We are working with Cambridge Assessment Intemational Education towards endorsement of this ttl, CAMBRIDGE UNIVERSITY PRESS Cambridge Lower Secondary Mathematics LEARNER'S BOOK 9 Lynn Byrd, Greg Byrd & Chris Pearce Downloaded by Success Groups Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. CAMBRIDGE UNIVERSITY PRESS University Printing House, Cambridge CB2 88S, United Kingdom One Liberty laze, 20th Floer, New York, NY 10006, USA 477 Willamstown Rood, Port Melbourne, VIC 3207, Australia 314-321, 3rd Floor, Plt 3, Splendor Forum, Josola District Centre, New Delhi~ 110025, India 79 Anson Read, #05-0406, Singapore 079906 Cambridge University Press is part of the University of Cambridge Itfurthers the University’s mission by disseminating knowledge inthe pursuit of education, earning and research atthe highest international levels of excellence wern-cambridge.org Information on this ttle: wwrn.combridge.org!9781108783774 © Cambridge University Press 2021 “This publication sin copyright. Subject to statutory exception and tothe provisions of relevant collective licensing agreements, no reproduction of any part may take place ‘without the written permission of Cambridge University Press. First published 2014 Second edition 2021 20 19 18 17 16 15 14 13 12 11 10987654321 Printed in Duboi by Oriental Press ‘A catologue recor for this publication is available from the British Library -108-78377-4 Paperback + Digital Access (Lyear) [-108-74651-9 Digital Edition (Lyear) -108-74647-2 eBook Cambridge University Press has no responsibilty forthe persistence or atcuracy Of URLS for external or third-party intemet websites referred tol this publication. fand does net guarantee that any cantent on such websites is, oF will remain, ‘curate or appropriate. Information regarding pices travel timetables, and other ‘actual information given this work is correc at the time of frst printing but Cambridge University Press does not guarantee the accuracy of such information thereafter NOTICE TO TEACHERS IN THE UK Its llega to reproduce any part of this work in material form (including photocopying and electronic storage) except under the following crcumstonces: (where you are abiding by alieance granted to yaur school or institution by the Copyright Licensing Agency: (i) where no such licence exists, or where you wish to exceed the terms ofa licence, ‘and you have geined the written permission of Cambridge University Press (i) where you ore alowed to reproduce without permission under the provisions of Chapter 3 ofthe Copyright, Designs and Patents Act 1988, which covers, for ‘example, the reproduction of short passoges within certain types of educational ‘anthology and reproduction for the purposes af setting examination questions. DISCLAIMER Cambridge international copyright material in this publication is reproduced under ence ‘ond remains the intellectual property of Cambridge Assessment International Education, £2 Reeser et econpaing wor alent pen rey eM [NRICH ison innovative collaboration between the Faculties of Mathematics and Education atthe University of Cambridge, which focuses on problem solving and on ereating ‘opportunities fr students to learn mathematics through exploration and discussion, httpsvich maths 079 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. Introduction > Introduction Welcome to Cambridge Lower Secondary Mathematics Stage 9 The Cambridge Lower Secondary Mathematics course covers the Cambridge Lower: Secondary Mathematics curriculum framework and is divided into three stages: 7, 8 and.9. During your course, you will learn a lot of facts, information and techniques. You will start to think like a mathematician. This book covers all you need to know for Stage 9.. The curriculum is presented in four content areas: + Number + Algebra + Geometry and measures + Statistics and probability. This book has 15 units, each related to one of the four content areas. However, there are no clear dividing lines between these areas of mathematics; skills learned in ‘one unit are often used in other units. The book encourages you to understand the concepts that you need to learn, and gives opportunity for you to practise the necessary skills Many of the questions and activities are marked with an icon that indicates that they are designed to develop certain thinking and working mathematically skills. ‘There are eight characteristics that you will develop and apply throughout the course: + Specialising — testing ideas against specific criteria; + Generalising — recognising wider patterns; + Conjecturing — forming ques ns OF ideas about mathematics; + Conivineing ~ presenting evidence to justify or challenge a mathematical idea; + Characterising identifying and describing properties of mathematical objec + Classifying — organising mathematical objects into groups; + Critiquing comparing and evaluating ideas for solutions; + Improving ~ refining your mathematical ideas to reach more effective approaches or solutions. Your teacher can help you develop these skills, and you will also develop your ability to apply these different strategies. We hope you will find your learning interesting and enjoyable. Lynn Byrd, Greg Byrd and Chris Pearce Ciginal material © Cambridge University Press 2021. This material isnot final and is subject to further changes pridt to pUblication Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. Contents = @ Acknowledgements 20 1 Number and clelation Namber {LT tational numbers 1.2 Standard form 13 Indices Ey 2 Expressions and formule Algebre 2.1 Stbatiuting into expressions 22 Constting expressions 23 Expressions and indices 24 Expanding the product of two linear oxpresions 25 Simplifying algebrae factions 2.6 Deriving and using formuloe 358 Decimal, percentages and rounding Nanber 3.1 Mullphing and dicing by power of 10 $3.2 Multpling and cvcing decimals $3.3 Understanding compound percentages 34. Understanding upper and ower bounds 2 Project 1 Cutting tbledoths 33-102 “4 Equations ond inequalities Algebres 4.1 Constructing and song equations 4.2 Simultaneous equations 43 inoqualtios yori | Anges Geometry and measure 55.1 Caleiatng angles '52 interior angles of polygons. [5.3 Exterior angles of polygons ‘Sa Consinetions 5.5 Fythagors’ theorem a Project 2 Angle tangle 129-137 | 6 Staal investigations ‘Statistis end probability 6.1 Datacolecon and sampling 52698 198-160 |7 Shapes and measurements Goomry and measure 7.1 Creumfrence andatey of cite 7.2 Areas of compound shapos 73 Large and smalls Teiee | @ Fractions Nomber 2:1 Fractions and recuing decimals 82 Fractions and the coect order of operations 83 Multiplying factions 8.4 Diving fractions 8.5 Making calculations easier 7) Project Seling apples TTR [9 Sequences and functions ‘Aigebra 9.1 Ganorstng sequencer 92 Using the th term 93 Representing functions Original rfateridl © Cambridge University Press 2021. This material isnot final and is subject to further changes prior to publication Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. Contents 212-233 | 10 Graphs ‘Algebra 101 Functions 102 Peting graphs 1033 Graciont ae intercept 104 Interpreting grape 2a Project & Cnems membership 235-289 [11 Ratio and proportion Number 111 Using ratio 11.2 Diet and inverse proportion 750-267 [12 Probability ‘Statistics ond probability 121 Mawaly exclusive events 122 Independent events 123 Combined events 1254 Chance expenments 20-2 [13 Postion and traaformation Geomety ond mensure 13.1 Bearings and seal drawings 132 Pints ona ine segment 13.3 Transformations 13-4 Enarging shapes 