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Published by CGP

Written by Richard Parsons

Editors: Liam Dyer, Ruth Wilbourne
With thanks to Tom Miles for the proofreading

ISBN: 978 1 78908 240 I

Printed by Elanders Ltd, Newcastle upon Tyne.

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Text, design, layout and original illustrations © Richard Parsons 2018
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 Contents

Section One — Number Section Four — Matrices

FAGHOMS temeatits, Foe Met teeter, Seca s be «. 2 and Geometry
Fractions, Decimals and Percentages..nnmnnmmnnne 4 INAABLICCS 200 Me Rie | shies) dn nee seen 55
RICfeCMUA
GES achek. cet eee meee ee ae eee 5 IWiatrix,[AnslOMMauONS...accinm eda aeee 56
co it le eR er 6 Geometry scioiBt be city coca oo ee 58
The Product Rule for Counting. 8 ACA 20 ch Otis oncaane roe 60
Revision Questions for Section One verre S,
Surface: Area sand, VGMneae cat ee cree, 61
VOlURIG aie ern iy aes re yes 62
Gircle Gea methy Gancnanderticmeer ree ees 63
section Two — Algebra Revision Questions for Section Fours 65
OWENS AINA OOS recat cone rae eee nat 10
EXDANGINGNETACK CES es os cope die Reed. hain nice 11
GARE ORISING oy. erect ris: sndianmenion ese 13
Section Five — Pythagoras
RONAT MOND: ONG Sorca seta ccinssoy Meron cos 15
DOING MEQUALIONS etterouieecretion caaeeorre cies 16 and Trigonometry
Keatranging? Formulas ® si08. GibbinsARG.Wi Pythagoras “Wheaten. txt ee set, eee een ee 66
bactorisingi@Quadraticssuaitern:
ae ties, Be 19 Trigonometry — Sin, Cos, Target. 67
Me Quadratic, Foniiularc...\tssadaoc, douse 21 The. Sine and Cosine Rules. esssameasanmes 68
Conmpleting Ee: SQUALE spouts oncenpe 22 3D Pythadoras clea tet eee eames Sheen 70
PGC DANG T
FACHIOMISIA 05cm
tohcttininnssemnsten 2A BIDAIMGONOMIEYom powers ce tect ic iano oes 71
Pactonisingeolynonialsss arts. batasiesinenenuce 25 Th; Vales 5: Beet eae Be See see eat IZ
Simultaneous Equations and Graphs... 26 Graphs of Ing Functions tate ee ee ie
inmmleaneous Equationss S16 sie ntacteendnen 27 Solving Trig Equations in a Given Interval........ 74
BTU rl’ a. eR dsc er 30 Usingultig. dentities a. Jee neem ee eae 15
NGA STENT odove) IE om ener eee. Sy Revision Questions for Section Five. V7
SBCASc i ca ae ee Se 33
Revision Questions for Section TWO. 35
PVISWEISE SS. coccreeee tt ee Ae nee, ee ee 78
ee ee ee Ty 82
Section Three — Graphs,
Functions and Calculus
SAT Ee 7 a ere ee ren ae) ee ae 36
EGUaHON OFa trAlgit CINE oe eencnecirenemengunsess 37
Drawing Straight-Line Graphs...scussnsnee 38
Parallel and Perpendicular Lines... che)
MSOOPGIMATES ANG. RAO sacaittntanieninandadvonseid 40
LU rele:oe maeee fe a eee ee eer a 4
PUTA CNA1 tern, sages onatitctrcttcroercoercorsees 44
Ee EEECLA eees S194 Sa 45
Be eemn UO fecasiet peat aan snes sa tte eonenaneviiosiien 4/7
Finding Tangents and Normals... 42
SEA OMAL Yat OMICS ceca cPrcmcinationtanntouatieeimonth 50
CUES Sl Cala cla\abane ATOR Ee Se en ane ek ae 52
ExporerittgleG ra pins aittyarnasmncathboneticbtintoueetni 55
Revision Questions for Section Three... 54
 “Fatt
2 secuon WiC aN

= ae
Here's a nice gentle reminder on how to ae with fractions (without a calculator) to ease you into ae book.

| I)Cancelling down -
aoe
-easy
To cancel down or simplify a Fractions reine top and bottom by the same number, till they won't go further:
. 4G
FEXAAAPLE: | Simplify ae QML Ey
23 ae ~ The number on the top of them
. ; a = fraction is the numerator and
Cancel down in a series of easy steps — keep going till 8 Zs é “= 3 = the number on the bottom ?
the top and bottom don't have any common factors. = the denominator
ee +2 AOA Jol bt RR ae

— quite easy
M ed numbers —
;2)Mix
Mixed numbers are things like a with an integer part and a fraction part. Improper fractions are ones
where the top number is larger than the bottom number. You need to be able to convert between the two.

{. Write 42 as an improper fraction. 2. Write 31 as a mixed number.

3 Prop. 4
1) Think of the mixed number as an addition: Divide the top number by the bottom.
42. =4+ 2 1) The answer gives the whole number part.
3 3 :
Dh che bstheal aad rope ake 2) The remainder goes on top of the fraction.

4umennli2nogay 22 31 +4=7 remainder 3 so 27H

oF ra 2) ee 3 3

ing —easy
en reeaeaa ae separately. It usually helps to cancel down first if you can.

ad Oras 8 and 12 both

a Find 45 * q7- divide by 4
Cancel down by dividing top and bottom by any 9 ape a 'g 15 and 5 both
EEG ee, a ata Se divide
by 5
common factors you find in either fraction: ei
Now multiply the top and bottom numbers separately: =thhg die aPeiaaa 2.
CTE Bi PSE)

4) Dividing —
—— quite easy |
Turn the 2nd fraction UPSIDE DOWN and then multiply: VEE
VA ae Lg
~ When you're multiplying or dividing
are Pee 4 with mixed numbers, alwayss turn
in 23 oe 35. =, them into improper fractions first. RAY
1et 1
Citi e ea aatmielel TL WALA aS aan
3
Rewrite the mixed numbers as fractions: 2 + 35 = 4 + 4

Turn 4 upside down and multiply: = fx 4

vac
Simplify by cancelling the 7s: = 4< 4= 4 pe

Section One — Number

| * € = a <3 ‘*

i
oS
_* A re
epEhre sts at Sos Neh Oe oe ee
|Fractions” oa ee er Ne Sn a en eeee I cnr
f

5) Common den10minators a
—— sligh tly trickier
This comes in handy forordering fractions by size, ae for adding or subtracting panne
You need to find a number that all the denominators divide into — this will be your common denominator.
The simplest way is to find the lowest common multiple of the denominators:

FEXAANPLE: | Put these fractions in ascending order of size: 3.2.12

The LCM of 3, 4 and 5 is 60, Be x15 x12

so make 60 the common denominator: 8 180. 5 ne 2 , J
pene =f Nee
x20 x15 x12

So the correct order is B. ae e8 i.e. 2, i 8 SEPA EEEE EEE CEP EE Ey

= Don't forget to use the original fractions in the final answer. —
Sepririhrrrrrrrrhrerrrrtrrrrirrtrrr LET Lein

6) Adding, sub tracting—sort thedenominators first’

1) Make sure the denominators are the same (see above).
2) Add (or subtract) the top lines (numerators) only.
If you're adding or subtracting mixed numbers, it usually helps to convert them to improper fractions first.
1
FEXANNPLE: | Calculate 2 Pah: SATA EE ERT TT TTS
People usually find adding and
Rewrite the mixed numbers as fractions: 25 - 15 = 4 - 3 = subtracting fractions harder than =
2 15 = multiplying and dividing — but =
Find a common denominator: =10 10 = its actually pretty easy as long as =
32-15 j = you remember to make sure the =
Combine the top lines: a ee ee 5 denominators are the same. ~
ae 10 10 7TVIVPAPEVALEAT LAE EAE EAS
“

J
|Z) Finding a fraction
ion cof
of something ——— just multiply :
Multiply the ‘something’ by the TOP of the fraction, and divide it by the BOTTOM.
It doesn't matter which order you do those two steps in — just start with whatever's easiest.

PEXAMPLE: } What a) is 55 of £3602

Start by dividing by 20, that’s easiest: 3% of £360 = (£360 = 20) «9
= £18x9
= £162
ro

No Peeriaten were STE inAnts Wiking af thesesPages...

i
...although one was slightly frightened for a while, and several were tickled.
When you think you’ve learnt all this, try all of these questions without a calculator.
Ql Calculate: | a) i x Ig 5 [3 marks] ‘hese
b) 1 12” 2 8 [3 marks] |
|
9 3 5
Cc) a a8 274 [3 marks] d) 27 46 [3 marks] |

Q2 Caroline has made 560 sandwiches. 2 of the sandwiches are tuna, < are cheese
and the rest are ham. How many ham sandwiches has Caroline made? [4 marks]

section ue —-SNe?
 Fractions, Decimals a id E> woe
Percentage
Here's a quick recap on the three different types of PROPORTION. Fractions, decimals and percentages

should know straight off without having to work them out:

Fraction | 3 | 3 |
| Decimal . "0.8333... 0.6666...
j
A esther
Srl Doe Rai aes &

75% | 33.38% L 66.6% |

you must learn how to convert between the three types. These are the methods:

F Divide : x by 100
Fraction ——————~> _Decimal ———~——> Percentage
Eg 55 is7+20 =035 eg. 035x100 = 35%
Fraction <——_§|_ ——_—-
The awkward one
Decimal + by 100 Percentage
Converting decimals to fractions is awkward, because it's different for different types of decimal.
There are two different methods you need to learn:
1) Terminating decimals to fractions — this is fairly easy. The digits after the decimal point go on the top,
and a power of 10 on the bottom — with the same number of zeros as there were decimal places.
6 12 5 345 24
.£.0.6 = —, 0.12 = ——, 0.05 = ——_, 0.345 = —__, 0.024 =
S:B-20-8 545 100 100 1000 1000
2) Recurring decimals to fractions — this is trickier. See below...

Note, it doesn't have to be a single digit that repeats. You could have, for instance: 0.143143143....
2) The repeating part is usually marked with dots or a bar on top of the number. If there's one dot, then
only one digit is repeated. Ifthere are two dots, then everything from the first dot to the second dot is
the repeating bit. E.g. 0.25 = 0.2555555..., 0.25 = 0.25252525..., 0.255 = 0.255255255...

This is something you probably won't have to do all that often (if at all),
so you can make do with using the ‘Just Learning the Result’ method:
1) The fraction always has the repeating unit on the top and the same number of nines on the bottom...
e.g. 0.206206206206... = 0.206 = aoe
2) BUT this only works if the repeating bit starts straight after the decimal point.

| Eight out of ten cats prefer the pe fume Eighty Purr Scent...
Learn the whole of the top table and the 4 conversion processes. Then it’s time to break into a mild sweat...
Ql Turn the following decimals into fractions in their simplest form. ae
a)0.8 b) 0.04 )0.55 d)0.777 €)64 =[Smarks] Q3 Write 0.072 asa fraction
in its simplest form.
Q2 Whichis greater: a) 45% or Ee b) : or 63%? [2 marks]
11 [2 marks]
NE NS TL eT CEO tt A IAC eR earn
nena coNrneneeencen

Section One — Number

 Pexcentages
I'll whizzsiiuceaitthe different types of questions on percentages that you at come across.
You've probably seen them all before, so this will be a walk in the park.

2
of

Turn the See tage:into a decimal, then multiply.

=, Find 15% of £46.

1) Write 15% as a decimal: 15% =15 +100 = 045
2) Multiply £46 by O.15: O15 x £46 = £6.90

Turn the eee into a ieee Satmultiply. Add this on Hee ee from) the original value.

FEXANNPLE: | A toaster is reduced in price by 40% in the sales.

It originally cost £68. What is the new price of the toaster? You should also know how
to use the multiplier method:
1) Write 40% as a decimal: 40% = 40 +100 = 04 multiplier = 1 - 0.4
2) Multiply to find 40% of £68: O4 x £68 = £27.20 = 0.6
3) Its a decrease, so subtract from the original: £68 — £27.20 = £40.80 68 x 0.6 = £40.80

= Divide x by y, thier acied pail

100.

FEXAANPLE: | Give 4Op as a percentage of £3.34.

1) Make sure both amounts are in the
same units — convert £3.34 to pence: £3.34 = 334p
2) Divide 40p by 334p, then multiply by 100: (40 + 334) x 100 = 12.0% (1 d.p.)

‘CHANGE’
1) This is the formula for giving a change in value PERCENTAGE ‘CHANGE’ =
as a percentage — LEARN IT, AND USE IT: ORIGINAL
2) This is similar to Type 3 above, because you end up with a percentage rather than an amount.
3) Typical questions will ask 'Find the percentage increase/ profit/error’
or ‘Calculate the percentage decrease/loss/ discount", etc.

Fact: 70%
3 of people understand percentages, the other 40% don: t..,
Learn the details for each type of percentage question, then turn over and write it all down.
Then try these questions:
Ql Increase 650 by 24%. [2 marks]

Q2 __‘ Frank bought an ostrich for £5600. He later sold it for £3696. |
[3 marks]
Calculate Frank’s percentage loss. |
Q3 A car is reduced in price by 15% to £12 410. What etdit costUS [3 marks] |
ee Es Cea ES a ts =
Section One — Number
 Ratios can pop up in all sorts of different questions — here's a reminder of the basic ratio skills you need
to tackle any ratio question that might come your way.

To Pcomena arationetoasat al thenurabaretinane ratio by the same thing (a bit like

divideall
simplerconn»,divide
simplifying a fraction). It's in its simplest form when there's nothing left you can divide by.

Write the ratio 15:18 in its simplest form.

For the ratio 15:18, both numbers have a factor of 3, so divide them by 3. 23 (19°18) 43
5:6
We can't reduce this any further. So the simplest form of 15:18 is 5:6.

A handy trick for the calculator paper — use the fraction button
If you enter a fraction with the or button, the calculator automatically cancels it down when you press ER.
So for the ratio 8:12, just enter 2 as a fraction, and you'll get the reduced fraction os
Now you just change it back to ratio form, i.e. 2: 3. Ace.

oa { 7 me 2 EN ; S Pe - ct . ; & ety’ s aoe mt ;

l) If ne Oo nta 1eclmais Or I. act O 2:

FEXAMAPLES: 1. Simplify the ratio 2.4:3.6 as far as possible.

1) Multiply both sides by 10 to get rid of the decimal parts.
2) Now divide to reduce the ratio to its simplest form.

2. Give the ratio 2.4 in its simplest form.

1) Put the fractions over a common denominator (see p3).

2) Multiply both sides by 4 to get rid of the fractions.
3) This ratio won't cancel further, so we're done.

|EXAANPLE: | Reduce the ratio 24 mm : 7.2 cm to its simplest form.

1) Convert 7.2 cm to millimetres. 24 mm:7.2 cm
) Simplify the resulting ratio. Once the units on both = 24 mm:72 mm
sides are the same, get rid of them for the final answer. 1424 has a) #24

SWEEP EEE PUP UE Ee

— This form is often the most useful,
ae : = since it shows the ratio very clearl
Divide both sides by 3: 34":56 )3 Eern‘erdith WUROREGA cates antat ass TAD

22
1:185 (or 1:18,6)
Section One — Number
 only one page...

Scaling
Up Ratios
If you know the ratio between parts and the actual size of one part,
you can scale the ratio up to find the other parts.

PEXAANPLE: |Mortar is made from sand and cement in the ratio 7:2.
If 21 buckets of sand are used, how much cement is needed?

sand: cement
You need to multiply by 3 to go from 7 to 21 on the
left-hand side (LHS) — so do that to both sides:
aE ae
4 21:62
So 6 buckets of cement are needed.

FEXAANPLE: Mrs Miggins owns tabby cats and ginger cats in the ratio 3:5.
All her cats are either tabby or ginger, and she has 12 tabby cats.
How many cats does Mrs Miggins have in total?
tabby: ginger
Multiply both sides by 4 to go 3 5
x4 x4
from 3 to 12 on the LHS: G5 bh
So Mrs Miggins has 12 tabby cats and 2O ginger cats.
So in total she has 12 + 20 = 32 cats

Proportional Division
-~__ sidings 6 “_ e ee e 5 |

In a proportional division question a TOTAL AMOUNT is split into parts in a certain ratio.
The key word here is PARTS — concentrate on ‘parts’ and it all becomes quite painless:

FEXAANPLE: |Jess, Mo and Greg share £9100 in the ratio 2:4:7. How much does Mo get?

1) ADD UP THE PARTS:

The ratio 2:4:7 means there will be a total of13 parts: 2+4+7 =13 parts

2) DIVIDE TO FIND ONE "PART":

Just divide the total amount by the number of parts: £9100 +13 =£700 (=1 part)
3) MULTIPLY TO FIND THE AMOUNTS:
We want to know Mo's share, which is 4_parts: 4 parts = 4 x £700 = £2800

Gi

Ratio Nelson — he proportionally divided the French at Trafalgar...

Learn the rules for simplifying, how to scale ratios up and the three steps for proportional division.
Now turn over and write down what you’ve learned. Then try these: |
Ql Simplify: a)28:49 b)3.6:5.4 Cc) 3°10 [4 marks]

Q2 Peanut butter and jam are mixed in the ratio 9:5. :

Q3
How much peanut butter should go with 15 spoons of jam?
Divide 9600 in the ratio 7:5: 4.
[1 mark]
[3 marks]
|
Section One — Number
 menu or picking
This page is about situations where you have a set of choices (e.g. choosing items from a
available.
digits to make a number). The product rule helps you count the total number of different options

Listing AllOptioyounscan|just list all the different options you can choose.
If there aren't many choices,

FEXAMPLE: A two-course meal is made up of a main course and dessert. Main course:
How many different two-course meals can you choose? Cod (C), Gammon (G), Ravioli (R)
1) List all the different ways that you can pair up a
Dessert:
main course with a dessert: Cl, CA, GI, GA, RI, RA
Ice Cream (I), Apple Crumble (A)
2) So there are 6 different two-course meals you can choose.
6 is the product of the number of options for each course (3 x 2).

Rule to
_Use the Prod ucCounttTotal Nu
1) If there are many different options for each choice, or there are more than two
choices to make, it'll be difficult to list all the different options.
2) Luckily, you can count the total number of different options using the product rule:
The number of options for a combination of choices equals
the number of options for each choice multiplied together.

FEXAMPLES: | 1. How many 4-digit numbers can be made with the

digits 1, 4, 5 and 7, with no repetition of any digit?
1) There are 4 choices to make — 1 choice for each digit in the 4-digit number:
SAUCE TTT ity,
* There are 4 options (1, 4, 5 or 7) for the first digit. = If repetition of
digits was <
* Once the first digit is chosen, there are 3 options for the second digit = allowed, you'd just have
= 4 options for each digit.
(you can't repeat the first digit, so there is one fewer option). 4x4x4x4=256
* Once the second digit is chosen, there are 2 options for the third digit. so 256 4-digit numbers
od
dO
et
\
nt could be made.
* Once the third digit is chosen, there is only 1 option for the last digit. MON a dutelen
oe
ALD
Z

2) Use the product rule: 4 x 3 x 2 x 1=24. There are 24 4-digit numbers that can be made.

2. How many 5-digit even numbers less than 80 OOO can be made
AVEDA 7
9 isn't an option with the digits 1, 4, 5, 7 and 9, with no repetition of any digit?
for the first digit 1) There are 5 choices to make — 1 choice for each digit in the 5-digit number:
= as it would make
= a number greater
* Start with the last digit here. There is only 1 option — it must be 4 to make an even number
TPA
PUTA
OM
ALE
= than 80 OOO... = * There are 3 options (1, 5 or 7) for the first digit.
ANIM CUTE RRS ;
Alirirrttvirstiiie *, Once the first digit is chosen, there are 3 options for the second digit.
= ..but 9 is an option * Once the second digit is chosen, there are 2 options for the third digit.
= for the second digit. = P wile.
Tiiirssivitiviitiiie * Once the third digit is chosen, there is only 1 option for the fourth digit.
2) Use the product rule: 1 x 3 x 3 x 2 x 1=18. There are 18 5-digit numbers that can be made.

Counting with your fingers and toes doesn’t cut it anymore...

Learn the product rule for counting and then give these carefully hand-picked questions a good go.
Qi A teacher lists the names of four pupils in her class in the format: girl, boy, boy, boy.
There are 5 girls and 3 boys in the class. How many different lists could she write? [2 marks]
| Q2 Jerome has these digits: 1, 3, 4, 6, 8. How many odd numbers can
;
he make greater than 60 000, with no repetition of any digit? [3 marks]
a o
aaaaiainianinaaeidinnteiedenteametetemmemmemmmmeeinmene

Section One — Number

 _ Revision Questions forSection One
Well, that wraps up Section One — time to put yourself to the test and find out how much you really know.
* Try these questions and tick off each one when you get it right.
* When you've done all the questions for a topic and are completely happy with it, tick off the topic.
° SST
AL TST EV Ea es
Fractions (p2-3 4] 36 = Dont use a calculator
1) ALET ; fractions:
tons: 9 16
Simplify the following a) aSS b) aha
nA c) = —
ee tions 1-5.ae
7A
TAN

2) a) Write 2 as a mixed number b) Write 6c as an improper fraction

3) What are the rules for multiplying, dividing and ootrerevtronting fractions?
4) Calculate: a) & x 4 ges, <a ojlea dja
| ee = 3 4 255 8 4
5) What is = of 480 2?
Fractions, Decimals and Percentages (p4) |_|
6) |Howdo you convert: a) a fraction to a decimal? b) a terminating decimal to a fraction?
7) Write: a)0.06 as: (i) a fraction (ii) a percentage
b) 35% as: (i) a fraction (ii) a decimal
c) || as (i) a decimal (ii) a percentage

8) Write 0.54 as a fraction in its simplest form.

Percentages (p5) ||
9) ‘Find: a) 8% of 250 m b) 24% of £675 c) 12.5% of 500 km
10) A shop increases its prices by 5%. Find the new cost of a dress that cost £32 before the increase.
11) Acar was sold for £6000. After 3 years, its value has decreased by 18%.
What is the car worth after 3 years?
12) Give 90 cm as a percentage of 1.54 m. Give your answer to | decimal place.
13) What's the formula for finding a change in value as a percentage?
14) The price of a house increases from £240 000 to £270 OOO. Find the percentage increase.
15) Awrestler's weight has increased by 12% in the last year to 21.84 stone.
What was his weight a year ago?

Ratios (p6-7) [||

16) Write each of the following ratios in its simplest form: —a) 7:21 b) 24:36 c) 33:45
17) Simplify the following ratios: a) 2.8:4.2 b) 27 ; = c) £1.25:75p
18) Reduce 4:25 to the form I:n.
19) In an orchestra, the ratio of violins to flutes is 2:1. The ratio of flutes to trumpets is 5:2.
What is the ratio of violins to trumpets? Give your answer in its simplest form.
20) Avni is in charge of ordering stock for a sweet shop. The shop usually sells toffees and liquorice
wheels in the ratio 7:9. Avni orders 140 toffees. How many liquorice wheels should she order?
21) An ice cream van sells cones and tubs in the ratio 12:7. One day, it sells 72 cones.
How many cones and tubs does it sell in total that day?
22) What are the three steps of the method of proportional division?
23) Divide 4000 in the ratio 3:4:9. Ss!
SA
UN
Sie
SNS
SAS
Ue
NN
NAN
The Product Rule for Counting (p8) [ |
24) A security code is made of five digits. Each digit can take a value from O to 9.
How many different security codes are there? [Y]
25) How many 5-digit odd numbers can you make with the digits 1, 3, 5, 7 and 8,
without repeating any of the digits? i
Section One — Number
 10 Section Two. —-Ee |

- Powers are a very useful shorthand: 2x2x2x2x2x2x2 = 2’ (‘two to the power 7’)

That bit is easy to remember. Unfortunately, there are also ten special rules for powers that you need to learn.
re ie YO Oe

The Seven Easy Rules:

Warning: Rules
1 & 2 don't work
for things like 2? x 3’, only for
ie ~ re IGNetApowers of the same number.
ze
Ia
AU
EUAN:
In
1) When MULTIPLYING, you ADD THE POWERS. POOR EUSA WERAN ER iol Ik
e.g. 34% 36 2 Bote Bt a? x q’ = q2t7 = a?

5) x° = 1, ANYTHING to the POWER 0 is just I.

2) When DIVIDING, you SUBTRACT THE POWERS. eg 5°21 67 =1, =
e.g. 54 + 52 = Bt? = 5? b? + b° = b> = b3

6) = 1, LTO ANY POWER is STILL JUST I.

3) When RAISING one power to another, eg. 12=1, 1%=1, ?=1
you MULTIPLY THEM.
6:0.0(37)* S98 Be (CO) sei cl 7) FRACTIONS — Apply the power to
both TOP and BOTTOM.
4) x' = x, ANYTHING to the POWER 1 is just ITSELF. 37 9/8 prewesie
eg. 3'=3, dxd=d'x @=d' =d* oe (13) =(8) -2 = 125" ees

8) NEGATIVE Powers — Turn it

Fe -Down
People have real difficulty remembering this — whenever you see a negative power you need
to Pe think: “Aha, that means turn it the other way up and make the power positive”.
28. Bal eh relyPoms lee ceeays
ein T come aya ice =(3) =Minzise 9
9) FRACTIONAL POWERS
The one to really watch is when you
The power 3 means Square Root, get a negative fraction like 49°*—
people get mixed up and think that
The power 3 means Cube Root, the minus is the square root, and-
The power 14 means Fourth Root etc. forget to turn it upside down as well.

10) TWO-STAGE FRACTIONAL POWERS

5
With fractional powers like 64¢ always split the fraction into a root and a power,
and do them in that order: root first, then power: (64)5"° (646) = (232s

I.. Simplify
Simplify 25p%q>
25p°q
+ 5p2q5
P4 2. Express
{(-2
[ss sete
3
afy _ of x.
Just deal with each bit separately: Do the bit in /(pygic {+ Ba.
= (25 + 5)(p> = p’)(q° = 4°) brackets first: x!
="
= (25 + 5)p**q>>
Sarat :
Weel =¥V x= x
wre ——
2

|"Don ”,let the power go to your head...

