KS3 Grade 7 - 195

Understand representations of fractions 3 Draw an arrow from each fraction to its place on the number line.
3 1 4
10 2 5
1 Which diagrams represent one third? Tick your answers.
0 1
0 1
4 Shade the grids to match the given fractions.
5 3
a) c) 4
12
How could the other diagrams be changed so that they represent

one third?
2 Write the fractions shown in the representations. 1 1

b) 3 d) 6
a)

b)
5 3
c) Represent on each diagram.
5
a) b) c)
d)
0 1

© White Rose Maths 2019

6 8 1
Match the numerical expressions to their fractional representation. Shade of each shape.
2

0.4 a) b) c)
0 1

0.375
Discuss with a partner how you did it.
3 ÷ 10
9 What fraction of each shape is shaded?
a)

4× 1
7

1
3

b)
7 3
Tom and Aisha are asked to show on a rectangle.
5
Tom Aisha
3
Who has correctly shown ?
5

Explain your answer.


Convert between mixed numbers c) Write 1
3
as an improper fraction.
and fractions 5
8
d) Draw a representation of the improper fraction
5
1 Circle the mixed number.

1 3
12 2
1.5
2 Circle the improper fraction. 4 Filip has been asked to draw a representation of five thirds.
1 3 Here is his answer.

12 2
1.5
3 a) Write the numbers represented by the diagrams as a mixed number

and as an improper fraction.
a) Explain the mistake that Filip has made.
b) Draw a representation of five thirds.
c) Write five thirds as a mixed number.

0 1 2

5 Write the numbers as improper fractions and mixed numbers.

a)
improper fraction
3
b) Draw a representation of the mixed number 1
5
0 1 2
mixed number

b)
improper fraction 8 Convert the improper fractions to mixed numbers.
7 19
a) = c) =
2 6
0 1 2
mixed number
7 87
b) = d) =
3 10
1
6 Dani is working out 3 as an improper fraction.
4
Here is her working out.
9 Fill in the missing numbers.
3×1+4=7
11 3 22 2
So 3 1 = 7 a) =2 c) =4
4 4
What mistake has Dani made?
19 37
b) = d) =
3 3 5 10
7 Convert the mixed numbers to improper fractions.
1 3
a) 2 = c) 6 =
3 4 10 Complete the statement.
1
5 = 4 = 3 = 2 = 1 =
4 4 4 4 4 4
2 9
b) 3 = d) 2 =
5 10 What did you notice? Why did this happen?

Add and subtract unit fractions with the 3 Use the number lines to help you with the calculations.
same denominator
1 1
a) + =
3 3
0 1 2

1 a) Circle the unit fractions. 1 1 1

b) + + =
6 6 6
0 1 2
1 2 4 1 2
2 3 1 10 8
1 1 1 1
c) + + + =
b) Write three more unit fractions. 12 12 12 12
0 1
4 Write the fractions as sums of unit fractions.

c) Describe, in your own words, what is meant by a unit fraction.
2
a) = +
3
2
b) = +
7
2 Use the bar models to help you with the calculations.
1 1 3
a) + = c) = + +
3 3 7

1 1 1 3
b) + + = d) =
4 4 4 14

1 1 1 4
c) + + = e) =
5 5 5 14

1 1 1
d) + – = 7
5 5 5 f) =
14

5 7 Complete the calculations by adding or subtracting unit fractions.
1
2
cannot be written as the sum of unit
fractions because it is already a unit fraction. a) 3 = 1 + 1
5 5 5
b) 2 = 1 + 1 + 1
5 5 5 5
c) 9 = 1 + 1 + 1 + 1 + 1 + 1
9 9 9 9 9 9 9
Is Dexter correct?
Explain your reasoning.
d) 0 = 1 + 1
6 6 6
8 Complete the addition and the sentences to show how you can use unit
fractions to make a whole.
6 Fill in the missing denominators and show the calculations on the Use the bar models to help.
number lines.
a) 4 = 1 +
4 4
a) 1 + 1 = 2
4
0 1 You need to add 1 times to make a whole.
4
b) 1 – 1 = 0
7 b) = 1 +
0 1 6 6

You need to add 1 times to make a whole.
6
c) 3 = 1 + 1 + 1 + 1 – 1
5
0 1
c) = 1 +
20
d) 5 = 1 + 1 + 1 + 1 + 1 You need to add 1 times to make a whole.

5
0 1
Why is it not suitable to draw a bar model for part c)?
What do you notice about part d)? Discuss with a partner.

Add and subtract fractions with the 2 Work out the calculations.
same denominator
4 3 8 3
a) + = d) – =
9 9 13 13
1 Complete the calculations for the representations.

4 4 8 3 5
b) + = e) – – =
9 9 13 13 13
a)
1 + 3 =
5 5 5
4 5 12 5 8
c) + = f) + + =
9 9 25 25 25
b)
4 – 2 =
5 5 5
Which two questions had the same answer?
Discuss with a partner why this happened.
c)
2 + 4 =
3 Here is a part-whole model.

d) a) Write all the calculations that the part-whole model represents.
3 + =
7
0 1 6
7
e)
2 + 3 + 2 4
=
7 7

0 1

6
b) How many other ways could you make ?
7
f)
– 2 = 3
7 7 7
0 1

6 29
4 Jack and Nijah have shaded a grid. The perimeter of the triangle is units.
30
4 4 8
a) Jack uses it to show that + = 7
15 15 15
30
Where does Jack see this?
15 4 11
b) NIjah uses it to show that – = 13
15 15 15
30
Where does Nijah see this?
Find the missing length.

c) How many fraction calculations can you find from the grid?
You could build the grid to help you discover more.
Write your calculations.
7 Work out the calculations.
7 3 3 1 1 2
a) + = c) + + – =
10 10 4 3 4 3
2 1 2 3 17 2 7 2
b) – + + = d) + – – =
3 3 5 5 10 9 10 9
5 Find the missing terms in the linear sequences.
8 Solve the equations.

2 4 8 1 9
a) 0, , , , c) , , ,
9 9 9 25 25
2 7
a) x + =
11 11 x=
11 8 2 7
b) , , , b) y + = 1 y=
12 12 12 12

Add and subtract fractions from integers 4 Work out the subtractions.
expressing the answer as a single fraction
1 7
a) 1 – = e) 1 – =
5 10
1 What is the same about the answers to the three calculations?

2 9
b) 1 – = f) 1 – =
5 11
3 + 1 = 2 + 3 = 1 + 1 + 2 =
4 4 5 5 4 4 4
3 11
c) 1 – = g) =1–
5 20
4 7
d) 1 – = h) 1 – =
5 8
2 Use a bar model to explain why 3 + 2 is equal to 1
5 5
Compare answers with a partner.

Did you get the same answers? Discuss your methods.
5 Work out the additions.

3 Use the bar models to work out the subtractions.
2 1
a) 1 + = b) 15 + =
1 5 3
a) 1 – =
3

2 2
2+ = 15 + =
5 3
2
b) 1 – =
3 2 3
3+ = 15 + =
5 3
3 2
c) 1 – = 7+ =
7 5

Rosie
c) Is the statement true or false?
3 + 5 = 41
4 4
9 – 4 = 99 4
11 – 11
Talk about it with a partner. 11
So 9 – 4 = 95
0
11
6 Write an addition and a subtraction for the models.

a) 4
b) How would you calculate 9 –
1+ �2– 11
Compare your method with a partner’s.
b)
8 Work out the subtractions.
+ � –
2 3
a) 3 – = c) 10 – =
5 4
c)
2 10
b) 8 – = d) 7 – =
3 19
10 11 12
+ � –
9 There are 6 episodes in a series.
3
Brett has watched of the first episode.
4
Exactly how many episodes does he need to watch to finish the series?
7 4
a) Dora and Rosie are trying to work out 9 –
11
What mistakes have they made?
Dora
10 Kim orders 3 pizzas. Each pizza is sliced into 8 slices.
Kim has 3 slices and Tom has 4
5
9 – 4 = 11
11 Exactly how much pizza is left?

Understand and use equivalent fractions 2 Write = or ≠ to show whether the fractions are equivalent or not.
2 4 4 4
a) b)
5 10 5 10
1 Use the fraction wall to complete the equivalent fractions. 2 5 4 40

5 2 5 50
1
1 1
2 2 2 4 4 41
5 5 5 51
1 1 1
3 3 3
1 1 1 1
4 4 4 4
2 20 4 44
1 1 1 1 1 5 40 5 55
5 5 5 5 5
1 1 1 1 1 1
6 6 6 6 6 6
1 1 1 1 1 1 1
7 7 7 7 7 7 7
1 1 1 1 1 1 1 1 3 Complete the bar models to show equivalent fractions.
8 8 8 8 8 8 8 8
You may have to split the bars up yourself.
1 1 1 1 1 1 1 1 1
9 9 9 9 9 9 9 9 9
1 1 1 1 1 1 1 1 1 1
10 10 10 10 10 10 10 10 10 10 3 6
a) =
5 10
1 2 8
a) = c) = e) =
2 10 3 9 10 5
1 3
1 3 b) =
b) = d) = 3 9
5 10 4 8
1
f) Write three fractions equivalent to
2
4 12
c) =
5 15
g) What do you notice about the relationship between the numerator and
the denominator when a fraction is equivalent to one half?
7 Complete the equivalent fractions.
4 What equivalent fractions can you see in the diagrams?

a) b)
a) 2 = 8 e) 3 = i) 20 =
3 4 20 8 2
b) 2 = f) 7 = 49 j) 32 = 8
9 18 3 20
c) 15 = 3 g) 22 = 2 k) 9 = 1
8 5 5
Did you get the same fractions?
d) 12 = 6 h) 12 = 14 =
24 30 5
5 All these fractions are equivalent.
Work out the missing numbers.
30
3
8 Here are two fraction cards.
10 20 30 50 70
What could the missing numbers be? 12
4
Give six possible answers.
12 = 12 =
4 4
6 Write five fractions that are equivalent to 36
48
12 = 12 =
4 4
12 = 12 =
4 4

Add and subtract fractions where
denominators share a simple 3 Match the number line to the calculation and complete the calculation.
common multiple
1 1
+ =
2 4
0 1
1 Write the lowest common multiple of the pairs of numbers.
a) 3, 9 d) 12, 10 2 1
– =
3 6
0 1
b) 6, 9 e) 12, 5
2 1
– =
3 9
c) 6, 10 f) 12, 6 0 1
4 3
– =
2 1 4 1 5 10
2 a) Use the bar model to show that + +
3 6 6 6
0 1
Which answers can be simplified?

2 1
What is the answer to + ?
3 6
4 What fractional calculations are the arrays representing?
Using the same bar model, work out the answers to the calculations. Give all fractions in their simplest form.
a) b)
5 1
b) – =
6 3
1 1
c) + =
3 6
1 1 + = + =
d) + =
2 3


c) d) 7 Work out the calculations.
Give your answers in their simplest form.

a) 5 + 1 + 1 = b) 11 – 11 – 1 =
18 36 6 12 30 5
– = – =
8 Solve the equation x + 2 = 7
3 12
5 Circle the calculation that is equivalent to 1 + 1

10 15
x=
1.5 + 1 1 + 1 3 + 2 3 + 2
15 15 30 30 30 30 10 15
How do you know? Talk to a partner.
9 Here are some number cards.

6 Work out the calculations using equivalent fractions.

3 6 12 15
1
a) + 1 = e) 9 + 5 =
6 18 20 10
a) What is the smallest positive answer you can make using the cards in
these calculations?
You can use each card only once per calculation.
5 4 1
b) + 1 = f) + =
9 18 9 6
– +
20 30 20 30
2 2 1
c) – = g) 7 – =
3 9 10 4
b) Where would you put the number cards to make a total of 1 ?

6
What about a negative answer?
3
d) 20 – = h) 4 + 3 =
21 7 15 10

Add and subtract fractions with any 3 Tommy is calculating
1
+
5
5 8
denominator
Here are his workings.
40 = 5 × 8
The lowest common multiple of 5
1 a) Shade the grids to represent the fractions. and 8 is 40
1×8 8
= 40
5×8
5×5
2 1
= 25
40
×
8 5
3 8
1 + 5 = 8 + 25
2 1 19 5 8 40 40
b) Use the grids to show that + =
3 8 24
= 33
40
Do you agree with Tommy?

Talk about it with a partner
c) Why do you think this particular size grid was chosen?

1 1 1 2
1 1 a) + = d) + =
2 Annie is working out + 4 2 4 5
5 2
She uses bar models.
1 1 3 1
b) + = e) + =
4 3 4 6
Divide each bar into tenths and work out the answer to the question.
1 2 3 2
c) + = f) + =
4 3 4 9
1 1
+ =
5 2

7 1 1
Work out 1 – –
5 Work out the subtractions. 5 12
3 2 8 5
a) – = c) – =
4 3 9 6
9 2 7 2
b) – = d) – =
10 3 8 3
8 Here are three identical rectangles.
Part of each rectangle has been shaded.
2
3
6 Here are four fractions.
5 3 2 7
12 11 9 15
7
49 10
a) Which two fractions add together to give ?
99
What fraction of the middle rectangle has been shaded?
and
23
b) Which two fractions add together to give ?
36
9 How would you work out these calculations without a calculator?
Discuss your methods with a partner.
and 14 3 4 2 3 38 1 1 1 1 1
a) + b) ( – )+( – ) c) – + – +
91 13 7 17 7 51 2 3 4 5 6

Add and subtract improper fractions and 3 Amir and Eva are using a number line to work out 3
2
+2
1
3 6
mixed numbers Amir’s method
2 1
+ +
+3 +2 3 6
1 Use the bar models to help you work out the calculations.
0
a)
? 1 1
2 +1 =
2 3
Eva’s method
2 1
+3 +
b) 3 +2 6
? 1 2
2 +1 =
2 3
c) 0
1 2
2 –1 =
2 3
?
Fill in the missing numbers.
d) Discuss your method with a partner. Whose method did you find easier? ___________________
Did you answer the question in the same way? Talk about it with a partner.
4 1 1 3
Use the fact that + = to work out the additions.
2 2 1 2 4 4
a) Work out 2 + 1 by converting each number to an
5 2
improper fraction.
1 1 1 1
Use the diagrams to help you. a) 1 + = d) 17 + 11 =
2 4 2 4
2 1 1 1 1 1
b) Work out 2 + 1 by first adding the wholes and then adding the b) 2 + = e) 2 +3 +2=
5 2 2 4 2 4
fractions.
Use the diagrams to help you.
1 1 1 1
c) 5 +2 = f) 7 +3 =
2 4 4 2
c) Which method did you prefer?

5 Work out the calculations. 8 In the fraction pyramid, the number in each box is the sum of the two
numbers below.
3 1 1 7 Is the number in the top box greater than 5.25? __________________

a) 1 +2 = c) 2 + =
5 4 5 8
Show your working.
1
1
6
3 1 3 7
b) 2 –2 = d) 3 –2 =
4 6 8 10 3 1
2
4 3
6 Esther needs to cycle 18 km in three days.
The table shows how far she cycles on Monday and Tuesday.
How far does she need to cycle on Wednesday to meet her target?
Distance
Day
cycled (km)
1
Monday 45
9 The diagram shows a cake box.
2
Tuesday 73 A 25-inch ribbon is used to wrap around
km the base of the cake box.
1
4 inches
How much of the ribbon will be left over? 3
1
7 inches
4
11 3 1 15
a) +1 = b) 2 + =
3 4 6 9
inches

Use fractions in algebraic contexts 4 Substitute the values g = 4 and h = 3 into the expressions.
Give your answers as improper fractions.
1
a) g + = h+ 1 =
g h
1 Work out the missing numbers.
3 5 3
a) + = c) 3 + = 3
8 8 4 What do you notice about the answers?
g
b) 1 + = 1+ h
g =
h
1 3 5
b) + = d) 5 – = 4
4 4 6
Which answer was greater? Will this be true for any values of g and h?

g
h– h
1
a) x + 3 = 5 c) x – 3 = 5 c) g – =
3 h g =
x= x=

1 1
b) x + 3 = 5 d) 6 =x–3
3 3
x= x= No values of g and h will ever give a

negative answer.
3 If s = 2, work out the value of these expressions.
Give your answers as mixed numbers.
Do you agree with Dexter? _____________________

1 3 7 2
a) + = b) – =
s s2 s2 s Talk about it with a partner.
1 1 2 1
c) + + +5 =
s s s 7
5 Here is the start of the sequence n 6 Solve the equations.
3
2 5
1 2 3 4 a) x + – =0
3 3 3 3 3 6
, , ,
a) Write the next four terms of the sequence.
, , , x=
5 1
b) How many of the terms in part a) are whole numbers? b) =x+
2 5
2
c) Which term will produce 5 ?
3
x=
16 12 1
d) How many terms out of the first 100 terms will be integers? c) – =x+2
7 56 2
x=
e) How often will the sequence 2n produce integers?

3 300 1 586 4
d) +x– = +
Show your working. 7 3 14 6
f) How often will the sequence 3n produce integers?

n
Show your working. x=

Use equivalence to add and subtract 3 Here are some bar models drawn above number lines.
decimals and fractions
0 0.5 1 0 0.25 1
1 a) Fill in the boxes on the number line.
5
8
10 10 10 0 0.2 1
a) Write each decimal as a fraction. You could use the bar models to
0 0.3 0.5 0.7 1
help you.
b) Work out the calculations. 0.5 = 0.25 = 0.2 =
Give your answers as decimals.

You could use the number line to help you. b) Use the number lines and your answers to part a) to work out
the calculations.
3 8 7 Give your answers as decimals.
+ 0.5 = 1– = + 0.3 =
10 10 10
1 1 1
0.1 + = + 0.5 = 0.90 – =
2 5 4

4 3
a) Work out 0.3 +
5 5
8 Give your answer as a decimal.
100 100 100
0 0.03 0.05 0.07 0.1
b) Work out the calculations. Give your answers as decimals. 1

b) Work out + 0.75
6
Give your answer as a fraction.
3 8
0.05 + = 0.1 –
100 100 =

3 Did you convert the fraction to a decimal before or after doing the
5 Ron and Whitney are working out the calculation – 0.2
4 calculation? Compare methods with a partner.
I am going to start by
converting 34 to a decimal.
7 Here is a representation of a calculation.
I am going to convert
0.2 to a fraction.
0 1 2
Ron’s method Whitney’s method
3 = 0.75 0.2 = 1
Which of these is not the calculation shown? Circle your answer.
4 5
0.75 – 0.2 = 0.73 9 1 3 5
3 – 1 = 15 – 4 = 11 4
– 1.5 2.1 – 1
2
2.25 –
2
2
20
– 1.50
4 5 20 20 20
a) What mistake has Ron made?

8 The same digit is missing from each box.
Which digits would give a terminating answer?
b) Convert Whitney’s answer to a decimal.

1
0. +
6 Work out the calculations. Give your answers as decimals.

Can you explain why some digits don’t give a terminating decimal?
1 1
a) 0.6 – c) 0.65 –
2 4
1 9
b) 0.7 – d) – 0.25
5 10

Add and subtract simple 3 Annie is calculating with algebraic fractions.
H
algebraic fractions
I can work out 1 + 1 because the denominator
k k
is the same, so 1 +
k k
1= 1+1 =2
k k
1 1 1 1
a) + = + = Use Annie’s method to complete the calculations.
3 3 29 29

3 4 1 4
a) + = c) – =
1
+
1
=
1
+
1
=
m m p p
15 15 x x

12 5
b) – =
b) n n
To double a fraction you just
double the numerator.
4 Here is an algebraic expression.
Do you agree with Alex? _____________________ 4 + 2

Explain your answer. r r
a) Write the expression as a single fraction.

1 1 1 1
a) + = b) + = b) Evaluate the expression when r = 2
5 5 2 4
6 6 1 1
+ = + =
5 5 5 10 4 2
c) For what value of r is + > 1?
r r
29 29 1 1
+ = + =
5 5 29 58

Is there more than one answer?

x + x = 1
+
1
=
5 5 x 2x

5 Simplify the expressions. 8 Simplify the expressions using equivalent fractions.
1 1 b) 2 3
a) + = – =
x 3x x 5x a) x + x = b) 2x – x =
2 3 3 2
Discuss your method with a partner.
9 Solve the equations. Show all of your working.
6 The number line shows 0 and x.

a) 1 + 3 = 1
x x
0 x x=
Position the expressions on the number line. b) 3 + 5 = 1

y y
Write a simplified fraction where required.
y=
a) 2x c) x e) 2x – 3x =
4 4
c) 11 – 9 = 1
z 2z
b) x d) x + x = f) x + x =
2 2 4 2 z=
10 How would you simplify these expressions?

7 a) A sequence starts at zero and goes up by a each term.
5
Write the first five terms of the sequence.
3 + 1 1 + 1 + 1
2x 3x t 2t 3t
b) Another sequence starts at zero and goes up by 2a each term.

5
Write the first five terms of this sequence.

Understand and use the sum of angles e) g)
at a point x
120°
119° 86.3°
x
37.2°
1 a) How many degrees are in a full turn?

x= x=
b) Teddy is facing forward. Teddy

f)
Teddy x
He turns through 120°.
120° 46.5° 160°
How many more degrees does he need to turn

through to get back to his starting point? x=
2 Find the size of angle x.

a) c) 3 Tick the correct diagram.
310°
73°
x
39° 29° 29°
x
133° 71° 61°
127° 153° 143°
61° 107° 117°
x= x=
b) d)
x
220°
201° 140°
x
Explain your choice.
x= x=
4 a) Find the sizes of angles a and b. 5 Work out the sizes of the unknown angles.
a) b)
f
c
b b 47°
a a c 122°
b b
b b 75°
a a 230° f
b b
a
b b
c= f=

a= b=
6 Form and solve an equation to find the size of angle z.

Discuss with a partner how you worked them out.
b) Annie draws a pie chart. z

47.3°
She splits it into 16 equal sectors. z
35.5°
What is the angle of each sector? z
z=
7 Four line segments are drawn from a point O.

They are OP, OQ, OR and OS.
P, Q, R and S are points drawn clockwise in order around O.
Angle SOR is 91o.
Angle POQ is 26o more than angle SOR.

Angle QOR is a right angle.
Four children have worked out the size of angle SOP.
c) Annie’s pie chart represents 800 students.
Who is correct? Tick your answer.
How many students are represented in 5 of the sections?
Tom Whitney Esther Amir
243° 153° 152° 62°

Explain the mistakes that the others have made.
students

Understand and use the sum of angles on 3 Work out the unknown angles.
a straight line a) d)
a
e
58° 132°
1 Two angles, a and b, are adjacent on a straight line.
e= a=
b) e)
a
b
g
141° 62°
y
a) Measure angles a and b.
a= b=
g= y=
c) f)
b) What is the total of the two angles?
49° 43°
37°
z
c) Complete the sentence.
x
Adjacent angles on a straight line
x= z=
2 Tick the diagram that shows adjacent angles on a straight line.

4
64° b
Angle b is 116°
because angles on a straight
line add up to 180°.

5 Use the information to work out the unknown angles. 7 Work out the value of x.
a) Angle a is half the size of angle b. a) b)
2x 2x
a a= x
b
b=
x = x=
b) Angle a is four times the size of angle b.

Compare methods with a partner.
a a=
b 8 AB and CD are straight lines.
Write expressions for the sizes of any missing angles and label
b=
them on the diagram.
6 a) Write the size of the given angles. B
E
ABD y
45° C
EBC D 97°
38° B x
DBE
A
E
A
b) Is ABC a straight line?
D
How do you know?

Understand and use the equality of
2 Tick the pairs of angles that are vertically opposite.
vertically opposite angles
1 The diagram shows four angles around a point.
a b
d c
a) What is the sum of all four angles? Compare answers with a partner.
How do you know?
b) Which pairs of angles sum to 180o?

3 Work out the sizes of the unknown angles.
Give reasons for your answers.
a)
How do you know? y= because
c) Which pairs of angles are equal?

y
29°
b)
How do you know?
132° z= because
d) Complete the sentences. 48°
Angles round a point
z
Vertically opposite angles

e) f)
4 Whitney is working out the size of angle f.
f
Angle f is equal to 79° e
because vertically opposite 81°
79° angles are equal.
113°
f
e= f=
Talk about your reasons with a partner.

Do you agree with Whitney?
6 Angle b is three times the size of angle a.
b
80°
5 Work out the unknown angles.
a) c)
Work out the sizes of angles a and b.
133°
c a= b=
52°
a
7 The diagram shows three straight lines intersecting at a single point.

a= c= Work out the value of x and y.
b) d)
b 46°
81°
65° 63°
73° 5x–7
d y
x= y=
b= d=

Know and apply the sum of angles in 2 Work out the unknown angles.
a triangle a) c)
88.4° 19.5° s 21.5°

q
23.2°

q = s=
a) b) d)
x= because 42.1°
72°
92°
101.6° r
x 47°
47.3° t
r= t=
b)
Discuss your reasons with a partner.
y= because
58°

y
25° 3 a) Two angles in a triangle are 42° and 57°.
What is the size of the third angle?

c)
z
z= because
b) Two of the angles in a triangle are 12°.

35°
c) One of the angles in a triangle is 38°. Another angle is twice the size of
the first angle.
d)
w= because
31° 28°
w


4 Dexter is working out the unknown angles in triangles. 6 Work out the sizes of the unknown angles.
a) c)
44°
28°
I can’t work out
either of the missing angles m r
because I don’t have
enough information.
m= r=
b) d)
Do you agree with Dexter?
60°
61°
n s
n= s=
What type of triangle is the triangle in part d)?

5 Identify and label the angles that will be equal in each triangle. Talk about it with a partner.
7 One angle in an isosceles triangle is 29°.

What could the other angles be? Give two possible answers.
8 Angle b is twice the size of angle a.

Work out the size of angle c. a
b c

Know and apply the sum of angles in 3 Work out the size of the unknown angle in each trapezium.
a quadrilateral
a) b)
a 57° b
123° 123°
63°
1 Here are some quadrilaterals.
a) For each quadrilateral, choose one vertex and join it to each other a = b=
vertex in the shape using straight lines.
This will split each quadrilateral into triangles.
c) What is the same and what is different about the trapeziums?
b) How many triangles has each quadrilateral been split into?
c) What is the sum of the angles in a triangle?

4 Work out the sizes of the unknown angles in the parallelograms.
d) Complete the sentence.
a) b)
Angles in a quadrilateral sum to
78° 102°
45°
135°
2 Jack is working out the sum of the interior angles of a parallelogram. c
45° d 78°
C
B
I have split the

parallelogram into four triangles.
4 × 180 = 720, so the angles
D
A in a parallelogram sum
to 720°. c = d=
Do you agree with Jack?

c) What do you notice about opposite angles in a parallelogram?

c) d)
5 Two isosceles triangles are joined to form a kite.
a) Work out the sizes of the unknown angles.
u

107° t 61°
104°
w y
x z
t= u=
68°
Compare your reasoning with a partner.
w= y= x= z= 7 Dora is drawing a quadrilateral.
b) Work out w + x.

My quadrilateral has
exactly three right-angles.
c) Work out y + z.
What do you notice? Talk about it with a partner. Is Dora’s quadrilateral possible?

a) b)
91° s
113°
87°
73°
r
r = s=

Solve angle problems using properties of 2 AB and CD are straight lines. B
triangles and quadrilaterals
x
C
y
52° D
z
1 Match each diagram to the correct rule.
A
Angles on a straight
Work out the sizes of angles x, y and z. Give reasons for your answers.
line sum to 180°
x= because
y= because
Angles around a point
sum to 360°
z= because
Compare your reasons with a partner.

