all players to use. At one point in the game there are 3 face-up cards (two
hearts and one diamond). You have 2 diamonds in your hand for a total of 3 diamonds. Five
diamonds make a flush. Given that there are 52 - 2 - 3 cards left, what is the probability that
the next two face-up cards are both diamonds?
48 A over-sized wooden die is constructed for a children’s playground. The side dimensions of
the die are 50 cm. The number on each side of the die will be represented by cylindrical holes
which will be drilled out of each side. Each hole will have a diameter of 10 cm and depth of
2 cm. All surfaces on the die will be painted (including the die holes). Show that the total area
required to be painted is 1.63 m2.

problem solving
49 Valleyview High School offers three sports at Year 9: baseball, volleyball and soccer. There are
65 students in Year 9.
2 have been given permission not to play sport due to injuries and medical conditions
30 students play soccer
9 students play both soccer and volleyball but not baseball
9 students play both baseball and soccer
4 students play all three sports
12 students play both baseball and volleyball
The total number of players who play baseball is 1 more than the total of students who play
volleyball.
a Determine the number of students that play volleyball.
b If a student was selected at random, what is the probability that this student plays soccer
and baseball only.
50 On a visit to a supermarket, your total purchases come to $31.15. You look into your wallet and
see that you have $47.70, made up of:
2 ì $20 notes
1 ì $5 note
1 ì $2 coin
1 ì 50c piece
1 ì 10c piece
2 ì 5c pieces.
How would you pay to ensure the least possible coinage (money in coins) left in your
wallet?
51 The graph shown describes the mass in kilograms of metric cups of water.
6
Mass (kg)
0 2 4 6 8 10 12 14 16 18 20 22 24
Cups of water
Write a rule to describe the mass of water relative to the number of cups.
52 A circle of radius r is inscribed in a square of side length, s.
s
If the area of the circle is represented by A, and the perimeter of the square represented by P,
p
prove that A = P2.
64

problem solving
53 A class’s exam results are shown in the table below.

85% 72.5% 34% 43%
72% 34% 91% 50%
13% 52% 73% 66%
24% 18% 72% 37.5%
86% 68% 48% 68%
The teacher feels that the exam may have been too hard for the students, so he decides to
adjust the pass mark to ensure that if a student is chosen at random, the probability of that
student passing is 0.85. What should the pass mark be?
54 Determine whether it is more probable to hit a bullseye (inner bull, 50) or triple 20 (60) if a
dart is thrown without aim or skill at a dartboard. Assume that the dart hits the dartboard.
Centre of
board
Outer bull Outside triple Inside double

boundary boundary boundary
15.5 113 160
0 20 40 60 80 100 120 140 160
6.35 105 168

Inner bull Inside triple Outer edge
boundary boundary of board
Double ring
5 20 1
12 18
9 4
Single score
14 13
Triple ring
11 6
Inner bull
Outer bull 8 10
Out of play area 16 15
7 2
19 3 17
55 An event involves flipping a coin and rolling two dice. Determine the probability of obtaining
Tails and two numbers whose sum is greater than 4.
56 Show that square of perimeter 4x + 20 has an area of x2 + 10x + 25.
57 Consider this spinner.
Discuss whether the spinner has equal chance of falling on each of the colours.

problem solving
58 The clocks below show the time in Canberra, Hong Kong and Bangalore at the same moment
in time.
Bangalore Hong Kong Canberra
11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
Tue Nov 4, 9:37 PM Wed Nov 5, 12:07 AM Wed Nov 5, 3:07 AM
a At 7 am on Monday in Canberra, what day of the week and time is it in Bangalore,

India?
b What time is it in Canberra when it is 11 am on Wednesday in Hong Kong, China?
59 The playground equipment is half the length and half the width of the square kindergarten yard
it is in.
Playground
equipment
a What fraction of the kindergarten yard is occupied by the play equipment?

b During a working bee, the playground equipment area is extended 2 m in length and 1 m
in width. If x represents the length of the kindergarten yard, write an expression for the
area of the play equipment.
c Write an expression for the area of the kindergarten yard not taken up by the playground
equipment.
d The kindergarten yard that is not taken up by the playground equipment is divided into
3 equal-sized sections:
•• a grassed area
•• a sandpit
•• a concrete area.
i Write an expression for the area of the concrete area.
ii The children usually spend their time on the play equipment or in the sandpit.
Write a simplified expression for the area of the yard where the children usually
play.
60 If you had to determine whether a particular polygon was a kite using just a ruler and a
protractor, explain what measurements you would take.
61 In the tortoise and the hare race, the hare ran at 72 km per hour while the giant tortoise moved
at 240 cm per minute. Compare the speeds of the two animals.
62 Show that the triangle with the largest area for a given perimeter is an equilateral triangle.
63 Victor has designed a game for the school fete. It involves people selecting a number at
random from a box that contains balls with numbers from 1 to 20. People pay 50 cents to play.
If a person selects a number that is a factor of 13 they receive a prize and receive back their
50 cents. Victor makes $27 in profit. Explain how you could give an estimate of the number of
people who played Victor’s game, given that at least one person wins.

problem solving
64 Two play area designs are shown here.

x+4 x+2
Design one Design

two
x+4 x
x+6
x x
Although the same length of fencing is required in their construction, design one offers a
greater area for play. Show that this statement is true.
65 The sum of 3 consecutive odd numbers is 255. What is their LCM?
66 A rectangular classroom has a perimeter of 28 m and its length is 4 m shorter than its width.
What is the area of the classroom?
67 Two sides of a triangle meet at an angle of 35è. The third side of the triangle is 70 cm long and
is joined to one of the other sides which is 120 cm long.
Explain, with the aid of a diagram, why there are two triangles which meet this description.
68 A camera and case together cost $120. The cost of the camera is 11 times the cost of the case.
What would the camera cost without the case?
69 Sam and Cody need to make a journey to the other branch of their store across town. The
traffic is very busy at this time of the day so Sam catches the train that travels halfway and
then walks the rest of the way. Cody travels by bike the whole way. The bike path travels along
the train line and then along the roadway to the other branch of their store. The bike’s speed
was twice walking speed and the train’s speed was four times the bike’s speed. Who arrives at
the destination first?
70 What fraction of this rectangle is shaded?
10 cm
10 cm 10 cm
71 Calculate the gradient of the line through the points (–1, 3) and (3 + 4t, 5 + 2t).
72 A box contains two coins. One is a double-headed coin, and the other is a normal coin with
Heads on one side and Tails on the other. You draw one of the coins from a box and look at one
of the sides. It is Heads. What is the probability that the other side shows Heads also?
73 A survey of students at Nearby High School showed the following:
• A total of 245 students are studying Mathematics.
• A total of 240 students are studying English.
• A total of 225 students are studying Science.
• 150 students are studying Mathematics and English only.
• 180 students are studying Mathematics and Science only.
• 130 students are studying English and Science only.
• 100 students are studying all three subjects.
How many students are at Nearby High School?

problem solving
74 A bill of $4500 is to be shared equally among the shop-owners in a shopping centre. If 5 shop
owners refuse to pay, the other shop owners’ share increases by $150. How many shops are in
the shopping centre?
75 Kwong is creating a mosaic in art class using 2 cm by 3 cm rectangles. What is the greatest
number of 2 cm by 3 cm rectangles Kwong can cut from a rectangular sheet that measures
24 cm by 38 cm?
76 In three games of cricket, Tamara scored 129, 145 and 152 respectively. What score will she
need in a fourth game in order to have an average score of 150 for all four games?
77 This figure is formed by eight squares of the same size.
If the area of the figure is 98 cm2, what is the perimeter
of the shape?
78 The average capacity of a set of five buckets is 13 litres. A bucket with a capacity of 10 litres is
added to the set of five. What is the exact average capacity of the set of six buckets?
79 The angles of a triangle are in the ratio 3 : 4 : 5. What are the sizes of the three angles?
80 A rectangular box is twice as long as it is wide. A ball with a radius of 3 cm is rolled around the
inside base perimeter of the box, ensuring that it is always touching at least one side of the box.
The centre of the ball traces out an area of 108 cm2 on the base of the box.
What are the dimensions of the base of the box?
81 Ann and Bob are playing a card game. They are keeping track of games to determine the
overall winner. They start with the same number of tokens, and at the end of each game the
loser gives the winner 1 token. This is the situation after a number of games:
• Ann has won 3 games
• Bob has 3 more tokens than when he began.
How many games have they played?
82 A school has a student population of 1600. Each student attends 5 classes per day, while each
teacher teaches 4 classes per day. Each class consists of 25 students and is taken by 1 teacher.
How many teachers are in the school?
83 On a piece of paper is a list of six two-digit prime numbers. They have a mean and median of
39. Their mode is 31, and the smallest number is 13. What are the six numbers? Explain how
you deduced your answer.
84 It has been said that, for any two numbers, the product of their LCM and HCF is the same as
the product of the two numbers themselves.
Show whether this is true.
85 The mean height of the eight members of a basketball team is x cm. If the shortest member
was replaced by a player 2 cm taller, and the tallest member was also replaced by a player 2 cm
taller, what difference would this make to the mean height of the team?

problem solving
86 The first fifteen multiples of 6 are 6, 12, 18, 24, . . . , 84, 90. Describe how you could find the
sum of these multiples without actually adding the individual numbers.
87 If a circle has three equally spaced dots (A, B and C) on its circumference, only 1 triangle
can be formed by joining the dots. Investigate to determine the number of triangles that could
be formed by 4, 5, . . . equally spaced dots on the circumference.
A A B
B
D C
C
From your investigation, discover a formula which would enable you to determine the
number of triangles formed (t) for a circle with d equally spaced dots on its circumference.
88 A domino set consists of a set of rectangular tiles with a line dividing each face into two
square ends.
Each end is marked with a number of red spots (similar to those on dice), or is blank.
A standard domino set has ends ranging from zero spots to six spots, and there is only one
of each type. The back side of a domino is plain. If the dominos were all turned over with
their backs facing upwards and you chose one tile, what would be the chance that this tile
would have the two ends showing the same number?
89 Coloured beads are placed in a pattern on a desk in this order.
1 red, followed by 1 blue
2 red, followed by 2 blue
3 red, followed by 3 blue . . . etc.
How many blue beads are in the first 200 beads?
90 A Venn diagram consists of overlapping ovals which are used to show the relationships
between sets.
Consider the numbers 156 and 520. Show how a Venn diagram could be used to determine
their:
a HCF b LCM
91 Sponsors donated 240 items to be distributed equally to all the members at the break-up party
of the Athletics Club. It was discovered that one member had left the country to live overseas,
so would not be receiving any. This meant that each of the members present would receive
one extra item. How many members received items?
92 What is the shortest possible distance from point A to point B on the surface of this solid cube?
A
B
Give an exact answer in terms of the length of the side of the cube.
93 A map of a town drawn on a Cartesian plane shows the main street extending from (-4, 5)
to (0, -7). Five street lights are positioned in the street. There is one at either end, and three
spaced evenly down the street. Give the position of the five lights in the street.
94 A circle with centre (0, 2) passes through the point (3, 6). What are the coordinates of the
points where the circle crosses the y-axis?

problem solving
95 A fish tank is 100 cm long, 60 cm wide and 40 cm high was tipped on one of its base edges
until the water just reached the top of the tank, as shown.
When the tank is returned to its horizontal position resting on its base, the water is 15 cm
deep in the tank. How far up the base does the water reach when it is resting on the edge?
96 Unders and Overs is a game played with two normal six-sided dice. The two dice are rolled,
and the numbers uppermost added to give a total. Players bet on the outcome being ‘under
7’, ‘equal to 7’ or ‘over 7’. If you had to choose one of these outcomes, which would you
choose? Explain why.
97 There are exactly six different three-digit numbers which can be formed from three different
digits, using them only once. Consider the digits 6, 7 and 8. Possible numbers include 678,
687, 876, etc. Write a general rule for finding the average of sets of numbers of this type,
formed from three consecutive digits.
98 An arbelos is a shape enclosed by three semicircles.
The word, in Greek, means ‘shoemaker’s knife’ as it resembles the blade of a knife used
by cobblers. Investigate to determine a relationship between the lengths of the three
semicircular arcs.
99 You have the following set of blocks:
• four blocks each 1 cm long
• three blocks each 5 cm long
• three blocks each 25 cm long.
By joining these blocks together, how many different lengths of at least 1 cm can you make?
100 An interior designer has a set of cubes of different sizes which she fills with liquids. She
wants to also include cubes with twice the volume of the original cubes.
Write instructions to determine the new side length of any cube so that its volume would be
doubled.
101 A rectangular vegetable patch is 3 times as long as it is wide. Its diagonal measures 15 m.
Find the exact area of the vegetable patch.
102 Find the values of the pronumerals, q and x, in the diagram shown.
q 3m
1.8 m 2m
x
103 An employee brags that he works a 40-hour week (8 hours a day, Monday–Friday) and earns
$62 000 p.a.
a What is this as an hourly rate?
b If the employee works on average an extra half an hour a day Monday–Friday and then
another 4 hours over the weekend (for the same annual salary), how is his hourly rate
affected?

problem solving
c If the employee was earning the hourly rate for which he bragged about and
was being paid for every hour worked, what would be his potential earnings for
the year?
2
104 Consider the expression 43 . Explain how you could get two different answers.
105 A 1.6-m tall boy standing on a 150-m cliff at the edge of the sea spots a ship at an angle of
depression of 5.3è.
a How far away from the base of the cliff is the ship?
b How far is the boy from the ship?
Give your answers to the nearest centimetre.
106 Four years ago Inka became an employee of TrakRight Tourism where her starting annual
salary was $55 600. After her first year, she received a 2% pay rise. The next year she
received a 3% pay rise. Last year she received an x% pay rise. If her annual salary is now
$61 042, determine the value of x, correct to one decimal place.
107 Trudy bought a new DVD player. After two years she decided to upgrade and sold the
DVD player for $140. If her percentage loss was 32.5%, how much did she pay for the
DVD originally? Write your answer correct to the nearest cent.
108 The area of a room must be determined so that floor tiles can be laid. The room measures
2.31 m by 4.48 m. This was rounded off to 2 m by 4 m to calculate the area.
a What problems might arise?
b If each tile is 0.5 m by 0.5 m, how many tiles are required?
109 Evaluate the difference in monthly home loan repayments for a loan locked at 3.5% p.a. for
10 years compared to one for 3.25% p.a. for 5 years, then 3.5% p.a. for 2 years and then
4% p.a. for 3 years.
110 The table below shows three houses for sale.
Cost price: $1.8 million Cost price: $400 000 Cost price: $98 000
Sell price: $2.1 million Sell price: $520 000 Sell price: $122 000
By finding the percentage profit for each house, provide advice for an investor who is keen
to purchase a house.
111 Rouka was hiking in the mountains when she spotted an eagle sitting up in a tree. The angle
of elevation of her view of the eagle was 35è. She then walked 20 metres towards the tree and
her angle of elevation was 50è. The height of the eagle from the ground was 35.5 metres.
a Draw a labelled diagram to represent this information.
b Determine how tall Rouka is, if her eyes are 9 cm from the top of her head. Write your
answer in metres, correct to the nearest centimetre.
112 A teacher comes across a clue shown below in a cryptic mathematics cross-number. What is
the value of n that the teacher is looking for?
3n - 6
5n + 2
18
150

problem solving
113 The original price of a coat was $145. This price is increased by 15%. A month later Dimitra
bought the coat at a 25% discount sale.
a How much did Dimitra pay for the coat?
b What percentage discount does this represent on the original price?
114 C
Not to scale
50 m
A 1500 m B
The above diagram represents a boat looking out onto a lighthouse on a cliff. The distance
AB is 1.5 km and BC is 50 m.
a Find the angle of elevation, to the nearest degree, from the boat to the lighthouse.
b Compare this to the angle of depression from the lighthouse to the boat.
115 A spider is sitting in one top corner of a room that has dimensions 6 m by 4 m by 4 m.
It needs to get to the corner of the floor that is diagonally opposite. The spider must crawl
along the ceiling, then down a wall, until it reaches its destination.
4m
4m
6m
a If the spider crawls first to the diagonally opposite corner of the ceiling, then down the
wall to its destination, what distance would it crawl?
b There is a shorter distance that still travels across the ceiling, then down the wall.
What is the shortest distance from the top back corner to the lower left corner?
116 Joshua’s basic wage is $22 per hour. His overtime during the week is paid at time and a
half. Over the weekend he is paid double time. Calculate his gross wage in a week when he
works his basic 40 hours, together with 1 hour overtime on Monday, 2 hours overtime on
Wednesday and 4 hours overtime on Saturday.
117 A retailer discounts a game which normally sells for $68 by 35%. To match the price of the
same game normally selling for $75 by another retailer, this game must be discounted by
what percentage?
118 An aeroplane travels along the equator halfway around the world. Determine the distance, in
kilometres, the aeroplane travels, if the circumference of the Earth is 400 75.16 km. Express
your answer in scientific notation, correct to 4 significant figures.
119 Triangle ABC is equilateral. AB = 40 units, D is the midpoint of BE, E is the midpoint
of AC and BE is perpendicular to AC. Show that the length of AD to the nearest
unit is 26.
D
x
A y E C

problem solving
120 The table below shows the pay sheet for a small company. If a person works up to 36 hours,
the regular pay is $14.50 per hour.
For hours over 36 and up to 40, the overtime is time and a half.
For hours over 40, the overtime is double time.
Complete the table below.
Hours worked Regular pay Overtime pay Total pay
a 32
b 38.5
c 40.5
d 47.2
121 Hexominoes are made by joining together 6 equal-sized squares to make one shape
with one large edge. There are 35 hexominoes, not including rotations and reflections,
shown below. 11 hexominoes are nets that can be used to construct cubes. Identify the
11 hexominoes that can create a cube.
122 Standing on the edge of a 80-metre high cliff face, Reva sees an overturned yacht with sailors
in the water. She estimates that her angle of depression to the yacht is 23è. Reva is 1.6 m tall.
a Draw a diagram to represent this information.
b Determine the distance, in metres, of the yacht from the base of the cliff. Write your
answer correct to 2 decimal places.
123 A business partner argues that purchasing low end jeans for $40 and selling them on to the
public for $50 earns a greater profit than purchasing high end jeans for $120 and selling them
on to the public for $140. Can this be true?
124 A wedge in the shape of a triangular prism, similar in shape to the one drawn below, is to be
painted.
15 cm
6 cm
11 cm
14 cm
a Draw a net of the wedge so that it is easier to calculate the area to be painted.
b What area is to be painted? (Do not include the base.)

problem solving
125 a The TrustMe Savings Bank offers 5.25% simple interest on a term deposit. How much
interest would Peter receive after one year on a deposit of $500?
b The bank also offers loans at a rate of 7.75% simple interest p.a. Peter applied for a
short term loan of $500 for 6 months to buy a TV. How much interest would he have to
repay?
c Is Peter better off using his own money to buy the TV or getting the loan?
126 A heavy concrete block can be raised by levering a wooden plank on a triangular wedge as
shown.
a Explain, using diagrams, how moving the triangular wedge horizontally left and right
along the plank affects the height to which the concrete block can be raised.
b If the plank is 2.5 m long and the wedge 30 cm high, how far should the tip of the wedge
be placed from the left end of the plank to lift the concrete block to a height of 1 m?
(Assume that the right end of the plank touches the ground at this stage.)
127 An engineer has to decide how much time to spend on two different projects. Let x be the
amount of time spent on Project A, and y be the amount of time spent on Project B.
a Given that he doesn’t work any overtime, the total amount of time spent on the two
projects must be less than 38 hours. Express this as an inequation.
b If he decides to spend 3 times the amount of time on Project B as he does on Project A,
what is the maximum time he can spend on Project B?
128 Pelvis Resley, the rock-and-roll star, makes a royalty on all record sales according to the
following formula.
Sales from Sales to Royalty rate

0 $100 000 3%
$100 001 $500 000 3.5% on amount over $100 000
$500 001 1 million 4% on amount over $500 000
1 million and above 5% on amount over 1 million
Calculate the royalties for the following years:

a 2007 — sales = $456 000
b 2008 — sales = $1 234 500
c 2009 — sales = $986 400
d 2010 — sales = $2 656 000
4 3 ax + b
129 Find values for a and b, such that: − =
x + 1 x + 2 ( x + 1)( x + 2)
130 Farmer Josephine has two types of animals in her paddock — ducks and alpacas. She always
ensures that she has at least three times as many ducks as alpacas but never more than
60 ducks. There are a total of 160 legs in the paddock. Determine two possible solutions for
the number of ducks Farmer Josephine has.
R
131 PQ is a diameter of this circle with a centre at S. R is any
point on the circumference. T is the midpoint of PR. T
a Write down everything you know about this figure.
b Explain why PTS is similar to PRQ. P Q
c Find the length of TS if RQ is 8 cm. S
d Find the length of every other side also given that PT is
3 cm and angle PRQ is a right angle.

problem solving
132 Mr. Hartney is a used car salesman. He receives a basic monthly salary of $2400 together
with 5% commission on all sales. Although his sales for the month amounted to $48 300
he also had deductions for Insurance ($12.80), Association fees ($25.70) and Income Tax
($1100). Calculate the amount, in dollars, he took home that month.
133 A lookout in a lighthouse tower can see two ships approaching the coast. Their angles
of depression are 25è and 30è. If the ships are 100 m apart, show that the height of the
lighthouse, to the nearest metre, is 242 metres.
134 An object costing $20 is discounted 10% and then has 10% GST added.
a Is the selling price the same as adding the GST first and then applying the discount?
b Is the selling price still $20? Justify your answers showing all working.
135 Carmel sells three different types of healthy drinks; herbal, vegetable and citrus fizz. One
hour she sells 4 herbal, 3 vegetable and 6 citrus fizz for $60.50. The next hour she sells
2 herbal, 4 vegetable and 3 citrus fizz. The third hours she sells 1 herbal, 2 vegetable and
4 citrus fizz. The total amount in cash sales for the three hours is $136.50. Carmel made
$7 less in the third hour than she did in the second hour of sales.
Determine her sales in the fourth hour, if Carmel sells 2 herbal, 3 vegetable and 4 citrus
fizz.
136 At a certain distance away, the angle of elevation to the top of a building is 60è. From 12 m
further back, the angle of elevation is 45è as shown in the diagram below.
C
h Building
45è 60è
A 12 m D d B
Show that the height of the building is 28.4 metres.

137 Tony bought a second-hand motorbike for $4500. He then repaired the engine and gearbox
at a cost of $1590, re-sprayed it for $230 and made sure that it had a roadworthy certificate,
$145. Tony then sold the bike for $7600. After deducting his advertising costs of $155,
calculate his profit, in dollars, then find the percentage profit he made on the selling price.
138 Valentino is buying roses for his valentine. The roses will be placed in a box with the
following dimensions — 50 cm long, 20 cm wide and 30 cm high.
a Ignoring the width of the rose, what is the longest rose, in centimetres, which he can
purchase to place in the box? Write your answer correct to 1 decimal place.
b If Valentino buys the longest possible rose, determine the angle the rose will make with
the base of the box. Write your answer in degrees and minutes.
c Valentino wishes to purchase one dozen roses. The greatest width of the rose is
the flower, 3 cm, and the least width is the stem, 1.5 cm. Explore the different
configurations the roses can be placed in the box.
139 For the following question assume that the interest charged on a home loan is simple interest.
a Tex and Molly purchase their first home and arrange for a home loan of $375 000. Their
home loan interest rate rises 0.25% per annum within the first 6 months of the loan.
Determine the monthly increase, in dollars, of their repayments.
b Brad and Angel’s interest on their home loan is also increased by 0.25% per annum.
Their monthly repayments increase by $60. Determine the amount of their loan, in
dollars.

problem solving
140 Based on previous information, the owner of a clothing store knows that if she lowers the
price of a particular shirt she will increase her sales according to the following table.
Selling price Sales per week

$30 25
$25 45
$20 65
$17.50 80
$15 90
a If the shirt costs $10, calculate the profit in each case and indicate the best option.
b If the cost of the shirt is reduced to $8, calculate the profit in each case. Does the ‘best’
option change?
141 Cheng lives in Australia and he is going on holiday to Japan. One yen (¥) buys
0.0127 Australian dollars (A$).
a Write an equation that converts Australian dollars to Japanese yen, where A represents
amount of Australian dollars and Y represents amount of yen.
b Using the equation from part a, how many yen (¥) will Cheng receive if he has
A$2500?
c There is a commission to be paid on exchanging currency. Cheng needs to pay 2.8%
for each Australian dollar that is exchanged into yen. Write down an equation that
calculates the total amount of yen Cheng will receive. Write your equation in terms of
YT, total amount of yen, and Australian dollars.
142 The total horizontal distance between a ship and a lighthouse is 15 km. From the lighthouse,
the ship has a bearing of 056 èT. The ship then changes direction and sails due east for a
distance of 10 km. Greg and Juan have a disagreement as to the new bearing of the lighthouse
from the ship. Greg calculates that the bearing is S20.6 èW and Juan’s bearing is 249.4 èT.
a By drawing a diagram to represent this information, explain why Juan has the correct
answer.
b Explain what angle Greg found and hence, explain why he was incorrect.
143 A metal washer (shown at right) has an inner radius of r cm and
an outer radius of (r + 1) cm.
a State, in terms of r, the area of metal that was cut out of the
(r + 1) cm
washer.
b State, in terms of r, the area of the larger circle.
c Show that the area of the metal washer in terms of r is r cm
p (2r + 1) cm2.
d If r is 2 cm, what is the exact area of the washer?
e If the area of the washer is 15p cm2, show that the radius
would be 7 cm.
144
q
4
For the triangle given:
a calculate the size of angle q
b show that when the base of the triangle is raised half the height, the dimensions of the
new triangle formed are half the original dimensions.

problem solving
145 a Theresa invests $4500 at 5.72% per annum that attracts simple interest for 6 months.
Show that at the end of 6 months she should expect to have $4628.70.
b Barry has $6273 in his bank account at a simple interest rate of 4.86% per annum. After
39 days he calculates that he will have $6305.57 in his account. Did Barry calculate his
interest correctly? Justify your answer by showing your calculations.
c Juanita receives $10 984 for the sale of her car. She invests x% of $10 984 in an account
at 6.68% per annum simple interest for 1 1 years. She spends the remainder of the
2
money from the sale of her car. At the end of the investment she has exactly enough
money to purchase a car for $11 002. Find the value of x, correct to 2 decimal places.
146 V
Not to scale
Z
U W
5m
P
12 m
X
Y
a Calculate the length of WY in the diagram above.
b WY = YX, and PY is twice the length of WX. Find the length of WX to 1 decimal place.
c UVWXYZ is a net of a solid. Write down the name of this solid and draw a
3-dimensional representation of it.
147 Fred wants to buy a car using savings from his part-time job.
a How much can Fred save per week if he earns $136 per week and his weekly expenses are:
Expense Cost
Snacks $25
Entertainment $30
Clothes $15
b Dodgy Motors is selling a car for $2560. How many full weeks will it take Fred to save
for the car?
c Dodgy Motors have said Fred can pay off the car via an instalment plan. Fred can pay a
$560 deposit and make a weekly repayment of $45 for 18 months.
i How much will the car have cost Fred at the end of the 18 months?
ii Petrol costs $1.16 per litre. The car uses 15 litres per 100 km and Fred will need to
travel 165 km per week. Will Fred have enough money from his new weekly savings
for petrol on this plan? Justify your answer mathematically.
148 A triangular sail is to be placed over a pool to give it some shade. The sail is in the shape of
an isosceles triangle. If the base of the sail is three times its height, and the slant length is
8 m, find:
a the exact vertical height of the sail (simplify your answer as much as possible)
b the exact area of the sail.
149 a Harry is flying a kite above him at
an angle of elevation of 65è. If the
kite is 460 m directly above the point
X, calculate the horizontal distance, 460 m
d, between Harry and X to 1 decimal
place. 65è
X d Harry

problem solving
b Harry releases more string, and the

kite continues to rise so that the angle h 3è
of elevation is now 68è. Calculate
how much further, in metres, the kite
has risen since it was first observed. 460 m
65è
X d Harry
150 A tall gum tree stands in a courtyard in the middle of some office buildings. Three Year 9
students, Jackie, Pho and Theo measure the angle of elevation from three different positions.
They are unable to measure the distance to the base of the tree because of the steel tree
guard around the base. The diagram below shows the angles of elevation and the distances
measured.
Not to scale
Height from
ground to eye
41° β α level
Theo 12 m x Pho 15 m Jackie
15 tan α
a Show that x = , where x is the distance, in metres, from the base of the tree
tan β − tan α
to Pho’s position.
b The girls estimate the tree to be 15 m taller than them. Pho measured the angle of
elevation to be 72è. What should Jackie have measured her angle of elevation to be,
if these measurements are assumed to be correct? Write your answer to the nearest
degree.
c Theo did some calculations and determined that the tree was only about 10.4 m taller
than them. Jackie claims that Theo’s calculation of 10.4 m is incorrect.
i Is Jackie’s claim correct? Show how Theo calculated a height of 10.4 m.
ii If the height of the tree was actually 15 metres above the height of the students,
determine the horizontal distance Theo should have used in his calculations. Write
your answer the nearest centimetre.
151 D
y
5 cm 10 cm
23è
A x B C
Calculate side x and angle y, giving answers to the nearest whole number.
152 A Pythagorean triad is a, (a + b), (a - b), where a ≠ 0 and b > 0.
Note: The expressions are not written in any particular order.
a Which expression would represent the hypotenuse?
b Write a relationship between a and b.

problem solving
153 Explain why, in a right-angled triangle, sin 30è = cos 60è.

154 A T-shirt sells for $29.99 in three different shops. During one week the shirt is on sale at
all three shops. Shop A offers a 15% discount on the T-shirt. Shop B is offering an $8.00
discount on all tops. Shop C has reduced all prices in the shop by one eighth. In which shop
is the T-shirt cheapest?
1
155 Haneef earned $42.53 for a 4 -hour shift at a casual rate. A casual staff member earns an
2
extra 25% loading on the normal hourly rate. What is the normal hourly rate?
156 The number 16 has 5 different factors — 1, 2, 4, 8 and 16.
There is a rule which enables you to determine the number of factors in any given number.
If N = P a ì Qb ì Rc ì . . . where P, Q, R, . . . are different prime numbers and a, b, c, . . . are
exponents, then N has (a + 1) ì (b + 1) ì (c + 1) ì … factors.
Use this rule to determine the number of different factors in the number 1224. Show your
working.
157 Consider the following set of linear equations.
x = y + 2z
x+z=y+w
y=z+w
Use these equations to find a relationship between x and z.
158 Imagine this is an electronic game of billiards in a games arcade.
Pocket
Pocket
The ball is ejected from the top left-hand corner at 45è to the side of the table. It follows
the path as indicated, always rebounding at the same angle, until it reaches the pocket in
the lower right-hand corner. The grid squares are 5 cm square.
What distance does the ball travel on its journey to the pocket? Give an exact answer.
1
159 When Jack goes on holidays, he is paid 17 2 % holiday loading in addition to his normal pay.
When he went on 2 weeks’ leave, his holiday pay was $1504. What is his normal weekly pay?
160 Consider this grid.
W X Z Y 19
Y X X Z 24
W X W W 17
Z W Z Y 17
14 27 23 13
W, X, Y and Z each represent a different digit. The row and column sums are shown.
What are the values for W, X, Y and Z?
161 A sign in a store reads:
While other stores offer you a discount of 20%, we save you more by offering you
two discounts of 10%.
Discuss whether this statement true.

problem solving
162 The local clothing store is closing down, and is encouraging people to buy pairs of items.
•• A pair of stockings and a pair of socks cost $18.
•• A pair of socks and a tie cost $22.
•• A tie and a pair of cuff links cost $25.
•• A shirt and a belt cost $37.
•• A shirt and a pair of cuff links cost $33.
•• A belt and a pair of socks cost $17.
What is the cost of each individual item?
3
8
163 If n 4 = 27 , what is the value of n?
164 In softball, the bases are placed at the corners of a square with a side length of 27.4 m. First
base is diagonally opposite third base. How far does a fielder standing on first base have to
throw the softball to another fielder who is standing on third base?
165 A savings account with a starting value of $120 amounted to $170 in 4 years, earning simple
interest. No deposit or withdrawl was made during that time. What was the interest rate for
the bank account?
166 Vicki is a supervisor at a local factory. Each fortnight she calculates the wages of the
employees. Overtime is paid to any employee who works more than 35 hours each week. The
1
overtime rate is 1 2 times the hourly rate. The table below shows the number of hours worked
and the hourly rates for three employees for one fortnight.
Employee Hours worked Hourly rate
Stewart 72 $12.75
Helen 56 $19.80
Amber x $21.50
a Determine the total amount, in dollars, in wages for Helen and Stewart. Write your
answer to the nearest cent.
b Amber worked for x hours including some overtime. Her fortnightly wage was $1988.75.
i Determine the number of hours she worked.
ii Was it possible for Amber to earn this amount if she did not do any overtime?
c Tax is charged at 45 cents in each dollar earned. Determine the amount of tax, in
dollars, Amber pays for the fortnight. Write your answer correct to the nearest cent.
167 In saving for her next holiday to India, Cherie needs to have saved $3550. She currently has
$2870 in an account that attracts simple interest of 4.75% p.a.
a Determine the number of years Cherie will have to save for. Write your answer to the
nearest year.
b After 12 months, Cherie is able to deposit money into the account. She deposits $350.
The interest her account earned in the 12 months is also added to the total sum.
i If Cherie wants to go to India within the next two years, what simple interest rate will
her account need to earn? Write your answer correct to 2 decimal places.
ii In the context of this problem, will Cherie have enough money to go to India?
168 A boating shop purchases a boat for $8500 and advertises it for sale for $10 500. Boat
advertisements cost $100 per week. A salesperson earns a 3.2% commission on the profit of
the boat when sold and research has shown that this type of boat at the price advertised sells
on average within 7 weeks. A customer notices the advertisement within the first week of
advertising and offers $10 000 for the boat. What should the salesperson do?
169 We have been dealing with the set of real numbers. There is another set of numbers — the
imaginary numbers. In this set, the pronumeral i is used to represent −1. What would be the
value of i100?
1 1 1
170 In the equation + = , what values of x and y make the equation true?
x y 4
(There is more than one set of values)

eBook plus
iCT ACTiviTY
their parents. However, to help fund the holiday,
their parents need them to pay back the $29 per
month, with either simple interest or compound
interest charged. What is the best option for the
getting the budget in order children? How much do they need to work at their
SEARCHLIGHT ID: PRO-0087 $9.75-per-hour part-time jobs to cover the cost?
■ Rent: The Thompson family lives in a rental house
Scenario
within 50 km from a major city. How much rent
Budgets are of great importance to everyone. From
would they be paying?
the federal budget down to the local council budget,
■ Taxes
they all impact on our lives. On a smaller scale, but of
■ Utilities (electricity, water, gas, phone)
no less importance, is the family budget.
■ Food
As a financial planner, you have been asked to
■ Other expenses
prepare a budget for the Thompson family. The
Within the Thompson family, Mr Thompson takes
Thompson family lives in a major city in Australia
care of the household duties and Mrs Thompson
and comprises of Mr and Mrs Thompson and their
works in a salaried position, earning $85 000 per
two teenage children. They want to go on a holiday
annum. Their children have part-time jobs to repay
and they plan to save for a year. Taking their ongoing
the cost of their phone plans and to try and save for
expenses into account, they want to see if and how
new clothes.
they can afford this, following your recommendations.
You are to form a financial-planning group of three Task
people. Each group member is to produce a budget You will produce an oral presentation and a
plan that addresses the following holiday and ongoing written budget plan with recommendations for the
expenses. Thompsons’ family holiday. The budget plan will
■ Holiday: They want to be able to spend $5000 on include the preferred method of interest charged
a holiday within Australia. Where can they go and to the children for the cost of their phone plan and
for how long, taking flights, accommodation, meals the hours per week the children need to work at
and sightseeing expenses into account? their part-time jobs to make this repayment. Your
■ Phone plans: Their two children have phone plans budget plan should also include value-for-money
that each cost $29 per month, currently paid by rentals located within 50 km of a major city, which

will help the family assess how much they should ■ Research. Make notes
be spending on rent. You also need to recommend of important SUGGESTED
a package holiday that includes flights and information and ideas SOFTWARE
• ProjectsPLUS
accommodation. Your presentation should explain that you discovered
• Microsoft Word
why you have made each of your recommendations during your research. • PowerPoint, Prezi,
and give evidence to back up you decisions, taking Enter your findings as Keynote or other
all the expenses into account. articles under your presentation
topics in the Research software
forum. You should • Microsoft Excel
each find at least three • CAS calculator
(optional)
sources of information
(including off-line
resources such as books and newspapers). You can
view and comment on other group members’
articles and rate the information they have entered.
When your research is complete, print your
Research Report to hand in to your teacher.
■ Visit your Media Centre and download the budget
template and PowerPoint sample to help you
prepare your presentation. Your Media Centre also
includes images to help liven up your presentation.
Process ■ Use the budget template to give a clear overview of
■ Open the ProjectsPLUS application for this chapter all the expenses taken into account and to give an
in your eBookPLUS. Watch the introductory video overall summary of the whole family budget. Make
lesson, click the ‘Start Project’ button and then sure you remember to address all the expenses that
set up your project group. You can complete this the Thompson family has requested you take into
project individually or invite other members of account.
your class to form a group. Save your settings and ■ Use the PowerPoint template to develop your
the project will be launched. presentation. Remember that you are making
■ Navigate to your Research Forum. Here you will recommendations that you believe are best for
find a series of topics that will help you complete the Thompson family. Make sure you cover all
your task. Select the expenses you are researching the details they that have requested, and that your
or add new expenses you wish to include. presentation will grab their attention.
ICT Activity — projectsplus 563

nuMber AnD AlgebrA • lineAr AnD non-lineAr relAtionships
16
16A Introduction to functions
16B Function notation
16D Working with functions
WhAt Do you knoW ?

1 List what you know about functions.
Functions functions.
eBook plus
Digital doc
Chapter 16
doc-6337
opening Question
What is a function? Are all graph

functions?
Are you ready?

Try•the•questions•below.•If•you•have•diffi•culty•with•any•of•them,•extra•help•can•be•obtained•by•
completing•the•matching•SkillSHEET•located•on•your•eBookPLUS.

1 Plot•the•following•points•and•connect•them•in•order.•What•shape•do•they•make?
Digital doc
A•(5,•13),•B•(3,•18),•C•(2,•24),•D•(8,•27),•E•(12,•33),•F•(15,•31),•G•(18,•35),•H•(21,•34),•
SkillSHEET 16.1
doc-6338 I•(21,•31),•J•(24,•29),•K•(26,•35)•L•(28,•31),•M•(31,•25),•N•(34,•21),•O•(32,•15),•P•(29,•10),•
Q•(26,•10),•R•(22,•13),•S•(18,•16),•T•(12,•16),•U•(10,•14)•and•back•to•A•(5,•13)
eBook plus Completing a table of values

2 Complete•the•table•of•values•for•each•of•the•given•rules.
Digital doc
a y•=•5x•-•2
SkillSHEET 16.2
doc-6339 x 1 5 10
y
b y =•3x +•6
x -3 0 3
y
eBook plus Plotting a line from a table of values

3 For•each•of•the•following•tables•of•values,•plot•the•coordinates•and•determine•the•rule.
Digital doc a
SkillSHEET 16.3 x 0 2 4
doc-6340
y 2 3 4
b
x -3 0 3
y 9 3 -3
eBook plus Substituting into a rule

4 Substitute•x•=•7•into•the•following•equations•and•fi•nd•the•value•of•y.
Digital doc
SkillSHEET 16.4 a y•=•3x•-•1 b y•=•-3x•+•5 c y•=•2x•+•4
doc-6341
eBook plus Directed numbers on a number line

5 Describe•the•directed•numbers•graphed•on•each•number•line.
Digital doc
a
SkillSHEET 16.5 -5 -4 -3 -2 -1 0 1 2 3 4 5
doc-6342
b
-5 -4 -3 -2 -1 0 1 2 3 4 5
c
-5 -4 -3 -2 -1 0 1 2 3 4 5
6 Draw•the•number•line•of:
a -3•Ç•x b -2•<•x•<•4.

16A introduction to functions

eBook plus variables
Interactivity
■• An•unknown•quantity•is•known•as•a•pronumeral,•or•variable.
Visual functions ■• Two•variables•may•be•related in•some•way,•for•example,•by•a•rule such•as•y•=•3x•+•2.
int-2774 ■• In•the•above•example,•x•is•free•to•take•any•value•you•wish,•therefore•it•is•the•independent•
variable•y’s•value•depends•upon•x’s•value,•hence•y•is•the•dependent•variable.
■• When•graphing,•plot•the•independent•variable•(x)•along•the•x-axis,•and•the•dependent•variable•
along•the•y-axis.
Mapping
■• When•one•variable•is•related•to•another•there•is•an•ordered•pair•for•each•variable.
■• In•the•above•example•(y•=•3x•+•2),•both•x•and•y•are•able•to•take•on•any•real•number•values.
■• A•mapping•of•one•set•to•the•other•indicates•the•type•of•relationship•between•the•two•variables•
in•the•sets.
■• There•are•four•types•of•mapping.
•• One-to-one
–• For•each•distinct•member•of•
the•independent•variable’s•set,• France Canberra
there•is•one•member•of•the•
dependent•variable’s•set.• Kenya Washington DC
–• In•the•example•at•right•the•
capital•city•maps•uniquely• Germany Paris
onto•its•country.
Australia Berlin
USA Nairobi
Independent set Dependent set
•• Many-to-one
–• For•many•members•of•the•
independent•variable’s•set,• France
there•is•one•member•of•the•
dependent•variable’s•set. China Europe
–• In•the•example•at•right•many•
countries•map•into•a•single• Japan
continent.
Germany Asia
Spain
Chapter 16 Functions 567

•• One-to many
–– For each member of the
independent variable’s set London Eiffel Tower
there are many members of the
dependent variable’s set. Statue of Liberty
–– In the example at right each
Paris Tower of London
city maps onto many tourist
attractions.
Lodon Eye
New York The Louvre
•• Many-to-many
–– There are multiple mappings Soccer
from the independent Germany
World Cup
variable’s set to the dependent Cricket
variable’s set and vice versa. Brazil
World Cup
–– In the example at right many Rugby
countries map to many Italy
World Cup
sporting events.
Netball
Australia
World Cup
Hockey
India
World Cup
Ordered pairs
■■ The members of the independent variable’s set and the members of the dependent variable’s
set can be joined into ordered pairs and represented in different ways.
■■ For example, the ordered pairs produced by the rule y = 2x - 3, can be represented by:
•• brackets: (0, −3), (1, −1), (2, 1), (3, 3),…
•• table:
x 0 1 2 3 4 5
y -3 -1 1 3 5 7
•• graph: y
10
8
6
4
2
-10 -8 -6 -4 -2
-2
0 2 4 6 8 10 x
-4
-6
-8
-10
•• words: take the x-variable, and multiply it by 2, then subtract 3.

•• rule: y = 2x - 3.

Worked Example 1
For the set of instruments {violin, saxophone, guitar, drums, trumpet, double bass, clarinet,
xylophone}, map their relationship to the musical groups {strings, wind, percussion, brass} and
describe the relationship.
Think Write/draw
1 Decide which group each instrument
belongs to.
Draw lines connecting each instrument Violin Strings
to its group.
Saxophone
Guitar Wind
Drums
Trumpet Percussion
Double bass
Clarinet Brass
Xylophone
2 Many instruments map to each group. The relationship is many-to-one.
remember
1. Relationships between two sets can be one-to-one, one-to-many, many-to-one and

many-to-many.
2. Ordered pairs can be described with brackets, a table, a graph, a rule or words.
Exercise
Fluency
1 WE 1 a Draw a mapping diagram to show the relationship between the 16 AFL teams
(Adelaide, Brisbane, Carlton, Collingwood, Essendon, Fremantle, Geelong, Hawthorn,
Kangaroos, Melbourne, Port Adelaide, Richmond, St Kilda, Sydney, West Coast, Western
Bulldogs) and the state in which each team is based (NSW, Qld, SA, Vic., WA).
b Describe the mapping relationship.
2 On the graph below, express the points A to F as ordered pairs.
y
5
4
3 B
C 2 A
1
-8 -7 -6 -5 -4 -3 -2 -1
-1
0 1 2 3 4 5 6 7 8x
D -2 F
-3 E
-4

3 For•the•points•A•(2,•3),•B•(3,•4),•C•(2,•0),•D•(1,•5),•E•(-2,•3)•and•F•(3,•-1):
a draw•the•points•on•to•a•graph
b show•the•points•as•a•mapping
c describe•the•mapping•relationship.
4 MC •Consider•the•following•points:•{(1,•2),•(1,•3),•(1,•4),•(2,•5),•(2,•6),•(2,•7),•(3,•8)}.
What•type•of•mapping•does•this•represent?•
A One-to-one B Many-to-one
C One-to-many D Many-to-many
E Cannot•be•determined•from•the•given•information.
5 MC •Consider•the•following•points:•{(1,•1),•(-1,•1),•(2,•4),•(-2,•4),•(3,•9),•(-3,•9)}
What•type•of•mapping•does•this•represent?
A One-to-one B Many-to-one
C One-to-many D Many-to-many
E Cannot•be•determined•from•the•given•information.
unDerstAnDing
eBook plus
6 a Copy•and•complete•the•mapping•diagram•for•the•rule•
y•=•3x•+•1. 3 13
Digital doc b Describe•the•mapping•relationship. 4 -2
SkillSHEET 16.1
doc-6338 1 4
6 10
-1 19
7 a• •Copy•and•complete•the•mapping•diagram•for•the•rule•
3 16
x•=• y . -4
b Describe•the•mapping•relationship. 4
eBook plus 1
25
-3
Digital doc
-1 1
SkillSHEET 16.2
doc-6339 5 9
eBook plus
8 For•the•mapping•shown:
a describe•the•relationship•as: 5 11
Digital docs i ordered•pairs 3 7
SkillSHEET 16.3
ii a•table•of•values -1 -1
doc-6340 0 1
iii a•graph
iv a•rule -3 -5
v in•words. 2 5
b Describe•the•mapping•relationship.
reAsoning
9 Consider•the•following•sets:•positive•integers,•negative•integers,•prime•numbers,•square•
numbers.•Which•pair•of•sets•could•form•a•one–one•mapping?•Justify•your•answer.
10 Consider•the•two•sets:•A•=•{0,•1,•2,•3,•4,•5…}•and•
B•=•{0,•1,•8,•27,•64,•125…}• reFleCtion
Is•it•possible•that•A•and•B•can•form•a•1-1•mapping?• What is the most effective way
If•so•describe•how,•if•not•explain•why.• to display a mapping between
two sets of numbers?

16b Function notation

■■ A function is a process that takes a set of x-values and produces a related set of y-values.
■■ For each distinct x-value there is one and only one related y-value.
■■ For example in the function y = 2x + 5, each x-value produces a y-value such that the
y-value is ‘2 times the x-value, then add 5’.
•• A function can be thought of Input values:
as a machine taking x-values as x (domain)
inputs and producing y-values as
outputs.
Function Output values:

y (range)
A function has an input and an output.
Domain
■■ The complete set of possible x-values is called the domain of the function.
■■ If any number is a possible x-value, then the domain is ‘all real numbers’.
■■ Sometimes the domain is restricted. For example in y = x − 2, the domain is restricted to be
x í 2, otherwise you are taking the square root of a negative number, which is not possible.
Range
■■ The complete set of possible y-values produced using all the x-values (domain) is called the
range of the function.
■■ Often the range is any number, so the range is ‘all real numbers’.
■■ Sometimes the range is restricted. For example in order for y = x − 2 to be a function, not
only must x í 2, but y í 0, otherwise there would be two y-values for the same x-value.
(This function should be written as y = + x − 2 )
Function notation
■■ Instead of writing the rule as y = ‘some formula with respect x’,
write f(x) = ‘some formula with respect to x’.
■■ For example, instead of y = + x − 2, write f(x) = + x − 2
■■ f(x) is pronounced ‘f of x’.
■■ Any letter can be used to represent the function, but the most common are f, g and h.
Worked Example 2
For the rule y = x + 4:

a state the restrictions on the domain due to the definition of the rule
b state the restrictions on the range in order to make the rule a function
c write the rule in function notation.
Think Write
a 1 Because the rule contains a square root, the a x+4í0
expression inside the square root sign must be í 0.
2 Solve this inequation for x and indicate that this is x í -4 is the domain.
the domain.

b Since the square root of any positive number can be b y í 0 is the range.
either positive or negative, specify only the positive
amount as the range.
c Replace y with a function symbol and indicate that the c f (x) = + x + 4, x í -4
positive square root is used.
Worked Example 3
For the linear graph shown at right, state the domain y
and range. 15
10
-10 -5 0 5 10 x
Think Write -5
1 As the graph has an end point, the domain is restricted x > -5
and is not just the set of real numbers, R. Look at the
end point. As it is an open circle, the point x = -5 is
excluded.
2 As the graph has an arrow, this indicates that it has no

end point and extends indefinitely to the right.
3 Combine the results from steps 1 and 2 into a single x > -5 is the domain.
expression for the domain.
4 Based on the result from steps 1–3, determine the When x = -5, y = -5.
corresponding y-value for the end point. Keep the y > -5 is the range.
same inequality sign and state the range.
Worked Example 4
Rewrite the equation 3y + 4x2 - 5x + 7 = 2x + y + 3 in function notation. The dependent
variable is y.
Think Write
1 Since y is the dependent variable, put all the 3y + 4x2 - 5x + 7 - y = 2x + y + 3 - y
y terms on the left-hand side. Subtract y from 2y + 4x2 - 5x + 7 = 2x + 3
both sides and simplify.
2 Put the x terms and the constant terms on the 2y = -4x2 + 7x - 4
right-hand side. Subtract 4x2 - 5x + 7 from both
sides.
7
3 Divide both sides by 2. y = -2x2 + x - 2
2
4 7
Write using function notation. g(x) = -2x2 + x - 2
2

remember
1. The set of possible x-values in a function is called the domain.

This set is also called the independent variable values.
2. The set of possible y-values in a function is called the range.
This set is also called the dependent variable values.
3. Function notation replaces the y symbol with a letter symbol, for example f (x).
Exercise
16b Function notation
Fluency
1 WE 2 For the rule y = 2 x + 1:

a state the restrictions on the domain due to the definition of the rule
b state the restrictions on the range in order to make the rule a function
2 MC Which of the following rules has no restriction on the domain?
1 1
A y= 2x − 1 B y= C y = x2 - 2x - 1 D y = 1 − 2x E y=
x x2
3 For the rule y = 4x - 3:
a state the restrictions on the domain (if any)
b state the restrictions on the range (if any)
1
4 For the rule y = :
x
5 For the rule y = x2:
6 The domain of the function f (x) = 5x - 2 is x > 0.
a Sketch a graph of this function.
b State the range of this function.
2
7 MC The domain of y = is
( x − 5)
A All real numbers. B x>0 C x>5
D xò5 E x ò -5
understanding
8 WE 3 For the linear graph shown on the right, state the y
domain and range. 15
10
-10 -5 0 5 10 x
-5

9 For the linear graph shown on the right, state the y

4
domain and range.
2
-4 -2 0 2 4x
-2
-4
10 For the graph shown on the right, state the domain and range. y
10 (5, 8.5)
-5 0 5 x
-5 (0, -4)
-10
11 For the graph shown on the right, state the domain and range. y
10
-5 0 5 x
-5
-10
12 WE 4 Rewrite the equation -8x + 7x2 - 5y + 7 = 2y + 6x + 8 in function notation. The

dependent variable is y.
13 MC In function notation, the equation 7x + 6y + 4 + 2x = -8y - 3 - 5x is equal to:
1
A f (x) = -x -
2
1
B f (x) = -x +
2
1
C f (x) = x -
2
1
D f (x) = x +
2
E f (x) = -14x - 7
14 Rewrite the following equations in function notation with y as the dependent variable.
a 5x + 2y = x2 - y
b x2 + 3x + 7 = y - 2
c 6y = 4x - 2y + 12 - x
d 2(x - 3y + 4) = 1
e x(1 - 2x) + y = 1 - 2x
f 6x + 4x2 + 5y - 7 = 2y + 8 - x2 + x

reAsoning
15 A•hybrid•function•is•one•where•there•are•two•(or•more)•rules•for•the•function,•but•over•different•
domains.•Consider•the•following•example:
f(x)•=•2x,•0•≤•x•<•2
• • •=•x2,•2•≤•x•<•10
a What•is•the•domain•of•this•function?
b Calculate•f(1),•f(3)•and•f(5).
c Sketch•a•graph•of•this•function.
d Determine•f(-1),•f(11).•Justify•your•answer.
16 A•composite•function•is•similar•to•a•function•of•a•function.•
For•example,•let•f(x)•=•2x•and•g(x)•=•x•+•1.•
Then•f (g(x))•=•f (x•+•1)•=•2(x•+•1)•=•2x•+•2.•
Similarly•g(•f (x))•=•g(2x)•=•2x•+•1.•
Let•h(x)•=•3x•-•2,•and•k(x)•=•2x2.
a Determine•the•rule•for•h(k(x)).
b Determine•the•rule•for•k(h(x)).
c Are•the•rules•for•parts•a•and•b•the•same?
17 An•even•function•is•defi•ned•as•one•where•f(x) = f(-x).•
If•f(x) = 3x +•4 evaluate•f(x) and•f(-x)•and•hence•
explain•if•f(x)•is•even•or•not.
eBook plus reFleCtion
18 An•odd•function•is•defi•ned•as•one•where•f(x) = -f(-x).•
List at least two ways you can
Digital doc a Show•that•f(x) = x•and•f(x) = x3•are•odd. determine whether a rule is
WorkSHEET 16.1 b Explain•whether•or•not•f(x) = x3•- x•is•odd.
doc-6343
actually a function.
c How•can•you•generalise•this•fi•nding?
16C Fully defining a function

■• The•most•important•parts•of•a•function•are:
•• a•rule,•such•as•y•=•4x•-•2
•• a•statement•about•the•domain,•such•as•x•>•-9.
sets of numbers
■• The•diagram•below•shows•the•relationships•between•various•sets•of•numbers,•with•the•set•of•
real•numbers•(R)•at•the•top•as•the•most•complete•set.
Real numbers (R)
Rational Irrational
numbers (Q) numbers (I)
Integers (Z) Non-integers (ZÅ)
Natural Non-natural
numbers (N) numbers (NÅ)

Real numbers
■■ Real numbers include integers, fractions, decimals and other number types.
■■ Most functions allow any real number to be used in both domain and range.
■■ Write x Æ R if the domain is all real numbers.
■■ Write y Æ R if the range is all real numbers.
Rational numbers
■■ Rational numbers include any number that can be expressed as a ratio (fraction) with the
numerator and denominator being integers.
■■ The denominator of a rational number is never zero.
■■ Write x Æ Q if the domain is restricted to rational numbers.
■■ Write y Æ Q if the range is restricted to rational numbers.
Other sets
■■ Both, or either, the domain and range can be restricted.
■■ For example, x Æ Z+ means the domain is restricted to positive integers {1, 2, 3, 4, . . .}.
■■ Restricted sets are common when x represents only certain values, such as days of the month,
age in years, temperature and so on.
■■ The same applies to the range.
Fully specifying a function

■■ A complete specification of a function contains a statement about the set of numbers that is
valid.
■■ Below are some examples of a complete specification.
Specification Description of the restriction on the domain

f (x) = 4x2 + 3x + 2, x Æ R Any real number
g(x) = 5x + 2.4, x Æ R, x > -5 Any real number greater than -5
h(x) = x2 - 10, x Æ Q Any rational number
1 Any real number except 0 (cannot divide by x = 0)
k(x) = , x ò 0, x Æ R
x
l(x) = 5x - 2, x Æ Z, x Ç 4 Any integer less than or equal to 4 (4, 3, 2, 1, 0, -1 . . .)
Interval notation
■■ Sometimes the domain (or range) is restricted to fall within a certain interval.
For example the graph of the function f(x) = −2x + 10 is shown below.
y
20
10
-15 -10 -5 0 5 10 15 x
-10
■■ Observe that the domain is restricted to be from -5 (including -5) to less than 10
(excluding 10). This is written as:
•• f (x) = -2x + 10, - 5 Ç x < 10

■■ Alternatively, set notation can be used, with ‘(’ used for an open circle and ‘[’ for a closed
circle:
•• f (x) = −2x + 10, x Æ [-5, 10)
Worked Example 5
Let f (x) = 2x, x Æ Z. Sketch a graph of this function for values of x from -5 to +3.
Think Write
1 Create a table of values for the

x -5 -4 -3 -2 -1 0 1 2 3
function.
y -10 -8 -6 -4 -2 0 2 4 6
2 Create a Cartesian graph scaled to y
allow all the points to be plotted. 10
Note that although the points are in a
straight line, they are not joined, as the
domain (Z) is just integers.
5
-6 -4 -2 0 2 4 6 x
-5
-10
Worked Example 6
A function is defined such that the y-values are equal to the square of the x-values plus twice
the x-value minus five. The domain is restricted to rational numbers from -10 to 20. Write
this specification in function notation.
Think Write
1 Write the rule of the function, given ‘y-values are ‘the square of x’ = x2
equal to the square of the x-value plus twice the ‘twice x’ = 2x’
x-value minus five’ as the written specification. ‘minus five’ = -5
x2 + 2x - 5
2 Write a statement involving the interval ‘from • -10 Ç x Ç 20
-10 to 20’.
3 Write a statement involving the set of numbers allowed. xÆQ
4 Write the complete specification of the function. f (x) = x2 + 2x - 5, -10 Ç x Ç 20, x Æ Q

Worked Example 7
The rule for the graph on the right is y = -x2 + 5. Express this y
in function notation.
4
-4 -2 0 2 4x
-2
-4
Think Write
1 Write a statement involving the interval. Both end -2 Ç x Ç 3

points are closed circles so they are included in the
interval.
2 Write a statement involving the set of numbers xÆR
allowed. Since there is no specification, assume real
numbers.
3 Write the complete specification of the function. f (x) = -x2 + 5, -2 Ç x Ç 3, x Æ R.
remember
1. Both the domain and the range can be drawn from various sets, such as real numbers,
rational numbers, integers and so on.
2. If the function is restricted to be between 2 points, use interval notation to specify the
interval.
3. A complete specification of a function includes a rule, a domain interval (optional) and
the set from which the domain’s numbers are drawn.
Exercise
Fluency
1 WE 5 Let f (x) = x + 12, x Æ Z+. Sketch a graph of this function for values of x from 1 to 8.
2 MC If g(x) = x + 0.5, x Æ Z-, then possible values for x include:
A {0, 1, 2, 3, 4 . . .} B {0, -0.5, -1, -1, 5, -2, -2.5 . . .}
C {0, -1, -2, -3, -4 . . .} D {1, -1, 2, -2, 3, -3 . . .}
E {-1, -2, -3, -4 . . .}
3 Let h(x) = x2 + 1, x Æ R. Sketch a graph of this function using values of x from -4 to +4.
4 Let j(x) = 3x - 2, x Æ Z -. Sketch a graph of this function using the 6 largest possible values
of x.
5 If f (x) = 2x, x Æ R and g(x) = x + 2, x Æ R, sketch a graph of f (x) + g(x) for values of x from
0 to 10.
6 Sketch the graph of f(x) = 1 - x2, for -3 < x < 4.

understanding
7 WE 6 A function is defined such that the y-values are equal to the square of the x-values plus
four times the x-value plus fifteen. The domain is restricted to integers from -1 to 10. Write
this specification in function notation.
8 The amount of steel produced in a mill is 6000 kilograms per day. Write a specification for a
function representing the total amount of steel produced for a 14-day period.
9 A function is defined such that the y-values are six times the x-values minus eight. The domain
includes all real numbers. Write this specification in function notation.
10 MC A function has the sum of the x-values and the y-values equal to 100. The domain
includes all positive rational numbers. In function notation this is represented as:
A x + y = 100, x Æ Q
B x + y = 100, x Æ Q+
C f (x) = 100 - x, x Æ Q+
D f (x) = x + 100, x Æ Q+
E f (x) = x - 100, x Æ Q+
11 WE 7 The rule for the graph on the right is y
y = 0.5x2 - 3. Express this in function notation.
4
-4 -2 0 2 4x
-2
-4
12 The graph of y = -2x - 15 is shown on the right. y

Express this in function notation.
20
10
-10 0 10 x
-10
-20
13 MC The domain of the graph shown on the right is: y

A -3 Ç x < 4, x Æ Q
B -3 Ç x < 4, x Æ R 4
C -3 < x Ç 4, x Æ Q
D -3 < x Ç 4, x Æ R 2
E None of the above
-4 -2 0 2 4 x
-2
-4

14 State•the•domain•and•range•of•each•of•the•functions•graphed•below.
a y b y
35
30 5
25
20 0 x
15 -2 -1 1
10 -5
5
x -10
-4 -3 -2 -1 0
-5 1 2 3
-10 -15
-20
c y d y
10 10
8 8
6 6
4 4
2 2
-3 -2 -1-20 1 2x -5 -4 -3 -2 -1-20 1 2 3x
-4 -4
-6 -6
-8 -8
-10 -10
-12 -12
reAsoning
15 MC •A•function•that•describes•the•weight,•w,•of•an•insect•in•terms•of•its•age,•a,•could•be•which•
of•the•following?
A w(a)•=•5x2•+•2 B w•=•4hx2•+•6
C w(a)•=•3a2•+•6 D a(w)•=•5w2•+•7
E w(a)•=•2a•-•25
16 Using•function•notation,•the•area•of•a•circle•can•be•defi•ned•as•A(r)•=•p r2.
a Use•function•notation•to•defi•ne•the•area•of•a•circle•that•has•a•radius•3•times•as•large•as•r,•
A(3r).
b What•can•you•say•about•the•area•of•a•circle•that•has•a•radius•3•times•as•large•as•r?
c Using•part•b•as•a•guide,•what•can•you•say•about•the•volume•and•surface•area•of•a•sphere•
when•its•radius•is•made•10•times•as•large•as•r?
17 The•cost•to•produce•less•than•1000•T-shirts•can•be•modelled•using•the•function•
C(x)•=•100•-•15x,•where•x•is•the•number•of•T-shirts.•The•T-shirts•sell•for•$25•each.•
a Write•down•a•function•that•represents•the•profi•t,•P(x),•made•from•selling•T-shirts.
b Using•interval•notation,•write•down•the•domain•for•the•function•P(x).
18 The•equation•for•a•circle•can•be•found•by•using•the•rule•x2•+•y2 =•4
a Explain•why•the•equation•for•a•circle•is•not•
defi•ned•as•a•function.
reFleCtion
eBook plus b By•using•x as•the•independent•variable:•
i rewrite•the•equation•in•terms•of•y Why is it important to have a
Digital doc statement about the domain in the
WorkSHEET 16.2 ii explain•why•the•domain•of•the•circle•is•
full specification of a function?
doc-6344 • −2•≤•x•≤•2.