0) Project 5 Tangle ansformations BOI-S16 | 14 Volume, surface area and symmetry ‘Geomety and measure 14.1 Caeulating the volume of prisms 142 Caeuiting the euface aoa of viangularposms, pyramid ad ojinders 143 Symmety in tvoe-cimensonal shapes H7-27 [15 tuerpreting and discussing resus ‘Statistic and probability 15.1 Interpreting and rowing frequency polygons 152 Scatter graphs 15.3 Back to-back stem-andleaeiograms 154 Caeulting statistics for grouped cts 155 Representing data 8) Project 6 Gjle traning ssi [Glossary CFiginal material © Cambridge University Press 2021. This material isnt final and is subject to further changes pridr to pUblication Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. > How to use this book In this book you will find lots of different features to help your learning. Questions to find out what you know already. ‘What you will learn in the unit, Important words to learn, > Step-by-step examples showing how to solve problem, > 5 » ‘These questions help you to develop your skills of thinking ————> and working mathematically. ae ai os 4a Yo 1b Write 65% 10+ standand form, _Wite 48.3% 10 standard form, Original rfaterial © Cambridge University Press 2021. This material isnot final and is subject to further changes prior to publication. Scanned with CamScannerFiginal mat University Press 2021. This materia is not final and is subject to further changes pridr to pul We are working with Cambridge Assessment Intemational Education towards endorsement of this tle. > These investigations, to be carried out with a partner or in a group,.——+ will help develop skills of thinking and working mathematically. How to use this book © Sihtsetysiawaedtckomi Asm errata ergo Questions to help you think about how you learn, ———_—— > This is what you have Jeamed in the unit, —————+ Questions that cover what you Check your progress have learned in the unit. If you SE tence “ can answer these, you are ready 16 move on to the next unit, —<———Se> At the endiofiseveral units, there isla project for you to ee le cums nen carry out, using what-you peraen aires oreo ee have learneds You might make something or solve a problem. > Scanned with CamScanner>» Acknowledgements The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. While every effort has been made, it has not always been possible to identify’ the sources of all the material used, or to-trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting Thanks to the following for permission to reproduce images: Cover image: ori-artiste/Getty Images Inside: Unit 1 Westend61/GI; Bernt Ove Moss/GI; Ernest Andrei; Unit 2 Adrienne Bresnahan/GI; Brian Ach/GI; Feellife/GI; Abstract Aerial Art/GI:Image by Chris Winsor/GI; Unit 3 AlpamayoPhoto/GI; M.AraifGI: © Razvan Ciuca/GI; Mint Images/GI; Images By Tang Ming Tung/GI; Grassetto/GI; Alexander Spatari/GI, Focus on SporvGI; Witthaya Prasongsin/GI; SolStock/GI; Mr.Cole_Photographer! GI; Dddb/GI; Unit 4 Nick Brundle Photography/GI; DEA Picture Library/De Agostini/GI; AaronAmat/GI; Daniel Milchev/GI; Andrew Brookes/GI; RobinOlimb/ Gl; Unit 5 Adrienne Bresnahan/GI; hanohiki/GI; ExpressIPhoto/GI; Garry Solomon/ GI; OsakaWayne Studios/GI; Paula Daniélse/GI; Unit 6 Sean Gladwell/GI; Mark Edward Atkinson/GI; Henrik Sorensen/GI; Rubberball/GI; Hello World/GI;Unit 7 Westend61/GI; MirageC/GI; Westend61/GI; Yulia Naumenko/GI; Kevin Horgan/ GI; Skarie20/GI;Yevgen Romanenko/GI; Suriyo Hmun Kaew/GI; Pictafolio/GI; Studiocasper/GI; Unit 8 Epoxydude/GI; Christian Lagarek/Science Photo Library/GI; Westend61/GI; Ryhor Bruyeu/GI; Weng Hock Goh/GI; Unit 9 Oxygen/GI; Konstik/ GI; © Jackie Bale/GI; Silentfoto/GI; Nora Carol Photography/GI; Unit 10 Somyot Techapuwapat/GI; Monty Rakusen/GI; Gary John Norman/GI; t_kimura/GI; EujarimPhotography/GI; Kristina Strasunske/GI; Unit 11 Abstract Aerial Art/ GI; Hybrid Images/GI; Brianbalster/GI; RealPeopleGroup/GI; Heidi Harting/ GI; Westend61/GI; Alan Schein/GI; Jose A.Bernat Bacete/Gl; rezkrt/GI; Unit 12 Yeronka&Cia/GI; ImageJournal-Photography/GI; Riow/GI; Helen Camacaro/GI; Unit 13 Ask Goldstein/GI; Roman Becker/GI; Christopher Daley/GI; Bus Photography/GI; Unit 14 Miguel Navarro/GI; Peter Dazeley/GI; Unit 15 Gary John Norman/GI; Irin717/GI; Dougal Waters/GI; PhotoStock-IsraeV/GI; Peter Dowell(peterocks)/GI; Omersukrugoksu/GI; Joseph Van Os/GI; Maskot/GI; John P Kelly/GI Key: GI= Getty Images. Scanned with CamScanner> ; Number and calculation Write as a number 12 vr = 28 = 256 Use this fact to work out the value of Here is a multiplication: 15° * 15* Write the correct answer fromthislist: 157 15 307 Write the answer to 15% = 15%in index form. Look at these numbers: 4. -4.5 3000, 173 Which of these numbers are integers? Which of these numbers are rational numbers? Write one million a power of 10. Original material © Camb 4 300 anges prigr to publication. Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. 1 Number and calculat 1, 4,9 and 16 are the first four square numbers. They have integer square roots. P= land Vi= 2 =4 and V4 =2 3°=9 and vo # = 16 and Vl6=4 ‘What about ¥2? Is there a rational number n for which 1° = 2? Remember that you can write a rational number as a fraction. (up =txid=2 +80 V2 must be a little less than 1}. 5 5) aot, A closer answer is 1 because (15) = 2747. 169)? 0 Do you think you can find a fraction which gives an answer of exactly 2 when you square it? A calculator gives the answer 2 = 1414213562. This is a rational ‘number because you can write it as a frtetion: LAr See Is 1.414213562 x 1414213562 exactly 2? In this unit, you will look at numbers such as V2. An even closer answer is 1462 because (1 > 1.1. Irrational numbers Original niSlerid © Cambridge University Press 2021. This material isnot final and is subject to futher changes prior to publication. Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. 1A Ire Integers are whole numbers. For example, 13, -26 and 100004 are integers. You can write rational numbers as fractions, For example, 94 = s and nal numbers The set of rational numbers includes You can write any fraction as a decimal integers, 18 are rational numbers. 93=9.75 -3h = -3.26666666.. 185 = 18.4545454. The fraction either terminates (for example, 9.75) or it has recurring digits (for example, ~3.266666666666... continues with 6s and Square roots of 18.45454545454... continues with the digits 4 and 5 repeating). negative numbers There are many square roots and cube roots that you cannot write do not belong to as fractions. When you write these fractions as decimals, they do not the set of rational terminate and there is no recurring pattern. For example, a calculator or irrational gives the answer V7 = 2.645751... The calculator answer is not exact. The | Numbers. You will learn more about these numbers if you decimal does not terminate and there is no recurring pattern. Therefore, V7 is not a rational number ‘Numbers that are not rational are called irrational numbers. V7, ¥23, continue to study ‘¥i0 and ¥45 are irrational numbers. Irrational numbers that are square mathematics to a roots or cube roots are called surds, higher level. ‘There are also numbers that are irrational but are not square roots or cube roots, One of these irrational numbers is called pi, which is the Greek letter 1. Your calculator will tell you that = 3.14159... You will meet x later in the course. Do not use a culator for this question a Show that ¥90 is between 9 and 10. b Nisan integer and 990 is between N and N + 1. Find the value of N. ‘Answer a 9=81and 10°= 100 81.