Cambridge Y9 WB Answers

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CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE
Workbook answers 11 a The number is 7.142… and there is no

Exercise 1.1
repeating pattern.
1 Number Rational Irrational b Learner’s own answer. For example:
 2 and 5 − 2 .
36
c Because the sum of two rational numbers
48 
must be rational.
64  d No, because the product of two rational
numbers is rational.
84 
12
 B 3
3
100 5.5 √25
A
25
2 a 27 , 500 b −36, − 3 8 5
519
√25
3 a integer b surd c surd
d integer e integer f surd
4 a irrational because 3 is irrational 13 a i 20 + 2 = 6.4721…
b rational because it is equal to 9 = 3 ii 20 − 2 = 2.4721…
c rational because it is equal to 8 + 4 = 12 iii 16
d irrational because it is 2 + an irrational b She is correct. Substitute different values
number
to see that ( n + 2)( n − 2) = n − 4 seems
5 a 2.25 to be true.
b it is equal to 1.5
c yes, it is equal to 4.5
Exercise 1.2
d yes, it is equal to 1.1 1 a 2.6 × 106 b 9.2 × 108
c 4.62 × 105 d 2.08 × 107
6 a 33 = 27 and 43 = 64
b 93 = 729 and 103 = 1000 2 a 5.5 × 104 b 5.5 × 107
c 1.12 = 1.21 and 1.22 = 1.44 c 6.4 × 108 d 4.06 × 108
7 Learner’s own answers. For example: 3 a 53 000 b 53 800 000

a 5 c 711 000 000 000 d 133 100 000
b a square root between 36 and 49 4 9.46 × 1012 km

c 2 5 a 3 × 10−5 b 6.66 × 10−7
8 a 12 b 7 c 5.05 × 10−5 d 4.8 × 10−10
9 a No. All fractions are rational. In fact, the 6 a 0.0015

repeating sequence is nine digits long. b 0.000 012 34
4 c 0.000 000 079
b It is rational. It is 1 .
9 d 0.000 900 3
10 a The answer is 8. 7 a 0.000 008
b i 2 × 18 is a possible answer. b 0.000 000 482
ii 3 × 27 is a possible answer. c 0.000 061
iii 5 × 20 is a possible answer. d 0.000 000 070 07
1 Cambridge Lower Secondary Mathematics 9 – Byrd, Byrd & Pearce © Cambridge University Press 2021
Downloaded by Taha Shalaby (cryptoshalaby@gmail.com)
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8 4 × 10−7 m and 8 × 10−7 m Exercise 2.1

9 C, E, A, B, D 1 a 2 × x + 3 = 2 × 10 + 3
10 a 22 b 5.98 × 10 kg 23
= 20 + 3 = 23
11 a Copy and complete this sentence: 6.2 × 107 b x ÷ 2 − 4 = 10 ÷ 2 − 4
is 10 times larger than 6.2 × 106. = 5−4 =1
b 106 or one million.
c 4 × x 2 = 4 × 10 2
12 a 4.5 × 10 7
b 2.8 × 10 9
= 4 × 100 = 400
c 3 × 10 6
d 9.95 × 109
d 3 × ( x + 2 ) = 3 × (10 + 2 )
13 a 4.3 × 10−4 b 1.25 × 10−6 = 3 × 12 = 36
c 7 × 10−6 d 8 × 10−9
2 A and iii, B and v, C and i, D and vi, E and ii,
14 a 1.75 × 106 b 1.34 × 108 F and iv
c 6.5 × 10−5 d 1.146 × 10−4 3 a x + y = 6 + −2 = 6 − 2 = 4
b x − y = 6 − −2 = 6 + 2 = 8
Exercise 1.3
c x 2 + y 2 = 62 + (−2)2 = 36 + 4 = 40
1 1 1
1 a b c
7 49 125 d 3x + y = 3 × 6 + −2 = 18 − 2 = 16
1 1 1 e x + 4y = 6 + 4 × −2 = 6 − 8 = −2
d e f
81 225 400
f 3x + 4y = 3 × 6 + 4 × −2 = 18 − 8 = 10
2 a 4−1 b 4−3 c 40
4 a 2 b −14 c 35
d 44 e 4−4 f 4−2
d 13 e 7 f 100
3 a 5−1 b 52 c 5−2 d 5−3 e 50
5 a −4 b 5 c −8
4 a 1 b 1
d −26 e 94 1
8 27 f −4
2
c 1 d 1 or 0.001 g 12 h −11
125 1000
6 a Incorrect. He has worked out −12 and
5 a 122 b 12−1
not (−1)2.
c 12−3 d 123
Correct solution is
6 a 5 3
b 4 −6 −4 × (−1)2 −3 × −4 = −4 + 12 = 8
c 8 −5
d 150 or 1 b Incorrect. He has worked out that
(−4)3 = 64 and not −64.
e 5 −12
−4 −4
Correct solution is ( −4 ) −
3
7 a 73 b 7−1 c 76 d 7−1 = −64 −
2 × −1 −2
8 a 125 b 5−7 = −64 − 2
c 3−4 d 251 or 25 = −66
7 Learner’s own values. For example:
9 a 6 b −4 c −2 d 4
a x = 3 and y = 7, x = 4 and y = 44,
10 a −2 b 4 c 6 d 7 x = 5 and y = 105
3 4 b x = −1 and y = −21, x = −2 and y = −28,
11 a 3 b 1 c 1
4 9 x = −3 and y = −47
12 a 116 = 1 771 561 b 112 = 121 c x = 0 and y = −20, x = 1 and y = −19,
x = 2 and y = −12
1
c 11−3 =
1331
13 7
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8 a 15 b 20 c −20 4 a 3 b 6
d 11 e 8 f −64 a b
c d
g 2 h −7 i 8 5 5
j 2 k −25 l 4 5 A and iii, B and vi, C and i, D and vii,

E and viii, F and ii, G and iv, H and v
9 Learner’s own counter-examples. For example:
6 a n − 10 n
a Let x = 2, so 10x 2 = 10 × 22 = 10 × 4 = 40 b
1000
and (10x)2 = (10 × 2)2 = 202 = 400 n
c 2n + 3 d −5
40 ≠ 400, so 10x 2 ≠ (10x)2. 4
1 10
b Let y = 2, so (2y)3 = (2 × 2)3 = 43 = 64 and e −1 f
n 2n
2y3 = 2 × 23 = 2 × 8 = 16
64 ≠ 16, so (2y)3 ≠ 2y3. g 3(n + 20) h 3n
c Let x = 4 and y = 2,
3x − 3y = 3 × 4 − 3 × 2 = 12 − 6 = 6 and i ( 4n)2 − 3 j 6 3 n + 10
3(y − x) = 3(2 − 4) = 3 × −2 = −6 3
 n
6 ≠ −6, so 3x − 3y ≠ 3(y − x). k  5 
−9
10 a 18 kg b 14 kg 7 a 6x b 3x + 10
c c 12x − 2 d 13x − 4
Age (A years) 1 2 3 4 5 8 a xy b y2
Mass using c x3 d 16x2
10.5 13 15.5 18 20.5
expression ①
Mass using 9 a g2 = 25, g(8 − g) = 15, 2g(3g − 11) = 40
10 12 14 16 18
expression ② b 80
d Expression ②, 13.5 kg is closer to 14 kg c g2 + g(8 − g) + 2g(3g − 11) =
than 15.5 kg. g2 + 8g − g2 + 6g2 − 22g = 6g2 − 14g.
11 a 99 b 18 d 6g2 − 14g = 80
12 4d 2 −
100
− 3cd − c(c − d ) 10 a i 2a + 16 ii 5a + 15
c2
when a = 3,
100
= 4 × ( −3)2 − − 3 × 5 × −3 − 5(5 − −3)
52 i 2a + 16 = 22 ii 5a + 15 = 30
= 36 − 4 + 45 − 40 b i 2b + 2 ii 5b − 20
= 37 when b = 12,
( ) − ( −4 − c )
2
8c 3c
d + 3
+ 2
i 2b + 2 = 26 ii 5b − 20 = 40
( c + d )2 d
+( ) − ( −4 − 5 )
8×5 3×5
2 c i 4c − 16 ii c2 − 8c
= ( −3) + 3 2
( 5 + − 3 )2 −3 when c = 10,
= −27 + 10 + 25 + 29 i 4c − 16 = 24 ii c2 − 8c = 20
= 37 d i 2d 2 + 14d ii 7d 3
Exercise 2.2 when d = 5,
i 2d 2 + 14d = 120 ii 7d 3 = 875
1 a 6 b 12
c x+2 d z+2 11 a i 2(a + 3) + 2(3a + 1) = 8a + 8,
4(2a + 2) = 8a + 8
2 a 2 b 5
ii 3(a + 3) + 3(3a + 1) = 12a + 12,
c y−3 d z−3 6(2a + 2) = 12a + 12
3 a 10 b 20
c 5a d 5b
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iii 5(a + 3) + 5(3a + 1) = 20a + 20, 15 a Side length = 3 27 = 3 cm, cube

10(2a + 2) = 20a + 20 has 12 edges, so total length of
b n black rods + n striped rods = 2n white rods edges = 12 × 3 = 36 cm
(or similar explanation given in words) b 48 cm c 12 3 x
c i 4(a + 3) + 2(2a + 2) = 8a + 16,
8(a + 2) = 8a + 16 Exercise 2.3
ii 6(a + 3) + 3(2a + 2) = 12a + 24, 1 A and ii, B and iv, C and i, D and iii
12(a + 2) = 12a + 24
iii 8(a + 3) + 4(2a + 2) = 16a + 32, 2 A and iii, B and iv, C and ii, D and i
16(a + 2) = 16a + 32 3 a True b False y 5 × y 4 = y 9
d 2n black rods + n white rods = 4n grey rods c True d False y 9 ÷ y 3 = y 6
(or similar explanation given in words)
4 a g8 b h30
12 a i $26 ii $46
c i 21 d j 20
b $10 c $16
5 a 8x2 b 16x3
d 16 + 10d
c 4y 4 d 11y 6
a2 42
13 a When a = 4, + 3a = + 3 × 4 = 20 and
2 2 6 a a7 b b10 c c8
2
when b = 5, 2b (b − 4b − 3) =
d d4 e e4 f f7
2 × 5(52 − 4 × 5 − 3) = 10(25 − 20 − 3) = 20
g g32 h y14 i i 72
As the side lengths are both 20, it must be
a square. j 13j 2 k k3 l −3l5
b 80 7 a 6a4 b 16b7 c 36c12
c i 2
2a + 12a d 10e11 e 8g8 f 3h6
ii 3 2
8b − 32b − 24b g 5x8 h 5x4
d 2
When a = 4, 2a + 12a = 80 and when b = 5, 8 a B b A c A d D
8b3 − 32b2 − 24b = 80
e Yes. Learner’s own explanations. 9 a When the terms are simplified, one group
has x6 terms and one group has x9 terms.
For example: When a is a positive integer,
x6 terms: 3x3 × 2x3, 9x9 ÷ 3x3, 2x × 3x5
2 a2
a is positive, so is positive. Also 3a
2 x9 terms: x6 × 3x3, 12x12 ÷ 4x3, 6x6 × x3
is positive. When you add two positive b 9x12 ÷ x9 = 9x3: this is the only card, which
numbers, you will get a positive answer, so when simplified, has an x3 term; all others
the perimeter of the rectangle will always have x6 terms or x9 terms.
be positive.
10 a Zara is correct. (2x3)2 = 22 × x3×2 = 4x6
f i −10 ii −16
b i 9x14 ii 64y27 iii 32z15
iii −18
g No, because the perimeter cannot be a 11 a C b A c B d D
negative number.
1 1
12 a 4−4 = b 5−3 =
For a < −6 the perimeter is positive, so is a 44 53
valid measurement. 1 1
c 8−5 = d x−4 =
14 a 2(4x2 + 3x) + 2(2x2 − 5x) = 85 x4
8x2 + 6x + 4x2 − 10x = 12x2 − 4x 1 1
=
1
e y−7 = f z−1 =
y7 z1 z
b 12x2 − 4x = 4x(3x − 1)
c Arun is incorrect. When x = 3, 1 1
13 a x−3 = b y−4 =
perimeter = 96 and when x = −3 x3 y4
perimeter = 120. 1 1
c m−8 = d n−5 =
m8 n5
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14 a A and v, B and iii, C and i, D and vii, d (x + 3)(x + 9)

E and ii, F and iv
5
× x +3
b Any expression that simplifies to give . x x2
+3x
2 y7
For example: 10y3 ÷ 4y10 +9 +9x +27
2 n × 3n
2 5
6n 7
3n
15 = =
( 2 n 2 )3 8n6 4 x2 + 3x + 9x + 27 = x2 + 12x + 27
6 x 2 × 3x 6 × 2 x 9 36 x17 3 a (x + 5)(x − 3)
16 Yes, = = 9x 4 and
4 x13 4 x13
× x +5
(3x )4 4
=
81x16
= 9x 4 2
3x × x 2 × 3x 9 9x12 x x +5x
−3 −3x −15
Exercise 2.4 x2 + 5x − 3x − 15 = x2 + 2x − 15
1 a 23 × 34 b (x + 6)(x − 2)
× 20 3 × x +6
30 600 90 x x2
+6x
4 80 12 −2 −2x −12
600 + 90 + 80 + 12 = 782 x2 + 6x − 2x − 12 = x2 + 4x − 12
b 18 × 42 c (x − 7)(x + 4)
× 10 8 × x −7
40 400 320 x x2
−7x
2 20 16 +4 +4x −28
400 + 320 + 20 + 16 = 756 x2 − 7x + 4x − 28 = x2 − 3x − 28

2 a (x + 2)(x + 3) d (x − 8)(x + 2)
× x +2 × x −8
x x 2
+2x x x2 −8x
+3 +3x +6 +2 +2x −16
x2 + 2x + 3x + 6 = x2 + 5x + 6 x2 − 8x + 2x − 16 = x2 − 6x − 16
b (x + 1)(x + 4) 4 a (x − 1)(x − 3)
× x +1 × x −1
2
x x +x x x2 −x
+4 +4x +4 −3 −3x +3
x2 + x + 4x + 4 = x2 + 5x + 4 x2 − x − 3x + 3 = x2 − 4x + 3
c (x + 5)(x + 6) b (x – 4)(x – 8)
× x +5 × x −4
2
x x +5x x x2 −4x
+6 +6x +30 −8 −8x +32
x2 + 5x + 6x + 30 = x2 + 11x + 30 x2 − 4x − 8x + 32 = x2 − 12x + 32
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5 Learner’s own answer. (x + 8)2 and (x + 7)(x + 9) giving x2 + 16x + 64

and x2 + 16x + 63.
6 a x2 + 7x + 10 b x2 + 2x − 8
c x2 − 3x − 18 d x2 − 6x + 9 There is still a difference of 1.
e x2 + 15x + 50 f x2 − 13x + 40 15 a (2x + 1)(3x + 2) = 6x2 + 4x + 3x + 2 =

6x2 + 7x + 2
g x2 + 5x − 50 h x2 − 3x − 40
b i 12x2 + 19x + 5
7 a B b A c C d C
ii 8y2 − 14y − 15
8 1 2
(x + 4)(x + 3) = x + 7x + 12 Rohan had the
final term incorrect – he added 4 and 3 to Exercise 2.5
get 7, not multiplied 4 by 3 to get 12.
1 1 2 1 2 3
2 (x + 5)(x − 9) = x2 − 4x − 45 Rohan 1 a + = b + =
3 3 3 5 5 5
simplified 5x − 9x to be 4x not −4x.
2 3 5 1 3 4 1
3 (x − 3)(x − 2) = x2 − 5x + 6 Rohan had the c + = d + = =
7 7 7 8 8 8 2
final term incorrect – he multiplied −3 by
1 2 3 1 3 3 6 3
−2 to get −6, and it should be +6. e + = = f + = =
2 9 9 3 10 10 10 5
9 a i a2 + 4a + 4 ii a2 − 4a + 4 x x 2x x 2 x 3x
2 a + = b + =
iii b2 + 8b + 16 iv b2 − 8b + 16 3 3 3 5 5 5
v c2 + 2c + 1 vi c2 − 2c + 1 2 y 3y 5 y y 3y 4 y y
c + = d + = =
7 7 7 8 8 8 2
b Learner’s own answer. For example:
The first and last terms are the same, the m 2 m 3m m 3n 3n 6 n 3n
e + = = f + = =
middle terms have different signs. 9 9 9 3 10 10 10 5
c (x + y)2 = x2 + 2xy + y2 so 1 3 2 3 5 1 2 3 2 5
(x − y)2 = x2 − 2xy + y2 3 a + = + = b + = + =
4 8 8 8 8 3 9 9 9 9
10 a i a2 − 1 ii a2 − 16 c
2 1 4 1 3 1
− = − = =
3 6 6 6 6 2
iii 2
a − 81
11 1 11 2 9 3
b There is no term in a, and the number d − = − = =
12 6 12 12 12 4
term is a square number.
5x 5y p 3b
c a2 − 64 4 a b c d
8 9 2 4
d a2 − b2
x 4x 12 6x
11 ( x + 4 )( x – 3) + x (5 – x ) = x 2 − 3x + 4 x − 12 + 5x − x 2 5 a
2
b
5
c
x
d
7
= 6 x − 12 5 y 2y y
e f g h
= 6 ( x – 2) 4x 6 9 18
5 17
12 a i x2 + 12x + 36 i j
16y 24y
ii x2 + 12x + 35 1 x
6 a A, D, F all equal x or and
b Learner’s own answer. For example: There 4 4
1 x
is a difference of 1. B, C both equal x or .
2 2
13 a i x2 + 14x + 49 1 x
b E, which equals x or .
3 3
ii x2 + 14x + 48
x+ y 2x + y
b Learner’s own answer. For example: There 7 a b
2 6
is a difference of 1.
9x + y 15x − y
14 Learner’s own answer. For example: c d
12 18
(x + 5)2 and (x + 4)(x + 6) giving x2 + 10x + 25 7x − 8 y 21a + 4b