■■ Only two types of functions will be studied in this section, although there are many more types.
Linear functions
■■ A function whose graph is a straight line (or line segment) is a linear function.
An example is f (x) = 5x - 2.
■■ The general form of a linear equation is f (x) = ax + b, where a and b are constants.
■■ If the domain is restricted, draw a line segment with open or closed circles at the endpoints as
appropriate.
■■ At most, three points are required to determine a straight line (the minimum is two
points — with one point for checking).
Quadratic functions
■■ A function whose graph is a parabola (bowl shaped) is a quadratic function.
An example is f (x) = 3x2 + 5x - 2 (note the addition of the term 3x2).
■■ Because of the curved nature of the graph around 10 points are required for a reasonably
accurate parabola.
■■ If the domain is restricted, draw a curve with open or closed circles at the endpoints
as appropriate.
■■ The range of a quadratic function may not be immediately apparent. (See Worked example 9).
Evaluating functions
■■ When determining points to be plotted, the function’s rule is being evaluated for each x-value.
For example if f (x) = 5x - 2, then when x = 4, y = 18, or f (4) = 18.
■■ To find an x-value, given a y-value (say, 23), write f(a) = 23 and solve the equation
23 = 5a - 2, hence a = 5.
Worked Example 8
For the function h(x) = 5x - 2, -3 < x < 6, x Æ R:
a draw the graph b determine the range for the domain given.
Think Write/draw
a 1 Because the function is linear, only • a h(-3) = 5 ì -3 - 2 = -17
3 points are needed. Include the two h(0) = 5 ì 0 - 2 = -2
end points and a 3rd point as a check. h(6) = 5 ì 6 - 2 = 28
x -3 0 6
y -17 -2 28
2 Plot the points on a suitably scaled y
Cartesian graph and join the points 30
with a straight line.
20
h(x) = 5x - 2
10
-4 -2 0 2 4 6 8 10 x
-10
-20

b Because the two end points were used to draw b Range: -17 < y < 28, y Æ R
the function, their y-values determine the range.
Note that the same inequality signs are used as
in the domain.
Worked Example 9
For the function k(x) = x2 + 5x, -4 Ç x Ç 2, x Æ R:

a draw the graph b determine the range for the domain given.
Think Write/draw
a 1 Create a table of values. Because a k(-4) = (-4)2 + 5(-4) = -4; k(-3) = (-3)2 + 5(-3) = -6;
the function is quadratic, a larger k(-2) = (-2)2 + 5(-2) = -6; k(-1) = (-1)2 + 5(-1) = -4;
number of points are needed. k(0) = (0)2 + 5(0) = 0; k(1) = (1)2 + 5(1) = 6;
k(2) = (2)2 + 5(2) = 14
x -4 -3 -2 -1 0 1 2
y -4 -6 -6 -4 0 6 14
2 Plot the points on a suitably y
scaled Cartesian graph and join 15
the points with a smooth curve in
the shape of a parabola. 10
k(x) = x2 + 5x
5
-4 -2 0 2 x
-5
b There appears to be a minimum value b Range (estimated): -6.5 < y Ç 14

between x = -2 and x = -3. Given the
restricted domain, estimate the range.
Worked Example 10
For the quadratic function f (x) = 2x2 + 1, x Æ R, calculate:

a f (4) b a, where f (a) = 99.
Think Write
a f (4) means to evaluate f (x) when x = 4. a f (x) = 2x2 + 1
f (4) = 2(4)2 + 1 = 33
b 1 If f (a) = 99, then calculate the x-value b f (x) = 2x2 + 1
when the y-value = 99. 99 = 2x2 + 1
2 Solve the equation by first subtracting 1 98 = 2x2
from both sides.
3 Divide both sides by 2. 49 = x2
4 Take the square root of both sides. 7 = x or -7 = x.
Note that there are two answers for a. a = ê7

eBook plus reMeMber

eLesson
GeoGebra 1.• Linear•functions•are•of•the•form•f•(x)•=•5x•-•2•and•their•graphs•are•straight•lines.
eles-0119 2.• Quadratic•functions•are•of•the•form•g(x)•=•2x2•+•5x•-•2•and•their•graphs•are•parabolas.
Interactivity 3.• Writing•f•(3)•means•to•fi•nd•the•y-value•when•x•=•3.
Visual functions
int-2774 4.• Writing•f•(a)•=•10,•means•to•fi•nd•the•x-value•when•y•=•10.
5.• CAS•or•graphing•calculators•can•be•used•to•produce•graphs•of•function•very•quickly•
and•easily.
exerCise
FluenCy
1 We8 •For•the•function•f•(x)•=•-2x•+•5,•-4•<•x•<•3,•x•Æ•R:
a draw•the•graph
b determine•the•range•for•the•domain•given.
2 For•the•following•functions,•draw•the•graph•and•determine•the•range•for•the•domain•given.
Function rule Domain Range
a g(x)•=•0.5x•-•1• -8•<•x•<•13,•x•Æ•R
b h(x)•=•4x•-•2.5 -1•Ç•x•<•7,•x•Æ•R
2
c k(x)•=• x•+•4 -4•Ç•x•Ç•3,•x•Æ•R
3
d l(x)•=•-2.4x•-•3.5 0•Ç•x•Ç•4,•x•Æ•R
3 MC •The•range•of•the•function•f•(x)•=•-1.8x•+•2.5,•-3•<•x•<•4.5,•x•Æ•R•is:
A -7.9•<•y•<•5.6 B -5.6•<•y•<•10.6
C -5.6•<•y•<•7.9 D -7.9•<•y•<•10.6
E -5.9•<•y•<•-2.9
4 Sketch•the•graph•of•the•following•linear•functions,•stating•each•function’s•rule.
a Gradient•=•3,•y-intercept•=•-4,•minimum•x-value•=•-4,•maximum•x-value•=•10
b Gradient•=•-2,•x-intercept•=•8,•minimum•x-value•=•-4,•maximum•x-value•=•12
c Gradient•=•-2.5,•y-intercept•=•-1.5,•minimum•x-value•=•-4,•maximum•x-value•=•4
5 We9 •For•the•function•g(x)•=•x2•-•4x,•-1•≤•x•≤•8,•x•Æ•R:
a draw•the•graph
b determine•the•range•for•the•domain•given.
6 For•the•following•quadratic•functions,•draw•the•graph•and•estimate•the•range•for•the•
domain•given.
Function rule Domain Range

a g(x)•=•2x2•-•6x -1•Ç•x•Ç•6,•x•Æ•R
b h(x)•=•-2x2•-•6x -4•Ç•x•<•6,•x•Æ•R
c k(x)•=•-2x2•+•6x -4•Ç•x•Ç•6,•x•Æ•R
d l(x)•=•x2•-•3x•+•5 0•Ç•x•Ç•8,•x•Æ•R
7 We10 •For•the•function•h(x)•=•8•-•5x,•x•Æ•R:
a calculate•h(1.5)
b determine•a,•when•h(a)•=•55.

8 For the function h(x) = 2x2 - 7, x Æ R:

a find h(2)
b find a, when h(a) = 91 (there may be more than one correct answer).
9 Use a graphing calculator to produce graphs of:
a f (x) = 5x2 - 3x + 2
b f (x) = 5x2 - 3x - 2.
Understanding
10 The cost of hiring a jet-ski at a Gold Coast beach is $50 hiring fee plus $22 per hour.
The minimal rental period is 3 hours; the maximum rental period is 7 hours in 30-minute
increments.
a Write the rule for this function.
b Write the specification of the domain, stating which set of numbers the domain uses.
c Sketch a graph of this function over the given domain.
11 The area of a circle (A) varies as the square of the diameter (d).
a Write a rule for this function.
b Calculate A(5).
c Sketch a graph of this function for 0 < d < 10.
12 Let f(x) = 6x - 2 and g(x) = 5 - 4x.
a Sketch the two graphs on the same set of axes.
b Calculate where the two lines meet.
Reasoning
13 Let h(x) = 2x, where -10 < x < 10.

a Sketch a graph of h(x).
1
b Sketch a graph of on the same set of axes, and with the same domain.
h( x )
c Are both graphs linear?
14 The height, h (in metres), of a ball above the ground over a certain period of time (t) is given
by h(t) = -5t2 + 10t + 75. The ball is released when t = 0.
a What is the height of the ball when released?
b What is happening to the ball between t = 0 and t = 1?
c By trial and error, or another method, determine when the ball hits the ground (h(t) = 0).
d What is a realistic domain for the function?
15 Amy is building a rectangular animal enclosure for her pet rabbits. She uses the function
A(x) = (x - 2)(x + 1), where A(x) is the area in square metres, and (x - 2) and (x + 1) are the
lengths of the sides measured in metres, to determine the area of the rectangular animal
enclosure.
a By sketching this function, explain why the
dimensions of the rectangular animal enclosure reflection
must be greater than 2. How will you remember the
b If Amy uses the function A(x), is she able to differences between linear and
build an enclosure of side dimensions 3 m and quadratic functions?
6 m?

summary
Introduction to functions
■• Relationships•between•two•sets•can•be•one-to-one,•one-to-many,•many-to-one•and•
many-to-many.
■• Ordered•pairs•can•be•described•with•brackets,•a•table,•a•graph,•a•rule•or•words.
Function notation
■• The•set•of•possible•x-values•in•a•function•is•called•the•domain.
This•set•is•also•called•the•independent•variable•values.
■• The•set•of•possible•y-values•in•a•function•is•called•the•range.
This•set•is•also•called•the•dependent•variable•values.
■• Function•notation•replaces•the•y•symbol•with•a•letter•symbol,•for•example•f•(x).
Fully defining a function

■• Both•the•domain•and•the•range•can•be•drawn•from•various•sets,•such•as•real•numbers,•rational•
numbers,•integers•and•so•on.•
■• If•the•function•is•restricted•to•be•between•2•points,•use•interval•notation•to•specify•the•interval.
■• A•complete•specifi•cation•of•a•function•includes•a•rule,•a•domain•interval•(optional)•and•the•set•
from•which•the•domain’s•numbers•are•drawn.
Working with functions

■• Linear•functions•are•of•the•form•f•(x)•=•5x•-•2•and•their•graphs•are•straight•lines.
■• Quadratic•functions•are•of•the•form•g(x)•=•2x2•+•5x•-•2•and•their•graphs•are•parabolas.
■• Writing•f•(3)•means•to•fi•nd•the•y-value•when•x•=•3.
■• Writing•f•(a)•=•10,•means•to•fi•nd•the•x-value•when•y•=•10.
■• CAS•or•graphing•calculators•can•be•used•to•produce•graphs•of•function•very•quickly•and•
easily.

Use•the•terms•in•the•summary,•and•other•terms•if•you•wish,•to•construct•a•concept•map•that•
illustrates•your•understanding•of•the•key•concepts•covered•in•this•chapter.•Compare•this•
concept•map•with•the•one•that•you•created•in•What do you know?•on•page•565.
Have•you•completed•the•two•Homework sheets,•the•Rich task•and•two•Code puzzles•in•
Homework
Book your•Maths Quest 9 Homework Book?

Chapter review
Fluency 10 Write the following equations in function notation.
1 For the function f (x) = 5x - 2, x Æ R, -5 < x Ç 4,
The independent variable is x.
a 6y + 4x - 22 = 0
the range is:
b 3x2 + 2x - 4 - 3y = 5y + 8x + 10
A yÆR B y Æ R+
C -27 < y Ç 22 D -27 < y Ç 18 c y(1 + x) - 7 = 0
E -23 < y Ç 18 11 Using a CAS calculator or otherwise, sketch the
2 For the function f (x) = - 2.5x + 1.5, f (1.5) equals: following graphs.
A 10 B -2.25 a f (x) = 6x - 2, -6 Ç x Ç 6, x Æ Z
C 0.25 D 16.5 b f (x) = 2x2 - 6x - 2, -3 Ç x < 5, x Æ R
E 5
Problem solving
3 If x is the independent variable, which of the
following does not represent a function? 1 Consider the function f (x) = -2x2 - 8x + 2, x Æ R
A y = x2 + 2x B y + x2 = 2x a State the type of function.
C y + x = 2x
2 2 D y + x2 - 2 = 0 b Calculate a table of values for x from -5 to +3.
E x - 2y + 4 = 0 c State the range for the restricted domain in part b.
d Plot a graph of the function over the restricted
4 For the function g(x) = − x + 1, the restriction on domain.
the domain is: e Calculate f (-0.25).
A xÇ1 B x Ç -1 f The graph of f (x) is symmetric. Determine the
C x í -1 D xí1 axis of symmetry.
E xí0
2 The radioactive substance radium decays at a rate
5 For the function f (x) = x2 - 25, if f (x) = 0, then x of 0.0438% per year.
equals: a Write 0.0438% as a decimal.
A 0 B 5 b The function that determines the mass of
C -5 D ê5 100 grams of radium after a given time (x)
E ê25 can be written as f (x) = 100 ì (1.000 438)-x.
6 Determine the range of the following functions. Produce a table of values for x = 0, 200, 400,
a f (x) = -5x - 20, x > 0, x Æ Z 600 . . . 2000 years.
b g(x) = -x2 - 20, x Æ R c Sketch a graph of f (x) from your table.
c h(x) = -8x + 5, -5 < x Ç 0, x Æ R d The time it takes for half the 100 grams of
radium to decay is called the half-life. From
7 Given that f (x) = 4x2 - 3x - 2, calculate:
your graph, make an estimate of the half-life.
a f (0) b f (-2) c f (10).
e How much radium decayed in the first year?
8 Determine whether the following tables represent
functions or not. Justify your answer.
a x 1 2 3 4 5 6 7
y -1 0 -1 -2 -3 -2 -1
b x 0 2 4 1 3 4 2
y -1 0 1 2 3 4 5
c x 1 2 3 4 5 6 7
y 1 4 9 16 25 36 49
9 Write the following equations with the independent
variable (y) by itself.
a 5x + 4y = -10
b 3x + 2y + 1 = 5 - 4x - 3y
c y + x2 - 5 = 0

3 The•path•of•a•golf•ball•is•given•by•the•rule• 4 Sandy,•Doug,•Trevor•and•Khan•play•four•different•
y•=•0.05(40x•–•x2),•where•y•is•the•height•and•x•is•the• types•of•sport.•Sandy•plays•tennis•and•soccer,•Doug•
horizontal•distance•from•the•golfer. plays•football•and•basketball,•Trevor•only•plays•
a Sketch•a•graph•of•the•path•of•the•golf•ball. soccer•and•Khan•plays•tennis•and•basketball.
b What•is•the•horizontal•distance•travelled•by•the• a Map•the•relationship•between•the•boys•and•the•
golf•ball? sports•they•play.
c What•is•the•maximum•height•reached? b What•kind•of•relationship•does•this•represent?•
d State•the•domain•and•range•of•the•function. Explain.
e By•using•a•different•club,•the•path•is•given•by•
y•=•0.07(30x•-•x2).•Will•this•ball•travel•further•
away•from•the•player?•Justify•your•answer. eBook plus
Interactivities
Test Yourself Chapter 16
int-2718
int-0692
int-0706

Chapter opener 16B Function notation
Digital doc Digital doc
•• Hungry•brain•activity•Chapter•16•(doc-6337)•(page •• WorkSHEET•16.1•(doc-6343):•Functions•I
565) (page 575)
Are you ready? 16C Fully defining a function
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17
17A Quadratic equations
17B Solving quadratic equations of the
form (x - a)(x - b) = 0
17C Factorisation and expansion patterns
17D Solving quadratic equations with two
terms
17E Factorising quadratic trinomials
17F More quadratic trinomials
17G Solving quadratic equations with three
terms
Quadratic 17H Solving quadratic equations in turning

point form a(x - h)2 + k = 0
17I Problems and applications using
algebra quadratic equations

17J Simplifying algebraic fractions
WhAt Do you knoW ?

1 List what you know about quadratics.
quadratics.
eBook plus
Digital doc
Chapter 17
doc-6345
opening Question
Azimi is on a committee to raise money

for an excursion by selling traditional
craft items. How can he use quadratic
equations to determine the best selling
price for these items in order to raise the
most money?
Are you ready?

eBook plus
Recognising linear equations
1 Classify■each■of■the■following■equations■as■either■linear■or■non-linear.
Digital doc
a x■+■4■=■7 b 5x2■-■2x■=■0
SkillSHEET 17.1 3
doc-6346 c 3x■-■x ■=■0 d 3x■-■7■=■5
x
e ■+■5■=■2x f 6x2■=■24
4
eBook plus
Factorising by finding the highest common factor
2 Factorise■each■of■the■following■expressions■by■fi■rst■fi■nding■the■highest■common■factor.
Digital doc a 4m +■8
SkillSHEET 17.2
doc-6347 b 2x2■−■6x
c 12ab +■9a
eBook plus
Linking squares with square roots
3 a■ If■82■=■64,■calculate■ 64.
Digital doc
SkillSHEET 17.3 b What■is■ 81■if■92■=■81?
doc-6348 c Determine■ 144■if■122■=■144?
d If■2.52■=■6.25,■what■is■ 6.25 ?
eBook plus Square roots

4 Calculate■the■following.
Digital doc
SkillSHEET 17.4 a 169 b 1.21
doc-6349 c 0.04 d 361
eBook plus
Digital doc
SkillSHEET 17.5
3( x + 2) x ( x + 5)
a b
doc-6350 6 x
4( x + 7)
c
2( x + 7)
eBook plus
Multiplying and dividing algebraic fractions
Digital doc
x + 1 12 4x 6x
SkillSHEET 17.6 a ■ì■ b ■ó■
doc-6351 4 x +1 x−4 x−4
5( x + 8) x−3
c ■ì■
( x − 3) 10( x + 8)


■■ A quadratic equation is one in which the highest index, or power, of the unknown variable
(pronumeral), is 2 (called the squared term).
■■ For example, x2 + 2x - 7 = 0 is a quadratic equation.
Worked Example 1
Identify each of the following equations as linear, quadratic or ‘other’. Do not attempt to solve them.
a 6(x - 2) - 3x = 12 b x(x - 2) - 3x = 12 c x + x(x2 - 3) = 18
Think Write
a 1 Write the equation. a 6(x - 2) - 3x = 12

2 Expand the brackets. 6x - 12 - 3x = 12
3 Collect like terms. 3x - 12 = 12
4 Find the highest index of the pronumeral and The highest index is 1 so the equation is
state the type of equation. linear.
b 1 Write the equation. b x(x - 2) - 3x = 12
2 Expand the brackets. x2 - 2x - 3x = 12
3 Collect like terms. x2 - 5x = 12
state the type of equation. quadratic.
c 1 Write the equation. c x + x(x2 - 3) = 18
2 Expand the brackets. x + x3 - 3x = 18
3 Collect like terms. x3 - 2x = 18
state the type of equation. neither linear nor quadratic. The equation
is ‘other’.
■■ The general or standard form of a quadratic equation is ax2 + bx + c = 0, where a, b and c are
constants.
For example, x2 + 2x - 7 = 0 is a quadratic equation in standard form. Here a = 1, b = 2 and
c = -7.
Worked Example 2
Rearrange each of the following quadratic equations so that they are in general form.
x2 1  x
a 5x2 - 2x + 3 = 2x2 + 4x - 12 b − = x   − 4 c x(3 - 2x) = 4(x - 6)
2 6  3
Think Write
a 1 Write the equation. a 5x2 - 2x + 3 = 2x2 + 4x - 12

2 To collect like terms on the left-hand side of 3x2 - 2x + 3 = 4x - 12
the equation, first subtract 2x2 from both sides
of the equation.
Chapter 17 Quadratic algebra 591

3 Subtract 4x from both sides of the equation. 3x2 - 6x + 3 = -12

4 Add 12 to both sides of the equation and write 3x2 - 6x + 15 = 0
in general form.
b 1 Write the equation. b x2 1  x
− = x  − 4
2 6  3
2 Expand the bracket and find the lowest ■ x2 1 x2

− = −4
common denominator. 2 6 3
Note: Lowest common denominator (LCD) = 6.
3 Write each term with the LCD as the x2 3 1 x2 2 4 6
× − = × − ×
denominator. 2 3 6 3 2 1 6
3 x 2 1 2 x 2 24
− = −
6 6 6 6
4 Multiply both sides of the equation by the 3x2 - 1 = 2x2 - 24
lowest common denominator.
5 Collect like terms on the left-hand side and x2 - 1 = -24
write in general form. x2 + 23 = 0
c 1 Write the equation. c x(3 - 2x) = 4(x - 6)
2 Expand the brackets. 3x - 2x2 = 4x - 24
3 To collect like terms on the left-hand side of -2x2 - x = -24
the equation, first subtract 4x from both sides
of the equation.
4 Add 24 to both sides of the equation. -2x2 - x + 24 = 0
5 Multiply all terms by -1 to make the x2 term 2x2 + x - 24 = 0
positive.
■■ Some quadratic equations have 3 terms, such as x2 + 2x - 7 = 0. These are called quadratic
trinomials.
■■ Some quadratic equations have 2 terms, such as x2 + 2x = 0. These are called quadratic
binomials.
remember
1. Quadratic equations are equations where the term with the highest power of the
pronumeral is a squared term.
2. A quadratic equation with the right-hand side equal to zero is in general or standard
form, i.e. in the form ax2 + bx + c = 0.
Exercise
Fluency
1 WE 1 Identify each of the following equations as linear, quadratic or other. Do not attempt to
solve them.
a 2x - 1 = 0 b x2 - 1 = 0 c 3x - x2 + 1 = 5x
2x
d 5(x - 2) = x(4 - x) e 2x3 = x2 + 1 f 6(x - 2) =
5

2x
g x(x■-■2)■=■ h x2■-■16x■+■8■=■0 i x3■+■4x2■+■8x■=■10
5
j 2x2■-■4x■+■5■=■2(x2■-■9) k 6(5■-■2x)■=■x(5■-■x2) l 2x■=■4x
2 We2 ■Rearrange■each■of■the■following■quadratic■equations■so■that■they■are■in■the■
eBook plus
form■ax2■+■bx■+■c■=■0.
Digital doc a 3x■-■x2■+■1■=■5x b 5(x■-■2)■=■x(4■-■x) c x(5■-■2x)■=■6(5■-■x2)
SkillSHEET 17.1 2 2
d 4x ■-■5x■+■2■=■6x■-■4x e 5(x■-■12)■=■x(4■-■2x) f x2■-■4x■-■16■=■1■-■4x
doc-6346
2
x x 1 x x 1
g ■=■4■-■ h ■+■ ■=■ ■+■ i 5x2■-■4x■+■5■=■2(x2■-■9)
2 5 x 2 3 2
3 mC ■a■ ■Which■of■the■following■is■a■quadratic■equation?
A 2x■-■1■=■0
B 2x■-■1■=■0
C x2■- x =■1■+■x2
D x2■- x =■1■-■x2
E 4(x■-■2)■=■2(1■-■x)
b Which■of■the■following■is■not■a■quadratic■equation?
A x(x■-■1)■=■2x■-■1
B -3x2■+■2x■=■1
1 2
C ■+■ ■=■1
x x
D 2(x■-■1)■+■3x■=■x (2x■-■3).
E None■of■these.■They■are■all■quadratic■equations.
unDerstAnDing
4 A■square■has■sides■that■measure x ■cm.■Its■area■is■equal■to■the■difference■between■the■area■of■a■
circle■whose■radius■is x cm■and■a■square■with■sides■measuring■2■■cm.
a Write■the■formula■for■the■area■of■the■fi■rst■square.
b Write■the■formula■for■the■area■of■the■circle.
c Find■the■difference■between■the■area■of■the■circle■and■the■area■of■the■second■square.
d Write■an■equation■where■the■left-hand■side■is■the■area■of■the■fi■rst■square■and■the■right-hand■
side■is■the■difference■between■the■area■of■the■circle■and■the■area■of■the■second■square.
e Rearrange■this■equation■so■that■it■is■in■the■form■ax2■+■bx■+ c =■0.
5 Consider■an■unknown■number.■The■square■of■the■unknown■number■plus■5■times■its■original■
value,■plus■3■equals■89.■Write■this■as■a■quadratic■equation■(but■do■not■solve■it)■in■standard■form.
6 The■circle■on■the■right■has■a■radius■of■r■cm.
a What■is■the■length■of■one■side■of■the■surrounding■square?
b What■is■the■area■of■the■square■and■of■the■circle?
c What■is■the■area■of■the■space■between■them?■Write■your■answer■in■
factorised■form.
d If■the■area■of■the■space■between■them■is■15■cm2,■write■an■equation■
representing■this■situation,■using■r■as■the■variable.
reAsoning
7 Explain■why■x2■+■7x■+■1■=■0■is■a■quadratic■equation,■but
1 reFleCtion
= 0 is■not.
x2+ 7x + 1 What are the key
1 distinguishing features of
8 Consider■the■equation■4x■=■3■+■ .■Explain■why■it■is■
x quadratic equations?
not■a■quadratic■equation.


form (x - a)(x - b) = 0
■■ Solving an equation means finding the value (or values) that make the left-hand side equal to
the right-hand side.
■■ One technique is called the Null Factor Law:
•• If a ì b = 0, then either a = 0 or b = 0, or both a and b = 0.
Using the Null Factor Law

■■ Consider the equation (x - 3)(x + 5) = 0.
•• The left-hand side is the factorised form of x2 + 2x - 15, and the right-hand side must be 0.
•• The two factors on the left-hand side are (x - 3) and (x + 5).
•• According to the null factor law either (x - 3) = 0 or (x + 5) = 0.
•• Solving (x - 3) = 0 implies that x = 3.
•• Solving (x + 5) = 0 implies that x = -5.
Therefore there are two solutions to (x - 3)(x + 5) = 0, namely x = 3 or x = -5.
Worked Example 3
Solve each of the following quadratic equations.

a (x - 2)(2x + 1) = 0 b (4 - 3x)(6 + 11x) = 0
c x(x - 3) = 0 d (x - 1)2 = 0
Think Write
a 1 Write the equation. a (x - 2)(2x + 1) = 0

2 Use the Null Factor Law to find 2 linear equations. Either x - 2 = 0 or 2x + 1 = 0.
3 Solve the equations. x=2 2x = -1
1
x = - 2
1
4 State the 2 solutions. The solutions are x = - 2 and x = 2.
b 1 Write the equation. b (4 - 3x)(6 + 11x) = 0
2 Use the Null Factor Law to find 2 linear equations. Either 4 - 3x = 0 or 6 + 11x = 0.
3 Solve the equations. -3x = -4 11x = -6
4 6
x= 3
x=−
11
1
x= 13
4 State the 2 solutions. 6 1
The solutions are x = − 11 and x = 13 .
c 1 Write the equation. c x(x - 3) = 0

2 Use the Null Factor Law to find 2 linear equations. Either x = 0 or x - 3 = 0.
3 Solve the equations. x=3
4 State the 2 solutions. The solutions are x = 0 and x = 3.
d 1 Write the equation. d (x - 1)2 = 0
2 Rewrite the squared factor as the product of two (x - 1)(x - 1) = 0
factors.

3 Use■the■Null■Factor■Law■to■fi■nd■2■linear■equations. Either x -■1■=■0■ or■ x -■1■=■0.

4 Solve■the■equations. x =■1■ x =■1
Note:■The■2■equations■are■the■same.
5 State■the■solution. The■solution■is x =■1.
■■ Note:■Quadratic■equations■can■have■a■maximum■of■two■solutions.■(This■is■known■as■the■
Fundamental■Theorem■of■Algebra).
remember
1.■ ■The■Null■Factor■Law■states■that:
if■a■ì b =■0,■then■either■a■=■0■or b =■0■or■both■a■=■0■and b =■0.
2.■ Equations■of■the■form■(x■-■a)(x■-■b)■=■0■are■solved■by■setting■each■factor■as■equal■to■0.■
The■solutions■are■x■=■a■and■x■=■b.
3.■ if a■=■b,■that■is■(x■-■a)2■=■0,■the■solutions■are■equal■and■x =■a.
4.■ Quadratic■equations■can■have■a■maximum■of■two■solutions.
exerCise
17b solving quadratic equations of the form
(x - a)(x - b) = 0
FluenCy
1 We3 ■Solve■each■of■the■following■quadratic■equations.
a (x■-■2)(x■+■3)■=■0 b (2x■+■4)(x■-■3)■=■0 c (x■+■2)(x■-■3)■=■0
d (2x■+■5)(4x■+■3)■=■0 e (x■+■4)(2x■+■1)■=■0 f (2x■-■1)(x■+■30)■=■0
g (2x■+■1)(3■-■x)■=■0 h (1■-■x)(3x■-■1)■=■0 i x(x■-■2)■=■0
1
j (x■+■ 13)(2x■-■ 12 )■=■0 k (5x■■-■1.5)(x■+■2.3)■=■0 l (2x■+■ 3 )(2x■-■ 1 )■=■0
3
m (x■-■2)2■=■0 n x(4x■-■15)■=■0 o (x■+■4)2■=■0
2 Identify■the■equations■from■the■list■below■which■are■in■the■correct■form■to■apply■the■Null■
Factor■Law.■If■they■are■not■in■the■correct■form,■state■the■reason■why.
a (2x■+■5)(4x■+■3)■=■0 b x(2x■+■5)■=■0 c (4x■-■12■+■2x)(x■-■1)
d (x■-■2)x■=■0 e (x■-■2)(x■+■2)■=■2 f (5x■+■0.02)(x■-■2)■=■0
x−3
g ■=■0 h (x■+■ 1 )2(x■+■3)■=■0 i 3x(x■-■4)■=■0
x+3 2
3 The■Null■Factor■Law■can■be■extended■to■products■of■more■than■2■factors.■Use■this■to■fi■nd■all■
eBook plus
the■solutions■to■the■following■equations.
Digital doc a (x■-■2)(x■+■2)(x■+■3)■=■0■ b■ (x■+■2)(x■+■2)(2x■-■5)■=■0
SkillSHEET 17.7 c (x■+■2)(x■+■2)(x■+■4)■=■0■ d■ x(x■+■2)(3x■+■12)■=■0
doc-6352 1
e (2x■-■2.2)(x■+■2.4)(x■+■2.6)■=■0■ f■ (2x■+■6)(x■+■ )(9x■-■15)■=■0
2
g 3(x■-■3)2■=■0■ h■ (x■+■1)(x■-■2)2■=■0
4 mC a The■solutions■to■(2x■-■4)(x■+■7)■=■0■are:
A x =■4, x =■7■ B■ x =■4, x =■-7■ C■ x =■2, x =■7
D x =■2, x =■-7■ E■ x =■1, x =■-7
 1  x 
b The■Null■Factor■Law■cannot■be■applied■to■the■equation■x  x +   − 1 =■1■because:
 2  2 
A there■are■more■than■2■factors■ B■ the■right■hand■side■equals■1
C the■fi■rst■factor■is■a■simple x term■ D■ the■third■term■has x in■a■fraction
E the■second■term■contains■a■fraction

5 Rewrite■the■following■equations■so■that■the■Null■Factor■Law■can■be■used.■Then■solve■the■
resulting■equation.
a x2■+■10x■=■0 b 2x2■-■14x■=■0 c 25x2■-■40x■=■0
unDerstAnDing
6 A■ball■thrown■upwards■follows■the■path■of■
the■function h =■(t■+■0.25)(4■-■t),■where
h metres■is■the■height■of■the■ball t seconds■
after■it■has■been■thrown.■Find■how■long■it■
takes■for■the■ball■to■reach■the■ground■after■
it■has■been■thrown.
7 One■number■is■4■less■than■another.■Their■
product■is■45.■Use■trial■and■error■to■fi■nd■the■
two■numbers.
8 Solve■the■equation■
(4 − x )(2 x + 1) = 0 .
reAsoning
9 The■width■of■a■rectangular■pool■is■3■■m■less■than■its■length.■If■its■area■is■180■■m2,■fi■nd■the■length■
and■width■of■the■pool.
x+2 1 x +1
10 Solve■the■equation■ + = . y
x + 1 x − 1 ( x + 1) ( x − 1)
■ ■ Although■this■seems■to■be■a■quadratic■equation,■there■ Metres 20
is■only■one■solution.■Explain■why■this■is■so.
11 A■bridge■is■constructed■where■the■supporting■structure■
eBook plus
is■in■the■shape■shown■in■the■diagram. x
0 50 100
Digital doc The■origin■(0,■0)■is■at■the■left-hand■edge■of■the■bridge,■
WorkSHEET 17.1 which■is■100■m■long. Metres
doc-6353
a What■is■the■maximum■height■of■the■bridge■support?
b If■the■equation■of■the■support■is■of■the■form■ reFleCtion
y■=■ax(b■-■x),■determine■the■values■of■a■and■b.■ When can the Null Factor
(Hint:■Use■points■on■the■support■to■form■two■ Law be used, and when is it
equations.) not able to be used?
c What■is■the■height■of■the■support■when■x■=■62?

■■ There■are■some■quadratic■patterns■that■can■be■used■to■recognise■algebraic■expressions.
•■ The■difference■of■two■squares■rule:■(a■+■b)(a■-■b)■=■a2■-■b2
•■ The■perfect■square■(identical■brackets)■rule■1:■
(a + b)2■=■(a + b)(a + b)■=■a2■+■2ab■+■b2
•■ The■perfect■square■(identical■brackets)■rule■2:■
(a - b)2■=■(a - b)(a - b)■=■a2■-■2ab■+■b2
Factorising using the difference of two squares rules

■■ To■factorise■a■difference■of■two■squares,■use■the■rule■or■formula■in■reverse:
a2■-■b2■■=■■(a■+■b)(a■-■b)
■■ For■example:■■x2■-■4■=■x2■-■22■=■(x■+■2)(x■-■2)

Worked Example 4
Factorise each of the following expressions using the difference of two squares rule.
a x2 - 9
b 25x2 - 49
c 64m2 - 25n2
d (c + 7)2 - 16
e 3x2 - 48
Think Write
a x -9
Write the given expression. 2
a 1
2 Rewrite, showing the two squares. = x2 - 32

3 Factorise using the formula a2 - b2 = (a + b)(a - b) = (x + 3)(x - 3)
b 1 Write the given expression. b 25x2 - 49
2 Rewrite, showing the two squares. = (5x)2 - 72

3 Factorise, using the formula a2 - b2 = (a + b)(a - b) = (5x + 7)(5x - 7)
where a = 5x and b = 7.
c 1 Write the given expression. c 64m2 - 25n2
2 Rewrite, showing the two squares. = (8m)2 - (5n)2
3 Factorise, using the formula a2 - b2 = (a + b)(a - b) = (8m + 5n)(8m - 5n)
where a = 8m and b = 5n.
d 1 Write the expression. d (c + 7)2 - 16
2 Rewrite, showing the two squares. = (c + 7)2 - 42

3 Factorise, using the formula a2 - b2 = (a + b)(a - b) = (c + 7 + 4)(c + 7 - 4)
where a = c + 7 and b = 4.
4 Simplify. = (c + 11)(c + 3)
e 1 Write the expression. e 3x2 - 48
2 Look for a common factor and factorise, taking out = 3(x2 - 16)
the common factor.
3 Rewrite the two terms in the bracket showing the = 3(x2 - 42)
two squares.
4 Factorise, using the formula a2 - b2 = (a + b)(a - b) = 3(x + 4)(x - 4)
Factorising using the perfect squares rules

■■ To factorise a perfect square, use the rules or formulas in reverse.
•• a2 + 2ab + b2 = (a + b)2
•• a2 - 2ab + b2 = (a - b)2
For example: x2 + 6x + 9 = (x + 3)2

Worked Example 5
Factorise each of the following expressions by recognising the perfect squares rule.
a x2 - 6x + 9 b 64m2 + 80mn + 25n2
c 3x - 24x + 48
2
Think Write
a x - 6x + 9
2
a 1 Write the given expression.
2 Rewrite, showing the two squares and double the = x2 - 2(3)(x) + 32
product.
3 Factorise using the formula a2 - 2ab + b2 = (a - b)2, = (x - 3)2
b 1 Write the given expression. b 64m2 + 80mn + 25n2
2 Rewrite, showing the two squares and double the = (8m)2 + 2(8m)(5n) + (5n)2
product.
3 Factorise, using the formula a2 - 2ab + b2 = (a - b)2, = (8m + 5n)2
where a = 8m and b = 5n.
c 1 Write the expression. c 3x2 - 24x + 48
2 Look for a common factor and factorise. = 3(x2 - 8x + 16)
3 Rewrite, showing the two squares and double the = 3(x2 - 2(4)(x) + 42)
product.
4 Factorise, using the formula a2 - 2ab + b2 = (a - b)2, = 3(x - 4)2
remember
Difference of perfect squares

1. Look for a common factor first. If there is one, factorise by taking it out.
2. Rewrite the expression using the rule a2 - b2 = (a + b)(a - b).
Perfect squares
1. Look for a common factor first. If there is one, factorise by taking it out.
2. Recognise the expression as a perfect square. The first term is a perfect square, the last
term is a perfect square, and the middle term is twice the product of the square root of
the first and last.
3. Rewrite the expression using the rule a2 + 2ab + b2 = (a + b)2 or a2 - 2ab + b2 = (a - b)2.
Exercise
Fluency
1 WE4a, b Factorise each of the following expressions using the difference of two squares rule.
a x2 - 25 b x2 - 81 c a2 - 16
d 25 - p2 e 121 - a 2 f 36 - y2
g 4b - 25
2 h 9a - 16
2 i 25d2 - 1

eBook plus
2 We4c ■Factorise■each■of■the■following■expressions.
a x2■-■y2 b a2■-■b2 c p2■-■q2
Digital doc
SkillSHEET 17.8
d 25m2■-■n2 e 81x2■-■y2 f p2■-■36q2
doc-6354 g 36m2■-■25n2 h 16q2■-■9p2 i 4m2■-■49n2
3 We4d ■Factorise■each■of■the■following■expressions.
a (x■+■9)2■-■16 b (■p■+■8)2■-■25 c (■p■-■2)2■-■q2
2 2
d (c■-■6) ■-■d e (x■+■7)2■-■y2 f (■p■+■5)2■-■q2
g (a■+■3)2■-■b2 h (a■-■3)2■-■1 i (b■-■1)2■-■36
4 We4e ■Factorise■each■of■the■following■expressions■using■the■difference■of■two■squares■rule,■
after■removing■any■common■factors.
a 2m2■-■32 b 5y2■-■45
2
c 6p ■-■24 d 4m2■-■100
2
e 288■-■2x f 80■-■5a2
2 2
g 100x ■-■25y h 144p2■-■4q2
2 2
i 32y ■-■2x j 7(■y■-■3)2■-■28
2
k 2(y■-■4) ■-■50 l 3(b■+■5)2■-■48
5 We5 ■Factorise■each■of■the■following■expressions■by■recognising■the■perfect■square■rule.
a x2■+■10x■+■25 b p2■-■24p■+■144
2
c n ■+■20n■+■100 d x2■+■2xy■+■y2
2 2
e u ■-■2uv■+■v f 64■+■16e■+■e2
g 4m ■-■20m +■25
2 h 49■+■42a +■9a2
i 81x +■72xy +■16y
2■ 2 j 2x2■+■24x■+■72
2
k 3x ■-■24xy■+■48y 2 l 18a2■+■24ab■+■8b2
6 mC ■a■ ■The■expression■x2■-■121■factorises■to:
A (x■-■11)2 B (x■-■11)(x■+■12)
C (x■+■11)(x■-■11) D (x■-■11)(x■-■11)
E (x■+■11)(x■-■12)
b What■does■the■expression■36m2■-■12m■+■1■factorise■to?
A (6m■-■1)(6m■-■1) B 36(m■+■1)(m■-■1)
C (6m■+■1)2 D 6(6m■-■1)(6m■-■1)
E (6m■-■1)(6m■+■1)
c What■does■the■expression■16a2■-■25b2■factorise■to?
A 16(a■+■5b)(a■-■5b) B 4(4a■-■5b)2
C (16a■+■25b)(16a■-■25b) D (4a■+■5b)(4a■-■5b)
E (4a■-■5b)(4a■-■5b)
d The■expression■5c2■-■20■c■+■20■factorises■to:
A 5(c■-■2)(c■-■2) B 5(c■+■4)(c■-■4)
C 5(c■-■4)(c■-■4) D (5c■+■20)(5c■-■20)
E 5(c■-■2)(c■+■2)
e The■expression■(x■+■4)2■-■9■factorises■to:
A 9(x■+■4)(x■-■4) B (x■+■13)(x■-■5)
C (x■+■7)(x■+■1) D (x■-■1)(x■+■5)
E (x■-■7)(x■+■11)
unDerstAnDing
7 A■circular■pool■with■a■radius■of■r■metres■is■surrounded■by■a■circular■path■1■■m■wide.
a Find■the■surface■area■of■the■pool.
b Find,■in■terms■of■r,■the■distance■from■the■centre■of■the■pool■to■the■outer■edge■of■the■path.
c Find■the■area■of■the■circle■that■includes■the■path■and■the■pool.■(Don’t■expand■the■expression.)
d Write■an■expression■for■the■area■of■the■path.
e Simplify■this■expression.

f If the pool had a radius of 5 m, what would be the area of the path to the nearest square metre?
g If the pool had a radius of 7 m, what would be the area of the path to the nearest square
metre?
8 An L-shaped piece of farm land is to be planted with wheat.
w+3
w+5
w+5
2
a Write an expression for the area of the wheat in simplest form.

b Calculate how much wheat is to be planted if w is:
i 5 ii 10 iii 20.
c Invent your own L-shaped area using the pronumeral w that has an area that can be
expressed as a perfect square.
9 The expansion pattern of a perfect square can be used to evaluate numerical squares. For
example, 282 = (20 + 8)2
a Complete the computation of 282 using this technique.
b Repeat the computational technique for 312.
10 The expansion pattern of a difference of two squares can be used to evaluate the product of
two numerals. For example, 12 ì 18 = (15 - 3)(15 + 3).
a Complete the computation of 12 ì 18 using this technique.
b Repeat the technique for 19 ì 21.
Reasoning
11 Try expanding these. Do you see a pattern?
a (x - 2)(x2 + 2x + 4) b (x - 3)(x2 + 3x + 9)
c (x + 2)(x2 - 2x + 4) d (x + 3)(x2 - 3x + 9)

12 Factorise the following using the difference of two squares rule.

a x2 - 10 b 4x2 - 32
c x4 - y2 d (x + 2)2 - (x - 3)2 reflection
e y - 4x
2 4 f 104 - x4 What is the best way
13 Develop a rule for the cubic pattern for the expansion to remember all three
expansion patterns from
of (x + a)3.
this section?
17D Solving quadratic equations

with two terms
Solving quadratic equations of the form ax2 + c = 0
■■ If the right-hand side of an equation is zero, but the left-hand side is not in factorised form, it
is necessary to factorise it first.
■■ If there are two terms, first look for a common factor
■■ Then, if c is negative, use the difference of squares rule:
a2 - b2 = (a + b)(a - b)
Worked Example 6

a x2 - 1 = 0
b 2x2 - 8 = 0
Think Write
a 1 Write the equation. a x2 - 1 = 0

2 Make sure that the right-hand side is equal to zero; x2 - 12 = 0
check for common factors, then factorise the left-hand (x + 1)(x - 1) = 0
side using the difference of two squares rule.
3 Use the Null Factor Law to find 2 linear equations. Either x + 1 = 0 or x - 1 = 0.
4 Solve the equations. x = -1 x=1
5 State the solutions. The solutions are x = -1 and x = 1.
(This can be abbreviated to x = ê1.)
b 1 Write the equation. b 2x2 - 8 = 0
2 Make sure that the right-hand side is equal to 2(x2 - 4) = 0
zero and take out the common factor.
3 Divide both sides of the equation by the x2 - 4 = 0
numerical common factor.
4 Factorise the left-hand side using the difference x2 - 22 = 0
of two squares rule. (x + 2)(x - 2) = 0
5 Use the Null Factor Law to find 2 linear equations. Either x + 2 = 0 or x - 2 = 0.
6 Solve the equations. x = -2 x=2
7 State the solutions. The solutions are x = -2 and x = 2.

■■ Equations of the form ax2 + c = 0 (where c is positive) have no real solutions, however if c is
negative one can solve the equation in a different way, as shown in the following example.
Worked Example 7

a x2 - 25 = 0 b 3x2 - 30 = 0 c x2 + 9 = 0
Think Write
a 1 Write the equation. a x2 - 25 = 0

2 Rearrange the equation by adding 25 to both sides. x2 = 25
3 Take the square root of both sides. x = ± 25
4 State the solutions. x = -5 or x = 5
The solutions are x = -5 and x = 5.
b 1 Write the equation. b 3x2 - 30 = 0
2 Rearrange the equation by adding 30 to both 3x2 = 30
sides and dividing both sides by 3. x2 = 10
3 Take the square root of both sides. x = ± 10
4 State the solutions. x = 10 or − 10 .
5 State the solutions. The solutions are x = 10 and x = − 10 .
(This can be abbreviated to x = ± 10 ,
or ê3.16 to 2 decimal places.)
c 1 Write the equation. c x2 + 9 = 0
2 Rearrange the equation by subtracting 9 from x2 = -9
both sides.
3 Take the square root of both sides. x = ± −9
4 State the solutions. No solution
We cannot find the square root of -9. Thus there
is no solution for this equation.
Solving quadratics of the form ax2 + bx = 0

■■ In the equation ax2 + bx = 0, there is a common factor of x, so this equation can be rewritten
as: x(ax + b) = 0.
■■ Use the Null Factor Law to solve the resulting equation.
Worked Example 8
Solve each of the following equations.

a x2 + 4x = 0 b -2x2 - 4x = 0
Think Write
a 1 Write the equation. a x2 + 4x = 0

2 Make sure that the right-hand side of the x(x + 4) = 0
equation is equal to zero and factorise by taking
out a common factor of x.

3 Use the Null Factor Law to find 2 linear Either x = 0 or x+4=0

equations, one of which is x = 0.
4 Solve the equations. x=0 x = -4
5 Write the solutions. The solutions are x = -4 and x = 0.
b 1 Write the equation. b -2 x2 - 4x = 0
2 Make sure that the right-hand side of the -2 x(x + 2) = 0
equation is equal to zero and factorise by
taking out common factors -2 and x.
3 Use the Null Factor Law to find 2 linear Either -2x = 0 or x+2=0
equations.
4 Solve the equations. x=0 x = -2
■■ Note that this pattern always has two solutions, one of which is always x = 0.
■■ Many worded problems can be modelled and solved using a quadratic equation.
Worked Example 9
If the square of a number is multiplied by 5, the answer is 45. Find the number.
Think Write
1 Define the number. Let x be the number.

2 Write an equation that can be used to find the number. 5x2 = 45
3 Solve the equation by making the right-hand side equal 5x2 - 45 = 0
to zero, factorising the left-hand side and using the 5(x2 - 9) = 0
Null Factor Law. x2 - 9 = 0
x2 - 32 = 0
(x + 3)(x - 3) = 0
x + 3 = 0 or x - 3 = 0
x = -3 or x = 3
4 Write the answer in a sentence. The number is either 3 or -3.
■
remember
1. If there are two terms in the equation:

(a) make sure that the right-hand side is equal to zero
(b) factorise the left-hand side by taking out any common factors and use the
difference of two squares rule if appropriate
(c) use the Null Factor Law
(d) solve any linear equations.
2. Equations of the form ax2 + c = 0 have 2 solutions of opposite sign if c is negative.
3. Equations of the form ax2 + c = 0 have no real solutions if c is positive.
4. Equations of the form ax2 + bx = 0 have 2 solutions, one of which is x = 0.

exerCise
17D solving quadratic equations with two terms
eBook plus FluenCy
Digital doc 1 We6, 7 ■Solve■each■of■the■following■quadratic■equations.

SkillSHEET 17.8 a x2■-■9■=■0 b x2■-■16■=■0 c 2x2■-■18■=■0 d 2x2■-■50■=■0
2 2
doc-6354 e 100■-■x ■=■0 f 49■-■x ■=■0 g 3x2■-■27■=■0 h 5x2■-■20■=■0
2
i x ■+■6■=■0 2
j 2x ■+■18■=■0 k -x2■+■9■=■0 l -3x2■+■48■=■0
m -4x ■+■100■=■0
2 2
n x ■=■0 o -x2■=■0
2 We8 ■Solve■each■of■the■following■equations.
a x2■+■6x■=■0 b x2■-■8x■=■0 c x2■+■9x■=■0 d x2■-■11x■=■0
2
eBook plus e 2x ■-■12x■=■0 f 2x2■-■15x■=■0 g 3x2■-■2x■=■0 h 4x2■+■7x■=■0
2
i 2x ■-■5x■=■0 j x2■+ x =■0 k 4x2■- x =■0 l -x2■-■5x■=■0
Digital doc
SkillSHEET 17.9 m -2x ■-■24x■=■0
2 n -x2■+■18x■=■0 o x2■-■2.5x■=■0
doc-6355 3 mC a■ ■The■solutions■to■4x2■-■36■=■0■are:
A x =■3■and x =■-3 B x =■9■and x =■-9 C x =■1■and x =■-1
D x =■2■and x =■-2 E x =■6■and x =■-6
b What■are■the■solutions■to■x2■-■5x■=■0?
A x =■1■and x =■5 B x =■0■and x =■-5 C x =■0■and x =■5
D x =■-1■and x =■5 E x =■-1■and x =■1
unDerstAnDing
4 We9 ■ If■the■square■of■a■number■is■multiplied■by■2,■the■answer■is■32.■Find■the■number.
5 Angelo■Vertucci■designed■a■scarf■and■sought■
the■endorsement■of■pop■star■Kylie■Ciccone.■
Calculating■manufacturing,■warehousing,■
distribution■and■taxation■costs■in■addition■
to■Kylie’s■enormous■fee,■Angelo■found■that■he■
would■have■to■sell■1■■000■■000■scarves■at■$64■
each■before■he■made■any■profi■t.■The■gross■
income■from■sales■was■expected■to■be■the■
square■of■Kylie■Ciccone’s■fee.
a Use■a■pronumeral■to■defi■ne■Kylie■
Ciccone’s■fee.
b What■is■the■expected■gross■income■in■
terms■of■this■pronumeral?
c How■many■dollars■is■the■expected■gross■
income?
d Write■an■equation■relating■the■gross■
income■to■the■square■of■Kylie■Ciccone’s■
fee.
e Use■the■equation■to■fi■nd■Kylie■Ciccone’s■
fee.
6 A■football■follows■the■path■y■=■-0.04x2■+■1.2x,■where■x■is■the■distance■from■the■footballer■
and■y■is■the■height■of■the■football.■Both■measurements■are■in■metres.
a How■far■from■the■footballer■does■the■football■touch■down?
b What■is■the■maximum■height■the■football■reaches?
reAsoning
7 When■a■positive■number■is■subtracted■from■its■square,■the■result■is■zero.
a If■the■number■is■x,■what■is■the■square■of■the■number?
b Write■an■expression■subtracting■the■number■from■its■square.
c Write■an■equation■using■this■expression.

d Solve■the■equation.
e Answer■the■question■in■a■sentence■and■explain■why■one■of■the■solutions■does■not■suit■the■
problem.
8 A■garden■has■two■vegetable■plots.■One■plot■is■a■square;■the■other■plot■is■a■rectangle■with■
one■side■3■■m■shorter■than■the■side■of■the■square■and■the■other■side■4■■m■longer■than■the■side■of■
the■square.■Both■plots■have■the■same■area.
a Draw■a■diagram.
b Find■the■dimensions■of■each■plot.■Show■full■working.
9 A■soccer■ball■is■kicked■and■follows■the■path■
y■=■0.01(100x -■ax2),■where■x■is■the■horizontal■distance■
and■y■is■the■vertical■distance■(both■in■metres).■The■ball■ reFleCtion
travels■40■m■before■it■hits■the■ground. What are the different ways
a Determine■the■value■of■a. you can solve quadratic
b Determine■the■maximum■height■of■the■ball. equations that have two
c A■player■who■is■1.7■m■tall■stands■35■m■from■the■ball.■ terms?
Will■the■ball■travel■over■her■head?■Justify■your■answer.
17e Factorising quadratic trinomials

■■ A■quadratic■expression■with■3■terms■is■called■a■trinomial.
eBook plus
■■ The■general■quadratic■ax2■+■bx + c■is■a■trinomial.
Interactivities ■■ There■are■two■cases:
Factorising
quadratic
•■ a■=■1:■The■coeffi■cient■of■the■squared■term■is■1,■so■the■trinomial■is■x2■+■bx + c
equations •■ a■ò■1■and■a■ò■0:■The■coeffi■cient■of■the■squared■term■is■not■1■(nor■0).
int-2775
Factorise
trinomials
Factorising ax2 + bx + c, when a = 1
int-0748 ■■ The■following■method■works■for■every■possible■trinomial■(with■a■=■1)■that■can■be■factorised.
Step■1:■Place■the■trinomial■in■the■correct■order;■x2■+■bx + c.
Step■2:■Find■all■the■factor■pairs■of■the■constant■term,■c.
Step■3:■Identify■the■factor■pair■a■and■b■whose■sum■equals■the■coeffi■cient■of■x.
Step■4:■Express■x2■+■bx + c■as■(x + a)(x + b).
■■ For■example,■in■the■trinomial■x2■+■5x■+■4:
Step■1:■Write■in■the■correct■order;■x2■+■5x■+■4.
Step■2:■Find■all■the■factor■pairs■of■4■(c):■4■and■1,■2■and■2,■-1■and■-4,■-2■and■-2.
Step■3:■Find■the■pair■that■adds■up■to■5■(the■coeffi■cient■of■x):■4■and■1:■(4■+■1■=■5).
Step■4:■x2■+■5x■+■4■=■(x■+■4)(x■+■1)
WorkeD exAmple 10
Factorise each of the following quadratic trinomials.

a x2 + 6x + 8 b y2 - 5y + 4 c y2 - 3y - 10 d d2 - 4 + 3d
think Write
a 1 Make■sure■that■the■expression■is■in■the■correct■order. a x2■+■6x■+■8
2 List■the■factor■pairs■of■c (+8). 8:■1■ì■8,■2■ì■4,■-1■ì■-8,■-2■ì■-4
3 Find■the■sum■of■each■factor■pair■and■identify■the■ 1■+■8■=■9
pair■with■a■sum■of■b (+6). 2■+■4■=■6 ■ (equals■b)
-1■+■-8■=■-9
-2■+■-4■=■-6
4 Write■the■expression■and■its■factorised■form. x2■+■6x■+■8■=■(x■+■2)(x■+■4)

b 1 Make■sure■that■the■expression■is■in■the■correct■ b y2■-■5y■+■4
order.
2 List■the■factor■pairs■of■c (+4). 4:■1■ì■4,■2■ì■2,■-1■ì■-■4,■-2■ì■-2
3 Identify■the■pair■with■a■sum■of■b (-5). -1■+■-4■=■-5■
4 Write■the■expression■and■its■factorised■form. y2■-■5y■+■4■=■(■y■-■1)(■y■-■4)
c 1 Make■sure■that■the■expression■is■in■the■correct■ c y2■-■3y■-■10
order.
2 List■the■factor■pairs■of■c (-10). 10:■1■ì■-10,■2■ì■-5,■-1■ì■10,■-2■ì■5
3 Identify■the■pair■with■a■sum■of■b (-3). 2■-■5■=■-3
4 Write■the■expression■and■its■factorised■form. y2■-■3y■-■10■=■(■y■+■2)(■y■-■5)
d 1 Make■sure■that■the■expression■is■in■the■correct■ d d 2■+■3d■-■4
order.
2 List■the■factor■pairs■of■c (-4). -4:■1■ì■-4,■2■ì■-2,■-1■ì■4
3 Identify■the■pair■with■a■sum■of■b (+3). -1■+■4■=■3
4 Write■the■expression■and■its■factorised■form. d 2■+■3d■-■4■=■(d■-■1)(d■+■4)
■■ Each■factorisation■can■be■checked■by■expanding■the■pair■of■brackets■in■the■result.
■■ Observe■that■when:
•■ c■is■positive■and■b■is■positive,■both■factors■are■positive
•■ c■is■positive■and■b■is■negative,■both■factors■are■negative
•■ c■is■negative■and■b■is■positive,■the■larger■factor■is■positive
•■ c■is■negative■and■b■is■negative,■the■larger■factor■is■negative.
remember
1.■ A■quadratic■trinomial■consists■of■3■terms,■the■highest■power■of■the■pronumeral■being■a■
squared■term.
2.■ The■general■form■of■a■quadratic■trinomial■is■ax2■+■bx■+■c.
3.■ There■are■2■main■cases:■either■a■=■1■or■a■ò■1.
4.■ Always■look■for■a■common■factor■fi■rst.
5.■ To■factorise■a■quadratic■trinomial■when■a■=■1,■(x2■+■bx■+■c)■use■the■following■steps:
(a)■ place■the■trinomial■into■general■form■x2■+■bx■+■c
(b)■ fi■nd■all■the■factor■pairs■of■c
(c)■ identify■the■factor■pair■whose■sum■equals■b
(d)■ express■the■trinomial■in■factor■form■x2■+■bx■+■c■=■(x■+■__■)(x■+■__■).
exerCise
17e Factorising quadratic trinomials
eBook plus FluenCy
Digital doc We10 ■Factorise■each■of■the■following■quadratic■trinomials.

SkillSHEET 17.10 1 x2■+■4x■+■3 2 x2■+■12x■+■11
doc-6356 3 a2■+■6a■+■5 4 b2■-■8b■+■7
5 x2■-■5x■+■6 6 y2■-■7y■+■12
7 c2■+■c■-■20 8 x2■+■4x■-■21

eBook plus
9 x2■+■9x■-■10 10 p2■-■3p■-■28
11 q2■-■6q■-■27 12 x2■-■6x■-■16
Digital doc 13 y2■+■10y■+■9 14 x2■-■12x■+■32
SkillSHEET 17.11
doc-6357
15 c2■-■5c■+■36 16 m2■-■5m■-■14
17 x2■-■6x■-■55 18 m2■-■14m■+■24
19 x2■-■12x■+■27 20 k2■-■9k■-■22
21 x2■+■11x■-■12 22 x2■-■13x■+■42
23 a2■+■a■-■6 24 a2■-■3a■-■4
25 x2■-■3x■-■10 26 x2■+■2x■-■8
27 x2■-■5x■-■6 28 x2■+■4x■-■5
29 b2■-■2b■-■35 30 c2■-■15c■-■16
unDerstAnDing
31 Consider■the■‘family’■of■quadratic■trinomials■x2■+■bx■+■1,■where■b■is■a■constant.
a If■b■=■1,■can■it■be■factorised?■If■so,■factorise■it.
b If■b■=■2,■can■it■be■factorised?■If■so,■factorise■it.
c For■what■values■of■b■can■the■trinomial■be■factorised?
32 Consider■the■‘family’■of■quadratic■trinomials■x2■+■x■+■c,■where■c■is■a■constant.
a If■c■=■-2,■can■it■be■factorised?■If■so,■factorise■it.
b If■c■=■-4,■can■it■be■factorised?■If■so,■factorise■it.
c For■what■values■of■c■can■the■trinomial■be■factorised?
33 Factorise■the■following■trinomials,■by■fi■rst■removing■a■common■factor.
a 2x2■-■10x■-■28 b 4x2■+■28x■+■40
c -2x ■-■2x■+■24
2 d 5x2■-■40x■+■75
34 mC The■factors■of■x2■-■3x■-■18■are:
A (x■-■3)(x■-■6) B (x■-■3)(x■+■6)
C (x■+■3)(x■+■6) D (x■+■3)■(x■-■6)
E (x■+■2)(x■-■9)
reAsoning
35 Show■that■a■rectangle■with■area■x2■+■10x■+■16■has■a■perimeter■of■4x■+■20.
36 The■area■of■a■digital■photo■frame■is■500■■cm2.■
a List■three■possible■dimensions■(length■and■width)■of■the■photo■frame,■if■it■is■rectangular■
in■shape.
Veronica■is■designing■different■sized■photo■frames.■As■the■dimensions■can■vary,■she■uses■the■
algebraic■expression■x2■+■5x■to■represent■the■area,■where■x■can■be■any■positive■value.■
b If■the■width■of■the■photo■frame■is■x,■what■algebraic■expression■would■represent■the■length■
of■this■photo■frame?
c If■the■area■of■a■rectangular■photo■frame■is■500■■cm2■and■the■width■is■20■■cm,■what■is■the■
length?■Explain■how■you■are■able■to■work■this■out.
For■a■particular■photo■frame■whose■area■is■not■500■cm2,■x■is■22■■cm.■
d Find■the■width■and■length■of■this■photo■frame.
e Multiply■the■length■and■width■together■to■fi■nd■the■area.■
f Substitute■x■=■22■into■the■area■expression■x2■+■5x■to■calculate■the■area.■Verify■that■this■
gives■the■same■result■as■that■obtained■in■part■e.
Veronica■also■designs■rectangular■sleeping■mats■for■ reFleCtion
pets.■She■uses■the■algebraic■expression■x2■+■2x■-■15.■
How will you memorise the
g If■the■length■of■the■mat■is■(x■+■5)■■cm,■fi■nd■an■
steps involved in factorising
expression■for■the■width. quadratic trinomials when
h If■the■length■of■the■mat■is■70■■cm,■what■is■the■width?■ a = 1?
i If■the■width■of■the■mat■is■1■■m,■what■is■the■length?

17f More quadratic trinomials

Removing a common factor
■■ If each term in a quadratic trinomial contains a common factor, remove this first, and the
remaining factor might be a trinomial with a = 1.
Worked Example 11
Factorise each of the following quadratic trinomials by first taking out a common factor.
a 2 x2 - 16 x - 18 b -x2 - 5x + 6
Think Write
a 1 Write the expression and take out the common factor. a 2x2 - 16x - 18 = 2(x2 - 8x - 9)
2 List the factor pairs of the last term (-9). -9: 1 ì -9, 3 ì -3, -1 ì 9
3 Identify the pair with a sum equal to the coefficient 1 + -9 = -8
of the middle term (-8).
4 Write the expression and its factorised form with 2x2 - 16x - 18 = 2(x + 1)(x - 9)
the common factor outside the brackets.
b 1 Write the expression and take out the common b -x2 - 5x + 6 = -(x2 + 5x - 6)
factor, which, in this case, is -1.
2 List the factor pairs of the last term (-6). -6: 1 ì -6, 2 and -3, -1 ì 6, -2 ì 3
3 Identify the pair with a sum of the coefficient of the -1 + 6 = 5
middle term (+5).
4 Write the expression and its factorised form with -x2 - 5x + 6 = -(x - 1)(x + 6)
the common factor outside the brackets.
Factorising ax2 + bx + c when a ò 1

■■ If there is no common factor to be removed, the factors of a ì c must be considered instead of
just the factors of c (as a ò 1).
■■ Ensure the trinomial is in the standard form (ax2 + bx + c) before proceeding.
■■ We are searching for factors of ac whose sum is equal to b. (This is the same as the previous
section).
■■ The next step is to factorise by grouping terms.
Worked Example 12
Factorise the quadratic trinomial 3x2 + 5x + 2.
Think Write
1 Write the expression. 3x2 + 5x + 2

2 List the factor pairs of ac (+6). 6: 1 ì 6, 2 ì 3, -1 ì -6, -2 ì -3
3 Identify the pair with a sum of b (+5). 2+3=5
4 Rewrite the expression by breaking the middle term ■ 3x2 + 5x + 2
into 2 terms using the factor pair from step 3. = 3x2 + 3x + 2x + 2
These 2 terms can be written in any order (3x + 2x) or (2x + 3x)
5 Factorise by grouping terms. = 3x(x + 1) + 2(x + 1)
= (x + 1)(3x + 2)

■■ An alternative method, called the cross-product method is demonstrated in the following

example.
Worked Example 13
Factorise each of the following quadratic trinomials using the cross-product method.
a 2x2 - 11x - 6 b 4x2 - 19x + 12
Think Write
a 1 Write the expression. a 2x2 - 11x - 6

2 List the factor pairs of the first term, 2x2; Factors of
that is, 2x and x.
2x 2 -6
3 List the factor pairs of the last term, -6.
4 Calculate the sum of each cross-product 2x -1
pair. x 6 12x - x = 11x
2x -2
5 Select the combination that produces the x 3 6x - 2x = 4x
correct middle term.
2x 1
x -6 -12x + x = -11x
2x 2
x -3 -6x + 2x = -4x
6 Express the trinomial in factor form. ■ 2x2 - 11x - 6 = (2x + 1)(x - 6)

Note: The first bracket contains the
first row entries and the second bracket
contains the second row entries that
produce the correct middle term.
b 1 Write the expression. b 4x2 - 19x + 12
2 List the factor pairs of the first term, 4x2. Factors of
Note: There are two possible factor
pairs; 4x and x or 2x and 2x. In some 4x2 12
cases both will have to be tested in order
to obtain the required middle term. 4x -1
3
x -12 -48x - x = -49x
List the factor pairs of the last term, 12.
Note: Consider only the negative factors, 4x -2
as we are looking for a pair with a negative x -6 -24x - 2x = -26x
sum. 4x -3
4 x -4 -16x - 3x = -19x
Calculate the sum of each cross-product
4x -4
pair.
x -3 -12x - 4x = -16x
5 Select the combination that produces the 4x -6
correct middle term. x -2 -8x - 6x = -14x
4x -12
x -1 -4x - 12x = -16x
6 Express the trinomial in factor form. ■ 4x2 - 19x + 12 = (4x - 3)(x - 4)
Note: The first bracket contains the
first row entries and the second bracket
contains the second row entries that
produce the correct middle term.