<90< 100 This means 90 is between 81 and 100. So vV8L 1.2 Standard form ener) Look at these numbers: 4.67x10= 46.7 4.6710" = 467 4.67 10° = 4670 4.67x10° = 4670000 You can use powers of 10 in this way to write large numbers. For example, the average distance to the Sun is 149600 000km. You can write this as 1.496 x 10°km. This is called standard form, You write a number in standard form as a x 10" where | = a-< 10 and mis an integer. You can write small numbers in a similar way, using negative integer powers of 10. For example: 4.67107 = 0.467 4.67107 = 0.0467 4.67107 = 0.00467 4.6710 = 0,00000467 Small numbers occur often in science. For example, the time for light to travel 5 metres is 0.000000017 seconds. In standard form, you can write this as 1.710" seconds, ‘Write these numbers in standard form. a 256million b 25.6 billion © 0,0000256 ‘Answer aL million = 1000000 or 10° So 256 million = 256000000 = 2.56 x 10° b 1 billion = 1000000000 or 10° So 25.6 billion = 25600000000 = 2.56 x 10" © 0.000025 6 = 2.56 x 10° notation \dard.form: 4.67 * 102s the same as. 4.67 x 100 or 4.67 10 x 10 Tip Think of 4.67 x 107) as 4.67 +10 Tip Standard form is also sometimes called scientific notation. Notice that in every case the decimal point is placed after the 2, the first non-zero digit. Scanned with CamScanner Criginal n¥Aeridl © Cambridge University Press 2021. This material isnot final and is subject to further changes prior to publicationWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. 1.2 Standard form Exercise 1.2 1 Write these numbers in standard form, a 300000 b 320000 ¢ 328000 d 328710 2 Write these numbers in standard form. a 63000000 b 488000000 © 3040000 520000000000 3 These numbers are in standard form, Write each number in full a 54x10 b 141 x 106 © 2.33710" d 8.725% 107 4 — Here are the distances of some planets from the Sun, Write each distance in standard form, Mercury [Mars Uranus 57900000 [227900000 [2870000000 5 Here are the areas of four countries. China [indonesia [Russia _ [Kazakhstan 9.6 x 10 [1.9 x 108 [1.7 10° [2.7 x 10° a Which country has the largest area? b Which country has the smallest area? ¢ — Copy and complete this sentence with a whole number: The largest country is approximately ... times larger than the smallest country. 6 Write these numbers in standard form. a 0.000007 b 0.000812 © 0,00006691 0.000000 205 7 These numbers are in standard form, Write each number in full. a 1.5 x10 b 1.23410 © 7.910% 9,003 x 10 8 — Themass of an electron is 9.11 x 10°" kg. This is 0.000.911 kg. a How many zeros are there between the decimal point and the 9? b Work out the mass of | million electrons. Give the answer in kilograms in standard form. CFiginal material © Cambridge University Press 2021. This material isnt final and is subject to further changes pridPto pUblication Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this ttle, 1 Number and calculation > 9 — Here are four numbers: w=981x105 | | x=28x104 | | y=9.091x10) | 2=4x 10+ a Which number is the largest? b Which number is the smallest? SY 10 2 Explain why the number 65 * 10* s not in standard form. b Write 65 X 10* in standard form. © Write 48.3 x 10°in standard form 11 Write these numbers in standard form. a 15x 10> b 273% 10+ © 30x10" 12. Do these additions. Write the answers in standard form. a 25 10°+3.6% 10° b 46x 105+ 1.57% 105 9.2.x 108+ 8.3 x 104 13. Do these additions. Write the answers in standard form. a 45x 1043.1 % 10 b 5.12 «10+ 2.9% 10" © 9x10 H7x 10% SY 14 2 Multiply these numbers by 10. Give each answer in standard form i 7x 108 fi 34x 10" ii 4.1 x 105 iv 91.37% 10“ Generalise your results from part a ¢ Describe how to multiply of divide a numberin standard form by 1000. Eines {can write large and small numbers in standard form. Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. 1.3 Ini > 1.3 Indices meee This table shows powers of 3, ets [sx [3s [¥ 9 [27 [a1 [283 | 729 ‘When you move one column to the right, the index increases by 1 and the number multiplies by 3. 9x3=27 27x3=81 81x 3=243, and so on, When you move one column to the left, the index deereases by I and the number divides by 3. You can use this fact to extend the table to the left: 3+ ]32]32] 30] a | 3 Ja paw Tae] | 3 w 0 4 ala 27 |.81 | 243 | 729 ‘You can see from the table that 3! stot 32 Sl Ge Also:3t=4 373 h ed In general, if 1 is a positive integer then 3" ¥ ‘These results are not 3and3"=1 . and so on; only true for powers of 3. They apply to any positive Pod gedit ay 335 po 3R In general, if'@and n are positive integers then a = I and a Leger. For example: Exercise 1.3 1. Write each number as a fraction. as bow a 97 do e 10+ f 2 2 Hereare five numbers: 24 3° 4? 57 6 List the numbers in order of size, smallest first. us The index is the small,red number. 3° = 1 seems strange but it fits the pattern Criginal material © Cambridge University Press 2021. This material isnt final and is subject to further changes prid7to pUblication Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. 1 Number and calculation = 3° Write these numbers as powers of 2. 1 bi} c 64 el f 81 4 Write each number as a power of 10. b 1000 @ 1 e 0.001 £ — 0,000001 5 a a asa power of 64 b asa power of 8 © asa power of 4 dasa power of 2. 6 a Write + asa power of a positive integer. b How many different ways can you write the answer to part a? 7 When.x = 6, find the value of ax box eat do 8 — Writemasa fraction when a m=9 bo m=15 9 ¢ m=1 d m=20 9 y=x°4x7 and x isa positive number» a Write yas a mixed number when x= x=2 b Find the value of x when iy =25.04 ii p= 100.01 TY 10 2 Write the answer to each multiplication as a power of 3 i Fx 3x3 ax iv, 3x3 “~* when the indices are b In part a you used the rule 3° 3° positive integers. In the following multiplications, a or b can be negative itegers. Show that the rule still gives the correct answers. i Px3 fi 37x38 3x3 iv 343" Write out the numbers and multiply vo 3x3 ¢ Write two examples of your own to show that the rule works. d_— Give your work to a partner to check. 11 Write the answer to each multiplication as a power of 5. a SxS? b stxs? ce Stxs d 5*xs? Criginal n¥@eridl © Cambridge University Press 2021. This material isnot final and is subject to further changes prior to publication Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. 1.3 Indic 412. Write the answer to each multiplication as a single power. a 6x6 b 7x7? © 1x d 4%x4? 13. Find the value of » in each case. a 2x2" b 3x37 c atxa do 12x12" Minar ue cu) 15. Write the answer to each division as a/single power. a 66° b 9+9 c 1S*+15° 10°10 16 Write the answer to each division as a single power, a +27 b 8-82 estes do is12" 17. write down a 8% asa power of 2 b> 8%as.a power of 2 © 27 asapowerof 3 d 27 asapower of 3 e 27 asapowerof 9 f 272asapower of 9. eemeeenind CFiginal material © Cambridge University Press 2021. This material isnot final and is subject to further changes pridPto pUblication. Scanned with CamScannerNumber and calculation Check your progress Write whether each number is rational or irrational. v4 v5 625, VO5 VO5 ‘Write whether each number is rational or irrational. Give a reason for each answer. rae i Without using a calculator, find an integer m such that 2 < 50 You might not be surprised that computer programmers, scientists, engineers and statisticians all use algebra in their jobs. But you might be surprised at some other jobs that also need algebra. Cooks and chefs prepare food for other people. ‘They work in all sorts of places, from cafés and restaurants to international business headquarters. They need to