Learn all ten exciting rules on this page, then have a go at these questions.
|Ql Simplify: a) (p’): [1 mark] b) 6a‘b3 x 3a3b5 [2 marks]
| c) Bxy)> [2 marks] d) (16a*")2 [2 marks]
—@ Evaluate: - a) 1633 [2 marks] b) bigelbs
ml
[2 marks]
| Q3 Write aa
4~4 as a single power of u. [3 marks]
|
Seen
ere nrssceeeneT ents tees eersnerorterinenteseremnepennananenannsesennere
eee EEE

Section Two — Algebra

 bites pbcck te ‘ete Malad peantins ce

ts)ts GOO ey
Expand3xy(x? + 2x — 8).

3xy(x? + 2x — 8) = (3xy « x*) + (3xy x 2x) + (3xy x —8)

= 3x7y + 6x’y — 24xy

a | There's a handy way to multiply out double

one ee tas brackets — it's called the FOIL method:
———— SaTE ERR RS IT GD EI oc ESR TET SAE

FEXANNPLE: | Expand and simplify (3p — 2)(5p + 3)

10)

(3p + 2)(5p + 3) = (Bp x 5p) + (3p * 3) + (-2 xSp) + (-2 « 3)

ee = 15p? mn 9p — 1Op — 6 Witervsititesiet N

= a — 6 == The two p terms

PF P = combine together.
AAT ae mttawe
Wlel
Zi

(a + b)? = (a + b)(a + b) = a? + 2ab + b? (Just never make this mistake: (a + b)? = a? + b?)

(2x + 7)?= (2x + 7)(2x + 7) (2y? + 3x)? = (2y? + 3x)(2y’ + 3x)

Using the = 4x? + 14x + 14x + 49 = 4y* + Oxy? + Gxy? + 9x?
FOIL method = 4x? + 28x + 49 = yt + 12xy? + 9x?

Write it out again with each term (x+y + z)(a+b+ec+d)

from one bracket separately ——> = x(a + b +c +d) + yl(a+b+e+d)+z(a+b+c+d)
multiplied by the other bracket. = ax + bx + cx + dx + ay + by + cy + dy + az + bz + cz + dz
Then multiply out each of these brackets, one at a time.

EXAMPLE: Expand and simplify (x — y)(x? + xy + y’)

Multiply each term in the first (x — p02 + xp +p?) = x(x? + xp +) — pO? + xy +p?)
bracket by the second bracket: | =(e4 ey ep) epee)

Collect like terms to simplify (watch out for -— = x + xy + xy? — yp — XY’? -— Vy

the minus signs — some terms will disappear). =x — y

Section Two — Algebra

 12

Expanding Brackets
You're not quite done with multiplying out brackets just yet — now it's time to deal with some harder ones.

Pascal’s Triangle shows a Pattern of Coefficients —

Take a look at these expansions of (1 + x)’:

(Iidex) 2 1 — ~ Anything to the This is just the product of

(ize x)! = 1+ kx power ofO is 1. ((+xP=(1+x)(i+x)(1+ ie squared brackets (like you
(l+x)2 = f+ ea te ae =(1+x)(1+ 2x +22) sawon the previous page).

(l+x)? = 1+ 3x + 3? + IX? = 420 -# tt x 2 eae

M+ x)" = 1+ 4x + 6’ + 4¢ + bf =14+3x+3xr°+x

A Frenchman named Pascal spotted a pattern in the coefficients of the 1

powers of x in the expansion of (1 + x)’ and wrote them in a triangle.
So it was called ‘Pascal's triangle’ (imaginative, eh?).
The pattern's easy — each number is the sum of the two above it.
So the Sth row willbe: 15 10 10 5 1,
giving (I + x)® = 1+ Sx + 10x? + 10x? + 5x* + x°®. The top row of the triangle is labelled the "O” row".
steno tes Soa ees open tee The next row down is the "1" row", and so on...
_ Use Pascal’s Triangle for Higher Powers |
It can get a bit nasty when you have to raise brackets to higher powers. This't Giterr leek oeketiine
Luckily, Pascal's triangle can help you expand anything of the form (a + b)°.—~ jike (3 + 4x)° or (2 — 3x)

To expand (a + b)” (n must be a positive integer):

1) Find the coefficients (c,, ¢,, .... c,) in the nth row of Pascal's triangle.

2) Use the formula: (et: Wiis c,a”'b r ca" *b? at cee c jab” + cb’
3) Simplify your answer. cApasaisanscansasanel teenie
As you go left to right in the formula,=
the powers of ‘a’ decrease by 1 and-
ha oe io 4 Nai,
ce the powers of‘b' increase by 1. Ji\\t
PEXAMAPLE:| Expand andsimplify (5 — 2x)". HULL LTA EE UE EEUU EEE ELLE E EEE INS
1) n=4,so find the 4th row of Pascal's triangle 14 6 4 1
So the coefficients are: C= 1 ¢ =476 = 6, c,=4,¢,=1
2) Use the formula: ca’ + ca’b + c,a’b? + c,ab* + c,b*
AGO inte,
= Watch eres S = at + 4a*b + 6a’*b? + 4ab? + 1b’

Site @= a and b=—2x, = 54+ 4(5)3(—2x) + 6(5)*(—2x)? + 4(5)(—2x)? + (—2x)*

3) Simplify your answer: \\ 625 — 1000x + 600x? — 160x3 + 16x*
This is in ‘ascending order’ — the powers of x increase from left to right.
For ‘descending order’, rearrange so the powers decrease from left to right.

You might be asked to find the coefficient of a particular power of x in an expansion. You don't need to work
out the full expansion in that case — just find the term in the formula that will give the power of x you need.

Go forth and multiply out brackets...

Remember the FOIL method and make sure you can write out Pascal’s triangle. Here’s some practice:
Ql Expand and simplify: a) (y + 6)(y — 4) [2 marks] b), 2x(— S27) [2 marks]
Q2 ‘Expand and simplify: a) (5p — 4)’ [2 marks] b) (3x* — 4y)’ [3 marks]
Q3 ‘Expand and simplify: a) (x + 2)(x? + 4x — 5) [3 marks] by (a5) [3 marks]
Q4 Find the coefficient of x? in the expansion of (2 + 5x)°, [2 marks]
eee

Section Two — Algebra

 13

| pi.
a
ey 2 aS Ft _ Factorising —
———

Right, now you es how to avai Ireckott it's time to put them oldiein. “This iisuae aspdfactiiricings

Common Factors Appear i

inn Every Term |
A bit which is in each term of an expression is a common factor.

FEXAANPLE: Factorise 2x°z + 4x’yz + 14xy2z

Spot those c ommon factors... | (i.e. look for any bits that are in each term)

Numbers: there's a common factor of2 here because 2 divides into 2, 4 and 14.
Variables: there's at least an x? in each term and there's a z in each term.
So there's a common factor of 2xz in this expression.

...and take them outside a bracket.

Write the common factor outside a bracket, then divide each term
by the common factor and put what's left inside the bracket.
Common factor What's left when each
2x22(x + 2y+ Ty’) term is divided by
the common factor.

Check by multiplying out again. | (always multiply back out to check you did it right)
2x°2z(x + 2y + Ty’) = 2x2z + 4x’yz + 14x7y’z J

But it's not just numbers and variables EXAN\PLE: : ‘ 5

you need to look for — sometimes i aia acai Res a oA Sea EC
you can take out whole brackets. (x + 2)? is a common factor — it comes out to give:
i (x + 2)?[(x + 2) — (x — 5)] = 7(x + 2)?

EXAMPLE: | Simplify (x + 1)(x — 2) + (x + 1)? — x(x +1)

There's an (x + 1) factor in each term, so we can take this out as a common factor (hurrah).
= (x +1)[(w
— 2) + w+1) SEP SSS Sn
oa 1 me t's a good idea to multiply out
= (e+ I) —-24+x4+1—x) your brackets here to check it
= (x aa 1) (x = 1) = gives you the original expression.
=x? —1 “PAPA TARR AUD UT CAV AV ENTSVIALE
VTS

_Spotting common factors — more fun than train-spotting...

| As factorising is the reverse process of expanding brackets, you should always check your answer by
_ multiplying out the brackets — it’s a quick way of spotting mistakes (not that you’ll have made any).

| Ql Factorise fully 9x°y? + 15xy? + 12x*y*z’ [2 marks]

| Q2 Factorise and simplify (2x + 1)? + (2x — 1)(2x + 1) — 5(2x + 1) yea

Sedtioti Two — Algebre

 14

‘Factor 99 a erie Een se Bs

if it looks like there are no common factors in an expression, it'll be tricky to factorise.
However, there are other things you can look out for that help you factorise complicated-looking expressions.

-D.O.T.S. —The Differencee Of'Two Squares.

a RA aie ae

The ‘difference "ol:ie squares’ (D.0.T.S. for short) is where you have ‘one thing squared’ take away
‘another thing squared’. There's a quick and easy way to factorise it — just use the rule below:

a? — b? = (a + b)(a—b)
FEXAANPLE:| Factorise: a) x*-—9 Answer: x? — 9 = (x + 3)(x — 3)
b) 25p? — 64q? Answer: 25p? — 64q? = (5p + 8q)(5p — 8q)
Here you had to spot that 25 and 64 are square numbers.
c) 5x? -18Oy? — Answer: 5x? — 18Oy? = 5(x? — 36y’) = 5(x + 6y)(x — 6y)
This time, you had to take out a factor of 5 first.

f e r e ncesOf Two Sq
Watch O u tF o r HidDden i f
You might find a difference of two squares on the top or bottom of a fraction and be asked to simplify it.
There's more on algebraic fractions on p.24.

F iSi 8
EXAANPLE:} Simplify a, The numerator is a difference
of two squares.

asi ote ee
ests 1 2(x +9) ~S
Factorise the denominator.

A really sneaky way to hide a difference of two squares is

Factorise x'° — 4y”
to use higher powers of x. Any even power of x is another
power squared — so x* = (x?)?, x® = (x°)? ete. flO ai(adog
19 — Ay? = (x5+ 2y)(x° — 2y)

You might have to use a difference of two squares to find a common factor when simplifying an expression.

Factorise fully (m? — 49) + (m + 7)(2m + 3)

The first bracket is a difference of two squares, so factorise that first:
(m? — 49) + (m + 7)(2m + 3) = (m + 7)(m — 7) + (m + 7)(2m + 3)
Then take out the common factor.. = (m+ 7)[(m — 7) + (2m + 3)]
.. and simplify. = (m + 7)(3m — 4)

a TtWell, one’s greenmrniieone’sigeeTIOWe

Make sure you can spot differences of two squares — they can be a bit sneaky but are very useful.

Ql Factorise fully 18a*— 2b? [3 marks] Q2 __—-Factorise x!? — 100y* [3 marks]

| Q3 ie ies
ee f iiiions Q4 — Factorise fully (4 — x”) + (2 —x)(2x + 5) [4 marks]
TN LTT
Te I NN ae TETORRE Cer I ROTRA retereeneeonenoroe rerpocrenenetneennaneapmnnwenremee sire

ae Two — sRgébta
 Manipulatingsurds
A surd is a number likeSion or 5/3 — one that's written with the //_ sign.

_Surds
| Give a
anExact Answer |
Put /2 into a calculator and you'll get gan Feet like 1.414213562... But square 1.414213562 and you get
1.999999999. And no matter how many decimal places you use, you'll never get exactly 2. The only way
to write the exact value is to use surds. So if you're asked for an exact answer, leave your answer as a surd.

There are Three Main2 Rules. for Using.Surds |

There are three rules you'll need to know to 7 able to use surds properly:

@ axw=- Jaxb @ = =,/- @ o=Wal=Vava

Simplifying surds means making the number in the sign smaller, getting rid of a fraction in the ,/ sign
or combining different surds that can be written with the same number in the square root.

PEXAMPLE: Eas a) /12 b)

Use rule1: /12 = /4x3 Use rule 2: & ===
= 4x8 = 23 ¥
Write (300 + /48 — 2,/75 in the form ay3, where a is an integer.

Write each surd in terms of 3 /300 = /100 3+ MOO a= 10,/3

V48 = /16X3 = 16 x 73 = 473
2a) Pop ooo Bee Leo a Oy
Then do the sum (remember to leave your answer in terms of 13)
«30 + /48 2/75 = 10/3 + 4/3 - 10/3
= |4./3)

_Rationalise the Denominator

L to Simplify Fractions
Surds are the last thing you want on the bottom of a fraction.
To get rid of them, you have to rationalise the denominator...

FEXAMPLE: Write sare in the form a + b,/5, where a and b are integers.
AVEEVUV EEE PEELE PEEVE,
> For denominators of the form
To rationalise
ional the denominator, multiply
iply ttop and d bottom
bott by 2-75:
/5 by , you ahve RD
3 ne 3(2 = /5) - C= 3/5 2 the denominator, but change the
A
ARS
2+/5 (2 + V5)(2— v5) 2? ~2y5 +275 — (5) ies aeons
= $= 315 _ o- =3Y5 = -6+3/5 (soa=-6
and b =3)

" Rationalise the denominator? How absurd... |

Don’t make the mistake of thinking that /a + /b = /a+b — this is very wrong indeed.
Ql ~~ Write (3 + /5)(5 — 75) in the form a + b/5 , where a and b are integers. [2 marks]

Q2 Write ie in the form a + b/3, where a and b are integers. [3 marks] |

SR RRNA RD eR ETT ICI NET OTCLEAR TT eect

COC LAE LEER CREPE PRATT PEP REEE PTET OE ARETE
TCEAYPOPE TEPC OEP EP EREEATEEE FESR RNR RR ORENRINNE eee

Section Two — aRigebra

 16

- Solving Equations —
anestep method.
You should know the basics of solving equations — I've put it all together into a handystep-

Solving Equations Using the 6-Step Method

Here's the method to follow (just ignore any steps that don't apply to your equation):
1) Get rid of any fractions.
2) Multiply out any brackets.
3) Collect all the x-terms on one side and all non x-terms on the other.
4) Reduce it to the form 'Ax = B' (by combining like terms). = A4'.n4
and 8B could
could bebe numbers.
numbers == VIL

You might
i have to do some factorising
isi here too. both). =
=5 or letters (or a mixix ofof both).
5) Divide both sides by A to give'x = '. — —_—
6) If you can't divide to get it in the form 'x = —_', you may have to
square root or use other powers (see bottom of page).

AXES Gx Ge 2 oe Multiply everything

PEXAANPLE:} Solve gee by 4 then by 5.

1) Get rid of any fractions. |(x4), (x5) See ee

5(7x + 3) — 4(6x + 2) = 40

| 2) Multiply out any brackets. | 35x + 15 — 24x — 8 = 40

3) Collect all the x-t erms on one side and allnumber terms on the other.
(-I5), (+8) 35x - 24x =40-15+8

4) Reduce it to the form "Ax = B"(by combining like terms). 11x = 33

5) Finally divide both sides byAto give 'x = ", and that's your answer.
(+11) x=3 (You're left with x = ‘so you can ignore step 6.)

Dealing With| Powers and Roots”as

If you're unlucky, you might get an x? or even a fractional power in an equation. There's one very important
thing to remember: whenever you take the square root of a number, the answer can be positive or negative...
aes rag1 210
FEXANAPLE: eee a a FEXAANPLE: |Solve 3x 3? =2. = See plO for the rules =
ae Zils sae eats = on powers and roots. =
(+3) x’ =16 (+3) x sis ARONA ROMO MOOR NALD Ae
Weare Tt Rearrange so the _1_
SUUEEEEEEEE EEUU EEE EEE EE yy
<8

= You always get a tve and -ve version of the same number
power is +ve:
= (your calculator only gives the +ve answer). This shows why:
= 42=4x4=16 but also (-4)? = (-4)x(4) =16. Cube both sides: x = —
URS
AVANTE ARURUPARURTLRURRT ENTER VATE ORT RTTR TERT R Ths

"Square Roots? ‘Must be za, geomer-tree...*

| Learn the 6-step method, then try these questions.
|| a1 Solve 5x2+7= 187 2 marks] Q2 Solve S444 4x =14 [3 marks]
Sutiod Two -weal
Snises *winner of Best Maths Gag in a Supporting Role, International Algebra Awards 2018
eae, _ Rearranging Formulas
semua fomiulaes means making one letter thesubject, e.g. getting 'y= ' from '2x + z =42 iH- Op)"
— you have to get the subject on its own. Rearranging formulas is remarkably similar to solving equations.
The method is identical to +he method for solving equations on the previous page, except there might be an
extra step — if the subject appears in a square root, you'll need to square both sides to get rid of it.

|
What To
1 Do If...|
|=, theSubject Appears in aFraction |
You won't always need to use all the steps in the method — just ignore the ones that don't apply.

Zs
EXANNPLE: _ Make b the subject of the formula a = 30 8.
F G ti = | (by multiplying
by multiplying every every term _ 5(3b +2)
y é rid os anyfractions. by 5, the denominator) TPpis
1S,NY) N 3b +2
There aren't aebrackets so ignore
bik 2.

| term~on the other. !

b isn't squared, so you don't need step 6.

Se Raas
ea,

_...there’sSsaa Square o
or
r Square Root Involved
i the subject appears as a square or in a square root, you'll have to do the a uaasheto get rid of it.

Make v the subject of the formula u = 2v’ + 7w.

There aren't any fractions or brackets so ignore steps 1-2 (this is pretty easy so far).
3) Collect all the subject terms on one side and all non-subject terms on the other.
(-7w) 2v? =u—7w

4) It's now in Ax?

= B form. | (where A = 2 and B =u — 7w)

5) Divide both sides by 2 to give 'v? = '. | (+2) v= ais

a . ad See en a

6) Square root both sides to get'v = + '. OR) a Ww = Don't forget the +!
PIP ETAT ATT TEVA PP SVRaT A N

EXMAAPLE: Make n the subject of the formula m = /n- 8.

Get rid of any square roots by squaring both sides. | m*=n- 8

There aren't any fractions or brackets so ignore steps 1-2.

8) Collect all the subject terms on one side and all non-subject terms on the other.
(+8) n=m’°+8 This is in the form 'n = _' so you don't need to do steps 4-6.

section Two — Algebra

 18

straight on from the previous page, now it's time for what to do if...

ihe Subject Appears Twice|

Carrying

Go home and cry. No, not really — you'll just have to do some factorising, usually in step 4.

: 2p+3
Make p the subject of the formula q = paar

1) Get rid of any fractions. |q(p — 2) = 2p + 3

2) Multiply out any brackets. | pq — 2q = 2p + 3

3) Collect all the subject terms on one side and all non-subject terms on the other.
pq —2p=2q+3 i OA 2
p was in both terms on the LHS
4) Reduce it to 'Ax = B' form by factorising. | p(q — 2) = 2q +3 aso it comes
A
Vi
\
out as a common factor. =
7 ts JL J oe ad Ve dN TA Te a ATS

is F pay ; 2q+3
5) Divide both sides b — 2) to give'‘p= |. p= = 5 (p isn't squared, so you don't need step 6)

you with something that's a bit nasty to rearrange. The 6-step method still works though.

PEXARNPLE:| Make r the subject of the formula t= J - =

1) Get rid of any fractions. (by multiplying every term by (x2ret) 26st _ 2rst 2(2rst)
2rst, the common denominator) a Pa 3
There aren't any brackets so ignore step 2. 21s = rt aie

3) Collect all the subject terms on one side and all non-subject terms on the other.
rt — 2rs = 4st

4) Reduce it to 'Ax = B' form by factorising. | +(t — 2s) = 4st

5) Divide both sides by (+ — 2s) to give 'r = 4st

ie a
(r isn't squared, so you don't need step 6.)

_...there’s a pirate invasion — hide in a cupboard...

__ Now you know all the tricks of the trade, it’s time to get rearrangin’ with these snazzy questions:
| Ql Make g the subject of the formula p = qare y [2 marks]

| Q2 Make z the subject of the formula x = "Le [2 marks]

2
| Q3 Make y the subject of: a) x = a [2 marks] b) x= gov [4 marks]
| Q4 = Make a the subject of the formula 3a + 7 = 2b(a — 4) [3 marks] |
sone CER
ERR CO EN eee een ne errr

Section Two — Algebra

There are several ways of solving a quadratic equation as detailed on the following pages.
You need to know all the methods as they sometimes ask for specific ones in the exam.

1) ‘Eactorising a quadratic’ means ‘putting it into 2 brackets’.

2) The standard format for quadratic equations is: ax? + bx + c = O. Z id kh dd et Uh a at id i 72
3) This page gives you the method for whena = 1. Eg. x°+3x+2=O0 os mext haste =
TEEA
VA wnen ais notl. —
4) As well as factorising a quadratic, you might be asked to solve it. TAVIS
This just means finding the values of x that make each bracket O (see example below).

[when
a =I
ALWAYS rearrange into the STANDARD FORMAT: ax? + bx + c = 0.
2) Write down the TWO BRACKETS with the x's in: (x )(x )=0.
Ue
3) Then find 2 numbers that MULTIPLY to give ‘c’ (the end number) = Ignore any minus
but also ADD/SUBTRACT to give 'b’ (the coefficient of x). §<== _s1g"s at this stage. a]
ALN
al
<i
“TAS ENT cdEn TPT PARTOT,

4) Fill in the +/- signs and make sure they work out properly.
5) As an ESSENTIAL CHECK, expand the brackets to make sure
they give the original equation.
Finally, SOLVE THE EQUATION by setting each bracket equal to O.
You only need to do step 6) if the question asks you to solve the quadratic
— if it just tells you to factorise, you can stop at step 5).

PEXAANPLE:} Solvex7 +3x=10. |

1) 2+3x-10-0 —_—_—71): +Rearrange into the standard format.

2) (x )(x =O = 2) Write down the initial brackets.

1 x 10 Add/subtract to give: Wor9 J¢=3) Find the right pairs of numbers that
2 x 5 Add/subtract to give: 7 or@) multiply to give c (= 10), and add or
subtract to give b (= 3) (remember, we're
(<| 2) ._ 5) =O This is what we want. ignoring the +/- signs for now).
4) (x—2)(x+5) =O 4) Now fill in the +/— signs so that 2 and 5
————L. add/subtract to give 3 (= b).
5) Check: 5) ESSENTIAL check — EXPAND the brackets
(x — 2)(x + 5) =x? + 5x-2x-10 to make sure they give the original equation.
=x2+3x-10V~ rl But we're not finished yet — we've only
factorised it, we still need to...
-2)=0
6) SE > x=2 EQUATION by setting each
THE EQUATION
|
Sat Se eek ale —— SOLVE THE
6) SOLVE
bracket equal to O.

= = rae (ey
Bring me a biscuit or I'll factorise your quadratic...
Handy tip: to help you work out which signs you need, look at c. If c is positive, the signs will be the same
(both positive or both negative), but if c is negative the signs will be different (one positive and one negative).
Ql Factorise x? — 4x — 21 [2 marks] Q2~=—s Solve x*-—9x+18=0 [3 marks]

Section Two — Algebra

 20

Factorising Quadratics oo2 | Se

rs
caecincpnes Ashita scar NOE a NEES PCCP Sey

Go far so good. It gets a bit more complicated when ‘a’ isn't 1, but it's all good fun, right? Right?

When ‘ a’is Not 1

The basic method is still the same but its a bit messier — the initial brackets are different as the first terms in
each bracket have to multiply to give‘a’. This means finding the other numbers to go in the brackets is harder
as there are more combinations to try. The best way to get to grips with it is to have a look at an example.

1) Rearrange into the standard format.

FEXAMPLE: |Solve 3x2 — 2x -8 =O.
1) 32-2x-8=0 <a 2) Write down the initial brackets — this time,
sy Seas VE NG et one of the brackets will have a 3x in it.

3) Number pairs: 1x 8 and 2x4 <€==—=———.@) The tricky part: first, find pairs of numbers
(3x 1)(x 8) ‘multiplies to give 24x a to give c (= 8), ignoring the
that multiply
or 23x
which add/subtract to give 25x minus sign for now.
(3x 8)(x 1) multiplies to give 3x and 8x y= Then, try out the number pairs you just
which add/subtract to give IIx or 5x found in the brackets until you find one
(3x 2)(x 4) multiplies to give 12x and 2x that gives 2x. But remember, each pair
which add/subtract to give 14x or 10x of numbers has to be tried in 2 positions
(Sx 4)(x 2) multiplies to give 6x and 4x (as the brackets are different — one has
which add/subtract to give 10x o (2x)J 3x in it).
(3x 4)(x 2)
4) Now fill in the +/— signs so that 6 and 4
4) (3x + 4)(x — 2) add/subtract to give —2 (= b).
5) (3x + 4)(x — 2) = 3x? — 6x + 4x — Bw
= 3x?-2v-8V 5) ESSENTIAL check — EXPAND the brackets.

Ae + AclOme sive 3 —— 0) Se aE by setting each

w=2)]07 > tx =2 racket equal to O (if a isn't 1, one of your
answers might be a fraction).
Some equations don't look like quadratics, but you can multiply to turn them into a quadratic you can solve
£ 2 aa 4
PEXAANPLE: |Multiply by x? to solve 2x? —3x * +5x* =O, where x > O.
7
Multiplying each term by x* gives 2x? -3 + 5x=O. It's now a quadratic, so follow the steps above:
1) Put in standard format: 2x? +5x-—3=0O 4) Put in the signs: (2x — 1)(x + 3)
2) Initial brackets: (2x \(x )=0O 5) Check:
3) Number pairs: 1 x 3 (2x — 1)( + 3) =2x + 6x-x-3
SIEEEEEE EZ, = 2x24+5 ae
= There aretwo = |(2x &)(x 1) multiplies togive 2x
andSx -
= ‘iesviget - = | which add/subtract to give 5x or Ix 6) Solve:
= re, but on 3
= fishee = te Le a multiplies to gly Sx and Ix (2%. = 1) = Ons = ;
of brackets gives which add/subtract to give
W+3)=0O:. >) x=-3
both 5x and —3.
ZA AAA
EN Ta xx 3) S 1 tere
Ox = 2 “> As x > O, this is the only solution. =
AUVIUV VUE LL ELE EEE LLL EES

| It’Ss
snot scary -
aa
_ just think of itas brackets giving algebra :ahug ..
suise
_ Learn the step-by-step method for solving quadratics, then have a go at these Exam Practice Questions.
| Ql Factorise 2x” — 7x — 15 [2 marks] Q2» Solve 3x? + 13% 25100 [3 marks]
| Q3 Factorise 3x?+25x+28 [2marks] Q4 Solve—S 5 phe= , [3 marks] |
Section Two — Algebra ;
 21

3 cee ‘The Quadratic Formula

The solutions to ANY otras equation ax? + bx + c = 0 are given by this formula:

This formula won't be given in the exam... sorry about that. So, make sure you LEARN THE FORMULA — and
how to use it. Using it isn't that hard, but there are a few pitfalls — so TAKE HEED of these crucial details:

Quadratic Formula -—— Five Crucial |Details |

1) Take it nice and slowly — always write it down in stages as you go.
WHENEVER YOU GET.A MINUS SIGN, THE ALARM BELLS SHOULD ALWAYS RING!
VUTLTEPPTEIVVV ITE Ey,
3) Remember it's 2a on the bottom line, not just a If either ‘a or ‘c’ is negative, the
— and you divide ALL of the top line by 2a. ac effectively becomes +4ac, so
4) The + sign means you end up with two solutions watch out. 7Nse; = Carel Ds
(by replacing it in the final step with '+' and ‘-"). 7 ea wey we ti ni \ Wn
ELIA, “aif
Wa
VV

5) If you get a negative number inside your square root, go back and check your working.
Some quadratics do have a negative value in the square root, but they won't come up in your exam.