■■ With■practice,■you■will■be■able■to■reduce■the■number■of■factor■pairs■to■consider,■instead■of■
looking■at■all■of■them.
■■ For■example,■in■part■b■of■Worked■example■13,■only■negative■factor■pairs■were■considered,■as■
ac■was■positive■and■b■was■negative■(See■section■17E).
■■ Similarly■in■Worked■example■12,■only■positive■factor■pairs■needed■to■be■considered■as■both■
a■ì■c■and■b■were■positive.
remember
1.■ Always■look■for■a■common■factor■before■factorising.
2.■ To■factorise■any■quadratic■trinomial■of■the■form■ax2■+■bx■+■c,■follow■these■steps.
■ Step■1.■ List■the■factor■pairs■of■ac.
■ Step■2.■ Identify■which■pair■has■a■sum■of■b.■
■ Step■3.■ ■Rewrite■the■expression■by■breaking■the■middle■term■into■two■terms■using■the■
factor■pair■from■Step■2.
■ Step■4.■ Factorise■by■grouping■the■terms.
3.■ An■alternative■method■of■factorising■a■quadratic■trinomial■is■to■use■the■cross-product■
method.
4.■ You■can■always■check■your■answer■by■expanding.■
exerCise
17F more quadratic trinomials
FluenCy
1 We11 ■Factorise■each■of■the■following■quadratic■trinomials■by■fi■rst■taking■out■a■common■factor.
a 2x2■+■10x■+■12 b 3x2■+■15x■+■12 c 2x2■-■12x■+■16
d 3x2■-■12x■+■9 e 4x2■-■4x■-■24 f 3x2■+■9x■-■30
g 2x2■+■8x■-■42 h 3x2■-■9x■-■54 i 5x2■+■20x■-■60
2 We12 ■Factorise■each■of■the■following■quadratic■trinomials.
a 2x2■+■7x■+■3 b 2x2■+■7x■+■6 c 3x2■+■7x■+■2
2
d 2x ■-■7x■+■3 e 3x2■-■x■-■2 f 5x2■+■3x■-■2
2
g 7x ■-■17x■+■6 h 10x2■-■11x■-■6 i 2x2■+■5x■-■12
3 mC a■ ■The■expression■3x2■+■21x■+■36■factorises■to:
eBook plus
A 3(x■+■6)(x■+■2) B 3(x■+■4)(x■+■3) C (3x■+■9)(x■+■4)
Digital doc D (3x■+■2)(x■+■18) E (3x■+■2)(x■+■9)
SkillSHEET 17.10 2
b The■expression■2x ■-■16x■+■14■factorises■to:
doc-6356
A 2(x■-■1)(x■-■7) B 2(x■+■1)(x■+■7) C (2x■-■7)(x■-■2)
D (2x■-■2)(x■-■7) E (2x■-■2)(2x■-■7)
c What■does■the■expression■12x2■+■58x■-■10■factorise■to?
A (12x■-■2)(x■-■5) B 2(6x■+■1)(x■-■5) C 2(6x■+■5)(x■-■1)
D 2(6x■-■1)(x■+■5) E 2(2x■-■5)(3x■+■1)
unDerstAnDing
4 We13 ■Factorise■the■following■trinomials■using■the■cross-product■method.
a 2x2■+■3x■-■2 b 8x2■+■2x■-■3
2
c 6x ■+■x■-■2 d 2x2■+■9x■+■10
5 Factorise■the■following■trinomials■using■both the■grouping■terms■and■the■cross-product■
methods.■Discuss■which■method■is■simpler■to■perform.
a 3x2■-■x■-■4 b 6x2■+■5x■-■21

Reasoning
6 A rectangle has an area of 12x2 - 4x - 5 cm2.
a By factorising, determine the dimensions of the rectangle in terms of x.
b If the rectangle is a square, determine the value of x.
c If the larger dimension is twice the smaller dimension, determine the value of x in this
case.
7 Consider the quadratic 6x2 + x - 2. reflection
a Factorise using either the cross-product or grouping Which of the two methods
method. presented do you prefer to
b If x Æ Z (an integer), and if 6x2 + x - 2 = 3, determine use?
the possible values of x.
17G Solving quadratic equations

with three terms
■■ If a quadratic trinomial can be factorised, then a corresponding quadratic equation can be
solved using the Null Factor Law.
Solving ax2 + bx + c by factorising

■■ When solving quadratic equations with three terms, always look for common factors first.
Worked Example 14

a x2 - 5x - 6 = 0 b x2 + 14x = 15
c 2x2 + 7x + 3 = 0
Think Write
a 1 Write the equation, making sure that the a x2 - 5x - 6 = 0

right-hand side is equal to zero. Check
for common factors.
2 Find a factor pair of the last term (-6) -6: -6 + 1 = -5
with a sum that is equal to the coefficient
of the middle term (-5).
3 Rewrite the equation in factorised form. (x - 6)(x + 1) = 0
4 Use the Null Factor Law to form 2 linear Either x - 6 = 0 or x+1=0
equations.
5 Solve the linear equations. x=6 x = -1
b 1 Write the equation, making sure that the b x2 + 14x = 15
right-hand side is equal to zero. Check x2 + 14x - 15 = 0
for common factors.
2 Find a factor pair of the last term (-15) -15: 15 + -1 = 14
with a sum that is equal to the coefficient
of the middle term (+14).
3 Rewrite the equation in factorised form. (x + 15)(x - 1) = 0

4 Use■the■Null■Factor■Law■to■form■two■ Either■x +■15■=■0■ or■ x -■1■=■0

linear■equations.
5 Solve■the■linear■equations. x■=■-15■ x =■1
6 Write■the■solutions. The■solutions■are x =■-15■and x =■1.
c 1 Write■the■equation,■making■sure■that■the■ c 2x2■+■7x■+■3■=■0
right-hand■side■is■equal■to■zero.■Check■
for■common■factors.
2 Find■the■factor■pair■of■6■(ac■=■2■ì■3■=■6)■ 6:■6■+■1■=■7
with■a■sum■equal■to■7■(the■coeffi■cient■of■
the■middle■term).
3 Rewrite■the■expression■on■the■left-hand■ 2x2■+■6x■+■x■+■3■=■0
side■by■breaking■the■middle■term■into■
2■terms■using■the■factor■pair■from■step■2.
4 Factorise■by■grouping■terms. 2x■(x■+■3)■+■1(x■+■3)■=■0
(2x■+■1)(x■+■3)■=■0
5 Use■the■Null■Factor■Law■to■fi■nd■2■linear■ Either 2x +■1■=■0■ or■ x■+■3■=■0
equations.
1
6 Solve■the■linear■equations. x■=■− ■ x■=■-3
2
7 Write■the■solutions. 1
The■solutions■are x =■− ■and x =■-3.
2
■■ Unfortunately,■not■all■quadratics■of■the■form■ax2■+■bx +■c■can■be■factorised.
■■ If■none■of■the■factor■pairs■of■ac■has■a■sum■equal■to■b,■then■the■expression■cannot■be■factorised.
■■ An■example■of■this■case■is■x2■+■3x■+■1.■The■only■factors■of■1■are■1,■1■and■-1,■-1,■neither■of■
which■adds■up■to■3.
remember
The■general■quadratic■equation,■ax2■+■bx■+■c■=■0,■may■be■solved■by■following■these■steps.
1.■ Check■for■common■factors.
2.■ Factorise■by■grouping■after■fi■nding■a■factor■pair■of■ac■that■adds■to■b■or■by■using■the■
cross-product■method.
3.■ Use■the■Null■Factor■Law■to■form■linear■equations.
4.■ Solve■the■linear■equations.
exerCise
17g solving quadratic equations with three terms
eBook plus FluenCy
Digital doc 1 We14 ■Solve■each■of■the■following■quadratic■equations.

SkillSHEET 17.10 a x2■-■6x■+■8■=■0 b x2■+■6x■+■8■=■0 c x2■+■6x■+■5■=■0
doc-6356
d x ■+ x -■6■=■0
2 e x2■+■2x■-■15■=■0 f x2■+■4x■+■4■=■0
2
g x ■+■2x■-■24■=■0 h x2■-■5x■-■24■=■0 i x2■- x -■12■=■0
2
j x ■+■13x■+■12■=■0 k x2■-■10x■=■11■ l x2■+ x =■20
2
m x ■+■29x■=■-100 n x2■-■15x■=■-50 o 0■=■x2■-■2x■-■8

2 WE 14 Solve each of the following quadratic equations.

a 2x2 + 7x + 3 = 0 b 2x2 + x - 1 = 0 c 2x2 - x - 15 = 0
d 2x + 8x + 6 = 0
2 e 3x2 + 13x + 14 = 0 f 3x2 + 5x + 2 = 0
g 5x - 22x + 21 = 0
2 h 5x2 - 17x + 6 = 0 i 7x2 - 2x - 5 = 0
j 7x - 33x + 20 = 0
2 k 4x2 + 4x - 3 = 0 l 6x2 + 17x + 5 = 0
3 MC a The quadratic equation x2 + 2x - 8 = 0 has solutions at:
A x = 4 and x = -2 B x = -4 and x = 2 C x = -4 and x = 4
D x = -2 and x = 2 E No solutions that are integers.
b The quadratic equation x2 - 7x - 8 = 0 has solutions at:
A x = 1 and x = 8 B x = -1 and x = -8 C x = -8 and x = 1
D x = -1 and 8 E No solutions that are integers.
c The quadratic equation 4a2 + 13a + 3 has solutions at:
1
A a = 3 and a = 1 B a = -3 and a = -1 C a = 4 and a = 3
1
D a = -3 and a = − E a = 4 and a = 3
4
Understanding
4 A painter dropped a brush from a scaffold 20 m off the ground when painting a building. The
height, h m, of the brush above the ground t seconds after it is dropped is given by the equation
h = 2 - t2 - t.
a What is the value of h when the brush hits the ground?
b Rewrite the equation replacing h with the value it takes when the brush hits the ground.
c Solve the equation.
d Find the time it takes for the brush to reach the ground.
5 Factorise the following.
a x2 + 5x + 6 b z2 - 3z + 2 c a2 + 2a - 24 d p2 - p - 30
e x - 6x + 5
2 f x - 5x + 6
2 g x - 5x - 6
2 h x2 + 5x - 6
i y -x
2 2 j 4h - 4gh + g
2 2 k 81 - y 2 l 36 + 12x + x2
6 Solve the following equations.
a 2(x + 2) = 6 b (x + 2) + 2x = 5 c 3a = 8 - a
d x2 - 3x - 4 = 0 e 4x2 + x - 5 = 0 f x2 = 15x - 50
7 Solve the following for x.
2x2 + 4x + 5 = 3x2 + 9x - 1
8 The number of bicycles (n) in stock at a local bicycle shop can be modelled by the rule
n = -2t2 + 50t + 52, where t equals the number of months since the shop opened.
a How many bicycles were in the shop when the shop opened?
b Factorise the quadratic by first removing a common factor of -2 from the right-hand side
of the rule.
c Using the information from part b, when is the stock reduced to 0?
Reasoning
9 The displacement of a tortoise from the finish line of a race t minutes after it begins to move is
given by the equation x = t2 - 5t + 4, where x metres is the displacement of the tortoise from
the finish line. (Displacement is both the distance and direction from the finish line.)
a What is the value of x when the tortoise is at the finish line?
b Rewrite the equation, replacing x with the value it
takes when the tortoise reaches the finish line.
c Solve the equation.
d Use your solutions to find when the tortoise first
reaches the finish line.
e If the tortoise walks past the finish line, realises its
mistake and eventually returns to the finish line,
how long does the whole journey take?

10 Zoe was given a surprise party at a pizza restaurant. The total bill came to $120, which her
friends shared equally. If Zoe had paid her share of the cost, each of her friends would have
paid 50 cents less. How many attended the party?
11 How many different-sized squares can you make by connecting dots in the
figure shown? Each square must have a dot at each vertex.
12 At the beginning of the chapter we met Azimi, who was hoping to raise
money for an excursion by selling Moroccan craft items. Azimi knows that at
$20 each, 30 items will be sold, but for every $1 reduction in the price 5 more
will be sold.
a Let the discount in the price of the craft items be x. The price of the items will be given
by (20 - x). The number of items sold will be 30 + 5x. The income from sales will be
given by the price ì the number sold. Write an expression for the income.
b Azimi needs to raise at least $800 for the excursion. Therefore, the income must equal
$800. Form a quadratic equation by expanding (20 - x)(30 + 5x) = 800 and rewriting the
equation in standard form.
c Factorise and solve the quadratic equation to find
reflection
two prices between which the Moroccan craft items
should be priced. Write a series of instructions
to help another student
d Examine the equation in more detail to find the price
solve quadratic trinomial
at which the income will be greatest, and find what equations.
this maximum income is equal to.
17H Solving quadratic equations in

turning point form a(x - h)2 + k = 0
■■ An alternative form of a quadratic equation is called turning point form.
■■ The general equation of a quadratic in turning point form is a(x - h)2 + k = 0,
where a, h and k are constants.
■■ Turning point form enables us to find key features of the corresponding parabolic graph
y = a(x - h)2 + k
Worked Example 15
Solve each of the following equations, identifying those with no real solutions.
a 4(x + 2)2 - 16 = 0 b 2(x - 4)2 + 50 = 0 c -2(x + 5)2 + 18 = 0
Think Write
a 1 Write the equation. It is in turning point form. a 4(x + 2)2 - 16 = 0

2 Divide both sides of the equation by the constant (x + 2)2 - 4 = 0
outside the bracket (4).
3 Rewrite the 2 terms as squares. (x + 2)2 - 22 = 0
4 Factorise using the formula a2 - b2 = (a + b)(a - b) (x + 2 + 2)(x + 2 - 2) = 0
where a = x + 2 and b = 2.
5 Simplify the brackets. (x + 4)(x) = 0
x(x + 4) = 0
6 Use the Null Factor Law to solve the equation. x = 0 or x+4=0
x = -4
The solutions are x = 0 and x = -4.

b 1 Write■the■equation. b 2(x■-■4)2■+■50■=■0
2 Divide■both■sides■of■the■equation■by■the■constant■ (x■-■4)2■+■25■=■0
outside■the■bracket■(2).
3 Rewrite■the■2■terms■as■squares. (x■-■4)2■+■52■=■0
4 There■are■no■solutions■because■this■is■the■sum■of■ There■are■no■real■solutions.
two■squares,■not■the■difference.
c 1 Write■the■equation. c -2(x■+■5)2■+■18■=■0
2 Divide■both■sides■of■the■equation■by■the■constant■ (x■+■5)2■-■9■=■0
outside■the■bracket■(-2).
3 Rewrite■the■2■terms■as■squares. (x■+■5)2■-■32■=■0
4 Factorise■using■the■rule■a2■-■b2■=■(a■+■b)(a■-■b)■ (x■+■5■+■3)(x■+■5■-■3)■=■0
where■a■= x +■5■and b =■3.
5 Simplify■the■brackets. (x■+■8)(x■+■2)■=■0
6 Use■the■Null■Factor■Law■to■solve■the■equation. x +■8■=■0■ or x +■2■=■0
x =■-8 x =■-2
The■solutions■are x =■-8■and x =■-2.
remember
Quadratic■equations■in■turning■point■form,■a(x■-■h)2■+■k■=■0,■can■be■solved■by■following■
these■steps.
1.■ Divide■both■sides■by■a.
2.■ Rewrite■the■left-hand■side■as■two■squares.
3.■ Factorise■by■using■the■difference■of■two■squares■rule,■if■possible.■(Obtaining■the■sum■of■
two■squares■indicates■that■no■real■solutions■can■be■found.)
4.■ Use■the■Null■Factor■Law■to■form■linear■equations.
5.■ Solve■the■linear■equations.
exerCise
17h solving quadratic equations in turning point
form a(x - h)2 + k = 0
eBook plus FluenCy
Digital doc 1 We15 ■Solve■each■of■the■following■equations,■identifying■those■with■no■real■solutions.

SkillSHEET 17.12 a 4(x■+■2)2■-■4■=■0 b 4(x■+■2)2■+■4■=■0 c 2(x■+■3)2■-■32■=■0
doc-6358 2
d 2(x■-■4) ■-■32■=■0 2
e (x■+■2) ■-■9■=■0 f -(x■-■2)2■-■9■=■0
2 2
g 3(x■+■5) ■-■12■=■0 h 3(x■-■4) ■+■48■=■0 i 2(x■-■8)2■-■32■=■0
2 mC The■quadratic■equation■16(x■+■16)2■-■16■=■0■has:
A the■solutions x =■16■and x =■-16■ B■ the■solutions x =■1■and x =■-1
C the■solutions x =■16■and x =■17■ D■ the■solutions x =■-15■and x =■-17
E no■solutions.■
unDerstAnDing
3 An■unknown■number■has■5■added■to■it.■The■number■is■then■squared■and■the■result■equals■225.
a Write■this■information■in■turning■point■form.
b Determine■the■value(s)■of■the■unknown■number.

4 A■skateboard■ramp■is■modelled■by■the■equation■y■=■a(x■-■10)2■+■2,■where■x■is■the■horizontal■
distance■and■y is■the■vertical■distance.■Both■x■and■y■are■measured■in■metres,■and■0■Ç■x■Ç■20.
a What■is■the■minimum■height■of■the■ramp,■and■at■what■value■of■x■does■this■occur?
b If■the■height■of■the■ramp■when■x■=■0■is■5■metres,■determine■the■value■of■a.
c What■is■the■height■of■the■ramp■when■x■=■20?
reAsoning
5 Consider■the■quadratic■equation■x2■+■6x■-■10■=■0.■The■following■method■converts■this■equation■
to■turning■point■form.
Step■1:■ ■Consider■the■coeffi■cient■of■the■middle■term.■Halve■it,■then■square■it.
Step■2:■ ■Take■the■result■and■add■it■to■the■equation■after■the■second■term,■then■subtract■it■
immediately■afterwards■so■that■the■equation■is■unchanged.
eBook plus
Step■3:■ ■Factorise■the■fi■rst■3■terms.
Step■4:■ ■Add■the■4th■and■5th■terms■together■(the■ reFleCtion
Digital doc 2■remaining■constants).■The■result■is■an■ What are the advantages of
WorkSHEET 17.2
equation■in■turning■point■form. having a quadratic equation
doc-6359
a Perform■these■steps■on■x2■+■6x■-■10■=■0 in turning point form?
b Perform■these■steps■on■x2■+■10x■-■12■=■0
17I problems and applications using

quadratic equations
■■ There■are■many■situations■in■science,■engineering,■economics■and■other■fi■elds■where■quadratic■
equations■are■an■important■part■of■the■mathematics■used.
WorkeD exAmple 16
The distance travelled by an accelerating skier is given by the formula d = 3t + t2, where t is the time
in seconds and d is the distance in metres. If the distance travelled was 130 m, for how long was the
skier travelling?

Think Write
1 Write the equation. d = 3t + t2
2 Substitute the given value into the equation. 130 = 3t + t2
3 Rearrange the equation so that it is in the form ■ 0 = 3t + t2 - 130
ax2 + bx + c = 0. t2 + 3t - 130 = 0
4 Factorise the left-hand side of the equation, using -130: -10 + 13 = 3
the factors of -130 which add up to 3. (t - 10)(t + 13) = 0
5 Solve the equation by using the Null Factor Law. Either t - 10 = 0 or t + 13 = 0
t = 10 t = -13
6 Evaluate the result. The only feasible answer is t = 10 because
time is always positive.
7 Answer the question in a sentence. The skier was travelling for 10 seconds.
Worked Example 17
When 10 is added to the square of a positive number the result is equal to 3 times the number
subtracted from twice its square. Find the number.
Think Write
1 Define the unknown quantity. Let x be the positive number.

2 Translate each part of the sentence into an The square of a positive number: x2
algebraic expression or term. Add 10 to the (positive number)2: x2 + 10
Three times the number: 3x
Three times the number is subtracted from
twice its square: 2x2 - 3x
3 Form a quadratic equation and rearrange it so that x2 + 10 = 2x2 - 3x
it is in the form ax2 + bx + c = 0. 10 = x2 - 3x
x - 3x - 10 = 0
2 -10: -5 + 2 = -3
4 Solve the equation by factorising. (x - 5)(x + 2) = 0
x - 5 = 0 or x + 2 = 0
x=5 x = -2
5 Evaluate the result. The number is positive so x = 5 is the only
valid solution.
6 Answer the question in a sentence. The number is 5.
remember
When solving worded problems involving quadratic equations, follow these steps.
1. Define the terms if required.
2. Convert the sentences or sentence parts into algebraic terms.
3. Look for keywords such as equal, subtracted from, multiplied by, and so on.
4. Write an equation in the form ax2 + bx + c = 0.
5. Solve the equation by factorising the left-hand side and using the Null Factor Law.
6. Decide which solutions are valid.
7. Answer the question in a sentence.

Exercise
17 I Problems and applications using
quadratic equations
Fluency
1 WE 16 The distance travelled by a car is given by the formula d = 5t + t2, where t is the time in
seconds and d the distance in metres. If the distance travelled was 150 m, for how long was the
car travelling?
2 The distance travelled by a ball dropped downwards from a tall building is given by the
formula h = 9.8t + 4.9t2, where h is in metres and t is in seconds. If the building is 73.5 metres
high, how long did it take for the ball to reach the ground?
(Hint: Divide both sides of the quadratic equation by 4.9 before solving.)
3 The profit (P) obtained by selling a new mp3 player is given by P = 0.12(n - 10)(2n + 4),
where n is the number of players sold.
a What is the profit if no players are sold? b What is the profit if 100 players are sold?
4 Pepco Drinks is placing an advertisement for its bubbly flavoured water. The advertisement is
to be placed on a board that is rectangular in shape. ■
The dimensions are (x + 4) m by (x + 3) m.
Find the dimensions of the board if its total area is 42 m2.
5 Thomas is five years older than his sister Megan. If their ages are multiplied together and
2 subtracted from it, you get 8 times Megan’s age plus 16.■
How old are Megan and Thomas?
Understanding
6 A truck is accelerating over a certain distance (in metres). Its final speed (v m/s) is related to its
starting speed (u m/s), according to the rule v2 = u2 + 1500. Find the truck’s starting and final
speeds, given that the truck’s final speed is 5 times its starting speed.
7 The total profit, P, for a new novel (measured in thousands of dollars), is determined by its
selling price, p (in dollars), according to the formula P = -(p - 5)2 + 49.
a Find the value of p that makes the novel ‘break even’. (That is when the profit is zero.)
b Find the value of p that gives a profit of $13 000.
8 The height of a soccer ball when Tim Cahill kicked it is determined by the formula
y = -0.1x2 + 3x, where x is the horizontal distance from the striker.
a How far is the kicked ball from the striker when it hits the ground?
b What horizontal distance does the ball cover when the height of the ball first reaches 20 m?
9 WE 17 When a certain number is multiplied by 15 and added to its square, the result is zero.
Find the number, which is not zero.
10 When 10 is added to the square of a certain number, the result is 7 times that number. Find the
number, which is positive.
11 Three times the square of a certain positive number is equal to 2 more than 5 times the number.
Find the number.
12 A golf ball is hit along a fairway. The height, h metres, after it has travelled x metres
1
horizontally follows the rule h = − 270 (x2 - 180x). Find how far the ball lands from the golfer.
Reasoning
13 Mathilda is being pushed on a swing in her backyard. The swing follows the path given by
1
the formula h = 4 (x2 - 3x + 4) where h metres is the height of the swing above the ground,
x metres from the point where Mathilda is first pushed.
a Find the height of the swing when she is first pushed.
b Find the horizontal distance that the swing has travelled when it reaches the original height.

14 A■ball■is■thrown■upwards■from■the■window■of■a■building.■The■ball■is■h■metres■above■the■ground■
when■it■is■a■horizontal■distance■of■x■metres■from■the■building.■The■path■of■the■ball■follows■the■
rule■h■=■-x2■+■4x■+■21.■How■far■from■the■building■will■the■ball■land?
15 A■rectangular■piece■of■timber x metres■wide■is■being■used■to■make■furniture.■It■is■divided■into■
three■pieces:■two■square■pieces■and■one■piece■that■is■2■metres■long.
a Find■an■algebraic■expression■for■the■area■of■the■piece■that■is■2■metres■long,■assuming■all■
the■wood■is■used.
b Find■an■algebraic■expression■for■the■sum■of■the■areas■of■the■2■squares.
c If■the■area■of■the■original■piece■of■timber■is■12■square■metres,■use■a■quadratic■equation■to■
fi■nd■the■width■of■the■timber.
16 Lieng■has■30■m■of■fencing■material■to■place■a■fence■around■her■chicken■enclosure,■as■shown■in■
the■fi■gure■below.
xm
ym ym
xm
a Find■the■perimeter■of■the■enclosure■in■terms■of x and■y,■expressing■the■answer■in■
factorised■form.
b Write■an■equation■making■the■perimeter■found■in■part■a■equal■to■the■amount■of■fencing■
material■available.
c Using■your■equation■for■the■perimeter■from■part■b,■show■that y =■15■-■x.
d Find■the■area■of■the■enclosure■in■terms■of x and■y.
e Substitute■your■value■of y from■part■c■into■the■area■expression■so■that■the■area■is■expressed■
in■terms■of x only.
f Simplify■the■expression■by■removing■the■brackets.
g Find■the■dimensions■of■the■fence■that■give■the■enclosure■an■area■equal■to■50■m2.
17 A■farmer■wishes■to■create■a■new■paddock■for■young■lambs.■She■has■enough■wire■and■posts■for■
100■metres■of■fencing.■One■side■of■the■new■paddock■will■not■require■fencing■as■it■is■part■of■an■
existing■paddock.
How■can■the■farmer■enclose■the■largest■possible■area■for■the■lambs?
Existing fence
a Write■an■equation■for■the■perimeter■of■the■new■fence. reFleCtion
eBook plus
b Write■an■equation■for■the■area,■A square■metres,■of■the■
What is the most important
Digital doc paddock.
part (or parts) of using
WorkSHEET 17.3 c By■substituting■one■equation■into■the■other,■obtain■a■ quadratic equations in
doc-6360
quadratic■expression■(in■x)■for■A. solving problems?
d Find■the■value■of■x■that■makes■the■area■the■largest■
possible■value.
17J simplifying algebraic fractions

■■ In■a■previous■chapter,■the■operations■of■addition,■subtraction,■multiplication■and■division■were■
used■to■simplify■expressions■involving■fractions.
■■ In■some■cases■further■simplifi■cation■of■algebraic■fractions■can■be■done■by■factorising■
quadratic■expressions.

Cancelling bracketed expressions in multiplication

and division
■■ If a bracketed expression appears in the numerator of one term and the denominator of
another term then they may be cancelled.
Worked Example 18

4 x+3 ( z − 3)( z − 4 ) ( z + 1)( z − 1)
a × b ×
x+3 5 ( z − 5 )( z + 1) ( z + 3)( z − 3)
Think Write
a 1 Write the expression. a 4 x+3

×
x+3 5
1
2 Cancel (x + 3) and replace with a 1, since it 4 ( x + 3)
= ×
appears in the first denominator and second 1 ( x + 3)
5
numerator.
3 Simplify by first multiplying the numerators, 4 1

= ì
then the denominators. 1 5
4
=
5
( z − 3)( z − 4) ( z + 1)( z − 1)
b 1 Write the expression. b ×
( z − 5)( z + 1) ( z + 3)( z − 3)
1 ( z − 3) ( z − 4) 1 ( z + 1) ( z − 1)
2 Cancel (z - 3) and replace with a 1, since = ×
it appears in the first numerator and second ( z − 5) ( z + 1) 1 ( z + 3) ( z − 3) 1
denominator. Cancel (z + 1) and replace with a 1 × ( z − 4) 1 × ( z − 1)
1, since it appears in the first denominator and = ×
( z − 5) × 1 ( z + 3) × 1
second numerator.
3 ( z − 4)( z − 1)
Simplify the resultant fraction. =
( z − 5)( z + 3)
■■ It is customary to leave bracketed expressions intact without expanding any further.

■■ When dividing fractions, turn the second fraction upside down and change division to
multiplication.
Worked Example 19

1 −3 ( z + 2 )( z − 3) z − 3
a ÷ b ÷
x−3 x−3 ( z − 4) z−4
Think Write
a 1 −3
a 1 Write the expression. ÷
x −3 x −3

2 Convert to a multiplication problem by 1 x −3

= ×
changing the ó to a ì and turning the x −3 −3
second fraction upside down.
1
1 ( x − 3)
3 Cancel (x - 3) and replace with a 1. = ×
1 ( x − 3)
−3
1 1
= ì −
1 3
1
4 Simplify the resultant fraction. =−
3
( z + 2)( z − 3) z − 3
b 1 Write the expression. b ÷
( z − 4) z−4
Convert to a multiplication problem by ( z + 2)( z − 3) ( z − 4)

2 = ×
changing the ó to ì and turning the second ( z − 4) ( z − 3)
fraction upside down.
1 1
3 Cancel (z - 3) and replace with a 1. Cancel ( z + 2) ( z − 3) ( z − 4)
= ×
(z - 4) and replace with a 1. 1 ( z − 4) ( z − 3) 1
4 Simplify the resultant fraction. ( z + 2) × 1 1

= ×
1 1
z+2
=
1
=z+2
Simplifying after taking out a common factor

■■ In some cases after factorising a numerator and/or a denominator, terms may be cancelled,
resulting in a simplified fraction.
■■ Look for common factors in the numerators and denominators before cancelling.
Worked Example 20
Simplify each of the following fractions by first factorising the numerator and then the denominator
and cancelling as appropriate.
−25 x2 + 4 x
a 3 x + 9 b c 10 x + 15 d
15 10 x + 20 6x + 9 x2 − 5 x
Think Write
a 1 Write the fraction. a 3x + 9

15
2 Factorise both the numerator and denominator. 3( x + 3)
=
15
1
3 Cancel any common factors (3). 3 ( x + 3)
=
1
3 ×5
4 Simplify the resulting fraction. = x+3
5

−25
b 1 Write the fraction. b
10 x + 20
2 Factorise both the numerator and denominator. −25

=
10( x + 2)
1
5 × −5
3 Cancel any common factors (5). = 1
2 × 5 × ( x + 2)
4 Simplify the resulting fraction. −5

=
2( x + 2)
c 1 Write the fraction. c 10 x + 15

6x + 9
2 Factorise both the numerator and denominator. 5(2 x + 3)

=
3(2 x + 3)
3 Cancel any common factors, that is, the 5

=
binomial factor (2x + 3). 3
d 1 Write the fraction. d x2 + 4x

x 2 − 5x
2 x ( x + 4)
Factorise both the numerator and denominator. =
x ( x − 5)
4 x+4
Cancel any common factors (x). =
x−5
Simplifying after taking out a common factor

■■ If there is a quadratic trinomial in the numerator and/or denominator, factorise before
cancelling.
Worked Example 21
x2 + 3 x − 4 x2 − 7 x − 8 x2 − 6 x + 5
a b 2 c
x−1 x + 3x + 2 2 x 2 − 16 x + 30
Think Write
a 1 Write the numerator, making sure that the a x2 + 3x - 4

expression is in the correct order.
2 Find the factor pair of c (-4) that adds to b (3). Factor sum of -4: -1 + 4 = 3
3 Write the expression and its factorised form. x2 + 3x - 4 = (x - 1)(x + 4)
4 x 2 + 3x − 4
Write the original fraction.
x −1

5 Replace the numerator with the factorised form. ( x − 1) ( x + 4)

=
x −1
6 Cancel common factors and simplify if =x+4
appropriate.
b 1 Write the numerator, making sure that the b x2 - 7x - 8
2 Find the factor pair of c (-8) that adds to b (-7). Factor sum of -8: 1 - 8 = -7
3 Write the expression in its factorised form, using x2 - 7x - 8 = (x + 1)(x - 8)
the appropriate factor pair.
4 Write the denominator, making sure that the x2 + 3x + 2
5 Find the factor pair of c (2) that adds to b (3). Factor sum of 2: 1 + 2 = 3
6 Factorise using the appropriate factor pair. x2 + 3x + 2 = (x + 1)(x + 2)
7 Write the original fraction. x2 − 7x − 8

x 2 + 3x + 2
8
( x + 1) ( x − 8)
Replace the numerator and denominator with the =
factorised form. ( x + 1) ( x + 2)
9 Cancel any common factors and simplify if x−8

=
appropriate. x+2
c 1 Write the numerator, making sure that the c x2 - 6x + 5
2 Find the factor pair of c (5) that adds to b (-6). Factor sum of 5: -1 + -5 = -6
3 Factorise using the appropriate factor pair. x2 - 6x + 5 = (x - 1)(x - 5)
4 Write the denominator, making sure that the 2x2 - 16x + 30 = 2(x2 - 8x + 15)
expression is in the correct order and take out the
common factor of 2.
5 Find the factor pair of c (15) that adds to b (-8). Factor sum of 15: -3 + -5 = -8
6 Factorise using the appropriate factor pair. 2x2 - 16x + 30 = 2(x - 3)(x - 5)
7 Write the original fraction. x2 − 6x + 5

2 x 2 − 16 x + 30
8 Replace the numerator and denominator with ( x − 1)( x − 5)

=
the factorised form. 2( x − 3)( x − 5)
9 x −1
Cancel any common factors and simplify if =
appropriate. 2( x − 3)
x −1
■■ Note: A fraction such as cannot be simplified any further.
x −3
It may be tempting to cancel the x in the numerator and denominator but x is neither a factor
of (x - 1) nor (x - 3), so it cannot be cancelled.
■■ Only common factors can be cancelled.

Worked Example 22
2x + 4 3x − 3
Simplify × by factorising the numerator and denominator and cancelling as appropriate.
3 x+2
Think Write
1 Write the expression. 2 x + 4 3x − 3

×
3 x+2
2 ( x + 2) 3 ( x − 1)
2 Factorise each numerator and denominator as = ×
appropriate and cancel common factors; one in 3 x+2
any numerator and one in any denominator. The
factors that can be cancelled are 3 and (x + 2).
3 Multiply the numerators, then the denominators, = 2(x - 1)
and simplify.
■■ If two fractions are divided, change division to multiplication and turn the second fraction
upside down.
remember
When simplifying algebraic fractions:

1. factorise the numerator and the denominator, if necessary.
2. cancel factors where appropriate.
3. if two fractions are multiplied, factorise where possible, then cancel any factors, one
from the numerator and one from the denominator.
4. if two fractions are divided, remember to turn the second fraction upside down and
change division to multiplication.
Exercise
17J Simplifying algebraic fractions
Fluency
1 WE 18 Simplify the following.

x +1 1 y −1 2 p−2 4
a × b × c ×
2 x +1 3 y −1 4 p−2
b+5 9 m+4 m 3p p−6
d × e × f ×
3 b+5 m m+4 p−6 p
y−7 y ha a−2 p − 3 5( p + 3)
g × h × i ×
4y y−7 a−2 2a p+3 p−2
( x + 2)( x − 7) x + 1 (b − 2)(b + 3) b − 4 x − 3 ( x + 2)( x + 1)
j × k × l ×
x +1 x−7 (b + 5)(b − 4) b − 2 x + 2 ( x − 6)( x − 3)
2 WE 19 Simplify the following.
a x+2 ÷ x+2 b m−3 ÷ m−3 c 5

÷
10
3 x 4 8 x−3 x−3

12 4 m m p+2 p−2
d ÷ e ÷ f ÷
a+2 a+2 m−6 m−6 p −1 p −1
g s−6 ÷ s h (a + 1)(a − 3) ÷ a + 1 i 8m
÷
2m
3(s + 1) s + 1 a+2 a+2 (m + 2)(m − 5) m − 5
(a + 1)(a − 3) a + 1 m(m − 2) m p p( p − 4)
j ÷ k ÷ l ÷
(a − 5)(a + 4) a + 4 (m + 1)(m + 5) m + 1 p + 7 ( p + 2)( p + 7)
3 We20a, b, c ■Simplify■each■of■the■following■by■fi■rst■factorising■the■numerator■and■then■the■
denominator■and■cancelling■as■appropriate.
2a + 2 3a + 6 4a − 4 7 p − 21
a b c d
2 9 4 7
4x + 8 3 x − 12 9 x + 54 12 x − 96
e f g h
8 6 3 4
eBook plus i 12 x − 24 j 9 x − 45 k
2 l
−6
18 15 2 x + 10 6 x − 24
Digital doc
m 2x + 2 n 3x − 6 o 5 x − 15 p 9 x + 18
SkillSHEET 17.5
doc-6350
3x + 3 4x − 8 6 x − 18 3x + 6
unDerstAnDing
4 We20d ■Simplify■each■of■the■following■fractions■by■fi■rst■factorising■the■numerator■and■then■
the■denominator■and■cancelling■as■appropriate.
x 2 + 3x p2 − 5 p y2 − 4y a 2 + 10 a
a b c d
x p y a
7x 5b 9y 4m
e f g h
5x − x 2 5b − b 2 y2 − 9y m2 − 4m
7x 3m a − 2a 2 2b 2 + b
i j k l
x − 2x2 2m 2 − m a 2 + 3a 5b − 8b 2
3x 2 + x 7b − 2b 2 9m 2 + 18m 32a − 16a 2
m n o p
9x − x2 b 2 + 5b 12m 2 − 3m 24 a + 16a 2
5 We21 ■Simplify■each■of■the■following■algebraic■fractions■by■fi■rst■factorising■the■numerator,■
then■the■denominator.
x 2 + 5x + 6 x 2 + 7 x + 12 x 2 − 9 x + 20 b 2 − 8b + 7
a b c d
x+3 x+4 x−5 b −1
a 2 − 18a + 81 a 2 − 22a + 121 x 2 − 49 m 2 − 64
e f g h
a−9 a − 11 x−7 m−8
a 2 − 7a + 12 p2 − 4 p − 5 x2 + 6x + 9 m 2 − 2m + 1
i j k l
a 2 − 16 p2 − 25 x2 + 2x − 3 m 2 + 5m − 6
y 2 − 4 y − 12 x2 − 4x + 4 x 2 + 3 x − 40 x 2 + 3 x − 18
m n o p
y 2 − 36 x2 − 4 x 2 + 6 x − 16 x2 − 6x + 9
6 We22 ■Simplify■each■of■the■following■by■factorising■the■numerator■and■denominator■and■
cancelling■as■appropriate.
20 x + 40 x + 4 9a + 27 a − 1
a × b ×
2x + 8 x+2 3a − 3 a + 3

m + 5 8m − 16 q − 3 15q + 15
c × d ×
m − 2 2m + 10 q + 1 5q − 15
3x − 6 x + 6 3a + 6 a+3
e × f ÷
x + 6 4x − 8 2a − 6 8a − 24
10 x − 5 20 x − 10 m 2 + 8m + 15 m 2 + 6m + 8
g ÷ h × 2
4 x + 28 6x + 1 m + 7m + 10 m + 10 m + 21
2
x 2 + 6 x + 8 x 2 + 8 x + 15 x2 + x − 6 x 2 + 9 x + 14
i × j ×
x 2 + 5 x + 6 x 2 + 7 x + 12 x 2 + 5 x − 14 x 2 − x − 12
7 Find all values for x that satisfy the equation:
x 4 .
=
x+3 x+5
Reasoning
x+5 x2 + 4x − 5
8 Are the expressions and equal for all values of x? From our knowledge of
x2 + x x3 − x
numbers, we know that any number divided by itself will be equal to 1. The same will apply to
algebraic terms. If two algebraic terms or expressions are equal, the result of division of one by
another will be 1.
x + 5 x2 + 4x − 5
a Perform the division ÷ by first fully factorising the expression.
x2 + x x3 − x
b Are the two expressions equal?
c Check your answer by substituting the value x = 2 into each expression.
d What happens when you attempt to substitute x = 1 into each expression?
9 Consider the equation:
x + 1 5x − 1
− = 0.
x − 1 x + 11
a Show that this equation can be converted to a quadratic equation.
b Solve the quadratic equation.
c Check that your answer is correct.
d These are values of x that are not possible in this equation. What are they? Why are they
not possible?
reflection
What is the sequence of steps
involved in simplifying algebraic
expressions that are being multiplied
or divided?

Summary
Quadratic equations
■■ Quadratic equations are equations where the term with the highest power of the pronumeral is
a squared term.
■■ A quadratic equation with the right-hand side equal to zero is in general or standard form, i.e.
in the form ax2 + bx + c = 0.
Solving quadratic equations of the form (x - a)(x - b) = 0

■■ The Null Factor Law states that:■
if a ì b = 0, then either a = 0 or b = 0 or both a = 0 and b = 0.
■■ Equations of the form (x - a)(x - b) = 0 are solved by setting each factor as equal to 0. The
solutions are x = a and x = b.
■■ If a = b, that is (x - a)2 = 0, the solutions are equal and x = a.
■■ Quadratic equations can have a maximum of 2 solutions.
Factorisation and expansion patterns
Difference of perfect squares

■■ Look for a common factor first. If there is one, factorise by taking it out.
■■ Rewrite the expression using the rule a2 - b2 = (a + b)(a - b).
Perfect squares
■■ Look for a common factor first. If there is one, factorise by taking it out.
■■ Recognise the expression as a perfect square. The first term is a perfect square, the last term
is a perfect square, and the middle term is twice the product of the square root of the first and
last.
■■ Rewrite the expression using the rule a2 + 2ab + b2 = (a + b)2 or a2 - 2ab + b2 = (a - b)2.
Solving quadratic equations with two terms

■■ If there are two terms in the equation:
(a) make sure that the right-hand side is equal to zero
(b) factorise the left-hand side by taking out any common factors and use the difference of
two squares rule if appropriate
(c) use the Null Factor Law
(d) solve any linear equations.
■■ Equations of the form ax2 + c = 0 have 2 solutions of opposite sign if c is negative.
■■ Equations of the form ax2 + c = 0 have no real solutions if c is positive.
■■ Equations of the form ax2 + bx = 0 have 2 solutions, one of which is x = 0.
Factorising quadratic trinomials

■■ A quadratic trinomial consists of 3 terms, the highest power of the pronumeral being a
squared term.
■■ The general form of a quadratic trinomial is ax2 + bx + c.
■■ There are two main cases: either a = 1 or a ò 1.
■■ Always look for a common factor first.
■■ To factorise a quadratic trinomial when a = 1, (x2 + bx + c) use the following steps:
(a) place the trinomial into general form x2 + bx + c
(b) find all the factor pairs of c
(c) identify the factor pair whose sum equals b
(d) express the trinomial in factor form x2 + bx + c = (x + __ )(x + __ ).

More quadratic trinomials

■■ Always■look■for■a■common■factor■before■factorising.
■■ To■factorise■any■quadratic■trinomial■of■the■form■ax2■+■bx■+■c,■follow■these■steps.
Step■1.■ List■the■factor■pairs■of■ac.
Step■2.■ Identify■which■pair■has■a■sum■of■b.■
Step■3.■ ■Rewrite■the■expression■by■breaking■the■middle■term■into■two■terms■using■the■factor■
pair■from■Step■2.
Step■4.■ Factorise■by■grouping■the■terms.
■■ An■alternative■method■of■factorising■a■quadratic■trinomial■is■to■use■the■cross-product■method.
■■ You■can■always■check■your■answer■by■expanding.
Solving quadratic equations with three terms
The■general■quadratic■equation,■ax2■+■bx■+■c■=■0,■may■be■solved■by■following■these■steps.
■■ Check■for■common■factors.
■■ Factorise■by■grouping■after■fi■nding■a■factor■pair■of■ac■that■adds■to■b■or■by■using■the■cross-
product■method.
■■ Use■the■Null■Factor■Law■to■form■linear■equations.
■■ Solve■the■linear■equations.
Solving quadratic equations in turning point form a(x - h)2 + k = 0

Quadratic■equations■in■turning■point■form,■a(x■-■h)2■+■k■=■0,■can■be■solved■by■following■these■steps.
■■ Divide■both■sides■by■a.
■■ Rewrite■the■left-hand■side■as■two■squares.
■■ Factorise■by■using■the■difference■of■two■squares■rule,■if■possible.■(Obtaining■the■sum■of■two■
squares■indicates■that■no■real■solutions■can■be■found.)
■■ Use■the■Null■Factor■Law■to■form■linear■equations.
■■ Solve■the■linear■equations.
Problems and applications using quadratic equations

When■solving■worded■problems■involving■quadratic■equations,■follow■these■steps.
■■ Defi■ne■the■terms■if■required.
■■ Convert■the■sentences■or■sentence■parts■into■algebraic■terms.
■■ Look■for■keywords■such■as■equal,■subtracted■from,■multiplied■by,■and■so■on.
■■ Write■an■equation■in■the■form■ax2■+■bx■+■c■=■0.
■■ Solve■the■equation■by■factorising■the■left-hand■side■and■using■the■Null■Factor■Law.
■■ Decide■which■solutions■are■valid.
■■ Answer■the■question■in■a■sentence.

When■simplifying■algebraic■fractions:
■■ factorise■the■numerator■and■the■denominator,■if■necessary.
■■ cancel■factors■where■appropriate.
■■ if■two■fractions■are■multiplied,■factorise■where■possible,■then■cancel■any■factors,■one■from■the■
numerator■and■one■from■the■denominator.
■■ if■two■fractions■are■divided,■remember■to■turn■the■second■fraction■upside■down■and■change■
division■to■multiplication.

Use■the■terms■in■the■summary,■and■other■terms■if■you■wish,■to■construct■a■concept■map■that■
illustrates■your■understanding■of■the■key■concepts■covered■in■this■chapter.■Compare■this■
Homework

Chapter review
Fluency 10 What does the expression 5x2 + 20x - 60 factorise
to?
1 Which of the following is not a quadratic equation? A (5x - 12)(x + 5) B (5x + 15)(x - 4)
A x2 - 1 = 0 B x2 - 1 + 2x = 0 C 5(x + 6)(x - 2) D 5(x - 6)(x + 2)
1 1 E 5(x - 6)(x - 2)
C x2 - =0 D x2 - =0
2 x 11 What does the expression 3x2 - 13x + 4 factorise
E x2 - 1 + 2x = 2x2 - 10x + 2 to?
2 Which of the following is in general form? A (3x - 1)(x - 4) B (3x - 2)(x + 2)
A x2 + 1 = 0 B x2 - 1 = 2 C (3x - 2)2 D (3x - 4)(x - 1)
C 2x = x + 3
2 2 D x2 = x2 + 1 E (3x - 4)(x + 1)
E ax + bx + c = 1
2
12 x + 3 ÷ ( x + 3) is equivalent to:
2
3 The Null Factor Law cannot be applied to the x+2 x+2
equation x(x + 3)(x - 2) = 1 because:
( x + 3)2 1 x+2
A the first factor is a simple x term. A B C
B there are more than two factors. ( x + 2) 2 x+3 x+3
C the right hand side equals 1. −1 x+3
D E
D the second term is positive. 2( x + 2) x+2
E the third term is negative.
13 Find the solutions to the quadratic equation
4 If the solutions to the quadratic equation (x - 3)(2x + 8) = 0.
(x - 3)(x - b) = 0 are 3 and -5, then b is equal to:
14 Determine the solutions to the equation
A 5 B -5 C 3
(4 - x)(2x - 7) = 0.
D -3 E -15
15 Factorise each of the following using the difference
5 The solutions to 3x2 - 27 = 0 are:
of two squares rule.
A x = 3 and x = -3 B x = 9 and x = -9
a x2 - 64 b a2 - 144
C x = 1 and x = -1 D x = 2 and x = -2
c 49b - 12 d 4f 2 - 9g2
E x = 6 and x = -6
e (n + 1) - m
2 2 f (r - 1)2 - 4s2
6 The quadratic equation 2x2 + 7x + 3 = 0 has
16 Factorise each of the following quadratic
solutions at:
trinomials.
A x = 3 and x = 1 B x = -3 and x = -1
a c2 + 5c + 4 b p2 + 10p - 24
1 1
C x= and x = 3 D x = -3 and x = - 2 c y - 10y + 24
2 d x2 + 3x + 2
2
e m - 7m + 10
2 f m2 + 24m + 44
E x = 2 and x = 3
17 Factorise each of the following.
7 The quadratic equation 9(x + 9)2 - 9 = 0 has: a 2a2 + 16a + 24 b 3b2 - 24b + 36
A the solutions 9 and -9 c 4c - 16c - 48
2 d 2x2 + 3x + 1
B the solutions x = 1 and -1 e 3x - x - 2
2 f 6x2 + 13x + 6
C the solutions 8 and 10
18 Find the solutions to the following quadratic
D the solutions -8 and -10
equations.
E no solutions
a 3x2 - 27 = 0 b 5x2 - 125 = 0
8 The expression 4a2 - 12a + 9 factorises to: c 2x2 + 14x = 0 d x2 - 4x - 5 = 0
A (4a + 9)(4a + 9) B (4a - 9)(4a - 9) e x - 11x + 10 = 0
2 f 2x2 - 9x - 5 = 0
C (2a - 3)(2a - 3) D (2a - 3)(2a + 3) 19 Solve the following equations, identifying those
E (2a + 3)(2a + 3) with no real solutions.
9 What does the expression 9m2 - 16n2 factorise to? a x2 + 11x + 10 = 0 b 3x2 + 6x = 0
A 9(m - 4n)(m + 4n) c -2x - 1 = 0.
2
B 3(3m - 4n)2 20 Determine the solutions to the following equations.

C (9m - 16n)(9m + 16n) a (x + 2)2 - 16 = 0
D (3m - 4n)(3m - 4n) b 4(x - 3)2 - 36 = 0
E (3m - 4n)(3m + 4n) c (x + 1)2 = 25

21 Simplify each of the following. 5 A new square computer monitor is made up of a

( x − 3)( x + 4) x + 1 x ( x + 5) x+5 rectangular screen surrounded by a hard plastic
a ì b ó
x +1 x−3 x−5 x ( x − 5) frame in which speakers can be inserted.
4 x − 12 x + 1 10 x + 20 5 x + 10 x
c ì d ó
2x + 2 x − 3 3x − 3 6x + 6
3 cm
x 2 + 7 x + 12 x 2 − 6 x − 7
e ì
x2 + 4 x + 3 x2 + 2x − 8
x 2 − 25 x2 − 6x + 5
f ó 2 2 cm
Screen
2 cm
x
x2 + 4 x − 5 x + 5x − 6
problem solving
1 The distance travelled by a motorbike is given by the

formula d = 18t + 2t2, where t is the time in seconds 3 cm
and d is the distance in metres. How long would it
take the motorbike to travel a distance of 180 m?
2 When 20 is subtracted from the square of a certain a Write expressions for the length and width of
number, the result is 8 times that number. Find the the screen in terms of x.
number, which is negative. b Write an expression for the area of the screen,
using expanded form.
3 A ball is thrown from the balcony of an apartment
c Find the area of the screen if x = 30 cm.
building. The ball is h metres above the ground
when it is a horizontal distance of x metres from the 6 An astronaut needs to find a positive number such
building. The path of the ball follows the rule ■ that twice the number plus its square gives 35.
h = -x2 + 3x + 28. How far from the building will a Write this as an equation
the ball land? b Solve the equation to find the answer for him.
4 David owned land in the shape of a square with
7 A window cleaner was 3 metres off the ground,
side length p.
cleaning the windows of a high-rise building,
He decided to sell part of this land by reducing it
when he dropped his bucket. The height, h m,
by 50 metres in one direction and 90 metres in the
of the bucket above the ground t seconds after it
other.
p is dropped is given by the equation h = 3 - t2 - 2t.
50 m Land to be sold
p
Land remaining
90 m
a Find an expression in terms of p for the area of

the original land.
b Find an expression in terms of p, in its simplest
form, for the area of land David has remaining
after he sells the section of land shown.
c Find an expression in terms of p for the area of
land he sold.

a What■is■the■value■of■h■when■the■bucket■hits■the■ a Find■the■selling■price■that■makes■the■DVD■
ground? break■even■(i.e.■when■the■profi■t■is■zero).
b Rewrite■the■equation,■replacing■h■with■the■ b Find■the■selling■price■of■the■DVD■that■gives■a■
value■it■takes■when■the■bucket■hits■the■ground. profi■t■of■$128■■000.
c Solve■the■equation. c Investigate■to■fi■nd■the■maximum■profi■t,■then■
d Find■the■time■it■takes■for■the■bucket■to■reach■ fi■nd■the■selling■price■of■the■DVD■for■this■
the■ground. maximum.
8 The■total■profi■t,■P■(in■thousands■of■dollars),■ eBook plus
for■a■new■DVD■is■determined■by■its■selling■ Interactivities
price,■s■(in■dollars)■according■to■the■formula■ Test Yourself
P■=■144■-■(s■-■8)2. Chapter 17
int-0721
Word search
Chapter 17
int-0693
Crossword
Chapter 17
int-0707

Chapter opener •■ SkillSHEET■17.11■(doc-6357):■Finding■the■factor■
pair■that■adds■to■a■given■number■(page 607)
Digital doc
Interactivity
•■ Factorising■quadratic■equations■(int-2775)■
(page 589)
(page 605)
Are you ready?
17F More quadratic trinomials
Digital doc
•■ SkillSHEET■17.1■(doc-6346):■Recognising■linear■
•■ SkillSHEET■17.10■(doc-6356):■Factorising■quadratic■
equations
trinomials■(page 610)
•■ SkillSHEET■17.2■(doc-6347):■Factorising■by■fi■nding■
the■highest■common■factor 17G Solving quadratic equations with
•■ SkillSHEET■17.3■(doc-6348):■Linking■squares■with■ three terms
square■roots Digital doc
•■ SkillSHEET■17.4■(doc-6349):■Square■roots •■ SkillSHEET17.10■(doc-6356):■Factorising■quadratic■
•■ SkillSHEET■17.5■(doc-6350):■Simplifying■algebraic■ trinomials■(page 612)
fractions
•■ SkillSHEET■17.6■(doc-6351):■Multiplying■and■ 17H Solving quadratic equations in turning
dividing■algebraic■fractions point form a(x - h) 2 + k = 0
17A Quadratic equations Digital docs
•■ SkillSHEET■17.12■(doc-6358):■Further■factorising■
Digital doc
difference■of■two■squares■expressions■(page 615)
•■ SkillSHEET■17.1■(doc-6346):■Recognising■linear■ •■ WorkSHEET■17.2■(doc-6359):■Quadratics■II■
equations■(page 593) (page 616)
17I Problems and applications using
form ( x - a )( x - b ) = 0
quadratic equations
Digital docs
Digital doc
•■ SkillSHEET■17.7■(doc-6352):■Solving■linear■equations■ •■ WorkSHEET■17.3■(doc-6360):■Quadratics■III■
(page 595) (page 619)
•■ WorkSHEET■17.1■(doc-6353):■Quadratics■I■
(page 596) 17J Simplifying algebraic fractions
17C Factorisation and expansion patterns Digital doc
•■ SkillSHEET■17.5■(doc-6350):■Simplifying■algebraic■
Digital doc(page 599) fractions■(page 625)
•■ SkillSHEET■17.8■(doc-6354):■Factorising■difference■
of■two■squares■expressions Chapter review
17D Solving quadratic equations with two terms (page 631)
Interactivities
•■ Test■Yourself■Chapter■17■(int-0721):■Take■the■
end-of-chapter■test■to■test■your■progress.■
•■ SkillSHEET■17.8■(doc-6354):■Factorising■difference■
of■two■squares■expressions
•■ Crossword■Chapter■17■(int-0707)
•■ SkillSHEET■17.9■(doc-6355):■Factorising■
expressions■of■the■type■ax2■+■bx To access eBookPLUS activities, log on to
17E Factorising quadratic trinomials www.jacplus.com.au
Digital docs
trinomials■(page 606)

18
18A Graphs of quadratic functions
18B Plotting points to graph quadratic
functions
18C Sketching parabolas of the form
y = ax 2
18D Sketching parabolas of the form
y = ax 2 + c
18E Sketching parabolas of the form
y = (x - h)2
18F Sketching parabolas of the form
Quadratic y = (x - h)2 + k
18G Sketching parabolas of the form
y = (x + a)(x + b)
functions
18H Applications
WhAt Do you knoW ?

1 List what you know about quadratic
graphs. Create a concept map to show
your list.
that shows your class’s knowledge
quadratic graphs.
eBook plus
Digital doc
Chapter 18
doc-6361
opening Question
What is the shape of the path of the stick

Jack will throw in the air for his dog to
retrieve?
Are you ready?

Equation of a vertical line

eBook plus 1 Write■the■equation■for■each■of■the■lines■shown■below.
a y b y c y
Digital doc
SkillSHEET 18.1
doc-6362
x x
-4 -3 -2-1 0 1 2 3 -2-1 0 1 2 3 4 -1 0 1 2 3 4 5 x
eBook plus Substitution into quadratic equations

2 Substitute■the■x-value■in■brackets■into■each■of■the■following■quadratic■equations■to■determine■
Digital doc
SkillSHEET 18.2
the■y-value.
doc-6363 a y■=■x2■-■4x■+■3■ (x■=■3) b y■= -3x2■+■2x■-■8■ (x■=■2)
c y■= -8x2■-■3x■-■12■ (x■= -2)

3 Plot■the■following■points■on■a■Cartesian■plane■(number■plane).
Digital doc
a A■(1,■4) b B■(-2,■3)
SkillSHEET 18.3
doc-6364 c C■(3,■-5) d D■(-4,■0)
e E■(0,■0) f F■(0,■-2)
eBook plus Solving quadratic equations of the form ( x + a )( x + b) = 0

4 Solve■the■following■quadratic■equations.
Digital doc
SkillSHEET 18.4
a (x■+■6)(x■+■8)■=■0 b (x■-■3)(2x■+■7)■=■0
doc-6365 c (3x − )(3x − )■=■0
1
4
1
4
eBook plus Factorising quadratic trinomials of the form ax 2 + bx + c where a = 1

5 Factorise■the■following■quadratic■trinomials.
Digital doc
a x2■+■7x■+■12 b x2■+■4x -■12
SkillSHEET 18.5 2
doc-6366 c x ■-■13x■+■12
eBook plus Solving quadratic trinomials of the type ax 2 + bx + c = 0 where a = 1

6 Solve■the■following■quadratic■equations.
Digital doc
a x2■+■11x■+■24■=■0 b x2■-■10x■+■21■=■0
SkillSHEET 18.6 2
doc-6367 c x ■+■7x■-■60■= 0

18A Graphs of quadratic functions

■■ The graph at right is a typical parabola with y y = (x - 2)2 -1
features as listed below. 5
■■ The dotted line is the axis of symmetry; the y-intercept
parabola is the same on either side of this line. 4 (0, 3)
■■ The turning point is the lowest point on the
3
graph; the point where the graph changes
direction. It is also called the local minimum. 2
■■ The parabola is upside down, or inverted, if x-intercepts
the turning point is the highest point on the 1 (1, 0)
graph. (3, 0)
■■ The x-intercept(s) is where the graph crosses
-0.5 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 x
(or sometimes just touches) the x-axis. Not all
parabolas have x-intercepts. -1
■■ The y-intercept is where the graph crosses the
-2 Local minimum
y-axis. All parabolas have one y-intercept.
(2, -1)
-3
Axis of symmetry
-4 x=2
-5
Worked Example 1
For each of the following graphs, state the equation of the axis of symmetry, the coordinates of the
turning point and whether it is a maximum or a minimum.
a Axis of symmetry b Axis of symmetry
y y
(-2, 3)
0 x 0 x
1 -2
(1, -4)
Think Write
a 1 State the equation of the vertical line that cuts the a Axis of symmetry is x = 1.
parabola in half.
2 State the turning point. The turning point is at (1, -4).
3 Determine the nature of the turning point by Minimum turning point
observing whether it is the highest or lowest
point of the graph.
b 1 State the equation of the vertical line that cuts the b Axis of symmetry is x = -2.
parabola in half.
2 State the turning point. The turning point is at (-2, 3).
3 Determine the nature of the turning point by observing Maximum turning point
whether it is the highest or lowest point of the graph.
Chapter 18 Quadratic functions 635

The x- and y-intercepts

■■ The x-intercept is where the graph crosses (or just touches) the x-axis.
■■ The y-intercept is where the graph crosses the y-axis. All parabolas have one y-intercept.
■■ When sketching a parabola, the x-intercepts (if any) and the y-intercept should always
be marked on the graph, with their respective coordinates.
Worked Example 2
For each of the following graphs, state the equation of the axis of symmetry, the coordinates of the
turning point, whether the point is a maximum or a minimum, and the x- and y-intercepts.
a y b y
(2, 0)
0 x
-4
-2 0 x
(-1, -1)
Think Write
a 1 State the equation of the vertical line that a Axis of symmetry is x = 2.

cuts the parabola in half.
2 State the turning point and its nature; that Maximum turning point is at (2, 0).
is, determine whether it is the highest or
lowest point of the graph.
3 Observe where the parabola crosses the The x-intercept is 2. It occurs at the point (2, 0).
x-axis. In this case, the graph touches the
x-axis when x = 2, so there is only one
x-intercept.
4 Observe where the parabola crosses the The y-intercept is -4. It occurs at the
y-axis. point (0, -4).
b 1 State the equation of the vertical line that b Axis of symmetry is x = -1.
cuts the parabola in half.
2 State the turning point and its nature; that Minimum turning point is at (-1, -1).
is, determine whether it is the highest or
lowest point of the graph.
3 Observe where the parabola crosses the The x-intercepts are -2 and 0. They occur at the
x-axis. points (-2, 0) and (0, 0).
4 Observe where the parabola crosses the The y-intercept is 0. It occurs at the
y-axis. point (0, 0).

remember
1.■ A■parabola■is■the■graph■of■a■quadratic■function.
2.■ A■parabola■is■symmetrical;■that■is,■each■half■is■a■mirror■image■of■the■other.
3.■ The■axis■of■symmetry■divides■the■parabola■into■two■equal■parts■and■is■named■by■the■
equation■of■its■line.
4.■ The■turning■point■is■where■the■parabola■turns■or■changes■direction.
5.■ The■minimum■turning■point■is■the■lowest■point■on■the■graph.
6.■ The■maximum■turning■point■is■the■highest■point■on■the■graph.
7.■ The■x-intercept■is■the■x-coordinate■of■the■point■where■the■graph■touches■or■crosses■the■
x-axis.
8.■ The■y-intercept■is■the■y-coordinate■of■the■point■where■the■graph■crosses■the■y-axis.■
exerCise
18A graphs of quadratic functions
fluenCy
eBook plus
1 We1 ■For■each■of■the■graphs■below:
i state■the■equation■of■the■axis■of■symmetry
Digital doc ii give■the■coordinates■of■the■turning■point
SkillSHEET 18.1
iii indicate■whether■it■is■a■minimum■or■maximum■turning■point.
doc-6362
a y b y
0 x
0 (0, 0) x (0, -3)
c y d y
(0, 0)
0 x
0 x
-1
(-1, -2) -2
e y f y
(0, 2)
0 2 x
-1 (2, -1)
0 x

2 For each of the graphs below state:

i the equation of the axis of symmetry
ii the coordinates of the turning point
iii whether the turning point is a maximum or minimum.
a y b y
0 x
1
(0, -2)
(0, 1)
0 x -3
(1, -3)
c y d y
(-2, 2) x
–1 0
0 x (-1, -2)
-2
(0, -3)
e y f y
(0, 6)
(0, 1)
0 x
(2, 2)
0 x
3 WE2 For each of the following graphs, state the equation of the axis of symmetry, the
coordinates of the turning point and whether it is a maximum or a minimum, and the x- and
y-intercepts.
a y b y c y
(0, 1)
0 x 0
-1 1 -1 1 3 x
-1 0 1 x -3
-4
(0, -1)
d y e y f y
1
1
0 2 –4
-3 -2 -1 0 x
-11–2 - 1–2 1– x
2
2
- 3–4
-1
-3 0 1– x
2

g y h y i y
0 x 4
-1 3
0 x -1
0 x
2 -1 1 2 3
j y
0 x
-1 1 5
-5
-9
4 MC a The axis of symmetry for the graph shown at right is: y

A x=0 B x = -2 C x = -4
D y-axis E x-axis
b The coordinates of the turning point for the graph are:
A (0, 0) B (-2, 4) C (-2, -4) 0 x
-4 -2
D (2, -4) E (-4, 0)
c The y-intercept is: -4
A 0 B -2 C -4
D 2 E 4
d The x-intercepts are:
A 0 and 4 B 0 and 2 C 0 and -2 D 0 and -4 E 0 only
Understanding
5 Consider the table of values below.
x -4 -3 -2 -1 0 1 2 3 4
y 12 5 0 -3 -4 -3 0 5 12
a Plot these points on graph paper. What shape is the graph?
b Locate the axis of symmetry.
c Locate the y-intercept.
d Locate the x-intercept(s).
6 Consider the function y = x2 + x. Complete this table of values for the function.
x -6 -4 -2 0 2 4 6 8
y 0
7 MC Which of the following rules is not a parabola?
A y = -2x2 B y = 2x2 - x C y = -2 ó x2
D y = -2 + x2 E y = 4x - 2x2
8 Consider the graph of y = -x2.
a State the turning point of this graph.
b State whether the turning point is a maximum or a minimum.
9 Given the following information, make a sketch if the graph involved.
a Maximum turning point = (-2, -2), y-intercept = (0, -6)
b Minimum turning point = (-3, -2), x-intercepts (1, 0) and (-7, 0)

Reasoning
10 Consider the parabola given by the rule y = x2 and the straight line given by y = x. Plot these
two graphs on a single set of axes and determine where the two graphs meet.
11 A window-cleaning company varies its charges as the square of the height of the building.
Let the heights of buildings be 10, 15, 20, . . . 50 m. The cost of window washing for a
10-m building is $100.
a Determine the window washing costs for the buildings listed above. By plotting a graph,
what shape is the graph?
b What would be the cost for a 45 m building?
c If the cost is $729, what is the height of the building?
12 Another window-cleaning company also varies its charges as the square of the height of the
building. The cost for a 20-m building is $600.
a What would be the cost for a 40-m building?
b If the cost was $2053.50, what was the height of the building?
13 If the axis of symmetry of a parabola is x = -4, and one
of the x-intercepts is (10, 0), determine the other reflection
x-intercept. What are the major features
14 If the x-intercepts of a parabola are (-2, 0) and (5, 0), of all parabolas?
determine the axis of symmetry.

functions
■■ If there is a rule connecting y and x, a table of values can be used to determine actual
coordinates.
■■ When drawing straight line graphs, a minimum of two points is required. For parabolas there
is no minimum number of points, but between 6 and 12 points is a reasonable number.
■■ The more points used, the ‘smoother’ the parabola will appear.
■■ Ensure that points plotted include (or are near) the main features of the parabola, namely the
axis of symmetry, turning point and the x- and y-intercepts.
Worked Example 3
Copy and complete the table of values for each of the following equations, then list the coordinates of
each of the points.
a y = x2
x -3 -2 -1 0 1 2 3
y=x 2 9
b y = -x2 + 2
x -3 -2 -1 0 1 2 3
y= -x2 +2
c y = 2x2 - 5x + 1
x -2 -1 0 1 2 3 4
y = 2x - 5x + 1
2

Think Write/display
a 1 Write the equation. a y = x2

2 Substitute the x-values into When x = -3, y = (-3)2 = 9
the equation to obtain the When x = -2, y = (-2)2 = 4
corresponding y-values. . . .
When x = 3, y = (3)2 = 9
3 Complete the table of values. x -3 -2 -1 0 1 2 3
y=x 2 9 4 1 0 1 4 9
4 List the coordinates of each of the points. (-3, 9), (-2, 4), (-1, 1), (0, 0), (1, 1), (2, 4), (3, 9)
b 1 Write the equation. b y = -x2 + 2
2 Substitute the x-values into When x = -3, y = -(-3)2 + 2 = -7
the equation to obtain the When x = -2, y = -(-2)2 + 2 = -2
When x = 3, y = -(3)2 + 2 = -7
3 Complete the table of values. x -3 -2 -1 0 1 2 3
y = -x + 22 -7 -2 1 2 1 -2 -7
4 List the coordinates of each of the points. (-3, -7), (-2, -2), (-1, 1), (0, 2), (1, 1), (2, -2), (3, -7)
c 1 Write the equation. c y = 2x2 - 5x + 1
2 Substitute the x-values into When x = -2, y = 2(-2)2 - 5(-2) + 1 = 19
the equation to obtain the When x = -1, y = 2(-1)2 - 5(-1) + 1 = 8
When x = 4, y = 2(4)2 - 5(4) + 1 = 13
3 Complete the table of values. x -2 -1 0 1 2 3 4
y= 2x2 - 5x + 1 19 8 1 -2 -1 4 13
4 List the coordinates of each of the points. (-2, 19), (-1, 8), (0, 1), (1, -2), (2, -1), (3, 4), (4, 13)
■■ Occasionally a list of x-values will be provided and the corresponding y-values can be
calculated.
■■ In the following example, the set of x-values is specified as -4 Ç x Ç 2.
Worked Example 4
Plot the graph of y = x2 + 2x - 3, -4 Ç x Ç 2 and, hence, state:

a the equation of the axis of symmetry
b the coordinates of the turning point and whether it is a maximum or a minimum
c the x- and y-intercepts.
Think Write/display
1 Write the equation. y = x2 + 2x - 3
2 Complete a table of values by substituting x -4 -3 -2 -1 0 1 2
into the equation each integer value of x
from -4 to 2. For example, when y 5 0 -3 -4 -3 0 5
x = -4, y = (-4)2 + 2 ì (-4) - 3 = 5.