plan menus and adapt recipes for the number of people they are feeding. They must work out quantities of ingredients, their cost and the price their customers will pay for the food. They use algebra when they deal with ingredients and prices. Farm and ranch managers deal with the day- to-day activities of a ranch or farm. They use algebra when they manage the farm accounts and write yearly business plans. If they grow crops, they need to plan how much fertiliser to apply and when to put it on the crops. They might use quite complicated algebra, as they need to consider lots of different things such as soil type, crop to be grown, type of fertiliser, cost of fertiliser, ete ‘Whatever job you do, you never know when algebra will be there to help you! ad > 2.1 Substituting into expressions counter-example When you Substitute numbers into expressions, remember the correct tin order of operations: Tip © Work out brackets and indices before divisions and multiplications | Examples of © Always work out additions and subtractions last. indices are 42, 73, (-2)? and (-3)' Original r@Aeridl © Cambridge University Press 2021. This material isnot final and is subject to futher changes prior to publication Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. 2.1. Substituting into expressions a Work out the value of the expression Sa — 6b when a = 4 and b= -3. b Work out the value of the expression 3x? ~ 2y° when x = -$ and y=2. ¢ Work out the value of the expression (5 = a} when p=2 and q=~3. e Answer a Sa~6b=5x4~-6x-3 In parta, there areno brackets and no indices, 20418 ‘0 first deal with 8 any divisions and multiplications and then with any additions and subtractions. =20--18 Criginal material © Cambridge University Press 2021. This material isnot final and is subject to further changes pridtto pablication. Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. 2. Expressions and formulae > Exercise 2.1 1. Copy and complete the workings to find the value of each expression when x= 3.and y= 5. a x-2y=3-2x5 bo Stxypad43x5 ce yal -O+ oO = 2 — Work out the value of each expression when a = ~2, b= 3, ¢=—4 and d= 6. a btd b at2 © Wd-b dab +20 e bd-10 f @+ab g $-@ h 20+55 i abted j Meta values for a, b, cand d when The expression ab- 5 ha i a,b, cand dare all po: ind negative numbers. 1¢ values you found, with other leamers ing Mathematically characteristics. ink you have used here? ¥ of each expression when x = -3 and y = -2. bye Praag? -3x-2=-9+6 b (2)- 28 =A Criginal r@Aeridl © Cambridge University Press 2021. This material isnot final and is subject to further changes prior to publication Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of ths ttle. 2.4. Substituting a Look at Pierre's answers, Do you think his working and answers are correct? Give a reason for your answer. b Discuss your answers to part a with other learners in your class Do you agree or disagree with the other learners? If you made a mistake, do you understand the mistake you made? If other learners made a mistake, explain to them the mistake they made, TY | 5 Work with a partner to answer this question. The expression x? + y has a value of 15. Write down three pairs of integer values for x ans a xandy are both positive numbers b _xand yare both negative number: ¢ xis negative and y is positive, or Discuss the methods you used, ev in your class. found, with other learners 6 — Copy and complete the workings to find the value of each expression when m = 2 and p= —4, a 4(m+2p)=4(242x-4) b p'-3 =4(2- = 4x = Criginal material © Cambridge University Press 2021. This material isnot final and is subject to futher changes prid®to pUblication Scanned with CamScannerWe are working with Cambridge Assessment International Education towards endorsement of this tile. 2. Expressions and formulae » 7 Work out the value of each expression when 1 and z= 1, a 3a dx e ty ho 25-20? i w+sQx-y) Work with a partner for this activity. With your partner, choose different values for the letters m and p. Write three expressions that use m and p, similar to those in Question 6, and work out the values of your expressions. You can make your expressions as easy or as difficult as you like but they must have whole number answers. Write your expressions on a piece of paper, then swap your piece of paper with another pair of learners in your class. ‘Work out the values of each other's expressions. Swap back and mark each other's work. Discuss any mistakes that have been madé. 8 Thisis part of Dai’s homework. Acounter- example is just one example that shows a statement is not true. ‘Use a counter-example to show that these statements are not true (x20, y20) a 30 = Gx? b Oo 9 Work out the value of each expression. a (1+ 412 when x=? ov ce Arty) b wes A + 2y° — 21 when Original @feridl © Cambridge University Press 2021. This material isnot final and is subject to further changes prior o publication. Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. 2.2 Constructing expressions RC vote iets eer Unt In algebraic expressions, letters represent unknown numbers. You often need to construct algebraic expressions to help you solve problems. Suppose you want to work out the price of tickets for a day out, You might choose to let « represent the price of an adult's ticket and e represent the price of a child's ticket, © You can write the total price for an adult’s ticket and a child’s ticket as a + . * You can write the difference between the price of an adult’s ticket and a child’s ticket as a ~ ¢. * You can write the total price of tickets for 2 adults and 2children as 2(a + 0) or 2a + 2c. ‘These expressions are written in terms of a and c. CFiginal material © Cambridge University Press 2021. This material isnot final and is subject to further changes prid7to publication. Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. a Ahmad thinks of a number, n. Write an expression, in terms of 7, for the number Ahmad gets when he i divides the number by 3, then subtracts 6 ii adds 3 to the number, then multiplies the result by 4 iii_ multiplies the number by itself, then halves the result iv square roots the number then adds 5. b The diagram shows a rectangle. Write an expression in terms of x for 1 aeaian wa ii the area. ‘Write each expression in its simplest form, ‘Answer ai 5-6 4(n +3) iy iv vn+5 bi 3xt4+3r+4+ ee = 2x? + 6x $8 Gx + 4) 3x3 + dx? Exercise 2:2 1 Kara thinks of a number, n. Write the correct expression from the cloud for the number Kara gets when she: adds five to the number ‘multiplies the number by five, then subtracts five divides the number by five, then adds five adds five to the number, then multiplies by five subtracts five from the number, then divides by five subtracts the number from five. moanee Original r@Aerid © Cambridge University Press 2021. This material isnot final and is subject to futher changes prior to publication. Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. 2.2 Constructing expressions 2 Luis thinks of a number, x Write an expression, in terms of «x, for the number Luis gets when he: multiplies the number by 7 subtracts the number from 20 multiplies the number by 2, then adds 9 divides the number by 6, then subtracts 4 multiplies the number by itsel divides 100 by the number subtracts 7 from the number, then multiplies the result by $ square roots the number euben the number Remember that cube roots the number you wnigine cube toot like multiplies the number by 3, squares the result, then adds 7 “ae ‘multiplies the number by 2, cubes the result, then subtracts 100. 