Did you work out each angle in the same way?
Angles in a triangle
sum to 180°
3 Here is a quadrilateral.
r
q
In an isosceles
triangle, two angles
are equal
s
p
71°
Vertically opposite
angles are equal a) Work out the size of angle s. Give a reason for your answer.
s= because
b) What is the sum of angles q, r and p?

Angles in a
quadrilateral sum How do you know?
to 360°

4 5 Complete the sentence for each diagram.
C You must use correct mathematical vocabulary.

a)
D
62°
A B Angle ACD is because
C
B D
A
b) Z
E
O
W X
134°
a) Angle ABE is 39°. Angle is 134° because
Label it on the diagram.

Y
c) Q
b) What is the size of angle ABC?
How do you know?
87°
P 98° 98° R
Angle PSR is because

c) What is the size of angle CBD?
How do you know?
S
d)
K
d) What is the sum of angles BCD and CDB? 46°
How do you know?
97° Angle is 83° because

51°
J L M
or
e) Angle BCD is 70°. Is triangle BCD isosceles?
Discuss with a partner.

Understand representations of fractions 3 Draw an arrow from each fraction to its place on the number line.
3 1 4
10 2 5
1 Which diagrams represent one third? Tick your answers.
0 1
0 1
4 Shade the grids to match the given fractions.
5 3
a) c) 4
12
How could the other diagrams be changed so that they represent

one third?
2 Write the fractions shown in the representations. 1 1

b) 3 d) 6
a)
b)
5 3
c) Represent on each diagram.
5
a) b) c)
d)
0 1

6 8 1
Match the numerical expressions to their fractional representation. Shade of each shape.
2
0.4 a) b) c)
0 1
0.375
Discuss with a partner how you did it.
3 ÷ 10
9 What fraction of each shape is shaded?
a)
4× 1
7
1
3
b)
7 3
Tom and Aisha are asked to show on a rectangle.
5
Tom Aisha
3
Who has correctly shown ?
5

Convert between mixed numbers c) Write 1
3
as an improper fraction.
and fractions 5
8
d) Draw a representation of the improper fraction
5
1 Circle the mixed number.

1 3
12 2
1.5
2 Circle the improper fraction. 4 Filip has been asked to draw a representation of five thirds.
1 3 Here is his answer.

12 2
1.5
3 a) Write the numbers represented by the diagrams as a mixed number

and as an improper fraction.
a) Explain the mistake that Filip has made.
b) Draw a representation of five thirds.
c) Write five thirds as a mixed number.

0 1 2
5 Write the numbers as improper fractions and mixed numbers.
a)
improper fraction
3
b) Draw a representation of the mixed number 1
5
0 1 2
mixed number

b)
improper fraction 8 Convert the improper fractions to mixed numbers.
7 19
a) = c) =
2 6
0 1 2
mixed number
7 87
b) = d) =
3 10
1
6 Dani is working out 3 as an improper fraction.
4
Here is her working out.
9 Fill in the missing numbers.
3×1+4=7
11 3 22 2
So 3 1 = 7 a) =2 c) =4
4 4
What mistake has Dani made?
19 37
b) = d) =
3 3 5 10
7 Convert the mixed numbers to improper fractions.
1 3
a) 2 = c) 6 =
3 4 10 Complete the statement.
1
5 =4 =3 =2 =1 =
4 4 4 4 4 4
2 9
b) 3 = d) 2 =
5 10 What did you notice? Why did this happen?

Add and subtract unit fractions with the 3 Use the number lines to help you with the calculations.
same denominator
1 1
a) + =
3 3
0 1 2
1 a) Circle the unit fractions. 1 1 1

b) + + =
6 6 6
0 1 2
1 2 4 1 2
2 3 1 10 8
1 1 1 1
c) + + + =
b) Write three more unit fractions. 12 12 12 12
0 1
4 Write the fractions as sums of unit fractions.

c) Describe, in your own words, what is meant by a unit fraction.
2
a) = +
3
2
b) = +
7
2 Use the bar models to help you with the calculations.
1 1 3
a) + = c) = + +
3 3 7
1 1 1 3
b) + + = d) =
4 4 4 14
1 1 1 4
c) + + = e) =
5 5 5 14
1 1 1
d) + – = 7
5 5 5 f) =
14

5 7 Complete the calculations by adding or subtracting unit fractions.
1
2
cannot be written as the sum of unit
fractions because it is already a unit fraction. a) 3 = 1 + 1
5 5 5
b) 2 = 1 + 1 + 1
5 5 5 5
c) 9 = 1 + 1 + 1 + 1 + 1 + 1
9 9 9 9 9 9 9
Is Dexter correct?
Explain your reasoning.
d) 0 = 1 + 1
6 6 6
8 Complete the addition and the sentences to show how you can use unit
fractions to make a whole.
6 Fill in the missing denominators and show the calculations on the Use the bar models to help.
number lines.
a) 4 = 1 +
4 4
a) 1 + 1 = 2
4
0 1 You need to add 1 times to make a whole.
4
b) 1 – 1 = 0
7 b) = 1 +
0 1 6 6
You need to add 1 times to make a whole.

6
c) 3 = 1 + 1 + 1 + 1 – 1
5
0 1
c) = 1 +
20
d) 5 = 1 + 1 + 1 + 1 + 1 You need to add 1 times to make a whole.

5
0 1
Why is it not suitable to draw a bar model for part c)?
What do you notice about part d)? Discuss with a partner.

Add and subtract fractions with the 2 Work out the calculations.
same denominator
4 3 8 3
a) + = d) – =
9 9 13 13
1 Complete the calculations for the representations.

4 4 8 3 5
b) + = e) – – =
9 9 13 13 13
a)
1 + 3 =
5 5 5
4 5 12 5 8
c) + = f) + + =
9 9 25 25 25
b)
4 – 2 =
5 5 5
Which two questions had the same answer?
Discuss with a partner why this happened.
c)
2 + 4 =
3 Here is a part-whole model.

d) a) Write all the calculations that the part-whole model represents.
3 + =
7
0 1 6
7
e)
2 + 3 + 2 4
=
7 7
0 1
6
b) How many other ways could you make ?
7
f)
– 2 = 3
7 7 7
0 1

6 29
4 Jack and Nijah have shaded a grid. The perimeter of the triangle is units.
30
4 4 8
a) Jack uses it to show that + = 7
15 15 15
30
Where does Jack see this?
15 4 11
b) NIjah uses it to show that – = 13
15 15 15
30
Where does Nijah see this?
Find the missing length.

c) How many fraction calculations can you find from the grid?
You could build the grid to help you discover more.
Write your calculations.
7 3 3 1 1 2
a) + = c) + + – =
10 10 4 3 4 3
2 1 2 3 17 2 7 2
b) – + + = d) + – – =
3 3 5 5 10 9 10 9
5 Find the missing terms in the linear sequences.

2 4 8 1 9
a) 0, , , , c) , , ,
9 9 9 25 25
2 7
a) x + = x=
11 11
11 8 2 7
b) , , , b) y + =1 y=
12 12 12 12

Add and subtract fractions from integers 4 Work out the subtractions.
expressing the answer as a single fraction
1 7
a) 1 – = e) 1 – =
5 10
1 What is the same about the answers to the three calculations?

2 9
b) 1 – = f) 1 – =
5 11
3 + 1 = 2 + 3 = 1 + 1 + 2 =
4 4 5 5 4 4 4
3 11
c) 1 – = g) =1–
5 20
4 7
d) 1 – = h) 1 – =
5 8
2 Use a bar model to explain why 3 + 2 is equal to 1
5 5

Did you get the same answers? Discuss your methods.

3 Use the bar models to work out the subtractions.
2 1
a) 1 + = b) 15 + =
1 5 3
a) 1 – =
3
2 2
2+ = 15 + =
5 3
2
b) 1 – =
3 2 3
3+ = 15 + =
5 3
3 2
c) 1 – = 7+ =
7 5

Rosie
c) Is the statement true or false?
3 + 5 = 41
4 4
9 – 4 = 99 4
11 – 11
Talk about it with a partner. 11
So 9 – 4 = 95
0
11
6 Write an addition and a subtraction for the models.

a) 4
b) How would you calculate 9 –
1+ �2– 11
b)
8 Work out the subtractions.
+ � –
2 3
a) 3 – = c) 10 – =
5 4
c)
2 10
b) 8 – = d) 7 – =
3 19
10 11 12
+ � –
9 There are 6 episodes in a series.
3
Brett has watched of the first episode.
4
Exactly how many episodes does he need to watch to finish the series?
7 4
a) Dora and Rosie are trying to work out 9 –
11
What mistakes have they made?
Dora
10 Kim orders 3 pizzas. Each pizza is sliced into 8 slices.
Kim has 3 slices and Tom has 4
5
9 – 4 = 11
11 Exactly how much pizza is left?

Understand and use equivalent fractions 2 Write = or ≠ to show whether the fractions are equivalent or not.
2 4 4 4
a) b)
5 10 5 10
1 Use the fraction wall to complete the equivalent fractions. 2 5 4 40

5 2 5 50
1
1 1
2 2 2 4 4 41
5 5 5 51
1 1 1
3 3 3
1 1 1 1
4 4 4 4
2 20 4 44
1 1 1 1 1 5 40 5 55
5 5 5 5 5
1 1 1 1 1 1
6 6 6 6 6 6
1 1 1 1 1 1 1
7 7 7 7 7 7 7
1 1 1 1 1 1 1 1 3 Complete the bar models to show equivalent fractions.
8 8 8 8 8 8 8 8
You may have to split the bars up yourself.
1 1 1 1 1 1 1 1 1
9 9 9 9 9 9 9 9 9
1 1 1 1 1 1 1 1 1 1
10 10 10 10 10 10 10 10 10 10 3 6
a) =
5 10
1 2 8
a) = c) = e) =
2 10 3 9 10 5
1 3
1 3 b) =
b) = d) = 3 9
5 10 4 8
1
f) Write three fractions equivalent to
2
4 12
c) =
5 15
g) What do you notice about the relationship between the numerator and
the denominator when a fraction is equivalent to one half?
7 Complete the equivalent fractions.
4 What equivalent fractions can you see in the diagrams?
a) b)
a) 2 = 8 e) 3 = i) 20 =
3 4 20 8 2
b) 2 = f) 7 = 49 j) 32 = 8
9 18 3 20
c) 15 = 3 g) 22 = 2 k) 9 = 1
8 5 5
Did you get the same fractions?
d) 12 = 6 h) 12 = 14 =
24 30 5
5 All these fractions are equivalent.
Work out the missing numbers.
30
3
8 Here are two fraction cards.
10 20 30 50 70
What could the missing numbers be? 12
4
Give six possible answers.
12 = 12 =
4 4
6 Write five fractions that are equivalent to 36
48
12 = 12 =
4 4
12 = 12 =
4 4

Add and subtract fractions where
denominators share a simple 3 Match the number line to the calculation and complete the calculation.
common multiple
1 1
+ =
2 4
0 1
1 Write the lowest common multiple of the pairs of numbers.
a) 3, 9 d) 12, 10 2 1
– =
3 6
0 1
b) 6, 9 e) 12, 5
2 1
– =
3 9
c) 6, 10 f) 12, 6 0 1
4 3
– =
2 1 4 1 5 10
2 a) Use the bar model to show that + +
3 6 6 6
0 1
Which answers can be simplified?

2 1
What is the answer to + ?
3 6
4 What fractional calculations are the arrays representing?
Using the same bar model, work out the answers to the calculations. Give all fractions in their simplest form.
a) b)
5 1
b) – =
6 3
1 1
c) + =
3 6
1 1 + = + =
d) + =
2 3

c) d) 7 Work out the calculations.
a) 5 + 1 + 1 = b) 11 – 11 – 1 =
18 36 6 12 30 5
– = – =
8 Solve the equation x + 2 = 7
3 12
5 Circle the calculation that is equivalent to 1 + 1

10 15
x=
1.5 + 1 1 + 1 3 + 2 3 + 2
15 15 30 30 30 30 10 15
How do you know? Talk to a partner.
9 Here are some number cards.

6 Work out the calculations using equivalent fractions.

3 6 12 15
1
a) + 1 = e) 9 + 5 =
6 18 20 10
a) What is the smallest positive answer you can make using the cards in
these calculations?
You can use each card only once per calculation.
5 4 1
b) + 1 = f) + =
9 18 9 6
– +
20 30 20 30
2 2 1
c) – = g) 7 – =
3 9 10 4
b) Where would you put the number cards to make a total of 1 ?

6
What about a negative answer?
3
d) 20 – = h) 4 + 3 =
21 7 15 10

Add and subtract fractions with any 3 Tommy is calculating
1
+
5
5 8
denominator
Here are his workings.
40 = 5 × 8
The lowest common multiple of 5
1 a) Shade the grids to represent the fractions. and 8 is 40
1×8 8
= 40
5×8
5×5
2 1
= 25
40
8×5
3 8
1 + 5 = 8 + 25
2 1 19 5 8 40 40
b) Use the grids to show that + =
3 8 24
= 33
40

Talk about it with a partner
c) Why do you think this particular size grid was chosen?

1 1 1 2
1 1 a) + = d) + =
2 Annie is working out + 4 2 4 5
5 2
She uses bar models.
1 1 3 1
b) + = e) + =
4 3 4 6
Divide each bar into tenths and work out the answer to the question.
1 2 3 2
c) + = f) + =
4 3 4 9
1 1
+ =
5 2

7 1 1
Work out 1 – –
5 Work out the subtractions. 5 12
3 2 8 5
a) – = c) – =
4 3 9 6
9 2 7 2
b) – = d) – =
10 3 8 3
8 Here are three identical rectangles.
Part of each rectangle has been shaded.
2
3
6 Here are four fractions.
5 3 2 7
12 11 9 15
7
49 10
a) Which two fractions add together to give ?
99
What fraction of the middle rectangle has been shaded?
and
23
b) Which two fractions add together to give ?
36
9 How would you work out these calculations without a calculator?
Discuss your methods with a partner.
and 14 3 4 2 3 38 1 1 1 1 1
a) + b) ( – )+( – ) c) – + – +
91 13 7 17 7 51 2 3 4 5 6

Add and subtract improper fractions and 3 Amir and Eva are using a number line to work out 3
2
+2
1
3 6
mixed numbers Amir’s method
2 1
+ +
+3 +2 3 6
1 Use the bar models to help you work out the calculations.
0
a)
? 1 1
2 +1 =
2 3
Eva’s method
2 1
+3 +
b) 3 +2 6
? 1 2
2 +1 =
2 3
c) 0
1 2
2 –1 =
2 3
?
Fill in the missing numbers.
d) Discuss your method with a partner. Whose method did you find easier? ___________________
Did you answer the question in the same way? Talk about it with a partner.
4 1 1 3
Use the fact that + = to work out the additions.
2 2 1 2 4 4
a) Work out 2 + 1 by converting each number to an
5 2
improper fraction.
1 1 1 1
Use the diagrams to help you. a) 1 + = d) 17 + 11 =
2 4 2 4
2 1 1 1 1 1
b) Work out 2 + 1 by first adding the wholes and then adding the b) 2 + = e) 2 +3 +2=
5 2 2 4 2 4
fractions.
Use the diagrams to help you.
1 1 1 1
c) 5 +2 = f) 7 +3 =
2 4 4 2
c) Which method did you prefer?

5 Work out the calculations. 8 In the fraction pyramid, the number in each box is the sum of the two
numbers below.
3 1 1 7 Is the number in the top box greater than 5.25? __________________

a) 1 +2 = c) 2 + =
5 4 5 8
Show your working.
1
1
6
3 1 3 7
b) 2 –2 = d) 3 –2 =
4 6 8 10 3 1
2
4 3
6 Esther needs to cycle 18 km in three days.
The table shows how far she cycles on Monday and Tuesday.
How far does she need to cycle on Wednesday to meet her target?
Distance
Day
cycled (km)
1
Monday 45
9 The diagram shows a cake box.
2
Tuesday 73 A 25-inch ribbon is used to wrap around
km the base of the cake box.
1
4 inches
How much of the ribbon will be left over? 3
1
7 inches
4
11 3 1 15
a) +1 = b) 2 + =
3 4 6 9
inches

Use fractions in algebraic contexts 4 Substitute the values g = 4 and h = 3 into the expressions.
Give your answers as improper fractions.
1
a) g + = h+ 1 =
g h
1 Work out the missing numbers.
3 5 3
a) + = c) 3 + = 3
8 8 4 What do you notice about the answers?
g
b) 1 + = 1+ h
g =
h
1 3 5
b) + = d) 5 – = 4
4 4 6
Which answer was greater? Will this be true for any values of g and h?

g
h– h
1
a) x + 3 = 5 c) x – 3 = 5 c) g – =
3 h g =
x= x=
1 1
b) x + 3 = 5 d) 6 =x–3
3 3
x= x= No values of g and h will ever give a

negative answer.
3 If s = 2, work out the value of these expressions.
Give your answers as mixed numbers.
Do you agree with Dexter? _____________________

1 3 7 2
a) + = b) – =
s s 2
s
2
s Talk about it with a partner.
1 1 2 1
c) + + +5 =
s s s 7
5 Here is the start of the sequence n 6 Solve the equations.
3
2 5
1 2 3 4 a) x + – =0
3 3 3 3 3 6
, , ,
a) Write the next four terms of the sequence.
, , , x=
5 1
b) How many of the terms in part a) are whole numbers? b) =x+
2 5
2
c) Which term will produce 5 ?
3
x=
16 12 1
d) How many terms out of the first 100 terms will be integers? c) – =x+2
7 56 2
x=
e) How often will the sequence 2n produce integers?

3 300 1 586 4
d) +x– = +
Show your working. 7 3 14 6
f) How often will the sequence 3n produce integers?

n
Show your working. x=

Use equivalence to add and subtract 3 Here are some bar models drawn above number lines.
decimals and fractions
0 0.5 1 0 0.25 1
5
8
10 10 10 0 0.2 1
a) Write each decimal as a fraction. You could use the bar models to
0 0.3 0.5 0.7 1
help you.
b) Work out the calculations. 0.5 = 0.25 = 0.2 =
Give your answers as decimals.

You could use the number line to help you. b) Use the number lines and your answers to part a) to work out
the calculations.
3 8 7 Give your answers as decimals.
+ 0.5 = 1– = + 0.3 =
10 10 10
1 1 1
0.1 + = + 0.5 = 0.90 – =
2 5 4

4 3
a) Work out 0.3 +
5 5
8 Give your answer as a decimal.
100 100 100
0 0.03 0.05 0.07 1
b) Work out the calculations. Give your answers as decimals. 1

b) Work out + 0.75
6
Give your answer as a fraction.
3 8
0.05 + = 0.1 –
100 100 =

3 Did you convert the fraction to a decimal before or after doing the
5 Ron and Whitney are working out the calculation – 0.2
4 calculation? Compare methods with a partner.
I am going to start by
converting 34 to a decimal.
7 Here is a representation of a calculation.
I am going to convert
0.2 to a fraction.
0 1 2
Ron’s method Whitney’s method
3 = 0.75 0.2 = 1
Which of these is not the calculation shown? Circle your answer.
4 5
0.75 – 0.2 = 0.73 9 1 3 5
3 – 1 = 15 – 4 = 11 4
– 1.5 2.1 – 1
2
2.25 –
2
2
20
– 1.50
4 5 20 20 20
a) What mistake has Ron made?

8 The same digit is missing from each box.
Which digits would give a terminating answer?
b) Convert Whitney’s answer to a decimal.

1
0. +
6 Work out the calculations. Give your answers as decimals.

Can you explain why some digits don’t give a terminating decimal?
1 1
a) 0.6 – c) 0.65 –
2 4
1 9
b) 0.7 – d) – 0.25
5 10

Add and subtract simple 3 Annie is calculating with algebraic fractions.
H
algebraic fractions
I can work out 1 + 1 because the denominator
k k
is the same, so 1 +1= 1+
k k k
1 =2
k
1 1 1 1
a) + = + = Use Annie’s method to complete the calculations.
3 3 29 29
3 4 1 4
a) + = c) – =
1
+
1
=
1
+
1
=
m m p p
15 15 x x
12 5
b) – =
b) n n
To double a fraction you just
double the numerator.
4 Here is an algebraic expression.
Do you agree with Alex? _____________________ 4 + 2

Explain your answer. r r
a) Write the expression as a single fraction.

1 1 1 1
a) + = b) + = b) Evaluate the expression when r = 2
5 5 2 4
6 6 1 1
+ = + =
5 5 5 10 4 2
c) For what value of r is + > 1?
r r
29 29 1 1
+ = + =
5 5 29 58
Is there more than one answer?

x + x = 1
+
1
=
5 5 x 2x

5 Simplify the expressions. 8 Simplify the expressions using equivalent fractions.
1 1 b) 2 3
a) + = – =
x 3x x 5x a) x + x = b) 2x – x =
2 3 3 2
Discuss your method with a partner.
9 Solve the equations. Show all of your working.
6 The number line shows 0 and x.

a) 1 + 3 = 1
x x
0 x x=
Position the expressions on the number line. b) 3 + 5 = 1

y y
Write a simplified fraction where required.
y=
a) 2x c) x e) 2x – 3x =
4 4
c) 11 – 9 = 1
z 2z
b) x d) x + x = f) x + x =
2 2 4 2 z=
10 How would you simplify these expressions?

7 a) A sequence starts at zero and goes up by a each term.
5
Write the first five terms of the sequence.
3 + 1 1 + 1 + 1
2x 3x t 2t 3t
b) Another sequence starts at zero and goes up by 2a each term.

5
Write the first five terms of this sequence.

Understand and use the sum of angles e) g)
at a point x
120°
119° 86.3°
x
37.2°
1 a) How many degrees are in a full turn?

x= x=
b) Teddy is facing forward. Teddy

f)
Teddy x
He turns through 120°.
120° 46.5° 160°
How many more degrees does he need to turn

through to get back to his starting point? x=
2 Find the size of angle x.

a) c) 3 Tick the correct diagram.
310°
73°
x
39° 29° 29°
x
133° 71° 61°
127° 153° 143°
61° 107° 117°
x= x=
b) d)
x
220°
201° 140°
x
Explain your choice.
x= x=
4 a) Find the sizes of angles a and b. 5 Work out the sizes of the unknown angles.
a) b)
f
c
b b 47°
a a c 122°
b b
b b 75°
a a 230° f
b b
a
b b
c= f=

a= b=
6 Form and solve an equation to find the size of angle z.

Discuss with a partner how you worked them out.
b) Annie draws a pie chart. z

47.3°
She splits it into 16 equal sectors. z
35.5°
What is the angle of each sector? z
z=
7 Four line segments are drawn from a point O.

They are OP, OQ, OR and OS.
P, Q, R and S are points drawn clockwise in order around O.
Angle SOR is 91o.
Angle POQ is 26o more than angle SOR.
Angle QOR is a right angle.
Four children have worked out the size of angle SOP.
c) Annie’s pie chart represents 800 students.
Who is correct? Tick your answer.
How many students are represented in 5 of the sections?
Tom Whitney Esther Amir
243° 153° 152° 62°
Explain the mistakes that the others have made.

students

Understand and use the sum of angles on 3 Work out the unknown angles.
a straight line a) d)
a
e
58° 132°
1 Two angles, a and b, are adjacent on a straight line.
e= a=
b) e)
a
b
g
141° 62°
y
a) Measure angles a and b.
a= b=
g= y=
c) f)
b) What is the total of the two angles?
49° 43°
37°
z
c) Complete the sentence.
x
x= z=
2 Tick the diagram that shows adjacent angles on a straight line.

4
64° b
Angle b is 116°
because angles on a straight
line add up to 180°.

5 Use the information to work out the unknown angles. 7 Work out the value of x.
a) Angle a is half the size of angle b. a) b)
2x 2x
a a= x
b
b=
x= x=
b) Angle a is four times the size of angle b.

Compare methods with a partner.
a a=
b 8 AB and CD are straight lines.
Write expressions for the sizes of any missing angles and label
b=
them on the diagram.
6 a) Write the size of the given angles. B
E
ABD y
45° C
EBC D 97°
38° B x
DBE
A
E
A
b) Is ABC a straight line?
D
How do you know?

Understand and use the equality of
2 Tick the pairs of angles that are vertically opposite.
vertically opposite angles
1 The diagram shows four angles around a point.
a b
d c
a) What is the sum of all four angles? Compare answers with a partner.
How do you know?
b) Which pairs of angles sum to 180o?

a)
How do you know? y= because
c) Which pairs of angles are equal?

y
29°
b)
How do you know?
132° z= because
d) Complete the sentences. 48°
Angles round a point
z
Vertically opposite angles

e) f)
4 Whitney is working out the size of angle f.
f
Angle f is equal to 79° e
because vertically opposite 81°
79° angles are equal.
113°
f
e= e=
Talk about your reasons with a partner.

Do you agree with Whitney?
6 Angle b is three times the size of angle a.
b
80°
5 Work out the unknown angles.
a) c)
Work out the sizes of angles a and b.
133°
c a= b=
52°
a
7 The diagram shows three straight lines intersecting at a single point.

a= c= Work out the value of x and y.
b) d)
b 46°
81°
65° 63°
73° 5x–7
d y
x= y=
b= d=

Know and apply the sum of angles in 2 Work out the unknown angles.
a triangle a) c)
88.4° 19.5° s 21.5°

q
23.2°

q= s=
a) b) d)
x= because 42.1°
72°
92°
101.6° r
x 47°
47.3° t
r= t=
b)
Discuss your reasons with a partner.
y= because
58°
y
25° 3 a) Two angles in a triangle are 42° and 57°.
c)
z
z= because
b) Two of the angles in a triangle are 12°.
35°
c) One of the angles in a triangle is 38°. Another angle is twice the size of
the first angle.
d)
w= because
31° 28°
w

4 Dexter is working out the unknown angles in triangles. 6 Work out the sizes of the unknown angles.
a) c)
44°
28°
I can’t work out
either of the missing angles m r
because I don’t have
enough information.
m= r=
b) d)
Do you agree with Dexter?
60°
61°
n s
n= s=
What type of triangle is the triangle in part d)?

5 Identify and label the angles that will be equal in each triangle. Talk about it with a partner.
7 One angle in an isosceles triangle is 29°.

What could the other angles be? Give two possible answers.
8 Angle b is twice the size of angle a.

Work out the size of angle c. a
b c

Know and apply the sum of angles in 3 Work out the size of the unknown angle in each trapezium.
a quadrilateral
a) b)
a 57° b
123° 123°
63°
1 Here are some quadrilaterals.
a) For each quadrilateral, choose one vertex and join it to each other a= b=
vertex in the shape using straight lines.
This will split each quadrilateral into triangles.
c) What is the same and what is different about the trapeziums?
b) How many triangles has each quadrilateral been split into?
c) What is the sum of the angles in a triangle?

4 Work out the sizes of the unknown angles in the parallelograms.
d) Complete the sentence.
a) b)
Angles in a quadrilateral sum to
78° 102°
45°
135°
2 Jack is working out the sum of the interior angles of a parallelogram. c
45° d 78°
C
B
I have split the

parallelogram into four triangles.
4 × 180 = 720, so the angles
D
A in a parallelogram sum
to 720°. c= d=
Do you agree with Jack?

c) What do you notice about opposite angles in a parallelogram?

c) d)
5 Two isosceles triangles are joined to form a kite.
a) Work out the sizes of the unknown angles.
u
107° t 61°
104°
w y
x z
t= u=
68°
Compare your reasoning with a partner.
w= y= x= z= 7 Dora is drawing a quadrilateral.
b) Work out w + x.
My quadrilateral has
exactly three right-angles.
c) Work out y + z.
What do you notice? Talk about it with a partner. Is Dora’s quadrilateral possible?

a) b)
91° s
113°
87°
73°
r
r= s=

Solve angle problems using properties of 2 AB and CD are straight lines. B
triangles and quadrilaterals
x
C
y
52° D
z
1 Match each diagram to the correct rule.
A
Angles on a straight
Work out the sizes of angles x, y and z. Give reasons for your answers.
line sum to 180°
x= because
y= because
Angles around a point
sum to 360°
z= because
Compare your reasons with a partner.