3 List the coordinates of the points. (-4, 5), (-3, 0), (-2, -3), (-1, -4), (0, -3), (1, 0), (2, 5)
4 Draw and label a set of axes, plot the y = x2 + 2x - 3 y
points listed and join the points to form a 5
smooth curve. 4
3
2
1
0 x
-4 -3 -2 -1 1 2
-2
-3
(-1, -4) -4
a Find the equation of the line that divides a Axis of symmetry is x = -1.
the parabola exactly into two halves.
b Find the point where the graph turns or b Minimum turning point is at (-1, -4).
changes direction, and decide whether it
is the highest or lowest point of the graph.
State the coordinates of this point.
c 1 State the x-coordinates of the points c The x-intercepts are at -3 and 1. They occur at the
where the graph crosses the x-axis. points (-3, 0) and (1, 0).
2 State the y-coordinate of the point The y-intercept is at -3. It occurs at the point (0, -3).
where the graph crosses the y-axis.
■■ A rule connecting x and y will be occasionally provided. From this rule, pairs of x- and
y-values can be calculated.
■■ In the following example, the rule is given as h = -5x2 + 25x.
■■ Graphs can be drawn using a CAS calculator, a graphing program on your computer or ■
by hand.
Worked Example 5
Rudie, the cannonball chicken, was fired out of a

cannon. His path could be traced by the equation
h = -5x2 + 25x, where h is Rudie’s height, in metres,
above the ground and x is the horizontal distance,
in metres, from the cannon. Plot the graph for
0 Ç x Ç 5 and use it to find the maximum height of
Rudie’s path.
Think Write
1 Write the equation. h = -5x2 + 25x

2 Complete a table of values by x 0 1 2 3 4 5
substituting into the equation each
integer value of x from 0 to 5. For h 0 20 30 30 20 0
example, when x = 0,
h = -5 ì 02 + 25 ì 0 = 0.
3 List the coordinates of the points. (0, 0), (1, 20), (2, 30), (3, 30), (4, 20), (5, 0)

4 As■a■parabola■is■symmetrical,■the■ When x =■2.5,■ h■■=■-5■ì■(2.5)2■+■25■ì■2.5

greatest■value■of■h■must■be■greater■than■ =■31.25
30■and■occurs■when x lies■between■the■
2■and■3,■so■fi■nd■the■value■of h■when h
h = -5x2 + 25x
x =■2.5. 30
5 Draw■and■label■a■set■of■axes,■plot■the■ 20
points■from■the■table■and■join■the■points■
to■form■a■smooth■curve. 10
0 x
1 2 3 4 5
6 The■maximum■height■is■the■value■of■h■at■ h■=■31.25
the■highest■point■of■the■graph.
7 Answer■the■question■in■a■sentence. The■maximum■height■of■Rudie’s■path■is■
31.25■metres.
remember
1.■ Complete■a■table■of■values■by■substituting■each■integer■value■of x into■the■equation.

2.■ Plot■a■graph■by■drawing■and■labelling■a■set■of■axes,■plotting■the■points■from■the■table■
and■joining■the■points■to■form■a■smooth■curve.
3.■ The■axis■of■symmetry■is■the■line■that■divides■the■parabola■exactly■in■half.
4.■ The■turning■point■is■the■point■where■the■graph■changes■direction■or■turns.
5.■ The■turning■point■is■a■maximum■if■it■is■the■highest■point■on■the■graph■and■a■minimum■if■
it■is■the■lowest■point■on■the■graph.
6.■ The■x-intercept(s)■is■the■x-coordinate■of■the■point■where■the■graph■touches■or■crosses■
the■x-axis.
7.■ The■y-intercept■is■the■y-coordinate■of■the■point■where■the■graph■crosses■the■y-axis.
exerCise
18b plotting points to graph quadratic functions
fluenCy
1 We 3 ■Copy■and■complete■the■table■of■values■for■each■of■the■following■equations,■then■list■the■
eBook plus
coordinates■of■each■of■the■points.
Digital doc a y =■2x2
SkillSHEET 18.2
x -3 -2 -1 0 1 2 3
doc-6363 y = 2x2
b y =■x2■-■4
x -3 -2 -1 0 1 2 3
y= x2 -4
c y =■-x2■+■4x■+■5
x -2 -1 0 1 2 3 4 5 6
eBook plus y= -x2 + 4x + 5
Digital doc 2 Using■the■equations■in■question■1:
SkillSHEET 18.3
doc-6364 i plot■the■points■and■join■with■a■smooth■curve
ii identify■the■axis■of■symmetry■and■state■its■equation.

3 Complete the following table of values, plot the points then join with a smooth curve.
x -2 -1 0 1 2 3 4 5
y = -x2 + x
4 WE 4 Plot the graph of each of the following and, hence, state:
i the equation of the axis of symmetry
ii the coordinates of the turning point and whether it is a maximum or a minimum
iii the x- and y-intercepts.
Remember: -7 Ç x Ç 0 means the graph is drawn from x = -7 to x = 0.
a y = x2 + 8x + 15, -7 Ç x Ç 0 b y = x2 - 1, -3 Ç x Ç 3
c y = x - 4x, -1 Ç x Ç 5
2 d y = x2 - 2x + 3, -2 Ç x Ç 4
e y = x + 12x + 35, -9 Ç x Ç 0
2 f y = -x2 + 4x + 5, -2 Ç x Ç 6
g y = 2x - 16x - 18, -1 Ç x Ç 9
2 h y = -x2 - 4x - 3, -4 Ç x Ç 2
5 Consider the equations for -3 Ç x Ç 3:
i y = x2 + 2 ii y = x2 + 3.
a Make a table of values and plot the points on the same set of axes.
b State the equation of the axis of symmetry for each equation.
c State the x-intercepts for each equation.
Understanding
6 WE5 A missile was fired from a boat during a test. The missile’s path could be traced by the
1
equation h = - 2 x2 + x, where h is the missile’s height above the ground, in kilometres, and x is
the horizontal distance from the boat, in kilometres.
Plot the graph for 0 Ç x Ç 2 and use it to find the maximum height of the missile’s path, in
metres.
v2
7 The speed versus distance graph of a car breaking efficiently has the equation s = , where
v is the speed, in km/h, and s is the stopping distance, in metres. 260
a Use graph paper to plot this graph for 0 Ç v Ç 120 (choose an appropriate scale). From the
graph find the stopping distance for a car at:
i 60 km/h ii 100 km/h iii 120 km/h.
b What is the maximum speed a person can travel if the car must stop within 25 m? Round
answers to the nearest whole number. Compare your answers from the graph and formula.
8 SpaceCorp sent a lander to Mars to measure the temperature change over a period of time.
The results were plotted on a set of axis, shown below. From the graph it can be seen that the
temperature change follows the quadratic rule: ■
T = -h2 + 22h - 21, where T is the temperature in degrees Celsius, and the time elapsed, h, is
in hours.
T
100
80
60
40
20
0
5 10 15 20 h
-20
a What was the initial temperature on Mars?

b When was the temperature measured as 0 oC?

c When was the highest temperature recorded?

d What was the highest temperature recorded?
9 A ball was thrown from the top of a building. Its height above the ground, h, is given by
h = -4.9t2 + 5t + 12.5, where h is in metres and t is the time in seconds, since the ball was thrown.
a What is the height of the building? (Hint: Where was the ball at t = 0?)
b Sketch a graph of h versus t.
c How long did it take for the ball to reach the ground?
Reasoning
10 T
he Grand Old Duke of York marched his men up a hill that follows the path of the equation
y = -x2 + 16x where y is the vertical distance travelled and x is the horizontal distance. Both
measurements are in metres. Plot the graph for 0 Ç x Ç 16, and use it to find out whether the
Duke and his men were halfway across when they were halfway up. If not, how far across were
they on the upward journey? Round answers to 1 decimal place.
11 W
hen a golfer hits the ball from the tee with a 7 iron, the ball follows the path of the
parabola h1 = -x2 + 25x. When hit with a 9 iron, the ball follows the path of the parabola
h2 = -2x2 + 24x. In both cases, h is the height above ground, in metres, and x is the horizontal
distance from the golfer, in metres. If the green is 13 metres away from the tee, plot both
graphs to determine which club the golfer should use.
12 On a basketball court, Brian threw a basketball towards the ground such that it followed the
path defined by the equation y = 0.1(x - 4)2, where y is the height of the ball in metres and x is
the horizontal distance from the player in metres.
a How far off the ground was the ball when Brian threw it?
b How far from Brian did the ball bounce?
c If Tony, another player, is 10 metres away from Brian, how high will he need to jump in
order to catch the ball? (Tony is 1.85 m tall and his arm length is 70 cm).
13 In order for Natalie to participate in a trip to the snow this year, she will need to fund-raise.
By selling mini Easter eggs at school for different prices each day, Natalie found that the
relationship between the cost (c) of a sachet of mini Easter eggs and the total profit (P) was
modelled by the equation P = (c + 2)(6 - c). One day she did not sell any Easter eggs but a
teacher kindly gave her $12 towards her trip.
a Draw a graph of P = (c + 2)(6 - c).
b Explain why the graph should not appear to the left of reflection
the P axis. If given a choice, what is
c What will the mini Easter eggs cost if the maximum the best way to choose the
profit is to be made? How much will this profit be? points to be plotted on a
d Up to what amount could Natalie charge before she graph?
makes a loss?
18C Sketching parabolas of the

form y = ax 2
The graph of the quadratic function y = x 2 y
y = x2
4
■■ The simplest possible parabola, y = x2, is shown at right.
■■ Both the x- and y-axes are clearly indicated, along with their scales. 3
■■ The turning point (0, 0) is indicated.
2
■■ The x- and y-intercepts are indicated. For this graph they are all
1
(0, 0) (0, 0)
■■ This is an example of a parabola that just touches (does not cross)
-2 -1 0 1 2
x
the x-axis at (0, 0).

parabolas of the form y = ax2, where a > 0

eBook plus
■■ A■coeffi■cient■in■front■of■the■x2■term■affects■the■dilation■of■the■graph,■making■it■wider■or■
narrower■than■the■graph■of■y■=■x2.
Interactivity ■■ If■a■>■1■then■the■graph■becomes■narrower,■while■if■a■<■1■(but■still■positive),■the■graph■becomes■
y = ax2
int-0749
wider.
■■ The■following■features■of■the■parabola■remain■unchanged,■for a > 0,■regardless■of■the■
value■of■a:
•■ the■axis■of■symmetry■is■x■=■0
•■ the■turning■point■is■(0,■0)
•■ the■x-intercept■is■(0,■0)
•■ the■y-intercept■is■(0,■0)
•■ the■shape■of■the■parabola■is■always■upright■or■a■U■shape.
WorkeD exAmple 6
On the same set of axes sketch the graph of y = x2 and y = 3x2, marking the coordinates of the
turning point and the intercepts. State which graph is narrower.
think Write/DrAW
1 Write■the■equation■of■the■fi■rst■graph. y =■x2
2 State■its■axis■of■symmetry. Axis■of■symmetry■is x =■0.
3 State■the■coordinates■of■the■turning■ The■turning■point■is■(0,■0).
point.
4 State■the■intercepts. The x-intercept■is■0■and■the■y-intercept■is■0.
5 Find■the■coordinates■of■one■other■point. When■x■=■1,■y■=■1.■ (1,■1)
6 Write■the■equation■of■the■second■graph. y =■3x2
7 State■its■axis■of■symmetry. Axis■of■symmetry■is x =■0.
8 State■the■coordinates■of■the■turning■point. The■turning■point■is■(0,■0).
9 State■the■intercepts. The x-intercept■is■0■and■the■y-intercept■is■0.
10 Find■the■coordinates■of■one■other■point. When■x■=■1,■y■=■3.■ (1,■3)
11 Sketch■the■graphs,■labelling■the■turning■ y y = 3x2
point. 4
3
2 y = x2
1
(0, 0)
-2 -1 0 1 2
x
12 State■which■graph■is■narrower. The■graph■of y =■3x2■is■narrower.
parabolas of the form y = ax2, where a < 0

■■ When■a <■0,■the■graph■is■inverted.
■■ A■coeffi■cient■in■front■of■the■x2■term■affects■the■dilation■of■the■graph,■making■it■wider■or■
narrower■than■the■graph■of■y■=■x2.

■■ If -1 < a < 0, the graph is wider than y = -x2.

■■ If a < -1, the graph is narrower than y = -x2.
■■ The following features of the parabola remains unchanged, for a < 0, regardless of the
value of a:
•• the axis of symmetry is x = 0
•• the turning point is (0, 0)
•• the x-intercept is (0, 0)
•• the y-intercept is (0, 0)
•• The shape of the parabola is always inverted or an upside-down U shape.
Worked Example 7
On the same set of axes sketch the graphs of y = -x2 and y = -2x2, marking the coordinates of the
turning point and the intercept. State which graph is narrower.
Think Write/DRAW
1 Write the equation of the 1st graph. y = -x2

2 State its axis of symmetry. Axis of symmetry is x = 0.
3 State the coordinates of the turning point. The turning point is (0, 0).
4 State the intercepts. The x-intercept is (0, 0) and the
y-intercept is also (0, 0).
5 Calculate the coordinates of one other point. When x = 1, y = -1, (1, -1).
6 Write the equation of the 2nd graph. y = -2x2
7 State its axis of symmetry Axis of symmetry is x = 0.
8 State the coordinates of the turning point. The turning point is (0, 0).
9 State the intercepts. The x-intercept is (0, 0) and the
y-intercept is also (0, 0).
10 Calculate the coordinates of one other point. When x = 1, y = -2, (1, -2).
11 Sketch the two graphs on a single set of axes, y
labelling the turning point (as well as intercepts and
0 (0, 0)
maximum). x
-5 5
-10 y = -x2
-20
y = -2x2
The graph of y = −2x2 is narrower.
remember
1. The turning point is at (0, 0).

2. The axis of symmetry is the y-axis or the line x = 0.
3. The x- and y-intercepts are both 0.
4. As the coefficient of x becomes larger (that is, as a becomes larger), the graph becomes
narrower.

5. If a > 1, the graph is narrower than the graph of y = x2.

6. If 0 < a < 1, the graph is wider than the graph of y = x2.
7. If a < 0, the graph is reflected in the x-axis, but still has the same axis of symmetry and
turning point as y = x2.
8. If -1 < a < 0, the graph is wider than y = -x2.
9. If a < -1, the graph is narrower than y = -x2.
Exercise
18C Sketching parabolas of the form y = ax 2
Fluency
1 WE6 On the same set of axes, sketch the graph of y = x2 and y = 4x2, marking the coordinates
of the turning point and the intercepts. State which graph is narrower.
1
2 On the same set of axes sketch the graph of y = x2 and y = 2 x2, marking the coordinates of the
turning point and the intercepts. State which graph is narrower.
3 Sketch the graph of the following table. State the equation of the graph.
x -4 -3 -2 -1 0 1 2 3 4
y 4 2.25 1 0.25 0 0.25 1 2.25 4
4 WE7 Using the same set of axes, sketch the graphs of y = -x2
and y = -0.5x2,
marking the
coordinates of the turning point and the intercepts. State which graph is narrower.
5 Using the same set of axes from question 4, sketch the graph of y = -5x2, marking the
coordinates of the turning point and the intercepts. State which graph is the narrowest.
6 MC a The graph of y = -3x2 is:
A wider than y = x2 B narrower than y = x2
C the same width as y = x 2 D a reflection of y = x2 in the x-axis
E the same graph as y = x2
1
b The graph of y = x2 is:
3
A wider than y = x2 B narrower than y = x2
C the same width as y = x2 D a reflection of y = x2 in the x-axis
1
c The graph of y = x2 is:
2
1
A wider than y = 14 x2 B narrower than y = x2
4
1 1 2
C the same width as y = x2 D a reflection of y = 4
x in the x-axis
4
1 2
E the same graph as y = 4
x
7 Match each of the following parabolas with the appropriate equation from the list.
i y = 3x2 ii y = -x2 iii y = 4x2
1
iv y = 2x2 v y = -4x2 vi y = -2x2
a y b y c y
5 1 5
4 4
3 -2 -1
-1
0 1 2x 3
2 -2 2
1 -3 1
-4
-2 -1
-1
0 1 2x -5 -2 -1
-1
0 1 2x

d y e y f y
1 5 1
4
-2 -1
-1
0 1 2x 3 -2 -1
-1
0 1 2x
-2 2 -2
-3 1 -3
-4 -4
-5 -3 -2 -1
-1
0 1 2 3x -5
Understanding
8 Write an equation for a parabola that has a minimum turning point and is narrower than y = x2.
9 Write an equation for a parabola that has a maximum turning point and is wider than y = x2.
10 Find the equation of a quadratic relation if it has an equation of the form y = ax2 and passes
through:
a (1, 3) b (-1, -1).
11 Consider the equation y = -3.5x2. Calculate the values of y when x is:
a 10 b -10
c -3 d 1.5
e -2.2.
12 The amount of power (watts) in an electric circuit varies as the square of the current (amperes).
If the power is 100 watts when the current is 2 amperes, calculate:
a the power when the current is 4 amperes
b the power when the current is 5 amperes.
Reasoning
13 a Sketch the following graphs on the same axes: y = x2, y = 2x2 and y = -3x2. Shade the area
between the two graphs above the x-axis and the area inside the graph below the x-axis.
Describe the shape that has been shaded.
1
b Sketch the following graphs on the same axis: y = x2, y = x2 and y = -4x2. Shade the area
3 1
inside the graphs of y = x and y = -4x . Also shade the area between the graph of y = 3 x2
2 2
and the x-axis. Describe the shape that you have

drawn.
14 This figure at right shows the parabolic shape of a
skate ramp. The rule of the form y = ax2 describes
the shape of the ramp. If the top of the ramp has
coordinates (3, 6) find a possible equation that
describes the shape.
15 The total sales of a fast food franchise varies as the
square of the number of franchises in a given city. Let
S be the total sales (in millions of dollars per month)
and f be the number of franchises. If sales = 25 million
when f = 4, then:
a write an equation relating S and f
b determine the number of franchises needed to (at
least) double the sales from $25 000 000.
reflection
List the features of a parabola which
remain unchanged when a changes
from positive to negative in y = ax2.

18D Sketching parabolas of the form

y = ax 2 + c
■■ Adding a constant, c, to the rule y = ax2 shifts the graph vertically.
■■ If c > 0, the value of y increases, therefore the graph goes vertically upwards.
■■ If c < 0, the value of y decreases, therefore the graph goes vertically downwards.
Worked Example 8
For each part of the question, sketch the graph of y = x2, then, on the same axes, sketch the given
graph, clearly labelling the turning point.
a y = x2 + 2
b y = -x2 - 3
Think Write/DRAW
a 1 Sketch the graph of y = x2 by a y

drawing a set of labelled axes, 4 y = x2
marking the turning point ■
(0, 0) and noting that it is 3
symmetrical about the y-axis. 2
1
(0, 0)
-2 -1 0 1 2
x
2 Find the turning point of y = x2 + 2 Turning point of y = x2 + 2 is (0, 2).

by adding 2 to the y-coordinate of
the turning point of y = x2.
3 Using the same axes as for the y y = x2 + 2
graph of y = x2, sketch the graph
4 y = x2
of y = x2 + 2, marking the turning
point and making sure that it is the 3
same width as the graph of 2 (0, 2)
y = x2. (The coefficient of x2 is the
same for both graphs.) 1
(0, 0)
-2 -1 0 1 2
x
b 1 Sketch the graph of y = x2 by b y

drawing a set of labelled axes, 4 y = x2
marking the turning point (0, 0) 3
and noting that it is symmetrical
about the y-axis. 2
1
(0, 0)
-2 -1 0 1 2
x
2 Find the turning point of Turning point of y = -x2 - 3 is (0, -3).

y = -x2 - 3 by subtracting 3 from
the y-coordinate of the turning
point of y = x2.

3 Using the same axes as for the y

graph of y = x2, sketch the graph y = x2
of y = -x2 - 3, marking the turning
point, inverting the graph and (0, 0)
making sure that the graph is the -1 0 x
1
same width as the graph of y = x2. (0, -3) y = -x2 - 3
■■ If the graph is of the form y = -x2 + c, c > 0, the graph will shift vertically upwards, and if
c < 0, the graph shifts vertically downwards.
Worked Example 9
Sketch the graph of y = -x2 + 5, drawing clearly labelled axes and marking the axis of symmetry,
turning point and y-intercept. State whether the turning point is maximum or minimum.
Think Write/DRAW
1 The equation of the axis of symmetry is the same as Axis of symmetry is x = 0.
for y = x2.
2 The turning point has been moved up c units and The turning point is (0, 5).
is (0, c).
3 The coefficient of x2 is negative so the graph is Maximum turning point
inverted.
4 Draw clearly labelled axes, mark the turning point y
and draw the graph. (0, 5) y = -x2 + 5
0 x
■■ These graphs can be checked using a graphing calculator.

■■ It is not necessary to mark a complete scale for a sketch. The turning point and intercepts are enough.
■■ For all these types of graphs the y-intercept is the same as the turning point.
remember
Sketching graphs of the form y = ax2 + c:

1. If a = ê1, the graphs are all the same width.
2. The axis of symmetry is always the y-axis or the line x = 0.
3. The value of c shows how far the graph has been moved up or down the axis of symmetry.
4. If c > 0, the graph moves up the axis of symmetry and adds c units to the y-coordinate
of the turning point.
5. If c < 0, the graph moves down the axis of symmetry.
6. The turning point is (0, c).
7. If a > 0, the graph has a minimum turning point.
8. If a < 0 the graph has a maximum turning point and is inverted or turned upside down.

exerCise
18D sketching parabolas of the form y = ax 2 + c
fluenCy
eBook plus 1 We8 ■For■each■part■of■the■question,■sketch■the■graph■of■y =■x2,■then,■on■the■same■axes,■sketch■

the■given■graph,■clearly■labelling■the■turning■point.
Interactivity
a y =■x2■+■1 b y =■x2■+■4 c y =■x2■-■1
Vertical
translation: d y =■x2■-■4 e y =■-x2■+■1 f y =■-x2■-■1
y = x2 + c
int-1192 2 How■does■a■positive■number■at■the■end■of■the■equation■affect■the■graph?
3 How■does■a■negative■number■at■the■end■of■the■equation■affect■the■graph?
4 We9 ■Sketch■each■of■the■following■graphs■on■clearly■labelled■axes,■marking■the■axis■of■
symmetry,■turning■point■and■y-intercept■of■each■one.■State■whether■the■turning■point■is■a■
maximum■or■a■minimum.
a y =■x2■+■2 b y =■x2■-■5 c y =■-x2■+■3
d y =■-x2■+■4 e y =■-x2■-■3 f y =■x2■-■ 1
2
5 Sketch■the■following■graphs,■indicating■the■turning■point■and■estimating■the■x-intercepts.
a y■=■4■-■x2
b y■=■-4■-■x2
c y■=■1■-■x2■
6 a Does■the■turning■point■change■if■there■is■a■negative■number■in■front■of■the■x2■term?
b How■does■a■negative■coeffi■cient■of■x2■affect■the■graph?
c What■is■the■axis■of■symmetry■for■all■the■graphs■in■this■exercise?
7 mC ■a■ ■The■turning■point■for■the■graph■of■the■equation y =■-x2■+■8■is:
A (0,■0) B (-1,■8) C (0,■8)
D (0,■-8) E (8,■0)
b The■turning■point■of■the■graph■of■the■equation y =■x2■-■16■is:
A (1,■-16) B (-16,■1) C (0,■0)
D (0,■16) E (0,■-16)
c The■graph■of y =■x2■-■7■moves■the■graph■of y =■x2■in■the■following■way:
A up■1 B down■1 C no■change
D up■7 E down■7
d The■y-intercept■of■the■graph■of y =■-x2■-■6■is:
A 1 B -1 C 0
D 6 E -6
unDerstAnDing
8 Match■each■of■the■following■parabolas■with■the■appropriate■equation■from■the■list.
i y■=■x2■-■3 ii y■=■x2■+■3
iii y■=■3■-■x2 iv y■=■x2■+■2
v y■=■■-x2■+■2 vi y■=■-x2■-■2
a y b y c y
5 5 5
4 4 4
3 3 3
2 2 2
1 1 1
-2 -1
-1
0 1 2x -2 -1
-1
0 1 2x -2 -1
-1
0 1 2x

d y e y f y
1 1 10
9
-2 -1
-1
0 1 2x -2 -1
-1
0 1 2x 8
-2 -2 7
-3 -3 6
-4 -4 5
-5 -5 4
3
2
1
-2 -1 0 1 2x
9 The■vertical■cross-section■through■the■top■of■the■Devil’s■Tower■can■be■approximated■by■the■
graph y =■-x2■+■5.■Sketch■the■graph.■If■the■x-axis■represents■sea■level,■and■both■x■and■y■are■in
kilometres,■fi■nd■the■maximum■height■of■the■mountain.
10 The■cross-section■of■a■large■bowl■can■be■given■by■the■rule■y■=■3x2■-■243,■where■both■x■
(measured■across■the■bowl)■and■y■(the■depth■of■the■bowl)■are■measured■in■centimetres.
a By■factorising■the■rule,■fi■nd■the■points■where■y■=■0.■What■are■these■points■called?
b If■the■bowl’s■rim■occurs■at■the■point■where■y■=■0,■fi■nd■the■greatest■depth■of■the■bowl.
c What■is■the■width■of■the■bowl■at■its■rim?
11 The■photo■at■right■shows■an■imaginary■line■
drawn■across■the■surface■of■a■lake.■A■vertical■
cross-section■of■the■lake■is■taken■at■the■line,■
such■that■the■depth■of■the■lake■can■be■
approximated■by■the■graph:■
y■=■x2■-■12
where x■and■y■are■both■in■metres.
a What■would■be■a■suitable■‘domain’■of■
x-values■for■this■graph?
b Sketch■the■graph■over■this■domain.
c What■is■the■greatest■depth■of■the■lake?
d What■is■the■width■of■the■lake■along■the■
white■line■shown■in■the■photo?
reAsoning
12 Find■the■equation■of■the■parabola■that■is■of■the■form■y■=■x2■+■c■and■passes■through:
a (2,■1)
b (-3,■-1).
13 A■ball■is■thrown■and■follows■a■path■given■by■h■=■at2■+■c■
where■h■is■the■height■of■the■ball■in■metres■and■t■is■the■time■
of■fl■ight■in■seconds.■If■the■ball■reached■a■height■of■12■m■
and■took■2■seconds■to■reach■this■height■and■2■seconds■to■
eBook plus refleCtion
reach■the■ground■again,■fi■nd■a■rule■for■the■fl■ight■path■of■the■
Digital doc ball. Describe the effect
of changing a and c,
WorkSHEET 18.1 14 Sketch■y■=■x2■-■2■and■y = -x2■+■2■on■the■same■set■of■axes.■
doc-6368 separately, in the rule
Use■algebra■to■explain■where■they■intersect. y = ax2 + c.

18E Sketching parabolas of the

form y = (x - h)2
■■ Subtracting a constant value h from y = x2, shifts the parabola h units to the right; otherwise
the parabola’s shape is unchanged.
•• The equation is y = (x - h)2, where h is a positive quantity.
•• The x-intercept occurs when x = h.
■■ Adding a constant value h to x in y = x2, shifts the parabola h units to the left; otherwise the
parabola’s shape is unchanged.
•• The equation is y = (x + h)2, where h is a positive quantity.
•• The x-intercept occurs when x = -h.
■■ The y-intercept occurs when x = 0, and is always at y = h2.
Worked Example 10
On clearly labelled axes, sketch the graph of y = (x - 2)2, marking the turning point and y-intercept.
State whether the turning point is a maximum or a minimum.
Think Write
1 Write the equation. y = (x - 2)2

2 Find the axis of symmetry (x = h where h is 2). Axis of symmetry is x = 2.
3 Find the turning point, which has been moved to The turning point is (2, 0).
the right.
4 The sign in front of the bracket is positive so the Minimum turning point
parabola is upright.
5 Substitute 0 for x in the equation to find the y-intercept: when x = 0,
y-intercept. y = (0 - 2)2
= 4
The y-intercept is 4.
6 Draw a clearly labelled set of axes, mark the y
turning point and y-intercept and draw the graph y = (x - 2)2
of y = (x - 2)2. Note that the sign in the brackets is
negative so the graph moves 2 units to the right. 4
0 x
2
■■ Observe that the turning point also shifts the by same amount and direction as the x-intercept.
■■ Placing a minus sign in front of the (x - h)2 term ‘inverts’ the parabola in the usual way.
Worked Example 11
Sketch the graph of y = -(x + 1)2, labelling the turning point, stating whether it is maximum or
minimum, finding the y-intercept and the equation of the axis of symmetry.
Think Write
1 Write the equation. y = -(x + 1)2

2 Find the turning point, which has been moved to ■ The turning point is (-1, 0).
the left.

3 The■sign■in■front■of■the■bracket■is■negative■so■the■ Maximum■turning■point
parabola■is■inverted.
4 The■y-intercept■is■where x =■0,■so■substitute■0■for x in■ y-intercept:■when x =■0,
the■equation. ■ y■=■-(0■+■1)2
■ =■-1
The■y-intercept■is■-1.
5 Find■the■axis■of■symmetry■(x■=■h■where h is■-1). Axis■of■symmetry■is x =■-1.
6 Draw■a■clearly■labelled■set■of■axes,■mark■the■ y
turning■point■and■y-intercept■and■draw■the■graph■of
y =■-(x■+■1)2. -1
0 x
-1
y = -(x + 1)2
remember
Sketching■graphs■of■the■form■y = (x - h)2:
1.■ If■the x-term■in■the■brackets■has■a■coeffi■cient■of■+1■or■-1■the■graph■is■the■same■width■as■
the■graph■of y =■x2.
2.■ The■turning■point■is■translated h units■horizontally■and■is■(h,■0).
3.■ The■axis■of■symmetry■is■the■line x =■h.
4.■ A■negative■sign■in■front■of■the■brackets■produces■an■inverted■parabola;■that■is,■the■
parabola■has■a■maximum■turning■point.
exerCise
18e sketching parabolas of the form y = (x - h)2
fluenCy
eBook plus 1 We10 ■On■clearly■labelled■axes,■sketch■the■graphs■of■each■of■the■following,■marking■the■

turning■point■and■y-intercept.■State■whether■the■turning■point■is■a■maximum■or■a■minimum.
Interactivity
Horizontal
a y =■(x■-■1)2 b y =■(x■-■3)2 c y■=■(x■+■4)2
translation: d y■=■(x■+■2)2 e y■=■(x■-■5) 2 f y■=■(x■+■6)2
y = (x - h)2
2 State■the■axis■of■symmetry■for■each■of■the■graphs■in■question■1.
int-1193
3 How■does■a■positive■number■for■h■in■y■=■(x■-■h)2■affect■the■graph■of■y■=■x2?
4 How■does■a■negative■number■for■h■in■y■=■(x■-■h)2■affect■the■graph■of■y■=■x2?
5 We11 ■On■clearly■labelled■axes,■sketch■the■graphs■of■each■of■the■following,■marking■the■
turning■point■and■y-intercept.■State■whether■the■turning■point■is■a■maximum■or■a■minimum.
a y■=■-(x■-■1)2 b y■=■-(x■-■3)2 c y■=■-(x■+■4)2
2 2
d y■=■-(x■+■2) e y■=■-(x■-■5) f y■=■-(x■+■6)2
6 Do■the■answers■to■questions■3■and■4■change■if■there■is■a■negative■sign■in■front■of■the■bracket?■
How■does■this■negative■sign■affect■the■graph?
7 mC ■a■ ■The■axis■of■symmetry■for■the■graph y =■(x■+■3)2■is:
A y =■0 B x =■3 C x =■-3 D x =■2 E y =■-3
b The■turning■point■of■the■graph y =■(x■+■3)2■is:
A (0,■0) B (1,■3) C (1,■-3) D (-3,■0) E (0,■-3)

Understanding
8 Match each of the following parabolas with the appropriate equation from the list.
i y = (x - 2)2 ii y = x2 iii y = (x + 3)2
iv y = -(x + 2)2 v y = (x - 3)2 vi y = -(x - 2)2
a y b y c y
1 5 5
4 4
-1
-1
0 1 2 3 4x 3 3
-2 2 2
-3 1 1
-4
-2 -1
-1
0 1 2x -5 -4 -3 -2 -1
-1
0 1x
d y e y f y
5 1 5
4 4
3 -5 -4 -3 -2 -1
-1
0 1x 3
2 -2 2
1 -3 1
-4
-2 -1
-1
0 1 2 3 4x -5 -1
-1
0 1 2 3 4 5x
9 Find the equation of the parabola that is of the form y = (x - h)2 and passes through:
a (3, 1) b (-1, 9).
10 State the differences, if any, between the following pairs of parabolas.
a y = (1 - x)2 and y = (x - 1)2 b y = (x - 2)2 and y = (x + 2)2
c y = -(x - 4)2 and y = (4 - x)2
11 Write the rule for the graph, in the form, y = a(x - h)2, such that the y-intercept is = -12 and the
x-intercept is at x = 2.
Reasoning
12 The figure below shows the span of the Gateshead Millennium Bridge in England. A set of
axes has been superimposed onto the photo. Use the coordinates (200, 0) and (0, -75) to find a
possible equation in the form y = a(x - h)2.
0 200 x
−75
13 a By sketching the graph, or using another method, determine the x- and y-intercept(s) of
y = 4(x - 3)2.
b Using the result from part a find the intercepts for the ‘general’ equation y = a(x - h)2.

14 The amount of profit made by a new company each month can be modelled by the rule
y = a(t - h)2, where y is the monthly profit and t is the integer value of the month
(0 = January).
If the January profit was $9000 and the March profit
was 0: reflection
a determine values of a and h which meet the above
What changes and what
conditions remains the same when
b determine the month when the profit is $20 250 a changes from a positive
c explain why normally three points are required to to a negative number in
uniquely determine a parabola, but in this example are y = a ( x - h ) 2.
only two points are required.
18F Sketching parabolas of the form

y = (x - h)2 + k
■■ This form of equation combines the two forms from the previous two sections, having a
vertical shift of k and a horizontal shift of h together.
■■ It is called turning point form because the turning point is given by the coordinate (h, k).
Worked Example 12
Sketch the graph of y = (x + 2)2 - 1, marking the turning point and the y-intercept, and indicate the
type of turning point.
Think Write
1 Write the equation. y = (x + 2)2 - 1

2 State the turning point. As the equation is in The turning point is (-2, -1).
the form y = (x - h)2 + k, the turning point
is (h, k).
3 There is no sign outside the brackets, so Minimum turning point
the parabola is upright.
4 Find the y-intercept by substituting x = 0 y-intercept: when x = 0,
into the equation. y = (0 + 2)2 - 1
=3
5 Draw clearly labelled axes, mark the y
coordinates of the turning point, the y = (x + 2)2 - 1
y-intercept and draw a symmetrical 3
graph.
0 x
(-2, -1)
■■ Note that in the above example that the graph has shifted 2 units left (h = 2) and 1 unit down
(k = -1).
■■ The graph has the same shape as y = x2.
■■ The axis of symmetry has shifted along with h, passing through, as always, the turning point.

Worked Example 13
On the same set of axes, sketch the graphs of each of the following, clearly marking the coordinates
of the turning point and the y-intercept:
i y = x2
ii y = (x - 2)2
iii y = (x - 2)2 + 1
State the changes that are made from i to ii and from i to iii.
Think Write
i Sketch the graph of y = x2, marking the i y

y = x2
coordinates of the turning point and the
y-intercept.
(0, 0) x
ii 1 Write the equation. ii y = (x - 2)2

2 Find the coordinates of the turning The turning point is (2, 0).
point.
3 Find the y-intercept. y-intercept: when x = 0,
y = (0 - 2)2
=4
4 On the same set of axes, sketch the y = x2 y y = (x - 2)2
graph of y = (x - 2)2, marking the 4
coordinates of the turning point and the
y-intercept.
(2, 0)
(0, 0) 2 x
iii 1 Write the equation. iii y = (x - 2)2 + 1

2 Find the coordinates of the turning The turning point is (2, 1).
point.
y = (0 - 2)2 + 1
=4+1
=5
4 On the same set of axes, sketch the y y = (x - 2)2 + 1
graph of y = x2
5
y = (x - 2)2 + 1, marking the coordinates 4
of the turning point and the y-intercept.
(2, 1) y = (x - 2)2
0 x
2

5 State how y = x2 is changed to form If y = x2 is moved 2 units to the right, the resulting
y = (x - 2)2. graph is y = (x - 2)2.
State how y = x2 is changed to form If y = x2 is moved 2 units to the right and 1 unit up,
y = (x - 2)2 + 1. the resulting graph is y = (x - 2)2 + 1.
remember
Graphs in turning point form, y = (x - h)2 + k, have the following features.

1. The turning point is (h, k).
2. The axis of symmetry is x = h.
3. The turning point is always on the axis of symmetry.
4. If the sign before the first bracket is negative, the graph has a maximum turning ■
point.
5. If there is no written sign before the first bracket, the graph has a minimum turning ■
point.
6. The number in the brackets shows how far the graph of y = x2 has been moved
horizontally. If h is positive, the graph has been moved to the right and, if h is negative,
the graph has been moved to the left.
7. The number after the brackets shows how far the graph has been moved vertically. If k
is positive, the graph has been moved up and, if k is negative, the graph has been moved
down.
y = a(x - h)2 + k
a = 1 Minimum turning point or upright Translates the graph up or down:

graph (smiling face) k > 0 (positive) moves up
k < 0 (negative) moves down
a = -1 Maximum turning point or
inverted graph or graph
reflected in the
x-axis (sad face)
Translates the graph left or right:
h > 0 (positive) right
h < 0 (negative) left
Axis of symmetry: x = h
Turning point = (h, k)
(h, k)
k Turning
point
0 h x

exerCise
18f sketching parabolas of the form y = (x - h)2 + k
fluenCy
eBook plus 1 We12 ■Sketch■the■graph■of■each■of■the■following,■marking■the■turning■point■the■type■of■turning■

point■and■the■y-intercept.
Interactivity
a y =■(x■–■1)2■+■1 b y =■(x■+■2)2■-■1 c y =■(x■-■3)2■+■2
Parabolas
in the form d y =■(x■+■3)2■-■2 e y =■-(x■+■2)2■-■1 f y =■-(x■-■1)2■+■2
y = (x - h)2 + k 2 Explain■why■the■equation■presented■in■the■form y =■(x■-■h)2■+ k is■known■as■‘turning■point■form’.
int-0823
3 We13 ■Using■the■same■set■of■axes,■sketch■each■(a-f )■of■the■following■sets■(i,■ii,■iii)■of■graphs,■
clearly■marking■the■coordinates■of■the■turning■point■and■the■y-intercept.
State■the■changes■that■are■made■from■i■to■ii■and■from■i■to■iii.
a i■ y =■x2 ii y =■(x■-■1)2 iii y =■(x■-■1)2■+■3
b i■ y =■x2 ii y =■(x■-■2)2 iii y =■(x■-■2)2■-■1
c i■ y =■x2 ii y =■(x■+■3)2 iii y■=■(x■+■3)2■+■2
d i■ y =■x2 ii y =■(x■-■4)2 iii y =■(x■-■4)2■-■1
e i■ y =■x2 ii y =■-(x■+■1) 2 iii y =■-(x■+■1)2■-■2
f i■ y =■x2 ii y =■-(x■-■2)2 iii y =■-(x■-■2)2■-■2
4 mC ■a■ ■For■the■graph■of y =■(x■+■5) ■-■2,■the■coordinates■of■the■turning■point■are:
2
A (5,■-2) B (-2,■5) C (-5,■0) D (-2,■-5) E (-5,■-2)

b For■the■graph■of y =■-(x■-■3)2■+■7,■the■axis■of■symmetry■is:
A x =■3 B x =■7 C x =■-3 D y =■-7 E y =■3
c For■the■graph■of y =■(x■-■1)2■-■4,■the■y-intercept■is:
A 1 B -1 C -3 D -4 E 4
5 The■graph■of■y■=■x2 is■translated■2■unit■to■the■left■and■3■units■up.■
a State■the■equation■of■the■translated■graph.■ ■ ■ b■ ■■State■the■location■of■the■turning■point.
6 The■turning■point■(maximum)■of■a■graph■is■(-3,■-4).
a State■the■equation■of■the■graph■in■turning■point■form.■ b■ ■■Calculate■the■y-intercept.
7 Sketch■the■graph■that■is■the■‘mirror’■image■(refl■ected■vertically)■of■y■=■(x■-■2)2■+■3.■
unDerstAnDing
8 State■the■equation■of■each■of■the■following■given■it■is■of■the■form■y■=■(x■-■h)2■+■k■or■
y■=■-(x■-■h)2■+■k.
a y b y c y
5 1 3
4 2
3 -2 -1
-1
0 1 2 3 4x 1
2 -2
1 -3 -4 -3 -2 -1
-1
0 1x
-4 -2
-2 -1
-1
0 1 2 3 4x -5 -3
-6
d y e y f y
6 2 2
5 1 1
4
3 -4 -3 -2 -1
-1
0 1 2 x -2 -1
-1
0 1 2 3 4x
2 -2 -2
1 -3 -3
-4 -4
-1
-1
0 1 2 3 4 5 6 x -5 -5
-6

9 Aravind■threw■a■ball■into■the■air.■It■followed■the■path■of■a■parabola■defi■ned■by■the■equation■
h■=■-(x■-■2)2■+■5,■where■h■metres■represents■the■height■of■the■ball■above■the■ground x metres■
horizontally■from■Aravind’s■hand.
a Sketch■the■graph■showing■the■path■of■the■ball■during■its■fl■ight■from■Aravind’s■
hand■until■it■reaches■the■ground,■marking■on■the■graph■the■turning■point■and■the■
y-intercept.
b Use■the■graph■to■fi■nd■the■height■of■the■ball■when■it■leaves■Aravind’s■hand.
c Use■the■graph■to■fi■nd■the■maximum■height■that■the■ball■reaches.
10 Write■the■equations■for■the■following■transformations■on■y■=■x2.
a Refl■ection■in■the■x-axis■and■translation■of■2■units■to■the■left
b Translation■of■1■unit■down■and■3■units■to■the■right
c Translation■of■1■unit■left■and■2■units■up
d Refl■ection■in■the■x-axis,■translation■of■4■units■to■the■right■and■6■units■up
11 A■rocket■is■shot■in■the■air■from■a■given■point■(0,■0).■It■reaches■a■maximum■height■of■400■m■and■
lands■300■m■away■from■the■launching■point.
a State■the■equation■of■the■path■of■the■rocket.
b How■far■from■the■launching■point■does■the■rocket■reach■its■peak?
12 mC ■A■parabola■has■an■equation■of■y =■x2■-■6x■+■14.■Its■turning■point■form■is:
A y■=■(x■-■6)2■+■14
B y■=■(x■-■14)2■-■6
C y■=■(x■-■3)2■+■5
D y■=■(x■-■5)2■+■3
E unable■to■be■determined■from■the■given■information.
reAsoning
13 Nikki■wanted■to■keep■a■carnivorous■plant;■so,■after■school,■she■recorded■the■temperature■on■her■
windowsill■for■8■hours■every■day■for■several■months.■One■summer■evening■the■temperature■
followed■the■relationship■t■=■(h■-■5)2■+■15,■where■t■is■the■temperature■in■degrees■Celsius,■h■
hours■after■4■pm.
a Find■the■temperature■on■the■windowsill■at■4■pm.
b Find■the■minimum■temperature■reached■during■the■8■hour■period.
c Find■the■number■of■hours■it■took■for■the■windowsill■to■reach■the■minimum■
temperature.
d Sketch■a■graph■of■the■relationship■between■the■temperature■and■the■number■of■
hours■after■recording■began.■Mark■the■turning■point■and■the■t-intercept■on■the■
graph.
14 A■graph■has■an■axis■of■symmetry■at■x■=■1■and■a■y-intercept■of■-4.■If■the■graph’s■minimum■value■
is■-10,■determine■its■equation■in■the■form■y■=■a(x - h)2■+ k.■Demonstrate■the■correctness■of■
your■result.
15 Students■were■asked■to■choose■values■for■a,■h■and■k■and■substitute■ y
eBook plus them■into■the■general■equation,■y■=■a(x■-■h)2■+■k to■form■a■quadratic■ 15
equation.■The■graph■at■right■was■generated■using■the■values,■0.5,■2■and■
Digital doc 10
4■for■the■three■variables.■Match■the■numerical■values■with■the■
WorkSHEET 18.2
doc-6369 appropriate■variable.■Justify■your■answer.
5
(4, 2)
refleCtion 0 x
5 10
What are the advantages
of having the equation of
a parabola in turning point
form?

18g sketching parabolas of the form

y = (x + a)(x + b)
eBook plus
■■ This■form■consists■of■a■pair■of■linear■factors■(x + m)■and■(x + n)■multiplied■together.
■■ The■x-intercepts■are■found■by■setting■each■factor■to■0,■namely:
Interactivity
•■ (x■+■a)■=■0,■or■x■=■-a
Sketching
parabolas •■ (x■+■b)■=■0,■or■x■=■-b
int-2776 ■■ The■y-intercept■can■be■found■by■setting■x■=■0■into■the■original■equation,■namely:
•■ y■=■(0 + a)(0 + b),■or■y■=■ab
− (a + b)
■■ The■axis■of■symmetry■is■half-way■between■the■x-intercepts■-a■and■-b,■namely■x■=■ .
2
■■ Substitute■the■x-value■of■the■axis■of■symmetry■into■y■=■(x + a)(x + b)■to■fi■nd■the■
y-coordinate■of■the■turning■point.
WorkeD exAmple 14
Sketch the graph of y = (x - 4)(x + 2) by first finding the x- and y-intercepts and then the turning point.
think Write
1 Write■the■equation. y■=■(x■-■4)(x■+■2)
2 Find■the■x-intercepts. x-intercepts:■when y =■0,■
(x■-■4)(x■+■2)■=■0
x -■4■=■0■ or x +■2■=■0
x =■4■ x =■-2
The x-intercepts■are■-2■and■4.
3 Find■the■y-intercept. y-intercept:■when x =■0,■
y =■(0■-■4)(0■+■2)
=■-4■ì■2
=■-8
The■y-intercept■is■-8.
4 Find■the x-value■of■the■turning■point■by■averaging■ 4 + −2
At■the■turning■point, x =■ ■=■1.
the■values■of■the■two x-intercepts. 2
5 Find■the y-value■of■the■turning■point■by■ When x =■1,■
substituting■the x-value■of■the■turning■point■into■ y =■(1■-■4)(1■+■2)
the■equation■of■the■graph. =■-3■ì■3
=■-9
6 State■the■coordinates■of■the■turning■point. The■turning■point■is■(1,■-9).
7 Sketch■the■graph. y = (x - 4)(x + 2)
y
0 x
-2 4
-8
(1, -9)
■■ Quadratics■written■in■the■form■y■=■ax2■+■bx + c■can■sometimes■be■factorised■into■intercept■form.■
■■ The■graphs■can■then■be■sketched■as■they■were■in■Worked■example■14.

Worked Example 15
Sketch the graph of y = x2 + 6x + 8.

Think Write
1 Write the equation. y = x2 + 6x + 8

2 Factorise the expression on the right- = (x + 2)(x + 4)
hand side of the equation, x2 + 6x + 8.
3 Find the two x-intercepts. x-intercepts: when y = 0,
(x + 2)(x + 4) = 0
x + 2 = 0 or x + 4 = 0
x = -2 x = -4
The x-intercepts are -4 and -2.
y=0+0+8
=8
The y-intercept is 8.
−2 + − 4
5 Find the x-value of the turning point. At the turning point, x =
2
= -3
6 Find the y-value of the turning point. When x = -3,
y = (-3 + 2)(-3 + 4)
= -1 ì 1
= -1
7 State the turning point. The turning point is (-3, -1).
8 Sketch the graph. y = (x + 2)(x + 4) y
8
0 x
-4 -2
(-3, -1)
remember
To sketch graphs of the form y = (x + a)(x + b):

1. find the x-intercepts by substituting y = 0 into the equation
2. find the y-intercept by substituting x = 0 into the equation
3. find the x-coordinate of the turning point by averaging the values of the x-intercepts
(This gives the x-value halfway between the x-intercepts.)
4. find the y-coordinate of the turning point by substituting the x-value of the turning
point into the equation of the graph.
If the quadratic equation is in the form y = ax2 + bx + c, factorise the expression before
following steps 1 to 4.

exerCise
18g sketching parabolas of the form
y = (x + a)(x + b)
eBook plus fluenCy
Digital doc 1 We 14 ■Sketch■the■graph■of■each■of■the■following,■by■fi■rst■fi■nding■the■x-■and■y-intercepts■and■

SkillSHEET 18.4 then■the■turning■point.■
doc-6365 a y =■(x■+■2)(x■+■6) b y =■(x■-■3)(x■-■5) c y =■(x■-■3)(x■+■1)
d y =■(x■+■4)(x■-■6) e y =■(x■-■5)(x■+■1) f y =■(x■+■1)(x■-■2)
2 We 15 ■Sketch■the■graph■of■each■of■the■following.
a y =■x2■+■8x■+■12 b y =■x2■+■8x■+■15 cy =■x2■+■6x■+■5
d y =■x ■+■10x■+■16
2 e y =■x2■+■2x■-■8 fy =■x2■+■4x■-■5
g y =■x2■-■4x■-■12 h y =■x2■-■6x■-■7 iy =■x2■-■10x■+■24
j y =■x2■-■6x■+■5 k y =■x2■-■5x■+■6 ly =■x2■- 3x■-■10
3 Sketch■the■graph■of■a■parabola■whose■x-intercepts■are■at■x■=■-4■and■x■=■+6■and■whose■
eBook plus y-intercept■is■at■y =■2.
Digital doc
4 State■a■possible■equation■of■a■graph■whose■axis■of■symmetry■is■at■x =■4■and■has■one■intercept■at■
SkillSHEET 18.5 x■=■6.
doc-6366 5 mC ■Which■of■the■following■quadratics■has■no x-intercepts?
A y =■x2■+■5x■+■1■ B■ y =■x2■+■5x■-■1
C y =■-x ■+■5x■+■1■
2 D■ y =■x2■+■5x■+■10
E None,■all■have■x-intercepts.
unDerstAnDing
6 Out■on■the■cricket■fi■eld,■Michael■Clarke■chases■the■ball.■He■picks■it■up,■runs■4■metres■
eBook plus
towards■the■stumps■(which■are■25■metres■away■from■where■he■picks■it■up),■then■throws■the■
Digital doc ball,■which■follows■the■path■described■by■the■quadratic■equation■y■=■-0.1(x■-■m)(x■-■n),■
SkillSHEET 18.6 where■m■and■n■are■positive■integers.■The■ball■lands■1■metre■from■the■stumps,■where■another■
doc-6367
player■quickly■scoops■it■up■and■removes■the■bails.■Taking■the■origin■as■the■point■where■
Michael■picked■up■the■ball■initially:
a Find■how■far■the■ball■has■travelled■horizontally■while■in■fl■ight.
b Find■the■values■of■m■and■n.
c Find■the■x-intercepts.
d Find■the■axis■of■symmetry.
e Find■the■turning■point.
f Find■the■highest■point■reached■by■the■cricket■ball.
g Find■how■far■horizontally■the■ball■has■travelled■when■it■reaches■its■highest■point.
h Sketch■the■fl■ight■of■the■ball,■showing■all■of■the■relevant■details■on■the■graph.
7 McDonald’s■golden■arches■were■designed■by■Jim■Schindler■in■1962.■The■two■arches■both■
approximate■the■shape■of■a■parabola.
A■large■McDonald’s■sign■stands■on■the■roof■of■a■shopping■centre.■The■shape■of■one■of■the■
parabolas■can■be■modelled■by■the■quadratic■function■y■=■-x2■+■8x■-■7,■where■both■x■and■y■are■
measured■in■metres.■The■sign■is■supported■by■a■beam■underneath■the■arches.
What■is■the■minimum■length■required■for■this■beam?
8 For■the■equation,■y■=■(x■-■3)(x■-■9):
a determine■the■turning■point
b rewrite■the■equation■in■turning■point■form
c expand■both■forms■of■the■equation,■showing■that■they■are■equivalent
d sketch■the■equation■showing■the■x-intercepts■and■turning■point.
9 The■dimensions■of■a■back■yard■can■be■given■by■(x■+■2)■m■and■(x■-■4)■m.■Find■the■value■of■x■if■
its■area■is■91■m2.

reAsoning
10 The■height■of■an■object,■h(t),■thrown■into■the■air■is■determined■by■the■formula■
h(t)■=■-8t2■+■128t,■where■t is■time,■in■seconds,■and■h■is■height■in■metres.■
a Will■the■object■reach■a■maximum■or■a■minimum?■Explain■or■show■your■reasoning.
b What■is■this■height■and■at■what■time?
11 Daniel■is■in■a■car■on■a■roller-coaster■ride■as■shown■in■the■graph■below,■where■the■height,■h,■is■in■
metres■above■the■ground■and■time■for■the■ride■is,■t,■in■minutes.
a The■ride■can■be■represented■by■three■equations.■Express■each■equation■in■general■form.
b What■is■the■required■domain■for■each■section■of■the■ride?
h
16 (8.5, 15.125)
eBook plus
14
Digital doc (6, 12)
WorkSHEET 18.3 12
doc-6370
10
(12, 9)
8
0 t
2 4 6 8 10 12 14 16 18 20 22
refleCtion
What are the advantages
of having the equation of a
parabola in intercept form?
18h Applications
■■ Quadratic■graphs■and■equations■can■be■used■to■solve■practical■problems■in■science■and■
engineering.
■■ Quadratic■graphs■and■equations■can■be■used■to■solve■problems■where■a■maximum■or■
minimum■needs■to■be■found.
■■ When■working■with■physical■problems■ensure■that■the■solution■achieved■satisfi■es■any■physical■
constraints■of■the■problem.
For■example,■if■measurements■of■length■or■time■are■involved,■there■can■be■no■negative■
solutions.
WorkeD exAmple 16
A flare is fired from a yacht in distress off the coast of Brisbane. The flare’s height, h metres above
the horizon t seconds after firing, is given by h = -2t2 + 18t + 20.
a When will the flare fall into the ocean?
b How high is the flare after 2 seconds?
c At which other time will the flare be at the same height?
d For how long is the flare above the ‘lowest visible height’ of 56 m?

Think Write
a Substitute h = 0 into the equation and solve a 0 = -2t2 + 18t + 20
for t using the Null Factor Law. Since = -2(t2 - 9t - 10)
t cannot equal -1 seconds, answer the = -2(t - 10)(t + 1)
question with the appropriate solution. t = 10 or -1
t = 10 seconds
b Substitute 2 into the equation and solve for b h = -2(2)2 + 18(2) + 20
h. Answer the question. = -8 + 36 + 20
= 48
The flare is 48 metres high after 2 seconds.
c Substitute 48 into the equation, rearrange, c 48 = -2t2 + 18t + 20
factorise and solve for t. 0 = -2t2 + 18t - 28
= -2(t2 - 9t + 14)
= -2(t - 7)(t - 2)
t = 7 seconds
d Substitute 56 into the equation, rearrange, d 56 = -2t2 + 18t + 20
factorise and solve for t. Answer the = -2t2 + 18t - 36
question. = -2(t2 - 9t + 18)
= -2(t - 6)(t - 3)
t = 3 seconds and 6 seconds
The flare is above 56 m for 3 seconds (between 3 and
6 seconds).
remember
Any or all of the following may be used to solve practical problems.

1. Draw a diagram or graph.
2. Determine any restrictions.
3. Write an equation.
4. Solve the equation.
5. Answer the questions accurately.
Exercise
18H Applications
Fluency
1 A spurt of water emerging from an outlet just below the surface of an ornamental fountain
follows a parabolic path described by the equation h = -x2 + 8x where h is the height of the
water and x is the horizontal distance from the outlet in metres.
a Sketch the graph of h = -x2 + 8x.
b State the maximum height of the water above the surface of the fountain.
2 The position d metres below its starting point of a ball when it is dropped from a great height is
given by the equation d = 250 - 4.9t2. If it falls for 1 second, it drops 4.9 m, giving a value of
d = 245.1 m.
a How far has it dropped after: i 2 seconds? ii 7 seconds?
b Sketch a graph of this relation.
3 A car travels along a highway for a number of minutes according to the relationship
P = 20t2 + 20t - 120, where P is the distance from home in metres and t is time in minutes.
a What is the distance from home when t = 0?
b How long does it take the car to reach home?

unDerstAnDing
4 We 16 ■A■rocket■fi■red■from■Earth■travels■in■
a■parabolic■path.■The■equation■for■the■path■is■
h■=■-0.05d2■+■4d,■where■h■is■the■height■in■km■
above■the■surface■of■the■earth■and■d■is■the■
horizontal■distance■travelled■in■km.
a Find■the■height■of■the■rocket■after:
i■ 30■km■ ■ ■ ii■ 60■km.
b How■far■away■does■the■rocket■land?
c What■is■the■maximum■height■of■the■rocket■
and■how■far■did■it■travel■before■it■reached■
this■height?
d Sketch■the■path■of■the■rocket.
5 The■height■of■a■golf■ball■hit■from■the■top■of■a■hill■
is■given■by■the■quadratic■rule■h■=■-t2■+■5t■+■14,■
where■h■is■in■metres■and■t■in■seconds.
a From■what■height■was■the■golf■ball■hit?
b What■was■the■height■of■the■ball■after■
2■seconds?
c When■does■the■golf■ball■hit■the■ground?
d What■is■the■maximum■height■the■ball■
reaches?
e Sketch■the■graph■of■the■fl■ight■of■the■ball.
6 Cave■Ltd■manufactures■teddy■bears.■The■daily■profi■t,■
$P,■is■given■by■the■rule■P■=■-n2■+■70n■-■1200,■where■
n■is■the■number■of■teddy■bears■produced■each■day.
a If■they■produce■40■bears■a■day,■what■is■the■profi■t?
b Sketch■the■graph■of■P■for■appropriate■values■of■n.
c How■many■bears■do■they■need■to■produce■before■
they■start■making■a■profi■t?
d What■is■the■maximum■profi■t■and■how■many■teddy■
bears■do■they■need■to■manufacture■to■make■this■
amount?
7 A■school■playground■is■to■be■mulched■and■the■grounds■keeper■needs■to■mark■out■a■rectangular■
perimeter■of■80■■m.
xm
ym ym
xm
a Find■the■perimeter■of■the■playground■
in■terms■of■x■and■y.
b Show■that■y■=■40■-■x.
c Find■the■area■to■be■mulched,■A,■in■
terms■of■x■only.
d Sketch■the■graph■of■A■against■x■for■
suitable■values■of■x.
e Determine■the■maximum■area■of■the■
playground.
f What■are■the■dimensions■of■the■
playground■for■this■maximum■area?