e f
and x2 + 10x + 24 12 28
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10a + 15b ab − 35 4 a i 9 ii 25
g h
18 7b
iii 7w + d
8ab − 45
i b i 19 ii 45
36b
8 a 17 b 32 5 a A = bh A=b×h swap sides:
A
c 17 ≠ 32. b×h=A reverse the ×: b =
h
Learner’s own explanation. For example: She
b F = bg F=b×g swap sides:
has just crossed the 2s off and not cancelled F
properly. b×g=F reverse the ×: b = g
1
8x + 2 2( 4 x + 1) 2 ( 4 x + 1) c T = mb T=m×b swap sides:
d = = 1 = 4x + 1
2 2 2 T
m×b=T reverse the ×: b =
9 a 2x + 1 b 5x + 1 m
c 3x − 4 d 3x − 4 d X = b + rt swap sides: b + rt = X
reverse the +: b = X − rt
10 Evan is correct. e M = b − kn swap sides: b − kn = M
1 1
7 x − 14 8x + 6 7 ( x − 2 ) 2 ( 4 x + 3) reverse the −: b = M + kn
+ = 1 + 1 =
7 2 7 2
x − 2 + 4x + 3 = 5x + 1 6 a i D = 150 ii D = 180
D D
1
8x + 24 4 ( 2 x + 6 )
b S = , S = 20 c T = , T = 5.5
T S
11 a = 1 = 2x + 6 and
4 4
2 7 a Polly’s age: d + 3, Max’s age: d − 2
8x + 24 8 ( x + 3)
= 1 = 2(x + 3) b T = 3d + 1 c T = 25
4 4
b i 2x + 4 and 2(x + 2) T −1
d d= e d = 11
3
ii 3x + 9 and 3(x + 3)
8 a F = 25 b F = 54
iii 6x − 9 and 3(2x − 3)
c I = 40 d e=5
iv 4 − 6x and 2(2 − 3x)
e a=7
2x + 3 2x + 3
12 a b 9 a 50% b 8%
2 5
2x − 3 5 − 7x c 110%
c d
4 2
10 a 450 m b 1303 m
y+x x+ y d +c c+d
13 a xy
or xy
b or c 1078 m d 1615 m
cd cd
y−x 2b + a a + 2b 11 a A b B
c xy
d or
ab ab
3h − 4 g
c A d C
5n − 2 m
e f
mn gh p+8
12 a n= b n = 7(q − k)
3
Exercise 2.6 c n = 2pw − r d n=
hr 2 + 2
5
1 A and v, B and iv, C and ii, D and iii,
E and vi, F and i 13 Arun is correct. 20 °C = 68 °F and 68 °F > 65 °F.
2 a i 24 ii 48 14 F = 120. Learner’s own explanation and

working. For example:
iii 72 iv 24d
v−u
b H = 24d = 24 × d = 24 × 10 = 240 Use the formula a = to find the value of a.
t
3 a i 7 ii 14 v − u 32 − 12
So a = = = 4.
t 5
iii 21 iv 7w
Then use the formula F = ma to work out the
b = 7w, 56 days
value of F. So F = 30 × 4 = 120.
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2A 6 a 3.4 b 3.4
15 a r= b 4.8 cm
π
c 0.034 d 0.034
bh
16 a A = a2 + b A = 61 e 0.034 f 0.034
2
g 34 h 3.4
bh
c a= A− d a = 12 i 3400 j 30 400
2
17 a side length of the larger cube = 2x k 30 l 340
V 7 POWERS OF TEN – EASY!

b V = 9x3 c x= 3
9
8 a i 5000 ii 500
d Learner’s explanation and working.
Example: iii 50 iv 5
V v 0.5 vi 0.05
Used the formula x = 3 to work out the
9 b larger
576
value of x. x = 3 = 4 cm 9 a i 0.099 ii 0.99
9
Side length of larger cube is 2 × 4 = 8 cm iii 9.9 iv 99
Area of one face of larger cube = 8 × 8 = v 990 vi 9900
64 cm2 b smaller
Surface area of larger cube = 6 × 64 = 10 a
384 cm2 0.004 × 103 400 ÷ 102
Exercise 3.1 4 × 100 =4 0.04 ÷ 10−2

1 A and ii, B and vi, C and iv, D and i, E and iii,
F and v 0.4 × 101 40 ÷ 101
2 a 3.4 × 102 = 3.4 × 100 = 340
b
b 4.8 × 103 = 4.8 × 1000 = 4800 67 ÷ 102 670 × 10−3
c 12.5 × 101 = 12.5 × 10 = 125
d 5 × 105 = 5 × 100 000 = 500 000 670 ÷ 103 = 0.67 6.7 ÷ 101
e 14 × 103 = 14 × 1000 = 14 000

6.7 × 10−1 67 × 10−2
3 A and ii, B and v, C and iv, D and i, E and iii
4 a 3.4 × 10–2 = 3.4 ÷ 100 = 0.034 11 a 45: A, D, H 4.5: B, E, J 0.45: C, G, I
b 8 × 10–3 = 8 ÷ 1000 = 0.008 b 0.045: F is spare. Learner’s own answers.
c 15 × 10–4 = 15 ÷ 10 000 = 0.0015 For example: 45 ×10−3, 4.5 ×10−2, etc.
d 12 × 10–1 = 12 ÷ 10 = 1.2 12 a  b  c 
5 a 2800 b 28 000 d  e  f 
c 280 d 2880 13 a 270 b 0.0048 c 125 000
e 280 000 f 0.2 14 a B b A c C d B
g 28 h 0.2
i 0.028 j 0.28 Exercise 3.2
k 0.028 l 28.8 1 a 4 × 0.3 4 × 3 = 12 so 4 × 0.3 = 1.2
b 7 × 0.4 7 × 4 = 28 so 7 × 0.4 = 2.8
c 9 × −0.1 9 × −1 = −9 so
9 × −0.1 = −0.9
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d −15 × 0.2 − 15 × 2 = −30 so 9 Hassan is incorrect. Numerator should be:

−15 × 0.2 = −3 2.5 × 0.2 = 0.5, not 5.
e 8 × 0.02 8 × 2 = 16 so 8 × 0.02 = 0.16 Denominator should be: 5 × 0.1 = 0.5, not 50.
f −5 × −0.04 − 5 × −4 = 20 so Answer = 1.
−5 × −0.04 = 0.2
10 a 20 b 30
g 11 × 0.07 11 × 7 = 77 so
c 500 d 0.2
11 × 0.07 = 0.77
11 a i 1.1 ii 2.2 iii 3.3
2 a 6 ÷ 0.3 6 × 10 = 60
0.3 × 10 = 3 60 ÷ 3 = 20 iv 4.4 v 5.5 vi 6.6
b 8 ÷ 0.2 8 × 10 = 80 b i larger ii smaller
0.2 × 10 = 2 80 ÷ 2 = 40 c i 80 ii 40
c −9 ÷ 0.1 −9 × 10 = −90 iii 20 iv 16
0.1 × 10 = 1 −90 ÷ 1 = −90
v 10
d 12 ÷ 0.4 12 × 10 = 120
d i larger ii larger
0.4 × 10 = 4 120 ÷ 4 = 30
e 6 ÷ −0.02 6 × 100 = 600 12 a 158.4 b 158.4
−0.02 × 100 = −2 600 ÷ −2 = −300 c 0.015 84 d 352
f 8 ÷ 0.04 8 × 100 = 800 e 0.352 f 3.52
0.04 × 100 = 4 800 ÷ 4 = 200
13 a Estimate: 6 × 40 = 240 Accurate: 271.377
g −16 ÷ −0.08 −16 × 100 = −1600
−0.08 × 100 = −8 −1600 ÷ −8 = 200 b Estimate: 200 ÷ 0.4 = 500 Accurate: 495
80 × 5 400
3 a 1.2 b 2.6 c Estimate: = = 2000
0.2 0.2
c 3.6 d −8.1 Accurate: 2400
e 3.3 f −0.24
14 a 5.4 m2 b 7.2 m2
g 0.28 h 0.45
c 0.48 m2 d 0.124 m2
i 1.4 j −5.55
15 4 m
4 A, C, E, I (0.024); D, G, J, L (0.24);
B, F, H, K (2.4) 16 0.35 m
5 a 20 b 40 17 a True b True
c 30 d −40 c False, 0.0025 d False, 0.3
e 200 f −250 e True f True
g 300 h 3000
Exercise 3.3
i 200 j −400
1 a $300 increased by 15%
6 a B b B c C d B 100% + 15% = 115% multiplier is 1.15
7 a 0.12 b 1.35 $300 × 1.15 = $345
c 0.072 d 0.15 b $200 increased by 20%
e 0.055 f 30 100% + 20% = 120% multiplier is 1.2
g 9 h 5 $200 × 1.2 = $240
i 7 j 40 c $400 increased by 32%
100% + 32% = 132% multiplier is 1.32
8 a True b True
$400 × 1.32 = $528
c False d True
2 a $300 decreased by 15%
100% − 15% = 85% multiplier is 0.85
$300 × 0.85 = $255
lOMoARcPSD|29667936
b $200 decreased by 20% c The value of the scooter after 12 years.

100% − 20% = 80% multiplier is 0.8 d 1800 × (0.88)4 = $1079.45 and
$200 × 0.8 = $160 1800 × (0.88)5 = $949.92
c $400 decreased by 32% e 1800 × (0.88)n
100% − 32% = 68% multiplier is 0.68
12 a A and ii, B and v, C and i, D and iv,
$400 × 0.68 = $272 F and iii
3 A and vi, B and iii, C and i, D and iv, E and ii, b E and 0.54
F and v
13 a 60% increase then 45% decrease →
4 a $800 increased by 10%, then increased multiplier = 0.88 → $600 × 0.88 = $528
by 20%. b 15% decrease then 12% increase →
800 × 1.1 = 880 → 880 × 1.2 = $1056 multiplier = 0.952 → $800 × 0.952 = $761.60
b $800 decreased by 10%, then decreased c 45% increase then 24% increase →
by 20%. multiplier = 1.798 → $400 × 1.798 = $719.20
800 × 0.9 = 720 → 720 × 0.8 = $576 14 a 1.1016 b $2400
c $800 increased by 25%, then decreased
15 Learner’s own answers. For example:
by 40%.
a 1.5 × 0.4 = 0.6 → 50% increase and 60%
800 × 1.25 = 1000 → 1000 × 0.6 = $600
decrease
d $800 increased by 5%, then decreased
1.2 × 0.5 = 0.6 → 20% increase and 50%
by 15%.
decrease
800 × 1.05 = 840 → 840 × 0.85 = $714
b 1.25 × 1.2 = 1.5 → 25% increase and 20%
5 a i 198 ii 198 increase
b = 2 × 0.75 = 1.5 → 100% increase and 25%
decrease
c i = ii =
16 500 000
6 a i 85.8 ii 362.5
b i 891 ii 48.72 Exercise 3.4
7 a 1.071 b $1.29
1 a 115, 116, 117, 118, 119, 120, 121, 122, 123,
8 a i 33.6 ii 120 124
b i 127.5 ii 76.95 b 115
9 a 0.63 b $529.20 c 124
10 2 a 65, 66, 67, 68, 69, 70, 71, 72, 73, 74

End of year: Calculation: Amount:
b 65
1 4000 × 1.05 $4200.00 c 74
2
2 4000 × (1.05) $4410.00 3 a 24.5, 24.6, 24.7, 24.8, 24.9, 25.0, 25.1,
3 4000 × (1.05) 3
$4630.50 25.2, 25.3, 25.4
b 24.5
4 4000 × (1.05)4 $4862.03
c 25.4
5 4000 × (1.05)5 $5105.13
4 a 7.5, 7.6, 7.7, 7.8, 7.9, 8.0, 8.1, 8.2, 8.3, 8.4
11 a i 1800 × 0.88 b 7.5
ii 1800 × (0.88)2 c 8.4
iii 1800 × (0.88)3 5 a 2.5 b 3.5
b The value of the scooter after 7 years. 6 a 85 b 95
lOMoARcPSD|29667936
7 a 6.5 ⩽ x < 7.5 Exercise 4.1

b 27.5 ⩽ x < 28.5
1 a 2x − 6 = 10 b 4(3x + 2) = 32
c 134.5 ⩽ x < 135.5 2 x = 10 + 6 12 x + 8 = 32
d 558.5 ⩽ x < 559.5 2 x = 16 12 x = 32 − 8
8 a 45 ⩽ x < 55 b 415 ⩽ x < 425 16 12 x = 24
x=
2 24
c 3735 ⩽ x < 3745 d 5205 ⩽ x < 5215 x=
x=8 12
9 a 750 ⩽ x < 850 b 1150 ⩽ x < 1250 x=2
y
c 6650 ⩽ x < 6750 d 9050 ⩽ x < 9150 c −3=1 d 5y + 3 = 9 + 2y
2
10 a 18.5 m 2 5y − 2y = 9 − 3
y
= 1+ 3 3y = 6
b 19.5 m2 2
y 6
c 18.5 m2 ⩽ x < 19.5 m2 =4 y=
2 3
11 a i 55 ii 65 y = 4×2 y=2
b 55 ⩽ x < 65 y=8
12 A, ii and c; B, ii and a; C, i and e; D, iii and b; 2 a 5 − 2x = 9 b 6(3 − x) = 3x
E, i and f; F, iii and d −2 x = 9 − 5 18 − 6 x = 3 x
13 a i 495 g −2 x = 4 18 = 3 x + 6 x
ii 505 g 4 18 = 9 x
x=
iii 495 g ⩽ x < 505 g −2 18
=x
x = −2 9
b i 2 × 495 g = 990 g
x=2
ii 2 × 505 g = 1010 g
3y
c +1 = 7 d 3(y + 5) = 2(20 − y)
14 a i 145 cm 4 3 y + 15 = 40 − 2 y
ii 155 cm 3y
= 7 −1 3 y + 2 y = 40 − 15
4
iii 145 cm ⩽ x < 155 cm 5 y = 25
3y
b Carlos has worked out the correct =6 25
4 y=
answer as all pieces of wood can vary
3y = 6 × 4 5
between 145 cm and 155 cm, so you y=5
must multiply the upper and lower 3 y = 24
bounds by 3. 24
y=
Pepe is incorrect as he has multiplied the 3
rounded number by three then worked y=8
out +/− 5 cm from that answer instead of 63
30
+/− 15 cm from that answer (as there are 3 a =5 b =9
x y +1
three pieces of wood).
30 = 5 x 63 = 9( y + 1)
15 a i 1.15 litres or 1150 mL 30 63
=x = y +1
ii 1.25 litres or 1250 mL 5 9
iii 1.15 litres ⩽ x < 1.25 litres or x=6 7 = y +1
1150 mL ⩽ x < 1250 mL 7 −1 = y
b i 5.75 litres or 5750 mL y=6
ii 6.25 litres or 6250 mL 4 a g = 12 b g = −10
iii 5.75 litres ⩽ x < 6.25 litres or c p=7 d g=7
5750 mL ⩽ x < 6250 mL
e y=5 f y = 12
g x = −3 h x = −2
lOMoARcPSD|29667936
5 a 5x + 15 = 10x − 20 → x = 7 14 a y + 3y + y − 2 + 4(y − 2) = 116