Did you work out each angle in the same way?
Angles in a triangle
sum to 180°
3 Here is a quadrilateral.
r
q
In an isosceles
triangle, two angles
are equal
s
p
71°
Vertically opposite
angles are equal a) Work out the size of angle s. Give a reason for your answer.
s= because
b) What is the sum of angles q, r and p?

Angles in a
quadrilateral sum How do you know?
to 360

4 Here is a quadrilateral. 5 Complete the sentence for each diagram.
You must use correct mathematical vocabulary.
C a)
D
62°
A B Angle ACD is because
C
B D
A b) Z
E
O
W X
134°
a) Angle ABE is 39°. Angle is 134° because
Label it on the diagram.

Y
c) Q
b) What is the size of angle ABC?
How do you know?
87°
P 98° 98° R
Angle PSR is because

c) What is the size of angle CBD?
How do you know?
S
d)
K
d) What is the sum of angles BCD and CDB? 46°
How do you know?
97° Angle is 83° because

51°
J L M
or
e) Angle BCD is 70°. Is triangle ACD isosceles?
Discuss with a partner.

MyMaths for Key Stage 3
Student Books 1B, 2B and 3B
Home Learning Pack: Case Studies

THIS PACK CONTAINS pages from MyMaths for Key Stage 3 Student Books 1B, 2B
and 3B. It includes questions which apply mathematics knowledge to real-life
situations. You can find Student Books 1B, 2B and 3B on Amazon.
CONTENTS
Year 7
Case Studies 1–6
Answers
Year 8
Case Studies 1–6
Answers
Year 9
Case Studies 1–6
Answers
for Key Stage 3
B
Powered by
Case study 1: Dairy farm
A dairy farm is a business. The farmer sells the cows’ milk to make a profit,
so they must be well looked after.
Task 1 er by weig
ht,
ws in ord
Put the co
st.
lightest fir
HOLSTEIN JERSEY BROWN SWISS
Task 4
Task 2 How much
doe
food cost p s the
How man er day
yc
total in th ows are there in a in summ
er
e herd? b in winter
?
Task 3
How much does the herd eat
per day?
60
Task 5
If the farmer se
lls all the milk,
does he make
a profit each d
ay?
Profit = Sale
s - Cost
61
Case study 2: Recycling and energy
Recycling waste products means that not all of our rubbish ends
up being dumped in landfill sites. But recycling does much more
than that – it is also an important way of saving energy.
power a television
for 5 000 hours
The energy that

can be saved from
an average dustbin
each year could:
Task 1
a How many days is 5 000
hours, to the nearest day?
b Will the energy saved from
a dustbin each year be
light a bulb for enough to power your telly
10 000 hours for a year?
c Will it be enough to power
your bedroom light bulb
for a year?
Task 2 Aluminiu
md rink can
> 20 alu
minium d s
a How many hours of television recycled fo r ink ca
could you power by recycling r the sam ns can b e
energy tha e
20 cans? t it takes amount of
1 new can. to make ju
st
b How many hours of television > Each a
lumin
could the average person recycled s ium can that is
ave
power per year by recycling to run a t s enough energy
ele
aluminium cans? three hou vision set for
rs.
> The av
erage
80 alumin person uses aroun
ium cans d
122 per year.
Steel cans
yc li n g o n e st eel can saves
< R ec
to power an
enough energy lb
18 watt light bu
energy-saving
urs.
for about 12 ho
Th e a ve ra g e household uses
<
er month..
50 steel cans p
Task 3
a How many hours of an 18
watt bulb could the average
household power per month by
recycling steel cans?
b What about per year?
Glass
< One recycled glass bottle sav
es Task 4
enough energy to power a
computer for about 30 minutes
. a How many hours could 10
< Recycling glass uses 50% of
recycled glass bottles power
the energy needed to make
a computer for?
new glass.
b How many recycled bottles
can be made for the same
energy as 1 new bottle?
Task 5
Plastic
a How many plastic bottles need to > One recycled plastic bottle
be recycled to save enough energy would save enough energy to
to run the fridge for a day? run a fridge for 4 hours.
b Challenge Look up what 1 tonne > One tonne of plastic is
equivalent to 20,000 2 1 1
2
means. How many two litre drinks PET PET
two litre drinks bottles.
HDPE
HDPE
bottles would you get from
1 kilogram of plastic?
123
Case study 3: Rangoli
A Rangoli pattern is a Hindu design traditionally made during the Diwali festival to
welcome guests. The designs can be made with rice powder, coloured chalk, beads,
flowers and beans.
Task 1 these
metry. Find the lines of symmetry in
Rangoli patterns are based on sym
Rangoli patterns. of
h pat tern, state how ma ny line s of symmetry it has. (Be careful: one
For eac s?)
m doe s not hav e any! What kin d of symmetry does this pattern posses
the
B
A
C D
188
Task 2
a Draw a horizontal and a vertical axis on

square dotty paper. Draw a simple design
in the top left-hand quadrant.
b Reflect the lines in the horizontal axis

and then reflect the whole pattern in the
vertical axis.
c Draw diagonal lines through the origin.

Turn your paper so these lines are axes
and draw your pattern in the new top left-
hand quadrant.
Repeat step 2.
d Erase the axes and diagonal lines.

Colour in the regions if you want to.
Task 4
Make up your own design as in
Task 3 n step a of Task 2. Create a Rangoli
raw th e li n e s of reflectio
a D your pattern.
pattern from your design.
symmetry on r of rotation
e orde
b What is th
symmetry?
189
Case study 4: Labyrinths and mazes
Labyrinths and mazes have been used for a variety of purposes for thousands of years
and have some interesting mathematical properties.
Laby
rinths
A lab
yrinth
ends
or jun is a maze
path o c wi
f a la tions where th a single
byrint
h, it a you have route that
lways to t
takes choose w wists and
you to hic tur
the ce h way to g ns but has
ntre. o. Wh
en yo no dead
u foll
ow th
e
Task 1
A coin
Task from
2 Crete
. Abo
Knoss
os,
Follow ut 28
0 BC
You m these stages Trace the route
ight wa
a Star nt to u to draw a C through the labyrinth.
t with se squ retan l
a r e d abyrin Do you travel along
this sh b Join paper. th.
ape the bo
dot to t tom every part before
the do middle c reaching the centre?
t on its Join th
left e next
on the free do
r t d Jo
free do ight to the n i
t on th ext d n the next fr
e left ot on t ee
h
the ne e right to
xt
the lef free dot on
e Cont t
inue in
on the the sam
r e
Always ight to the n way, always j
draw t e o
he line xt free dot o ining the ne
s arou n xt free
nd the the left. dot
bottom
of the
labyrin Task 3
th.
Now try drawing a
curved labyrinth in
a similar way.
242
Mazes With puzzle mazes, you often
A maze is more complicated than a just have to find your way
labyrinth. It has dead ends and junctions from the start to an exit.
where you have to choose which way to go.
There may only be one correct route to the
centre or to the exit, but it will be much
harder to find.
es, you often

With garden maz
e middle and
have to get to th
y to an exit.
then find your wa
a Who is correct?
Task 4 Keep your RIGHT I thought you Will the method work
hand on the were meant to in the maze shown?
wall and you are use your LEFT b What about the larger
bound to get out! hand? maze above?
Look at the way this

maze is opened out:
inside the maze?
c What happens to the walls works?
the hand–on–the–wall method
How does that help explain why
to
b You can add just one line
Task 5 the maze to make the hand
ch on a wall method work.
In this maze, you have to rea Where would you add the line
the star nea r the cen tre of the
on and why would it make the
maze, but keeping your hand method work?
’t get you to the sta r.
a wall won
a Why does the me tho d fail for
this maze?
Hint: Try the hand on the wall
method and keep track of the
walls that you touch. 243
Case study 5: Electricity in the home
Have you ever thought about how many things you have around the house that use
electricity? Have you considered how much electricity the various things use? As energy
costs rise, more and more people are keeping an eye on how they use their electricity.
Task 1: th e most electri

city?
W h a t u se s
a i you expected?
ii Is that what f the total
no
in a typical
household iii What fractio
Electricity u
sage s it use?
lighting electricity doe
TV and audio
6% e least
b What uses th
25% ole
d games cons
9% computer an
3% fridge and fr
eezer electricity?
kettle
u think
10% cooker c Where do yo
the
14% microwave ble dryer
that savings in
y could
6% washing mac
hine and tum
use of electricit e?
mad
19%
8% other most easily be
8.45
o ff t o s a ve mon, aeccyording to ! Although
to cook food d uses
Switch asting
o y mode for
them off cooking the fo wer than are in standb the time.
o
re w
Consumers a ar on
h.
recent researc much more p ck, most at least 99%
of
th e c lo
ye
up to £200 a by leaving rowave oven running
il ls A typical mic ricity to microwave o v ens 1200
electricity b ct
uses more ele an it does 200 × 6 =126
standby 7 × 18 =126 = 1326
appliances on itching run its clo ck th
00 +
rather than sw pp lia n c es. 12
a
ousehold y used
d b y different h
o n st a n d b y energ h)
al energ
y use
s e d on hours day per day (W
Task b2le shows you the ele c tr ic p o w e r u per
se 1326
This ta s e d hours in u st a ndb y (W) 18
power u
) per day 7 19
Item w h e n o n (W 6 13 23 600
200 5 7 0
Te levision 30 1 — 23.9
Sa te ll it e T V 12 6
r 5 20
DVD playe 100 0.1 15 20
Main light en 700 4 2
o v
Microwave puter 125 4
.
Desk to p c o m
u te r
29
o w n fo r th e television
Laptop com
p d sh
e table. usin g the metho
a Copy th e fi na l column by ctricity each day?
Comple te th ost ele
h ich it em uses the m y
off
were turned ay?
b i W st? n sta n d b
es the lea are left o ity per d
ii Which us ppen if the items that most and least electric
uld ha se the
c What wo uld the same items u
instead? Wo
274
Here is some data on three fridges.
Fridge A £99.99 Fridge B £179.99 Fridge C £299.99
Fresh food storage Fresh food storage Fresh food storage
volume 86 litres volume 245 litres volume 122 litres
Freezer compartment Freezer compartment Freezer compartment
volume 10 litres none volume 18 litres
Energy efficiency Energy efficiency Energy efficiency
class ‘A’ class ‘A’ class ‘A’

Energy consumption Energy consumption Energy consumption
139 kWh per year 164 kWh per year 234 kWh per year
 

   
e c
El stst r i c ity ?
co Task 3 g u re s for each fridge.
Wh pti o n fi
energy consum nning each fridge.
per k
1 5p
a Look at the
nnual cost of ru ence.
Work out the a p
er in pounds and
Giv e yo u r a n sw
e m o st sp a ce for fresh food?
e has th
b Which fridg u ld yo u choose and w
hy?
id g e w o
c Which fr
Task 4
The average annual electricity usage per household in the UK
is 3300 kWh (kilowatt hours).
a If electricity costs 15p per kWh, how much would a
typical household pay for their electricity per year?
b How much would this work out as per month?
275
Case study 6: The school fair
A school is holding a fair to raise money. They need

to make sure that they make a profit.
Task 1
a What is your chance of
winning if you have the
red card?
b What is your chance of S P I N IT TO
losing if you have the
blue card? WINe, paIyT50!p and
c Is the stall holder right To play the gam
to say card.
choose a coloured
“A prize every game”? in when all
Do you think it is The spinner will sp
en bought.
misleading? 5 colours have be
e colour the
The person with th
ns a prize!
spinner stops at wi
Task 2
Look at the notebook page entitled
‘SPINNER GAME COSTS.‘ The total
cost of prizes has been smudged out.
a Find the total cost of prizes for
this game.
b How many games need to be played
before the stall makes any profit?
SPINNER
GAME COSTS
Task 3 3 cuddly toys @ £3.00 each
5 boxes of chocolates @ £2.20 each
a Could the stall run out of the more
10 key rings @ 20p each
expensive prizes before it makes a profit?
10 cans of drink @ 25p each
b Suggest how the stallholder could make
the game fairer.
Total cost of prizes:
306
Task 4
The tombola is filled with 100 tickets
numbered from 1 to 100.
a Find the probability that the first
person to buy a ticket wins a prize.
b Find the probability that the first
person to buy a ticket does not win
a prize.
c Find the probability that the first
Task 5 (Challenge) person to buy a ticket wins the watch.
Bethan is running a drinks stall. d (Challenge) What is the largest profit
She has bought 5 bottles of squash and 6 packs that could be made from this game?
of cups. How likely is that to happen?
Each bottle costs £1.80 and can make 30 cups
of squash.
The packs of cups cost £2.20 each and there
are 24 cups in a pack.
How much will Bethan need to charge per cup
to ensure she makes a profit before she runs
out of squash or cups?
65 40
TOM
B 15
All t O L A
endi ickets 100
n
5 win g in 0 o
a pr r 65
ize! 307
i14n j 0 k m l 0 b i t = 53 ii t = 77
m4v n 13p o 18k p 6b iii t = 137 iv t = 167
q0 r -2h s -5t t 4j v t = 113 vi 17
u-4m 4 a p = 2b + 8
4 A, B and C b perimeter = 32 cm
Exercise 3c page 49 MyReview 3 page 57

1 a 2h + f b 4a + 2b c 2x + z+ w 1 n–4
2 a i 4x + w + m kg ii 4x + 3m kg 2 2e
iii 5p + 3x + w kg 3 a 90 b 15n
b i 3x + w + m kg ii 3x + 3m kg 4 a 9y b 13z
iii 5p + 2x + w kg 5 a 12a + 4b b 5w +3v c 3n – 3
3 a 5a + 6b b c + 2b c 13k + 7u d 4d + s 6 a 18 b 22
e 18y + 5p f 14v + 14y − 7t g 2x + y 7 a w = 30n b £15 / 1500p
h 4w + 4z i 5t + 3y j 25q + 4s k f 8 a c = T/4 b £16
l u m 3x + y n 5w + 4z o 5t + y 9 a T = 3x b T = 5x + 2
p 19m + 7r q 16k + 5j r 3u + 7v s 17x − 3y
t 2s + 7q u 3a + 4 MyPractice 3 page 58
4 b and c 1 x − 12
2 2n
Exercise 3d page 51 3 a 20 × s b s+3
1 a 10 b 21 c 40 d 100 4 a 9b b 83f c 16g d 14r
2 a 18 b 30 c 48 d 60 e 28y f 29t g 39x h 23j
e 57 f 36 g 72 h 90 i 48n j 54v k 31t l 18h
3 a20 cm b 40 cm c 32 cm d 80 cm m 25z n 3q o 20e p 19c
e28 cm f 60 cm g 100 cm h 160 cm q 0 r 11h s -5t t 6w
i188 cm u 0
4 a50 mm b 800 mm c 100 mm d 150 mm 5 a 2x + 2y b 4x + 2y c 8x + 4y
f45 mm g 95 mm 6 a 12c + 2b b 2c + 5b
5 Students’ answers: 30 kg = 66 lb, 40 kg = 88 lb c 13p + 14q d 9e + 3d
e 7q + 17p f 22b + 5c
Exercise 3e page 53 g 9x + y h 12v + z
1 a × 4: 8 → 32 10 → 40 i 13t + 2r j 25z + 2w
b w=4×b c 3 × 4 = 12 k 9a + 12b l 17g + 3h
d i £40 ii £100 iii £52 iv £120 m 7p + 2s n 3b + 9c
2 a ii c = 6 × h b £24 o 18t − 8u p 3m + 6n
3 a q 10j − 9l r 11d + 20e
Games Charges Booking fee Total s 11x + 4y t 16t + 86s
1 1 × £7 = £7 + £5 £12 u 14g + 10h
2 2 × £7 = £14 + £5 £19 7 a 15 cm b 25 cm c 40 cm d 50 cm
3 3 × £7 = £21 + £5 £26 8 a × 3: 3→9 4 → 12 10 → 30
4 4 × £7 = £28 + £5 £33 12 → 36 15 → 45
b To work out your charges, you multiply the number b t=3×T
of games by 7 and add £5. 9 a i 3c ii 3c + 5 iii 4c + 7
c c=7×g+5 b i 15 ii 20 iii 27
4 a C = 4g + 13 b 3 or more games 10 a 4s b 4s + 2 c 2s + 9
Exercise 3f page 55 Case Study 1 page 60

1 a i t = 4c ii t = 2c + 7 Task 1 Jersey, Brown Swiss, Holstein
iii t = 5c + 10 Task 2 50
b i t = 24 ii t = 19 Task 3 1125 kg
iii t = 40 Task 4 a £0 b £112.50
2 a t = 3s b t = 5s + 2 c t = 2s + 7 Task 5 He makes a profit of £160 each day in the
3 a t = 6y + 17 summer and a profit of £47.50 each day in the
winter.
5
Case Study 2 page 122 i All the answers with 46 show where the brackets
Task 1 a 208 days b No c Yes make no difference. In all of these, the multiplication
Task 2 a 60 hours = 2.5 days takes priority.
b 240 hours = 10 days 6 a 60 b 3 c 60 d 3
Task 3 a 600 hours = 25 days e 12 f 75 g 12 h 75
b 7200 hours = 300 days 7 a i 14 ii (2 + 3) × 4
Task 4 a 300 minutes = 5 hours b 2 b i 6 ii (10 – 2) × 2
Task 5 a 6 b 20 c i 36 ii 12 – 3 × 4
d i 20 ii 4 × 2 + 3
Chapter 7 e i 2 ii (12 – 2) × (3 + 2)
Check in page 125 f i 11 ii (2 × 4 + 6)  2
1 a 75 b 22 c 64 d 7 g i 26 ii (5 × 6 – 2) × 2
2 a 6 b 20 c 3 d 7 8 Other solutions are possible
e 6 f 6 g 64 h 5 3–2=1 8–2×3=2 8–2×3=3
3 a 25 b 32.8 c 9.5 d 3.8
e 690 f 0.453 g 8070 h 0.582 Exercise 7c page 131
1 a 35 b 27 c 48 d 63
Exercise 7a page 127 e 42 f 8 g 54 h 7
1 a 80 cm b 700 ml c 40 mph d 2000 °C i 5 j 64 k 7 l 36
2 a 70 b 20 c 40 d 120 2 a 350 b 270 c 480 d 6300
e 290 f 320 g 690 h 1150 e 420 f 80 g 540 h 70
i 2360 j 1480 k 3500 l 2610 i 2400 j 560 k 200 l 1400
3 a 300 b 300 c 400 d 500 3 a 78 b 98 c 120 d 112
e 300 f 800 g 1300 h 1400 e 136 f 11 g 228 h 23
i 2400 j 1800 k 3500 l 22 100 i 112 j 240 k 13 l 182
4 a 2000 b 3000 c 4000 d 6000 4 a 153 b 126 c 133 d 174
e 4000 f 4000 g 5000 h 6000 e 342 f 493 g 266 h 165
i 23 000 j 34 000 k 62 000 l 79 000 i 406 j 228 k 168 l 399
5 a 4 b 6 c 8 d 5 5 a £208
e 14 f 15 g 15 h 16 b 378 min = 6 hours and 18 min
i 19 j 1628 k 1382 l 2622 c 3 hours and 23 minutes
6 a 5. 8 b 4.4 c 3.0 d 8.1 6 Other methods are possible.
e 3.7 f 4.7 g 5.9 h 6.5
Question Method Question Method
i 13.2 j 16.9 k 352.2 l 532.2
a 0.7 × 19 20 × 0.7; b 21 × 1.8 20 × 1.8;
7 Chocolate bar 5.5 g
= 13.3 subtract 0.7 =37.8 add 1.8
Salted crisps 6.1 g
c 30 × 3.2 3.2 × 10; d 1.8 × 31 30 × 1.8;
Cream egg 6.2 g
= 96 multiply by 3 = 55.8 add 1.8
Scone 7.6 g
e 1.4 ×15 10 × 1.4; f 19 × 2.3 20 × 2.3;
Bag of chocolates 8.5 g
= 21 add 5 × 1.4 = 43.7 subtract
8 Students’ own answers.
2.3
Time to say one six-digit number – 2 seconds.
2 million seconds – 23 days, 4 hours. g 1.7 × 19 20 × 1.7; h 0.6 × 29 30 × 0.6;
= 32.3 subtract 1.7 = 17.4 subtract
Exercise 7b page 129 0.6
1 a 17 b 6 c 23 d 19 i 12 × 3.5 10 × 3.5; j 11 × 3.7 10 × 3.7;
e 39 f 7 g 34 h 24 = 42 add 2 × 3.5 = 40.7 add 3.7
2 a 35 b 7 c 45 d 15
e 10 f 5 g 8 h 3 Exercise 7d page 133
i 6 j 30 k 40 l 0.5 1 a 105 b 117 c 96 d 136
3 a 35 b 18 c 8 d 16 e 234 f 133 g 280 h 161
e 5 f -4 g 6 h 45 i 333
4 a 2652 b 329 c 448 d 1786 2 a 132 b 182 c 180 d 238
e 97 f 1092 g 10 h 1365 e 195 f 240 g 234 h 228
5 a 98 b 60 c 46 d 34 i 289 j 342 k 294 l 476
e 46 f 46 g 46 h 46
11
3 Students’ drawings – ensure each has 6 squares, and b A = rectangle B = rectangle
identical when rotated through 180° C = isosceles trapezium
4 a 4 b 2 c 2 d 2 D = right-angled triangle
e 4 f 2 g 2 h 2 E = right-angled isosceles triangle
5 111, 619, 818, 888, 916, 101, 609, 689, 808, 906, 986 7 Check students’ drawings.
6 Students’ drawings – ensure each has 5 squares
Case Study 3 page 188
Exercise 9e page 181 Task 1 A4 B0
1 a Kite b G, I c C, H C4 D4
2 a Three units right B possesses rotational symmetry order 4
b One unit right, one unit up Tasks 2-4 Check students’ drawings
c Two units left, one unit up
d One unit left, one unit down Chapter 10
e Two units right, one unit down Check in page 191
3 a Six units right 1 a Correct b n+2=n+2
b Five units down p
c p  2= 2
d Correct
c Three units right, four units up
e Correct f 8y − y = 7y
d One unit right, five units up
g 4d + 1 = 4d + 1 h 2a + 5b – b – 2a = 4b
e Two units right, six units down
2 a 2a + 2b b 2x + y c 8k
f Two units left, six units up
g Six units right, five units up
Exercise 10a page 193
h Two units left, one unit up
1 a 15f b 24r c 45m d 60t
i Two units right, one unit down
e 36y f 60d g 80j h 28c
j Six units left, five units down
i 72p j 100s k 48y l 36a
4 a, c Check students’ shapes
2 a 18ef b 4pr c 24hm d 45gh
b A rectangle, B parallelogram, C trapezium,
e 64mn f 80st g 32jk h 28cg
D rectangle, E parallelogram
i 63uv j 70rs k 33mn l 5hj
3 a 4e b 2h c 2q d 8p
Exercise 9f page 183
e 9n f 15t g 5p h 3y
1 a square b rectangle c parallelogram
i 5r j 31j k 5k l 7t
d kite e trapezium f isosceles trapezium 2
4 a 15ac cm b 48xz cm2
g rhombus h square 2
c 45sv cm d 2ab cm2
Check students’ drawings.
5 90a metres
2 a, b See students’ drawings.
6 a 12x years b 6x years c 2x years
3 a, b, c, d See students’ drawings.
4 See students’ drawings.
Exercise 10b page 195
5 Check students’ drawings.
1 a, d and f are balanced
2 a Yes b No c Yes d Yes
MyReview 9 page 185
e Yes f No g Yes h Yes
1 Check reflected images
i No j Yes k No l Yes
2 Check rotated shape
3 a 10 kg b 16 kg c 13 kg d 14 kg
3 a 1 line of symmetry b order 1
e 13 kg f 20 kg
4 a 0 lines of symmetry b order 2
4 a 16 b 30 c 7 d 21
5 a 5 right and 4 down
e 1 f 0
b 5 left and 4 up
5 8 km
6 Check students’ drawings.
Exercise 10c page 197

MyPractice 9 page 186
1 a i f+6=9 ii 9 + x = 20
1 Check reflected triangles
iii y + 19 = 35 iv 30 = h + 20
2 a-h Check lines of symmetry
v 12 + m = 44 vi 46 = 16 + x
3 a-h Check rotated shapes
b i f=3 ii x = 11
4 a-d Check students’ shapes
iii y = 16 iv h = 10
5 a 4 b 3 c 2 d 3
v m = 32 vi x = 30
e 2 f 4 g 3 h 5
6 a, c Check students’ shapes
16
8 The answers are not unique: pairs of numbers that add to c A 16 B 19
7 can be swapped as can the numbers within a pair. C 21 D 36
1 1 2 1 1 3 3, -2, -7
2 4 5 2 4 4 2 4 -2 is closest to 0
6 6 5 6 6 4
3 3 3 5 3 5
9 a There are 11 possible nets. b 32 cm²
7 9 11 13
10 12 14 16
13 15 17 19
16 18 20 22
Exercise 13b page 251