3 Write an expression fori the perimeter and ithe area of each rectangle, Write each expression in its simplest form. ceo reroan ce wi TY 4 Thisis part of Mia's homework. CFiginal material © Cambridge University Press 2021. This material isnot final and is subject to further changes pridPto pUblication Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. a Read what Sofia says. use a different method to write the expression for the perimeter. | work out perimeter = 2(x + 5) + 2(2x), then | expand the brackets ‘and simplify. Show that Sofia’s method will give the correct expression for the perimeter. b Critique each method. Whose method do you prefer to use to write the expression for the perimeter? Explain why. ¢ When x= 3, copy and complete these workings: length of rectangle = x+5=3+5 width of rectangle = 2x =2 x 3= perimeter = 2 length + 2 x width =2x{_]+2x[ ]= length x widd d_ When x =3, copy and complete these workings: perimeter = 6x + 10= 6% 3+ 10 area = 2x? + 10x = 2% 324103 © What do you notice about your answers for the perimeter and area in parts eand d? Do you think this is a good method to use to check your expressions are correct? Explain your answer. 5 Write an expression for i the perimeter and ii the area of each rectangle. Write each expression in its simplest form. iii ‘Then use the values given, and the method from Question 4, to check your expressions are correct. a xt? b 4p Original rifleridl © Cambridge University Press 2021. This material isnot final and is subject to futher changes prior to publication Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of ths ttle. 2.2 Constructing expressions Think EM ue 6 Work with a partner to answer these questions. Alicia and Razi have rods of four different colours. The blue rods have a length of x + 1. The red rods have a length of x + 2. The green rods have a length of 2x + 1. The yellow rods have a length of 3x. +1 x42 241 ax Alicia shows Razi that the total length of 3 red rods and 5 yellow rods is the same as 6 green rods and 2 yellow rods, like this. Bred +5 yellow = 3(x + 2) + 5(3x) = 3x +6 + 15x = 12x +6 + 6x = 18x +6 = 18x +6 a Show that i the total length of 2 fed rods and 2 yellow rods is the same as 4 green rods the total length of 3;red reds and 3 yellow rods is the same as 6 green rods the total length of 4 rédh rods and 4 yellow rods is the same as 8 green rods. b What doyouiFanswers to partatell you about the connection between the number of red and yellow rods and the number of green rods? © Show that the total lerigth of 6 red rods and 2 yellow rods is the same as 12 blue rods the total length of 9 red rods and 3 yellow rods is the same as 18 blue rods the total length of 12 red rods and 4 yellow rods is the same as 24 blue rods. d_ What do your answers to part c tell you about the connection between the number of red and yellow rods and the number of blue rods? e Discliss your answers to parts b and d with other learners in your class. Criginal material © Cambridge University Press 2021. This material isnot final and is subject to futher changes pridto pBblication Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. WY 7 Thediagram shows a t The lengths of the sides of the triangle are written as expressions, a Work out the lengths of the sides of the triangle when w and vy = 3. (By-20) b Use your answers to part a to work out the perimeter of the Sw(wt ») triangle when w = 2 and © Write an expression for the perimeter of the triangle, Show that the expression can be simplified to L4w? + +6, Substitute w= 2 and = 3 into the expression for the perimeter from part e. Check that your answers to parts b and d are the same. Work with a partner to answer this question The diagram shows a quadrilateral. The lengths of the sides of the quad oe 8b 3a 1 perimeter of the quadrilateral when a = 4 and b = -3. to part e a valid measurement for the perimeter? iss your answer with other learners in your class. Original r#feridl © Cambridge University Press 2021. This material isnot final and is subject to further changes prior to publication Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. 2.3 Expressions and indices 4 Write an expression for the perimeter of this rectangle. Show that the expression can be simplified to 2(2x* + 9). ¢ Read what Arun says. You might need to remind yourself how to factorise expressions. When x = 2 and when x= -2, you get the same perimeter. Is Arun correct? Explain your answer. Show your working, ‘A square has an area of 25em?. Show that the perimeter of the square is 20em. A square has an area of 49cm*, Work out the perimeter of the square, © Assquare has an area of xem?, Write an expression for the perimeter of the square. Use your working for parts a and b to help you. TY 11 2 Acube has side length vem, Write an expression for the volume of the cube. b Accube has a volume of yem'. Write an expression for the side length of the cube. 4 Anes > 2.3. Expressions and indices You already know how to use the laws of indices for multiplication and division of numbers, You can also use these rules with algebraic expressions © When you multiply powers of the same variable, you add the indices. xx xb = yore ‘© When you divide powers of the same variable, you subtract the indices. xt + x=." © When you simplify the power of a power, you multiply the indices. (hax? Criginal material © Cambridge University Press 2021. This material is not final and is subject to further changes prid#to pt Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. 2. Expressions and formulae > ‘Simplify each expression. axe by d 6w* +204 =80* Exercise 2.3 1 Copy and complete. a oxtxxt=at bo yPxyta ye wen gg Sm'3m=[_|m* h In? 2 Simplify each expression. a mxmne bo owxe < pixp d geg e rep f fee a (xy bh (vy i (ey jo 3420" k 8g?-3¢? 130° +h? -5i? Original terial © Cambridge University Press 2021. This material isnot final and is subject to futher changes prior to publication. Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of ths ttle. 2.3 Expressions and indices Mater acu seu) TY | 3. Arun, Sofia and Zara simplify the expression x? +x", Read what they say. You could try different values for x and work out numerical answers first. 4 This is part of Kai’ homework Use Kai's method to simplify these ‘Olean ee. Ferruthe expression 6x = 3° b 4ytxcays Anawer «Ame 6x7 x 3x! = 6 xx? x 3x xt 4 2nt x 2m = 6x3xxxx = area =18x 24 f px 8p = 18x° Original material © Cambridge University Press 2021. This material isnot hal and is subject to further changes pridfto plication. Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. 2. Expressions and formulae > Bir aoe Maen ssc) TY | 5 Harsha and Sasha simplify the expression 6x° + 3x? as shown. Harsha's method Sasha’s method 6x9 + 3x? tit aan, 6+ 3=2andx5+ x? axh?=y tay = 22s 28 tedium be? So the anewer is 2x? Can you think of a better method to use? Do you prefer to write a division expression usi ion (Ox2 or as a fraction (53>) Why? Discuss your answers to parts a and Discuss how you could simplify e and 62° + 36z*. For these expressions, wor easier to use? 6 Simplify each expression, a by" = 2g° b 9°+3P5 © 1S +51 a i. f Se ae vw 7 Which answer is correct, A,B, C or D? a Simplify 8 A ww Bo 2x ¢ pix ay i b Simplify o> A B iy Cc 2ty D © Simplify 7 A ik Bik Cc 3k D . if 3 d Simplhity A 3h B 3! ¢ oi Original r#feridl © Cambridge University Press 2021. This material isnot final and is subject to further changes prior to publication Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. 