b x + 3 = 2x − 4 → x = 7 b y = 14
c Learner’s own answers. c 48
6 a 8x − 32 + 20 − 4x = 0 → 4x − 12 = 0 → x = 3 15 a i 3(a − 2) = a ii 3 cm
b 2(x − 4) + 5 − x = 0 → 2x − 8 + 5 − x = 0 → b i 3(a − 2) + 3(a − 2) + a + a = 44 or
x−3=0 → x=3 2a + 6(a − 2) = 44 or a + 3(a − 2) = 22
c Learner’s own answers. or 4a − 6 = 22
ii 7 cm and 15 cm
7 a 5(23 + 4) = 5 × 27 = 135 and
420
2(30 − 23) = 2 × 7 = 14, 135 ≠ 14 16 a = 60 b x=2
9−x
b Line 1: he added 5 and 4 instead of
multiplying 5 and 4. Exercise 4.2
Line 2: he subtracted 2x instead of adding 1 1 2x − 1 = x + 5 2 y = 2x − 1
2x and added 9 instead of subtracting 9. 2x − x = 5 + 1 = 2 × 6 −1
x=6 = 12 − 1
5
c x=5 , = 11
7
 5  5 25 4 4 3 Check values are correct. y = x + 5
5  5 + 4 = 5 × 9 = 45 + = 45 + 3 = 48 = 6+5
 7  7 7 7 7
= 11
 5 2 4 4 x = 6 and y = 11
and 2  30 − 5  = 2 × 24 = 48
 7  7 7
2 1 6x + 3 = 2x − 9 2 y = 6x + 3
8 a a = 21
6 x − 2 x = −9 − 3 = 6 × −3 + 3
1
b b= 4 x = −12 = −18 + 3
4
c c=2 −12 = −15
x= = −3
3 4
d d =4 3 y = 2x − 9 4 x = −3 and y = −15
5
Learner’s checks. = 2 × −3 − 9
9 a n + 2(n + 3) = 90 → 3n + 6 = 90 = −6 − 9
b n = 28 = −15
3 a
c 28 and 62
y = 2x + 1 x 0 2 4 y=x+4 x 0 2 4
10 a 5(x − 8) = 2(x + 10)
y 1 5 9 y 4 6 8
b 20
11 a B and E b
y
b A x = 6480 B x = 5 C x =
1
D x=
1 10
E x=5
5 5 9 y = 2x + 1
8 y=x+4
B and E give the correct answer of five
grandchildren. 7
6
12 a x + 50 and 2x + 80 5
b 2x + 80 = 144 4
c x = 32 3
2
13 a s + 2s + 2s + 5 = 100 → 5s + 5 = 100 1
b s = 19 0
0 1 2 3 4x
c 43 cm
c (3, 7); x = 3, y = 7
lOMoARcPSD|29667936
d 1 2x + 1 = x + 4 2 y = 2x + 1 9 a x = 18, y = 2 b x = 9, y = 3
2x − x = 4 − 1 = 2 × 3 +1 c x = 9, y = 6 d x = 12, y = 14
x=3 = 6 +1
10 a x = 10, y = 20 b x = 3, y = 24
=7
c x = 14, y = −9 d x = −2, y = 4
3 y = x+4 4 x = 3 and y = 7 11 a 2x + 3y = 9, 2x + y = 5
= 3+ 4
b cost of a cake, x = $1.50 and the cost of a
=7
coffee, y = $2
e Learner’s own answer.
12 a x + y = 37.74, x − y = 9.24
4 a x + y = 10 and x − y = 4
b $23.49 and $14.25
1 x + y = 10 2 7 + y = 10
13 x = 13, y = 8, so 2x + 3y = 50
+ x − y= 4 y = 10 − 7
14 a = 9, b = 3, c = 4, d = 10, e = 5, f = 11
2x + 0y = 14 =3
9 + 3 + 4 + 10 + 5 + 11 42
14 a mean = = =7
2x = 14, x = =7 6 6
2
b range = 11 − 3 = 8
3 7−3=4
4 x = 7 and y = 3 Exercise 4.3
b x + 5y = 28 and x + 3y = 18
1 a x>2 b x ⩾ −6
1 x + 5y = 28 2 x + 5 × 5 = 28
c x<0 d x ⩽ 10
− x + 3y = 18 x = 28 − 25 e −8 ⩽ x < 0 f −3 < x ⩽ 3
0x + 2y = 10 =3 2 a
10 –3 –2 –1 0 1
2y = 10, y= =5
2
b
3 3 + 3 × 5 = 18
0 0.5 1 1.5 2 2.5 3 3.5
4 x = 3 and y = 5 c
c 3x + 2y = 34 and x − 2y = 6 –4 –3 –2 –1 0
1 3x + 2y = 34 2 3 × 10 + 2y = 34 d
+ x − 2y = 6 2y = 34 − 30 5 10 15 20
4x + 0y = 40 4 e
2y = 4, y = = 2
2
40
0 1 2 3 4 5 6 7
4x = 40, x = = 10
4 f
–5 – 4 –3 –2 –1 0 1 2 3 4 5 6
3 10 − 2 × 2 = 6
4 x = 10 and y = 2 3 a 9
5 x = 6, y = 18 b −6
c −3, −2, −1, 0, 1, 2
6 x = 2, y = 5
4 a Could be true. b Could be true.
7 x = 6, y = −3
c Must be true. d Cannot be true.
8 a i, ii x = 2, y = 5
b Learner’s own check.
c Learner’s own answers.
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5 a 6x > 18 b 2x − 3 < 19 11 a 3x > 4x + 12 b 3x − 3 < 5x − 17

18 2 x < 19 + 3 3 x − 4 x > 12 3 x − 5 x < −17 + 3
x>
6 2 x < 22 − x > 12 −2 x < −14
x>3 22 −x 12 −2 x −14
x< < >
2 −1 −1 −2 −2
x < 11 x < −12 x>7
c 5x + 1 ⩽ −9 d 3(x − 4) ⩾ 9 c 6 − 5x ⩽ −12
5x ⩽ −9 − 1 3x − 12 ⩾ 9 −5x ⩽ −12 − 6
5x ⩽ −10 3x ⩾ 9 + 12 −5x ⩽ −18
−10 3x ⩾ 21 −5x −18
x⩽ ⩾
5 21 −5 −5
x ⩽ −2 x⩾
3 3
x⩾7 x⩾3
5
6 a x ⩾ 0.5 b x<3 12 a x + 2x + x + 30 < 360 or 4x + 30 < 360
c x ⩽ 13 d x < 6.5 b x < 82.5 °
7 a c No, x cannot be 90 ° because it has to be
0 1 2 3 4 5 less than 82.5 °.
b 13 a A + A + 5 + 2(A + 5) < 100 → 4A + 15 < 100
0 1 2 3 4 b A < 21.25
c c No, because A < 21.25, so 2(A + 5) < 52.5.
10 11 12 13 14
14 a x + 2x + 3(x − 10) < 360 → 6x − 30 < 360
d
b x < 65
4 5 6 7 8
c Yes. 2x = 3(x − 10) → x = 30 and this is in
8 a 3(y − 4) + 7y ⩾ 8y − 5 the solution set.
3y − 12 + 7y ⩾ 8y − 5 15 a 2z + 9 > 13 b 3(z − 4) > −6
10y − 8y ⩾ − 5 + 12
c 4 + 2z > 8 d 5(3z − 2) > 20
2y ⩾ 7
y ⩾ 3.5 16 a 0<x⩽7
b i y=3 3(3 − 4) + 7×3 ⩾ 8 × 3 − 5;
3 × −1 + 21 ⩾ 24 − 5; 0 1 2 3 4 5 6 7 8
18 ⩾ 19 false
b 2 ⩽ y ⩽ 10
ii y = 3.5 3(3.5 − 4) + 7 × 3.5 ⩾ 8 × 3.5 − 5;
3 × −0.5 + 24.5 ⩾ 28 − 5;
23 ⩾ 23 true 0 2 4 6 8 10 12
iii y=4 3(4 − 4) + 7 × 4 ⩾ 8 × 4 − 5; c −1 < n < 3
3 × 0 + 28 ⩾ 32 − 5;
28 ⩾ 27 true
–2 –1 0 1 2 3 4
9 a x ⩽ 10 b x>4
d 0 < m < 4.5
c x⩾2 d x < 20
Learner’s own checks. 0 1 2 3 4 5
10 a 5x − 14 > 2x + 1
b x>5
c Learner’s own checks.
lOMoARcPSD|29667936
Exercise 5.1 ii There are three ways:
1 a = 80, b = 80, c = 55, d = 125

2 B and C
3 B = 48, C = 66, A = 180 − (48 + 66) = 66 10 a 1440 °
so A and C are equal.
b Third angle = 360 − 108 − 108 = 144 °
4 a = 100, b = 105, c = 25
11 30 °
5 a = 49, b = 49, c = 48
12 36 °
6 x = 30
13 It is correct. Substitute values of n. To show it
7 a, b Learner’s own sketch showing the exterior algebraically requires factorising.
angles 135 °, 120 °, 105 °
8 x = 95, y = 39, z = 124 Exercise 5.3
9 x = 50, y = 30, z = 80 1 a = 123; b = 109
10 Angles of the quadrilateral are 118 °, 127 °, 75 °; 2 a 90 ° b 120 °

a = 360 − 320 = 40 °
3 Two exterior angles are 74 ° and two are 106 °.
11 a Angles B and D are not equal.
4 60
b Using the exterior angle property,
A = 122 − 59 = 63 and E = 122 − 63 = 59. 5 72 °
The third angle is 180 − 122 = 58, so both 6 a 6 b 8 c 9 d 10
triangles have angles of the same size.
7 20, 30 and 40 are factors of 360. 50 is not a
Exercise 5.2 factor of 360.
8 a 10 ° b 36
1 a 360 ° b 1080 ° c 1800 °
9 12
2 a Learner’s own answer; divide pentagon
into three triangles. 10 36
b 60 ° 11 12 sides; the interior angle is 150 °, the exterior
c All the angles are 108 °. The fifth angle is angle is 30 °, 360 ÷ 30 = 12.
also 108 degrees. It is a regular polygon if
all the sides are the same length but this 12 55
may not be the case. 13 142 °
3 a 1260 ° b 140 °
Exercise 5.4
4 a 7 sides
All questions except questions 7, 9 and 10 have the
b The sum must be a multiple of 180. answer included for self-assessment.
5 One of the angles marked is not inside the 1–6 Learner’s own diagrams and checks.
hexagon. The angle there is 360 − 90 = 270 °.
7 Learner’s own pattern. Assess by looking.
6 84
8 Learner’s own diagrams and checks.
7 a 900 ° b 50 °
9 Learner’s own pattern. Assess by looking.
8 1800 ÷ 180 = 10 so that is 12 sides. However,
180 is not a factor of 2000. 10 a Learner’s own diagram.
b 10 cm
9 a Angles are 135 ° + 135 ° + 90 ° = 360 °
b i 2 × 120 ° + 2 × 60 ° = 360 ° OR
120 ° + 4 × 60 ° = 360 °
lOMoARcPSD|29667936
Exercise 5.5 e Learner’s own answer and explanation.
1 a = 10 cm; b = 13 cm; c = 34 cm 2 a Learner’s own answer. For example: Time

of day, size of car, reason for travel, day
2 a = 8.6 cm; b = 14.4 cm; c = 16.7 cm of the week.
3 a = 12 cm; b = 7.5 cm; c = 14 cm b Learner’s own questions. For example:
Do larger cars have more passengers? Are
4 a = 35.3 cm; b = 17.9 cm; c = 16.2 cm there more passengers in cars early in the
5 a 10.1 cm morning? Are cars likely to have more
passengers at the weekend?
b Learner’s own diagram.
c Learner’s own predictions. For example:
6 a i 4.2 cm ii 7.1 cm During the rush hour cars are more likely
iii 11.3 cm iv 14.1 cm to have only one passenger. Cars on
Sundays will have more passengers than
b Learner’s own checks. Check with answers cars on Mondays.
in part a and try other side lengths.
d Learner’s own answer. For example:
7 3.7 m OR 3.71 m Observing cars at different times of day or
different days of the week.
8 14.7 m OR 14.72 m
e Learner’s own answer and explanation.
9 a 17.3 cm b 173 cm2
3 a Learner’s own questions. For example:
10 a 12 cm b 15 cm Are young people faster using a keyboard
11 The calculator answer is 36.37… so 36.3 cm or than older people? Is there a difference
36.4 cm are acceptable answers. between the speed of young people and
old people writing on paper? Is there
12 a 24 cm a difference between boys’ speed and
b 720 cm2 girls’ speed?
b Learner’s own predictions. For example:
Exercise 6.1 Girls can type more quickly than boys.
Older people can write more quickly on
There are alternative answers to many questions in
paper than younger people.
this unit.
c, d, e Learner’s own answers. These will
1 a Learner’s own answer. For example: depend on the predictions in part b.
Gender, other interests, availability of
equipment. Exercise 6.2
b Learner’s own questions. For example:
Do girls spend the same amount of time 1 a 34 b 26
playing computer games as boys? Do 2 a Teacher might not choose at random.
young children play on computer games
less than older children? Does playing b Learner’s own answer. For example:
computer games affect the time spent Using random numbers or names from a
doing homework? hat or particular positions in the register.
c Learner’s own predictions. For example: 3 a People might be more likely to phone if
Girls spend less time playing computer they have a complaint.
games than boys. Learners who play b Learner’s own answer.
sports spend less time playing computer
games than learners who don’t play
sports.
d Learner’s own answer. For example: Use
random numbers or names from a hat or
a number of learners from different year
groups.
lOMoARcPSD|29667936
4 Advantage Disadvantage c d = 9 cm
C = π×d=π×9
a Using Easy to do Some
social people do = 28.26 cm
media not use
2 radius, r = 4 cm
social media
diameter, d = 2 × 4 = 8 cm
b Sending Can select People
letters to who to ask might not C = π × d = π × 8 = 25.14 cm
people reply
3 C = π × d = π × 12 = 37.704 cm
c Asking Can choose a Can be 1
people in representative expensive of the circumference = 37.704 ÷ 2 = 18.852 cm
2
the street sample and take a Perimeter = 12 + 18.852 = 30.85 cm
lot of time
4 a r = 4 cm
5 Age Under 18 18 to 55 Over 55 A = π × r 2 = π × 42
Sample 7 31 12 = π × 16
= 50.24 cm 2
6 a No. Adults from a small sample said that
vitamins gave them more energy but that b r = 1 cm
is not the same thing as proving that A = π × r 2 = π × 12
they work. = π ×1
b Learner’s own questions. For example: = 3.14 cm 2
How were the adults chosen? What age c r = 6 cm
were the adults? What questions were the
adults asked? How did the adults measure A = π × r 2 = π × 62
their energy levels? = π × 36
c Sample size. = 113.04 cm 2
5 diameter, d = 6 cm
7 a Q1: People might say yes because they
think they should. Q2: This question will radius, r = 6 ÷ 2 = 3 cm
encourage people to say no. Q3: This
question asks people to say something A = π × r2 = π × 32
they might feel uncomfortable about = π × 9 = 28.28 cm2
because it is being rude about people.
6 A = π × r2 = π × 52
b Q1: How many portions of fruit or
vegetables did you eat yesterday? Q2: How = π × 25 = 78.55 cm2
often do you eat meat in the main meal
of the day? Q3: Why do you think people Area of semicircle = 78.55 ÷ 2 = 39.3 cm2
are overweight? This could be a multiple- 7 a 12.6 cm2 b 44.2 m2
choice question.
c 616 cm2 d 8.04 m2
8 42
8 a Learner’s own answers and explanations.
9 Learner’s own answer. Any method should For example: Dipti has the incorrect
take account of the fact that parents might answer. She has not halved the diameter
have more than one child in the school and to get the radius.
you do not want to choose any parent twice.
For example: Gabir has the incorrect
Exercise 7.1 answer. He has used the formula for the
circumference not for the area.
1 a d = 6 cm b d = 5 cm
C = π×d=π×6 C = π×d=π×5
= 18.84 cm = 15.7 cm
lOMoARcPSD|29667936
b Area = πr2 c
d = 2.4, so r = 2.4 ÷ 2 = 1.2 Circle A : Radius Circumference Area
r2 = 1.22 = 1.44 Circle B (cm) (cm) (cm2)
Area = π × 1.44 = 4.5238… Ratio 4:8 8π : 16π 16π : 64π
Area = 4.52 cm2 (3 s.f.) Ratio in its
simplest 1:2 1:2 1:4
9 a i A = 22.9 cm2 ii C = 17.0 cm form
b i A = 1590.4 mm2 ii C = 141.4 mm
d Learner’s own answers. For example: The
10 a i A = 113.5 cm 2
ii P = 43.7 cm ratios of the radius and circumference are
the same.
b i A = 904.8 mm 2
ii P = 123.4 mm
e Learner’s own answers. For example: The
c i A = 402.1 cm 2
ii P = 82.3 cm
ratio of the areas is the square of the ratio
d i A = 88.4 m2 ii P = 38.6 m of the radius.
11 Sofia is correct. Learner’s own explanation f i 1 : 3 (the ratios of the radius and
and working. For example: circumference are the same)
Area of semicircle ii 12 : 32 = 1 : 9 (the ratio of the areas is

1 1
the square of the ratio of the radii)
= × π × r2 = × π × 22 = 6.28 m2
2 2 19 Zara is incorrect.
Area of quarter-circle =
Perimeter of semicircle =
1 1
× π × r2 = × π × 42 = 12.57 m2 1 1
4 4 ×π×d +d = × π × 6 + 6 = 3π + 6 m
12.57 m > 6.28 m2 2 2 2
not 6π + 6 cm
12 Marcus is incorrect. Learner’s own
explanation and working. For example: Exercise 7.2
Perimeter of semicircle = 1 a Area = base × height
1 1
×π×d +d = × π × 8 + 8 = 20.57 m =6×4
2 2
Perimeter of three-quarter circle = = 24 cm 2
3 3 1
×π×d +r+r = × π × 6 + 3 + 3 = 20.14 m b Area = × base × height
4 4 2
20.57 m > 20.14 m 1
= ×6×4
2
13 a, b A and v, B and ii, C and i, D and vi,
E and iv, F and iii = 12 cm 2
1
14 1.4 cm = 14 mm c Area = × π × radius 2
2
15 7.59 m = 759 cm 1
= × π × 32
16 27 cm 2 2
= 14.14 cm 2
17 a Area = 9π cm2 Circumference = 6π cm
2 a Area = rectangle + triangle
b Area = 49π m2 Circumference = 14π m
= 24 + 12
c Area = 100π mm2 Circumference = 20π mm
= 36 cm2
18 a Area = πr2 = π × 42 = 16π cm2
Circumference = πd = π × 8 = 8π cm b Area = rectangle + semicircle
b Area = πr2 = π × 82 = 64π cm2 = 24 + 14.14