1 a A 5, 9, 13, 17, 21, 25 B 23, 15, 7, -1, -9, -17
c Check students’ drawings C 1, 4, 16, 64, 256 D 3, 6, 12, 24, 48, 96
10 a 14 cm² b 11 cm² c 15 cm² d 13 cm² E: 40, 20, 10, 5, 2.5 F 0, 1.5, 3, 4.5, 6, 7.5
11 a top layer = 10, 2 layers, 20 total G: 0.5, 3, 5.5, 8, 10.5, 13
b top layer = 16, 3 layers, 48 total b A add 4 B subtract 8
c top layer = 8, 3 layers, 24 total C multiply by 4 D multiply by 2
d top layer = 20, 2 layers, 40 total E divide by 2 F add 1.5
G add 2.5
Case study 4 page 242 2 a 6, 13, 20, 27 b 15, 12, 9, 6
Task 1 Yes c 2, 6, 18, 54 d 0, -2, -4, -6
Tasks 2, 3 Students’ drawings e 16, 11, 6, 1 f 100, 50, 25, 12.5
Task 4 a Either hand b Yes g 2.5, 10, 40, 160 h -7, -5, -3, -1
c They open out into a continuous shape i 100, 10, 1, 0.1 j 10, 12.5, 15, 17.5
Task 5 a Walls in the section containing the star are 3 a 7, 10, 13, 16, 19 b 33, 28, 23, 18, 13, 8
not connected c 1, 4, 16, 64, 256 d 240, 120, 60, 30, 15, 7.5
b Anywhere as long as it links the outside e 0, 2.5, 5, 7.5, 10 f 55, 40, 25, 10, -5
walls to the island walls 4 a 1, 3, 5, 7, 9, 11 b 3, 6, 9, 12, 15, 18
c 45, 40, 35, 30, 25, 20 d 2, 5, 8, 11, 14, 17
MyAssessment 3 page 244 e 6, 13, 20, 27, 34, 41
See end section of answers 5 133
6
Chapter 13 3 9 27 81
Check in page 247
1 a 5, 14, 23, 32, 41, 50 7
b 12, 20, 28, 36, 44, 52, 60, 68, 76, 84, 92, 100 22 11 0 -11
c 50, 46, 42, 38, 34, 30, 26, 22, 18, 14, 10, 6, 2
20 15 10 5 0
2 a 1, 3, 5, 7, 9 b 2, 4, 6, 8, 10
c 4, 8, 12, 16, 20 d 5, 10, 15, 20, 25 18 19 20 21
16 23 30 37 44 51
Exercise 13a page 249
1 a Exercise 13c page 253
Day 1 2 3 4 1 a 4, 7, 10, 13
Number of leaves 4 8 12 16 b The first term is 4. To move to the next term you add 3.
b 4, 8, 12, 16 c 16
c 4, 8, 12, 16, 20, 24, 28, 32 2 a 4, 7, 10, 13
d 60 leaves e 10th day b The first term is 4, add three each time. c 19
2 a A 1, 4, 7, 10 B 4, 7, 10, 13 3 a i First term 3, add 12 each time
C 1, 3, 6, 10 D 1, 4, 9, 16 ii First term 19, subtract 4 each time
b A 1, 4, 7, 10, 13, 16, 19, 22, 25 iii First term 3, double each time
B 4, 7, 10, 13, 16, 19, 22, 25, 28 iv First term 200, halve each time
C 1, 3, 6, 10, 15, 21, 28, 36, 45 v First term 42, subtract 6 each time
D 1, 4, 9, 16, 25, 36, 49, 64, 81 b Sequence v
21
Case Study 5 page 274 2 a Yes b No c Yes
1 a i Lighting ii Students’ answers iii 14 3 a £24 b £6 c £25
b Microwave d £3.50 e £4 f 1.2 kg
c Student’s answers: could including turning off lights 4
not leaving televisions, computers, etc. on standby. Miles Kilometres
2 a, c 5 8
Item Energy use per Energy use, no 10 16
day (kWh) standby (kWh) 15 24
Television 1326 1200 25 40
Satellite TV 397 150 50 80
DVD player 173 12 5 a 96p b $8.10 c £21.60 d 96p
Main light 600 600 6 a Each portion costs £1.20
Microwave 189.5 70 4 portions cost £4.80
Desktop 800 500 10 portions cost £12
Laptop 156 116 5 portions cost £6
b i Television ii Laptop 40 portions cost £48
c TV still most, but now DVD player least c 17 portions cost £20.40
3 a A £20.85 B £24.60 C £35.10
b B Exercise 15c page 283
c Students’ answers plus explanations. Answer could 1 a b 4:3
take into account purchase price, running costs,
fresh/frozen storage capacity.
4 a £495 b £41.25
2 a 2:1 b 1:3 c 5:3
Chapter 15 3 a 2:3 b 1:2 c 4:5 d 2:3
Check in page 277 e 4:5 f 4:7 g 1:3 h 9 : 13
1 a £7 b £14 c £35 d £70 i 7:9 j 5:9 k 1:6 l 2:5
2 15 girls 4 a 5:6 b 1 : 16 c 2:3 d 10 : 13
3 a 75% 90
b 100 = 90% c 40
= 40% e 16 : 13
100
5 a 12 girls b £12 c 175 cm d 600 g
Exercise 15a page 279 6 a Theo = £32 and Kenny = £40
1 a 70% b 45% c 25% d 32% b 36 and 96
e 78% f 60% g 68% h 65%
i 62% j 62.5% Exercise 15d page 285
2 a i 3
= 1
ii 50% 1 a i 3 : 2 ii 2 : 1 iii 5 : 3
6 2
3
9 3 b i 5
ii 2
3
iii 85
b i 12 = 4
ii 25%
12 = 3
15 3 2 a 3:2 b
c i 25 = 5
ii 40% 20 5
15 = 3
2 3 a 4:3 b
3 5
= 40% 35 7
12 3
4 a 12 = 2
= 40% b Ericsson 4 a 3:4 b 28
= 7
30 5
5 a
25% b 12.5% c 15 students 5 49 girls
32 48 6 a 17 b 12 c 2:3
6 a 50 = 64% > 80 = 60% Geography
7 Amy saves £36.
54 22
b 60
= 90% > 25
= 88% Maths
7 a 38% MyReview 15 page 287
b 52% are girls 48% are boys. 1 a 30% b 35% c 75% d 76%
25% of 48% is 12%. e 72% f 80% g 12.5% h 90%
1
50% of 52% is 26%. 2 7
12 + 26 = 38% 3 a 40% b 30% c 20% d 10%
4 640 g
Exercise 15b page 281 5 £12.50
1 a 2 b 4 c 5 6 £12
d 8 e 1.5 7 £2.20
24
Exercise 16d page 299 6 0.4
1 4 1
= = 0.2 7 0.9
20 5
13 8 a i A = {3, 6, 9, 12, 15, 18, 21, 24, 27, 30}
2 = 0.26
50 ii B = {1, 2, 3, 5, 6, 10, 15, 30}
3 8 2
= 15 = 0.13 b
60 A B
4 Red: 32%, Blue: 19%, Green: 49%
6 4 4
5 a Craig: 0.23, Patricia: 0.21
b Craig is slightly more successful since the percentage 16
of hits is just greater than Patricia’s.
MyPractice 16 page 304
6 a 111
b 1: 22.5%, 2: 15.3%, 3: 12.6%, 4: 15.3%, 5: 19.8%, 1 a Very unlikely (1001 ) b Very likely (100
99
)
6: 14.4% c Even chance ( 12 ) d Impossible (0)
c The dice might be biased towards 1 but more trials
e Certain (1)
are needed before Ruth can be more certain.
2 a Unlikely b Unlikely c Very unlikely
d Very unlikely e Likely
Exercise 16e page 301
3 a Even chance b Unlikely
1 a b
2D Red 2D Red c Almost certain d Certain
e Almost impossible f Impossible
3 2 1
4 a Quite unlikely b Almost even chance
2 c Quite likely d Almost certain
c d
e Very likely f Almost impossible
2D Red 2D Red
5 a Unlikely b Almost certain
c Even chance d Almost impossible
e Very likely f Almost even chance
1 299
d The set of shapes which are 2D or red, that is, the 6 a 1000
b 1000
union of the set of 2D shapes and the set of red c 1 d 20
= 1
2 1000 50
shapes.
1 5 3
e The set of shapes which are neither 2D nor red, that 7 a 26
b 26
c 26
is the complement of the union of the set of 2D 8 6
= 15
30
shapes and the set of red shapes. 28 11
14
2 a 14 b 16 c 1 d 16 9 a 50
= 25
b 25
3 A and 3; B and 1; C and 2 10 a
4 Max is wrong as his Venn diagram says that 13 people Red 0.36 36%
own cats and 19 people own dogs. He has not taken into Blue 0.37 37%
account the number of people who own both when Yellow 0.17 17%
entering the numbers for those who own a cat and no Green 0.11 11%
dog and those who own a dog and no cat. b No as the spinner is much more likely to land on red
or blue than it is to land on yellow or green.
Cat Dog
11 a Sam: 0.875; Dave: 0.833
5 4 11 b Sam, as his success rate is higher.
10 12 a 111 b 4 c 84
MyReview 16 page 303 Case Study 6 page 306

1 b c a 1 a 1
b 4
5 5
c
One player wins a prize every game, not every player
0 1 2 3 4 5
1 wins a prize.
6 6 6 6 6
2 a £24.50 b 10
2 a
Evens chance b Impossible c Unlikely
3 a Yes b Choose prizes randomly
3 a
A win, B win, Draw b Yes, no
20 1 80 1
c
1, 2, 3, 4, 5, 6 4 a 100 = 5 b 100 = 54 c 100
3
4 a 52 b 5 c 0 d £40, when only eighty people play and all lose.
1 1 1 Very, very unlikely (1.86 × 10–21)
5 a 12
b 2
c 3
d 1
5 16p or more.
26
for Key Stage 3
b
Powered by
Case study 1: Energy in the home
With headlines like these, many people are Solar power

looking at alternative forms of energy and
other ways of saving energy in their homes.
Save up to 70% on your
yearly hot water bill.
Save money on your
electricity bill forever.
Cut your CO2 emissions.
Use an everlasting FREE
source of energy!
Loft insulation
Cost £350
Task 1 Save £200 per year
a Look at all the green labels. Work out how long
it would take for the savings to repay the cost of
installing the item.
b i Which things do you think are most cost Lagging hot
effective? water tank
ii Which are not so cost effective? Cost £20
c Would the length of time you are going to live in Save £50 per year
the same house alter your decisions?
Efficient A
rated boiler
Cost £2000 New heating
Save £150 per year controls
Cost £150
Save £50 per year
Ground based
heat pump
Cost £12000
Double glazing
Save £800 per year
Cost £3500
Save £100 per year
58
Task 2
Solar water heating An average house in the UK uses around

Cost £5000 3300 kWh of electricity in a year.
Save £100 per year A typical solar panel will generate 825 kWh per
year. The costs and saving are shown below
Small wind generator a How many solar panels would a house need to
Cost £5000 meet all of its electricity demands?
Save £250 per year b What would be the total cost of fitting these
solar panels?
c How long would it take to make a saving on
having solar panels fitted?
Solar panels
Cost £6000 per panel
Save £120 per panel per year
Cavity wall insulation
Cost £350
Save £200 per year
Energy efficient light bulbs

Task 3
A standard light bulb can last up to 1000 hours
switched on.
A typical energy efficient bulb can last up to
15000 hours.
a Think about a light bulb in your house.
i How many hours would it be switched on per
day on average?
ii Estimate how many hours it would be
switched on per year.
b How long would this bulb last i if it is energy-
efficient ii if it is standard?
c In reality, an energy-efficient bulb might
typically last for only 40% of this time.
Draught proofing Using your answer to b, estimate how long in
Cost £120 years a typical energy-efficient bulb might last.
Save £50 per year
59
Case study 2: Patchwork
Patchworks are made by sewing together several small pieces of fabric, often polygons that
are chosen because they fit together to make the desired design. You can describe these
designs as tessellations, because they fit together without leaving gaps.
2
YOUR FREE PATCHWORK TEMPLATES!
square rectangle right angled

triangle 4
60° 60° 120°
equilateral rhombus trapezium

triangle
108°
120°
regular
pentagon
regular 135° 6
hexagon
regular
octagon
PAGE 30 • SPRING ISSUE •
Mix tunes
Task 1
Task 2
Look at the patchwork templates, and the idea
s Look at the patterns A and B. They are mad
1 to 6 in the magazine above. e
up of the patchwork templates shown in the
a For each of the ideas 1 to 6, describe whic magazine.
h
templates have been used.
a For each pattern A and B, describe whic
b i Which patchworks use only one temp h
late? template has been used.
ii Which patchworks use more than one? b (Harder) The angles at a point add up to
A 360°.
B Can you explain why regular hexagons
tessellate but regular pentagons do not?
c What other combinations of the templates
might tessellate? You can combine two or mor
114 e
templates.
Some patchworks do not In fact, this patchwork
seem to use recognisable is based on a tessellation
polygons: of squares:
ur
b e r : For yo
o
R emem rk pattern t
w o
patch the shapes
work, ongruent
ec
must b ntical).
(ide
Task 3
a To make a template fo
with a square: r this kind of patchwork,
start
Draw a new shape inside
the square:
D
raw exactly the same
Venice
but this time outside: shape on the opposite side,
Art &
Repeat the process as m ture
Architec
copying the shape from uch as you like, always
the opposite side: one side to the outside of
Draw around the new ou
unwanted lines. You have tline and rub out any
out and use for your ow a template ready to cut
n patchwork design:
b Now try other ideas.

..
You don’t have to start

with a square
You don’t have to draw

lines (as long as you can straight As with
any curves accurately! ) repeat
this chu
tessellati rch
on can b floor in Venice,
3D effec e used to
ts create
115
Case study 3: Food crops
Wheat has been cultivated for around 10 000 years, originating from an area that is now
part of Iran. It is still vitally important to us today, and keeping the world fed is a delicate
balance between production and consumption.
Task 1
The table shows world wheat production between the years 2002 and
2008. The row labelled ‘stocks’ shows how much wheat is left in reserve.
1 World wheat production, consumption and stocks (million tonnes)
2 02/03 03/04 04/05 05/06 06/07 07/08
3 produced 566 556 628 620 608

4 consumed 601 596 616 611 612
5 stocks 169 129 137 123
a Find the figure ‘129’ in the spreadsheet. Can you work out how it was
calculated? Show your workings.
b Complete the missing entries in the spreadsheet.
c In how many years does consumption of wheat exceed production?
?
d What is happening to the stocks of wheat that are held in reserve?
Task 2
World wheat production and consumption Here is a bar chart generated
640 from the spreadsheet.
produced
620
consumed For the first two years, the
‘produced’ bar is roughly half the
height of the ‘consumed’ bar.
millions of tonnes
600
580
a How does that compare with
the figures in the spreadsheet
560 for those years?
b Do you think that the
540
chart is a good representation
520 of the actual figures? Explain
02/03 03/04 04/05 05/06 06/07 07/08
your reasoning. Suggest
improvements if appropriate.
174
The graph show
s the price of w
A ‘bushel’ is an heat between
agricultural un 2003 and 2008
it, usually of w .
Wheat prices continue to ri eight.
se
$16
14
Price per bushel (US$)

12
10
4
2003 2004 2005 2006 2007 ‘08
Task 3
a Roughly what is the lowest price a bushel of wheat has cost since 2003?
b When was the price at its lowest?
c How long did the price take to double from its lowest value?
d How long did it take to double again? ?
Crops are not only used for food.
Some crops, such as rapeseed, are used to make
biodiesel, which is an alternative source of fuel.
The bar chart shows the trend in production of biodiesel
in the EU between 2002 and 2007.
8000 EU biodiesel production

6000
1000 tonnes
4000
2000
2002 2003 2004 2005 2006 2007
Task 4
a Write down estimated values for the biodiesel production for each year from 2002 to 2007.
b Roughly how many times bigger is the production of biodiesel in 2007 than it was in 2002?
c (Harder) Looking at the trend, what do you think the EU biodiesel production would have
been in 2012? See if you can find the real value on the Internet and compare with your
estimate. How close are you?
175
Case study 4: Paper folding
You can explore shapes and angles by simply folding paper.

Origami is an ancient Japanese art using folded paper to create beautiful
shapes and figures.
Task 1 Task 2
Take a square sheet of plain paper
and fold it in half diagonally. Take a square sheet E
A B
a If you open it out of plain paper. Fold
you should have two in half vertically,
F
triangles. What type then unfold it again. C D
of triangles are they?

Being A down to F B
Now fold it in half again. and make a crease. E

Open it out again.
b If you open it out, C A D
F
how many triangles
do you have now? A
Now do the same
with B and F. E
Keep folding it in half – see if you can C B D

fold it five times. F
c When you open Now do the same with C and E,

it out again, how then D and E.
many triangles are
there now? Open out the square and look at
the creases.
a How many triangles are there?
d Look at one of the triangles. Write down
What type of triangle are they?
its three angles.
b How many quadrilaterals are there?
e Construct an accurate drawing of the
What type of quadrilateral are they?
whole triangle pattern.
c Construct an accurate drawing of
Check that: the whole pattern.
Your triangles are congruent
Your angles are accurate
How many times can you fold
a piece of paper in half?
230
Task 3
You can make an origami
penguin by following
these steps.
What shapes did you create
when folding the penguin?
Try to describe them as
mathematically as possible.
Is there a line of symmetry
on your penguin?
Could you have created
this penguin if you had
started with paper which
wasn’t square?
231
Case study 5: Perspective
For thousands of years, artists have tackled the problem

of representing the 3D world in a 2D picture. During the
Renaissance, the principles behind perspective were developed
and these ideas are still used by artists, architects and graphic
designers today.
Task 1
Here are two paintings. The one on the left is from the 14th
century, and the one on the right is from the 15th century.
Which painting do you think looks most realistic and why?
Task 2
Renaissance artists used the idea that the further away objects are,
the smaller they look. This is called foreshortening, and we still use
this today.
Look at the
two pictures
on the right.
Picture 1 shows
an avenue with seven trees on each side.
Piture 2 shows how a computer graphic designer might portray this.
a Describe what is happening to the “trees” as they get further away.
b Draw a similar picture to Picture 2, but with 8 trees on each side.
Compare your picture with a friend’s. Whose picture looks most
accurate and why?
264
Task 3
Renaissance artists began to use a single vanishing point to add realism.
The vanishing point is clearly seen in this photograph.
Check the perspective in the two paintings on the left hand page.
Do either of them have a vanishing point?
Task 4
Many Renaissance artists placed the vanishing point near The vanishing point is set at the height of
the main subject of their painting. A famous example of the eye-line. In this drawing, the green
this is The Last Supper by Leonardo da Vinci. cuboid appears to be above the viewer and
the blue cuboids below.
Vanishing Point
.. Make your own drawing of cubes using single point perspective. Describe your findings.
What do you notice about cubes that are a long way to the left or right of the vanishing point?
Task 5
When an object is edge on, two point perspective gives a more
realistic impression, using two vanishing points, both on
the same horizontal eye line, as in the picture.
vanishing eye-line vanishing
a Use two point perspective to draw a cube edge point point
on, as if looking at it from above.
b Now draw a second cube edge on,
this time as if looking at it from below.
Reasearch the meaning of three
point perspective.
Try to draw a cube using this perspective.
Hint: Keep your uprights

vertical, and place your
vanishing points first.
265
Case study 6: Free-range
Free-range eggs are laid by free-range hens. Strict rules must be obeyed for hens to be
called ‘Free-range.’
Task 1
The table shows the space allocated to hens in four farms.
a For each farm, work out whether it has free-range hens or
not. Show your working.
b For any of the farms that are not free-range, describe what
would need to change to make them free-range.
Farm Number of Outside area, m2 Inside area, m2
hens
A 18 60 2
B 250 1000 36
C 120 500 16
D 24 100 4
Task 2
300
Task 3
Task 4 8 egg y
olks
Here is a recip 7 5 g castor s
e for ugar
baked custard 5 0 0 ml whip
. ping cre
freshly am
Copy and com grated
plete n utmeg
the table.
Why do you
that free-r think
eggs are m ange
expensive thore
caged eggs an
Would you ?
more? pay
301
Exercise 17b c i 250° ii 235° iii 255°
2 2
1 a 3·3 m b 5·25 m c 2.5 m 5 a i 5m ii 3m iii 5.5 m iv 4.5 m
2 Tent A: John Tent B: Carl Tent C: Magnus b 12 m
Tent D: Cherry Tent E: Kadeja
3 a i (0·5, 2·7): Pool ii (2·2, 3·3): Sports Hall Exercise 17e
2 2
iii (-2·5, 2·8): Pitch iv (-0·4, 2·1): Shop 1 a 26 m b 16 m
v (-1·5, 2·0): Play Area 2 a 5 litres
b i (1·4, 0·6): Tent N ii (3·0, 1·8): Tent U b i 3 litres ii 4·5 litres
iii (-2·3, 0·4): Tent A iv (-1·0, 1·2): Tent H 3 a Teacher to visually check
v (-1·6, 0·5): Tent C b Teacher to visually check
c Office 4 9 kg + 13 kg + 9 kg
4 (-1·8, 2·8) 5 5·5 hours
5 a (-2.6, 2·0) b (-1·8, 1·7) c (0·4, 0·7)
d (1·1, 0·4) e (2.7, 2·8) w (2.1, 1·0) Case study 1
x (0.4, 1·0) y (1·0, 1·5) z (3·1, 1·5) 1 a Loft insulation: 1.75 years; Lagging hot water tank:
6 a i (2, 1) ii (1, 2) iii (-3, 2)
0.4 years; Boiler: 13.3 years; Controls: 3 years; Heat
b i (2.6, 1·7) ii (1·6, 2·3) iii (-2.2, 2·3)
pump: 15 years; Double glazing: 35 years: Draught
proofing: 2.4 years; Cavity wall insulation: 1.75
Exercise 17c
years; Solar panels: 50 years; Wind generator: 20
1 a i Tennis
1 years; Solar heating: 50 years.
Ii 2
of the students played football
b i Lagging hot water tank, loft insulation, cavity
b i Archery
ii Approximately 12 people wall insulation.
c Football ii Double glazing, efficient boiler, heat pump.
2 a Total of goals in the competition = 37 c More likely to buy expensive items like solar panels
b The modal score per game is 2 goals
if you intend to stay longer. May not see the benefit,
c Check students’ tables completed correctly
could increase the value of house.
d 3·7 goals
e The team who scored most goals wins 2 a 4 panels b £24 000 c 50 years
3 a i Red → 5 ii Blue → 2 iii Gold 3 a i 4–5 hours/day ii 1500 hours/year
b The mean is 20
b i 10 years ii 8 months
4 a i 16·4 s ii 14·4 s iii 17·3 s
iv 15·1 s v 14·6 s c 4 years
b 14·4 14·6 15·1 16·4 17·3 Students’ estimates may vary.
5 a Carl, Darren, Hussain, Reece, Hamed
b Carl, Darren, Hussain and (with the same score) Case study 2
Reece and Hamed 1 a 1 Square, right-angled triangle
5 7.5 m 2 Isosceles trapezium and rhombus
Exercise 17d 3 Regular octagon and square

1 a Delica: 9 kg Lau It: 7 kg Ahmed: 14 kg 4 Square and isosceles trapezium
Eddy: 8 kg Dan: 12·2 kg Maggie: 10 kg
5 Right-angled triangle
b 21 kg
c Maggie 6 Regular hexagon
2 a i B to C, 500 m North East b i 5, 6 ii 1, 2, 3, 4
ii C to D, 250 m South East
iii D to E, 500 m North 2 a A Hexagon B Rhombus
iv E to F, 250 m South West b To tessellate, a shape’s interior angle must
v F to G, 100 m South divide evenly into 360, since there are 360° at a
b Anticlockwise point.
c Clockwise 90° 360
Hexagon: 120 = 3, therefore hexagons tessellate;
3 a 100 years 360
Pentagon: 108 = 3.333…, therefore pentagons do
b 2010 years plus current year (e.g. if 2015, then
2010 + 2015 = 4025 years) not tessellate.
4 a i 120° ii 45° iii 50° iv 95° c Lots of answers
b i 155° ii 90° iii 105° 3 Students’ own answers
Case study 3
1 a 169 – (596 – 556)
b
c 5 years d Decreasing trend
2 a Appears to be half the height but should be 95% of

the height.
b Students’ answers. The suppressed zero makes the
size of the difference misleading, but allows it to be
seen.
3 a Just over $3 b May, 2004
c 2 12 years d 1
2 year
4 a 1300, 1800, 2000, 3200, 4800, 6600
b 5
c Students’ own answers
Case study 4
1 a Isosceles b 4 c 32 d 45°, 45°, 90°
e Students’ own drawings
2 a 4; Isosceles b 8; Trapeziums
c Students’ own drawings
3 Discuss task with students
Case study 5
1 The 15th century painting looks more realistic. The
people in the foreground look larger than the people in
the background.
2 a The trees get smaller b Students’ own answers
3 Yes, the right-hand one
4 Students’ own answers
5 Students’ own answers
Case study 6
1 a A: No; B: Yes; C: No; D: Yes
2 2
b A: Outside area to 72 m , inside to 2.57 m
C: Inside area to 17.14 m2
2 Check students’ drawings
3 a £3.84 b £7.68 c 16 pence d £2.40
e £4.80 f 10 pence
4 64 pence/40 pence
£2.56/£1.60
£1.92/£1.20
16 pence/12 pence
for Key Stage 3
B
Powered by
Case study 1: Why do bikes have gears?
Bikes are ingeniously simple structures which are very efficient at getting us around
quickly and cheaply. This case study shows how bikes have developed over the years
into the sophisticated machines they are today.
Task 1
The pedals of a penny-farthing
bicycle were fixed directly to the front
wheel so the wheel turned once for
every turn of the pedals. The larger
the wheel, the further the bike
travelled for each turn.
This penny-farthing has a wheel
diameter of 1.5 m.
a How far would the bike travel
Task 2
for one turn of the ped
pedals?
If you remember riding a
Remember: C = πd
tricycle like this, you will know
that you had to pedal quite b How many turns of the pepedals
quickly even at low speeds! would be needed to travel 1 km?
m??
Task 3
As bikes developed, their wh
wheels became
smaller and a crank and cha
chain drive was used.
The larger front sprocket mea
means that the wheel
turns several times for each tu
turn of the pedals.
on the front sprocket

Imagine that there are 40 teeth
et. Then each turn of the
and 20 teeth on the rear sprock
ocket twice. So each
front sprocket turns the rear spr
eels twice.
turn of the pedals turns the wh
s turn for these
How many times would the wheel
sprocket combinations?
a 36 teeth front, 12 teeth rear
r
b 42 teeth front, 28 teeth rea
50
N E
BI K E MAGAZI
LEADING
WORLD’S
75
Task 4 mbers of teeth on the
es no w ha ve sev era l gear s which select different nu
Most bik
front and rear sprockets. for each turn of the
s you to alter the nu mb er of turns of the wheels
This allow
pedals. .
has wheel diameter 700 mm
a A 7-speed touring bike h turn of the wh , giving your
eel answer to 2 d.p.
travelled for eac
Find the distan ce
le, which shows different gear selections for the bike.
tab
b Copy and complete this
where appropriate.
Give your answers to 2 d.p. turns of distance travelled
number of
er of teeth number of teeth the wheel per turn per turn of the
nummbber
nuum rear sprocket pedals (m)
nt sprocket
froont
fr
fro of the pedals
12 4
48
48 14
6.60
48 16
48 18
48 20
48 24
28
48 al that would
r selections, what is the few est number of turns of the ped
c With these gea
be needed to travel 1 km? Task 5
list makes between
When riding comfortably, a cyc
per minute.
40 and 90 turns of the pedals
k 4.
Look again at the table in tas
a cyc list travel at in each
What range of speeds will
kilometers per hour.
gear? Give your answers in
c What would the speedd

a Describe the amount of ranges be in miles per er
overlap between the sion
speed ranges in
hour?
5 Extenhave a bike, ly
1 km ≈ 8 mile If you quick
different gears. te how pedals and
d What would the speed stim a
b Why would this be a ist
ranges be if the cyclist
e
rn the
good thing? you tu t the speed rs.
were using their u a
work o for your ge
et??
32 teeth front sprockket e s
rang
51
Case study 2: Jewellery business
Katie and Jess are going to make bracelets and necklaces to sell on an online auction site.
They need to ensure that they keep their costs down, to help them run a profitable business.
Katie and Jess have found out the cost of Task 1

materials from two suppliers. a Katie and Jess want 2000 beads of each size.
supplier quotes prices for two types of Show your workings out.
Each_ Which supplier should 1 use?thread, as well as 50m of
Taskthey
bead long ones or round ones. b They also want 50m of leather
er
They also quote prices for waxed cord or leath waxed cord. Again, decide which supplier they should
thread. use, showing clearly your workings out.
diameter x length diameter x length
8mm x 16mm beads 12mm x 9mm beads
BEAD-E-IZE
2 Free postage and packing. Minimum order charg
e of £10
8 x 16mm beads 12 x 9mm beads Waxed cord
7p per bead 4p per bead
NATURAL BEAD COMPANY £1.50p per 25 85p per 25
1 Postage and packing: £3.50 for any size of order £6.75 per 150 £3.75 per 150
£19.00 per 500 £10.75 per 500
8 x 16mm beads 12 x 9mm beads
8p per bead 5p per bead Waxed cord Leather thread
Leather thread
£1.30p per 20 80p per 20 45p per metre 11p per metre
£1.80 per 50 £19.00 per 80m £1.95 per 20m
£2.90 per 50 £9.50 per 200m
£4.80 per 100 £3.00 per 100
£8.00 per 250 £5.00 per 250 Task 2
Katie and Jess want their
Task 3 ss want their necklaces to be
Katie and Je of this length can
be
Leather thread Waxed cord bracelets to be 16cm long, 30 cm long. Only 2⁄3
50p per metre 10p per metre with an adjustable tie. Only used for beads.
¾ of this length can be used would fit on a
£11.95 per 50m £4.95 per 100m a Ho w many long beads
for beads.
necklace? on a
a How many long beads d beads would fit
would fit on a bracelet? b How many roun
b How many round beads necklace? any
e necklaces, how m
would fit on a bracelet? c If they just madd the girls make?
c If they just make bracelets, necklaces coul will
could ch shows that they
how man y brac elets d (Harder) Resemarany bracelets as
they make? sell twice as
necklaces. How mth any of each woulde?
at the girls mak
114 you recommend
Task a6llenge! etting
Your ch o u ld d o if you were s t th ings such a
s:
t y o u w k a b o u
Decide wha wellery business. Thin
e je
up an onlin ld make
d e s ig ns you wou make
• W h a t
e a c h it e m you would ri als but lose
more
m a n y o f o n m a te
• How e money
ore can sav
(Making m n’t sell)
do
if the items ould cost to
make
e it e m s w r
• What th w o u ld sell them fo at a fixed p_
rice
m u ch y o u c ti o n o r
• How sell as an a
u can
y o u w o u ld p a c k in g costs you
r tage and
• Whethe include pos ites like eBay)
fo rg e t to
(don’t lar webs
e s e up on popu to make
lo o k th
y o u w ould hope tarted
• How mu
ch p ro fi t
s p e nd to get s too
y o u w o u ld in it ia lly
s o th a t yo u don’t lose
c h e amount
• How mu n t to limit th ’t sell)
ig h t w a
(you m ems don t all the
u c h m o n ey if your it la n , setting ou
m in e s s p
as a bus ake.
re s e n t yo u r decisions th e d e c is ions you m
P s fo r
the reason
details and 115
3.33:Climate
Case study Climatechange
change
The Earth’s climate has always changed due to natural causes such as change
of orbit, volcanic eruptions and changes in the sun’s energy, but now there
is real concern that human activity is upsetting the balance by adding
to ‘greenhouse gases’.
Greenhouse gases
This diagram shows some of the main factors Task 1
The pie chart shows the contribution made to the
behind global warming. warming effect by the main greenhouse gases
carbon dioxide
methane
nitrous oxide
others
a Which greenhouse gas causes about ¼ of
the warming effect?
b Roughly what fraction of the warming
effect is caused by carbon dioxide (CO²)?
Task 2
Concentration of Atmospheric CO2 (ppm)
410
400
THE DAILY NEWS 390
What’s News 380
GREENHOUSE GASES UP 370
BY 25% 360
A recent report says that in the 350
340
last 60 years, CO2 concentrations
330
have increased by around 25%. 320
310
1955 1960 1965 1970 1975 1980 1985 1990 1995 20002005 2010 2015
b In the year 1000 AD, CO2 c (Harder) If CO2 concentrations

a Does the graph show the same increase concentration was around continue at their current
in CO2 levels as the report? Show your 280 ppm (parts per million). rate, in what year would you
workings out. By what percentage has predict the CO2 concentration
it increased? to reach 500 ppm?
178
Global temperature change
14.4
Global average temperature °C (5 year average)
Global temperature, 1860-2000 Task 3