2.3 Expressions and indices of 8 Marcus and Arun simplify the expression (3x2), Read what they say. I think the answer is 273°, a Whois correct, Marcus or Arun? Explain why. b Simplify these expressions. i ayy i oy iii a Make a copy of this spider diagram. b _ Ineach empty circle, write an expression that simplifies to the expression in the centre circle. Use expressions similar to those in questions 4, 6and8. ¢ Swap your spider diagram with’a partner's diagram and mark each other's work, Discuss any mistakes that have been made. 9 Simplify these expressions, Write your answers using a negative power and a fraction, Part a has been done for you. Remember the rules for negative indices: a c d wey 10. Here are six rectangular cards and seven oval cards, neg ‘The expressions on the rectangular cards have been simplified to give the expressions on the oval cards. A. | sy*=toy* B | 32-97 c | ayo" oe me am a by E 1oy® 2 iy? Criginal material © Cambridge University Press 2021. This material isnot final and is subject to further changes pridVto pUblication Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. 2. Expressions and formulae > '@® ‘@® & «-@® -@ *@ «@® 2 Match each rectangular card with the correct oval card. b There is one oval card left. Write an expression that simplifies to give the expression on this card. > 2.4 Expanding the product of two linear expressions brackets difference of two When you multiply together two expressions in brackets, you must squares ‘multiply each term in the first pair of brackets by each term in the expand second pair of brackets. peso Original feria © Cambridge University Press 2021. This material isnot final and is subject to futher changes prior to publication. Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this ttl, 2.4 Expanding the product of two linear expressions Wane Expand and simplify these expressions. a (xt 2x43) b (y+ 8-4) Answer Za™, g 4 a (IY +3) First, multiply the x in the first brackets by the yin the second 7 brackets to give x°. ‘Then, multiply the « in the first brackets by the 3 im.the second brackets to give 3x ‘Then, multiply the 2 in the first brackets by the «rin the Second brackets to give 2x Finally, multiply the 2 in the first braekets by the 3 inthe second brackets to give 6. =x43rt2+6 w+3x+2x+6 Write each term as youl work it out, =xtt Sx +6 Collect like terms/3x +21 = 5x, to simplify your answer. Ao” f _ b (4 syy-4) First, multiply'the y in the'first brackets by the y in the second Ws brackets to(givey” Then, multiply the y inthe first Brackets by the ~4 in the second brackets to give =4y Then, multiply, the 8 in the first brackets by the y in the second brackets to give 8y Finally, multiply the 8 in the first brackets by the ~4 in the second brackets to give ~32. 4y + 8y—32, Write@ach term as you work it out 4y—32 Collect Tike terms, ~4y + 8y = 4y, to simplify your answer. Scanned with CamScannerWe are working with Cambridge Assessment International Education towards endorsement of this tile. 2. Expressions and formulae > Exercise 2.4 1 Copy and complete these multiplications. pextitCh+—] ob =x+[Dh+| a (FD c e+ e-[ d 2 Expand and simplify a (x+3\x+7) b (x + 1(e+ 10) © (e+ 5)e-3) d= 4yx +8) ee (x-7x-2) f (~~ 1D@e=2) ewes) TY | 3. Sofia and Zara discuss the dif Read what they say. /ou prefer Zara's method or Sofia's method? Why? rethod you can use to expand two brackets? 1s to parts a and b with other learners in your class. 4 Expand and simplify these expressions. Use your favourite method. a +2044) b (+ 6y2+8) © (m+4)(m=3) dd (a-9at2) © @=Op—5) £ —(n-10\(n- 20) Original rferidl © Cambridge University Press 2021. This material isnot final and is subject to futher changes prior to publication Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of ths ttle. 2.4 Expanding the product of two linear expressions Bt cee) “J | 5 Work with a partner to answer this question a Lookatthis expansion. (x + Sw + 4) = x2 + Sy + 4x +202 x2 + 9x +20 How would the expansion change if the red + sign changed to ~ ?, b Here is the expansion again. (x + 5)(x + 4) = x2 + Sx + 4x + 20.42 + 9x +20 How would the expansion change if the red + sign changed to ~? € Here is the expansion again. (x + 5)(x + 4) = x2 + 5x + 4x 20 = x24 9x + 20 How would the expansion change if both of the + signs changed to ~ signs? d_ Write down the missing signs (+ or ~) in these expansions. In each expression, the number represented by A is greater than the number represented by B. C is the sum of A and B in each equation, and D is the product of A and B in each equation. i (w+ Alle+B)=x7[_ [Cx|_|D fi @&+ANe-B)=22[_]Cx[_]D (x Alor + B)=x2[_]Cx[_]D iv (v= Alr-B)=7[_]Cx[_]D Discuss your answers to these questions withlother learners in your class. 6 Which is the correct expansion of the expression, A, B or C? Use what you have learned from Question 5 to help you. a (wt 9)wt+3)= A wl2w-27 Bo w-12w+27 C w+ 12w+27 b (e+ Wx) A +2x— 35 Bo -2r+35 c © -8)040= A B c d (:-4) A B Cc 2+92+20 7 Copy and complete each expansion. a #2) = (x +2 e+ 2) b x = 3)(x~ 3) =e+ ef |xt x+O] =x |x+L] xt SY 8 2 Expand and simplify each expression. i tse fi (@+IP iii (m+ 8p wax v @-a vi (1-97 | Use the same method as b Look carefully at your answers to part a dn Question 7; Use these answers to complete the general expansion: + a)*=38+ J+] This type of expansion is called a perfect square, Original material © Cambridge University Press 2021. This material is not al and is subject to further changes pridto plication. Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. WY 9 a Show that when you expand and simplify (x + 3)(x — 3) you will have an expression with only two terms. b Expand and simplify these expressions. (x + 2)(e - 2) (x= S)(x + 5) (x + 7)(x-7) © What do you notice about your answers in part b? Use your answer to part ¢ to write the simplified expansion of (x ~10)x + 10) This type of expansion is called the difference of wo squares. Look carefully at your answers to this question so far. Use these answers to complete the general expansion: (x + a) (=a) =~ Work with a partner on this activity. Here is part of a number grid. Look at the red block of four squares, and follow these steps. @ Multiply the number in the bottom left square by the number in the top right square: 9 x 5 = 45 26 Pe 30 @ _ Multiply the number in the top left square 31, | 32 35 by the number in the bottom right 36 | 37 | 38 | 39 | 40 square: 4 x 10 = 40 ® Subtract the second answer from the first: 45 ~ 40 = 5 a Repeat these three steps with the blue block of four squares. b c d Repeat thesé thre steps with the green block of four squares. What do you notice abolit your answers to parts a and b? Here is a general block of four squares from the same number grid. [am Copy the block of four squares and write an expression, in terms of n, in each of the other squares to represent the missing numbers. @ Repeat the three steps with the block of four squares in part d. ‘What do you notice about your answer? Now you have completed this activity, compare your answers with other learners in your class. Discuss any differences in your answers and explain any mistakes that have been made. Aten Original feria © Cambridge University Press 2021. This material isnot final and is subject to further changes prior to publication Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. ere An algebraie fraction is a fraction that contains an unknown variable, or letter, For example, 4 2tand J ae all algebraic fractions. You can write the fraction * (say “x over 4") as Pad (say ‘one-quarter of x’). ‘You can write the fraction 28 (say ‘2a over 3°) asda (say ‘two-thirds of a’), To add and subtract algebraic fractions, use the same method as for normal fractions. * If the denominators are the same, simply add or subtract the numerators. * If the denominators are different, write the fractions as equivalent fractions with the same denominator, then add or subtract the numerator. © Cancel your answer to its simplest form. Simplify these expressions. 