Circumference = πd = π × 16 = 16π cm = 38.14 cm2
lOMoARcPSD|29667936
c Area = semicircle + triangle The two semicircles make one circle, so:
= 14.14 + 12 Area of circle = πr2 = π × 5.52 = 95.033…
2
= 26.14 cm
Total area = 110 + 95.033… = 205 cm2 (3 s.f.)
3 a Area A = l × w = 8 × 10 = 80
9 Chatri is not correct as the area of this
Area B = l × w = 12 × 1 = 12 compound shape is 83 cm2 not 82 cm2 (2 s.f.)
Total area = 80 + 12 = 92 cm2 Area of large semicircle
b Area A = l × w = 6 × 6 = 36 1 1
= πr 2 = × π × 4.62 = 33.24
1 1 2 2
Area B = × b × h = × 6 × 4 = 12
2 2 Area of small semicircle
Total area = 36 + 12 = 48 mm2
1 1
c Area A = l × w = 10 × 3 = 30 = πr 2 = × π × 3.42 = 18.16
2 2
1 1 1 1
Area B = π r 2 = × π × 52 = 39.27 Area of triangle = bh = × 6.8 × 9.2 = 31.28
2 2 2 2
Total area = 30 + 39.27 = 69.27 cm2 Total area = 33.24 + 18.16 + 31.28 = 82.68
1 1 = 83 cm2 (2 s.f.)
d Area triangle = × b × h = × 2 × 6 = 6
2 2
Area circle = πr2 = π × 42 = 50.26 10 a 60 m2
Shaded area = 50.26 − 6 = 44.26 cm2 b 54.54 cm2

c 59.69 m2
4 a 5 cm and 3 cm
b Area A = base × height 11 338 cm2
=3×7 12 Learner’s own answers and explanations. For
= 21 cm2 example: Arun is incorrect. The shaded area
Area B = base × height in Shape A is less than, not greater than, the
=5×3 shaded area in Shape B.
= 15 cm2
Shape A, shaded area = 82 − π × 42 = 13.73 cm2
Total area = Area A + Area B
= 21 + 15 = 36 cm2 Shape B, shaded area = π × 42 − 5.662 = 18.23 cm2
5 a i 7 cm ii 135 cm2 13 a When radius = 2 cm,

height of rectangle = 4 cm and
b i 3 cm, 6 cm ii 90 cm2 length of rectangle = 3 × 4 = 12 cm.
6 a 104 cm2 b 152.55 cm2 Shaded area = 4 × 12 − π × 22 = 48 − 4π
= 4(12 − π) cm2.
7 a i Estimate = 42 cm2
b i 12 − π cm2
ii A = 39.44 cm2
ii 9(12 − π) cm2
b i Estimate = 49.5 m2
iii 25(12 − π) cm2
ii A = 47.7 m2
iv 100(12 − π) cm2
c i Estimate = 108 cm2
c Learner’s own answer and explanation.
ii A = 120.7 cm2
For example: The number outside the
d i Estimate = 3600 mm2 bracket is the radius squared, and inside
ii A = 4156.3 mm2 the bracket is always (12 − π).
d r2(12 − π) cm2
8 Seb’s method is incorrect. Learner’s own
explanation and working. For example: When 14 a 400 m b 10 465 m2
he works out the area of the circle he doesn’t
c 46.56 m d 461 m
use the correct radius. He actually uses the
diameter of 11 cm rather than the radius of e 14 669 m 2
f 4204 m2
5.5 cm. The answer should be:
15 8.8 cm
Area of rectangle = 10 × 11 = 110
lOMoARcPSD|29667936
Exercise 7.3 You can also say that there are one million
tonnes in a megatonne or that 1 tonne is
1 a 1 hectometre = 100 metres one millionth of a megatonne.
b 1 kilogram = 1000 grams 7 a 1 km = 1000 m, so 17.2 km = 17.2 × 1000
c 1 megatonne = 1 000 000 tonnes = 17 200 m
d 1 gigalitre = 1 000 000 000 litres b 1 hL = 100 L, so 0.9 hL = 0.9 × 100 = 90 L
2 a 1 centimetre = 0.01 metres OR c 1 Gg = 1 000 000 000 g, so 1.5 Gg

1 metre = 100 centimetres = 1.5 × 1 000 000 000 = 1 500 000 000 g
b 1 milligram = 0.001 grams OR 8 a 100 cm = 1 m, so

1 gram = 1000 milligrams 760 cm = 760 ÷ 100 = 7.6 m
c 1 microlitre = 0.000 001 litres OR b 1000 mL = 1 L, so
1 litre = 1 000 000 microlitres 43 000 mL = 43 000 ÷ 1000 = 43L
d 1 nanometre = 0.000 000 001 metres OR c 1 000 000 μg = 1 g, so
1 metre = 1 000 000 000 nanometres 900 000 μg = 900 000 ÷ 1 000 000 = 0.9 g
9
3 a 3 nanolitres, 3 millilitres, 3 centilitres, 3 From the Sun to: Distance in …
litres, 3 teralitres
Venus 47.9 Mm
b 3 nL, 3 mL, 3 cL, 3 L, 3 TL
Earth 108 Mm
4 a 9 micrograms, 9 milligrams, 9 grams, Jupiter 0.228 Gm
9 kilograms, 9 gigagrams
Uranus 1.4 Gm
b 9 μg, 9 mg, 9 g, 9 kg, 9 Gg
Neptune 2.9 Gm
5 a A millimetre is a very small measure
of length. It is represented by the 10 A and iii, B and v, C and i, D and ii, E and iv
letters mm.
11 a Marcus is incorrect. 1 MW = 1000 kW not
1 millimetre = 0.001 metres which is the
100 kW.
same as 1 mm = 1 × 10−3 m.
1 MW = 1 000 000 W and 1 kW = 1000 W,
You can also say that there are one
1 000 000 ÷ 1000 = 1000, so
thousand millimetres in a metre or that 1
1 MW = 1000 kW
millimetre is one thousandth of a metre.
b 630 MW = 630 000 kW = 630 000 000 W
b A microgram is a very small measure of
mass. It is represented by the letters μg. 12 Name of Distance Distance
1 microgram = 0.000 001 grams which is star in ly in m
the same as 1 μg = 1 × 10−6 g. Wolf 359 7.78 7.36 × 1016
You can also say that there are one Ross 154 9.68 9.16 × 1016
million micrograms in a gram or that 1
microgram is one millionth of a gram. YZ Ceti 12.13 1.15 × 1017
6 a A kilometre is a very large measure of Gliese 832 16.08 1.52 × 1017

length. It is represented by the letters km.
13 a 12 KB, 936 KB, 42.5 MB, 1.14 GB, 6.3 TB
1 kilometre = 1000 metres which is the
same as 1 km = 1 × 103 metres. b i 1 GB can store 178 photos, 16 GB can
store 16 × 178 = 2848 photos.
You can also say that there are one
thousand metres in a kilometre or that 1 ii 28 288 photos
metre is one thousandth of a kilometre. iii 238 photos. Working: 1.8 MB
b A megatonne is a very large measure of can store 476 photos. 1.8
mass. It is represented by the letters Mt. MB × 2 = 3.6 MB, so double the file
size means half as many photos. So,
1 megatonne = 1 000 000 tonnes which is 1 GB can store 476 ÷ 2 = 238 photos.
the same as 1 Mt = 1 × 106 t.
lOMoARcPSD|29667936
iv Learner’s own working and answer. 20

iv = 0.8 terminating decimal
For example: 25
32 GB = 32 000 MB and d Learner’s own answers.
32 000 MB ÷ 13 000
4 a Terminating decimals. Learner’s own
photos = 2.46… MB per photo.
explanations. For example: All the
Suggest Sue uses a 2.4 MB file size for denominators will divide exactly into 10,
each photo as this will keep her just 100, 1000 or 10 000.
below the 32 GB limit.
b Yes. Learner’s own explanations. For
14 140 kg example: When a unit fraction is a
terminating decimal then any multiple
Exercise 8.1 of a terminating decimal is also a
terminating decimal.
1
1 a = 0.125 which is a terminating decimal. c Yes. Learner’s own explanations. For
8
2 1 example: When a unit fraction is a
= 2 × = 2 × 0.125 = 0.25 which is a
8 8 terminating decimal then any multiple
terminating decimal. of a terminating decimal is also a
3 1 terminating decimal.
= 3 × = 3 × 0.125 = 0.375 which is a
8 8
5 a Sometimes true. Learner’s own
5 1 explanations. For example: Apart from
= 5 × = 5 × 0.125 = 0.625 which is a 7 1
8 8 = = 0.5.
terminating decimal. 14 2
b
1
= 0.05 which is a terminating decimal. b Sometimes true. Learner’s own
20 1 1 1
explanations. For example: , , are
3 1 5 10 20
= 3× = 3 × 0.05 = 0.15 which is a terminating,
1 1 1
but , , are recurring.
20 20 15 35 45
c Never true. Learner's explanations.
5 1 For example: A denominator which is a
= 5× = 5 × 0.05 = 0.25 which is a
20 20 multiple of 15 is also a multiple of 3, which
terminating decimal. is a recurring, not terminating, decimal.
9 1
= 9× = 9 × 0.05 = 0.45 which is a d Always true. Learner’s own explanations.
20 20
For example: Even if the fraction can
be simplified, the denominator will be a
.
2 a 0.16 multiple of 3, so will be recurring.
b recurring decimal 6 a Recurring decimals. Learner’s own
2 . explanations. For example: When they
c i = 0.3 recurring decimal
6 are all written in their simplest form,
3 the denominators are multiples of 3,
ii = 0.5 terminating decimal
6 so recurring.
4 . b B and D can be simplified. Learner’s own
iii = 0.6 recurring decimal
6 explanations. For example: They can both
5 . 1
iv = 0.83 recurring decimal be simplified to 6 . It doesn’t change the
6 answer to part a, because the denominators
3 a 0.04 are still multiples of 3, so recurring.
b terminating decimal c Any fraction which has a denominator
2 which is a multiple of 9, when it is written
c i = 0.08 terminating decimal
25 in its simplest form, is a recurring decimal.
5
ii = 0.2 terminating decimal 7 a
1
terminating b
4
terminating
25 4 5
11
iii = 0.44 terminating decimal c
8
recurring d
1
terminating
25 15 5
lOMoARcPSD|29667936
1 7 3 A and ii, B and iii, C and i

e recurring f 10
terminating
6
4 a–d i Learner’s own estimates.
8 a recurring b terminating
1 7
c recurring d terminating a ii 6 b ii 11
4 18
9 a, b 5 13
c ii 40 d ii 15
8 14
Number of days off work due to illness 49  2 7
5 a 25 −  4 + 12  or equivalent.
Abi
8
=
4
Bim
5
=
1
Caz
3
=
1 50  5 25 
30 15 30 6 30 10
b Learner’s own answer and explanation. For
6 1 2 1 9 3 example: He cannot be correct because if
Dave = Enid = Fin =
30 5 30 15 30 10 you round both sides up and add them to
6 you get 6 + 5 + 13 = 24. This is nearly 2 m
Learner’s own decisions on how to group the
less than the perimeter, so the third side
students.
must be at least 2 m more than 6 m.
For example: A and F are not unit fractions; 3
B, C, D and E are unit fractions. c 9 m. Learner’s own answer and
10
explanation.
OR
7
A, B and E are recurring decimals; C, D and F 6 56 kg
10
are terminating decimals. 7 Division:
2
÷
3
=
2
×
7
=
14
3 7 3 3 9
10 a For example: Multiplication: 6 × 7 =
1 13
×7 =
91
1 2 5 3 2 37 2 2 2
i + = ii + =
6 3 6 5 9 45 Addition: 14 +
91
=
28
+
819
= 47
1
9 2 18 18 18
1 1 1 2 1 13 29
iii + = iv + = 8 16 m2
6 3 2 5 4 20 36
3 7 4
b i
5 2 17
+ = ii
3 2 37
+ = 9 a 15 b 35 c 910
18 3 18 5 9 45 4 16 5
2
 5 5 1
iii
1 1 1
+ = iv
2 1 13
+ = 10 a 1  + 1 × 3 or equivalent.
6 3 2 5 4 20 6 6 3
c No. Learner’s own examples. For b 17 2
m
9
example: 1 + 1 = 3 (terminating), 2 + 3 = 31 36
2 4 4 5 8 40 5
3 4 23 11 a 8 cm2 b 12 cm
(terminating), + = (terminating). 9
10 25 50
Exercise 8.2 Exercise 8.3

2 2
1 1 2 1 1 1 a × 12 = ×3× 4 = 2× 4 = 8
2 + 1 −
1
1 a 1 1
 Brackets: 1 − = 1 − = 1 3 3
8  2 4 2 4 4 4 4
3 3
1 1 1 2 3 b × 20 = × 5 × 4 = 3 × 4 = 12
Addition: 2 + 1 = 2 + 1 = 3 5 5
8 4 8 8 8
5 5
2 4 2 4 2×4 8 c × 18 = × 6 × 3 = 5 × 3 = 15
b 3+ × Multiplication: × = = 6 6
3 5 3 5 3×5 15
4 4
8 8 d × 27 = × 9 × 3 = 4 × 3 = 12
Addition: 3 + =3 9 9
15 15
3 3
3 5 e × 32 = × 4 × 8 = 3 × 8 = 24
c 22 ÷ − 1 Indices: 22 = 4 4 4
5 6
5 5
3 5 20 f × 48 = × 8 × 6 = 5 × 6 = 30
Division: 4 ÷ = 4 × = 8 8
5 3 3
4 4
20 5 40 11 29 5 g × 35 = × 7 × 5 = 4 × 5 = 20
Subtraction: −1 = − = =4 7 7
3 6 6 6 6 6
2 a 6 b 18 c 28
3 2
2 a 4 b 2 1 1 1× 5 5 1
4 5 3 a × 20 = ×4×5 = = =2
3 8 4×2 2 2 2
c 2 d 5
4
lOMoARcPSD|29667936
3 3 3×5 15 1 11 24 m3
b × 25 = ×5 ×5= = =7
10 2×5 2 2 2
12 a Learner’s own examples of two proper
3 3 3× 7 21 1 fractions that when multiplied do not
c × 14 = ×2×7 = = = 10
4 2×2 2 2 2 cancel.
5 5 5×8 40 1 1 2 2 2 3 6
d × 24 = ×3×8= = = 13 e.g. × = , × =
9 3× 3 3 3 3 3 5 15 7 11 77
4 a 1 3 1 b Learner’s own answer and explanation. For

4 b 3 c 9
2 4 3 example: When the four numbers in the
5 a 9 b 12 fractions are all different and are all prime
numbers or 1, then you will not be able
c 15 d 33
to cancel. When one of the numerators
e 30 3
f 6 and denominators are the same, then you
4
will be able to cancel. When one of the
1 1 numerators and denominators are even,
g 9 h 3
3 3 then you will be able to cancel. When one
1 1 of the numerators and denominators are
i 13 j 11
5 5
a multiple of each other, then you will be
6 a 18 7 able to cancel.
b 2
15
13   + 2 ×
35 2 1 4 14
=2
c
35
d
19  3 3 5 45
48 24
21 9
Exercise 8.4
e f
40 13
1 A and ii, B and v, C and i, D and iii, E and iv
g 1 h 1
2 3 3
9 5 2 a 12 ÷ = 12 × = 6 × 2 × = 6 × 3 = 18
1 3 2 2
i 7 j
9 3 4 4
11 b 18 ÷ = 18 × = 6 × 3 × = 6 × 4 = 24
1 1 4 3 3
7 a b 15 4 7 7
16
c 20 ÷ = 20 × = 5 × 4 × = 5 × 7 = 35
7 4 4
8 Sarah is incorrect. 21 cm is the smallest whole
2 3 3
number value for d so that the circumference is d 30 ÷ = 30 × = 15 × 2 × = 15 × 3 = 45
greater than 64 cm. 3 2 2
4 5 5
e 24 ÷ = 24 × = 6 × 4 × = 6 × 5 = 30
Learner’s own working. For example: 5 4 4
22 484 1
When d = 22 cm, C = × 22 = = 69 cm, 3 a
1 7 7 7
69 > 64 6 7 7 5×7 35 1
15 ÷ = 15 × = 5 × 3 × = = = 17
7 7 6 3× 2 2 2 2
22
When d = 21 cm, C = × 21 = 22 × 3 = 66 cm, b
66 > 64 7
8 9 9 3×9 27 1
22 440 6 12 ÷ = 12 × = 3 × 4 × = = = 13
When d = 20 cm, C = × 20 = = 62 cm, 9 8 4×2 2 2 2
6 7 7 7
62 < 64 c
7
6 5 5 10 × 5 50 2
9 a–f i Learner’s own estimates. 20 ÷ = 20 × = 10 × 2 × = = = 16
5 6 2 ×3 3 3 3
3 1
a ii 3 b ii 5 d
20 4
10 13 13 3 × 13 39 1
4
9
11
2 15 ÷ = 15 × = 3×5× = = = 19
c ii d ii 13 10 5× 2 2 2 2
14 3
16 1
e ii 2 f ii 22 4 A and iii, B and v, C and ii, D and iv, E and i
25 2
11 2 1 3
10 a 1 m b 4 m2 5 a 25 b 15 c 88
25 6 4
1 43 2 1 1 1
c 5 m2 d 1 m d 35 e 16 f 20
5 56 5 2 4
lOMoARcPSD|29667936
6 a 15
b 4
1
c 19 b
16 6 1 3 3
26
 3   3 3
 2 − 0.6 − 3 ⇒  2 −  = ( 2) = 8 ⇒ 8 − 3 = 5
3
4 1 10
d 2 e 4 f 11
5 5 5
9 5
1 1 11 c
7 D 1, A1 , C1 , B1
14 3 16
 1   1 3
8 Estimates are given first, then the accurate 52 −  4 + 0.75 ⇒  4 +  = 5 ⇒ 52 = 25
 4   4 4
answers:
⇒ 25 − 5 = 20
25 1
a 1, b 4, 3
26 8 3
2 a 80 b 81 c 4
5
c 3, 3 d 4 1 5
=1 ,1
5 5 3 3 21 3 a
e 5, 4 f 7 1 1
=3 ,3 3.5 × 1.5 × 12 ⇒
7 3 21
× = ⇒
21
× 12
3
= 21 × 3 = 63
2 2 9 2 2 4 1 4
9 Sofia is incorrect. Learner’s own examples. e.g. b
1 1 2 3 10
÷ = 2, ÷ =
2 4 5 3 9 1 7 5 35 35 4
5 3 3 1 1.75 × 2 × 32 ⇒ × = ⇒ × 32
5 × = = 2 4 2 8
10 a , check 1 8
12 12 5 12 4
= 35 × 4 = 140
4 24 1 4
b 4 , check × =
5 5 6 5 c
13 13 12 12 4 7 47 47 7
c , check × = = 4.7 × 35 ⇒ 4 × 35 = × 35 ⇒ × 35
21 21 13 21 7 10 10 2 10
6 3 18 9 329 1
d 1
1 , check 5 × 4 = 20 = 10 = = 164
5 2 2
1
11 a
7
b 1
7
c 1
12 4 a 45 b 234 c 49
20 15 25 2
12 50 kg 5 175 cm3
3 6 a
13 2 m
4
44 44 1
14 a Learner’s own explanation. For example: 0.44 × 52 ⇒ 0.44 = , 52 = 25 ⇒ × 25 = 11
1 3 100 4 100
He rounded 3 to 3 and he rounded 9 to
4 8
9. So 3 : 9 = 1 : 3. b
3 2
b Completing the working gives 2
0.9 × 6 ⇒ 0.9 =
9
, 6
2
=
20
⇒
9
×
20
=6
1
75 4 75 23 3 10 3 3 1 10 31
1: × = 1: = 1: 2
2 8 13 26 26
c
23
c Yes, 1: 2 ≈1 : 3
2
26 (
2.4 × 33 − 7 ⇒ 2.4 = ) 24
10
, 33 − 7 = 20 ⇒
24
× 20
2
1: 1 10
d
3
2 = 48
e 1:1
5
4 3 2 1 2 1
7 a 1 b 12 c 57
15 ÷ = 2 , 1 +3 =5 , 4 2
7 14 3 2 3 6 8 m
2 1 3 5
2 ×1 = 3 , 3
8 −2 =5
5 11
9 a 38 cm2
1 5
5 2 5 4 6 12 b 19 m2
2 8
1
10 m
Exercise 8.5 5
3
1 a 11 8
4
2 2
1  1 1 12 Terms are 12, 15, 18. nth term rule is 3n + 9, so
 + 1.5 + 9 ⇒  + 1  = ( 2) = 4 ⇒ 4 + 9 = 13
2
2 2 2 50th term = 159.
lOMoARcPSD|29667936
13 a V = 154 cm3 c −6, −5.6, −5.2, −4.8, −4.4, −4, −3.6