PEXAANPLE:} Solve 3x* + 4x = 2, leaving

your answers in surd form.

3x* + 4x — 2 = O <f—————___. ])_ First get it into the form ax? + bx +c = 0.

a=3, b=4, c=-2<——————— 22) Then carefully identify a, b and c.
joe b Hab? —4ne <——— 3) Put these values into the quadratic formula and
o4. 2a write down each stage.
~ -44+7/47=-4x3x-2
5 2x3 When to use the quadratic formula:
4s Al6n.24 ¢ If you have a quadratic that won't
6 3 : i aa bittyiyy 2 easily factorise.

de evi 4O> - simpliving Core is If the question mentions decimal

6 TULLE ns places or significant figures.
~ 44210 If the question asks for surds
ae (though this could be completing the
na 5 v10 square instead — see next page).

SPIO. te d= 10.
So be 3 or 3

2 Enough number crunches? Now it’s time to work on your quads...

| Learn the crucial details and how to use the Quadratic Formula. Done it? Now it’s time to practise your
|| mad new skillz with these handy Exam Practice Questions...
| Ql Solve x? + 13x—3 = 0, giving your answers to 2 decimal places. [3 marks]

Q2 Solve 2x” — 6x = 9, leaving your answers in surd form. [3 marks]

Section Two — Algebra

 There's just one more method to learn for solving quadratics — and it's a bit of a nasty one.
It's called ‘completing the square’, and takes a bit to get your head round it.

1) Write down a SQUARED bracket, and then 2) Stick a number on the end to ‘COMPLETE’ it.

x? + 12x -5 = (x + 6)?-41
vil |
The SQUARE... .--COMPLETED

It's not that bad if you learn all the steps — some of them aren't all that obvious.

As always,
(the rest of this method is for a = 1).
WRITE OUT THEINITIAL BRACKET: (x + 2)? — just divide the value of b by 2. ] \ ] nn
MULTIPLY OUT THE BRACKETS and COMPARE TO THE ORIGINAL If'a isn't 1, you have to
divide through by ‘a’ or take
to find what you need to add or subtract to complete the square. ya RIG 8GN beeen.
Add or subtract the ADJUSTING NUMBER to make it MATCH THE ORIGINAL. start — see next page.
1 AN TIVAVA

a) Express x? + 14x + 22 in the form (x + m)? + n.

1) It's in the standard format. x? + 14x + 22

2) Write out the initial bracket ———— (x + 7)? Original equation had +22 here...
3) Multiply out the brackets _...--——. (x + 7) = x’ + 14x. + 49
and compare to the original. (x + 7)2 —27 =x2 + 14x + 49 — 27 So you need -27
4) Subtract adjusting number (27). =x? + 14x + 2? JS. matches original now!
So the completed square is: (x + 7)? — 27.

b) Hence solve x? + 14x + 22 =O,

N t let
cus taathe copped auate
to solve the equation. There are
leaving your answers in simplified surd form.
threemore steps for this: (x+7¥-27=0
1) Putthe number onthe = (x + 7 = 27
other side (+27). x+7=4+/27
2) Square root both sides ae ae => 73/3
(don't forget the +!) Fae 2: “ v3
3) Get x on its own (-7). So the two solutions (in surd form) are:
x=-7+3/3 andx=-7-3,/3

eee ee ie,
ee
But if a square’s not complete, is it really a square...?
Go over this carefully, ’cos it’s pretty gosh darn confusing at first. Learn the method for completing
the square, and brush up on your equation-solving skills too. Then try these questions...
Ql Write x*— 16x + 11 in the form (x + p) + gq. [2 marks]
Q2 Solve x’ + 8x + 10 = 0, by first writing it in the form (x + mY +n =0.
Give answers in EAS Hae - Jb pe Hts a and ee : [4 marks]
Section Two — Algebra
 23
| Se SaNe Se a : ae GT, |
. Ze.pesCor pleting theSquare
If you're a fan ofstatis
c the square, good news — there's another page on it here.
If you're not a fan of completing the square, bad news — there's another page on it here.

|Completing thes‘Square2 When ‘‘a’IsnMtl

1
If ‘a’ isn't 1, completing the square is a bit trickier. You follow the same swat as on the previous page,
but you have to take out a factor of ‘a’ from the x? and x-terms before you start (which often means you
end up with awkward fractions). This time, the number in the brackets is 2.

Write 2x? + 5x + 9 in the form a(x + m)? +n.

1) H's in the standard format. ———— 2° + 5x + 9

2) Take out a factor of 2.—————_— 9x2 + >) +9 Original equation
3) Write out the initial bracket. Eee AY = had +9 here...
4) Multiply out the brackets
and compare to the original. ————— 2(x + a = sé +5x + 2. SO se tan

5) Add on adjusting number te 2(x + 2) + —3- = 2x? + 5x + B+ Bt oer ade | ote

= 2x7 + 5x49. Sf. matches original now!
So the completed square is: 2(x + 3) rie

eee
—_* eee
The Completed. Square Tells You Things About theGraph |
There's more about drawing quadratic graphs on p44, but you can use the completed square
to work out key details about the graph.
1) For a positive quadratic (where the x? coefficient is positive), the adjusting number tells you the minimum
y-value of the graph. If the completed square is (x + a)? + b, this minimum y-value will occur when the
brackets are equal to O (because the bit in brackets is squared, so is never negative) — i.e. when x = —a.
2) The solutions to the equation tell you where the graph crosses the x-axis. If the adjusting number is
positive, the graph will never cross the x-axis as it will always be greater than O (this means that the
quadratic has no real roots).

Sketch the graph ofy = 2x’ + 5x + 9.

From above, completed square form ts (x + oy +
The minimum point occurs when the brackets are equal to O
— this will happen when x = -2.
At this point, the graph takes its minimum value,
which is the adjusting number (47),
The adjusting number is positive, so the graph will never cross the x-axis.

_ Complete the following square: |__

| I’m not going to lie, this page was rather challenging (I got a bit confused myself). Be careful taking
|out the factor of a — you only do it for the first two terms. Take care with your fractions too.
Ql a) Write 2x” + 3x — 5 in the form a(x + b)’ +c. [4 marks]
b) Hence solve 2x? + 3x -5=0. [2 marks]
c) Use your answers to parts a) and b) to find the coordinates of the minimum point
of the AGE of y = 2x’ + 3x — 5 and state where thefesclbl abit
crosses the x-axis. deseb
nn aa

“Beeen a — Ageia
 Algebraic Fractio
24

Unfortunately, fractions aren't limited to numbers — you can get algebraic fractions too.
Fortunately, everything you learnt about fractions on p2-3 can be applied to algebraic fractions as well.

‘Simplifying Algebraic Fractions

on the top and bottom — just deal with each letter
You can simplify algebraic fractions by cancelling terms
individually and cancel as much as you can. You might have to factorise first (see pages 13-14 and 19-20).

REA Pee a eoa we

ean
9 pme
FEXAMPLES: I. Simplity. 7255 2. Simplify 35-18
2 Factorise the top
+9 on the top and bottom 4.43 using D.O.TS.
x 2 a4
=x? on the top and bottom 16 as = x, ae 6)(x 6) re 6
to leave x* on the top a 9; af Bates (xi 3)\(x + 6) x 33
Be
arene Seni cane Factorise the quadratic Then cancel the common
on the bottom factor of (x + 6)

1) To multiply two fractions, just multiply tops and bottoms separately.

2) To divide, turn the second fraction upside down then multiply.

[
exAMPLE: RR ueaco ett xtA Dh

Turn the second fraction upside down Factorise and cancel Multiply tops and bottoms
pe s
xa 4 |x4 N23 | (et HED) x(a—3) ye_2 poate 3624)
x°tx—12 9 x?-3x) x?tx—-12 0° 2xt4 (x+4)(e * 2(xt2> x+4 ‘be Bs 2(x+4)

SUL ILA dla TN YAS

on “e oF PEC res | cig oad ietigs, de- debual
2 he mars A = For the common denominator,
_Adding/Subtracting Algebraic Fractions — =
a BE _ een =
tra somehing von
denominators divide into.
TINV
LAN
Adding or subtracting is a bit more difficult: Echond UUVIVEL LILLE LLL
1) Work out the common denominator (see pS). |
2) Multiply top and bottom of each fraction by
whatever gives you the common denominator.
3) Add or subtract the numerators only.
Common denominator

Ist fraction: x top & bottom by (x — 4)

2nd fraction: x top & bottom by (x + 1)
a ee eee eeeCae ee se eats ‘
(x41) |e+ 4) cl Geet 1)(x - 4) (x+1)(x pa Add the numerators

tie dab Al r , a ae or a =ay OS'S

ae
a G4)
will be- Cee (xt 1-4) (e+ 1)Qe-4) (e+ 1)Ge- 4)

|I'd like to cancel the Summer Term...

ay
| One more thing... never do this: l ;
=e yy x It’s wrong wrong WRONG! Got that? Good, now try these: |
ol Pe x Ay ‘mnlity Se
2 = soe et
|Q Simplify a [2 marks] Q2 Simplify =5= [5 marks]
Q3 ; aval Saris z “ as a single fraction in its simplest form. [3 marks]

Section Two — Algebra

 re)

be “aig
aa_ Factorising Polynomials |
xe,

You ceed be a dab hand at factorising quadratics by now — but you also need to know how
to factorise expressions involving higher powers of x (x?, x4, x®...) known as polynomials.

The Factor Theorem Hlelps You To Factorise Polynomials |

Using function notation (see p41), the Factor Theorem says: EERE ty
= In other words: if you

If f(x) is a polynomial, and f(a) = 0, then (x — a) is a factor of f(x).| = ri Pet

— and vice versa.
ASA Aa RE ae TetTh
(BATT
AWA)
2h)
PRON gee am Show that (x — 2) is a factor of f(x) = x* — x? — 14x? + 24x.
All you have to do here is show that f(2) = O, so put x = 2 into the expression for f(x):
f(2) = (2)* — (2)? — 14(2)? + 24(2) = 16 — 8 —-56+48=0
f(x) = O when x = 2, so by the Factor Theorem, (x — 2) is a factor of f(x).

You can also use the Factor Theorem if you have a factor in the form (ax — b).
Find the valueof x which makes (ax - b) = O and plug that into the polynomial f(x).
E.g. (2x —1) = O whenx =rat so to show that (2x— 1) is a factor of f(x), you'd need to show SF )=

1) itthegestion a tToranyou anyfesetors the 8Gway toOf7 a factor is to use trial and error.
2) The first factor to try is (x - 1). There's a quick way of checking this — if all the coefficients add up to O,
(x - 1) is a factor. So (x - 1) is a factor of 2x? + 7x?-4x-5as2+7-4-5=0.
3) If (x — 1) doesn't work, try putting small numbers into the cubic (x = -1, x = 2,x = -2,x = 3,x =-8
etc.) until you find a number that gives you zero. Call that number k. (x -k) is a factor of the cubic.
4) Once you've found a factor, finish factorising the cubic as shown in this example:

Factorise fully x? + 4x* - 7x — 10.

Add up the coefficients to see if (x — 1) Is a factor: 1+4-— 7-10 =-—12, so (x —1) Is not a factor.

Putx = —1 into the cubic to see if (x + 1) is a factor: (—1)? + 4(-1)? — 7(-1) -10 = -1+4+4+7-10
=O, so (x + 1) isa factor.
Now you want to find a quadratic factor, Write down
the factor you know, along with another set of brackets; (x + 1)( ) =x + 4x7 - 7x -—10

Fill in the x?-term and the number term: (x + 1) (x? — 10) =x° + 4x* — 7x —10

multiply to give x* multiply to give -10

Then find the x-term by comparing the number of x's on
each side. The brackets multiply out to give -1Ox on the (x + 1)(x’ + 3x — 10) =x° + 4x* — 7x - 10
LHS, but there's —/x on the RHS, so you need to add 3x:
multiply to give 3x

Finally, factorise the quadratic if possible (see p19-20): x + 4x? — 7x — 10 = (x + 1)(x + 5)(x — 2)

5) Finally, if you have a cubic that equals O, you can solve it by setting each bracket equal to O.

Mt love the smell of freshly factorised cubics in the morning... |

It’s always a good idea to multiply out your final brackets to check that they give you the original expression.
Ql a) Show that (2x — 3) is a factor of 2x° — 7x* — 10x + 24. [2 marks]
b) Use your answer to part a) to fully factorise 2x’ — 7x* — 10x + 24. [3 marks]
Pe) Hence solve 2x0"~hea —= 10x*24 i: a marks}
oo
Seétion Two — Algebxa
 26

C
Simultaneous Equations and G
You can use graphs to solve simultaneous equations — just plot the graph of each egtion! and the ooh
are the points where the graphs cross (you can usually just read off the coordinates from the graph).

and See Wher

Plot Both Graphs e
They Cross
exam Draw the graphs of y = 2x + 4 and y = —1 — 3x and
use the diagram to solve the equations simultaneously. SV ECE EETUL NEE
There's more on sketching
NTDe
1) DRAW BOTH GRAPHS. = straight-line graphs on p38.
{AOE PanYN Vti FPP NNSA TAPAS PT OOTP i ALA
ya ot
— 2) LOOK FOR WHERE THE GRAPHS CROSS.
The straight lines cross at one point. Fo level wereadhed anaes
Reading the x- and y- values of this point = the point where the =
gives the solution x = —1 and y = 2. = graphs cross, give your =
= answer in coordinate —
= form — te, ny)s ae
ALIVT TT VERE CLE

FEXAMNPLE:} By sketching graphs, solve the simultaneous | Peri eeitersy eer: rete
equations x* + y? = 16 and y = 2x +1. sssiaie | | i aarare y = Ox +1

1) DRAW BOTH GRAPHS. fe

x’ + y? = 16 is the equation of a circle = rteaeet saan |+
with centre (O, O) and radius 4 (see p45-46). pepe oec l gerteis ee ssuyseagate ws
Use a pair of compasses to draw it. ESringsfs: Secatvesttazs! insuiue ain :

2) LOOK FOR WHERE THE GRAPHS CROSS.

seesr Ee EE) aie REErBE
vertossa tear 365 fsscctasas Gesastor agfetiae
The straight line crosses the circle at two points. | EN i ie , | aah
Reading the x and y values of these points gives | ¥ ered Betis 7 Hose,
the solutions x = 1.4, y = 3.8 andx =-2.2,y=-34 =a ae
(all to 1 decimal place). Se a nga Ee reesei:
oy case | q

The point at which the two graphs cross is actually the solution you'd find if you set the two equations
equal to each other (so in the first example, you're actually solving 2x + 4 = -1 — 3x).
This fact comes in handy for the next (trickier) example.

PEKAANPLE:} The equation y = x’ — 4x + 3 is shown on the graph below. Work out the equation
of the line you would need to draw to solve the equation x? — 5x + 3 =O.

This is a bit nasty — the trick is to rearrange

the given equation x* — 5x + 3 = O so that
you have x’ — 4x + 3 (the graph) on one side.
x? —5x+3=0 UUSUit sti i el 2 Yd a a ie
SS
F ; The sides of this equation =
Adding x to both sides: represent the two graphs =4
—-4x+3=x S y=x-4x+3andy=x =
7
cit eee
So the line needed is y = x.

|“What dawyou call a giraffe with 3no eves? A graph...

|Get your graph-sketching pencils ready and have a go at these Exam Practice Questions:
| Ql By sketching the graphs, find the solutions of the simultaneous equations below.
as ail ne: 0% x pistnaris| b) 2? +y°=25 andy=x+1 [4 marks] :
srionnenenesnne enews on oer esnearness cerreentreeneenneneneanest

sahaon Two — irigep

A a

| ke - 4
mz

“ Simultaneous Equations
You've seen the easy way to solve simultaneous equations using graphs. Now it's time to learn
the less fun algebra methods. The rules are really quite simple, but you must follow ALL the
steps, in the right order, and treat them as a strict method.
For pairs of simultaneous equations, there are two types you could get
— EASY ONES (where both equations are linear) and TRICKY ONES (where one's quadratic or has an xy term).

GD 2x + 2y = 12 and toy = 7% + 16 @) sx + 2y = 9 and y= x

@ Six Steps for Easy Simultaneous

Equations
FEXAANPLE: |Solve the simultaneous equations 3x + 2y = 12 and 1Oy = 7x + 16.

Rearrange both equations into the form ax + bu = c,

and label the two equations (1) and (). a,b ande are
numbers
V4 2y = 12 — @) (which can be negative)

-Ix +10y=16 — Q)

. Match up the numbers in front (the 'coefficients') of either the x's or y's in both
equations. You may need to multiply one or both equations by a suitable number.
Relabel them @) and @).
@)x5: 15x+10y=60 — @)
-Ix +10y=16 — @)

3. Add or subtract the two equations to eliminate the terms with the same coefficient.

@ - @ 22x+0y444
If the coefficients have the same sign
(both +ve or both -ve) then subtract.
4. Solve the resulting equation. If the coefficients have opposite signs
(one +ve and one -ve) then add.
22x =44 => \ x=2

|5. Substitute the value you've found back into equation (1) and solve it. |
Sub x = 2 into): ~ (3 * 2) + 2y=12 > 6+2y=12 = 2y=6
=> y=3

6. Substitute both these values into equation @) to make sure it works.

If it doesn't then you've done something wrong and you'll have to do it all again.
Sub x andy into 2): (—7 x 2) + (10 x 3) = -14 + 30 = 16, which is right.
So the solutions ares x =2,y=3

7}
|
Sunday morning, lemon squeezy and simultaneous linear equations...
You need to learn the 6 steps on this page. When you think you’ve got them, try them out on these
:'
Exam Practice Questions.
Solve the simultaneous equations 4x + 3 = —3y and 2x = 9 — 5y. [3 marks]
Ql
|
Q2 _ Solve the simultaneous equations ae) = 2 and pee =) [4 ike a
t

Section Two — Algebra

 28

Simultaneous Equations
@ Seven Steps for TRICKY Simultaneous Equations |
WHEEL One LO LOU EPO Err Luni Onis
> This example shows you what to do with an x? term.
FEXANNPLE:| ; ; = If you've got an equation with an xy term, the steps are
Solve these two equations simultaneously: similar — you'll need to substitute one equation into
5x+ 2y =3 and y=x? the other to get a quadratic equation and solve it. 161
2ae
aa
ZA PAPA AT LNToL
Rr pf UOTE D1 a Tt De SL ATTA \

1. Rearrange the quadratic equation so that you have the non-quadratic unknown
on its own (it already is in this case). Label the two equations (1) and Q).

2. Substitute the quadratic expression into the other equation.

You'll get another equation — label it @).
5x+2y=3°> = (1)
J ss Sg Dy ehet Same 6) In thisi example you just shove
' sill @ the expression for y into
equation (1) in place of y.
3. Rearrange to get a quadratic equation.
And guess what... You've got to solve it.
VWEPP VIVE EVV ELEC EV EEE EEE EEE,
2x°+5x-3=0 rv,

Remember — if it won't factorise, you can

(2x —1)(x
+ 3) =O either use the formula or complete the square.
Have a look at p21-23 for more details. Tala\ies
Relate)
So 2x-1=O0 OR x+3=0 vey
ZU SEO, lr ba en an PAS
Sy

x=05 OR =-3

4. Stick the first value back in one of the original equations.

4) 5x +2y=3
Substitute in x = O.5: 2.5 + 2y =3, so y=O.25

5. Stick the second value back in the same original equation.

@) 5x + 2y=3
Substitute in x = —3: -15 + 2y =3, so yp=9

6. Substitute both pairs of answers back into

the other original equation to check they work.
@ y=x
Substitute inx =O.5: = y = (0.5)? = 0.25 — jolly good.
Substitute in x = —3: y= (=3)2 = 9. — smashing.

7. Write the pairs of answers out again, clearly, at the bottom of your working.
The two pairs of solutions are: x =0O.5,y=0.25 and x =-3,y=9

Simultaneous pain and pleasure — it must be algebra..

Don’t make the mistake of thinking that there are 4 separate solutions — you end up with 2 pairs of
solutions to the simultaneous equations. Now try these:
Ql Solve the simultaneous equations 2x?-3=y and 7x=1-y [4 marks]
Q2 Solve the simultaneous equations xy = 8(x—5) and y=x-6 [4 marks]
|| |EES
ae
AE
ee
Section Two — Algebra
 29

‘Simultaneous Equations
The simultaneouseaiisatiort you've seen so far have just involved two unknowns (x and y).
Let's mix things up a bit and throw in a third unknown, z. Oh, how I do like to treat you sometimes.

“For Three Unknowns,

Startby Eliminating One
1) You might be given three simultaneous equations with three unknowns.
2) To find the solution, you need to eliminate one of the unknowns to get a pair of simultaneous
equations with two unknowns — this is something you've seen before and can solve.

PEXAMPLE: Solve the simultaneous equations x + 2y — 4z = 13

3x + 5y — 2z = 30
4x — 3y + 2z=-1

1. Rearrange all equations into the form ax + by + cz = d (they x+2y—42=13 @

already are in this case) and label the equations oO} Q) and @.. 3x + 5y — 2z =30 2)
4x — 3y + 2z=-1 @)
2. Match up the coefficients of one of the unknowns (x, y or z) for a pair of equations.
You may need to multiply one or both equations by a suitable number.
Relabel any new equations as necessary.
Pair up (2) and (3) — they both already have the same coefficient (2) in front of z.

3. Add or subtract the matched equations to eliminate the terms with the same coefficient.

Q+@B) 7x+2y=29 —@

4. Repeat steps 2 and 3 — pair up two different equations, but match the same unknown.

Pair up (1) and (3) — multiply 3) by 2 to match the coefficient in front of z.

x + dy — 4z = 13 5)
@G) x 2: 8x —6y+4z=-2 —©

6+©6© Ox — 4y =11 =e

5. You now have a pair of simultaneous equations with two unknowns — solve them.
SEPP PE PUPP EEE P PPE EE VEEP Ere ete
Ix + 2y i a (4) — We've skipped a bit here... make sure you can find =
9x — Ay = 11 7) => x=3, y=4 <= and y yourself using the six steps from page 27. =
AALAND NVC LAD TnRIP DAT TLV ATT EAS

6. Substitute your values into an original equation and solve it to find the last unknown.
Sub x = 3 and y = 4 into (1): 3 + (2 x 4) — 4z = 13 7
PULT VAIITL eet
PT I Ze
Always check your values are
=> 1-47=13 = 44=-2 = z=-05
correct by subbing them into the
other two original equations. AANS
So the solutions are: x=3, y=4, z=-O5 teAnOR
Ny, C
We ELCL CELET DL)VINA

T Third unknown detected]. Eliminate! ELIMINATE! i

So to solve three simultaneous equations with three unknowns, you’ll need to reduce the
problem to two simultaneous equations with two unknowns. Here’s some practice at just that:
Ql Solve the simultaneous equations 2-x =2y+z
9+x=4y-—2z i
i
8 — 3x = 6y + 2z a Sai i

aes
al |

“-Bestion Two — Rigen

 30

ROR REOS ares ms “ 8

| setcee get SRO

Inequalities aren't half as difficult as they look. Once you've learned the tricks involv
for them is identical to ordinary equations (have a look back at pl6 if you need a reminder).

> means ‘Greater than’ means ‘Greater than or equal to’

< means ‘Less than' means ‘Less than or equal to'

REMEMBER — the one at the BIG end is BIGGEST so x > 4 and 4<-x _ both say: 'x is greater than 4'.

ies
These are pretty similar to solving equations — whatever you do to one side, you have to do to the other.

Adding or subtracting doesn't change Multiplying or dividing by something

the direction of the inequality sign positive doesn't affect the inequality sign

FEXAANPLE:| Solve 2x—3<x-1. Solve 8x —1 = 2x +17.

Just solve it like an equation: Again, solve it like an equation:

2x —-3<x-1 8x —12 2x+17
(+3) 2x <x+2 (+1) 8x > 2x + 18
L a SUIVEEPEV EVV ETe
= x<2 G2) eels = Dwiding by 6 doesn't =
(+6) x23 = affect the inequality. =
7SFadWh ya ik YJ)
A]
a WF 1B

FEXAMPLE: Solves4o=ta 16.

Watch out for the sign changing:
Sees aera
(-4) =3y < 12 seria | Hise for the sign changing direction
VEE EIU ED PEEP UE EYEE EEEEy : ae :
(+-3) xX 2 —4 >The < has turned into a > because< is because tis Os eee ee
= ie ; = everything from one side to the other: —3x < 12
= you divided by a negative number = , é :
/VIVIVLIVAL
LIVIN TLirttiis tS the same as 12 < 3x, which gives x > —4.

You have to be really careful when you divide by things that might be negative or zero — basically, don't do it.

Solve 36x < 6x’.

Start by dividing by 6 (dividing by 6 is OK because 6 is definitely positive):

<¢g a
6x22 It’ss tempting toto divide
tempting divide both sides bby x now—
both sides
Le =o) ee arin but x could be negative (or zero) so you can't aa the next page
do it. Subtract 6x from both sides instead. Tre ps aoe
quadratic inequalities.