4 Fi a 4% b 3p [Bie dendminators are the same, so add the numerators. = the fraction to its simplest form. Write as ¥ ‘The denominators are different, so change ¢ to = ‘The denominators are now the same, so subtract the numerators, ayeannot be simplified, so leave it as it is. Ciginal material © Cambridge University Press 2021. This material isnot final and is subject to further changes prid*to pUblication Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. + Find equivalent fractions which have a common Sxap* 3px denominator. ‘The denominators are now the same, so add the numerators. ae cannot be simplified, Exercise 2.5 ‘Throughout this exercise, give each answer as a fraction in its simplest form. 1 Simplify these expressions. ee siss bt « 2548 2 ua aes ics Te 2 Simplify these expressions. The first two have been started for you. Yay » am aim _ | * 10 * 10 e Sy" 25y 25y By Sy & d mF 3 Copy and complete these additions and subtractions. » a b eet dq sigs bl Dit 6. 6s 0 % _fe-Oe ~ 30 (a _(e 30 4 “nF Original rffAeridl © Cambridge University Press 2021. This material isnot final and is subject to further changes prior to publication Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. 2.5 Simplifying algebraic fractions Yq 4 — Here are some algebraic fraction cards. ‘The red cards are question cards. The blue cards are answer cards. A c a 2 > Lee | a Which question cards match answer card i? Show your working. Which question cards match answer card ii? Show your working, ¢ Which question card does not match either of the answer cards? Work out the answer to this card. 5 Work with a partner to answer this This is part of Su-Lin's homewor Substitute x= 1 and y = ers to parts a to d with other learners in your class. ye learned to decide if these simplified fractions are CFiginal material © Cambridge University Press 2021. This material isnot final and is subject to further changes pridPto pablication. Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. 2. Expressions and formulae » implify these expressions. b ii B b Foreach expression in part a, choose values for a and 6. Substitute your values into the questions and work out the numerical answers. Substitute your values into your algebraic answer and work out the numerical answers, Check your numerical answers match, to show your algebraic expressions are correct. x Mise Work with a partner for this activity. Here are eight fractions cards labelled A to H. ES e A B a om ° — |% F |e se) # ‘Take it in turns to ask your partner to add or subtract two of the cards. For example, you could say ‘C + For" ~B’. You can choose. Work out the answer yourself and mark your partner's work. Discuss any mistakes that have been made, Do this twice each. [+s] [-2 6x42 _ 2Gr+0 _ 7'Gx+D _ : 5 ogre ek Ciginalrfferidl © Cambridge University Press 2021. This material is not final and is subject to further changes prior to put Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of ths ttle. 1g algebraic fractions Substitute «= 3 into $%3+2 and work out the answer. Substitute x = 3 into 3x + 1 and work out the answer. Use your answers to parts a and b to show that lain’s answer is con Look back at lain’s solution and explain why his method works. Read what Arun says: eonre use a much easier method, | just cancel the numbers that are the same Show that when x = 3, Aru Explain why his method # Discuss your answers to parts a to How will you convince them, learners in your class. gs if your answers are different? 8 Simplify these expressions, Make sure you factorise the numerator before you cancel with the denominator. a Ot b S410 ye G8 dq 8-20 In Question 9, simplify each fraction separately, then add the answers together. 3 $25 9 Show that ®*=4 simplifies to 7x + 3, TY 10. Thisis how Shania and Taylor simplify the fraction ‘Shania Taylor (PBs rose 6418 = 66+ 3) The denominator is 3, so take out a 6x 418 66+ 9 factor of 3: 6x + 18 = 3(2x + 6) =i 3 6x 418 _ 3(2x +6) _ M+ 3) ao. 3B 'H2x + 6) = 2x + 3) eye ae =2x+6 1's answer is equivalent to Taylor's answer b Critique both methods. Whose method do you pre! or Taylor's? Explain why, Shania’s Original material © Cambridge University Press 2021. This material isnot hal and is subject to further changes pridto plication. Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. 2. Expressions and formulae > ¢ Simplify these fractions. Use your favourite method. lox +30 jj x24 10x +30, i Ds a28 16x = 48 through the questions in the ex Bienen A formula is a mathematical rule that shows the relationship between pene two or more variables. For example, a formula that is often used in physicsisev=u + ar In this formula, vis the subject of the formula. It is written on its own, ‘on one side of the equation. Ld Depending on the information you are given and the variable you want You usually write to find, you might need to rearrange the formula. This is called changing | the subject of the the subject of the formula. For example, if you know the formula (in this values of ¥, and fin the formula v = w+ at and you v=utat | | example, von ‘want to work out the value of u, you would rearrange the the lefchand side equation as shown, of the equation. ‘This makes u the subject of the formula, utatay u=v-at Original feria © Cambridge University Press 2021. This material isnot final and is subject to futher changes prior to publication. Scanned with CamScannerWe are working with Cambridge Assessment International Education towards endorsement of this tile. 2.6 Deriving and using formulae If you know the values of v, w and ain the formula y= u+ atand you want to work out the value of ¢, you would rearrange the equation as shown, This makes r the subject of the formula. a Each day, Li is paid a fixed wage W dollars, and an extra R dollars r s Write a formula for the total pay, P dollars, Li earns when he works e day. b Use the formula in part a to work out P when WW = 60, H = 81 and R= 430, € Rearrange the formula in part a to make H the subject. Use your answer to part ¢ to work out H'when P dR 520) ‘Answer a P=W+HR b P=60+8.25 x 4.80 Ciginal material © Cambridge University Press 2021. This material isnot final and is subject to further changes pridPto pablication. Scanned with CamScanner1 We are working with Cambridge Assessment Intemational Education towards endorsement of this tle. 2. Expressions and formulae > Exercise 2.6 Write a formula for the number of seconds, S, in any number of minutes, M. Use your formula in part a to work out S when M = 15, Rearrange your formula in part a to make M the subject. Use your formula in part ¢ to work out M when $= 1350. Use the formula F'= ma to work out the value of i Fwhen m= 12 and a= Pwhen m = 26 and a = ~3. Rearrange the formula F = ma to make m the subject. Work out the value of m when F'= 30 and a = 2.5. Rearrange the formula F = ma to make a the subject. Work out the value of a when F=~14 and m=8, Make a sketch of each shape to help you. You studied Eulers formula in Stage 8. Original nBlerid © Cambridge University Press 2021. This material isnot final and is subject to futher changes prior to publication. Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. 