8 A woman wished to build a fence around part of

her backyard, as shown in the drawing at right. The
xm
fence will have one side abutting the wall of the
house. She has enough fencing material for 55 m of
fence. ym House
a Show that y = 55 - 2x.
b Write an expression for the area enclosed by the
fence in terms of x alone. xm
c Determine the dimensions of the fence such that
the area is a maximum and calculate that area.
Reasoning
9 A basketball thrown from the edge of the court to the
goal shooter is described by the formula h = -t2 + 6t + 1,
where h is the height of the basketball in metres after
t seconds.
a What was the height of the ball when it was first
thrown?
b What was the height of the basketball after 2 s?
c When was the ball first at a height of 6 m above the
ground?
d During which time interval was the ball above a
height of 9 m?
e Plot the path of the basketball.
f What was the maximum height of the basketball
during its flight?
g How long was the ball in flight if it was caught at a height of 1 m above the ground on its
downward path?
h If no one caught the ball, when would it have landed on the ground?
10 At the beginning of the chapter we met Jack and his dog. Jack was throwing a stick in the air
for his dog to catch. The height of the stick (in metres) followed the equation h = 20t - 5t2.
a The graph of h is a parabola. Is the parabola upright or inverted?
b Factorise the expression on the right-hand side of the equation.
c Find the t-intercepts. These will be the two points at which the stick is on the ground,
once at take-off and once at landing. How long does the stick remain in the air? (For
simplicity, assume that Jack throws the stick from ground level.)
d Will the parabola have a maximum or minimum turning point? Find its coordinates.
e What will be the maximum height reached by the stick?
f Use the information you have found to produce a sketch of the path of the stick.
11 An engineer wishes to build a footbridge in the shape of
an inverted parabola across a 40-m wide river. The bridge reflection
will be symmetrical and the greatest difference between What are some important
the lowest part and highest part will be 4 m. Taking the things to remember when
origin as one side, determine an equation that models this solving practical problems
footbridge. with quadratic graphs and
equations?

Summary
Graphs of quadratic functions
■■ A parabola is the graph of a quadratic function.
■■ A parabola is symmetrical; that is, both halves are identical.
■■ The axis of symmetry divides the parabola into two equal parts and is named by the equation
of its line.
■■ The turning point is where the parabola turns or changes direction.
■■ The minimum turning point is the lowest point on the graph.
■■ The maximum turning point is the highest point on the graph.
■■ The x-intercept is the x-coordinate of the point where the graph touches or crosses the x-axis.
■■ The y-intercept is the y-coordinate of the point where the graph crosses the y-axis.
Plotting points to graph quadratic functions

■■ Complete a table of values by substituting each integer value of x into the equation.
■■ Plot a graph by drawing and labelling a set of axes, plotting the points from the table and
joining the points to form a smooth curve.
■■ The axis of symmetry is the line that divides the parabola exactly in half.
■■ The turning point is the point where the graph changes direction or turns.
■■ The turning point is a maximum if it is the highest point on the graph and a minimum if it is
the lowest point on the graph.
■■ The x-intercept(s) is the x-coordinate of the point where the graph touches or crosses the
x-axis.
■■ The y-intercept is the y-coordinate of the point where the graph crosses the y-axis.
Sketching parabolas of the form y = ax2

■■ The turning point is at (0, 0).
■■ The axis of symmetry is the y-axis or the line x = 0.
■■ The x- and y-intercepts are both 0.
■■ As the coefficient of x becomes larger (that is, as a becomes larger), the graph becomes
narrower.
■■ If a > 1, the graph is narrower than the graph of y = x2.
■■ If 0 < a < 1, the graph is wider than the graph of y = x2.
■■ If a < 0, the graph is reflected in the x-axis, but still has the same axis of symmetry and
turning point as y = x2.
■■ If -1 < a < 0, the graph is wider than y = -x2.
■■ If a < -1, the graph is narrower than y = -x2.
Sketching parabolas of the form y = ax2 + c

■■ If a = ê1, the graphs are all the same width.
■■ The axis of symmetry is always the y-axis or the line x = 0.
■■ The value of c shows how far the graph has been moved up or down the axis of
symmetry.
■■ If c > 0, the graph moves up the axis of symmetry and adds c units to the y-coordinate of the
turning point.
■■ If c < 0, the graph moves down the axis of symmetry.
■■ The turning point is (0, c).
■■ If a > 0, the graph has a minimum turning point.
■■ If a < 0 the graph has a maximum turning point and is inverted or turned upside down.

Sketching parabolas of the form y = (x - h)2

■■ If the x-term in the brackets has a coefficient of +1 or -1 the graph is the same width as the
graph of y = x2.
■■ The turning point is translated h units horizontally and is (h, 0).
■■ The axis of symmetry is the line x = h.
■■ A negative sign in front of the brackets produces an inverted parabola; that is, the parabola
has a maximum turning point.
Sketching parabolas of the form y = (x - h)2 + k

Graphs in turning point form, y = (x - h)2 + k, have the following features.
■■ The turning point is (h, k).
■■ The axis of symmetry is x = h.
■■ The turning point is always on the axis of symmetry.
■■ If the sign before the first bracket is negative, the graph has a maximum turning point.
■■ If there is no written sign before the first bracket, the graph has a minimum turning point.
■■ The number in the brackets shows how far the graph of y = x2 has been moved horizontally.
If h is positive, the graph has been moved to the right and, if h is negative, the graph has been
moved to the left.
■■ The number after the brackets shows how far the graph has been moved vertically. If k is
positive, the graph has been moved up and, if k is negative, the graph has been moved down.
y = a(x - h)2 + k
a = 1 Minimum turning point or upright Translates the graph up or down:

graph (smiling face) k > 0 (positive) moves up
k < 0 (negative) moves down
a = -1 Maximum turning point or
inverted graph or graph
reflected in the
x-axis (sad face)
Translates the graph left or right:
h > 0 (positive) right
h < 0 (negative) left
Axis of symmetry: x = h
Turning point = (h, k)
(h, k)
k Turning
point
0 h x
Sketching parabolas of the form y = (x + a)(x + b)

To sketch graphs of the form y = (x + a)(x + b):
■■ find the x-intercepts by substituting y = 0 into the equation
■■ find the y-intercept by substituting x = 0 into the equation

■■ fi■nd■the■x-coordinate■of■the■turning■point■by■averaging■the■values■of■the■x-intercepts■(This■
gives■the x-value■halfway■between■the■x-intercepts.)
■■ fi■nd■the■y-coordinate■of■the■turning■point■by■substituting■the x-value■of■the■turning■point■into■
the■equation■of■the■graph.
If■the■quadratic■equation■is■in■the■form y =■ax2■+■bx■+■c,■factorise■the■expression■before■
following■the■steps■above.
Applications
Any■or■all■of■the■following■may■be■used■to■solve■practical■problems.
■■ Draw■a■diagram■or■graph.
■■ Determine■any■restrictions.
■■ Write■an■equation.
■■ Solve■the■equation.
■■ Answer■the■questions■accurately.

Homework

Chapter review
Fluency b The turning point of the graph of the equation
y = x2 - 12 is:
1 a The axis of symmetry for the graph shown
A (1, -12) B (-12, 1) C (0, 0)
below is:
D (0, 12) E (0, -12)
y c The graph of y = x2 - 4 moves the graph of
2
1 y = x2 in the following way:
A up 4 B down 4 C no change
-1
-1
0 1 2 3 4 5x D up 2 E down 2
-2 d The y-intercept of the graph of y = -x2 - 3 is:
-3 A 1 B -1 C 0
-4 D 3 E -3
-5
4 a The axis of symmetry for the graph y = (x + 1)2 is:
A x=0 B x=2 C x=4 A y=0 B x=1 C x = -1
D the y-axis E the x-axis D x=2 E y = -1
b The coordinates of the turning point for the b The turning point of the graph y = (x + 1)2 is:
graph are: A (0, 0) B (1, 1) C (1, -1)
A (0, 0) B (2, 4) C (2, -4) D (-1, 0) E (0, -1)
D (-2, -4) E (4, 0) c Compared to the graph of y = x2, the graph of
c The y-intercept is: y = (x - 2)2 would be:
A 0 B -2 C -4 A twice as wide
D 2 E 4 B moved 2 units to the left
d The x-intercepts are: C moved 2 units to the right
A 0 and 4 B 0 and 2 C 0 and -2 D moved 2 units up
D 0 and -4 E 0 only E moved 2 units down
2 a The graph of y = -4x2 is: 5 a For the graph of y = (x + 6)2 - 1, the coordinates
A wider than y = x2 of the turning point are:
B narrower than y = x2 A (6, -1) B (-1, 6)
C the same width as y = x2 C (-6, 0) D (-1, -6)
D a reflection of y = x2 in the x-axis E (-6, -1)
E the same graph as y = x2 b For the graph of y = -(x - 4)2 + 5, the axis of
1 symmetry is:
b The graph of y = x2 is:
2
A wider than y = x2 A x=4 B x=5
C x = -4 D y = -5
Bnarrower than y = x2
E y=4
C the same width as y = x2
c For the graph of y = (x - 2)2 - 3, the y-intercept is:
D a reflection of y = x2 in the x-axis
A -5 B 1 C -4
D -3 E -7
c Compared to the graph of y = x2, the graph of
y = -2x2 would be: 6 To change the graph of y = x2 to make the graph of
A half as wide y = 2(x - 1)2 - 3, we need to:
B twice as wide A move it 1 unit to the right and 3 units down
C moved 2 units to the right B make it narrower by a factor of 3, move it
D moved 2 units up 1 unit to the left and 3 units down
E moved 2 units down C make it wider by a factor of 2, move it 1 unit to
3 a The turning point for the graph of the equation the right and 3 units down
y = -x2 + 6 is: D make it narrower by a factor of 2, move it
A (0, 0) B (-1, 6) 1 unit to the right and 3 units down
C (0, 6) D (0, -6) E make it narrower by a factor of 2, move it
E (6, 0) 1 unit to the right and 3 units up

7 Human■cannonball■Stephanie■Smith■was■fi■red■ 11 For■each■of■the■following■graphs,■state■the■equation■
from■a■cannon.■Her■fl■ight■path■can■be■seen■in■the■ of■the■axis■of■symmetry,■the■coordinates■of■the■
photographic■montage■below.■If■c■is■her■height■ turning■point,■whether■the■point■is■a■maximum■or■a■
above■the■net■and■b■is■her■horizontal■distance■from■ minimum,■and■the■x-■and■y-intercepts.
the■cannon,■which■rule■could■describe■her■fl■ight?
a y
–2 0 2 x
(0, -4)
b y
(0, 9)
A y■=■x2■+■c
B y■=■bx2■+■c
C y■=■(x■-■b)2■+■c
D y■=■-(x■+■c)2■+■b (-3, 0) (3, 0)
E y■=■-(x■-■b)2■+■c 0 x
8 The■curve■below■could■have■the■rule:
y
3 c y
2 2
1
1
-3 -2 -1
-1
0 1 2x
0 1 2 x
A y■=■-(x■+■1)2■-■2
B y■=■(x■+■1)2■+■2
C y■=■(x■+■1)2■-■2
D y■=■-(x■+■2)2■-■1
E y■=■(x■+■2)2■+■2 d y
9 If■y■=■x2■-■x■-■6,■then■the■x-intercepts■would■be:
0 x
A -2■and■3 B -3■and■2 -3
C 2■and■3 D -2■and■-3
E -1■and■-6
10 The■sketch■in■the■diagram■below■is■a■graph■of:
y
2 -9
1
-4 -3 -2 -1
-1
0 1 2x
e y
-2
-3
-4 2
A y■=■(x■-■1)(x■-■3) 1
B y■=■(x■+■1)(x■+■3)
C y■=■(x■-■1)(x■+■3)
0 x
D y■=■(x■+■1)(x■-■3) -2 -1
E y■=■(x■-■3)(x■+■3)

f y Problem solving
0 x 1 A railway bridge has an arch below it that can be

-3 -2 -1 1
-1 modelled by the equation H = -(x + 1)2 + 16, where H
-2
is the height of the bridge, in metres. Sketch a graph
of the bridge and, hence, find its maximum height.
-3
-4
12 Draw a table of values, use it to plot the graph

of each of the following equations and, hence,
state the equation of the axis of symmetry, the
coordinates of the turning point and whether
it is a maximum or a minimum, and the x- and
y-intercepts.
a y = x2 - 4x, -2 Ç x Ç 6
b y = -x2 - 2x + 8, -5 Ç x Ç 3
c y = 2x2 - 4x + 4, -2 Ç x Ç 3
d y = -x2 + 6x - 5, 0 Ç x Ç 6
2 Sketch the graph of each of the following by
13 Sketch each of the following graphs, labelling finding the x- and y-intercepts and the turning
the axis of symmetry, the turning point and ■ point.
the intercepts, and stating the type of turning ■ a y = (x + 2)(x - 2) b y = (x + 3)(x - 7)
point. c y = x2 - 2x - 15 d y = x2 + 3x + 2
a y = 2x2 3 A valley in the countryside has a river running
1
b y = x2 through the centre of it. A vertical cross-section of
2
c y= -4x2 the valley can be modelled by the equation ■
1
H = 10 x2 - 6x + 100, where H is the height above
d y = − 1 x2
3 sea level, in metres, and x is the horizontal distance,
14 Sketch each of the following graphs, labelling in metres. If two villages are situated in the valley,
the axis of symmetry, the turning point and the one a horizontal distance of 10 metres from the
y-intercept, and stating the nature of the turning river and the other 20 metres from the river, what
point. are their heights, respectively, above sea level?
a y = x2 + 2 4 Children playing on a cricket pitch throw a ball
1
b y = x2 - 4 that follows the path y = 120 (x - 16)2, where y is
c y = x2 + 5 the height, in yards, above the ground and x is the
d y = x2 - 3 horizontal distance from the stumps at the end from
which the ball is thrown. If the stumps are ■
15 Sketch each of the following graphs, labelling the
22 yards away and 0.5 yards high, will the ball hit
turning point and the y-intercept, and stating the
the stumps? Find out by sketching the graph. (As a
type of turning point.
cricket pitch is 22 yards long, a yard is a convenient
a y = (x + 1)2 unit to use in this example. A yard is about 91.5 cm.)
b y = -(x - 2)2
5 A toy rocket is thrown up into the air from a
c y = (x - 5)2
d y = -(x + 2)2
balcony. The path the rocket takes is given by the
equation h = 49 - (t - 2)2 where h is the height
16 Sketch each of the following graphs, labelling the above the ground in metres and t is the time in
turning point and the intercepts, and stating the seconds.
nature of the turning point. a How high is the balcony?
a y = (x - 1)2 + 1 b When does the rocket land on the ground?
b y = (x + 2)2 + 3 c What is the highest point the rocket reaches?
c y = (x - 3)2 - 2 d Sketch a graph of the rockets path for
d y = -(x + 1)2 - 4 0 Ç t Ç 10.

6 A■piece■of■wire■1■■m■long■is■bent■into■the■shape■of■a■ d How■many■sausages■would■need■to■be■sold■to■
rectangle. break■even?
a If■w■is■the■width■and■l■is■the■length,■write■a■rule■ 8 In■a■demonstration■using■the■width■of■a■street,■
connecting■w■and■l. a■skateboarder■performs■an■ollie■over■a■distance■
b If■the■area■of■the■rectangle■is■A■cm2,■write■an■ of■2■■m.■He■remains■on■the■ground■for■ 14 ■m■
equation■connecting■l■in■terms■of■A. before■the■ollie,■which■can■be■described■by■the■
c Sketch■the■graph■of■A■versus■l. quadratic■equation■y■=■-2(x■-■p)(x■-■q)■(where■
d What■will■be■the■maximum■area■enclosed■by■ all■dimensions■are■in■metres),■and■lands■with■
the■wire? 35■■cm■to■spare■before■hitting■the■opposite■edge■
7 The■organising■committee■of■the■Greensborough■ of■the■curb.■Taking■the■origin■as■the■start■of■
Tennis■Club■found■that■the■profi■t,■$P,■from■a■ his■run:
Saturday■morning■barbeque■depended■on■the■ a How■far■has■he■travelled■horizontally?
number■of■sausages■sold,■n.■The■estimated■profi■t■is■ b Find■the■values■of■p■and■q.
given■by■P■=■-n2■+■50n■-■400. c State■the■axis■of■symmetry■of■the■ollie.
a What■is■the■profi■t■if■the■number■of■sausages■ d Find■the■highest■point■reached■by■the■
sold■is■35? skateboarder.
b Sketch■the■graph■of■P■versus■n■for■0■Ç■n■Ç■60. e Sketch■the■path■of■the■skateboarder,■showing■
c Find■the■maximum■profi■t■possible■and■the■ all■of■the■relevant■details■on■the■graph.
number■of■sausages■that■need■to■be■sold■to■
make■this■amount.
eBook plus
Interactivities
Test Yourself
Chapter 18
int-0722
Word search
Chapter 18
int-0694
Crossword
Chapter 18
int-0708

Chapter opener 18E Sketching parabolas of the form y = ( x - h ) 2
Digital doc Interactivity
•■ Hungry■brain■activity■Chapter■18■(doc-6361) •■ Horizontal■translation:■y■=■(x -■h)2■(int-1193)■
(page 633) (page 655)
Are you ready? 18F Sketching parabolas of the form
Digital docs (page 634) y = (x - h)2 + k
•■ SkillSHEET■18.1■(doc-6362):■Equation■of■a■vertical■ Interactivity
line •■ Parabolas■of■the■form■y■=■(x■–■h)2■+■k (int-0823)■
•■ SkillSHEET■18.2■(doc-6363):■Substitution■into■ (page 660)
quadratic■equations Digital doc
•■ SkillSHEET■18.3■(doc-6364):■Plotting■coordinate■ •■ WorkSHEET■18.2■(doc-6369):■Quadratic■functions■II■
points (page 661)
•■ SkillSHEET■18.4■(doc-6365):■Solving■quadratic■
equations■of■the■form■(x■+■a)(x■+■b)■=■0 18G Sketching parabolas of the form
•■ SkillSHEET■18.5■(doc-6366):■Factorising■quadratic■ y = ( x + a )( x + b )
trinomials■of■the■form■ax2■+■bx■+■c■where■a■=■1 Digital docs (pages 664, 665)
•■ SkillSHEET■18.6■(doc-6367):■Solving■quadratic■ •■ SkillSHEET■18.4■(doc-6365):■Solving■quadratic■
trinomials■of■the■type■ax2■+■bx■+■c = 0 where■a■=■1 equations■of■the■form■(x■+■a)(x■+■b)■=■0
18A Graphs of quadratic functions trinomials■of■the■form■ax2■+■bx■+■c■where■a■=■1
Digital doc •■ SkillSHEET■18.6■(doc-6367):■Solving■quadratic■
•■ SkillSHEET■18.1■(doc-6362):■Equation■of■a■vertical■ trinomials■of■the■type■ax2■+■bx■+■c = 0■where■a■=■1
line■(page 637) •■ WorkSHEET■18.3■(doc-6370):■Quadratic■functions■III
Interactivity
•■ Sketching■parabolas■(int-2776)■(page 662)
functions
Digital docs (page 643) Chapter review
•■ SkillSHEET■18.2■(doc-6363):■Substitution■into■ Interactivities(page 675)
quadratic■equations •■ Test■Yourself■Chapter■18■(int-0722):■Take■the■end-
•■ SkillSHEET■18.3■(doc-6364):■Plotting■coordinate■ of-chapter■test■to■test■your■progress.■
points •■ Word■search■Chapter■18■(int-0694)
18C Sketching parabolas of the form y = ax 2
•■ Crossword■Chapter■18■(int-0708)
Interactivity To access eBookPLUS activities, log on to
•■ y■=■ax2■(int-0749)■(page 646) www.jacplus.com.au
18D Sketching parabolas of the form y = ax 2 + c
Interactivity
•■ Vertical■translation:■y■=■x2■+■c (int-1192)■(page 652)
Digital doc
•■ WorkSHEET■18.1■(doc-6368):■Quadratic■functions■I■
(page 653)

Answers
CHApter 1 10 A 11 B 12 D
13 B 14 B 15 D
Numeracy 16 C 17 A 18 B
3
Set 1A 19 B 20 D 21 4
Calculator allowed 22 D 23 C
1 C 2 $45 3 D 24
4 B 5 54 cm2 6 21
7 C 8 C
9 3
1
4
2
250
10 A 11 1 110 0012 12 C
13 4277 m 14 B 15 C
16 l = 250 m
w = 185 m
17 C 18 B 19 B 25 A 26 North-east 27 C
20 h ö 11 cm 21 D 22 14.7 s 28 27, 12, 3, 0, 3, 12, 27
23 B 24 2 25 C 29 A 30 C
26 D 27 360 mm3 28 A
29 B 30 D Set 1D
Non-calculator
Set 1B 1 C 2 B 3 A
Non-calculator 4 B 5 D 6 A
1 B 2 D 3 A 7 B 8 A 9 D
4 C 5 0.78 6 C 10 D 11 C 12 B
7 y 13 A 14 A 15 C
3 16 50è
17
2
0 x
-3
3 -2
2 -1
1 1 2 3
-1
-2
-3 18 D 19 A 20 D
18
-4 21 B 22 > 23 20
8 30% 9 B 10 D 24 D 25 B 26 C
11 D 12 B 13 D 27 l = 80 m
w = 20 m
14 C 15 D 16 D
28 C 29 A 30 C
17 B 18 40 19 A
20 C 21 B 22 A Set 1E
q2 + p
Answers 1A ➜ 1e
Calculator allowed
23 A 24 C 25 1 B 2 x = 20è, y = 120è
y
3 B 4 D 5 744 hours
26 B 27 D 28 D 6 A 7 C 8 C
29 B 30 D
( ) , 0.12, 0.01
2
1 1
9 2.202, ,
Set 1C 4 2
Calculator allowed 10 C 11 B 12 A
13 C 14 C 15 D
1 B 2 B 3 C 16 D 17 C 18 A
4 B 5 16 6 C 19 A
5 20 AÅ(-1, 1), CÅ(-4, 2), BÅ(-3, 4)
7 q= 8 A 9 C
8 21 B 22 A 23 C
Answers 677
24 D 25 A 26 C j Q k Q l Q
27 B 28 C 29 132è m I n Q o I
30 B p Q q Q r I
s I t I u Q
Set 1F v I w I x Q
Non-calculator y I
2 a Q b Q c Q
1 C 2 C 3 A d Q e Q f I
4 B 5 D 6 A g I h Q i I
7 C 8 A j Undefined k I l I
9 ±BDC = 56è m I n Q o Q
±DEF = 124è p Q q I r I
10 D s Q t Q u I
11 Domain: -4 Ç x < 8 v Q w Q x I
Range: 3 < y Ç 9 y Q
12 D 13 B 14 C 3 B 4 D 5 C 6 C
15 D 16 D 17 A
18 HH, HT, TH, TT Exercise 2B — Surds
19 B 1 b, d, f, g, h, i, l
2
 1 1
, 2, 2 D
20 0.22,  2  4
3 B
21 C 22 h 23 A 4 a 2 5 b 2 2 c 3 2
24 C 25 D 26 A d 7 e 30 f 5 2
27 $80 000 and $120 000 g 2 7 h 6 3 i 12 2
28 B j 4 3 k 10 5 l 9 2
29 16 èC
30 C 5 a 4 2 b 15 3 c 48 d 35 2
e 20 6 f 10 3 g 4 442 h 72 2
i 27 5 j 132 2
CHApter 2 6 a 12 b 175 c 108 d 80
Number skills e 384 f 90 g 32 h 720
Are you ready? i 600 j 338
1 a -14 b -4 c -3 7 a D b A c C
d -36 e 4 f 18 d C e D f D
2 a 5 b 6 c 3 g D h B
d 4 e 7 f 11
8 a 15 3 b 19 5 c 16 7
3 a 8 b 243 c 256
d 216 e 625 f 16 807 d 17 2 e a c f d2 b
4 a 690 b 650 c 490 g hk j h f f
d 39.5 e 0.0016 f 0.0025
5 a 8 9 a 2 2 b -4 5 c -6 3
8 is between 4 and 9 d 0 e 5 11 f 2 7
8 is closer to 9 g 10 2 + 7 3 h 8 5+ 6 i 8 10 + 7 3
So, 8 is closer to 9
j 16 2 - 11 5 k 2 6 l 5 5 + 15
8ö3
10 a 2 b 0
b 12 c -5 3 d -4 7
12 is between 9 and 16
12 is closer to 9 e 5 6 +6 5 f 2 3 -3 5
So, 12 is closer to 9 g 4 6 +6 5 - 14 2 h 29 5 + 22 3
12 ö 3 i 9 11 - 30 j 28 2 - 39 5
11 a D b A c C d A
c 20
20 is between 16 and 25 12 a = 2, b = 8 13 3
20 is closer to 16 14 a 25.495 m/s
So, 20 is closer to 16 b Because 20 becomes 2 5, which is irrational.
20 ö 4 c 5 26 2
d 18 26 km/h
Exercise 2A — Real numbers e 25 m/s
1 a Q b Q c Q f Rational
d I e I f Q g 90 km/h, rational
g Q h I i Q 15 Student construction
678 Answers
Exercise 2C — Indices 9 a 449 000 km b 4.49 ì 105 km
1 a 510 b 613 c 28 10 a 8 389 000 bytes b 8.389 ì 106 bytes
d b7 e 65 f 1511 11 2.436 ì 104 years
g 73 h f6 i 1 12 5810 hours 13 300 000 km/s
j 1 k 312 l 521 14 128 000 km/h 15 9 192 600 000 hertz
12
16 1 ì 10-6 m 17 2 ì 10-8 m
m 35a15 n d 6e12 o 18 0.000 000 2
32
74 t8
19 0.000 000 000 000 000 000 000 001 7 g
p q r r6
84 m2
Chapter review
1 1 1
2 a 5
= 0.2 b = 0.3 c = 0.125 1 A
3 8
1 1 2 a Irrational, since equal to non-recurring and
d
1
10
= 0.1 e 8
= 0.125 f 9
= 0.1 non-terminating decimal
1 1 b Rational, since can be expressed as a whole number
g 25
= 0.04 h 10 000
= 0.0001 c Rational, since given in a rational form
3 a 0.167 b 0.143 c 0.028 d Rational, since it is a recurring decimal
d 0.001 e 0.005 f 0.004 e Irrational, since equal to non-recurring and
g 0.004 h 0.002 non-terminating decimal
4 a 0.40 b 2.5 c 0.44 3 D
d 4.0 e 0.11 f 0.000 079 20 m 20
g 10.97 h 4096 4 a 2m , m , 3 m , 3 8m b 25m , 16 , m
5 a -0.33 b -0.20 c 0.25
5 a 5 2 b 6 5
d 0.06 e -0.67 f -0.45
g -1.67 h 1.38 c 8 2 d 20 5
6 a 5
or
1
14 b 10
or
1
33 c 8
or
1
17 6 a 66 b 1014
4 3 7 c 1 d 332
d 20
or 17 e 2 f 4 e 25c10
13 13
1 1
g 8 h 10 i
2
7 a 4
b 9
3
4 10 2 1 1
j k l c 16
d 1000
9 11 11
7 a 4 b 64
1
c 38
3 8 a 0.083 b 0.020
4 16
c 0.800 d 625.000
d 16 e f
9
125
81
9 a 1 12 b 13
7
27
g 64
h 1331 4
c 5 d
8 As the value of n increases, the value of 2–n gets closer 13
to 0. 10 B
Problem solving
Exercise 2D — Scientific notation and 1 1.4 ì 1012
significant figures 2 4.167 ì 108
1 a 9 ì 104 b 7 ì 106 c 8 ì 103 3 9.16 ì 107 km
d 2 ì 108 e 5 ì 1011 f 3 ì 102 4 1.2441 ì 109 km
2 a 2.5 ì 103 b 3.6 ì 107 c 1.21 ì 106 5 a 3.4 ì. 107, 1.5 ì 109, 6 ì 109
d 8.327 ì 105 e 4.59 ì 102 f 6.3572 ì 107 b 0.566% c 4 d 0.25 km2
g 1.01 ì 1012 h 1.2 ì 101 i 5.36 ì 104
3 a 400 000 b 70 000 000 000 6 820 000 queen bees
c 90 d 42 000 7 2.95%
8 During the 5th year or 5.5 years
e 5 800 000 000 f 635
g 4 629 000 h 804 700
i 20 630 400 000 000 CHApter 3
4 a 5 ì 10-4 b 7 ì 10-7 c 2 ì 10-10
Algebra
Answers 1f ➜ 2D
d 9 ì 10 -3
e 6 ì 10-1
f 4.37 ì 10-3
g 8.2 ì 10-5 h 7.35 ì 10-8 i 1.07 ì 10-11 Are you ready?
j 3.75 ì 10 -1
k 2.498 ì 10 -3
l 6.106 ì 10-2 1 a 6+4 b 2ì5 c 7-3
5 a 0.000 008 4 b 0.000 020 4 2 a D b E c A
c 0.000 37 d 0.018 75 d B e C
e 0.003 639 f 0.443 3 a 18 b -15 c -3
g 0.000 000 8 h 0.04 d 9 e 25 f 80
i 0.000 000 000 09 g 60 h 2
6 a 4.6 ì 10-2 b 5.983 ì 104 4 a 3a, -4a, a b 5x, x, 1 x
2
c 4.9200 ì 105 d 4.04 ì 10-2 c 7qp, 7pq d ac, 2ac
e 4 ì 104 f 3.1 ì 102 5 a 13y b 3n + 4m
7 1.07 ì 10 km/h
5
8 7.78 ì 108 km c 7x + 4 d 9k + 2p
Answers 679
6 a 12x b
21ab 3 a 4 b 2.5 + t c 2.5 - y
c -5kp 6m2n
d 4 a 10n, where n = number of shirts
7 a 3x 15 b b N + 30, where N = the number of Nick’s dollars
c 4 -7xy
d c 7g - 4, where g = goals scored
8 a 2x + 6 3y - 3k
b 5 a i 94 ii 6x + y
c -5m - 10 -7a + 28
d b i 66 ii 6p + q
9 a 3 b 4 c 5 c i 28 ii 6x + y - 6p - q
d 6 e 9x f 5a 6 xy dollars
10 a 4(m + 2) b 2x(x - 3) c 3a(4b + 3)
x x
11 a
17
b
1
c
71 7 a b
30 4 45 n 2n
12 a
1
b
2 30 − d 30 − d )
3(30
3 9 8 a (30 - d ) cm b cm c cm
9 2
4 4
c d x x x
16 3 x x
9 a b c − =
x +2 4 6 4 6 12
13 a b x-5 c 2
2 24 − c 24 − c
10 a hours b (c + ) hours
Exercise 3A — Using pronumerals 7 7
1 a 3 b 7 c -2 d -8 e 1 11 a 1 b 8.30 pm and 9.30 pm
c 5 d 24
f -1 g 1 h 1 i -1 j -1 e 7.30 pm and 8.00 pm
3 2 4 9
2 a 6 b 7 c 3 d -2 e 3 f None of Marty’s friends left and then returned; also,
−1 −
−2
nobody arrived who hadn’t been invited.
f -2 g -7 h -11 i 2
j 3
1
k l 1 m -3 n -2 o 0 Exercise 3C — Simplifying algebraic expressions
4
3 a i 3 ii 5 iii 8 iv 5x2 1 a 9ab, -ab b 4x
b i 3 ii -9 iii -6 iv -9m2 c -3za, -az d 2x2, -x2
c i 4 ii 5 iii 5 iv -7x2 e -2x2y f -x2y5, -3x2y5
d i 4 ii 9 iii 4 iv -9b2 g p3x2w5, -5x2p3w5 h 4y5z4x2, -2x2z4y5
e i 5 ii 11 iii -4 iv -7q 2 a 7x b 11y
f i 5 ii -9 iii 5 iv -9p c 19m d 11q
g i 4 ii 4 iii -2 iv -3ac e 8r f 3x
h i 5 ii 5 iii 9 iv -3u g 8a h 8y
i i 5 ii -1 iii 8 iv -m i 13x j 16p
j i 5 ii 7 iii 14 iv -3cd2 k 9q2 l 3x2
4 a p+2 b q-7 c 3p + 2 d 9q - 7 m 8x2 - 3y n 2m2 + 2n
e 10 - 4p f 2p - 5 g p+q h p-q o 7x2 + x p 9h2 + h + 9
i 3p + q j p - 2q k pq l 4pq q -2g2 + g - 12 r -5m2 + m + 15
p s 12a + b + 4b
2 2
t 3m + 7n2
3q
m 2p + 3q n 2q - 3p o p u 12xy + 2y2 v 2ab + 5a2b
2q p w 16x y - 3xy
2
x m2n + 11n
5 a B b D c A d B y -7x2 + 2x2y z -3a2b - 9a2 + 5b + 4
6 a 4 b -6 c 6 3 a B b D c A d D
d 7 e -12 f -3 4 a 6mn b 20xy c 8pq
7 a 7 b -40 c 7 d -10xy e -12xy f 15mn
8 a i 32 ii 250 g 10a2 h 20y2 i 5p2
b i 4 ii 3 j 7m 2
k 6mnp l -6ab2
9 a 15 b 10 c 18 m 10m2n n -18a2b o 30x3y2
d 45 e 30 f 10.72 p -12p q 2 3
q -56c d3
r 30a4b7
g 21 h 22.4 i 50 5 a 3x b 3m c 2y
j 171 k 4 l -30 d 4m e 4m f 2x
m 32.75 n 38.33 o 34.56 m
10 a i 12 cm2 ii 12 cm g -7x h -4m i
2
b i 15 ii Answers will vary. x 4m 4x
j k l
c i 5 ii 12 3 9 3
d i 63 cm3 ii 4 cm 1 1
e i 10 ii 10 m 5m n 2a o 2yz
f i 19.44 ii 2 xy − yz
−7
g i 461.81 ii 9.55 p 35ab q r
2 4 11
h i 1671.33 ii 2.64
6 a 40x2y2 b 56ax2y2 c 12x3y2
Exercise 3B — Algebra in worded problems x2 − a
−5
d e f 2
1 a 11 b x+5 c y+5 2y 4b
2 a 3.5 km b (x + 2) km g 40a b 3 2
h -8a b
3 3
i 16a4
680 Answers
7 a i (0.01mp + nq) dollars e a2 + 3ab + 2b2 f 2c2 - 5cd - 3d 2
ii (mp + 100nq) cents g 2x - xy - 3y
2 2
h 4p2 + pq - 3q2
b $20 - (0.01mp + nq) i 3yx + 3yz + zx + z2 j ab + ac + 2b2 + 2bc
8 Shirt = $12 each k 3p - 9pr - 2q + 6qr l 7cd - 35c - 2d 2 + 10d
Trousers = $30 each m 12x2 - 7xy + y2 n 2p2 - rp - 2pq + qr
9 Explanations will vary. Correct answer is 7a2c2. o 15k + 5 - 6jk - 2j
10 a A b C c C
Exercise 3D — Expanding brackets 11 a x2 - 9 b x2 - 25 c x2 - 49
1 a 3x + 6 b 4x + 12 d x2 - 1 e x2 - 4 f 4x2 - 1
c 5m + 20 d 2p + 10 12 a x + 2x + 1
2
b x + 4x + 4
2
e 4x + 4 f 7x - 7 c x2 + 16x + 64 d x2 - 6x + 9
g -4y - 24 h -5a - 5 e x - 10x + 25
2
f x2 - 18x + 81
i -3p + 6 j -x + 1 13 a 6.3x2 + 5.53xy - 3.1y2
k -x - 3 l -x + 2 b 4.41x2 - 10.24y2
m 6b - 12 n 24m - 16 c 11.56x2 + 34.68xy + 26.01y2
o -30m + 24 p -27p + 15 14 a=1 b=5
2 a x2 + 2x b y2 + 3y 15 Surface area = 38x2 + 14x - 6
c a2 + 5a d c2 + 4c Volume = 12x3 + 5x2 - 3x
e 4x + x2 f 5y + y2 16 a i (x + 2)(x - 1) ii x2 + x - 2 iii x > 1
g 7m - m2 h 8q - q2
i 2xy + 4x j 5pq + 20p (2 x − 1))(( x + 5) 2x2 + 9x − 5 1
b i ii iii x >
k -3xy - 12y l -10pq - 90p 2 2 2
m -3b + ab n -35m + 7mn 17 Answers may vary.
o -30a + 18a2 p -28x + 16x2
3 a 2p - 2 b 5x - 17 Exercise 3E — Expansion patterns
c -7p - 17 d -12p + 3 1 a x2 - 4 b y2 - 9 c m2 - 25
e 6x2 - 20x f 2m2 + 7m d a - 49
2 e x - 36
2 f p2 - 144
g 3px + 6x - 5 h 4y2 - 4y + 7 g a2 - 100 h m2 - 121
i -4p2 + 13p j 4x - 13y 2 a 4x2 - 9 b 9y2 - 1 c 25d 2 - 4
k 2m2 - 8m - 4 l -3p2 + 10pq - 1 d 49c2 - 9 e 4 - 9p2 f 1 - 81x2
m -30a + 10ab n 7cd - 12c2 - 5c g 25 - 144a 2 h 9 - 100y 2 i 4b2 - 25c2
o -2p - 17 p 3 - 3m j 100 - 4x2
4 a 8x + y b 10p + 8q 3 a x2 + 4x + 4 b a2 + 6a + 9
c 18a + 29b d 19c + 22d c b2 + 14b + 49 d c2 + 18c + 81
e 2m - 11n f 6x - 11y e m + 24m + 144
2 f n2 + 20n + 100
g 9x + 5y h -14p - 8q g x2 - 12x + 36 h y2 - 10y + 25
i -4a + 3b j 4x - y i 81 - 18c + c2 j 64 + 16e + e2
k 5p - 10q l -8c + 9d k 2x2 + 4xy + 2y2 l u2 - 2uv + v2
m 13x - 19y n -7p + 11q 4 a 4a2 + 12a + 9 b 9x2 + 6x + 1
o -5a + 3b p 8c + d c 4m2 - 20m + 25 d 16x2 - 24x + 9
5 a 2ab + 2a - 3b b 2xy + 4x - 2y e 25a - 10a + 1
2
f 49p2 + 56p + 16
c 2cd + 3c d 2pq - 2p g 81x + 36x + 4
2 h 16c2 - 48c + 36
e 5cd - 11c f 5ab - 21a - 3b i 9 + 12a + 4a2 j 25 + 30p + 9p2
g 5m h 6cd - 36c k 4 - 20x + 25x2 l 49 - 42a + 9a2
i 6m2 + 6m - 10 j 9cd - 8c m 81x - 72xy + 16y
2 2 n 64x2 - 48xy + 9y2
k -15a2 + 2b2 - 9ab l -8c2 + 3d 2 + 22cd
5 a 4.84x + 17.6xy + 16y
2 2
m 12m2 - 20m - 4 n 2p2 + 7p - 6
b 10.24x2 - 28.8xy + 20.25y2
o -7x2 + 41x - 6 p -10y2 - 6y - 12
6 (3x + 1)m
6 a B b A c D
7 a i 4x ii x2
7 a a2 + 5a + 6 b x2 + 7x + 12 b i 4x + 2 ii x2
c y2 + 5y + 6 d m2 + 9m + 20 c Answers will vary.
e b2 + 3b + 2 f p2 + 5p + 4
Answers 3A ➜ 3f
8 i 4y
g a2 + a - 6 h x2 + x - 20 ii y2 - x2 = (y + x)(y - x) Difference of two squares.
i m2 - m - 12 j y2 + 2y - 15
k y2 - 4y - 12 l x2 - 2x - 3 Exercise 3F — More complicated expansions
m x2 - 7x + 12 n p2 - 5p + 6 1 2x2 + 13x + 21 2 2x2 + 13x + 20
o x2 - 4x + 3 3 2x2 + 14x + 26 4 2x2 + 10x + 11
8 a 2a2 + 7a + 6 b 3m2 + 7m + 2 5 2p2 - 3p - 21 6 2a2 - 5a + 4
c 6x2 + 10x + 4 d 4c2 - 31c + 42 7 2p2 - p - 24 8 2x2 + 19x - 36
e 35 - 17t + 2t2 f 9 - 11x + 2x2 9 2y2 + 2y - 7 10 2d2 + 8d - 2
g 10 + 11t - 6t2 h 14 - 31x + 15x2 11 2x2 + 10 12 2y2
i 25x2 - 20x + 4 13 2x2 - 4x + 19 14 2y2 - 4y - 7
9 a xz + x + yz + y b pr + 3p + qr + 3q 15 2p2 + 3p + 23 16 2m2 + 3m + 31
c 2xz + 8x + yz + 4y d 3pr + 3p + qr + q 17 x + 5 18 4x + 8
Answers 681
19 -2x - 6 20 3m + 2 i p(7 - pq + q) j y(x + 9 - 3y)
21 -3b - 22 22 -15y - 2 k c(5 + 3cd - d) l ab(3 + a + 4b)
23 8p - 10 24 16x + 2 m xy(2x + 1 + 5y) n pq(5pq - 4 + 3p)
25 -16c - 40 26 -14f - 34 o xy(6xy - 5 + x)
27 4m + 17 28 -7a + 30 8 a 5x(x + 3) b 2y(5y + 1)
29 -6p - 7 30 3x - 21 c 4p(3p + 1) d 6m(4m - 1)
e 4a(8a - 1) f -2m(m - 4)
Exercise 3G — The highest common factor
1 a -36, -18, -12, -9, -6, -4, -3, -2, -1, 1, 2, g -5x(x - 5) h -7y(y - 2)
3, 4, 6, 9, 12, 18, 36 i -3a(a - 3) j -2p(6p + 1)
b -17, -1, 1, 17 k -5b(3b + 1) l -13y(2y + 1)
c -51, -17, -3, -1, 1, 3, 17, 51 m 2m(2 - 9m) n -6t(1 - 6t)
d -14, -7, -2, -1, 1, 2, 7, 14 o -8p(1 + 3p)
e -8, -4, -2, -1, 1, 2, 4, 8 9 a 2(x + 3)(4x + 1)
f -100, -50, -25, -20, -10, -5, -4, -2, -1, 1, 2, 4, 5, b A = x(x + 3)
10, 20, 25, 50, 100 C = 2(x + 3)x
g -42, -21, -14, -7, -6, -3, -2, -1, 1, 2, 3, 6, 7, B = 5x2 + 17x + 6
14, 21, 42 10 Answers will vary.
h -32, -16, -8, -4, -2, -1, 1, 2, 4, 8, 16, 32 Exercise 3H — More factorising using the highest
i -32, -16, -8, -4, -2, -1, 1, 2, 4, 8, 16, 32 common factor
j -9, -3, -1, 1, 3, 9
1 a (a + b)(2 + 3c) b (m + n)(4 + p)
k -64, -32, -16, -8, -4, -2, -1, 1, 2, 4, 8, 16, 32, 64
c (2m + 1)(7x - y) d (3b + 2)(4a - b)
l -81, -27, -9, -3, -1, 1, 3, 9, 27, 81
e (x + 2y)(z - 3) f (6 - q)(12p - 5)
m -29, -1, 1, 29
g (x - y)(3p2 + 2q) h (b - 3)(4a2 + 3b)
n -92, -46, -23, -4, -2, -1, 1, 2, 4, 23, 46, 92
i (q + 2p)(p2 - 5) j (5m + 1)(6 + n2)
o -48, -24, -16, -12, -8, -6, -4, -3, -2, -1, 1, 2, 3, 4,
6, 8, 12, 16, 24, 48 2 a (y + 2)(x + 2) b (b + 3)(a + 3)
p -12, -6, -4, -3, -2, -1, 1, 2, 3, 4, 6, 12 c (x - 4)(y + 3) d (2y + 1)(x + 3)
e (3b + 1)(a + 4) f (b - 2)(a + 5)
2 a 4 b 3 c 5 d 8
g (m - 2n)(1 + a) h (5 + 3p)(1 + 3a)
e 3 f 25 g 1 h 6a i (3m - 1)(5n - 2) j (10p - 1)(q - 2)
i 7x j 30q k 10 l 3x k (3x - 1)(2 - y) l (4p - 1)(4 - 3q)
m 3 n 5 o x2 p 2 m (2y + 1)(5x - 2) n (2a + 3)(3b - 2)
3 C o (b - 2c)(5a - 3) p (x + 3y)(4 - z)
4 a 4(x + 3y) b 5(m + 3n) q (p + 2q)(5r - 3) r (a - 5b)(c - 2)
c 7(a + 2b) d 7(m - 3n)
e -8(a + 3b) f 4(2x - y) Exercise 3I — Applications
g -2(6p + q) h 6(p + 2pq + 3q) 1 a i 12x ii 60
i 8(4x + y + 2z) j 4(4m - n + 6p) iii 9x2 iv 225
k 8(9x - y + 8pq) l 3(5x2 - y) b i 4x + 8 ii 28
m 5(p - 4q)
2
n 5(x + 1) iii x2 + 4x + 4 iv 49
o 8(7q + p2) p 7(p - 6x2y) c i 16x - 4 ii 76
q 4(4p + 5q + 1)
2
r 12(1 + 3a2b - 2b2) iii 16x2 - 8x + 1 iv 361
5 a 3(3a + 7b) b 2(2c + 9d2) d i 10x ii 50
c 4(3p + 5q )
2 2
d 7(5 - 2m2n) iii 4x2 iv 100
e 5(5y - 3x)
2
f 4(4a2 + 5b) e i 10x + 2 ii 52
g 6(7m2 + 2n) h 9(7p2 + 9 - 3y) iii 6x2 + 2x iv 160
i 11(11a2 - 5b + 10c) j 2(5 - 11x2y3 + 7xy) f i 12x - 2 ii 58
k 9(2a bc - 3ab - 10c) l 12(12p + 3q2 - 7pq)
2 iii 5x2 - 13x - 6 iv 54
g i 20x + 18 ii 118
m 7(9a2b2 - 7 + 8ab2) n 11(2 + 9p3q2 - 4p2r)
iii 21x2 + 42x iv 735
o 6(6 - 4ab2 + 3b2c) 2 a 1250 m2 b (1250 + 150x + 4x2) m2
6 a -(x - 5) b -(a - 7) c (150x + 4x2) m2 d 366.16 m2
c -(b - 9) d -2(m + 3) e 150x + 4x2 = 200
e -6(p + 2) f -4(a + 2) 3 a 20 - 2x
g -3(n2 - 5m) h -7(x2y2 - 3) b 15 - 2y
i -7(y2 + 7z) j -6(2p2 + 3q) c 300 - 40y - 30x + 4xy
k -7(9m - 8) l -2(6m3 + 25x3) d Check with your teacher.
m -3(3a2b - 10) n -3(5p + 4q) 4 a 40 cm2
o -2(9x2 - 2y2) p -3(ab - 6m + 7) b i (8 + v) cm ii (5 + v) cm
q -5(2 + 5p2 + 9q) r -9(10m2 - 3n - 6p3) iii (v2 + 13v + 40) cm2 iv 70 cm2
7 a a(a + 5) b m(m + 3) c i (8 - d) cm ii (5 - d) cm
c x(x - 6) d q(14 - q) iii (40 - 13d + d2) cm2 iv 18 cm2
e m(18 + 5m) f p(6 + 7p) d i 8x cm ii (5 + x) cm
g n(7n - 2) h a(a - b + 5) iii (8x2 + 40x) cm2 iv 400 cm2
682 Answers
5 a 20x m b 25x2 m2 19 a x2 + 10x + 25 b m2 - 6m + 9
c i (5x - 2) m ii (5x - 3) m c 16x2 + 8x + 1 d 4 - 12y + 9y2
iii (25x2 - 25x + 6) m2 iv 756 m2 20 a 2x2 + 8x + 8 b 2m2 + 11m - 5
6 a 6x cm b 2x2 cm2 c 6x + 15 d -7b + 37
c i (2x + y) cm ii (x - y) cm 21 a 2x2 + 10x + 13 b 2x - 5
iii (2x2 - xy - y2) cm2 iv 11 cm2
c 16x
7 a 4x cm
b x2 cm2 22 a 23 b 134
c i (x + y) cm ii (4x + 4y) cm 23 a 307.88 cm3 b 5379.98 cm3
iii 56 cm iv (x2 + 2xy + y2) cm2 24 a 6(x + 2) b 6x2(1 + 2xy)
d 60.84 cm2 c 4(2a2 - b) d 8x(2x - 3y)
8 a (14p + 4) m b (12p2 + 6p) m2 e -2(x + 2) f b(b - 3 + 4c)
c (6p + 2) m d 5p m 25 a (5 - 4a)(x + y) b (7a - 6c)(b + 5c)
e (22p + 4) m f (30p2 + 10p) m2 c 5x(3 + 5y)(d + 2e) d (2 + a)(x + y)
g (18p2 + 4p) m2 h 80 m2 e 2(x - 1)(3y + 2) f (p - r)(q + 1)
9 a
Type of Type of Problem solving
‘algebra’ ‘algebra’ 1 a 8x cm b 3x2 cm2
rectangle Perimeter rectangle Perimeter c i (3x + y) cm ii (8x + 2y) cm
1-long 2x + 2 1-tall 2x + 2 iii 780 cm iv (3x2 + xy) cm2
v 27 000 cm2
2-long 4x + 2 2-tall 2x + 4 2 a (8 + 2p)(15 + 2p) m2 b (4p2 + 46p + 120) m2
3-long 6x + 2 3-tall 2x + 6 c (4p2 + 46p) m2 d 4p2 + 46p = 200
2π x
4-long 8x + 2 4-tall 2x + 8 3 cm
y
5-long 10x + 2 5-tall 2x + 10 4 5xy - 4y2
b Perimeter: long 40x + 2, tall 2x + 40 5 a 6n + 42 b 6(n + 7) c 2(n + 7)
c 0<x<1 6( n + 7)
10 a 27.8 d
x
b Richard is not within the healthy weight range.
c i 19.1 ii 24.9 iii 22
d Judy: 9 to 20 years of age; Karen: 17.5 to 20 years of CHApter 4
age; Manuel: 13.5 to 20 years of age
11 a 3
Linear equations
b 994 009 Are you ready?
c i 990 025 ii 980 100 1 a x=6 b y = 13 ck = 15 d x = -51
2 a Yes b No cNo d Yes
Chapter review 3 a x=3 b a=6 cm=0 d y = -1
1 B 2 E 3 A 4 a 6x - 12 b -2y - 2 c8a + 12 d -10p + 35
4 B 5 D 6 A 5 a x+2=9 b8x = 40
7 B 8 A 9 B x
10 a i 4 ii -8 iii -5 iv -8xy2 c x - 11 = 3 d =2
b i y + 8 ii x - y iii x + y iv 7xy 6
6 a w=4 b l = 13
v 5y - 2x
11 a xy dollars Exercise 4A — Solving linear equations
24 − k 1 a, b, e, f, h, k, m, p
b i (24 - k) m ii m
3 2 a x = 210 b x = 52 c x = 230
12 a 17p b y + 2y
2
c -3s2t d 16c2d - 2cd d x = 23 e x = 142 f x = -96

e n2 - 4p2q + 6 f 15ab - 3a2b2 g x = 37 h x = 20 i x = 50
13 a 12ab b 2ab2 c 8x2y2 j x = 138 k x = 442 l x = 243
Answers 3G ➜ 4A
x 9 m y = -15 n y = 1.8 o y = 12.8

d e
3 2b
14 a 5x + 15 b -y - 5 p y = 21 q y = 24 r y = -181
3
c -3x + 2x2 d -8m2 - 4m s y = 21.5 t y = 172.5 u y = -8.32
15 a 3x + 3 b -10m - 1 3 a y=5 b y = -2 c y = 0.2
c 4m2 - 9m - 5 d 4p - 6 d y=1 e y=1 f y=2
16 a 9a + 8b b -5x - 18y g y = 51 2
i y = 24.5
h y = -1 3
c -mn + 11m d 4x2 - 10x + 3 3
383
17 a x2 + 9x + 20 b m2 - m - 2 j y = 1.2 k y = 22.25 l y = 600
c 3m2 - 17m + 10 d 2a2 - 5ab - 3b2 4 a x=1 b x = -2 c x=3
18 a x2 - 16 b 81 - m2 1
d x = -6 e x = -1 f x=
c x2 - y2 d 1 - 4a2 2
Answers 683
g x = 13
2
h x = -2.32 i x=3 Exercise 4C — Solving linear equations with
j x = -5 k x = 1 14 l
1
x = 313 1 a y = -1 b y=1 c y = -3
6
5 a x = -1 b x=1 c x=0 d y = -5 e y = -45 f y= 8
27
d x=5 e x = -8.6 f x = -0.9
g y = -2 h y = 20 i y=1
g x = 8.9 h x = 19 i x = -26
j x = -1 k x = -1 l x= 2
−1 j y= -1 1 k y=4 l y = -2
5
6 a x = 12 b x = -3 c x=4 2 a C b A
d x = -15 e x = 16 f x = -66 3 a x=1 b x = -2 c x=3
1 1 d x=4 e x=9 f x=3
g x=9 h x = -1 5 i x = 93
g x = -2 h x=4 i x = -4
−3
j x = -2 1 k x = -7 l x=2 j x=1 k x=0 l x=
4 3 2 4
7 a z = 16 b z = 31 c z = -4 4 a x = -6 b x=7 c x=2
d z=6 e z = -9 f z = -6 d x = -2 e x = 13 f x = -7
g z = -1.9 h z = 6.88 i z = 140 g x=1 h
2
x = -17 i x=1
j z = 0.6 k z = -35.4 l z=8 6
8 a x=1 b x = 13 c x = -2 5 a D b C
6 a x=5 b x = -3 c x = -8
d x = -8 e x = -4 f x = 30 1
2 d x= -7 1 e x=4 f x = 10
g x = -6 h x=-7 i x = 10.35 2 11
10 g x = -18 h x = 32 i x= 2
j x = 0.326 k x = 22 l x = -5 3 3
3 j x = -1 3 k x=0 l x = -15
9 a x=4 b x= c x= -1 1 7
7 7
7 -3 8 24
d x = -6 2 e x= 4
f x=8 9 3(n - 36) - 98 = -11n + 200
3 45
g x = -6 h x = 7.5 i x = 5.1 Exercise 4D — Solving problems with linear
j x = -6 k x = -513 l x = -61 3 equations
15 7
1 a x+3=5 b x-9=7 c 7x = 24
10 a E b D c C x x
11 a a = -1 b b = 10 c c = 12.1 d = 11 e = -9 f 5x - 3 = -7
d d=4 e e=5 f f = 12 5 2
g 2(14 - x) = -3 h 3x + 5 = 8 i 2x - 12 = 15
g g = 15 29 h h = 31 i i = 13
30 226 3x + 4
j j=1 k k = -8 l l = 10.3 j =5
6 2
12 a -1 b 6 c 303 2 a C b D c B d B
13 $91 3 0 4 60 years
14 Anton (Utan’s temperature was 45 èC.) 5 a 12.15 km
15 Answers will vary. b He will have to walk 0.85 km (850 m).
6 23 passengers
Exercise 4B — Solving linear equations with brackets 7 a 0.06x b (1 - x)
1 a x=6 b x = -3 c x=0 c 0.03(1 - x) d 0.06x + 0.03(1 - x) = 0.05
d x = 56 e x=1 f x=0
g x = -1 h x = -2 i x=6 e 23 L
j x=0 k x = -0.8 l x=6 8 947
9 a Post Quick distributor, cost = $700
2 a b = 11 b m = 41 c a = -1 1
6 2 2 b 333 flyers, cost = $366.50 and $366.40
d m = -1 1 e p=3 f m = 22 10 24 km
3 5 3
11 Answers will vary.
g a = -1 1 h p = 11 i a = 31 12 6, 7, 8, 9, or 10 books
2 2 3
j m = -2 1 k a = -1 l m = -1 13 a 10 + 1.5(x - 3) + 1(x - 6)
2 6 4 b Check with your teacher.
3 a x = 16 1 b x=2 c a=5 c Mississippi.com is $4.50 more expensive.
9
d 14 books
d b=7 e y=7 f x = -3 1
3 Exercise 4E — Rearranging formulas
g m=4 h y=1 i a=5
j p = -2 k m=3 l p=1 y y−b y+b
1 a x= a b x= a c x=
4 a y = -7.5 b y = -4.667 c y = -26.25 2a
d y = 8.571 e y = -2.9 f y = 3.243 y+7 8 − 6y
6 1
d x= e x= f x=
g y = 3.667 h y = 2.75 i y = 1.976 2 5 y−2
j y = -2 k y = -3.167 l y = 1.98 y +1
g x= 4y + 1
5 a D b C y−2 h x= i x = -5y - 12
6 1990 5
7 a 2(2x + 7) b Width 10 m, length 17 m 5a − 9 14 a + 13
j x = 12a k x= l x=
8 Answers will vary. 19 93
684 Answers
g+3 5f CHApter 5
2 a P= b c=
4 9
Congruence and similarity
5( f − 3322) V
c c= d I= Are you ready?
9 R 1 3 1
1 a 3 b c d 15
v−u b2 − d 4 4 4
e t= a f c=
4a 2 a 2:3 b 3:1 c 5:3
g y = hm + k h y = m(x - b) + a 3 a 6 b 24 c 54 d 60
4 a x = 12 b x = 13.05 c x = 3.444 16
y − a + mb
i a = y - m(x - b) j x= 5 a x = 24 b x = 0.36 c x = 540
m
6 GKP or PKG
2π f − bby
k r= l x= 7 a 55è b 145è
C a
8 a a = 84è b b = 88è c c = 75è
2(s − ut ) Fr 2
m a= n G= Exercise 5A — Ratio and scale
t2 Mm
1 a i 240 : 7 ii 7 : 240
3 500 km 2
4 a 24 000 cm3. b The track is 34 7 times as long as it is wide.
b t = 80 min = 1h 20 min 2 a i 5:2 ii 2 : 5
5 Answers will vary. b The cliff is 2.5 times as high as the distance from the
base of the cliff to the emu.
Chapter review 3 a 2:3 b 1:7 c 1:3 d 2:5
Fluency e 4:3 f 4 : 15 g 40 : 31 h 36 : 11
1 C 2 B 3 C 4 C i 8 : 25 j 100 : 33
5 E 6 B 7 B 8 B 4 a 6:1 b 13 : 15 c 4:1 d 5:1
9 b, c, f, g, i e 1:2 f 20 : 3 g 1:6 h 5:3
10 a a = 2.8 b a = -0.6 i 5:1 j 11 : 5 k 43 : 20 l 1 : 200
c b = -2.52 d b = 3.1 5 a 3:4 b 8:7 c 2:3 d 28 : 25
e b = -3.45 f b = 0.749 e 9:2 f 2:7 g 10 : 3 h 33 : 16
11 a x = 19 b x = 13 i 23 : 15 j 16 : 65
6 a a=9 b b = 24 c c = 32
c x = -6 1 d x = 11 5 3 2
3 5 d d = 17 e e = 34 f f = 14 5
e x = 62 f x = -11.13 3 4 1
3 g g = 34 h h = 49 i i = 29 3
1 5 1
12 a x = 3 b x=2 c x=1 4
5 7 4 j j = 87 k k = 10 25 l l = 11 14
d x= -1 5 e x = -12 1
f x = -8 1
7 a • b B'
12 2 2 A'
13 a 8h + 21 = 45 b 3 hours A B A B
14 a x = 1 b x=3 c x=3 D C
C'
2 A' B' C •
d x=5 e x=2 f x = -1
15 a 2x = 3 - x b 3x + 8 = 19 D' C'
10 x c B' d A B
c 6x = 4 d -1=
x 6 B A' A' B'
e 7(2x + 5) = 0 f 2x - 100 = x + 50 A D
C' C
16 600 km • C
• D' C'
y+4 y−c 8 a 3 b 12 cm c 3.5 cm
17 a x = b x=
6 m 9 1
2
q − 2r P − 2l
c P= +1 d w= 10 a 175 : 6428 b 37
Answers 4b ➜ 5b
2 2 11 a 2.5 mL 12 1000 g
v−u 2s 13 a 200
e a= f t=
t u+v b i 6 m square ii 5 m square
v 2 − u2 2AA − aah 14 a 0.07 g
g a= h b= b 1.69 g gold, 0.5 g copper, 0.06 g silver
2s h
Problem solving Exercise 5B — Congruent figures

1 a CG = 114 + 0.20k 1 a ii and iii b i and iii c i and iv
b CS = 90 + 0.32k 2 D
c 200 km 3 a DABC and DPQR, SSS or SAS
2 a 5400 + 260d = CH b DABC and DLNM, SSS
b 61 days c DLMN and DPQR, SAS
Answers 685
d DABC and DPQR, ASA Chapter review
e DABC and DLMN, RHS Fluency
f DABC and DDEF, ASA or RHS 1 a 1:2 b 3:2 c 3:2
4 a x = 3 cm d 7 : 10 e 2:5 f 7:5
b x = 85è 2 B
c x = 80è, y = 30è, z = 70è 3 a 3:5 b 3:8 c 8:5
d x = 30è, y = 7 4 a 5:3 b 3:7 c 1:3
e x = 40è, y = 50è, z = 50è, n = 90è, m = 90è 5 a 9:2 b 49 : 72 c 29 : 14
5 a 2 cm b 8 cm d 7:6 e 5 : 62 f 30 : 1
c 6 mm d 7 mm 6 E 7 D
6 Yes, because they are identical. 8 C
7 a SSS b SSS c SAS 9 a a=6 b b = 12.5 c c = 13 3
1
8 The third side and the other two angles can be different. 3 2
9 and d d = 6 19 e e = 84 f f = 10 3
15 cm
15 cm 10 a 3 cm b 15 cm c 12 cm
20è 89è 89è 20è d 9.6 cm e 4.5 cm
11 a Congruent b Not congruent c Congruent
Exercise 5C — Similar figures 12 a DANP @ DDWR, x = 3 cm
1 a 24 cm b b DTKB @ DKTS or DTKB @ DKST, x = 75è, y = 30è,
10 cm
6 cm z = 75è, p = 5 cm, q = 5 cm
13 a
c 1.75 m
2m
2 a i and iii, AAA b

b i and ii, SSS
c i and ii, SAS
d i and iii, RHS
e i and iii, SSS
3 a Triangles ABC and DEC c
b Triangles PQR and ABC
c Triangles PQR and TSR
d Triangles ABC and DEC
e Triangles ADB and ADC 3
4 a DEDC 14 a 3 b 0.4 c d 3.5
5
1 2
5 a i 1.25 cm ii 2.5 cm b 2 15 a x = 8 b x=4 c x= 11 5 d x = 26 3
AB BC AC
6 a = = b f = 9, g = 8 16 x = 12 cm, y = 80è, z = 40è
AD DE AE 17 400 cm2
7 a h = 3.75, i = 7.5 b j = 2.4, k = 11.1
8 x=4 Problem solving
9 x = 20è, y = 2 4
1 1 10 m
10 x = 3, y = 4
2 a D ABC ~ DQPC, AAA
11 Check with your teacher.
b y = 12, z = 3
1
12 Answers will vary. 3 The model is 125 th the volume of the yacht.
13 Answers will vary. 4 The easiest way to check for congruency is to measure
14 14.37 m what is within reach. This would be the bottom of each
15 Check with your teacher. sail and the angles at the bottom of each sail. Hence ASA
would be the most appropriate rule to use.
Exercise 5D — Area and volume of similar figures
5 a 5m
1 a 900 cm2 b 67.5 cm2 c 855 mm2 b Sandy had the correct answer. Rachel used the
d 102 cm2 e 5 m2 f 25 mm2 distance of 10 m (from the ruler to the tree) in her
2 a 5400 cm3 b 337.5 cm3 c 1809 mm3 calculations instead of 12.5 m (the whole length of the
d 100 cm3 e 2.5 m3 f 1 mm3 tree’s shadow).
3 SA = 384 cm2, V = 288 cm3
4 50 000 cm2
5 a 250 000 cm2 b 17.4 cm2 CHApter 6
6 8 437 500 cm3 pythagoras’ theorem and trigonometry
7 a 1 200 000 cm2 b 187.5 cm2
8 a 6.5 cm b 274.625 cm3 c 2197 cm3 Are you ready?
d 34.3 cm3 e 28.2 cm2 1 a i AC = 4.3 cm ii ±ABC = 90è
f Teacher to check. b i DE = 6.2 cm ii ±DFE = 130è
686 Answers
2 a 36 b 64 c 25 3 a x = 4, y = 9.17 b x = 6.93, y = 5.80
3 Approximately 57 mm c x = 13, y = 15.20 d x = 19.55
4 a 7 b 5.1 c 11.7 4 a C b B c C
5 a 3.43 b 89.80 c 288.00 5 12 mm; 480 mm2
6 a 2.5 cm b 700 mm c 0.001 25 km 6 20 m
7 13.7 cm 7 917.88 m
8 8 cm2 8 a 4 km b 5 km c 24 km
Exercise 6A — Right-angled triangles 9 2.45 m 10 11.35 m 11 10.16 m3
1 12 Answers will vary.
a b c d e f
a 18 23 26 15 29 39 14 a 2606 mm b Answers will vary.
b 33 30 28 38 24 19 15 Answers will vary.
c 38 38 38 41 38 43 16 a = 2 , b = 3 , c = 4 = 2, d = 5
a2 324 529 676 225 841 1521 17 Answers will vary.
b2 1089 900 784 1444 576 361 Exercise 6D — Pythagorean triples
a2 + b2 1413 1429 1460 1669 1417 1882 1 Yes: a, b, d, e No: c, f
c2 1444 1444 1444 1681 1444 1849 2 Answers will vary. Possible answers:
a 6, 8, 10; 9, 12, 15; 12, 16, 20
2 a2 + b2 ö c2 b 10, 24, 26; 15, 36, 39; 20, 48, 52
3 a2 + b2 ö c2 3 a 40, 41 b 60, 61
4 a2 + b2 ò c2 c 84, 85 d 420, 421
5 The angle sum of a triangle is 180è. If a triangle 4 The two larger numbers are consecutive numbers.
contained two right angles, the third angle would be 0è,
5 a 12, 35, 37 b 33, 56, 65
which would mean it was a straight line rather than a
c 48, 55, 73 d 85, 132, 157
triangle.
e 115, 252, 277 f 60, 221, 229
Exercise 6B — Finding the length of sides 6 a Yes b Yes
1 a x=5 b x = 13 c x = 25
7 16, 63, 65; 25, 60, 65; 33, 56, 65; 39, 52, 65
2 a 7.86 b 33.27 c 980.95
8 a, b Answers will vary.
3 a 6 b 9.6 c 7.8 c x = 2, y = 1
4 a 36.36 b 1.62 c 15.37
5 a v = 0.61 b x = 1163.35 c x = 6.33 Exercise 6E — What is trigonometry?
d x = 453.90 e w = 2133.19 f x = 21.33 1 a b hyp
θ
hyp
6 C adj opp
θ
7 B opp adj
8 130 mm
9 a 12.81 cm b 737.83 cm c 17.26 cm c hyp
d
opp θ
10 0.51 m 11 4.66 m 12 2.60 m adj
θ hyp
13 127.89 m adj
14 a 55.71 cm b 29.71 mm opp
c 57.27 m d 3098.08 mm
15 a 176.16 cm b 147.40 cm e hyp f opp
c 2.62 km d 432.12 m opp
θ
16 a 6.06 b 4.24 c 4.74 adj adj
hyp
θ
18 Horizontal distance is 11.74 m so gradient is 0.21, which
is within the limits.
2 a DE = hyp DF = opp ±E = q
19 Teacher to check.
b GH = hyp IH = adj ±H = q
Exercise 6C — Composite shapes c JL = hyp KL = opp ±J = q
Answers 5C ➜ 6e
1 8.06 cm 3 a iv (See table below)