_Isaw you flip the inequality sign — how rude...

|To check you’ve got the inequality sign the right way round, pop in a value for x and check the inequality’s true.
| Ql Solvem%a) 4 +3)< 2 =1) [2 marks] b)*5 =442 75 [2 marks]
en rmereteernnnenennememenernneenennemennnecrte: eR TES

Section Two — Algebra

 31

Eeeieee canon
Sa) Vitor d
cererectnnnraesheriecepeseeneat teeeonieamreciensertnrs
_ Inequalities
Quadratic inequalities are a bit
it tricky— you have to remember that ists are two solutions (ikefor
quadratic equations), so you might end up with a solution in two separate bits, or an enclosed region.

lf x? = 4,ecg wae +2
or -2. Soifx?
> 4,x > 2orx < -2andifx?
< 4,-2<x <Q.

STE I. Solve the inequality x? < 25. 2. Solve the inequality x? > 9.
lf x? ='25, then x!= 25: lia? =.9) thenix = 3.
As x? $25,then-5 <x <5 As x? > 9, then x < —3 or x >3

If the examiners are feeling particularly mean, you might get a two-step quadratic inequality to solve.
It's nothing that can't be handled using the rules you've already seen though:

FEXAMPLES: I. Solve the inequality 3x? = 48. Z. Solve the inequality —2x’ + 8 > O.
ch 3x? . 48 (8)... +2x7.+
8.— 8 >/0\—'8
bn) che sike —2x7 >.—8
x’? 2 16 (+-2) 2x? = 2 <=8 = =2
x<—-4orx24 MPU ETAATUCT CET ere ee x2 <4
You're dividing by a negative = Sy 1.073 Sa
number, so flip the sign. = =
Th]
AUP PEPVEVUP Prt eee

Sketch the Gra ph toH

HelIp You
Worst case scenario — you have to solve a quadratic inequality such as —x? + 2x + 3 > O. Don't panic —
you can use the graph of the quadratic to help (there's more on sketching quadratic graphs on p44).

FEXAANPLE: |Solve the inequality —x? + 2x + 3 > O.

1) Start off by setting the quadratic equal | 3) Then sketch the graph — it'll cross the x-axis at
to O-and factorising: —1 and 3, and because the x’ term ts negative,
—x’+2x+3=0 itll be an n-shaped curve. SVIVELI EVEL EE LENT
x? —-2x —-3=0O ty > This is all the information
you need to make a
(x — 3)(x +1) = quick sketch to help you
Lea
Aes
Jat}
it answer the question.
diy
AVA
DLL
IPA
2) Set the quadratic equal to O and solve ZAANAW(iNPANAV
Lia ENVns N iat RITA

it to see where it crosses the x-axis:

(ies
3) Octif)!=
(x — 3) =O,sox=3
(x +1) =O, so x = -1

4) Now solve the inequality — you want the bit where the
graph is above the x-axis (as it's a >). Reading off the
graph, you can see that the solution is -1 < x < 3.

There’:‘Ss
: toomuch inequality iin1 the world -
—_ especially i
inn Maths ..
ee
Don’t worry about drawing the graphs perfectly — all you need to know is where the graph crosses the
x-axis and whether it’s u-shaped or n-shaped so you can see which bit of the graph you want.
Q1 Solve these inequalities: a)p?<49 [2 marks] b) +p? < -32 [3 marks]

Q2 Write down all the ees Hatesiat

asi theRETRY x°—4x <0. ies paris
SRS
ey
eo
SSS ST REN PIN NSAP SENN OARS

Section Two — peereae

 32

Algebraic Proof
as

Te, ee ek ye % = pei ae

as bad as they seem

I'm not going to lie — proof questions can be a bit terrifying. They're usually not
is equal to another.
though — you often just have to do a bit of rearranging to show that one thing

Use Algebra to Show That Two Thin Equal

aregs
there are a few things you need to
Before you get started, know —
x Thisa i adh ipPest of‘
they'll come in very handy when you're trying to prove things. other numbers too — e.g. to prove that

° Any even number can be written as 2n — ie. 2 x something. something is amultiple of 5, show that
7 it can be written as 5 x something.
Any odd number can be written as 2n + 1 — ie.2x something+1. “iiiiiittiiiiyicriirveriiiin
\ WA
AL
VAS
*
* Consecutive numbers can be written as n, n + 1, n + 2 ete.— you can apply this
to e.g. consecutive even numbers too (they'd be written as 2n, 2n + 2, 2n + 4).
In all of these statements, n is just any integer. _
Also, adding, subtracting and multiplying integers will always give you another integer.
Armed with these facts, you can tackle just about any algebraic proof question that might come up.

Prove that the sum of any three odd numbers is odd. ~~; Re keying to do here
at the sum of three
odd numbers can be
Take three odd numbers: written as
2a +1, 2b +1 and 2c +1 (where a, b and c are integers) (2 x something) + 1,
(they dont have to be consecutive)
Add them together: iy tre
SURE
2at1+2b+1+2c+1=2a+ 2b + 2c +2 + 1—_e Wullsee whylve written a
\e
=2(at+tb+c+1)+1 =AEM
as2+1inasecond
Gath eRe—

=2n+1 (wheren=a+b+c+1)
So the sum of any three odd numbers is odd.

Prove that (n + 1)?2 — (n ae— 5)? 2== 12(n —

— 2). =the Hennipemeeel:
Take one side of the equation and play about with it and means that two things
until you get the other side: are identically equal to each
LHS: (n + 1)?—(n
—5)? =n?
ag
+ Se,2n+1Aas— (n? ee
- 10n + 25)
toeae
CARRS roc
true for all values of a and b
=m rent n 4 (unlike an equation, which is
= 12n — 24 only true for certain values).
= 12(n — 2) = RHSA

PEXAANPLE: |A linear sequence has nth term given by the rule 4n — 1.

A new sequence is formed by squaring each term of the linear sequence and
subtracting 5. Prove that each term of the new sequence is a multiple of 4.
Find an expression for each term of the new sequence and simplify:
Linear sequence: 4n — 1
New sequence: (4n — 1)? — 5 = 16n? — 8n + 1-5
= 16n’ — 8n — 4
= 4(4n? — 2n — 1)
So each term of the new sequence is a multiple of 4.

_ Prove that maths isn’t fun...

Make sure you always state what n is — 1.e. ifn is an integer, then say so in your answer.
Ql Prove that the sum of two consecutive odd numbers is even. [3 marks]
Q2 Prove that (n + 6)’ — n(n — 3) is a multiple of 3, where n is an integer. [3 marks]
Section Two — Algebra
 33
|
p> ete
te
<2
ee
:Sequences
fas
_
Sg See ae rs |

The nth term of a sequence is given meean expression with n in, like 5n - 3. Youianighhl have to use
the expression to find the value of n for a given term, or find the nth term expression for yourself.

Usinggith1e Expression ;toFind a Term

This is dead easy — just replace the n in the expression with the i you're trying to find.

FEXANAPLE: |Find the 10th term of the sequence erate

: 10 10 _10
To find the tenth term, put n = 10 into the expression: 2(10)+1 20+1 21

If you want to find the term with a particular value, rearrange the expression to make n the subject.

FEXAANPLE:} Work out which term in the sequence 5(1 — n) has a value of —105.
Set the expression equal to the value: 5(1 — n) = -105
Divide both sides by 5: 1—n=-21
Rearrange to make n the subject: n = 22, so the 22nd term is —105.

Finding 1
the nth Term of:aLinear ‘Sequence |
These two methods work for iinear sequences — ones with a common difference
(where they increase or decrease by the same amount each time).

FEKAANPLE:} Find an expression for the nth term of Method 1 — Work it out
the sequence that starts 7, 10, 13, 16, ...
1) Find the common difference
n: 1 2 3 4 Th
e common — this tells you what to multiply n by.
term: ee eT difference is 3, so ‘3n' So here, 3 gives '3n'.
+3 43 +3 ~— is in the formula.
2) Work out what to add or subtract.
3n: 3 So for n = 1, 'Bn' is 3 so add 4 to
- |r {4 \- get to the term (7).
. You have to + 4 to} |3) Put both bits together.
term: 7 10 13 16 So you get Bn + 4.

So the expression for the nth term is 3n + 4

Always check your expression by putting the first few values of n back in, e.g. putting n = 1 into 3n + 4
gives 7, n = 2 gives 10, etc. which is the original sequence you were given — hooray!
The other approach is to simply learn this formula and stick in the
Method 2 — Learn the formula values of a and d (you don't need to replace the n though):
~* d is the common difference
nth term es dn a (a 3 d ~
= and ais the first term.

So for the example above, d = 3 and a = 7. Putting these in the formula gives:
nth term = 3n + geeoa 3n_+ 4. heen. check it Pyputting in values for n.

‘IfT’'ve told you n times, I’ve told youn+ I times — learn this page... n |
Right, I’ve given you two methods for working out the rule, so pick your favourite out of Method 1
and Method 2 and make sure you learn it. Then have a go at these Exam Practice Questions.
Ql Find the 5th, 16th and 30th terms of the sequence n? — 6n + 2. [2 marks]
Q2 A sequence starts 5, 9, 13, 17,.
ee an Sxpigssion OE Be naEann of ie Sedueners eeHOES |
3
—————

Seaton Two — Alea

 34

_ Sequences |
Pi

i Re enna a TE a

Things get a bit more tricky when you have to find an expression for a
you use a similar method as you do for a linear sequence, but you start off in a slightly different way.

‘Findi Term ofa Quadratic Sequence

thenthng
A quadratic sequence has an n? term — the difference between the terms changes as you go
through the sequence, but the difference between the differences is the same each time.

FEXAMPLE: Find an expression for the nth term of

the sequericelthatistarts 10,14 20) 28. 1) Find the difference between each pair of terms.

n: 1 2 Boe 2) The difference is changing, so work out the

term: tor 4a re re difference between the differences.
st 8 8 So the expression will
eaaae pc eonen moras iusBA = 3) Divide this value by 2 — this gives the
coefficient of the n? term (here it's 2 + 2 = 1).
term: 10 14 20 28
n’: 1 4 9 16 4) Subtract the n? term from each term in the
tera ne 4 H4@ rT 12 sequence. This will give you a linear sequence.
The expression for this ’
linear sequence is n + 8 5) Find the rule for the nth term of the linear
sequence (see previous page) and add this
So the expression for the nth term is n? +n + 8 pea ar WRC ystes,

Again, make sure you check your expression by putting the first few values of n back in —
so n = I gives 1? + 1 + 8 = 10, n = 2 Sives 2? + 2 + 8 = 14 and so on.

Finding the Limiting Value of a Seque:

You might get a question that asks you to find the limiting value of a sequence as n > ©
(you read the arrow as ‘tends to’). This looks a bit terrifying, but all it's asking you to do
is to work out what happens to the terms when n gets really really _big.
You'll usually only have to do this if n appears in a fraction in the nth term formula.

EXAMPLES) Find the limiting value of the sequence Sn=3

ane asn > ©,

1) What you have to do here is divide

every term by the highest power of n ae
(here, it's just n, but it could be n?),
2) Now think about what happens as
n— 00, Asn gets bigger and bigger, or
nm and + get smaller and smaller 8
(1.2. closer and closer to ©).

_ Live your life without limits — but with limiting values...

Don’t let this whole ‘n tends to infinity’ bit confuse you — what you actually have to do is quite easy.
Ql A quadratic sequence starts 6, 10, 18, 30.
a) Find an expression for the nth term. [4 marks]
b) Use your expression to work out which term has a value of 186. [3 marks]
Q2 ‘Find the limiting value of the sequence a = asn > ©O, [2 marks]
oreeerremcnpqerreeeennntenre
nner ern eeeR een CR Neco nnn nnneogermeeen
 35

Eeeae: Revision Questions forSection Two

There's no denying, Section Two is grisly grimsdike algebra — so check now how much you've learned.
* Try these questions and tick off each one when you get it right.
¢ When you've done all the questions for a topic and are completely happy with it, tick off the topic.
Algebra (p10-18) [_|
1) Simplify the following: a) (x° ye b) (4x®y?)? c) 4a“b® x Sa®b?
2) Multiply out these brackets: a) (Sx -2)(4x +1) b) Sx(2x? + 4x-y) cc) (4x-y)?
3) Find the coefficient of x* in the expansion of (3 — x)®.
4) — Factorise the following: a) (p + q)? + (p + q)(2p + 3q) b) 8x? + 18xy + 9y?
5) Factorise the following: a) 5a? —- 80b? b) 4p* - 36q°
6) Write /27 + /48 - /75 in the form avb, where a and b are integers.
7) Rationalise the denominator of 2+V3
3-—Vv3
8) Solve these equations: a) 6(x - 4) = 5 + 2(3 —- 2x) b) 3x? - 7 = 2(9 + x’)
3
9) Solve x4 = 27
10) Find the value of xy if xs = 9 and y? = no?
125°
11) Make
p the subject of these: a) a rb) ages ee
p +q p+2 2q+83
Quadratics (p19-23) [ |
12) Solve the following by factorising them first: a) x? + 2x-24=0 b) 5x?- 6x =8
13) Find the solutions of these equations (to 2 d.p.) using the quadratic formula:
a) x7 + 3x-8=0 b) 2x? + 9x =6 c) (3x + 1)? = 14
14) _ Find the exact solutions of these equations by completing the square:
a) x?-6x +2=0 b) 2x? - 10x = 15

Algebraic Fractions and Factorising Polynomials (p24-25) [ |

15) Write z = 2 as a single fraction.
x—1 x+83
16) Use the Factor Theorem to show that (2x — 1) and (x + 1) are factors of f(x) = 2x® + x® - x’.
17) Factorise fully x* + 6x? - 13x - 42.

Simultaneous Equations (p26-29) [ |

18) Solve these simultaneous equations: 2x-y=4 and x? + 3y =-5
19) Solve these simultaneous equations: x + y+z=10, 2x + 8y-z=17, 3x-y + 2z = 16

Inequalities (p30-31) [ |
20) Solve the following inequalities: a) x + 2<4x +1 b) -6x +39 >0
21) Solve the following inequalities: a) 5x? < 125 b) x?-6x-27 <0

Algebraic Proof (p32) [_|

22) Prove that (2n + 1)(2n - 1) is odd for any integer n.

Sequences (p33-34) [_|

23) Find the expression for the nth term in the following sequences: a) -2,5,12,19 b) 2,3, 6, 1 SS
SNS
ae
AANA
SNA
SNN
AA
Eadie 3n+2
24) ‘
A sequence is given byby thethe fiformulala —_—..
Eeinia
a) Find the first, eighth and fourteenth terms of the sequence, giving each term to 3 d.p.
b) Find the limiting value of the sequence as n > ©. Give your answer as a decimal. LJ
2

25) Find the limiting value of the sequence = aT as n> ©, LJ

n
section Two — Algebra
 36 Section Three — - Graphs, Functions and a
ee ai
_ Gradients ad&al aaiak? a a weer ees, eee.

Time to hit the slopes. Well, find them anyway...

Finding the Gradient |

The gradient of a line is a measure of its slope. The bigger the number, the steeper the line.

Find the gradient of the straight line shown. | 3

;:Piss Ye

20)
1. Find two accurate points :
and complete the triangle.
Both points should be in the upper right quadrant
if possible (to keep all the numbers positive).

Two points that can be read accurately are:

Point A: (9, 25) Point B: (1, 5)

2. Find the change in y and the change in x.

Change in y = 25 — 5 = 20 = Make sure you subtract the x-coordinates the

Change inx =9-1=8 Ree SAME WAY ROUND as you do the y-coordinates.
E.g. y-coord. of pt A — y-coord. of pt B
and x-coord. of pt A - x-coord. of pt B

|3. LEARN this formula, and use it: |

CHANGE IN Y 20
GRADIENT = Gradient = far = 2
CHANGE IN X

4. Check the sign's right. |_If it slopes uphill left > right tac ) then it's positive.
If it slopes downhill left — right tras) then it's negative.
VIETIV UTEP UEP E EEE EE Ct rit,
As the graph goes uphill, the gradient is positive. If you subtracted the coordinates the
So the gradient is 2.5 (not -2.5) ight way round, the sign should be correct.
ty
Vib
iiy, If it's not, go back and check your working.
CA0OUGUU ULC REE Sur bale U1. 2s

Step 4 catches a lot of folks out in exams. It's easy to divide, get a nice
positive number and breathe a sigh of relief. You've got to check that sign.

|Binding peadienGeiisaise an aN Panic

| Learn the four steps for finding a gradient then have a bash at this
_ question. Take care — you might not be able to pick two points
_ with nice, positive coordinates. Fun times ahoy.
| Ql Find the gradient of the line shown on the right. [2 marks]

Section 1mie — iGtints. Tuncholadaad

acalcuna
 37

fe—sa _ Equation of
o a1Straight I
ay
x
Line |
Straight line panetond are often given in one of three different forms: REMEMBER:
'm' = gradient of the line.
yy,
Y= Y= =
= m(x-x)
x) | ax
ax ++ by aC
+0 ae
=0) l[y=mxto| ‘c' = 'y-intercept' (where it hits the
y-axis)
You'll need to be able to rearrange your equation from one format to another, like this:

y=y, = m(x-x) ‘y = mx +c! ax + by +c = 0

y-3 = 2(x + 1) => y=2x+5 > 2x-y+5=0
y + 8 = 0.5(x - 2) > y=0.5x-9 aa x-2y-18 =0
y+0.2=0.4(x+3) - y = 0.4x + 1 > 2x-5y+5=0

Finding the Equation of a Line from the Graph

Finding the equation of a line by reading its gradient and y-intercept off the graph is nice aneeasy.
Find the equation of the line on
the graph in the form y = mx + ¢.
y-intercept, ‘c' = 5
h
aL) Find 'm' (gradient) —‘m' = ‘en $2.- 1
and 'c' (y-intercept).
=2
Use these to write the equation
in the form y = mx + c. ai a

Finding theEquation of aLine Thro’ugh Two Poin ts

If you're given two points, it's easiest to find the equation in the form y — y,= m(x- x,)
and then change it into the form the question is asking you for.

PEXAANPLE: |Find the equation of the straight line that passes through (—2, 9) and (3, —1).
Give your answer in the form y = mx + c.

1 Use the two points to

find 'm' (gradient).
changein y _ =
m* change in x = 33—(-2)°
10 _
5 — ee:

& Use one of the points to write m = -2, let (x,»,) = (-2, 9)
down the equation in the form of) Roam ay
y — y, = m(x
-x).

© Rearrange the equation

into the form y = mx + c.
y—-9=-2(x + 2)
y-9=-2x-4
yr-2x+5

| | |
Remenibenyy =mxtc— itll peantyou on the arnt ay narrow... |
Learn both methods for finding equations, either from a graph or from two points. Then try these questions. |
Ql Line L goes through (0, 1) and (9, 16). Line M goes through (21, 3) and (9, —1).
a) Find the equation of Line M in the form y = mx + c. [3 marks]
| b) Find the equation of Line L in the form ax + by +c =0 [3 marks]

Section Three — Graphs, Functions and Calculus

 38

|
|
| Drawing Straight TES Bsmame
snore - ,

You've got three methods for drawing straight-line graphs on this page. three.
Make sure you're ae with all

The ‘Table of3Values’ Method |

Draw the graph ofy = —2x + 4 for values ofx from —1 to 4.

1. Draw up a table with three suitable values of x.

2. Find the y-values by putting
each x-value into the equation:
When x=4, p=—2ax+4

The table gives the points

3. Plot the points and draw
the line. o. 4), Epa Fea _4)

If it's a ae line equation, the 3 points will be in a dead straight line with each other.
if
os aren't, you need to go back and CHECK YOUR WORKING.

oe é BR EES

FEKAMPLE:| Draw the graph of 4y — 2x = -4.

Ee Get the equation into the form y =mx+e. 4y—-2x=-4 > y= tx —1

eS Put a dot on the y-axis at the value of c. ‘c' = —1, so put a dot here.

&y Depending on m, go along and up Go 2 along and 1_up

or down a certain number of units.
because ‘m’ = +5:
Make another dot, then repeat this
(If 'm' was —, you'd go down.)
step a few times in both directions.

4 |When you have 4 or 5 dots, draw a straight line through them.

© Finally check that the gradient looks right. A gradient of +5 should be quite gentle and
uphill left to right — which it is, so it looks OK.

The ‘x = 0,y = 0’ Method

ie

"Here
ex:
sa
aa tar

method for drawingstraight lines. This one's particularly handy if you just want to do a sketch.
Mes LENE
DN
amp aMe
line. =
Sketch the straight line y = 3x — 5 on the diagram. = Don't forget to UUlabel Ll
your ae We hs
Fi VLE UU

1. Set x=0 in the equation, and find y — this is where it crosses the y-axis.
y=3x-5. When x=0, y=-5.
2. Set y=0 in the equation and find x — this is where it crosses the x-axis.
When y= 0,0 = 3x5. Sox=2.
3. Mark on the two points and draw a line passing through them.

|
«Norfsreried yr You ywonn't ccross me again” — extract from a Maths thriller...
| Learn the details of these methods. Then you’ll be ready for some Exam Practice Questions.
|. Le Pea the pea NAHOD into the form y = mx +
c, draw the eat of > + 2x = 20. [2 marks]
OO OTPT Ta Ne
Oe ee ne Or ence
ee onan te

Section weee — Graplis Functions and Calculus

 39

Parallel lines all have the same gradient, which means their
y = mx + c equations all have the same values of m.
So the lines: y = 2x + 3, y = 2x and y = 2x - 4 are all parallel.

FEXAMPLE: Line J has a gradient of 1.5. Find the

equation of Line K, which is parallel to
Line Jand passes through point (2, 9).
1) Lines Jand K are parallel so their gradients
are the same => m=15 —— 1) First find the 'm' value for Line K.
ya ete ———o 2) Substitute the value for 'm' into y = mx + c
to give you the ‘equation so far’.
3) x-=-2, ys 9 ya ae ae 3) Substitute the x and _y values for the given
J = (5x2) te => Fi = 3-he point on Line K and solve for ‘c’.
c=9-—3=6 4)
Write out the full equation.

If the gradient of the first line is m, the gradient of

the other line will be soe because m X wae =|.
m m

Lines A and B are perpendicular and intersect at (2, 1).

PEXAANPLE: | If Line A has the equation 4y — x — 2 = O, what is the equation of Line B?

|Find 'm' (the gradient) for Line A. | 4” ~ ¥ : 2= A apex 4é

Find the 'm' value for the perpendicular line (Line B). | ™, = ~ ae === 5 = —4

Put this into y — y, = m(x - x,) to give the ‘equation so far’.

MHP cesvavansee Put in the x and y values of the point | y — 1 = —4(x

— 2)
== You can choose the ee feb
yrmxt+c
method or this one for Write out the full equation. |y = —4x + 9 or 4x t+y -9=O
~

parallel
and for perpendicular line
A TDA NOE TF ABT AEF s
=
11 aT
iW
TAS
PL S

This stuff is a way to get one over on the examiners (well -1 actually)... |
So basically, use one gradient to find the other, then use the known x and y values to work out c.
Ql Find the equation of the line parallel to 3x — 3y — 7 = 0 which passes through the point (2, —1).
Give your answer in the form y = mx + c. [3 marks]
j

LQ2 Points A(1, 0), B(O, 4) and C(-4, 3) are joined together to form a triangle. By finding
the gradient of each of the three sides, decide whether ABC is a right-angled triangle. [3 marks] |
snceonehneenenanttecr ete oe Oe SP CO Ct seemennneee hen RANA NOOR
CRS

Section Three — Graphs, Functions and Calculus

 40

Coordinates and|
Now you're all clued up on the equations of straight lines, it's time to move onto line segments.
Instead of going on forever, a line segment is the part of a line between two end points,
and there's all sorts of cool stuff you can find out about them.

_Finthe
d Mid-Point by Finding the Average ss retstey itd espe Tin eee tee

To find the mid-point of a line segment, just add the x-coordinates and divide by two,
then do the same for the y-coordinates.

Points A and B are given by the coordinates (7, 4) and (-1, —2) respectively.
M is the mid-point of the line segment AB. Find the coordinates of M.
Add the x-coordinate ofA to the x-coordinate of B and -
divide by two to find the x-coordinate of the midpoint.

Do the same with ?

Fit S1Ai te 613
the y-coordinates. (‘ 2 a 2 (zet2 5)" (3,(3,1 1)
)215,

So the mid-point of AB has coordinates (3, 1)

_Use Ratios to Find Coordinates

Ratios can be used to express where a point is on a line. You can use a ratio to find the coordinates of a point.

Point A has coordinates (—3, 5) and point B has coordinates (18, 33).
Point C lies on the line segment AB, so that AC : CB = 4: 3
Find the coordinates of C.
First find the difference between _ Difference in x-coordinates: 18 — —3 = 21
the coordinates ofA and B: Difference in y-coordinates: 33 — 5 = 28

Now look at the ratio you've been given. AC; CB =4:3

The ratio tells you C is $ x: Fx = 12

of the way from A to B —

so find 2 of each difference. Jy: 4 x 28 = 16

Now add these to the x-coordinate: -3 +12 =9

coordinates of A to find C. y-coordinate: 5 + 16 = 21
Coordinates of C are (9, 21)

y si
| Make sure this page is segmented into your brain...
If you get a wordy line segments question it’s often worth sketching a quick diagram to help you get your
head around the problem. Have a go at these questions to see if the stuff on this page has sunk in yet: |
Ql A (-4, -1) and B (8, —3) are points on the circumference of a circle. AB is a diameter.
Find the coordinates of the centre of the circle [2 marks]
Q2—s P, Qand R lie on the straight line with equation y — 3x = 6,
as shown on the right. PQ: QR=1:2
Find the equation of the line perpendicular to PQ that passes through the point R.
[4 marks]
Screen
ssi ee
s t
Section Three — Graphs, Functions and Calculus
 4]

oa aoe Functions
Functions can look a bit yuck, but they're basically just equations in fancy dress.

Functions
MapNumbers from the Domain to the Range
1) The definition of a function is a rule that maps each number from a set of numbers called the domain
to exactly one number of a second set of numbers called the range.
BUT: different domain values can map to the same value in the range
DOMAIN 5 2 RANGE
— see the example on the right.

2) A function is really just another way of writing an equation.

E.g. instead of writing an equation like y = 5x + 2, you can
write a function like f(x) = 5x + 2 orf: x > Sx + 2. Each domain value But different domain
The diagram on the right shows the function f(x) = x’. maps to only one range values can map to
value (has-one arrow). the same number.