14.3
a Describe in words what the graph
14.2 shows.
14.1 b Estimate the global temperature in
i 1880
14.0
ii 1980
13.9 c Calculate the percentage change in
temperature, giving the answer on
13.8
your calculator display to 1 decimal
13.7 place.
13.6
13.5
1860 1880 1900 1920 1940 1960 1980 2000
Year
Task 4
Here are the monthly temperatures for Oxford in 1908 and 2008.
1908 Jan Feb Mar Apr May June July Aug Sep Oct Nov Dec
max °C 5.5 8.6 8.3 10.4 17.6 20.5 21.5 20 17 16.1 11.1 6.5
min °C -0.4 2.7 1.5 2.4 9 9.8 12.2 10.7 9.4 8.1 5 1.6
2008 Jan Feb Mar Apr May June July Aug Sep Oct Nov Dec
max °C 10.3 10.5 10.6 13.1 18.7 20.1 21.7 20.8 17.6 14.3 9.9 6.5
min °C 4.7 1.7 3.5 4.7 9.5 11.1 12.8 13.9 10 6.3 4.6 1.3
a Write down the range in i maximum temperatures, c Use your results from a and b to compare the
ii minimum temperatures, for each year. temperatures in Oxford in 1908 and 2008. Are your
b Calculate the mean of findings in agreement with the graph in Task 3?
i maximum temperatures, d Why might using data for just two year in a single city
ii minimum temperatures, for each year. not be adequate to make any firm conclusions about
global warming?
179
Case study 4: Garden design
Sensory gardens are designed to stimulate the senses - sight, sound, smell, touch and
even taste - and are thought to have a beneficial effect on people who visit them. Whilst
they must be designed for all users, this case study considers their accessibility for
wheelchair users.
Raised flowerbeds are easier to reach for a

person in a wheelchair.
Cross section of a raised bed
25cm
60cm new soil wall

path
20cm
45cm concrete foundations
Task 1
Look at the scale drawing of the garden.
Calculate the area in m2 of
a) bed A b) bed B (to 1 d.p.)
By considering different shapes, calculate the area of
c) bed C (to 1 d.p.) d) bed D (to 1 d.p.)
Task 2
Look at the cross-section diagram
of a raised bed. Each bed is to be
filled with soil to 5 cm from the top of
the wall. Calculate the volume of soil
needed to fill
a) bed A b) bed B c) bed C
d) bed D
Give your answers in m3 to 1 d.p.
Wide paths and few
sharp corners make where appropriate.
easier to get around it
228 .
Task 4
The area surrounding
the beds and the path
will be paved. Calculate the
Plants have diff area that is to be paved, giving
make different erent feels, different scents
also attract insesounds as the wind blows. Thand your answer in m2 to 1 d.p.
cts which add
to the sounds. ey
Task 5
The path is made extra wide to fit a wheelchair comfortably.
a) Looking at the scale drawing, how wide is the path?
b) The path is to be sloped to provide access for wheelchair users.
It will have a gradient of 1 : 20, starting at X and rising up to Y.
X Y
50 cm Concrete
i) At what height above bed B will the path be, at the point
where the path meets the bed?
ii) At what height above bed D will the path be, at the end of the
path Y?
Path c) (challenge)
Find the total
volume of concrete
needed for the
path, giving your
answer in m3
X to 1 d.p.
Task 3 (challenge)
Look again at the cross-section
diagram of a raised bed. en.
tures add sound and touch to a gard
Calculate the volume of concrete Water fea
needed to make the foundations of
a) bed A b) bed B
Calculate the volume of concrete
needed to make the walls of
c) bed C d) bed D
Give your answers in m3 to 1 d.p. 229
where appropriate.
Case study 5: The Golden Rectangle
The golden rectangle has fascinated scholars for over 2000

years. It’s a special kind of rectangle, which is often found in
art and architecture.
Task 1 Task 2
Rectangles come in all shapes and sizes, or different proportions. Here is a square with a narrower rectangle next to it.
Here are six different rectangles. They can be sorted into three pairs of Together they form a larger rectangle.
similar rectangles. 3 cm 15 cm 2 cm 1.24 cm
4 cm
1 cm A 5 cm B 9 cm C
2 cm
6 cm 2 cm
4 cm D 3 cm
8 cm a Look at the larger rectangle.
E Divide the longer side by the shorter side and write
2 cm F
down the result, to 1 d.p.
a Write down which pairs of rectangles are similar. b Now look at the smaller rectangle and do the same.
b For each rectangle, divide the longer side by the shorter side and What do you notice? Describe your findings using the
write down the result. word ‘similar’ if possible.
i What do you notice?
ii What can you say about similar rectangles and the ratio of their sides? =B
:C
A:B r
o
B
Task 3 A=
C
B
Here is a golden rectangle. a b
The smaller rectangle is similar to the larger
rectangle. a
You can write this as a formula:
a + b= a
a b
a For each rectangle, decide if it is golden or not. Use a calculator to
help you, rounding your answers to 1 d.p. If there is a slight difference
in your calculator answers, suggest why this might be the case.
Lisa
4 cm 13 cm Vinci, Mona
8.1 cm Leonardo da en re ctangle.
thin a gold
The face fits wi gl e sp lit s the face at
5 cm 7.2 cm en rectan
8 cm A smaller gold
the eye line.
b (challenge) A golden rectangle has shorter length 3 cm.
i See if you can find its longer length to 1 d.p. Task 4
ii Construct the rectangle as accurately as you can. Look at the portrait of Mona Lisa, which is shown on this page.
c The number you get when you divide the longer side of a golden By measuring lengths, describe why her face is framed by a golden rectangle.
rectangle by the shorter side is called the golden ratio. Write down
its value to 1 d.p.
264
Task 5
a How to CONSTRUCT A GOLDEN RECTANGLE
Did you Know

One possible place where the
golden ratio occurs is in the
ratio of your height to the
top of your
Draw a square. Set a pair of compasses to Extend the base of
head, to the
Mark the mid point the distance between the the square to the arc
of the base. mid point and the top and complete the height to your
corner and draw an arc. rectangle. navel.
b Without measuring, find the value of the golden ratio from
this construction.
Task 6
In the Fibonacci series, each term is generat

ed by adding the
previous two terms.
0, 1, 1, 2, 3, 5, 8, 13, . . .
a Find the ratio of any two adjacent numbers
from the series,
dividing the larger one by the smaller one.
b Try this for several pairs of adjacent numbers
, working towards
the larger numbers.
What do you notice as you use larger and larg
er numbers?
www.mym
The Fibonacci series can be shown as a set of

squares.
aths.co.u
c Draw your own set of

squares in this way.
k
gle
8 For each new size of rectan
du ce, fin d the rat io
that you pro
13 of its length to its width.
t
1 d What do you notice abou
1 2 the ratios ?
5
3 What does this tell you
about the rectangle?
e You can draw arcs in each square

to produce a Fibonacci spiral.
265
Case study 6: Crime scene investigation
Forensic experts have used mathematical techniques to solve crimes for a long time.
Probability, formulae and graphs are three of the topics that they need to be familiar with.
The Weekly Bugle
op raid in Park Street,

Following a jewellery sh rnoon, in which shots
te
Tooting, on Saturday af as stolen, a getaway
i ng w
were fired but noth
d at the junction with
car was found abandone Fiesta had narrowly
Fisher Row. The Ford ding 53 metres. The Task 1
id
missed a cyclist after sk the car were seen
of
driver and passenger A male in his 20s Detectives searching for
e sc en e.
running from th clues at the jewellery
e passenger was
suspected of being th ficers later that day. shop notice that a safe
of
apprehended by police cident are keen to has been tampered with,
g th e in
Police investigatin though not successfully
car.
trace the driver of the unlocked. The safe has a combination lock
consisting of five windows that can be any one of five colours:
Green, Red, Blue, Purple or Yellow.
Only one combination will open the safe. How many possible
combinations are there?
Task 3
Task 2 A DNA analysis of the abando
ned car
Detectives at the jewellery shop notice a bullet hole in a wall, shows that two samples of DN
A match the
at a height of 4 m from the floor. They calculate that the detained suspect’s DNA. It is
estimated
equation of the path of the bullet is that there is a one in a billion
chance that
y = x – ½0x , a single sample of DNA will pr
ovide an
exact match to another sample
where y is the height of the bullet above the floor in metres of DNA.
and x is the horizontal distance of the bullet from the gun in a Write the number 1 billio
n in standard form.
metres. It is believed that the person firing the shot was b Calculate the probability of
two independent
somewhere between 10 and 16 metres away from the wall when samples of DNA matching,
and give your answer
they fired the shot. Using trial-and-improvement, try to in standard form.
provide a more accurate estimate. Give your answer in c Comment on whether or no
t the analysis
metres to 1 decimal place. provides evidence to support the
theory that the
suspect was in the car at the tim
e of the crime.
AL
DENTI
CONFI
306
TYRE MARKS CONFIDENTIAL
length of tyre marks

Task 4 ks
Initial speed
10 mph 1.5 metres
The length of the tyre mar 15 mph 3.3 metres
5.9 metres
left by a skidding car 20 mph
25 mph 9.3 metres
it
depends on its speed when 30 mph 13.3 metres
started skidding. 35 mph 18.1 metres
23.7 metres d Use the data to draw a graph
r of the length of
These are typical values fo
40 mph
d 45 mph 30 metres the tyre marks against speed.
a tarmac road surface an e Join the points with a smooth
line.
dry weather conditions. f What type of relationship does
the graph show?
g Extend your graph to get an
c Is the relationship approximate speed
a What happens to between the speed
for the car in the news article.
the length of the and the length of the
tyre marks as the skid a linear one ?
speed doubles ?
b What happens as
the speed trebles ?
Task 5 • The tarmac road

The relationship between speed and the has a drag
length of the skid is given by the equation factor of 0.75
c Was the resident right in thin
that the car was doing at leastking
speed = √90 x length x friction 80 mph?
where friction is the drag factor of the road • You could use the equatio
set up a spreadsheet. n to
a How far would the

car have skidded if it
had been on a
concrete road
surface with a drag d Ho w qui ckl y
factor of 0.9 ? wo ul d it ha ve
be en tr av elli ng
if it ski dd ed f or
53 metr es on a
b How far would it have co ncr et e ro ad ?
skidded if it had
been on snow with a
drag factor of 0.3 ?
307
5 a 54 miles b 3.5 hours Exercise 4a
6 a 2 b 4 1 a 5 b 20 c 28 d 42
t= 2 a 54 b 13 d 1 53
v-u 4
7 a b 6 c 1 13
a
7 11 1 16
e f g h
w=
10 12 24 21
P-2l
8 a b 19 9 1 1 5
2 3 a 10 b 12
c 4
d 1 24
e 35 37 1 43
9 a n = 3C2 b 45 72
f 60
g 16
h 48
5
4 a 3 14 b 8
c 1
3 15 d 4
5
10 a C = 30 + 50x
e 4 13 30
f 4 3
20
g 1
1 40 h 2
3 21
b
9
5 a 40
x 2 4 6 8 10
101
C 130 230 330 430 530 b 105 He has not completed the race.
3
6 16 10 cm
Straight-line graph drawn through (2, 130) and (10, 530) 7 a 12  81 1
2
 15 1
2
 12
1
c x = 13
b Student’s Answers
Case Study 1 c Student’s Answers
1 a 4.71 m b 212 turns Exercise 4b

2 a 529 turns 1 a 73 b 6
7
c 12
13
d 7 15
b The pedals are fixed directly to the wheel, which e 10 23 f 12 12 g 21 h 8 74
is small so it doesn’t travel far for each turn. 2 a 6 52 cm b 8 17 kg c 18 m d 13 13 mins
3 a 3 b 1.5 e 35 kg f 11
2 12 2
feet g 10 11 tonnes
4 a 2.20 m h 22 12 km
b 4, 8.80; 3.43, 7.54; 3, 6.60; 2.67, 5.86; 3 a 90 b 20 c 3 d 3
2.4, 5.28; 2, 4.40; 1.71, 3.77 4 a 53.6 km b £233.33 c 11.43 km d 103.13 m
o
c 113.64 turns e 15.38 kg f 25 g g 272.73 ml h 56.25
5 21.11 – 47.50; 18.10 – 40.72; 15.83 – 35.63; 14.07 5 a 8
15
b 5
8
c 1
14
d 1
4
– 31.67; 12.67 – 28.50; 10.56 – 23.75; 9.05 – 20.36 e 5
14 f 1
4
g 1
6
h 5
26
a Students’ comments. 6 a £10.80 b £16 071.43
b Students’ comments; highest and lowest gears 7 a £24
b Multiply the fractions together and then multiply by
don’t overlap.
the amount OR write all the fractions and amount as
c 13.19 – 29.69; 11.31 – 25.45; 9.90 – 22.27; 8.80 multiplication and cancel the common factors
–19.79; 7.92 – 17.81; 6.60 – 14.84; 5.65 – 12.72 c i £6
d 14.07 – 31.67 / 8.79 – 19.79; 12.06 – 27.14 / ii 30 kg
7.54 – 16.96; 10.56 – 23.75 / 6.60 – 14.84;
Exercise 4c
9.38 – 21.11 / 5.86 – 13.19; 8.44 – 19.00 /
1 a 10 b 12 c 32 d 2
5.23 – 11.88; 7.04 – 15.83 / 4.40 – 9.90; e 3 f 2.5
6.03 – 13.57/3.77 – 8.48 2 a 8 b 10 c 12 d 15
e 20 f 60 g 56 h 21
Check in 4 3 a 4 b 6 c 10 d 16
1 a 12 b 35 c 5 e 12 f 10 g 21 h 24
2 a £4.50 b 22 km c £23.04
3 4 a 6 32 b 8 34 c 7 12 d 18 32
Fraction Decimal Percentage e 2 74 f 8 34 g 26 32 h 14 17
13/20 0.65 65%
5 5
5/8 0.625 62.5% 5 a 1 18 b 6 c 7 d 2 12
2/25 0.08 8% 13 2 2 4
e 1 14 f 3 g 5 h 5
4 a 35 b 24 c 30 d 48
5 a 5 b 14 c 126 25
6 a 2 b 4 c 4 d 8
7 a 14 b 12
MyReview 6 Case Study 2
1 a (1, 8), (2, 4) and (3, 0) 1 a, b
b Straight-line graph through these points NBC B-e-I
c Straight-line graph through (1, 3.5) and (3, 4.5) 8 × 16 £64.00 £76.00
d (2, 4) 12 × 9 £40.00 £43.00
2 Yes
2000
P&P £3.50 free
3 a y = 2x – 1 b y = 6 – x c y = 12 x + 2 d x=6 Total £107.50 £119.00
4 (0, 8), (6, 0)

50m
5 a 1 b 14
2 leather £11.95 £22.50
6 a 11 b 0 thread
2 50m
7 a 1
2
x , Area = 8cm2
waxed £5.00 £5.00
b cord
x 1 2 3 4 5 6 7 Grand
£124.45 £146.50
A 0.5 2 4.5 8 12.5 18 24.5 total
c Quadratic graph through (0, 0) and (7, 24.5)
2 a 7.5 long beads (so 7 actual beads)
9 a Week 4 b Week 2
b 13 round beads
MyPractice 6 c 312
1 3 a 12.5 long beads (so 12 actual beads)
x 0 2 4 6 b 22 round beads c 166
a y = 2x –3 -3 1 5 9
d Accept plausible responses backed up by calculation
b y=9–x 9 7 5 3
c y = 10 – 2x 10 6 2 -2 4 Students’ answers: for – no listing fee, may
Check students’ graphs tempt buyers; against – could sell for 99p.
2 B x=3 B y=x+6 C y=3 D y=6–x 5 a By auction (15 + 50 = 65p < 40 + 42 = 82p)
3 a 2 b -1 c 12
b Fees coincide at £10, so lowest theoretical price
4 A 0 B 1.5 C 3 is £10.01 However if prices are rounded to
5 a Gradient = 5 Intercept = -2 nearest penny, then £10.35 (127.975 p fixed
b Gradient = 12 Intercept = 9 price < 128.5 p auction).
c Gradient = -3 Intercept = 4 6 Students’ answers
d Gradient = -2 Intercept = 6
6 P a 2 b 1 c y = 2x + 1
Check in 7
Q a 12 b 0 c y = 12 x
1 a 290 b 3.86 c 420 d 4.2
R a -1 b 4 c y=4–x 2 a i 2500 ii 2460 iii 2456.8
S a -2 b 3 c y = 3 – 2x b i 900 ii 930 iii 928.3
7 a (0, 6), (3, 0), gradient = -2 3 a 9.5 b 6.4 c 18.7 d 8.9
b (0, 3), (6, 0), gradient = -0.5 e 143 f 1075 g 7406 h 30.8
c (0, -4 12 ), (4 12 , 0), gradient = 1 4 a 15.8 b 16 c 18.9 d 29.4
5 a 28 b 8
8 a
p 0 10 20 30 40
Exercise 7a
d 800 600 400 200 0 1 a 14.4 b 8.5 c 18.3 d 19.5
Straight-line graph through (0, 800) and (40, 0) e 7.7 f 8.4 g 11.2 h 4.45
b 800 km c 40 litres 2 a 22.2 b 9.47 c 13.25 d 16.15
d -20, the fuel consumption is 20 km per litre. e 10.5 f 1.96 g -2.65 h 19.2
9 a 2 m/s b 0 c 1.5 m/s 3 a 1.85 b 16.2 c 5.7 d 23.05
10 a S b R c P d Q 4 a 629.9 b 400.42 c 81.05 d 75.6
e 385.26 f 349.33
5 a 650.23 b 353.78 c 14.6 d 662.949
e 296.2 f 1490.76 g 63.5 h 306.74
Exercise 9e 4 a i 1908: 16°C, 2008: 15.2°C
1 a 030º b 050º c 080º d 120º ii 1908: 12.6°C, 2008: 12.6°C
e 150º f 180º g 220º h 260º
i 290º j 330º b i 1908: 13.59 °C, 2008: 14.51 °C
2 a-e Check students’ diagrams ii 1908: 6.00°C, 2008: 7.01 °C
3 a Square, four lines of symmetry c Students’ opinions: generally yes, both have
b Rhombus, two lines of symmetry increased.
4 a 055º b 235º c 120º d 300º d Students’ opinions: The two years could be ‘freak’
5 a Students’ scale drawings years and looking at more pairs across more cities
b 9.0 sea miles, 086º
would improve reliability.
c 266º
Check in 10
MyReview 9 2
1 a Translation of 1 unit left and 5 units down 1 a 3 × 3 × 3 = 27 b 3 =9
b Rotation of 90º anti-clockwise about (0, 0) 2 a 8 b 16 c 3 d 48
c Reflection in the y-axis 3 a 8x + 7y b 6x + 9y
2 Check students’ drawing 4 a 13 b 11x + 25
3 a Coordinates at (2, -3), (2, -5), (4, -5), (4, -7), (7, -4),
(4, -1) and (4, -3) Exercise 10a
b Coordinates at (-2, -3), (-2, -5), (-4, -5), (-4, -7), (-7, - 1 a 5 b 13 c 1 d 5
4), (-4, -1) and (-4, -3) e 20 f 5 g 6 h 8
c Coordinates at (-2, 5), (-2, 3), (-4, 3), (-4, 1), (-7, 4), i -3
(-4, 7) and (-4, 5) 2 a 4 b 1 12
d Anti-clockwise rotation of 90° about (0, 0) 3 a 7 b 8 c 5 d 9
4 Scale factor 3, centre (4, 4) e 3 f 0 g 1 12 h 5 12
6 b 10.8 m
7 a 042º b 222º c 294º d 114º i 2 14 j 5 k -1 12 l - 12
4 a 7 b -2 c -2 d 3
MyPractice 9
e 5 f -1 g 12 h -1 12
1 a Square b Square
2 a Check students’ drawings i -2 j -1 k -4 l -2 14
b Check students’ drawings
5 a 0 b 8 12 c 2 12 d 10
3 a Isosceles trapezium b Students’ diagrams
c (6, 1), (9, 4), (9, 7), (6, 10) e 13 f 12 g 9 h 2 23
4 a, b Check students’ diagrams
i -2 j -2 k -4 l 1
c Translation of 8 right 0 up
6 x=6
5 a i 1750 m ii 2125 m iii 1125 m iv 6 km 2
7 a x = 5, area = 75 cm b y=4
b i 4.8 cm ii 3.4 cm iii 32 cm iv 18 cm
6 a 2 km b 1.8 km c 2.8 km d 3.45 km
Exercise 10b
e 1.75 km f 3.35 km
1 a 5 b 5
7 a 065º b 020º c 285º d 160º
2 a 2 b 2 c 4 d 8
e 245º f 130º g 200º h 105º
e 2 f 5 g 1 h 2
i 340º j 310º
i 5
3 a 2 b 1 c 0 d 3
Case Study 3
5
e 2 f 3 g 1 65 h 0
1 a Methane b 8 or 60%
4 a 3 b -1 c 3 d -1
2 a Yes, there was about a 30% increase.
e -2 f -3 g 4 h -3
b 43% i 0 j 1
c Students’ own answers but somewhere in the region 5 a 2 b 1 c 3 d 5
of 2115. e 1 f 2 g 4 h 2
i -2 j -4
3 a There is a general upward trend. Temperatures
6 3(x – 5) – 5 = 13 x = 11
appear to be rising.
Grandma’s gift is £12
b i 13.6°C ii 14.2°C
c 4.4%
b, c Check students’ constructions 5 a 20° b 5
3 Concentric circles; one with 3c m radius, one with 2 cm 6 45.7 m and 65.7 m
radius and one with 4 cm radius. 7 a 5.68 b 10.39
4 Check angle of 164° bisected to two 82° angles 8 a 18.26 b 1.54 c 3.10
5 20
9 a 3m b 10
5 a12.1 cm b 5.7 cm c 88.7mm 2 8 5
10 a 3.4 × 10 b 3 × 10 c 6.03 × 10
6 Yes 16 -7 -14
d 2.98 × 10 e 5.08 × 10 f 3.5 × 10
7 a 6.32 b 19.6 11 a 6√2 b 24
12 a Students’ constructions
MyPractice 12 b 38.2°
1 a 119º and construction b 68º, 68º and construction 13 a,b Students’s drawings
c 31º, 118º and construction c Kite
2 a Students’ construction, 18.5 cm
d Overlap of circles
b Students’ construction, 132 mm
14 a Check students’ drawings
c Students’ construction, 15.5 cm
b 5.59 cm c 7.84 cm
3 a REPEAT 3
[FORWARD 10 TURN RIGHT 120°]
Check in 13
b REPEAT 6
1 a £63 b £153
2 a 2 b 36
c REPEAT 8
Exercise 13a
4 a 25 cm b 18 cm c 4 cm
2 1 a Check students’ drawings
5 a 3.16 units b 10 units
b 8, 11, 14, 17
6 p = 20 cm, q = 15 cm
c Start with 8 and add 3 each time d 20, 23, 26
7 a 5.7 b 5 c 3.2 d 5.7
2 a 11, 19, 35, 67, 131 b 8, 10, 14, 22, 38
e 6.7 f 3.2
3 a 4, 6, 10, 18, 34 b 600, 280, 120, 40, 0
8 6.8 m
c 0, 1, 4, 13, 40 d 0, 3, 12, 39, 120
e ¼, 1½, 4, 9, 19 f 4, 4, 4, 4, 4, 4
Case Study 4
4 a 2, 6, 8, 9, 9½ b 50, 30, 20, 15, 12½
1 A 1 m2 B 4.5 m2 c -30, -10, 0, 5, 7½
C 5.8 m2 D 3.5 m2 5 a Start with 7 and add 3 each time; 19, 22, 25
2 A 0.55 m3 B 2.5 m3 b Start with 20 and subtract 3 each time; 8, 5, 2
c Start with 3 and double and add 1 each time; 63, 127,
C 3.2 m3 D 1.9 m3
255
3 a 0.5 m3 b 0.8 m3 d Start with 3, double and subtract 1 each time; 33, 65,
c 4.5 m3 d 1.3 m3 129
4 29.0 m 2 Start with 1, treble and add 1 each time; 121, 364,
e
1093
5 a 1.5 m
f Start with 1, treble and subtract 1 each time; 41, 122,
b i0 ii 20 cm 365
1
c 5.9 m 3 g Start with 200 and halve each time; 12 12 , 6 4 , 3 18
1
h Start with 2 and double and add 2; 38, 78, 158
i Start with 3 and subtract 1then double; 18, 34, 66
MyAssessment 3 6 Students’ sequences
1 a Students’ drawings.
b Coordinates at (0, 3), (-2, 5), (-6, 5) and (-2, 1)
Exercise 13b
c Coordinates at (0, -1), (-2, 1), (-6, 1) and (-2, -3) 1 a 3
d Coordinates at (0, -1), (2, -3), (6, -3) and (2, 1) b Check students’ drawings
e Square c Start with 4 and add 3 each time
2 a Students’ drawings. d
b,c Coordinates at (0, 4), (6, 8) and (4, 2) Position 1 2 3 4 5
d They are doubled 3× table 3 6 9 12 15
3 a Check students’ drawings Term 4 7 10 13 16
b 49.4km
Multiply the position by 3 and add 1
c 173°
e 151
4 a 4 b 3 c 6 d -2 e -3 f 2 2 a i Check students’ drawings
4 a 488 cm2 b 14 cm, 8 cm, 6 cm 3 a Yes, no, yes
5 a 10 cm b 15 cm c 2.5 cm d 4.5 cm b i 4.9 cm ii Check constructions
6 6a2
7 a 72 × 9 × 9, 36× 18 × 9, 18 × 18 × 18 c 1.6
b Check students’ drawings 4 The ratio of side lengths is approximately 1.6
c 2754 cm2, 2268 cm2, 1944 cm2 5 a Students’ constructions
d Largest surface area occurs for a long and thin box,
  shorter side  12 5  1.618...
longer side
b
the smallest surface area occurs for the most
symmetrical box – a cube. 6 a 1, 2, 1.5, 1.6, 1.625, 1.615, 1.619, 1.618, 1.618,…
The cubic box would be the cheapest to make. b The ratio tends to the golden ratio
e Students’ answers.
c Students’ constructions
Exercise 14e
3 d Length of rectangle = preceding rectangle’s width,
1 16 m
2 a 42.5 m
3
b 27.5 m
3 give the Fibonacci numbers: 1, 1, 2, 3, 5, 8, 13, 21, 34,
3 a 31.5 cm
2
b 378 cm
3 55, 89, 144, 233, 277,… so that the ratio tends to the
4 a 1m
2
b 1.5 m
3 golden ratio. The rectangle is a golden rectangle.
5 8.5 cm e Students’ own drawings
2
6 a 36 m b 6 cm
3 3
7 a 24 cm b 192 cm c 27 times bigger
3
Check in 15
8 a 1000 cm b Students’ answers 2
1 a i
5
ii 40%
MyReview 14 b i 3 ii 75%
4
1 a 8 b 18 c 12 3
c i
8
ii 37.5%
2 a, b c
d i 3 ii 30%
10
2 a 1:3 b 2:3 c 1:5 d 3:1
d Square-based pyramid Exercise 15a