22 22 × 12 d 7.5, 6.25, 5, 3.75, 2.5, 1.25, 0
b 3V = 3×154, πh = × 12 =
7 7
1 7
3V 3 × 154 3 × 154 × 7 49 9 a B
= 22 × 12 = =
πh 1 22 × 12 4 4 and
7
b The 6th term, which is 2390. (Sequence is
49 7
3, 10, 38, 150, 598, 2390, …)
r= = = 3.5
4 2 10 a 7, 8, 11, 16, …
c 3 × 27 81 92 9
r= = = = b 15, 19, 26, 36, …
22
× 154
22 222 222 22
17
c 17, 15, 11, 5, …
Check: d 32, 24, 12, −4, …
1 3
1 1 22 9 9 11 a A 343; B 64; C 179
V = π r 2h = × × × × 154 = 3 × 9 = 27
71
1
3 3 7 22 1 22 1
1
b 64, 179, 343 or B, C, A
12 Sofia is incorrect. Learner’s own explanation.
Exercise 9.1 For example:
1 a 5, 7, 9, 11, 13 If ✱= 9, then the sequence is −2, 1, 10,
b 0, 3, 6, 9, 12 1009, …
c 11, 9, 7, 5, 3 If ✱ = 8, then the sequence is −2, 0, 8,
d 2, 2.5, 3, 3.5, 4 520, …
e 210, 190, 170, 150, 130 If ✱ = 7, then the sequence is −2, −1, 6,
2 a 4, 5, 7, 10, 14 223, …
b 5, 7, 11, 17, 25 If ✱ = 6, then the sequence is −2, −2, −2,

−2, …
c 20, 17, 13, 8, 2
If ✱ = 5, then the sequence is −2, −3, −22,
3 a non-linear b linear
−10 643, …
c linear d non-linear
So, as long as ✱ is greater than 6, there will be
4 a linear b non-linear positive numbers in the sequence.
c linear d linear 13 Timo’s method is incorrect. Learner’s
e non-linear f linear own explanation. For example: He has
reversed the order of the operations, but
5 a 9, 5, 1, −3, … he hasn’t used inverse operations to reverse
b 12, 17, 22, 27, … the actual operations. Correct solution
c 3, 4, 6, 9, … is: 4th term = 72 + 8 = 80, 80 ÷ 2 = 40,
3rd term = 40 + 8 = 48, 48 ÷ 2 = 24.
d 10, 9, 7, 4, …
14 16
e 64, 40, 28, 22, …
f 8, 10, 14, 22, … 15 Two of the terms in the sequence are negative.
Learner’s own working. For example:
6 A and iv, B and ii, C and i, D and iii Sequence is −4, 2, −10, 86, …
7 a 5, 6, 17, … 16 First term = −10. Learner’s own working. For
b −1, 2, 5, … example: 4th term = 512, 3rd term = 0, reverse
the function so rule is cube root and subtract ?.
c 4, 1, 4, … 3
512 − ? = 0
d −2, 0, 4, …
8−? = 0
1 2 1 2
8 a 3, 4 , 5 , 7, 8 , 9 , 11 ?=8
3 3 3 3
1 3 4 1
The reverse function is cube root and subtract 8.
b 10, 9 , 8 2, 7 , 6 , 6, 5
2nd term = 0 − 8 = −8, 1st term = −8 − 8 = −10
5 5 5 5 3 3
5
lOMoARcPSD|29667936
Exercise 9.2 8 a linear b quadratic

c neither d quadratic
1 a 1st term = 3 × 1 = 3 2nd term = 3 × 2 = 6
3rd term = 3 × 3 = 9 4th term = 3 × 4 = 12 e neither f linear
1 1 1 2 1
b 1st term = × 1 = 2nd term = ×2= = 9 a n2 b n2 + 20
4 4 4 4 2
1
3rd term = × 3 =
3 1
4th term = × 4 =
4
=1 c n2 − 2 d n2 + 7
4 4 4 4
c 1st term = 12 = 1 2nd term = 22 = 4 10 Learner’s own explanations. For example:
3rd term = 32 = 9 4th term = 42 = 16 For the sequence n2 − 10, the first term will be
negative, so 7 cannot be the first term.
d 1st term = 13 = 1 2nd term = 23 = 8
n n n
3rd term = 33 = 27 4th term = 43 = 64 11 a b c
13 9 12
2 a 1st term = 6 × 1 + 1 = 7 4 4 3 5
12 a A 3, B 5, C b C ,A ,B
2nd term = 6 × 2 + 1 = 13 5 8 7 7 5 8
3rd term = 6 × 3 + 1 = 19
13 a No. n2 + 34 = 292, n2 = 258, n = 258 =
10th term = 6 × 10 + 1 = 61
16.06…, which is not a whole number.
b 1st term = 12 − 1 = 0 2nd term = 22 − 1 = 3
Yes. 5832 = 18 , which is a whole number.
3
3rd term = 32 − 1 = 8 10th term = 102 − 1 = 99 b
1 1 1 2
5832 is the 18th term in the sequence.
c 1st term = × 1 = 2nd term = × 2 = =1 1 1
2 2 2 2 14 a n+8 b 12.8 − 0.3n
1 3 1 3 3
3rd term = × 3 = =1 3 1
2 2 2 c −2 − n d 3.5 − 3.5n
4 2
1 10
10th term = × 10 = =5 15 a 2, 7, 14, … b 119
2 2
1 2 16 a 9, 17, 27, … 153
d 1st term = 2nd term = = 1
2 2
3 1 10 b 1, 10, 25, …, 298
3rd term = =1 10th term = =5
2 2 2 c 9, 12, 19, …, 180
3 a They are the same.
b i
1 n
The sequence n is the same as .
Exercise 9.3
2 2
1 n 1 a 16 and 25 b 64 and 125
ii The sequence n is the same as .
3 3
2 a i
1 n x 2 4 5
iii The sequence n is the same as .
5 5
3 3n
y 4 16 25
iv The sequence n is the same as .
4 4
ii
4 A and iv, B and i, C and v, D and vi, E and iii, x 2 4 5
F and ii
y 8 64 125
5 a 15, 23, 31, …, 87 b −1, 6, 13, …, 62
1 1
b They are the same.
1 2 3
c −3 , −3, −2 , …, 1 d , , , …, 1
2 2 10 10 10 c i y = x2
e 21, 24, 29, …, 120 ii y = x3
6 A and iv, B and iii, C and i, D and ii d i
7 a Learner’s own answers. x 0 1 2 3 4 5 6 7 8 9 10 11 12 13
b B has the smaller value.

A 11th term = 121 − 33 = 88,
B 120th term = 2 × 120 + 7 = 87. y 0 2 4 6 8 10 12 14 16 18 20 22 24 26
3
c Learner’s own answers.
lOMoARcPSD|29667936
ii b 1 1 1
x 0 1 2 3 4 5 6 7 8 9 10 11 12 13 x 8 4 2
2
1 1
y 16 4
1 16
y 0 10 20 30 40 50 60 70 80 90 100 110 120 130

7 a i
x 2 −4 −6 −10
3 a i
x 3 6 8
y 2 8 18 50
y 10 37 65
ii
ii x 5 −3 −15 −7
x 1 3 10
y 64 0 144 16
y −1 25 998
x2
b i y=
b i y=x +12
ii 3
y=x −2 2
ii y = (x + 3)2
4 a i
x −2 1 3
8 Sofia is correct. Learner’s own explanation.
y 16 4 36 For example: When you square the positive
and negative of the same number you get
ii
x −1 3 4 the same answer, e.g. 22 = (−2)2 = 4 and
52 = (−5)2 = 25.
y 9 81 144
Zara is incorrect. Learner’s own explanation.
iii For example: When you add 1 to the positive
x −1 2 4
and negative of the same number you get
y 0 27 125 different answers, so when you square these
answers, your final answers will be different,
b i y = 4x2 e.g. (2 + 1)2 = 32 = 9 and (−2 + 1)2 = (−1)2 = 1.
ii y = (3x)2
9 a i y = x4
iii y = (x + 1)3
ii x=± 4 y
5 a i
x −2 0 12 iii Learner’s own check.
y 36 16 64 b i y = x5
ii x= 5 y
ii 1
x −3 2 2 iii Learner’s own check.
1 c i y = (3x)2
y 14 9 5
4 y
ii x=±
3
iii 1 1 iii Learner’s own check.
x −3 − 2
2 d i y = x3 − 10
1 5 3
y −27 − − ii x= 3 y +10
2 8 8
iii Learner’s own check.
b i y = (x − 4)2 2
y = 
x
e i  4 
ii y=x +52
1 ii x=±4 y
iii y = x3 −
2
6 a
x3
x ×2 2 y f i y=
2
ii x = 3 2y
lOMoARcPSD|29667936
10 a, b Learner’s own answers for grouping the Exercise 10.1

functions: For example:
• One step functions: B, F, G, L 1 a 20 + 15 × 4 = $80 b $170
Two step functions: A, C, D, E, H, I, J, K c y = 15w + 20
• Contains a power: A, C, D, F, H, J
2 a 20 kg b 2x + 4y = 22
Contains a root: B, E, I, K
Contains no powers or roots: G, L 3 a a + b = 36 b 23
• Contains the number 4: A, D, E, L
c b = 3a
Contains the number 9: G, H, I, K
Contains the number 2: C, J 4 a 24
Contains no numbers: B, F
b i 4s + 6l = 40 ii 2
• Contains fractions: C, D, E, I
Contains no fractions: A, B, F, G, H, J, 5 a 84 minutes b t = 2g − 20
K, L c 36 minutes
11 Sofia and Zara are both correct. The table of
values works for both equations. 6 a 85 b 5p + 6h = 100
c 15 (with two pentagons)
This is because
x = ± 4y = ± 4 × y = ± 2 × y = ± 2 y 7 a, b Learner’s own answers.
12 8 y = 10 + x because all the other functions are
x 3 ×10 y equivalent.
9 a r + b = 18 b r + 4b = 27
3
y = 10x c 15 red and 3 blue
1 1
x 2 4
−3 Exercise 10.2
1 5
1 a x −1 0 1 2 3 4
y 1 −270
4 32
y 7 12 17 22 27 32
Learner’s own explanation. For example: b at (0, 12)
Start by working out the missing
c 5 × 5 + 12 = 37, but 5 × 10 + 12 = 62
number in the function machine using
the first pair of values in the table. 2 a x −10 0 10 20 30 40
3
 1 1 1 5 5 y 8 10 12 14 16 18
  × ? = 1 , × ? = , ? = × 8 = 10, so the
2 4 8 4 4
missing number in the function machine is 10. b at (0, 10)
c 11.4
13 Marcus is incorrect. Learner’s own
explanations. For example: 3 a x 0 5 10 15 20 25
His conjecture is correct for the first y 20 15 10 5 0 −5
function y = (x − 5)4. When you work out
x − 5, if the answer is positive or negative, b at (0, 20) and (20, 0)
once you have raised it to the power of 4, 4 a
x 0 1 2 3 4 5 6
the answer is always positive. For example,
34 = (−3)4 = 81. y 10 8 6 4 2 0 −2
His conjecture is incorrect for the second b Learner’s own graph; A straight line
function y = 5 − x5. If x5 is greater than 5, the through (0, 10) and (5, 0).
y-value will be negative. For example: when c 3.5
x = 2, y = 5 − 25 = 5 − 32 = −27.
5 a
x 0 3 6 9 12 15
y 4 3 2 1 0 −1
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b Learner’s own graph; A straight line 11 a Learner’s own graph; A straight line
through (0, 4) and (12, 0). through (0, 7) and (14, 0).
c at (4.5, 2.5) b Learner’s own graph; A straight line
6 a through (0, 12) and (4, 0).
x 0 6 2 5
c (2, 6)
y 9 0 6 1.5
12 a A is y = x2; B is y = x2 − 4
b Learner’s own graph; A straight line
b i 49 ii 45
through (0, 9) and (6, 0).
c 5 and −5
c at (0, 9) and (6, 0)
7 a Exercise 10.3
x −3 −2 −1 0 1 2 3
y 6 1 −2 −3 −2 1 6 1 a gradient 10 and y-intercept 20
b Learner’s own graph; A parabola with the b gradient −20 and y-intercept 10
bottom at (0, −3). c gradient 0.5 and y-intercept −2.5
c 52 − 3 = 22 1 10
2 a gradient and y-intercept
3 3
d 2
Yes; (−9) − 3 = 78
b gradient 0 and y-intercept 12
8 a
x −3 −2 −1 0 1 2 3 c gradient −30 and y-intercept −45
x2 + 1 10 5 2 1 2 5 10 1 1
3 a b − c −2
2 3
b and c y
y = x2 + 1 4 a y =15 − x
8
b gradient −1 and y-intercept 15
6 c (15, 0)
1
5 a y = 4− x
3
4 1
2
y=x −1 b gradient − and y-intercept 4
3
2 c
x 0 12 6 3
y 4 0 2 3
−2 0 2 x
d Learner’s own graph; A straight line
through (0, 4) and (12, 0).
d It is on y = x2 − 1. e Learner’s own checks.
9 a 6 a 4 × 2.5 = 10 and 20 − 10 = 10
x 0 12 4 8
1 1
y 9 0 6 3 b y= x−2
4 2
1 1
b Learner’s own graph; A straight line c gradient and y-intercept − 2
4 2
through (0, 9) and (12, 0). 3
7 a C− b C2
c Learner’s own graph; A straight line 5
through (0, 6) and (8, 0). 8 A and iv, B and ii, C and iii, D and i
d Learner’s own graph; A straight line 9 a gradient −0.2 and y-intercept 2
through (0, 3) and (4, 0).
b gradient −2.5 and y-intercept 5
10 a 6 × 5 + 5 × 6 = 60 c gradient −1 and y-intercept 0.4
b at (0, 12) and (10, 0)
10 a 4 × 0 − 2 × (−6) + 8 = 0 + 12 + 8 = 20
c Learner’s own graph; A straight line
b 4 × 5 − 2 × 4 + 8 = 20 − 8 + 8 = 20
through (0, 12) and (10, 0).
c y = 0.5x + 3
d gradient 0.5 and y-intercept 3
lOMoARcPSD|29667936
Exercise 10.4 9 a Learner’s own graph; A line from the

origin through (50, 875).
1 a 400 m b y = 17.5x
b gradient = 8; the speed is 8 m/s c You can exchange 1 Franc for 17.5 Rand.
c y = 8t d 2275 Rand
d 560 m
10 a Learner’s own graph; A straight line from
2 a 15 dollars (0, 300) to (120, 0).
b 6 dollars/metre b 75 m
c d = 6x c 2.5 m/s
d 51 dollars d y = 300 − 2.5x (learners could use other
e 5 metres letters).
3 a i 14 dinars ii 7 dinars Exercise 11.1

b 0.35 c y = 0.35x
1 a Flour: 2 parts = 250 g,
d 32.55 dinars e 2000 dollars 1 part = 250 ÷ 2 = 125 g
4 a Time (hours) 0 5 10 Butter: 1 part = 125 g
Temperature (°C) 20 17 14 b Total = 250 + 125 = 375 g
b −0.6; the temperature decreases at a rate 2 a Peach juice: 3 parts = 450 mL,
of 0.6 °C/hour 1 part = 450 ÷ 3 = 150 mL
c y = 20 − 0.6t Pineapple juice: 4 parts = 4 × 150 = 600 mL
d 12.8 °C b Total = 450 + 600 = 1050 mL
5 a i 15 000 3 Tina: 5 parts = $65 → 1 part = 65 ÷ 5 = $13

ii 23 000 Kim: 2 parts = 2 × 13 = $26
iii 27 000 Total they share = 65 + 26 = $91
b 400/year or 0.4 thousand/year
4 a Benji: 2 parts = $24, 1 part = 24 ÷ 2 = $12
c p = 0.4t + 15
Abdul: 1 part = $12
6 a Learner’s own graph; A line from the Caen: 3 parts = 3 × 12 = $36
origin through (25, 42).
b Total = 12 + 24 + 36 = $72
b about 30 dollars
5 a 21 b 35
c The gradient is 42 ÷ 25 = 1.68, so the
equation is d = 1.68l. 6 a 180 g b 480 g
d 30.24 is the exact value 7 a 6, 15, 24 b 45
e 100.8 dollars
8 a Instead of using $40 = 5 parts (for travel)
f 40 litres he has used $40 = 4 parts (for food).
7 He is not correct. Priya’s speed is 50 km/h and He has also added up the total number of
Mei’s is 60 km/h. parts incorrectly. The total is 16 not 15.
8 a Learner’s own graph; A straight line from b 5 parts = $40, so 1 part = 40 ÷ 5 = $8
(0, 12) through (20, 40). Total number of parts = 4 + 7 + 5 = 16
b 33 litres Total spent = 16 × 8 = $128
c 1.4 litres/second 9 650 mL
d y = 1.4x + 12
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10 a $135 Child : Number Number

b Zosia gets $60, Abie gets $75 Activity staff of of staff
ratio children
11 12 : 16 → divide both numbers by 4 → 3 : 4
Horse- 20 ÷ 4 = 5
9 : 12 → divide both numbers by 3 → 3 : 4 4:1 20
riding so 5
12 550 mL vanilla ice cream, 2200 mL grape juice, 15 ÷ 5 = 3
Sailing 5:1 15
2750 mL ginger ale. Learner’s own method. so 3
For example: Rock- 32 ÷ 8 = 4
Grape juice: 2250 ÷ 4 = 562.5 mL per part, 8:1 32
climbing so 4
Ginger ale: 2750 ÷ 5 = 550 mL per part.
28 ÷ 10 = 2.8
Canoeing 10 : 1 28
Use 550 mL per part as smallest amount. so 3
Ice cream: 1 × 550 mL = 550 mL, Total number of staff = 5 + 3 + 4 + 3 = 15