MALY
ao 9 ramen
PEXAANPLE: |f(x) =x + 7 for -1<x<1 Find the range of f(x). Domains an ge,
d ranges
are of :
ten described
The domain of the function is -1 <x <1: -—1sxs54 inequalities, with
Domains ar
given in term
Add 7 all the way through the inequality. 6sx+7<8 s of x, ee
8 aides In te
7, rms off(x)
f(x) =x + 7, so youre done. 6 < f(x) <8 71| Aen S
TlITET
yyy
pay
eee

3) You might be given x and asked to find f(x), or vice versa:

FEXAMPLES: [. IF fle) =x? - x +7, find 3). J xy = SAE. Given that Flx) = — L5 find x.
(eater 24 = 1 > 20—2x) =-1( + 4)
Just substitute ie8 Mee goad Eo ae
3 for x. =9-3+7=13 aie 2 ) SA ed
Just solve this like an 3x =6
ordinary equation. x=2

Excluding Values from a Domain

Sometimes certain values won't work in a function. You have to exclude these from the domain.
These two rules will help you decide which values must be excluded (if any).

1) Dividing by zero is undefined. HI-irriv me = you'd have to exclude x = 0.

2) You can't find the square root of a negative number. Ee SON geno) Uo
have to exclude x_< 2.

Shee
PEXAANPLE: State which value of x cannot be included in the domain of f:x > SAS
nS SEU CAR a ey
= So the domain of fis =
Dividing by zero Is undefined: x+4=O = x=-—4 cannot be included. = for all x except x= 4, ie, =
— fis defined for all x values, —
== apart from x = 4 : ==
TIVI
EVATTIya
ES s

A function Is 1 is just arule — that’s domain thing to remember...

Check you’ve understood the basics of functions with this Exam Practice Question: |

Or w= Je + 5 a) Solve f(a) =2 [2 marks] |

b) State the values of x which cannot be included in the domain of f. [2 marks] |

Section Three — Graphs, Functions and Calculus

 42

Functions
' See aslie®
—
youica up On some common ones. 3
There are all sorts of different tubess of functions — this page will sia WOT l oe
wR | ole Gea wee

Some Functions are Increasing or Decreasing

f(x) goes up =
as X goes
up =
AVL
Nite ATIVE ys

1) A function where f(a) 2 f(b) when a > b is called increasing. E.g. f(x) = x + 1 |

2) A function where f(a) < f(b) when a > b is called decreasing. E.g. f(x) = 1-x
SEIT Pee
3) Not all functions are increasing or f(x) goes down
decreasing, some go up and down as X goesup
ItiS Pitieedbetel
NET
as x increases. E.g. f(x) = x?

on s ca n be De fi ne d wi th Mo re ithan One Et —
Functi
Sometimes a function can be given using different equations for different parts of the domain.

A function g(x) is defined as v

FEXKANPLE: g(x) =4 Orsix< 2
=6-x 2<xs4
=3x-10 4<x<5
Draw the graph of y = g(x) for O <x <5
= 3x —10
Draw the graph of the y=AforOsx <2 AG ESS
equation for each separate x
part of the domain. y=6-xfor2sx<4 Oth i=

You can find the equations for a function from its graph, just like with straight lines:

y = f(x) is shown on the graph on the right, for domain —6 < x < 3.
Work out the function f(x).

The graph of f(x) is made For —6 < x < O: gradient = sg =—|

up of two straight lines. y-intercept = —6
Use y= mx +c to
Soy=-x-—6

find the equation of . 6

each straight line. For
O $x $3: gradient = Bue 2
y-intercept = —6
Soy=2x-6
Put the equations f(x) = -x - —-6sx<O
together to give = 2x - Os xisi3
the function.

|Idon "know how r'dfunction without revision guides...

If you have a function that’s made up of lots of equations, just deal with them one at a time and you’ll be fine.
Ql f(x) = ax + b for 1 < x S$ 3, the range off(x) is 4 < f(x) < 10.
f(x) is an increasing function. Find the values of a and b. [4 marks]
Q2.—s f(x) =-x-5 x<-2
=2x+ 1 2<x<2
= 5 xe |
al Draw the ep ofue A for-S<x<5 ne sib b) Solve f(x) =7 [2 marks] |
Section Threees—stare minconey anes
‘Calcnus®
 1) You might or a question with two functions, e.g. f(x) and g(x), combined into a single function
(called a composite function).
2) Composite functions are written e.g. fg(x), which means ‘do g first, then do f*
— you always do the function closest to x first.
3) To find a composite function, rewrite fg(x) as f(g(x)), then replace g(x)
with the expression it represents and then put this into f.

Watch out — usually fg(x) = gf(x). Never assume that they're the same.

PEXAANPLE: |If F(x) = 8x — 10 and g(x)

=-3%, find: a) fg(x) and b) gf(2).
a) f(x) = flg(x)) = 1-3) = 8(- 3%) - 10 = 12x - 10 2 Findafleltret endl
3 (8x — 10) _ = then substitute 2
b) gf(x) = g(F(x))= g(8x — 10) = —3(4x — 5) =15 —12x — = forx— don't do
= everything at once.
Fry
(eee
So gf(2) = 15 — 12(2) = -9 VANLTA) ae
PATA

The iinverse of a junetion f(x) is another function, f(x), which reverses f(x). A function must be one-to-one
to have an inverse function — this means each value in the range has only one domain value mapping to it.
Here's the method to find the inverse:
SUPPLE PEE OIV EEE EE Ene
1) Write out the equationx = f(y). f(y) is just the expression f(x), =
2) Rearrange the equation to make y the or = but with y's instead of x's
VEPTEVEVEET AEE EE Atte v
3) Finally,replace y with f(x).

NEUE EELEV EEE EEE EEL,

x ;15 a = So here you just rewrite
PEXAANPLE:| If Fx) = find F(x). = the function replacing
x) with x and x with y.
Libel
AN
1) Write out x = f(y): x= 5 THVLEL LUV EAA LTE LLL IN

2) Rearrange to make y the subject: 5x=y+15

y=5x-15
3) Replace y with F(x): F(x) = 5x -15

You can oslad answer by seeing if f"(x) does reverse f(x):

e.g. {(5)= = =4, (4) =20-15 =5

This page has really put the ‘fun’ into ‘functions’ 0

Sorry, that joke just had to be made. This is another topic where practice really does make perfect.
Ql If f(x) = 49, g(x) =—2x and hw) = 4x(x + 3), find:
a) gf(x) [2 marks} b) fh(x) [2 marks]
c) gh(-1) [2 marks] d) fz) [3 marks]
ROA ER LN RNR Se ELLA oeERR RR RR TREN EID ARO CC CRN

Section Three — Graphs, Functions and Calculus

 at

“Q u a d r a t i c G r a p h s
Quadratic functions can sound pretty darn impressive — "What did you do in Maths today, dear?", “Drawing the
graphs of quadratic functions and solving the resulting quadratic equation graphically." Like wow. Seriously.

Plotting and Solving Quadrati s | pe

Quadratic functions are of the

form y_ = anything with x?
(but not higher powers of x).
x? graphs all have the same
symmetrical bucket shape.

If the x? bit has

a '‘—' in front of it
Line of | 5 then the bucket is
symmetry}
upside down.

y =x? — 2x — 6 and then draw the graph.

fy 18: |2:1) 8] 463]eta ee salean|
A A
@ Work out each y-value by substituting the ye 3)! =O re yay ~ 2x4) —'6
corresponding x-value into the equation. ha arOa Ds Ane kek =16-8-6=2

2.) Plot the points and join them with

a completely smooth curve.
Definitely DON'T use a ruler.

NEVER EVER let one point drag your line off in some
ridiculous direction. When a graph is generated from an
equation, you never get spikes or lumps — only MISTAKES.

Solving Quadratic Equations:

FEXAMPLE: Use the graph of y = x* — 2x — 6 to solve the equation x*— 2x —6 =O.
Give your answers to 1 d.p.
The equation x” — 2x — 6 = O Is what you get when you put y= O into
the graph's equation, y = x? — 2x — 6.
So to solve the equation, all you do is read the x-values where y = O,
Now celebrate the only i.e. where it crosses the x-axis.
way graphs know how: - SUUVUEEUEU ETE Pte
line dancing. So the solutions are -1.6
x= and x
3.6.
= Quadratic equations
usually have 2 solutions.
Ne
TBFa Wo ak i Tad Ta A 7A
Ye
in
|

a ae

How refreshing — a page on graphs. Not seen one of those in a while...

You know the deal by now — learn what’s on this page, then treat yourself to answering the question below.
QI a) Draw the graph of y = x’ + 3x + 2 for values of x between —6 and 3. [4 marks]
b) Use your graph to estimate the solutions to x2+ 3x +2 =9. [1 mark]
ee praeenenoensnegmennnoresennnearevnneet tne en ENN
NSN

Section Three — Graphs, Functions and Calculus |

 45

2 _Equation ofa Circle

| always say a beautiful \hedio deserves a beautiful formula, and here you've got one of my favourite double-acts...

_Circles Centred on (0, 0): x? + y? =r’

The equation for a circle with centre (O, O) and radius r is:
x? + y?= Pr

x? + y? = 25 is a circle with centre (0, 0). x_<——

r2 = 25, so the radius, r, is 5.

x? + y? = 100 is a circle with centre (O, 0).

r? = 100, so the radius, r, is 10.

‘Circles Centred on (a,b): («x- alt CV-— b)’= fe

The equation of a circle centred on (a, b) looks complicated, but its all based on . Puthagoras' theorem.
Take a look at the circle below, with centre (a, b) and radius r.

Y Joining a point P (x, y) on the circumference of the circle

P (x, y) to its centre (a, b) creates a right-angled triangle.
\(vy- 5) Use Pythagoras' theorem on this triangle: witiiiiiiiiiiiiiiiiie
This is the equation for the =
(x - a)? + (y—b)? =? <> OUT
circle. It's as easy as that. =
ESTAR TA ORS

The equation for a circle with centre (a, b) and radius r is:
(x — a)?+ (y — b)?= r’?

+ AD bay Lt
FEXANAPLES: {. Find the centre and radius of the circle =i
Andasif by magic,
with equation (x — 2)? + (y + 3)? =16 it is. a i
5 Oe hereOPT tt

Compare (x — 2)’ + (y + 3)’ =16 ao eat

with the general equation for a circle 4 = 2, 6-3-3, 116-34
with centre (a, b) and radius r: Centre: (a, b) = (2, —3)
(x -—a)’?+(y—-by/=r Radius:
r= 4

2. Write down the equation of the circle with centre (—4, 2) and radius 6.

The question says, ‘write down’, so you don't (x-a)?+(y-b)P =r

need to do any working — just put the | Py Sa Ere Re we es ¥
radius and centre into the general equation
for a circle with centre (a, b) and radius r. (x + 4)? ++ (y (y-2)?=
— 2)? = 36 aa AB 655-4 2 Ol,
9 A gy hs a i 0 WO a!
= Circles can be tricky to sketch freehand. A compass is definitely the way forward. = ai
EAMONN
RCM A Pen AG Tt LET a Ee el 1S

No need toreinvent the wheel — just learn the equation of a circle...

Circles are pretty straightforward really, well straightround... or roundforward? Anyway, try this question:
Ql A circle has centre (0, 0) and passes through the point (6, 0).
a) Write down the equation of the circle. [1 mark] ||
b) The circle is iranslated SO ee (6,0) maps ttooi, mea Give aneequation. otsetnew circle. a marks]

Section Three — Graphs, Functions and Caléulng

 46

_ Equation ofa Cirecl

Just when youTaienshe you knew all there was to know aboutequations of circles,ees comes another page with
a whole load of new stuff to learn. Ho hum, best get on with it...

Rearrange the Equation into theFamiliar Forr

Sometimes you'll be given an equation for a circle that doesn't look much like i - a)? + He b)?= r?.
This is a bit of a pain, because it means you can't immediately tell what the radius is or where the centre is.
But all it takes is a bit of rearranging:

1) Group the x-terms together and the y-terms together on the left hand side.
2) Complete the square for x and y.
3) Move the numbers left outside the brackets to the right hand side.

FEXAMPLE: |x? + y? — 6x + 4y + 4 =O is the equation of a circle.

a) ; Bh
Express the equation for the circle in the form (x — a)? + (y—b)?=r°
x+y’?—-6x+4y+4=O0
Get all the x bits together and all the y bits together. eee HO Ra iii
= Have a look at
Then rearrange them into squared brackets —_—— (x - 3)? -9 + (y+ 2)? -4+4=0 = p22-23 for more -
— this Is just like completing the square. = on completing
(x — 3)? + (y+ 2) =9 = _ the square.

Move all the leftover numbers to the right hand side.

b) Draw the graph of the circle x? +’ —- 6x + 4y+4=0

on the axes given.

Use the equation from above.

— 3)? +(y+2)?=9
This is the usual form ee 2 a
— so you can just read off Radius = J/9 =3
the centre and radius.
Centre = (3, —2)

For circles with the same radius but different centres, you can describe a translation from one to
the other using a vector written (* |— where x is the horizontal movement (to the right), and
y is the vertical movement (up). \Y
E.g. to translate the circle x? + y? = 9 to the circle in the example above,
you'd move 3 units right and 2 units down. MEET
3 = y Is negative as
So, you could describe the translation by the vector ( 2 \ = it moves down.

eenaextias heesquare... MS are a circle...What madness is this?

This page is really just a load of algebra, and everyone loves algebra*, so what’s not to love?
Ql Match each equation for a circle in the top row with the correct description in the bottom row.

Circle with Circle with Circle passing Circle with

centre (1, —2) diameter 8 through (—S, 3) radius 5
[3 marks] |
eect Tene
oenaGiasia
s,spactions an d Eau * 1 out of 1 poopesin our survey Sieneiel *Yes’ when asked ‘Don’t youjustJove algebra?’
 47

aaee se Differentiation — |
This page justshows you how to do differentiation. Why you do it is covered on thosnext page.

Use the Formula toDifferen tiate Powers of x

This means ‘the result
of differentiating the If y = x°, then you write: dy
thing in the brackets’. »4 dx

{. Differentiate y when y =x° piis Differentiate 6x2

n Is just the power of x, so heren =5 Ignore the 6 and just dy
dy =nx" e ae 5x4
—~ differentiate the x bit.. dx = 6(3x’)
4.
.. then simplify. = 18x?

3. Differentiate y when y = 24x 4+. Differentiate y when y = 5 5. Differentiate y when y = a

R= X}S0-h= |: You need every term to be a Rewrite as y = 2x~.
power of x to differentiate. x° = 1, So, n= —4:
® = ASM pap) =24 so use this to make 5 a power of x: dy
h —— = 2(-4x~) = -8x>
NA oe oe ee eee = ,= O
s When you've only got an = ce tae
= x-term you just end up with = ay 2 ares pe ee EEDA DU May ERS NBR Z
in front of
= the numbe r thex, = ae =5(0 xx"')= == Isolated numbers just disappear =
aT TAT ITT AT TA = when you differentiate. =
DT CEAUAL,Vitti sfeRSMeals al atetiteil Islet fate ph

Differentiate Each Term: inan ‘Equattion Separately |

Even if there are loads of terms in the equation, it fioeent matter. Differentiate each bitseparately and you'll be fine.

FEXAMPLE: Find > for y= 6x! + 4x5— 2x+1,

Think of this as four separate differentiations: 2.= 6(4x°) + 4(3x’) — 2 + O = 24x? + 12x? —
oe HD
os h dames d d
ite
i.e - Gy)
(6x*) + ai—(4x’) 8Fon xh
wait (1)

——

B camelnies an Erpreeaionoa ook: foofeet to differentiate. Don't panic —ist erie ait into powers of x.

— ya LRRD A Wt ut
6 2).

dx 16 2 3 2
_ (2)? +(x —-2) Sale Ser +(x — 2) = ft
~ UE Re ce er Use the power rules on (/x)° y= x x
= the algebra section if = xi+x?-—4y
ae baffling you. = Expand out (x — 2)? and cancel. =ni an Gsesa =x’?+x-4
UV VINIEE EVEL ELLA dy _
Now you can differentiate as usual. =e 2x +1

Differen tiate yourself from the crowd —— wear your clothes backwards... |
Luckily, once you can do the simple stuff, you should be all right. Longer equations are just made up of
simple little terms, so they’re not really that much harder. Now try these ai Practice Questions: |
Ql y =3x+2x%— 1. Work out a [2 aaa es Find =s
©
Y for y= ES tr2 Sadi4 mae |
;

Section Three —zeGrapti Functions and Galéning

 48

Differentiation eee
_ ie Goese
The gradient of a curve isnee changing.
You can draw a tangent to estimate what it is at a point, but differentiation means you can find it exactly.

eee
Use Differentiation to Find aGradient
cep
j lL bbe Le De Lee

Differentiating the equation of a curve gives you an expression for the curve's gradient.
Then you can find the gradient of the curve at any point by substituting the value forx into the expression.

FEXAMPLE: |Find the gradient of the graph y = x? at x =1 and x = -2.

Differentiate to get the dy aty

gradient expression: yrx => 5 = 2x
6
radient = -4 51
ay 2 2s4 =? seedient ==4
Now when x = 1
8 4
dx
So the gradient at x =1 is 2. |

And when x = 2 W e2x-D=—4 F

de a,
at x
So the gradient = —2 is —4. oS mae oo

You can work out gradients by drawing tangents like this.

But differentiation is a lot quicker and more accurate.

You cauiateeetate
can to aie a rate ofFEES See — how fast
eee is eee or increasing
compared to something else.
The ‘rate of change of y with respect to x' means how fast y is changing compared to x
— it's the same thing as the gradient.

Work out the rate of change of y with respect to x when x = —1.

; Hd
The ‘rate of change of y with respect to x when x = —1' is e atx = —1.

Expand the expression... y = x(2x + 5)? = x(4x? + 20x + 25) = 46 + 20x? + 25x

SO it's in a form you dy 2

can differentiate. dx inc
~ eine ies
dy
Then plug in x =—1 to ay 2 12 pelt)
+ (40%! -1) + 25 = 12 =O25 es
find the rate of change.
Rate of change = —3

ae

pomme Sa feeen tiation — you’re my Ae apes

Knowing that differentiating gives the gradient and the rate of change is more important than washing
regularly — and that’s important. Now try these:
QI Find the gradient of the graph of y = 5x3 — 3x? — 7x + 3 whenx = 1. [3 marks]
QO? ya
Work out the rate of change of y with respect to x when x = -2. [5 marks]
eee

Section Three — Graphs, Functions and Calculus

 49

ease
_
ee eee eR
and Normals
e - _ Finding Tangents <ee

What's a tangent? Beats me. Oh no, it's one of those thingies on a curve. Ah, yes... | remember now...

_Tangents
just Touch a Curve |
ae ee ee ee re ee
/
EIN CAF TIAN CTLTS 1 ae WOT: thayFlayThy;
A tangent just touches the curve
To find the equation of the tangent or the normal to a curve but doesn't go through it — it has
at a particular point: the same gradient as the curve.
Veins ANS
ZAG
ZHIVIXNVEN ELEVA LEELA

1) Differentiate the function. ty

2) Find the gradient, m, of the tangent or normal.

3) Write the equation of the tangent or normal
in the form y - y,= m(x - x,).
4) Complete the equation using
the coordinates of the given point.
25a Nela \ BERN CESAR A MARS
The gradient of a tangent is the gradient of the curve at the point i = 3 riser Hie te Z
the tangent touches it — find the gradient by differentiating. Eni | nce aa Gd

Find the tangent to the curve y = (4 — x)(x + 2) at the point (2, 8).

First find the curve's (and the tangent's) gradient,

so write the equation in a form you can differentiate... = (4—x)(x + 2) =8+2x-x°

and then differentiate it. a =2-2x

The gradient of the tangent will be bdo Wd

the gradient of the curve at (2, 8). a ae
Put 2 into yi m4 =x.) PAY,
= 2 =x)

Plug in the point (2, 8) to complete the equation: y—-8=-2(x-2) or p=-2x +12

ee a SERRE Ty,

id
Normals
a ee
areee
atRight
ee
Angles to a
— Sarai a
aa1 Curve
ae
ee
= gradient of the
-] = normal multiplied
A normal is perpendicular to the curve, so the gradient of a normal is gradient of the curve’ = by the gradient
= of the curve must
be —1.
AAO
US
TOP
VAT
A
Find the normal to the curve y= ere) 4)at the point (4, 8). AWTS

Write the equation of the curve in a form you can differentiate... vz Steer’ = re+x+4
and then differentiate it. dy _ X44
ites
Find the gradient of the curve at the point you're interested in — (4, 8) At x ='4 ou = $1 =-4

The gradient of the normal is BRUTRCa RTETE! Gradient of normal 3

Pat no. 3. into y — y,=m(x —x,). yp-y=

y=); TG
7X —— x,x,)

in thepoipoint
Plug in the lete the equation:
(4, 8) to complete the equation: yi- 8 =—FBelay oa orp
ory eee
7 es oo
7

rangents ear me 2 out—_ they’re nat ae her

Tangents have the same gradient as the curve, normals are perpendicular. Simple right? Have a practice:
Q1 Work out the equation of the normal to the curve y = x*° + 2x*—5 at the point wherex=—2. — [5 marks] |

Q2 ean to y=x’—3x- lat A semeetsMt Ss teess |

Find the coordinates of ie pers mmerenthe

Sebtionietvedes—<oGraplis aber ae Calcnina

 50

Marte
Stationary Points _ tet ie ee a Se ee

Differentiation is how youfind gradients of curves. So you can use differentiation to find
where the gradient becomes zero — these are calledstationary points.

isZero|
Stationary Points are when theGradient Nana
1) Asstationary point can be a maximum, a minimum or a ‘point of inflection’
(where it just goes flat for a bit).
Whatever the type, the important thing to remember is:

Stationary points have a gradient of ZERO. point of

: inflection
2) So to find the stationary points of a graph, you need to find where: Bo
minimum x
PEXAAAPLE: |Find the stationary points on the
curve y = 2x? — 3x? —12x +5
&h Ls ve 5 ie NE BS @ First differentiate to find x

d
Q 6x? —-6x -12=O > x -x-2=0 _@ Now sot 7 equal to 0,and solve for x.
= (v—2)(v+1)=O Sx=2orx=A7 SEOUL A AEE TTT tg
= So there are two stationary points
— one at x = 2 and one atx=—1 =
x=2 => y=16-12 —-24+5=-15 ARPUV POET MU UIE Diol TACOS Tala lRren PLM le Nee Bin fev

x= y=-2-3 41245 =12. & Substitute the x-values into the ORIGINAL
(2, -15) and (—1, 12) equation to find the y-values of the turning points.

1) If you differentiate
=—you get the second derivative,
x
2) ~ is the rate of change of the gradient — it's positive when
the gradient is increasing and negative when the gradient is decreasing. | maximum
im — gradient
3) Gradient is increasing through a minimum and decreasing through a maximum. Ol] decreasing
So you can tell the type of stationary point from the second derivative: eee
ern
B
ut it
=e
O, you'll have to use =
=

= > O it's a MINIMUM. ip aOY < 0 it's a MAXIMUM. the method on the next
LON
WO
7 page to find=
= out what sort of stationary
7] ECCT
point it is. =
AAT eT ey (aay

FEXAANPLE:| The stationary points of the curve y = f(x) are at (1, -3) and (3, —11).
dy, E :
Given that 4 =x’ — 2x — 3, determine the nature of each stationary point.
2
Differentiate — rat =2?x—?2

ran theres dle x23 GI =6-2=4> 0,091 eamiimum

: = d’

stationary points
d*y , ae i d’y 1
aw positive or negative x=-1=> ae =-—-2 —-2 =-4< 0, so (-1, =5) is a maximum.

_ An anagram of differentiation is “Perfect Insomnia Cure”...

There are so many uses for differentiation. Amazing. Check you get it with this lovely question:
Ql a) Work out the coordinates of the stationary points of y = 4x3 — 6x? — 72x [5 marks]
w) eae we nature — each SE ee [2 marks]
Saher nies — erp Punctionae snd Calculus |
|
Lint a
—_—sCsSStationary Points
Se
a

=e

Differentiation means
n 5 that you can find out where a graph is going up and where it's going down. Lovely.

Find out ifafunction isIncreasing or Decreasing

You can use differentiation to work out exactly where a function is increasing or decreasing — and how quickly.
1) Some functions are always increasing or decreasing, some y
VUE PLIV ELE Ly,
have bits that are increasing and bits that are decreasing. 7
There's a bit more
about increasing and
decreasing functions
2) A function has a positive gradient when it's increasing, on page 42. eee
ua
SAT
and a negative gradient when it's decreasing. AVN TEY NUS MEN SOF, (LIGLNSS

Differentiate to find the gradient. ete

The function is decreasing when the gradient
is negative — write this as an inequality. 4x+12<O = 4x < 12 > x<-3

Using Gradients t.
tofind t
the Type of‘Stationary Point |
The gradient on either side of a stationary point tells you which tupe of stationary point you've got.

Positive on the left and negative Negative on the left and positive The same sign on both sides
on the right — it's a maximum. on the right — it's a minimum. — it's a point of inflection.

FEXAANPLE: }The curve y = 2x* — 9x’ + 10 has a stationary point at 3, -5).

Determine the nature of this stationary point, giving reasons for your answer.
Differentiate to find the expression for the gradient. 4 = 8x? — 18x

Sub in an x-value close to each side of the stationary point dy

= ta = 8 18) ==10-<-O
— just to the left and to the right of x= 5. x
The sign of the gradient either side of the point ye? = ee =64-—36=28>0
tells you what type of stationary point it Is.
The gradient is negative on the left and
You can use the second derivative to check your answer here. ja i 3 ea =A
3 positive on the right, so (>. —3) is a minimum.
ed= 724x718 >Oatx= 5) 3.50 it's a minimum.

‘This page has been a roller coaster ride — full of ups and downs...
So if you know the sign of the gradient, then you know if the graph’s going up or down. Exciting stuff.
Ql _a) Find the coordinates of the stationary point of the curve y = 8 — x*. [4 marks] |
b) Explain how you know this ey a is a maximum. hsoman | J

Section Three —_
coGraniis; aneNods and Caldulus
 52

fi
a case ofFinding
Curveedteraira is‘Hagia jcewait sie _ then joining them up with a nices
REPRE curve.

Find Where the Curve Crosses ‘the A.

Axes
The points where the erah meat the axes are the most important things to find and mark
when you're making a sketch.

FEXAMPLE: |Sketch the graph of y = 16 — x’ on the axes below.

Label any points of intersection with the axes.