2 a x = 7.62 b x = 60 c x = 20.87
Sine ratio Cosine ratio Tangent ratio

 opp
op   adj
ad   opp
op 
Adjacent Opposite  hyp   hyp   adj
Triangle Angle q side side Hypotenuse ad 
DMNO ±M = 60è 15 mm 25 mm 29 mm 0.86 0.52 1.67
DPQR ±P = 60è 18 mm 30 mm 35 mm 0.86 0.51 1.67
DSTU ±S = 60è 11 mm 18 mm 21 mm 0.86 0.52 1.64
Answers 687
b sine ratio ö 0.86, cosine ratio ö 0.52, 8 a E b B
tangent ratio ö 1.66 c A d D
47 mm 27 mm
c sine ratio = 54 mm
= 0.87, cosine ratio = 54 mm = 0.50, 9 a 275.75 km
47 mm b 48.62 km
tangent ratio = 27 mm = 1.74 10 21.32 m
d ö 0.87, ö 0.50, ö 1.74 11 285.63 m
4 D 1 1 3 1 1
e d e 12 , ,1 13 2 , 2, 3
5 a i sin(q ) = ii cos(q ) = iii tan(q ) = 2 2
f f d 14 a Answers will vary. AB
i h i b Answers will vary. c AC =
b i sin(a ) = ii cos(a ) = g iii tan(a ) = tan(θ )
g h 15 Answers will vary.
l Exercise 6G — Calculating unknown angles
c i sin(b ) = l ii cos(b ) = j iii tan(b ) = 1 a 39è b 72è c 37è
k k j
d 53è e 69è f 71è
n o n
d i sin(g ) = ii cos(g ) = iii tan(g ) = g 79è h 77è i 15è
m m o
2 a 19è b 42è c 55è
b a b d 21è e 49è f 80è
e i sin(b ) = ii cos(b ) = iii tan(b ) =
c c a g 35è h 45è i 41è
v t v
j 23è k 58è l 80è
f i sin(g ) = ii cos(g ) = iii tan(g ) = 3 a 47è b 45è c 24è
u u t
d 43è e 45è f 18è
6 a sin(q ) = 12 b cos(q ) = 30
25
c tan(q ) = 45 g 26è h 12è i 76è
15
4 a D b B
2.7 17 c E d C
d tan(q ) = e sin(35è) = f sin(a ) = 14 .3
p t 17.5
5 a x y = cos-1 (x)
7 20
g sin(15è) = h tan(q ) = i cos(a ) = 93..81 0.0 90è
x 31
0.1 84è
7 a D b B c E
8 a b O = 33 mm A = 38 mm 0.2 78è
H α
O H = 50 mm 0.3 73è
41° c i sin(41è) = 0.66
A
ii cos(41è) = 0.76 0.4 66è
iii tan(41è) = 0.87 0.5 60è
d a = 49è 0.6 53è
e i sin(49è) = 0.76
ii cos(49è) = 0.66 0.7 46è
iii tan(49è) = 1.15 0.8 37è
f They are equal.
g They are equal. 0.9 26è
h The sin of an angle is equal to the cos of its 1.0 0è
complement angle. b
90
Exercise 6F — Calculating unknown side lengths 80
1 a 0.7314 b 0.9613 c 1.2349 70
d 0.9962 e 28.6363 f 0.9063
y = cos−1(x)
60
g 0.5774 h 0.9903 i 0.1392 50
j 0 k 0.5150 l 0.9325 40
2 a–c Answers may vary. 30
d i 0.5736 ii 0.8192 iii 0.7002 20
e The answers should be equal. 10
3 i 0.6561 ii 0.7547 iii 0.8693
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
4 a 13.02 m b 7.04 m c 27.64 mm x
d 2.79 cm e 6.27 m f 14.16 m 6 30.56è
5 a 2.95 cm b 25.99 cm c 184.73 cm 7 21.80è
d 14.06 km e 8.43 km f 31.04 m 8 Path 1 as it has the steepest gradient and would have been
6 a 26.96 mm b 60.09 cm c 0.84 km the most challenging.
d 0.94 km e 5.59 m f 41.67 m Site 1 q = 75è
g 54.73 m h 106.46 cm i 298.54 mm Site 2 q = 18è
7 a a = 17.95 b = 55.92 Site 3 q = 61è
b a = 15.59 b = 9.00 c = 10.73 9 a 2.03 m b Answers will vary.
c a = 12.96 b = 28.24 c = 15.28 10 a, b Answers will vary.
688 Answers
Exercise 6H — Extension: angles of elevation 15 183.6 cm
and depression 16 0.9 m
1 8.13è Yes, the ramp meets specifications. 17 a x = 12.7 b l = 11.5, k = 10.4
2 14.11 m 18 593 m
3 66.35 m 19 a True b False c True
4 a 60° b 1105.93 m 20 a b adj
40°
θ θ
hyp adj
1800 m
opp hyp
opp
40° 60°
5 a b 42.01 m
c hyp
θ
35° adj
60 m opp
6 1.59 m
7 63è 21 a cos(q ) = 6 , q = 31è
7
8 34è, 3 m
9 Con: 34è John: 30è b tan(b ) = 12 , b = 67è
5
10 595.88 m 11
11 25.36 m c sin(g ) = 13 , g = 58è
12 B 22 a 0.8090 b 0.7771 c 0.2126
13 a 23 a 7.76 b 36.00 c 2.56 m
x (metres) Angle of elevation d 19.03 e 6.79 km f 394.29 mm
0 90.0è 24 a 9è b 33è c 28è
25 a 32è b 45è c 39è
100 26.6è d 52è e 68è f 30è
200 14.0è g 60è h 60è i 83è
300 9.5è 26 74.41è
400 7.1è Problem solving

1 a i 283.02 m ii 240.21 m iii 150.33 m
500 5.7è b 141.86 m
600 4.8è 2 a 64.81 cm b 84.06 m
3 59.24 m
700 4.1è 4 35 m
800 3.6è 5 90è, 53è and 37è
6 No. The stack of chairs must lean 25.84è to fit through the
900 3.2è doorway, which is more than the safe lean angle of 25è.
1000 2.9è 2r
7 3x 8 = 2r
b 2
y
90
Angle of elevation (degrees)
80 CHApter 7
70
60 Linear and non-linear graphs
50
Are you ready?
40
30
1 y
B = (-2, 3) 4 A = (1, 4)
20 2
D = (-4, 0) E = (0, 0)
10
-8 -6 -4 -2-2 0 2 4 6 8 x
0 100 200 300 400 500 600 700 800 9001000 x F = (0, -2)
-4
C = (3, -5)
Answers 6f ➜ 6H
Distance from base of the cliff (metres)

14 Answers will vary. 2 a y=7
15 Answers will vary. b y=1
c y = 11
Chapter review 3 a y=x+4
Fluency
1 C 2 E 3 D 4 D x -2 -1 0 1 2
5 E 6 C 7 B 8 B y 2 3 4 5 6
9 E 10 C 11 A 12 D
13 a 11.06 m b 12.40 cm b y = 3x - 2
c 429.70 cm or 4.30 m x -2 -1 0 1 2
14 a 113.06 cm b 83.46 mm
c 55.50 mm or 5.55 cm y -8 -5 -2 1 4
Answers 689
4 a y=x+3 e y f y
40 5
x -2 -1 0 1 2 20
y 1 2 3 4 5
-10 -5 0 5 10 x -10 -5 0 5 10 x
b y=x-2 -20
-40 -5
x -2 -1 0 1 2
y -4 -3 -2 -1 0 5 a 2, 7 b -3, 5 c -8, -10
5 −3
c y = 2x d 5, 10 e ,
4 2
6 a $120 b $8 c $1.40
x -2 -1 0 1 2 7 y
-6
y -4 -2 0 2 4
1 -4
5 a y = -2x + 8 b y = 3x + 4 c y = -2x + 2
2 1 -2
6 a 3
b 2
Exercise 7A — Plotting linear graphs 6 4 2

0
-2 -4 -6 x
1 These graphs must be connected with a line. 2
a y b y
4
10 10
5 5 6
-10 -5 0 5 10 x -10 -5 0 5 10 x Exercise 7B — General equation of a straight line

-5 -5 6
1 a 6 b -4 c 0 d 5
-10 -10
e -2.2 f -45 g 0 h 0.1
y y i -2.6 j 0 k 9 l -0.1
c d
10 10 2 a 4 b 1 c 0
d 20 e 400 f -5.2
5 5
g 0 h -5 i -300
j 11 k Undefined l -1
-10 -5 0 5 10 x -10 -5 0 5 10 x
-5 -5 3 a 5 b -3 c 3
d -2 e 0.5 f 0.5
-10 -10 g -1 h 0 i 23
7
Only the points from set C form a linear graph. j 2 k -2 l 2
or 3.5
2 i a, c, e, f, g, h, j, k 4 a 23 b 54 c -6
−1 d 70 e 1 f 5.2
ii a 5, 2 c -1, 0 e 9, 4
−3 1
g 100 h 100 i -87
3 1 1
f , g , h 3, 2 5 −
−5 −19
5 5 7 7 j 2 k 2 l 6
1 −2
− 1
j ,
5 5
k 4
, 0 5 a Gradient = 4, y-intercept = 8
b Gradient = -4, y-intercept = 8
3 a B b C c D c Gradient = -2, y-intercept = 7
4 a y b y d Gradient = 12, y-intercept = 0
10 10 e Gradient = 0.5, y-intercept = 2.5
5 5 f Gradient = -40, y-intercept = 83
g Gradient = -4, y-intercept = -18
-10 -5 0 5 10 x -10 -5 0 5 10 x h Gradient = 1.2, y-intercept = -3.6
-5 -5 i Gradient = 0.5, y-intercept = 1.5
1
-10 -10 j Gradient = 15 , y-intercept = 0
k Gradient = 3, y-intercept = 5
c y d y l Gradient = 4, y-intercept = -8
10 10 6 C
−c
5 5 7 x-intercept =
m
-10 -5 0 5 10 x -10 -5 0 5 10 x 8 a (0, -10) b (0, -4) c (0, 3)
-5 -5 d (0, 7) e No y-intercept
-10 -10 9 a 3000 L b 2040 L
c Answers will vary.
690 Answers
V y y
d 3500 e f
3000 10 10
2500 y = 1–2 x - 1
5 5 4
2000 (1, 3)
(2, 0)
1500
-10 -5 -1 0 5 10 x -10 -5 0 5 10 x
1000
-5 -5
500 y=4-x
0 10 20 30 40 50 60 70 t -10 -10
Intercepts: (0, 3000) and (62.5, 0) y y

e Answers will vary. g h
10 (4, 10) 20
10 Check with your teacher. 5 10
Exercise 7C — Sketching linear graphs
-10 -5 0 5 10 x -10 -5 0 5 10 x
1 a y b y
0.2y = x + 2 -5 -10 (1, -11)
4 10
5y - 4x = 20 -10 -20 y = -x - 10
y = 5–4 x + 5
-5 0 x
-2 0 x
3 a y b y
y=4
4
c y d y
10 0 x 0 x
-3 y = -3
-5 0 x -3 0 x
c y d y
0.1y = 0.2x + 1
-4 4
– y = 4–5
5
3y + 4x = -12
0 x 0 x
e y f y
2y = 5x - 2 4y - 2x = 5 -12.5 y = -12.5
1 1–4
0 x 0 x x = -6
2–
5
-2 1–2 4 a y x=2 b y
-1
y 0 x
g h y
2y + 7x - 8 = 0
2
-6 0 x
4
2y + 3x + 5 = 0
0 x 0 1 1– x
-1 2–3 7 c x = -2.5 d x= 3
–
y 4
y
-2 1–2
i y
-2.5 0 x 0 3
– x
4y - 2x + 11 = 0 4
0 5 1–2 x
-2 3–4 y
5 a y b
(1, 3) y = -2x
2 a y b y
y = 2x + 1 x
10 20 y = 3x 0 x 0
y=x-7 (1, -2)
5 10 (-1, -3)
(1, 3)
1
Answers 7A ➜ 7C
-10 -5 0 5 10 x -10 -5 0 5 10 x
c y d y
-5 -10 (4, 3)
-7 (1, -6) y= 3
–x y = - 1–3x
4
-10 -20
0 x 0 x
(3, -1)
c y d y
y = 2x + 2
20 20
10 10 6 a D b E
2 (1, 4) 2 (1, 0)
0 5 10 x
2x
-10 -5 -10 -5 0 5 10 x 7 a i y = - +4
-10 -10 5
2
-20 -20 y = -2x + 2 ii - 5
iii The x-intercept is 10, the y-intercept is 4.
Answers 691
iv y iii a (0, 0), i.e. x = 0 b (2, 0), i.e. x = 2
10
c (-2, 0), i.e. x = -2
8 iv a (0, 0), i.e. y = 0 b (0, 2), i.e. y = 2
c (0, -2), i.e. y = -2
6 6 i same ii y-coordinate, y-axis
iii y-intercept iv x-intercept
4
7 i No ii Yes
2 2
iii a 1 b -1 c 3 d -5
iv a (-5, 0), i.e. x = -5 b (5, 0), i.e. x = 5
0 x
5 10 15
5 5 25 25
-2 c (- 3, 0), i.e. x = - 3 d ( 2 , 0), i.e. x = 2
rise 5 v a (0, 5), i.e. y = 5 b (0, 5), i.e. y = 5

b i m= = c (0, 5), i.e. y = 5 d (0, 5), i.e. y = 5
run 3
8 steepness, y-coordinate, y-axis same, parallel, the same
ii y
6 9 a i 2 ii (0, 0), i.e. y = 0
b i 1 ii (0, 1), i.e. y = 1
4 c i -3 ii (0, 5), i.e. y = 5
2
2 d i 3 ii (0, -7), i.e. y = -7
Exercise 7E — Determining linear rules

-4 -2 0 2 4x 1 a y = 4x + 2 b y = -4x + 1
-2 c y = 4x + 8 d y = 6x + 7
e y = -2.5x + 6 f y = 45x + 135
5x 2 a y = -2x b y = 4x
iii y = +5
3 c y = 10.5x d y = -20x
-5x + 3y = 15 e y = 1.07x f y = 32x
4 3 a y=x+2 b y = -x + 8
8 a y = 3x - 8
c y = -4x - 8 d y = 2x - 13
b y = 0, 4x = 24, x = 6 e y = -5x + 70 f y = 2x - 23
x = 0, -3y = 24, y = -8 g y = -6x + 11 h y = -x - 1.5
c y i y = 6x + 30 j y = -3.5x + 15.5
15
k y = 1.2x - 4.08 l y = 0.2x - 1.76
10 4 a y = -4x - 24 b y = 2x - 6
c y = -2x + 4 d y = 5x + 35
5 e y = 1.5x - 3.75 f y = 0.4x - 0.96
(6, 0) −
−5
5 a y=x+3 b y= 4 x+5
0 x
-15 -10 -5 5 10 15 7
-5 c y = -6x + 6 d y = 8 x + 35
(0, -8) e y=x+8 f y = -2x + 6
-10 −3 1
g y= 7
x-3 h y = 4 x + 50
-15
i y = 2x + 3 j y = 0.625x + 2.5
Exercise 7D — Graphing calculators and linear k y=
13
x + 13 l y = -0.282x + 15.3
graphs 31
1 i As the size of the coefficient increases, the steepness 6 a y = x + 17 b y = -x + 3

of the graph increases. c y = 11 d y = x + 3.5
1 34
ii Each graph cuts the x-axis at (0, 0). e y = -x + 3.5 f y=9x+ 9
iii Each graph cuts the y-axis at (0, 0). (or 9y = x + 34)
2 i As the magnitude of the coefficient decreases, the g y = -6x + 90 h y = 20x
steepness of the graph increases. i y = -x + 4 j y = -0.25x + 5.5
ii Each graph cuts the x-axis at (0, 0). 2 32 2 10
iii Each graph cuts the y-axis at (0, 0). k y=7x- 7
l y=3x+ 3
3 i positive, positive ii downward, negative (or 7y = 2x - 32)
iii bigger iv will 7
4 i Yes, 1 7 a y= 4x
ii No, the lines are parallel. b y=x
iii a (0, 0), i.e. x = 0 b (-2, 0), i.e. x = -2 c y = -2x
c (2, 0), i.e. x = 2 d y=
−37
x or y = -3.083x
12
iv a (0, 0), i.e. y = 0 b (0, 2), i.e. y = 2
−
−24
c (0, -2), i.e. y = -2 e y= 11
x
5 i Yes, -1
−x
ii No, the lines are parallel. f y=
3
692 Answers
8 a B 14 a P = 150n - 500
b B b P
c A 1400
1200
d E
1000
9 a y = -2.4x - 12 b y = -58.32
800
10 a y = -0.6x + 10 b (16.67, 0)
5 600
11 a Equation is: y = 4 x - 2135 P = 150n - 500
400
b ‘c’ cannot be read directly from the graph because 200
the graph doesn’t contain the origin and since ‘c’ is
found at x = 0, we need to use the equation. -4 -2 0 2 4 6 8 10 12 14 16 n
-200
c (1960, 315) -400
d (2020, 390) The assumption is that the concentration -600
of CO2 levels will continue to follow this linear
pattern. c Loss of $50
12 Distance = 4 ì mass + 2; 14.4 cm (144 mm) relates to a d Answers will vary.
mass of 35.5 g. Exercise 7G — Midpoint of a line segment and
Exercise 7F — Applications of linear graphs to distance between two points
worded problems 1 a (2, 4) b (5, 1) c (7, 2) d (8, 9)
e (0, 5) f (-1, 2) g (-5, -2) h (2, 3)
1 Independent Dependent i (0, 12) j (-3, 7)
1 1 1
a Distance, d Time, t 2 a (1 2 , 5 2 ) b (-3, -3 2 )
1 1 1 1
b Number of items, n Cost, C c (-9 2 , 9 2 ) d (-1 2 , 6 2 )
c Hours worked, h Total cost, T 3 a A
y
d Number of calls, n Monthly fee, F (-3, 10) B

(7, 8)
2 D
3 a A = 25t + 60
(1, 2)
b $5060 C
x
c $60
4 a C = 0.55s + 2.0 b $8.60 b mAB = – 1 , mBC = 1, mCA = –2
5 a N = 900t – 1800 5
b 3150 c X = (2, 9), Y = (4, 5), Z = (–1, 6)

c 20 700 d mKY = –2, mYZ = – 15, mZX = 1
6 a N = -30t + 300 b 10 months
7 a N = -22t + 164 b 120 e Each line joining mid-points is parallel to one of the
c 5 d 7.5 months sides of the original triangle.
8 a 27 b 108 4 a 5 b 9 c -16 d 0
9 a C = 1.60d + 3.20 5 a a = 8, b = -21 b a = -5, b = -1
b $21.60 c a = 0, b = 7 d a = 48, b = 43
c $40.16 6 y = 5x - 7
10 a C = 1.55d + 3.15 7 a 5 b 10 c 1 d 2
b $20.98 e 13 f 10 g 5 h 17
c 12.16 km i 13 j 20
11 5 ì 21.4 = 107 cm = 1.07 m 8 a 7.211 b 14.765 c 13.038
12 Answers will vary. (P = 10C – 400) d 8.944 e 19.416 f 19.416
13 a P 9 a 24.472 b 25.464
1400 P = 200n - 800 10 a 17.788 b 25.763
1200
11 21.024 km
1000
12 63.2 cm
800
Exercise 7H — Non-linear relations (parabolas,
Answers 7D ➜ 7H
600
400
hyperbolas, circles)
200 1 a Vertical 3 up, TP (0, 3)
b Vertical 1 down, TP (0, -1)
-4 -2 0 2 4 6 8 10 12 14 16 n c Vertical 7 down, TP (0, -7)
-200 1 1
-400 d Vertical 4 up, TP (0, 4 )
-600 2 a Horizontal 1 right, (1, 0)
-800 b Horizontal 2 right, (2, 0)
c Horizontal 10 left, (-10, 0)
b (0, -800), i.e. y = -800; fixed costs are $800 d Horizontal 4 left, (-4, 0)
c (4, 0), i.e. x = 4; break-even amount 3 a (0, 1), max
d 200; sale price per print that contributes to profit b (0, -3), min
e Answers will vary. c (-2, 0), max
Answers 693
4 c y d y
6 9
x -5 -4 -3 -2 -1 0 1 2 3 4 5
y -2 -2.5 -3.3 -5 -10 Undefined 10 5 3.3 2.5 2
-6 6 x -9 9 x
y
-6 -9
10 y = 10
— Centre (0, 0), radius 6 Centre (0, 0), radius 9
x
-3 -2 -1 e y f y
0 x 5 10
1 2 3
-10
-5 5 x -10 10 x
-5 -10
5 a i y
Centre (0, 0), radius 5 Centre (0, 0), radius 10
5 9 a y b y
5 y=—
x 7 3
5
-8 -2 4 x
0 1 x (1, 2) 6 -3 (-2, -3)
-4 6 x
-3
-9
c y d y
(-3, 1)
ii y 8 3
7 -4 4 12 x
-5 8
1
20 y = 20
—
x
x
-10 -3 4
-13
-6 (4, -5)
0 1 x
e y f y
10
–1 2 x 10
-2
2
-3 -5 5 15 x
iii y
-10
-5 (0, -3) (5, 0)
100 y = 100
—–
x
10 D
0 1 x Chapter review
Fluency
1 E 2 B 3 E 4 B 5 D
6 A 7 B 8 A 9 D 10 A
11 a i 8 ii -3 b i -9 ii 5
b i x = 0, y = 0 c i -2 ii 6 d i 2 ii 0
ii x = 0, y = 0 2 −1
iii x = 0, y = 0 e i 3 ii 3
6 y 12 a, b
13 y
(1, 4) 10
(1, 3) 4
y=— 5
x 3
y=—
(1, 2) x 2
0
y=— -10 -5 0 5 10 x
x x
-5
-10
14 a x -15 -10 -5 0 5 10 15
7 It increases the y-values by a factor of k and hence dilates y -37 -27 -17 -7 3 13 23
the curve by a factor of k. b y y = 2x - 7
8 a y b y 40
7 4
20
-7 7 x -4 4 x -20 -10 0 10 20 x
-20
-7 -4
-40
Centre (0, 0), radius 7 Centre (0, 0), radius 4
694 Answers
15 a, c, e, f 26 a Vertical transiation 3 units down
16 a 2 b
−
−2
c 0 TP = (0, -3) iii y
y = x2
5
17 a 2 b
5 y = x2 - 3
4
3 0 x
18 a m = -3, c = 7 b m = 2, c = 3
−
−2
c m= 5
, c=0 d m = 0, c = 4 -3
19 a y b y
y = -x + 5
(1, 4) (1, 1.5) b Horizontal transiation 2 units to the left
x
TP = (-2, 0) iii y
y = (x +2)2
0
0 5 x y = 4x - 2.5 y = x2
-2.5
c y d 3
y
y = 3 - 5–4 x
y = 2–3x - 1 0 x
1
(3, 1)
0 3 x 0 4x
-1 27 a y b y
-2 (4, -2) (1, 4)
-
y = —2
y y x
20 a b
y = -6x + 25 0 x 0 x
25 45 4
y=—
y = 20x + 45 x (1, -2)
0 4 1–6 x
-2 1–4 0 x
28 a y
4 x + y =16
2 2
c y d y
4y + x - 2.5 = 0 (0, 0)
-4 0r=4 4 x
5–
8
-5 0 x 0 x -4
2y + x = -5 2 1–2
-2 1–2
b y
(x - 5)2 + (y + 3)2 = 64
5
21 a y b y (5, 5)
y= 1
–x
4
1
0 1 x 0 4 x
-3 0 x
-3 13
y = -3x (-3, -3) (5, -3) (13, -3)
c y d y x=3
r=8
0 x 0 3 x
-2 y = -2
-11
22 a y = 2x (5, -11)
Answers 7H ➜ 7H
b y=2- 2x
7
23 a y = 2x - 7 Problem solving
b y = 2x - 14 1 a y = 400 - 15x y
y = 400 - 15x
c y = 2x - 5 400
d y = -5x 200
e y = -x - 2
f y = -2.75x + 7.75 0 10 20 x
g y=x-3
h y = -2x + 5 b 26.7 or 27 weeks
24 (1.1) c $175
25 5 units d 21 repayments
Answers 695
2 a y = 40 - 3.5x y y = 40 - 3.5x 8 9 15
6 a and b and 22
40 12 12 24 24
6 4
20 c and 5
d and 3
20 20 8 8
11 9
0 5 10 x 7 a b
8 4
c 23
d 62
b 11.4 hours c 22.75 km 6 5
3 a n = 5t + 25 MQ9V.08A.125 Exercise 8A — Direct proportion
b 65 1 S 10 20 30 40 50 60
c 336 minutes 70 80 90 100
4 a m = 5n + 200 P 60 120 180 240 300 360 420 480 540 600
b m
250
P
500
200
400
150 300
200
100 100
0 s
50 0 20 40 60 80 100
2 a F b 22 500
0 n 25 000
-100 -50 50 100
-50 20 000
15 000
c E verything to the right of the vertical axis and 10 000
including the vertical axis applies to her earnings 5 000
because she can only sell 0, 1, 2, etc. necklaces. 0
d Everything to the left of the vertical axis, because 0 5 10 15 20 25 a
she cannot sell a negative number of necklaces and
3 a a
because she cannot make less than her base salary of 25
$200. 20
1
5 2
15
10
6 (-1, 5) 5
7 a The sunrise is 1 minute later as each day passes.
0
b Yes, there is a constant addition in the days (they 0 5 10 15 20 25 b
increase by 1 each time) and there is a constant
addition to the time each day. Therefore the b 24
relationship is linear. This relationship will not c a = 2b
continue throughout the year. 4 a y
8 (1, 0) and (0, −1) 1000
1
9 p = -0.25, t = 4 800
Cost ($)
600
10 y = -3x - 4.5
400
200
Chapter 8 0
0 200 400 600 800 1000 x
Bricks
Proportion and rates
b $520
Are you ready? c y = 0.8x
26
1 a 4 b -5 c 0 d − 5
or -5.2 5 a Distance travelled is directly proportional to time
travelled.
2 a 5.0 b 3.83 c 428.672 d 58
When time = 0, distance = 0, therefore direct
1
3 a 21 b −2 c 11 d -21 variation.
2 3 3
4 a 600 cm b 3400 mm 50
Distance (km)
c 2850 m d 9000 g 40
e 200 kg f 8100 mL 30
g 12 500 L h 300 s 20
i 210 min j 56 days 10
k 24 months l 208 weeks 0
0 5 10 15 20 25
5 a 46 b 0.87 Time
c 75 d 5730
b 80 minutes c d = 2t
e 130 f 320
g 81 356 h 2701.3 6 a d = 3000t b 16.67 minutes
696 Answers
7 a t = 83 n 4 a 4000 b a=
4000
b m
100 c 20 m/s2 d 4 m/s2
80
5 a 500 b 2500 pencils
Time
60
40 c 1000 pencils
(15, 40)
20 6 a 337.5 b 3.97 hours = 3 h 58 min
0 c 96.4 km/h d 337.5 km
0 10 20 30 40 50 7 a 17 500 b $233
Questions
c 70 people d $17 500
c 45 questions
2
8 a 200 b 1 amp c 13.3 ohms
8 21.5 9 3
10 0.5 d Teacher to check.
23
11 12 20 13 20 Exercise 8D — Introduction to rates
15
1 64 km/h
14 0.75 2 a 120 km/h b 30 km/h c 1692.3 km/h
15 a 0.5 3 280 km
b 7 kg 4 a 6.30 am b 50 min
16 2.4 hours c 2 h 10 min d 2 h 15 min
5 4 g/cm3
Exercise 8B — Direct proportion and ratio 6 a 5 g/cm3 b 20 kg/m3 c 39 g/mm3
1 a i 148.8 cm ii 68.5 kg 7 a 3.5 b 25 c 570
b 0.0248 8 600 g/L 9 30 g/L
2 a h = 107 w Exercise 8E — Constant and variable rates
b 85.7 cm 1 a Yes b Yes c Yes d No
c 70 cm e Yes f Yes g Yes h No
3 20 teeth i Yes j Yes
4 a i 12 (graduates) 2 a Heart rate while resting: 60 beats per minute
ii 8 (professionals) b Price of grapes: $4.99 per kilo
b 16 professionals c Cards dealt in a game of poker: 5 per person
5 a 1818 m2 d Car speed: 60 km/h
b $35 750 e Pay rate: $50 per hour
6 a 624 km f Light globe energy usage: 75 joules per second
b 38.5 hours g Steepness of a road: A gradient of 0.1
c 47.5 hours h Number of students per 100 who walk to school: 14%
7 a 570.15 L 3 a 150 cents/litre b 2.08 L/minute
b Nissan Pulsar c 75 Joules/second
It uses less fuel per 100 km. 4 a $40.80 b 20 metres c 3 litres
5 a 125 minutes b 100 seconds c 100 metres
Exercise 8C — Inverse proportion
6 a 360 litres b $12.60
1000 b y
1 a k = 1000, y = 1000 c 12 hours d $79.20
x 7 a 0.2 km/minute b 0.2 km/minute
800
600 c Yes, both rates are the same.
400 8 a 20, 10, 35, 0 litres/minute
200 b No
0 c 4 minutes
0 5 10 15 20 25 x
9 a 30 km b 30 min
48 p c 1 h 30 min d 45 min
2 a k = 48, p = q b e 2.00 pm f 53.33 km/h
50
40 10 a 150 km, 200 km and 250 km
b 50 km
Answers 8A ➜ 8e
30
20 c Both stop for 1 hour.
10 d Brian — 300 km, 3.5 h; Margaret — 300 km, 4 h
0 e Brian — 85.7 km/h; Margaret — 75 km/h
0 2 4 6 8 10 q 11 a 2.5 h b 20 km
42 c
b y
3 a k = 42, y = 20
x 50
15
40
30 10
20 5
10
0 0
7.30 8.00 8.30 9.00 9.30 10.00
0 2 4 6 8 10 x Time (am)
Answers 697
Exercise 8F — Rates of change d
1 x = time (hours) 0 50
2 4 6 8 10
45
y = pay ($) 0 36 72 108 144 180 40
35
2 x = time (minutes) 0 0.5 1.0 1.5 2 2.5
Pages
30
y = sand (m3) 0 1.1 2.2 3.3 4.4 5.5 25
20
3 a 250 km/hour 15
b 625 km 10
4 x = time (hours) 5
0 1.25 2.50 6.25 12.50 31.25
y = water (L) 0 2 4 10 20 50 0 5 10 15
5 Time (days)
x = time (days) 0 2.5 5 7.5 10 12.5
y = pages 0 10 20 30 40 50 Exercise 8G — Interpreting rates of change
6 a 0.005 kg/hour from graphs
b 40 hours 1 0.0001 m/s2/N
7 5.5 mm/week 2 0.8 volts/amp
3 -0.17 L/km
x = time (weeks) 0 2 5 6 9 10 4 a 50 beats/minute
y = height (mm) 0 11 27.5 33 49.5 55 b Between 7 am and 8 am
8 a c 160 beats/minute
200 d 9 pm
180 e His heart stopped; alternatively, the heart monitor
160 failed.
140
Chapter review
Pay ($)
120
100 Fluency
80 1 D 2 B 3 E 4 B 5 C
60 6 E 7 B 8 D 9 D 10 E
40 11 B 12 D 13 C
20 14 1.5
15 12 teeth
0 5 10 16 Mass Volume Density
Time (hours) 500 g 20 cm3 25 g/cm3
b
6 1500 g 30 cm3 50 g/cm3
5 2040 g 120 cm3 17 g/cm3
17 a 41.67 L/hour b 180 m
Sand (m3)
4
c 28 minutes d $92
3 18 18 cm/year
2 Problem solving
1 1 Miss Alan $5600, Mr Bradley $4200, Mrs Cato $9800,
Ms Dawn $8400
2 a 90 km/h b 3h
0 1 2 3 3 a 0.14 g/mL b 0.07 g/mL
Time (minutes) 4 a 20 km b 15 min
c c 40 km d 30 min
50 e 30 min
45 f i 80 km/h ii 40 km/h iii 80 km/h
40 5 a 27
35 b 108
Water (L)
30 6 21.4 months
25 7 240 èC
20 8 Number of hours
15 0 2 4 6 8 10
10 Pay $0 $17 $34 $51 $68 $85
5
9 Rides 0 2 4 6 8 10
0 10 20 30 40
Time (hours) Cost $10 $16 $22 $28 $34 $40
698 Answers
10 a 5.30 pm b 6.45 am c 10.10 pm 28 Answers will vary.
11 a 7.30 am b 1 h 20 min c 10.20 am 29 a H (m)
d 2 h 20 min
55
CHAPTER 9
Problem solving I
1 a Ethan
b Ethan $26.20, Lachlan $19.65
c Lachlan has less than $20.00. 0 44 t (s)
d Yes 5 5
e Lachlan $20.35, Ethan $13.80 b Gradient = − c H = - 4 t + 55
4
v−u d 55 metres
2 a 30 m/s. b t= 30 a Yes
a
c 4 seconds b 2, because the square root of a number has a positive
3 a 6.72 m b 78 cm and a negative answer
4 a $1650 b $2070 c 35 , 1
5 a 30 km 31 a l = 2x2 - 5x
8
b i After walking 211 hours b No, because P < 0 if x = 0.5
ii Answers will vary. 32 a A: walker (4 km/h), D: bike (12 km/h), B: bus
(30 km/h), C: car (45 km/h)
c 7.5 km/h b i C ii A & D
6 a B b 19 c Bike, bus, car followed by walker
7 $10 33 Answers will vary. Missing brackets
8 6 km B
9 a He did not start at the starting line (head start). 34 =x
3(1 − 2 y )
b Yes, Charlie should have received 1st place because 35 a 21.2 m b $37.10
he actually ran 100 metres whereas Travis only ran 36 Answers will vary. T = 4.25c + 15
100 - 0.833 = 99.17 m. Travis : d = 8.33t + 0.833, 37 2 hours 10 minutes
Charlie: d = 8.4t. Both crossed finish line at 11.9 s. 38 a 32.5 L
c The race distance is only 100 metres, therefore times b 62.5 km/h
after 100 metres are not included in the race times. 39 Filing: 90 minutes, computing: 225 minutes, writing:
Also, the runners would be slowing down. 180 minutes, lunch: 45 minutes
10 Answers will vary. May be a rational, may be a surd. 40 Answers will vary.
11 a 52 b 12
12 ö 3 km 41 a 50 = 5 2 m
13 No. Answers will vary. Could be ASA. b 10 logs
14 $3332 42 a Blue: (7w) m, Green: (3w + 0.6) m,
15 a B b Answers will vary. Red: (w + 0.2) m
16 7, 8, 12, and 15. b (11w + 0.8) m
17 12.2 km/L (8.2 L/100 km) c 9.6 m
18 Daughter = 10 years, Father = 40 years 43 a 200 000 seeds
b2 − d 2 b 4 bags (10 kg bags)
19 a a= b b = ê 124 44 a y
4c
20 a Answers will vary. 80
b 4.286 litres of 10% chlorine and 0.714 litres of 80%
Mass (g)
chlorine 60
400 − 5Q 400 − 5Q
c litres of 10% chlorine and 5 - 40
70 70
litres of 80% chlorine
20
21 a 12x
Answers 8f ➜ 8G
b Rhonda 3 km, Greg 27 km and Nerada 6 km

22 Answers will vary. 0 x
5 10 15
24 60 g butter Time (weeks)
1 b m = 5t + 1 c Answers will vary.
cup sugar
4 45 60
1 egg 46 680 cm
50 mL milk 47 a–b Answers will vary.
1
cup SR flour 48 a Day rate with a saving of $1.00
2
25 a–c Answers will vary. The numbers are 45, 50 and 55. b 3 12 hours
26 Increases rate of reaction 49 a 12x + 6y, 8x2 + 12xy
27 8 mL b Perimeter: 5m + 6n, angle sum: 7p + 2q + 1
Answers 699
50 a s = b + 31 82 Old machine: 6640 cans, New machine: 9360 cans
b The baby brother is 31 months and Greta is 83 Answers will vary.
62 months. 84 Yes
51 Gram units cancel out. 85 a y
52 a 252 - 2x2 b 98.7% 80 y = 8x + 5
53 a DEDC and DEBA b x = 3, y = 3.29 70 y = 8x
Total cost ($)

54 657 60
B − 20 50
55 a What x is. b x= 40
3
B 30
c x=
3 20
56 Too big 10
57 1 carton of branded cola is half the price, 0.5x dollars, of
5 cartons of non-branded cola. 0 x
2 4 6 8 10 12
58 a 180 thousand people b 1970–1980 Hours
c 2000–2008.
d i 15 000 ii 5000 b y = 8x: The cost of babysitting when the parents drop
e ö 440 000. The graph stops at 2008, so have assumed the children off.
pattern will continue to 2010. y = 8x + 5: The cost of babysitting if Elena has to
59 3.75 m travel.
60 Sarah 7 years, Bob 14 years and Nellie 17 years c The gradient is the same. It shows the hourly rate of
61 h = 5n + 77 15 chairs are 152 cm high. $8 per hour.
d The y-intercept is different. This shows the
62 85 additional charge for travelling.
63 5, 6, 7 D 0 to 9 e $10 per hour
64 First choice $36 465, second choice $43 000 86 Since the angle is not between the two given sides, the
65 10% general shape of the triangle is not set and so many
66 a 8 weeks b No, still $3 short shaped triangles are possible.
67 Fill Cylinder B and pour into Cylinder A, leaving 87 He could sell them: in groups of 6 for $1.25, in groups
3 mL in Cylinder B. Fill Cylinder C and pour into of 12 for $2.50, in groups of 30 for $6.25, as one group
Cylinder A leaving 8 mL in Cylinder C. Pour the 3 mL of 60 for $12.50.
from Cylinder B into Cylinder C, which will now have 88 Incorrect
11 mL. 89 22
68 Answers will vary. Triangles are similar. 90 Here is one: 136729 .
458
69 Corresponding sides in the same ratio and the included
91 If we take any three consecutive numbers, the sum of
angle equal
the first two is equal to the third. So the sum of the three
70 a $4444 b $3307.70
numbers is twice the third number. This means that
71 a He gave the factors of 15.
half the sum of the three numbers is equal to the third
b Give all the factors of 15.
number.
c Write down all the factors of 6 and all the factors of
92 40 m
15. Select the largest one that is common.
93 x = 26
72 a Line 1 and Line 3, explanations will vary.
94
b x = 1282
6
1
73 a 1 2 hours hexagon hexagon
b Answers will vary.
74 Yes, 42 cm wire remains.
76 Answers will vary. pentagon
77 The certain number is -3. hexagon hexagon
78 Tuesday
79 $60
5
80 1.5 ì 10-2, 14%, 0.52, 8 , 0.753, 3 2 , 2 hexagon
81 To start, flip both hourglasses over and put the pasta in
the water.
When the four minute hourglass runs out, flip it back over The internal angle of a pentagon is 108è, and the
immediately. (Total time: 4 minutes) internal angle of a hexagon is 120è. At each corner
When the seven minute hourglass runs out, flip that back where one pentagon meets two hexagons, the sum of the
over immediately too. (Total time: 7 minutes) three angles is 108è + 120è + 120è = 348è. Since this
The four minute hourglass will run out again. Flip the falls short of 360è, the sides of two adjacent hexagons
seven minute hourglass back over. (Total time: 8 minutes) do not meet. When they are joined, this makes the
The seven minute hourglass had only been running for surface slightly curved.
a minute, so it will only run for a minute more before 95 [-3, 5)
running out. (Total time 9 minutes) 96 n = 150
700 Answers
97 Saturday or Sunday 3 a 6a6e7 b 8p6h12 c 80m9
98 Open all 3 links of one piece of chain (not the ones
with the end-pieces), then use these 3 links to join the d 6g3h6 e 30p6q9 f 48u9w7
remaining 4 pieces into one full length. The cost to open g 27d11y17 h 42b14c9 i 24r16s18
and close 3 links is $15. j 60h38v20
99 Move 1
Move 2 and 3 to the left over 1. 4 a 3p4 b 6r4 c 9a3
② ➌ ➊ ➃ ➎ ➅ d 3b6 e 20r4 f 9q
Move 2 3 p5 8b 5 5m10 n6
Move 5 and 6 to the left, into the two vacant spaces. 5 a b c
➁❸❶❺➅➃ 2 3 6
Move 3 9 x8 y 4 hk 3
Move 6 and 4 to the first and second places on the left. d e f 3j 5f 3
4 3
➅➃➁❸❶❺
The minimum number of moves is 3. 4 p2rs 9a 5b 3c 20 f 6 g 2 h 4
g h i
100 1 3 2 3
101 150 p 6 a 1 b 2 c 2
102 Answers may vary. An example is b = , p being the
post-GST price. 1 .1 h2
d 2 e 2 f
103 Inside the sock on the inner-leg section 2
104 6 cm
105 13 000 q4 n3
g h i v2
106 100 5 5
107 Day 9 j 2 x6
108 24 hours
7 a B b D c D d A e E
109 Tigers: 72 players, 8 coaches; Eagles: 136 players,
16 coaches Exercise 10B — Raising a power to another power
110 Methods may vary. The answer is 55. 1 a e6 b f80 c p100
111 -10, -4, -2, -1, 0, 1, 3, 4, 5, 6, 8, 14 d r 144
e ab8 12
f p5q15
112 8
113 24 g g30h20 h 81w36q8 i 49e10r4q8
114 19 steps 2 a pq 8 6 15
b r w 9 c b10n18
115 For less than 2 hours the cost is less, for a 2-hour job 18
d j g 12 e qr4 20 f h24j16
the cost is unchanged, and it costs more for a job taking 16 21 10 8
more than 2 hours. g f a h t u i i15j12
9b8 25h 20 8k15
3 a 6 b 4 c
CHAPTER 10 d 4j 27t 24
Indices 49 p18 125 y 21 256a12
d 44 e 39 f
Are you ready? 64 q 27 z 2401c 20
1 a Base is 3, power is 4. −64 k 6 16 g 28
b Base is 2, power is 5. g 18 h
c Base is 15, power is 7. 343m 81h 44
20
2 a 16 b 125 c 4096 4 a 2 b t33 c a21
3 a 3 b 11 c 17 d b24 e e66 f g39
g 324a 20 h 216d 27 i 40 000r54
4 a 8 b 10 c 5
5 a 2 b 5 c 9 5 B 6 B 7 E
6 a 4 b 6 c 1 8 a a6 b m4 c n3
Answers 10A ➜ 10C
7 a 5 b 10 c 6 d b8 e f 17 f g6
9 2
d 4 e 2 f 5 g p h y i c20
7 14
8 a 4.7958 b 10.0995 c 6.3246 j f k k l p16
d 3.9149 e 2.2240 f 4.9324 9 a i 1 ii -1 iii -1 iv 1
b (-1)even = 1 (-1)odd = -1
Exercise 10A — Review of index laws
Exercise 10C — Negative indices
1 a 22 ì 3 b 23 ì 32
1 1 1 1
c 3ì5 2
d 24 ì 3 ì 5 1 a 4 b 6 c d
m p
e 2 ì5
7
f 23 ì 52 ì 72 2 a 5-1 b 8-1 c a-1 d q-1
2 a 20p11 b 6x8 1 1 1
c 56y 10
d 21p8 3 a 25 b 18 c 4 d 6
g k
e 84t 6
f 30q15 4 a 7-2 b y-5 c z-4 d v-3
Answers 701
1 1 1 1 8 a b8 b a24 c k70
5 a b c d
x a b w d j 200 e a15b6 f m14n24
1 1 1 1 g s3t18 h q10p300
6 a 3 b 4 c 6 d
x y z q7 9 C
1 3 5q 1 1 1 2 42
e f g h 10 a b c d
m4 m2 p 6m a k4 m4 y5
1 36 21g6 20 11 a x-1 b 2y-4 c z-3
7 a b 5 c d
a p h 3 p d 135p-3q-3
7p 4 15a 12 a 10 b 6 c a
e s f g 3r6 h 4 d b e 7f 2 f 3
q 4 b
g 10 h x i 2d
8 8 9 6 10 2
j 4f 2g
Exercise 10D — Square roots and cube roots
Problem solving
1 a 2 b 4 c 10
1
d 7 e 9 f 12 1 2 4 8 16 32 64 128
2 a b b c c d d a2 2
20 21 22 23 24 25 26 27
3 a 2t b 3b c 10f
3
d 9g2 e 5h2 f 4y2 20 21 22 23 24 25 26 27
4 a 2 b 1 c 4 28 29 210 211 212 213 214 215
d 35 e 5 f 2.1544 216 217 218 219 220 221 222 223
g 2.4662 h 2.7144 224 225 226 227 228 229 230 231
5 a e b t c b d y2 232
2 33
234
2 35
236
237
2 38
239
6 a 2p b 4x c 5at
240 241 242 243 244 245 246 247
d 10p2 e 6y2 f 15z2t
2 248 249 250 251 252 253 254 255
g 3ed h 7f 2g2
7 a B b D c A 256 257 258 259 260 261 262 263
4
Square number Grains paid Total paid
Chapter review
1 a 4 b 5 c a d x 1 1 1
2 a 3 b 12 c 89 d 0 2 2 3
3 a 25 b 16 c 32 3 4 7
d 1000 e 81 f 429 981 696 4 8 15
4 a 22 ì 52 b 112 c 23 ì 13 5 16 31
d 32 ì 52 e 22 ì 3 ì 72 f 25 ì 32 ì 5 ì 7 6 32 63
5 a b10 b m11 c k8 7 64 127
d f 14 e h10 f 6q17 8 128 255
g 35w29 h 12e5p8 i 105a16b17
5 The total paid is 1 less than twice the number of grains
6 a a3 b t4 c r7 paid.
d p3 e f5 f y90 Total paid = 2 (Grains paid) - 1
g m10 h g7 i x 6 2(263) - 1 = 18 446 744 073 709 551 615
j d7 k t5 l p5
CHAPTER 11
9e6
m 4k4 n 11b7c5 o Financial mathematics
32d 2
7 a 1 b 1 c 1 Are you ready?
e f 1 a 24 months b 156 weeks
d 1 1 a
c 21 fortnights d 5 years
g 3 h 3 i 199 2 a $611 b $2619.39
j a7 k v10 l pr c $27 493.44 d $876.92
m a9b4 n j8m3 o 4e2 - 36 3 a $16.98 b $13.63
4 a 0.34 b 0.79
p -8 q 15 - 12x r -3 c 0.04 d 0.672
s 54 e 0.0825 f 0.175
702 Answers
5 a $35 b $356 36 a $1.165 b $1.42 c $0.15
c $1620 d $571.25 37 a No
6 a 14% b 65% c 20% b Because the increase of 20% is from a smaller amount
than the decrease of 20% was.
Exercise 11A — Spending wisely
1 a $6558.75 b 10 weeks Exercise 11C — Simple interest
2 a $2847 b 6 weeks 1 a Principal = $200, interest = $25
3 a $11 148.80 b 11 weeks b $70
4 4 weeks 2 $112.50
5 a Greta: $800, Georgette: $3580 3 a Interest = $96, amount = $896
b Greta: 125 weeks, Georgette: 28 weeks. b Interest = $91, amount = $1291
6 a $315 b $245 c Interest = $192, amount = $1792
7 a Coat — medium-term, Car — long-term 4 a Interest = $2635 b Interest = $570
b 10 weeks c $1555.20 c Interest = $9828
8 D 5 a Interest = $16 250, amount = $81 250
9 B b Interest = $7516.67, amount = $89 516.67
10 Brand C 6 a Each year $404.24, total interest = $1051.02
11 a $1160.40 b 22 weeks c $1379.84 b Each year $357, total interest = $856.80
7 B
12 a $12.55
8 a Interest = $100, total amount = $1100
b Francisco — 6 weeks, Fiorello — 8 weeks
13 a 21st birthday — long-term, runners — short-term, b Interest = $720, total amount = $4720
phone — medium term c Interest = $144, total amount = $944
b Runners — 7 weeks, phone — 10 weeks d Interest = $263.25, total amount = $2963.25
c $6500 e Interest = $5048.32, total amount = $20 726.32
14 a $450 b $16.50 9 a $3300 b $5053.75
c Before the raise he averages $112.50/week while after 10 19.5%
only $99, so he is worse off by $13.50 per week. 11 $849.32
15 $14.96 12 $216
16 a 9 weeks b $4074.72 13 $1250
c University d $464.40 14 Rate of Interest
17 a $7488 b $2515.20 c $380 Principal interest Time earned
Exercise 11B — Discount, profit and loss a $2 000 6% 2 years $240
1 a $850 b $200 c $83.60
d $104 e $64.70 b $3 760 5.8% 2.5 years $545.20
2 a $70 b $280 c $600 7% 3 years $126
3 C
d $4 500 4.9% 1 year 9 months $385.88
4 a $41.65 b Yes
5 $75.76 e $10 000 8% 1.5 years $1200
6 a 40% b 28% c 28% d 22% f $8 573 3.8% 40 months $1085.91
7 A 8 25%
9 17.3% 10 20% 15 D
11 a $36.94 b $53 c $795 16 a $180 000 b $80 550
c $260 550 d $4342.50
12 A 17 $275
13 60%
14 a $545 b 156% 18 a $26 000 b $21 000 c $1050
1
15 a 33 3 % profit b 25% profit c 25% loss 19 Silicon World: $15 000, Solar Energy: $5000
1
d 13 3 % profit e 22.2% loss Chapter review
Fluency
16 a $79.95 b 57%
Answers 10D ➜ 11C
1 E 2 A 3 D
17 18.75% 18 166.5% 19 $1643.40
20 a $39 b $27 c $274.45 d $66 4 $6323.33
21 C 5 $4414
22 a $21.33 b $18.13 6 a $97.50 b $600 c $182
23 a $218.18 b $170.18 7 $18.57
8 a $46.80 b $236.78 c $262.16
24 A 25 E
26 a $25 b $48.18 c $40.89 9 $360, $324, $291.60, $262.44
27 a $77 b 49% c 33% Problem solving
28 C 1 a Let x = the cost of chainsaw, 2x = cost of lawnmower;
29 a $54.55 b $70.59 then after discount total cost is 2.15x, which is a
30 C 31 $32 28.3% discount on regular price of 3x.
32 C 33 $257.31 b Reduce the discount on lawnmower to 30% or the
34 $240 35 30% chainsaw discount to 5%.
Answers 703
2 a 7.17% b 4.17% 14 222.5 m
3 a $5450 15 37.5 km
b 21.8% 16 12 m
c Deal B (A saving of $50) 17 a 1.17 km or 1170 m b 20 minutes
4 $71.43 18 479 897.13 km
19 a 50 000 cm b 0.000 02 sec
chapter 12 c 2 pictures
20 a 155.62 m b 233 minutes
Measurement c 2 min
Are you ready? 21 a 40 212 km b 1676 km/h
1 a 5400 cm b 87 mm c 0.025 m c 107 589 km/h
2 a 20 cm b 18 cm Exercise 12B — Area
c 31.42 cm d 25.76 cm
1 a 24 cm2 b 16 mm2 c 537.5 cm2
3 a 20 cm b 22 mm
d 149.5 cm2 e 16.32 m2 f 11.25 cm2
c 60 m d 18.85 m 2 2
g 292.5 cm h 2.5 cm i 1250 m2
4 a 36 cm2 b 44 m2 j 50.27 m2 k 3.14 mm2 l 36.32 m2
c 52 cm2
d 7 06.95 cm2 (using p = 3.142) or 706.86 cm2 2 D
(using p on a calculator) 3 a 13 400 m2 = 0.0134 km2 b 0.04 cm2 = 4 mm2
5 a 25 cm2 b 24 mm2 c 3 500 000 cm2 = 350 m2 d 0.005 m2 = 50 cm2
c 150 m 2
d 28.27 m2 e 0.043 km2 = 43 000 m2 f 200 mm2 = 2 cm2
6 a 96 cm2 b 142 m2 4 a 3481.7 mm2 b 7.6 m2
7 a 64 cm 3 b 105 m3 c 734.2 cm2 d 578.5 cm2
e 7086.7 m2 f 5.4 m2
Exercise 12A — Measurement g 1143.4 m 2
h 100.5 cm2
1 a 300 000 = 3.0 ì 105 km/s i 821 cm2 j 661.3 mm2
b 1.08 ì 109 km/hour 5 2.71 m2
c 1.8144 ì 1011 km/week 6 $29 596.51
d 9.434 88 ì 1012 km 7 a 5000 km2 b 0.5%
e NGC 6782 is 1.726 58 ì 1021 km from Earth. 8 $9229.02
2 a 1.2 ì 104 9 378 cm2
b 2.16 ì 106 frames 10 20.6 cm2
c 1440 frames per second 11 a 100.53 cm2 b 238.76 m2
3 Answers will vary. c 301.59 cm2 d 103.67 mm2
4 a 50 mm b 152 cm 12 B
c 0.0125 m d 32.2 mm 13 75.7 cm or 757 mm
e 0.00 657 km f 0.00 064 km 14 a 619.5 cm2 b 10.5 cm
g 14.35 mm h 0.0 001 835 km c 346.36 cm2 d 56%
5 a 112 mm b 65 mm 15 a 8 cm2 b 4 cm2
c 72 mm d 118 mm c 4 cm2
6 a 1060 cm b 85.4 cm d The area of the triangle = half the area of the
c 206 cm d 78.4 cm parallelogram
e 113 cm f 13 cm 16 a 77.4 cm b 6 c 6
7 a 9.6 cm b 46 mm d $17.30 e 1810 cm2
c 31 km 17 a 1600 cm2 b 800 cm2 c 400 cm2
d 200 cm 2 e The area halves each time.
8 a 25.13 cm b 25.13 m
c 69.12 mm d 44.61 cm f 12.5% g 1000 cm2
e 19 741.77 km f 3314.38 mm 18 73.32 cm
9 a 192 m b 1220 mm 19 110 cm2
c 260 cm d 74 mm Exercise 12C — Area and perimeter of a sector
e 9.6 km f 8m 1 a 14.14 cm2 b 157.08 cm2
10 B c 27.71 cm2 d 226.19 mm2
11 a 1800 mm, 2100 mm, 2400 mm, 2700 mm 2 a i 14.3 cm ii 12.6 cm2
180 cm, 210 cm, 240 cm, 270 cm b i 43.6 cm ii 116.9 cm2
1.8 m, 2.1 m, 2.4 m, 2.7 m c i 40.7 m ii 102.1 m2
b 4 d i 5.4 m ii 1.8 m2
c 3300 cm 3 D
12 a 1990 m b 841 m 4 a i 184.6 cm ii 1869.2 cm2
13 a 127.12 cm b 104.83 cm b i 66.8 m ii 226.2 m2
c 61.70 cm d 8m c i 27.4 cm ii 42.4 cm2
e 480 mm f 405.35 cm d i 342.1 m ii 7243.6 m2
g 125.66 cm h 245.66 m e i 354.6 cm ii 7645.9 cm2
i 70.41 cm j 138 mm f i 104.4 cm ii 201.1 cm2
704 Answers
5 60 318.6 m2 6 a 16 085.0 m3 b 4766.6 cm3 c 2.3 m3
6 303.4 cm d 30.8 m 3
e 30.6 m 3
f 56.5 mm3
7 170.2 m2 7 14 476.5 L 8 0.1764 m3
8 a 14.8 m2 b 4.4% 9 C 10 75 322.8 L
9 B 11 4580 mL 12 2.916 ì 109 m3
3
10 a 29.7 m b 16.7 m c 45.6 m 13 a 4.95 m b 4950 L
11 a 5027 m2 b 78.5% c $61 440 14 45.9 cm3
12 a 120 m b 85 m each c 59 m each 15 234 256 cm3 or 0.2343 m3
d 64 m e 37 m 16 a 1.60 L b 0.042 L
13 a 45è b 88.4 cm2 c 50.3 cm2 17 1147.5 L
d 656.6 cm2 e Jim 18 Answers will vary.
14 Note: maximum angle = 355è, time = 5.92 seconds 19 a 7696.902 kL
b Approximately 274.7 days
Exercise 12D — Surface area of rectangular and 20 a 54 520 cm3 b 78 400 cm3 c 24 L
triangular prisms d i 6.6 L ii No
1 a 66 cm2 b 62 m2 c 6.7 m2 e 18
d 4.44 m2 e 11 572.92 cm2 f 1.9 m2 21 a 2814.9 L b 5 h 10 min c 32 169.9 L
2 a 86 cm2 b 210.7 m2 c 8.37 cm2 d 11.43 e $2850
3 a 840 cm2 b 191.08 cm2 c 2370 mm2 22 a Prism b 75 m2
4 2 cans of paint c 1650 m 3
d 1 650 000 L
5 77.76 cm2 e i 36 h 40 min ii 47 h 9 min
6 26.44 m2 f 1316 m2 g 527 L
7 20.36 m2 h 7 h i Friday
8 261.5 cm2 500
9 2.21 m2 23 a h = 2
10 12.8 m2 πr
11 2080 cm2 1000
b SA = 2p r2 +
12 66 cm2 r
13 301.86 cm2 c r = 4.3 cm
14 a 150 cm2 b 250 cm2 d Radius = 4.3 cm, height = 8.6 cm
c 350 cm2 d 850 cm2 24 Radius = 3.26 cm, height = 6.5 cm
15 a 5 b 5 c 6
Chapter review
d 6 e 5 f 5
g 32 h 32 cm2 i 9 Fluency
16 a 28.1 m2 b 2 large sheets c $301.50 1 B 2 B 3 B 4 D
17 10 cm ì 10 cm ì 20 cm box uses all the wood. 5 D 6 A 7 D 8 A
9 a 26 mm = 2.6 cm b 1385 mm = 138.5 cm
Exercise 12E — Surface area of a cylinder c 1.63 cm = 16.3 mm d 1.5 km = 1500 m
1 a 75.4 m2 b 28.3 cm2 c 2010.6 m2 e 0.077 km = 77 m f 2850 m = 2.85 km
2 2
d 1121.5 cm e 6.6 m f 25.6 m2 10 $7497
2 a 131.9 m2 b 84.8 cm2 c 3619.1 m2 11 a 25.1 cm b 35.2 m c 37.7 cm
d 1575.5 cm2 e 9.7 m 2 f 61.8 m2 12 a 70.4 cm b 30.4 mm
3 243.9 cm2 4 1837.8 cm2 c 34 m d 240 mm or 24 cm
5 12p h2 6 31.79 cm e 13.1 m f 308.5 cm
7 a 136.66 m2 b $7347.60 g 97.1 cm h 192 mm or 19.2 cm
8 a 2035.75 cm2 b 1526.81 cm2 13 a 25 m2 b 950 cm2
c 395.84 cm2 d 3958.14 cm2 c 387.5 cm2
d 6120 m2
9 154.73 cm2 e 135 mm2 f 2170 cm2
10 a 3.82 cm b 427.7 cm2 g 279.4 cm2
h 6939.8 mm2
c 2.07 cm2 d 351.9 cm2 14 a 1486.9 cm2 b 362.5 m2
Answers 12A ➜ 12F
11 a Radius = 3.6 cm, height = 8.68 cm c 520.4 cm2 d 473.2 cm2

b They are all about the same volume (353 cm3). 15 a 628.32 m2 b 59.45 cm2
12 121 : 100 c 197.92 cm2 d 10 734.47 m2
16 a 102.83 m b 31.07 cm
Exercise 12F — Volume of prisms (including c 57.99 cm d 470.27 m
cylinders) 17 48 920 cm2 18 3550 cm2
1 b, c and e are not prisms. 19 a 343 cm3 b 672 cm3
2 a 36 cm3 b 15 cm3 c 72 cm3 c 153 938.04 cm3 d 1.45 m3
3 a 12 cm3 b 68 cm3 c 9.6 m3 e 1169.4 cm3
d 630 mm3 e 420 cm3 f 3152.7 mm3
g 1319.5 mm3 Problem solving
4 a 36 cm3 b 30 m3 c 1.144 m3 1 $99.80 2 9.57 hectares
5 a 7020 cm3 b 6.91 m3 c 300 m3 3 a 10.83 cm2 b 351.65 cm2
3
d 8806 cm c 238.26 cm3 d $5.96
Answers 705
4 The cylinder of height 210 has the greater volume. 6 a {red, blue, yellow}
5 a 10.75 m2 b No
b No 7 1st 2nd 3rd Sample
child child child space
c 8
d 9 mattresses could fit in the room. boy BBB
boy
girl BBG
6 The shaded areas are the same. boy
girl boy BGB
17
7 times the side length of the square girl BGG
2
boy GBB
CHApter 13 boy
girl GBG
girl
boy GGB
probability girl
girl GGG
Are you ready?
1 a 0 b 0.5 c 1 8 {HH, HC, HS, HD, CH, CC, CS, CD, SH, SC, SS, SD,
d 0.8 DH, DC, DS, DD}
2 a 26 b 4 c 2 9 a {AA, AB, AC, BA, BB, BC, CA, CB, CC}
d 1 e 4 f 12 b {AA, AB, AC}
3 a {1, 2, 3, 4, 5, 6} 10 a {3, 4, 5, 6, 7, 8, 9}
b {Heads, Tails} b {4, 6, 8}
c {1, 2, 3, 4, 5} 11 a {2, 4, 6, 8, 10}
4 6 2 5 1 b {1, 2, 4, 8}
4 a 15 b 15 = 5 c 15 = 3 c {2, 4, 8}
d 1 12 a 6 7 8 9 10 11 12
5 a The card is not a spade (that is, the card is a diamond 5 6 7 8 9 10 11
4 5 6 7 8 9 10
2nd roll
or a heart or a club). 3 4 5 6 7 8 9
b The number that appears uppermost is less than 4 (or 2 3 4 5 6 7 8
is 1, 2 or 3). 1 2 3 4 5 6 7
6 0.4
1 2 3 4 5 6
Exercise 13A — Introduction to probability 1st roll
1 h
g e b 6 7 8 9 10 11 12
f b 5 6 7 8 9 10 11
c 4 5 6 7 8 9 10
2nd roll
d a
3 4 5 6 7 8 9
2 3 4 5 6 7 8
0 0.5 1 1 2 3 4 5 6 7
2 a Certain b Certain 1 2 3 4 5 6
c Unlikely d Likely 1st roll
e Certain f Likely
g Likely h Likely c 6 7 8 9 10 11 12
5 6 7 8 9 10 11
3 a, b, c: equally likely; d: not equally likely 4 5 6 7 8 9 10
2nd roll
4 T (H,T) (T,T) S = {(H, H), (H, T), (T, H), (T, T)} 3 4 5 6 7 8 9
2 3 4 5 6 7 8
H
D 1 2 3 4 5 6 7
(H,H) (T,H)
1 2 3 4 5 6
H T 1st roll
5 R O Y G B I V 13 a Coin Die Head

1 (R,1) (O,1) (Y,1) (G,1) (B,1) (I,1) (V,1) Outcomes Outcomes Combinations
1 (H, 1)
2 (R,2) (O,2) (Y,2) (G,2) (B,2) (I,2) (V,2) 2 (H, 2)
H 3 (H, 3)
3 (R,3) (O,3) (Y,3) (G,3) (B,3) (I,3) (V,3) 4 (H, 4)
5 (H, 5)
4 (R,4) (O,4) (Y,4) (G,4) (B,4) (I,4) (V,4) 6 (H, 6)
5 (R,5) (O,5) (Y,5) (G,5) (B,5) (I,5) (V,5)
6 (R,6) (O,6) (Y,6) (G,6) (B,6) (I,6) (V,6)
Tail
S = {(R, 1), (R, 2), (R, 3), (R, 4), (R, 5), (R, 6) Combinations
(O, 1), (O, 2), (O, 3), (O, 4), (O, 5), (O, 6) 1 (T, 1)
(Y, 1), (Y, 2), (Y, 3), (Y, 4), (Y, 5), (Y, 6) 2 (T, 2)
T 3 (T, 3)
(G, 1), (G, 2), (G, 3), (G, 4), (G, 5), (G, 6) 4 (T, 4)
(B, 1), (B, 2), (B, 3), (B, 4), (B, 5), (B, 6) 5 (T, 5)
6 (T, 6)
(I, 1), (I, 2), (I, 3), (I, 4), (I, 5), (I, 6)
(V, 1), (V, 2), (V, 3), (V, 4), (V, 5), (V, 6)} b 12
706 Answers
14 Girl Boy Sample space 21 a
Destination Season Class Sample space
Daniel Madeline, Daniel
Econ Cal, Peak, Econ
Tyler Madeline, Tyler
Peak Bus Cal, Peak, Bus
Madeline
Scott Madeline, Scott Disneyland First Cal, Peak, First
(California) Econ Cal, Off, Econ
Byron Madeline, Byron Bus Cal, Off, Bus
Off-peak
First Cal, Off, First
Daniel Patricia, Daniel Econ Florida, Peak, Econ
Tyler Patricia, Tyler Peak Bus Florida, Peak, Bus
Patricia Disneyworld First Florida, Peak, First
Scott Patricia, Scott (Florida) Econ Florida, Off, Econ
Byron Patricia, Byron Off-peak Bus Florida, Off, Bus
First Florida, Off, First
Daniel Cassie, Daniel Econ France, Peak, Econ
Peak Bus France, Peak, Bus
Tyler Cassie, Tyler First France, Peak, First
Cassie Euro Disney
Scott Cassie, Scott (France) Econ France, Off, Econ
Off-peak Bus France, Off, Bus
Byron Cassie, Byron First France, Off, First
Daniel Leigha, Daniel 3 1
Tyler Leigha, Tyler
b 18
=6
Leigha
Scott Leigha, Scott
Exercise 13B — Estimating probability
Byron Leigha, Byron
1 a Generate 30 random numbers in the range 1 to 150
Daniel Grace, Daniel
using a graphics calculator or spreadsheet.
b randList(30,1,150)
Tyler Grace, Tyler
Grace
c 30 is the number of samples, 1–150 is the number
Scott Grace, Scott range for the samples.
Byron Grace, Byron d The sample is random and should be large enough,
which should ensure it is unbiased.
15 a, b {HHHH, HHHT, HHTH, HHTT, HTHH, HTHT, 2 By selecting a random sample representing the whole
HTTH, HTTT, THHH, THHT, THTH, THTT, school and finding the proportion of the sample agreeing
TTHH, TTHT, TTTH, TTTT} for the abolition of the SRC. It can be concluded that the
16 160 cars same proportion have similar views in the whole school.
3 Select a random sample of trees. Calculate the proportion
17 a S = {(A, B, C), (A, B, D), (A, C, D), (A, C, B),
of trees with 100 or more apples. As the sample is
(A, D, B), (A, D, C), (B, C, D), (B, C, A), random, the proportion of trees in the plantation with 100
(B, D, C), (B, D, A), (B, A, C), (B, A, D), (C, D, A), or more apples should be similar to that of the sample.
(C, D, B), (C, A, B), (C, A, D),(C, B, D), (C, B, A), 4 B
(D, A, B), (D, A, C), (D, B, C), (D, B, A), (D, A, B), 5 a 2 out of 40
(D, A, C)} b 17 out of 40
b 24 different combinations 1
18 Least likely-------------most likely 6 a
4
iv – v (equal) – i – iii – ii b 1
19 a {1–1, 1–2, 1–3, 1–4, 1–5, 1–6, 1–7, 1–8, 1–9, 13
1–10, 2–1 . . . . . . 2–10 . . . 3–1 . . . 3–10 . . . . 7 a–d Answers will vary.