Grape juice: 4 × 550 mL = 2200 mL,
Ginger ale: 5 × 550 mL = 2750 mL Exercise 11.2
13 0.03 and 0.025 or 0.036 and 0.03 1 a i 80 ii 120 iii 160
14 22.5 cm b direct proportion
15 a 90 °, 35 ° and 55 ° or 90 °, 70 ° and 20 ° 2 a i $4.40 ii $6.60
b Two solutions. Learner’s own explanation. iii $8.80
For example: The 20 ° difference could be b direct proportion
between the right angle and one of the
other angles, or it could be between the 3 a less time b more time
two other angles (not the right angle). c i 2 people = 6 days
÷2 ×2
c 35 ° : 55 ° : 90 ° → 7 : 11 : 18 or 1 person = 12 days
20 ° : 70 ° : 90 ° → 2 : 7 : 9
ii 2 people = 6 days
16 a ×2 ÷2
4 people = 3 days
Child : Number Number d inverse proportion
Activity staff of of staff
ratio children 4 a less than 60 seconds
Horse- 22 ÷ 4 = 5.5 b more than 60 seconds
4:1 22
riding so 6 c i normal speed = 60 seconds
×2 ÷2
17 ÷ 5 = 3.4 2 × speed = 30 seconds
Sailing 5:1 17
so 4
ii normal speed = 60 seconds
Rock- 30 ÷ 8 = 3.75 ÷2 ×2
8:1 30 1
speed = 120 seconds
climbing so 4
2
26 ÷ 10 = 2.6 d inverse proportion
Canoeing 10 : 1 26
so 3
5 a 4 people = 7 hours
÷2 ×2
Total number of staff = 6 + 4 + 4 + 3 = 17 2 people = 14 hours
b Learner’s own answer. For example: Move b 4 people = 7 hours
two children from horse riding to rock ×2 ÷2
8 people = 3.5 hours
climbing and move two children from
sailing to canoeing. New table is: c 4 people = 7 hours
×7 ÷7
28 people = 1 hour
lOMoARcPSD|29667936
6 a 100 g b x × y = 180, yes

b 225 g c i and iii
c 400 mL Number of days it takes sheep to
eat a bag of feed
7 a i 3 hours 40
35
Number of days
ii 12 hours
30
iii 4 hours 25
20
b 60 km/h 15
8 10
5
0
Number 0 10 20 30 40 50 60 70
of 5 2 3 4 6 7 8 Number of sheep
students
ii No, the points do not form a straight
Cost per line.
student 240 600 400 300 200 171.43 150
($) iv Answer between 25 and 26 days
(accurate answer is 25.7 to 1 d.p.)
9 1 hour 20 minutes
10 4 days
Exercise 12.1
1 2
11 Zara is incorrect. It will take the same amount 1 a b
3 3
of time as 20 minutes is the time the journey
1 5
takes. It doesn’t matter how many people are c d
4 12
on the train. 7
e
12 A = 14, B = 15, C = 49, D = 7.5 12
2 a 0.35 b 0.2
13 a 169 cm b 165 cm
3 a 85% b 35% c 20%
14 a 2 houses
b 12 people 4 a 0.34 b 0.7 c 0.52
c 15 days 5 a i 0.45 ii 0.65
d People Days Houses b 0.85
5
6 20 4 6 12
1 120 4 7 a 0.4 b 0.9
1 30 1
8 a 0.01 b 0.98
6 60 12
c 0.5 d 0.95
4 60 8
e 0.89 f 0.81
15 a
9 a T is 3, 6, 9 or 12 and F is 5 or 10 and these
Number have no common element.
of sheep 5 10 15 20 30 40 60 b i
19
ii
2
iii 17
(x) 36 3 36
13 12 22
Number 10 a i ii iii
25 25 25
of days 36 18 12 9 6 4.5 3
(y) b 15 is a multiple of both 3 and 5, so the
events are not mutually exclusive. Adding
x×y 180 180 180 180 180 180 180
the probabilities will not give the correct
answer.
lOMoARcPSD|29667936
Exercise 12.2 7 a 0.5 b 0.5

c Learner’s own explanation. For example:
1 a Learner’s own explanation. For example: The probability of the letter being in the
The score on one dice does not affect the word HEAD is the same, whether it is in
score on the other dice. the word FACE or not.
b Yes. For example: The score on one dice d Learner’s own explanation. For example:
does not affect the score on the other dice. If the letter is in the word FACE, then
c Learner’s own explanation. For example: P(in EACH) = 0.75. If the letter is not in
If you get an even number you cannot get the word FACE it is B, D, G or H and
an odd number on the same dice and vice P(in EACH) = 0.25. The probabilities
versa. are different, so the events are not
independent.
2 a Learner’s own explanation. For example:
The thunderstorm increases the 8 a Learner’s own explanation. For example:
probability that Zara will be late. If the blue dice is 6 then P(Y) = P(yellow
1
b Learner’s own explanation. For example: is 6) = 6 ; If the blue dice is not 6 it will
They are not independent. If Arun is late be another number and then P(Y) is
on Monday he will probably make more 1
again . The same probability implies
effort not to be late on Tuesday. 6
independent events.
1 1 1
3 a i ii iii b Learner’s own explanation. For example:
8 2 4
1 1
If blue is 6 then P(Z) = P(total of 12) =
b c 1
4 4 P(yellow is 6) = . If blue is not 6 a total
6
d Learner’s own explanation. For example: of 12 is impossible and P(Z) = 0. The
1
Whether or not R happens, P(F) = 4 . probabilities are different, so the events
are not independent.
1 2 1
4 a i ii iii
2 3 3 5 4 2
9 a i ii iii
1 2 1 11 11 11
b i ii iii
3 3 3 b For all 3 to be the same colour the third
c Learner’s own explanation. For example:
1 must be red.
P(multiple of 3) = 3 both if the number is 4 2
even and if it is not. The probability of this is = .
10 5
5 C is correct. Learner’s own explanation. For

example: The results of the first three rolls and
Exercise 12.3
of the fourth roll are independent. 1 a 0.32 b 0.6
6 a Learner’s own explanation. For example: c 0.2 d 0.12
2
If A happens then P(B) = ; if A does not 1 1
3 5 2 a b
happen then P(B) = . These are not the 6 36
5 5 25
same so the events are not independent. c d
6 36
b Yes. Learner’s own explanation. For
1 3 a 0.42 b 0.3 c 0.18
example: This time P(B) = 2 if A happens
1 1 1
and if A does not happen. 4 a b c
64 32 32
5 25
d e
32 64
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5 a First Second Outcome

0.4 late late, late 0.25 × 0.4 = 0.1
late
0.25 0.6 not late late, not late 0.25 × 0.6 = 0.15
0.4 late not late, late 0.75 × 0.4 = 0.3

0.75 not late
0.6 not late not late, not late 0.75 × 0.6 = 0.45
b i 0.1 ii 0.45 iii 0.9

6 a
First Second Outcome
0.35 red red, red 0.6 × 0.35 = 0.21
red
0.6 blue red, blue 0.6 × 0.65 = 0.39
0.65
0.35 red blue, red 0.4 × 0.35 = 0.14

0.4
blue
blue blue, blue 0.4 × 0.65 = 0.26
0.65
b i 0.21 ii 0.26 iii 0.14
7 a
3 2 3 6 1
odd odd, odd 3
× 4
= 12
= 2
4
odd
2
3 1
even 2 1 2 1
4 odd, even 3
× 4
= 12
= 6
1 3 3 1
3 odd even, odd 3
× 4
= 12
= 4
1 4
3
even
1 1 1 1
4 even even, even 3 × 4 = 12
1 1
b i ii
2 12
11 5
iii iv
12 12
lOMoARcPSD|29667936
8 a Learner’s own tree diagram. For example:

3 3 3 9
5 T TT 5
× 5
= 25
or 0.36
T
3
5
2 F 3 2 6
TF 5
× 5
= 25
or 0.24
5
3 2 3 6
T FT 5
× 5
= 25
or 0.24
2 5
5
F
2 2 4
2 F FF 5 × 5 = 25 or 0.16
5
The branches for F and T could be reversed.

9 21
b i or 0.36 ii or 0.84
25 25
9 0.23. Learner’s own method. For example: This could be done with a tree diagram.
0.8 × 0.05 + 0.2 × 0.95 = 0.23
Exercise 12.4
1 a 0.46 b 0.18 c 0.36
2 a 0.45 b 0.325
c Yes. Learner’s own explanation. For example: 0.325 is quite close to 0.35, so there is no reason to
reject the conjecture.
3 a 0.58 b 0.14
17
4 a = 0.68
25
b i 0.7 ii 0.785 iii 0.782
c 8 is the best estimate. For example: The relative frequency is tending to 0.8 (1 d.p.) and 0.8 × 10 = 8
5 a Total 10 20 30 40 50 60 70 80
Silver cars 2 7 11 16 19 23 27 31
Relative frequency 0.2 0.35 0.367 0.4 0.38 0.383 0.386 0.388
b Learner’s own graph. Check that the points from the table in part a have been plotted correctly.
c Learner’s own estimate. 0.38 or 0.39 or 0.4 would be a sensible estimate from the data.
6 a Flips 20 40 60 80 100
Frequency of 2 heads 5 9 11 17 19
Relative frequency 0.25 0.225 0.183 0.2125 0.19
b Learner’s own graph. Check that the points from the table in part a have been plotted correctly.
c Flips 20 40 60 80 100
Frequency of 2 heads 4 11 16 20 24
Relative frequency 0.2 0.275 0.267 0.25 0.24
lOMoARcPSD|29667936
d Learner’s own graph. Check that the points 5 a N

from the table in part c have been plotted
correctly.
7 a, b and c Learner’s own results.
d Learner’s own graphs. 8 cm (80 m) Dom
85 °
e Learner’s own comparison of relative 145 °
frequencies with 0.5.
6 cm
8 a and b Learner’s own results. (60 m)
c Learner’s own comparison of relative
1 Keri
frequencies with 0.1666 … (that is ).
6
b Learner’s own measurement. In the range
Exercise 13.1 70–75 m.
1 a 4.5 × 8 = 36 km 6 No. Learner’s own diagram and explanation.

For example: The diagram shows that the
b 18 ÷ 8 = 2.25 cm
jeeps are moving in different directions and
2 a 6 cm. Learner’s own diagram. Check that they will not meet at all.
the length of the line is 6 cm and that the
7 a, b Yes. Learner’s own diagram and
angle between the N arrow and the line
explanation. For example: The diagram shows
is 120 °.
that the ship is much closer to C than B.
b 8.5 cm. Learner’s own diagram. Check
8 a N
that the length of the line is 6 cm and that
the angle between the N arrow and the
N
line is 35 °.
3 Learner’s own diagram. Check that the length 12.5 cm
of the line is 4 cm and that the angle between (125 km) 145 °
the N arrow and the line is 95 °. 80 °
8.5 cm
4 N Harbour (85 km)
Ship
Fabia b Learner’s own measurement and
3 cm Gate conversion. In the range 175–180 km.
(300 m) 50 °
230 ° c Learner’s own measurement. In the range
283 °–289 °.
2 cm
(200 m) 9 a N
Luca
190 ° N
12 cm
6 cm (240 km)
(120 km)
Airport
300 °
Aeroplane
b Learner’s own measurement and
conversion. In the range 225–230 km.
lOMoARcPSD|29667936
c Learner’s own measurement. In the range 14 In the range 72–78 km and 338 °– 342 °.
088 °–093 °.
15 a, b Learner’s own answers. Allow ± 2 ° on the
10 a Greg bearings and ± 2 mm on the distances on the
map. For example:
N
N
Distance Distance
7 cm From To Bearing on map in real
35 ° (14 km) (cm) life (m)
95 °
Start A 080 ° 3.5 700
Car
8 cm A B 100 ° 4.6 920
(16 km)
B E 140 ° 2.4 480
b Learner’s own measurement and E F 227 ° 4.5 900
conversion. In the range 25.8–26.2 km.
F C 345 ° 3.5 700
c Learner’s own measurement. In the range
C D 255 ° 3.6 720
245 °–250 °.
D Finish 328 ° 3.3 660
11 In the range 7.3–7.5 km and 215 °–220 °.
12 a In the range 45–48 km. Exercise 13.2
1 
× 6 = (3 ÷ 3, 6 ÷ 3) = (1, 2)
b In the range 52–55 km. 1
1 a  × 3, 
3 3
13 a 160 °. Learner’s own explanation. For
2 
× 6 = (3 ÷ 3 × 2, 6 ÷ 3 × 2) = ( 2, 4)
example: Triangle is equilateral so angle 2
b  × 3, 
ABC = 60 °. Line BD is parallel to the 3 3
north arrow so angle ABD = 40 ° and so 1 
× 12 = ( 4 ÷ 4, 12 ÷ 4) = (1, 3)
1
angle DBC = 60 − 40 = 20 °. Bearing of C 2 a  × 4, 
4 4
from B = 180 − 20 = 160 °.
3 
× 12 = ( 4 ÷ 4 × 3, 12 ÷ 4 × 3) = (3, 9)
3
b 280 °. Learner’s own explanation. For b  × 4, 
4 4
example: Triangle is equilateral so angle
ACB = 60 °. Line CE is parallel to line BD 3 H and iii, I and ii, J and vi, K and i, L and v,
so angle ECB = angle DBC = 20 °. Bearing M and iv
of C from B = 360 − 20 − 60 = 280 °.
c Learner’s own accurate sketch and checks.
lOMoARcPSD|29667936
4 a (9, 12)
b
Letter A B C D E F K R W
Position in
1st 2nd 3rd 4th 5th 6th 11th 18th 23rd
alphabet
x-
1 × 3 = 3 2 × 3 = 6 3 × 3 = 9 4 × 3 = 12 5 × 3 = 15 6 × 3 = 18 11 × 3 = 33 18 × 3 = 54 23 × 3 = 69
coordinate
y-
1 × 4 = 4 2 × 4 = 8 3 × 4 = 12 4 × 4 = 16 5 × 4 = 20 6 × 4 = 24 11 × 4 = 44 18 × 4 = 72 23 × 4 = 92
coordinate
Coordinate
(3, 4) (6, 8) (9, 12) (12, 16) (15, 20) (18, 24) (33, 44) (54, 72) (69, 92)
pair
c i The x-coordinates are the numbers in the 3 times table. To work out the x-coordinate of any
letter, multiply the position number of the letter in the alphabet by 3.
ii The y-coordinates are the numbers in the 4 times table. To work out the y-coordinate of any
letter, multiply the position number of the letter in the alphabet by 4.
5 a B (4, 5) b C (12, 15)
c A (3, 2) d C (15, 10)
6 a (10, 16) b (15, 24)
c Learner’s own explanation. For example: E is the 5th letter of the alphabet, so has coordinates
(5 × 5, 5 × 8) = (25, 40).
d T is the 20th letter of the alphabet, so has coordinates (20 × 5, 20 × 8) = (100, 160).
e nth letter of the alphabet has coordinates (5n, 8n).
7 H (28, 36)
8 Difference in x-coordinates = 10 − 1 = 9 1
×9 = 3
3
1
Difference in y-coordinates = 13 − 1 = 12 × 12 = 4
3
E = C(1, 1) + (3, 4) = (1 + 3, 1 + 4) = (4, 5)
2
9 a Difference in x-coordinates = 7 − 2 = 5 ×5= 2
5
2
Difference in y-coordinates = 18 − 3 = 15 × 15 = 6
5
H = F(2, 3) + (2, 6) = (2 + 2, 3 + 6) = (4, 9)

b Learner’s own check by drawing a diagram.
10 a Yes. Learner’s own justification. For example:
2 1 3
x-coordinates: of the way = 8, so of the way = 8 ÷ 2 = 4, so of the way = 4 × 3 = 12.
3 3 3
2 1 3
y-coordinates: of the way = 10, so of the way = 10 ÷ 2 = 5, so of the way = 5 × 3 = 15.
3 3 3
So, B is the point (12, 15).
2 2 1
b No. Learner’s own justification. For example: OA is of OB so ratio OA : AB = : = 2 : 1.
3 3 3
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11 a Learner’s own diagram. Coordinate grid Exercise 13.3

with points A (2, 7), B (10, 3), C (5, 3)
and D (11, 5). Line segments AB and 1 a, b Learner’s own diagram. Coordinate grid.
CD drawn. Point where AB crosses CD Triangle A with vertices (1, 4), (2, 3) and
labelled ‘E’. (2, 5). Triangle B with vertices (4, 3), (5, 4) and
b E (8, 4) (4, 5). Triangle C with vertices (6, 2), (7, 3) and
(6, 4).
c Midpoint of CD =
 5 + 11 3 + 5  2 a, b Learner’s own diagram. Coordinate grid.
= 
16 8 
 ,  , = (8, 4) = E
2 2   2 2  Rectangle A with vertices (1, 4), (3, 4), (3, 5)
and (1, 5). Rectangle B with vertices (3, 4),
3
d of the way along AB: (4, 4), (4, 6) and (3, 6). Rectangle C with
4
Difference in x-coordinates = 10 − 2 = 8 vertices (3, 0), (4, 0), (4, 2) and (3, 2).
3
×8 = 6 3 a and ii, b and iii, c and i
4
Difference in y-coordinates = 3 − 7 = −4 4 a A to B is a reflection in the mirror line