Set x = 0 in the equation, and find _y

— this is where it crosses the y-axis.
x=O> y=16 -O*=16
2) Set y = O in the equation and find x
— this is where it crosses the x-axis.
y=O> 0=16-xX >x=-4 and 4
Mark these points on the axes,
and label them with coordinates. Be aid
© Join the points with a smooth curve.
PEVPUEP VEEP EP PEP POU EEE E EEE UEP EEE EPP EEE ee
There's more about quadratics on page
44 — the method below can =
ILDalso help you if you don't know what shape your curve should be.
2
iat
Yo
\ PEPEVUPVV EE UD TRE EUV EPEC PUEDE EEE EEE cei
af
Vet

You can use thestationary points of a function to help you sketch a graph.
The type of stationary point tells you what the graph should do either side of that point.

f(x) is a cubic function with domain —2.5 < x < 2.5 :

The curve y = f(x) has: a maximum point at (—2, 25) (—2, 25)
a minimum point at (1, —2)
y-intercept at y=5
Sketch the graph of y = f(x) on these axes.

1) Mark the maximum, the minimum and the y-intercept on the graph.

2) Label each point with its coordinates.

3) Draw a smooth curve between the points — the curve

goes up to the maximum and down to the minimum.

_ Curve sketching’s important — but don’t take my word for it... |

| Curve sketching — an underrated skill, in my opinion. As Shakespeare once wrote, ‘Those who can do fab :
_ Sketches of graphs and stuff are likely to get pretty good grades in maths exams, no word of a lie’. |
_ Well, he probably would’ve done if he was into maths, anyway. Have a go at this question to see if your
curve sketching is up to scratch.
Ql Sketch the graph of y = —2x? + 5x— 3.
ae wees the a crosses ae axes. [6 marks]
—e . a SEER

Settiin Three ~— Graplia: Banctor sate Calénius:

 Graphs: y =
1) ThesePeeper
'e ' graphs never cross the x-axis.
2) The value of a gives you the u-intercept, e.g. y = 4(2)* crosses the y-axis at (0, 4) (see graph below).
The value of b determines what the shape of your graph will look like:

If y = ab* and b > 1, If y = ab and O < b <1 OR y = ab“ and b > 1,

the graph curves upwards. the graph is flipped in the y-axis.

y y

lostextinen sab oe 1:
pee)

These graphs assume that a > O. If a < O, the graphs will be the
same shape as those above, but will be reflected in the x-axis.

3) You might be given a sketch and be asked to find the values of a and b:

FEXAMPLE: The equation of the graph on the right is y = ab’,

where a and b are positive constants.
2 : aA
Find the values of a and b. SSA Huront fo A et th ez
= b° =1,so0
you can finda =
When x = O, y = 8 so substitute SP AUeoe ee ee Cet or (3, 1000)
these values into the equation: 8'= ap?) => <8=a x1
=> a=8

Substitute in x = 3, y= 1000: y = 8b* = 1000

= 8b’
b=3/125 => b=5

_ Phew— that page could seriously drive you round the ab”...
Remember that you can put numbers into the equations to give you coordinates and find intercepts.
This’ll come in handy if you forget what an exponential graph looks like.
Ql A sketch of the curve y = ab is shown on the right.
H
a and b are positive constants.

a) Find the values of a and b. [4 marks]

b) Find the value of y when x = 6. [2 marks]

Section Three — Graphs, Functions and Calculus

 54
—— -

Revision Questions for Section

@ @ epg PS eS = r ei rar

Three _
Well, that wraps up Section Three — time to put yourself to the test and find out how much you really know.
¢ Try these questions and tick off each one when you get it right.
° When you've done all the questions for a topic and are completely happy with it, tick off the topic.

Gradients and Straight-Lines (p36-39) [_|

1) The graph on the right shows two straight lines.
Line L has equation 2x - y + 10 = O.
Find the equation of Line M.
2) Work out the equation of the perpendicular bisector
of points P (-3, 2) and Q (5, -2).
Give your answer in the form y = mx + c.
Coordinates and Ratio (p40) [|
3) The diagram on the right shows the straight line PQR.
Point R lies on the line segment TS.
0Q:QT=1:2andSR:RT=2:383
Find the coordinates of P. LJ
Functions (p41-43) [|
4) (x) = 5 - x’ for all values of x.
a) Find the range of f(x). —_b) Solve f(2x) = -95.
5) g(x)=2x+3 —-2<sx<0
= 3-2 Oi XK?
Draw the graph of y = g(x) for -2 < x < 2.
6) h(x) = cos x 90° < x < 270°
Find the range of h(x).
7) j(x) =3 +x, k(x) = x?
a) Find jk(2) b) Find k"(27)
Ea
feae
BS
DSI
ESu
Quadratic Graphs (p44) [ |
8) The graph of y = x? - 3x + 7 is shown on the right.
Use the graph to estimate the solutions to the
equation x? - 3x + 7 = 15.
Equation of a Circle (p45-46) [||
9) Write down the equation of the circle with centre (0, 0) and radius 8.
10) x? + y?- 6x + 14y - 23 = O is the equation of a circle. Find the radius and the centre of the circle.

Differentiation (p47-48) []
d
1) Find G& for y = x°(7x2 + 4).
12) Ify = 2x* - 9x? + 4x?- Q, find the rate of change of y with respect to x at x = 2.

Finding Tangents and Normals (p49) [|

13) What is a normal to a curve?
14) Work out the equation of the tangent to the curve y = 4x? - 9x + 3 at the point x = -2. BS
SS)
BAA
Stationary Points, Curve Sketching and Exponential Graphs (p50-53) [ ]
15) a) Find the stationary points of the curve y = 6x? - 8x + 3 and determine their nature.
b) Use part a) to sketch the graph of y = 6x? - 8x + 3.
16) The curve y = 4b* (where b > O) passes through the point (2, 16).
a) Give the coordinates of the y-intercept. b) Find the value of b. Ooo
Section Three — Graphs, Functions and Calculus
 _ Section Four — Matrices and Geometry 55
_ Rae 4 ere Matrices |
A lot of ale think matrices are aaa horrific, but the maths you have to do with them is dead easy.
It's just a matter of remembering to do it all in the right order...

:Multiplying a
a Matrix by a Number
To multiply a matrix by a number, you just multiply each individual entry in the matrix by the number.

FEXAANPLE: | Pagel atl oe misty (4x-3)\ /4 -12

A
5 oO} 5 OO] \(4x5) (4x0)/ \20 O

Multiplying a Matrix by Another Matrix

Let's say your multiplication is A X B = C.
1) The number of columns in A has to be the same as the number of rows in B.
2) Cwill have the same number of rows as A, and the same number of columns as B.
3) If A and B are square, you can also find B x A — but this usually isn't equal to A x B.
Here's the method fo find the entries in the answer matrix C:

1) Take one row of A and one polonan of B. Multiply the first entry in the foe by the first entry
_in the column, and the second entry iin the row by the second entry in the column.
2) Add together the products from step one. The total goes in C, in the same row as the
numbers from A came from, and the ‘same column as the numbers from B came from.
3} Repeat steps | and 2 till you've multiplied every column ofB by every row of A.

If that sounds a tad confusing, take a look at this example to see the method in action:

13 O05
FEXAANPLE:| a=(; ;) pa(- 5 Work out the matrix AB.

Start with the first row of A and the first column of B. Multiply the first entry in the row by the
first entry in the column, and the second entry in the row by the second entry in the column.
re
a (' aie 5) : Rieter ore it (3 2)
| AW 47 9 (2x O) + (47) yaar 28 46

Do the same with the first row and . add the products to get the
the second column, and so on... entries of the answer matrix.

Identity and Zero Matrices|

Nothing to this — just two matrices you need to remember.
10
1) If you multiply a matrix, A, by the identity matrix, you get A. This is the 2x2 identity matrix: (
0 )
00
2) The zero matrix is just a matrix of zeros. This is the 2x2 zero matrix: ( 5
SH you multip| y matrix Aby the ;zeroD matrix, you get the zero matrix. |

“Is that your Eengemant of numbers?”— “No, it’s my mate Rick’s...”

The best way to get the hang of following the rules of matrices and making sure the entries of your answer
matrices always end up in the right place is, of course, to practise lots of questions. Start with this one:

Garment Xt= f 3 y= () Find the matrix XY. [2 marks} |

'
neon RN A ARORA A A ANP oon ees hs Teno scocl

“Sestion Bo tn— Matrices aan

diGeontetea
56

fo
espace eee eS

Matrices can Represent Points or Transt

1) You can use a matrix to represent any point on a coordinate grid
evi X
— the point (x, y) is represented by the matrix |_ .

ts a point,
2) Some transformations can be represented with matrices too. If matrix A represen
represen ting the transformed point.
and B is a transformation, the multiplication BA = C gives a matrix
mation B.
3) The transformed point C is called the image of point A under the transfor
MU Lg TOT
Vel TaNrads Wah
The notation P’ here just =
On T\a 2 : : a means the image of P.
CR
Le (eT Le!
R= geting PANES A 90° anticlockwise rotation about the pbs VUNG ART NSS

matrix R.
Point P has coordinates (1, 3). Find the coordinates of P’ under the transformation
|
The matrix P = ())represents the point P Pes) tas =a,
oO -1\/1 (O x1) + (—1x 3) —3
RP = = =
Multiply the matrix P. by the transformation matrix R.. 110 3 ~\ (1x1)
+(O x3) 1
.. to find the image of P. P’ has coordinates (-3, 1).

Use (1, 0) and (0, 1)to help you Desc ransformatio

Matrices can represent rotations, reflections and enlargements.
You can work out which transformation a matrix represents by You need a point on each axis because
some different
transformations do the same thing to
transforming a point on the x-axis and a point on the y-axis one axis (e.g. rotating 90° clock
the points on
and seeing what happens to their coordinates. y =x do the same thing to points on
wise and reflecting in
the y-axis), oe
some don't move points on one axis
You can use any points you like — (1, 0) and (0, 1) are easiest. (e.g. reflecting
in the x- axis doesn't move points on the
X-axis)

07-1
FEXAMAPLE: | Describe fully the single transformation represented by the matrix 1 A}

ree eeaesae of a A is 1 \(2) fi: (2 1 \ (°)

y the transformation matrix to = = 5 =|
find the transformed points. eH, o 1 O/\O 1

Draw a diagram so you can

(0,00
pa
see what the transformation ee
es
did to the points. i)We) See \
orm
= |f you only transf
one of these points
Describe the transformation Rotation 90° e a
this could look lik
n
— make sure you give clockwise about reflection, but whe
you do two yo u can
all of the information. the origin.
take
Piet
Wa
Wl
see the rotation. 7
Zr yey VEE LAS

Giving coordinates using a matrix? I don’t see the point...

This stuff is basically just more multiplying matrices, not so bad eh? Have a practice with this question.
-—3 | : ;
Ql : maps the point (3, r) onto (-5, s). Find rand s. [4 marks]
nannnnnc neonoc Aen eeARENA ANA oN NN

Section Four — Matrices and Geometry

 ST

Sometimes you'll need to combine two matrix transformations into one — this page will show you how.
Oh, and don't irs if'aiuesiten says ieauabcettp transformation’ — it just means a combined transformation.

If a point is transformed sdtwo matrices, you have toranean them in the right order — the matrix
for the transformation you do first always goes next to the one for the point you're transforming.

O 1 -10
PEXAMPLE: | Point A (2, -5) is transformed by R = ie i and then by M = a 1 to give point B.
Find the coordinates of point B.

The matrices have to be multiplied in the right order:

(second transformation) x (first transformation) x (original point) = (new point)
So you need MRA = B — but it doesn't matter if you do M ~ R first, or R x A:

MM RR A
A M RA

mead =(5 95 of-s)-(o $)\a)-(4)-8

—t-O.\'-O.~1-\yf-2. -1 O\/-5 5

OR: VEEETEEV IVETE PPT,

M R A MR A It's usually easier to
-1 O\fo 1)\/ 2 O -1\/ 2 3) multiply the transformation
mma = ( \ \ )-( \ )-( =. ely,
Wh
Ln
trices together
ATES
PN
/
first.
Sy 1 O/\-5 —1 O/\-5 -2 Al aT ee Pie ie ;7 LI\\

The coordinates of point B are (5, —2).

To find the matrix that represents one transformation followed by another, you multiply the two
transformation matrices together. The transformation that happens first still goes on the right.

1 - oO 1 point R.
FEXAMNPLE:| iea maps point P onto point Q. Q
i iemaps point onto

Find a single matrix that maps point P onto point R.

To map P to R you first map P to Q, then map Q to R, & 1 ie a} (2 a

so the matrix that maps P to Q goes on the right. LO) 4 @

Find the matrix that maps this page into your brain...
There’s nothing to this once you remember that the transformation you do first always goes on the right —
next to the point that’s being transformed. Use these handy practice questions to see if it’s sunk in.

Ql ra i is the matrix representing a rotation of 180° about the origin,

(es |is the matrix representing a reflection in the x-axis.

0 -1
Work out the matrix for a reflection in the x-axis followed by a rotation of 180° about the origin.
[2 marks]

Q2 The unit square is shown on the right.

Draw the image of the unit square when ;
it is transformed first by the matrix A = (
0 a

then by the matrix B = é i

ae oa

pation a — Matrick ad Geonieint

 58

OnSG ic A
A I Pe ‘ a! & é — 4

or pee ads AS eo 3 a

If you know all these rules thoroughly, you'll at least have a fighting chance of working out problems with lines
and angles. If you don't — you've no chance. Sorry to break it to you like that.

6 Simple Rules — that’s all

1) Angles in a triangle add up to 180°. 2) Angles on a straight line add up to 180°.
a+b+c= 180°

3) Angles in a quadrilateral add up to 360°. 4) Angles round a point add up to 360°.

Z MIVEEV EV EEEEEV VET EEE Ets
Remember that a quadrilateral
is a 4-sided shape.
PEUVUUUE
SWE) PUPP EVEEU EEE ena \

a+b+c+d
= 360°

a+b+cec+d
= 360°
You can see why this is if you split the quadrilateral into two triangles
along a diagonal. Each triangle has angles adding up to 180°, so
the two together have angles adding up to 18O° + 180° = 360°.

Opposite
interior angles There's a nice easy proof of this:
Exterior angle a+b +c=180° (angles in a triangle) and
c + d = 180° (angles on a straight line),
soatb=d.

7
VELLELET ELE EEUV EV s
In an isosceles triangle,
6) Isosceles triangles have 2 sides the same and 2 angles the same. you only need to know
one angle to be able to
P
EXAANPLE: MUR 2
These dashes indicate
two sides the same length.
cn
\whrteetay “AW
Oe

180° — 40° = 140°

These angles The two angles on the right
are the same.
are the same (they're both x)
and they must add up to 140°,
so 2x = 140°, which means x = 7O°.

eee ae Se Be = inten
Don’t get in a tangle over these rules for angles...
_ All the basic facts are pretty easy really, but examiners like to combine them in questions to confuse you.
These angle facts are hidden in all sorts of questions, but have a go at this one as a warm-up:
4
| Ql Find the size of the angle marked x. ? < [2 marks]
ae.

Section Four — Matrices and Geometry

 : Ara Geometry © |
nk aak
are a few more rulesali’ need to learn here — make sure you don't get them mixed up.

at+b=180°
These arrows show that
Bern: aee crosses two parallel inde: itFernie sieclesets of angles.
the lines are parallel.
1) The two bunches of angles formed at the points of intersection
are the same.
2) There are only actually two different angles involved (labelled a and b
“here), and they add up to 180° (from rule 2 on the previous page).
3) Vertically opposite angles (ones opposite each other) are equal
(in the diagram, a and a are vertically opposite, as are b and b). Vertically opposite angles

Alternate, :
Interior é
and Corresponding Angles”
The diagram above has somec characteristic shapes to look out for — and each shape contains a
specific pair of angles. The angle pairs are known as alternate, interior and corresponding angles.
You need to spot the characteristic _Z, C, U and F shapes:
ee
OTT ns
ALTERNATE ANGLES INTERIOR ANGLES ae
z ee are also = | CORRESPONDING ANGLES |
nown as allied
allied an
angles. =
Ses
eens

a+b= 180°
a

Alternate angles are

the same. They are Interior anglesadd "5to 180°. Corresponding angles are the same.
found in a Z-shape. They are found in a C- or U-shape. They are found in an F-shape.

Parallelograms are quadrilaterals made from two sets of parallel lines.

You can use the properties above to show that opposite angles in a
Bee arees and each pair of neighbouring angles add up to 180°.

Int ndExterior Angles |

You ed ici,pea ee Pacis
interior arate
exterior angles are and how to find them.
There are a couple of formulas you need to learn as well.
For ANY POLYGON (regular or irregular): SUM OF EXTERIOR ANGLES = 360°
‘ VUE EE EEE E EEUU IVETE EE EIT ay,
Exterior angle UCL MEO MWe Se > This is because a polygon canbe =
= (n- 2) x 180° = divided up into (n — 2) triangles, and =
i | = the sum of angles in a triangle is 180°. =
foe (n is the number of sides) HPV UAV L VETTE EDA ATE LET UE Ey

xteri angles
Exterior |
For REGULAR POLYGONS only: Interior angles
L PPV 11 pO ee
360° Each sector triangle is x ENT
A a a
EXTERIOR ANGLE = ISOSCELES (see p58). Vidi This angle is always the
n StL
OY WATERY ON = same as the exterior angles.
SAM MRW MNWNeLTAL
EDN TA
INTERIOR ANGLE = 180° — EXTERIOR ANGLE

Aim fora2 gold medal in the parallel lines...

Lots to remember here — and make sure you know the 56°
proper names for all these angles as well.
Ql ___ Find the size of theaerein marked x. 3 [1 mark] |

Section Four — Matrices and Geometry

 60
Prise 2
areca eeroe
‘Brea
Sears ertare ee le a
fad Soe, i )
SE eI Se STE

Here's a bit of a reminder of all the lovely area formulas that you need to know. By the way, I'm assuming that
you know the formulas for the area of a rectangle (A = | x w) and the area of a square (A = |?).

‘Areas of Triangles and Quadrilaterals

i Note that in each case the height must be
LEARN these Formulas: [Ryan height, not the sloping height.
Area of triangle = ¥2 X base X vertical height

A=%xbxh.
The alternative formula is:
Area of triangle = % ab sin C
This is covered on p68.
an
Area of Area of _ average of distance
= base X vertical height trapezium parallel sides between them
parallelogram
(vertical height)

Area andCircumferencee of Ci:rcles_ VAAL MMAR Uc TPAD usRiley 2 Neral

For these formulas, use the 7 button
on your calculator. For non-calculator
Area of circle = 7 X (radius)? questions, use 1 = 3.14 (unless the
Remember that the radius is half the diameter. question tells you otherwise). ELHH
ONAN
DAD
LY,
AEEEELLV
AAP PE EVEL UEP EEE EELS

Circumference = 7 X diameter
= 2 X =z X radius

These ones are trickier — make sure you know the formulas, and what a sector , an are and a segment are.
Major Arc _

yi Area of Sector= 360* Area of full Circle (Pretty obvious

really, isn't it2)

(Obvious
Length of Arc= aa x Circumference of full Circle
again, no?)

FINDING THE AREA OF A SEGMENT is OK if you know the formulas.

1) Find the area of the sector using the above formula.
2) Find the area of the triangle, then subtract it from the sector's area. You can do this
using the '/2 ab sin C' formula for the area of the ee: which becomes: 2 r?sin x.

|Pi r not:Square — pi are2 round. Pi are tasty...

_ Oo, one more thing — if you’re asked to find the perimeter of a semicircle or quarter circle, don’t forget to
| add on the straight edges too. It’s an easy mistake to make, and it’ll cost you marks.
Ql For the sector on the right, find to 2 decimal places: a) the area [2 marks] 4cm
=<B) the arcalee [2 marks] YY
easkibis Four — Matrices ane Ghanem
= 3 _ Surface Area and Volume
It's time now to move on to the next dimension — yep, that's right, 3D shapes. | can hardly contain myself.

Surface Area
1) SURFACE AREA only rare to solid 3D objects — it's simply the total area of all the faces added together.
2) For 3D shapes with only flat faces (e.g. cuboids, triangular prisms and pyramids), work out the
area of each flat shape (e.g. triangles, rectangles) using area formulas and add together.
3) 3D shapes with curved faces are trickier — you'll need to use these formulas:
curved area /
Surface area of a SPHERE= 4zr? of cone (/isthe — areaof
slant height) circular base /

Surface area of a CONE = aril + mr?

‘. Surface area of a CYLINDER = 2zrh + 27?

Cylinder Note that the length of the rectangle is equal
to the circumference of the circular ends.

The surface area of a sphere is 47r’.

unuiBPestind the exact surface area of a hemisphere with radius 4 cm.
You'll be given the formula
A hemisphere is half a sphere — so the surface area of the
for the surface area of a
sphere or the curved part curved face is 47? +2 =2mr-=2 x mw x 44 = 327 cm’.
ofa cone if it's needed for Don't forget the area of the flat face though — this is just SO 0009 18a) tee pka es en Uh eh OLN Fe
an exam question. You're asked for the exact value, so
Nan
ANE
ARTA Tia eT iT CPT
AN the area of a circle with radius4 cm: mr? = 1677 cm’.
JPIVVATELEV =
leave your answer in terms of 7.
So the total surface area is 327 + 1677 = 487 cm’. y PATUPPVVED ELE VUE AE LDPE yayZANT
AAW

Volumes of Cuboids, Prisms and Cylinders"

A cuboid is arrectangular block. Finding its doled is dead easy:

Volume of Cuboid = length x width x height V=LxWxH

A PRISM is a solid (3D) object VOLUME __ CROSS-SECTIONAL x LENGTH

which is the same shape all the OF PRISM ~ AREA
way through — i.e. it has.a
CONSTANT AREA OF CROSS-SECTION.

Triangular Prism
Constant Area Constant Area
of Cross-section of Cross-section

Cylinder
Using the formula to find the area of a circle, v= arth
the formula for the volume of a cylinder becomes: =

s already a Gross-section...
Don t make itmore angry — - it?‘Ss |
Make sure you’re happy with all the stuff on this page. Then have a go at this lovely Exam Practice Question:
Ql The surface area of a cylinder with radius 9 cm is 2077 cm’. Find its height, A. [3 marks]

Section Four — Matrices and Geometry

 62

Volume ud: cee

This page has a great bonus — once you've learnt it you can amaze people by calculating the volume
of their ice cream cones. Who says revision isn't fun? | love it. | take exams just for kicks.

Volumes of Spheres
4
VOLUME OF SPHERE = 3 mr?

A hemisphere is half a sphere. So the volume of a hemisphere is

just half the volume of a full sphere, V = a a. See

Volumes
ofPyramids andCones
You'll be given the formula
for the volume of a sphere
pyramid or cone if it's needed
in an exam question. IRS
TA
Pa
Lie,
PEEL EUUEV PEEP EN EEE EEQ EIN \
A pyramid is a shape that goes from a flat base up to a point at the top.
Its base can be any shape at all. If the base is a circle then it's called a cone (rather than a circular pyramid).

VOLUME OF PYRAMID = : x BASE AREA X VERTICAL HEIGHT

VOLUME OF CONE = % x mr’ x h,

Tetrahedron
Make sure you use the vertical (perpendicular) height in these formulas
“8 di — don't get confused with the slant height, which you used to find the
Square-based surface area of a cone.
Pyramid

Volumes
ofFrustums |
A frustum of a cone is what's left when the top part of a cone is cut off parallel to its circular base.

VOLUME OF — VOLUMEOF _ VOLUME OF ae

FRUSTUM ORIGINAL CONE REMOVED CONE This bit is
the frustum
1 pe I PVM Lie bdelab
_rRH— gurh The bit that's chopped off is a mini ==
3 <i at es =
cone that's similar to the original cone. =
eAJeMAPLE etSOW fF Ok TY GF PCJ) LV

FEXAANPLE: |A waste paper basket is the shape of a frustum formed by removing

the top 10 cm from a cone of height 50 cm and radius 35 cm.
Find the volume of the waste paper basket to 3 significant figures.
Volume of original cone = $nR? H= 31 x1 x 35° x 50 = 64 140.850... cm? 50 cm

Volume of removed cone = Sah es3 x 1x7? x10 = 513.126... cm? =

Volume of frustum = 64 140.850... — 513.126... = 63 627.723... = 63 600 cm? (3 “y

_ No, a cone isn’t ‘just as good’ — all the other Pharaohs will Jaugh... |
A common misconception is that a frustum is actually called a frustRum |
(I thought this until about a year ago. It blew my mind.)
Ql A sphere has radius 6 cm, and a cone has a vertical height of 13.5 cm.
Their volumes are the same. Find the radius (r) of the cone. [4 marks] = = ee
Section Four — Matrices and Geometry
 63

Circle Geometry
It's time to plunge you into the depths of mathematical peril with a full page extravaganza on circle theorems.

_§ Simple Rules to Learn

1) A TANGENT and a RADIUS meet at 90°.
A TANGENT is a line that just touches a single point on the circumference of a circle.
A tangent always makes an angle of exactly 90° with the radius it meets at this point.

2) The PERPENDICULAR BISECTOR of a CHORD

_passes through the CENTRE of the circle.
A CHORD is any line drawn across a circle. And no matter [
where you draw a chord, the line that cuts it exactly in half
(at 90°), will go through the centre of the circle.

3) The angle at the CENTRE of a circle is

TWICE the angle at the CIRCUMFERENCE.
The angle subtended at the centre of a circle is EXACTLY DOUBLE the angle
subtended at the circumference of the circle from the same two points
(two ends of the same chord). AW ETN TA EO Taio ee AA ee eee
= ‘Angle subtended at' is just
a posh way ofsaying ‘angle made at. =
AV APLNT ALWARILUAUOIDUUAL TOUS AV VPACINY UL (100CUTENESS

4) The ANGLE in a SEMICIRCLE is 90°.

A triangle drawn from the two ends of a diameter
will ALWAYS make an angle of 90° where it hits the
circumference of the circle, no matter where it hits.

5) Angles in the SAME SEGMENT are EQUAL.

All triangles drawn from a chord will have the same angle
where they touch the circumference. Also, the two angles
on opposite sides of the chord add up to 180°.

6) OPPOSITE ANGLES in a CYCLIC QUADRILATERAL add up to 180°.

A cyclic quadrilateral is a 4-sided shape with every corner touchin a + c = 180°
the circle. Both pairs of opposite angles add up to 180°. b + d = 180°

7) TANGENTS from the SAME POINT are the SAME LENGTH.