2.6 Deriving and using formulae ecu) Can you identify the shapes in parts ci and cli? Compare your Make F the subject of your formula. answers to parts Work out Fwhen E= 5 and V= 7. Sag ie te What does your value of F tell you? stiles of tne Compare and discuss your answers to parts table in part a. a toe with other pairs in your class. 4 Amy is years old. Ben is 2 years older than Amy. Alice is six years younger than Amy. a Write an expression for Ben’s age and Alice's age in’ terms of x. b Write a formula for the total age, 7, of Amy, Ben and Alice, ¢ Use your formula in part b to work out Pwhen x= 19, d_— Rearrange your formula in part b to make x the subject. @ Use your formula in part d to work out x when T= 62. 5 Use the formula v =u + at to work out the value of a vwhen bo vwhen u © wwhen In parts ¢tof ue start by changing 2 the subject of the e ¢when y formula, # awhen 6 Adrian buys and sells paintifgs, He uses the formula shown to work out the percentage profit, he makes, Work out Adrian’s percentage profit on each of these paintings. a Costprige $250, selling price $300 b Cost price $120, selling price $192 ¢ Cost price $480, selling price $1080 Criginal material © Cambridge University Press 2021. This material isnot final and is subject to further changes pridto pBblication Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. 2. Expressions and formulae > 7 Insome countries, the mass of a person is measured in stones (S) and pounds (P). The formula to convert a mass from stones and pounds to kilograms is shown. Work out the mass, in kilograms, of a person with a mass of ‘a 10stones and 3 pounds b 7stones and 10 pounds © 15stonesand 1 pound d- 9stones 9 stones exactly means 9 stones and 0 pounds. VY 8 Work with a partner to answer this question. a Make x the subject of each of these Write down if A, B or C is the corr i ys2xtz A a m=m+9 10 / The diagram shows a shape made from a square and a rectangle. Write a formula for the area (A) of the shape. Work out A when a= 6, b = 3 and e= 4.5. Show that you can rearrange your formula to give a = VA—be Work out a when A = 80, b= 8 and c= 2. ance Original rferidl © Cambridge University Press 2021. This material isnot final and is subject to further changes prior to publication Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. 2.6 Deriving and using formulae 11° The formula for the area of a circle is A= ar” a Work out the area of a circle with radius Sem. ‘Use the x button on your calculator. Write your answer correct to 3 significant figures (3 sf). Make r the subject of the formula. ¢ Work out the radius of a circle with an area of 122.7 cm?. Write your answer correct to 3 significant figures (3 s.f.). 12 Simon uses the formula V = /° to work out the volume of a cube. a Make/ the subject of the formula. b Simon works out that the volumes of two different cubes are 64cm’ and 216em’. Work out the difference in the side length of the cubes. TY 13. Sasha uses the relationship shown to change between temperatures in degrees Fahrenheit (°F) and temperatures in degrees Celsius (°C). Sasha thinks that 30°C is higher than 82°F. Is she correct? Show how you worked out your answer. TY 14 A doctor uses the formula in the box to calculate a patient's body mass index (BMI). A patient is described as underweight if their BMI is below 18.5. 2 Tina’s mass is 48.8kg and her height is 1.56m. Is she underweight? Explain your answer. Show your working. b Stephen's height is 1,80m and his mass is 68.5kg. He wants to have a BMI of 20. How many kilograms must he lose to reach a BMI of 207 Show your working, Etna CFiginal material © Cambridge University Press 2021. This material isnot final and is subject to further changes pridto pablication. Scanned with CamScannerExpressions and formulae Check your progress Work out the value of each expression when x = 3, y = Sand x(3y +2) (QxyP + Write an expression for the perimeter and area of this rectangle. Write each answer in its simplest form, ‘Simplify each expression. xxx? gee (ey fee app Expand and simplify each expression. (xt 2x + 5) (x— 3x + 4) (x + 6x= 9) (x= 10) = 4) (x 8) +8) (x= oF Simplify each expression, 3m X Sm? ata Use the formula x= y? + Sz to work out the value of x when y = 4 and 2 = 3. Make z the subject of the formula. Work out the value of z when x = 55 and yas. Make y the subject of the formula. Work out the value of y when x = 46 and Scanned with CamScannerDecimals, percentages and rounding 1 Work out a 80x01 b 325x0.1 ¢ 600 x 0.01 d 85x 0.01 e 9=01 f 625 +0 g 7=001 h 0.32=001 2 Which card, A, B, C or D, gives the correct answer £0 0.08 x 120? Show your working. A 96 B 96. c | 960 D | 0.096 3 Work out a 462-3 b 128+02 4 a __ Increase $300 by 15% b Decrease $300 by 20% 5 Use acalculator to work out the area of a circle with radius 4.5cm. Give your answer correct to three significant figures. Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this ttle, 3 Decimals, percentages and rounding > oe EE ‘The world record for the fastest growing plant belongs to a certain type of bamboo. Bamboo is a member of the grass family. The plant produces new shoots (culms) in the spring, and these grow into canes. ‘The canes increase in height and diameter for about 60 days. They then stop growing. The fastest growing bamboo can grow at a rate of 0.9m per day, which is equivalent to 0.00004 km/h. Over time, the roots of the plant spread out. Each spring the new canes grow larger in height and diameter than the previous spring. This is due to the increase in the underground system of roots. Finally, after several years, the maximum size for that particular type of bamboo is reached. ‘The number of new canes that grow each year also increases. In the first year, there is one cane, In the second year, there are usually three canes. In the third year, there are nine canes and in the fourth year there are 27 canes. This is a 200% increase in the number of canes each year for the first four years. For the next four years, the number of canes increases, Anew bamboo shoot (culm) on average, by 120% each year. This information about bamboo includes decimals and percentage ‘To make the information easier to read and understand, a lot of the values are rounded. In this unit, you will work with decimals and percentages and discuss the values that rounded numbers can take. Scanned with CamScannerWe are working with Cambridge Assessment Intemational Education towards endorsement of this tle. 3.1. Multiplying and di ing by powers of 10 > 3.1 Multiplying and dividing by powers of 10 Look at this section of the decimal place-value table. 1000 100 | 10 i i a You can write the numbers 10, 100, 1000, ... as positive powers of 10. tat i You can write the numbers 4, 45g. as negative powers of 10. Look at this pattern of numbers, written as powers of 10. Is there a link between the powers and the values? 1000 = 10°, 100 = 10°, 10 = 101). = 10”, wm 10 Note: You can write the decimal 0.1 as 35 or 10”. You can write the decimal 0.01 as 45 or 10° This pattern Continues as the numbers get bigger and smaller, = 1 yg =105a 12195, For example, 10000 = 10* and fa; = 10°, 100000 = 10° and 5tGq = 10 is important to remember these two key points: 1 Multiplying a number by Of fs a is the same as dividing the same number by 10, 100, 1000, .. 2 Dividing a number by jb, ;15, 75, .~ is the same as multiplying the same number by 10, 100, 1000, ... Criginal material © Cambridge University Press 2021. This material isnot final and is subject to futher changes pridVto pablication. Scanned with CamScanner