3
× −4 = −3 x = 3.
4
 6
b A to C is a translation  2 .
So, A(2, 7) + (6, −3) = (2 + 6, 7 − 3)
= (8, 4) = E. c A to D is a rotation 90 °, anticlockwise,
centre (1, 4).
12 Difference in x-coordinates =
−4 − −9 = −4 + 9 = 5 d B to E is a reflection in the mirror line
3 y = 5.
×5= 3
5 e E to C is a rotation 180 °, centre (6, 6).
Difference in y-coordinates =
C to F is a translation  −  .
1
−2 − −12 = −2 + 12 = 10 f
3  −3
× 10 = 6 5 a–c Learner’s own diagram. Coordinate grid.
5
Triangle A with vertices (6, 4), (7, 6) and
So, K(−9, −12) + (3, 6) = (−9 + 3, (5, 6). Triangle B with vertices (1, 1), (3, 1) and
−12 + 6) = (−6, −6). (2, 3). Triangle C with vertices (3, 1), (5, 2) and
13 a S (−1, −1) (3, 3). Triangle D with vertices (5, 0), (7, 0)
and (6, 2).
b T (0, 1)
Learner’s own working. For example: 6 a–d Learner’s own diagram. Coordinate grid.
Triangle A with vertices (−1, −4), (−3, −2) and
Difference in x-coordinates is 2 − −4 = 6. (−4, −4). Triangle a with vertices (3, −3),
Difference in y-coordinates is 5 − −7 = 12. (6, −3) and (5, −1). Triangle b with vertices
(0, 0), (−3, 0) and (−1, 2). Triangle c with
There are 6 points after P, so the
vertices (0, 2), (−2, 3) and (0, 5). Triangle d
x-coordinates increase by 6 ÷ 6 = 1 for
with vertices (3, 3), (6, 3) and (5, 5).
each point, and the y-coordinates increase
by 12 ÷ 6 = 2 for each point. 7 She has only got part b correct. Learner’s own
explanations. For example: The object and its
Points: P Q R S T U V image are always congruent, so answers are:
x-coordinates −4 −3 −2 −1 0 1 2 a Corresponding lengths are the same.
y-coordinates −7 −5 −3 −1 1 3 5 b Corresponding angles are the same.
c The object and the image are congruent.
8 a Translation  4
 6
Translation  0
b
 −6
Translation  −
4
c
 −6
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d Reflection in line y = 1. 3 Learner’s own diagram. The enlarged right-

e Reflection in line x = 0 (or y-axis). angled triangle should have the corresponding
vertex on the cross, base length eight squares
f Reflection in line y = −2. and height four squares.
g Reflection in line x = −2. 4
h Rotation 90 ° clockwise, centre (0, −4).
i Rotation 90 ° anticlockwise, centre (0, 0).
j Rotation 180 °, centre (0, 2).
9 a i Rotation 90 ° anticlockwise
about (−1, 3).
 4
ii Translation 
 −4
iii Reflection in the line x = −1.
iv Reflection in the line x = −3.5.
b i Check learners’ own combinations
of at least two transformations. For
5 a Learner’s own explanation. For example:
example:
The top vertex of the kite is only two
Rotation 90 ° anticlockwise about squares from the centre of enlargement,
(−2, 3) followed by translation  
0
not three. All the other vertices are in the
 −5
correct position.
ii Check learners’ combinations of
at least two transformations. For b
example:
Reflection in line x = 3, followed by
translation 1
 3
10 Zara is not correct. Arun is correct. Learner’s
own diagrams.
11 a A to C b A to B
c A to D d B to E
12 a Learner’s own diagram. Check that each of
the transformed shapes are drawn correctly.
The final image should have vertices (4, 0),
(5, 0), (5, 1), (5, −1) and (4, 1).
 8
b A translation 
 −3
6 a
Exercise 13.4 scale factor 2
1 a Learner’s own diagram. Enlarged triangle

b Learner’s own diagram. Enlarged triangle
2 a Learner’s own diagram. Enlarged square
with vertices (0, 1), (3, 1), (3, 4) and (0, 4).
b Learner’s own diagram. Enlarged triangle
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b scale factor 3 f A = 22 × 12.566 = 50.265 cm2 (3 d.p.)

g A = πr2 = π × 42 = 16π = 50.265 cm2 (3 d.p.)
15 a Arun is incorrect. He has multiplied the
perimeter of H by 3 instead of dividing
by 3.
Perimeter = 36 ÷ 3 = 12 cm
b Area = 54 ÷ 32 = 6 cm2
c scale factor 2 Exercise 14.1

1 a Volume = area of cross-section × length
= 20 × 8 = 160 cm3
b Volume = area of cross-section × length
= 15 × 6 = 90 cm3
c Volume = area of cross-section × length
= 12 × 9 = 108 cm3
d Volume = area of cross-section × length
= 30 × 12 = 360 cm3
7 a Learner’s own diagram. Shape B with
vertices (6, 0), (10, 0), (10, 2), (8, 4) 2 a Area of cross-section = area of rectangle
and (6, 4). = base × height = 8 × 4 = 32 cm2
b Learner’s own diagram. Shape C with Volume = area of cross-section × length
vertices (0, 1), (6, 1), (6, 4), (3, 7)
= 32 × 10 = 320 cm3
and (0, 7).
b Area of cross-section = area of triangle
c Learner’s own diagram. Shape D with
1 1
vertices (1, 0), (9, 0), (9, 4), (5, 8) = 2 × base × height = 2 × 6 × 5 = 15 cm2
and (1, 8).
Volume = area of cross-section × length
8 a Learner’s own diagram. Enlarged shape = 15 × 7 = 105 cm3
with vertices as given in part b.
c Area of cross-section = area of circle
b (1, 1), (1, 5), (7, 5), (3, 1)
= π × r 2 = π × 42
9 Perimeter of N = 12 × 4 = 48 cm
= π × 16 = 50.265… cm2
2 2
Area of N = 9 × 4 = 144 cm Volume = area of cross-section × length
10 Perimeter of Z = 36 cm = 50.265… × 11 = 552.92 cm3
Area of Z = 72 cm2 3 a 150 cm3
11 a Enlargement scale factor 3, centre (6, 2). b 129.6 cm3
b Enlargement scale factor 2, centre (3, 5). c 427.5 cm3
4
12 Enlargement scale factor 3, centre (6, 1). Area of Length Volume of
cross-section of prism prism
13 Enlargement scale factor 2, centre (3, 4).
a 8.4 cm2 20 cm 168 cm3
14 a Enlargement scale factor 2, centre (2, 4). b 24 cm2 6.5 cm 156 cm3
b C = πd = 4π = 12.566 cm (3 d.p.) c 58 m2 5.7 m 330.6 m3
c C = 2 × 12.56637… = 25.133 cm (3 d.p.) d 56.85 mm2 62 mm 3524.7 mm3
d C = πd = 8π = 25.133 cm (3 d.p.)
e A = πr2 = π × 22 = 4π = 12.566 cm2 (3 d.p.)
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5 a 480 cm3 b 480 cm3 1 

b Triangle ends: 2 ×  × 24 × 5 = 120
c 675 cm 3 2 
Sides: 2 × (13 × 8) = 208
6 Learner’s own answer and explanation. For
example: Timo has used the diameter instead Base: 24 × 8 = 192
of the radius in the volume formula. Correct Total = 120 + 208 + 192 = 520 cm2
answer is 226 cm3 (3 s.f.)
1 
c Triangle ends: 2 ×  × 12 × 9 = 108
7 a 754.0 cm 3
b 492.6 cm 3 2 
c 42 411.5 mm 3 Sloping face: 15 × 12.5 = 187.5
Back face: 9 × 12.5 = 112.5
8 Radius Area of Height of Volume of Base: 12 × 12.5 = 150
of circle circle cylinder cylinder
Total = 108 + 187.5 + 112.5 + 150 = 558 cm2
a 7 cm 153.94 cm2 12 cm 1847.26 cm3
b 1.5 m 7.07 m2 2.4 m 16.96 m3 3 Area of circle = πr2
c 9 cm 254.47 cm2 7.51 cm 1910 cm3 = π × 32
d 2.19 m 15 m2 3.8 m 57 m3 = 28.27 cm2 (2 d.p.)
2 3
e 4.55 mm 65 mm 22 mm 1430 mm
Circumference of circle = πd
9 a x = 4.3 =π×6
b x = 3.3
= 18.85 cm (2 d.p.)
c x = 2.1
Area of rectangle = circumference
10 a 729 cm3 of circle × 8
b 13 851 g
= 18.85 × 8
c $96 957
= 150.80 cm2 (2 d.p.)
11 The smallest. Learner’s own explanation. For
example: In the smallest tin you get 233 cm3 Total area = 2 × area of circle + area
per dollar, compared with 201 cm3 per dollar of rectangle
for the medium tin and 225 cm3 per dollar for = 2 × 28.27 + 150.80
the large tin.
= 207 cm2 (3 s.f.)
Exercise 14.2 4 a 477.5 cm2
1 a Square base: 10 × 10 = 100 b 401.1 cm2
1  c 8482.3 mm2
Triangular faces: 4 ×  × 10 × 8 = 160
2 
2
5 The tetrahedron has the greater surface area.
Total = 100 + 160 = 260 cm
1 Tetrahedron: SA = 448 cm2,
b Triangular face: × 20 × 17 = 170 Cylinder: SA = 427.25… cm2
2
Total = 4 × 170 = 680 cm2 448 cm2 > 427.25… cm2
2 a Front and back: 2 × (4 × 12) = 96 6 151 cm2 (3 s.f.)
Sides: 2 × (4 × 10) = 80 7 a 3840 mm2
Top and base: 2 × (12 × 10) = 240 b 1548 cm2
Total = 96 + 80 + 240 = 416 cm2
8 344 cm2 (3 s.f.)
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9 Carlos is incorrect. Learner’s own working 5 a There are two vertical and one horizontal
and explanations. For example: planes of symmetry.
The surface area of the polytunnel = b Learner’s own diagram. Two vertical
1
2
( ( ) )
× 2 × π × 4.52 + π × 9 × 27 = 445.32 ... m 2
and one horizontal planes of symmetry,
each plane splitting the shape into two
congruent shapes.
Carlos will need more than 445 m2 of plastic
6 a
to make the polytunnel as the total surface
area is more than 445 m2 and he will need to 2D Number Number of
3D
allow extra plastic for overlaps at the edges, regular of lines of planes of
pyramid
wastage, etc. polygon symmetry symmetry
10 a Learner’s own answers. triangle 3 triangular 3
b Prism B has a greater surface area than square 4 square 4

prism A. pentagon 5 pentagonal 5
c Prism A: hexagon 6 hexagonal 6
1 1
SA = 2 × × π × 52 + × π × 10 × 15 + 10 × 15 octagon 8 octagonal 8
2 2
= 464 cm2 (3 s.f.) b The number of lines of symmetry of a
regular 2D polygon is the same as the
Prism B:
number of planes of symmetry of its
1 1
SA = 2 × × π × 82 + × π × 16 × 13 + 2 × 8 × 13 matching 3D pyramid. Learner’s own
4 4 explanation. For example: This is because
= 472 cm2 (3 s.f.)
all the lines of symmetry become vertical
Difference = 472 − 464 = 8 cm2 planes of symmetry, but the triangular
sides of the pyramid meet at a point so
Exercise 14.3 there are no horizontal lines of symmetry.
c i 10 ii 12
1 a and d
7 a Learner’s own diagram. Check that the
2 a A and F b B and D
drawn part is a reflection of the shape
c C drawn in the question.
3 a Learner’s own diagram. One vertical plane b One
of symmetry, splitting the shape into two c Learner’s own diagram. One plane of
congruent shapes. symmetry splitting the shape into two
b Learner’s own diagram. One vertical plane copies of the shape in the question. The
of symmetry, splitting the shape into two other plane is perpendicular to the first,
congruent shapes. splitting the shape into two congruent
4 shapes.
8 a Learner’s own diagram. Check that the
drawn part is a reflection of the shape
drawn in the question.
b Cube
c 9
Two like this
Two like this
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Exercise 15.1 4 a
1 a Time, t Frequency Midpoint Time, t