Two tangents drawn from an outside
(external) point are always equal in length.

8)The ALTERNATE SEGMENT THEOREM The

Opposite Segment AM ELILV LEE,
VA
(white) This is probably
The angle between a tangent and a chord is always equal to prizso SoraS a.

the hardest rule,

‘the angle in the opposite segment' (i.e. the angle made at the
so take care.
circumference by two lines drawn from the ends of the chord). Ae
SOA ey I)
IN
TATU

Angle in the Angle between

opposite segment yy—_ tangent and chord

Section Four — Matrices and Geometry

 64

CircleGeometry
Now for actually using these circle theorems — it's often a case of having a go with any rule that you can until
you find the angle you want. You might have to use a few rules to solve a problem.

Using the Circle Theorems

B
FEXANAPLE: A, B, C and D are points on the circumference of the circle,
and O is the centre of the circle. Angle ADC = 109°. ee
Work out the size of angles ABC and AOC.
You'll probably have to use more than one rule to solve circle theorem
questions — here, ABCD is a cyclic quadrilateral so use rule 6: A 7 Cc
We
6) OPPOSITE ANGLES in a QUADRILATERAL
CYCLIC add up to 180°. D
: a Dx ° A TA ST EA a ee C78
Angles ADC and ABC are opposite, so angle ABC = 180° — 109° = 71°. Spo three-letter Sriale aptetione ie
Now, angles ABC (which you've just found) and AOC both come = sea te IS byThs hehe D =
= er). =
from chord AC, so you can use rule 3: TINA Sssceeye l i a \ i earner

3) The angle at the CENTRE of a circle is TWICE the angle at the CIRCUMFERENCE.
So angle AOC is double angle ABC, which means angle AOC = 71° x 2 = 142°.

You might need to use circle theorems for questions that look like they're about something else entirely:

FEXAANPLE: |Point A (6, 4) lies on a circle with the equation x?.+y? — 4x — 2y —- 20 =O. neta rs
vbtv nit %,
a) Find the centre and radius of the circle. > Circle graphs =
x+y? —-4x-2y-20=0 = are covered n =
ime, +y 2) GeO =Fae 4546.FRE =
Rearrange the equation
|
to show it as the sum
(x — 2)? -4+(-1)?-1-20=0
—

of two squares:
2

(x — 2)? + (y — 1)? = 25
This shows the centre is (2, 1) and the radius is 5.
b) Find the equation of the tangent to the circle at A.
Use the coordinates of the centre and the point . 3
on the circle to find the gradient of the radius. Gradient of radius at (6, 4) = 6-2 ae

Now use rule 1: 1) A TANGENT and a RADIUS meet at90°.

So you can work out the gradient of the :
? of the radius| —
tangent from the gradient Gradient
pie of tangent
hel agikl a= SR- =-4
perpendicular gradients multiply to give —1. >

4 1
PR, Ae eax 6) Ti
Then substitute in the gradient and the 7 3 bog This is the same ~
coordinates of point Atoy—y,=m(x—-x) y-4= -3x +8 5 method as finding rigys
<
to find the equation of the tangent = thetangent to a =
; oe:
Yr-3x+t2 Z,CELE
Surve (page 49) =
UT CT Pan

All this talk of segments and tangerines is making me hungry |

Learn all 8 rules and practise using them — sometimes the best approach E A |
is to try different rules until you find one that works. 52°
Ql A, B, C and D are points on the circumference of the circle with centre O.
. .

Dk
N

|
The line EF is a tangent to the circle, and touches the circle at D. Na B |
Angle ADE is 52°. Find the size of angles ABD and ACD. [2 marks] C |
|

- Section Four — Matrices and Geometry

a
|
 65

a 5Revision Questions for Section Four

SS ee ee Os CE rar roe mrimin tn erne srt petreeret aie erecrretesinieecrreretoenten

There are lots of opportunities to show off your geometric skills here (reciting circle theorems is my party trick).
* Try these questions and tick off each one when you get it right.
* When you've done all the questions for a topic and are completely happy with it, tick off the topic.

Matrices and Matrix Transformations (p55-57) [ |

1) — Work out 27 iar LJ

2) a= (22) p= (2,2)rmsa
3 -l ee. \ae

3) Describe fully the single transformation represented by the matrix iea iS

4) = Matrix U = fsss maps point L to point M, matrix V = (35 maps point M fo point N (15, 12).

Find the coordinates of point L.

Geometry (p58-59) [_]

5) | What do angles in a quadrilateral add up to?
6) Find the missing angles in the diagrams below. Li
y,
b) c)
38°

Za
7) Find the exterior angle of a regular pentagon.

Area, Surface Area and Volume (p60-62) [ | =

Sones
8) Accircle has diameter 12 mm. Find its exact circumference and area.
9) Find the radius of the sector with area 93 cm? and angle 35° to 2 iy
d.
10) The shape on the right is made from a cylinder and a hemisphere. <7" peels
Find its exact volume. eeatyi0:0m SERED
Il) Find the surface area of this solid (to 1 d.p.): ee 6
BS)
Sis]

12) A sphere holds the same volume of water as 6 cylinders, each of height 18 m and radius 3 m.
Find the radius of the sphere.

Circle Geometry (p63-64) [_|

13) What is the sum of opposite angles in a cyclic quadrilateral? 2
14) Find the size of the angle marked x in the diagram on the right. ~
15) In the diagram below AB is the tangent to the circle at F.
CE is parallel to AB. D
Find the angle CDE. = Si"
is
WA
E

section Four — Matrices and Geometry

 66 Section Five —— Py thagoreeiaae Trigonometry :

aa 2 nigh-analedtriangles. It sounds hard but it's uatedeadsbeiieblon

theorem only works for

Pythagoras’ Th eorem — ae + b=e’

|
1) Pythagoras uses two sides to find the third side.
2) The BASIC FORMULA for Pythagoras is a? + b?= c?
3) Make sure you get the numbers in the RIGHT PLACE. c is the longest
side (called the hypotenuse) and it's always opposite the right angle.
1) va
un
PEXAAAPLE: | ABC is a right-angled triangle. AB =11 m and | A = ¢You : rs
{t'snotalways
AC =7 m. Find the exact length of BC. i = peed to find — loads of =
7M = people go wrong ieee r
1) Write down the formula a+ b= c2 7-0 vibgeen
then put in the numbers. BC2 + 72 =112
: Neen BEE WS Rye
2) Rearrange the equation. BC2 = 112 — 72 =121 — 49 = 72 Remember to check
— the answer's sensible.
3) Take square roots to find BC. BC = /72 =/36x2 =6/2m MLWr hpidin
AN
TITTY

4) ‘Exact length’ means you should give your answer as a surd — simplified if possible.

4) Some right-angled triangles have three sides whose lengths are all integers —
these groups of three numbers are called Pythagorean triples. For example: 5 cm

4 cm
5) You should be able to recognise these without needing to use Pythagoras’ formula
6) Multiples of the Pythagorean triples also make right-angled triangles, so look out for these too, e.g

6,8,10| |15,
86,89 22, 00.68 42,144,150)
_UsePythagoras tofind the
Pythagoras lets youfind the straight-line distance between +two ateeon a graph.

1) Draw a sketch to show the Point P has coordinates (-4, 3) and point Q has
risht-angled triangle. coordinates (11, 11). Find the length of the line PQ.
2) Find the lengths of the (2) Length of sidea
shorter sides of the triangle. é =11-3=8
3) Use Pythagoras to find the Length of side b
length of the hypotenuse. =11-—--4=15
(That's your answer.)
(3) You'll recognise that this
is the Pythagorean triple
B45. 17. so c= iF

Remember, if it’s nota1 right angle, it’sa wrong angle...

Once you’ve learned all the Pythagoras facts on this page, try these Exam Practice Questions
Ql Find the length of AC Se Q2_ Find the exact length of BC.
correct to 1 decimal place. a |
7m 25m ‘7
Laem eS |
Cig a8 [2 marks] 0 e [2 marks] |
Q3 Point A has coordinates (1, -2) and point B has coordinates (7 3)
Find the exact length ofwe line AB. [2 marks]
eroaenrnernermenennes Sear aeeceeccceeeeeeeenner
ene

Seetian — — Bithaigtres ane ieiseuemehy

EE:See ry — Tan | Pe ae
- - Sin, Cos, T
Trigonometry — it's a big scary word. But it's not ey
a scary topic. An important topic, yes. An always
cropping up topic, definitely. But scary? Pur-lease. Takes more than a triangle to scare me. Read on..

Le
The 3 Trigonom etry Form ulas"
There are three basic trig formulas — each one links two sides and _an angle of a right-angled triangle.
SSA TEINS OA MS Ee IZ

pposite pposite Use SOH CAH TOA to

lap e— an
x= help you remember which trig
ypotenuse *~ Hypotenuse djacent functions go with which sides. CATAVAVAP
AVE
AVE
aT OM Va Ml h te Ll

* The Hupotenuse is the LONGEST SIDE. Hypotenuse

* The Opposite is the side OPPOSITE the angle being used (x).
* The Adjacent is the (other) side NEXT TO the angle being used.
Adjacent (A)
1) Whenever you come across a trig question, work out which two sides of the triangle are involved
in that question — then pick the formula that involves those sides.
2) To find the angle — use the inverse, i.e. press or nd followed by sin, cos or tan (and make
sure your calculator is in DEG mode) — your calculator will display sin’, cos" or tan".
3) Remember, you can only use these formulas on right-angled triangles
— you may have to add lines to the diagram to create one.

FEXAANPLE: Find the angle x in this It's an isosceles triangle so

triangle to 1 d.p. 36 m 36m | split it down the middle to
get a right-angled triangle.

1) Label the three sides O, A and H H

(Opposite, Adjacent and Hypotenuse). =~~~~~—-:—s»°6
= ™
B\ AG
2) Write down from memory 'SQH CAH TOA’. Zo
"—~soH GAH)TOA If you find it useful, you can
3) Decide which two sides are involved: turn SOH, CAH or TOA into
O,H A,H or O,A and select SOH, CAH or TOA a formula triangle:
accordingly — A and H are involved here. 1S
OH)
A
4) Write down the formula you need. ——————————— C = iH A A A
Cover up the thing you
20 want to find and write down
5) Translate into numbers and work it out. cos X= 36 whatever is left showing.
=>x= cos (42-)=56.2510114..°
=563°(1dp)

SOH CAH TOA —the not-so-secret formula forsuccess... |

You need to know this stuff off by heart — so go over this page a few times until you’ve got those formulas
i
firmly lodged and all ready to reel off in the exam. All set? Time for some questions...
Ql A ladder is leaning against a vertical wall. It is at an angle of 74° to the horizontal ground.
The base of the ladder is on the ground 0.9 m away from the wall. |
How long is the ladder? Give your answerr to3s.poe B marks] |
omens neon RMT TO srveresssageaeetea7 SAPTHRAPTIT
STREETEROOOO TRONS — — Sacisuiaieidiaaiumenanetaaaiaaaanemamiiea cane =

- Sektion affine— ers andirigdhoniang

 68

The Sine and Cosine Rules ao.

Normal trigonometry using SOH CAH TOA etc. can only be applied to right-angled triangles. Which leaves
us with the question of what to do with other-angled triangles. Step forward the Sine and Cosine Rules...

Labelling the Triangle

This is very important. You must label the sides and angles properly so that the letters for the sides and
angles correspond with each other. Use lower case letters for the sides and capitals for the angles.
Remember, side ‘a’ is opposite angle A etc.

It doesn't matter which sides you decide to call a, b, and c,

just as long as the angles are then labelled properly.

Three Formulas to Learn:

“The Sine Rule Th
The Cosine Rule |
The ‘normal’ form is...
pa bee. a’= b?+ c7- 2be cosA
sinA sinB_ sinC
You don't use the whole thing with both '=' signs ...or this form is good for finding an angle
of course, so it's not half as bad as it looks — (you get it by rearranging the ‘normal!’ version):
you just choose the two bits that you want:
e.g b. = Bano os Bebe wise
oa sinB_—_sinC sin A sinB

Watch out — if you're using the sine rule to find an

obtuse angle, you'll need to subtract the answer your
calculator gives you from 180° to get the correct angle. Triangle XYZ has XZ = 32 cm, YZ = 21 cm and
angle XZY = 51°. Find the area of the triangle,
giving your answer correct to 3 significant figures.
é: Ne
This formula comes in handy when you know Label the sides
two sides and the angle between them: Ye and angle. ee

Area of triangle = ¥% ab sin C EN J

: 32 cm
<elvaakt daa 0 t L,
3 Of course, you already know a = Area = Sab sinc
= simple formula for calculating = ,
= area: % x base length x height. = = 5x32 21x sin 51° SUG nia).
= = on't forget é
= The formula here is for when
=261cm? (to 3 sf) p the units =
= you don't know those values. =
PUYOAVeAPODeNWeLAN WT olf)odoradFOPTYPOS PENS bbb 1 jp

...and step back again. Hope you enjoyed a moment in the spotlight...
You need to practise using these formulas — so here’s an area question to have a go at, and fear not, you’ll
get your chance to tackle some sine and cosine rule problems on the next page...
Ql Triangle PQR has PQ = 10 em, QR = 19 cm bts 20 Oe. |
and angle PQR = 24°. Find its area, giving
your answer correct to 3 significant figures. 19 Shi [2 marks]

Section Five — Pythagoras and Trigonometry

| Se
‘The Sine and Cosine Rules
RBceolgnatshoneareeel FOUR question sete where the sine and cosine rules would be applied. So learn the
exact details of these four examples and you'll be laughing. WARNING: if you laugh too much people will think you're crazy.

The Four Exampples |

a TWO ANGLES given plus ANY SIDE TWO SIDES given plus an
— SINE RULE needed. ANGLE NOT ENCLOSED by them
— SINE RULE needed.
Find the length of AB for the triangle below.
Find angle ABC for the triangle shown below.
A A

e B
Cc B
1) Don't forget 1) Put the numbers bb 6 eee D8
the obvious... B = 180° — 77° — 57° = 46° nto the sine pile iB —sinCe east aire
2) Put the numbers b = eae Daa = RF: 2) R ge t 157°
into the sine rule, 9!" Bo sinc sin46° —sin57° ; | did ot SR = cea sO T2299S
3) Rearrange 5 X sin57° 3) Find the => B =sin '(O.72299...) = 46.3° (1d.p.)
to find c. > c= 46° = 2-83 m(3 sf) inverse.

TWO SIDES given plus the ALL THREE SIDES given

ANGLE ENCLOSED by them but NO ANGLES
— COSINE RULE needed. — COSINE RULE needed.
Find the length CB for the triangle shown below. Find angle CAB for
A
the triangle shown.

(EC
‘e B
1) Use this version that i b?+c*—a’
1) Put the numbers into the cosine rule.
of the cosine rule. 2be
= b* +c? —2bce cosA 2 ot a2
= 5? + 5.8? — 2x5«x5.8xcos /7° 2) Putin the numbers. =2 528 ag!
= 45.5928... 3) Jake the inverse = 0.1662...
2) Take square roots to finda. = _ /4565998_ to find A. => A=cos (01662...)
=6.75m(3s.f)
if the triangle isn't labelled ABC =80.4° (1d.p.)
match
— just relabel it yourself to
the sine and cosine rules...

4 examples +3 formulas +2 rules =2 trigonometric genius...

You need to get really good at spotting which of the four methods to use, so try these practice questions.
Ql Find the size of angle ACB for the triangle below. Q2_ Find the length of side DE for triangle DEF.
EB

Dele e
A
ll cm
4
15 Soe [3 marks]
C F
CP RRR ALN TEE REELTES EE IEICE TRE AOC IE

Section Five — Pythagoras and Trigonometry

 10

This is a 3D version
There's just one simple formula — learn it and the world's your oyster...

3DPythagoras
for Cuboids —
Cuboids have their own formula for calculating
the length of their longest diagonal:
In reality it's nothing you haven't seen before
a? + b? + c?= d? — it's just 2D Pythagoras’ theorem being used

|
1) a,b and e make a right-angled triangle so
e? = a? + b?

;
2) Now look at the right-angled triangle
formed by e, c and d:
d2 = e? + c?= a? + b? + oc?

Find the exact length of the diagonal BH for the cube in the diagram.
1) Write down the formula. atb+ce=d
2) Put in the numbers. 3? + 3¢ + 3? = BH?

3) Take the square root to find BH. = BH = /27 =3,/3

cm

In the square-based pyramid shown,

M is the midpoint of the base.
Find the vertical height AM.

1) Label_N as the midpoint of ED.

Then think of EN, NM and AM as
three sides of a cuboid, and AE as
the longest diagonal in the cuboid.
2) Sketch the full cuboid.

3) Write down the 3D Pythagoras formula. av&t+b+2e=d

4) Rewrite it using side labels. EN? + NM? + AM? = AE?

5) Put in the numbers and solve for AM. > V+ 4+ AMZ= 11?

= AM = 121-216 = 9.43
cm (3 sf)
prrerenenerccreen cartes nA ne _— eonnnnrenencareeres

| Wow — just what can’t right-angled triangles do?...

_ You need to be ready to tackle 3D questions in the exam, >
| so have a go at this Exam Practice Question. eta
llm
|
| QI Find the length BG in the cuboid shown to 3 s.f. é awake :
22m H
| [3 marks]
eae
Section Five — Pythagoras and Trigonometry
 71

3D ‘Trigonometry — coh Segaeet

+
ths
ati a sound ky deinpa ae it is. - but iisoar just using the same oldtules.

;Learn the3-Step Method —

— ABCDE is a square-based pyramid with
1) Make a right-angled triangle between M as the midpoint of its base. Find the
_ the line and the plane. angle the edge AE makes with the base. /-~
y

1) Draw a right-angled triangle

using AE, the base and a line
between the two (here it's the
vertical height).

vA . Label the angle you need to find. ae

2) Draw a simple 2D sketch of this triangle

and mark on the lengths of two sides (you = 2).- Now sketch this triangle cae
might have to use Puthagoras to find one). in 2D and label it. : tdi
3) Use trig to find t le.
Peon tee ine Ange Use Pythagoras (on the EM? = 42 + 42 = 32
You can find the angle base triangle) to find EM. = EM = /32cm
between two planes in the 12
— but mak 3) Finally, Yi use ug
triqonometr
One eLy tan x = —— = 211213...
Mee ea, anes
triangle
the right-angled ; to findedt x — you know theay V32
Opposite and adjacent sides x = tan” (2.1213...)
betw
etween pl
thethe two two planes , ths: Sone art = 64.8° (1 d.p.)

For4bedeoies5 inéide:8DSaiapas, ina Saithae:ray you can useere

sineaie
and cosine
cosine
Dae rules

Find the size of angle AEH 1) Draw the triangle AEH7 6 ncaa
in the cuboid shown below. and label angle AEH as x. 4 Saale
cm

2) Use Pythagoras’ theorem AH? = 132 + 97 = 250 => AH=7/250

to find the lengths of poets AP = 62 + 92= 117 => AB=)/117
AE AH andEH pia 2 62 4 132= 205 > EH= 205
3) Find x using the cosine rule: —- AH? = AE? + EH? — 2xAExEHxcos x
Put in the numbers. 250 = 117 € 205 — 2/117 / 205cos x
Rearrange and take the ——— y = ¢g<- ses +205=
Salk 76.6° (1 dp)
inverse to find x. 2/117x205

‘The Return
R ofine Gouiné Rule -— out now in3D...
If you need to find an angle in a 3D question, don’t panic
— just put those standard trig formulas to work.
Ql Find the size of the angle between the plane ACD and the plane BCDE
in the square-based pyramid shown. M is the midpoint of its base.
sane ERP OPOPIESRESHORE HR EEN HPO RC NA NONE A Ne ARORA A RY

Surin Five — spelineernde anda Teigahontete

 TrigValues
72

a Sich pe ele Se eieseeerras

Trig questions quite often use the same angles — so it'll make life easier if you know the sin, cos and tan of
these commonly used angles. You might need to use them in your non-calculator exam — so learn them.

1) You need to know the values of sin, cos and tan at 30°, 60° and 45°.
2) To help you remember, you can draw these two triangles. It may seem a
complicated way to learn a few numbers, but it does make it easier. Honest.
3) If you draw the triangles, putting in their angles and side lengths, you can use
them to work out the special trig values that you need to know.
4) Use SOH CAH TOA...

SOTA TPE ee tae

I |/
= You can use Pythagoras to check
v2 that you've got the side lengths
right, eg. 12 + (3)? =4 = 2? EIS
/

cos 45° =
I
——
aFEVCTS EY eee
vat eats)

tan 45° = 1

FEXAMPLES: | 30° 2. This circle has radius 2 cm. A

{. Without using a calculator, find Without using a calculator, C33
the exact length of side b in the : b find the exact area of S
right-angled triangle shown. segment A.

5 1) Find the area of the triangle using the

1) It's a right-angled triangle so use SOH CAH TOA formula.atea’ = Sab sinC = LU ee» Gi:
to pick the correct trig formula to use. 1 F
=A area of triangle = > x2°x sin 45°
Gitaots Tp ) SUMMER.
2) Put in the numbers from the diagram in the question. 7 tee i v2 = ae =
mee ne F 2) Find the area of the sector: oa eee J

3) You know the value of cos 30° so substitute this in. area of sector = jes x77 x2? = +
Se 3 3) Then area of seqment
PE 4 = area of sector — area of triangle:
b=v3 area of segment = - —V¥2 cm

Tri angles — go on, you might like them... |

Use the triangles to learn the trig values — then if you’re not sure about a trig value in the exam, you can
. . .

quickly sketch the triangle to check you’ve got it right. Have a go at this Exam Practice Question.

Ql The right-angled triangle shown has side lengths whose a .

BHO a:b:cis 1: 4/3 :2. What is the value of x? b [2 marks]
Hrssnortene-emnem oneness nenaneaeseereensn
eeeeennnenen Cun etoct nena enn ROGIN

Section Five — Pythagoras and Trigonometry

Before you leave this page, you should be able to Oe sel your aitestan
eyes and iota these shipaographs in your
head, properly labelled and everything. If you can't, you need to learn them more. I'm not kidding.

siThenx an os x ar e always in|the range aie to 1

graphs of sinoe
x cos x are similar — they just bob up and down between -I ue i

sin x and cos x are both periodic (repeat themselves) with period 360°
i 0 OP oda
cos(x+ 360°) = cosx sin(x + 860°) = sinx They bounce up and down from -1 to 1 — they
can never have
a value outside this range.
Yr Es MOETs
“<UL. Stel
lial

sin x goes through

the origin. That
means sinO = 0.
cos x crosses the
y-axis at y= 1.
That means cosO = 1.
For cos x, there's symmetry in the
cos(-x) = cosx sin(-x) =- sinx
y-axis, for sin x it's a little different: oe ee

i x is= different from sin x or cos x — “itatedSHehueeh -co and +00,

tan x is undefined at +90°, +270°,...

RV TITIV ITV TV T ity Title

As you approach one ofthese =
undefined points from the left, =
tan x just shoots up to infinity.
AVILES
ASE ee oe eeeee eTy
MUVET EPP UP EPPA EV le
As you approach from the =
right, it drops to minus infinity.
Teint (ate NLT Ne TAMU RINS
tan x goes from —co to +c every 180° tied
We
Ra)

So it's got period 180°, and takes every SASL te iteti. lt ed tt ia a.

< ‘ “ot The graph never ever touches these
possible value in each 180° interval. lines. But it’ does get infinitely
a
fe
J
\
close, if you see what | mean..
tan(x + 180°) = tanx TANT VAP UCELLL ELEVEN

The easiest way to sketch any of these graphs is to plot the important points which happen every 90°
(i.e. -180°, -90°, 0°, 90°, 180°, 270°, 360°...) and then just join the dots up.

Live a life of sin (and cos and tan)...

It’s really important that you can draw the graphs on this page and get all the labels right. You need to
know where the graphs intersect the axes, and the maximum and minimum points of eachela
A,y
Ql Without using a calculator, which of the
following is the correct graph of tan x? x
[1 mark] rae
Pe NENT TERR
OI a AE EN RE OE CEPL RAOAT PRION Aseer

Section Five — Pythagoras and Trigonometry

 74

your calculator, then sketch the graph so you can find any other solutions.

Sketch a Graph to find Solutions in an Interval...

—— 3

EEE

for‘ O"'s x= 3607

FEXAMPLE: | Solve cosx =+
1) Get the first solution from your calculator — or in
1
this case, you should remember that cos 60° = >:
ee
xX = cos
Aey)
x= 60°?

2) Sketch the graph of y = cosx for the range you're

interested in and mark on the first solution.

3) Use the symmetry of the graph to work out what

the other solution is:
x = 360° — 60° = 300°

FEXAANPLE:| Solve tanx = -3 for O° < x $ 360°.

AWEEEUIL DEE UEERE
1) Use your calculator: x = tan (2) = This solution isn't in the =
é = interval you're looking at. =
x = -563099..° pee UL LLL
x = -56.3° (to 1 dp.)

2) Sketch the graph of y = tanx.

Make it larger than the range you want, so you
can include the angle from your calculator.

3) Use the symmetry of the graph to work out what

the solutions are:

*¥-= 180" — 5632099..." =123.7° (to.1-d.p.)

x = 360° ~-563699—7-= 303,77 (to 1 ap.
4
SEEEEEEUUL EE EEE EEPEEP Eee tittag,
You should always use your graph to double
check that you have the right number of
solutions in the required interval. <
SS
PUVOi
rad
ZUVPUUT TT UUV VEEN EET TEEPE EES

I usually like to find an ice cream in an interval...

Sketching the graph is a really useful way of seeing where the solutions are and how youre going to find
them. Always check whether the answer given by your calculator is actually in the interval you want.

Ql Solve sin x = 0.3 in the interval 0° < x < 360°. [2 marks]

Section Five — Pythagoras and Trigonometry
 15

e ‘Using Trig Identities

Now for
2 somaas exciting — trig identities. Mmm, well, maybe exciting was the wrong word.
Bs Wal VL URL YTS CUSSTNG G O e
There's more on
identitieson p32.
La
ANP eraUetilutie AUN
FW Mui FIMAOV

sin Xx This iis a — sagt to know.pee mosthis TS to use it are:

tanx = 1) Equations with a sin and cos where you can divide sin by cos, e.g. Ssinx = cosx
Cos xX
2) Equations with a tan, together with a sin or a cos, e.g. S3sinx -— tanx = O

FEXAANPLE:} Solve: 5sinx = cosx, for O° < x < 360°.