10–10} e Cannot use past performance (this year’s result) to
b 16 out of 100 times predict next year’s result.
20 1st 2nd 3rd Sample 9 Answers will vary. The die values 1, 2, 3, 4, 5, 6
digit digit digit space
correspond to the number of wickets 0, 1, 2, 3, 4, 5.
7 457
5 8 458 10 Answers will vary.
5 475 11 Answers will vary.
4 7
Answers 13A ➜ 13C
8 478
5 485 12 No, as 50 out of 20 000 is probably too small a sample.
8 7 487
7 547
200–500 would be better.
4 8 548 13 a = 6*RAND()
4 574
5 7
8 578 b = INT(11*RAND())
8 4 584 c = INT(1 + 6*RAND())
7 587
5 745 d Answers will vary.
4 8 748
7 4 754
5 8 758 Exercise 13C — Theoretical and experimental
4 784
8 5 785 probability
5 845 1 1 1 1
4 7 847 1 a 13
b 2
c 4
d 13
8 5 4 854
7 857
4 874 9 7 4
7
5 875 2 a 20
b 20
c 5
Answers 707
3 a 1 2 3 4 5 6 d Either 7 irons or 9 irons but not sand irons used for
chipping
H 1H 2H 3H 4H 5H 6H e Homework only done for evening activity
f All homework except Science
T 1T 2T 3T 4T 5T 6T
2 a i x
1
b 4 Bowls
Golf
4 C
5 a 1 2 3 4 5 6
Volley
1 2 3 4 5 6 7 ball Tennis
2 3 4 5 6 7 8
3 4 5 6 7 8 9
ii x
4 5 6 7 8 9 10
Golf Bowls
5 6 7 8 9 10 11
6 7 8 9 10 11 12
36 outcomes Volley
ball Tennis
1 5
b 7 c 2 or 12 d 6
e 36
6 D
7 a
5
b
59 iii x
24 72
8 A Golf Bowls
9 200
10 20
11 B
11 3 17 3 Volley Tennis
12 a b c d ball
20 10 20 20
33 40 3
13 a b c
100 100 100
14 a i 6 ii {356, 365, 536, 563, 635, 653} b E
2 1 1 c C
b c d
3 3 3
3 a x
15 D
16 Svetlana 6, Sarah 4, Leonie 3, Trang 2 Physical 2
4
17 C Education Drama
18 a 27 10
4
6
6
b {111, 112, 115, 121, 122, 125, 151, 152, 155, 211,
1
212, 215, 221, 222, 225, 251, 252, 255, 511, 512, 515,
521, 522, 525, 551, 552, 555} Music
2
c 1
3
2
d b i 2
ii
6
iii
6
iv
4
3 7 35 35 35
1
e 18 2 16
3 v 35
vi 35
vii 35
1 1
19 a b 4 a 32 b 7 c 3 d 2 e 2
12 20
c No, because John has a higher probability of winning 7 5 3 1 1
and also because he goes first. 5 a 32
b 32
c 16
d 8
e 16
20 a 7 6 a i 14 ii 2 iii 9
10
b, c Yes, far too many mistakes and always overcharging. 5 1 9
b i ii iii
21 32 14 7 14
22 1000 balls 7 a C b A c B d C e D
23 Red = 10, yellow = 50, blue = 40
8 a School uniform 2
b 3
Exercise 13D — Venn diagrams x
1 a Both sandwich and chips for lunch School School
jumper 20 trousers
b Fishing and video for leisure but not surfing
c Either surfing only, or surfing and fishing only, or 6 4
surfing and video only for leisure
708 Answers
9 a Event A {1, 2, 3, 4, 5, 6, 7, 8, 9} 16 a
Event B {4, 8, 12, 16, 20} HP S
Event C (2, 4, 6, 8, 10, 12, 14, 16, 18, 20}
8
b x
16 4
A B 11
1 35 12 2
7 9 4
2 8 12 27
6 16 20
11 Fred 10
10 14 C 13
15 8 4
18
17 19 b =
90 45
9 1 1 3 1
Exercise 13E — Complementary, mutually exclusive
c i 20
ii 2
iii 10
iv 4
v 4 and independent events
215
10 a 1 D 2 A 3 4 D
x 216
Boys Girls
1 3
W
4 6
W
8
5 a 4
b 4
4 17 53
6 a 70
b 70
Key:
W – wearing a watch 9 61
c 70
d 70
6 4 7 2
b i 11
ii 11
iii 11
iv 11 7
2
8 B
13
11 Competitions 1 9 a
1
b 1
, 5 students entered both, 7 2
x
11 19 23 5
Maths English 10 a 30
b 30
c 30
d 6
5
20 10 11 a 1 2 3 Outcomes Probability
1– 1–
2 R RRR 8
12 A B
1–
2
R 1– B RRB 1–
8
2 1–
1 3 4 6 8 1–
7 1– R 1– B
2 R RBR 8
9 11 12
2 2 2 1–
13 14 1–
2
B RBB 8
16 1–
17 10 2 R BRR 1–
19 5 20 18 1– 8
1– 2 R
2 B 1– B BRB 1–
8
2 1–
1– 1–
15 2 B
2 R BBR 8
C
1– B BBB 1–
2 8
—
1
13 a Favourite topic
x 1 3 3
12
b i 8
ii 8
iii 8
Probability 7 1
20 1
Measurement iv 8
v 8
vi 2
25 5
10 13 8 1 1
12 81
13 9
14 2
Algebra 1 1
15 8
16 12
15
17 No, because there also the possibility of 1 Head
3 (HT or TH).
b 25 c 15 d 12 e 43 f 5 8 15 4 8
18 a b c d
Answers 13D ➜ 13e
43 9 13 1 20 20 20 20
g 100
h 50
i 100
j 20 14 2 3 38
14 19 a 52
b 13
c 13
d 52
Quadrilaterals
A B
20 E
189
21 1000 or 0.189
1 9 1
Rectangle Square Rhombus 22 a 16
b 16
c 169
1 2601
d 2704
e 2704
1 19 1
23 a 17
b 34
c 221
25
15 a 2, 5, 6, 7, 8 b 4 d 0 e 26
c 5, 7, 8 d 8
Answers 709
24 a 1 2 3 Outcomes Probability 30 a 1 2 3 Outcomes Probability
1– 1–
2 B BBB 8 1– F ACF 1
—
1– B 1– G BBG 1– 3 1– 18
2 8 3 G ACG —1
2 1– 18
1–
1– B 2 B BGB 8 C H ACH —1
2
1– G 1–
1– 1–
3
18
2 1– G BGG 3
2 8 1–
1–
1– 3 F ADF —1
1–
2 B GBB 1–
8 3
1–
3
18
1– 2 B A D G ADG —1
2 G 1– G GBG 1–
8
18
2 1–
1–
1– H ADH —1
18
1– 2 B GGB 3
2 8 1– 1–
G 1– 1– 3 3 1–
F AEF —1
1– G GGG 8 2 E 3
18
2 — G AEG —1
1 18
1– H AEH —1
3 3 18
b 3 c 8
1–
3
F BCF —1
1– 18
7 1– 3 G
d They are equally likely. e 2 1– C BCG —1
18
8 3 1– H BCH —1
25 a S = {1, 2, 3, 4, 5, 6, 7, 8}, A = {1, 2, 3}, B = {4, 5, 6} 1–
1–
3
F BDF
18
—1
3
b x
B 3
D
1–
3 G
18
BDG —1
A B 18
4 1– H BDH 1
1 2 5 3
—
18
8 1– 1–
3 F BEF —1
3 6
3 E 1– 18
7 3 G BEG —1
18
1– H BEH —1
26 If two events are complementary, they cannot occur at 3
—
1
18
the same time, thus their intersection is Ø, the same as

mutually exclusive sets. However, if events are mutually Sample space = {ACF, ACG, ..., BEG, BEH}
exclusive, they do not need to have a sum equal to 1. 1 1
b c
27 a {BBBB, BBBG, BBGB, BBGG, BGBB, BGBG, 2 6
BGGB, BGGG, GBBB, GBBG, GBGB, GBGG, Exercise 13F — Conditional probability
GGBB, GGBG, GGGB, GGGG} 4 13 16
3 1
1 a 60 b 15 c i 20 ii 39
b 8
c 2 31 16
d i 60
ii 31
28 a 1 2 Outcomes Probability 4 4
1–
2 a 15
b 15
1– R RR
3 9
R
1–
6 G RG —1
18
c T
hey are the same, and equal to the probability
1– 1– calculated in question 1 part b.
1– 2 B RB 3
3 6
3 10
1– 1
R GR —
18
1–
6
3
1–
1 4 a Coin 1 Coin 2 Outcomes
G 6 G GG —
36
1–
2 B GB —1
12
H HH
1–
2 1– 1
R BR —
3
1–
6 H
B 6 G BG —1
1–
12
T HT
1–
2 B BB 4
—
1 H TH
1
b {(R, R), (R, G), (R, B)} c 3
T
7
d 18 T TT
1
29 a 1 2 Outcomes Probability b 2
1– 1–
1 11 4 5 a
2
1–
1–
Die 2 outcomes
1 4 2 12 8
1–
2
1– 3 13 1–
8 1 2 3 4 5 6
4
1– 1–
1 21
1– 2
1–
8
1
1 (1, 1) (1, 2) (1, 3) (1, 4) (1, 5) (1, 6)
4 4 22 —
2 2 16
1– 3 23 — 1
2 (2, 1) (2, 2) (2, 3) (2, 4) (2, 5) (2, 6)
Die 1 outcomes
1– 16
4
4 1– 1–
1 31 8
3
2
1–
1 3 (3, 1) (3, 2) (3, 3) (3, 4) (3, 5) (3, 6)
4 2 32 —
16
4 (4, 1) (4, 2) (4, 3) (4, 4) (4, 5) (4, 6)

1
1– 3 33 —
16
4 —
1
5 (5, 1) (5, 2) (5, 3) (5, 4) (5, 5) (5, 6)
b No
1 1 6 (6, 1) (6, 2) (6, 3) (6, 4) (6, 5) (6, 6)
c i 4 ii 2
3 9 3
iii 8 iv 16 b 5
710 Answers
6 a x 2 a x (32)
F (16)
C D
C
7 2 5
17 11 6 4
3
3
8
6 D (18)
7
b i 10 ii
17
iii
11 b 5
40 40 7 1 7
11 11 c i 32 ii 2
iii 16
iv 28 v 17
3 80
c Order from least to most probable: iii, iv, ii, v, i. 4 a {1, 5, 6, 7, 8} b {5}
7 62.5%
c {1, 2, 4} d •
8 0.15
2 2
9 a 0.2 b 3 c 5 5 720 6
35
1 66
10 6 4 176
1 1 1 7 663 8 500
11 a 6 b 6 c 0 d 6 1
12 a If Amon can’t decide, then Bill and Chris can’t both 9 128 10 4
have green hats. They can either both have yellow
hats, or one has yellow and one green. chapter 14
b If Bill doesn’t know the colour of his hat, then Amon
and Chris can’t both have green hats. So, they either Statistics
both have yellow hats, or one has yellow and one
green. Are you ready?
c Chris hears the others say that they both can’t tell the 1 Score Tally Frequency
colour of their hats, so he deduced that they both must 1 ||| 3
have green hats, leaving him with a yellow hat.
d Amon has green, Bill has green and Chris has yellow. 2 5
3 || 7
Chapter review
Fluency 4 |||| 4
1 B 2 D 3 D 4 C 5 || 2
5 D 6 C 7 B 8 A
6 ||| 3
9 C 10 D
11 a
1
b
1
c
1 2 a 40
4 10 8 b 5
12 a 40 b 33 c 25 3 a 20, 21, 22, 25, 25, 29, 34
1
13 4 b 215, 276, 277, 298, 304, 325, 345, 381, 400
c 0.3, 1.8, 2.8, 2.9, 3.1, 3.5, 3.6, 3.6, 4.6, 5.8, 5.8
14 b 4 a 25 b 304 c 3.5
a d c 5 a 7 b 0.5
6 a 2 b 25 c 8
0 0.5 1 Exercise 14A — Sampling
15 a Students who do not like music 1 a Categorical b Numerical c Numerical
b People who like surfing and golf as leisure activities. d Numerical e Categorical
Answers 13f ➜ 14a
c People who like Coke or Fanta or both but not Sprite 2 a Continuous b Continuous c Continuous
2 d Discrete e Discrete
16 3 3 a Nominal b Ordinal c Ordinal
1
17 d Nominal e Nominal
2
4 a Sample b Sample c Population
18 a {R, B, Y} b {(YR), (YY), (YB)} d Sample e Population
c No, there is no green counter. 5 a Biased b Biased
d Biased
Problem solving
6 a 32 males, 8 females
1 a 12 b 60
b 700 males, 300 females
9 17 1
c i 10 ii iii c Y12’s — 10, Y11’s — 15, Y10’s — 17, Y9’s — 20,
60 10
Y8’s — 20, Y7’s — 18
1 31
iv 12 v 60
d 5 girls, 3 boys
Answers 711
7 a 1–16, randint(1,16,5) 3 a Deaths by motor vehicle accidents
b 1–x, randint(1,x,6)
Rates per 100 000 people Frequency
c 1–x, randint(1,x,60)
x f
d 1–365, randint(1,365,70)
8 D 0–<10 2
9 C
10 D 10–<20 11
11 randint(1,365,7)
12 a randint(1,31,7) 20–<30 10
b randint(1,class size,6) 30–<40 3
c randint(1,860,35)
13 a randint(1,127,24) 40–<50 4
b 1 selection for pre 1939 randint(1,5,1)
3 selections for 1940 to 1979 randint(6,23,4) 50–<60 0
7 selections for 1980 to 1999 randint(24,71,9)
60–<70 1
9 selections for 2000 to 2009 randint(72,127,11)
c Check with your teacher. 70–<80 1
14 a Car
b–e Answers will vary. Sf = 32
15 a 26
b 182 b Deaths by motor vehicle accidents per 100 000 people in
c 1400 Australian States from 2008 to 2011
d 1600 Key: 7 | 3 = 73 deaths per 100 000 people
Exercise 14B — Collecting data Stem Leaf
1 a Multiple choice maths test results 0 09
1 12344457889
2 1223455667
3 466
4 2235
1 2 3 4 5 6 7 8 9 5
Mark 6 0
7 1
b Score Frequency 4 a Dot plot of eye colour of 40 people
x f
1 1
2 1
3 4
4 3
5 5
6 6
7 5
Brown Blue Hazel Green
8 2
9 3 b Score Frequency
2 a Dotplot of type of pet x f
Brown 17
Blue 11
Hazel 7
Cat Dog Fish Bird Reptile
Green 5
b Type of pet Frequency Sf = 40
x f
c 1 7 out of 40 people or 42.5% of the people have
Cat 6 brown eyes.
Dog 6 5 a Key: 1 | 8 = 18 b Key: 1 | 9 = 19
Stem Leaf Stem Leaf
Fish 1 1 899 1 99
Bird 2 2 000112 2 0445679
Not symmetrical. 3 1168
Reptile 3 Most scores in low 20s. 4 23
c No, only numeric data can be presented in a stem plot. Not symmetrical.
712 Answers
c Key: 33 | 6 = 336 d Key: 4 | 3 = 43 b Run times Number of runners
Stem Leaf Stem Leaf
x (minutes) f
33 6 4 346789
34 6 6 9 5 25 20–<25 2
35 0 3 9 6 7 25–<30 5
36 2 8 7 07
30–<35 7
37 1 8 1233458
Almost symmetrical. Almost symmetrical. 35–<40 4
e Key: 1 | 1 = 1.1 40–<45 7
Stem Leaf 45–<50 6
1 1359 50–<55 3
2 4789
55–<60 3
3 369
4 126 60–<65 2
Not symmetrical. 65–<70 0
6 a Key: 1* | 8 = 18 b Key: 1* | 9 = 19 70–<75 1
2 | 0 = 20 2 | 0 = 20
Stem Leaf Stem Leaf Sf= 40
1* 8 9 9 1* 9 9 c i 32 min ii 30 min to less than 35 min
2 000112 2 044 d 3, stem plot
2* 5 6 7 9 8 Key: 1 | 4 = 14
3 11 1* | 7 = 17
3* 6 8 Stem Leaf
4 23 1 4
c Key: 33* | 6 = 336 d Key: 4 | 3 = 43 1* 7889
35 | 0 = 350 4* | 6 = 46 2 013
Stem Leaf Stem Leaf 2* 5679
33* 6 4 34 3 24
34 4* 6 7 8 9 3* 5678
34* 6 6 9 5 2 4 2
35 0 3 5* 5 4* 5
35* 9 6 5 3
36 2 6* 7 9 D
36* 8 7 0 10 13.8 13.9 14.0 14.8 14.9 14.9 15.1 15.5 15.6 15.6
37 1 7* 7 15.6 15.7 15.8 16.3 16.5 16.7 16.8 17.0 17.2 18.3
8 12334 18.5
8* 5 8 11 a Life expectancy years Number of age groups
e Key: 1 | 1 = 1.1 x f
1* | 5 = 1.5
Stem Leaf 83–<84 1
1 13 84–<85 20
1* 5 9 85–<86 7
2 4
2* 7 8 9 86–<87 5
3 3 87–<88 3
3* 6 9 88–<89 3
4 12
4* 6 89–<90 1
7 a Running times for 40 students Sf= 40
Answers 14b ➜ 14b
Key: 4 | 3 = 43 minutes, 4* | 8 = 48 minutes b Life expectancy of Australians across 40 different age

Stem Leaf groups.
Key: 86 | 1 = 86.1 years
2 13
2* 56689 Stem Leaf
3 1223334 83 7
3* 7799 84 1 2 3 4 4 5 5 5 5 6 6 6 6 7 7 7 8 8 9 9
4 0112234 85 0 0 1 2 7 8 9
4* 557889 86 0 5 6 8 9
5 223 87 1 3 6
5* 567 88 3 5 8
6 03 89 0
6* c Answers will vary. Half the people will live to 84, with
7 1 others living longer.
Answers 713
12 Median age of Australian females and males from 2002 Exercise 14C — Displaying data
to 2009 1 a 140 Bar chart of gym class participation
Key: 36|1 = 36.1 years 120
Stem Leaf 100
80
35 23 60
35* 5 7 9 40
36 111 20
36* 6 9 0
Aerobics Boxing Pilates Spin Aqua Step
37 134 Aerobics
37* 6 6 7
Alternative method — not appropriate as it only allows b Pie chart of gym
class participation
for 3 groups which is below the 5 minimum groups
allowed. Aerobics
Boxing
Score Frequency Pilates
x f Spin
Aqua aerobics
35–<36 5 Step
36–<37 5 2 a Continuous
37–<38 6 b 24
c Midpoint
Sf= 16 Class (class
13 a interval centre) Tally Frequency
Year Number of players
x f 5 – <10 7.5 | 11
1900–09 1 10 – <15 12.5 |||| 19
1910–19 1 15 – <20 17.5 5

20 – <25 22.5 || 2
1920–29 1
25 – <30 27.5 ||| 3
1930–39 2
Total 40
1940–49 1
d Hours of TV watched
per week
1950–59 5 20
18
16
Frequency
1960–69 7 14
12
10
8
1970–79 5 6
4
2
1980–89 10 0 x
7.5 17.522.527.5
12.5
1990–99 38 Hours
3 a Midpoint
2000–09 56
Class (class
Sf 127 interval centre) Tally Frequency
b M ost of the Indigenous players have been in the past 0–9 4.5 | 6
10 to 20 years. 10–19 14.5 || 7
c There are too many scores in the last two groups.
14 Answer depends on selection. 20–29 24.5 ||| 8
15 a Row 7 30–39 34.5 5
Row 8
Row 9 40–49 44.5 |||| 4
Pattern is: two dots of the same colour produce a red 50–59 54.5 || 12
dot in the row below; two dots of different colour
produce a black dot in the row below. The last dot in 60–69 64.5 ||| 8
the row is always black. 70–79 74.5 |||| 4
b No, there must be a black dot at the end of each row.
c No, as pattern starts to repeat in Row 9 and no rows 80–89 84.5 || 2
have all black dots.
Total 56
d Yes
714 Answers
b Number of phone calls made per week b Frequency polygon of
12 distance travelled
Frequency
10
8
Number of students
6 120
4 100
2 80
0
4.5 24.5 44.5 64.5 84.5 60
14.5 34.5 54.5 74.5 40
Number of phone calls 20
4 a Midpoint 0 2 4 6 8 10 12
Class (class Distance travelled (km)
interval centre) Tally Frequency
7 D
12–15 13.5 |||| 4
16–19 17.5 || 7 8 10 Histogram of number of passengers
on bus journeys
9
20–23 21.5 | 11
Number of journeys
8
24–27 25.5 ||| 13 7
6
28–31 29.5 |||| 4 5
4
32–35 33.5 — 0 3
2
36–39 37.5 | 1 1
Total 40 0 20 40 60 80 100 120 140
Number of passengers
b Jacaranda class sizes
12
Frequency
10
8 9 a 100
Bar chart of types of DVDs (20)
6
4 90
2
80
Number of DVDs
0
13.5 21.5 29.5 37.5 70
17.5 25.5 33.5
60
Class size
50
40
5 a Histogram of number of 30
bananas sold at recess
20
10
6
0
5
Frequency
al
ce
ro
4
m
im
io
ic
an
or
ra
ct
us
m
D
3
to
M
Ro
n
Pa
2
1 Types of DVDs
0
1 2 3 4 5 6 7 8
Number of bananas sold b Type of Number of Size of sector
DVD DVDs for a pie chart
b Frequency polygon of number
of bananas sold at recess
Musical 52 93.6°
6 Drama 98 176.4°
5
Frequency
4 Pantomime 30 54°
3
2 Horror 10 18°
1
Answers 14C ➜ 14C
0
Action 5 9°
1 2 3 4 5 6 7 8
Romance 5 9°
Number of bananas sold
Total 200 360°
6 a Histogram of distance
travelled
c Pie chart of types
of DVDs (200)
Number of students
120
100
80 Musical
60 Drama
40 Pantomime
20 Horror
0 Action
2 4 6 8 10 12 Romance
Travel distance (km)
Answers 715
10 a Continuous 12 a Number of players
b b 5
Midpoint
Class (class 13 Histogram on career games of
Number of players
60
past Indigenous players
interval centre) Tally Frequency 50
40
145 – <150 147.5 || 2 30
20
150 – <155 152.5 |||| 4 10
155 – <160 157.5 ||| 8 0 20 60 100 140 180 220 260 300
40 80 120 160 200 240 280 320
160 – <165 162.5 || 7 Number of career games
165 – <170 167.5 5
14 a Bar chart of number of Indigenous
Number of players
30
170 – <175 172.5 ||| 3 players by club
25
20
175 – <180 177.5 | 1 15
Total 30 10
5
c Heights of Year 9 students 0
8
Co C Lio e
lli ar ns
Es gwoon
Fr sen od
G ant n
ee le
or M aw long
PoMe ou rn
rt lbo rne
Ri del ne
W Sy hm ide
W st C ney Ki nd
es oa S lda
Bu ag s
lld les
s
rn E n
og
7
e id
em do
th el tho
te st wa
Frequency
A ur
n lt
e d St o
an ela
c a
6
b
isb Ad
5
H
4
3
Br
2
N
1 AFL/VFL clubs
0
147.5 157.5 167.5 177.5 b Fitzroy/Brisbane Lions
152.5 162.5 172.5
Heights (cm)
15 90
Histogram of number of
career goals
d N
o. Individual scores are lost when data are grouped 80
Number of games
into class intervals. 70

e B 60
50
f D 40
g Midpoint 30
20
Class (class
10
interval centre) Tally Frequency
0 50 150 250 350 450 550
145 – <148 146.5 | 1 100 200 300 400 500
Number of goals
148 – <151 149.5 || 2
Most players score fewer than 50 goals
151 – <154 152.5 || 2 16 Key: 0 | 0 = 0
154 – <157 155.5 |||| 4 Leaf Leaf
157 – <160 158.5 5 (Mitch) Stem (Yani)
3211110000 0 0011111222
160 – <163 161.5 |||| 4
Mitch scored between 0 and 3 goals inclusive.
163 – <166 164.5 ||| 3 Yani scored between 0 and 2 goals inclusive.
166 – <169 167.5 5 17 a Mitch: 2, Yani: 3 b Mitch
c Yani: 11
169 – <172 170.5 || 2 d Yani, as he scored goals in more games.
172 – <175 173.5 | 1 18 a Key: 3 | 2 = 32
175 – <178 176.5 — 0 Leaf Leaf
178 – <181 179.5 | 1 (9A) Stem (9B)

2 3
Total 30 9 4 6
74 5 5
h Heights of Year 9 students 87550 6 028
Frequency
5
4 3 7 334578
3
2 5 8 1
1 6 9
0
146.5 152.5 158.5 164.5 170.5 176.5
149.5 155.5 161.5 167.5 173.5 179.5 b 9A: 83%, 9B: 92% c 9A: 2
Heights (cm) d Discuss in class. e Discuss in class.
Discuss in class. f 9A: 64.3; 9B: 68.5
11 Yes — change the class intervals. 19 a C b D
716 Answers
Exercise 14D — Measures of central tendency 17 a The median was calculated by taking the average of
1 a 55, 54, 55 b 8, 6.88, 8 the 2 middle scores.
2 2.5, 2.55, 2 b 13
3 a 23 b 116 c 6.28 18 2
4 a 5 b 82 c 2.55 19 a 55 250 km, 52 000 km, 52 000 km
b Discuss in class.
5 a 143.5, 142.6, 140–<150 c 51 810 km; It is reduced by 3440 km.
b 150.9, 148.5, 150–159 d 52 000 km
6 a 25 b 25.24 c 25 e 3333
7 C 8 D 9 E f 50 000 km; 92% last that distance or more.
10 a Numerical continuous 20 a, b Answers will vary; options include 7, 11 and 8, 10.
b 150 c 153 d 140–<160 c No; 4 is the mode.
11 a Numerical discrete 21 a Answers will vary.
b 45.2 c 45.25 d 40–49 b No
12 a Exercise 14E — Measures of spread
Score Frequency Freq. ì score
(x) (f) ( f ì x) 1 a 31, 18.5 b 26, 15
2 a 32 km/h b 10 km/h c 7.5 km/h
0 1 0
3 a i 107, 56 ii 35.35
1 3 3 b i 0.81, 0.52 ii 0.28
2 6 12 4 a 5, 2, 1.24 b 0, 1, 1.19
3 3 9 5 a Symmetric b Symmetric
c Symmetric d Negatively skewed
4 3 12
e Negatively skewed f Positively skewed
5 1 5 6 a Symmetric b Positively skewed
6 1 6 c Bimodal
d Negatively skewed with an outlier
n = 18 S f x = 47
7 The data is positively skewed, with a median of 2, and an
x = 2.6 interquartile range of 1. The mean is not an appropriate
b 2 measure of centre as it is affected by the outlier.
8 a Numerical discrete data with a positively skewed
distribution
0 1 2 3 4 5 6 b Median and interquartile range are best measure of
Number of people central tendency and spread for a skewed distribution
in household
as they are not affected by outliers.
c 2 c Median = 11.5 customers, IQR = 8.5 customers
d i Median 9 E
ii Mean 10 A
iii Mode 11 a No b 31–40
13 Answer depends on those selected c No
14 a Career games Number of players 12 a Stem plot of career games for 33 past Indigenous AFL
players 1906 to 1989.
0–<50 66 Note: The leaves are in order from the table for ease
of checking.
50–<100 27
Key 2|4 = 24 games
100–<150 13 Stem Leaf
150–<200 11 0 2495261
1 873350
200–<250 4 2 00850
3 15
250–<300 4
Answers 14D ➜ 14e
4 8
300–<350 2 5 50421
6 8
S f = 127 7
b Median = 48.5, mean = 77.8, modal class = 0–<50 8 4
c These results are population based (precise) whilst the 9
answers to question 13 are estimates as only a sample 10 1
used. 11 5 8
15 Answer depends on those selected 12 8
16 a B 13 6
b $29 444 b Positively skewed with the potential to have many
c A outliers.
d i Mode c Median is 25 games with an interquartile range of
ii Mean 43 games.
Answers 717
13 a Frequency table of past Indigenous AFL players b Frequency table of mobile brands
2002 to 2009
Brand of mobile Number of mobiles
Number of games Number of players Nokia 11
0–<50 12 Samsung 10
50–<100 7 LG 6
Blackberry 3
100–<150 2
12 a Key: 1|2 = 12 songs
150–<200 7 Stem Leaf
0 29
200–<250 3
1
250–<300 3 2
3 145
300–<350 2 4 34578
5 469
Sf = 36 players 6 677
7 047
b Histogram of Indigenous AFL players 8 29
Number of players
15
career games 2002 to 2009 9 06
10 10 3
11 1
5 b Positively skewed with outliers
c Number of songs Number of laptops
0 20 40 60 80 100 120 140
Number of career games 0–19 2
c P ositively skewed with the potential to have many 20–39 3

outliers. 40–59 8
d Median = 83.5 games, interquartile range = 163.5 games
60–79 6
e More recent players have been achieving more career
games including as many as 300 games. 80–99 4
Chapter review 100–119 2

Fluency umerical discrete, symmetric distribution, mean = 60
d N
1 C 2 E 3 C 4 D and standard deviation = 27.3
5 B 6 D 7 A 13 a Histogram of 2004 AFL player salary
200
8 a Categorical nominal
Number of players
b Categorical ordinal 150

c Numerical discrete
d Numerical continuous 100
9 a Sample 50
b Sample
c Population
0
10 a 20 male adults, 10 female adults and 30 teenager 1000 2000 3000 4000 5000 6000 7000 8000 9000
Salary ($)
members.
b 8 Year 12s, 12 Year 11s and 20 from Years 7, 8, 9 b Positively skewed
and 10. c Median is $167 000.
11 a Mobiles owned by 30 shoppers d Modal class is $100 001 to $200 000.
Problem solving
1 a 5.6%
b 2%
c 2%
d In order to give the impression that the pay rise is
generous, the company would quote the mean.
e The trade union would quote the median or the mode,
because they would be arguing that the wage rise is
Nokia
Samsung
LG
Blackberry
too low.
f The mode is probably the most ‘honest’ reflection of
last year’s wage rise, as it represents the situation of
Type of mobile most of the workers.
718 Answers
2 a 25 b 175 28 a 2
1
c 2184 d 2496
b No. Probability is 2 .
3 a 8, 20 b 9, 19 5
29 22
4 3, 4, 5, 6, 7, 10, 10, 13, 14 30 23
5 This is an in-depth study. 31 Easter Sunday: mean = 87.7, IQR = 21
6 This is an in-depth study. Christmas Day: mean = 79.9, IQR = 17.5
32 7
20
CHApter 15
33 a 6 b >6 c 6 d >13
problem solving II 34 a 3.002 176
1 17 m b 3.038 674
2 a $34 b Yes, a saving of $7 c This is a fairly crude approximation for p. Adding 8
3 69.3 cm 4 83.6 m2 more fractions only gets up to p = 3.074 055.
5 (59, 21) 35 a 65 games
b If Tom had played 65 games, he would have saved
6 a 120 $25 by taking up the deal.
C M (70) 36 26.4 km
 P 
37 Price after decrease = S  1 −
14 20 31  100 
4
12 15  P  P 
Price after increase = S  1 −   1+
 100   100 
24
38 For example: {1, 2, 2, 3, 3, 3, 4, 4, 5}
S (55) 39 a 500 = p r2h
b
7 b SA = 2p r2 + 2p rh
12 500
7 a 6.3 km b 278.6èT c h= 2
pr
1000
8 2 d SA = 2p r2 +
r
4(5 - a)2 2
9 cm 500
p e h= = 8.61 cm
p (4.3)2
10 Radius = p cm
40 a Smallest total: 3, largest total: 18
11 31.2 years
b Total Probability
12 1
2
1
13 384
= 8.93 3 216
43
3
14 13 cm 4 216
15 a = 1 cm 6
16 Prove area of shaded region. 5 216
24 2 10
17 cm 6 216
2+ 2 15
18 0.2637 7 216
19 63 21
20 Example: 8 216
a 1, 2, 5, 6, 6 25
9 216
1 + 2 + 5 + 6 + 6 20
= =4 27
5 5 10 216
b 1, 2, 5, 6, 11 27
11
Answers 14e ➜ 14e
216
1 + 2 + 5 + 6 + 11 25
= =5 25
5 5 12 216
21 a 155 21
b No. After she has assembled 150 calculators or $1000 13 216
worth of calculators, Margaret earns multiples of $20, 15
14
and $450 is not a multiple of $20. 216
22 a Yes, all squares are similar. 15
10
b No, all rectangles are not similar. 216
6
23 3x cm 16 216
24 No. Glen should have been paid $1034. 3
25 a 6 laps b 3 hours c 2.5 hours 17 216
26 $145.85 (2 L of ceiling paint, 1 L + 4 L for walls) 18
1
216
27 378 kL
Answers 719
41 0.0035 2 1
25
63 The probability of winning is 20 = 10 . This means
42 a 12
that for every 10 people who participate in the game,
b 540 g approximately one person wins. Number who did not
43 a 100.98 m 27
b 3401 m2 win = 0.550 = 54 people. This represents 9 people in every
44 a 0.0045 10 who played. So, about 60 people played the game.
b 0.0498 64 The perimeters are both (4x + 16) units. Design one has
c 0.0588 an area of (8x + 16) square units. Design two has an area
45 0.09 of (8x + 12) square units. Design one has a greater area.
46 a Bob started well and raced ahead of Frederick and 65 613 785
Walter. He then turned around and went back to the 66 45 m2
starting line. He stayed at the starting line for an 67 D
amount of time before turning around and sprinting to
the finishing line passing Frederick and Walter. C 79.5è
b From the graph, Frederick took 5 seconds to begin
running. 100.5è 70
c From the graph, at t = 0, Walter is 2.4 metres from the
starting line. 70
d Bob won the race.
35è
47 0.0416
A 120 B
48 Area to be painted is 1.63 m2.
49 a 31 students
b 1
13 68 $110
50 Pay $42.15 and receive $11 change. Remaining 69 Cody arrives first.
denominations will be: $10, $5, $1, 50c and 3
5c — two notes and three coins. 70
4
1
51 m = 4 c 71 1
2
52 Check with your teacher. 72 2
53 34% 3
73 350 students
54 P (inner bull) = 1.43 ì 10-3
74 15 shops
= 0.143%
75 152 rectangles
P (triple 20) = 3.09 ì 10-3
76 174 runs
= 0.309%
77 63 cm
There is more chance of hitting triple 20 than a
bullseye. 78 12.5 L
5 79 45è, 60è, 75è
55 12 80 12 cm by 24 cm
56 Check with your teacher. 81 9 games
57 The coloured portions outside the arc of the spinner 82 80 teachers
shown are of no consequence. The four colours within 83 13, 31, 31, 47, 53 and 59.
1
the arc of the spinner are of equal area (each 4 circle), so 84 True
there is equal chance of falling on each of the colours. 85 0.5 cm taller
58 a Monday, 1:30 am 86 Here is one method. The average of these numbers is
b Wednesday, 2:00 pm the 8th multiple of 6, i.e. 8 ì 6 = 48. The sum of the
59 a 1 15 multiples of 6 is then 48 ì 15 = 720.
4
1 2 87 t = d(d - 3) (3 dots does not conform to this pattern.)
b (x + 6x + 8) 7
4 88 28 = 14
1
c (3x2 - 6x - 8) 89 95 blue beads
4
d i 1
(3x2 - 6x - 8) 90 156 520
12
ii 1 (3x2 - 6x - 8) 2
6 3 2 2
60 • two pairs of sides 13 5
• each pair form adjacent sides (the sides meet)
• the sides in each pair are equal in length
• one of the diagonal bisects the other
• diagonals meet at a right angle a HCF = 2 ì 2 ì 13 = 52
• the angles are equal where the pairs meet b LCM = 3 ì 2 ì 2 ì 13 ì 2 ì 5 = 1560
61 The hare is 500 times as fast as the tortoise. 91 15 members
62 Answers will vary. 92 5 times the side length of the cube
720 Answers
93 (-4, 5), (-3, 2), (-2, -1), (-1, -4) and (0, -7) 121
94 y
A
7
P (3, 6)
6
5
4
3
2
C (0, 2)
1
-5 -4 -3 -2 -1
-1
0 1 2 3 4 5x
-2
-3
B
-4
At (0, 7) and (0, -3)

95 75 cm
96 There are 36 outcomes, 15 under 7, 6 equal to 7 and 122 a 23è
15 over 7. So, you would have a greater chance of 1.6 m
winning if you chose ‘under 7’ or ‘over 7’ rather than
‘equal to 7’.
97 The average is a three-digit number with all digits the
same as the middle digit. Cliff face
98 Large arc = sum of lengths of two smaller arcs 80 m
99 79
100 Multiply side length by 3 2 (1.26).
101 67.5 m2 Sea with waves
102 q = 53.13è, x = 0.3 m b 192.24 m
103 a $29.81 123 The percentage profit of the low end jeans is greater.
b $25.64 The statement can be true, but only if it is assumed that
c $72 080.58 more of the low end jeans will be sold (as they are more
104 Answers will vary. Possible answers are 4096 and affordable).
262 144. 124 a 11 cm
105 a 1634.20 m
b 1641.22 m
106 4.5% 15 cm
107 $207.41
108 a Answers will vary.
b 45
109 3.5% loan is 0.0025 ì loan cheaper. 15 cm
6 cm
15 cm
110 Answers will vary. Greatest percentage profit on
$400 000 house. 14 cm 14 cm
b 1.64 m 14 cm
112 17
113 a $125.06
b 13.75% 11 cm
114 a 2è b 315 cm2
b Angles are the same. 125 a $26.25 b $19.38
115 a (2 13 + 4) m c Answers will vary.
b 10 m 126 a As the wedge is moved horizontally from left to right
116 $1155 the concrete block can be lifted higher.
117 41% b 1.6 m
118 2.004 ì 104 km 127 a x + y < 38 b Less than 28.5 hours
119 Answers will vary. 128 a $15 460
Answers 15 ➜ 15
120 Regular Over Total b $48 725

Hours worked pay time pay pay c $36 456
d $119 800
a 32 464 0 464 129 a = 1 and b = 5
b 38.5 522 54.38 576.38 130 Any combination that satisfies 60 í d í 48
c 40.5 522 101.50 623.50 b SAS
c 4 cm
d 47.2 522 295.80 817.80
d PR 6 cm; PS 5 cm and PQ 10 cm
Answers 721
132 $3676.50 161 Not true. You would pay more.
133 Answers will vary. 162 Stockings $13, socks $5, a tie $17, cuff links $8, a shirt
134 a Yes $25 and a belt $12
b No. Selling price is $19.80. 16
163 81
135 $42.50
164 38.75 m
165 10.42% p.a.
137 $980, 13% profit
166 a Stewart $930.75, Helen $1108.80
138 a 61.6 cm b 29è 9 Å b i 85 hours
c Answers will vary. ii No, because she would have worked 92.5 hours,
139 a $78.13 b $288 000 which is 22.5 hours over the required 70 hours per
140 a Sell at $25 b Sell at $20 fortnight.
141 a Y = 78.7A b ¥196 750 c $894.94
c YT = 76.5A 167 a 5 years
142 Answers will vary. b i R = 2.89%
143 a p r2 cm2 ii Yes, because this interest is lower than what her
b p (r + 1)2 cm2 account is currently earning.
c Answers will vary. 168 Answers will vary. One solution is provided.
d 5p cm2 The salesperson should accept the offered price as this
e Answers will vary. earns a commission of $44.80 which is more than the
144 a 53.13è commission which would be earned if the boat was to
b Answers will vary sell after 7 weeks. ($41.60)
145 a Answers will vary. 169 1
b Yes 170 Here are two sets of values: x = 5 and y = 20, x = 6 and
c 91.04 y = 12.
146 a WY = 13 m
b WX = 6.3 m
c Triangular based pyramid whose base is the chapter 16
right-angled triangle 5 m, 12 m, 13 m.
147 a $66 per week Functions
b 39 weeks Are you ready?
c i $4070 1 A map of Australia
ii No. Petrol costs $28.71 per week.
y
16 13 GH
35 E K
148 a m L
13 30 D F I
7 25 C J M
b 29 13 m2 N
20
149 a d = 214.5 m 15 B O
T S
b 70.9 m 10 A U R
Q P
150 a Answers will vary. 5
b 37 degrees
c i Yes 0 5 10 15 20 25 30 35 x
ii 17.26 m
151 y = 39è, x = 3 cm 2 a
152 a The hypotenuse is (a + b). x 1 5 10
b The relationship is a = 4b.
153 Answers will vary. y 3 23 48
154 Shop B b
155 $7.56 per hour x -3 0 3
156 24 factors
157 x = 6z y -3 6 15
158 This is the journey of the ball.
3 a y
6
5
4
3
2
1
-4 -3 -2 -1 0 1 2 3 4 5 6 x
-1
The ball travels along the diagonal of each of the -2
squares. The length of each diagonal is 5 2 cm. -3
-4
Total length travelled = 21 ì 5 2 cm = 105 2 cm
159 $640
160 W = 3, X = 8, Y = 2 and Z = 6 Rule: y = 12 x + 2
722 Answers
b y b x y c Many-to-many
1
y = 2x + 2 12
10 -2 -1
8 0
1
6 3
4 2
4
2
3 5
-10-8 -6 -4 -2 0 2 4 6 8 10 x
-2
-4 4 B 5 C
-6 6 a b One-to-one
-8 3 13
4 -2
Rule: y = -2x + 3 1 4
4 a 20 b -16 c 18 6 10
5 a x>3 b -2 < x < 1 c x Ç -1 -1 19
6 a
-5 -4 -3 -2 -1 0 1 2 3 4 7 a b Many-to-one
3 16
b -4 4
-3 -2 -1 0 1 2 3 4 1
25
-3
Exercise 16A — Introduction to functions -1 1
1 a 5 9
Adelaide 8 a i (5, 11), (3, 7), (-1, -1), (0, 1), (-3, -5), (2, 5)
Brisbane ii x -3 -1 0 2 3 5
Carlton y -5 -1 1 5 7 11
Collingwood iii y
11
Essendon NSW 10
Fremantle 9
Geelong 8
Qld
7
Hawthorn 6
Kangaroos SA 5
4
Melbourne
3
Vic
Port Adelaide 2
1
Richmond
WA
St Kilda -4 -3 -2 -1 0 1 2 3 4 5 6 x
-1
Sydney -2
-3
West Coast -4
Western Bulldogs -5
-6
iv y = 2x + 1 v 2 times x plus 1
b One-to-many b One-to-one
2 A (1, 1), B (4, 2), C (-2, 2), D (-2, -2), E (1, -3), 9 The set of positive and the set of negative integers: match
Answers 16A ➜ 16b
F (5, -1.5) 1 with -1, 2 with -2 and so on.

3 a y 10 Yes, match 0 with 0, 1 with 1, 2 with 8, 3 with 27, 4 with
6 64 and so on. Integers and their cubes.
5 (1, 5)
A (3, 4)
Exercise 16B — Function notation
4
(-2, 3) 3 (2, 3) 1 a x í −1 b yí0
2
2 −1
1
c f(x) = + 2 x + 1, x í 2
(2, 0) 2 C
-4 -3 -2 -1 0 1 2 3 4 5 6 x 3 a No restriction b No restriction
-1
(3, -1) c f(x) = 4x – 3
-2
-3 4 a xò0 b No restriction
-4 1
c f(x) = , x ò 0
x
Answers 723
5 a No restriction Exercise 16C — Fully defining a function
b No restriction 1 y
c f(x) = x2 20
6 a y
15
15
10
10
5
5
0 x
-2 2 4 6 8
0 2 4 6 8 10 x
-5
2 E
3 y
b y > -2
20
7 D
8 Domain: x > -5, range: y > -5
9 Domain: x Æ R, range: y Æ R 10 h(x) = x2 + 1
10 Domain: x < 5, range: y í -4
11 Domain: -7.5 < x Ç 7.5, range: y {-2.5, 2.5, 5, 7.5}
12 1
f(x) = x2 - 2x - 7 -5 -4 -3 -2 -1 0 1 2 3 4 5 x
13 A
4 y
x 2 5x 0
14 a f(x) = − -6 -5 -4 -3 -2 -1 x
3 3
b f(x) = x2 + 3x + 9 -5
3x 3
c f(x) = +
8 2 -10
x 7
d f(x) = + -15
3 6
e f(x) = 2x2 – 3x + 1
-20
−55 x 2 5 x
−
f f(x) = − +5
3 3 5 y
30
15 a 0 Ç x < 10
b f(1) = 2(1) = 2
f(3) = 32 = 9 20 f(x) + g(x)
f(5) = 52 = 25
c y 10
100
90 (0, 2)
80
0 5 10 x
70
60 6 y
50 (0, 1)
40
0 x
30 -2 2 4
20
-5
10
0 x
2 4 6 8 10 -10
y = 2x y = x2
f(x) = 1 - x2
d f(-1) and f(11) do not exist, as -1 and 11 are not in
-15
the domain.
16 a h(k(x)) = 6x2 - 2
b k(h(x)) = 18x2 - 24x + 8 7 f(x) = x2 + 4x + 15, x Æ {-1, 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
c No 8 f(x) = 6000x, 0 Ç x Ç14, x Æ Z+
17 f (x) = 3x + 4 is not even. 9 f(x) = 6x - 8, x Æ R
18 a Both functions are odd. 10 C
b Function is odd. 11 f(x) = 0.5x2 - 3, -4 Ç x < 3, x Æ R
c Subtracting two odd functions creates another odd 12 f(x) = -2x - 15, x < 0, x Æ R
function. 13 B
724 Answers
14 a Domain: -4 Ç x < 3, x Æ R, range: 5 Ç y < 37, y Æ R d Range: -3.5 Ç y Ç -13.1
b Domain: -2 Ç x Ç 1, x Æ R, y
Range: -22.5 Ç y Ç 5, y Æ R 10
c Domain: x Æ {-3, -2, -1, 0, 1, 2}, 8
Range: y Æ {-11, -7, -3, 1, 5, 9} 6
d Domain: x Æ {-5, -4, -3, -2, -1, 0, 1}, 4
Range: y Æ {-4, -3, -2, -1, 0, 1, 2} 2
15 C (not E because weight < 0)
-12 -10-8 -6 -4 -2 0 2 4 6 8 10 12 x
16 a A(r) = 9pr2 -2
b Area is 9 times as large. -4 (0, -3.5)
c Surface area increases by a factor of 100, volume by a -6
-8 l(x) = -2.4x - 3.5
factor of 1000.
17 a P(x) = 40x - 100 -10
-12
b 0 Ç x < 1000 (4, -13.1)
18 a There are two y-values for each x value.
3 C
b i y = ê 4 − x2
4 a f(x) = 3x – 4 y
ii (4 - x2) í 0 so -2 Ç x Ç 2 30
Exercise 16D — Working with functions

20
1 a y
15
10
10
-5 0 5 10 x
5 f(x) = -2x + 5
-10
-6 -4 -2 0 2 4 6 x -20
-5 b f(x) = -2x + 16 y
30
b -1 < y < 13, y Æ R

2 a y 20
15
10
10
-5 0 5 10 15 x
5 g(x) = 0.5x - 1
-10
-8 -6 -4 -2 0 2 4 6 8 10 12 14 x c f(x) = -2.5x – 1.5 y

10
-5 (-4, 8.5) 8
6
Range: -5 < y < 5.5 4
2
b y c y
-10-8 -6 -4 -2
-2
0 2 4 6 8 10 x
30
6
Answers 16C ➜ 16D
-4
-6
20
4 -8
2 -10
k(x) = 3 x + 4
(4, -11.5)
10
h(x) = 4x - 2.5 2
5 a y b Range: -4 Ç y Ç 32
-2 0 2 4 6 8 x 30
-4 -2 0 2 4 x
-10 20
Range: 4 Ç y Ç 6
3
10
-20
Range: -6.5 Ç y < 25.5 -2 2 4 6 8 x
Answers 725
6 a y 10 a f(x) = 22 x + 50
40 b Domain: x Æ {3, 3.5, 4 . . . 7}
(6, 36)
c y
30
200
20
150
10
(-1, 8)
100
-2 2 4 6 8 x
-10 50
Range: -4 (est.) < y < 36

b y 0 2 4 6 x
-4 -2 2 4 6 x
-20 d2
-40
11 a A(d ) = p b 19.63
4
-60 c A
-80 80
-100
60
Range: -108 < y < 4.5
40
c y
-4 -2 2 4 6 x 20
-20
-40
-60 0 5 10 d
Range: -56 Ç y Ç 4.5 12 a, b y

10
d y y = 5 - 4x
5
40 (0.7, 2.2)
0 x
30 -2 2
-5
20 y = 6x - 2
-10
10
13 a, b y
1
y = 2x
-2 2 4 6 8 x 10
Range: 2.8 Ç y Ç 45
0 x
-5 5
7 a 0.5 b -9.4
y = 2x -10
8 a 1 b ê7 y = 2x
1
9 a y
15
c No, only y = 2x is linear
10 14 a 75 m b Ball is rising.
c t=5 d 0ÇtÇ5
5
15 a Since the area needs to be greater than 0, A(x) > 0,
the values for x, for which A(x) > 0, are x > 2. At
-2 0 2
x x = 2, A(x) = 0, which would mean that there is no
enclosure.
b Yes because if she chooses x = 5, this satisfies the
b y
function A(x), i.e.
15
A(x) = (5 - 2)(5 + 1).
10 = 18 m2
Chapter review
5 Fluency
1 D 2 B 3 C 4A 5 D
x
6 a y Æ{-25, -30, -30 . . .}
-2 0 2 b y < -20, y Æ R
c 5 Ç y < 45, y Æ R
726 Answers
7 a -2 c y
b 20 100
c 368
8 a Yes, each x-value has only 1 y-value. 80
b No, x = 2 has two y-values.
c Yes, each x-value has only one y-value. 60
9 a y = -1.25x - 2.5
−7 4 40
b y= 5 x+ 5
c y = -x2 + 5 20
−2 11
10 a f(x) = 3 x + 3 HL
0 x
b f (x) = 83 x2 - 43 x - 47 500 1000 1500 2000
Years
7
c f (x) = d About 1600 years (actually 1580 years)
1+ x
11 a y e 0.0438 grams
50 3 a y
20
40 f(x) = 6x - 2
30
20 10
10
0 x
-10 -8 -6 -4 -2 0 2 4 6 8 10 x 20 40
-10
-20 b 40 m c 20 m
-30 d Domain 0 Ç x Ç 40, range 0 Ç y Ç 20
-40 e No, horizontal distance from the player = 30 m,
maximum height = 15.75 m above the ground.
b y 4 a
50
Sandy Tennis
40
(-3, 33) 30 f(x) = 2x2 - 6x - 2
Doug Soccer
20 (5, 18)
10
Trevor Football
-10 -8 -6 -4 -2 0 2 4 6 8 10 x
-10 Khan Basketball
-20
-30
-40 b Many-to-many
Problem solving CHAPTER 17

1 a Quadratic
b Quadratic algebra
x -5 -4 -3 -2 -1 0 1 2 3
Are you ready?
y -8 2 8 10 8 2 -8 -22 -40 1 a Linear b Non-linear c Non-linear
d Linear e Linear f Non-linear
c -40 Ç y Ç 10 2 a 4(m + 2) b 2x(x - 3)
d y c 3a(4b + 3)
30 3 a 8 b 9 c 12 d 2.5
20
4 a 13 b 1.1 c 0.2 d 19
10
x+2
5 a b x+5 c 2
Answers 17A ➜ 17A
-6 -4 -2 0 2 4 6 x 2
(-5, -8) -10 2 1
-20 6 a 3 b c
3 2
-30
-40 Exercise 17A — Quadratic equations
(3, -40)
1 a Linear b Quadratic
e 3.875 c Quadratic d Quadratic
f x = -2 e Other f Linear
2 a 0.000 438 g Quadratic h Quadratic
b i Other j Linear
k Other l Other
x 0 200 400 600 800 1000 1200 1400 1600 1800 2000
2 a x2 + 2x - 1 = 0 b x2 + x - 10 = 0
f(x) 100 91.6 83.9 76.9 70.4 64.5 59.1 54.2 49.6 45.5 41.7 c 4x2 + 5x - 30 = 0 d 8x2 - 11x + 2 = 0
e 2x2 + x - 60 = 0 f x2 - 17 = 0
Answers 727
g 2x2 + 5x - 40 = 0 h x2 - 3x + 6 = 0 g (2b + 5)(2b - 5) h (3a + 4)(3a - 4)
i 3x - 4x + 23 = 0
2 i (5d + 1)(5d - 1)
3 a D b C 2 a (x + y)(x - y) b (a + b)(a - b)
4 a AS1 = x2 c (p + q)(p - q) d (5m + n)(5m - n)
b AC = p x2 e (9x + y)(9x - y) f (p + 6q)(p - 6q)
c p x2 - 4 cm2 g (6m + 5n)(6m - 5n) h (4q + 3p)(4q - 3p)
d x2 = p x2 - 4 i (2m + 7n)(2m - 7n)
e (p - 1)x2 - 4 = 0 3 a (x + 13)(x + 5)
5 x2 + 5x - 86 = 0 b (p + 13)( p + 3)
6 a 2r b Square = 4r 2, circle = p r2 c (p - 2 + q)( p - 2 - q)
c (4 - p )r 2
d (4 - p )r2 = 15 d (c - 6 + d)(c - 6 - d)
7 The fraction’s highest power is not equal to 2 therefore it e (x + 7 + y)(x + 7 - y)
is not a quadratic. f (p + 5 + q)( p + 5 - q)
1 g (a + 3 + b)(a + 3 - b)
8 Because x cannot be equal to 0 ( is undefined),
x h (a - 2)(a - 4)
therefore the domain is not all real numbers. i (b + 5)(b - 7)
4 a 2(m + 4)(m - 4)
Exercise 17B — Solving quadratic equations of the b 5(y + 3)(y - 3)
form ( x - a )( x - b ) = 0 c 6(p + 2)(p - 2)
1 a x = -3, x = 2 b x = -2, x = 3 d 4(m + 5)(m - 5)
e 2(12 + x)(12 - x)
c x = -2, x = 3 d x = -2 12 , x = - 43
f 5(4 + a)(4 - a)
e x = -4, x = - 12 f x = 1 , x = -30 g 25(2x + y)(2x - y)
2
h 4(6p + q)(6p - q)
g x = - 12 , x = 3 h x = 1, x = 13 i 2(4y + x)(4y - x)
j 7(y - 1)(y - 5)
i x = 0, x = 2 j x = - 13 , x = 14 k 2(y + 1)(y - 9)
k x = -2.3, x = 0.3 l x = - 16 , x = 1 l 3(b + 9)(b + 1)
6 5 a (x + 5)2 b (p - 12)2
m x=2 n x = 0, x = 154 c (n + 10)2 d (x + y)2
o x = -4 e (u - v)2 f (8 + e)2
g (2m - 5)2 h (7 + 3a)2
2 a, b, d, f, h and i are in the correct form. i (9x + 4y)2 j 2(x + 6)2
c No, not an equation. k 3(x - 4y)2 l 2(3a + 2b)2
e No, the right-hand side is not equal to 0. 6 a C b A c D d A e C
g No, not expressed as a product of 2 factors. 7 a p r2 m2 b (r + 1) m
3 a x = 2, x = -2, x = -3 c p (r + 1)2 m2 d (p (r + 1)2 - p r2) m2
b x = -2, x = 2.5 e p (2r + 1) m 2 f 35 m2
c x = -2, x = -4 g 47 m2
d x = 0, x = -2, x = -4 8 a w2 + 10w + 25
e x = 1.1, x = -2.4, x = -2.6 b i 100 ii 225 iii 625
f x = -3, x = - 12 , x = 1 23 c Check with your teacher.
g x=3 9 a 282 = 400 + 2(20)(8) + 64 = 784
h x = -1, x = 2 b 312 = (30 + 1)2 = 900 + 2(30)(1) + 1 = 961
4 a D b B 10 a 12 ì 18 = (15 - 3)(15 + 3) = 225 - 9 = 216
5 a x(x + 10) = 0; x = 0 or x = -10 b 19 ì 21 = (20 - 1)(20 + 1) = 400 - 1 = 399
b 2x(x - 7) = 0; x = 0 or x = 7 11 a x3 - 8 b x3 - 27
8
c 5x(5x - 8) = 0; x = 0 or x = 5 c x3 + 8 d x3 + 27
6 4 seconds Difference or sum of 2 cubes
7 5 and 9 or -5 and -9 12 a (x + 10 )(x - 10 ) b 4(x + 8)(x - 8)
8 x = 4 or x = -0.5 c (x2 - y)(x2 + y) d 5(2x - 1)
9 Length = 15 m, width = 12 m e (y - 2x2)(y + 2x2)
10 x = -2. The solution x = 1 is not possible as it would f (102 - x2)(102 + x2) = (10 - x)(10 + x)(100 + x2)
1 1 13 x3 + 3ax2 + 3a2x + a3
make = , which is undefined.
x −1 0
Exercise 17D — Solving quadratic equations with
11 a 10 metres
1 1 two terms
b y = 250 x(100 - x); a = 250 , b = 100 1 a x = -3, x = 3 b x = -4, x = 4
c 9.42 m c x = -3, x = 3 d x = -5, x = 5
e x = -10, x = 10 f x = -7, x = 7
Exercise 17C — Factorisation and expansion g x = -3, x = 3 h x = -2, x = 2
patterns i No real solutions j No real solutions
1 a (x + 5)(x - 5) b (x + 9)(x - 9) k x = -3, x = 3 l x = -4, x = 4
c (a + 4)(a - 4) d (5 + p)(5 - p) m x = -5, x = 5 n x=0
e (11 + a)(11 - a) f (6 + y)(6 - y) o x=0
728 Answers
2 a x = 0, x = -6 b x = 0, x = 8 c 25 cm for area 500 cm2
c x = 0, x = -9 d x = 0, x = 11 d Width = 22 cm, length = 27 cm
e x = 0, x = 6 f x = 0, x = 7.5 e 594 cm2
g x = 0, x = 2 h x = 0, x = -1 3 f Proof
3 4 g Width = (x - 3)
i x = 0, x = 2 1 j x = 0, x = -1 h 62 cm
2
1
i 1.08 m (1 m 8 cm)
k x = 0, x = l x = 0, x = -5
4
m x = 0, x = -12 n x = 0, x = 18 Exercise 17F — More quadratic trinomials
o x = 0, x = 2.5 1 a 2(x + 2)(x + 3) b 3(x + 4)(x + 1)
3 a A b C c 2(x - 2)(x - 4) d 3(x - 3)(x - 1)
e 4(x + 2)(x - 3) f 3(x + 5)(x - 2)
4 4 or -4 g 2(x + 7)(x - 3) h 3(x - 6)(x + 3)
5 a For example, let $x be Kylie Ciccone’s fee. i 5(x + 6)(x - 2)
b $x2
2 a (x + 3)(2x + 1) b (x + 2)(2x + 3)
c $64 000 000
c (x + 2)(3x + 1) d (x - 3)(2x - 1)
d x2 = 64 000 000
e (x - 1)(3x + 2) f (x + 1)(5x - 2)
e $8000
g (x - 2)(7x - 3) h (2x - 3)(5x + 2)
6 a 30 metres b 9 metres
7 a x2 b x2 - x i (x + 4)(2x - 3)
c x -x=0
2
d x = 0 or x = 1 3 a B b A c D
e Since 0 is not a positive number, x = 1 is the only 4 a (2x - 1)(x + 2) b (4x + 3)(2x - 1)
solution. c (3x + 2)(2x - 1) d (2x + 5)(x + 2)
8 a Answers will vary. 5 a (3x - 4)(x + 1) b (2x - 3)(3x + 7)
b Let x = side of square plot. 6 a (6x - 5) cm by (2x + 1) cm
Area of square plot is x2. b 1.5 cm
Area of rectangular plot is (x - 3)(x + 4). c 3.5 cm or 1.1 cm
Since areas are equal: x2 = (x - 3)(x + 4). 7 a (3x + 2)(2x - 1)
Therefore, x = 12. b x = -1
Square plot is 12 m ì 12 m, rectangular plot
is 16 m ì 9 m. Exercise 17G — Solving quadratic equations with
9 a 2.5 b 10 m three terms
c y(35) = 0.01(100(35) - 2.5(35)2) = 4.4 m, so the ball 1 a x = 2, x = 4 b x = -2, x = -4
sails over her head by 2.7 m. c x = -1, x = -5 d x = 2, x = -3
e x = 3, x = -5 f x = -2
Exercise 17E — Factorising quadratic trinomials g x = 4, x = -6 h x = 8, x = -3
1 (x + 3)(x + 1) 2 (x + 1)(x + 11) i x = -3, x = 4 j x = -12, x = -1
3 (a + 5)(a + 1) 4 (b - 1)(b - 7) k x = 11, x = -1 l x = 4, x = -5
5 (x - 2)(x - 3) 6 (y - 3)(y - 4) m x = -25, x = -4 n x = 5, x = 10
7 (c + 5)(c - 4) 8 (x + 7)(x - 3) o x = 4, x = -2
9 (x + 10)(x - 1) 10 (p + 4)(p - 7) 2 a -3, - 1 b -1, 2 c -2 1 , 3
11 (q - 9)(q + 3) 12 (x + 2)(x - 8) 2 5 2
13 (y + 1)(y + 9) 14 (x - 4)(x - 8) d -3, -1 e -21 , -2 f -1, - 2