Tally Frequency Midpoint
(seconds) (seconds)
0 < t ⩽ 10 1 5 0 < t ⩽ 10 ll 2 5
10 < t ⩽ 20 6 15 llll 5 15
10 < t ⩽ 20
20 < t ⩽ 30 8 25
20 < t ⩽ 30 llll lll 8 25
30 < t ⩽ 40 11 35
30 < t ⩽ 40 llll 4 35
40 < t ⩽ 50 14 45
50 < t ⩽ 60 5 55 40 < t ⩽ 50 l 1 45
b Learner’s own frequency polygon. Same b Learner’s own frequency polygon. Make
axes and labels as in the diagram in the sure that they use suitable axes labels
question. Points (5, 1), (15, 6), (25, 8), and scales. Points (5, 2), (15, 5), (25, 8),
(35, 11), (45, 14) and (55, 5) plotted and (35, 4) and (45, 1) plotted and joined with
joined with straight lines. straight lines.
2 a 5 a 50
Height, h (cm) Frequency Midpoint
b
260 ⩽ h < 280 3 270
Wednesday
280 ⩽ h < 300 7 290
300 ⩽ h < 320 9 310
120 ⩽ h < 140 4 130
320 ⩽ h < 340 1 330
140 ⩽ h < 160 6 150
b Learner’s own frequency polygon. Same 160 ⩽ h < 180 22 170
axes and labels as in the diagram in the 18 190
180 ⩽ h < 200
question. Points (270, 3), (290, 7), (310, 9)
and (330, 1) plotted and joined with
Saturday
straight lines.
3 a 32
120 ⩽ h < 140 25 130
b Height, t (cm) Frequency Midpoint
140 ⩽ h < 160 16 150
10 ⩽ t < 12 4 11
160 ⩽ h < 180 7 170
12 ⩽ t < 14 16 13
180 ⩽ h < 200 2 190
14 ⩽ t < 16 7 15
c Learner’s own diagram showing two
16 ⩽ t < 18 5 17 frequency polygons on one set of axes.
Make sure that they use suitable axes labels
c Learner’s own frequency polygon. Make
and scales. Make sure that each polygon is
sure that they use suitable axes labels and
labelled clearly. Wednesday points (130, 4),
scales. Points (11, 4), (13, 16), (15, 7) and
(150, 6), (170, 22) and (190, 18) plotted and
(17, 5) plotted and joined with straight
drawn with straight lines. Saturday points
lines.
(130, 25), (150, 16), (170, 7) and (190, 2)
20 5
d = plotted and joined with straight lines.
32 8
e Learner’s own answer and explanation.
For example: Zara is incorrect. You
don’t know from the frequency polygon
what the fastest time is. All you can say
is that the fastest time is between 10 and
12 minutes.
lOMoARcPSD|29667936
d Learner’s own answer and explanation. are more groups so it shows you more
For example: On Saturday there were information on the mass of the girls. The
fewer taller people and more shorter second frequency polygon only has three
people. There were only two people with groups so less information can be taken
a height between 180 cm and 200 cm on from the graph.
Saturday compared with 18 on Wednesday. d i 12
There were 25 people with a height
between 120 cm and 140 cm on Saturday ii No, Sienna cannot fill in the correct
compared with four on Wednesday. frequencies in her table. Learner’s own
explanation. For example: From the
6 a Learner’s own diagram showing two first table Sienna knows that there are
frequency polygons on one set of axes. two girls with a mass between 7.0 and
Make sure that they use suitable axes 7.1 kg. However, this does not tell her
labels and scales. Make sure that each how many girls had masses between
polygon is labelled clearly. Falcons 7.0 and 7.05 kg and how many girls
Club points plotted at (2.5, 4), (7.5, 24), had masses between 7.05 and 7.1 kg,
(12.5, 18), (17.5, 12) and (22.5, 10) so it is impossible for her to complete
and joined with straight lines. Harriers her table. She would have to find the
Club points plotted at (2.5, 10), (7.5, 8), original data, before it was grouped, in
(12.5, 10), (17.5, 26) and (22.5, 16) and order to group it the way she wants to.
joined with straight lines.
8 Learner’s own answers. For example:
b Learner’s own comments. For example:
The most popular training time for the a
Falcons Club was between 5 and 10 hours, Time to
whereas for the Harriers Club it was solve maths
between 15 and 20 hours. In the Falcons Tally Frequency Midpoint
problem, t
Club only 22 athletes trained for more (seconds)
than 15 hours a week compared with 42
athletes from the Harriers Club. 20 ⩽ t < 30 llll llll 10 25
c Falcons Club 68, Harriers Club 70. 30 ⩽ t < 40 llll llll llll llll llll 25 35
d Learner’s own answer and explanation.
40 ⩽ t < 50 llll llll llll lll 18 45
For example: Yes, because the number of
athletes surveyed at each club was nearly llll ll 7 55
50 ⩽ t < 60
the same.
7 a Learner’s own frequency polygon. Make b Learner’s own frequency polygon. Make
sure that they use suitable axes labels sure that they use suitable axes labels and
and scales. Points (7.05, 2), (7.15, 12), scales. Points (25, 10), (35, 25), (45, 18)
(7.25, 14), (7.35, 9), (7.45, 7) and (7.55, 6) and (55, 7) plotted and joined with
plotted and joined with straight lines. straight lines.
b i Mass, m (kg) Frequency c Learner’s own comments. For example:
Most students took less than 40 seconds
7.0 ⩽ m < 7.2 14
to solve the puzzle.
7.2 ⩽ m < 7.4 23
9 Mass, m (kg) Frequency Midpoint
7.4 ⩽ m < 7.6 13
3.6 ⩽ m < 3.8 8 3.7
ii Learner’s own frequency polygon. 3.8 ⩽ m < 4.0 12 3.9
Make sure that they use suitable axes
labels and scales. Points (7.1, 14), 4.0 ⩽ m < 4.2 9 4.1
(7.3, 23) and (7.5, 13) plotted and 4.2 ⩽ m < 4.4 11 4.3
joined with straight lines.
4.4 ⩽ m < 4.6 5 4.5
c Learner’s own answers and explanations.
For example: The first frequency polygon
gives you better information because there
lOMoARcPSD|29667936
Exercise 15.2 (8, 28), (25, 27), (16, 25), (14, 18), (9, 17)
and (28, 25) plotted.
1 a Learner’s own scatter graph with axes b No correlation. The number of packets
labelled as in the graph in the question. of cookies sold has no relationship to the
Points (3, 5), (11, 10), (18, 18), (19, 20), number of packets of oranges sold.
(5, 6), (20, 18), (14, 16), (8, 9), (9, 11),
(7, 6), (5, 5), (16, 15), (10, 11), (9, 7) and 5 a Learner’s own answers. For example:
(16, 16) marked with crosses. Negative correlation because learners
b A. Learner’s own explanation. For are often good at maths and science or
example: The scatter graph is showing a languages and drama, but are not good at
positive correlation. This happens when all these subjects.
as one value increases, the other value also b Learner’s own scatter graph. Horizontal
increases. In this case, as the French results axis labelled ‘Maths result’ and shown
increase, the Spanish results also increase. from 0 to 100. Vertical axis labelled
‘Drama result’ and shown from 0 to 100.
2 a Learner’s own scatter graph with axes Points (72, 27), (34, 62), (81, 19), (57, 41),
labelled as in the graph in the question. (32, 66), (78, 25), (65, 37), (67, 32),
Points (3, 19), (10, 11), (15, 7), (8, 11), (53, 59), (61, 48), (35, 63), (42, 59),
(10, 10), (13, 9), (4, 17), (16, 5), (12, 10), (55, 40), (79, 35) and (31, 77) plotted.
(8, 14), (17, 2), (11, 9), (5, 15), (20, 4) and
(7, 13) marked with crosses. c Strong negative correlation. The better the
students’ result in maths, the worse their
b B. Learner’s own explanation. For drama result.
example: The scatter graph is showing a
negative correlation. This happens when d Learner’s own answer.
as one value increases, the other value e Learner’s own line of best fit.
decreases. In this case, as the art results
f Learner’s own estimate from their line of
increase, the science results decrease.
best fit.
3 a Learner’s own scatter graph. Horizontal g No, because 10% for drama lies outside
axis labelled ‘Hours reading’. Vertical axis the range of the data we are given, so we
labelled ‘Spelling test score’. Both axes cannot predict what will happen.
shown from 0 to 25. Points (4, 6), (13, 12),
(20, 20), (9, 8), (18, 17), (1, 2), (11, 13), 6 Learner’s own explanation. For example: It is
(8, 10), (18, 19), (2, 3), (15, 16), (10, 12), a coincidence that the graph shows a negative
(4, 5), (14, 12) and (7, 7) plotted. correlation. While it might be true that if you
have no hair or short hair you need a hat to
b Positive correlation. The more hours
keep your head warm or protect it from the
reading a student does, the better their
sun, it does not mean that you are going to
spelling test score.
buy lots of hats. In this study, the people with
c Learner’s own line of best fit. Strong longer hair might have big families, and so they
positive correlation. bought lots of hats for their family members.
d Learner’s own estimate from their line of The number of hats you need does not depend
best fit. on the length of your hair. It depends on
whether you like to wear hats or not.
e No. It is not a good idea to use the line
of best fit to make predictions outside 7 a Positive correlation. The better the score in
the range of the data, because you do not algebra, the better the score in geometry.
know what happens beyond the data you b 4 c 10 d 13
are given.
e Learner’s own diagram. Scatter graph from
4 a Learner’s own scatter graph. Horizontal the question with the point (10, 13) plotted.
axis labelled ‘Number of packets of
f Learner’s own line of best fit. Make sure
cookies sold’ and shown from 0 to 30.
the line of best fit passes through the
Vertical axis labelled ‘Number of packets
point (10, 13).
of oranges sold’ and shown from 0 to 30.
Points (15, 12), (12, 22), (26, 14), (22, 7),
lOMoARcPSD|29667936
g i Learner’s own estimate using their 4 a

line of best fit. For example: 8.
June August
ii Learner’s own estimate using their
line of best fit. For example: 11. 0 2
8 a Negative correlation. The further the 9 7 3 6 7 8
house is from the railway station, the 6 6 6 5 3 3 2 1 0 4 0 3 7
lower its value is. 5 0 2 4 5 6 8 8
b The house that doesn’t fit the trend 8 0 6 2
is worth $146 000 and is 6 km from
the railway station. Learner’s own Key: For June, 0 2 means 20 customers
explanation. For example: The house
might not be in a very good state of For August, 3 6 means 36 customers
repair, which is why it isn’t worth as much
as it should be. b
c y = 6.4 km i Mode ii Median iii Range iv Mean

June 46 43 48 44
Exercise 15.3 August 58 51 26 49
1 a Key: 0 5 means 5 c Learner’s own answers. For example: In
0 5 7 9 9 August the mode, median and mean are
1 5 4 6 0 8 7 9 all greater than in June, showing that
2 6 2 5 1 2 7 3 0 4 on average there are more customers.
The range, however, is smaller in August
b Key: 0 5 means 5 than in June, showing that there is more
0 5 7 9 9 variation in the numbers of customers
riding in June.
1 0 4 5 6 7 8 9
2 0 1 2 2 3 4 5 6 7 d Learner’s own answers. For example: Yes,
because the mode, median and mean are
2 Unordered: all greater in August than in June.
Key: 0 6 means 6 5 a i–iv
0 6 8 4 6
1 8 2 1 4 7 3 9 0 2 i Mode ii Median iii Range iv Mean
2 1 8 1 0 8 1 2 Girls’
27.3 26.05 2.6 26.1
times
Ordered:
Boys’
Key: 0 4 means 4 26.5 27.4 3.6 27.3
times
0 4 6 6 8
b Learner’s own answer. For example: The
1 0 1 2 2 3 4 7 8 9
range is larger for the boys, showing that
2 0 1 1 1 2 8 8
their times are more varied. The girls have
a lower median and mean which shows
3
that using these averages they were faster
Spanish test results for class 9R Spanish test results for class 9T at solving the puzzle.
9 9 7 5 0 4 6 6 8 c i The mode, as the boys’ mode is lower
9 8 7 6 5 4 0 1 0 1 2 2 3 4 7 8 9 than the girls’, which makes them
7 6 5 4 3 2 2 1 0 2 0 1 1 1 2 8 8 appear faster.
Key for class 9R: 5 0 means 5 Key for class 9T: 0 4 means 4
ii The median or the mean, as the girls’
median and mean are lower than the
boys’, so the girls were faster.
lOMoARcPSD|29667936
d Learner’s own answer. For example: The On average, using the median and mean,
girls, as their median and mean are lower, class 9R were taller than class 9T. Class 9T
therefore they were faster than the boys. had more variation in heights, and their
modal height was taller than class 9R.
6 Location A Location B
a
1 2 Exercise 15.4
4 3
1 a i 12 ⩽ t < 14 ii 12 ⩽ t < 14
1
b 33 % 0% b 8 minutes
3
c
Range = 305 g Midpoint ×
c Range = 295 g Midpoint Frequency
(most variation) frequency
1 11 7 11 × 7 = 77
Mean = 792.5 g, Mean = 658 g,
d 3
13 12 13 × 12 = 156
Median = 790 g
Median = 652.5 g
15 10 15 × 10 = 150
e Learner’s own answers. For example:
17 2 17 × 2 = 34
Location A because the mean and
median mass of potatoes was greater than Totals: 31 417
location B. The range was very similar 417
showing that the variation in the mass of Estimate of mean = = 13 minutes
31
potatoes was similar at both locations.
d Learner’s own explanation. For example:
7 a The answers for the range and mean are
Top shelf Middle shelf only estimates because the data is grouped
9 4 10 and you do not have the individual values
9 2 2 11 5 of the data.
9 8 7 6 5 4 2 0 12 0 7 9
0 13 0 2 6 8 9 9
2 a i 290 ⩽ h < 310
14 2 4 5 7 ii 290 ⩽ h < 310
Key: For the top shelf, 4 10 means 104 boxes of cereal b Learner’s own explanation. For example:
For the middle shelf, 11 5 means 115 boxes of cereal you can only give the modal class and
class where the median lies, because the
b data is grouped and you do not know the
Mode Median Range Mean individual values.
Top shelf 112 123 26 120.5 c i 80 cm ii 290 cm
Middle shelf 139 137 32 134.5 3 a 150 men, 140 women

b
Learner’s own answers. For example: The
sales of cereal were better on the middle Modal Class interval
shelf as on average more boxes were sold Estimate
class where the
(the mean, median and mode were all of mean
interval median lies
greater on the middle shelf than the top
shelf). The sales on the middle shelf were Men 20 ⩽ a < 30 40 ⩽ a < 50 39.6
more varied, but included the largest Women 50 ⩽ a < 60 42.5
40 ⩽ a < 50
number of boxes sold on one day. The
smallest number of boxes sold on one day c Learner’s own answer. For example: The
were on the top shelf. mean age of the women is approximately
8 a Missing numbers from the diagram: top three years more than the men. The
row 0, second top row 5, third top row 2 median age lies in the same interval for
and 8, bottom row 5. Missing numbers both men and women. The modal class
from the table: Class 9T row 144 and 145, interval for the men is a lot younger than
Class 9R row 149. for the women.
b Learner’s own comments. For example:
lOMoARcPSD|29667936
d Learner’s own answer. For example: c Age, a (years) Frequency

On average the men are the younger
competitors because their mean and 0 < a ⩽ 20 13
modal group are both younger than the 20 < a ⩽ 40 8
women.
40 < a ⩽ 60 12
4 a mean = 15.6, median = 15.5 and mode = 8
60 < a ⩽ 80 7
b Table A
Number d i 0 < a ⩽ 20 ii 20 < a ⩽ 40
Tally Frequency
of texts e i 36.5 years ii 80 years
5–11 llll l 6 f i Learner’s own answers and
12–18 llll ll 7 explanations. For example: I think the
answers in parts a and b are the more
19–25 llll 5
accurate answers because the groups
26–32 ll 2 are smaller in size so the individual
values are more likely to be nearer the
Table B midpoints in the smaller groups than
Number in the bigger groups. The range is the
Tally Frequency
of texts same for both sets of answers because
5–13 llll lll 8 the smallest and greatest possible
values are the same.
14–22 llll llll 9
ii Learner’s own answers and
23–31 lll 3
explanations. For example: The
c answers in parts d and e were quicker
to work out because there were
Modal Class interval fewer groups, so there were fewer
Estimate
class where the calculations to do for the median
of mean
interval median lies and mean.
Table A 12–18 12–18 16.05 6 Karim is correct.
Table B 14–22 14–22 15.75 Estimate of the mean =
5 × 4 + 15 × 14 + 25 × 12 + 35 × 20 + 45 × 10
d i The estimate of the mean from table = 28 emails.
60
B is closer to the accurate mean. 7 Mean mass of chicks after hatching =
ii The accurate median is within both 30 × 4 + 34 × 8 + 38 × 6 + 42 × 2
= 35.2 g.
the class intervals for the medians. 20
However, the midpoint of 12–18 is 15 Mean mass of chicks at eight weeks old =
and 14–22 is 18, and so the accurate 0.8 × 3 + 1 × 6 + 1.2 × 7 + 1.4 × 4
= 1.12 kg.
median of 15.5 is closer to the 20
midpoint of the median class for table 1120 ÷ 35.2 = 31.8 > 30
A than table B.
So, the mean mass of the chicks at eight weeks
iii The accurate mode is 8. This isn’t in old is more than 30 times the mean mass of
either of the modal class intervals. the chicks after hatching.
5 a i 40 < a ⩽ 50
ii 30 < a ⩽ 40
b i 35.25 years
ii 80 years

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lOMoARcPSD|29667936

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

Workbook answers 11 a The number is 7.142… and there is no

7 Learner’s own answers. For example: 3 a 53 000 b 53 800 000

b a square root between 36 and 49 4 9.46 × 1012 km

9 a No. All fractions are rational. In fact, the 6 a 0.0015

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

8 4 × 10−7 m and 8 × 10−7 m Exercise 2.1

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

j 2 k −25 l 4 5 A and iii, B and vi, C and i, D and vii,

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

iii 5(a + 3) + 5(3a + 1) = 20a + 20, 15 a Side length = 3 27 = 3 cm, cube

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

14 a A and v, B and iii, C and i, D and vii, d (x + 3)(x + 9)

400 + 320 + 20 + 16 = 756 x2 − 7x + 4x − 28 = x2 − 3x − 28

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

5 Learner’s own answer. (x + 8)2 and (x + 7)(x + 9) giving x2 + 16x + 64

e x2 + 15x + 50 f x2 − 13x + 40 15 a (2x + 1)(3x + 2) = 6x2 + 4x + 3x + 2 =

(x + 5)2 and (x + 4)(x + 6) giving x2 + 10x + 25 7x − 8 y 21a + 4b

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

2 a i 24 ii 48 14 F = 120. Learner’s own explanation and

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

17 a side length of the larger cube = 2x k 30 l 340

V 7 POWERS OF TEN – EASY!

Exercise 3.1 4 × 100 =4 0.04 ÷ 10−2

e 14 × 103 = 14 × 1000 = 14 000

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

d −15 × 0.2 − 15 × 2 = −30 so 9 Hassan is incorrect. Numerator should be:

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

b $200 decreased by 20% c The value of the scooter after 12 years.

9 a 0.63 b $529.20 c 124

10 2 a 65, 66, 67, 68, 69, 70, 71, 72, 73, 74

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

7 a 6.5 ⩽ x < 7.5 Exercise 4.1

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

5 a 5x + 15 = 10x − 20 → x = 7 14 a y + 3y + y − 2 + 4(y − 2) = 116

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

5 a 6x > 18 b 2x − 3 < 19 11 a 3x > 4x + 12 b 3x − 3 < 5x − 17

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

Exercise 5.1 ii There are three ways:

1 a = 80, b = 80, c = 55, d = 125

10 Angles of the quadrilateral are 118 °, 127 °, 75 °; 2 a 90 ° b 120 °

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

Exercise 5.5 e Learner’s own answer and explanation.

1 a = 10 cm; b = 13 cm; c = 34 cm 2 a Learner’s own answer. For example: Time

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

Area of semicircle ii 12 : 32 = 1 : 9 (the ratio of the areas is

b Area = πr2 = π × 82 = 64π cm2 = 24 + 14.14

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

Shaded area = 50.26 − 6 = 44.26 cm2 b 54.54 cm2

5 a i 7 cm ii 135 cm2 13 a When radius = 2 cm,

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

2 a 1 centimetre = 0.01 metres OR c 1 Gg = 1 000 000 000 g, so 1.5 Gg

b 1 milligram = 0.001 grams OR 8 a 100 cm = 1 m, so

6 a A kilometre is a very large measure of Gliese 832 16.08 1.52 × 1017

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

iv Learner’s own working and answer. 20

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

1 7 3 A and ii, B and iii, C and i

Exercise 8.2 Exercise 8.3

CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

4 a 1 3 1 b Learner’s own answer and explanation. For