1) It's got sin) and cos Tee
in it aes— soeerdivide through by cos x. 5sinX
sinx =4 => Stanx=1
2) Now you can substitute in tan x = nee tanx = zt
3) Use your calculator to find the first solution. x = tan '(O.2)
= 1130992
4) Sketch the graph ofy = tan x, then
use It to work out the other solutions. x3 180" £13099”
=.4913099.0
So x = 11.3°, 191.3° (to 1 dip.)

FEXAMPLE: | Solve: 3sinx — tanx = O, for O° < x s 360°.

1) It's got sin and tan in it — so writing tan x as ane. 3sinx—tanx =O
sinx
is probably a good move: >ZsinX — osx =:
2) Multiply the whole equation by cos x > 3sinxcosx —sinx =O

3) Now — there's a common factor of sinx. => sinx(3cosx —1)=

4) You've got two things multiplying together to make > sinx =O or 3cosx—1=O
zero — so either one or both of them Is equ

The first solution Is... x =sin’ O=0° Rearrange.. cosy = $ =>x=cos 451>
3
then find the = 70.5287...°
Now find the other points where sin x = O
in the interval O° < x s 360°.
first solution.
=70.5° (to 1 dp.)
=> x=O" 180°, 360° Sketch the graph
ofy = cos Xx.
we

So altogether there are five possible solutions: =1

=>¥=O%;705°, 180", 269.5", 360° So the other solution is:

x = 360° — 70.5287...° = 289.5° (to 1 dip.)

‘Trigonometry is
is the root of all evil...
If you feel like you’re getting stuck, rewriting stuff using different formulas is always worth trying.
Ql Solve 7 tan xcos x = 3 in the interval 0° < x < 360°. [3 marks]
Q2 Solve tan x — sin x = 0 in the interval 0° < x < 360°. hsee

seetiaty Five — isticomradl and Taig @hanietee

 eae
If you have asin’x ra cos' x, thins
e ae 2 eS TE Teeeile

sin?x + cos? x=1 sin?x = |-cos*x = Be careful — sin’? x means

Ex (sin x)2, not sin (x?).
cos2x = I-sin?x 5572414 elt wta feek. ny IVI
ZIT

Use this identity to get rid of a sin? or a cos? that's making things awkward...

FEXAAAPLE: | Solve: 2sin?x + 5cosx = 4, for O° <x < 360°.

1) You can't do much while the equation has both sin and cos
2 =
in it. So replace the sin?x bit with 1 — cos?x. 2(1—cos’x)+5cosx =4

2) Multiply out the bracket and rearrange it so that you've got = 2-2 cos*x + > cosx = 4
zero on one side — and you get a quadratic in cosx: => 2cos*x —Scosxt2=O

3) It's easier to factorise this if you make the 2y? -5y+2=O

substitution y = cosx. Sere Lie be (2y-1)(y-2)=0

=> (2cosx —1)(cosx —2)=O

4) Now one ofthe brackets must be jae se eset Hor (eae ee
So you get 2 equations as usual.
You've already done
thisecample ony imredes
D = 4 =>x=60° or x =300° and cos x =2
CPIVITICTIOVISUUECEIUL
PIVTPTV PAUP ee Pte te
This is a bit weird. cos x is always between -1 and 1, >
(JOA
Wer
Wi
We,
a so you don't get any solutions from this bracket. =
\
7 UO DUO LO en
5) So at the end of all that, the only solutions you get are: x = 60° and x = 300°

maceiesemcinadl Se ne SextndtiGeanaatens —— i a SS eae a Sion

Another use for these trig identities is proving that two things are the same.

Prove things like this by playing about with one side ©0320
of the equation until you get the other side. Left-hand side: 1eauh
The only thing | can think of doing here is replacing Ames ine 1-a’ = (1+a)(1-a)
cos? 6 with 1 — sin? @. (Which is good because it works.) ~ 1+sin@ Sf ssn’?6 = (1 + sin @) (1 — sin 6)

The top line is a difference of two squares: _ (1*sin@)(1— sin @)

is 1+sin0
= 1-sin@, the right-hand side.

| Trig identities — the path to a brighter future...

Those identities can be a bit daunting, but it’s always worth having a few tricks in the back of your mind —
look for things that factorise, or fractions that can be cancelled down, or ways to use those trig identities.

Ql Show that cos 6+ 1 = Tory

_ _sin’@
[3 marks]
H
it
opener er ONT OR NRE eRe ty meme ee rreceemnmennniine

Section Five — Pythagoras and Trigonometry

* Try these questions and tick off each one when you get it right.
* When you've done all the questions for a topic and are completely happy with it, tick off the topic.

2D thagoras and Trigonometry (p66-67) [||

V) A rectangle has a diagonal of 15 cm. Its short side is 4 cm.
Calculate the length of the rectangle's long side to 1 d.p.
2) Point C has coordinates (-1, 2) and point D has coordinates (4, -2).
Calculate the length of the line CD to 1 d.p. 49 i
3) Write down the three trigonometry formulas.
-/ m

4) Find the size of angle x in triangle ABC to 1 d.p. yr A 92m ©

1.2c¢c
5) Find the length of side XY of triangle XYZ to 3 s.f. nie al
z >
The Sine and Cosine Rules (p68-69) | |
Write down the sine and cosine rules and the formula (involving sin) for the area of any triangle.
List the 4 different types of sine/cosine rule questions and which rule you need for each.
Triangle ABC has side AB = 19 cm, side AC = 14 cm and angle ACB = 63°. Find angle ABC.
Triangle DEF has side DF = 7.9 m, side EF = 12.8 m and angle DEF = 37°.
Find angle EDF, given that angle EDF > 90°.
Triangle PQR has side RQ = 3 km, PR = 23 km and angle PRQ = 10°. Find the length PQ.
Triangle LMN has side LM = 6 m, side MN = 9.5 m and angle LMN = 54°. Find its area. ES
BS
GSS
ANNI:
SW)
SS)
©
3D Pythagoras and Trig (p70-71) [ |
12) Find the length of the longest diagonal in the cuboid measuring 11 m xX 18 m xX 26 m.
‘i H

13) Find the angle between the line AG and the plane ABCD in this cuboid. &
Et
p
14) Find the size of angle TQV in the cuboid shown to the nearest degree. 8 19 eaee Q LJ
5 cm
u
Ww see Be
15) Find the acute angle between the planes BGE and EFGH in the cube shown. L
1 rer 12-7 CT 2 _--

Write down the exact value of tan 60°.

Sketch the graphs for sinx, cosx and tanx for O° < x < 360°,
labelling all the max/min/zero/undefined points.
Solve sind = ua for O° < 8 < 360°.

What is cos2x in terms of sin?x?

Prove that 1 + tan?x = wae
cos’x
Solve 3tanx + 2cosx = O for -90° < x < 90°.
Simplify: (siny + cosy) + (cosy -sinyy
Ghow that sin*x + sin’xcos*x _ _ 1 A
AAA
SAS
cos’x — 1
Section Five — Pythagoras and Trigonometry
18

| Q6 a) Divide the top by the bottom. Page 13 — Factorising

Section One
b) Put the digits after the decimal 3xy?(3x + 5 + 4xyz’)
Ql
|
Page 3 — Fractions point on the top, and a power of
Q2 (2x + 1)(4x — 5)
39 2 10 with the same number of zeros
Ql a) go b) 3
as there were decimal places on |Page 14 — Factorising
the bottom. Ql 2(3a + b)3a—b)

Q2. 50 Q7 a) @ 0 =2 Gi) 6% Q2 (x° + 10y)(x° — 10y)

dl
Page 4 — Fractions, Decimals and
b) @) = Gi) 035 i
|3 ris
Percentages c) (i) 0.55 (ii) 55% Q4 (2 —x)(3x + 7)

aa g-$ ov ih-4 8 0. 54-4 =6 |Page 15 — Manipulating Surds

|Ql 10,4095:
) 00"20® 7000 (Q9 a) 20m b) £162 c) 62.5km
0 §-3
Q2 4-2/3
(Q10 £33.60
Page 16 — Solving Equations
Ql = £4920 |
Q2 a) b) 63% (QI2 58.4% Q1 x= 146

Q@ 999 “TIT
|
Q2 x=7
|Q13 percentage change
= (change ~ original) x 100 Page 18 — Rearranging Formulas
Page 5 — Percentages
(Q14 12.5% |
Q1 g=4p+12r
Ql 806
|QIS 21.84 + 1.12 =19.5 stone —2
Q2 34%
|Ql6a) 1:3. b) 2:3. ©) 11:15
(Sigewty aa =
Q3- 85% =£12 410, Q3 a) y=+3/x ~—i+b)?)sv= me
so 1% = £146
LQl7a) 2:3. b)=6:5" Sere 3
and 100% = £14 600 (QI8 — 1:6.25
Q19 For every flute there are 2 violins. Page 19 — Factorising Quadratics
Page 7 — Ratios
There are 5 flutes for every 2
QI a) 4:7 b) 2:3 Ce sas trumpets, so there will be 10 |Qi (x + 3)(x -—7)
102. -x=30rx=6
Q2 27 spoons of peanut butter violins for every 2 trumpets.
Asaratio, this is 10:2 =5:1.
|
Q3 4200, 3000, 2400 Page 20 — Factorising Quadratics
Q20. 180 Qi (2x + 3)— 5)
Page 8 — The Product Rule
for Counting
Qs 114 | Old) nea 4,as
/Q22. 1. Add up the parts Q3 (3x + 4)(x + 7)
2. Divide to find one part
Q2. 24 | 3. Multiply to find the amounts Q4 x=3

Revision Questions — Section One |Q23. 750, 1000, 2250 Page 21 — The Quadratic Formula
Q24 100.000
Ql a) db
3 b) 23 oF 3 Ql ¥= 023. te 13.23
|Q25 9% Q2 ya =2
Qa) sz p) 2
Q3 Multiplying: Multiply top and | Section Two | Page 22 — Koes the Square
bottom numbers separately.
Page 10 — Powers and Roots Qi (x — 8)’ -
Dividing: Turn the second
QI a) p' b) 18a7b? Note eep negative here (it's —8)
fraction upside down, then
c) 27x°y d) 4a‘b>
— so (x + p) is actually (x — 8).
multiply.
Q2 (x+4P?-6=0
Adding/subtracting: Put fractions
over a common denominator, then
/Q2 a) 8
Q3 ue
b) =
SE ae ers
add/subtract the numerators.
Page 23 — Completing the Square
24 Ho sai Page 12 — Expanding Brackets
Q4 a) 55 b) 3
Qi a) 2+ 3y-
c) = d) aoe 7
|Ql a) y+2y—24
b) 2x?- 10x
+ 4xy* b) x= 1,x=—5

Q5 | 25p’ — 40p + 16 c) Minimum point = (eo

Li. tne 9x4 — 24x*y + 16y Graph crosses the x-axis at

| x3 + 6x? + 3x-10
b) a? 15a’ 75a 125
x=1,x=-3

|o4 2000

Answers
 19
Page 24 — Algebraic Fractions | Page 34 — Sequences Section Three
cae
i pe Qi a) 2n*—2n+6
|Page 36 — Gradients
b) n= 10

2?
6(x+2)
x’(x+5)
n must be positive, so you Qi. =F or-2.5
can ignore n = —9.

@
Pywaa U| 1 | Page 37 — ocle toi of a Straight Line
QS G_-2(a45) 3
ee a) y= ee 4 b) 5x-3y+3=0
Page 25 — Factorising Polynomials | Revision Questions — Section Two
Qi a) 3) QI a) x b) 16x! c) 20a3b° |age 38 — Drawing Straight-Line
= 259-147 - 10-3) +24 Q2 a) 12° —5x—2
Graphs

27> 63"
| b) 6x? + 12x? — 3xy
= ry A cael 15+24=0 c) 16x*- 8xy +
(>) =0, so (2x —3) isa Q3 15
factor of f(x). Q4 a) (p + q)(3p + 4q)
b) (2x—3)(x—4)(x +2) b) (2x + 3y)(4x + 3y)
Factorise 8x? + 18x + 9 first, e232
45 OF Oe 1gs8 ZORI
¢) x= X= 4,x=-2
then put in the y’s.
Page 26 — Simultaneous Equations Q5 a) 5(a + 4b)(a — 4b) page 39 — Parallel and Perpendicular
and Graphs b) 4p? + 39°) - 34°) | Lines
Ol a) x=3,y=3 2/3 a
@
y=x-3
b) x=3,y=4 and x =—+4, y=-3 9+5/3 Gradient of AB =-4
6
Page 27 — Simultaneous Equations Gradient of AC = -F
Ql ¥=-3,y =3
—Q8 a) x=3.5 Dix ==)
x=8l | Gradient of BC = z
Q2 x=3,y=-
| The lines AB and BC are
Page 28 — Simultaneous Equations perpendicular as their gradients
2q—7
Q1 x=0.5, y= 2.5 (Qila) p= 2-r b) p=~% multiply together to give —1
and x = -4, y= 29 Qi2a) 4 ——0 b) oe (4 x ln
Te —1).
5
Q2 4 =4,y=—2 Q13 a) x = 1.70, x=-4.70 So ABC is a right-angled triangle
andx=10,y=4
_ »d) x= 0.59, x =—-5.09 with a right angle at point B.
Page 29 — Simultaneous Equations
c) x= 0.91, x =—-1.58
Page 40 — Coordinates and Ratio
Q14 a) =o hw Io Bak j
Q1 x=1,y=1.5,z=-2
1Q1 ae)
Page 30 — Inequalities b). 155 SS
DaviaOh
es PSS
2
The centre of the circle is the
midpoint of the line segment AB.
ere
Ql a) x<-7 b) x s-2.5 Q15 (*= 1 )\oe+3) Q Use the information given to find
Page 31 — Inequalities the coordinates of P, Q and R:
Ql a) -7<p<7
Q16 >)1 =Az)+
1
FI-
1
GY
1
P=(-2, 0), Q=(0, 6), R= (4, 18)
eee ee
b) ps-8o0rp28 Zeng MV Nay Then use the rule for the gradients
of perpendicular lines to find the
Q2 x=0,
1, 2, 3,4 Te 2 ee lel equation of the line:
=2-1-1=0,
Page 32 — Algebraic Proof
so (2x— 1) and (x + 1) | ten x4+e=>c= 58
Ql Take two consecutive odd SS e% 3
are factors of f(x).
numbers, 2m + 1 and 2n + 3, 1
a
EGS ie 3 as
O-y +%—-58 =0
where n is an integer. (x + 2)(x + 7)(x — 3)
Then (2n + 1) + (2n+3)=4n+4 | x=1,y=-2 orx=-7,y=-18 Page 41 — Functions
= 2(2n + 2), which is even. Quis x=5,y=3,z=2 Qi a) a=-2 b) x<-3
Q2 (n+ 6) —n(n - 3) |Q20 a) x2-3 b) x<13
|Page 42 — Functions
=n? + 12n+ 36-—n?+3n |Q21 a) -S<xs5 b) -3<x<9
= 15n + 36 = 3(5n + 12), Qi Lowest: f1) =a+b=4
Q22 (2n + 1)(2n—1)=4n’?-1
Highest: (3) =3a+b= 10
which is a multiple of 3.
= 2(2n’) — 1, which is odd for all
| Solving simultaneously:
Page 33 — Sequences integer ales of n. 2a=6>a=3,at+tb=4 >
)0=1
Ql 5th term = —3, 16th term = 162, Q23 a) TIn—-9 b) n?-2n+3
30th term = 722 | Q24 a) First term = 0.455
Q2 4n+1 Eighth term= 0.224
Fourteenth term= 0.214
:v4

Answers
 ie
Page 50 — Stationary Points
Q2 a) y
5 QI a) (2, 88) and (3, -162)
4 b) (2, 88) is a maximum
(3, -162) is a minimum
iV
| Page 51 — Stationary Points
|
> Qt a) @8)
/

2 b) + Se
(Q6 =-1 < h(x) <0
—3 Q7 a) 1
Point to the left: x =—1 b) 3
b) x=-12 dy _
aaa 4>0 Q8 x =-1.7 (accept —1.8 to —1.6)
f(x) <5 for x > —2, so the solution
x = 4.7 (accept 4.6 to 4.8)
of f(x) = 7 must be for x < —2. Point to the right: x = 1
dy _ Q9 r+y~=64
Ane —4<0 Q10 Centre =(3,-7) Radius =9
Page 43 — Functions
QI a) -x-6 So the gradient is positive on (QU 35x44 12x
b) 2x(x+3)+3 or 2x7+ 6x+3 the left and negative on the FOIE <2)
c) 16 right of the stationary point,
Q13 A line perpendicular to the curve
d) 2x-6 therefore (0, 8) is a maximum.
at the point it meets the curve.
Page 44 — Quadratic Graphs |Page 52 — Curve Sketching Q14. oy +11 =39(% +2)
: | OR Y= 39x + 67
Qi a) 20|°
QI ¥

|
-2
b) x =—+4.5 (accept 4.3 to 4.7), |Page 53 — Exponential Graphs
x = 1.5 (accept 1.3 to 1.7).
(Ql a) a=64,b=4
Page 45 — Equation ofa Circle b) 64
Ql a) r+ =36
b) @+4?+(@-3) = 36 |Revision Questions — Section Three
The circle is translated 4 to the left and Qi
| 2x+2y=5
3 up. So the new centre is (4, 3),
|Q2 Midpoint of PQ: (1, 0)
but the radius stays the same.
Gradient of PQ: = Ql6a) (0,4)
Page 46 — Equation ofa Circle b) b=2
Perpendicular gradient: 2
Ql x? + y = 34 is the circle
passing through (—S, 3)
Perpendicular bisector: Section Four
y-0=2@-l)>y=2x-2
xr+p-2x+4y+4=0is Page 55 — Matrices
(Q3 0Q: QT=1:2>Q=6,0)

a 26
the circle with centre (1, —2) 9
SR: RT=2:3=>R=6, -6) 1
x? + =2(6x + 3y— 10) is
Right-angled triangle with QR as
the circle with radius 5
hypotenuse has height 6, width 1. Page 56 — Matrix Transformations
Page 47 — Differentiation Triangle POQ is similar to this
Ql r=4,s=23
triangle and has width 5, therefore
Ql 3-6x*
height of POQ = 6 x 5 = 30 Page 57 — Matrix Transformations
Q2 Qx° — 25x47

(oa)
and P = (0, 30)
Page 48 — Differentiation Instead, you could use points Q and Onl
R to find the equation of PQR, then
Ql 2 (-3, 3) (0, 3)
use this to find the y-intercept P.
Q2 —312
Q4 a) fix) <5
Page 49 — Finding Tangents and b) x=-—Sorx=5
Normals |

|
1— |

|
i
Ql yt+5S= AG +2)ory= res =
Q2 (0, -17)

Answers
 81
Page 58 — Geometry Section Five Q10 20 skint (asct;)
Q1 x = 67° + 67° = 134° Qi 23: lm (3 S$.)
|
Page 66 — Pythagoras’ Theorem
Page 59 — Geometry Q12 33eD Tors i)
QI 7.6m
Q1 x= 56° | Q13 213 Sah)
(Q2 24m
Q14 mle
Page 60 — Area 3 v61 Qis 54.7° (3 s.f.)
Q1 a) 15.64cm? b) 7.82 cm ‘Page 67 — Trigonometry If you're struggling to make a start
— Sin, Cos, Tan on this question — try drawing
Page 61 — Surface Area and Volume
Q1 h=2.5 cm )Q 3.27 m
|
the triangle BMF, where M is the
midpoint of EG and FH.
Page 62 — Volume | Page 68 — The Sine and Cosine Rules |Q16 3
Ql F=8cm Ql 38.6 cm? |
QU7
|Page 69 — The Sine and Cosine BE ||
Page 64 — Circle Geometry 460
‘degrees
|Q1 29 (3:8:1.)
Q1 Angle ABD = angle ACD = 52°
Using the alternate segment theorem ||Q2 28.7 mm (3 s.f.)
gives you both of the required angles. |
| Page 70 — 3D Pythagoras
Revision Questions — Section Four (Ql. 25.6 m (3. s.f.)
-8 —18 |Page 71 — 3D Trigonometry
eo & 10 |Qi Make a right-angled triangle
ae! AMN, where N is the midpoint
$2 ED a5 of DC. Then use T = a 602 120°
Q3 Reflection 1n the line y = x. | 55.5° (3 sf) cos?x = 1 — sin?x
Q4 Call the coordinates of L (a, b). sin’x
1+tan’x =1+
|Page 72 — Trig Values cos’x

b 2Ilo Mle)
2 2/\0 -3/\b 12
|Qi 60" cos’x
+ sin’x
cos’x

(6ot)(a |Page 73 — Graphs of Trig Functions el

6 0/\b 1w2
=
cos’x
2

|Q1 B 3tanx + 2cosx = 0

is- 2]_ (3 |
sinx
6a 12 |Page 74 — Solving Trig Equations 3—— + 2cosx =0
cosx
6a=12 > a=2
|
in a Given Interval 3sinx + 2cos’x =0
3a—-9b=15 => 6-9b=15 }Ql. =“ 17.5°, 162.5° 3sinx + 2(1 — sin?x) =0
j
= b=-1 2sin’x — 3sinx —2 =0
Coordinates of L are (2, —1). |Page 75 — Using Trig Identities (2sinx + 1)(sinx — 2) =0
Q5 360° Qi 25.4°, 154.6°
(3 s.f.) :
So sinx = 7
| !
oF six = D
Q6 a) 106° 'Q2 0°, 48.2° (3 s.f.), 180°, sinx = 2 has no solutions
STIS?
3 s£.), 3607
b) 142° x= sin! (5) $230”
ro)ie os Page 76 — Using Trig Identities (siny + cosy)? + (cosy — siny)?
Q7 Bae sin’ 0 1—cos’6 = (sin’y + 2sinycosy + cos?y) +
Q8 Circumference = 127 mm Lot 1=—cos@— 1=—cosé (cos*y — 2cosysiny + sin*y)
__ (1- cos @)(1 + cos@) = 2(sin’y + cos’y) = 2
Area = 3677 mm? | 1—cos@
Q9 17.45 cm
Sin’ xt SinxCOS Yo |
=1+cosé
cos’x —1 <
Q10 =: 907 cm’
|Revision Questions — Section Five LHS: sin’ x(sin’x + cos’x)
Qll 150.8 cm?
Ql 14.5em (1—sin’*x)-1
Q12. 9m ee,

'Q2. 6.4
ls s-2 c-A 1-8
= SM * —_1=RHS
In xX

Qi3 180° — SIN eX

Q14— 24°
Q15~—s Angle CEF = 46° (alternate angles),
|
Q4 27°
therefore angle CDF = 46° Q5 6.74 cm
(angles in the same segment). Q6 See p.68
Angle EDF = 46° 'Q7. See p.69
(alternate segment theorem).
So angle CDE = 46° + 46° = 92°.
Q8 — 41.0° (3 s.f)
Q9 —: 103° (3. s.f.)
|

Answers
 82

A
algebraic fractions 24 gradients 36-39, 48-51 range (functions) 41
algebraic proof 32 rates of change 48
alternate segment theorem 63
H rationalising the denominator 15
angles 58, 59 hemispheres 61, 62 ratios 6, 7, 40
alternate 59 hypotenuse 66, 67 rearranging formulas 17, 18
between line and plane 71 recurring decimals 4
I reflections 56, 57
between two planes 71
identities 32, 75, 76 regular polygons 59
corresponding 59
exterior 59 identity matrices 55 right-angled triangles 66, 67, 70-72
interior 59 improper fractions 2 roots 10
vertically opposite 59 increasing functions 42, 51 rotations 56, 57
arcs 60 inequalities 30, 31
area 60, 68
inverse functions 43 S
sectors 60
B L segments 60
brackets 11, 12 limiting value of a sequence 34 sequences 33, 34
line segment 40 simultaneous equations 26-29
C linear sequences 33 graphs 26
chords 63, 64 lowest common multiple (LCM) 3 sin, cos and tan 67, 71-76
circle theorems 63, 64 sin, cos and tan graphs 73-75
M
circumference 60 sine rule 68, 69, 71
completing the square 22, 23 matrices 55-57 solving equations 16, 44
composite functicns 43 multiplication 55 spheres 61, 62
cones 61, 62 transformations 56, 57
square roots 10, 15-17
coordinates 40, 56 maximum and minimum points 23, 50-52 stationary points 50-52
cosine rule 68, 69, 71 midpoint of a line segment 40 straight-line graphs 36-40
cubic graphs 52 mixed numbers 2 subject of a formula 17, 18
cubics 25 N surds 15
curve sketching 52 surface area 61
normals 49
cyclic quadrilaterals 63, 64
cylinders 61
nth term of a sequence 33, 34 T
numerators 2, 3
tangents 49, 63, 64
D
P terminating decimals 4
decimals 4 transformations 56, 57
decreasing functions 42, 51
parallel lines 39, 59
triangles 58, 60, 66-72
parallelograms 59, 60
denominators 2, 3 triangular prisms 61
Pascal’s triangle 12
difference of two squares (D.O.T.S.) 14 trigonometry 67-69, 71-76
percentages 4, 5
differentiation 47-51 area of a triangle 68
normals 49 perpendicular bisectors 63
common trig values 72
stationary points 50, 51 perpendicular lines 39
cosine rule 68, 69, 71
tangents 49 pi(z) 60
graphs 73-75
domain (functions) 41 polygons 59
identities 75, 76
powers 10
in3D 71
E prisms 61
sine rule 68, 69, 71
equation of a circle 45, 46, 64 product rule 8
solving trig equations 74-76
equations of straight lines 37-39 proof 32
expanding brackets 11, 12 proportional division 7 V
exponential graphs 53 pyramids 62, 70, 71
volume 61, 62
exterior angles 59 Pythagoras’ theorem 66
in 3D 70 4
F Pythagorean triples 66 v= niet G3 7.88
Factor Theorem 25
factorising 13, 14 Q Z
polynomials 25 quadratics 19-23, 44
zero matrices 55 |
quadratics 19, 20 completing the square 22, 23
FOIL method 11 graphs 23, 44, 52
fractions 2-4 inequalities 31
frustums 62 quadratic formula 21
functions 41-43 sequences 34
quadrilaterals 58, 60
MAR
Index
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