3 a Students’ drawing (a 3 by 2 by 2 cuboid) b 12 1 a £2.40 b 180 calories
4 3 c 300 ml d £5.70
5 780 cm2 2 Offer A because one text message costs 1.2 pence
6 294 cm2 3 a £2.19 b 300 g
7 1728 cm3 c i 56 km ii 47.5 miles
8 80 cm3 d 171.9 g e 500 g
4 a i 333.3 km ii 12 litres
MyPractice 14
1 4 faces; 6 edges; 4 vertices
Exercise 15b
2 a A 3 by 3 by 3 cube b Students’ drawing 1 a 85% b 52% c 70% d 71.43%
3 F and S: square with a triangle on top, P: a square
e 84.44%
4 a 1, 2, 3 and 4 cube stacked towers
2 a 50 b Any fraction equivalent to 3
b 4 squares in the first column, two in the second; 3 20
squares in the first column, four in the second 3 a i 5 ii 6 iii 7
6 8 9
5 Different sized squares
b i 5 , 83.3% ii 3
, 75%
6 Students’ diagrams (5 lines of symmetry) 6 4
7 936 cm2 7,
2 3
iii
9
77.8%
8 a 20 cm b 200 cm
9 a 3m
2
b 15 m
3 The rectangle in i
c
10 l = 7 cm; w = 6 cm; h = 9 cm; 378 cm3 4 Geoff
a
John 46.7%
Case Study 5 Geoff 48%
b English
1 a A & F, B & C, D & E
History 31.3%
b i 4, 1.67, 1.67, 1.5, 1.5, 4 English 31.7%
ii Ratios are the same c i 14.6% of women ii 10.4% of people
2 a 1.6 b 1.6 5 a Crisps 33.14%
Olives 11.07%
The two rectangles are similar
Case Study 6 Exercise 17a
1 5x4x3x2x1 = 120 1 a
Age group 0 – 20 21 – 40 41 – 60 60+
2 14 gives 4.2, 15 gives 3.75. 14.4 gives 4.032, 14.5 gives
Rounded 3500 3000 2500 1000
3.9875. To one decimal place, x = 14.5 m
number
3 a 1 × 109 b 1 × 1018 Angle 126º 108º 90º 36º
c It is extremely strong evidence b Angles as per table
2 a 26 – 21 = 5º C b 279 – 37 = 242 mm
4 a 4 times as long
c 135 mm d 270 = 22.5º C
b 9 times as long 12
3 a January had below average rainfall but March, April
c non-linear
and May had significantly higher rainfall than the 30
d-e Students’ graphs year average.
f Quadratic relationship b A lot of rain would saturate the ground causing it to
g 60 mph become soft and unable to absorb more water.
Further rain would then wash over the ground,
5 a 44.4 m b 133.3 m possibly washing it away.
c Wrong, the formula gives 59.8 mph 4
d 65.5 mph
Name Distance Bearing in º Bearing in º
(km) from from
MyAssessment 4 school to home to
1 a i add 4 ii take away 10 home school
b i Multiply by 4 add 23, 4n + 23 Albert 2.25 330º 150º
ii Multiply by minus 10 add 87, -10n + 87 Constance 3.75 286º 106º
c i 103 ii -113 Michael 1.85 200º 020º
2 a 41, 37, 33, 29, 25, 21, 17
Mary 2.80 141º 321º
b 1 litre
Frieda 3.20 045º 235º
3 a 50, 45, 40, 35,…
b Minus 5, -5n + 50
Exercise 17b
c T(n) = 50 – 5n
1 Check students’ drawing: should be 14 cm × 7 cm
d 10 hours 2 a 320 m
2
b Yes, area rooms 1 – 4 = 216 m
2
4 a i 5, 8, 5 ii 5, 9, 6 iii 6, 12, 8 c 216 = 67.5 % ≈ 70%

320
b Square-based pyramid, triangular prism, cuboid
5 a Students’ drawings 3 a Perimeter = 96 m
b Students’ drawings Volume = 96 × 0.8 × 0.4 = 30.72 m3 ≈ 31 m3
6 a 4, 1, 3 b $1410
b Students’ drawings 4 a Check students’ drawings
7 a i 576 cm
2
ii 210 cm
2 b i 2.8 m ii 4.9 m
b i 720 cm
3
ii 150 cm
3 c 8 × 3.5 + 0.5 × 8 × 2.8 = 39.2 m2
8 a 1.25 kg b 28.8 litres
d Assuming whole blocks 0.5 × 0.2 = 0.1 m2
9 0.1
392 blocks required.
Overestimated by 108 blocks.
10 5 : 12
5
5 a i Medium ii Strong iii Weak
11 a 460 m b 7.04 m c i 8 : 5 ii 13 b 6 parts c 300 kg sand, 60 kg cement
12 a 1, 2, 3, 4, 5, 6
b i ½ = 0.5 = 50% ii 1/6 = 0.167 = 16.7% Exercise 17c
13 a Two-way table: RBG across the top, RBG down the 1 a 1:6
side, outcomes RR, RB, RG, BR, BB, BG, GR, GB, b i No, 6 × 24 = 144 > 142 ii 2
GG; Tree diagram: two levels, three outcomes at 2 a 3p + 16 = p + 166 b p = 75
each level, labelled RBG. c 1.5 kg
b 1
9
3 a 4 b 1:9
2
4 a Total perimeter 35.80 m
c 9
8 rolls
14 a 0.65, 0.71 b 0.68 c More trials b 4.2 m c 59.09 m
2
5 a Many possibilities
Discovering Mathematics
Student Books 1B, 2B and 3B
Home Learning Pack:

Problems in Real-world Contexts
THIS PACK CONTAINS pages from Discovering Mathematics Student Books 1B, 2B
and 3B. It includes questions which apply mathematics knowledge to real-life
situations. It also includes fully-worked solutions for all questions. You can find
Student Books 1B, 2B and 3B on Amazon.
CONTENTS
Year 7
Problems in Real-World Contexts
Fully-worked solutions
Year 8
Year 9
The leading Singaporean series adapted for the National Curriculum
DISCOVERING
MATHEMATICS 1B
Victor Chow
UK Consultant: Robert Wilne
Singapore Consultant: Berinderjeet Kaur
3
PROBLEMS IN REAL-WORLD
CONTEXTS
A. Paper Sizes
A2
A1
A4
A3
A6
A8
A5
A7
1189
The diagram shows the dimensions of ‘A series’ paper sizes. The complete sheet is of
size A0 with length 1189 mm and area 1000 000 mm2 (or 1 m2). The dimensions of this
series of paper have the special property that one piece of A0 paper can be divided into
two pieces of A1 paper, one piece of A1 paper can be divided into two pieces of A2
paper and so on.
1. Find the width of a piece of A0 paper. Give your answer to the nearest mm.
2. (a) Find the area of a piece of A4 paper in m2, expressing your answer as a
fraction.
(b) Find the length and width of a piece of A4 paper to the nearest mm.
3. The mass of a piece of A0 paper is 80 grams. Find the mass of a piece of A4 paper
of the same thickness and quality.
4. Sam puts some A4 posters in an envelope. The envelope has mass 25 grams.
To minimise the cost of the postage, the total mass should not be greater than
100 grams. How many A4 posters can be placed in the envelope?
B. Laying Carpet
4.5
9
5
7
The diagram shows the floor plan of Mr Brown’s living room where all the angles are
right angles. The dimensions are in metres. Mr Brown wants to lay carpet in the living
room. The carpet is sold from a roll that is 4 m wide. Every linear metre (that is 4 m2)
cut off the roll costs £80.
1. Find the area of the living room.
341
2. When there is a seam, all carpet must run in the same direction otherwise different
pieces of carpet will show different colours under natural light. The diagram below
shows one way of laying the carpet for this room.
4.5
There are two pieces of carpet. The red dotted line is the seam and the arrows
show the carpet direction. Here, Mr Brown has to buy two pieces of carpet of 9 m
by 4 m. The second piece has to be cut to the shape shown on the right.
4 0.5
waste
9 9
5
(a) Find the total cost of the carpet.

(b) Find the percentage of waste of the carpet bought to the nearest 1%.
3. Design another way of laying the carpet that minimises the waste and hence reduces
the carpet cost. Find the cost of the carpet and the amount of waste for this design.
C. Brick Wall
The standard size of bricks in the UK is 215 mm long, 102.5 mm wide and 65 mm high.
When laying bricks, mortar of thickness 10 mm is used to hold the bricks together.
One-half running bond is the basic pattern for laying a wall, i.e. approximately half of a
brick’s length overlaps the brick below.
215
102.5
65
65
10
215
102.5
10

342
1. In the diagram, the top and the third rows use three whole bricks, while bricks in
the second and bottom rows have to be cut at both ends. Find
(a) the length and height of this arrangement in cm,
(b) the volume of this arrangement to the nearest 10 cm3 if the thickness of this
arrangement is one brick width.
2. Mr Tamworth is going to build a wall 2 m high, 5 m long and 102.5 mm thick.
Estimate the number of bricks required. State any assumptions you make in your
calculation.
3. Mr Tamworth wants to buy 5% more bricks than the number required to allow for
breakage and waste. How many bricks should he buy?
D. Magazine Holder
12
30
18
10
24
Jenny makes a magazine holder using wooden board 1 cm thick. The two side pieces
are cut from a board of 60 cm by 24 cm as shown below. A quarter of a circle of radius
12 cm is cut from each side in the middle.
8
60
8
8
30
24 22
18
Side pieces Back piece Front piece Base
The back end piece is 30 cm high and 8 cm wide. The front end piece is 18 cm high and
8 cm wide. The base piece is 22 cm long and 8 cm wide. A piece of wood of 90 cm by
24 cm by 1 cm is ordered to make the magazine holder.
1. Find the volume of the piece of wood ordered.
2. Find the perimeter of each side piece to the nearest cm.
3. Find the percentage of wastage from the piece of wood that is ordered to the
nearest 1%.
343
E. Clearway Road Sign
The above diagram shows a clearway road sign. It is used to indicate no stopping on
the main carriageway. The sign is a circle of diameter 60 cm. The red border and the
red cross are 6 cm wide. The blue parts are four congruent shapes.
1. (a) State the number of lines of symmetry on the sign.
(b) Does the sign possess rotation symmetry? If so, what is the order of the
rotation symmetry?
2. Explain why each blue part is not a quarter of the inner circle.
3. Estimate the area of the red region of the sign. State any assumptions you make.
Give your answer to the nearest cm2.
F. London Tower Bridge
Tower Bridge is a bridge crossing the River Thames in London. It was built between
1886 and 1894. One special feature of the bridge is the two bascules (or leaves) in the
middle span of the bridge. These can be raised to a maximum angle of 86° and are
supported by two piers. Towers 65 m high stand on each pier, connected by a high-
level walkway. The original design used steam engines to drive the bascules up and
down, but these have now been replaced by an electro-hydraulic system.
1. The bridge is crossed by over 40 000 people (motorists, cyclists and pedestrians)
every day. Estimate the number of people crossing the bridge in a year.
2. Why do you think the design of the bridge uses bascules in the middle span and
has a high-level walkway connecting the two towers?

344
3. The diagram below shows that the two equal bascules AB and DC are rotated
70° about their hinges at A and D, where AD = 61 m. The end C is at a horizontal
distance of 0.34x metres from the hinge D and at a vertical height 0.94x metres
above the level AD, where x metres is the length of each bascule.
B C
x
0.94x
70º 70º
A D
9m 0.34x
(a) Find the distance BC. Give your answer to the nearest metre.
(b) The bridge AD is 9 m above the water level at a particular time. How high is the
point C above the water level at this time? Give your answer to the nearest metre.
G. Population Pyramid for the UK
A population pyramid shows the age and sex of a population. The diagram shows the
population pyramid for the UK in 2015.
Population pyramid for the UK in 2015
age
89
85
80
75
70
65
60
55
50
45
males 40 females
35
30
25
20
15
10
5
0
500 400 300 200 100 0 0 100 200 300 400 500
Population (thousands)
Source: Office for National Statistics
1. Assume all Year 7 students are 11 years old. Estimate the total number of Year 7
students from the population pyramid.
2. Among the age groups 5 to 10, 25 to 30 and 45 to 50, which age group has the
largest number of people? Explain your answer.
3. Compare the shape of the population by age for males and females. What can you
say about the number of males and females under 20, aged 50 to 60 and over 70?
345
Problems in Real-world
Contexts
A. Paper Sizes 2. (a) A0 paper = 2 A1 paper

= 2 × 2 A2 paper
= 2 × 2 × 2 A3 paper
= 2 × 2 × 2 × 2 A4 paper
A2 = 16 A4 paper
AO A1 You can see how a piece of A0 paper is
divided into 16 pieces of A4 paper in the
A4
A3 diagram.
A6
A8 A7
A5 ∴ area of a piece of A4 paper
1
1189 = × area of a piece of A0 paper
16
1
The diagram shows the dimensions of ‘A series’ = × 1 m2
16
paper sizes. The complete sheet is of size A0 with 1
= m2
length 1189 mm and area 1000 000 mm2 (or 1 m2). The 16
dimensions of this series of paper have the special
property that one piece of A0 paper can be divided into (b) Length of a piece of A4 paper
1
two pieces of A1 paper, one piece of A1 paper can be = × length of a piece of A0 paper
4
divided into two pieces of A2 paper and so on.
= 1 × 1189
1. Find the width of a piece of A0 paper. Give your 4
GCSE answer to the nearest mm. = 297.25
Grade
= 297 mm (to the nearest mm)
2
2. (a) Find the area of a piece of A4 paper in m2, Width of a piece of A4 paper
GCSE expressing your answer as a fraction. =
1
× width of a piece of A0 paper
Grade
+ (b) Find the length and width of a piece of A4 4
3 1
paper to the nearest mm. = × 841.04
4
3. The mass of a piece of A0 paper is 80 grams. = 210.26
GCSE Find the mass of a piece of A4 paper of the same = 210 mm (to the nearest mm)
Grade
thickness and quality.
3 3. Mass of a piece of A4 paper
1
4. Sam puts some A4 posters in an envelope. The = × mass of a piece of A0 paper
16
GCSE envelope has mass 25 grams. To minimise the cost
Grade 1
of the postage, the total mass should not be greater = × 80
3+ 16
than 100 grams. How many A4 posters can be = 5g
placed in the envelope?
4. Let n be the number of A4 posters in the envelope.
Solution Consider the total mass of the envelope and the
1. Let x mm be the width of a piece of A0 paper. posters:
As the area of a piece of A0 paper is 1000 000 mm2, 25 + 5n = 100
1189 × x = 1000 000 5n = 75
x = 1000 000 n=
75
1189 5
x = 841.04… n = 15
x = 841 (to the nearest mm) ∴ 15 A4 posters can be placed in the envelope.
∴ the width of a piece of A0 paper is 841 mm.
343
B. Laying Carpet 4 0.5
4.5
waste
9 9
9
5
7 (a) Find the total cost of the carpet.

(b) Find the percentage of waste of the carpet
The diagram shows the floor plan of Mr Brown’s bought to the nearest 1%.
living room where all the angles are right angles. The
dimensions are in metres. Mr Brown wants to lay carpet 3. Design another way of laying the carpet that
in the living room. The carpet is sold from a roll that is GCSE minimises the waste and hence reduces the carpet
Grade
4 m wide. Every linear metre (that is 4 m2) cut off the roll + cost. Find the cost of the carpet and the amount of
3
costs £80. waste for this design.
1. Find the area of the living room. Solution

GCSE 1. Area of the living room
Grade = area of the rectangle of 9 m × 7 m
3
− area of the rectangle of (9 − 5) m × (7 − 4.5) m
2. When there is a seam, all carpet must run in the = 9 × 7 − 4 × 2.5
GCSEsame direction otherwise different pieces of carpet = 53 m2
Grade
will show different colours under natural light. The
3 Alternative Solution 1
diagram below shows one way of laying the carpet
Draw a horizontal line at the height of 5 m to
for this room.
divide the room into two rectangles.
4.5 Area of the room
= 4.5 × 4 + 7 × 5
= 53 m2
Alternative Solution 2
Draw a vertical line 4.5 m from the left edge to
9 divide the room into two rectangles.
Area of the room
5 = 9 × 4.5 + 5 × (7 − 4.5)
= 53 m2
2. (a) Number of linear metres bought = 9 + 9

7 = 18 m
Total cost of carpet = £80 × 18
There are two pieces of carpet. The red dotted
= £1440
line is the seam and the arrows show the carpet
direction. Here, Mr Brown has to buy two pieces
(b) Area of the waste = (9 − 5) × (4 − 0.5)
of carpet of 9 m by 4 m. The second piece has to be
+ 5 × (4 − 3)
cut to the shape shown on the right.
= 19 m2
Alternatively,
area purchased − area of room
= (2 × 9 × 4) − 53
= 72 − 53
= 19 m2
19
Percentage waste = × 100%
72
= 26% (to the nearest 1%)

344
3. 4 3. Mr Tamworth wants to buy 5% more bricks than
GCSE the number required to allow for breakage and
Grade
– waste. How many bricks should he buy?
4
Solution
0.5
0.5
3
1. (a) Length = 3 × length of brick + 2 × thickness
9
of mortar
= 3 × 21.5 + 2 × 1 cm
waste
4 5 = 66.5 cm
Height = 4 × height of brick + 3 × thickness of
mortar
3 = 4 × 6.5 + 3 × 1 cm
= 29 cm
(b) Volume = lhw
Mr Brown can buy 9 + 5 = 14 linear metres
= 66.5 × 29 × 10.25
of carpet and cut three pieces of dimensions
= 19 767.125
9 m × 4 m, 5 m × 3 m and 4 m × 0.5 m from it to
= 19 770 cm3 (to the nearest 10 cm3)
carpet the room (see diagram above).
This way,
2. 210 10
total cost of carpet = 80 × 14
= £1120
area of waste = 4 × 0.5 + 1 × 1 65
= 3 m2
10
C. Brick Wall Make the assumption that each brick is a ‘nominal

brick’ with mortar of thickness 10 mm on the
The standard size of bricks in the UK is 215 mm long, bottom and on the right side as shown above i.e.
102.5 mm wide and 65 mm high. When laying bricks, each nominal brick is 225 mm long and 75 mm high.
mortar of 10 mm thick is used to hold the bricks Area of the front face of a nominal brick
together. One-half running bond is the basic pattern = 0.225 × 0.075 m2
when laying a wall, i.e. approximately half of a brick’s = 0.016 875 m2
length overlaps the brick below. Area of the wall = 5 × 2 m2
215 = 10 m2
102.5
Number of nominal bricks required
65
= 10 ÷ 0.016 875
= 593 (to the nearest integer)
65
10 ∴ an estimate of the number of bricks required for
215 the wall is 593.
102.5
3. Number of bricks that should be bought
= 593 + 593 × 5%
10
= 623 (to the nearest integer)
D. Magazine Holder
12
1. In the diagram, the top and the third rows use three
GCSE whole bricks, while bricks in the second and bottom
Grade
rows have to be cut at both ends. Find
3
(a) the length and height of this arrangement in cm,
(b) the volume of this arrangement to the nearest 30
10 cm3 if the thickness of this arrangement is 18
one brick width.
2. Mr Tamworth is going to build a wall 2 m high, 5 m
GCSE long and 102.5 mm thick. Estimate the number of 10
Grade 24
bricks required. State any assumptions you make in
3+
your calculation.
345
Jenny makes a magazine holder using wooden board E. Clearway Road Sign
1 cm thick. The two side pieces are cut from a board of
60 cm by 24 cm as shown below. A quarter of a circle of
radius 12 cm is cut from each side in the middle.
8
60 8
8
30
24 22
18
The above diagram shows a clearway road sign. It is
Side pieces Back Front Base used to indicate no stopping on the main carriageway.
piece piece
The sign is a circle of diameter 60 cm. The red border
The back end piece is 30 cm high and 8 cm wide. The front and the red cross are 6 cm wide. The blue parts are four
end piece is 18 cm high and 8 cm wide. The base piece is congruent shapes.
22 cm long and 8 cm wide. A piece of wood of 90 cm by 1. (a) State the number of lines of symmetry on the
24 cm by 1 cm is ordered to make the magazine holder. GCSE sign.
Grade
(b) Does the sign possess rotation symmetry? If
1. Find the volume of the piece of wood ordered. 2+
so, what is the order of the rotation symmetry?
GCSE
Grade 2. Explain why each blue part is not a quarter of
3 GCSE the inner circle.
Grade
2. Find the perimeter of each side piece to the 3
GCSE nearest cm.
Grade 3. Estimate the area of the red region of the sign.
4 GCSE State any assumptions you make. Give your answer
Grade
3. Find the percentage of wastage from the piece of + to the nearest cm2.
4
GCSE wood that is ordered to the nearest 1%.
Grade Solution
4+ 1. (a)
Solution
1. Volume of the piece of wood ordered = 90 × 24 × 1
= 2160 cm3
2. Perimeter of each side piece

1
= 30 + 24 + (30 − 12) + 4 × 2 × π × 12 + (24 − 12)
= 84 + 6π
= 103 cm (to the nearest cm)
3. 60 The sign has 4 lines of symmetry as shown

30 8 above.
Back piece
24 22 8 (b) The sign has rotation symmetry. It repeats
Base
18 itself 4 times in a full turn about its centre.
Front piece 8 The order of rotation symmetry is 4.
Side pieces
2.
The diagram shows the way to cut the pieces from
the piece of wood bought.
The shaded part is the wastage.
1
Total area of the two quarters cut out = × π × 122
2
= 72π cm2
Total area of the shaded rectangles
= (30 − 22) × 8 + (30 − 18) × 8 As shown in the above diagram, the two white
= 160 cm2 diameters of the inner circle divide the inner circle
into four quarters. This means the curved line of
72 π + 160 each blue area is part of the circle with the centre
Percentage of wastage = × 100%
90 × 24 at the centre of the road sign, not at the point of
= 18% (to the nearest 1%) intersection of the straight sides. Therefore, each
blue area is only a part of a quarter, not a quarter.
346
3. Assume that the red cross is formed by two rectangles B C
measuring (60 − 12) cm by 6 cm. The red part consists
of the red cross and the red circular rim.
x
Area of the red region 0.94x
≈ area of the red ring + area of two rectangles
70º 70º
measuring (60 − 12) cm by 6 cm − area of the
common square of the two rectangles at the centre A 0.34x D
9m
of the cross
= π × 302 − π × (30 − 6)2 + 2 × (60 − 12) × 6 − 6 × 6
= 900π − 576π + 576 − 36 (a) Find the distance BC. Give your answer to the
= 1558 cm2 (to the nearest cm2) nearest metre.
(b) The bridge AD is 9 m above the water level
at a particular time. How high is the point C
F. London Tower Bridge above the water level at this time? Give your
answer to the nearest metre.
Solution
1. Estimate of the number of people crossing the
bridge in a year
= 40 000 × 365
= 14 600 000
2. The design uses bascules in the middle span so that

vessels, whose heights are less than the high-level
walkway, can pass beneath the bridge. There is a
high-level walkway to allow pedestrians to cross the
Tower Bridge is a bridge crossing the River Thames in bridge even when the bascules are raised.
London. It was built between 1886 and 1894. One special Note: The bascules are raised about 1000 times each
feature of the bridge is the two bascules (or leaves) in year. Vessels have to give 24 hours’ notice but
the middle span of the bridge. These can be raised to there is no charge for vessels.
a maximum angle of 86° and are supported by two
piers. Towers 65 m high stand on each pier, connected 3. (a) Length of each bascule = 61 ÷ 2
by a high-level walkway. The original design used steam = 30.5 m
engines to drive the bascules up and down, but these Horizontal distance between C and D
have now been replaced by an electro-hydraulic system. = 0.34 × 30.5
= 10.37 m
1. The bridge is crossed by over 40 000 people Distance BC = 2 × (30.5 − 10.37)
GCSE (motorists, cyclists and pedestrians) every day. = 40.26
Grade = 40 m (to the nearest metre)
+ Estimate the number of people crossing the bridge
2
in a year. (b) Height of C above the water level
= 0.94 × 30.5 + 9
2. Why do you think the design of the bridge uses = 37.67
GCSE bascules in the middle span and has a high-level = 38 m (to the nearest metre)
Grade
walkway connecting the two towers?
3
Note: This means that vessels less than 38 m high
3. The diagram below shows that the two equal can pass beneath the bridge.
GCSE bascules AB and DC are rotated 70° about their
Grade
– hinges at A and D, where AD = 61 m. The end C is
4
at a horizontal distance of 0.34x metres from the
hinge D and at a vertical height 0.94x metres above
the level AD, where x metres is the length of each
bascule.
347
G. Population Pyramid for the UK Solution
A population pyramid shows the age and sex of a 1. Reading from the graph,
population. The diagram shows the population pyramid number of boys at age 11 ≈ 370 000
for the UK in 2015. number of girls at age 11 ≈ 370 000
Therefore, the total number of Year 7 students
Population pyramid for the UK in 2015 = the total number of boys and girls at age 11
age ≈ 370 000 + 370 000
89 = 740 000
85 Note: In fact, most students in Year 7 are age 11 or
80
75 12, and most students in Year 8 are age 12
70 or 13, and so on. You can estimate the total
65
60 number of students in Year 7 by considering
55 all the children who are 11 or all the children
50
45 who are 12.
males 40 females
35
30 2. The bars for the age group 45 to 50 for both male
25 and female are longer than the bars for the other
20
15 two age groups.
10 Therefore, the age group 45 to 50 has the largest
5
0 number of people.
500 400 300 200 100 0 0 100 200 300 400 500
Population (thousands) 3. For people under 20 and aged 50 to 60, the lengths
Source: Office for National Statistics of the bars for males for females are nearly the
same for each age. Therefore, the numbers of males
1. Assume all Year 7 students are 11 years old. and females at these ages are more or less the same.
GCSE Estimate the total number of Year 7 students from However, the numbers of women over 70 begin to
Grade
the population pyramid. outnumber men. In particular, this is quite obvious
3
for ages over 80. This means, in general, the lifetime
2. Among the age groups 5 to 10, 25 to 30 and 45 of women is longer than the lifetime of men.
GCSE to 50, which age group has the largest number of
Grade
+ people? Explain your answer.
3
3. Compare the shape of the population by age for

GCSE males and females. What can you say about the
Grade
– number of males and females under 20, aged 50 to
4
60 and over 70?