3 3
15 (c + 4)(c - 9) 16 (m - 7)(m + 2)
17 (x + 5)(x - 11) 18 (m - 12)(m - 2) g 12, 3 h 2
, 3 i 5
- 7, 1
5 5
19 (x - 9)(x - 3) 20 (k - 11)(k + 2) 5 1 1
21 (x - 1)(x + 12) 22 (x - 6)(x - 7) j
7
, 4 k -1 2 , 2 l -2 1 , - 13
2
23 (a - 2)(a + 3) 24 (a - 4)(a + 1) 3 a B b D c D
25 (x - 5)(x + 2) 26 (x - 2)(x + 4) 4 a 0
27 (x - 6)(x + 1) 28 (x - 1)(x + 5) b 0 = 2 - t2 - t or 2 - t2 - t = 0
29 (b - 7)(b + 5) 30 (c - 16)(c + 1) c t = -2, 1
31 a No b (x + 1)(x + 1) d 1s
Answers 17b ➜ 17G
c When b = the sum of any factor pairs of 1, namely 5 a (x + 2)(x + 3) b (z - 2)(z - 1)

b = 2, b = -2 c (a + 6)(a - 4) d (p - 6)(p + 5)
32 a (x + 2)(x - 1) b No e (x - 5)(x - 1) f (x - 2)(x - 3)
c When 1 = the sum of any factor pairs of c g (x - 6)(x + 1) h (x + 6)(x - 1)
33 a 2(x - 7)(x + 2) b 4(x + 2)(x + 5) i (y - x)(y + x) j (2h - g)2
c -2(x + 4)(x - 3) d 5(x - 3)(x - 5) k (9 - y)(9 + y) l (x + 6)2
34 D 6 a 1 b 1 c 2
35 x2 + 10x + 16 = (x + 2)(x + 8) 1
d 4, -1 e -1 4 , 1 f 5, 10
Length = (x + 2), Width = (x + 8)
Perimeter = 2(x + 2) + 2(x + 8) = 4x + 20 7 x = 1, -6
36 a Possible answers include 50 cm by 10 cm, 25 cm by 8 a 52 bicycles
20 cm, 5 cm by 100 cm. b n = -2(t - 26)(t + 1)
b Length is x + 5 cm for area x2 + 5x cm2. c t = 26 months
Answers 729
9 a x=0 x 1
2 a b 2 c
b 0 = t2 - 5t + 4 or t2 - 5t + 4 = 0 3 2
c t = 1, 4 p+2
d 3 e 1 f
d After 1 min p−2
e 4 min s −6 4
10 Zoe plus 15 friends (16 altogether) g h a-3 i
3s m+2
11 5 different size squares (including 1 oriented diagonally)
12 a (20 - x)(30 + 5x) a−3 m−2 p+2
j k l
b x2 - 14x + 40 = 0 a−5 m+5 p−4
c x = 4 or 10, so the price is between $10 and $16.
a+2
d Maximum income is $845 when the price is $13. 3 a a+1 b c a-1
3
Exercise 17H — Solving quadratic equations in x+2 x−4
d p-3 e f
turning point form a ( x - h ) 2 + k = 0 2 2
1 a x = -1, x = -3 b No real solutions 2( x − 2)
c x = 1, x = -7 d x = 0, x = 8 g 3(x + 6) h 3(x - 8) i
3
e x = 1, x = -5 f No real solutions
g x = -7, x = -3 h No real solutions 3( x − 5) 1 1
j k l -
i x = 4, x = 12 5 x+5 x−4
2 D 2 3 5
3 a (x + 5)2 - 225 = 0 b x = -20, x = 10 m n o
3 4 6
4 a Minimum of 2 metres at x = 10 p 3
b a = 0.03 c 5 metres 4 a x+3 b p-5 c y-4
5 a Step 1: (6 ó 2)2 = 9 7 5
Step 2: x2 + 6x + 9 - 9 - 10 = 0 d a + 10 e f
Step 3: (x + 3)2 - 9 - 10 = 0 5− x 5−b
Step 4: (x + 3)2 - 19 = 0 9 4 7
b Step 1: (10 ó 2)2 = 25 g h i
y−9 m−4 1 − 2x
2
Step 2: x2 + 10x + 25 - 25 - 12 = 0
Step 3: (x + 5)2 - 25 - 12 = 0 3 1 − 2a 2b + 1
j k l
Step 4: (x + 5)2 - 37 = 0 2m − 1 a+3 5 − 8b
3x + 1 7 − 2b 3(m + 2)
Exercise 17I — Problems and applications using m n o
9− x b+5 4m − 1
quadratic equations 2(2 − a)
1 10 seconds p
2 3 seconds 3 + 2a
3 a -$4.80 (loss) b $2203.20 5 a x+2 b x+3 c x-4
4 7 m by 6 m d b-7 e a-9 f a - 11
5 Megan 6 years old, Thomas 11 years old a−3
g x+7 h m+8 i
6 7.9 m/s and 39.5 m/s a+4
7 a p = $12 b p = $11 p +1 x+3 m −1
8 a 30 m b 10 m j k l
p+5 x −1 m+6
9 -15 y+2 x−2 x−5
10 2 or 5 m n o
11 2 y+6 x+2 x−2
12 180 m x+6
p
13 a 1 m b 3m x−3
14 7 m 6 a 10 b 3 c 4
15 a 2x m2 b 2x2 m2 c 2m 3 12(a + 2)
d 3 e f
16 a 2(x + y) b 2(x + y) = 30 4 a+3
c Proof d xy m2 6x + 1 m+4 x+5
e x(15 - x) f 15x - x2 g h i
8( x + 7) m+7 x+3
g 5 m by 10 m
17 a 100 = 2x + b b Area = xb x+2
j
c Area = 100x - 2x2 d x = 25 m x−4
Exercise 17J — Simplifying algebraic fractions 7 x = 3, x = -4, x ò -3, -5
1 2
8 a 1 b Yes
1 a b c 1 c Answer check d Undefined
2 3
d 3 e 1 f 3 9 a (x + 1)(x + 11) - (x - 1)(5x - 1) = 0
h 5( p − 3) 2x2 - 9x - 5 = 0
g 1 h i b x = -0.5, x = 5
4 2 p−2
c Answer check
b+3 x +1
j x+2 k l d x ò 1, -11. These produce a fraction that is undefined
b+5 x−6 with a denominator of f.
730 Answers
Chapter review 3 a–f y
Fluency 4 A
1 D 2 A 3 C 4 B 5 A 6 D B
3
7 D 8 C 9 E 10 C 11 A 12 B 2
13 x = -4, x = 3 D
1
E
14 x = 3.5, x = 4 -4 -3 -2 -1 0 1 2 3 4 x
15 a (x + 8)(x - 8) -1
b (a + 12)(a - 12) -2 F
c (7b + 1)(7b - 1) -3
-4
d (2f + 3g)(2f - 3g)
-5 C
e (n + 1 + m)(n + 1 - m)
f (r - 1 + 2s)(r - 1 - 2s) 7
16 a (c + 1)(c + 4) b (p - 2)( p + 12) 4 a x = -6, x = -8 b x = 3, x = - 2
c (y - 6)(y - 4) d (x + 1)(x + 2) c x= 1
12
e (m - 2)(m - 5) f (m + 22)(m + 2)
5 a (x + 3)(x + 4)
17 a 2(a + 6)(a + 2) b 3(b - 6)(b - 2)
b (x + 6)(x - 2)
c 4(c - 6)(c + 2) d (x + 1)(2x + 1)
c (x - 12)(x - 1)
e (x - 1)(3x + 2) f (2x + 3)(3x + 2)
6 a x = -8, x = -3
18 a x = -3, x = 3 b x = -5, x = 5
b x = 3, x = 7
c x = -7, x = 0 d x = -1, x = 5
c x = -12, x = 5
e x = 1, x = 10 f x = -1 , x = 5 Exercise 18A — Graphs of quadratic functions
2
19 a x = -10, x = -1 b x = -2, x = 0 1 a Axis of symmetry: x = 0, Turning point (0, 0),
c No real solutions Minimum
20 a x = -6, x = 2 b x = 0, x = 6 b Axis of symmetry: x = 0, Turning point (0, –3),
c x = -6, x = 4 Minimum
21 a x + 4 c Axis of symmetry: x = –1, Turning point (–1, –2),
b x2 Minimum
c 2 d Axis of symmetry: x = 0, Turning point (0, 0),
4( x + 1) Maximum
d
x −1 e Axis of symmetry: x = 0, Turning point (0, 2),
Maximum
x−7
e f Axis of symmetry: x = 2, Turning point (2, –1),
x−2 Maximum
x+6 2 a x = 0, (0, 1), minimum
f
x −1 b x = 1, (1, -3), minimum
c x = -2, (-2, 2), maximum
Problem solving d x = -1, (-1, -2), maximum
1 6s e x = 2, (2, 2), minimum
2 -2 f x = 0, (0, 1), maximum
3 7m 3 a x = 0; TP (0, -1), minimum; x-intercepts are -1 and 1,
4 a p2 y-intercept is -1.
b p2 - 140p + 4500 b x = 0; TP (0, 1), maximum; x-intercepts are -1 and 1,
c 140p - 4500 y-intercept is 1.
5 a Length = (x - 4) cm, width = (x - 6) cm c x = 1; TP (1, -4), minimum; x-intercepts are -1 and 3,
b (x2 - 10x + 24) cm2 y-intercept is -3.
c 624 cm2 d x = -2; TP (-2, 1), maximum; x-intercepts are -3
6 a x2 + 2x = 35 and -1, y-intercept is -3.
b 5 1 1 1
7 a h=0 e x = - 2 ; TP (- 2 , -1), minimum; x-intercepts are -12
b 0 = 3 - t2 - 2t and 1 , y-intercept is - 3 .
Answers 17H ➜ 18A
4
c t = -3 or t = 1 2
d 1s f x = 1 ; TP ( 1 , 2), minimum; no x-intercepts, y-intercept

2 2
8 a $20 is 2 1 .
b $12 4
c $144 000; $8 per DVD g x = 2; TP (2, 0), minimum; x-intercept is 2, y-intercept
is 4.
h x = -1; TP (-1, 0), maximum; x-intercept is -1,
CHApter 18 y-intercept is -1.
i x = 1; TP (1, 4), maximum; x-intercepts are -1 and 3,
Quadratic functions y-intercept is 3.
Are you ready? j x = 2; TP (2, -9), minimum; x-intercepts are -1 and 5,
1 3 y-intercept is -5.
1 a x = -2 b x=3 c x = 12 or
2 4 a B b C
2 a 0 b -16 c -38 c A d D
Answers 731
5 a y Exercise 18B — Plotting points to graph quadratic
15
functions
1 a y = 2x2
10
x -3 -2 -1 0 1 2 3
5
y= 2x2 18 8 2 0 2 8 18
(-3, 18), (-2, 8), (-1, 2), (0, 0), (1, 2), (2, 8), (3, 18)
0 x b y = x2 - 4
−4 −2 2 4
x -3 -2 -1 0 1 2 3
−5
y= x2 -4 5 0 -3 -4 -3 0 5
The shape is a parabola. (-3, 5), (-2, 0), (-1, -3), (0, -4), (1, -3), (2, 0), (3, 5)
b x=0 c y = -x2 + 4x + 5
c y = -4
d x = -2, x = 2 x -2 -1 0 1 2 3 4 5 6
6 x -6 -4 -2 0 2 4 6 8 y -7 0 5 8 9 8 5 0 -7
y 30 12 2 0 6 20 42 72 (-2, -7), (-1, 0), (0, 5), (1, 8), (2, 9), (3, 8), (4, 5), (5, 0),
(6, -7)
7 C 2 a i y ii x = 0
8 a (0, 0)
b Maximum 15
9 a (-2, -2) y
0 x 10
-5 5
-5
(0, -6) 5
-10
0 x
-2 2
-15 b i y ii x = 0
5
b y
15
0 x
-2 2
10
-5
5 c i y ii x = 2
(-7, 0)
x 5
0 (1, 0)
-10 -5 5
(-3, -2)
-5 0 x
-2 2 4
10 y
10 -5
8
6
3 x -2 -1 0 1 2 3 4 5
4
2
y= -x2 +x -6 -2 0 0 -2 -6 -12 -20
0 x
-2 -2 2 y
By inspection or algebra the graphs meet at -4 -2

0
2 4 6
x
(0, 0) and again at (1, 1).
11 a The graph has the shape of a parabola. -5
Height 10 15 20 25 30 35 40 45 50
-10
Cost 100 225 400 625 900 1225 1600 2025 2500
b $2025 c 27 metres -15
12 a $2400 b 37 metres
13 (-18, 0) -20
14 x = 1.5
732 Answers
4 a y = x2 + 8x + 15, -7 Ç x Ç 0 f y = -x2 + 4x + 5, -2 Ç x Ç 6
2
y = x + 8x + 15y yy = -x2 + 4x + 5
12
(2, 9)
8
15
4
10
5 -2 0 2 4 6 x
-4
-6 -4 -2 0 x -8
(-4, -1)
i x = -4 i x=2
ii (-4, -1), minimum ii (2, 9), maximum
iii x-intercepts are -5 and -3, y-intercept is 15. iii x-intercepts are -1 and 5, y-intercept is 5.
b y = x2 - 1, -3 Ç x Ç 3 g y = 2x2 - 16x - 18, -1 Ç x Ç 9
2
y y=x -1 y = 2x2 - 16x -18
y
8
-4 0 4 8 12 x
6 -10
4 -20
2 -30
-40
-4 -2 0 2 4 x -60 (4, -50)
(0, -1)
i x=0 i x=4
ii (0, -1), minimum ii (4, -50), minimum
iii x-intercepts are -1 and 1, y-intercept is -1. iii x-intercepts are -1 and 9, y-intercept is -18.
c y = x2 - 4x, -1 Ç x Ç 5 h y = -x2 - 4x - 3, -4 Ç x Ç 2
y y = x2 - 4x (-2, 1) y
6
4 -4 -2 0 2 4 x
2 -5
-10
-2 0 2 4 6 x
-15
-2
-4 (2, -4) -20
i x = 2, i x = -2
ii (2, -4), minimum ii (-2, 1), maximum
iii x-intercepts are 0 and 4, y-intercept is 0. iii x-intercepts are -3 and -1, y-intercept is -3.
d y = x2 - 2x + 3, -2 Ç x Ç 4
5 a
x -3 -2 -1 0 1 2 3
y = x2 - 2x + 3
y
12 y = x2 + 2 11 6 3 2 3 6 11
10
8 y = x2 + 3 12 7 4 3 4 7 12
6
4 y
2 15
(1, 2) y = x2 + 3
-4 -2 0 2 4 x
10
i x=1
ii (1, 2), minimum 5
iii No x-intercepts, y-intercept is 3. y = x2 + 2
e y = x2 + 12x + 35, -9 Ç x Ç 0
Answers 18B ➜ 18B
y 0 x
-4 -2 2 4
35
y = x2 + 12x + 35
30 b Axis of symmetry: x = 0 for both equations.
25 c No x-intercepts for either equation.
20
15 6 h
10 1
Height (km)
5 h = - 1–2 x2 + x
1–
-8 -6 -4 -2 0 x 2
(-6, -1)
i x = -6 0 1 2 x
ii (-6, -1), minimum
iii x-intercepts are -7 and -5, y-intercept is 35. Maximum height is 500 m.
Answers 733
7 a Stopping distances c The cost of the Easter eggs should be $2 to make a
s profit of $16.
2
60 s= v
Stopping distance (m) 260
d Natalie could charge up to $6 before she makes a loss.
50
40 Exercise 18C — Sketching parabolas of the
30
form y = ax 2
1 y = 4x2
20 y
10 4
3
0 20 40 60 80 100 120 v 2 y = 4x2 is narrower.
Speed (km/h) y = x2
1
i 14 m ii 38 m iii 55 m -2 -1 0 1 2 x
b 81 km/h
8 a –21 èC Turning point for each is at (0, 0) x-int. and y-int. is
b 1 hour and at 21 hours 0 for both.
2 y
c t = 11 hours 4
y = x2
d 100 èC 3
9 a 12.5 metres 2 y = x2 is narrower.
b h 1 y = 1– x2
15 2
-2 -1 0 1 2 x
Height (m)
10 Turning point for each is at (0, 0) x-int. and y-int. is 0

for both.
3 y
5 4
2
0 t
1 2 3 y = 0.25x2
Time (s) 0 x
-4 -2 2 4
c 2.2 seconds
-2
10 y (8, 64)
60
Vertical distance (m)
4, 5 y
50
40 (0, 0)
30 No. They were -6 -4 -2
0
2 4 6
x
20 2.3 metres across.
y = -x2 + 16x y = -0.5x2 -5 y = -5x2
10
y = -x2
0 2 4 6 8 10 12 14 16 x
-10
Horizontal distance (m)
11 h (12.5, 156.25) -15

h1 = -x2 + 25x
(6, 72) The 9 iron

h2 = -2x2 + 24x y = -x2 is narrower than y = -0.5x2.
y = -5x2 is the narrowest.
0 x
6 12 6 a B b A
c B
12 a 1.6 metres b 4 metres c 1.05 metres 7 a iii b vi
13 a y c i d ii
15
e iv f v
8 Answers will vary; for example, y = 2x2.
10 9 Answers will vary; for example, y = -0.5x2.
Profit
10 a y = 3x2
5 b y = -x2
11 a -350
b -350
0 x c -31.5
2 4 6
Cost d -7.875
b The graph should not be to the left of the P axis e -16.94
because Natalie would be selling the mini Easter eggs 12 a 400 watts
at a negative cost there. b 625 watts
734 Answers
13 a y = 2x2 b y = x2 y = 1–3 x2 5 a x-intercepts: (-2, 0) (2, 0)
y y
y = x2 y
4 (0, 4)
2
0 x
-5 5
x -4 -2 0 2 4 x
-2
y = -3x2 -4 -10
y = -4x2
A tie A bow
-20
14 y = 2 x2
3
15 a S = 1 562 500f 2 b 6 b No x-intercepts
y
Exercise 18D — Sketching parabolas of the form
y = ax 2 + c
1 a y = x2 + 1 b y = x2 + 4
-4 -2
0
2 4
x
y y
4 (0, -4)
4 (0, 4)
3 -5
3
2 (0, 1) 2
1 y = x2 1 y = x2 -10
(0, 0) (0, 0)
-2 -1 0 1 2 x -2 -1 0 1 2 x
c 2
d 2 -15
y = x2 y = x - 1 y = x2 y = x - 4
y y
4 4
2 2
(0, 0) (0, 0)
c x-intercepts: (-1, 0) (1, 0)
-4 -2 0 2 4 x -4 -2 0 2 4 x
-2 (0, -1) -2 y
-4 -4 (0, -4)
(0, 1)
e y = x2 f y = x2
-4 -2
0
2 4
x
y y
(0, 1) -5
(0, 0)
-1 0 1 x
(0, -1)
0 (0, 0) x
-10
y = -x2 + 1
y = -x2 - 1
-15
2 A positive number moves the graph up.
3 A negative number moves the graph down.
4 a y b y
y = x2 - 5 6 a No
b A negative sign inverts the graph.
(0, 2) y = x2 + 2 0 x c x = 0 (the y-axis)
0 x 7 a C b E
(0, -5) c E d E
x=0 x=0 8 a iii b iv c v
Minimum Minimum d i e vi f ii
9 5 km above sea level
c y = -x2 + 3 d y = -x2 + 4
y y y
(0, 3) (0, 4) 5
4
Answers 18C ➜ 18D
x x 3
0 0
2
1
x=0 x=0 -5 -4 -3 -2 -1 0 1 2 3 4 5 x
-1
Maximum Maximum -2
e y y = -x2 - 3 f y -3
2
y=x - 1–2 -4
0 x
(0, -3) -5
10 a x-intercepts: (-9, 0), (9, 0)

x
(0, - 1–2 ) b 243 cm
x=0 x=0 c 18 cm
Maximum Minimum 11 a About –4 Ç x Ç 4
Answers 735
b y e Minimum turning f Minimum turning
12 point (5, 0) point (-6, 0)
10 y y
8
6
30 30
4
2
20 20
-5 -4 -3 -2 -1
-2
0 1 2 3 4 5 x
-4
-6 10 10
-8
-10
0 x 0 x
-12 5 10 -10 -5
y-intercept (0, 25) y-intercept (0, 36)

c 12 m 2 a x=1 b x=3
d 6.9 metres c x = -4 d x = -2
12 a y = x2 - 3 e x=5 f x = -6
b y = x2 - 10 3 The graph is translated h units to the right.
13 h = -t2 + 16 4 The graph is translated h units to the left.
5 a Maximum turning b Maximum turning
14 Intersections at (- 2, 0) and ( 2, 0) point (1, 0) point (3, 0)
y y-intercept (0, -1) y-intercept (0, -9)
y y
5
0 x 0 x
5 5
y = x2 - 2
0 x -5 -5
-4 -2 2 4
y = -x2 + 2
-5
c Maximum turning d Maximum turning

point (-4, 0) point (-2, 0)
y-intercept (0, -16) y-intercept (0, -4)
Exercise 18E — Sketching parabolas of the form y y
y = (x - h)2 0 x 0 x
-5 -5
1 a Minimum turning b Minimum turning
point (1, 0) point (3, 0) -5 -5
y y
10 10 -10 -10
5 5 -15
0 x 0 x
5 5
e Maximum turning f Maximum turning
y-intercept (0, 1) y-intercept (0, 9) point (5, 0) point (–6, 0)
y-intercept (0, -25) y-intercept (0, -36)
c Minimum turning d Minimum turning y y
point (-4, 0) point (-2, 0)
y y 0 x 0 x
5 10 -10 -5
15 15 -10 -10
10 10 -20 -20
5 5 -30 -30
0 x 0 x
-5 -6 -4 -2
6 No, the graph is inverted, but with the same axis of
y-intercept (0, 16) y-intercept (0, 4) symmetry and turning point. The y-intercept changes.
736 Answers
7 a C b D b i y = x2 y y = (x - 2)2 ii 2 right
8 a vi y = (x - 2)2 - 1 iii 2 right, 1 down
4
b ii 3
c iii
d i
(2, 0)
e iv
(0, 0) x
f v
(2, -1)
9 a y = (x - 2)2 or y = (x - 4)2
b y = (x - 2)2 or y = (x + 4)2
10 a No difference c i y = (x + 3)2 2 ii 3 left
y = (x + 3) + 2 y = x2
b 2nd graph is translated 4 units to the left of the y iii 3 left, 2 up
1st graph. 11
c 2nd graph is ‘inverted’ and is the mirror image of the 9
1st graph in the x-axis. (-3, 2) (0, 0)
11 y = -3(x - 2)2 (-3, 0) 0 x
12 y = -0.001 875(x - 200)2
13 a x-intercept (3, 0), y-intercept (0, 36)
b x-intercept (h, 0), y-intercept (0, ah2)
d i 2
y = (x - 4)2 y = (x - 4) - 1 ii 4 right
14 a a = 2250, h = 2 y y = x2 iii 4 right, 1 down
b t = 5 (June) 16
c There are only two unknown quantities (a and h). 15
In this case there is only one x-intercept while most
parabolas have two x-intercepts. (0, 0) (4, 0)
0 (4, -1) x
Exercise 18F — Sketching parabolas of the form
y = (x - h)2 + k e i y y = x2
1 a y = (x - 1)2 + 1 b y = (x + 2)2 - 1
y y
(-1, 0) (0, 0)
-1 x
3 (-1, -2)
2 -3
y = -(x + 1)2
(1, 1) y = -(x + 1)2 - 2
0 x 0 x
(-2, -1) ii Reflect in the x-axis, 1 left
iii Reflect in the x-axis, 1 left, 2 down
Minimum Minimum
f i y = x2
c y = (x - 3)2 + 2 d y = (x + 3)2 - 2 y
y y (2, 0)
7 (0, 0)
-4 (2, -2) x
11 -6
y = -(x - 2)2
(3, 2) 0 x y = -(x - 2)2 - 2
0 x
(-3, -2)
ii Reflect in the x-axis, 2 right
Minimum Minimum iii Reflect in the x-axis, 2 right, 2 down
e y f y
(1, 2) 4 a E b A c C
5 a y = (x + 2)2 + 3
(-2, -1) 0 x 1
b (-2, 3)
-5 0 x 6 a Answers may vary, for example y = (x + 3)2 - 4 is the
simplest.
b 5
y = -(x + 2)2 - 1 y = -(x - 1)2 + 2
Answers 18E ➜ 18F
7 y (2, 3)
Maximum Maximum
0 x
2 It is easy to find the turning point (h, k) from the 5
equation. -10
3 a i y = (x - 1)2 + 3
y
y = x2 4 y = -(x - 2)2 + 3
(1, 3) 8 a y = (x - 2)2 + 1
1 2 b y = -(x - 2)2 - 1
y = (x - 1)
c y = (x + 2)2 - 1
(0, 0) (1, 0) x
d y = -(x - 3)2 + 4
ii 1 right e y = (x + 1)2 - 4
iii 1 right, 3 up f y = (x - 1)2 - 4
Answers 737
9 a h 2 a y = x2 + 8x + 12 b y = x2 + 8x + 15
h = -(x - 2)2 + 5 y y
(2, 5) 12 15
1
0 x
-6 -2 0 x
b 1 metre -5 -3
(-4, -4) 0 x
c 5 metres (-4, -1)
10 a y = -(x + 2)2 b y = (x - 3)2 - 1
c y = (x + 1)2 + 2 d y = -(x - 4)2 + 6 c y = x2 + 6x + 5 d y = x2 + 10x + 16
y y
-4 5 16
11 a y = (x - 150)2 + 400
225
b 150 metres x
-5 -1 0 -8 -2 0 x
12 C
(-5, -9)
13 a 40 èC (-3, -4)
b 15 èC
c 5 hours e y = x2 + 2x - 8 f y = x2 + 4x - 5
y y
d t = (h - 5)2 + 15 9
t
40 (0, 40) -4 0 2 x -5 0 1 x
30 -5
20 -8
10 (5, 15) (-1, -9) (-2, -9)
h g 2
y = x - 4x - 12 h y = x2 - 6x - 7
y y
14 y = 6(x - - 101)2
Axis of symmetry x = 1
Therefore h = 1
-2 0 6x -1 0 7x
k = -10 (minimum)
-7
y-intercept = -4 implies -4 = a(0 - 1)2 - 10, or a = 6. -12
15 Minimum value at y = 2, so k = 2. (2, -16) (3, -16)
Axis of symmetry at x = 4, so h = 4.
Therefore a = 0.5 i 2
y = x - 10x + 24 j 2
y = x - 6x + 5
y y
y = 0.5(x - 4)2 + 2 24
Check using y-intercept
y = 0.5(-4)2 + 2 = 10, therefore confirmed. 5
0 1 5 x
Exercise 18G — Sketching parabolas of the form 4 6 (3, -4)
y = ( x + a )( x + b ) 0 (5, -1) x
1 a y = (x + 2)(x + 6) b y = (x - 3)(x - 5)
y y k y = x2 - 5x + 6 l y = x2 - 3x - 10
12 15 y y
6
-2 0 5 x
-6 -2 0 x 0 2 3 x
(2 1–2, - 1–4 ) -10
3 5
(-4, -4) 0 x (1 1–2 , -12 1–4 )
(4, -1)
3 y
c y = (x - 3)(x + 1) d y = (x + 4)(x - 6)
y
y
5
-1 0 3 x -4 0 6 x 0 x
-5 5 10
-3
(1, -4) -24
(1, -25) -5
e y = (x - 5)(x + 1) f y = (x + 1)(x - 2)
y y -10
-1 4 y = (x - 2)(x - 6)
-1 0 5 x -2 2 x 5 D
-5
(0.5, - 2 1–4 ) 6 a 20 m b 4, 24
(2, -9)
c (4, 0), (24, 0) d x = 14
738 Answers
e (14, 10) f 10 m d y
(40, 80)
g 10 m h y = -0.1(x - 4)(x - 24)
y
(14, 10)
(80, 0)
x
5 a 14 m
0 (4, 0) (24, 0) x
b 20 m
7 12 m c 7 s
8 a (6, –9) d 20.25 m
b y = (x - 6)2 - 9 e h
c Intercept form expanded: 24
y = x2 - 12x + 27 20
Turning point form expanded: 16
y = x2 - 12x + 36 - 9 = x2 - 12x + 27
y 12
d
5 8
4
(3, 0) (9, 0)
0 x -2 2 4 6 8 t
5 10
-5 6 a No profit
b P
-10 (6, -9) 0
20 40 60 n
-200
9 x = 11 -400
10 a h(t) = -8t(t - 16) -600
x-intercepts are (0, 0) and (16, 0). -800
Therefore, axis of symmetry at t = 8, h(8) = 512 -1000
Since coefficient of t2 is negative, turning point is a -1200
maximum.
b Maximum height = 512 m at t = 8 seconds. c 30 bears d $25; 35 bears
11 a From t = 0, to t = 6; h = 2t 7 a 2(x + y) = 80
From t = 6 to t = 12; h = -0.5(t - 8.5)2 + 15.125 b Answers will vary.
From t = 12 to t = 21; h = -t + 21 c A = x(40 - x)
b 0 Ç t Ç 6, 6 Ç t Ç 12, 12 Ç t Ç 21 d y
Exercise 18H — Applications 500
(20, 400)
1 a h 400
16 300
200
12
100
8
0 x
4 10 20 30 40 50
x e 400 m2
2 4 6 8 f x = 20 m; y = 20 m
b 16 m 8 a Perimeter = 2x + y = 55 m, so y = 55 - 2x
2 a i 19.6 m b Area = xy = x(55 - 2x) = 55x - 2x2
ii 240.1 m c x = 13.75 m, y = 27.5 m, area = 387.125 m2.
Answers 18G ➜ 18H
b d 9 a 1 m b 9 m
250 c 1 s d from 2 to 4 seconds
200 e h f 10 m
150 10
100
8
50
6
2 4 6 8 t
4
3 a 120 metres
b 2 minutes 2
4 a i 75 km ii 60 km t
b 80 km 2 4 6
c 80 km high after travelling 40 km horizontally g 6 s h 6.16 s
Answers 739
10 a Inverted b h = 5t(4 - t) c y = 2x2 - 4x + 4, -2 Ç x Ç 3
c t = 0, t = 4; 4 seconds d Maximum turning
point at (2, 20) x -2 -1 0 1 2 3
e 20 m f h (2, 20)
20 y 20 10 4 2 4 10
15
10 y
5 (4, 0)
0 t 4
1 2 3 4
(1, 2)
11 Let x = horizontal distance, y = vertical distance across 0 x
the bridge (0 Ç x Ç 40) y = 2x2 - 4x + 4
y = -0.01x(x - 40) x = 1, TP (1, 2), minimum, no x-intercepts, y-intercept
Chapter review is 4.
Fluency d y = -x2 + 6x - 5, 0 Ç x Ç 6
1 a B b C c A d A
2 a B b A c A x 0 1 2 3 4 5 6
3 a C b E c B d E
4 a C b D c C y -5 0 3 4 3 0 -5
5 a E b A c B
6 D 7 E 8 B y (3, 4)
9 A 10 C
11 a x = 0, TP (0, -4), minimum, x-intercepts are -2 and 2, 0 1 5 x
y-intercept is -4.
b x = 0, TP (0, 9), maximum, x-intercepts are 3 and -3, -5
y-intercept is 9. y = -x2 + 6x - 5
c x = 1, TP (1, 0), minimum, x-intercept is 1, y-intercept
is 1. x = 3, TP (3, 4), maximum, x-intercepts are 1 and 5,
d x = -3, TP (-3, 0), maximum, x-intercept is -3, y-intercept is -5.
y-intercept is -9. 13 a y b y
e x = -1, TP (-1, 1), minimum, no real x-intercepts,
y-intercept is 2.
f x = -1, TP (-1, -4), minimum, x-intercepts are 1 and y = 1–2 x2
-3, y-intercept is -3. y = 2x2
12 a y = x2 - 4x, -2 Ç x Ç 6 (0, 0) x (0, 0) x
x=0 x=0
x -2 -1 0 1 2 3 4 5 6
Minimum Minimum
y 12 5 0 -3 -4 -3 0 5 12 c y d y
(0, 0) (0, 0)
y = -4x 2 x x
y
y = x2 - 4x
y = - 1–3 x2
x=0 x=0
-1 0 4 x
(2, -4) Maximum Maximum
14 a y b y = x2 - 4
x = 2, TP (2, -4), minimum, x-intercepts are 0 and 4,
y
y-intercept is 0.
x
2
(0, 2) y = x + 2
b y = -x2 - 2x + 8, -5 Ç x Ç 3 x
(0, -4)
x -5 -4 -3 -2 -1 0 1 2 3 x=0
Minimum x=0
y -7 0 5 8 9 8 5 0 -7
Minimum
(-1, 9) y
8 c y d y y = x2 - 3
y = -x2 - 2x + 8
x
(0, 5) y = x2 + 5
-4 0 2x x (0, -3)
x = -1, TP (-1, 9), maximum, x-intercepts are -4 and x=0
2, y-intercept is 8. Minimum Minimum
740 Answers
15 a y b y (2, 0)
x 5 a 45 m b 9 s c 49 m
-4 d h
1 50 (2, 49)
y = (x + 1)2
(-1, 0) x 45
(0, 45)
y = -(x - 2)2 40
Minimum Maximum
c y d (-2, 0) y
2
y = (x - 5) 30
25 x
-4 20
(5, 0) x
y = -(x + 2)2 10
Minimum Maximum
16 a y = (x - 1)2 + 1 b y = (x + 2)2 + 3
y
(9, 0)
y 0 2 4 6 8 910 t
6 a w + l = 50 b A = l(50 - l)
2 7
c A d 625 cm2
(1, 1) (-2, 3) 650 (25, 625)
x 0 x 600
550
Minimum Minimum 500
c y y = (x - 3)2 - 2 d y = – (x + 1)2 – 4 450
y
7 400
(1.6, 0) 350
x 300
(4.4, 0)
(-1, -4) 250
0 x -5 200
(3, -2) 150
Minimum Maximum 100
50
Problem solving (50, 0)
1 (-1, 16) H 0 10 20 30 40 50 l
15
7 a $125 b P
(25, 225)
200
100
0 (10, 0) (40, 0)
-5 0 3 x 10 20 30 40 50 n
-100

H = -(x + 1)2 + 16 16 metres -200
2 a y = (x + 2)(x - 2) b y = (x + 3)(x - 7) -300
y y -400
-3 0 7 x -500
-2 0 2 x c $225 for 25 sausages d 10 or 40 sausages

-21 8 a 2.6 m b p = 0.25, q = 2.25
(0, -4) (2, -25) c x = 1.25 d 2 m
Minimum Minimum e y (1.25, 2)
c y = x2 - 2x - 15 d y = x2 + 3x + 2 2m
y y
-3 0 5 x 1m (2.6, 0)
2
Answers 18H ➜ 18H
1m 2m 3m x
-15 -2 -1
(1, -16) 0 x (0.25, 0) (2.25, 0)
1– 1–
(-12 , -4 )
Minimum Minimum
3 50 metres, 4 H
20 metres 5
Height (yards)
4
3
(0, 2.1)
2 (16, 0)
1 (22, 0.3)
0 x
4 8 12 16 20 24 28
Distance (yards)
Yes
Answers 741
Glossary
2-dimensional: plane shape with dimensions, such as length Cartesian coordinates (x, y): pairs of numbers that give
and width or length and height in two directions the position of a point on the 2-dimensional flat plane, the
3-dimensional: shape that occupies space with dimensions; Cartesian plane. The first number is the x-coordinate and the
such as length, width and height in three directions second number is the y-coordinate.
Census: process of collecting data from the entire target
Absolute relative error: estimated value – actual value population
actual value
Circumcentre: point equidistant from the three vertices of a
Acute angle: angle greater than 0è but less than 90è triangle. The mediators of the sides of a triangle intersect at
Adjacent angles: two angles that are next to each other, the circumcentre.
sharing a common arm (ray) and a common vertex Circumcircle: see Circumscribed circle
Algebraic fractions: fractions that contain pronumerals Circumference: distance around the outside of a circle. It is
(letters) given by the rule 2πr or πD, where r is the radius and D is
Allied angles: see Co-interior angles the diameter of the circle.
Alternate angles: angles on opposite sides of the transversal Circumscribed circle: circle with its centre at the
positioned between the parallel lines. These angles are equal circumcentre and passing through all vertices of the triangle.
in size. It is also called the circumcircle.
Angle bisector: line that divides any given angle into two Class centre: see Midpoint
smaller angles of equal size Class intervals: groups of equal size into which grouped
Angle of depression: angle measured down from a data is divided
horizontal line (through the observation point) to the line of Coefficient: the number part of a term
vision
Co-interior angles: angles on the same side of a transversal
Angle of elevation: angle measured up from the horizontal positioned between the parallel lines. These angles are
line (through the observation point) to the line of vision supplementary.
Arc: a portion of the circumference of a circle Commission: method of payment usually calculated as a
Area: amount of surface enclosed by the shape. Area is percentage of the value of goods sold
measured in square units; such as square metres, m2, and Complement (of a set): complement of a set, A, written AÅ
square kilometres, km2. is the set of elements that are in x but not in A
Asymptote: a line that a graph approaches but never meets Complementary angles: angles that add to 90è
Average speed: the total distance travelled during a journey Composite shape: figure made up of more than one basic shape
divided by the total time taken; given by the formula:
Compute: calculate
total distance travelled
average speed = Concentration: a measure of the strength of a solution. The
total time taken measured units can be, for example, g/mL.
Axis of symmetry: vertical line dividing a parabola into two
Conditional probability: where the probability of an event
equal halves; one the mirror image of the other
is conditional (depends) on another event occurring first. For
Base: digit at the bottom of numbers written in index form; two events A and B, the conditional probability of event B,
for example, in 64, the base is 6. This tells us that 6 is given that event A occurs, is denoted by P(B|A) and can be
multiplied by itself four times. P ( A ∩ B)
Basic numeral: answer to a number written in index form; calculated using the formula: P ( B | A) = , P ( A) ≠ 0 .
P ( A)
for example, the basic numeral of 62 is 36 Cone: pyramid with a circular base
Bias: opinion or process that prevents a fair consideration of Congruent figures: identical figures with exactly the same
an issue shape and size
Bi-modal distributions: a distribution of data that has two Constant: term without a pronumeral; that is, a number
modes
Construction: accurate drawing of a figure
Binomial factor: factor containing two terms; for example,
in the expression 5(x + y) + 6b(x + y), (x + y) is a binomial Continuous: describes numerical data in which the
factor. It contains two terms and is common to both terms of information can take values that are not whole numbers
the expression. Corresponding angles: angles on the same side of the
Boxplot: graphical representation of the 5-number summary; transversal both either above or below the parallel lines.
that is, the lowest score, lower quartile, median, upper These angles are equal in size.
quartile and highest score for a particular set of data Cosine (cos) ratio: ratio of the adjacent side to the
Cancelling: dividing the numerator and denominator of a hypotenuse in a right-angled triangle;
adjacent adj
fraction by the highest common factor of both cos q = or cos q =
hypotenuse hyp
Capacity: maximum amount of fluid contained in an object.
It is usually applied to the measurement of liquids and Counting numbers: see Natural numbers
measured in units; such as, millilitres (mL), litres (L) and Cross-section: identical ‘slice’ produced when cuts are made
kilolitres (kL). across a prism parallel to its ends
742 Glossary
Cube: polyhedron with 6 faces. All faces are squares of the Estimation: approximate answer based on information
same size. given
Cube root ( ): one of three equal factors of a number. Event: set of favourable outcomes in each trial of a
3
Finding a cube root is the opposite of cubing a number. probability experiment

Cuboid (or rectangular prism): polyhedron with 6 faces, at Expanding (algebra): multiplying everything inside the
least two of which are rectangles opposite each other brackets by what is directly outside the brackets. Expanding
Cumulative frequency: total of all frequencies up to and is the opposite of factorising.
including a particular score Expected value: number of times an event is expected to
Cumulative frequency polygon: line graph formed when the occur from a certain number of trials. The expected value
cumulative frequencies of a set of data are plotted against the E(x) = n ì p, where n represents the number of trials and p
end points of their respective class intervals, and then joined is the probability of success or the probability of that event
with straight-line segments. It is also called an ogive. occurring in one trial.
Cylinder: solid with circular ends Experiment: process of performing repeated trials of a
probability activity to obtain data that predict the chances of
Denominator: bottom term of a fraction. It shows the total certain things happening
number of parts into which the whole has been divided.
Experimental probability: probability determined by
Density: the ratio of mass to volume of a substance. It is observing an experiment and gathering data;
mass
given by the formula: density = . It is measured in number of ways the event can occur
3 volume Pr(event) =
units such as g/cm . total numbb er of equally likely outcomes
Dependent: describes successive events in which one event Expression: group of terms separated by + or – signs.
affects the occurrence of the next Expressions do not contain equals signs.
Dependent variable: y-axis (or vertical) variable Exterior angle: angle formed when any side of a closed
Difference of two squares: type of expansion of a pair of shape is extended outwards
brackets (a + b)(a – b) = a2 – b2 Factor form: displays all the multiplications of a number
Dilation: non-isometric transformation, also known as written in index form; for example, 53 = 5 ì 5 ì 5
stretching, enlargement or reduction Factor pairs: pairs of numbers that multiply together to
Direct proportion: describes a particular relationship equal another number. They are factors of the same number.
between two variables (or quantities); that is, as one variable Factorising: breaking down a number or expression into
increases so does the other variable. The graph of the smaller factors
relationship is a straight line, passing through the origin and Factors: whole numbers that divide exactly into another
the rule used to relate the two variables is y = kx. whole number, without any remainder
Direct variation: describes a particular relationship between Finite: fixed number or amount; for example the decimal
two variables or quantities; as one variable increases, so does 0.25 has a fixed number of decimal places
the other variable
FOIL: diagrammatic method of expanding a pair of
Discount: reduction in the price of an article usually brackets where the letters in FOIL represent the order of the
calculated as a percentage of the marked price expansion; First, Outer, Inner and Last
Discrete: describes numerical data in which the information Frequency: number of times a particular score appears
can only take certain exact values, usually whole numbers
Frequency polygon: special type of line graph with the
Disjoint sets: sets with no elements in common with each other same scaled axes as the histogram. Mid-points on top of the
Distributive Law: the product of one number with the sum histogram columns are joined by straight lines. The polygon is
of two others equals the sum of the products of the first closed by drawing lines at each end down to the score (x)-axis.
number with each of the others; for example 4(6 + 2) = 4 ì 6 Function: a process that takes a set of x-values and produces
+ 4 ì 2. It is also applicable to algebra; for example, a related set of y-values. For each distinct x-value, there
3x(x + 4) = 3x2 + 12x. is only one related y-value. They are usually defined by a
Dodecahedron: regular polyhedron (platonic solid) with formula for f (x) in terms of x; for example, f (x) = x2.
12 faces, all regular pentagons Gradient (slope) m: measure of how steep something is. The
Double time: paid twice the normal hourly rate rise y −y
gradient of a straight line is given by m = or m = 2 1
Empty set: a set that contains no elements (also known as a run x2 − x1
null set); represented by • and is constant anywhere along that line.
Equally-likely outcomes: outcomes in a probability Gross wage: amount paid before tax is taken out
experiment with the same chance of occurring Grouped data: scores placed into class intervals of equal
Equation: mathematical sentence containing a left-hand size. Data are grouped when there is a large amount of data
side, a right-hand side and an equals sign between them or the data are spread over a wide range.
Higher order roots ( ): include the cube root, the fourth
n
Equidistant: equal in distance
Equivalent fractions: different fractions representing the root and so on; for example, the cube root of 27 is written as
same amount; formed by multiplying (or dividing) both the ( 3 27 )and equals 3. The fourth root of 16 is written as ( 4 16 )
numerator and denominator by the same (non-zero) value and equals 2, since 2 ì 2 ì 2 ì 2 = 16.
Error: difference between a measurement and the actual Highest common factor (HCF): largest factor common to
value all the numbers or expressions given
Glossary 743
Histogram: column graph with no gaps between the Lowest common multiple (LCM): lowest multiple that two
columns and each column ‘straddles’ an x-axis score, starting or more numbers have in common
and finishing halfway between scores. The x-axis scale is Maximum error (measurement): half the degree of
continuous and usually a half-interval is left before the first accuracy
column and after the last column. Maximum turning point: highest point on an inverted
Hypotenuse: longest side of a right-angled triangle, always parabola
opposite the right angle Mean: measure of the centre (average) of a set of data, given
Icosahedron: regular polyhedron (platonic solid) with sum of all scores ∑x
20 faces, all equilateral triangles by Mean = or x = . When data are
number of scores n
∑( f × x)
Improper fraction: fraction with numerator larger than its presented in a frequency distribution table x = .
n
denominator, for example 45
Median: measure of the centre (middle) of a set of data.
Incentre: intersection point of the angle bisectors of a It is the middle score for an odd number of scores arranged
triangle in numerical order (ordered). For an even number of scores,
Incircle: see Inscribed circle. the median is the average of the two middle scores when
Independent variable: x-axis (or horizontal) variable they are ordered. Its location is determined by the rule:
Index (power or exponent): indicates the number of times a n +1
.
base is to be multiplied, when written in index form 2
Index form: form of writing the product of prime factors. It Mediator: perpendicular bisector of a line segment
has a base and an index or power. The index indicates how Midpoint: centre score of each class interval in grouped data
many times the base is being multiplied by itself. Minimum turning point: lowest point on an upright
Inequation: expression containing an inequality sign; that is, parabola
<, >, í or Ç Modal class: term used when analysing grouped data. It is
Infinite: never ending; for example the decimal 0.3 is given by the class interval with the highest frequency.
non-terminating and therefore its number of decimal places Mode: measure of the centre of a set of data. It is the score
cannot be counted that occurs most often. There may be no mode (all scores
Inscribed circle: circle touching all three sides of a triangle occur once), one mode or more than one mode (two or more
and its centre at the incentre; also called an incircle scores occur equally frequently).
Integers (Z): positive whole numbers, negative whole Multi-step equations: require more than one arithmetic
numbers and zero operation to find the value of the variable
Mutually exclusive: cannot occur together. On a Venn
Interest: percentage charged for the use of someone else’s
diagram, two mutually exclusive events appear as
money
disjoint sets.
Interquartile range (IQR): difference between the
Natural numbers (N): positive whole numbers; 1, 2, 3, 4, . . .
upper quartile, QU and the lower quartile, QL; that is,
IQR = QU - QL. It is the range of the middle half of the data. Net: 2-dimensional plan that can be cut out and folded to
form the 3-dimensional shape
Intersection (of sets): represents the common elements of
two or more sets. A ¶ B denotes the intersection of sets A Null Factor Law (NFL): used to solve quadratic equations;
and B. states that if a ì b = 0, then either a = 0 or b = 0 or both
a = 0 and b = 0
Irrational numbers (I ): cannot be written as fractions.
Examples of irrational numbers include surds, p and non- Null set: a set that contains no elements (also known as an
empty set); represented by •
terminating, non-recurring decimals.
Numerator: top term of a fraction. It shows how many parts
Isometric drawing: 2-dimensional representation of a
there are.
3-dimensional shape, in which vertical lines remain vertical,
horizontal lines are drawn at an angle and parallel edges Oblique drawing: 2-dimensional representation of a
remain parallel 3-dimensional shape, in which the front of the shape is
shown as its true shape, while the sides and the top are
Like terms: terms containing exactly the same pronumeral
drawn at either a 30è or 45è angle
(letter) part. For example, 3ab and 7ab are like terms, but 5a
is not. Obtuse angle: angle greater than 90è but less than 180è
Line of vision: straight line from an observation point to the Octahedron: regular polyhedron (platonic solid) with
object being viewed 8 faces, all of which are equilateral triangles
Linear equations: equations in which the variable has an Odds: probabilities in gambling
index (power) of 1 Ogive: see Cumulative frequency polygon
Loss: difference between the total of a retailer’s costs (cost One-step equation: requires only one arithmetic operation
price) and the price at which the goods are sold (selling to find the value of the variable
price). It occurs when the costs exceed the selling price and Origin: the point on the Cartesian plane where the x- and
is calculated by the rule: Loss = cost - selling price. y-axes intersect
Lower quartile: score marking the end of the first quarter in Orthogonal drawing: drawing of the front view, the top
an ordered set of data. It is denoted by QL and is calculated view and the side views of an object
by finding the median of the lower half of the data. Outcome: result obtained from a probability experiment
744 Glossary
Outliers: extreme values that distort a set of data Protractor: flat, semicircular (or circular) instrument
Overtime: time worked beyond normal hours graduated around the curved edge and used to measure and
Pair of compasses: instrument with two hinged legs used to draw angles
make geometrical constructions Pythagoras’ theorem: in any right-angled triangle, the
Parabola: graph of a quadratic function square of the hypotenuse is equal to the sum of the squares
of the other two sides. The rule is written as c2 = a2 + b2
Parallax error: error introduced when taking a measurement
where c is the hypotenuse and a and b are the two shorter
from different positions
sides.
Partial variation: describes a relationship between two
Pythagorean triples: sets of three whole numbers that
variables in which the dependent variable is the sum of two
satisfy Pythagoras’ theorem
components — a direct variation (kx) and a constant (c)
Quadrants: four regions of the Cartesian plane produced by
Payout: winnings paid for successful bets. A payout is made
the intersection of the x- and y-axes
on the ratio given by the odds, with the initial investment
being returned plus the winning amount. Quadratic binomial: algebraic expression containing two
terms, where the pronumeral with the highest power is a
Percentage: out of 100 or per hundred; for example, 81%
81 squared term
means 81 out of 100 or 100 ; used to represent part of a quantity
Quadratic equation: equation where the term with the
Perigon (revolution): angle equal to 360è (a full circle) highest power is a squared term
Perimeter: distance around the outside (border) of a shape Quadratic trinomial: algebraic expression containing three
Perpendicular bisector: line dividing a line segment into terms, where the pronumeral with the highest power is a
two equal parts and perpendicular (at right angles) to it squared term
Perspective drawing: drawing in which objects are as they Quadrilateral: 2-dimensional closed shape formed by four
appear to the eye, with sides converging to a point or points straight sides
at a distance (vanishing point/s, VP). The vanishing point is Random: governed by chance; cannot be predicted
located at an arbitrary horizon line, HL.
Random sampling: survey that ensures all subjects have
Piecework: payment for each ‘piece’ or article completed an equal chance of inclusion in the sample
Planometric drawing: 2-dimensional representation of a Range: difference between the highest and lowest scores in
3-dimensional shape, in which the top and bottom are true a set of data:
shapes, angled at either 45è and 45è or at 30è and 60è to the Range = highest score – lowest score
vertical
Ratio: comparison of two or more quantities of the same
Platonic solid: regular (all sides and angles equal) polyhedron kind
Plot: place points on the Cartesian plane using the x- and Rational numbers (Q): can be written as fractions, where
y-coordinates to draw a graph of an equation the denominator is not zero
Plotting graphs: placing points on the Cartesian plane using Real numbers (R): set of all rational and irrational
the x- and y-coordinates to draw graphs numbers
Polygon: 2-dimensional, closed shape with 3 or more sides, Recurring decimals: decimals with one or more digits
each a straight line repeated continuously; for example 0.999. . . They can be
Polyhedron: 3-dimensional shape in which each flat surface expressed exactly by placing a dot or horizontal line over the
(face) is a polygon. The plural is polyhedra. or 8.34.
repeating digits; as in 8.343 434 . . . = 8.34
Population: the whole group from which a sample is drawn
Reflex angle: angle greater than 180è but less than 360è
Prime numbers: counting numbers with exactly two factors,
Relative frequency: frequency of a particular score divided
itself and 1
by the total sum of the frequencies; given by the rule:
Prisms: solid shapes with identical opposite ends joined by frequency of the score
straight edges. They are 3-dimensional figures with uniform Relative frequency of a score =
total sum of frequencies
cross-sections.
Retainer: fixed amount paid to a sales representative
Probability: likelihood or chance of a particular event
Revolution: see Perigon
(result) occurring, given by:
number of favourable outcomes. Right angle: angle that equals 90è
Pr(event) = Right-angled triangle: triangle containing a right (90è)
number of possible outcomes
The probability of an event occurring ranges from 0 angle
(impossible/will not occur) to 1 (certainty/will definitely Rounding: technique used to give an approximate answer. If
occur) inclusive. rounding to the first digit when the second digit is 0, 1, 2, 3
Profit: difference between the total of a retailer’s costs (cost or 4, the first digit stays the same. If the second digit is 5, 6,
price) and the price at which the goods are sold (selling 7, 8 or 9, then the first digit is rounded up to the next value.
price); given by the rule: Profit = selling price – cost This also applies to decimals; for example 2.456 rounded to
2 decimal places is 2.46.
Pronumeral: letter used in place of a number
Royalty: payment made to people who own copyright,
Proportion: corresponding elements are in proportion if
calculated as a percentage of sales; for example,
there is a constant ratio; for example, circumference = p for a musician who writes a piece of music is paid a royalty
all circles diameter on CD sales
Glossary 745
Salary: money earned by people at a fixed annual Stem-and-leaf plots: display organised data. Each piece of
(yearly) amount, usually paid fortnightly or monthly. data in a stem-and-leaf plot is made up of two components, a
There is no extra pay for hours outside the normal work stem and a leaf.
period. Straight angle: angle equal to 180è
Sample: part of a population chosen so as to give Stratified: describes a method of randomly sampling of a
information about the population as a whole population consisting of identifiable groups or strata, so that
Sample space: lists all the possible outcomes from a each group receives fair representation
probability experiment; written as x or S, and the list is Subject: pronumeral left by itself, usually on the left-hand
enclosed in a pair of curled brackets {} side of a formula; for example, in the formula V = IR, V is
Scientific notation (standard form): used to express the subject
very large or very small numbers. To express a number Subset: smaller set within another set. It is denoted by the
in standard form, write it as a number between 1 and 10 symbol ´.
multiplied by a power of 10; for example 64 350 000 can be
Substitute: a number that replaces a pronumeral when
written as 6.435 ì 107 in standard form.
evaluating a formula or algebraic expression
Sector: portion of a circle formed by two radii and the arc
Supplementary angles: angles that add to 180è
between them
Surface area (Total surface area): area of the outside
Set: collection of similar elements
surface of a 3-dimensional figure
SI: stands for the International System of Units
Survey: process of collecting data from a representative
Significant figures: the number of digits in a whole number sample of the population
or decimal that are reliably known. They are counted
Symmetrical distributions: distributions that have a clear
from the first non-zero digit; for example 0.0075 has two
centre and an even spread on either side; also referred to as
significant figures (7 and 5). Any zeros after a decimal point
bell-shaped or normal distributions
are considered to be significant; for example 1.20 has three
significant figures (1, 2 and 0). Trailing zeros at the end of a Tangent (tan) ratio: ratio of the opposite side to the
opposite
whole number are not considered significant; 1900 has only adjacent side in a right-angled triangle; tan q = or
two significant figures (1 and 9). opp adjacent
tan q =
Similar figures: identical shapes with different sizes. The adj
corresponding angles are equal in size and the corresponding Term: part of an equation or expression. Terms can be
sides are in the same ratio, called a scale factor. expressed as one or more than one pronumeral or a number
Simple interest: the interest accumulated when the interest only; for example 5x, 3ab, xyz, 8 and so on.
payment in each period is a fixed fraction of the principal. Terminating decimals: decimals with a fixed number of
p×r ×T decimal places; for example 0.6 and 2.54
The formula used is I = , where I is the interest
100 Tetrahedron: regular polyhedron (platonic solid) with
earned (in $) when a principal of $P is invested at an interest 4 faces, all of which are equilateral triangles
rate of r% p.a. for a period of T years. Theoretical probability: probability determined by
Simulation: simple probability experiment; such as rolling predicting outcomes rather than by gathering data;
a die, tossing a coin or drawing a card, that may model or number of times the event occurred
Pr(event) =
imitate real-life situations total number of trials
Simultaneous equations (linear): two (or more) linear 1
Time and a half: payment 1 2 times the normal hourly rate
graphs with the same solution; that is, a common point
Tolerance: amount by which a quantity may vary from its
Sine (sin) ratio: ratio of the opposite side to the hypotenuse normal value. A measurement is accepted if it is within the
in a right-angled triangle; range: normal value ê tolerance.
opposite opp
sin q = or sin q = Total surface area: see Surface area
hypotenuse hyp
Translation: horizontal (left/right) or vertical (up/down)
Sketching: drawing the graph of an equation using special
movement
features. For a straight line, two points usually the x- and
y-intercepts are used. For a parabola, the y-intercept, turning Transpose: rearrange a formula to make a particular
point and axis of symmetry are used. pronumeral the subject
Speed: a rate that describes how quickly distance changes Transversal: line intersecting a pair (a set) of parallel lines
distance Travel graph: a graph representing the relationship between
over a period of time; given by the formula: speed = distance and time. The distance covered is shown on the
time
Sphere: 3-dimensional object with a round shape and a fixed vertical axis and the time taken on the horizontal axis.
radius Trial: number of times a probability experiment is conducted
Square root ( ): one of two equal factors of a number. Triangular prism: prism with triangular ends
Finding a square root is the opposite of squaring a number; Trigonometric ratios: three different ratios of one side of
for example 49 = 7. a right-angle triangle to another; sine, cosine and tangent
Standard deviation: a measure of the variability of spread ratios
of a data set. It gives an indication of the degree to which the Trigonometry: deals with the relationship between the sides
individual data values are spread around the mean. and the angles of a triangle.
746 Glossary
Turning point: point at which the graph of a quadratic Venn diagrams: series of circles, representing sets; within
function (parabola) changes direction (either up or down) a rectangle, representing the universal set. They show the
Turning point form: for a quadratic equation, relationships between the sets.
a(x - h)2 + k = 0 Vertex: point where two rays or arms of an angle meet
Two-step equations: require two arithmetic operations to Vertically opposite angles: special angles formed when two
find the value of the variable straight lines intersect. The two non-adjacent angles are called
Two-way table: lists all the possible outcomes of a vertically opposite angles. These angles are equal in size.
probability experiment in a logical manner Volume: amount of space a 3-dimensional object occupies.
Union (of sets): represents the combination of elements of The units used are cubic units, such as cubic centimetres
two or more sets: A ß B denotes the union of sets A and B (cm3) and cubic metres (m3).
Universal set (x ): largest set that contains all possible Wage: money earned by people based on a fixed rate per
elements hour. Hours outside the normal work period are paid at a
Upper quartile: score marking the end of the third quarter higher rate.
in an ordered set of data and denoted by QU. It is calculated x-intercept: point where a graph cuts the x-axis
by finding the median of the upper half of the data. y-intercept: point where a graph cuts the y-axis. In the
Variable: pronumeral in an equation or expression that may equation of a straight line, y = mx + c, the constant term, c,
take on different values represents the y-intercept of that line.
Glossary 747

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maths Quest 9

for the australian

Typeset in 10/12pt Times LT

© John Wiley & Sons Australia, Ltd 2012

The moral rights of the authors have been asserted.

National Library of Australia

Title: Maths quest 9 for the Australian curriculum /

Reproduction and communication for educational purposes

Reproduction and communication for other purposes

Illustrated by Aptara and the Wiley Art Studio

Typeset in India by Aptara

Linear equations 101

Chapter 3 Number and algebra Chapter 5 Measurement and geometry

Algebra 49 Congruence and similarity 131

Chapter 7 Number and algebra Chapter 9

Chapter 13 statistiCs aNd probability Chapter 16 Number aNd algebra

ChaNCe liNear aNd NoN-liNear relatioNships

probability 425 Functions 565

Student website — eBookPLUS

Teacher website — eGuidePLUS

Next generation teaching and learning

This book features eBookPLUS:

What do you know ?

Numeracy 3 As a class, create a large concept map

It costs $0.75 for one capsicum. We want

2 Maths Quest 9 for the Australian Curriculum

24 Complete the following to make this equation true.

27 What is the volume of this rectangular prism?

4 Maths Quest 9 for the Australian Curriculum

5 Evaluate 1.3 ì 0.6. y

7 Draw the graph using the table of values below.

16 The following Venn diagram shows the number of x

22 A roof makes an angle of 40è with the 1

23 The stem-and-leaf plot at right shows the number of Stem Leaf

6 Maths Quest 9 for the Australian Curriculum

25 Write an expression to represent the following:

29 ABC is an isosceles triangle. B

10 The scale 200 cm « 4 m simplifies to the ratio:

8 Maths Quest 9 for the Australian Curriculum

14 What is the next term in the following pattern?

19 What are the mean and median of the

20 Which number is exactly halfway between 3.25 and 4.75?

22 Which diagram is the net of a square based pyramid?

23 The table at right summarises how much time Lian spent

24 Draw a line of symmetry through the diagram at right.

26 A map of Fern Island is shown below.

What direction is the treasure from Point Shipwreck?

10 Maths Quest 9 for the Australian Curriculum

28 Complete the table of values for the rule y = 3x2.

3 A large cube, shown at right, is painted blue. How many cubes,

5 Measure the size of the unknown angle, x, using the protractor.

A 125è B 66è C 54è D 126è

6 14.076 - 9.25 equals:

Ice-cream flavour Number of students

What percentage of students prefers choc-mint flavoured ice-cream?

10 XZ is 32 cm. XY is a quarter of the distance of XZ. Find YZ.

12 Maths Quest 9 for the Australian Curriculum

11 How many sticks would be needed to make

18 If p = 3 and q = -5, evaluate q2 - 2p.

21 What is the probability of getting Tails when a fair coin is tossed?

29 Which pair of shapes fits together to make a cube?

30 What shape is revealed when a triangular prism is cut vertically?

A Triangle B Square C Rectangle D Trapezium

14 Maths Quest 9 for the Australian Curriculum

Title: Maths quest 9 for the Australian curriculum /

Chapter 3 Number and algebra Chapter 5 Measurement and geometry

Chapter 7 Number and algebra Chapter 9