348
DISCOVERING
MATHEMATICS 2B
Victor Chow
3
CONTEXTS
A. Rate and Discount in a Supermarket
The advertisement shows the price of fresh prawns in a promotion.
r
Special
1. What is the promotional price of the prawns in pounds per kg? Offe
2. Find the percentage discount in this promotion, giving your answer to
three significant figures.
3. Sally bought 1.5 kg of the prawns. How much did she save from the usual
Fresh Raw
Jumbo King
Prawns
£ .39
1 per 100g
price?
Usual price £1.79 per 100g
B. Top International Meeting Cities

The bar chart from a newspaper shows that Paris was the top
international meeting city in 2016. Global hotspots
1. Estimate the number of international meetings held in Top international meeting cities in 2016
Paris in 2016. Explain to your classmates how you arrived
at your answer. Paris
2. Estimate how many more international meetings Paris Vienna
held compared to Seoul in 2016. Barcelona
3. Would a pie chart be suitable to express this set of data? Berlin
Explain your answer. London
Singapore
Madrid Number of
meetings
Amsterdam
Lisbon
Seoul
0 50 100 150 200 250
Source: The Business Times, May 4, 2017
381
C. Prepaid Mobile Phone Plans
The charges for prepaid mobile phone plans offered by two communications
companies are as follows.
National calls will be charged at 16 pence per minute during day

Company A
time and 8 pence per minute during night time.
National calls will be charged at 22 pence for the first minute and
Company B
8 pence per minute thereafter for the whole day.
Your friend from the United States is visiting the United Kingdom for seven days. He
would like you to suggest a phone plan to purchase during his visit.
1. What would you need to consider when helping your friend decide on which
phone plan to purchase?
2. Assume that he makes 10 phone calls in the day and 5 phone calls at night for each
day, and each call lasts about 3 minutes. Calculate his daily call charges for each
plan.
3. Suppose you wish to propose another plan that charges the same rate per minute
for each phone call throughout the day. What would be your plan? How would
your plan be more economical? Justify your explanation.
D. Paper Clip
The diagram shows a paper clip which is made from a circular wire of diameter 1 mm.
The dimensions shown are in centimetres. The clip consists of three semicircular arcs
and four straight edges.
Suppose you are the manufacturer of the paper clip and you would like to know more
about the amount of material required to make the clip.
1. Calculate the total length of the wire needed to make a clip. State the assumption
you have to make in your calculation.
2. What is the volume (in cm3) of the material used for making each clip?
3. The material of the clips has a density of 7.6 grams/cm3. The clips are packed in a
box of 200 pieces. Find the total mass of the clips in a box.
4. The wire of the clip is opened out and then bent into these shapes
(i) a square, (ii) a rectangle, (iii) a circle.
(a) Find a possible set of dimension(s) for each shape:
(b) Find the area of each shape.
(c) Given the same perimeter (in this case, the length of wire is fixed), which
shape gives the largest area?
382
E. Medals Won in 2016 Summer Olympics
The table shows the number of medals won by the top 10 countries in the 2016
Summer Olympics in Rio de Janeiro.
Rank Country Gold Silver Bronze
1 United States 46 37 38
2 Great Britain 27 23 17
3 China 26 18 26
4 Russia 19 17 20
5 Germany 17 10 15
6 Japan 12 8 21
7 France 10 18 14
8 South Korea 9 3 9
9 Italy 8 12 8
10 Australia 8 11 10
1. Represent the data using a graph, showing the gold, silver and bronze medals won
by the countries.
Hint: You may use a spreadsheet program to help you draw the appropriate graph.
2. Besides ranking by gold medals, what other ways would you suggest ranking the
countries? Will the ranking be different? Which way of ranking do you think is
most reasonable? Explain your answer.
F. Stretching a Metal Spring

A science experiment is being conducted by a class into the
stretching of a steel spring by different loads. One end of the spring clamp
cm 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
is suspended from a clamp and various masses are hung from the stand
free end of the spring. A ruler fixed behind the spring is used to
measure the change in length of the spring. helical
spring
The values obtained from the experiment are recorded in the table.
Mass (g) 20 30 50 100 120 150

Spring stretch (cm) 3.2 4.8 8.0 16.0 19.2 24.0
pointer
1. Draw a graph of the data with the mass as the x-value and mass
stretch as the y-value. Use a scale of 1 cm to 10 units on the hanger
x-axis and 1 cm to 2 units on the y-axis.
2. Connect the points with a line and find the gradient of the line.
Interpret the meaning of the gradient in this case. vertical
ruler
3. If the experiment was repeated with a stronger spring that
stretches less, what would happen to the gradient of the graph
it made?
383
Contexts
A. Rate and Discount in a Supermarket

The advertisement shows the price of fresh prawns in a promotion.
GCSE 1. What is the promotional price of the prawns in pounds
r
Special
Offe
Grade per kg?
3−
£ .39
1
GCSE 2. Find the percentage discount in this promotion, giving your answer to
Grade
three significant figures. Fresh Raw
3+ Jumbo King
per 100g
GCSE
Grade
3. Sally bought 1.5 kg of the prawns. How much did she save from the Prawns
usual price?
3+
Solution
1. Promotional price in pounds per kg
= £1.39 per 100 g
= £13.90 per 1000 g
= £13.90 per kg
2. Percentage discount
1.79 − 1.39 Usual price £1.79 per 100g
= × 100%
1.79
= 22.3% (to 3 sf )
3. Amount of savings
= £1.5(1.79 − 1.39) × 10
= £6.00
B. Top International Meeting Cities

The bar chart from a newspaper shows that Paris was the top international
meeting city in 2016.
GCSE 1. Estimate the number of international meetings held in Paris in
Grade
2016. Explain to your classmates how you arrived at your answer.
Global hotspots
2 Top international meeting cities in 2016
GCSE 2. Estimate how many more international meetings Paris held
Grade
compared to Seoul in 2016. Paris
2+
Vienna
GCSE 3. Would a pie chart be suitable to express this set of data?
Grade Barcelona
3
Berlin
Solution London
1. Since 1.3 cm represents 50 meetings and the length of the bar
Singapore
for Paris is 5.1 cm, the estimated number of meetings in Paris
Madrid Number of
50
= × 5.1 Amsterdam
meetings
1.3
= 196 (to nearest whole number) Lisbon
Seoul
2. The difference in the lengths of the bars is 1.5 cm. Thus the 0 50 100 150 200 250
estimated number of meetings
50
= × 1.5 Source: The Business Times, May 4, 2017
1.3
= 58 (to nearest whole number)
Paris held 58 more meetings than Seoul.

358
3. A pie chart would not be suitable as there are too many cities.
C. Prepaid Mobile Phone Plans

The charges for prepaid mobile phone plans offered by two communications companies are as follows.
National calls will be charged at 16 pence per minute during day

Company A
time and 8 pence per minute during night time.
National calls will be charged at 22 pence for the first minute and
Company B
8 pence per minute thereafter for the whole day.
Your friend from the United States is visiting the United Kingdom for seven days. He would like you to suggest a
phone plan to purchase during his visit.
GCSE 1. What would you need to consider when helping your friend decide on which phone plan to purchase?
Grade
3
GCSE 2. Assume that he makes 10 phone calls in the day and 5 phone calls at night for each day, and each call lasts about
Grade 3 minutes. Calculate his daily call charges for each plan.
3+
GCSE 3. Suppose you wish to propose another plan that charges the same rate per minute for each phone call throughout
Grade the day. What would be your plan? How would your plan be more economical? Justify your explanation.
4−
Solution
1. You need to consider the preference of the caller to make his calls during the day or night time and how long
each phone call lasts.
2.
Company A Company B
Daily call charge = £0.16 × 10 × 3 + £0.08 × 5 × 3 Daily call charge = £0.22 × 15 + £0.08 × 15 × 2
= £4.80 + £1.20 = £3.30 + £2.40
= £6.00 = £5.70
3. Answer depends on plan chosen.
D. Paper Clip
The diagram shows a paper clip which is made from a circular wire of diameter 1 mm. The dimensions shown are in
centimetres. The clip consists of three semicircular arcs and four straight edges.
Suppose you are the manufacturer of the paper clip and you would like to know more about the amount of material
required to make the clip.
GCSE 1. Calculate the total length of the wire needed to make a clip. State the assumption you have to make in your
Grade calculation.
+
4
GCSE 2. What is the volume (in cm3) of the material used for making each clip?
Grade
4
GCSE 3. The material of the clips has a density of 7.6 grams/cm3. The clips are packed in a box of 200 pieces. Find the
Grade total mass of the clips in a box.
4+
359
GCSE 4. The wire of the clip is opened out and then bent into these shapes:
Grade (i) a square,
5
(ii) a rectangle,
(iii) a circle.
(a) Find a possible set of dimension(s) for each shape.
(b) Find the area of each shape.
(c) Given the same perimeter (in this case, the length of wire is fixed), which shape gives the largest area?
Solution
1. Assume that all 3 semicircles are of diameter 1 cm.
Total length of wire = 3 × π × 0.5 + 4 + 3 + 3 + 2
= 16.7123...
= 16.7 cm (to 3 sf )
2. Volume = π × 0.052 × 16.7123...

= 0.1312...
= 0.131 cm3 (to 3 sf )
3. Total mass = 7.6 × 0.1312... × 200

= 199.512...
= 200 g (to 3 sf )
4.
(i) Square (ii) Rectangle (iii) Circle
(a) Length = 16.7123... ÷ 4 Length + Width 2πr = 16.7123...
Dimension(s) = 4.1780... = 16.7123... ÷ 2 r = 2.66 cm
= 4.18 = 8.3561...
∴ 4.18 cm by 4.18 cm ∴ 3.36 cm by 5 cm
4.36 cm by 4 cm
5.36 cm by 3 cm etc.
(b) 4.1780...2 = 17.4564... 3.36 × 5 = 16.8 cm2 πr2 = π(2.6598...)2
Area = 17.5 cm2 4.36 × 4 = 17.4 cm2 = 22.2 cm2
5.36 × 3 = 16.1 cm2
(c) From the table above, the circle gives the largest area.
E. Medals Won in 2016 Summer Olympics

The table shows the number of medals won by the top 10 countries in the 2016 Summer Olympics in Rio de Janeiro.
Rank Country Gold Silver Bronze

1 United States 46 37 38
2 Great Britain 27 23 17
3 China 26 18 26
4 Russia 19 17 20
5 Germany 17 10 15
6 Japan 12 8 21
7 France 10 18 14
8 South Korea 9 3 9
9 Italy 8 12 8
10 Australia 8 11 10
GCSE 1. Represent the data using a graph, showing the gold, silver and bronze medals won by the countries.
Grade Hint: You may use a spreadsheet program to help you draw the appropriate graph.
4
GCSE 2. Besides ranking by gold medals, what other ways would you suggest ranking the countries? Will the ranking be
Grade different? Which way of ranking do you think is most reasonable? Explain your answer.
4+

360
Solution
1. Medals won in 2016 Summer Olympic Games
50
40
30
20
10
0
United Great China Russia Germany Japan France South Italy Australia
States Britain Korea
Gold Silver Bronze
2. Since countries may rank differently for each type of medal, ranking countries by the total number of medals is
one reasonable alternative way to rank them. Another alternative could be to apply a score of 3 for gold, 2 for
silver and 1 for bronze and the totals for countries ranked in that way.
F. Stretching a Metal Spring

A science experiment is being conducted by a class into the stretching of a steel clamp
spring by different loads. One end of the spring is suspended from a clamp and stand
cm 1
various masses are hung from the free end of the spring. A ruler fixed behind
2
3
the spring is used to measure the change in length of the spring. helical
4
5
spring
6
The values obtained from the experiment are recorded in the table.
7
8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Mass (g) 20 30 50 100 120 150
Spring stretch (cm) 3.2 4.8 8.0 16.0 19.2 24.0
pointer
GCSE 1. Draw a graph of the data with the mass as the x-value and stretch as the mass
Grade y-value. Use a scale of 1 cm to 10 units on the x-axis and 1 cm to 2 units hanger
4−
on the y-axis.
GCSE 2. Connect the points with a line and find the gradient of the line. Interpret
Grade vertical
the meaning of the gradient in this case.
4+ ruler
GCSE 3. If the experiment was repeated with a stronger spring that stretches less,
Grade what would happen to the gradient of the graph it made?
5−
361
Solution
1. Graph of mass applied and amount that makes a spring stretch
26
24
22
20
18
Stretch (cm)
16
14
12
10
8
6
4
2
O 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160

Mass (g)
8
2. = 0.16 (or other equivalent calculation)
50
3. The gradient would be less than 0.16 because the change in the y value would be less for the same change in the
x value on the current spring.

362
DISCOVERING
MATHEMATICS 3B
Victor Chow
3
CONTEXTS
A. Utility Bill
Here is a simplified version of a household utility bill for a three-month period.
Billing period: 1 April 2019 to 30 June 2019
Energy used Rate Charge

REMARK
Electricity
The kilowatt-hour (kWh) is
380 kWh 16p per kWh £60.80 a unit of energy.
Standing charge 25p per day £22.75
Gas
1600 kWh 3.75p per kWh £60.00
Total electricity and gas used
VAT 5% £8.45
Total charge including VAT
1. Look at the row in the table for ‘Electricity’. Show how the two charges for
electricity are calculated.
2. Work out the charge for the total electricity and gas used.
3. Show how the charge of £8.45 is calculated.
4. Work out the total charge including VAT.
5. On 1 July, the electricity rate changed to 18p per kWh and the gas rate changed
to 4p per kWh. If the amount of energy used and the standing charges were
unchanged, find
(a) the total charge including VAT for the three-month period from 1 July 2019 to
30 September 2019,
(b) the percentage increase in the total charge including VAT for the second
billing period compared with the first billing period, to three significant
figures.
407
B. Population Age Pyramid
The population age pyramid is an example of a statistical diagram showing the

distribution of the population across different age groups. This population age
pyramid shows the distribution of the population of England by age group and
gender in the year 2017.
Age group
(years)
85+
80–84
Males Females
75–79
70–74
65–69
60–64
55–59
50–54
45–49
40–44
35–39
30–34
25–29
20–24
15–19
10–14
5–9
0–4
250 200 150 100 50 0 0 50 100 150 200 250
People (tens of thousands) People (tens of thousands)
1. State the modal age group for

(a) females,
(b) males.
2. (a) Estimate the female population for the 15–19 age group.
(b) Estimate the male population for the 45–49 age group.
3. Estimate the ratio of males to females in the age group
(a) 5–9,
(b) 75–79.
4. Using the graph provided, can you conclude that females live longer than males?
5. (a) In which age group would a person fall if they were
(i) 90 years old,
(ii) 6 months old,
(iii) 9 years and 11 months old?
(b) Describe the age group ‘5–9’ using inequality signs.
(c) A journalist wants to include this population age pyramid in a newspaper
article. Suggest why the journalist might not want to describe the age groups
using inequality signs.

408
C. Wind Turbines
One form of renewable energy comes from wind farms.
Wind turbines are used to generate electricity without
emitting carbon dioxide. Each wind turbine consists of a tower
and a rotor with three turbine blades. When the wind blows,
the blades rotate and the rotation generates electricity.
The table shows the rotor diameter (D metres) and the

nominal power generated (P megawatts) of some wind
turbines. The nominal power is the peak power generated
under standard test conditions.
Rotor diameter, D m 114 132 170

Nominal power, P MW 2.6 3.5 5.8
1. If the rotor diameter is 114 m, what is the area swept by a blade in one revolution?
Give your answer to three significant figures.
2. It is known that P is directly proportional either to D or to D2. Based on the data,
which is true? Show your working.
3. Another wind turbine has a rotor diameter of 193 m. Using your result from
Question 2, what is its nominal power? Give your answer to one decimal place.
D. Wooden Fences
5
x
Figure 1 Figure 2 Figure 3
Figure 1 shows a wooden plank used to make fences. Figure 2 and Figure 3 show two
fences constructed using these identical planks. Each plank has a horizontal side of
x cm and two vertical sides of y cm. Each slanting edge of the plank is 5 cm long.
1. Express, in terms of x and y, the perimeter of the fence in
(a) Figure 2, (b) Figure 3.
2. The perimeter of the fence in Figure 2 is 192 cm. The perimeter of the fence in
Figure 3 is 256 cm. Find the values of x and y.
3. Find the angle between the two slanting edges of a plank. Give your answer to one
decimal place.
4. Find the area of the fence plank in Figure 1. Give your answer to three significant
figures.
409
E. How are Paper Sizes Related?
Did you know that paper sizes are standardised and that the different paper sizes are
related proportionally? The A4-sized paper that is commonly used is one of the paper
sizes in the A series of paper sizes according to the International Standard (ISO216) for
paper size.
The diagram shows some paper sizes (not drawn to scale) in the A series joined
together to form a rectangle.
A0
A7
A8
A5
A6
A3
A4
A1
A2
1. The ratio of the length to the width of a piece of A4-sized paper is 2 : 1. Given
that its width is 210 mm, what is its length? Give your answer to the nearest mm.
2. As shown in the diagram, two pieces of paper of the same size can be joined to
form the next larger paper size in the A series. For example, two pieces of A4-sized
paper form a piece of A3-sized paper.
(a) Show that the ratio of the length to the width of a piece of A3-sized paper is
also 2 : 1.
(b) Are all the paper sizes in the A series similar to one another? Explain your
answer.

410
F. Cable Cars
The Heights of Abraham Cable Car in the Peak District consists of 12 cabins
and an aerial cableway. It starts from the base station in the Derwent Valley
and ends at the top station on the summit of Masson Hill.
Here are some technical specifications:

(a) Length of cable between the base station and the top station: 568 m
(b) Altitude of the top station: approximately 339 m above sea level
(c) Altitude of the base station: approximately 170 m above sea level
(d) Average speed of the cable car: between 1.5 m/s and 2.0 m/s
The system can be modelled using the diagram shown.
Top station
568
Base
339 station
170
Sea level
(not drawn to scale)
1. Estimate the horizontal distance between the base station and the top station,
to three significant figures. Show your working and state any assumptions made.
2. Estimate the gradient of the cable between the base station and the top station,
to three significant figures.
3. Estimate the angle that the cable makes with the horizontal. Give your answer
to one decimal place.
4. (a) Estimate the time taken to travel from the base station to the top station, to
the nearest minute. Show your working and state any assumptions made.
(b) Give one possible factor that would affect the actual travelling time in part (a).
411
G. Premier League Statistics
The table shows some Premier League club statistics for 2018/19.
Club Number of goals Number of wins Number of losses
Manchester City 95 32 4
Liverpool 89 30 1
Arsenal 73 21 10
Tottenham Hotspur 67 23 13
Manchester United 65 19 10
Chelsea 63 21 8
AFC Bournemouth 56 13 19
Everton 54 15 14
Watford 52 14 16
West Ham United 52 15 16
1. Find the mean, median, mode and range of the number of goals for these clubs.
2. Which measure of central tendency is the best representation for the average
number of goals scored by these teams? Explain your answer.
3. One of the top scorers, Mohamed Salah, scored 22 goals for Liverpool.
(a) If you watch a video of one of Liverpool’s goals selected at random, what is
the probability that the scorer is not Mohamed Salah?
(b) What percentage of Liverpool’s goals were scored by Mohamed Salah? Give
your answer to three significant figures.
4. (a) Draw a scatter graph of the number of losses against the number of wins for
these teams.
(b) What can you say about the relationship between the number of wins and the
number of losses?

412
Contexts
T
A. Utility Bill
Here is a simplified version of a household utility bill for a three-month period.
Billing period: 1 April 2019 to 30 June 2019
Energy used Rate Charge

Electricity
380 kWh 16p per kWh £60.80
AF
Grade
2+
Gas
1600 kWh
Standing charge
VAT
3.75p per kWh
28p per day
5%
2. Work out the charge for the total electricity and gas used.
GCSE
Grade
2
£60.00
£25.48
£8.45
1. Look at the row in the table for ‘Electricity’. Show how the two charges for electricity are calculated.
GCSE
3. Show how the charge of £8.45 is calculated.

GCSE
Grade
DR
3–
4. Work out the total charge including VAT.

GCSE
Grade
2
5. On 1 July, the electricity rate changed to 18p per kWh and the gas rate changed to 4p per kWh. If the amount
GCSE
Grade of energy used and the standing charges were unchanged, find
4–
(a) the total charge including VAT for the three-month period from 1 July 2019 to 30 September 2019,
(b) the percentage increase in the total charge including VAT for the second billing period compared with
the first billing period, to three significant figures.
355
842220_TG_Problems in Real-world Contexts.indd 355 20/03/20 10:30 AM

Solution
1. First electricity charge:
380 × £0.16 = £60.80
Second electricity charge:

Number of days from 1 April 2019 to 30 June 2019 = 91
91 × £0.25 = £22.75
2. Total charge for electricity and gas used
T
= £60.80 + £22.75 + £60.00 + £25.48
= £169.03
3. 100% → 169.03
1% → 169.03 ÷ 100 = 1.6903
5% → 1.6903 × 5 = 8.4515
The 5% VAT is £8.45.
AF 4. Total charge including VAT = £169.03 + £8.45

5.
= £177.48
(a) Number of days from 1 July 2019 to 30 September 2019 = 92
Electricity
380 kWh
Energy used
Standing charge
Gas
1600 kWh
Standing charge
VAT
Rate
18p per kWh

25p per day
4p per kWh
28 per day
5%
Charge
380 × £0.18 = £68.40

92 × £0.25 = £23.00
1600 × £0.04 = £64.00

92 × £0.28 = £25.76
£181.16
£9.06
£190.22
The total charge is £190.22.
(b) Amount of increase = £190.22 – £177.48

DR
= £12.74
12.74
Percentage increase = ×100%
177.48
= 7.18% (to 3 sf)

356

B. Population Age Pyramid
The population age pyramid is an example of a statistical diagram showing the distribution of population across
different age groups. This population age pyramid shows the distribution of the population of England by age
group and gender in the year 2017.
Age group
(years)
85+
T
80–84
Males Females
75–79
70–74
65–69
60–64
55–59
50–54
45–49
40–44
35–39
AF GCSE 1.
Grade
4–
GCSE 2.
Grade

250 200 150 100
People (tens of thousands)
State the modal age group for

(a) females,
(b) males.
50 0
30–34
25–29
20–24
15–19
10–14
5–9
0–4
0
(a) Estimate the female population for the 15–19 age group.
50 100 150
People (tens of thousands)
200 250
(b) Estimate the male population for the 45–49 age group.
4–
GCSE 3. Estimate the ratio of males to females in the age group

DR
Grade
(a) 5–9,
4
(b) 75–79.
GCSE 4. Using the graph provided, can you conclude that females live longer than males? Explain your answer.
Grade
4+
GCSE 5. (a) In which age group would a person fall if they were
Grade
(i) 90 years old,
4+
(ii) 6 months old,
(iii) 9 years and 11 months old?
(b) Describe the age group ‘5–9’ using inequality signs.
(c) A journalist wants to include this population age pyramid in a newspaper article. Suggest why the
journalist might not want to describe the age groups using inequality signs.
357

Solution
1. (a) The modal age group for females is 50–54.
(b) The modal age group for males is 25–29.
2. (a) The female population for the 15–19 age group is approximately 1520 000.
(b) The male population for the 45–49 age group is approximately 1900 000.
3. Ratio of males to females in the age group
(a) Ratio of males to females in the age group 5–9
T
≈ 1800 000 : 1700 000
= 18 : 17
(b) Ratio of males to females in the age group 75–79
≈ 850 000 : 1000 000
= 85 : 100
= 17 : 20
4. Yes, you can conclude that females live longer than males. For each of the higher age groups 75–79, 80–84
and 85+, the population of females is higher than the population of males.
AF C.
5. (a) (i) A person who is 90 years old would fall in the age group 85+.
(ii) A person who is 6 months old would fall in the age group 0–4.
(iii) A person who is 9 years and 11 months old would fall in the age group 5–9.
(b) 5 ≤ x < 10
(c) Describing the age groups using inequality signs may be considered more precise but may be less easily
and quickly understood by the general public.
Wind Turbines
One form of renewable energy comes from wind farms. Wind

turbines are used to generate electricity without emitting
carbon dioxide. Each wind turbine consists of a tower and
a rotor with three turbine blades. When the wind blows, the
blades rotate and the rotation generates electricity.
The table shows the rotor diameter (D in metres) and the

nominal power generated (P megawatts) by some wind
turbines.
DR
Rotor diameter, D m 114 132 170
Nominal power, P MW 2.6 3.5 5.8
1. If the rotor diameter is 114 m, what is the area swept by a blade in one revolution? Give your answer to
GCSE
Grade three significant figures.
4
2. It is known that P is directly proportional either to D or to D2. Based on the data, which is true? Show your
GCSE
Grade working.
5+
3. Another wind turbine has a rotor diameter of 193 m. Using your result from Question 2, what is its nominal
GCSE
Grade power? Give your answer to one decimal place.
6

358

Solution
1. Rotor diameter = 114 m
Rotor radius = 57 m
Area swept by blade in one revolution = πr2
= π × 572
= 10 207.034…
= 10 200 m2 (to 3 sf)
2.
T
D 114 132 170
2
D 12 996 17 424 28 900
P 2.6 3.5 5.8
P 0.0228... 0.0265... 0.0341...
D
P 0.000 200... 0.000 200... 0.000 200...
D2
P is directly proportional to D2.
AF D.
3. P = 0.0002D2
If D = 193, P = 0.0002 × 1932

Wooden Fences
5
y
= 7.4 MW (to 1 dp)
x
Figure 1 Figure 2 Figure 3
DR
Figure 1 shows a wooden plank used to make fences. Figure 2 and Figure 3 show two fences constructed using
these identical planks. Each plank has a horizontal side of x cm and two vertical sides of y cm. Each slanting
edge of the plank is 5 cm long.
1. Express, in terms of x and y, the perimeter of the fence in
GCSE
Grade
(a) Figure 2,
3 (b) Figure 3.
2. The perimeter of the fence in Figure 2 is 192 cm. The perimeter of the fence in Figure 3 is 256 cm. Find the
GCSE
Grade values of x and y.
5+
3.
GCSE Find the angle between the two slanting edges of a plank. Give your answer to one decimal place.
Grade
6
4.
GCSE Find the area of the fence plank in Figure 1. Give your answer to three significant figures.
Grade
5+
359

Solution
1. (a) Length of base = x × 8
= 8x cm
Length of two sides = y + y
= 2y cm
Length of slanting edges = 5 × 16
= 80 cm
Perimeter of fence in Figure 2 = (8x + 2y + 80) cm
T
(b) Length of base = x × 12
= 12x cm
Length of two sides = y + y
= 2y cm
Length of slanting edges = 5 × 24
= 120 cm
Perimeter of fence in Figure 2 = (12x + 2y + 120) cm
2. Figure 2:
AF

8x + 2y + 80 = 192
8x + 2y = 112

4x + y = 56
Figure 3:
12x + 2y + 120 = 256
12x + 2y = 136
6x + y = 68
Solve simultaneous equations [1] and [2].

[2] – [1]: 2x = 12
x = 6
Substitute x = 6 into [1].
4(6) + y = 56

24 + y = 56
y = 32
[1]
[2]
3.
5
DR
θ 5
6 3
3
sin θ =
5
θ = 36.869…°
Angle between two slanting edges = 2 × 36.869…°
= 73.7° (to 1 dp)
4. Vertical height of triangular section = 52 − 32

= 16
= 4 cm
1
Area of triangular section = ×6×4
2
= 12 cm 2

360

Area of rectangular section = 6 × 32
= 192 cm2
Total area of the fence plank = 12 + 192

= 204 cm2
E. How are Paper Sizes Related?
T
Did you know that paper sizes are standardised and that the different paper sizes are related proportionally? The
A4-sized paper that is commonly used is one of the paper sizes in the A series of paper sizes according to the
International Standard (ISO216) for paper size.
The diagram shows some paper sizes (not drawn to scale) in the A series joined together to form a rectangle.
A0
A7
A8
A5
AF A1
A3
A2
A4
A6
1.
GCSE The ratio of the length to the width of a piece of A4-sized paper is 2 : 1. Given that its width is 210 mm,
DR
Grade what is its length? Give your answer to the nearest mm.
5
2.
GCSE As shown in the diagram, two pieces of paper of the same size can be joined to form the next larger paper
Grade size in the A series. For example, two pieces of A4-sized paper form a piece of A3-sized paper.
6
(a) Show that the ratio of the length to the width of a piece of A3-sized paper is also 2 : 1.
(b) Are all the paper sizes in the A series similar to one another? Explain your answer.
Solution
1. Length of an A4-sized paper = 210 × 2
= 297 mm (to the nearest mm)
2. (a) Let w cm be the width of an A4-sized paper.

Length of an A3-sized paper = 2 × width of an A4-sized paper
= 2w cm
Width of an A3-sized paper = length of an A4-sized paper
= 2w cm
The ratio of the length to the width of an A3-sized paper = 2w : 2w
= 2 : 1
361

(b) In general, for each paper size in the A-series,
length : width = 2 : 1.
All the paper sizes in the A-series are similar to one another since all the corresponding angles are
equal and all the corresponding sides are proportional.
F. Cable Cars
T
The Heights of Abraham Cable Car in the Peak District consists of 12 cabins and an aerial cableway. It starts
from the base station in the Derwent Valley and ends at the top station on the summit of Masson Hill.
AF Here are some technical specifications:

(a) Length of cable between the base station and the top station: 568 m
(b) Altitude of the top station: approximately 339 m above sea level
(c) Altitude of the base station: approximately 170 m above sea level
(d) Average speed of the cable car: between 1.5 m/s and 2.0 m/s
The system can be modelled using the diagram below.
Top station
DR
568
Base
339 station
170
Sea level
(not drawn to scale)
1. Estimate the horizontal distance between the base station and the top station, to three significant figures.
GCSE
Grade Show your working and state any assumptions made.
5
GCSE 2. Estimate the gradient of the cable between the base station and the top station, to three significant figures.
Grade
4+
GCSE 3. Estimate the angle that the cable makes with the horizontal. Give your answer to one decimal place.
Grade
6–

362

GCSE 4. (a) E
stimate the time taken to travel from the base station to the top station, to the nearest minute. Show
Grade your working and state any assumptions made.
5– (b) Give one possible factor that would affect the actual travelling time in part (a).
Solution
1. Difference in height between top station and base station = 339 – 170
= 169 m
T
Assume that the cable between the top station and the base station is straight.
Horizontal distance between the two stations = 5682 – 1692
= 294 063
= 542 m (to 3 sf)
2. Horizontal distance between top station and base station = 294 063 m.
Vertical rise from base station to top station = 169 m.
Assume the cable is a straight line.
169
AF

3.
The gradient of the cable =
= 0.312 (to 3 sf)

sin θ =
θ = 17.3096...
169
568
= 17.3° (to 1 dp)

294 063
Let the angle that the cable makes with the horizontal be θ.
4. (a) Total distance travelled from base station to top station = 568 m.
Assume that the cable car does not stop between the base station and the top station, and take the

average speed to be

1.5 + 2
= 1.75 m/s.
2
Travel time from base station to top station =
=
568
1.75
568
seconds
1.75 × 60
min
= 5 min (to the nearest minute)
Note: You may also take the speed of the cable car to be 1.5 m/s or 2 m/s to perform the estimation.
(b) Some possible factors that would affect the actual travelling time are:
DR
• time that the cable car stays at each station
• the transition between towers and stations
• weather conditions
• the loading of the whole cable car system
363

G. Premier League Statistics
The table shows some Premier League club statistics for 2018/19.
Club Number of goals Number of wins Number of losses

Manchester City 95 32 4
Liverpool 89 30 1
Arsenal 73 21 10
T
Tottenham Hotspur 67 23 13
Manchester United 65 19 10
Chelsea 63 21 8
AFC Bournemouth 56 13 19
Everton 54 15 14
Watford 52 14 16
AF 1.
GCSE
Grade
3
4–
3.
GCSE
Grade

4–

4.
West Ham United
these teams? Explain your answer.

52 15
Find the mean, median, mode and range of the number of goals for these clubs.
One of the top scorers, Mohamed Salah, scored 22 goals for Liverpool.
16
2. Which measure of central tendency is the best representation for the average number of goals scored by
GCSE
Grade
(a) If you watch a video of one of Liverpool’s goals selected at random, what is the probability that the
scorer is not Mohamed Salah?
(b) What percentage of Liverpool’s goals were scored by Mohamed Salah? Give your answer to three
significant figures.
(a) Draw a scatter graph of the number of losses against the number of wins for these teams.
GCSE
Grade
(b) What can you say about the relationship between the number of wins and the number of losses?
4
DR
Solution
1. Total number of goals
= 95 + 89 + 73 + 67 + 65 + 63 + 56 + 54 + 52 + 52
= 666
666
Mean = = 66.6
10

Arrange the numbers of goals in ascending order as follows:
52 52 54 56 63 65 67 73 89 95

middle position
1
Median = × (63 + 65)
2
= 64
Mode = 52
Range = 95 – 52
= 43
364

2. The mean is the best representation for the average number of goals as the distribution is fairly symmetrical
and the mean includes all of the data in the calculation.
3. (a) Number of Liverpool goals = 89

Number of Liverpool goals scored by Mohamed Salah = 22
Number of Liverpool goals not scored by Mohamed Salah = 67
67
P(scorer of Liverpool goal is not Mohamed Salah) =
89
T
22
(b) Percentage of Liverpool goals scored by Mohamed Salah = × 100%
89
= 24.7% (to 3 sf)
4. (a) Number of losses against number of wins for

Premier League teams 2018/19
20
Number of losses
15
AF (b)
10
O 5 10 15 20 25 30
Number of wins
35
There is a negative correlation between the number of wins and the number of losses.
DR
365

Name:
Form:
Teacher:
Year 7 & 8
Numeracy
Workbook
Week Topic AFL
1 Addition
2 Subtraction
3 Mental Maths
4 Multiplication
5 Division
6 Mental Maths
7 BIDMAS
8 Percentages
9 Mental Maths
10 Simplifying Fractions
11 Adding Fractions
12 Mental Maths
13 Fractions-Decimals-Percentages
14 Ratio
15 Mental Maths
16 Collecting Like terms
17 Substitution
18 Vocabulary and Directed Numbers
19 Word Based Puzzle

Week 1 Maths – Addition
Timester Challenge
1) 3 x 0 =
2) 3 x 1 =
1) 7 + 3 = 2) 12 + 8 = 3) 5 + 17 =
3) 3 x 2 =
4) 3 x 3 =
5) 3 x 4 =
6) 3 x 5 =
4) 13 +14 = 5) 23 + 19 = 6) 26 + 27 = 7) 3 x 6 =
8) 3 x 7 =
9) 3 x 8 =
10) 3 x 9 =
7) 37 + 15 = 8) 26 + 19 = 9) 13 + 37 = 11) 3 x 10 =
12) 3 x 11 =
3 13) 3 x 12 =
14) 3 x 20 =
1385 + 3476= 4863 + 264 = 253 + 8597 = 7309 + 4983 = 10046 + 943 =
4
3.43+ 5.63+ 35.9 4.72 1.347
2.45 3.59 17.2 + 56.3 + 5.62 +
48.93+34.76= 4.893+85.96 = 8.54 + 85.96 = 7.359+85.96 = 10.546+2.65 =
A Book costs £3.49 and a DVD costs £4.99. Miss Kerfoot wants to buy three
books and two DVD’s for the library.
a) How much will this cost?
b) Mrs Evans only has £20 does she have enough and why?
To improve I am going to
Week 2 Maths – subtraction
Timester Challenge
1) 2 x 0 =
1) 19 – 5 = 2) 34 – 3 = 3) 39 – 12 =
2) 2 x 1 =
3) 2 x 2 =
4) 2 x 3 =
5) 2 x 4 =
4) 48 – 15 = 5) 74 – 9 = 6) 72 – 16 =
6) 2 x 5 =
7) 2 x 6 =
8) 2 x 7 =
9) 2x 8 =
7) 74 – 12 = 8) 87 – 18 = 9) 56 – 27 =
10) 2 x 9 =
11) 2 x 10 =
12) 2 x 11 =
3 13) 2 x 12 =
14) 2 x 20 =
3426 – 1345 = 4693 - 265 = 8536 - 4537 = 7359 - 2563 = 10546 - 969 =
4
3.73 - 5.36 - 25.9 - 472 - 8.397 -
2.45 3.99 18.2 54. 3 5.62
48.63-32.76= 82.96-4.69 = 85.96 – 6.84 = 86.8 –75.27 = 10.846-2.64 =
Mrs Finch is going on a time team mission and needs to buy some vital
equipment. She needs a trowel £7.49, bucket£11.56 and a tooth brush
£1.57. She only has £20 is this enough?
Week 3 Mental Maths
Timester Challenge
1) 3 x 5 = 11) 3x7=
2) 2 x 6 = 12) 4x2=
3) 4 x 3 = 13) 2x0=
4) 7 x 2 = 14) 3 x 12 =
5) 3 x 9 = 15) 11 x 2 =
6) 2 x 8 = 16) 20 x 3 =
7) 3 x 11 = 17) 8x3=
8) 0 x 3 = 18) 2x9=
9) 2 x 5 = 19) 12 x 2 =
10) 9 x 3 = 20) 20 x 2 =
Definition
Sum
Take Away
Write down more words that mean the same as ‘sum’ and ‘takeway’
Week 4 Maths – Multiplication
Timester Challenge
1) 4x0=
1) 8 x 10 = 2) 16 x 10 = 3) 8 x 10 = 2) 4x1=
3) 4x2=
4) 4x3=
5) 4x4=
4) 103 x 100 = 5) 72 x 100 = 6) 23 x 10 = 6) 4x5=
7) 4x6=
8) 4x7=
9) 4x8=
7) 38 x 10 = 8) 24 x 1000 = 9)2.7 x 10 = 10) 4 x 9 =
11) 4 x 10 =
12) 4 x 11 =
4 13) 4 x 12 =
14) 4 x 20 =
1) 27 x 16= 2)53 x 48 = 3)64 x 28 = 4) 57 x 36 = 5)29 x 14 =
6) 536 x 63 = 7) 429 x 17 = 8) 562 x 34 = 9) 243 x 47 = 10) 140 x 306=

5
1) 3 x 0.5 = 2)6 x 0.5 = 3) 3.4 x 0.25 = 4)0.25 x 0.25 = 5) 0.6 x 0.75 =
6)2.6 x 0.1 = 7) 3.4 x 0.6 = 8 ) 0.12 x 0.5 = 9) 0.14 x 0.3 = 10) 0.26x0.3=
5/6
Miss Wilson wants to buy 6 pencils, 10 pens and 5 rulers for spare equipment.
Pens cost 35p, pencils cost 12p and rulers cost 24p. Miss Bartram has £7, does
she have enough. (Show all working out)
Week 5 Maths – Division
Timester Challenge
1) 5 x 0 =
1) 42 ÷ 6 = 2) 16 ÷ 4 = 3) 56 ÷ 7 = 2) 5x1=
3) 5x2=
4) 5x3=
5) 5x4=
4) 63 ÷ 9 = 5) 72 ÷8 = 6) 42 ÷ 7 = 6) 5 x 5 =
7) 5 x 6 =
8) 5 x 7 =
9) 5 x 8 =
7) 35 ÷ 5 = 8) 28 ÷ 4 = 9) 66 ÷ 6 = 10) 5 x 9 =
11) 5 x 10 =
12) 5 x 11 =
4 13) 5 x 12 =
14) 5 x 20 =
1) 121 ÷ 11 = 2) 356 ÷ 2 = 3) 98 ÷ 2 = 4) 156 ÷ 13 = 5) 196 ÷ 14 =
6) 510 ÷17 = 7) 483 ÷23 = 8) 525 ÷ 21 = 9) 540 ÷ 36 10) 450 ÷ 25 =

5
1) 10 ÷ 0.5 = 2)16 ÷ 0.5 = 3) 16 ÷ 0.25 = 4)32 ÷ 0.25 = 5) 16 ÷ 0.75 =
6)260 ÷ 0.1 = 7) 34 ÷ 0.1 = 8 ) 283 ÷ 0.1 = 9) 2.4 ÷ 0.1 = 10) 26 ÷0.01=
5/6
Mr Doyle is arranging a school trip and has a budget of £350. Each child that
comes costs £16. What is the maximum amount of pupils that could go on the
trip? (Show all working out)
Week 6 Mental Maths
Timester Challenge
1) 3 x 9 = 11) 4x7=
2) 4 x 6 = 12) 4x2=
3) 4 x 3 = 13) 5x0=
4) 7 x 2 = 14) 5 x 12 =
5) 3 x 9 = 15) 11 x 5 =
6) 5 x 8 = 16) 20 x 5 =
7) 3 x 12 = 17) 8x4=
8) 0 x 5 = 18) 4x9=
9) 4 x 5 = 19) 12 x 4 =
10) 9 x 3 = 20) 20 x 4 =
Tier words Definition

Product
Quotient
Write down more words that mean the same as ‘product’ and
‘quotient’
Week 7 Maths – BIDMAS
Timester Challenge
1) 6 x 0 =
1) 3 + 4 x 2 = 2) 5 x 4 ÷ 2 = 3) 70 – 3 x 5 = 2) 6 x 1 =
3) 6 x 2 =
4) 6 x 3 =
5) 6 x 4 =
6) 6 x 5 =
4) 45 ÷ 9 + 4 = 5) 15 + 7 x 6 = 6) 24 – 49 ÷ 7 =
7) 6 x 6 =
8) 6 x 7 =
9) 6 x 8 =
10) 6 x 9 =
7) 2 x 16 ÷ 4 = 8) 9 + 35 ÷ 5 = 9) 36 – 10 + 4 =
11) 6 x 10 =
12) 6 x 11 =
4 13) 6 x 12 =
14) 6 x 20 =
1) (14 ÷ 2)2 2) 20 ÷ 22 3) (8 ÷ 4) × 3 − 22
4) 4 + 6 ÷ 3 − 3 5)6 + 4 ÷ 3 − 3 6)5 × (2 + 3) − 4
5
Correct these questions by putting one or two sets of brackets in.
1) 7 − 3 × 3 − 2 = 10 2)9 − 4 ÷ 9 − 5 = 8 3) 7 + 4 − 9 ÷ 3 = 8
4) 2 × 4 − 12 − 10 = 8 5)21 ÷ 10 ÷ 5 + 1 = 7 6)40 ÷ 3 + 2 × 4 = 2
5/6
Mr Dumican wants to find the largest number possible. Use all of the
following to write a single calculation whose answer is as large as possible:
 Each of the numbers 7, 8 and 9 (once only)
 Each of the operations + and ×(only once)
 One pair of brackets
Week 8 Maths – Percentages
Timester Challenge
1) 7 x 0 =
1) 50% of 140 2) 10% of 120 3) 50% of 200 2) 7 x 1 =
3) 7 x 2 =
4) 7 x 3 =
4) 10% of £70 5) 25% of £40 6) 1% of 1800cm 5) 7 x 4 =
6) 7 x 5 =
7) 7 x 6 =
8) 7 x 7 =
7) 25% of £120 8) 50% of 90m 9)1% of £2400 9) 7 x 8 =
10) 7 x 9 =
11) 7 x 10 =
12) 7 x 11 =
4 13) 7 x 12 =
14) 7 x 20 =
1) 35% of £80 2) 45% of £120 3) 3% of 120m 4) 12% of 3600cm
5) 5% of £320 6) 75% 48cm 7) 23% of 150m 8)17.5% of £500
1) Increase 2) Increase 3) Decrease 4) Decrease 5) Increase

£40 by 20% £24 by 75% £88 by 10% £320 by 20% £458 by 35%
Miss Kerfoot went to Disney Land Paris and wanted to by a Buzz Lightyear lazer
gun.
Each gun cost €45, however there was a 20% sale. How much do the ears cost
in the sale?
Week 9 Mental Maths
Timester Challenge
1) 4 x 9 = 11) 8x7=
2) 7 x 6 = 12) 4x8=
3) 4 x 7 = 13) 5x0=
4) 7 x 2 = 14) 5 x 12 =
5) 6 x 9 = 15) 11 x 7 =
6) 5 x 8 = 16) 20 x 7 =
7) 7 x 7 = 17) 3x4=
8) 6 x 5 = 18) 4x9=
9) 4 x 6 = 19) 2x6=
10) 9 x 7 = 20) 20 x 6 =

Increase
Decrease
Write down more words that mean the same as ‘increase’ and
‘decrease’
Week 10 Maths – Simplifying Fractions
Timester Challenge
What is the fraction shaded in on each grid?
1) 8 x 0 =
2) 8 x 1 =
3) 8 x 2 =
4) 8 x 3 =
5) 8 x 4 =
6) 8 x 5 =
7) 8 x 6 =
8) 8 x 7 =
9) 8 x 8 =
10) 8 x 9 =
11) 8 x 10 =
12) 8 x 11 =
4 13) 8 x 12 =
14) 8 x 20 =
Simplify the following fractions
5
Convert these improper fractions to mixed numbers
5
Mr Burgess has a bag. In his bag there are pink and blue balls.
a)What is the probability of choosing a pink?
Week 11 Maths – Adding fractions
Timester Challenge
1) 9x0=
2) 9x1=
3) 9x2=
4) 9x3=
5) 9x4=
6) 9x5=
7) 9 x 6 =
8) 9 x 7 =
9) 9 x 8 =
10) 9 x 9 =
11) 9 x 10 =
12) 9 x 11 =
5 13) 9 x 12 =
14) 9 x 20 =
5 6
5 10 8 4 3 9 7 14
7 3 2 8 8 4 5 7
6
Mrs Morgan is putting together a piece of music. Each bar needs 8 notes .
How many notes are needed for 9 bars?
Week 12 Mental Maths
Timester Challenge
1) 4x9= 11) 8x3=

2) 7x9= 12) 4x7=
3) 8x7= 13) 8x0=
4) 7x2= 14) 9 x 12 =
5) 6x8= 15) 11 x 7 =
6) 5x8= 16) 20 x 7 =
7) 7x7= 17) 7x6=
8) 9x5= 18) 4x3=
9) 4x7= 19) 9x6=
10) 9x8= 20) 20 x 9 =

Simplify
Denominator
Write down 5 different fractions that are bigger than one half but less
than 1
Week 13 Maths – Fractions-Decimals-Percentages
Timester Challenge
What percentage and fraction is shaded in each of the following. 1) 10 x 0 =
2) 10 x 1 =
Percentage Fraction
3) 10 x 2 =
4) 10 x 3 =
5) 10 x 4 =
6) 10 x 5 =
7) 10 x 6 =
8) 10 x 7 =
9) 10 x 8 =
10) 10 x 9 =
11) 10 x 10 =
12) 10 x 11 =
13) 10 x 12 =
4 14) 10 x 20 =
Complete the following table (converting between fraction, decimal and percentages)
1
1 50% 0.5 10
2 0.7
0.25
2% 5
20%
Complete the following table (converting between fraction, decimal and percentages)
1 10% 0.1 1
10 3
0.35 0.125
11.5% 80.5%
5
Mr Tsang looks at three different pupils test results. Pupil a scores

9/10, pupil b scores 16/20 and pupil c scores 13/15
Week 14 Maths – Ratio
Timester Challenge
1) 11 x 0 =
Write these ratios in there simplest form 2) 11 x 1 =
3) 11 x 2 =
1) 2:4 2) 6:9 3) 6:8 4) 11 x 3 =
5) 11 x 4 =
4) 10:15 5) 25:50 6) 20:50 6) 11 x 5 =
7) 11 x 6 =
7) 33:77 8) 18:27 9) 8:16 8) 11 x 7 =
9) 11 x 8 =
10) 11 x 9 =
11) 11 x 10 =
12) 11 x 11 =
5 13) 11 x 12 =
14) 11 x 20 =
1) Share £50 2) Share £24 3) Share £48 4) Share £18 5) Share £35
into the ratio into the ratio into the ratio into the ratio into the ratio
2:3. 3:1. 1:2. 1:5. 2:5.
5
1) There are 32 sweets 2) Both Robyn and Ben 3) Homer wants to share £65
in total. Mr Travis has 3 play football. Ben scores between Bart, Lisa and
times as many sweets to 3 times as many goals as Maggie. Lisa gets 3 times as
Mrs Hill. How many Robyn. Ben scores 21 much as Maggie. Bart gets
sweets do they both goals, how many does twice as much as Lisa. How
have? Robyn score? much do they each get?
6
Mrs Thomas wants to make a sugary treat. To make sugar syrup, 150grams
of sugar is mixed with 250ml of water.
a) How many grams of sugar are mixed with 1000ml of water?
b) How much water is mixed with 150 grams of sugar?
Week 15 Mental Maths
Timester Challenge
1) 4 x 9 = 11) 8 x 11 =
2) 11 x 9 = 12) 11 x 7 =
3) 8 x 7 = 13) 8 x 10 =
4) 7 x 2 = 14) 9 x 12 =
5) 9 x 8 = 15) 11 x 7 =
6) 5 x 10 = 16) 20 x 7 =
7) 7 x 10 = 17) 7 x 12 =
8) 9 x 5 = 18) 4 x 12 =
9) 4 x 11 = 19) 12 x 6 =
10) 9 x 11 = 20) 20 x 9 =

Numerator
Evaluate
Write down five different improper fractions that are greater than 1 but
less than 2
Week 16 Maths – Collecting like terms
Timester Challenge
1) 12 x 0 =
2) 12 x 1 =
3) 12 x 2 =
4) 12 x 3 =
5) 12 x 4 =
6) 12 x 5 =
7) 12 x 6 =
8) 12 x 7 =
9) 12 x 8 =
10) 12 x 9 =
11) 12 x 10 =
How many of each object is there? 12) 12 x 11 =
13) 12 x 12 =
14) 12 x 20 =
4
To find the next term add the two bricks below 5

3) 4)
2)
To find the next term add the two bricks below 5

1) 2) 3) 4)
Miss Westwell asked the students to simplify 7x -2z +y + 3z –x

Pupil a said 6x + y – z Pupil b said 5x +8y – 5z Pupil c said 6x + y + z
Which student has the correct answer and can you tell what the mistakes
were?
Week 17 Maths – Substitution
Timester Challenge
1) 15 x 2 =
2) 15 x 3 =
3) 15 x 4 =
4) 15 x 5 =
5) 25 x 2 =
6) 25 x 3 =
7) 25 x 4 =
8) 25 x 5 =
9) 50 x 2 =
10) 50 x 3 =
11) 50 x 4 =
4 12) 50 x 5 =
If a=4 find the value of
1) 3a 2) 4a+2 3) 5 + 2a 4)14 – 3a 5)12a – 9
6)a2 7) a3 8)3a2 9) 2a2 + 4 10) 9a + a2

6
If m=5 and n=2 find the value of
1) 2m+3n 2) 3m-5n 3) 3mn 4)2m-5n 5)mn+4
6)2mn - 15 7) m2 -3n 8)2mn +3n 9) 3m2 – 2n3 10) 4n3 – m2

6
Mr Denton says 2x –y can never be equal to y – 2x, however Mrs Morris says
they are equal if x =3 and y =6. Can you find another pair of values for which
these two expressions are equal?
What is the rule for finding them?
Week 18 Maths – Vocabulary and Directed Numbers

Substitute
Power
Week 19 Maths – Word Based Puzzle
Working out
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KS3 Grade 7 - 195

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KS3 Grade 7 - 195

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Understand representations of fractions 3 Draw an arrow from each fraction to its place on the number line.

1 Which diagrams represent one third? Tick your answers.

How could the other diagrams be changed so that they represent

2 Write the fractions shown in the representations. 1 1

© White Rose Maths 2019

© White Rose Maths 2019

1 Circle the mixed number.

1 3 Here is his answer.

3 a) Write the numbers represented by the diagrams as a mixed number

c) Write five thirds as a mixed number.

5 Write the numbers as improper fractions and mixed numbers.

© White Rose Maths 2019

What mistake has Dani made?

7 Convert the mixed numbers to improper fractions.

© White Rose Maths 2019

1 a) Circle the unit fractions. 1 1 1

4 Write the fractions as sums of unit fractions.

© White Rose Maths 2019

d) 5 = 1 + 1 + 1 + 1 + 1 You need to add 1 times to make a whole.

Why is it not suitable to draw a bar model for part c)?

What do you notice about part d)? Discuss with a partner.

1 Complete the calculations for the representations.

3 Here is a part-whole model.

© White Rose Maths 2019

Find the missing length.

7 Work out the calculations.

5 Find the missing terms in the linear sequences.

8 Solve the equations.

© White Rose Maths 2019

1 What is the same about the answers to the three calculations?

Compare answers with a partner.

5 Work out the additions.

6 Write an addition and a subtraction for the models.

© White Rose Maths 2019

1 Use the fraction wall to complete the equivalent fractions. 2 5 4 40

Work out the missing numbers.

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Which answers can be simplified?

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5 Circle the calculation that is equivalent to 1 + 1

How do you know? Talk to a partner.

9 Here are some number cards.

Give your answers in their simplest form.

b) Where would you put the number cards to make a total of 1 ?

© White Rose Maths 2019

Do you agree with Tommy?

c) Why do you think this particular size grid was chosen?

She uses bar models.

© White Rose Maths 2019

6 Here are four fractions.

© White Rose Maths 2019

c) Which method did you prefer?

3 1 1 7 Is the number in the top box greater than 5.25? __________________

6 Esther needs to cycle 18 km in three days.

© White Rose Maths 2019

1 Work out the missing numbers.

2 Solve the equations.

x= x= No values of g and h will ever give a

3 If s = 2, work out the value of these expressions.

Give your answers as mixed numbers.

Do you agree with Dexter? _____________________

e) How often will the sequence 2n produce integers?

f) How often will the sequence 3n produce integers?

© White Rose Maths 2019

1 a) How many degrees are in a full turn?

c) What is the sum of the angles in a triangle?

b) What is the sum of angles q, r and p?

d) What is the sum of angles BCD and CDB? 46°